Thursday.-9 to 94, coming; 9 to 10, prayer, telling stories; 10 to 10, building and laying; 10 to 11, eating; 11 to 113, work in the garden; 11 to 12, movement plays; 12 to 125, free occupations; 12 to 1, concluding prayer.

Friday.-9 to 94, coming; 9 to 10, prayer, telling stories; 10 to 104, weaving and drawing; 10 to 11, eating; 11 to 114, work in the garden; 11 to 12, movement plays; 12 to 124, free occupations; 12 to 1, concluding prayer.

Saturday.-9 to 94, coming; 9 to 10, prayer, recitation; 10 to 104, drawing, ball-plays; 10 to 11, eating; 11 to 11, work in the garden; 11 to 12, movement plays; 12 to 121, free occupations; 12 to 1, concluding prayer. JOHN KRAUS.

PROGRESS OF KINDERGARTEN CULTURE IN AMERICA AND ELSEWHERE.

The following is a brief abstract of a report made by Miss Elizabeth P. Peabody upon the progress of kindergarten culture, the limits of this volume forbidding the publication of the article in fuli.

OBSTACLES TO THE ESTABLISHMENT OF KINDERGARTEN SCHOOLS.

The progress of the genuine kindergarten, versus ignorant attempts at it, has not been very great in America, for the reason that the public is not yet prepared to sustain attempts at establishing such schools, and there are not yet sufficient facilities for the education of teachers of the genuine kindergarten. Private munificence is necessary to sustain such attempts at reform in education until their value shall be demonstrated. The history of the first establishment of normal schools proves this. After ten years of lecturing by Rev. Charles Brooks, of Medford, and Hon. Horace Mann, to prepare the people to appreciate the necessity of normal schools, it was still necessary for a private citizen to offer $10,000, on condition that the legislature should grant an equal sum, before the first normal school could be instituted, and morever, at its first opening, the intelligent State of Massachusetts furnished only three young women who desired to improve by its advantages.

KINDERGARTEN NORMAL TRAINING.

The first and only kindergarten normal school established in this country is that in Boston, taught by two German-American ladies, whose very religion it is to educate children according to Froebel's system. This is a private class, and is taught by lectures and practice in a model kindergarten. More than twenty-five teachers have completed their training here, although fully half of this number have been obliged to incur debt in so doing; and after all, they have been severely tried by finding the public unprepared to understand or appreciate their system, so different is the old idea of that which a child should first learn from the inspiration of Froebel, namely, that the true order of the unfolding of human nature is first doing, and afterward thinking, because the child will attend at first only to what himself does.

THE TEACHERS' TEMPTATION.

But the ignorant and impatient ambition of parents makes a sore temptation to teachers even of the most unmercenary spirit. It is so easy to please parents and gratify their vanity by showing children the way to do things, instead of addressing their own active power by words fitly chosen, that the young teacher is tempted to do it, letting the child make and do things with no more intellectual movement than accompanies a monkey's imitations.

PUBLIC APPRECIATION DEMANDED.

To diffuse throughout the country a proper public appreciation of the kindergarten principle, producing a deferential co-operation with the educated kindergartener, instead of a tormenting and obstructing criticism, and to afford young women an opportunity for attaining this most beautiful of the fine arts, (because its material is the highest,) well-endowed public normal schools for it are indispensable, where those who feel the vocation can have instruction free. The Boston school that has been mentioned above will, it is hoped, be adopted as an independent department of the city normal school, since, in Boston, a beginning has been made by the school committee of 1870, who established one kindergarten in the public system.

PROPOSED EXPERIMENTAL SCHOOL IN NEW YORK.

In New York it has been proposed by the commissioners of education, who have a term of five years to work in, to make one of three experimental schools a normal school, with its model kindergarten attached.

FRAGMENTARY INSTRUCTION.

A German lady in California, Mrs. Weddigen, has done some good work in keeping a kindergarten under every imaginable disadvantage, and without any intelligent co-operation, and has also lectured and written upon the subject.

Another person who has done very much, especially among the German population in and about New York, is Dr. Adolph Douai, who has now an institute in Newark, New Jersey. He imported a trained teacher from Hamburg, at great expense, to instruct his daughter in the art, and though he has varied a little from the method of Froebel, especially in the art of drawing, his kindergarten should not be characterized as a false one.

Miss Louisa Frankenburg, an old lady of seventy, who was the pupil and friend of Froebel, now resident at Germantown, Pennsylvania, has instructed some superior ladies in the art, and feels still capable of doing so, notwithstanding her age. She has made some efforts to assist intelligent colored women to obtain the kindergarten training, but the efforts hitherto failed from lack of appreciation by the public.

KINDERGARTEN MATERIAL.

A gentleman of Springfield, Massachusetts, has established a manufactory of kindergarten material, a truly public-spirited act, since he does not expect to even get back his money for years.

KINDERGARTEN IN EUROPE.

The only place where Froebel commenced his kindergarten work triumphantly was in Hamburg, whither he was invited by a remarkable society of ladies, half of them Christians and half Jewish, who had associated for the purpose of producing religious toleration, and who naturally became a radical education society. In this city the widow of Froebel now has a kindergarten. In Dresden, Frau Marguadt keeps an admirable kindergarten. But the best in the world is, perhaps, Madame Vogler's in Berlin. At this moment there is in Germany a new impulse toward genuine kindergarten culture in the highest intellectual classes. The philosophers' congress, which met in Prague, Bohemia, in 1868, and at Frankfort-on-the-Main in 1869, has made it a special object to investigate Froebel's system, and has pronounced it the most advanced on the subject of education.

ITALY AND ENGLAND.

It is an interesting fact that the kindergarten is about being made the first step of the new public-school system of Italy, which is superseding the old ecclesiastical schools hitherto prevalent there.

The Italian minister of instruction having become interested in kindergartenry, has imported some German kindergartens into Italy, and also sent some Italian girls to be taught in the normal schools of Berlin.

An English lady says that Manchester and London are almost the only towns where kindergartens have taken root, though there have been isolated attempts and partial success in some other places. Miss Praetorius, a woman thoroughly skilled in the art and science of Froebel, says that there is not a genuine kindergarten in England. A visitor to her school, in which I have passed a few hours, may, however, see the most perfect teaching of singing to children in the world.

ELIZABETH P. PEABODY.

MUSICAL EDUCATION IN COMMON SCHOOLS.

Only within a few years has the importance and desirableness of making music a regular part of popular education come to be generally recognized and admitted; a great improvement in this respect has taken place within the past three years. The report of the board of public education of the city of Philadelphia for the year 1870 says:

"While recognizing the fact that we, and our predecessors in office, were most unaccountably slow to perceive the benefits which are to be derived from the addition of vocal music to the list of studies, and that until within the last two years we had not taken even the first step in that direction, wherein not only many of the most enlightened and progressive nations of Europe, but also a very large number of our sister cities, have for a long time been making rapid strides, we can congratulate ourselves that the formidable opposition which we were constantly compelled to encounter from those who regarded the introduction of vocal music as an unwarrantable innovation, involving a wasteful expenditure of the public moneys for instruction in a mere accomplishment, has been at length almost entirely Overcome. Music is now regularly incorporated in the course; and it should be the earnest desire of every faithful and progressive teacher, and the direct effort of all that have the best interests of popular education at heart, to engraft it upon the system of education so thoroughly that it may form an inseparable part of it, on account of its direct appeal to the heart, and its direct tendency to elevate and refine."

The report of the school committee of Boston, of the same date, after explaining the sys tem of instruction, and noticing some of the happy effects of musical exercises in the public schools, remarks:

"The primary school is, of all others, the place where instruction in music, if we would ever expect it to attain to anything like a satisfactory result as a part of our common school instruction, ought to begin. The child of five or six years can easily be taught the first rudiments of music, and a few plain principles in the management of the voice, if early adopted and carried up through the lower and intermediate classes; especially, if to this were added some instruction in the art of correct vocalization, and the proper management of the registers, greater strength, a more resonant toue, purer intonation, exacter enunciation, precision, ease, fluency of delivery-everything that is improving to the voice-would finally result."

In an address delivered before the national teachers' association, at Cleveland, Ohio, an eminent teacher and authority says:

"Music should enter into common-school education, because

66 1st. It is an aid to other studies.

"2d. It assists the teacher in maintaining the discipline of the school.

"3d. It cultivates the æsthetic nature of the child.

"4th. It is valuable as a means of mental disciplire.

"5th. It lays a favorable foundation for the more advanced culture of later life.

"6th. It is a positive economy.

"7th. It is of the highest value as a sanitary measure.

8th. It prepares for participation in the church service."

And again:

"Through the medium of the music lesson the moral nature of the child may be powerfully cultivated.

"Of all the manifold advantages which musical instruction in school possesses, this is among the most prominent; it is also the most apparent. The child is a creature of impulse; reason, conscience, have not yet asserted their sway. He is therefore to be addressed through his emotional nature. Music meets the demands of that nature; it infuses itself into his life; it entwines itself about his heart, and becomes a law of his being. Hence, his songs may more directly and powerfully than any other agency give tone and direction to his moral character; they may be made the means of cultivating his nationality and patriotism; they may promote a love of order, virtue, truth, temperance, and a hatred of their opposites; they may subserve his religious advancement, implanting lessons at once salutary and eternal.'

Regular musical instruction is now incorporated with the school studies of nearly every city and large town in New England and the Northern and Western States, not only with the happiest musical results, but with marked good influence upon the health, general intelligence, capacity for receiving general instruction, and orderly habits of the youth so taught.

The musical knowledge acquired in the primary and grammar schools is increased and supplemented in the high and normal schools, every graduate of which is expected to be able to teach music to elementary classes as successfully as arithmetic or any other topic. For those who wish to become skillful musicians, are established (by private enterprise) conservatories, or musical colleges, where the most complete and finished musical education may be obtained.

Of these last there are, in different cities, about twenty, large and small, varying from a thousand pupils down to twenty-five or thirty.

Without the means of compiling an accurate statistical table, it is probably quite a moderate estimate to say that, in the States of Maine, New Hampshire, Vermont, Massachusetts, Rhode Island, Connecticut, New York, New Jersey, Pennsylvania, Maryland, Ohio, Indiana, Michigan, Illinois, Missouri, and California, there are at present, nearly, if not quite, 500,000 school children receiving regular elementary music lessons; in high and normal schools, about 10,000 having lessons of a higher grade, and in the conservatories, probably 6,000.

In conclusion, we would heartily indorse the action of the Philadelphia school board of 1870. as follows:

"It is recommended, under the limitation which shall be fixed by the superintendent of music, that the rudiments of the theory of music be taught in the primary department from charts or black-boards, by the regular teachers therein, an acquisition as easy to the child as learning the alphabet; also, that a few of the simplest songs be designated by the superintendent for the opening and closing exercises of the school.

"It is also recommended that the theory of music be taught (under the direction and supervision of the superintendent) in the remaining departments by the regular teachers of the same, from a suitable manual, and that a review of the study of the same be made by the respective music-teachers, and also that all the practical music in these departments be taught by the music-teachers.

If any of the regular teachers feel that they are not qualified to comply with this direction, they will be taught, free of charge, by the superintendent of music."

With regard to the latter section of the above, in an address before the American Social Science Association, the speaker, a gentleman well known for his practical familiarity with the subject, remarks:

"I take it for granted that all the regular teachers could do their part in such instruction if they would. It requires, in the system we have been considering, no special musical ability or previous training. An aptness to teach only is necessary, and any person who, if fitted in other respects to hold the responsible position as a teacher in a public school, has the ability, I contend, to learn in a very short time, under the direction of a competent professional head such as we have named, how to teach the elements of music as well as the other studies required in our common schools. Nor is it necessary that the teachers should be able to sing in order to be successful in this branch of study, though, of course, it is an aid."

EBEN F. TOURGEE.

RELATION OF EDUCATION TO INSANITY.

By education is here intended any training of the mind by which its facilities are drawn out, its powers disciplined, and knowledge is acquired. This includes the study of books, of the thoughts, principles, and facts that have been prepared, digested, and printed by others. Usually this is done in the schools, from the infant school to the university, or it is done in private life, with or without teachers. Besides these means there is the education of the outer world in social intercourse, in butiness, in the management of affairs, public and private, political, of State or town, in commerce, manufactures, agriculture, &c.

THE BRAIN AND MENTAL ACTION.

Whatever stimulates the mind to observe, to study, or reflect, whether it be things present to the eye, or abstract ideas in books; whatever demands thought, comparison, or deduction, whether it be arithmetic, grammar, geography, or the profoundest problems in science and philosophy, whether it be the relations of values in business, the combination of materials and succession of processes to obtain definite ends in mechanics, or the observation and pursuit of the laws of nature to obtain crops of grain, and other products in agriculture, they all demand mental action; they develop and train the mind; they discipline the perceptive and the reasoning faculties, and all lay burdens of various weight upon the brain. There is no work of the mind without cerebral action.

These burdens are extremely light upon the savage, who only thinks enough to find a cavern to shelter himself from the storm, or to search for wild fruits, or to catch a fish or an animal for food. They are heavier on the farmer who develops the riches of the soil, and raises grains, fruits, and vegetables for his nutriment, or on the mechanic who plans and builds a comfortable dwelling, adapted to the wants and health of a family, and still heavier upon the manager of a manufacturing establishment, or the conductor of a commercial enterprise, or the affairs of state; and in the technical education of the schools, the burden increases from the lightest upon the child who endeavors to grasp the relations of sounds to the form of letters, to the philosopher who solves the most abstruse problem of mathematics; whatever this burden may be, its first demand is for action of the brain.

Now the question arises, whether this action of the brain has any disturbing influence upon its health; and if so, in what manner and to what extent is insanity or mental unsoundness increased by education, and, if so, how much? And, lastly, is this a necessary condition of educating the people, of raising them from a savage and rude state to the civilized and the cultivated?

LITTLE OR NO INSANITY AMONG SAVAGES.

Without means of demonstration, there is an almost universal opinion that there is little or no insanity in savage nations, or even among barbarians. This is the opinion of almost all travelers of every kind-the curiosity hunters, the commercial, the philosopher-all concur in reporting that they found no lunatics, and heard of none among the rudest people.

This is admitted by writers on insanity-Esquirol, Halliday, Prichard, Bucknil, Tuke, and others-men of the greatest research, and of the most cautious habits of deduction, the profoundest thinkers, the most reliable philosophers.

Insanity is manifest in all countries above the state of barbarism, from half-civilized Egypt and Turkey to the most cultivated and refined. It exists in various proportions to the population, but there are no means of determining these ratios. Although from all these countries there are reports of insanity, from most they are vague and ill-founded. Some include only those who are in hospitals for lunatics, as Egypt; others report such as are in public institutions, as hospitals, alms-houses, and prisons. England reports those who are in these establishments, and also those who are under guardianship.

Some governments, at their periodical censuses, inquire as to the insane in the families, and publish their numbers, with som some statements of their condition.

EVERY CENSUS OF THE INSANE IMPERFECT.

It is not an easy matter to obtain the number of the insane in any community. In early times they were supposed to be possessed by the evil spirit; and later, even now, they are considered by some people more than a misfortune, even a disgrace to their families, and many were, and some are now, concealed, known only to their relatives and a few friends. Many still are unwilling to speak of the insane of their