practical working out of Froebel's principles so far as young children are concerned than to the general principles themselves and their application to the training of older children, we have not yet a good system of training for children too old for the Kindergarten and too young for the grammar school. In many Kindergartens there are classes for children who have reached this stage, and an attempt is made to carry on the system; but the teaching is apt to be a little too childish, to fail in rousing fresh interests and not to develop sufficiently the energies of the children. Yet it appears to be less injurious than that often given to children between seven and fourteen years old in the junior classes of grammar schools and high schools, where tasks are too often set which are beyond the powers of the children, or fail to arouse their interest, in some cases even producing a feeling of positive disgust toward all kinds of school-work. A few months of such teaching often destroys the effect of years of careful and wholesome training. The child learns nothing which is of any real value, and his whole moral nature is strained and irritated. Perhaps fear of the teacher is added to the other difficulties of the case and yet it would not be fair to blame him too severely. It is difficult for masters who are inexperienced in teaching, and fresh from the university, to understand and sympathize with the requirements of minds at a stage of development so different from their own. In many cases they are doing their work as well as they know how to do it; but they have undertaken a difficult task, and often have no idea of the care which is needed to perform it rightly. True sympathy with children is chiefly found in the young who can remember their own childhood distinctly, and in those who are old enough to have the feelings of a parent toward them. A few men, and more women, have it throughout life. It would not be possible, however, to select a person less likely to have sympathy with a child than a man between the age of twenty and twenty-four, who has lately been giving all his attention to the development of his own mind. As this is the kind of teacher boys under twelve years old generally have in grammar schools, the result is naturally not satisfactory. But the fault is more in the system than in the individual teacher.
It is not yet generally recognized that the younger a child is, the more important is the training which he receives. Froebel realized this fully, and wisely applied himself to working out in detail a good system of training for very young children. In our time a system of wholesome training for children between seven and fourteen is still urgently needed. It is beyond the scope of the present paper to enter into detail as to what this training must or must not be. But some points may be mentioned. (1) There must be the regular performance of some kind of useful work
