lives are narrow and cramped, because their days are spent in idleness and frivolity. Sometimes they realize this starvation of soul which is going on within, though they confess it not to the outer world. To all such I will say, in the words of an old Persian proverb, "Square thyself for use, a stone that will fit in the wall is not left in the road." In other words, learn something thoroughly and you will find a use for it.

Again, as we scan the political horizon, do we not see how desperate is the need here of a realization of the spiritual significance of government? On all sides we hear ridicule instead of argument. We are given personal anecdotes instead of presentation of principles. When we see the busy wheels of traffic and the gay carriages of pleasure stopped by the arm of law, in order that a poor working woman may pass in safety across the street, is it not to every looker-on an illustration of the value and dignity of each individual, of the calming subtle bond of brotherhood which is slowly making us regard the rights of each.

*

I ask you to turn with me to Friedrich Froebel. He defines education, as that training which leads a man to clearness concerning himself, to peace with nature and to unity with God. Who among us has attained unto this form of education? How many of us know clearly and definitely our own weak points and limitations as well as our strength and power? How many of us are in such harmony with nature that we obey her laws without rebellion? How many of us have come into that unity with God which makes us realize that all things work for good-and yet this should be the result of right education. Froebel does not leave his lofty conception of education in an abstract theoretic form. To his poetic mind, sympathy with God and all his creatures comprehend the opaque cloud of facts and he sees ever-living principles behind those facts. He realizes God's message in the simplest thing he has created. He hears God's voice, not only in the Book of Revelation, but also in the laws of Nature he sees God's image in the humblest village child

with whom he comes in contact: he realized those words of Christ, These are my brothers and my sisters," as but few of us have comprehended them. God was to him an everliving, ever-present Friend, not an abstract kind of being to be worshiped at stated periods in stated ways, and then to be forgotten meantime. The great world poets have understood the human heart, and have spoken to it even as God spake unto the early race, as Christ spake unto the multitude by means of parables or symbols. It is thus that Froebel would have us teach the little child.

The rain had fallen, the Poet arose

He passed by the town and out of the street,
A light wind blew from the gates of the sun
And waves of shadow went over the wheat;
And he sat him down in a lonely place

And chanted a melody loud and sweet
That made the wild-swan pause in her cloud,
And the lark drop down at his feet.

The swallow stopped as he hunted the bee
The snake slipped under a spray,

The wild-hawk stood with the down on his beak

And stared with his foot on the prey,

And the nightingale thought, "I have sung many

songs,

But never a one so gay,

For he sings of what the world will be

When the years have died away."

THE INTERNATIONAL KINDERGARTEN UNION.

A

N official circular has been sent forth by the International Kindergarten Union, which we reprint in full, as one of the most important and valuable documents ever brought before Kindergartners. It cannot fail to inspire an active interest on the part of all connected in any way whatsoever with the new educational movement. The circular reads:

The International Kindergarten Union promises to be one of the most important movements ever undertaken for the education of little children. No department of education is receiving more intelligent attention, from the best thinkers in educational circles, than the Kindergarten. Its influence permeates every department of school instruction, and promises to be a still more important factor in the future.

The principles underlying the Kindergarten system are the groundwork of modern primary education. An intelligent interpretation of philosophy and method is being presented by many independent workers in various parts of the world; something like a complete system of primary education is being slowly evolved from the repeated experiments of these investigators. Much of value to the world is being lost from the lack of co-ordinated effort and some common channel of communication.

The International Kindergarten Union was formed to meet this need: It seeks to unite in one stream the various Kindergarten activities already existing. Its function is to supplement, not to compete with; to co-ordinate, not to supplant, the agencies which are already at work. It will combine the advantages of central council and suggestion with local independence and control. Its mission is to collect, collate, and disseminate the valuable knowledge already attained and to inspire to greater and more intelligent efforts in the future. It falls naturally into the spirit and method of the times, which is no longer that of isolated effort, but of concentrated harmonious action.

In most of the States the Kindergartens are outside of the public school system, in the hands of private societies. It is obvious that an International Kindergarten Union can deal only with large units. It is hoped that all of the Kindergarten societies in each State, whether pub

lic or private, will unite to form one State organization for representation in the Internationa Kindergarten Union. This plan, however, will not preclude individual and society memberships in those States, when no such organization exists. The great advance which has been made in the growth of Kindergartens in the recent past makes it hopeful that the time is near when there will be no State without such an organization.

The International Kindergarten Union is pledged to promote such organizations, and to the establishment of Kindergartens. It invites co-operation from public and private schools, churches, and benevolent societies of every kind and grade, which have for their object the educational interests of little children.

The establishment of a high standard of training for the office of Kindergartner has long been felt to be a necessity by those most intimately connected with the work. It is of the first importance that some standard be reached, that shall direct the future action of training schools in the preparation of teachers. The time is past when “anybody can teach little children." We are no longer in the experimental stage. No position calls for more native ability and thorough training. The Kindergartner must take her place with other trained professional teachers, if she can hope to hold her place in the great army of educational progress; she must be able to see that principles are more than method, spirit more than form, and organic relations to other departments of education of vital importance to success in her own.

It will be the work of the International Kindergarten Union to prepare an outline study, to advise its adoption, and to give aid and counsel, whenever they are sought. The Executive committee includes the leading Kindergartners of this country and of Europe. Their experience and knowledge give ample security that wise counsel will be given in all questions of importance to the cause. The International Kindergarten Union will be in close touch with the National Educational Association. It will receive inspiration and support from that large body of eminent educators. The Kindergarten Department of that body has already done much valuable work for the cause in this country. It contains some of the most experienced and intelligent workers; and to their influence is largely due the rapid progress of the Kindergarten cause in America. The International Kindergarten Union seeks to add but another round of growth by bringing into co-operation with it, many persons and societies who can greatly extend the range of its influence.

The immediate aim of the International Kindergarten Union for the coming year will be to prepare a fitting representation of Kindergarten progress at the Columbian Exposition at Chicago in 1893. This time will furnish an occasion for an interchange of views and an organization of forces for future growth unequaled in the history of the world. An International Congress is planned for this time, in which will be dis

cussed questions of vital importance to the cause by the most eminent Kindergartners of the world. Foreign correspondence is now being held to bring together products of the system in countries much older than our own. It is hoped that not only finished products may be displayed, in well graded sequence, but that practical illustrations of method may be given with the little children present.

The International Kindergarten Union will co-operate with the various States in their plans of exhibit, and with those in charge of the "Children's Palace," in carrying on the educational department of that admirable scheme. This will give an excellent opportunity to present a graphic view of a Kindergarten in actual operation. This plan will be more potent in claiming attention and in giving a knowledge of the system than reams of written work and finished products. It is true that much of the spiritual side of the system cannot be shown in so short a time by this or, indeed, by any other method, but the same objection can be urged with equal truth in regard to every department of the Exposition. It is understood that it is only the material and methodical side of every department which is being shown, and each will see in the whole, only "that which he has eyes to see." "The time for such propaganda" is not past, the larger number of people who will visit the Exposition will know as much of the essential principles and method of the Kindergarten as they know of the laws which govern the solar system, and while they may not be much more intelligent when they leave, they will know more by this than by any other method. This can be done without “making martyrs of children." Experience has proven this many times. They will take it as a part of their gala day, and rejoice in it, with no thought of any one but themselves and their work.

Many practical difficulties will arise, and much trouble and expense will be incurred, but the combined Kindergarten wisdom of the world will, no doubt, be able to meet them all, and to present an exhibition of progress worthy of the cause and the occasion.

The time is very short for all that needs to be done. The Union invites correspondence upon any and all departments of work. It strongly urges active and immediate efforts in forming unions of smaller societies in different sections, to co-operate as early as possible with the International Kindergarten Union. Certificates of membership will be forwarded upon receipt of names, and a full circular of information will be sent upon application to the corresponding secretary, Miss Caroline T. Haven, 109 West 54th Street, New York, or to the chairman of the Executive Committee, Miss Sarah A. Stewart, 1520 Chestnut Street, Philadelphia, Pa.