It is true that the public schools are already teaching manual training, and that kindergartens have enormously increased lately. These facts I know very well. I also know how much ignorance and senseless prejudice the pioneers of these educational reforms have had to overcome in the introduction of the newer and better methods. The point I wish to make carries no slur upon the ideal which the best modern pedagogy is striving for; it is, on the contrary, an appeal for the support and furtherance of that ideal on the part of intelligent citizenship generally, and of conscientious parenthood particularly. I believe firmly in the kindergarten; I believe that the child, whether rich or poor, who goes to kindergarten in his tender years has a better chance in life, all else being equal, than the child who does not. I do not know how long the free kindergarten system has obtained to any degree in New York City, but I do know that I have as yet found only one working girl who has had the benefit of any such training in childhood. She was "Lame Lena" at Springer's box-factory; and in spite of her deformity, which made it difficult for her to walk across the floor, she was the quickest worker and made more money than any other girl in the shop. Tersely put, and quoting her own speech, the secret of her success was in "knowing how to kill two birds with one stone," and, again, "makin' of your cocoanut save your muscle." These formulae were more or less vague until further inquiry elicited the interesting fact that "lame Lena," had had in childhood the privilege of a kindergarten training in a class maintained by some church society when the free kindergarten was not so general as it is now. It is not unreasonable to suppose that had this lame girl's workmates enjoyed the privilege of the same elementary training, they might have shown an equal facility in the humble task of pasting and labeling and tissuing paper boxes. "Lame Lena" knew how to work; she knew how to husband every modicum of nervous energy in her frail, deformed body; and thus she was able to make up--more than make up--for her physical inferiority. "Lame Lena" brought to her sordid task a certain degree of organizing faculty; she did the various processes rhythmically and systematically, always with the idea in view of making one stroke of the arm or the hand do, if possible, a double or a triple duty. The other girls worked helter-skelter; running hither and thither; taking many needless journeys back and forth across the floor; hurrying when they were fresh to the task, dawdling when they were weary, but at all times working without method and without organization of the task in hand, and without that coordination of muscular and mental effort which the kindergarten might have taught them, just as it had certainly taught "Lame Lena."