of such available lecturers and their terms and address, that trainers may select from the same in making up their general programs. Any specialists in the Kindergarten work proper, or other lines, such as music, art, history, literature, pedagogy, etc., desiring to be placed on this list may address. Kindergarten Publishing Co., Woman's Temple, Chicago, before Oct. 1st.

THE World's Congress Auxiliary, of the World's Columbian Exposition, is the official body in charge of a series of World's Congresses, which in their discussions are to cover all departments of human achievement, by way of properly presenting the moral and intellectual progress of mankind, as well as the mercantile and manufacturing growth. The six months of the exposition time have been carefully programmed, so that each important class may have its due consideration. The month of May is to be devoted to conventions in the line of music, literature and art. June is set for religion, ethics and reform. July is given over to gatherings in the interest of educations science and philosophy. August to the consideration of law, government, military and fraternal organizations. September to labor congresses, building, trade and social science. October to agriculture, commerce, finance and kindred topics. The Kindergarten congress is calculated to cover four days, and to be conducted by the representatives in this department from all parts of the world.

PUBLIC SCHOOL KINDERGARTENS.-At last, what is good enough for some, is being demanded for all. At the regular meeting of the Chicago Board of Education, August 17, 1892, a report of the committee on school management was adopted, which recommends that the Board assume control of several Kindergartens which are now being carried on in public school buildings, at private expense. The vote stood ayes 12, noes 3. The schools received were six that have been for some time under the supervision of the Froebel Kindergarten

Association, and two under the Chicago Kindergarten College. The Board has taken a leading step, and a wise one, in that it is approaching the combination of Kindergarten and school, in gradual natural way. With two ladies on the Board, Miss Burt and Mrs. Flower, and members who are there because of their intelligence on educational matters, the movement will, no doubt, be followed up by similar progression.

The St. Paul school committee has also adopted a plan of work which provides for twenty public school Kindergartens, to be opened with the current school year. At last there is opportunity for school men at large to witness the actual benefits and results of Kindergarten.

The city of New York has experienced a decided awakening the past year, on the subject of Kindergarten. The Free Association has made strides in many directions, and aroused the public to a keener interest in the city's children under school age, until the public school board has recognized the force of the argument and taken action in that direction.

The amendment to the by-laws of the New York Board of Education, whereby the introduction of the Kindergarten system into any primary school was authorized, was adopted on July 6, and President Hunt probably voiced the sentiment of the intelligent public when, at the announcement of the vote, he said: "Allow the Chair to express the conviction that the city of New York is to be congratulated at last."

OUR COVER PAGE will commend itself to every thinking reader. It presents a face with less of Kindergarten sentiment but more of Kindergarten professionalism and must command for the great reform the respect of all progressive educators. An ardent lover of the cause expresses the following after considering the proof-sheets of the cover page as it appears with this issue :

"Mann is American, Pestalozzi Swiss, Froebel German-these three show the international spirit. Although Mann may not compare in inventive genius to either Froebel or Pestalozzi, his influence on the education of his country

was not only very great, it was surely greater than that of either Pestalozzi or Froebel so far. I think he deserves a place upon a paper devoted not to a special ism but to education in general. Besides, Mann's picture on the cover would be considered a proof of the impartial spirit of the editors and their ability to recognize merit outside of the Kindergarten."

IS THE KINDERGARTEN A CHARITY?-Many zealous Kindergartners are happy over the fact that the convention. of Charities and Corrections recently held at Denver recognized the Kindergarten as one of its departments. Is it not rather a sign of promise that the charity phase of the work is being merged into the educational, and so found to be, not less of a charity, but a mission of the truest order with a more potent influence. It is stated by one who speaks with authority that all the wrong in the world is the result of false education. The Kindergarten is a truer form of education than has as yet been demonstrated, and in that sense, it is a reform movement of such infinite capacity to work good, that it is lifted far above the term "charity," in its modern sense. If Charity is still to be held in its primal meaning, Love, then, indeed is the Froebel school a sweet charity. The fact that there is being noble work done in the mission Kindergartens, by no means reduces the educational value of these schools. The staunch Kindergartner will never lose sight of the latter under stress of pathetic appeals to her sympathy. If she be true to her high calling she will be serving a powerful antidote to all forms of human decrepitude.

MODERN PRIMARY METHODS.-There is a growing demand by primary teachers to secure practical and sound help in their specific department, along the lines of progressive methods. The KINDERGARTEN MAGAZINE will continue as in the past, to supply this need and stands open to all discussions of this important department of education. The primary school is no longer the first step, but the second, and hence

arises the desire on the part of primary teachers to become better informed on preliminary methods, as well as to adopt whatever of the new education is expedient and practicable. There are many progressive primary teachers who are working out maps of their own, having an understanding of sound pedagogics. The KINDERGARTEN MAGAZINE, hopes to secure the fruits of such experimental labor to its columns for the benefit of all inquiring and earnest workers.

As is well known to experienced teachers, there is everything in the way the first day of school opens. There are some inclined to think that because it is the first day it won't matter much even if we are not quite on time, or even if we do not keep as strictly to our ideas of discipline. This is a serious mistake, since, on the first day, the pattern for the year is to a great measure set. There is no reason why the expected conditions, be they labeled rules or not, should not be made clear on the first day, and the children adjust themselves to the same. Some Kindergartners have found the secret of beginning at once, taking for granted themselves that the best way is the only way, and leading the children from the home rule into controlled freedom without so many preliminary steps toward making the change. If the true home element is present in the Kindergarten or school-room, the children will not have to become acclimated to it, but will be at home at once..

In the case of mission schools, where there are occasional children with whom the Kindergartner expects to have trouble, it is wise to begin the first day with a very definite policy, It is fatal to be afraid of children, or even to feel uncertain as to their probable attitudes. The Kindergartner must act in faith that the truth which she recognizes in child nature, will respond to every touch of truth in her own efforts.