the home, part of the home. Ought not they to be made to feel that they are factors in the home and have their little tasks to do? If it is play, all the better; but if it is work, will it not make them better boys and girls? Just as father and mother work to make the home beautiful, ought not children to feel that they have something to do with that? If we can make it play, all right. But if we cannot, isn't it the mother's duty and the father's duty to see that those tasks are done, to make the boys better men and the girls better women?

DR. HALL.- That is it exactly. Just in proportion as the mother and father have ingenuity enough to make the children think their work is play, they are pedagogical, and they are doing the best possible work. But just as soon as they lack the wit and lack the pedagogical instinct to make the children think it is play, and they are reluctantly forced to do it, that is a different thing. With regard to the kindergarten, my point was this: it seems to me there is a little too much tendency to make the children overwork in doing a certain set of things, making products out of paper, something of that sort, when you have the whole world of play, which is infinitely larger than the Froebel's gifts, to draw from. I think we get more activity, more discipline, train the imagination better, help the soul, than if we try to transmute play into work.

MRS. PUTNAM.-Two weeks ago a mother of a boy came to me. She was a stranger, and she said: "I came to you to see if you could give me any help in regard to my boy. He is an absolute kleptomaniac; he has been stealing from the time he was three years old, and now he is beginning to do it consciously, and is beginning to cover his tracks. I felt it was something he would grow out of; I felt it was something I could indirectly meet; and I let him alone. Now he has got the habit. Now, what are you going to do?" I could not give her any help; but, if your rule holds good, he should go on stealing.

DR. HALL.—I think all these individual cases should be met precisely as a physician should meet a case of physical disease.

MRS. PUTNAM.-I told her to write to you and find out.

DR. HALL.—I get hundreds of letters from anxious mothers about cases of that kind. What shall I do? I say: I can't tell anything about it unless I can see your child. You would not think of writing to a doctor at a distance, probably, asking: "What medicine shall I give for this, that, and the other symptoms?" I know of a family in Boston that had a son who was a kleptomaniac. They thought the best thing to do was to let him steal and get punished for it, a week or some days, in prison. He did; and it proved to be a good thing for him. It might not be a good thing for another boy. You must use your best judgment, and not have a rule that you cannot bend to suit the individual.

PRESIDENT'S ADDRESS, KINDERGARTEN DEPARTMENT MISS EVELYN HOLMES, DIRECTOR OF SOUTH CAROLINA KINDERGARTEN TRAINING SCHOOL, CHARLESTON, S. C.

Since the early seventies the kindergarten has held a prominent place among the departments of the National Educational Association. Its influence cannot be estimated. From the pioneer days, when every inch of ground had to be fought over and won by dint of much speaking as well as doing; when its enemies were of its own household, namely, the educators of that day, who, succumbing one by one, as the force of the truth of Froebel's educational principles became clear to them, have happily become its exponents; from that far-away day to the present

time, the National Educational Association has stood as the strongest advocate for the kindergarten in this country.

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Now that the first victory is won, and the kindergarten is accepted as a force in the early stages of education, it becomes the privilege and duty of kindergartners to see that the campaign is carried farther, even into all grade, college, and university work. Here at Detroit is the time for a clear understanding, a fuller sympathy, and a more definite purposing concerning the work which this department has before it in the coming years.

The uniting for this convention of the Departments of Child Study and Kindergarten was proposed by the presidents of these departments, seconded by the President and officers of the association and many prominent kindergartners, with the hope that it will prove a step toward a stronger bond of unity with all allied departments.

All kindergartners believe that the Froebelian principles of education are destined to permeate and influence greatly all branches and phases of education. This end, therefore, should always be in view and call for support and effort.

We are all members of a large national family, and, as members, presumably interested in each other's progress. A year ago this great body met at Charleston, and thus showed its strong interest and desire to help in the progress of education in the South.

We, who are struggling to uphold and advance the kindergarten cause in the South, so that it shall stand in its right relation to all education and shall be an energy itself in the forwarding and formative process, have cause to be grateful to the National Educational Association convention of 1900. Especially are thanks due to Madame Kraus-Boelté, the honored president, and to the other friends who came from long distances with helpful words and kindly suggestions. To these, and to all our friends gathered on this occasion, are addressed these words concerning the progress of the kindergarten movement in South Carolina.

On that occasion Professor P. P. Claxton, of Greensboro, gave an address on "The Needs of the Kindergarten in the South." He first referred to the need of the kindergarten in the South, that the parents might better understand the education of their children in all phases, and become awakened to a sense of their own duty in this respect. He next referred to the need of the kindergarten in the South, that parents, teachers, and school officers should better understand the connection between the school and the home life. He also spoke of the need of the kindergarten for "the millions of children of the dusky race whose home is among us," arguing that the kindergarten is the best type of school to bring about the transforming influences so much needed. And lastly he spoke thus:

But we need the kindergarten most especially for another reason. The southern states are rapidly becoming the home of the factory. Already the cotton factory is a

familiar sight in the Carolinas and Georgia. The country people are moving into the factory towns from their country homes, with their large families of children. Is it needful that I should depict for you this factory town and its life — the large brick factory building with its long rows of humming spindles and rattling looms, at which men, women, and children work twelve hours a day? I have seen boys and girls under ten working thru the night, from six to six, drinking their cup of black coffee at midnight to keep them awake till dawn; the groups and rows of houses without beauty of architecture and with no relief of lawn, garden, or fruit trees; no public library; an ungraded public school, taught from three to eight months by an incompetent teacher, in a house unfit for such use, and only one-fourth of the children of school age in attendance. I welcome the cotton mill with every other form of industry that shall bring wealth and its power and possibilities to our people, but the blood of the children must not be woven into the web, dyeing it a crimson hue; nor must their cry continue to go up to the Father in whose sight the soul of one of these little ones is of more value than all the trade of the Philippines.

Let me give you an idea of how these needs are being met. Private kindergartens are springing up in many towns, and there is a consequent increase of interest among parents. A few public schools in small towns have aided the kindergarten. The principals of these schools are very progressive men, but the lack of public money hampers the work. Our State Normal School at Rock Hill has a fine kindergarten department. The standard there is high, and Miss Macfeat, the head of the department, is one of the foremost kindergartners of the South. This is destined in time to influence public work, and to bring about the adoption of the kindergarten in the larger cities. Also, for a number of years, the South Carolina Kindergarten Association, of Charleston, has carried on a large free kindergarten. This more nearly approaches the publicschool kindergarten, so far as the class of children in attendance is concerned.

A number of the colored citizens of Charleston have organized a free kindergarten association, and are supporting a kindergarten with a little help from the city. This is a step in the right direction, and tho the only movement of its kind known to me, the growth of interest is very encouraging.

The greatest stride has been made in the line of the greatest need, and, thru the combined efforts of kindergarten associations and progressive and humane mill presidents and directors, kindergartens are starting up in the mill towns. The first mill kindergarten in South Carolina was organized a number of years ago in the vicinity of a cotton factory in Charleston, and was supported by the alumnæ of the Kelly School, of that city. The factory has been discontinued, but the kindergarten still lives and flourishes. Two years ago the Kindergarten Association of Columbia established a summer kindergarten in connection with the Richland mills. In the fall of 1900 the mill towns of Pelzer and Greers entered upon an educational and economic experiment by adding the kindergarten to the mill grade schools, the mills bearing the whole

expense. These kindergartens have been watched with much interest and satisfaction, the work proving such a success that it will be continued this coming year under more advantageous conditions.

During the winter Rock Hill continued the good work. It was begun in an afternoon kindergarten supported by the King's Daughters at the Arcade mills. This effort has resulted in the organization, in June, 1901, of the Rock Hill Kindergarten Association, which in point of enthusiasm and numbers has probably made a beginning unequaled in the state. The aim of the association is to establish kindergartens for the mill children of Rock Hill. The mill officers are members of the association and have promised to aid generously in the work. The first kindergarten has already been opened and will continue thruout the year, the plan being to give a ten-months' session, the long vacation being in December and January. This division of time is an experiment to be watched with interest, and may prove acceptable in other places than the South.

Columbia, having been impressed with the good results of the summer kindergarten in the Richland mills, now comes to the front, its three mills, Richland, Olympia, and Granby, opening and assuming entire support of its kindergartens and placing them under the Kindergarten Association for superintendence and control, thus unifying and spreading the kindergarten interest thruout that city.

Thus within the year six mill kindergartens have been established. We know that other mill presidents are planning to follow in this line as soon as possible. Herein lies the hope of the kindergarten movement in South Carolina, and probably the same is true of North Carolina and Georgia as well.

Perhaps mill children are the same everywhere, but from my slight knowledge of the case I think that quite a different element enters into this work than is apparent in some of our northern cities where the population is mostly foreign. This has been referred to before in speaking of the immigration of mill people from country homes, and anyone familiar with the condition of the country in North and South Carolina can imagine the barrenness of the lives which have never been able to rise above the necessity of work for daily sustenance.

A few word-pictures, taken from the reports of the kindergartners of Pelzer and Greers, may show what I mean, and will prove that the kindergarten is to bring to these people the balance or rhythm in work and play:

No one who has not seen it can know the change that comes over a child's face in a few short weeks of kindergarten life. Those little old men and women lose the careworn expression. They drink in through song and story and talks impressions and ideals that find expression in their home free play, which in some cases sadly needs this purifying influence.

From timid little people not knowing whether to laugh or cry, sitting down in their chairs whenever told, or building with blocks, listening to the songs and stories with

little interest, in a mechanical manner, to the now noisy, happy, and contented kindergarten family, is a transition frequently seen.

The children show a marked improvement in their work and play, being more childlike, not the matter-of-fact little men and women I first met, without imagination or inventive power, laughing at the finger plays, also at my joining them in their games, and self-conscious of every movement they made.

Such happy little ones! Every morning, while waiting for the bell to ring, you can see nearly every child in the school-for the older ones play the games learned in kindergarten with the babies-skipping or dancing Looby Loo or singing "Little bird, you are welcome," and then running to meet their teachers as they appear in sight.

I can say that the work is very encouraging, because the kindergarten and the mothers, and also some of the fathers, co-operate in a common interest, visiting the kindergarten to see just what the children are doing and expressing regret that they can't stay longer; taking an interest in the meetings. Some of the fathers stay at home and care for the babies while the mothers attend their kindergarten meeting.

This sketch of South Carolina's growth, when compared with the rapid strides which have been made in some of our northern cities, seems almost unimportant, but it is the beginning, and as such has a right to a place in our interest and memory. As time and effort bring success to our work, we can then turn with certainty for appreciative encourage. ment and help, if need be, to the more favored sections of our country, remembering that we are one family, with one aim, namely, to give to each child its divine right to freedom and self-expression.

NECESSARY ELEMENTS IN WORK AND PLAY, AND SOME PRACTICAL CONSEQUENCES

MISS C. GERALDINE O'GRADY, TEACHERS COLLEGE, NEW YORK

As our subject today is rhythm, I shall only attempt to discuss other necessary elements in work and play, such as activity, co-operation, and progression, where they relate to it. I shall speak briefly of how it underlies or governs activity, and then try to suggest a few practical possibilities.

Activity is, of course, the condition of all work and play; but activity, either of live or inanimate things, cannot be maintained under the same form without cessation. It must either be recurrent, intermittent, or must come to an end. If we want proofs of this recurrence and alternation of activity in all things, we have only to look at nature, to see in the seasons, in light and darkness, in tides and trade winds, and in many other natural manifestations of force, such changes as may be called rhythmic. Following, and sometimes growing out of, these come the changes in growth and decay, in birth and death, thruout plant and animal life, as heat stimulates them, and its excess or lack checks or wastes their forces again; and at last we come to observe regular change and orderly arrangement or balance, even in the forms of plants and living