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 the ruins of the royal castle and an ancient burial-ground. The Bruces, earls of Elgin, also bear the title of earl of Kincardine.

See A. Jervise, History and Traditions of the Lands of the Lindsays (1853), History and Antiquities of the Mearns (1858), Memorials of Angus and the Mearns (1861); J. Anderson, The Black Book of Kincardineshire (Stonehaven, 1879); C. A. Mollyson, The Parish of Fordoun (Aberdeen, 1893); A. C. Cameron, The History of Fettercairn (Paisley, 1899).

 KINCHINJUNGA, or, the third (or second; see ) highest mountain in the world. It is a peak of the eastern Himalayas, situated on the boundary between Sikkim and Nepal, with an elevation of 28,146 ft. Kinchinjunga is best seen from the Indian hill-station of Darjeeling, where the view of this stupendous mountain, dominating all intervening ranges and rising from regions of tropical undergrowth to the altitude of eternal snows, is one of the grandest in the world.

 KIND (O. E. ge-cynde, from the same root as is seen in “kin,” supra), a word in origin meaning birth, nature, or as an adjective, natural. From the application of the term to the natural disposition or characteristic which marks the class to which an object belongs, the general and most common meaning of “class,” genus or species easily develops; that of race, natural order or group, is particularly seen in such expressions as “mankind.” The phrase “payment in kind,” i.e. in goods or produce as distinguished from money, is used as equivalent to the Latin in specie; in ecclesiastical usage “communion in both kinds” or “in one kind” refers to the elements of bread and wine (Lat. species) in the Eucharist. The present main sense of the adjective “kind,” i.e. gentle, friendly, benevolent, has developed from the meaning “born,” “natural,” through “of good birth, disposition or nature,” “naturally well-disposed.”

 KINDERGARTEN, a German word meaning “garden of children,” the name given by Friedrich Froebel to a kind of “play-school” invented by him for furthering the physical, moral and intellectual growth of children between the ages of three and seven. For the theories on which this type of school was based see. Towards the end of the 18th century Pestalozzi planned, and Oberlin formed, day-asylums for young children. Schools of this kind took in the Netherlands the name of “play school,” and in England, where they have especially thriven, of “” (q.v.). But Froebel’s idea of the “Kindergarten” differed essentially from that of the infant schools. The child required to be prepared for society by being early associated with its equals; and young children thus brought together might have their employments, especially their chief employment, play, so organized as to draw out their capacities of feeling and thinking, and even of inventing and creating.

Froebel therefore invented a course of occupations, most of which are social games. Many of the games are connected with the “gifts,” as he called the simple playthings provided for the children. These “gifts” are, in order, six coloured balls, a wooden ball, a cylinder and a cube, a cube cut to form eight smaller cubes, another cube cut to form eight parallelograms, square and triangular tablets of coloured wood, and strips of lath, rings and circles for pattern-making. In modern kindergartens much stress has been laid on such occupations as sand-drawing, modelling in clay and paper, pattern-making, plaiting, &c. The artistic faculty was much thought of by Froebel, and, as in the education of the ancients, the sense of rhythm in sound and motion was cultivated by music and poetry introduced in the games. Much care was to be given to the training of the senses, especially those of sight, sound and touch. Intuition or first-hand experience (Anschauung) was to be recognized as the true basis of knowledge, and though stories were to be told, instruction of the imparting and “learning-up” kind was to be excluded. Froebel sought to teach the children not what to think but how to think, in this following in the steps of Pestalozzi, who had done for the child what Bacon nearly two hundred years before had done for the philosopher. Where possible the children were to be much in the open air, and were each to cultivate a little garden.

The first kindergarten was opened at Blankenburg, near Rudolstadt, in 1837, but after a needy existence of eight years was closed for want of funds. In 1851 the Prussian government declared that “schools founded on Froebel’s principles or principles like them could not be allowed.” As early as 1854 it was introduced into England, and Henry Barnard reported on it that it was “by far the most original, attractive and philosophical form of infant development the world has yet seen” (Report to Governor of Connecticut, 1854). The great propagandist of Froebelism, the Baroness Berta von Marenholtz-Bülow (1811–1893), drew the attention of the French to the kindergarten from the year 1855, and Michelet declared that Froebel had “solved the problem of human education.” In Italy the kindergarten was introduced by Madame Salis-Schwabe. In Austria it is recognized and regulated by the government, though the Volks-Kindergärten are not numerous. But by far the greatest developments of the kindergarten system are in the United States and in Belgium. The movement was begun in the United States by Miss Elizabeth Peabody in 1867, aided by Mrs Horace Mann and Dr Henry Barnard. The first permanent kindergarten was established in St Louis in 1873 by Miss Susan Blow and Dr W. T. Harris. In Belgium the mistresses of the “Écoles gardiennes” are instructed in the “idea of the kindergarten” and “Froebel’s method,” and in 1880 the minister of public instruction issued a programme for the “Écoles Gardiennes Communales,” which is both in fact and in profession a kindergarten manual.

For the position of the kindergarten system in the principal countries of the world see Report of a Consultative Committee upon the School Attendance of Children below the Age of Five, English Board of Education Reports (Cd. 4259, 1908); and “The Kindergarten,” by Laura Fisher, Report of the United States Commissioner for Education for 1903, vol. i. ch. xvi. (Washington, 1905).

 KINDĪ [, sometimes called pre-eminently “The Philosopher of the Arabs”] flourished in the 9th century, the exact dates of his birth and death being unknown. He was born in Kufa, where his father was governor under the Caliphs Mahdi and Harun al-Rashīd. His studies were made in Baṣra and Bagdad, and in the latter place he remained, occupying according to some a government position. In the orthodox reaction under Motawakkil, when all philosophy was suspect, his library was confiscated, but he himself seems to have escaped. His writings—like those of other Arabian philosophers—are encyclopaedic and are concerned with most of the sciences; they are said to have numbered over two hundred, but fewer than twenty are extant. Some of these were known in the middle ages, for Kindī is placed by Roger Bacon in the first rank after Ptolemy as a writer on optics. His work De Somniorum Visione was translated by (q.v.) and another was published as De medicinarum compositarum gradibus investigandis Libellus (Strassburg, 1531). He was one of the earliest translators and commentators of Aristotle, but like (q.v.) appears to have been superseded by Avicenna.

See G. Flügel, Al Kindi genannt der Philosoph der Araber (Leipzig, 1857), and T. J. de Boer, Geschichte der Philosophie im Islam (Stuttgart, 1901), pp. 90 sqq.; also.

 KINEMATICS (from Gr. , a motion), the branch of mechanics which discusses the phenomena of motion without reference to force or mass (see ).

 KINETICS (from Gr. , to move), the branch of mechanics which discusses the phenomena of motion as affected by force; it is the modern equivalent of dynamics in the restricted sense (see ).

<section end="Kinetics" /> <section begin="King, Charles William" />KING, CHARLES WILLIAM (1818–1888), English writer on ancient gems, was born at Newport (Mon.) on the 5th of September 1818. He entered Trinity College, Cambridge, in 1836; graduated in 1840, and obtained a fellowship in 1842; he was senior fellow at the time of his death in London on the 25th of March 1888. He took holy orders, but never held any cure. He spent much time in Italy, where he laid the foundation of his collection of gems, which, increased by subsequent purchases in London, was sold by him in consequence of his failing eyesight and was presented in 1881 to the Metropolitan Museum of Art, New York. King was recognized universally as one of the greatest authorities in this department of art. His chief works on the subject are: Antique Gems, their Origin, Uses and Value (1860), a complete and exhaustive treatise; The Gnostics and their Remains (2nd ed. by J. Jacobs, 1887, which<section end="King, Charles William" />