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Memoranda to Tables 18 and 19.
Waynesborough, Ga... Haven Normal School
No information received. Elkhart, Ind. Elkhart Normal School...
No information received.
No information received. Waverly, Iowa Teachers' Seminary of the German-Evangelical No iuformation received.
Lutheran Synod. Garnett, Kang
Garnett Normal School and Business Institute No information received. Embla, Md
The Theresianum (Notre Dame of Maryland) No information received. Cambridge, Mass Training School for Teachers....
to information received. Adrian, Mich Training School for Teachers...
No information received. Florisant, Mo St Stanislaus Seminary
No information received.
No information received. Lumberton, N.C. Whitin Normal School
No information received. Ashland, Ohio..... Ashland College Normal School
No information received, Milan, Ohio Western Reserre Normal School.
No information received. Montoursville, Pa.. Lycoming County Normal School.
No information received. Philadelphia. Pa. Institute for Colored Youth...
No information received. Humboldt, Tenni Humboldt Normal Institute
No information received. Jonesborough, Tonn The Warner Instituto
No information received. Maryville, Tenn Freedman's Normal Institnto
No information received. Petersburgh, Va.. St. Stephen's Normal School
No information received Richmond, Va Richmond Normal School
No information received. Concord, W. Va Concord State Normal School
No information received.
NUMBER OF INSTITUTIONS.
The total number of kindergartens reported to the Office for the present year is 417, with 945 instructors and 21,610 pupils. This shows very little change from the report of 1824–85, due probably to the imperfect returns received.
As far as reported the manner of support of each kiudergarten has been tabulated this year, giving 128 supported by tuition, 118 by public funds, and 121 by charity.
A great part of the work is still carried on by charity, San Francisco, Chicago, Boston, and Philadelphia taking the lead in establishing and maintaining free kindergartens.
iu San Francisco, under the care of four associations, 22 kindergartens are supported, one society alone, the Golden Gate Association, having 983 children under its
Chicago has a free kindergarten association with 13 kindergartens for the present year and a free training class for teachers with 45 pupils, whose gracluates teach in the free kindergarters.
In Boston, Mrs. Quincy A. Shaw, by whose generosity the cause in that city roceived its greatest impulse, supports 18 kindergartens.
Under the Subprimary School Society in Philadelphia there are 29 kindergarteus supported by charity and public funds combineil.
Cincinnati has 6 charity kindergartens, Indianapolis 4, and Portland, Oregon, 4, cach under the care of an association having for its object the establishment of free kindergartens and the training of teachers for this work.
Kiodergarten departnients have been established in several institutions for the blinal and the deaf and dumb, in orphan asylums and schools for the feeble minded, whero their effects are most beneficial, bringing joy and comfort to many a little heart shut out from much of this world's happiness.
The work of making the kindergarten a part of our public-school system is only a question of time. The most eminent educators of the day recognize and indorse its principles and methods, and only the expense involved prevents its becoming it once the lowest grade of the public schools of our leading cities.
According to the latest reports now in this Oflice, in St. Louis all children receivo one year of kindergarten instruction before entering the primary schools, and some of the features of the kindergarten are carried into the first year's primary work, thus making a natural transition from the kindergarten to the school.
Milwaukee has 10 public kindergartens; Ionia, Mich., 3; and Muskegon, in the saine State, 4, while Des Moines, Iowa, has supported 2 for the last two years.
In Philadelphia part of the kindergartens under the Subprimary School Society are in public-school buildings and supported by public funds, and Superintendent MacAlister says: "Philadelphia can no longer afford to be without the kindergarten." Steps are being taken to make it a part of the public-school system.
The superintendent of schools, Springfield, Mass., in å report on introducing kindergartens into public schools, says: "Those who have studied the system and observed its results generally concede the following:
"1. The children trained by it are more submissive to school discipline; “2. They are niore intelligent, more exact observers, and grasp ideas more readily
“3. They make greater progress in school work, especially in arithmetic, drawing, the sciences, and in the use of language to express their own ideas;
“4. This kind of training, better than any other, leads directly to industrial edacation.
“The impression usually left upon the mind of any careful observer by a group of kindergarten children is that they are very cheerful, intelligent, active, and exceedingly fond of school work. None but those of rare qualifications can succeed as teachers in this work. Indeed, it would seem that a kind of instinct and a genius for teaching, as well as careful training, are here necessary for the highest success. But in the hands of a teacher of such endowments the kindergarten, whether judged in reference to its principles and philosophy or its results, is probably one of the most successful educational agencies ever put in practice.
An attempt to introduce this system at once into all our primary schools would meet with two objections, the first of which is the large expense necessary to provide additional rooms, appliances and material, furniture and teachers. Then, as a second objection, there is the difficulty of obtaining a sufficient number of well-qualified teachers, one of the greatest obstacles everywhere to the success of the kindergarten."
Though the outlook is not as encouraging as could be wished, the advocates of the cause are not disheartened, for they feel that, though its growth is slow, there is a growing appreciation of its principles from year to year, and that the day is not far distant when kindergartens will be open to every child in our land.
Meanwhile many of the kindergarten methods and occupations are being introduced into our primary schools; teachers are becoming imbued with their principles, thereby bringing more love and happiness into the school-room, and when the time is ripe for their adoption they will undoubtedly be welcomed by all.
KINDERGARTEN TRAINING SCHOOLS. The kindergarten training schools, heretofore classed with private normal schools, have this year, for convenience of reference, been placed in a table by themselves. As far as reported there are 41 schools, with 67 instructors and 452 pupils. Several of these classes are in connection with public normal schools, while Des Moines, Iowa, Muskegon, Mich., and St. Louis, Mo., each support a public training class.
The demand is increasing yearly for trained kindergartners, not only to take charge of pure kindergartens, but to fill positions in the primary and lower grades of our public schools.
In several normal schools where the full training is not given the classes are permitted to observe in a kindergarten and are instructed in the games and some of the occupations, showing the gradual appreciation by school officers of the methods and principles of the system.
TABLE 20.-Summary of statistics of kindergartens.