THE YOUNG CHILD SCHOOL

The institution for children of the ages immediately preceding entrance to the elementary school is known as the kindergarten. For the most part the program of the kindergarten is one year in length, admitting children at the age of five years and sending them to the first grade of the elementary school at six years. In same cases a kindergarten program of two years is maintained, admitting children at age four.

A German philosopher, Frederick Froebel, was the originator of the kindergarten. He developed the idea about 1837, and devoted the remainder of his life to the founding of kindergartens in Germany. The idea of new type of institution was not widely accepted in Germany, although a few of the leading thinker favored the organization of such an addition to the educational system. Kindergartens were first established in the United States shortly before the Civil War by German-Americans who had became acquainted with the institutions in Europe. In Wisconsin an in several American cities where considerable numbers of German-speaking people lived, kindergarten were established on a private basis.

As originally developed by Froebel, the kindergarten procedure was filled with symbolism. For example, the children sat or stood in a circle in order that they might absorb the mystic sense of unity; an elaborate series of what Froebel called "gifts" was a part of the procedure. Under modern conditions most of this formality and mystic symbolism has been dropped and the procedure have been based on scientific analysis of child psychology.

Studies of the effect of kindergarten experience on individual children are somewhat disappointing, for measurable outcomes in terms of beneficial effect on later scholastic attainment are not found. When children of equal ability are paired with reference to having attended or not attended a kindergarten, little or no difference is found in scholastic attainments of two groups in their later school years. It is entirely probable that the correct conclusion to be drawn from such investigations is that the kindergarten provides an enriched experience for the child rather than preparation for the studies of the later school years.

The kindergarten has undoubtedly had a notable effect on the elementary school through the insistence on beauty as a desirable feature of the school environment. The kindergarten, has insisted from the outset that the schoolroom and its surroundings and equipment are to be as beautiful as possible. Green plants are arranged where they may receive sunlight. Decorative curtains are hung at the windows. Blocks and the others equipment are painted in bright colors. A fireplace is often provided, and the furniture is designed to interest and attract the young child. Elementary school have not taken over this entire scheme of decoration, but dreary dungeonlike classrooms have been transformed into inviting and attracting places for work and study. Perhaps the kindergarten has not been the sole factor that has affected the transformation in the elementary school, but the influence has undoubtedly been effective one.

In another respect also the kindergarten has had a marked effect on the program of the later school years. The program of the kindergarten has been free from the usual academic traditions and has been able to develop around the concept of the educative value of motor activity. The activity movement, at present widely discussed as desirable feature of a progressive school organization, probably traces its origin to the kindergarten. Thus, the kindergarten may be considered to have affected to a notable extent the entire program of the elementary school.