The crèche and the kindergarten were and continue to be a blessing undoubtedly for those innumerable mothers who work outside of their homes and are badly prepared for their duties. Some type of kindergarten will perhaps be necessary under particular circumstances as a partial substitute for the home, as, for example, when a child has no companions to play with, or when the mother herself is disinclined or not able to educate the child. This incapacity is ordinarily the result of an extremely nervous temperament, caused by weak will or depression. Mary Wollstonecraft's remarks, made more than a hundred years ago, still call for our approval. "If children are not physically murdered by their ignorant mothers, they are ruined psychically by the inability of the mother to bring them up. Mothers, in those first six years that determine the whole development of the child's character, turn them over to the hands of servants, whose authority is often undermined by the way in which they are treated. Then children are passed on to school to control the bad behaviour which the vigilance of the mother could have prevented, and which she controls with means that become the basis for all kinds of vices." But because such cases are still frequent and because there will always be mothers incapable of bringing their children up, it would be a premature assumption to believe that the majority of women cannot be trained to become parents, if the development of the woman has this end in view. One of the tasks of the future is the creation of a generation of trained mothers, who among other things will emancipate children from the kindergarten system. Children are handled in crowds from two and three years up, they are made to appear before the public in crowds, made to work on the one plan, made to do the same petty, idiotic, and useless tasks. In this way, we believe at the present time that we are forming men, while actually we are only training units. Any one who remembers how, as a child, he played on the beach or in the wood, in a big nursery or in an old-fashioned attic, or has seen other children playing in these surroundings, will know how such unrestrained play deepens the soul, increases the capacity for invention, and stimulates the imagination a hundredfold more than children's games and occupations devised by the arrangement, and promoted by the interference, of elder persons. Adults are accustomed to amuse children in crowds, a custom which comes from intellectual vulgarity, instead of leaving them alone to amuse themselves. Besides this system encourages children to produce what they do not need, and leads them to imagine that they are working by so doing. Children should be taught to despise all the numerous unnecessary things which put life on a false level and make it artificial. They should be taught to try to simplify it, to aim for its supreme values; this should be the end of education. The kindergarten system is, on the