But private foundations are restrictive, and it was not until the kindergarten began to be adopted by school systems that the movement became truly national in the United States. Boston in the early seventies added a few kindergartens to her public schools, but after several years of trial gave them up on account of the expense. The first permanent establishment under a city board was made in 1873 at St. Louis through the efforts of Miss Blow. Twelve kindergartens were organized at first, but others were opened as rapidly as competent directors could be prepared at Miss Blow’s training school. Within a decade there were more than fifty public kindergartens and nearly eight thousand pupils in St. Louis. San Francisco authorized the addition of kindergartens to the public schools in 1880; and between that date and the end of the century New York, Boston, Philadelphia, Buffalo, Pittsburgh, Rochester, Providence, Milwaukee, Minneapolis, and nearly two hundred other progressive cities made the work an integral part of their system. About twenty of the cities employed a special supervisor to inspect the work. Excellent training schools for kindergartners are now maintained by half a hundred public and quasi-public normal institutions. [Sidenote: Studies improved by Pestalozzi] [Sidenote: and Herbart,] [Sidenote: and training contributed by Froebel.] [Sidenote: Period of reforms of Pestalozzi,] [Sidenote: Froebel,] [Sidenote: and Herbart.] =The Relative Influence of Pestalozzi, Herbart, and Froebel.=--It is now obvious how large a part in the development of modern educational practice has been played by Herbart and Froebel. There are few tendencies in the curricula and methods of the schools to-day that cannot in their beginnings be traced back to them, or to Pestalozzi, their master. But the reforms of all three find their roots in Rousseau (Fig. 44). His ‘naturalism’ was continued by Pestalozzi (Fig. 45) in his ‘development’ and ‘observation,’ which were, in turn, further elaborated by Froebel and Herbart respectively (Figs. 47 and 46). Through his ‘observation’ methods, Pestalozzi greatly improved the teaching of arithmetic, language work, geography, elementary science, drawing, writing, reading, and music, and, by means of Fellenberg’s work, developed industrial and philanthropic training. As a result of Herbart’s moral and religious aim, marked advances in the teaching of history and literature have taken place, and, largely through his carefully wrought educational doctrines, order and system have everywhere been introduced into instruction. From Froebel’s mystic interpretation of ‘natural development’ we have obtained the kindergarten training for a period of life hitherto largely neglected, the informal occupations, manual training, and other studies of motor expression, together with psychological and social principles that underlie every stage of education. Pestalozzi’s reforms were felt