For the training in general I should plead for breadth. Let it be on a broad basis, religious but not sectarian; to include a course of reading, carefully mapped out; to require observation and practice with the children; with care to avoid too much detail in the technical. In the gift sequences and occupation designs, such an infinite variety is possible that the student is almost lost, as in a labyrinth, in some of the schools. Rather give her time to grow, to grasp principles and to get a glimpse of the spiritual significance of all these things. The child may stumble upon the physical and mental, but can never get the foreshadowings, the presentiments of great spiritual truths without the divine touch of the mother and Kindergartner.

Require the applicant for the Kindergarten training to pass an examination, the character of which shall keep pace with the general advancement from year to year.

The most important step towards getting mental power is the acquirement of a right method in work." The drill of the ordinary school work is fine because it disciplines and polishes the mind. One without this discipline today is relatively in the position of the one-armed man who is obliged to compete with his fellows who have two

arms.

A wise step is now taken in some training schools in the dismissal of the applicant, if after a month's fair trial she does not give promise of the necessary qualifications. This is a kindness to all concerned as it reduces to a minimum the possibility of failure and disappointment at the end of the course.

Her personal appearance, and habits, her neatness, accuracy and mental ability, her manner towards the children,

her general "atmosphere" - spirit, should all figure in determining her fitness.

Everything has its atmosphere. The children are constantly receiving a pas sive as well as an active education. In the example set for them there are no trifles, all is important, for they not only imitate but exaggerate what they see.

While I should be glad to have every young woman round out her education with the Kindergarten course, those possessing fine health and buoyancy of spirit are best fitted for Kindergartners. These three tests constitute a natural method of selection, and as a result only those of promise, physical, mental and moral, will receive the regular training.

This profession offers to the young woman "a sense of usefulness, and the great privilege of giving herself to the highest human interests which will keep her mind full of great themes." Her vocation is lofty. What she will gain from the study depends very largely upon what she brings to the study, but it should be made still more attractive by the offer of a living salary! A salary which will entice the gifted woman into the field. Even the eminently fitted. are often left to eke out an uncertain existence in the private Kindergarten when they should be able to abandon themselves to this glorious work, assured that they would receive their financial reward for such service.

This is the only way in which we may hope to secure talent. Until the Kinderten becomes a part of the Public School system, the salary will be a big problem.

Lycurgus of Sparta "looked upon the education of youth as the most glorious work of a law-giver," and "the Persians gave their young nobles the four best masters whom they could find,

to teach wisdom, justice, temperance, and courage, wisdom, including worship; justice, including the duty of unswerving truthfulness through life; temperance, including mastery over sensual temptations; courage, including a free mind opposed to all things coupled with guilt." Can we, as a nation, afford to do less for our American youth who have to encounter more complicated moral-destroying elements than life has ever before presented"?

We, who are interested in the Kindergarten feel that the youth in his teens will be well equipped provided he has had "the best masters" in his early years. This is the burden of our song. It is noted with alarm, that crime is not necessarily diminished by education, and the Public School receives the blame.

Though we are justly proud of this great system, it is defective in many ways. It places the dangerous words, "Ambition and Success!" on the banners of our children, but worse than that, it is weakened by its failures to recognize the unity of life! It does not perfect the child as a whole, but prepares him for life as a part. And yet the responsibility for this condition should not all rest with the school. "So long as there is no unity of action between the home and the school, the child will fall a victim." "The school is weakened by insufficient home influence." The first six years have been sadly neglected -those are the years in which to lay the foundation stones for an affectionate, sympathetic life, which would make the indifference or cruelty of a merely intellectual view impossible. When the school age is reached it is too late to begin.

The child is pre-eminently in an affectional state during these early years. It

is our duty and Divilege to "lead his loves," -to help to place him in reverent, affectionate relations with things above, below and around,-in unity with himself, his fellows, and God. The Kindergarten is the mediation between the home and the school, the Kindergartner the foster-mother to lead the child from the one to the other: "to carefully avoid, remove and counteract all that may help an evil tendency to grow, or bring dissonance and strife into the child; * to create, seek and strengthen all that will unify the child in every direction of his evolution."

* *

Can a more difficult problem be imagined?

Do you think the very young, the uncouth, the uneducated, or the untrue can rightly fill this sacred office?

Kindergartners are known as a wideawake society of ladies, who are constantly in search of the best. They confess the importance of the seed and seeding-time; and believe that early education should be "guarding, protecting, fostering "; they set the little child in their "midst," and they acknowledge the grandeur of this work in the devotion of their talents, time, and money. Until we can point with pride to the young woman who is continually growing and learning, whose struggle is for a better life, who will at least, approach the ideal Kindergartner, possessing: "The music of St. Cecilia, the art of Raphael, the dramatic genius of Rachel, the administrative ability of Cromwell, the wisdom of Solomon, the meekness of Moses, and the patience of Job," her motto will be

All that lies in my power to do shall be well and truly done."

KATE HAWLEY HENNESSEY.
Englewood, Ill.

The main truths upon which Froebel's system is based might be sifted down to a number small in comparison to the expanse they cover.

From these truths comes the widespreading light of the whole guide to development which Froebel so simply and so earnestly gave to the world.

As

We know them as truths, and find them repeated in every course of training whether artistic or scientific. the public schools rise in the quality of their work, we find it is because the leading minds have begun to recognize the same truths as the only wise foundations for all thought and growth.

All successful charities we find organized by the same light, and thus they rejoice in the fine results which are sure to follow.

Why, then, does the Kindergarten have so slow a growth? Why are these truths not recognized as Froebel's? For his sake we do not altogether need or wish it, though his simple life so consistent with the teachings has much in it to teach us; but for the work's sake we do need recognition. America is said to be the strongest in Kindergartens, yet even here they have but a struggling maintenance, whereas they should be the glory of the country.

This condition does not exist without reason. There is an explanation why the growth is not staunch and steady with a more rapid recognition of results. That there is an increase we believe to be true, but it is uncertain and wavering. Many a noble woman gives her every effort to the cause for years with a bare sustenance as her material gain. While this is the case, she can not set or rep

resent the work as it should be represented to appear to the world.

The world must be appealed to on its own level sometimes, and to create the first response.

We think there is a remedy for this slow growth. Acknowledging that nothing which is durable grows up in a night, we feel that time enough has passed to show finer results in return for the great message Froebel gave to the world. The remedy may not be all in our hands.

Doubtless the world has to progress in its power of appreciation. Year by year children are regarded less as toys or animals, yet there are many tarrying in the old thought; many who think a child's education begins when he arrives at his fifth or seventh year! Think of it! The most valuable years left unacknowledged, or worse than that, because they are so seriously marred! The thought should double our tenderness and sincerity in our work, as we give thanks for the permission to see and do differently.

The remedy then is not all on our side. But while there remains anything which we can do we are responsible. And our efforts may be met by unexpected changes in the response of those on the other side of the work.

We believe the truths are not allowed to stand alone in the work. Instead of being the main thing in the minds of many workers, the Kindergartner too often blurs the work with details and furbelows which greatly injure the result.

For example, a play is planned which is to impress and represent law of oppo

sites; rhythm is the object in view. Then be so still that you yourself are in rhythm, through the action lead your little children into it too.

Teach by subtraction-of details and embellishments. Instead of using numerous attractive (?) phrases, invitations to do thus and so,- It is so pretty, and we all want to do it,"― carry your point by being the point itself, for the time being. This is the most effective way of reaching little children, therefore must give the best results. Plan your work in simple principles; let the strength which you have wasted in embellishing be put into the making of this plan and removing all obstacles to its purest unity of purpose. Put in the vivifying word. where and when it is needed, but no more; further than that let the child work for itself. I have seen a lesson given with the Second Gift when every point intended to be made clear was lost; imbedded in wordiness, personality and wasted force; stories interposed and invited, observations away from the subject made, until there could only be one impression made and that ofchaos!

We all know the beautiful sight of a little child experiencing alone a corner, an edge or a plane. True we are intended to help, but how? By removing obstacles, by guiding the child to the

use of its own capacities, not by mussing up" every discovery with words enough to bury it.

It is often the same with influences to kindliness, with reproofs and explanations. They are not done by subtraction! Subtract words, actions, caresses and smiles, and let the bare beautiful truths have a greater chance to touch the hearts of the little children.

The reverse of this bare simplicity is like gingerbread work in architecture. It is not only ugly in itself but it mars the real beauty of form which may exist underneath. Let the truths stand out. Teach (as far as possible) without words.

Live the truths, that they be embodied in our every action-and we shall see a growth more in keeping with the noble seeds which Froebel planted.

The finest Kindergarten lesson ever witnessed was given in that first of Boston's Kindergartens by the teacher who best represents the work I have tried here to describe. Given with two sticks and a few colored papers-given almost without words.

You felt the openness of the little children's minds-you saw how tenderly careful the great Kindergartner was not to interfere but to help,-never to blur. GRACE CALL KEMPTON.

Boston.

Some grand traveler comes to town Every day.

'Twas Pansy in a purple gown
Yesterday;

In honor of the Season's feast
The Tulips hasten from the east ;
Some grand traveler comes to town
Every day.

Some grand traveler comes to town Every day.

The royal Roses I have heard

Are on the way.

The place is all in order set
For little Princess Mignonette;
Some grand traveler comes to town

Every day. M. F. BUTTS.