Manual Training, 381. Total cost on enrollment: High School, $47.17; Manual Training, $79.74. Total cost on average daily attendance per pupil: High School, $58.48; Manual Training, $96.76. Detroit, Mich.-W. C. Martindale, superintendent: Total enrollment, 2,716; cost on enrollment, $45.32; total cost on average daily attendance, $51.12. Indianapolis, Ind.-C. N. Kendall, superintendent: Total enrollment, 2,058; cost on total enrollment per pupil, $27.45; cost on average daily attendance, $34.10. Los Angeles, Cal.-James A. Foshay, superintendent: Total enrollment, 1,357; cost per pupil on total enrollment, $35.85; cost on average daily attendance, $38.20. Louisville, Ky.-E. H. Mark, superintendent: Total enrollment: Boys' High, 378; Manual Training, 244; Girls' High, 751; Colored High, 295. Total cost on enrollment: Boys' High, $60.92; Manual Training, $108.84; Girls' High, $42.19; Colored High, $31.87. Total cost on average daily attendance: Boys' High, $69.14; Manual Training, $130.12; Girls' High, $49.27; Colored High, $40. Milwaukee, Wis.-H. O. Siefert, superintendent: Total enrollment, 1,810; cost per pupil on total enrollment, $43; cost on average daily attendance, $53.91. New York.-Total enrollment, 1,461; cost on enrollment, $58.55; on average daily attendance, $77.61. New Bedford, Mass.-Total enrollment, 524; total cost on enrollment per pupil, $49.32; cost on average daily attendance per pupil, $76.44. New Orleans, La.-Warren Easton, superintendent: Total enrollment, 944; total cost per pupil on enrollment, $49.04; total cost on average daily attendance, $50.73. Omaha, Neb.-C. G. Pearse, superintendent: Total enrollment, 1,518; total cost per pupil on enrollment, $36.89; cost on average daily attendance, $46.98. Providence, R. I.— H. S. Tarbell, superintendent: Total enrollment, 1,857; total cost on enrollment, $70.14; cost per pupil on average daily attendance, $86.39. Rochester, N. Y.-Milton Noyes, superintendent: Total enrollment, 1,019; total cost on enrollment per pupil, $41.21; total cost on average daily attendance, $44.92. St. Louis, Mo.-F. Louis Soldan, superintendent: Total enrollment: white, 1,993; colored, 250. Cost of enrollment: white, $52.42; colored, $52.54. Total cost on average daily attendance: white, $62.28; colored, $71.01. San Francisco, Cal.-R. H. Webster, superintendent: Total enrollment, 1,625; total cost per pupil on enrollment, $89.35; cost on average daily attendance, $97. St. Paul, Minn.-Irwen Leviston, superintendent: Total enrollment, 1,741; cost on enrollment, $35.36; cost on average daily attendance, $42.23. Springfield, Mass.-Thomas N. Balliet, superintendent: Total enrollment, 657; cost on enrollment is not given; total cost on average daily attendance, $65.70. Toledo, O.-W. W. Chalmers, superintendent: Total enrollment, 1,261; total cost on enrollment, $30.98; total cost on average daily attendance, $34.42. Kansas City, Mo.-(1899 and 1900): Total enrollment, 3,464; cost per pupil on enrollment, $39.06; cost on average daily attendance, $49.08. Cost per pupil in the Central High School on enrollment, $34.22; cost on average daily attendance, $41.70. Cost per pupil in the Manual Training High School on enrollment, $45.11; cost on average daily attendance, $58.46. RECOMMENDATIONS That a committee be appointed to collect, tabulate, and report information on the persistence of attendance during the last three years of ward-school work and on all kinds of high-school work, including, manual-training high school, with the view of determining: 1. What effect has manual-training work upon legitimate high-school work as to scholarship and proficiency in the several departments of study; and if there be a tendency to emphasize unduly the manual-training work, is the regular academic work weakened? 2. Whether the desire to work with tools seizes most strongly upon the pupil during the ward-school period or in the high school. 3. Whether the trend now in the manual-training high schools is toward special trades rather than general culture. 4. What should be the sphere of manual-training courses of study in regard to the ancient and modern languages? 5. Whether the tendency to multiply courses of study in high schools has not been at the expense of thoro preparation in the most essential branches. 6. What causes so much pilfering among high-school pupils, and how may it be corrected? DEPARTMENT OF CHILD STUDY SECRETARY'S MINUTES NOTE.-The Departments of Kindergarten Education and Child Study held joint sessions. The minutes and proceedings are accordingly brought together in the volume. WEDNESDAY, JULY 10, 1901 The first of the joint sessions of the Departments of Kindergarten Education and Child Study was held under the auspices of the Child Study Department, and was called to order at 3 o'clock P. M. in the Woodward Avenue Baptist Church. The president, Dr. Thomas P. Bailey, of Chicago, and vice-president, Miss Marion Brown, of New Orleans, were absent. President G. Stanley Hall of Clark University was called upon to preside. The following nominating committee was appointed to report nominations for officers for 1902: Theodore B. Noss, principal of Normal School at California, Pa. Miss Bettie E. Dutton, Cleveland, O. Miss Clara W. Mingins, supervisor of kindergartens, Detroit, Mich. The chairman announced a reception to be given by Miss Grace Fletcher to members of the Kindergarten and Child Study Departments at No. 814 Jefferson avenue. After a piano solo by Mrs. Ethel Roe Lindgren, of Chicago, Ill., President Hall welcomed the large audience in behalf of the two departments. He emphasized the appropriateness of joint sessions for these departments, and announced the general topic for both sessions of the two departments as "The Rhythm of Work and Play." "Work and Play for the Kindergarten Child" was the subject of the first paper, by Mrs. Alice H. Putnam, of the Chicago Froebel Institute. Music violin solo, by Miss Farrell. "Work and Play for the Child in the Primary and Grammar Grades was presented by Miss Charlotte M. Powe, supervisor of primary grades, Columbia, S. C. President Hall opened the discussion of the two papers. Following the discussion, the nominating committee presented the following nominations for officers for the ensuing year, viz.: For President-Superintendent H. E. Kratz, Sioux City, Ia. For Vice-President - Miss Jennie Warren Prentiss, Cleveland, O. For Secretary-Miss Kate Hopper, Detroit, Mich. The report of the nominating committee was accepted without dissent and the nominees declared elected as officers for the ensuing year. MANFRED J. HOLMES, Secretary. DEPARTMENT OF KINDERGARTEN EDUCATION SECRETARY'S MINUTES THURSDAY, JULY 11, 1901 The second joint session of the Kindergarten and Child Study Departments of the National Educational Association was held Thursday, July 11, 1901, at 3 o'clock P. M. in the Woodward Avenue Baptist Church. The meeting was called to order by the president, Miss Evelyn Holmes, of Charleston, S. C. Miss Grace Brown, of Detroit, gave a vocal solo, entitled "A Barque at Miclinglet," Lambert, which was followed by the president's address, by Miss Evelyn Holmes, Charleston, S. C. After another solo by Miss Brown, Miss C. Geraldine O'Grady read a paper entitled "Necessary Elements of Work and Play." Mrs. Ethel Roe Lindgren read a paper on "Rhythm in the Kindergarten," which she illustrated on the piano. The discussion was opened by Superintendent Charles H. Keyes, of Hartford, Conn., who was followed by Miss Mary Adair, of Philadelphia, Pa. The nominating committee, consisting of Mrs. Putnam, of Chicago; Miss Adair, of Philadelphia; and Miss Julia E. Youngs, of Detroit, presented its report, as follows: For President- Miss C. Geraldine O'Grady, of New York city. For Vice-President-Miss C. W. Mingins, of Detroit, Mich. The report was accepted and adopted, and the nominees were declared elected as officers of the department for the ensuing year. The Committee on Resolutions reported the following: Resolved, That the kindergartners attending the convention express their gratitude to the home committee, which so carefully provided for their comfort and pleasure; to the board of trustees of the Baptist Church, for the beautiful auditorium and airy, restful parlors; to the press of the city, for its reports of the meeting; to the ladies who furnished the delightful music; to Mr. Breitmeyr, for his generous provision of flowers; to Misses Grace Fletcher, Irene Farquhar, Clara W. Mingins, and the other hostesses, for the charming reception and other hospitalities. FLORENCE LAWSON, Chairman. ETHEL ROE LINDGREN, C. GERALDINE O'GRADY. (Signed) After the resolutions were unanimously adopted, the meeting adjourned. CLARA W. MINGINS, Secretary. On Friday afternoon, July 12, a parents' conference was held in the Woodward Avenue Baptist Church under the auspices of the Kindergarten Department, Miss Evelyn Holmes, president of the Kindergarten Department, presiding. A large number were present, including many noted speakers, and the session was both interesting and helpful. PAPERS AND DISCUSSIONS WORK AND PLAY IN THE KINDERGARTEN MRS. ALICE H. PUTNAM, SUPERINTENDENT CHICAGO FROEBEL ASSOCIATION, CHICAGO, ILL. It has been said that "that which is the truest sign of a thing is also its chief ornament and blessedness." So we may rightly open up the topic for this afternoon with a few words on the general activity of little children, for surely that is one of the fascinating phases of childhood, and it is one of the essentials for the well-being of the child himself. The interests of a child are continually changing, and consequently the forms in which these interests manifest themselves in play or work are contingent upon each other, and it is not so much one deed that enables us to determine the form, as what the child continues to do that gives the action its essential characteristic. There is a rhythm, a recurrence of certain stimuli, in the secret domain of a child's life, which will result in the repetition of its effects with more or less regularity. These recurrences follow each other very rapidly, and the alternations from work to play, and play to work, are often so quick that one needs to watch closely to determine which is the dominating impulse. A few weeks ago I had the care of a three-year-old boy who was playing horse with a rocking chair. It was not easy for him to adjust the trunk strap which he was using for traces, for it was too long and heavy. All at once the child dropped the "make believe" and said: "Wait a minute, I'll get a hammer and a sharp nail and make some other holes." This he did, and, after a few moments of earnest, conscious effort at leather work, he at once went back to the play and said: "Now, Miss Ginger [the horse's name], you're hitched up; now let's see you go"-taking up the play just exactly where he had left off. This interruption of work by play, or play by work, is very noticeable in the kindergarten, and with little children everywhere. It often seems that the child's activity is like a crystal with many facets, which reflect the light differently according to one's point of view. Now it is a purely individual thing, very transitory; then again, when one comes to take into account the stages of growth; when we get, as it were, a perspective of what the child has done, as well as what he is now doing, we can feel that there is more or less of a rhythmical "beat" in it all. Any scheme of education which recognizes the life of children must in some way be able to meet the law of that life. Psychology is teaching |