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16. Hanover, Prussia, Germany, founded 1879; 2,023 students. 17. Helsingfors, Finland, Russia, founded 1847; 421 students. 18. Karlsruhe, Baden, Germany, founded 1825; 1,635 students. 19. Kharkof, Russia, founded 1884; 1,000 students.

20. Kief, Russia, founded 1898; 1,255 students.

21. Lemberg, Galicia, Austria, founded 1844; 725 students.

22. Lisbon, Portugal, founded 1837; 385 students.

23. London, England, 2 institutions, founded 1878 and 1884; 277 and 187 students. 24. Lyon, France, founded 1857; 104 students.

25. Madras, India, engineering college; 332 students.

26. Madrid, Spain, 2 institutions, founded 1835 and 1844; 223 and 80 students. 27. Marseille, France [1891]; 30 students.

28. Milan, Italy, founded 1863; 542 students.

29. Moscow, Russia, 2 institutions, founded 1832 and 1896; 1,028 and 380 students.

30. Munich, Bavaria, Germany, founded 1827; 2,965 students.

31. Nancy, France, 2 institutions, founded 1890 and 1900; 65 and 39 students.

32. Naples, Italy, founded 1863; 132 students.

33. Oporto, Portugal, founded 1877; 200 students.

34. Paris, France, founded 1794; 6 schools, with 1,540 students.

35. Prague, Bohemia, Austria, founded 1806 and 1868; 2 schools, with 2,181 students.

36. Riga, Russia, founded 1832; 1,701 students.

37. Roorkee, India, engineering college; 379 students.

38. St. Petersburg, Russia, founded 1828; 5 schools, with 3,124 students.

39. São Paulo, Brazil, founded 1894; 152 students.

40. Sheffield, England, founded 1885; 750 students.

41. Stockholm, Sweden, founded 1798; 453 students.

42. Stuttgart, Wurttemberg, Germany, founded 1829; 1,187 students.

43. Tomsk, Siberia, Russia, founded 1896; 591 students.

44. Turin, Italy, founded 1858; 519 students; also industrial institution, 722 students. 45. Vienna, Austria, founded 1815; 2,476 students.

46. Warsaw, Poland, Russia, founded 1898; 637 students.

47. Zurich, Switzerland, founded 1851; 1,511 students.

NOTE.-Several noted technological schools in Italy and in other countries are connected with universities, hence are not mentioned separately in this list.

VII. Higher agricultural, forestry, and mining schools.

[Figures in brackets signify date of founding.]

1. Altenburg, Hungary [1819], Agricultural Academy; 153 students.
2. Aschaffenburg, Bavaria, Germany [1844], Forestry Academy; 60 students.

3. Beauvais, France [1854], Agricultural Institute; 104 students.

4. Berlin, Prussia, Germany [1806], Agricultural Academy; 739 students.

5. Berlin, Prussia, Germany [1860], Mining Academy; 266 students.

6. Bordeaux, France [1891], School of Chemistry, Industry, and Agriculture.

7. Campinas São Paulo, Brazil [1887], Agricultural Institution.

8. Cirencester, England [1845], Agricultural College; 85 students.

9. Clausthal, Prussia, Germany [1775], Mining Academy; 185 students.

10. Coopers Hill, England [1885], Forestry Academy and Engineering College; 131

students.

11. Copenhagen, Denmark [1858], Veterinary and Agricultural Academy; 370 students. 12. Debreczin, Hungary [1865], Agricultural Academy; 100 students.

13. Dehra Dun, India [1878], Forestry School; 47 students.

14. Douai, France [1888], Agricultural College; 30 students.

15. Eberswalde, Prussia, Germany [1820], Forestry Academy; 63 students.

16. Eisenach, Saxe-Weimar, Germany [1859], Forestry Academy; 40 students.

17. Erois, Finland, Russia [1859], Forestry Academy; 22 students.

18. Freiberg, Saxony, Germany [1765], Mining Academy; 473 students.

19. Gembloux, Belgium [1860], Agricultural Academy; 112 students.

20. Glasgow, Scotland [1900], Agricultural School; 110 students. 21. Grignon, France [1828], Agricultural Academy; 120 students.

22. Hohenheim, Wurttemberg, Germany [1818], Agricultural Academy; 106 students. 23. Jekaterinoslaw, Russia [1899], Mining Academy; 251 students. 24. Kaschau, Hungary [?], Agricultural Academy; 133 students. 25. Keszthely, Hungary [1865], Agricultural Academy; 163 students. 26. Kingston, Ontario, Canada [1892], Mining School; 325 students.

27. Klausenburg, Hungary [1869], Agricultural Academy; 114 students. 28. Leoben, Styria, Austria [1894], Mining Academy; 277 students.

29. London, England [?], Agricultural College; 50 students.

30. Lille, France [1885], Industrial and Agricultural School; 100 students.

31. Madrid, Spain [?], Schools of Agriculture and Veterinary Science; 200 students. 32. Milan, Italy [?], Agricultural Academy; 180 students.

33. Mons, Belgium [?], Mining Academy; 320 students.

34. Montpellier, France [1872], Agricultural School; 200 students.

35. Moscow, Russia [?], Agricultural and Forestry Academy; 225 students.

36. Münden, Prussia, Germany [1868], Forestry Academy; 56 students.

37. Nancy, France [1824], Forestry Academy; 51 students.

38. Nowaja-Alexandria, Poland, Russia [1892], Agricultural and Forestry Academy;

257 students.

39. Ouro-Preto, Brazil [1892], Mining Academy.

40. Paris, France [?], Mining Academy; 161 students.

41. Paris, France [?], Agricultural College; 240 students.

42. Poppelsdorf, Prussia, Germany [1846], Agricultural Academy; 369 students.

43. Portici, Italy, founded 1872, Agricultural College; 105 students.

44. Pribram, Bohemia, Austria [1849], Mining Academy; 150 students.

45. Rennes, France [1890], Agricultural College; 620 students.

46. Schemnitz, Hungary [?], Forestry and Mining Academy; 297 students.

47. St. Etienne, France [1816], Mining Academy; 120 students.

48. Stockholm, Sweden [1823], Forestry School; 41 students; also Agricultural Academy [1811]; 150 members.

49. St. Petersburg, Russia [1773], Mining Institute; about 600 students. 50. St. Petersburg, Russia [1880], Forestry Institute; about 500 students. 51. Tharandt, Saxony, Germany [1811], Forestry Academy; 55 students. 52. Toronto, Canada [1888], Agricultural College.

53. Vallombrosa, Italy [1869], Forestry Institute; 40 students.

54. Vienna, Austria [1872], Agricultural Academy; 374 students.

NOTE.-Other similar higher institutions of learning are connected with universities, hence they are not mentioned in this list of separate institutions.

VIII. Veterinary schools.

1. Alford, France [1766]; 317 students.

2. Berlin, Germany [1790]; 550 students.

3. Bucharest, Roumania [1861]; 51 students.

4. Budapest, Hungary [1786]; 332 students.

5. Copenhagen, Denmark [1858]; see above in VII, 370 students.

6. Cordoba, Spain [1802]; 74 students.

7. Dorpat, Russia [?]; 311 students.

8. Dresden, Germany [1774]; 226 students.

9. Hanover, Germany [?]; 228 students.

10. Kazan, Russia [?]; 468 students.

11. Kharkof, Russia [1804]; 150 students.
12. Lemberg, Austria [1881];
students.

13. Leon, Spain [?]; 99 students.
14. London, England [1791]; 230 students.
15. Lyon, France [1761]; 180 students.

16. Madrid, Spain [1792]; 344 students.

17. Milan, Italy [1791]; 133 students.

18. Munich, Germany [1790]; 348 students.
19. Naples, Italy [?]; 200 students.
20. Santiago, Spain [1820];

- students.

21. Saragossa, Spain [?]; 276 students.
22. Stockholm, Sweden [1821]; 57 students.
23. Stuttgart, Germany [1821]; 135 students.
24. Toulouse, France [1825]; 165 students.

25. Turin, Italy [?]; 91 students.

26. Utrecht, Netherlands [?]; 87 students. 27. Vienna, Austria [1764]; 285 students. 28. Warsaw, Russia [?];

students.

CHAPTER XVI.

THE KINDERGARTEN.

BY LAURA FISHER,

Director of Public Kindergartens, Boston, Mass.

The first public expression in America on the value of the kindergarten was an article published by Dr. Henry Barnard in 1854. This article was a "Report to the governor of Connecticut on the International Exhibition of Educational Systems and Materials at St. Martin's Hall, London, under the auspices of Prince Albert and the Society of Arts, Commerce, and Manufactures." In this report Doctor Barnard says: "The system of infant culture presented in the International Exhibition of Educational Systems and Materials at St. Martin's Hall by Charles Hoffman, of Hamburg, and illustrated by Madame Ronge in her kindergarten in Tavistock Square, London, was by far the most original, attractive, and philosophical form of infant development the world has yet seen."

Doctor Barnard's interest in the kindergarten increased with his study of the system, and this first expression of appreciation was followed in 1868 by a suggestion in his special report, as Commissioner of Education, to the Senate, and again to the House of Representatives, in 1870, on a system of public instruction for the District of Columbia "that the first or lowest school in a graded system for cities should cover the play period of a child's life," and that "the great formative period of the human being's life in all that concerns habits of observation and early development should be subjected to the training of the kindergarten." To Doctor Barnard are due many valuable publications on the kindergarten, and to his influence can be traced that early appreciation of the system on the part of many educators which helped to give it educational standing.

Following Doctor Barnard, in point of time, comes the well-known and deeplyappreciated effort of Miss Elizabeth Peabody, who will always be remembered and honored as the pioneer of the kindergarten in America. While hers was not the first kindergarten in the United States-that of Miss Caroline Louise Frankenburg, of Columbus, Ohio, having been established in 1858, and others, by Germans, in Hoboken, N. J., in 1861, and in New York in 1864-Miss Peabody's was the first effort that called forth any marked interest in the system and gave the impulse from which radiated the entire kindergarten movement in America. Although the general character of Miss Peabody's work is well known, no account of the kindergarten is complete that ignores her own statement of the beginnings of her work or fails to recognize the wonderful spirit of helpfulness, simplicity, and humility that touched all who came in contact with her. In her account of the kindergarten in America she tells us that after Doctor Barnard's articles in his journal in 1856 and 1858 nothing was said in America until the review in the Christian Examiner in 1859, Boston, of "Le jardin des enfants." She alludes to the many unhappy attempts at kindergartens made during the next ten years by persons untrained in the system and points to her own as the most

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noted of these failures. In 1867 she went to Europe to study the kindergartens as established by Froebel. In 1868 she returned" zealous to abolish her own and all similar mistakes and establish the real thing on the basis of an adequate training of the kindergartners."a

Miss Peabody's and Doctor Barnard's initial interest in the kindergarten was of moment because of the influence upon other persons, and while not directly productive of the establishment of kindergartens on any large scale they gave to the cause in America the vital start to which all further developments of the system owe their origin.

The three main branches of kindergarten work in America are the private kindergarten, the charity kindergarten, and the public kindergarten. Each of these has an interesting history and has exercised its specific influence in shaping the work and in forming public opinion in regard to the educational and social value of the system.

THE PRIVATE KINDERGARTEN,

Originating with Miss Peabody's attempt already referred to and continued from that time on in Boston by Madame Kriege and her graduates, notably Miss Garland and Miss Weston, the private kindergarten spread from Boston to New York. Its first and foremost exponent there was Miss Marie Boelté, who was invited in 1872 by Miss Henrietta B. Haines to conduct a kindergarten in her school for young ladies. Miss Boelté had studied in Germany with Froebel's widow and had won a high reputation in Germany and also in England. In 1873 she married Prof. John Kraus, and together they established an independent kindergarten and normal class. From their training school many eminent kindergartners were graduated, and Madame Kraus is still considered the "best representative in America of the traditional practice as prevailing in German kindergartens and training schools." Their kindergarten was the center of great interest, and its excellence commanded marked support in New York.

This branch of the kindergarten movement has, unfortunately, been most slow to grow, varying largely according to the temper of the city. It is a question of no slight interest just why the private kindergarten has had on the whole less success and support than the charity and the public kindergarten. Among the most obvious reasons is the fact that a great many small independent classes have been established by inexperienced, inadequately trained, and incompetent young women who have been unable to conduct a kindergarten properly, and have allowed their classes to become free-play schools run by the children.

+ Not a few independent private kindergartens owe their failure to the exclusive manner in which they have been conducted on narrow lines for the benefit of a small group of children from chosen homes. These have sometimes failed because the young kindergartner, dominated by the ignorance and inconsistencies of her patrons, has been unable to carry on regular and systematic work with her pupils. Again, the necessity of earning a living has kept out of the independent private kindergarten the most capable teachers, these naturally seeking and securing positions commanding definite salaries, sufficiently large to insure comfortable living.

It is interesting to note that many private schools in our large cities have adopted the kindergarten. In most of these this department extends over two years, and is followed by a connecting class in which the advanced constructive work of the kindergarten is carried on side by side with the regular branches of the pri

a Miss Peabody not only incited the establishment of private and charity kindergartens and the first public kindergarten in the country, but she founded and sustained a periodical of kindergarten literature, established the American Froebel Union, and was largely instrumental in the organization of a Froebel society in England.

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