It recognizes the fact that all education is learning. transformed to faculty. It does not ask so much; "What does the child know?" as, "Has the child learned how to learn?" It looks less to mere acquirements than to the capacity to acquire. It is teaching the little child to teach himself. It is controlling the little child that he may learn the art of self-control. It is the aim of the kindergarten to make men and women who will be self-governing, and thus be a law unto themselves - the sovereign of their own faculties, the pope of their own senses; men and women who will succeed by their own skill and industry.

"What shall we do with our boys and girls?" is a cry that is constantly heard from the laboring classes. In fact the cry comes up from every quarter. There is to-day a fair, white star rising above the horizon of the educational world that is destined to do much toward the illumination of this knotty problem, "What shall we do with our boys and girls?" I refer to the pronounced and increasing tendency toward technical education for the young, which has its foundation in the kindergarten. The feeling is abroad, it is in the common air, that the education of the future must develop the industrial capacity of the masses, thus leading to virtue, prosperity, and peace. What shall be done with our boys and girls? Educate them for work, for action, for industry; cultivate their powers for creating and organizing; and then the desire for doing and accomplishing will take the place of the desire for having and getting. How is this education to be accomplished? Let the president of a late national teachers' association make reply. He says: "Our public-school system can not be regarded as complete until the department of manual labor is added. State education must teach the children of the people to work, without which they can never become good citizens. The many must live by labor, and the school must help them so to live; there must be schools where they can learn to be workers."

Wendell Phillips goes straight to the heart of the matter

where he says: "Seven out of ten who come out of our public schools will be obliged to make their living by the work of their hands. Hundreds leave school at fifteen years of age wholly unable to do anything for which any one would be willing or could afford to give them a dollar. The boy who is going to the university has two or three more years of education given him to fit him for his future. Why should not the city extend to the children who prefer some mechanical trade equal favors, parallel advantages, the same amount of training for their future that the university boy has for his? The discrimination against those who prefer to work with their hands is very unjust. Education should fit a boy for the life of labor which is to be his life. The vast bulk of mankind must depend upon labor. There is no degradation in labor. If performed with moral qualities, it exalts the character. Labor is honorable."

We contend that the kindergarten is the only true foundation for industrial education. In the first place, the kindergarten looks vigilantly after the physical life; this is the substratum, the soil, out of which all other life must spring. Physical integrity is the very first condition of success and happiness. "On the broad and firm foundation of health alone can the loftiest and most enduring structure of life be reared." One definition of a man is, "An intelligence served by organs "; and to serve him well, these organs must be in good repair. A sound body is the best handmaid to a sound intellect. In the consentaneous cultivation of the physical, the mental, and the moral the highest perfection is to be found. There must be a balanced progress in which no part profits or is fostered to the injury of the rest. Herbert Spencer insists that to develop the physical, play is better than gymnastics. The kindergarten, in its work with little children, has been called "organized play." Frederick Froebel saw that this universal instinct for play in little children had a deep meaning, and he set himself to discover and utilize this mighty enginery of power and

purpose.

The kindergarten is the best agency for setting in motion the physical, mental, and moral machinery of the little child, that it may do its own work in its own way. It is the rain, and dew, and sun that evoke the sleeping germ and bring it into self-activity and growth. It is teaching the little child to teach himself. The kindergarten devotes itself more to ideas than to words; more to things than to books. Children are taught words too much, while they fail to catch ideas. Give a child ideas. The world does not need fine rhetoric, valuable as that is, half so much as it needs practical, useful ideas. A famous inventor's counsel to a young man was: "Study to have ideas, my boy; study to have ideas. I have always found that if I had an idea I could express it on a shingle with a piece of chalk and let a draughtsman work it out handsomely and according to rule. I generally had ideas enough to keep three or four draughtsmen busy. You can always hire draughtsmen, but you can not hire ideas. Study to have ideas, my boy." The man should be the master, not the slave, of his learning, and whether he is the one or the other depends very largely on the way his knowledge has been gained. It is better to be the master of a little knowledge, with the capacity to use it. creatively, than to be the unproductive carrier of all the learning in the libraries. Study to have ideas; life will give no end of opportunities for using them. That is exactly the aim of the kindergarten- to make the mind creative, to stimulate thought, to beget ideas. Habits of observation are cultivated. Observing is more than seeing. The child in the kindergarten is taught to observe- that is, to notice with attention, to see truly. What he learns in the school-room is calculated to make him keep his eyes wide open to the world about him. He is taught to think, and that is the primary thing. The kindergarten makes the knowledge of ideas wait upon the knowledge of facts, just as it subordinates the cultivation of the memory to the development of faculty.

The senses are sharpened, the hands are trained, and the