322 INTERNATIONAL CONGRESS OF EDUCATION. 
Porte ; Miss Brooks and Mrs. Kate Douglas Wiggin, of New York City ; Miss Nora 
Smith. of San Francisco, Cal. ; Mrs. Wiley, of Buffalo ; and Mrs. Cooper, of California. 
SECOND SESSION—JuLy 27, 1893. 
The Congress of Kindergarten Instruction was called to order by Mrs. A. M. Hughes. 
the President, at 9.30 A.m., Thursday, July 27, 1893. 
Mr. W. N. Hailmann, of La Porte, Ind., reviewed the kindergarten situation in Ger- 
nany and America, reporting upon the literature sent from abroad. 
The commission in charge of the German Educational Exhibit confessed that teachers 
ind schoolmen are antagonistic to the work, stating that the necessity of handling large 
nasses of children made it impracticable ; but little by little they are having their eyes 
pened. 
Angelika Hartmann, of Leipzig, has published a pamphlet on the relation of the 
zindergarten to the public school, dedicating the same to this congress. 
On motion it was voted that this Congress of Kindergarten Instruction forward greet- 
ings and thanks to the kindergarten workers in Europe for their coperation. 
The valuable papers from other points of Europe were transferred to this section, that 
he same might be published in the report of the National Educational Association. 
Mrs. J. N. Crouse, of Chicage, opened the discussion on ‘ Preparation of the Kinder- 
yartner for her Work,” making an urgent plea for longer, higher, and wider training. 
Miss Annie Laws, of Cincinnati, spoke from her personal experiences, recommending 
stronger measures, and a plea for better and more adequate remuneration for work, and 
suggesting lines of broader experiences as tributary to a kindergartner’s training, such 
1s is gleaned by visiting other schools in other cities. 
friiulein Annetta Schepel read a paper prepared by her co-worker, Frau Henrietta 
Schrader, of Berlin, on the topic, “ The Kindergarten as a Basis for Life.” 
Mrs. Louisa Parsons Hopkins, of the Boston Board of School Supervisors, presented a 
saper on the ¢¢ Preparation of the Kindergartner.” 
Mr. W. N. Hailmann closed the discussion by giving a most comprehensive sketch of 
che characteristic mental and physical conditions of the first seven years of childhood, 
which determine the special educative value of hand work in the kindergarten. 
THIRD SESSION—JuLv 28, 1893. 
The Congress of Kindergarten Instruction was called to order Friday, July 28, 1893, 
oy the Chairman, 
A paper was read by Mary T. Hotchkiss, of Milwaukee, Wis., on ‘‘Story-Telling in 
she Kindergarten.” 
Professor Earl Barnes, of Leland Stanford University, read a paper on ¢ To what 
Extent is Symbolism J ustifiable in the Kindergarten ?” 
A paper was read by Mrs. Eudora L. Hailmann, of La Porte, Ind., on “To what 
Extent is Symbolism Justifiable in the Kindergarten ?” in continuation of the discus. 
sion of symbolism. 
Miss Harrison, of Chicago, spoke of the parallelisms between the race development 
and that of the child, and drew clear conclusions as to methods of fitting the natural 
symbols to the child’s comprehension. At the close of Miss Harrison’s words the chair- 
man suggested that an informal greeting be sent to Miss Susan E. Blow; also to Miss 
Emma Marwedel. 
The discussion of symbolism was continued by Miss Lucy Whitlock, of Boston, and 
Mr. Arnold H. Hinewah, of Chicago. 
The session was closed by the Chairman, expressing the hope that we might go to our 
somes to live out these great truths whose repeated utterances had warmed us into a 
zeener appreciation of our individual possibilities.