ranking as captain. He took a very active part in the Civil War and was with the Army of the Potomas, serving on the staffs of McClellan, Burnside, Hooker and Meade. At the conclusion of the war he became a mining engineer, serving in the meantime as honorary professor of geology at Lehigh University (1874-85), becoming, upon the latter date, director of the United States Mint (1885-88). He contributed extensively on his special subjects to American and other magazines.

KIMBALL, Martha Gertrude, American philanthropist: b. Portland, Me., 1840; d. 1894. She led a very active life which was marked by charitable impulses. During the Civil War she acted as a nurse with Sherman's army on its march into Georgia. She took a very great interest in the soldiers, and finally became inspector of hospitals. Her first_connection with the army in the field was when she accompanied her husband to the front during the early part of the war. The fact that her husband was appraiser of captured cotton, an important position in the army, gave her an opportunity of seeing army life that she could not easily have otherwise obtained without becoming a part of the military organization as she later on actually did. She is credited with being the originator of the decoration idea, which she is said to have suggested to General Sherman, who at once welcomed it and put it into practice.

KIMBALL, Richard Burleigh, American author: b. Plainfield, N. H., 11 Oct. 1816; d. New York, 28 Dec. 1892. He was graduated at Dartmouth College in 1834 and later admitted to the bar; practised his profession at first in Waterford, N. Y., and afterward in New York. He founded the town of Kimball, Tex., and constructed the first railroad in that State, extending from Galveston to and beyond Houston. His publications include 'Letters from England (1842); Cuba and the Cubans' (1850); (Saint Leger' (1850); 'Romance of Student Life Abroad' (1853); "Under-Currents of Wall Street' (1862); 'Henry Powers, Banker' (1868); To-day in New York (1870); Stories of Exceptional Life' (1887).

KIMBALL, Sumner Increase, organizer and superintendent of the United States Life Saving Service: b. Lebanon, York County, Me., 2 Sept. 1834. He was graduated from Bowdoin in 1855; studied law and was admitted to the bar in 1858. In 1859 he served in the State legislature and was a member of the committee on judiciary. In 1862 he became a clerk in the second auditor's office in the Treasury Department at Washington, and in 1871 was made chief of the Revenue Marine Service. In that position he had occasion to investigate the condition of the government stations on the New Jersey and Long Island coast where surf boats and other apparatus were stored under the charge of a keeper for use in case of shipwreck; he found the property badly cared for and the service inefficient. Obtaining an appropriation from Congress he entirely reorganized the service, and so successfully that it was soon extended to Cape Cod and other points on the Atlantic Coast. In 1878 the Life Saving Service was organized as a separate bureau and was extended to the Pacific Coast and the

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Great Lakes. He was made the head of the bureau and introduced many improved methods, including the patrol system and telephonic connection between adjacent stations; he also obtained the passage of the law, to the effect that inspectors, keepers and crews in the service should be appointed on a strictly non-partisan basis "with reference solely to their fitness." He has also been acting register, acting comptroller and acting solicitor of the Treasury, and in 1889 he was the United States delegate to the International Marine Conference. He has written Organization and Methods of the United States Life Saving Service' (1889, the most complete monograph on the subject, and Joshua James Life Saver' (1909).

KIMBALL, William Wirt, American naval officer: b. Paris, Me., 9 Jan. 1848. Graduated from the United States Naval Academy (1869), he entered at once upon military life and was promoted as rapidly as the service permitted, becoming captain (1905) and rearadmiral (1908). He has seen a great deal of service in almost every water where the United States fleet is stationed. Among his other experiences he was one of the first of American naval officers to see service on an American torpedo boat. Aside from this he gave much attention to the development and perfection of machine and magazine guns and submarines. For this reason he was given command of the American Atlantic torpedo boat flotilla during the Hispano-American War. After the close of the war he was a member of the boards of construction, examination and retirement, and he was in command of the Nicaraguan expeditionary squadron (1909-10), notwithstanding the fact that, by law, he was automatically retired in 1909.

KIMBERLEY, kim'bėr-lē, John Wodehouse, EARL OF, English statesman: b. London, 1826; d. 1902. Educated at Oxford, he succeeded his father as third Baron Wodehouse while still in his teens, and he soon entered public life as Under Secretary of State for Foreign Affairs (1852-56 and also 1858-61). The intervening time he spent as encumbent of the Russian Embassy. He was special envoy to Copenhagen to represent the government in the Schleswig-Holstein affair (1863), and on his return to England the following year he was appointed Under Secretary at the Indian Office, a position he soon relinquished to become Lord Lieutenant of Ireland (1864-66). He was recalled to England by the Gladstone government as Lord of the Privy Seal (186870) and Secretary for the Colonies (1870-74). The latter position he again held (1880-82) until he was appointed Secretary of State for India (1882-86), a position he was again called to occupy (1892-94), but relinquished to become Foreign Secretary in the Rosebery Cabinet (1894-95). Two years later he became leader of the Liberals in the House of Lords, and in 1899 he was elected chancellor of London University. In 1866, at a comparatively young age, he was raised to the dignity of Earl of Kimberley, for services rendered the empire. Kimberley was a man of brilliant executive gifts and his work in Ireland and as Colonial Secretary and Secretary of State for India redounded to his credit and that of the British government.

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KIMBERLEY, Lewis Ashfield, American rear-admiral: b.. Troy, N. Y., 2 April 1830; d. 1902. He was appoined to the navy 1846, graduated from Naval Academy in 1852. In the Civil War as executive officer of the Hartford, Farragut's flagship, he took part in the contests at Port Hudson, Grand Gulf, Warrington and Mobile Bay, and in 1871 accompanied the United States expedition to Korea. In 1880-83 he commanded the navy yard at New York, in 1884-85 was a member of the examining and retiring board, in 1885-86 was in command of the Boston navy yard, in 1887 was promoted to rear-admiral and in 1892 was retired.

KIMBERLEY, South Africa, town of Cape Colony, the capital of Griqualand West and of the South African diamond fields, is situated 4,012 feet above sea-level at a distance of 647 miles by rail from Cape Town, and close to the westen boundary of the Orange Free State province. Kimberley owes its existence and prosperity to the mining of diamonds, an industry that began in 1870. It stands on an open plain, has wide straight streets, good public and other buildings and receives a supply of water from the Vaal, 17 miles distant. The most important diamond mines are those called Kimberlev, De Beers, Bultfontein, Du Toits Pan and Wesselton. During the South African War Kimberley was invested by the Boers for 123 days, from 15 Oct. 1899 till its relief by General French on 15 Feb. 1900. A fine breed of horses is raised in the neighborhood. Pop. 49,832, of which 17,059 were whites.

KIMBERLEY, Australia, a northern district of western Australia, brought into notice by the discovery of gold fields in 1886. It contains immense tracts of splendid pasture and much land suitable for cultivation. The chief port for the district is Derby, on the Fitzroy River, near King Sound. The district, which has an area of 144,000 square miles, is divided into East and West Kimberley. It is separated from the more populous part of the colony by a stretch of sandy desert.

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KIMCHI, kim'kē, David, or Rdak (RABBI DAVID KIMCHI), Hebrew philologist: b. Narbonne, 1160; d. 1240. He was the most learned member of a learned family, and maintains today his reputation as grammarian, lexicographer and exegete. Besides his commentary Genesis, Chronicles, the Prophets and the Psalms he wrote a grammar, 'Michlol' (Venice 1545); a Hebrew dictionary, 'Sefer Haschoraschin, which was practically a list of roots (Naples 1490). He also wrote a tract under the title "El Sofer," which treated of the Massora and the Hebrew Accents and was published for the first time in 1864.

KINAH, ki'nä, The, a Hebrew metrical form, usually employed in dirges and songs of mourning, such as the Lamentations of Jeremiah. Each verse member is divided by a cæsura into two unequal parts, of which the first is the longer. The shorter clause simply enforces the thought expressed in the longer; as in the following example:

"He was unto me as a bear lying in wait || a lion in secret places."

"And thou hast removed my soul far off from peace I forgot prosperity."

The kinah, with its long drawn out clause and its short abrupt closing phrase, is still employed in Oriental countries. It has the effect of a cry, followed by a sob. It seems to halt like the metre which in classic times was called the halting iambus and it might fittingly be styled the Semitic choliambus.

KINCARDINE, kin-kär'din, a maritime town in Bruce County, province of Ontario, Canada. It is situated on Lake Huron, between Goderich and Collingwood, and is one of the most thriving towns of the western Ontario peninsula. It is a port of entry and has extensive fisheries, salt works and furniture factories, while its agricultural interests and general trade are extensive for the size of the place. Pop. 2,500.

KINCARDINSHIRE, or THE MEARNS, a maritime county in the northern part of Scotland lying south of Aberdeenshire and the Dee River and facing the North Sea. About half the century is under cultivations and the chief interest is agriculture though some of the towns such as Banchory, Storehaven, Inverbervie and Laurencekirk have a certain amount of manufacturing activity. The shire is crossed by the Grampian Mountains which give it a rugged aspect. Area, 381 square miles. Pop. over 50,000.

KIND, kint, Johann Friedrich, German poet, dramatist and novelist: b. Leipzig, 1768; d. 1843. Graduating in law he practised his profession for 21 years. He was a very industrious writer in many fields of literature, in all of which he was popular in his day with a large class of leaders. Though he published five volumes of sentimental and popular poetry his poetry is the weakest of his literary efforts. His popular tales have somewhat more merit than his poems; but it is in the line of operatic plays that he is best and most generally known. Among his opera productions the best are 'Das Nachtlager von Granada' (to Kreutzer's music); Der Holzdieb' (Marschner's music), and Der Freischutz' (Weber's music). He wrote too much to have produced really valuable literary works; but scattered throughout his various compositions are many passages which read well and are capable of being separated from their contexts and used as selected readings.

KINDERGARTEN, The, a system of education for young children from four to six years of age, which came into existence in Germany about the year 1837. Frederic Froebel, the originator of the movement, had grown more interested in the neglect, and the undeveloped possibilities of this period of childhood, from his extraordinary success as a teacher of older boys in the elementary and high school period, and at his school for boys at Keilhau which had won the interest of progressive thinkers in Germany. But, because of its radical innovations in education and the atmosphere of freedom which prevailed in the school, his work was under the constant inspection of Prussian officials, which finally resulted in the prohibition of kindergartens just before Froebel's death in 1851.

Froebel was a remarkably close student of child life, searching eagerly for the causes of difficulty in their early learning and instruction. As he lived, worked and played with boys of school age, he was convinced that much of the difficulty in later education was due to starting children wrong in the first place. As he traced these difficulties back into the earlier years of instruction, his interest in the pre-school period increased. Thus began his study of the pre-school period, which finally resulted in the establishment of kindergartens for the education of the child at this period.

He thought first of remedying the neglect of children at this pre-school period through educating mothers. It was not until this scheme failed that he decided to try an experiment with a group of young children under his care in an orphanage in Switzerland where he had been called because of his success in teaching in his native land. He accepted this opportunity, because Switzerland offered a freer field for experiments in education than Germany. After having convinced himself through this short experiment that many powers go to waste by postponing the education of the child to the sixth year, he returned to Germany to make an investigation as to what was being done for children of this age in any institutions where children of this age were to be found. When he returned to Berlin he found that the crêche, or day nursery, had been founded - one as early as 1801. He found that these were opened to give relief to mothers engaged in bread-winning for their families. He also discovered that the day nurseries and orphan homes were the only institutions interested in the pre-school age. When he visited them for suggestion he was impressed with the fact that no effort was being made to develop the intellectual interests and powers of children at this period of development. The care given was almost exclusively along physical lines, and poor care at that.

Had this been a day of international intereşt and intercourse Froebel would have found a greater interest in young children in Great Britain and France, where some interesting efforts had been made to rescue young children from neglect and crime. This disintegrating influence on home life was caused by the introduction of steam into industries, transforming the small shop into the factory. In England especially the rural populations had moved into the cities in large numbers in order to secure work in the factories and mines. The lack of proper housing conditions, the crowding of families into limited areas and quarters, due to limited space, higher rentals and the higher cost of food and fuel, soon drove the mothers and older children out of the homes into the mines and factories, and the younger children in the families were deserted and neglected. Disease, filth and crime resulted, and society had to meet this new social problem by some effort to care for, protect and develop the young children who were too young for the school or the factory. Among those philanthropists and religious leaders who made initial efforts to rescue these pitiful specimens of humanity in Great Britain were Robert Owen, James Buchanan, David Stow, Samuel Wilderspin and Joseph Wilson.

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Pastor Oberlin had tried to do the same work for young children in Alsace as far back as 1767, and Madame Pastoret, Madame Millet and Monsieur Cochin were absorbed in a like effort to solve this social problem for France. Some of these preceded Froebel, while others were contemporaries and successors, but as far as we know Froebel knew nothing of them or their work on the problem which he had in hand.

It would seem from a comparison of the work done by Great Britain and France with that accomplished by Froebel, that, while they were working for the children of the poor from a philanthropic and preventive point of view, Froebel had in mind the development and education of children of all classes. There was no industrial problem to speak of in the isolated locality in which Froebel lived in Germany. He was surrounded by simple plain folk, largely undisturbed by the changed industrial and social conditions which were stirring the municipal centres of Great Britain.

There were two motives which stirred Froebel in his experiments with these young children first, the practical one which grew out of his experiences in teaching older boys. Here he saw the effects of a poor foundation laid in early education, as well as the neglect of powers which developed before the school age. In the second place, his interest in the education of women and young children was greatly stimulated by his contact with the Romantic and Idealistic philosophy which was influencing thought and action so profoundly at this period. Romanticism particularly, with its emphasis on feeling, intuition and the study of nature, brought a new sentiment toward both women and children-a sentiment which easily slipped into sentimentality. In his early educational experiments_Froebel was distinctly under the influence of Romanticism, but later he came into touch with the Idealistic movement - the kindergarten being the most noted attempt to apply the ideals and principles of this philosophy in education.

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While we know that Froebel was familiar with what was being done in Great Britain and France with children of the preschool age, we have every evidence that he was somewhat familiar with Rousseau and his emphasis upon nature as the surest guide in reconstructing education and social life. We also know that Froebel was familiar with Comenius, and while he studied with Pestalozzi, and was profoundly influenced by him, he was never in complete sympathy with many of his most fundamental ideas. Pestalozzi emphasized the importance of sense impression and industrial training, but to Froebel, selfexpression in play and creative work was the keynote of education. In this sense he was in closer sympathy with Rousseau's "return to nature" than with Pestalozzi's "A B C of sense perception," and training for the immediate, practical demands of industry.

There are times when Froebel comes very close to the idea that education is a mere matter of removing obstacles, so that the self may have unrestricted freedom in expression; but in practice he puts much time and attention on the educational value of the outer world and environment, especially as it affects young children. In this he is not always consistent, as