any one part of the educational process, but the process in its organic wholeness, consciously realized and brought home to intelligence. The kindergarten has what may be called a structure and function peculiar to itself, but both its structure and function have their place in the wider educational process.

Much has yet to be done before an adequate statement of an organic system of educational principles is reached: and that desirable end will certainly not be advanced by an uncritical method of thinking, and by an uncritical method is meant one which is not truly interpretative, using terms in untenable opposition to one another, facts without their relations being disclosed, and without some earnest attempt being made to indicate the meaning or significance of the materials it attempts to organize. In dealing with such materials, there has as yet been a sort of mechanical classification -gifts, occupations, songs, games, stories, etc., rather than organization, in which a factor would be given its true proportion, emphasis, function. For thinking of the higher type is not satisfied with a mere aggregation of materials or ideas: it demands an organization of them. Thinking is not a mechanical thing, it is essentially an organizing activity. It demands the fact, but must pass on to the interpretation.

Whatever changes are in store in educational theory, one thing is certain, that lack of a truly interpretative criticism, which means the exercise of intelligence in the organization of materials and method, soon has its day, and it has its day if for no other reason than that it brings no permanent satisfaction to those who have a serious interest in the foundations of their practice. In education as a whole at the present time we are threatened all along the line with a genial, but undiscriminating eclecticism, a sort of dove-tailing in the program course of study. There is a further danger in the fact that too often a specious, and even a blase type of criticism follows in the wake of this easy-going eclecticismoblivious of those very factors which many, in their best moments. regard as the most constructive and inspiring in their whole educational creed. There need be no deep anxiety, for these same factors, though torn from their context and their true significance impaired for a time, will be restored when the slower movement of a truer

criticism, unhasting, unresting in its movement, has performed its inevitable and hence irresistible work. Yet it must not be forgotten that one of the functions of thought is economy of effort and the elimination of waste.

When we speak of kindergarten principles we think of the kindergarten in its organic unity with education as a whole: to lift the principles of kindergarten practice into clear consciousness, and to bring these principles into organic relation to the principles of education in its entirety would be the supreme test of any complete treatment. Not by the obliteration of differences, nor the isolation or emphasis of one part of the process may we see the true inherence of kindergarten, primarv, secondary, or university in one moving central principle or process. Under this one moving central principle all other principles, whether we think of the mas constitutive or regulative, would be shown to be organically related, and mutually explanatory.

In what has been said, attention has been directed to two points: (1) the continuity of kindergarten education and education throughout its entire course; (2) the necessity of working in our thinking towards an organization rather than a mere classification of principles operative within the materials. If we persist in simply making classifications of principles in turn we are bound sooner or later to work disaster both to originality in thought and spontaneity in action. In the first place kindergarten principles have their origin in kindergarten experience and their destination lies in their further reshaping and reconstructing kindergarten experience. They mediate from one level of experience to another. Out of experience they issue, into experience they proceed. They are kindergarten experience raised to an idea, an idea which in turn furnishes not only a standard but a means of control for future experience. Kindergarten principles are at first the formulated truths of kindergarten experience-they represent in a word kindergarten truths formulated, and kindergarten truths experimental-vet no mere pro tem truths. nor is the duration of their validity uncertain.

The distinction between a rule and a principle may, perhaps, be made a little clearer. In so far as an individual acts from rule or precept his full personal preference

is not accorded. There is some element within him forced, coerced. The rule may help him once or many times, but he is not perfectly free. The rule is in a sense a prescription for his activity: it is commanding, fixed, imperative. A principle, on the other hand, is experimental, rather than absolutely fixed: it is a method for action, rather than a prescription for it. The study of kindergarten principles interests itself with principles as working forces, operative in kindergarten practice, rather than as fixed forms which have become separated from practice and so hardened that their influence tends to mould rather than free the worker in the kindergarten. The value of a comparative study of forms or types should not be denied: but the value of the study is limited. The students, however, of kindergarten principles as working forces operative in kindergarten practice are those who, for the most part, must make the disinterested and scholarly interpretation, in which consists the only preparation for advance in kindergarten theory and practice. In the kindergarten we are liable to find either one of two kinds of ignorance: (1) of particular situation, materials, etc., (2) of principles. Every renewal of life within the kindergarten must proceed, not through a mere formulation of precepts of action, but through intelligent and therefore growing insight into the nature of the kindergarten as a whole. A kindergarten principle is, as has been said, the organization for thought of previous kindergarten activities; but, in being this, it has already become more--it becomes a formative, dynamic energy in the mind of the kindergartner, by means of which further organization and interpretation may be made, experiments tried that will not merely be at random, an increasing control and a deepening appreciation secured by her who is entrusted with the organization of the life in the kindergarten. However important for the individual are so-called rules or precepts-and they are important-they must become organic to that freeing of her life which comes through knowledge in the form of principles-a knowledge, wide and deep, of the real nature, the possibilities, the relations of the materials with which she deals.

So far attention has been directed to three things: (1) The dignity of the study of kindergarten principles, as part of the

study of the principles of all worthy human activity. A study of kindergarten principles, in any degree of completeness, should create a just sense of their significance in educational principles as a whole. (2) That these principles are not imposed upon kindergarten practice, but are rather normal practice raised to consciousness, patiently and earnestly thought over, reshaped, re-constructed. (3) That the intimate knowledge which brings delight in action is to be gained not through a conformity to rules or precepts merely, but rather through its capacity to free life, since it is the personal realization of the true nature and relations of the kindergarten materials and activities. It would appear from what has been said, or at least suggested, that the kindergarten reveals itself as a concentrated expression of vital motions and tendencies which are moving spontaneously in the life about us before they take on the forms of thought, or what we designate kindergarten principles. In one way it has no peculiar gospel of its own, but it serves to illumine, as was said above, the vital motions moving spontaneously in the human life about us. this power of illumination that gives to the kindergarten the key-note of permanence.

The fundamental principles, the organizing ideas and ideals of the kindergarten (and these were fundamental in Froebel's thought) may be designated as these: (a) the principle of organic unity, (b) the principle of interaction, (c) the principle of growth or development. By organic unity is meant briefly, a many in one, or a unity that manifests itself in many parts, phases, functions, while still retaining its unity, e. g., the unity of a school, of a kindergarten, of materials, or experience. The term interaction is used in place of the older word self-activity, because it seems to describe the facts more exactly, for the reason that in an organic unity there cannot be any arbitrary or external action of one part on another: it is rather an interaction of the parts of the organic unity. Compare teacher and pupil, child and curriculum, materials and method. By development is meant the growth through the process of differentiation and integration of experi ence from one level to another. It will be seen that interaction and development are phases, in reality, of the comprehensive principle of unity. To understand these two means ultimately to deduce them from one

central principle-which corresponds to the organic, and organizing principle of intelligence itself. Take the phrase "development of experience from one level to another." In place of the word "experience" take the word "experiencing." It has two aspects: (1) what is experiences, and (2) how it is experienced. The question of development has to do with both phases, but its emphasis is on the second: How experience takes shape and moves on to organization? The contribution of the children to the movement is instinctive or impulsive activities. Through materials the teacher presents a stimulus. The first motion is along the line of the characteristic feature (or mode of action) suggested by the material or stimulus. Among the children (as in every form of life in a group) variations take place. The valuable ones are consciously selected and made the basis of activities moving to higher levels of experience. Expression of idea through technique, which transformed through comparison, emphasis, selection, criticism and reconstruction, is made the basis of a movement to a higher form, with correspondingly greater control, deepening appreciation, fuller realization of the meaning and significance of the experience to which expression is given.

(To be continued.)

THE NEW YORK CITY SYLLABUS ON NATURE STUDY.

The aims of nature study are to cultivate a sympathetic acquaintance with nature, to introduce the child to the forces of nature and to the sources of material wealth, and to develop the power of observation. To attain these aims the children should be brought into actual contact with the object of study whenever possible, either in or out of the classroom. The power gained through actual observation or by experiment will enable the pupils afterwards to represent to themselves objects presented by description.

In all grades, pupils should be called upon to find resemblances and differences in the objects of study. While the teacher should indicate the lines of research, he should as far as possible refrain from telling his pupils what they may find out for themselves. Whenever it is practicable pupils should be required to sketch the object they are studying.

Emphasis should be placed at all times on plants and animals as living things. The phenomena of life in the world about the pupils should be made prominent. The presence in the schoolroom of birds in cages, insects in terraria, fish in aquaria, plants in boxes and pots will arouse a deep interest on the part of children. School gardens, however small, should be maintained, and in all grades the planting of seeds and the care of plants should be encouraged both in school and at home. Attention should be given to the methods of window and roof gardening in order to interest children in the possibilities of plant culture in city homes.

Cocoons and chrysalides should be gathered in the fall and winter, and kept until the following spring for the study of butterflies and moths.

Classroom work should be supplemented by visits to the parks and museums, and by the use of pictures and lantern slides.

Stories, fables, songs, and other literature pertaining to objects studied should be read.

SUGGESTIONS FOR THE HUDSONFULTON CELEBRATION IN KINDERGARTENS.

JENNY B. MERRILL, PD. D.

THE first thought to be impressed upon kindergartners in connection with any historic celebration, is that children of kindergarten age have absolutely no "historic sense." (See Studies in Education, Part 1, Mary Sheldon Barnes). Children enter into historic celebrations only through their natural imitativeness and sympathetic relations with what is going on about them in their home, school and street. For example, if flags are being displayed, children will enjoy their colors and the general festive air. This is one reason why flags should not be displayed all the time, otherwise they lose their power to incite for special occasions.

If, as in connection with the present Hudson-Fulton celebration, the older children. at home are talking about Indians and steamboats, and many pictures and toys about town suggest these objects, it will be certain that the little brothers and sisters of kindergarten age will want to play Indian and steamboat!

The main point is not to deceive our

selves into thinking we are teaching history or that the children are getting any notion of the past whatever. They will be simply living in the present and will be learning that there are Indians and that there are steamboats! The first steamboat can have no significance whatever to a kindergarten child, without this historic sense. If it did, it would be by forcing his mental development. Many of the little ones whom we will teach in our New York kindergartens will never have seen a river, or a steamboat and much less have enjoyed a sail. The main thing to do then is, if possible, to take a walk to a dock or pier and see the Hudson river and see a steamboat! an experience. Then talk of it.

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If this cannot be done by a united walk, the children may be shown pictures of the river, and be incited to ask father or mother to take them to the Hudson river on Saturday afternoon or Sunday. The writer remembers many such walks with her father, for she was a city child. A walk on Sunday afternoon with father was one of the joyful experiences of the week and very often the walk brought us to the river we celebrate. Then to go to the other side where the hills are! What joy!

It is therefore my desire that every little kindergarten child shall this year see the Hudson river, if possible several times and at different points, be told its name, be taken across it in a ferry boat, and see sail boats and steam boats upon it.

While, as I have said, this will be neither history nor geography, such experiences repeated during the kindergarten age will be preparing the way for both subjects and for many others.

The kindergartner may invent a little story about a walk if the real walk is absolutely impossible. Some days later she may invent another story, as: Once upon a time a little Indian boy went out walking with his father to see the Hudson river. Would you like to see how he was dressed? He did not wear clothes like yours. I have made some clothes like his and I think some day I will let one of you wear them and play Indian boy. Who would like to play that? This little Indian boy did not see a steamboat on the Hudson river, but he saw a boat like this one I will show you. This Indian boat is a canoe. It is only a little canoe. Do you know where to go to see a real big canoe? If this suggestion is

at all feasible, tell the children to ask to be taken to the Museum of Natural History. There they may see many Indian curios as well as a big canoe.

Some day we will make the Hudson river on our sand table and the little Indian boy out walking with his father. We will have a canoe, too, and the house the little Indian boy lived in.

This would be sufficient for an introduction to Indian life. The kindergarten method of development calls for a natural introduction of any subject. A new topic should be connected with the child's life in some way. It must not be rudely thrust into his horizon.

name.

Next day the little Indian suit may be donned. It may be wise to play that this little Indian boy has come to visit the kindergarten to play with us. Perhaps he will show us how little Indian boys like to play. I wonder what we shall call this little Indian boy. We must give him an Indian Once there was a little Indian boy named Fleet-foot because he could run very fast. Let us see if this little boy can run fast. Shall we call him Fleet-foot? Perhaps he will teach us a running game today. The children may all walk "Indian file" and then practice running around the ring. A few of the older ones may be allowed to compete from point to point in the room or playground. (Competitive games are not strictly for this age.)

A third day, let another child wear the Indian suit and change the name, calling him, perhaps, Sharp-eyes, for Indian boys must see well. They do not live in the city as we do. Where do they live? They live in the woods among the trees. Show a picture and commence to build a scene in the sand tray to which objects, such as the wigwam and the canoe may be added from. day to day. Why do Indians need such sharp eyes?

What will Sharp Eyes teach us to play today? I think he will show us how to roll this wooden ball straight so that it will strike the cube and knock the cylinder off. Little Indian boys love to play ball. They take good aim so they can hit. They look sharp. Now Sharp Eyes may show us how. The kindergartner should use any simple ball games especially those requiring children to "aim well," as aiming was the main feature of Indian boy games.

Much of the kindergarten material readi