to be frowned upon by primary teachers, but now they as well as kindergarten teachers realize that oral language is essential in the development of ideas. Real conversation enables teacher and children to select work necessary for children's development as well as to establish right habits in the use of English. Recent studies of children's vocabularies indicate a need for greater care in giving children right concepts for the words they use in song, story, and rhyme. As every child should be given the opportunity to express his ideas, it is advisable to conduct as much of the language work as possible in small groups.

There is a diversity of opinion about the use of visual word symbols in the kindergarten. While many agree that under certain conditions it is well to give children the opportunity to begin reading, they also agree that whatever is done along this line must be done informally and must be developed in relation to the children's group experiences. Any city requiring reading in the kindergarten should make sure that the advantages gained are worth the time required.

It is very apparent that more picture books are needed in the kindergartens. Through acquaintance with books and the development of a love for them children may develop a desire to learn to read. These attitudes toward books and their use are invaluable as preparation for the work in the first grade. Such acquaintance also helps children to develop a love for literature. Consequently, the books placed in the kindergarten library should contain examples of the best in children's literature.

The kindergarten has always understood the necessity for beginning Americanization with the very little children. Through emphasizing the need for visiting the children and their mothers in their homes, as well as through the classroom activities and the teaching of English, the kindergarten helps to give children of foreign parentage something like a fair start.

In most kindergartens the teachers have used whatever opportunities they had to help children appreciate the beauty and wonder of nature. Because it has been difficult to have children care for gardens and pets most of the nature study work has been done while taking children on excursions. Although this is a valuable method of developing a love of nature, it is not as valuable as giving the children the opportunity to care for plants and pets.

Comments upon music in the kindergarten are conspicuously meager in the survey reports. While some kindergarten teachers have unusual musical ability, most of them need a great deal of guidance in the selection of suitable musical material for kindergarten children and in developing proper methods for presenting the work.

Such comments as are made in the surveys about manual activities are usually connected with other phases of the discussions. This work depends so largely upon the equipment and supplies available that criticism of the type of art work done by the children suggests criticism of the materials supplied. Real art work is always the expression of an idea. Therefore, the opportunity given children for activity in this field must be based on their needs and experiences, and the results should be valued according to what children gain from the activity rather than by their finished products. Proper tools and materials are considered essential for good art work. Certain suggestions about them are given on page 9.

Chapter IV

PREPARATION, SUPERVISION, AND PROFESSIONAL GROWTH OF TEACHERS

The teacher is the determining factor in the education of young children. The kindergarten room may be ideal, the equipment up to standard, and the curriculum well planned by a competent supervisor, but if the teacher does not measure up to her opportunities the work with the children will not bring results which could be accepted as good preparation for later school work or for living in a well-regulated home.

TRAINING OF TEACHERS

As a group, kindergarten teachers have had fully as much preparation for their work as the teachers in the other grades of the elementary schools. "Normal training of the teachers is almost uniform" (Philadelphia), while there are also many college graduates among kindergarten teachers and some who have done graduate work. Kindergarten directors are usually required to have two years' training in a recognized normal school, or training school giving kindergarten courses, but the same amount of preparation is not always required of assistants. The fact is commented upon unfavorably in a number of surveys because the

use of untrained assistants is detrimental to the work. (Baltimore.)

Kindergarten assistants should have the same training as the directors of kindergartens. The committee strongly recommends that the present training qualifications for appointments of kindergarten assistants be raised to the training qualifications required of the kindergarten directors. (Stamford.)

One of the important functions of the kindergarten is to prepare children to do the work prescribed for the first grade. If the kindergarten is to fullfill this function the teachers must be thoroughly acquainted with primary principles and activities. The way most

often recommended for giving teachers the necessary insight for this work is to give them their training

in normal schools for both kindergarten and primary work, so that the kindergarten teacher will know primary work and the primary teacher will understand kindergarten work. (Winchester.)

Provision should be made in normal schools

for a course of study which will definitely recognize the kindergarten-primary problem as one and the same. (Philadelphia.)

NEED OF SUPERVISION

There have always been wide differences in teachers' understanding of the aims of education and in their "clearness of perception of the definite means of reaching a definite educational end." (St. Louis.) This vague understanding of objectives and methods seems to be due largely to lack of proper guidance. In many places there is little "evidence that definite principles were formulated to guide teachers" (Stamford) in the selection of curriculum material or of teaching methods.

The reports show that kindergarten teachers are "anxious to give their children experience which will be of value to them" (Radnor Township), and "are intelligently eager for help and desirous of moving forward in the right direction." (Philadelphia.) They realize that-

it is almost essential that a corps of supervisors be selected to work with the principals and teachers in bringing up standards and in more closely coordinating and standardizing work if any material progress for the schools as a whole is to be achieved." (Baltimore.)

There is often a grave "danger of haphazard, unsound, and detrimental procedure (when) there is no expert leadership in the newer lines of work." (Watertown.)

A supervisor is especially needed to give assistance in selecting experiences, materials, and methods of instruction where

there is no prescribed course of study. (Baltimore.) It is in planning and presenting a modern course of study that the greatest help from the supervisor is needed. It is too much to expect that teachers and principals will be able to bring about the needed changes in curriculum and teaching procedure without such help. (Watertown.) With an efficient supervisor to direct them, a woman of experience in both kindergarten and primary grade teaching, most kindergartners would be capable of modifying and reconstructing their methods to conform with the best type of modern practice. (Richmond.) Because kindergarten teachers need help in many specific lines of activity they

should not be supervised by one who has not had kindergarten training. (Winchester).

Supervision should be given by one who is in sympathy with modern educational ideals, and who is well trained and qualified to help [a] group of

kindergarten teachers desiring to progress from their present standard to a higher one. (Stamford.)

The survey staffs recognize that one supervisor for the kindergarten and elementary departments is ideal, but they also realize that it is difficult

to secure a supervisor who has had experience from the kindergarten to the sixth grade, inclusive.

Fortunately

(Winchester.)

supervision of the kindergarten by a special supervisor does not tend to isolate the kindergarten, if the same educational principles prevail in the kindergarten and primary grades. (Winchester.) Conferences between kindergarten supervisor and the primary supervisor are necessary to keep the work unified when there are two supervisors for these departments. (Winchester.) There should also be frequent "conferences with the groups of kindergarten and first-grade teachers." (Winchester.)

PROFESSIONAL GROWTH OF THE TEACHERS

The supervisor is responsible to a large extent for the professional growth of teachers under her charge. This is especially pointed out in a survey which states that

the influence of this staff (supervisory) was evidenced by the relatively large number of teachers who have undertaken further professional training. (Springfield.)

School authorities and the supervisor can materially help teachers in obtaining suitable opportunities for study.

Extension courses for professional stimulation and for an aid in curriculum making should be offered yearly. (Stamford.) There are a number of school systems which make it a practice to send more of their teachers to school each summer, the board paying part or all of their expenses. (Richmond.)

Not only are teachers taking summer courses, attending grade meetings and supervisor conferences, but in many places they have well-established clubs for study with mutual helpfulness. The recommendations given in the surveys suggest that the forward trend in these organizations is toward the kindergarten-primary type.

A kindergarten-primary association should be organized to foster professional spizit of interest in work, to offer opportunities for growth of teachers through interchange of ideas, to give strength to requests for improved conditions, and to encourage closer coordination of work between kindergarten and first grade. (Stanford.)

In some places the purely "kindergarten clubs" have been broadened in scope by "inviting the first-grade teachers to become members also." (Springfield.)

In those places where most of the teachers have been trained in local institutions "the introduction of outside teachers might bring about an interchange of ideas that would prove both stimulating and beneficial." (Philadelphia.)

SUMMARY

The success of any kindergarten depends upon the teacher. Kindergarten directors are required to have as much preparation for their work as teachers in the other grades of the primay schools, but the same amount of preparation is not always required of the assistant teachers. Both director and assistant teachers should have at least two years of professional study in a recognized normal school or institution giving kindergarten courses. Many kindergarten teachers are college graduates and some have done graduate work.

As kindergarten and primary teachers should know the work of both grades, it is considered highly desirable to have both groups of teachers receive their training in institutions which recognize the kindergarten-primary problem as one.

The survey reports indicate that most kindergarten teachers are eager for sympathetic supervision. They understand that wise supervision is an essential help in selecting activities, materials, and methods of instruction suitable for the development of young children in line with the best present day principles of education. The supervisor's guidance will probably be most needed in defining standards for the curriculum. This should be done without in any way imposing uniformity of procedure upon teachers or children.

The supervisor should be in sympathy with modern educational ideas. She should be well trained in the many technical phases of kindergarten work, and be thoroughly qualified to be a leader for the teachers under her charge.

Teachers need encouragement to continue their professional education. School authorities should offer extension courses which will give inspiration and help in curriculum planning.

Other means for helping teachers in their educational development are conferences, exchange of visits between kindergarten teachers and between kindergarten and primary teachers, teachers' meetings, frequent classroom visits by the supervisor, and kindergarten-primary teachers association.

Chapter V

THE KINDERGARTEN AS AN INTEGRAL PART OF THE SCHOOL SYSTEM

The recognition of the kindergarten as an integral part of the school system is set forth in the following illuminating excerpts:

The kindergarten was once considered a luxury. It is now admitted to have its peculiar function in the right education of the child. No child who is of teachable mentality passes through a real kindergarten experience without living a richer life thereby. The whole child is put to school in the