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ORGE WINTH

re to dance and sing, to be out-of-doors as much as possible, to learn "when their curiosity induced them to ask questions," and not to be "annoyed with books." They were to be prevented from acquiring bad habits, to be taught what they could understand, and their dispositions were to be trained "to m

's disciples passed to other lands, and Madame von Marenholz came to England in 1854. Already one Kindergarten had been opened by a Madame Ronge, to which Rowland Hill sent his children, and to which Dickens paid frequent visits. In the same year there was held in London an "International Educational Exposition and Congress," and to this Madame von Marenholz sent an exhibit, which was explained by Madame Ronge, and by a Mr. Hoffmann. Dickens, who had watched the actual working of a Kindergarten, gave warm support to the new ideas,

each in 1860, but eight years later, after a visit to Europe, she gave up teaching for propaganda work. Owing to her efforts the first Free Kindergarten was opened in Boston in 1870. Philanthropists soon recognised its importance as a social agency, and by 1883 one lady alone supported thirty-one such institutions in Boston and its surroundings. In New York, Dr. Felix Adler established a Free Kindergarten in 1878, and Teachers' College was influential in helping to form an association which supports several. Another name well known in this

land, etc., and of a capital collection

s Heerwart took charge of a training college for Kindergarten teachers in connection with the British and Foreign School Society; the Froehel Society was founded, and Madame Michaelis took the Kindergarten into the newly established High Schools for Girls. For the children of the well-to-do Kindergartens spread rapidly, but for the children of the poor there was no such happiness; the Infant School was too firmly established as a place where children learned to read, write and count, and above all to sit still. Infants' teachers received no special training for their work

rect with "hands behind" or worse still "hands on heads," and moving only to the word of command. One lady who ultimately found he

as connected with the parish work of Holy Trinity, Woolwich, of which her brother was vicar. The first report says: "The neighbourhood was suitable for the experiment; little children, needing just the kind of training we proposed to give them, abounded everywhere.... The Woolwich children were typical slum babies, varying in ages from three to six years; v

ts' Evenings were instituted from the first, and the mother

the old Millbank Prison. This "child garden" has a special interest from the fact that it was carried on actually in a block of workmen's dwellings like The Children's Houses of a later date. The effort was voluntary and the rooms were small, but, if the experiment had been supported by the authorities, it would have been easy to take down dividing walls to get sufficient space. Miss Maufe gave herself and her income for about twelve years, but difficulties created by the war, the impossibility of finding efficient help and consequent drain upon her own strength have forced her to close her little school, to the grief of the mothers in 48 Ruskin Buildings. Another Sesame House student, Miss L. Hardy, in her charming Diary of a Free Kindergarten, takes us from London to Edinburgh, but the first Free Kinde

f the beautiful myster

work in connection with School Clinics, and more recently for her now famous Camp School. Miss M'Millan had already done yeoman service on the Bradford Education Committee, but was now resident in London, and she had been warmly welcomed on the Council of the Froebel Society. It was from the date of this Conference that the name Nursery School became general, though it had been used by Madame Michaelis as early as 1891. In the following year, 1905, the Board of Education published its "Reports on

the excellent works of Miss Caroline Bishop, a disciple of Frau Schrader. The Birmingham People's Kindergarten Association opened its first People's Kindergarten at Greet, in 1904, and a seco

demonstration school for Froebelian methods, a practising school for students, and also as an experimental school, where attempts might be made to solve problems as to the education of neglected children under school age. It was the

hornton-le-Dale, where the children have a sand-heap in a little enclosure allowed them by the blac

ovided, for which the parents pay one penny. The first report tells how necessary are Nursery Schools in such surroundings. "The little child who was formerly tied to the leg of the bed, and left all day while his mother was out at work, is now enjoying the happy freedom of the Kindergarten. The child whose clothes were formerly sewn on to him, to save his mother the periodical labour

lls' clothes, polishing the furniture, their shoes, and anything which needs polishing. On Friday morning the 'silver' is cleaned, and the brilliant results give great pleasure and satisfaction to the little polishers. 'Have you done your work?' was the question ad

ction with the Bermondsey Settlement. It is Miss Rowland who tells of the "candid mother" she

on and the Parks Committee laid out the garden, while the real start came from the pupils of a school for girls

ntry. This Nursery School was never intended to be a Kindergarten; it was started as an interesting experiment, "chiefly perhaps in the hope that the chil

e Camp itself the things which impress the visitor most are first the space and the fresh air, the sky above and the brown earth below, and next the family feeling which is so plain in spite of the numbers. The Camp existed long before it was a Baby Camp and Nursery School,

hampered by unyielding regulations. The Nursery School should cover the ages for which the Kindergarten was instituted, roughly from three to six years old. Already there are excellent baby rooms in some par

lace nurses. Its space is at present insufficient, but the neighbouring buildings are condemned, and will come down after the war. They need not go up again. Then the space could be used in the s

ng from it so that mothers from a large area could bring their little ones and leave them in safety. It

not merely sick nurses. There are, however, certain people who believe that the "trained nurse" is the right person to be in charge of children up to five, while others think that young g

can be, and the motherly woman can give far more efficient help in training children to decent habits than any young probationer, useful though these may be. But there is always the fear that

us. One Nursery School teacher, with years of experience, says that what she learned in hospital has been of no use to her, and it is probable that attendance at a clinic for children would be really more useful. Certainly the main concern of the Nursery School teacher is sympathetic understanding of children. There must be