THE WORK OF THE CHICAGO FREE KINDER GARTEN ASSOCIATION. ARMOUR INSTITUTE. ERMINÉ CROSS. There is no backward step for those who feel the bliss A BOUT seventeen years ago a few earnest women, with faith in a noble purpose, formed an organization whose aim was to establish free kindergartens in the poorer portions of our city, and a kindergarten normal training school. This organization was called the Chicago Free Kindergarten Association, and its present commodious headquarters, with large, cheery office and spacious classrooms, is in itself an indication of the growth of the work since the early days, when meetings were held in Martine's Hall, Twenty-second Street and Indiana Avenue, and the course of training was but ten months. From there was graduated the first class-the first six kindergartners graduated in Cook County. Miss Eva B. Whitmore, the present superintendent, being one of that class. In 1893 the Association became affiliated with Armour Institute, and while it lost none of its individuality as an association, it had added unto it all the privileges of the Institute, and so it happens that those who direct the work enjoy the wisdom and sympathy of two presidents. Dr. F. W. Gunsaulus, president of the Institute, is, in the kindergarten department as in all others, an inspiration, especially through his intelligent sympathy and cordial indorsement of all the work. Mr. H. N. Higinbotham, the Association's president, does much to make the work successful, not alone through his generosity in giving financial aid, but as an able business adviser. Through these presidents there are extended many courtesies to the students, such as yearly passes to the Art Institute, Field Columbian Museum, etc. One cannot speak of the advantages of the affiliation of the Association with Armour Institute without mentioning Mr. Armour, the foundation factor of the Institute. Through the interest and aid of these supporters the Association is able to require only a moderate tuition fee for an exceptionally high grade of normal training. The library and reading-room of the Institute are sources of great benefit. Nothing has been omitted to make the library among the best in the city, and all of its books are free to the students of the kindergarten department as are the privileges of attending all the assemblies, special lecture courses, and the gymnasium. As has been said before, the aim of the Association is to establish free kindergartens and to conduct a normal training school. The daily management of this large work is conducted by Miss Whitmore, general superintendent, who is the business manager, and Miss Anna E. Bryan, principal of the normal department, and director of the character of the work in the kindergartens. Miss Whitmore has been connected with the Association since its organization. Four years ago Miss Bryan, whose work had already made her a familiar figure in educational circles, came to take charge of the normal department. Her policy from the beginning was to establish the most sympathetic relations between the kindergartens under the Association and the training classes. To this end the monthly meetings of the kindergarten directors are largely devoted to the consideration of problems related to child life. At these meetings also are discussed the character and principles underlying the work of the kindergartens, but the subject-matter and method always originate with each director, according to the conditions and surroundings of the particular class of children. The kindergartens furnish data for director's meetings. and class work, while the new thoughts and principles discovered go into and affect the kindergartens. As illustra ANNA E. BRYAN. tion: Constructive work found its place in the kindergartens, and so we find students discussing the same, and preparing occupations in addition to those planned by Froebel. As principal of the training department Miss Bryan prescribes the course of study, and while there are many branches, each directed by a specialist, they are organically related to the work done in her classes, which form a central course, the nucleus around which the other branches of work revolve. The classes of this central course are based upon the developing rather than the lecture method, so that each student gains, not alone the thought and point of view of the training teacher, but of each fellow student, and in addition her own comprehension is enriched by her effort to elucidate to another. This central course begins with varied studies in reminiscences of the student's own childhood, the recalling of familiar experiences with children, and their daily unobtru |