Numerous requests concerning standards and practices of kindergarten procedure have been received from superintendents, supervisors, teachers, and laymen interested in education. These requests indicate a desire to know what phases of kindergarten education are being criticized or commended, and also what standards and policies are being suggested for kindergarten education. Recommendations found in the surveys examined were made to meet specific conditions in local situations. They are of value for other communities to the extent to which similar conditions exist in these communities. Therefore a composite statement of survey findings should be of help in judging the value of kindergarten procedures in any community. Because of the variety of information desired by superintendents, supervisors, principals, teachers, and laymen, who are interested in kindergarten education, as comprehensive a study as possible has been made of the relevant suggestions and comments found in surveys of public school systems. It was not possible to include in the analysis all problems connected with the administration of kindergartens. Such phases as statistics, salaries, costs of maintenance and equipment have not been considered, as in most surveys these items are incorporated in the statements for the elementary schools as a whole. The surveys were selected because: (1) they spread over a long period of time (1915-1924); (2) they discuss the work done in many parts of the country; (3) they present problems which arise in places varying in size and in community interests; and (4) they were made by leading educators. Almost every phase of kindergarten practice and administration has been severely criticized or strongly commended in the surveys, and definite recommendations are made with regard to such problems as: (1) eliminating mass teaching and dividing classes into small groups; (2) keeping records of the achievement of individual pupils; providing better methods of promotion; (3) studying the effect of kindergarten training on children's progress through the grades; and (4) unifying the work in kindergarten and primary grades. [Best copy available has been provided.]