the kindergarten movement of the educational principles of which the kindergarten is the attempted ommbodiment.

Shaw Blow.

Ashantee, Avon, N. Y.

From Lucy Wheelock.

At present we need to act together as kindergartners and forget party lines; to consider ourselves as part of a whole; show readiness to confer with superintendents and discuss with them our common problems.

Saey Marlook.

Back Bay Station, Boston, Mass.

From Annie Laws.

1. The progress may not seem to be so rapid now from the fact that it is generally recognized that a kindergartner must not enly have natural aptitude, but must have a thorough training of sufficient length of time to give her practical experience as well as theoretical training.

Therefore there is not so much possibility of opening kindergartens with only a sentimental basis as in the early days.

letting them drop out of sight and mind. The press can also do much by keeping the highest ideals of the kindergarten constantly before the educational world and by becoming the medium of helpful interchange of views; also by discouraging harmful and not helpful criticism.

I should say there was at present a steady and healthful progress and would not urge opening kindergartens in a community with undue haste or insufficient preparation either on the part of the community and local educational forces or on the part of the kindergartner.

2. Individual kindergartners thoroughly trained and capable can do much by going as pioneers to new communities: Kindergarten organizations can assist by encouraging their best talent to undertake pioneer work rather than selfishly persuading them to remain in their own localities.

ANNA LAWS.

292: Reading Rd., Cincinnati, Ohio.

From Dr. Jenny B. Merrill.

After stating that the Kindergarten has advanced in New York City beyond her highest hopes, Dr. Merrill states that the matter of expense is one hindrance, and that the fact that physicians look upon a few of the kindergarten occupations with disfavor is sometimes used as an excuse for refusing to furnish rooms and equipment; also fear of contagious diseases is another difficulty and more sanitary methods of dusting and cleaning school rooms should should be in vogue. Kindergarten methods have also been introduced in primary school work which makes it seem less necessary for children to attend the regular kindergarten.

3. The kindergarten press can do much by keeping in notice desirable new localities and needs and by keeping closely in touch with

Dr. Merrill continues:

"The best that the individual kindergartner can do is to make her own kindergarten a success; to be scrupulously careful about all hygienic rules; she should be a leader and prod janitors and even principals if necessary, efforts should be made not to have kindergarten children urged to attend in stormy weather, lest they lower the school average. Every precaution should be taken to care for those who do come from sitting in cold rooms or in damp clothing. Lunches should be allowed and even provided, as many young children rise early, breakfast lightly, and are hungry before noon.

Kindergarten organizations can keep good lecturers in the field, secure opportunities at state and other conventions. supply good material for local papers.

The day for exploiting kindergarten methods is past, in my opinion. All educators of any name regard Fræbel as a great reformer and do him all honor, but at the same time they recognize that changes in certain phases of the work are necessary to relate kindergarten work to the grade work. Art teachers especially object to features in color

112 E. 81st St., New York City.

From Alice E. Fitts.

Pardon my delay in answering your letter of June seventeenth. I was not at the I. K. U. meeting and do not know about what was emphasized there. It has always seemed to me that the growth has been rapid enough. Most things come in response to an indicated need. If parents demand certain things for their children they are pretty sure to get them. I should say that the education of the general public is what is needed. There is always a small group of people who inaugurate reform movements, but when the matter comes into the hands of the many it must go through the vicissitudes that all movements are liable to.

Another thing is that the younger people in the community are the ones who have the little children and these are not so apt to appreciate the value of what can be done with children when they are little as older people who have had more experience. Yet the people who have older children are so engrossed with the work of the more advanced phases of education that they forget the need for the kindergarten. Froebel said when the children who have been educated in the kindergarten grow up they will know what is needed and give us the right thing. I suppose this is the strength of the kindergarten.

There is still another point, perhaps, that may be important to remember and that is that the kindergarten claims to be scientific and science has not yet reached the place where it can corroborate what the kindergarten does. The difference in the two schools of kindergartners lies right herethe new kindergartner claims that science has liberated something that is very important for the child that the kindergarten did not inaugurate and she lays the emphasis on that point, while the more conservative kindergartner does not think that science quite understands all that Froebel has given us. It

ently as both sides advance, one toward the other. I am always slow to criticize a natural movement. If there is a lack of interest it must point to some general cause rather than to an artificial one.

I think the one thing that individual kindergartners can do is to have first-class kindergartens. Kindergarten organizations should give every facility for ideal work being done under ideal conditions, not always easy conditions, but those in which the true kindergarten can be shown. So many changes have been made that only in very few places can one see a genuine Froebelian kindergarten, so we do not know what might be done if these were more general. Boards of Education should see to it that the kindergartner hears lectures, continues her professional studies and also feels herself a vital and important part in the educational scheme, knowing that she is supported by the fathers and mothers with whom she is working.

What is most needed is good kindergartens so that people may see what the Froebelian. kindergarten is. So many compromises have been made since the kindergartens have been put into the various public schools that the original kindergarten has been lost in the process. Good kindergartners and good kindergartens, that is what we need today.

نعة

Brooklyn, N. Y.

From Lucy Wheelock.

At present we need to act together as kindergartners and forget party lines; to consider ourselves as part of a whole; show readiness to confer with superintendents and discuss with them our common problems.

Aney Marelook.

Back Bay Station, Boston, Mass.

From Annie Laws.

1. The progress may not seem to be so rapid now from the fact that it is generally recognized that a kindergartner must not only have natural aptitude, but must have a thorough training of sufficient length of time to give her practical experience as well as theoretical training.

Therefore there is not so much possibility of opening kindergartens with only a sentimental basis as in the early days.

I should say there was at present a steady and healthful progress and would not urge opening kindergartens in a community with undue haste or insufficient preparation either on the part of the community and local educational forces or on the part of the kindergartner.

2. Individual kindergartners thoroughly thoroughly trained and capable can do much by going as pioneers to new communities: Kindergarten organizations can assist by encouraging their best talent to undertake pioneer work rather than selfishly persuading them to remain in their own localities.

3. The kindergarten press can do much by keeping in notice desirable new localities and needs and by keeping closely in touch with

letting them drop out of sight and mind. The press can also do much by keeping the highest ideals of the kindergarten constantly before the educational world and by becoming the medium of helpful interchange of views; also by discouraging harmful and not helpful criticism.

ANNA LAWS.

292: Reading Rd., Cincinnati, Ohio.

From Dr. Jenny B. Merrill.

After stating that the Kindergarten has advanced in New York City beyond her highest hopes, Dr. Merrill states that the matter of expense is one hindrance, and that the fact that physicians look upon a few of the kindergarten occupations with disfavor is sometimes used as an excuse for refusing to furnish rooms and equipment; also fear of contagious diseases is another difficulty and more sanitary methods of dusting and cleaning school rooms should be in vogue. Kindergarten methods have also been introduced in primary school work which makes it seem less necessary for children to attend the regular kindergarten.

Dr. Merrill continues:

"The best that the individual kindergartner can do is to make her own kindergarten a success; to be scrupulously careful about all hygienic rules; she should be a leader and prod janitors and even principals if necessary, efforts should be made not to have kindergarten children urged to attend in stormy weather, lest they lower the school average. Every precaution should be taken to care for those who do come from sitting in cold rooms or in damp clothing. Lunches should be allowed and even provided, as many young children rise early, breakfast lightly, and are hungry before noon.

Kindergarten organizations can keep good lecturers in the field, secure opportunities at state and other conventions, supply good material for local papers.

The day for exploiting kindergarten methods is past, in my opinion. All educators of any name regard Froebel as a great reformer and do him all honor, but at the same time they recognize that changes in certain phases of the work are necessary to relate kindergarten work to the grade work. Art teachers especially object to features in color

Pardon my delay in answering your letter of June seventeenth. I was not at the I. K. U. meeting and do not know about what was emphasized there. It has always seemed to me that the growth has been rapid enough. Most things come in response to an indicated need. If parents demand certain things for their children they are pretty sure to get them. I should say that the education of the general public is what is needed. There is always a small group of people who inaugurate reform movements, but when the matter comes into the hands of the many it must go through the vicissitudes that all movements are liable to.

Another thing is that the younger people in the community are the ones who have the little children and these are not so apt to appreciate the value of what can be done. with children when they are little as older people who have had more experience. Yet the people who have older children are so engrossed with the work of the more advanced phases of education that they forget the need for the kindergarten. Froebel said when the children who have been educated in the kindergarten grow up they will know what is needed and give us the right thing. I suppose this is the strength of the kindergarten.

There is still another point, perhaps, that may be important to remember and that is that the kindergarten claims to be scientific and science has not yet reached the place where it can corroborate what the kindergarten does. The difference in the two schools of kindergartners lies right herethe new kindergartner claims that science has liberated something that is very important for the child that the kindergarten did not inaugurate and she lays the emphasis on that point, while the more conservative kindergartner does not think that science quite understands all that Froebel has given us. It

ently as both sides advance, one toward the other. I am always slow to criticize a natural movement. If there is a lack of interest it must point to some general cause rather than to an artificial one.

I think the one thing that individual kindergartners can do is to have first-class kindergartens. Kindergarten organizations should give every facility for ideal work being done under ideal conditions, not always easy conditions, but those in which the true kindergarten can be shown. So many changes have been made that only in very few places a genuine Froebelian kindergarten, so we do not know what might be done if these were more general. Boards of Education should see to it that the kindergartner hears lectures, continues her professional studies and also feels herself a vital and important part in the educational scheme, knowing that she is supported by the fathers. and mothers with whom she is working.

can one see

What is most needed is good kindergartens so that people may see what the Froebelian kindergarten is. So many compromises have been made since the kindergartens have been put into the various public schools that the original kindergarten has been lost in the process. Good kindergartners and good kindergartens, that is what we need today.

قصة

Brooklyn, N. Y.

It is a true saying, worthy of all acceptation, that if the kindergarten is a good thing for children anywhere, it is a good thing for children everywhere, speaking on general lines, at least. Then let us be up and doing with a heart that will keep prompting us to greater efforts and more thorough progress.

The spirit of self-help is the root of all genuine growth in the individual. Help from without is often enfeebling in its effects, but help from within invariably invigorates.Samuel Smiles.

More consecration! More consecration!! That is the crying need of every worthy cause. It is a great need in the kindergarten work today.

"Back of the teacher, back of every worker, stands the woman or man,—and character

EDITORIAL NOTES

Granted that the Kindergarten is a blessing and permanent progress can never be too rapid. If the work is thorough we are never going fast enough if we can go faster.

If the cause be worthy, progress can never be too rapid, but there is such a thing as too much rushing in where angels fear to tread. Enthusiasm, tempered with judgment, is a valuable asset in any work of reform.

Let us not be satisfied with present attainments but press forward toward greater things. Let our enthusiasm, however, be well mixed with judgment and a due regard for the eternal fitness of things.

Why not set our first mile stone over against the proposition that every city or town in America with a population of 5,000 or more shall be taken into serious consideration as a field for establishing a regular Kindergarten in connetcion with the public school system. Then, wherever conditions are found favorable for success, let the work be undertaken as rapidly as the people can be won over to the proposition and competent kindergartners can be secured.

But who is going to do all this work necessary to bring about more rapid progress in the establishment of public school kindergartens? This is a reasonable question. The truth is every kindergartner can help some in that direction and the further truth is that very few of them at present are making any special effort along that line. Suppose every kindergartner should carefully note the many instances arising frequently which reveal the special educational value of the kindergarten and then talk about them in educational assemblies, and in private conversation wherever converts are needed or likely to be made, what a change there would be. Suppose personal correspondence with superintendents of all towns of 5,000 inhabitants or more should be taken up, urging even the one thought that no public school system can be complete without the kindergarten, would not that make a difference? And then suppose some of our best kindergartners in the larger centers should hold themselves in readiness to go into these new communities as pioneers. Would not this lead to real substantial prog

THE VITAL ELEMENTS IN THE KINDERGARTEN.

DR. W. N. HAILMANN.

The vital distinction between the new education and the old is the relative value placed on knowledge and on the child. All the new developments in modern education are based on a clearer recognition of the value of the selfhood of each child, and a deeper, truer reverence for the child as compared with the knowledge which, by the best educational processes, he may be guided in learning and trained in using. Five men deserve the credit for the greater consideration given to the child by modern educators and for the deeper interest in the development of his power and character: Locke, Rousseau, Pestalozzi, Herbart and Froebel. These great educators may be divided into two classes according to the relative values which they gave to the child and to knowledge. They all made their highest aim the development of power and character, but Locke and Herbart believed they could determine the child's character by the knowledge they communicated to him, while Rousseau, Pestalozzi and Froebel regarded the child as of infinitely greater importance than knowledge. The first group believed it to be possible and desirable to educate the child from without, the second group believed that all really vital education must be from within. Froebel crystallized the truer philosophy into the fundamental epigram-"Make the inner outer." Locke and Herbart were restricted by the old and exaggerated ideal of the value of knowledge. The old aphorism that "knowledge is power" still prevents many educators in America and elsewhere from recognizing the vital truth that the development of selfhood is of much greater importance than mere memory storing and mind culture. The childstudy movement so far has been largely a study of the child to find his interest in and his capacity for various kinds of knowledge during the different stages of his development, more than a study to find the nature and extent of his powers and of his achieving tendencies, and the natural processes of their fullest growth. Few have yet really seen the glorious vision of the real child psychologists-Rousseau, Pestalozzi and Froebel. It has taken many centuries to learn the meaning of the great symbolic act of the past when Christ put