Not the kindergarten technique alone is important, but also that training for social work which will influence the home and community life of mothers and children. Special studies and lectures should be given which will assist students in the organization and conduct of mothers' clubs and parents' meetings and will enable them to become efficient social workers in their communities.

Since the kindergarten is an integral part of the whole of education, the kindergarten training school should give knowledge of the best for which the primary school stands. It should define the influence which the kindergarten principles and practices should exercise upon elementary school work.

The kindergarten agencies, the song, games, story, creative selfexpression through handwork, have become firmly established in the primary school. Too often, however, these agencies have been used without the insight into the educational principles they illustrate.

To establish organized connection between the kindergarten and the elementary grade, it is imperative that the connection be made by persons familiar with the best practice of the kindergarten and the best practice of the elementary grade, and thoroughly cognizant of 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 a standard 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 few training schools, where the work and social responsibilities are taken up as a part of the daily training for individual development of the young women.

Many training schools are applying in their work with students the kindergarten principles and methods, allowing the student to discover these rather than to take so much upon authority, as has frequently been done in the past. If students see these principles in the nature of the developing child as well as in the Froebelian books, 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 of school hours, is an ability which students should acquire.

The development of the religious life of the students should also receive attention equal to that in any good college.

The kindergarten course, to be successful, must develop creative self-activity in the students.

In standardizing ideals, the Committee of Nineteen agree that even when certain books are read and studied by all, certain formulæ with materials understood and followed, certain fixed standards of

personality and scholarship attained, the real work of awakening the spirit has only begun. The spiritual significance of the work must be deepened by the elimination of all that is capricious, sentimental, and superficial.

To develop insight and impart vitality, now that the pioneer days are over, is the greatest task of the modern training school.

The following statements were presented by several members of the Committee of Nineteen at a meeting held in Cincinnati February 25, 1915, and are included in this report:

OUTLINE OF IDEALS FUNDAMENTAL IN WORK OF TRAINING CLASS.

(By Mrs. ALICE H. PUTNAM, formerly principal of the training school of the Froebel Kindergarten Association, 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 capacity for homemaking.

(b) Such training as shall strengthen and develop a wise and loving attitude toward children, 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 manifestations.

All of this implies much personal contact with children while the student is in training. Theorizing and psychologizing, however good, are not sufficient. The training school should provide for concrete, though necessarily condensed, experience in all these points. This implies a training in personal responsibility, which is lacking in the average young woman recently graduated from the high school (as well as in those who come from some homes of the present day). It implies training in efficient adaptability to the situations in which the student may find herself. It implies an immediate and practical use of class study in psychology, now perhaps for the first time reduced to a working basis.

Other means of training in responsibility and efficiency lie in the homely daily duties of the kindergarten, viz, caring for ventilation and neatness of the room, oversight of the children's personal habits, laws of hygiene, etc., caring for the material and teaching the children to be responsible for it; attention to time divisions for work and play, etc.

This implies oversight by the training teacher of the student's choice of song, story, pictures, games, material selected outside of the ordinary tools of the kindergarten. She should have such comparative experience now, while she is under guidance, as will make for a wise and independent judgment of values, that she may not be led astray by all that comes to her from the press and other sources labeled "for the kindergarten." 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 such domestic animals as may be brought to them, etc. It implies an ability to lead the child's interest in nature materials, as well as in picture, song, story, etc., to higher levels; an ability to hold him to his best, in whatever he is doing, without interfering

too much with the child's spontaneous effort to master his own problems, for his instinctive curiosity should be led to replace itself by a higher mental process which is still normally childlike.

The training school must also consider to some extent the question "after kindergarten, what?" Therefore the student should have some knowledge of the best that the elementary school stands for to-day, that children leaving the kindergarten may not find themselves strangers in a strange land. The training student should be made to feel that the kindergarten is but part of a larger whole, and that its isolation means weakness if not death.

Our student is a social being as well as an individual, therefore all the vital questions of life are to be, or are now, hers, and she should have help in the art of living with her fellows. To this end a "Student's home" seems to be almost a necessary adjunct to a training school. Out of this closer life with her fellow students will come lessons that can not be set down in any curriculum-friendships which vitally affect character for 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 right to believe that the guiding, controlling, right motive of the student in all that has 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 student may make, or mar, development. It means a course of study and action in which a stranger may not meddle, and yet the "motive" is what gives strength and poise to every human soul.

Such, in brief, are the ideals for which we should stand, knowing well that every truth which we inculcate, if spoken with a right motive at the heart of it, will "remain and like the 'mist which went up from the earth' will fall again and water the whole face of the ground."

IDEALS OF KINDERGARTEN TRAINING SCHOOLS.

(By LUCY WHEELOCK, Principal of the Wheelock Kindergarten Training School, Boston, Mass.) I. Environment.—The kindergarten training school should be suitably housed in light, airy rooms, with appropriate pictures upon the walls, and other reminders of the ideals which govern the work with the children. Pleasant surroundings help in the 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 makes possible a more perfect democracy. It prevents provincialism by bringing students into contact with many others, often from different parts of the country. The horizon of each is widened, and the life of each individual student enriched by interchange of ideas and contact with different personalities. The large school secures more esprit de corps and enthusiasm.

III. Faculty. The faculty of a training school should be sufficiently large to secure individual attention for each student.

There should be an expert teacher in all departments and a special teacher for general 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 and be able to judge of her ability in controlling children and of her teaching capacity.

IV. Curriculum.-The curriculum of the training school should include the general educational and special subjects already mentioned, as well as a careful and continued study of Froebelian literature and Froebelian materials.

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Every school owes its students the opportunity to become thoroughly acquainted with these Froebelian agencies.

Other materials may be studied and used, and the student should become sufficiently independent in her thinking to be able to choose those best adapted to meet her own conditions as the future may develop them.

Some cultural subject, as literature or ethics, should make a part of the curriculum in order that doors may be opened into a larger life and the students may have help in their own thinking and a treasury from which to draw.

V. Child-study-Child-study should be correlated with psychology and the observation of the junior year. The observation should begin with the opening of the course and continue throughout the year for at least two or three days a week.

The scientific attitude gives the desire to know. Knowledge leads to understanding and understanding means sympathy; hence the scientific attitude toward child life. The ideal for the observation is living with the children according to Froebel's motto.

The student should be allowed to participate in the games and to become a part of the kindergarten life without taking any direct teaching.

VI. Aim.—The students in the kindergarten training school, as well as the children in the kindergarten, have a right to the life that now is. They have a right to the normal relations of life during the two years of training.

No drill, no preparation for dreaded examinations, should take the place of the normal interest in studies and in child life, which will make an earnest, thorough, and enthusiastic teacher and a lovable woman.

The school is society, and the student in training is already a member of society. A part of her training is to equip her to meet all the relationships which naturally claim her. She should be from the first in sympathetic cooperation with her fellow students and teachers.

The curriculum should not be so crowded as to make all social intercourse impossible during the time of training.

The kindergartner comes into closer relation with the families of the neighborhood than any other person; therefore, she is a social worker.

The training course should include a study of sociology, of community problems, of child-welfare agencies and racial psychology, so that the student on graduation may find herself not only perfected in the technique of the system, but ready to meet the demands that will be made upon her in her neighborhood work.

IDEALS BASIC OF KINDERGARTEN TRAINING.

(By Mrs. MARY BOOMER PAGE, Principal of Chicago Kindergarten Institute, Chicago, Ill.)

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.

3. Curriculum should be based on spiritual interpretation of life.

(a) Life itself is the expression of spirit.

(b) Means to the above end; ethics practically demonstrated as well as studied;

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) Through sympathetic and emotional channels.

(b) Intellectual development in relation to curriculum and ethical life.
(c) Training of will by application of self activity in practical affairs.

5. Presentation of ideals for service.

FOR CHILDREN.

1. By means of fine personalities believing in ideals and standards working for them along concrete lines.

2. Constant aim, the development of character for the sake of life; and the relation of the 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 OF KINDERGARTEN TRAINING.

(By ALICE E. FITTS, Principal, School of Kindergarten Education, Pratt Institute, Brooklyn, N. Y.) In the training of the kindergartner, or child educator, Froebelian educational ideals should take precedence. They should be taken into consideration in arranging the curriculum, in determining the relation of subject to subject and in the order in which experiences are given to the student.

The kindergartner is to become an educator, not merely an instructor, and should experience the meaning of self-education and self-knowledge. She should have, as far 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 assuming responsibilities, 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 may in this way have some experiences of home making and keeping, and of social responsibilities, and learn to adapt themselves to each others' differing ideals of living. As the field of the kindergartner is a wide one, covering work with mothers as well as children, of all races, classes, and creeds, some general sociological outlook is imperative. The student must become familiar with existing conditions of life in the homes of her children, and with the modern agencies for the betterment and education of 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, together with the prevalence of contagious diseases, make it important for provision to be made for students to become acquainted with normal physical standards and the tests for determining them. Therefore, observation of children in any way departing from the normal should be made, and some training given in making tests of individuals, so that normal conditions may be recognized and sustained.

The agencies for creative self-expression of the students should be the excursions, plays, games and rhythms, songs, stories, gifts, and occupations of the kindergarten, together with such knowledge of their wider application in music, art, science, and literature as may be necessary to increase the students' appreciation and culture.

As the work of the kindergartner rests upon an understanding of nature and her processes it is of paramount importance that she be placed at some time during her course in an environment that will enable her to come in sympathetic touch with all phases of life in nature especially through participating in the nurture of plants and animals. The next step which naturally follows is this gained power of observation and nurture transferred to children. Students should have ample opportunity to observe all phases of child life, especially manifestations of individual children, and to become responsible for their physical care, as well as for their education. While love for children is what sustains the kindergartner through the patient painstaking

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