This is the way the world produces its "Dreyfus Affairs," its Transvaal Wars. If the aim is to create men and not masses, we should follow the educational programme of the great statesman Stein--"to develop all those impulses on which the value and strength of mankind depend." This is only possible when the child is taught, at the earliest age, the freedom and danger of his own choice, the right and responsibility of his own will, the conditions and duties of being put to the test himself. All of these elements of character are unconsciously opposed by the kindergarten; the home alone can develop them. The highest result of education is to bring the individual into contact with his own conscience. This does not mean that the individual cannot experience by degrees the happiness and the necessity of being a factor in the service of the whole, first in his home, then among his companions and in his country, and finally in the world. The difference is this: in the first case the man is a living cell, co-operating and building up living forms; in the other he is a piece of cut stone used in artificial construction. Both for the development of individuality, as well as for the cultivation of the emotions, the home is to be preferred to the kindergarten and to the school. In the limited small circle of the home the emotional element can be deepened and tenderness can be developed, by the acts called for in the realities of domestic life. The kindergarten first, and then the school, free children from their natural individual obligations and put in their place demands that can only be fulfilled _en masse_. The child enters into a number of superficial relations. This situation tends to make his emotions superficial; here is the great danger of beginning school life at a tender age. On the other hand a one-sided home life brings with it the danger of concentrating the emotions to an excess. Education at home in the years when the emotions become harmonious and receive their decisive training is just as important for the child as is later on a pleasant sociable life with others of the same age, after the twelfth year is passed. All intellectual cultivation done according to the most excellent method, all social feelings, are worthless unless they have as their basis an individual development of the emotions. Somewhere in our body we must have a heart, to act as a real balance against our head. Only the man who has learnt to love a few, deep enough to die for them, is able to live profitably for the many.