The kindergarten is only a factory. Children learn in it to model, instead of making mud pies according to their own taste. This process is typical of what these small atoms of humanity go through themselves. From the first floor of the factory the objects that have been turned out there are sent to the next floor above, the school; and from this they then go out put up in packages. The aim of school training is to carry out, with all its might, production by quantities that expresses the demands of our time in all spheres. The invention of individual school methods may reduce the influence of "canned education." As long as there are large cities, poor children in them must be able to obtain the possibilities of country children. Their playthings must be made out of the world which surrounds them. The obligations of their own home must supply them with work. This is altogether different from the play work of the kindergarten that has no connection with the seriousness of reality. A wise mother or teacher will adopt from the kindergarten system just so much as will enable her to teach children to observe nature and their surroundings; will take from it what enables her to make them combine their activity with some useful end; their amusement with some kind of knowledge. The Froebel dictum, "Let us live for the children," must be changed into a more significant phrase, "Let us allow the children to live." This, among other things, means "let them be emancipated from the burden of learning by heart," from the forms of system, from the pressure of the crowd, in those years while the quiet, secret work of the soul is as vital for them as the growing of the seed in the earth. The kindergarten system is opposed to this; it is forcing up the seed to life on a plate, where it looks very pretty, but only for the time being. The school with its _esprit de corps_ opens the way public lack of conscience. Modern society manages thus to reproduce the crimes of every past period; manages too, to reproduce them through men who are conscientious in their own private life. For those without consciences, who lead criminal movements, would never be able to put the masses of people in motion, unless they were just masses and nothing more; unless they were made to follow collective laws of honour, collective patriotic feelings, collective conceptions of duty. The child learns to be obedient to his school, to be loyal to his comrades, just as later on in life he learns these qualities as they are presented in his university, his student society, and his profession. All of this he learns sooner than to reverence his conscience, his feeling of right, his individual impulse. He learns to wink at, pardon, and disguise the sins committed by his own circle of companions, his own club, and his own country.