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ments on Fröbel. Of these pretensions we cannot be too jealous. Fröbel, in his half century of experimenting, very thoroughly explored the prime necessities of the Kindergarten age. Children under seven years old, at least at three or four, are very much alike in all countries and ages.

And I am inclined to think that but one harmony of nature, available for earliest education, was left undiscovered by Fröbel, and that is the discovery of Mr. D. Batchellor, of the use to be made of colors in teaching children the elements of music. He is to explain this and his happy experiment in Miss Garland's Kindergarten at our next meeting.

But the heights and depths of the moral and religious nature of children will open more and more on mankind, as progress is made in moral refinement; and will open on the Kindergartners deeper and clearer views of Fröbel's moral idea, which it seems to me is nothing less than Christ's idea of the child, of whom He says, "Of such is the kingdom of heaven," and "He that receiveth a little child in my name receiveth me."

Before you close your projected volume of the history and exposition of Fröbel's reform, I hope we shall have our postponed meeting, and hear the papers from Mr. Batchellor and others, on practical points of Kindergartening; and those of Dr. W. T. Harris, Rev. R. H. Newton, Prof. Felix Adler, Dr. J. S. White, Thomas Cushing, and other principals, on its relations to the state, church, and the progressive education of humanity.

ELIZABETH P. PEABODY.

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