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United States Bureau of Education 'UNITED STATES BUREAU OF EDUCATION BULLETIN, 1914, 1;0. 6 - - - - WHOLE NUMBER 577 I KINDERGARTENS IN THE UNITED STATES STATISTICS AND PRESENT PROBLEMS it WASHINGTON GOVERNMENT PRINTING OFFICE 1914 BUREAU OF EDUCATION BULLET IN1914, NO. 6 PLATE 1 r1,3r,h giv. to ,-ry"FOLLOWir t.r. MY t A Or' R : I A DDITIONAL CoPTES OP TAIS runTiocnox MAT BE PROCURED PROM THE SUPERINTENDENT OF 1OCI-MENTS GON ERNMENT PRINTING OFFICE WASHINGTON, D. C. AT 20 CENTS PER COPY Page. Lefler of transmittal ....... 5 I. Introduction 7 11. Statistics Ili Table I.Summary of sta:islii sif public kindergartens for year ended JUite 30. 1912 16 Tel 2. Statist its of kindergarten other than public tot'year ended June 30. 1912 17 Table 3.-1'i t ie.. having a supervisor of public kindergartensSalary 18 Table 4.K indergartens (other 1 ban public) having a superisor 18 Table 5. Slat 'stirs of public-srlmol kindergartens foryear ended June 30, 1912 19 Table 6. Statistics of kindergartens.other than public foryear ended June 30, 1912 I.ist of kindergartens for which no stAtistical data are availitble 86 Kindergartens not represented in t he foregoing tables 89 Ill. Kinderzartens as viewed by superintendents. primary supers: or. and tirst-grade teachers 93 A. Opinions of supennt endents 96 Opinions of primary supervisors 103 ('. Opinions of primary I eachers 1b9 IV. Abstracts el papers read at the meeting of the International lAdergarten Union. Washington. I). C.. April-May, 1913 The standardizing of kindergarten training 114 The kindergarten and general ed two innal principles. 118 What the kindergarten can learn from Montessori 118 The relation of director and assistant in the kindergarten 120 The responsibil it y of the assistant 121 The gifts 122. Principles in the selection of stories for the kindergarten 124 References on kindergarten tlucnt inn 129 I ST R AT I 0 NS. is1 l'aR4L Plate1. "Follow my leader'' Frnittisp;."1, 2 A, ' Who'll be there first?" 96 2 B. "Play in the nut -o(- doors" ,. 96 3 A. ''Three cheers for the red, white and MM." 96 3 11. ''One-two,t)ne-twt march along ' 96 4 A. "What fun day is 112 4 .11,. "Oricti upon a tin 112 5 A. "Mine is finished" 112 5 11. "We are going to build houso" I It 6 A. "Let us play, house" 128 6 B. "Guess what I am touching" 128 _ ii....... LETTER OF TRANSMITTAL. DEPARTMENT OF THE INTERIOR, BUREAU OF . EDUCATION, Washington, October 20, 1913. Sin: The interest in the kindergarten for young. children has, within the last 25 years, extended to all parts of our country.In a large proportion of our cities and town's the kindergarten has become recognized as an important part of the public-school system. Within the decade from 1902 to 1912 the number of kindergartens in the United States increased from 3,244 to 7,557, and the number of chil- dren enrolled in those reporting to this bureau increased from 205;432 to 153,546, a gain of 133 per cent in the number of kindergartens and of 72 per cent in the number of enrolled children reported. The proportion of kindergartens supported by public-school funds as a 'part of the public-school system has increased very rapidly in recent years, the number of public kindergartens for ;1912 being 6,563, or 87 per cent of the total, and the numbor of children enrolled in these publi kindergartens being 301,327, or 88 per cent of the total num- ber of enrolled children reported. The total number of kindergarten teachers reported in 1912 was 8,856. A form of.education so widespread as this, and enlisting 'the serv- ices of so many people, deserves careful and thorough investiga- t ion by this bureau, and such investigation it hopes to be able to make some time soon.In the meantime, I recommend that the accom- panying manuscript, containing lindergarten statistics for the year ended Jilne'30, 1912, and the carefully prepared opinions of the large !timber people whose experience makes their opinion on this sub- ject valuable, be pkblished as a bulletin of tho Bureau of Education for distribution anuiiir school officials, kindergartners, and others directly interested in the subject. Respectfully submitted. P. P. CI.AXTON, Commissioner. To the SRORETAnY OF THE .INTRRIOR. ' 5 KINDERGARTENS IN THE UNITED STATES. I. INTRODUCTION. The survey of the status of kindergartens in the United States for the school year 1911-412 was made with the idea of gathering to- gether qyantitative facts.The question-forms, therefore, asked chiefly for returns in figures, and these will be found summarized and tabulated in the statistical section of this bulletin. -figures are sig- nificant if read back into the setting from which they were taken, and interpreted in relation to their context; they are rich material4o one who makes a rich use of them, bUt void otherwise.The statistics given in Section II should accordingly be read with direct reference to the material p,resented in the other sections, particularly the opin- ions of superintendents, primary supervisors, and grade teachers in different cities. It is interesting to note the numerical extension of public kinder- gartens and all other kinds of kindergasPRor at the close of June, 1912, particularly in comparison with the figures obtained by the Bureau of Education' in 1902, and published in the Commissioner's Report for that year.These figures sho'*ed a tOtal of '3,244 kinder- gartens, with an enrollment of 205,432 children.The census of 1900, gave a population of 3,639,583 children/ between 4 and 6 years of age, so that a little more than 5 per cent of the children betweenthe ages of 4 and 6' were receiving kinkrgarten training in 1902.. Ten years of growth resulted in 7,557 kindergartens with an enrollment of 353,546.ehildren. The census of 1910 gives a population of 4,150,315 children between 4 and 6 years of age.In 1912, therefore approxi- mately 9 per' cent of the children of kindergarten age were in kin- dergartens. This sort of omputation, however, is akin to standing a little child against the kitchen door. and measuring his height every six' months, and letting him triumphantly View the now scratch which shows how he is "growing."But.no series of ascending scratches can record the development of the little child.'s !hindand power. The kitchen-door measnrements are obvious and tangible, but sig- nificant only when-taken in connection with the evidenCes of in- creasing intelligence and power. of-adjustment.. 8 KINDERGARTENS IN THE UNITED STATES. In like manner, the tables of statistics presented are not an end in themselves, but a means.to an end, and the purpose of the Bureau of Education is to use the numerical survey as at point of vantage from which to carry on constructive work for more kindergartens and better kindergarten . training schools, better .quality of teachers, and better organization of the kinalorgeten as a necessary part of the system of public education. That much constructive work must be done is a truism which presses itself with' increasing strength upon those who watch the signs of the times.The steady advaiice of kindergartens and of the kindergarten idea which is permeating the grades is am element which requires careful.consideration and handling.The child of kindergar- ten age is so young, so impre)isionable, so incapable of defending himself against the faulty words and actions and mental attitudes of teacher, that means must be devised to eliminate or at least diminish the number- of faulty teachers.Standards of requirements as to personality. and academie an(1 .prdessional training must be raised and maintained, for the surest guarantee of the extension of kin- dergartensis good work done. by good teachers.Any other method is .fictitious, or has a merely inflated value. City superinteudents, in response to inquiries as to the value of the kindergarten as part of the public-school system, make it plain that both the quantitative and qualitative success of) the kindergarten is duF to the excellence- of the teacher.Furthermore, a particular training school is sometimes mentioned as maintaining standards *which are regarded, as an assurance of excellent quality of Work on the part or its graduates. While the question-form employed in conductingthis survey itasked chiefly for numbers, and the replies came back in terms of numbers, they were freighted in many cases with unintended reve- lations.From the intended, as well as from.- the unintended, re- . sponses may he drawn several conclusias or at least tentative inferences.A casual glance at the tables of statistics will show the e -facts about kindergartens in so far as those facts are uniform and capable of being reduced to columns.The location, the nutber of persons involved either as teachers or taught, the sums of money) . expended, all these tell a tale of conformity to certain prate- )tices.They reveal the distribution of the expected factors. It is in ,the nonconforming details that the unexpected factors% come to light anpresent variations in organization and practice. These variations &take some real contributions to the kindergarten situation as a whole; they testify to the flexibility of the kindergarten and to the truth that, though principles remain eternally fixed, they must be adapted to the peculiar .needs of particular communities and groups of children. INTRODUCTION. 9 In the first place the many varieties of types of kindergartens are noteworthy: (a) Kindergartens that are part of the public - school system. 00 Kindergartens in parochial schools (Roman Catholic and Ger- man Lutheran).
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