cation," has presented some important considerations in favor of a different method for those whose final object is Art, — and that is the object always to be aimed at.

In my own Kindergarten, I found that the lessons of Madame Rongé's Guide were so uninteresting to my children, that I abandoned that course, and got from Dr. Rimmer, the sculptor, (who has given, in his own drawing-school in Boston, a new idea of what is meant by teaching drawing,) some elementary sketches involving the proportions of the human figure. My assistant draws on the black-board line by line, which the children copy on their slates, very much interested, as they go on, to know what is coming.

Light-houses, cottages, barns, &c., around which are figures of men, drawn sometimes by five single, sometimes by five double lines, surmounted by a large dot for a head, and in all attitudes, particularly in attitudes of action, excite the imagination to invention, and give a freedom of hand, as well as of fancy, which, I am inclined to think, is a better beginning than geometrical lines and angles. I find that it wakes up interest in every child.

I speak, however, only of the beginnings for little children. Krusi's exercises can come by and by, and are very naturally connected with stick-laying, and make, perhaps, the only method of drawing which can be introduced into the public primary schools, where classes are so very large. Every mechanic needs such drawing lessons, as well as perspective, taught by Schmidt's practical method.

My plan is, however, more favorable to the attainment of picturesque drawing, and especially to the representation of the human figure, in which art culminates.

I have already said, that coloring cannot be easily introduced into the Kindergarten. The most advanced class, however, might connect it with the lessons on color, which are prominent in the object teaching. Paper, ruled in small squares, might be used to teach children to lay on an equal tint. First, only the smallest square should be covered, and

the colors can be arranged according to the harmonies. Then four squares could be covered with one color, and so on. Ruskin's "Elements of Drawing with Colors," will furnish a teacher with good hints how to proceed. But, of course, this is not the place to give a manual of painting.

CHAPTER VII.

MORAL AND RELIGIOUS EXERCISES.

HARMONIOUS development is Froebel's idea. Hence, although the physical should never be sacrificed, and comes first into view, in the scheme of Kindergarten culture, it is not to be exclusive. Children grow in stature and physical force, all the better for having their hearts and minds opened in the beginning. It is desirable to have a child become conscious of right and wrong, in reference to eating and drinking, quite early; though temptation to excess should be removed, as a general thing, by giving them simple wholesome food. In any case where children may not go home at noon, and there is a luncheon, some simple fruit, like apples or grapes, together with milk biscuits, or plain bread and butter, make the best repast, satisfying hunger, and not stimulating the palate unduly. I am sometimes shocked at the kind of luncheon children bring to the Kindergarten, it shows such lamentable ignorance of physiological laws. The practical value of the beautiful symbol of the origin of evil, which stands as the first word of the sacred volume, is enhanced, by its having the form in which temptation first assails the child. No deeper interpretation of it is foreclosed by our presenting it at first, to children, just as it stands. The forbidden fruit is that which will hurt the child; i. e., give it the disease which by and by may make death a merciful release from pains intolerable to bear. Serpents have no higher function than eating; but human beings live to know and love and do good, and so ought not to eat everything that is pleasant to the eyes, but to stop, as Eve did not, and inquire

whether it is God or the mere animal which is man's proper adviser. Our appetite is the serpent, our thought is from God. A child understands all this very early, if it is thus simply presented; and it suggests the beginning of his moral life. The lesson can soon be generalized. Whatever wrong things he is tempted to do, whatever his conscience tells him not to do, is "forbidden fruit ;" his desire to do it is the serpent, and if he falls, it is the old folly of Eve, who preferred the advice of the lower being to the command of God, always given in the Conscience.

I have known a child, to whom this story was early read and interpreted, to whom it seemed to become a "guard angelic" over her life. The moral nature responded to it at once, and a suggestion that a desire was perhaps the voice of the serpent, was always quite enough to arouse the guardian angel - Conscience to a watch and ward of the severest character. It precluded the necessity of present punishment and the fear of future retribution, (with which a child should never be terrified.)

There is such a thing as making children, I will not say too conscientious, but too conscious; and this is often done by well-meaning parents and teachers, who make them look upon themselves personally as objects of God's pleasure or displeasure. This will be avoided by using a symbol, like the story of Adam and Eve, which touches the imagination, and saves them from the reactions of personal pique. A judicious teacher, who knows how to paraphrase as she reads, and to skip what is mere prosaic statement, (and no one who cannot do this, is fit to read to children,) can make use of many other passages of the Old and New Testament, and of "Pilgrim's Progress," to give to children the whole doctrine of religious self-control, and inspire them to the highest moral issues.

Spiritual life, strictly speaking, can only be prepared for by the best education. Its characteristic and essence consists in that action of the heart and reason which does not come

from human prompting. But it can be prepared for, by awakening in the child such an aspiration and felt necessity for virtue, as well as general idea of God, as makes prayer to the Father of Spirits spontaneous and inevitable. I am in the habit of speaking of God to children as the Giver of love and goodness, and of the power of thought and action, rather than as the Creator of the outward world, and have found that the tyrannizing unity of the soul's instinct did the

rest.

our

I commence the exercises of the Kindergarten with the singing of a hymn, and every other day it is the Lord's prayer, just so far transposed as to suit it to the lovely music to which it is set in this volume, and which interprets the meaning to their hearts. Now and then I ask them if " Father's " being "in heaven means, that He is not on earth? and when they all say, No, (as they always do say,) I reply, "No, indeed; He is everywhere, and inside of us all, but spreads out into heaven and future time, where He is building mansions for his dear good children." As they always tell me, when I ask what hallowed means, that they do not know, I explain it as meaning that when we say God, we should always think and feel how dear and good He is, and speak His name with love. The doing the will on earth as in heaven is, as they know, acting right, and like as the angels would if they lived on earth. Conscience assures this to them, and that to do so would make the kingdom of heaven on earth. Trespasses I explain, showing them how, in meddling with other children's things, hurting others, or any wrong-doing, they trespass against God's kingdom, which is the prevalence of goodness. On being first asked what a 66 trespass" is, they will themselves define it very well, often by examples; and they can be led to see how wrong it is to make another do wrong, because that is "leading them into temptation." I do not let the Lord's prayer come every day, but alternate it with the song on brotherly love and other virtues. Occasionally, when there is a striking viola