344 INTERNATIONAL CONGRESS OF EDUCATION. 
aot give them text-books to read, with ready-made classifications, but set them to classi- 
iying for themselves. Their observations might be inadequate, their classifications 
might be crude ; but whatever the immediate practical outcome of the study, the habit 
was formed to see for one's self and to think for one’s self. Each of these students 
became a distinguished naturalist. 
We know that some children have a natural fondness for numbers and measures—Ilet 
us say for mathematics—from an early age ; some children have an equal fondness for 
stories, not only for what they are about but for the way in which they are told—let us 
say for history and literature ; others for form and color and their representations—Ilet 
us say for art and architecture. Such children do not need to be driven, but only to be 
.ed in the direction in which they tend to go. 
If we are justified in our attempts to teach mathematics to those who do not naturally 
or at the outset love mathematics ; to teach history and a familiarity with literature to 
those who have no first taste for these studies, it is because we recognize, or at least 
believe, that the germs of love for these studies exist in every soul. If such germs 
exist, why should we not develop them naturally ? Would we make a bean plant grow 
by seizing its stem and pulling it until it reached the desired length, or would we sup- 
ply its roots with nourishment and its leaves with sunlight, and trust to the power 
within for the rest ? 
That our unnatural, unsympathetic method of schooling has not worse results than 
we observe, is due to the inherent power of the soul to resist distortion. The forces of 
aature prevail, as it is, to a great degree, over the artificial interferences of unnatural 
systems of instruction. 
The function of the teacher is to lead and not to drive. Those only should be teach- 
ers who can lead. 
Let us double or treble the numbers of our primary school teachers. Let us secure 
she best teachers for the youngest scholars, and promote teachers from the older to the 
younger classes. Let us give freedom to the natural teacher to carry out her own 
ideas, not aiming to run the schools as machines at the minimum of cost and the maxi- 
mum of gross material ground out of them. 
Then we may safely leave it to the practical teachers themselves to follow such 
methods as shall continue the work of the kindergarten in the schools, and reap the 
advantages of the training already received. 
PREPARATION OF THE KINDERGARTNER. 
BY MRS. LOUISA PARSONS HOPKINS, OF THE BOARD OF SCHOOL 
SUPERVISORS, BOSTON, MASS. 
IN considering the preparation of the kindergartner for her work, we 
may regard the natural and unconscious preparation of temperament and 
organization, as well as the specific one of determination and training. 
Original gifts and organic constitution of mind and character are quite as 
.mportant elements in the fitness of the teacher of little children as those 
superinduced by definite plans of education. The idealistic temperament 
with the practical habit, the clear mind and the sympathetic heart, com- 
dine to make up the best equipment of organization for the kindergartner. 
This condition of heart and mind seems to me the primary qualification