9.

DEPARTMENT OF THE I IORBUREAU OF EDUCATION

fi.4

MULLETIN, 1927, No. 28

f. o

NURSERY:KINDERGARTEN-PRIMAAY

EDUCATION IN° 1924-1926

.FdMARY DABNEY DAVIS

SPECIALIST INNURSERY-KINDERCARTEjPRIMARY EDUCATION

[Advance Sheets from the Biennial Survey of EducatiOnin' the United States, 1924-1926] \

"nor

9.

01.

r, UNITED STATESGOViRNMENT PRINTING OFFICE

WASHINGTON

1927

i*

V

4'

,6

t 1

I

.

.'4'

rs)

do'

all

ar

.

;-

4:

ci

. i

s.

;

, '

I

ny

b.

or

gar

,

'ADDITIONAL COPIESOf' THIS PUBL/CATION MAT B PROCUSID FROM

SIIIIIRINTILNDIINT OF DOCUMICNTS

S. GOVUNMSNT PRINTING MICEWASHINGTON, D. C.

AT

10 CENTS PER COPY1 -

d

. ,

j14..

60

- '..*.1,-", A. .

e...

,1;, .

"C"'

o.

4

,iS.1j

. a

6

-

a

a

I*

we

i.

dr

THE

.

a66

6

J.

.

.o

S.

al

4

o

40;.'

O

4.

. : , .. ..,;SI 5. .

1. _r Z

I.

M.11,

"o

1

U.

.

ot,.4

. '.

.

I' .1 ;lo t' ..

17°

6

0

NVRSERÍT-IiIkDERGARTEN-PRIMARY EDUCATION IN1924-1926 .

earBy MARY DABNIIY DAVIS

Speck] hiat in NurXery-Kindergarten-Printary Ed %cation

OpYrrxvg.IntroductIon--Nursery school education : Programs'and staff ; workers Confer-once ; education of parents a part of nursery school programKindergarten-primarygrades: Increase in number, of kindergartens; legislation to vaid kindergarten educa-tion ; curriculum construction and revision; " setting"' for new types of curricula;tiot)ort cards; Oromdtiona of kindergarten and first-grade childretiv teachers' salaries;training for teachers of kindergarten-primary grades; certification for kindergarten-primary teachers general supervision for kindergarten and primary grsdes, teachers'professional organizatibnsSummary.

Popularly and scientifically the education of young childre'n has.been rapidly becoming a foremost topi,c of study and discussionduring the past two years.

Parents, educators, and even the man in the streetare recognizingthe potential abilities oi_young children and the need.for using therich but much neglected preschdol years of a child's life its an educa-tional asset. Nursery school workers are gaining evidence ibf theeffect conditioned environment and scientific supervision have uponyoung children's mental and physical welfaieo Kindergarten-pri-mary teachers are guiding classwom activities to meet the behairiorneeds tt,well as the skills required of their pupils. They are.pfac-tieing in increasing numbers the modern principles of education andare cimtkibuting to the widespread interest in character education.A closer cooperation betwven school and home activities and among`bgTades" of work is being effected for the One& of both vhildrenand adults=the parents and the teachers. Child-welfáre researchstations, consultation centers, and habit clinics are offering.guidancein understanding individual needs among children.

Popular magazines have featured articles on such topics as thedevelopment ef desirable habits and belliviors in young children,the rehition of parent behavior to that of their children, the bookinterests of children, and progress in developing health habits.Parenthood is becoming a real proiession2 and parents of young.

cliildren are gathering for .child-study classes all over the country-toprepare for this profession. Nursery school, kindergaiten, and Pri-

1

. . .

A

:

1 - .. . ,.-,-

..

.. 1

I

., ,

,

. - .-..e

.-

'. '

.,

..-: '.-.

. .. . .. .1

.1

.

IA

a

-

'BIENNIAL SURVEY OF EDUCATION, 1924-1926

mary teachers are réalizing that they need to know far more thantheST now do the émotional and physical well:being Of preschooland school children, and sections of their conference and conventionprcigrams have been devoted to these subjects.

Teachers, research workers, and administrators are appreciatingthe essential need of inierrelating all phases of education and ofunifying the progressie sieps in educative expeiiences for youngchildren from nursery schools through the kindergaiten and primarygrades. Principles of'education widerlying these ideals of eductitionemphasize that the development of desirable behaviors is as iniportantan educational objective as the achievement of knowledge, that learn-.ing takes place effectively only ihrough the combined mental andphysical activity of the children, and that similar environment:,similar methods of teaching, and similar objectives of educationshould mark the work with all ages of children, and should insurecontinuous, uninterrupted progress in their development.

These principles of educition are being expressed in the courses(4 study prepared for kindergarten-firir.nary grades as a.unit; in theunified preparatory courses offeréd bY 80 per cent of the- teacher-training institutions preparing teachers for kindergarten-primarygrádes; in the informal organization of primaryb classrooms and thespecific efforts of kindergarten teachers to lay foundations for theschool subjects through the children's experiences; and by the super-visory units for kindergarten-primary grades in 72 per cent of thecity. school systems stipporting kindergartens.

The reorganization within the Bureau of Education in 1925 cif its.section of kindergarten education in 'the city schools division into asection .of nursery-kindergarten-primary education has been in keep-ing. with the general movement to unify the work for all ages ofyoung children.' Since Its organization pis* section has servedteachers and parents (-4 young children, supervisors and suPerin-teildents of schools, research _workers, editors, school architects, rep-fesentatives of educational organizations, and bthers interested in theedtication of young. children. It has assiked in general educationalsurveys, has assembled and distfikted information, and -is carryingout a program which includes studies and researbches in matters con-cerned with the education of children tlirough the eighth oi ninth.year. .

Becauge this is the first report- since the rebrganization Of thisseqtion of the Bureau of Education, data 'have been assembled AOoffer fact's concerning present practices in nursery-schodl, kinder-garten, and .primary education to provide bases -from which futuise'progress may be reckoned, as well as to show the need for 'more

.

.

.

,

. .

-.

I *. . ) : ,. .1 -...... .. e

1-.-. . . .. ,. -.

,. .,, L

.......... ;- . t".--t- ; -. .'.

.t t '.. t 4 ' ? " '°:* ' ' t : .)

1. . . .. . .i le:/,,;''' -:' '1"itite.:44:treit.,' ..P.;:4"?.>.:,..4.;''':-'''''''"'' riait.1 '"''21`v."1.7....1'14,- 4:44?4..,i,';' .÷: it i:1.1:":::;L",....:..r.i.r7-11...::::

'-'4,4', ;`...:-.74:::*:'.!-.P.N.'''.1.4..: I.4..1.. .rt....I'', !.... 'S. A.v14.$ , b ,-,..,..j .....2- 2- --...''''W ii' ..-4 - 4 _

f;11

a- . .v4'I ' k

.

NURSERY-KINDERÒAILTEN-PRIMARY EDUCATION .

complete and accurate information in many lines of eddcittional workwith children of the.se younger ages. -

None of ihe 1)ractices hére reported are perfected, and`neither tirethey 3 universally used as can be hoped for in the future. Thetyks of scientific thinking which .modern principles of educationstimulate should, ho'wever, continue to develop a highly profesionalattitudi among teachers during the next bienniuman attitude char-'acterized by .alertness to see and to grasp opportunities for dempn-strafing those principles of educational theóry which recogiiize theinterests and activities of children of all ages as the means by whichthey learn. Examined in this liht, the education provided to-dayfor young children seems based on a scientific foundation determinedby groups of research speciali4s. Their work converges in, theproblems of education for the early Airs of a child's life ana isadministered by teaChers who are alert to the need for observing*children's interests and reactions and for determining the plans ofschool Avork accordingly.

Both specific and general problems are waiting for solution.What do play materials contribute to children's education?. Whatpractical experience with infant's and preschool children is neededfor the student training to be a teacher or majoring in child psy-chology? What health habits for which the elementary schools ire-striving can be easily established in nursery schools and kinder-gartens? What shifting of standards' or segrouping otchildren willbest promote continuity tn education and will materially reduce theIarg6 per cent of first-grade children retained a second year in thatgrade? With, how Anany children can a teaçher work effecti41y innursery schools, in kindergartens, and in primary grades? What isthe per pupil hour cosi övf education for these three gaups of chit....dren V These 'and many similar questions are in needsoirstudy to aidteachers and administrators in providing the richest opportunity foteach chilWs education.

NURSERY SCHOOL- EDUCATION

The breadth (If interest in nursery school ech4cation is e.vident from'the many types of institutions with which the schools axe connectedand the sevral purposes for which they are organized: In eath casethe care and instruction a children is ,of primary irriportance, undin many cases the work with the children's ¡ntrents is just as impor-tant. 'Intimately connected with this are the progfams of researchin educational methods and materials, in behavior development, infoods and clothirig, in social conditions, and in physical growtlr.This research and the training of teachers, the preparefital and theparental education programs indicate the wide fi6ld of services cov-ered by nursery school education. "

.-*:. . es

3 .%,. .

. -6)

.

.

.

. .

.

.

.

.

,.'. .

.,.

.

. .

_ .

t,:r

Joe..0. I An

4

;4!;..7 .';hPI: .01 41

"*. e. u4',11t'tteNs., ', Alcit4..a

I

e . "" *f.. )%ii*P`' ` #0."'.'..*!/P°''"1"!P'."., e. .P..c...... j e

Vti ?! . S.: ! S.'

t' i.,k . 'AI!? "4.:k t

" "_" Z4VA11L''..'' P

1

,

.BIENNIAL SURVEY OF EDUCATION, 1924-4926 t,

Some of th: . vate ntirsery sc.hools Rre organized to relieve parentoccupied_ within and. outside .the home, as well a.5 to provitte,educative experiences for. the children. Miny of these- are inde..pendefit units, and others aie a .part of the kindergarten-primaryunit in experimental schools. lit some cases nurs-ery schools areshoused. in Social settlements, publk-tealth centers, day hospitals, etc.,and are supported chiefly by philanthropic organizations, though anominal fee is usually paid by the parentg. On certain days, in someof these schools, parents ire givn the opportunity to assist thedirecting teacher as part of the parerital training work conducted'by the school. Nursery schools, used as laboratories in certain col-leges, univevities, and tctcher-training institutions, offer .-studentsopportunity to observe and study the interests, habits, and .needs ofyoung children. In some cases participation.and tea0ing experiencewith children is also provided. for students. Suich opportunities arealso offered to high-school students in the public-school system of 'mecity as a part of the preparental training itì the course of home'economics. Two othir city school systems are developing plans sothat these high-schdol students may have similar 4portunities andare relatrbg this work to other courses in the student's curriculum.,As yet no public-school system. has assumed the entire expense of-operating a nursew school. This is due to the need for legal rulingsefara7rvine gprtho jeectsapbpertowpeeriantitohne`opfabfluiendscáhf000rlssaunchd. epxrpiveantdei Coop-

are, hatvever, 'low in effect in several cities, and in two or three ofthese -the nursery school is °under the general supervision. of tilekindergarten:primary supervisor.

Research 'centers in the field of hursery-school education art estab-fished in Columbia Univérsity (Teitchers College), Cornell, IowaUniversity, Johns Hopkins, Minnesota. and Yale, and at the Merrill-Palmer School of Homémqking in Detruit. This latter school, rec,ognized as one of, the firAt to initiate studies in .child development,accepts students from universities for aloft terms of research work4t Columbia, Iowa, and Minnesota the work is carried on -throughinstitutes of child welfare independent of other university deptirt-ments but offering their resources to all departments interested incooperating with theft' projects or in initiating individual researches.!like work 'at Cornell is part "of the tollege of home economics, at,Johns Hopkins it is a part of the *psychological labóratory, "and atYale the research is carried on through their psychoclinic. Otherrtsearch centers in the experimental . stage of organization are-cated in Los Angeles and Oakland, Calif. (Many colleges and uni-versities are' conducting research in this field of. nursery 'educatkmin connection .with their courses in child care and training, ^home

1,30 1411.:rr-.=.7-,.

r

;

174., .

gib

"...

. .. 1

k fib,

.

.

.

erittive projects. between :the :public .schools and, Private organizaticins

*. 41i

!. .

. .

1:1

t =

la...-,

....-.,

.., . , .,4.1.: ...,,l, yi i :. ., . : ... :

4 ,.. :: ..', elm i ":-.... . , ,..... '.. ,

. i ': . .

.A.y;;t1,1,f.'-'' ....,., ;-t,v. 's ..:-,,,; --, -! !-- ; -- !-. .

. . ., . ASA .. ...,..1:4.s 3 I' 1 ' ... ?, , ....' V...P .

.' I

' ' .# I :.41

.. ... q .44 . ==1"

4

ik.-,....,,,;..F.,-.,,3 ..,... -,.s. ,.,..,.-. .,.., ,!¡-., ? .. .--,., ..,,,,.. . . ... .., , , , 4. . ... . ._. " .. .-. to. ... . .. .. .... , it .1 , ..,...:.,....1...01...:,, ..-.1:i,11.4,4;14.4.4tgi ,...,44 ..41,z,...,4.4,.. :44........,,.....4...,....:,:ii..4..k.ovv4... .... . 1, , 4:'' ' 4 "" '41=:',,,, ', ., .... '' ,=:...4 .°,1*.`41n1=f,_., 'k *;.L',..1;t10-4.,Ljj= .. kitit 1 : . ul..,4, 4F..\ ,_ er =,-;,-', :=. ',..;_ge;,.:,:;i1- r... fl..- .,-=,'44 ,... tl ''17'v'1.41' -4.415.-)=--,4 -7 -,47.----. S11 Mt. 1!..1. -- ...-:. .1'.. LILL214.4" k'Irt' _.'"Vat.AeOT '.0$.- , r71,..-L4 - , 4 i.."t.- .-__ 1 : ' i- t-,- t---;?-'

) TI

,

NURSERY-KINDERGARTEN-PRIMARY EDUCATION

ecionomics, psychology, and education. Significant frojects verymuch in the nature of reseaich are connieted with two eakernwomen's colleges. Students in the department of education at SmithCollege have the privilege of working in a nursery sch6o1 connectedwith the " Institute for the coordinalion of Women's Interestti."During _the summer, Vassar College Alaintains a nursery shiool. as

, part of the work in the department of euthenics. .

Research in a new field of Ark helps to determine administrativepolicies, to outline -the techniques of teachi4, and to check the 'effec-tiveness df its achievements., Doctor Gesell ' indicates the greatopportunity which is open to the workers identified with the scien-tific exploratory work in the education of preschool children: Heoutlines fives major fields of investigation to which he feels thenurserf school can make significant contributions: Fir8t, the prob-,lem of individual, differences, which' has hitherto been largely con-fined to adults; adolescents, and school children; second, the problemof mental hygiene, of stimulation, ands fatigue, for which morescientific data are needed tö' allay tile fear 1that nursery stfi-oolexperience is too exciting for young children, and to Modify theschool's program to avoid.. Unnecessaey deniands upon their emo-tional ançl social adaptatio'n;. third, to de elop methods a ineuure-..ment for the personal-social 'behavior 4f young children and toattempt to. establish noims; fourth., to darry oi constructive investi-gations In the matter of-behavior problems.and "to develcip an 6ffec-tive technique of study that is already forecast by the case study ordiary 'record methods *now in use; and fifth, the development of.methods -of parental guidance, since the welfare of children is solargelY conditioned by the elivironment determined by the parents.Aside from" this program suggestect by Doctor Gesell, many otherstudies-of-the physical and emotional deVelopment of young childrenan'd of ttie educative values of play materials.could be proposed andmany such studies are well underway throtighout the couhtry.2

Whereis the major number of nursery schools has been organizedat the tnitiative of educators, there are many schools in which parentshave taken the 'initiative and have organized the schools as coopera-tive neighborhood Projects. There are approximately 75 or 80 schoolsnow in operation which are liked as -nursery schools. The listchanies frequently because new schools are' constantly`being ppened,öthers for one reasontor anottop are closing, and still others are foundté "be informally organized, neighborhood playgtoups ör day nut-

I new% Arnold. Rrperitnental education and the nunery othool. Jour. of Edu.&worth. 14 : 81-S7, Sept., 1926.

I Marston, Leslie Ray. Directory of Research in Child. Development Compiled forNational Research Counoll committee on Child development, National Research Council, .

Washington, D. C., Much, 1927. 1.

e

E.. '

: j i:. .

. : .. .

.

., ..

-,

I--

.. ,

_ . ..

.

.

I

1

-- . .

,

-

.

...

.:

'

. ,:.

..

..% .. .6

....al ..

, - . .:Z

:.. .

.

as t

..

a

:1

4..1

' t ..

.

-

-. .

4.. 6 ._ i ,434"41p

.- .;,' e 2- - i . . . , a-- . ,. .. , '4 1:V. 4. 1-..:..; .4.,!, . , , , . 0, -- At .r), ,.- .,0srs

. (

-

.

'3-

.,,

.

':..

. ..'

, A12,4,

' ..!:»: .t.l!.. I.- ip21,..ar4... ,!;;;4' ' .. r4;1.4., frtt,..t%. .Va *;43,... 1: ,..1.:...41:4.. :1 ;.:

1 i .."-!: ,e. .10 /,.t:')-.1., F,. ,i, ir:,./..*? ri,:l. y-i:4..,1;'.%ZSN'i. ;... ,IL ....i_..i.,f..2 _._ - - ,r (., ::;..enitiga.TI-4.-

, ..- ::.-."1,1Ji......,...... ,....: ;;1;...1 41..i.';)

,,j, ',.' r..,....!....,.--4- ....,r:.??o ' ' - . . : ,

' . "IsIt '

;.,. , ,,,',. ,l, .... ,:..;.. .

____, _ :, ____:..,...

el_ ' -'...;'t

.; rea!" t'% ? .11

I: ,I ', ..,,,,'..." ;,".:-'..1/4.C.,41,togogo'.."-- li.." t,q-bp,i 9'''' i t,,,iit'

..,;itlt:A.1 Iv, ..'..s. ..,' ...r.; 2-etz.4.. ipiet.-. f ' ,- %'- ) 1 . ..4 , . 4. 14 . e - ', .. t¡tAk l'% .t. I ..,, - -.. 7. 1 't 1V+ VII '01-10if!trZ1-1-'111.'ail,.!_il.i...'iarilt.,&!..t.fds t"......1-'4i./". ii:R6. -Atl

-

,

A

e

SuRvEY OP EDUCATION, 1924-1926

series not desiiing nor meriting the namé nursery school. A needhas now arisen for the determination of certain minimum essentialscharacteristic of a nursery school. I Such essentials could, of course,be exceeded, but the classifying of nursery schools by establishedstandards would keep nursery school work upon its present high, edu-cational level. Much ifiterest in the educational possibilities of theirwork is being expressed by directórs of day numeries. A cordialinvitation was issued to tiipeakert; for the convention program, of theNational Federation of Day Nurseties to describe the educationalobjectives and mataTini, the day'il program, record keeping, and thetritining for teachers considered essential for raising ihe care; of chil-dren to a plane of education. Trained teachers have been added tothe staffs of several day nurseries.

PROGRAMS AND STAFFS

Most of the nursery schools are in session five (lays al week, witha school year comparable in length with that. for public schools.Two-thirds of a sampling of 35 schools plan for a day from 4 to --11 how's in length, while the other third cire for the childreit only2 or 3 hours-a day. Some of the experienced nursery school workersfeel ihat a full day of at least (3 or 7 how's is needed to conditiona4equately the habits of young children. Great importance is laiaup6n the observation and development of habits óf eating, sleeping,and elimination which are proVidedeby R full day in a nursery schoolunder trained teachers.Activities for a day's program usually begin with S0111,3 form ofphysical examinati9n both for the benefit of each child and for thesafety of the group. Then follows play, as much as frissiBle out ofdoors, with physical .apparatus,,tozs, and educational materials; amidmorning lunch of orange juikeitiid cod liver oil, tomato juice ormilk; a rest period arid some time for story telling and music. Tothii the full-day program adds dinner, a long afternoon nap, moreoutdoor play, and.where necessary, supper or lunch before the parentcalls for the child.

The equipment and room arrangement of a nursery school are con-ditioned to give the children physical exercises, experiences with toys,and materials which they learn to control and to use, and social con-..tacts with other children of th'eir age. The° orderliness apd accessi-bility with which the supplies and play materials are arranged-areimportant item's in developing self-reliance and independence.Because of the need for special supervision of the children's physi-cal and mental health, for social workers and-for consultation servic6for parents, the staff of a nursery school usually includes special ,con-sultanti as well as teaChers. This is, as a rule, part-time service, tint

6:BIENNIAL

.

.

,

w

=

.. ;

,

ti ' '1 7 ,` 71' k.

.; ;4.:`;.1 "'?;%.1 14.1- 11'4,-,4_414.t;.,,4ZAkWogitil

a'

"I

)1.4')

ravai

r.1'

.

. . '7 . r .e

1.?"4"431"4":71r4.7..k.&171.i};1:'

*1I.! . -

,

. .0.

NURSERT-KINNIRGARTEN-PRIABY 1.DU6A.TlitON 7

in some cases full time is given, dividing it between the nurseryschool and a behavior clinic or consultation center connected withthe nursery school. Such a clinib or center serves both the schoilchild and his parents, sometimes also caring for older children in,the family through studying character traits and abnormal behaviors.The following extract from a tetter describes the staff of consultantsrecently added to .the Cleveland Kindergarten-Primary TrainingSchool:

One' of the interesting things in connection with this nursery-school workthat the training school and the association are doing is that we now huve ourown behavior clinic with psychiatrist, psychologist,.nuiritibn worker, iratnednurse, psychiatric social worker, and. medical examiner. This unit ts. consider-ing behavior cases of the nurieri kindergarten.

The greatest importance is placed upon the training of teacheps.In many itistances it is considered ess'ential for a teacher to haiegraduated froni a four-year college course in which she has- receivedspecial traininglehthe sciences and inthe several types of psychologyand education.as well as in practice work with children in the entireunit of nursery-kindergarten-primary grades. The cooperative inter-est of clinical psyclologissts, of experte in the fields of home econom:ics, of physical hygiene and educition, can well be .expected to -pro-(Neil a well-rounded phut of education for young childrtin which canalso guide the work uith oldei. children ind with parents and teaches

Financial assistance has been given many child-study projects,arid for mariy " fellowships " in pregchool work by <he Laura Spel-man Rockefeller Foundation, and cooperation .in the fulministri-tion of this work is bringing together specialists in .the many fieldslof educ.ation already enumerated. For the training of teachers, atlegst two institutionsthe department of nurser¡r, kindergarten, andprimary education of Wistern Reserve University, formerly theCleveland Kincrergarten4Irimary Training_Schopl, and the NationalKindergarten and Elementary College *filch is-affiliated with Northwestern Universityhavi added special tfaining for nursery-schoolteachers. The Nursery Training School of Boston coaftnes itsteacher-training work to this field. Adequate certification fot suchteaChers has already been considered by the-States of Pennsylvaniaand Ohig, and is under cotisideration by Califorpia and one or twoother Siatea;

s WORKERS/ CONFERENCE

Problems naturally arise from °conducting schools when no pate.tern for thè techniques of teaching-his bee9 formulated. To helPsolve some of these pro;lems, conferences of nursery7sehool rprkers.have been held for two years independent of any ,othik echNationat.organizations, but:meeting at a time when than mostlinterested.'in.

106216-27---2 4

-. . '

-

;

.

-:

I

*..

.

,

111

' :

;

!...

a !

.

., ., I .4 I

- 2. rt, .;k Pe ; I::

1. e,

. ., . .e ' ,- ,

7

..; , . ..,. .. ... .4::...0.. ... -4., ..,L,:. A4,4,1,i '

' - ''. '`.i.,4.' .. ., ,.14' .4 .07- .,4 ..i, 1

. . . .., '' .. .. . .-.. . '..

o .1... ; .1 ,1 . ;'.V........1..Witii.. .. %:71. v.'.!":tr., -..,---.. -.4, -*¡( 11 4'.'. lk,

0.t, ohk.i.- ..") f

"1k. 1.

F.,' V4:4;:ktlit!'1'111'16¡1,

'At._.,4.411k 4-1.-

a

`1,

480

ft

8 . BIENNIAL SURVEY OF EDUCATION, 1024-492.

such education are attending other meetings, such as the Department'of Superintendence and the International Kindergarten Union. Theplans for thette conferences have marked a new step in making:

svcb programs; they have focused upon specific. problems, andhavé been organized on the discussion plan with group or topic lead-ers. These conferences have convened for a period of two days pre-ceded by visits to nursery schools, and they have been characterizedby informality and by the frankest kirds of discussions. At the con-clusion of this year's conference the group, organized most infor-

was disbanded until such a time as an organization could befounded wborc-h would represent the educational inttirests for thewhole-period of young childhood. Irr the meantime the interests ofnursery-school education were plaetd in the hands of a committeeof 19 represeeting all types of institutions and "centers" activelyengaged in nurser#-school work. With 'this committee rests the re-spoilsibility of calling conferences and of representing the interestsof nursery-school eduhition throughout the country..

4r.

EDUCATION OP PARENTS A PART OF THE NURSERY-SCHOOL PROGRAM

. A prokram 'of parental .eduCation must be closely correlated withthe program for the education Of young children. Such an intimaterelationship existi between parent and child that it is practicallyimpossible to consider, the education of one without the education ofthe other. Records onhe-thildren's physical activities anamck-tional reactions kept during the nurserylAool day need to be con-tinued in the home.- What fbe teacher does. during 'the day is.frequently detTrmined by what the child has been doing at home.The cooperation in such record keeping informs both school andhome of the children's 'continuous privress and by initiating the'parents into the 'purposes and. plans of nursery-Ali-pi education in-crwes their knowledge and skill in developing th'eir own child.This initiation is carried into definite training in many schoolsthrough organized study groups and through scheduled opportunitiesfor mothers to ass- ist the nurSery-school teacher.

:This local work is well supplemented by 'child-study chissés or-kanized and supérvised by local, 'State, and National organizations,for instruction in parenthood i§ not confined ,to the- nursery school.Courses in child study offeied by universities and cotters froni theirextension departments are well illutrated by the. folloxving announce- /merits:

a

COMMIES FOR PARENTO

The'program of yitentdon courses In child training of the School of AppliedSocial defences of Western Reserve University for the vintng v;inter will% heextended to include threecourses, (pace to be offered in two sections to stem-modatp those who *Wish to attend In the afternoon or in the evening. Includid

I

e.

. . . .

-nially,

.

*..11

,

11

I. t

.

4 \'1.

.

.1

'

-. : .....

.,, -..,!, ..,... v ,., Il 4' ' ; I I 4. .SA4N-i 11 . '' ''.. ...e :, '14. . i I, I.! ;'1 .- % % $ ; '. ': . ..I". ":!... ..!7 : ' " . .1. ''' e Jrt. ' .. . . 1'11

- *4 ' 4-erst?" "'. ii.." ii......:V l 07'4 .J.1V41 (4"¡Zil,', 41' 4' r!.14: .. . ,4 t t .. .11'1 A ' : 1.; '' ' tt. ° J '.,:.:. 'k', ' r'' i ."-' .:. ' ' .''.4... 'i ; ''v

e

1 _ ,i,ig..A2 j'jae;t441.01_14,4f e.g. " , '..2.1tY. titfii4rgiibii:Mik.4:7A !I-44),¡44 i "1',0.1.4& ,t ...--,f,h- :, . .-- i i L__

t::L',;,`,AtiC...,Iti .1' .,.4.:.";:;.;,.., ....! ; ..._. :...r...!..: . al,

'1 i'-grt; Prt erlitt.'?I'.. ,-,,.. .. -, , .. ' t .,, , ' : i': , . ..771.,,,, tit. .4' ,:..t.P : ...te,:). ..' ,' . ib

r... t..

.

NURBEItY-RINDEROARTEN-PRMARY EDUCATION 9will be "The educatiin . of the child of preschool age." "The home edwationof the child from As to twelve," and "The homvducation of the adolescentchild:11-4(1mo! ropiest Cleveland, Ohio, &Wens 1926.

YOVit CH LLD OPPOWIT N ITT

The Institute of Child Welfare Of ibe University of Minnesota announces a'correspondence course of 16 lessons' on the care and training of young children:This course is offered under the general extension division without tre. tt taopen to all residents of Minnesota. 4 16

The (Noun*, in simWe terms and with illustrations, will take up: Physicalgrowth. care. and diet of young children.

The management of young children with reference to the development ofpersonality. and the establiAment of correcl habits of behavior.-

Play: Toys, games, st4rivs, and musk for young cliildrin.ONO

PIESC 00 .. AND HOME IABORATOtildfl

The State University of lowa offers to parents the benefits of extensilereaearch In tilt entitling of young children in a group,of preschool laboratoriesof the lowa -Child Weifitre Research Station The purpose ip thelaboratories Is to give the children un o1ip6rtun1ty to develop under the limitconditions/land. to give a limited number of research wohers an opportunityto learn through observation and experimentation tbe best metbocla foKtraining normal 'and stiperior children.

The first State program of public instruction for parents has beeninitiited by California. A. description of the -wo* being started_is given in tl)e Elementary School Journal, as 'follows:

An experinwnt in parent education. to be conducted. e California public4.1pe4)l authoritielt has been anuountied by the CaLJC*.rtIlt superintendent ofpublic Instruction. 'As a beginning it N proposed- to organise 8\claVaes, 4 inthp northern part of the Staie and 4 in the southern. Each center will offer

1 a course for mothers of preaehool children. (2) a course for fathers ofadolescent boys, (3) a (tonne for mothers of children between tbe ages of 'ti and 12. and (4) a course for mothers of adolescent girls. The claws will,wet onee in two weeks. Part of the time will be devoted to lectures onchild psIchology, character education, and similar topics, and part to dwells _don" of problems brought in by the parents and to the orgahLzation of 'simpleprojects in ehild training. In carrying out this whale the board of educationwin enlist ¡tie-aid of such agencies as the SmithHughes home-making staff,honie-extenslon and u,niversitylextensioa workers, the bureau of child hygiene..and organisations dealing with delinquent children.

Particular anpbasis has been given to preschool Audy groupssuch organizations as the National Council of Parents and

Teachefs,-the Child Stuay Associption of America, and the Ameri-can Association of University Women. Tics and outlines for;btudy. refereneAs to publications, pamphlts on pertinent topics, and ,reprints of helpful articles from current magmines are furnished bytheso organizations as aids for stuBy groups. Growth in interest insuch study groupsopoilsoied by the-educational 'department of °the

,American Association of University Women and supervised by theirI.educartional secretary is evident from the fact that in 1928 and 1924 ,

..

' i

.1

'0.

.

.

i

II

.4

91.11a

a

10 BIENNIAL SURVEY OF EDUCATION, 1924-1926" 4

there were 23 study-kroups and in 1925-24i there were 157 groupsI organized in ,38 States and enrolling approximately 1,500 parents.The chapters of the Child Study Asseeciation of America havedoubled within the past" year. Under the supervision of this o\wani-.

zation, four copferences on " Modern parenthood " have been heldin the cities of New York, Chicago, San Francisco, and Baltimore.The project of fostering these conferences has been one of the mostimportant steps in the progress of parental& education. They havebeen attended by thousands of parents and teachers and addressed'by en,erts* from universities and research centers and have offeredopportunities- for discussion of individual problems. The confer-ences have stimulated the organization of an institute for the prepa-e ration of child-study group leaders ahd have carried a tremendous'awakening of pafents and of teachers to their responsibilities, to the.fas'cinating opportunities before them, and to the cooperation whichwill be able to further cement the interests of höme and scheol.At the invitation of a group of directors of parental educationprojects a conference was celled in the fall of 1926 of representativésfrom tbout 50 organizations and institutions interested in child 'studyand parental education work. Discussions centered about the con-tents, methods, mate.rials,1 and personnel needed for parental edu--cation classes. The value of the meeting Was so evident fhat theNational Council of Pareritalarducation was organized. This council .will further the work of parental education through assetnbling anddistributing information and through assisting research irhis field..

Aside from these activities, interest in parent education has beenstimulated by many of the popular periodical publications. A new

, magazine, " Children, the Magazine for Parents," is oftering popu-,larly written articles by recognized authorities. The autumn nUmberof Progressive .FAucation for 1926 focuses attention upón the " Pro-. gressive parent." Other magazines classed as fiction and currenttopics have issued articles and special numbers on the education ofchildren, on tlie provision of books and reading for children, and onthe education of parents.

The scientific work of experts in the preschool field and.the Cooper-. atibn of parents and teachers for a better understanding of child lifeinsure an education for children which should be more adequate.SOME RECENT PUBLICATIONS IN THIS FIELD ASIDE FROM THOSE ALREADY MENTIONED

Baldwin, Bird T. Pr.eschool 'psychological laboratories at the University ofIowa. Childhood education, 4: 232-236, January: 1927.Description of the nature and scope of work in this labóiatory.

Brugger, M. E. A nursery school program. Childhood education, 8:18-21,September, 1926.

Description cif a day's activities at the Gowan Nursery School, conducted by te.:eCleveland Kindergarten-Primary Traping School. t"..r

7 vs ----r!--c .

'-

ri!'41

.

.

.

. .

, .;r, . .

. ...., .

.

1

s

L.

, .

.

.NURSERY-KINDERGARTEN-PRIMARY EDITCATION 11

Concerning parents. A. symposium on present-day pareahood. New York, NewRepublic (Inc.), 1926,279 p.

A report of the addresSes given before the Firstr Conference, on Modern Parent-hood held in Nea York City, October, 1925. The addresses deal with modernfamily relationships, with preschool lind adolescent child problems in the homeand in the community, and with the pirents' outlook on-life. 4

Eliot, 4bIgail. Educating the parent through the nurseryr schobl. ttildhoodedu tion, 3: 183-188, December, 1926.

Description of methods used to secure intelligent cooperation of the*of Cambridge Nursery., School and Ruggles Street Nursery School of B.ost/F.

Franz, Shepherd Ivory. Pyschological aspects of the preschool child. Child-hood education, 2:277-283, February, 1926.

An analysis of the beginnings of certain adjustments in young children's behavioressential for modern social and industrial life.

Guidance of Childhood and Youth. Readings in Child Study. Edited by Ben-jamin Gruenberg. New York, MaCmillan Co., 1926. 324 p.

Source material to guide Parents in meeting problems ofiliscipline, children's fears,speech development, etc.

Hill, May. The nurseryliehool and parental education. /n National educationassociation. Department of elementary school principals. Sixth yearbook,1927. Washington, D. C., Department of elementary school principals, 1927.p. 145-161.

Well illustrated descriptjons of certain nursery school objectives and programs withirdicatioas of their values for parents.

Hill, Patty Smith. The gducation of the nursery school teacher. Childhoodedu.ation, 3: 72-80, October, 1926.

Building a curriculum for prospective nursery school teachers irom diary recordsof individual children kept by skillful nursery schóol teachers, and from job analysesof knursery sthool teaching: Illustrated with one complete diary record of a nurseryschool teacher.

Johnson, Harriet M. A nursery school experiment. New York, bureau of edu-cational experiments, 1922. Revised, 1925. 82 p. illus.

Describe); a nursery school,*purely American in conception, which claims educa-tional need as its primary excuse for existence. Describes equipment and pro-cedure, giving excerpts frondaily record sheets.Pearson, Ruth R. The behavior of the preschool child. American journal of

aciology, 31:800, 1926.A summary and bibliography of the more significant literature written in Englidhsince 1919 on the behavior of young children. This literature show)) that chidstudy now focuses upon total concrete situations in the lives of real children.Agencies for child study include habit and child guidance clinics, preschool labora-tories, and the nursery school. These agencies concern themselves with' normal aswell as with problem children.

Raymond, E. Mae. The nursery school as an integral part of education.Teachers college record, 27: 872-4391, May, 1926.

In order to make the nursery school an integral part of education, it must beprovided with_ a currichlum in which subject matter values are recognized.. Astudy of nursery school education shows that it is actually laying foundations for ele-mentary education through safeguarding of health, developing social and physicalcontrol, providing opportunity for social adaptation and for learning throughpbservation, experimentation, and self-expression.Woolley, Helen' T. The real function of the nursery school. Child study.

3: 1011 Febtuary, 1926.EmpMizes the better understanhing and closer relationship whic-h exist between-parents ghd children as a result of nursery-school educadon.

:

,.

.

'.. C '-

..

.

. ,

. .

:

.

.

4.

.

4

.

C.

:

; . :-4.e .- . .

.tY...

. .

zèy

Nib

.

4 ;" .r;;11;;A:

. . - .4.

12 BEENIVAL SURVEY OF EDUCATION, 1924-426

KINDERGARTEN-PRIMARY EDUCATIONProgress in kindergarten-primary education may be measured inthree ways : Through increase in the. number of 4 and 5 year old

children enrolled in kindergarten and in the actual number of kinder-garten clatses; through the assimilation of kindergartens into theeleventary grade unit of the school system; and through the accept-ance in primary-grade classrooms of methpds and materials of edu-cation which combine the development of skills in the " tool " and" graphic " subjects with the development of children's social andintellectual behavior, and which provide adequate opportunities forcreative expression of children's interests.

Those who aremform'ulating principles of education to guide cuiricu-lum construction and the improvement of teaching recognize no dif-ferences in the general objectives for eduCation at any age level.

4. Improvement in behavior and working through pupils' interests areas essential in high-school teaching as in the kindergarten-primarygrades. The fact is recognized that whereas most of th'e leaders inthe field of kindergarten-primary education fdrther the unification ofearly elementau aucation and accept jhe " behavior and pupil inter-est " objectives of leaching, there -are many teachers who are ,not yetready to demonstrate them, mid many administratôrs who are notyet willing to let the teachers carry-out the denionstration. Kinder-garten activities should contain the beginnings of all the elementaryschool activities. No unrelatedness nor isolation is ever productive ofprogress, but in merging their work with the elementary unit thereshould be no fear that the influence kindergartners have had indeformaliiing primary classroom work, of focusirtg attention on chil-dren as individuals rather than as classes, will be submerged beCausekindergartners are outnumbered by the other " grades " in the ele-mentary unit. Neither should primary teachers fear Oat, so longas they give themselves as thorough and as conscientious a preparationin understanding pupils.as they have in understanding subject matter,

O the achievement of pupils wilkfall below present attainments.Explairiing to parents what the schools of to-day. should dofor their children helps teachers to clthify their own notions ofmodern educational practice and to remove the fear of displeas-ing patrons. Teaching, like living,°is after all a matter of principles,and no fear of loss through uniting educational work for all agesof children should be entertained by kindergarten and primary teach-ers nor justified gy'dadministrators. The .initiative for providingkindergartens and the setting for modern methods of teaching restslargely with the school adminisfrator. With the teacher restsresponsibilities for fitting programs of work to children's interestsand abilities, for relating her work to that iii other grades, and forbuilding.an atmosphere of growing and of happiness in the classroom..

.'. 7,e;

Z4,

, .

.

...

.

*. ..

.

*.:

. .,

"..,.

1 -414<1.3.. 1.,( .. 41fP1

Arr Atrot*"")"'r"--% l.t . rji ,' v,4 -14,41*Nix* P;.- - : '-

4.0'4 ? . 10 . ... t% . . .

dqr " " --* *- AI ; r.. -1 " V:?, e

-4»,10'4.#4ri '412 tS-le ATtrAti.s.,.,±

,

NURSERY-KINDERGARTEN-PRIMARY EDUCATION

INIIREASE IN NUMBER OF KINDERGARTENS

13

SinCe complete statistical data for 1920 have not yet been receivedfrom all city school systems in the country, a sampling of 194 citieshas been taken to indicate national growth in the numlAr of kinder-gartens. These cities in 33 States and the District of Columbiaconstitute 2.5 per cent of all cities with more than 10,000 populationand include t0 per cent of all citibs having a population of 100,000or more. This gives a fepresentative group from which deductionsmay be drawn. The data from these 194 cities show that kinder-garteil enrollments between 1924 and 1926 increased 7.5 per cent.Enrollments in other elementary grades in these cities remainedabout the same. This apparent lack of increase in the elementarygrade enrollment seems to be substantiated by the statistical reportsreceived from 12 States for the year 1926, which show a drop in suchenrollment of 0.7 per cent under that for the year 1924.

The data- are distributed among cities of three population sizesin the following table. The largest increase in number of schoolswhich include kindergartens is' found in largQ cities of the firs*class, of 100,000 population and more. But greater increase in thenut9ber of teachers employed, in the enrollment of children, and inthe average daily attendance is found in the second-class cities, popu-lations of 30,000 to 100,000, and in third-class cities, populations ofl0,000 to 30,000. These changes do not hold true for the figures ofelementary schools, teächers, enrollments, itnd attendance.

TABLE 1.-FIchoo1a, teachers, enrollments, and attendance in kindergarten4 andelementary grades of 194 cities for the years 1924-1926

City site

Kindergartens Elementary grades

1924 Pet centincrease 1924 1926

Per centWaringcr de-MVO

Number of schools__

Number of teachers

Enrollment

Average daily attend-ance.

!First classSecond classThird elms_

Total

!First clawSecond classThird class

Total,

'First classSecond classThird class

Total

First elem.....Second clan...Third class....

T9tal

2, 561 3, 050 19814 924 14f31 605 14

3,911 4, 17

3, 808 3, 962 4916 99t3 9577 601 4

5, 301 5, 559 5

210, 458 219, 031 443, 736 52, 112 1925, 708 29, 607 15

279, 896 300, fso 7. 5

118,585 132, 117 11V, 164 32, 47616, ON 18, 776 14

161, 785 182, 869 13.

2, 964975800

3, 186996826

4,739-Lamblimmi,003

82, 855 52,$9212, 107 12, 0166, 374 8, 701

70, 836 71, 169==1111111:0= -T-

2, 051, 021474 7$4238, 407

2, 013,50'7412, 061233, 595

Z 761, 762 2, 689, 163 -.1, 707, 802

$55, 713"103, 173

21 255, 4811

1, 094, 718349, 056196, 783

2960, 557

..0

.

.

1926

ft

I.

I

14

-I.. ,s

ji.;.1%.1j . ./.0-4* ":* 4 4A.t, :--

6

I

- .

.

. . .

.

+. 07 -

--. 3.. +5.*0

±72.1

. 0

+6.0. .

3,.

.s 0. -1. 08

A

1

't

7e :I

---. 8. . *-72. 0 . . :

. . +2.11: . *1,,''''")

-. 4.1.! ... A, ...,'.. ",.1"..F4ii. - . ,...- .,:

/ ''. ' r

.

20

082tI

a. " .7 .;' . .a ,

;!' .11 ; - ' ).* ¡.; .4`. .1.7( -!1 9"tiei.***.e:9; " :9 -: "/1 441A ' .' 4

,

s - .. ' t.

r:tt 11......41111:4;;i:':

. s

...,.....- "' ,-".-. ..": !.

:.. ;N.: .., t ''.".(a4;:*-,......;.h::":..1.;,..ilt.-i

' :

, + -I.! it. ('' WIISI:4!vi.:4b7::!tte'rj*

'1.' ..01, e ..-.:..ri'Alf4'-'':,...--&-'

,......'..N i ":..:,-;-AA::''...:k 4 FV14 A

r'--- '''--1,;.,.-t....:6;...14v..4¡;1:7;1,4,744;;,4;NOr

Alt'r.,-:, - -i.,t;i:i,-:.;:l.f 'Lr ' .',..-14:44_14'*; :..4-.. 1.; ..sA '''rer. 5i.--.,..,- ', .' N t ' .... . -

_ _

1

+1 04-3.

+.

4-3.

BIENNIAL SURVEY OF EDUCATION, 1924-1928

In the 194 cities mentioned above there were 17 per cent morekindergarten schools in 1926 than in 1924, 5 per cent more teachers,and, most significant of all, a 13 per cent higher average daily attend-ance. From these figures it can be inferred that cities which haveaccepted kindergartens as an integral part of their scliool systemscontinue to complete present elementary school units by' addingkindergartens and to provide kinxlergarten rooms in their newbuildings. More kindergartens,thA teachers have bien added, andit is probable that the organization bf many of these rew kinder-gartens makes it possible for the teachers to devote to them theirfull time, morning and #fternoon, instead of conducting kindergartens half a day and assisting throughout the school grades duringthe other half day. This is one explanation of the fact that therewere more kindergartens established- than there were teachers en-gaged. Another explanation for this difference is found in the factthat several school superintendents who have had a more traditicinaltype of oiganization no,w 'provide two kindergarten sessions a day,placing the kindeigarten teacher on the same salaiy basis as theother primary teachers and requiring her to teach% two sessions insteidof finishing her day's work at noon.

The 13 per cent increase in average daily attendance for kinder-gartens in these 194 cities is aboitt twice 4,s large as their increase inenrollment. Most of this increitse occurred in large cities. Thisincrease in attendance may be interpreted both as the patrons' ap-preciation of the values of kindergarten experience for their youngchildren and as a growing realization among them that school-attend-ance habits must be established in the first or kindergarten grade ofthe elementary scliool. unit. Among these 194 cities there were 9which had organized kindergartens for the, first time. These citieiare located in eight different StatesConnecticut, Indiana, Massa-chusetts, Michigan, Minnesota, Ohio, Pennsylvania, and Texas.Further èvidence of .large increases in kindergarten enrollmentsis found in reports from the cities of Detroit and Los Angeles. Theincrease of ênrollr'nent in Detroit for the year 1925-26 over the pre-ceding year was 15 per cent, as compared with an 8:4 per gent in-crease for the other elementary grades; for the year 1926-27 the_increase over the preceding year was 18.31 per cent for kindergartenenrollment, as compared with 9.3 pei cent for the other elementarygrades, or almost twice as large an increase for kindergarten as forother elementary grade enrollments.

In Los Angeles the figures for 1924-25 show a 10.95 per cent in-crease in kindergarten average daily attendance over that ,for thepreceding year, and a 386 per cent increase for other elementarygrades. For 1925-26 there was a 16.7 per cent increase for kinder-

.

OD

14

.

.

.

:

,

.

. ,

_

1

.

.

.... .- - :, .r.

....- .,:,-..

!-..,..:: .., . ... .I **, :

'

.a?

i

o ' :?

7 %

4

4 " 1 4

h' .

. A & A

,., :C' ; "t. 1. NVt

1 ) , 0,irot 1 .. f Ai : ;,s . k.

. 9

4nì ...:.,:, i , :: ; c .1% ,..: .4,. .:. r:' . ' ' 3 .*':/: ' , . 4 t,tV1 i

4,4.?1 1 .L a 1 , '4. 4.41i t::Pt: .1 ;:' ."-"- 14s r 14 41 1 te`. 4, '" ' bi.1,:r1.;11't.'4''7NW'.'iL' t 4.4 r% 4,' W ..!..', cll..: S 71 f, i ! ..*.hi : t J À., .,s. .'t.;..,,,:....:.,,.. .:;;%,,... ! , , '.;,.. ,..: .. . t ,' *,::..:potiou-:0,044...?07.4%.,irftl-y..kve,,,,,i -,.... - , . ,,-i,,44i4t,.6.tss,.,. 4.(..r';:-,.,:.:.¡--xtoiTe'_.;,. .it..i.,7;

\.'.'e,7/J;.:°1,-1.-11'.4.-ittaz`v.7%7'°--ffk-,%1'11-..-v1,:.::',-,tLi._..i.-..,;-,._ ,.., ..: ... !,..,,, :-... .,-.,

Ama I.L.

NURSERY-KINDERGARTEN-PRIMARY EDUCATION 15

garten average daily attendarice and 4 per cent for the other efe-mentary grades, the increase for the kindergarten being about threetimes that for the other elementary grades.

During the past 10 years there has been an increase of 14 per centin the population of the United States. A 32.5 per cent growth inenrollment of kindergarten4durin.g the same period of years indi--cates growth in public interest in the education of 4 and 5 year oldchildren. The following table shows the total increase in the num-ber of kindergartens and teachers, in enrollment and in. averagedaily attendance between the years 1914 and 1924. It also showsthat private kindergartens are fewer ik number, and that there aremore public kindergartens. This may e explained in part by thefact that many kindergartens organized and originally supported byphilanthropic institutions have been taken over by the public-schoolsystem. Such a change from private to public control of kinder-gartens is nprmal and natural. Private funds are frequently spentto show the need fo? an educational movement and to demonstrateits value. iThilanthropic organizations w.ere the first pto championthe kindergarten, to show the social and- educationál need for it, aswell as to demonstrate the possible contribution it could make *togeneral education. This type of private organization substituthfor the public school until popular opiniòn permits the use of publicmoney for the support of the project. The following figures indi-cate that publie opinion hancreasingly approved of kindergarteneducation during the past 1ears.

Kindergarten statistics for 1914 and 1924

Year

Kindergartens Teachers P9tils enrolled Average dailyattendance

Private Public Private Public Private Public Private Public

1914

1924.

1, 571

1, 319

7, 254

8, 494

2, 139

1, 390

8, 430

10, 818

74, 725

54, 456

391, 143

562, 897

51400

36, 564

224, 978

329, 152

LEGISLATION TO AID KINDERGARTEN _EDUCATION

-The addition of kindergartens to a public-school system is asdependent upon popular, active interest of the citizens as it is uponlegislative enactments. Neither popular interest nor legislation is4self-sufficient.

Satisfactory State kindergarten legislation provides four essen-tials: First, it designates who shall be responsible for establishingkindergartens; second, where (in what school districts) they may beestablished; third, what qualifications the teacher must meet to'

60621 *-27--.-3

:LI 11 .

4

. :

. .

.

.,,

.

:

-**

..

. .

. .

..

.

.

'

._

... . .

,

'VI

. . .

;-,..,. :...,

.... ... ,,

. .....

.4.

,.

. 1

4

; r" ", !

. 7- .4.. -

4, .r V i4:--.,,I

.

I-.

__________

16 BIENNIAL SURVEY OF EDUCATION, 1924-1926

receive proper certification; and fourth, how the necessary financialsupport .shall be obtained:Effective popular interest in kindergarten education may bearoused by presenting to the people of a community the advantagesoffered young children by attending kindergartens and by crystalizingthis interest in a conviction that kindergartens are an integral partof the school system and that the financial support for them shouldbe derived from the general school funds just as it is for any othergrade of the school system.Arousing popular interest in kindergarten education has beenunderway in a number of States during the past two years. In someStates this activitsy has been a matter of local interest to make use ofexisting legislation, and in other States there have been general state-wide programs to create a demand for kindergartens and to secureproper legislation which favors establishing them. Organizationslending their support to these proOams include local civic welfareclubs, 'and the International Kinderzasten Union, the NationalKindergarten Association, and branch organizations of the NationalCongress of Parents and Teachers, the General Federation ofWoMen's Clubs, the Federation of Labor, the American Legion.The State of Iowa has recently passed a mandatory-on-petitionlaw to aid the establishing of kindergartens., Other than this nonew kindergarten legislation, so far as we knovi, has been passed, andthe infoimation in United States Bulletin, 1925, No. 7, 'Kinder-garten legislation," is stillicurrent.

CURRICULUM CONSTRUCTION AND REVISION

The work with curricula for kindergarten-primary grades hasrecently been attacked more for the purpose of promoting the maxi-mum of children's growth than for providing a-,ifpciplinary training.This attack takes into account die' changes in modern social andindustrial life and capitalizes the changing of children's behavior.Effective ways by which children may learn, and desirable changesin their thinking and in their modes of behavior,' have become ofprimary importance in planning curricula in many school systems.Their influence is being felt in school systems still working from thesubject matter and disciplinary point of view. These changes arein keeping with the general shift in emphasis from subject matterdevelopment to child development, and have also been anticipated bythe record-keeping movement in kindergartén. educition and theexperimental .work being carried on in certain public and privateschool centers. These records are of two types: The 'personal andsocial history records, which help in understanding individual chil-dren and in caring for their physical and emotional welfare; and the

.1.

. .

4

.

I

.I..

0.1 r . ' . . _ '41: : t . . 4 -.

#11., .tLA:

:,

. Nat itt J..' 4 t ". ,A ti , . A t.' A. ., 11, , ^ -- ?

1+." 4.,. `.% ' 11.AttstArtN11.%,.?*11 .

6641444444.41'..11.." : .six" ;ft

_-

,

4*.

1.7.:41.44- ..

NURSKRIY-KINDERGARTEN-PRIMÀRY EDUCATION 17

response or activity records which indicate the materials children likebest to use, what they do with them and how they hindle them, howthey get along with other children, their muscular coordination, and-the information 'and skills which develop.

Experimentation and objective measurements determining valuesof methods and materials.of instruction have offered anóther objec-tive basis for curriculum making.

Two outstanding effects-of these fundamental changes in principleare found in the continuity of educational experiences planned fromgrade to gradè, and in the integration of subjects about " activities."Among the courses of study emphasizing the continuity of work in

s kindergarten-primary and kindergarten-elementary grades whichhave been recently issued are ,those from Baltimore, Md., Elizabeth,N. J., Hutchinson, Kans., Loilisville (Ky.) Normal School, LosAngelesand San Fmcisco, Calif. This idea 'of cimtinuity. has been greatlyhelped by stich studies as the determination of six prerequisites tobeginning reading given in the twenty-fourth yearbook of the Na-tional Society for the StUdy of Education, Part I, pages 26 to 30, andthe Monograph Number 1, Improvement in the Teaching of Reading,issued in 1926 by the bureau of publications, department of education,city of Baltimore. Integration of subject matter is effected through,planning units of work or ".activities." The almost universal esxpres-sion of opinion favoring unification and integration of subject matterin the three primary grades is found oil page§ 325 and 326 óf the fourthyearbook of the department of superintendence. The integration ofwork in kindergartens not mentioned in this discussion is evidentlytaken for granted. Integration " rejeCts the 'traditional subject mat-.ter as such, and substitutes activities and material, both -ne* Andold, which fulfill certain social objectives determined upon at; thecriteria for selection of content." These objectives have been statedabove. ,

CurricUlum emphasis upon development of behaviori in childrenhas been gupported by increised interest in character education andin encouraging creative expregsion among the children. Amongrecent publications in the field of character education is one from theOakland (Calif.) public schools, Building Character Through Activ-ities in', the Elementary Schools, in which teachers of kindergartensand the first six grades present devices and projects in developingelements of .good citizenship. The public-school system of Nevyark,N. J., has issued mimeographed outlines for each grade, CharactorTraining for Kindergarten and Elementary Grades, which guidetéachers in developing such character traits as industry,4workman-ship, courtesy; duty and service, loyalty, courage, self-reliance, spoils.manship, and self-control. The faculty 9f the Mo6rhead State

A.

.

I

qi

. ,

f

-7k7-,k1 iSuk*.i

18 BIENNIAL SURVEY 'OF EDUCATION, 1924-1926

Teichers College in Minnesota, in their bulletin, Edtication for De-sirable Attitudes in Conduct, have ilia& invento.ries of desirablé traitsof character and 'lave described certain units of work for each gradethrough which these traits are exercised. The report of the commitfee

-on charagter education of the National Education Association has beenpublished by the Bureau of Education- as Bulletin, 1926, No. 7. Alarge amount of other material on character education is now beingissued in courses of study, house ofgans of public-school systems,journals of State teachers associations, and through professional or-ganizations.

Aside from the emphasis upon creative activities given in manycurrellt mums of study, special contributions have been' made. Two-% pamPhlets have been issued by the Milwaukee State Normal School,Creative Activities in First Grade, and [mother for the second grade,which rdcord experiences in arousing childien's spontaneous interests

,and in using them for creative work in music, poetry, prose, dramati-zation .and block building. " Creative effort " is the subject forv.olume 8, of the 1925 number of the Francis W. Parker Sch9o1Studies. in Education. In this book, creative effort is surveyed inwriting, music, eurythmics, fine and industrial arts, which, as MissCooke says in the introduction, uncovers and stresses the fact thatchildren of all ages, from the youngest ones through .the high school,will, whin given opportunity, pour forth spontaneously and joyjuslytheir imaginings, ideas, and emotions." Progressive Education hasdevoted three numbers of-its magaiine to well-illustrated discussionsof " Creative expression through art," " Creative expression through

. music," and "The enviránment for creative education." One otheroutstanding .contribution, suggestive of many magazines made byschool children though usually less formally produced, is the chil-dren's Primary School Book of the Ethical Culture School in NewYork. Stenographic reports of the children's conversations in plan-ning a kindergarten project and discussing experiences in. the secondgrade are given, as well as reProductiohs of poems and compositionscreated by 'the children in the first three grades.

" SETTING " FOR NEW TYPES .OF CURRICULA

" Units of interest " in courses of studj%require units of interest"in classmom arrangement, and " activitiis " in the course of studyiequiPe V apparatus and equipment in the dassroom. Both are pos-sible in any classroom, and the expenditure 'of money may be verylittle with home. construvtion. or it may be more by purchash*custom-made apparatus. The National Council of Primary EducationBulletin No. 4, April, 1921, offers "What factors further creatiVeft

a

"c.

h3 I.

. ,,

.

.

.

"

.

. .

.

i.

,

4'4

i:;T44`'-pit?,

.

; ."- .4 '.* .

qtr-,1'.",'

-k.

A

s.1

' ' 'í7114ii

04 Ir '!1:

41'

0. ... 1' .

Ç. -.0%-.1%-' .1.-;,.. i %

_

"

NURSERY-KINDERGARTEN-PRIMARY EDUCATION 19

A NI NiDtlIGARTIN5A/1 FRANCISCO PUBLIC SCJ-1001.5

a.= am ale AnHITLCTV

se

`.

VP

to,

iQc.ter3;

Cagr .°44,1"..rabAr" -033.

11m)1/1 boa . ditt OtrAC Asti, %Nile y

t6k7?

.SIA

1r. rie0001.0.7I CaffrEir.

11

160fECORTflY

noccm)uocucio Îk

I 4

. g # t

,.t

4

SUPPLr TôLe

1'

.1 ,

/411,2'

,rn:covg

,

4.

...Ir.,

44i

.

JUNE. 1411 .

40.

I

Clatate ht%,,Ond CuOlGIO.; ',V

-;lb

1925

s

-

BIENNIAL EIVIIVNY OP EDUCATION, 10124-4920

411190.400111.1111411 ;AK HO 440,2411Ve 444Wie/ 'AM/ . "I V .c42P.11,404,41P/

-4,40010 Adt.A4,4004fiebtawy,,,..e

POPir To&Z

4

i,-.4~yetwiwoeme ..-~limemmointwmirj

1444# ofarea near 2/Vo 416:144A# actAides IfOPIPs Apifigfof cAe/t reds o'n c/osseooin 6/ect4owds we eisle/4d oi 017* .sideand one ant ofroom- Pinninsf &forts Ill* #n,#.//.dS Oactivo"/ JpeceoMer J/de and end of room, on-rialls of o/c ovii, above jideWe64460ord,tonat he/ow. Mrcehoords *here Mere ore ooculikics.

. Pro/

'o.vat 1...

.

9 A PRIMARY CIA5S"154 EgAiicilsra,G Anskic 5CHOOL4JOHN REID J AlkCiil IT ECT

41114E. j211

4

. .

.. -.

2nr4

,

.

t1 1 .

I

I}i

li.I

aI

Ij

a LICI

p

Ili

1P1,",

4 Wcpsx 44mtilroo-oroiL,

11.4)4/ 4004411

dine

.1

I.

OD a;

0 06:.

1

q" C;'0.ck, I.240.

i t. 1'4IN 1

ILA Cho/E rodEAP"

0711

jemokezi. ,.Att

441,ti

Amur: board he /ow cho/t .

Ao A'r

. .

_1,7

ist

A;.10;f:r

a/

. a ,. ,

"'j; ,

IttIREIRRY-KINDEROA/tTEN-PRIMAItY EDUCATION 21Cie

development in public school organization " and " What factorshinder creative development in 'public school organization," describing

/certain possibilitiv in equipment and pmgrams for creative work inkindergarten-primary grades and reproducing the discussion follow-ing the program of the kindergarten-primary dwartment of. theNational Education Association in Philadelphia, 1926. .1n the Maynumber, 1927, of the Journal of the Des Moines Teachers' Federationis given the following description of kindergarten equipment : .

Each school has the tieter which may be converted into a alide; the turningpole °fastened In the doorway, for corrective exercises for growing bodies;musical instruments, either piano oi victrola the feeding tray for winterbirds; big blocks which funiish material for making houses big enough toenter ; the carpenter's bench where strange and wonderful things are made,ddligAting,the hearts of the makenoall these thkigs contribute to the happinessand well-being of the children who attend the kindergarten of to-day.

The public schools of San Francisco issued a bulletin in Aphl,1927, Furnisiiing the Setting for an Activity Program in Kinder-garten and Primary G 'tides. The school environment,.floor plans,equipment, and supplies are pictured, describedl and listed. Floorplans for kindergarten end primar rooms are here reproduced withthe peimigaion of Mr. Joseph M. winn, superintendent of schoids.

One other classroom gnit plan at ill proving of value in encourag-ing creative work among children ia in ALSO in Highland Park, Mel.,. and in Lòng BeaCh, Calif. This plan requires three teachers for theunit of two classrooms. .

TRAOITIONAL PLAN

goo01,

Ie %Sormimmarameourroramiamorir *

UNIT PLAN

61-

. [Sims floor area)

(a

Reciting Studying

LONG BEACH (CALIF.) CITY SCHOOLS.00

' 7.1 t

1.

I

01

I:

.

. .1

I

e

ws

1

t. waf., ,

_

. .

41.

I. . .

r.

N.17.

Alb

` .*¡" 4V V.! t. '1:. *: 1? 'i " L

0. I

IF

4.f *

. .,. . :

.. :1

1 1' I :t- e w. .

. . t Ott . . ¿:: /.....

" -1' i' ;AY:"1,

.5 - .. .

v. ... __ t..-,..7..,.....

.: .. ;.;17' '

..

'

.

' .."-.' I . ...5 '.:... -...: ,. 4: . :.. . .., 1 . ......51!".,.

....4..,All

thy]- -w' ....; -....:ti:' '

., s_ ,....

.... , t

-is,zt..);,::4;'.:.:.P,:.:.wi'1.11;1?:4;y!,! Z.4,....:. ;.... ....LP `.,.2 . ` -......'i - "frve...of.fr"-1..!I_ . .

'..,...:...t. :4:4..;,. I 131.-r. 7;41. ,.. . v ,.,,,,(1., ., ..., ..- ',, 44 ,,..' .''.,.`" '-';'''ZtAA't L."-''.1. , _Lt__,J,I. 4.4',.:-.1;.L.4,15.1.1',AlL ' ... 6'i'; `4,1.;. A,..:1,',4-i'ii ,;11:iii6 '/;, '' .'

.

i

f\ ogretam&

BIEN NIAL SURVEY OP EDUCATION, 192471926

REPORT CARDS

Whereas the prop4tion of report cards which emphasize children'sbehavior is not large compired with the great number in use thmugh-out the country, there is, however, a noticeable interest _in ratingchildren on these traits of conduct. Notable contributions have beenmade by the Lyndale School of Minneapolis, and by 'the MorainePark SChool of Dayton, Ohio. The 'children and teachers in theLyndale elementary school defined some W or 14 charicter traits whichare mimeographed and bound in little books for daily guidance. Thisgives the pupils and the teacher a common basis for judgment of be--havior and for explaining to parents the ratings on the repcirt card.,The Moraine Park School ranks the 'bating of school titbjects as sec-. ondary in importance to the behavior rating. They go a step furtherthan i poKsible in many public schools, thouMeit may offer a possiblesuggestion by closing school the afternoons of the week followingthe issuing of report cards and holding conferences between parentsand teachers, thus building up a close cooperation to help further thec4ild's achievements and abilities.Okmulgee, Ok1a, rites " studie;" and."Iraits" in its pupil reportLard and the traits include: Regularity in attendance, persistency ineffort, control and strength of attention, readiness to accept capon-. sibility, cooperation and trustworthiness in group aitivities, respectfor authority, and respect for rights of others. The Kent State

- Normal College (Ohio) arranged its report cird for "quarters" ofthe school year, telling for each quarter the studies or work whichthe child finds difficult, his improvement in meeting this difficulty,and suggesting the work he should do to increase his skill. Thekindergarten reixirt card for Oklahoma City rates as "Well de-veloped," as " improved," and as " needing development " an arrayof-health habits, half of which the parent is asked to Cate, and skiUsin taking responsibility, in self-control, in courtesy, and in coopera-Lion. Such report cards can well be a tool both for stimulating childstudy among teachers and for infoiming %patrons* of the neweremphases in edUcation.

PROMOTIONS OF KINDEROARTE24f AND Or FIRST-GRADE PUPILS

Inadequacy of del!. makes it difficult to determine " real" reten-tions in kindergarten and first grades. Practically no records ofretention in kindergarten for a second year are kept, though manyschool systems proiricre a series of second-year activities for kinder-garten children. In very few first grades are any causes recorded .for the dropping,of children's names from the register during theyear, and these names help to swell the number of " nonpromoted "

,. .

.

:.

%

*--

.

.,

.-I

: .

J

.

,.

,,

i.

-,N, .. ,-:

....,.

.1.

s'

N lT RS ny-x IN DR ROARTEN -PRIMARY EDUCATION 23

children., witfi the implication that tiiey have "failed." If accurate'figures were available for,the enre.ltments and piomotiQns of kinder-garten pupils by years, in case a two-year kindergarten cogrse isprovided, and by half_years if the school promotes in midyear, itwould bé possible to relate them to similar figures given for thegrades. If the reasons.were recordetfor dropping children's namesfrom first-grade registers, it would Te a great help in explaining.approximately la per cent of the fimt-grade " failure" figures. Anaccurate study of. these records for kindergitrteu and first grade .

would doubtless give a big stimulus to the,work bf clearly defininggoals tend achievements as well as siandards for promotions for thesegrade& Such a permanent mord card as that recently introduced_in the Baltimore, *Md., public-pchool systems will be of the greatestassistitnee in such analyses. This card follows.* child from kinde-garten throuih the first grade, and then beco.mes.the first card inhis cumulative history in the Baltimore packet.

Of 100 annual reports. from the superintendents of city schoolsystems which _were examined, only 5 contained any informationbout: kindergarten enrollments or promotions. If superintendents

of schools could include tho following data in their statistical analy-ses, it would help studies promotion and retention in the lowergradei.

1. Kindergarten enrollment and attendance divided by years if asecond-year kindergarten curriculum is pro4ted, or with an A andall group if the kindergarten is orkanizetrli*e other grade&

2. Promotions from kinargartens to first grade or from low tohigh kindergarten groups within the one or the tiio year curriculumsprovided.

3. Tabulations of these figures with tluise given for the otherelementary gradessand related to th6 total populations.of each ageof child.

The largest enrollments änd the smallest percentages of promotions .

are tki be' found in the first grades of the elementary schöols. thefigure most commonly used- 'when .speaking of first-grade failures is26 per aent. To verify for 1925 or to alter this figure, 100 annualreports of superintendents Cof schools from all sizes of cities andfrom all párts 'of the country were examined. Only 21 of thesereports give figures for both enmliments and promotions, and fewattempted any analysis or explanation of the retentions or with-drawals. Educationally and fuiancially the matter of fIrst-graderetentions is a major problem. The effect of " failure " and of"being kept back " upon a child's enthusiasms for school or uponhis self-respect is, in th0 average case, unquestionably detrimental;

s Bee School Life tqr April, 192t..

)it. .

.

. . .

I

1'

.

.

.

- '-

. e

. .

.,,V . . . .

BIENNIAL gtrlIVEY OP TION, 10242-1024

The cost of repetitions to the public is great, given for the elementaryschools in the State of Oregon as an annual per pupil cost of $94.07,or $61.93 for current expenses and $32.14 for capital outlay.

The futility of niany retentions is well given in Doctor McAndrews's1926 report for the Chicago schools. Retentions, he says, are deter:mined on the theory that a pupil has failed to reach a designatedpassing 'mark. This " mark " varies in meaning, and there is nological basis for a 60, 70, or 80 passing mark. Doctor McAndrews'sreport gives evidence of the ineffectiveness of %most repetitions byreference to findings frdin a study made in Springfield and Decatur,111.4-

these 'cities, 1,276 children rated as 'Unsatisfactory wore given

i a six weeks' trial in the next grade, and 75 perrcent attained satis-factory marks, remained in higher grades, and were promoted the

4-apext semester. Of the original number failing, 86 per cent sustainedthemselves in the next grade upon trial promotion.

'The benevolent reason of withholding promotion to enable childrentó do better work does not seéni justified when it is seen from DoctorMcKinney's sti4dy that, of the number of children retained in acertain school, 53 per cent did no better work and 12 per cent didpoorer work, and Doctor Buckinghpm concludes that only about one-third of the pupils who repeat a grade do bette-r work dull they didthe first time. " Why, tiled," Doctor McAndrews asks, " should wecharge the taxpayjrs for reteaching 62'per cent of die pupils markedpoor when retentión does them no good ?" In the matter of first-grade retentions, certain accessory %uses pointed out by Miss Colla-more5 include immaturity, physical handicaps, transiency, andabsence. Nationality anil language usage should be.added here.. Atleast the first two causes and the language difficulty could well beremedied in the kindergarten and first-grade school work. Discov-ered by physical and mental examinations, administrative regulations

pr can control the assigning of retarded children to the kindergarten orfirst grade, where they will benefit the most educationally. In thecity of,. Murray, Utah, where kindergartens are not a part -of theelementary schools, theAildren who will take more than one year tocomplete first-grade work, as judged by tests and the teacher's judg-ment, are placed in a first-grade room for which a two-"year cur-riculum is definitely planned. Their repetition of this grade is notcountedeas a failure. The question might then be asked, " Why not,then, establish a kindergarten? "

er

4 in experiment in promotion. Journal of Educational Research, May, 1921. PP.325-885.

5 Accessory causes of first-grade retardation. Elementary School Journal, June, 1924Pp. 766-772.

" g" JTh - , 7" --; -!?. V A .

i°

- 7 7

:s1 24 . V

A

.

.4.

.

s.

.

e

,I t

.. .

% ." . .-- : : I.

' %, j

-.In

NURSERY-KINDERGARTEN-PRIMARY EDUCATION 25Though there seem to be practically no data cclegenring kinder-

garten and primary grade gromotions, it may be of interest to seeeveral groups of figures assembled from various sources:

TABLE 2.Per cent of promotions in mcveral primary-grade _situatidhs

Per cents of promotions at theend of the last semester

Source of data

Kinder-garten

Firstgrade

City school circular No. 2, 1N1study of promotions of 100,000 elemen-tary -school children in 38 small cities 84. 6Utah Survey, Bureau of Education, 1926, No. 18cities in Utah 7Medians taken from annual reports of superintendents in 21 cities repre-ient ing all sites and all parts of the country 94 82Stamford Survey, Public School System, Stamford, Conn., 1922-23an average of promotions for A and B grade divisions, taken fromChart 8 75 80Watertown Survey, Public School System, Watertown, N. yan average of promOtions for A and B grade divisions, taken fromTable 43

95. 9 83. 1

Thirdgrade

2 01394. 3 96. 8

90 93

a's 89. 5

90.7 13

None of these figures include the number of pupils who withdrew%from the grades during the term.

Thefigures as a whole, however, seem to reduce the commonly usedfigure of a 26 per cent first-grade retention,. though the 'lumber ofwithdra`wals might easily increase the median 17 per cent of retefitionof the figures given above.

A few years ago the only standards for grade promotion werechronological age and achievement in school subjects. To-day prog-ress in social behavior has become a major objective and is beingconsidered as essential for promotion among the grades.

Though standards for kindergarten promotion are still in a stateof flux, and in many instances those that liave been determined applyalso to the first grade, they may be said to include healthnormalweight with physical defects well on their way toward correction;muscular coordination in skipping, running, etc., and in managingtools and-materials; English--Le sufficient command of the Englishlanguage to participate istelligently in school activities, to describeexperiences and to retell stories, a clear-cut diction, and a gelnuinedesire to read; a 'pedal age of 6 years; emotional controltlie cor-rection of fears and thilidity so far as possible; and the developmentof ease and freedom when working in a 4ocial group; social controlan ability to assume i.sponsibilities, to follow and to give directions.

Certain challenges are given tookindergarten teachers from the find-ings 'of a Detroit study.

Kindergarten attendance results, on the average, In a significant Increase Int11a6 rate of progreils through the grades. However, It seems that this rate of

The effect of kindergarten attendance upon progress ami quality of work in `thegrades. Research Bul. No. 10, Nov., 1925. Detroit Bd. of Edu., Detroit; Mich.

w = .. "--- ..- , -, '----% .---" . a . . . ', ..."` . .e

.' T4 '.. r : 7,Pg ''' IW.. ' , ''.i , 'VNO . ..:

. ; t. . . .* .

o

'':' , '-..:.:....

.,. . .4.:

. ..,..,. :

..%

** .... ...

- ,

.: ..,

. -t.".

s

.

1924-2.5

1

. "..

.

.2

...

..,

;)!

.1

. .-

: ..°

-

'26 BIENNIAL SURVEY OF EDUCATION, 1924-1926

progress is not affected by the length of time children remain in kindergarten,and kindergarten work seems to be better adapted to children of average men-taliq than to those of inferior or superior mentality ; to youngerthan to older children * * ; to children with better home con-ditions than it is to those with poorer home conditions * ; to childrenwho have higher degrees of control over English than it is to those who havelesser degrees of c?ntrol.

Many of these assertions, based on scientific evidence, are oppositeto what many teachers believe to be the case. This is particularlytrue in the last two statements. All the findings should stimulatethoughtful consideration.The whole matter of kindergarten and first-grade promotions andretentions would be materially helped if studies were made of theeffect upon first-grade promotions of1. Entrance age to first grade.2. Special emphasis in kindergarter* and the first weeks of first-grade work upon the six prerequisites to learning to read.3. Changing teachers at the mid-year promotion time.4. Studies of children in several ability groups to show theirinterests, weaknesses, successes in social adaptation, and speed oflearning.$. Effects upon different ability groups of children of differentmethod's ail(' materials of instructionr,.The findings from such studies would 'greatly assist in determin-ing ,Adequate standards of achievement and behavior for entranceto as well as promotion from the first grade. They might- alsohelp to eliminiite any tendency to add reading -requirements.tO thekindergarten work as a means of reducing first-grade retentions. Nogood can be anticipated from requiring of younger children workthat older ones are unable to do. Much hélp will doubtless legained when two studies, now nearing completion, are available, oneby Mary M. Reed, of. Teachers College, Columbia University, didthe other by Mary G. Waite, of the University of Cincinnati.

TEACHERS' SALARIES

Salaries for teachers of kindergartens and elementary grades seemto be on about the same level, trnough, as cities diminish in size thesalaries paid to the kindergartners seem to be larger than those paidthe elementary teachers./ This may be interpreted to mean that aspecial training and preparation has been taken for the work andmerits a larger galary. .Salaries for junior and senior high schoolteachers are consistently higher in all sizes of cities than those for*" Salaries_ in city school systems, 1926-27." Nat. Edu. Assoc., Washington, D. C.Research Bul., Vol. V, No. 2, March, 4927. é

,, ,

t44.1,iyitai44.1S ,

a , 'pl..

;"

. '..,

r

*.

.

.

.

'. .

.

.

NURSERY-KINDERGARTEÑ-PRIMARY EDUCATION - 27grade teachers. Though this may be due to a more highly specializedpreparation, it is well to consider the present tendency to train on thecollegiate level teachers for nursery schools, kindergartens, and othei-elementary grades. This would seem to warrant equal recognitionwith similar training for any other field of teaching service.TABLE 3. Salaries for kindergarten, -elementary grade, junior and senior Mgh-

school teachers

*Cities

Salaries for teachers of-

Kinder-gartenS

Ele-men-tary

grades

Juniorhigh-

school

Seniorhigh-

school

Minimum,. $1, 233 $1, 233 $1,450 $1,436S9 cities of 100,000 population or more Median:. 2, 012 2, 008 2,213 2, 5E3Maximum _ 2, 215 2, 095 2,617 2, 899

Minimum_ 1, 100 1,067 1,283 1,438147Ci1ies of 30,01)0 to 100,000 population,, MedianMaximum_ _

1, 5221, 882

1, 5651,841

1,8042,229

2,0602, 462

1, 095 1,046 1, 184 1,319M inimumNS cities of 10,000 to 30,000 population Median 1, 417 1, 381 1, 575 1, 806Maximum 1, 666 1, 688 1, 842 2, 138

inimumMedianMaximum

1, 147 1,055 1, 179 1, 316374 cities of 5,000 to 10,000 population_ 1,341 1,291 1,440 1, 6711, 597 1,502 1,625 2,012

. .

Minimum _ - 1, li2 1, 016 1,173 1,297557 cities of 2,500 to 5,000 population Median_ _ 1, 1, 176 1,346 1,550-4

Maximum__ 1,814 1, 432 1, 610_ 1,876

Treating the median salaries of all cities as one typical teache&salary, combining the kindergarten and elementáry-grade salaries,the following comparison of salaries for grade and high schoolteachers may be made:

Kinderga rten-etementaryteachers

Junior high schoolteachers

Senior high schoolteachers

Range, $1,016-$2,215

Range, $1,1 78-$2,817

Range, $1,297-32,809.

SALARIES PAID TEACHERS IN CITY SCHOOL SYSTEMS, 1926-27

.

. . .

.

\'I. .

I

.

_ ........

_

.

. . ib

.

.

.

-

4.

.we,

,676

$1,934- Im.

.

'.

.

a

I.

st

: :

"J

li

s

_

28 BIENNIAL SURVEY Or ,EDUCATION, 1924-1926

Considering current discusions of size of classes for teachers inthe several divisions of a school sy4em, it may be well to see howsalaries range when based on the pupil hi average daily attendance.Here again the salaries of high-school teachers are consistit1y higherthan those for grade teachers, indicating that kinder dnd gradeteachers carry larger classes of children.

TABLE 4.-Cost per pupil in average daily attendance for Rotaries of teachers is'kindergartens, in elementary, junior and senior high schools, 1923-24

(Data from 30 &Lai representing all sections of the country and population

KindergartenCities

Median

Of 100,000 poipulatiou*nr more $56.72Of 30,000 to M0,000 46. 08Of 10,000 to 30,000 48. 61

1

Other elementary grades

Range Median Range=1.$30. 90-$92. 00 I $59. 20 I $2.5. 88467. 2124. 65- tO. 10 I 46. 94 36. 04- 66.0316. 71- 68. 13 I 41 23. ps-- 93.88

CitiesJunior high school Senior high school

Median Range Median

$L08. 4399.8186. 87

Range

. Of 100,000 population or moreOf 30,000 to 100,000Of 10,000 to 30,000 4

$06.73.57. 62

0521

$58.28. 17-36.

59-$117.103. 42

09- 129.

34

93

$72,59. 77-61.

44-$156. &S118. 13

20- 14 39

Data from Bu. of Educ. Bul., 1925, -No. 41.

Two studies have contributed information in the matter dif teacherload. One made by, the superintendent mild kindergarten-primarysupervisor of $an Francisco was Nised on replies .from 45 superin-tendents of city school 4stems to the question, 'How do you handlethe 'situation in kindergartens in which the enrollment exceeds 501In answer to this all superintendents said they provided two dailysessions, one in the morning and one in the afternoon. With maxi-mum enrollments; from 20 to 50 children, the same.teacher carries bothsessions; smaller enrollments are made for the afternoon session flianfor the morning session. In cities where the maximum enrollmentranges from 35 to 65 pupils, twq'ór more full-time teachers 'are' en-gaged to cooperate in the work for both daily sessions.

The other study, made by Dr. Frank M. Phiflips,8 chief of thestatistical division of the Bureau of Education, glows the pupil hourload per week for teachers i4 kindergartens and eiementiirSr grades of117 cities. In this study the kindergarten-primary teachers seem tocarry smaller loads than do the upper-grade teachers.

Copies of Preliminary Report on Teacher Load are available upon application to tbeBureau of Education. -

D.

1

.

. , .

11.

.

s,

I

4 !,

.

. .

.

_ .

3X 0.:: k -

. .1.1,4? .

.''.

. I- :, k - e .-.. %, .1 '1,..: ` '. Vi*,...liftt ,i'l.r ' ...-".... 3 'iti.144.4,t-7.3.440;:`'I'... :.; " 11.4.,:01.r,d, ff. N. i . Y..1.-.¡,0' :,..V .1'. -$1 lv,

'1i1.---ICI i 444;C:L :V14--

t'ia .4, .4 41 ; ,-

. ,t. , t .41.t.,:k.

Nza _ylvAr.

f:,

, 1 : .

r, i,.

.: (..

....1._5112.1.Ait__, t

,

s. ¡IA1

_

411,

1

i

NURSERY-KINDERGARTEN-PRIMARY EDUCATION 29

TABLE 5. Pupil load of teachers in kindergarten and elementary grades in 117cities

Grade

KindergartenFirst gradeSecond gradeThird gradeSixth gradeEighth grade

Pupil hoursper _week

Hours of I

work perday, eAclu-ive of noon

hour

A veragenumber ofpupils per

teacher

SM. 7741.978& 0847. 0869.6762.6

& 417.097.497.58& 28& 17

2& 732.733.233.333. 429.2

SOME RECENT PUBLICATIONS IN THIS FIELD NUT PItEVIOUSLY

Blanton, Smiley and Blanton, Margaret Gray. Child guidance. New York,Century co., 1927. 301 p.

Bobbitt, Franklin. Curriculum Nivestigations. Chicago, Ill., U1;ersity ofChicago, 1920. 204 p. .

Buckingham, Burdette Ross. Research for teachers. New York, Silver, Burdett& 6., 1926. 380 P. 1

Davis, Mary Dabney. General practice in kindergarten ttducatian in the UnitedStates. Washington, D. C., National education association, 1925. 155 p.

Department of superintendence (Nittional education association). Research inconstructing the elementary school curriculum. Third yearbook. Nya Ab-ington, D. C., National education asSociation, 1925. 421 p.

The nation at work on the public-school curriculum. Fourth yearbook.Washington, D. C., National education associition, 1926. 520 p.

Flanders, Jesse Knowlton. L islative control of the elementary curriculum.New York, Teachers college, Columbia university, Bureau of publications,1925. 242 p, (Contributions t education, no. 195.)

Garrison, Charlotte G. Permanent play. mat ials for young children. '..NewYork, Charlps Scribner's sons, 1926. .1 p.

Hill, Patty S. the funciion of4he kindergarten. In Report of Department ofsuperintendence, National education association, Wilshington, D. C., 1926.p. 19-28. .

Kilpatrick, William Heard. Education for a changing civilization. New York,Macmillan co., 1926. 143 p.

National council of primary education, Hammond, Ind. Bulletin, vot, April,1927. Supplement to no. 4.

National society for the study of education. Twenty-sixth yearbook. Part I.Curriculum making: past and present. 447 p. Part II. The foundationsof curriculum making. Bloomington, Ill., Public-school publishing co., 1926.237 pi% . .

Pechstein, L. A., aind Jenkins, Frances. Psychology of the kindergartenprimarychild. New York, Houghton Mifflin co., 1927. 281 p.

Reed, 'Mar; M. Social studies in the kindergarten-first grade. Teachers collegerecord, 28 : 1, September, 1926.

4

filoman, Laura G. some primary methods. New York, Macmillan co., 1927.293 p.

Stratemeyer, Florence B. and Bruner, Herbert B. Rating elementary schoolcourses of study. A ieport of the results secured from rating nine thousandelementary school courses of study. New York, Teachers college, Columbiauniversity, Bureau-of publications, 1916.4 193 p.

a

:41.

:, .7

1!

:.,

.

'

.111TIONP123

...

.

.

:

.

. . . .

.

4

. .

4

(I

r.ft

ID

30 BIENNIAL SURVEY OF EDUCATION, 1924-1926

Troxell, Eleanor. Language and literature in the kindergarten and primarygrades. New York, Charles Scribner's sons, 1927. 264 p.

TRAINMG FOR TEACHERS OF KINDERGARTEN-PRIMARY GRADES#It is generally taken for granted that all teacher-training institu-tions prepare teachers for primary-grade work. It is liot generallyknown what proportion of the institutions combine the preparation..for primary-grade teaching with that for kindergartens, nor howmany of them offer a separate curriculum for training kindergartenteachers.

Supply and demand, precedent, or modern principles of educationseem to detrmine whether or not The institution offers, curricula forkindergarten, kindergarten-primfiry, or primary teachers. Legisla-tion in certain States give§ no encouragement to a community toestablish kindergartens, and because the demand for kindergartenteachers in those States may be nekligible, many of the trainingschools offer no such preparatory courses. They follow this tiadi-,

tional course instead of realizing the value of creating 'demands forprimary teachers whose preparation includés kindergarten trainingand for kindergarteria teacher§. 'or for those 'fitted .for any of thekindergarten-primary grades.

Eduçational prograiis for progressive schOols throughout thecountry are built upon the idea- that the, beginnings of all letrhing

. and habit development are made in, the work with young 'children.Such pro¡Cams demonstrate the principles of education that call forcontinuous, uniriterrupted development ,of social and mental habitsin children as well as of skill in modes and means of expression andin muscular control. It naturally follows that teachers of childrenneed -to know what educational experiences precedi and follow thework .they carry on in a particular. grade and that tliey should beable to teach -tiny grade in the period of young childhood. Fromthis po4nt of view the preferred teacher-training"curricula cover thekindéigartén-primaty group of grades;. while several.. institutions,

;,.! 9.1,1_ _

wIeducatiozo but,strations in prekindergarten ain nursery-

school teachers.With these ideas in mind, it isrwell t9 kilo* the 'number and the

kinds of institutions giving special courses in kindergarten or kinder-garten-primary education, and the length of time iequired -for .thecompletion of the work. 114ny of the inititutions priparing Pri-mary-grade tettchtrs but not kindergartners incluae in the curri-culum a theoretical course in. " Kindergarte education 7 and some-times 8upplement this with facilities for .o rving and participatingin Endergarten Class work.

chiefly universities and colleges, also prepare teachers for the nurseryschool. A fiumber of institutions giye th $5p s and demon-

44

,4

41, ;

7

;: ... .

.

-e-'ii--,t4a,*A., -. " 7 7 .

.

..

tL...

) '4

44rek `'.; r "i *t ". . ..

- --; : ! '. .

41 '.:44".';'.'".:74.: 44: ' .I .

'

Nv,

,

awm

,WIF

Mm

bIS

TR

IRLM

ON

OF

TE

AC

HE

R-

TR

AIN

ING

INS

TIT

UT

ION

S

PRE

PAR

ING

KIN

DE

RG

AR

TE

NA

ND

KIN

DE

RG

AR

TE

NPR

IMA

RY

TE

AC

HE

RS

MO

Nt

r....

......

......

1g.

DA

K.

Q...

.F.3

'--

--...

...-.

......

...iI

A. D

A K

.i

A1

,

&MIN

N.,

"es.

..L...

....

li.

Wy0

.r-

---4

i iL

6IO

WA

"T"'"

- J'

......

. A aw-'

mA

u 0

t...I

1

uoT

AH

iih

CO

LO

IK

AN

S.M

o.

I..

....

......

..I

A.

0

gh

i .A

'!A

u 0

--i-.

......

.._...

..__p

__4

EU

...

i iN

.ME

X.

it;

:O

KLA

.m w

1:-.

......

"A

RIZ

.

---1

iI

IA

RK

.A

iA

Oi

..,,

Haw

aii

o

OM

iO

M.

aom

m f

s

MIC

H.

kb --.1

plk-

1i

03C

iot

tioi

.s

13.,,

,IL

L.-

i"%

I&U

)...

-1--

--

AI

ÇO

iA

10.v

,?1

0 i

biN

v

iA".

0I

....

.e...

..""4

1" S.C

.T

EN

N.

.1.0

7.e.

......

......

....

'di"

'' r5

....e

,.\

.

A.,

E3I

frA

Ata

lxv

"".%

TE

X.

LALB

0)

0LA

.

isy:

Tow

bar

Thd

rers

llies

Tbl

ee

- In

dica

tes

gio

1G

A.

MIS

S.!

AL

A.

C3

Ira

Me

I !

grar

itlag

dlp

icus

es, -

pub

lic0

Tb.

dlpi

onee

.pr

ivat

e I:

=3

all

gran

ting

&Fe

es.

publ

icS

.,

041.

priv

ate

?am

ebas

Col

ima

hr c

olor

ed;N

ook

o

4

4

I

I

I.

I

I DA

N

AI

cD)

4mm

IMM

1N

E B

4

e

....

' .,

-....

....-

--.4

1.

i

...a

as)0

1:15

3tC

o/

graa

tiag.

ft.

32 BIENNIAL SURVEY OF EDUCATION, 1924-1926

TABU'S 6.Kittila of institutions and types of eurriould offering training forkindergarten and,kindergarten-primary teachers, 1926

Institutions

4117

Insti-tu-

tions

Port-ing

Inst i tut ionsgiving suchinstruction

Num-ber

,

.. Percell

Universities and colleges giving-informa-tion J. 143

Teachers' college 994158

28.87

551.0:City and State normal schools 137 70Private training schools for teachers of

young children 28 a 2g 100.00

Total 407 195 47. 91

Per oenth type,

of insti-tution tit p

of totalnumberffering

thistraining

Types of curri offered

Segre-gated

kinder-garten"

g T].o.lthecho°. .educa-Com-

hined lion aSkinder- *electivegluten eat IrSerni,

primary teachernrePatfr

tion

21.0*2& 738.0

14.3

1004 0 32

315357

19

100

I Includes 2 institutions offering combined nurnry-kindergarten-primary currieilla; aim 8 institutionstraining nursery-school teachers. and 7 offering electives in nursery-school education in addition to kinder-' garten-primary work.Includes 2 private teachers' colleges.

s Includes 1 school devoted to nursery-school preparation and t to Montessori WOOL. ss Includes the school for Montessori training.6 Includes 1 school devoted to training of nursery-school teachers.

e

The data, given for the year 1925-26, have.been obtained front anInqUiry issued by the Bu-reau of Educatkin for the puriidse of build-ing a- /nailing list and from reference to the catalogues of institu-iions. They give an idea of current. practice and offer .figures forifuture comparisons. 63116¡es and universities listed in Table 6 areamong tho'se maintaining a departnient of education. They includeState and municipal universities, women's literal arts colleges, andtwo -teachers' colleges newly affiliated with Western RE:serve andNortiiwestern Universities. The term " teachers' college is used todenote the offering of a ^four-year curriculum above secondary schoolswhich leads to a degrge; the term "kindergorten-primary " is us&I,as suggested aixive, to denote institutions which qffir a combinedcurriculum, preparing students to teach any of the kindergarten andprimary grades. That training of primary teachers is offered in allinstitutions, either combined-with the elementary unit or offered as aspecial course, is taken for granted and is not considefed hefe.

Theié are now listed 195 of a possible total of 407 teacher-traiDinginstitutions located throughout the country .which giie Instructionfor kindergarten or fot kindergarten-prinzaw teichers;_ to this listthe nanies of 49 hive been added sirice 1924. Of-these 49 institutions;13 are colleges aid universities, 12 teadher collegés, 20 normal schools,ahd 4 private training schoolg. - It is significant to note' that 25 ofthese additiohs are iiiitituatis whiCh give. either a four-year courseof study -leading to a degree or-which give purely graduate work.

fr..-- .2

.

.

_

.?r

.

4.11-

,;:-

.

re-

.

i

.

i

.

II

1

56. 313

4 s

-

I 1710

it

.

.

..

1..

__

110

1

8

6

. 11.

.

"

-

t

NUBSEEY-KINDEBOARTEN-PRIMARY EDUCATION'

The ,names of 9 institutions have been removed from the list since1924Iuniversity, 5 private colleges, 1 teachers"college, 1 normalschQ01, and 1b private training school. These institutions were re-movd from the list beciuse the only kiiidergarten work offered is atheoretical course given as -a ¡art 9f the primary grade teacher'séurriculum, because of a consolidation with another institution, orkrause the institution has abadoned teacher-training work:,

Due to the variations in the kindtsiof institutions offering prepara-.tion for kindetgarten or kindergar n-primary grade teachers, in thetypes of training courses offered, and in the lengths of the courses-Offered, the following analysis is made of the 195 institutions referredto :

a

KINDS OF INSTITUTIONS OFFERING TRAINING FOR KINDERGARTEN ORMINDERO4RTEN4'itrikARY GRADS TEACHERS

Speaking generally, slightly more than. half of the normal schoolsand teache. rs' collegeà training teachers in 1926 offer specita prepare-fion, for kindergarten or kindergarten-priligtry teachers. This lum-ber does not seem to be in keeping with the generally accepted theorythat the.education of young children is of paramount importanceand that teachers especially quitlified to work .in this field need tobe and are being prepared.

Of 1413 colleges and universities having a deparimenf of education,41, or *afi-out a fourth, prepare teachers fot kindergarten-primarygrades', and 17 of these either offer courses in prekindergarterf workor (in eight institutions)- definite training for Afeerrachool tetach-ers. All but 8 of these 41 instftutions make a. unit of 'the kinder,.garten-p.rimary or. kindetgarten-elementary grade _work. With twoeiceptions thee preparation pf nursery school teachers seems to be"done on a graduate-student level.

Half of these 41 colleges and universities are in the gouthern and-Eastern States; 2 are for colored studints. Fourteen: of these arepublic State and city universities arid colleges, and 27 are privateinstitutions; 7 of them are women's colleges giving thê- work bothfor the purpose of equipping students to teach and of preparing themfor intelligent participation in the field of parenthood or of social

. work. .

A third of the four-piar:teacher collegs are in the Great PlainsStates,9 only a tenth in the Eastern Stat4s, and the rest are fairly

ar

Ge.ographical grobping of states :* EuternConnectieut, Maine; Massachusetts,* NewHampshire, New Jirsey, New York, Pennsylvania, Rhode Island, and 'Vermont.

'Arkansas, Delaware, District of Columbia, ¡florid*, Georgia, Kan-tucky, Louisiana, Maryland, Mississippi, North Carolina, South Carolina, Tennessee,Texas, Virginia, and West Virginia.

Great LakeeIllinoial Indiana, Michigiut, Ohio, and Wisconsin.Great Plainelowa, Kansas, Minnesota, Missouri, Nebraska, North Dakota, Olilaboina,

.and South Dakota.WesternArizona, California, Colorado, -Idaho, Montana, Nevada, New Maim Oregon:

,Utah, Washington, and Wyoming.

.

.

.

. .

2

--

.

. 1, 'VP

: . .

: . )-

, . 4 : db':I

.

,

33

Os

s.

34 BIENNIAL SURVEY OF EDUCATION, 1924-19281/4

4

evenly disiributid among the other sections of the country. None ofthese are for colored students. Three-fourthi of the twò-year normalschools and of the private training schools (most of which give but atwo-year curriculum) are located in the eastern and southern sections'..the country. Five of these institutions are for colored °students.Not many years ago thère were more private thi:n public kindergar-ten training schools, due perhaps to the need for creating and main-taining a hikh or higher type of training for kindergarten teachersthan was offered for primary and elementary teachers. The publictraining schools have now assumed most of this.responsibility.

The -implication from these figures is that, the Western States areincreasing the length of their teacher-ttaining curricula more rapidlythan the Eastern and Southern States. Furthermore, since all butthree Of the curricula in teachers' colleges.are combined kindergarten-primary curricula these Western States seem to bb leading the wayin unifying teacher trainrng preparation for kindergarten-primarywork.

TYPES OF TRAINING COURSES OFFERED V:: DIFFERENT KINDS OF TEACHER-TRAINING INSTITUTIONS

The three types of curricula noted are (1) combined kindergarten.

-primary, (2) segregated kindergarten, and (3) elective courses inprekindergarten or nursery school education or curricula for train-ing nursery-school tetchers. Four-fifths of the.195 institutions offerthe combined kindergarten-prim'ary curricula for teacher training,and in addition to this, 11 offer training fOr nursery-school teachers.Only 82 offer curricula for kindergarten teachers separtited fromthat for teachers of primary or other elementary- grades. Thesesegregated kindergarten curricula do not. demonstrate the principle

_ of continuity in edicational procedure and happily they are in theminority. Most of them are found in the public and private two-'year normal training schools. A majority iri each of the types ofinstitutions offer combined curricula preparing teachers to carrythe work of rnany of the early elementary grades. This combining isevidence of progress in making kindergarten education an integralpart of the schools. .

NUMBER OF INSTITUTIONS COMPARED WITH THL NUMBER OF KINDER-GARTEN TEACHERS iMPWYED

A brief study has Efeen made to see if, in the several geographicaldivisions of the country, .There is approximately the same per-centage of institutions giving kindergarten and kindergarten-primaryteacher training as there is of kindergarten teachers employed.

.

..laEmr..

41,

4.".

. t

.

=

...

'40

g

V.V

.

.

,

. .

.

.

s

\

10

.

p.

- NURSERY-KINDERGARTEN-PRIMARY EDUCATION 35

Any sharp difference in these figures might indicate that. the train-ing schools lead the kindergarten educational programs in the.lield, orthat tht field takes the lead by establishing kindergartens.

The following .comparisons are offered, for geographical divisions*of the tot-intry, of the number and per cent of all the training insti-

"Iutions .offering kindergarten and kindergarten-primary training, ofthe kindergarten teachers employed, of 4 and 5 year old childrenenunierated .by the census, and of those enrolled in kindergartens..The number of students enrolled in kindergarten-Firiniari, depart-ments of the training inititutions is not available; so this factor isnot considered in the. cimparisons.

Without considering the siie of the enrollments in the institutionsor the movement of their graduates from State to State, these figuressuggesethat the teacher-training institutions of the South are inkinga decided pffort to lead their field toward establishing kindergartensor toward providing kindergarten-primary trained teachers for the

. primary grades.In the Eastern and Great Lakes groups of States the field seems

to lead the teaCher-training institutions by having a larger percentageof kindergarten and kindergarten-primary teachers than.of teacher-training institutions. In the Great Plains and Western States thenumbers of these teachers prepared and employed seem about even.

The relative number 'of kindergarten teichers employed in theseveral groups of States to the number of teacher-training institu-tions giving Mndergarten and kindergartn-primary trainingmis asfollows: For each institution there are 74 kindergarten teachers inthe Eagtern States, 31 in the Southein States, 93 in the Great LakesStates, 56 iwthe Great Plains States, and 79 in the Western States.

In koportion to their potential task of caring for'il and 5 year oldchildren registered in the census, the divisions of the country, NiAth

the txception of the .South, havi about the same-sized burden. Infour divisions there are from 18,000 to 26,000 children per trainingschool to be-cared for by trained teachers, but in the South the faskis nearly twice as great, with 40,000 children 4 ansl 5 years of age per

.institution:AOproximately one-fifth of the childrep 4 and 5 years of age in the

Eastern, 'Great Lakes, and Western *ales are enrolled in kinder-gartens; one-tenth in the Great Plain and one-fortieth in theSouthern states. / .

Recognizing the fact that many 9tements are not here considered, itis still quite; possible that möre children could have the advantage ofkindergarten education through/ the help of institutions, preparingteachers by their guiding thought in this direètion.

,w-K74ror-.1-";

. .'

.

I.

.

I

,

A

.

.

`2".

'r

.

.

:

.'..

'. I

:-

. .

.

:;:,'1

. -- .... ..:

.

.. '..',.

e

.,,

. s

: **..: -: ....* -:.- `; .:.::': ''..-`,

: 40%h

-

et .I p . .

:

tt,

. 36 BIEN N IAL SURVEY Olt EDUCATION, 1924-4426

SLUM 7.Geogrephioal ¡Wilhelm of teacher-training institutionskindergarten or kindergarten-primary training, of kindergarten teacher., ofchildren of kindergarten age, and of those enrolled Ô. kindcrgaricie4

South i, Waft Total

Institut Ions ;Number

4 Per centI

Teachers (tn 1924): .NumberPer cent .Number per training hail-

___-

Childrentte.ion

4 and S years of ageby. census of 1930:

NumberPer centNumber per training inst I-

modettuitanlkenrollment On

104):Number.Per cent .

Number per training trig -tuition 3,

vsMAO

es Se41, HI

I& 27

I' 31122

111, 037. 40

4141L 3

434. 90

as i30. 00

1 207b. 30

30.9S

Lni.1:i40, SOL 60

4310:

1, 116 NO

11I. 40

3, 357&I St

93. 2*

9371i1

Ilk 024. 40

"1111

4, WO. 110i-

31I& 90

1, 74113. 40

ML 16

611421.

20, 9117. 30

.% "$1

2, 423. 00_

17& 70

1. 33910, 30

Ilk 76

i

3TY4711:!

1 24 Xt. 50I

! Ile:4.ni 40

1

'ifli

100 44

12, etl100. Of

4.k 01

441418C411

molesIdit%.7,1

34174. I

LENGTH OF TRAINING COURSE

Of the. 195 institutions includO in this study, 59 give only a two-year course of preparation. At the other end of the line 5 institu-tions give only graduate work for students 'who htive previouslyearned bachelors' degrees and 7 offer both a four-yeir course andgraduate work. Among the -other institutions 3 3 _offer a. maximumof three years of preparation and 91 offer a maximum of four yearsof preparation, And txo of these institutions in Ohio have a plan forsix-year cooperative training. These facts further indicate that theinstitutions offering preparation for kindergarten-primary teachersaim at a high type of kofessional work. . -

In States where legal- regulatioTis have been enacted to Provide for*longer Coupes for teacher training swine schools have already madethe transition and others- are working towaethis end as fast .ns ispracticable. Once decreed, the administration of these longer* coursvsneeds two or three yeárs of adjustment before they can Change sods-factorily from the two-year basis to the three and four year basis.

GENERAL- SCOPE OF TEACHER PREPARATION

Opportunities to prepare for edualtional work are being offeredin certitin women's liberal arts colleges. An educational departraentwith certain demonstration school facilities is open for the students.m the women's liberal arts .co eges of Smith, Wellesley, and Bryn

'Mawr. t is so interesting to know that three colleges, for trainingmissionarialsc de kindergarten-primary teacher training, and thata large number o insfitutions not listed here give courses in kinder-garten subject II.: tter to students registered in primarY courses.

oir

.

i.

rl

. .

F

Ak

giving

I 4 .

4

... .

.

Klniergam.

Orq,,,Aes

j_

jI

i.

.

.

.

/.(,

.

,

'`., .

V:*. 4st IS: 4.4

' t

1.1 I 1, . f "7.1;

s.

i f , 4 7,1,1;

Al;;;;L4.0;¡.''' 4 ; t41.444K131', ,t3'1,¡. : :

_

I1

t,

le

.

..

ft

,

NFTWRY-KINDEROARTEN-PRIMARY EDUCATION 37

Blending of the- piekinderkarten,.kindergarten, and primary workin training courses for proipective teachers of young children isthe goal anticipated by many progressive educators.

With the exception of the South, all sections of the country havetile advantage of child welfare research centers. Most of these cen-ters are established in universities or colleges and are pisovided withnursery schools and experimental kindergarten-elementar schoolsfor laboratories. **arch workers, teachers of younkt chi and

-teachers of child care in departmeiits of home economics are edin most of these centers.

The influence of the scientific investigations carried on in thesechild-welfare research units in the fields of mental and physical wel-.fare of young children is. being felt by all teacher-training institu-tions and crysialized in the courses offered in child study and childpsychology. A further study is needed to show what these coursescover, an*more ()articular ly, what opportunities are provided forobservation of the behavior and interests of young children and for.pirticipation in the care of these children.

Lengthening the period of initial preparatioti -for tëachers, empha-sizing the need for studies of children themselves, as well as for thestudies of subject matter to be taught, and unifying the work in theeducation 'of all ages of young children, presage a wholesomemovement toward preparing teachers of a higitly professional typefor the work with young children.

80111C RIDCZNT PUILICATION8 I THIS FIELD

1

Myerii, Alonzo F., and Beechel, Edith E. Manunl of observation and participa-tion.. New VOrk, American book co., 1926. 263 p.

Peudieton, Charles 8. The content and method of subject matter courses inteachers colleges. Peabody journal or education, March,'1926. p. 27&

iinAer, Agnes.. An introduction to teaching. .A manual for a laboratory coursiein education. Vowaon, Md., The Maryland State Normal School, BulletinNo. 1, vol. 3.

Subcommittee of the committee on teacher-training, International KindergartedUnion. Practice teaching. A suggestive guide for student teacher& Wash-

' ington, D. C., International Kindergarten Union, 1201 8ixte6tb Street. NW.Occasional articles appeiring in educational adintnistration and supervision.

including teacber training,Warwick and York, Baltimore, Md.4

TEACHER CERTIFiCATION

Rules and regulations tor the, certification of teach!bie.s,-issued bythe several States in 1925, have recently been examintid. This studyshows that 30 States issue certificates auihorixing holders to teach inthe kindergarten or kindergarten-primary grades-of the public ele-

schools. . Two. additional States which do not provide forkindergarten teacher certification ôffer special primary certificatesfor teachers of-the early grades,.

. _

.

.'

..-

.

.

n

1

6 4

.mentary

38 BIANNIAL SURVEY OF EDUCATION, 1924-1926

Particular attention has been given to determine whether certifi-cates for teachers of kindergarten are classified as " special " orwhether kindergartens are regarded as a part of the elementaryischobr, unit. .A decided tendency towarcf effecting this unit plan isnoticeable. This may be the result of, or influenced by, kindergarterlegislation enacted up to January, 1925, ór it may be a, natural cobcomitant of such changes in the prograins of teacher-training insti-tutions as the lengthened courses of preparation and the coordinatiorof subject m-atter offered for teach6sAprerring for kindergartenor primary-grade work.

The following data show the presePt legal status of teacher certi-fication for kindergartens rend primary grades :

1. .Sixteen States offer a certificate covering both kindergarten and4 primary grades. Eight pf these (starred, designate them specifically

by name as kindergarten-primary certificates.Arizona.-

*California :Delaware.

.*Illinois.*Indiana.)owa.

Michigan. Rhode Island.Minnesota. Wisconsin.

*Nevada. *South Dakota.New York. *Utah.North Dakota..'

*Ohio.

a. California provides three types of-kindergarten certificates.b. Delaware issues an "elementary " certificate to ariplicants who have

completed a two-year kindergarten or primpfy course in a standardnormal school, college, or university. 'I's Ilse is limited to kinder-garten and first three grades.

C. Indiana permits the holder% to teach in kindergarten and first grade. .itis interesting to know tbat a higher gi.ade of certification is requiredfor those who teach kindergarten and first grade than is required forcertain other elementary grades. This State alto offers a primarycertificate valid in grades 1-3.

thyd. Iowa also offers a primary certificate.C. New York also offers a kindergarten certificate.f. South Dakota's certificate is called a primary certificate and covers the

kindergarten and first two grades. A special kindergarten certificatefs also'.offered.

g. Utah issues a certificate designated for teachers of elementary, priniary,and kindergarten schools.

2. -Fourteen States offer a special kindergarten certificate :

Colorado.Connecticut.Georea.Idaho.Kansas.

Maine. Oregon.Montana. 4 A 4 S 9ou t h Carolina.New Jersey. . South Dakota.

_ New Mexico. Texas.New York.

a. Oregon and South Carolina also offer a primary certificate coveringgrades 1-3..

Bee V. S. Bureau 9f Education Bulletin,. 1927, Noe 19...

_h_

r. .31-V ";i =.

.

. ,

..

..

,-

.0- -rya r -

f.

k

-a

.4

--

'

.

.-

. '4

.. .

.

.

,....

:.. ...:%

.;

..-..r' ...i.,

. ' 1' . ,.. .

... . . . T ,. -

: ; "," r **I .- .,' ''. "*... ...'4'.. .,

. ... : . , ...,. I .

1.. -4 4

It

NURSERY-KINDERGARTEN-PRIMARY EDUCATION - 39

b. Georgia has provided this certification, but no :laws have yet beenenacted to sanction. the establishing of kindergartens.

c, New York and South Dakota- also issue certificates covering kinder-garten-primary grades. 4

3. Six States issue a " primary " certificate for teachers of the earlygrades:

Florida. Iowa.Indiana. North Cardina.

Green.South Carolina.

a. Florida and North Carolina provide no kindergarten certification.b. Oregon and South Carolina also offer " special kindergarten."c. Iowa als;) provides a certificate for teachers of kindergarten-primary

grades. **

4. Nebraska and Wyoming clearly indicate that they include thelicense to teach in kindergartens under the general " elementary "certificate.

5. Sixteen States make no mention of a separate certificate forteaching in kindergartens or primary grades, but do, of course,offer a certificate to teach in the elementary grades. Some of theseStates also offer special subject certificates, as " music, penmanship,physical culture, bookkeeping:', or other subjects at the discretion ofthe State board " (Rhode Island), and it is under this classificaiionthat these. States may possibly issue kindergarten or kindergarten..primary certificates..

Alabama. r Mississippi. Vermont..Arkansas. % Missouri. Virginia..Kentucky. New' Hampshire. Washington.Louisiana. Oklahoma. West Virginia.Maryland. Pennsylvania.Massachusetts. Tennessee.

a. In all of these States the " elementary certificate includes permissionto teach tn the primary grades.

b. Three of these States,. Arkansas, Maryland, and Mississippi, have nolegislation for establishing kindergartens.

o. Massachusetts's certification is governed by local boards..;d, rIn the 1920 report of State Laws-and Regulations"Governing Telachers'

Certificates, Bulletin, 1921, No. 22, of the Bureau of Education, it is'recorded that Pennsylvania and West' Virginia give certification ftirkindergarten Aeaching as 'a "special subject." These proyisions do

- not appeay in the 1925 "Rules." Missouri at that time listed teach-ing experience in kindergarten and primary grades among its oPtional" sCholarship requirements" for -a life or five-year certificate. A" special primary " five-year certificate was also Issued.

In the near future legislators will need to cdnsider the certificationof teachers for nursery schools. The special training being deveoped for. these teachers and the high academic level on whichthis.training is, being given should greatly influence the certifigationrequirements establithed for nursery-school teaching. Ohio .and

4-2

7 ; .-r-r.f'.

.t

.

\.

.

.

.

... 2.

p. .. . , ,..._

,.

1., . ...

.

.

. -".

I --

.

).

t

t

. r

;

. . .

..

;

4

1

.

c.

40 BIENNIAL SITIIVEY OP EDVOATIONI 1924-1926

Peumsylvania are making provision for this certification, and it isreported that the California law may soon be revised to certificatethese teachers.

Certificates -to general supervisors for primary or elementarygrades are issued in nine States: Connecticut, Delaware, Indiana,Maryland, New. Hampshire, New Jersey, North Carolina, Utah, andWest Virginia.

There is an apparent duplication and overlapping of-tie teachercertification regulations in mány of the States. The data given inthis discussion show present regulations and indicate a need' forunification and readjustments to keep abreast of the trends in teacherpreparation curricula.

GENERAL SUPERVISION FOR KINDERGARTENS AND PRIMARY GRADES ,Leadership for teachers and a wholesome amount of unification of

the methods, -materials, and programs of teaching within a schoolsystem are essential. This leadership and unification are providedby supervisors in school systems too large for the superipteridenthimself to cover all the grades of work.

Units of the school system-, defined by the superintendent and forwhich he delegates supervisors, indicate his educatioñal policies.Originally the first unit so delegated included just the primarygrades, and in some of the eastern cities another unit was made ofthe intermediate or upper elementary grfades. When kindergartenswere added to thése school systems, their methods of teaching variedso greatly from the formal work in the .primary grades, and the-

..primary supervisors' preparation and sympathies were so foreign tokindergarten work that separate supervisors weré assigned to them.The organization of the junior high school unit i$ reducing the ele-mentary unit to the kindergartens and the first six grades.

Radical changes have been made during the past few years in theaims and methods of instruction and in the coordination of workamong the grades. This coordination has made it possible for asvervisor to be familiar with the general types of work carried onby her teachers with the children in the kindergartens and six grades.

, Examples of the coordination of work among these grades are foundin such outstanding courses of study for kindergarten-primary" orkindergarten-elementary grades as those previously mentioned onpage 17.

Actual practice in 1926 as to types of supervisory organization inM9 of the cities of tile country has been determined. In 338; or 62per cent, of these cities, kindergartens are accepted as a part of theschool system, and 80 per cent of these Cities mntain supervision fortheir kindergartens.

I

4.

.1I , . . ..m.,

-,

-.. .. . ,.

... 4,.

.

:

s .. . .

:

'

.1...

, ..

4 .

t .

; . . . . ,.;.

: ***4):. /

II

.1

-. . .

.r.;Ittycyt: . r' . I . .

t1,71L. 4 f. '11 : '4.: A ' e4 ,wlyrv-'. 'ir 7.4:A;rriArr.fitrist, t fir; ,:+t r Ix?

A_14*"..f.. ' ;1. . : .16% i, .... 1*

34, 01474:d sir-44e .4. . .r../47 1)(4.. 11'.:i1Ptirtftt A.!.4 fe,;t014:, "z, "ft,:;;.: ;.:144111*. ";*` 24- tS4Pit; IldeleialL1.14,eu 4.ft tta.4.02-_;.",,.;:,..:,...***!91.4i

---'

.ftui .;_kg

1:7

,

-

:-" ., .1 I. '

NURSERY-KINDERGARTEN-PRIMARY EDUCATION 41

In the group of cities having kindergartens and alp providingsupervision for them, the work is delegated as follows:Supervision for kindergartens only 83Supervision for kindergarten-primary or kindergarten-elementary grades

under one person 195Supqrvision for kindergarten, prim4ry, and elementary grades in the same

system, but under separate supervisors 41

Total h_ 269

Units of supsrvision for kindergarten-prim or kindergarten-elementary grades predominate in the cities which have made kinder-gartens an integral part of their schools. Nftr 137 three-fourth's ofthe school superintendents in these cities have established the policy oforganiiing their supervision on the unit bases of kindergarten-pri-mary or kindergarten-elementary grades. These data not only sub-stantiate the stateméntrvcently made to this effect, but show thatthe practice is more universal than has been suspected. In propor-tion to the number of cities concerned this unit occurs more fre-quently in cities located in States west of the Mississippi River thanin the southern and eastern cities.. It also occurs more frequentlyin cities. of less .than 100,000 population.

In 33 cities the only general supervision provided is for kinder-gartens. This practice is not confined to cities of any one size, but

rppears more frequently in States east 418 f the Mississippi River.tSeemingly it is a matter of tradition that keeps the kindergartensuliervision segregated and under the implication that it requirespeculiar consideration.

All modern trends in teacher preparation and in methods of class-room teaching consider that the kindergarten-primary grade childrepi-Pesenis a period of childhocid in Vvhich the use of similar me.thodsand. materials of instruction is essential. Differences in the workplanned among the grades are matters of degree of skill and habitforniation to be attained rather than the kinds of 'subject matter tobe included in the educatioe prögram. Segregation of kinder-

.garten supervision, then, is oui of keeping with modern ideas' ofeducation. For the combined unit of work the superirison must; ofCourse, be thoroughly prepared in training and in experience.

In the group of cities lug having kindèrgartens the grade super-vision is delegated to supervisors as follows:Supervision for primary grades only 126Supervision for elementary grades 118Supervision for primary and eleMentary grades in the same system, hat

under separate supervisors

Total

. . .'"

,

,.

.

..

!.. .

. .

-:_.!

;*. 1. .

. .

4.. ,

1.

. I.

-

t.

.

. .

*. ' :r

_ ".

I

,

/ ' .`

.1 4;.

. , .t". .ft -1, 4' '4 ..0,'0,¡-.1., ;- r r, . . . . ,.; zd.. . .

I , . , 4, .a" . , , . 4;4: ....a ;..--- ,a.vr t ;. , ,k.,4 - '4 -4:',P,..004.4, e , . f' I . ? 0.4-.t °*).t.: +414;;(, ?'"04 .44. a.; ,,1] relV r1 114.01VaNtfr+-4"T . . ". k:' . ,. . , 9 4a.

..1 4. .1. ! dr:44.t.-,t,t),;; -04 141,v1;''

.

. 86

280 °

42 BIENNIAL SURVEY OF EDUCATION, 1924-1028

No grade unit stands out as " common practice " in he supervisionof this group of grades. It could easily be inferred that size of schoolsystem and tradition or precedent influenced the formation of theseunits'. In the systems having both primary and elementary gradesupervisors there are practically no instances in .which one or theother is given authority to coordinate the work of both units. Insuch an organization the two supervisors may cooperate and producean excellently unified program with their- two groups of teachers.There is a danger, however, that two types of work may be carriedon within the same system unless the superintendezit assumes theresponsibility for coordination.

The large cities employing great numbers of teachers necessarilydivide their supervisory respoiisibilities among severaf.people. Theyprovide separate supervision for 'kindergarten, primary, arid elemen-tary grades or for kindergarten-primary and elementary grades:Between the two, practice in city school systems is about equallydivi&d. In either case there is great need for êobrdination of work.The organization of the elementary -unit of schools in Rochester,N. Y., npt Only cares for this goordination,_ but seems effectivelyplanned -to give immediate, help in conveying its ideas of coordina-4

tion to inexperienced teachers and to those new fb the school system.The director of elémenfary education Is revonsible Par the wholeunit of seven grades, kindergarten tliniugh the sixth. Assistants aregiven charge of kindergarten-primary grades and of the upperelementary grades: A number of classroom teachers are kept inreadiness to !iccept assignments for helping less experieved teachers

7

by spending a day or more with them. For a large city suck, anorganization, carefully administeied, should produce coordinatea andconsistent effort among'its teaching and supervisory- force.

g third section of the lower grader unit is being introduced withthe nursery school. In several cities nursery schools are housed andoccasionally equipped by the public-sdlool system. Payment of the

. teacher's salary from-public funds is uguallS7 not permitted under press,ent laws and regulations. Supervision of these nursery schools iscared for in a number of ways, seemingly determined. in each case by-the group of people or the department of the. school system taking theinitiative in organizipg 'the' school. These include a philanthropic;

e privately organized group, a group of research -qworkers, the depart-2ment of home economics-in-. a high school, and the supervisors ofkindergarten-primary grades. The riursery school in: its-process ofdevelopment offers an exceptional opportunrty for coordinated effortto the groups of workers interested in the physical, social, and intel.:lectual development of childrén. Only through such 'cooperation cansatisfactory wprk be effected.

(4 oi/94.1. A

0

e.

A-

-

.t

-.

.

.

.

;

.,

.

.,

;i:. ,

- -

. J.

. i

.4 &'-e " , . A

.,

,

NUM:LIMY-KINDERGARTEN-PRIMARY ruDvoAnoN 443

Ihita ,for the discussion of types of supervisory organization forkindergarten-primay grades were obtained during the fall of 1226from .1,977 repliés to an incfuiry which was addressed to all super-intendents of schools. These,1,977 represent 69 per cent of all citiesin the-country having a, populatibn of 2,500 or more.

Two-thirds of the replies came from superintendents of ichool sys-.tans in small cities; four-fifths of tfiese. superintehdents eitherassume the responsibility qf supervising the kindergartens and ele-mentary grades or delegate it to principaW and supervising teachers.The other third of the superintendents replibd that they employedgeneral ,supervisors for these. grades, an indlysis of which has justbeen given, The followini *table' givesIdetailed distribution of thereplies which furnished the information for the firrious discussion :

r,

Taiux 8.Types of 8upervisory organizatiOn

DISTRIBUTED BY SIZE OF CITIES

-40

Cities .

Replies Per centof citiesmain-

taininggenerulsuper-vision

forkinder-gattens

andprimaryVac*

Num-ber

Percent

oftotalnum-berof

cities

Of 100,000 population orak.

more 68 100 97Of 30,000 to 1OO,OO i 176 97 77Of 10,000 to 30,000 82 39Under 10,000

sib Total

1, 305 62 14

1,977

No

Number of each type of supervisory mutilation

Com-bineLd

kinder-garten-

pri-mary orkinder-garten-elernen-

tary

31635447

Sepa-rate pri-

maryand ele-

men-tary

1

148

13

Sepa-rate

tinder-gart en,

pri-mary,

anct ele-men-tary

22

65

bnlyele-

men-tary,

2214550

Onlyprima-ry

4

4062

Onlykin-.der-gar-ten

a11142

Total

66137167179

195 86 41 118

rDISTRIBUTED BY GEOGRAPHICAL DIVISIONS

126 83 j 349

. "EastSouthGreat Lakes region__ ..... _ _Great Plains regionWest

Country as a whole__..

696358452272199

1

, 711 M.4

777071

2333.53223. 827. 7

6514613520

7 .. 1318

1

37 ,

3167 ,

2......_..1

88313510,,9

1

2954219

1 13

.

104

1126

1571241456657

1, 9T7 1

,69 77. 6 195 36 41 118 1 126 33 I, MO

This analysis of adMinistrative units of general supervision inadeaccording to the number of times etch type occurs. in given-city sizes

. and geographical. divisions of the-couniry,showe the general trend ofeducational policies 'of the superintendents of schools. It does notaccount for supervisory programs. A worthy study is needed to

.shoiv what the supervisors are doing to initiate and to perfect withtheir groups of teachirs such methods.of clpssroom management andinstruction as will comply with the best practice of the day.

fir

'

-I

.

,

.

. .

a .

.

.. -

J..

.

111LI

.,

:2

8 20.

.

.

6..

._

' .

4

,

.;4.

VI

-

4

428

1

_

. _

- I

.

Eft

a

ilIENNIAL SURVEY OF EDUCATION, 1924L1926

Salaries paid to supervisors in city school systems seem to increasewith the age of 'children or pupils supervised. The comparativedifficulties of teaching proper skills and behaviors to childreri in thefirst grades or of carrying their' through the adokscent period have,so far as we know, never been presented. Consideration of the num-

.- berg of pupils to be supervised would not seeqr to show that kinder-garten-primary supervisors who cover an-intirá city, in which theelementary-grade pupils usually con-stitute 86 per cent 'of the totalschool enrollment, do any less-work than high-school supervisor&Arguments for comparing amount of detailed administrutive workrequired of grade and ,kindergarten-primary supervisors have littledata to fall upon, and the arguments for comparing specializedtraining required wciuld seem W show little difference in the requiredpreparation for .the supeivisors of the different age levels of pupilsill school systems. From the following fiures it would seem desir-able to inquire into the reasons for the wide differences of salariesfor supervisors of younger children and of older children.

TABLE 9.Median salaries of Rupgre8ory'officcr8 for. 16-27'I

a111,

Citiestr"

Numberof

cities

Of 100,000 population or more 59Of 30,000 to 100,000 147Of 10,000 to 30,000 298Of 5,000 to 10,000 '374Of 2,500 to 5,000 M7

Directors and supervisors of

Kinder-gartens

$3;2332750Z225

--. 1, 4501, 267

Primary¡mules

Interme-diate

grades

Juniorhigh

school

Seniorhigh

school

la, 3172, 6002, Om2, 0672, 350

$3, 6002, 7002, 5831,950

$4, 6003, 700

14750

1.050

Figures from Research Bulletin of the National Education Association for March, 1927, salaries In cityschool systems.

, SOME RECENT PUBLICATIONS IN THIS FIELD

Allen, I. M. Improving the profeRt4nal statue of teachers. University. of Chi-sago. Elementary school journal, February, 1926. p. 430.

Anderson, C. J., -Barr, A. S.. and Bush, Mabelle G. The visiting teacher atwork. New York, D. Appleton & Co., 1925. 382 p.

Barr, A. 81, and Burton, Willfam IL The supervision of instruction. New Yoris,D. Appleton & Co., 1926. 626 p.

Bfackhurst, Herbert J. Supervision of observation and student teaching inPurdtie University. Edticational administration and supervi*Rion, February,

. 1926. .p. 86.Crabbs, Lelaîï Mae. Measuring efficiency in Aupervision. and teaching. New

YOrk, Teachers.College, Columbia University, .1925. 98 p.Gray, Olive. Making teachers' meetings effective. Elementary scilool journal,

February, 1926. p. 414.-Simpson, Mabel E. Work of the demonstration teacher and its relation to a

program of constrqctive supervision. Journal of educational method, Deember, 1925. p. 140. ft

4

:IFI VX.7.

t.-----7,--: -.-------,.7--

.:-. a 0 .h . . .

. '. ,.

:

.. ,.

..

:

..,

:

.

'MI

"

.

.

.....e ....

I

.

.

. ç.

.

'

of.

. .-4 . . .. ; *.

;, :-

.i 4 :. : ., . , , 1 t II41

i.. ..{.

.16

.

.

NURSERY-KINDEBOARTEN.-PRIMARY EDUCATION

TEACHERS! PROFESSIONAL ORGAN IZATIONS.

V ", S45

The two nation'al organizations re,presënting teachers in kinder-garten-prhnary work are the Internatipnal Kindergarten Union andthe National Council of Primary. Education. Through the journalChildbood EducatiOn the interests of nursery,' kindergarten, andprimary education are presented, and news of activities among mem-bers of the two organizations is distributed. 'On the program of theInternationtil Kindergarten Union Convention all three sections ofthe unit of early childhood education have begn.0 ented in t e pasttwo years. The same is true of the annual meetin of the NationalCouncil of Primajy Education, and for the past t o years.the.-meet-,

-

in6as of the tTo organizations during the su rinte deuce convdntiòn tat..have been combined.

a

Ilite department of kindergiaten education of the National Edtica-tion Association has now become the department of kindergarten-primary -education. In State and local proféisional organizationsthere are great opportunities to create closer affilifiticins of kinder-garten and primary work. A study made by the joint committee ofthe international Kindergarten Union and National 'Council -of PH-mary Education found that in 18 State teacher associations there aredivisions of kindergarten-primary education; in 10 associations thereare divisions of primary education an() in 10 there are kindergartendivisions, 8 8f these kindergarten and primary divisions being inthe same States; 3 States have only " elementary " divisions, andfrom 17 States there were no reports of any divisions representing

'the interest of kindergaiten-primary teachers. Of 175 local teach-ters' professional organizations treporting, 71 were for kindergartenteachers, 31, for primary teachers, and 73 were for kindergarten-primary and kindergarteii-elem.entary grade teachers. Many of the

where clubs exist for 'primary teachers only inay not supportkindergartens, but there are always primary grades where kinder-gartens are a part of the skhool system, and there can seem to belittle reason foi. totally segregating the professional meetings'of thetwo groups of teachers.

8U M MARY

Considering file present interests in professional advancement ex-pressel by teachers of all grades, and the present educational pro-grams for children, for teacher training, and for d'upervidors. 41 thenursery-kindergarten-primary field, the weight of opinion seems tobe definitely set toward a unification program on a high professionalplane for the eductition of young children.

In the light of theie facts the description of the elementary schoolgiven on pages 1143 in the fifth yearbak of the department of

.;1

. .

.

.

I

401, :

.

.:'*1

.

.;

1citieg

. .. -, -, :1.. - ...-.;!...0. .

... .,..;,..f.::;!:?,4

, . -.....,..::4

. ..:.-,...,....'1',

: *.. .:. i., ...." : '. '.;. ",.......s:;.,..'1:-.4

?:,.:it

,i..'..7.; ..f.:-..A.4's%`%- f Ii4,1..*. "It' i:t 41;,-11,,41Q40...-.! tit10'Ah4:Z$42,;,1::i.trlarii.,;-;ii.',i; i,-44,0!ii,4Wigit4g g.'il,154-.410,Pir ''

......

.. ...... ........ ..,.. . ,.... . ...... ,,..-*...- ..,...,_ .:

. ... 1. . : :.1 . Ì

4.e 1; . l . f .4: : .?: , r; k- ,r... ' tc IC:VI..

3: t.; S ,4 : r

. .0';;:..1,....,..., ,.., ..... :.. ,c --,* , . Y.,;.ilk...._ t 1:4 ,113* te.41 4. r t N.,ettitii".."14 1..e 4 °' jil. .11 4P4k`/1;:44.: .;1.(1"';; tI'llb.(4V t4i1,4,1NelAll';'- i.;.:"!.._....:2

.::,...2 .::altn. . ..' *-.1. -....:...6,

'-: . .'' V 1: .**:»"144,:-. '... P i.. etiAltakii.fizi 4. Lai7 ,'.rA .14ii ..:6:;.1,...::43 T"...../sIr*,;:, r4 -'

3. % ' i .4' , .14).14If!.. `'k --:, ; ,4 l' 3,:idi.7;:i.)"4-ir'rtIli,41

, ,

Oa*46 BIENNIAL' SURVEY OF EDUCATION, 1924494

superintendence both expresies current ,practice and anticipates itsuniversal icçeptanee :

1

-Thi elementary school comprises the kindergarten and grades 1 to 61 thelanderEarten being recognized as the introcfuctory section of the elementaryunit. . There is also a growitig tendency to make provision for children of'preschool or nursery age.

This large elementary unit is often broken up into sinaller units,- To illus-trate, the phrase "kindergarten-primary unit" has been used in some teacher-training institutions and in some school systems to designate the period ofschool life from 4 Or 5, to 8 *or 9 years. In the few institutions In ivhich thenursery school has begun to function the unit is referred to as the nursery-kindergarten-primary unit. The period is in some places designated that of

4early elementary education.

Then follows a discussion of objectives of education similar to thosealready presented in thii reptirt, and the statement continues:

In the (Wort to attain these. objectives it is important that, bdginning withthe nurserrakindergatlen-primary.unit the subject matter and activities of thecurriculum be selected And organized with the idea of providing a continuousand progressive series of experiences adapted at every !step-to tite maturity ofthe children and to their capacity to assimilate and react to them th highlyprofitable wa7s.

a

de 0 law

I -

.1.

it

. '

A

.

I

,

.

7

.

.

/In

a

. . . -,1 ,;

:

..

. , ;t; t:. . .

t.

;

'P.$ 1...0. , '

.1trY -z1-7

f n

.

..

0';

`?

.6

,- -

, . . A.1.

,

11B

, ...

. ,...ow ,

r Atit7 4'4./t. .

....Pr- 41.t : 4;4?.

tAhht14... abU,I'',4*11. il

r

A

;

A

Gar

fr

2

.

A»

fr

el*

3

a

aV,. I 1. 4;

11 ..;4Cji..4004:1411,,I.'/1',4t''V 7!.{

.