DEPARTMENT OF THE INTERIOR BUREAU OF EDUCATION

BULLETIN, 1916, No. 5

KINDERGARTEN TRAINING SCHOOLS

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4

WASHINGTON GOVERNMENT PRINTING OFFICE 1916. A D DITIO NA L COPIES Or THIS PUBLICATION MAT DR PROCURED PROM TILE SUPERDITENDENT OP DOCUMENTS I GOVERNMENT PRINTING OPTICE IESSBINGTON, D. C. , AT 10CENTS PER COPY v 146. Letter of transmittal 4 I. Kindergarten training in retrospect and prospect 5 II. Statistics of kindergarten training schools, 1912-13 10 Table 1. Schools for training kindergarten teachersPrincipals and Ai faculties A 10 Table 2.EntrillIce requirements 18 Table 3.Income, length of courses, certificates 23 Table 4.Enrollment, foes and other expenses,riadualfes 27 Table b. Curriculum 82 Table 6.Observation and practice teaching 38 Table 7.Schools giving/subjects other than those in Table 5 48 III. Suggested two-year kindergarten course 51 The course in detail.., 53 IV. Ideals in kindergarten training 55 3 LETTER OF TRANSMITTAL.

DEPARTMENT OF THE rNTERIOR, BUREAU OF EDUCATION, Washington, September 10, 1915. Sm.: The large increase in the number of kindergartens in the United States within the past few years and the revival of interest in .the kindergarten in all parts of the country have given rise to a demand for information about schools for the preparation of kinder- garten teachers and ,the standards and courses of study in tire schools. .The schools themselves ask for honest intelligent criticism of their work` and for suggestions for improving it.To meet this demand of the public, and to some extent in response to the requests of the schoajs, this report has been prepared at my request through the cooperation of the National Kindergarten Association anda com-

kindergarten division of this bureau.This committee consists of the following members: Nina C. Vandewalker, Myra M. Winchester, Ella C. Elder, Alice O'Grady, Patty S. Hill, Julia Bothwell, Alma Binzel, Hortense Orcntt, Mabel MacKinney, Amalie Hofer Jerome, Luella A. Palmer, Alice Temple, Mary C. Shute, Margaret A. Trace, Elizabeth Harrison, Lucy Wheelock, Annie Laws, Mary B. Page, Maly McCul- loch, Catherine R. Watkkns, and Alice N. Parker. The section "Ide^als kin kindergarten training" has been prepared by Jhe Committee of Nineteen of the International Kindergarten Union.I recommend that this report be published as a bulletin of the Bureau of Education. Respectfully submitted. P. P. CLAXTON, Commissioner. The SECRETARY OF THE INTERIOR. 4 KINDERGARTEN TRAINING SCHOOLS.

, I. KneDER6tutrzN TRAINING IN RETROSPECT ANDPROSPECT. .". By NINA C. VANNCY7ALKER, Bead of Kindergarten Department, State Normal .....* Scheel, Mih ukee, Win. , TheNincreaseill:the number of kindergarten's in the United-States and their ineorpoation into the school system have brought the training of kindergiutners into the field of public interest and inquiry. During the early..years of the movement the interest in such training was slight, since-the kindergarten itself was private and the training was given almost wlieV byrivate institutions.When the kinder- garten became A part; of the school system, the training of kinder- garten teachers necic:tarily became of vital interest to public school authorities. Interest in the quo is at present both kindly and critical. Atihoolauthorities that the kindergarten has contributed m ch to the scho it has, in fact, created new standards for e school as a whople adoption of which hap. enabled the school to increase its effectiveness and value many fold.From this stand- point kindergarten training is accorded high praise. Onthe other hand, from the stanipoint of the kindergartner's scholarship,her insight into the kiiidefgarten as a part of the schoolas a whole, and her acquaintantie with the aims and methods of education in general, itisfelt that kindergarten training isin need of improvement. School authorities who are conversant with the d44.velopment ofsuch training kribw, however, that improvement is already inprogress, and that the shortcomings in question are duo to the fact that thetype of training which originated in the earlyyears has not yet been fully. outgrown. A glance at the beginnings of kindergarten training is therefore necessary to a comprehension of the present situation. When the demand for kindergarten traininglint arose in the United States, during the decade from 1870-1880, elementaryedu- cation was OM upon the traditional basis.The child's interests had not yet been discovered as ,an educational asset, and the whole purpose of the school was instruction in the three R's, R ithout ovena diversion in the form of music, drawing, storytelling,or handwork,t Into this atmosphere ..,pf dead formalism the kindeigarten hadcome .with its message of education.as development instead of instruotien. The favor with which it was received is shOwn by the feat thatth9 10 6 turrnmicarrzrz TRAINING SCHOOLS. kindergartens in existence in 18 creased to over 400 by 1880.It was because kindergartners were txl that training schools sprang up to supply them, and it was been the demand was great that the courses wore short and meager.They -were ,hardly more meager, however, than the courses for the training of grade touchersat this time.The two wore, in fact, nearly parallel, since theessence of the prospective gradetteacher's course was instruction in tho methodsof teaching the schoN arts, and that of the prospective kindergartner was instruction in the methods of using the kindergarten instru- mentalitiesgames, songs, and handwork. The kindergartencourse had a strong element of interest which the other didnot have, however, in its exposition of the doctrine of developmentas the basis of edu- cation.Because of the new insight which this studygave, the course was satisfactory on the whole in spite of its brevity. The fact that the kindergarten remained private firmany years gave the training eahools the opportunity of organizing the, training course in accordance with their own ideals.In the course thus organized the central theme was, as before,a study of the Froebehan conception of education, illustrated by the, work in the kindergarten. Of this the study of the kindergarten instrumentalities, thegames, gifts, and occupations, formed an integral part.The carrying out of this plan called for much practice teaching and muchstudy of Froebel.The need for other lines of workwas hardly felt, in fact. Since the kindergartens had no organic relation to the school,training teachers felt no necessity fo'r making a study of educational theoryin general, and since music, drawing, and nature study hadnot yet become an organic part of general education, the need forinstruction in these or other general subjects was not felt.Such training, there- fore, became the typical kindergarten traillg, and, itwas not until kindergartners so trained entered upon pubschopl work that the need for change was felt. During -these years, from 1885 on, education had made' marked progress.The conception of educationas development had made itself felt in the school, and such' subjectsas music, drawing, and manual training had been added to the elementary curriculum. This had resulted ip. higher standards for the trainingof teachers, standards which kindergartners were not prepared tomeet.School principals expected them to have a knowledge of thesenew subjects, and an insight into the problems of education in general, tuttheir training had not included such subjects.The criticisms .made by school authorities upon thenarrowness of kindergarten courses awakened kindergirten training teachers to the realization that ift4e, kindergarten was to-form a part of the school system, thetraining of kindergartners must be such as to meet the schoolrequirements. _This resulted in a gradual broadening of kindergarten courses. RETROSPECT AND PROSPECT. . 7 As public kindergartensincreased, the desirabilityof offering kindergarten training course§ inpublic normal schools hecame apparentKindergarten departments had, in fact been openedin 8 normal schools, during the decade from 1880-1890, butthese were rather for purposes of observation than of training.During the-- following decade such departmentswore opened in 25 more, mainly for the specific purpose of training kindergartners.From 1900 until the present time the number has increased 76. "The changing proportion,of private and public institutions is worthnoting. Of the 115 institutions that in 1903 gado kindergarten straining,135 were private and 40 public.Of the 147 in 1913, only 71were private and 76 public.In the number of students, the former stilloutrank the latter, however.Of. the 2,000 kindergartners whowere graduated in 1912, 1,100 were from the private and 900hell the public training schools'. The kindergarten course organized in normal schoolsdiffers in some respects from that in most private institutions.In it a study of kindergarten education is takenup against a background of gen- eral education in order that kindergaitnersmay see their own work in relation to that of the schoolas. a whole.That relation is made clear in the instruction given in music,art, literature, and nature studythe lines of work which the kindergartenshares with the grades.Because of the emphasis upon the relation of tb,ekinder- garten to the /chool, and upon .adequate instruction in ailthe lines of work that have their beginnings in thekindergarten, the graduates of such courses can doubtless articulate theirwork with that of the school more easily than can those who havetaken courses of a- different character.In these respects normal-schoolcourses have in many instaneset now standards for othertraining courses. , The training that enables a kindergartnerto articulate her work with that of the school in general has unquestionedvalue, but this alone does not cover all that such trainingshould include.The kindergirtea embodies ideals 'concerning evlyeducation, not for the schobl alone, but4or the home and the cakmunityat large.It is important that the kindergarten should articujatewith the'school, but it is also important that it should articulatewith the home and with other agencies for child bettermentin the community.For this, training is also needed,training thatis sociological in character, and the purpose of which is the bettermentof child life in the home and community. It is because thekindergarten doctrines tend toward this larger service thatmany training schools have allied themselves with the agencies for child welfarein the.00mmunity, and that they have thus given their studentsthe insight into social work that has enabled them to becomeleaders. in playground and settlement work and in other forms of socialservice. It is in their

11111111110 , 8 HINDERGAlerEN TRAINING SCHOOLS. participationiv, and training for, community work that many private training schools have rendered conspicuous service.In this direction they have, in fact, set standards that few public training schools can reabh.It is perhaps because of their greater freeoom that private training schools have been able to perform other serVices to the cause of kindergarten training, the making of experiments and working out of problems the 'have value .or the movementas a . whole. It is in part because the several ideals that underlie kindergarten training have received different degrees of emphasis in different institutions al.d in part because different kinds of kindergarten work call for different kinds of training, that kindergartencourses and training schools differ as they do.Such differences can not be dispensed with; nevertheless, the conviction has. become general among training teachers that kindergarten training courses need im- proving in two directions.The first of these is a greater emphasis upon scholarship, and the second an effort toward greater uniformity. In consequence a new type of training course is inprocess of evolu- tion, one in which the virtues of the earlier type are retained, but in which the conditions and needs of the presdnt will be recognized and met. A study of the training courses given in this bulletin will show that they possesgreat variety.In many the earlier type i4 still clearly recognizable, although modifications of it nay be in evidence. In others the later one seems to have gained the ascendancy.This diversity is not due to admit of common ideals, but to the fact that the present is a period of transition in kindergarten training.The era in which such training first took shape in the United States has passed away.During that era it was doubtless wise that the whole effort of training teachers should be concentratedupon the Free - bolian message.That era has given place to one which has accepted the developmental conception of. education in general, and which accepts the kindergarten as a part of the whole. The present inquiry was prompted by the growing interest in the problem of kindergarten training on the part of the liucational public.It is believed that a statement of the results ar suchan inquiry will prove helpful in many ways.It will give kindergarten training teachers an opportunity to gain a general view of the kinder- garten training situation, and a' means of determining their common problems.It will enable them to make a study, too, of their crflTer- ences, and to see the need of standardOation in a greater degree than has yet been attempted.It can fot fail to be of service also.to school authorities and toStudents of education in general, especially because of the deeper insight it may give into thepurposes and ideals of the kindergarten itself ; because of the opportunity it will RITHOSPEOT AND PEOBPZOT. 9 offer to compare the training of kindergartners with:'thatof grade teachers} and' because it should lead to practicalsuggestions con- cerning the improvement of both forms of training.' It is because of the general feeling thatkindergarten trebling courses need revising and strengthening that the Bureau of Educa- tion committee of the International Kindergarten Unionwas asked to outline a training course upon the lines which educationalauthor- ities consider desirable in order that graduatesmay have the knowlw edge that present-day conditions require, and theviewpoint that will enable them' to' work in harmony with theschool as a whole. This "suggested course," together !with certainconvictions "that underlie its organization, will be found elsewhere inthis bulletin. The statistics concerning kindergarten training andtraining scxools which this bulletin contains will tell much thatis of value, but they can give but little insight into the spirit that has made the kinder- garten and kindergarten training the force that these. havebecome in American qducation. To gain this insight the facts heregiven must be interpreted in the light pf kindergartenprogress as a whole in its Nlelation to educationalprogress in the United States. So inter- preted the facts in questionare full of promise for a larger and better service to the little children of America in theyears to come. 98691°-16-2 U. STATISTICS OP SINDFiRGARTIDI TRAININGTuna I.SchoolsSCHOOLS, for paining 1919-13. kindergarten teachersPrincipals and faculties. Faculty. Lotsatioa. Name of ec.booL Control. iblead.estab-Year trainingarJmol or department.Principal of kindergarten ' ea &tract- ors.In- Perioweek Per:',4,,,.. salary.,Maxi.mum salary.mumMinis 1 4 6 "tract- 72 or. 7 Birmingham, Ala Training School for6th Teachers,Ave. and Kindergartan Department, 24th St., North. City do s 1808 1912 Agnes M. Wi leon 6 10 8 3-4 31,500 ..- _..... 9 Pasadena,LouDoke*Mobile, inspAss Ala Cal Gal Cal -I StateMobileBarnard Normal Kindergartan Kindergarten School,Government TrainingKindergarten Training School, Bt.. School, Department Barton 2192 Academy,Shattuck Ave StatePrivatePri,vate 191218921897 AdaElisabethGraceAnne Mae E. JohnstonBBrooks froward 478 1-4 9D 11,000 000(4) ....i. 1,140VW 200 OunrJeon,Orseley,Ban Francisco, Colo Colo. Cal, r StateGoldenBroadaaks NormalTeacherscollege, Oats School,FreeKindergarten Kindergarten 'Kindergarten KindergartenUnion Training St. Normal Department SchoolDepartment School, 600 Eltate.Assoc ' dp 1809191218901891 E. MaudKatharineAnna M.Cannel Stovall L. Hale 1210 /5-S 25 11,750 20019 41, faNO Wilmington,NewBridgeport, Britain, Conn Del.Conn.. ' Do MissStateramieCanneatient NorrialBeaman's A. Smith Proebel School, TrainingFroebel Normal863tog Kindergarten School. LatayettoKindergarten School Kindergarten for St. Department kindergartners, Training Primary School, Train- 820 ...doPrivateState 191118331885 ElizabethEvaFannieMary L. McConkey C. Seeman A. liiils Smith 41 827 13-17 3-8 a (4)is) 460 (4) Washington, D. C Do HowardColumbia Univenity KindergartenHowardout (colored), iAve. dams Training Place. St. Kindergarten School, 2108 Department, Connectl- Federal do 19001897 MarthaMince Lippincott MacLear and Dakar s 1 4 II 25 ILI 1,400 Do e. .. WashingtonLucyI. Ormond Webb WIDan HayesNormal TrainingNormal SchoolTleavartmAntment,men ,t 1150 11thCchool,School,No. N.2and (colored), t7thCapitol KindergartenKindagartenDarvard 66,1 St. IdKindergarten Sts,Atm Depart-Depart. NW CityPrivate 190519031906 CharlotteN.Helen Margaret Gordon.E. Hunter Whitman. 117 4 2-16 1,800 640 (s)1,0091000 Atlanta,Tallaberme, Oa Fla. Do AtlantaFlorida Kindergarten State College Peachtreement.Normal by andWomen, St. Elementary Kindergarten School, Depart- 639 PrivateS tate do 191218971903 WilletteMabel H. A. Wheeler Allen ap 7 2-4 27 7 1,0001, LSO 600 400 ilaviMnah,Columbus.le Group, Os.Gs. Oa. KateLaFreeAtlanta 0 Kindergarten Universityten Nersaal De Settlement, Kindergarten DepartmentFree Kindergarten Aimociatlon, Kinder's,ralolinnlicirigimarten t. g School Department. AnnePrivateAssoc 189418991911 'EdwinaHortenseCharlotteqertrude Wood TT. M.A. WarsWingOrcutt e7 .73 1-32-4 IS 1,800Is 440 .800 030300 Co Maio,Honolulu, Du Hawaii. Do Odra.CaskewHonolulu University, Kiadorpoteu Free Schoolfelt of Edywatka, Kindergartenend Stewart Ave. N College; Kindergarten Department, 68th Utute, 54 Scott St Training School CityPrivate do 190118991894 AliceMrs.Frances MaryTempleO'Grady B. Lawrence Page is 22 u2 20 15-25 10 2,0003, 1,6001,300 Do M t, KanwoodCollegiate Ave. Institute and D69th of Chicago,St. 4108. Mich- College," 2944 Ilichigru Blvd PrivateAseoo 18861881 ElisabethEva D. Whitmore Harrison 17 1-10 1-3 1.3001,200 . 650 Sointeist=dta.,Normal, Ind Do Ind SouthTeachersStatePeotakeel.Frosbel NormalBend College Training University, of Kindergartem Indianapolis.Wabash School, Kindergarten Ave.212 TrainingAlabama 8. Laisyette Department School,and St 23d 609 Sts. 8, PrivateState do 1939183219101896 Mrs.Mrs,Margaret AlmaElbaBertha E. A.0. Lee H.BlakerWare Heiner .216 8-12 1,2001,300 1,000 000 CedarDoeValparaiso, Falls, Moines, Iowa Ind lose& StateValparaiso Teachers University,College,MILA ve. Kindergarten Kindergarten Department, Department, College College State do 184310041890 FlorenceMrs. Mary E. A. Ward Hemstock .311 1 10 1,400(250 LostryMesPittsburIngot* Kens y 4.1 g, Kans. StateLouisvilleStateDrake Normal Manual Unlvwdty, School, Normal TrainingHancock8. Kindergarten Schfool, School, and Kindergarten MarketKindergartenDepartment, Department Etta. Department,12th Deportment,Broadway. A ve CityStatePrivate u do 188719061882 MaryElsaLouiseBessie Schothusen b. M. mu ParkAlder n Sie 1-6 17 1,1,440 tall ago 1,000 790 Mfg Orisons, IA. Do The whole question TonneNew Orleans University, Normal Newcombpartment.Dogorlar000t, and Training College,"of maximum1906 School, ColiseumKindergarten Kindergartenand St.minimum De- Scores presents peculiar Private do I Including 1895 MargaretFrances H. Randolph Leonard' 21 a 1340 1.0401,103 Ct ofitydif0culdes theas pointsto what in involved, salary constitutes InvestIgatkos see Zduo. maximum Bull., 1916,cr minimum No..31,Supported pp.salary. 24-20- by an stwordetion until 1912. here, as elsewhere. There is little uniform- For a discussion arela Also9 Including incluAlso s g 2 kindergarten specialists.supervision.I lecturers.kindergarten specialist. - I IncludingAlso 3 kindergarten8ACtlifilehar speciateculits. rame:tostkrablic membersare ot school 1, 2, or 3 periods per week.by the hour or course. school kindergartens. ltg. Is,s"n Formerly FormerlySupportedFormerly Chicago ChicagoFree by an Kindergarten association KindergartenFree Kindergarten Traininguntil College. 1911. ilethoollAssociation of New Normal Orleans. School Iclizexpensa, Tests 1 .-8chool for training kindergarten feathersPrineipale andfacultiea--Contrited. Faculty. ' Location. . Name of schooL . C '1117°1' efftsBalled.Year h_. training schoolor department.Principal of kindergarten truct-ors.In- P w.".efiCh PW....,_in.for salary.Maxi-mum salary.mum 1 2 $ 4 9 s eruct- or. 7 8 a faagradalild ... BattonAffordby_ Normal Kind Ave. School, Kindergarten Normal School, 1110 N. Charles St. Department, Hunt- City....,Private ' 18891296 MaryElisabeth C. Shute Si Ikman 1 19 79 3-16 $1,764 $1,186 1' ',. PerryMiss= ASchool Nial's kindergarten Training ofborough Normal School St. School,for Kindergartners, 18 H®tinggtoq 319 AveMarl- KIndemarten Normal Classes Private dodo 18061906AM Mn.HarrietAnnie Annie C. Niel Rust M. Perry 3 15 67 1-4 (a) s 600 Has Km- MarkLeakyStateWheelock NormalHopkinsNormal School,KindergartenSchool, Kindergarten 29 Everett Training St Department School, 100 Rfway. School, Kindergarten Department, PrivateState dodo. 190918961878 Mrs.AnneLucy E. EdithWheelockM. Graeme Wells. L. Wolfard Graves 2114 1 1-14 142-6 5 4031,600() N KO 138Cedmal Church gt. Kindergarten TrainingSchool, School, Kind Court St Department State do ... 188819101298 CaroleenRuthRattle A. Twichell Babcock Robinson 16 o4 14-18 1911 1,000(I) 925 6811 DrawlMr4131;klifilia,11=1141::. Rapids, Mki Mich. MS& GrainFarris=teWas Rapids Rapids Kindergarten Training School, 509 Foun-and MadisonNormal Sts. School,Khtd Kindergarten, Departmenj,KIn7artimagart= t t Private.....CityPrivate do 189118061894 ClaraS. MaryReglnirR. Wheeler _Holdridge Heller ' 895 2-9 4 1,2501,500 900 1,200 700 8 Kallamaroo Mich 1112=Ulch1111ch CityNorthernWestern Normal State Training NormalDinhta School, andSchool, Southern Kindergarten Kindergarten S. Department, Department. St State Normal Mimi, Kindergarten Department. CityState do 18961906 MarjorieItLucy Susan Gage KinnanBates , 162 14 41 8-1.2 16 3 1,1.500 200 600 State Normal College, Kindergarten Deportment, Cross Bt State 1910- Edith R Adams 1,200 360 It.Nimasapolls,Mankato,Duluth,Epaliontir Pia, Minn_Wan Mien 11.histMich...... ThaStateMilirePtith St. Normal Paul NormalSchool, St.Ins)....A School,Kindergarten 1/1...... Kindergarten Department 00. Department, Kindergarten Association Normal School, CityPrivate do 189218931895 FlorenceStellaMarthaMildred L. V. MillerWoodRood Collin I'4120 1217 13 20-30 845(') 25 1,3001,0001,4001,200 0) 900800 Muss, Was ProebelState Normal Kindergarten School,born Training Kinderprtem St- School, Department,1020 McGee St.San- StatePrivate 18971881 ElisabethJulia W. AbbotMoss 16 20 1,600 IWO160 Omaha,Porn,Lalreyatj210 Nebrs,- 1:415 , NobOmahaState Normal Teachers Solsool, Trainingmeat. Kindergarten School, LadergartenDepartment Depart-Normal School, Kindergartem Department StateCity 189718981905 LillianLouMrs.Anna E. OrietteE. M.Roemer Caldwell Beech B. Chittenden.. 133 2 1 4 1,2061,000i(,775 000 SOOOa Manion,Mantel*,An.,ZakUniversity Ormsgo, Nebt N. N. Iloss, N.7 Nu CarrollStateWesStabs Cons NormalN Robb School, 83 H &Wealsya* University, Kindergarten Department b Peet's KindergartenTraining Normal TrainingI, , KindergartenSt. Department ail, Kindergarten Deparit- Department CityState.StatePrivate 189119M19041912 BerthaRuthCoraAloha WebbDowdell M.W. BarwisLuers Peet I 1 3 101230 1,0601,5001,100 1,003 860 Buffalo,Albany,IN. M. Y StateMbesiy Teacb&s Trainingandmerit, 14th School,Tyler Ste. Kindergarten Depart- N , ormal School,Delaware Kindergarten Ave. and Dana Department, Park. Jersey KIndgarten AssoCState do. 1892 LouiseEllen Jones M. Caemety 21 7 1-4 1,500 1,200 Haddam.C.oriland,Buffalo, N. N.N.Y Y Y TheStateTraining Felts Normal School Miselon School, of BuffaloInstitute,Delaware Kindergarten Kindergarten Kindergarten Ave_ Departmentdo Amoulation, Department, 86 StatePrivate dodo., 18931906 AMaryEdithBerthsElla my C. D.QuackenbushGrates L.Elder Davis Hill '12 62 15 7 1,100 600 =UNew Yost (Broo1dyn), N.Y Do IV. PrattBrooklynAdetphi Instttnte, College,l`rainhog Schoolpartment,104 KindergartenSchoolPlace N. of Weshington Kindergarten forandPark Teachers, Clifton F1 Department, isoe St. Place. Training,nearHindergart4m Nastrand St. Etymon James ADe- ve. CityPrivate do 188219061893 AliceRuthAnna E.E. TappanFittsliarvey 181312 3-18 20 1,2,203 MO 1.0001,400 ajsiSsIsOlsahstiss), N.Y. Do TrainingEthkel School Culture of School, the112tralSt. Froebelibeague and E.Park Kindergarten 71st Willoughby West. St. ofDepartmen Ave. New York t, 33City, Cen- do 10 1809 1881 Mrs.Catherine Marion J. Tracy B. B. Lang- 1913 1-8 20 2, 000 Ms Do EiarristteHunter College Melissa of theMillsWestu City Kindergarten of New York, Training Kindergarten School, De- 32 Elasanary for Kindagartners,i=ment, 146 Mb Central and Park ParkAve. PrivateCity do 190918721890 HarrietteMrs.Marie Marta M.Bell Kraus-Boeite MOls Coles 12 8 15-20 3,230 1.05) Do _ .e 1 kindergarten specialist. TeachersNew York College, Treblingpartment- Columbia Schoolpartment,Waverly for University, Place.Teachers,220 V,. 120th Kindergarten St. De- Specialists teach I , 2, or 3 periods per week CityPrivate; 18871808 BlanchePatty Bosworth 8 Hill No fixed maxim 1111. 8 15-18 2-7 2.2,750 600 600 I kthdorgatten specisUsta. d by the hour or course. p "' , _Also Liv lug expenses.VaryAlso otherwith themembers course. of school faculty. , "Discontinued;i Training school see ucorporated p. 43. in 1909. .. 9 TLEL3 1.-8choole for training kindergarten teacherePrinapale and faeultiarContinued. mememenewsl elt Leestios. Name of schoot Control. lished.estab-Year training echoolor department.Principal of tindergexten shunt- On. ts- ninmMasi- salary.mumMini- I 9 stance- ot. 7 wit Dedierter,Potsdam,Oneonta. N. N. Y Y RochesterState Normal Normal School, Training Kindergarten School, DepartmentKindergartendo Depart- CityState do 18991807 MaryWJessie llhelmina J. 8. Miller Hines Caldw elL 1912 12-1515-11D 10 61,300 1,500. 0.0230 660 Volley N. State Normal School,ment, Kindergarten Selo 13t. Department State-. 1911 Genevieve L. Lyford 10 1,700 ebeilnaeta,Athens, O Ohio Do Ohio Dek CincinnatiStateThe Normal Cincinnati Missionary College Kindergarten6partment, TrainingOhioLinton University, St. School, Aasochtion Kindergarten Training School,De- t, 1020 Wesley Ave.University Terrace. De- Assoc do 190918801907 ConstanceLent.Lillian N.H. T. Sinnott StenoMcLeod 212 '116 6 3-905-10 12 1,6001,1004 120 um700 Cleretend, Ohio. OO , hio s. TheColumbusThPrtmC14neland Oberlin Kindergarten KindergartenSt. Normal Training Training School, School 125 Elm St Kindergarten Training School, 2050 E. 96th Private do 188918941804 BerthaElizabethNetts Feria E. N.Montgomery Samuel 1111 5 1-15 1-84-9 1,0001,600 Mocootwo 0 mod,?dr*Ittlhaund,OdaMboshio. Ong. Okla. CentralLewElizabeth Froebel State Kindergarten K.Normal MatthewsSt.Ave. School, TrainingNormal Kindergarten Tra.School, 2313Department Ashland .. School, Lamella Pr-19144Sr.S tate.. do 191019041883 MaryElisMary E. Law, abeth M 817.rIetthews D Ft. I '1 7 1 1-3 8 Philadelphia,LeekIllaistarg, Haven, Ps... Ps-Ps. Do PhiladelphiaProebillianCentralFroebei StateKindergarten School Normal Normal for SchooldenSta. Women,School,Training Sta. for Kindergarten 10 Bchool,Obis, 8. 18th 13th State St and Department and Bpringgar- Second CityPrivateState do 1896189618971907 MaryEmilyHelenEvelyn Adak'B.D. Barrington. Leeher Wright 1311 2, 1,900 P10081121:11,rittabur3h, Ps. Do R. I BeataPittsTemple University, Kindergasten Department, Broadrponnt., al Training School for Teachers,School, Kindergarten Kindergarten Do- Department fichool No. 1. St. State.CityPrivate / 1893 18921895 ElisabethAliceLucinda N. P.Parker C. MacKenzie. Baker.... 930 I I1 1045 9u 1,8009,7001,100 1,000 '1001011 Greenville,01081orton, 8.B. CC G190091110Training School Frinale of the College,legeclarion. Booth Bt. Kindergarten Carolina Kindergarten Department, Assn. Col- Private 19011806 KittyEvelyn T. Holmes Perrin 87 3-6 8 503500 Knoxville,Madigan,Bock Hill, 8.B. Tenn risk C KnoxvilleStateWinthrop Normal KindergartenState School, NormalgartSta. Kindergarten Tnilinng and Industrial Clan, Department WaLnut College, and Kinder- Unionen est. CityAseooState. do 16 1906 19001899 SaraMrs.Minnie E.Edith Mackin.Grigg Beaumont 14 71 1-8 10 5 , 900700 340SOO FortHenn, Worth, Tex Ten BanFortDallas AntonioWorth Free Kindergarten KindergartenBt.Building,Association, Trainft,Training Jennings 1920 School School, cedar Ave. and 515 S Industrialrings N. Pecos Road. School, High School CityAssoo 1907.1900 RachelElizabethKatherine Plummer. Hammers.Montgomery 86 3-7 a 1,900 900 766 06 Harrisonburg,Farmville,SaltBen Lake Azle* City,Va. Va T. Utah. StateUniversity Normal of andSchool,Utah, Industrial Kindergarten Kindergarten School Department Departmentfor Women, Kinder- State. do 19081903 MaryGrata SeegerB.E. MixFox. 13 (911) 1,1031,400 0DC Hickonond, Va StateRichmond Normal School,gartenBroad Kindergarten Department. St Department in School for Kindergartners, 1014 E. SteAnion ss. 19091901 ClaraLucy S.Meister Coleman. 10 6 11 11-16 15 1,160 900 CI) 450 Bopedor,Milwaukeerg,Ellensbu, Wk Weak Wla. Also other members of the school faculty.State NormalNormal School, School,Ave.Boulevard Kindergarten Kindergarten and 13th ani St.Department,Downer Department, Ave. Kanwood Grand do 18921908 CarolineNiue C. Vandewalksr W. Barbour n3 n4 35-60 4-13 1,4001,760 1,0001,000 SpecialistsSupportedVaryDiscontinued.AlsoSpecialistsIncluding livingwith byteach 2an the are expenses.k 1,association indergartnicourse.paid 2, or by d periods.taw until hour September, or course. 1912. flee p. 43. n Alsonle IncludMgFrom 18 °lbw 1900 members1 to kindergarten 1906bachullngS9pp0FtadBtippleirsntei juniorof school specialist.coursetime by faculty.an byspent wasassociation a coursegiven.in supervision, inuntil psychology 1910. cerriereoces, at the adminietrative linlversity of work,?apnoeas' eto. and two wed= at the Swam& School of the South, a 0 Leetltn Name of school. Age. Personality and fitness de- terminedTABLE by 2.Entrance requirements., Health and absenceMeal of phy- defect determined Academic preparation de- Musical ability determined D-4 Hissangiteln, 'AM MobileTraining Kindergarten School for Teachers. Train- 18 RecommendationsConference with facultyone month's and trial. 1 r o m CertificateSchool physician from physicianby Diploma or college work.... termMed by Supervisor of music - by LosBertaiey,Mabee, Angeles, Cal Omi.. Ab.....,,s, StateBarnard Normal Kind School a rTraininging g aSchool. r t en School. 18 Personal interviewamination.teachers and clergy;do ex- ExaminationPersonal Interview by physical dl- CredentialsCredentialsAcademic and orfrom personal hielichool highterview.ploma in-school. ordi- equivalent. ExaminationCredentialsNone required and by at musicinterview.personalpresent. di- z Greeley,BanAmadeus, Frencisso, Colo. Cal Cal StateGoldenEtroadoaks Teachers Gate Kinds FreeCollegemienTraining rKinder- gar Normal ten School School. (1) 18 InterviewsRecommendations and credentialssocial and interviews.per- InterviewsPersonal and appearance credentialsglary.rector. and in- High-echoolHigh-school diploma standardscredentials. and ExansieetlznExamination. islictrurtOr.rector. by normal Bridgeport,Gunnison, Colo Conn ConnecticutState Normal Froebel School Normal 1718 InterviewNineHeed months'of and department fair trial trial InterviewsPhysician'sExamination certificate GraduationGraduateGraduation of from high fromhigh school... isfactoryprovedschool high credentials. school or sat- an ap- Examination.'Examination7.xamination-bydirector. musicpianorector music. dl-and kindergarten in - simple Do Fannie A. Omith FroebelSchool.TrainingKindergarten School. T Primaryrain I n g 1718 Personal interview andtars let- of recommendation. Personal interview andtars let- of recommendation. High-school diplomaequivalentrecommendation.or or equivalent. Its and letters of Ability to sing and toand regd play simpli, music. Wilmington,Nest Britain, Del Conn lessState Normal Schooler&School for Kindergarten- Seaman's Training 18 Personal Interview do Personal examination High-school diplomaeqdo or its uivalent. OralPersonal demonstration. examination. 0 ,,... Weshingun,Do D. Oli..., .,_ . .,:* HowardC o I u m UniversityI) I a Kindergartenored).Training school. (col- (1)(3) LetterRecommendations from schooltended. and lastrespandenos, oor- at- LetterCorrespondence from a physician AdmissionCertificate produced blank filledprincipal by of high school. CorrespondenceExamination. or affidavitof teachers. 8 DoDo 1 Wilson Nismal Bohm] 18 RecommendationUnsatisfactory studentswised to ad- leave. i Examination 'High - schoolequivalent; examination. graduate or Do. Talishamee, Fla....,... Do a i.t... FReida*'Lucy College for Women ared).NOM:fNormalHayes TrainingSchool, (O 18 Letter from!ended. schoolstudents last _at- discouraged. Unsatisfactory Physician'sPhysical certificate examination High-schoolHighApplication - school onnfinalentLion.equivalentdent decides. with examine- blank;graduateg r ad u a t e; presi- or Examination. FreeAtlantaAtlanta Kindergartens University KindergartentionmalSchool. Training (colored)Associa- and Nor- School. Elementary is SupervisorDiscretionRecommendations of and instructors hoardrectors. fromtor of pas- ordi- teacher. SupervisorDoctor'sPersonal certificate tranceprobationor en- examination. period. observation and HighFour-yearHigh-school - school high-school diplomaequivalent.tionequivalent courseblank.or Its awl applica- graduate or I') not required. preferred but KateLa Grange Baldwin Settlement Freegarten Kinder - L Normal Is TwoReference months' and probation Interviewpossible. if ProbationDoctor's certificateandtion.lions Ties!on application blank. and examina- DiplomaHigh-school of accreditededucationtranceequivalentschoolequivalent. orbigh requirements. Its to college-en- or examination tusiclansProbat I On men's only. Da V olt.e require- ChicagoHonolulu Kindergarten Free KindergartenLute.Training Insti- School. t is is PersonalTrial for oneInterview; or two monthsletters;threekindergarten.as months' probation. assistant in practice TestHealth made bycertificate rchoolcian required.physi- may be during . first two GraduationHigh-school from diploma ahighs.choolcourse four-yearvalent. or equi- or equi- Tests by musical duringsquiredinstructorabsolute first but three notnecessity. made months. an Chicago NormalUniversity College le InterviewDuring the with course directorteaching.first and qtaxter practice Examination by the depart-mentmonths. of phyiical education. High-schoolFifteen high-school graduationout terminedexamination.valent;by units andhigh-school de-credential by blank princi- letters. filled - NoE xamlnat.on entrance requirements. and training: Kindergarten Collegiatestitute. In-18 References trial.teachers and three month,' . from previous Personal Judgment of facility and statement and High school orschool equivalent;filied. pal.records and blanks Ability to sing andsimple to play music. Pestalcrral-FroebelNational Kindergartenlegs. Col- Kinder- 18 Credentials and Interviews,and correspondence. ApplicationExamination blank by school filledsician.specialists. phy- Equivalent of four-yeardentials.schooland high- course, blank filled,or 15 units,and cre- Application blank filled.' TeachersState NormalCollege University.of Indian-garten Trainingi School. (i) 17 PersonalTrial Interview and rec- PhysicalExamination examination bydirector. physical High-school diplomadiplomaequivalent;If or necessary. equi-NoIts special requirement. examination SpecialSufficient musicclass piano ability fordeficient_play those to kindergacten songs. StateValparaisoSouth Teachers Bend University Training College. School. 18 Probation.High-school recordsommendationommendations. and rec- of pastor. Questioning and observa-tion. do Credentials valent. do Execution.Music teacher's test. Drake3I NotIf T.Inlversitk not specified. well prepared, must ma (I ) ke up deficiency during the course. DiscretionJudging student's of teacher worktheory In and practice. NoEntrance requirements examination I High For 3-yearGraduate special of-school accredited comae,school. graduate. lgb.scbool17 high years. graduation... . NoTests re qIn Memento. music department. TABLZ 2. Entrance requirementsContinued. Sane Stabs Normal School Name of school. Asa(I) lee FacultyPgreceselity of schooL and fitness de- larmined by .Hoalth and abencebydra! defect s d eyd GraduationAcademitart:grratios from a lour-year de- by Musintability determined , by Lou/MD%Pittsburg, YanaSy LouisvilleState Manual Normal TrainingSchool.' School... ft) 17 Interviews and letters and InterviewsExamination and credentials. by'training physical, department. Graduation from aaccreditedhighapproved four-year school.school standing. or academy of SupervisorsVocalAbiligity music in In count. music ra and idly to playmfb not Now Odom, La. Do TulaneNew Orleans University NormalTraining and SchooL Ir.16 trial In classes. Heal th °artifice* rector.inationand exam- by medical di- FourteenDiploma andof high one recognizedequivalent -halfschoolwrittenhigh-school units of andexamination. standing letters.course_or or a its Formal tests for ficiency,kindergartenpro- supervisor. Baltimore,Beaton, Md Nam BostonAffordby Normal Kindergarten Schoolmal School. Nor- 18 Six weeks' trial Six Examinationweeks' trial byphysical had of paining depart- DiplomaSix weeks' from trial. fourhigh-schoolequivalent.of - yearhigh-echoo course I or en- work or. ASix bility weeks' to singtrial.' andp lano some efficiency. Do MisrFroebel Niers School Training oflotgarten Kinder- SchoolKbdergartners. Normal Cia sea. 18Is Personal Interviewinterviewmendations.respondence,dentials. and or cre-cor- and recom- PersonalPhysician's Interview certificate....- orrespondence.ment. cor- PersonalGraduate interviewhigh school and respondent*lent.maltranceor cor-nor- or examination.college and or recom-equiva- Tests in ability tosing. play and Do - WheelockPerry Kindergarten KindergartenTraining Normal SchooL 16ISIA InterviewsLetters required and twoprobation. months' CertificateLetters or physician's certifl. TestImonialkandHigh-school diploma papers...vateschools.mendations or pri- school equivalent. from former DemonstrationVocal capacity ofrequired. NorthCambridge,Bridgewater, Adams, Maas MainMass MarkLesleyState Hopkins Normal Normal School School School 1618 CredentialsInterviewReq ulreme and 3 ts letters of ommendation.State ofof hoard education.rec- PhysicalPhysician'sMedical examinationexamination certifier to EvidenceHigh-schoolHigh-schooljertificate diplomapreparaelonanolnat or Ion.ex- for a total of of satisfactory FacilityNotSupervisor required in piano of music.but or advised. singing. Alma,Wattmeter,Springfield, Mich, Maas.. Maas AlmaStateSpringfield NormalCollege. Tthg School. School...... Kindergarten 18It18 PersonalInterview interview . 'Thrice'Physician's examination certificate High-schoolCertificateDiploma and or writtenequivalent.of classrecords14 units. standing. treatingexamination. or APersonallyTests billt in y proficiency.to readtested. andsimple execute rhythms and S 1 songs. GrandDetroit,Big Rapids, Rapids, Mich. Mich Mich... GrandWashingtonFelTiS RapidsInstitute Normal Kindergarten School. (' EvidencesNo requirements of candidate Physician'sNo requirements certificate IICompetitiveNo igh-school requirements written nation.exami- diploma or Examination. Muskegon,Marquette,Kalsknasoo, MichWith Mich NorthernWestern School.Training Sclagol. StateState Normal 1819 RecommendationThreeGeneral months' and personal probation. inquiry ExaminationMedical examinat ion High-school diploma courseequivalent. required. Tested. Public school musical edu- Duluth,tpsllauti, Minn Mich CityState NormalState Normal NormalTraining College School., School 18 InterviewsOne term's workand lettersschool. of high SchoolNoRecommendation requirements physicianschool. of high Then-schoolHigh-schoolHigh-eel:tool graduatestandingequivalent. or ex- graduate or PersonalTests during teas, first playing, cation.term. and fivir-e3 St.Mankato, Paul,lIkurapolis, Minn Minn Minn TheMinneapolis St. Paul Normal School.Association Normaldo Kindergarten (t) 19 LettersInterviews and and credentials reportspersonal and Interviews. MedicalInquiryInterviews andInspector. and interviews reports*correspondence. and Ttigh-sehoolDiploma from an accreditedequivalent.highamination. school or e quivalent. diploma or ElaminatVocalTesting testsinging lon. by ability.musicstructor.singing. in- 0 Burney,Winona,Kansas MinnNebr StateFroebel Normal Kindergarten Schooling School... Train- 18 PersonalCertificateRecommendation interview from high-schoolsuperintendent.school by high- principal. CertificatePersonal from Interview high-schoolsuperintendent. TwelveCertificateHigh-school grades from graduationandhigh diploma creditsclassorschool equivalent. records. and SimpleProbation: musicPlayed.first course; term. music correctly to UnfrendtyPeru,Omaha, Nebr Mohr Place, Nebr. NebraskaStateOmaha Normal Teachers Wesleyan SchoolSchool. Training Uni- (s)(,) 18 DirectorSuperintendent of department.... of instruc-tion. NoSuperintendent Physicalspecial examination of instruc-tion requirements..... H igh-echoolEntranceGraduate diploma ofcredits highcreditedequivalent.presented. schoolfrom ac- orhigh schools. MusicalMust be goodlostnictor musIciah.dergarten and kin- director. RestWayneAk Outage, N. I MissState CoraNormal Webb School Peet'sversity. Kin- 18 Personal interviewsrecords. and past Personal Interviewsrecords. and past DiplomaThirty credit or examination pointsequivalent. from12-grade ....a high school or Tests in playing and Trenton,Montolair, N. J N. CarrollState Normal SchoolSchool.ingdergarten School. Normal Train- Robbins Trebling 1618 TrialExamination by principal. PhysicalPhytician's examination examination 1110-schoolHigheckool graduation diploma ETests xamlnatkm by kindergarten by directormusic.rector.ing., of di-IIC sing-pQ 8 s1I NotResultingIf not specified. well in prepared, 1:Ugh-schoolacceptance,Actual must average withdrawal, graduate. make age up is deficiency IAor increaseor 19 years. during of time the for course the course. to TABLE 2. Enhance requirementsContinued. Cto Name of school. . Axel Personality16 and fitness de- termined by Health and absencebysical of phy- defect determined tAcademiureparation de- ed by Musical ability determined by Babb,Albany, N. N. YY r StateAlbany Normal Teaches School TrainingSchool. 1816 CertificateMedical examination of health High-schoolGraduate from diploma a highequivalent.ers'or graduate schooltraining fromschool. a teach- or Observation of pdpiling dirt- Fi Fredonia,Cketiond, N. Y Do StateTraining Normal School School of BuffaloKindergarten Association.do 16 Personal interviewdo:alai,. and cre- 1. Physician'sPersonal Interview certlflorte HighFour-yearHigh-school - school course orploma.alent. equiv- academic diploma di- or TestsSinging in singing ability, and noingstandard rued the piano. for piano. play-tl X Oeneleo, N. Y do (1) Molterprovedequivalent, of by education. the co . Newifesktmer, York N.(Brooklyn), Y N. Y. Do BrooklynAdelphiVolts Mission College Training Institute School 1718 WrittenPersonalTestimonials or interview oral English en- PhysicalPhysician'sExamination entranceexamination. certificate on entrance. alumina- HoardDiplomaGraduateHigh-school of fromeducation diploma highofhigh schoolrequire-admission. school . and certificate from to bez approved TestExamination!No examinetlqp. by music director. pi New York (lianhat- Do EthicalPratt Institute Culture Schoolfor Teachers. 18 Personal interviewtrance and let-examination. Two physical examinationsand tests.; Four-year courseentranceploma[yenta. in recog- or examination. equivalent, or high-school di- AbilityExaminationInstrumental to sing in and andvocal . vocaldirectorinstrumentalentrancesome and of examination. the school..music by' fa ten), N. Y. DoDo. TrainingKraus School Seminary oethe forCi.bel Fro°. Kinder- League of New Yorkty 18.18 InterviewsPersonal interview and corrasecead-ence. anderences. ref- Pfysician'sPyienal certificateinterview do CertificatesHigh-school of principal.,equivalent,tion.alent.nized of high or school examina- or equiv- diploma or 4ar PerformanceDemonstration and ofsense testisno..musicalproficiency and playing in playing.ability. O DoDo. HunterNewHarriette York College Melissa Training of forMillsthe SchoolTeachers.dergartenwirers.City Kin- of Training School. 161718 CompetitiveExamination.Personal interview teststrance. for en- InterviewExamination and questioning DiplomaExamination.Credentials from submittedprevious schools. approved CompetitiveExamination.Examination entrancedirector. ex. ,by music Oneonta, N.Y bo StateTeachers Normal SchoolNewUnive Yak. rsity. College, Columbia l 16 Physical examination GraduateDiploma of four-yearfromcoursedemichigh-schoolfour-year aca- or course.its equivalent.;high school. accreditedfour-year II ty`nt; play the piano. ation in playing and Potsdam, N. Y Rochester Training School do 1817 High-schoolPersoneinterviews records Personal interviews HighHigh-school - school diploma or Examination by musicper visor. su Athena,ValleyRochester, City, Ohio N. N.Y Dak... BtseNcemalState Normal College,School-for Ohio Teachers. 1 15 18 InterviewRecords and probationschools. from previous StatementCopsPhysical mitte4 examination of applicant GraduationGraduates from recognizedhighination.equivalent school. and city exam- diploma first-class StatementVocalAbility music to ofplay in applicant course. andInsuch sing kindergarten. or musk as Is required Cincinnati, Ohio Cincinnati KindergartensociationUniversity. As- Training School. 18 Interview and one month'sprobation. Physician's certificate Entrance credits atschoolsityhigh Univer- ofschool credentials,Cincinnati, or equivalent. or high- col- ts. Tests by music supervisor.examination.' Clervaland, Ohio. Do. ClevelandCincinnati Missiceutry Kinderg Traininginga Train-r tenSchool. School. 18 PersonalRecommendations micas-fewdentials. and cre- PersonalRecommendations Interviewblank a n d BlankDiploma equivalent.high-school graduate filled and letters. or lilankandRecomiteations letters. abl n d Toledo,Columbus,Ober Ohio lin, Ohio Ohio CentralLawOberlinColumbus State Froebel Kindergarten Normal Kindergarten Kindergarten TrainingingNOrmalSchool. School. Train- Trainingschool. School. 18 BlankPersonal filled inter(iewrespondence. and cor- do CertificatePersonal and observationinterview personalterview. in- BlankHigh-school diplomacredentialsdiploma. graduate.rank.,of aiidfirst filled, high-school BlankTests filled. during tel Do. Harrisburg,Portland,Edmond, Om Pa Okla. ElisabethFroebel K. Kindergarten Matthewsmal Nor- TrainingTrain- fichooL _School. 18IS Personal interview .do Personal interview do CreditsHigh-school'Full high-schooland interview. or course academic CreditsAbility and to playinterview. andkindergarten sing musk. Philadkiphia,Lock Haven, PsPa- FroebellianCentral State Normal School Women.ingSchool. for (a) 17 Probationary month Physician's certificateexamination. and DiplomaGraduate from collegehighschool.highdiploma. school or equivalent. or school from or four -year normal Ability to play andsimple sing musk. Pittsburgh, Pa- Do PittsburghTemplePhiladelphia University Training Normallor SchoolTeachers.for Girls. 1718 PersonalHigh-echool interview records do MedicalHigh-echoolPersonal recordsinterviewschool physician. examination by GraduateDiploma school.high school. fromfour-year four-year. high Required.PersonalHigh-school teat. records.Standard. No definite Providence, R. I I One by a physician,AlsoNotIllgh-school by theInstructor other by in director musk. of physical trainingspecie department. graduate. State Normal School High-school records andamination. ex- Physical examinationcertificate. and AlsoI IIsatisfactory not well prepared, completionHighA iso -records school must of of graduate make2 college years up ofor deficiency normalu ormal-school school during orgraduate. thecollege course. work. work. High-school diploma. Examination by director. Lccation. Name of school. ,.0. PersonalityTABLE 2.Entrance and duress de- requirementsContinued. 'ermined Health and absencesk...1 of phy- def,,,,,t determined A cacleeration de- 'ermined Musical ability determined Charleston, S. C Training Schoolsoclation. of CarolinaSouth Kindergarten As- 18 Letters, and personal interview. of commendation by Letters and statementstudent.by. of High-school exequivalent; omlnat Ion diplomacompetitiveby list free or Desirable but not required. by Knoxvible,Madison,RockGreenville, Hill, 8 8.S.Tenn Dak C .. StateGreenvilleKnoxvilleWinthrop Normal Female StateSchool Kindergarten College..NormalIndustrial and College. 01 IS1817 AObservation month'sProbation probation andof several practice.... weeks.. PersonalObservationExamination interview and by physicianpractice. 0 GraduationAccreditedDiploma or high fromentrance scho91 highhighschoolMotion. scholarship.exam-schocl. AbilityObservation.Tests by to music sing director. and play FortDaRaa, Worth, Tea Tax...... FortDallas Worth Free KindergartenKindergartendustrialTraining Association. Class. School and In- 18 .CredentialPersonal letters interview andtem. let- PersonalPhysician's interview certificate andtem. let- High-school diplomaequivalent.or equivalent. and diploma or Report of previoussimple work. music. Do. BaltBan Antonio,Lake City, Tex Utah UniversitySan Antonio of UtahKindergartenTrainingTraining School. School. 18IS ' Personal blank filled. interview and Personal blank filled. Interview and High-schoolFour-year coursehigh-schoolunits. orblankOf equivalent. course tilled. 15 Ability preferred,quired. not re- . Richmond,Harrisonburg,Fermville, Va Va Va RichmondState Normal Training School School do 1815 , EntranceHead of kindergartenexaminationpartment. do- FourteenGraduate ofunits, four-year Cateschoolor certlfl- high-,pr course. examination. Ability to simple m , , and play Itileaukee,Ellensburg, Wks_ Wash State Normal Schoolfor Kindergartners.do i 174 17 JudgmentPersonal of teachersInterviewdentials. and ere- PhysicalPhysiciansPhysical and exanunation mentalination. exam- certificate GraduationHigh-schoolEntraMe examination from high-schoolequivalent.four-year course or ex- diploma or ExaminationA h'.ity to sing anddirector. play.+ * by music Superior, Wts 'MustI High-;cbool be 19 before graduate. completing course. ..do ' 19 Probation of one term 43 MustIf not makewell prepared. up deficiency must make urvieficiencv during course. academi credits before entering or during summer school. Graduation from highofaminat good school ion. standing. Music required.,, . TABLE 3.Income, length of Income. courses, certificates. , Course. Certificates given at end of Location. Name of school. tuitionFromfees. sources. otherFrom Total. (months). School yea! Years in____, One year. Two years. Three or four years. Mobile,Birmingham, Aln Ala MobileTraining Kindergarten School for Teachers Training School ' $150 175 $560 1735 98 "''''' 2 Diploma do Co Gunnison,Greeley,SanLosBerkeley, AngelFrancisco, Colo Cal Colo..._ Cal Cal StateGoldenBroadoakaBarnard TeachersNormal Gate Kindergarten FrSchool College Training School Kindergarten Kindergarten veinal School Training School , 1,650 0 14,000 0 2 14,000 (I)1,650 10 0 9 2-4 22 2 .4. CertificateDiplomaCertificate do.'do A. B. degree. O WIImington,Newliridgeport, Britain, Conn. Del. Conn__ .. Do StateConnecticutMissFannie Normal A. Froebel SchoolSmith bigFroebelName) School. Kindergarten Kindergarten Train- 2,00 650 2,0002,120 ) 650 10 li8 1,2 2 Certihcate Diploma do .. z00 Washington, D. C Do J.HowardColumbia Ormond University Kindergarten Wilson Normal(colored)Iler5. Training School School Seaman's Training School fcriginclerglirt- 1,380 .... 2,230 3,810 't C 8 1,2 2 Cgrtilleate do Do Loa Webb Hayes Training School II 8 2 Certificate do Atlanta,Mahone*,' Oa. no. Do AtlantaWashington KindergartenSchgoL Normal SchoolCollege No. foe2 (colored) Women.... Normal and Elementary 1,260 120 1,306 1,426i1 , ' 10 9 2 DiplomaDegree do Chicago,Honoluta,Hawalf.Savannah,Columbus, iii.gnme, Os. Os..., , Gs. ChicagoHonoluluKateLaFreeAtlanta Grange BaldwinKindergarten University Kindergarten Free Settlement Free Kindergarten (colored) KindergartenAssociation Institute Training Trainintchool.Association School . 14,000 185330210 9,6324,110 790 '9,81714,000 4,4401,000 10 8Si 2 Certificate 2 dode Do ChicagoKindergarten NcrmalCollege Collegiate Institute of Chicago. University 15,956 2,800 - 9,4382,676 25,394 5,476 11i I , s P 2 . DiplomaCertificate .do.1do Pb. B. degree.' Igereial ill Do Supported by funds of Institution. RimePertalorsi-FroebelNational Normal Kindergarten UniversitySchool. College Kindergarten Trainhig 'Noted on p. 44. 9.000 600 10,200I Fund for maintenance of free kindergartens and training school. - 1 '2-4 2 Certificate' do Diploma.' 8 TABLE Location. . Name of school 3.Income, length of courses, eertifteatterContinued. Income. Course. Certificates given at end of tuition Fromfees. sources. otherFrom ' To, I. (months) schoGi y ear 10 1,.....,...,...- f ,,,, One year. Two years. Three or four years. Indbd StateValparalsoDrakeSouthTeachers TeachersNormal BendUniversity University College School College 'Training of Indianapolis $8,191 1,508 86,191 11 9O g -- 2,32-4 2 Certificate CertificateDiploma dodb.. Certificate!Diploma. Do. b State Normal Training School 111 2 do . ... Louisville Normal School 900 2 Diploma .do. Boston,Baltimore,New Mass Orkins, Md fa- DoDo limbs]BoAronbTuianeNew Orleans School Univessity alrzikaartmeni Normal of Kindergarten and Normal Training Normal School School Classes 2,600 ... (9 1 1 'lit 1-4 2 2 Certificate DiplomaCertificate-- dodo. Diploma. WillCambridge,Briwater, Adams, MassMaas Mass Do MarkLesleyStateWheelockPerryMiss NormalMapsKindergartenHopkins Normal Kindergarten Taking School SchoolSchool... SchoolNormal Training for School Kindergartners.. School . ... 16,0007,000 16 (4 000 R8 232 . Certificate i Diploma dodo.. Do. tfig=1*Masa.. lash MichMaas StateSpringfieldFerrisAlma Normal Kindergarten School *Training School. , .... 1,2802,000 $320' r.. 1,11002,000 000 1 9199i 2-42,3 2 ' Certificate do B. S. degree.' Do. itird/caMkit Mich NorthernWesternGrandW El State Normal School hls Kindemartente NormalNormal Training Schoolte School School 6,4781,00) ' 148 M6,0260)r) 1 2,3 2$ LifeDiploma certificate I do. Diploma. Do. Minneapolis,Mankato, Minn Minn =nil, Mich . Minn MinimaStateCity Normal Normal CollegeSchool TrainingSch School do Kindergarten Association Norms/ 946 91 V1,039,300 . 10 2,8 214 DiplomaCertificate'Diploma do!do. B. Pd. degree. Irsanny,CapraWinona,Bt. Pan!, City, Mina.MinnNebr Mo StateFroebelSt. Fool Norma/Normal KindergartenNormal School School. Training School . . 3,700 . (1 ('') 700 10 9iii 22 E I 0 m ntary oartificata. Certificate'DiplomaCertificate . If Omaha Teachers Training School 99 ."'"14,1ilaruk,tebr Wayne,University Nebr. Place, Nebr. Misr StateNebraska Normal Wesleyan School University ...... 1,1300(I) ...... 9 2,8 2 CertCertificate_Diplomas Ilicates...... do Certificate.'B. of Ed.' mei5 EastI Orange,o Trenton, N. 7 4.J Albany,litorstclair, N. Y N. J...... CarrollStateKiss Normal Robbins COTS J3chool Webb TrainingTraining Pest's School. Kindergarten School. Normal 10 9 2 Certificates....Diploma do Cerlilicate.1 I, Buffalo,Cortland, N. If Fredonia, N. Y Do Y StateTrainingAlbany Normal Teachers School School of ciation.Training Buffalo..do SchoolKindergartsm Asso- 2,000 43,000 10 2,3 2 Diploma do HewHerkimer,Genoese°, York (Brooklyn), N. N. Y. Y.N. Y. Do , AdeiphlPrattBrooklynFolts College MiasionInstitute Training Institute School for do 12,0005,909 676 $,1)58512,000 10 9ei 22 Certificate DiplomaPortineria certificate. dodo' or Diploma tlhcate., or cer- New York (Manhat-tan), N.Y. DoDo. HarrietteKrausTrainingEthical Seminary SchoolMelissa Culture fot-Kindergartnersof Mills theSchool..School.York Froebel Kindergarten City. League Training of New 28,309 5,100 4,111 807 82,420 5,907 10 8898 1,22,3 2 dodos Diploma. Potsdam,Oneonta, N. N.Y. Y Do StateTeachersHunterNew YorkNormal College College Training School of Columbiathe School City of for University. New Teachers. Yorkdo 10 2-4 29 StateDiploma diploma. do B. S. degree.* Cincinnati,Athens,ValleyRochester, City, Ohio.. Ohio..... N. N. Y Dot CincinnatiStateStateRochester Normal Normal Kindergarten CollegeTraining School School Association for Teachers Training 6,364 4,866 969 293 i Citaloplosna,DiploDiplomas tat... .do dos ma I..... Q Columbus.Cleveland, Ohio Okla..... Do SupportedColumbusCinchmailCleveland by fundsMissionary Kindergarten of Institution.School. Training Training School School Kindergarten Normal Training .. 1,0608,000 1,460 41) 2,600 V750 8*991 2,2 2 Canniest° Serj=te do Diplomas 8 ThisDepartmentVariesIncludes amount Notedwith ofnumber receipts includeson a largerpp. 45,16.of of tuition school.students. kindergarten from students and primary in home school. economics department, which was temporarily supported by tip Sen00110013. 4. catby TABLE 3./ncome, length of courses, certiAataContinued.. Location. Name of school. . I From Income. From School Course. Years in . earth lanes given at end of Obedin, Ohlo Ohio kwOberlin Froebel KindaneTraining School n Training School.... tuition 55,fees. 217 sources. other PP Total. 36, se 000 447 (months). year 10 9 """',.....,... 2 Certificate One year. Diploma Two years. do Three tx bar years. Ores Matra! State N . K. Matthews Normal ?raining &toolTraining School I98 23 do.do Pa -14:-..ir .. . ''Ileatorarroo1.. .School. . far Women- School 2,900 60 V?2,660 ' 1010 A 1,2 2 Certificate CeidamDiplomaie Cludittint,ritigh* S. C. R. I 'ergMate School Normal Rehooof the South Carolina Hinder . normal School for Ghia .o School for Teachers 2,480 480 103 04 Z-I5!,t644 1011 2282 .., CertificateDiplomaCertificate' do .+ Certtiloatal Dada,Knoxville,Madison,RookGreenville, RIO, Tex B. B.Tenn8. Dak. C.C DaritnerrinsState?V=State !no Normal Kindergarten Normal SchoolIndustrial andprten Training Training industrial Areorration. Associatko. Clew School College. and Female College , 000 {11 . 9gi9 9 4 23 DiplomaCertificate 3 do.' A.Diploma. degree.' fort Weill, Tex. . SanPort Antonio Worth Kindergarten Kindergarten Training Training School School 725532620 gus (I) 981 32 Certificate do dodo' BenSalt Ao, Tex . City, Utah- Va._,.. ... Va RichmondStateUniversity Normal Training andSchool of UtahIndustrial School forSchool Kindergartners.. for Women 1,090 394 ig 790 94 322 dodo.. .1-...... :' 4.... ' lir- NotedSupportedState on Normalp. by47. fund, of institution.. do School PartAfter of freshmen public...drool and sophomore system. years, kindergarten students speciallae. ill 1 2 ' Btattoollot.Diplomas 4 STATISTICS OF KINDERGARTEN TRAINING SCHOOLS. 27

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q0p P O 0 _ . V ..... r.. _. subjects) Other-Maud : I_ N: *:. 5 es. n es e e ir ado- His= gt t ge3 g - coe 58 s ga z ..s ; f i I meth-meth 1'r gogi. VS t ggg 8 t .73' ti peda- General a ea 8 t 8 8 58 8 8 8 8 a on books \ter Sr. t ti V 8 ere n 58 8 f AI" of Education " I ; ""°thw"Y-" s, t et e ate T at e en t t- . 3 as r t e5t. e a i 'gram. tg et ti t. --. I g i IpecliPeti°ns f3 r WI t SN e tt s st e E

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subjects. related Other

cad. UN 8 2 88 86888 &, 5 edu- of History t 8 888 . ,ts s s ss Pr4"2.s.'"th- sagsE 2 g '&88 11: gogy. 22 8 as, & pada. General Vi E t Sgig kindergerum. 28 8 on . sa stss i books Other 8- X. 8 N s strut t t LI' of "Edumancation. 7' 8 Play*" "mother vs r. s ti 8 ;.38228 & .0 teS88 o.* 5° . 2 ':.1 g 1 Pr 24. 2 t7:8 tt&kt ea :t H-8SZ8

occupations' t t ts v t t 8 SzE 5.; a ggiis `2 Gut'''. 2g 2 8 88gV & & 8 gig H a rs....".. Games '7: a GS g: t8888 t & tSS&V.

study. I X s s 4 child and Psychology 88 i Vitg 8§Z28 BARRY a l v, a 8 '&8 8 & and LftTri:. 2 8t58F.-: t 88';',g F. 1 R study. Nature SC g 8 & 8;8&!. Pr ti 8F. 8g: 28 r,. 89'5 8 8 I Art. 87-4t. :i. 88g18 *. s a 8 8 cn Music. ti. va-g7.ii E Oglt Vegitt. I SS a training. Physlad gs'ii sgssE t % V.12:1H 4 graduation. '1 g E gE O. E g 5 g for required periods Recitation r r a

period. in uten t 8 St8t 88S8:S S S recitation min : t Sittf.':t. 9 ?..17. i. i I. 1 i. 1.. 61" -r. 5°,i tt l*Pg-txg cZ 88i i oz.1 gr 5 5iErr1..j ?r11P-TV,grl.F.1. gra' PI a.azWq x irg g%=a,2-75.43R mxxzellApiTE EP ;15(6'. $°°z450. W411 vAcr ma $11-yr cm41ha IROwl . :

F O F F-ft PF0g-- 75glex r rs.zato, 1.5'.e*B 41- ;Rag gvgl .5 4azerlw cmto 1 gati.-412gplor St. Paul,KansasWinona, Minn City, M nn Mo Fresh&StateSt. Paul Normal KindergartenNormal School Schoollog Train- Eich..il. 50 1,136 648 114 .72 2076 (109076 6032 364838 130150 38 3638 804828 401628 3690zo 362076 20 2822 3038 601038 12) 6038 9t, Omaha,Kerney. Nebr Nebr OmahaState Normal Twines School Seim!.Training 45-4045-65 972 8072 190 90 160 3',90 8036 160 90 108 80 8036 160 54 160 7" 160 31)54 160 80 160 160 72 8036 160 72 EsseWayne,University-Peru, Orange, Nebr Nebr Plaoe, N. Nebr. StateMissNebraskaState Normal CoraNormal Wesleyan SchoolWebb School Peat'sdergartenshy. Unlver- Kln- Normal Train- 40435045 108 903672 100 903670 108 54 27541045 126144 1236 IN)144 7090 104 3772 '180 108 3054 144 4254 221236 402)as54 .25 142518 SO12 90 2430 9 729054 115180 M Tronton,Montclair, N. N..1 J. ' CarrollState RobbinsNormal School TrainingSchool.ing School...... 40 1,658 (,)Ito 40 (I)133 87 1711130 152 198171 186152 sib38 649276 5457 4533 3357 3338 23 (I)132133 6637 30 214 19 m Albany,Buffalo, N. YN. Y Do TrainingAlbany Teachers Sc Training NormalNormal School em A ssocof Bu ielffmalo . 15-20 5045 1.440 12) 40 40 (I)140 CO 290(I) 40 12) 44) (I)Ito100 120 8035 8060 408064 6030(10 204020 4049 10 (I) 20 109 40 300 76 7. Herkimer,Cortland,Geneseo,Fredonia, N. N. N.Y N.Y Y Y StatePotts Normal Misakm School InstituteKindergarthool do 4I55045 1,2951.1.301,415I , 3M 140120129 140 72604040 110140 35 140200100 10012)120 70 ISO105100 N.120 100120 70 180 70to6560 .60 3511580 as40410 140 605040 30 3.54540 80 360 187080 105100 . 105130220 80 24 New York (Brooklyn),N.Y. Do Brooklyn Trainingdephfor t School CollegeTeachers. 50 2.600 120 72 123 140 90 140 36 220 100 4072 IN) 144 40It 4072 20 40 i 80 108 240198 ra NenrYark(ranhetan),N. Y. DoDo TrainingEthicalPratt SchoolInstitute Culture of the Froe- 504060 1.0881.3731.340 255108 70 216166 it 195150 125 61)72 69(1037 105 5090 906372 121 7700 131 14073 309082 622072 2030 322420 11030 301.511 75re60 8.54.5 No Kra gartners.Cbel uity. League of New Yoc, s Seminary for 'Ceder- AO 2(.1 X Do Harriette Melton Mills Kin- 60 1,005 1 60 75 60 60 120 75 90 40 30 a) 30 pap Do includingIncludedIncluding inhygiene.practice physical teaching. training Nelwericarotrelr for Teachers. TrainingTraining School School. 45 1.500 TheoIncludingFolk-dancing. subjects as-upsilons. are tennis,taken In swimming, the training etc. school before pupils are bilmaual12) to the special kindergarten course. 120 140 140 60 ioo 40 (Al '8) 40 50 15 55 100 0O IncludingIncluding other giftprimary books work. methodson theory. and history of education. tt.PeriodsNInciuding v aonry a ings laeiltt ames. CO 88 izamproggarint exituvILL .sioosos

... 8 jeets. nit related Other in 26E. s §

"1 s t n nistYtiotedu- sii szs 3' 2 8 88 8 8i P:i eds. s am N Fl g meth- Prhnary t§ t ,-, v v s .8 V oF Bogy' 4 8 Eg `-!, pela- General ii S i t eV. ' kindergarten. El 8 v a w on book, Other g - 88 8

I g man." 8 sEducation ql o. -3' of " 8348840718 g g

p V. Play." Mother " 833 8 =`, 4 i t .i. 2 8 ;.1 8 .6i 3 6 P a 1- .2 '"gram. s att 2:st, g e v S" 88 8 S ions. Occupy j s tits zts $ 8 3 8 3 8:18 ..,'8

i s ass e, 'us. :-. e2 4. V. 8 8 ES vs & S. ai Game". 1"C P § Z child PsYchmIcird -888.3 vitggsssiii a.g.a:,.. and Literature 1 Naturestudy. a 8 2 i ;:,'§8 2.1: i 8 88 5 Rg

I Art. s z.-,. 5..., s 4. ;.-, 1 giii TES t i z.; Is§ Muge' g s ris ipso ... g tt v s vs g 88

al PhYl'ea'"ainlng. -= 2thE 2 ,5 2 r., 3 va; t: . Fel g g graduation. required periods t , 63g g § e, § t7i Cr Recitation - ...-- - - period. recitation 8 8 st.t,,, in Minutes 88t., 8 8 8 ....1 t.,8 8 8 Cit. A' s , . 2 0. is> 0' :r. RS ; ... -.. IR -. .; - gi : T Vi. ; t A 0, 11. I . iincrartmg,:,,c., tE i .,: Icz . ggii tr elllgel;§.x.m rgi gN- ili tcl , 0;2 qi, ix t -; , E tg,5..J.7,v1 .4 ;1410 K1 i /4,m Wii iiigiiivqixglgRal E i r g H ._ 1 .4.4.< ; ,72v w xx . ii " 0i" 0 - R. f .2 0 0 III 11.1 1 11 46 2,400 160 so 160 120 80 280 80 80 160 40 60 (7) (') so 580 SO 360 Pittsburgh, Pa. Do TemplePittaburghPhiladelphia University Training Normalfor SchoolGirls.School 5550 1,40 8 ``to 120 72 120 72 120144 108 80 (I)100126 144 so 2038 8038 100 72 3640 soas 242018 6036 4018 60 36 290 Cherlwtou,Providence, 8.0 R. I TrainingState Normal School School of theeociation.Carolinafor South Teachers. Kindergarten As- 5555 555 114 3072 114 3660 114 7230 114 3660 252 30 218152 60 IS30as 114 6018 303818 3038 6038 3815 30246038 216 60 38 114 30607. Madison,ReekOrvenefile21. RM, S. B. CC KnoxvilleStateWinthropGreenville Normal StateFemale School NormalIndustrial College and School. Kindergarten eo4045 1,068 441 108(4) 50 (to) 6048 408496 tin38 2.57038 150120 38 404280 4060 3860 4084 60 6 1043 180 12 1270a) 110 16 330 3 PartKnorr Worth, Me, TexTut- FortDallas Worth Free KindergartendustrialTrainingTrainin Association.Claes. School and In- g ss 567553 32 3232 3236 28 5 so38 192 64 w92 18 6436 9238 aa 72so12 10 6 8 3 183236 BaltBan LakeAntall°, City, Tex Utah as StateUniversitySan Antonio Normal of SchoolKindergartenUtahTraining School. 608046 1,872 543 144 5748 218 3824 144216 7618 141 5478 383672 2 144180 7673 11 51 387248 7276 387236 108 3638 12 72 3888 181912 73 160 90.57 144 9078 180 5457 432228468 poly HarriBichmcaid,Fennel homburg, Ile, yeVa StateRichmond Normal and Training IndustrialforSchool SchoolKind for ar Women. 504060 141,440 '2,0681,030 3865 546572 9085 100123 36 120 5497 150162 65 755465 657572 505465 5054 5072go 5036 505470 38 ,18 5030 259050 205135 V2 SupMilwarre',211insburg, iris Wash er Win State Normal do 50so 111,8001+1,720 110120 100 100150 100 160 Amount100 of time varies. 30 12 200 10 15 20 '1") 50 ico te 74 Included Including inin generaleducationNotIncludingDepends specified. primarypedagogy. upon alln general. work academicindividual methcds. In technique requirements. needs. and theory. 1411al GivenIncludingPartlyincluding" Including bycovered private songsall practice work byand instructors Coursescourse in folk teaching.kindergarten dancing. in in kindergartenoutside games theory. andof to theory. k dancing. class. flE. r TAXLS6.Observation and practice frothing. NOTZ.Tei this table x means Yee; 0 ratans No or none; s means some or few a

Periods . . . (45 min- tes) re. Practice e , PeriodsFollowed teaching PeriodsWeeks of Location. Name of school. duringof °beer-by organ-Weeks ofPeriods first or By whom supervised. of obser-,practice course vationteed dis-practice.per day.second vation of obser-required.elusion. In grades.in °8 ration s year. .. and practice. -a 1

Birmingham, Ala Training School for Teachers 785 45 x se 4 Second..Director' a O Mobile, Aka Mobile Kindergarten Training School 1,024 10 x s 04 4 Both. do! 10 Berkeley Cal Barnard Kindergarten Training School 792 72 x 38 4 Second.. do.' a Len Angeles, Cal State Normal School 6.52 52 a 3 20 1 .do Practice supervisor a IC Pasadena, Cal BroadoaksKindergartenTraining 40 x ao 1 Both. Training teachers 0 e School. San Francisco, Cal Golden Gate Free Kindergarten Normal 1,600 200 x 70 4 .do. Directors s School. Greeley, Colo State Teachers College 240 60 x 36 1 Second Training teacher a 12 (.3on, Colo State Nortnal School 300 180 a 12 I do do a 36 Bridgeport, Conn Connecticut Froebel Normal Kinder- 1,280 240 a 52 4 Both,. do a garten Primary Training School. Do Fannie A. Smith Froebel Kindergarten 680 80 a .32 4 .do Directors a s Training School. New Britain, ConnState Normal School 470 120 x 20 4 Second Training teacher Wilmington, Del. Hiss Beaman's Training litellool for Kin- 1,116 90 0 30 4,,..do do 0 . Washington, D. C. Columbia Kindergarten Training School 1,024 250 45 4 Both.. do s Do Howard University (colored) 512 250 a 32 4 Second.. do Do .1. Ormond Wilson Normal School 488 128 x 20 4 .do Practice teachers 8 Do Lacy Webb Hayes Training School . 610 210 a 30 2 .do Critic teacher 0 0 Do Waswedhington Normal School No. 2 (col- 720 120 a 30 4 .do Practice teacher ). Tallahassee, Fla. Florida State College for Women 1,224 248 x 36 4 .do. Training teacher a 9 Atlanta, Ga Atlanta Kindergarten Normal and Ele 300 50 x 42 4 Both Directors s mentary School. Do Atlanta University (colored) 102 51 a 17 3 Second do 0 Columbus, Oa ...... Free Kindergarten Association Training 1,280 64 4 Both.. do School. Le:=6, Gs La Grange Settlement a 72 4 .do Training teacher a 3 . GIL Kate";ranXwin Free Kindergarten Asso- (1)28° 640 a 62 .do Director I s 0 Mallon. Honolulu, Hard'. Honolulu Free Kindergarten Training 450 0 0 60 4 .do do.1 0 0 SchooL STATISTICS OF KINDERGARTEN TRAININGSCHOOLS. 39

!: 7 to 0 0 000

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0

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414418116 lib1.wi - TABLE 8..Observation utes)Periods re- and practice teadnngC' ontinued. Loottiait. Name of school. practice.of obser-'rationcoarseduringqulred and required.of obtar.Periodsvation leadby organ-cussion.Followed dis- Weekspractice. of per Periodsday. teachingPracticeseconftrst or years By whom supervised. . in grades.of obser.Periodssenors ,.pThotim Odell"Weeks of 4.+", * Minn. . , Mbin,Alch lIbm ... , MinneapolisState Normal KindergartenCollegeSchoolNormal Association School.do , 850540180440 0060 x 76122472 . 48 1 BothSecond_..do TrainingDirectorD !rector+ teacher. 1 do sa0 60 0 12 86 Demobs,Kerney,KammWInana,_11thatet. AM, City. 1.1ebrPiebr Whin_ Mo ii... StateFroebelSt. Peal Normal KindergartenNormal School School Training School. School $ 1,440 252606200 (7) 216160 7238 aa " 20-25 66365412 142 SecondBoth.6e do d TrainingDirector'DIrectorlCritic teacher teacher as 12 8 1JuiversityEastWaynePere, Orange, bets Piece,Nehr N. Nebr I MMStateNebraskaOmar CoraNormal WesleyanTeachers Webb School Peet's TrainingUnlvendty Kindergarten 400252540 193 Z172 axx 203632 4 12 SecondBoth. .do Training teacher do . aa 0 ..- 9 AIDTrenton,Mantel*, :CZ' N. N. 7 J , N. Y StateAlbanCarroll Normal TeacheRobbins School TrainingNormal School Training School. y rs Training School . 315900500816224 240206 24 a 603118 8 34 SecondBoth . do Director'Critic teacher do.'do ( 9 a ( 9 4 20 219 8 Deremd, N. Y Do StateTraining Normal School School of Buffaloten Aesodation. Kindergar-do 560660 200MO xa -. 3940 142 SecondRoth.....do.do Critic teacher .410.' 6as 0Q s go tradada,11. Ylyn), N. Y. YorkCity (Nook- Y AdelphiFouts Kbedon College Institute do 342960680 . 450 72 a0 183520 .43 ...do .do DirectorCritic teachers1 do . g 12-18as 0 20 er.Nor York Y (Manhat- Do ' EthicalBrooklynPratt Culture InstituteTraining School School for Teachers NB800560 1814100 60 xa 36l20 45 SecondBoth .do ..... do.. do a as 0 8 16 tag N. Y. . Training School ofat theNew Froebel York City.League 720 48 a 33 Both.... do' a 0 SOLISLLVJA JO RILVEV011iffaltril ILIIY&L ON 111001100

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yr6-. §gE STATISTICS OP HINDI BOAST TRAINING f3OHOOLII 48 NOTES ON THE TABLES.

ON TABLE 1, 1301100145 FOR TRAINING KINDERGARTEN TEACHERS! Among the kindergaren training schools reporting to the Bureau of Education lire the names of some that have recently been discontinued, some that have merged with others, some whose names have changed, and some that have been temporarily suspended during a period of reorganization.In order to facilitate reference to these schools and to record the changes mentioned, the following listsare given:' SCHOOLS THAT HAVE PASSED FROM PRIVATE TO PUBLIC CONTROL. (Figures in parentheses refer to year change went into effect.) Birmingham, Ala.Training School for Teachirrs, Kindergarten Department (1912). Louisville, Ky.Louisville Normal School, Kindergarten Department (1911). Pittsburgh, Pa.Training School for Teachere, Kindergarten Department (1912). Fort Worth, Tex.Kindergarten Training School (1910).

SCHOOLS THAT HAVE CHANCED NAMES. New Orleans, La.Tulane University of Loulidana, Newcomb College, Kindergarten Department.(Formerly Free Kindergarten Training School of New Orleans ) Chicago, Ill.Kindergarten Collegiate Institute of Chicago.(Formerly Chicago Free KiRdergarten Association.) Chicago, Ill.National Kindergarten College.(Formerly Chicago Kindergarten Col- lege.) Boston, Mass.Miss Niel's Training School for Kindergartners.(Formerly Mims Laura Fisher's School for Kindergartners.)

SCH0018 AND DEPARTMENTS DISICONTINITLID. Chicago, Ill.Froebel Kindergarten Association.(Merged with Chicago Kinder- garten Institute.) Bangor, Me.Bangor Kindergarten Training School. Lowell, Mass.State Normal School, Kindergarten Department. East Orange, N. J.The Misses Adams's Kindergarten Training School. New York, N. Y.Kraus Seminary for Kindergartners. New York, N. Y. Scudder School, Kindergarten Department. Plattshurg, N. Y.State.Normal School, Kindergarten Department. Youngstown, Ohio.Kindergarten Training School. Edmond, Okla.State Normal School, Kindergarten Department. Weatherford, Okla.State Normal School, Kindergarten Department. Philadelphia, Pa.Mrs. Van Kirk's School. Charlestok, S. C.Training School of the South Carolina Kindergarten Association.

SCHOOLS AND DEPARTMENTS RECENTLY ORGANIZED OR UNDERGOING REORGANIZATION. San Joee, Cal.Statellormal School, Kindergarten Department. Moorhead, Minn.State Normal School, Kindergarten Department.out. Maryville, Mo.State Normal School, Kindergarten Depart&ent. St. Louis, Mo.City Normal School, Kindergarten Department. New York, N. Y. Training School of the New York Kindergarten Association. Kent, Ohio.State Normal School, Kindergarten Department. ft Pittsburg, Pa.The School of Education, University of Pittsburgh. Cheney, Wash.State Normal School, Kindergarten Department.

I Statistics in thetables are for the school year 1913-13. .44 KINISERGAHTEN TRAINING SCHOOLS.

SCHOOLS AND DEPARTMENTS REPOTTING INCOMPLETELY. Warrensburg, Mo. to Normal School, Kindergarten Department. Fremont, Nebr.Fre out College, Kindergarten Department. Trenton, N. J.State School, Kindergarten Department. Oswego, N. Y.State Normal School, Kindergarten Department. Syracuse, N. Y.City Training School. Nashville, Tenn.Methodist Training School, Kindergarten Department. Norfolk, Va.Norfolk Kindergarten Association Training School. Seattle, Wash.State Normal School, Kindergarten Department.

SCHOOLS KNOWN TO EXIST .BUT NOT REPORTING. .Mount Pleasant, Mich.State Normal School, Kindergarten Department! " New Pelts; N. Y.State Normal School, Kindergarten Departmet t. .New York, N. Y.., Jenny Hunter Kindergarten Training School. Philadelphia, Pa.Mine Hart's Training School. Yankton, S. Dak.Kindergarten Training School.

SCHOOLS HAVING KINDERGARTENS FOR OBSErVATION AND PRACTICE BUT GIVINGNO SPECIAL TRAINING TO STUDENTS. Tuskegee, Ala.Tuskegee Normal andIndustrial Institute (colored). State Normal Schools at State Normal Schools at Willimantic, Conn. Millersville, Pa. Plymouth, M La Crosse, Wis. Salem, Mane Oshkosh, Wia. Cape Girard o. Platteville, Wis. K}rkaville, Mo. River Falls, Wis. Silver City, N. Mex. Stevens Point, Wis. Fast Stroudsburg, Pa. Vlitewater, Wis. Kutztown, Pa.

ON TABLE 3, LENGTH OP COURSES, CERTIFICATES, AND DIPLOMAS. State Normal School, Los Angeles, Cal., requires ono year of kindergarten training if the student be a college,graduate; six months, if she bo a graduate ofsome other recognized kindergarten training school. Golden Gale Free Kindergarten Normal School, San Francisco, Cal., gives a diploma which is accredited by the State board of education, State Teachers College, Greeley, Colo., offers a four-year course loading to an A. B. degree. Chicago Kindergarten Institute, Chicago, Ill., gives a certificate for ono year of work to students coming from accredited training schools. National Kindergarten College, Chicago, Ill., offers a primary course of one year and a regular kindergarten course of two years.Graduate courses cover two additional years after the student has had successful teaching experience, and for thew, courses !ritiploma as assistant training teacher and a degree of bachelor of educationare 'granted. University of Chicago, Chicago, Ill., requires two years for a certificate in kinder- garter teaching, two additional years (aftet two years of successful experienr:e in teaching) for a supervisor's certificate, and four years for the degree of bachelor of philosophy in education. Teachers College, Indianapolis, Ind., gives additional diplomas following the three and four-year COWIN. STATISTICS OF KINDRIAGARTRN TRAINING SCHOOLS , 45 South Bend Training School, South Bend, Ind., grants a diplomalor the two-year course and a normal diploma for the three-year course. State Teachers College, Cedar Falls, Iowa, gives a special kindergarten diploma to students completing the two-year course, and the State board of examiners alsogrants a certificate which is valid for five years and which may be renewed at the end of that time by the writing of a thesis and preeenting evidence of succeeaful experience. For a supervisor's diploma a three-year cease is required. Boston Normal School, Boston, Mass., requires all students to take general studies in the first year and specialize during the second year, either in kindergartenor ele- mentary grade work.A throe-year course is just beginning to be required, and the second and third years will be given to speaic preparation for kindergarten and two elementary grades. Froebel School of Kindergarten Normal Classes, Boston, Mass., aforea one-year course of preparatory work.A diploma is granted for the regular two-year normal course.Postgraduate work is given in the third year.A course for primary teachers is offered. State Normal Schools, Bridgewater and Worcester, Mass. The regularcourse is three years.Special students are admitted foe shorter time, and a certificate given for the special course. Alma College, Alma, Mich.On completion of the two-year coulee the State depart- ment of public instruction grants a State life certificate. An additional diploma from the college is given at the end of three years, and the degree of bachelor of science at the end of four years. Ferris Institute, Big Rapids, Mich.The State department of public instruction grants a State life certificate to the holders of the diploma. Kindergarten Training School, Grand Rapids, Midi. A diplofna is given at the end of two years, and the State department of public instruction also grantsa State life certificate to the holders of the diploma. A postgraduate diploma is given at the end of three years. State Normal College, Ypsilanti, Mich. A State life certificate is grantedat the end of two years, and the degree of bachelor of pedagogy at the end of threeyears. State 'Normal Schools, Duluth, Mankato, and Winona, Minn,,The diploma has the legal value of a first-grade certificate for two years, and on indorsement afartwo years of successful teaching becomes a life certificate.The holder is entitled to teach in the kindergarten or in tho,grades. Kindergarten Association Norvud School, Minneapolis, Minn. On completion of the two-year course a diploma is given.This diploma is accredited in the State, and the holder receives the same "permit to teach" kindergarten and primary which is granted to the graduated of kindergarten departments of State normal schools. Mare Normal School, Warnotaburg, Mo., gives a kindergarten-primary diploma which entit,lee the holder to teach iu either kindergarten or primary_ StateNormal School, Kearney, Nebr.After three years of teaching a life certificate is granted. Teuchi raining School, Omaha, Nebr., gives an assistant's certificate at the end of two years, and a direcor's certificate at the end of three years. State Normal School, Peru, Nebr., gives a diploma at the end of twctyears.This is also a certificate to teach three years in Nebraska.After three years of succeisiful teaching.a life certificate is granted.The degree of bachelor-of education is con- ferred upon those who do two years of graduate work in the regular normal-school subjects. iMraska Wesleyan University, University Plate, Nebr., givesa diploma; a first-grade , State Nrtificate is also granted by the State board of education. 46 KINDERGARTEN TRAINING SCHOOLS.

Stale Normal School, Wayne, Nebr., gives a first-grade State certificate anda city- State certificate at the end of two years.After two additional years of teaching a professional life certificate is conferred. State Nonhal Schools, Montclair, Trenton, N. J., givea kindergarten-primary cer- tificate entitling the holder to teach in kindergartenor in the first three grades. Teachers Training School, Albany, N. Y.At the end of two years a New York State training - school certificate for grade work is given_Students completing the third year (or special kindergarten course) receive an Albany City kindergarten certificate, also a special kindergarten certificate from the New fork State education department. Ade 1phi College, Brodtlyn, N. Y.The college allows from 40 to 42 points toward the degree of bachelor of arts for the work of the normal kindergartencourse in Adelphi College. A graduate of the normal department may obtain her degree withtwo and one-half years of additional work in the college. Ethical Culture School, New York, N.Y., gives a two-year course in kindergarten with a kindergarten diploma, and a three-year course in kindergartkn and primary with a kindergarten-primary diploma. Training School of the Froebel League, New York, N. Y givesa three-year course for mothers, a two-year course for nurses, and a two-year normal kindergartencourse. A diploma is granted upon satisfactory completion of the normal course, anda certifi- cate upon the satisfactory completion of the other courses. Teachers College, Columbia University, New York, N. Y.In 1912-13 a bachelor of science degree and diploma in kindergarten teaching were given at. the end ofa two- year course based upon fulfillment of entrance requirementstwo years of normal school or college work, in addition to graduation froth a four-year high-schoolcourse or equivalent. A bachelor of science degree and diploma in kindergarten supervision were given at the end of a two-year course based upon two years of successful teaching experience in addition to graduation from an accredited kindergarten training school or normal school.In 1914-15 the new requirements for admission to the course in kindergarten teaching are a bachelor of arts or a bachelor of science degree froman accredited college, and ability to play the piano.The course of study consist of special department courses, observation and practice, and graduate courses to meet the university requirements for the degree of master of arts.For admission to the course in kindergarten supervision and normal teaching the candidate must be a gradu- ate of an accredited kindergarten training school or normal school and must have had two years of successful teaching experience. At the end of two years the degree of bachelor of science [or master of arts] is conferred, together with a diplomaas kinder- garten supervisor or kindergarten training teacher. City Normal School, Rochester, N.Y., confers a city diploma; a State certificate is also granted. State Normal School, Valley City, N. Dak., grants a diploma and second-grade special "certificate, and, after nine months of successful teaching, a professional certificate for life. Kindergarten Association Training School, Oincinnati, Ohiolks a training-school diploma at the end of the two-year course.Students who have had at least two years of college work are awarded the degree of bachelor of arts in education by the Univer- sity of Cincinnati. Kindergarten Training School, Cleveland, Ohio.At the end of two years a certificate is tiwarded entailing the holder to teach as assistant in public- school kindergartens. After a certain amount of experience the assistant becomes a director.At the end of the throe-year course a diploma is awarded entitling the holder tea positionas direcOr. At present the third year is optional, but it is intended to lengthen the regular codree to three years. . STATISTICS OF KINDERGARTEN TRAINING SCHOOLS. 47 Normal School for Girls, Pkadelphia, Pa. The two-year course is elective and par- allel with the grade course i'fMe echool. A trial certificate is awarded, to be made per- manent aft& one year of successful teaching in the city schools. State Normal School, Providence; P. I.At the end of two and one-half years a diploma and a certificate are awarded entitling the holder to teach in kindergarten and in the first and second grades. Winthrop Normal and Industrial College, Rock Hill, S. C.The kindergarten course covers four years.The freshman and sophomore courses are the same as all other col- lege courses..- In the junior year students begin to specialize in kindergarten work. Normal kindergarten students receive the regular A. B. degree conferred upon all those who have completed the four-, ear college course. Kindergarten Training Schools at Dallas and Fort Worth, Tex., confer diplomas which are accredited in the State depart:Mout of education. State Normal Schools at Aldwauket and Superior, Wis.Students completing the kindergarten course satisfactorily receive a diploma which legally entitles them to teach for one year in any kindergarten or primary department. After one year of sue- ce:sful experience ti e diploma becomes a life certificate. w' . , ABLE 4, ENROLLMENT, FEES, GRADUATES. Enrollment.--The Barnard Kindergarten Training School, Berkeley, tal., states, that the 18 spojial students reported were thoeo who were taking a course in the Mon- tessori system. The State normal schools of Greele7, Cole, and Emporia, Kans., state specifically that a number of students are taking partial courses in kindergarten work for the sake of doing better teaching in the grades. The University of Chica-o Chicago, Ill.; and the State Normal School of Peru,

Nebr., include their summer-school students in their total enrollment. . The National Kindergarten College, Chicago, Ill., gives a total enrollment exclusive of summer-eehool students. Tho training school of the Proebel League, New York, N. Y., includes in its total enrollmentinothers and nurses who are taking regular courses provided for their special requirements. . Cost of instruction.In the State normal schools of Nebraska and Wisconsin the necessary textbooks can be rented- for a small fee. Graduates.The subsequent careens of graduates is an interesting consideration in the history of any school; espeekuilly is this true of kindergarten training schools. The reports admit the difficulty of giving definite and complete information on this point; nevertheless the figures are sufficiently full and significant to indicate that there are steady and insistent demands for young women with kindergarten training to fill poeitions of responsibility connected with various forma of social work outside of the profession of kindergarten teaching. Some of these wider opportunities, aside from supervising, teaching in training schools, and grade teaching, are positions in settlements, on playgrounds, in libraries, in home and foreign missions, as deaconnesses, as doctors, as nurses, as social welfare workers, as story tellers.Graduate kindergarteere are also found specializing in music, art, and literature; studying for advanced 'degrees; or engaged in editorial work, business, and farming. The Chicago Kindergarten Institute, Chicago, Ill., gives figures which include etu- dents who have taken partial and graduate courses as well as those who are full gradu- Mee.Of this total number 383 are now teaching, 45 are in other kinds of educational posiitions, 31 are in other Lines work; and ea are at home. The National Kindergarten ehllego, Chicago, Ill., reports that records of students for the period between 1885 and 1890 are not available.Moreover, the number of HINEYERGARTEN TRAINING SCHOOLS.

graduates, 825, represents for the most part those who have completed the three years' course, the change to a Iwo years' requirement dating from 1910. Teachers College, Columbia University, New York, N. Y., has not a complete record of the kindergarten department, but reports that 231 students were graduated in kindergarten teaching from 1908 to 1913 and V3 in kindergarten training and super- vision. Demand and supply.Reports from public normal schools indicate that the demand for kindergarten trained graduates to fill purely kindergarten positions is lees than the supply, but that there is an excessive demand for such graduates to fill grade positions. On the other hand, the private kindergarten training schools report that their gradu- ates are in constant demand to fill positions in kindergartens as well as in the grades.

ON TABLE 5, CURRICULUM.

Other books on kindergarten.Kindergarten literature embraces a largo number of books, pamphlets, reports, and articles in mtu,,arines.The writings of Froebel ordi- narily entering into the kindergarten course of study are the Mother Play, Education of Man, Pedagogics of the Kindergarten, and Education by Development. The Mother Play and Education of Man are in general use as textbooks; the Pedagogics and Edu- cation by Development are studied in connection with the practical work in gifts and occupations (kindergarten manual activities), or used as reiorence and collateral readings. The other books on kindergarten most frequently mentioned in the reports are: Proebel's Educational Laws (Hughes); Symbolic Education, Letters tea Mother, Edu- cational Issues in the Kindergarten (Blow); The Kindergarten (Blow -hill- Harrison); The Kindergarten in American Education (Vandewalker); A Study of Child Nature (Harrison); Froebel and Education by Self-activity (Bowen); Life of Froebel (Snider); Kindergarten Problems (Teachers College Record). Other subjects.The range and variety of those subjects present such an interesting aspect of the kindergarten course of study that they seem to warrant the arrangenient of a supplementary table.

TABLE 7 .Schools giving subjects other than those in Table 5.

Number Location. School. o f Subjects other than those In Table*, periods.

Mobile, Ala Mobile Kindergarten Train- 48School hygiene, parliamentary law, ing SchooL voice training, organic education, sOciology. Berkeley, CaL Barnard Kindergarten Hygiene, home nursing. Training School. Lae Angeles, Cal State Normal School 208Reading, social ethics, school law, eleo- tives. Pasadena, Cal Broadoaks Kindergarten 192Sociology, dramatic reading, home ac- Training School. tivities, industrial arts, child physi- ology. San Franchm, CaL Golden Gate Free Klnder- 93 Hygiene, sanitation, emergencies, chil- garten Normal School. dren's disease., home visiting, moth- ers' mee Greeley, COr0 State Teachers College 120Sociology, bb Owmbon, Colo State Normal School Montessori m and materials. Bridgeport, Conn. Connecticut Froebel Normal 230Logic, English (reading, spelling, phon- Kindergarten Pr 1 mar y ics), and special lectures. TrainingSchooL Do FannieA. Smith Froebel 10General fitness for teaching. Kindegarten Training School. Wooblogtoo, D. 0 Howard University (colored) 602Physiology, hygier, botany, English composition, B le literature and history, first skid advanced psycho). oilY Do J. Ormond wain Normal* 72PhyliolOgy, hygiene, current topke, School spelling. STATISTICS OF KINDERGARTEN TRAINING SCHOOLS. 49 TABLE 7. Schools giving subjects other than those in Table 5Continued.

Number Location. School. of Subjects other than those InTable periods. ts

Washington, D. C L=ebb Hays Training 40Expression, first aid, emergencies, Mil- ofren'a diseases. Do Washington Normal School 38Household arts. No. 2 (colored). Tallahassee, Fla Florida State Collegefor 288Hygiene, electives. Women. Atlanta, Ga Atlanta Kindergarten Nor- Science (physics, zoology, astronomy, mal and Elementary ornithology). School. Do Atlanta University (oolored) IMOCivil government, United States his- tory methods in grammar, art and methods, elocution, sanitation. Savannah, Ga Kite Baldwin Free Kinder-...... Hygiene; sanitation, schoolroom deco- garten Association. ration, physical care of children. Honolulu, Hawaii Honolulu Free Kindergar- 60Physiology hygiene, work In nursery ten Training School. under trained nurse. Chicago, 111 Chi ago Kindergarten Insti- 144 Biographical studies, ethics, home se- tute. tiv wee, sociology, Montessori, labo- ratory. Do Chicago Normal College__ 100Oral expression. Do Chicago University 156 Do II istory for primary grades, electives. Kindergarten Collegiate In- 50Hygiene(hdant, personal,social, stitute. school), home wohomks, Bible his- tory. Do National Kindergarten Col- 100Interpretation of music, architecture, lege. ethlta, social institutions, debates, extemporaneous speaking, maternal -40 efficiency. Do Pestalozzi-Froebel K inder- 86Home activities, sociology, life of Pet garten Training School. talozzi, anthropology, baby aloyd, color work, glineround work, Mtnr pretation of art and music. Normal, Ill State Normal University.... 120Sociology, playground work. South Bend, Ind South Bend Training SchooL 72Domestic sele ice, hygiene, ethics. Cedar Fails, Iowa State Teachers Calms 180Electives. De. Moines, Iowa Drake University 72Bible literature. Emporia, Tans State Normal School...... 140Ilygnne, sanitation, library methods, electives. Louisville, K y Louisville Normal School... 30Industrial work. New Orleans, La XNew Orleans Normal and 224English, school hygiene, rhythm. Training School. Boston, Mass Boston Normal School 247Mathematics, grammar, ethica, coal timeline, composition. Do Froebel School of Kinder- 20-38 vgrtrocnitlormadla.ermes. Do 94Social -psychology, English social wel- Training SchooL fare,conferenoee,hygiene(with nature study). Bridgewater, Mass State Normal .... 500English, reeding, physiol ,arith- metic, geometry, penmanship. Cambridge Mews Lesley Normal School 4 Montessori Worceeter, Mass State Normal School ...... 674Geography, history, English, math- . matins, hygiene. Alma, Mich Alma College 256English, Bible, college life, electives. Detroit, Mich Washington Normal School. Grand Rapids, Mich.... 40Principles of teaching. G rand Rapids Kindergarten 18Playgroundmanagement,mothers' Training School. meetings. Kalamazoo, Mich WesternState Nor mal 240Arithmetic, reading, English, chorus, School. electives. Marquette, Mich NorthernState Nor teal 240 )o. School. Duluth, Minn State Normal School .. 372Manual training, home economics,. socialscience,reading,English themes. Mankato, Minn do 300Reading, domestic stlenoe, sociology, penmanship, school management. Minneapolis, Mims__Mhmeapol Kindergarten 48Hygiene, baby welfare, scientific ad- AssocUtion Nor m a l ministrationofcharity,juvenile SchooL courts, Bina-Simon tests. Winona, Minn. State Normal School ... 98Manual training, European history. Peru, Nebr do ... 180Electives. Wayne, Mohr do 115Geography, arithmetic, electives. Montclair,_NI do 19Rhythm. Trenton, 24.1 Carroll Robbins Training 214Scienoe, methods (geogreph, history, School. mathematics), p, domes- tic art. Albany, N. Y Albany Teachers Training 76Priraaryobsthods in handwork. School. 50` KINDERGARTEN TRAINING SCHOOLS. '

TABLE7. School. giving subjects other than those in Tabfirr+-riontinued.

Number Location. School. of Subjects other than those in Table 6. periods.

Buffalo, N. Y StateNormalSchool 200Logic, penmanship, English (reading, s pelling, phonics, voice). Cortland, N. Y to. 200 Do. Fredonia N. Y 80Logic. Ueneseo,,N. Y 130 library methods, manualtraining, methods in razed music. Herkimer, N. Y Foils Mission Institute 106School management, elocution. New.Y ark (Brooklyn),Adelphi College 198Biology,sociology, Bible history N. Y. Do Brooklyn Training School 240Logptiic, on penmanship,Sewing,English for Teachers. (reading, spelling, phonics, voice). Do Pratt Institute 45Gardening, hygiene, socialwelfare, lectures. New York (Manhat-Training School of the 85Crystal forms, logic. tan), N. Y. Froebel League of New York City. Do. Hunter College of the City 57 Logic,hygiene, vocalgymnastics, of New York. basketry, dressmaking. Do Harriette Melissa Mills Kin- 30Logic. dergarten Training School. Do TeachersCollege Columbia 80The home and conservation of child- University. hood. Oneonta, N. Y State Normal School 440Logic,methods(history,reading, mathematics, geography, penman- ship). Potsdam, N. Y do 400 Do. Rochester, N. Y Rochester Training School 182Manual training, sewing, school man- for Teachers. agement. Valley City, N. Dak...State Normal School 150Penman-chip, school management, re- view of grammar. Athens, Ohio do 152Sociology, hygiene, sanitation, school management, school law, electives. Cincinnati, 011,lo Cincinnati Kindergarten A a- '04Organization of mothers' clubs, implied sociation Training School. art. Do Cincinnati Missionary Hygiene, sociology, mothers' meetings. Training School. . Cleveland, Ohio Cleveland Kindergarten 72-Rhythmics, parliamentary drill, ethics, Training SchooL social institutions,sociology,hy- giene. Oberlin, Ohio Oberlin Kindergarten 190Bible, history of art. Training School. Philadelphia, Pa Froebhillan School for 100Modern drama, history of art. Women. Do Philadelphia Normal School 380Science, hygiene. , for Oirls. Do Temple University Language, literature, school gardening. Pittsburgh, Pat Pittsburgh Training School 280Manual training,domesticscience, for Teachers. penmanship, sociology, reading. Rock Rill, B. C Winthrop State Normal and 330Mathematics,language,physiology., Industrial School. hygitne. Dallas, Ter Dallas Free Kindergarten 311 ygl. Training School and In- dustrial-Association. Belt Lake City, Utah University of Utah 228Ethics, Engifih, hygiene. Farmville, Vs State Normal School 488Manual training,reading,methods (grammar, arithmetic, history, geog- raphy), hygiene, industrial occupa- tions. Herrbonburg, Va. aa 432Physiology, hygiene , school marnr- 'nent, methods (grammar,411b- ;natio, history, geovaphyy, garden- ing, home nursing, English. Riohmond, Va.' Richmond Training School 40Study of Dante, educational reformers. for Kinder Ellensburg, Weah State Normal School. 135 Ord expression,sociology,biology) neurol.ogynne Milwaukee, Wis. do. 205Lea on school hygiene and sanita-1 tion,library reference work, compost- tion, expression. Superior, Wie do. 100Rhetoric, sociologyAelectlyee. KINDERGARTEN TRAINING HOOLS. '51 ,III. 13IIGGESTED TWO-YEAS KINDERGARTEN COURSE.

The course here presented is the result of muchcareful sttaly on the part of the Bureau of Education committee.'The request for such a course was made at the Springfield meeting of. the International Kindergarten Union, April, 1914, and the secretary of the coeirtee was instructed to formulate e tentative co containing certain provisions, to be sent to the committee members. a result of the ...suggestions and criticisms made upon this, thecourse was revised by the chairman and again sent out.This course still' met withsome objections on the pirt of a few members, butwas approved by the majority.After a discussion of its general features at the Cincinnati meeting, February, 1915, the coursewas assigned to a special sub- committee to make some further changes, and againsent out.As a result of the last revision it has received few criticisms ofany note, and is therefore considered acceptable to the committeeas a whole. The course is based upon The following considerations,whiCh were adopted at the Cincinnati meeting: 1. That the Bureau of Education committee should advocatea school year Ancit less than 36 weeks, in view of the fact that normal schools, colleges, and universitieshave a year of that length or mere. 2. That it should advocate not more than a year of practice teaching ina two-year course.A larger proportion means that this work must be undertaken before stddents have had the theoretical study that will give them the insight neededfor intelligent participation in kindergarten procedure.It means also that the, time for the subjects of the course will be too limited for their adequate mastery.This is in accord with the custom of the beet normal schools and With the views of those who sent in returns.' 3. hat it should advocate not more than one-thrrdas much observation during the fi year as there is student teaching during the two years, and that this observe"

For me of this committee see p. 4. On this pot there is not entiro conformity of judgment. The advantages of devoting a treater amount of time to practice teachhg are vetoed by Miss Elizabeth .liarrison in the following note: One year of practice work in a ta .z-year course, divided as planned in the tentative report, robs the studentof the observations of the continuous daily grwth of the children and of the clear-cut educational continuity of the program with its adjustment to emergencies and Incidental interestsas they arise. My long experience as a kindefearten training teacher has proved to my satisfaction that there isno one pert of the training whit interest and vitalizes theoretical study so much 88 the constant and daily contact of the young lndorgartner with the practical problems of applying her theory to real life conditions. The possible injury done to the children by immature cadet teaching may be minimized by two months of observation and discussion at the beginning of the freshman year.If the observation work is-organized upon a psychological basis, so that it is not mere haphazard obeervation, and the report of each student's observation is brought in and discussed with the supervisor, the two months are worth four months of scattered, interrupted, or undirected observation. Many of our normal schools complain of the lack of sufficient enthusiasm on the part of their students to incite them to go on with further preparation for their work than that required by the State law.I have found the exact contrary to be the case, many students making serious sacrifices not only of opportunities to take good positions in schools, but of many of the comfort& and conveniences of life In order topursue a third year of work, which is not required for a diploma.This is because they have realized their limita- tions in practice work in the two-year course. This consciousness of need of more thorough preparation has come to them through their being able to see the, rewic of their first year's work In their secondyear. Coffin; down the life with the children in order that more Theoretic work may be obtainedseems to ignore tge truth that it is the vitahly of interest which a student takes in a subject that causes himor her 52 - KINDERGARTEN TRAINING 801100L8.

tion be articzdated with courses in child tundrand psychology and-be accredited in such courses. 4. That it should advocate an organization of work by which some subjects psychology, science, English, etc.can be studied intensively with several recita- tionll a week, and othersart, physical training, manual exprestion, and AtUftic extended over a Iongei period of time with lets frequent recitations. 5. That the committee should advocate a school day of not more than four periods of recitation work in subject/I that require an hgur more of preparation; or of two periods of recitation work when students 4K Lice teaching, a morning's practice being considered the equivalent of two n periods, even though it may consume more time. 6. That the committee should suggest the tunount,of work in the different subjects during the course, but leave the exact amount each year and the place of each in the course to the individual school or training teacher. 7. That it should' advocate the use of general educational terms for courses when advisable, instead of specific ones intelligible to kindergartners only. 8. That the committee should advocate an increase in the length of the kinder- garten course eventually, but that it should direct its first efforts to the making of a more efficient two-year course by.suggesting a better balance between the different phases that constitute it, and a better organization of the related subjects as parts ofan organic whole.In the meantimethe committee should formulate a tentative three- year course to be discussed in the near future, and preeented as soon as conditions warrant. In addition to these points the committee adopted the following entrance requirements suggested by the Committee of Nineteen: 1. It is universally conceded that an applicant for admiasion into a kindergarten training school should have completed her eighteenth year. 2. A diploma from an accredited high school ia generally required.Kindergarten training schools are advancing to the rank of colleges. 3. The applicant should pociects general culture, fine character, aid native ability. She should, in addition to these qualifications, have a sympathetic attitude toward children. 4. A degree of musical ability or endowment and fundamental training in music is desirable and is required, in the best training schools. 5. A physician's certificate of good health is required.

to master the subject, not the number of hours appointed for the preparation of that subject.Concen. nation pi attention is obtained by,the realization of the need of a subject in mind. It is this that this reduction of practloe teaching brings us into closer uniformity with the other grades of advanced school work; but U we have established a more vital way of preparing a young woman (or the profeako of teaching, shill we give It up because others have not kept pace with It? Almost all superintendents writing to engage a kindergarten teacher stipulate that she shall bean " ups- "teacher,showing their recognition of the value of much real contact with children. Onecan call a student who has had only one year of teaching an " experienced " teacher.I believe the average tendent estimates that a teaches does not arrive at full efficiency under tour or five years ofexpo. Menne. How then can she be placed in a position of responsibility over a whole room full of hhildren with merely one year's week? Another reason against doing away with ono-half of the contact with the actual lifeelde of our profession Is that the morning practice work Is a constant appeal to the affections and sympathies of the young teacher, such ore does not oome from any textbook or thearetkal work. And surely we who advocate the newer and higher education of the human raos realise that the education of the heart is as much needed as the education of the head.If there is any doubt of this, the present European war would cause the doubt to oolkspes. That we need more time for general study I heartily agree, but this should comer= requiring additional time for preparation rather than from cutting down the moll vital part of the preparation now required toastabffeh in the heart and brain of th young women of our nation the tremendous importance and significance of the right mothering hi little children. SUGOISTED TWO-TZAR ICINDIOIGARTZN OOVBBE. 4 58 The committee also adopted a resolution that an additional bulletin on kindergarten training be prepared in the near future, which should contain several suggested courses, awl as: A two-year course for public normal schools. A two-year course for private normal schools. A three-year kindergartencourse. A three-year kindergarten-primary course. A college kindergarten course. A kindergarten and home. making course.

TWO-YEAR COURSE IN DETAIL. Length.-36 weeks a year, 5 days a week, 4 periods a day, 45 to 50 minutes a period.Total number of periods, 1,440. If it is desired to state this in terms of credits, it would beas follows: 1,440 hours-20 credits. A whole credit-72 hours' work. A half credit-36 hours' work. A quarter credit-18 houri31 work. It should be noted that some universities will credit nothing under 36 hours. In accordance with paragraph 7 above (p. 52), it has been agreed that the term "student teaching" shall be used to indicate practice work;. "kindergarten manual activities," gifts and occupations; and "kindergarten curriculum," program work. . Otrruars or Cotrass. 810110N 1. STUDENT TEACIIING AND OBSERVATION. Subject. RoamL-Credits Slanted time. Student teecidng 24Osmond semester, first year. 252{ 4Firm semester, second year. Observation.x first year. Student teeching in first grade } 155 (1) {Platocialmseesteesrterm, second year.

Credited under general or klnderprtan education. Symms 2. GEliERAL EDUCATION.

Prim! lee of education 36 Preferably first year. Eduntboal psychology and child study 106 First year. Hinny of education Second yen, second semester.

finitow L KINDERGARTEN EDUCATION.

Kindergarten manual activities los 'I Games 48 "IS 34.g. Curriculum 48 First and wood yens principles and methods*, 48I FrErsberMtriterature Second yen. Otbarkindargerten literature 6 ICENIXIMCLILITZN TRAINING SCTIi0OLit. Ourunz op CommaContinued. Sicaox 4. RELATED PROFESSIONAL SUBJECTS.

Sob lents. Hours.Credits Suggested time. Art Endo 71 1First year. Natural science 71 1 Second year. Child and school hygiene (soda! welfare) 72 1 Do. 11:= training 108 1 Do. methods 108 1 Distributed through two years. English and children's literatm 1 38 Second year. 108 I First and second years.

Dzscatrriox. Section I. Student teaching and observation.Whiletha observation is listed sepa- rately in order that the number of hoursmay be readily seen, it is the intention that it shall be given in connection withsome other subjectchild study, psychology, Mother Play, primary Methods or kindergartensubjectsthus giving it more definite purpose.The student teaching in the kindergarten isplanned for the latter part of the first year and the first part of the secondyear.This, in the opinion of the committee, is the time when it will be the most valuable,but it might be placed altogether in the second year, and under some conditions this willbe neceetary The student should spend at least two hours,preferably the entire morning, in the schoolroom and should begin actual teachingas soon as poesible.During the 36 weeks she should have opportunity to teach each ofthe subjects and to direct the entire kindergarten.All student teaching should be carefullysupervised by the critic teacher. The committee recognizes that inmany training schools it may be difficult or impas- sible to provide for this amount of studentteaching, but it recommends it, believing that this amount will provide the best training. Section t. General education.Under this headare placed those subjects that inter- pret the general foundations of teachingprinciples of education, educational psychology and child study, and the history ofeducation. The committee would like to give specialimportance to the courses in psychology and child study, to which it is suggested the studyof the Mother Play, book should be related.The subject, however, will have little significancein the mind of the student unless it is accompanied by actualobservation of children and opportunities for some intimate companionship with them.In the history of education it isBut gested that only an introduction to the subject begiven, rather than extended study, as it is work that can be ca 'ed so far that it ismore suitable for graduate study when given intensively. The major part of the course should bespent on the history of the modern period of education as developed in Europe and America. Section 3. Xindevarten education.Kindergarteneducation includes theupecial professional subjects that are practical,as well as those that are theoretical. The amount of time given to these subjects will no doubtvary in different schools, and it is well that it should do so. Uniformity.in detail would be somethingto be deplored, but the proportion suggested by the committeeis on the basis of sufficient actual experience in the doing of the pieties,' activities to givepower, variety, and famili- arity.Paralleling or following these coursesa sufficient proportion of theory is planned to reinforce these with a broad outlook.There is also planned a study of Froebel's books and of those who have interpreted himor have written material which gires , parallel views. There is freedom here fora deeper study of the Mother Play, so that the book may be used not onlyas en interpretation of children's activities in relation to child study, but also as an expression of thephilosophy underlying the system of Iodising (ese.MaeVatinel, Teachers CollegeRecord). /DILLS is RINDIBOARTIN TRAINING. 55 Section 4. Related professional subjects.The committee doesnot desire in a brief outline liNe this to indicate in much detail the work in these subjects.It offers only a few explanations and suggestions.In the arts it is suggested that the work will be broader if the subject cover two phases; first, the study for thesake of personal power and appreciation and also technique; second, itsuse in the applied art of teaching. Nature study is listed under the head of natural science.It should be given a oughly scientific foundation and must be givena thoroughly defined place. "Te games) and physical training should, if poesible, extend throughout the twoyears and the same double aspect of the subject should be preserved here. It might be well if the games were given in connection withphysical training; thus avoiding a scattering of subjects and indicating to the studentthe relation be- tween them.It is suggested that some work for use in playgrounds might begiven and a discussion and consideration of the planning, equipment,and apparatus for playground for very young children. The course in child and school hygiene should be madeas practicable as possible, giving the genetic point of view and takingup many of the phases of social welfare work, which gives so much value to the relation between theschool and the com- munity. With regard to primary methods, it is not the aim of the committeeto give to the student training which fits her to be a primary teacher; but it is importantthat she should have some work which develops asense of perspective and a little experience with children in the grade just above that which she expectsto teach; eo that the con- trast and wider knowledge may contribute to a more intelligent developmentof the children of kindergarten age. Suggested text and reference books.The following list is compiled from12 lists sent in by committee members.The books named are those used by the largest number. Psychology and Child Study: Kinderprum education --Ccastinned. Prychology. A Study of Child Nature.Barrios. Psychology. James' Briefer Chose. Experimental Studies in Kindergartai Educa- Fundamentab of Child Study.Kirkpatrick. tion. (Teasers Caere Becordi' Tha Individual in the Making.Kirkpatrick. History of Education: Growth and Education.Take. Brief Comae In the History of }Wootton. Mow Education by Plays and Games. Jamas. Hygiene and the Child. German. Changing Conceptions of Education.Csibberls. General Iducation: The Kindergarten in American Education. 'Mae- The Educational Prooew. Bogle,. despoiler. the Normal Child and Primary Education. General SubWets: Gesell. Art How We Think. Doses. The Fine and bide/trig Arta 111111' Elentint- The Child and the Curriculum.Dewey. sty SchooL Serst. The School and Society. Dewey. Musio Kindergszters Education: Education Through Music.Ferseworfk. The Mother Plays./Yodel. Literature The Education of Man. ?rubel Literstare in the Elementary School Mc. tradagogice of the Kindergarten. 'Froebel. Meta. Education by Development.Praia. How to tell Stories.S. C. Brgest Letters to a Mother. Blow. Nature Study The madirgaram. BbwHiti , Nature Study. Bolts. frosboil Educational laws. i.WLT .4. 214 t e Native Study and Lira &dee. IV. IDEALS IN KINDERGARTEN TRAINING.

(Report peranted by the Committee of Nineteen of the Internatkonal InulargortanUnion.) In addition to "Standards of EntranceRequirements" and "Standards for Courses of Study" that have been presented,"Stand- ards in Ideals" underlying thecourses of study may be presented aa worthy of the earnest consideration of those engagedin the training of the kindergartner. 66 _ SINDISGARTEN TRAINING SCHOOLS. Not the kindergarten technique alone is important, but also that training for social work whiohwill influence the home and community life of mothers and children.Special studies and lectures should be given which will assist students in the organization and oonduot of mothers' clubs and parents' meetings and will enable them to become efficient social workers in their communities. Since the kindergartin is an integral part of the whole of educa- tion, the kindergarten training school should give knowledge of the best for whioh the primary school stands.It should define the influence which the kindergarten prinoiples and practices should exercise upon elementary school work. The kindergarten agencies, the song, games, story, creative self- expre&ion through handwork, have become firmly established in the primary school. Too often, however, these agencies have been used without the insight into the educational principles they illustrate. To establish organized connection between the kindergartenand the elementary grade, it is imperative that the connection be made by persons familiar with the best practice of the kindergarten and the best practice of the elementary grade, and thoroughly cognizant of the educational principles underlying these respective practices. "The teacher is an educator, not merelyan instructor." Individual development of body, mind, and character of students should be earnestly sought, as well as the endeavor to acquirea standard course of study.Training must be given for responsibility, adaptability, efficiency in new situations, and -initiative. Homes for students have been opened in connection witha few training schools, where the work and social responsibilitiesare taken up as a part of the daily training for individual development of the young women. Many training schools are applying in their work with students the kindergarten principles and methods, allowing the student to discover these rather than to take so much upon authority,as has frequently been done in the past.If students see these principles in the nature of the developing child as well as in the Froebelian books, they will recognize the value of the authority. To develop a wise, independent judgment of values, for instance, in songs, games, stories, etc., not only in school work but outside of school hours, is an ability which students should acquire. The development of the religious life of the students should also receive attention equal to that in any good college. The kindergarten course, to be successful, must develop creative self-activity in the students. In standardizing ideals, the Committee of Nineteen agree that even when certain books are read and studied by all, certain formula with materials underitood and followed, certain fixed standards of a IDEALS IN KINDERGARTEN TRAINING. 57 personality and scholarship attained, the real work of awakening the spirit has only begun.The spiritual significance of the work must be deepened by the elimination of all that is capricious, senti- mental, and superficial.

To develop, insight and impart vitality, now that the pioneer days are over, isi the greatest task of the modern training school.

The following statements were presented by several members of the Committee of Nineteen at a meeting held in Cincinnati February 25, 1915, and are included this report:

OUTLINE OF IDEALS FUNDAMENTAL IN WORK OF TRAINING CLASS (Fly Mrs. Amex H. P1M7/11, formerly principal of the training school of the Froebel Kindergarten Am. elation, Chicago.) Two points of view: (a) Personal development of student as to character, and along lines of the study and love of art, science, literature, etc., as well as her ca*ity for home- making. (b) Such training as shall strengthen and develop a wise and,loving attitude toward children, which always reacts most favorably on the student's own personality. This must include (1) A, true respect for child nature and study of child's individuality; (2) Attention to the variations in child nature; (3) Analysis of child's tendencies; (4) Comparative study of groups of children; (5) Some knowledge of the children's home environment; (6).A balanced judgment of their manifestationt All of this implies much personal contact with children while the student is in training.Theorizing and psychologizing, however good, are not sufficient.The training school should provide for concrete, though necessarily condensed, experience in all these points.This implies a training in personal responsibility, which is lacking in the average young woman recently graduated from the high school (se well as in those who come from some homes of the present day).It implies training in efficient adaptability to the situations in which the student may find herself.It implies an immediate and practical use of class study in psychology, now perhaps for the first time reduced to a working basis. Other means of training in responsibility and efficiency lie in the hoinely daily duties of the kindergarten, viz, caring for ventilation and neatness of the room, over- sight of the children's personal habits, laws of hygiene, etc., caring for the material and teaching the children to be responsible for it; attention to time divisions for work and play, etc. This implies oversight by the training teacher,of the student's choice of song, story, pictures, gamest material selected outside of the ordinary tools of the kindergarten. She should have such comparative experience now, while she is under guidance, as will make for a wise,and independent judgment of values, that size may not be led astray by all that comes to her from the press and other sources labeled "for the kinder- garten."It implies that she have a love for and some knowledge of nature's laws, in order to guide the children in their work with seeds, gardening, care of much domes- tic animals as may be brought to them, etc.It implies an ability to lead the child's interest in nature materials, as well as in picture, song, story, etc., to higher levels; an ability to hold him to his beet, in whatever he is doing, without interfering 5$ JaNDIERGARTIN TRAINING 5ON002.11.

too much with the child's spontaneous effort to master his own problems, for his instinctive curiosity should be led to replace itself by higher mentalprocess which is still normally childlike. The training tchool must alio consider to some extent the quedtion"after kinder- garten, what?" Therefore the student should have some knowledge of the beat that the elementary school stands for to-day, that children leaving the kindergartenmay not find themselves strangers in a strange land.The training student should be made to feel that the kindergarten is but part (.f a larger whole, and that its isolation means weakness if not death. Out student is a social being as well as an individual, therefore all the vitalques- tions of life are to be, or are now, hers, and she should have help in the art of living with her fellows. To this end a "Student's home" seems to be almosta necessary adjunct to a training school.Out of this closer life with her fellow students will come lagoons that can not be set down in any curriculumfriendships which vitally affect character fcir better, for worse, and many lessons in human nature, in home problems, in self-government, etc. Nothing has been said definitely about the student's spiritual growth, but if all "religion has relation to life, and the life of religion is to do good,"we have a right to believe that the guiding, controlling, right motive of the student in all that hits .been suggested is the center, the spring from which the higher lifemay flow. Here is where the personal human contact between training teacher and student may make, or mar, development.It means a course of study and action in which a stranger may not meddle, and yet the "motive" ie what gives strength and poise to every human soul. Such, in brief, are the Meals for which we should stand, knowing well thatevery truth which we inculcate, ifepoken with a right motive at the heart of it, will 'remain and like the 'mist which went up from the earth' will fall again and water the whole face otthe ground."

IDEALS OP KINDERGARTEN TRAINING SCHOOLS. (ay LOOT WHULOCC, Principal of the Wheelock Kindergarten Training gohool, Boston, Yam) I. Environment.Thekindergarten training school should be suitably housed in 'light, airy rooms, with appropriate pictures upon the walls, and other reminders of the ideals which govern the work with the children.Pleasant surroundings help in the social atmosphere of the school, and have an effect in determining its efficiency. II. Numbers. A large training school offers the stimulus of numbers.It makes possible a more perfect democracy.It prevents provincialiBm by bringing students into contact with many others, often from different parts of the country. The horizon of each is widened, and the life of each individual student enriched by interchange of idesul and contact with different personalities.. The large schoolsecures more esprit de carp/ and enthusiasm. III. Faculty. The faculty of a training school should be sufficiently largeto secure Individual attention for each student. There should be an expert teacher in all departments anda special teacher for general educational subjects, such as psychology, history of education, and principles 'of education. Special teachers for music, art, handwork, games, and stories should be provided. The supervisor of practice should follow carefully the work of each student andbe able to judge of her ability in controlling children and of her teaching capacity. IV. Ourrieulust.The curriculum of the training school should include thegeneral educational and special subjects already mentioned, as wellas a careful and continued study of Froebelian literature and Froebelian materials. IDEALS I2!E/ITDERGARTEN TRAINING.. 89 Every school owes its students the opportunity to become thoroughly acquainted with these Froobelian agencies. Other materials may be stud ied and used, and the student should become sufficiently Independent in her thinking to be able to choose those best adaptedto meet her own conditions as the future may develop them. Some cultural subject, as literature or ethics, should makea part of the curriculum in order that doors may be opened into a larger life and the studentsmay have help in their own thinking and a treasury from which to draw. qi V. Child - study.Child -study should be correlated with psychology and the obeerva- tion of the junior year.The observation should begin with the opening of the course and continue throughout the year for at least two or three daysa week. The scientific attitude gives the desire to know. 'Knowledge leads to understanding and understanding means sympathy; hence the scientific attitude toward childlife. The ideal for the observation is living with the children according to Froebel's motto. The student should be allowed to participate in the games and to becomea part of the kindergarten life without taking any direct teaching. VI. Aim.The students in the kindergarten training school,as well as the children in the kindergarten, have a right to the life that now is.They have a right to the normal relations of life during the two years of training. No drill, no preparation for dreaded examinations, should take the placeof the normal interest in studies and in child life, which will makean earnest, thorough, and enthusiastic teacher and a lovable woman. The school is society, and the student in training is alreadya member of society. A part of her training is to equip her to meet all the relationships whickt naturally claim her.She should be from the first in sympathetic cooperation with her fellow students and teachers. The curriculum should not be so crowded as to make all social intercourse impossible dining the time of training. The kindergartner comes into closer relation with the families of the neighborhood thp any other person; therefore, she is a social worker. The training course should include a study of sociology, ofcommunity problems, of child-welfare agencies and racial psychology, so tharthe student on graduationmay find herself not only perfected in the technique of the system, but readyto meet the demands that will be made upon her in her neighborhood work.

IDEALS BASIC OF KINDERGARTEN TRAINING. (By Mrs. )(Aar Booms PAO', Principal of Chkaco Kindergarten Institute, Chicago,

FOR, ADULTS. 1. By means of cultivating personalities.. 2. The highest standard of civilization should be incorporated In the curriculum such as philosophies, history, science, literature, art, etc. S. Curriculum should be based on spiritual interpretation of life. (a) Life itself is the expression of spirit. (6) Means to the above end; ethics practically demonstratedas well as stutled; a student resident home to embody the above. (c) Special course in home-making. 4. Apply concretely ideals in student work through social relations. (a) Thrqugh sympathetic and emotional channels. (6) Intellectual development in relation to curriculum and ethical life. (c) Training of will by application of self activity in practical affairs. IS. Presentation of ideals for service. KINDERGARTEN TRAINING SCHOOLS.

POE CHILDREN.

1. By means of fine personalities believing in ideals, and standards workingfor them along concrete lines. 2. Constant aim, the development of character for the sake of life; and the relationof the human beings to the Unseen. 3. Presentation of ideals. (a) Through actual experiences. (b) Through all means offered by the kindergarten ("doing") music,art, lit- erature, technical materials, etc. (c) The interpretation of all means for the above ends with distinctemphasis on "feeling, thinking, willing" for social good.

IDEALS IMPLIED IN STANDARDS OP KINDERGARTEN TRAINING.

(By AucLE. Erne, Principal, School of Kindergarten Education, Pratt Institute, Brooklyn,N. Y.) a. In the training of the kindergartner, or child educator, Froebelianeducational ideals should take precedence.They should be taken into consideration in arranging the curriculum, in determining the relation of subject to subject and in the orderin which experiences are given to the student. The kindergartner is to become an educator, not merelyan instructor, and should experience the meaning of self-education and self-knowledge.She should have, ink far as possible, first-hand experiences of life prior to theorizing aboutthem.The plan, of the training school should be such that it may furnish opportunities forassuming responsibilities, for fulfilling duties, for taking the initiative, for self-government, for meeting new problems, and for culture and general efficiency.Wherever possible, homes should be opened in connection with the training school,so that students and of social responaibilities, and learn to adapt themselves to each others' differing ideals ofliving. As the held of the kindergartner is a wide one, covering work with mothersas well as children, of all races, classes, and creeds, some general soeiologicatiutlookis imper- ative.The student must become familiar with existing conditions of lifein the homes of her children, and with the modern agencies for the betterment andeducation of these people. Lectures on related topics, and opportunities to visitsettlements, institutions, and schools should be given to all student kindergartners. The varying physical conditions found in children of kindergartenage, together with the prevalence of contagious diseases, make it important for provisionto be made for students to become acquainted with normal physical standards andthe tests for determining them.Therefore, observation of children in any way departing from the normal should be made, and some training given in makingtaste of individuals, so that normal conditions may be recognized and sustained. The agencies 4a. creative self-expression of the students shouldbe the excursions, plays, games and rhythms, songs, stories, gifts, and occupatidnsof the kindergarten, together with such knowledge of their wider application in music,art, science, and literature as may be necessary to increase the students' appreciationand culture. As the work of the kindergartner rests uponan understanding of nature and her processes it is of paramount importance that she be placed at some time duringher course inns environment that will enable her to come in sympathetic touch withall phases of life in nature, especially through participating in thenurture of plants and animals. The next step which naturally follows ia this gainedpower of observation and nurture transferred to children.Students should have ample opportunity to observe all phases of child life, especially manifestations of individualchildren, and to become responsible for their physical care, as wellas for their education.While love for children is what sustains the kindergartner throughthe patient painstaking IDEALS IN KINDERGARTEN TRAINING. 61

necessary to nurture, yet only through the following of principles can she hope to make her work truly educative. A sympathetic attitude is the basis for understanding,but is not enough; she must be guided by definite educational principles.These she will find in Froebel'e writings, in modern child study, and psychology. The aim of the kindergarten training is the harmonious development of body and mind in relation to the soul.Spiritual ideas must be placed before the student; she must become aware of the fact that these can be realized in life, and that only those things are worth while which have eternal value. As the kindergarten is to become an integral part of IL whole of education,the training schools for kindergartners should give definite knowledgeas to the aims of the primary school, its methods and means, and the poesible relation it bears to the kinder- garten.Students should see how the educational principles at work in the kindergar- ten may be further defined and carried out as the child's education advances in the school. They should see that, as mutual understanding of principlecomes to kinder- gartner and teacher alike, antagonisms cease, and that they then will find themselves in company with the many others who are striving for the eternal goal oftruth. While this broader aspect of kindergarten education isan ideal that may not be immediately realized, it is in accordance with those principles enunciatedby Fred= crick Froebel 75 years ago.With renewed insight into the needs of humanity that modern life shows us, we can not expect to train its leaders of education ina short time; thONfore, two years would hardly suffice fer realization of theseideals in the training of the kindergartner.

IDEALS TO BE REALIZED IN KINDERGARTEN TRAIN-MG.

(By NINA C. VANDICWALIZR, Head 91 KIndergarteu Departmentetate Normal School, Milwaukee,Wb.) If the conception of education which the kindgrgarten embodies isto be realized through its work, the kindergarten training teacher must be guided by certainideals in organizing and carrying out a course for the training of kindergartners.Since the right kind of kindergarten work requires certain inborn qualities, thetraining teacher sheik' encourage only young women of earnestpurpose, natural adaptation to little children, good intellectual insight, and musical and artistic ability toenter the course. Because the demands of work with little children are varied, thecourse must pro- vide for the different kinds of demands. The student requiresknowledge along several lines as the basis for her work.She needs to gain an insight into the child's progressive development and the educational needs to width thatdevelopment gives rise.She needs an acquaintance with the instrumentalities of educationappropriate to the different stages, and the methods of using them effectively.She needs a knowl- edge of nature, of art, of music, and of literature, since theseare agencies for the child's development in the home, the kindergarten and the school alike.To hive the prospec- tive kindergartner the knowledge to make her work intelligent inthese and other lines must therefore be one of the training teacher's'ideals. If the kindergarten course is properly organized, however, thisknowledge will have been acquired as a means to.an end, that of using it to further children's development. The course must therefore provide opportunity for experience withchildren of differ- ent types and ages, in the different phases of kindergarten work, and undersufficient guidance to insure success.To lead young women to success in furthering children's development is to lead them to the evolution and mastery of theirown souls, a result often bought. with a price by both students and training teacher.To being about the development in students that will enable their work with childrento reach the plane of art is another of the training teacher's ideals. To give the prospective kindergartner the command of herown resources that will enable her to realize the ideals of the kindergarten ina fair degree is to accomplish the: 62 . KINDERGARTEN TRAINING SCHOOLS. main purpose of kindergarten tpining. Thattraining has not accomplished its full purpose, however, unIstis it has given h 1' the abiding interest inher work that only an exalted conception of life can give. The conceptionwhich the kindergarten embodies is the root from which such an interestgrows and tht; literature which embodies it must therefore form a part of the kindergartencourse.It is from this mainly that kinder- gartners have received the impulse toward the realizationof a larger life for them- selves?the life of service-to the mother° of theirchildren, to the school of which the children form a part, and to the community in itsvarious forms of cooperative effort. To give students the knowledge needed foreffective work with little children, to assist them in developing skill in carryingon their chosen work in all its phases, and to inspire them to a fuller realization of the meaningof life in its varied relationships these are some of the ideals to be realized in trainingkindergartners.

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BULLETIN OF THE BUREAUOF EDUCATION.

(Noes. -With the exceptions indicated, the documents named below will be sent free of charge upon application to the Commissioner of Education, Washington, D. C.Those marked with an asterisk ) are no longer available for free distribution, but may be had of the Superintendent of Documents, Govern- ment Printing Office, Washington, D. C.. upon payment of the price stated.Remittantes should be made in coin, currency, or money order. Stamps are not accepted. Numbers omitted are out of print.) 1908. No. S. State school systems: Legislation and judicial chrisions relating to public education, Oct. 1, 1906, to Oct. 1,1906. Edward C. Elliott.15 cts. - 1908. No. 6. The apprenticeship system in its relation to industrial education. Carroll D. Wright.15 as. No. 8. Statistics of State universities and other institutions of higher education partially supported by the State, 1907-8. 1909. No. 2. Admission of Chinese students to Amerigan colleges.John Fryer. No. 3. Daily meals of school children.Caroline L. Hunt. 10 cts. No. 5. Statistics of public, society, and school libraries In 1901 No. 7. Index to the Reports of the Commissioner of Education, 1867 -1907. No. 8. A teachers. professional librar/.Cis/sifted list of 100 titles.5 eta: No. 10. Education for efficiency in railroad service.J. Shirley Eaton.. No. 11. Statistics of State universities and other institutions of higher education partially supported by the State, 1908-9.5 Ms. 1910. No. 2. State school systems: III. Legislation and Judicial decisions relating to Public education.Oct. 1, . 1908, to Oct. 1, 1909.Edward C. Elliott. No. 5. American schoolhouses.Fletcher B. Dressler.76 eta. 1911. No. 1. Bibliography of science teaching.5 as. No. 3. Agencies for the improvement of teachers in service.William C. Ruediger.15 eta. No. 4. Report of the commission appointed to study the system of education in the public schools of Baltimore.10 cis. No. 6. Age and grade census of schools and colleges.George D. Strayer.10 eta. No. 6. Graduate work in mathematics in universities and In other institutions of like grade In the United Stites. 6 cts. No. 7. Undergraduate work in mathematics In colleges and universities. No. 9. Mathematics in the technological schools of collegiate grade in the United States.6 ets. No. 13. Mathematics In the elementary schools of the United Metre.15 as. No. 14. Provision for exceptional children in the public schools.J. H. Van Sickle, Lightner Witmer, and L nerd P. Ayres.10 eta. No. 15. Educational system of China as recently reconstructed.Harry F.. King.10 eta. No. 19. Statistics of State universities and other Institutions of higher education partially supported by the Slate, 1910-11.6 as. 1912. No. 1. A course of study for the preparation of rural-khool teachers.F. Mutative and W. J. Sots. No. 3. Report of committee on uniform records and reports. 6 as. No. 4. Mathematics in technical secondary schools in the United States. 6 etc No. 5. A study of expenses of city school systems.Harlan Updegraff.10 eta. No. 6. Agricultural education in secondary schools.19 cts. No. 7. Educational status of nursing. M. Adelaide Nutting.10 ota. No. 9. Country schools for city boys.Willhns 8. Myers.10 ots. No. 11. Current educational topics, No. I. No. 13. Influences tending to Improve the work of the teacher of anathema' les.acts. No. 14. Report of the American commissloners of the international commission on the teaching of maths. =tics. 10 att. II BULLETIN OFTHE.BUREAU OF EDUCATION.

*No. 17. The Montessori system of education. Anna T. .Emlth. 5 ob. *No.18. Teaching language through agriculture and domestioncienne. M. A. Lelper.5 ob. *No. 19. Professional distribution of college and university graduates.Bailey B. Burrltt.10 eta. *No. 22. Public and private high schools.25 eta. *No.23. Special collections in libraries in the United States. W. D. Johtnstonend I. 0. Mudge.10 eta. No. 26. Bibliography of child study for the years 1910-11. No. 27. History of publio-echool education in Arkansas.Stephen B. Weeks. 'No. 28. Cultivating school grounds In Wake County, N. C. Zebulon Judd.lets. No. 20. Bibliography of the teaching of mathematics, 1000-1912.D. E. Smith and Chas. Goldziher. *No. 80. Latin-American universities and special schools.Edgar E. Brandon. 30 cts. 1913. No. 1. Monthly record of current educational publications, January, 1913. * No. 2. Training courses for rural teachers.A. g. Monahan and It. Ti. Wright. 6 cts. *No. 8. The teaching of modern languages in the United States. Charles II.Ilandschin.15 cis. * No. 4. Present standards of higher education in the United States.George E. MacLean. 20 eta No. 6. Motthly record of current educational publications, February, 1913. *No. 6. Agricultural instruction in high schools.C. IT. Robison and ' 13. Jenks.10 cts. *No. 7. College entrance requirements.Clarence D. Kingsley.15 cts. *Na 8. The status of rural education in the United States.A. C. Monahan.15 eta. No. 11. Monthly record of current educational publications, April, 1913. *No. 12. The promotion of peace. Fannie Fern Andrews.10 cis. .0No. 13. Standards and tests for measuring the efficiency of schools or systems of schools.S cts. No.15. Monthly record of current educational publications, May, 1913.

*No. 16. Bibliography of medical inspection and health supervision.15 cts. . *No. 18. The fifteenth international oongress on hygiene and demography.Fletcher B. Dressler.10 ots. *No. 19. German,Industrial education and its lessons for the United States.Holmes Beckwith.15 cts. *No. 20. Illiteracy in the United States.Wets.' No. 21. Monthly record of current educational publications, June, 1913. -*No. 22. Bibliography of industrial, vocational, end trade education.10 cts. *No. 23. The Georgia club at the State Normal &Loot, Athens, Ga., for the study of ruralsociology.F. C. da Branson. 10 ets. eNn. 24. A comparison of public education in Germany and in the United States. GeorgKerschenstelner. 5 cts. *No. 25. Industrial "'location in Columbus, Ga.Roland B. Daniel.5 ctn. *No. 26. Good roads arbor day. Susan B. Sipe.10 eta. * No. 28. Expressions on education by American statesmen and publicists. 5 eta. *No. 29. Accredited secondary schools in the United States. Eendrk C. Babcock.10 eta. *No. 30. Education In the South. 10 chi. * No. 31, Special features in city school systems.10 eta. * No. 34. Pension syvems in Great Britain. Raymond W. Sies.10 cts. * No.35. A lbt of books suited to a high-school library.15 eta. *No. 36. Report on the work of the Bureau of Education for the natives of Alaska,1911-12:10 ots. No. 37. Monthly record of current educational publications, October, 1913. `Wm 38. Economy, of time in education.10 ets. *No. 40. The reorganized school playground. Henry 8. Curtis.10 eta. *No. 41. The reorganization of secondary education.10 cis. *No. 42. An experimental rural school at Winthrop College.R. B. Browne.10 eta. *No. 43. Agriculture and rural-We day; material for its observance. Eugene C. Brooks.10 Ms. *No. 44. Organised health work in schools. E. B. tired. 10 Ma. No. 4i. Monthly recce d of current educational publicattems, November, 1913. *No.46. Educational directory, 1913.15 cts. No. 47. Teaching material in Government publications.F. K. Noyes.10 ots. * No. 48. School hygiene. W. Carson Ryan, Jr.15 eta. No. 49. The Farragut School, a Tennessee country-We high school. A. C. Monahan andAdams Phillips. *No. 50. The Fitchburg plan of cooperative industrial education.M. R. McCann. loots. *No. 61. Education of the Immigrant.10 ots. * No.,52. Sanitary schoolhouses. Legal requirement! in Indiana and Ohio: 5ets. No. 63. Monthly record of current educational publications, December, 1913. No. M. Consular reports on industrial education in Germany. No. 56. Legislation and Judicial decisions relating to education, Oct. 1, 1909, to Oct.1, 1912. James C. Boykin and William R. Hood. No.68. Educational system of rural Denmark. Harold W. Foght. No.50. Bibliography of education for 1910-11. No.60. Statistics of State universities and other Institutions of higher education partiallysupported by the State, 1913 -13. BULLETIN OF THE'BUREAU OF EDUCATION.

1911. No. 2. Compulsory school attendance. No. 3. Monthly record of current educational publications, February, 1914. No. 4. The school and the start in life.Meyer Bloomfield. No. 5. The folk high schools of Denmark. L. L. Friend. No. 6. Kindergartens in the United States. No. 7. Monthle record of current educational publications, March, 1914. No. 8. TheMassachusetts home-project plan of vocational agrlculturaleducation. R. W. Fithnson.15cts. No. 9. Monthly record of current educational publications, April, 1914. No. 10. Physical growth and school progress.B. T. Baldwin. No. 11. Monthly record of current educational publications, May, 1914.5 cts. No. 12. Rural schoolhouses and grounds.F. B. Dressler.50 eta. No. 13. Present status of drawing and art in the elemkary and secondary schools of the U States. Royal 13. Farnum. No. 14. Vocational guidance. No. 16. Monthly record of current educational publications.Index. No. l& The tangible rewards of teaching. James C. Boykin and Roberta Ring. No. 17. Sanitary survey of the scbools of Orange County, Va. Roy K. Flannapn. No. 18. Thepublic school system of Gary, Lad.William P. Burris.15 eta. No 19. University extension In the United States. Louis E. Reber. No. 20. The rural school and hookworm disease.J. A. Ferrell. No. 21. Monthly record of current educational publications, September, 1914. No. 22. The Danish folk high schools.II. W. Foght. No. 23. Some tradaschools in Europe.Frank L. Glynn. + No. 24. Danish elementary rural schools.H. W. Foght.10 as. No. 25. Important features in rural school Improvement. W. T. Hodges. No. 26. Monthly record of current educational publications, October, 1914. No. 27. Agricultural teaching. 15 eta. No. 28. The Montessori method and the kindergarten.Elizabeth Harrison. No. 29. The kindergarten in benevolent institutions. No. 30. Consolidation of rural schools and transportation of pupils at public expense.A. C. Monahan. 25 cts. * No. 31. Report on the work of the Bureau of Education for the natives of Alaska.26 eta. No. 32. Bibliography of the relation of secondary schools to higher education. R. L. Walkley. No. 33. Music in the public schools.Will Earhart. No. 34. Library Instruction in universities, colleges, and normal schools.Henry R. Evans. $ 140. 35. The training of teachers in England, Scotland, and Germany. Gkarles H. Judd.10 eta. No. 36. Education for the home-Part I.General statement.B. It. Andrews. * No. 37. Education for the home-Part II. State legislation, schools', agencies. B. R. Andrews.30 eta. No. 38. Education for the home-Part III.Colleges and universities. #C R. Andrews. No. 39. Education for the home-Part IV.Bibliography, list of schools.13*. It. Andrews. 10 eta. No. 40. Care of the health of boys In Girard College, Philadelphia, Pa. No. 41. Monthly record of current educational publications, November, 1914. No. 42. Monthly record of current educational publications, December, 1914. No. 43. Educational directory, 1914-15.20 eta. No. 44. County-unit organization for the administration of rural schools.A. C. Monahan. No. 46. Curricula in mathematics.J. C. Brown.10 eta. *No. 16. School savings banks.Mrs. Sara L. Oberholtker. 4cts. No. 47. City training schools for teachers.Frank A. Manny. No. 48. The educational museum of the St. Louis public schools.('. G. Rothman. No. 49. Efficiency and preparation of rural-echool teachers.II. W. Foght. No. 60. Beat/Mks of State universities and State colleges. 1915. *No. 1. Cooking in the vocational school.Iris P. 011eary.5 eta. No. 2. Monthly record of current educatibnal publications, January, 1915. No. 3. Monthly reoord of current educational.publioations, Februely, 1915. No. 4. The health of school children. W. B. Heck. -No. 5. Organization of State departments of effiacatfon.A. C. Monahan. No. 6. A study of the colleges and high schools in the North Central Association. No. 7. Accredited secondary echoolsIn the United States. Samuel P. Capon. No. & Present status of the honor system in colleges and universities.Bird T. Baldwin. No.9. Monthly record of current educational pubikatIons, March, 1915. No. 10. Monthly record of current educational publications, A pry, 1915. No. 11. A statistical study of the publio-echool systems of the southern Appalschkin Mountains.Nor% Man Frost. =LUC= OE TEN BUNEAU. ONEDUCATION.

No. 12. History of publioechool eduostIon in Alabama.Stephen B. Weeks. No. 13. The schoolhouse as the polling place. E.J. Ward. No. RI...Monthly reoord of current edocatkoal publications,May, 1915. *No. 15. Monthly record of current educational publications. Index, Feb., 1914-Jan., 1913.6 cts. No. le. Ifonthlylecord of current educationalpublications, June, 1915. No. 17. Civic education in elementary schoolsas illustrated in Indianapolis. A. W. Dunn. No. IA. Leal *dilation in Great Britain. H. 8.Richards.. No. 19. litatistke of agricultural, manual training, and industrial schools, 1913-14.10 eta. No. 20. The nail school system of Minnesota. H.W. Foght. No. 21. Schoolhouse sanftation. William A. Cook. No. 72. State versus local control of elementaryeducationT L. MacDoweir *No. 23. The teaching of community civks.10 as. No. 24. Adjustment between kindergarten and firstgrade.Luella A. Palmer. No. 25. Public, society, and school libraries. No. 26. Secondary ochoola in the States of CentralAmnia, South America, andthe West Indies. T. Smith. Anna No. 27. Opportunities for foreign students at collegesand universities in the United States. Copan. Samuel P. No. 2e. The extension of public education. ClarenceA. Perry. No. 29. The truant problem and the parental school.James S. Hiatt. No. 30. Bibliography of education for 1911-12. No. 31. A comparative study of the salaries ofteachers and school allows. No. 32. The school system of Ontario.H. W. Foght. No. 33. Problems of vocational education to Germany.George E. Myers, *No. 34. Monthly record of current educational publkations, September, 1915.5 cis. No. 35. Mathematics in the lower and middle commercial and industrial schools.E. H. Taylor. No. 36. Free textbooks and State uniformity. A. C.Monahan. No. 37. Some foreign educational surveys. JamesMahoney. No. 88. The university and the municipality. No. 39. Thttraining of elementary school teachersin mathematics.I. L. Randal. No. 40. Monthly record of current educationalpublications, October, 1915. No. 41. EllgnifiCant school extension records. ClarenceA. Perry. No. 42. Advancement of the teacher with the clear.James Mahoney. No. 43. Educational directory, 1915-16. No. 44. School administration in the smeller cities.W. 8. Deffenbaugh, No. 45. The Danish people's high school. MartinRagland. No. 46. Monthly record of current educationalpublications, November, 1915. No. 47. Divest of State laws relating to public education.Hood, Weeks, and Ford. No. 48. Report on the work of the Bureau of Educationfor the natives of Alaska, 1913-14. No 49. Monthly record of current educationalpublications, December, 1915. No. SO. Health of school children. W. H. Heck, 1916. No. 1. Education exhibits at the Panama-Pacific International No. 2. Agricultural and rural oaucation at the Exposition. W. Carson Ryan, Jr. Panama-Pacific International Exposition. H. W.Foght. NO. 3. Placement of children in the 41ementarygrades. K. J. Hoke. No. 4. Monthly record of current educationalpublkations, January, 1916. No. 6. Kindergarten training echools. Q

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