Such exercises cannot fail to teach the value and power of social effort, and the necessity of subordinating personal desires to the common good. Yet the development of individuality is not forgotten, for "our power as individuals depends upon our recognition of the rights of others." It is true that the social problem is an intricate one and cannot be worked out, even partially, at any stage of education, unless the leader of the children be a true leader, and be enthusiastically convinced of the essential value of the principles on which the problem is based. Yet this might be said with equal truth of any educational aim, for the gospel must always have its interpreters, and some will ever give a more spiritual reading and seize the truth which was only half expressed, while others, dull-eyed, mechanical, "kill with the letter." "After all," says Dr. Stanley Hall, "there is nothing so practical in education as the ideal, nor so ideal as the practical;" and we may be assured that the direction of the social tendencies of the child toward high and noble aims, toward the sinking of self and the generous thought of others,--that this is not only ideal, not only a following after the purest light yet vouchsafed to us, but is at the same time practical in its detailed workings, and in its adaptation to the needs and desires of the day. THE RELATION OF THE KINDERGARTEN TO THE PUBLIC SCHOOL "The nature of an educational system is determined by the manner in which it is begun." The question for us to decide to-day is not how we can interest people in and how illustrate the true kindergarten, for that is already done to a considerable extent; but, how we can convince school boards, superintendents, and voters that the final introduction of the kindergarten into the public school system is a thing greatly to be desired. The kindergarten and the school, now two distinct, dissimilar, and sometimes, though of late very seldom, antagonistic institutions,--how will the one affect, or be affected by the other? As to the final adoption of the kindergarten there is a preliminary question which goes straight to the root of the whole matter. At present the state accepts the responsibility of educating children after an arbitrarily fixed age has been reached. Ought it not, rather, if it assumes the responsibility at all, to begin to educate the child when he _needs education?_