Education at Brook Farm began in the kindergarten—only we did not know it. The word was not in the dictionaries of that period, and Froebel was yet to be heard of in Massachusetts; but the rudiments of the kindergarten system were devised and put in practice by our folk in response to a new demand. The little ones, too old for the nursery and too young for the school, demanded some adequate provision for their care while their mothers were at work. In the community the one person best suited to fill any requirement was directed to the undertaking by natural selection. This was one of the normal though scarcely recognized results of the organization of industry Among the many workers there was always one who could do whatever was to be done better than any of the others, and to this one, young or old, man or woman, full charge of the work was given. The one person best qualified to take charge of these toddlers was a charming young lady, Miss Abby Morton, whose sincere interest in children invariably gained their young affections. Miss Morton gathered her group of older babies on the grass or under the elms whenever weather permitted and at other times in the parlor of Pilgrim Hall. Her first object was to make them happy and contented, and to this end she invented and, arranged games and songs and stories, contrived little incidents and managed little surprises with never failing ingenuity. Learning as well as teaching, she gradually gave a purposeful bent to her song-and-dance diversions, making them effective lessons as well as pleasant pastimes. Health and strength for the growing babies were promoted by proper exercises, a good carriage and graceful movement of little arms and legs being duly considered. Polite manners, and the correct use of language were taught by precept and example. More than all, the juvenile minds were, directly and indirectly, drilled to acquire the habit of paying attention. [Illustration: A Pioneer Kindergarten] The power of paying attention, of concentrating the whole force of the mind on one object, is a native gift. Those who are endowed with this gift are the men and women destined for high careers. They command confidence. They are leaders in great undertakings. Success attends them, humanly speaking, with certainty. There is, also, the faculty of taking notice, of becoming consciously aware of the impressions received by the senses. This faculty man shares with the animals below him in the scale of being, and, in both man and brute, it is susceptible to cultivation. Training the faculty of observation develops the habit of paying attention, and this habit, though less efficient than the inborn gift, may be so confirmed as to become second nature.