inquiry arises from the fact that the tests applied to determine progress are often quite out of harmony with that theory of education of which the kindergarten is an exemplification. The principles worked out by Froebel in the kindergarten were also by him applied to the later education of children and youth. Therefore, the subsequent progress of kindergarten children ought to be tested by methods which are consistent with those principles.

"Still another obstacle in the way of satisfactory statistical work is the fact that in very many of the classes of the first primary grade only a minority of the children are from kindergartens. The teacher is apt to adapt her methods to the wants of the majority. So it happens that the kindergarten children suffer from a change in the method of their instruction. What was so well begun in the kindergarten is broken off, and, consequently, the results that might otherwise have been expected never appear. Notwithstanding all these difficulties it has been possible in Boston to organize a few primary classes, composed wholly, or almost wholly, of kindergarten children. The progress made by such classes has been eminently satisfactory. This result seems to warrant the belief that if all children could be taken through the kindergarten before entering the primary schools the instruction in the latter would be advanced and enlarged to a degree not now possible."

Much of the information received from other cities I omit because it does not relate to experiences with a sufficiently large number of children. I have, however, condensed the following results from letters sent me by Miss Mary C. McCulloch, supervisor of the St. Louis kindergartens. These letters, thirteen in number, were written by teachers of the first grade, and reported the progress of kindergarten children in each of the several districts of the city. Two of the letters I eliminated because, while kindly in feeling, they were not precise in statement. Of the remaining eleven letters nine reported that kindergarten children were proficient in arithmetic, and affirmed the conviction that the training of the kindergarten facilitated progress in learning to write, and was of marked value in learning to read. The other two recognized no difference in these respects between kin

dergarten children and children who came to school direct from the home. The unanimous verdict was that kindergarten children were superior to others in drawing. All the letters concurred likewise in the statement that kindergarten culture developed the aesthetic sense. The intellectual characteristics specified were accurate observations; correct expression; power to make numerical combinations; familiarity with geometric forms; quick recognition of magnitude and relation; a generally increased perceptive power, and signal ability in illustrating poems and stories. With regard to manners and morals nine teachers recognized the good influence of the kindergarten. Of the remaining two one found "few causes for complaint," and the other referred merely to a possible good effect upon order and punctuality. The moral characteristics which were said to distinguish kindergarten children were order, cleanliness, courtesy, consideration, kindness, a perceptible development of the ideal of social dependence and "a love for the beautiful in character awakened by fairy tales and developed along the lines of self-abnegation through song, stories, games and daily practice."

From Mrs. Alice H. Putnam, to whose labors is largely due the adoption of the kindergarten by the school board. of Chicago, I have received the following valuable testimony of superintendents and principals of schools:

From Dr. E. Benj. Andrews, superintendent of schools: "Our best first grade pupils are from the kindergarten, and the influence of kindergarten teaching is more and more felt in all the grades. Its ethical and social value is equal to its intellectual value. In fact the kindergarten is now recognized by all thoughtful persons as one of society's main hopes for the future."

From Albert G. Lane, Esq., district superintendent:

"It has been noticeable that children well trained in the kindergarten have keen sense-perception, possess constructive and expressive power and are alert, active and openminded."

From James Hannan, Esq., assistant superintendent: "The most positive friends of the kindergarten are those who know it best. No principal who has had one in his school is willing to do without it. We have had several cases where the principal of an old school has been transferred to a new one and in every such case there has been urgent demand for the establishment of a kindergarten in the new school."

From Mr. Lincoln P. Goodhue of the D. S. Wentworth school:

"The kindergarten-trained child is more responsive in early primary work, has greater freedom of thought and expression, better and more definite control of motor activities and many well-established useful habits not usually found in the ordinary beginner.

'During the first year many of the kindergarten children take first rank in their rooms, although some fall into the lower classes, even into the C class. It is seldom, however, that a kindergarten child is found overtime in grade. In the second year and above opportunity for the observation of the kindergarten child in this school has been quite limited, and I am unable to submit any definite statement.

"That the average child is helped very materially by the kindergarten course must be admitted. That the children of the poor are led into habits of thought and conduct which their home environment could never develop is also true.

"The dull child, while he may still be dull, must be quickened more or less by kindergarten training well done. The whole question as to the value of the kindergarten can be answered only when the other question as to the training and qualifications of the kindergarten teachers has been positively settled. It is more true in the kindergarten perhaps than in the grades that the teacher makes the school."

From Miss Minnie R. Cowan, principal of the McAllister school:

"In the following respects we find the pupils who have had kindergarten training very superior to children who come directly from the home,-power of observing closely and accurately and ability to express their thoughts readily and clearly.

"They have also a considerable degree of manual skill, and in the first year of school life especially this is a great aid to their progress.

"I have not found that they ordinarily gain any time in the grades, but they do the work of the grades more easily and perfectly."

From Mrs. Elizabeth Huntington Sutherland, principal of the Alice E. Barnard school:

"Having been seventeen years in this school, I have had many large families begin and complete their work with me. "The older three or four children of said families were in school before our kindergarten was established; the younger three or four since. Invariably there is a marked contrast in the ability of the two groups. The younger ones are brighter in every way, and often seem hardly to belong to the same stock. Much of this difference I believe to be due to the early wholesome awakening brought about by the training in the kindergarten."

From Mr. Fulton B. Ormsby, principal of the Perkins Bass school:

"My observations thus far convince me that the kindergarten is a distinct and positive help to the future progress of the child.

"The motor activities are so developed that the various occupations of the school room are taken up with skill and readiness, and the powers of observation so aroused that the more formal instruction, if desired, may be undertaken at once with success.

"In our school, the children who have had the kindergarten training are advancing more satisfactorily than those who lack such training."

From Mr. Samuel A. Harrison, principal of the Burroughs school:

"The observations of myself and teachers are that pupils coming from the kindergarten:

"1. Know better how to handle themselves. They have been trained to control their attention, and can begin school work at once.

"2. They have gained some little learning in singing and numbers.

"3. They are cleaner, neater and better mannered, and their training shows to advantage in all school proprieties." From Mr. Frank A. Houghton, principal of the Kershaw school:

"The kindergarten has a most excellent influence on the primary grades. I feel its influence on the work of the first grade especially."

Miss Ida De La Mater, extra teacher, who supervises the primary work of the Kershaw school, adds:

"I have found that the kindergarten children lack concentration, self-control, and are hard to discipline.

"In the games, story work, language and general information, they are better than other children. I am in hearty sympathy with the work."

From Mr. Charles F. Babcock, principal of the Holden school:

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The children who have been in the kindergarten classes are noted for their powers of observation and expression, fluency in language, etc. They are vastly superior to those who have not had this training. The only objection to them is that they develop into regular chatterboxes, and it takes some time to tone them down. We have the kindergarten and non-kindergarten classes together and can speak of them better for so doing."

From Mr. Daniel Appleton White, principal of the Everett school:

"I have carefully revised the records of this school in regard to the progress of kindergarten children. By comparing the progress of several hundreds of children who are at present members of this school, I obtain the following statistics :

"Of one hundred promotions from first to second grade, I find that the children who have had the kindergarten work required an average time of thirty-seven and one-half weeks for the completion of the grade work, while the others required forty-four and one-third weeks for the same. For the second grade the respective results are forty-five and one-tenth weeks and forty-four and eight-tenths weeks. For the third grade forty-three and seven-tenths weeks and forty