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ORGANIC UNION OF KINDERGARTEN AND PRIMARY SCHOOL. 3839 
with that untrue habit of vision which belongs to those who have never 
learned the difference between accurate and inaccurate impressions. Sup- 
pose these children had been first trained in the kindergarten, taught 
-here to observe resemblances and differences of forms and colors, to repro- 
luce accurately what they have observed accurately, to have acquired a 
certain sureness and delicacy of handling, which would be further culti- 
vated by drawing at school—then these boys and girls would enter an 
‘ndustrial apprenticeship, or any technical school, in a very different con- 
ition. They would be able to grapple at once with ordinary difficulties, 
instead of beginning the education of their hands and senses, and would in 
sonsequence reach much sooner the degree of proficiency that insures pay- 
ment for work. When we withhold this cultivation of the senses and of 
manual dexterity, we actually maim children in the use of some of the 
most important faculties ; we rob them of what nature designed for them.” 
[t is a fact that too little thought is given to boys and girls who upon 
teaving school will enter industrial ranks. Too large a share of training 
's paid to mere intellectual development, too little to practical morality 
and manual training. It is charged by some that our public schools tend 
to unfit our boys and girls for good, honest work. Is the charge true ? I 
Jo not believe it is. It ought not to be so. 
A thoughtful observer and educator wisely says that four years of study 
without labor, wholly removed from sympathy with the laboring world 
during the period of life when tastes and habits are rapidly formed, will 
almost inevitably produce disinclination if not inability to perform the 
work and duties of the shop or farm. There must be something wrong 
where such a feeling exists. It is not necessary to be a drudge in order to 
se a workman. The kindergarten ennobles toil. It teaches the little child 
0 work with his hand, but to control his work with his head. Let this 
purpose and spirit pervade industrial education until the child reaches to 
manhood’s estate, and his labor will be full, not only of manly quality but 
of moral quality as well. The coordination of the workshop and the 
schoolhouse would be the emancipation of labor from present prejudices. 
Let all the children, rich and poor, have a chance to make the most of 
themselves | Democracy means equitable opportunity. Liberty of growth 
and equality at the start is the law of all true democratic life. That is 
the glory of our common schools. And we could better afford to lose 
every college and university in the land than to lose our free common 
schools. The rich boy and the poor boy stand on a common level in the 
public school. If the rich man’s lazy boy will not study, he must stand 
selow the poor man’s studious boy, and that is all there is of it. The 
public school is a germinant republic where all altitudes and elevations 
are brought down to a common starting-point, and where the word of 
command goes forth: “Now, boys, your feet must all stand on a com- 
mon level, but you may shoot your heads just as high as you please.”