W E have seen what are the general implications in the three-fold educational process of Placeo, Doceo, Moveo, how all three contribute to the development of an effective personality, and what is the immediate objective at each stage. We must, however, come to closer grips with the subject. What, in more precise terms, is the type of personality (with the necessary safeguards for individuality) which we would send out into the world ? How is the objective at each stage to be attained ? Are we to devise new methods and new subjects, or are we to utilize those of proved educational worth ? If the latter, how are we to adapt them for the purpose we have in view ? Much that is here said in answer to these questions concerns particularly the schools, but most of it can be extended mutalis mutandis to the university as a teaching institution.