Muncie, Ind., has evening classes for women in five centers, where cooking, garment making, millinery, and nursing are taught.

Charles City, Iowa, has organized winter classes in cooking and in physical training for women and for factory girls.

Clarinda, Iowa, is planning a class in cooking and sanitation for young women and girls who can not attend school. In the regular high school the registration doubled last year.

Garden City, Kans., is opening its domestic work to graduates of the high school and to others not in the school.

Winfield, Kans., held a six-week summer school in 1914 for children from 8 to 21 in household arts and manual training; the former classes were also open to housewives, and a total enrollment of 250 resulted.

In Worcester, Mass., the public schools give evening cooking classes, which are attended by housewives, wage-earning women, and servants; and the trade school for girls also conducts continuation classes.

Coldwater, Mich., has arranged practical talks by business men, and is starting a continuation school for women.

Owatonna, Minn., gave adult women a special one-week course in cookery, and tried the plan of credit for home work in an eighth grade.

In Helena, Mont., household arts was extended last year to include special students. Montclair, N. J., gave short unit courses to 150 housekeepers with great success. In Nutley, N. J., instruction includes laundry and nursing, as well as cooking and sewing, and a prevocational class of girls from the sixth and seventh grades was started in September, 1914.

Utica, N. Y., reports an elementary vocational school with intensive work in household arts.

Clinton, Okla., reports that "any woman in town can enter the regular classes in household arts." In the school work, thrift and economy are emphasized.

In Wilmerding, Pa., classes in cooking and serving for foreign women have been ́ opened by the schools.

Harrisonburg, Va., reports that a number of women and girls who are not regularly in high school come three afternoons a week for household-arts instruction.

Williamsburg, Va., reports "much interest and achievement among the colored girls through the work of an industrial teacher in sewing, cooking, home gardening, etc."

Beaver Dam, Wis., offers a Saturday afternoon sewing class for wage-earning young

women.

Beloit, Wis., has equipped a flat for continuation classes in home making, and both day and evening classes for wage-earning young women.

Manitowoc, Wis., reported that its night school classes in household arts were especially large.

The high school at Stoughton, Wis., opened its domestic science department to a class of high-school graduates, who were taught by the regular teacher of domestic science, who also aided the ladies of a local home economics club which met in the department.

E. PROGRESS IN NORMAL SCHOOLS.

In a return from State normal-school principals in September, 1914, of 59 replying, 54 are teaching home economics, and 7 report home economics introduced in 1913-14 and 2 in September, 1914; these figures, combined with those from an earlier inquiry, show that 159 State normal schools, all but about 10 or 12 of the total number of such schools, are now teaching home economics. Of the 54 insti

tutions reporting in this inquiry, 21 require some work in home economics of all intending grade teachers; 24 allow such students to elect home economics, and 28 require one or more courses in home economics of intending rural teachers; 32 of the 54 reporting offer a course for training special teachers of home economics; 9 report courses in home making; 25 of these normal schools report additions to equipment for household arts, and 14 report additions to their teaching staff in home economics during the past year. These figures would doubtless need to be more than doubled to represent adequately the whole situation in the normal schools.

One normal school principal writes: "Domestic economy needs saving from its friends; it must be kept close to home needs and home uses; already it has been sterilized and schoolmasterized to the loss of its earlier worth." He then adds: "Our school is a school for teachers. Any one may take domestic science here, but it counts only when the student plans and prepares to teach it." This aim seems to cut across the preceding one; if credit vocational courses were opened for home makers as well as for teachers, it would help keep the practical issues of home management prominent, and the subject would not be sterilized as it doubtless always tends to be when approached in terms of the teaching process and the schoolmaster. This particular normal school is emphasizing the practical, however, by adding a cafeteria to be conducted by its cookery department.

New Hampshire, Ohio, Kansas, South Dakota, and Washington report that courses in household arts have been introduced into all of their normal schools.

The Aberdeen (S. Dak.) Normal School offers short courses in winter to girls from farms; the Bloomsburg (Pa.) Normal School offers a two-year home makers' course and some night-school work in household arts; and the Huntsville (Tex.) Normal School gives home makers' courses in the summer.

The Fort Hays (Kans.) Normal School gave in 1913-14 a month's winter course for farmers and housekeepers which brought out 521 persons. In its new courses this year are included nursing and laundry.

The Mississippi Normal College, at Hattiesburg, gives weekly practice work in rural school lunches in the practice school.

The River Falls (Wis.) Normal School gives "a course in self-boarding required of all students who board themselves."

The Stevens Point (Wis.) Normal School offers a one-year and two-year home makers' course for women and girls, and holds one or two home makers' conferences each year.

F. PROGRESS IN THE COLLEGES.

Returns in September, 1914, from 178 colleges and universities that receive women students indicate that 106 of those replying offer courses in home economics and that of this number 37 introduced

the subject in 1913 or 1914; these facts considered in connection with earlier returns indicate that a total of approximately 250 colleges for women now offer distinct courses in home economics. Of the 106 colleges now reporting on home economics courses, 53 have added to equipment for these courses in the last year, and 23 colleges which were teaching these subjects a year ago have this year an increased staff in this field.

In 1913-14 the University of Arkansas and the State College of New Hampshire were among the colleges which inaugurated courses in home economics. Tabor College, Tabor, Iowa, and the new State College for Women at Newark, Del., began courses in September, 1914, and the Connecticut Woman's College, to be opened in September, 1915, at New London, Conn., will include courses in household arts and and other fields of professional study.

The University of Illinois in its department of household science reports growth for 1913-14 as follows: Enrollment increased 23 per cent; the first food course, 15 per cent; textiles, 38 per cent; household management and lunch-room management, each 66 per cent; advanced courses in foods, each 100 per cent; teachers' course, 150 per cent; senior class in the department, 187 per cent. "The growth on the art side, where the total registration is 343, is gratifying, as that is not so well developed anywhere as the food work, and the need for trained work is very great."

Iowa State College has begun a two-year noncollegiate course for those interested in home making and for those wishing to obtain positions as institutional workers, dressmakers, milliners, designers, demonstrators, and tea-room managers.

Teachers College, Columbia University, offered this year an increased number of graduate courses in household arts; there are now offered five graduate courses in nutrition, two in physiological chemistry, one in organic and household chemistry, two in foods and cookery, one in textiles and clothing, two in design and decoration, and seven graduate courses in household and institution administration, including the economics of the household.

The University of Vermont, Burlington, in its department of home economics, has successfully made use of opportunities for studies of household administration, cost of living, etc., through class visits to private homes of members of the faculty, and several such homes have this year been opened for practice work in planning expenditures, including menus for one or two weeks. Prof. Terrill finds this even more practical, perhaps, than a formal practice house.

Blackburn College, Carlinville, Ill., is just starting a department of household arts in connection with a self-help plan whereby the students pay $100 and work three hours a day.

In Lewis Institute, Chicago, a noncollegiate curriculum of institution management has been added, as have also new courses in home cooking and table service and home nursing.

Des Moines College, Iowa, reports that "the girls in liberal arts are now taking courses in home economics in a wholesome spirit.”

Hood College, Frederick, Md., is introducing home economics into the high schools of the county, the college director acting as supervisor of home economics in the public schools.

The Curtis School of Home Economics in the Municipal University of Akron, Ohio, opened in the fall of 1914. A four-year course is offered, leading to the degree of B. S. in home economics, and a five-year course which combines the liberal-arts course and the home-economics course. Curtis Cottage, the gift of William Pitt Curtis, of Wadsworth, Ohio, with parlors, dining room, kitchen, laundry, bedrooms, and laboratories, is to be used for the school.

New buildings for home economics are being planned or constructed at the University of Cincinnati, where a professional school of household arts, for several years conducted by the Cincinnati Kindergarten Association, has now been consolidated with the university; at Iowa State College; Goshen College, Indiana; Hood College, Frederick, Md.; College for Women, Allentown, Pa.; and Ohio University, Athens, Ohio. Brenau College, Gainesville, Ga., opened a model house in September, 1914. Lincoln Memorial University, Cumberland Gap, Tenn., has inaugurated extension work in home making, to reach rural teachers.

Utah State College had 783 students in short courses and 166 in regular courses— a growth from 339 and 144, respectively. Rhode Island State College reports that its home-economics extension work is greatly increased.

The Florida State College for Women added last year a full-time extension worker, and the State University of Wyoming a demonstrator in home economics.

CHAPTER XIV.

KINDERGARTEN PROGRESS, 1913-14.

By ALMIRA M. WINCHESTER,

Kindergarten Division, Bureau of Education.

CONTENTS.-Legislation-Educational meetings of the year-Kindergarten and primary grades-Testing the value of the kindergarten-Reorganization of kindergarten training courses.

LEGISLATION.

Legislation, or proposed legislation, in behalf of the extension of public school kindergartens has been a prominent feature of the past year's advancement. Of the six States that as yet have made no legal enactments providing for kindergartens, Georgia and Virginia have put forth strong efforts to secure the passage of a permissive bill, i. e., one that legalizes the establishment of public school kindergartens in communities desiring them, but does not call for additional State appropriations. State-wide interest was aroused in connection with the Georgia and Virginia campaigns, and while the proposed measures were not passed by the respective legislatures, the subject of kindergarten education was fully discussed in the press and among the people. The Virginia Legislature passed an act lowering the public school age from 7 to 6 years, and thus paved the way for future enactments looking to the improvement of the school system from the foundation up. There has also been legislative activity in Tennessee and Arkansas in behalf of kindergartens and to lower the school age.

A real stride forward was taken in California. Through the organized efforts of the kindergarten teachers and of the State Congress of Mothers the following provision has been incorporated in the school laws of the State:

The board of education of every city, city and county, or the board of school trustees of every school district in this State shall, upon the petition of the parents or guardians of 25 or more children between the ages of 44 and 6 years, residing within a mile of any elementary school building situated in such city, city and county, or school district, establish and maintain a kindergarten or kindergartens: Provided, That such kindergarten or kindergartens shall be established only between the first day of June and the first day of August in any year.

This measure has stimulated the growth of kindergartens to the extent that 45 petitions have been presented and 32 acted upon favorably in 21 different cities, 19 of which had never before had kindergartens. In anticipation of an increased demand for kindergarten teachers, a kindergarten training department in the State