The broad contrast between a Montessori school and a kindergarten appears on actual observation to be this: whereas the Montessori children spend almost all their time handling _things_, largely according to their individual inclination and under individual guidance, kindergarten children are generally engaged in group work and games with an imaginative background and appeal. A possible principle of adjustment between the two systems might be stated thus: work with objects designed for formal sensory, motor, and intellectual training should be done individually or in purely voluntary groups; imaginative and social activity should be carried on in regulated groups. This principle is suggested only as a possible basis for education during the kindergarten age; for as children grow older they must be taught in classes, and they naturally learn how to carry out imaginative and social enterprises in free groups, and the former often alone. Nor should it be supposed that the principle is suggested as a rule to which there can be no exception. It is suggested simply as a general working hypothesis, the value of which must be tested in experience. Although it has long been observed by kindergartners themselves that group-work with the Froebelian materials, especially such work as involves geometrical analysis and formal design, soon tires the children, it has been held that the kindergartner could safeguard her pupils from loss of interest or real fatigue by watching carefully for the first signs of weariness and stopping the work promptly on their appearance. For small groups of the older children, who can do work of this sort with ease and enjoyment, no doubt the inevitable restraint of group teaching is a negligible factor, the fatiguing effects of which any good kindergartner can forestall. But for younger children a régime of complete freedom would seem to promise better results--at least so far as work with objects is concerned. In games, on the other hand, group teaching means very little restraint and the whole process is less tiring any way. To differentiate in method between these two kinds of activity may be the best way to keep them both in an effective educational programme.