ORGANIC UNION OF KINDERGARTEN AND PRIMARY SCHOOL. 337 
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Froebel, that great educational Columbus, was directed with a clear, 
steady, and divining gaze. He was the discoverer of childhood. He saw 
with true spiritual insight what eternal continents of truth, what priceless 
stores of hidden-away possibilities there are in the human mind. He saw 
:he rich loam of faculty, needing only the clearing away of underbrush 
and briers, the letting in of soft sunlight and gentle showers, to beckon 
forth the sleeping germs. Frederick Froebel saw it all with prophetic 
slearness of vision, and having consecrated himself to the heaven-inspired 
work while he lived, with a perfect faith in its ultimate triumph, he bade 
1 brave farewell to the few true friends who stood by him in his work, 
tnowing that ¢“ what is excellent, as God lives, is permanent.” And so it 
aas proved ; for to-day the great educational principles which he discovered 
and laid down are going forth in every direction, conquering and to con- 
quer. The kindergarten is his enduring monument. As Dr. William T. 
Harris says of it : ‘“The kindergarten is the grandest system of education 
ever devised by man.” 
The kindergarten concerns itself more with the development of faculty 
shan with the mere imparting of knowledge. It recognizes the fact that 
Wl true education is learning transformed to faculty. It does not ask so 
much, “ What does the child know ?” as “Has the child learned how 
to learn?” It looks less to mere acquirements than to the capacity to 
acquire. It is teaching the little child to teach himself. It is controlling 
she little child that he may learn the art of self-control. It is the aim of 
‘he kindergarten to make men and women who will be self-governing, 
and thus be a law unto themselves; the sovereign of their own facul- 
sies, the pope of their own senses; men and women who will succeed 
5y their own skill and industry. The education of the future must 
develop the industrial capacity of the masses. Cultivate the powers for 
creating and organizing, and then the desire for doing and accomplishing 
vill take the place of the insatiable desire for having and getting. 
How is this education to be accomplished ? The kindergarten winnows 
sut the faculties and gives them scope. It gives the boy a chance to 
:hoose his work according to his faculty. Every human being is a 
volume worthy to be studied. Huxley says: “If the nation could 
purchase a potential Davy, Watt, or Faraday at a cost of a hundred 
‘housand pounds down, he would be dirt cheap at the money.” This 
work of finding out what is in the child must be begun just as early in 
life as possible. Practice should go hand in hand with theory from the 
very start. In the first place, the kindergarten looks vigilantly after the 
physical life ; this is the substratum, the soil out of which -all other life 
must spring. Physical integrity is the very first condition of success 
and happiness. ¢ On the broad and firm foundation of health alone can 
the loftiest and most enduring structure of life be reared.” One defini- 
tion of 2 man is: ‘“ An intelligence served by organs” ; and to serve him