Many educators from all parts of the country visited the Museum during the past year and declared themselves very favorably impressed by the extensive amount of valuable, well selected material and our well organized system of caring for and circulating it in the schools.

KINDERGARTEN AND PRIMARY GRADES.

Report of Misses McCulloch, Griffith, Brady and Gecks, Supervisors:

At your request we have made a careful study of the progress in the kindergarten and primary grades within the past few years and present the following report of the more significant phases of the development in the work.

Many factors have contributed to the progress that has been made. The revision of the course of study stimulated the teachers of these grades to a study of the work best suited to the needs of younger children. This study was encouraged by the organization of classes at the Harris Teachers College for kindergarten half day assistants. These classes were so arranged that those who taught during one session might attend the College during the other session, while extension classes gave opportunity to all day teachers to make the same kind of study after school hours. This intensive study is bringing about a better understanding and a deeper appreciation on the part of kindergarten and primary teachers of cach other's work. It is resulting in a closer co-ordination and a more complete unification of these grades. On the completion of the special course half day assistants in the kindergarten may be assigned to all day work in the primary. The entrance of these kindergarten teachers into the primary will naturally further and strengthen methods that emphasize the value of spontaneity, selfactivity, and initiative on the part of children.

The weekly coming together of kindergarten and primary in almost every school has been another important factor in drawing the two grades closer together. These weekly meetings afford motivation for the reproduction of song, poem, and story and give opportunity for participation in games and other activities that tend to promote right social relations.

In the kindergarten progress has been made through the recognition of the value of an attractive environment, choice of materials to be used, and methods to be employed. The large, well lighted, beautiful rooms lend themselves to decoration with plants, pictures, aquaria and charts. The progressive kindergartner now holds in mind the harmonious arrangement of decorations that

will not over-crowd the room. She discriminates between temporary decorations that reflect seasonal work or present interests and permanent ones that have a lasting uplifting influence.

In no feature of the kindergarten has there been a more marked advance than in the introduction of enlarged material. Larger material is now being used in the drawing, folding, cutting, and weaving. Larger balls for the play period and large blocks for building have been supplied to all the schools. The advantage of the large blocks is two fold: The child by building on the floor gains in his physical development through the use of large muscles which are not called into play by the use of small material. Again the large blocks afford opportunity for groups of children to work together. A social situation results that satisfies the child's social instincts. A few schools at their own expense have supplied large Hill blocks for the use of kindergarten and primary children. With these blocks houses large enough for children to play in can be built. This building furnishes unlimited opportunity for purposeful planning and thinking.

Resourceful kindergartners have supplemented the new material with nature materials such as seeds, berries, acorns, grasses and milkweed pods in making chains, dolls, play dishes, birds and other objects interesting to children.

The forward movement in method in the kindergarten has come through the recognition of the value of:

: 1. Utilizing children's experiences as a basis of the work and as a guide in the selection of their activities,

2. Giving children opportunity for free choice of work as well as of play,

3. Encouraging children to experiment with material before definite instruction is given,

4.

Emphasizing the need of placing children in small groups that will permit their working together on some common problem. Convincing evidence of the growth and inspiration that come from belief in these principles has been given in the children's original reproduction of their experiences and observations in a visit to the Zoo, or circus, playground, picnic, or parades. Excursions to the bakery, the dairy, the building of a house in the immediate neighborhood, and other places are supplying new experiences that furnish subject-matter for conversation, illustration and constructive work.

The work of the primary grades has been influenced by progressive educational ideas that are today reflected in many features of the work. Greater freedom in the selection of material, in

methods of presentation, and in arrangement of program are making for greater efficiency on the part of teachers. More self-reliance and resourcefulness and an added sense of responsibility are the outcome of this freedom to plan and act. The attitude of the teacher toward her work is reflected in the atmosphere of our primary room of today. There is a naturalness, a freedom of movement, and a freedom of expression on the part of the children that are essential to their growth and development. Opportunities to plan and to act, to take the initiative, are afforded children and are resulting in increased power of self-direction, self-reliance, and self-control.

Right conditions for ideal primary work exists only in those schools in which the equipment is suited to the activities of little children, that is, where movable seats and desks make it possible to gather children in groups and to leave floor space for work or for play. This grouping makes the work more informal and brings children into closer touch with their teacher and their classmates. One has only to see the faces of the children to know that this social grouping adds greatly to the interest and enjoyment of the lesson. At times the movable furniture can be moved aside leaving a clear floor space for rhythmic exercises, folk dancing, dramatization, games and other activities. It is to be regretted that all primary rooms can not have this desirable equipment. Less favorable working conditions, however, have not deterred teachers in their efforts to create an atmosphere in which freedom of movement and freedom of expression prevail.

A more flexible program for the primary grades is being advocated and has been tried in some places with marked success. The short periods that afforded little time for many phases of the work are being displaced by longer periods to good advantage.

The revision of the course of study and the introduction of new books have had a marked effect on methods of teaching. This is particularly true of the work in reading. With more interesting and better graded subject matter the mechanics of the art need not be over-stressed. In the new books the stories are told in a simple direct way well suited to the ability and the reading experience of the children. Because of this the tendency to call words is lessened and right reading habits are established. A desire to read is created by the variety of stories of intrinsic value within the comprehension of the children. Unquestionably there has been a decided gain in children's ability to read since the introduction of the new books.