ergarten, for that is already done
to a considerable extent; but, how we can convince school boards,
superintendents, and voters that the final introduction of the
kindergarten into the public school system is a thing greatly to
be desired. The kindergarten and the school, now two distinct,
dissimilar, and sometimes, though of late very seldom, antagonistic
institutions,--how will the one affect, or be affected by the other?

As to the final adoption of the kindergarten there is a preliminary
question which goes straight to the root of the whole matter. At
present the state accepts the responsibility of educating children
after an arbitrarily fixed age has been reached. Ought it not, rather,
if it assumes the responsibility at all, to begin to educate the child
when he _needs education?_

Thoughtful people are now awaking to the fact that this regulation is
an artificial, not a natural one, and that we have been wasting two
precious years which might not only be put to valuable uses, but would
so shape and influence after-teaching that every succeeding step
would be taken with greater ease and profit. We have been discreet in
omitting the beginning, so long as we did not feel sure how to begin.
But we know now that Froebel's method of dealing with four or five
year old babies, when used by a discreet and intelligent person,
justifies us in taking this delicate, debatable ground.

So far, then, it is a question of law--a law which can be modified
just as soon and as sensibly as the people wish. Before, however, that
modification can become the active wish of the people, its importance
must be understood and its effects estimated. Could it be shown that
after-education will be hindered or in any way rendered more difficult
by the kindergarten, clearly all efforts to introduce it must cease.
Were it merely a matter of indifference, something that would neither
make nor mar the after-work of schools, then it would remain a matter
of choice or fancy, for individual parents to decide as they like;
but, if it can be shown that the work of the kindergarten will lay a
more solid foundation, or trace more direct paths for the workers of a
later period, then it behooves us to give it a hearty welcome, and to
work out its principles with zealous good will: and "working out"
its principles means, _not_ accepting it as a finality--a piece of
flawless perfection--but as a stepping-stone which will lead us nearer
to the truth. If it