Dr Truby King made a most thoughtful speech at the meeting of the Free Kindergarten Association. As to the working of the kindergarten system, he said that the way had been cleared for him by Dr Nisbet's remarks, by Mrs Revnolds's letter, and by his own recent lecture in favor of kindergarten methods. He need not dilate on the good results shown by the method in Dunedin. But he might say a few words with regard to the general position occupied by the kindergarten system—a few words by way of criticism, which, he was sure, would be taken as friendly by that audience. They recognised, of course, that education in the early part of the nineteenth century was in a very deplorable condition, and they recognised that owing to the work of Pestalozzi and Froebel attention was first drawn markedly to the fact that care must be given to young children.. Up to that time—that was to say, in the history of education recent at that page 69 time, for in the distant past there had been rational education—up to that time, then, children had not been regarded as interesting or worthy of consideration for iucational purposes until they had reached a stage at which they could be crammed with Latin grammar.