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to which the child reacts favorably; blue becomes the sign of a dress which the child likes to wear, and so on; and the distinctive reactions tend to single out color qualities from other things in which they had been submerged. Variations in form, size, color, and arrangement of parts have much less to do, and the uses, purposes, and functions of things and of their parts have much more to do with distinctness of character and meaning than we should be likely to think. What misleads us is the fact that the qualities of form, size, color, and so on, are now so distinct that we fail to see that the problem is precisely to account for the way in which they originally obtained their definiteness and conspicuousness. So far as we sit passive before objects they are not distinguished out of a vague blur which swallows them all. Differences in the pitch and intensity of sounds leave behind a different feeling, but until we assume different attitudes toward them, or do something special in reference to them, their vague difference can not be intellectually gripped and retained.1

A child might develop in a way that would be more valuable for his next step in education if kindergartners would find or create situations which call for discrimination rather than place so much emphasis upon results of sense development, the knowledge of form, size, etc.

Thirty-seven kindergartners mentioned that the ability the kindergarten child gained in counting concretely by wholes, halves, quarters, etc., should be of some benefit for the first grade. Here again a compromise is necessary. Does the kindergartner overemphasize mathematics, developing a child far beyond his needs, or is the primary teacher not able to take advantage of what he has learned in the kindergarten? Perhaps there is a little of both. Faulty psychological ideas may be responsible for some of the kindergartner's emphasis on mathematics.

The same questions may arise in regard to listening to a story and enjoying good literature. Does the kindergartner overestimate the value of these, or the primary teacher underestimate it, or is it that the primary teacher has not the time to develop the children in these ways? The latter seems the most likely, yet assuredly the choice story well told is one of the most effective ways of inculcating high ideals.

The development of memory is mentioned by seven kindergartners as one of the advantages of kindergarten training. Memory, as the psychologists now tell us, is a capacity that can not be "developed." A kindergartner can give a content for it, store it as far as possible with good literature, happy times, etc., but she can not increase its retentiveness as a preparation for the first grade.

A few kindergartners spoke of the pleasant tone of voice which a child should develop in the kindergarten. Attention is not generally paid to this point, and it is no wonder that primary teachers omitted to mention it as a characteristic of children trained in the kindergarten.

The beginning of phonics was mentioned by a few. This practice is not general; it consists of imitating the calls of animals, or of recog

1 Dewey, John. How We Think, p. 122.

nizing words or names that begin with the same letter. Where children of 6 are still in the kindergarten, it might be advisable to begin this work, but where those of 5 or 5 are promoted, it can safely be left for the later grade.

The general conclusions are that, in the main, the kindergartner is consciously aiming to give and is giving the children the kind of education which the primary teachers find is helpful in the next grade.

There has been implied in the mention or nonmention of characteristics in the two sets of answers some possible adjustments which might be made in both kindergarten and first grade. Thirteen kindergartners feel that all adjustments should be made in the primary; three state that the kindergarten only should make them; five say that none are necessary.

In order that the kindergarten and primary should come into closer connection, it is suggested that

Kindergarten courses include primary methods....
Primary courses include kindergarten...

Kindergarten teachers study primary work.

Primary teachers study kindergarten....

Other means suggested for a better understanding are

Primary teachers visit kindergarten.

Kindergartners visit primary.

Conferences of kindergartners and primary teachers.

Kindergartners teach in 1A.

Primary teachers teach kindergarten.

Mothers' meetings be held together.

Connecting class be formed.

To gain full value of kindergarten training the following is suggested:

Kinder

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Provide separate first-grade class for children trained in kindergarten. Abolish age limit for promotion to first grade, and send child on when developed enough for primary work.....

To carry over the kindergarten spirit into the grades, several changes are suggested:

Comparison of these points for adjustment reveals again that primary teachers and kindergartners are quite in sympathy with regard to the treatment of some of the problems.

Primary teachers mention the need of freer discipline in their own grade more than the kindergartners, but perhaps the kindergartners think that the introduction of movable chairs and tables would have the effect of freeing the discipline. One kindergartner voices her main criticism of grade work as a lack of "mother feeling toward the child from the teacher." The need of having the seat work more creative and the dropping out of number work are points which the grade teachers alone mention.

It is interesting to note that while the kindergartners placed great stress on the mathematics which the child gained in the kindergarten, the only mention the grade teacher makes of the subject is to desire its elimination from the grade. Is there ground here for investigation into the kind of number work which children of 5 to years of age are able to use in their problems? Should it be only that which is called for in the measuring of material for making toys and useful articles, in buying at the toy store, in dividing treasures evenly with one's neighbors?

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Some of the kindergartners' replies state very clearly that their aim is to develop the child to the fullest of his present capacity, and in this way to prepare for the next grade.

A primary-grade teacher may reasonably expect that kindergarten training will result in an awakened child.

I firmly believe that a primary teacher may reasonably expect that an average child with kindergarten training should be able to meet every requirement of the first grade with intelligence and appreciation. He comes to his work with an open mind, ready to approach any task with enjoyment and enthusiasm. He has gained a sense of justice and honor as well as a high standard of moral and spiritual worth.

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When our kindergartens are taught by teachers whose attitude toward children is like that described in the following letter, and when first-grade teachers have dreams such as those of the writer of the letter, an adjustment between the kindergarten and primary will

be an assured fact; that is, if superintendents and principals allow each teacher the liberty to work out the problem to the best of her ability:

P. P. CLAXTON,

Commissioner, Washington, D. C.

DEAR SIR: My experience in first-year primary work with kindergarten and nonkindergarten trained classes has strengthened my early conviction as to the value of the kindergarten. It is often difficult to lay hold upon results in education, and to say of this or that that it was due to a certain cause. It is impossible for one to say whether children with kindergarten training pass through the grades more rapidly than children without such training, because my observation has not been sufficiently extensive; but that children with kindergarten training have advantages came home to me a few years ago when, after several years of experience with children of this class, I undertook a school which had received no kindergarten training. The unresponsiveness with which I met was something I could not at first account for. There are kindergartens whose influence is over-refining that send out a superficial, hothouse product. There are kindergartens governed by the old-time formal school methods. The effect of either of these is to dwarf the mind, and any advantages derived from them could not compensate for the arrested development of the child's individuality. "It is the self-activity of the child that counts most in his development and education."

The real kindergarten-the kindergarten which fosters the self-activity, the spontaneity and play impulse of the child, that promotes his individuality and that at the same time inculcates a regard for law and a respect for the rights and privileges of others, that arouses in the child a wholesome interest in the life about him and that quickens his senses-will exert, I think, a lasting influence; one that will tell all through his period of mental development. Children from such a kindergarten enter upon the first-grade work with good motor control, with habits of industry, order, courtesy, obedience, and self-control, with a larger language power, with minds awake, and with joy in their conscious power of self-expression.

For two years it was my good fortune to receive children trained in a kindergarten of this sort. These children had gained in physical control as evidenced in their lightness of feet, in their free and graceful movements, in the self-respecting posture of head and chest, and in their ability to work with their hands. They had learned to work, were self-helpful, inventive, and resourceful both in their work and in their play. The handwork, especially the free-cutting, was something exceptional, and manifested not merely manual dexterity, but power to see, power to image clearly an idea, and power of fixed attention.

Through its stories, gift lessons, conversations, play, and observations in the animal and plant world, the kindergarten develops the child's imagination, widens his experience, quickens his sympathies, stimulates his powers of observation, and increases his language power. All these exercises which contribute to power in discrimination of form, in ability to see number relations, and to broaden experience, are invaluable aids to the child when he enters upon his more formal grade work. Through its games and occupations habits of courtesy and helpfulness are fostered. And above all, the kindergarten contributes to the child's happiness.

I believe that the spirit of the true kindergarten should animate every primary school, that its methods of instruction should be continued, and that natural and spontaneous work and play and rest should receive their due share of attention. But the crowded condition of most primary schools permits little opportunity for freedom and individual self-expression, and it often seems to necessitate the instructing

method of teaching. In my dreams I often look forward to a time when 30 pupils will be the maximum assigned to a teacher, and when the first grade shall have two adjoining rooms-one of these similar to our present schoolroom, the other equipped with kindergarten furniture, a sand table, low windows, and window boxes. In this room the children would gather for the morning circle with its conversations and stories; here the children would repair when their class work was ended or their seat work completed, to work or play or rest, according to their impulse. Such a plan would make possible the use of the kindergarten methods in the primary school. Very respectfully,

To sum up, there is on the part of superintendents, principals, primary teachers, and kindergartners a desire for the better coordination of the kindergarten and first grades. There is a conscious working for it and a unanimity of opinion in several ways as to how it may be promoted. The one thing needful to make it an accomplished fact is, as several kindergartners stated, a clearer understanding of the little child, his point of view, and his development. It is necessary to know the interests and powers that continue to develop gradually and the rate of development during the years from 4 to 8. We must know what interests are gradually superseded and what other interests are coming into prominence and need to be introduced in the first grade. We must study the child to find out what he needs in his development.

In

No connecting class seems necessary. The kindergarten should take the child to the point where interest becomes intense in the use of signs to represent language-to the psychological age where the passion for reading and writing begins. The first grade appeals to this new interest. It is the psychological, not the chronological, age which should determine the change. One report suggested that a class of kindergarten children should begin primary reading at midyear, but continue kindergarten work. This transition is all that is necessary to distinguish the kindergarten from the first grade. both classes there should be opportunities for excursions, for games, out doors and in, for conversation about interesting topics, for handwork, such as making of toys and useful articles, for picture writing, for beautiful songs and stories, for dramatic play. The children should be more self-directive in both grades, should get education from real experiences, from what are to the children life problems. The primary class should be limited to 30, so that individual attention can be given to reading for the sake of enjoyment, and mass drill be entirely eliminated. The curriculum should be freer; not only should a teacher be allowed to plan her work to appeal to her particular group of children, but she should not be held responsible for bringing every child up to a certain standard; each should be helped to do his individual best.

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