their manifestation year after year. He does not expect to
succeed unless he learns all their wants, and the circumstances in which
these wants will be supplied, and all their possibilities of beauty and
use, and the means of giving them opportunity to be perfected. On the
other hand, while he knows that they must not be forced against their
individual natures, he does not leave them to grow wild, but prunes
redundancies, removes destructive worms and bugs from their leaves and
stems, and weeds from their vicinity,--carefully watching to learn what
peculiar insects affect what particular plants, and how the former can
be destroyed without injuring the vitality of the latter. After all the
most careful gardener can do, he knows that the form of the plant is
predetermined in the germ or seed, and that the inward tendency must
concur with a multitude of influences, the most powerful and subtile of
which is removed in place ninety-five millions of miles away.

In the Kindergarten _children_ are treated on an analogous plan. It
presupposes gardeners of the mind, who are quite aware that they have as
little power to override the characteristic individuality of a child, or
to predetermine this characteristic, as the gardener of plants to say
that a lily shall be a rose. But notwithstanding this limitation on
one side, and the necessity for concurrence of the Spirit on the
other,--which is more independent of our modification than the remote
sun,--yet they must feel responsible, after all, for the perfection of
the development, in so far as removing every impediment, preserving
every condition, and pruning every redundance.

This analogy of education to the gardener's art is so striking, both as
regards what we can and what we cannot do, that Froebel has put every
educator into a most suggestive Normal School, by the very word which he
has given to his seminary,--Kindergarten.

If every school-teacher in the land had a garden of flowers and fruits
to cultivate, it could hardly fail that he would learn to be wise in his
vocation. For suitable preparation, the first, second, and third thing
is, to

"Come forth into the light of things,
Let Nature be your teacher."

The "new education," as the French call it, begins with children in the
mother's arms. Froebel had the nurses bring to his establishment, in
Hamburg, children who could not talk, who were not more than three
months old, and trained the nurses to work on his p