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* EINCAID. 496 KINDERGARTEN. returned to Burma, and resumed his duties at Prome until his wife's ill health compelled him to coiiie back to America. Consult i'atton, The Hero Missionary (Xew York, 1858). KINCARDINE, kinkiir'din. A port of entry in iiruce County, Ontario, Canada, on Lake Hu- ron, 74 miles southwest of Collin^wuod (Map: Ontario, B 3). It has important salt-works, manufactures, and a thriving shipping trade in lumljiT and agricultural produce. Population, in IS'.U, MSI; in lI'Ol, 2077. KINCARDINESHIRE, or The JIeabxs. A maritime county in the northeast division of Scotland, with .Aberdeenshire and the Dee on the north, Forfarshire and the North Esk on the south and west, and the North Sea on the east (Map: Scotland, F 3). Area, .383 square miles, or 246,000 a.ies, of which 121.000 :irc in cultivation. It is traversed by the Grampians. Chief towns, Stonehaven, tlic capital, Banchory, Inverbervie, and Laurencekirk. Population, in 1801, 26.3.50; in 1851, 34,600; in 1891, 35,492; in 1900, 40,900. KINCHAS'SA. A station of Congo Free State. Sec LEoroLD«LUE. KIN'CHINJIN'GA. A mountain peak of the Himalayas. See Kuxchinji.xg.. KIND, kint, Joiiaxn Fbiedeicii (1708-1843). A German poet, dramatist, and lomancer, born in Leipzig. He began in 1793 the practice of law ia Dresden, but abandoned it in 1814 to devote himself exclusively to literary work. With Wink- ler he edited the Abendzeitung from 1817 to 1826. Uis poems (5 vols., 1808) are weakly sentimental, but his tales and novels appealed to many readers, and some of his dramas held the stage for a considerable time. He is, however, best remembered for his operatic libretti, Das 'Sachtlager von Oranada (music by Kreutzer), Der Hohdieb (music by Marschner), and, above all, Der Freischiitz, imperishable through Web- er's famous composition. KINDERGARTEN, kin'der-giir'ten (Ger., children's ganlcii). A scliool for children from the third or fourth to the seventh year, sug- gested and organized by Friedrich Frijbel (q.v. ). through which the natural activity of the child in play is so organized as to assist in the physical, mental, and moral development. FWibel first grasped the significance of the idea of evolution in its application to education, and saw the im- portance of the earlier stages. To him educa- tion was a setting free of the powers inherent in the individual. By an organization of the child's instinctive tendency to action, through gradual, continuous exercises, his best tendencies can be strengthened, and at the same time he can acquire a certain preliminary knowledge of the world of nature and man around him. Thus the child gains control over his own being, develops power of thought, self-control, accuracy of sense- perception, and a tendency toward an active in- tellectual life. Frdbel was a close student of child life. Hence his suggestion of means and methods for the kindergarten work were based on accurate knowl- edse of child nature, and have been of permanent value. The mere play instinct alone would not suffice, but the plays and sanies must be se- lected and organized. Friibel classified the ma- terial to be so used as gifts and occupations. The kindergarten is a new social institution for the child, in which he has free scope to be him- self while being also one of a community of equals toward whom he must observe his duties and accept the responsibility of his part in the whole. The gifts and the occupations are there introduced gradually and in a logical order. As he becomes familiar with the i)ro|)erties of the one he is led on to the next, which properly grows out of the first, each iiilioducing new im- pressions and repeating the old. The first gift is comi)osed of six rubber or woolen balls, three of the primary and three of the secondary colors. The ball is chosen as the simplest type form, from which may be derived all other forms, as embodying the element of con- . stancy and unity. Through the balls the idea of comparison is introduced, and s<-nsation and perce[)tion become clearer and stronger through the similarity, contrast, and discrimination made possible by the almost iiiiuimeraljle exercises and games. The second gift, comprising a wooden ball, cylinder, and cube, carries impressions further, and offers not only in itself, but also with the first gift, a strong illustration of con- trasts and their connections. In shape, in ma- terial, in hardness, in color, etc.. it contrasts with its predecessor, but is like it in the com- mon shajie of the balls. With the third gift, consisting of a wooden cube cut once in each dimension to form eight smaller cubes, begins the first impression of a whole divisible into similar parts. Here, too, are the first steps in number, in analysis of construction, the first sug- gestion, in the gifts, of the relation of the indi- vidual to the whole, and of the need of every per- fect part to form a perfect unit. With the use of this gift the child accustoms himself to regularity, care, precision, beauty. The fourth gift, a cube like that of the third, but cut once horizontally and twice vertically into eight rectangular parallelograms, introduces especially the new element of a whole composed of parts unlike itself. The fifth and sixth gifts are but extensions of the third and fourth, with more mau-rial and differing forms of solids. The seventh gift consists of quadrangular and tri- angular tablets of cardboard or thin woo<l, giving a basis for studies in surfaces and colors. The eighth and ninth gifts are introductory to draw- ing, and consist of small strips of laths and of rings and circles in cardboard, which can be ar- ranged into all sorts of patterns. The development of Friibelian principles has caused much more stress to be placed upon the occupations than upon the use of the gifts. These occupations are, modeling in clay and in cardboard, and, later, wood-carving, or sloyd; paper-folding, in two and three dimensions; paper-cutting, paper mosaic, and work with the color-brush ; mat-plaiting, slat-weaving, paper- weaving, sewing, wax or cork work with sticks, drawing in checks and free, bead-threading, and perforating. These occupations are grouped above, not in the order of their use. but as they deal with solids, surfaces, and lines and points. The union of part with part in the kindergarten periods is maintained by a central, seasonable thought, from which spring all the exercises of day, week, and month, that thought always deal- ing with subjects within the general and local experience of the kindergarten children. The songs, games, and stories, which hold together