oyous freedom and with this deep earnestness of purpose, it
is beyond all imagination. If I had a daughter who was frivolous, or
worldly, or selfish, or cold, or unthoughtful,--who regarded life as a
pleasantry, or fell into the still more stupid mistake of thinking it
not worth living,--I should not (at first) make her read the Bible, or
teach in the Sunday-school, or call on the minister, or request
the prayers of the congregation, but I should put her in a good
Kindergarten Training School. No normal young woman can resist the
influence of the study of childhood and the daily life among little
children, especially the children of the poor: it is irresistible.

Oh, these tiny teachers! If we only learned from them all we might,
instead of feeling ourselves over-wise! I never look down into the
still, clear pool of a child's innocent, questioning eyes without
thinking: "Dear little one, it must be 'give and take' between thee
and me. I have gained something here in all these years, but thou hast
come from thence more lately than have I; thou hast a treasure that
the years have stolen from me--share it with me!"

Let us endeavor, then, to make the child's life objective to him. Let
us unlock to him the significance of family, social, and national
relationships, so that he may grow into sympathy with them. He loves
the symbol which interprets his nature to himself, and in his eager
play, he pictures the life he longs to understand.

If we could make such education continuous, if we could surround
the child in his earlier years with such an atmosphere of goodness,
beauty, and wisdom, none can doubt that he would unconsciously grow
into harmony and union with the All-Good, the All-Beautiful, and the
All-Wise.

CHILDREN'S PLAYTHINGS

"Books cannot teach what toys inculcate."

In the preceding chapter we discussed Froebel's plays, and found that
the playful spirit which pervades all the kindergarten exercises must
not be regarded as trivial, since it has a philosophic motive and a
definite, earnest purpose.

We discussed the meaning of childish play, and deplored the lack of
good and worthy national nursery plays. Passing then to Froebel's
"Mother-Play," we found that the very heart of his educational idea
lies in the book, and that it serves as a guide for mothers whose
babies are yet in their arms, as well as for those who have little
children of four or five years under their care.

We found that in Froe