THE REAL NATURE OF EDUCATION. 369 
of being attached to training-schools at the seminaries ; or to the munici- 
palities in manufacturing towns, where the free kindergarten is a great 
aecessity. Some mill owners founded kindergartens for the children of 
their hands. Many are kept by women clubs. "There are also a few private 
kindergartens for well-to-do people. 
If I am permitted to say a word about the working of the system with 
as, I must say that one meets with the same difference of opinion about 
t as I believe that you find here. Kindergartners of the old school, 
orthodox Froebelians, use the gifts of the master as he intended them, or, 
setter to say, as they grew out of his loving heart. In playing, they allow 
he little folk to symbolize without giving them utensils and implements. 
Tounger kindergartners try to amplify the building-stones till they de- 
generate into ordinary toys; they invent all sort of materials which at 
ieast are superfluous. I must say that I found the same difference of 
managing here, too. Pricking is tabooed with us, as with you, as hurting 
the eyesight. Round games are performed in a more elaborate style here 
than with us. The reason of it may be that in Austria children are leaving 
the kindergarten at the age of six, when they are due in elementary 
schools. You have them a year longer, so you can do more with them. 
In one class at St. Louis I was greatly impressed by the lesson on 
objects, given on flowers. If ever I met with the most perfect interpreta- 
sion of Froebel’s grand purpose, to educate children as in a garden of God’s 
creation, it was there under the vivifying influence of a highly gifted lady. 
Many samples of her work, and of that of other trainers, were kindly 
given me. When I shall have the privilege of exhibiting these at a meet- 
ing of the Kindergarten Association at Vienna, as I intend to do, I shall 
gratefully remember the many proofs of the solidarity between the friends 
of childhood which facilitated my way in your grand country. I shall 
sell my compatriots of the wonderful work you are doing here, as I 
promised to do before leaving Vienna. I have no doubt that I shall 
setter succeed in these explanations where I shall not contend with so 
many difficulties of diction in expressing my thoughts and feelings as I 
have here. May I hope for your indulgence to a stranger, whose only 
hold on your patience is the solidarity of purposes and of good wishes for 
she children in any part of the world ? 
THE REAL NATURE OF EDUCATION. 
BY HERMANN POESCHE, EDUCATIONAL INSPECTOR OF THE ORPHAN 
ADMINISTRATION IN BERLIN. 
THE ancient German school and system of teaching made no provision 
for children under school age. In the school itself the learning of words 
ny heart and familiarity with more or less abstract ideas and a mechanical