IN 1887-88.

We have now arrived at the period which, for all practical purposes, may be called the present. After 1885 the tide of favor set strongly for manual training; and manual training, as this Office uses that term, means education, and as education, has its progenitor in Froebel. We shall speak at considerable length on the subject of manual training, what it is, and how it proceeds, and its condition as a department of school work; and we will, therefore, merely say that it appears to us doubtful whether manual training owes more to the kindergarten for theory, or the kindergarten to manual training for success. In brief, a series of inquiries might be instituted: What is manual training as a theory of education without the theory of Froebel? Would the kindergarten have progressed so fast of late had it not been brought into notice by its "occupations" being adopted by manual training? And last, but not least, had manual training been generally understood to mean education and not industrial training, would it have met with such great success?

Two memorable events have recently occurred in the annals of the kindergarten. In 1887 the schools of the Sub-Primary Society of Philadelphia were formally surrendered to the city, and in 1888 the kindergartens established, and until then wholly supported by Mrs. Pauline Shaw, became a part of the Boston system. We wish to present two facts in this connection. For presenting one-the reasons that may be adduced for adopting or establishing classes taught on the kindergarten plan-we will use the report of the Boston Committee on Examination, while for the other-the relation that such classes should bear to the other departments of the system-we will use the report of the president of the Philadelphia board of education.

WHY THE KINDERGARTEN SHOULD BE A PUBLIC SCHOOL.

In May, 1867, Miss Elizabeth Peabody, Mrs. George R. Russell, and Mrs. A. Hemenway, and others petitioned the school board of Boston for a kindergarten; in 1870 an experimental one was established, and in 1879 abolished.

În 1878 Mrs. Pauline Shaw began founding kindergartens in Boston, and continued her munificence until her kindergartens numbered fourteen and the pupils in them eight hundred. In May, 1887, Mrs. Shaw asked the school board to investigate the value of her schools, and the committee to whom the matter was referred requested that $20,000 be appropriated for public kindergartens during 1888-89. In their report the committee say:

"All that has been involved in making the experiment, all that saves the public from the trials and inevitable drawbacks attending a new educational enterprise, all that personal devotion can contribute to the success of such an enterprise, has been done for us and for the community.

"Such, then, are our opportunities. We have a number of well-established kindergartens offered for our acceptance; and a sister city, in precisely similar circumstances, having accepted the kindergartens originated by private enterprise, sets the example of the same step to be taken here. Is there any reason why we should not take it? Nay, are there not very strong reasons why we should, and make the kindergarten a part of our school system from this time forward.

"Let us be sure that we understand what a kindergarten is. It is sometimes regarded as much the same thing with a day nursery, to which very young children, especially of the poor, may be sent for safe-keeping while their parents are busy with other cares. But as a day nursery is not, and a kindergarten is a place of training, they are evidently not the same. Neither is a kindergarten a primary school, for its instruments and methods are very different; it does not make use of books, or of common school appliances, nor does it claim or desire that discipline or repression to which our primary pupils are generally subjected. The kindergarten is properly a school to train little children as if they really were little children; to train them certainly but not to subdue them, to give them moral and physical training quite as much as intellectual, and so to give it as to make them glad to receive it and able to avail of it.

"The benefits of such a training to the child are self-evident. *** This preparation for the instruction to follow is the end and the test of kindergarten training. If this training were to unfit a child for the next grade of schools it would deserve the condemnation sometimes passed upon it, and no proposal to adopt it into the system of our public schools could be entertained. But if it really fits a pupil for a primary school and fits him in such wise that he can do better in a primary school than one who has not received the same preparation, then its incorporation into our system would seem to be a measure against which objections would batter in vain. Can we doubt that a course such as has just been briefly described must of necessity render a pupil more responsive to primary training? There are not very many homes, even among the most favored, that can teach their children as the true kindergarten does.

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"The incorporation of the kindergarten into our school system is a measure of equipoise. There is a suspicion that the system as it stands is rather top-heavy; to the majority of public school children the more important end [the lower] has remained unextended. Indeed it may be said to have been curtailed, though not by legislation, for it is a singular fact by no means generally understood that the number of the youngest primary pupils has been diminishing for several years.

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"One more reason, and a very sound reason, for adopting the kindergarten into our school system is the beneficial effect to be expected from it in the other grades of training. There can be no question that even before its adoption it has had a mellowing influence upon many of our primary schools, softening their discipline and brightening their lessons through and through. If felt there, the influence must continue to be felt in the grammar schools, to which every pupil carries the spirit formed in earlier years." To thoroughly examine the question from a practical standpoint the city superintendent sent inquiries to about two hundred primary teachers of the lowest primary class of Boston. From these one hundred and forty-eight replies were received, ninetynine of which were made by teachers who had had the necessary experience to express an opinion. Eighty-six of these replies were favorable and thirteen unfavorable to the kindergarten. The superintendent summarizes the answers under five heads. Want of space compels us to summarize his summaries:

(1) On the intellectual side the training of the kindergarten quickens the powers of observation, gives clear ideas and the power to express them, aids to learn to read, to compute, to draw, and to write.

(2) On the moral side the training inculcates a sense of justice, generosity, politeness, and truthfulness.

(3) The training is better suited to children five years old than the lowest primary class. (4) On the point of discipline the opinions are by no means unanimous.

(5) As a protectory the kindergarten is much needed.

It is hardly necessary to add the kindergarten is now a part of the Boston system of public schools.

WHAT, AS A PUBLIC SCHOOL, THE KINDERGARTEN SHOULD BE.

The president of the board of education of Philadelphia in 1887 says: "The year just closed will be memorable as marking the introduction of sub-primary schools as a part of our system-twenty-five of which are now in successful operation. The effect of these schools will be nearly to double the opportunity of children for primary education, by adding two years of earlier training. The statistics of school attendance show clearly that a large percentage of children have but a few years to spend at school, and that many never get beyond the primary school, so the sub-primary schools furnish the only practical means of extending the schooling of this class.

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"In making these schools part of a system of public education every care should be taken to adjust them to the necessary conditions of this system as a whole. The difference between the organization and management of numerous schools of this kind by a city department and the conduct of single schools by private agency will demand many changes in order to connect them with the general system. Sub-primary divisions should be recognized in our rules just as other grades are, and principles should receive credit for them, in all respects, as they do for other scholars. They should be provided for as a permanent part of our system, and, in the future, the sum required for their support should be included in the gross sum appropriated, and new divisions formed and authorized in the same manner that other grades are established. The preparation of teachers for these schools is a matter of the first consequence, and action should be promptly taken to complete the permanent establishment of a training department for them. Such arrangements should be made as shall prevent any discrimination against the teachers in these schools as to salary. It appears to me that the term 'kindergarten' is objectionable for many reasons, and that it should be discontinued altogether, and the term 'sub-primary' substituted, as describing more fully and clearly the position and function of these schools in our system."

NOTES FROM REPORTS OF CITY SUPERINTENDENTS.

San Francisco, Cal.—So much of the kindergarten work as was considered suitable and of benefit has been provided for in the lower grades of the schools, and the board of education "very properly" provided the means for instructing the teachers of those grades in such portions of the work as has been adopted. Classes composed of the teachers employed in the "receiving" and eighth grades were organized and put in charge of competent teachers, to be instructed in the first four kindergarten gifts, and the course of study was so modified as to include the work in these gifts in the lower grades, and the See pp. 406 and 446,

work was assigned for the commencement of the term in August. The superintendent says: "If this system of instruction can be made a successful and valuable adjunct to our public schools, it will be only by means of a class of teachers specially and well trained in the nature of it."

Los Angeles, Cal. --The kindergarten work, commenced last year in one school of the first grade, has proved encouraging and satisfactory. It would in all probability be put into all first grade schools but for the lack of rooms and the expense of the materials.

Bristol, Conn.-A kindergarten association has been formed. Twenty-two gentlemen have signed an agreement to support a kindergarten for two years. A graduate of the kindergarten department of the State Normal School has been placed in charge. Baltimore, Md.-In speaking of this subject the president of the board of school commissioners observes:

“In a previous report we referred with approval to the subject of kindergarten instruction and reiterate the views then expressed. Although this method of instruction has recently been introduced into this country, yet it has rapidly obtained public favor and is now regarded by intelligent educators as a valuable auxiliary to the primary schools.

"In several cities this system has been adopted in connection with the public schools, and under the management of the board of education. It is intended for those children who are too young to enter the public schools, but ought to receive better attention and training than they often receive in their homes. They are too often neglected by parents who are either unable or unwilling to properly train them, and they are left exposed to temptations and acquire bad habits in early life which are difficult to eradicate when they grow older. The teachers who have charge of these schools commend them for their good influence, and claim that they promote the health of the children, quicken the faculties, cultivate habits of neatness, cleanliness, industry, and kindness, and that these refining influences extend through the instrumentality of the children even to their parents.

"An examination of their work and results in our city shows their value, and that their usefulness should be extended beyond the limited means of private schools; and it may therefore be our duty to establish the kindergarten as a branch of the publicschool system; and with that view we ask that the necessary authority be given to the board, in its discretion, to establish these schools."

Gloucester, Glass.-We have spoken of Miss Hovey's effort to further new educational ideas under Manual Training, we have now to chronicle another: The kindergarten at Gloucester having been discontinued—it was evidently supported at Miss Hovey's expense--that lady offered to give the town the outfit and to give the school $300 annually for two years. Financial limitations obliged the authorities regretfully to decline the generous offer. Ann Arbor, Mich.-While the most of the primary teachers have for some years used kindergarten methods to some extent, a further adoption of the system of instruction seems called for. "Apparently our present opportunity," says the superintendent, "is to bring the methods of our primary grades more fully into harmony with kindergarten forms and spirit." The encouragement afforded by the board of education will enable this to be carried out.

Paterson, N. J.-The kindergarten has become a department of the system of Paterson. To obtain the necessary teachers a lady of experience was induced to instruct a class of young teachers for this work. The instruction thus far given in the schools covers the first four gifts and the "construction" work of the manual training course. Songs and games are also taught.

Trenton, N. J.-"The proper education of children should include not only the imparting of knowledge but also the development of the faculties," says the superintendent. The board became so well convinced of the advantage of the kindergarten over the usual primary school studies that they authorized a trial of it, and the result has been most gratifying. In the opinion of the superintendent thorough kindergarten work should be introduced into several of the school buildings and proper teachers and material provided.

Albany, N. Y.-Three years ago the experiment of establishing a room for the purpose of preparing the youngest pupils for entrance upon the regular grade work by giving them a few months of semi-kindergarten instruction was tried with such success as to cause similar schools to be opened in all the "primaries." The "kindergarten idea" has been extended, in four schools, by furnishing the regular kindergarten furniture and assigning the work to teachers who have made a special study of kindergarten methods.

Rochester, N. Y.-The work inaugurated by the Free Kindergarten Association in 1887 having proved a success, the board of education adopted the training as a part of the public school system. There are now six kindergartens connected with as many public schools.

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Portland, Oregon.-The board of education has permitted, the Portland Free Kindergarten Association to use a room in one of the school buildings; "as this district draws public school money for those children of four to six years of age who attend the free kindergarten we feel justified in allowing them the use of this room without charge," say the board.

Pawtucket, R. I.-"I desire," says the superintendent, "to offer two or three sugges tions in the nature of recommendations. I want to call renewed attention to what is already before the board-the opening of two or more kindergartens in our city. I respectfully and earnestly urge the importance of this improvement." Providence, R. 1.-"Boston has seen the need and use of them [kindergartens], and Providence has followed in the same direction with the approval and cooperation of its careful superintendent," says the superintendent of Pawtucket.

Statistical Exhibit on or about the Period 1887-88.

Wisconsin

a Not including public schools, of which the number has not been given to us.
b Sixty-six half-day kindergartens.

In the North AtDuring 1887-88, or thereabouts, the foregoing figures show great increases over those of the preceding exhibit, though only three years have elapsed. lantic Division the increase in schools and teachers has not been very great, but in pupils has been doubled. In Massachusetts the pupils in attendance are three times as many as attended in 1884-85, while in the other States, with two exceptions, the attendance has doubled. In the South Atlantic States south of the Potomac the kindergarten has not thriven, but Maryland, i. e., Baltimore, has made great advance in enrolment, though the number of schools and teachers have not by any means increased so fast. The South Central States of Louisiana (New Orleans) and Texas have made considerable progress. On the Pacific, California (San Francisco) has more than doubled the enrolment, and almost doubled the number of schools and teachers. In the Mississippi Valley it is not the schools that have increased so much as the teachers and pupils in them, the increase of teachers being 30 per cent., of pupils 50 per cent. The increase of teachers has been greatest in Illinois, Missouri, and Ohio; and in the same States together with Wisconsin the increase in pupils has been largest.

It is evident that the figures are becoming too large to show the doubling and trebling results of earlier periods, and that there are more teachers in a school.

RECAPITULATION.

After having made this brief inquiry-too brief, perhaps, for those who would have the perplexing array of if's, and's, and but's inserted, distracting the attention and of no assistance in coming to a conclusion-it may be thought that we should comment on It is said that Charles James Fox deemed an arguthe statistics we have presented.

ment stated in five different ways four new arguments, and we offer the same plea for presenting the foregoing statistics in a new form. If it is not capable of stirring the dullest imagination into mentally furnishing a text, we are sure that no words of ours would be of service.

When an inventor has patented his device he immediately seeks to form a company with others who have the means to float his invention into public notice; it is getting to be quite the fashion to do the same with educational discoveries, with this difference, however-and a very important one it is-that the educational association is determined to lose money for the public first and last. The dividend is the annual progress made, and the investment is realized on when the "plant" is turned over to the public gratis, as happened in Philadelphia some months ago, when the kindergartens of the SubPrimary School Society became public property.

It is very true that Mrs. Blow, in St. Louis, and Mrs. Shaw, in Boston, were not societies, but in Philadelphia, San Francisco, Chicago, Indianapolis, and many other cities and towns, we believe, kindergarten work has been established and fostered by associations.

In a number of cases the use of school room has been granted by the school authorities, and the inevitable tendency has been towards the incorporation of this semi-attached school as a part of the regular system. In the case of St. Louis, Philadelphia, San Francisco, Rochester, and Boston, we have seen that this tendency has been consummated. In examining the motives which actuated the members of these associations we think it is evident that the philanthropic, the charitable, has been more dominant than the strictly educational. We would not be understood as saying that the parents of the children attending the kindergarten were in a less satisfactory condition as to means than the parents of the primary grades, but it would appear that the same idea was not the uppermost in conducting both institutions. The Boston committee, in their report quoted above, further says:

"Of course we are taking for granted that the kindergarten is a strictly educational institution. Time was, and not very long ago, when the education given by it, or by some of the schools called by its name, was of very doubtful value. It may be that this report will be read by some of those to whom the kindergartens they happened to know wore an uncertain aspect. They may be assured that the quality of kindergarten training has greatly improved, particularly during the last few years. All, or almost all, of its abnormal characteristics have disappeared, and it is now pursued with as much common sense, or, we may say, with as much scientific knowledge as any other branch of public instruction. Upon this thoroughly educational character the committee reporting desire to base their appeal for the adoption of the kindergarten by the school board.”

We have now shown how from nothing in 1870 the kindergarten has grown in numbers, and into public favor, until to-day it is becoming, modified in some cases it is true, a part of the public school system. Turning to manual training, the most recent phenomenon in our educational field, a parallel is suggested.

Though in all probability manual training has attained as large a growth as a public school study in five years as the kindergarten has in twenty, nevertheless it has not yet passed through the ordeal of experience and adaptation. To show the present condition of manual training and whence and from what it has sprung is the object of the following chapter.

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