Our little colored Patricia, who was in Miss Stovall's class last year, came in the other day after school, and requested Miss Stovall especially to give her love to Mrs. Folger.

The first week was spent in tears by many of my little ones, but tears have given place to smiles, and the spirit of harmony once more pervades the room.

I have one little girl whom I should judge has always had her own way at home, for everything she saw she wanted, and if she couldn't have it, she would kick and scream until tired out. I was a little amused as well as gratified the other day at the way she took reproof. I believe it was my watch she wanted, and when she found that she could not do with it as she pleased, she resorted to her screams, but I said: "Now, Bella, you are not going to make us all feel badly, are you? Wont you be a nice little girl, and try to make us happy?" She stopped her screaming, and seemed to be considering the matter. Then, when she had decided the question, she held out her arms to me, with the words, "Teacher, me want to tiss you!" I haven't had any trouble with her since; but they are not all so easy to subdue as Bella.

In closing, I would like to express the appreciation of all the Kindergartners for our very pleasant surroundings. Miss Stovall and Miss Moore say they are glad that they are not the only ones in the building that have pretty apartments.

OUR FAITHFUL MATRONS.

It would not be possible to carry on a Kindergarten, as it should be carried on, in these destitute portions of the City, without a good, capable, and kind-hearted Matron. And such are the women whom we have in all our Kindergartens--helper and mother, all in one. When it is remembered that some of our little folks have intemperate mothers, who are sometimes "sent up for thirty days," as will be seen by reference to the "Teacher's Reports," it can readily be understood how much of attention these neglected little children need, when they get to their one Mecca of comfort-the Kindergarten. It is not an uncommon thing for the Matron to receive them two hours before the time for opening the Kindergarten, wash them, comb their hair, give them their breakfast, and arrange their dilapidated garments, so as to make them presentable when the school opens. They are mothers, indeed, to these forsaken little ones. O, the sweet rest of this tender care to the bereft little wanderers.

"More helpful than all wisdom is one draught of simple human pity that will not forsake us." We take as much pains in the selection of our Matrons, as of our Teachers. In fact, it is easier to secure well-equipped Teachers than well-equipped Matrons. They need, not only all the essential qualities of the Teacher, but they must have also the best qualities of the ideal housekeeper. The Kindergartens of the Golden Gate Association owe much to their faithful, compassionate, and wise-hearted Matrons.

ANSWERS TO CORRESPONDENTS.

With every succeeding year the work in the department of correspondence increases. The number of letters and postals sent off by the Superintendent and Private Secretary, the past year, is found to be, by actual registry account, 5,362-an average of about 15 a day. This is an increase over last year. Letters of inquiry have been received from all over this country, from many Foreign Countries, and from the Islands of the Sea. We are in communication with almost every State and Territory in this Country. The universal good of the cause, demands that these letters receive full and careful attention. We have found from experience, that the broader the range of effort, the more effectual the work at home.

Every kind of information is desired. Parties wish to train, and seek to know how and where such training may be secured. Others wish to know how to set about organizing a Charity Kindergarten. Others are trying to engraft the work upon the Public Schools, and seek suggestions in reference to the best mode and method. Others again are deeply interested in the rationale of the system. To answer as many of these questions as possible through this Report is our aim. It would require the services of more than one nimble amanuensis to reply in detail by letter to all these inquiries. A marked Report, sent forward, is often all the answer that can be made.

As to training for the work, we would say, that the California Kindergarten Training School, founded by Mrs. Kate Douglas

Wiggin, has sent out during the past nine years over 200 welltrained Kindergartners, who are doing excellent work all over the Pacific Coast, and some of them have gone to distant places to lay foundations for the New Education.

Miss Nora Smith, a sister of Mrs. Wiggin, is now in charge of this Training School, at 64 Silver street, San Francisco. Miss Smith is a successful and competent Normal Kindergarten Trainer, and won golden opinions at the late National Educational Association by her admirable presentation of methods in the Kindergarten. Miss Smith is duly empowered to award diplomas at the proper completion of the established course.

Any young ladies with musical ability, and otherwise duly qualified for training, who desire a scholarship in the Golden Gate Kindergarten Association, should make application, by letter or in person, to the Superintendent, Mrs. Sarah B. Cooper, No. 1902 Vallejo street, San Francisco. The next session of the Training School will begin next August, but application can be made at any time-the sooner the better. Already a large number of applications have been made.

THOROUGH TRAINING INDISPENSABLE.

There is no such thing as Kindergarten teaching without thorough training. There is a false idea abroad on the subject. Read what Professor Hailmann, late President of the Froebel Society of America, says on this point:

'WHAT TRAINING-CLASSES SHOULD HAVE AND Do.-(1) They should have lessons-not lectures alone-on physiology and psychology, learning to observe and to analyze their observations; to find principles and to apply them; to discover motives, tendencies and incentives; to doubt themselves and to accept truth. (2) They should study plants and animals in their life, and learn to nurse them. (3) They should become familiar with the history of education, of human thought, and of human progress, in clear and distinct outline, so that in their work they may consciously aid thought and progress. (4) They should learn to handle Froebel's gifts in all directions, and to invent and use new occupations. (5) They should observe in a model Kindergarten, and give clear accounts of their observation."

CHARITY KINDERGARTENS.

In regard to the method of establishing and carrying forward Charity Kindergartens: In the first place, it is almost indispensable to secure the necessary funds, in monthly subscriptions, and not to rely on spasmodic efforts or voluntary donations, as the success of the work depends very largely upon its stability, and freedom from financial anxieties. The subscription list should be kept up; that is, if one subscriber withdraws, another should at once be put in his place. A well-trained, capable and efficient Kindergartner should be secured. She should, above all things else, love little children and love her work. Administrative ability, the power to impart and the knack of stimulating the little ones to do and be their best, are necessary pre-requisites. There is no such thing as simulating these qualities. They are interior and essential, if possessed at all.

DESCRIPTION OF SCHOOL ROOM-PLAN OF WORK.

Many inquiries are made in regard to the proper equipment and the daily programme of work in a well-ordered Kindergarten. Of course, the furnishing will depend upon the taste and means of those who have it in hand, and the programme will necessarily vary. The following details, prepared by the Normal Kindergarten Trainer, will give an intelligent idea of the model school room, and a general outline of daily occupation in the ideal Kindergarten, where pupils range from 2 to 6 years of age.

The room is 40 by 55 feet, having seven large windows. The children sit in families of fifteen or twenty, the rows facing each other in the four corners of the room, the center being left free for games, marching, gymnastics, etc., and painted in circles crossed by straight lines, as a guide to the feet. All the wood work is painted in two shades of brown, with brilliant scarlet moldings on doors, base-boards and windows. This, with a wide frieze of vivid red on the cream-colored wall, give a gorgeous effect, very fascinating to the children. The walls are hung with pretty wood-cuts, engravings, and colored pictures of vari

ous kinds. This is not precisely high art, but nevertheless there is not a poor picture in the room. We have a piano, of course; many specimens of diverse kinds for use in object lessons, a sand table, a small aquarium, some growing plants and many vases of flowers.

The scholars are constantly donating their own work to the teachers, and are more pleased than words can express when it is used for ornament.

For an idea of the daily instruction, see the following programme, from which anyone at all conversant with Kindergarten methods can get information as to the course pursued. This is by no means a fixed or inflexible outline of work. It is simply suggestive:

SUGGESTIONS TO TEACHERS.

Children from 5 to 6 years occupy the First Division, and those 3 to 4 years, the Fourth Division.

The Programme is not intended to be a "cast-iron" one, but a living thing, subject to change and growth. No mention is made of occasional exercises, such as Slate Work, Paper Twisting and Group Work. It is supposed that each Kindergartner will introduce these at her discretion, and that she will always adapt both work and play to the kind of weather, the season of the year, and the thought foremost in her pupils' minds.

Thus a clear, unbroken impression of harmony between inward thinking and outward doing, will always be made on the child's mind.