schools, in the teaching of kindness and love for all created things; in the establishment of humane societies and flower missions, and bands of hope, and especially in the establishment and widespread diffusion of Kindergartens. In one of his books Froebel, the great founder of the system, the one to whom came, almost as a revelation, this knowledge of child-life, beautifully says: "He who will early learn to recognize the Creator must early exercise his own power of action with the conscious

ness that he is bringing about what is good. For the doing good is the link between the creature and the Creator, and the conscious doing of it is the conscious connection, the true living union of the man with God, of the individual man as of the human race." If we would early bring our children, as I trust we all desire to do, into conscious connection with the divine, loving Creator, let us send them to the true Kindergarten. HELEN E. STARRETT. Kenwood Institute, Chicago, Ill.

Very trivial circumstances often awaken in man a host of remembrances of the past, and often this awakening is a light which illumines the memories, giving them power which they did not possess in the past.

To Wordsworth the sight of the sparrow's nest-the sight of a butterfly, brought sweet memories of his childhood, his father's family, and, especially, the remembrance of his sister Emmeline.

"THE SPARROW'S NEST."

Coming suddenly upon a sparrow's nest, with its bright blue eggs, in some sheltered nook, there flashes across his mind not only the memory of the sparrow's nest of his childhood, visited by his sister Emmeline and himself, but also a realization comes of what that sister was to him.

By her more delicate, more timid nature she gave eyes and ears to the heedless boy. She tempered his nature with thoughtfulness, taught him care for others, arising from a heart of sympathy, and awoke in him love and joy.

All this, "the blessing of his later years," was present with him in boyhood in his little sister. "TO A BUTTERFLY."

So, too, with the butterfly the boy's joy in the gorgeous-hued creature, was the joy of the hunter. Eager to possess, he sprang from brake to bush-the girl followed, wishing to be near the butterfly, yet fearing "to brush the dust from off its wings."

Man's home is a place of refuge for the lower order of creation. He shelters the horse and cow, the dog and cat from harm; his orchards are a dwelling place for the birds, and even the tiny butterfly seeks rest in his gardens.

How we love to watch the fluttering little creatures, poised upon some flower, as motionless as "frozen seas," then suddenly darting up, full of joy, floating away upon the breeze.

It speaks of sunshine, and long, long summer days, of everything that is bright and joyous. ALICE MCRoy.

Chicago.

The fruit of the fall season is a fitting symbol to convey to the hearts and minds of little children, the law of Cause and Effect. The text used is: "By their fruits ye shall know them," selected for the reason that it embodies this principle adapted to this season of the year. The text, as we are to use it, will become By their effects ye shall know them (the causes). Or still later, By their acts, work service ye shall know them."

or

In order to attain this end in the most logical way, begin with the natural symbols of the text, each day's work leading from the literal idea toward the spiritual, underlying this text. The dawning of this truth should be as gradual and natural as the growth of a plant, no sudden transitions, but a merging of one step into the other, so as to make one grand whole. The children should breathe it in from their every day plays, games, songs, marches, stories and pictures. The Gifts and schools of work, should be made to speak this truth to them. Instead of being used as ends, they are to be means to the end. A few suggestions only as to the many ways this can be done are given, leaving details to be worked out according to the individuality of mother or teacher.

SYNOPSIS, PART 1.

"By their fruits ye shall know them." Leading children to see the results of all growth, as fruit.

I. Literal fruits-including apples, peaches, pears, plums, cherries, grapes, bananas, oranges and lemons.

2. Vegetables as fruit-using tomato to make the transition-because of its likeness to both fruit and vegetable, thus making this step easy and natural. In this

way also using other vegetables-peas, beans, cucumbers, peppers, etc.

3. Grains as fruit-beginning with corn, because of its common classification under both vegetable and grain. So on with other grains-wheat, oats, rye, barley, etc. 4. Nuts as fruit-including walnuts, chestnuts, hickorynuts, beechnuts, pecans.

5. Leaves as fruit-as they also speak of the tree, plant or vine on which they grow, dwelling particularly on those trees, plants or vines which in common parlance have no fruit; for example, maples, Virginia creeper and ferns.

Blossoms as fruit-dwelling on those trees or plants which are best known by their flowers.

7. Seeds as fruit-by this time the children being able to know a plant or tree by any of its fruits, and to name and number all kinds of fruit each one has.

Have a picture drawn on a blackboard of a branch of an apple tree with leaves on it. Have the children look at it carefully in order that they may be able to tell you from what tree they think it may have come. Let each child who seems to have any idea on the subject express it. Do not let him know whether he is right or wrong. What is put on the board should lead him to judge of his own correctness. After each has told what branch he thinks it is, all are told that something will be put on the branch which will show whether he has seen rightly or not. The apple is then added to the branch.

The next day a peach branch is used in much the same way, and so on with the series, until the children are filled with the idea that everything growth puts forth is. speaking of the plant or tree, leaves, blossoms, fruit or seed. This little method used rightly will increase the interest and intelligence each day, the children growing eager to know trees and plants by every part. By changing the words of the songs, these may be made effective means to impress your thought for the day. The little song "Good Morning Glorious Sun," with this verse added to it, will be a help in creating the feeling that this same glorious sun is sent to ripen all these fruits, on which we are so dependent.

God sends his bright warm sun,

And soft refreshing rain

To ripen glowing fruits,

And waving fields of grain.

With the Gifts the thought could be developed in a simple way like this; with the worsted balls. Show pictures of the different kinds of fruits, or the fruits them

selves. Then give each a First Gift ball and let them match the colors of the fruits to the balls. Another day tell them we are going to have one little blue-bird and let it find just the kind of fruit it wants to eat. Let each child show what kind of fruit tree he wants by the ball he selects. They can make a tree of their hand and arm, and hang their balls on it for fruit. One child may take the blue ball for a blue-bird and tell the teacher what kind of fruit the bird wants. The little fingers are to be the leaves on the tree. Have the fingers close over the balls so that the leaves hide the fruit. Then the bird does not know which tree to go to, that he may get the kind of fruit he wants. The wind begins to blow the leaves aside, so the fruit can be seen on the tree. Then the blue-bird flies to the tree on which is the fruit he wants. Another child takes the blue ball, and has the bird find which tree to fly to, as before, by the fruit on it. The children exchange balls, according to the kind of fruit tree each wants to have, and so on, every one having a turn to play with the blue ball.

When the children return they will see this result and can quickly tell what kind of a vine this is, by the fruit.

2.

Mrs. Hailmann's Second Gift beads need only be suggested, this being one of the many ways they might be used. By using sticks run through the cubes, this arbor is easily built by the children, first showing it to other children without the fruit, then afterward with the bunches of grapes hanging down in this way. Fig. 3.

Let the children sew cards with an unknown tree on it, with the promise that when it is finished they will have drawn in the center for them to paint, the fruit which will tell them what tree this is intended to be. Similar to Fig. 4 on next page.

Have each teacher procure the bare branch of some different kind of fruit treeeach table knowing only what kind their own is.

Let the bare branches be thoroughly examined by all the children, seeing if they can tell from what kind of tree they have come. At each table, model the fruit corresponding to their branch, making a point of the form as the means by which the other children are to tell what kind this is. At morning exercises the next day, have each table display the branch with the fruit they have modeled attached to it, letting the other children tell what it is. Modelling and painting the fruit when drawn may be easily carried out in the homes, and ought

to be very suggestive to mothers with this subject.

Before the children have learned to know a tree by any but its literal fruits, some little story as the following would help to fix the idea in the children's minds, after they themselves had gotten it from the other work:

In a little cottage there lived a family, papa, mamma, little sister and brother. Papa went out to the country one day late in the fall. When he came back home that night Grandpa had sent each of the children a fruit tree to plant under the nursery windows.

These trees had no leaves on them, and looked almost alike, so they could not tell what kind they were.

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The children planted them where the sun could shine on them all day, and they watered them and took good care of them. All during the winter, they looked at their trees and wondered what kinds they were; but even Papa was not sure. When spring

came they watched for the blossoms. At last they came peeping out, looking very much alike. Then the wind blew away the little flower dresses, and the green leaves began to come out. The children were astonished to see that these were quite alike too. When were they to know what kinds of trees they were? About this time they went to live a year or two with Grandpa. As soon as they saw him, they asked him

about their trees, but he could not remember just what kind of trees he had sent.

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After they had lived in the country a long while, they moved back with Papa and Mamma to their old home in the city. As soon as they were inside the gate, they ran as fast as they could to see their fruit trees. They looked at them, and then called out to Mamma and Papa, "We know now what kinds our trees are; brother's is a pear tree, because it has a beautiful, yellow pear on it, and sister's is an apple tree, for it has a bright, red apple on it."

When we go to the circle for our game, have the same thought borne out in another way. One child will undertake to make something which is necessary to help a certain kind of fruit to grow.

She will take about twelve children and place them opposite each other on the middle lines of the circle. Only those taking part in the play know what the fruit is to be. When they are placed at equal intervals along the lines, each child raises his arms horizontally in front, until he touches the arms of the child opposite. They then unite hands, making a little arbor. Twelve children are selected for vines to be planted, one at each post of the arbor. Each little vine is curled up at the foot of the post, ready to grow up and put forth

fruit. On the opposite side of the circle are two rows of children, with arms outstretched, representing fruit trees. They are either apple or pear trees, this to be determined by the shape the hands assume to represent the fruit. As the rain drops come pattering down, the little grape vines begin to creep up and up, until they reach the top of the arbor and hang their bunches of fruit (the little hands outstretched) through the top of the arbor. At the same time, on the trees, the hands have assumed one of the two positions—either little fists closed roundly for apples, or elongated for pears.

Now the ones who know nothing about what each represents are called on to find the pear trees, apple trees and grape vines, according to the fruit put forth.

With this, lead the child to express these thoughts according to his own individual ideas concerning them, letting as much of the play as possible be his own expression.

The sense games may be of great service. By making a few changes in the words, and using fruits of all kind this little play may be very helpful either at home or in the Kindergarten. Blindfold the eyes, that touch may be unaided in telling what fruit it may be which is placed in the child's hands. You've a fruit within your hand, Can you tell what it may be? But I hope you understand

You may feel, but you must not see.

One day we played this, using all the fruits, vegetables, seeds and the most familiar leaves. While we were playing, a little, bright faced girl looked up at me and said, "Oh! Miss Hill, the whole world is full of fruits and Papa and Mamma don't know anything about them till I tell them at night."

These are the experiences of my own Kindergarten, and the plays the expressions of the children.

The morning exercises, by means of pictures, stories and songs, filled them so