had known in Hamburg also laid flowers on the grave, also the youngest class of the school. The ceremony being ended many old villagers came forward to say that they had known Herr Froebel and his wife. Slowly the multitude dispersed, and those who had come from afar gathered at the village inn to partake of a simple meal, where very appropriate speeches were made in honor of the Duke of Meiningen, and the authorities. The old rector of Salzungen expressed his hope that Froebel's ideas would live and continue to bless the generations. Toward evening a walk to Marienthal, where Froebel had died, and where the rooms were shown, then to his favorite place in the wood where the old monument stands, and to a charming house on the hill, was taken by those who remained over night. This most successful day will live long in the memory of those who were present; neither will it be without tangible results, for on the following Monday, June 23, when I called once more in Schweina, the pastor, rector, and mayor agreed that a kindergarten should be added to the new school which is going to be built."

A memorial pamphlet was also issued for the above occasion, called the "Last Year of Froebel's Life," which contains interesting materials taken from the archives of the Froebel Museum, concerning his seventieth birthday celebration; second marriage; ban on the kindergarten in Prussia; pedagogical meetings in Liebenstein; death and burial of Froebel. The value of this material is chiefly local, and still has a meaning to educational history in so far as all authentic biographical matter concerning Froebel must have. Price I mark.

NEW YORK CITY.- Excursion badges for the children were found advantageous by a New York kindergartner, as follows:

Only the older children were taken to Central Park and Midland Beach. The usual number was twenty-six or twenty-seven. We have never lost a child on an excursion, but despite the utmost precautions the possibility is always present that some daring child may elude the Argus-eyed teacher and lose himself. The director, therefore, invented some inexpensive badges of blue and pink paper-muslin. She had a rubber stamp made with the address of the kindergarten, and impressed this upon each 1x4 strip, and attached one to each child with a safety pin. Being so cheap they could be renewed whenever they became soiled (a yard of each color outlasted the season). Now, if lost, whoever found a little one and could not understand the faltering or foreign tongue, could instantly read the child's kindergarten address. For the wee children the kindergartner planned several baby excursions. One trip took the eight children ten minutes on the street car, and ten minutes across Grand street ferry. Here the teacher hurried out to get the return tickets, and finding a boy with waterlilies for sale was able to get, for a trifle, one for each of her own human lilies. It was such a little trip, but those threeyear-olds went home as eager as if they had been away for hours, and distant many miles. There was a good deal to see. The building of the splendid new bridge, the horses and carts going on the boat, the large ferry-boat itself, and all the traffic on the river-ferry-boats, sail-boats, barges a scene of wonderful interest and beauty. Another time we took the elevated train to the Battery, a ten-minute ride. It was delightful to hear the half-audible chuckles of those babies: "Oh we're on the elevated." Thence we took the somewhat longer ferry to Jersey City and back. There was a long wait in the Jersey City slip before we returned, but there was much to see and talk about in the river-life surrounding us. In taking the older children to the park, the simplest way was to take the elevated up-town and a cross-town closed car across. On the return trip we took a Madison avenue car down the Bowery, got out at that comparatively quiet spot, where the car turns around into Broome street. and then took the children across the awful Bowery with its incessant lines of cars and drays and carts, in squads of twos and threes, and then piloted them safely to the kindergarten. There is a great sense of satisfaction and joy in getting them all safely back to headquarters.

A NOTEWORTHY STEP-Believing that their courses of study would gain by united effort, the Chicago Froebel Association, the Chicago Free Kindergarten Association, and the Chicago Kindergarten Institute, have arranged to give their courses in psychology and literature together. They have therefore secured instructors from the regular staff of the University of Chicago to conduct these classes, which will meet in University College rooms, Fine Arts Building. The work will be conducted upon the methods and standards of courses at the University Quadrangles. The sections will be limited in number so that careful individual instruction can be given. Students who desire to have these courses counted toward university degrees can do so by paying the university matriculation fee of $5. (This is paid but once, and entitles students to continue work in the university at any time. It also gives students all general advantages of university membership--lectures, libraries, public exercises, etc.) The following courses have been arranged:

Professor MacClintoch and Mrs. MacClintoch on Masterpieces of Literature. Analysis and interpretation of a body of masterpieces of literature selected so as to give personal literary culture, and to emphasize those elements suitable in the training of children. This course counts as a minor on the university records.

Literature for Little Children. The literary tastes of little children; the elements and species of literature adapted for their training; an analysis and interpretation of many ballads, lyrics, and stories. This course counts as a minor on the university records.

Associate Professor Angell on Educational Psychology. This course will involve a study of the elementary principles of psychology, with especial reference to their educational bearings. The chief purpose in the arrangement and conduct of the work will be the attainment of such familiarity with the fundamental facts of mind, as will promote intelligent and sympathetic observation of children's mental processes, and the formulation from such observation of sound principles of pedagogical procedure. James' Psychology-briefer course--will be used as a text, with assigned readings from other works. This course is divided into two minors, one for juniors and one for seniors.

PORTLAND, ORE., has battled valiantly for public kindergartens, fought a good fight, but lost the victory. An appropriation which had been granted for public kindergartens a year ago being questioned, the entire matter was brought to a vote at the regular city school election. The methods used by the women volunteers who conducted the campaign will be valuable to all communities which are facing a kindergarten crisis. A systematic plan was made to reach every club and association in the city with appeals for assistance. All of these responded by passing resolutions of approval. Appeals were sent to 86 ladies' aid societies asking their assistance, and letters were sent to 105 pastors asking them to speak of it from the pulpit. The Woman's Club took it up as their direct work, a house-to-house canvass was made and literature distributed. Five different pamphlets, besides circulars, were compiled which aimed to cover every phase of the question. Seventy-five thousand of these pamphlets were printed and sent out, besides 25,000 letters to taxpayers, printed reasons, posters, and election cards. Articles were published in two of the papers. The Oregonian, one of the large Portland dailies, "hove against" the movement with full western and primitive force, and was no doubt largely instrumental in bringing out the majority defeat. While the superintendent of Portland schools favors the kindergarten, many of the teachers and several of the school directors worked openly against it. The Orego nian not being a schoolma'am might be forgiven for being so un-Americanly behind the times, but who shall forgive public school-teachers for being ignorant of what the leaders of their profession consider the very heart of educa tion, viz., the kindergarten. The Kindergarten Association of Portland has disbanded for the present, and closed six kindergartens, but their house-tohouse canvass has sown seeds which neither the power of politics nor yet the

power of undevelopment can pluck up. The very practical pamphlets issued by these women during their hand-to-hand campaign are a powerful contribution to kindergarten propagative literature. Among other leaflets the association reprinted the kindergarten report of the U. S. Commissioner of Education for 1899-1900.

AMERICAN MISSION, SHOLAPUR, INDIA.--Miss Mary B. Harding writes of her work in India: "I wish you could look into my kindergarten some day and see my seventy-five little black babies. They are almost all famine orphans, many of them having come to us in a most pitiful condition, but you would never suspect it could you see them now, for they look plump and well, and their little faces have lost that sad, wan look. The kindergarten has opened up a new world to them, and it is a pleasure to see their development from month to month. Just now we are taking up the subject of seeds in the kindergarten, for this is our rainy season, and everything out-of-doors is putting on new life. The children have a flower garden as well as a vegetable garden, and I doubt if there ever were any seeds more carefully watched and tended than these. It is interesting to watch the effect on the natives, as they hear the children talking about the seeds, leaves, and flowers. It all seems very strange to them to find them so interested in the things about them, and they often follow us on our walks, making such remarks as these: 'How much the children know; how do you suppose they teach them? How happy they are!" etc., etc. I long to have kindergartens started all over this land, and I mean to do my utmost to get people around here interested so that they will see the need and push the work forward. The government is doing all it can to have the kindergarten methods introduced into the primary schools, but what we need is trained teachers who will know how to teach the little ones. Oh if we could only have a shipload of kindergartners come over from America what a grand thing it would be! As yet, this is the only kindergarten taught in the vernacular (Marathi) in this part of India, and I feel as if the little I am trying to do is only a drop in the bucket. There are only four girls in the training class now, but in October I hope to take in six or eight new girls. . . . You may be interested to know that the 'Finger Plays,' as well as Some of the songs by Gertrude Walker and Harriet Jenks, are being translated into Marathi."

GERTRUDE HOUSE. --The new home for this interesting social experiment has at last been secured, and may be found by any interested educator or kindergartner at 40 Scott Street, Chicago, one-half square from the beautiful Lake Shore drive on the north side of the city. As is well known, Gertrude House was organized in 1804 by the Chicago Kindergarten Institute as a home for its students, and takes its name from Pestalozzi's ideal woman, who should be mother as well as teacher. The purpose of the house is to make homelife a present element in the woman-student's life, as well as give opportunity to kindergartners to study how the true home environment may be created and maintained. The new building accommodates a family of fifty students, has large rooms, wide halls, easy staircases, and a large assembly ball. A generous gift has made it possible to secure and remodel the building, which was formerly known as the Kirkland School, which has always stood for educational ideals in Chicago. In this comfortable home the regular classes of the Chicago Kindergarten Institute will open September 11, offering the following courses of work under a competent corps of training teachers:

A regular two year's course of kindergarten training, comprising the usual studies of the standard training school.

A postgraduate third year's course, for advanced kindergartners and those expecting to supervise or organize public work.

The Home Life Course for non-professional students, which offers study in household management, general care and development of young children, gardening, household decorating, etc.

The editor has her den in the upper story of Gertrude House under the flagstaff, and overlooking the great Lake Michigan, where she will be at home after September 10.

WISCONSIN.--The kindergarten movement has made admirable progress in Wisconsin the past year. Kindergartens have been established in three additional state normal schools, those at Whitewater, Stevens Point, and West Superior. The kindergartner selected for the position at Whitewater is Miss Georgia Johnson, a graduate of the Milwaukee Normal School, who has had successful experience in Milwaukee and Appleton, Wis. For the position in the Stevens Point Normal, Miss Edith Snyder, a graduate of the Chicago Kindergarten College, has been selected. Miss Snyder has recently had charge of the kindergartens in Dubuque, Iowa. Miss Caroline W. Barbour, a graduate of the Chicago Free Kindergarten Association, and recently in charge of the work at Helena, Mont., has been appointed to the position in the Superior Normal School. As these kindergartens will be used mainly for observation by the normal students a great stimulus will be given to the kindergarten movement by their establishment. Kindergartens have also been established in connection with the public schools of Janesville, where four kindergartens will be opened at the beginning of the school year. The cities of New London, Shawano, and Glidden have also established kindergartens. Miss Nina C. Vandewalker continues her strong work as director of the Kindergarten Training Department of the Milwaukee Normal School.

PRES. W. R. HARPER on the Chicago kindergarten situation as follows in his address at the N. E. A.: The friends in the stronghold of kindergarten work, Chicago, have been greatly exercised lest a backward step should be taken in this important field. At times it has seemed that the whole department of kindergarten work might have to be abandoned in the city of Chicago for lack of funds. It is probable that nothing could have done more to arouse the public interest in the subject than the danger which was thought to exist. It may be said with confidence that at no previous time has the position of the kindergarten work been more strongly established; and, to my mind, this constitutes one of the most important facts in the educational history of the year. Whatever may be the actual procedure during the coming school year in Chicago, the place of the kindergarten has been vindicated in the minds of the great majority of its citizens, and the future budget must contain liberal provision for this division of educational work.

THE Louisville Free Kindergarten Training School commencement introduced an interesting feature, by having prominent citizens, both men and women, speak on the general benefits rendered by the system. This was a step preliminary to the petitioning for public school kindergartens. The association now supports six free kindergartens. The Louisville Times credited Mrs. Adelaide Schroeder Whiteside as having made the most effective address of the occasion.

THE municipal playgrounds of Chicago were five in number for the summer of 1902, and in addition to special directors of athletics and other teachers, each was provided with a trained kindergartner to care for the youngest children. This group of kindergartners was supervised by Miss Grace Fairbank, of the Chicago Kindergarten Institute, and a report of their united plan of work will appear in the October number of this magazine.

N. E. A. Exhibit of School Work.-The East Side High School of Minneapolis, as well as the side rooms of the great exposition building, held the exhibits which interested thousands during the N. E. A. Basket-work was everywhere in evidence, and the Indians who attended must have been interested in the imitative art of their white brethren. The water-color work of the primary grade children was most attractive.

THE Contribution of money made by American kindergartners to the Froebel Memorial House in Blankenburg has reached the sum of 1670 marks ($980), and been sent to Germany. The I. K. U. contribution was generous and more is to follow. We believe this is the first occasion on which the I. K. U. has drawn upon its funds for other than its own administration expenses.

NEW BOOKS AND TEXTS.

NATURE STUDY AND LIFE, by Clifton F. Hodge, is a distinct contribution to the literature of nature study. Ginn & Co. Price $1.65.

We have many bird books, tree books, and books on insects, each of which holds its own place, and we could not do without them; but for the teacher and parent something has been needed that would correlate them and present some phase other than the scientific. That something has been the relationships ́not only between the different phases of nature study, but between these and the human interest. Professor Hodge strikes the keynote of all nature study in his brief formula of his meaning of it as "Learning those things in nature that are best worth knowing to the end of doing those things that make life most worth living." His summary of the values of nature study under the head of economic, æsthetic, educational, ethical, and religious, give the teacher new points of view and fresh impetus to work out some of them in addition to the one, the economic, with which the book deals, necessarily limiting its scope to this neglected phase of the subject, tho the others are present in his thought, for he says: "The child that puts forth creative effort to make the world better, the child that plants a seed or cares for the life of an animal, is working hand in hand with nature and the Creator." Too much nature study in our schools is searching for the unusual and quite neglecting the interest, the beauty and wonder of the nearby and the commonplace. Meanwhile, the ignorance that exists as to the care and nurture of both plant and animal life is pitiful. Often after satisfying the curiosity of teacher and children the plant or creature is allowed to perish for want of intelligent care as to its needs. On this side of caring for the things we take from their natural environment Professor Hodge takes a strong stand. The plan of work as outlined for the teacher's guidance is good pedagogy, and has been practically worked out and will be followed by many teachers, who will adapt it to their local conditions. The book comes in good time to stimulate a healthy out-of-door interest and a desire to see things as they are and incite the mind to original research. This work of Dr. Hodge has twice formed the basis for nature-study course in the Clark University Summer School. The dedication of the book is worthy of its contents: "To Nelson Wellington Hodge, my father, who gave me my first animals and pets, my first garden plot and little farm; who left the big oak uncut for its beauty and the wild prairie unplowed for its wild flowers; who set the elm tree by the porch and the red moss rose in the old home garden."

MUSIC EDUCATION, by Calvin B. Cady, is a unique volume on the peda; gogy of music, as demonstrated by the author. No department of education has remained so long in a benighted state as that of music. "Music Education" is a wholesome rebuke to faddish or superficial methods in music teaching. It contains a series of lessons showing how melody, rhythm, and harmony may be expressed in poetic phrases simple enough to interest children. The author, as is well known, asserts that children should have music concepts from the beginning, and that these should be the result of original effort. Song-singing, both in the mind and with the fingers, is made the motive for mastering practical technique. Musical initiative, rather than music imitation, is the keynote to Mr. Cady's earnest efforts in music education. The thoro thought unfolding methods presented by Mr. Cady will preserve the gifted child from the fatal musical cleverness, and save the slow child from that total extinction which present methods make inevitable. Not every child will become a musical genius by this method, nor is the original music production always worth preserving, still the educational development which comes thru this careful, sincere effort, is always definite. The author frankly says that this work is a development of feeling and thinking thru appropriate art forms, and not merely a method of music teaching. The book represents the best in