I should like to see not only the kindergarten but the preparatory school transferred to the home. There things can be considered that are never taken into account in a general school. The child need not have the nourishment he does not want, and which he does not need, at the time he now generally receives it. In the home school, one child can put off reading to a later age, another can be taught reading early. The desire for action in one child can be satisfied; the book-hunger of the other encouraged. Bodily development, the desire to make a real acquaintance with external nature can be considered in home work, play, and out-of-door activities. Then we can begin to teach when the child himself asks for teaching; that is, when he wishes to hear or do something in which knowledge alone can assist him. The child can twice as easily learn at ten years, under these conditions, what he now learns at eight; at eight what he now learns at six, if he comes to his study with developed powers of observation and an eager desire for action. Schools can never attain a full insight into the peculiar character of personality, into the ways in which knowledge must be placed before different individuals, into the right time for taking a subject or giving it up. The home school must be considered the ideal method where the child studies with a small group of well-selected companions. Individuality can be considered, plans of study and courses can be neglected. Through such neglect only, is a real living instruction possible. The advantages the modern school has over the home are hardly worth discussing. The order of the school, its method, system, and discipline, so much praised by its advocates as advantages, are, from my point of view, nothing but disadvantages. Habits of fulfilling duties, or work, orderly and punctual activity, that belong to a sound education, can be attained in the home school through far less artificial means. Of course it is urged as another advantage of the school that the school child becomes a member of a small community where he learns social duties. But the home is the natural community where the child, in full seriousness, learns the real social duties of readiness to help, and readiness to act, while the present-day school artificially replaces that domestic social education, of which the child is now robbed by studies at school and preparation at home. The real value of school life among companions can be had from the home school without its ordinary dangers. These dangers are not only evil influences, but, more than anything else, that collective process of reaching a standard of stupidity, due to the pressure of public opinion that comes from association in masses. The fear of common opinion, of being laughed at, is created in the receptive years of childhood, so open to such influences. The slightest deviation in dress, or taste, is criticised unsparingly. If an investigation were conducted on the sufferings of