should gradually learn that laws underlie all organic formation; should, through the loving care of animals and plants, prepare itself for the lov ing care of human beings, should, in imitating the works, find and love the great Master as the Creator of nature, and its own Creator, should breathe in the peace which rules in nature and in the occupations with it, before the noise of the world and sin enter its breast."

These are indeed, eternally true principles of education and capable of endless application; the Kindergarten has only to strive more and more after their realization, to be certain of its blessing. But it must avoid what is superfluous and small, or where this has already crept in, throw it overboard as injurious ballast, so as not to compromise and injure the idea. And if Frübel's example should only prevent the crowding of the children into small, close city buildings, and send the infant and other schools out into gardens, or garden surroundings, he would have accomplished a very important work. Also the crowding together of children is one of the most prominent evils, because it prevents all pedagogical individualization and paralyzes educational activity. Fröbel wished to limit the number of children in one Kindergarten, to thirty or forty, so that one teacher could completely oversee and lead them. All these evils and hindrances to success can only very gradually be removed. But it is our next duty to pave the way for their introduction and diffusion by a growing understanding of the subject.

These important aims and their consequent, but slowly spreading results, however, can for this very reason, no longer be left to the single or temporary activity of benevolent, private persons and private societies. A durable, all-embracing systematically-progressive organization should be secured to them, and this can be accomplished only by the state and the communities. But Fröbel's educational precepts must henceforth become the altogether controlling principles of state pedagogism; and the Kindergartens in which a part of these ideas has been carried out, must, as we shall also demand for the Krippen (crèches), be introduced into the system of the educational institutions of the state and the commune. The suitable point of connection already exists. The need of so called 'child-saving institutions' for children from three to six years of age, is universally acknowledged, and in the richer communities of our cities and villages is supplied as far as the means allow. To raise these 'saving institutions' already existing, or yet to be erected, to those higher organized "play-schools," should be the next step, and is not too difficult, if we can find suitable teachers.

This however, calls for the solution of another question of our time, which also belongs to the most urgent; to open new spheres of calling and branches of labor for the female sex. We will speak again of this part of the pedagogical question.

The fear, that all these reforms will heap financial sacrifices upon the state and community, which, with the present taxes, are scarcely able to secure a scanty income, to the already existing teachers-this continually repeated consideration must not be a reason for detracting

from the well founded right of such demands. It is, on the contrary, one reason more why this many sided provisional condition in which we live, in civil intercourse and in social arrangements, can have no duration, and should be shortened by all lawful means. It would be extremely inconsistent to wish to postpone the necessary reforms to a better future, with the oft repeated excuse that they are impossible or even presumptive, or revolutionary. What is proved to be necessary is never revolutionary, but rather truly conservative. And that can not be pronounced impossible, whose first preparatory grades already exist, and are easily recognizable. Nothing more is necessary, than a correct beginning and persevering progress upon the chosen road. It is variously shown, also by this opportunity, that the only right commencement for the improvement of the people's condition, is in educational reform.

VIII. THE KRIPPEN-DAY NURSERIES.

Fröbel left a gap in the starting point of his educational theory, which the present trial has fortunately filled. And the means is planned so entirely in his spirit, that it can be consistently inserted into the system of educational institutions projected by him.

The earliest period of childhood, as its own nature and general custom require, should be passed in the family circle. Here, the mother is every thing at once; she nurses it, rears it and waits on it, and what is most important for the child and what repays her best, she cherishes the soul of her child. But how few among the mothers of the working classes in the country and in cities, are in a position to fulfill this vocation even approximately! And those who could do it (outwardly), do it only imperfectly, either diverted by other cares or interests, or they lack the intellectual ability, whilst a mass of ineradicable prejudices and false habits rule them, and thus often make a very doubtful nurse out of a mother whose duty it is to bestow the best care upon her children. Hence a normal school for mothers, which is not theoretical but practical, which shall teach by example, is an important, almost indispensable element in the system of popular education.

Accordingly, here, as in the higher grades of instruction and education, the universal family, the community, should furnish the assisting supplement, by erecting an asylum in which mothers can leave their nurslings under a conscientious, rational oversight, without however withdrawing their care from them entirely, or becoming in the least alienated from them. For it should be the rule, that children should be received only through the daytime, and taken home again by their mothers in the evening. The double significance of this arrangement is not to be mistaken; the tenderest age of the child is cared for sufficiently without loosening the family ties, and the mothers witness a model of rational childish training, whose value is established by experience. They learn, and are themselves indirectly educated by it.

This aim, the public protecting institutions for children, called "Krippen" (crèches), in memory of Christ's manger and the latest creation of

pedagogical benevolence seek to fill. In their limited peculiarity, they received their perfection first in Paris, while we must mention, that protecting institutions for children, from their third year, were introduced into Germany and in England, much earlier. It was the humane Princess Pauline of Lippe Detmold, who erected the first children's protecting institution which soon spread over all Germany, and latterly, was particularly fostered by the "inner mission." In England, it was the great socialist Robert Owen, who incited by a plain man of his village, J. Buchanan, first founded a children's protecting institution and school. The example worked more slowly there than in Germany, because its first appearance seemed united with ideas of socialism, whose impracticability could not be ignored. The clergy, particularly, opposed obsti ́nately and effectually all these efforts. So it happened, if we are not mistaken, that this important member of a system of popular education, has not been energetically developed, that it is still left sporadically and accidentally to the care of benevolent individuals and associations.

In France, in Paris, as we have already mentioned, the system of protecting institutions for children, has been completed and perfected, by this important, even indispensable member. Marbeau, member of a committee for children's protecting institutions in Paris, first grasped the idea of such an institute, in order to displace by it, the institutions for nurslings, which, as the enterprises of private speculation, beyond the reach of public control, operated injuriously, rather than usefully. He proposed to remove these evils by forming public societies; his plan was supported, and thus under the protection of the Duchess Helene of Orleans, the first "Krippe" was erected in Paris, 14th November, 1844. From Paris, this institution spread over France, Belgium (where in Brussels a model Krippe exists), Germany (Vienna, Dresden, Munich, Stuttgart since 1868), England (London, Manchester), etc. A model Krippe in the exhibition at Paris, 1867, excited the attention of thousands of visitors, and was the cause, as our informant says, of banishing many false judgments and many an apparently well founded doubt.

The arrangement of the Krippe is essentially the following. Every week-day, the mother brings her child to the institution in the early morning hours and goes after it again in the evening. She either pays nothing for it, or a small contribution-in Paris from six to twelve sous, in London three pence, in Vienna, three kreuzers per day; the child is taken care of, fed, bathed, busied with the first classified attempts at play (preparations for the "Kindergarten ") and generally dressed. Every institution is under the constant care of a regular physician, and the further control of a voluntary committee of ladies. On Sundays and holidays, the institutions are closed, because there is no urgent need of them, and also, so as not to wean the children from family life.

The results which, according to the report of the committee, through Mons. de Malarce, the Krippen show as the fruit of their long existence, are favorably portrayed and seem very credible; for they correspond to what was expected of them. Weakly, neglected, sickly children have

recovered rapidly; also their morals were thoroughly improved. Irritability, self-will, restlessness, which had made them burdensome to their parents, particularly to the father, disappeared gradually, under uniform, quiet, patient treatment. They grew daily better behaved, and thus dearer to their parents; an important promoter of family discomfort thus disappeared forever, and the parents, particularly the mothers, received the wholesome instruction how children should be trained, how human beings should in general be treated, in order to work favorably upon them. My informant comprises all in this; "that the "Krippe" is not only to be considered as the asylum of unprotected children, but, if it is carried out in the right spirit, and under conscientious superintendence, it can attain the next and just as important double aim; to become the earliest school of cultivation for children (école du prémier âge), and a normal school for parents, especially for mothers (école normale des mères), in which they can learn how to treat their children physically and morally." For all these reasons, he demands their general introduction into the systems of public institutions for popular education.

With this, he touches a subject which deserves the most urgent consideration; for just this is the junction, where all the most important interests of the family and state unite. It is a wide-spread complaint, that the mortality of children in the first period of their lives, is frightfully great. It is well known that its cause is to be sought in the mistaken care, or entire want of care of them, often the result of unsettled family life; and thus the cause of the mortality of children, is closely connected with the uncultivated condition of our people.

Here, at the origin of the evil, the first lever of remedy must be applied. This is also the first, most practicable and most direct means. The social question of the present can not be solved, before the pedagogical problem of the care of unprotected childhood is solved. The social problem is ramified, highly complicated, and scarcely to be grasped in its whole extent. It is divided into a series of the most difficult propositions of a political, financial, ethical and pedagogical nature, and no civil wisdom has yet shown itself equal to the task. Its solutions perhaps, belong to a distant future. It is different with this important, partial proposition. The energetic introduction of "Krippen," of protecting institutions for early childhood in general, is not dependent upon preparatory intermediate grades. It can immediately follow, when it has become, as it deserves, the object of the general public care. By the obligations, under which the state and the community are, for the fostering of youthful culture, and by the increasing greatness of the evils which are to be combated, it can be demanded henceforth, from state and community, that every where, where regulated instruction exists, protecting institutions for earliest childhood shall be added. The monied sacrifice, necessary for it, can not be considered, for it would be barbarous and shameless, for parents to wish to escape this duty. The opposition of irrationality or habit, wherever it appears, must be broken down; this belongs to the indisputable "guardian" duties of the state.

The judicious proposals of the medical authorities whom we have mentioned above, show us how every thing is already prepared for the realization of this highly important aim, how the means need only to be organized, in order to make with them an effectual beginning. In regard to this, I quote the the following:

"The pastor, as the shepherd of his parish, whose physical and spiritual weal are dear to him, will find this subject worthy of his attention, and ecclesiastical and also municipal authorities will realize how closely the same is connected with the physical and moral well-being of the community. There are two classes of vocations, pre-eminently in whose power it lies, to work beneficently, or to breed mischief; the surgeons who are nearest the people, and their first advisers in matters of health, and the midwives who, beside their care of the new-born babe, wield and are called upon to wield a great influence upon its later nurture. Both should well preserve the good which they have learned in their schools, realize it for the general good, and not sink back into the prejudices of the people, or, in order to please them and win their favor, support them in error. Both these classes should also closely observe the limits where their authority and capacities stop, in order not to do injury by encroaching upon the medicinal province lying beyond their vocation.

"A broad field is here opened for individuais and societies, in the sense of humanity and good works. So much is said about the care for the physical and moral well being of the working people; prizes have been bestowed for it in the Paris exhibition. In addition to other things may the new born children of the workmen be cared for, and the example of a factory owner in Alsace be imitated, who allowed his working women, six weeks after the birth, to cherish and nurse their children and also later, allowed them at certain times of the day, to nurse them without lessening their wages. In England, ladies' societies exist, which make it their business to spread by word and deed ideas of a reasonable nurture of the infants within their circle. Where only two or three in one place unite and take hold rightly of the matter, there, their labor will be salutary. An object of particular attention should be the illegitimate children who are put out to board, and whose lot is the worst, and whose mortality is the greatest. Further, the Krippen, as benevolent institutions belong here, in practical, simple and inexpensive abodes, for the protection and nurture of infants, through the day, while their parents are absent from home at work."

It is clear, that in all these cases the support of mothers, particularly, and of the female sex generally, must be relied upon. But we must not stop half way, leaving it to ladies, unorganized and unprepared (because unacquainted with the true nature of their duties,) of the higher "cultivated ranks," to form a committee which alternately, or occasionally shall oversee the nurture of the children, which, in the main, is trusted to inferior salaried persons. With this, one seldom rises above a very injurious dilettanteism which allows room for secondary interests and thoughts, and the deep earnestness of the work is mistaken, the contin