kindergarten training - eric · letter of transmittal 4 i. kindergarten training in retrospect and...
TRANSCRIPT
ui
DEPARTMENT OF THE INTERIORBUREAU OF EDUCATION
BULLETIN, 1916, No. 5
KINDERGARTEN TRAINING
SCHOOLS
4
4
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1916.
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146.Letter of transmittal 4I. Kindergarten training in retrospect and prospect 5
II. Statistics of kindergarten training schools, 1912-13 10Table 1. Schools for training kindergarten teachersPrincipals and
faculties A 10Table 2.EntrillIce requirements 18Table 3.Income, length of courses, certificates 23Table 4.Enrollment, foes and other expenses, riadualfes 27Table b. Curriculum 82Table 6.Observation and practice teaching 38Table 7.Schools giving/subjects other than those in Table 5 48
III. Suggested two-year kindergarten course 51The course in detail.., 53
IV. Ideals in kindergarten training 55
3
Ai
LETTER OF TRANSMITTAL.
DEPARTMENT OF THE rNTERIOR,BUREAU OF EDUCATION,
Washington, September 10, 1915.Sm.: The large increase in the number of kindergartens in the
United States within the past few years and the revival of interestin .the kindergarten in all parts of the country have given rise to ademand for information about schools for the preparation of kinder-garten teachers and ,the standards and courses of study in tireschools. .The schools themselves ask for honest intelligent criticismof their work` and for suggestions for improving it. To meet thisdemand of the public, and to some extent in response to the requestsof the schoajs, this report has been prepared at my request throughthe cooperation of the National Kindergarten Association and a com-
kindergarten division of this bureau. This committee consists of thefollowing members: Nina C. Vandewalker, Myra M. Winchester, EllaC. Elder, Alice O'Grady, Patty S. Hill, Julia Bothwell, Alma Binzel,Hortense Orcntt, Mabel MacKinney, Amalie Hofer Jerome, Luella A.Palmer, Alice Temple, Mary C. Shute, Margaret A. Trace, ElizabethHarrison, Lucy Wheelock, Annie Laws, Mary B. Page, Maly McCul-loch, Catherine R. Watkkns, and Alice N. Parker. The section "Ide^als
k in kindergarten training" has been prepared by Jhe Committee ofNineteen of the International Kindergarten Union. I recommendthat this report be published as a bulletin of the Bureau of Education.
Respectfully submitted.P. P. CLAXTON,
Commissioner.The SECRETARY OF THE INTERIOR.
4
KINDERGARTEN TRAINING SCHOOLS.
,
I. KneDER6tutrzN TRAINING IN RETROSPECT AND PROSPECT..".
By NINA C. VANNCY7ALKER, Bead of Kindergarten Department, State Normal.* Scheel, Mih ukee, Win... ..,
TheNincreaseill:the number of kindergarten's in the United-Statesand their ineorpoation into the school system have brought thetraining of kindergiutners into the field of public interest and inquiry.During the early..years of the movement the interest in such trainingwas slight, since-the kindergarten itself was private and the trainingwas given almost wlieV byrivate institutions. When the kinder-garten became A part; of the school system, the training of kinder-garten teachers necic:tarily became of vital interest to public schoolauthorities.
Interest in the quoAtihool authoritiesm ch to the scho
e school as a whop
is at present both kindly and critical.that the kindergarten has contributed
it has, in fact, created new standards forle adoption of which hap. enabled the school
to increase its effectiveness and value many fold. From this stand-point kindergarten training is accorded high praise. On the otherhand, from the stanipoint of the kindergartner's scholarship, herinsight into the kiiidefgarten as a part of the school as a whole, andher acquaintantie with the aims and methods of education in general,it is felt that kindergarten training is in need of improvement.School authorities who are conversant with the d44.velopment of suchtraining kribw, however, that improvement is already in progress, andthat the shortcomings in question are duo to the fact that the type oftraining which originated in the early years has not yet been fully.outgrown. A glance at the beginnings of kindergarten training istherefore necessary to a comprehension of the present situation.
When the demand for kindergarten training lint arose in theUnited States, during the decade from 1870-1880, elementary edu-cation was OM upon the traditional basis. The child's interests hadnot yet been discovered as ,an educational asset, and the wholepurpose of the school was instruction in the three R's, R ithout oven adiversion in the form of music, drawing, storytelling, or handwork,tInto this atmosphere ..,pf dead formalism the kindeigarten had come
.with its message of education.as development instead of instruotien.The favor with which it was received is shOwn by the feat that th9 10
6 turrnmicarrzrz TRAINING SCHOOLS.
kindergartens in existence in 18 creased to over 400 by 1880. Itwas because kindergartners were txl that training schools sprangup to supply them, and it was been the demand was great that thecourses wore short and meager. They -were ,hardly more meager,however, than the courses for the training of grade touchers at thistime. The two wore, in fact, nearly parallel, since the essence of theprospective gradetteacher's course was instruction in tho methods ofteaching the schoN arts, and that of the prospective kindergartnerwas instruction in the methods of using the kindergarten instru-mentalitiesgames, songs, and handwork. The kindergarten coursehad a strong element of interest which the other did not have, however,in its exposition of the doctrine of development as the basis of edu-cation. Because of the new insight which this study gave, the coursewas satisfactory on the whole in spite of its brevity.
The fact that the kindergarten remained private fir many yearsgave the training eahools the opportunity of organizing the, trainingcourse in accordance with their own ideals. In the course thusorganized the central theme was, as before, a study of the Froebehanconception of education, illustrated by the, work in the kindergarten.Of this the study of the kindergarten instrumentalities, the games,gifts, and occupations, formed an integral part. The carrying outof this plan called for much practice teaching and much study ofFroebel. The need for other lines of work was hardly felt, in fact.Since the kindergartens had no organic relation to the school, trainingteachers felt no necessity fo'r making a study of educational theory ingeneral, and since music, drawing, and nature study had not yetbecome an organic part of general education, the need for instructionin these or other general subjects was not felt. Such training, there-fore, became the typical kindergarten traillg, and, it was not untilkindergartners so trained entered upon pub schopl work that theneed for change was felt.
During -these years, from 1885 on, education had made' markedprogress. The conception of education as development had madeitself felt in the school, and such' subjects as music, drawing, andmanual training had been added to the elementary curriculum.This had resulted ip. higher standards for the training of teachers,standards which kindergartners were not prepared to meet. Schoolprincipals expected them to have a knowledge of these new subjects,and an insight into the problems of education in general, tut theirtraining had not included such subjects. The criticisms .made byschool authorities upon the narrowness of kindergarten coursesawakened kindergirten training teachers to the realization that if t4e,kindergarten was to-form a part of the school system, the trainingof kindergartners must be such as to meet the school requirements._This resulted in a gradual broadening of kindergarten courses.
RETROSPECT AND PROSPECT. . 7
As public kindergartens increased, the desirability of offeringkindergarten training course§ in public normal schools hecameapparent Kindergarten departments had, in fact been opened in8 normal schools, during the decade from 1880-1890, but these wererather for purposes of observation than of training. During the--following decade such departments wore opened in 25 more, mainlyfor the specific purpose of training kindergartners. From 1900 untilthe present time the number has increased
is76. "The changing
proportion,of private and public institutions is worth noting. Of the115 institutions that in 1903 gado kindergarten straining, 135 wereprivate and 40 public. Of the 147 in 1913, only 71 were private and76 public. In the number of students, the former still outrank thelatter, however. Of. the 2,000 kindergartners who were graduatedin 1912, 1,100 were from the private and 900 hell the public trainingschools'.
The kindergarten course organized in normal schools differs insome respects from that in most private institutions. In it a studyof kindergarten education is taken up against a background of gen-eral education in order that kindergaitners may see their own workin relation to that of the school as. a whole. That relation is madeclear in the instruction given in music, art, literature, and naturestudythe lines of work which the kindergarten shares with thegrades. Because of the emphasis upon the relation of tb,e kinder-garten to the /chool, and upon .adequate instruction in ail the linesof work that have their beginnings in the kindergarten, the graduatesof such courses can doubtless articulate their work with that of theschool more easily than can those who have taken courses of a -different character. In these respects normal-school courses havein many instaneset now standards for other training courses. ,
The training that enables a kindergartner to articulate her workwith that of the school in general has unquestioned value, but thisalone does not cover all that such training should include. Thekindergirtea embodies ideals 'concerning evly education, not for theschobl alone, but4or the home and the cakmunity at large. It isimportant that the kindergarten should articujate with the'school,but it is also important that it should articulate with the home andwith other agencies for child betterment in the community. Forthis, training is also needed,training that is sociological in character,and the purpose of which is the betterment of child life in the homeand community. It is because the kindergarten doctrines tendtoward this larger service that many training schools have alliedthemselves with the agencies for child welfare in the.00mmunity,and that they have thus given their students the insight into socialwork that has enabled them to become leaders. in playground andsettlement work and in other forms of social service. It is in their
11111111110
, 8 HINDERGAlerEN TRAINING SCHOOLS.
participation iv, and training for, community work that manyprivate training schools have rendered conspicuous service. In thisdirection they have, in fact, set standards that few public trainingschools can reabh. It is perhaps because of their greater freeoomthat private training schools have been able to perform other serVicesto the cause of kindergarten training, the making of experimentsand working out of problems the 'have value .or the movement as a .whole.
It is in part because the several ideals that underlie kindergartentraining have received different degrees of emphasis in differentinstitutions al.d in part because different kinds of kindergartenwork call for different kinds of training, that kindergarten coursesand training schools differ as they do. Such differences can not bedispensed with; nevertheless, the conviction has. become generalamong training teachers that kindergarten training courses need im-proving in two directions. The first of these is a greater emphasisupon scholarship, and the second an effort toward greater uniformity.In consequence a new type of training course is in process of evolu-tion, one in which the virtues of the earlier type are retained, but inwhich the conditions and needs of the presdnt will be recognizedand met.
A study of the training courses given in this bulletin will showthat they posses great variety. In many the earlier type i4 stillclearly recognizable, although modifications of it nay be in evidence.In others the later one seems to have gained the ascendancy. Thisdiversity is not due to admit of common ideals, but to the fact thatthe present is a period of transition in kindergarten training. Theera in which such training first took shape in the United States haspassed away. During that era it was doubtless wise that the wholeeffort of training teachers should be concentrated upon the Free -bolian message. That era has given place to one which has acceptedthe developmental conception of. education in general, and whichaccepts the kindergarten as a part of the whole.
The present inquiry was prompted by the growing interest in theproblem of kindergarten training on the part of the liucationalpublic. It is believed that a statement of the results ar such aninquiry will prove helpful in many ways. It will give kindergartentraining teachers an opportunity to gain a general view of the kinder-garten training situation, and a' means of determining their commonproblems. It will enable them to make a study, too, of their crflTer-ences, and to see the need of standardOation in a greater degree thanhas yet been attempted. It can fot fail to be of service also.toschool authorities and toStudents of education in general, especiallybecause of the deeper insight it may give into the purposes andideals of the kindergarten itself ; because of the opportunity it will
RITHOSPEOT AND PEOBPZOT. 9offer to compare the training of kindergartners with:'that of gradeteachers} and' because it should lead to practical suggestions con-cerning the improvement of both forms of training.'
It is because of the general feeling that kindergarten treblingcourses need revising and strengthening that the Bureau of Educa-tion committee of the International Kindergarten Union was askedto outline a training course upon the lines which educational author-ities consider desirable in order that graduates may have the knowlwedge that present-day conditions require, and the viewpoint thatwill enable them' to' work in harmony with the school as a whole.This "suggested course," together !with certain convictions "thatunderlie its organization, will be found elsewhere in this bulletin.
The statistics concerning kindergarten training and training scxoolswhich this bulletin contains will tell much that is of value, but theycan give but little insight into the spirit that has made the kinder-garten and kindergarten training the force that these. have become inAmerican qducation. To gain this insight the facts here given mustbe interpreted in the light pf kindergarten progress as a whole in its
Nlelation to educational progress in the United States. So inter-preted the facts in question are full of promise for a larger and betterservice to the little children of America in the years to come.
98691°-16-2
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n.Ct
of m
axim
um a
nd m
inim
um S
core
s pr
esen
ts p
ecul
iar
here
, as
else
whe
re. T
here
is li
ttle
unifo
rm-
dif0
culd
es in
sal
ary
Inve
stIg
atko
s9
Incl
udin
gki
nder
gart
en s
peci
alis
t.ity
as
to w
hat c
onst
itute
s m
axim
um c
r m
inim
um s
alar
y.F
or a
dis
cuss
ion
la A
lso
Icliz
expe
nsa,
of th
e po
ints
invo
lved
, see
Zdu
o. B
ull.,
191
6, N
o..3
1, p
p. 2
4-20
-A
lso
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ectu
rers
.S
uppo
rted
by
an s
twor
detio
n un
til 1
912.
arein
clu
g 2
kind
erga
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spe
cial
ists
.I A
lso
ram
e:to
stkr
ablic
scho
olki
nder
gart
ens.
n F
orm
erly
Chi
cago
Fre
e K
inde
rgar
ten
Ass
ocia
tion
Nor
mal
Sch
ool
are
by th
e ho
ur o
r co
urse
.1,
2, o
r 3
perio
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er w
eek.
8AC
tlifil
ehar
" F
orm
erly
Chi
cago
Kin
derg
arte
n C
olle
ge.
,s S
uppo
rted
by
an a
ssoc
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n un
til 1
911.
-m
embe
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t sch
ool
ltg.
Is F
orm
erly
Fre
e K
inde
rgar
ten
Tra
inin
g ile
thoo
ll of
New
Orle
ans.
I Inc
ludi
ng 3
kin
derg
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n sp
ecia
tecu
lits.
Tes
ts 1
.-8c
hool
for
trai
ning
kin
derg
arte
n fe
athe
rsP
rinei
pale
and
facu
ltiea
--C
ontr
ited.
Loca
tion.
.N
ame
ofsc
hooL
.C
'111
7°1'
Yea
r h_.
effts
Bal
led.
Prin
cipa
l of k
inde
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trai
ning
sch
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r de
part
men
t.
Fac
ulty
.'
In-
truc
t-or
s. , sPP
W...
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for
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or.
Max
i-m
umsa
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.
12
$'
49
78
a
faag
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.
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apid
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ich.
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1111
ch
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ich.
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Min
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anka
to, M
ien
Nim
asap
olls
, 11.
hist
It. P
ia, W
an
Affo
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_ K
ind
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mal
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1110
N. C
harle
s S
t.B
atto
n N
orm
alSc
hool
, Kin
derg
arte
nD
epar
tmen
t, H
unt-
Ave
.=
AS
choo
l ofK
Inde
mar
ten
Nor
mal
Cla
sses
Mis
s N
ial's
Tra
inin
g S
choo
l for
Kin
derg
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ers,
319
Mar
l-bo
roug
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t.P
erry
kin
derg
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n N
orm
al S
choo
l, 18
H®
tingg
toq
Ave
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k K
inde
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inin
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tate
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mal
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ool,
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mal
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ool,
29 E
vere
tt S
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ark
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kins
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ool,
Kin
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hurc
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. Kin
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rain
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rt S
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mal
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artm
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ther
n S
tate
Nor
mal
Sch
ool,
Kin
derg
arte
n D
epar
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t.C
ity N
orm
al T
rain
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ool,
Kin
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n D
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t,D
inh
and
Sou
ther
n S
.
Priv
ate
City
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1296
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. Abb
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Dep
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Priv
ate
Stat
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9719
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City
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1898
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Mrs
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of
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mou
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27
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1906
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. Jam
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1893
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123-
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and
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for
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1906
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choo
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rain
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1882
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Kin
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n D
epar
tmen
t, 3
3 C
en-
tral
Par
k W
est.
do18
81C
athe
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J. T
racy
131-
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s
Do
Tra
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of
the
Froe
belib
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New
Yor
k C
ity,
112
E. 7
1st S
t.do
10 1
809
Mrs
. Mar
ion
B. B
. Lan
g-19
202,
000
Ms
Do
Do
Hun
ter
Col
lege
of
the
City
of
New
Yor
k, K
inde
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ten
De-
i=m
ent,
Mb
and
Park
Ave
.E
lasa
nary
for
Kin
daga
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rs, 1
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entr
al P
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City
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1872
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Mrs
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1215
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part
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1808
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Uni
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8 H
ill8
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the
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, or
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acul
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ary
with
the
cour
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,_A
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Liv
lug
expe
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.
No
fixe
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axim
111
1.i T
rain
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scho
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corp
orat
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190
9."D
isco
ntin
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see
p. 4
3.
..
mem
emen
ewsl
9T
LE
L3
1.-8
choo
le fo
r tr
aini
ng k
inde
rgar
ten
teac
here
Prin
apal
e an
d fa
eulti
arC
ontin
ued.
elt
Lees
tios.
Nam
e of
sch
oot
Con
trol
.Y
ear
esta
b-lis
hed.
Prin
cipa
l of t
inde
rgex
ten
trai
ning
ech
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r de
part
men
t.sh
unt-
On.
ts-
stan
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Mbo
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s.?d
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aund
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a.m
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star
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s...
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delp
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P100
8112
1:11
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Dep
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mal
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g S
choo
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ten
Dep
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men
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elo
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Sta
te N
orm
al S
choo
l, K
inde
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ten
Dep
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Sta
te N
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ge O
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Uni
vers
ity, K
inde
rgar
ten
De-
part
men
t,U
nive
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Ter
race
.T
he C
inci
nnat
i Kin
derg
arte
n A
asoc
htio
n T
rain
ing
Sch
ool,
6 Li
nton
St.
Cin
cinn
ati M
issi
onar
y T
rain
ing
Sch
ool,
Kin
derg
arte
n D
e-t,
1020
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ley
Ave
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hPrt
mC
14ne
land
Kin
derg
arte
n T
rain
ing
Sch
ool,
2050
E. 9
6th
St.
Col
umbu
s K
inde
rgar
ten
Nor
mal
Tra
inin
g S
choo
lT
he O
berli
n K
inde
rgar
ten
Tra
inin
g S
choo
l, 12
5 E
lm S
tLe
w F
roeb
el K
inde
rgar
ten
Tra
inin
g S
choo
l, 23
13 A
shla
ndA
ve.
Cen
tral
Sta
te N
orm
al S
choo
l, K
inde
rgar
ten
Dep
artm
ent .
.E
lizab
eth
K. M
atth
ews
Nor
mal
Tra
.S
choo
l, La
mel
laS
t.F
roeb
ei K
inde
rgar
ten
Tra
inin
g B
choo
l, S
tate
and
Sec
ond
Sta
.C
entr
al S
tate
Nor
mal
Sch
ool,
Kin
derg
arte
n D
epar
tmen
tP
roeb
illia
n S
choo
l for
Wom
en, 1
0 8.
18t
h S
tP
hila
delp
hia
Nor
mal
Sch
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or O
bis,
13t
h an
d B
prin
ggar
-de
n S
ta.
Tem
ple
Uni
vers
ity, K
inde
rgas
ten
Dep
artm
ent,
Bro
adSt
.P
itts
Tra
inin
g S
choo
l for
Tea
cher
s, K
inde
rgar
ten
Do-
Bea
tafic
hool
No.
1.
rpon
nt.,
alS
choo
l, K
inde
rgar
ten
Dep
artm
ent
Sta
te doC
ityS
tate
-.do
Ass
oc do do doP
rivat
edo
S ta
te..
Pr-
1914
4Sr.
do
Sta
teP
rivat
eC
ity
Priv
ate
City
Sta
te.
1807
1899
1911
1907
1880
1909
1804
1889
1894
1883
1904
1910
1896
1907
1897
1896
1895
/ 189
3
1892
Jess
ie 8
. Hin
esW
llhe
lmin
a C
aldw
elL
Mar
y J.
Mill
er
Gen
evie
ve L
. Lyf
ord
Con
stan
ce T
. McL
eod
Lilli
an H
. Ste
no
Lent
. N. S
inno
tt
Net
ts F
eria
Eliz
abet
h N
. Sam
uel
Ber
tha
E. M
ontg
omer
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ary
E. L
aw, M
DF
t. I
Elis
Mar
y ab
eth
817.
rIet
thew
s
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lyn
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vely
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1900
9111
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Dep
artm
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-Pr
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k H
ill, B
. Cle
ge B
t.W
inth
rop
Stat
e N
orm
al a
nd I
ndus
tria
l Col
lege
, Kin
der-
gart
est.
enSt
ate.
1899
Min
nie
Mac
kin.
Mad
igan
, 8. r
isk
Stat
e N
orm
al S
choo
l, K
inde
rgar
ten
Dep
artm
ent
doM
rs. E
dith
Bea
umon
t14
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900
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enn
Kno
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inde
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ity19
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ra E
. Gri
gg1
5,
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Hen
n, T
exD
alla
s Fr
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inde
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ten
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inft
, Sch
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nd I
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lA
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16 1
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340
Ass
ocia
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192
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dar
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orth
, Ten
Fort
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ol, H
igh
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olC
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lizab
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mer
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uild
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ecos
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Ass
oo19
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Rac
hel P
lum
mer
.8
a90
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Salt
Lak
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ity, U
tah.
Uni
vers
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f U
tah,
Kin
derg
arte
n D
epar
tmen
tSt
ate.
Mar
y B
. Fox
.13
1,40
0Fa
rmvi
lle, V
a.H
arri
sonb
urg,
Va
Hic
kono
nd, V
a
Stat
e N
orm
al S
choo
l, K
inde
rgar
ten
Dep
artm
ent
Stat
e N
orm
al a
nd I
ndus
tria
l Sch
ool f
or W
omen
, Kin
der-
gart
en D
epar
tmen
t.R
ichm
ond
inSc
hool
for
Kin
derg
artn
ers,
101
4 E
.
do do
Ani
on
1903
1908
1901
Gra
ta E
. Mix
Mar
y Se
eger
Luc
y S.
Col
eman
.6
(911
)
11-1
6
1,10
3
900
0C
I)D
C
Bro
ad S
tE
llens
bu, W
eak
Stat
e N
orm
al S
choo
l, K
inde
rgar
ten
Dep
artm
ent
Ste
ss.
1909
Cla
ra M
eist
er10
151,
160
450
Milw
auke
erg,
Wla
.St
ate
Nor
mal
Sch
ool,
Kin
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n D
epar
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iue
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ande
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oule
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Ave
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ool,
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rand
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arol
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arbo
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Ave
. and
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h St
.
Als
o ot
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ol f
acul
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Incl
udin
g 2
k in
derg
artn
iSp
ecia
lists
are
pai
d by
taw
hou
r or
cou
rse.
Als
o liv
ing
expe
nses
.D
isco
ntin
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flee
p. 4
3.V
ary
with
the
cour
se.
Supp
orte
d by
an
asso
ciat
ion
until
Sep
tem
ber,
191
2.Sp
ecia
lists
teac
h 1,
2, o
r d
peri
ods.
Btip
plei
rsnt
ei b
y a
cour
se in
psy
chol
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at th
e lin
lver
sity
of
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oeas
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t the
Sw
am&
Sch
ool o
f th
e So
uth,
le F
rom
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6 ju
nior
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en.
S9pp
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d by
an
asso
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ion
until
191
0.n
Incl
udM
g 1
kind
erga
rten
spe
cial
ist.
an
Als
o 18
°lb
w m
embe
rs o
f sc
hool
fac
ulty
.ba
chul
lng
time
spen
t in
supe
rvis
ion,
cer
rier
eoce
s, a
dmin
ietr
ativ
e w
ork,
eto
.0
TA
BL
E2.
Ent
ranc
e re
quire
men
ts.,
D-4
Lee
tltn
Nam
e of
sch
ool.
Age
.Pe
rson
ality
and
fitn
ess
de-
term
ined
by
Hea
lth a
nd a
bsen
ce o
f ph
y-M
eal
defe
ctde
term
ined
byA
cade
mic
pre
para
tion
de-
term
Med
by
Mus
ical
abi
lity
dete
rmin
edby
His
sang
iteln
, 'A
M
Mab
ee, A
b....
.,,s,
Ber
taie
y, C
al
Los
Ang
eles
, Om
i..
Am
adeu
s, C
al
Ban
Fre
ncis
so, C
al
Gre
eley
, Col
o.
Gun
niso
n, C
olo
Bri
dgep
ort,
Con
n
Do
Nes
t Bri
tain
, Con
n
Wilm
ingt
on, D
el
Wes
hing
un, D
. Oli.
..,,,.
.. D
o
Do
.,_ .
.,:*
Do
i.t...
Do
a1
Tal
isha
mee
, Fla
....,.
..
Tra
inin
g Sc
hool
for
Tea
cher
s.
Mob
ile K
inde
rgar
ten
Tra
in-
ing
Scho
ol.
Bar
nard
Kin
d a
r g
a r
t en
Tra
inin
g Sc
hool
.St
ate
Nor
mal
Sch
ool
Etr
oado
aks
Kin
ds r
gar
ten
Tra
inin
g Sc
hool
Gol
den
Gat
e Fr
ee K
inde
r-m
ien
Nor
mal
Sch
ool.
Stat
e T
each
ers
Col
lege
Stat
e N
orm
al S
choo
l
Con
nect
icut
Fro
ebel
Nor
mal
Kin
derg
arte
n Pr
imar
yT
rain
ing
Scho
ol.
Fann
ie A
. Om
ith F
roeb
elK
inde
rgar
ten
T r
ain
I n
gSc
hool
.St
ate
Nor
mal
Sch
ool
less
Seam
an's
Tra
inin
gSc
hool
for
Kin
derg
arte
n-er
&C
o I
u m
I)
I a
Kin
derg
arte
nT
rain
ing
scho
ol.
How
ard
Uni
vers
ity(c
ol-
ored
).W
ilson
Nis
mal
Boh
m]
Luc
yH
ayes
Tra
inin
g
*N
OM
:fN
orm
al S
choo
l,ar
ed).
' FRei
da C
olle
ge f
or W
omen
18 18 18 18 18 18 (1) 18 17 18 17 18 18 (3)
(1) 18 (O 18
Con
fere
nce
with
fac
ulty
and
one
mon
th's
tria
l.R
ecom
men
datio
ns1
r o
mte
ache
rs a
nd c
lerg
y; e
x-am
inat
ion.
Pers
onal
inte
rvie
w
do
Rec
omm
enda
tions
and
per
-so
cial
inte
rvie
ws.
Inte
rvie
ws
and
cred
entia
ls
Hee
d of
dep
artm
ent
Nin
e m
onth
s' tr
ial
Inte
rvie
w a
nd f
air
tria
l
Pers
onal
inte
rvie
w a
nd le
t-ta
rs o
f re
com
men
datio
n.
Pers
onal
Int
ervi
ew
do
Rec
omm
enda
tions
and
oor
-re
span
deno
s,L
ette
r fr
om s
choo
l las
t at-
tend
ed.
Uns
atis
fact
ory
stud
ents
ad-
wis
ed to
leav
e.R
ecom
men
datio
ni
Let
ter
from
sch
ool l
ast _
at-
!end
ed.
Uns
atis
fact
ory
stud
ents
dis
cour
aged
.
Scho
ol p
hysi
cian
Cer
tific
ate
from
phy
sici
an
Pers
onal
Int
ervi
ew
Exa
min
atio
n by
phy
sica
l dl-
rect
or.
Pers
onal
app
eara
nce
and
in-
glar
y.In
terv
iew
s an
d cr
eden
tials
Exa
min
atio
n
Phys
icia
n's
cert
ific
ate
Inte
rvie
ws
Pers
onal
inte
rvie
w a
nd le
t-ta
rs o
f re
com
men
datio
n.
Pers
onal
exa
min
atio
n
Cor
resp
onde
nce
Let
ter
from
a p
hysi
cian
Exa
min
atio
n
Phys
icia
n's
cert
ific
ate
Phys
ical
exa
min
atio
n
Dip
lom
a or
col
lege
wor
k....
Aca
dem
ic o
r hi
elic
hool
di-
plom
a or
equ
ival
ent.
Cre
dent
ials
and
per
sona
l in-
terv
iew
.C
rede
ntia
ls f
rom
hig
h sc
hool
.
Hig
h-sc
hool
sta
ndar
ds
Hig
h-ec
hool
dip
lom
a an
dcr
eden
tials
.G
radu
atio
n fr
oman
ap-
prov
ed h
igh
scho
ol o
r sa
t-is
fact
ory
cred
entia
ls.
Gra
duat
e of
hig
h sc
hool
...
Gra
duat
ion
from
hig
h sc
hool
or e
quiv
alen
t.
Hig
h-sc
hool
dip
lom
a or
Its
equi
vale
nt a
nd le
tters
of
reco
mm
enda
tion.
Hig
h-sc
hool
dip
lom
a or
its
uiva
lent
.eq
do
Cer
tific
ate
prod
uced
Adm
issi
on b
lank
fill
ed b
ypr
inci
pal o
f hi
gh s
choo
l.'H
igh
- sc
hool
grad
uate
or
equi
vale
nt; e
xam
inat
ion.
App
licat
ion
blan
k;pr
esi-
dent
dec
ides
.H
igh
- sc
hool
g r
ad u
a t
e;eq
uiva
lent
with
exa
min
e-L
ion.
Hig
h-sc
hool
grad
uate
oron
nfin
alen
t
Supe
rvis
or o
f m
usic
-
Non
e re
quir
ed a
t pre
sent
.
Cre
dent
ials
and
per
sona
lin
terv
iew
.E
xam
inat
ion
by m
usic
di-
rect
or.
Exa
min
atio
n.
Exa
nsie
etlz
nby
nor
mal
islic
trur
tOr.
7.xa
min
atio
n-by
mus
ic d
l-re
ctor
and
kin
derg
arte
ndi
rect
or.
Exa
min
atio
nin
sim
ple
pian
o m
usic
.E
xam
inat
ion.
'-
Abi
lity
to s
ing
and
to r
egd
and
play
sim
pli,
mus
ic.
Pers
onal
exa
min
atio
n.
Ora
l dem
onst
ratio
n.
Cor
resp
onde
nce
or a
ffid
avit
of te
ache
rs.
Exa
min
atio
n.
Do.
Exa
min
atio
n.
z 0 8
Atla
nta
Kin
derg
arte
n N
or-
mal
and
Ele
men
tary
Scho
ol.
Atla
nta
Uni
vers
ity (
colo
red)
isR
ecom
men
datio
ns f
rom
pas
-to
r or
teac
her.
Dis
cret
ion
of in
stru
ctor
s
Pers
onal
obse
rvat
ion
and
prob
atio
n pe
riod
.
Doc
tor's
cer
tific
ate
or e
n-tr
ance
exa
min
atio
n.
Hig
h-sc
hool
dip
lom
a or
Its
equi
vale
nt a
wl a
pplic
a-tio
n bl
ank.
Four
-yea
r hi
gh-s
choo
l cou
rse
I')
Free
Kin
derg
arte
ns A
ssoc
ia-
Supe
rvis
or a
nd h
oard
of
di-
Supe
rvis
orH
igh
- sc
hool
grad
uate
orpr
efer
red
but
tion
Tra
inin
g Sc
hool
.re
ctor
s.eq
uiva
lent
.tu
sicl
ans
not r
equi
red.
La
Gra
nge
Settl
emen
tIs
Ref
eren
ce a
nd I
nter
view
ifpo
ssib
le.
Doc
tor's
cer
tific
atea
nd T
ies!
lions
on
appl
icat
ion
blan
k.H
igh-
scho
ol e
duca
tion
or I
tseq
uiva
lent
.D
aK
ate
Bal
dwin
Fre
e K
inde
r -
IsT
wo
mon
ths'
pro
batio
nPr
obat
ion
and
exam
ina-
Dip
lom
a of
acc
redi
ted
bigh
Prob
at I
On
V o
lt.e
requ
ire-
gart
enN
orm
alL
tion.
scho
olor
exam
inat
ion
equi
vale
nt to
col
lege
-en-
tran
ce r
equi
rem
ents
.
men
's o
nly.
Hon
olul
u Fr
ee K
inde
rgar
ten
isT
rial
for
one
or
two
mon
ths
Hea
lth c
ertif
icat
e m
ay b
eH
igh-
scho
ol d
iplo
ma
or e
qui-
squi
red
but n
ot m
ade
anT
rain
ing
Scho
ol.
asas
sist
ant
in p
ract
ice
kind
erga
rten
.re
quir
ed.
vale
nt.
abso
lute
nec
essi
ty.
Chi
cago
Kin
derg
arte
n In
sti-
t is
Pers
onal
Int
ervi
ew; l
ette
rs;
Tes
t mad
e by
rch
ool p
hysi
-G
radu
atio
n fr
om a
fou
r-ye
arT
ests
by
mus
ical
inst
ruct
orL
ute.
thre
e m
onth
s' p
roba
tion.
cian
duri
ngfi
rst
two
mon
ths.
.hi
ghs.
choo
lcou
rse
or e
qui-
vale
nt; c
rede
ntia
l let
ters
.du
ring
fir
st th
ree
mon
ths.
Chi
cago
Nor
mal
Col
lege
leD
urin
g th
e co
urse
Exa
min
atio
nH
igh-
scho
ol g
radu
atio
n an
dE
xam
lnat
.on
and
trai
ning
:ex
amin
atio
n.-
Chi
cago
Uni
vers
ityIn
terv
iew
with
dir
ecto
r an
dfi
rst q
taxt
er p
ract
ice
teac
hing
.
Exa
min
atio
n by
the
depa
rt-
men
t of
phyi
ical
edu
catio
n.Fi
ftee
n hi
gh-s
choo
l uni
ts d
e-te
rmin
ed b
y bl
ank
fille
dou
t by
high
-sch
ool p
rinc
i-pa
l.
No
entr
ance
req
uire
men
ts.
Kin
derg
arte
n C
olle
giat
e In
-18
Ref
eren
ces
from
prev
ious
Pers
onal
stat
emen
tan
dH
igh
scho
ol o
r eq
uiva
lent
;A
bilit
y to
sin
g an
d to
pla
yst
itute
.te
ache
rs a
nd th
ree
mon
th,'
tria
l..
Judg
men
t of
faci
lity
and
spec
ialis
ts.
scho
ol r
ecor
ds a
nd b
lank
sfi
lied.
sim
ple
mus
ic.
Nat
iona
l Kin
derg
arte
n C
ol-
18C
rede
ntia
ls a
nd I
nter
view
s,le
gs.
and
corr
espo
nden
ce.
Exa
min
atio
n by
sch
ool p
hy-
sici
an.
Equ
ival
ent o
f fo
ur-y
ear
high
-sc
hool
cou
rse,
or
15 u
nits
,an
d bl
ank
fille
d, a
nd c
re-
dent
ials
.
App
licat
ion
blan
k fi
lled.
'
Pest
alcr
ral-
Froe
bel
Kin
der-
18C
rede
ntia
lsga
rten
Tra
inin
g Sc
hool
.A
pplic
atio
n bl
ank
fille
dH
igh-
scho
ol d
iplo
ma
or I
tseq
uiva
lent
;ex
amin
atio
nSu
ffic
ient
pia
no a
bilit
y to
play
kin
derg
acte
n so
ngs.
If n
eces
sary
.St
ate
Nor
mal
Uni
vers
ity.
(i)
Tri
alE
xam
inat
ion
by p
hysi
cal
dire
ctor
.H
igh-
scho
ol d
iplo
ma
Spec
ial m
usic
clas
s fo
r th
ose
defi
cien
t_T
each
ers
Col
lege
of
Indi
an-
i17
Pers
onal
Int
ervi
ew a
nd r
ec-
omm
enda
tions
.Ph
ysic
al e
xam
inat
ion
Hig
h-sc
hool
dip
lom
a or
equ
i-N
o sp
ecia
l req
uire
men
t.va
lent
.So
uth
Ben
d T
rain
ing
Scho
ol.
18H
igh-
scho
ol r
ecor
ds a
nd r
ec-
omm
enda
tion
of p
asto
r.do
doM
usic
teac
her's
test
.
Val
para
iso
Uni
vers
ity18
Prob
atio
n.Q
uest
ioni
ng a
nd o
bser
va-
tion.
Cre
dent
ials
Exe
cutio
n.St
ate
Tea
cher
s C
olle
ge.
18Ju
dgin
g st
uden
t's w
ork
Inth
eory
and
pra
ctic
e.E
ntra
nce
exam
inat
ion
Gra
duat
e of
acc
redi
ted
high
scho
ol.
Tes
ts I
n m
usic
dep
artm
ent.
Dra
ke T
.Inl
vers
itk(I
)D
iscr
etio
n of
teac
her
No
requ
irem
ents
lgb.
scbo
ol g
radu
atio
n...
.N
o re
q M
emen
to.
I N
ot s
peci
fied
.3
If n
ot w
ell p
repa
red,
mus
t ma k
e up
def
icie
ncy
duri
ng th
e co
urse
.I
Hig
hFo
r-s
choo
l gra
duat
e.3-
year
spe
cial
com
ae, 1
7 ye
ars.
TA
BL
Z 2
. Ent
ranc
e re
quir
emen
tsC
ontin
ued.
Nam
e of
sch
ool.
Asa le
e
Pgre
cese
lity
and
fitn
ess
de-
larm
ined
by
.Hoa
lth a
nd a
benc
edr
a!de
fect
sd
eyd
byA
cade
mita
rt:g
rrat
ios
de-
byM
usin
tabi
lity
dete
rmin
ed ,
bySa
neSt
abs
Nor
mal
Sch
ool
(I)
Facu
lty o
f sc
hooL
Exa
min
atio
n by
' phy
sica
l,tr
aini
ng d
epar
tmen
t.G
radu
atio
n fr
om a
lour
-yea
rhi
gh s
choo
l or
acad
emy
ofap
prov
ed s
tand
ing.
Abi
ligity id
lyto
pla
yno
tr
mfb
Pitts
burg
, Yan
aSt
ate
Man
ual T
rain
ing
Scho
ol.'
ft)
Gra
duat
ion
from
acc
redi
ted
high
sch
ool.
Voc
al m
usic
in c
ount
. aL
ou/M
D%
Sy
Lou
isvi
lle N
orm
al S
choo
l...
17In
terv
iew
s an
d le
tters
and
tria
l In
clas
ses.
Inte
rvie
ws
and
cred
entia
ls.
Gra
duat
ion
from
a f
our-
year
high
-sch
ool c
ours
e_or
its
equi
vale
nt a
nd le
tters
.
Supe
rvis
ors
In m
usic
and
kind
erga
rten
sup
ervi
sor.
Now
Odo
m, L
a.N
ew O
rlea
ns N
orm
al a
nd16
Hea
l th
°art
ific
e* a
nd e
xam
-D
iplo
ma
of h
igh
scho
ol o
fFo
rmal
test
s fo
r pr
o-T
rain
ing
Scho
oLin
atio
n by
med
ical
di-
rect
or.
reco
gniz
ed s
tand
ing
or a
wri
tten
exam
inat
ion.
fici
ency
,D
oT
ulan
e U
nive
rsity
Ir.
Four
teen
and
one
-ha
lf u
nits
of h
igh-
echo
o I
wor
kor
.eq
uiva
lent
.B
altim
ore,
Md
Aff
ordb
y K
inde
rgar
ten
Nor
-m
al S
choo
l.Si
x w
eeks
' tri
alSi
x w
eeks
' tri
alSi
x w
eeks
' tri
al.
Six
wee
ks' t
rial
.'B
eato
n, N
amB
osto
n N
orm
al S
choo
l18
Exa
min
atio
n by
had
of
phys
ical
pai
ning
dep
art-
men
t.
Dip
lom
a fr
om f
our
- ye
arhi
gh-s
choo
l cou
rse
or e
n-tr
ance
exa
min
atio
n.
A b
ility
to s
ing
and
som
ep
lano
eff
icie
ncy.
Do
Froe
bel S
choo
l of
Kin
der-
IsPe
rson
al in
terv
iew
or
cre-
Phys
icia
n's
cert
ific
ate.
...-
Gra
duat
e hi
gh s
choo
l or
nor-
Tes
ts in
abi
lity
to p
lay
and
gart
en N
orm
al C
ia s
ea.
dent
ials
.m
al o
r co
llege
or
equi
va-
lent
.si
ng.
Do
Mis
r N
iers
Tra
inin
g Sc
hool
18Pe
rson
al I
nter
view
and
cor
-Pe
rson
al I
nter
view
or
cor-
Pers
onal
inte
rvie
w a
nd c
or-
lot K
bder
gart
ners
.re
spon
denc
e, a
nd r
ecom
-m
enda
tions
.re
spon
denc
e.re
spon
dent
* an
d re
com
-m
enda
tions
fro
m f
orm
ersc
hool
s.D
oPe
rry
Kin
derg
arte
n N
orm
alIA
Let
ters
req
uire
dL
ette
rs o
r ph
ysic
ian'
s ce
rtif
l.H
igh-
scho
ol d
iplo
ma
or p
ri-
vate
sch
ool e
quiv
alen
t.V
ocal
cap
acity
req
uire
d.D
oW
heel
ock
Kin
derg
arte
nIS
Tra
inin
g Sc
hooL
Inte
rvie
ws
and
two
mon
ths'
prob
atio
n.C
ertif
icat
eT
estI
mon
ialk
and
pape
rs...
Dem
onst
ratio
n of
Bri
dgew
ater
, Mas
s-
Stat
e N
orm
al S
choo
l16
Req
ulr
eme
3 ts
of
Stat
e ho
ard
of e
duca
tion.
Med
ical
exa
min
atio
nH
igh-
scho
olje
rtif
icat
e or
ex-
anol
nat I
on.
Supe
rvis
or o
f m
usic
.C
ambr
idge
, Maa
sL
esle
y N
orm
al S
choo
l18
Inte
rvie
w a
nd le
tters
of
rec-
omm
enda
tion.
Phys
icia
n's
cert
ifie
r to
Hig
h-sc
hool
dip
lom
aN
ot r
equi
red
but a
dvis
ed.
Nor
th A
dam
s, M
ain
Mar
k H
opki
ns S
choo
l16
Cre
dent
ials
Phys
ical
exa
min
atio
nE
vide
nce
ofsa
tisfa
ctor
ypr
epar
aelo
n fo
r a
tota
l of
Faci
lity
in p
iano
or
sing
ing.
14 u
nits
.Sp
ring
fiel
d, M
aas
Spri
ngfi
eld
Kin
derg
arte
n18
Inte
rvie
wT
thg
Scho
ol.
Phys
icia
n's
cert
ific
ate
Dip
lom
a or
wri
tten
reco
rds
of c
lass
sta
ndin
g.T
ests
in p
rofi
cien
cy.
Wat
tmet
er, M
aas.
.St
ate
Nor
mal
Sch
ool..
......
ItPe
rson
al in
terv
iew
.'T
hric
e' e
xam
inat
ion
Cer
tific
ate
and
exam
inat
ion.
Pers
onal
ly te
sted
.A
lma,
Mic
h,A
lma
Col
lege
.18
Hig
h-sc
hool
trea
ting
oreq
uiva
lent
.A
bill
t y to
rea
d an
d ex
ecut
esi
mpl
erh
ythm
san
dso
ngs.
S
1
Big
Rap
ids,
Mic
hFe
lTiS
Ins
titut
eN
o re
quir
emen
tsN
o re
quir
emen
tsN
o re
quir
emen
tsE
xam
inat
ion.
Det
roit,
Mic
h.W
ashi
ngto
n N
orm
al S
choo
l.('
Phys
icia
n's
cert
ific
ate
Com
petit
ive
wri
tten
exam
i-na
tion.
Gra
nd R
apid
s, M
ich.
..G
rand
Rap
ids
Kin
derg
arte
nT
rain
ing
Scla
gol.
Evi
denc
es o
f ca
ndid
ate
II ig
h-sc
hool
dipl
oma
oreq
uiva
lent
.K
alsk
naso
o, M
ich
Wes
tern
Stat
eN
orm
al19
Gen
eral
and
per
sona
l inq
uiry
Med
ical
exa
min
at io
nH
igh-
scho
ol c
ours
e re
quir
ed. T
este
d.Sc
hool
.M
arqu
ette
, With
Nor
ther
nSt
ate
Nor
mal
Thr
ee m
onth
s' p
roba
tion.
Exa
min
atio
nH
igh-
scho
ol d
iplo
ma
Scho
ol.
Mus
kego
n, M
ich
City
Nor
mal
Tra
inin
g Sc
hool
18R
ecom
men
datio
nof
hig
hsc
hool
.R
ecom
men
datio
nof
hig
hH
igh-
eel:t
ool s
tand
ing
Publ
ic s
choo
l mus
ical
edu
-sc
hool
.ca
tion.
tpsl
laut
i, M
ich
Stat
e N
orm
al C
olle
geO
ne te
rm's
wor
kN
o re
quir
emen
tsH
igh-
scho
olgr
adua
teor
Tes
ts d
urin
g fi
rst t
erm
.vi
equi
vale
nt.
r-e3
Dul
uth,
Min
n
Man
kato
, Min
n
lIku
rapo
lis, M
inn
Stat
e N
orm
al S
choo
l.,
do
Min
neap
olis
Kin
derg
arte
n
18 19
Inte
rvie
ws
and
lette
rs
Inte
rvie
ws
and
repo
rts
Let
ters
and
cre
dent
ials
and
Scho
ol p
hysi
cian
Inte
rvie
ws
and
repo
rts*
Inqu
iry
and
inte
rvie
ws
and
The
n-sc
hool
gra
duat
e or
ex-
amin
atio
n.D
iplo
ma
from
an
accr
edite
dhi
gh s
choo
l or
e qu
ival
ent.
Ttig
h-se
hool
dipl
oma
or
Pers
onal
teas
, pla
ying
, and
sing
ing.
fi
Tes
ting
sing
ing
abili
ty.
0V
ocal
test
by
mus
ic in
-A
ssoc
iatio
n N
orm
alpe
rson
al I
nter
view
s.co
rres
pond
ence
.eq
uiva
lent
.st
ruct
or.
Scho
ol.
St. P
aul,
Min
nT
he S
t. Pa
ul N
orm
al S
choo
l.(t
)R
ecom
men
datio
n by
hig
h-sc
hool
pri
ncip
al.
Med
ical
Ins
pect
or.
Hig
h-sc
hool
gra
duat
ion
Ela
min
at lo
n.
Win
ona,
Min
nSt
ate
Nor
mal
Sch
ool .
.18
Cer
tific
ate
from
hig
h-sc
hool
Cer
tific
ate
from
hig
h-sc
hool
Cer
tific
ate
from
hig
h sc
hool
Prob
atio
n: m
usic
cou
rse;
tosu
peri
nten
dent
.su
peri
nten
dent
.or
equ
ival
ent.
firs
t ter
m.
Kan
sas
Froe
bel K
inde
rgar
ten
Tra
in-
ing
Scho
ol.
18Pe
rson
al in
terv
iew
Pers
onal
Int
ervi
ewH
igh-
scho
ol d
iplo
ma
and
clas
s re
cord
s.Si
mpl
em
usic
corr
ectly
Play
ed.
Bur
ney,
Neb
rSt
ate
Nor
mal
Sch
ool
Tw
elve
gra
des
and
cred
itspr
esen
ted.
Om
aha,
Moh
rO
mah
a T
each
ers
Tra
inin
g(,
)Su
peri
nten
dent
of
inst
ruc-
Supe
rint
ende
nt o
f in
stru
c-G
radu
ate
of h
igh
scho
ol o
rM
ust b
e go
od m
usIc
iah.
Scho
ol.
tion.
tion
equi
vale
nt.
Peru
, Neb
rSt
ate
Nor
mal
Sch
ool
18D
irec
tor
of d
epar
tmen
t....
No
spec
ial r
equi
rem
ents
.....
Ent
ranc
e cr
edits
fro
m a
c-cr
edite
d hi
gh s
choo
ls.
Mus
ical
lost
nict
or a
nd k
in-
derg
arte
n di
rect
or.
Unf
rend
ty P
lace
, Neb
r.N
ebra
ska
Wes
leya
nU
ni-
vers
ity.
(s)
Phys
ical
exa
min
atio
nH
igh-
echo
ol d
iplo
ma
Way
neA
kSt
ate
Nor
mal
Sch
ool
Thi
rty
cred
it po
ints
fro
m a
12-g
rade
hig
h sc
hool
or
equi
vale
nt.
Res
t Out
age,
N. I
Mis
s C
ora
Web
b Pe
et's
Kin
-de
rgar
ten
Nor
mal
Tra
in-
ing
Scho
ol.
18Pe
rson
al in
terv
iew
s an
d pa
stre
cord
s.Pe
rson
al I
nter
view
s an
d pa
stre
cord
s.D
iplo
ma
or e
xam
inat
ion
....
Tes
ts in
pla
ying
and
sing
-pQ
ing.
,M
onto
lair
, N.
Tre
nton
, N. J
Stat
e N
orm
al S
choo
l
Car
roll
Rob
bins
Tre
blin
gSc
hool
.
18 16
Tri
al
Exa
min
atio
n by
pri
ncip
al.
Phyt
icia
n's
exam
inat
ion
Phys
ical
exa
min
atio
n11
10-s
choo
l gra
duat
ion
Hig
heck
ool d
iplo
ma
Tes
ts b
y ki
nder
gart
en d
i-II
Cre
ctor
.E
xam
lnat
km b
y di
rect
or o
f8
mus
ic.
I N
ot s
peci
fied
.1
If n
ot w
ell p
repa
red,
mus
t mak
e up
def
icie
ncy
duri
ng th
e co
urse
s R
esul
ting
in a
ccep
tanc
e, w
ithdr
awal
, or
incr
ease
of
time
for
the
cour
se.
Act
ual a
vera
ge a
ge is
IA
or
19 y
ears
.1:
Ugh
-sch
ool g
radu
ate.
to
TA
BL
E 2
. Enh
ance
req
uire
men
tsC
ontin
ued.
to C
Nam
e of
sch
ool.
Axe
l Per
sona
lity
and
fitn
ess
de-
term
ined
by
.
Hea
lth a
nd a
bsen
ce o
f ph
y-si
cal
defe
ctde
term
ined
bytA
cade
miu
repa
ratio
n de
-ed
by
Mus
ical
abi
lity
dete
rmin
edby
Alb
any,
N. Y
rA
lban
y T
each
es T
rain
ing
Scho
ol.
16M
edic
al e
xam
inat
ion
Gra
duat
e fr
om a
hig
h sc
hool
or g
radu
ate
from
a te
ach-
ers'
trai
ning
sch
ool.
Obs
erva
tion
of p
dpil
dirt
-in
gB
abb,
N. Y
Do
Stat
e N
orm
al S
choo
l
Tra
inin
g Sc
hool
of
Buf
falo
Kin
derg
arte
n A
ssoc
iatio
n.
16 18Pe
rson
al in
terv
iew
and
cre
-do
:ala
i,.
Cer
tific
ate
of h
ealth
Pers
onal
Int
ervi
ewH
igh-
scho
ol d
iplo
ma
oreq
uiva
lent
.H
igh-
scho
ol c
ours
e or
equ
iv-
alen
t.Fi
Sing
ing
abili
ty, n
o ru
edst
anda
rd f
or p
iano
.X
Cke
tiond
, N. Y
Stat
e N
orm
al S
choo
l16
Phys
icia
n's
cert
lflo
rte
Four
-yea
rac
adem
icdi
-pl
oma.
Tes
ts in
sin
ging
and
play-tl
ing
the
pian
o.Fr
edon
ia, N
. Ydo
161.
Hig
h -
scho
oldi
plom
aor
equi
vale
nt,
to b
ezpr
oved
by
the
coM
olte
r of
edu
catio
n.O
enel
eo, N
. Ydo
(1)
Exa
min
atio
n on
ent
ranc
e.H
igh-
scho
ol d
iplo
ma
No
exam
inet
lqp.
piif
eskt
mer
, N. Y
Vol
ts M
issi
on I
nstit
ute
18T
estim
onia
lsPh
ysic
ian'
s ce
rtif
icat
eG
radu
ate
from
hig
h sc
hool
..
Exa
min
atio
n!N
ew Y
ork
(Bro
okly
n),
N. Y
.A
delp
hi C
olle
ge18
Pers
onal
inte
rvie
wPh
ysic
al e
xam
inat
ion.
Dip
lom
afr
omap
prov
edhi
gh s
choo
l and
cer
tific
ate
of a
dmis
sion
.
Tes
t by
mus
ic d
irec
tor.
Do
Bro
okly
n T
rain
ing
Scho
ol17
Wri
tten
or o
ral E
nglis
h en
-Ph
ysic
al e
ntra
nce
alum
ina-
Hoa
rd o
f ed
ucat
ion
requ
ire-
Inst
rum
enta
l and
. vo
cal
for
Tea
cher
s.tr
ance
exa
min
atio
n.[y
enta
.en
tran
ce e
xam
inat
ion.
Do
Prat
t Ins
titut
ePe
rson
al in
terv
iew
Tw
o ph
ysic
al e
xam
inat
ions
and
test
s.;
Four
-yea
rhi
gh-s
choo
l di-
plom
a or
equ
ival
ent,
oren
tran
ce e
xam
inat
ion.
Exa
min
atio
n in
voc
al a
ndin
stru
men
tal m
usic
by'
dire
ctor
of
the
scho
ol..
fa
New
Yor
k (l
ianh
at-
Eth
ical
Cul
ture
Sch
ool
18Pe
rson
al in
terv
iew
and
let-
Pyie
nal i
nter
view
Four
-yea
r co
urse
in r
ecog
-A
bilit
y to
sin
g an
d so
me
ten)
, N. Y
.ni
zed
high
sch
ool o
r eq
uiv-
prof
icie
ncy
in p
layi
ng.
alen
t.4a
rD
o.T
rain
ing
Scho
ol o
ethe
Fro
°.18
Pers
onal
inte
rvie
w a
nd r
ef-
Pfys
icia
n's
cert
ific
ate
Hig
h-sc
hool
dipl
oma
orD
emon
stra
tion
of m
usic
alO
bel L
eagu
e of
New
Yor
kC
i. tyer
ence
s.eq
uiva
lent
, or
exam
ina-
tion.
sens
e an
d pl
ayin
g ab
ility
.O
Do
Kra
us S
emin
ary
for
Kin
der-
wir
ers.
18.
Inte
rvie
ws
and
corr
asec
ead-
ence
.do
Cer
tific
ates
of
prin
cipa
l., o
fpr
evio
us s
choo
ls.
Perf
orm
ance
and
test
isno
..D
o.H
arri
ette
Mel
issa
Mill
s K
in-
derg
arte
n T
rain
ing
Scho
ol.
18Pe
rson
al in
terv
iew
Cre
dent
ials
sub
mitt
edE
xam
inat
ion
,by
mus
icdi
rect
or.
Do
New
Yor
k T
rain
ing
Scho
ol17
for
Tea
cher
s.E
xam
inat
ion.
Exa
min
atio
nE
xam
inat
ion.
Exa
min
atio
n.D
oH
unte
r C
olle
ge o
f th
e C
ity o
f16
Com
petit
ive
test
sfo
r en
-In
terv
iew
and
que
stio
ning
Dip
lom
a fr
omap
prov
edC
ompe
titiv
e en
tran
ce e
x.N
ew Y
ak.
tran
ce.
four
-yea
r hi
gh s
choo
l.at
ion
in p
layi
ng a
ndbo
Tea
cher
s rsity
.C
olle
ge, C
olum
bia
Uni
vePh
ysic
al e
xam
inat
ion
Dip
lom
a fr
omac
cred
ited
high
-sch
ool
four
-yea
rco
urse
or
its e
quiv
alen
t.;II
ty`n
t; pl
ay th
e pi
ano.
One
onta
, N.Y
Stat
e N
orm
al S
choo
ll 1
6G
radu
ate
of f
our-
year
aca
-de
mic
cou
rse.
Pots
dam
, N. Y
Roc
hest
er, N
.Y
do18
Roc
hest
er T
rain
ing
Scho
ol17
for
Tea
cher
s.
Pers
onei
nter
view
s
Hig
h-sc
hool
rec
ords
Pers
onal
inte
rvie
ws
Phys
ical
exa
min
atio
n
Hig
h-sc
hool
dip
lom
a
Hig
h -
scho
oldi
plom
aor
equi
vale
nt a
nd c
ity e
xam
-in
atio
n.
Exa
min
atio
n by
mus
ic s
upe
r vi
sor.
Abi
lity
to p
lay
and
sing
such
mus
k as
Is
requ
ired
In k
inde
rgar
ten.
Val
ley
City
, N. D
ak...
Stat
e N
orm
al S
choo
l-1
15R
ecor
dsfr
ompr
evio
ussc
hool
s.C
ops
mitt
e4G
radu
ates
fro
mfi
rst-
clas
shi
gh s
choo
l.V
ocal
mus
ic in
cou
rse.
Ath
ena,
Ohi
oB
tseN
cem
al C
olle
ge, O
hio
Uni
vers
ity.
18In
terv
iew
and
pro
batio
nSt
atem
ent o
f ap
plic
ant
Gra
duat
ion
from
rec
ogni
zed
high
sch
ool o
r eq
uiva
lent
.St
atem
ent o
f ap
plic
ant o
rex
amin
atio
n.'
Cin
cinn
ati,
Ohi
oC
inci
nnat
i Kin
derg
arte
n A
s-so
ciat
ion
Tra
inin
g Sc
hool
.In
terv
iew
and
one
mon
th's
Phys
icia
n's
cert
ific
ate
prob
atio
n.E
ntra
nce
cred
its a
t Uni
ver-
sity
of
Cin
cinn
ati,
high
-sc
hool
cre
dent
ials
, or
col-
ts.
Tes
ts b
y m
usic
sup
ervi
sor.
Do.
Cin
cinn
ati M
issi
ceut
ry T
rain
-in
g Sc
hool
.18
Rec
omm
enda
tions
Rec
omm
enda
tions
a n
dD
iplo
ma
blan
kR
ecom
iteat
ions
a n
dbl
Cle
rval
and,
Ohi
o.C
leve
land
Kin
derg
a r
ten
Tra
inin
g Sc
hool
.18
Pers
onal
mic
as-f
ew a
nd c
re-
dent
ials
.Pe
rson
al I
nter
view
Bla
nkfi
lled
and
lette
rs.
high
-sch
ool g
radu
ate
oreq
uiva
lent
.
lilan
kand
lette
rs.
Col
umbu
s, O
hio
Col
umbu
s K
inde
rgar
ten
NO
rmal
Tra
inin
g Sc
hool
.18
Pers
onal
inte
r(ie
w a
nd c
or-
resp
onde
nce.
Pers
onal
obs
erva
tion
Hig
h-sc
hool
cre
dent
ials
aiid
dipl
oma.
Tes
ts d
urin
g te
l
Obe
r lin
, Ohi
oO
berl
in K
inde
rgar
ten
Tra
in-
18do
Cer
tific
ate
and
pers
onal
in-
Hig
h-sc
hool
dip
lom
a of
fir
stB
lank
fill
ed.
Tol
edo,
Ohi
oin
g Sc
hool
.L
aw F
roeb
el K
inde
rgar
ten
Tra
inin
g sc
hool
.18
Bla
nk f
illed
terv
iew
.Pe
rson
al in
terv
iew
rank
.,B
lank
fille
d,hi
gh-s
choo
lgr
adua
te.
Do.
Edm
ond,
Okl
a.C
entr
al S
tate
Nor
mal
Sch
ool.
Full
high
-sch
ool c
ours
eA
bilit
y to
pla
y an
d si
ngki
nder
gart
en m
usk.
Port
land
, Om
Elis
abet
h K
. Mat
thew
s N
or-
mal
Tra
inin
g fi
choo
LIS
Pers
onal
inte
rvie
wPe
rson
al in
terv
iew
Cre
dits
and
inte
rvie
w.
Cre
dits
and
inte
rvie
w.
Har
risb
urg,
Pa
Froe
bel K
inde
rgar
ten
Tra
in-
ing
18.d
odo
Hig
h-sc
hool
' or
acad
emic
dipl
oma.
Abi
lity
to p
lay
and
sing
sim
ple
mus
k.L
ock
Hav
en, P
s_S
choo
l.C
entr
al S
tate
Nor
mal
Sch
ool.
(a)
Gra
duat
efr
omfo
ur -
year
high
scho
olor
norm
alsc
hool
.Ph
iladk
iphi
a, P
a-Fr
oebe
llian
Sch
ool f
orW
omen
.17
Prob
atio
nary
mon
thPh
ysic
ian'
s ce
rtif
icat
e an
dex
amin
atio
n.D
iplo
ma
from
hig
h sc
hool
or
colle
ge o
r eq
uiva
lent
.D
oPh
ilade
lphi
a N
orm
al S
choo
lfo
r G
irls
.H
igh-
echo
ol r
ecor
dsH
igh-
echo
ol r
ecor
dsG
radu
ate
four
-yea
rhi
ghsc
hool
.H
igh-
scho
ol r
ecor
ds.
Do
Tem
ple
Uni
vers
ity18
Pers
onal
inte
rvie
wPe
rson
al in
terv
iew
Dip
lom
aPe
rson
al te
at.
Pitts
burg
h, P
a-Pi
ttsbu
rgh
Tra
inin
g Sc
hool
18do
Med
ical
exam
inat
ion
byG
radu
ate
from
four
-yea
rR
equi
red.
No
defi
nite
lor
Tea
cher
s.sc
hool
phy
sici
an.
high
sch
ool.
.St
anda
rd.
Prov
iden
ce, R
. ISt
ate
Nor
mal
Sch
ool
17H
igh-
scho
ol r
ecor
ds a
nd e
x-am
inat
ion.
Phys
ical
exa
min
atio
n an
dH
igh-
scho
ol d
iplo
ma.
cert
ific
ate.
Exa
min
atio
n by
dir
ecto
r.
Illg
h-sc
hool
Not
grad
uate
.sp
ecie
I O
ne b
y a
phys
icia
n, th
e ot
her
by d
irec
tor
of p
hysi
cal t
rain
ing
depa
rtm
ent.
Als
o by
Ins
truc
tor
in m
usk.
Als
o sa
tisfa
ctor
y co
mpl
etio
n of
2 y
ears
of
norm
al s
choo
l or
colle
ge w
ork.
I II
not
wel
l pre
pare
d, m
ust m
ake
up d
efic
ienc
y du
ring
the
cour
se.
A is
o re
cord
s of
col
lege
wor
k.H
igh
- sc
hool
gra
duat
e or
u o
rmal
-sch
ool g
radu
ate.
TA
BLE
2.E
ntra
nce
requ
irem
ents
Con
tinue
d.
Lcca
tion.
Nam
e of
sch
ool.
,.0.
Per
sona
lity
and
dure
ss d
e-'e
rmin
edby
A c
acle
erat
ion
de-
'erm
ined
byM
usic
al a
bilit
y de
term
ined
Hea
lth a
nd a
bsen
ce o
f phy
-sk
...1
def,,
,,,t
dete
rmin
edby
by.
Cha
rlest
on, S
. CT
rain
ing
Sch
ool o
f Sou
th18
Lette
rsof
com
men
datio
nLe
tters
and
sta
tem
ent o
fH
igh-
scho
oldi
plom
aor
Des
irabl
e bu
t not
req
uire
d.C
arol
ina
Kin
derg
arte
n A
s-so
clat
ion.
and
pers
onal
inte
rvie
w.
,st
uden
t.
0
equi
vale
nt;
com
petit
ive
ex o
mln
at Io
nlis
tfr
eesc
hola
rshi
p.G
reen
ville
, S. C
Gre
envi
lle F
emal
e C
olle
ge..
17G
radu
atio
n fr
om h
igh
scho
cl.
Roc
k H
ill, 8
. C..
Win
thro
p S
tate
Nor
mal
and
18P
roba
tion
of s
ever
al w
eeks
..E
xam
inat
ion
by p
hysi
cian
Dip
lom
a or
ent
ranc
e ex
am-
Tes
ts b
y m
usic
dire
ctor
.In
dust
rial C
olle
ge.
Mot
ion.
Mad
ison
, 8 D
akS
tate
Nor
mal
Sch
ool
01O
bser
vatio
n an
d pr
actic
e....
Obs
erva
tion
and
prac
tice.
Acc
redi
ted
high
sch
o91
Obs
erva
tion.
Kno
xvib
le, T
enn
Kno
xvill
e K
inde
rgar
ten
ISA
mon
th's
pro
batio
nP
erso
nal i
nter
view
Gra
duat
ion
from
hig
hsch
ool
Abi
lity
to s
ing
and
play
Tra
inin
g C
lass
.or
equ
ival
ent.
sim
ple
mus
ic.
DaR
aa, T
ea ..
....
...D
alla
s F
ree
Kin
derg
arte
nT
rain
ing
Sch
ool a
nd In
-du
stria
l Ass
ocia
tion.
18.C
rede
ntia
l let
ters
Phy
sici
an's
cer
tific
ate
Hig
h-sc
hool
dipl
oma
oreq
uiva
lent
.D
o.
For
t Wor
th, T
axF
ort W
orth
Kin
derg
arte
n18
Per
sona
l int
ervi
ew a
nd le
t-P
erso
nal i
nter
view
and
let-
Hig
h-sc
hool
dip
lom
a an
dR
epor
t of p
revi
ous
wor
k.T
rain
ing
Sch
ool.
tem
.te
m.
blan
k til
led.
Ban
Ant
onio
, Tex
San
Ant
onio
Kin
derg
arte
nIS
Per
sona
lin
terv
iew
and
Per
sona
lIn
terv
iew
and
Fou
r-ye
ar h
igh-
scho
ol c
ours
eA
bilit
y pr
efer
red,
not
re-
Tra
inin
g S
choo
l.'
blan
k fil
led.
blan
k fil
led.
or e
quiv
alen
t.qu
ired.
Bal
t Lak
e C
ity, U
tah
Uni
vers
ity o
f Uta
h18
Hig
h-sc
hool
cou
rse
Of
15un
its.
.F
erm
ville
,V
aS
tate
Nor
mal
Sch
ool
Hea
d of
kin
derg
arte
ndo
-pa
rtm
ent.
Gra
duat
e of
four
-yea
r hi
gh-
scho
ol c
ours
e.A
bilit
y to*
and
play
sim
ple
mH
arris
onbu
rg, V
ado
15,
Fou
rtee
n un
its, o
r ce
rtlfl
-C
ate
,pr
exam
inat
ion.
, ,R
ichm
ond,
Va
Ric
hmon
d T
rain
ing
Sch
ool
for
Kin
derg
artn
ers.
18E
ntra
nce
exam
inat
ion
Phy
sici
ans
cert
ific
ate
Ent
raM
e ex
amin
atio
nE
llens
burg
, Was
hS
tate
Nor
mal
Sch
ool
417
Per
sona
l Int
ervi
ew a
nd e
re-
dent
ials
.P
hysi
cal e
xanu
natio
nH
igh-
scho
oldi
plom
aor
equi
vale
nt.
A h
'.ity
to s
ing
and
play
.+Iti
leau
kee,
Wks
_do
i 17
Judg
men
t of t
each
ers
Phy
sica
l and
men
tal e
xam
-in
atio
n.G
radu
atio
n fr
om fo
ur-y
ear
high
-sch
ool c
ours
e or
ex-
amin
at io
n.
Exa
min
atio
nby
mus
icdi
rect
or.
Sup
erio
r, W
ts..d
o'
19P
roba
tion
of o
ne te
rmG
radu
atio
n fr
om h
igh
scho
olof
goo
d st
andi
ng.
Mus
ic r
equi
red.
,,
I Hig
h-;c
bool
gra
duat
e.'M
ust b
e 19
bef
ore
com
plet
ing
cour
se.
3 If
not w
ell p
repa
red.
mus
t mak
e ur
vief
icie
ncv
durin
g co
urse
.4
Mus
t mak
e up
def
icie
ncy
acad
emi c
redi
ts b
efor
e en
terin
g or
dur
ing
sum
mer
sch
ool.
TA
BLE
3.In
com
e, le
ngth
of c
ours
es, c
ertif
icat
es.
Loca
tion.
.
Nam
e of
sch
ool.
Inco
me.
, Cou
rse.
Cer
tific
ates
giv
en a
t end
of
Fro
mtu
ition
fees
.
Fro
mot
her
sour
ces.
Tot
al.
Sch
ool
yea!
(mon
ths)
.Y
ears
in__
__,
"'''''
One
yea
r.T
wo
year
s.T
hree
or fo
ur y
ears
.
Birm
ingh
am, A
laM
obile
, Aln
Ber
kele
y, C
alLo
s A
ngel
Cal
San
Fra
ncis
co, C
alG
reel
ey, C
olo
Gun
niso
n, C
olo.
.._lir
idge
port
, Con
n. ..
Do
New
Brit
ain,
Con
n__
WIIm
ingt
on, D
el.
Was
hing
ton,
D. C
Do
'D
oD
o Do
Mah
one*
, no.
Atla
nta,
Oa.
Do
Col
umbu
s, O
s.gn
me,
Os.
..,, G
s.S
avan
nah,
Hon
olut
a,H
awal
f.C
hica
go, i
ii.D
oD
oD
oD
oD
o
Iger
eial
ill
Tra
inin
g S
choo
l for
Tea
cher
sM
obile
Kin
derg
arte
n T
rain
ing
Sch
ool
'
Bar
nard
Kin
derg
arte
nT
rain
ing
Sch
ool
Sta
te N
orm
al S
choo
lB
road
oaka
Kin
derg
arte
n T
rain
ing
Sch
ool
Gol
den
Gat
e F
rK
inde
rgar
ten
vein
al S
choo
lS
tate
Tea
cher
s C
olle
geS
tate
Nor
mal
Sch
ool
Con
nect
icut
Fro
ebel
Nam
e) K
inde
rgar
ten
Fan
nie
A. S
mith
Fro
ebel
Kin
derg
arte
n T
rain
-bi
g S
choo
l.S
tate
Nor
mal
Sch
ool
Mis
sSe
aman
'sT
rain
ing
Sch
ool f
crig
incl
ergl
irt-
Iler5
.C
olum
bia
Kin
derg
arte
n T
rain
ing
Sch
ool
How
ard
Uni
vers
ity (
colo
red)
J. O
rmon
d W
ilson
Nor
mal
Sch
ool
Loa
Web
b H
ayes
Tra
inin
gS
choo
lN
orm
al S
choo
l No.
2 (
colo
red)
Was
hing
ton
Col
lege
foe
Wom
en...
.A
tlant
a K
inde
rgar
ten
Nor
mal
and
Ele
men
tary
Sch
goL
Atla
nta
Uni
vers
ity (
colo
red)
Fre
e K
inde
rgar
ten
Ass
ocia
tion
Tra
inin
tcho
ol.
La G
rang
e S
ettle
men
tK
ate
Bal
dwin
Fre
e K
inde
rgar
ten
Ass
ocia
tion
.H
onol
ulu
Fre
e K
inde
rgar
ten
Tra
inin
g S
choo
lC
hica
go K
inde
rgar
ten
Inst
itute
Chi
cago
Ncr
mal
Col
lege
Chi
cago
Uni
vers
ityK
inde
rgar
ten
Col
legi
ate
Inst
itute
of C
hica
go.
Nat
iona
l Kin
derg
arte
n C
olle
geP
erta
lors
i-Fro
ebel
Kin
derg
arte
nT
rain
hig
Sch
ool.
Rim
e N
orm
al U
nive
rsity
$150 17
5, 1,
650 0
2,00 65
0
1,38
0
1,26
0
120
210
330
185
14,0
00
2,80
015
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0
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14,0
00
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0...
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679
0
4,11
09,
632
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114 30 72 (4)
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(to) 32 32 24 38 21
8 72 65 54 100
100
160
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120
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144 85 90 150
100
120
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80 114 60 36 tin 38 28 5 78 54
141
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36 100
100
80 126
100
(I) 30 252 38 70 2.5
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160
280
144 so 152
60 218
120
150 38 192 64 73 76 144
180
65 162
150
100
80 38 20 as 30 IS 80 42 40 18
w92 48 38
11 5
1 72 65 54 75 30
80 38 80 114 60 18 60 40 36 64 72 76 72 72 65 72 75 12
160 72 100
38 30 18 60 38 38 38 92 72 38 36 72 65 54 50 200
Incl
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clud
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and
theo
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Not
spe
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7 In
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gen
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ped
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40 36 40 38 30 aa 38 38 36 108 50 54 50 10
60(7
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so58
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360
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3618
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4060
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3824
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6015
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38 6038 60
216 60
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110
4043
16
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1012
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7212
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318
8819
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7857
228
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9054
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418
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2520
515
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ico
Am
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Cou
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to k
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Giv
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TAXLS 6.Observation and practice frothing.
NOTZ.Tei this table x means Yee; 0 ratans No or none; s means some or few a
Location.
.
Name of school.
..
Periods(45 min-
tes) re.
duringcourse
of obser-ration
andpractice.
Periodsof °beer-vation
required.
Followedby organ-teed dis-elusion.
Weeks ofpractice.
s
Periodsper day.
.
Practiceteachingfirst orsecondyear.
e ,
By whom supervised.
-a
Periodsof obser-vation
In grades.
.
Weeks of,practicein °8
Birmingham, AlaMobile, AkaBerkeley CalLen Angeles, CalPasadena, Cal
San Francisco, Cal
Greeley, Colo(.3on, ColoBridgeport, Conn
Do
New Britain, ConnWilmington, Del.
Washington, D. C.DoDoDoDo
Tallahassee, Fla.Atlanta, Ga
DoColumbus, Oa ......
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STATISTICS OP HINDI BOAST TRAINING f3OHOOLII 48
NOTES ON THE TABLES.
ON TABLE 1, 1301100145 FOR TRAINING KINDERGARTEN TEACHERS!
Among the kindergaren training schools reporting to the Bureau of Education lirethe names of some that have recently been discontinued, some that have mergedwith others, some whose names have changed, and some that have been temporarilysuspended during a period of reorganization. In order to facilitate reference tothese schools and to record the changes mentioned, the following lists are given:'
SCHOOLS THAT HAVE PASSED FROM PRIVATE TO PUBLIC CONTROL.
(Figures in parentheses refer to year change went into effect.)
Birmingham, Ala. Training School for Teachirrs, Kindergarten Department (1912).Louisville, Ky. Louisville Normal School, Kindergarten Department (1911).Pittsburgh, Pa. Training School for Teachere, Kindergarten Department (1912).Fort Worth, Tex. Kindergarten Training School (1910).
SCHOOLS THAT HAVE CHANCED NAMES.
New Orleans, La. Tulane University of Loulidana, Newcomb College, KindergartenDepartment. (Formerly Free Kindergarten Training School of New Orleans )
Chicago, Ill. Kindergarten Collegiate Institute of Chicago. (Formerly Chicago FreeKiRdergarten Association.)
Chicago, Ill. National Kindergarten College. (Formerly Chicago Kindergarten Col-lege.)
Boston, Mass. Miss Niel's Training School for Kindergartners. (Formerly MimsLaura Fisher's School for Kindergartners.)
SCH0018 AND DEPARTMENTS DISICONTINITLID.
Chicago, Ill. Froebel Kindergarten Association. (Merged with Chicago Kinder-garten Institute.)
Bangor, Me. Bangor Kindergarten Training School.Lowell, Mass. State Normal School, Kindergarten Department.East Orange, N. J. The Misses Adams's Kindergarten Training School.New York, N. Y. Kraus Seminary for Kindergartners.New York, N. Y. Scudder School, Kindergarten Department.Plattshurg, N. Y. State.Normal School, Kindergarten Department.Youngstown, Ohio. Kindergarten Training School.Edmond, Okla. State Normal School, Kindergarten Department.Weatherford, Okla. State Normal School, Kindergarten Department.Philadelphia, Pa. Mrs. Van Kirk's School.Charlestok, S. C. Training School of the South Carolina Kindergarten Association.
SCHOOLS AND DEPARTMENTS RECENTLY ORGANIZED OR UNDERGOING REORGANIZATION.
San Joee, Cal. Statellormal School, Kindergarten Department.Moorhead, Minn. State Normal School, Kindergarten Department.out.Maryville, Mo. State Normal School, Kindergarten Depart&ent.St. Louis, Mo. City Normal School, Kindergarten Department.New York, N. Y. Training School of the New York Kindergarten Association.Kent, Ohio. State Normal School, Kindergarten Department.Pittsburg, Pa. The School of Education, University of Pittsburgh.Cheney, Wash. State Normal School, Kindergarten Department.
ft
I Statistics in thetables are for the school year 1913-13.
.44 KINISERGAHTEN TRAINING SCHOOLS.
SCHOOLS AND DEPARTMENTS REPOTTING INCOMPLETELY.
Warrensburg, Mo. to Normal School, Kindergarten Department.Fremont, Nebr. Fre out College, Kindergarten Department.Trenton, N. J. State School, Kindergarten Department.Oswego, N. Y. State Normal School, Kindergarten Department.Syracuse, N. Y. City Training School.Nashville, Tenn. Methodist Training School, Kindergarten Department.Norfolk, Va. Norfolk Kindergarten Association Training School.Seattle, Wash. State Normal School, Kindergarten Department.
SCHOOLS KNOWN TO EXIST .BUT NOT REPORTING.
. Mount Pleasant, Mich. State Normal School, Kindergarten Department!" New Pelts; N. Y. State Normal School, Kindergarten Departmet t.
.New York, N. Y.., Jenny Hunter Kindergarten Training School.Philadelphia, Pa. Mine Hart's Training School.Yankton, S. Dak. Kindergarten Training School.
SCHOOLS HAVING KINDERGARTENS FOR OBSErVATION AND PRACTICE BUT GIVINGSPECIAL TRAINING TO STUDENTS.
Tuskegee, Ala. Tuskegee Normal andState Normal Schools at
Willimantic, Conn.Plymouth, MSalem, ManeCape Girard o.K}rkaville, Mo.Silver City, N. Mex.Fast Stroudsburg, Pa.Kutztown, Pa.
Industrial Institute (colored).State Normal Schools at
Millersville, Pa.La Crosse, Wis.Oshkosh, Wia.Platteville, Wis.River Falls, Wis.Stevens Point, Wis.Vlitewater, Wis.
NO
ON TABLE 3, LENGTH OP COURSES, CERTIFICATES, AND DIPLOMAS.
State Normal School, Los Angeles, Cal., requires ono year of kindergarten trainingif the student be a college,graduate; six months, if she bo a graduate of some otherrecognized kindergarten training school.
Golden Gale Free Kindergarten Normal School, San Francisco, Cal., gives a diplomawhich is accredited by the State board of education,
State Teachers College, Greeley, Colo., offers a four-year course loading to an A. B.degree.
Chicago Kindergarten Institute, Chicago, Ill., gives a certificate for ono year of workto students coming from accredited training schools.
National Kindergarten College, Chicago, Ill., offers a primary course of one year anda regular kindergarten course of two years. Graduate courses cover two additionalyears after the student has had successful teaching experience, and for thew, courses!ritiploma as assistant training teacher and a degree of bachelor of education are'granted.
University of Chicago, Chicago, Ill., requires two years for a certificate in kinder-garter teaching, two additional years (aftet two years of successful experienr:e inteaching) for a supervisor's certificate, and four years for the degree of bachelor ofphilosophy in education.
Teachers College, Indianapolis, Ind., gives additional diplomas following the threeand four-year COWIN.
STATISTICS OF KINDRIAGARTRN TRAINING SCHOOLS , 45
South Bend Training School, South Bend, Ind., grants a diplomalor the two-yearcourse and a normal diploma for the three-year course.
State Teachers College, Cedar Falls, Iowa, gives a special kindergarten diploma tostudents completing the two-year course, and the State board of examiners also grantsa certificate which is valid for five years and which may be renewed at the end of thattime by the writing of a thesis and preeenting evidence of succeeaful experience.For a supervisor's diploma a three-year cease is required.
Boston Normal School, Boston, Mass., requires all students to take general studiesin the first year and specialize during the second year, either in kindergarten or ele-mentary grade work. A throe-year course is just beginning to be required, and thesecond and third years will be given to speaic preparation for kindergarten and twoelementary grades.
Froebel School of Kindergarten Normal Classes, Boston, Mass., afore a one-yearcourse of preparatory work. A diploma is granted for the regular two-year normalcourse. Postgraduate work is given in the third year. A course for primary teachersis offered.
State Normal Schools, Bridgewater and Worcester, Mass. The regular course is threeyears. Special students are admitted foe shorter time, and a certificate given for thespecial course.
Alma College, Alma, Mich. On completion of the two-year coulee the State depart-ment of public instruction grants a State life certificate. An additional diplomafrom the college is given at the end of three years, and the degree of bachelor of scienceat the end of four years.
Ferris Institute, Big Rapids, Mich. The State department of public instructiongrants a State life certificate to the holders of the diploma.
Kindergarten Training School, Grand Rapids, Midi. A diplofna is given at the endof two years, and the State department of public instruction also grants a State lifecertificate to the holders of the diploma. A postgraduate diploma is given at the endof three years.
State Normal College, Ypsilanti, Mich. A State life certificate is granted at the endof two years, and the degree of bachelor of pedagogy at the end of three years.
State 'Normal Schools, Duluth, Mankato, and Winona, Minn,, The diploma has thelegal value of a first-grade certificate for two years, and on indorsement afar two yearsof successful teaching becomes a life certificate. The holder is entitled to teach in thekindergarten or in tho,grades.
Kindergarten Association Norvud School, Minneapolis, Minn. On completion ofthe two-year course a diploma is given. This diploma is accredited in the State, andthe holder receives the same "permit to teach" kindergarten and primary which isgranted to the graduated of kindergarten departments of State normal schools.
Mare Normal School, Warnotaburg, Mo., gives a kindergarten-primary diploma whichentit,lee the holder to teach iu either kindergarten or primary_
State Normal School, Kearney, Nebr. After three years of teaching a life certificateis granted.
Teuchi raining School, Omaha, Nebr., gives an assistant's certificate at the end oftwo years, and a direcor's certificate at the end of three years.
State Normal School, Peru, Nebr., gives a diploma at the end of twct years. This isalso a certificate to teach three years in Nebraska. After three years of succeisifulteaching.a life certificate is granted. The degree of bachelor-of education is con-ferred upon those who do two years of graduate work in the regular normal-schoolsubjects.
iMraska Wesleyan University, University Plate, Nebr., gives a diploma; a first-grade ,State Nrtificate is also granted by the State board of education.
46 KINDERGARTEN TRAINING SCHOOLS.
Stale Normal School, Wayne, Nebr., gives a first-grade State certificate and a city-State certificate at the end of two years. After two additional years of teaching aprofessional life certificate is conferred.
State Nonhal Schools, Montclair, Trenton, N. J., give a kindergarten-primary cer-tificate entitling the holder to teach in kindergarten or in the first three grades.
Teachers Training School, Albany, N. Y. At the end of two years a New York Statetraining - school certificate for grade work is given_ Students completing the third year(or special kindergarten course) receive an Albany City kindergarten certificate, alsoa special kindergarten certificate from the New fork State education department.
Ade 1phi College, Brodtlyn, N. Y. The college allows from 40 to 42 points towardthe degree of bachelor of arts for the work of the normal kindergarten course in AdelphiCollege. A graduate of the normal department may obtain her degree with two andone-half years of additional work in the college.
Ethical Culture School, New York, N. Y., gives a two-year course in kindergartenwith a kindergarten diploma, and a three-year course in kindergartk n and primarywith a kindergarten-primary diploma.
Training School of the Froebel League, New York, N. Y gives a three-year coursefor mothers, a two-year course for nurses, and a two-year normal kindergarten course.A diploma is granted upon satisfactory completion of the normal course, anda certifi-cate upon the satisfactory completion of the other courses.
Teachers College, Columbia University, New York, N. Y. In 1912-13 a bachelor ofscience degree and diploma in kindergarten teaching were given at. the end of a two-year course based upon fulfillment of entrance requirementstwo years of normalschool or college work, in addition to graduation froth a four-year high-school course orequivalent. A bachelor of science degree and diploma in kindergarten supervisionwere given at the end of a two-year course based upon two years of successful teachingexperience in addition to graduation from an accredited kindergarten training schoolor normal school. In 1914-15 the new requirements for admission to the course inkindergarten teaching are a bachelor of arts or a bachelor of science degree from anaccredited college, and ability to play the piano. The course of study consist ofspecial department courses, observation and practice, and graduate courses to meetthe university requirements for the degree of master of arts. For admission to thecourse in kindergarten supervision and normal teaching the candidate must be a gradu-ate of an accredited kindergarten training school or normal school and must have hadtwo years of successful teaching experience. At the end of two years the degree ofbachelor of science [or master of arts] is conferred, together with a diploma as kinder-garten supervisor or kindergarten training teacher.
City Normal School, Rochester, N. Y., confers a city diploma; a State certificate isalso granted.
State Normal School, Valley City, N. Dak., grants a diploma and second-grade special"certificate, and, after nine months of successful teaching, a professional certificate forlife.
Kindergarten Association Training School, Oincinnati, Ohiolks a training-schooldiploma at the end of the two-year course. Students who have had at least two yearsof college work are awarded the degree of bachelor of arts in education by the Univer-sity of Cincinnati.
Kindergarten Training School, Cleveland, Ohio. At the end of two years a certificateis tiwarded entailing the holder to teach as assistant in public- school kindergartens.After a certain amount of experience the assistant becomes a director. At the end ofthe throe-year course a diploma is awarded entitling the holder tea position as direcOr.At present the third year is optional, but it is intended to lengthen the regular codreeto three years.
.
STATISTICS OF KINDERGARTEN TRAINING SCHOOLS. 47
Normal School for Girls, Pkadelphia, Pa. The two-year course is elective and par-allel with the grade course i'fMe echool. A trial certificate is awarded, to be made per-manent aft& one year of successful teaching in the city schools.
State Normal School, Providence; P. I. At the end of two and one-half years adiploma and a certificate are awarded entitling the holder to teach in kindergarten andin the first and second grades.
Winthrop Normal and Industrial College, Rock Hill, S. C. The kindergarten coursecovers four years. The freshman and sophomore courses are the same as all other col-lege courses..- In the junior year students begin to specialize in kindergarten work.Normal kindergarten students receive the regular A. B. degree conferred upon all thosewho have completed the four-, ear college course.
Kindergarten Training Schools at Dallas and Fort Worth, Tex., confer diplomas whichare accredited in the State depart:Mout of education.
State Normal Schools at Aldwauket and Superior, Wis. Students completing thekindergarten course satisfactorily receive a diploma which legally entitles them toteach for one year in any kindergarten or primary department. After one year of sue-ce:sful experience ti e diploma becomes a life certificate.
. ,w'
ABLE 4, ENROLLMENT, FEES, GRADUATES.
Enrollment.--The Barnard Kindergarten Training School, Berkeley, tal., states,that the 18 spojial students reported were thoeo who were taking a course in the Mon-tessori system.
The State normal schools of Greele7, Cole, and Emporia, Kans., state specificallythat a number of students are taking partial courses in kindergarten work for the sakeof doing better teaching in the grades.
The University of Chica-o Chicago, Ill.; and the State Normal School of Peru,Nebr., include their summer-school students in their total enrollment. .
The National Kindergarten College, Chicago, Ill., gives a total enrollment exclusiveof summer-eehool students.
Tho training school of the Proebel League, New York, N. Y., includes in its totalenrollmentinothers and nurses who are taking regular courses provided for their specialrequirements. .
Cost of instruction.In the State normal schools of Nebraska and Wisconsin thenecessary textbooks can be rented- for a small fee.
Graduates.The subsequent careens of graduates is an interesting consideration inthe history of any school; espeekuilly is this true of kindergarten training schools. Thereports admit the difficulty of giving definite and complete information on this point;nevertheless the figures are sufficiently full and significant to indicate that there aresteady and insistent demands for young women with kindergarten training to fillpoeitions of responsibility connected with various forma of social work outside of theprofession of kindergarten teaching.
Some of these wider opportunities, aside from supervising, teaching in trainingschools, and grade teaching, are positions in settlements, on playgrounds, in libraries,in home and foreign missions, as deaconnesses, as doctors, as nurses, as social welfareworkers, as story tellers. Graduate kindergarteere are also found specializing inmusic, art, and literature; studying for advanced 'degrees; or engaged in editorialwork, business, and farming.
The Chicago Kindergarten Institute, Chicago, Ill., gives figures which include etu-dents who have taken partial and graduate courses as well as those who are full gradu-Mee. Of this total number 383 are now teaching, 45 are in other kinds of educationalposiitions, 31 are in other Lines work; and ea are at home.
The National Kindergarten ehllego, Chicago, Ill., reports that records of studentsfor the period between 1885 and 1890 are not available. Moreover, the number of
HINEYERGARTEN TRAINING SCHOOLS.
graduates, 825, represents for the most part those who have completed the three years'course, the change to a Iwo years' requirement dating from 1910.
Teachers College, Columbia University, New York, N. Y., has not a complete recordof the kindergarten department, but reports that 231 students were graduated inkindergarten teaching from 1908 to 1913 and V3 in kindergarten training and super-vision.
Demand and supply. Reports from public normal schools indicate that the demandfor kindergarten trained graduates to fill purely kindergarten positions is lees than thesupply, but that there is an excessive demand for such graduates to fill grade positions.On the other hand, the private kindergarten training schools report that their gradu-ates are in constant demand to fill positions in kindergartens as well as in the grades.
ON TABLE 5, CURRICULUM.
Other books on kindergarten. Kindergarten literature embraces a largo number ofbooks, pamphlets, reports, and articles in mtu,,arines. The writings of Froebel ordi-narily entering into the kindergarten course of study are the Mother Play, Educationof Man, Pedagogics of the Kindergarten, and Education by Development. The MotherPlay and Education of Man are in general use as textbooks; the Pedagogics and Edu-cation by Development are studied in connection with the practical work in gifts andoccupations (kindergarten manual activities), or used as reiorence and collateralreadings.
The other books on kindergarten most frequently mentioned in the reports are:Proebel's Educational Laws (Hughes); Symbolic Education, Letters tea Mother, Edu-cational Issues in the Kindergarten (Blow); The Kindergarten (Blow -hill- Harrison);The Kindergarten in American Education (Vandewalker); A Study of Child Nature(Harrison); Froebel and Education by Self-activity (Bowen); Life of Froebel (Snider);Kindergarten Problems (Teachers College Record).
Other subjects.The range and variety of those subjects present such an interestingaspect of the kindergarten course of study that they seem to warrant the arrangenientof a supplementary table.
TABLE 7 .Schools giving subjects other than those in Table 5.
Location. School.Number
o f Subjects other than those In Table*,periods.
Mobile, Ala
Berkeley, CaL
Lae Angeles, Cal
Pasadena, Cal
San Franchm, CaL
Greeley, COr0Owmbon, ColoBridgeport, Conn.
Do
Wooblogtoo, D. 0
Do
Mobile Kindergarten Train-ing SchooL
Barnard KindergartenTraining School.
State Normal School
Broadoaks KindergartenTraining School.
Golden Gate Free Klnder-garten Normal School.
State Teachers CollegeState Normal SchoolConnecticut Froebel Normal
Kindergarten Pr 1 mar yTra SchooL
Fannieining
A. Smith FroebelKindegarten TrainingSchool.
Howard University (colored)
J. Ormond wain Normal*School
48
208
192
93
120
230
10
602
72
School hygiene, parliamentary law,voice training, organic education,sOciology.
Hygiene, home nursing.
Reading, social ethics, school law, eleo-tives.
Sociology, dramatic reading, home ac-tivities, industrial arts, child physi-ology.
Hygiene, sanitation, emergencies, chil-dren's disease., home visiting, moth-ers' mee
Sociology, bbMontessori m and materials.Logic, English (reading, spelling, phon-
ics), and special lectures.
General fitness for teaching.
Physiology, hygier, botany, Englishcomposition, B le literature andhistory, first skid advanced psycho).oilY
PhyliolOgy, hygiene, current topke,spelling.
STATISTICS OF KINDERGARTEN TRAINING SCHOOLS.
TABLE 7. Schools giving subjects other than those in Table 5Continued.
49
Location. School.Number
ofperiods.
Subjects other than those In Table ts
Washington, D. C L=ebb Hays Training 40 Expression, first aid, emergencies, Mil-ofren'a diseases.
Do Washington Normal School 38 Household arts.No. 2 (colored).
Tallahassee, Fla Florida State College for 288 Hygiene, electives.Women.
Atlanta, Ga Atlanta Kindergarten Nor-mal and ElementarySchool.
Science (physics, zoology, astronomy,ornithology).
Do Atlanta University (oolored) IMO Civil government, United States his-tory methods in grammar, art andmethods, elocution, sanitation.Savannah, Ga Kite Baldwin Free Kinder-
garten Association.. ...... Hygiene; sanitation, schoolroom deco-
ration, physical care of children.Honolulu, Hawaii Honolulu Free Kindergar-ten Training School.
60 Physiology hygiene, work In nurseryunder trained nurse.
Chicago, 111 Chi ago Kindergarten Insti-tute.
144
100
Biographical studies, ethics, home se-tiv wee, sociology, Montessori, labo-ratory.
Do Chicago Normal College__ Oral expression.DoDo
Chicago UniversityKindergarten Collegiate In-
stitute.156
50II istory for primary grades, electives.Hygiene (hdant, personal, social,
school), home wohomks, Bible his-tory.
Do
-40Do
National Kindergarten Col-lege.
Pestalozzi-Froebel K inder-garten Training School.
100
86
Interpretation of music, architecture,ethlta, social institutions, debates,extemporaneous speaking, maternalefficiency.
Home activities, sociology, life of Pettalozzi, anthropology, baby aloyd,color work, glineround work, Mtnrpretation of art and music.Normal, Ill State Normal University.... 120 Sociology, playground work.South Bend, Ind South Bend Training SchooL 72 Domestic sele ice, hygiene, ethics.Cedar Fails, Iowa State Teachers Calms 180 Electives.De. Moines, Iowa Drake University 72 Bible literature.Emporia, Tans State Normal School... ..... 140 Ilygnne, sanitation, library methods,electives.Louisville, K y Louisville Normal School... 30 Industrial work.New Orleans, La X New Orleans Normal and 224 English, school hygiene, rhythm.
Training School.Boston, Mass Boston Normal School 247 Mathematics, grammar, ethica, coal
timeline, composition.Do
Do
Froebel School of Kinder-vgrtrocnitlormadla.ermes.
Training SchooL
20-38
94 Social -psychology, English social wel-fare, conferenoee, hygiene (withnature study).Bridgewater, Mass State Normal .. .. 500 English, reeding, physiol , arith-metic, geometry, penmanship.Cambridge Mews Lesley Normal School 4 MontessoriWorceeter, Mass State Normal School ........ 674 Geography, history, English, math-matins, hygiene.Alma, Mich
Detroit, MichAlma CollegeWashington Normal School.
25640
English, Bible, college life, electives.Principles of teaching.Grand Rapids, Mich.... G rand Rapids Kindergarten
Training School.18 Playground management, mothers'
meetings.Kalamazoo, Mich Western State Nor malSchool.
240 Arithmetic, reading, English, chorus,electives.Marquette, Mich Northern State Nor teal 240 )o.
School.Duluth, Minn State Normal School .. 372 Manual training, home economics,.
social science, reading, Englishthemes.Mankato, Minn do 300 Reading, domestic stlenoe, sociology,penmanship, school management.Minneapolis, Mims__ Mhmeapol Kindergarten
AssocUtion Nor m a lSchooL
48 Hygiene, baby welfare, scientific ad-ministration of charity, juvenilecourts, Bina-Simon tests.Winona, Minn. State Normal School ... 98 Manual training, European history.Peru, Nebr do ... 180 Electives.Wayne, Mohr do 115 Geography, arithmetic, electives.Montclair I do 19 Rhythm.,_N
Trenton, 24.1 Carroll Robbins TrainingSchool.
214 Scienoe, methods (geogreph , history,mathematics), p, domes-tic art.Albany, N. Y Albany Teachers Training 76 Priraaryobsthods in handwork.
School.
.
50` KINDERGARTEN TRAINING SCHOOLS. '
TABLE 7. School. giving subjects other than those in Tabfirr+-riontinued.
Location.
Buffalo, N. Y
Cortland, N. YFredonia N. YUeneseo,,N. Y
Herkimer, N. YNew.Y ark (Brooklyn),
N. Y.Do
Do
New York (Manhat-tan), N. Y.
Do.
Do
Do
Oneonta, N. Y
Potsdam, N. YRochester, N. Y
Valley City, N. Dak...
Athens, Ohio
Cincinnati, 011,lo
Do
. Cleveland, Ohio
Oberlin, Ohio
Philadelphia, Pa
Do
DoPittsburgh, PatRock Rill, B. C
Dallas, Ter
Belt Lake City, UtahFarmville, Vs
Herrbonburg, Va.
Riohmond, Va. '
Ellensburg, Weah
Milwaukee, Wis.
Superior, Wie
School.
State Normal School
to.
Foils Mission InstituteAdelphi College
Brooklyn Training Schoolfor Teachers.
Pratt Institute
Training School of theFroebel League of NewYork City.
Hunter College of the Cityof New York.
Harriette Melissa Mills Kin-dergarten Training School.
Teachers College ColumbiaUniversity.
State Normal School
doRochester Training School
for Teachers.State Normal School
do
Cincinnati Kindergarten A a-sociation Training School.
Cincinnati MissionaryTraining School.
Cleveland KindergartenTraining SchooL
Oberlin KindergartenTraining School.
Froebhillan School forWomen.
Philadelphia Normal School, for Oirls.Temple UniversityPittsburgh Training School
for Teachers.Winthrop State Normal and
Industrial School.Dallas Free Kindergarten
Training School and In-dustrial-Association.
University of UtahState Normal School
aa
Richmond Training Schoolfor Kinder
State Normal School.
do.
do.
Numberof
periods.Subjects other than those in Table 6.
200 Logic, penmanship, English (reading,
200 Ds pelling, phonics, voice).
o.80 Logic.130 library methods, manual training,
methods in razed music.106 School management, elocution.198 Biology, sociology, Bible history
240 Logptiic, on penmanship, Sewing, English(reading, spelling, phonics, voice).
45 Gardening, hygiene, social welfare,lectures.
85 Crystal forms, logic.
57
30
80
440
400182
150
152
'04
72
190
100
380
280
330
3
228488
432
40
135
205
100
Logic, hygiene, vocal gymnastics,basketry, dressmaking.
Logic.
The home and conservation of child-hood.
Logic, methods (history, reading,mathematics, geography, penman-ship).
Do.Manual training, sewing, school man-
agement.Penman-chip, school management, re-
view of grammar.Sociology, hygiene, sanitation, school
management, school law, electives.Organization of mothers' clubs, implied
art.Hygiene, sociology, mothers' meetings.
-Rhythmics, parliamentary drill, ethics,social institutions, sociology, hy-giene.
Bible, history of art.
Modern drama, history of art.
Science, hygiene.
Language, literature, school gardening.Manual training, domestic science,
penmanship, sociology, reading.Mathematics, language, physiology.,
hygitne.11 ygl.
Ethics, Engifih, hygiene.Manual training, reading, methods
(grammar, arithmetic, history, geog-raphy), hygiene, industrial occupa-tions.
Physiology, hygiene , school marnr-'nent, methods (grammar, 411b-;natio, history, geovaphyy, garden-ing, home nursing, English.
Study of Dante, educational reformers.
Ord expression, sociology, biology)neurol.Lea
ogynne
on school hygiene and sanita-1tion,library reference work, compost-tion, expression.
Rhetoric, sociologyAelectlyee.
KINDERGARTEN TRAINING HOOLS. '51
, III. 13IIGGESTED TWO-YEAS KINDERGARTEN COURSE.
The course here presented is the result of much careful sttaly on thepart of the Bureau of Education committee.' The request for such acourse was made at the Springfield meeting of. the InternationalKindergarten Union, April, 1914, and the secretary of the coeirteewas instructed to formulate e tentative co containing certainprovisions, to be sent to the committee members. a result of the
...suggestions and criticisms made upon this, the course was revisedby the chairman and again sent out. This course still' met with someobjections on the pirt of a few members, but was approved by themajority. After a discussion of its general features at the Cincinnatimeeting, February, 1915, the course was assigned to a special sub-committee to make some further changes, and again sent out. Asa result of the last revision it has received few criticisms of any note,and is therefore considered acceptable to the committee as a whole.The course is based upon The following considerations, whiCh wereadopted at the Cincinnati meeting:
1. That the Bureau of Education committee should advocate a school year Ancit lessthan 36 weeks, in view of the fact that normal schools, colleges, and universities have ayear of that length or mere.
2. That it should advocate not more than a year of practice teaching in a two-yearcourse. A larger proportion means that this work must be undertaken before stddentshave had the theoretical study that will give them the insight needed for intelligentparticipation in kindergarten procedure. It means also that the, time for the subjectsof the course will be too limited for their adequate mastery. This is in accord with thecustom of the beet normal schools and With the views of those who sent in returns.'
3. hat it should advocate not more than one-thrrd as much observation duringthe fi year as there is student teaching during the two years, and that this observe"
For me of this committee see p. 4.On this po t there is not entiro conformity of judgment. The advantages of devoting a treater
amount of time to practice teachhg are vetoed by Miss Elizabeth .liarrison in the following note:One year of practice work in a ta .z-year course, divided as planned in the tentative report, robs the
studentof the observations of the continuous daily grwth of the children and of the clear-cut educationalcontinuity of the program with its adjustment to emergencies and Incidental interests as they arise. Mylong experience as a kindefearten training teacher has proved to my satisfaction that there is no one pertof the training whit interest and vitalizes theoretical study so much 88 the constant and dailycontact of the young lndorgartner with the practical problems of applying her theory to real life conditions.
The possible injury done to the children by immature cadet teaching may be minimized by two monthsof observation and discussion at the beginning of the freshman year. If the observation work is-organizedupon a psychological basis, so that it is not mere haphazard obeervation, and the report of each student'sobservation is brought in and discussed with the supervisor, the two months are worth four months ofscattered, interrupted, or undirected observation.
Many of our normal schools complain of the lack of sufficient enthusiasm on the part of their students toincite them to go on with further preparation for their work than that required by the State law. I havefound the exact contrary to be the case, many students making serious sacrifices not only of opportunitiesto take good positions in schools, but of many of the comfort& and conveniences of life In order to pursuea third year of work, which is not required for a diploma. This is because they have realized their limita-tions in practice work in the two-year course. This consciousness of need of more thorough preparationhas come to them through their being able to see the, rewic of their first year's work In their second year.
Coffin; down the life with the children in order that more Theoretic work may be obtained seems toignore tge truth that it is the vitahly of interest which a student takes in a subject that causes him or her
52 - KINDERGARTEN TRAINING 801100L8.
tion be articzdated with courses in child tundrand psychology and-be accredited insuch courses.
4. That it should advocate an organization of work by which some subjectspsychology, science, English, etc.can be studied intensively with several recita-tionll a week, and othersart, physical training, manual exprestion, and AtUfticextended over a Iongei period of time with lets frequent recitations.
5. That the committee should advocate a school day of not more than four periodsof recitation work in subject/I that require an hgur more of preparation; or of twoperiods of recitation work when students 4K Lice teaching, a morning'spractice being considered the equivalent of two n periods, even though it mayconsume more time.
6. That the committee should suggest the tunount,of work in the different subjectsduring the course, but leave the exact amount each year and the place of each in thecourse to the individual school or training teacher.
7. That it should' advocate the use of general educational terms for courses whenadvisable, instead of specific ones intelligible to kindergartners only.
8. That the committee should advocate an increase in the length of the kinder-garten course eventually, but that it should direct its first efforts to the making of amore efficient two-year course by.suggesting a better balance between the differentphases that constitute it, and a better organization of the related subjects as parts of anorganic whole. In the meantimethe committee should formulate a tentative three-year course to be discussed in the near future, and preeented as soon as conditionswarrant.
In addition to these points the committee adopted the followingentrance requirements suggested by the Committee of Nineteen:
1. It is universally conceded that an applicant for admiasion into a kindergartentraining school should have completed her eighteenth year.
2. A diploma from an accredited high school ia generally required. Kindergartentraining schools are advancing to the rank of colleges.
3. The applicant should pociects general culture, fine character, aid native ability.She should, in addition to these qualifications, have a sympathetic attitude towardchildren.
4. A degree of musical ability or endowment and fundamental training in musicis desirable and is required, in the best training schools.
5. A physician's certificate of good health is required.
to master the subject, not the number of hours appointed for the preparation of that subject. Concen.nation pi attention is obtained by,the realization of the need of a subject in mind.
It is this that this reduction of practloe teaching brings us into closer uniformity with the other gradesof advanced school work; but U we have established a more vital way of preparing a young woman (orthe profeako of teaching, shill we give It up because others have not kept pace with It?
Almost all superintendents writing to engage a kindergarten teacher stipulate that she shall bean " ups-" teacher, showing their recognition of the value of much real contact with children. One can
call a student who has had only one year of teaching an " experienced " teacher. I believe the averagetendent estimates that a teaches does not arrive at full efficiency under tour or five years ofexpo.
Menne. How then can she be placed in a position of responsibility over a whole room full of hhildren withmerely one year's week?
Another reason against doing away with ono-half of the contact with the actual lifeelde of our professionIs that the morning practice work Is a constant appeal to the affections and sympathies of the young teacher,such ore does not oome from any textbook or thearetkal work. And surely we who advocate the newerand higher education of the human raos realise that the education of the heart is as much needed as theeducation of the head. If there is any doubt of this, the present European war would cause the doubt tooolkspes. That we need more time for general study I heartily agree, but this should comer= requiringadditional time for preparation rather than from cutting down the moll vital part of the preparation nowrequired toastabffeh in the heart and brain of th young women of our nation the tremendous importanceand significance of the right mothering hi little children.
SUGOISTED TWO-TZAR ICINDIOIGARTZN OOVBBE. 584
The committee also adopted a resolution that an additional bulletinon kindergarten training be prepared in the near future, which shouldcontain several suggested courses, awl as:
A two-year course for public normal schools.A two-year course for private normal schools.A three-year kindergarten course.
A three-year kindergarten-primary course.A college kindergarten course.A kindergarten and home. making course.
TWO-YEAR COURSE IN DETAIL.
Length.-36 weeks a year, 5 days a week, 4 periods a day, 45 to 50minutes a period. Total number of periods, 1,440.
If it is desired to state this in terms of credits, it would be asfollows:
1,440 hours-20 credits.A whole credit-72 hours' work.A half credit-36 hours' work.A quarter credit-18 houri31 work.
It should be noted that some universities will credit nothing under36 hours.
In accordance with paragraph 7 above (p. 52), it has been agreedthat the term "student teaching" shall be used to indicate practicework;. "kindergarten manual activities," gifts and occupations; and"kindergarten curriculum," program work. .
Otrruars or Cotrass.
810110N 1. STUDENT TEACIIING AND OBSERVATION.
Subject. Roam CreditsL- Slanted time.
Student teecidngObservation.x
25224
{ 4 Osmond semester, first year.Firm semester, second year.
first year.Student teeching in first grade } 155 (1) {Platocialmseesteesrterm, second year.
Credited under general or klnderprtan education.
Symms 2. GEliERAL EDUCATION.
Prim! lee of educationEduntboal psychology and child studyHinny of education
36106
Preferably first year.First year.Second yen, second semester.
finitow L KINDERGARTEN EDUCATION.
Kindergarten manual activitiesGamesCurriculum
FrErsberMtriteratureprinciples and methods*,
Otbarkindargerten literature
los484848
6
I
'I "IS 34.g.First and wood yens
Second yen.
ICENIXIMCLILITZN TRAINING SCTIi0OLit.
Ourunz op CommaContinued.
Sicaox 4. RELATED PROFESSIONAL SUBJECTS.
Sob lents. Hours. Credits Suggested time.
ArtEndoNatural scienceChild and school hygiene (soda! welfare)11:= training
methodsEnglish and children's literatm 1
717172
108108
38108
111
11
I
First year.Second year.
Do.Do.
Distributed through two years.Second year.First and second years.
Dzscatrriox.
Section I. Student teaching and observation.While tha observation is listed sepa-rately in order that the number of hoursmay be readily seen, it is the intention that itshall be given in connection with some other subjectchild study, psychology,Mother Play, primary Methods or kindergarten subjectsthus giving it more definitepurpose. The student teaching in the kindergarten is planned for the latter part ofthe first year and the first part of the second year. This, in the opinion of the committee,is the time when it will be the most valuable, but it might be placed altogether in thesecond year, and under some conditions this will be neceetary
The student should spend at least two hours, preferably the entire morning, in theschoolroom and should begin actual teaching as soon as poesible. During the 36 weeksshe should have opportunity to teach each of the subjects and to direct the entirekindergarten. All student teaching should be carefully supervised by the criticteacher.
The committee recognizes that in many training schools it may be difficult or impas-sible to provide for this amount of student teaching, but it recommends it, believingthat this amount will provide the best training.
Section t. General education.Under this head are placed those subjects that inter-pret the general foundations of teaching principles of education, educationalpsychology and child study, and the history of education.
The committee would like to give special importance to the courses in psychologyand child study, to which it is suggested the study of the Mother Play, book shouldbe related. The subject, however, will have little significance in the mind of thestudent unless it is accompanied by actual observation of children and opportunitiesfor some intimate companionship with them. In the history of education it is Butgested that only an introduction to the subject be given, rather than extended study,as it is work that can be ca 'ed so far that it is more suitable for graduate study whengiven intensively.
The major part of the course should be spent on the history of the modern period ofeducation as developed in Europe and America.
Section 3. Xindevarten education.Kindergarten education includes theupecialprofessional subjects that are practical, as well as those that are theoretical. Theamount of time given to these subjects will no doubt vary in different schools, and itis well that it should do so. Uniformity.in detail would be something to be deplored,but the proportion suggested by the committee is on the basis of sufficient actualexperience in the doing of the pieties,' activities to give power, variety, and famili-arity. Paralleling or following these courses a sufficient proportion of theory is plannedto reinforce these with a broad outlook. There is also planned a study of Froebel'sbooks and of those who have interpreted him or have written material which gires
, parallel views. There is freedom here for a deeper study of the Mother Play, so thatthe book may be used not only as en interpretation of children's activities in relationto child study, but also as an expression of the philosophy underlying the system ofIodising (ese.MaeVatinel, Teachers College Record).
/DILLS is RINDIBOARTIN TRAINING. 55
Section 4. Related professional subjects.The committee does not desire in a briefoutline liNe this to indicate in much detail the work in these subjects. It offers onlya few explanations and suggestions. In the arts it is suggested that the work will bebroader if the subject cover two phases; first, the study for the sake of personal powerand appreciation and also technique; second, its use in the applied art of teaching.Nature study is listed under the head of natural science. It should be given aoughly scientific foundation and must be given a thoroughly defined place. "Tegames) and physical training should, if poesible, extend throughout the two years andthe same double aspect of the subject should be preserved here.
It might be well if the games were given in connection with physical training;thus avoiding a scattering of subjects and indicating to the student the relation be-tween them. It is suggested that some work for use in playgrounds might be givenand a discussion and consideration of the planning, equipment, and apparatus forplayground for very young children.
The course in child and school hygiene should be made as practicable as possible,giving the genetic point of view and taking up many of the phases of social welfarework, which gives so much value to the relation between the school and the com-munity.
With regard to primary methods, it is not the aim of the committee to give to thestudent training which fits her to be a primary teacher; but it is important that sheshould have some work which develops a sense of perspective and a little experiencewith children in the grade just above that which she expects to teach; eo that the con-trast and wider knowledge may contribute to a more intelligent development of thechildren of kindergarten age.
Suggested text and reference books.The following list is compiled from 12 lists sentin by committee members. The books named are those used by the largest number.
Psychology and Child Study:Prychology.Psychology. James' Briefer Chose.Fundamentab of Child Study. Kirkpatrick.Tha Individual in the Making. Kirkpatrick.Growth and Education. Take.Education by Plays and Games. Jamas.Hygiene and the Child. German.
General Iducation:The Educational Prooew. Bogle,.the Normal Child and Primary Education.
Gesell.How We Think. Doses.The Child and the Curriculum. Dewey.The School and Society. Dewey.
Kindergszters Education:The Mother Plays. /Yodel.The Education of Man. ?rubeltradagogice of the Kindergarten. 'Froebel.Education by Development. Praia.Letters to a Mother. Blow.The madirgaram. BbwHitifrosboil Educational laws. i.WLT .4. 214 t e
Kinderprum education --Ccastinned.A Study of Child Nature. Barrios.Experimental Studies in Kindergartai Educa-
tion. (Teasers Caere Becordi'History of Education:
Brief Comae In the History of }Wootton. Mow
Changing Conceptions of Education. Csibberls.The Kindergarten in American Education. 'Mae-
despoiler.General SubWets:Art
The Fine and bide/trig Arta 111111' Elentint-sty SchooL Serst.
MusioEducation Through Music. Ferseworfk.
LiteratureLiterstare in the Elementary School Mc.
Meta.How to tell Stories. S. C. Brgest
Nature Study, Nature Study. Bolts.
Native Study and Lira &dee.
IV. IDEALS IN KINDERGARTEN TRAINING.
(Report peranted by the Committee of Nineteen of the Internatkonal Inulargortan Union.)
In addition to "Standards of Entrance Requirements" and"Standards for Courses of Study" that have been presented, "Stand-ards in Ideals" underlying the courses of study may be presented aaworthy of the earnest consideration of those engaged in the trainingof the kindergartner.
66 _ SINDISGARTEN TRAINING SCHOOLS.
Not the kindergarten technique alone is important, but also thattraining for social work whiohwill influence the home and communitylife of mothers and children. Special studies and lectures should begiven which will assist students in the organization and oonduot ofmothers' clubs and parents' meetings and will enable them to becomeefficient social workers in their communities.
Since the kindergartin is an integral part of the whole of educa-tion, the kindergarten training school should give knowledge of thebest for whioh the primary school stands. It should define theinfluence which the kindergarten prinoiples and practices shouldexercise upon elementary school work.
The kindergarten agencies, the song, games, story, creative self-expre&ion through handwork, have become firmly established in theprimary school. Too often, however, these agencies have been usedwithout the insight into the educational principles they illustrate.
To establish organized connection between the kindergarten andthe elementary grade, it is imperative that the connection be madeby persons familiar with the best practice of the kindergarten andthe best practice of the elementary grade, and thoroughly cognizantof the educational principles underlying these respective practices.
"The teacher is an educator, not merely an instructor."Individual development of body, mind, and character of students
should be earnestly sought, as well as the endeavor to acquire astandard course of study. Training must be given for responsibility,adaptability, efficiency in new situations, and -initiative.
Homes for students have been opened in connection with a fewtraining schools, where the work and social responsibilities are takenup as a part of the daily training for individual development of theyoung women.
Many training schools are applying in their work with studentsthe kindergarten principles and methods, allowing the student todiscover these rather than to take so much upon authority, as hasfrequently been done in the past. If students see these principlesin the nature of the developing child as well as in the Froebelianbooks, they will recognize the value of the authority.
To develop a wise, independent judgment of values, for instance,in songs, games, stories, etc., not only in school work but outside ofschool hours, is an ability which students should acquire.
The development of the religious life of the students should alsoreceive attention equal to that in any good college.
The kindergarten course, to be successful, must develop creativeself-activity in the students.
In standardizing ideals, the Committee of Nineteen agree thateven when certain books are read and studied by all, certain formulawith materials underitood and followed, certain fixed standards of
aIDEALS IN KINDERGARTEN TRAINING. 57
personality and scholarship attained, the real work of awakeningthe spirit has only begun. The spiritual significance of the workmust be deepened by the elimination of all that is capricious, senti-mental, and superficial.
To develop insight and impart vitality, now that the pioneer days,iare over, is the greatest task of the modern training school.
The following statements were presented by several members ofthe Committee of Nineteen at a meeting held in Cincinnati February25, 1915, and are included this report:
OUTLINE OF IDEALS FUNDAMENTAL IN WORK OF TRAINING CLASS
(Fly Mrs. Amex H. P1M7/11, formerly principal of the training school of the Froebel Kindergarten Am.elation, Chicago.)
Two points of view:(a) Personal development of student as to character, and along lines of the study
and love of art, science, literature, etc., as well as her ca*ity for home-making.
(b) Such training as shall strengthen and develop a wise and,loving attitude towardchildren, which always reacts most favorably on the student's own personality.This must include
(1) A, true respect for child nature and study of child's individuality;(2) Attention to the variations in child nature;(3) Analysis of child's tendencies;(4) Comparative study of groups of children;(5) Some knowledge of the children's home environment;(6).A balanced judgment of their manifestationt
All of this implies much personal contact with children while the student is intraining. Theorizing and psychologizing, however good, are not sufficient. Thetraining school should provide for concrete, though necessarily condensed, experience
in all these points. This implies a training in personal responsibility, which islacking in the average young woman recently graduated from the high school (se wellas in those who come from some homes of the present day). It implies training inefficient adaptability to the situations in which the student may find herself. Itimplies an immediate and practical use of class study in psychology, now perhapsfor the first time reduced to a working basis.
Other means of training in responsibility and efficiency lie in the hoinely dailyduties of the kindergarten, viz, caring for ventilation and neatness of the room, over-sight of the children's personal habits, laws of hygiene, etc., caring for the materialand teaching the children to be responsible for it; attention to time divisions forwork and play, etc.
This implies oversight by the training teacher,of the student's choice of song, story,pictures, gamest material selected outside of the ordinary tools of the kindergarten.She should have such comparative experience now, while she is under guidance, aswill make for a wise,and independent judgment of values, that size may not be ledastray by all that comes to her from the press and other sources labeled "for the kinder-garten." It implies that she have a love for and some knowledge of nature's laws,in order to guide the children in their work with seeds, gardening, care of much domes-tic animals as may be brought to them, etc. It implies an ability to lead the child'sinterest in nature materials, as well as in picture, song, story, etc., to higher levels;an ability to hold him to his beet, in whatever he is doing, without interfering
5$ JaNDIERGARTIN TRAINING 5ON002.11.
too much with the child's spontaneous effort to master his own problems, for hisinstinctive curiosity should be led to replace itself by higher mental process whichis still normally childlike.
The training tchool must alio consider to some extent the quedtion"after kinder-garten, what?" Therefore the student should have some knowledge of the beat thatthe elementary school stands for to-day, that children leaving the kindergarten maynot find themselves strangers in a strange land. The training student should be madeto feel that the kindergarten is but part (.f a larger whole, and that its isolation meansweakness if not death.
Out student is a social being as well as an individual, therefore all the vital ques-tions of life are to be, or are now, hers, and she should have help in the art of livingwith her fellows. To this end a "Student's home" seems to be almost a necessaryadjunct to a training school. Out of this closer life with her fellow students will comelagoons that can not be set down in any curriculumfriendships which vitally affectcharacter fcir better, for worse, and many lessons in human nature, in home problems,in self-government, etc.
Nothing has been said definitely about the student's spiritual growth, but if all"religion has relation to life, and the life of religion is to do good," we have a rightto believe that the guiding, controlling, right motive of the student in all that hits.been suggested is the center, the spring from which the higher life may flow.
Here is where the personal human contact between training teacher and studentmay make, or mar, development. It means a course of study and action in which astranger may not meddle, and yet the "motive" ie what gives strength and poise toevery human soul.
Such, in brief, are the Meals for which we should stand, knowing well that everytruth which we inculcate, ifepoken with a right motive at the heart of it, will 'remainand like the 'mist which went up from the earth' will fall again and water the wholeface otthe ground."
IDEALS OP KINDERGARTEN TRAINING SCHOOLS.
(ay LOOT WHULOCC, Principal of the Wheelock Kindergarten Training gohool, Boston, Yam)
I. Environment.Thekindergarten training school should be suitably housed in'light, airy rooms, with appropriate pictures upon the walls, and other reminders ofthe ideals which govern the work with the children. Pleasant surroundings help inthe social atmosphere of the school, and have an effect in determining its efficiency.
II. Numbers. A large training school offers the stimulus of numbers. It makespossible a more perfect democracy. It prevents provincialiBm by bringing studentsinto contact with many others, often from different parts of the country. The horizonof each is widened, and the life of each individual student enriched by interchange ofidesul and contact with different personalities.. The large school secures more espritde carp/ and enthusiasm.
III. Faculty. The faculty of a training school should be sufficiently large to secureIndividual attention for each student.
There should be an expert teacher in all departments and a special teacher forgeneral educational subjects, such as psychology, history of education, and principles'of education.
Special teachers for music, art, handwork, games, and stories should be provided.The supervisor of practice should follow carefully the work of each student andbe ableto judge of her ability in controlling children and of her teaching capacity.
IV. Ourrieulust.The curriculum of the training school should include the generaleducational and special subjects already mentioned, as wellas a careful and continuedstudy of Froebelian literature and Froebelian materials.
IDEALS I2!E/ITDERGARTEN TRAINING.. 89
Every school owes its students the opportunity to become thoroughly acquaintedwith these Froobelian agencies.
Other materials may be stud ied and used, and the student should become sufficientlyIndependent in her thinking to be able to choose those best adapted to meet her ownconditions as the future may develop them.
Some cultural subject, as literature or ethics, should make a part of the curriculumin order that doors may be opened into a larger life and the students may have helpin their own thinking and a treasury from which to draw. qi
V. Child - study. Child -study should be correlated with psychology and the obeerva-tion of the junior year. The observation should begin with the opening of the courseand continue throughout the year for at least two or three days a week.
The scientific attitude gives the desire to know. 'Knowledge leads to understandingand understanding means sympathy; hence the scientific attitude toward child life.
The ideal for the observation is living with the children according to Froebel'smotto.
The student should be allowed to participate in the games and to becomea part ofthe kindergarten life without taking any direct teaching.
VI. Aim.The students in the kindergarten training school, as well as the childrenin the kindergarten, have a right to the life that now is. They have a right to thenormal relations of life during the two years of training.
No drill, no preparation for dreaded examinations, should take the place of thenormal interest in studies and in child life, which will make an earnest, thorough, andenthusiastic teacher and a lovable woman.
The school is society, and the student in training is already a member of society. Apart of her training is to equip her to meet all the relationships whickt naturally claimher. She should be from the first in sympathetic cooperation with her fellow studentsand teachers.
The curriculum should not be so crowded as to make all social intercourse impossibledining the time of training.
The kindergartner comes into closer relation with the families of the neighborhoodthp any other person; therefore, she is a social worker.
The training course should include a study of sociology, of community problems, ofchild-welfare agencies and racial psychology, so tharthe student on graduation mayfind herself not only perfected in the technique of the system, but ready to meet thedemands that will be made upon her in her neighborhood work.
IDEALS BASIC OF KINDERGARTEN TRAINING.
(By Mrs. )(Aar Booms PAO', Principal of Chkaco Kindergarten Institute, Chicago,
FOR, ADULTS.
1. By means of cultivating personalities..2. The highest standard of civilization should be incorporated In the curriculum
such as philosophies, history, science, literature, art, etc.S. Curriculum should be based on spiritual interpretation of life.
(a) Life itself is the expression of spirit.(6) Means to the above end; ethics practically demonstrated as well as stutled;
a student resident home to embody the above.(c) Special course in home-making.
4. Apply concretely ideals in student work through social relations.(a) Thrqugh sympathetic and emotional channels.(6) Intellectual development in relation to curriculum and ethical life.(c) Training of will by application of self activity in practical affairs.
IS. Presentation of ideals for service.
KINDERGARTEN TRAINING SCHOOLS.
POE CHILDREN.
1. By means of fine personalities believing in ideals, and standards working for themalong concrete lines.
2. Constant aim, the development of character for the sake of life; and the relation ofthe human beings to the Unseen.
3. Presentation of ideals.(a) Through actual experiences.(b) Through all means offered by the kindergarten ("doing") music, art, lit-
erature, technical materials, etc.(c) The interpretation of all means for the above ends with distinct emphasis
on "feeling, thinking, willing" for social good.
IDEALS IMPLIED IN STANDARDS OP KINDERGARTEN TRAINING.
(By AucLE. Erne, Principal, School of Kindergarten Education, Pratt Institute, Brooklyn, N. Y.)a.
In the training of the kindergartner, or child educator, Froebelian educationalideals should take precedence. They should be taken into consideration in arrangingthe curriculum, in determining the relation of subject to subject and in the order inwhich experiences are given to the student.
The kindergartner is to become an educator, not merely an instructor, and shouldexperience the meaning of self-education and self-knowledge. She should have, inkfar as possible, first-hand experiences of life prior to theorizing about them. The plan,of the training school should be such that it may furnish opportunities for assumingresponsibilities, for fulfilling duties, for taking the initiative, for self-government,for meeting new problems, and for culture and general efficiency. Wherever possible,homes should be opened in connection with the training school, so that students
and of socialresponaibilities, and learn to adapt themselves to each others' differing ideals of living.
As the held of the kindergartner is a wide one, covering work with mothers as wellas children, of all races, classes, and creeds, some general soeiologicatiutlookis imper-ative. The student must become familiar with existing conditions of life in thehomes of her children, and with the modern agencies for the betterment and educationof these people. Lectures on related topics, and opportunities to visit settlements,institutions, and schools should be given to all student kindergartners.
The varying physical conditions found in children of kindergarten age, togetherwith the prevalence of contagious diseases, make it important for provision to be madefor students to become acquainted with normal physical standards and the tests fordetermining them. Therefore, observation of children in any way departing from thenormal should be made, and some training given in making taste of individuals, sothat normal conditions may be recognized and sustained.
The agencies 4a. creative self-expression of the students should be the excursions,plays, games and rhythms, songs, stories, gifts, and occupatidns of the kindergarten,together with such knowledge of their wider application in music, art, science, andliterature as may be necessary to increase the students' appreciation and culture.
As the work of the kindergartner rests upon an understanding of nature and herprocesses it is of paramount importance that she be placed at some time during hercourse inns environment that will enable her to come in sympathetic touch with allphases of life in nature, especially through participating in the nurture of plants andanimals. The next step which naturally follows ia this gained power of observationand nurture transferred to children. Students should have ample opportunity toobserve all phases of child life, especially manifestations of individual children, andto become responsible for their physical care, as well as for their education. Whilelove for children is what sustains the kindergartner through the patient painstaking
IDEALS IN KINDERGARTEN TRAINING. 61
necessary to nurture, yet only through the following of principles can she hope to makeher work truly educative. A sympathetic attitude is the basis for understanding, butis not enough; she must be guided by definite educational principles. These she willfind in Froebel'e writings, in modern child study, and psychology.
The aim of the kindergarten training is the harmonious development of body andmind in relation to the soul. Spiritual ideas must be placed before the student; shemust become aware of the fact that these can be realized in life, and that only thosethings are worth while which have eternal value.
As the kindergarten is to become an integral part of IL whole of education, thetraining schools for kindergartners should give definite knowledge as to the aims of theprimary school, its methods and means, and the poesible relation it bears to the kinder-garten. Students should see how the educational principles at work in the kindergar-ten may be further defined and carried out as the child's education advances in theschool. They should see that, as mutual understanding of principle comes to kinder-gartner and teacher alike, antagonisms cease, and that they then will find themselvesin company with the many others who are striving for the eternal goal of truth.
While this broader aspect of kindergarten education is an ideal that may not beimmediately realized, it is in accordance with those principles enunciated by Fred=crick Froebel 75 years ago. With renewed insight into the needs of humanity thatmodern life shows us, we can not expect to train its leaders of education in a short time;thONfore, two years would hardly suffice fer realization of these ideals in the trainingof the kindergartner.
IDEALS TO BE REALIZED IN KINDERGARTEN TRAIN-MG.
(By NINA C. VANDICWALIZR, Head 91 KIndergarteu Departmentetate Normal School, Milwaukee, Wb.)
If the conception of education which the kindgrgarten embodies is to be realizedthrough its work, the kindergarten training teacher must be guided by certain idealsin organizing and carrying out a course for the training of kindergartners. Since theright kind of kindergarten work requires certain inborn qualities, the training teachersheik' encourage only young women of earnest purpose, natural adaptation to littlechildren, good intellectual insight, and musical and artistic ability to enter the course.
Because the demands of work with little children are varied, the course must pro-vide for the different kinds of demands. The student requires knowledge alongseveral lines as the basis for her work. She needs to gain an insight into the child'sprogressive development and the educational needs to width that development givesrise. She needs an acquaintance with the instrumentalities of education appropriateto the different stages, and the methods of using them effectively. She needs a knowl-edge of nature, of art, of music, and of literature, since these are agencies for the child'sdevelopment in the home, the kindergarten and the school alike. To hive the prospec-tive kindergartner the knowledge to make her work intelligent in these and other linesmust therefore be one of the training teacher's'ideals.
If the kindergarten course is properly organized, however, this knowledge will havebeen acquired as a means to.an end, that of using it to further children's development.The course must therefore provide opportunity for experience withchildren of differ-ent types and ages, in the different phases of kindergarten work, and under sufficientguidance to insure success. To lead young women to success in furthering children'sdevelopment is to lead them to the evolution and mastery of their own souls, a resultoften bought. with a price by both students and training teacher. To being about thedevelopment in students that will enable their work with children to reach the planeof art is another of the training teacher's ideals.
To give the prospective kindergartner the command of her own resources that willenable her to realize the ideals of the kindergarten in a fair degree is to accomplish the:
62 . KINDERGARTEN TRAINING SCHOOLS.
main purpose of kindergarten tpining. That training has not accomplished its fullpurpose, however, unIstis it has given h 1' the abiding interest in her work that only anexalted conception of life can give. The conception which the kindergarten embodiesis the root from which such an interestgrows and tht; literature which embodies it musttherefore form a part of the kindergarten course. It is from this mainly that kinder-gartners have received the impulse toward the realization of a larger life for them-selves?the life of service-to the mother° of theirchildren, to the school of which thechildren form a part, and to the community in its various forms of cooperative effort.To give students the knowledge needed for effective work with little children, to assistthem in developing skill in carrying on their chosen work in all its phases, and toinspire them to a fuller realization of the meaning of life in its varied relationshipsthese are some of the ideals to be realized in training kindergartners.
c
et.
BULLETIN OF THE BUREAU OF EDUCATION.(Noes. -With the exceptions indicated, the documents named below will be sent free of charge upon
application to the Commissioner of Education, Washington, D. C. Those marked with an asterisk )are no longer available for free distribution, but may be had of the Superintendent of Documents, Govern-ment Printing Office, Washington, D. C.. upon payment of the price stated. Remittantes should be madein coin, currency, or money order. Stamps are not accepted. Numbers omitted are out of print.)
1908.
No. S. State school systems: Legislation and judicial chrisions relating to public education, Oct. 1, 1906,to Oct. 1,1906. Edward C. Elliott. 15 cts.
1908.-No. 6. The apprenticeship system in its relation to industrial education. Carroll D. Wright. 15 as.No. 8. Statistics of State universities and other institutions of higher education partially supported by
the State, 1907-8.
1909.
No. 2. Admission of Chinese students to Amerigan colleges. John Fryer.No. 3. Daily meals of school children. Caroline L. Hunt. 10 cts.No. 5. Statistics of public, society, and school libraries In 1901No. 7. Index to the Reports of the Commissioner of Education, 1867 -1907.No. 8. A teachers. professional librar/. Cis/sifted list of 100 titles. 5 eta:No. 10. Education for efficiency in railroad service. J. Shirley Eaton..No. 11. Statistics of State universities and other institutions of higher education partially supported by
the State, 1908-9. 5 Ms.
1910.No. 2. State school systems: III. Legislation and Judicial decisions relating to Public education. Oct. 1,
. 1908, to Oct. 1, 1909. Edward C. Elliott.No. 5. American schoolhouses. Fletcher B. Dressler. 76 eta.
1911.No. 1. Bibliography of science teaching. 5 as.No. 3. Agencies for the improvement of teachers in service. William C. Ruediger. 15 eta.
No. 4. Report of the commission appointed to study the system of education in the public schools ofBaltimore. 10 cis.
No. 6. Age and grade census of schools and colleges. George D. Strayer. 10 eta.No. 6. Graduate work in mathematics in universities and In other institutions of like grade In the United
Stites. 6 cts.No. 7. Undergraduate work in mathematics In colleges and universities.
No. 9. Mathematics in the technological schools of collegiate grade in the United States. 6 ets.No. 13. Mathematics In the elementary schools of the United Metre. 15 as.No. 14. Provision for exceptional children in the public schools. J. H. Van Sickle, Lightner Witmer,
and L nerd P. Ayres. 10 eta.No. 15. Educational system of China as recently reconstructed. Harry F.. King. 10 eta.No. 19. Statistics of State universities and other Institutions of higher education partially supported by
the Slate, 1910-11. 6 as.1912.
No. 1. A course of study for the preparation of rural-khool teachers. F. Mutative and W. J. Sots.No. 3. Report of committee on uniform records and reports. 6 as.No. 4. Mathematics in technical secondary schools in the United States. 6 etcNo. 5. A study of expenses of city school systems. Harlan Updegraff. 10 eta.No. 6. Agricultural education in secondary schools. 19 cts.No. 7. Educational status of nursing. M. Adelaide Nutting. 10 ota.No. 9. Country schools for city boys. Willhns 8. Myers. 10 ots.No. 11. Current educational topics, No. I.
No. 13. Influences tending to Improve the work of the teacher of anathema' les. acts.No. 14. Report of the American commissloners of the international commission on the teaching of maths.
=tics. 10 att.
II BULLETIN OF THE. BUREAU OF EDUCATION.
*No. 17. The Montessori system of education. Anna T. .Emlth. 5 ob.*No.18. Teaching language through agriculture and domestioncienne. M. A. Lelper. 5 ob.*No. 19. Professional distribution of college and university graduates. Bailey B. Burrltt. 10 eta.*No. 22. Public and private high schools. 25 eta.*No.23. Special collections in libraries in the United States. W. D. Johtnston end I. 0. Mudge. 10 eta.No. 26. Bibliography of child study for the years 1910-11.No. 27. History of publio-echool education in Arkansas. Stephen B. Weeks.
'No. 28. Cultivating school grounds In Wake County, N. C. Zebulon Judd. lets.No. 20. Bibliography of the teaching of mathematics, 1000-1912. D. E. Smith and Chas. Goldziher.
*No. 80. Latin-American universities and special schools. Edgar E. Brandon. 30 cts.
1913.No. 1. Monthly record of current educational publications, January, 1913.
* No. 2. Training courses for rural teachers. A. g. Monahan and It. Ti. Wright. 6 cts.*No. 8. The teaching of modern languages in the United States. Charles II. Ilandschin. 15 cis.* No. 4. Present standards of higher education in the United States. George E. MacLean. 20 etaNo. 6. Motthly record of current educational publications, February, 1913.
*No. 6. Agricultural instruction in high schools. C. IT. Robison and ' 13. Jenks. 10 cts.*No. 7. College entrance requirements. Clarence D. Kingsley. 15 cts.*Na 8. The status of rural education in the United States. A. C. Monahan. 15 eta.No. 11. Monthly record of current educational publications, April, 1913.
*No. 12. The promotion of peace. Fannie Fern Andrews. 10 cis..0No. 13. Standards and tests for measuring the efficiency of schools or systems of schools. S cts.No.15. Monthly record of current educational publications, May, 1913.
*No. 16. Bibliography of medical inspection and health supervision. 15 cts. .
*No. 18. The fifteenth international oongress on hygiene and demography. Fletcher B. Dressler. 10 ots.*No. 19. German,Industrial education and its lessons for the United States. Holmes Beckwith. 15 cts.*No. 20. Illiteracy in the United States. Wets.'No. 21. Monthly record of current educational publications, June, 1913.
-*No. 22. Bibliography of industrial, vocational, end trade education. 10 cts.*No. 23. The Georgia club at the State Normal &Loot, Athens, Ga., for the study of rural sociology. F. C.
da Branson. 10 ets.eNn. 24. A comparison of public education in Germany and in the United States. Georg Kerschenstelner.
5 cts.*No. 25. Industrial "'location in Columbus, Ga. Roland B. Daniel. 5 ctn.*No. 26. Good roads arbor day. Susan B. Sipe. 10 eta.* No. 28. Expressions on education by American statesmen and publicists. 5 eta.*No. 29. Accredited secondary schools in the United States. Eendrk C. Babcock. 10 eta.*No. 30. Education In the South. 10 chi.* No. 31, Special features in city school systems. 10 eta.* No. 34. Pension syvems in Great Britain. Raymond W. Sies. 10 cts.* No.35. A lbt of books suited to a high-school library. 15 eta.*No. 36. Report on the work of the Bureau of Education for the natives of Alaska, 1911-12: 10 ots.No. 37. Monthly record of current educational publications, October, 1913.
`Wm 38. Economy, of time in education. 10 ets.*No. 40. The reorganized school playground. Henry 8. Curtis. 10 eta.*No. 41. The reorganization of secondary education. 10 cis.*No. 42. An experimental rural school at Winthrop College. R. B. Browne. 10 eta.*No. 43. Agriculture and rural-We day; material for its observance. Eugene C. Brooks. 10 Ms.*No. 44. Organised health work in schools. E. B. tired. 10 Ma.No. 4i. Monthly recce d of current educational publicattems, November, 1913.
*No.46. Educational directory, 1913. 15 cts.No. 47. Teaching material in Government publications. F. K. Noyes. 10 ots.* No. 48. School hygiene. W. Carson Ryan, Jr. 15 eta.No. 49. The Farragut School, a Tennessee country-We high school. A. C. Monahan and Adams Phillips.
*No. 50. The Fitchburg plan of cooperative industrial education. M. R. McCann. loots.*No. 61. Education of the Immigrant. 10 ots.* No.,52. Sanitary schoolhouses. Legal requirement! in Indiana and Ohio: 5 ets.No. 63. Monthly record of current educational publications, December, 1913.No. M. Consular reports on industrial education in Germany.No. 56. Legislation and Judicial decisions relating to education, Oct. 1, 1909, to Oct. 1, 1912. James
C. Boykin and William R. Hood.No.68. Educational system of rural Denmark. Harold W. Foght.No.50. Bibliography of education for 1910-11.No.60. Statistics of State universities and other Institutions of higher education partially supported by
the State, 1913 -13.
BULLETIN OF THE'BUREAU OF EDUCATION.
1911.No. 2. Compulsory school attendance.No. 3. Monthly record of current educational publications, February, 1914.No. 4. The school and the start in life. Meyer Bloomfield.No. 5. The folk high schools of Denmark. L. L. Friend.No. 6. Kindergartens in the United States.No. 7. Monthle record of current educational publications, March, 1914.
No. 8. TheMassachusetts home-project plan of vocational agrlculturaleducation. R. W. Fithnson. 15cts.No. 9. Monthly record of current educational publications, April, 1914.No. 10. Physical growth and school progress. B. T. Baldwin.
No. 11. Monthly record of current educational publications, May, 1914. 5 cts.No. 12. Rural schoolhouses and grounds. F. B. Dressler. 50 eta.No. 13. Present status of drawing and art in the elemkary and secondary schools of the U States.
Royal 13. Farnum.No. 14. Vocational guidance.No. 16. Monthly record of current educational publications. Index.No. l& The tangible rewards of teaching. James C. Boykin and Roberta Ring.No. 17. Sanitary survey of the scbools of Orange County, Va. Roy K. Flannapn.
No. 18. Thepublic school system of Gary, Lad. William P. Burris. 15 eta.No 19. University extension In the United States. Louis E. Reber.No. 20. The rural school and hookworm disease. J. A. Ferrell.No. 21. Monthly record of current educational publications, September, 1914.No. 22. The Danish folk high schools. II. W. Foght.No. 23. Some tradaschools in Europe. Frank L. Glynn.
+ No. 24. Danish elementary rural schools. H. W. Foght. 10 as.No. 25. Important features in rural school Improvement. W. T. Hodges.No. 26. Monthly record of current educational publications, October, 1914.
No. 27. Agricultural teaching. 15 eta.No. 28. The Montessori method and the kindergarten. Elizabeth Harrison.No. 29. The kindergarten in benevolent institutions.No. 30. Consolidation of rural schools and transportation of pupils at public expense. A. C. Monahan.
25 cts.* No. 31. Report on the work of the Bureau of Education for the natives of Alaska. 26 eta.No. 32. Bibliography of the relation of secondary schools to higher education. R. L. Walkley.No. 33. Music in the public schools. Will Earhart.No. 34. Library Instruction in universities, colleges, and normal schools. Henry R. Evans.
$ 140. 35. The training of teachers in England, Scotland, and Germany. Gkarles H. Judd. 10 eta.No. 36. Education for the home-Part I. General statement. B. It. Andrews.
* No. 37. Education for the home-Part II. State legislation, schools', agencies. B. R. Andrews. 30 eta.No. 38. Education for the home-Part III. Colleges and universities. #C R. Andrews.
No. 39. Education for the home-Part IV. Bibliography, list of schools. 13*. It. Andrews. 10 eta.No. 40. Care of the health of boys In Girard College, Philadelphia, Pa.No. 41. Monthly record of current educational publications, November, 1914.No. 42. Monthly record of current educational publications, December, 1914.
No. 43. Educational directory, 1914-15. 20 eta.No. 44. County-unit organization for the administration of rural schools. A. C. Monahan.
No. 46. Curricula in mathematics. J. C. Brown. 10 eta.*No. 16. School savings banks. Mrs. Sara L. Oberholtker. 4cts.No. 47. City training schools for teachers. Frank A. Manny.No. 48. The educational museum of the St. Louis public schools. ('. G. Rothman.No. 49. Efficiency and preparation of rural-echool teachers. II. W. Foght.No. 60. Beat/Mks of State universities and State colleges.
1915.
*No. 1. Cooking in the vocational school. Iris P. 011eary. 5 eta.No. 2. Monthly record of current educatibnal publications, January, 1915.No. 3. Monthly reoord of current educational.publioations, Februely, 1915.No. 4. The health of school children. W. B. Heck.-No. 5. Organization of State departments of effiacatfon. A. C. Monahan.No. 6. A study of the colleges and high schools in the North Central Association.No. 7. Accredited secondary echoolsIn the United States. Samuel P. Capon.No. & Present status of the honor system in colleges and universities. Bird T. Baldwin.No.9. Monthly record of current educational pubikatIons, March, 1915.No. 10. Monthly record of current educational publications, A pry, 1915.No. 11. A statistical study of the publio-echool systems of the southern Appalschkin Mountains. Nor%
Man Frost.
=LUC= OE TEN BUNEAU. ON EDUCATION.
No. 12. History of publioechool eduostIon in Alabama. Stephen B. Weeks.No. 13. The schoolhouse as the polling place. E. J. Ward.No. RI...Monthly reoord of current edocatkoal publications, May, 1915.
*No. 15. Monthly record of current educational publications. Index, Feb., 1914-Jan., 1913. 6 cts.No. le. Ifonthlylecord of current educational publications, June, 1915.No. 17. Civic education in elementary schools as illustrated in Indianapolis. A. W. Dunn.No. IA. Leal *dilation in Great Britain. H. 8. Richards..
No. 19. litatistke of agricultural, manual training, and industrial schools, 1913-14. 10 eta.No. 20. The nail school system of Minnesota. H. W. Foght.No. 21. Schoolhouse sanftation. William A. Cook.No. 72. State versus local control of elementary education T L. MacDoweir
*No. 23. The teaching of community civks. 10 as.No. 24. Adjustment between kindergarten and first grade. Luella A. Palmer.No. 25. Public, society, and school libraries.No. 26. Secondary ochoola in the States of Central Amnia, South America, andthe West Indies. AnnaT. Smith.No. 27. Opportunities for foreign students at collegesand universities in the United States. Samuel P.Copan.No. 2e. The extension of public education. Clarence A. Perry.No. 29. The truant problem and the parental school. James S. Hiatt.No. 30. Bibliography of education for 1911-12.No. 31. A comparative study of the salaries of teachers and school allows.No. 32. The school system of Ontario. H. W. Foght.No. 33. Problems of vocational education to Germany. George E. Myers,
*No. 34. Monthly record of current educational publkations, September, 1915. 5 cis.No. 35. Mathematics in the lower and middle commercial and industrial schools. E. H. Taylor.No. 36. Free textbooks and State uniformity. A. C. Monahan.No. 37. Some foreign educational surveys. James Mahoney.No. 88. The university and the municipality.No. 39. Thttraining of elementary school teachers in mathematics. I. L. Randal.No. 40. Monthly record of current educational publications, October, 1915.No. 41. EllgnifiCant school extension records. Clarence A. Perry.No. 42. Advancement of the teacher with the clear. James Mahoney.No. 43. Educational directory, 1915-16.No. 44. School administration in the smeller cities. W. 8. Deffenbaugh,No. 45. The Danish people's high school. Martin Ragland.No. 46. Monthly record of current educationalpublications, November, 1915.No. 47. Divest of State laws relating to public education. Hood, Weeks, and Ford.No. 48. Report on the work of the Bureau of Education for the natives of Alaska, 1913-14.No 49. Monthly record of current educational publications, December, 1915.No. SO. Health of school children. W. H. Heck,
1916.No. 1. Education exhibits at the Panama-Pacific International
Exposition. W. Carson Ryan, Jr.No. 2. Agricultural and rural oaucation at thePanama-Pacific International Exposition. H. W. Foght.NO. 3. Placement of children in the 41ementary grades. K. J. Hoke.
No. 4. Monthly record of current educational publkations, January, 1916.No. 6. Kindergarten training echools.
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