IN MEMORIAM. It is with the deepest regret that I record the death of one who has been an earnest and efficient principal of one of our schools for many years. Mrs. KATE M. BARRON, principal of the Jackson School, died on the 16th day of October, 1879. At the early age of 15 years, she creditably passed an examination for the position of teacher, and soon after engaged in the work that she had chosen for her life calling. In 1871 she was promoted from the position of head assistant at the Everett, to the position of principal of the Dodier School. In 1874, she was transferred to the principalship of the Jackson School, where she remained until June, 1879. She was gifted with remarkable executive ability, and exhibited most excellent skill in instruction. Her more than ordinary intellectual ability, literary taste, and pleasing manner, made her a leading spirit among her large circle of friends and acquaintances. Her sympathy for those in distress was unbounded, and her deeds of kindness were limited only by want of time and physical strength. Her influence was always exerted for the elevation and refinement of those around her, and her loss to the schools is keenly felt by teachers and co-laborers. At a meeting of teachers, Oct. 28th, 1879, an appropriate memorial, and resolutions expressive of deep regret were adopted. THE DISTRICT SCHOOLS. On page 21 of this report, the number of school buildings is given as 103, while Table II. in the Appendix shows that there are 73 schools. Several of the schools occupy more than one building. Each of the buildings not represented in Table II., is occupied by a branch of a larger school, and is located so near the main building that the larger school and the branch are included in one organization. Deducting from the number of schools, four for the Normal, High and Branches, there remains 69 as the number of district schools, 12 of which are schools for colored children. Thirteen of the 57 schools for white children, are located in sparsely settled districts, and are small and only partially graded. In 31 of the remaining 44 schools, kindergarten instruction is given. The accompanying table shows the enrollment of the kindergartens for the year 1879-80, as 7,878, or 1,666 more than for 1878-79. Prior to July, 1880, the Board prohibited the admission to the schools of children under six years of age; but during the year 1879-80, many exceptions to the rule were made by the Teachers Committee, and children five years of age were admitted into several of the kindergardens. To make the system uniform throughout the city, the Committee on Course of Study recommended, in April, 1880, "A. That children be admitted into the kindergartens at the age of five years." "B. That no Bates, p. m. Carondelet, a. m. Carondelet, p. m Hamilton, a. m. 699 1 pupil be admitted into the primary school until he has reached the age of six years." This recommendation was referred to the attorney of the Board, who subsequently, in view of the decision of the Court of Appeals in the case of Roach v. The Public Schools, gave as his opinion that there was no legal objection to the adoption of recommendation 'A,' and that it necessarily followed that there could be no legal objection to the adoption of recommendation 'B.' In the following July, the above recommendations were incorporated in the rule for the admission of pupils to the Public Schools. Under the rule as amended, children may be admitted to the kindergarten—a half-day only-at the age of five years ; but no child under six years of age can be admitted to primary instruction. Children who have reached the age of six years, may receive kindergarten instruction one-half day and primary instruction one-half day; but such pupils are not prevented from receiving instruction for a half-day only, either in the primary or kindergarten department, if the parents so desire. Children are admitted to primary instruction, all day, at the age of six years, in those schools having no kindergarten attached, and at the age of seven years, in those schools in which kindergarten instruction is given. In many respects, the work of the kindergarten has improved materially during the past year, and particularly in various details that effect most directly the more prominent habits and practices that are required of the pupil when he enters the primary school. Thus far the kindergarten has appeared, to most individuals, as a distinct organization, having no direct relation, in its results, to the work of the primary school. There is, apparently, in the course of study, no recognition of the dependence of the latter upon the former. The primary teacher begins her work with no reference whatever to what has already been done in the way |