Page:The New International Encyclopædia 1st ed. v. 11.djvu/549

* KINDEEGABTEN. 497 KINDI. the periods of gift and occupation exercises, are also an integral part of them, growing out of them and their necessities. While they are the means of developing the singing voice, facility in language, grace and strength of body, they are also compassing the powers of attention, observa- tion, imagination — they are helping the child to think, to obey law, to govern himself, to stand in the proper attitude toward his environment. .Another aspect is the imhistrial connection of the kindergarten with life. Manual training, not in special but in general dexterity, forms an important part of the kindergarten training. From the delicacy of touch, as needed in such gilts as paper-folding and parquetry, to the strength and decision gained by the hands in clay-modeling, all degrees of handling are intro- duced, accuracy becomes a second nature, and crLsp, distinct action is attained. The kinder- garten also develops an interest in nature, and gives the child an impulse to study its forces and phenomena. The first kindergarten was opened by FriJbel in the year 1840 in the village of Blankenburg in the Thuringian Forest. Until his death in 18.52. Fnibel gave himself up to the work of establishing other of these institutions, and of interesting and enlisting the friends of educa- tion in the cause. After his death the Baroness Marenholtz-Biilow, Frobel's ardent disciple, de- voted herself to carrying on the work, and the movement has steadily grown until kindergar- tens form a component part of the public-school .system in most Continental countries, in most cities of the United States, and in some South American and Asiatic countries. In France and French Switzerland their establishment is com- pulsory, and they are supported and organized like any other part of the public-school system. In Germany and England their support is yet local or philanthropic. The pioneer movement for the establishment of kindergartens in the United States was led by Jliss Elizabetli Pcabody, of Boston, who on becoming interested in Frobel's writings went to Germany in 1807 to study his system. She returned the next year and devoted the remainder of her life to the popularizing of the Frijbelian principle of educatinn. ably seconded by Mrs. Horace JIann ami T>r. [Tenry Barnard. During the decade of the sixties several kindergartens were established in Boston. Mass.. Hobokcn, X. J., and Louisville, Ky. A similar movement was led independently in New York by Miss Ilf nrietta Haines and iliss Boelte, the latter a pupil of Frobel's ^vidow. During the seventies philan- thropic associations were established in numer- ous cities for the support of kindergartens as charitable institutions. These were begun in Florence. ^lass., in 1874, and in Boston in 1878; this movement prospered especially in San Fran- cisco, Brookl^Ti. Xcw York, Chicago. Pittsburg, Cinciimati, and Louisville, and was supported in various other places. The first public kinder- garten was opened in Boston in 1870, but shortly abandoned. The first permanently successful at- tempt to make the kindergarten a part of the public-school system was begun in Saint Louis in 1873. under the leadership of Aliss Susan Blow and Dr. W. T. Harris. Boston, Philadel- phia, Chicago, Milwaukee, and in time most of the large cities and many of the smaller ones. have followed Saint Louis in this respect, usual- ly through the absorption of free kindergartens previously established by private benevolent asso- ciations. In 1898-99 there were reported to the United States Commissioner of Education 2884 kindergartens, having 5704 teachers and 143,720 l)upils. These statistics are far below the actual numbers, for the reports made are purely volun- tary. Statistics privately collected show the number of kindergartens to have increased as follows: in 1873, 43; in 1882, 348; in 1892, 1311; in 1S98, 4303. The kindergarten movement was furthered by a magazine '1 lie Khulcrgarten iles- scnf/cr, first published in 1873 bj- Miss Peabody. .t the jiresent time there are very many similar publications. The American Fioebil Union, es- tablished in 1807, also by Miss Peabody, was the forerunner of many such associations. The Viiioit became the kindergarten department of the National Educational Associatinn in 1885. Many schools for the training of kindergartners have been established either as imicpendent en- terprises or in connection with other educational institutions, chiefly normal schools. The best known of these, now connected with normal schools, are the Chicago Kindergarten College, and those in connection with the Teachers Col- lege, Columbia University, and with Pratt Insti- tute, Brooklyn. BiMLiooR.iPHY. There is now a very extensive literature relating to the subject. Consult: Fro- h'. Die Menschcner::iehiing (Keilhau. 1820) ; id., P(idat)ogik des Kindergartens (Keilhau, 1837-40) ; id., Aulohiographie, translated (London, 1886) ; id.. Mutter- und Koselieder (new ed., Vienna, 1895) ; Madame ^Marenholtz-Biilow, Die Arbeit und die neue Erzichung (Berlin, 1886) ; Das Kind und sein Wesen (2d ed., Berlin. 1878) ; Erinneruugcn an Froebel (Kassel, 1876) ; Der Kindergarten des Kindes erste Werkstiitte (2d ed., Dresden, 1878) ; Woman'.i Educational Mis- sio<i. Among the more useful translations of these are Reminiscences of Froebel, by Mrs. Horace Mann (Boston, 1877); The Songs and Music of Froebcl's Mother Play, by Susan E. Blow (Xew York. 1874) ; Education of Man, by Dr. Hailmann (New York, 1892); Frobel's Autohiofirnph;/ (London. 1880); and Madame Alarenholtz-Biilow's Child and Child Nature and Hand-irork and ficad-uork (London, 1899). Dr. Henry Barnard published in 1881 a translation of the Autobiography, and of other important works, as well as many original contributions under the title of Kindergarten and Child Cul- ture. The complete works of Fnibel are now published in translation in the "International Educational Series" (Xew York). Other impor- tant publications in English are: Schireff, The Kindergarten (London, 1889) ; Hailmann, Kin- dergarten Culture in the Fumilg and Kindergar- ten (Cincinnati, 1873); Bowen. Froebel and Education by Self-activity (London. 1892) ; Kraus, The Kindergarten Guide (New York and London. 1882) ; Hailmann, The Law of Child- hood and Kindergarten Methods in the Primari/ School (Chicago.' 1889) ; Mrs. Hailmann. .So»i.<7s and Games for the Kindergarten (Springfield, Mass.. 1887) : Blow, Symbolic Education (New York, 1889) ; Hughes". Froebel's Educational Laus (Xew York, 1899). See Frobel; Nation- al Ent"c.TioK, Systems of. KINDI, ken'df. Abu Yusuf Ya'ki"b ibn- ISHAK, AL-. See Al-Kjndi.