association, which are the great instruments of all education, must be developed with a systematic purpose from the earliest dawn of intelligence. Third-The active instincts of childhood are to be cultivated through manual exercise, which is made an essential part of training, and this manual exercise is to be valued mainly as a means of selfexpression. Fourth-The senses are to be trained to accuracy as well as the hand.

No books are to be seen in the kindergarten, for no facts are pre

sented that cannot be clearly understood and verified; the object is not to teach the child arithmetic, or geometry, though he learns enough of both to be very useful to him hereafter, but to lead him to discover truths concerning forms and number, lines and angles for himself.

These schools differ from the ordinary schools in making the knowledge of facts and the cultivation of memory subordinate to the development of the observation and to the appropriate activity of the child, physically, mentally and morally.

A properly taught kindergarten pupil has worked, experimented, invented, compared and reproduced.

But this training has a deeper significance than the mere organization of activities and sensibilities of the child in his own individuality. Froebel recognized the fact of the three-fold relationship of the child-that is to say, his relation to Nature, animate and inanimate, to man and to God, thus giving to his school a high moral and religious standard.

In every kindergarten which deserves the name the pupil is brought into direct contact with Nature; he is placed by the teacher in such a relation to external objects that he naturally questions them. "He goes through the process of self-education," says Emily Shirreff, "but is saved from the faults of the self-educated by walking unconsciously in the groove carefully prepared for him."

The training is essentially social, so that ideas of consideration for the rights of others are brought before the mind. Then the child sees both in Nature and in his association with his fellow-beings the hand of supreme power and wisdom, and will be guided to reverence and worship the Creator.

Now as to the application of kindergarten principles to the child's later school years. If we admit that Froebel has understood the child's needs, that he has rightly interpreted human nature, how can we fail to see that his principles apply as well to the later as to the earlier stages of development? Is human nature one thing at five and and another at fifteen? The three-fold relationship of man to Nature, to his fellow-being and to God exists all through life, and its recognition is as important to life and character at one time as at another.

Emily Shirreff tells us that facts founded upon human nature must be equally true in principle though not in exact form for all ages. Although the games, gifts, etc., are adapted to the infant intelligence only, habits of observing resemblances and differences, of testing facts by experience, are no less valuable when pursuing the most abstruse study than when folding papers or building block houses.

She further tells us that the kindergarten has dealt with the concrete only, but has taught the correct name for each fact, and the habit of using accurate language is the foundation of scientific teaching and of definite thought. The child has much to learn but nothing to unlearn. If the kindergarten principles are worth using at all, it seems reasonable to believe that they are worth continuing. If the later school training is to overlook or to pervert all that has been ac

complished by the kindergarten, why should the kindergarten exist at all? There is much in the general spirit of these infant schools that might profitably be copied elsewhere; a spirit of cheerfulness and happiness, of activity and mutual helpfulness that is truly beautiful. There is one point which is of paramount importance in the

kindergarten - the

moral uplift which it has been observed to give its pupils. In a late number (April, 1895,) of the Inter-State School Review are numerous articles upon Froebel and his school; among these is one by Sarah B Cooper, in which she makes some statements of the results of kindergarten training. She has carefully followed the career of nine thousand pupils trained in the schools, and she finds that not one of the number has been under arrest for offenses against the law, notwithstanding the fact that these pupils came from dis

tricts where criminals are produced. Police officers testify that in localities where kindergartens have been established for six or eight years there has been a gradual improvement in the entire population. What could speak more forcibly for kindergarten principles than facts of this kind?

We do not mean to imply that the ordinary schools have no moral