of a park. Hartford itself offers many social attractions to the student, and has been in times past, and is to-day, conspicuous for the hospitality shown by its citizens to undergraduates at college.

In concluding this sketch of Trinity College, we would briefly say, that the aim of the institution is to furnish its students a complete education, and to prepare them for a truly educated manhood.

The course of instruction, based upon the classics, mathematics, and natural science, is capable of expansion to meet the requirements of the progress of the present age, while the departments of modern languages and mental and moral philosophy, and notably that of English literature, afford ample opportunities for the study of their special branches; the curriculum, being arranged in accordance with the plan adopted by the older colleges in the country, also gives instruction in particular studies to those students desiring to take a partial course. But the training of Trinity College is not an intellectual one merely; and the institution, recognizing that there is something above the intellect—something, in reference to which, as a superior part of our being, the intellect should be cultivated-pays attention to the moral wellbeing of those who enter her halls; and, while alive to the fact that too much supervision and too much restraint will fail in the accomplishment of the desired result, still

aims, as a late President wisely remarked, "to exercise as much watchfulness, as much control, as is necessary, and nothing more, to form a character which will stand when the scaffoldings are removed." While upon the bench and at the bar, and in places of trust and influence, in active business life as well as in the halls of legislation, and at posts of honor in their country's service, graduates of Trinity are found, the Church under whose care and guidance she has been nurtured has called from her alumni ranks many brave soldiers of the Cross to do battle in the cause of truth and religion, both at home and abroad. To fill the highest office which she can bestow, the Church has summoned others, able men, who, as Bishops, are now laboring steadfastly for the promotion and extension of the Gospel and for the best interests of their Alma Mater.

THE CHILD-GARDEN.

succeeded in shining among the little poll-
parrots, who recited glibly, then as now, the
rote-learned lessons which they did not
understand. He was regarded as too stupid
to become a scholar. He had been sent
apprentice to a forester, had read widely,
had made his way into the University, and
had failed there for want of money.
he had come into a small inheritance, and
was going to make an architect of himself.
Among those teachers who had been pupils
of Pestalozzi, that grand old Swiss enthu-
siast, he heard eager discussions of methods

THERE stood in a company of Pestalozzian | Like many other gifted children, he had not teachers at Frankfort one evening, about the beginning of this century, a young architect who had been tossed about in life a good deal, and who had not yet found his mission. He had thought deeply on educational subjects, because it was in his nature to think deeply on any subject in hand, and because it was his own bitter misfortune to have been badly educated. A motherless child, neglected by his father (who was a busy clergyman), and closely shut up within a garden, his earliest years had been years of unsatisfied longing, and some persecution. His education had been of the most desultory sort. ❘ of education. At last he found himself

Now

land and Italy.

Froebel had been, like many another ear

among those who, like himself, had reasoned | they have already taken root deeply in Engupon the subject. When each had given his views, the young architect began to speak, and out of his solitary thinking upon his own hard experience, he brought forth ideas, so fresh, so original, and so just, that the Pestalozzians were startled to find in the stranger of another profession a master in their own. As he proceeded, the host-one Gruener, a school principal-smote him on the shoulder, crying out in his enthusiasm : "Froebel, you are meant for nothing else than to be a teacher. Will you take a place in my school?”

And the young man gave up his plans of becoming a builder ofchurches and mansions. He became a teacher of little children, to whom he showed the art of building houses of blocks. For this young man, who was thus swept into the line of his destiny by a chance conversation, if there be any such thing as chance in the life of a true man,was Friedrich Froebel, the founder of the Kindergarten, the most profound student of the science of childhood, and the greatest master of the art of teaching which this century, or perhaps any century, has seen. His fame has spread but slowly, for the world has not yet learned that the chief work of education is at the foundation. Yet, by a steady progress, the Froebellian principles and methods are coming to pervade Germany, France, and the United States, and

FROEBEL.

nest man, hesitant and undecided. But, from the hour in which he began to teach,

1

there was no longer the shadow of a doubt | expounded and popularized the theories in his mind. He had found his mission. "I am a bird in the air, a fish in the sea,"

noble and characteristic enthusiasm, cast all | approaching the great work which he was his scholarly pursuits aside and said:

"I must be a father to the orphans that Christopher left."

PERFORATION FOR ADVANCED PUPILS.

And so, with Christopher's children, and with the children of his brother Christian, he began the school at Keilhau.

Enthusiasm is the most contagious of diseases. Many members of the Froebel family, catching the spirit of Friedrich, taught with him. Christopher Froebel's widow and, later, Christopher's son Ferdinand, and Langethal and Middendorf, old army friends of Froebel's and relatives by marriage, and Barup, who also intermarried with the Froebels, fell to teaching also. Far and near these noble people were known as "the teaching family."

set to perform. Pestalozzi did not begin to put his theories into practical experiment until he was fifty-four years of age, and Froebel was a year older when he brought forth his ripest fruit in the institution by which he is destined to be the benefactor of little children for all time to come. For, whatever may be the modifications which the experience and new discoveries of the future may produce, Froebel must ever be accounted the founder of true primary education, and he who builds hereafter must build upon his ground-work.

At fifty-five years of age Froebel saw the "Froebelites" very prosperous. The Keilhau school had recovered from its difficulties and was flourishing; Willisau was succeeding under Langethal, and the master now intrusted his orphan school at Burgdorf to his nephew Ferdinand. New ideas were fermenting within him. He said: "All the early years of the child's life run to waste. I will redeem them." The plan was the outgrowth of a life-time of profound study and practical experience.

He went to Berlin to look into that insti

It was a characteristic of the Froebels that they made teaching a religion. They did not accumulate money in the time of the school's prosperity; they joyfully endured poverty in the periods of adversity and persecution which the liberal tendencies inevitable in good teaching brought upon them. Froebel mentions that in his journeys he had slept in the fields, with his portmanteau for pillow, and his umbrella for tent. After years of prosperity, the school at Keilhau suffered reverses, and had become almost extinct, and he had been thwarted in new attempts by the aristocracy in Germany, and the Jesuits in Switzerland. Froebel then started a school at Willisau, and the loving Barup came over from Keilhau, as he says, " with a threadbare coat, with ten thalers in my pocket, and riding the shoemaker's | tution for very little children which the Gerponies." mans, with characteristic prodigality of name,

PERFORATION: COMPLEX FORMS.

Most of the life of Froebel was spent in style the "Klein-kinder-bewahr-anstallen;" that is to say, an institution for the care of little children. The French translate this great name by a monosyllable, and call the same institution a "Crèche"-in other words, a "Crib." By this name it is known where it has been introduced into England and

only invent the art of teaching after we have discovered the science of childhood."

Froebel wished to begin with the child in its mother's arms. He wrote "Mother's Cosseting Songs," little rhymes to be sung and accompanied with action. The idea was taken from such little child's plays as our own familiar

lessly.

"Pat a cake, pat a cake, baker's man! Bake me a cake as fast as you can!"

I hear you say: "What! inject instruction into the artless plays of a baby? What an outrage!" But does not a baby learn? Does he not learn to use his legs by kicking, his hands by grasping and clapping, his vocal organs by crying or crowing? When he is older he learns to walk, to observe, to name things. He is learning cease

Now, the outrage of a primary school is not that the child is not a-learning, but that he is put to learn things not suited to his years, and in ways that are in direct violation of the laws of his nature. Learn he must. One could inflict few punishments more grievous than to forbid a little child to

America, for our language never makes a name where it can borrow one. The Crèche is a place where the little children of working-women are received in the morning and cared for during the day. Froebel's idea was to make the amusements of children a source of discipline and instruction, systematized and based upon his own profound | learn. The question is, what shall he learn

knowledge of child-nature.

and how?

Trust him to nature? That means to leave him to chance. And if chance instruction, or the "teaching of nature," is so much better than wise guidance, why not make him a savage at once? If you show him the best road to his goal, why not show him the road when he is younger? The superstition that a child's mind should be neglected in its first learning, is a natural reaction from the rote-teaching of the pri

I come now to the great difficulty which lies before every writer of a popular article on the Kindergarten. If I merely describe the Kindergarten from the outside, it seems but a congeries of plays and occupations admirably adapted to interest and amuse a child, but having little of serious benefit in them. If I attempt to enter into the philosophy of it, I fear the reader will think me abstruse. For every art of the institution which Friedrich Froebel founded and called | mary school.

the "Child-Garden," was based upon prinFroebel swept away, once for all, the use ciples deduced from the careful study of of books in teaching a child under seven childhood. He was thoroughly imbued with years of age. The Kindergarten knows no the spirit of Pestalozzi's maxim: "We shall | alphabet but that of things. Letters and