contrary, one of the most effective means to produce the weak dilletante and the self-satisfied average man. If there is any further need for the kindergarten in the near or distant future, let it be a place where children may have the same freedom as cats or dogs, to play by themselves, and for themselves, to think out something of their own, where they can be provided with means to carry out their own plans, where they have companions to play with them. A sensible woman may be near at hand to look on or to supervise, but only to interfere when the children are likely to hurt themselves. Let her draw something for them occasionally, tell them a story, or teach them an amusing game, but otherwise let her be apparently quite passive and yet untiringly active in the observation of the traits of character and of disposition which play of this free type reveals. In like manner the mother should observe the play of children, their treatment of their companions at play, their inclinations, and collect as much material as she can but interfere as little directly as possible. The mother finally by this constant, many-sided, strenuous, yet passive kind of observation gets a knowledge of the child that is partially exact. One being never learns to know another being entirely, not even when that being has received its life from the other, not even when that life is daily renewed by the other being, in order to reach the full happiness of spiritual motherhood. It has been well said that as people regard the birth of a child as the sign of physical maturity, the education of a child is regarded as a sign of psychical maturity. But through lack in psychological insight, most parents remain their whole life immature. They can have the best principles, the most zealous fidelity to duty, combined with absolute blindness to the nature of children, the real causes of their actions, and the different combinations of different characteristics.