THE SONG IN THE KINDERGARTEN. 331 
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tant drop out, or do not appear in his category. He has a strong grasp 
of the essentials, and presents them in their unity ; in short, he attempts 
a comprehensive scheme of human development. How nearly one can 
follow him, will depend upon how nearly one can put himself upon the 
same plane of mental and moral achievement. 
Many new and excellent plays and games have been invented since the 
sime of Froebel ; these have followed very closely the lines laid down in 
his works. They have been substituted with great advantage for some of 
ais. New ones have been invented to suit our new conditions, and with 
a musical setting entirely in harmony with sound principles, although dif- 
fering from Froebel’s. But the constant tendency is to make the exercises 
wo difficult, and to lose the spirit of play in the outward form. The 
shought of the teacher is too often superimposed upon the child, and aim- 
less, unfruitful results follow. New games are multiplied, with the hope 
of creating more interest and life, until often the unnatural and grotesque 
sake the place of early simplicity and power. 
Competition among kindergartners for something new and different from 
others often leads far astray from sound principles. The inability of the 
average mature mind to see things from the child’s point of view, and 
the constant overlapping of methods of physical culture suitable for older 
children, makes it very difficult to attain and retain the standard set by 
Froebel. Other kindergartens neglect the plays and games for what they 
are pleased to call work, from purely conscientious motives, Their in- 
ability to sympathize with and express childish conceptions leads them to 
cling to parts of the kindergarten exercises that they can do best. Most 
<indergartens are noted for some one thing, which is practiced to the 
letriment of others; and this not so much from ignorance or lack of 
sonsclence as from a lack of power. 
How is all this to be remedied ? 
With a large class of us—by being born again. With another large 
>lass—Dby training. 
We have already plays and games sufficient. The something new must 
be looked for from within, from the soul! of the teacher and the child, 
rather than from the modification, substitution, or elimination of outward 
forms. 
THE SONG IN THE KINDERGARTEN—ITS PLA CE, 
VALUE, AND THE DRAMATIC ELEMENT. 
3Y MISS CONSTANCE MACKENZIE, DIRECTOR OF PUBLIC KINDERGARTENS, 
PHILADELPHIA. 
THE song seems to claim a place for itself in every nook and corner of 
the kindergarten. It is appropriate almost everywhere. It welcomes the 
children into the morning ring, and accompanies, with delichtful fresh-