amount on hand to stimulate the children's imagination for the improvement of their work.

(Radnor.)

Pupils have not reached the stage where books can be of great value. Their training must come from first-hand information, from experimentation with constructional and art materials, and their thinking must be largely in the concrete situations which arise in their attempts to carry out their plans and schemes of work and play. (Baltimore.)

A theory in line with the best modern thought can not be consistently worked out by means of an equipment designed for an extremely conservative and now almost abandoned practice. (Salt Lake City.)

But modern equipment—

is not a preventative of work of the older and more formal type. (Brookline.) This is especially true where projects are not carried over from day to day and where

so much time is consumed in stacking and boxing the blocks that children have no opportunity to enjoy and to play with the products of their handwork. (Brookline.)

The amount of materials needed in supplies and equipment depends largely on the curriculum in use; the value of these materials depends on the teacher's vision in her guidance of children to develop ideas of worth through these materials. (Stamford.)

Therefore, teachers should be given much help by supervisors in the selection of materials and in their use.

*

Materials listed under supplies and equipment for kindergarten should be valued by school administrators in the same way that they value books and laboratory materials in the elementary schools and high-school classes. * Thrift should be encouraged in the use of materials, but not to the limitation of good work. (Stamford.)

THE LIBRARY CORNER

Within the past few years another type of material has also been considered necessary in a well-equipped kindergarten. This is found in the "library corner." The value of picture books is well summed up in the following commendation:

In every room observed, a classroom library was established in which children were given the opportunity to discover things in books. In many classes the library corner was one of the most popular spots in the room. In almost all classes interests and appreciations of books were being developed, and right habits in the use of books and responsibilities for borrowed books were being formed. (Springfield.)

Realization of the value of picture books in the education of young children is by no means universal. There are still many places which deserve criticism because picture books are

almost entirely lacking excepting in schools where the teachers provided them from their own funds. The need for more experiences to acquaint children with the best children's literature and picture books which tell stories in a language that kindergarten children can interpret is very apparent. The

thought content of the stories, pictures, and related experiences of kindergarten children is very significant in its influence on their readiness to read and appreciation of written symbols. (Stamford.)

NEED FOR REVISION OF SUPPLY ORDER LISTS

Until lately the surveys have criticized the lack of large blocks and a few other necessary supplies for constructive activity, but now criticism is extended to include the lack of material for work requiring the use of larger tools. Many schools realize that work in wood and with large painting materials is necessary to help little children to gain control of the larger muscles. The following criticism of materials available for creative work could be applied fairly to many schools:

There was material for wood construction in only one kindergarten observed. Modeling materials were inadequate. Painting materials for large painting activities were found in only two rooms, [although] sand tables and sand, paper materials, music materials were sufficient in number to receive high rating. (Springfield.)

With these newer additions to the lists of desirable materials there is even more need in many places to recommend

that there be an entire revision of the order list worked out by the cooperation of supervisor and teachers. (Philadelphia.)

As it is not usually practical to entirely reequip all kindergartens at once it is recommended that

Until the equipment necessary to carry on satisfactory teaching is provided, a kindergarten budget should supply some needed equipment to each kindergarten annually. (Stamford.)

If many of the undesirable materials were eliminated from the order lists undoubtedly "the money now spent for colored papers, cut in small squares, weaving mats, parquetry papers * * * would pay for these other materials" which are now considered so necessary. (Richmond.) The Baltimore survey makes the added suggestion that a small margin be allowed the teacher so that she "may meet minor needs as they arise."

SUMMARY

In the surveys studied there is an emphasis upon the need for large, well-lighted rooms with simple furnishings. These rooms should be located on the east or south side of the buildings and within easy access to exits leading to the playgrounds and streets. Wherever possible there should be at least one large room with one or more smaller adjoining rooms. Other requirements for good kindergarten rooms include the treatment of all surfaces-walls and floors so that they can be easily cleaned and disinfected. While some of the present rooms fulfill these and all other requirements,

some only partially meet the standards, and others are far below. In some buildings the poorest rooms have been given to the kindergarten because they were not desirable for other uses. Wherever kindergartens are located in cramped, dark rooms it is recommended that they be moved as soon as possible to rooms which comply with or approach standard requirements.

Outdoor play apparatus is recommended for all schools. Where it is impossible to have these on the playground it is suggested that they be placed on the roof or in open-air or semiopen-air rooms, so that all children may have the opportunity of working and playing out of doors for a part of each day.

Modern furniture for the kindergarten includes small, smoothtopped tables, in place of the older large ones, with a network of lines on the tops. Tables should be of three heights and the chairs furnished should also be of three heights to fit the tables.

Changes made in the curriculum and methods of instruction have demonstrated the need for materials which call for the use of the larger muscles or which aid the children in expressing their ideas more adequately.

In most places supply lists should be entirely revised by the supervisor and teachers, but, as it is not usually practicable to reequip all the kindergartens at one time, it is recommended that the kindergarten budget be so administered that some new equipment be furnished each kindergarten annually. It is further suggested that a small amount of money be allowed each teacher to meet minor needs as they arise.

Materials should be most carefully selected and should be looked upon by the school authorities in the same light as are the textbooks or laboratory and studio materials in the elementary and high-school grades. The children should be encouraged to use their materials economically, but not to the extent that they will be unable to do good work.

Chapter II

ORGANIZATION OF KINDERGARTENS

Almost every phase of kindergarten administration has been discussed in relation to some specific local need. Problems selected for review in this bulletin have been chosen because they have been more widely treated than certain others and because the recommendations are clear and definite.

AGE OF KINDERGARTEN CHILDREN

Whenever the age of the children attending kindergarten is suggested in the surveys the impression is given that these classes are established primarily for 5-year old children, although many of

them admit 4-year old children also. Five years is definitely stated as the kindergarten age in the recommendations made for establishing kindergartens in the Wilmington schools. This report says:

Children who enter kindergarten at 5 not only run less risk of failing in the customary work of the first grade, but are capable of doing work of a much better quality.

A similar impression is given by those who say that the kindergarten reduces the amount of retardation not only by fitting children to find themselves "more quickly in the usual work of the school " (Memphis), but also "indirectly by keeping children out of the first grade until they are more mature." (Memphis.)

The child who has entered 1B younger than 6 years has not progressed so well, on the whole, as the child who has entered at 6 years of age. He gets through school younger, it is true, but at a greater failure expense.

town.)

(Water

A different point of view is expressed in the report of the New Bedford survey, as follows:

*

On account of social conditions, particularly the much greater language handicap that New Bedford children suffer on entering school the age of admission to kindergarten should be lowered to 42, even to 4 years. And children should be admitted to first grade as soon after 5 as they are prepared for the work of the first grade. This would mean that most children could enter the first grade by 51⁄2 years of age, and most of those who have had a year in kindergarten would be ready to begin the first grade at 5 or shortly thereafter. (New Bedford.)

GROUPING CHILDREN ACCORDING TO ABILITY

Differences in personality and ability show themselves early in children's lives. To meet these differences certain surveys suggest that it is as desirable to group children in the kindergarten according to their ability as it is to group them in this way in the later grades. There are now a number of places where "each kindergarten school is divided into groups according to maturity and ability," and the assignment of work is graded according to group abilities." (St. Louis.)

One "type of organization that is used in many larger cities recognizes the needs of both 4 and 5 year old children " by providingfor two kindergarten grades, one for the children of 4 or 41⁄2 years maturity and one for the children of 5 or 51⁄2 years maturity. This is a highly desirable arrangement, as it allows a gradation of work and play more suited to the needs of prefirst-grade children than can be provided in one grade with children varying widely in ability. (Radnor.)

PROVISION FOR INDIVIDUAL INSTRUCTION

According to the surveys, the kindergarten is doing much to help break up the practice of mass teaching and to provide opportunity for the individualization of instruction. There seems to be a con

sensus of opinion among those who have made the surveys that not only should all subject matter "grow out of the immediate interests of the children" (Winchester), but that the activities selected should provide "play and work exercises adapted not only to age but to individual needs." (Philadelphia.)

The reports suggest that many kindergarten teachers realize that "every child is a unique specimen of human nature" (Honesdale), and by his behavior tells us what his nature is and what his education should be. The kindergarten, "in the disclosure of personal traits through work and play, is the teacher's pedagogical book of revelation and her guide as to what to do next." (Honesdale.) Teachers "are to be commended for the steps they have taken in providing opportunity for choice of activities." (Springfield.)

SIZE OF CLASS

There is a difference in the estimate of the number of children that should be enrolled in a kindergarten class. One survey reports an actual average attendance of 32 children for each session and adds, "There are no assistants to the kindergarten teacher. This number is within the control of one teacher." (Philadelphia.) Two surveys recommend a smaller number of children for each teacher, but none suggest a higher number.

No teacher in the kindergarten should be responsible for more than 25 children at one time. As soon as the number of children exceeds 25 a trained assistant should be appointed. (Stamford.)

School authorities generally agree that between 15 and 20 is the ideal number for one teacher to have in kindergarten, but that the number may be raised to an average attendance of between 20 and 25 without too great a strain being placed on children and teacher. They also agree that a group of ever 50 children in one room, even with several teachers, is too great a social strain for young children. Large numbers of children working and playing together demand a degree of inhibition and self-control which is greater than ought to be expected of children of kindergarten age. (Radnor.)

LENGTH OF SESSIONS

The New Bedford survey gives another recommendation which is radically different from the usual type of organization, when it states that

the kindergarten-subprimary grade should be open to children the full day, instead of one session only, where the parents desire full day's attendance.

The opposite view is suggested but not definitely stated in the Radnor recommendations and in the Brookline report. In describing several types of organization the Radnor report mentions the "double-session plan "; that is, one group coming in the morning and another in the afternoon, as one way of solving the difficulty caused by the overcrowded condition found in one kindergarten.