*^Vol. VI. JTJL-ST, 1S68. No. 1.
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DEPARTMENT OF PUBLIC INSTRUCTION. !
EDITORS : 0. P. FITZGEEALD, W. T. LUOKY.
SAN FRANCISCO: , CALIFORNIA EDUCATIONAL SOCIETY.
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Address : " Califomia Teacher," San Francisco.
TABLE OF CONTENTS.
FAOB.
ADDRESS OF STATP^ SUPEEINTENDENT FITZGERALD 1
PROCEEDINGS STATE TEACHERS' INSTITUTE 8
LIST OF COMMITTEES STATE INSTITUTE 17
Committee on Order of Business and Nominations 17
Committee of Introduction 17
Committee on Text-Books 17
Committee on Resolutions 17
Committee on Music 17
Standing Committee on Text-Books for the Year 18
STATE EDUCATIONAL SOCIETY .... 18
DEPARTMENT OF PUBLIC INSTRUCTION 21
To Whom it may Concern 21
State Teachers' Institute 21
Next State Teachers' Institute. 22
County Institutes 22
The Present Number 22
A Request 23
Another Request 23
OUR BOOK TABLE 2.S
STATE NORMAL SCHOOL 24
Teachers 24
Course of Study 24
Regulations of the State Normal School 2")
General Information 26
C(JNrRlBUriN(i EDirOHS,
John Swett. Bernhard Marks,
S. I. C. SWEZEY.
Bancroft Library
' ^^ '^3 THE
CALIFORNIA TEACHER.
JULY, 1868.
Vol. VT.] S.A.3Sr FT^J^ISTGXSGO. [No. 1.
ADDRESS OF STATE SUPERINTENDENT FITZGERALD, Before the State Teachers' Institute, at Lincoln Hall,
* SAN FRANCISCO, JUNE, 17th, 1868.
Ladies and Gentlemen of the State Teachers^ Institute :
As this is my first general meeting with the teachers of the State, I hope you will allow me a few remarks of a personal character without exposing myself to the imputation of egotism or bad taste. And first of all permit me to say, that in taking the place and entering upon the duties devolved upon me by the voice of the people of Cali- fornia, I feel that I am no intruder into the ranks of the noble army of educators. I am no new recruit. All my life I have been an humble but earnest and willing worker in the cause of Popular Education. I have sat in the pedagogue's chair. I have wielded as well as felt the retributive birch. It is true that I have for many years been engaged in another vocation — the only one which I acknowledge to be higher than that of teacher. And if I should bring to my pres- ent duties something of the sense of responsibihty to God, some- thing of the regard for the higher interests of my fellow beings which are supposed to belong particularly to my other calling,. I trust that I will not thereby be the less fitted for the duties of my posi- tion. While I have no exalted opinion of my own capabilities, I am conscious of an honest purpose to do my duty. This purpose will be the inspiration of my labors aiid of whatever success I may achieve.
2 • Address of State Superintendent. U^^Ji
Through the press, and in public addresses, I have already inti- mated the spirit in which I enter upon my work. I have no partisan, sectarian, or sectional ends to accomplish. I have political opinions, and there never was a moment of my life when I was ashamed or afraid to avow them on proper occasions. Whenever I have an opinion on any subject that I am ashamed to acknowledge, I will abandon it. But while I have political opinions, I am no partisan in the narrow and objectionable sense of the term. I have mingled in the throngs that crowd the thoroughfares of our great national city of New York. I have seen the Mississippi river. I have crossed the Atlantic ocean. I live in this epitome of the world, San Francisco, and the deep diapason of the mighty Pacific may be heard any still day from my office window. If all this does not liberalize a man's ideas and widen the circle of his sympathies, he is out of place in this age and country. Whatever an individual might think and feel as an individual, he should at least be free from all partisanship in his official relation to the public schools. All parties are taxed alike for their support ; all have equal rights, and all should be treated with equal respect. Our schools are not Democratic or Republican ; they are not Northern or Southern, Protestant or Cathohc. But they are American^ and our text books and oral instructions in the school room should inculcate and cherish a sentiment of American nationality, a love of our whole ^country, and a pride in its glorious history. We have had a civil vwar, but it is over, and does not every good man and woman .-say, iu God's name, let it he over! Sensible families, when they Jhave had a domestic difficulty, do not seek every opportunity to re-open the old wounds, and rekindle the embers of strife ; but as iar as possible, will, by mutual forgiveness and forge tfulness, bury their trouble forever. So we should act with reference to our national family difficulty. Both the guilty and the innocent have been gufficiently punished. A wise teacher, when forced to chastise a pupil for a fault, performs the disagreeable duty, and is done with it. He never punishes twice for the same fault, nor will he be for- ever ringing in the aching and reluctant ears of the already pun- ished child the story of his error. The war is over, and the passions of the war should be permitted to die with it. No songs should be sung which are intended or calculated to excite hatred or contempt
1868. J Address of State Superintendent. 3
toward any portion of the American people. Our songs should breathe the spirit of peace, concord and affection which should prevail among citizens of a common country, and children of our Father above.
. I trust I am no sectionalist, though I do not assume to be lack- ing in that universal sentiment that binds the heart with cords of imperishable affection to the home of childhood. But California is my home. Here I have lived the best years of my manhood. Here I expect to remain. Here I expect to die and be buried when my w^ork is done.
Neither have I entered upon my duties in the spirit of a secta- rian. Strictly speaking, there can be no such thing as a sec- tarian in this country. A sectarian is one who opposes the es- tablished religion or prevailing denomination. Now, in this coun- try we have no established religion, and I thank God for it. And we have so many different sects that no one of them can properly be called a " prevailing denomination ; " but I scarcely know whether to thank God for that or not ! That is, while I am glad that we have no compulsory uniformity of faith and worship, I think we have somewhat overdone the thing in the way of multi- plying denominations. I have my religious opinions, and they are dearer to me than life. I proscribe no man from holding different opinions from mine. Neither should any man proscribe me because of my religious views. Protestants and Catholics, Jews and Gen- tiles, stand on a level under our system. Every man is responsible to God alone for his religious opinions and practice. If I have religion enough to save my own soul, I shall be glad ; but I have no desire to teach it by law to my neighbor's children, or to force it upon the consciences of other people. That is what I understand by liberality : to have your own views, and to be willing that your neighbor should have his. That is the hberality I have always prac- ticed heretofore. As I grow older I think I become more charitable in iny judgment toward my fellow men. A thousand prejudices of education and association have been modified or banished altogether from my mind, by contact with those whom I formerly knew only through the medium of a one-sided literature, or of whom I knew next to nothing whatever. I shall trouble no man, woman or child, because of his or her religion or lack of religion. At the same time, I shall always try to remember that there is a God to whom I am
4 Address of State Superintendent. [July,
responsible, to whom I owe reverence, obedience and aiFection. If we forget this fact as a people, the bump of reverence will ultimately disappear from the national cranium. And when this sentiment or element of character is gone, we will go to destruction surely and speedily. Where this sentiment is lacking, there is no basis on which to build a strong, pure and lofty character. You can have no pure morality that is not based on a recognition of God and the acknowledgment of responsibility to Him. This much my reading of history, my observation of society and my common sense teach me. But this is not sectarianism. Catholics and Protestants, Jews and Gentiles, the religious and the irreligious, will all agree with me in this. We all want a sound morality, resting upon a true foundation ; but this does not involve the necessity of recognizing or patronizing any particular sect or body of religionists. To this I am utterly opposed, as incompatible with our theory of government, which proclaims an entire separation of Church and State. I fully endorse this theory, and hope we shall always conform to it in prac- tice. The union of Church and State has always been attended with one result — the corruption of the Church, and the disorganiza- tion of the State. History is full of examples.
Thus much I trust will be pardoned in the way of a general glance at the subject of Popular Education, and my personal rela- tions to it.
Passing now to the more immediate objects of this gathering, I congratulate these honored and worthy representatives of the cause on the condition and prospects of Popular Education in Cali- fornia. I invite your attention to a statistical glance at the subject :
Whole number of school districts 981
Whole number of schools 1,083
The number of male teachers 616
The number of female teachers 773
Whole number of children, between five and fifteen years of age 94,379
The average monthly salaries of male teachers $ 77
The average monthly salaries of female teachers 64
The amount raised for public schools (1867) 1,287,000
The Slate apportionment (1867) 260,000
Amount raised by county and city school taxes 600,000
Amount raised by district taxes, voted by the people 73,000
Amount paid for teachers' salaries 700,000
Amount expended for school houses 257,000
1868.] Address of /State Superintendent. 5
The reports for the current year will probably show a considera- ble enlargement of these figures ; for the result of my personal ob- servations and the intelligence that reaches me from every quarter convince me that such will be the result.
Though a change has taken place in the administration of the School Department, thus far it has been attended with none of the evils which some seemed to dread. The only material change or amendment to the School Law made by the last Legislature was that increasing the rate of taxation for school purposes and school building — the former being raised from fifteen to thirty cent's, the latter from thirty-five to seventy cents on the one hundred dollars. This does not look like destroying our schools.
I prepared and caused to be introduced into the Assembly an amendment to our School Law, authorizing the appointment of Deputies by County Superintendents, who could sign warrants and perform other duties of similar character in the absence of Super- intendents. The need of such an enactment is obvious in large agricultural and mining counties, where the County Superintend- ents are often necessarily absent for several days at a time. This amendment did not come before the other branch of the State Legis- lature in time to be acted on — but by no fault of mine.
An appropriation was asked from the Legislature for the State Normal School, for the purpose of purchasing an apparatus for that institution ; but owing to inactivity in one quarter and direct oppo- sition in another, it failed.
With regard to our present School Law, I purposed to act with a conscientious caution in the matter of proposing changes. I was and am disposed first to observe its practical workings ; to be con- servative rather than revolutionary, according to the Divine injunc- tion, to " prove all things, and hold fast that which is good." That our school system or any other is now perfect, no one will claim. No work of human origin is absolutely perfect, and all living insti- tutions must progress or decay and perish. But rash experiment is not progress, and nothing is more contemptible than a petty ambi- tion to obtain the name of a reformer by recklessly assailing or tearing down the work of others. I would not pluck a leaf of lau- rel from the brow of any earnest and faithful laborer in the cause of education. I would not disparage or undervalue the labors of my
6 . Address of State Superintendent. [July,
•worthy predecessors — Hubbs, Moulder and Swett. Where they did well, I will try to imitate them. Where I think they erred, I will try to improve.
The most important measure of the last Legislature was the pas- sage of the bill to create and organize the University of California. This grand enterprise has been inaugurated under circumstances the most auspicious and gratifying. In the Legislature it received the support of all parties alike, and thus far not a note of discord has been heard among those who have brought it into being and are entrusted with its management. All seem to agree that it is to be established on a basis purely scientific and literary, excluding for- ever all partisan control and religious quarrels. The moment political parties or churches begin to quarrel over a literary institu- tion of this character, its epitaph may be written. It was the avowed purpose of those who framed the bill creating and organiz- ing the University of California to so frame it that it would be for- ever impossible for any party to run it as a political machine, or for the various religious denominations to fight for the ascendency in its management. The Board of Regents is now fully organized, repre- senting the several great business interests of the Commonwealth, with a due proportion of cultivated men of literary tastes and ante- cedents. The University of Cahfornia is a fact ! It is organized. on a basis that challenges the good will of every citizen of our State, and I confidently believe is destined to take rank at an early day with the noblest institutions of the world. The University fund now available, or which can be made so in a short time, amounts to more than half n million of dollars. We have money ; money will command talents and teaching facilities; talents and adequate teaching facilities will command success.
The University is properly an integral part of our public school system. It has features which bring it in direct relation to the whole system, and make it the crown of the whole, the apex of the educational pyramid, whose foundations reach the humblest and poorest of the children of the State, and whose summit will be radi- ant with the brightness of cultivated intellect and the glory of genius ! Officially, Ladies and Gentlemen Teachers, members of the Institute, I represent you on the Board of Regents, and I take some pleasure in the reflection that I had a humble measure of in-
1868.] Address of State Superintendent, 7
fluence in securing the passage in its present form of the bill creat- ing and organizing the University of California. The University will be a co-worker with you ; it will put the finishing touches upon the marbles that you will lift from their native quarries and fashion them into intelligence, honor, truth, and all the elements of a noble manhood. *
The State Normal School has just closed a most successful term. Though yet in its infancy, it is prosperous and progressive. The thirty-nine graduates just sent forth from its halls reflect honor upon the school, and wherever they go will furnish practical evidence of its great value to our school system. The resignation of Mr. Tait, the able and efficient principal, in the middle of the session, was deeply regretted. In his retirement from regular service as a teacher, the department of education loses a valuable laborer. To Mr. Carlton, who succeeded Mr. Tait as Acting Principal, the grati- fying results of the work of the session are largely due. His long experience in Normal School teaching, and special excellence in "normal training," are well known, and the Board of Normal School Trustees exhibited their appreciation of his value by re- electing him Vice-Principal without a dissenting voice. Dr. Lucky, the newly-elected Principal, has a well established reputa- tion as an able and successful teacher. His election gives general satisfaction, and all his antecedents promise a successful administra- tion.
At the meeting of the State Board of Education, held in Decem. ber last, the subject of text-books was considered, but no action was taken. It was thought best to wait until this meeting of the Insti- tute, in order that the Board might have the advantage of those best qualified to judge of the relative merits of books for the school room- — that is to say, practical teachers. Whatever changes might be desirable, but few are feasible, the law requiring the use of any book for four years after it has once been adopted by the Board. The wisdom of such a requirement I will not question, though at times it may operate to secure the retention of works of inferior merit to the exclusion of better ones. For myself, I should be slow to act on my own individual opinions in this matter, but would prefer to be guided mainly by the judgment of teachers. When this sub- ject comes up, I hope there will be a free, courteous and candid
8 Proceedings State Teachers* Institute. [July,
interchange of opinion, and that your action will embody the result of the aggregate judgment and varied experience of the members of the Institute. With other gentlemen present, who belong to the State Board of Education, I shall be happy to convey to that body the conclusions to which you may arrive for their enlightenment and direction.
In behalf of the cause, I plead for kindness of spirit and har- mony of action. Let us not denounce those who differ from us in opinion, nor be hasty to impugn their motives. Let us can- vass the subjects that come before us calmly and soberly, and yield- ing to the voice of the majority, let us learn all we can from the teachings of experience, and make all the improvement we can. Acting together in this spirit, I am not without hope that we may all live to see the day when the various views and conflicting feel- ings of our cosmopolitan population will be harmonized in favor of a school system that shall develop the highest types of manhood and womanhood, and thus make our loved and beautiful California a center of intellectual influence, the abode of intelligence, virtue, honor and true glory.
PROCEEDINGS STATE TEACHERS' INSTITUTE.
San Francisco, Tuesday, June 16th, 1868.
The California State Teachers' Institute was called to order in Lincoln Hall, San Francisco, on Tuesday, June 16th, 1868 at ten and a half a.m. by State Superintendent Fitzgerald.
The proceedings were opened with prayer by Rev. Dr. Phelps. Superintendent Fitzgerald then introduced Col. T. H. Holt, who delivered a stirring address. After this the Institute proceeded to organize.
On motion, Mr. Francis J. Leonard, of San Francisco, was unanimously chosen Secretary, and Mr. M. M. Scott, of Alameda, Assistant Secretary.
All the County Superintendents present, and Mr. A. 11. Good- rich, were appointed to act as Vice Presidents during the session of the Institute.
On motion, the Chairman appointed the following gentlemen a Committee to report the Order of Business : Messrs. Lucky, Bern.
1868.] Proceedings State Teachers* Institute. 9
Marks, S. White and Pryor, of San Francisco, with Mr. Nicholson, of Santa Clara.
On motion, it was resolved that the Committee on Order of Business should also constitute the Committee on Nominations. It was also resolved to establish a Committee on Introduction. The Chairman postponed the appointment of this Committee to a later period.
Superintendent Denman, of San Francisco was then added to the Committee on Order of Business. During the deliberation of the Committee on Order of Business, a Committee, consisting of Messrs. Knowlton, Williams, Miss Freel, Miss Stone, Miss Fowler and Miss Hejdenfeldt, was appointed to take the names of those present. A recess was then taken until the Committee should present its report.
The recess having expired, the Institute was called to order, and the report of the Committee on Order of Business presented. The following recommendations were adopted :
1. That the morning session be from ten to twelve M. ; and the afternoon session from two to four p.m.
2. That after any Essay, there be a general discussion on that subject — each speaker being limited to five minutes.
It was then announced that Mr. E. J. Schellhouse, of Yolo, would deliver an address on Grammar, at two p.m.
The Committee also presented the following subject for discus- sion:
Resolved^ That one important cause of the want of success in our schools is the frequent change of teachers.
A vote having been taken on the resolution, it was adopted.
The Committee asked for time to make a further report. Further time was granted.
The question of an evening session was placed before the Insti- tute, when it was resolved to hold one on Wednesday evening.
The Chairman appointed the following members of the Institute a Committee of Introduction : Prof. Knowlton, Mr. Denman, Prof. Wilhams, Miss Freel, Miss Fowler and Miss Heydenfelt.
The Chairman announced that he had made arrangements with the California Steam Navigation Company and San Jos^ Railroad Company, to carry teachers at reduced rates. After a few an- nouncements, the Institute adjourned till two P.M.
10 Proceedings State Teachers' Institute. [July,
Tuesday Afternoon, June 16tli, 1868.
The Institute assembled at two and a half p.m.. Superintendent Fitzgerald in the Chair.
A portion of the minutes of the morning session were read and approved.
The Chair announced the following Committees :
Committee on Text Boohs — Messrs. Braly, of Santa Clara, Up- ham, of Yuba, Mackall, of Lake, Shearer, of Santa Clara, and Flood, of San Francisco.
Committee on Resolutions — Mr. Myrick, of San Francisco, Messrs. Nicholson, of Santa Clara, Simonton, of Solano, Swett, of San Francisco, and Gillespie, of Napa.
Mr. E. J. Schelihouse then entertained the Institute with an able dissertation on Grammar. This was followed by an interesting discussion on the methods of teaching Grammar.
The Institute then took a recess of fifteen minutes.
After the recess it was resolved to postpone the subject for dis- cussion until again brought up by the Committee on Order of Busi- ness.
The Chair appointed the following a Committee on Music : Mr. Kerr, of Sacramento, Mr. Pryor, of San Francisco, Mrs. Griffith, of San Francisco, Mr. Gough, of San Francisco, Miss Fowler, of San Francisco, Miss Berks, of Sacramento, Mr. Heald, of Santa Clara, Miss Whitney, of Santa Clara, Miss Bessie Halloway, of San Francisco.
The Committee on Order of Business then presented the order of business for Wednesday.
It was then resolved to change the time for assembling in the morning from ten to nine. After some remarks by the State Super- intendent, the Institute adjourned to nine a.m. Wednesday.
Wednesday Morning, June 17th, 1868.
The Institute assembled at nine and a quarter a.m., Superintendent 0. P. Fitzgerald in the Chair. After prayer by Dr. Lucky, the Committee on Music entered on the discharge of its duties. The
1868.] Proceedings State Teachers* Institute. 11
minutes of the previous session were read and approved. The fol- lowing subject was then taken up for discussion :
Resolved^ That one important cause of the want of success in our schools, is the frequent change of teachers.
The discussion having been general and very entertaining, the Institute voted to prolong it.
State Superintendent 0. P. Fitzgerald then delivered an able address to the teachers, indicating his policy in the administration of his office, and presenting very interesting statistics.
The following resolution was then unanimously adopted :
Resolved, That the thanks of the Institute be tendered the State Superintendent, 0. P. Fitzgerald, for his able and patriotic address, and that a copy be requested for publication.
The Institute then took a recess of ten minutes.
After recess, an interesting Essay on Language, by Thomas Nicholson, of Santa Clara, was followed by a short discussion.
W. W. Kennedy, of Santa Clara, then followed with a brief illustration of his method of teaching colors.
The following resolution was then adopted :
Resolved, That punctuality to the hours of meeting should be more exactly observed by the members of the Institute.
The Institute then adjourned to meet at one and a half p.m.
Wednesday Afternoon, June 17th, 1868.
The Institute assembled at one and a half p.m.
Superintendent Fitzgerald in the Chair.
The minutes of the morning session were read and approved.
A very able and well delivered Address on Mathematics was delivered by T. C. Leonard, Teacher of Mathematics in the Boys' High School, eUciting universal approval.
After which, a discussion on the merits, of the Higher Mathe- matics took place, most teachers taking ground that the teaching of Geometry in schools should be adopted.
The Superintendent then stated that no report of any Commit- tees had been received.
A resolution was then introduced and approved, " that the inter- ests of State and County Institutes are better subserved by short
12 Proceedings State Teachers' Institute. [July,
and free discussions on the practical duties of the school rooms, than by lengthy lectures,''^
Also a resolution introduced, that teaching of Music should be one of the requisites of a teacher, was tabled.
The Institute then took a recess of five minutes.
After recess, the special order for the hour was postponed until Friday morning.
By permission, Mr. Marks then made some remarks on the teaching of Music.
A resolution was then introduced and passed, that, " it is the sense of this Institute that each county employ a Music Teacher, to divide time among the several schools."
An invitation to visit the Rooms of the Mercantile Library As- sociation was received ; and the thanks of the Institute tendered for the courtesy.
The Institute then adjourned to eight p.m.
Wednesday Evening, June 17th, 1868.
The Institute assembled at 8 p.m. pursuant to adjournment. Superintendent Fitzgerald presiding.
The Minutes of the afternoon session were read and approved.
A motion to waive the regular order of business, viz : the Reports of County Superintendents, was lost.
The following County Superintendents then presented short ver- bal reports, showing the condition of the -Schools in their districts : Messrs. Preston, of Nevada ; Gillespie, of Napa ; Denman, of San Francisco ; Braly, of Santa Clara ; Mackall, of Lake ; Thurber, of Contra Costa ; Fuller, of Alameda ; Simonton, of Solano ; and Dr. Trafton, of Sacramento. The Reports were instructive and to the point, and excited very general interest.
The following recommendation was unanimously adopted :
That the State Board of Education be requested to place the Manual adopted by the San Francisco City Board of Education, in the list of Library Books.
After several announcements, the Institute adjourned till Thurs- day morning, at 9 a.m.
1868.] Proceedings State Teachers' Institute. 13
Thursday, June 18th, 1868.
The Institute assembled at 9i a.m., Superintendent Fitzgerald in the chair. Mr. Gillespie, of Napa, opened with prayer. The Minutes of the previous session were read and corrected. The following resolution was then introduced for discussion :
Resolved^ That the influence of teachers should be directed to urge pupils to adapt themselves to the practical exigencies of life.
After the discussion, Mr. Carlton, of the State Normal School, entertained the Institute with a very interesting talk on Normal Training.
An essay on " Man as a Progressive Being," created consider- able surprise. After a few remarks on the subject, the Institute voted to discontinue the discussion. The Institute then took a recess for five minutes.
After the recess. Prof. Knowlton delivered a practical and inter- esting lecture on Elocution. The discussion on this subject was postponed to hear a most excellent paper on Orthography, by Miss L. T. Fowler.
On motion, it was resolved that when the Institute does adjourn, it adjourn Friday, at \2^ p.m.
On motion, it was resolved to have an evening session at 8 P.M., this evening.
The Institute then adjourned.
Thursday Afternoon, June 18th, 1868.
The Institute was called to order at 21 p.m. The Committee on Resolutions presented their report which was read and received.
The Institute then adopted the following resolutions reported by that Committee :
1. Resolved^ That as there is no National system of education, in the United States, it is incumbent upon the Legislature of this State to provide by legal enactments, for the common school edu- cation of every child in the State, between the ages of six and twenty-one years inclusive.
2. Resolved^ That in extending the benefits of a common school education throughout the whole domain of this great State,
14 Proceedings State Teachers* Institute. [July?
no distinction should be made between the children of the poor and those of the rich.
3. Resolved, That the system of public education as provided for by the State, should be based on a direct tax upon the prop- erty of the State, and this direct tax should be sufficient to extend the benefits and blessings of a common school education to every child in the State.
4. Resolved, That (we hope and trust that) the time is not far distant when with truth it may be said that there is no person of legal age in the golden State who cannot read and write and cipher.
5. Resolved, That all teachers employed in the public schools of this State should be subjected to a thorough examination by the proper authorities, before assuming the duties of their profession.
6. Resolved, That the sincere thanks of this Institute be most respectfully tendered to our worthy Superintendent of Public Instruction, the Hon. 0. P. Fitzgerald, to the Hon. Members of the last Legislature, and his Excellency, the Governor, for the enactment and perfection of a State law, providing for the estab- lishment and support of a State University for the higher educa- tion of the young men of this State.
7. Resolved, That the School-Law of the State should be so amended by the next Hon. Legislature, that the School District Trustees be authorized and required to maintain and support a pub- lic school in their districts for at least nine months of each year ; and that where the present State and County funds are insufficient for said purpose that the Hon. Legislature should provide for such deficiency by increasing the amount of the State funds.
8. Resolved, That some specified time for holding examina- tions in the several counties of this State should be adopted, and that the time of holding the examinations by County Boards be simultaneous with the sessions of the State Board and with each
' other.
9. Resolved, That we believe a State Certificate should be evi- dence of fitness to teach, and therefore each applicant should be thoroughly examined.
Several resolutions were laid on the table, after which the Insti- tute adjourned to 8 p.m.
1868.] Proceedings State Teachers' Institute, 15
Thursday Evening, June 18th, 1868.
The Institute was called to order at 8i p.m., by Superintendent 0. P. Fitzgerald. The Minutes of the morning and afternoon ses- sions were read and approved. The evening was mainly devoted to action upon resolutions which were reported by the Committee on Resolutions. The following were finally adopted :
Resolved^ That music should be taught in the public schools of this State as a regular branch of education.
Resolved^ That we consider the State Normal School, when rightfully and judiciously managed, as essential to the perfection of our admirable system of pubhc instruction, and deserving the con- fidence and encouragement of all teachers and friends of educa- tion. The graduates of our Normal School, though it has been in existence but a few years, already take a deservedly high stand as teachers, in the estimation of the public, and we rejoice and cordially concur in the efforts which have been, and which are now being made to elevate the standard of education in the Normal School to a still higher point, so that the graduates shall be fully qualified, so far as instruction and training can qualify them, for the honorable posi- tion of teacher in any of the Grammar Schools of the State.
Resolved, That it is the wish of the members of this Institute that no more examinations be held during the meetings of the State Teachers' Institute.
Resolved, That this Institute sustain the action of the County Superintendents in naming eighty per cent, for the First grade, and seventy per cent, for the Second grade, and sixty per cent, for the Third grade, as the per cent, necessary to obtain certificates before County Boards of Examination.
Resolved, That the thanks of the Institute be extended to the CaUfornia Steam Navigation Company, and to the various lines of railroads, for their kindness and courtesy in remitting and abating the fare on their various routes in behalf of teachers going to and returning from the State Institute.
The Committee on Text Books then presented their report. It was received and action upon its recommendations deferred. The Institute adjourned to 9 a.m., Friday.
16 Proceedings State Teachers* Institute, [J^lj?
Friday, June 19th, 1868.
The Institute was called to order Friday, at 9 J a.m., by Super- intendent Fitzgerald. The Minutes of Thursday evening's session were read and approved.
The Report of the Committee on Text Books was then taken up and considered.
On motion, the Institute voted to recommend Brown's Grammar to the State Board for adoption.
Prof. A. L. Fitzgerald then favored the Institute with an excel- lent essay on the " Inevitable Grammar." It was well written and elicited universal commendation.
Dr. Henry Gibbons, Sr., then followed in some happy remarks on many subjects of importance to teachers.
The State Superintendent, on behalf of the Institute, thanked Dr. Gibbons for his address.
On motion, a Standing Committee of five were appointed to report on Text Books the first day of the next State Institute.
The Chair appointed the following to constitute such Committee :
Thomas C. Leonard, H. P. Carlton, Thomas S. Myrick, San Francisco ; D. C. Stone, Marysville ; J. H. Braly, Santa Clara.
The introduction of Clarke's Intermediate Geography was re- ferred to the Committee on Text-Books, just appointed.
It was also recommended that County Superintendents appoint Committees to confer with and report to the Committee appointed by the Institute.
Col. Thos. H. Holt, President of the San Francisco Board of Education, and Dr. Henry Gibbons were unanimously elected hon- orary members of the Institute. The thanks of the Institute were extended to Col. Holt for his kindness and courtesy to the teachers. Col. Holt replied in a brief but felicitous speech. The thanks of the Institute were then tendered the members of the press for their regular attendance and faithful reports. A vote of thanks to the Secretary, Francis J. Leonard, was also passed. The fol- lowing resolution was then introduced and carried unanimously.
Resolved^ That a vote of thanks be tendered our worthy and efficient Superintendent of Public Instruction, 0. P. Fitzgerald,
1868.] Proceedings State Teachers' Institute, 17
for the dignified and impartial manner in which he has presided over our State Institute during its present session.
The State Superintendent then thanked the Institute for this compliment, and the Institute adjourned sine die.
Francis J. Leonard, Sec'rj.
LIST OF COMMITTEES STATE INSTITUTE.
JuNB, 1868.
Chairman — Superintendent 0. P. Fitzgerald. Vice Presidents. — All the County Superintendents and A. H. Goodrich, of Placer.
Secretary. — Francis J. Leonard.
Assistant Secretary. — M. M. Scott, Alameda.
COMMITTEE ON ORDER OF BUSINESS AND NOMINATIONS
Dr. Lucky, Chairman; Bern. Marks, Silas White, Philip Pryor, of San Francisco, Thos. Nicholson of Santa Clara, and Superin- intendent Denman, of San Francisco.
COMMITTEE OF INTRODUCTION.
Prof. Knowlton, Chairman^ San Francisco; Superintendent James Denman, Prof. Williams, San Francisco, Miss Freel, Miss L. T. Fowler and Miss Heydenfeldt.
COMMITTEE ON TEXT-BOOKS.
Mr. Braly, Santa Clara ; Messrs. Upham, Yuba ; Mackall, Lake ; Shearer, Santa Clara, and Flood, San Francisco.
COMMITTEE ON RESOLUTIONS. Mr. T. S. Myrick, Chairman, San Francisco ; Messrs. Thos. Nicholson, Santa Clara ; Simonton, Solano ; Swett, San Fran- cisco, and Gillespie, Napa.
COMMITTEE ON MUSIC. Mr. Kerr, Sacramento ; Mr. Pryor, Mrs. Griffith, Mr. Gough, San Francisco ; Miss Fowler, Miss Berks, Sacramento ; Mr. Heald, Miss Whitney, Santa Clara, and Miss Bessie Halloway, San Francisco.
2
18 State Educational Society. [July?
STANDING COMMITTEE ON TEXT-BOOKS FOR THE YEAR.
T. C. Leonard, H. P. Carlton, T. S. Myrick, San Francisco ; D. C. Stone, Marys ville ; J. H. Braly, Santa Clara.
STATE EDUCATIONAL SOCIETY.
Society met in room adjoining Lincoln Hall at half-past three P.M., on Wednesday, June 17th, 1868, President Mr. James Den- man in the chair. Twenty-two persons responded to their names at roll call. Twenty-six members were absent.
The minutes of the preceding annual meeting were read, and without amendment adopted. Twenty-two names were proposed for membership, and referred to the Executive Committee. Messrs. Tait and Nutting were both absent. The vacancies were filled by the President's appointment of Messrs. Gough and Sibley. The Executive Committee then retired to the adjoining room to in- vestigate the qualifications of candidates.
Captain L. D. Allen and A. T. Winn paid their initiation fees. Also ( candidates' advance fees ) Professor A. L. Fitzgerald, Pro- fessor W. J. G. WilHams, A. W. Brodt, M. L. Templeton, M. M. Scott, Judge M. A. Woods. Mr. Ira G. Hoitt reported |85 in the treasury, and no expenses incurred during the past year.
Mr. John C. Pelton's report credited the society with |50, and made it debtor to 121 for expenses incurred. Balance due the society |29. Report referred to Executive Committee. Mr. Marks moved, with the object of facilitating business, that the examining committee invite the candidates into the room, question them, report, and the Society at once proceed to the election of members. Mr. Gough moved, as a substitute, that the Society ad- journ to meet Thursday, at four p.m., and the use of the room be tendered to the examining committee and the candidates. The substitute prevailed, and the Society was duly adjourned.
The State Educational Society met on Thursday, June 18th, 1868, at four p.m., in room adjoining Lincoln Hall ; twenty members present, twenty-eight absent, Mr. James Denman in the chair.
1868.] State Educational Society. 19
Minutes of preceding meeting i-ead and approved. Mr. Marks gave notice of his intention to move an amendment to section sec- ond of the constitution before adjournment.
Mr. H. P. Carlton, chairman of the examining committee, re- ported favorably upon the names of Messrs. Isaac Ayres, J. H. Braly, A. W. Brodt, Professor L. R. Clark, M. Cottle, Noah F. Flood, Rev. 0. P. Fitzgerald, Professor A. L. Fitzgerald, A. L. Fuller, 0. H. Huntley, Thomas Kirkland, J. G. Kennedy, A. Lyser, Rev. W. T. Lucky, J. A. Louttit, H. E. Makinney, George F. Morris, E. M. Preston, Rev. J. Phelps, S. A. Penwell, Volney Rattan, Dr. E. J. Schellhous, M. L. Templeton, L. H. Van Schaick, Professor W. J. G. WiUiams, J. B. McChesney and M. M. Scott.
By consent of Society, Mr. Sibley cast Mr. McChesney's vote, Mr. Braly, Mr. Phelps', and Mr. S. A. White cast the vote of Wm. White.
Mr. D. C. Stone and Mr. I. G. Hoitt were candidates for presi- dent, receiving severally thirty-one and ten votes.
The election of D. C. Stone, of Marysville, was afterwards made unanimous.
Messrs. Bernhard Marks and J. B. McChesney were elected vice-presidents.
Mr. John Swett was elected Corresponding Secretary ; Mr. S. A. White, Recording Secretary ; and »Tames Denman, Treasurer.
The officers elected, Mr. J. Denman resigned the chair to his successor in office, Mr. D. C. Stone. Mr. Stone returned thanks for the honor conferred, trusted that all would sustain him in fulfill ing the duties of his office, and furthering the interests of an asso_ ciation which " gives efficiency to our school system," and is a hond of union to those who wish " to elevate the office of teacher to its true rank among the professions."
A long and excellent report from Mr. S. I. C. Swezey,in regard to the past history of the California Teacher, its present condi- tion, and future prospects, was then presented to the Society by Mr. James Denman.
For their earnest efforts, arduous labors and marked ability in building up and maintaining the California Teacher, the Educa- tional Society instructed its recording secretary to transmit to Messrs. Swett and Swezey a resolution embodying a " vote of thanks,
20 State Educational Society. [July,
and the deep sense of obligation felt bj the members for the earnest zeal in behalf of the teachers manifested by those two gentlemen, in their united editorial capacity."
Mr. Gough moved that two editors be elected for the California Teacher — the State Superintendent to be one, and entitled to a leading position in its management. Mr. James Denman moved as an amendment that the Society proceed to elect a corps of five editors and publishers, each of whom should have one vote in its management. The original motion was withdrawn, and the amend- ment adopted.
Messrs. 0. P. Fitzgerald, S. I. C. Swezey, John Swett, Bern- hard Marks and Dr. W. T. Lucky were elected.
Mr. Bernhard Marks then moved that the Society amend section second of the constitution so that it shall he as follows : " The State Superintendent, all holders of Life Diplomas, or State Educa- tional Diplomas, shall be eligible to membership on the recommend- ation of the executive committee, and the payment, in advance^ of an admission fee of five dollars." The motion prevailed. The State Superintendent was then elected viva voce, and unanimously.
By motion the executive committee were instructed to nominate six teachers, and to elect by ballot from that number three, to con- stitute an examining committee for the current year.
Meeting adjourned sine die.
James Denman, President.
Silas A. White, Secretary.
geprtm^ttt j}f |ttbli4 Jnstrttdiun.
SALUTATORY.
By the action of the State Board of Education, in conjunction with the State Educational Society ,= the undersigned have been appointed Editors and Publishers of the California Teacher for the ensuing year. In assuming the duties thus devolved upon them, they bespeak the cordial support and hearty cooperation of teachers throughout the State, and pledge themselves to spare no pains or labor to make it worthy of such support and cooperation.
As the organ of the Department of Public Instruction, the editors recognize the propriety of devoting the columns of the Teacher exclusively to educa- tional matters — excluding everything personal, sectarian or partisan in its nature. As a journal of education, its sphere is distinct and limited — a fact which we will endeavor to bear in mind, while we will use every exertion to keep pace with the progress of the times and the wants of the profession. Whatever of ability we possess will be freely given to this work.
Contributions have been promised by a number of the ablest teachers and best writers in the State. And it is hoped that the County Superintendents and teachers generally will favor us with frequent communications, thereby helping us to carry out our purpose to make it the teachers' organ in the fullest sense of the word, a channel of pleasant and profitable intercommunication, in which may be found monthly the best thoughts of the best minds among us, the latest methods of instruction, and the current educational intelligence of the day. The support of teachers and others interested in the cause of education is confidently solicited.
0. P. FITZGERALD, W. T. LUCKY.
To Whom it may Concern. -During the recent session of the State Educa- tional Society, an excited and excellent friend of mine made an announcement to said Society purporting to come from me, which was construed into a threat designed to influence the action of its members concerning the editorship of the California Teacher. My friend misunderstood me, or he was misunderstood by the Society. I have too much respect for myself, I have too much respect for them, to employ such tactics in support of an equitable demand. I thought it right to make a calm and candid avowal of my purpose in the matter, so that no misunderstanding should ensue; but this avowal was made in language courteous and respectful to all concerned.
0. P. FITZGERALD.
State Teachers' Institute. — The late session of this body was remarkable for the harmonious spirit that prevailed among its members. Not an unkind word or discourteous expression was heard from first to last. The discussions
22 Department of Public Instruction. [J^^J?
were earnest and practical ; the essays were mostly of a high order. It was thought, however, that the Committee on the Order of Business did not put quite enough of practical illustration in the programme of exercises. The attendance was not as large as it would have been had more ample notice been given — the neglect of which was owing in part to circumstances beyond the control of the State Superintendent. In some respects this session of the Insti- tute is favorably compared with former sessions ; but that which most pleasantly distinguished it was the high-toned courtesy and unvarying kindness which marked the intercourse of the teachers, professionally and socially. The " little breeze " in the State Educational Society was an outside matter, not affecting the proceedings of the Institute, and which will do no harm, after all concerned have time to get perfectly cool and reflect a little. We are more sanguine than ever before, that the little disharmonies which have prevailed in our school department can be removed ; and that its machinery may be worked without any more friction than that which the personal rivalries and natural antipathies of our poor human nature engender, wherever they are brought into play.
Next State Teachers' Institute. — At a meeting of County Superintend- ents, held during the late session of the State Teachers' Institute, it was expressed as their opinion, that the month of May is the most suitable time for holding our State Institute. Accordingly, the State Superintendent decided to call the next State Institute for the first Tuesday in May, 1869. The announcement is made now, in order that all concerned may make their plans conform ; and that the next year we may have a grand convention, bringing out the whole strength of the profession in California.
County Institutes. — The State Superintendent enjoyed the pleasure of attending the Joint Institute for Mendocino and Lake Counties during the month of May. The Institute was held at Lakeport. There was a full attend- ance of teachers from the two counties. Superintendents Cumming and Mac- kail alternated in presiding. The praise of these two gentlemen was spoken by all the friends of education in that region. They both are practical teachers, discharging the duties of the school-room, in addition to those of Superintend- ent. An earnest, progressive spirit seemed to pervade the Institute. We were no less pleased with the professional ability and zeal thkn with the attractive social qualities of the teachers of Mendocino and Lake.
The Superintendent also had the pleasure of visiting the Nevada County Institute, held during the last week in June. It was presided over by Mr. E. M. Preston, the youthful but efficient Superintendent. The teachers of Nevada County are intelligent and earnest ; several of them would rank high as in- structors in any community. The large audience that turned out to hear the address of the State Superintendent evinced the deep interest felt by the people in the cause of education.
The Superintendent cannot in this number of the Teacher give the result of his observations in the several localities visited by him ; but proposes to present some practical suggestions hereafter.
The Present Number. — Our readers will have to make due allowance for
1868.] Department of Public Instruction, 23
the want of variety in this number of the Teacher. The usual items of edu- cational intelligence have been omitted in order to make room for the proceed- ings of the State Institute. When we become accustomed to the duties of our new and responsible position we will try to meet all reasonable expectations, in the quality and in the variety of matter presented to our readers.
A Request. — The Editors of the Teacher respectfully request the Secre- taries of County Institutes to send accounts of their more important proceed- ings for publication. Our desire is to make the Teacher the organ of the teachers of the State, and we ask their cooperation in carrying out this desire.
Another Request. — "We solicit contributions from teachers and others interested in educational matters. Of course all articles intended for the Teacher are to be confined to the subject of education, as the organ of the Department of Public Instruction must be devoted exclusively to this interest. Such is the requirement of the law, and such is the will of all sensible friends of education.
OUR BOOK TABLE.
The Philosophy of Mathematics: With especial reference to the Elements of Geometry and the Infinitesimal Method. By Albert Taylor Bledsoe, A.M., L.L.D., late Professor of Mathematics in the University of Virginia. Philadelphia : J. B. Lippincott & Co. 1868.
This is a truly valuable book. Any one wishing a feast of reason in a high and beautiful region of thought, can find it in this small quarto volume of two hundred and forty-six pages. The style, though an abstract subject is under discussion, is simple, clear and direct. The author knows precisely what he wishes to say, and says it precisely as it should be said — thus putting, in a small compass, what many would have spun into volumes. He makes the Calculus a clear, intelligible branch of science, instead of what many perhaps have hereto- fore found it — a dark and unsatisfactory study. To do this involved a critique upon the text books of the country, of the authors of which he says : " If they knew what the first principles of the Calculus are, they were very careful not to unveil their knowledge." For sale by A. Roman & Co.
Webster's Primary School Dictionary — Has just been received from G. & C. Merriam, Springfield, Mass.
Webster's Common School Dictionary. — A fine volume, a little larger than the Primary Dictionary, also received.
The Academic Quarto. — A handsome, well bound book, adapted in size and matter to the wants of schools and academies.
The New University Dictionary. — A large and elegant volume, contain- ing, besides the usual matter of dictionaries, a very useful collection of " Noted Names of Fiction," with explanations ; also pronunciations of modern Bio- graphical names, besides the usual tables of Latin and Greek, Scripture, and Geographical names. Webster has long been, and will long continue to be the standard dictionary of the English language. The present editors of the dictionary have added to the original excellent plan, the improvements result- ing from late philological investigations. For sale by A. Roman & Co., San Francisco.
STATE NORMAL SCHOOL.
BOARD OF TRUSTEES.
H. H. HAIGHT Governor.
O. P. FITZGERALD Superintendent of Public Instruction.
JAS. DENMAN Superintendent, San Francisco.
MELVILLE COTTLE Superintendent, San Joaquin County.
J. H. BR ALY Superintendent, Santa Clara County.
Dr. A. TRAFTON Superintendent, Sacramento County.
S. I. C. SWEZEY San Francisco.
J. M. SIBLEY San Francisco.
TEACHERS.
Rev. W. T. LUCKY, A.M Principal.
H. P. CARLTON Vice Principal.
Miss E. W. HOUGHTON, Mrs. D. CLARK Assistants.
The Twelfth Term will commence on the 1st day of July, 1868. All candidates for admission must be present at that time. The regular exercises will commence on the 6th of July.
COURSE OF STUDY.
REQUISITES FOR ADMISSION.
To secure admission to the Junior Class, Second Division, applicants must pass a written examination on the following subjects, viz :
Eaton's Common School Arithmetic — to percentage.
Eaton's Intellectual Arithmetic.
Greene's Introduction to English Grammar.
Willson's Fourth Reader.
Spelling — Penmanship.
Applicants for an advanced Class will be required to pass an examination on the studies previously pursued by that Class.
JUNIOR CLASS — SECOND DIVISION.
Arithmetic. — Eaton's Common School, complete. Grammar. — Quackenbos* — begun. Geography. — Guyot's Common School. Reading. — Willson's Fifth Reader. "* Moral Lessons. — Cowdery's. Spelling — Willson's Larger Speller.
1868.] Department of Public Instruction, 25
JUNIOR CLASS — FIRST DIVISION.
Arithmetic. — Eaton's Higher. Grammar. — Quackenbos' — completed. Rhetoric. — Boyd's. Physiology. — Cutter's Elementary. History. — Quackenbos'. Vocal (7u/<M7-e.— Russell's.
Book-Keeping. — Payson & Dunton's Single Entry.
General Exerckes Throughout the Junior Year. — Penmanship, Object-Lessons, Calisthenics, Methods of Teaching, School Law, Composition and Declamation.
SENIOR CLASS — SECOND DIVISION.
Arithmetic. — Eaton's Higher — reviewed. Algebra. — Robinson's Elementary. Grammar. — Greene's Analysis. Natural Philosophy. — Quackenbos*. Physiology. — Cutter's Larger. Rhetoric. — Boyd's. Natural History. — Tenney's.
SENIOR CLASS — FIRST DIVISION.
Botany. — Gray's.
Physical Geography. — Warren's, with Guyot's "Wall Maps.
Normal Training. — Russell's.
Geometry. — Davies' Legendre, five books.
English Literature. — Shaw's.
Book-Keeping. — Payson & Dunton's Double Entry.
General Exercises. — Same as in Junior Year.
REGULATIONS OF THE STATE NORMAL SCHOOL.
Adopted by the Board of Normal School Trustees, March 28, 1868.
1 . All pupils, on entering the School, are to sign the following declaration of intention :
" We, the subscribers, hereby declare that our purpose in entering the State Normal School, is to fit ourselves for the profession of Teaching, and that it is our intention to engage in teaching in the Public Schools of this State."
Male candidates for admission must be at least eighteen years of age ; and female applicants at least fifteen years of age ; and all must possess a good degree of physical health and vigor.
2. No person whose age exceeds thirty years shall be admitted to the School, except teachers who are fitted to enter the Senior Class.
3. Whenever the number of applicants from any county shall exceed the num- ber to which that county is entitled by law, the applicants shall pass a competitive examination before the County Superintendent, and the County Board of Exam- ination ; which examination shall be conducted in the same manner as county examinations for third grade teachers' certificates. The persons passing the high-
26 Department of Public Instruction, [July, 1868.
est examination shall be eligible to admission in the order of their standing in examination.
4. All applicants are required to present letters of recommendation, and certifi- cates of good moral character, from the County Superintendent of the county in which they reside.
5. All new applicants shall present themselves for examination at least three days previous to the regular day of each term commencement; and no pupil shall be admitted during term-time, except in the case of teachers who hold at least second grade State on County certificates.
6. The Principal of the School shall keep a register of the attendance of pupils, and shall report monthly, to the Secretary of the Board, the whole number en- rolled, the average number belonging, the average daily attendance, the percentage of daily attendance, and such other statistics as may be required by the Executive Committee of the Board.
7. No pupil shall be entitled to a Diploma of Graduation who has not been a member of the School at least one term of five months.
8. The Normal School shall be divided into two classes : Junior and Senior, — each divided into two divisions.
GENERAL INFORMATION.
The time for completing the Normal School course is two years, each divided into two terms of five months. .
There will be Written Examinations and Public Exercises at the close of each term. The Graduating Exercises will be in May.
Pupils will be required to furnish their Text Books. Books for reference will be furnished by the State. Good boarding can be procured at about twenty-five to thirty dollars per month.
Applicants will please read attentively the "Regulations" as given above, par- ticularly the Fourth and Fifth.
All graduates will be required to pass an examination on the entire course. Those who complete the studies of the Junior Class will be entitled to certificates of qualification, for teaching schools of Second and Third Grade.
For additional particulars, address
Rev. WM. T. LUCKY, A.M., Principal,
San Francisco.
EATON'S MATHEMATICAL SERIES.
Ready in Aia^ust,
EATON'S ELEMENTARY ALGEBRA,
Designed for High Schools and Academies,
By "W. F. Bradbury, Author of Trigonometry and Surveying, and Teacher in Cambridge High School, jingle copies furnished for examination on receipt of 60 cents.
The publishers present this work to the educational public as a part of Eaton's Mathematical Series.
The acknowledged ability of the author as a mathematician and his practical experience as a teacher peculiarly fit him to prepare a book of this grade.
It is believed that this work will surpass all others of a similar character in the following particulars :
1. Its superior mechanical execution.
2. Its brief and perspicuous method of stating principles and rules.
3. The omission of all topics not appropriate to an Elementary Algebra.
4. The arrangement of Equation in Elimination and the number and variety of examples throughout the work.
THE ELEMENTS OP ARITHMETIC,
By JAMES S. EATON, M. A., Author of a Series of Arithmetics. 188 pp. Retail price 50 cents.
It is the design of this work to present an outline of the most important prin- ciples of Arithmetic, special attention being given to the Fundamental
Rules, United States Money, Percentage and the
Metric System of Weights and Measures.
Teachers will find it a superior Text-Book for those pupils who have not time to pursue so full and complete a course in "Written Arithmetic as is found in the larger books.
• Eaton's Series of Arithmetics contain
1. The most clear and concise Rules and Definitions.
2. The most practical and business-like Examples.
3. The most logical and satisfactory Explanations.
4. The most approved presentation of the Metric System.
This Series is rapidly becoming the Standard in the best Schools throughout the country.
Questions on the Principles of Arithmetic.
Designed to indicate an Outline of Study, and to facilitate a thorough system of Reviews. By J. S. Eaton. 15 cents.
Bradbury's Trigonometry and Surveying,
For High Schools and Academies. By W. F. Bradbury, Cambridge. $1.50.
The attention of educators is also invited to the following publications :
Questions in Geography; "Worcester's History; The Universal Speaker; Taylor's Classical Study; Philbrick's American Union Speaker ; Philbrick's Primary Union Speaker; Philbrick's Primary School Tablets; Smellie's Philosophy of Natural History.
Descriptive Catalogues sent on application to the Publishers.
Copies of Eaton's Arithmetics sent for examination on receipt of 13 cents for Primary; 20 cents for Intellectual: 45 cents for Common School; 60 cents for High School; 50 cents for Grammar School ; 25 cents for Elements. Address
TACCARD 6c THOMPSON,
29 Comhill, Boston.
PA^OIFIC SOHOOL irVSTITUTE.
THIS INSTITUTE is prepared to furnish Schools and Seminaries with the most approved SCHOOL FURNITURE, APPARATUS, STATIONERY, and all other SCHOOL SUPPLIES. Having ample facilities for manufacturing and importing most of the articles used in Schools, Teachers, County Superintendents, and Trustees will find tJicir orders promptly filled, with articles that will give entire satisfaction.
The numbers refer to each cut. WARREN HOLT,
411 Kearny St., bet. Pine and California, San Francisco.
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THE MOST EXTENSIVE STOCK OF
School Books
In this market, embracing all the Text Books adopted by the State Board of Education, likewise all those in use in Colleges and Private Schools, Public School Libraries, etc.
Public School Libraries.
We have constantly on hand, and for sale at the lowest rates, all the Books recommended by the State Board of Education for Public School Libraries. Or- ders for these Libraries are respectfully solicited and will be promptly and care- fully filled.
Standard and Miscellaneous Books,
A complete assortment in every department of Literature and Science.
Theological & Religious Books & Medical Works.
Send for our Catalogues, which will be found to contain every valuable work extant on these subjects.
Juvenile and Toy Books.
A mammoth stock, including Sunday School Books. The publications of the various Sunday School Societies, etc.
Globes.
A complete assortment of Terrestrial and Celestial Globes, mounted in various styles, and sold singly or in pairs. Also, Maps, Charts, Atlases, etc.
Parlor Games,
instructive and amusing for young folks; thirty different varieties, including " The Game of Authors ;" " Noted People and Places ;" " The Tipsy Philoso- pher;" "The Commanders of our Forces;" "The Garrison Game," etc., etc.
Special inducements and liberal discounts offered to Teachers, Public and Pri- vate Libraries, etc.
A. ROMAN & CO.
Mar.
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Anatomy, Plysioloiy ani Hjiiefle
AND
Anatomical Charts.
Messrs. J. B. Lippincott & Co., 715 and 717 Market Street, Philadelphia, are the sole publishers of my series of books upon Anatomy, I'hysiology and Hygiene for Schools.
Messrs. A. H. Andrews fc Co., 63 Washington Street, Chicago, 111., are the sole publish- ers of my Anatomical Charts for Schools. They issue the charts in good style, and will eupply the Trade, Teachers, and School Trustees at liberal and uniform prices.
MESSRS. A. ROMAN & CO.
San Francisco, Cal.
Will supply my books and charts for EXAMINATION and INTEODUCTION, as follows:
BOOKS.
Anatomy, Physiology and Hygiene, 458 pages $1.00
First Book on Anatomy, Physiology and Hygiene, 180 pages 50
Human and Comp. Anatomy, Physiology and Hygiene, 132 pages 35
CHA-RTS.
Large colored, mounted plates, 10 in set $12 00 to 15.00
District School, colored, mounted, 8 in set 8.00 to 9.00
Large, colored, but unmounted charts, 10 in set 7.50
District School, colored, but unmounted charts, 8 in set 4.00
Postage and express charges will be paid, so that books or charts will cost, for Examina- tion or for Introduction, only the above prices; the same as upon the Atlantic slope.
Books and charts will likewise be furnished at the above rates, for Examination and Intro' auction, by
MESSRS. J. B. LIPPINCOTT & CO.
Philadelphia, Penn.
AND MYSELF,
CALVIN CUTTER,
Warren, Mass.
The following are the current wholesale publishers' and retail prices of my Books ai fl Charts, at Boston, New York, Philadelphia, Chicago, Cincinnati, and St. Louis, at the pre - ent time, 1867 :
BOOKS.
Retail Prices. Publishers' Prices
$1.70 Anatomy, Physiology and Hygiene. 458 pages $1.35
85 First Book on Anatomy, Physiology and Hygiene, 180 pages 66
50 Human and Comp. Anat., Physiology and Hygiene, 132 pages 40
CHARTS.
S17.00 Large, colored, mounted plates, 10 in set, 3 feet long $15 00
11.00 Dititrict School, colored, mounted plates, 8 in set, 2 feet long 9.00
8 50 Large, colored, but unmounted charts, 10 in set 7.50
6.00 District School, colored, but unmounted charts, 8 in set 4.00
[JCr* Have always on hand, a full supply of the above, together with the largest and best selected stock of School Books, Globes, Maps, Charts, Atlases, etc., on the Pacific Coast. Also, a complete assortment of Books in every department of Literature. Send lor our Catalogues, and address orders to
A. ROMAN & CO.
417 and 419 Montgomery Street,
SAN FKANCISCO. CAL.
EDUCATIONAL AGENCY.
ESTABLISHED IN 1868,
FOR THE FOLLOWING OBJECTS :
I. To recommend well qualified teachers to school officers. II. To aid professional Teachers in securing positions.
III. To Rive information concerning the best private institutions of learn-
ing.
IV. To fill orders for school furniture, and to advertise, sell, or rent
school properties.
The undersigned have established this AGENCY for California as a Branch of the
"AMERICAN SCHOOL INSTITUTE.'
From their extensive personal knowledge of the Schools and Teach- ers of this State, they feel confident that they can send
COMPETENT AND RELIABLE TEACHERS
to School Trustees who desire to secure them.
Principals of private institutions, on application, will be furnished with information concerning the EDUCATION, EXPERIENCE AND ABILITY OF THE BEST TEACHERS, MALE AND FEMALE, IN THE STATE.
No charge to Trustees or School Officers. Male Teachers, five dollars, payable on securing a school. Female Teachers, three dollars.
In securing Teachers for schools of unusual responsibility, requiring extra time, care and prudence, an extra charge to correspond.
Office of the California Teacher, 302 Montgomery St., third floor. Communications addressed to John Swett, Box 1,977, San Fran- cisco.
JOHN SWETT, «»« SAMUEL L C. SWEZEY.
BUSINESS UNIVERSITY,
Office, 424r Montgomery Street,
An Institution designed to prepare boys, young and middle-aged men for the active duties of a business life
At the least expense of Time and Money.
THE BUSINESS COURSE WILL INCLUDE
Double Entry Book-keeping, Penmanship, Railroading,
Business Arithmetic, Merchandising, Manufacturing,
Commercial Law, Banking, Jobbing,
Political Economy, Insurance, Mining,
Business Correspondence, Commission, Farming, etc.
Particulars — How Obtained. — Circulars, Papers, etc., giving full and mi- nute particulars relating to the Course of Study, Expense, etc., may be had at the Office of the University, or by addressing
E. P. HEALD, President,
May— tf San Francisco, Cal.
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AUGUST, 1868
Vol. VI, SAN FRANCISCO. JIo. S.
MATHEMATICS.
AN ESSAY BEAD BEFOEE THE LATE STATE TEACHEES' INSTnTTTE, BY T. C. LEONAED^ TEACHEE OF MATHEMATICS IN THE BOYS' HIGH SCHOOL, SAN FEANCISCO.
The subject I have chosen as the hasis of my remarks is Math- ematics, a subject which comprehends one of the most exten- sive and important departments of human knowledge. By most people it is considered, also, as one of the most difficult depart- ments; and it is much to be regretted that many, with time and talents equal to the task, are deterred from entering upon a study which would amply repay the expenditure of both, by this mis- taken prejudice. Every science, no doubt, has its hard and knotty points; and in no intellectual pursuit can distinction be attained without labor, thought and perseverance. Yet, if there be one subject of scientific inquiry which, more than any other, is distinguished by the simplicity, certainty, and obviousness of its fundamental principles — by the irresistible evidence by which position aft«r position is established, and by the systematic gra- dations by which layer after layer of the intellectual structure is completed — that subject is preeminently mathematics. In other topics of research there is generally more or less of hypothesis, or conjecture; there are obscure recesses into which the light of tioith and demonstration cannot penetrate, and where fancy and imagination are sometimes permitted to guide our steps. But there are no perplexities of this kind in mathematics, no inge- nious theories to mislead, and no conflicting opinions to bewilder. Our progi'ess here is exclusively under the unerring direction of Truth herself; and it is her torch alone that lights up our path.
Mathematics, . [Aug ,
Whether we consider the subject of mathematics in reference to its practical utility, in its application to most of the arts, or as a powerful, and the only adequate instniment of investigation in the study of several classes of physical phenomena, or as an effi- cient instrument of .intellectual culture, or merely in reference to the numerous and striking abstract truths which it makes known, it must, without hesitation, be admitted to be worthy of a prominent place in every course of liberal education. Mathe- matical science investigates the various relations of measurable quantity — as space, time, force, motion, and velocity. Our knowledge of the objects of mathematics is obtained from expe- rience, and its axiomatic principles are necessarily involved in our conceptions of these objects. Although the definitions of any of these are not necessarily confined to a single property, still, every definition must express some characteristic property, and it cannot, therefore, be arbitrary. Theoretical geometry treats of the properties of magnitude, and practical geometry of their construction.
There are three kinds of magnitude — of one, two, and three dimensions respectively — as lines, surfaces and solids. Our con- ceptions of magnitude, and of space generally, are arrived at by first acquiring a knowledge of a body by experience, and by a sub- sequent process of abstraction. If we abstract from any body all the properties of the matter composing it, as its hardness, color, weight, and so on, and retain merely its quality of exten- sion in three dimensions of length, breadth and thickness, we have then a strict conception of a geometrical solid, which pos- sesses none of the properties of matter except extension, and cannot, therefore, possess a material existence. It is a different object from the space which it occupies; for, in any limited por- tion of space, an indefinite number of such solids may exist, the one encompassing the other. Abstract now from any solid its thickness, and we then form the conception of a surface having only length and breadth. And if from a surface one of its dimensions be abstracted, as its breadth, we have then the idea of a line, which possesses only length. The intersection of two such lines is a point, which only marks position, and has neither length, breadth, nor thickness. It has been objected to this view of a mathematical point, that as it has no magnitude, it can have no existence. It has certainly no material existence, but its ex- istence is no less real on that account. Even a line or a surface occupies no portion of space. No number of points, however great, can fill any assignable portion of space, however small. And it has been remarked, that even a solid does not occupy ex- clusively any portion of space. They would exist independently of matter, but their existence is no less positive, though imma- terial.
A system of geometry proceeds, from simple, axiomatic and
1868.] Mathematics.
incontrovertible principles, to the demonstration of new truths; and from the combination of truths previously known, new truths are continually evolved, and thus a system of geometrical science is established by a continued process of logical deduction. Some of the elementary truths in geometry are so obvious as to be almost self-evident; but many of them are of a different charac- ter, and are striking, and even beautiful, at least when the mind is habituated to contemplate abstract truth. Several propositions are, in some of their cases, axiomatic, but in other cases they require to be demonstrated. Without this distinction the demon- strations of certain propositions would appear to be unnecessary; and in such instances they are perhaps more useful in completely obviating objections than in producing conviction.
As regards the utility of the mathematics, it must be admitted that our knowledge has been greatly extended by its means. Independently of the innumerable important and striking prop- erties of magnitudes and relations of abstract quantities that it has made known, and which can be sufficiently appreciated only by the mathematician, it has unfolded a very extensive range of natural phenomena. It has investigated the principles of theo- retical mechanics; the laws of the equilibrium and motion of fluids, fixed and elastic; the principles of optics, or the science of vision, of electricity and of magnetism ; the theory of the propagation of sound and of light, and a variety of other sub- jects. But even the most abstruse branches, that appear to be incapable of any useful application, ought not to be neglected; for they may be applied at some future period, like the ancient doctrine of the conic sections, which for twenty centuries was an object of mere curious speculation, till it became, in the hands of Newton, an efficient means of unfolding the planetary motions. Without the aid of rules derived from mathematical science, the navigator, relying only on his compass as a guide, could not with safety venture to any considerable distance on his element; inter- course with transmarine nations would be impossible, and conse- quently, our knowledge of the globe which we inhabit would be very limited. We should probably still believe that its surface is an extended plane, and that it is still supported on pillars; or, as was the opinion of some of the ancient philosophers, that its figure is cylindrical, like a drum. Without the aid of this science, our knowledge of celestial objects would be still more imperfect, and the consequence of our ignorance still more striking. We should still believe that these objects are equally distant from us, and, very probably, that they are distributed on the surface of an extensive ciystalline sphere, performing a diurnal rotation about the earth, as the center of the universe. We should also believe that some celestial phenomena, as eclipses and comets, are signs of the conflict of the elements of nature, or that they are por- tents of the wrath of Heaven, while contemplating to inflict on man some dire calamity, such as war, famine, or pestilence.
4 Mathematics, [Aug.
How different from these unsatisfactory and incoherent conjec- tures is that great achievement of this science — the clear and sat- isfactory exposition, on the most incontrovertible principles, of the complex, though sublime and systematic mechanism of the heavens, by which the distances and magnitudes of the sun and planets have been measured, and also their weights, and even those of their satellites, ascertained, and by which the masses and distances of some of the stars or suns of other systems, though inconceivably remote, even in comparison with the great extent of our own system, will probably ere long be determined. The practical utility of mathematics is so well known, and so univer- sally admitted, that on this topic it will not be necessary to make many remarks. Let it suffice to call to mind that from its prin- ciples the rules of calculation and measurement are derived. It supplies the art of measuring distances, heights, surfaces and solids, in artificers' work, gauging, land and marine surveying; it furnishes the principles of calculation in navigation, nautical and practical astronomy, of the arts of the optician and the ma- chinist, and also of the arts of carpentry, and engineering — both civil and military. On its deductions also depend the arts of planning, perspective, and of the construction of maps and charts. In short, wherever the construction of figures, or computation, is in requisition, the principles of mathematics are indispen- sable.
Let us take a brief view of mathematics as an instrument of mental improvement, as this is the aspect, perhaps, in which as educators it merits our most serious consideration. It may be safely affirmed that mathematics, as an instrument of intellectual improvement, cultivates chiefly the reasoning faculty. It also exercises the memory in a considerable degree; and it has a pow- erful tendency to form a habit of undivided and unremitting attention, which is indispensable for success in any pursuit. Every branch in the theory of the science consists almost entirely of an uninterrupted process of reasoning ; and as this process is identical in every subject, whether of necessary or contingent truth, no other study can be more conducive to the improvement of this faculty. A step of reasoning, or a syllogism, consists of a major and a minor proposition, and a conclusion; and by a law of our mental constitution, whether it be called judgment or the faculty of relative suggestion, the conclusion follows as a neces- sary consequence from these premises, in reasoning on any sub- ject as well as in mathematics; so that reasoning is exactly of the same nature in this investigation both of necessary and con- tingent truth — with this difference, that in the former the chain of sequence is of almost indefinite extent, while in the latter it is generally brief. There is, however, a difference in the funda- mental principles. The premises in the former are incontrovert- ible, at least in pure mathematics, and generally in the other branches of the science. Whereas, in subjects of contingent
1868.] Mathematics.
matter, the premises are usually only probable, and the probabil- ity of the conclusion must therefore be commensurate with that of the premises.
Synthetic geometry, or the ordinary didactic method, affords, in the gradual exposition of geometrical truth, excellent speci- mens of the most clear and satisfactory reasoning ; and that branch of it called geometrical analysis, furnishes, in addition, examples of the resolution of truth into ^ts simple elementary principles. But analytical geometry and the other analytical branches of the science, supply the best examples of the resolu- tion of complex questions — a process which must be effected be- fore the conditions can be comprised in symbolical expressions. They also accustom the mind to comprehensive views, and afford excellent specimens of subtle reasoning, and exercise the mind in the interpretation of the expression of final results. In these branches, a subordinate acquirement, made at the expense of much perseverance, is necessary, namely: the power of managing skilfully the concise but comprehensive algorithm employed in its research, of which, however, that part of the operations that may be considered to be in some measure mechanical, will some- times inteiTupt the chain of reasoning, though in the theory- the time thus spent by an expert analyst is comparatively short. The application of the principles of the science to physical subjects, affords, in addition to the preceding kinds of intellectual exer- cise, examples of premises resting on probable evidence, and re- quires habits of close reflection and accurate observation, and, also, furnishes the finest specimens to be found in the whole range of human knowledge, of the methods of philosophical research, both inductive and deductive. In straining the mind to such researches it affords peculiar advantages, for although it is a subject of contingent matter, the rigorous nature of the investi- gation operates as a salutaiy check against those fantastic specu- lations that result from the unrestrained excursions of the imagi- native faculty, which in original researches in other subjects, frequently produce extravagant theories ; and which, from the unsettled state of the principles, may, with a little ingenuity, be made very plausible; whereas, any such theorj^ in phj^sics would be certain to meet with speedy and complete refutation.
A knowledge of the mathematics and of the methods employed in investigating the necessary^ truths embodied in them, is not inconsistent with a knowledge of the natui'e of moral evidence. An exclusive attention to any department of study may, to some extent, disqualify the mind for appreciating truth in other de- partments. If the mere mathematician cannot appreciate min- ute degrees of moral evidence, neither can the mere student of probable truth appreciate the necessity of scientific rigor in ma- thematical science. Both might commit serious blunders in the department to which they are strangers; and the latter, if exclu- sively acqua inted with those branches in which the premises are
Mathematics. [Aug.
exceedingly doubtful, might from the constant and bewildering uncertainty of his own conclusions, be liable to adopt a theory of universal scepticism. It is a truth readily assented to, even by a mathematician, that of two contradictory propositions, that for which there is a preponderance of evidence, ought to be be- lieved in preference to the other, although the amount of evi- dence falls far short of demonstration. A step of reasoning in mathematics is clear and satisfactory when once perceived, which is also the case in other subjects; for in them the vagueness or unsatisfactoriness accompanying any discussion properly con- ducted, originates not in the reasoning, but in the uncertainty, and sometimes in the multiplicity of the principles involved. A distinction, however, must be made between difficulty and uncer- tainty, for they are not necessarily connected, at least if difficulty be estimated by the degree of exercise required of the higher faculties. The converse of this, however, that is, the union of difficulty with certainty of principles, is constantly experienced by the mathematician; for such is the complexity arising from the multiplicity of the principles involved in some subjects, that, notwithstanding the certainty of its principles, and the perfec- tion of its language, and the almost magical power of the higher calculus, they have baffled the most resolute efforts of the most able and vigorous minds; and had its language been less perfect, there are many subjects already thoroughly investigated, the difficulties of which would have been insurmountable. It is an undoubted fact, that many men of reflecting minds have been addicted to the study of mathematics, which proves that there is an adaptation between it and minds of this complexion, or that it is fitted to afford their powers sufficient exercise. Many cele- brated mathematicians, too, have been very eminent for their acquirements in general knowledge ; in proof of which it is merely necessary to mention the names of Eratosthenes, of almost universal attainments ; the learned Beda ; the eloquent Pascal; Ramus, of uncommon acuteness and eloquence; Descar- tes, Leibnitz, Condorcet, DAlembert, Dr. Clarke, Bishoj:) Horse- ley, the learned Barrow, Playfair, and the all but universal Young, and the superior talents of many mathematicians, not so distinguished for varied attainments, is undeniable — as of New- ton, Maclaurin, La Grange, Laplace, and many others.
There is one American name, the name of a living writer, who deserves to be classed with the great names just mentioned — one whose work, the " Philosophy of Mathematics," claims the admiration of every votary of the exact sciences, and which is destined to find its way into every first class teachers' library in the land. I refer to Prof. Bledsoe. In the science of mathema- tics there is also great scope for the exercise of taste ; for, since taste consists in the judicious selection of the fittest and most agreeable and most efficient means to accomplish an end, there must be an opportunity for its exercise in the discussion of sci- entific as well as of literary subjects ; and the qualities of unity,
1868. ] Mathematics.
clearness, force, and elegance, thus belong to scientific as well as to literary composition. Mathematics, it is true, cannot afford information respecting the principles of other subjects, any more than natural philosophy or chemistry; but it posesses the pecu- liar advantage, that every branch of science tends rapidly toward a state of perfection in proportion as it admits of mathematical investigation. Since the science of theoretical mathematics con- sists abnost entirely of a continued chain of reasoning, it affords in a given period of study, many more examples of this process than any other subject. A mind, therefore, disciplined by this invigorating pursuit, and also improved by the study of other branches, will certainly be the best qualified for investigating either necessary or contingent tinith.
The student of mathematics, says Dr. Whewell, is accustomed to a chain of deduction, where each link hangs upon the pre- ceding, and thus he learns continuity of attention and coherency of thought. His notice is steadily fixed upon those circumstances only in the subject on which the demonstrativeness depends, and thus, that mixture of various grounds of conviction, which is so common in other men's minds, is rigorously excluded from his. He knows that all depends upon his first principles, and flows inevitably from them; that however far he may have traveled, he can, at will, go over any portion of his path and satisfy himself that it is legitimate; and thus he acquires a just persuasion of the importance of principles on the one hand, and on the other, of the necessary and constant identity of the conclusions legiti- mately deduced from them.
Mr. President, and ye other co-workers in the cause of educa- tion, whether the scene of your labors be in a splendid structure erected by the liberality of a great metropolis, like that in which we are assembled, or in a far less imposing edifice — in some se- cluded valley, or on the slope of some lofty hillside, whose crust but half conceals the mineral treasures beneath — wherever located, you will be advocating the cause of educational progress, and true mental acumen, and great intellectual strength, while advocating the study of mathematics as extensively as may be in the people's colleges — the free public schools of this city and of this State. I have treated yery imperfectly the general ques- tion, but I have no doubt that in this Institute will be found many able teachers ready to express their views and discuss this subject in detail. Some are here, I know, who have tested, with very flattering results, the introduction of the study of element- ary geometry in a class of very young pupils, and I can bear testimony to the progress made and the thorough apprehension of principles. Do not, therefore, fellow-teachers, say there is no time or room in the course; if you desire to educate thoroughly, you must fix the attention of your pupils, and develope early in them that reasoning power they need to use so extensively during the whole period of their education. You can do this best by a timely and judicious use of Mathematics.
The Teacher is the Booh [Aug.
THE TEACHER IS THE BOOK.
That the Teacher is the School, we found to be true in more than one sense; of course not in the full sense of the word, there being, besides the teacher, some more constituents necessary for the full reality of a school — as, for instance, the pupils, the build- ing, the school system and its administration. But that the teacher ought to be the text-book, is true in the proper sense of the word. The best school is that which makes the least use of text-books, the teacher filling their place.
The term text-book does not here apply to reading-books of whatever kind; no school can do away with these. But it applies to all other kinds of books which are commonly used in schools. Of these, we hold that they ought to be replaced by live teachers; that learning by heart ought to be replaced by oral teaching and recitations by oral repetitions. It is no new theory which we here proclaim; it is the Pestalozzian system, as spread all over Germany and Switzerland, and tried and proved in half a cen- tury's practice of the reformed schools there.
On the other hand, the Anglo-Saxon system of teaching, as practised in Great Britain and the United States, is book-teach- ing. Whenever any of the sciences is to be taught in school, the teacher singles out a chapter of the text-book introduced for learning by heart. The better class of teachers will, on this oc- casion, explain the contents of the chapter, or, they will do the same thing after recitation — which is worse yet. The pupil has to recite his task, and a new chapter is committed to memory; and so on till the book is gone through. If there are practical examples given in the book, as for instance in all books of arith- metic, the pupil has to solve them, as well as he can, with, or without, the aid of the teacher — in a few cases in school, but on the whole at home. It strikes us, that the teacher plays here a very subordinate part, and a machine might be invented to sup- plant him, in most cases; for hearing a recitation, and pronounc- ing a judgment on its perfection or imperfections, might gene- rally be just as well performed by the better pupils of the class. The text-book here is almost everything, the teacher almost nothing or nobody. The pupil is passive and merely receptive; he is not guided to reproducing the matter to be mastered out of himself, to becoming active and independent. The matter is not developed in his mind, nor his mind developed through and with the matter. It is only the best talent, a very small percentage of boys and girls, who will in this way become tolerably pro- ficient in the science to be acquired; because only a very few have the mental capacity which is self-instructive, which digests men- tal food in whatsoever source served up. The balance of the pu- pils will, after the lapse of a few months, have forgotten ever}' particle of the truths thus received, but not assimilated. At least, this is our experience.
1868.] The Teacher is the Booh 9
In that system which makes a text-book of the teacher, the latter is, of course, required to be master of the science to be taught; to have it at his fingers' ends, thoroughly understood, and ready for communication. When he begins his instruction, he must be well prepared, and all he says on the subject must be calculated to inspire the learners with love for the science to be mastered, and its objects. Wherever it is possible to illustrate the subject by presenting it to ocular inspection, he will do it; each of his lessons is more or less an object lesson. Whatever he can forego teaching himself, by eliciting it from the class through adroit questions, and by rendering thus the pupils self- active, he will extract from them. He will make them see, and, in general, examine with their own senses, what is to be seen or examined in the objects presented, and lead them to express their observations, when correct and complete, in proper lan- guage. The less he speaks himself, making his pupils speak instead, the better. If he succeed, in this way, in making them discover for themselves the principles and laws underlying the phenomena, he may depend on their never forgetting the chapter of science thus presented and illustrated. Thus he sharpens their perceptive powers, quickens their wits, their reflection, pres- ence of mind, and attention — he interests them in the objects presented to such a degree that they acquire knowledge almost imperceptibly and without severe effort. Learning becomes pleasure, and is accompanied with the same intense satisfaction which accompanies every kind of growth and perfect assimila- tion. Such a teacher is sure to attract and advance every single pupil of his class; and although learning in such a thorough manner must needs be slow and gradual from the outset, a great deal of time is gained in the end by the rapid mental growth of the pupils, and by their self -activity. Beginning slowly, he may make rapid strides in the end, because his pupils meet him half way with keen mental appetites and ready assimilating powers. There is, of course, in eveiy science a number of facts which are not mastered by simple reflection, but must, at the same time, be impressed upon the memorj' for immediate practical use. The teacher will further this work of memory either by dictating, at the end of the lesson, a shoii^ paragraph containing those facts and by repeating the same with the class properly; or he will set the pupils themselves, when far enough advanced, to commit these facts to writing, and have the contents proj^erly repeated ; or he will, if a reading-book is at hand containing the facts, refer the class to their book, and repeat them from it. Thus the pu- pils will, in time, become living text-books, like the teacher, and what they have acquired will be their imperishable property, ready for any application in practical life. The science appro- priated in this way will be alive in the scholars, and shed light on all cognate subjects. This is the Pestalozzian system of in- struction, as compared with the Anglo-Saxon.
10 The Teacher is the Booh. [Aug.
Now, it will be easily seen, tliat the system in which the teacher >x the text-book, has great advantage over the other system, in which the teacher has a text-book, and the text-book is the real teacher. How suj^erior soever be the text-books you may devise, they are dead teachers, and cannot engender life in the majority of your pupils. Besides, the pupils, if they advance materially by the aid of their text-books, will be grateful for this result, not to their teacher, but to their books. And if they do not advance, they will blame for this result, not the book, but the teacher. Thus the Anglo-Saxon system loosens, if it does not indeed de- stroy, the moral connection between the teacher and his pupils. The Pestalozzian teacher, on the contrary, is very potent for good; there is a boundless confidence in his pupils in him and his ofS.ce. They'feel that they owe their rapid mental growth to him exclusively, and he is implicitly believed and obeyed. He sways their whole being as with a magic wand; he exerts over them an enormous moral influence for all educational purposes. He is to them the impersonation of truth, dignity and moral worth; and he must have very little moral character if he does not feel exalted by their appreciation of him, and stimulated to work out his own moral bearing into a model for them.
Now, it may be pleaded in excuse for the Anglo-Saxon system, that there is in a country with a rapidly increasing population a great lack of competent teachers, and that, therefore, good text- books are to make up for this want, at least to some degree. Grant that this is so, it is an evil to be overcome. Incompetent teachers lessen the respect due to science and education, thus doing almost more harm than good. The sooner you get rid of them the better. The radical reform is also, in this respect, the cheapest and most practicable of all. Besides, the text-books are, with scanty exceptions, faulty enough, and it is infinitely more difficult to prepare joerfect text-books (nay it is almost im- possible, because the understanding and the wants of every in- dividual learner are different) than to raise a generation of true and good teachers, who know how to accommodate themselves to the individual wants of every pupil. Finally, the text-books need revision almost from year to year, science now progressing in such a way as to revolutionize many old-established truths, and opening new views in an unprecedented manner. But a live teacher may always control his science according to the latest discoveries, and conform his teachings to the modern im- provements in knowledge and philosophy. He will be up to the times; text-books never are. — American Educational Monthly.
Dull men are to be closely studied. Their qualities, like pearls, lie out of sight, and must be dived for.
1868. Ohject Lessons foo' Small Children. 11
OBJECT-LESSONS FOR SMALL CHILDREN. NINTH AND TENfH GRADES. HEN AND CHICKENS.
Hen and chickens belong to the class of animals called Bipeds, because they have two feet; and to the class of birds called Scratchers, because they scratch for their food. The different pai-ts of their bodies are the head, trunk, wings and legs. They are covered with feathers to keep them warm. They live exclu- sively on the land, and hence are called Land-Birds. They eat by means of a bill, vrith which they take their food, and which, to them, answers the purpose of a mouth. They are of use as an excellent ai-ticle of food, and also fiuTiish us with eggs, which are very good for food. Chickens are generally seen follo\\ing the hen that is to them a mother, and they are her children. The mother hen guards her little chickens from danger, feeds them, and at the approach of danger clucks for them, spreads her wings, and gathers her family under their spacious covering. They belong to one class of animals refen-ed to in that best of books — the Bible.
Parts — Head, legs, wings, feet, trunk. Uses — For food, eggs. Qualities — Faithfulness , industry.
EIGHTH GRADE. SILVER.
AVhat is this, children? A spoon. Yes, it is a spoon; but what is it made of ? Silver. Is the spoon natural or artificial ? Ai-tificial. Why ? Because it was made by man. Well, is sil- ver artificial ? No, it is natural — made by God. What is silver ? It is a metal. Now name the three great kingdoms, and tell me to which silver belongs ? Animal, vegetable and mineral king- doms; silver belongs to the mineral. Tell me, what is a mineral? Anything that is dug out of the ground. We sometimes dig potatoes out of the gTOund; are they mineral ? No; they are vegetables. What is the difference between a vegetable and a mineral ? A vegetable has life, and a mineral has not. Yes; or a vegetable has organs, such as root, leaves, etc. , while a min- eral is inorganized — that is, has no organs; so, in giving the de- finition of a mineral you should say: '* It is an inorganized sub- stance dug out of the ground. "
Now, look at this spoon, and tell me some of the properties of silver, giving the meaning of each term you use ? It is opaque, bright, soft. Is it a liquid or a solid ? It is a solid. Name some liquid, to show me that you really understand the differ- ence between the terms ? Water is a liquid. Will silver melt, do you think ? Yes, it will melt. Then it is what ? Fusible. Tell me something more about it ? It is malleable and ductile. What is its color ? White. Take this piece of silver in your
12 The True Teacher. [Aug
hand, and tell me if it is light or heavy. It is heavy. There is yet one property which you have not named ; I will drop this spoon upon the table and see if that will remind you of it ? It is sonorous.
Now mention some of the uses of silver ? To make spoons, thimbles, tea-sets, pitchers, ornaments, coins, etc. Tell me more about coins ? They are not made of pure silver — for that is too soft; copper is mixed with the silver, to make it hard enough.
Name in concert the qualities and uses of silver.
Qualities — Mineral, metal, opaque, smooth, soft, bright, malle- able, ductile, fusible, flexible, solid, heavy, sonorous. Uses — To make money, tea-sets, spoons, napkin rings, watch-cases, knives, cake-baskets, ornaments.
THE TRUE TEACHER.
To be a true teacher, of the highest dimensions of power and qualification, requires a breadth of resources and qualities — natural and acquired; a depth and fullness of means; tact in im- pressing one's self on others, amounting almost to a species of personal magnetism; skill in government; talent in exposition; power in analysis; fullness of knowledge; readiness of illustra- tion; a sense of the beautiful in nature, art and language; a sim- plicity of character; a singleness of aim; a patience of spirit; a steadiness of purpose; an acquaintance with human nature; and a developement of religious feeling and principle, as well as an energy of will; a fire of thought; and an amount of physical vigor, which, assembled together, make this field of human en- deavor altogether paramount to every other in its demands upon the whole man, his whole time, his whole heart, and his whole strength, within and without — at all times — in all things. No marvel is it that there are so many poor teachers; for in no other man is such a height and breadth of manhood necessary. — Dwighi's Higher Christian Education.
In a recent address on Education, Mr. Loomis, author of ** Mental and Social Culture," touched upon a principle too often forgotten in the rearing of children. The paramount business of a child, he said, is growth. All else is subordinate. Food, play, clothing, work, and education, all have value only as they contribute to this result. But healthful growth demands abun- dant exercise; and play is the child's exercise. It should there- fore have a place to play in, clothes to play in, and things to play with. A child's play, is not merely play; it is Nature's first les- son, wherein she gives simple instruction upon the great affairs of life. It is a grievous mistake to suppose that a child is learn- ing nothing unless it has a book. — American Educational Monthly.
1868.] Proceedings of the State Board of Educatioyi. 13
PROCEEDINGS OF THE STATE BOARD OF EDUCATION.
San Fbancisco, June 19, 1868.
The State Board of Education met at the office of the Super- intendent of Public Instruction, on Friday, June 19, 1868.
Present : Governor Haight, S. I. C. Swezey, J. M. Sibley, Dr. W. T. Lucky, James Denman, Melville Cottle, J. H. Bkaly, Dr. Aug. Trafton, O. P. Fitzgerald.
Superintendent Fitzgerald made a verbal report from the Com- mittee on Library Books, and asked further time, which was granted.
Mr. Denman moved that Brown's Grammar be adopted for use in our Public Schools, and that the use of Quackenbos' be discontinued. After discussion, the Board postponed action on the subject for the present.
The discussion of the subject of an organ for the School De- partment was discussed at length, and various motions were made and voted down.
Mr. Braly was allowed the privilege of leaving his vote with some member of the Board, for the meeting to be called to- morrow.
On motion of Mr. Denman, Dr. Lucky, Dr. Trafton and Mr. Sibley were appointed a committee to confer with the Editor and Publishers of the California Teacher, in order to ascertain what arrangements can be made for an organ of the Department of of Public Instruction.
Life Diplomas were granted to Professor W. A. C. Smith, and A. H. Kandall.
Adjourned to meet at 10 o'clock a. m., to-morrow, (20th inst.)
San Fbancisco, June 20, 1868.
The State Board of Education met at the office of the Super- intendent, on Saturday morning, June 20th, 1868.
Present: Gov. Haight, Messrs. Swezey, Trafton, Denman, Lucky, Sibley, Cottle, Fitzgerald.
The minutes of yesterday's meeting were read and approved.
After Dr. Trafton had made a report from the Committee of Conference with the Editors and Publishers of the California Teacher, in which he stated that it was agreed that the State Superintendent and Dr. Lucky should be the responsible Editors and Publishers, and the Superintendent had signified his con- cuiTence in the arrangement, it was
Resolved, That the California Teacher be designated as the journal to be sub- scribed for as the organ of the Department of Public Instruction.
On motion of Mr. Denman,
Resolved, That the State Board of Education instruct the County Superin- tendents to grade the Schools in their respective counties in First, Second
14 Communication. [Aug.
and Third Grades, and that in arranging the grade of each School, the Super- intendents should make the same exclusively in reference to the population and wants of the several districts, and the advancement of the pupils, and not in reference to the grade of certificates held by teachers.
On motion of Mr. Cottle,
Resolved, That it is the opinion of the State Board of Education that the State Board of Examination should hold four sessions annually, during the last week of the months of September, December, March and June, of each year, and that meetings of County Boards of Examination should be held simultaneously with those of the State Board.
On the recommendation of the State Board of Examination, Life Diplomas were granted to the following persons, viz. : A. H. Ooodrich, Dr. T. H. Rose, Wm. White, and S. A. Penwell.
On motion of Dr. Lucky, it was ordered that ' ' School Govern- ment," by Jewell, and "Higher Christian Education," by Dwight, be added to the list of Library Books.
Dr. Lucky was added to the Committee on Library Books.
A petition asking for a certificate of incorporation for the "College of Notre Dame," San Jose, was presented and read, and the petition granted.
On motion, adjourned to meet at the call of the Secretar5\
COMI.IUNICATION.
Editors California Teacher : — I have graded the Schools in Sacramento County according to the following basis :
Primary, or Third Grade School. — To include the branches designated by the State Board of Education as Siith, Fifth, and Fourth Grrades.
Intermediate, or Second Grade School. — To include the branches of Third and Second Grades.
First Grade, or Grammar School. — To include the First and advanced grades; as will be seen by reference to pp. 47 and 51, inclusive, of the Revised School Law.
I would like to notify the Boards of Tmstees of Sacramento County, through the Teacher, that no teacher will be permitted to teach, unless his or her certificate be equal to the grade of the School which he or she proposes to teach. A rigid adherence to this resolution would be of great advantage to the Schools, and would also tend to elevate the standard of qualification in teachers
AUGUSTUS TRAFTON, Supt. Common Schools, Sacramento County.
Men are more civilized by their pleasure than their occupation. Business dispenses not only with ceremony, but often with com- mon civility; and we should become rude, repulsive, and ungra- cious, did we not recover, in our recreations, the urbanity which in the bustle of labors we disregard. 4
1868.] State Educational Diplomas. 15
THE TEACHER AND THE MINISTER.
In many things the work of true Christian education is above that of the ministry, if not in its aims, yet, in the variety, adap- tation and power of its appliances, and in the immediateness, determinateness, and perpetually renewed productiveness of the results gained by their use. The minister teaches, indeed, but he does not train. He teaches at intervals — while the educator does his work of love from day to daj^ The preacher points to the right path — but he cannot make his hearers walk in it ; he cannot constrain the will and bind it firmly to its duty ; nor can he use the power of personal authority and discipline, or bring his own entire individuality, with all its freight of knowledge, principle and power, to bear upon his people, as can the teacher upon his pupils. He devotes his efforts also to those whose hab- its have become thoroughly indurated by leng-th of time, and who have long since lost their fresh and natural sensibility to the truth. The very hearts, all full of the fire and glow of youth, which he neglects, the hope of the world and of the church, are those on whom the teacher exerts all his energ}', plastic under the gentlest touches of his hand, and tenderly responsive to all his ideas and feelings. — Dvnglit's Higher Christian Education.
STATE EDUCATIONAL DIPLOMAS.
State Educational Diplomas have been granted to the follow- ing Teachers :
Oliver M. Adams, N. B. Garbrick,
J. P. C. Alsopp, M. D. Carr,
Walter J. G. Williams, E. J. Gillespie,
A. L. Fitzgerald, J. M. Kirkpatrick,
John A. Moore, James W^alter Lannon,
George W. Jones, R. B. Warren,
M. M. Scott, Thomas Biggs,
Hamilton Wermouth, Miss Jennie G. Kercheval,
M. B. B. Potter, Miss Kate Collins,
Stephen C. Stephens, Miss Mary E. Joy,
Joshua Phelps, Miss Laura S. Templeton,
Albert Lyser, Miss Mary J. Bragg,
James G. Johnson, Miss Susie D. Carey,
Henry iv. Wilson, Mrs. Laura H. Wells,
W. A. Yates, Miss Fannie E. Bennett,
Frank Power, Miss E. A. Cleveland,
Troy Shelley, Miss Mary J. Ritchie,
Josiah J. Hammond, Miss Flora E. Smith,
J. H. Braly, Miss Jennie Smith.
16 Preponderance of Female Teachers. [Aug.
STATE LIFE DIPLOMAS.
State Life Diplomas have been granted to the following Teachers :
Thomas Nicholson, San Jose, A. H. Kandall, Stockton,
Miss Anna Smith, Sac'to, W. A. C. Smith, Santa Clara Co.
H. H. Howe, Sacramento, Dr. T. H. Eose, Los Angeles,
Chas. W. Childs, Placerville, A. H. Goodrich, Placer Co.«
E. D. Humphreys, San Fran. , Wm. White, Santa Clara Co.
W. N. Granger, Marjsville, S. A. Penwell, San Francisco.
PREPONDERANCE OF FEMALE TEACHERS IN THE UNITED STATES.
It is generally admitted that women are naturally better fitted than men for the delicate work of teaching the younger pupils in our schools. It is almost as generally admitted that they are, as a rule, quite as successful as men are with the older children. Nevertheless, there is a very general popular indisposition to pay them, as teachers, in just proportion to the amount and value of the work they do. This is strikingly manifested in the follow- ing statistics, which we condense from an interesting paper lately published in the Tribune. The averages of monthly wages no doubt exaggerate the relative difference between the pay of the two classes, since the men, for the most part, occupy what are considered the higher positions, and consequently receive the greater pay. Yet, making due allowance for that, the discre- pancy between the wages of male and female teachers is much too great to be consistent with justice. According to the last census, there were in the United States 150,241 teachers, of whom 100,000 were women. In some of the States the propor- tion of women teachers is still greater. In Massachusetts there are six times as many female teachers as males. In Vermont, the proportion is five to one, and in Iowa, three to one. In the large cities the preponderance of female teachers is most marked. In Chicago there are 24 men to 241 women; in Cincinnatti, 60 to 824; in Milwaukie, 14 to 70. St. Louis has 18 to 166; San Francisco,. 25 to 183. In the Eastern States the difference is increased; Boston has only 67 men to 565 women; Providence, 9 to 142; Brooklyn, 27 to 510; Philadelphia, 81 to 1,263; Bal- timore, 42 to 335; and Washington, 4 to 56. Louisville has 29 male teachers to 103 women. In this city, in the year 1860, three-quarters of the public school teachers were women. In 1866 there were only 178 males out of over 2,000 teachers, and the relative numbers have since remained about the same. The cause of this remarkable disproportion is simply that teaching does not afford as good an opening for men as other occupations; and as people will always seek for the best attainable pay and employment, this field has almost been abandoned to women. — N, Y. Teacher.
Department of Public Instruction.
ExpiiAiJATOBY. — During the last six months the Superintendent of Public Instruction has received numerous letters from school ofi&cers, complaining of the non-reception of the Teachek. He (the Superintendent) wishes to say that his responsibility commenced with the July number, and that he wishes to be blamed and punished only for his own delinquencies.
State Boaed of Examination. — The State Board of Examination is now constituted as follows: The Superintendent of Public Instruction, T. C. Leon- ard, W. J, Williams, A. L. Fitzgerald, H. N. Bolander. In scholarship and character this Board, as a whole, may challenge comparison with any similar
body in the country.
•
New Edition of the School Law. — A new edition of the Revised School Law is in the hands of the printer, and will, in a few days, be ready for dis- tribution. The only amendments of any importance are these : First, the amendment of Section Eleven, requiring a semi-annual apportionment of the School Fund ; Secondly, the amendment of Section Ninety-eight, increasing the rate of taxation for school and building purposes; and. Thirdly, the repeal of the "teacher's oath." The new edition of the School Law contains an appen- dix, in which are embraced the act creating and organizing the University of California, the blank forms used in the Department of Public Instruction, special acts relating to School matters, etc.
State Normal School Trustees. — The Board of State Normal School Trustees met at the office of the Superintendent of Public Instruction, June 19th and 20th, 1868. Present: Messrs. Braly, Cottle, Trafton, Swezey, Sib- ley, Denman, and Fitzgerald. Salaries of teachers in the State Normal School were fixed as follows: Dr. Lucky, Principal, $275 per month, for ten months; H. P. Carlton, Vice-Principal, $210 per month; Miss E. W. Houghton, Assis- tant, $130 per month; Mrs. D. Clark, $120 per month. The Executive Com- mittee for the ensuing year will be: Superintendent 0. P. Fitzgerald, S. I. C. Swezey, and James Denman. The Board authorized the Executive Commit- tee to prepare and have printed a suitable form of Diploma for the State Normal School.
Library Books.— The State Board of Education, at a late meeting, added ' ' Dwight's Higher Christian Education, ' ' and ' 'Jewell's School Government, ' ' to the list of books for Teacher's Libraries. No teacher can read these books without profit to himself and his pupils. The character and style of the fqr- mer work maybe inferred from extracts found in this number of the Teacher 2
18 Department of Public Instruction. [Aug.
OUR BOOK TABLE.
A Grammak of thk Eng-lish Language: By Samuel S, Greene, A.M.; Author of "Intro- duction to the Study of Grammar," "Analysis of Sentences," etc. Philadelphia: Cow- perthwait & Co. 1868.
With a few errors, wMcli have become stereotyped by being reproduced by successive authors on grammar, corrected, this book would be one of great merit — as it is, it it one of the best of its class. The system of analysis here presented is unquestionably superior. This book, in the hands of a judicious teacher, who would lop off the excrescences and tone down the errors, would make an attentive class thorough in the knowledge and expert in the correct use of the English tongue — a rare accomplishment. For sale by A. Roman, 417 and 419 Montgomery street, San Francisco.
An Intboduction to the Study of Gbammak: By Samuel S. Greene, A.M., Professor In Brown University, and author of "Analysis," and "English Grammar." Philadelphia: Cowperth-wait & Co. 1868.
This book is designed as a preparation for the larger grammar by the same author, and meets the intention of its maker. There is the same excellence of arrangement and subject matter as in the other, with greater simpHcity of style, to suit the beginner. Pity but so good an author, in some respects, had not corrected his faults in others. His system is good. For sale by A. Eoman & Co. , 417 and 419 Montgomery street, San Francisco.
The Song Cabinet: A New Singing Book for the Use of Schools, Academies, Seminaries, and Singing Classes; Comprising Primary Songs, Lessons, School Songs, and a Short Cantata—" The School Festival." By C. G. Allen. New York: Ivison, Phinney, Blake- man & Co. Chicago: S. C. Griggs & Co. 1868.
A good little book, containing a choice collection of new and pleasing songs for schools and classes. The " Cabinet " is a favorite, as it should be. Send for it. A. Eoman & Co., 417 and 419 Montgomery street, San Francisco.
The Common Scnooii Geography: An Elementary Treatise on Mathematical, Physical, and Political Geography. By D. M. Warren; Author of a " Treatise on Physical Geography," etc,, etc. Philadelphia: Cowperthwait & Co. 1868.
A work of great ability and accuracy, well adapted to the use of Schools, and to the general student. The arrangement is judicious ; the language is clear, plain and direct; the maps are accurate and well drawn; a good book. The Treatise on Map Drawing is worthy of the special consideration of teach- ers. For sale by A. Eoman & Co., 417 and 419 Montgomery street, San Fran- cisco.
Mental Arithmetic: Or Oral Exercises in Abstract, and Commercial Arithmetic, with First Lessons in Written Arithmetic. For the Use of Schools. By Chas. 8. Venable. New York: Richardson & Co., 14 Broad street. 1868.
This work has many merits. Only a few can be mentioned: The Method; Chapter on Multiples, Divisions, and Prime Factors; Treatment of Vulgar Fractions; the French Decimal system of Weights and Measures.
1868. Department of Pvhlic Instruction. 19
FiEST Lessons in Numbeks: An Easy Illustrated Arithmetic; Prepared for Home Instruc- tion and Primary Schools. By Charles S. Venable. New York: Richardson & Co., 1867.
A pleasing, attractive, and useful little book for children who are beginning to learn numbers — making the study a delight to their young minds rather than a task.
A New Peimabt G-eogeaphy: Illustrated by numerous Maps and Engravings. By D. M. Warren, Author of "The Common School Geography," and a "Physical Geography." Philadelphia: Cowperthwait & Co. 1868.
The revised edition of this work comes out improved in appearance and ac- curacy. It is well adapted to the wants of primary classes. The contents of its chapters are prepared with care and judgment, those subjects being selected which the student should remember, and not cumbering the mind with use- less details which will soon be forgotten. For sale by A Eoman & Co., 417 and 419 Montgomery street, San Francisco.
VenabiiE's Mathematical Sebies.
The production of a thorough mathematician and judicious author; is a val- uable acquisition to thej School literature of our country, and should be taught in every School.
The Fbench PKONOUNCiNa Peimee. By Charles F. Morel, Sub-Master of the Cosmopolitan School. San Francisco: Henry Payot & Co., No. 640 Washingtou street. 1868.
A neat little volume of fifty-nine pages ; skillfuly adapted to the wants of those beginning the study of the French language. The method is that used with such success in the Cosmopolitan School of this city.
ROLL OF HONOR.
MiLLEETON School, Fresno County. — S. H. Hill, Teacher. Liz2de Johnson Mary J. McKenzie, C. C. Baley, Allen Stroud, W. H. McKen2ae, Nancy J. Baley, S. B. Baley, E. P. McKensde, John Jenkins. Unexceptionable Deport- ment : M. E. Glass, B. F. Glass.
Mt. Auktjm School, El Dorado County. — Kobert Taylor, Jr., Teacher. Sarah F. Kinch, 99; Susie J. Chote, 97; EUa Bates, 97; Maggie Kane, 96; Alfred Bichardson, 95.
LocKEFOED School, San Joaquin County. — Term ending June 27th, 1868. S. A. Perry, Teacher. Second Grade— 1st, Mary Brakeman; 2d, Clara Ham- mond; 3d, Olive Brakeman. Third Grade — 1st, John Hammond; 2d, Louisa Cahill; 3d, John Montgomery. Fourth Grade— 1st, Ada Brown; 2d, Annie Cahill; 3d, Lowery Smith. Fifth Grade— 1st, Alice Montgomery; 2d, Oliver McNeil; 3d, John Packard.
AuBORA DisTBicT, Marin County. — James Harlow, Teacher. Joseph Kirt, 99; Koyal Freeman, 99; Mary Kirt, 98; George Freeman, 98; Henry McClure 97: Kobert McCleave, 96; Mary McClure, 96; Daniel Klein, 96; Henry Klein,' 95; Howard Church, 95; Emel Freeman, 94; Hugh Johnson, 94; Eichard John-
20 Department of Public Instruction. [Aug.
son, 92; Eva D. Stone, 95; Myron Damon, 95; Mary McCleave, 85; Walter Church, 94; Henry Freeman, 94; Allen Blackburn, 94; Wm. Munro, 94; Eob- ert McClure, 94; Henry McCleave, 93; Edgar Freeman, 92; Mary Cartright, 92; Wm. Freeman, 91; Albert Freeman, 90; Marion Freeman, 91; Janette Robinson, 87; William Malserd, 85; Jasper Huntly, 84; Albert Huntly, 83; Louisa Laufenberg, 83; Mary Eobinson, 85; Herbert Osborn, 82; Hermon Church, 83.
Eepobt of the Public School in Peealta Disteict, Alameda County, for the term ending June 29th, 1868. D. C. Pearson, Teacher. Whole num- ber enrolled, 46; Average number connected with the School — 1st month, 41; 2d month, 37%; 3d month, 37; Total, 38%. Average attendance— 1st month, 34; 2d month, 34%; 3d month, 35%; Total, 35. Per cent, attendance— 1st month, .90; 2d month, .92%; 3d month, .96%; Total, .93. Number tardy, 12. Number on the Eoll of Honor — 1st month, 9; 2d month, 20; 3d month, 24. The standing of the pupils was as follows, viz. : 1st month — two over .90 per cent., and twenty-one fell below .80 per cent; 2d month — five over .90 per cent., and nine fell below .80 per cent.; 3d month — five over. 90 per cent., and only two fell below .80 per cent. The highest stood .93% per cent.
CORRECTION.
Editors Teacher : — In an article in a recent number of the Teacher it was assumed, if not affirmed, that I removed Mr. Ahira Holmes from his position in the Mission School. That statement was wrong, and tliose acquainted with the circumstances of Mr. H.'s removal very well know it. I was not the first or second to advise such action, and never did more than endorse it.
J. C. PELTON.
G-RADUATING EXERCISES OF THE STATE NORMAL SCHOOL.
The Graduating Exercises of the State Normal School, in Lincoln Hall, San Francisco, on .Thursday evening, May 28, 1868, were varied and interesting, doing credit to both pupils and teachers. The audience gave visible signs of their general appreciation of the performances, and in several instances be- stowed enthusiastic applause. It is now too late for an extended notice.
The following is the
ORDER OF exercises:
Prayer Kev. Albert Williams.
Mtsic— Chant— ** I will lift up mine eyes."
Essay—'' Air Castles," Sarah Field.
Essay—'' A Plan of Education," Truman P. Ashbrook.
MvAc — " Spring's Delights are now returning. "
Essay—" Open the Windows, " Mart E. Stone.
Essay — " What am I ?" Troy Shelley.
3fiisic— Solo— ' ' My Soul to God, my Heart to Thee, " Clara Porter.
Essay—' ' The Old and the New, " Annie H, Lewis.
jEssa^— " The World makes the Man," David Powell.
MusiG — " See our Oars with Feathered Spray."
'♦ Song, " Julia Brown.
1868.] Department of Fuhlic Instruction. 21
" Success," JosiAH S. Hammond.
Music — "The Kamble." ^
Essay — ", Woman's Work, " Susie S. Lawton.
Essay — " Friendship's Chain," with Valedictory Henbietta Slateb.
Mxisic — " Our Rocking Boat."
Presentation of Diplomas Hon. O. P. Fitzgebald, State Snpt.
Delivery of the State Certificates to the Graduates, Jambs Denman, City Supt.
Address to the Graduating Class, Hon. 0. P. Fitzgebald.
Music — " Hour of Parting."
LIST OF GBADUATES:
1. Lucy Bonnell San Francisco County.
2. L. C. Betancue Alameda County.
3. Ella E. Batchelder San Francisco County.
4. Julia B. Brown El Dorado County.
5. Lizzie Cope Santa Clara County.
6. Anna Cathcart San Francisco County. '
7. Lillian Crittenden San Francisco,
8. Sarah Field Santa Cruz County.
9. Julia Heney San Francisco County.
10. Anna Hall San Francisco County.
11. Sallie L. HaU Santa Clara County.
12. AmeUa Joice San Francisco County,
13. Fannie Jacks Napa County.
14. Mary Little San Francisco County.
15. Anna La Grange Alameda County.
16. Annie H. Lewis San Francisco County.
17. Susie S. Lawton . San Francisco County.
18. Beatrice M, Lawrey Santa Clara County.
19. Helen McPherson San Francisco County.
20. Lottie McKean Santa Clara County.
21. Lizzie McCoUam San Francisco County.
22. Amelia L. Maison Contra Costa County.
23. Anna M. Palmer Nevada County.
24. Henrietta Slater Sacramento County.
25. Mary Smith San Francisco County.
> 26. Mary E. Stone San Francisco County.
27. Marion Stokum San Francisco County.
28. Elizabeth Staples San Francisco County.
29. Addie Treadway Napa County.
30. Mary Ward Calaveras County.
31. Truman P. Ashbrook Napa County.
32. F. A. Day Calaveras County. '
33. Edward W. Jones Colusa County.
34. Wm. M. Magoon Sonoma County.
35. J, S. Hammond San Soaquin County.
36. David Powell Sutter County.
37. Sumner T. Paine Sutter County.
38. Troy Shelley. , Sutter County.
39. J, A, Smith Sonoma County.
LrFE Paeceled out. — Lord Coke wrote the following, which he religiously observed:
" Six hours to sleep,
To law's great study six, Four spend in prayer. The rest to nature fix."
But WiUiam Jones, a wiser economist of the fleeting hours of life, amended the sentiment thus :
" Seven hours to law.
To soothing slumber seven, Ten to the world allot, And all to heaven."
School Directory of San Francisco.
BOARD GF EDUCATION.
Peesident THOMAS H. HOLT.
FIRST DISTEICT.
E. H. CoE, Flint's Warehouse, foot of Battery street. Dwl. E. side Calhoun,
between Union and Green streets.
SECOND DISTRICT. Thos. H. Holt, 605 Montgomery street DwL 1803 Stockton street.
THIRD DISTRICT. Wm. F. Hale, M. D 520 Kearny street
FOURTH DISTRICT. H. A. Cobb, 327 Montgomery street Dwl. 1413 Powell street.
FIFTH DISTRICT. Washington Atek, M. D.. 408 Kearny street Dwl. 227 Kearny street
SIXTH DISTRICT. T. W. J. HoLBEooK, 15 Hayward's Building, California street
SEVENTH DISTRICT.
J. F. Meaghbe, St Mary's Cathedral, corner California and Dupont s£reets.
Dwl. 61 Minna street.
EIGHTH DISTRICT. A. Wasseeman, 429 Sacramento street Dwl. 515 Post street
NINTH DISTRICT. A. W. Scott, Southwest cor. Stewart and Folsom sts. Dwl. 19 Rincon place.
TENTH DISTRICT.
A. K Hawkins, San Francisco Gas Works, corner Natoma and First streets.
DwL 829 Howard street.
ELEVENTH DISTRICT. P. B. CoENWALL, .Foot of Market street.
TWELFTH DISTRICT.
James A. Rogbbs, Northeast cor. Pacific and Polk streets. Dwl. N.W. cor*
Filbert and Octavia streets.
James Denman, Superintendent Public Sclwols, Ofi&ce— No. 22 City Hall.
Geo. Beanston, Clerk Board of Education, Office — No. 22 City Hall.
Dwl. W. side HoUis street, bet. O'Farrell and Ellis. RicHAED Ott, Clerk Board of Education, 22 City Hall. Dwl. 424 Sutter street James Duffy, Messenger, 22 City Hall. Dwl. N.W. cor. Eddy and LarMn sts.
1868. J School Directory of San Francisco.
23
STANDING COMMITTEES.
On Nomination op Teachebs— Directors Meagher, Cornwall, Holb^ook,
President and Superintendent. On Eules and Kegtjlations— Directors Hawkins, Meagher, and Scott. On Classification and Course of Instkuction— Directors Hale, Holbrook,
Coe, and Superintendent. On Sigh and Normal Schools— Directors Ayer, Meagher, and Hawkins. On Cosmopolitan Schools— Directors Wasserman, Cobb, and Ayer. On Text Books and Music— Directors Meagher, Eogers, and Hawkins. On School-Houses and Sites— Directors Eogers, Cornwall, and Holbrook. On Evening Schools — Directors Hawkins, Wasserman, and Cornwall. On Fueniturb and Supplies — Directors Hale, Coe, and Eogers. On Salaries and Judiciary— Directors Cornwall, Eogers, and Hawkins. On Finance and Auditing— Directors Scott, Meagher, and Ayer. On Teachers' Institute — Directors Holbrook, Hawkins, and CornwalL On Printing — Directors Coe, Holbrook, and Scott. On Janitors— Directors Eogers, Hale, and Holbrook.
SCHOOL DIRECTORY.
BOY'S HIGH SCHOOL.
Location — Powell street, near Clay. Theodore Bradley, 620 Howard. Thos. C. Leonard, 347 Fourth.
J. M. Sibley, 825 Bush. A. L. Mann, Clinton.
Mrs. C. L. Atwood, 1806 Mason.
GIEL'S HIGH SCHOOL. Locaiion — Southeast comer Stockton and Bush streets.
EUis H. Holmes, 16 Prospect Place. Mrs. Caroline E. Beals, 923 Powell. Miss E. A. Cleveland, 2 Sixteenth. Miss S. A. Barr, 917 Howard. Madam V. G. Brisac, 1015 Pine.
LINCOLN GEAMMAE SCHOOL.
Location — East side Fifth street, near Market. Bernhard Marks, cor.Union & Stevens. Dr. J. Phelps, 38 Stanly Place. J. D. Littlefield, 625 Harrison. L. W. Eeed, cor. Green and Larkin.
Mrs. M. J. Sanky, 122 Geary. Miss L. B. Jewett, 372 Brannan.
Mrs. L. C. James, 127 Kearny. Miss E. A. Shaw, 112 Mason.
Mrs. E. F. Pearson, 750 Howard. MissM. T. Kimball, cor. Cal. & Mason.
Miss C. L. Smith, 529 Union. Miss L. S. Swain, 127 Kearny.
24 School Directory of San Francisco, [Aug.
Miss S. G. Bunker, 25 Ellis. Miss Grace Chalmers, 808 Taylor.
Mrs. B. F. Moore, 963 Howard. Mrs. M. W. Kincaid, 331 Union.
Miss M. A. Salisbury, 917 Howard. Miss M. M. Guinness, 521 Folsom. Miss Jennie Forbes, Hyde st., between Miss Mary Pascoe, 7 Verona.
Green and Filbert. Miss M. L. Jordan, 347 Fourth.
Miss M. A. H. Estabrook, 411 Minna. Miss Sarah Field,cor. B'dway & Taylor.
DENMAN GRAMMAK SCHOOL.
Location — Northwest corner of Bush and Taylor streets.
John Swett, 41 Everett. Mrs. E. M. Baumgartner, 626 Sutter.
Miss C. M. Pattee, 804 Bush. Miss Nettie Doud, corner Van Ness av.
Miss Jessie Smith, corner Dupont and and Bush street.
Lombard streets. Miss Alice T. Kenney, 526 Pine.
Miss Ada C.Bowen,cor.Taylor & Eddy. Miss Annie E. Holmes, 510 .Hyde. Mrs. E. P. Bradley, 620 Howard. Miss A. T. FUnt, 337 Jessie.
MissLillieM. Gummer,1107 Stockton. Miss Jennie Armstrong, 762 Mission. Miss Fannie S. Howe, cor. California Miss Mary J. Little, 320 Eitch.
and Franklin streets. Miss Clara C. Bowen, 122 Tyler.
RINCON GRAMMAR SCHOOL.
Location — Vassar Place, leading from Harrison street, between Second and Third. Ebenezer Knowlton, 4 Center Block, Miss Helen M. Thompson, 124 Geary.
Sixteenth st. Miss Helen M. Clarke, 1524 Sacram'to.
Miss S. M. Scotchler, Adeline street. Miss M. E. Stowell, 656 Folsom.
Oakland. Miss Anna M. Dore, 246 Third.
Miss Mary A. E. Phillips, 127 Kearny, Miss Lizzie B. Easton, 133 Fifth. Miss Margaret Wade, 1407 Washingt'n. Miss Clara Buchnam, 309 Fremont. Miss Lizzie Johnston, 246 Jennie. Miss Augusta C.Robertson, 524 Folsom. Miss Satie Davis, 146 Silver.
UNION GRAMMAR SCHOOL.
Jjocation — North side Union, between Montgomery and Kearny. Thos. H. Myrick, 226 Stevenson. Philip Prior, 15th st., bet. Mis. & How.
Miss Flora Smith, cor. Post and Devis- Miss Nellie Baldwin.
adero streets. Miss Abbie F. Aldrich, 904 Jackson.
Miss Annie Hucks, 527 Green. Miss E. White, 1807 Stockton.
Miss Sarah E. Fox, 809 Mission. Miss Ellen G. Grant, Howard st., bet.
13th and 14th.
BROADWAY GRAMMAR SCHOOL.
Location — North side Broadway, between Powell and Mason.
Prof. W. J.G. Williams, Virginia Blk., Mrs. L. A. K. Clappe, S. E. cor. Bush
Stockton street. and Mason streets.
Miss Maggie McKenzie, 135 Kearny. Miss Mary Solomon, 1805 Stockton. Miss E. C. Marcus, 919 Stockton. Miss B. M. Hurlbut, 29 John.
Miss Phoebe Palmer, 1008 Mission. Miss S. B. Cook, Stockton, nr. Geary. Miss Emily M. Tibbey, 527 Green. Miss S. A. Kelly, 547>^ Tehama. Miss Ella J. Morse, cor. Sansome and Miss Mary A. Haswell, 524 Greenwich.
Filbert streets. Miss Mattie Ritchie, 122 Geary.
1868.] School Directory of San Francisco. 25
MISSION GRAMMAR SCHOOL.
Location — West side 3fission street, between Fifteenth and Sixteenth. Edwin D. Humphrey, corner Oak and Mrs. Fannie E. Reynolds, Mission, nr.
Laguna streets. Fifteenth street.
J. H. Sumner, Howard st., bet. 12th Mrs. Mary Humphrey, comer Oak and
and 13th. Laguna street. ♦
Mrs. E. Varuey, First av., bet. 15th Miss A. A. Rowe, Howard, nr. 20th.
and 16th. - Miss Mary O'Connor, 17th st., between
Miss M. A. Jourdan, 15th st. , between Valencia and Dolores.
Howard and Mission. Miss Anita Ciprico, Howard street, bet.
11th and 12th.
■ SPRING VALLEY GRAMMAR SCHOOL.
Location — South side Broadway, between Larkin and Polk streets.
Noah F. Flood, 613 Pine. Abel T. Winn, 41 Everett.
Miss Carrie P. Field, cor. Taylor and Miss Mary Murphy, 1306 Taylor.
Leavenworth streets. Miss Frances Simon, 255 Stevenson.
Miss Augusta P. Fink, Greenwich st.. Miss Annie E. Stevens, 1505 California.
bet. Octavia and Laguna. Miss Mary J. E. Kennedy, 431 Sutter.
Miss Esther Goldsmith, cor. Turk and Leavenworth streets.
WASHINGTON GRAMMAR SCHOOL. .
Location — Southwest corner of Mason and Washington streets.
L. D.Allen, N.E.cor. Pine & Laguna. Mrs. Lizzie G, Deetkin, 254 Tehama.
Francis Jordan, 845 Dupont. Miss Jean Parker, 926 Washington.
Miss Sarah J. White, 1313 Vallejo. Miss Sarah A. Jessup, 1432 Mission. .
Miss Helen A. Letterlee, 714 Pine. Miss Carrie Chase, 110 Turk.
SOUTH COSMOPOLITAN GRAMMAR SCHOOL.
Location — North side Post street, between Dupont and Stockton.
Henry N. Bolander, 349 Jessie. Miss Laura T. Fowler, Market st., opp-
Miss Sarah Gunn, Jones, nr. Wash'n. Montgomery.
Miss Lizzie Gunn, Jones, nr, Wash'n. Arnold Dulon, Lutgens' Exch'ge, Corn- Mrs A. H. Hamill, 1018 Market. mercial street. Mrs. Louisa Dejarlais, 1713 Powell. Mrs. Emily Foster, 18 Taylor.
SHOTWELL STREET SCHOOL.
Location — East side Shotwell street, between Ticenty-seeond and Twenty-third.
4Silas A. W^hite, Treat avenue, bet. 21st Miss Annie A. Hill, Fillmore street, bet.
and 22d streets. Hayes and Fell streets.
Miss Anuie J. Hall, 4 Powell. Miss Bessie Hallowell, 931 Howard.
Miss Hattie L. Wooll, 1312 California. Miss Grace W.Wright, Mission avenue, IVIiss Rebecca P. Paul, 246 Jessie. bet. 17th and 18th streets.
Miss Mary J. Morgan, 308 Jessie.
26 School Directory of San Francisco, [Aug.
TENTH STEEET SCHOOL.
'Location — West side Tenth street, between Folsom and Harrison. W. J. Gorman, N. E. corner Howard Mrs. Margaret Deane, Serpentine av.,
and Fourth streets. near San Bruno road.
Miss Lizzie 0 'Callahan, Serp'tine av., Miss Margaret McAuliff, S. W. corner
near San Bruno road. Turk and Franklin streets.
Miss Mary A. Hassett, 11 Mason. Mrs. B. Moore, S.E. cor. Howard & 4tli.
Miss Katie A. Galvin, 114 Hayes.
NOKTH COSMOPOLITAN SCHOOL.
Location — North side Filbert street, between Jones and Taylor. Miss Kate Kennedy. Miss Fannie Mitchell, 1009 Powell.
Miss Kosa Levinson, 813 Hyde. Miss Agnes Chalmers, 808 Taylor.
Miss Amelia Wells, 210 Francisco. Mrs. Ulrica Kendsburg, 910 Post. Mrs. Bertha Chapuis, 2012 Taylor. Abraham Solomon, 511 Howard. Miss Annie Campbell, 1220 Jackson. Miss Jane E. Greer, 17th st., between Miss Fannie Soule, Chestnut st., bet. Guerrero and Valencia.
Leavenworth and Hyde. Miss Naomi Hoy, 1114 Leavenworth.
Miss Ida M. Friel, Virginia Bl'k, Stock- Mrs. Wm. R. Duane, 21 John.
ton street. Mrs. Laura Covington, 516 Eddy.
UNION PEIMARY SCHOOL.
Location — Northwest corner Filbert and Kearny streets. Mrs. A. Griffith, 824 Lombard. Miss^E. Overend, 8 Calhoun.
Miss L. Solomon, 1805 Stockton. Miss A. Stincen, 1025 Clay.
Miss M. Perkins, 824 Lombard. Miss E. 0. Capprise, 516 Greenwich.
Miss H. Featherly, 1011 Pacific. Miss C. Younger, 316 Green.
POWELL STEEET PRIMAEY SCHOOL.
Location — West side Powell street, between Washington and Jackson. Miss Carrie V.Benjamin, 1107 Stock'n. Miss Leila W. Burwell, 628 Howard. Miss Sarah E. Thurton, 909 Clay. Miss Anna H. Giles, Howard st., bet. Miss Julia M. Gelstone, 113 Stockton. 18th and 19th.
Miss Mary E. Morgan, 1516 Mason. Mrs. E. S, Forester, 906 Leavenworth. Miss Mary E. Tucker, 1602 Taylor. Miss Alice C. Allen, 1028 Pine.
PINE AND LAEKIN STEEET SCHOOL.
Location — Southwest comer Pine and Larkin streets. Miss H. Cooke, 808 Taylor. Miss A. B. Chalmers, 808 Taylor.
Miss K. Bonnell, Capp st., between Miss D. Hyman, 734 Post.
24th and 25th street. Miss L. A. Humphreys, 803 Leaven'th.
Miss F. Benjamin, 517 Leavenworth. Miss B. A. Kelley.
Mrs. J. H. Nevins, Sacramento, bet. Leavenworth and Jones.
COSMOPOLITAN PEIMAEY SCHOOL.
Location — North side Post, between Dupont and Stockton.
Miss Minna Graf, 513 Leavenworth. Miss H. E. Eoeben, 37 Pacific.
Miss Grace Smith, 900 Powell. Miss Elise Dames, 55 & 56 South Park.
Miss E. Siegemann, 423 Ellis. Miss C. E. Cambell, 36 Stanford. Miss Virginia Coulon, 16 Oak. Miss Lizzie York, 454 Jessie.
Miss Sarah Miller, 740 Mission. Miss A. Koehnke, 221 Turk.
1868.] School Directory of San irancisco. 27
FOUETH STREET PRIMARY SCHOOL.
Location — Northwest comer of Fourth and Clary streets.
Mrs. L. A. Morgan, 416 Post. Miss M. A. Stincen, 1025 Clay.
Miss A. Gobbons, 939 Geary. Miss E. Gushing, 106 Stockton.
Miss C. Comstock, 807 Mission. Miss E. McKee, 116 Perry.
Miss T, J. Carter, 610 Leavenworth. Mrs. R. F. Ingraham, Hubbard street, Miss H. Estabrook, 411 Minna. bet. 2d and 3d.
Miss J. B. Brown, 809 Mission. Miss S. H. Thayer, 413 Minna.
LINCOLN PRIMARY SCHOOL.
Location — Southeast comer Market and Fifth streets. Miss Kate M. SulHvan, 556 Howard. Miss Carrie L. Hunt, 1008 Clay. Miss Filena T. Sherman, 1012 Powell. Miss Mary F. George, 44 Third. Miss Bessie Malloy, 44 Third. IVIiss Kate B. Childs, 325 Sixth.
Miss Nelhe A. Littlefield, 1018 Larkin. Miss Lydia A. Clegg, 425 Bryant. • Miss Christina McLean, 1117 Howard. Mrs. Laura T. Hopkins, Polk st., bet. Mrs. Kate McLaughlin, 423 Post. Grove and Hayes.
Miss Martha A. Lawless, 327 Fifth. Miss Gazena A. Garrison, 7% Langton.
TEHAMA PRIMARY SCHOOL. Location — South side Tehama street, near First. Mrs. E. A. Wood, 44 Third. Mrs. S. N. Joseph, 642 Stevenson.
Miss Fannie A. E. Nichols, 613 Third. Miss Carrie Barlow, Polk st,, bet. Pine Miss Mary F. Smith, 666 Harrison. and California.
Miss E. White, 1209 Clay. Miss Hattie A. Lyons, 14 Perry.
Miss Maggie T. Howard, 562 Howard. Miss Helen A. Grant, 44 Third. Miss Abbie S. Ross, 505 Leavenworth. Miss S. H. Whitney, 337 Ellis. Miss J.A.Hutton, cor.TJnion & Larkin. Miss Ellen Gallagher, 263 Clara. Miss Gertrude Soule, 762 Howard. Miss Maria L. Soule, 942 Howard. Miss Maggie Hall, 4 Powell. Miss SaUie Hall, 4 Powell.
BRYANT STREET PRIMARY SCHOOL.
Location — North side Bryant street, between 1 hird and Fouiih. Miss Jennie Smith, 325 Lombard. Mrs. T. M. Sullivan, 614 Third. Miss Clara G. Dolliver, 439 Fifth. Miss Augusta S. Cameron, 315 Fifth.
DRUMM STREET PRIMARY SCHOOL.
Location — Northeast comer Drumm and Sacramento streets.
Miss Annie M. Murphy, 127 Kearny. Mrs. Helen V. Shipley, 1009 Jackson.
Miss Carrie A. Menges, 326 Jessie.
EIGHTH STREET PRIMARY SCHOOL.
Location — East side Eighth street, betweeii Harrison and Bryami. Miss A. E. Slavan, 108 Hyde. Miss S. E. Frissell, 12 Hawthorne.
MissM. A. Humphreys, 803Leaven'h. Miss S. E. Johnson, 318 Seventh. Miss S. S. Knapp, 1602 Taylor. Miss L. W. WaUace, 245 Second.
Miss Annie Hazen, 303 Fifth. Miss M. A. Brady, 1133 Folsom.
Miss C. E. Swain, 513 Lombard. Miss Kate E. Gorman, 592 Howard.
28 ' School Dirctory of San Fi'ancisco. [Aug.
SPRING VALLEY PEIMAEY SCHOOL.
Location — Sovih side Union street, between Franklin and Gough. Miss J. M. A. Hurley, N.E. cor. Gough Miss Mary J. Patton, S. W. cor. Hyde and Pacific streets. and Octa\da streets.
Miss Alice C. Gregg, N. E. cor. Polk and Broadway streets.
BUSH AND HYDE STEEET PEIMAEY SCHOOL.
Location — Northwest corner Bush and Hyde streets. Miss Agnes M. Manning, 44 Third. Miss Mary F. Metcalf, 423 Post. Miss Mary E. Savage, 1108 Clay.
HAYES VALLEY PEIMAEY SCHOOL.
Location — North side Grove street, between Larkin and Polk. Miss P. M. Stowell, 323 Geary. Miss F. A. Stowell, 656 Folsom.
Miss H. P. Burr, 17 Perry. ' Miss K. A. O'Brien, 464 Clementina.
Miss Mary Williams, Hayes street, between Buchanan and Laguna.
NOEMAL TEAINING SCHOOL.
Location — South side Market street, near Fifth. Mrs. C. H. Stout, 16th st. , nr. Mission. Miss M. G. Heydenfeldt, Jackson st. , Mrs. E. B. Jones, 34 Everett. near Powell.
CITY TEAINING SCHOOL.
Location — East side Stockton street, near Bush. Mrs. A. E. DuBois, 609 Sutter. Miss Anna L. Gray, 725 Bush.
Miss Annie B. Earle, 1119 Sutter. Miss Susie H. Earle, 674 Harrison.
• .
TYLEE STEEET SCHOOL. Location — North side Tyler street, between Pierce and Scott. Miss Jennie E. Gunn, 215 Turk. Mrs. Laverna Allen, 444 Jessie.
SAN BEUNO SCHOOL.
Location — San Bruno road, near Toll Gate. Miss Marion Sears, Twenty-fourth street, near Mission.
OCEAN HOUSE SCHOOL.
Location — Near Ocean House. Albert Lyser, Ocean House.
POTEEEO SCHOOL.*
Location — Northeast corner Kentucky and Napa streets. Miss Annie S. Jewett, 372 Brannan. Miss Sarah Anderson, 1 Liberty.
FAIEMOUNT SCHOOL.
Location — Fairmount Tract. Miss S. D. Carey, 516 Folsom.
WEST END SCHOOL.
Location — Near Six Mile House. W. W. Holder, near School-house.
1868.] State Normal School. 29
PINE STKEET SCHOOL.
Location — North side Pine street, between Scott and JDevisadero. Miss L. A. Prichard, Broderick st. Miss Abbie F. Sprague, 126 Silver.
COLOEED SCHOOL. Mrs. Georgie Washburn, 4:27X Green. Mrs. H. F. Byers. Mrs. Adrianna Beers, 319 Bush.
CHINESE SCHOOL.
Location — Northeast comer Sacramento and Stockton streets. Wm. M. Dye, 833 VaUejo.
SPECIAL TEACHEKS.
F. K. Mitchell, Teacher of Music„435 Eddy. W. D. Murphy, Teacher of Music, 646 Market. Hubert Burgess, Teacher of Drawing, corner West and 12th streets, Oakland. Burgess, Teacher of Drawing.
State Normal School, board of trustees.
H. H. HAIGHT Governor.
O. P. FITZGEKALD Superintendent of Public Instruction.
JAMES DENMAN Superintendent, San Francisco.
MELVILLE COTTLE Superintendent, San Joaquin County.
J. H. BKALY .' Superintendent, Santa Clara County.
Db. a. TKAFTON _. . . .Superintendent, Sacramento County.
S. I. 0. SWEZEY San Francisco.
J. M. SIBLEY San Francisco.
TEACHERS.
Rev. W. T. Lucky, A.M Principal.
H. P. Cablton Vice-Principal.
Miss E. W. Houghton Assistant.
Mbs. D. CiiABK Assistant.
The Twelfth Term will commence on the 1st day of July, 1868. All candi- dates for admission must be present at that time. The regular exercises will commence on the 6th of July.
COURSE OF S^UDY. REQUISITES FOR ADMISSION. To secure admission to the Junior Class, Second Division, applicants must pass a written examination on the following subjects, viz. :
30 State Normal School. \_AvQ.
Eaton's Common School Aritlimetic — to percentage. Eaton's Intellectual Aritlimetic. Greene's Introduction to English Grammar. Willson's Fourth Header. Spelling; Penmanship.
Applicants for an advanced Class will be required to pass an examination on the studies previously pursued by that Class.
Junior Class — Second Division. Arithmetic — Eaton's Common School — complete. Orammar — Quackenbos' — ^begun. Geography — Guyot's Common School. Beading — ^Willson's Fifth Reader. Moral Lessons — Cowdery's. Spelling — ^Willson's Larger Speller.
Junior Class— First Division.
Arithmetic — ^Eaton's Higher.
Orammar — Quackenbos' — complete.
Rhetoric — Boyd's.
Physiology — Cutter's Elementary.
History — Quackenbos'. ^
Vocal Culture — RusseU's.
Book-Keeping — Payson & Dutton's Single Entry.
General Exercises throughout the Junior Year — Penmanship; Object-Lessons; Calisthenics; Methods of Teaching; School Law; Composition and Declama- tion.
Senior Class — Second Division.
Arithmetic — Eaton's Higher — reviewed. Algebra — Robinson's Elementary. Grammar — Greene's Analysis. Natural Philosophy — Quackenbos' . Physiology — Cutter's Larger. Bhetoric — Boyd's. Natural History — Tenney's.
Senior Class — First Division. Botany — Gray's.
Physical Geography— Warren's, with Guyot's Wall Maps. Normal Training — Russell's. Geometry — Davies' Legendre — ^five books. English Literature — Shaw's.
Book-Keeping — Payson & Dunton's Double Entry. General Exercises — Same as in Junior Year.
REGULATIONS OF THE STATE NORMAL SCHOOL.
Adopted by the Board of Normal School Trustees, March 28, 1868.
1. AU pupils, on entering the School, are to sign the following declaration of intention :
1868.] State Normal School. 31
•• We, the subscribers, hereby declare that our purpose in entering the State Normal Schoo is to fit ourselves for the profession of Teaching, and that it is our intention to engage in teaching in the Public Schools of this State."
Male candidates for admission must be at least eighteen years of age; and female applicants at least fifteen years of age; and all must possess a good de- gree of physical health and vigor.
2. No person whose age exceeds thirty years shall be admitted to the School, except teachers who are fitted to enter the Senior Class.
3. Whenever the number of applicants from any county shall exceed the number to which that county is entitled by law, the applicants shall pass a competitive examination before the County Superintendent, and the County Board of Examination; which examination shall be conducted in the same manner as county examinations for third grade teachers' certificates. The persons passing the highest examination shall be eligible to admission in the order of their standing in examination.
4. All applicants are required to present letters of recommendation, and certificates of good moral character, from the County Superintendent of the county in which they reside.
5. All newappHcants shall present themselves for examination at least three days previous to the regular day of each term commencement; and no pupil shall be admitted during term time, except in the case of teachers who hold at least second grade State or County certificates.
6. The Principal of the School shall keep a register of the attendance of pupils, and shall report monthly, to the Secretary of the Board, the whole number enrolled, the average number belonging, the average daily attendance, the percentage of daily attendance, and such other statistics as may be re- quired by the Executive Committee of the Board.
7. No pupil shall be entitled to a Diploma of Graduation who has not been a member of the School at least one term of five months.
8. The Normal School shall be divided into two classes: Junior and Senior — each divided into two divisions.
GENERAL INFORIMATION.
The time for completing the Normal School course is two years, each divided into two terms of five months.
There will be Written Examinations and Pubhc Exercises at the close of each term. The Graduating Exercises will be in May.
Pupils will be required to furnish their Text Books. Books for reference will be furnished by the State. Good boarding can be procured at about twenty-five to thirty dollars per month.
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ENGLISH GRAMMAR.
AN ESSAY BEAD BEFORE THE STATE TEACHERS INSTITUTE HELD AT SAN FBA»- CISCO, JUNE 16, 1868.
BY E. J. SCHELLHOUS.
For a lon^ time I have been convinced that the methods of presenting the subject of grammar, now in general use, are in- consistent and inadequate ; and having turned my attention to this subject, and having strayed somewhat from the beaten track in instructing my classes, I feel desirous of presenting the results of my experience and observation to the consideration of this body of Teachers.
Among the causes of failure, perhaps none is greater than the endeavor to develop forms of modifications and inflection par- allel with those of Latin and Greek. In regard to teaching the English language, it is held in bondage to forms and methods derived altogether from foreign sources.
Another cause of failure is the diffusive and illogical manner of presenting the subject matter to the learner. Grammar must be considered both as a science and an art. As a science, it must embrace the entire philosophy of language ; and, of course, our text books on grammar cannot contain what is necessary'' to the acquisition of all this knowledge. But, as an art, grammar has reference to the forms and usages established by the authority of custom. Whatever may be said of the English language, it is undoubtedly the simplest of all written languages. It is free
2 English Grammar. [Sept.
from intricacies of accident, and its construction is exceedingly simple ; therefore, the art of conforming to established usage, when properly presented, is not difficult to acquire. If we in- tend to teach the science of grammar, the text books now in use are altogether too limited ; if the art of speaking and writing our language with propriety be aimed at, then, altogether too much is given ; so, between the too little and the too much, the results have been far from what the time and labor bestowed upon it w^ould lead us to expect, or the wants of this age require. In the consideration of this subject, I shall endeavor to be guided by the suggestions of reason, rather than established forms, and, in presenting a method applicable to the require- ments of the English languagie, I will solicit your attention, while examining the following points :
1st — The importance of a more thorough and systematic study of Etymology;
2nd — An examination into the nature and use of " accidents," as applied to English words, and considering the propriety of dispensing with etymological parsing ; and,
3d — A method of analysis that will unfold and develojD a knowledge of the principles of sentential construction.
The form in which the subject matter of anything to be learned must be presented in accordance with the laws of mental action- - that is to say, in an inductive, logical, consistent, clear and con- densed form, but, above all, intelligible and truthful, so that reasons may be given that will indelibly fix the principles in the mind. We require a clear, systematic and condensed arrange- ment of the elements and principles of the language, together with a complete and uniform Technology.
Much depends on the uniformity and consistency of this ar- rangement. The matter presented to the learner must be free from explanations and exceptions. The relations between ele- ments and their dependencies should be suggested by reason and logical sequence.
1. A more thorough and systematic study of Etymology seems to me essential to a practical knowledge of the English language. The etymology of our language is peculiar to itself, and it must be studied in accordance with its peculiarities. Etj^mology treats of words, their origin and signification. The reasons for a more extended course of study in etymology are so obvious that it is •a matter of some surprise, that it is so much neglected in oui- schools. The aid it afibrds in orthography will amply repay the student. The changes made in radicals, by adding suffixes, are reduced to a few simple rules, and by the study of roots he ac- quires a knowledge of words to be obtained in no other way. Another reason is the facility this study affords in learning the meaning and use of words. We have about one hundred and seventy prefixes and suffixes in our language, many of them already familiar, without special study ; these being thoroughly
1868.] English Chrammar.
learned, will compress our vocabulaiy of more than a hundred thousand words to ten thousand radicals and primitives. These include the Saxon, Gothic, Celtic, Latin, Greek, and other radi- cals of the lang'uag-e. There are more than thirty thousand Eng- lish words derived from less than two thousand Latin and Greek roots; thirteen thousand from about two hundred; and two thou- sand four hundred from only twelve roots; whilst the xooifaci^, (to make, or do,) enters into more than five hundred English words, upon which it impresses its own literal signification. These facts, and the ease with which the prefixes and sufiixes can be mastered, are sufficient encouragements and reasons for the study of this important branch of philology.
One more reason for the study of etymology is all I have time to mention here. We live in an age of scientific development. The ideas and notions that prevailed a hundred years ago were quite different from those prevailing to-day. Our familiar house- hold words are mostly of Saxon and Gothic origin, and were doubtless, fully adequate to express the ordinary thoughts and emotions of the people. Mechanical art and science are now in a high state of development, and the ordinar}^ thoughts and no- tions of the people are Yery different from those of a century ago. We must have language to express especially the technol- ogy of these mechanical arts and sciences. To supply this want, we go to the Latin and Greek languages. A careful selection from these languages of the principal roots employed, and they being thoroughly learned, would be of essential service to the student, in the study of the natural sciences and language. It can be shown that less than one half of one per cent, of the books read in this community are of a purely scientific character. One reason for this undoubtedly is, the want of a knowledge of the technical terms necessarily employed by scientific writers. There are about four hundred roots of Latin and Greek origin, from which over three thousand common words may be derived, their definition being expressed by the meaning of the prefixes and suffixes employed in their formation, combined with that of the root ; thus, from ''pendeo," '' pensum," (to hang,) we have append, appendant, appendix, appendage, pendent, pendant, depend, dependent, independence, independent, pendulum, pensile, perpen- dicular, pendule, pendulosiiy, prepense, propensity, suspend, suspen- der, suspense, suspension ; twenty-one words, and more might be formed. "Append," ap, from ad, to, the prefix, and j^en^/, from pendeo, to hang; thus, literally, append means to hang to ; so, depend, from de, down, means to hang doicn; and so on, each word so derived has the literal impress of its elements. I shall con- clude this part of the subject by quoting from "Lynd's Class- Book of Etymology." He says :
" It is very' certain that one truth, accompanied by ari-eason, will be remembered, when five truths, not so accompanied, will be forgotten. Upon this precept every judicious teacher will act,
English Grammar. [Sept.
and in conformity with it, every good school book will be con- structed. Among the works which have taken advantage of it, which have imparted along with the instruction, reasons which shall render that instruction indelible, are those on the subject of Etymology; "Why should ' igneouH ' mean fiery ; ' linguist,' one who is skilled in languages, or ' illiterate ' one who is ignor- ant ? What is there in the form of these words so analogous to their signification, that should prevent the pupil from confound- ing them, or entirely forgetting them? Nothing, certainly. Now, bring in the assistance of etymology. It informs the pupil that igneous is derived from the Latin word 'ignis,' which means fire, and that ' ous ' is an English adjective termination, expressing ' full of,' or ' consisting of,' and that ' igneous ' means consisting of fire, or fiery. It also informs him that linguist is formed from the Latin ' lingua,' a tongue, or language, and ' isf, one who, and signifies one vv^ho has studied many languages. From the same source, he will learn that ' liter a ' is the Latin for letter, that ' iV is a prefix, meaning ' not,' and ' ate,' an adjective termination, and consequently, that ' illiterate ' means, not ac- quainted with letters, unlearned, ignorant. The puj^il now sees ' the full force of the definition, and the next time he meets these words, the very images expressed by ' ignis,' ' lingua,' and 'litera,' will rise vividly in his mind. If the student knows that 'manus' signifies a hand, and that manual is the English adjective derived from it, he will be at no loss to understand such expressions as ' manual operations,' ' the king's sign-manual,' etc. If he is aware that factum means, to make, he understands, at once, the meaning of ' manufactures', and can ever see the hands of the operatives at work upon various articles. "
2. We now come to the second point of .inquiry, namely, the, *' accidents" of words. The term '* accident," in grammar, signifies a change in the termination, to express person, number, gender, case, mode, tense, voice, etc. In Latin nouns, for ex- ample, a different termination is employed to express the various relations of gander, number, and case, to the other words in the sentence, and in Latin verbs, there is, for every person, number, mode, tense, voice, for the participles, gerunds and supines, a distinct and regular termination, there being more than five hun- dred in number; they consist of changes in the word. Gender, for instance, is a property or modification of the icord, but not a property of the object it signifies ; it belongs to the noun orpro- noun, and not to .the thing signified. We express that by the word sex. Nouns and pronouns have no sex, and English nouns having no terminations, or " accidents," to express gender, there- fore, they have no gender. The English noun has no person, that being a property in the Latin noun, to modify the verb; but the English noun modifies no verb, and is not itself modified to ex- press person. We have a modification to express the plural of some nouns. In the Latin there are five methods of forming the
1868.] English Grammar.
plural by termination; the plural of English nouns is determined by a different principle, and for a different reason. Case is, for like reasons, an accident of Latin, Greek, and other foreign lan- guages, but it cannot belong to the English, because no termi- nation is employed to express it. In the Latin, there are sixty terminations to express case; some of them, it is true, are alike, but in declension they all have to be named. When we speak of the possessive case, we speak of a word that is no longer a sub- stantive; the word loses its character as such, and becomes sim- ply a restrictive or limiting word in construction. A noun must be the name of an entity, or of something expressing nonentity; the possessive case does not enter into construction, but simply limits a substantive; therefore, in speaking of nouns, we must exclude the possessive case, and place it among adjective elements. Then we may say that accidents do not belong to English nouns. Perhaps it might be urged that accident means something more than a change of the word to correspond with its use in con- struction, but when we speak of accidents, we mean nothing more than their liability to change their termination to express the various relations they sustain to other words in the sentence. The employment of words in the construction of sentences in- volves the principles of Syntax. I understand Etymology to treat of words, as such, their derivation, formation and meaning; and Syntax to treat of words as to their use as elements of sen- tences, and in modification of them. Then, any change in the form of a word involves Etymology; this we call an accident. Taking the Latin as a type of foreign languages, we will see that a noun will undergo the following changes to express its differ- ent cases in both numbers, to say nothing of terminations to express gender :
Liber, a book, masculine gender.
Singular. Plural
N. Liber, a book. G. Libri, of a book. D. Libro, to or for a book. Ac. Librum, a book. (Generally the
object of transitive verb.) V. Liber, O book. Ab. Libro, with a book.
N. Libri, books.
G. Libromm, of books.
D. Libris, to, or for books.
Ac. Libros, books. (Generally the
object of transitive verbs.)
V. Libri, O books.
Ab. Libris, with books.
It will be observed, that while there are twelve accidents to this noun, determined by different inflections, the only change to ex- press all these relations, in the English noun, book, only " s" is added, and that, to express the plural number, and not case at all; it will also be observed', that no possessive case is found in the Latin, nor anything to correspond with it. An analysis of this word " accident " will give us some light as to its meaning and application: Accident, the root c-i-d, is from the Latin verb " cado," to fall; the prefix, ad, to, and the suffix, ent, meaning
6 English Grammar. [Sept.
ing, continuing to, thus: some change continuing to fall to the ending of the word. The only difference between the ordinary and grammatical sense of this word is, that in the latter these changes are uniform and reduced to rules, while in the ordinary sense, the change of events may take place without intent or previous notice. When we consider that English nouns have no change of form, (except to express the plural number,) and that accident means a change of form, we may conclude at once that accidents do not pertain to English nouns, except simply to ex- press number.
In our language, we have the pronouns "I," "you," "he," "she" and "it." We call these personal pronouns, because they express the relation of the speaker or writer to what is spoken or written. The first person is varied to express num- ber, and subjective and objective elements in Syntax. Thus: singular, subjective "I," objective "me," plural, sabjective " we," objective "us." The second person has no variations whatever. We have, it is true, a grave or solemn style, employed sometimes in poetical composition and on solemn occasions, but not in ordinary language, and it should be treated separately under the head of style in composition. The third person is varied' to express number, and subjective and objective forms. They are " He," used instead of nouns signifying objects of the male sex, " She," used instead of nouns signifying objects of the female sex, and "It," used to represent nouns signifying objects without sex; their variation to express the plural is alike in them all. We have subjective " he," objective " him," subjective "she," objective "her." "It" is varied only to express the plural, which is alike in all three of the third person, namely: subjective "they," objective "them." The relative "who" must correspond with its antecedent; when a pronoun, in per- son and number, and " who," with its compounds, is varied to express subjective and objective elements, thus: subjective " who," objective " whom."
It is much simpler and easier to learn these different forms of the pronouns, than their declension in the grammars, because these forms never vary, and when once associated with the office they perform, are of easy and ready application. The limiting adjectives derived from these pronouns, my, our, your, his, her, its and their, must correspond in person, number and gender, with the pronouns from which they are derived. I do not think these different forms of the pronoun can be regarded as analo- gous to the accidents of Latin words.
Passing over adjectives, which are varied only to express de- grees of comparison, we come to the verb. In the Latin verbs there are one hundred and forty-six inflections in each of the four conjugations; while in the English verb of regular forma- tion there are but three, namely: " s " or es, to agree with the singular subject in the present tense and third person of pro-
1868.] English Grammar,
nouns; "ed/'in the past tensfe and perfect participle, and ''ing," in the present participle. But it may be asked, why I endeavor to divest English words of their accidents. I will tell you. The human mind naturally seeks for and delights in truth and con- sistency. If the learner is informed by the book that nouns have person, gender and case, and then fails to discover them, he is discouraged and embarassed. If you tell him that "man" is third person, masculine gender and nominative case, that these are ' * accidents " of this noun, he will at once inquire what is the first person — you tell him "man; " what the second- -you tell him "man." He will ask what is the objective case — you will tell him ' ' man. " So he finds the word ' ' man " without variation, and he is at first puzzled and then disgusted. He studies a month to learn the conjugation of the verb, about two hundred different relations of the verb to the other words in con- struction, and then finds out but three changes in its form. You tell him, in the sentence, " I walk," that the verb " walk" has different accidents, from "walk" in the sentence "they walk;" you tell him in the first sentence that the verb is in the first per- son, and singular number, and in the second it is in the third person, plural number. He will fail to understand it, or how it is that a word expressing no idea of entity or nonentity, can have number, if number means one, or more than one. It surely cannot mean that in a verb.
I have no doubt but that these vexatious absurdities, borrowed from Latin and Greek, and perfectly consistent and proper where they belong, but entirely foreign and inapplicable to the con- struction of our language, tend to depress and discourage the young learner's mind, and create that dislike for this most in- teresting and important department of education, that is so gen- erally prevalent. Common sense, after all, is the great teacher, and only as we keep within its limits may we expect to succeed, either as teachers or learners.
One of the leading objects in studying grammar is, to learn the changes that take place in words, when employed in con- struction, as established by standard authorities. A synopsis of all the changes that take place in construction, and rules for guidance, could be written, and be made familiar to the learner in a short time. He then sees what he can accomplish, an end to his work, and how he can accomplish it, therefore he goes to work with a will, and thus avoids this cumbersome and meaning- less task of committing rules and definitions to memory, only to be forgotten when a few months out of school. It seems to me, that if we should study the structure of our language, if we should consider that every word performs a certain office, that some words name objects or entities, conveying the idea of subjective or objective reality, others affirm, ask, com- mand or exclaim ; others express quality or kind, or restriction; others express time, manner, place, degree, etc. ; others used to
8
English Grammar.
[Sept.
show relations of objects ; others employed to connect words, phrases, clauses and sentences — if we look at words in this light, we may find the means to analyze and understand the principles and rules of syntax without going back to the accidents of words, especially as we have shown how few are their inflections and modifications, when used in construction, and thus dispense with that most perplexing of all things, etymological parsing.
3. But we must hasten on to the third division of this subject — that of syntax. Syntax means sentencB-inaking, and its materials are words, phrases and clauses, a certain dependence and relation being necessary to the construction. We have only to study these dependencies and relations, the nature and uses of words, phrases and clauses, to have an understanding of the principles of syntax. In the construction of sentences, certain materials must be regarded as elements. If an affirmation is made, it must be respecting some person or thing; whatever that person or thing is, it must be named; that is the subject, the first ele- ment; some word or words must express the affirmation, this is the predicate, the second element; if any thing or person has re- ceived an action this person or thing named is the object, the third element; the subject and object must be subjective or objective realities; while the pretZzcate must express some act, state, or con- dition respecting the substantive elements. The subject and ob- ject are generally nouns and pronouns, and the basis of the pre- dicate is a verb. But these elements are usually modified by other words, by phrases and clauses. These modifying words do not enter into construction, but describe some quality, or in some way restrict the substantive elements, or express some time, man- ner, place, degree, etc., respecting the predicate element. I will now introduce a sentence containing all the elements of a sen- tence, with all the modifiers they are capable of receiving:
Siibjed. Horses
Modifiers of Subject. Word Modifiers.
Phrase Modifiers.
Clause Modifiers.
(old. •j hungry. ( gentle.
{in the stable, with halters on. from the pasture. 1 standing by the rack. } that I bought. I to plow the garden with.
Predicate. eat
Modifiers of Predicate, (greedily. Word Modifiers. \ constantly.
Phrase Modifiers.
Clause Modifiers.
( usually.
{every night, in the morning, all the time. (when they can get it. if they are hungry, to gratify their appetite.
1868.]
English Grammar.
Object. hay.
Modifiers of Object. [ new. Word Modifiers.
Phrase Modifiers.
Clause Modifiers.
good.
old.
in the rack.
of poor quality.
of last year's cutting. i that was bought for them. ■/ that came from the meadow. ( chopped and mixed with barley.
Of course, no sentence is ever modified by so many modifiers, but usually more words are employed as modifiers of elements than the words expressing the elements. The following sentence will illustrate :
" The vast magnitude of the heavenly bodies, so far surpassing what could be conceived by their appearance to the unassisted eye, their incalculable num- bers, the immense velocity of their motions, and the astonishing forces wiila. which they are impelled in their career through the heavens, the attractive in- fluence they exert upon each other, at the distance of hundreds of millions of miles, and the important ends they are destined to accomplish in the univer- sal empire of Jehovah, present to the human imagination a scene and a sub- ject of contemplation on which the soul of man might expatiate with increas- ing wonder and dehght during an indefinite series of ages."
(1)
[Phrase Modifier]
Predicative
M. b:.
* 1 The I vast | ^^ magnitude" \ of the heavenly bodies, | so far
Participle Clause 10 "of Part. & S. M. S. I of Eel. Clause.
[Phraael P.of Uel. Clause.
surpassing what | could be conceived | by their appearance
to the unassisted eye ; | their j incalculable
S. (2.)
'numbers ,"
the
M.3 S.
immense
S. (4)
[Phrase I M. 3 r
velocity " | of their motions, | and | the | astonish-
Reiative Clause. M. 4 S.
[Phrase] P. of Rel. Clause.
ing I * ^forces " | with which they are impelled | in their career |
[Phrase] Rel. Clause.
M. last phra?e. M. 5 S. M. 5 S. 8. (5) (thai) M. 5 S.
through the heavens, | the | attractive | ^'influence" \ they exert |
[Phrase] [Phrase] [Phrase]
M. P. of Relative Clause. M. P. of Relative Clause. M. last phrase.
upon each other | at the distance | of hundreds of millions of
Con. M.6S. M.6S. S. (6)
miles, I and | the | important | " ends
[Relative Clause] 6 S. P. 0" Clause.
they I are destined | to
Explanation of abbreviations : M.— Modifier. S.— Subject. P. — Predicate.
O.— Object. C. — Clause. K.C. — Relative Clause.
In the sentence there are six word subjects, marked by figures, 1, 2, etc. and two objects marked the same.
10 English Grammar. [Sept.
Ilnfinifivfi Clause] IPhrnsel I Phrase)
M. P. of Clause. M. of last Clause. M. last Clause. P. 1.
accomplish | in the universal empire | of Jehovah, | ^^ present" \
[Phrase] 11. P. of Sentence. M. 10. (2) O. Con. M. 2 O. (2) O.
to the human imagination | a | '^ scene" | and | a | ^^ subject'* \
[Phrase] [Relative Clause] [Phrase] M.S.
M. land 2. ^ M.S. S.ofRel.Cl. ofRel. CI. P. of Relative Clause.
of contemplation | on which | the | soul | of man | might expa-
[ Compound Phrase] [Phrase]
M. P. of Relative Clause. M. P. of Relat,ive Clause.
tiate I with increasing wonder and delight | during an indefinite
[Phrase] M. last Phrase.
series | of ages.
This sentence contains one hundred and eight words; the sub- ject is compound, consisting of six words; the predicate is sim- ple, and the object is compound, consisting of two words.
It is essential to bear in mind the radical difference between a sentence and a clause. A sentence affirms, asks, commands, or ex- claims some act, state, or condition, but a clause assumes such act, state or condition. Let us illustrate : " The dog that barks seldom bites." "That barks," is a relative clause ; we have not affirmed that the dog barks, we assume it. Again, " When I re- turn, I will attend to your request." " When I return," is an adverbial clause; the act is assumed, but not affirmed. Again, ' ' I saw the boatman crossing the river. " I assume the condition of the boatman; were I to affirm it, I should say: "The boatman was crossing the river;" and this would be a sentence. Again, " I will come, if I can." I affirm no ability to come ; I assume that condition. Again, " He came to hear the news ;" I do not affirm that he hears the news, but assume it. Then, we may de- fine a sentence thus : The words employed in affirming, asking, commanding or exclaiming an act, state or condition, constitute a sentence ; and a clause, thus : The words employed in assum- ing an act, state or condition, and used for the purpose of intro- ducing some fact respecting the substantive elements, or express- ing some time, place, manner or degree of the predicate of the sentence which they are intended to modify.
Clauses and phrases perform the office of modifiers, and in an- alysis should, therefore, be pointed out; the elements they modify designated, and then analysed. In examining the various gram- mars in popular use, I find but little satisfaction in the manner in which clauses are treated. They are called Subordinate Divi- sions of Sentences, Dependent, Clauses, etc. No two authors agree, so far as I know, in their classification of sentences, or the disposition of clauses. Simple sentences, compound sentences, complex sentences, compound complex sentences, are thrust upon the young learner without his having much of an idea of their nature. Some grammarians tell us that the members of compound sentences are clauses ; others, still, that a sentence
1868.] English Grammar. 11
containing clauses may be simple. Another grammarian dilates upon compact sentences and loose sentences; the compact sen- tences, according to him, have three forms, the third of which has five varieties; then, compact sentences are of two kinds, single and double, and the double has two species, compact double affirmatives, and compact double negatives, and so on, until the mind of the learner is lost in bewilderment. The multiplicity of rules and definitions, and explanations of rules, and the copious list of exceptions and notes and remarks with which our gram- mars are filled, tend rather to depress and embarass than assist and direct the learner. If we regard every affirmation, inten'o- gative, command or entreaty, or exclamation, as a sentence, and all other words, or phrases, or clauses, as used in modification, and point out their relations and uses, we will have all that is necessary to know in regard to sentential construction. This would involve but few general principles, and the process would be indicated and guided by reason, and thus afibrd a series of logical exercises invaluable in enabling the student to understand and use language properly.
Thus far I have attempted to indicate a method calculated to secure the best results in the shortest time. The majority of pu- pils who attend our Public Schools have neither time nor oppor- tunity for an extended course of study ; they are, therefore, entitled to the best methods that can be emplo^^ed. I have en- deavored to show the importance of a systematic study of ety- mology, its aids in orthography, in the meaning ^nd employ- ment of words, in the expression of ideas; and in the demands of this age of progress, where Art, Science, and Philosophy are making such rapid advancement and gaining so much poptdar favor,. a language is required for popular expression. I have also endeavored to show that the idea of " accidents," as applied to English words, is factitious, and productive of no good results; that etymological parsing may be dispensed with to advantage; that condensation and simplification of rules and definitions are essential to the desired success ; that, to elucidate the principles of syntax, elements and their modifiers are unmistakably distin- guished; that clauses are regarded as different in their nature from sentences ; that they may be readily distinguished, and their various uses easily recognized, namely, as modifiers of sen- tences; and that thorough and systematic drill will secure to the learner that familiarity in the principles and rules of construc- tion, that will serve him as long as he requires the use of lan- guage. And, in conclusion, let me call your attention to the im- portance of this subject; how much precious time is wasted, both by teachers and pupils, in wading through the mazes of meaning- less declensions and conjugations, and daily rehearsing rules and formulas, without application to the practical uses for which a knowledge of language is to be learned. The subject is certainly worthy the attention of teachers, especially in our Public Schools,
12 English Grammar, [Sept.
for the majority who attend them will never have other opportu- nities of acquiring a knowledge of their mother tongue. There is a general complaint of poverty of language; although we have in our language a vocabulary of over one hundred thousand words, there is not, perhaps, over three per cent, of them in com- mon use ! And, then, in composition, how little of instruction is given ! It requires years to master the contents of Quacken- bos' grammar, and even then, many defects in common speech are not remedied.
We cannot expect to compass the whole field of philology ; the art of conforming to established usage, and aiming at pro- priety and a little elegance, are the most we can expect. No sub- ject, not the minutest thing, can be so exhausted that further thought and the insight of genius may not discover still deeper meanings, and more subtile relations. And thus knowledge be- comes progressive; each generation receives its inheritance of knowledge, makes its own additions, and bequeaths the whole to its successor. And, as each advancing thought is somewhat in contravention of old forms, so modifications of language are demanded, and accessions and changes are constantly going on. I will here present a brief synopsis of all the changes that take place in words, in construction.
1. Nouns. — Nouns are changed to express the plural number, and to denote possession or fitness.
2. Pronouns. — Personal pronouns are changed to express per- son, number, distinctions of sex, subjective and objective ele- ments, and possession or fitness. The changes are, for the first, /, my, and me, in the singular, and we, our and us, in the plural, expressing, in their order, subjective, possessive and objective forms. For the second person, no changes occur. In the third person, changes are made to express distinctions of sex; for the male, he, his, and him, in the singular; and she, her, her, for the female, in their order, subjective, possessive, and objective forms ; for either sex, no change is made, except its, possessive in the singular. The plural for all of the third person is alike, namely, they, their, them, in the order as above. The relative, who, with its compounds, is similar in its changes to the third person of personals, except it has no form to express plural.
3. Adjectives. — Some adjectives undergo changes to express comparison, of which there are two degrees, comparative and superlative. When two objects of similar character are com- pared, the suffix er, is added to the adjective, or morr,, is prefixed to it. When more than two are compared, est is added, or mosi prefixed. The following six adjectives are exceptions: Good, bad, little, much; many, and late.
4. Verbs. — Verbs are changed only to express tense ; except when the subject is in the third person and singular, the verb, in the present tense takes s or es. In verbs forming their tenses regularly, ed is added to express the past tense and perfect parti-
1868.] Object-Lessons for Small Children. * 18
ciple, and ing, for the present participle. The verb to be, has am to agi'ee with /; ai^e, to agTee with plural subjects, when the verb is present time; was, for the past singular, and icere for the plural subject. About one hundred and eighty verbs form their past tense and perfect participle irregularly, and may be classed as follows: 1. Those which undergo no change, as bet, cut, cost ; 2. Those forming their past tense and perfect participle alike, as buy, bought, brought ; 3. Those having different forms for the present, past, and perfect participle, as give, gave, given, go, went, gone, etc. The tense of verbs is modified by the auxiliaries- ma?/, can, must, might, could, luould, should, shall, will, and have. These are used in different tenses, without variation.
5. Adverbs. — Adverbs of time and manner, like adjectives, may be cordpared by the same method, and in the same manner as adjectives.
The foregoing constitute the grammatical changes in the Eng- lish language, which should be learned along with analytical exercises. The formation of the plural of nouns, and the pos- sessive case, can be easily learned, thus dispensing with their de- clension. The few changes of the verb being learned, will avoid the necessity of a long, tedious, and meaningless conjugation. There may be principles involved in etymological j)arsing essen- tial to a knowledge of our language, which I have failed to dis- cover. If so, neither pride, nor fear of exposing my ignorance, shall deter me from speaking my honest convictions. Self, and self-considerations are lost in this inquiry. I demand, this age demands, the rising youth of our State demand, that the veib that enshrouds in mystery so much of our grammar be lifted, and that which is dark and enigmatical be made plain.
OBJECT-LESSONS FOR SMALL CHILDREN. ALUM. — SEVENTH GRADE.
Do you know what this is ? It is alum. To which kingdom do you think it belongs ? To -the mineral kingdom. That is right. I suppose you have often seen alum at home; but, have you ever put it into your mouth ; well, was it pleasant to the taste ? It tasted rather sweet, but it puckered my mouth all up. Yes; alum is said to be astringent, and now you know what that word means; don't forget it Look at this piece of alum, and tell me more of its properties. Can you see through it, or not ? Yes; it is trans- parent; and it is colorless, too. Is it solid, or liquid ? Solid. Why ? Because it cannot be poured out so as to form into drops. Do you know whether it will dissolve in water, or not ? It will. Then, what shall we say of it ? It is soluble. Is alum a metal ? No; it is not. I must tell you one thing which I want you always to remember — metals are never soluble ; so, alum is not
14: Obj ecf -Lessons for Small Children. [Sept.
metal. Tell me something else about it. It is brittle. What does brittle mean ? It will break easily. Do you know what alum is used for ? No. Well, I will tell you some of its uses, and perhaps you can find out some others. It is used in con- verting skins into leather; in making paper; also, in coloring and printing calico. To-morrow, come prepared to tell me other uses of alum. Ask your friends all about it; get them to tell you what they do with it.
Qualities — Transparent; colorless; astringent; brittle; soluble. Uses — In tanning leather; in making paper; and in coloring and printing calico.
LEAD. SEVENTH AND EIGHTH GBADES.
Here is a piece — of what? Lead. What is lead? It is a metal. Where does it come from? It is dug out of mines in the earth. Take this piece in your hand, and tell me all you can about it. It is heavy, solid and opaqu6. Can you bend it? Yes; it is pliable. You see that I can very readily cut it with my knife; what does that prove ? That it is soft. Yes; it is the softest of all the metals. It melts, too, very easily; why is that? Because it is fusible. What is its color? Gray. Yes; bluish gray. What is said of substances that may be hammered into sheets ? They are said to be malleable. Well, lead is malleable. Now, what is it used for ? For making bullets. For anything else ? For water-pipes. Yes; and for gutters, cisterns and re- • servoirs of water; and for making paint. Now, repeat in con- cert the qualities and uses of lead.
Qualities — Metal; solid; heavy; opaque; pliable; soft; fusible; and malleable, tfses — For making shot, pipes, gutters, and paint.
THE ELEPHANT. EIGHTH AND NINTH GRADES.
Of what, is this a picture ? Of an elephant. Have you ever seen an elephant ; have you ever been to a circus or menagerie ? Do you know what a menagerie is ? It is a collection of all sorts of animals. Is the elephant wild or tame ? It is natur- ally wild- but may be easily tamed. How large is the elephant, compared with other animals ? It is the largest of all land ani- mals. Why do you say '* land animals?" Because there are ani- mals in the sea which are larger. Right. How tall should you think the elephant is ? Well, it is generally about eight feet high, and sometimes even more; did you ever see a man as tall as that? No; you do not very often see a man taller than six feet, or six feet and a few inches. You see that the elephant seems to have no neck at all, or, at least, a very short one; how do you suppose he gets food from the ground ? He takes it up
1868.J The Teaclwr's Work and Worth. 15
with his trunk. Yes ; though the trunk looks so large and clumsy, the elephant can pick up Tery small objects with it. Now, I will take the pointer, and as I point to the different parts of the animal I want jou to name and describe them. B6dy — very large; legs — short and thick ; ears — large and flat, like a curtain ; head — small ; eyes — small and bright ; tusks— long and white. "What kind of a skin has it ? Thick skin. What color is it ? Dark brown. Of what use are the tusks to us ? They give us ivory. What are elephants useful for ? They carry bag- gage, and work like horses and oxen; they are employed to hunt tigers and lions, also, to capture wild elephants. To-morrow, I want you to tell me where the elephant comes from. Bepeat in concert the parts, qualities and uses.
Farts — Body, legs, head, ears, eyes, trunk, tusks, and skin. Qualities — Large, wild, easily tamed, useful. Uses — To cany bag- gage ; to work like horses and oxen ; to hunt lions and tigers ; to capture wild elephants.
[For the "California Teacher." THE TEACHER'S WORK AND WORTH.
FKOM ONE OF US TO THE BEST OF US.
BY Pkof. KNOWLTOX.
The work of the conscientious, faithful teacher is one of the most anxious, ceaseless and exhausting of human occupations. There is literally no end to the thousand and one little things, and great, which any teacher may do, which such a teacher ^(nll do, or certainly attempt.
Our profession includes scores of men and women who habit- ually double the hours of service prescribed by the most exacting department. Their own consciences have " Bules and Begula- tions " constantly impelling them to extra service far beyond any duties formally required by the strictest "Manual," and very far exceeding, in real and lasting worth, the highest pecuniary com- pensation ever yet contemplated by the most liberal directors.
W"e cannot deny, indeed, and we must not forget, that many teach as mere hirelings, using their hastily chosen, and always irksome profession, as a mere temporary reliance, a stepping- stone to something beyond, or a scaffolding to something they think higher. But these, though sadly numerous, are by no means all. W^ithin the past two years the Public Schools of our State have worn away the early bloom, exhausted the fresh, young life, and invited the ungrateful epithet "poor pedagogue,'' or ' ' old maid school-ma'am," to the names of scores of patient men and women, who have steadily foregone successive advantageous proposals to abandon their chosen life-work, despised and thank-
16 The Teachers Work and Worth. [Sept.
less though it often prove. Purifying young hearts for the hap- piness of future homes, and strengthening young minds for the Stability of the coming state, yield an hourly dividend of inward satisfaction, and higher approbation, far beyond earthly compu- tation. And they are working nobly yet, daily doing more for the substantial wealth of the State, and the enduring -welfare of society, than the whole throng of their thankless maligners, who daily squander, in vicious self-indulgence the wealth that would build a school-house in every district, and pay the teacher's sal- ary the whole year round.
It is not any single, crushing anxiety, but an ever-abiding sense of personal responsibility for myriads of things too small to meet the common sight, but quite too vital to permit neglect; countless little cares, ceaselessly picking at the very center of nervous power, and gnawing away at the very core of vital en- ergy. All these bring in a constancy and completeness of ner- vous exhaustion, and a frequency of vital depression, impossible to be described, and hardly to be imagined by those who have not actually and habitually experienced them. Day after day they burn away the transient vitality snatched from brief and in- frequent rest; hour after hour they sap the very foundations of original constitutional vigor. Year after year buries their failing strength more helplessly and hopelessly beneath the growing bur- dens of later years, in that profession whose highest pecuniary compensation falls far below the pay of a bank(Jr's book-keeper, a mining company's secretary, or a ship-owner's captain; a pay to which no excellence of natural* endowment, no variety of edu- cated capacity, no extent of unusual acquisition, no amount of faithful zeal, untiring activity, or successful accomplishment, can add one dime; a discouraging pittance which can yield the long- est service no sufficient surplus for travel, sickness or old age, except to such as forswear marriage and forego all hope of found- ing an earthly home for the exhausted years of life's decline.
Let us extend the time of normal training, raise the standard of qualification many degrees, and make the examination for teachers more thoroughly rigid, if necessity demand, but when we have once admitted teachers of well-proved fitness, let us remember that every year of after service imjDarts an additional experience, and an increased efiectiveness which well-nigh triple the value of the next. Let not the discoverers of mines so far outrank the developers of mind in popular appreciation and pub- lic reward.
If nobly educated men ^nd gentle women are the richest wealth and the surest strength of a free nation, is not mind, well balanced and well trained, the truest measure of civil worth, and the safest guaranty of social stability ? And, if this be granted, what work more vital, what work more truly statesmanlike and patriotic than that of the Department of Public Instruction, and what workers stand closer to the heart of the people, or deserve better at the hand of the State than they who worthily conduct it?
1868.] School ApparatiJis, 17
SCHOOL APPARATUS.
Foremost among tlie yet pressing needs of the schools is that of proper apparatus ; and the time is here when its presence in all the schools must be insisted on.
In the term " apparatus," we do not include the necessary fur- niture of the school-room, such as comfortable seats and desks, (the latter with covered ink-wells,) hat and clothes closets and racks, a sufficient stove, etc. These are essential to the room ; in fact, more than anything else they constitute a school-room. Without these it is but an ordinary apartment. They are, there- fore, supposed to be present, of proper kind and in sufficient quantity, in every school-house.
Nor do we include in the term the thousand and one inven- tions of so-called school apparatus, which have of late years been offered as mental labor-saving machines to the teacher and the pupil. In fact, we would fear these inventions, were they as suc- cessful in introduction as they are numerous ; but they are not, and never will be. Probably not one in a hundred of the patent school apparatus presented in the past twenty years, with such loudness of claim as to utility, has made good its place in the school-room ; and, what is better, they never will come into gen- eral use. The school is the place for mental labor — hard, con- tinuous labor — for forming the habit of mental effort and labor ; and any invention or arrangement which defeats or materially lessens this first object of education, injures the school, retards the real progress- of the learner, and ultimately increases the work of the teacher. There is a clear comprehension of this fun- damental principle in all true teachers. There is an indefinite feeling or sense of it in nearly all the teachers, and there is a com- mon sense view of it in Boards of Directors. And, hence it is, that patent labor-saving machines for schools have met with little favor.
Still, there is a class of school apparatus which is as necessary to the right instruction of the mind as proper furniture is to the comfort of the body of the pupil ; and this, in its fullness and perfection, should be insisted on, and be present in every well equipped school. Among the articles composing this class, or rather as a list constituting a sufficient supply for an ordinary school, we would name :
1. A Large Bible, a Quarto Dictionary, and a Universal Gazetteer. The first, to be placed on the teacher's desk, and used daily, either in the worship authorized by the Board, and conducted by the teacher, if a professing Christian, or used by the teacher during the daily reading of the Scriptures by the pupils, which should never be omitted. The Dictionary and Gazetteer to be in front of the teacher's desk on a stand, or in some other access- ible place, for instant consultation by the pupils, who should 2
18 School Apparatus. [Sept.
thus be taugM the habit of constant reference to them ; the teacher making it a rule never to answer a question on ortho- graphy, pronunciation, definition, etymology, or geography, which the Dictionary or Gazeteer can solve. This habit, which so few possess, is so instructive and helpful as to form in itself an invaluable portion in self-education.
2. A Good Clock, large enough to show the hour from every part of the room; and a Hand-hell, to call in and regulate the exercises of the school. Perhaps, for the latter purpose, a clear- toned school-gong is to be preferred to the bell. Since punctu-
. ality and order are essential, it is impossible to secure these with- out the means to mark their times and changes.
3. A School Register, of some approved form, showing the attendance and condition of the school, not only from day to day and month to month, but from one term to another. A perma- nent record of this kind, kept in the school-house, showing the statistics of the school during the next preceding and several for- mer terms, will be of very great service to a new teacher, and an admirable history of the attending youth.
4. The Blackboard — not four by six feet of boards framed to- gether, painted black and hung in a corner — but a sufficiency of the sides of the room to accomodate at least twenty pupils at a time, covered with a preparation of artificial slate, surrounded with neat ledges, and accompanied with proper crayons and rub- bers. The blackboard is the very best addition to the more me- chanical apparatus of teaching, which modern improvement has brought into the school-room. The teacher who undertakes to conduct a school without it, or with a few square feet of it, should be regarded with suspicion as to his qualifications.
5. Maps, both in detail and outline, and a set of Globes ; the former to be on a sufficiently large scale to be visible for the pur- poses of instruction, from the pupils' seats, and the latter large enough for satisfactory use in class instruction. To these might be added, with great advantage, a Tellurian and an Oi^rery. But the two last named we would not at first insist on.
6. A large Elocutionary or Phonetic Chart, \i\h. a set of Alpha- bet and Spelling Cai^ds of good size; to be daily used, and not hung up for show.
7. Writing and Drawing Charts, showing the linear elements of form, not only as embraced in written letters, but in the ac- curate representation of other objects. A letter, after all, is but an object, and the lines which most correctly present it to the eye are as much its elements as those which give the true idea of a right line or a circle, a table or a book.
8. A complete set of all the Text-books in the school, for the desk and use of the teacher ; a necessity so obvious that we have been surprised to find some schools without it.
9. A Cabinet or case for such specimens of minerals, etc. , as the pupils may voluntarily collect, and for articles to be used in object-teaching.
1868.] School Apparatus. 19:
10. A neat Book-case for the School Library, the very presence of which in the room will induce the pupils to collect and pro- cure books to fill it; and also for such works of reference, and on teaching, as the Board, from time to time, may furnish to the school.
With this outfit of apparatus for a beginning, the qualified teacher will be justified in taking charge of the school, and in undertaking to show proper progress on the part of his pupils. Without this equipment, at the least, we unhesitatingly give it as our opinion and advice, that no teacher with the full State cer- tificate should consent to exercise his profession in any school- house. Others may, for the present, and under the pressure of necessity, dispense with these necessary apj)liances; but the full teacher — he or she who has attained the front rank of the pro- fession— owes it not only to self-respect and to the profession, but to the good of the schools, to keep high the standard, and to demand all proper facilities in the exercise of his momentous duties.
In fact, so clear are we in the conviction that the time has ar- rived for justice to the schools and the teaching profession, in this respect, that we think the State Superintendent would be justified in advising the corps of State teachers to exercise their profession only in schools fully supplied with proper educational apparatus. Such a stand, now taken, would at once produce model schools in this respect, in every part of the State, Avhich, in their turn, would soon exhibit and establish the value of the improvement, and make it general.
There is another class of apj)aratus, such as Cubical Blocks, a Numeral Frame, Alphabet Blocks, a Thermometer, etc., etc., which are also indispensable. But these, and similar small ar- ticles of apparatus are generally owned and taken with them by the teachers, from school to school; and, as they are of small cost, and easily portable, and also liable to be lost or abstracted, if left in the school-houses during the closure of the school, it is probably better, for the present, to leave 'them to the private ownership of the teachers.
For the higher schools in a graded series, of course, apparatus and instruments of a more advanced kind are needed, and should not be dispensed with ; such as Physiological Charts, a good Orrery, Apparatus and Instruments for teaching Natural Philos- ophy, Chemistry, etc. But when the lower schools shall have been supplied with what they need in this direction, the higher will take care of themselves.
One word more, in the way of caution. Patentees and agents for all kinds of improved school furniture and new-fangled appa- ratus are in the almost weekly habit of visiting the schools, to gain the teachers' influence in favor of their introduction. As to change in furniture, our advice is neither to demand nor urge it, if that in the room is sufficiently commodious to be comfortable.
20
State Certificates.
[Sept.
and suitable to be consistent with health. Even if not desirable, friend Teacherj show by the care you take of it, and the progress in it of your pupils, that you and they are worthy of better. Be a good housekeeper. In your home you do not despise or abuse your plain tables and chairs and the rag-carpet on the floor, sim- ply because you w^ould rather have better. Be this your rule in the school, and the better will come at the right time.
And, as to apparatus, the very way to prevent a supply of es- sential articles is to be continually pestering your Board for every new invention, which that uneasy spirit which seeks to render perfect the " man machine" by means of shallow mechanical ap- pliances, would substitute for thought and study. Be very cau- tious how you indorse, much less seek to introduce them. AVork with the approved tools you have, and leave the new ones to that test of time which so few of them have yet successfully borne. — Pennsylvania School Jou7mal.
STATE CERTIFICATES. FIKST GRADE.
State Certificates of the First Grade have been granted to the following teachers :
Miss Sarah E. Frissell,
James VoorheeB,
Charles Johns,
D. A. Macphee,
C. K. Jenner,
EU G. Coe,
Miss Emma M. Btish,
Wm. J. Gorman,
Mrs. S. H. Richardson,
Miss M. A. E. Phillips,
M. C. Clark,
Miss Agnes McCormick,
John Fox,
Miss Nancy Davenport,
Miss Jane E. Greer,
Miss Lydia A. Clegg,
Miss Emma H. Kelsey,
Chas, Dascomb,
Miss Sarah E. Fox,
Chas. F. Miers, Mrs. Lizzie G. Deetken, Miss Mary E. Hall, Miss Evelyn E. Burke, Mrs. Louisa Carter, Mrs. Mary B. Moore, J. Henry Eickhofi', Emile Coulon, Mrs. Delia R. Wheelock, Mrs. A. H. McDonald, John Gamble, Melville Dozier, Miss Harriet McCormick, John Miller, Lafayette Miller, Miss Annie H. Lewis, ;Miss Fannie Jacks, Miss Henrietta Slater, David Powell,
Miss Mary E. Bannister, Miss Elizabeth Powell, Miss Ida M. Freel, Wm. H. Reeves, George Lighthall, Miss Clara B. Dolliver, Michael Brophy, Joseph O 'Conner, Edward A. Martin, Azariah Martin, Wm. Stone, '
Irving P. Henning, MissLizzieLeBretonGunn C. D. McNaughton, C. F. Boardman, Miss Amey Campbell, Miss Gazina A. Garrison, Miss Elizabeth York, Mis^ Mary Wall.
SECOND GKADE.
State Certificates of the Second Grade have been granted to the following teachers :
Miss Martha A. Weeks,
Miss Kate A. Galvin,
Miss Maggie McAuliflf,
Patrick Troy,
D. M. Adams,
Miss Christina McLean,
Miss Annie Hall, Miss Hattie G. Clark,
Miss Sallie Hall, Miss Anna EanK^s,
Miss Julia A. Heney, Miss Mae E. Fames,
Miss Anna E. LaGrange, Miss Lois M. Poole,
Miss Beatrice Lawrey, Miss Annie Hayes,
Miss Susie S. Lawton, John Dooner,
1868.]
An Error Illustrated.
21
Miss Margaret Halley, Miss Mary A. Smith, Miss Eliza Ayres, Miss Mattie Kitchie, Mrs. F. V. Holmes, Miss Mary J.E.Kennedy, Thomas A. Manus, Miss Hattie M. Fairchild, Miss Agnes Hicklin, Miss Julia B. Brown, Miss Lizzie C. Betancue, Miss Lizzie Cope, Miss Lillian Crittenden, Miss Sarah Field,
Miss Mary Little, Miss Lizzie McCollum, Miss Helen McPherson, Miss Annie A. Palmer, Miss Mary E. Stone, Miss Addie Treadway, Miss Mary Ward, Miss Lottie McKean, Francis Day, William Magoon, Snmner Paine, John A. Smith, Miss Maria L. Sonle,
Bennett Yarnall, Marcus T. Sickall, Geo. S. DeWolf, Jos. P. Taylor, Adhimer Brady, Miss Lucy Baldwin, Solomon Bush, Chas. L. Metzger, Miss Mary F. Metcalf, Miss Amey A. Hopkins, Miss S. Jennie Shuey, Miss Jennie A. Morse, Miss Carrie D. Trask, Miss N. J. Miller.
THIRD GRADE.
State Certificates of the following teachers :
Mary S. Kimball, Miss
Miss S. A. Kelly, Miss
Miss Eliza Bro^m, Mrs.
Miss Margaret E. Smith, Miss Miss Christina McLean, Miss Miss Katie E. Gorman, Miss Miss Maria Van Deusen, Miss
Mrs. Hopkins, Miss
Miss Sarah E. Dufif, Miss
Mrs. Mary A. Lowe, Miss
Miss Clara B. Millette, Miss Miss Nellie Moore, Miss
Miss J. K. Bums, Miss
Miss
Third Grade have been granted to the
Fronie T. Clapp, Mary A. Hassett, Sarah B. Daniels, Lizzie O'Callaghan, Susie A. Mo^\Ty, Mary Patton, Ella E. Bachelder, Lucy Bonnell, Annie H. Cathcart, Amelia Joice, Amelia Maison, Mary H. Smith, Marion Stokum, Mary L. Staples,
Miss Elenor M. Burns. Miss Mary P. Clark, Mrs. Louisa B. Gallagher, Mrs. C . VanDeursenDrury, Miss Christine Hart, Miss Ellen Donovan, Miss Leonora Teller, Miss Sophie Schaefer, Miss Mary E. Galloway, Miss Lizzie Keightley, Miss Ella M. Harvey, Miss Adrianna L. Beers, Miss Ella Coffin.
An Error Illustrated. — The feeling has been quite too com- mon that any one could "keep school;'' so that many schools have been kept, while but few have been well taught; they have been kept from true knowledge, and not in garnering up for future usefulness. Hence, mere striplings, or men of maturer age with no fixed views or plans, engage in " keeping school," though they never teach, because themselves untaught. They ' can neither discipline nor instruct, because they have never them- selves been properly disciiilined and instructed. When Dinter was School-counselor in Prussia, a military man of great influ- ence urged him to recommend a disabled soldier, in whom he was interested, as a school-teacher. ' ' I will do so, " said Dinter, " if he can sustain the requisite examination." " Oh," said the colonel, *'he does not know aught about school-teaching; but he is a good, moral steady man, and I hope you will recommend him, to oblige me." " Qh, yes," said Dinter, "to oblige you, if you, in your turn, will do me a favor." "And what favor can I do for you ?" asked the colonel. '* Why, get nie appointed drum-major in your regiment," said Dinter. " It is true that I can neither beat a drum or play a fife ; but I am a good, moral, steady man as ever lived. — NorthencVs " Teacher and Parent."
Department of Pul)lic Instruction.
E D I T o R I A L.
SUCCESS.
Should the teaclier be measured by his success ? Why not ? The most extensive attainments in military science will not serve the leader who has not the tact or skill in strategy and combination which is usually comprehended in the word Genius. Say it is fortune, luck, accident, or what you will, that in many cases, makes a man great — yet success is the measure of that great- ness. What avail the sublimest conceptions of the artist, if he cannot give them a form, a reality, a hfe, upon the canvass or in the marble ? What man has not felt oratory and ijoetry, yea, the oration, the poem, in his soul, and yet never made a verse, or once mounted the rostrum ? Success, truly, is the test of genius. Genius that is hidden or blighted is after all a kind of melan- choly merit; and often proves a source of annoyance to the possessor, who passes out of the world without making it the better or wiser. But when the blight, the obscurity is removed by achievement, it is rendered available, prac- ticable— it becomes a success. Without this completion it is a failure. It is precisely so with the teacher. It is not what you know, but what you can do, and the manner of doing it, that will prove whether you are a teacher, or the
present encumbent of District School. If you find you are only the
latter, seek some other vocation. Do not spoil your own life, which might in some other field be useful, or injure a very beautiful and important part of the lives of your pupils, by continuance in a calling for which you are unfitted.
No knowledge is valuable until its elements have been generahzed ; then it becomes the gross material of which the mental architect can build other struc- tures— a kind of capital for future business. Now that the teacher may know, and prove that he is in the vocation proper for him, let us generalize the elements — component parts — of a true teacher. These, we think, are three; and, if properly elaborated, would present the ideal of the subject. They are as follows :
I — Authority ; II — Education;
III — Instruction.
On the first head little will be offered. Authority, here, is not taken in the sense of the ripht to command, control or direct the school. No one will ques- tion the abstract right df the teacher in this regard ; though some may, per- haps, be disposed to discuss the relative merits of corporal punishment and other methods of securing obedience. But it is authority in that sense which makes the student feel that you are the governing, directing, sustaining power
1868.] Department of Public Instruction. 23
of the school-room ; not only that he feels it, but also, that his feelings and wishes agree upon the subject — he wants you to govern him ; furthermore, that his judgment approves what his wishes dictate, and what, in feeling, he recognizes as a fact — that your mind controls his. When this is the case, you have secured authority, and at least one-third of your battle is won. You may proceed now to educate and instruct.
Educate — Herein lies the burden, "the fifth essence " of the teacher's work- Here is the field in which you show you were bom a teacher. Had Horace been a pedagogue instead of a poet, and brought the same amount of genius to the teacher's profession that he did to poetry, and not been jostled out of it by rivalry, or had his spirit relaxed by the incubus of low wages, he would have said, not of "The Flogging Orbilius," but of the True Teacher — nascitur own fit. Education is a more comprehensive term than instruction — both be- ing refeiTed to the genus teacher, the former is a species much more rarely found. Many can instruct; a much smaller number can educate. The educa- tor is born; the instructor is made. A skillful eduction of what is in the pupil, increases his capacity for instruction — for stowing in more facts, and, at the same [time, strengthens his powers to master future difficulties, which may prove too much for the mind that has been merely instructed. Just here might be concentrated the gist of what is implied by "Methods of Teaching;"' as, " Text-Book Method, " " Lecturing Method, " " Method of Discovery, " and so on. The unqualified condemnation of any one of these methods, or of any other, perhaps, would hardly be correct. Probably no one method is entirely true, or entirely false. A judicious modification and blending of all would^ in many cases, prove most successful, and, therefore, be nearer the mark. A regard for the idiosyncrasies of difi'erent individuals would suggest that a greater or less proportion of each method should enter into the mixture — the aggregate tuitionary course — in order to achieve the highest success for each. In some students (pupils) the feeling of responsibihty is so faint that the aid of text-books must be sought in order to test their faithfulness in previous prep- aration of the subject to be discussed and taught. This view differs slightly from a very able article in the last Teachee, copied from the JSfeic York Teacher, and entitled " The Teacher is the Book." The arguments in that article are generally good. And, had they been directed against imperfect text-books and incompetent and fossilized teachers, instead of the use of text-books entirely, they would have been heartily approved. The text-book and teacher supple- ment each other. The former should present the subject, and that presenta- tion should be mastered by the students, and the latter should elaborate it* Let the text book be only a text-hook. The teacher should weave the fabric from it. The error of making the book the teacher, instead of the teacher's wisely using the book as an aid in teaching the subject, is common; yet, the two are ver^^ distinct. One other advantage resulting from a moderate and judi- cious use of the text-book, is the improvement of the memory — a very im- portant and useful facultj'^ — although most men seem to dehght in abusing it. f*erhax3S they think what is taken from the memory will be given to the judg- ment, for most of us are very .careful of our reputation for judgment, while we readily admit the failures of memory.
The quickest method of getting a student to understand a subject is not, of
24 Department of Public Instruction, [Sept.
necessity, the best manner of educating him. That which forms, develops, and expands the mind, and consequently renders its acquisitions the more last- ing, is the better way, and, in the end, will prove the shortest, for he will then not have to re-learn so often. Of those subjects which we do really under- stand, I am not sure but we spend the greater part of our time in re-learning; while those which we do not understand, are without the pale of this discus- sion.
Instruct — Here you show your talent, previous attainments and general breadth of intellect — in a word, your capacity for culture and advancement in the exhOiUstless fields of possible knowledge. The human intellect has ex- plored many chambers of the temple of knowledge ; these the teacher, so far as may be within the power of one mind, or of Ms mind, should make his own; the vast Possible beyond — the many chambers not yet visited, he should try to assist in exploring. Authority and educatory tact will not do here. Culture cannot be omitted, and its place supplied by any educational gifts, however necessary in themselves, or largely developed in any particular teacher. Men have become Presidents, Generals or Legislators, with little culture. Being borne onward by the force of circumstances, and possessing great natural powers, they saw intuitively the proper means for accomplishing certain ends, and thus they passed on, overlooking minor details, and bearing down all op- position by their native force. Smaller and nicer points, which go to make up the educated gentleman, were lost sight of in the magnitude of the issues involved. This is not the case with the teacher. His work is forming, guid- ing and developing the mind, while it is too feeble to comprehend such weighty matters. His aim should be, in the course of time, to make it competent to grapple with such problems. He must be able to guide skillfully, and by his general information to throw light upon obscure places, which must occur when a young mind has been aroused to attentive enquiry, and desires to get to the bottom of the subject brought before it.
The doctrine of "Correlation" is beautifully illustrated in the teacher. Notwithstanding the three essential elements, Authority, Education and In- struction, should be clearly discernible in each, yet it is not to be expected they should be entirely distinct at all times. Neither is this desirable. They will mingle and blend as light and shade upon the same surface, and in their na- tures are as clearly distinguished. Perhaps it is a very small fraction of the time which will be devoted to one singly. While gaining authority you may both educate and instruct, as the best means of accomplishing the object. And, in order to educate or instruct, you will often have to exert your author- ity. Instruction will sometimes be the best means of educating, and vice versa. So the three mutually strengthen, support and perfect each other. Many a teacher of liberal culture has failed through want of that authority, which his very presence should carry v/ith it, or of educatory tact. Many, again, pos- sessing one or both of the latter, stultify themselves before intelligent classes by gross ignorance of general subjects. But, he who has the three, partially the gifts of nature, and partially the happy results of his own art aUid industry, well developed, will have his whole course in the School-room pointing, as with a sun-beam, tp him as The Tkue Teacheb !
1868.] Department of Fuhlic Instruction. 25
Mechanics' Faib. — The Sixth Exhibition of the Mechanics' Institute of this city was opened on the 8th of August. At that time the commodious and beautiful Hall was not well filled. Since then additions haye been made, and there is now exhibited the finest collection of manufactures ever seen on this coast. The articles, in number, variety and excellence, would be creditable to any State in the Union. The citizens of San Francisco have manifested their interest in the Society by visiting the Pavilion and examining the articles on exhibition. All appear to feel a State fpride in the wonderful success of our mechanics and manufactures.
Communicated.
Los Angeles, Los Angeles Co., August 11, 1868.
Hon. 0. P. FiTZGEEALD : Dear Sir : — Many teachers are coming down on nearly every steamer. It should be known that in this county the Schools are small, and pay a maximum of $75— being kept up only five or six months in the year.
Many, indeed, most of the children, are Spanish, and a teacher, to succeed, should know something of that language. "A large number of very good teachers have been here lately, and left in disgust. Some have been assisted by me to get away.
I think you should not encourage any teacher to come into the Southern portion of the State unless you have a special order for one.
I am a member of the County Board of Examination, (the other two being ladies, ) and I am trying to elevate the standard of scholarship among the teachers, and improve thereby the condition of the County Schools. But it will necessarily be a slow process, as the school-houses are generally infamous, and the teachers poorly paid. Our country schools are all Second and Third Grade, and few of them are properly conducted. The life of a teacher in this part of the State must be one of self-denial and poverty for a long time to come.
In the City of Los Angeles, however, we have a different state of things. Our teachers are well paid and well qualified, and are zealous in their work. We have but one male teacher, all the subordinate Schools being taught by ladies, who, in their sphere, make bette/ teachers than men. We have five lady teachers. We are now engaged in grading the City Schools, giving each teacher two grades only, and an average of fifty-five pupils; we shall then have a regular system of examinations and promotions, from year to year.
Our town is progressing in all that makes a great community, and we hope to keep up ^^'ith such to"v\Tis as San Jose and Stockton in the character of our Public Schools.
Our railroad to Wilmington will be built this year, and in five more we hope to lock iron arms with San Francisco.
Very truly, your friend,
T. H. B.
26 Department of Public Instruction. [Sept.
Our ^ook Table.
Grand-papa's Aeithmetic. A Story of two Little Apple Merchants. By Jean Mace. New York: P. S. Wynkoop & Son. 1868.
Any one who remembers the dark and troublesome path in which he groped during the first years of his study of numbers, will hail with joy any system which promises to throw light upon the elements of the science, and bring it within the compass of the child's mind. This little book, containing one hun- dred and forty-two pages, makes this usually-considered "stupid " subject as interesting as a novel. No child, having read and understood this volume, (any one can easily do that) will ever forget the story of " The Two Little Apple Merchants, ' ' or, the first six principles of arithmetic ; or, " The Metric System." We doubt whether every teacher in the State, or every business man, understands the latter. The whole subject is made so plain here that any child can understand it, and being understood thoroughly, there is no danger of forgetting. Fractions, both decimal and common, are treated in a like clear and engaging manner — the colloquial style applied to arithmetic. The idea is good. For sale by H. H. Bancroft & Co.
Lessons in Elemkntaey Chemistry: Inorganic and Organic. By Henry E. Koscce, B.A;' F.R.S., Professor of Chemistry in Owen CoUege, Manchester. San Francisco: H. H. Ban' croft & Co. 1868.
A very neat little volume of three hundred and eighty-three pages. A good book should never be in an ugly dress, and a bad one Should not exist in any. So the enterprising publishers must have thought when this work was brought out in such handsome style. Typographically, it is a success, and we predict for it success of another character, based upon the very solid foundation of superior merit. The elements of chemical science are more clearly stated here than we have seen elsewhere. To teach physical science without clearness and accuracy is a positive loss of time, and an injury to the pupil. An inferior book is, at best, a very poor instrument of instruction, even in the hands of a competent teacher, who can correct misstatements and elu- cidate obscure ones, it is a great drawback and source of annoyance to con- tinually unlearn erroneous views of a subject in order to get correct ones. "We cannot mention all the merits of this work, besides the judicious presen- tation and clearness of the style ; but the chapters on "Spectrum Analysis," and "Solar and Stellar Chemistry," are worthy of special consideration. They are new, interesting and instructive, and give an idea of the advance- ment of modem science, in understanding and utilizing the kingdom of nature. Another merit is, that the Metric System of weights and measures, and the centigrade thermometric scale, are used throughout the book. The Govern- ment has authorized, and it is time we had adopted, the Metric System, which is uniform and simple, and will soon be adopted in all countries.
The Handwriting op God in Egypt, Sinai, and the Holy Land. A Record of a Journey from the Great Valley of the West to the Sacred Places of the East. By Rev. D. A. Ran- dall. With Maps, Diagrams, and numerous Illustrations. Philadelphia: John E. Porter & Co., (514 and 616 Sansom street. J. W. Goodspeed & Co., 148 Luke street, Chicago, Illi- nois; 37 Park Row, New York; 70 Jefferson street, Memphis, Tennessee.
This book consists of two volumes, of about three hundred and fifty pages
1868.] Department of Public Instruction. 27
each, bound in one cover, making a handsome library volume of seven hun- dred pages. The writer starts from Columbus, Ohio, and by a plain, graphic narrative of daily occurences, and sights seen, and reflections upon the same, which are at times prosy and pointless, again entertaining and profitable, car- ries the reader along with him to New York, London, Paris, Valletta, Alex- andia, the Pyramids, Sinai, and so forth. The reader finds many new things brought before him, and subjects of which he has heard since childhood, re- vived with additional knowledge and interest. The whole is made to illustrate and throw light upon Bible records. Many scenes of God's wondrous deal- ings with Israel are here brought vividly before the mind by adding to the cir- cumstances time and place. The confirmation of Scripture narrative and chronology by the hieroglyphical inscriptions on pyramids and obelisks is worth the attention of the curious or doubting. "The Written Valley," though discussed by Neibuhr, Montague, Clayton, Pocoke, and others, is still a sub- ject of discussion among the learned, and is here vividly described. The ac- counts of marrying, burying, and other customs of the Arabs and Mohamme- dans, form an interesting part of the work. Upon the whole, a book worth reading. For sale by the Pacific Pubhshing Company, 31 Kearny street. Price, in library style, $5.
The Nattxral Alphabet: For the Representation, with Types or Pen, of All Languages. Based upon an original and comprehensive classification of the Elementary Soiinds. By J. Madison Allyn. Published by the Author. Blue Anchor, N. J.
Tliis is a pamphlet containing the New Alphabet, and its explanation. It is preparatory to the pubhcation of a work having the application of this al- phabet to thirty or more languages of Europe, Asia, and America. The prin- ciples of the new system are these : Sounds and signs should correspond ; Number of elementary sounds and number of alphabetical signs should be the same ; Any given sound should always be rexaresented by the same sign, and vice versa. The basis of the system is philosophical. The advantages o^ such a universal language and alphabet are obvious, and too numerous to men- tion. Such an enterprise deserves success.
Apportionment of Public School Fund.
Office of Controller of State, I Sacramento, California, August 1st, 1868. J
To the Superintendent of Public Instruction of the State of California :
Sir : In accordance with the provisions of "An Act to provide for a sys- tem of Common Schools," approved March 21, 1868, I hereby report as fol- lows :
The securities belonging to the Common School Fund consist of Bonds of the State of California, bearing seven per cent, interest, held by the State Treasurer, in trust, and amount to seven hundred and forty-seven thousand ($747,000 00) dollars. These securities had accumulated to the sum of seven hundred and eighty-two thousand ($782,000 00) dollars ; but, on the sixth of
^ Department of Public Instruction. [Sept.
July, ulto., the sum of thirty-five thousand ($35,000) dollars, in bonds, was transferred from the School Fund to the University Fund, pursuant to the provisions of an Act of the Legislature, approved March 26th, 1868, The School Fund received the semi-annual interest on the whole amount ($782,- 000 00) up to the first of July, 1868.
The amount of money in the State Treasury, this day, subject to appor- tionment for School purposes, is twenty-seven thousand four hundi-ed and eighty-seven 79-100 ($27,487 79) dollars.
The statement showing the balance subject to apportionment, is as follows :
Interest on bonds held by the State Treasurer $27,370 00
Interest on State School Lands 15, 153 55
y^ of amount received from Poll Taxes 14,426 69
Apportionment from Property Tax 15,073 55
$72,023 79 From which deduct as follows :
Certificates of Kegister of Land Office, of Lands proved not to be property of State, paid by County Treasurers . 472 00
Amount transferred to "University Fund," pursuant to Act, approved March 26th, 1868 44,064 00 44,536 00
Amount in School Fund, subject to apportionment $27,487 79
Very respectfully.
Your ob't serv't,
ROBT. WATT, Controller.
APPOETIONMENT.
Total number of census children between five and fifteen years of age, en- titled to receive school money, 94,379. Amount per child, 29 cents.
Alameda County. — Alameda, 110; Alvarado, 127; Alviso, 73; Bay, 27; Brooklyn, 339; Centreville, 131; Eden Vale, 231; Encinal, 71; Eureka, 70; Lincoln, 38; Livermore, 103; Lockwood, 40; Mission S. J., 77; Mission Peak, 34; Mowry's Landing, 43; Murray, 101; Oakland, 925; Ocean View, 87; Pe- ralta, 70; Pleasanton, 110; Redwood, 28; San Lorenzo, 88; Suiiol, 34; Te- mescal, 89; Union, 217; Washington, 67; Warm Springs, 01. Total, 3,396; amount, $984 84.
Alpine. — Everett, 18; Franklin, 41; Fredericksburg, 22; Lincoln, 22; Web- ster, 27. Total, 130; amount, $37 70.
Amadob. — Amador City, 82; Aqueduct City, 32; Buckeye Valley, 19; Buena Vista, m-, Clinton, 37; Copper Hill, 35; Drytown, 106; Franklin, 23; Fiddle- town, 105; Forest Home, 29; lone Valley, 104; Jackson, 192; Jackson Valley, 38; Lancha Plana, 91; Muletown. 32; Mountain Springs, 37; Mountain Echo, 25; Milligan's, 38; New York Ranch, 35; Oneida, 52; Puckerville, 49; Pine Orove, 68; Sutter Creek, 230; Upper Rancheria, 41; Union, 88; Union Church, 55; Volcano, 83; Van Winkle, 13; Williams, 24; Willow Springs, 47; Washington, 103. Total, 1,979; amount, $573 91.
1868. J Department of Fublic Instruction. 29
Btttte.— Bangor, 39; Bidwell, 37; Butte Valley, 68; Central House, 32. Cherokee, 94; Cliico, 236; Canyon Creek, 27; Delaplain, 33; Dayton, 80 '. Eureka, 41; Evansville, 42; Forbestown, 43; Hamilton, 27; Kimshew, 81 Live Oak, 88; Lone Tree, 31; Mesilla Valley, 41; Morris Kavine, 20; Moun- tain Spring, 43; Mud Creek, 62; Oroville, 272; Oregon City, 35; Pine Creek, 65; Kio Seco, 53; Kock Creek; 80; Salem, 28; Sandy Gulch, 44; Stoneman, 26; XJpham, 12; Wyandotte, 67; West Liberty, 30; Wyman's Eavine, 41. Total, 1,918; amount, $566 22.
Calaveras, — Altaville, 88; Angels, 148; Brushville, 112; Camanche, 72; Campo Seco, 107; Cave City, 77; Chili Gulch, 69; Eureka, 21; Copperopolis, 314; Douglas Flat, 42; Fourth Crossing, 65; Mosquito Gulch, 28; Mokelumne Hill, 202; Murphy's, 211; Negro Gulch, 44; Petersburg, 78; Pleasant Springs, 26; San Andreas, 197; Spring Valley, 42; Telegraph City, 73; Upper Cala- veritas, 59; Union, 56; Vallecito, 91; Washington Ranch, 40; West Point, 88. Total, 2,350; amount, $681 50.
Colusa.— Butte Creek, 34; Colusa, 142; Dry Slough, 69; Franklin, 80; Grand Island, 64; Indian Valley, 51; Grindstone, 32; Marion, 39; Princeton, 40; Plaza, 50; Stoney Creek, 48; Union, 53; Washington, 32. Total, 734; amount, $212 86.
Contra Costa. — Alamo, 66; Amador, 39; Antioch, 61; Carbondale, 35; Cen- tral, 74; Danville, 37; Excelsior, 47; Green Valley, 39; Iron House, 57; La- fayette, 63; Lime Quarry, 31; Liberty, 34; Martinez," 182 ; Morago, 43; Mor- gan Territory, 26; Mount Diablo, 72; Motint Pleasant, 90; Oak Grove, 87; Pacheco, 179; Pinole, 60; Pleasant Hill, 25; Kodeo Valley, 99; San Pablo/ 171; San Ramon, 59; Somersville, 119; Sycamore Valley, 27; Tassajara, 37; Willow Spring, 40. Total, 1,899; amount, $550 71.
Del Norte. — Bradford, 31; Crescent, 157; Happy Camp, 29; Rowdy Creek, 30. Total, 247; amount, $71 63.
El Dorado. — Buckeye Flat, 84; Bear Greek, 18; Blair's, 53; Carson Creek, 29; Clarksville, 37; Cold Spring, 49; Coloma, 102; Coon Hollow, 91; Deer Creek, 21; Diamond Springs, 91; Garden Valley, 34; Duroc, 20; El Dorado, 142; French Creek, 32; Greenwood, 43; Georgetown, 147; Green Valley, 40; Gold Hill, 43; Indian Diggings, 31; Jayhawk, 52; Kelsey, 58; Latrobe, 86; Mission Flat, 26; Mountain, 25; Mount Gregory, 11; Mount Aukum, 59; Mos- quito, 24; Natoma, 22; Negro Hill, 19; Oak Hill, 83; Pilot Hill, 35; Placer- ville, 409; Pleasant Valley, 91; Reservoir Hill, 54; Salmon Falls, 43; Smith's Flat, 57; Spanish Dry Diggings, 39; Tennessee, 40; Uniontown, 44; Wild Goose, 12. Total, 2,396; amount, $694 84.
Fresno.— Chcwchilla, 107; Dry Creek,30; Hazelton, 31; Kingston, 38; Lake, 23; Millerton, 88; Scottsburg, 91. Total, 408; amount, $118 32.
Humboldt.— Areata, 207; Bucksport, 52; Eureka, 260; Eel River, 62; Fern- dale, 80; Grizzly Bluff, 54; Hydesville, 86; Island, 32; Mattole, 60; Slide, 60; Table Bluff, 86; Van Duzen, 30. Total, 1,078; amount, $312 62.
Inyo.— Independence, 12; Milton, 21; Union, 24. Total, 57; amount, $16 53.
Klamath.— Klamath, 59; Trinidad, 65; Orleans, 45. Total, 169; amount, $49 01; and error in Febniary apportionment, $100. Total amount, $149 01.
30 Department of Public Instruction. [Sept.
Keen. — Havilah, 70; Kern E-iver Island, 54; Linn's Valley, 31; Teachipa, 80. Total, 235; amount, $68 15.
Lake. — Big Valley, 78; Cinnabar, 54; Excelsior, 72; Blue Lake, 27; Frank- lin, 26; Kelsey Creek, 60; Lower Lake, 97; Lakeport, 72; Loconoma, 58; Pleasant Grove, 56; Kincon, 44; Upper Lake, 84. Total, 728; amount, $211 12.
Lassen. — Janesville, 19; Lake, 38;Milford, 44; Kichmond, 29; Susanville, 105; Susan Eiver, 24; Soldier Bridge, 12; Stark, 20. Total, 291; amount, $84 39.
Los Angeles.— Los Angeles, 1,132; El Monte, 190; Bog Dale, 187; San Ga- briel, 169; Silver, 95; Anaheim, 188; Green Meadows, 143; Old Mission, 198; Los Neitos, 138; Wilmington, 120; Billona, 160; Santa Anna, 172; San Juan; 104; San Fernando, 66; San Jose, 152; San Antonio, 59. Total, 3,273; amount, $949 17.
Mabin.— American Valley, 35; Aurora, 48; Bolinas, 84; Chileno Valley, 36; Clark, 14; Dixie, 143; Franklin,. 51; Garcia, 70; Halleck, 29; Nicasio, 46; Ole- ma, 34; Novato, 45; Ross' Landing, 61; Saucelito, 105; San Eafael, 101; San Quentin, 20; San Antonio, 44; Tomales, 52. Total, 1,018; amount, $295 22.
Maeiposa. — Bear Valley, 58; Coulterville, 133; Cathay's Valley, 62; Horni- tos, 206 ; Mariposa, 167 ; Princeton, 42 ; Quartzburg, 83 ; Sebastopol, 55 ; Sher- lock, 34. Total, 840; j^inount, $243 60.
Mendocino. — And6fSon, 53; Albion, 16; Big Eiver, 81; Buchanan, 108; Cen- tral, 39; Coyote, 32; Calpella, 45; Count's, 44; Cuffee's Cove, 37; Fish Eock, 22;Gualala, 15; Gaskill, 39; Indian Creek, 14; Long Valley, 83; Little Lake, 86; Upper Little Lake, 46; Little Eiver, 19; Manchester, 43; Mill Creek, 47; Navarro, 30; Mai Pass, 17; Oriental, 36; Potter Valley, 50; Eedwood, 59; Eound Valley, 95; Eancheria, 31; Sanel, 89; Union, 50; Ukiah, 186. Total, 1,512; amount, $438 48.
Mebced. — Jackson, 64; Jefferson, 212; Merced Falls, 55; Pioneer, 86. To- tal, 417; amount, $120 93.
Mono. — Antelope, 47; Bridgeport, 62; Bishop Creek, 27. Total, 136; amount, $39 44.
MoNTEEEY. — Alisal, 62; Carrolton, 63; Carneros, 53; Carmel, 82; Lindley, 65; Monterey, 363; Mountain, 53; Natividad, 118; San Juan, 271; Spring, 37; Springfield, 34; San Antonio, 82; San Felipe, 16; Tembladero, 78. Total, 1,377; amount, $399 33.
Napa. — Buchanan, 74; Beryessa, 97; Carneros, 47; Chiles, 68; Cherry Valley, 19; Capell Valley, 17; Franklin, 22; Howard, 50; Hot Spring, 33; Jefferson, 34; Liberty, 55; Monroe, 43; Mountain, 23; Napa City, 321; Pope Valley, 38; Eed- wood, 59; Suscol, 47; St. Helena, 193; Soda Canon, 33; Salvador, 34; Tucker, 33; Upper Pope Valley, 35; Wooden Valley, 43; Yount, 41. Total, 1,459; amount, $423 11.
Nevada.— Altamont, 106; Allison Eanch, 138; Birchville, 58; Blue Tent, 19; Chalk Bluff, 74; Clear Creek and Penn, 62; Cherokee, 74; Columbia Hill, 06; Eureka, 124; Forest Springs, 134; French Corral, 87; Grass Valley, 786; Indian Springs, 29; Kentucky Flat, 42;^ittle York and Lowell, 62; Lime Kiln, 52;
1868.] Department of Fuhlic Instruction. 31
Mooney Flat, 42; Nevada City, 675; North San Juan, 151; North Bloomfielcl, 36; North Star, 66; Oakland, 129; Omega, 27; Pleasant 'Valley, 50; Quaker Hill, 36; Rough and Eeady, 100; Eelief Hill, 18; Spencer^dlle, 47; Sweetland, 90; Selby, 51; Union Hill, 118; Washington, 51. Total, 3,600; amount, $1,044 00.
Placek.— Auburn, 150; Bath, 62; Coon Creek, 32; Cisco, 69; Dry Creek, 58; Deadwood, 12; Dutch Flat, 214; Forest Hill, 165; Frankhn, 62; Fairview, 8; Gold Hill, 40; Gold Run, 84; Iowa Hill, 75; Illinoistown, 212; Lisbon, 23; Lin- coln, 68; Last Chance, 23; Lone Star, 10; Michigan Bluff, 76; Mount Pleasant, 41; Neilsburg, 42; Newcastle, 30; Norwich, 46; Ophir, 77; Pleasant Grove, 26; Rattlesnake, 50; Rock Creek, 44; Rockhn, 34; Smith ville, 41; Stewart's Flat, . 40; Todd's VaUej^ 58; Union, 13; Wisconsin Hill, 44; Washington, 25; Yan- kee Jim's, 67. Total, 2,121 ; amount, $615 09.
Plumas. — Antelope, 8; Crescent, 44; Genessee, 15; Greenville, 45; La Porte, 72; Mount Pleasant, 5; Pioneer, 31; Port Wine, 53; Pilot Peak, 38; Plumas, 19; Quincy, 54; Seneca, 32; Spanish Peak, 31; Taylorville, 49; Union, 20; Mo- hawk, 50. Total, 566; amount, $164 14.
San Francisco.— City and County. Total, 20,253; amount, $5,873 37.
San Mateo. — Belmont. 28; Half Moon Bay, 184; Jefferson, 74; Laguna, 97; Milbrae, 42; Purissima, 55; Redwood City, 224; San Bruno, 76; San Mateo, 95; Searsville, 70; San Gregorio, 42; Tunis, 64; Woodside, 33; West Union, 38. Total, 1,122; amount, $325 38.
Stanislaus. — Adamsville, 51; Bachelor Valley, 39; Branch, 78; Dry Creek, 34; Emory, 104 ; Empire, 33; Farm Cottage, 32; Grant, 23; Jackson, 64; Junc- tion, 25; McHenry, 56; Tuolumne, 45; Washington, 53; \^Tiite Oak, 37. To- tal, 674; amount, $195 46.
Sacramento. — Alabama, 56; American River, 72; American, 37; Ashland, 43; Brighton, 39; Buckeye, 25; Centre, 28; Dry Creek, 37; Davis, 22; Eagle Point, 3; Elk Grove, 51; Excelsior, 30; Enterprise, 78; Elder Creek, 33; Frank- lin, 67; Freeport, 30; Georgiana, 35; Granite, 204; Grant, 63; Hicksville, 61; Jackson, 49; Katesville, 23; Kinney, 83; Laguna, 36; Lincoln, 43; Live Oak, 105; MagTiolia, 37; Michigan Bar, 87; Mokelumne, 34; Natoma, 53; Oak Grove, 46; Onisbo, 35; Pacific, 36; Pleasant Grove, 108; Point Pleasant, 34; Prairie, 32; Richland, 52; San Joaquin, 37; Sutter, 77; Sylvan, 77; Union, 34; Walnut Grove, 38; West Union, 25; Wilson, 34; White Rock, 66; Viola, 46; Sacra- mento City, 2,212. Total, 4,553; amount, $1,320 37.
San Bernardino. — City, 310; American, 90; Chino, — ; Jauppa, 69; Mission, 115; Mount Vernon, 122; Mill, 39; Riley, 81; San Timoteo, 35; Santa Anna, 62; San Salvador, 225; Temescal, 30; Warm Spring, 144. Total, 1,322; amount, $383 38.
Santa Clara. — Adams, 62; Alviso, 84: Berryessa, 80; Braly, 53; Burnett, 53; Calaveras, 22; Cambrian, 54; Carnadero, 73; Encinal, 35; Evergreen, 60; Franklin, 55; Gilroy, 115; Guadalupe, 92; Hamilton, 50; Hester, 113; Hill, 206; Jackson, 63; Jefferson, 68; Laguira, 17; Lexington, 41; Lincoln, 64; Live Oak, 43; Los Gatos, 57; Mayfield, i33; Millikin, 53; Milpitas, 53; Mission Peak, 12; Moreland, 83; Mount Pleasant, 31; Mountain View, 160; New Al- maden, 114; Oak Grove, 91; Orchard Street, 88; Pala, 41; Pioneer, 81; Red-
32 Department of Fuhlic Instruction. [Sept
wood, 66; Kliodes, 48; Santa Clara, 414; San Felipe, 9; San Jos^, 1,281; San Ysidro, 70; Sierra, 29; Silver Creek, 47; Summit, 18; Union, 59; Willow Glen, 67. Total, 4,608; amount, $1,336 32.
SiEKP.A. — Downieville, 205; Goodyear's, 56; Forest City, 37; Alleghany, 89; Table Kock, 149; Gibsonville, 50; St. Louis, 35; Morristown, 19; Union, 9; Eureka, 35; Meredith, 11 ; Mount Pleasant, 12; Alta, 27; Washington, 16: Plum Valley, 32; Sierraville, 62; Loyalton, 30; Alpine, 24; Antelope, 18. Total, 916; amount, $265 64.
Sonoma.— American Valley, 35; Big Valley, 28; Burnside, 42; Bodega, 84; Bloomfield, 100; Burns, 64; Canfield, 24; Cinnabar; 57; Court House, 320; Cloverdale, 82; Copeland, 37; Coleman Valley, 34; Dry Creek, 74; Dunham, 52; Dunbar, 50; East Petaluma, 77; Eureka, 38; Eagle, 31; Geyserville, 42; Green Valley, 49; Guillicos, 29; Guilford, 61; Hall, 53; Hill, 70; Healdsburg, 320; Hamilton, 66; Hearn, 48; Independence, 57; Iowa, 50; Jefferson, 12: Knight's Valley, 49; Laguna, 68; Liberty, 54; Lafayette, 92; Lake, 36; Lewis, 31; Lakeville, 37; Miriam, 102; Mill Creek, 53; Manzanita, 60; Mark West, 94; Mountain, 23; Mount Vernon, 34; Maaccama, 36; Oriental, 37; Occiden- tal, 50; Oak Grove, 69; Payran, 64; Petaluma, 669; Pacific, 36, Piner, 86; Pleasant Hill, 38; Potter, 32; Eedwood, 59; Eussian Eiver, 71; Eincon, 48; Strawberry, 47 ; Santa Eosa, 41 ; Stoney Point, 40 ; Scotta, 34 ; Stewart's Point, 54: Steuben, 42; Sotoyome, 59; Sonoma, 208; San Antonio, 60; Todd's, 38; Tarwater, 20-; Salt Point, 27; Washington, 32; Windsor, 97; Walker, 30; Waugh, 50; Watmaugh, 67; Wright's, 32; Wallace, 48. Total, 5,190: amount, $1,505 10.
Solano. — American Caiion, 57; Alamo, 45; Benicia, 345; Bunker Hill, 75; Binghampton, 39; Crystal, 94; Centre, 60; Dover, 51; Denverton, 25; Egbert, 44; Esmeralda, 34; Fairfield, 106; Grant, 63; Gomer, 30; Green Valley, 122; King, 35; Montezuma, 51; Maine Prairie, 48; Mountain, 34; Oak Dale, 23; Owen's, 40; Pitt's, 70; Pleasant Valley, 20; Pleasant Hill, 28; Eio Vista, 52; Suisun, 75; Silveyville, 146; Solano, 39; Tremont, 56; Putah, 23; Ulatis, 99; Union, 47; Vallejo, 532. Total, 2,608; amount, $756 32.
Siskiyou. — Butteville, 24; Centre, 43; Cottonwood, 47; Deep Creek, 41; Douglas, 24; East Fork, 18; Eagle Creek, 16; Franklin, 38; Greenhorn, 47; Humbug, 38; Hawkinsville, 32; Lincoln, 36; Little Shasta, 61; Mount Bidwell, 17; Mill Creek, 36; Oro Fino, 31; Quartz Valley, 18; Shasta Valley, 47; Scott Valley, 76; Scott Eiver, 49; South Fork, 30; Strewberry Valley, 19; Union, 12; Willow Creek, 41; Washington, 55; Yreka, 203. Total, 1,099; amount, $318 71.
San Joaquin. — August, 28; Athearn, 23; Alpine, 45; Burwood, 29; Bruns- wick, 22; Calaveras, 15; Castle, 53; Chartville, 30; Charity Dale, 27; Columbia, 33; Davis, 43; Douglass, 38; Dry Creek, 51; Delphi, 61; Elkhorn, 40; Everett, 45; Enterprise, 21; French Camp, 60; Franklin, 36; Fairview, 25; Greenwood, 48; Gard, — ; Grant, 25; Henderson, 30; Harmony Grove, 46; Houston, 44; Linden, 99; Liberty, 75; Lincoln, 22; Live Oak, 37; Lafayette, 34; Lockeford, 67; Monroe, — ; Moore, 39; Madison, 58; Moulder, 25; Mokelumne. 56; Mount Carmel, 49; McKamy, 53; North, 80; Eigdon, 37; Eiver, 33; Stockton, 942; Stanislaus, 15; Salem, 39; Shady Grove, 41; San Joaquin, 39; Telegraph, 47; Tulare, 73; Turner, 31; Union, 36; Vineyard, 193; Van Allen, 42; Wood's, 53; Washington, 29; Weber, 66; Wells, 34; Wildwood, 41; Willow, 41; Zinc House, 48. Total, 3,492; amount, $1,012 68.
1808. J Department of Public Instruction. 33
Santa Cruz.— Pajaro, 404; Santa Cruz, 497; Soqiiel, 285; Pescadero, 74 San Andreas, 3fi; Oak Grove, 191; Roache, 101; San Lorenzo, 47; Haj^pj- Val- ley, 41; Bay View, 92; Carlton, 115; Scott's Valley, 44; Grant, 69; Union, 76; Petroleum, 57: San Gregorio, 25. Total, 2,154; amonnt, $624 66.
Sutter. — Bear River, 31; Franklin, 38; Nicolaus, 32; Lincoln, 34; Slough 17; Washington, 47; Sutter, 23; West Butte, 38; Borne, 43; Central, 23; Butte- sylvania, 32; Grant, 53; Live Oak, 43; Salem, 18; Barry, 26; Winship, 32; Illi- nois, 45; Jeflferson, 33; Union, 48; Yuba, 49; Brown's. 46; Gaither, 56; Meri- dian, 37; Columbia, 24; Vernon, 35; Brittan, 50; Fairview, 23; Auburn, 66. Total, 1,042; amount, $302 18.
Shasta.— Shasta, 170; Roaring River, 16; Millville, 50; Clear Creek, 37; Eagle Creek, 30; Canon House, 32; French Gulch, 62; Whiskey town, 34; Little Cow Creek, 58; Cottonwood, 20; Piety Hill, 39; American Ranch, 16; Plucky, 21; Parkville, 34; Oak Run, 17; Clover Creek, 31; Sierra, 48; Oak Knoll, 30; Texas Springs, 26; Stillwater, 21; Middletown, 27. Total, 819; amount, $237 51.
Santa Barbara. — San Buenaventura, 404; Montecito, 185; Santa Barbara, 743. Total, 1,332; amount, $386 28.
San Luis Obispo.— Arroyo Grande, 65; Moro, 78; Mission, 302; San Si- meon, 56; Salinas, 71; Santa Rosa, 86. Total, 658; amount, $190 82.
San Diego.— Total, 383; amount, $111 07.
Tuolumne. — Columbia, 403; Springfield, 104; Shaw's Flat, 83; Tuttletown, 120; Sonora, 443; Confidence, 44; Summersville, 50; Curtis' Creek, 63; James- town, 129; Poverty Hill, 80; Montezuma, 52; Chinese Camp, 89; Big Oak Flat, 117; Don Pedro's Bar, 41; Green Springs, 55. Total, 1,873; amount, $543 17.
Tulare.— Visalia, 219; Deep Creek, 73; Union, 63; Elbow Creek, 42; Willow, 35; Tule River, 233; Venice, 43; King's River, 36; Elbow, 40; Liberty, 19; Ka- wiah, 49; Packwood, 57; Outside Creek, 61; Cottonwood, 50. Total, 1,020; amount, $295 80.
Tehama.— Red Bluff, 252; Antelope, 80; Tehama, 76; Stony Creek, 27; Toomes', 28; Reed's Creek, 32; Cottonwood, 41; Daskenta, 36; Sierra, 42; Lassen, 24. Total, 638; amount, $185 02.
Trinity. — Weaverville, 132; North Fork, 50; Lewiston, 34; Bates', 16; Doug- las City, 50; Trinity Center, 31; Hay Fork, 40; Oregon Gulch, 50. Total, 403; amount, $116 87.
YoLO. — Woodland, 226; Buchanan, 45; Washington, 102: Cottonwood, 70; Prairie, 41; Cache Creek, 30; Grafton, 116; Franklin, 24; Putah, 54; Buckeye, 48; Cacheville, 96; Grand Island, 18; Merritt, 55; Fillmore, 62; Fremont, 35; Plainfield, 69; Willow Slough, 28; Monument, 40; Canon, 45; Union, 42; Pine Grove, 38; Woodland Prairie, 25; Richland, 8; Sacramento River, 33; Monitor, 46; Eureka, 40; Gordon, 63; Capay, 41; Fairfield, 23; Enterprise, 37; Liberty, 24; Pleasant Prairie, 26; Vernon, 25. Total, 1,675; amount, $485 75.
Yuba. — Bear River, 36; Brophy's, 37; Brown's Valley, 79; Buckeye, 27; Cor- dua, 41; Elizabeth, 30; Garden Valley, 52; Hansonville, 32; Horn Cut, 65; In- diana Ranch, 80; Linda, 46; Marysville, 783; McDonald's, 43; New Y^'ork, 73; Oregon House, 54; Peoria, 60; Plumas, 77; Rose's Bar, 110; Slate Range, 140; Spring Valley, 21; Strawberry Valley, 45; Virginia, 35; Yuba, 23; Timbuctoo, 98. Total, 2,087; amount, $605 23.
O. P. FITZGERALD, Supt. PubHc Instruction.
TABLE OF CONTENTS
PA«K. \
ENGLISH GEAMMAK: An Essay 1 |
OBJECT LESSONS FOR SMALL CHILDREN IH !
Alum V.\
Lead 14 ■
The Elephant, . 14 ;
THE TEACHER'S WORK AND WORTH , 15 !
SCHOOL APPARATUS 17 :
STATE CERTIFICATES 20 ;
First Geade ; . . 20 j
Second Grade 20 I
Third Grade 21
AN ERROR ILLUSTRATED 21 i
EDITORIAL 22 ■
Success 22 '
Mechanics' Fair 25 j
COMMUNICATION 25 ,
OUR BOOK TABLE 20 j
APPORTIONMENT OF SCHOOL FUND 27
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jState Normal, jSchool. board of trustees.
H. H. HAIGHT Govenu.r.
O. P. FITZGERALD Superintendent of Public Instruction.
JAMES DENMAN Superintendent, San Francisco.
MELVILLE COTTLE Superintendent, San Joaquin County.
J. H. BRALY Superintendent, Santa Clara County.
Dr. a. TEAFTON Superintendent, Sacramento County.
S. I. C. SWEZEY San Francisco.
J. M. SIBLEY San Francisco.
TEACHERS.
Rev. W. T. Lucky, A.M Principal.
H. P. Carlton Vice-Principal.
Miss E. W. HouGHTOx Assistant.
Mrs. D. Clark Assistant.
The Twelfth Term will commence on the 1st day of July, 1868. All candi- dates for admission must be present at that time. The regular exercises M-ill commence on the 6th of July.
COURSE OF STUDY. REQUISITES FOR ADMISSION.
To secure admission to the Junior Class, Second Division, applicants must pass a wTitten examination on the following subjects, viz. :
Eaton's Common School Arithmetic — to percentage.
Eaton's Intellectual Arithmetic.
Greene's Introduction to English Grammar.
AVillson's Fourth Reader,
Spelling; Penmanship.
Applicants for an advanced Class will be required to pass an examination on the studies previously pursued by that Class.
Junior Class — Second Division.
Arithnetic — Eaton's Common School— complete. Grammar — Quackenbos' — begun. Geography — Guyot's Common School. Beading — Willson's Fifth Reader. Moral Lessons — Cowdery's. Spelling — Willson's Lsirger Speller.
Junior Class — First Division.
Ai'ithmetic — Eaton's Higher.
Grammar — Quackenbos ' — complete .
lihetoric — Boyd's. v
Physiology — Cutter's Elementarj-.
History — Quackenbos' .
Vocal Culture — Russell's.
Book-Keeping — Payson & Dutton's Single Entry.
General Exercises throughout the Junior Tear — Penmanship ; Object-Lessons : Calisthenics; Methods of Teaching; School Law; Composition and Declama- tion.
Senior Class — Second Divlsion.
Arithmetic — Eaton's Higher — reviewed. Algebra — Robinson's Elementary. Grammar — Greene's Analysis. Natural Philosophy — Quackenbos ' . Physiology — Cutter's Larger. Rhetoric — Boyd ' s . Natural History — Tenney's.
Senior Class — Fiest Ditision. Bttlanif — Gray's.
Physical Geography — Wiirren's, with Guyot's Wall Maps. Normal Training — Biissell's, Geometry — ^Davies' Legendre — five books. English Literature — Shaw's.
Book-Keeping — Payson &: Dnnton's Double Entry. General Exercises — Same as in Junior Year.
REGULATIONS OF THE STATE NORMAL SCHOOL. Adopted by tfve Board of Normal School Trustees, March 28, 1868.
1. All pupils, on entering the School, are to sign the following declaration of intention:
" We, the subscribers, hereby declare that oiir piirpose in entering the State Normal School is to fit ourselves for the profession of Teaching, and that it is our intention to engage in teaching in the Public Schools of this State."
Male candidates for admission must be at least eighteen years of age ; and female applicants at least fifteen years of age; and all must possess a good de- gree of physical health and vigor.
2. No person whose age exceeds thirty years shall be admitted to the School' except teachers who are fitted to enter the Senior Class.
3. Whenever the number of applicants from any county shall exceed the number to which that county is entitled by law, the applicants shall pass a competitive examination before the County Superintendent, and the County Board of Examination; which examination shall be conducted in the same manner as county examinations for third grade teachers' certificates. The jiersons passing the highest examination shall be eligible to admission in the order of their standing in examination.
4. All applicants are required to present letters of recommendation, and certificates of good moral character, from the County Superintendent of the county in which they reside.
5. All new applicants shall present themselves for examination at least three days pre-vnous to the regular day of each term commencement; and no pupil shall be admitted during term time, except in the case of teachers who hold at least second grade State or County certificates.
6. The Princiijal of the School shall keep a register of the attendance of pupils, and shall report monthly, to the Secretary of the Board, the whole number enrolled, the average numlDcr belonging, the average daily attendance, the percentage of daily attendance, and such other statistics as may be re- quired by the Executive Committee of the Board.
7. No pupil shall be entitled to a Diploma of Graduation who has not been a member of the School at least one term of five months.
8. The Normal School shall be divided into two classes: Junior and Senior — each di^^.ded into two divisions.
GENERAL INFORMATION.
The time for completing the Normal School course is two j^ears, each divided into two terms of five months.
There will be Written Examinations and Public Exercises at the close of each term. The Graduating Exercises will be in May.
Pupils Mill be required to furnish their Text Books. Books for reference \sill be furnished by the State. Good boarding can be procured at about twenty-five to thirty dollars per month.
Applicants ^\'ill please read attentively the " Kegulations " as given above particularly the Fourth and Fifth.
All graduates will be required to pass an examination on the entire course. Those who complete the studies of the Junior Class will be entitled to certifi- cates of qualification, for teaching schools of Second and Third Grade.
For additional particulars, address
Kev. WM. T. lucky, a. M., Principal, San Francisco.
WEBSTER'S UNABRIDGED DICTBONARY
SOOO Engravings, 1840 pp. Quarto. Trade Trice, $12.
The New Webstkr is glorious — it is perfect — it distances and defies competition — it leaves nothing to be desired. — J. //. Rnymond, LL.D., President Vassar College.
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CoMPENDnjM OF HuMAN KNOWLEDGE. — Webster's Unabridged Dictionary must be regarded as the most useful and remarkable compendium of human knowledge in our language. — W. S. Clark, Pre.ndent Mass. Agricultural College.
Charming as the Newest Novel. — The new edition of Webster's Quarto Dictionary is a monument of literary labor, which will attract the attention of the learned, the world over. It is as charming as the newest novel. — Sam'l T. Bates, Dep. Sup't. Com. Schools of Perin.
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The noblest contribution to science, to literature, and to education, as dependent on an adequate knowledge of the English language, that the combined labors of editors and pub- lishers have yet produced.— Pro/. Wm. Russell, the Elocutionist.
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Young man, if you already have a Bible, buy AVebster's Unabridged Dictionary next.— CAr- Sun.
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Also, Just Published, WEBSTER'S NATIONAL PICTORIAL DICTIONARY,
1040 pp.; Octavo; 6C0 Engravings. Trade Price, $6.
ECLECTIC MEDICAL COLLEGE
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It has an able corps of twelve Professors, and every department of Medi- cine and Surgery is thoroughly taught.
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THIS INSTITUTE is prepared to furnish Schools and Seminaries with the mot i approved School Furniture, Apparatus, Stationery, and all other School Supplies. Having ample facilities for manufacturing and importing most of the articles used in Schools. Teachers, County Superintendents, and Trustees will ; find their orders promptly filled, with articles that will give entire satisfaction. Ep* The numbers refer to each cut. WARREN HOLT, ^
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THE
California Teacher.
OCTOBEB, 1868. Vol. YI, SAN FRANCISCO. JSTo. 4.
THE SALARIES OF LADY TEACHERS.
In the last number of tlie California Teacher there appeared an article on the above subject, but merely stating facts to show the unjust division of paj^ment. It is impossible to read the state- ment made without deep reflection. It is singular, that with the great progress and excellence of our Public Schools, there should be so much ignorance concerning them among the people, and a disposition, even among their upholders, to underrate and under- pay the 7'eal labor performed in them.
Let parents, and those inclined to grumble, visit often these schools, and understand the immense amount of physical strength and patience required to carry on a large graded school, and see for themselves who perform the labor, and they will be more justy if not generous.
The regulation of teachers' salaries should not be left altogether to a partisan press for decision, for very few con- nected with the press know anything about the actual work per- formed.
If a sensible reason can be given why a faithful teacher, who, perhaps, has spent hundreds of dollars to secure an education, or at least spent many years of hard study, should be ranked lower in value of labor than most laborers, little objection will be given; but can such reason be given? Then it will apply equally to the editor, the lawyer, or the doctor.
" The laborer is worthy of his hire," and nowhere is that hu- mane saying more applicable than in our crowded Public Schools. With this reflection, let us look at the subject fairly and hon- estly.
The great majority of teachers in this State are ladies, many of them superior; for it is well known that the lady teachers of this
The Salaries of Lady Teachers. [Oct
State outrank those of other States in education and capability. This remark will doubtless be regarded by some with scorn, but we are dealing with facts, and public opinion is always tenacious of its right to judge according to facts; and before the enlight- ened pw.6Zic opinion of this country this question will be brought for arbitration.
A school like the Lincoln or Denman can be very easily man- aged and trained by a Principal who has with him a corps of teachers who are good disciplinarians, but if they are not, his task will be well nigh beyond him. The drill, system, a^iid teachiyig, must be performed in the class-rooms, but the credit and the pay will go to the head of the school. This is right to a certain extent; but, why make such a gj-eat difference in the paid value of the work? Of course, executive ability, and power to control, should always command the higher positions, but the school- room is ruled out of the general order of things, and while on the battle field, and on other spheres of action where those qual- ities are demanded, promotion is the reward- -not so in our schools, for the best rulers, and pre-eminently the best instruct- ors, are women, and, therefore, not allowed to receive what is Tmquestionably their right. Women are by nature best fitted to Irain and discipline children, and manage their schools with more system and order. Where a man can habituate himself to noise and confusion, and think he is doing his work well, a woman will grow furious over the disorder, and refuses to work until all is quiet and harmonious. Why ? She is patient and exacting, while he is indolent and indifferent, oftentimes. His mind is too often maldng other plans, perhaps it is daily engaged in the rise and fall of stocks; for many a man goes to the school-room only to draw his salary, while his real business is speculation and "stock- broking." If, then, women are the nalaral teachers, why should they not receive the pay given to men who utterly fail in these im- portant powers ?
Positive proof can be gained any day who are the real generals that marshal and train the thousands of boys and girls in our schools, with dignity, ease and success. Superiority of rank and pay is not demanded for lady teachers because they are ladies, but in common justice, for the work performed, the opportunity should be given such to win it who can and will.
Teaching is the highest rank of labor the majority of American women can follow. There are few disposed or fitted to go be- yond it. Outside of home it is her peculiar work, and no man with a sold will crowd her out of it. It is for the glory and good of America that so many of her pure-minded women can have this large field of noble labor opened to them, and every citizen should be jealous of her rights in it, for, like a protecting angel, she stfinds between the home and the i:)enitentiary. There is something in the monotonous routine of school life that has a tendency to make a man insipid, unreliable and -effeminate, while
1868.] The Salaries of Lady Teachers, 3
in a lady it has the oj)posite effect ; it develops her power of self-reliance, and makes her stronger, perhaps, masculine. Bnt which can the world best afford to have, the character of a woman made more positive and reliant, or the character of men made weaker? Surely, no thoughtful person can assert the latter. The pedagogue's chair is a good stepping-stone to something higher for men, and many a x^rofound statesman or divine has ascended above it with gloiy, while, if they had remained in it, they would have become fossilized " dough-heads."
But, there is a more humane view of this question, if justice cannot be gi-anted, and that is the equality of personal expenses in living. Traders and boarding-house keepers make no distinc- tions in their prices. A lady pays as much for board and wash- ing as a m.au, and as a rule the bills at the end of a month are heavier for a lady. How can she meet this equality of expense, if obliged to take for her supeiior labor the unequal pay ? It is well kno-^s'n that ladj^ teachers are expected to chess in better style than most laborers, even in the school-room, and male principals have even gone so far in their exacting prejudice as to recom- mend the dismissal of otherwise good teachers, simply because they did not dress elegantly enough to suit them; yet, such men can daily appear before our growing boys and girls with mouths reeking with tobacco, breath strong with liquor, and sometimes with language anything but refined. By what code of morals or justice such things can be sanctioned by a Christian and moral people, is past the comprehension of the writer of this. Were it not for an abiding faith that God reigns, and that He will make all things right, it would be a hopeless task for any soul to seek redress from wrong. No issue has ever been brought before the American people to settle that did not have concealed an evil ; and if this one shall be wiped out of existence in a noble and legitimate manner, it may save much political trouble and non- sense in the future. Perseus.
September, 1868.
A cuEious work has been published at Breslau, Prussia, gi^dng the result of an examination of the eyes of ten thousand and sixty school children. The proportion of short-sighted children was 17.1 per cent., or seventeen hundred and thirty among ten thousand and sixty. No village children were found to be shoit- sighted until they had been some time at school — at least half a year. There were, in proportion, four times as many short- sighted children in the town (Breslau) as in the country, and short-sightedness increased generally with the demands made upon the children. The author of the work attributes the evil in a great measure to the bad consti-uction of school benches, which force the children to read with their books close before their eyes, and mth their heads held downwards.
Tlie Ideal Teacher. [Oct.
THE IDEAL TEACHER.
Almost any country School Director can give a rough, but in- tensely vivid, picture of the teacher as he should be; and in this jiicture there are some true touches which stand brightly out from the mass, and appealing irresistibly to our. sense of truth and justice, carry conviction with them.
" We want the best !" says the Director; and his wisdom can- not be gainsaid, only it would come a little more gracefully from his lips if it were accompanied by the offer of a liberal salary. He does not reflect that a first-class teacher will consider his sixty dollars a month a beggarly offer, where men of equal or in- ferior education obtain ten times that amount; he does not con- sider that sixty dollars is poor interest on the expenses of the teacher's education. The often-despised parson and pedagogue are inferior to the doctor or lawyer only in rascality and cunning, and not always in those traits; yet, we never yet heard of coun- sellor s-at-law asking free passes or lower board; no indeed, they succeed too well without it. Alas, for Truth !
But, the country School Director does not think of all this; he says only: "We'll have the best," and, "We'll give sixty, and not a cent more." Too often, unfortunately, he gets it; for there are very many whose pride is strong, but w^hose necessity is stronger.
Who are the best ? The first-class teacher must have a thorough and complete education; thorough, because a child's respect for a teacher is lost the moment it sees him puzzled over a knotty point; and complete, because this gives him a power over his scholars which nothing can replace. This education should not be in books alone, for that teaching is the least successful and the least impressive in which the wings of knowledge are held down by a leaden weight of text-books.
Ask those who have long since abandoned the school-room, which made the deepest impression on their minds, those arbi- trary and ingenious problems which were marked by tear-wet pages, or those living illustrations which vivified and made beau- tiful the otherwise dr}^ botany lessons. Which is burned the deepest on the memory, the text-book problems, or the bright, life-like knowledge of the teacher, which never was, and never can be, bookish and wearisome. Yet, there are teachers, no more than grown up pupils really, who invariabty answer the eager questions of little learners with, "What does your book say?"
One of the necessary qualifications for a certificate is " a good moral character." This is usually translated by the Director to mean a man or woman who has professed religion; one who is a constant attendant at church, an earnest worker at prayer meet- ings, and a vigorous Sunday School teacher. And, after all, this would be no real proof of a good moral character, for we often
1868.] The Ideal Teacher.
find that the greatest rascals cover their deformities under the cloak of religious enthusiasm.
A teacher should no more be negatively good than he should be positively bad ; he should be subject to none of those smaller vices which children copy so much sooner than they do the smaller virtues. His influence for good should be felt rather than seen; and a prayer meeting with some ugly and aged crone is usually a surer proof of religion and goodness than is one with the shouting multitude.
A true teacher should be dignified; dignified, not cold or repel- ling; he should be warm-hearted, yet not heedless; vigilant and watchful, without seeming to be so. Particularly should he be quick of perception, for children luill commit sly infractions of the school-rules, which, if allowed to go unnoticed, will lead to others, and thus deal a lasting blow at good discipline. No teacher can watch a class or school safely; for that trait which children are taught to avoid in their intercourse with one another, will be considered particularly and intensely "mean," when discovered in a teacher. Yet, strangely contradictory though it may seem, they will copy it with an eagerness and persistency which forci- bly illustrates our fallen natures.
The teacher should have entire command over his temper. He should no more be brutal in the cause of justice than he should be lax in its enforcement, and should always remember that although " mercy tempers justice," that mercy alone can never discipline a school. That a teacher should ahcays speak gently and kindl}^, always present the same unruffled and amiable coun- tenance; that no vexation of mind, no impatience at stupidity, no anger at maliciously bad behavior, should ever appear to dis- turb the serenity of the school-room, I deny. The man who could maintain the same composed placidity under all the vary- ing experiences of a day or week in a school-room, I should put down as an indifferent dolt, totally incompetent to teach. Indif- ference on the part of the instructor betokens, surely, indiffer- ence on the part of the pupils; for there is a wonderful connec- tion between the minds of the latter and that of their master. Yet, this does not involve the other extreme, where teachers lose control of their tempers so completely as to sulk for an afternoon, and then dismiss their classes without the customary " Good night." The perfect teacher should choose the happy mean, which is a sort of fiery earnestness, well-controlled. He should have a vital interest in the mental, moral, and physical welfare of each and every pupil ; should develope individual tastes and leanings, and inculcate morals and manners by individual in- stances. He should have a knowledge of all that is True, a love of all that is Beautiful, and an aspiration for all that is Good. Above all, he should be of so liberal, pure and pious a mind that he can lead the children under his care upward to the throne of God, without knowing or caring whether they are Jews or
" What Becomes of Teachers. [Oct.
Christians, Catholic or Protestant. Why should he know or care, when his religion is upon so broad a basis that he can well teach it without following the joath of a sectarian ?
There are other qualifications insisted upon b}^ the Director which I should omit, and some which I have included, which he would rigorously condemn. His Ideal Teacher must be of the same party in politics; must be perfectlj^ satisfied with his posi- tion; must be above (or below) the slightest suspicion of being " stuck-up;" must consider his particular flock of children j^rod- igies; must be well-dressed always, and not too particular con- cerning his food and washing; above all, he must be a man ; therefore, I have used the masculine pronoun throughout this article, in respect to this opinion. He must "buckle to" the opinions and prejudices of each parent, and never ask an in- crease of salary. If he does happen to give satisfaction, woe unto him if he resigns his position; for he will, in that case, leave no shred of reputation behind him.
Claea Dolliver.
WHAT BECOMES OF TEACHERS?
In this country the average time spent by teachers in their em- ployment is very short. In other professions, this time is usually the entire period of life between early manhood and old age. It is seldom that a physician, lawyer or minister, abandons his profession till death or old age intervenes. This fact is observ- able in most human employments. A man becomes a mechanic or a tradesman, with the expectation of spending the greater part of his life in his chosen occupation. In teaching, however, the case is strikingly different. A very large proportion of those who are now in the schools of our State will, within a short time, be found in other employments. Comparatively few, even of those who are known as professional teachers, spend more than fifteen years in the school-room. It is pertinent to inquire, then, What becomes of the Teachers ?
He who examines the annual report of the State Superinten- dent, will j)robably learn, that at least seven thousand out of the nine thousand teachers in Michigan are women. It is not diffi- cult to form a probable conjecture as to what will soon become of a large proportion of these. If sensible, as most of them are likely to be, they will marry before they have taught a year on the average. We are now speaking of those who set out with a deliberate purpose to become teachers. It is no empty compli- ment to say of such, that they very readily find good husbands. Did not a certain Governor once take a colony of New England schoolma'ms to the West ? All along their line of travel we may find the proteges of Governor Slade, once teachers, now loved and honored housewives. Of ninety per cent, of lady teachers it may be said, with truthful brevity, they marry. Now, we may
1868.] What Becomes of Teachers. 7
ask, ' ' What becomes of the men ?" Has any one failed to ob- serve how large a proportion of professional men have been teachers ? It is safer to assume in conversation that clergymen were once teachers, than to accost a Celt as Patrick or Michael. In either case, it is safe to anticipate a response. Probably one half of all the men who are teaching in Michigan to-day, design to enter the profession of law, medicine or theology. Teaching- accords with the tastes of such, affords some leisure for study, and, withal, is a ready way of raising funds for an ulterior ob- ject. Of the other one half, a comparatively large number will teach for only a few terms, and will then settle down to some manual employment. Only a small per cent, of the whole num- ber design to teach permanently; and even a large proportion of these are forced by one circumstance or another to engage in some other vocation. Practically, therefore, teaching is not a profession ; it can scarcely be called an employment. It is merely an avocation — a halting place on the road to some coveted destination.
The next query is. Why is this so ? To a great degree this state of things involves its own continuance. Paradoxical as it may seem, teaching is not a profession, because men do not devote their lives and talents to it ; and men do not do this because teaching is not a profession. The two motives which induce men to enter a profession are philantliropy and money. The motive is sometimes a mixed one, but as matters now stand it would seem that these two elements are inversely proportional, the field offer- ing the best facilities for one, being barren of opportunities for the other. No one thinks of becoming a lawyer for the good he may do mankind, and the clergj^man who expects to receive more than a competence, is visionary to the last degree. What is the nature of the teacher's motive ? So far as those are concerned who look directly toward another calling, an answer is scarcely required. They seldom look beyond the salary which shall en- able them to reach a desired position. But there are others who teach from choice, and are looking towards an ulterior object These are they who constitute the jorofession of teaching, if in- deed, there be such a profession. It is with reference to these that we ask, why they do not continue to teach. If we mistake not, there are two causes which have a direct and constant ten- dency to induce teachers to abandon their profession.
We do not live in Patriarchal times, when men led a nomadic life, to-day pitching their tents beside some water-course, and to- morrow journeying toward another camping ground. Men have ceased to be sojourners, and eagerly fix upon some spot where they may have a home, a sacred spot, around which the hand of affection gathers whatever maj' minister to the wants and long- ings of the human soul. When the Trojan women left their burning city, they embraced the door-posts of their houses as a last token of their veneration for homes made sacred by alternate
8 What Becomes of Teachers. [Oct.
triumph and disaster — by social joys and the presence of the Penates. There is a profound and controlling sentiment in the human heart, which causes us to long for fixed habitations where we may continue to enjoy the society of those we love — where we may rest under the shade of the trees we have planted, and where at last we may rest from our labors. The love of home is the universal inspiration of the world's toilers. We are content to labor and to suffer, if only we may be soothed and refreshed by the sacred consolations of our home. Here the worries of life do not intrude; here envious tongues are silent; here misrepre- sentation does not seek her victim. What advantages for the gratification of this sentiment does the teacher's life afford ? In a majority of cases such a home as his tastes require is an impos- sibility. A house and grounds, books and pictures, presuppose an adequate income, such as not one teacher in fifty receives. This is not the place to inquire why this is so; but it is sufficient for the present purpose to state the fact which is patent to all. It is not true that teachers are chiefly, or even largely, influenced by the mere question of salary; and yet, in these days of high prices, it is necessary to look very carefully to one's resources. One of the causes which draw teachers into business or into the practice of other professions, is the certainty of a more liberal compensation. The education, industry and tact necessary to successfully administer the affairs of a public school, would, if devoted to other pursuits, yield a generous income.
But, even granting that a teacher may be able to have a home as the result of his labors, what is the influence of the certainty that he can enjoy it but for a brief period ? The position of the teacher in this respect is anomalous. To every active citizen of this world there is a constant liability to run counter to the feel- ings, wishes or interests of those with whom he has to do. Men's sentiments with respect to duty and propriety are infinitely varied ; and each one 'is subject to criticisms as varied as the phases of human character. In the voyage of life there is not merely a single Scylla and Charybdis, but every inch of progress is made hazardous by confronting dangers. Our liability to in- cur censure is increased by the multiplied relations in which we stand to others. Law presupposes relations, and the solitary dweller in a wilderness is free to do as he chooses, save only with respect to his Creator. A single companion would at once place him within the reign of human law, and as the community should successively add to its members, individual relations and respon- sibilities would be correspondingly multiplied. This same prin- ciple obtains in schools. The number of pupils determines the relations which they sustain to each other and to their teacher. Through each pupil the teacher is brought into relations with a family, and through successive families with a whole community. What is the nature of these relations ? It is one of instruction and also of discipline. What is to be taught, when taught, and
1868.] What Becomes of Teachers. 9
how taught, are each questions which admit of widely different views. And then, as to discipline, it is hard to conceive of a matter involving such delicate and weighty issues. In every com- munity there are those who object to eveiy species of punishment; others sanction corporal punishment, but do not agree as to the occasion, mode or degree. In all these respects the teacher must act with some uniformity. All must be taught upon the same general plan, and for the same offence one cannot be whipped and the other dismissed with a pious admonition to do so no more. Upon these accounts, as well as upon others which will suggest themselves, the teacher stands in most intimate and varied relations, not only to his pupils, but to the community in which , he lives; and by reason of this, his every act is subject to the most varied interpretation. So far, the teacher's position does not differ in kind from that of other persons; but another fact makes it peculiarly critical. Suppose all persons were obliged to employ a physician who had been hired at a fixed salary. Among his patients are believers in allopathy, homoeopathy, hy- dropathy, etc., etc. Imagine, if possible, the occasions, real or supposed, which might induce a criticism upon his professional course. How long would one hold such a position, dependent upon the will of a community ? In what essential respect does this differ from the teacher's position ? The second cause which affects the continuance of teachers in their profession is the cer- tainty that they cannot enjoy a permanent home. Multitudes are content to labor for a mere sustenance ; but few are willing to always forego the enjoyments of a real home. Under the pres- ent system of education this state of things is unavoidable. A clear understanding of the difficulties which lie in the way of the teacher, and a catholic charity for the imperfections incident to humanity, will modify, but cannot altogether change, this feature of the teacher's life.
Having thus attempted to show what becomes of teachers, and why they abandon their profession, we are led to inquire into the effects produced by this state of things. Education, the most comprehensive of all sciences, and the one which directly in- volves the nearest interests of humanity, is to-day in a rude state, having no well digested system of practice, and but few clearly defined principles. Eational practice is scarcely dreamed of. Empiricism is master of the field. How have other sciences grown to their present state ? As history is the essence of innu- merable biographies, so each science is the aggregate net result of individual discoveries in a particular field of investigation. The present generation of chemists received by inheritance the discoveries of all who preceded them; and they will transmit to their successors all this, and in addition whatever new truths they have themselves discovered. In the historical development of each science tw^o things are essential, an acquaintance with all the facts previously discovered and a zealous search after new
10 Thomas Arnold. as a Teacher. [Oct.
truths. How is it witli educational science ? Recall the names of all who have devoted themselves to this subject. The list is a very short one. Name those who have stood forth prominently, even for a short time, as noted teachers, and have made valuable contributions to this science. The number is but little larger. Name the books which bear directly upon the subject of educa- tion. In the next place, how many teachers of to-day first learned all the great facts which have been discovered in this de- partment, before entering upon the duties of their professions ? The answers to these questions are obvious, and the facts which they disclose may be traced directlj^ to a sufficient cause — the lack of permanent devotion to the pursuit of teaching. "When men in sufficient numbers choose teaching as a permanent em- ployment, and carry into their work a spirit of scientific inquir}", there will be substantial and noticeable progress in the science and art of teaching. But, before this can be done, there must be a radical change in educational systems. What the coming sys- tem shall be, is the great social problem of the age. — Michigan Teacher.
THOMAS ARNOLD AS A TEACHER?
His whole method was founded on the principle of awakening the intellect of every individual boy. Hence, it was his practice to teach hj questioning. As a general rule, he never gave infor- mation except as a kind of reward for an answer, and often with- held it altogether, or checked himself in the very act of uttering it, from a sense that those whom he was addressing had not suf- ficient interest or sympathy to entitle them to receive it. His explanations were as short as possible — enough to dispose of the difficulty and no more; and his questions were of a kind to call the attention of the boys to the real point of every subject and to disclose to them the exact boundaries of what they knew or did not know. "With, regard to younger boys, he said, "It is a great mistake to think that they should underdand all they learn; for God has ordered that in youth the memory' should act vigor- ously, independent of the understanding — whereas a man can not usually recollect a thing unless he understands it. " But, in proportion to their advance in the school, he tried to cultivate in them a habit not only of collecting facts, but of expressing them- selves with facility, and of understanding the principles on which their facts rested. "You come here," he said, "not to read, but to learn how to read ;" and thus the greater part of his in- structions were interwoven with the processes of their own minds: there was a continual reference to their thoughts, an acknowl- edgment that, so far as their information and i-)ower of reasoning could take them, they ought to have an opinion of their own. He was evidently working not for but with the form, as if they
1868.] Thomas Arnold as a Teacher. 11
were equally interested with himself in making out the meaning of the passage before them. His object was to set them right, not by correcting them at once, but either by gradually helping them on to a true answer, or b}^ making the answers of the more advanced part of the form serve as a medium through w^hich his instruction might be communicated to the less advanced. Such a system he thought valuable alike to both classes of boys. To those w4io by natural quickness or greater experience of his teaching were more able to understand his instructions, it con- firmed the sense of the responsible position which they held in the school, intellectually as well as morally. To a boy less ready or less accustomed to it, it gave precisely what he conceived that such a character required. "He wants this," to use his own words, " and he w^ants it daily — not only to interest and excite him, but to digi:)el what is very apt to grow around a lonely reader not constantly questioned — a haze of indistinctness as to con- sciousness of his own knowledge or ignorance; he takes a vague impression for a definite one, an imperfect notion for one that is full and complete, and in this way he is continually deceiving himself. "
Intellectually, as well as morally, he felt that the teacher ought himself to be perpetually learning, and so constantly above the level of his scholars. "I am sure," he said, speaking of his pupils at Laleham, "that I do not judge of them or expect of them as I should if I were not taking pains to improve my own mind." For this reason he maintained that no schoolmaster ought to remain at his post much more than fourteen or fifteen years, lest, by that time, he should have fallen behind the scholarship of the age; and by his own reading and literarj^ works he endeavored constantly to act upon this principle him- self. " For nineteen out of twenty boys," he said once to Arch- bishop Ys'hately, in speaking of the importance not only of in- formation but of real ability in assistant-masters, (and his remark, of course, applied still more to the station which he occupied himself,) " ordinary men may be quite sufficient; but the twen- tieth, the boy of real talents, who is more important than the others, is liable to suffer injury from not being early placed un- der the training of one whom he can, on close inspection, look ujD to as his superior in something besides mere knov/ledge. " The dangers," he observed, " are of various kinds. One boy may acquire a contempt for the information itself, which he sees possessed by a man whom he feels nevertheless to be far below him. Another will fancy himself as much above nearly all the world as he feels he is above his own tutor, and will become self-sufficient and scornful, A third will believe it to be his duty, as a point of humility, to bring himself down intellectually to a level with one whom he feels bound to reverence; and thus there have been instances where the veneration of a young man of abil- ity for a teacher of small powers has been like a mill-stone round the neck of an eagle. " — Stanley's Biography.
12 The Best Way to Teach. [Oct.
The Best Way to Teach. — It was once said b}^ tlie French philosoi^lier Diderot, " that the best way to educate a child is to tell stories, and' let it tell stories to you." There is so much true philosophy in this remark, we will extend it a little. There is a school-room education, and an ambulating or walking education; the one is obtained out of the book on the bench; the other from walking among and talking of things. And we believe that this outdoor instruction has been too much neglected; having been conducted on the principle of looking out of the window at things, instead of visiting objects and learning their properties and uses. The student, for example, looking out of his college window at a horse, can give five or six names to the animal; one in Latin, one in Greek, another in German, and then the French name, etc. The stable boy can give but one name; yet, which knows the most of the properties, nature, disposition and uses of the horse ? Education consists too much in merely naming things, when it should relate more to their properties and uses. It should connect words with ideas, and ideas, as much as the nature of the subject will allow of, with objects. If we instruct children orally, while visiting nature, words, ideas and objects will naturally be more in connection with each other than the school-room lesson can make them. And the teacher should take occasion to instruct in the fields, in ship yards, in the crowded streets, and in the pathway of canals and railroads. He should talk on all these subjects, and elicit from the children their own impressions, inquiries and reflections. He should talk and walk, and let the children talk and walk more, in the process of education than has been the practice with the major- ity of instructors.
• ♦ •
Parents and Children. — Dr. Wayland, in his work on Moral Science, makes use of a remark capable of much wider applica- tion than he has given it : "A parent w^ho assiduously follows his children throughout the various steps of their education will find his own knowledge increased, and his own education carried forward vastly beyond what he would have conceived possible. There are few things which a child ought to learn from the study of which an adult will not derive great advantage, especially if he goes through the process of simplification and analysis, which is so necessary to communicate knowledge to the young. A pa- rent's superiority cannot be retained, if, as soon as he enters upon active business, he desist from all effort after intellectual cultivation, and surrenders himself a slave to physical labor, while he devotes his child to mere mental cultivation, and thus renders intellectual intercourse between himself and his children impossible. "
The Pennsylvania State Library has thirty thousand five hun- dred volumes.
1868.] The Grandest Invention. 13
THE G-RANDEST INVENTION.
[Extract from the Address of Hon. Neavton Booth, at tlie opening of tlic Sixth Annual Fair of the Mechanics' Institute of San Francisco.]
There are also two devices or inyentions which are, humanly speaking, perfect. One is that of the Arabic numerals, and the method of decimation, by which the ten simple figures the school- boy scrawls upon his slate can be made to express every^thing the mind can conceive in numbers, reaching upward toward the in- finite, and downward toward the infinitessimal. The other is the invention of the alphabet, by which twenty-six characters have become the factors of all human intelligence, bearing from gen- eration to generation the thoughts and wisdom, and learning of men; have become the world's memory, permitting nothing to perish that is worthy to survive; an invention so difficult to con- ceive, so simple in use, so grand and complete, that the world had better lose all other arts combined than to forget its A, B, C's. Sometimes I have thought of them as of twenty-six sol- diers that set out to conquer the world. That A was an archer, and B was a bugler, and C was a corporal, and D was a drum- mer, and E was an ensign, and F was a fifer, and G was a gun- ner, down to Z, who was a zouave; and these twenty-six drill- sergeants have subdued the kingdoms of the earth and of the air; taken possession of the realms of thought and founded a repub- lic of which the wise and noble of all times are citizens and con- temporaries; where there is neither death nor forgetfulness — the imperial republic of letters. Again, I have thought of them as of a telegraphic cable laid beneath the waters of time, safe from disturbing storm and tempest — so short, the child's primer will contain it — so long it connects the remotest ages with the pres- ent, and will stretch to the "last sjdlable of recorded time." We pride ourselves on the successful laying of the Atlantic Cable as the crowning achievement of human invention; but here is a cable that speaks not in broken, doubtful, and sibylline utterance, but charged with the whole spiritual power of all human intelli- gence, with a circuit reaching through all time, connecting all brains and all hearts in its network, and certain to carry eveiy message worthy to go there to the last man who shall live on earth.
Here is an invention so simple that the child learns its .use while playing with his blocks; so grand that all generations can not exhaust its capabilities; so perfect that no age will be able to add to or take from it. In the invention of letters man arose near- est to creatine power. In other inventions he has dealt with ma- terial substanfce, with tangible things; in letters he created from nothing forms into which he himself could breathe the spirit of life, the immortal soul of power, and eloquence, and beauty.
14 Ohject-Lessons for Small Children. [Oct.
In letters the mind lias reached the highest heaven of inven- tion; in literature and the fine arts it has touched the boundaries of its power, and knows where the horizon meets the earth ; but in science and the mechanical arts there will be no limit to im- provement while nature has one secret unrevealed, one force un- appropriated. In those grand domains there " is ample scope and verge enough " for the thought, investigation, and skill of all generations to come, and the work of each generation will be but the scaffolding on which the next shall stand, building ever toward a sky that recedes as it is approached. ^
OBJECT-LESSONS FOR SMALL CHILDREN. NAILS SEVENTH AND EIGHTH GRADES.
"Wliat is this which I hold in my hand ? It is a nail.
Can any one tell me of what nails are made ? Of iron.
And what is iron ? It is a metal.
Where is it found ; and to which of the three great kingdoms does it belong ? It is dug out of the ground, and it belongs to the mineral kingdom.
Are nails made of pure iron ? No, pure iron is soft and white, and is never found in nature; it can be procured only by some chemical process which you cannot understand.
How are nails made ? The iron is first cut up by machinery into rods; then one end of each rod is heated red hot, and ham- mered into a point, for iron, when very hot, is quite soft, and may be beaten into any shape. The other end of the rod is ham- mered into the hole of a steel instrument called a bore, and this makes the head.
What are nails used for ? For fastening boards together in building houses, sidewalks, in making furniture, and a great many things.
Why is it that when we drive a nail into a piece of wood, we cannot draw it out again? Ah! that you don't know. Well, it is because the nail, although it looks quite smooth to us, is really covered with little points or projections, and these fasten them- selves in the wood so that we cannot draw out the nail.
I have told you, that when hot, the iron of which nails are made may be hammered into any shape. What is said of such a substance ? It is said to be malleable.
Then nails are malleable. What else can you say about nails ? They are hard and opaque.
Now take this nail in your hand, and tell me what you can find out about it ? It is heavy and cold.
If you should put a nail into a very hot fire you would find that it would melt after awhile; what does that show? . That it is fusible.
1868.] Object-Lessons for Small Children. 15
When hot, too, it may be drawn out into wire, and when sub- stances may be drawn out into wire they are said to be ductile. Now, tell me all that you can about nails. First, the parts; then the qualities; and then the uses.
Pai^t^ — Point, shank and head.
Qualities — Metal, hard, cold, opaque, heavy, fusible, malleable and ductile.
Uses — To fasten pieces of wood and other substances to- gether.
BLUE. TENTH aRADE.
Is blue a primary or secondary color ? Primary.
What blue is called the standard blue; and why is it taken as the standard ? Ultramarine blue ; because it is the bluest of the blues.
What names do we apply to blues lighter than the standard ? Tints of blue.
What do we call blues darker than the standard ? Shades of blue.
What blue is the darkest; and what the lightest? Indigo is the darkest; light blue the lightest.
Uses — Used in painting and in dyeing.
BEEAD. NINTH AND TENTH GR.\DES.
What is this substance ? Bread.
What kind of a substance is it ? Solid.
What can you observe by the sense of sight ? That it is full of small holes.
What do vv^e call these holes; and what do we say of the bread ? Pores; and that it is porous.
If bread was wet what would be said of it ? It is absorbent.
What can be said of the crust; and what is the inner part of the bread called? The crust is hard; the inner part is called the crumb.
What can be observed by the sense of taste ? It is wholesome, edible.
What can we observe of the crust by the sense of feeling ? It is brittle.
What color is the crust, and w^hat color the crumb ? The crust is brown; the crumb, yellowish white.
What quality does the crumb possess, when new ? It is soft.
Of what is bread made ; and of what use ? Bread is made of flour, salt, water, yeast, and milk; its use, to nourish.
Pai'ts — Crust, crumb, flour, water, salt, yeast, milk.
Qualities — Porous, absorbent, solid, opaque, wholesome, edi- ble; the crust is hard, brittle, brown; crumb — yellowish white; soft, v/hen new.
Uses — To nourish.
16 Notes of a Vacation Trip to Hawaii. [Oct.
NOTES OF A VACATION TRIP TO HAWAII.
CONCERNING VACATION.
There are some children — few, and far between, thank Hea- ven ! — that declare they do not want vacation. These, how^ever, are abnormal creatures, precious fledglings, who will doubtless die in their ninth year, and have wonderful biographies written about their grace and sanctity — saints, who, like Edward the Sixth, are all very well for Sunday-school models, but who might have grown up to be egregious nuisances in this rough, practical world of ours.
Has any one yet ever met a teacher that did not want vaca- tion ? If such a freak of nature could be found, the thing would be at heart a fossil or an oyster — a full-grown, well-developed, specimen of the genus Hypocrite, or Prig, illustrated by such far-famed personages as the Messrs. Gradgrind and Squeers.
It is a truism that the brain, like the muscle, requires rest. Blue skies, soft summer winds, waves on quiet beaches, and the "tide of leafy greenery " of shadowy woods, mean to us more than fair pictures. They loosen the tension of tired thought, give strength to the exhausted frame, and send us back stronger, healthier, happier.
In this summer of " sixty-eight," two of us — w^earied with a years' hard work — left our school-room, and joined a small party for the Hawaiian Islands.
THE VOYAGE.
To those that go down to the sea in ships there come prelimi- nary experiences that take out all the roseate tinges of imagina- tion, and over which it is best to draw the veil of forgetfulness.
Stretched out on a shelf in your state-room, tossing on the wide Pacific, your nasal organ attacked by a conglomeration of ever}^ imaginable smell, sensation resolves itself into an ardent desire — to die, and be at rest.
In less than a week you completely change your mind. You find that life has a great many charms left, even at sea, and that " rocked in the cradle of the deep " is not quite the inane satire you voted it a few days before. Veiy soon, the compound of villainous smells singularly disappear, and you find yourself dis- cussing the well-covered cabin table, at meal-hours, with dili- gence and punctuality, having had, in its widest sense, the ' * smart sea-sickness " Dr. Johnson so strongly recommended to the traveler.
Steadily blow the "trades," and pleasantly pass the days. The passengers are far beyond the stereotyped class one meets on ordinary routes. Kepresentatives from many lands — cultured, traveled, intelligent people — whose society, anywhere, always
1868.] Notes of a Vaccdion Trip to Haiuaii. 17
possesses that indescribable charm that intellect and culture only give.
Long conversations and breezy discussions ensue on travel, countries, religion, pictures, people and books. Dickens and Thackeray have each their warm partisans — oddly enough, the ladies stand strong for the great satirist. Ruskin, and modern art; Carlyle and Hero worship; Walter Scott and Muhlbach; the beneficial or detrimental effects of the historical novel; are among the toj)ics. Then, very noisy games of " grab," and very talka- tive rubbers of whist, which would have driven Charles Lamb's dear old Sarah Battles to distraction; with, occasionally, a gen- eral settling up of the political affairs of the world — not to speak of breakfast, lunch, dinner, and supper, kept us so well employed that the days flew fast as the "trades."
And, then, the delicious languor of the mid-ocean calms ! From horizon to horizon, the vast sea lies stilled into one deep dream of Peace. The soft, cumulose clouds of these latitudes, massed against the wonderfully gradated skies, would give a ma- rine painter material for a life-time. The ultramarine of the waves w^as such as we never see, and far finer than we had ex- pected to find so far from land. Not a vestige of the great, busy, fevered world we had left; only the lazy, large, brown albatross, floating in our wake. Is there anything more delightful than this idle, dreamy, aimless, floating life, for the over- wrought brain- worker ? One understands what Tennyson felt, when he wrote his Lotus-Eaters. The softest breeze just ripples the surface and touches your cheek. What an easy nonchalance one feels for the petty cares, the small bickerings, the trifling aims of society at large ! Meanwhile, the delicious dreamland hours are stealing back to us fresh health and energy, and, with them, noble reso- lutions for doing bravely the work that every man and woman of us that is not a drone or a shirk finds his or her portion in life. So, the days come and go, and all too soon we find ourselves in
HILO BAY.
A beautiful bay it is, with its green uplands backed by the snoAv;^^ peaks of Mauna Loa and Mauna Leea. The foreground is a semi-circle of tropical foliage, through which are seen pic- turesque churches and quaint dwellings. Groves of cocoa-nuts line the beach, under which are clustered the grass huts of the natives, whose owners, one and all, are out on the beach watch- ing us. The white surf is breaking in dazzling spray across the coral reefs that skirt the shore, and the sunset flings gorgeous dyes on ocean, hill, cliff' and gorge. Truly, it is a picture painted in nature's choicest coloring. We, who are used to colder land- scapes, to pale-blue skies and neutral tinted hills, gaze on this lavish expenditure of color, light and beauty, and are filled with astonished delight.
18 Notes of a Vacation Trip to Hawaii. [Oct.
THE NATIVES.
The next day being Sunday, we went to the native church. The church was quite full, and our party, it is needless to say, were the "observed of all observers. " The costumes were many, and varied; those of no modern Paris modiste could excel them in strange incongruity. Of toilet articles, rancid cocoa-nut oil seemed in greatest favor. Gloves were scarce, shoes ditto; but feathers, flowers and ribbons flourished in profusion. Young beaux were there, with stylish suits of white canvas, or cotton cloth, and scarlet and yellow blossoms twined about their hats, with colored handkerchiefs floating rakishly from their pockets, Lahola flowers in their button holes, and finishing ofT with bare feet. Dusky maidens were grouped together, with flower neck- laces about their necks; their long black hair hanging loose, their wrists ornamented with shell bracelets. These girls are not pretty, but they have kindly, soft, dark eyes, and beautifully formed hands and feet. Indeed, from Kanaka women we re- ceived constant and kindliest attention; all travelers say this of them, although their indolence is proverbial. Their occupation through life consists of eating, sleeping and talking. Their hus- bands are as complete slaves to them as a modern Benedict is to his fashionable wife. The}'' have, however, this advantage over their white, useless sister — that they possess good health, and are far more harmless.
The old people do not readily take to a civilized costume. The women all wear the Holokoa, a garment made with a loose skirt gathered on a yoke and falling loosely about them. This is of every possible color, and, when made of white muslin, is veiy pretty.
The sermon was in Hawaiian, by a native preacher. It was very long, and the hot sun poured in fiery lines across the seats. The people listened with edifying attention; only a few of the children, after they had exhausted the novelty of their pale-faced visitors, indulged in surreptitiously playing the game of *'put your finger in the crow's nest; the crow is not at home." The crow was at home, however, in the shape of a brawny native Sunday school teacher, who very unceremoniously rapped the small, brown hands into quiet. The music was well worth hear- ing; the native voices sang the old-fashioned hymns with a sweet pathos. A white woman sat in a group of natives near the pul- pit. Her face was worn, and had what Charlotte Bronte calls the over-worked look of a teacher on it. It was a pleasant face, withal, and told one that its owner's life, in its teachings of civi- lization, had grown nobler through its experience of self-denial and sacrifice. It was the same lady of whom Wilkes speaks; an unpretending, brave little woman, who has done as much as any other in the world to 00X17611; and civilize the savages of Hawaii.
A San Franciscan.
1868.] Concentrated Progress of the World. 19
CONCENTRATED PROGRESS OF THE WORLD.
Few phenomena are more remarkable, yet few have been less remarked, than the degree in which material civilization — the progress of mankind in all those contrivances which oil the wheels and promote the comfort of daily life — has been concen- trated into the last half century. It is not too much to say, that in these respects more has been done, richer and more. prolific discoveries have been made, grander achievements have been re- alized, in the course of the fifty years of our own lifetime than in all the previous lifetime of the race, since states, nations, poli- tics, such as history makes us acquainted with, have had their being. In some points, no doubt, the opposite of this is true. In speculative philosophy, in poetry, in the arts of sculpture and painting, in the perfection and niceties of language, we can scarcely be said to have made any advance for upward of tw^o thousand years. Probably no instrument of thought and expres- sion has been, or ever will be, more perfect than Greek or San- scrit; no poet will surpass Homer or Sophocles ; no thinker dive deeper than Plato or Pythagoras; no sculptor produce more glo- rious marble conceptions than Phidias or Praxiteles. It may well be, that David and Confucius and Pericles were clothed as richly and comfortably as George III, or Louis XVIII, and far more becomingly. There is every reason to believe, that the dwellings of the rich and great among the Romans, Greeks and Babylo- nians were as luxurious and well appointed as our own, as well as incomparably more gorgeous and enduring. It is certain, that the palaces belonging to the nobles and monarchs of the Middle Ages — to say nothing of abbeys, minsters and temples — were, in nearly all respects, equal to those erected in the present day, and, in some important points, far superior. But in how many other equally significant and valuable particulars has the progress of the world been not only concentrated into these latter days, but singularly spasmodic in its previous march ?
Take two of the most remarkable inventions of ajl time, both of comparatively modern date — gunpowder and printing. One is four, the other five, centuries old. How infinitesimal the dif- ference between the fire-arms of the year 1400 and the year 1800 ! The ''Brown Bess," the field guns, and the carronades with which Nelson and Wellington and Napoleon w^on their victories, when we were young, were superior in little, except readiness, to the matchlocks and the cannon with which the Barons of the Middle Ages fought out their contests, as soon as they had dis- carded the bows and arrows which had sufficed for mankind from the days of Thermopylae, and earlier, to the days of Agincourt, and later. But now contrast the progress since 1840 with the progress of the previous five hundred years. Compare the needle-gun of Sadowa, or the Chassepot rifle of Montana, or the Enfield of our own troops, or even the Minie of Inkerman, with
20 Concentrated Prdgress of the World. [Oct.
the common musket which the veteran pedants of the Duke of WeUington's army could scarcely be persuaded to discard. Com- pare the Armstrong, the Blakesley or the Whitworth ordnance of to-day — with their almost boundless calibre, their terrible projec- tiles, their marvelous precision, and their three-mile range — with the round shot or shell fired from the field-pieces which laattered Badajoz and St. Sebastian. It is probable, that within fifty years from the first application of gunpowder to war, the desti-uctive power of the fire-arms then invented was nearly as great as that of those used in the reign of Napoleon. It is probable, that we are now within far less than fifty years of the furthest point to which the conditions of matter will permit that destructive power to be carried.
Then, as to printing. The books printed within five and twenty years after the first use of movable types were as clear, as per- fect, as beautiful specimens of typography as any that were pro- duced five and twenty years ago. A little more rapidity and a great deal more cheapness make up, perhaps, the sum total of the improvements in the typographic art between the time of Caxton and the time of Spottiswoode. But within the memory of those still young the wonderful art of rapid stereotyping has been introduced; and to this alone it is owing that newspapers are able to supply the demands of their hundred thousand readers. It would be, of course, impossible to compose more than one set of ij-pes within the very few hours allowed for the ; supply of each day's demand. It would be equally impossible to print off from that one set more than an eighth or a tenth part .of the number of the copies which the leading papers are re- quired to furnish within three or four hours. But, by casting from the first composed types as soon as completed, any number of fac-simile blocks can be produced, and from these, by the help of circular machines, an indefinite number of impressions can be struck off in an almost incredibly short space of time. Twelve thousand copies an hour, and even more, can, we believe, be -easily produced by each machine. The multiplication thus ren- dered feasible is practically almost unlimited.
But it is in the three momentous matters of light, locomotion and communication, that the progress effected in this generation contrasts most surprisingly with the aggregate of the progTess effected in all previous generations put together since the earli- est dawn of authentic history. The lamps and torches which illuminated Belshazzar's feast were probably just as brilliant, and framed out of nearly the same materials, as those which shone upon the splendid /etes of Versailles, when Marie Antoin- ette presided over them, or those of the Tuilleries during the im- perial magnificence of the first Napoleon. Pine wood, oil, and perhaps wax, lighted the banquet halls of the wealthiest nobles alike in the eighteenth century before Christ and in the eight- eenth century after Christ. There was little difference, except
1868.] Concentrated Progress of the World. 21
in finish of workmansliip and elegance of design — litile, if any, advance, we mean in the illuminating power, or in the source whence that power was drawn — betw^een the lamps used in the days of the Pyramids, the days of the Coliseum, and the days of Kensington Palace, fifty years ago ; that is, we burnt the same articles, and got about the same amount of light from them, as we did five thousand years ago. Now, we use gas, of which each burner is equal to fifteen or twenty candles; and, when we wish for more, can have recourse to the electric light or analogous in- ventions, which are fifty-fold more brilliant and far-reaching than even the best gas. The streets of cities, which from the days of Pharaoh to those of Voltaire were dim and gloomy, even where not w^holly unlighted, now blaze everywhere (except in London) with something of the brilliancy of moonlight. In a word, all the advance that has been made in these respects has been made since many of us were children. We remember light as it was in the days of Solomon ; we t^ee it as Drummond and Faraday have made it.
The same thing may be said of locomotion. Nimrod and Noah traveled just in the same way, and just at the same rate as Thomas Assheton Smith and Mr. Coke, of Norfolk. The chariots of the Olympic Games went just as fast as the chariots that con- veyed our nobles to the Derby, ' ' in our hot youth, while George the Third was King. " When Abraham wanted to send a mes- sage to Lot, he dispatched a man on horseback, who galloped twelve miles an hour. When our fathers wanted to send a mes- sage to their nephews, they could do no better, and go no quicker. When we were young, if w^e wished to travel from London to Edinburg, we thought ourselves lucky if we could average eight miles an hour — ^just as Robert Bruce might have done. Now, in our old age, we feel ourselves aggrieved if we do not average forty miles. Everything that has been done in this line since the world began — everj^hing, perhaps, that the capa- cities of matter, and the conditions of the human frame will ever allow to be done — has been done since we were boys. The same at sea. Probably, when the wind was favorable, Ulysses, who was a bold and skillful navigator, sailed as fast as a Datch mer- chantman of the year 1800, nearly as fast at times as an Ameri- can yacht or clipper of our father's day. Now, we steam twelve and fifteen miles an hour vrith wonderful regularity, whether wind and tide be favorable or not — nor is it likely that we shall ever be able to go much faster.
But the progess in the means of communication is the most remarkable of all. In this respect Mr. Pitt was no better off than Pericles or Agamemnon. If Euth had wished to write to Naomi, or David to send a word of love to Jonathan when he was a hundred miles away, they could not possibly have done it under twelve hours. Nor could we to our own friends thirty years ago. In 1868, the humblest citizen of Great Britain can send such a message, not a hundred miles, but a thousand, in twelve minutes. — The London Spectator.
22 Twenty Years Ago, [Oc5T.
r
O E T R Y.
TWENTY YEARS AGO.
BY "FKEDEEICK."
From the St. Louis Organ, of November 5tli, 1845.
[The soft and exquisite beauty of the lines above entitled will be appreciated by most of our readers. They belong to that rare class of poems which, once read,* haunt the imagination with a perpetual charm. A more natural expression of true, solemn feeling than that contained in the closing stanza is seldom found. ]
I've wandered to the village, Tom; I've sat beneath the tree, Upon the school-house play ground, which sheltered you and me ; But none were there to greet me, Tom; and few were left to know, That played with us upon the green, some twenty years ago.
The grass is just as green, Tom ; bare-footed boys at play.
Were sporting just as we did then, with spirits just as gay,
But the "Master " sleeps upon the hill, which, coated o'er with snow,
Afforded us a sliding place, just twenty years ago.
The old school-house is altered now; the benches are replaced By new ones, very like the same our penknives had once defaced; But the same old bricks are in the wall, the bell swings to and fro, Its music's just the same, dear Tom, 'twas twenty years ago—
The boys were playing some old game, beneath that same old tree; I have forgot the name just now — you've played the same with me. On that same spot; 'twas played with knives, by throwing so-and-so; The loser had a task to do — there, twenty years ago.
The river's running just as still; the willows on its side
Are larger than they were, Tom ; the stream appears less wdde —
But the grape-vine swing is ruined now, where once we played the beau,
And swung our sweethearts —pretty girls — ^just twenty years ago.
The spring that bubbled 'neath the hill, close by the spreading beech, Is very low — 'twas so high that we could almost reach. And, kneeling down to get a drink, dear Tom, I started so. To see how sadly I am changed, since twenty years ago.
Near by the spring, upon an elm, you know I cut your name. Your sweetheart's just beneath, Tom, and you did mine the same; Some heartless wretch has pealed the bark, 'twas dying sure but slow. Just as that one, whose name you cut, died, twenty years ago.
My lids have long been dry, Tom, but tears came to my eyes, I thought of her I loved so well, those early broken ties ; I visited the old church-yard, and took some flowers to strew Upon the graves of those we loved, some twenty years ago.
Some are in the church-yard laid — some sleep beneath the sea ; But few are left of our old class, excepting you and me ; And when our time shall come, Tom, and we are called to go, I hope they'll lay us where we played — ^just twenty years ago.
Department of Public Instruction, official journeying-s.
MONTEKEY AND SANTA CRUZ COUNTIES.
In response to in\dtations from SujJerintendents Makinney and Clay, I attended a joint Teachers' Institute for Santa Cruz and Monterey counties, held at Watsonville, commencing August 5th, and continuing three days. The occasion was one of marked interest, and attended with many gratifying fea- tures. A survey of the material composing the Institute convinced me that the Public Schools of Santa Cruz and Monterey are in good hands. The pub- lic school-house, in which the Institute held its sessions, is a large and com- fortable building, not equal to the new school-house in San Jose, but very creditable to the citizens of Watsonville. The debates were animated and able, spiced just a Httle with good-natured personality, which sometimes nearly transcended the boundary which divides piquancy from oflfensiveness. The essays and illustrations of methods of teaching were mostly interesting, and indicative of respectable acquirements and aptness to teach. Now and then a performance dragged a httle, from timidity or confusion of ideas. The people of the town manifested a Hvely interest in the proceedings, from day to day, by crowding the hall in which the Institute held its meetings. Lectures were delivered by Professor Alsopp, of San Juan, Dr. Anderson, and Rev. Mr. Ames, of Santa Cruz, and the State Superintendent. There was a full attendance of teachers from the two counties, Santa Cruz having the advan- tage in numbers, and Monterey claiming the distinction of having a live poet, whose ready verses were quite a feature of the Institute. The cause of edu- cation cannot fail to receive an impetus from the influence of such a meeting of teachers, and so pleasant was the impression upon me, that not even the terrible dust encountered in the journey will deter me from repeating my visit whenever occasion calls and opportunity permits me to do so.
SIEEKA COUNTY.
An invitation from Superintendent Thorpe called me to Downieville on the 26th of August. The journey led me through Sacramento, Grass Valley, Ne- vada, San Juan, (North,) Camptonville, and Goody ear's Bar. No time was allowed for visiting, or observation of schools on the way. These points will be visited hereafter. At Goodyear's Bar I observed, that a favorite custom had been followed in the location of the school-house ; it was placed just on the edge of the road, where it has the benefit of all the dust raised by ti-avelers. It was also without enclosure — another feature, I am sorry to say, not uncom- mon in some parts of California. Miss H., the excellent and popular teacher of the school at this place, deserves to have a fence around her school-house, and I hope the gallant and pubhc-spirited miners of "Goodyear's" will see to it. On arriving at Do\STiieville, found the Institute in session, presided over by Superintendent Thorpe, whose clear and practical head gave the pro-
24 Department of Public Instruction. [Oct.
ceedings defiuiteness and usefulness of aim, from first to last. The weather was hot, and the afternoon sessions were consequently in danger of being a little soporific. But the proceedings steadily increased in interest from day to day, and when the Institute closed its session, on Thursday night, there was a general feehng of regret that it could not be continued longer. Several of the prominent citizens of Downieville attended the Institute regularly, and by in- vitation took part in the exercises. If my object were to compliment indi- viduals, I would speak particularly of some of the essays read and illustrations given. I was struck with the earnestness of some of these Mountain teachers, and no less with their intelligence. Triflers and drones seem to be scarce in the schools of Sierra county. The Downieville school is under the manage- ment of Mr. Tracy and Miss Driscoll, and two better informed instructors, in their respective departments, would be hard to find in any town in the State. I heard many appreciative allusions to Mr. Tracy's predecessor, Mr. Noah Flood, now in San Francisco. The teacher's vocation is not always a thank- less one. Lectures were delivered by Mr, Pierce, by Kev. I, B. Fish, and by the State Superintendent. At the close of the Superintendent's lecture, a prominent lawyer of the place made an appeal to parents in behalf of the Cali- fornia Teacher, urging that parents should keep themselves well informed on school matters, and arguing that the more general the difi'usion of knowledge concerning education, the more hearty would be the support given to it. This appeal was promptly responded to by a number of citizens, to whom the Teacher will hereafter be sent. In order to maintain an efficient school system, the cooperation of all classes of the community must be secured ; and the best means of securing this cooperation is, to permeate the homes of Cali- fornia with facts and arguments showing the practical workings of such a sys- tem. To Superintendent Thorpe, Rev. I. B. Fish, Judge Van Cleif, Drs. Chase and Jump, and to "mine host," McDonald, I am indebted for courte- sies gracefully rendered and highly appreciated. On Friday morning, at half past 3 o'clock, I took the stage for home, and in company with several lady teachers and a number of good humored gentlemen, went winding along and down the noisy Yuba, as it went pouring over the rocks and reflecting the image of the stars, still shining in the sky. And here properly ends the record of this ofiBcial visiting; and so the readers of the Teacher may imagine the rest of the homeward journej',
CONTKA COSTA COUNTY.
In company with Prof. H. P. Carlton, Vice-Principal of the State Normal School, I attended the session of the Contra Costa County Institute, held at Pachecoville, commencing September 23d. There is room for only a brief no- tice. When we arrived, the subject of the Moral Influence of Teachers was un- der discussion. The tone of the remarks made indicated a high ideal of the dignity and responsibility of the teacher's office. The lady teachers particii)ated in the discussions, and certainly there was no sacrifice of modesty or good taste on their part in so doing. Owing to the fact that it was a busy season for farming, or some otlier cause, the citizens generally did not attend the meetings of the Institute, though those who were present seemed highly grati- fied. Mr. Carlton read an excellent lecture on Natural Ilistoi'y, taking strong ground in favor of its iiitroduction into our Public Schools. The State Su-
1868.] Department of Public Instruction. 25
perintenclent's address was the best he could do under the circumstances, and was kindly received. Mr. Thurber, the efficient County Superintendent, being sick, was assisted in presiding by Mr. Moore, Principal of the Martinez School, and by Mr. Abbott, two gentlemen of more than common professional ability, and enthusiastic in their vocation. My engagements called me away before the close of the session, and as it is expected that a detailed account of the proceedings will be furnished for the Teacher, tkis must suffice. O. P. F.
PROGRESS OF THE UNIVERSITY OF CALIFORNIA.
The Act to create and organize the University of California became a law on the 23d of March, 1868. Its leading provisions have been heretofore pub- lished, and are familiar to most of our readers. A history of the steps since taken to carry out the purpose of that Act will, no doubt, be interesting. . By the provisions of the Act, the following named gentlemen are, ex officio, members of the Board of Kegents: Hon. Henry H. Haight, Governor, and President of the Board; Hon. Wm. Holden, Lieutenant-Governor; Hon. 0. T. Ryland, Speaker of the Assembly; Hon. O. P. Fitzgerald, State Supt. Pub- lic Instruction; Chas. F. Eeed, Prest. of the State Agricultural Society; A. S. HalHdie, Prest. of the Mechanics' Institute of San Francisco.
The following named gentlemen were appointed members of the Board by the Governor, and wefe subsequently classified by lot, as follows: Samuel Me]> rit, two years; John T. Doyle, four years; Eichard P. Hammond, six years; John "W. Dwinelle, eight years; Horatio Stebbins, ten years; Lawrence Ar- cher, twelve years; William Watt, fourteen years; Samuel B. McKee, sixteen years.
The first meeting of the Regents was held on the 9th of June, 1868, at which the following additional members were elected : Isaac Friedlander, two years; Edward Tompkins, four years; J. Mora Moss, six years; S. F. Butter- worth, eight years; A. J. Moulder, ten years; A. J. Bowie, twelve years; Fred- erick F. Low, fourteen years; John B. Felton, sixteen years.
This completed the organization of the Board in the manner and form pre- scribed by the statute. Subsequently, carefully digested by-laws and rules of order, for the government of the Board, were adopted.
THE AGEICULTUEAL COLLEGE LANDS.
The first matter that engaged the attention of the Board was the disposition of the 150,000 acres of land granted to the State for the purpose of establish- ing and maintaining a College of Agriculture and the Mechanic Arts, etc., and by the State donated to the University. A committee, consisting of Messrs- Friedlander, Low, and Hammond, was appointed, having this matter in charge. The first proposition was to appoint a Locating Agent, to select these lands, in the name of the Regents, from the unoccupied public lands of the State, but, after mature deliberation, it was determined, in compliance with the recommendation of the committee, to sell 9,600 acres at a minimum price of $5 in gold, per acre, and that, for this purpose, warrants should be prepared, authorizing the holder to locate one hundred and sixty acres of land, and that proposals be invited for the purchase of these warrants, by advertisement, for
26 Department of Public Instruction. [Oct.
thirty or sixty days. Toward the close of the last session of Congress, an Act was passed conferring exceptional privileges upon the State in the matter of locating these lands— notably, in permitting them to be located on the even- nmnbered sections along the hne of the various railroads subsidized by the General Government. The Eegents are now only waiting for a copy of this Act, to advertise the sale of the first batch of 9,600 acres. If this experiment should prove successful, of which no doubt is entertained, the remainder of the lands will be sold in the same way. These, at the minimum of five dollars per acre, will realize the handsome sum of $750,000, in gold.
The site of the University is at Berkeley, four miles north of Oakland, and directly facing the Golden Gate, upon the one hundred and sixty acres of land donated by the College of California. This was a munificent gift, the land being estimated as now worth $500 per acre. The College of California fur- ther resolved, that whenever a University shall be established, it will disin- corporate, and pay over its net assets to such University. It was expected that the University would be put in operation before the close of the year 1868, but, after careful consideration, the Board determined that it would be impossible to erect the necessary buildings, select the required officers and professors, and start their institution in full working order earlier than the Fall of 1869. By that time, they expect to have the five colleges of Agricul- ture, Mining, the Mechanic Arts, Civil Engineering, and Letters fully equipped and ready for work.
THE UNIVEBSITY BUrLDINGS.
•
Unfortunately, the cash resources immediately available by the Kegents are very limited — not exceeding $45,000 — and they cannot expect to increase this amount from the other sources of revenue placed at their disposal in much less than a year from date. Hence, they have found themselves seriously cramped in providing suitable and necessary accomodations for the Univer- sity. At first it was determined to erect one large building of stone, for the purposes of instruction, at a cost of $75,000; but, after long deliberation and fuU debate, it was decided that " they must cut their coat according to their cloth," and, therefore, while nearly all agreed that substantial stone buildings must ultimately be erected — and that, as soon as their means would permit — they came to the conclusion that, if they put up any building at once, it must be of wood. Accordingly, they have invited plans and estimates for such a structure, to cost not exceeding $25,000. As soon as the plan is adopted, a contract will be made, and preparations for building will be commenced at once. This building is to contain :
Six Kecitation Rooms, for Engineering, Physiology, Geography,
Mathematics, Ancient Languages, etc., each 18 x 20 feet.
One Recitation Room for Physics, etc 20 x 25 '*
One room for Drawing 35 x 35 "
One Recitation Room for Modem Languages, Mechanics, etc. . . 20 x 40 •'
One Agricultural Lecture Room 22 x 32 "
One Chemical Lecture Room 24 x 25 "
One Private Laboratory, adjunct to Chemical Lecture Room 17 x 17 "
One Technical Library Room 22 x 30 " _
One Librarian's Room, adjoining Library Room 10 x 10 •*
1868.] Department of Public Instruction. .27.
One Koom for Engineering and Mechanical Models 16 x 18 feet.
One Koom for Metallurgical, Geological and Mineralogical Illus- trative Museum 35 x 35 '*
Ten Kooms for Professors' Studies, each 15 x 15 "
One President's Keception Eoom 18 x 25 '*
One Storeroom 12 x 20 "
Five Sleeping Rooms for unmarried Instructors 10 x 17 '*
Two Rooms for Apparatus 9 x 18 '*
One Room for Photographic Laboratory 13 x 26 "
One Public Lecture Room in the third story, extending its eleva- tion into the roof 50 x 75 "
There is to be, in addition, a building of one story for a Labora- tory, on a ground plan of 40 x 60 feet, vdth a pitch of 18 feet
from floor to ceiling, and a Mansard roof 40 x 60 '*
Suitable buildings have yet to be provided for the accommodation of stu- dents and professors.
THE EDUCATIONAL STAFF.
The Regents are anxiously seeking the right man for President. Him, they desire to elect as soon as possible, for he can be of immense service in assist- ing them in the organization. They have fixed his salary at $6,000 in gold, per annum — a- sum with which they hope to secure the best talent in the country.
The exact number of professors has not yet been decided on, but the im- pression seems to prevail that the University can be successfully started with ten or twelve, with the intention of increasing this number as fast as the wants of the Institution require.
The only salary fixed at present is that of the Professor of Physics, $3,600 in gold, per annum. The Regents wiU probably not select the Professors be- fore the 1st of January next. This wiU be time enough to give the appointees who may reside in the Atlantic States opportunity to make their arrangements for removal to California so as to be ready for the inauguration of the Univer- sity, in October, 1869.
The Secretary of the Board of Regents is Andrew J. Moulder, formerly Superintendent of Public Instruction. His office, at the rooms of the Re- gents, is at No. 414 California street, San Francisco, to which all communi- cations on business connected with the University should be directed. Mr. Moulder was for some time one of the Regents, but, when elected Secretary, he resigned his position as Regent, and Judge John S. Hager, of San Fran- cisco, was elected in his place.
The Semi-Annual Apportionment. — The segregation of the University Fund from the Common School Fund, taking $44,000 from the latter, reduces the semi-annual apportionment to a very modest figure indeed. Notwithstand- ing the deep interest we feel in the early and successful inauguration of the University of California, we cannot help grudging a little this big slice taken from our Common School Fund. The exigency thus produced is partially pro- vided for by the Act of the last Legislature doubling the rate of special tax for school purposes. .This apportionment was made on the basis of the census of 1867, for the reason that the reports from County Superintendents were not received for 1868. Some of these reports have not yet come to hand.
28 Department of Public Instruction, [Oct.
REPORTS OF PUBLIC SCHOOLS.
Martinez Public School. — Month ending Aug. 28, 18G8 — Jno. A. Mooee, Teacher. Grammar Department. — Present at opening, 43; entered during month, 16; left, 3; leaving in attendance, 56. "Whole number of days attend- ance, 932; whole number of days absence, 33; whole number of days tardy, 50; percentage of attendance, 96.
Boll of Honor. — Advanced Grade: Julia E. Sherman, Petra Miranda, Nellie Austin. First Grade: Clara K. Wittenmyer, Marion A. Austin, Lupy F. Mi- randa, Hiram Kussell, David Edwards, and Thomas Edwards. Second Grade: Evelyn B. Lander, Georgie Gift, Mary Taggart, Inez Martinez, Belle Kodgers, Fannie Buckley, Florence J. Wood, Edward Edwards. Third Grade — Marietta Bent, Amelia Castro, Mary James, Lucy Martinez, George Schwartz, Elam E. Brown.
Geoegetown School, Sackamento Co. | September 1, 1868. j"
Editor Teacher : — Dr. Trafton, our School Superintendent, has been paying us a visit, which has been profitable. An assessment was levied to improve our school building, and the willing tax payers are more than rewarded. Fifty children were present, and the black-board, running across the house, (twenty- eight feet,) was used with good effect. The Superintendent showed a dignity and earnestness worthy of his place. EespectfuUy yours,
JAMES KOBINS.
ITEMS. San Feancisco Public Schools. — The San Francisco Public Schools are now in a very prosperous condition. Schools of every grade are filled with pupils. There is harmony between the principals and their assistants, and between the teachers and the Board of Education. But one thing is wanting to give increased and permanent efficiency' to these schools, and that is, suflS.- ciently liberal salaries to justify men of experience and intelligence in devoting their lives to the laborious and exhausting duties of the profession of teaching.
Mr. J. G. Kennedy, a Graduate of the State Normal School, has been elected to fill the vacancy in the San Jose Pubhc School,, caused by the resignation of Mr. McKinstry.
Deowned. — N. B. Garbrick, teacher of the Public School in Alviso, was drowned while bathing m the river near the above place, on Satiu'day, Aug. 29th. He was a young man of sterling worth, and was held in high esteem by all who knew him.
J. C. Pelton. — This distinguished teacher has been elected Principal of the San Leandro Grammar School, Mr. M. M. Scott, the former Principal, having been appointed sub-master in the Washington Grammar School in this city.
Illinois State Noemal School. — The salary of Richard Edwards, LL.D., President of this school, has been raised to $4,000 per annum.
Chicago, — The estimated school expenditures for the coming year are $795,500— the salaries of teachers amounting to $340,000.
1868.] Our Book Table. 29
Healdsbukg. — W, H. Adamson lias been elected Principal of tiie Public School. He was formerly Assistant. From Mr. Adamson's diligence and suc- cess as a pupil, we predict for him a prosperous career as a teacher.
Oeoville. — A new school-house has lately been erected in this young city that reflects credit upon the taste and liberality of its citizens. Money thus spent is well invested.
Our Book Table.
A Mantjal of Elocution. Founded upon the Philosophy of the Human Voice; with Clas- sified Illustrations. Suggested by and arranged to meet the Practical Difficulties of In- struction. By M. S. MrrcHELL. Philadelphia: Eldredge & Brother. 1868.
Since reading has been neglected at examinations, it has been neglected throughout the year in all, or very nearly all, of our city schools. The art of Elocution has fared still worse, having been ignored altogether, except, perhaps? in the High and Normal Schools. The well-printed and compact volume be- fore us aims to supply a want which exists, and to bring elocution more prom- inently before the corps of educators; in this aim it only partly succeeds.
The book is too thoroughly written; the theory- too minutely carried out; and the selections too severely classical, to meet the wants of even the highest gram- mar grades; in the High and Normal Schools, however, it could replace the insipid and wearisome " Keading Books" now in use, to the advantage of both the teachers and pupils. Many of the excellent points of Eussell's Vocal Cul- ture are here embodied, and the principal defect of that work — the small vari- ety and extreme brevity of the selections for practice — is here avoided.
The list of selections is a goodly one, embracing such names as Longfellow, Poe, Whittier, Tennyson, Mrs. BrowTiing, Dickens, Hood, Coleridge, and Shakspeare ; in the whole Hst of authors, there can be seen not one of those Smiths and Browns of literature, who so often shine feebly through their little day in school reading books. The selections are, many of them, famous, and all excellent; but, as we before remarked, the majority of them are not suited to the capacity of pif^ils in the Grammar Schools; they could not understand, and, therefore, could not read them; or, if they did learn to read them well, the credit would be due to the art of imitation, not to that of Elocution.
The foundations of defective reading are laid in the Ninth and Tenth Grades, where children are often, indeed, generally heard, drawUng out: " It-is-an-old- owl, " and "Do-you-see-ii," in total defiance of the first principles of good elocution. Of course, it would be preposterous to attempt to teach Mr. Mit- chell's rules to young children, even in the simplest form, but earnest teachers can make the little ones form habits of good reading, which will be invaluable to them when they reach the higher grades. Attention to the i -ks of inflec- tion, as given in the Primer, is not enough, for they will slight importan" words, and emphasize "the's," "it's," and "and's," in the most persisten and aggravating way, unless the teacner, by the most earnest efforts, succeeds in making them read rationally, as well as fluently.
When this subject is duly attended to in the lower grades, then Mitchell's Manual of Elocution may be introduced with decided success in the higher.
30 Our Booh Table. [Oct.
Meanwhile, until that much-to-be-hoped-for time arrives, it might be well for teachers themselves to study the Manual under consideration, and be the bet- ter able to instruct, for being instructed. For sale by A. Eoman & Co., 417 and 419 Montgomery street, San Francisco.
The -SIneid of Vikgil. With Explanatory Notes, By Thomas Chase, A.M., Professor in Haverford College. Philadelphia: Eldredge & Bro., 17 and 19 South Sixth street. New York: J. W. Schermerhorn & Co. Boston: Woodman & Hammett. Cincinnati: R. W. Car- roll & Co. Cleveland: Ingham & Bragg. Chicago: W. B. Keen & Co. Des Moines: Mills &Co. 1868.
Cah Juui CiESAKis CoMMENTARii DE Bello GAUiico. With Explanatory Notes. By Geo. Stuart, A.M., Professor of the Latin Language in the Central High School of Philadel- phia.„ ^Philadelphia: Eldredge & Brother, 17 and 19 South Sixth street. 1868.
While SO many are clamorous for the partial or total extinction of the pure fountain of classical learning, and, even in a matricidal manner, are employ- ing the powers derived from it, for its overthrow, it is cheering to see that its vigor is undiminished, and its appreciation by the scholarly is none the less, as is shown by these fine editions of The Memoirs of the Gallic War, and Italy's Great Epic. The graceful preface to each, with "Life of Ceesar," and "Life of Virgil;" the pure, clear text; the judicious notes, saying pre- cisely what is necessary for a clear apprehension of the subject, and, at the same time, compelling the student to rely on himself for translations; the handy Lexicon and complete "Geographical Index," and " Index of Proper Names," together with the elegant typography, handsome and convenient binding, and the cheapness, render these books especially valuable to the teachers who are trying to have a high standard of time classical attainments reached by those whom they prepare for coUege. What by the incompe- tency of teachers, and what by the slovenliness and want of adaptability of text-books, many boys daily thumb the pages of this ' ' greatest man of an- tiquity," and the sublimest passages of the Mantuan Swain, "read through," and finally enter college with about as well defined notions of Ctesar or Virgil as a nebulous theologian has of the mysterious Melchisedec. The treatment of the subjunctive mood, which is about the only difl&cult thing in the con- struction of the Latin language, is clear and accurate, increasing greatly the merit of the work. For sale by A. Roman & Co., Saif Francisco.
A History of the United States from 1492 to 1860. For the use of Schools. By Joseph C. Martindale, M.I>. Eighth edition. Philadelphia: Eldredge & Brother.
Multum in parvo was indeed the motto in preparing this work. In a small 16mo. volume of one hundred and seventj'^-six pages, the author has con- densed the entire history of the country, from 1492 to 1866, and at the mere nominal cost to the purchaser of sixty cents. Of course, the mere facts are given without comment, which is a new and good method for the school-room. Since there are so many facts to be learned the student rarely has time or in- clination for mere individual ojnnion on subjects which in themselves are very necessary to his education. The "Chronological Tables" are particularly valuable, making it superior as a book of reference. For school-room pur- poses it needs to be supplemented by a well-posted and thoroiighly competent teacher. Then, with a few errors corrected, it is the best book we are ac- quainted with for the school-room. For sale by A. Eoman & Co., San Fran- cisco.
1868.] Our Book Table, 31
Eaton's Eleivientaky Algebra. Designed for the use of High Schools and Academies. By William F. Bkadbuky, A.M., Teacher in the Cambridge High School. Author of A Treatise on Trigouometery and Surveying. Boston: Taggard & Thompson, 29 Gornhill. 1868.
When a new book comes from the press, it is always sought with eagerness, and in time assigned a place according to its merit, whether conspicuous in first-class libraries or forgotten in oblivion. But when an old book comes out with only paper, binding and author new, it is very properly received with caution. A really new book on " Elementary Algebra " would be hard to achieve, as it would require deep penetration to discover something new in such a well-known region. Notwithstanding all this, the above mentioned work is entitled to an honorable place among the helps used for gaining a clear mathematical knowledge. Its distinguishing characteristics are discrim- ination between what is proper for an elementary treatise, and what is not ; the judicious arrangement of the matter selected; and the complete and clear demonstration of all principles upon which the elucidation of the subjects dis- cussed dei^ends. The importance of these principles in text-books is evident when compared with the loose manner in which many now in use have been compiled. Altogether, it is a good book, well adapted to the purpose intended by the author. For sale by A. Koman & Co., San Francisco.
Morris's Grammar. A Philosophical and Practical Grammar of the English Language, DialogicaUy and Progressively Arranged; in which every Word is Parsed according to its Use. By Professor J. J. Morris, A.M., Auburn, Alabama. Published by J. J. Morris. 1865.
This book is a start in the right direction — freeing the English language from those forced analogies to others (particularly the Latin and Greek) which have so long trammeled it. These analogies have involved authors in complexities, contradictions, and absurdities, until one very popular writer on grammar frankly, and it would seem despairingly confesses, "What is false in fact, may, nevertheless, be true in grammar. ' ' The criticisms of books in use in this country are severe, but not more so than the facts demanded. To point out all the eiTors of common text-books herein discussed would be to begin at the first and go through — a task manifestly impracticable ; and this statement shows that every teacher and student of grammar should read this book. Two lead- ing thoughts seem to oe the author's aim, one for the technology, that words should be named according to their uses, and one for their application, that con- struction and common sense should always agree. Any construction which does not accord \^dth common sense is necessarily wrong and should be abandoned. And yet, how often do we hear the common sense of passages outraged by those who " explain by the rules of grammar." It is not every one who can afford to make a mistake ; but one who has so many merits can well look compla- cently on a few unguarded points. A few such points these pages contain, yet it is a very valuable book. Man is imperfect, and the language which repre- sents him or his thoughts is necessarily imperfect; however, we should strive for the true, though it be unattainable now, in its completeness.
NouvELLE GR.4.MMAIRE Francaise: Comprising Vocabularies and Exercises. A Complete Gramm:ir to the Syntax, etc., and a Reading Book, Par Emile Coulon. Toronto: W. C. Chewett & Co., King street. East.
This work, though consisting of only one hundred and ninety-one 16mo. pages, will givje him who thoroughly masters them a very good knowledge of
32 Table of Contents. [Oct.
the French language. It is divided into three parts: the first part contains vocabularies, and examples for their application freed from intricate idioms; the second part treats of Syntax; and the thii*d part has elegant examples for reading, arranged especiallj'- to present in contrast the differences of the two languages —the French and English. "General Terminations of each person in verbs, vi'hether regular or irregular," and the '* Formations of the Tenses in irregular verbs," are important additions not found in similar works. Altogether, the plan of the work is judicious, and the execution good. The author of this work is now a teacher in the South Cosmopolitan School, in this city.
TABLE OF CONTENTS.
PASE.
THE SALARIES OF LADY TEACHERS 1
THE IDEAL TEACHER 4
WHAT BECOMES OF TEACHERS ? 6
THOMAS ARNOLD AS A TEACHER 10
THE BEST WAY TO TEACH 12
PARENTS AND CHILDREN 12
THE GRANDEST INVENTION 13
OBJECT LESSONS FOR SMALL CHILDREN 14
Nalls 14
Blue , 15
Beead 15
NOTES OF A VACATION TRIP TO HAWAII 16
The Voyage 16
HiLO Bay % 17
The NaTivES 18
CONCENTRATED PROGRESS OF THE WORLD 19
POETRY— " Twenty Yeaes Ago" 22
DEPARTMENT OF PUBLIC INSTRUCTION 23
OFFICIAL JOURNEYINGS 23
Monteeey and Santa Ceuz Counties ; 23
SiEEEA County 23
Contea Costa County 24
PROGRESS OF THE UNIVERSITY OF CALIFORNIA 25
REPORTS OF PUBLIC SCHOOLS 28
ITEMS 28
OUR BOOK TABLE 29
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Cards, Billheads, Circulars, Checks, Receipt Books, Programmes, &c.
State Normal School.
board of trustees.
H. H. HAIGHT Governor.
O. P. FITZGERALD Superintendent of Public Instruction.
JAMES DENMAN Superintendent, San Francisco.
MELVILLE COTTLE Superintendent, San Joaquin County.
J. H. BRALY Superintendent, Santa Clara County.
Db. a. TRAFTON Superintendent, Sacramento County.
S. I. C. SWEZEY San Francisco.
J. M. SIBLEY San Francisco.
TEACHERS.
Rev. W. T. Lucky, A.M Principal.
H. P. Caelton Vice-Principal.
Miss E. W. Houghton Assistant.
Mes. D. Claek Assistant.
The Twelfth Term will commence on the 1st day of July, 1868. All .candi- dates for admission must be present at that time. The regular exercises will commence on the 6th of July.
COURSE OF STUDY.
REQUISITES FOR ADMISSION.
To secure admission to the Junior Class, Second Division, applicants must pass a written examination on the following subjects, viz. :
Eaton's Common School Arithmetic — to percentage.
Eaton's Intellectual Arithmetic. ,
Greene's Introduction to English Grammar.
Willson's Fourth Reader.
SpeUing; Penmanship.
Applicants for an advanced Class will be required to pass an examination on the studies previously pursued by that Class.
Junior Class — Second Division.
Arithmetic — Eaton's Common School — complete. Grammar — Quackenbos' — begun. Geography — Guyot's Common School. Reading — Willson's Fifth Reader. Moral Lessons — Cowdery's. Spelling — Willson's Larger Speller.
Junior Class — First Division.
Arithmetic — Eaton's Higher.
Grammar — Quackenbos' — complete.
liJietoric — Boyd ' s .
Physiology — Cutter's Elementary.
History — Quackenbos' .
Vocal Culture — Russell's.
Book- Keeping — Pay son & Dutton's Single Entry. *
General Exercises throughout the Junior Year — Penmanship; Object-Lessons; Calisthenics; Methods of Teaching; School Law; Composition and Declama- tion.
Senior Class — Second Division.
Arithmetic — Eaton ' s Higher — reviewed . Algebra — Robinson's Elementary. Grammar — Greene's Analysis. Natural Philosophy — Quackenbos'. Physiology — Cutter's Larger. Rhetoric — Boyd's. Natural History— Tenney's.
Senior Class — First Division. Botany — Gray's.
Physical Geography — ^Warren's, with Guyot's Wall Maps. Normal Training — Knssell's.
Geometry — Davies' Legendre — five books. <
English Literature — Shaw's.
Book-Keeping — Payson & Dunton's Double Entry. General Exercises — Same as in Junior'Year.
REGULATIONS OF THE STATE NORMAL SCHOOL.
Adopted by the Board of Nominal School Trustees, March 28, 1868.
1. All pupils, on entering the School, are to sign the following declaration of intention:
" We, the subscribers, hereby declare that our purpose in entering the State Normal School is to fit ourselves for the profession of Teaching, and that it is our intention to engage in teaching in the Public Schools of this State."
Male candidates for admission must be at least eighteen years of age; and female applicants at least fifteen years of age; and all must possess a good de- gree of physical health and vigor.
2. No person whose age exceeds thirty years shall be admitted to the School' except teachers who are fitted to enter the Senior Class.
3. Whenever the number of appHcants from any county shall exceed the number to which that county is entitled by law, the applicants shall pass a competitive examination before the County Superintendent, and the County Board of Examination; which examination shall be conducted in the same manner as county examinations for third grade teachers' certificates. The persons passing the highest examination shall be eligible to admission in the order of their standing in examination.
4. All applicants are required to present letters of recommendation, and certificates of good moral character, from the County Superintendent of the county in which they reside.
5. AH new applicants shall present themselves for examination at least three days previous to the regular day of each term commencement; and no pupil shall be admitted during term time, except in the case of teachers who hold at least second grade State or County certificates.
6. The Principal of the School shall keep a register of the attendance of pupils, and shall report monthly, to the Secretary of the Board, the whole number enrolled-, the average numlDer belonging, the average daily attendance, the percentage of daily attendance, and such other statistics as may be re- quired by the Executive Committee of the Board.
7. No pupil shall be entitled to a Diploma of Graduation who has not been a member of the School at least one term of five months.
8. The Normal School shall be divided into two classes: Junior and Senior — each divided into two divisions.
GENERAL INFORMATION.
The time for completing the Normal School course is two years, each divided into two terms of five months.
There will be Written Examinations and Public Exercises at the close of each term. The Graduating Exercises will be in May.
Pupils will be required to furnish their Text Books. Books for reference will be furnished by the State. Good boarding can be procured at about twenty-five to thirty dollars per month.
Applicants will please read attentively the " Kegulations " as given above particularly the Fourth and Fifth.
All graduates will be required to pass an examination on the entire course. Those who complete the studies of the Junior Class will be entitled to certifi- cates of qualification, for teaching schools of Second and Third Grade.
For additional particulars, address
Rev. WM. T. LUCKY, A. M., Principal, San Francisco.
ivtoDEL text-book:s
FOR
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CHASE & STUART'S
CLASSICAL SERIES.
Refekences to Harkness's Latin Grammae, and Andrews & Stoddarb's Latin Grakmar.
Caesar's Commentaries, with Explana- tory Notes, Lexicon, Geographical Index, Map of Gaul, Plan of Bridge, etc. Price, $1 25, by mail, postpaid.
Virgil's .^neld, with Explanatory Notes, Metrical Index, Remarks on Classical Ver- sification, Index of Proper Names, etc. Price, $1 50, by mail, postpaid.
Cicero ^
and [ Ready December 1st, 1868. Horace. )
and [ Ready Jnly 1st, 1869, liivy. )
This series needs only to be known to in- sure its general use; in beauty of mechanical execution it suri^asses any classical series ex- tant, while the purity of the text, judicious arrangement of the notes, and the low price at which the volumes are sold, are import- ant advantages which teachers will not fail to recognize.
Martindale's History of the United States. The unprecedented success which has attended the publication of this work is the best recommendation of its merit. More than Twenty Thousand Copies were sold during the past year. With this book the pupil can, in a single school term, obtain as complete a knowledge of the his- tory of our country as has heretofore re- quired years of study. To teachers who are preparing for examination, it is invaluable. Price, by mail, postpaid, 60 cents. Per dozen, by express, $5 40.
Tlie Model De finer, with Sentences showing the Proper Use of Words — an ele- mentai-y work, containing Definitions and Etymology for the Little Ones. By A. C. Webb, Principal of Zane Street Grammar School, Philadelphia. Price, by mail, post- paid, 25 cents.
Tlie Model Etymology, with Sentences showing the Correct Use of Words, and a Key giving the Analysis of English Words. By A. C. Webb, Principal of Zane Street Grammar School, Philadelphia. Price, by mail, postpaid, 60 cents.
A Manual of Elocution, founded upon the Philosophy of the Human Voice, with Classified Illustrations, suggested by and arranged to meet the Practical Difficulties of Instruction. By M. S. Mitchell.
The great need of a work of this kind sug- gested its preparation, and the Compiler has given so thorough a treatment of the subject as to leave nothing further to be desired. Price, by mail, postpaid, $1 50.
The Model Roll Book, No. 1, for the
use of Schools. Containing a Record of Attendance, Punctuality, Deportment, Or- thography, Reading, Penmanship, Intel- lectual Arithmetic, Practical Arithmetic, Geography, Grammar, Parsing, and His- tory, and several blanks for special studies not enumerated. Price, $3 50, by express.
Tlie Model Roll Book, No. 3, for the
use of High Schools, Academies, and Sem- inaries. Containing a Record of aU the Studies mentioned in Roll Book No. 1, to- gether with Elocution, Algebra, Geometry, Composition, French, Latin, Philosophy, Physiology, and several blanks for special studies not enumerated. Price, $3 50, by express,
Tlie Teachers' Model Pocket Regis- ter and Grade Book. Adapted to any grade of School, from Primary to College. Price, by mail, postpaid, 65 cts; per doz., by express, $6,
Tke Model School Diary, designed as an aid in securing the co-operation of Pa- rents,
Teachers will find in this Diary an article that has long been needed. Its low cost will insure its general use. Copies will be mailed to teachers for examination, postpaid, on re- ceipt of ten cents. Price, per dozen, by mail, $1; per doz., by express, 84 cents.
IN THE SCHOOL-ROOM.
By JOHN S. HART, LL.D., President N. J. State Normal School.
This work gives the experience, incidents and observations of a life-time spent in teach- ing in Common Schools, Academies, High Schools and Normal Schools. One of the most valuable books for teachers ever published. It is a teacher's library in a single volume. Price, by mail, postpaid, $1 25,
BS^ Descriptive Circulars sent by Mail upon Application.
Teachers and others interested will please address
A. ROMAN & CO.,
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111611 liiii fiifsiiii
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NO SEKIES OF SCHOOL-BOOKS EVER OFFERED TO THE PUB- LIC have attained so wide a circulation or received the approval and endorsement of so many competent and reliable educators in all parts of the United States as this. Among the most prominent of their publications are the following, viz. :
The Union Series of Readers. Entirely new in matter and illustrations, and
received ^Wth gi-eat favor by the best Teachers in the country. Robinson's Series of Mathematics. Including Aeithmetics, i^GEBBAs,
Geometeies, Sukveying, etc. , highly commended by all who have tested
them in the class-room. Kerl's New Series of Grammars. Unsurpassed in simplicity, clearness,
research, and practical utility. Wells' Natural Sciences. Including Philosophy, Chemistry, Geology, and
Science of Common Things. Spencerian Copy-Books. Simple, practical, and beautiful. Newly engraved
and improved. Webster's School Dictionaries. Illustrated. Colton's Geographies. Willson's Histories.
PasqueUe's French Series. Woodbury's German Series.
Bryant &. Stratton's Book-keeping. Spencerian Steel Pens.
]VETr BOOItS.
A Manual of Inorganic Chemistry. Arranged to facilitate the Experimental
Demonstration of the facts of the science. Robinson's Differential and Integral Calculus. For High Schools and
Colleges. Kiddle's New Manual of the Elements of Astronomy. Comprising the
latest discoveries and theoretic vi^ws, with directions for the use of the
Globes, and for studying the Constellations. Paradise Lost A School Edition, mth Explanatory Notes. Colton's Common School Geography. Illustrated by numerous Engrav- ings. Quarto. Mark's First Lessons in Geometry. Designed for Primaiy Classes, and
taught objectively. The Song Cabinet. A new Singing Book for Schools. To wnsend's Analysis of the Constitution of the United States. A Chart
of 52 pages on one roller. An exposition of the Constitution. Should be
in every class room. Townsend's Civil Government. To accompany the "Analysis op the
Constitution," and designed as a valuable class-book for Schools and
Colleges. In cloth, 12mo, 300 pages. Gray's Field, Forest and Garden Botany. An easy introduction to a
knowledge of all the Common plants of the United States, (east of the
Mississippi,) both wild and cultivated. 8vo, cloth.
1^=" Teachers, and all others interested, are invited to send for mtr Descriptive Catalogue and Circulars, and to correspond icith us freely.
For Sale by ROMAN & CO., San Francisco.
WEBSTER'S UNABRIDGED DICTIONARY
3000 Engravings. 184=0 pp. Quarto, Trade Price, $12.
The New "Webster is glorious— it is perfect— it distances and defies competition— it leaves nothing to be desired. — J. H. Raymond, LL.D., President Vassar College.
The New Illustkated Webster's Dictionary.— We feel what we deem a just pride in this work— it is Amencan. The world has furnished but one Federal Constitution, one Bun- ker Hill monument, and one Webster's Dictionary— all American; and so far as mortal ken may penetrate the future, the last is not to be the least, in either duration or glory. — Indiana Sdiool Journal.
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Charming as the Newest Novel.— The new edition of Webster's Quarto Dictionary is a monument of literary labor, which will attract the attention of the learned, the world over. It is as charming as the newest novel. — Sam'l T. Bates, Dep. Sup't. Com. Schools of Penn.
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Best Book for Everybody.— The new Illustrated Edition of Webster's Dictionary, con- taining three thousand engravings, is the best book for everybody that the press has produced in the present century.- 6roWen Era.
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Young man, if you already have a Bible, buy Webster's Unabridged Dictionary next.— C/tr. Sun.
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l^ Perpetual Scholarships are sold for $60. SEND FOR CIRCULAR.
The Eclectic Medical Journal op Pennsylvania,
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Eaton's Mathematical Series.
INOAV I?E.4.I>^'.
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;y W. F. BRADBURY, Author of a Treatise on Trigonometry and Surveying, and Teacher in Cambridge High School.
'wgle copies mailed, jjostage pair], for examinoiion tcith reference to intro- ductio)}, on receij^t of 60 cents.
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THE
California Teacher.
NOVEMBER, 1868. Yol.YI. SAN FRANCISCO. ]^o.5.
HOW WE APPEAR TO THE ENGLISH.
On the fourth of April, 1865, the Eev. J. Frazer, a clergyman of the English Church, received instructions from both Houses of Parliament, through a commission appointed by them, to proceed to the United States and Canada and study and report upon their systems of common school education.
If an English manufactm'ing firm had considered it desirable to study a branch of business in this country, a well paid resi- dent agent would have been sent here and maintained for years; but the government of the great English nation, desirous of studying the subject of public education in the United States and Canada, must be true to the parsimonious spirit which gov- erns things educational all the world over, and especially in England, by requiring the agent to learn it all in six months, digest the matter and make a report of it in two mOre. The agent left Liverpool on the 22d of April, 1865, and notwith- standing the fact that he arrived in New York at the exact time when the school-house doors were closing in his face, causing him to lament the loss of two precious months, he actually left New York on his return home, after having done the United States and Canada within five months after he started from Eng- land to begin his investigations. As a consequence, he made himself acquainted w^ith the school systems of Cincinnati, St. Louis, Chicago, Detroit, and, generally, vdth the systems of Ohio and Illinois, wiOwid entering a single one of their schools. As another consequence, he formed many of his opinions on what he heard from individuals, and on what he read in reports. His report to his government is not systematic, although he
2 Hoiv lue Appear to the English. [Nov.
starts with a definite plan. It exhibits much haste and copying from stray and disconnected notes. Still, it manifests ability of a high order, and vigor of mind and scholarly habit of thought have left their impress on every page.
The extreme cordiality of his reception at the various Ameri- can schools he visited surprised him much and gratified him highly. He dilates with enthusiasm on the readiness with which every facility was afforded him for seeing the operation of the schools, and getting the information he desired. He was cer- tainly impressed with the fact that American teachers are not ashamed of their work, and his surprise at the openness of our schools is no doubt attributable to his familiarity with the re- verse state of things in his own country. The schools being closed, he attended a teachers' institute at Cincinnati, and an- other at Toronto. He thus contrasts them:
' ' There was a marked difference in the character of these two teachers' associations, both as regards their personel and their discussions. At the Ohio meeting there were present perhaps five hundred members, of whom fully half were females. At Toronto there was a mere sprinkling of mistresses — not a dozen out of one hundred and fifty members — a difference which was to be expected from the proportion in which the two sexes are employed as teachers in the two countries — in the States there being a decided preference for female teachers, in Canada for male. There was much more movement and vivacity at the dis- cussions at Cincinnati, but there was exhibited as much solid, practical sense at Toronto. There was a peculiar element in the Cincinnati gathering — arising from the presence of the ladies — which, of course, the Toronto assembly lacked altogether."
Our curiosity is piqued at the vagueness of this last sentence. It is amusing to have the reverend gentleman remark of us, as he does, that the way in which American schools and American sights in general are commonly shown to visitors is too rapid to be entirely satisfactory. He allowed himself less than five months to learn what no born Englishman could understand in five years, and then complains of the rapidity with which he is taught, when he was anxious to gather material enough to con- struct a report sufficiently ponderous to be worthy of being pre- sented to so august a body as the British Parliament.
But we cannot help being charmed by his evident desire to be impartial, and by his plain readiness to see and extol merit. He speaks in glowing terms of the munificence — so frequent in America, so rare in England — of individual friends of education. He acknowledges with evident pleasure the intense and general interest in public school matters exhibited by professional and business men, in devoting hours of precious time to the visitation of schools and the transaction of business connected with them, and all as a mere matter of public spirit, and not for even nominal pay. His astonishment at the magnificence of the proportions
1868.] How we Appear to the English, 3
of the New York City Educational Department is undisguised. Of the Cincinnati Institute he saj^s :
' ' I was very much prepossessed with the appearance and tone of the great body of Ohio teachers, four or five hundred in number, whom I saw assembled at Cincinnati. In spite of a little self-assertion which characterized some, there was an energy and an earnestness of purpose in most which was very observable. * * * * I must say X enjoyed the meeting very much; and though a stranger only sees the surface of things on such occasions, I saw nothing either to excite suspicion or provoke criticism."
I dare say, that many a shallow young teacher of either sex went home from that same Institute saying that the proceedings were dull and profitless.
Even the appearance of the public school children in the street, on their way to school, attracted his outspoken admiration, by the neatness of their dress and the tidiness of their books and other school apparatus — which meant lunch pails. Neatness and order, at any rate in the cities, he observes, are great characteristics of all American school arrangements, and scru- pulous personal cleanliness is a virtue, as of Americans gene- rally, so of American school children. Even those whose attire often consisted of nothing more than a shirt and a pair of trousers, had clean hands and faces, and looked perfectly sweet and wholesome. In fact, in the higher grade schools, it seemed to him that the toilettes of the young ladies must have occupied rather too much of their time. The innocent old gentleman evidently thought that all he saw on the tops of the girls' heads was composed of their own hair. He would no doubt have changed his mind at once if he could have seen how easily a magnificent and elaborate waterfall may be erected by simply slipping a mufi" full of old rags under the hair. But the stylish- ness of dress, of which the elaborate work on the hair is only an index, troubles Mr. Frazer on another and more important account. He is afraid that it may possibly have the e£fect of keeping the children of some of their humbler neighbors out of school. ''For," he remarks, "as in America one man thinks himself pretty much as good as another; so one man, and still more, perhaps, one woman, does not like to be reminded by any marked contrast of dress and outward circumstances, that in spite of the theoretic equality, there is still a practical difference."
It is not, however, in minor things alone that we seem to elicit the agent's admiration. He candidly expresses the opinion that Americans are hardly ever satisfied with things as they are. Not from a mere idle love of change, but from a sin- cere belief in the possibilities of improvement; and he finds that those who have the oversight of these grammar schools, both in New York and Boston, are not content with their condition
4 How we Appear to the English. [Nov.
or disposed to condone their deficiences. With all his prefer- ences^ for a denominational system of education at home as the only one likely to supply to the mass of the English people the one thing lacking in America — sound and substantial grounding in the Christian religion — he feels constrained to acknowledge that through the American system the average American, and particularly the average American of the mechanic or laboring class, stands on a vantage ground, in respect both of knowledge and intelligence, as compaired with the average Englishman.
As to final results, he says : " I do not know that the aggre- gate results of the system can be better summed up than by say- ing, that there exists in America (of course he means the United States) a general diffusion of intelligence, rather than any high culture or profound erudition. If I were to compare them with the results of the 'best education at home, I should say that an American pupil probably leaves school with more special knowl- edge, but with less general development. He would have more acquaintance (not very profound, though) with certain branches of physical science, perhaps more, certainly as much, acquain- tance with mathematics, but not more acquaintance wdth modem languages, and much less acquaintance with the ancient lan- guages and classical literature. I think our best teachers are better (perhaps because more regularly educated) than their best; but our worst teachers are incomparably worse, duller, more immethodical, more indolent, more uninteresting than anything I saw or can conceive of being tolerated among them. An American teacher may be immoral, ignorant and in many ways incompetent, but he, and particularly she, could hardly be dull. Liveliness and energy, hiding sometimes perhaps a multi- tude of other sins, seem to be their inherent qualities. I saw in America many inefficient schools, but the drowsy dullness of the teacher and the inattentive habits of the children, which charac- terize so many an English school, I never saw."
One cannot help smiling at the complacency with which the reverend gentleman accepts his conclusion after comparing the average American common school, which we count by the thou- sand, with the endowed English school, which they count hardly by the ten. Knowing what we do of the condition of coimnon education in England, we know that it is only the favored and expensive schools for the children of the aristocracy and rich tradesmen that are here brought into comparison with our average common schools. A comparison and distinction which is about as fair as it would be to compare an average white laboring man with an eminent Chinese scholar or philosopher, and deduce therefrom conclusions concerning the comparative intellectual standing of the two races. In the sentence next to the last, the word other must have been written by mistake, for the writer would certainly not regard liveliness and energy as sins.
1868.] Hoiv tve Appear to the English. 5
But we can find it in our heart to forgive him for this one fall into unfairness on turning over a few pages and noting what he says of our women. He quotes De Toque ville as saying, " If I were asked to what cause I would principally attribute the singular prosperity and growing force of this people, I would answer, To the superiority of their women." And then con- tinues: " I, too, am not blind, I trust, to the merits nor to the high endowments of American women. I recognize and appre- ciate their force of character, their intellectual vigor, their capa- city for aifairs, their high spirit, their courage, their patriotism. The Americans may be right in judging that the mind of a woman is as capable as the mind of a man to discover naked truth, and her heart as firm to follow it. And so they have made the mental training, indeed the whole school culture, of boys and girls the same. Nor does the female mind (whatever may be thought of the female body) appear unequal to bear the burden thus put upon it. Some of the best mathematical teachers are women. Some of the best mathematical students are girls. Young ladies read Virgil and Cicero, Xenophon and Homer as well (in every sense) as young gentlemen. In mixed high schools the number of female students generally prepon- derates, and they are found in examinations to carry off the largest proportion of prizes. In schools where I heard the two sexes catechized together, I myself should have awarded to the girls the palm for quickness of perception and precision of reply. In no department of study which they pursued together did they not seem to me, as compared with their male competitors, fully competent to hold their own." Then follow some philosophic reflections on the wisdom or folly of the American people in thus cultivating the female intellect in a mascilline direction, and some expressions of sundry misgivings concerning the domestic future of a nation whose women have been trained into cold in- tellectuality rather than into the ways that make tender and aimable Avives; and he concludes his somewhat dispondent prognostications with the remark, that " it may well be doubted whether He who at the beginning made them male and female, did not also mark out for them, in His purposes, different though j)arallel paths through all their lives." After again quoting De Toqueville, to show that the democratic education of girls in the United States is the opposite of the cloistral education of girls in Catholic countries, he goes on to say, " I quite feel that there is an indefinable something that makes a difference between the relationship of man and wife in America and the relationship of man and wife in England. I do not mean that there is more mutual affection or mutual confidence, but there is a different tone in the intercourse. I think the secret of the difference lies in this, that the American husband has more respect for his wife's mind." And in summing up the difficulties encountered and the results attained by our system
k
6 Female Education. [Nov.
of public instruction, be uses tbe following language : * * Yet, notwithstanding these hindrances, and if not accomplishing all of which it is theoretically capable, if lacking some elements which we justly deem primary, and of which Americans them- selves feel and regret the loss, it is still contributing powerfully to the development of the nation, of which it is no flattery or exaggeration to say that it is, if not the most highly educated, yet certainly the most generally educated and intelligent people on the earth. " M.
FEMALE EDUCATION— INTERESTING PROCEEDINGS IN THE BRIT- ISH ASSOCIATION FOR THE ADVANCEMENT OF SCIENCE.
The members of the British Association were entertained on the 25th ult. by a paper read by Miss Lydia Becker, the Avell- known advocate of women's rights, "On the supposed Differences in the Minds of the two Sexes of Man. '' Miss Becker, as may be imagined, is of opinion that there are no such differences, and she complained strongly, though with much good humor, of the way in which women are treated, owing to the false views on the subject which are held by men. It was generally admitted, she said, that girls as well as boys should be taught to read and write. Yet the notion of inferiority in feminine requirements underlies all educational legislation. For instance, in the bill to provide for the education of the poorer classes introduced into the House of Commons last session by Mr. Bruce, while infants under six years of age were placed on a level as regarded the provision made for their intellectual needs, boys above that age were to receive 6d. worth of instruction weekly, while 5d. worth was deemed sufficient for the girls. The existing arrange- ments of society were founded on a principle at present almost universally accepted without inquiry or examination, and which was the basis of political, social, and educational legislation. This principle has been recently denied by a writer in the Pall Mall Gazette, as the radical inequality of the sexes, the radical inferiority, physical, moral, and intellectual, of woman. This radical injferiority Miss Becker set herself to disprove. The propositions which she desired to submit were three in number: 1. That the attribute of sex did not extend to mind; that there was no distinction between the intellects of men and women corresponding to and dependent on the sj^ecial organization of their bodies. 2. That any broad marks of distinction which may at the present time be observed to exist between the minds of men collectively were fairly traceable to the influences of the different circumstances under which they passed their lives, and could not be proved to adhere in each class in virtue of sex. 3. That in spite of the external circumstances which tended to cause divergence in the tone of mind, habits of thought and ojDinions
1868.] Female Education
of men and women, it was a matter of fact that these did not differ more among persons of opposite sexes than they did among persons of the same sex. In illustration, she would observe that among plants there was no superiority of any kind connected with sex, and that among animals whichever sex happened to be superior in physical strength dominated over the other. This superiority was not always on the side of the male, as in rapto- rial birds and some species of insects, such as ants and bees.
Some extracts were hurriedly read from a paper by Joseph Payne, on the " Kelation between learning and teaching,'' but the interest excited by Miss Becker's paper was so great that it was foun(f impossible for the author to secure the attention of the section.
A discussion then ensued on the education question generally, and also on Miss Becker's paper in particular. Upon the ques- tion of endowments, (treated of in Mr. Fitch's paper on the pre- ceding day,) a general opinion was expressed that they must be made more in accordance with the requirements of the times, the main point urged being, that the endowments produced most inadequate results; at Croydon, for instance, a grammar school-master received £300 per annum, without having a single pupil for years together, while the school-room was used by an enterprising builder for storing timber.
J. G-. Fitch observed, that the smaller sum proposed to be allowed per head for the teaching of girls arose simply from the fact that girls' schools could be conducted more cheaply than boys' schools.
The Rev. F. Myrick, who has had considerable experience as an inspector of schools said, he considered that in examinations relating to Holy Scripture girls were equal to boys ; in the matter of reading, he considered that the girls excelled the boys; in the •matter of writing, guis and boys were about equal; and in the matter of arithmetic, the boys were superior to the girls, whose time was a good deal occupied in instruction in sewing. Each sex had its special excellences, and education must be adapted to its future work in life.
The Rev. A. Jessup did not see the force of the illustration drawn from bee-land; we were not bees, but men and women; and we could not ignore the actual physical distinction which existed between the sexes.
Mr. Heywood stated that the University of London proposed next year to confer degrees upon ladies in the event of their passing a rather stiff examination. He did not exactly know yet what they would be named — whether "Spinsters of Art,'' or what not.
Other gentlemen and one lady (Miss Robinson) having spoken. Dr. Farr moved ' ' That the Council of the Association be re- quested to appoint a committee to consider how the scientific education of women can be promoted. "
8 Female Education. [Nov.
The President expressed his opinion, that up to a certain age there need be no difference in the education of the sexes, but that the mission of women in life was different to that of men, the former having reserved for them a higher mission, in which the delicacy, refinement and grace which formed the charm of the female mind were more important than the pursuits of science — viz. : the training of a family which was, after all, the most important education that could be imparted to mankind.
Miss Becker, in reply, said she could not understand why an inferior teacher should be trusted with the training of girls; and in answer to a remark by one of the audience, ' 'Not inl^rior, but cheaper," she observed, that efficiency was generally considered to be measured by the amount of salary paid. The system of having separate teachers for the girls and boys of a family she condemned as wasteful, and contended that the same teacher should undertake the education of both, believing it would be found that iliej mutually encourage each other and do each other good. Some gentleman had said that he hoped sewing would not be abandoned as a part of female education. Upon that point she would observe, that in former days sjoinning was the great employment of English women, and at that time the pro- cess was laborious and not very profitable. As soon as it became profitable, by the introduction of superior machinery, it passed out of the hands of women. She hoped a similar revolution would arise with regard to sewing, and she looked forward to the time when a needle would be as much a stranger in the hand of woman as the spinning machine was in the present day. She argued that the isolation of the sexes was prejudicial to both, and particularly complained of the evil effect ujDon females, resulting from their being shut out from the great stream of humanity around them. With regard to the Cambridge exami- nations, she expressed her gTatitude to that University for having taken the lead in recognizing the existence of women, which the sister University had hitherto ignored; but condemned the prac- tice of adopting, a different examination for women to that for the other sex, arguing that that system had to a great extent de- stroyed the value of the examination, and declaring that she would not care to enter into a competition from which all the men were excluded. In reply to the Chairman's observations, she said her opinion was that delicacy and refinement were re- quired equally by both men and women, and she did not think the highest intellectual culture at all incom])atible with a train- ing for the important duties the President had referred to; on the contrary, she thought the one would rather tend to promote and assist the other. (Miss Becker, whose observations had been frequently interrupted by laughter and applause, resumed her seat amid loud cheers. )
Dr. Farr's resolution was then put to the meeting, and carried with only one dissentient. A paper by Horace Mann, on the ** Statistics of the Civil Service," was also read.
1868.] The Teacher as a Gentleman.
THE TEACHER A3 A GENTLEMAN.
The old expression, "He is a gentleman and a scholar,'* is often ajiplied to a person as a liigli compliment. Of no one ought this to be said more truthfully than of him who assumes the responsibilities of the teacher's vocation. Older or younger, in the district school or the college, the " instructor of youth" should possess those qualifications which entitle him to be re- garded as a gentleman and a schola7\
The ordinary means of training employed in fitting young teachers for their profession have principal reference to their be- coming scholarly teachers. To acquire a correct knowledge of the branches to be taught in their schools, to learn the best method of communicating that knowledge, and the art of governing well, are regarded as the objects of chief concern by those who are about to enter the school-room as teachers. There is no danger of over-estimating the importance of this class of qualifications. But there are others of scarcely less value to the young teacher. Chief among these qualifications, I will call them secondary, is whatever contributes to make the teacher a gentleman.
Our lady readers, claiming of course an ' ' equal right " to be considered in this discussion, will please reckon themselves in- cluded in the number addressed.
No apology is needed, I trust, for presuming that such a dis- cussion as this is not uncalled for. The fact that good manners is not one of the statute qualifications, and that committee-men do not often examine teachers in this respect, is only a stronger reason why it should receive attention somewhere. What the law neglects to require, for this very reason, demands the more earnest attention.
A coarse and clownish young man may teach our children arithmetic and geography; but if he must, at the same time, leave the impress of his coarseness and want of culture upon their susceptible minds and forming characters, we may well feel that the balance, in the loss and gain account, is against the children.
If to many children home itself is not a school of good manners, then is there even more need of their finding an example worthy of imitation in the person of the teacher.
Allow me, then, to say more definitely, that the teacher should be a gentleman in his language, in his manners, and in his feel- ings; in the school-room, in the families of the neighborhood, and everywhere.
First, in his language. The definition makes English Gram- mar the art of speaking and writing the English language with propriety. There are some teachers who pride themselves on their grammatical skill who, if judged by the jjrojyriety of th^ir own language, would be found but pitiable grammarians.
10 The Teacher as a Gentleman. [Nov.
I have known scores of young men to go into the school-room as teachers who could not stand before their classes a half hour without most uncivil treatment of their own mother to7igue. But mere grammatical blunders are the smallest improprieties of language, as considered from our present stand-point. There are coarse expressions, unseemly vulgarisms, which escape the criticism of ordinary grammar, but w^hich are wholly unpardon- able in the language of the teacher. They may be, to be sure, the language of common life, and have come to the teacher along with other defects of early education. Hence, the greater neces- sity to be ever on the alert, lest they escape his lips in un- guarded moments.
I remember some of these peculiar, semi-vulgar expressions, as uttered by some teachers of my boyhood. But, instead of quoting them, I will leave the reader to recall his ow^n illustra- tions from a like experience. Let me here make a distinction between vulgarisms and mere colloquial expressions. There are certain conversational forms in every language, not used with propriety in written discourse, but allowed in speaking. Soine of the common contractions, as dortt and can't, are in point. I would not introduce the stateliness of the pulpit and platform into conversational discourse, nor fashion the speech of the parlor and school-room upon classical models.
Let us use with freedom our good Saxon tongue, with all its pliancy and power, with its peculiar structures and idiomatic forms. But let us use them as not abusing them; carefully dis- criminating between the legitimate and the vulgar.
There is a still grosser departure from propriety of speech sometimes noticed in those w^ho assume the office of teacher; language which ought not once to be named as becoming the in- structor of the young.
I have known teachers to be grossly obscene and shamefully profane ; coming to their duties with certificates of good character in their pockets, and words of ribaldry or profanity on their tongues, ready to escape on the slightest provocation; if not in the school-room, at least in places of low^ gathering — the store, the street, the loafers' corner — in the neighborhood of their daily labors.
There is another fault of language into which the teacher is prone to fall. There is a danger that his position, his official superiority to those under his charge, may beget in him a habit of addressing them, and others, perhaps, by a natural transition, in a manner not merely expressive of just authority, but often transgressing the bounds of politeness. The teacher has no more liberty than any other gentleman to be harsh and abrupt in his style of address, or severe and sharp in his replies. The well-behaved child, however young or dull, has a claim upon the teacher for mild, courteous and gentlemanly language, in all the intercourse of the school-room, as well as at the fireside and on the street
1868.] The Wonders of Science and Knowledge. 11
The language of proper authority the teacher may use in the school-room, of course; but let him remember that when he has passed into the society of town or village, and left the school- room behind, he is among his peers. Like the shipmaster on shore, he must remember that he has left the quarter-deck, and avoid the language and bearing of the commander.
So much, at least, in the matter of language is required of the teacher who aims to be courteous.
Edwakd p. Weston, in "Maine Normal.'*
THE WONDERS OF SCIENCE AND KNOWLEDGE.
BY THE BEV. E. SHEPABD.
The sweet Palmist of Israel, in his admiration of the works of Grod, in the strains of exalted and inspired eloquence, says that the heavens declare the glory of God, and the firmament show- eth His handiwork; and in later days, the Apostle of kindred mind expresses the same truth; the invisible things of Him from the creation of the world are clearly seen, being understood by the things that are made, even His eternal power and Godhead; while those who have honored God, in all ages, have taken an inexpressible delight in the contemplation and admirrtion of His works. The glory of Jehovah is His character. The manifesta- tion of His attributes is the manifestation of His glory.
The raging tempest, the stormy sea, the rolling thunder, dis- play His power; the structure of every animal, the mechanism of every flower, and the arrangement of every particle of matter, set forth His profound and unerring wisdom; while the infinite blessings that cluster around every sentient creature, for the sup- ply of its wants or the promotion of its enjoyment, exhibit Hia divine and enduring goodness.
WONDERS OF GOD's UNIVERSE.
God's eternal attributes are seen blazing in the sun, flashing in the lightning, and shining in ten thousand stars.
"Above, below, where'er I gaze, Thy guiding finger, Lord, I view; Traced in the midnight planet's blaze, Or glistening in the morning dew. Whate'eris beautiful or fair, Is but thine own reflection there."
Everything that is made is an exponent of Christ's eternal at- tributes, whether a man or an insect; a world or an atom; whether light or darkness, things heavenly or things earthly, present or to come, angels, principalities, or powers, all things were created by Him, and for Him, who is the brightness of His father's glory, and the express image of his person.
The universe presents us with a multiplicity of suns and plan-
12 The Wonders of Science and Knowledge. [Nov.
ets, of which our solar system is but a very small part; and yet, how magnificent is its shining center and revolving orbs !
Our globe, with its continents and oceans, lakes and rivers, mountains and valleys, suspended in ether, is an object of won- der and admiration; its companions of travel, Jupiter, Saturn, Uranus and Neptune, are greater still; and then the sun, that glorious center of attraction and source of illumination, more stupendous still, forever pouring forth its streams of effulgent light and glowing heat, without the slightest diminution of the fountain of suppl}^; which, again, is but the proximate prototype of ten thousand times ten thousand other suns, which are cir- cumvolved by millions of far-off worlds, extending through cir- cuits, which though immeasurable, are unalterably fixed and arranged with mathematical exactness, by Him who has done all things well.
By astronomy we are taught that our sun is 86G,952 miles in diameter, and Jupiter 87,000, and that their mutual attraction is exercised through the intervening space of 485,000,000 of miles.
WONDERS OP CHEMISTRY.
Analogous to the system of the Universe, is the system of atoms. The one on the scale of infinite greatness and grandeur; the other on the scale of infinite smallness and perfection. In the one we have weighty orbs moving in order through space immeasurably vast! In the other we have molecules inconceiva- bly small, acting in spaces incalculably minute! But in both systems, a perfect order of arrangement; a mutual and regulating attraction.
By chemistry it is shown that an atom must be less than one- millionth of a line in diameter, or that it would require 72,000,000 atoms to be placed side by side to make one linear inch; while Newton's experiments would show that molecular attraction can- not be exerted at a greater distance than one-millionth part of an inch.
But in the one, as in the other, we have the essential correlation of forces, of the maintenance of harmony and equilibrium, among innumerable orbs or innumerable atoms; in the one case we call it gravity, in the other, cohesion, or chemical attraction, influenced by light, heat, and electricity.
The grains of sand are innumerable ! how much more the ulti- mate elements of matter! There are probably more than 100,000,000 atoms in a drop of water! How many in a pint! How many in Lake Erie! How many in the Pacific Ocean! How many in all the waters that spring and flow and heave upon the face of our globe ! And then, again, the ultimate elements of pure water are only two — oxgen and hydrogen, which two elements retain eternally their identity and properties, for they are unchangeable. It would be as easy to transform Jupiter into Venus, as to change an atom of oxygen into one of hydrogen; it
1868.] The Wonders of Science and Knoivledge. 13
would be as practicable for an ox to fly, or a fish to walk, as for hydrogen to support combustion or oxygen to burn. These mo- lecular particles are also indestructible. They often wander, but are never lost. In many relations, but essential in all — compo- sing a necessary part of things, v^ry different at different times, and yet never destroyed. For if these ultimate atoms had been counted one thousand years ago, and counted to-night, their number would be found the same.
The same particle of oxygen may at one time glitter in the tiny dew drop, at another refract the crimson of the rainbow; at one period in the nectar of a flower, at another, a part of the flower itstlf. Many centuries ago an atom of oxygen that com- posed a comjDound part of food eaten by beautiful Eve, might have been found in a draught of water which quenched the thirst of faithful Abraham, when journeying to Mount Moriah, and be afterward an ingredient of the wine drunk by David, when seated upon the throne of Israel. A molecular mite of this ele- ment may variously have entered into the composition of the body of a beast, a bird, or fish — and one of the very same molecules of this gas, which was inhaled by the weak lungs of William Prince of Orange, a hundred and fifty years ago, may be floating in this Town Hall to-night, and fifty years hence be inhaled by the reigning grandson of our present beloved Sovereign, when he shall sit as King over an extensive empire.
But I will conclude. My object has been to show that the atomic field of wonders is marked with the impress of God's footstej^s. Every design, whether large or small, plain or com- plicated, proves the existence of the designer. When that de- sign shows a benevolent object, we must conclude that the de- signer is good. When it exhibits a skillful construction and arrangement, we are satisfied that the workman is wise. If it require the exercise of great power to overcome counteracting obstacles, we decide that the actor is powerful. We conclude with the words of Cowper: —
" How sweet to muse upon his sldU displayed, Infinite skill in all that ke has made ; To trace in Nature's most minute design, The signature and stamp of power divine. Contrivance exquisite, expressed with ease, Where unassisted sight no beauty sees; Tho' invisible in things scarce seen revealed. To whom an atom is an ample field. "
In the gTaduating class of Yale College for 1868, 106 in number, 70 smoke, 15 chew tobacco, 70 play billiards, and 96 play cards. Eighteen are going to study theology, which in- cludes eight of the card-players. If the 70 young men could see the heap of tobacco they are to chew or smoke during the three- score years they may live, they would give up in despair.
14 Object- Teaching. [Nov.
OBJECT-TEACHING.
[The following extract from an article in The Sunday School Teadier, though somewhat theological in the tone of the illustrations used, is by no means too " heavy" to overbalance the good sense and practical bearing of the views expressed.]
" 'Object-teaching' is a new name for an old practice. It is simply a method of illustration, which addresses itself to the eye, as well as to the ear.
"The practice of teaching by illustration is universal. There is no such thing as good teaching without it. A well chosen illustration often makes an obscure truth plain, audit always im- presses more deeply upon the understanding and memory a truth which is already familiar.
' ' All fables, allegories, and apologues, are illustrative in their nature. Of uninspired illustrations of truth, the Pilgrim's Pro- gress, by John Bunyan, is one of the best. I need not remind you that the very best instance of this method of imparting instruction is found in the matchless parables of our Lord, recorded in the Gospels. The use of illustration in preaching is common. Some ministers are famous for their power in this way.
"Now, object-teaching differs from ordinary illustrative teach- ing only in one particular. It is visible illustration. In object- teaching we summon the eye to the aid of the imagination. Instead of alluding to an object not present, we bring the object itself, from which the illustration is drawn, into the school-room, and exhibit it to our pupils. The introduction of the object is an event, and therefore more easily remembered than a remark. By showing it, the teacher arrests and fixes the child's attention, and gives point and definiteness to the child's thought. Instead of requiring him to perform two mental operations, (Namely: First, to form within his mind an image of the absent object, and then, to perceive the resemblance between that and the truth illustrated by it,) we aid his feeble powers by making one men- tal operation upon his part sufficient. All that we ask of him is to see and remember the point of the illustration.
" In this sense, I say again,' object-teaching is nothing new. It is as old as the Pentateuch; as old as creation. We often hear the phrase "word-picture." An object-lesson is n picture in action. Every symbol and type in the Old Testament, is an object-lesson. The sacrifices of the Old Testament dispensation were object-lessons; and the first sacrifice, you remember, was offered in the garden of Eden. The offering under the Mosaic law — the burnt offering, which was a symbol of self-consecration to God; the meat-offering, (unbloody,) and the peace-offering, (bloody,) which were the expression of devout gratitude; the sin and trespass-offerings, which were expiatory in their nature — all pointed forward to the sacrifice of the Messiah, the lamb slain from the foundation of the world, the lamb of God which taketh
1868.] Ohject-TeaxiUng. 15
away the sins of the world. The Passover was an object-lesson. The Sabbath was an object-lesson, reminding the Jews, by its weekly return, of the fundamental doctrine of their religion; that the world is not eternal but had a Creator, whom they and we are alike bound to worship. The rainbow was an object-les- son— God's object-lesson in the sky. I never see it, without thinking of his promise that the world shall never again be destroyed by a flood. The sacraments of the New Testament are object-lessons — the one, setting forth, as it does, the work of Christ, and its effect upon believers; the other symbolizing the work of the Holy Spirit. We have divine authority for object- teaching. It is one of God's own methods of instruction, as we shall see even more clearly, if we open the prophecies.
'* When Ezekiel desired to impress upon the captive Jews in Mesopotamia the fact of the approaching destruction of Jerusa- lem, acting under the influence of divine inspiration, he took a clay tile and drew upon it a picture of the doomed city, then laid siege to it, built a fort against it, arraj^ed against it a camp and a mound and battering rams; and to show the miserable condition to which the besieged inhabitants should be reduced, he himself lived for more than a year upon a daily allowance of bread and water. To indicate their ultimate fate, he cut off all his hair and beard, divided it by weight into three equal parts, and burned one part, another part he chopped into pieces with a razor, and the remainder he scattered in the wind. . The part which was burned represented those who should be consumed by pestilence and famine ; that which was chopped with a knife represented those who should fall by the sword; and that which was scat- tered in the wind those who should be dispersed through all lands. The whole constituted an inspired object-lesson. You may read a full account of it in the fourth and fifth chapters of Ezekiel. You will find the account of another symbolic action by the same prophet, in the twelfth chapter, and of still another, by the prophet Jeremiah, in the thirteenth chapter of Jeremiah. Many of the parables of Christ were object-lessons; that of the sower, who went forth to sow, for instance. Christ taught the disciples an object-lesson when he called for a penny, (Luke xx: 24,) and made the image of Cajsar, stamped upon it, the text of a discourse upon the duty of loyalty to lawful authority, human and divine.
'* Here, upon this table, before me,* is a basin filled with water, and a large carriage lying beside it. (Taking up the sponge. ) This reminds me of a saying which I have somewhere read, that covetous men are like sponges. (Here the speaker dipped the sponge in the basin. ) They drink up water greedily (the sponge saturated with water, and dripping profusely, was
*This article was first given in the form of an address before an Institute, and hence the form of this and some" other paragi-aphs.
16 Ohject-Lessons for Small Children. [Nov,
now held up before the audience,) brtt return very little (suiting the action to the word) until thej sue squeezed. This is an object- lesson. You will never forget that saying-. You cannot. But, might you not have forgotten it, had you simply heard it ? You may judge from the effect of the sight of the water and the sponge upon yourselves, what the effect of good object-teaching is upon children.
" You see this piece of blotting-paper. It is, you observe, of a dull red color. What is the secret of that color ? There is a lesson for us in it. When rags are manufactured into paper, they are ordinarily bleached before being reduced to a pulp. But this red blotting-paper, it is said, is made of rags which can- not be bleached; rags dyed with what is known as Turkey red, and this dye is the very same which in Scripture is called scarlet, in the precious promise ' ' Though your sins be as scarlet, they shall be white as snow. ' Can you ever, henceforth, .see a piece of blotting-paper, without thinking of that promise, and repeatr- ing to yourself the Saviour's word : ' The things which are im- possible with men are possible with God.' "
OBJECT-LESSONS FOR SMALL CHILDREN.
PENKNIFE. SIXTH GRADE.
Is a penknife natural or artificial ? Artificial.
Why ? Because it was made by man.
Is it a solid or liquid substance ? Solid.
What are the parts of a knife ? Blade, handle, rivets, hinge, point, notch, scales.
What is the blade made of ? Steel.
Why is it not made of lead ? A leaden blade would bend and become useless, as lead is non-elastic.
Why not of tortoise shell ? Tortoise shell is too brittle for that pui'pose.
Why not of wood? A wooden blade would not take an edge sufficiently fine and sharp; also, it is not hard or tenacious enough.
Of what is the handle of this knife made ? Tortoise shell.
Is tortoise shell an animal or vegetable substance ? Animal.
Why are the handles of knives made smooth ? That the touch may be pleasant to the hand, and that they may bo easily cleaned.
Why is the blade blunt at the back ? To allow the pressure of the hand in cutting; also, to strengthen the blade.
What part of the knife is called the hinge ? The part upon which the blade turns.
What are the rivets ? The small pieces of brass which fasten the parts together.
1868.] Ohjed-Lessons for Small Children. 17
What are the scales? The pieces of shell on the outside of the handle.
What is the notch ? The small grove in the blade.
What is its use ? To raise the blade.
What qualities may be observed by the sense of sight ? It is opaque. The tortoise shell is of several colors. The blade and rivets have a lustre. The blade is pointed.
What qualities may be observed by the sense of feeling ? The blade is sharp.
What did persons use before knives were invented? They used rude instruments made of stone.
Farts — Blade, handle, hinge, rivets, point, notch, scales.
Qualities' -O'pa.que, solid, hard, smooth, sharp, pointed, artifi- cial, bright, of several colors.
Uses — Principally for cutting.
»
TABLE. NINTH AND TENTH GRADES.
Is a table natural or artificial. Artificial.
Why ? Because it was made by man.
Of what are tables made ? Wood.
To which of the three kingdoms does wood belong ? To the vegetable kingdom.
What is the shape of the table ? Rectangular.
On looking at a table what qualities may be observed ? It is solid; opaque.
By feeling it what do we notice ? It is hard, smooth.
On looking at the wood what do we see ? Small holes or pores.
What, then, do we say of wood ? It is porous.
If heat be applied, what will occur ? It will burn.
What quality does it then possess ? Combustibility.
Why are tables varnished? To improve their appearance; also to protect the wood ?
What are the parts of a table ? Outside, inside, body, top, bottom, legs, drawer, hinge, lock.
What is the use of the table ? To serve as a resting place for articles.
Parts — Outside, inside, body, top, bottom, legs, drawer, lock.
Qualities — Ai'tificial, hard, solid, opaque, combustible, porous, smooth.
Uses — To rest things upon.
We see it stated, that while Chicago has accomodations in her public schools for sixteen thousand scholars, and in her private schools for twelve thousand, the census of 1860 shows that she has a school population of fifty-three thousand one hundred. From these figures we learn, that twenty-five thousand, or nearly one half of her children, are not provided with means for obtain- ing an education. 2
18 Miscellanea. [Nov.
J^
ISCELLANEA.
" With" AND "Of." — These prepositions are frequently used in a wrong sense. Thus, in the sentence, "We are perishing with hunger" or "of hunger," both are right, but " of " is more in conformity with modern notions of propriety. The poetical ancients talked of men ' ' killed by the sword. " This is personi- ijing the sword. Less poetically we say " killed with the sword. " Here the sword is an instrument in the hand of the killed. But of seems to get rid of personality, and suggests the modern chemical idea of natural cause. We say killed by a man with a dagger, for the active verb implies an agent. But when the neuter verb, die or perish, is used, of seems preferable, though the Scriptures say perish with hunger, and kill with hunger, and die for hunger, but never of hunger. We could say " he died with regret," but that would not mean ' ' of regrei." He might die "with love in his heart to all his kindred," but not " of love in his heart to all his kindred." But use an active verb and then you must say he was killed by or with, not killed of. He was killed with kindness, not 0/ kindness; he died o/'a broken heart and o/" grief. This, however, is not a general rule. We say he wasted away with gxief , not of grief.
An Ohio school-girl went through her calisthenic exercises at home for the amusement of the children. A youthful visitor, with interest and pity on his countenance, asked her brother " if that gal had fits ?" "No," replied the lad contemptuously, "that's gymnastics." " O, 'tis, hey?" said the verdant, "how long has she had 'em ?"
The use of the Irish language is dying out in Ireland, and it is estimated that twenty years hence what is almost the oldest tongue in Northwestern Europe will cease to be used. The beauties of Celtic literature can never, however, be preserved in ..any other language.
In a class of little girls in one of the schools of Boston, the question was asked, ' ' What is a fort ?" ' ' A place to put men in," was the ready answer. " What is a fortress, then V" asked the teacher. This seemed a puzzler, until one little girl of eight summers answered, " A place to put the women."
The Immobtal Mind. — Daniel Webster penned the following beautiful sentiment: "If we work upon marble, it will perish; if we work upon brass, time will efface it; if we rear temples, they will crumble into dust ; but if we work upon our immortal minds — if we imbue them with principles, with the just fear of God and love of our fellow men — we engrave on those tablets something which will brighten for all eternity. "
1868.] Department of Public Instruction. 19
lEPARTMENT OF PuBLIC INSTRUCTION.
OFFICIAL JOURNEYINGS.
SACEAMENTO COUNTY.
The state Superintendent reached Sacramento on the second day of the Institute, and found it in successful operation, Superintendent Trafton presi- ding. The programme of exercises was judiciously gotten up, and creditably carried out. Special prominence was given to the subject of Arithmetic, mental and written. A class exercise in Intellectual Arithmetic, conducted by Mrs. Southworth, was notable on account of the proficiency displayed, and cannot fail to give a forward impulse to this important and valuable branch of study. Mr. Howe, of the Sacramento High School, exhibited classes in Arithmetic and CaUsthenics, in which his pupils gave proof that they had received good drilling from a good teacher.
The discussion on School Discipline was earnest and spirited — and in the judgment of the State Superintendent, sensible. Addresses were delivered by Kev. T. H. B. Anderson, I. N. Slater, Esq., and the State Superintendent. Several very good Essays were read by members.
BUTTE, PLUMAS AND SUTTEB COUNTIES.
My visit to the Joint Institute for Butte, Plumas and Sutter counties, though brief and attended -wdth difficulties, was nevertheless pleasant. The Institute was held in the large and excellent public school-house at Oroville, Superintendent Warren presiding. A part of the exercises for one afternoon was all that I witnessed. Several of the teachers who took part in those exer- cises, were in intelligence, earnestness and cultivation, the peers of any I have seen in the State. The State Superintendent's address was heard by a respectable audience, who seemed to be indulgent to a stranger suffering from chill and fever. My brief social contact with the teachers at this Institute, impressed me very favorably, and excited a desire to see them again and know them better. I hope the Secretary will furnish the proceedings for the Teacheb, and therefore I bring this unsatisfactory notice to a close.
SAN JOAQUIN COUNTY.
Though the great earthquake shook Stockton violently on the first day of the session of the San Joaquin County Institute, its exercises were very pleasant and satisfactory to every friend of education who had the privilege of being present. Superintendent Cottle's opening Address was good. The class exercises in the various studies pursued in our schools were, on the whole, well conducted; though in some instances a little too much stress was laid on mere technicalities, to the exclusion of a proper discussion of principles and methods. The tone of the teachers of San Joaquin county is high; they are earnest, well informed and progressive — educators in fact, as well as in name. The State Superintendent was very kindly received, and his services, such as they were, wei'e fuUy appreciated. An abstract of the proceedings will be thankfully received in this office, Mr, Secretary.
20 Department of Public Instruction. [Nov.
EL DOE ADO COTJNTT.
The El Dorado County Institute was held at Placerville, beginning October 26ih. The State Superintendent was able to attend only one day of the ses- sion; but so cordial was the greeting he received, and so deep and lively was the enthusiasm manifested by the teachers present, that he congratulates him- self that he was enabled to make even this brief visit.
The address of Superintendent Hill was spoken of very favorably. If his official efficiency is equal to his urbanity and social qualities, happy is El Dorado county in having such a Superintendent.
At the conclusion of the State Superintendent's address on Thursday evening, a practical and lively discussion took place on the subject of building a new public school-house in the city of Placerville, in which several promi- nent citizens participated. The result will be favorable to the educational interests of that city. Having the promise from the Secretary that the pro- ceedings will be furnished to the Teacheb, the temptation to speak further of . this pleasant occasion is resisted.
THEOLOGICAL SEMINARIES.
Feom the proceedings of the Annual Meetings of the leading churches represented on this coast, we learn that we are soon to have several Theolo- gical Seminaries.
The Protestant Episcopal Church has a Seminary in successful operation in Benicia.
The Methodist Episcopal Church, at the last General Conference, deter- mined to establish a Seminary in California, and the late Dr. Dempster left funds to commence the important enterprise.
The two great divisions of the Presbyterian Church have agreed to unite in the support and endowment of a Theological Department, in connection with the University College, located in this city.
The Congregationalists have determined to commence a Seminary on the 1st of January next. Rev. I. E. Dwindle, D.D., has been elected President. The school will probably be located in Oakland.
If the Baptist Church has taken action upon this subject, it has escaped our notice. From their liberal support of such institutions in other States they will not long be behind other denominations on the Pacific coast.
May these various seminaries be well endowed and generously supported, and be instrumental in supplying this coast, and the isles of the ocean, with an educated, zealous, and holy ministry.
NoBMAL School. — The next session of this school will commence on Mon- day, the 4th of January. No new classes will he formed. Candidates for admission will be examined upon the first session's studies of the class they wish to join. See " Course of Study" in the Card of the "State Nonnal School," on another page.
Circumstances delayed the publication of the Teacheb last month. We hope to control circumstances hereafter.
1868;] Department of Fuhlic Instruction. 21
PRINCELY LIBERALITY— EXAMPLES FOR CALIFORNIANS.
Daniel Deew, of the City of New York, has lately given $500,000 to the Methodist Church, for the purchase and endowment of a Theological Semi- nary.
M. Vassar, of Poughkeepsie, New York, gave about the same amount to " Vassar Female College," now the best endowed College for the instruction of ladies in the world.
E. Cornell, of the same State, has given'^nearly one million dollars to ' ' Cor- nell University, ' ' thus making it, at once, in the number and elegance of its buildings, in the value of its apparatus and library, in the numerical and in- tellectual strength of its faculty, and in the extent of its endowment, the peer of the oldest colleges in America.
Who, in California, will follow these noble examples, and by their gifts make our own University the pride of the Pacific coast ? May our State become as distinguished for the liberality of its men of wealth as it is for the richness of its mines, the fertility of its soil, and the energy of its citizens.
CALIFORNIA SCHOOL LAW.
The Kansas Educational Journal quotes from our School Law the section prescribing the duties of "Teachers," and commends the same to the earnest consideration of the teachers of that State.
In commenting upon that portion of the Law which says, ' ' Children unde' eight years of age shall not be kept in school more than eight hours per day," the Journal uses the following language :
" We would commend this law to the careful consideration of school officers. It is a fact, and we shall do well to fully recognize it, that the rigid discipline of our primary and intermediate schools is destroying the stamina and life of thousands of American children. Lower the standard of discipline we cannot; but no valid objection can be urged against shortening the daily session. The whole idea of sitting still and studying is an unnatural one for children. They must have abundant, frequent exercise, or suffer physically. Four hours per day is as much time as children can profitably spend in study. The other two are but an agony of restlessness and weariness. Far more profitably could teachers and pupils spend them in active sports, or in journeying through woods and fields, studying nature. ' Object Lessons, ' delivered from a stump, to a group of active, delighted excursionists, are as different from the same article wasted upon a drowsy, dreary, heated, crowded school room, as Life is from Death. Friends, let us think of this, and try the experiment."
The Earthquake. — The former pupils of the Normal School will learn, with feelings of sorrow, that the " Manikin " so well known, and so highly appre- ciated by them, was seriously, if not fatally, injured by the earthquake of the 21st ult. It was thrown from its iron pedestal with such force, that the neck was dislocated, and one leg was badly fractured. To set the limb and to restore the broken neck, require such superior surgical skill, that it may be- come necessary to send the subject to Paris. San Francisco surgery would be baffled by a case demanding such peculiar treatment.
22 Department of Public Instruction. [Nov.
A G-ENTLE HINT.
At the late meeting of the Alameda County Teachers' Institute, the fol- lowing resolution was presented by Mr. J. W. Lannon:
Besolved, That the time allowed teachers to attend this Institute, should be entirely devoted to that purpose, and that the School Law either in letter or spirit does not authorize full pay for the week to those teachers who inten- tionally absent themselves from the regular sessions.
The evil referred to in the resolution is not confined to Alameda county. In every county there are teachers who take no interest in the exercises of the Institute. They are the first to complain and find fault with the proceedings, pronouncing the speeches *'dull," and the debates "commonplace; " yet they never do anything to give value or dignity to the meeting.
Men who teach merely as an occupation and not as a vocation, cannot be expected to'TDe interested in proceedings that have for their object the elevation of our profession. They are not in their element in a meeting of professional teachers. By their impatience, restlessness and inattention, they show that they are as much out of place as a fish is when out of water. The Institutes lose nothing by the absence of such members, and the profession will lose nothing when they find some occupation better suited to their tastes.
The resolution is true. As the " Law " never contemplated the employment of such persons, it could not of course make provision for paying them for doing nothing.
Female Education. — The reader's attention is called to an article on this interesting subject. The world-wide reputation of the " British Association" gives importance to any subject favorably noticed by it.
It is understood that the ' * Eegents ' ' of our University will not ignore the claims of the daughters of California, but will provide for them a liberal course of instruction. There is a difference of opinion in reference to the proper method of accomplishing this object. Some believe that the two sexes should be educated in the same classes, while others are decidedly opposed to this union of the sexes, declaring that the evils of the system are not compensated by its advantages. This is a question of paramount importance, at this time. The columns of the Teacheb are open for its discussion. Let us hear from those who favor, and those who oppose the co-education of the sexes.
Committee on Text-Books. — At the State Teachers' Institute, Messrs. Leonard, Carlton, Myricls, Stone, and Braly, were appointed a Committee o» Text-Books, with instructions to present a report at the beginning of the next Institute. From the ability and long experience of the gentlemen composing this committee, as well as from the great importance of the subject, we may expect judicious recommendations. In the excitement and hurry connected with our Institutes there is not sufficient time for that careful examination necessary to determine whether a book now in use [should be displaced by another professing to have superior merit. Let all persons who think our text-books should give place to others, send their recommendations, with their reasons for the proposed change, to this committee. Also, let publishers send copies of the works they desire to introduce into our schools to the same com- mittee. We will be glad to hear from the committee through the Teacher.
1868.] Department of Public Instruction. 23
ALAMEDA COUNTY TEACHERS' INSTITUTE.
The Alameda County Teachers' Institute convened in the Lafayette Gram- mar School-room, in Oakland, on Tuesday, October 13, at 11 o'clock, a.m. Superintendent A. L. Fuller, presiding, called to order. D. C. Pearson was elected Secretary. Opened with singing and prayer.
The following committees were appointed, viz. : On Programme, on Music on Kesolutions, and on Introduction. Critics were appointed for each day's exercises. The roll call showed twenty-four teachers present. The forenoon was occupied in miscellaneous business. Each session was opened with prayer or singing, or both, and the exercises interspersed with singing. -
Tuesday, 2 o'clock, p.m. Superintendent FuUer called to order. Singing. Eoll-call. Thirty teachers answered to their names. Heading minutes of morning session. Essay by E- Howe, on School Government Discussed by Messrs. M. S. Taylor, M. Fadden, Lannon, Coe, and McChesney. Music by Choir. Interesting address by Hon. C. C. CofSn, of Boston, reviewing his tour in Europe and Asia, contrast- ing our school systems with many in those eastern nations. The contrast is favorable to us. We have nothing to learn from them. India, China and Japan are farther advanced in civilization than is generally supposed. Super- stition is fast disappearing before light from America. The United States, to- day, is the great educator of nations. Profiting by our example, those east- ern nations are rapidly rising in agriculture, commerce, manufactures, and literature. A vote of thanks was tendered to Mr. Coffin.
Second Day. Wednesday, 10 o'clock, a.m. Superintendent Fuller presiding. Singing. Prayer. The roll-call showed thirty-two teachers present. Minutes of Tuesday p.m. , read. Critics' report of yesterday. School Government, Discipline, Corporal Punishment, The Self- Reportvig System, Marking Credits and Demerits, discussed by Messrs. Pelton, Howe, McChesney, Coe, McFadden, Taylor, Clarke, Walker, Penwell, Yule, Lannon and Pearson, occupied the entire session.
Wednesday, 2 o'clock p.m. Superintendent] Fuller in the chair. Singing. Thirty-five teachers ans wered the roll-call. Minutes of a.m. session read. D, C. Pearson introduced Grammar, treating the subject at length — presenting his methods of teaching it — after which it was discussed by Messrs. Pulton, McChesney, Pearson, Howe, and Coe. Kemarks by Rev. L. Hamilton.
Third Day. Thursday, 10 o'clock a.m.
Superintendent Fuller called to order. Singing. Prayer. Eoll-call showed twenty-eight teachers present. Minutes of yesterday's p.m. session read- Cri ties' report. D. C. Pearson offered the following, |which was adopted unan- imously :
Resolved, That we fully and heartily endorse the efforts made by Superin- tendent Fuller, and approve his plans for elevating the standard of scholar- ship and deportment in our schools.
24 Department of Public Listruction. [^ov.
J. B. McChesney introduced Geography, as follows: 1st. How mnch in geography shall be taught ? 2d. How it shall be taught ? 3d. There is too much attempted to be taught. Discussed by Messrs. Walker, Pelton, Mc- Fadden, Howe, Penwell, McChesney, Hurlburt, and Miss Annie Lewis, Miss H. M. Fairchild, Miss Lizzie B. Croswell, and Miss Mary Lichthanthaler. The discussion by lady teachers was an interesting feature of the exercises.
Thuesdat, 2 o'clock p.m.
Called to order by Superintendent Fuller. Singing. Thirty-two teachei-s answered to their names. Minutes of a.m. session read. The subject for the P.M. being Grading Mixed Schools, Mr. C. Howe opened it, when a very ani- mated and spirited discussion ensued by Messrs. Howe, Lannon, PenwelL Hurlburt, Coe, McFadden, McChesney, Pelton, and Superintendent Fuller* The question seemed to be, " How far our County Schools can be graded ?" At its conclusion, on motion of J. C. Pelton, our Superintendent was author- ized to adopt as the standard for this county, in grading the schools, the First and Advanced Grades, as laid down by the State Board of Education, for our First Grade ; the Second and Third Grades for our Second Grade ; and the Fourth, Fifth and Sixth Grades for our Third Grade.
Select music by Misses Brown and Kimball. Mr. J. B. McChesney intro- duced the subject of spelling, followed by D. C. Pearson, illustrating their methods of teaching the same. A discussion folio wed^y Mr. C. E. Kich, Mr- C. Howe, Mr. McFadden and Mrs. Phillips and Taylor. Mr. McChesney introduced Beading, followed by Mr. J. C. Pelton.
Thubsday, 7% o'clock p.m. A very interesting, instructive, and amusing Lecture by Professor Knowl" ton, of San Francisco, with some choice select readings, by the same gentle- man. Subject of Lecture, School Discipline.
FoTJETH Day. Fbiday, 10 o'clock a.m.
Superintendent Fuller in the chair. Singing. Prayer. Twenty-six teachers answered to the roll-call. Minutes of last session read. Critic's report for Thursday. By invitation, Mr. J. C. Pelton lectured upon Serial Text-Books in Geography. 1st. The impropriety of many text-books. 2d. A multiplicity of text-books leads to confusion, and begets superficiality. 3d. A few good text-books in the hands of the right kind of teachers, will insure greater success. 4th. Kecommending individual instruction by the teacher, and indi" vidual efforts by pupils. 5th. There is a great waste of time and much unne- cessary expense incurred, as things now exist. 6th. Habits of waste, extrav- agance and carelessness, are acqiiired by children. 7th. A wiser course* pursued in some European schools, shows better results. Messrs. AValker and Hurlburt followed, with some remarks on same subject.
Mr. E. G. Coe treated Arithmetic. 1st. When shall pupils begin this study 2d. How, and where shall they begin. 3d. How to teach the use of numbers. 4th. The value of object-lessons in teaching the elemen*.s. 5th. The time oc- cupied in this branch. Discussed by Messrs. Yule, Penwell, Pelton, Walker, Fuller, and Rowell. Superintendent Fuller illustrated methods of acquiring rapidity in mental operations.
1868.] Department of Public Instruction. 25
Feiday, 2 o'clock p.m.
Superintendent Fuller presiding. Singing. Thirty-six teachers present. Mr. J. B. McChesney illustrated his methods of teaching Penmanship. D. C. Pearson also illustrated his methods. The subject was further discussed by Messrs. Pelton, Coe, Yule, and Howe,
Kev. L. Walker, Chairman of the Committee on Kesolutions, presented a series of resolutions, which were adopted. They appear at the termination of the proceedings.
The subject of Cosmopolitan Schools and Text Books elicited quite an ani- mated discussion.
The following resolution, introduced by Mr. J. C. Pelton, passed unani- mously :
Resolved, That the thanks of this Institute are due, and are tendered to D. C. Pearson for the very faithful and efficient manner in which he has dis- charged his duties.
By D. C. Pearson:
Resolved, That our thanks are tendered to the Oakland News and the Oakland Transcript for publishing our daily proceedings.
By J, M. McChesney:
Resolved, That the California Teacher, Oakland Mies, Oakland Transcript, Alameda County Gazette, and Alameda Democrat, be requested to publish the resolutions of this Institute.
By J. M. McChesney:
Resolved, That our County Superintendent send a copy of these resolutions to each District Clerk in the county.
A vote of thanks was tendered to Superintendent Fuller, also to the Music Committee. Critics' report for the day was read. The California Teacheb was requested to publish an abstract of our proceedings.
After much pleasant interchange of views by the teachers and remarks by Superintendent Fuller, the Institute sang appropriate pieces, closing with chanting the Lord's Prayer and a benediction.
At its close all felt satisfied that it had been a perfect success.
resolutions.
Following are the resolutions adopted at the close of the session :
Resolved, That we have derived great profit as well as pleasure from this County Teachers' Institute, and that we deem that provision in the General School Law requiring such institutes to be held, one of the wisest. And it is further
Resolved, That it is the sense of this Institute that the time allowed teachers to attend it should be entirely devoted to that purpose ; and that the school law, either in letter or spirit, does not authorize full pay for the week to those teachers who absent themselves without a satisfactory excuse from the regular sessions.
Resolved, That we fully and heartily endorse the efforts being made by our County Superintendent, and approve the plans he has devised for elevating the standard of scholarship and deportment in the schools of our county.
Resolved, That the Institute recognizes the value and importance of the cosmopolitan system of instruction in our common schools, and hope the time is not far distant when it can be generally adopted throughout the county.
Resolved, That we regard the great multiplication of text-books at the present day as an evil to be deprecated; entailing, as it does, a very consid- erable and unnecessary expense upon parents who can ill afford it, and tending directly to superficiahty in pupils and teachers. Perhaps in nothing is this
26 Department of Fuhlic Instruction. [Nov.
•evil seen more than in the dependence of teachers upon the text-books, in- stead of relying upon their own resources — making books a substitute for teaching, instead of aids.
Besolved, That some instruction in music should be considered an essential part of every chiJd's education, and that a love for it should be cultivated as a source of individual happiness and social enjoyment, and as a means of saving our boys and girls from those grosser pleasures which lead to vice and crime; and that, consequently, it should be taught in every common school in our county. And we do respectfully, but most earnestly recommend that Boards of Education and Trustees of Schools should employ special instructors of vocal music for every school under their care, and that a melodeon, or piano, should be placed in every school room.
Besolved, That the cultivation of a love of the beautiful is hardly less important than a cultivation of a love of music, in order to form a symmetrical character; and we, therefore, especially urge upon all those having in charge the erecting of school edifices, that the greatest care be had in selecting a beautiful site for their school building, the architectural plan, and the interior adornment of the class-rooms, so that our children may not only be intel- lectually furnished, but grow up with a love for that beauty with which God, the great Master Architect, adorns His designs and creations.
Resolved, That corporal punishment shoiild not be banished from the school- room ; but that, in our opinion, he or she is the best teacher who can success- fully govern, and yet to the greatest extent dispense with the rod.
Resolved, That the thanks of the members of this Institute are due, and are hereby tendered, to our County Superintendent, Mr. A. L. Fuller, for the pleasant and able manner in which he has presided over our deliberations; and also to Professor Knowlton, of San Francisco, for the lecture which he gave for our entertainment and profit, and under our auspices, with only one regret, that the audience was not such an one, numerically, as its great merits deserved; also, to Mr. C. C. Coffin, for the able and instructive address which he delivered before the Teachers' Institute of Alameda County.
Resolved, That the thanks of this Institute are due and we tender them to our Secretary, D. C. Pearson, for the very faithful and efficient manner in which he has discharged his duties.
Resolved, That we tender our thanks to the Music Committee, for the very valuable part they have contributed during our exercises ; also to the Oakland News and Transcript, for publishing our daily proceedings.
Resolved, That the Califoenia Teacher, the News, the Transcript, the Gazette, and Democrat be requested to publish our resolutions, and we request our Superintendent to send a copy to each District Clerk in the county.
D. C. PEAKSON, Secretary of the Alameda County Teachers' Institute.
Oakland, October 19th, 1868.
STATE NORMAL SCHOOL.
The following are the conditions of Promotion and Graduation adopted by the Trustees of the Normal School :
MONTHLY EXAMINATIONS.
Any pupil failing to receive sixty-Jive per cent, for two successive months shall be placed in a lower class.
SEMI-ANNUAL EXAMINATION.
Junior Class. — Any pupil receiving less than sixty-Jive per cent, shall forfeit her seat in the school.
Senior Class.—Aiiy pupil receiving less than seventy per cent, shall be placed in the Junior Class.
1868.] Department of Piiblic Instruction, 27
ANNUAIi EXAMINATION.
Junior Class. — Any pupil receiving ninety per cent, shall be entitled to a Sec- ond Grade Certificate. Those receiving seventy-Jive per cent, shall be entitled to a Third Grade Certificate. Those receiving less than seventy-five per cent, and more than fifty per cent, maybe permitted to enter the next Junior Class. Those receiving less than fifty per cent, will be denied the privileges of the school.
Seniors. — Any pupil receiving ninety per cent, shall be entitled to a Normal School Diploma, and a First Grade State Certificate. Any pupil receiving less than ninety per cent., but as much as eighty per cent., shall be entitled to a Second Grade Certificate, or may enter the next Senior Class. Any pupil receiving less than eighty per cent, and more than sixty-five per cent, shall be entitled to a Third Grade Certificate, or may enter the next Senior Class. Any pupil receiving less than sixty-five per cent, shall forfeit his or her seat in the school. The percentage at the end of the year shall be determined by adding together the double-monthly percentage, the semi-annual percentage, the annual percentage, and the percentage obtained in the Training School, and taking one-fifth of the sum.
ASSOCIATED ALUMNI OF THE PACIFIC COAST.
This Association is peculiar to the Pacific States. In ite East each College has its Ahmini Association. Here, all College graduates are united in one As- sociation. It is a fit representative of the cosmopohtan character of our people.
The Fifth Annual Meeting, held June 3d, in the Chapel of the College of California, was well attended. The "address, the supper, the toasts and the speeches, were appropriate, and the occasion one long to be remembered by those present.
From the report, published by A. Roman & Co., we may present several extracts for the information and amusement of our readers. This monthjjiwe give theffollowing statistics :
Number of members 688
Number of institutions represented 93
Number of Alumni of Yale College 59
Number of Alumni of West Point 47
Number of Alumni of Harvard University 38
Number of Alumni of Union College 27
Number of Alumni who are lawyers 176
Number of Alumni who are clergymen 112
Number of Alumni who are teachers 70
Number of Alumni who are physicians 57
The oldest member of the Association is Eev. L. T. "Woodward, Jackson- ville, Oregon. He graduated at Wabash College, in 1817. Gen. Jas. Wilson* of this city, graduated at Middlebury, in 1820.
Officers — President, Hon, J, B. Felton; Secretary and Treasurer, Charles A. Wetmore; Executive Committee: Hon. J, B. Felton, Louis E. Lull, Dr. Sam'l Merritt, Eev. S. H. WiUey, C. A. Wetmore.
28 Department of Pvhlic Instruction. [Nov.
MEETING- OF THE BOARD OF EDUCATION.
A SPECIAL meeting of the Board of Education was held on Monday, Septem- ber 28tli, for the purpose of taking official cognizance of the death of James A. RoGEKS, Director for the Twelfth Ward. President Holt, Dr. Ayer, Mr. Meagher, Superintendent Denman, Gen. Cobb and others, addressed the Board, eulogizing the character, and extolling the virtues of the deceased. After which, the following resolutions were presented by the Committee appointed for that purpose, and unanimously adopted :
Wheeeas, It has been the will of Almighty God to call our worthy colleague away from his labors to a higher life beyond the grave, therefore, be it
Resolved, That in the death of James A. E,ogeks, we recognize the loss of a kind friend and neighbor, and a gentleman who was earnest in the discharge of his duties as a member of the Board of Education, and ever ready to sym- pathize with those who called upon him for aid and counsel.
Resolved, That we deeply sympathize with the relatives and friends of the deceased, and condole with them in their sad bereavement.
Resolved, That these resolutions be spread upon the minutes of the Board, and that a copy of the same be sent to the family of the deceased.
A resolution, giving the thanks of the Board to the lady teacher, who vol- iinteered to nurse the deceased during his fatal illness, was passed. The name is not given, because she wishes it withheld.
The Board also resolved to wear the usual badge of mourning for thirty days.
REPORT OF THE STATE NORMAL SCHOOL.
July, August and September, 1868.
Whole number of gentlemen 7
Whole number of ladies 128
Total 135
Senior Class 55
Junior Class 80
,u^ TKAINING SCHOOL.
vVTiole number enrolled 279
Number of classes 6
October, 1868.
Gentlemen % 5
Ladies 116
Total , 121
Senior Class 43
Junior Class 78
TBAININO SCHOOL.
Number enrolled 245
Colleges, Seminaries and Academies. — Our reports from nearly all the institutions of learning in California give the gratifying intelligence that they are in a very prosperous condition. One of the results of fine crops is the increased number of pupils in our higher Seminaries and Colleges. These are preparing pupils for the " University, " which will bo opened next Septem- ber. Every man interested in the welfare and true glory of California may well be proud of our schools— public and private.
1868.] Department of Public Instruction. 29
REPORTS OF PUBLIC SCHOOLS.
BOIiL OF HONOR.
Bedwood School, Sonoma County: T. J. Collet, Teacher. — ^For Unexcep- tionable Deportment: Tinnie Hotell, Euth K. Williams, M. Ella Harbin, Sarah Herrington, Libbie Herrington, Georgianna Travis, Sarah Ellen Burger, Oli- via A. Burger, Jessie Miller, Lemuel L. Williams, Willie C. Hotell, and by the request of the above named Second Degree members of the " Kedwood Dili- gent BaM," Charlie W. Colley.
Dla-Mond Springs School, El Dorado County: Chas. W. Chllds, Teacher. — Lizzie Moss, Ellen Burns, Ada Parks, Willie McFarland, Minnie Scott, Proc- tor Scott, James Scott, Ella Fowler, Florence Adams, Philip Hickey, Glen- dora Morrell, Agnes Oilman, -Sarah Bryan, Mary Bryan, Harry Amiden Walter Carpenter, Joshua Yeadon. ,
Stony Point School: W. W. Stone, Teacher; Term ending Sept. 23d. — Miss Cordelia Gale, Miss Emily Gale, Miss Ella Gale, Miss Ella Lawrence.
ITEMS
A Seminary in San Leandro. — We understand that arrangements are being made for the establishment of a first class Ladies' Seminary in San Leandro. The leader in the matter has had large experience in such enterprises, and we feel confident will receive the hearty support of the people. A new Seminary building, 40x40, two stories high, with a cupola, will be erected near the center of the town, which will add another attractive feature to the many induce- ments that locality already possesses, as a beautiful place for a residence.
Miss A. Manning has been transferred to the Spring Valley School, vice A. T. Winn. Mr. Flood is fortunate in securing the assistance of Miss Manning, who is distinguished among our teachers for her varied experience, and for her strict discipline and untiring attention to the duties of her profession.
Professors Williams and Flood. — We neglected, at the time, to calj attention to the election of these gentlemen to the Principalship of the Broad- way and of |ttie Spring Valley Grammar Schools. Perhaps it was well enough to wairand let ' ' their works praise them." We now record the senti- ment of all familiar with these schools when we say the Principals are doing well. The schools maintain the high rank given them by their former teachers. Success to these worthy instructors.
J. A. Rogers. — The Board of Education of San Francisco lost one of its most industrious members, when Mr. Rogers fell a viqtim to the prevailing epidemic. Many of the teachers of the ci^ will long remember him with affectionate gratitude. At a special meeting of the Board of Education appro, priate resolutions were passed, which will be found on another page.
Prof. Leonard. — This experienced and eminent instructor has resigned his professorship in the Boys' High School. He has been at the head of the mathematical department for several years, and has aided in making this school the pride of the city. The resignation of such a teacher is a public calamity.
30 Our Book Table, [Nov.
Eeturned. — Miss Laura B. Mastick, the popular Principal of the Hayes Valley School, has lately returned from a visit to her friends in the Atlantic States. During her absence Miss Stowell has ably filled her place.
A. T. Stewart, the Merchant Prince of New York, taught school for'a short period, in his youth.
A. T. Winn.— This gentleman has been appointed to the professorship in the High School, lately vacated by Professor Leonard.
.., *
Our Book Table.
Pen Photographs of Charles Dickens' ReadiKgs: Taken from Life. By Kate Yield. New and enlarged edition. Loring, Publishers, 319 "Washington street, Boston.
Every one that could do so went to hear Dickens read. Those who could not were deemed unfortuiiate. The next best thing to do is to substitute the Pen Photographs of his readings. These are very vivid, spirited, and one would suppose, true pictures of that interesting performance. Not only are Dickens and the surroundings of the occasion minutely drawn, but an attempt is also made, by marks of emphasis and inflection, to exhibit his man- ner of reading; the authoress truly thinking, no doubt, in regard to Dickens, that ' ' to copy him is to copy nature." The book is very well worth reading. Price, 50 cents.- A. Koman & Co. , San Francisco.
First Principles of Popular Education and Public Instruction. By;S. S. Eandall, Superintendent of Public Schools of the City of New York. New York: Harper & Broth- ers, Publishers, Franklin Square. 1808.
This book comes to us having the sanction of the author's thirty years' ex- perience in administering the Public School System in the State of New York to recommend it. The style is diffuse, sometimes running into nebulousness of ex- pression. He takes a comprehensive view of the subject. The chaj)ters on the " Philosophy of Education," " Practical Education, " " Systems of Public In- struction—their Errors and Defects," and " Objects, Means and Ends of Edu- caction," are very good. No very new or very startling views or methods are brought forward, which is, perhaps, after all, a merit— though some very much needed improvements are suggested. Those interested in ec^^ational matters would read the book with profit, notwithstanding that what yPruly valuable in it could have been expressed in smaller compass. For sale by A. Eoman & Co.
The Scientific Basis op Education Demonstrated; By an Analysis of the Temperaments and of Phrenological Facts in Connection with Mental Phenomena, and the Office of the Holy Spirit in the Processes of the Mind. By John Hecker. A. S. Barnes & Co., Ill and lia William Street, New York. 1808.
The exact status of this work has not been determined. Those who admit
the validity of Phrenological science give it very great importance as a sub"
ject, and very high rank as a work; and those denying that such so-called
science has foundation in nature or fact, still admit that the book has much
merit left when stripped of its phrenological heresies. There are so many
subjects set forth here, bearing directly upon practical education, that even an
enumeration of them is impracticable. But a careful study of this book would
not only give the teacher a better knowledge of the subject of education, but
lead him to a deeper insight into the nature of the human soul. The prin-
1868.] Our Book Table. 31
dple of classifying pupils in accordance with their temperaments is one that should be well considered in all educational systems. This principle is recog- nized in every day life ; and it seems a little remarkable that the experiment was never made in the school-room. Admitting its truth, the book will revo- lutionize the school systems. Denying the supposed heretical portions, still, much remains for the thoughtful man, and especially the teacher, to consider. Progress by experiment is the characteristic of the activities of the present day. Then, this book is a legitimate candidate for popular favor.
Lessons on Political Economy; Designed as a Basis for Instruction in that Science in Schools and Colleges. By J. T. Champlin, President of Ctolby University. New York: Published by A. S. Barnes & Co. 1868.
Here are twenty chapters, covering one hundred and ninety-two 12mo. pages, devoted to an explication of the elements of Political Economy, The subjects discussed are practical, and the work is generally well executed. The chapter on Banking is not exhaustive,|;and in some places liable to objections, but, in the main, good. The observations in regard to the Kemedies for Low Wages are judicious — the topics are "Legal Enactments," "Trades-Unions and Strikes, ' ' "Co-operative Associations, ' ' ' 'Intellectual and Moral Improvement. ' ' The style is simple, clear, and generally correct. For sale by H. H. Ban- croft & Co., San Francisco, and booksellers generally.
The First Lines of English Grammab; Being a Brief Abstract of the Author's Larger Work, the " Institutes of English Grammar." Designed for Young Learners. Ey GoouD Brown. New York: William Wood& Co. 1868. Price, 25 cents.
The Institutes op English Gbammak Methodically Arranged ; With forms of Parsing and Correcting, etc., etc. By Goold Brown. New York: William Wood & Co. 1868.
The Grammar of English Grammars; With an Introduction, Historical and Critical. The whole MethodicaUy Arranged and Amply Illustrated. •; With Forms of CoiTecttng and Parsing; Improprieties for Correction; Examples for Parsing; Questions for Examina- tion; Exercises for Writing; Observations for the Advanced Student; Decisions and Proofs for the Settlement of Disputed Points; Occasional Strictures and Defences; An Exhibition of the Several Methods of Analysis; and a Key to the Oral Exercises: To which are added Four Appendixes, pertaining separately to the Four Parts of Grammar. By GooLD Brown. New York: William Wood & Co., 61 Walker street. 1868.
Through the kindness of our friend, Mr. D. C. Stone, of Oakland, we receive from the publishers the three books constituting the series known as Brown's English Grammars. The amount of learning and labor employed in the production of these works is immense, and when compared with the few days' work,fasually devoted to the preparation of any one of the numer- ous volumes wEich daily issue from the press, the performance is truly com- mendable. The first book is well adapted to beginners; the second to more advanced classes ; and the third, that magnificent royal 8vo. volume, is a vast reservoir of grammatical knowledge, which every one who wishes to thor- oughly understand the English language, should have in his library. Though entertaining views difi'erent from those of the author on many points, yet, in the work before us, we think he has carved for himself, and well deserved, the title of The Coryphaeus of Modern Grammarians.
In the School-Room: Chapters in the Philosophy of Education. By John S. Hart, LL.D., Principal of the New Jersey State Normal School. Philadelphia: Eldridge & Bro. 1868.
A refreshing volume! The author begins with the important question,
"What is Teaching?" and ends with the no less important one, "What
■is Education?" Between, and including these two extremes, almost the
whole field of the teacher's profession passes. Thirty subjects are discussed
32 Table of Contents. [Not.
in as many chapters — each chapter distinct in itself, and yet, all forming a com- plete whole. With admirable tact the author has succeeded in investing what is sometimes called the monotonous drill of the school-room with a liveliness and richness of coloring which charms the reader, and, at the same time, does not travel out of the region of fact, nature and common sense. In reading each chapter, you feel that you are not groping through vagaries and impos- sible theories, but that you are having presented to you the philosophy, which is the common sense, -of the school-room, by one who knows. There is neither cant nor puling about "the profession." There is a directness and manliness of style which inspire respect, and you rise from the perusal with a feehng of more confidence that teaching is a profession, and more willingness to adopt it, than you get from the many labored sentimentalisms written to prove the first or induce the second. Every teacher should read it. For sale by A. Koman k Co., San Francisco.
The Model School Diary. Philadelphia: Published by Eldridge & Brother, 17 and 1 9 South Sixth street.
This is a daily record of the attendance, deportment, recitations, etc. , of the pupil, which he is to take to his parents at the end of each week for signature, thereby gaining their co-operation in his advancement. Teachers will find this aids them in bringing their pupils to the proper standard to pass the ex- aminations. Price, by the dozen, 84 cents. A. Boman & Co., 417 and 419 Montgomery street, San Francisco.
The Teacher's Model Pocket Register and G-bade Book. Philadelphia: Eldridge k Brother, 17 and 19 South Sixth street.
An ingenious invention, answering the three-fold purpose of KoU Book,
Begister, and Becord, adapted to any grade, from Primary to College. Every
teacher who values system, order and his own time, should use it. For sale
by A. Boman & Co.
TABLE OF CONTENTS.
PASK.
HOW WE APPEAB TO THE ENGLISH .•; 1
FEMALE EDUCATION 6
THE TEACHEB AS A GENTLEMAN 9
THE WONDEBS OF SCIENCE AND KNOWLEDGE 11
OBJECT-TEACHING 14
OBJECT LESSONS FOB SMALL CHILDBEN. ...... . \%
MISCELLANEA 18
OFFICIAL JOUBNEYINGS 19
ALAMEDA COUNTY TEACHEBS' INSTITUTE 23
STATE NOBMAL SCHOOL 26
ASSOCIATED ALUMNI OF THE PACIFIC COAST 27
BEPOBTS OF PUBLIC SCHOOLS 29
ITEMS 29
OUB BOOK TABLE 30
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jState Normal jSchool.
BOARD OF TRUSTEES.
H. H. HAIGHT. Governor.
O. P. FITZGEKALD Superintendent of Public Instruction.
JAMES DENMAN Superintendent, San Francisco.
MELVILLE COTTLE Superintendent, San Joaquin County.
J. H. BKALY Superintendent, Santa Clara Coiinty.
De. a. TKAFTON Superintendent, Sacramento County.
S. I. C. SWEZEY San Francisco.
J. M. SIBLEY .' San Francisco.
TEACHERS.
Key. W. T. Lucky, A.M Principal.
H. P. Caelton Vice-Principal.
Miss E. W. Houghton Assistant.
Mes. D. Clakk Assistant.
The Twelfth Term will commence on the 1st day of July, 1868. All candi- dates for admission must be present at that time. The regular exercises will commence on the 6th of July.
COURSE OF STUDY.
REQUISITES FOR ADMISSION.
To secure admission to the Junior Class, Second Division, applicants must pass a written examination on the following subjects, viz. :
Eaton's Common School Arithmetic — to percentage.
Eaton's Intellectual Arithmetic.
Greene's Introduction to English Grammtft*.
Willson's Fourth Keader.
Spelling; Penmanship.
Applicants for an advanced Class will be required to pass an examination on the studies previously pursued by that Class.
Junior Class — First Session.
Arithmetic — Eaton's Common School — complete. (rrammar — Quackenbos '—begun . Geography — Guyot's Common School. Beading — "Willson's Fifth Reader, Moral Lessons — Cowdery's. Spelling — Willson's Larger Speller.
JuNioE Class — Second Session.
Arithmetic — ^Eaton's Higher.
Grammar — Quackenbos ' — complete .
Rhetoric — Boyd's.
Physiology — Cutter's Elementary.
History — Quackenbos'.
Vocal (Julture — Russell's.
Book- Keeping — Pay son & Dutton's Single Entry.
General Exercises throughout the Junior Year — Penmanship; Object-Lessons; Calisthenics; Methods of Teaching; School Law; Composition and Declama- tion.
Senioe CijAa»— First Session.
Ariihmetic — Eaton's Higher — reviewed. Algebra — Robinson's Elementary. (rrammar — Greene's AnalysiH. Xatural Philosophy — Quackenbos ' . Physiology — Cutter's Larger. Rhetoric— Boy A' H. Natural History — Tenney's.
Seniok Class — Second Session. Botany — Gray's.
Physical Geography — Warren's, with Guyot's Wall Maps. Normal Training — Rnssell's. Geometry — Davies' Legendre— five books. English Literature — Shaw's.
Book-Keeping — Payson & Dunton's Double Entry. General Exercises — Same as in Jnnior Year.
REGULATIONS OF THE STATE NORMAL SCHOOL. Adopted by the Board of Normal School Trustees, March 28, 1868.
1. All pupils, on entering the School, are to sign the following declaration of intention:
" We, the subscribers, hereby declare that our purpose in entering the State Normal Schoo is to fit ourselves for the profession of Teaching, and that it is our intention to engage in teaching in the Public Schools of this State."
Male candidates for admission must be at least eighteen years of age ; and female applicants at least fifteen years of age; and all must possess a good de- gree of physical health and vigor.
2. No person whose age exceeds thirty years shall be admitted to the School* except teachers who are fitted to enter the Senior Class.
3. Whenever the number of applicants from any county shall exceed the number to which that county is entitled by law, the applicants shall pass a competitive examination before the County Superintendent, and the Countv Board of Examination; which examination shall be conducted in the same manner as county examinations for third grade teachers' certificates. The persons passing the highest examination shall be eligible to admission in the order of their standing in examination.
4. All applicants are require^ to present letters of recommendation, and certificates of good moral character, from the County Superintendent of the county in which they reside.
5. All new applicants shall present themselves for examination at least three days previous to the regular day of each term commencement; and no pupil shaU be admitted during term time, except in the case of teachers who hold at l0ast second grade State or County certificates.
6. The Principal of the School shall keep a register of the attendance of pupils, and shall report monthly, to the Secretary of the Board, the whole number enrolled, the average number belonging, the average daily attendance, the percentage of daily attendance, and such other statistics as may be re- quired by the Executive Committee of the Board.
7. No pupil shall be entitled to a Diploma of Graduation who has not been a member of the School at least one term of five months.
8. The Normal School shall be divided into two classes: Junior and Senior — each divided into two divisions.
GENERAL INFORMATION.
The time for completing the Normal School course is two years, each divided into two terms of five months.
There will be Written Examinations and Public Exercises at the close of each term. The Graduating Exercises will be in May.
Pupils will be required to furnish their Text Books. Books for reference will be furnished by the State. Good boarding can be procured at about twenty-five to thirty dollars per month.
Applicants will please read attentively the "Eegulations " as given above particularly the Fourth and Fifth.
All graduates will be required to pass an examination on the entire course. Those who complete the studies of the Junior Class will be entitled to certifi- cates of qualification, for teaching schools of Second and Third Grade.
For additional particulars, address
Eev. WM. T. lucky, a. M., Pbincipal, San Francisco.
PUBLISHED BY
IVISON, PHINNEY, BLAKEMAN & CO.
Nos. 47 and 49 GREENE STREET, NEW YORK.
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received with great favor by the best Teachers in the country. Robinson's Series of Mathematics. Including Abithmetics, Algebbas,
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taught objectively. The Song Cabinet. A new Singing Book for Schools. Tcwnsend's Analysis of the Constitution of the United States. A Chart
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in every class room. Townsend's Civil Government. To accompany the "Analysis or the
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aton's Mathematical Series.
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DECEMBER, 1868.
Vol. YI. ' SAN FRANCISCO. //"o. 6.
NOTES ON CERTAm UNJUST REMARKS.
A WHITER in the October number of the Teacher has some un- just remarks, and impracticable notions, which I feel like notic- ing:
' ' A school like the Lincoln or Denman can be very easily man- aged and trained by a Principal who has with him a corps of teachers who are good disciplinarians, but, if they are not, his task will be wellnigh beyond him/'
As the whole scope of the article is intended to show the great injustice done to female teachers, in the fact that their pay is less than that of male teachers, the above sentence must be under- stood to imply that the administrative ability of a Principal, male, is a small affair. The writer does not seem to know that the character of the Principal has very much to do with the ability of the class-room teacher to govern.
The person who has charge of a class must, indeed, be a real teacher. An incompetent person will not be able to govern, even with the aid of the most efficient Principal ; because she is herself the occasion of constantly creating disorder. But it is by no means true that, even with a whole corps of excellent dis- ciplinarians, even if such a wonder could be attained, and, if attained, if it could be retained — both of which ifs are practi- cably impossible — it is by^^no means true, I say, that the discipli- nary power of the Principal would be of small moment. It might, with equal truth, be said, that a ship like the Great Repub- lic or the Great Eastern can he very easily managed and navigated by a captain who has ivith him a corps of seamen who are good mariners , hut if they are not, his task must he wellnigh beyond him.
An inefficient captain would be likely to wreck his vessel with the most efficient crew afloat, while the most able captain would
Notes on Certain Unjust BemarJcs. [Dec
find it utterly impossible to manage his ship with a crew of law- j^ers and bookkeepers. True, it in easy for a captain to manage his vessel with a good crew of real sailors, but the ease with which it may be done does not in any manner nor in any degree detract from the credit deserved by the captain, nor is it other than foolish to infer that an able captain is of small moment when the crew is remarkably efficient.
The writer of the above sentence would have needed nothing but ordinary ingenuity to make out a very strong case for the female assistant, without resorting to the small business of en- deavoring to belittle the value of the Principal's work.
*' The drill, system, and teaching must be performed in the class- rooms, but the credit and the pay go to the head of the school." If the writer had said, " the drill, system and teaching are gen- erally done, '' etc. , he or she would not have exhibited the gross ignorance of what constitutes the important part of the duties of a Principal which is shown in the expression must, etc. It is too true, that what little system there is, is a thing that pertains to the class-room, and, as a consequence, even under our best course of instruction, the education of our youth is only a patch- work of pieces of incongruous systems, and shapeless shreds of aimless efforts.
But, this should not be so. If the duty of the Princij^al were well performed, it would not be so. Why this great, this very great want, adequate supervision, exists, is a question which requires the consideration of too many points to be treated of here; but no teacher should be so ignorant of the fact that there is a want so pressing as to suppose that the system must be a thing of the class-room.
The charge that " the credit goes to the head of the school," is one that could be safely made by anybody, at any time, in any place, under any circumstances, in regard to any occupation, and with any degree of truth or falsity.
It is very likely that occasionally somebody attributes some particular instance of excellence to a Principal, when, in fact, the credit belongs to an assistant; but, generally, people see where the merit is, and I think it would bother Perseus to mention the name of many, or any Principals who have acquired great or little distinction on the strength of results attained by their assistants.
The writer's disparaging remarks concerning male teachers as a class are unworthy of any average intellect; but the charge that male teachers, as a class, occupy their positions through purely mercenary motives, is malicious, as well as foolish, and deserves, on that account, a moment's consideration. It is true that, in one place, the words used are *' many a man," but the context does not sustain the restriction, and the conclusions are, as to the class, male teachers; while, both by implication and in terms, the class female teacher, is credited with none but philanthrojjic motives.
1868.] Notes on Certain Unjust Remarks. 3
At first blush, it would seem as if this question were one of those indefinite and ethereal things which are so hard to deal with, but there is a tangible criterion which will easily satisfy any mind really in search of the truth, and that is the relative value of men's and women's time in other occupations. Suppose all edu- cation to be prohibited for ten years from to-day. What other emplojanent could the three hundred lady teachers of this city get that would pay them as well? What other emj)loyment would the male teachers get that would pay them so poorly ? There are clerks, bookkeepers, and other agents who work for less than the pay of a sub-master, but they are men who would be many degrees too low in the scales of intellect and education to occupy the position of a sub-master. The average pay of agents is much higher than the average pay of male teachers, while the average pay of female teachers is much higher than the average pay of the superior sort of women's work in other occu- pations. It should be noted, that while we are comparing the pay of female teachers with that of only the higher classes of women's work, we are comparing the pay of the male teachers with that of only the middling classes. We leave out of the ac- count the professions, and class the teacher with the clerk, por- ter, salesman and bookkeeper.
Here, then, is the test. While so many men quit the occupa- tion of teaching in disgust, because higher pay is offered them in vastly inferior positions in the business world, is it not plain that those who do continue show that they withstand the temptation to which so many who are indifferent succumb because they pre- fer the occupation of teaching to that of merely trading or writ- ing ? Perseus, whoever he or she may be, for the gender of a iiom de plume is no certain guide to the sex nowadays — Perseus exhibits so gross ignorance of teachers and teaching that he evi- dently does not know what is familiar to all teachers who see much of the teaching world, viz: that the too often excessive work of the class-room causes fully one half of the female teach- ers to dread it, and that vejy many are tempted to continue teaching only because it pays better than other kinds of female labor; and even this temptation would not be strong enough, were it not supplemented by the ardent hope that in the case of each one her school days may soon be over.
Eeferring to the pay of the male Principal and that of the female assistant, this writer asks, " AVhy make such a great dif- ference in the paid value of the work?" The male Principal gets $175 per month ; the female assistant, $70, or in the second grades, $75. Since Perseus considers this difference so tremen- dous that he, in relation thereto, talks of " codes of morals and justice," "Christian and moral people," and even goes to the extent of referring to the reign of God, and His making all things right; since, I say, he considers this difference so tremendous, it is fair to suppose that a difference of $25 a month would appear
4 Notes on Certain Unjust Bemarhs. [Dec.
to him to be sufficiently great. Now, there are only two ways of righting this great wrong; either pay each grammar assistant $150 per month, and primaries in proportion, or pay male Prin- cipal $95 or $100 per month. Let us hope that Perseus is not a teacher, for such folly must disgrace the craft. The salaries of teachers are governed, and always will be governed, by the laws of supply and demand. The teaching of a grammar class has no absolute money value whatever, other than is given it by these laws. Some shallow people think, if this can be called thinking, that because, under certain circumstances, it may be considered desirable to place a man in charge of a third grade class, and he is paid $125 per month, that, therefore, the money value of the work is just $125 per month, and that if it should afterward be considered expedient to place a lady in charge of the same class, that she should receive the same salary, or suffer injustice. The male teacher is paid his salary, not because the labor is worth exactly so much, but because he can not be had for less. If he could not be had for that he would receive more. If men of his sort were as plentiful in the labor market as the other sex, he would receive exactly the same as is now paid to them. If more plentiful, he would receive less.
If some genius shall some day invent a machine, moved by a crank, which shall do exactly the work now done by the teacher, and the Board of Education should order one placed in each room of the Denman School, and have them all supplied with motive power by means of an engine in the basement, the money value of teaching a grammar class will be the interest on the cost of the machinery, plus the cost of the fuel, and the pa}^ of the janitor who keeps the engine in motion, or say $10 per month. If then, for some reason it should be considered desirable to take the machinery out of one room and substitute a lady therefor, the Board could not say to her, ''Madam, the money value of the labor required of you is $10 per month," but she would be paid the smallest sum which her time would be worth in some other employment, say $70. Or, if a man were desired, he would be paid the lowest dime for which they could reasonably expect to retain him. The general comj)laint, that a saleswoman gets less pay than a salesman, a female bookkeeper than a male book- keeper, etc. , does not belong to this discussion. I should say that, on no aecount whatever, should a man be employed to teach or do anything, if a woman can do it as well.
Perseus says, ' ' There is something in the monotonous routine of school life that has a tendency to make a man insipid, unre- liable and effeminate, while, in a lady, it has the opposite effect; it develops her power of self-reliance, and makes her stronger, perhaps, masculine."
The teaching of Perseus is, or was, no doubt, very monoton- ous, if we may judge of his or her estimate of teaching as exhib- ited in the next quotation I intend to make.
1868.] Teachers Should Study. 5
As to th^ tendency of teaching, as set forth above, if Perseus is a man, he has accurately described its effects upon himself, as exhibited in his communication to the Teachek; if a woman, she does well to interpolate that hesitating ^'perhaps" between the words " stronger" and "masculine."
The following sentence is worthy of Perseus. It shows an estimate of the occupation of teaching so far behind the age that Ave may well blush to read it in the California Teacher:
" The pedagogue's chair is a good stepping-stone to something liigher for men, and many a profound statesman or divine has ascended above it with glory, while, if they had remained in it, they would have become fossilized dough-heads."
B. M.
TKA.CHERS SHOULD STUDY.
It will be a relief, I think, to turn from the much abused topic of teaching, to the more beautiful art of learning. It is not always best to travel the same road. Sometimes the great gold drifts of our best mines apparently are lost, and a new shaft must be dug, or a new tunnel built to reach the hidden treasure. So in the search for knowledge, there are devious ways for gain- ing it. Knowledge is not an Olighai^chist. Her temples are reared all over the earth, and he who will may learn the anthem chanted by every branch and bud and sailing cloud. The rough miner has as good a right to prospect for the golden ore, as the con- solidated companies of Washoe, and he may " strike it as rich as they. " The yellow flakes are not all piled up in the Comstock ledge; they have drifted in all directions. Many an Ophir, or Savage, or Yellow Jacket, remains to be found ! Thank God ! the riches of knowledge are not all hidden at Darmstadt, at Oxford, or at Harvard.
The wonderful philosophies of the school-room are eternal; and when we reflect that our whole existence is to be one of progress, scholars only, through all that life, the term school- room loses its trite and insignificant import. I say school-room, for it is there the larger philosophy of life begins. When, kind reader, did you cease to be a scholar? That moment you became a fool. When is the day separated from the night ? Can you tell ? When the last ray is lost in the West, the first one is born in the East. So when you can separate school-life from your existence, you may easily gauge its value. And if this is true philosophy concerning ourselves as teachers, how thoughtfully should we consider it with reference to our pupils.
The mind was made to learn, and learn it will ; and it will learn its lessons through the channels nature has developed most. We do too much talking about our methods of teaching, when we know nothing of the grand psychological power of the teacher to edu- cate. The noblest principle of education is within the scholar's
6 Teachers Should Study. [Dec.
mind, and not in the grandiloquent excess of tlie teacher's knowledge. To be a faithful, earnest learner, is timer to nature than to be a teacher; and he only can teach well who knows how to learn well himself, and to make his pupils independent work- ers and thinkers.
Contending, searching, ascending, there is in every mind the power to learn. "We can no more stop that power from growing than we can stop the sunlight from shining. Its tendency may be towards the — we by influence and example may dwarf and wound it, but the mind will learn ! And if the internal effort is not made by the individual scholar, our external machinery and methods of teaching are of no avail.
Guyot, teaching us such splendid thoughts of the earth, had first to learn his primary lessons in Geography; had first to learn, somewhere in his school-life, the location and height of moun- tains, the mouth and the source of a river, before he could teach us his glorious thoughts. And so must every scholar do this ' ' drudgery " (as it is too often styled) of learning before he can use its philosophy.
The one great evil pervading all our systems of education is that of overdoing the matter. In all phases of life at the present we find the same evil — a constant effort to make a show, to pro- duce an effect ; and if the real is not attractive enough, the false must be added to make it so. Children are now supposed to have the full development of mind necessary to comprehend the thought, reason and work of brains that have struggled through forty or fifty years of study. They must be educated, because that is right; but it is also fashionable that they make no application of thought themselves, yet borne down by a " course " of instruc- tion that would have given Pythagoras or Socrates the night- mare. If the simplicity of youth could be taxed only with the simple drill of simple things, simple elementary principles, the growth of manhood and womanhood w^ould bring in its natural development the strength to endure, the will to conquer and the love of study to enjoy — for the mind loill learn. Instead of this, the necessity of fashion impels our pupils through an unnatural race, and they leave our High and Normal schools at the time in life when character is just forming. Restless, ambitious, without ease or dignity, because their nervous systems are stretched to their utmost tension, and their vanity elated to such a degree that common sense and good judgment are silenced, they rush into the position of teachers only to fail! "What a sad comment on our High ^hools, that so many of their j^upils two years after leaving are unable to pass a decent examination. Something is radically wrong. What is it ? Asking children to do the work of mature minds. We might as well try to absorb the ocean with a sponge. A. child's mind cannot retain the thought and the rea- son of age. It lives in a sphere peculiarly its own, and to teach, it, the teacher must leave his " seventh heaven " and come down
1868.] Human Nature.
to it, for the child cannot reach unto his. Line upon line, pre- cept upon precept, alone will make a thorough scholar; and want of thoroughness in any branch will always beget a disgust for that subject, and therefore weakness and failure.
The person who ceases to study on leaving the school-room as a pupil, ought never to enter it as a teacher. Such cannot have that psychological sympathy which is absolutely necessary to im- press a child's mind with the love and duty of studying, because they recognize no such necessity in themselves. Long after the Academy or College is left should the teacher be a learner, kneel- ing ever before the shrine of knowledge, even though his hair be silvered by time and his step weakened by agp.
The Cathedral of Cologne is not yet finishes' ; yet generations have passed in, bowed, worshipped and gon^inf their rest, while touch after touch is being laid on the noble structure, without a blemish of its beauty or symmetry. So the grander super- structure of education should be planned with the square and plummet, its plan admitting of eternal enlargement. The possi- bilities of achievement should be aimed after rather than the probabilities.
We were made to learn, and if we do not we are miserable failures, for no high-sounding collegiate courses, or velvet-capped ' ' Professors " can make us scholars if we do not strive for the prize ourselves.
Peeseus.
HUMAN NATURE.
[Extract from an Address delivered before the London College of Preceptors, by Edward L. Youmans, M. D.]
The scientific method of studying human nature, important as may be its relation to the management of the insane and feeble- minded, and valuable as is its service in establishing the limits of mental effort, must find its fullest application to the broad subject of education. For, whatever questions of the proper subjects to be taught, their relative claims, or the true methods of teaching may arise, there is a prior and fundamental inquiry into the nature, capabilities, and requirements of the being to be taught, upon the elucidation of which all other questions imme- diately depend. A knowledge of the being to be trained, as it is the basis of all intelligent culture, must be the first necessity of the teacher.
Education is an art, like Locomotion, Mining, or Bleaching, which may be pursued empirically or rationally ; as a blind habit, or under intelligent guidance; and the relations of science to it are precisely the same as to all the other arts — to ascertain their conditions and give law to their processes. What it has done for Navigation, Telegraphy and War, it will also do for
Human Nature. [Dec.
Culture. The true method of proceeding may be regarded as established, and many important results are already reached, though its systematic application is hardly yet entered upon. Although there is undoubtedly a growing interest in the scientific aspects of the subject, yet what Mr. Wyse wrote twenty-five years ago remains still but too true. He says : " It is unques- tionably a singular circumstance, that of all problems, the prob- lem of Education is that to which by far the smallest share of persevering and vigorous attention has yet been applied. The same empiricism which once reigned supreme in the domains of chemistry, astronomy and medicine, still retains possession, in many instances, of those of education. No journal is kept of the phenomena of inf nicy and childhood ; no parent has yet regis- istered, day aftertaa^s with the attention of an astronomer who prepares his ephemerides, the marvelous developments of his child. Until this is done, there can be no solid basis for reason- ing; we must still deal with conjecture." And why has nothing been done? Because, in the prevailing system of culture, the art of observation — which is the beginning of all true science, the basis of all intellectual discrimination — and the kind of knowledge which is necessary to interpret these observations, are universally neglected. Our teachers mostly belong to the dispen- sation. Their preparation is chiefly literary ; if they obtain a little scientific knowledge, it is for the purpose of communicating it, and not as a means of tutorial guidance. Their art is a me- chanical routine, and hence, very naturally, while admitting the importance of advancing views, they really cannot see what is to be done about it. When we say that education is an affair of the laws of our being, involving a wide range of considerations — an affair of the air respired, its moisture, temperature, density, purity, and electrical state; an affair of food, digestion, and nu- trition; of the quantity, quality, and speed of tlae blood sent to the brain; of clothing and exercise, fatigue and repose, health and disease; of variable volition and automatic nerve action; of fluctuating feeling, redundancy and exhaustion of nerve power ; an affair of light, color, sound, resistance; of sensuous impressi- bility, temperament, family history, constitutional predisposition, and unconscious influence; of material surroundings, and a host of agencies which stamp themselves upon the plastic organism, and reappear in character; in short, that it involves that com- plete acquaintance with corporeal conditions which science alone can give — when we hint of these things, we seem to be talking in an unknown tongue, or, if intelligible, then very irrelevant and unpractical.
That our general education is in a deplorably chaotic state, presenting a medley of debased ideals, conflicting systems, dis- cordant practices, and unsatisfactory results, no observing person will question; that this state of things is to last forever we all feel to be impossible; and that its future removal can only come
1868.] Human Nature.
through that powerful instrumentality to which we owe advance- ment in other departments of social activity, is equally clear to the reflecting. The imminent question is, How may the child and youth be developed healthfully and vigorously, bodily, men- tally, and morally? and science alone can answer it by a state- ment of the laws upon which that development depends. Ignorance of these laws must inevitably involve mismanagement. That there is a large amount of mental perversion, and absolute stupidity, as well as of bodily disease, produced in school by measures which operate to the prejudice of the growing brain, is not to be doubted; that dulness, indocility, and viciousness, are frequently aggravated by teachers, incapable of discriminating between their mental and bodily causes, is also undeniable ; while, that teachers often miserably fail to improve their pupils, and then report the result of their own incomj)etency as failures of nature, all may have seen, although it is now proved that the lowest imbeciles are not sunk beneath the possibility of elevation. The purpose of the foregoing remarks has been to bring for- ward an aspect of man which cannot fail to have an important influence upon processes of instruction. I have endeavored to illustrate the extent to which Nature works out her own results in the organism of man. The numerous instances of self-made men, who, with no external assistance, have risen to intellectual eminence, and the still more marked instances where students have forced their way to success in spite of the hindrances of an irrational culture, testify to the power of the spontaneous and self -determining tendencies of human character; while the gen- eral overlooking of this fact has unquestionably led to an enor- mous exaggeration of the potency of existing educational methods. In establisliing this view, science both limits and modifies the function of the instructor. It limits it by showing that mental operations are corporeally conditioned, that large regions of our nature are beyond dii'ect control, and that mental attainment depends in a great degree upon inherited capacity and organic growth. It limits it by showing that ancestral in- fluences come down upon us as we enter the world, like the hand of Fate ; that we are born well, or born badly, and that whoever is ushered into existence at the bottom of the scale can never rise to the top, because the weight of the universe is upon him. It shows how not to mistake the surface effects of an ostentatious system for a thorough in-forming of character; how not to mistake the current smattering of languages, the cramming for examina- tions, the glossing of accomplishments, the show;)^ and superficial pedantries of literature, and the labeling of degress, for true education.
Russia must be a paradise for school teachers, as 110 days of the year are devoted to instruction, and the other 255 to holidays and vacations.
10 Change of Poetry into Prose. [Dec.
CHANGE OF POETRY INTO PROSE. [From Boyd's " Composition and Rhetoric."]
Much advantage would be given, in learning the art of com- position, by the frequent practice of converting poetry into good, regular prose, without altering the sentiment or meaning. It may be required to present it in as nearly the same words as the prose style will admit; and then, again, to give the utmost freedom as to the words employed, provided the same meaning shall be preserved.
This would be attended with the advantage of imparting not only a command of language, but also skill in tracing the differ- ence between poetic words and poetic arrangement, as contra- distinguished from those befitting prose. It would also lead the way to the writing of poetry, where a talent for this form of writing may exist.
The following may serve as a specimen of the exercise now recommended. The exercises of the various members of the class might profitably be read aloud successively, sentence by sentence, and compared: —
" He scarce had ceased, when the superior Fiend Was moving toward the shore; his pond'rous shield, Ethereal temper, massy, large and round. Behind him cast; the broad circumference Hung on his shoulders like the moon, whose orb Through optic-glass the Tuscan artist views At evening from the top of Fesole, Or in Valdarno, to descry new lands, Rivers, or mountains, in her spotty globe. His spear, to equal which the tallest pine Hewn on Norwegian hills, to be the mast
Of some great admiral, were but a wand ^ ,
He walk'd with, to support uneasy steps Over the burning marl, not like those steps On Heaven's azure, and the torrid clime Smote on him sore besides, vaulted with fire."
The above is thus presented in the prosaic form : —
" He had scarce done speaking when the superior fiend, Satan, was moving toward the shore; his heavy shield of heavenly workmanship, massy, large and round, was cast behind him; the broad compass of it hung on his shoulders like the moon, whose orb the Tuscan artist views through optic- glasses in an evening, frcun the top of Fesole, or else in Valdarno, to discover mountains, rivers, or new lands on her globe ; the tallest pine hewn on the mountains of Norway, to be a mast for the ship of some great admiral, were but Httle in comparison of his spear, with which he walked, to support his uneasy steps over the burning sulphur (not like his former steps in heaven), and the heat of hell smote on him sore besides, for it was surrounded and covered with fire."
Knowing French. — * * Tom, do you know French ?" ' ' Yes, very well by sight; but have no speaking acquaintance with it."
1868.] Ohject-Lessons for Small Children. 11
OBJECT-LESSONS FOR SMALL. CHILDREN.
EIGHTH AND NINTH GRADES. THE CAMEL.
All turn your eyes this way, and tell me the name of the ani- mal you see upon the chart ? It is a picture of a camel.
How do you know it is a camel ? By the hump on its back.
Look closely, and see if you can tell me anything else which distingnishes it from other animals ? Its neck is long. Yes; and see what queer feet it has; they are long, and are divided into two parts. In front of each part is a little hoof. The skin of its feet is veiy^ thick, so that the sand may not hui-t it.
How tall is its body, do you think ? As tall as a man.
Yes; it is about as tall as the tallest man. Don't you think it has a very small head for so large a body ? See what pretty soft eyes it has. Does it look very fierce ? No, it is very gentle.
What is the camel good for ? To ride on.
Yes; in hot countries, where there are great sandy deserts. What are they sometimes called ? " Ships of the desert."
Why ? Because it can go a long time without any water, and does not eat very much. It gives nice milk, too, so that it ans- wers the pui-pose of a cow. Its hair is very valuable; handsome shawls are made from it.
Now, tell me all the parts of a camel which we have spoken of to-day; then its qualities, and then its uses?
Parts — Head, eyes, body, feet, hump. Qualities — Gentle; brown color; gives milk; very useful. Uses — It answers the pur- pose of a horse, a cow, and a sheep.
SEVENTH AND EIGHTH GRADES. FLOWERS.
I am going to give you a lesson to-day upon the flower which I hold in my hand — a " Lady Washington Geranium ;" but, first, I want you to tell me the principal parts of a plant ? Root, stem, and leaves.
What is the root ? The part which grows downward into the ground, and takes in food for the plant.
W^hat is the stem ? The part which grows upwards and bears the leaves.
What are the leaves for ? They are the breathing organs of the plant.
What is the shape of this geranium leaf ? It is a rounded reniform.
What can you say about its margin or edge ? It is scalloped.
Yes; but crenate is the word we want; that means scalloped. Is this leaf parallel or netted-veined ? It is netted-veined.
What are veins sometimes called ? Ribs. And the principal vein is called what ? The mid-rib.
Has this leaf more than one large vein? Yes; it has several. Can you tell me what name is given to such leaves ? They are called palmate, or radiate-veined.
12 Weight of Brains, Dec]
Name the parts of a flower ? Calyx, corolla, stamene and pislil.
Which is the calyx? The outer covering. And which the corolla ? The inner set of leaves. Where is the pistil ? In the center of the flower. Where are the stamen? Around the pistil?
What are the parts of the calyx called? Sepals. Of the corolla ? Petals.
Name the parts of the stamen ? Filament, anther, and pol- len. Of the pistil ? Ovary, stjde and stigma.
Take this flower, and point out all its difl'erent parts.
What are the uses of flowers ? To produce the fruit and to please the eye.
Parts of Plant — Root, stem, leaves. Parts of Flower — Calyx, corolla, stamen, pistil. Uses of Flower — To produce fruit ; to please the eye.
» # »
Weight of Brains. — If weight of brains has anything to do with intellectual and moral development, then ought we to be able to form a tolerable estimate of the relative status of nations and races from the figures on the subject given to the Royal So- ciety by Dr. Davis. A glance over the tables compiled by this latest of cranium-gaugers, shows that the average brain-weight among Englishmen is 47^ ounces, and that Italians, Lapps, Swedes, Dutch, and Frisians, are gifted with just about the same amount of cerebral matter. The lightness of hand and heart which characterizes our neighbors, the French, may be attribut- able to lightness of brain, for the average derived from examina- tion of sixteen French skulls was 45J ounces — two ounces less than the English weight; while the solid-headed character of the Germans is borne out by the fact that thirteen of their crania gave an average of 50 J ounces of brain for each; but this esti- mate is probably too large, as previous investigators, using more materials, obtained much smaller weights. The general Euro- pean average deduced by Dr. Davis is somewhat under 47 ounces per man; the Asiatic and American races average two ounces, the African about three, and the Australian five and a half ounces less than this. There is more raw material of brains in the world than one would have supposed. To make these comparisons of value in judging of the relative power of men, we should also weigh the bodies. The whole man must be taken into account. Then the temperament or quality is to be very carefully con- sidered. By all these means, we may arrive at a tolerably cor- rect conclusion as to innate capacity. But size or weight of brain alone will not tell the whole story.
The Lungs. — The lungs will contain about one gallon of air at their usual degree of inflation. We breathe on an average 1.200 times per hour, inhale 600 gallons of air, or 14,400 gallons per day. The aggregate surface of the air-cells of the lungs ex- ceeds 20,000 square inches — an area very nearly equal to the floor of a room twelve feet square.
1868.] The Netu England Country ScJiool. 13
f
OETRY.
THE NEW ENGLAND COUNTRY SCHOOL.
The following sketch of a Country School in New England — " as it was," is copied from the " Columbian Muse, a selection of American Poetry, selected from various authors — published by Matthew Carey, Philadelphia, 1794,'' where it is credited to the New Hampshire Spy.
THE COUNTEY SCHOOL.
" Put to the door — the school's begun — Stand in your places, every one — Attend, "
" Kead in the Bible — tell the place — "
" Job, twentieth, and the seventeenth verse —
"Caleb, begin." "And — he — ?hall— suck —
Sir, Moses got a pin and stuck "
" Silence! Stop, Caleb ! — Moses ! here !"
" What's this complaint ?" "I didn't. Sir," —
" Hold up 3'our hand. What is't, a pin?"
" O, dear; I won't do so agin."
' ' Kead on. " " The increase of his b — b — ^borse — "
" Hold! H, 0, U, S, E, spells house."
" Sir, what's this word ? for I can't tell it."
" Can't you, indeed! Why, spell it." " Spell it. "
" Begin yourself, I say." "Who, I ?"
" Yes, try. Sure you can spell it." " Try."
" Go, take your seats and primers. Go!
You shan't abuse the Bible so."
" Will pray. Sir Master, mend mj pen ?" "Say, Master, that's enough. Here, Ben, Is this your copy ?" " Can't you tell ?" " Set ail your letters parallel." ' ' I've done my sum — 'tis just a groat — " " Let's see it." " Master, m' I g' out?" " Yes; bring some wood in — What's that noise?" ' ' It isn't I, Sir; it's them boys. "
" Come, Billy, read— What's that 1" " That's A—' " Sir, Jim has snatch'd my rule away — " " Ketum it, James. Here; rule with this — Billy, read on." " That's crooked S." " Bead in the spelling-book. Begin." " The boys are out." " Then call them in — " " My nose bleeds; mayn't I get some ice, " And hold it in my breeches ?" "Yes. John; keep your seat." " My sum is more — " " Then do't again; divide by four. By twelve, and twenty. Mind the rule. Now speak, Manassah, and spell ' tool.' " "I can't." "Well, try." "T, W, L." " Not wash'd your hands yet, booby, ha ? You had your orders yesterday. Give me the ferrule; hold your hand." " Oh ! Oh !" " There — mind my next command.
14 The Neto England Country School. Dec]
The grammar read. Tell where the place is. C sounds like K in cat and cases." " My book is torn." " The next." '* Here not — " " E final makes it long — say note. What are the stops and marks, Susannah ?" " Small points, Sir." " And, how many, Hannah ?" "Four, Sir." " How many, George. You look !" " Here's more than fifty in my book." " How's this ? Just come, Sam ?" "Why, I've been — " "Who knocks?" " I don't know. Sir. " " Come in." " Your most obedient, Sir. " "And yours." " Sit down, Sir. Sam, put to the doors. What do you bring to tell that's new ?" " Nothing that's either strange or true. What a prodigious school ! I'm sure You've got a hundred here, or more. A word, Sir; if you please." "I will — You girls; till I come in, be still."
" Come, we can dance to-night — so you Dismiss your brain-distracting crew And come — for all the girls are there. We'll have a fiddle and a player." " Well, mind and have the sleigh-bells sent, I'll soon dismiss my regiment."
" Silence ! The second class must read
As quick as possible — proceed.
Not found your book yet? Stand — be fix'd —
The next read. Stop — the next — the next.
You need not read again; 'tis well.
Come, Tom and Dick, choose sides to spell."
" Will this word do ?" "Yes, Tom, spell ' dunce.'
Sit still, there — all you little ones."
"I've got a word." "Well, name it." " Gizzard."
" You spell it, Samson." " G, I, Z."
" Spell ' conscience,' Jack. " " K, O, N, •
S, H, U, N, T, S. " "Well done !
Put out the next." " Mine is folks."
" Tim, spell it." " P, H, 0, U, X."
" 0 shocking ! Have you all try'd ?" " No."
" Say, Master, but no matter, go —
Lay by your books — and you, Josiah,
Help Jed to make the morning fire."
The Heart and the Blood. — The amount of blood in an adult is nearly thirty pounds, or full one fifth of the entire weight. The heart is six inches in length and four inches in diameter, and beats seventy times per minute, 4,200 times per hour, 100,800 times per day, 37,772,000 times per year, 2,565,440,000 in threescore and ten, and at each beat two and a half ounces of blood are thrown out of it, one hundred and seventy-five ounces per minute, six hundred and fifty-six pounds per hour, seven and three fourths tons per day. All the blood in the body jDasses through the heart every three minutes, or should do so. .
1868.] Miscellcmea. 15
JA
ISCELLANEA.
Education in England. — Parliamentary returns show that one third of the men of Hertfordshire, Cambridgeshire, Norfolk, Suffolk, Bedfordshire and Staffordshire, who married last year, had to make their mark instead of signing their names to the register. In Southern Wales more than half of the women are unable to sign their names. In Liverpool, out of 23,740 who were apprehended in 1866, only 253 could read or write well; while of 720 children dealt with under the Juvenile Offenders Act, not one could do so. For the 148,000 marriages in 1864, 42,000 of the men and 58,000 of the w^omen signed with a mark. The Birmingham Education Society states in a recent report, that no more than one half of the children ' ' educated" at the national schools of England, or belonging to the classes for which these schools are maintained, can so much as read and write.
Let Woman be Womanly. — Woman gains nothing by striving to become more like man. Her crowning beauty consists in being truly ivomanly. It is that quality which wins the love of man, in whom she loves above all things else strength, manliness — some- thing to lean upon, look up to, be proud of. It is a grand, a noble thing to be a man. To be a woman is to be truly
"God's last, best gift to man," without whom his strength is useless, his v^isdom folly, his life a failure.
Young America. — Why is it that the minds of children at the present day seem to i;be more developed at a given age than they were a quarter of a century ago ? Because they have many more facilities for culture and development, and because the parents of these children were more cultivated than their grandparents. Different modes of living tend also to prematurely call forth and refine the mind, frequently to the damage of the health and the shortening of life.
Preserving Youth. — Cardinal de Salis, who died in 1785, aged 110 years, said: ''By being old when I was young, I find myself young now I am old. I led a sober and studious, but not a lazy or sedentary life. My diet was sparing, though delicate; I rode or walked every day, except in rainy weather, when I exercised within doors for a couple of hours. So far I took care of the body; and as to the mind, I endeavored to preserve it in due tem- per by a scrupulous obedience to divine commands."
A New Hampshire editor, who has been keeping a record of big beets, announces at last that " the beet that beat the beet that beat the other beet, is now beaten by a beet that beats all the beets, whether the original beet, the beet that beat that beet, or the beet that beat the beet that beat the beet."
16 Department of Public Instnoction. [Dec.
Department of "Public Instruction.
OFFICIAL JOURNEYINGS.
YOLO COUNTY INSTITUTE.
The Teachers' Institute for Yolo County convened at Woodland on Thurs- day, November 19th, Superintendent Darby presiding. I was present two days, but while I witnessed much that was interesting, I will not anticipate the report of proceedings promised by the Secretary. The debate on Cor- poral Punishment was spirited, earnest, and even eloquent. The class ex- ercises in English Grammar and Algebra — the former by Prof. E. J. Schell- house, the latter by Mr. A. H. Pratt — were well conducted, and must have suggested profitable reflections. The State Superintendent's address, on Fri- day evening, was heard by a large and attentive audience, and seemed to be appreciated at its full value. I will not say more about this Institute, as the Secretary's report will be sufficient, but will conclude by expressing the hope that the citizens of the flourishing town of Woodland will, at an early day, build tJwLt new public school house.
SUPERINTENDENT DENMAN'S REPORT.
The Fifteenth Annual Eeport of the Public Schools of the City and County of San Francisco for the fiscal year ending June 30th, has just been received, too late for an extended notice in this number of the Teachee, The report shows the condition of the schools to be very satisfactory. Superintendent Denman comprehends the extent of his duty, and knows its details; and withal, has the energy to do the work required of him.
The average number of pupils that attended the public schools during the past year was 11,817, requiring a corps of 272 teachers — an increase over the previous year of 1,694 scholars and 47 teachers. The total disbursements from the School Fund for the fiscal year amounts to $376,392 73, which in- cludes $42, 863 20 transferred to Sinking and Interest Funds.
Mr. Thomas C. Leonard. — We regret the occasion which required the resignation of this gentleman as a member of the State Board of Examination. The ability, zeal and industry with which he discharged the duties of the office rendered his services particularly valuable. This fact, together with the uni- formly courteous and gentlemanly manner which characterized him, made his associates hear very regretfully of the resignation. At a meeting of the State Board of Examination, Nov. 16th, on motion of Prof. W. J. G. Williams, the following resolution was passed :
Resolved, That in the resignation of Mr. T. C. Leonard the State loses the services of an able and valuable educator; that we exceedingly regret the ne- cessity which prompts him to this action; and, that in leaving us for a resi- dence in another part of the State, we tender him our thanks for his past ser- vices, and om* best wishes for that success in future life to which his merit so justly entitles him.
1868.] Department of Public Instruction, 17
APPORTIONMENT OF SCHOOL FUND.
Office of Contkoller of State, I Sacramento, Cal., November 27th, 1868. \
Hon. 0. P. Fitzgerald, Supt. Public Instruction :
Deab Sie — In compliance with your request I send you an approximate estimate of the amount of school moneys, subject to apportionment February 1st, 1868:
Interest on Bonds, due January 1st, 1869 $26,145 00
Interest on State School Lands 19,000 00
Half PoU Tax 28,000 00
Property Tax of 1868 149,120 00
Total amount subject to apportionment $222,265 00
Very respectfully,
BoBEKT "Watt, Controller.
From the above it will be seen that the estimated amount of School Funds, subject to apportionment February 1st, 1869, is $222,265, which wiU give about $220 per child.
» » »
EXAMINATION OF TEACHERS.
The State Board of Examination wiU hold a session for the examination of teachers, in Lincoln Hall, San Francisco, beginning on December 28th, 1868. Candidates should be present promptly at 9 o'clock a. m.
The State Teachers' Institute and the State Board of Education recom- mended, last June, that the County Boards of Examination hold their sessions simultaneously with those of the State Board. ».*.«
SACRAMENTO COUNTY TEACHERS' INSTITUTE.
Saceamento, November 9, 1868.
Editoes Califoenia Teachee : — I herewith transmit the proceedings of the Sacramento County Teachers' Institute, which met in the Senate Chamber on the 29th of September, at ten o'clock a.m. All of the city and most of the county teachers were in attendance — above sixty in all.
Superintendent Trafton called the members to order.
An election for officers resulted as follows: For Vice-Presidents — Kev. W. H. HiU and E. Kosseau; Erecording Secretary — E. F. Fitch; Assistant Secretary — Miss Celeste A. Eeed.
The various committees were appointed, and, on motion, adjourned to meet in the High School room at 2 o'clock p.m., at which hour the Institute met, pursuant to adjournment, when the minutes of the morning session were read and approved.
Superintendent Trafton dehvered an interesting and profitable address on the condition, present and prospective, of our schools, to which those present Hstened with attention.
J. H. Shannon then explained and illustrated his method of reducing frac- tions.
2
18 Department of Public Instruction. [Dec.
The evening exercises were opened with singing, conducted by John F Cooper, after which Prof. W. S . Hunt was introduced, and proceeded to enter- tain his audience in an able address upon the subject of Physiology. The sub- ject was discussed by Messrs. H. H. Howe, Rousseau, Jackman, Shannon, Eevs. W. H. Hill, and I. E. Dwinell.
The second day's exercises were opened with singing, conducted by Mr. Cooper, after which the minutes of the previous session were read and ap- proved.
E. F. Fitch illustrated and explained a new method of computing interest which he had taught with success. The advantages are, that cancellation can be employed to shorten the operation; time is used in only one denomination' and that it is more simple, therefore better than any other method now in use. The subject of Arithmetic was discussed at some length by Messrs. Hill, Shannon, Templeton, and Jackman. During the discussion, Mr. Jackman moved that a vote be taken to ascertain whether they taught their pupils that the arrangement of numbers in the different operations in arithmetic was absolutely necessary, or more as a matter of convenience in obtaining the answers. It was decided to be a matter of convenience.
S. H. Jackman explained his method of conducting exercises each day in school, which showed that he had given both time and care in arranging the order of studies and recitations for the benefit of his pupils. A discussion followed, in which Messrs. Shannon, Hill and others took part.
The Institute then adjourned until 2 o'clock p.m. Ee-assembling at that hour, Mr, Shannon, by request, repeated the explanation of his method of reducing fractions.
At the conclusion of this exercise Miss Hattie Osborne introduced a class of about twenty-five pupils, to illustrate her method of object-teaching, conduct- ing class exercises in colors and their combinations, also concert reading ex- ercises. The recitations, which were listened to with great attention by the members of the Institute, indicated that great pains had been taken in in- structing the pupils.
City Superintendent Hill read a short extract further illustrating object- teaching. The subject was discussed by Messrs. Hill, Howe, and Miss Os- borne.
On motion, the subject of Arithmetic was taken up and discussed by several members, after which the Institute adjourned until 8 o'clock p.m.
At the appointed time the President called the members to order. The minutes of the two previous meetings were read and approved.
Lectures and addresses being next in order, the President introduced Rev. T. H. B. Anderson, who then proceeded to deliver an interesting address on the subject of " Labor and its Results."
By request, Mr. Anderson furnished a copy of his address for publication. The Institute then adjourned.
The third day's meeting was opened with prayer by Rev. T. H. B. Ander- son. After which followed roll-call, singing, and reading the minutes of the previous session.
State Superintendent O. P. Fitzgerald, being present, was introduced by the resident, and addressed the Institute briefly.
1868.] Department of Public Instruction. 19
E. Bousseau, on being introduced, read an essay on ** School Discipline," in which he stated some good rules for both teachers and pupils. The essay- ist, and those who discussed the subject, deprecated corporal punishment in the main, and thought that other means could and ought to be employed in governing pupils. State Superintendent Fitzgerald called upon Miss Bennett, who stated that, during an experience of twelve years in various schools she never had resorted to corporal punishment; had succeeded in governing by using other means — stating cases. Miss Woodland gave her experience as being far different. Had to employ corporal punishment, but only did so in extreme cases. By expelling pupils no good would be done them, but, by retaining, and properly correcting them, they would be restrained, at least, for the time. On motion, further discussion upon the essay was postponed until some future time.
V. E. Bangs was introduced by the President, and read an essay upon "Beading," Discussion being in order. Superintendent Fitzgerald, Miss Lyons, and Messrs. Bousseau, Crowell, Shannon, and others participated.
On motion, adjourned until 2 o'clock p.m.
The Institute was again called to order by Superintendent Trafton at 2 o'clock P.M., and the roU called. After singing, minutes of the morning ses- sion were read and approved.
H. H. Howe, Principal of the Grammar School, then introduced one of his classes, numbering about twenty-five pupils, to illustrate his method of teach- ing Arithmetic. The readiness with which the pupils answered the questions showed that they well understood the subject. The analyses were given with accuracy and promptness. Examples on the slate were equally as correctly and rapidly solved.
After completing the exercises in Arithmetic the class went through some very interesting Calisthenic exercises with grace and spirit. A discussion fol- lowed on the subjects of Arithmetic and Calisthenics. Superintendent Fitz- gerald spoke strongly in favor of Calisthenics, saying that he would like to have Calisthenics taught in all the schools of the State.
On the subject of "fractions" a protracted discussion was had, in which several members participated.
On motion, adjourned until eight o'clock p.m.
On re-assembling, pursuant to adjournment, the exercises were opened by singing.
President Trafton introduced N. Slater, who read an interesting and in- structive essay on the " Public School System of the United States," in which he gave a history of our schools, and the manner of conducting them, from an early day to the present.
On motion, adjourned.
The fourth day's meeting of the Institute met at 10 o'clock a.m., pursuant to adjournment — President Trafton presiding. After prayer by Bev. 0. P. Fitzgerald, singing and roll-call, the minutes of the previous session were read and approved.
Mrs. E. A. Southworth not being ready to conduct the exercise in Intel- lectual Arithmetic, which was next in order, S. H, Jackman was called upon to illustrate his method of teaching the reading and writing of numbers. On
20 Department of Public Instruction. [Dec.
being interrogated by Superintendent Fitzgerald as to the probable adoption of the metrical system of weights and measures, he gave it as his opinion that it would soon be universally adopted, also explaining to some extent the work- ings of the system. H. H. Howe's opinion agreed with that of Fitzgerald and Jackman. Jackman and Downer were the only teachers who had attempted to teach it, and had succeeded well, as far as taught.
Mrs. Southworth being now ready, an impromptu class of fourteen teachers was formed, and an interesting exercise was conducted, much to the profit and satisfaction of those present.
Superintendent Fitzgerald made some remarks upon the importance of Men- tal Arithmetic, which were well received.
W. H. Crowell read an essay on "Grammar." He contended that gram- mars failed in correctly teaching the science. It should be taught orally, and in connection with reading lessons greater proficiency would be gained. J. H. Shannon remarked that he had been more successful in teaching grammar orally than from text-books— citing cases, etc.
The subject of text-books in grammar was discussed at some length by Messrs. Fitzgerald, Kousseau, Downer, Fitch and Shannon.
Adjourned until 2 o'clock p.m.
On re-assembling the usual opening exercises were held.
The Committee on Eesolutions asked for further time to complete its report, which was granted.
Bev. Wm. H. Hill moved that Reverends I. E. Dwinell, T. H. B, Anderson »nd N. Slater, and John F. Cooper be be declared honorary members of the Institute. The motion was carried unanimously.
Bev, Wm. H. Hill offered the following resolutions, supporting them by pertinent remarks :
Resolved, That the too prevalent practice of hurrying pupils through a series of "Beaders" is not advisable — is not an aid, but a hindrance to the acquisition of the art of good reading, and should be discountenanced by teachers and parents.
Resolved, As the opinion of this Institute, that Willson's First and Second Beaders are all that should be used in a third or primary grade school ; the Third Beader iu a second or intermediate, and the Fourth in all others below the grade of a High School.
The resolutions were discussed by Supt. Fitzgerald, Slater, Jackman, Rous- seau, George Smith, and Miss Glanville, and finally adopted.
The order of exercises was somewhat changed, so as to allow Miss Cole to read a short but well written Essay, which was listened to with interest.
Prof. W. S. Hunt was introduced by the President, and proceeded to enter- tain the Institute upon the subject of "Language" in an elaborately written paper, upon which remarks were made by Messrs. Templeton, Hill, and Fitzgerald.
H. H. Howe explained the use of arithmetical signs by examples upon the blackboard, settling a difficulty under which the Institute had labored.
On motion, an adjournment was ordered until 8 p. m., at which time the body again assembled, President Trafton presiding. Minutes read and approved.
1868.] Department of Public Iiistruction. 21
On motion, the name of Kev." H. W. Bro-^n was added to the list of honor- ary members of the Institute. The name of Supt. Crosby, of Placer County, was also added to the list.
The President then introduced Superintendent Fitzgerald, who delivered an excellent address, much to the edification of his hearers.
On the conclusion of the Superintendent's remarks, the Committee on Eesolutions reported as follows :
Resolved, That the thanks of this Institute be tendered the Board of Edu- cation of this city, for the free use of the High School room wherein to hold its sessions, and also to the Press for publishing a report of its proceedings from day to day.
Resolved, That we are under many obligations to Prof. W. S. Hunt, Kev. T. H. B. Anderson, Kev. N. Slater, an old pioneer and life laborer in the cause of education, and 0. P. Fitzgerald, State Superintendent, for the able and instructive addresses with which they have favored the Institute.
Resolved, That we duly apprecisde the efforts of those who have favored us with their essays upon the various educational topics presented for discussion; also, our ears are not deaf to the melodious favors of J. F, Cooper. Especially would we remember the pleasant faces of our youthful instructors in object teaching, concert reading, calisthenics, and arithmetic, as presented by Miss Osborne's Primary Class and the Graduating Class of the Grammar School of this city.
Resolved, That the thanks of the Institute be tendered to our worthy Super- intendent, Dr. Trafton, for his entertaining and practical address ; for the interest he manifests in the welfare of our public schools, and for the efficient manner in which he has performed the duties of presiding officer of our meetings.
Resolved, That the thanks of the Institute are due to E. F. Fitch, for the efficient manner in which he has performed the arduous duties of Secretary.
The resolutions were unanimously adopted.
Superintendent Trafton made a few remarks in regard to the grading of schools, examinations, etc. ; also, appropriate to the closing exercises of the Institute. After hearing the report of the Critics, the Institute, on motion, adjourned sine die.
E. F. FITCH,
Kecording Secretary.
REPORTS OF PUBLIC SCHOOLS.
EOIili OF HONOE.
San Joaquin School, Sacramento County: E. F. Fitch, Teacher. — First Grade — Eva Stickney; Second Grade — Ninion Coons, Effie Stickney, andNeba Marshall ; Third Grade— Clarence Curtis, Frank Graham, Lilhe Coons, and John Woodbeck ; Fourth Grade — Emma Stickney, Mary McConnell, Charles Graham, Nicholas McLaughlin, Frosty Coons, and Joseph Woodward ; Fifth Grade — Georgia Curtis, Bennie Coons, Geo. McConnell, and Irvin Woodward.
NoETH San Juan Geammae School, Nevada County : G. W. Stoddaed, Teacher ; Term ending October 30th, 1868 : C. Frank McNeill, 98 per cent ; Oscar E. Hill, 96; Edwin Skinner, 96; R. Sammy Lisson, 94; Willie G. Franchere, 93; Harold E. Spooner, 93; Edgar S. McNeill, 90; Lizzie Banks, 93; Mav Peck, 90.
22 Our Booh Table. [Dec.
Greenwood School, San Joaquin County : John Doonee, Teacher. — Lydia M. Lewis, Mary E. Lewis, Mary Fairchild, Nettie Ella Faircliild, Mary Anne Harelson, Mary Harelson, Thomas Lewis, Thomas Hitchcock, Green T>. Hitchcock, H. H. Bonham. Unexceptionable Deportment : Mary Anne Har- elson, Martha Harelson, Thomas Hitchcock.
Cabneeos School, Monterey County : J. P. 0. Allsopp, Teacher ; Term end- ing June, 1868.— Miss Stella A. McKinley : for Scholarship, 93; for Deport- ment, 91.
ITEMS.
Phrenological Jouenal. — This excellent monthly is regularly received. The November number is filled with readable and instructive articles. It is a live magazine, always up with the times, and frequently in advance. "With some little abatement on account of its occasional sneers at Christianity, we can heartily commend the Journal.
Dbpaetuee of De. Newcomb. — Dr.W. Newcomb, for many years a resident of Oakland, took his departure for New York on the llth inst. He is to hold the position of Lecturer on Conchology, in Cornell University, where his extensive and taluable collections have been taken.
Beoadway Geammae School. — In the mention of this school in our last issue, it was spoken of in such a way as to imply that it had been in operation for some time. This is not the case. Its existence as a Grammar School commenced with the present term; and whatever degree of success has been achieved is due to Prof. Williams and his corps of assistants.
"The Unspeakably Inexpeessible." — Chinese Chronology embraces long periods, varying from forty-five to five hundred thousand years. These periods are, however, a mere twinkling compared with the Kulpas of the Hindus, whose highest era, called the Unspeakably Inexpressible, requires 4,4:56,448 ciphers following a unit to represent it.
Will some expert Arithmetician give the readers of the Teachee the value of this number ?
pUR Book Table.
The Atlantic Almanac fob 1869. Published at the office of the Atlantic Monthly. Boston Ticknor & Field.
This, the second issue of ' ' The Atlantic Almanac, ' ' is superior to the first, that of 1868. It contains sixty-eight large double-column pages. Besides the four charming papers from the pen of the editor, the names of some of the most distinguished living American authors appear among the contributors. Twelve steel engravings adorn its pages. The astronomical department is ac- curate and important. Among other items of interest in this department is a ftdl account of the total eclipse of the sun which will take place in the after- noon of August 7th, showing by diagram where it will be total, etc. Farming
1868.] Our Book Table. 23
and postal affairs receive due attention. The " Atlantic Almanac " is superior, and every family should have it. It is literary, artistic, scientific, instructive and practical. For sale by H. H. Bancroft & Company.
Independent Fottbth Readee: Containing a Simple, Practical, Compreliensive Treatise on Elocution. Illustrated with Diagrams; Select and Classified Readings and Recitations; with Copious Notes, and a Complete Supplementary Index. By J. Madison Watson. New York: Published by A. S. Rames & Co. 1868.
There being so many books of this kind already published, another candi- date for popular favor will be closely scrutinized. Though the subject affords little room for originality, the arrangement of matter in this work is judicious. The selections are of a character that children from seven to twelve years of age can understand, and in which they will take an interest — a matter too often overlooked in the making of reading books. The interesting treatise on elocu- tion is very clear and sufSciently comprehensive — such as can be easily put in practice. The black-board exercises make a good feature of the book. For sale by H. H. Bancroft & Company, San Francisco.
A Manual of Elocution: Founded upon the Philosophy of the Human Voice. With Clas- sified Illustrations. Suggested by and Arranged to meet the Practical Difficulties of In- struction. By M. S. Mitchell, Philadelphia: Eldridge & Brother, 1869.
A notice of this book appeared in this journal some weeks ago. We again invite attention to it. For sale by H. H. Bancroft & Company, San Francisco.
A Manual of the Abt op Pkose Composition: For the Use of Schools and Colleges. By J. M. BoNNTXL, D.D., President Wesleyan Female College, Macon, Georgia. LouisviUe, Ky. : John P. Morton & Co. 1867.
This work has merit of a high order. There are throughout the whole book not only evidences of literary taste and artistic skill, but also of a healthy tone and discriminating judgment, which make it emphatically a book for the school-room. It is superior to all books of its class that have been published in this country. To mention aU the points of superiority would far exceed the limits of a review notice. One, however, deserves especial mention, viz : its definite and tangible nature, as a book that can be taught — something for les- sons, work, and building-up in it. We have books on this subject which pre- sent very sensible views, and often good rules for acquiring the art of compos- ing, but many teachers can testify to the unsatisfactory results of these attempts to use them in teaching classes. This is a text-book — contains lessons that should be elaborated, not memorized; and it shows how to do it. The how is the great difficulty in life. It is to learn this that the mechanic's apprentice carefully watches the motions of his master. The arrangement of the matter is judicious, and the general division and presentation of the subject are very happy.
24 Table of Contents. \T>^g.
Books Eeceited. — The following books have been received and will be noticed after an examination of their contents :
The Young Student's Companion: Or Elementary Lessons and Exercises for Translating from English into French. Philadelphia: Eldridge & Brother. A. Roman & Co., San Francisco.
A Teeatise on Physiology and Hygiene: Fob Schools, Families and Colleges. By. J. C' Dalton, M.D., Professor of Physiology in the CoUege of Physicians and Surgeons, N.Y" New York: Harper & Brothers. 1868. A. Eoman & Co., San Francisco.
Mental Sciences: A Compendium of Psychology and the History of Philosophy. Designed as a Text-book for High-schools and Colleges. By Alexander Bain, M.A., Professor of Logic and Mental Philosophy in the University of Aberdeen. New York: D. Appleton & Co. 1868. A. Roman & Co., San Francisco.
TABLE OF CONTENTS.
►-•-«
page.
NOTES ON CEKTAIN UNJUST EEMAKKS 1
TEACHEKS SHOULD STUDY 5
HUMAN NATUKE 7
CHANGE OF POETKY INTO PEOSE 10
OBJECT-LESSONS FOB SMALL CHILDEEN 11
The Camel 11
Flowees 11
WEIGHT OF BRAINS 12
POETRY 13
THE NEW ENGLAND COUNTRY SCHOOL 13
THE HEART AND THE BLOOD, 14
MISCELLANEA 15
DEPARTMENT OF PUBLIC INSTRUCTION 16
OFFICIAL JOURNEYINGS 16
SUPERINTENDENT DENMAN'S REPORT 16
APPORTIONMENT OF SCHOOL FUND 17
EXAMINATION OF TEACHERS 17
SACRAMENTO COUNTY TEACHERS' INSTITUTE 17
REPORTS OF PUBLIC SCHOOLS 21
ITEMS 22
OUR BOOK TABLE 22
jState jNfoRMAi. School.
BOARD OF TRUSTEES.
H. H. HAIGHT : Governor.
O. P. FITZGERALD Superintendent of Public Instruction.
JAMES DEKMAN Superintendent, San Francisco.
MELVILLE COTTLE Superintendent, San Joaquin County.
J. H. BRALY Superintendent, Santa Clara County.
De. a. TEAFTON Superintendent, Sacramento County.
S. I. C. SWEZEY San Francisco.
J. M. SIBLEY San Francisco.
TEACHERS.
Eev. W. T. Lucky, A.M Principal.
H. P. Carlton Vice-Principal.
Miss E. W. Houghton Assistant.
Mrs. D. Clakk Assistant.
The Twelfth Term \vill commence on the 1st day of July, 1868. All candi- dates for admission must be present at that time. The regular exercises will commence on the 6th of July.
COURSE OF STUDY.
EEQUISITES FOE ADMISSION.
To secure admission to the Junior Class, Second Division, applicants must pass a written examination on the followdng subjects, viz. :
Eaton's Common School Arithmetic — to percentage.
Eaton's Intellectual Arithmetic.
Greene's Introduction to English Grammar.
Willson's Fourth Eeader.
Spelling; Penmanship.
Applicants for an advanced Class will be required to pass an examination on the studies previously pursued by that Class.
Junior Class — First Session.
Arithmetic — ^Eaton's Common School — complete. Grammar — Quackenbos ' — begun . Geography — Guyot's Common School. Beading — Willson's Fifth Eeader. Moral Lessons — Cowdery's. Spelling — ^WiUson's Larger Speller.
Junior Class — Second Session.
Arithmetic — Eaton's Higher.
Grammar — Quackenbos ' — complete .
Rhetoric — Boyd's.
Physiology — Cutter's Elementary'.
History — Quackenbos ' .
Vocal Culture — EusseU's.
Book-Keeping—Fdiy^on & Dutton's Single Entry.
General Exercises throughout the Junior Year — Penmanship; Object-Lessons; Calisthenics; Methods of Teaching; School Law; Composition and Declama- tion.
Senior Class — First Session.
Arithmetic — Eaton ' s Higher — reviewed.
Algebra — Eobinson's Elementary.
Grammar — Greene's Analysis.
Natural Philosophy — Quackenbos ' .
Physiology — Cutter's Larger.
Rhetoric — Boyd's.
Natural History — Tenney's.
Seniob Class — Second Session. Botany — Gray's.
Physical Geography — "Warren's, with Guyot's Wall Maps. Normal Training — Rnssell's. Geometry — Davies' Legendre — five books. English Literature — Shaw's.
Book-Keeping — Payson & Dunton's Double Entry. General Exercises — ^Same as in Junior Year.
REGULATIONS OF THE STATE NORMAL SCHOOL.
Adopted by the Board of NormM School Trustees, March 28, 1868.
1. All pupils, on entering the School, are to sign the following declaration of intention:
"We, the subscribers, hereby declare that our purpose in entering the State Normal Schoo is to fit ourselves for the profession of Teaching, and that it is our intention to engage in teaching in the Public Schools of this State."
Male candidates for admission must be at least eighteen years of age ; and female applicants at least fifteen years of age; and all must possess a good de- gree of physical health and \dgor.
2. No person whose age exceeds thirty years shall be admitted to the School' except teachers who are fitted to enter the Senior Class.
3. Whenever the number of applicants from any county shall exceed the number to which that county is entitled by law, the applicants shall pass a competitive examination before the County Superintendent, and the County Board of Examinatioji; which examination shall be conducted in the same manner as county examinations for third grade teachers' certificates. The persons passing the highest examination shall be eligible to admission in the order of their standing in examination.
4. All applicants are required to present letters of recommendation, and certificates of good moral character, from the County Superintendent of the county in which they reside.
5. All new applicants shall present themselves for examination at least three days previous to the regular day of each term commencement; and no pupil shall be admitted during term time, except in the case of teachers who hold at least second grade State or County certificates.
6. The Principal of the School shall keep a register of the attendance of pupils, and shall report monthly, to the Secretary of the Board, the whole number enrolled, the average number belonging, the average daily attendance, the percentage of daily attendance, and such other statistics as may be re- quired by the Executive Committee of the Board.
7. No pupil shall be entitled to a Diploma of Graduation who has not been a member of the School at least one term of five months.
8. The Normal School shall be divided into two classes: Jitnior and Senior — each divided into two divisions.
GENERAL INFORMATION.
The time for completing the Normal School course is two years, each divided into two terms of five months.
There will be Written Examinations and Public Exercises at the close of each term. The Graduating Exercises will be in May.
Pupils will be required to furnish their Text Books. Books for reference will be furnished by the State. Good boarding can be procured at about twenty-five to thirty dollars per month.
Applicants will please read attentively the "Regulations" as given above particularly the Fourth and Fifth.
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For additional particulars, address
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WEBSTER'S UNABRIDGED DICTIONARY
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The New Webstek is glorious— it is perfect— it distances and defies competition— it leaves nothing to be desired.— J^. H. Raymond, LL.D., President Vassar College.
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OBJECTIVELY PRESENTED, and designed for the use of Primary Classes.
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Laton's Mathematical Series.
IVOTV' IiE.A.I>^^.
For High Schools and Academies.
Y W. F. BRADBURY, Author of a Treatise on Trigonometry and Surveying, and Teacher in Cambridge High School.
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J^NXJ^RY, 1869.
Vo]. VI. J
<^pm>^
TXiE
[No. 7.
v^^ornia Te^c^
Gr.
A JOURNAL OF
AND OFFICIAL ORGAN OF THE
I Department of Public
NSTRUCTION.
EDITORS :
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MASON'S MUSIC CHARTS,
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THE
California Teacher.
JANUARY, 1869
Vol. YI. SAN FRANCISCO. ]^o. 7.
HOW WE APPEAR TO THE ENQLISH.
NoTWTTHSTAXDiNG Mr. Frazer^s very evident desire to deal im- partially with us, he cannot quite bring himself to a proper point of disinterestedness, when opportunity offers for comparing American with English educational matters.
As before remarked, many of his opinions are based upon the mere reading of reports. Now, solid statistics certainly afford the very best data for the formation of opinion, but the passion- ate, sensational, exaggerated paragraphs which abound in the reports of the State and City Superintendents of our country are not wholesome food for speculative digestion.
On the strength of several lugubrious paragraphs, culled from the reports of the Superintendents of New York, Boston, and Philadelphia — one deploring the fewness of the pupils at the High School; another, guessing that that immigrant trap. New York, has tens of thousands of children who leave school with- out entering the grammar schools; and a third setting forth the fact, that the classes of the Free Academy of New York dwindle very fast to insignificant numbers — he says to his English read- ers : " It will be seen at once, from these figures [statistics show- ing how many boys and girls attend the three high schools of Boston] what a ver}^ small proportion of the number of children nominally educated under the common school system receive the complete education which that system contemplates — how many boys and girls must carry away with them into ordinary life no more knowledge than every boy and girl can carry away from an average English elementary school; and, that, if it be true, as it very likely is, that there are very few Americans who cannot read and write, there must be a considerable number who, in the way of literary accomplishments, can do nothing more.'*
2 How loe appear to the English. [Jan.
Mr. Frazer has already acknowledged that ' ' the average Amer- ican stands on a vantage ground in respect to the average Eng- lishman. " If, then, so many Americans can do nothing more than merely read and write, what must be the condition of the same projDortion of Englishmen who have had the benefits of their elementary schools ? The true answer to this interesting question was lost sight of by the Eev. gentleman when he penned the above paragraph, for although he says only that American boys and girls do carry away no more than English boys and girls can carry away from their respective schools, yet, this strict construction is not what he intended, for he is not considering the respective merits of English and American schools, but the comparative educational conditions of the English and Ameri- can children.
Just here, it will interest us to listen to English authority of a high grade on the educational condition of the children of Eng- lish cities. Sir J. Kay Shuttleworth, Bart. , in his Keport of the National Conference on Education, held at Manchester, in 1868, says : "Before the Manchester Conference a complete examina- tion was made, from house to house, of a block of Manchester, containing 92,517 inhabitants. [Think of it — two-thirds of the population of San Francisco jammed into a single block !] In this district there are 7,8-55 children, from three to six years of age, of whom fifty-one per cent, have not yet been to school. There are 8,733, from six to ten years of age, and twelve per cent, have not yet been to school. There are 8,051, from ten to fourteen years of age, and 8.3 per cent, of these have not been to school, so that a very small proportion of children entirely escape the schoolmaster. [This is the />n*^/i^ side.] But, if we look a little more closely at this return, we shall see that the instruction gained by most of these children is of very little value. " Then, after a little generalizing, the baronet goes on to say that, ' ' the general result of this Manchester inquiry may be stated thus: from 8 to 10 per cent, of the children of the poor never see the inside of a day school; 15 per cent, of the scholars have an average of 5. 8 years of instruction, whilst the remainder (75 or 77 per cent.) do not average more than two years." When we consider that this two years includes attendance at infant schools, (beginning at three years of age, probably in the sucking classes,) and includes also a range of eleven years of life, we are not sur- prised to learn that "one half of the scholars are no more fitted for the actual duties of life than if they had never heard of the school- mistress. On the contrary, [It must be remembered that we have been listening to the favorable side,] taking these returns in con- nection with the reports of her Majesty's Inspectors, we are quite prepared for the otherwise startling announcement that, so far as this district of Manchester is concerned, 'all our educational efforts — Sunday schools, night schools, and literary institutes in- cluded— still leave 24.8 2?er cent, of our youtJis unable to read, and
1869.] How ive appear to the English. 3
58. 5 unable to ivrite. ' [Just try to imagine wliat sort of reading these last must be capable of. ] And, since similar announce- ments have been made with respect to Birmingham, Liverpool, and Glasgow, there is every reason to fear thai the description ap- plies to the large towns generally. Nor, can we hope that, so far as England is concerned, the inhabitants of the agricultural districts fare much better. "
How I would like to compel these lugubrious superintendents, who write sensational reports, to superintend and report upon the educational affairs of English cities.
In a marginal note, Mr. Frazer quotes from the prison statis- tics of Massachusetts to show, that in 1862 there were committed 9,705 persons, of whom nearl}^ 2,000 could neither read nor write. Candor compels him to mention the little circumstance that two thirds of all committed are foreigners, but he hits us a little rap in a sort of mechanical, unconscious way, by immediately adding, "but it would be going too far to assume, that all of the two thousand ignoramuses were of foreign extraction."
Now, this single remark shows how great credit Mr. Frazer is entitled to for every instance of just praise he accords us, since it exhibits the strength of his prejudices against us, and, conse- quently, the greatness of the efforts it must have cost him to be favorable to us. No man who has the ability to write so able a report as this, in two months, hasty and disconnected as it is, could fail to see that if the ignorance of the above two thousand, coupled with the fact that two thirds of all committed are foreign- ers, is significant of anything at all, it shows that this great ignor- ance must be largely due to the presence of so many foreigners. If, on making a cake of one third Oregon and two thirds Califor- nia ilour, we should find some quality in excess, it would be fair to attribute that excess to the California flour, although there may be no doubt that the same quality resides, to some extent, in the Oregon flour. No doubt there were some native Ameri- cans among the two thousand, but it is fair to suppose that the peculiarity noted, ignorance, must be attributable to the pre- dominating ingredient, foreigners.
After exhibiting several tabulated statements concerning the percentage of attendance on the number enrolled, the agent of the Parliamentary^Commission introduces the following remarks, with the words ' ' Startling Fact " conspicuously placed, as if he had met with them frequently in American reports, and quoted them on that account:
" It will be seen, that the American figures present a state of things even worse in this respect than w^e are accustomed to, and deplore at home. * * ^^ j^^ i^y report to the Duke of New- castle's Commission, I drew up a similar table, exhibiting the same facts with reference to the agricultural district which had been assigned to me, and it there appeared that the percentage of average attendance upon the whole number enrolled was .73.
4 How we appear to the English. [Jan.
Anyhow, it would seem that the condition of schools in America, as respects both the percentage of attendance and the period of attendance, is no better than, indeed, hardly as good as, the aver- age condition of schools among ourselves. Of course, this is no matter for exultation; but it may, at least, dispose us to acquiesce in a shortcoming which appears inevitable, and teach us that under all systems there will remain a mass of apathy, thriftless- ness and ignorance, against which it is certainly our duty to fight, but which it is in vain to hope ever effectually to subdue. "
The Reverend gentleman certainly took his conscience by the throat when he wrote this. Such comparisons and deductions are hardly worth treating seriously. The very tables exhibited show that, in New York 70 per cent, of the whole number of school children are enrolled; in Ohio, 74 j)er cent. ; and in Mas- sachusetts, 94 per cent. Boys and girls are called school chil- dren in the reports, until eighteen, and even twenty-one years of age. Hence, the average upon enrollment with us is not very far behind the average upon the total number of the young, up to maturity; while in England, having no public school system, (in pur sense of the term) no superintendents, and no statistics, no real comparison can be drawn.
But, even if we accept the Manchester inquiry, and Mr. Frazer's investigation in the rural district assigned to him, as sufficient grounds upon ^yhich to build an induction concerning these things in England, still, there are no data for comparison, for the Manchester investigation excluded all but the very poor, and in so far was unfavorable to the English side, while, at the same time, it excluded all over fifteen years of age, and thus erred in the opposite direction. The base of Mr. Erazer's percentage of attendance was, of course, only the number of children actually enrolled. Nominally then, our bases are the same, but the real and very apparent difference between these bases is what consti- tutes the unfairness of Mr. Eraser's comparison. With us, as before remarked, the enrolment includes a very high percentage of the total number of our youth, for our rej)orts include them up to eighteen, when they are plainly past the common school age. In the case of the rural district whose educational affairs were investigated by Mr. Erazer, we can only gneiss at the pro- portion of the total number of their youth enrolled.
The highest English authority at our command says, that there is no reason to hope that the inhabitants of the agricultural dis- tricts fare much better than the towns, of which Manchester is taken as a fair sample . Now, bearing in mind the facts revealed by the above investigation, viz : that 75 or 77 per cent, of the poorer sort were at school only two years, beginning at three years of age; that all the youth over fifteen years of age were not counted as school children, and that about 10 per cent, never see the inside of a school; we see that Mr. Erazer's base was made up of about 15 per cent, of the poor children, plus what-
1869.] How we appear to the English, 5
ever increment that ' percentage might gain on account of the probable better attendance of the wealthy, minus the youth over fifteen and under eighteen years of age. With such a base as this the average attendance might be very high in figures, but very low in fact; and, indeed, we are informed by the same authority that when the Social Science Congress met in Man- chester, in 1866, the Education Aid Society reported that not much more than half the children between five and fourteen years of age were even on the school books, and that the average attendance was not more than 40 per cent, of the school chil- dren; even these figures exclude all youth over fourteen years of age.
In connection with this topic, the agent naturally adverts to " the twin evils," absenteeism and tardiness. He quotes gloomy passages from reports written in what he calls, and truly, pas- sionate language, but seems to be in blissful ignorance of the fact, that the major part of all our absenteeism, as has been well set forth by a contributor to the Noj^th American Beview, in the Jan- uary number of this year, is chargeable to immigration.
The cheapness of American education elicits Mr. Frazer's won- der. After giving the cost of tuition per pupil in various cities of our country, he says: "It is evident, that economy must be carefully practised to secure such results at so small a price. It is practised chiefly under the head of ' teacher's salaries. ' The highest salaiy of a teacher in any class of school that I met with in the United States is the salary of the Principal of the Free Academy of the City of New York, and that is only $4,000 a year. I must have astonished the school teachers of Ohio — I hope I did not make them'dissatisfied with their position — when I told them, in my sketch of the school system of England, that the net income of the head master of Eton was probably $25,000 a year — of the head master of Harrow, even more. Such remu- neration never enters into the head of American teachers, even in dreams."
After copying certain figures from various city reports, he con- cludes the average cost per pupil in the United States is about one third the estimated cost of educating a laborer's child in England. Here are some more interesting extracts on the sub- ject of salaries: " I pass on to consider the position, qualifica- tions, and duties of a body of men and women upon whose com- petency and behavior the condition of education in the United States depends, far more than on the united efforts of State Commissioners, Boards of Education, local superintendents and trurtees. 'As is the teacher, so is the school,' is a maxim, the truth of which is as fully recognized in America as in England. That the schools in so many districts are not equal to what they ought to be, is set down with an almost unanimous consentience of testimony to one principal cause — the inefficiency of the teachers. And this is as unanimously accounted for by the mis-
6 Hoio we appear to the English. [Jan.
t ,
erably low rate of stipend with which their services, in so many nstances, are remunerated. The salaries of these teachers are in no case — measured by our English standard — high ; and, in many cases, they are miserably low. I have already mentioned that the highest salary, so far as I am aware, paid to any school functionary in the United States, is that paid to the Principal of the Free Academy of New York, which is $4,000 a year. The lowest salaries of female teachers in rural schools frequently do not exceed eight or ten dollars a month, exclusive of board — the teacher, in these cases, being 'boarded round,' as the phrase is, at the houses of the farmers, where, I am told, she is treated with great respect, and has the best room in the house assigned for her occupation, and is an occasion to the good housewife for pro- ducing her daintiest fare. Indeed, it is the low range of salaries, acting powerfully as a motive upon the general restlessness of the American temperament, which produces those rapid and con- tinual changes in the teaching staff of the schools, the effects of which are so deeply and so unanimously deplored. It is calcu- lated that, on this account, one fourth of the money devoted to school purposes is wasted. To find a body of teachers who in- tend to make teaching their business for several years excites sur- prise; and yet, it is felt and acknowledged that a teacher is worth twice as much the second term as the first."
Here follows a funny table, constructed by some stingy com- mittee man of Swampscott, Mass. :
A FEMALE TEACHER 'S ANNUAL EXPENDITURE.
Board, 45 weeks at $2.75 per week $123 75
Washing, at 50 cents per doz 13 00
Fire and lights 8 00
Clothing, $55; boots and shoes, $13; bonnets, $13 81 00
Books, lectures and stationery, $5 ; pew rent, $3 8 00
Traveling expenses, $10; incidental, $6.25 16 25
Total $250 00
According to the above estimate, a "female teacher" isn't allowed to live but forty-five weeks a year. At fifty cents per dozen, the hill allows her twenty-six dozen a year, which goes to show that she is expected to wear lots of dark calico. The eight dollars' worth of fire is intended to fry her solitary salt pork and pancakes and boil her tea, when her forty-five weeks' boarding have expired. Clothing, fifty-five dollars — the generous fellow ! what would a city servant girl say to that ? Bonnets, thirteen dollars, is very generous, as the article is not now worn; but, j^ew rent, three dollars, is exhorbitant, considering what they actually do pay. Of course, we know what this model of modesty means by incidentals, but, $6 25 wouldn't pay for the single item — waterfall.
I will conclude this paper by copying several more of the in- teresting extracts which abound in this report :
1869.] How we appear to the English. 7
'' Good spelling is not said to be the forte of Americans gen- erally. New York Commissioners, who examine teachers con- stantly, report their sins against orthography. The Providence schools have a high character for the accuracy of their spelling. One of the Professors of Brown University told me that he no- ticed a marked superiority in this respect in students who had been educated in the Providence schools to those educated else- where. There is a colored intermediate school, whose perform- ances are quite wonderful in this way. Mr. Northrop, the agent of the Board of Education in Massachusetts, has mentioned in one of his reports the fact of his setting the children in this school seventy-five of the hardest words he could find in their spelling book, and of their being spelt without a mistake. I saw something of a similar kind myself. I don't think the phonic method is used in Providence. The ancient method, b}^ spelling books, of trusting to the eye and memory, is preferred. Words are spelt fluently and correctly, of the meaning of which the speller has not the remotest notion. I heard a little girl of eight spell 'impermeability,' ' stereotypogTaphy, ' ' parallelopipedon;' she was not, however, nearly so quick when I dissected the words, in spelling 'permeate,' 'typography,' 'parallel." A certain amount of mechanical process is, I believe, necessary in teach- ing both reading and spelling, but I thought the Providence method, though producing some marvellous results, a little too mechanical. "
Speaking of our mixed schools, Mr. Frazer explains the mean- ing of the term mixed to his English readers by using the eupho- nious synonym, " Higgledy Piggiedy." As the first syllable in the latter part of the word plainly refers to the children, would it not be sensible to include the teacher in the term, by chang- ing it to " Hoggledy Piggiedy ?"
' ' I will leave the educational authorities of Canada to speak of one blemish in text-books published in the United States, which I did not notice to any serious extent myself, but which, if true, constitutes a considerable defect in a moral point of view^ — it is that in their exuberant patriotism they not unfrequently distort historic truth. ' In regard to the exclusion of American text-books from our schools,' says the Chief Superintendent of Education in Upper Canada, ' I have explained, as I have had opportunity, that it is not because they are foreign books simply, that they are excluded, although it is politic to use our own in preference to foreign publications, but because they are, with very few exceptions, anti-British in every sense of the v/ord. They are unlike the school books of any other enlightened peo- ple, so far as I have the means of knowing. The school books of Germany, France, and Great Britain contain nothing hostile to the institutions, or derogatory to the character, of any other nation. I know not of a single English school book in which there is an allusion to the United States not calculated to excite
8 How we appear to the English. [Jan.
a feeling of respect for their inhabitants and government. It is not so with American books. With very few exceptions, they abound in statements and allusions prejudicial to the institutions and character of the British nation. And, as to the influence of such publications, I believe, though silent and imperceptible in its operations, it is more extensive and powerful than is gener- ally sujDposed. I believe such books are one element of j)ower- ful influence against the established government of the country. From facts which have come to my knowledge, I believe it will be found, on inquiry, that in precisely those parts of XJi^per Canada where United States books had been used most extensively, there the spirit of the insurrection of 1887 and 1838 was most prev- alent. '
" It is certainly too much the fashion in America to speak con- temptuously of the social condition and institutions of other peo- ples. As I write, my eye falls on a passage in the Annual Keport of the School Commissioner of Rhode Island, who is apt to use rhetorical language, penned under the influence of excited feel- ings, which almost justifies the above strong statement of Dr. Eyerson. "
The froth of mere rhetoric, as it is made to effervesce by the frantic attempts of superintendents to write emotional reports, is plain enough to Mr. Frazer when Britain is attacked — but he takes it all for solid sense when it whines and scolds about Amer- ican affairs.
'^ 'Here,* says the Commissioner, 'we have free labor, free schools, and a free people. No man so j)oor, no man so low, but he may, if he chooses, clothe himself with power, and crown himself an aristocrat ! Here, the people pledge themselves un- conditionally, and incontrovertably, (whew !) to the maintenance of the Constitution and the laws. Elsewhere, free labor is a degradation, free schools are a by-word, and a free people an absurdity.' (And so on. ) I add another picture of ourselves, drawn by the hand of a School Committee in Massachusetts. "
Then follows another highfalutin tirade, which it is not wort^ while to copy. This one, however, is specifically against Eng~ land, and, on that account, so greatly interested Mr. Frazer.
B. M.
SCHOOL-ROOM MOTTOES.
Do one thing at a time. As we sow, so shall we reap.
"What you do, do thoroughly. A tree is known by its fruit.
Not how much, but how well. Diligence insures success.
Study to be quiet. Speak the truth; act the truth.
Mind your own business. I can if I will.
Be gentle; be courteous. He liveth long who liveth well.
Work while the day lasts. Be kind to each other.
Always ready. Thou, God, seest me.
1869.] Department of Public Instruction.
Department of Public Instruction.
PROCEEDINGS OF THE YOLO COUNTY TEACHERS' INSTITUTE.
PuBSUANT to notice, tlie Yolo County Teachers' Institute con- vened at Hesperian College, in Woodland, on Thursday, the 19th of November, 1868, and was promptly called to order by Super- intendent E. R Darby, and further organized by electing J. C. Ball, and F. C. Baker, Secretaries. A. H. Pratt and W. F. Dickinson were appointed critics. Professor J. M. Martin, F. X. Miller, and J. M. Goode were appointed a Committee on Ke- solutions, with instructions to report on Saturday morning.
A resolution affirming the necessity of corporal punishment in school was introduced by J, C. Ball, and discussed at length. The discussion on this resolution was very spirited, and took up the time to adjournment, and further discussion was deferred until Friday morning.
On motion, Institute adjourned.
Feiday, Nov. 20, 1868—9 o'clock a. m.
Institute met, and was called to order by Superintendent Dar- by. Eoll called, and notwithstanding the inclemency of the weather, a large number of teachers were in attendance. Min- utes read by the Secretar)% and approved.
Superintendent Darby then arose, and in a clear and forcible manner, delivered the following excellent address :
ON EDUCATION.
Ladies and Gentlemen — It affords me sincere pleasure to meet as many teach* ers and friends of education as are present to-day. We meet by a wise pro" vision of law to deliberate upon the great principles that underlie all society and form the index to our social and political systems. We have not met to promote our own interest or pleasure, but the interests of those to be com- mitted to our charge to be prepared to act their part in the drama of life; and next to the sacred precepts of a mother, the teacher wields the greatest influ- ence in shaping the character and destiny of the child, and that too, at an age when the mind is most susceptible of indelible impressions. In the perform- ance of our daily routine of schoolroom duties, we are treading on chords that will vibrate through eternity, and we cannot well over-estimate the responsi- bilities that rest upon us as educators of the young, if we fully comprehend the meaning of the word educate, which is derived from two small Latin words, E, from or forth, and duco, to lead, and means to lead forth, to draw out, to develop morally, physically and intellectually. It is not enough that we teach our pupils to read, to write, and to solve all the problems in the text-books, but to educate them in all that is requisite to qualify them to solve the great problem of life with honor to themselves and the age in which they live.
We should deem it a high privilege to meet together under circumstances as favorable as surround us to day, and engage in a free interchange of opinions, thoughts and suggestions, and avail ourselves of each others' experiences to better qualify us for the discharge of the responsible duties that devolve upon us. We should feel thankful for a school system that affords us such privi- leges, and veneratfe those bright intellects and scholarly attainments that have been devoted to making it what it is, and are still at the helm, keeping it up
k
10 Department of Public Instruction. [Jan.
with the progress of the age. To-day its picture is as promising as the past has been satisfactory.
Since the last annual meeting of the teachers of Yolo County, a change has taken place at the head of the State Department. The choice of a guardian for the educational interests of the State had just been submitted to the intel- ligent voters of California, and the popular verdict was against Mr. Swett, and he retired from office amid the rejoicings of his enemies and the regi'ets and misgivings of his friends, who predicted radical change in our school system, which they believed he had brought to that ne plus ultra of perfection at which any change must be for the worse. During the heated political contest that immediately preceded the retirement of Mr. Swett from office, severe strictures upon his official conduct were indulged in by his political opponents; but, I believe all, to-day, are willing to cast the mantle of charity over his errors, and admit that his administration forms a page in the history of our schools of which we may feel justly jaroud. His successor has been in office now almost a year, and has fully met the most sanguine expectations of his most ardent admirers, and disappointed those only who predicted evil and have received good. He is here to-day, with his warm heart, his genial spirit and high scholastic attainments, fullj'^ devoted to the cause of education.
Of our own county of Yolo, I can speak with pleasure and with pride. Those who were present at our last Institute remember a committee being ap- pointed to circulate petitions to be signed by the tax-payers of the county, praying the Board of Supervisors to raise the county school-tax from twenty- five cents to thirty-five cents on the one hundred dollars, which is the maxi- mum allowed by law. Those petitions were signed by nearly every man to whom they were presented. The Supervisors acted in accordance with their prayer; the tax was levied, and has been collected, and I have never met but one man that objected to it. It is now with the teachers to see that the child- ren receive an equivalent for their money.
And now, in conclusion, I desire to express my approbation, and return to the teachers of the county my sincere thanks for the uniform kindness and courtesy I have met with at their hands, and on this occasion to express the hope that our future intercourse will be as profitable as our past.
At the close of the address, Superintendent Darby invited State Superintendent O. P. Fitzgerald to take the chair, on doing which he delivered a few eloquent remarks by way of encourage- ment to the Institute.
The resolution relating to corporal punishment was then taken up and discussed by J. Coates, J. C. Ball, K. E. Darby, Prof. J. M. Martin and J. Bagnall, and passed, after an able review of the arguments, pro and con, by the President.
E. J. Schellhouse introduced the subject of Grammar, pending which a motion to adjourn prevailed, and the Institute adjourned to 2 o'clock.
Afternoon Session — 2 o'clock, p. m.
The State Superintendent in the chair.
KoU called. Minutes read and approved. Critics reported, making some good hits and merited corrections.
The subject of Grammar was resumed by Dr. Schellhouse and Prof. Martin, the former contending for his system and the latter against it.
A. H. Pratt's lecture on Algebra coming up in regular order, the subject was ably handled by that gentleman, who showed himself, though young, to be no tyro in the science.
1869.] Department of Public Instruction. 11
Prof. H. Hollo, and his class in music, favored the Institute with a few patriotic airs, well executed, exhibiting great profi- ciency on the part of the learners.
On motion, adjoui-ned to meet at 7 o'clock p.m. , at Templar Hall.
EvE>nNG Session — 7 o'clock p.m.
Institute met pursuant to adjournment. Superintendent Dar- by in the chair.
Koll call, and reading of minutes dispensed with.
After singing, by the class of Prof. Hollo, Superintendent O. P. Fitzgerald eloquently delivered an able address on the sub- ject of Schools and Education, at the close of which the Insti- tute tendered him a hearty vote of thanks for the interest mani- fested in the proceedings of the Institute.
Adjourned with music by Prof. Hollo's class.
Sattjbdat, Nov. 21st, 1868 — 9 o'clock a.m.
Institute met. Superintendent Darby in the chair.
Roll called. Minutes read and approved.
Prof. Gr. N. Freeman took up the subject of Mental Arithmetic, and by class exercise clearly demonstrated the high importance of giving early attention to this branch of science. The Pro- fessor's lecture occupied an hour, which well repaid the lis- teners.
F. E. Baker then ably conducted a class in Written Arithme- tic, showing himself to be master of his subject, and which called, out much valuable information deduced from the experience of the teachers present. At the close of Mr. Baker's lecture, Supt. Darby ofi'ered a few excellent thoughts on the subject.
J. A. Bissell gave, by special request, a short lecture on pen- manship, which was well received, and, we think convinced those teachers who are not already convinced by experience, of the folly of attempting to teachj penmanship in the old fashioned way in school.
E. J. Schellhouse offered a lecture on Elocution, but, before proceeding far, however, he asked, and obtained leave to con- clude by reading " A Paper on Education," after recess.
Judge M. A. Woods was loudly called for, and in response, by class exercise, showed the Institute that he himself was not only an elocutionist, but that he knew how to teach it to others.
After music by the class of Professor Holo, the Institute ad- journed-
Afteknoon Session.
Institute met. Superintendent Darby in the chair. Roll called. Minutes read and approved. E. J. Schellhouse, by leave, read a lengthy '* Paper on Educa- tion."
12 Department of Puhlic Instruction. [Jan.
The critics made an able report, in which they justly censured that which was wrong, and applauded fairly wherever merit w^as exhibited.
The report of the Committee on Eesolutions was then taken up as the special order, and after a spirited discussion, partici- l^ated in by Professors Martin, Baker, Dickinson, Ball, Pratt, and Coates, the first of the series, affirming ' ' that the self -report- ing system, as practiced in schools is detrimental to the morals of the pupils," was lost.
The following resolutions were passed :
Whereas, in order to maintain an efficient Public School system, it is necessary that the co-operation of parents and others, outside our immediate profession, be secured; therefore.
Resolved, That we feel it to be our duty to promote the circulation of the Califokeia Teachee as a means of diffusing information and exciting inter- est in education.
Resolved, That Quackenbos' Grammar fails to meet the wants of our Public Schools.
Resolved, That the study of Physiology should be encouraged, and should be begun at an earlier age than it usually is in our Public Schools,
Resolved, That corporal punishment should be used as a method of correc- tion in schools.
Resolved, That the study of Natural History should be introduced in our Public Schools.
Resolved, That the frequenting of saloons, and tippling, should be sufficient cause for revoking teachers' certificates.
By W. F. Dickinson:
Resolved, That the thanks of the Institute are hereby tendered to Professor H, Hollo for sweet music discoursed by his admirable class during the sessions of the Institute.
ByJ. C. Ball:
Resolved, That the thanks of the Institute be, and are hereby tendered, to Professor J. M. Martin, and the Faculty of Hesperian College, for the use of the College Buildings during the sessions of the Institute.
ByF. E. Baker:
Resolved, That the thanks of the Institute are hereby tendered to Superin- tendent K, E, Darby, for the able and impartial manner in which he has pre- sided over the deliberations of the Institute,
By A. H. Pratt:
Resolved, That the thanks of the Institute are hereby tendered to J. C. Ball, for the prompt and efficient manner in which he has discharged the duties of Secretary of the Institute.
Judge M. A. Woods moved that an abstract of the minutes of the proceedings of the Institute be furnished the California Teacher, and our county i)apers, for publication.
After the usual vote of thanks to the officers, the Institute ad- journed under the sound of sweet music discoursed by Professor Hollo's class.
J. C. Ball, Secretary.
1869.] Department of Fuhlic Instruction. 13
EL DORADO COUNTY TEACHERS' INSTITUTE.
FIKST DAY.
Pursuant to call of the Superintendent, the Teachers' Institute met in the Court Eoom of the Court House building, at 10 o'clock A.M. , October 27th, and was called to order by the Superintend- ent, who made a few remarks, on taking the chair, touching the objects of Teachers' Institutes, and of the one just convened, especially.
The Chairman having concluded his remarks, the organization of the Institute was completed by the election of Mr. D. B. Merry, Vice-President, and Messrs. W. A. Yates and H. E. Wil- son, Secretaries.
A. H. McDonald was, on^ motion, appointed by the Chair as Committee on Introductions'.
On motion, all friends of education present were invited to en- roll themselves as members of the Institute.
The Chair, on motion, appointed a Committee on General Ex- ercises. The committee consisted of Messrs. J. P. Munson, C. W. Childs, H. E. Wilson, J. H. Miller and A. H. McDonald.
After an intermission of thirty minutes the Committee on Or- der of Exercises made a partial report, which, on motion, was received and adopted, and the committee granted further time for completing their report.
The Chd-ir, having been authorized by vote to appoint a Com- mittee of Critics for each day, selected Mr. Geo. F. Mack and Miss Kennedy, with instructions that they report at the conclu- sion of the evening's exercises.
The proceedings of the morning session closed with an inter- esting discussion upon School Government, in which most of the members present took part.
On motion, the Institute adjourned to meet at 7 o'clock p.m. , at the Methodist Church.
^ EVENING SESSION.
At 7 o'clock P.M. the Institute re-assembled at the M. E. Church, and was called to order by the President. The roll having been called, the County Superintendent delivered^ an address to the Institute.
On motion, the subject of School Government, briefly dis- cussed in the forenoon, was re-introduced and debated at some length. An interchange of views followed, upon the best meth- ods of preventing tardiness and securing regular attendance upon the part of pupils.
An Essay was then read by Mr. W. A. Yates: Subject — " The End and Aim of an Education."
The critics appointed for the day made their report, which, on motion, was received, and the committee discharged.
14 Department of Public Instruction. [Jan.
The Chair appointed Mr. H. K. AVilson and Mrs. N. K. Mc- Donald critics for the ensuing day.
On motion, the Institute adjourned to meet at 9 o'clock a.m. , in the Grammar School Eoom, basement of the M. E. Church building.
SECOND DAY.
The Institute met in the Grammar School Koom, and the ex- ercises opened with prayer by Eev. Mr. Dryden. The roll was called and the minutes of previous day's proceedings read, and, on motion, adopted.
The subject of Arithmetic was introduced, and an interesting discussion ensued upon the comparative merits of the various methods of teaching it now in use, in which a number of teachers present took part. Mr. D. B. Merry, by request, formed the teachers into a class and explained to them his method of teach- ing fractions. The class displayed a marvellous precocity, and their teacher skill in imparting knowledge.
During a recess of thirty minutes, Mr. McDonald introduced a class in Calisthenics, whose exercises reflected credit upon themselves and their teacher.
Mrs. McDonald, after recess, introduced a class in spelling, by way of illustrating her method of teaching that important branch of knowledge, which was followed by an interchange of views, and a comparison of methods of teaching it, as enter- tained and practiced by the several teachers taking part in the discussion.
EVENING SESSION.
The Institute met in the M. E. Church. Superintendent Hill in the chair. Prayer was offered by Eev. C. C. Pierce, after which the roll was called.
Mr. J. P. Munson read an essay on Grammar. A discussion followed upon the subject of the essay, participated in by several teachers and others present.
An interesting debate arose upon " The beliefits derived from periodical declamations, recitations, and exercises of a similar nature, in our schools," at the conclusion of which the Institute and audience were entertained and edified by an able and prac- tical address, from Eev. C. C. Pierce, Superintendent of Placer- ville City Schools, upon the nature and advantages of our Com- mon School system, and what should be the purpose and object of any and all systems of education.
The Institute, on motion, tendered Mr. Peirce a vote of thanks for his impressive and instructive address.
The report of the critics was read. On motion, the report was received and the committee discharged.
The Chair appointed as critics for the following day, Mr. C. W. Childs and Miss Louisa M. Smith.
On motion, the Institute adjourned.
1869.] Department of Public Instruction. 15
THIKD DAY.
The Institute met at the usual hour, and was called to order by the Chairman. '
After singing, the roll was called, which was followed by an essay by Mr. W. Childs, on Penmanship. Mr. Childs explained at some length several systems of penmanship, showing their points of difference, and recommending the semi-angular as pre- ferable to any other style. After some discussion upon the rela- tive merits of different styles of penmanship, the following reso- lution was read, and, on motion, adopted:
Resolved, That in the opinion of this Institute the semi-angular system of writing should be adopted in the schools of this county.
After a recess of fifteen minutes the subject of Grammar was re-introduced, upon which an interesting and profitable discus- sion arose. Mr. McDonald, Principal of the Placerville Gram- mar School, brought in a class and demonstrated his method of teaching Grammar by the use of Clark's Diagrams.
The State Superintendent, Hon. O. P. Fitzgerald, arrived and was introduced to the Institute. He made a few remarks, at the conclusion of which the session was, on motion, adjourned.
EVENING SESSION.
The Institute convened in the M. E. Church. A choir was im- provised for the occasion, and the exercises were oj^ened with singing and prayer.
After prayer by Kev. Mr. Newell, of the Presbyterian denom- ination, Hon. O. P. Fitzgerald, the State Superintendent, was introduced to the audience and delivered an address characterized by correct taste, eloquent sentiments, liberal ideas, and a just and intelligent appreciation of the duties and responsibilities appertaining to his high ofiicial position. The address was received hj his hearers with evident marks of gratification.
There being no further business for the evening, the audience was dismissed by the Chairman.
FOURTH DAY.
The Institute met and was called to order by the Chai^an at the usual hour.
The exercises were opened with singing and prayer. The roll was called, and the minutes of the previous day read, and, on motion, adopted.
The committee on criticism for the day previous, whose report had been deferred, now read their report, which, on motion, was deceived, and committee discharged.
Miss Georgie Kinney and Mr. J. H. Miller were appointed critics for the day.
A poem, author unknown, admirably written, and presenting
16 Department of Public Instruction. [Jan.
a graphic and amusing picture of pedagogic life, was well read by Mr. Childs. A discussion ensued upon the subject of Bead- ing and Elocution, which, all agreed, was one of importance, and should be well understood by teachers, to be successfully taught in our schools.
The following resolutions were read by the Secretary, and each was, on motion, adopted as read:
Besolved, That Qiiackenbos' English Grammar is not a text-book snitajDle to be used in our Common Schools.
Besolved, That in the opinion of this Institute, the use of diagi-ams, as arranged and explained by S. W, Clark, is an efficient aid to the study of Eng- lish Grammar, and should be introduced into the schools of this county.
Besolved, That as a text-book on Parsing is much needed in our schools, we recommend Weld's Parsing Book as a work which answers the demand, and which should be adopted as one of the series of text-books now in use.
Besolved, That this Institute of the Teachers of El Dorado County recom- mend an amendment to the Revised School Law, providing for simultaneous sessions of County Boards of Examination throughout the State.
Besolved, That the teachers belonging to this Institute, and the members of the profession generally throughout the county, do form themselves into a society to be called "The El Dorado County Educational Society," and that a called meeting be held at the close of this morning's session or the Institute, for the purpose of appointing a committee to draft a Constitution and By- Laws for the government of said society.
After a brief recess, an essay on Book-keeping was read by Mr. Creighton, and some discussion followed upon the subject of the essay, and the practicability of its introduction generally in our schools.
On motion, several teachers present were requested to write on the blackboards their order of school exercises, with length of time allotted to each recitation, etc.
The Institute then adjourned to meet at one o'clock p.m.
AFTEENOON SESSION.
The Institute met as agreed upon, at one o'clock p.m., and by request of the chair each teacher whose order of exercises had been written upon the blackboards proceeded to explain his or her programme, at the conclusion of which the report of the critics was read, and, on motion, adopted.
The Secretary was, on motion, requested to furnish the 3Ioun- tain Democrat and the California Teacher an abstract of the pro- ceedings of the Institute, for publication.
A vote of thanks was extended by the Institute to its Secre- taries, and to the City, County, and State Superintendents, for efficient services rendered during its sessions.
On motion, the Institute then adjourned sine die.
W. A. Yates, ) G^cretaries H. R. Wilson, j secretaries.
1869.] Department of Public Instruction. 17
FSAN LOUIS OBISPO COUNTY TEACHERS' INSTITUTE.
FIEST DAY.
The Institute met pursuant to a call of the County Superin- tendent of Public Schools, James H. Gooch, Esq., and was called to order at half past ten o'clock, a. m. After a few well chosen remarks by the Superintendent, the Institute was organ- ized by electing Mr. W. J. Dean, and W. J. Graves, Esq., Vice- Presidents, and W. W. Kennedy and J. Y. Stewart, Secretaries.
On motion, the Chair appointed the following committees :
On Order of business — W. W. Kennedy, J. Y. Stewart, and Mrs. S. S. Hays; On Kesolutions — W. J. Dean, Miss Arrie Find- ley, and Mrs. L. C. Jones; On Text-Books — W. W. Kennedy, L. J. Beckett, and Miss C. Launceford.
The Institute then adjourned till 2 o'clock p.m.
AFTERNOON SESSION.
Institute met at 2 p.m. Superintendent J. H. Gooch in the chair. Minutes of morning session read and approved. The Superintendent made a few appropriate remarks on the object of our coming together.
W. W. Kennedy delivered an able and instructive lecture on " Education and Educating," after which Mrs. L. C. Jones read a very interesting essay on ' ' Common Sense. "
The Institute then had the pleasure of listening to a declama- tion delivered in an able manner by Master Willie Sherman, of Rosaville.
To conclude the exercises, Mr. W. J. Dean, in a clear and satisfactoiy manner, explained the Metric system of weights and measures.
Adjourned, to meet at half past seven o'clock p.m.
EVENING SESSION.
Institute met at 7^ o'clock p.m. Superintendent J. H. Gooch in the chair. Minutes of the previous session read and approved. Music on the piano by Prof. Hartnell.
The Hon. Walter Murray delivered a very interesting lecture on "Out of School Education." Music by Prof. Hartnell.
The Institute was then favored with a well written essay on "Thoroughness of Teaching," by W. J. Dean, which was lis- tened to with marked attention.
Adjourned to meet to-morrow, at 10 a.m.
SECOND DAY.
Institute met at 10 o'clock a.m. Superintendent Gooch in the chair. Music by Professor Hartnell.
By request, W. W. Kennedy gave an illustration of the man-
2
18 Department of Fuhlic Instruction. [Jan.
ner of teaching Arithmetic to children. The method of extract- ing Square Root was explained by J. Y. Stewart.
Miss Arrie Findley favored the Institute with a comprehensive "Object-Lesson on Gold."
The Institute then formed itself into a class, and an exercise in Grammar was conducted by W. W. Kennedy. The class did remarkably well, answering promptly and accurately all ques- tions proposed. A discussion of the same subject followed, in which nearly all participated.
Adjourned to meet at 2 o'clock p.m.
APTERNOON SESSION.
Institute met pursuant to adjournment. Superintendent J, H. Gooch in the chair. Minutes of morning session read and ap- proved.
An interesting essay on " Evils of Discontent," by Miss C. Launceford was read by W. J. Dean.
J. Y. Stewart read an excellent essay on **The Object of our Schools; what it should be, and what it is."
L. J, Beckett then read a very good essay on ' ' Christianity, and its connection with Civilization. "
To close the exercises W. W. Kennedy, by special request, read " Brother Crawford's Farewell Address."
Adjourned to meet at half past seven p.m.
EVENING SESSION.
Institute met pursuant to adjournment. Superintendent J. H.. Gooch ^n the chair. Minutes of previous session read and approved. Music by Professor Hartnell.
W. J. Dean delivered a lecture on ' ' Duties of Parents to Pub- lic Schools," which was listened to with marked attention.
Next followed a very satisfactory class exercise in Geography hj Mrs. L. C. Jones, and part of her class, from Santa Rosa.
Miss Findley read an essay on " A Young Man's First Entrance iaito Society, " which was received with applause.
W- AV. Kennedy gave an illustration of the use to be made of WilLson's Charts in our schools.
The Institute had the pleasure of listening to a very interest- ing essay, by Mrs. Jones, on ' ' Education forms the Common Mind," followed by music on the piano by Professor Hartnell.
Superintendent Gooch then followed with an able and instruc- tive address on "The Present and Future Prospects of our Schools."
Adjourned till ten o'clock a.m., to-morrow.
THIRD DAY.
Institute met at half past nine o'clock a. m. Superintendent J. H. Gooch in the Chair. Minutes of previous meeting read and approved.
1869.] Department of Public Instruction. 19
J. H. Steward gave an exercise in Algebra, followed by a dis- cussion. The Committee on Kesolutions reported the following :
Hesolved, That we fully concur in the resolutions passed at the State Teach- ers' Institute held in June last.
Besolved, That as irregularity of attendance tends to create disorder, and greatly retards the progress of schools, every teacher should endeavor to pre- vent it, even by suspension or expulsion, if necessary.
Besolved, That we consider globes, maps and charts indispensible articles in the furniture of a school-room, and that we, as teachers, should urge the Trustees of our respective districts to the necessity of supplying them as soon as possible.
Besolved, That our County Superintendent, J. H. Gooch, Esq., deserves the warmest thanks of the teachers of the county for the able and energetic man- ner in which he has performed the duties of his office, and the imj)artiality displayed in presiding over this Institute.
All of which is most respectfully submitted by your committee.
W. J. Dean, Chairman.
On motion, the report was received and placed on the table for action at next session.
The report of Committee on Text-Books submits the follow- ing:
That after carefully considering the subject, we are satisfied that the series of books adopted by the State Board of Education, as nearly as possible suit the requirements of our schools, with the exception of Clark's Common School Geogi'aphy and Quackenbos' EngUsh Grammar.
In Clark's Geography the use of language is bad, the reasoning is defective, and the maps are blurred. The only thing to recommend the work is, that it contains a map of the Pacific slope, a want of which can be much better sup- phed by the use of Bancroft's wall maps.
Quackenbos' English Grammar, we consider too full and comprehensive for the requirements of any but a High School, and as incorporated towns where such schools exist are allowed to select their own Text-Books, we therefore consider that it should be stricken from the list of Text-Books adopted by the State Board, for use in our county schools. So long as it remains on the list, there is danger of having our schools injured by over-anxious teachers, parents and trustees desiring to crowd their classes into large Text-Books be- fore they have attained that proficiency, or arrived at that maturity of judg- ment required to study so comprehensive a work; therefore, be it
Besolved, That we, the teachers of San Louis Obispo County, most respect- fully request the State Board of Education to exclude from the State series of school books, as speedily as possible, Clark's Common School Geography and Quackenbos' Engiish Grammar.
Most respectfully submitted by your Committee on Text-Books.
W. W. Kennedy, Chairman.
Report received and laid over for action till next meeting. Adjourned to meet at two o'clock p.m.
AFTERNOON SESSION.
Institute met pursuant to adjournment. Superintendent J. H. Gooch in the Chair. Minutes of the previous session read and approved.
The report of the Committee on Resolutions was taken up. The resolutions were separately discussed, and adopted.
20 Department of Public Insinuation. [Jan.
The report of tlie Committee on Text-Books was then taken up, and after a long and animated discussion, was passed with- out a dissenting voice.
The remainder of the afternoon session was taken up with a long and warm discussion on the enforcement of the regulations and course of study adopted by the State Board. The general oj)inion was that it was for the interest of our schools to enforce it— as well as being our duty according to law.
Adjourned to meet at half past eight o'clock p.m.
EVENING SESSION.
Institute met at eight o'clock p.m. Superintendent Gooch in the chair. Minutes of previous session read and approved.
Miss Arrie Findley read a very affecting essai on " Farewell."
Music on piano by Professor Hartnell.
Then followed the recitation of " The Harp of a Thousand Strings — Spirits of Just Men made Perfect," by W. W. Kennedy.
By request, the resolutions adopted by the Institute were read.
A vote of thanks was tendered to those, other than teachers, who came from a distance to attend the Institute. Also, a vote of thanks was tendered to the citizens of San Louis for their presence and the kind attention given to the exercises of the In- stitute.
The Superintendent made a few very appropriate remarks, and announced that a social dance would follow the closing of the exercises.
The Institute then adjourned sine die.
W. W. Kennedy, Secretary.
STATE BOARD OF EDUCATION.
The state Board of Education met at the office of the Super- intendent of Public Instruction on Tuesday, December 15th, 1868.
Present : Messrs. Trafton, Cottle, Braly, Denman, Lucky, and the Superintendent of Public Instruction.
Dr. Trafton was called to the chair.
On motion, Cutter's Elementary Physiology was substituted for Hooker's — the change to go into effect at the expiration of the term for which the latter was adopted.
Bonnell's Manual of the Art of Prose Composition was added to the list of Libraiy Books.
On the recommendation of the State Board of Examiners, Life Diplomas were granted to the following persons, by unanimous vote of the Board :
Mrs. L. A. K. Clapp, San Francisco. A. H. McDonald, Placerville. C. P. Bailey, Monterey. Henry N. Bolauder, San Francisco.
H. E. Makinney, Santa Cruz. Miss Sarah J. Weir, Sacramento.
J. W. Anderson, Santa Eosa. Miss Laura T. Fowler, San Francisco.
Mrs. A. E. DuBois, San Francisco, Mrs. E. A. Southworth, Sacramento. Miss Amanda Loomis, Stockton.
1869.] Department of Public Instruction. 21
Brown's Series of Grammars (exclusive of the ' ' Grammar of Grammars ") was recommended for use in the Public Schools, instead of Quackenbos'.
Messrs. Fitzgerald, Denman and Lucky were appointed a committee to prepare and cause to be printed a suitable Life Diploma, to be issued by the State Board. (It is understood that all parties now holding Life Diplomas may obtain duplicates as soon as the new and improved forms are ready. )
Adjoui'ned to meet at the call of the Secretary.
BOARD OF STATE NORMAL SCHOOL TRUSTEES.
The Board of Trustees of the State Normal School met at the office of the Superintendent of Public Instruction on Tuesday, December 15th, 1868.
Present : Messrs. Cottle, Braly, Trafton, Denman, and the Superintendent of Public Instruction.
Governor Haight being absent. Dr. Trafton was called to the chair.
On motion of Mr. Denman, the State Superintendent and the Principal of the State Normal School were instructed to confer with the Board of Education of the City of San Francisco with reference to the proper organization and management of the Training School connected with the State Normal School.
On motion, the Superintendent was directed to confer with the Kegents of the University of California, with a view of making the State Normal School a department of the State University.
On motion, the State Superintendent, Dr. Lucky and Dr. Trafton w^ere appointed a committee to consider and report upon the subject of the permanent location and organization of the State Normal School.
The Board recommended that in the Training School con- nected with the State Normal School, there shall hereafter be four classes instead of six, as at present; that there be two teach- ers for each class, each one of whom shall be Assistant and Prin- cipal for one week alternately.
The Board decided that the usual vacation in March be dis- pensed w4th.
Adjourned to meet at the call of the Secretary.
PARTICULAR NOTICE.
District Clerks and others who fail to receive the Teacher reg-ularl}^, are requested to notify us of the fact promptly. We are anxious that all entitled to our School Journal may receive it regularly, and if those interested will be prompt in notifying us of irregularity, we will be able to trace up and remove the delin- quency.
22 Department of Public Instruction, [Jan.
STATE EDUCATIONAL DIPLOMAS.
State Educational Diplomas have been issued to the following teachers :
Miss A. A. Hill. A. F. dinger.
Miss Jessie Smith. Lewis C. llenfro.
B. E. Hunt. Miss A. A. Bowe.
STATE CERTIFICATES.
State Certificates have been granted to the following teachers :
FIRST GRADE.
Miss Mary Heydenfeldt. Miss Sarali L. Brown.
Miss F. A. E. Nichols. George H. Smith.
Miss Mary J. Alexander. John W, Mackall.
Miss Mary Ann "Walker. Joseph Leggett.
Miss E. A. Shaw. John Dooner.
Miss Mary J. Watson. C. A. Menefee.
Miss Maggie L. Jordan. Wm. A. Eobertson.
Miss Anna M. Murphy. John M. Gregory, Jr.
Miss Julia H. Grady. Nicholas Furlong.
Mrs. A. S. Jaycox. - E. B. Conklin.
Miss Mary A. Doyle. J. Thornton Jones.
SECOND GRADE.
Miss Alice Brisendine. Miss Josephine Eockwood.
Miss Mary E. Kobinson. Miss Annie J. Hendrickson.
Miss Sarah E. Miller. Miss Mattie E. Carpenter.
Miss M. Katie Hall. Miss Lizzie A. Winn.
Miss H. F. Stevens. C. J. Hamlin.
Miss Susie Stewart. H. S. Martin.
Miss M. Hemenway. D. K. Zumwalt.
Miss Emma Slaughter. E. F. Shurtleff.
THIRD GRADE.
Miss Almira E. Terrell. Miss Florence L. Stark.
Miss Mary Gallagher. Miss Anna E. Conlan.
Miss Julia A. Doran. Miss Delia S wetland.
Miss Alice F. Johnson. Miss Alice S. Wares.
Miss M. Viola M. Whigham. Miss Maggie J. Brumley.
Miss Mabel Frances Phelps. Miss Maggie M. Henderson.
Miss Kate A. O'Brien. Miss Mary F. Eandall. Mrs. E. V. Hunter.
ROLL OF HONOR.
PucKERViLLE ScHOOL, Amadov County: H. S. Austin, Teacher. — (Term commencing March 80th and ending October 2d.) For Unexceptional Deportment and Highed Stand'mg in Clasm^: Miss Laura E. Wheeler, Miss Emily H. Whitacre, Miss Martha Whit- acre, Miss Coloma Gaddy, Miss Amelia Dixon, Ellen Dixon, Julia A. Wheeler, David A. Ryall, Norman Wheeler, Albert Stacy, Edward Pinder.
1869.] Our Book Table. 23
Our Book Table.
A Tkeatise on Physiology aht> Hygiene: For Schools, Families and Colleges. By. J. C. Dalton, M.D., Professor of Physiology in the College of Physicians and Surgeons, N.Y. New York: Harper & Brothers. 1868.
A copy of this work is received from A. Koman & Co., and one from H. H. Bancroft & Co. The design is to present as much of Physiology and Hygiene as is necessary to be taught in schools, and to meet the wants of the genera reader. The subject is well presented. The style is easy and simple, free- from those technicalities which would fetter the student without increasing his knowledge, or his power of gaining knowledge, and, in the main, it is gram- matically correct. The book is divided into four sections: First, ' ' The Mech- anical Functions;" Second, "Nutrition;" Third, "Nervous System;" Fourth, "The Development of the Body, and Changes from Infancy to Maturity." In all, there is a nexus of order and relativity, which, with the adequate illustrations in wood-cuts, will make the understanding of the subject easy and thorough. As a text book it possesses superior merits.
Marks' Fikst Lessons in Geometey; Objectively presented, and Designed for the Use of Primary Classes in Grammar Schools, Academies, etc. By Bebnhakd Marks, Principal of Lincoln School, San Francisco. New York: Published by Ivison, Phinney, Blakeman k Co. Philadelphia: J. B. Lippincott & Co. Chicago: S. C. Griggs & Co. 1869.
This book comes to us with "the compliments of the author," and also from A. Roman & Co. Originality, in a treatise on geometry, except in ar- rangement and method of presentation, was scarce to be expected. Yet, the author of this little work has found a region hitherto unexplored — not, indeed, beyond the bounds of former discoveries, but rather on this side — before the starting point. Most books on geometry begin with an axiom; eighty-four pages of this treatise are consumed before reaching this something worthy to be considered the foundation of the geometrical structure. And when the young student reaches an axiom he finds that he already has acquired consid- erable geometrical knowledge. The subject is " objectively presented " — not only so, but, in addition, it has the attractions of color. The anglesare called "red," "blue," "gi-een," etc., instead of, or in addition to, "a," "b," " c," etc. This gives pleasure and comprehensiveness to the child's understanding of the subject — color, instead of form — concrete, instead of abstract. The work is, typographically, a gem, and from preface to appendix gives evidence of thought, accurate and clear. Yet, were no flaw found, this writing would be of the nature of "unskilled commendation." Besides a few structural in- felicities, it could be ^Ndshed that the analogy for reforming the nomenclature in regard to rhomb and rhomboid had been extended to sector, secant, etc. Then let the children be taught some arithmetic and some geometry, instead of all arithmetic and no geometry.
Mental Sciences: A Compendium of Psychology and the History of Philosophy. Designed as a Text-book for High-schools and Colleges. By Auexandeb Bain, M.A., Professor of Logic and Mental Philosophy in the University of Aberdeen, Author of *' The Senses and the Intellect," " The Emotions of the Will," etc. New York: D. Appleton & Co., 90, 92, and 94 Grand street. 1868. A. Roman & Co., San Francisco.
The scope of this work, we think, might not inappropriately be expressed by Physiological Psychology. It is a compendium of the author's two works, * ' The Senses and the Intellect, ' ' and ' ' The Emotions and the Will. ' ' Though
24 Our Booh Table. [Jan.
a compendium, it is, nevertheless, a very full exposition of mind — " perhaps the richest natural history of mind in the language." Metaphysics did not share in the intellectual movements of the last two centuries. Other sciences took a new impetus, and passed on towards perfection. New ones sprang into existence after each other, until the youngest of the great family of sciences — Pre-historic Archasology — stepped upon the scene of human thought. But, mental science, not sharing in the progressive movement, became stagnant, and entrenched itself behind the traditional maxims of the dignity of the in- utility of knowledge for itself, not for its advantages. This book breaks away from the trammels of long-established schools and creeds, and studies psychol- ogy from the physiological side. The author does _not endeavor to find the laws of mind as an abstraction, but the laws of a Uving being — mind and body each depending on the other. The result is shown by the success of the author in his own country and in England. The present volume is an able and analytical explication of the subject, shows what can, and what cannot, be done — tells where a clue to a true phrenology would begin. That all is achieved, is not claimed, yet, the right method is adopted, and a great deal already accomplished. For sale by A. Eoman & Co., San Francisco.
Wn.T.TAMS & Packabd's System of Penmanship. In Nine Numbers. New York: Slote, Woodman & Co., Nos. 119 and 121 "William street.
This is the most elaborate and satisfactory system of penmanship ever pub- Hshed in this country. The following are its claims to originality and super- iority: 1st. Simple Lines as principles; 2d. Explanations above the copies; 3d. A variety of capitals in each copy; 4th. Oblique ruled lines, indicating the proper slope of downward strokes. The system is made so plain that any one, with a little study, can learn to teach it, and so thorough and rigid that, beginning with it, any one could learn to write "a good hand."
A Mental Aeithmetic. By G. P. Quackenbos, A.M., Author of "An English Grammar," First Lessons in Composition," etc., etc. Now York: D. Appleton & Co. Philadelphia: Eldridge & Brother. 1868.
This prolific author has now given us fifteen chapters on Arithmetic, and, in truth, they are very good. The subject of Mental Arithmetic is important, and this treatise on it has a very practical bearing. Besides the usual matter found in such books, correct and ready analysis, short methods, etc., mental calculation is extended to several subjects not before treated of in this manner, viz: the metric system, counting-room operations, equation of payments, stock-jobbing. United States securities, taxes, duties, etc. 16mo., 160 pages. 50 cents.
Elkmentart History of the TJNrrED States: With Numerous Illustrations and Maps. By G. P. Quackenbos, LL.D., Principal of " The Collegiate School," New York. Author of " Illustrated School History of the United States," etc., etc. New York: D. Appleton & Co., 90, 92 and 94 Grand street. 1868.
The pleasing features of this book are stories, anecdotes, illustrations; the valuable features are the dates of the events; and the objectionable ones, a want of analysis, connection, and philosophy of historic movement. How- ever, for the school, perhaps the skeleton, the bare recital of events, is all that is necessary —the structure of muscles, tendons, veins, arteries, nerves, etc., having to be supplied by the well-informed teacher. 12mo., 288 pages. 75 cents.
1869.]
Our Booh Table. 25
A Practical Introduction to Latin Cojviposition: For Schools and Colleges. By Albert HARKNEss^Ph.D., Professor in Brown University, Author of " A Latin Cxrammar," "An Introductory Latin Book," " A Latin Reader," " A First Greek Book," etc. New York: D. Appleton & Co. London: Little & Brian. 1869.
This handsome 12nio., 300 pages, is received from D. Appleton & Co., and also from A. Koman & Co. It is designed to teach the learner how, not to read, but to use, the Latin language. Many alumni, a lew years after leaving the college, complain that they cannot read Latin. This is because they never learned to use it. With such, a Latin sentence serves merely as a cabalistic formula, which brings vaguely before the mind their dreamy college days, but has no distinct meaning. The book is divided into three parts. The first is elementary, and teaches the use of grammatical forms ; the second is for the preparatory course, and is syntactical in object matter; and the third teaches the elements of Latin style. The method is mainly by examples; the students being referred by numbers, section marks, etc., to the grammar for precepts. A thought is expressed in good English, and then the equivalent is given in idiomatic, and generally in Ciceronian, Latin.
An Analysis of the CoNSTrrtrnoN of the United States. By Calvin Townsend. Pub- lished by Ivison, Phinney, Blakeman & Co., 47 and 49 Greene street, New York.
This is a fine large chart, an-anged over a roller, so as to be easily seen by an entire class of pupils. It contains a thorough analysis of the Constitution of the United States, presented in fourteen chapters, each chapter forming a distinct department as regards subject-matter. The whole theory of our gov- ernment is presented to the eye in typical tables, each table serving as suffi- cient matter for one or more recitations. These lessons are short, and should be thoroughly mastered-— constant repetition being the best aid to memory. A subject of so much importance as the workings of a government under which a man lives should be well understood by every one. Therefore, all ap- pliances for expediting the acquisition of a knowledge of it, and impressing that acquisition upon the memory, should be adopted. A chart of this kind should be in every school-room and in every library. The analysis is good, thorough and philosophic.
The Young Student's Companion: Or, Elementary Lessons and Exercises in Translation from English into French. Philadelphia: Eldridge & Brother. 1868. A. Roman & Co., San Francisco.
This is a condensed view of the elements of the French language. With- out mystifying the young student's mind with syntactical rules, exceptions and explanations, the authoress has given the parts of speech, with clear rules and numerous examples for their application. The book is well suited to meet the wants of the beginner in French, whose knowledge, of course, should be supplemented by the more elaborate study of the grammar and of French authors.
The Model Etymology: With Sentences showing the Correct Pronunciation of Words, and a Key giving the Analysis of English, Words. By A. C. Webb. Philadelphia: Eld- ridge & Brother, 17 and 19 South Sixth street.
The subject of which this little volume treats is as important as it is neg- lected. To know the words of a people is to know their philosophy and civi- lization. This is often the study of years. A systematic study of Etymology
t 26 Table of Contents. [Jan.
gives a better knowledge of words, and it gives it more quickly and easily than can otherwise be obtained. The few prefixes and suffixes; mainly of Latin and Greek origin, are, in this book, arranged and explained, and the learner, having mastered these, has only to get the root of a word, and he has an adequate and lasting notion of its meaning. When he sees it used with a different shade of meaning, he can easily evolve it from the first or its ele" ments — a study at once interesting and profitable. The author has executed his task very well. For sale by A. Roman & Co.
TABLE OF CONTENTS.
HOW WE. APPEAR TO THE ENGLISH 1
SCHOOL ROOM MOTTOES 8
DEPARTMENT OF PUBLIC INSTRUCTION 9
YOLO COUNTY TEACHERS' INSTITUTE 9
EL DORADO COUNTY TEACHERS' INSTITUTE 13
SAN LOUIS OBISPO COUNTY TEACHERS' INSTITUTE 16
STATE BOARD OF EDUCATION 20
BOARD OF STATE NORMAL SCHOOL TRUSTEES 21
PARTICULAR NOTICE 21
STATE EDUCATIONAL DIPLOMAS 22
STATE CERTIFICATES 22
ROLL OF HONOR 22
OUR BOOK TABLE 23
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TATE jNfoRMAl^ jScHOOL.
BOARD OF TRUSTEES.
H. H. HAIGHT Governor.
O. P. FITZGEKALD Superintendent of Public Instruction.
JAMES DENMAN Superintendent, San Francisco.
MELVILLE COTTLE Superintendent, San Joaquin County.
J. H. BKALY Superintendent, Santa Clara County.
Dr. a. TKAFTON Superintendent, Sacramento County.
S. L C. SWEZEY San Francisco.
J. M. SIBLEY San Francisco.
TEACHERS.
Eev. W. T. Lucky, A.M Principal.
H. P. Carlton Vice-Principal.
Miss E. W. Houghton Assistant.
Mrs. D. Clark Assistant.
The Twelfth Term will commence on the 1st day of July, 1868. All candi- dates for admission must be present at that time. The regular exercises will commence on the 6th of July.
COURSE OF STUDY.
REQUISITES FOR ADMISSION.
To secure admission to the Junior Class, Second Division, applicants must pass a written examination on the following subjects, viz. :
Eaton's Common School Arithmetic — to percentage.
Eaton's Intellectual Arithmetic.
Greene's Introduction to English Grammar.
Willson's Fourth Reader.
Spelling; Penmanship.
Applicants for an advanced Class will be required to pass an examination on the studies previously pursued by that Class.
Junior Class — First Session.
Arithmetic — Eaton's Common School — complete. Grammar — Quackenbo s ' — begun . Geography — Guyot's Common School. Beading — Willson's Fifth Reader. Moral Lessons — Cowdery's. Spelling — WiUson's Larger Speller.
Junior Class — Second Session.
Arithmetic — Eaton's Higher.
Grammar — Quackenbos' — complete.
Bhetoric — Boyd 's.
Physiology — Cutter's Elementary.
History — Quackenbos' .
Vocal CAdture — RusseU's.
Book- Keeping— -VQ.y&on & Dutton's Single Entry.
General Exercises throughoxd the Junior Year — Penmanship; Object-Lessons; Calisthenics; Methods of Teaching; School Law; Composition and Declama- tion.
Senior Class — Mrst Session.
Arithmetic — Eaton 's Higher — reviewed.
Algebra — Robinson's Elementary.
Grammar — Greene's Analysis.
Natural Philosophy — Quackenbos'.
Physiology — Cutter's Larger.
Bhetor ic — B oy d ' s .
Natural History — Tenney's.
Senioe Class — (Second Session. Botany — Gray 's .
Physical Geography — ^Warren's, witli Guyot's "Wall Maps. Normal Training — Enssell's. Geometry — Davies' Legendre — five books. English Literature — Shaw's.
Book-Keeping — Payson & Dunton's Double Entry. General Exercises — Same as in Junior Year.
REGULATIONS OF THE STATE NORMAL SCHOOL.
Adopted by the Board of Normal School Trustees, March 28, 1868.
1. All pupils, on entering tbe School, are to sign the following declaration of intention :
'• We, the subscribers, hereby declare that our purpose in entering the State Normal Schoo is to fit ourselves for the profession of Teaching, and that it is our intention to engage in teaching in the Public Schools of this State."
Male candidates for admission must be at least eighteen years of age ; and female applicants at least fifteen years of age; and all must possess a good de- gree of physical health and vigor.
2. No person whose age exceeds thirty years shall be admitted to the Schoo>* except teachers who are fitted to enter the Senior Class.
3. "Whenever the number of applicants from any county shall exceed the number to which that county is entitled by law, the applicants shall f>ass a competitive examination before the County Superintendent, and the County Board of Examination; which examination shall be conducted in the same manner as county examinations for third grade teachers' certificates. The persons passing the highest examination shall be eligible to admission in the order of their standing in examination.
4. All applicants are required to present letters of recommendation, and certificates of good moral character, from the County Superintendent of the county in which they reside.
5. All new applicants shall present themselves for examination at least three days previous to the regular day of each term commencement; and no pupil shall be admitted during term time, except in the case of teachers who hold at least second grade State or County certificates.
6. The Principal of the School shall keep a register of the attendance of pupils, and shall report monthly, to the Secretary of the Board, the w^hole number enrolled, the average numlDer belonging, the average daily attendance, the percentage of daily attendance, and such other statistics as may be re- quired by the Executive Committee of the Board.
7. No pupil shall be entitled to a Diploma of Graduation who has not been a member of the School at least one term of five months.
8. The Normal School shall be divided into two classes: Junior and Senior — each divided into two divisions.
GENERAL INFORMATION.
The time for completing the Normal School course is two years, each divided into two terms of five months.
There will be Written Examinations and Public Exercises at the close of each term. The Graduating Exercises will be in May.
Pupils will be required to furnish their Text Books. Books for reference will be furnished by the State. Good boarding can be procured at about twenty-five to thirty dollars per month.
Applicants will please read attentively the " Kegulations " as given above particularly the Fourth and Fifth.
All graduates will be required to pass an examination on the entire course. Those who complete the studies of the Junior Class will be entitled to certifi- cates of qualification, for teaching schools of Second and Third Grade.
For additional particulars, address
Kev. "WM. T. lucky, a. M., Pbincipal, San Francisco.
THE GOLr) MEDAL
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The undersigned most gratefully acknowledge the large and increasing pat- ronage bestowed upon the ' ' Pacific Business College ' ' in this city, more especially as the attendance for the last few months has been larger than dur- ing any period since it has been established, thus sho vving that it is supplying an important and needed want in the community.
The purpose of establishing the "Pacific Business College " in San Fran- cisco was to furnish young and middle-aged men, intended for mercantile pur- suits, or those desirous of situations as Book-keepers, Accountants and Sales- men, with the facilities for securing a Practical Business Education, which would enable them to enter speedily upon fields of usefulness and honor.
The course of study pursued has received the endorsement of thorough business men in this city.
Deeply grateful for the liberal patronage which has been bestowed upon our efforts to impart a sound business education, we assure the public that no efforts or expense will be spared by us in making our arrangements as com- plete and thorough as possible, and we trust by so doing to merit a continu- ance of public patronage, and submit our claims for future support.
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EGLEGTIG MEDIGAL COLLEGE
OF PENNSYLVANIA.
This College holds three sessions each year. The first session commences October 8th, and continues until the end of January; the second session com- mences February 1st, and continues until the beginning of May; the third ses- sion continues throughout the summer months.
It has an able corps of twelve Professors, and every department of Medi- cihe and Surgery is thoroughly taught.
Every facility in the way of illustrations, morbid specimens, herbarium, chemical and philosophical apparatus, microscopes, instruments of the latest invention for physical examination and diagnosis, will be provided.
Splendid Hospital and Clinical Instruction are afforded ; free tickets to all our City Hospitals are provided. Dissecting Material abundant at a nominal cost.
f^' Perpetual Scholarships are sold for $60. SEND FOR CIRCULAR.
The Eclectic Medical Journal op Pennsylvania,
Published monthly, contains 48 pages of original matter. Price, $2 per annum. The largest finest, and most progressive Medical Jonmal in the United States. Splendid inducements to the getter up of Clubs. Beautifiil i)remium engravings, valued at $3, given to every sub- •criber. f^ Specimen copies sent free, on applicaiion.
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ANALYSIS OF THE
BTiTiiTi ;o Ti iiTi mm.
By CALVIN TOWNSEND.
A CHART of fifty-two pages, 15x20 inches each; printed in large, clear type, so as to be easilj' read at a distance of twenty feet from the eye. It is mounted on a single roller, so as to be suspended on the wall of a School- room, for the use of Teacher and Pupil.
The entire matter of the Constitution is arranged in Tables; each table con- taining an exhaustive collection of such elements as properly belong to it, and suggested by its title. This ANALYSIS may be used either in connection with or without the text-book.
A copy of this CHART can be used with great interest and profit by every TEACHERS' INSTITUTE, and in every CLASS-ROOM where children over twelve years old are taught; and it would be invaluable as a work of reference in every Lyceum, Law, Goveenment, and Editok's Office. Frice, $6.
TOWNSEND'S
Analysis of Civil Government,
DESIGNED TO ACCOMPANY THE "ANALYSIS OF THE CONSTITUTION."
In Cloth., 12m.o, 340 pages. Price, $1.50.
IN this work the subject of Civil Government is presented Analytically, and is the first work published pretending to give a topical and tabular arrange- ment of the principles of our government.
We are confident that the Teacher and Educator will find in this work a larger amount of facts, and more useful information, and so jDresented, as to be better adapted for a POPULAR CLASS-BOOK, than any other work yet presented to the public.
]m: A. JR k: s'
First Lessons in Geomerty,
By BEMHARD MARKS, Principal of Lincoln School, San Francisco.
OBJECTIVELY PRESENTED, and designed for the use of Primary Classes.
In Clotli. ISmo. 156 pages. Price, ^1.00.
THIS little book is constructed for the purpose of instructing large classes, and with reference to being used also by Teachers who have themselves no knowledge of Geometry.
The elements of Geometry are much easier to learn, and are of more value, when learned, than adua«ced Arithmetic; and if a boy is to leave school with merely a Grammar-school education, he would be better prepared for the active duties of life with a little Arithmetic, and some Geometry, than with more Arithmetic, and no Geometry.
^^A liberal discount made to the trade. Correspondence and orders will receive prompt attention.
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This Series embraces about Three hundred volumes of Standard Educational Works, composing the most complete and uniformly meritorious collection of Text-Books ever pub- lished by a single firm.
The Series is complete, covering every variety and grade of science and literature, from the Primer, which guides the lisping tongue of the Infant, to the abstruse and diflacult " West Point Course."
The Series is uniformly excellent. Each volume, among so many, maintains its own stand- ard of merit, and assists, in its place, to round the perfect whole.
The Series is known and popularly used in every section of the United States and by every class of citizens, representing all shades of political opinion and religious belief. In proof of this, it is only necessary to name the following popular works, with which every one is familiar, and which fairly represent the whole :
PARKER & WATSON'S Readers, &c. DAVIES' Course of Mathematics. WILLARD'S Course of History. PECK'S GANOT'S Nat'l Philosophy. STEELE'S 14 weeks in each Science. JARVIS' Physiology and Health. WOOD'S Text-Books in Botany. SMITH'S Orthography and Etym'Igy. BOYD'S Course in English Literature. THE SCHOOL TEACHER'S
MONTEITH'S&McNALLY'S Geog's. CLARK'S Diagram English Grammar. "P. D. k S.'s" System of Penm'ship. ANDREWS &L STODDARD'S Latin. CROSBY'S Greek Series. WORMAN'S German Series. PUJOL'S French Class-Book. ROOT'S (Geo. F.) Sch. Music-Books. MANSFIELD'S Political ManuaL LIBRARY, Twenty-Five Volumes.
Who would know more of this Unrivaled Seeies shonld oonsolt for details,
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THIS INSTITUTE is prepared.to furnish Schook and Seminaries with the most approved School Fuenitube, Apparatus, Stationp:ry, and all other Scuooi* Supplies. Having ample facilities for manufacturing and importing most of the articles used in Schools. Teachers, County Superintendents, and Trustees will find their orders promptly filled, with articles that will give entire satisfaction. ^p" The numbers refer to each cut. WARREN HOLT,
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aton's Mathematical Series.
Ummtm%
For High Schools and Academies.
;y W. F. BRADBURY, Author of a Treatise on Trigonometry and Surveying, and Teacher in Cambridge High School.
'ingle copies mailed, postage paid, for examination taith reference to intro- duction, oil receipt of 60 cents.
The publishers present this work to the educational public as a part of Mons 3Iathematical Series. The acknowledged ability of the author as Mathematician and his practical experience as a teacher peculiarly fit im to prepare a book of this grade.
This work is designed for those pupils who are just commencing Alge- ra, and can be taken up immediately after completing any Common )chool Arithmetic.
As far as practicable in a work of this character, the same general Ian has been followed that has made Eaton's Arithmetics so popular and lO labor spared to adapt the book to the wants of pupils beginning this ►ranch of study.
Special attention is invited to the arrangement of the Equations in •Elimination ; also, to the second Method of Completing the Square in ^ected Quadratics, and to the number and variety of the examples jiven in the body of the work and in the closing section.
Some topics are omitted as not appropriate to an elementary work and
different arrangement of subjects made from what is presented in other dgebras. This feature will recommend the book to many teachers who re dissatisfied with the Algebras now published.
The utmost conciseness consistent with perspicuity has been studied hroughout the work.
The mechanical execution of the book is believed to be of such a uperior character as to commend it to all.
The attention of educators is respectfully invited to EATON'S AKITHMETICS. This eries has recently been introduced into nearly 150 towns in Massachusetts, about one half of le Schools of Rhode Island, and 110 cities and towns of Connecticut ; more than lOOprom- lent places in Iowa ; is in exclusive use in the Public Schools in Boston ; is the only Series Qthorized for the States of California and Nevada, and is used very extensively throughout le country.
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A. ROMAN & CO., Pubiishl
1
FEBRUARY, 1869.
Vol. VI.J [ No. 8.
Y^iotnia Teac^
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A JOURNAL OF
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EDITORS:
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SCHOOL LIBRARY BOOKS
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MASON'S MUSIC CHAETS,
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Hohinann's Practical Course of Tfistruction in Singhuf,
JDr. S, Mainser's 3Iusic for the 3Iillion,
Ilullah^s Wilhelni, Etc.
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THE
California Teacher.
FEBBUABY, 1869.
Yol. YI. SAN FRANCISCO. J^To. 8.
HOW WE APPEAK TO THE ENG-LISH.
The agent of the "Schools Inquiry Commission" being a clergyman, we are not surprised to note that fully one fourth of his whole report on the United States is devoted to the consid- eration of the religious aspect of American education. Just be- fore entering upon this, to him, most important part of his work, he remarks in another connection : " If it were not that a mass of American children are much more easily reduced to order, and are perhaps more sensible of the value of order, than the same number of English children would be, a good deal of practical inconvenience and confusion would result from the crowded con- dition of many of the rooms." Here is quite a concession. If American children are more sensible of the value of order than English children, it must be because their minds are better pre- pared to accept the restraints imposed by the law. Human laws are either enunciations of God's commands or are founded upon them. To be sensible of the value of order, to appreciate the propriety of obedience to law, is evidence of a moral condition which should have elicited from the Eeverend gentleman some admiration; but no, the thought occurs to him only in connection with the supposed fact, that English children are reduced to order with more difficulty than American children. We can easily im- agine the glow of pride with which he dashed off the sentence, as he thought, of the high spirit and rollicking disposition he was claiming for the little subjects of the Prince of Wales. How quickly the pleasing theory could be upset by the experiment of letting loose half a dozen Lincoln schoolmarms among as many half hundred untamed little Britishers. They would generate
2 How ive appear to the English. [Feb.
more meekness in one year than could be accomplished by feed- ing the British Lion on hay for a whole generation.
Having already said as much as he thought necessary on the subject of discipline, he requests to be allowed to make a few remarks on the provision made for moral training. Supposing himself to be granted the desired inch of tafew remarks, he pro- ceeds to take an L of fift}^ pages of closely printed matter. Quoting the various laws and rules as he finds them in the organic laws of the various States and manuals of the larger cities, he is impressed with a proper sense of admiration for the technical re- quirements in things ethical of our Common School system. Still, the Reverend gentleman, who is plainly far behind the age in matters of religion, cannot refrain from giving expression to his own opinion in the following pettifogging style: "It is felt that something is wanting still." " The question is raised whether morality, apart from religion, can be taught at all ; or, if taught, whether it be worth the learning." "The seeds of morality, many are beginning to think, can only be expected to germinate under the influence of the sun of gospel righteousness, without which, even a Socrates can only produce an Alcibiades. Bat no sooner does the thought take definite shape than, loom- ing in the distance, is beheld the terrible phantom of sectarian- ism ; and the desire of many hearts remains an aspiration only."
The introductions to the thoughts, " it is felt," "the question is raised," "many are beginning to think," are more worthy of the editor of a third-class partisan paper than of the scholarly agent of an enlightened nation. No donbt, Mr. Frazer met with people as benighted in religious matters as himself, but he cer- tainly had no more reason to use the above style of introduction, in those connections, than he would have had in connection with the idea of the failure of re23ublican government. He is by no means slow, however, in uttering his own thoughts as coming from himself : " For religious instruction, in the sense which we in England attach to the words, it cannot be said that any provision at all is made under the American school system. It is true, that everywhere provision is made for reading the Bible; and almost everywhere provision is made for opening the work of the day with prayer. But the disjointed, unconsecutive way in which the Bible is read, in all cases unaccompanied by a single word in the shape of note, exj^lanation or comment, cannot and does not amount to anything that can be called systematic, relig- ious instruction. * * * ii;^ America the result has been what its enemies call a ' godless ' education, and what even its friends allow does not include within its scope the highest objects that can occupy the thoughts or touch the heart of man."
Elsewhere he confesses that a denominational system of edu- cation is the only one which he considers would supply to the people of his countiy the one indispensable thing lacking in the
1869.]' How we appear to the English. 3
United States, namely : sound and substantial grounding in the principles of the Christian religion.
Of course, we ought not to be surprised to see, that the advo- cate of a church which is unjust enough, and mean enough, to draw a large part of its support by brute force from the pockets of the unwilling members of other churches — we ougli^t not to be surprised to see, that he does not for a moment stop to consider that what he would be willing to accept as the principles of the Christian religion, might be rejected with disdain, perhaps with horror, by Catholics, Unitarians and others, who certainly know as much of what the divine will is and seek the truth with as great zest, and in as proper a spirit as either the agent of the British Parliament or King Henry VIII. In fact, it is difficult to understand how so great enlightenment as is manifested in very numerous sentences in this report, could be combined with bigotry so intense. Even on noting the fact, that although one eighth of an entire grammar school in New York City was made up of Jewish boys, and although the New Testament was read to them, no complaints were made, he must exhibit his- want of faith in modern God-given toleration by making the following absurd remark : "I should not regard this fact, myself, as a sign of enlightened 'toleration,' but merely a mechanical acqui- escence in what they probably deem a harmless and prescribed conventionalism." It would be too much for so bigoted a man to believe, that one whose whole religion rests on the rational idea of only one cause for existence and its effects, could send his son forth without fear of his changing that idea for any other.
All sorts of evil prognostications ought to be expected from one so far behind the age in matters of religion. As the Public Schools are divested of a distinctly religious character, and, practically, give nothing but secular instruction to their pupils, he thinks that a state of public feeling is growing up toward them which will threaten their existence. In this connection, he mentions the opposition of the Eoman Catholic hierarchy, but says nothing of the very significant fact, which he could not help having noticed, that nearly all the Catholic children are in the Public Schools. He speaks of the attitude of indifference of the clergy of all denominations, when he ought to know that the only clergy that can be counted as indifferent or hostile ,to the Public Schools, are the Catholic clergy and that of his own church. Presbyterian, Methodist, Baptist, Unitarian, and, gen- erally, clergymen of other denominations, are conspicuously aealous friends of Public Schools.
The bringing together of the children of parents who have the most diverse and opposite notions of God's will and revelations, and thereby generating a God-like love among those who, under another system, might be, and would be, possessed of a devilish hatred toward each other, is surely a glory which would recom- mend itself to even an intelligent Mohammedan or Pagan; but
4 How we appear to the English. [Feb.
Mr. Frazer, whose enlightened intellect very far outweighs that of any ordinary intelligent Mohammedan or Pagan, is so blinded by his little catechism, that he can find nothing better to say than this: "As to the results of the association of children of dif- ferent religious beliefs in the same school, I do not feel justified in pronouncing a very strong or very definite opinion. With every approach so carefully barred against sectarianism, and the whole religious teaching (such as it is) being of so absolutely neutral a tint, there is no room or pretext for quarreling, noth- ing that can generate odium theologicum.
*'It may result, and I think it does result, in indifferentism, in a depreciation of the value of a creed and fixed forms of faith, and in a more thorough acceptance of the half truth, ' He can't be wrong, whose life is in the right.' It struck me very forcibly, (not enough so, however, to knock any more liberal ideas into the Keverend gentleman's head,) I had almost said painfully, in America, how little identity in religious feelings or unanimity in religious habits or opinions, appears to be estimated as a con- stituent of domestic happiness. In no place have I ever seen t'he principle of ' agreeing to diifer ' in matters of religion so thoroughly woven into the tissues of society. It is not at all unusual to find two or three faiths in one family, and husband and wife and children separating on the Sabbath, (as the Lord's day is always called) to worship with different congregations."
The following paragraph shows how narrow an educated man's mind may be made by the life-long pressure of a creed, even in this age: " The scene, on Sunday, in the chapel of the Military- Academy at West Point, was striking, and, to me, suggestive. The cadets there, of course, represented all sorts of religious denominations; but, as a matter of discipline, they arereqiredto attend the chapel service on Sunday morning.
' 'This service is conducted according to the way of thinking of the chaplain at the time. It has been Presbyterian; it is now, under the present excellent chaplain. Episcopalian in its aiTange- ments. Every degree of conformity and non-conformity was exhibited by the cadets, [he must have been veiy uncomforma- bly and irreverently looking around during prayers] for although obliged to attend, and obliged to behave with decent seriousness, oonscies^itious scruples have to be considered, and they are not obliged to conform. The effect was better than I dared expect under such circumstances, for I noticed no irreverence. Yet, to my mind, to which a hearty, uniform religious service is a comfort, such a state of things could not but be unsatisfactory. [Sup-, pose that hearty, uniform religious service were a Koman Cath- olic one, or a Unitarian one, would it be a comfoi-t to him?] And I could not help sighing as I thought, that this was the state to which, perhaps, college worship might come at home. I would not be understood as casting the slightest reflection on the West Point system. Under such circumstances, what more
1869.] How ive appear to the English. 5
could be done ? [Why, you forgetful man, they might, if they were so illiberal, do as you do at home. They might have the attendance only of those who would conform and make the rest pay the chaplain.]
" The religious service is left to approve itself to the hearts of those who attend it by its own power. That it should not thor- oughly so approve itself to five hundred young men, four fifths of whom have been bred upon ignorance of it, [but, no doubt, with a knowledge of something better,] or with prejudices against it, [and prepossessions for something higher, ] is not surprising; and, besides, the very constitution of the congregation deprives the service of at least half its power."
How exceedingly difficult it would be to suit Mr. Frazer, may be gathered from the following paragraph :
* ' The tone of an American school, that * nescio quid ' so hard to be described, but so easily recognized by the experienced eye, so soon felt by the quick perceptions of the heart, if not unsat- isfactor}^ is yet incomplete. It is true, that the work of the day commences with the reading of the word of God, generally fol- lowed by prayer. It is true, that decorous, if not reverent atten- tion is paid during both those exercises, but the decorum stiTick me as rather a result or a part of discipline, than as a result of spiritual impressions; there was no face as it had been the face of an angel; no appearance of kindled hearts. The intellectual tone of the schools is high, the moral tone, though perhaps a little too self-conscious, is not unhealthy; but another tone, which can only be vaguely described in words, but of which one feels one's self in the presence when it is really there, and which, for want of a better name, I must call the religious tone, one misses, and misses with regret." He acknowledges the attention to be not only decorous, but even reverent, and the moral tone not unhealthy, and still is not satisfied. That other tone which he thinks can only be vaguely described in words, is much more susceptible of accurate definition than seemed to him. The word superstitious happened to slip his memory just then. Un- holy and foolish fear of our beneficent Father might have occurred to him as an excellent description, if he had not been obliged to do the United States and Canada in five months.
He then gives a verse of ancient poetry, which ' ' paints in ex- quisite language, the poet's idea of a Christian school, as it passes before a watchful pastor's scan. " Of course, the watchful pastor was looking out for spit-balls. Here is an interesting paragraph :
" It might be thought, also, that amid the wildness of religious fancy, and the strangeness of theological opinions which prevail in America to an extent far beyond anything within an English- man's experience, the blessings of a fixed creed would be more easily recognized and more strongly felt, than where traditional beliefs still largely influence public thought, and men ar^ less
,6 How we appear to the English. [Feb.
tossed about by the winds of doctrine. It is unnecessary to say, however, that no attempt to lay the foundations of such a creed, or in any way to presume that such a creed even exists, is made in the common schools. [Unparalleled depravity ! ! ] It was my fortune one day to listen to the recital of a declamation in the New York Free Academy. The subject was the Nineteenth Cen- tury. The youthful essayist, after describing in glowing peri- ods and with a good deal of vigor the material triumphs of the era, wound up an able rhetorical exercise, by declaring that there remained for the nineteenth century a greater work even that that which Luther accomplished in the sixteenth, and that was to sweep away all inherited creeds, (!!!) to set the conscience free, [Oh, horrible! horrible !] and to bring the religious thoughts of men into more perfect harmony with the progress of the age. [No wonder the good man was shocked at such fearful depravity of heart.] I whispered the question to the worthy principal at my side, whether this was not rather extravagant ? And whether it was prudent to allow to opinions so unfledged and yet so daring, quite so perilous a latitude." " O," was the reply, "that's a young German, and they are mostly somewhat radical; but we generally let them have their fling." [What dangerous laxity !] "When we declaimed at Oxford, our high, rash flights of thoughts and fancy were apt to be pulled down unpityingly by a judicious censor. [The high, rash flights of a creed-bound Ox- ford student might be easily pulled down with a very short j)ole. J In America, ' vaulting ambition ' is allowed to o'erleap itself, and find its own cure." [Thank you. ]
In this connection, we ought to expect a recital of our crimes. Here we have them, both in matter and manner, as we should look for them f i om this source :
*' I do not know that, as far as the statistics of crime are con- cerned, the United States can boast that they stand on a higher plane of civilization, if — indeed, civilization is to be measured by such statistics at all — than the countries of the Old World. No doubt, in many parts of New England still, and possibly in rural districts everywhere, Daniel Webster's wish has not yet become an illusion, and ' the day is still prolonged when families can sleep with unbarred doors." I saw with my own eyes that this was so in Kentucky; but it certainly was due there to the pres- ence of simple bucolic habits, rather than of any form of ad- vanced civilization, in which ma-tter Kentucky has not made any great progress. There is so little real poverty in such societies, that one main incentive to crime is cut away. But it would be a very false notion of things if one were to imagine, that if judges of assize were to find their occupation gone, that gaols would be empty, and juvenile delinquency rare. On the contrary, there is, at any rate for the moment, and perhaps due to momentary causes, all over the land, a great crop of crime. I quote an extract from a Cincinnati paper of last July : * There is little room given us to
1869.] How toe appear to ilie English. 7
doubt the increase of crime in this countr}^. It is a perfect epi- demic. There is not a day that some shocking outrage against humanity does not appear in the public ijrints,' etc., etc."
Following this pen picture of our national depravity, as exhib- ited by the crime statistics of New York, Boston, Philadelphia, Chicago, and other great sores on our body politic, is spread a table of police arrests in New York city for 1864. Of course, the showing is a bad one. Nearly 62,000 arrests for crimes against person and property in one j^ear. Bat Mr. Frazer can draw no inference from these tables in our favor. Only 43,600 of these were born in foreign countries. Of the remaining 18,000, 3,600 were under 15 years of age. It is fair to suppose that most of these were reckoned as born in this country. Since nearly three fourths of all were foreigners, it is reasonable to suppose that about three fourths of these children were of foreign parentage, and to all intents and purposes, as far as influences go, ought to be reckoned as of foreign birth. This would make 46,300 from beyond the sea. This gives about three fourths of all the crime committed to our neighbors across the ocean, but as we cannot reasonably expect so great an influx of crime to be without its great and baneful influence, we must set down at least a part of our crime to the direct and indirect influence of the prison ma- terial of Europe. And yet, a scholar and thinker and student of statistics can deliberately present to the august Parliament of Great Britain this picture of crime, in connection with and as bearing upon the moral influence of the Public School influence of the United States. An imprisonment of a short eternity in an ample, well j^rovided and efficiently administered orthodox hell, w^ould be a fit punishment for such damnable injustice. But this is by no means all. Much is said of our juvenile de- pravity, and many quotations are made of sensational paragraphs culled from high colored superintendent's reports. Even a comparison between Wolverhampton and Providence, in the matter of arrests for drunk(>nness, shows that the European town is a perfect cold water establishment in comparison with the American city, and this, too, in considering the moral aspect of our Public Schools. And yet, notwithstanding all this, we are astonished by sentences like the following:
** A presbyter of the diocese of Toronto, in the first of seven letters which he wrote to a friend in 1853, on the non-religious common school system of Canada and the United States, hazards the monstrous assertion, not only on behalf of the Church, but of England also, that they think it safer to give no education, than to give an irreligious one ! A merely intellectual instruc- tion of the masses of the people in secular knowledge, ib this gentleman's eyes, is an irreligious education — disho lorable to God, subversive of national morality, and awfully dangerous to individual happiness. I wonder what advantage people suppose to accrue from such bitter, narrow paradoxes. I think that
8 How we appear to the English, [Feb.
neither England nor the Churcli would accept the presbyter of the diocese of Toronto as an exponent of their views. '*
" Mr. Tremenheere, about a dozen years ago, relying chiefly on the evidence of the Kev. Dr. Edson, of Lowell, drew a somewhat sombre picture of some consequences that might be apprehended to religion and morality from the course of instruction pursued in the American Public Schools. * * * Christianity has a dark and uncertain future before it in America, as it has in Eng- land— as it has, probably, in most nations where free thoughts have been stirred."
It is hard to believe that the man who holds this very narrow view of what constitutes the essence of Christianity, before his pen needs another supply of ink, could write the following glo- rious sentences :
" If the cultivation of some of the choicest intellectual gifts bestowed by God on man — the perception, memory, taste, judg- ment, reason — if the exaction of habits of punctuality, attention, industry, and good behavior; if the respect which is required, and which is paid, during the reading of a daily portion of God's Holy Word, and the daily saying of Christ's universal prayer, are all to be set down as only so many contrivances for produc- ing clever devils, it would be vain to argue against such a preju- dice. But if, as I believe, the cultivation of any one of God's good gifts, and the attempt to develop any one right principle or worthy habit are, so far as they go, steps in the direction, not only of morality, but "of piety, materials with which both the moralist and the divine, the parelit and the Sunday-school teacher, may hope to build the structure of a ' perfect man,' which they desire, then it is manifestly ungenerous to turn round upon the system which does this, which supplies these materials of the building, and is prohibited by circumstances over which it has no control, from doing more, and stigmatize it with the brand of godlessness. I do not, therefore, like to call the Ameri- can system of education, or hear it called, irreligious. It is, perhaps, going even too far to call it non-religious, or purely secular. It is to the discord of Christians, and not to the irreli- giousness of educators that this, which is considered to be, and which I admit to be, the capital defect of the American system, is due. And I am afraid that so long as Christians maintain there is no common platform of belief and obligation on which they can meet and consent that their children shall be taught, so long as there are keen and jealous tempers, quick to detect the first attempt to lift young hearts to a consciousness of a Father who made, a Saviour who redeemed, a Spirit who sancti- fies them, and to brand it as ' sectarianism,' so long must the American Common School labor under the reproach, however ill deserved, that it shuts out religion from its walls. "
No doubt, this man sometimes leaves his religion to commune with God, and wrote the above on some such occasion. Here
1869.] A Dispute amcyng my School Books. 9
■ji^ — ^ — — — - — ■ — ■
we will take our leave of him, merely adding tlie spirit of hie concluding summary:
* * The system is in perfect harmony with the other institutions of the country. * * * The system exactly answers the wants of the people. * * * The system is a cheap system. * * The spirit of the work produced under the system, both in teach- ers and pupils, and the discipline of the schools, are both high. "
B. M.
A DISPUTE AMONG MY SCHOOL BOOKS.
One evening, not long since, as I was seated at my table busily engaged in sewing, my attention was attracted by a confused noise among a pile of school books near me. I soon discovered that it was caused by a strife for pre-eminence among them. Each claimed to be most important to man. When my atten- tion w^s first drawn to them History had the floor :
' ' I am the most useful book in the world, " it exclaimed boast- ingly. '* Who could give a knowledge of past ages of the world were it not for me ? What else contains a record of the wariior's fame, of the statesman's renown, of all great deeds in ages j^ast? On the pages of History will the great deeds that have been transpiring for the past few years be written."
"Stop, vain boaster!" exclaimed Geography; "I think I can claim supremacy even over thee, gi'eat as thou art ! Who would know even that there was a w^orld w^ere it not for my pages ; I describe countries, tell where different bodies of water lie, and even tell what different nations inhabit various portions of the earth. Were it not for me, would it be known even that the earth is round ? "
" Enough, friend GeogTaphy ! " exclaimed Natural Philosophy. "We acknowledge your importance; but, my friends, were it not for me, who would understand why the apx^le falls to the ground, instead of rising to the sky ? Who could understand the law of gravitation, or the other laws which govern the earth ? Who could tell how steam is made the servant of man ? or how news is made to flash along the telegraphic wire ? or how — "
Up sprang my little blue-backed Spelling-Book :
" Cease this squabbling ! " it exclaimed; " Know ye, I am the greatest among you. Were it not for these twenty-six letters not one of you would ever have had an existence ; to me you owe all your greatness ; without me you are nothing." They all hung their heads abashed. — Burke's Weekly.
A YOUNG writer, who has recently visited the philosopher, Al- cott, at his home in Concord, put to him this question : " Is not the secret of reading, to read only the best books, and read them well ?" " Master the masters," was the sage's answer, " and let the second-rates go. "
10 Notes of a Vacation Trip to Hawaii. [Feb.
NOTES OF A VACATION TRIP TO HAWAII.
A SKETCH IN THE TROPJCS.
There is a little bridge across the Hialuka which attracts the steps of the traveller. It commands a view of the village, nestled in its masses of luxuriant foliage. Beyond stretch the green uplands of the plantation's sugar cane until they are lost against the warm background of the great volcanic mountains. The river banks around and above are covered with primitive grass- huts, under shadowy trees of species entirely foreign to our eyes.
The morning showers have left millions of pearls trembling on the great tropic leaves and blossoms. The soft white light of the early day in these latitudes spreads itself everywhere, silver- ing the ripples of the sleepy Hialuka, and making the brown pebbles glitter with rich gleams at the bottom.
I would recommend you to linger on this beautiful bridge and drink in thankfully the rare drauglit of wonderful beauty, of marvellous color and light, that glistens like the foam on cham- pagne; and, if you are a lover of nature, as you ought to be to come to Hawaii at all — you will feel well repaid for whatever trouble or expense your voyage may have cost you.
There is the wide spreading umbrella tree, as it is locally called, looking as if specially made to do away with the necessity for any other kind of shelter in this warm, humid climate, and here are the beaut ful pandenus, the feathery tamarind, whole groves of bananas, masses of dark green orange trees relieved by their golden fruit. Yonder are the tall cocoa-nuts stretching up to the opal sky, and all about, around, below, cluster the endless wealth of strange shrubbery and rarely tinted flowers. Here, nature, like an extravagant beauty, flings about in endless pro- fusion the jewels she so highly prizes in other climes. The choicest of our conservatory plants, are scattered on the banks, and by the waysides. Among them we recognize our own old morning-glory, trailing its violet and white petals about some pine-apple leaves. It looks up to us amid all this foreign growth like the face of an old friend. Stretched in the laziest of atti- tudes, basking their careless lives away, lie the indolent natives, their curiosity to observe us being just sufficient to occasionally stir them from their shaded places. A score of dusky children are tumbling about, like small porpoises, at some distance down the river. Beyond them you can see the great ocean itself, stretching out in its pathless blue, with never a sail to break the long distant calms that seem reaching out to an endless infini- tude.
The natives have as many legends concerning this river as if it gurgled througli the lands that produced the "Arabian Nights. " You can afford to hear them, and steep yourself in this dreamy
1869.] Notes of a Vacation Trip to Haivaii. 11
luxuriance of Hilo. Before you waits the hot mustard of your journey, without either oil or vinegar. Your Purgatorio and In- ferno lie beyond, amidst the warm purple background of moun- tains that look with their shining snowy crowns and rich draper- ies of cloud just now as if they were anything but the yawning chasms and fierce outbursts of horror and destruction that they are.
ON THE EOAP.
It is Tuesday morning, and raining only as it can rain on the windward side of a Pacific island. The weather is paying up for its forbearance during our stay, and only proves the old truth, that no spot on this earth is perfect since the destruction of Eden. We are mounted on our steeds, clad in water-proof, and armed with umbrellas — both water-proof and umbrella being mere farces, b}' the way, as travellers soon discover in this land of small deluges — slowly making our way along the rugged road to Kilawea.
According to their owner's asseverations, our horses possessed every virtue peculiar to the animal, and not a single vice. They were fleet of foot and strong of limb, courageous as English racers, yet docile to the touch of a lady's hand. Alas ! that man's word, even in such a Paradise as Hilo, is so little to be depended upon. Our sorry Rosinantes were as gr^t cheats as ever plagued mortal by a horse's failings. Their single virtue shall be chron- icled : they were sure-footed as South American mules, and when we came to some precipice that seemed effectually to bar all progress, they would gather their feet together and slide down in the coolest manner imaginable.
After you leave the sugar cane you ride through some eight miles of tangled tropic forest. The "trail" winds through scenes of great beauty, and, when the clouds lift a little, and a gleam of sunshine breaks out, we shake our wet garments and forget all discomfort in admiration of our surroundings. The forest passed, we cross a grassy stretch of upland, and after this comes our first sight of lava. Truly, it might lival the Valley of Desolation itself. For miles and miles we pick our way through loosened slabs, glistening black with a metallic lustre, sometimes in petrified streams, and again tossed against each other in a wild debris. In the crevices, tufts of grass and shrubs struggled for life; soon, even these were lost, and an inky sea, in all its sterile horror, stretched far as the eye could reach.
At the ' ' Half-way House " we stopped for lunch. It is a grass hut kept to shelter travellers. It is furnished in the usual style of native hotels, with mats spread over the floor, on which you may repose your weary length in social proximity to your ' and- lord, his wife, children, and at least a dozen of his " friends," not to mention their pigs, chickens, dogs, goats, roaches as large as mice, ants that swarm in multitudes, and fleas that, for size, strength and voracity, put those of California to shame.
12 Notes of a Vacation Trip to Hawaii. [Feb.
K we had been prudent we would have remained amid these comforts all night, but we were as yet too fastidious, and in the afternoon, with a wild sky, dripping garments, driving rain, and seventeen Hawaiian miles before us, we started for the volcano. And, here, let me say, that the Kanakas have the most facetious ideas regarding distance, and that the miles in these lava coun- tries are, beyond all things, tantalizing. One of them seems to the jaded wayfayer equal at least to five of those in civilization. You very soon acquire sufiicient of the language to ask "how far " to any given point, but are unutterably disgusted with a succession of answers, none of which are true.
Our guide, like our horses, was a cheat. We had taken him from the same worthy individual, on the highest recommenda- tions. He rode ahead like the statue in Don Giovanni, only there was no miracle of breaking silence on his part, for the sul^ ficient reason that he neither spoke or understood a word of English. On the gentlemen of the party devolved the interest- ing work of whipping up, yelling at, and otherwise conducting a couple of Jack animals, who, when they were not skirting oif the trail into lava beds, were amusing themselves by alternately lying right down, and refusing point blank to get up again.
When night began to close in we struck into higher regions. Nothing but lava, endless stretches of lava, with occasional patches of pulu fern haS broken the dreary landscape for hours. We were very wet, very weary, very cold, and very uncomfort- able. The sharp rain struck hard against one's face, and the cold mountain wind made one shiver. Only one cloud draped the sky, but it was black as the desolate waste about us.
The witty remarks, the laughing jests at our pack animals, the fun at our imperturbable guide's expense, the spirit of " making the best of it " that pervaded the party, ceased. We followed each other in silence. You could no more get a gallop out of your Rosinante than if the brute had served an apprenticeship in a horse car. At last we came to a belt of trees. How the wind went in wild shrieks through them, and howled across the lava flats ! It was a night to charm the witches of Macbeth. Suddenly, as we emerged from this wood, we came on a sight to remember for a lifetime. Broad, high and wide, against the black background of mountain and sky shone the great fires of Kilawea. We are, however, too far fatigued to talk much about it. We push on the remaining miles, drawing nearer to its awful magnificence. When the Volcano House is gained the ladies are so thoroughly exhausted that we are lifted from our saddles more dead than alive.
Here we were first lomi-lomied^ a process to which one submits one's self at first with some hesitation, but very soon with implicit confidence in its efficacy. You lie down aching in every fibre from your wet, weary ride. A dark-eyed, kindly-faced Kanaka bends over you with a woman's quick sympathy in every feature.
1869.] Notes of a Vacation Trip to Hawaii. 13
She manipulates your shoulders, arms, li^abs and head, literally kneading- your muscles until at times you scream when she touches some strained one. She will, by no means, desist, when you scream, but smile on you kindly and shake her head. After awhile you come to have faith in her. You think that this lomi- loming, of which you have heard so much, is worthy of its repu- tation, after all. A soft drowsiness steals over your senses — the rain, the wild wind, the fierce volcanic flames, are far away. You are not on a mat in a grass hut, but luxuriantly wrapped up on a couch that is softer than eider down. A blessed sense of peace and rest wraps every sensation. In short, you are off in a deep, dreamless sleep, from which you will not waken until late the next morning, and then, as refreshed as if you had just stepped out of some Eastern bath.
THE VOLCANO.
To understand this crater of Kilawea, you must divest your- self of all preconceived ideas of craters. Here is no " burning mountain," no cone, no climbing upward for hours through ashes and loose lava. In the midst of a dreary plain you sud- denly find yourself standing by a terrible opening three and a half miles long by two and a half miles wide, and a thousand feet in depth. The bed is a vast, jagged mass, covered with blue smoke, sulphurous steams and poisonous gases. At the south end you see thicker blue smoke, and there, six hundred feet below the old crater, is the Kilawea proper, or active lake. It seems quite easy, looking from the top, to descend, but it is, in reality, a task that is hard for a strong man, and one that de- mands coolness, courage and much power of endurance.
When the guide and party are ready, you grasp one of the long staffs provided for travellers, and in high glee at your novel un- dertaking, spring down the steps of the cliff. This high glee, however, soon evaporates as you find yourself obliged to cling to the slippery rocks or be scratched by the knotted branches that form the most rickety stair-case, with steps from three to five feet between, and down a perpendicular precipice five hun- dred feet high. At the bottom there is a thick shrubbery of dense growth, fostered by the condensed steam and endless rains. Here we ate our first philo berries, and here, in the days befpre Christianity had penetrated these Plutonic regions, the natives made their offerings to the Goddess Pele, the dreaded mistress of the volcano. They took handfuls of berries, and flinging them toward the flames, said, E Pele eia ha ohelOj which, being trans- lated, reads, "Pele, here are your Philos" — the superstition being that vengeful eruptions and lava flows punished those who dared to partake of the berry without first propitiating the Goddess by a present of her favorite fruit. This berry is very pretty, nearly crimson in color, something like a cranberry in size, but rather insipid to the taste.
14 Notes of a Vacation Trip to Hawaii. [Feb.
After leaving this strip of shrubbery, there is another toilsome descent, and after that, three long miles of hard climbing over old crater beds to the south lake. Here the most of our party were too fatigued to proceed farther, and decided to go back. When we got down into the lava we found the hard work had only commenced. Our guide, Anthony, was capital, and, what is far rarer in Hawaii than a stranger would suppose, he spoke English. Added to this, he was courageous, intelligent, obliging and active — splendid qualities in any one, but invaluable in a guide amidst such dangers. And noAV, on all sides of us, stretched an ocean of broken lava, a stormy ocean too, with black, fierce waves, just petrified as they were hurled against each other. Here were cones from twenty to fifty feet in height, with columns of smoke coming from their funnel-like tops, and there were great banks of sulphur whose gases made us tie hand- kerchiefs over our mouths; again, long hollows of black metallic lustre, as if streams of ink had here expended themselves. Walls of lava blocks were piled on each other, over which you must climb and spring from block to block with the sure pros- pect of broken limbs if you miss your footing.
Beyond this the horrors deepen. The clouds of steam are so thick, that at times we have to wait until a gust of wind blows them aside and allows us to proceed on our perilous path. Great gaping chasms, many of them a hundred feet in depth, and from two to four feet in width, lie about us everywhere. These have been torn asunder by the terrible earthquakes of last spring. They are filled with smoke, and under it rages the fierce volcanic fires that rage forever here. Often, these chasms are covered by a thin wave of lava, which goes through the moment a staff is placed upon it. The guide, from long experience, knows their whereabouts, and all travellers must keep in his footsteps. With a lady's disregard for " strict orders," the writer of this article turned aside, not more than a step, to pick up a beautiful specimen. Down went the lava in a crumbling mass, but a strong hand seized her in time to prevent a catastrophe. She escaped with only a few scratches, but thoroughly cured of all projDensi- ties for such explorations.
After three miles of this dangerous clambering we came to an- other precipice quite as unexpectedly as from the plains above we came on the great crater. Directly below us lay a lake about a mile in width, over whose surface swept, in long fiery lines, the lightning-like ripples of molten lava. Here, saturated with the endless rain, and weaiied with the toilsome way, we sank down on the rocks and gazed on a sight in which every sensation iaiost but that of awe.
This crater is enclosed by precipices, black, high, jagged and awful. From their sides jut out pointed crags, and loose stones are constantly falling, making horrid noises as they tumble below. Suddenly a dull roar is heard — that indescribable sound that
1869.] Notes of a Vacation Trip to Hawaii. 15
accompanies earthquakes, and may well make the bravest quail who understand its dread import. The whole lake is convulsed, a fiery wave lifts its crest and breaks in a sea of crimson all over the surface. Before you can exclaim, " How grand that is !" it has faded out into a silver grey, so rapidl^^ does the lava cool. It is succeeded by another and another. Then, the black cones, of which we counted nine in action, belched forth their showers of red-hot stones, and the liquid flames wound about their steep sides like fiery serpents. The great mass throbs, heaves, and sends forth hideous sounds, as if a thousand demons were there holding high carnival.
After the great earthquakes of March and April last, this lake sank six hundred feet. It was rapidly filling up again, and the guide said we were very fortunate in seeing it so active. Truly, nothing could be more terrible than this scene. The black and desolate waste over which we had passed, the terrible precipices on all sides, the thick clouds of steam and smoke that entirely shut out our view of the Volcano House, or the upper world, and, then, in the foreground, this fiery sea, with the wind sweep- ing past in wild gusts, and the rain beating against the hot lava, half stifling us at times with the noxious gases, all formed a scene of grandeur and terror, that, while it frightens, fascinates.
So we sat, heedless of personal discomforts, until the guide, and gathering blackness, warned us that our toilsome steps must be retraced. It was quite dark when we reached the Volcano House, where, before a blazing log fire, in all the luxury of dry garments and keen appetites, we discussed the dinner, and, with no small importance, related to the " stay-at-homes '' the events of the day.
OUR QUARTERS.
The prices at the Volcano House are four dollars a day. The fare is probably as good as one can expect in such regions. One has only to remember how the brave Ellis and his companions camped out in the rain, with nothing but "poi " to appease their hunger, and how they let themselves down the precipices with ropes, and all the dangers they incurred, to be quite satisfied with the dish-water taste of the soup, and unmindful of the utter abominations misnamed tea and coffee, that are pompously handed one by the Chinaman who officiates in the treble character of cook, waiter and general superintendent. It is true, that your steak might be easily tanned into first-rate leather, and the canned oysters are like small chunks of copper. Th^ bread must have been raised by volcanic gases, it is so acid, and the butter is the meet product of a cow that diversifies her daily life by tumbling into craters. The very cups have a taste of sulphur on their rims, and the walls, floors, roof and furniture — including the visitor's book — are all steamy, sulphury and damp.
Lumber is scarce at this altitude, so the partitions only run
16 Never too Old to Learn, [Feb.
high enough between the rooms to allow a person of ordinary sdze to see over into the neighboring apartment. From your win- dow you can see the long, lurid flames shooting up into the sky, and all night long the atmosphere is aglow with the volcanic fires. Nevertheless, sweet is your sleep, and palatable the fare, if you bring to them the true spirit of the traveller, which always sets aside, cheerfully, personal comforts for the high privilege of standing face to face with the great works of Nature's God.
A San Fra-Nciscak.
NEVER TOO OLD TO LEARN.
Socrates, at an extreme old age, learned to play on musical instruments.
Cato, at eighty years of age, commenced to study the Greek language.
Plutarch, when between seventy and eighty, commenced the study of Latin.
Boccacio was thirty-five years of age when he commenced his studies in polite literature. Yet, he became one of the greatest masters of the Tuscan dialect; Dante and Petrarch being the other two.
Sir Henry Spelman neglected the sciences in his youth, but commenced the study of them when he was between fifty and sixty years of age. After this time he became a most learned antiquarian and lawyer.
Dr. Johnson applied himself to the Dutch language but a few years before his death.
Ludovico Monaldesco, at the great age of one hundred and fifteen, wrote the memoirs of his own times.
Ogilby, the translator of Homer and Virgil, was unacquainted with Latin and Greek till he was past fifty.
Franklin did not fully commence his philosophical works till he had reached his fiftieth year.
Dryden, in his sixty-eighth year, commenced the translation of the Illiad; his most pleasing production.
We could go on and cite thousands of examples of men, who commenced a new study, either for livelihood or amusement, at an advanced age. But every one familiar with the biography of distinguished men, will recollect individual cases enough to con- vince him that none but the sick and indolent will say, I am too old to study.
Women in English Universities. — The University of Cam- bridge has followed the example of the University of London, in admitting females to its examinations. Women above eighteen years old are to be examined, at suitable times and places, for the purppse of testing their capacity in the higher branches of learning.
1869.] Object-Lessons for Small Children. 17
OBJECT-LESSONS FOR SMALL CHILDREN.
I
EIGHTH AND NINTH GEADES. FISH.
Childken, look, and tell me what this is ? A picture of a fish.
Name its parts ? Head, body, tail and fins.
Where do fish live ? In the water.
What is there peculiar about the eyes of a fish ? The eyes of a fish are on the side of its head, and it has no eyelids.
What kind of a body has a fish ? Long, thin, and tapering.
What does the fish's tail look like ? A fan.
Is there anything else on a fish's body of the same shape ? Yes; the fins; the fins are veiy fine and have a great many little bones; these bones are called rays.
For what purpose do fish use their fins and tails ? They use them to swim with.
Why does a fish have a large mouth ? Because it eats its prey whole.
How do we breathe ? By lungs.
Have fishes lungs ? No.
Then, how do they breathe ? By gills.
Where are their gils ? Near their heads.
If we take a fish out of water, what will happen ? It will die.
What kind of blood have fishes ? Cold, red blood.
What is the long bone down the back called ? The spine.
What is under the spine ? A little bag.
What does the fish do with the bag ? He fills it with air when he wants to rise, and sends out the air when he wishes to go down into the water.
Parfe- -Head, body, tail, fins. Qualities — Eyes on side; no eyelids; body long, thin and tapering; tail like a fan; fins fine and smooth, and have rays; covered with scales; breathe by gills; cold, red blood.
SEVENTH GEADE. SULPHUR.
What is this, children ? Sulphur.
Where is it found ? In the craters of active volcanoes.
What is a volcano ? A mountain that casts forth fire, smoke and lava.
What do we mean by the word active ? A volcano that throws out fire at the present time.
How is sulphur formed ? It is thrown out in the form of va- por, and condensed about the sides of the crater, making a solid.
You have used the word crater twice; what is its meaning? A crater is the opening in a volcano through which the fire passes.
Is sulphur found pure, or mixed with other substances ? It is found pure.
What word do we apply to substances found so ? Native.
How, then, is sulphur found ? In its native state. 2
18 Nature's Nohlemen. [Feb.
Give me another name for sulphur in this shape ? Brimstone.
What is this piece called ? Eoll-sulphur, or roll-brimstone.
How is it made ? The sulphur is melted and poured into long wooden moulds; when it cools it is taken out and cut into sticks.
Name some of its properties ? It has a bright yellow color, no taste, no odor; when cold, is bitter.
If I should put it in water, would it melt ? No. Why ? It is insoluble in water.
Is there any substance in which it would dissolve? Yes; in oil of turpentine.
Will it sink in water? Yes; it is twice as heavy as water.
Supposing I should warm this ]3iece, could you smell the odor of sulphur ? Yes.
But you said it was odorless. It is odorless only when cold.
Can sulphur be melted? No. Then, what is it? Fusible.
What are some of its uses? It is used for dyeing, bleaching; in making gunpowder and matches; and for poisoning rats.
Will it, in this state, kill rats? No, it has to be prepared.
To what kingdom does sulphur belong ? To the mineral.
Find out what the other kind of sulphur, sold as a medicine, is called.
Qualities — Bright-yellow; found native; brittle; fusible; insol- uble; tasteless; odorous when heated; odorless when cold; twice as heavy as water. Uses. — Dyeing, bleaching, matches, gunpow- der, poisoning.
NATURE'S NOBLEMEN.
BY M. H. COBB.
Who are Nature's noblemen ?
In the field and in the mine, And in dark and grimy workshops
Like Golconda's gems they shine; Lo ! they smite the ringing anvil,
And they dress the yielding soil ; They are on the pathless ocean,
Where the raging surges boil !
They are noble — they who labor —
Whether with the hand or pen, If their hearts beat true and kindly
For their suffering fellow-men. And the day is surely coming,
Loveliest since the world began, When good deeds shall be the patent
Of nobility to man !
SCHOOL-ROOM MOTTOES.
ExcELSioE, higher and higher. Imitate the good.
Labor conquers all things. Envy no one.
Dare to do right. Idleness is a crime.
Study first; amusements afterward.
Learning is better than silver or gold.
A good name is better than great riches.
Fear God, and keep his Commandments.
1869.] Department of Fuhlic Instruction. 19
Department of Public Instruction.
JOINT TEACHERS' INSTITUTE.
I
The Joint Institute for the counties of fButte, Tuba, Tehama, and Plumas, met in the upper hall of the Oroville Public School- house, in Oroville, on Tuesday, October 13th, at 11 a.m.
Superintendent C. G-. Warren, of Butte, presiding, called the Institute to order. S. S. Boynton, of Plumas, was elected Sec- retary.
Opened with a short address from the Superintendent.
The following is a list of the teachers present, in all thirty- five:
From Butte— C. G. Warren, H. W. Wilson, H. T. Batchelder, J. P. Garlick, John Leininger, H. B. Whiteside, Chas. Kinsey, N. Fitzgerald, AVm. Burner, Maggie Morrison, Kate Hutchins, Lizzie J. Yance, Kittie Stow, Ada M. Gates, Lizzie A. Young, Mary M. Sparks, Clara Ford, Bella Clark, Philena Oliver, Mattie Moore, Frankie Week; Ellen Taylor, Sophie B. Mettsow.
From Tehama — A. H. Kennedy, J. F. Yicars, J. M. Bewley, Miss Jane Eachus.
From Yuba—W. N. Granger, F. H. Steele, B. A. Lillie.
From Plumas — G. W. Meylert, W. A. Sanders, S. S. Boynton.
From Sidter—W. D. Pittman.
The following committees were appointed, viz. : On Order of Business — J. C. Gray, A. H. Kennedy, and Miss Jane Eachus. On Eesolutions— J. F. Yicars, H. W. Wilson, J. M. Bewley, Miss Ada M. Gates, and Miss Kate Hutchins.
Critics were appointed for each day's proceedings.
W. A. Sanders offered the following resolution:
Resolved, That the Convention go into Committee of the "Whole on the sub- ject of recommending a grammar for adoption by our State Board of Educa- tion, in place of Quackenbos' grammar.
After some discussion the resolution was indefinitely post- poned.
TOESDAT, 2 o'clock P.M.
Superintendent Warren called the Institute to order.
Mr. J. C. Gray read an essay on " The Bible in the School- room," which was followed by a discussion by Messrs. Allen, Sanders, and others.
Mr. Gray was requested to furnish a copy of his essay to The Spectator, for publication.
R. H. Allen presented the subject of Penmanship in an able and interesting manner. A remark he made while presenting this subject, is well worthy the attention of teachers and parents. It was as follows : ' ' All pupils in the same writing class should write from one copy at the same time. When a pupil is absent
20 Department of Public Instruction. [Feb.
from school the blank space left in the writing book brings vividly to the mind of the parent the fact that there must be a corresponding blank in all the other studies. "
W. A. Sanders, one of Spencer's pupils, also presented the subject of Penmanship at some length. Mr. S. said, that black- boards and slates should be ruled with a scale for showing the heights and proportions of letters — that all of the same grade should write from the same copy at one time, always placing this copy on the black-board, and then questioning pupils with regard to the proportion of each letter.
The remainder of the afternoon session was taken up in dis- cussing the following question :
Resolved, That when corporeal punishment is decided to be necessary, it shall never be inflicted in a public manner.
Messrs. Allen, Granger, Sanders, Batchelder, Warren, and Kennedy, took part in the discussion of this question, which was finally laid upon the table.
SECOND DAY.
"Wednesday, 10 o'clock a.m.
Superintendent "Warren in the Chair.
The minutes of Tuesday's sessions read, corrected and ap- proved.
Mr, S. S. Boynton read an essay on ' ' The Life of a Teacher. " A discussion followed, which was participated in by Messrs. Granger, Allen, Kennedy, Gray, and others. Mr. Boynton was requested to furnish a copy of his essay to the San Francisco Times, for publication.
The subject of Arithmetic was introduced by A. H. Kennedy.
At 12 o'clock this subject was postponed until 2 p.m.
Afternoon Session.
The Institute was called to order by Superintendent Warren, at 2 o'clock P.M.
W. N. Granger was appointed to wait upon and introduce the State Superintendent to the Institute.
The subject of Arithmetic was resumed until the arrival, at 3 P.M., of the State Superintendent, Hon. O. P. Fitzgerald, and Col. E. Z. C. Judson, in company with Mr. Granger, who intro- duced the Superintendent by saying : " I have both the honor and pleasure of introducing to this body our Superintendent of Public Instruction, who has fully justified our expectation of him as a school official, as expressed in a resolution at our last meeting."
The Superintendent responded in a short address, in which he said, " this association of teachers was the first to extend to me a cordial word, and I have looked forward to this meeting with sincere pleasure."
1869.] Department of Fuhlic Instruction. 21
A recess of some minutes was taken to allow of personal intro- duction. At the expiration of the recess, Col. E. Z. C. Judson was introduced to the Institute. The Colonel responded in a few well-spoken words.
The order of business was then resumed and Book-keeping was introduced by John Leininger, a graduate of the California Busi- ness University. Mr. Leininger presented this subject in a plain and business-like manner, and, at the close, the thanks of the Institute were tendered to him.
EvEifiNG Session.
An interesting and amusing lecture was delivered in the Court- house, by Hon. O. P. Fitzgerald, Supeiintendent of Public In- struction. Subject: " The Common Schools of California."
THIRD DAY.
Thursday, 10 o'clock a.m. The Institute was called to order by Vice-President Allen. Minutes of Wednesday read and approved. The method of teaching Grammar was illustrated by W. A. Sanders. Without doubt, Mr. Sanders is one of the best gram- marians in our State, and he handled his subject in an entertain- ing and instructive manner.
By request. Col. Judson addressed the Institute for a few mo- ments, at the close of Mr. Sander's remarks, for which he received a vote of thanks.
Atterxoon Session.
The Institute met at 2 o'clock p. m. , President Warren in the chair.
The subject of Grammar was resumed. Mr. Sanders offered the followinof resolution :
■•o
Besolved, That we recommend to the State Board of Education, for their adoption, Kerl's Common School Grammar, as our first choice, and Green's English Grammar as our second choice.
After a lengthy and rather warm debate on the merits and de- merits of the different grammars, the motion was laid upon the table, and a committee of nine appointed to examine Kerl's Gram- mar, and report at the morning session. Messrs. Garlick, San- ders, Granger, Gray, Batchelder, Meylert and Steele, and Misses Stow and Oliver, were appointed to act as such committee.
H. T. Batchelder finely illustrated PhysiologJ^ Many mem- bers took part in the discussion which followed.
Evening Session.
At 7 o'clock P.M., an instructive lecture was delivered, in the Court-house, by W. N. Granger. Subject : "A Talk about Letters. "
Reading, by G. W. Meylert, of Plumas, was listened to very attentively, and received with applause.
22 Department of Public Instruction. [Feb.
FOURTH DAY.
Feidat, 10 o'clock A.M.
Vice-President Sanders in the Chair.
The minutes of the previous meeting were read and approved. J. P. Garlick occupied a portion of the morning session on the subject of Reading, and offered the following resolution :
Resolved, That a multiplicity of text-books on Eeading is detrimental in our tingraded public schools.
The resolution was discussed at some length by Messrs. Lein- inger, Batchelder, and others, and finally adopted.
The resolution pertaining to corporeal punishment was taken from the table, but, for want of time, was indefinitely post- poned.
The Committee on Grammar reported as follows :
Besolved, That we would respectfuUj^ ask the State Board of Education to postpone the adoption of any work as a text-book on Grammar in the Public Schools of California until the meeting of the next State Teachers' Institute, in May, 1869, and that we ask them to examine Kerl's Common School Gram- mar first, and Green's English Grammar second, with a view to their adop- tion ; and further,
Besolved, That we recommend no author be adopted until the publishers shall have placed themselves under bonds to the State of California that they will furnish the books at a stipulated price during the time for which it may be adopted.
This was followed by a lengthy discussion, in which most of the members of the Institute took part, on the merits of differ- ent grammars, which terminated in a vote requesting all holders of Educational Diplomas present, viz : Sanders, Allen, Granger, Gray, Warren, and Batchelder, to act as a committee to confer with the State Board on matters pertaining to the adoption of an advanced grammar.
The following resolutions were introduced and passed :
Resolved, That our thanks are due and are hereby tendered to Hon. 0. P. Fitzgerald for his attendance upon our Institute, and for his lecture at a time when he was laboring under great physical disability; and further,
Resolved, That he has fully justified our expectations of him, as expressed in a resolution adopted at our last meeting; that we still have full confidence in him as a school official, and that we will continue to give him our cordial sup- port and sympathy.
Resolved, That the careful and able manner in which G. H. Meylert, Super- intendent of Schools of Plumas County has managed all business pertaining to the schools of that county meets our approval and endorsement, and that from his success in the business of teaching, and zealous work in the cause of education, we recommend him as a worthy recipient of a State Educational Diploma.
Resolved, That we earnestly recommend the study of phonography and phonetics to the teachers of Public Schools in our State, and that we would respectfully request W. A. Sanders to deliver a lecture before our next Insti- tute on this subject.
Resolved, That in the opinion of this Institute the subject of book-keeping may with propriety and profit be introduced into the advanced classes of graded schools ; but that it is not desirable to make it a specialty in other
1869.] Department of Public Instruction. 23
Besolved, That our thanks are due and are hereby tendered to C. G. "Warren, for the courteous and able manner in which he has presided over this Insti- tute, and to S. S. Bojoiton for the careful manner in which he has kept the minutes of the proceedings.
Besolved, That we hereby tender our thanks to the School Trustees of Oro- ville for the use of their house as a place for holding this Institute.
Messrs. Steele, Sanders and Gray, were appointed a commit- tee to confer with Superintendents as to the time and place of holding tlie next Institute, and to assist in making arrangements therefor.
During the time of the Institute six teachers passed an exam- ination, viz: John Leininger, S. S. Boynton, J. M. Bewiey, Miss Kate Hutchins, and Miss Clara Ford, all of whom obtained cer- tificates.
Thanks were voted to C. G. "Warren and J. C. Gray, Commit- tee of Arrangements, for the efforts they had made to cause the meetings of the Institute to pass off in so pleasant a manner to all concerned.
S. S. Boynton, Secretary Joint Teacher's Institute.
REPORTS OF PUBLIC SCHOOLS.
ROLL OF HONOR.
CooN Hollow School, El Dorado County: John F. Ceeighton, Teacher. Term ending December, 1868. The following are the names of pupils whose record entitles them to be placed on the Roll of Honor: First Grade — Sarah Williamson, Flora Hardie, Jane Broad, Nettie Duncan, William Williamson, Carrie Ames, James Richards, John Ames, Richard Clifton, Thos. Tregenza. Second Grade — Mary Hardie, Mary Broad, Hester Williamson, Walter Miles, Mary Ames, Charles Broad, Annie Gilmore.
Taylorville Public School, Plumas Gaunty : Sadie Pelham, Teacher. The following are the names of those who have received seventy-five per cent, of all the credits given for November: Ephraim Leight, 93; AVillie Thompson, 93; John Lewis, 89; Theodore Leight, 89; Mary Thompson, 89; Rachel Blood, 86; Sarah Watkins, 84; Eugene Leight, 80; Amanda Blakesley, 79; Mattie Duncan, 78; Ira Hayne Honsinger, 78; Anne Duncan, 78; Azelia Taylor, 77. Whole number of days attendance, 802; whole number of days absence, 90; number of times tardy, 60; average daily attendance, 45; total number on register, 66.
Onisbo Public School, Sacramento Co.: E. Rousseau, Teacher, Term ending November 27, 1868. The following are the names of those pupils whose average per cent, in attendance is not less than 95: First Grade— Mary J. Talmadge, 103; William N. Run- yon, 101; M. Jane Kanady, 95. Fourth Grade — Josephine Tal- madge, 95.
24: Department of Public Instruction, [Feb.
Union School, Plumas County: S. S. Boynton, Teacher. — Eoll of Honor for whole term: Bell Evans, Eowena Ford, George Grabill, Samuel Smith.
"How WE APPEAR TO THE ENGLISH." — Our readers have been greatly inter- ested in these papers, which are concluded in this number. The writer, in this last paper, introduces a controverted topic of great importance, but the discussion of which, in the Teachee, would lead to no good result.
Our Book Table.
Cameos from English History: From Rollo to Edward III. By the Author of " The Heir of Eedclyffe." New York: D. Appletou& Co. 1869. A. Roman & Co., San Francisco.
This is a series of pictures of events " at the most memorable moments " in English history. It is something beyond elementary history, without the objection fatal to the larger ones — that is, prolixity. We have felt the want of such a work — a judicious selection and brief recital of the most important events of English history — those events, accounts of which the well informed man should best know, because reference to them will most frequently be needed. Such is the conception and design of the work. The execution is very fair. The "cameos" are generally of first quality, and their settings tasteful. The book would be a success in the hands of students, and valuable to any reader.
A Handbook of Natukal Philosophy. By W, J. Eolfe, and J. A. Gillet, Teachers in the High School, Cambridge, Mass. Boston: Woolworth, Ainsworth& Co. Now York: A. S. Barnes & Co. 1868.
This is one of the series known as The Cambridge Course of Physics. The points of excellence are : Proper arrangement and systematic develoiDment of leading principles; bringing the expositions of principles and phenomena up to the latest discoveries of science; and giving summaries of principles after presenting something approaching an inductive proof of their correct- ness. The discussions of Sound, Light, and Heat are very good. The style has a clearness and distinctness of statement which greatly aid in understand- ing the descriptions of machinery and experiments. Binding handsome; ty- pography good —marred by only a few blemishes. We commend the book to those who are laboring to ground their 'classes well in accurate and adequate knowledge of the elements of Natural Philosophy. For sale by H. H. Ban- croft & Co., San Francisco.
EijatfENTS of Asteonomy. By W. J. Rolfe and J. A. Gillet, Teachers in the High School. Cambridge, Mass. Second Edition. Boston: Woolworth, Ainsworth & Co., 117 Wash- ington street. 1868.
This is a very complete presentation of the elements of astronomy. The work is philosophical in treatment and practical in its bearings — giving the methods of calculation and reasoning by which such wonderful knowledge of the heavenly bodies is gained. At the same time, the student is not involved in the intricacies of higher mathematics — a knowledge of plane geometry being Buf&cient to enable him to comprehend the demonstrations given. The book
1869.] Our Booh Table. 26
will be found not to be unwieldy in the scbool-room — unwieldiness being the fault of works on this subject. The concluding pages, treating of the "Origin, Transmutation and Conservation of Energy, ' ' and the ' * History and Mythology of the Constellations, ' ' form a fitting conclusion of so sublime a subject, and one well adapted to inspire a thirst for further knowledge of this wonderful science. For sale by H. H. Bancroft & Co. , San Francisco.
Handbook of the Stars: For Schools and Home Use. By W. J. Rolfe and J. A. Gn.T.Trr, Teachers in the High School, Cambridge, Mass. Boston: Woolworth, Ainsworth & Co. New York: A. S. Bames & Co. 1868,
This book goes over the same course as that treated in the larger work by the same authors, ' ' The Elements of Astronomy. ' ' It has in general the merits of that work, though given in condensed form, and "without mathe- matics " — a feature which would perhaps make it more suitable to some classes, and to the general reader. H. H. Bancroft & Co., San Francisco.
The Cambridge Coitrse of Elementaky Physics. Part First— Cohesion, Adhesion, Chem- ical Aflanity, and Electricity. By W. J. Rolfe and J. A. Gillet, Teachers in the High School, Cambridge, Mass. Philadelphia; Sower, Barnes & Potts, 37 North Third street. 1868.
This is the first part of The Cambridge Course of Physics, but a random selec- tion for review threw it into our hands last. The others have been found so sati^actory that it is scarcely necessary to say much of this. It has the results of the latest investigations made in the science, added to systematic develop- ment in plan. For sale by H. H. Bancroft & Co., San Francisco.
A Complete Gtrammab of the German Language: With Exercises, Readings, Con versa' tions. Paradigms, and an Adequate Vocabulary. By Jas. H. Worman, A.M. New^York' Published by A. S. Barnes & Co., Ill and 113 William street. 1868.
We know of no better book than this for teaching how to read, speak, and write the German language. The subject of declension is much simplified by the classification adopted— /owr declensions; and the difficulties of pronuncia- tion are much lessened by the simplicity and clearness of the principles upon which the treatment of it is based. The exercises are numerous — a good fea- ture, necessitating labor on the part of the student. For sale by H. H. Ban- croft & Company.
A Practical Grammar of the English Language: For the Use of Schools of every Grade' By Thos. W. Harvey, A.M. Cincinnati: Wilson, Hinkle & Co. Philadelphia: Claxton' Remsen & Haffil finger. New York: Clark & Maynard.
This book has some new things, and some very good ones. But it has in general nearly all the faults of that school of grammarians to which the author seems to belong. Of its class, it is, perhaps, as good as any.
Ellsworth's Single and Double Entry Book-keeping and Business Manual: For Schools, Academies, Business Colleges, or Private Instruction. By H. W. Ellsworth, Principal of the Ellsworth Business College, and Author of the Ellsworthian System of Popular Penmanship, etc. New York: H. W. Ellsworth, 756 Broadway, comer of Eighth street. D. Appleton & Co., comer Grand and Greene streets.
"A business man should be brief; a work on book-keeping should be brief; and a preface should be brief— but all be exphcit." Thus the author opens his preface to a very good work on book-keeping, in which he certainly does not "treat the subject as a story," or run into "turgid disquisition," but is explicit, instructive, useful, practical. We recommend this book to teachers and business men as one of superior merit.
26 Table of Contents. f^EB.
A Manttal of Mythology: In the Form of Question and Answer. By the Rev. George W. Cox, M.A., late Scholar of Trinity College, Oxford. New York: Leypoldt & Holt. 1868.
This book is a valuable contribution to the literature of the age. Adopting Professor Max MuUer's system of interpretation, the author has applied it to the Greek, Latin, Egyptian, Assyrian, Vedic, Persian and Norse mythologies. "With it, those endless and incomprehensible tales of heroes with mother- wives, monsters slain with unerring arrows, beautiful maidens abandoned by their husbands soon after marriage, but still soothing them in the death hour, all become simple, intelligible and beautiful. The "Tragedy of Nature" is the key to mythology. The book is invaluable to the classical student, throw- ing light on his path and revealing reserved beauties where gross sensuality would otherwise offend.
The Oveeland Monthly,
It is gratifying to the true Californian to know that the young civilization of the Pacific Coast has produced a magazine which will have an honored place in the periodical literature of the day. Such a place the Overland Monthly quietly assumed with the first number. The vigor, freshness and taste which characterize its editorial management, and the general strength and interest of contributed articles, make it a,periodical which the people " will not let die." The "Holiday Number'" was one of the finest of our holiday treats. The Overland is Californian in character — has no eastern or Old World model — but is the healthy growth of the native soil. Bright be its future !
TABLE OF CONTENTS.
HOW AVE APPEAK TO THE ENGLISH 1
A DISPUTE AMONG MY SCHOOL BOOKS 9
NOTES OF A VACATION TEIP TO HAWAIIj 10
A Sketch in the Teopics 10
On the Koad H
The Volcano 13
oub quaeters 15
NEVER TOO OLD TO LEARN 16
OBJECT-LESSONS FOR SMALL CHILDREN .' . 17
NATURE'S NOBLEMEN 18
SCHOOL ROOM MOTTOES 18
DEPARTMENT OF PUBLIC INSTRUCTION 19
JOINT TEACHERS' INSTITUTE 19
REPORTS OF PUBLIC SCHOOLS 23
OUR BOOK TABLE 24
jState Normal School.
BOARD OF TRUSTEES.
H. H. HAIGHT Governor.
O. P. FITZGEEALD Superintendent of Public Instruction.
JAMES DENMAN Superintendent, San Francisco.
MELVILLE COTTLE Superintendent, San Joaquin County.
J. H. BEALY Superintendent, Santa Clara County.
De. a. TEAETON Superintendent, Sacramento County.
S. I. C. SWEZEY San Francisco.
J. M. SIBLEY San Francisco.
TEACHERS.
Eev. W. T. Lttcky, A.M Principal.
H. P. Caklton Vice-Principal.
Miss E. W. Houghton Assistant.
Mrs. D. Claek Assistant.
The Twelfth Term will commence on the 1st day of July, 1868. All candi- dates tor admission must be present at that time. The regular exercises will 'commence on the 6th of July.
COURSE OF STUDY.
EEQUISITES FOE ADMISSION.
To secure admission to the Junior Class, Second Division, applicants must pass a written examination on the foUowdng subjects, viz. :
Eaton's Common School Arithmetic — to percentage.
Eaton's Intellectual Arithmetic.
Greene's Introduction to English Grammar.
Willson's Fourth Eeader.
SpelHng; Penmanship.
Applicants for an advanced Class will be required to pass an examination on the studies previously pursued by that Class.
Junior Class — First Session.
Arithmetic — Eaton's Common School — complete. Grammar — Quackenbo s ' — begun. Geography — Guyot's Common School. Reading — Willson's Fifth Eeader. Moral Lessons — Cowdery's. Spelling — Willson's Larger Speller.
Junior Class — Second Session.
Arithmetic — Eaton's Higher.
Grammar — Quackenbos' — complete.
Bhetoric — Boyd's.
Physiology — Cutter's Elementary.
History — Quackenbos' .
Vocal Culture — Eussell's.
Book-Keeping — Payson & Dutton's Single Entry.
General Exercises throughout the Junior Year — Penmanship; Object-Lessons; Calisthenics; Methods oi Teaching; School Law; Composition and Declama- tion.
Senior Class — First Session.
Arithmetic — Eaton's Higher — reviewed. Algebra — Eobinson's Elementary. Grammar — Greene's Analysis. Natural Philosophy — Quackenbos' . Physiology — Cutter's Larger. Rhetoric — Boyd's. Natural History — Tenney's.
Senioe Class — Second Session.
Botany — Gray's.
Physical Geography — Warren's, with Guyot's Wall Maps.
Normal Training — Rnssell's.
Geometry — Davies' Legendre — ^five books.
English ' Literature — Shaw's.
Book-Keeping — Payson & Dunton's Double Entry.
General Exercises — Same as in Junior Year.
REGULATIONS OF THE STATE NORMAL SCHOOL.
Adopted by the Board of Normal School Trustees, March 28, 1868.
1. All pupils, on entering the School, are to sign the following declaration of intention :
" "We, the subscribers, hereby declare that our purpose in entering the State Normal Schoo is to fit ourselves for the profession of Teaching, and that it is our intention to engage vi teaching in the Public Schools of this State."
Male candidates for admission must be at least eighteen years of age; and female apj)licants at least fifteen years of age; and all must possess a good de- gree of physical health and vigor.
2. No person whose age exceeds thirty years shall be admitted to the School' except teachers who are fitted to enter the Senior Class.
3. Whenever the number of applicants from any county shall exceed the number to which that county is entitled by law, the applicants shall pass a competitive examination before the County Superintendent, and the County Board of Examination; which examination shall be conducted in the same manner as county examinations for third grade teachers' certificates. The persons passing the highest examination shall be eligible to admission in the order of their standing in examination.
4. All applicants are required to present letters of recommendation, and certificates of good moral character, from the County Suf)erintendent of the county in which they reside.
5. All new applicants shall present themselves for examination at least three days previous to the regular day of each term commencement; and no pupil shall be admitted during term time, except in the case of teachers who hold at least second grade State or County certificates.
6. The Principal of the School shall keep a register of the attendance of pupils, and shall report monthly, to the Secretary of the Board, the whole number enrolled, the average number belonging, the average daily attendance, the percentage ot daily attendance, and such other statistics as may be re- quired by the Executive Committee of the Board.
7. No pupil shall be entitled to a Diploma of Graduation who has not been a member of the School at least one term of five months.
8. The Normal School shall be divided into two classes: Junior and Senior — each divided into two divisions.
GENERAL INFORMATION.
The time for completing the Normal School course is two years, each divided into two terms of five months.
There will be Written Examinations and Public Exercises at the close of each term. The Graduating Exercises will be in May.
Pupils will be required to furnish their Text Books. Books for reference will be furnished by the State. Good boarding can be procured at about twenty-five to thirty dollars per month.
Applicants will please read attentively the " Kegulations " as given above particularly the Fourth and Fifth.
All graduates will be required to pass an examination on the entire course. Those who complete the studies of the Junior Class will be entitled to certifi- cates of qualification, for teaching schools of Second and Third Grade.
For additional particulars, address
Bbv. WM. T. lucky, a. M., PEiNciPAii, San Francisco.
THE NATIONAL SERIES
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This Series embraces about Three hundred volumes of Standard Educational Works, composing the most complete and uniformly meritorious collection of Text-Books ever pub- lished by a single firm.
The Series is complete, covering every variety and grade of science and literature, from the Primer, which guides the lisping tongue of the Infant, to the abstruse and difficult " West Point Course,"
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PARKER k WATSON'S Readers, &c. DAVIES' Course of Mathematics. WILLARD'S Course of History. PECK'S GANOT'S Nat'l Piiilosophy. STEELE'S 14 weeks in each Science. JARVIS' Physiology and Health. WOOD'S Text-Books in Botany. SMITH'S Orthography and Etym'Igy. BOYD'S Course in English Literature. THE SCHOOL TEACHER'S
MONTEITH'S&McNALLY'S Geog's. CLARK'S Diagram English Grammar. "P. D. (St S.'s" System of Penm'ship. ANDREWS & STODDARD'S Latin. CROSBY'S Greek Series. WORMAN'S German Series. PUJOL'S French Class-Book. ROOT'S (Geo. F.) Sch. Music-Books. MANSFIELD'S Political Manual. LIBRARY, Twenty-Five Volumes.
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For fiartlxer inforinatioix, address the Pia.'blisliers.
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MECHANICS' INSTITUTE,
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The undersigned most gratefully acknowledge the large and increasing pat" ronage bestowed upon the "Pacific Business College " in this city, more especially as the attendance for the last few months has been larger than dur- ing any period since it has been establis^hed, thus showing that it is supplying an important and needed want in the community.
The purpose of establishing the " Pacipic Btjsiness College " in San Fran- cisco was to furnish young and middle-aged men, intended for mercantile pur- suits, or those desirous of situations as Book-keepers, Accountants and Sales- men, with the facilities for securing a Practical Business Education, which would enable them to enter speedily upon fields of usefulness and honor.
The course of study pursued has received the endorsement of thorough business men in this city.
Deeply grateful for the liberal patronage which has been bestowed upon our efforts to impart a sound business education, we assure the public that no efforts or expense will be spared by us in making our arrangements as com- plete and thorough as possible, and we trust by so doing to merit a continu- ance of public patronage, and submit our claims for future support.
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OF PENNSYLVANIA.
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aton's Mathematical Series.
IV O W I^ E A D ^^.
For Hieh Schools and Academies.
y W. F. BRADBURY, Author of a Treatise on Trigonometry and Surveying, and Teacher in Cambridge High School.
Ingle copies mailed, postage paid, for examination luith reference to intro- duction, on receipiof 60 cents.
The pubHshers present this Avork to the educatioDal public as a part of
itons Mathematical Series. The acknowledged ability of the author as
Mathematician and his praclical experience as a teacher peculiarly fit
m to prepare a book of this grade.
This work is designed for those pupils who are just commencing Alge-
•a, and can be taken up immediately after completing any Common
;hool Arithmetic.
As far as practicable in a work of this character, the same general
an has been followed that has made Eaton's Arithmetics so popular and
) labor spared to adapt the book to the wants of pupils beginning this
■anch of study.
Special attention is invited to the arrangement of the Equations in
limination ; also, to the second Method of Completing the Square in
ffected Quadratics, and to the number and variety of the examples
ven in the body of the work and in the closing section.
Some topics are omitted as not appropriate to an elementary work and
lifferent arrangement of subjects made from what is presented in other
gebras. This feature will recommend the book to many teachers who
[e dissatisfied with the Algebras now published.
;The utmost conciseness consistent with perspicuity has been studied
(roughout the work.
|The mechanical execution of the book is believed to be of such a
?perior character as to commend it to all.
'The attention of educators is respectfully invited to EATON'S AEITHMETICS. This 'ies has recently been introduced into nearly 150 towns in Massachusetts, about one half of Schools of Ehode Island, and 110 cities and towns of Connecticut ; more than 100 prom- nt places in Iowa ; is in exclusive use in the Public Schools in Boston ; is the only Series horized for the States of California and Nevada, and is used very extensively throughout country.
Descriptive Catalogues sent on application. Address :
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29 CornJiillf Boston,
The Overland Monthly
For 1869.
q^HE SECOND VOLUME OF THIS MAGAZINE, NOW UNIVERSALI
recognized and accepted as the best exponent of the Social, Literary and Mai rial Progress of the Pacific Slope, commenced on the first of January, 1869. T Publishers will aim to retain in future numbers its characteristic reputation for
Essays on Local Material Kesoiarces; Travels and GreograpMcal Sketclies; Studies of Western Manners and Civilization ; Independent Litei*ary Criticism ;
With such other additions as may tend to the higher development of the Social, L erary, Material, and Moral Resources of the West.
Opinions of the Eastern Press
[From the New York Nation.]
* * The first number gives proof of ability in editors and contributors, * * * pen-aded by a far western flavor which we, for our part, find very much to our taste.
[From Putnam's Monthly Magazine.]
* * The contents of the magazine have a flavor of their own.
[From the New York Home Journal.] The magazine is a very enjoyable one. It is vigor- ous, fresh, well written, and in every respect does hon- or to the literary taste and skill of the Pacific Coast. It is by no means a mere copy of the Atlantic or European habits of thought and style, but smacks of its native soil, embodying the fresh, vital utterances of a people whose inspiration and genius are yet tolerably free from the trammels and burdens of a critical and Belf-conscious civilization.
[From the AmericanLiterary Gazette,] It bide fair, not only to be "a worthy exponent of the growing literature of *the Pacific Coast, but to take a high rank among the magazines of the East.
[From the Cleveland (Ohio) Herald.] Its contents are mostly racy of the soil where it was printed, and it therefore has the charm of freshness and novelty for the Eastern reader. Valuable informa- tion in regard to the Pacific slope is agreeably diversi- fied by sketches and fiction, having the Western States and Territories as their scenes.
[From Lippincott's Magazine,] Marked by an exceptionally good typography, and, as to contents, by a quiet good taste, which give promise of a long and prosperous career.
[From the Philadelphia (Pa.) City Item.] The magazine is edited with ability, and its merits are so positive that we are confident it will be very buc- cessfvd.
[From the Albany (N. Y.) Evening Journal.] The first number (July) contains vigorous articles from some of the best writers.
[From the Philadelphia (Pa.) Saturday Evening Post.] Tlie articles an; very well writtc^i, and have a Pacific freshness about them which is quite delightful. We are glad to see our California brethren so ably repre- sented.
[From the English Publishers' Circular.] Amidst such magazine mania as we have, it is pie ing to welcome one of an original and distinctive ch acter. Its title and scope commend it at once to 1 notice; there is judicioas variety and much gt writing,
[From the Springfield (Mass.) Republican.]
* * * So good as to merit more praise than have yet given it, * * * Exists for its own sa: and not as an advertising medium. It will widen stead of narrowing its range, and become, as it eas may, the beet of American magazines,
[From the New York Tribime,]
* * * It has the flavor of California soil, both its selection of topics and in its mode of trcatme * * * Does not follow in the wake of the promiut Eastern or English magazines, but marks out its o' path and observes its own methods. A novel a agreeable bill of fare for magazine readers,
[From the Philadelphia Enquirer.]
* * * Redolent of the breeze of the Pacil Fresh, vigorous and lively are all the articles,
[From the Utica Herald.] The Overland Monthly continues to sustain the hi position which it has taken among American nionthli [From the Philadelphia Age.] That the publisliers have struck a popular vein i8 < monstrated by the fact that we find articles from t Overland copied largely in the columns of our exchangi [From the Philadelphia City Item.] Its articles are capitally written, and we are not pr« ing it too highly when we say that it is one of the w monthlies in America,
[From the North American Gazette.]
* * We ar«i happy to bear our testimony to the n< force and greater breadth that is shown by our only t cidental monthly.
[From the New York Nation.] The Overland Afonthly we continue to praise hearti
* * On the whole we do not know why we sbov not call the Overland quite as good as the best of t monthlies before us.
[From the New Haven, (Conn.) RcgiKter.j The Overland is fast gaining the reputation of Wl one of the most readable magazines now publiBnea- reputation that it richly deserves, ;
Subscription, $4 per year. Volume I, handsomely bound, $•
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Vol. VI. J
[No. 9.
tx^:h3
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THE
California Teacher.
MARCH, 1869. Vol. YI. SAN FRANCISCO. JTo. 9.
OUR PRIMARY TEACHERS.
AN ADDRESS BEFORE THE SANTA CRUZ AND MONTEREY COUNTIES TEACHEBS' INSTITUTE, DELIVERED AUGUST 6tH, 1868.
TY C. L. ANDEHSON, M.D.
There is a world of meaning' in that old story of Anteus, the son of Earth and Neptune. His strength was ever renewed as he touched his mother Earth. But in wrestling with Hercules to prevent this renewal of strength, the hero held Anteus in the air, until he could squeeze him to death in his arms.
" The first man was of the earth, earthy," and so are all the children since his time. They take to mud puddles, dirt pies, and sand heaps, as naturally as ducks take to the water. But because of this instinctive passion for mother Earth, shall they ever remain blind to the sky and the air ? Shall they be smoth- ered and at last devoured by the earth ? As well might they soar beyond earth's influence — beyond the atmosphere — and perish in vacant space, as to grovel forever in the dirt.
But there is a golden mean in this matter, as in almost every- thing else.
Children should neither be strangled in the air by a giant Her- cules, who would etherealize them before their time, nor devoured by the earth ere their wings are fledged, to soar among glories celestial.
Now, whilst I have faith in things celestial — in the higher and nobler aims of spiritualized human beings, whose eyes look out of earth's windows into the great Cosmos — the Beautiful Uni- verse— I would still have greater faith in the rejuvenating touch, Anteus-like, of mother Earth. It is supposed by some that the
2 Our Primary Teachers. [Mae.
races of wild men are fast becoming extinct. Such is not the fact, and were it true, the case would be, to my mind, a lament- able one. Every child that comes into the world has more or less of the wild in its nature. Thoreau used to say that ' ' the West is but another name for the wild, " and that wildness is the preservation of the world. It is the return of the prodigal son — the touch of Anteus to mother Earth — the renewal of the exhausted magnet. The seed of the highest cultivated apple brings forth a wild fruit, which may be taken and trained to yield a different, but not less excellent apple. In the cultivation of fruits and animals, it is often necessary to go back to the original stock, and start anew. The best varieties are said to ^'runout." And so it is with the races of men. A trained, cultivated, and artificial city-life seldom culminates in a great man. We must go back to the log school-house, in Nature's primeval forest, where we shall often find such men as AVebster, Clay and Lincoln, with bare feet pattering on the earthen floor of these rude temples of knowledge. A famous biographical writer says: ^'The ideal of education is to tame men, without lessening their vivacity. Humble beginnings are favorable to the development of force of character, which wins the world's great prizes. Let us never again commend any one for ' rising ' from obscurity to eminence, but reserve our special homage for those who have become respectable human beings, in spite of having had every advantage procured them by rich fathers. "
It is true, we know the names of Shakspeare's early school- masters; but they in all probability were not his Primary Tea^ch- ers. He learned human nature from all professions and occupa- tions; but more particularly from the little wild ones — young in years and bright from Nature's hand; for we are told that " in his younger days, he was a schoolmaster in the country. "
Blindness, poverty and reproach were some of the teachers who inspired the pen of Milton to write his "Paradise Lost." But they were not his best teachers. " Sunny days and innocent enjoyments, shadowy rose bowers, gentle labors amid vine and orchard, delicate fruit repasts, and sweet scenes of rosy morning and silvery moonlight," so handsomely pictured in " Eden-life," were drawn from early memories of Milton's home amid the glades and gardens of Horton, idealized by the bright sunlight of poetic fancy. Thus, we see how early and later training often combine to produce wonderful works of art. And Robert Bur- on is not the only man who has dissected and preserved his own " Anatomy of Melancholy."
We see William Cowper receiving his first lessons in sensitive- ness at the hands of a tender mother. ' ' Her hand it was that wrapped the little scarlet cloak around him, and filled his little bag with biscuits every morning, before he went to his first school." How unlike was the conduct of Byron's mother! At one moment she would hurl things at him, and the next she
I
1869.] Our Primary Teachers. 3
would strain him with passionate fondness to her breast. And how true to these primary teachings was the history in after-life of these two men ! A sweet and delicate humor plays throughout Cowper's life and compositions, ' ' like golden sunlight on a peb- bled stream. " AVhilst Byron's life and writings, on the other hand, exhibit a noble mind steeped in rebellious pride and mis- anthropy— a lofty genius debased to the foulest use — a hatred for all the world, and a care for nothing.
But it is scarcely my intention to speak of the mother's teach- ings. No just estimate can be made of the vast importance of her ministrations. I propose rather to speak of other early in- fluences, and of their importance to the future life of noted characters.
Some of the most eminent men lost their parents young, and were educated by the " cold charities " of the world. Such per- sons have, by their early training, sooner learned to place a truer estimate on human character. Parental training is often better supplied by other controlling influences, to insure a successful intercourse with the world. A "petted child" is too often synon^^mous with a "spoiled child." The she-wolf, the foster- mother of the founders of Rome, was a better mother than the woman who spoils her child by an injudicious course of ' ' pet- ting."
Beside the natural bent, the hereditary influence and the early impressions received from the mother, the natural features of the landscape, animals, mountains, forests and streams, seem to im- press lasting influences on the human character. Seven cities contended for the honor of having given birth to Homer. I believe, that neither had any just claims. Few of the world's true men of genius were born in cities. I would rather believe that he was born in the open air, on the banks of the river Meles, (as one of his names indicates,) and that, as the story goes, his home was a cave, at the source of the same. Yirgil, like Homer, was a child of Nature — untainted by affluence or ' ' high life" — a plain, countiy-born farmer boy, with chestnuts, curds, and cream for his fare :
"The carpet-ground with leaves overspread, And woven boughs the covering for his head."
Thomas Campbell, whose verses are ' ' lisped by children, and sung at public festivals," had for his first instructor, "a teacher who rejected all harsh discipline, putting kindness in the place of terror, and alluring rather than compelling the pupil to his duty."
John Wickliffe, in all probability, was taught until sixteen, by such schoolmasters as taught Hugh Miller — the rocky cliff over- looking the water — the valleys and the woodlands. His name even has a significance — the " cliff by the water." Thus, by his nearness and contact with Nature, he was strengthened for the mighty work of Reformation. His writings exhibit such vigor
Our Primary Teachers. [Mar.
and manly ruggedness, as to remind us, even at this distant day, of the rocky cliff, and the free air and water.
Socrates was an idle, complaining young man — wishing for wealth and fame, but doing nothing to obtain it. His course of life was changed by a striking remark of a venerable sage, who happened to hear his complaining : ' * Let him that would move the world, first move himself. " Socrates was so impressed with the force of this remark, that his future greatness and usefulness might be said to be the result of it. No teaching is of any use, which does not touch the impressible part of our minds. It is thus that sick-bed readings and musings so often influence the person's course in after-life.
Gibbon, the historian, made an infidel of himself when young, by reading works of a peculiar caste, during a long spell of sickness. He never outgrew these impressions, but instilled them into all his works.
"A poor, lame little fellow lay among his intimate friends, the sheep, on the grass-cushioned crags of Sandy-Knowe, seeing below the windings of the silvery Tweed, and the gray ruins of Dryburg, nestling among dark yew trees; and in front, the pur- ple summits of the Eildon's ' triple hight. ' " What better schoolmasters could an}^ one have, to be the author of the ' ' Lay of the Last Minstrel," ' ' Marmion," or the " Lady of the Lake "?
John Bunyan had dreams when a little boy, nine or ten years old, of a burning lake, and the devils chained down to wait for the great judgment. Could better tutoring be needed to write a dream of a Pilgrim's Progress from this world to the next ?
It seems, that Luther was a very bad little boy. In all proba- bility, he had obstinacy whipped into him. His mother would sometimes flog him until the blood would come, about very trivial matters, too. He was treated no better at school, for his teacher flogged him fifteen times one morning, we are told. It may be, there was good in all this. He was being prepared for rough times. And although he had better teachers afterward, there was a virtue in his obstinacy, especially in his contest for right. A man was needed who would dare to burn the Pope's bull, and who would enter the city of Worms, though devils were as plenty as tiles upon the house-tops !
But why should I continue to enumerate instances of the im- portance of early teachings ? Some one has truly remarked, that " a bitter draft before breakfast makes bitters of the break- fast, and the taste of an unhai^py childhood lingers long in the mouth." And the reverse is also true. A hax)py childhood lin- gers and sweetens all the after-life.
Knowing and feeling every day the vast importance and need of making our schools pleasant homes and agreeable places of daily resort, I trust that whatever of criticism I may oft'er on our present system of Primary Schools, may be received in the spirit of kindness and liberality, for only in that spirit is it offered. I
1869.] Our Primary Teachers. 5
need say nothing of Grammar and High Schools — there are plenty of defenders of them. Every village in the land, and every parent or guardian of a pupil in every village, has an am- bition to establish a Grammar or High School. And children who scarcely know the multiplication table as far as 3 times 1, are placed in classes to pursue High School studies.
Almost any kind of person is considered good enough to teach a Primary grade. And third grade certificates are all that are deemed necessary as a recommendation to trustees to hire Pri- mary teachers. Now, I have for a long time held an opinion, which, the more I study it over the stronger it becomes, and that is, thai not one in fifty teachers in oar common schools, is entirely adapted to successfully teach a Primary grade. The work requires qualifications, tact, and capacity of resources, that cannot be bought for $50 per month. I would propose that the highest qualifications be required, and the best talent be obtained, for the Primary grade. And in order to command these qualifi- cations and this talent, the highest wages should be paid.
Now, this proposition, at first thought, may not be pleasing to those engaged in the profession of teaching. It is true, men of every profession get fixed in old ways, and dislike to be dis- turbed. But this jjlan would render the work in the higher grades more successful and satisfactory. It would not lower the talent required up there, but would rather increase it. We think when we have expended large sums of money in building school-houses, and furnishing them according to the latest style, that the most responsible part of our duty is done. But it is a far more difficult task to get teachers who will properly train the young and delicate minds and bodies, according to the best principles. We all have favorites, or needy friends, who would like to occupy these new houses, and very often the good of a school is compromised to make room for some of these. And then, again, we are poor judges of what constitutes a good teacher. We often take assertion, arrogance, impudence, or an endorsed certificate as evidence of qualification; and the little innocents of the district suffer in consequence — for I am fullj^ convinced, that a poor teacher is worse than none. It is scarcely possible to eradicate bad impressions, received in childhood. They are as enduring even as the good; they reach across the little stretch of our life, mingling and obscuring the bright rays which beam from the heaven of our hope.
Our State has a magnificent plan for a University, and not all on paper, either. The funds and the power to build it are not wanting. But without a more liberal provision for our Primary Schools — a more enlightened and common-sense policy — Univer- sity grounds a ad buildings will only serve as monuments of folly. To make our public school system of education effective, we must begin at the foundation, and lay a broad and permanent basis. And mainly to our primary teachers must we look for
6 Our Primary Teachers. [Mae.
the accomplishment of this important work. Now, what should be the requirements and abilities of this class of teachers ? And why should they possess higher attainments than grammar or high school teachers ? My answer is simple : As they are the chief instruments in moving the world, they should be capable, in the first place, of moving- themselves. They should make their schools homes, in the best sense of the word — at least next to the home where mother is. In order to do this, something more is needed in our schools than instruction in spelling, read- ing and writing. Even the knowledge contained in books is barely sufficient. A practical in-door and out-door knowledge of common things — the Book of Nature — should be among the qualifications of the primary teacher. The child is a stranger in a wonderful curiosity shop, and no common fund of knowledge, no smattering of technicalities, and no ordinary talent of com- munication, or tact in management, will prove satisfactory to a class of fifty anxious inquirers, all intensely and wonderfully earnest in their pursuit of knowledge. To give such a class into the hands of some juvenile, who knows scarcely more than they, or some antiquated specimen of humanity, who has managed to obtain a third grade certificate, but who has neither tact or knowledge for such a task, is a crime that should not be tolerated in this intelligent age. And yet, it is tolerated every day, and in almost every school district in California. By this, I do not mean that our State is behind any other State in the Union, in educational progress. But until greater importance is attached to the work of the Primary Teacher, and a different kind of tal- ent required to perform that work. High School and University buildings will, for the most part, be simply ornamental.
San Francisco may boast of an admirable school system. It is justly deserving of praise. There are one and a half millions dollars invested in school-houses. I would not wish it were less. I would only change that which may be glaringly ornamental, (and I am satisfied that at least one third of it is of that kind,) to make still more liberal accommodations for the Primary Depart- ments. I would make those so prominent, that no longer would it be considered an inferior place to teach a primary grade. As it is now, it is considered a mark of inferiority to be only able to teach an infant class, and there is a constant desire in teachers to get out of the primary room into some place higher. And now, this brings me back to what I have already said, that not one teacher in fifty is entirely adapted to successfully teach a primary grade. The fault chiefiy lies in their own education. Instead of being able to lead their pupils up to Nature, and to establish a sympathy and understanding between them, they lead them away from her, into artificial fields, and the dry pastures of text books, rules and formulas.
But few persons can talk to children in their own language; and to teach any branch of science to a child, will require a thor-
J
1869.] Our Primary Teachers. 7
ough knowledge of tlie same, on the part of the teacher. I would not exclude text books, rules and formulas, by any means; but the teacher should be so familiar with the subjects, that principles might be fixed in the mind by objects and illustrar tions, rather than through the uninteresting process of rules and formulas.
Now, it is a very difficult matter to say exactly what a Primary School should or should not be. It should not be altogether a place to send children out of the way of folks at home — a sort of barren island for the banished. It should not be altogether a place to develop the muscular or the musical powers. It should not be a ball-room or a nursery; a play-house or a study; a lec- ture-room or a confectioner's shop.
It might partake somewhat of all these, and be in the best (at least next best) sense of the word, a home. " To Adam, Para- dise was a home; to the good among his descendants, home is a Paradise," says Archdeacon Hare. And so should the Primary School be a home. It should be a place to take care of those who are in the way, not only at home, but on the streets — a place where calisthenics — " beautiful strength " of mind and body, may be taught — a nursery — a lecture-room — a study — and if you please, a confectioner's, where candy and ' ' ambrosial gingerbread" may be dispensed in a literal and substantial sense.
Theodore Parker says that in America, ''every one gets a mouthful of education, but scarcely any one a full meal." A mouthful is enough of what is called education, unless it were better than that served up by most of schools and colleges. It is so adulterated that but few persons can bear a full meal with' out impairment of the constitution. A mouthful is sufficient to disclose the unsubstantial nature of the repast. It is not that I would say a word against a high classical education — it is not that I plead for log school-houses, with dirt floors, but rather that we should make education to consist of something more than appropriating the mind as a store-house for the obsolete trumpery of the Past. In a certain sense, there is a deep truth in the remark of Thoreau, that ' ' He is blest over all mortals, who loses no moment of the passing life, in remembering the past." How much, for instance, is there worth stowing away in the mind of England's history ? We cannot well afford to spend more than a few passing moments on most of her Kings, and the less we remember of such brutes as Henry the VIII, and Ed- ward the IV, the more time we shall have to think of better things. And it may be, that a reading of Dicken's "Child's His- tory of En'gland," would be more profitable than both Hume and Macaulay.
There may be persons of antiquarian tastes, who prefer to ig- nore the present and live over again the scenes of the past, who seldom come down to a period later than Homer or Eschylus,
h
8 Our Primary Teachers. [IMar.
and when called by the commander of the Present, "Follow me," they still pray, as did that disciple of old, for permission to go and bury their fathers; and in burying their fathers, they often bury themselves in the same grave.
But we live in a new country, where the calls for help in the present time are numerous. We are the Primary Teachers of this new land, and it is important, vastly important, that we be- gin right. The first steps, if in the wrong direction, may not be easily retraced. First impressions, first words, first thoughts, and first looks produce an influence that after years, and after labors, and the highest of the High School teachers can never efface.
As I have already remarked, the mind should not be so much a store-house to receive and retain knowledge, as a workshop or machine, in which the different kinds of knowledge may be man- ufactured. And the object of all school training — more es- pecially the primary — should be to invigorate and strengthen the moral and perceptive faculties, more than to cram the mind with iniles and formulas, and thoughts of other men.
Self-reliance should be a daily lesson in every school, as much so as arithmetic or grammar, and the laws of the child's nature should be allowed to have a reasonable sway, so that it may be *' tamed, without destroying its vivacity" — educated into instead of away from the family, whose mother is Earth, and whose home is the Beautiful Universe.
Thus, I have faintly indicated the work, and the kind of Pri- mary teachers needed. I scarcely think any one can doubt the correctness of my assumptions; and such being the case, the sooner we of this new country adopt the plan of laying the foundations of our public schools intelligently in the primary grades — supplying, to a certain extent, the deficiencies of home culture — building and furnishing our school-houses more as homes should be furnished — not crowding the teacher with pupils — demanding the best teachers for the beginners — and generally making the school-room and the school-grounds a place that shall be ever bright in the memory of after years, filling it with a pleasant fragrance, and pervading the soul with a kindly influ- ence that shall go with it down to the latest moment of life, and up to the Elysium of the Blest — the sooner this is done, the sooner shall we of the present, and they of the future genera- tions, enjoy the reward of our labors.
The propriety of changing the site of Yale College is being seriously discussed by the members of its Faculty and Board of Trustees. Two places are suggested in opposite parts of New Haven— the elevated ground at the head of Hillhouse avenue, and the site of Gerard Hallock's home, in the southwestern part of the city, toward what is known as '* Oyster Point."
1869.] Ohject-Lessoris for Small Children.
OBJECT-LESSONS FOR SMALL CHILDREN.
SEVENTH AND EIGHTH GR/U)ES. SILVER.
You have all seen, hundreds of times, such articles as I now hold in my hand; can you tell me of what they are made ? Of silver ?
And what is silver ? A mineral — a metal.
Yes; it is a mineral, and also a metal. And where do all min- erals come from ? They are dug out of the ground.
Is there any silver found in California? Yes; there is some.
Can you tell me any of its qualities ; as you mention them, I will write them upon the board ? It is hard.
Wait one moment; look at this spoon and see the dents in it. Do you think you could dent iron in that way ? No.
Why not ? Because it is too hard.
Well; what do these dents prove about silver? That it is not very hard.
Try if you cannot be more successful next time ? Silver is opaque.
How do you know? We cannot see through it. It is solid; it is heavy; it is white.
Yes; those are some of its qualities. Can it be hammered out into sheets, think you? Yes; it is malleable.
Isn't it ductile, too, teacher ?
What do you mean by that ?
Can't it be drawn out into wire ?
Yes; it is very .ductile. See; what am I doing to this spoon ? Y'ou are bending it.
What makes it bend so easily? Silver is flexible.
Now, I drop it on the table, and you hear a ringing sound; do you remember the name that is given to such a quality ? So- norous.
Yes; some one has remembered it; silver is sonorous. Now; tell me some of its uses ? To make money.
Yes; but is money pure silver ? No; silver is too soft. It has to be combined with some harder metal — such as copper.
What else is silver used for? Spoons, thimbles, watch-cases, forks, napkin-rings, cups, tea-sets, water-pitchers, etc.
Now repeat in concert the qualities and uses of silver, and then I will read you some pretty verses about a Silver Bird's- nest.
Qualities — Mineral, metallic, soft, opaque, heavy, white, mal- leatjle, ductile, flexible, and sonorous. Uses — For money, spoons, watch-cases, forks, napkin-rings, cups, tea-sets, water-pitchers.
SILVER BIRd's-NEST.
' ' A stranded soldier's epaulet The waters cast ashore, A little winged rover met, And eyed it o'er and o'er.
10 Miscellanea. [Mab.
** The silver briglit so pleased her sight, On that lone, idle vest, She knew not why she should deny Herself a silver nest.
** The shining wire she peck'd and twirl'd ; Then bore it to her bough. Where on a flowery twig 'twas curl'd, The bird can show you how; But when enough of that bright stuff The cunning builder bore, Her house to make, she would not take Nor did she covet more.
" And when the little artisan. While neither pride nor guilt Had entered in her plan. Her resting place had built. With here and there a plume to spare About her own light form. Of these, inlaid vAth skill she made A lining soft and warm.
" But do you think the tender brood She fondled there and fed Were prouder when they understood The sheen about their bed. Do you suppose they ever rose. If higher power possess 'd, Because they knew they peep'd and grew Within a silver nest."
J^
ISCELLANEA.
Agassiz and the Glaciers. — Prof. Agassiz said some interesting things concerning his pet glacial theory at the Amherst Agricul- tural Meeting recently. He declared that all the materials on which agricultural processes depend are decomposed rocks, not so much rocks that underlie the soil, but those on the surface and brought from considerable distances and ground to powder by the rasp of the glacier. Ice, all over the continent, is an agent that has ground out more soil than all other agencies together. The penetration of water and baking suns have done something, but the glacier more. In a former age, the whole United States was covered with ice several thousand feet thick, and this ice, moving from north to south by the attraction of tropical warmth, or pressing weight of ice and snow behind, ground the rocks over which it passed into the paste we call the soil. These masses of ice can be tracked as surely as game is tracked by the hunter. He had made a study of them in this country as far south as Ala- bama, but had observed the same phenomenoji, particularly in Italy, where, among the Alps, glaciers are now in progress. The stone and rocks ground and polished by the glaciers can easily be distinguished from those scratched by running water. The angular boulders found in meadows, and the terraces on rivers not now reached by water, can be accounted for only in this way.
1869.] Miscellanea. 11
How THEY Manage Education in France. — From a return, pub- lished by tbe Imperial Commission on Teclinical Education in France, it appears that there are fifty farm schools for giving theoretical and practical agricultural instruction in the first de- gree to youths who intend to follow the occupation of farm ser- vants. The expenses, so far as regards the salaries of the mas- ters, and partly of the board of the pupils, are defrayed by the state ; but all the outlay and risk of farming are borne by the director. The whole expenditure of the state for each of these fifty establishments amounts, on the average, to 14,000f. or 15,0001, and instruction is given to about 1,500 apprentices, which corresponds to an average of thirty pupils to each farm, at an annual cost of about 250f. per head. The results of technical and practical teaching given at these farms are generally satis- factory, and the development of such primary agricultural insti- tutions cannot be otherwise than beneficial. Above these first schools, and as establishments of secondary instruction, there are the three agricultural district schools. Each of these schools has six professors, and the course of study, which extends over three years, is terminated by an examination, at which the pupils who give satisfaction receive certificates. Besides the schools spoken of above, there are establishments of an unpretending kind, intended to train either good farm bailiffs or simply agricultural laborers and maid-servants. Owing their origin to charity, these private institutions find their pupils among the poorest and most destitute of the youthful population, and tend to retain in the rural districts and employ in field-work the young girls whom the attractions of lighter labor, but less favorable to health and morals, are continually drawing tow^ard factories or work-rooms for sewing and embroidery. — Mark-Lane Express.
To Young Men. — Parton writes : '* If you look into the early life of truly helpful men, those who make life easier and nobler to those who come after them, you will almost invariably find, that they lived purely in the days of their youth. In early life the brain, though abounding in vigor, is sensitive and very suscep- tible to injury, and this to such a degree that a comparatively brief and moderate indulgence in vicious pleasures appears to lower the tone and impair both the delicacy and efficiency in the brain for life. This is not preaching, boys; it is simply the truth of science. "
Coleridge, in one of the most beautiful of similes, illustrates the pregnant truth, that the more we know the greater our thirst for know^ledge, and the more we love the more instinctive our sympathy: "The water lily, in the midst of w^aters, opens its leaves and expands its petals at the first pattering of showers, and rejoices in the rain drops with a quicker sympathy than the parched shrub in the sandy desert. "
There are thirty college papers published in the United States.
12 Department of Public Instruction. [IMar.
Department of Public Instruction.
PROCEEDINGS OF CALAVERAS COUNTY TEACHERS' INSTITUTE.
The Teachers' Institute of Calaveras County for the present school year, commenced at San Andreas, December 15th, 1868. W. S. Williams, County Superintendent, in the Chair. Barlow Dyer was elected Vice President, and William Nellis Seiretaiy.
Present: W. S. Williams, W. J. Dakin, B. Dyer, F. Day, E. Beeves, T. J. Peachy, J. A. McMahon, S. A. Perry, D. B. Merry, Miss Laura Sheldon, Miss Ella Breckenridge, Miss Julia Sawyer, Miss Jennie A. Morse, Miss Lizzie Settle, Miss Mary H. Garland, Miss Clara Foster, and Miss Bella Louttit.
Miss Jennie A. Morse was appointed Critic for the day.
The following committees were appointed by the Chairman : On Programme — Messrs. B. Dyer, W. J. Dakin, William Nellis, Miss Julia Sawyer, and Miss Lizzie Settle. On Introductions — Miss Settle, Miss Morse, and Mr. Dyer. On Resolutions — B. Dyer, F. Day, B. Beeves, and Miss Sawyer. On Music — Miss Sheldon, Miss Breckenridge, and J. A. McMahon.
Mr. Williams then opened the Institute with an able and inter- esting address. After the preliminary exercises, the remainder of the forenoon exercises consisted of the discussion of " Punc- tuality," in which Messrs. Dyer, Dakin, Williams, Day, Beeves and Nellis participated.
AFTERNOON SESSION.
Institute met at 2 o'clock. Superintendent Williams in the chair. Minutes of forenoon read and approved.
The Committee on Programme made the following report :
TcTESDAY, P.M. — Subject for discussion : " Resolved, that correct School Discipline is of primary importance to success in our Public Schools." Even- ing— Lecture by W. J. Dakin. Subject: "Mutual Relations of Parents, Pu- pils and Teachers."
Wednesday, a.m.— r" Reading and Spelling." Afternoon— '* The Duties of a Teacher, " Evening — Lecture by J. G. Severance. Subject: "Home Cul- ture."
Thursday, a.m. — "Grammar, Arithmetic and Geography." Afternoon — ' ' Qualifications Requisite for Successful Teaching. ' '
Report accepted and committee discharged.
The subject under discussion, " School Discipline," elicited very interesting remarks from Messrs. Dyer, Dakin, Wells, Peachey, Williams, Day, Beeves and Nellis.
EVENING SESSION.
W. J. Dakin delivered a lecture which was highly instructive and creditable to the author, a£fording much gratification to all present.
1869.] Department of Public Instruction. 13
SECOND DAY.
Wednesday, December 16th, 1868.
Institute met at 10 o'clock a.m. The minutes of previous meet- ing were read and approved.
The report of the Critic was read and accepted, and a vote of thanks of the Institute tendered her for the same.
Miss Mary H. Garland was appointed by the chair to act as the Critic for the day.
^ ' Keading and Spelling " were very ably discussed by Messrs. Williams, Dyer, Nellis, Merry, Peachey, Day, Keeves and Dakin.
At the close of the morning session, Mr. D. B. Merry offered his resignation as a member of the Calaveras County Institute.
AFTERNOON SESSION.
Institute met at 2 o'clock. W. S. Williams in the chair. The minutes of the morning session were read and approved.
The subject of '' Duties of a Teacher," was taken up. This subject, covering, as it did, a wide field, called forth a very spirited discussion, occupying the remainder of the afternoon session, and was participated in by Messrs. Nellis, Dj^er, Day, Merry, Dakin, Williams, Reeves, Perry and Father Fitzpatrick.
EVENING SESSION.
Mr. J. G. Severance delivered a lecture on *'Home Culture." The lecture was a grand literary" treat, and surprised Mr. S.'s most admiring friends, and, it is needless to add, highly delighted the teachers and citizens present.
THIRD DAY.
Thuksday, December ITtli, 1868.
Institute met at 10 o'clock a.m. W. S. Williams in the chair. Minutes and Critic's report for Wednesday read and approved.
The best method of teaching Grammar, Arithmetic and Geo- graphy, occupied the attention of the Institute during the fore- noon, and demonstrated that the teachers have " live, modern ideas" of these subjects.
AFTERNOON SESSION.
The closing session of the Institute convened at 2 o'clock.
After a short discussion on ' ' Requisites for Success in Teach- ing," and other miscellaneous topics, in which the several teachers bore able and highly creditable parts, the Institute closed its an- nual labors, by passing the following resolutions:
Resolved, That in the untimely death of otir former Superintendent, O. V. Currier, Esq. , we have met with an irreparable loss ; we mourn an able edu- cator, a wise counsellor and a true friend. But since it has pleased the Great Educator to remove, so suddenly, from our midst, one so esteemed and respected, we must bow in reverence. We will revere his memory and emu- late his example.
14: Department of Public Instruction. [Mar.
Resolved, That in our Public School System we recognize the great safe- guard of the Republic ; that in it lies the germ of our future greatness ; that from it must come those intelligent, virtuous and patriotic men and women to whose care will soon be committed the destinies of this nation.
Resolved, That we have derived great pleasure and profit from the present gession of our Institute, and have no sympathy in common with those teachers who have not sufficient interest in public education to attend yearly gather- ings of this kind.
Resolved, That the thanks of the Institute are due to the Secretary, Mr. Wm. Nellis, for the faithful manner in which he has performed his duties.
Resolved, That we feel grateful to the citizens of San Andreas for the sym- pathy and encouragement that they have extended to us during the session of the Institute.
Resolved, That it is with mingled emotions of pride and pleasure that we have listened to the able and interesting lectures of Mr. Dakin and Mr. Sev- erance.
Resolved, That we duly appreciate the kindness and courtesy that we have received from our worthy Superintendent, Mr. W. S. Williams, and the marked abiUty displayed by him in the management of our Institute, and pledge to him our hearty support.
Resolved, That the next session of our County Institute be held at Mokel- umne Hill, and that we extend to the teachers of Amador County a cordial invitation to meet and unite with us in a Joint Institute on that occasion.
Resolved, That the Superintendent, Mr. Williams, be instructed to request the editor of the Calaveras Chronicle to publish the foregoing minutes of our present session.
The Institute adjourned to tlie next annual meeting.
We cannot speak too highly of the interest manifested by the different teachers to have the Institute pleasant and instructive, and certainly feel that the present has been one of the most prof- itable gatherings of the kind ever held in the county.
WM. NELLIS, Secretary.
REPORTS OF PUBLIC SCHOOLS. ROLL OF HONOR.
NicoLAUs Public School; Sutter County: T>. Powell, Teacher. (Term ending December 24, 1868.) Julia Holmes, Bianca Dres- cher, David Eedfield, Ada Comstock, Jennie Block, and Fannie Wagner.
French Gulch School; Shasta County: Wm. Stone, Teacher. — (Quarter ending Jan. 22, 1869. ) Masters John Gartland, Wm. Matherson. Misses Nellie Watts, Eliza Matherson, Eva Mosher, Louisa Frank, Isabella Lowdon, Mary Murray, Maggie Mather- son, Carrie Dickinson, Ira Dickinson, Lily Dickinson, and Johanna Madden. Girls enrolled, 29; boys enrolled, 23; total, 53; average attendance, 48.
Keservoir District School; El Dorado County : D. B. Merry, Teacher. (Term ending Jan. 22, 1869.) Emma H. Beese, Katie Olmstead, John Eeese and Edward Hancock.
Mabk's First Lessons in Geometey. — We are pleased to see that the City of New York has adopted this book as one of the Common School Course. Of California Educational Boards, that of Santa Clara takes the initiative in the matter. We hope San Francisco, (and the State, so far as practicable,) •will soon follow.
1869.] Department of Puhlic Itistruction. 15
STATE BOARD OF EXAMINATION.
EXTRACTS FROM REVISED SCHOOL LAW.
Section 86. There shall be a State Board of Examination, consisting of the Superintendent of Public Instruction, who shall be ex-officio Chairman, and four professional teachers, who shall be appointed by the Superintendent of Public Instruction; provided, that no person shall be eligible to such appointment unless he holds a State educational diploma. The Board shall meet at such times and places as may be designated by the Chairman, and shall hold at least two sessions in each year. It shall have power to grant certificates of the following grades, to wit: State educational, diplomas, valid for six years; State cer- tificates, first grade, valid for four years; second grade, valid for two years; third grade, valid for one year.
Sec 87. Every applicant for a State diploma, or for a State certificate of the first or second grade, shall be critically exam- ined, by written or printed questions, and by additional oral examination, in algebra, arithmetic, English grammar, English composition, geography, history of the United States, school law of California, physiology, natural philosophy, orthography, defining, penmanship. Constitution *and Government of the Uni- ted States, reading and elocution, and theory and practice of teaching. Extra credits may be given for ability to teach draw- ing, vocal or instrumental music, and school calisthenics. For success and experience in teaching, extra credits may be allowed, as the State Board of Education may determine. Certificates shall be issued to such persons only as, in addition to passing examination in the studies herein specified, shall have given evi- dence of good moral character and fitness for the profession of teaching. State educational diplomas shall be issued to such persons only as shall have been employed in the occupation of teaching at least three years; and the holders of said diplomas shall be eligible to teach in any public school in the State, ex- cept high schools in which the ancient and modern languages are required to be taught by such teachers. State certificates of the first grade shall entitle the holders to teach in county schools of the first grade, and in all grammar schools. State certificates of the second grade shall entitle the holders to teach in second grade schools, and as assistants in grammar schools. State cer- tificates of the third grade shall entitle the holders to teach in any primary school. The standing in each study of each suc- cessful applicant shall be endorsed upon the back of his or her diploma or certificate, together with his or her total percentage and relative standing in the class. The State Board of Exami- nation shall have power to revoke, for immoral or unprofessional t conduct, or habitual profanity, intemperance, cruelty, or evident unfitness for the profession of teaching, any diploma or certifi- :
16 Department of Public Instruction. [Mar.
cate granted by it, and to renew all State certificates at the expi- ration of the time for which they were granted.
Sec. 88. All regularly issued State Normal School diplomas from any State Normal School in the United States, and all life diplomas granted by the State Board of Examination in any of the United States, shall be recognized by the State Board of Examination of this State as prima facie evidence of fitness for the profession of teaching; and the said Board shall, on applica- tion of the holders thereof, proceed to issue, without examination, State certificates, the grade to be fixed at the option of the Board; provided, in all cases satisfactory evidence be given of good moral character and correct habits. All applicants for State diplomas or certificates shall pay an examination fee of two dollars, which shall be appropriated to the support of the State educational journal.
Sec. 89. In order to elevate the profession of teaching and advance the interests of public schools, the State Board of Ed- ucation shall grant teachers life diplomas, which shall remain valid during the life of the holder, unless revoked by the said Board for immoral or unprofessional conduct, or want of quali- fications to teach. Said diploma shall be granted to such per- sons only as shall have taught one year successfully after receiv- ing a State educational diploma from the State Board of Exami- nation, or who shall have held for one year after receiving a State diploma, the ofiice of State, City, or County Superintendent. Applicants for life diplomas shall file with the State Board of Examination certificates of their success in teaching; and said Board, after due consideration and examination, shall present the applicant to the State Board of Education with a recom- mendation either for or against its being granted. The State Board of Education may recognize the life diplomas of other States of the United States, and issue to the holders thereof life diplomas of this State. Each applicant for a State life diploma shall pay the sum of five dollars to defray the expense of filling out and issuing the diploma.
Sec 94. The State Board of Education shall prescribe a standard of proficiency before a County Board, which shall enti- tle the holder of the certificate to a certificate from the State Board of Examination; and whenever such standard is reached, the County Superintendent shall certify the facts, together with certificates of the party's character, to the State Board of Exam- ination, and that body may grant or refuse a State certificate and fix its grade. * * *
RULES OF THE STATE BOARD OF EXAMINATION.
Ist. The examination by a County Board, for a Slate Certifcate, must he held within thirty days after the questions are sent out from the Department of Instruction.
18G9.] Department of Public Instruction. 17
This is to prevent teachers who may go from one county to another from passing a second examination on the same set of questions, and also to guard against communications by letters concerning the character of the questions in use.
2d. The papers must be examined, ceedited, summed, and fob- warded to the Stale Board.
The original papers are required, to prevent the possibility of unfair crediting by any County Board.
3d. The members of the County Board are required to certify that the applicant has a good moral character , and has been successful in teaching.
4th. Candidates for State Educational diplomas must produce satisfactory evidence of at least three years' successful experience in feaching; must have held first grade State certificates at least one year, and must have obtained, on examination, a high per cent., unless a graduate of a State Normal School; and, also, must be fully en- dorsed as successful teachers by the Superintendents of the counties in which they have taught.
County Superintendents and others are particularly requested not to recommend any for this honor but professional teachers, who have given proof of eminent success and ability, as it is not merely intended to be an evidence of superior scholarship, but also of approved excellence as teachers.
5th Applicants for Life diplomas, in order to be recommended hy this Board to the State Board of Education, must produce evi- dence of ten years' successful experience in teaching ; they must have held a State educational diploma at least one year, and, during this time, mnst have aught school, or held the office of State, County, or City Superintendent, and must be recomviended by some professional teacher of aclcnowledged ability.
A Life diploma is the highest honor in the profession which can be conferred on a teacher in this State, and it is given as a reward for long and successful service in the cause of education. Therefore, County Superintendents and teachers are particularly requested to be very discriminating in their recommendations for this honor.
The standard of proficiency in examination, required by the Board for Third Grade State Certificates, is 65 per cent. ; for Second Grade, 75 per cent. , and for First Grade, 85 per cent
REPORT OF THE STATE NORMAL. SCHOOL, JANUARY, 1869.
SE^^oR Class — Ladies, 47 ; Gentlemen, 6 — 53. Junior Class — Ladies, 84 Gentlemen, 8 — 92. Number entered, 145 ; number left, 4 Eemaining, 141, Training School — Number enrolled, 145 ; number of Classes, 3.
A COLLEGE was recently inaugurated at Naples for the study of Asiatic languages, thereby greatly facilitating the relations be- tween Italy and the East.
2
18 Department of Public Instruction, [Mar.
APPORTIONMENT OF PUBLIC SCHOOL FUNDS.
Office of Conteolleb of State, i
Sacramento, CaL, Februarj^ 2cl, 1869. \ Hon. O. p. Fitzgerald, Sup't Public Instruction :
Dear Sir : — I herewitli send you a statement of the amount of money in School Fund subject to apportionment. You will observe, that it exceeds largely the amount named in my estimate of November 27th, 1868, which was made on the basis of last year's revenues. The excess is due to the increased amount received as interest on School Lands, said amount being sixty-seven thousand dollars this year, as against nineteen thousand last year.
Yours, very respectfully,
ROBT. WATT, Controller.
Office of Controller of State, )
Sacramento, CaL, February 1st, 1869. ) To the Superintendent of Public Instruction of the State of California :
Sir : — In accordance with the provisions of an Act to provide for a system of Common Schools, approved March 21, 1868, I hereby report as follows :
The securities belonging to the Common School Fund consist of bonds of the State of California, bearing interest at seven per cent, per annum, held by the State Treasurer in trust for the School Fund, and amount to seven hun- dred and forty-seven thousand ($747,000) dollars.
The amount of money in the State Treasury this day, subject to apportion- ment for school purposes, is two hundred and sixty-three thousand nine hun- dred and forty-three dollars and twenty-six cents ($263,943 26.)
The statement showing the balance subject to apportionment is as foUows :
Semi-annual interest on bonds held by State Treasurer $26,145 00
One haK of amount received from poll taxes of August 1st — Jan.
31st 30,219 -53
Interest on State School Lands August 1st — January 31st 67,277 54
Fines for violation of Eevenue Laws 48 50
Apportionment of property tax of 1868 (8 cents on each $100). . 143,918 99
$267,609 56 From which deduct as follows: Certificate of Registry of State Laud Office of lands proved not to be the property of the State, received
from County Treasurers $400 80
Amount paid for California Teacher 3,265 50
3,666 30
Amount subject to apportionment $263,943 26
Very respectfully, your obedient servant,
EOBT. WATT, Controller.
APPORTIONMENT. Total number of census children between five and fifteen years of age enti- tled to receive school money, 104,092. Amount per child, $2 53.
1869.] Department of Public Instruction, 19
AxAMEDA County. — Alameda, 130; Alvarado, 98; Alviso, 51; Bay, 37; Brook- lyn; 465; Centreville, 115; Eden Vale, 39; Encinal, 82; Eureka, 84; Laurel, 191; Lincoln, 40; Livermore, 149; Lockwood, 38; Mission San Jose, 74. Mission Peak^ 26; Mowry's Landing, 45; Murray, 119; Oakland, 1,038; Ocean View, 91; Palmyras, 41; Peralta, 112; Pleasanton, 82; Eedwood, 24; San Lo- renzo, 76; Sunol, 56; Temescal, 106; Union, 269; Washington, 73; Warm Springs, 84; Cosmopolitan, 52; ValHcitos, 58. Total, 3,945; amt., $9,980 85.
Alpine.— Everett, 18; Franklin, 41; Fredericksburg, 22; Lincoln, 22; Web- ster, 27. Total, 130; amount, $328 90.
Amadoe. — Amador City, 62; Aqueduct City, 30; Buckeye Valley, 25; Buena Vista, 70; Clinton, 36; Copper Hill, 25; Drytown, 85; Fiddletown, 102; Frank- lin, 15; Forest Home, 37; lone Valley, 109; Jackson, 195; Jackson Valley, 33; Lancha Plana, 94; Mountain Echo, 24; Mountain Springs, 28; Milligan's, 42; Muletown, 52; Oneida, 74; New York Eanch, 35; Puckerville, 60; Pine Grove, 65; Sutter Creek, 219; Union, 95; Union Church, 26; Upper Kancheria, 41; Van Winkle, 12; Volcano, 54; Williams, 30; Willow Springs, 33; Washington, 95. Total, 1,903; amount, $4,814 59.
Butte.— Bangor, 40; Bidwell, 20; Butte Valley, 73; Central House, 50; Cherokee, 94; Chico, 277; Canon Creek, 42; Delaplain, 50; Dayton, 82; Eure- ka, 42; Evansville, 36; Forbestown, 64; Hamilton, 37; Kimshew, 90; Live Oak, 59 ; Lone Tree, 35 ; Mesilla Valley, 42 ; Morris Eavine, 17 ; Mountain Spring, 48; Mud Creek, 73; Meridian, 44; Oroville, 290; Oregon City, 39; Pine Creek, 57; Eio Seco, 63; Eock Creek, 63; Salem, 32; Sandy Gulch, 36; Stoneman, 21; Upham, 8; Wyandotte, 68; West Liberty, 28; Wyman's Eavine, 42. To- tal, 2,062; amount, $5,216 86.
Calavebas. — Angels, 171; Altaville, 90; Brushville, 115; Comanche, 111; Campo Seco, 114; Cave City, 78; Chili Gulch, 78; Copperopolis, 261; Doug- las Flat, 46; Eureka 31; Fourth Crossing, 67; Mokelumne Hill, 189; Mosqui- to Gulch, 25; Murphy's, 212; Negro Gulch, 50; Petersburg, 72; Pleasant Spring, 12; San Andreas, 201; Spring Valley, 41; Telegraph City, 92; Upper Calaveritas, 58; Vallecito, 88; West Point, 79; Washington Eanch, 94; Union, 55. Total, 2,430; amount, $6,147 90.
Colusa. — Butte Creek, 19; Colusa, 136; Dry Slough, 65; Franklin, 88; Grand Island, 67; Grindstone, 43; Indian Valley, 88; Jackson, 20; Marion, 40; Princeton, 39; Plaza, 30; Stony Creek, 54; Union, 37; Washington, 29. To- tal, 755; amount, $1,910 15.
CoNTKA Costa. — Alamo, 77; Amador Valley, 31; Antioch, 123; Carbondale, 73; Central, 53; Danville, 30; Excelsior; 58; Green Valley, 42; Iron House, 36; Lafayette, 45; Liberty, 43; Lime Quarry, 46; Martinez, 171; Moraga, 36; Morgan Territory, 24; Mount Diablo, 93; Mount Pleasant, 98; Oak Grove, 83; Pinole, 73; Pleasant Hill, 25; Pacheco, (and Bay Point), 186; Eodeo Valley, 80; San Pablo, 209; San Eamon, 55; Somersville, 134; Sycamore Valley, 32; Tassajara, 30; Willow Springs, 45; Lone Tree, 32; Eden Plain, 51. Total, 2,114; amount, $5,348 42.
Del Nobte. — Crescent, 154; Eowdy Creek, 27; Bradford, 46; Happy Camp, 23. Total, 250; amount, $632 50.
El Dobado.— Buckeye Flat, 82; Bear Creek, 20; Blair's, 66; Carson Creek,
L
20 Department of Public Instruction. [Mar.
37; Clarksville, 38; Cold Spring, 50; Coloma, 107; Coon Hollow, 75; Deer Creek, 17; Diamond Springs, 87; Duroc, 17; El Dorado, 139; French Creek, 41; Greenwood, 44; Garden Valley, 35; Georgetown, 153; Green Valley, 37; Gold Hill, 49; Indian Diggings, 49; Jay Hawk, 53; Kelsey, 47; Latrobe, 90; Missouri Flat, 20; Mountain, 35; Mount Gregory, 13; Mount Aukum, 56; Mos- quito, 14; Natoma, 9; Negro Hill, 17; Newtown, 28; Oak HiU, 87; Pilot Hill, 40; Placerville, 409; Pleasant Valley, 48; Keservoir Hill, 68; Salmon Falls, 48; Smith's Flat, 46; Spanish Dry Diggings, 39; Tennessee, 38; Uniontown, 53; Wild Goose, 10. Total, 2,411; amount, $6,099 83.
Fbesno. — Chowchilla, 109; Dry Creek, 49; Hazleton, 65; Kingston, 42; Lake, 14; Millerton, 69; New Idria, 58; Scottsburg, 82. Total, 488; amount, $1,234 64.
Humboldt.— Areata, 235; Eureka, 282; Bucksport, 72; Table Bluff, 79: Slide, 50; Eel River, 57; Hydesville, 115; Van Duzen, 43; Grizzly Bluff, 60; Island, 43; Ferndale, 54; Centerville, 19; Bear River, 21; Mattole. 83. Total, 1,213: amount, $3,068 89.
Inyo. -Independence, 14; Milton, 16; Union, 44. Total, 74; amt. $187 22.
Kern.— Havilah, 64; Kern Island, 70, Linn's Valley, 66; Tiachipe, 83; Kernville, — . Total, 283; amount, $715,99.
Klamath. — Klamath, 63; Trinidad, 73; Orleans, 74. Total, 210; amount, $531 30.
Lake. — Cinnabar, 28 ; Morgan Valley, 27 ; Lower Lake, 84 ; Burn's Valley, 35 ; Excelsior, 52 ; Loconomi, 72 ; Rincon, 56 ; Uncle Sam, 39 ; Kelsey Creek, 40 ; Big Valley, 70 ; Lakeport, 73 ; Pleasant Grove, 72 ; Blue Lake, 32 ; Up- per Lake, 86 ; Willow Grove, 25. Total, 791 ; amount $2,001 23.
Lassen. — Susan ville. 111 ; Richmond, 32 ; Lake, 41 ; Milford, 56 ; Janes- Yille, 36 ; Susan River, 33 ; Soldier Bridge, 15. Total, 324 ; amount, $819 72.
Los Angeles. — Anaheim, 189 ; Azuza, 103; Ballona, 172; Bog Dale, 52"; El Monte, 128 ; Green Meadows, 234 ; La Puenta, 150 ; Los Angeles, 1,207 ; Los Nietos, 135 ; Maizland, 70 ; Old Mission, 159 ; Santa Ana, 246 ; San An- tonio, 79 ; San Fernando, 72 ; San Gabriel, 191 ; San Jose, 130 ; San Juan, 143 Silver, 96 ; Wilmington, 106. Total, 3,662 ; amount, $9,264 86.
Maein. — San Rafael, 108; San Quentin, 20; San Antonio, 73; Chileno Valley, 42; American Valley, 27; Saucelito, 62; Aurora, 60; Olima, 31; Bolinas, 20; Halleck, 39; Dixie, 147; Novato, 50; Franklin, 39; Tomalis, 53; Ross' Landing, 62; Nicasio, 53; Clark, 15; Garcia, 76; Bay, 57; Estero, 22. Total, 1,056; amount, $2,671 68.
Mabiposa.— Mariposa, 176; Hornitos, 208; Coulterville, 128; Bear Valley, 77: Quartzburg, 75; Princeton, 37; Sherlock's, 40; Sebastopol, 45; Cathay's Valley, 88. Total, 874; amount, $2,211 22.
Mendocino. — Anderson, 70; Albion, 19; Big River, 60; Buchanan, 11!: Counts, 61; Coyote, 25; Central, 50; Calpella, 27; Cuflfee's Cove, 36; Cas- par, 54; Fish Rock, 20; Gualala, 15; Gaskill, 28; Indian Creek, 19; Little Lake, 107; Upper Little Lake, 56; Little River, 15; Long Valley, 86; Mill Creek, 39; Manchester, 61; NavaiTo, 29; Oriental, 36; Potter Valley, 52; Round Valley, 105; Rancheria, 33; Sanel, 83; Redwood, 38; Ukiah, 215; Walker Valley, 16; Union, 58. Total, 1,627; amount, $4,116 31.
1869.] Department of Public Instruction. 21
Mebced.— Pioneer, 77; Jefferson, 184; Mariposa, 32; Jackson, 65; Merced Falls, 55. Total, 413; amount, $1,044 89.
Mono.— North Antelope, 12; Antelope, 19; Bridgeport, 34; Bishop Creek, 63. Total, 128; amount, $323 84.
MoNTEKEY. — Alisal, 94; Carneros, 50; Carmello, 90; Carrollton, 77; Cas- tro ville, 84; Lindley, 86; Mountain, 51; Monterey, 396; Natividad, 164; San Felipe, 38; San Antonio, 81; San Juan, 264; Spring, 120; Springfield, 53; Tembledero, 57; San Benito, 71. Total, 1,776; amount, $4,493 28.
Napa.— Suscol, 49; Franklin, 20; Carneros, 41; Napa City, 420; Jefferson, 34; Howard, 51; Yount, 31; Buchanan, 83; Liberty, 52; St. Helena, 202; Tucker, 45; Monroe, 53; Pope Valley, 38; Chiles, 48; Cherry Valley, 27; Hot Springs, 47; Kedwood, 58; Wooden Valley, 43; Soda Caiion, 36; Mountain, 19; Upper Pope, 43; Capel VaUey, 27; Berry essa, 98; Salvador, 39; Putah, 32; Oakville, 49; Chiles Valley, 28. Total, 1,713; amount, $4,333 89.
Nevada.— Altamont, 84; AlHson Ranch, 142; Birchville, 52; Blue Tent, 21; Chalk Bluff, 82; Clear Creek, 39; Cherokee, 72; Columbia Hill, 69; Forest Springs, 131; French Corral, 89; Grass Valley, 909; Graniteville, 48; Indian Springs, 41; Kentucky Flat, 42; Little York, 65; Lime Kiln, 56; Lake City, 21; Moony Flat, 36; Moore's Flat, 112; Nevada, 592; North San Juan, 178; North Bloomfield, 32; North Star, 101; Oakland, 151; Omega, 38; Pleasant Valley, 49; Quaker Hill, 41; Rough and Ready, 97; Relief Hill, 21; Spen- cerville, 33; Sweetland, 86; Selby, 36; Truckee, 89; Union Hill, 145; Wash- ington, 61; Willow Valley, 23. Total, 3,884; amount, $9,826 52.
Placeb.— Auburn, 121; Bath, 59; Cisco, 41; Coon Creek, 40; Christian Valley, 17; Dry Creek, 52; Deadwood, 18; Dutch Flat, 178; Damascus, 13 Forest Hill, 167; Franklin, 61; Fairview, 6; Gold HiU, 32; Gold Run, 124 Iowa Hill, 73; Illinoistown, 192; Last Chance, 20; Lisbon, 17; Lincoln, 66 Lone Star, 17; Michigan Bluff, 75; Mount Pleasant, 49; Neilsburg, 33; New- castle, 50; Norwich, 46; Ophir, 71; Pleasant Grove, 19; Rattlesnake, 68; Rock Creek, 48; RockHn, 86; Smithville, 33; Stewart's Flat, 38; Todd's Valley, 58; Union, 15; Wisconsin Hill, 38; Washington, 35; Yankee Jim's, 60; Blue Canon, 32. Total, 2,168; amount, $5,485 04.
Plumas. — Antelope, 5; Beckworth, 26; Crescent, 29; Genesee, 13; Green- ville, 70; La Porte, 83; Mohawk, 29; Pioneer, 38; Pilot Peak, 32; Plumas, 13; Quincy, 48; Rocky Point, 5; Spanish Peak, 33; Summit, 16; Seneca, 38; TaylorviUe, 65; Union, 14. Total, 557; amount, $1,409 21.
Saceamento. — Ashland, 47; Alabama, 44; American, 43; Buckeye, 33; Brighton, 36; Carson Creek, 31; Centre, 14; Dry Creek, 27; Davis, 22; En- terprise, 66; Elder Creek, 30; Elk Grove 47; Excelsior, 46; Eagle Point, 4; Franklin, 65; Granite, 188; Grant 48; Georgiana, 29; Hicksville, 51; Jackson, 59; Kinney, 76; Katesville, 31; Lincoln, 45; Laguna, 32; Live Oak, 105; Michigan Bar, 71; Mokelumne, 21; Natoma, 34; Oak Grove, 38; Onisbo, 31; Prairie, 36; Point Pleasant, 31; Pacific, 41; Pleasant Grove, 99 ; Richland, 43; Sylvan, 79; San Joaquin, 43; Sutter, 75; Sacramento, 2,630; Union, 68; Viola, 36; Wahiut Grove, 19; Washington, 120; White Rock, 47; Wilson, 29; West Union, 51. Total, 4,861; amount, $12,298 33.
22 Department of Public Instruction. [Mar.
San Bebnabdino. — American, 78; City, 284; Chino, 81; Central, 56; Juape, 66; Mount Vernon, 111; Mill, 40; Mission, 103; Riley, 69; San Salvador, 193; Santa Ana, 62; San Timoteo, 50; Temescal, 55; Warm Spring, 115. Total, 1,363; amount, $3,448 39.
San Diego. — San Diego, 475; Milqnatay, 40. Total, 515; amount, $1,- 302 95.
SanFbancisco.— City and County: Total, 23,386; amount, $59,166 58.
San Joaquin. — Athearn, 30; August, 44; Alpine, 30; Burwood, 41; Bruns- wick, 30; Calaveras, 28; Castle, 57; ChartviUe, 32; Charity Dale, 29; Central, — ; Columbia, 30; Davis, 44; Douglass, 54; Dry Creek, 64; Delphi, 55; Elk- horn, 36; Everett, 46; Enterprise, 32; French Camp, 58; Franklin, 32; Fair- view, 31; Greenwood, 43; Grant, 41; Henderson, 39; Harmony Grove, 38 Houston, 54; Linden, 101; Liberty, 88; Live Oak, 34; Lincoln, 20; Lafayette 35; Lockwood, 72; Moore, 36; Madison, 42; Moulder, 18; Mokelumne, 52 Mount Carmel, 49; McKamy, 51; North, 116; New Hope, — ; Pacific, 49 Eigdon, 32; Eiver, 17; South, 82; Stockton, 1,159; Stanislaus,—; Salem, 33 Shady Grove, 35; San Joaquin, 47; Telegraph, 60; Tulare, 57; Turner, 30 Union, 40; Vineyard, 126; Van Allen, 53; Woods, 68; Washington, 34 ; Weber 63; Wells, — ; Wildwood, 55; Willow, 114; Zinc House, 61. Total, 3,947 amount, $9,985 91.
San Luis Obispo. — Mission, 357; Arroyo Grande, 60; Salinas, 72; Excelsior, 41; Morro, 41; Cayucas, 60; Olmsted, 41; Santa Rosa, 52; Hesperian, 25 ; San Simeon, 84. Total, 833; amount, $2,107 49.
San Mateo.— San Bruno, 115; San Mateo, 104; Belmont, 28, Redwood City, 238; Searsville, 70; Greersburg, 71; Laguna, 81; Half Moon Bay, 207; Puris- sima, 48; West Union, 43 ; Jefferson, 65; Milbrae, 42; Tunis, 55; San Gregorio, 38; Pescadero, 74; BeU's, 94. Total, 1,373; amount, $3,473 69.
Santa Baebaea. — San Buenaventura, 499; Montecito, 216; Santa Barbara, 785; Pedregoso, 28; Rafuela, 71. Total, 1,599; amount, $4,045 47.
Santa Claea. — Adams, 62; Alviso, 105; Lincoln, 43; Berryesa, 64; Braly, 65; Burnett, 71; Calaveras, 30; Cambrian, J70; Carneadera, 94; Encinal, 41; Evergreen, 78; Franklin, 77; Gilroy, 159; Guadalupe, 82; Hamilton, 44; Hes- ter, 122; Highland, 25; Hill, 242; Jackson, 65; Jefferson, 59; Laguna, 24; Lexington, 30; Live Oak, 44; Los Gatos, 68; Mayfield, 182; Millikin, 51; Mil- pitas, 65; Mission Peak, 9; Moreland, 70; Mount Pleasant, 29; Mountain View, 140; New Almaden, 128; Oak Grove, 101; Orchard Street, 101; Pala, 45; Pioneer, 113; Redwood, 82; Rhodes, 37: San Antonio, 48; Santa Clara, 490; San Felipe, 23; San Ysidro, 92; San Jose, 1, 297; Sierra, 30; Silver Creek, 72; Summit, 19; Union, 56; Willow Glen, 85. Total, 5,129; amount, f 12,976 37.
Santa Cbuz.— Santa Cruz, 580; Pajaro, 450; Oak Grove, 203; Soquel, 177; Bay View, 79; Grant, 84; Happy Valley, 40; San Lorenzo, 48; Aptos, 52; El Jarro, 35; Petroleum, 24; Hazel Brook, 25; Scott's Valley, 37; Union, 79; Mountain, 52; Railroad, 37; San Andreas, 35; Carlton, 91; Roache, 129. To- tal, 2,257; amount, $5,710 21.
Shasta.— Shasta, 173; Roaring 'River, '16; Millville,_82; Clear Creek, 42; Eagle Creek, 29; Caiion House, 27; French Gulch, 66; fcow Creek, 45; Whis-
1869.] Department of Puhlic Instruction. 23
kytown, 37; Cottonwood, 19; Piety Hill, 50; Buckeye, 17; American Ranch, 19; Parkville, 34; Oak Run, 17; Clover Creek, 30; Oak Knoll, 25; Sierra, 48; Texas Springs, 23; Stillwater, 30; Middletown, 29; Pitt River, 26; FaU River, 36. Total, 920; amount, $2,327 60.
SiEBKA. — Downieville, 195; Goodyear's, 55; Forest City, 31; Alleghany, 69; Table Rock, 164; Gibsonville, 52; St. Louis, 41; Union, 63; Eureka, 38; Mor- ristown, 20; Sierraville, 52; Loyalton, 51; Plum Valley, 26; Mount Pleasant, 24; Alpine, 17; Antelope, 12; Washington, 18; Alta, 27; Butte, 17; Rocky Point, 16; Minnesota, 26. Total, 1,014; amount, $2,565 42.
Siskiyou.— Butteville, 47; Center, 57; Cottonwood, 51; Deep Creek, 38; Douglas, 23; Eagle Creek, 25; East Fork, 20; Franklin, 39; Greenhorn, 50; Hawkinsville, 41; Humbug, 29; Lincoln, 40, Little Shasta, 71; Mill Creek, 43; Mount Bidwell, 10; Oro Fino, 50; Quartz Valley, 25; Scott Valley, 63; Shasta VaUey, 55; Scott River, 50; South Fork, 27; Union, 12; Washington, 51; Wil- low Creek, 60; Vineland, 18; Yreka, 240. Total, 1,235; amount, $3,124 55.
Solano. — Alamo, 52; American Canon, 40; Benicia, 359; Binghampton, 56; Bunker Hill, 52; Crystal. 117; Centre, 68; Dover, 50; Denverton, 29; Esmer- alda, 50; Egbert, 60; Fairfield, 123; Grant, 64; Green VaUey, 111; Gomer, 43; King, 36; Mountain, 20; Maine Prairie, 73; Montezuma, '62; Oak Dale, 23; Owens, 35; Pitts, 65; Pleasant Valley, 20; Putah, 14; Pleasant Hill, 21; Rio Vista, 60; Suisun, 106; Silveyville, 194; Solano, 45; Salem, 38; Tremont, 52; Ulatis, 138; Union, 49; Vallejo, 724. Total, 3,049; amount, $7,713 97.
Sonoma.— American Valley, 42; Big Valley, 26; Burnside, 37; Bodega, 63; Bloomfield, 95; Burns, 61; Coleman Valley, 43; Canfield, 26; Court House, 412; Cinnabar, 47; Copeland, 25; Cloverdale, 67; Dry Creek, 75; Dunbar, 71; Dunham, 62; East Petaluma, 74; Eagle, 27;' Eureka, 42; Fisk's Mill, 57; Green Valley, 46; Guilford, 53; Guillicus, 24; Geyserville, 46; Harvey, 39; Hamil- ton, 80; Hill, 38; Hearn, 35; Hall, 35; Healdsburg, 289; Iowa, 57; Indepen- dence, 51; Knight's Valley, 40: Lakeville, 39; Lake, 31; Lafayette, 58; Lib- erty, 60; Lone Redwood, 42; Laguna, 75; Lewis, 26; Mark West, 63; Maacama, 34; Miriam, 79; Mountain, 25; Mount Vernon, 34; Manzanita, 61 ; Mill Creek, 50; Monroe, 39; Oak Grove, 83; Oriental, 33; Occidental, 60; Pacific, 19; Pleas- ant Hill, 55; Finer, 51; Potter, 102; Payran, 54; Petaluma, 712; Rincon, 70; Redwood, 62; Russian River, 31; Steuben, 31; Stewart's Point, 30; Strawberry, 51; Sonoma, 209; Stony Point, 40; Star,__29; Salt Point, 30; San Antonio, 52; Sotoyome,57; Scotta, 32; Santa Rosa, 33; Todd's, 43; Tarw^ater, 23; Wright's, 36; Windsor, 97; Walker, 24; Waugh, 35; Wilson, 42; Washington, 41; Wat- maugh, 25; Wallace, 35. Total, 5,228; amount, $13,226 84.
Stanislaus. — Adamsville, 127; Bachelor Valley, 46; Branch, 88; Belphasso, 24; Dry Creek, 27; Emory, 103; Empire, 66; Farm Cottage, 32; Grant, 35; Jackson, 71; Jones, 52; Junction, 71; McHenry, 54; Paradise, 32; Tuolumne, 52; Washington, 79; White Oak, 19; Rowe, 18. Total, 996; amt., $2,519 88.
Suttee. — Auburn, 72; Barry, 24;! Bear River, 36; Brown's, 50; Buttesylva- nia, 17; Brittan, 43; Central, 24; Columbia, 16; Fairview, 40; Franklin, 31; Gaither, 48; Grant, 58; Illinois, 45; Jefferson, 26; Lee, 30; Lincoln, 38; Live Oak, 39; Meridian, 22; Nicolaus, 38; North Butte, 38; Rome, 43; Salem, 27; Slough, 15; Sutter, 29; Union, 50; Vernon, 55; Washington, 49; West Butte, 47; Winship, 39; Yuba, 51. Total, 1,140; amount, $2,884 20.
24 Our Booh Table. [Mar.
Tehama.— Red Bluff, 268; Cottonwood, 45; Sierra, 56; Reed's Creek, 26; Toomes, 23; Red Bank, 16; Lassen's, 27; Paskenta, 40; Oat Creek, 25; Stony Creek, 32; Antelope, 65; Tehama, 70. Total, 693; amount, $1,753 29.
Trinity.— Weaverville, 163; North Fork, 36; Lewiston, 41; Bates, 12; Doug- las City, 58; Trinity Centre, 20; Hay Fork, 38; Junction City, 49; Cox's Bar, 16. Total, 433; amount, $1,095 49.
TuLAEE.— Cottonwood, 79; Deep Creek, 101; Elbow, 37; Elbow Creek, 44; Fitzgerald, 41; Kaiweah, 62; King's River, 35; Outside Creek, 64; Packwood, 32; Tule River, 302; Union, 52; Venice, 26; VisaHa, 215; WiUow, 32. Total, 1,122; amount, $2,838 66.
Tuolumne.— Sonora, 443; Columbia, 393; Shaw's Flat, 83; Springfield, 109; Tuttletown, 96; Jamestown, 130; Poverty HiU, 84; Curtis Creek, 71; Summerville, 52; Confidence, 38; Montezuma, 52; Chinese Camp, 87; Don Pedro's Bar, 36; Green Springs, 61; Big Oak Flat, 113. Total, 1,848; amount, $4,675 44.
Yolo.— Woodland, 270; Buchanan, 39; Washington, 86; Cottonwood, 62; Prairie, 63; Cache Creek, 33; Grafton, 139; FrankHn, 24; Putah, 57; Buck- eye, 43; Cacheville, 71; Grand Island, 11; Merritt, 51; Filhnore, 68; Fremont, 31; Plainfield, 85;^ Willow Slough, 29; Monument, 20; Pine Grove, 39; Canon, 57; Union, 39; Woodland Prairie, 14; Richland, 6; Sacramento River, 32; Monitor, 42; Eureka, 42; Gordon, 64; Capay, 38; Fairfield, 21; Enterprise, 35; Liberty, 30; Pleasant Prairie, 27; Vernon, 16; Fairview, 42; Spring Lake, 34. Total, 1,760; amount, $4,452 80.
Yuba. — Bear River, 45 ; Brophy, 40; Brown's Valley, 95; Buckeye, 29; Cor- dua, 36; Dobbin's Ranch, 36; Elizabeth, 31; Garden Valley, 24; Greenville, 21; Hansonville, 29; Honcut, 34; Indiana, 56; Linda, ^0; Long Bar, 20; Marysville, 776; McDonald's, 18; New York, 72; Oregon House, 59; Park, 41; Peoria, 63; Plumas, 73; Rose's Bar, 122; Slate Range, 137; Spring Valley, 42; Strawberry VaUey, 28; Timbuctoo, 104; Virginia, 36; Yuba, 33. Total, 2,150; amount, $5,439 50.
O. P. FITZGERALD, Superintendent Public Instruction.
Our Book Table.
ANDMARKs OF HisTOBT: In Three Parts. Part I —Ancient History, From the Earliest Times to the Mahometan Conquest. By Miss Yonge, Author of the " Heir of Redclyffe." Re- vised and partly Re-written by Edith L. Chase. New York: Leypoldt & Holt. 1868.
Landmabks op Histoby: In Three Parts. Part II— Mediajval History. From the Mahom- etan Invasion to the Reformation. By Miss YoNOE. New York: Leypoldt & Holt. 18G8. ANDMARKs OF HISTORY: In Three Parts. Part III— Modem History. From the Beginning of the Reformation to our Times. By Miss Yonoe. New York : Leypoldt & Holt. 18G8.
The three volumes constitute a series which, perhaps, might not inappro- priately be termed a Chrestomathy of the World's History. Although man knows not his past history, yet, so much of it has been recorded that to acquire even that, is beyond the power of a single intellect. Therefore, it is well, es- pecially for those who have not time to search and choose for themselves, to have those things *' most worthy to be known " selected and arranged in a form
1869.] Our Book Table. 25
easy of access and of being luiderstood. The conception of the work is of a practical character; the discernment of the author in distinguishing the "Landmarks" not often at fault; and the statement of facts generally cor- rect. Yet, on page 185 of the "Ancient History," we are told that three hun- dred bishops set their hands and seals to " the confession of faith called the Nicene Creed;" while on page 83 of the "Modern History" we learn that thre^ hundred and eighteen bishops signed the Creed of Nicea. The Hindoos and Arabs aj^pear to have known the composition and character of gunpowder long before Roger Bacon taught to "make thunder and lightning;" and it seems Alexander did not quite conquer all the world, since he declined attacking the Oxydracee, because they ' ' overthrew their enemies with tempests an<i thunder- bolts shot from their walls." A penultimate accent on the words Heracles and Odyssey, we think not as good as it would be on the word Berenice, which has the antepenultimate accented. Is " Amphyetyons " typographical; or is it an etymological preference ? A. Eoman & Co. , San Francisco.
A FoTTKTKEN WEEKS COURSE IN Asthonomy. By J. DoKMAN STEELE, A.M., Principal of EI- mira Free Academy; Author of a '• Fourteen Weeks Course in Chemistry." New York: Published by A. S. Barnes & Co.. Ill and 113 William street. 1868.
This is a very fine course of astronomy for those who wish to acquire a gen- eral knowledge of the subject and not special exactness. The treatment is not elaborate, but popular. The latest discoveries are discussed and illustrated so far as could well be done without the aid of mathematical formulas and de- monstrations. For sale by H. H. Bancroft & Co., San Francisco, and book- sellers generally throughout the Pacific Coast.
Harpebs' School and Family Slate Cards. First Series. For First Lessons in Writing, Printing, Drawing, and Arithmetic. Harper & Bros. New York.
Each one of these Slates has twelve cards accompanying it. On one side of
the Card are letters to be copied, and guiding lines for exercises in writing and
printing; on the other, are figures and clear outline models for exercises in
draMing and arithmetic. One side of the Slate is also ruled, corresponding to
the Cards, showing the proper size and slant of the elements to be used in writing
and di-awing. To be had at P. H. Ryan's, Fourth street.
Map of California and Nevada: Published by Warren Holt, (Pacific School Institute,) 411 Kearny street, San Francisco.
Unhesitatingly, we pronounce this map the best we have seen. It is pro- jected on a scale of twelve miles to the inch, and is five feet by four in size. This, with the superior skill of execution, gives space for the delineation, in the most detailed manner, of the surface of the country described — presenting such an amount of geographical, topographical and other information, as is seldom found in equal limits. The measurements and statistics are compiled from the most rehable sources. Use has been made of the labors of Profes- sor Whitney, of the State Geological Survey; of Capt. Greenwell, of the Coast Survey; Lieut.-Col. Williamson, of the U.S. Topogrophical Engineers, and those of the State and County Surveyors. The fullness and freshness of the coloring are peculiar, and adapt it to the practical demands of the prosj)ecting miner, the capitalist and tourist. This feature also makes this map particu- larly suitable for use in the school-room. Price, $10. Sold only by sub- scription. We are glad to learn that Mr. Sleater, the intelligent and gentle- manly Canvassiag Agent, is meeting with deserved success.
26 Tahle of Contents. [Mae.
Beginotng Gekman: Lessons Introductory to the Study of the German Language; With a Vocabulary, Select Phrases for German Conversation, and Reading Lessons. By Dr. Emil Otto, Professor of Modem Languages and Lecturer at the University of Heidel- berg; Author of the German Conversation-Grammar, French Conversation-Grammar, etc. First American Edition: With additional Reading Matter and Notes, arranged by 8. Pr- LODET. New York: Leypoldt & Holt; F. W. Cbristern. 1869.
An excellent book for beginners in German — well adapted to the purpose intended. A. Roman & Co. , San Francisco.
New Guide to German Conveesation : Containing an Alphabetical List of nearly Eight Hundred Familiar Words similar in Orthography or Sound, and of the same meaning in both Languages— Followed by Exercises; A Classified Vocabulary of Words in Frequent Use; Familiar Phrases and Dialogues; A Sketch of German Literature; Idiomatic Expres- sions; Proverbs; Letters, etc.; and a Synopsis of German Grammar. By L. Pylodet. New York: Leypoldt & Holt. 1869.
We can endorse this little book. Though small, it is complete and accurate-
A. Eoman & Co., San Francisco.
Premtebes Lectttiies. Beginneb's Fbench Reader. Short and Easy Pieces in Prose and Verse. With a Complete Vocabulary. Arranged by L. Pylodet. New York: Leypoldt & Holt; F, W. Christem. 1869.
This is a pretty little volume containing easy lessons, which will charm the young pupil as he makes his first attempts to master French. It is well adapted to school purposes. A. Eoman & Co., San Francisco.
Littell's Living Age.
This long established periodical maintains its excellence and its popularity. Such a journal'is at once the guide and companion of the scholar — an epitome of the world's living intellect — not indeed all, or even very much of it, in a mass, yet that which the world feels. Habitual and intelligent reading of the Living Age, brings one in contact with the first minds of the times, and renders the reader's powers of mind broader, deeper, and more compact. The Ovebland Monthly.
As a true Califomian, we feel an increasing pride in the success of the Overland. The high appreciation of its excellence expressed by leading journals in the Eastern States and in Europe, is gratifying and encouraging. But it is doing more than merely to make a reputation. It is attracting attention to the Pacific coast from all parts of Christendom, and will thus help to swell the tide of immigration to this highly favored portion of the earth. The February number before us is good, even for the Overland.
TABLE OF CONTENTS
P.VOK.
OUR PRIMARY TEACHERS 1
OBJECT-LESSONS FOR SMALL CHILDREN 6
MISCELLANEA 10
DEPARTMENT OF PUBLIC INSTRUCTION 12
Calaveras County Teachers' Institute 12
Reports of Public Schools 14
State Board of Examination — from Revised School Law Ifi
Apportionment of Public School Fund 18
Report of State Normal School 17
OUR BOOK TABLE 24
State Normal JSchool. board of trustees.
H. H. HAIGHT Governor.
O. P. FITZGEKALD Superintendent of Public Instruction.
JAMES DENMAN Superintendent, San Francisco.
MELVILLE COTTLE Superintendent, San Joaquin County.
J. H. BEALY Superintendent, Santa Clara County.
Db. a. TKAFTON Superintendent, Sacramento County.
S. I. C. SWEZEY San Francisco.
J. M. SIBLEY San Francisco.
TEACHERS.
Kev. W. T. Lucky, A.M Principal.
H. P. Caklton Vice-Principal.
Miss E. W. Houghton Assistant.
Mks. D. Clakk Assistant.
Tlie Twelfth Term will commence on the 1st day of July, 1868. AU candi- dates for admission must be present at that time. The regular exercises will commence on the 6th of July.
COURSE OF STUDY.
EEQUISITES FOR ADMISSION.
To secure admission to the Junior Class, Second Division, applicants must pass a written examination on the following subjects, viz. :
Eaton's Common School Arithmetic — to percentage.
Eaton's Intellectual Arithmetic.
Greene's Introduction to English Grammar.
Willson's Fourth Reader.
Spelling; Penmanship.
Applicants for an advanced Class will be required to pass an examination on the studies previously pursued by that Class.
Junior Class — First Session.
Arithmetic — Eaton's Common School — complete. Orammar — Quackenbos' — begun. Geography — Guyot's Common School. Reading — Willson's Fifth Reader. Moral Lessons — Cowdery's. Spelling — Willson's Larger Speller.
Junior Class — Second Sessio7i.
Arithmetic — Eaton's Higher.
Grammar — Quackenbos ' — complete.
Rhetoric — Boyd's.
Physiology — Cutter's Elementary.
History — Quackenbos ' .
Vocal Culture — Russell's.
JBoofc-Zeepingf— Payson & Dutton's Single Entry.
General Exercises throughout the Junior Year — Penmanship; Object-Lessona; Calisthenics; Methods of Teaching; School Law; Composition and Declama- tion.
Senior Class — First Session.
Arithmetic — Eaton's Higher — reviewed. Algebra — Robinson's Elementary. Grammar — Greene's Analysis. Natural Philosophy — Quackenbos*. Physiology — Cutter's Larger. Rhetoric — B oy d ' s . Natural History — Tenney's.
Seniob Class — Second Session. Botany — Gray ' s .
Physical Geography — Warren's, with Guyot's Wall Maps. Normal Training — Eussell's. Geometry — Davies' Legendre — five books. English Literature — Shaw's.
Book-Keeping — Payson & Dunton's Double Entiy. General Exercises — Same as in Junior Year.
REGULATIONS OF THE STATE NORMAL SCHOOL.
Adopted by the Board o^ Normal School Trustees, March 28, 1868.
1. All pupils, on entering the School, are to sign the following declaration of intention :
" We, the subscribers, hereby declare that our purpose in entering the State Normal Schoo is to fit ourselves for the profession of Teaching, and that it is our intention to engage in teaching in the Public Schools of this State."
Male candidates for admission must be at least eighteen years of age ; and female applicants at least fifteen years of age; and all must possess a good de- gree of physical health and vigor.
2. No person whose age exceeds thirty years shall be admitted to the School' except teachers who are fitted to enter the Senior Class.
3. Whenever the number of applicants from any county shall exceed the number to which that county is entitled by law, the applicants shall pass a competitive examination before the Comity Superintendent, and the County Board of Examination; which examination shall be conducted in the same manner as county examinations for third grade teachers' certificates. The persons f)assing the highest examination shall be eligible to admission in the order of their standing in examination.
4. All applicants are required to present letters of recommendation, and certificates of good moral character, from the County Superintendent of the county in which they reside.
5. All new applicants shall present themselves for examination at least three days previous to the regular day of each term commencement ; and no pupil shall be admitted during term time, except in the case of teachers who hold at least second grade State or County certificates.
6. The Principal of the School shall keep a register of the attendance of pupils, and shall report monthly, to the Secretary of the Board, the whole number enrolled, the average number belonging, the average daily attendance, the percentage of daily attendance, and such other statistics as may be re- quired by the Executive Committee of the Board.
7. No pupil shall be entitled to a Diploma of Graduation who has not been a member of the School at least one term of five months.
8. The Normal School shall be divided into two classes: Junior and Senior — each divided into two divisions.
GENERAL INFORMATION.
The time for completing the Normal School course is two years, each divided into two terms of five months.
There will be Written Examinations and Public Exercises at the close of each term. The Graduating Exercises will be in May.
Pupils will be required to furnish their Text Books. Books for reference will be furnished by the State. Good boarding can be procured at about twenty-five to thirty dollars per month.
Applicants will please read attentively the " Kegulations " as given above particularly the Fourth and Fifth.
All graduates will be required to pass an examination on the entire course. Those who complete the studies of the Junior Class will be entitled to certifi- cates of qualification, for teaching schools of Second and Third Grade.
For additional particulars, address
Eev. WM. T. lucky, a. M., Pbincipal, San Francisco.
THE NATIONAL SERIES
OF —
^-tanbati^ (^gt^oo^^^oofo,
Published by A. S. BARNES & COMPANY,
111 ^ 113 William St., J^'ew York.
This Series embraces about Three hundred volumes of Standard EDUCAxiONAii Works, composing the most complete and uniformly meritorious collection of Text-Books ever pub- lished by a single firm.
The Series is complete, covering every variety and grade of science and literature, from the Primer, which guides the lisping tongue of the Infant, to the abstruse and difficult " West Point Course."
The Series is uniformly excellent. Each volume, among so many, maintains its own stand- ard of merit, and assists, in its place, to round the perfect whole.
The Series is known and popularly used in every section of the United States and by every class of citizens, representing all shades of political opinion and religious belief. In proof of this, it is only necessary to name the following popular works, with which every one is familiar, and which fairly represent the whole :
PARKER & WATSON'S Readers, &c DAVIES' Course of Mathematics. WILLARD'S Course of History. PECK'S GANOT'S Nat'l Philosophy. STEELE'S 14 weeks in each Science. JARVIS' Physiology and Health. WOOD'S Text-Books in Botany. SMITH'S Orthography and Etym'Igy BOYD'S Course in English Literature THE SCHOOL TEACHER'S
MONTEITH'S&McNALLY'S Geog's. CLARK'S Diagram English Grammar. "P. D. k S.'s" System of Penm'ship. ANDREWS & STODDARD'S Latin. CROSBY'S Greek Series. WORMAN'S German Series PUJOL'S French Class-Book. ROOT'S (Geo. F.) Sch. Music-Books. MANSFIELD'S Political Manual. LIBRARY, Twenty-Five Volumes.
Who would know more of this Unrivaled Smues should consult for details, THE DESCniPTirJS CATALOGUE— Free to Te&chers; others 5 cents; TSE ILLUSTBATED EDUCATIONAL ^ Uli^TJJV— Periodical organ of the Pixblishers. Full of instruction for Teachers. Subscription, 20 cts. Sample fre«.
TERMS OF EXAMTXATION.— We propose to supply any teacher who de- sires to examine text-books, ivith a view to introduction, xf approved, with sample copies, on receipt of one-half the price annexed (in Catalogue), and the books will be sent by mail or express without expense to the purchaser. Books marked thus (*) are excepted from this offer.
TERMS OF INTRODUCTION.— The Publishers are prepared to make spe- cial and very favorable terms for first introdiidion of any of the National Series, and will furnish the reduced introductory price-list to teachers whose application presents evidence of od faith.
. 8^~ Teachebs desiring to avaU themselves of any of the privileges of the profession, if not known to the Publishers, should mention the name of one or more of their Trustees or Pa- trons, as pledge of good faith.
For fVxrtlxer infbrmation, address tlie Piablishers.
MECHANICS' INSTITUTE,
Post St,, between Montgomery and Kearny*
TO THE PUBLIC :
The undersigned most gratefully acknowledge the large and increasing pat" ronage bestowed upon the "Pacific Business College " in this city, more especially as the attendance for the last few months has been larger than dur- ing any period since it has been established, thus showing that it is supplying an important and needed want in the community.
The purpose of establishing the "Pacific Business College " in San Fran- cisco was to furnish young and middle-aged men, intended for mercantile pur- suits, or those desirous of situations as Book-keepers, Accountants and Sales- men, with the facilities for securing a Practical Business Education, which would enable them to enter speedily upon fields of usefulness and honor.
The course of study pursued has received the endorsement of thorough business men in this city.
Deeply grateful for the liberal patronage which has been bestowed upon our efforts to impart a sound business education, we assure the public that no efforts or expense will be spared by us in making our arrangements as com- plete and thorough as possible, and we trust by so doing to merit a continu- ance of pubhc patronage, and submit our claims for future support.
VINSONHALBR & SBRBGNI, Principals.
ECLECTIC MEDICAL COLLEGE
OF PENNSYLVANIA.
This College holds three sessions each year. The first session commences October 8th, and continues until the end of January; the second session com- mences February 1st, and continues until the beginning of May; the third ses- sion continues throughout the summer months.
It has an able corps of twelve Professors, and every department of Medi- cine and Surgery is thoroughly taught.
Every facility in the way of illustrations, morbid specimens, herbarium, chemical and philosophical apparatus, microscopes, instruments of the latest invention for physical examination and diagnosis, will be provided.
Splendid Hospital and Clinical Instruction are afforded ; free tickets to all our City Hospitals are provided. Dissecting Material abundant at a nominal cost.
^^Perpetual Scholarships are sold for $60. SEND FOR CIBGULATi.
The Eclectic Medical Journal op Pennsylvania,
Published monthly, contains 48 pages of original matter. Price, $2 per annum. The largest finest, and most progressive Medic-al Journal in the United States. Splendid inducements to the getter up of Clubs. Beautiful premium engravings, valued at %'6, given to every Bub- Bcriber. t^ Specimen copies sent free, on application. Address : JOHN BUCHANAN,
327 North TweKth street, Philadelphia, Pa-
THE GOLD MEDAL
€«€)#!. W^
MANUFA.CTUKED BY
WJJ.Palmer&Co
(Successors to Wigmore & Palmer,)
105 and 107 Mission St., bet. Spear and Main,
San Francisco.
KOHLER, CHASE & CO.,
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AGENTS FOR
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Corner
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We liave seen the finest Photographs extant, produced by the celebrated firm of Bradley & Rulofson, pre-eminently the leaders of the art in San Fran- cisco. Those who wish good work done in the most artistic stj'le, should not fail to call at this magnificent establishment, 429 Montgomery. street, corner of Sacramento street. Prices reduced. Closed on Sunday. Eeduction of
F^^oxp^io so:B3:oonij iiiststitxttie].
THIS rNRTTTDTE Is prepared to furnish Schools and Seminaries with the most approved School FtJRNrrtmE, Appakattjs, Stationery, and all other School Stjppi ieb. Huviup ampto facilities for miiiuifucturing and impoiliiig most of the iirticlos iised in Schools.
Teachers, County Superintendents and Trustees, ■will tlud their orders promptly filled with articles that will give entire f-atifcfactic n. »»" The numbers rrfir to each cut.
411 Kf»myst., bet. Pine and California, San Francitoo.
Eton's Mathematical Series.
lVO"W liE^^D^S^.
For High Schools and Academies.
W. F. BRADBURY, Author of a Treatise on Trigonometry and Surveying, and Teacher in Cambridge High School.
le copies mailed, postage paid, for examination ivith reference to intro- duction, on receipt of 60 cents.
le publishers present this work to the educational public as a part of \is Mathematical Series. The acknowledged ability of the author as -thematician and his practical experience as a teacher peculiarly fit to prepare a book of this grade.
is work is designed for those pupils who are just commencing Alge- and can be taken up immediately after completing any Common ol Arithmetic.
far as practicable in a work of this character, the same general has been followed that has made Eaton's Arithmetics so popular and ,bor spared to adapt the book to the wants of pupils beginning this ch of study.
lecial attention is invited to the arrangement of the Equations in ination ; also, to the second Method of Completing the Square in ;ted Quadratics, and to the number and variety of the examples 1 in the body of the work and in the closing section. »me topics are omitted as not appropriate to an elementary work and Ferent arrangement of subjects made from what is presented in other bras. This feature will recommend the book to many teachers who lissatisfied with the Algebras now published.
le utmost conciseness consistent with perspicuity has been studied iighout the work.
le mechanical execution of the book is believed to be of such a rior character as to commend it to all.
"he attention of educators is respectfully invited to EATON'S AKITHMETICS. This 5 has recently been introduced into nearly 150 towns in Massachusetts, about one half of chools of Khode Island, and 110 cities and towns of Connecticut ; more than 100 proin- plaees in Iowa ; is in exclusive use in the Public Schools in Boston ; is the only Series •rized for the States of California and Nevada, and is used very extensively throughout 3untrj-.
)escriptive Catalogues sent on application. Addkess :
29 CornJiiU, Boston,
The Overland Monthl
FoK 1869. ^tbotcir 10 tijc ^cbclopmcnt of tljt ffiountni.
q^HE SECOND VOLUME OF THIS !\rAGAZIXE, NOW UNIVERSAl recognized and accepted as the best exf)onent of the Social, Literary and M rial Progress of the Pacific Slope, commenced on the first of January, 1869. Publishers will aim to retain in future numbers its characteristic re])ulation for
Essays on Local Matei'ial Resources; Travels and. Oeograpliical Sketches; Studies of Westei'n Mannei's and Civilization ; Independent Litei'arj^ Criticism ;
With such other additions as may tend to the higher development of the Social, erarv, Material, and Moral Resources of the West.
Opinions of the Eastern j^ress
[From the New York Nation.]
* * The first mimber gives proof of ability in editors and contributors, * * * pervaded by a far Avestem flavor which we, for onr part, find very nivich to our taste.
[From Putnam's Monthly Magazine.]
* * The contents of the magazinti, have a flavor of their own.
[From the New York Home Journal.] The magazine is a very enjoyable one. It is vigor- ous, fresh. Avell written, and in every respect does hon- or to the literary taste and skill of the Pacific Coast. It is by no means a mere copy of the Atlantic or European habits of thought and style, but smacks of its native soil, embodying the fresh, vital utterances of a people whose inspiration and genius are yet tolerably free from the trammels and burdens of a critical and self-conscious civilization.
[From the American Literary Gazette.] It bids fair, not only to be a worthy exponent of the growing literatun* of the Pacific Coast, but to take a high rank among the magazines of the East.
[From the Cleveland (Ohio) Herald.] Its contents are mostly racy of the soil where it was printed, and it therefore has the charm of freshness and novelty for the Eastern reader. Valuable informa- tion in rt^gard to the Pacdfic slope is agreeably diversi- fied by sketches and fiction, having the Western States and TeiTitories as their scenes.
[From Lippincott's Magazine.] Marked by an exceptionally good typography, and, as to contents, by a quiet good taste, which give promise of a long andi)ro8perous career.
[From the Philadelphia (Pa.) City Item.] The magazine is edited with ability, and its merits are so positive that we are confident it will be very suc- cessful.
[From the Albany (N. Y%) Evening Journal.] The first number (July) contains vigorous articles from some of the best writers.
[From tlnr Phi]adelr)hia (Pa.) Saturday Evening Post.] The artic'cK are very well written, and have a Pacific freshness about them which is quite delightful. We are glad to see our California brethren so ably repre- sented.
llUVfl
[From the English Publishers' Circular.] Amidst such magazine mfiUia as we have, it is] ing to welcome one of an original and distinctive acter. Its title and scope ccmmtnd it at once 1 notice; there is judicious variety and much writing.
[From the Springfield (Mass.) Republican.]
* * =*= So good as to merit more praise thi have yet given it. * * * Exists for its own and not as an advertising medium. It will widt stead of narrowing its range, and become, as it t may, the best of American magazines.
[From the New York Tribune.]
* * * It has the flavor of California soil. Vio its selection of topics and in its mode ot ;
* * * Does not follow in the wake of tli( Eastern or English magazines, but marks path and observes its own methods. A agreeable bill of fare for magazine readers. [From the Philadelphia Enquirer.]
* * * Redolent of the breeze of the P« Fresh, vigorous and lively are all the articles.
[From the Utica Herald.] The Overland Monthhi continues to sustain the position which it has taken among American moutl [From the Philadelphia Age.] That the publishers have struck a popular vein i nionstrated by the fact that we find articles itort Overland copied largely in the colunnis of our cxch* [From the Philadelphia City Item.] Its articles are capitally written, and we ani not \ ing it too highly when Ave say that it is one of the monthlies in America.
[From the North American Gazi'tte.]
* * We arc hapi)y to bear our testimony to the force and greater breadth that is shoAVU by our uul cidental monthly.
[From the New York Nation.] Tho Orerland Monthly we continue to praise h(>ai
* * On the Avhole we do not know why wc sb not call the Ovrrland quite as good as the best o: monthlies before us.
[From the Ncav Haven, (Conn.) Register.) The Oi^erland is fast gaining the reputation of l one of the most readable magazines now publism reputation that it richly deserves.
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California Teacher.
APRIL, 1869.
Yol.YI. SAN FRANCISCO. JTo. 10.
THE MARCH OF EMPIRE.
"Westward tlie Star of Empire takes its way."
This is is an oft quoted statement of a most remarkable f&et iit this world's history.
No fundamental law of the universe is more generally conceded,, yet none as yet, has so completely baffled all attempts at ex- planation. Anciently, it was believed that man — and conse- quently all human institutions — had their origin at some partic- ular locality upon the earth, from which lines of growth radiated to all points of the compass, and much strife has been exhibited by the historians of various ancient cties, in attempting to prove that each city, respectively, was the centre of growth — the natal place of human life.
The writings of Moses, by many centuries the most ancient extant, claim priorty of origin for the Hebrew nation. The writings of Sanchonithan, the Phoenician historian, dating as far back as 1440, B.C., claim that the Phosnician nation is the most ancient; but the claims of the Sanscrit or sacred writings of India, and the Chinese historians that formerly were consid- ered too mythical, have, of late, found credence among ethnolo- gists who have discovered ample corroborative evidence in the geological history of the world.
The writings of Confucius give a detailed history of thousands of years and hundreds of dynasties for the populous Chinese Empire, which geological researches substantiate by discovering that the" eastern continent was first laid bare by the receding waters of the sea and that, later, the African, European and American peninsulas were exposed to the air and light, thus pre- paring the soil for the sustenance of its future inhal3itants.
2 The March of Empire. [Apkil.
The Sanscrit, or sacred writings of India, gives a history of the founding of cities in southern Asia, that must have required many centuries to accomplish, and the ruins of which indicate unexampled size and splendor. Profane or uninspired histor}^ corroborates the sacred record, and with great accuracy traces the wave of civilization from Farther India, westward, along the illuminated path of nations to London, at present the metropolis of the proud mistress of the world.
History relates that adventurers from the East penetrated the wilderness to the West and founded the Persian Empire. This empire soon waxed strong, made extensive conquests and united with the Median Empire at the West. The King who in his youth was called Cyrus carried the Persian arms victoriously to Baby- lon, and the covetous Belshazzar saw his doom written on the wall,
** The Mede was at his gate, The Persian on his throne."
Cadmus, of Phoenicia, at the head of the Eed Sea, long before founded Thebes on the Nile, soon the locality of the wonderful pyramid-builders, the shepherd kings of Egypt, and other east- ern colonists laid the foundation of the Macedonian Empire, North of Greece, now included in European Turkey. Alexander the Great, of Macedon, aspiring to the sovereignty of the world, marched his army of millions eastward, attacked Darius in the Persian capital and defeated him with the unprecedented loss of only 500 men, while of the Persians over 300,000 were left on the plains of Arbela. Intoxicated by success, Alexander gave himself up to excessive indulgence, and died in a debauch with- out raising a successor, and the tide of progress passed on while his great empire fell to pieces after a few years of complete and brilliant conquest.
Then, in turn, tliese Grecian and Asiatic powers were all ab- sorbed in Eome, on whose jutting shores the tide of progress beat with swelling waves. About the commencement of the Chris- tian era, Eome, under the Caesars, was at the zenith of its glory. Like the powers that had preceded her, Eome arrogated to her- self supreme and perpetual dominion of the whole earth. Her valorous Csesars overran Asia and Africa, and every city of note was laid under contribution to enrich the coifers, or swell the am- bition of her despotic emperors. But, though the Eomans rioted in untold wealth and unlimited power, the Star of Empire which rules this wave of progress rested not over the seven-hilled city.
The Goths and Vandals, led by Alaric the Eed, coming from the newly founded kingdoms of Germany on the northwest, at- tracted by the size of Eomish coffers, sacked and pillaged the great city, and its provinces were annexed by Attilla, king of the Huns, to his dominions, where now is Austria.
Next, Charlemagne "Emperor of the West," annexed Hun- gary with its dependant Italian provinces to his all-potent em- pire in central Europe — mostly included in France.
1869.] The March of Empire. 3
As before, the ever-recuring change presents itself — ^the East sinks before the West. France under the First Napoleon rapidly rose to a hight of dazzling splendor. Napoleon met and de- feated the confederated German powers on the memorable fields of Marengo, Austerlitz, Hohenlinden, Jena, Wagram, Fried- land and Leipsic; and the crowns of conquered provinces were given to Bonaparte's brothers as trifling baubles. The power- ful brained Napoleon, ' ' Le Grand Monarque " of the French- man, bore the eagle flag of France over devastated Europe, but a short time when he was attacked by the power which always conquers — one from the West — and met his Waterloo defeat at tjie hands of Wellington, commanding the armies of England, soon to become sole arbiter of the world.
By the inevitable sequence of events, all the eastern or conti- nental powers must become tributary to England upon whose fertile shores the tide is now flowing. Soon, perhaps, with the change of her present good Queen, the aggressions of the English Empire will be extended over the continent eastward, while her colonies this side of the sea are growing up a mighty nation which in turn will reduce the British Empire to vassalage. What is a very significant fact, with the single notable exception of the Persian conquests of Babylon, before stated, no eastern power ever gains permanent dominance over one at the West. The Persian monarch Xerxes, the most powerful sovereign of his times, in 481, B.C., quarreled with the Greeks. He marched into their country with an army of 5,000,000 soldiers, slaves and suttlers, but Leonidas, king of Sparta, with only 300 warriors disputed the pass of Thermopylae for two days with great slaughter and though, by treachery, a path was gained to their rear, and the Spartans were cut off to a man, yet by this stub- born resistance and that of the small army led by Themistocles, King of Athens, the Persians were defeated and Xerxes with his host fled precipitately back to his capital.
The astounding failure of England in two obstinate wars to subjugate American colonies of her own settlement, is a case in point also.
This ceaseless March of Empire progresses at a rate which can be computed. By passing a line through the principal cities of the successive nations that have risen to eminence, and compar- ing dates of their greatest splendor, it is seen that this tidal wave of national life moves at the average rate of 70 of a degree per year or one degree in 70 years, and that it has passed about J of the circuit of the earth since the historic period, and conse- quently, that it would require but 25,000 years to make the entire circuit of the earth.
It is observed that this progression is upon an increased rate and splendor. Places at the West come to the meridian sooner in time and nations rise to higher and more distinguished char- acteristics. The EcLst is stiU the Scarlet Babylon of old, full of
4 The March of Empire, [April.
corruption, while the West is ever the enchanting Garden of Eden. The alluvial deposits of the Mississippi valley can sup- port a population many times greater than the 300,000,000 of Europe, and affords the sites and facilities for the founding of the largest cities and the most stupendous empires ever known, while the Pacific slope may teem with a population and glow with a splendor that is only typified by her unparalleled vege- table products and priceless mineral deposits.
Nor is it less evident from the vast ruins of cities, fortifica- tions and towers, so frequently found in the Western Continent, that this current of national eminence has passed around the earth once, if not many times, before. Again, the line of direc- tion bends a little from side to side, as the course of a stream is turned by obstacles, and sometimes the flow is retarded or ac- celerated perhaps by controling configurations of the earth. It obeys no known laws of progress, crosses meridians, parallels and isothmeral lines in apparrent erratic impetuosity and inex- plicable confusion.
What is very remarkable, in its path resembling the ashen bed of a lava stream, we find a dull, inert apathetic statism. Though the descendants of the dead nations differ greatly from each lo- cality, yet they are all characterized by fixed ideas and immovable customs, never modified or abrogated by contact with influences of a dominating civilization in the West.
From either side of this turbulent stream eccentrics are thrown off, which, like eddies at the side of a boat, still turn long after the larger wake is obliterated. Egypt, on the south, once greatly exalted by its ever-classical Pharsehs, and Russia, on the north, still exhibiting many evidences of robust life, are the most remarkable eddies of civilization.
This sialism ever found in the devastated track of the March of Empire is invariably characterized by an intense all-absorbing religious sentiment. In Eastern Asia, more than one third of .the human race are found believers in Boodhism, or the doctrine that a diety (Boodh) appears at distant intervals to restore the earth from ignorance or decay, and then sinks to nirvana, or supreme rest, the highest reward for virtue among his worshipers. Their last Boodh was Gandama, who appeared about five hundred years B.C. In Japan it is found mixed with Sintooism, the most an- cient religion known, and the religion of Twsee, an idolatious jugglery. In China, Boodhism takes the name of Fo; their good diety is Josh, their evil one, Yem Wang.
In India, Brahminism (whose priests alone can read the sacred Sanscrit writings) teaches the worship of three principal dieties, Brahma, the creator, Vishnoo, the preserver, and Liva, the de- stroyer ; together with 330,000,000 inferior dieties of Hindoo idolatry. Number of followers, 120,000,000.
The populous countries of Thibet and Hindostan are self-sac- lificing in their devotion to the Grand Lama, or in prostrating
1869.] The March of Empire. 5
themselves before the car of Juggernaut. The Persians, Arabs and Turks, to the number of 160,000,000, are devoted followers of the false and degrading doctrines of Mahomet. The Jews, though originating in Palestine, are singularly dispersed over the earth, and number 6,000,000, but everywhere they maintain the ancient Hebrew rites with tireless devotion.
In Greece, Turkey, and Eussia, the Greek Church has its un- changing adherents, numbering 75,000,000; while Italy and the contiguous countries of Roman origin, with a membership of 200,000,000 souls, are wedded to the solemn rites of the Romish Church, until another cycle of ages is ushered in.
Another interesting fact of this wonderful progress of nations is, that ideas, customs and institutions having their origin at a certain place, never flourish there, but, passing along the cur- rent westward, fasten upon a locality often greatly removed.
The hardy, robust character of the Tartars and Cossacks of north-eastern Asia is reproduced in the gigantic Muscovite Em- pire of Russia, whose 60,000,000 subjects, muffled in furs, with strong, coarse constitutions, defy the rigors of the climate.
The priestly, scholastic habits of the Brahmins, and their trin- ity of deities, are crystalized into the priesthood of the Hebrews, from whose religion, in turn, all the vital beliefs of the western world are derived. The land of Palestine, where Christ appeared, is occupied by and subject to Pagans or Mahometans. The ex- act locality of every important event in His life on earth is cov- ered by a Moslem temple, or dedicated to the woi^ship of a Pa- gan deity. Christians can only visit the spot where their religion originated by a wearisome and dangerous pilgrimage over sterile roads. Not Jerusalem, but Rome, far to the west, is the " Eter- nal City," or Capital of Christendom, and the dwelling-place of the Vicegerent of Christ.
The doctrines of the German Luther, the founder of Protest- antism, obtain foot-hold not universally in Germany, but in Eng- land, whose sovereign is the established head of the Protestant Episcopal Church. Emmanuel Swedenborg, a wandering vis- ionary of Sweden, and the plain English Quaker, John Fox, have their millions of followers in America.
The pretended discovery of a book of prophecies called Mor- mon, in western New York, by Joe Smith, has given rise to a vast gathering of Latter-day Saints in the Salt Lake Basin, whose zeal and faith thus far have set at naught the authority of com- mon decency and the laws of the United States.
Danish and Scandinavian customs are transplanted to Iceland and Greenlaod. English ideas and authority obtain in British America. American society is a conglomeration of English, German, and French elements, fostered to an overgrowth by the eminent facilities for advancement always found in a western country. Spanish pride and effeminacy are repeated in Mexico and Central America.
6 The March of Empire. [Apbil.
In Europe we see the light, genial, graceful, intellectual, poetic, philosophic mind and character of the ancient Greeks are reproduced in France, where the gaudy, sensuous, social, chiv- alric, polite, material, voluble, scientific, martial, Parisian gen- tlemen of French society thinks the Great Napoleon was an incarnation of all the divine heroes of antiquity, and that Paris, with its barracks, cafes and boulevards — its parks, fountains and drives — is all the Heaven he desires to dwell in.
The heavy, methodical, worrying, grasping, conquering, am- bitious, haughty, character of the old Romans finds a new growth in England, equal to any and all nations of antiquity in her love of power, wealth, research, scholarship, hauteur, and national glory.
In America, two principal ideas or national traits predominate. The hardy, zealous, austere, shrewd, calculating, dominating Pu- ritans of Holland stepped, in 1620, upon the no less firm rock at Plymouth, Massachusetts, a short time before the softer, luxurious, hospitable, haughty, high-blooded Cavaliers of Lord Baltimore landed at St. Mary's, Maryland, and unwittingly commenced a race for dominion in the government of the new colonies. After continual animosities and subdued contentions, a terrible, san- guinary and desolating war has just been concluded between the descendants of the Puritans and of the Norman-English aris- tocracy, and, while the former will expand, plant their institu- tions of liberty, education and equality, and dominate for thou- sands of years in the Mississippi Yalley, the latter, on another line of progress to the south of them, will extend their institu- tions of ease, caste, chivalry and family i3ride to the Gulf States, and will for ages hold sway of the Texas basin.
New England industry will riot for a thousand years in the prairies of the Father of Waters, then cross the plains to utilize the slumbering wealth of California, and nations and generations to come will perpetuate on the shores of Asia the institutions we have projected and cultured here.
This leads to a thought upon the fate or destiny of the abori- ginal races found here. They evidently belong to a life current whose tidal wave, many thousand years ago, left them in its wake to die and fossilize in natural order. Their own habits, vices and cupidity, added to the avarice and ambition of the pioneers of the tidal wave about to cross the Atlantic, will remove them from the centres of population, and drive them into the inhospitable wilderness, or inclement desert, until, after leaving their eupho- nious names resting mournfully on each lake, stream and moun- tain, they will journey to the " happy hunting grounds" of Hia- watha and become extinct.
No doubt the same fate awaits the future inhabitants of the Pacific isles, Japan and China, while the unwelcome thought ob- trudes itself that our descendants, in turn, shall follow them, fleeing before a mighty engulfing wave.
1869.] The March of Empire. 7
As before stated, for six thousand years, or since the historic period, the rise and fall of nations has been accurately noted, and the rate of progress of the wave of civilization can be deter- mined.
Take two important facts of history and compare their distance apart, in time, with the distance apart of the places of their trans- action, and a remarkable coincidence is observed.
The ruins of Nineveh and Babylon, the oldest cities of which we have reliable record, are situated near the Mesopotamia of the Euphrates and Tigris rivers, now included in Asiatic Tur- key, thirty-three degrees east of the meridian of Kome.
Now, 33 degrees is little more than A of 360° — the circumfer- ence of the earth. From the most distinguished period of the Assyrian or Babylonian Monarchy, B.C. 2,000, to the Golden Age of the Eoman Empire, under Constantine, A.D. 330, there elapsed 2,330 years.
Multiplying 2,330 by 11, gives 25,300 years as the time neces- sary to complete the circuit of the earth.
Again, from the reign of Solomon, King of Jerusalem, B.C. 1050, to the reign of Constantine, A.D. 330, there elapsed 1,380 years. Jerusalem and Kome are 20" apart, or i\ of the circle. Multiplying 1,380 by 18, we have 24,840 years — nearly the same period found by the first comparison.
Once more. From the reign of Alexander the Great, B.C. 350, to that of Constantine the Great, A.D. 330, there elapsed 680 years. Macedonia and Rome are about 10 ' apart, or 3,; of the circumference of the earth. Multiplying 680 by 36, we have 24,480 years. These three numbers, 25,300, 24,840 and 24,480, are so nearly alike as to indicate that the period for the comple- tion of a circuit of the earth by the tidal wave of Empire is about 25,000 years, and, as the earth's equatorial circumference is about 25,000 miles, the March of Empire is at the rate of one mile per year, or a degree in seventy years.
Assuming that the rate of progress is as supposed, viz. , a cir- cumference, or 360 degrees in 25,000 years, or one degree in seventy years, let us make a few brief comparisons.
From Constantine's reign, A.D. 330, to Charlemagne, A.D. 830, there elapsed 500 years, which is 50 of 25,000 years, and the distance from Rome to Central Germany is 7", nearly 50 of 360°.
Assuming what most reflective minds, we opine, are willing to allow, that a meridian midway between Paris and London is now enjoying the flood-tide of power, some interesting calcula- tions can be made to determine the tide-table of other places.
Japan is 140 degrees east of the present high tide, and about 9,800 years since it enjoyed the flood-tide. China, 120 degrees east, one third of the circle, and 8,300 years behind the times. These periods, it may be observed, are somewhat in accordance with the antiquity claimed by the celestial scholars.
8 The March of Empire. [Apeh.
Farther India is 90"^ away— J of 360°— and is left \ of 25,000 years, or 6,200 years in the past.
Thibet and Hindostan, next passed over by the wave of prog- ress and 80'' east — 9 of 360° — and 5,500 years old, also as claimed by the Sanscrit writers.
Mesopotamia, Nineveh, Babylon, the Garden of Eden, and Mount Ararat are in longitude 45" east of London — \ of a cir- cumference— or about 3,100 years in the past, indicating that the most remarkable events of that locality occurred 1, 200 years before Christ.
Palestine is 40" East— ^ of 360"— and 2,770 years old. Now just 2,770 years ago, or 1,050 B.C., Solomon, the most distin- guished king of Jerusalem, was building the Temple It should be remembered that the Hebrew nation was at its zenith of glorj' at that epoch and not, as often supposed, during the sojourn of Christ, when Palestine was a subjugated province of Rome, pay- ing tribute to Csesar and governed by Herod.
The next nation of note is the Macedonian or Greek, 30" east longitude — 1\ of 360" — east of the high tide and 2,100 years in the past which reaches to 250 years before Christ, but not quite back to the conquests of Alexander B. C. 320, and indicate some dis- crepancies in the rate of progress which we have estimated, and which are occasioned by causes undetermined as yet.
Rome is in 16" east longitude— 1\ of 360"— and i\ of 25,000 years, or about 1,920 years past its meridian and reaches back to the reign of Scipio Africanus, B.C. 100, just after the destruc- tion of Carthage, the conquering of all the maritime neighbors of Rome, and before the building of the Parthenon, the rebuild- ing by the Romans of the Temple at Jerusalem, and while Rome at the meridian of its glory had an unconquerable array of rug- ged soldiers within its walls and a population of 4,000,000 souls, while the Roman Empire embraced all the known world except the dead nations at the East and a few wild western tribes.
The predictions for the nations of Northern and Western Eu- rope must be given more careful examination to take into account the influence of unknown causes in determining the rate of progress northwesterly to the sea, but it may be interesting to conjecture how far America is ahead of the meridian, or when different localities on this continent will arrive at the acme of their glory.
If, as before assumed, it is high noon by the Star of Empire which rules this wave of progress near London, it is about 9 o'clock in New England, sunrise in the Valley of the Mississippi and early dawn in California.
Boston is 71" or 5,000 years from her high noon; Washington 77* or 5,300 years away. The meridian of Cincinnati is 84" and 5,800 years, or 800 years behind Boston in coming to the apex of greatness, while St. Louis, 90" west of London is 6,300 years
1869.] The March of Empire. 9
from her exalted destiny, and 1,000 years behind the Atlantic slope. The Mormons or their Gentile successors at Salt Lake, have a blissful future of 112" or 7,800 j-ears. California is still in its early morning of 120" or 8,300 years, while the Sandwich Islands are 155" away, or at midnight before a glowing morning of 10,800 years.
The grand central fact of this slow, certain March of Empire is that all places on certain lines, which may be determined, are destined to become illumined by the fires of the most enlightened civilization, and then to become as certainly darkened and bar- ren until another cycle of 25,000 years is turned.
It follows from the slow rate of motion — only one mile on the equator a year — that the resources of any locality are not capa- ble of exhaustion except during a long period of years, and that the g :owth of a nation is naturally slow and should be more stu- pendjus than any of its predecessors.
If the old idea of a center of civilization, located in Mesopo- tamia, is correct, then we have been calculating the progress of one of its radii. Cords of parchment and rivers of ink have been expended by the scholars of every ancient nation in at- tempting to prove that their particular city was the center of ter- restrial life which radiated thence outward to the far corners of the earth.
But from a consideration of the dense population of Eastern Asia, and the fossilized state of their institutions in which no radical elements are discovered, the fact seems to be that the or- ganized existences on this globe have been gradually developed under the effect of natural causes, not yet understood, and that there is no proper center of life but rather a rising swell in a life current that spans the earth at vast intervals of about 25,000 years.
How such a contemplation of the March of Empire enlarges our view of universal history ! How satisfactorily it arranges in order the pnncipal events in the history of nations ! How fully it corroborates the claims of eastern scholars ! In view of the increase in magnificence of the nations that have passed their climax during the historic period, how it tempts the imagination to conjecture the unrivalled splendor of nations yet to be !
With the observed progress of events since the discovery by Columbus, the discovery of the use of steam, the printing press, the telegTaph, and thousands of other labor-saving, space-anni- hilating and civilizing inventions, what lofty achievements may be observed in the beautiful Yalley of the Mississippi with a sure future growing life of 6,000 years!
And how it dwarfs our significance in this life to note that the mill of God grinds so slowly. No individual or generation of men can build up a nation, or a national institution, nor can they live long enough to see the fmition of any great scheme of their conception. Other minds to come must enunciate it; other
10 Methods of Computing Interest, etc. [April.
hands fabricate its physical support. We must be satisfied to plant good seed, leaving Appolos to water the tender young scion, Cincinnatus to prune the excrescences and redundant limbs away, while unnamed and unthought of persons, sitting in high places to which a superior wave in the March of Empire has carried them, will eat and be benefitted by the ripe fruit. SiEKBA Valley, Cal., 1868. J. G. Lemmon.
METHODS OF COMPUTING- INTEREST, AND OTHER ARITHMETICAL
PROBLEMS.
BY B. B. WAEKEK.
Or all the communications which appear in your colums, I take the most interest in those which treat of the practical duties of the school-room, methods of securing good discipline, or of imparting instruction to those placed under our care for that purpose.
Among the number, I might mention the article which appeared in the February (1868) number of the Teacher, written by T. H. Rose, M.D., Principal of the Los Angeles Grammar School, and that on Grammar, by Dr. Shellhouse.
I think teachers should make your columns a medium of inter- communication more generally than they do, and that when one has any system of imparting information to his scholars, upon any subject, which he thinks better than those practiced by his fellow teachers, he should hasten to let us know all about it. In fact, I believe it is an imperative duty he owes the profession.
In Page's "Theory and Practice of Teaching," we are in- structed to ''Study to acquij^e the art of aptly illustrating a difficult subject, " and on the same page of that excellent work, the author tells us, that a man who is apt to teach, will devise some ingenious method of enlightening the mind of his pupil, so that he shall lay hold of the idea as with a manly grasp, and make it his own forever.
Believing that I have a method of imparting instruction in one important branch of Arithmetic not generally practiced by my fellow teachers, and that the subject can be better illustrated by this method than by any other, — that it can, in fact, be reduced to an object lesson, in which the (^ye of the pupil takes in the whole question at a glance, and the relations of the different quantities involved, I send you this communication on the sub- ject of
COMPUTING INTEREST, AND OTHER ARITHMETICAL PROBLEMS.
In Eaton's Common School Arithmetic, we find the following: " In every example in interest, there are four particulars which claim special attention, viz. : Principal, Time, Rate and Interest, any three of which being given, the other can be found."
1869.] Methods of Computing Interest ^ etc. 11
Why d!d not Eaton add, The Interest is only the product of the Princi]3al, Time and Kate, written decimally ?
This is the principle on which my method is based, and which can be found in Smith's Algebra, and can be represented by the following formula :
P.xT. xE.==L
When we come to practically apply the above principle, an apparent difficulty presents itself in the fact that the Time may consist of two or three denominations — years, months and days, but it is readily disposed of by reducing the years to months, adding in the months, dividing the number of days by three, and annexing the quotient decimally to the number of months.
Example: — Eeduce 2 years, 3 months, 18 days to units, whose denomination shall be months, and we have 27.6 months.
Rule for computing Interest on any amount, for any time, at any rate per cent, per month.
Multiply the Principal, Time in Months, and Kate, -written decimally, into each other, and the Product will be the Interest.
Suggestion. — Kequire your scholars to place the following formula above their Examples, on their slates when preparing their lessons, and on the blackboard at recitation, thus:
P. xT. xE.=I.
Example. — What Interest must I pay to the Bank of California, if I borrow $540 from that institution, for 1 year, 4 months and 24 days, at 1 J per cent, per month ?
P. xT. X K. — I. $540. X i6.8 X .015=r:$136.08.
(I have purposely disregarded the three days of grace in the above Example.)
As the Interest is the product of three factors, viz. : the Prin- cipal, Time and Kate, it follows that we can find either of the factors when two of them and the Interest are given, by the fol- lowing Kule : Divide the Interest by the product of the two given factors.
Example. — What Principal will gain $136.08, in 1 year, 4 months and 24 days, at IJ per cent, per month ?
Suggestion. — Kequire the pupil to place the interrogation point in place of the required factor, thus :
P. xT. y K,. T.
?x 16.8 X. 015=^136. 08.
Opemi^io /I.— 16.8 x.015=:252 and $136.08 ^252=:$540.
The scholar now removes the interrogation point, and places the answer under P., as the required factor; he next removes the
12 Methods of Computing Interest, etc. [April.
16. 8 under T. , and puts the interrogation point in its place. The question then becomes —
In what time will $540 gain $136.08, at IJ^per cent, per month?
P X . T. X R. — I.
$546.x?x.'015=:$136.08.
Operation,— %^M). x .015==8.1, and|136.08^$8.1r=16.8.
The next question — at what rate will $540 gain $136.08 in 1 year, 4 months and 24 days, is perfoi;med in a similar manner: and I generally require my pupils to perform the four examples which arise from one question in Interest, until they are perfectly familiar with the principle; then there is no danger of their ever forgetting it. They never will forget it, if they remember the above simple formula, and by a little practice, it, and the rela- tion one element in a question in Interest bears to each of the other three, become indelibly fixed in their memories.
I thus teach in one lesson, what requires several pages of our arithmetics, and a great w^aste of time, by the usual methods.
I first write the rule on the blackboard, for the class to copy and learn, and illustrate it by a few familiar examples, always taking our California method of computing interest first, then assign such questions for the class to perform for their next day's recitation as I think necessary. Of course, I must compose the questions myself and put them on the blackboard, for the class to copy, for I can find none in our authorities, suitable to our California methods of doing business.
When the class have become perfect, they advance to the next step, viz. :
To compute Interest when the rate per cent, is by the year.
The rule is the same as that required when the rate per cent. is by the month — simply inserting the words " divided by 12," after the word ' ' product. "
Suggestion. — Let the scholar's attention be directed to this difference, and the reason for it, which will be given hereafter.
Bute for computing Interest, when the rate per cent, is by the year.
Multiply the Principal, Time, in months, and Rate (written decimally,) into each other, and the product, divided by 12, will be the Interest.
Suggestion. — A.rrange the work for convenience in cancellation.
Example. — What is the interest of $124.50, for 1 year, 4 months 12 days, at 5 per cent, per annum?
P.xT. xR.=L
124. 50 X 16. 4 X. 05.
12
1869.] Methods of Computing Interest^ etc. 13
As your printers probably have no means of representing the cancellation, I restate the example, after the cancellation :
P.xT. xiR. — I.
$41. 5 X 4.1 X .*05==$8. 5075. Am.
I instruct my pupils to multiply the numbers representing the Time and Rate into each other, first, and the Principal by that product, for the reason that the multiplication of the first two can generally be performed mentally, and always can, when the Rate is six, four or three per cent. , as in these cases, after can- celling, the rate is .01, and the multiplication by that quantity (consists in simply fixing the decimal point in the product.
I selected the above example irom Eaton's Arithmetic, page 192, Art. 236, that the reader may conveniently compare the work there given with mine.
If the time had been one or two days more, it would have been represented as 16. 4J, or 16. 4f mos. ; and I would have disposed of my divisor by cancelling into the principal, making the ques- tion, after cancelling —
P. X T. X R. — I. $10*375xl6.4Jx,'05==? Or, after multiplying time into rate —
$10,375 X. 8211=?
When the principal will not exactly contain the divisor 12, the divisor need not]be continued after the third decimal pface in the quotient, for reasons which the teacher can readily understand, and explain to his pupils; but if you wish to find one of the fac- tors, when the interest and two of the factors are given, the can- cellation should be exact.
Example. — What principal will gain $8.5075 in 1 year, 4 months, 12 days, at 5 per cent, per annum ?
P. xT.xR.=I. ?xl6.4x.05 ^^^^^ j2 =8.5075.
We must divide the interest by the product of the two given factors, but they or their product must first be divided by 12, and as we can neither cancel nor divide their product without pro- ducing a circolutory decimal for a quotient, we act upon the principle, " a divisor of a divisor is a multiplier of the quotient/' and multiply the interest by 12. I therefore re-state the question:
I. = T. X R. X P.
$8.5075^ i6.4x.05l_.^
12 •
Operation.— $S.b015xl2=$102.0d, and 16.4 x. 05=. 82. $102. 09 -4-. 82= $124.50, Am.
14 Methods of Computing Interest, etc. [April.
Example Second. — At what rate per cent, per annum, will $124.50 gain $8.5075, in 1 year, 4 months and 12 days?
P xT xR — I
im50xl64xj;_^8.5075.
LA
I cancel and restate it:
P. X T. X E. — I.
$41.*5x4.1x*? ==$8.5075. Operation.— $8.5075 -$170. 15=. 06. Arts. The student may now solve the following example : In what time will $124.50 gain $8.5075, at 5 per cent, per annum ?
P. xT. XR.=:I. $124.5 x?x. 05 ^^ ^^^^
— =$8.5075.
\A
I shall now assign a few reasons, which I consider most con- clusive, why the foregoing rules should be adopted and taught by the teachers of this State.
First. — They are peculiarly adapted to our California method of computing interest by the month, while those in our arithmetics are adapted to the customs of New England, New York, or other Eastern States, where they compute interest by the year almost exclusively^
Secondly. — These rules avoid the necessity of learning six rules in Eaton's Arithmetic, viz: those under Articles 232, 234, 236, 246, 247 and 248, and the consequent loss of time and confusion of rules, so liable to result to the young pupil, in learning so many rules on kindred subjects.
Thirdly. — They will answer for any rate per cent, for any time, while the rule in Eaton's Arithmetic is adapted to 6 per cent, per annum only, and to find the interest at any other rate, you must first find the interest at 6 per cent. ; dividing this interest by 6, you find it at 1 per cent. ; finally, by multiplying this quotient by the required rate, you arrive at the answer — a most absurd method. (See Example 38, Art. 236, page 192, Eaton's Arith- metic. )
Fourthly. — Percentage (which should be taught before Interest) can be taught by the same rule, omitting the element of Time.
I submit the following formulas for teaching per centage :
Base X Rate = Percentage, Instead of Rule, Art. 226. Percentage -t- Base = Rate, Instead of Rule, Art. 227. Percentage -r Rate = Base, Instead of Rule, Art. 228.
In conclusion, I will add a few questions, such as I ask ray scholars, to test their knowledge of the rule, and the reason for each step in the work :
1869.] Methods of Computing Interest, etc. 15
Q, AVhy do we reduce the time to monthSj in the rules for computing interest ?
A. To enable us to deal with the time as one denomination, and it is easier to reduce the time to months and decimals of a month, than to any other denomination.
Q. Why do we divide the number of days by 3, and annex the quotient decimally to the number of months ?
A. Because 3 days are equal to one tenth of a month, and there will be as many tenths of a month in the given number of days, as 3 is contained times in the number of days.
Q. When the rate per c6nt. is by the year, why do we divide by 12?
A. Having reduced the time to months, the interest would be 12 times as much as it should be if we did not divide by 12.
Q. Why do we not divide by 12 when the rate is by the month ?
A. Because months is the denomination of time on which the Interest is computed, and the product of the Principal, Time, in months and decimals of a month, and Kate written decimally, will be the Interest.
Q When the Eate is by the year, and the Time consists of years alone, is it necessary to reduce the time to months, and then divide by 12?
A. No. When the time consists of years, and when the time can be readily represented in years and decimals of a year, it is quite unnecessaiy.
Q. Can you give an example ?
A. Two years and three months equals 2.25 years; 1 year and 6 months equal 1. 5 years. In such cases, it is better to represent the time in years and decimals of a year, and thus avoid the re- duction of time to months, and division l3y 12.
I invite the just criticisms of my fellow teachers on the fore- going rules and methods of teaching Percentage, Interest etc. If there is any better method, I desire to know it, and to make it my own. One advantage, and not the least, in the practical use of these rules, is, the teacher can see, at a glance, if the pupil has a correct statement of the operations to be performed; for he should always place the difierent elements in their proper or- der on the blackboard. If he has, all that remains to be done, are the cancellation and multiplication of decimals, or multipli- cation and division of decimals, as the case may be.
But I fear no attention will be given to the subject by many teachers, who dislike to think, or take any trouble. This system requires some thinking, some preparation for teaching it It must be taught orally, and the teacher must prepare questions adapted to the California methods of doing business — all of which are fatal objections with those who would rather * ' put their scholars through all the rules in the Arithmetic," including that Connecticut Rule, than adopt a plan that would cost more thought and labor in the execution.
16 Ohjed-Lessons for Small Children, [April.
OBJECT-LESSONS FOR SMALL CHILDREN.
FLOWERS. SEVENTH AND EIGHTH GRADES.
I WANT to talk with you to-day about flowers ; but first, as we cannot have flowers without plants, tell me the principal parts of a plant ? Koot, stem and leaves.
Of what use is the root ? To absorb nourishment from the ground, and to fix the plant in the earth.
Of what use is the stem ? To support the leaves, and carry them food from the roots.
What do the leaves do for the plant ? They take in nourish- ment from the air.
You have named the principal parts of the plant and told me their use, but there are other important parts which you have not yet named; can you tell me what they are ? Flower and fruit.
Well; it is particularly of the flower that we wish to speak now. Name the parts of a flower ? Calyx, corolla, stamens and pistil.
Which is the calyx; point it out and tell me about it ? It is on the outside, and always encloses the bud.
What is its color, usually ? It is usually green; but not always.
What is the corolla; and where is it placed ? It is the bright part of the flower, next to the calyx.
Point it out and tell me its color ?
Where is the pistil ? In the center of the flower.
And the stamens ? Around the pistil.
Count the stamens in your flower, and tell me how many thene
are
What are the parts of the calyx called ? Sepals.
Of the corolla? Petals.
Of the stamens ? Filament, anther and pollen.
What is the meaning of filament ? Little thread.
What are the parts of the pistil called ? Ovary, style and
stigma.
Point them out to me ?
Of what use are flowers ? They please us by their beauty and sweet smell. Some of them are used to make medicine and some to make perfumes. They tell us of God, who made the flowers.
Sancsrit Literature. — The English Government is making ex- ertions to discover and preserve as much of the ancient literature of India as possible. Competent gentlemen will be sent on tours to explore the existence of old Sanscrit manuscripts relating es- pecially to the Vedas, the Hindi law, Sanscrit grammar, lexico- graphy and philosophy, to purchase them, or if this be not pos- sible, to have faithful copies taken of them, and send originals or copies to the library to be designated by Government, for their ultimate preservation.
1869.] Miscellanea. 17
JA
ISCELLANEA.
Anachronisms on Literature and Art. — Shakspeare is full of them. In the ' ' Comedy of Errors " he alludes to ducats, marks and guilders, and also to the striking of a clock in the ancient city of Ephesus. In " King John" and " Macbeth" he speaks of cannon. He makes Coriolanus a contemporary with Alexan- der the Great, Cato, and Galen, all of whom lived centuries afterward. Cassius, in " Julius Csesar," also speaks of a clock striking the hours. Beaumont and Fletcher make a man discharge a pidol, who must have lived long before the Christian era. The painters do not behave much better. In one of Albert Du- rer's pictures representing St. Peter denying the Savior, there is a Roman soldier in the background smoking a tobacco pipe. A Dutch painter, in the painting of the " Sacrifice of Isaac," makes Abraham point a blimderbuss at his son's head as an argument for obedience. Tintoret paints the Israelites gathering manna in the wilderness as carrying guns. Another master, in a picture of Adam and Eve, places a German student in the background shooting ducks. Similar absurdities have been introduced into subjects of too sacred a nature to be connected with what is ludi- crous, and so we forbear to mention them here. The writer saw, at the sale of the paintings of Joseph Bonaparte, at his residence in Bordentown, New Jersey, a number of years since, a piece by an old Dutch master, in which the old patriarchs and their peo- ple are represented as coming out of huts, for all the world like Indian wigwams, with muskets on their shoulders. — Mt. Vernon Plain dealer.
Anecdote of Prof. A. D. Bache. — Some years ago he had spent a complete lustre in experiments upon radiant heat, which he had hoped to continue and complete. His hopes were extin- guished in the following manner: He left home one day, having arranged upon his standard a group of curious instruments, most difficult and delicate of construction. In passing through his study that day, his mother caught the skirt of her dress in the leg of the standard, and brought the whole to the ground. Overwhelmed by the misfortune, she left his wife to tell the story. As he heard it he stood for a moment as if stunned, went out into the open air as if to get his breath, and came back five minutes after, serene and sweet. In his own family he never spoke of the matter again, but to Farman Rogers he said, " For five min- utes I did not love my mother !"
A FREE school for teaching women the art of telegraphy has been opened at the Cooper Institute, in New York. This school is established by the Cooper Union, in conjunction with the West- ern Union Telegraph Company, and is the first attempt in this country to give women a regular training as telegraph operators. 2
18^ Department of Public Instruction. [April.
Practical Arithmetic. — I saw given, in one of the rooms in the Brownell Street (Cleveland) School, what was not only in name but in fact, a lesson in practical Arithmetic. It was a lesson in avoirdupois weight; and the little fellows were not alone doing sums in reduction in that weight, but, what may surjorise some of our teachers, were actually weighing things on the scales, announcing the results in pounds and ounces, and then reducing these pounds and ounces to ounces with the greatest rapidity and exactness, lifting and weighing them in their hands at the same time. Any number of bundles of various materials, brought by the pupils, to be used in the lesson, were lying near by. No real teacher need be told that this class was full of life and en- thusiasm in its work. — Extract from Report of Superintendent Hancock, of Ohio.
Education in Indiana. — The number of youth in Indiana be- tween the ages of six and twenty-one is a little short of 600,000. Of this number 436,000 attended school a portion of the year in 1868. The number of male teachers employed is 6,500; of fe- male, 4,550; monthly wages of the male teachers, $37; of the female teachers, $28 40; average monthly wages of male teachers in the high schools, $64; of the female teachers, $42. The sum of $950,000 was raised by taxation; and $550,000 from other sources. During the year 1868 one and a half million dollars were paid for instruction, and over one million in the erection of school-houses. In the last twenty years the Common School Fund has grown to $8,250,000.
Department of Public Jnstructio
N.
PROGRESS OF THE UNIVERSITY OF CALIFORNIA.
In the October number of The Teacher we gave a detailed history of the organization of the University, and the measures that had been adopted up to that date to put it in operation. A notice of the progress made since then will no doubt interest our readers.
the educational state.
The Eegents have not yet been able to secure the right man for President. On the 10th of November, 1868, they elected Gen; George B. McClellan to the position. This he declined on the 3d of December, assigning as a reason the engagements he had entered into in the Eastern States. The salary offered him as President was $6,000 gold per annum, while it is known he is in receipt of an income of $18,000 as an Engineer of several enterprises in and around New York. In his letter of declina- tion he says :
1869.] Department of Public Instruction. 19
" I am very sensible of the importance of the position and of the many attractions it offers me in every way, and were I differ- ently situated, it would afford me the greatest pleasure to under- take a duty so entirely in accordance with my tastes, and which must lead to such important results. In common with all who have ever visited the Pacific Coast, I have been deeply impressed with the certainty of its great future development, and have re- tained a strong desire to make it my home, so that I doubly re- gTet the necessity of declining the proffered Presidency. " In conclusion he expresses the hope that he may, at no distant day, be permitted to thank the Eegents in person.
Since Gen. McClellan's declination, the Eegents have been casting about to find a man of first-class reputation and ability, but it seems very difficult to hit upon such a treasure who is disengaged.
Among the gentlemen who have been named in connection with the Presidency, are Prof. Agassiz, Judge Deady of Oregon, Prof. John Le Conte of the University of California, Prof. Geo. Davidson of the Coast Survey, Theodore W. Dwight of New York, Prof. Jno. S. Hart of the New Jersey State Normal School, Prof. Geo. H. Cooke of New Jersey, and Kev. Horatio Stebbins of San Francisco.
It will probably be some months yet before a selection is made, and meantime the Eegents are in correspondence on the subject with the leading friends of learning in the Eastern States.
Only four Professors have been elected up to this time. In each instance they were chosen by a nearly unanimous vote. They are —
Pkof. John Le Conte, of the University of South Carolina, Professor of
Physics and Industrial Mechanics. Prof, E. A, Fisher, of Grass Valley, CaHfornia, Professor of Chemistry,
Mining and Metallurgy*. Prof. Joseph Le Conte, of the University of South Carolina, Professor of
Geology, Natiu-al History and Botany. Prof. Martin Kellogg, of the College of California, Professor of Ancient
Languages.
The Board have been exceedingly fortunate in the selection of these gentlemen, all of them being eminent in their several de- partments. Their salaries have been fixed at $3, 600 gold, per annum, each. The Board have yet to elect —
A Professor of Mathematics.
A Professor of Modern Languages.
A Professor of Agriculture, Agricultural Chemistry and Horticulture.
A Professor of Civil Engineering, Architecture and Military Science.
A Professor of English Language and Literature, including Rhetoric and Logic.
A Professor of Intellectual and Moral Philosophy, and Ancient and Modern History.
A Professor of Drawing.
These positions are not likely to be filled until a President is elected.
20 I Department of PvhUc Instruction. [April.
APPARATUS.
The Regents have appropriated the handsome sum of $20,000 for the purchase of chemical and philosophical apparatus. It was at first proposed to send Prof. John Le Conte abroad to ob- tain this apparatus, but his services were considered so impor- tant in assisting in the organization of the University, that he was called, by telegraph, to the active discharge of his duties. He promised to leave for California by the 1st of March, and may therefore be expected at an early day. On his arrival, Prof. Fisher will consult with him as to what is needed, and will be immediately afterward despatched to Europe to purchase a full supply of apparatus.
ORNAMENTATION OF THE GROUNDS.
Under the direction of the Committee on Grounds and Build- ings, assisted by a competent landscape-gardener, a large amount of work has been done upon the University site. The grounds have been laid out in handsome style— numerous drives, avenues and walks have been constructed, and a large number of ornamental trees set out. The work will be continued until the whole estate is converted into a highly attractive and orna- mental Park.
THE EXECUTIVE COMMITTEE.
At their meeting on the 16th of January, the Regents elected an Executive Committee, consisting of Messrs. S. E. Butter- worth, William C, Ralston and Horatio Stebbins, to act as the Executive head of the University until a President is duly elected and charged with the duty and invested with the necessary powers to give general direction to the organization and practical affairs of the University.
Since the election of this Committee, new life has been infused into the operations of the Regents. The gentlemen composing it have devoted their well-known business talents and intelli- gence to the energetic prosecution of the work entrusted to them. They have taken a lively interest in the subject, and have been employed in devising the ways and means — in negotiating sales of the lands belonging to the University, in collecting in- formation, preparing plans and specifications for a suitable building and a variety of other matters requiring attention and prompt action.
THE UNIVERSITY BUILDINGS.
They have determined, and the Board have sustained them, to lay aside the plan of a cheap structure previously agreed upon, and to erect a handsome and capacious building that shall be worthy of the State, and upon this they propose to expend about $200,000. They have called into consultation three of the most skillful architects of the city to embody their ideas of the ac-
1869.] Department of Fuhlic Instmctwn, 21
commodations needed for five hundred students, ofi'ering a re- ward of $1000 for the best plan, $750 for the next best and $500 for the third, reserving the right to use and combine the desirable or attractive features of all three. These plans will probably be ready within a month.
The Eegents have conferred upon them full powers to act, and there is not a doubt they will proceed at the earlist practicable moment to the energetic prosecution of the work. The feeling seems to prevail in favor of two large buildings for instruction, to be built of wood, with a detached Laboratory of stone or brick. Besides these, some half dozen or more neat houses will be erected on the site, for the residences of the President and the married Professors.
THE OPENING OF THE UNIVERSITY POSTPONED.
Anticipating the possibility that these buildings will not be ready for occupation in time to inaugurate the University by the 1st of October next, as at first designed, they have oft'ered to the College of California the services of Profs. John and Joseph Le Conte, Prof. Fisher and Prof. Kellogg, free of expense, from and after the 1st of September, 1869, on condition that said College continue its instructions for one year from that date, and then turn over its classes to the University. This proposition will no doubt be accepted.
RESOURCES OF THE UNIVERSITY.
Such assurances have been received, as to leave no doubt that the $200,000 appropriated to the University out -of the first pro- ceeds of the sale of the tide and marsh lands in the county of San Francisco will be available in three months at latest.
In addition to this, the Executive Committee have sold about 22,000 acres of the 150,000 granted by Congress at $5 coin per acre, payable one fifth cash and the remainder bearing interest at 10 per cent, per annum. They expect to dispose of more at the same rate, but to provide against failure, they have made a contract with three gentlemen of skill and reputation, familiar with land matters, to locate at once the rest of the 150,000 acres remaining unsold, for all of which they expect to obtain at least $5 gold per acre. This would realize a fund of $750,000 — ten per cent, interest upon which would yield an annual income of $75,000. The fixed expenses per annum for President and ten Professors amount to $45,000, leaving a margin of $30,000 to cover contingencies and to provide for additional Instructors, in- dependent of any aid from the State, of endowments by liberal friends of learning and of tuition from the students. Thus it will be seen, should the lands realize the amount confidently ex- pected, a fund will be obtained sufficient to endow the University and to ensure its steady progress and successful working beyond the reach of accidents.
22 Department of Public Instruction, [Apkil.
Education in the United States. — An interesting and valuable volume will be issued by the Department of Education from the Government press at Washington, probably this year, illustrating the various systems of education prevailing in the several States of the Union. Dr. Barnard is now engaged in furnishing his report as to the state of education in the District of Columbia, and vdll next complete his survey of the public schools in the different States, including a historical sketch of the development of the systems, and the most recent statistics. To this will be appended a series of reports on public instruction in Europe; the first report being devoted to particular accounts of primary and sec- ondary education there, with a glance at the Universities of every one of the G-erman States. This account will be drawn from elaborate papers prepared by eminent educators in each country, and will include the most recent official statistics. As an evi- dence of the interest felt in the Department, a writer from Wash- ington states that not less than seventy-three letters were opened by the Commissioner one morning, arriving in the mail on one day, asking or giving information, or acknowledging information received. By the way, who is attending to the interests of Cali- fornia in this matter ? The impression obtains in the Atlantic States that we are following close upon their best educational systems there, if we have not fairly excelled them. Let the Golden State be fairly represented in the forthcoming volume. The present clerk of the Department of Education is II. E. Rockwell, Esq. , formerly of central Massachusetts. — Daily Times.
[Mr. Barnard has been furnished with all the information concerning Cali- fornia school matters, in possession of this office. We trust our State mil not suffer greatly by the exhibit which may be made of its educational progress, as compared with sister States. — State Supeeintbndent. ]
The State Agricultural College of Kansas has the names of seventy-one ladies and ninety-seven gentlemen in its last cata- logue. There is a system of military drill in the college, and a department of military science.
STATE TEACHERS' INSTITUTE. The State Teachers' Institute will be held in Lincoln Hall, San Francisco, beginning on the first Tuesday in May, at 10 o'clock a.m., and ending on the Friday following, at 12 m.
O. P. FITZGERALD, ^p't Public Instruction,
RECEPTION COMMITTEE. At a meeting of the San Francisco Board of Education held March 23, 1869, a committee of five was appointed to make proper arrangements for the recep- tion of the State Teachers' Institute to assemble in this city in May next. The committee consists of President H. A. Cobb, Wm. H. Knight, Col. Thos. H. Holt, J. F. Meagher and Superintendent James Denmau.
1869.]
Departmeyvt of Public Instruction.
23
SCHEDULE OF SALARIES OF SAN FRANCISCO TEACHERS FOR THE SCHOOL YEAR 1868-69.
Schools.
BOYS HIGH SCHOOL.
Principal*"
Assistant*
Assistants,* each
Assistant
GIELS' HIGH SCHOOL.
Principal*
Assistants, each
Assistants, each
STATE AND CITY TBAINING SCHOOLS.
Principal
Principal
Assistants, each
Probationary Teachers, each
GBAMMAE SCHOOLS.
Grammar Masters, * each
Principal*
Principals, each
Snb-Masters, * each
Head- Assistants, each
Head-Assistant
Assistants teaching 2d grade classes, each
Assistants, each
Probationary Teachers, first grade, each. . Probationary Teacher, second ' grade
PBIMAET SCHOOL.
Principals, each
Principals, each
Principals, each
Assistants, each
Probationary Teachers, first grade, each. . Probationary Teachers, 2d grade, each . . .
COLORED SCHOOL.
Principal
Assistant
Probationary Teacher, first grade
CHINESE SCHOOL.
Principal*
SPECIAL TEACHERS.
Teachers of Music, each*
Teachers of Drawing, each*
Salary per month.
$208 33 175 00 150 00 100 00
208 33
100 00
90 00
115 00
100 00
67 50
50 00
175 00
125 00
100 00
125 00
83 33
72 50
75 00
70 00
55 00
50 00
100 00 85 00 75 00 67 50 55 00 50 00
100 00 75 00 55 00
75 00
150 00 150 00
Salary per
$2,500 2,100 3,600 1,200
$2,500 2,400 2,160
$1,380 1,200 1,620 1,800
$18,900
1,500
2,400
12,000
9,000
870
8,100
31,920
3,960
600
$9,600 4,080 8,100 82,620 18,480 14,400
$1,200 900 660
$900
$3,600 3,600
Totals.
$9,400
7,060
6,000
89,250
137,280
2,760 900
7,200
$259,850
♦ Gentlemen.
Gentlemen; 261 Ladies.
24 Our Booh Table. [Aphil.
Our ^ook Table.
Baetholomew's Drawing Series. Designed for the Primar3% Grammar and High School. By William N. Bartholomew, Professor of Drawing in the English High and Girl's High and Normal School, and Director of Drawing in the Grammar Schools of Boston. Boston: Woolworth, Ainsworth & Co., Publishers, 117 Washington Street.
We have examined numbers 1, 2 and 3 of this series, as well as some parts of "The Teacher's Guide," and cheerfully recommend them as excellent, plain and practicable. The instructions given are so clear that the teacher, though untaught in this very useful art, can soon master the subject, and be able to teach his class; at the same time, the skillful master, we think, would find this system, in the hands of his pupils, would aid him much in his instructions. H. H. Bancroft & Co., San Francisco.
A New Elementary Course in the German Language. For the Use of Schools. By Gabriel Campbell, M.A., Professor in the State University of Minnesota. Boston: Woolworth, Ainsworth & Co. New York: A. S. Barnes & Co.
An original and excellent little volume. The principles of comparative phi- lology are applied to the two Languages — English and German. The forms of words are, therefore, properly discussed, showing many German words may be formed from English by a " regular system of consonant changes." This aids in understanding, acquiring and retaining the language. The book is progressive and practicable.
Analysis op Civil Government: Including a Topical and Tabular Arrangement of the Con- stitution of the United States. Designed as a Class-Book for the Use of Grammar, High and Normal Schools, Academies and other Institutions of Learning. By Calvin Town- send, Counselor at Law. New York: Published by Ivison, Phinney, Blakeman & Co.
This book, with the author's chart accompanying, presents the best method of teaching the Constitution with which we are acquainted. The book has two parts. Part First contains some brief historical sketches and important documents. Part Second — "Annotations on the Analysis." The latter has fifteen chapters treating the subject topically. Arranging all topics of similar character under one general head aids the memory and exhausts the subjects. The last chapter contains some convenient tables of the names of the success- sive ofl&cers of the executive departments, and the dates of their occupancy.
Halls' Alphabet or Geology: Or, First Lessons in Geology and Mineralogy; With Sugges- tions on the Relation of Rocks to Soil. By S. R. Hall, LL.D., Author of " Lectures ou School-Keeping," "Geography and History of Vermont," etc. With Illustrations. Bos- ton: Gould & Lincoln, 59 Washington street. New York: Sheldon & Co. Cincinnati: Geo. S. Blanchard & Co. 18G8.
The merit of this Httle book is its simplicity. Part First treats of the Alpha- bet of Geology — taking Quartz as the first letter, and going on through the "nine simple minerals," which "constitute, probably, nineteen-twentieths of the solid part called crust of the globe. " Part Second touches mildly on Acids, Alkalies and Gases. Part Third tells something of soils and their formation. Illustrated by anecdotes, and wood-cut engravings of fossiliferous remains.
Handbook of Chemistry: For School and Home Use. By W. J. Rolke and J. A. Gillet, Teachers in the High School, Cambridge, Mass. Boston: Woolworth, Ainsworth & Co, New York: A, 8. Barnes & Co, 1869.
This is something "easier and briefer than the 'Chemistry' of the Cam- bridge Course of Physics." The authors, of course, use the "new symbols
1869.] Our Book Table. 25
of notation, " and, we may add, are generally up with tlie progress of the age. The subject is presented in such a manner as to awaken a love for it, show the wonderful part played by the chemical force in nature, and to illustrate its practical utility in the arts — such, says the preface, is the object; and, in the main, the object is achieved in the execution. H. H. Bancroft & Co.
A New Manual of the Elements of Asteonomy: Descriptive and Mathematical. Com- prising the Latest Discoveries and Theoretic Views; with Directions for the Use of the Globes, and for Studying the Constellations. By Henkt Kiddle, A.M., Assistant Super- intendent of Schools, New York. New York: Ivison, Phinney, Blakeman & Co. 1869.
A very correct book on Astronomy — somewhat "faultily faultless, icicly regular," which, perhaps, is not a very great objection in a text-book, provided it fall into the hands of a discriminating and ingenious teacher. The illustrations are remarkably cleav and good. The book contains much valuable information, and with a little pruning could be used very successfully in the school-room. A. Koman & Co., San Francisco.
TABLE OF CONTENTS.
PAGJU.
THE MAKCH OF EMPIKE 1
METHODS m COMPUTING INTEREST, AND OTHER ARITH- METICAL PROBLEMS 10
OBJECT-LESSONS FOR SMALL CHILDREN 16
MISCELLANEA 17
DEPARTMENT OF PUBLIC INSTRUCTION IS
PbOGBESS of the UnIVEKSITT of CAIiirOENIA 18
Education in the United States 22
State Teachers' Institute 22
Schedule of Salaries of San Francisco Teachers for 1868-9 23 OUR BOOK TABLE 24
PLAIN AND ORNAMENTAL
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TEACHERS.
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The Twelfth Term will commence on the 1st day of July, 1868. All candi- dates for admission must be present at that time. The regular exercises will commence on the 6th of July.
COURSE OF STUDY.
EEQUISITES FOE ADMISSION.
To secure admission to the Junior Class, Second Division, applicants must pass a written examination on the following subjects, viz. :
Eaton's Common School Arithmetic — to percentage.
Eaton's Intellectual Arithmetic.
Greene's Introduction to English Grammar.
Willson's Fourth Eeader.
Spelling; Penmanship.
Applicants for an advanced Class will be required to pass an examination on the studies previously pursued by that Class.
Junior Class — First Session.
Arithmetic — Eaton's Common School — complete. Grammar — Quackenbos' — begun. Geography — Guyot's Common School. Beading — Willson's Fifth Eeader. Moral Lessons — Cowdery's. Spelling — ^Willson's Larger Speller.
Junior Class — Second Session.
Arithmetic — Eaton's Higher.
Grammar — Quackenbos ' — complete .
Bhetoric — Boyd's.
Physiology — Cutter's Elementary.
History — Quackenbos' .
Vocal Culture — EusseU's.
Book-Keeping — Payson & Dutton's Single Entry.
General Exercises throughout the Junior Year — Penmanship; Object-Lessons; Calisthenics; Methods oif Teaching; School Law; Composition and Declama- tion.
Senior Class — First Session.
Arithmetic — Eaton's Higher — reviewed. Algebra — Eobinson's Elementary. Grammar — Greene's Analysis. Natural Philosophy — Quackenbos' . Physiology — Cutter's Larger. Bhetoric — Boyd's. Natural History — Teimey's.
Senioe Class — Second Session. Botany — Gray's.
Physical Geography — ^Warren's, with Guyot's Wall Maps. Normal Training — Enssell's. Geometry — Davies' Legendre — five books. English Literature — Shaw's.
Book- Keeping — Pay son & Dunton's Double Entry. General Exercises — Same as in Junior Year.
REGULATIONS OF THE STATE NORMAL SCHOOL.
Adopted by the Board o^ Normxil School Trustees, March 28, 1868.
1. All pupils, on entering the School, are to sign the following declaration of intention:
'• We, the subscribers, hereby declare that our purpose in entering the State Normal Schoo is to fit ourselves for the profession of Teaching, and that it is our intention to engage in teaching in the Public Schools of this State."
Male candidates for admission must be at least eighteen years of age ; and female apphcants at least fifteen years of age; and all must possess a good de- gree of phj^sical health and vigor.
2. No person whose age exceeds thirty years shall be admitted to the School' except teachers who are fitted to enter the Senior Class.
3. Whenever the number of apphcants from any county shall exceed the number to which that county is entitled by law, the applicants shall pass a competitive examination before the County Superintendent, and the County Board of Examination; which examination shall be conducted in the same manner as county examinations for third grade teachers' certificates. The persons passing the highest examination shall be eligible to admission in the order of their standing in examination.
4. All applicants are required to present letters of recommendation,* and certificates of good moral character, from the County Superintendent of the county in which they reside.
5. All new applicants shall present themselves for examination at least three days previous to the regular day of each term commencement; and no pupil shall be admitted during term time, except in the case of teachers who hold at least second grade State or County certificates.
6. The Principal of the School shall keep a register of the attendance of pupils, and shall report monthly, to the Secretary of the Board, the whole number enrolled, the average number belonging, the average daily attendance, the percentage of daily attendance, and such other statistics as may be re- quired by the Executive Committee of the Board.
7. No pupil shall be entitled to a Diploma of Graduation who has not been a member of the School at least one term of five months.
8. The Normal School shall be divided into two classes: Junior and Senior — each divided into two divisions.
GENERAL INFORMATION.
The time for completing the Normal School course is two years, each divided into two terms of five months.
There will be Written Examinations and Public Exercises at the close of each term. The Graduating Exercises will be in May.
Pupils will be required to furnish their Text Books. Books for reference will be furnished by the State. Good boarding can be procured at about twenty-five to thirty dollars per month.
Applicants will please read attentively the "Eegulations " as given above particularly the Fourth and Fifth.
All gi-aduates will be required to pass an examination on the entire course. Those who complete the studies of the Junior Class will be entitled to certifi- cates of quahfication, for teaching schools of Second and Third Grade.
For additional particulars, address
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The purpose of establishing the "Pacific Busintess College " in San Fran- cisco was to furnish young and middle-aged men, intended for mercantile pur- suits, or those desirous of situations as Book-keepers, Accountants and Sales- men, with the facilities for securing a Practical Busmess Education, which would enable them to enter speedily upon fields of usefulness and honor.
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NEW AND VALUABLE SCHOOL BOOKS.
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THE CAMBRIDGE COURSE IN PHYSICS. By w. J
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A French Grammar. 1 vol. 12mo.
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PREPARATORY LATIN PROSE BOOK. Crown 8vo. pp. 900.
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SELECTIONS FROM OVID AND VIRGIL. A Shorter Handbook of Latin Poetry, with Notes and Grammatical References. By J. H. Hanson, A.M., and W. J. RoLFE, A.M., 1 vol. crown 8vo. This volume comprises all the Latin Poetry, Notes and References contained in the larger volume, with the exception of Horace.
GERMAN.— A NEW ELEMENTARY GERMAN GRAMMAR.
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baton's Mathematical Series.
TVOAV HE AD "ST.
For High Schools and Academies.
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\gle copies mailed, postage paid, for examination ivith re/ei^euce to intro- duction, on receipt of 60 cents.
]he publishers present this work to the educational public as a part of
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?his work is designed for those pupils who are just commencing Alge-
,, and can be taken up immediately after completing any Common
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Vol. VI.]
<^^<
TZEiiH]
[No. 11.
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MAY, 1869. Vol. YI. SAN FRANCISCO. //"o. Xi.
HOW TO TEACH THE ELEMENTS OF ARITHMETIC.
BY GEO. H. SMITH, A.M.
Theke is some diflference of opinion among philosophers in regard to what are the first principles^ or original premises of mathematical science. According to Dugald Stewart, and many others, the definitions are the only first principles; and the axioms are excluded, as being mere statements of laws of the mind, and not propositions from which conclusions can be drawn. According to others, the axioms also oxe first principles, as well as the definitions. They all agree in holding definitions to be first principles, although they differ as to their being the only ones. It is an obvious conclusion, therefore, that there can be no com- prehension of mathematical reasoning, without a previous com- prehension of the definitions. And the same remark applies to subsequent propositions, that are used as premises in any math- ematical argument. We may indeed understand and assent to the conclusion, without comprehending the reasoning; just as we assent to any other fact upon mere moral evidence. But we can hardly be said to have acquired any mathematical knowledge. We have only acquired moral, (as opposed to demonstrative) knowledge of a mathematical fact. The practical surveyor may be said to know the geometrical propositions necessary for the measurement of land. But as their truth to his mind depends — not upon demonstrative evidence — but simply on that of testi- mony, he cannot, with any propriety, be called a geometer.
In the same way, it is perfectly practicable to learn the art or practice of Arithmetic, without understanding its principles. A child may be taught, for instance, by the mere force of imitation,
2 How to Teach the Elements of Arithmetic. [May.
to place one number under another, so that the right hand fig- ures shall fall in the same column, etc. ; to draw a line beneath; to add the columns separately, commencing from the right; and, when the sum of any column is greater than ten, to add all but the right hand figure to the next figure to the left. And thus he learns the mechanical operation of addition, without compre- hending anything of its principles. In the same way he may be taught the other operations of Arithmetic, and may thus become a very superior calculator, or accountant, without having any more claim to the title of arithmetician than a guager has to that of geometer. It is indeed within the bounds of possibility that a machine may at some future day be invented to do all this; and if this ever happens, such a machine will be as much entitled to the name as many of the graduates of our schools; for in effect, it is in this way that Arithmetic is taught universally to small ^children, and almost universally to all. It is evdn maintained by the most intelligent teachers, (or, to adopt the cant of the day, tthe most '* advanced educators,") that this is the only practicable way; and that to attempt any other, is mere waste of labor. Indeed, if we take it for granted that no better sj^stem of teach- ing can be devised than the one contained in the arithmetics in use, it is necessary to come to the same conclusion. And there is therefore a great deal of practical wisdom in the opinion inti- mated in the Eeport of the late Superintendent of Public In- struction, viz: that it is absurd, for purposes of mental discipline to keep a boy ' ' a month in learning to explain in due form the reason of inverting the divisor in dividing one fraction by an- other. ' Under the present system, this may well be character- ized as " committing a mass of routine verbiage.'' For children generally — at least until after they have studied Arithmetic a long time — do not and cannof understand explanations of prin- ciples. Why this is so — why, at first, children cannot under- stand the reasons and principles of the riiles. but after studying Arithmetic, gradually became capable of doing so — is a most important question, and the answer to it, by showing the cause of the phenomenon, will at once disclose to us the principles upon which the true system of teaching Arithmetic should be based. First, however, it is necessary to say that the phenome- non cannot be accounted for by the increased mental capacity arising from more advanced years. For if we undertake to teach Arithmetic to a grown man, we meet with precisely the same difiiculties. The true explanation is, that the difficulty of the pupil's understanding arises altogether from the lack of some knowledge that should previously have been taught him. Wherever children cannot understand, it is for the lack of some essential preliminary notions in their minds. After awhile — after a long and painful drudgery over the mechanical operations of Arithmetic — they unconsciously, and, as it were, accidentally, (without the aid of the teacher or books,) sometimes gradually,
1869.] How to Teach the Elements of Arithmetic. 3
pick up the lacking notions, and become capable of understanding. The notions* that are missing are the first principles of Arithmetic, viz: the definitions of the numbers — the meanings of the words, one, two, three, etc. ; ten, eleven, twelve, etc.; twenty, thirty, etc.; a hundred, a thousand, a million, etc.' As we acquire these notions ourselves, unconsciously, by dint of our own observa- tions, in studying Arithmetic, we do not realize that we were ever without them, nor suspect that children do not have them; and hence it is that their incapacity to understand appears so mysterious to us. For my own part, the first time my attention was ever called to it, was by observing Avhat struck me as the curious fact, that children studying Eaton's Primary and Intel- lectual Arithmetics, in learning the Addition table, had precisely the same difficulty in learning the sum of ten and five, or ten and six, as they did in regard to other numbers — which evidently arose from their not knowing the meanings of the words "fif- teen" and "sixteen." More extended observation convinced me that it was the case with all the definitions, and that precisely here lay the difficulty of teaching children Arithmetic.
If we take a child five or six years of age, we find his mind a perfect blank as to all Arithmetical knowledge. Of all notions in regard to the relations of numbers — even the simplest it is possible to conceive of — his mind is entirely devoid. The only thing we have to go on, is his capacity to perceive the relation of number among objects actually presented to his senses: ac- cording to the doctrine of Dugald Stewart, his perception of unity and the repetition of unity; or, in plain words, the faculty which renders it possible for us to teach him how to count. By counting, is here meant the continued addition of one; and this is the foundation of the science of Arithmetic. We know, for instance, that three and two are five, only because having counted two parcels of three objects and two objects, we found the result to be five. To quote the words of Mr. John Stuart Mill, (Logic, p. 167,) " It is a truth known to us by early and constant experience: an inductive truth: and such truths are the founda- tion of the science of numbers. The fundamental truths of that science all rest upon the evidence of sense; they are proved by showing to our eyes and our fingers, that any given number of objects, (ten balls, for example,) may, by separation and re- arrangement, exhibit to our senses all the different sets of num- bers, the sum of which is ten. All the improved methods of teaching Arithmetic to children proceed upon a knowledge of this fact. All who wish to carry the child's mind along with them in learning Arithmetic; all who (as Dr. Biber, in his re- markable Lectures on Education expresses it,) wish to teach numbers and not mere ciphers, now teach it through the evi- dences of the senses, in the manner we have described. This is the way that children acquire their knowledge of number, and in which they learn its axioms. The apples and the marbles are
4 How to TeaxiJi the Elements of Arithmetic. [May.
put in requisition, and througli the multitude of gingerbread nuts, their ideas acquire clearness, precision, and generality."
In this manner, the results of the addition, subtraction, mul- tiplication and division of small numbers are obtained, and committed to the memory for practical, use. In other words, in this way we learn, or ought to learn, the addition, subtraction, and multiplication and division tables. This fact has been only partially recognized by arithmeticians. For instance, in Eaton's Primary Arithmetic, the addition table is taught by means of sensible objects up to ten and six; and for the remainder of the table, he drops the use of sensible objects, showing that he does not recognize the fact that the whole of these tables should be learned in this way alone. Up to this extent — i.e., to the extent of learning the tables — ^Arithmetic is purely an inductive science. It is evident this process could be indefinitely extended; and that if time and memory did not fail, we could thus arrive at all the results of Arithmetic — which is, in effect, but an abbreviation of the process of counting. This abbreviation is effected by adopting a system of measures for abstract numbers, just as we do for concrete quantities. Thus, just as, after arriving at a certain quantity of apples, or corn, we call it a peck or bushel; or to use a more apposite illustration, just as we call ten cents a dime, and ten dimes a dollar; or just as the French adopt for measures of distance, the metre, the deca-metre, the hecto-metre, etc. ; and for weights the gramme, the deca-gramme, the liecto- gTamme, etc. ; so we call ten ones a ten, ten tens a hundred, ten hundreds a thousand, etc. The base of the system is purely arbi- trary. Ten was adopted as a base because men happened to have ten fingers. Any other number might have been adopted as well. If men had twelve fingers instead of ten, they would doubtless have adopted twelve for the base, which would have been fortunate for the interests of Arithmetic, for twelve would have made a better base, both because it would have abbreviated the processes of Arithmetic generally, and because especially more fractions could have been expressed exactly by means of duodecimals than by decimals. To use twelve as a base, would of course re- quire two more figures. It would also require a new nomencla- ture, which, however, could be very easily devised. Thus adopting Z, for ten, and g for eleven, we could name the num- bers as follows, viz: 1 one, 2 two, etc.; Z, ^^^^ S eleven, 10 a dozen, 11 a dozen one, 12 a dozen two, etc. ; 1^; a dozen ten, IS a dozen eleven, 20 two dozen, 30 three dozen, etc. ; ZX) ten dozen, SO eleven dozen, 100 a hundred, (i.e. a gross,) 200 two Imndred etc. ; ^00 ten hundred, SOO eleven hundred, 1000 a thousand, (i. e. a great gross.) Any number can be converted from the tens system to that of the twelves, by dividing it and the successive quotients by twelve. The remainder, written in order, from right to left, will represent the number according to the twelves system. Thus : 7259 becomes 422S» which is read four thousand, two
1869.] Hoio to Teach the Elements of Arithmetic. 5
hundred, two dozen eleven. This systetn appears very awkward and unnatural; but in reality, its nomenclature is simpler than the one we use; for in the latter the words " eleven," (for ten and one,) "twelve," (for ten and two,) ''thirteen," (for ten and three,) etc., " twenty," (for two tens,) " thirty," (for three tens,) etc. , do not bear their meanings on their faces so plainly as the words "a dozen one," "a dozen two," etc.; "two dozen," ' ' three dozen," etc. By consideiing what would be the difficult- ies to be overcome in mastering this system, so as to make it as familiar and natural to us as the one we use, and how we would set about overcoming them, we will be the better able to appre- ciate what has been said in regard to teaching the common system. It is evident that all we would have to do would be to become as familiar with the new Tneasures, or denominations, viz. : a dozen, two dozen, etc.; a hundred, (i.e. a gross,) a thousand, (i.e. a great gross,) etc. , as we are with the old. As soon as we did this — as soon as the numbers represented by these denomi- nations came as quickly and naturally to our minds, upon hearing their names, as now is the case with the denominations of the tens system — in other words, as soon as the definitions of the numbers became familiar, the new system would appear as natu- ral and familiar to us as the old. By considering how much trouble it would take to do this — to form, for instance, quickly and easily the conception of the number a hundred, or the square of twelves, a thousand, or the cube of twelve, a million, or the sixth power of twelve, we can form some notion of how much labor and repetition it originally required for us to form clear conceptions of the same powers of ten in the common sys- tem. And we can perceive at once, that it is utterly impossible for a child to obtain these conceptions from the brief and meager definitions given in the Arithmetics. And when we remember further, the incapacity of children to understand definitions by their mere statement in words — a fact which no teacher can have failed to observe — it becomes evident that what I have already stated in regard to children gener.dly not comprehending the definitions, must necessarily be true, even if we did not have experience to prove it. The only method by which it is possible to impart these notions to children, is by means of sensible ob- jects; and this method not having been adopted in the books, (except to a very limited extent, ) it of course follows that children cannot learn them. It is, of course, impossible to teach the significations of all the names of numbers, by means of sensible objects; but they can be very readily taught in this manner up to thousands, and by making the pupil thoroughly familiar with the signification of numbers to that extent, he gradually gets at, or, (to use an awkward expression, ) abstracts the principle of the system, and is thus able to form conceptions of larger numbers. A child should never be taught to count beyond ten. Beyond ten, it becomes a process of addition and multiplication. For
4
6 How to Teach the Elements of Arithmetic. [May.
instance, he should be taught that " sixteen" means "ten and six," and not merely that it is the consecutive number to " fif- teen." He should learn to recognize ''a hundred" as "ten tens," and not merely as ninety-nine and one. He should learn that the termination "teen," signifies " and ten," and that the termination " ty," (Saxon " tig,") means " tens," etc.
In teaching, we can make use of marks on the blackboard, or any other sensible objects. A thousand little soldiers painted red, and arranged in ranks of tens and hundreds, would, I think, meet the views of the little chaps about as well as anything else. An excellent substitute can be found in blocks of matches, such as are sold at two bits a thousand. These are made in square blocks of a hundred, containing each ten rows of ten matches each. My little pupils always consider themselves cheated, if I don't have some questions to ask them about the matches, and almost invariably remind me of it. A beautiful illustration of this system of teaching is given in that admirable little book, "Grandpapa's Arithmetic," by Jean Mace. The latter part of the book, I think, is entirely beyond the capacity of small children, but I think quite young children, if they were furnished with marbles, or something else to represent apples, and with the necessary bags, boxes, etc., could, with very little assistance, easily work out for themselves the chapters on Numeration and Addition.
This author is the only one with whose works I am acquainted, who appears to me to have comprehended the true system of teaching. I became acquainted with the work a long time after I had arrived at the views which I have endeavored to develop in this article, and as it is founded upon the same principles, I was more than ever confirmed in the opinions I had formed; and I cannot forbear the satisfaction of quoting in supjoort of what I have written, the opinion of the author:
" For a long period," says he, "I have taught Arithmetic to young girls, who supposed they had learned it; and every time I commence with a new generation, I am filled with the same re- grets, that, for the most part, they do not comprehend what they have learned, and that they apply the rules without being being able to explain them. * * * * A child should receive light with his first notions of Arithmetic. But, instead of this, one might almost say that a black cavern opens in his mind, and his dawning reason is benumbed with this study, instead of re- ceiving an impetus from it. He learns to recite by heart form- ulas which convey no idea to his mind, and performs mechanic- ally operations which he cannot explain — a fatal habit, which he carries into after-life, and renounces with difficulty. It springs from a radical vice in the method of the first instruction. * * * If my effort has not been completely successful, I hope some one will be found to make it so — for there is not the slightest doubt that this is the way that children should be conducted. "
1869.] Chinese Schools.
CHINESE SCHOOLS.
BY KEY. A. W. LOOMIS.
The character of Chinese schools, and the kind of education which the Chinese receive, is a sulDJect full of interest to the American teacher — indeed, to every person desirous of the dis- semination of useful knowledge, and of the improvement of th« race.
Education is the thing which is most prized in China. Lit- erary men are most highly honored, and parents desire nothing for their sons so much as that they may have the advantages of the schools, and become learned. Parents make great sacrifices in order to secure for their sons the privileges of education; for this they toil incessantly, depriving themselves of many of the necessaries of life, and even mortgaging their little farms and houses, or pawning the clothes they have been wearing.
On the part of the children, we find also a corresponding dili- gence and ambition in study. The pupils labor on at their tasks, morning, noon and evening, day after day, month after month, and year after year. All this is well — the desire on the part of parents that their children become scholars, and on the part of the children, the anxiety to improve their opportunities, is in the highest degree commendable; while the regret is, that their system of education contains so little which is woi-th all this labor and sacrifice. Could our own school books b*e placed in the hands of the pupils in all the Chinese schools throughout the eighteen provinces; could they be put to studying history and science, instead of drilling perpetually on their classics, what an enlightened nation they would soon become !
So far as regards moralit}^ and political economy, there is much to be admired in the books which are studied in Chinese schools; they also contain many admirable rules for the regu- lation of social life and manners; their school books are free from such amorous stories and other exceptionable passages, as our students meet with in their Greek and Latin text books.
Their system of education is calculated to strengthen the memory, and to prepare it for almost any task in future life. It also disciplines the mind in a high degree, and prepares the person for close application and aptness in any business to which he may subsequently devote himself.
In China, education is confined mostly to the male portion of the population, and very few of the girls are afforded the privi- leges of learning. Schools, in China, are for the most part what we would term private schools. Families of wealth em- ploy a private family tutor. Sometime five or ten families club together and employ a tutor; in other cases, the families on a certain street, or in a country neighborhood, engage a teacher, and assess the expenses equally on those whose children attend.
8 Chinese Schools. [May.
It is seldom we meet with a " school house; " a building ex- pressly devoted to educational purposes, but some room of a private house is* obtained and used as a school room.
For the benefit of more advanced scholars, the Emperor dis- tributes money to a limited extent, to assist in the prosecution of their studies.
Boys begin study at the age of five or six, or later, according as they can be spared from home, and their parents can afford the expense of tuition. Worship and offerings before the shrine of Confucius, are always initiatory ceremonies; also, ever after, on entering the school room, the first thing required is a low bow before the shrine of China's chief scholar and patron of letters, and the second thing a low bow before the teacher, when he proceeds to his desk, and begins the tasks of the day.
The first exercise of the day is to stand with the back to the teacher, and to the text book, and repeat verbatim the lesson of the previous day. If the recitation is perfect, a new lesson is given — the pupil repeating it after the teacher until the teacher is satisfied that every sound is perfectly comprehended by the pupil. If the recitation was in the least imperfect, the lesson must be studied again.
After a few lessons have been learned, they have all to be re- peated from memory; frequently the teacher requires the pupil to recite from the beginning of the book, and if he has forgotten anything, be is put back; and when a chapter or book is com- pleted, that whole chapter or book has to be " backed," and un- less the pupil has it to perfection, he is not allowed to take new lessons.
Writing is a part of each day's exercise. The puj)il is taught to trace the characters, and when he has thus become expert in the use of the hair pencil, he is required to write down portions of his lessons from memory.
The hours of study are from early morning until breakfast, from breakfast till noon, and after dinner until supper time. Most pupils also carry home their books and study at night.
The first two or three years are spent in nothing but just learning to call the names of the characters, or, as we would say, the names of the words. Afterward, the preceptor begins to teach the meanings of the words, and to explain the books according to the commentaries which have been written on them. The teacher also begins to train his pupils in composition, so that they may by and by be prepared to write out essays for the examinations.
Scholars in these schools learn to write letters; that is, they learn to copy the forms, for the Chinese have ' ' approved letter writers," in great variety; but Chinese schools make no attempt to furnish a commercial or business education. These matters, however, are speedily learned by Chines(3 youth when they ar« put to business.
1869.] Chinese Schools,
Thus we see tliat these schools are remarkable for their system of close, unremitting, and long continued application — also for thoroughness; and if they only had proper books to study, what funds of knowledge the student might accumulate during all those long years of close application.
Perhaps the most interesting feature in Chinese education is the public examination. Our University examinations corres- pond somewhat with them.
The lowest examination consists of the scholars of a district or town, who assemble, perhaps, yearly, in a public hall set apart for the purpose, under the supervision of the district magistrate and a literary officer called the "corrector of learning." The candidates have themes handed them, and they write essays upon them. In writing these essays, those who exhibit the widest extent of learning with the best style of composition, pass as the best scholars. The chance of success, however, is slim; for, as in one instance of which we have heard, onlj^ twenty-seven ob- tained the coveted honors out of four thousand candidates. The names of the successful candidates are posted on the walls of the magistrate's hall, and they are honored as men ' ' having a name in the village, "
Those who have won honors at the district examinations, may be candidates for the department examinations, and if successful here, their names are posted as men "having a name in the department." Each succeeding examination is more rigorous than the former, and conducted by higher officers, and with more ceremony.
Those which we have named are preliminary to the third trial for the degree of sintsai, or, as some have termed it, bachelor of arts. This examination is held at the capital of each province, and condiicted by the literary chancellor, assisted by other offi- cers. This is a yearly examination, and those who obtain the degree become honorable in their neighborhood. They are elevated above the common people, are protected from corporal punishments, may wear some badge of their honor, and may be candidates for the next degree — that of ku-jin, or promoted men. The examination for this degree is held tri-ennially, at the pro- vincial capital, and is conducted with extreme ngor. The can- didates are carefully examined, to see that no memoranda of any kind, or miniature copies of the classics, are concealed about their persons. Themes are given them on different subjects, and each individual is shown to his narrow cell, and no communication allowed with other parties until he has completed his task, or until the expiration of a given time.
The number of contestants for this honor may be from five to eight thousand in each province. The motives to success are very strong. Besides the ambition to be renowned as a scholar, with the ordinary honors and privileges, there is the fact that the civil officers are selected from am^gst those who have passed
10 Chinese ScJiools. [May.
their examinatiGns successfully, and won the degree. For many years, however, there has been complaint of bribery; and there are degrees which money may purchase, and which entitle the possessor to many privileges, and prepare the way for advance- ment in office.
So unquenchable is the desire to succeed at these examina- tions, and to obtain the degrees, that men continue to strive for them, year after year, even to old age; and there have been in- stances of father, son and grandson attending the same exam- ination and contending for the same prize. And this is a dis- tinguishable feature in the Chinese student, viz: his persever- ance, and the frequent review of all his former studies.
There are two more examinations with their corresponding advanced degrees, but we will not now speak particvilarly respecting them.
We have in San Francisco several Chinese schools. The parents or guardians consider it important that their children begin the study of the Chinese characters early in life, for they feel that the acquisition is so difficult, that unless it is com- menced early, and pursued with energy and continuously, there is little hope of success.
If China, with her many hundred millions of people, could be persuaded to throw away all her treasured literature, with her system of hieroglyphic writing, and would adopt the English language, and thus enter into the treasures of knowledge to which this medium would give them access, what a revolution would be wrought amongst a people who are computed to be the one-third of the earth's inhabitants !
The desired revolution has been already commenced. Some hundreds of youth in China, and some in this country, are beginning the study of English; while the whole body of Protestant missionaries in China, are hard at work, translating into their language school books, histories, medical and other scientific works, and are giving to the whole Empire the Word of God, and many books and tracts on religious subjects.
Hitherto, few women have enjoyed the privileges of education. There must be reform in this respect. The women must be educated, or the nation cannot be elevated to the position occu- pied by the Christian nations of the West. In all the Protestant Mission schools in China, as much attention is given to the in- struction of females as of the males.
The college recently established at Pekin by the Emperor, in which educated men of Western nations are employed as pro- fessors, is an event of great importance. Some of the best Chinese scholars, that is, foreigners who understand Chinese, are now employed in translating our text books into the Chinese language, for the use of this college or university. Candidates for admission to the privileges of this institution will be sub-
1869.] Co-Education of the Sexes. 11
JGcted to a previous examination, and only such as are already well advanced in the learning of their own schools, will be admitted to the privileges of the new imperial college.
CO-EDUCATION OF THE SEXES.
• Notwithstanding all that has been said and written in regard to the restraining and refining influences which the presence of girls in a school room throws over the boys, and the ennobling qualities which boys in the same class with girls have in develop- ing a purer and nobler character in woman, yet there exists a prejudice in all of the great cities of the Union against the co- education of the sexes, w^hich is increasing with oui- increasing wealth and population.
In the sparsely settled districts in the country, where boys and girls are under strict discipline and government at home, and where there is not a sufficient number of pupils of either sex to organize a well graded school, it may be necessary for all to at- tend in the same building. But in a large city like San Fran- cisco, where many of the children receive much of their daily education in the streets, and within the sight and under the in- fluence of infamy and crime, parents have objections to placing delicate and refined daughters in the same class with rude and depraved boys, which all the beautiful theories of the optimist cannot overcome.
Boys require a difi'erent kind of education and government from girls, to make them manly and fit them for the sterner and more eventful duties of life. "While it may be true that the sphere of women is as important to the happiness and prosperity of society as that of men, yet their duties and responsibilities are so different, that the instruction suitable to the one is entirely unfit for the other. In consequence of the strong opposition urged b}^ many against our public schools, on account of teach- ing boys and girls together, I urged the Board of Education, in 1864, at the opening of the Denman School in the new building, corner of Bush and Taylor streets, to try the experiment of teach- ing them in different rooms. This change was so popular with the parents sending their daughters to the public schools, that upon the completion of the Lincoln building, the Board of Edu- cation organized the Rincon and Denman Schools exclusively for girls, and transferred the boys to the Lincoln School.
While this separation of the boys and girls into different schools has been opposed by a few, who think that the highest type of manhood and womanhood can only be developed by the co-education of the sexes, yet it has received the commendation and approval of nearly every parent and teacher interested in the prosperity of our public schools. — [Supt. Denman' s Report.
12 Need of Orihograpliical Reform. [May.
NEED OF ORTHOGRAPHICAL REFORM.
It is stated that, with a party of journalists recently enter- tained by the Union Pacific Kailroad Company, " spelling was a favorite amusement; and, in that collection of wits and scholars, some of the brightest showed themselves very uncertain in spell- ing the vernacular. One gentleman of long experience, a grad- uate of Princeton College, and a bright light in the literary cir- cles of Boston, went out of the contest with plumes bedraggled and spirits broken. Five other gentlemen, one of them a dis- tinguished member of Yale, were all floored together by one word."
In reading this paragraph, the thought naturally presents itself, how irregular, and how difficult to acquire, must be our orthography, when even men of the highest literary attainments have not thoroughly learned it; and the question arises, whether there is not some method of rendering it more simple. May there not be some truly phonetic system brought forward and in- troduced, which shall take the place of the present difficult mode of spelling.
In our language, there are not less than forty-one elementary sounds, which are represented by only twenty-six different char- acters. This renders it necessary for some of these characters to represent several different sounds. Besides, one letter is fre- quently made to represent a sound which properly belongs to another. Yet this is not all; quite a large proportion of our words contain one or more silent letters in their orthography, having thus more characters than sounds, as witness the word eight; two sounds with five letters. In fact, the pronunciation of a word has very little to do with the sounds of the letters it con- tains, and we are not surprised that many of our best instructors now teach by what is known as the word method, the word being written for the pupil to look at and remember as he would a face, no attempt being made to teach the child the powers of the let- ters composing it, but simply ihai they stand for it.
It is indeed a work of years for any one to become even a tol- erable speller, and the teacher is met at the very outset by dis- couragements, in the education of those committed to his care. Perhaps not a day passes in which those who have charge of the primary classes in our schools do not feel disheartened on ac- count of the unnecessary labor thrown upon them by our pres- ent system of orthography; consequently, among teachers every- where, there is a sense of the necessity of a change in this par- ticular.
Let a child learn the forms and names of the letters d and a; explain to him the sound of the former, and the long sound of the latter; pronounce them repeatedly, having him do the same; then have him combine the two, pronouncing the syllable formed by the combination. He will comprehend it in an instant, and
1869.] Need of Orthographical Reform, 13
after learning the letter e he will be able to pronounce the sylla- ble he, and will immediately become interested, and continue so as long as words are given him in which the sounds of the let- ters correspond to the sounds given them in those words. But go back to the lirst two letters numbered; have him pronounce the combination h-a-t, and he will do so, giving to a its long sound; tell him that is not correct, and pronounce it correctly for him; he will look surprised, and after a few more instances of the same kind will become discouraged, and this is the beginning of difficulties with which both he and his teacher have to strug- gle week after week, month after month, and year after year, and even then they are not fully conquered.
Think of the number of sounds each letter is made to repre- sent; the multitude of silent letters on every page, and the irreg- ularities in so many words. What an undertaking to learn all 1 What an almost intolerable drudgery to l^oth teacher and pupil 1 Can we wonder that the Frenchman, after endeavoring in vain to pronounce correctly in succession the words rough, dough, plough, through and trough, concluded that to pronounce an English word right was wrong, and that to pronounce it icrong was right.
These things call loudly for a change. Had we an alphabet containing a letter for each sound in the language, each having its name corresponding wiih its sound, and allowed to represent only its own sound, how easy the task of learning to spell and pronounce, and how soon accomplished, in comparison with the present time and labor required.. What an amount of dictionary" reference for pronunciation would be spared, and how much more correctly would the words of our language be spoken. Very few even of our educated men give a correct pronunciation to every word in the language. A truly phonetic system of spelling would do away with this, for each word would bear its true pronunciation upon its face, and there could be no doubt about it. In fact, the practical benefit that would arise from in- troducing such a system is incalculable.
Any such systems that have been brought before the publ'c, as yet, seem not to have met with general favor, either from some defect in themselves, or from the difficulty apprehended in bring- ing them into general use. But this is a practical age, and we are a practical people, and discoveries are every day being brought to light and new inventions introduced. Why may not something of this kind also be invented which shall prove satis- factory ? And when such shall be the case, the people will re- ceive and adopt it as soon as they shall have had opportunity to test its availability. But little time would be required for teachers to learn it, and a provision might then be incorporated into the school laws of the different States, requiring that every teacher should understand it before receiving a certificats, and
14 The Nominal School aiid the School of the World. [May.
that before receiving liis pay lie should give satisfactory evidence that he has devoted a specified time to drilling the whole school in it. In this way the youth of the land would learn the system, and many who have been long out of the schools would catch it from them. Having once become acquainted with it, they would soon begin to use it, and in a few years the present method of spelling would pass away, and be thought of much as we now think of the old stage-coach and flat-boat methods of traveling and transportation.
Then let every friend of the cause of education interest him- self in devising a phonetic system of sjDelling, and among so many some one will surely succeed in producing one which will prove satisfactory; and, although such as have passed a certain period of life may not adopt it, the rising generation will, and ever afterward remember the inventor as a public benefactor. — [Indiana School Journal.
THE NOMINAL SCHOOL AND THE SCHOOL OF THE WORLD.
More or less conscious in the minds of a large class of intelli- gent people, there exists a spirit of criticism, which prompts the drawing of comparisons between the importance respectively of the nominal school and the school of the world. Said a fair representative of this class — a New York financier of high stand- ing in business and social life, one who, in early life, had had but scanty experience of the nominal school — whose education had, indeed, been almost entirely acquired in the school of the world, a man of refined manners and good conversational fac- ulty— to one who had been lauding the nominal school to the disparagement of the school of the world: " Without going to school, one may learn all that is necessary to fit him for the duties of life. He may learn to speak and write correctly with- out becoming acquainted with the rules of grammar or rhetoric or logic. The public journals, from among vv^hich one has the right to choose; the rostrum, the stage, the picture-gallery, science, art, the great world itself, — all are at the command of a man's pocket. Men meet, and their minds collide and give one another polish; or commingle and multiply facts and opinions, to the enlargement of the views of each mind, and the attain- ment of truth by the general mind. And what becomes of your graduate after his year of study in the schools ? He is shut up. He is shut out from the world, unacquainted with the world, exercising little influence in directing and controlling the affairs of the world. He is not what the world needs. He has not fitted himself for the world. In many cases he becomes a mmre teacher of hoys.'*
To what extent the concluding remarks spring from that spirit of jealousy which exists in the mind of the business class for the
1869. ] The Nominal School and the School of the World. 15
schooled class, is for the observer of human nature to decide. The final remark will, perhaps, serve only to show in what esti- mation a wealthy and intelligent man of business may hold the hard-working class composed of teachers. That the speaker uttered some truth, will no doubt be clear enough to any one.
The important fact to which he called attention, was this : that a man may, without going through the nominal schools, become fitted to fill gracefully some of those spheres wherein the highest intelligence is requisite. The world knows precisely what it wants in order to its highest advantage, so far as convenience is concerned; and schooling in the world tends to fit a man to sup- ply the want. The schooling of the world and the schooling of the nominal school, differ chiefly perhaps in this, that the nomi- nal school teaches the pupil principles for their own sake; the world, for the sake of applying the principles to the world's use. The pupil of the nominal school looks over the world for the sake of knowledge; the business man for the sake of knowledge, cal- culation and execution. In mathematics, metaj)hysics, and other sciences, the pupil of the nominal school may find an oppor- tunity for mental gymnastics other than what relates to the mem- oiy. But he engages therein either under compulsion, emula- tion, or love of study — motives that singularly fail with a large class of pupils. The business man has not only these motives, but the additional motive of securing wealth and position.
There is no doubt that the man nominally schooled has an original advantage over him who is not so schooled. Let the two enter upon active life at the same time, the one schooled, the other unschooled — the two being equally gifted by nature and blessed in circumstances, and equally practical— and we have no doubt that the schooled man would excel in the race. He would have a superior consciousness, such as would enable him more readily to recognize and classify what his eyes would rest upon; and a training such as would prepare him better for calculation and enterprise.
Yet the man who has been schooled in the world, is better prepared for immediate action in the world; and therein a man may be so schooled, without the advantages of nominal school- . ing, as to be fitted for the positions which, in the eyes of the world, are of primary importance — positions that require broad intelligence and a high order of intellect, and which, accordingly, command the highest respect.
It is clear that the world not only develops in the mind, to a much greater extent than does the nominal school, most if not all of the principles that are taught in the latter, but it really does more. It teaches much that the nominal school does not teach — principles and practices that are essential to the conven- ience of the world; and it is a question of the utmost importance whether it is not really so outstripping the nominal school in
History : How to teach it. [May.
effectiveness that intelligent parents will come to consider it expedient to shorten their children's course of nominal study, in order to hasten their entrance upon the sphere where they may learn more of what is essential to success, in a briefer period of time.
It is no doubt true that the world is now in a condition to teach nominal teachers what to teach; to suggest a reformation of vital importance in the character of the curriculum of study.
The fact that the world has been self-taught, and that almost wholly unconsciously, is in favor of the suggestion that our teachers should learn from it what to teach. They may look upon it as the naturalist looks upon nature — not to teach, but to learn.
The school holds a high position in the esteem of men; but it stands before the world in the mediaeval gown that commands reverence more for its mystery than because it is understood. It has made and is still making progress; but notwithstanding its progressiveness, it has clung to tradition and prejudice, and has settled down too much in dead mechanism. It still regards the puerile as essential; formality as the sign of intellect; nominal study as the badge of exclusiveness; the grave clothes of the past as becoming habiliments for the outdoor business of the living present.
It is when things are in such a state that reforms come. The signs of the times denote that a reform in matters pertaining to the nominal school is at hand. Some schools are anticipating the reform, and are beginning the work themselves. We believe they will find ample recognition and support. — American Educa- tional Monthly.
HISTORY: HOW TO TEACH IT.
History may be taught with one of two objects. The story may be read as one would read an interesting narrative, or work of fiction. The ac.tors come, perform their parts, and then dis- appear— to be followed by others who will, in like manner, per- form their parts. Nations may be born, may grow, conquer, and be conquered; battles may be fought and won; thousands may be slain, tens of thousands reduced to slavery; and yet these things may pass befoie the mind as a panorama, without date or place, with no logical connection, no lesson whatever in thein. History, so received, can be little better, if any, than pure fiction. The facts, as actual causes and effects, as tlie actual teaching by example, are not rightly impressed upon und appropriated by the mind. They do not instruct nor strengthen. They rather dissipate and weaken.
Or history may be received in another way. The story is of realities. The actual life of a nation is depicted. Every fact
1869.] History: How to teach it. 17
has a place in geography, and every incident a position in chro- nology. The statement is welcomed with just that kind of relish to the lover of history that the mathematical deductions bring to the mathematician. The truth, with its two identifications of time and place, is as much prized by the one, as the truth, with its supports of axioms and demonstrations, is regarded by the other. A knowledge of history, thus acquired, cannot fail to be useful, permanent and available.
I have found in my experience, that the teacher who provides his pupils with a small text-book, takes the first step towards success. This is true as regards all subjects taught, but particu- larly so as respects history. And the teacher who prefers to have no book at all rather than one of bulky dimensions, is wiser than he who selects for his pupils the volume of large size. When, therefore, the aim is to impart a limited knowledge of history, or that knowledge, in kind and quantity, which will give the pupil a desire and determination to acquire more, a small book con- taining a clear and methodical outline of the subject, should be put into his hand. One can explore a valley — its woods, glens, lakelets, and streams — with much more intelligence, accuracy, and rapidity, after he has been to the top of a neighboring mountain, and looking down upon the whole scene, compre- hended the outline of the whole region he is about to enter.
One of the prerequisites of success in teaching history is that the instructor should have a fuller knowledge of the subject than can be obtained from the school-book only. He ought to be familiar with the story in its completeness, as told by one or more of the best authors, and thus be enabled to use the text- book as it ought to be used — not as sufficient in itself, but as an aid in his hands. Any teacher who is content to know no more than can be gleaned from the small class-book — who is satisfied to be no wiser than those whom he is called upon to teach — ^who is willing to teach all he knows and there stop, is certainly out of place in the class-room, is a disgTace to the profession, and ought to be compelled to seek some employment in which he could gain an honest living. And any teacher who undertakes to teach history, or any other subject, depending entir-ely upon the school-book, will do as thousands have done before — utterly fail.
Having said thus much, let me mark out a plan — uij plan — for teaching history:
1st. A lesson is assigned the class, which is at once read with as much care as the regular reading lesson, all the proper names being carefully and correctly pronounced. Should the teacher neg- lect to attend to the pronunciations in this timely way, his pupils will, in most cases, contract habits of mispronouncing, calling Charlemagne (sJiarle-mahn) Char-le-mag'ne, Genoa (jeno-a) Ge-no'a, Powhatan (poiv-hai-an) Pow-hat'an, and falling into hundreds of kindred errors, which can only be subsequently
2
18 History: How to teach it. [May.
corrected, if at all, by mucli labor. It is mucb easier, we all know, to go right wben one is started right, than it is to get right and keep so after the wrong habit has been put on. In addition to the lesson found in the book, the instructor should, as he may see fit, offer such information, verbally and briefly, as the sub- ject may require. This, probably more than anything else, wiU tempt the learner to seek in larger volumes for still further in- formation.
2d. In giving out the lesson, let the map showing the location of the places mentioned be assigned, to be drawn by all the pu- pils of the class. The practice of drawing maps, as here indi- cated, deserves to be commended. It is one that will insure certainty in the acquisition of that part of historical knowledge which gives to the other parts a large share of their importance, and which gives to the places of history their gTcat interest. The teacher, or one of his scholars, ought to draw on the blackboard, with a free hand, one or more maps, showing the location of the places mentioned in the lesson. This, after a little practice, can be done in a very few minutes. More can be taught, and often better, through the eye than in any other way; and it is true that iin interest can be awakened by delineating on the blackboard the march of an army through a country, which could not be aroused by the unassisted narrative.
It is certain that no historical fact can be fully approj)riated by the mind without being associated definitely with place. Can the mind be said to know that Csesar crossed the Eubicon, with- out knowing whether the Rubicon was a lake or bay, a country or a river, and then getting an idea of its situation? But let the river be seen on a map, forming — during the time of the Roman republic — the boundary between Cisalpine Gaul and Italy, and flowing into the Adriatic; and then we can clearly see Csesar approaching from his province on the North, pausing upon the banks of the stream, and then, with an air of stern resolve, plunging into the water, exclaiming, " The die is cast!"
I once visited the school of a friend, happening into his most advanced class while he was hearing a lesson in history. After the recitation, I accepted an invitation to put a few questions to the class. The examination that followed was something like this: Question. Can you give me an account of the battle of Bunker Hill? Aiis. Yes, Sir. — Question. Well, before you com- mence, I should like to have you tell me where that battle was fought. Ans. (with some hesitation, and an interrogative intona- tion.) At Charleston. — Question. Where is Charleston? Ans. In South Carolina. — Question. Will you please, now, give me an account of the battle ? In the course of the narrative that fol- lowed, it was stated that, during the battle, the British set fire to Charleston by means of shells thrown from Copp's Hill, Boston. (A shell fired from Copp's Hill, Boston, setting fire to the city of Charleston, South Carolina !) Here a serious defect
1869.] Common-Sense and Short-Hand. 19
in teaching was certainly made manifesi The geography had been neglected.
3d. We will now suppose the class is before the teacher, ready for recitation. His first business is to examine the maps. These he criticises and commends, awarding credits or places according to merit and custom.
4th. In hearing the lesson the teacher should stand — not sit — without any book whatever in his hand, so that he can look straight into the eyes of those he is questioning, and thus be in full sympathy with them. He should have such a grasp and knowledge of the subject as to enable him to put questions with- out reference to those in the book, and as circumstances may require. I would not entirely ignore the questions in the book, but would not depend upon them to any considerable extent. They are there not so much to aid the teacher as the scholar. Their chief office is to point out and call attention to important facts. The teacher who depends upon certain set questions, will find, when the day of examination comes, that he has been cramming words into his pupils rather than imparting facts and thoughts, and in this way feeding their intelligence.
5th. The geography of every place mentioned in the lesson should be well understood.
6th. The lessons of a period should not be considered as com- pletely mastered until they have been reviewed chronologically. In assigning a period or association of events to be reviewed thus, two things are to be avoided : The pupil should not be required to learn dates unassociated with the narrative, nor should any system of mnemonics be employed which requires the use of facts or statements not belonging to the history. In the one case the mind is burdened with useless lumber to the over- tasking the memory; and, in the other, it is confused with a multiplicity of facts, perhaps of little or no importance. A few prominent events should be selected as stand-points, from which, on the one side, may be seen a train of causes; and, on the other, a series of effects or consequences. In this way, whatever is really important will be readily remembered and judiciously appropriated. — Michigan Teacher.
•-»-*
COMMON-SENSE AND SHORT-HAND.
There is probably no subject of equal importance, and that is so frequently brought to the attention of the public, about which so much popular ignorance and misapprehension exists, as that of Stenography, or Short-hand; the prevalent belief being that it is a system of writing in which an innumerable number of brief arbitrary characters are used — one, in fact, being assigned to each word in the language, as well as to each phrase or group of words that may be of frequent recurrence. And so it is commonly supposed, too, that a Stenographer, or Short-hand writer, is a ]3erson endowed with peculiar natural gifts, and
20 Common-Sense and Short-Hand. [May.
possessed of a prodigious memory and a most dogged and per- sistent perseverance, who has, after years of frightful toil, mas- tered this mass of hieroglyphics and got them at his very fingers' ends. And this notion, absurd as it is when made a matter of reflection, has even found its way into all our dictionaries, where we have given us definitions of these words that are not merely inaccurate, but wholly and radically false. The system of short- hand that has been, we may say, universally adopted in this country, is Phonography, and, therefore, we need mention no other while speaking of the general subject of Short-hand. To show how far from th© truth this accepted idea of Stenography is, we have only to give a general statement of its real nature. Phonography, instead of being an incomprehensible, arbitrary system, is really much more entitled to be called alp/mbeiic than the common long-hand ; because, being entirely phonetic, it does perfectly and fully that which is attempted to be performed by the ordinary long-hand alphabet, but which it fails to do from not having enough signs, characters, or letters — it matters not what you call them — namely, the representing of each of the forty odd sounds of the language by a sign of its own, so that writing shall be to the eye exactly what speech is to the ear.
In the English language there are twenty-four consonant sounds ; so Phonography represents them with twentj^-four signs, instead of eighteen, as in the long-hand alphabet — omit- ting the duplicate letters, c, q, and x. There are also some twelve distinct simple vowel-sounds, and four diphthongs or double vowels; and for each of these sixteen, too. Phonography has a distinct representative, instead of cruelly torturing the miserable little quintet, a e i o u, into performing the entire service.
The public seem to be in a pretty general muddle about these simple facts, and the meaning of the terms " phonetic," "pho- nographic," " sound- writing," "writing by sound," etc. And even the distinguished gentleman who acted as counsel for the President on the late impeachment trial, our present United States Attorney-General, appears to have fallen into the ordinary errors on the subject, as is shown by his examination of the stenographers who were called on the trial to swear to their reports of certain of Mr. Johnson's speeches. On the cross- examination of Mr. James B. Sheridan, by Mr. Evarts, the printed official report shows the following questions and answers to have been given :
" Q. You have produced a note-book of original stenographic report of a speech of the President? A. Yes, sir. Q. By what method of stenographic reporting did you proceed on that occa- sion? A. Pitman's System of Phonography. Q. Which is, as I understand, reporting by sound and not by sense? A. We report the sense by the sound. Q. I understand you report by sound wholly? A. Signs. Q. And not by memory of or atten-
1869.] Common-Sense and Short-Hand. 21
tion to sense ? A. No good reporter can report, unless lie always pays attention and understands the sense of what he is reporting. Q. That is the very point I wish to arrive at; whether you are attending to the sound and setting it down in your nota- tion, or whether you are attending to the sense and setting it down from your memory or attention to the sense? A. Both. Q. Both at the same time? A. Yes, sir. Q. Your characters are arbitrary, are they not; that is, they are peculiar to your art ? A. Yes, sir. Q. They are not letters ? A. No, sir. Q. Not words? A. We have word-signs. Q. But generally sound- signs? A. We have signs for sounds, just as the letters of the alphabet represent sounds. "
Now, we believe that if Mr. Evarts were called upon to explain what he meant by these questions, he would be very much puz- zled to give an answer. If he meant anything, he meant that, according to his understanding of the subject, it makes no dif- ference to a phonographic reporter whether he is taking notes of a Chinese gong, a clap of thunder, the noise of a pack of artil- lery, an Indian pow-wow, a discourse in Arabic, or a speech of Webster ! Had the learned counsel shown such a want of knowledge of the principles of chemistry or of mechanics as he did of short-hand, he never would have heard the last of it. We should be a little careful how we smile at and pity the igno- rance of our ancestors because they could not read, and made their marks with their sword-pommels; for we, too, may need a little indulgence from our posterity. Once it was fashionable to know nothing of long-hand; now it does not injure a man's reputation for learning to be ignorant of short-hand.
Mr. Sheridan told the exact truth when he said no one could report unless he paid attention to, and understood the sense of what he was reporting. And this fact should always be borne in mind by those who have occasion to employ short-hand writers. If it were thoroughly understood that no stenographer could make a good report of anything that he did not understand, there would be less cursing of stenographers for unskillful work, and the fault would be laid where it generally belongs, on the head of the writer. When a man needs a physician or a lawyer, his anxiety is to secure the services of a skillful one : but when a newspaper editor or a lawyer wishes a stenographer, he makes very little discrimination — any one who calls himself a short- hand writer, without regard to his experience or competency, stands about an even chance with the long practiced and thor- oughly competent. And when the useless, or worse than useless report is sent in, the whole craft, their art and all, catch the anathemas of the victim. One of our veteran New York editors, not long since, when his patience was exhausted by the failures of an inebriated reporter, to whom he was endeavoring to dictate a speech, finally gave expression to his feelings in the remark, ** What's the use of Phonography?"
22 Public Schools in the Eastern States. [May.
Probably tbe easiest kind of reporting, and the one tbat de- mands the least care in the selection of the stenographer, is that of political stump-speaking. Ordinary law reporting is gener- ally easy to those who understand it thoroughly, and have had considerable experience. There are, however, but few, even of the professional law reporters, who can make a good report of a patent suit, especially if the Renwicks are called as experts in it. But the most difficult of all reporting, and the one that requires the greatest amount of special training, is that of scien- tific lectures and conventions. There are probably not over four or five reporters in New York who can always be relied upon in this latter kind of reporting; and we think we give expression to the opinion of the entire profession itself, when we say there is but one (Mr. Henry M. Parkhurst, himself a scientist) who is a perfect master of it in all its branches.
These are facts that are worthy of the attention of all who have reporting to be done, and especially of the city editors of our metropolitan press. — Phonographic Advocate.
PUBLIC SCHOOLS IN THE EASTERN STATES.
NEW YOEK.
DuEiNG the last year the expenditures in the State of New York for the Common Schools were as follows : — for teachers' wages, $5,586,546.42; for libraries, $26,926.48; for apparatus, $234,382. 34; for colored schools, $64,765.58; for school-houses, sites, re- pairs, furniture, etc., $2,166,566.22; for all other incidental ex- penses, $930,640.61; total expenses, $9,009,827.65. There were children of school age, 1,464,424; children attending school some portion of the year, 971,512; male teachers, 5,883; female teach- ers, 21,870; school districts, 11,731; school-houses, 11,673; vol- umes in district libraries, 1,064,229.
MASSSACHUSETTS.
In 1867 the appropriation for educational purposes in Massa- chusetts exceeded that of any former year, and it seemed even to the most zealous friends of education that the highest point of taxation had been reached; but the amount granted in 1868 was $2,635,774, which is an increase over the year 1867 of $280,268, — about ten dollars for every child in the State between the ages of five and fifteen, and nearly one dollar more than last year. The amount paid for the erection and repairs of school-houses, during the same time, was $1,495,573.
PENNSYLVANIA.
The number of school-districts in Pennsylvania is 1918; schools, 13,666; directors, 11,698; superintendents, 75; teachers, 16,771; pupils, 800,515; cost of tuition, building, contingencies, $6,- 118,675.19; total cost, $6,200,537.96; value of school-property,
1869.] Puhlic Schools in the Eastern States. 23
$10,556,765. The increase in the average attendance of pupils in 1868 over that of 1867 is 23,786, while the increase in 1867 over that in 1866 was only 1,488. About $2,000,000 were spent in 1868 for new buildings.
MAINE.
By the returns, as made to the Superintendent of Public In- struction, the number of persons between the ages of 4 and 21 years is 225,200. For 1858 the returns give 241,883, showing a decrease in 10 years of 16,683. This decrease is, however, judged to be apparent rather than real, and is attributed to lack of fidelity in ofiicers making the returns.
CONNECTICUT.
The State has a school population of 123,650 children; with 1645 public schools, and 2177 teachers; and expended last year over $962,000 for schools.
MICHIGAN.
The public schools of Michigan are in a flourishing condition. In all parts of the State the old, inconvenient school-houses are giving way to larger and very superior edifices. The number of children reported in the school census for 1868 is 353,594; re- ported as attending the public schools, 249,920. The total rev- enue for primary school purposes for 1868 was $2,481,078.68. There remain of the primary school lands, unsold, 490,461.70 acres.
ILLINOIS.
Theee are in Illinois 10,381 public school-houses, 10,706 schools, and 19,037 teachers. Number of children between the ages of six and twenty-one, 826,820; number attending schools, 706, 780. Amount expended by the State for school purposes du- ring last year, $6,430,881.
By the act of February 8th, 1867, the Normal University was declared a State institution, and all the property, real and per- sonal, held by the Board of Education in trust for the University was declared to be the property of the State of Illinois. Its management is continued under the supervision of the Board of Education. The good it has accomplished leaves it without an enemy, and lifts it above criticism. It is chiefly in supplying the exhaustless demand for teachers in the common schools that the University finds its greatest usefulness, and the State will doubt- less continue to extend to it the encouragement which it has hitherto afforded.
The Legislature, by an act approved February 28th, 1867, es- tablished the Illinois Industrial University, in compliance with the act of Congress, and fixed its location at Urbana, Champaign County — that County having donated the building and grounds deemed necessary by the State to put the institution on a proper footing. The University was formally opened in March, 1868, and has in regular attendance 610 scholars.
24 0 Why Should a Woman not Get a Degree? [May.
MISSOUKI.
About half as many school-hauses have been built in one year in Missouri as were built in forty years from 1820 to 1860; and the active interest of the people in the subject of education continues to increase. The number of children between the ages of five and twenty-one years is 544,664, of whom 510,183 are white, and 34,481 colored. The number of teachers employed is 7,100, and there are 6,040 public school-houses. Teachers' institutes exist in almost every county of the State.
The permanent school fund now consists of Missouri six per cent, bonds, $20,000; United States Bonds, $1,669,760; total, $1,689,760. The interest received in gold on the United States bonds has amounted to $92,793. This gold has been sold for the aggregate of $130,991.25 in currency, of which the sum of $92,793 has been distributed to the counties for schools, being 6 per cent, on the original investment, and $38,196.25 reinvested in United States bonds.
The school fund of Indiana amounts to $8,250,341 36.
Minnesota has a population of 450,000 and 82,000 school children.
The Public Schools of New York city cost nearly three mil- lions of dollars, in 1868.
[Those who favor and those who oppose woman's getting a de- gree will find enough merit in the following lines to repay pe- rusal. Those who favor the reformatory measures of the day can take the first stanzas. Stopping there, they will be sup- plied with a witty argument. The objectors will be disposed to exclaim, Plaudite, further on. Eemarkable poem — does what few men can do, pleases both sides: — therefore its insertion is not a breach of the neutrality of this journal. Besides both parties in the discussion of ' ' the woman question" have asserted and maintained the rights of belligerents. — Ed. Teacher.]
O WHY SHOULD A WOMAN NOT GET A DEGEEE?
ON FEMALE GRADUATION AND LADIES' LECTUEES.
Air—" Argyll is my name."
Ye fusty old fogies, Professors by name,
A deed you've been doing of sorrow and shame ;
Though placed in your Chairs to spread knowledge abroad,
Against half of mankind you would shut up the road:
The Fair Sex from science you seek to withdraw,
By enforcing against them a strict Salic law :
Is it fear ? is it envy ? or what can it be ?
And why should a woman not get a degree ?
How ungrateful of You, whose best efforts depend On the aid certain ladies in secret may send: •* Clio here writes a lecture, Ubania ih^re,
1869.] Ohject-Lessons for Small Children. 25
And more Muses than one prompt the Musical Chair.
Cai^liope sheds o'er the Classics delight,
And the lawj^ers have meetings with Themis by night ;
Yet if Venus de Medici came even She
Could among her own Medici get no degree.
In Logic a woman may seldom excel;
But in Khetoric always she bears off the bell.
Fair Poktia will show woman's talent for law,
When in old Shylock's bond she could prove such a flaw.
She would blunder in Physic no worse than the rest.
She could leave things to Nature as well as the best;
She could feel at your wrist, she could finger yoiu* fee ;
Then why should a woman not get a degree?
Your tardy repentance now seeks to supply What your jealousy formerly dared to deny. You would open a byway where women may pass. And by which, if they can, they may climb to a class. But you wish them to show intellectual riches. Such as only are found mth the wearers of breeches ; ti So if I were to marry, the woman for Me
Shouldn't try for a Class, or desire a degree.
Your Lectures for Ladies some fruit may produce — For a Course of good lectures is always of use ; On a married Professor your choice should alight, Who may lecture by day — as he's lectured at night. J; And allow me to ask, what would Husbands become
If they waren't well lectured by women at home? When from faults and from follies men thus are kept free, There surely the woman deserve a degree.
Yet without a degree see how well the Sex knows How to bind up our wounds and to lighten our woes. " They need no Doctor's gown their fair limbs to enwrap,
They need ne'er hide their locks in a Graduate's cap. Then I wonder a woman, the Mistress of Hearts, Would descend to aspire to be Master of Arts : A Ministering Angel in Woman we see. And an Angel should covet no other Degree.
— [^Blackwood's Magazine.
OBJECT-LESSONS FOR SMALL CHILDREN.
CHALK.
What is this? A piece of chalk.
Where does chalk come from? From the earth.
To which of the three great kingdoms does it belong ? To the mineral kingdom.
Why ? Because it is an inorganized substance dug out of the earth.
What is the meaning of inorganized ? Without organs of life.
Name something that is organized, and tell me one of its organs. Animals are organized, and the heart is an organ.
Can you tell me what those places are called out of which chalk is taken ? Chalk pits.
26 Ohject-Lessons for Small Children. pVlAY.
Is chalk a natural or an artificial substance ? Natural.
Why ? Because God made it.
Tell me something else about it. It is opaque.
What do you mean ? We cannot see through it.
Is it solid or liquid ? Solid.
Why is it not liquid ? It will not form into drops.
What is its color? White.
You have told me that silver is bright ; is chalk bright, too ? No, it is dull.
See how easily it breaks ! Yes, it is brittle.
Take a piece in your hand, and smell of it. It has no smell.
What would you say if it had a smell ?
We would say it was odorous. Well, inodorous is the word which means without smell; so chalk is — what? Inodorous.
Put it to your tongue, and tell me what you observe. It sticks to the tongue.
Eub it. It crumbles.
Yes: repeat in concert, '' Chalk is crumbling."
Have you ever seen chalk used ? Yes : it is used to write on the black-board.
What quality makes it useful for this puippose ? That of being crumbling.
Now, repeat in concert, all the qualities of chalk, and its use.
Qualities — Mineral, natural, opaque, solid, white, dull, brittle, inodorous, crumbling; it sticks to the tongue.
Use — To write on the board.
Now, children, I am going to ask you a question, but you are not to answer it to-day. I want you to think of it, and ask your friends about it, so that you may be prepared with the right answer to-morrow.
Is chalk found in the earth in the shaj)e of these nice little sticks ?
Ultimate Atoms. — Dr. Merrick, writing in the Journal of Chem- istry, has brought out some curious facts touching the divisibil- ity of matter. Scientific men have long been accustomed to speak of the ''ultimate atoms" of which bodies are composed, but the " ultimate atom " is a thing of theory, and not something which can actually be reached. Still there appears to be a limit to the divisibility of matter. Dr. M. points out the fact that if a drop of bromine is placed in a million drops of water, the pres- ence of the bromine can everywhere be detected. But if the drop of bromine be placed in two millions drops of water, we lose all trace of it, and no agent known will detect its presence at all.
Prejudices resemble the fogs that turn the bright sun into a dull copper ball; and a bad heart is like the jaundice, that sees its own dingy yellow in the purest lily.
1869.] Miscellanea. 27
F
SCELLANEA.
A Kage for Fiction. — " I want a paper that has long stories in it/' said a young lady; and she added, " I don't want a paper for anything else." Poor girl! much to be pitied — and a pitiful appearance she will make through life at the present rate. She wants nothing serious, no acquaintance with the history of her times, nothing intellectual ! nothing but newspaper novels ! Empty heads they must be that can find room every week for some ten columns of a sham story. Yet these are the heads for which the weekly press toils and groans, throwing off by the ten thousand its sheets of shallow, insipid and disgusting fiction; and for this an amount of money is paid which a sound litera- ture utterly fails to command. Yes, fathers and mothers buy this vile trash for their sons and daughters, and so minister to their ignorance and destitution of all taste and fitness for life's duties. Doubtless the periodical press does more than any other one instrumentality to decide the opinions, habits of thought and general character of the age. A family will very soon begin to show a sympathy with its weekly paper, and parent and child will soon begin assimilating to it in sentiment and feeling; and as families are, so is the community at large. Blind and stupid, therefore, yea, worse, are those parents who tolerate in their houses a class of papers which are good for nothing, even bad — made up of the writings of silly, ignorant scribblers, who would be "at the foot " in the town school in good morals. Such are the teachers of half the present generation. — Albany Spectator.
The Sandusky Register says : A prize of two dollars was re- cently offered to any member of the Connecticut Teachers' In- stitute, who would write and spell correctly the words in the following sentence : " It is an agreeable sight to witness the unparalleled embarrassment of an honest peddler, attempting to guage the symmetry of a pealed onion, which a sybil has stabbed with a poniard, regardless of the inuendoes of the lilies of cor- nelian hue." Thirty-eight teachers competed for the prize, but not one was successful.
Evening Schools of art, fifty in number, with upwards of 4,000 pupils, are maintained in Paris. Prizes for proficiency are given by the municipal authorities, and, where the skill of the pupil is very remarkable, rewards are bestowed by the Emperor.
President Haven, of Michigan University, in his annual report, just presented to the regents, has taken bold and emphatic ground in favor of the admission of women to all the privileges of the University, in every department — law, medicine, science and art.
" Marching On. " — Miss Sandford is a candidate for County Superintendent of Schools for Chester County, Pennsylvania.
28 Miscellanea. [May.
Census of National Schools in England. — An inquiry into the state of education in Church of England schools for the poor was made by the National School Society in 1866, through the incumbent of every parish or ecclesiastical district throughout England and Wales. The returns obtained show that the total average number of scholars in attendance in week day and night schools in England was 1,125,541, being 5.5 percent, of the then population, or 1 in 18; 1,029,376 were in day schools, 93,165 in night schools. The number on the books was 1,578,009. There were also 639 Church of England dames' schools, with an aver- age number of 14,029 scholars in attendance. In Wales, the average number of scholars in attendance in week day and night schools was 54.336, being 4.5 per cent, of the population, or 1 in 21.8; 51,892 were in day schools, 2,444 in night schools. The number on the books was 76,428. There were also in Wales 23 Church dames' schools, with an average of 645 scholars in at- tendance. For England and Wales, therefore, the scholars on the books of Church schools for the poor were 1,654,437, being 7.6 per cent, of the population, or 1 in 13; and the average daily attendance was 1,179,877, being 5.4 per cent, of the population, or 1 in 18. 2, besides 14, 674 in Church dames' schools.
Reviewing Studies. — Systematic repetition or review of the leading features of the subject under study should never be neglected. It is irksome but indispensable. This habit of di- recting the mind intensely to whatever comes before it in read- ing or observation should therefore be cultivated by all means in your power, and the opposite habit of listless inactivity should be carefully guarded against, for in this lies the foundation of a sound intellectual character.
The McDonough Educational Institute of Baltimore, has a fund amounting to $522,741 invested in good securities. There still remains in the city of New Orleans and the State of Louis- iana a considerable amount of property not yet sold belonging to the estate, which was left to the city of Baltimore for educa- tional purposes.
Prof. Carl Neuman, of Munich, a diligent student of Chinese antiquities and bibliography, has discovered from the Chinese year books that a company of Buddhist priests entered this vast continent, via Alaska, a thousand years before Columbus, and explored thoroughly and intelligently the Pacific borders, pene- trating into ' ' the land of Fusung " — for so they called the Aztec territory, after the Chinese name of the Mexican Aloe.
A Noble Decision. — All students of history have read with deep interest the thrilling story of the courage and endurance of the Dutch during the siege of Ley den. After their deliverance, their Prince offered them, as a reward for their patriotism, free- dom from taxation or a University. They chose a University, preferring the means of education to a release from heavy taxes.
1869.] Miscellanea. 29
Lost Time. — Let any man pass an evening in vacant idleness, or even in reading some silly tale, and compare the state of his mind when he goes to sleep, or gets up next morning, with its state some other day, when he has spent a few hours in going through the proofs, by facts and reasoning, of some of the great doctrines in natural science, learning truths wholly new to him, and satisfying himself, by careful examination, of the grounds on which known truths rest, so as to be not only acquainted with the doctrines themselves, but able to show why he believes them, and to prove before others that they are true, and he will find great difference between looking back upon time unprofit- ably wasted and time spent in self-improvement. He will feel, in one case, listless and dissatisfied; in the other case he will enjoy a proud consciousness of having, by his own exertions, become a wiser, and therefore a more exalted nature.
Staks Changing their Colors. — It is a well established fact that stars change their colors. Sirius was described as a fiery red star by the ancients; some years ago it was a pure white, while it is now becoming of a decided green color. Capella was also called a red star by the ancients; it was afterwards described as a yellow star, and is now bluish. Many other instances of change of color, though less decided, have been detected.
A EoYAL Spelling Match. — There was recently a spelling match in the French Imperial family. The most difficult words were selected, and much amusement was the result. Prince Met- ternich failed in six words, Baron Corvisac in eight, the Empe- ror in nine, the Prince Imperial in eleven, and the librarian, to the great amusement of the circle, proved to be the worst speller in the company.
The City of Portland, Oregon, has nine hundred and seventy pupils attending its public schools.
The richest Chinese library in the world is now in St. Peters- burg. It consists of 11,607 volumes, with a number of wood engravings and manuscripts, and was collected by the Russian Consul-General in Pekin, who is anxious to sell it to some pub- lic institution.
The London Spectator doubts whether ''any English writer now living writes as pure and classical English as was written by Nathaniel Hawthorne." No English male writer does, we think; but we should not like to say the same of Marian Evans — ' ' George Eliot" — who is not merely the first of English nov- elists now living, but the first of English prose writers.
' ' What is truth ?" The question was proposed at a Deaf and Dumb Institution, when one of the boys drew a straight line, " And what is falsehood ?" The answer was a crooked line.
fo
EPARTMENT OF rUBLIC NSTRUCTION.
The State Supeeintendent is just recovering from a severe and protracted illness, which has materially deranged his programme of official visitations. He regrets that he will from this cause be deprived of the pleasure of meeting several County Institutes at which his presence and services have been solicited.
The Santa Claba County Institute began its session on Tuesday, April 10th, and continued four days. This office was represented, though illness of the State Superintendent prevented him from meeting his old friends in San Jose. This Institute was a decided success, as might have been expected from the energy, educational zeal and sound judgment of Superintendent Braly, and the number and high character of the teachers of Santa Clara county. We hope to obtain from the Secretary an abstract of the proceedings for publication in the Teacher. [The proceedings have come, but too late for this number. ]
A Step Backwasd, — It is stated in the Nevada papers that our friend, E. M. Preston, County Superintendent of Nevada county, has left the school- room and engaged in the drug business. The drug business is very respec- table, but are we not right in saying that to adopt it instead of teaching is a step backward ? Keally good teachers are so scarce, that the retirement of even one is to be deplored.
At a Premium. — In the applications made to this office from Trustees for teachers, the remark frequently occurs : "A graduate of the State Normal School preferred." This preference furnishes gratifying evidence that our Normal School is doing a good work for the cause of popular education in California.
Removal of the State Normal School. — The question of the permanent location of the State Normal School is receiving considerable attention just now. Oakland, San Jos(5, Santa Clara, Stockton, Martinez, and Rio Vista are recommended as suitable pi ices for its location. On the principle of a judicious and equitable distribution of State institutions, our preference in- clines toward San Jos^. The generous provision made by San Francisco for the temporary accommodation of the School deserves recognition and grati- tude.
The State Teachebs' Institute will convene in San Francisco on Tuesday, May 4th. The proceedings may be looked for in the June number of the Teacher.
1869.] Department of Public Instruction. 31
REPORTS OF PUBLIC SCHOOLS.
BOLL OF HONOR.
Sutter Creek Public School, Amador County: E. B. Warren, Principal. Miss Delia McConnell, Assistant. The following is the Eoll of Honor of the Sutter Creek Public School, for the term ending the 26th of March, containing the names of pupils distinguished for highest standing in classes, and for unexcept- ionable deportment : Grammar Department — Master Shelly Inch, Frank Wildman, Jos. Fontenrose, Charles Brown, Jas. Banni- gan, Isaac Marks, Amuel Lutnesky, James Thomas, William Bishop. Misses Martha Gilliland, Lucy Lutnesky, Elizabeth Hayden, Lena Wildman, Anna Fournier, Augusta Hubbel, Mary Brown, Edna Smith, Mary Frazer. Primary Department. — Mast. A. Fontenrose, Eddie Tibbits, Eugene Burns, Freddie Hubbel, Willie Fiske, Frank Steinmetz, Frank Copp, Chas. Kopp. Misses Mary Wildman, Bernia Bishop, Laura Frakes, Ida Herman, Dora Hayden, Julia Breedlove, Johanna Mahoney, Lillie Kelly.
Sierra Valley School, Sierra County: J. G. Lemivion, Teacher. Winter Term, 1868 and 1869. No. of scholars, 50. Month ending November 6th — Sarah W. Lipscombe, Ella M. Gill, Claude L. Belden, Fred. T. Olson. Month ending December 16th — Almedia Adams, Sarah W. Lipscombe, Belle Mickey, George G. Davis, Frank E. Olson, Albert E. Eaine. Month ending February 18th — Eena Barton, Stacy A. Pierra, Emma M. Davis, Silas W. Ware, John M. Webber, Willie C. Deeble. Month ending April 2d — Amanda T. Pierra, Mary H. Olson, Maggie McCollum, George W. Freeman, Irwin A. Smith, George W. Pierra.
* m m »
R Book Table.
Our Book T
HhjCiAbd's Readers.
We have received from the publishers, Messrs. Brewer and Tileston, Bos- ton, Hillaed's Series of Eeadees, consisting ol 1st, 2d, 3d, 4th, Interme- diate and Fifth and Sixth. The First, Second and Third are for primary, the others for grammar schools. The series is progressive, weU adapted to the respective grades. The selections are for the most part very fine ; the di- rections practical — such as the pupil can understand and put in practice.
Seavet's Goodkich's History of the United States. Boston : Brewer and Tileston.
This is the well-known "Goodrich's History," revised and brought down to the present time; making it more suitable for the school-room.
Walton's Arithmetics.
From Messrs. Brewer and Tileston, Boston, we receive Walton's Series of Arithmetics, consisting of Peimaey, Intellectual and Weitten, with Keys to each. The Primary presents the subject to the young mind in the manner of an object lesson ; the Intellectual is intermediate between that and the
32 Our Booh Table. [May.
Written Aritlinietic which is for advanced classes. Accompanying these is a CARD for dictation exercises. All of which presents a very complete and progressive course in Arithmetic. The plan is new, and we are inclined to think would work well in practice.
Common School Akithmetic; combining the Elements of the Science, with their Practica Applications to Business. By John H. French, LL.D. New York: Harper & Brother, Publishers. 1869.
We regret that The Teachee has to go to press before we have time to give this work a thorough perusal, as it travels somewhat out of the beaten track, and in a direction which we have long thought preferable to the old way. We are not prepared to say whether the change has been a success; and perhaps most teachers would prefer to examine for themselves, which we recommend them to do. To the following points of excellence, the preface invites atten- tion, and in each something new is given, viz : Order of Subjects, Principles and Eides, Illustrations, (mark that, as they are pictorial, ) Problems, Useless Matter, &o.
Payot's Fekst French Reader. Henry Payot & Co., Publishers and Educational Book- sellers, 640 Washington street. This is No. 2 of a series, and contains some easy and attractive readings for the beginners in French.
Some Thoughts Concerning Education. (Vol. I.) New York ; J. W. Schermerhom & Co., 14 Bond street. 1869.
This comes to us from Ouxis, and a perusal will not be as deceptive as that
gentleman once was to Polyphemus. These thoughts were worth thinking,
and are now worth reading.
Latin Lessons, adapted to the Manual Latin Grammar, prepared by William F. Allen, A.M., Professor of Ancient Languages and History in the University of Wisconsin; and Joseph H. Allen, Cambridge, Mass. Boston: Published by Edwin Ginn, Woolworth, Ainsworth & Co. 1869.
A correct estimate of this work could not well be formed without comparing it with the "Manual" to which its preface and title-page say it is adapted and complementary. We have not seen the Manual, and therefore cannot give an intelligent opinion of either. The great merit of the Manual was said to be its brevity, and at the same time comprehension of the subject. It would seem to have been too meritorious in that particular, since it required a com- plement— aJlUing up — so soon. The sixty lessons here given present traces of merit in the former work which will, doubtless, be of much service to the teacher or student of the Latin language. On the other hand, there are some faults in point of definition, which not only offend as definitions, but in some degree vitiate the usual admirable arrangement of the matter. Paet Second gives the " Story of the Helvetian War," with some very desirable and schol- arly notes to help the student to a proper appreciation of the story and render the Latin into idiomatic English. Paet Thied presents some fine examples for prosodical exercises. The vocabularies are good.
Handbook of Natural Philosophy, For School and Home use. By W. J. Rolpe and J. A. Gillet, Teachers in the High School, Cambridge, Mass. Woolworth, Ainsworth & Co., 117 Washington street, Boston. 1869.
Another volume of the Cambridge Course of Physics; which is as meritorious
as the former ones. Merits : — Practical; more original than works of its class;
and very accurate. Faults: — the same as might be said of all elementary
works,— unsatisfactory, because elementary.
1869.] Mechanics' Institute Fair. 33
MECHANICS' INSTITUTE FAIR.
The Seventh Industrial Exhibition of the Mechanics' Institute will be held in their magnificent pavilion, Union Square, San Francisco, beginning Sep- tember 14th, 1869. The managers are determined to spare no expense in en- deavoring to make this one of the most attractive exhibitions of the kind evcj made in America, as well as an especial illustration of the resources of Cali- fornia. Space furnished free for the exhibition of all articles; and the articles should be on hand by the first of August. For further information apply to J. H. Gilmore, Corresponding Secretarj^
TABLE OF CONTENTS.
HOW TO TEACH THE ELEMENTS OF AEITHMETIC 1
CHINESE SCHOOLS 7
CO-EDUCATION OF THE SEXES 11
NEED OF OKTHOGEAPHICAL KEFOEM 12
THE NOMINAL SCHOOL AND THE SCHOOL OF THE WOELD ... 14
HISTOEY: HOW TO TEACH IT 16
COMMON-SENSE AND SHOET-HAND 19
PUBLIC SCHOOLS IN THE EASTEEN STATES 22
O WHY SHOULD A WOMAN NOT GET A DEGEEE ? 24
OB-TECT-LESSONS FOE SMALL CHILDEEN 25
MISCELLANEA 27
DEPAETMENT OF PUBLIC INSTEUCTION 30
EditoFwIal Notes 30
Eepoets of Public Schools 31
OUE BOOK TABLE 31
MECHANICS' INSTITUTE FAIE 33
FOU TEACHERS
On account of the owner's departure from the State, a small Library, con- sisting of NINETY-EIGHT VOLUMES— Classical, Mathematical and Mis- cellaneous— can be purchased at reduced rates by applying to
C, A. KLOSE,
Spectator Agency, 712 Washington street.
Sold by the single volume, or more, to suit purchassrs. Some very val- uable books in the collection, especially suited for Teachers.
3
State Normai. School. board of trustees.
H. H. HAIGHT Governor.
O. P. FITZGEEALD Superintendent of Public Instruction.
JAMES DENMAN Superintendent, San Francisco.
MELVILLE COTTLE Superintendent, San Joaquin County.
J. H. BEALY Superintendent, Santa Clara County.
Db. a. TEAFTON Superintendent, Sacramento County.
S. I. C. SWEZEY San Francisco.
J. M. SIBLEY San Francisco.
TEACHERS.
Eev. W. T. Lucky, A.M Principal.
H. P. Caelton Vice-Principal.
Miss E. W. Houghton Assistant.
Mbs. D. Claek Assistant.
The next Term will commence on the 1st day of July, 1869. AU candi- dates for admission must be present at that time.
COURSE OF STUDY.
EEQUISITES FOE ADMISSION.
To secure admission to the Junior Class, Second Division, applicants must pass a written examination on the following subjects, viz. :
Eaton's Common School Arithmetic— to percentage.
Eaton's Intellectual Arithmetic.
Greene's Introduction to English Grammar.
Willson's Fourth Eeader.
Spelling; Penmanship.
Applicants for an advanced Class wiU be required to pass an examination on the studies previously pursued by that Class.
JuNioB Class — First Session.
Arithmetic — Eaton's Common School — complete. Grammar — Quackenbos ' — ^begun . Geography — Guyot's Common School. Reading — Willson's Fifth Eeader. Moral Lessons — Cowdery's. Spelling — Willson's Larger Speller.
JuNioE Class — Second Session.
Arithmetic — Eaton's Higher.
Grammar — Quackenbos ' — complete .
Rhetoric — Boyd ' s.
Physiology — Cutter's Elementary.
History — Quackenbos'.
Vocal Culture — EusseU's.
Book- Keeping — Pay son & Dutton's Single Entry.
General Exercises throughout the Junior Year — Penmanship; Object-Lessons; Calisthenics; Methods of Teaching; School Law; Composition and Declama- tion.
Senioe Class — Mrst Session.
Arithmetic — Eaton's Higher — reviewed. Algebra — Eobinson's Elementary, Grammar — Greene's Analysis. Natural Philosophy — Quackenbos'. Physiology — Cutter's Larger. Rhetoric— Boyd' H. Natural History— Teimey'B.
Senioe Class — Second Session. Botany — Gray's.
Physical Geography — Warren's, with Guyot's Wall Maps. Normal Training — Knssell's. Geometry — Davies' Legendre — five books. English Literature — Shaw's.
Book-Keeping — Payson & Dunton's Double Entry. Generai Exercises — Same as in Junior Year.
REGULATIONS OF THE STATE NORMAL SCHOOL. Adopted by the Board o^ Normal School Trustees, March 28, 1868.
1. All pupils, on entering the School, are to sign the following declaration of intention:
" We, the subscribers, hereby declare that our purpose in entering the State Normal Schoo is to fit ourselves for the profession of Teaching, and that it is our intention to engage in teaching in the Public Schools of this State."
Male candidates for admission must be at least eighteen years of age; and female applicants at least fifteen years of age; and all must possess a good de- gree of physical health and vigor.
2. No person whose age exceeds thirty years shall be admitted to the School' except teachers who are fitted to enter the Senior Class.
3. Whenever the number of applicants from any county shall exceed the number to which that county is entitled by law, the applicants shall pass a competitive examination before the County Superintendent, and the County Board of Examination; which examination shall be conducted in the same manner as county examinations for third grade teachers' certificates. The persons passing the highest examination shall be ehgible to admission in the order of their standing in examination.
4. All applicants are required to present letters of recommendation, and certificates of good moral character, from the County Superintendent of the county in which they reside.
5. All new apphcants shall present themselves for examination at least three days previous to the regular day of each term commencement; and no pupil shall be admitted during term time, except in the case of teachers who hold at least second grade State or County certificates.
6. The Principal of the School shall keep a register of the attendance of pupils, and shall report monthly, to the Secretary of the Board, the whole number enrolled, the average number belonging, the average daily attendance, the percentage of daily attendance, and such other statistics as may be re- quired by the Executive Committee of the Board.
7. No pupil shall be entitled to a Diploma of Graduation who has not been a member of the School at least one term of five months.
8. The Normal School shall be divided into two classes: Junior and Seniof' — each divided into two divisions.
GENERAL INFORMATION.
The time for completing the Normal School course is two years, each divided into two terms of five months.
There will be Written Examinations and Pubhc Exercises at the close of each term. The Graduating Exercises wiU be in May.
Pupils will be required to furnish their Text Books. Books for reference wiU be furnished by the State. Good boarding can be procured at about twenty-five to thirty dollars per month.
Apphcants will please read attentively the " Regulations " as given above particularly the Fourth and Fifth.
All graduates will be required to pass an examination on the entire course. Those who complete*the studies of the Junior Class will be entitled to certifi- cates of qualification, for teaching schools of Second and Third Grade.
For additional particulars, address
Eev. WM. T. lucky, a. M., Peincipal, San Francisco.
THE OOLD MEDAL
Cattfc fiTOMITWl
MANUTA-CTUEED BY
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(Saccessors to Wigmore & Palmer,)
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San Francisco.
KOHLER, CHASE & CO.,
MUSIC r>EA.LEilS.
AGENTS FOR
CHICKERING «< $0N$
PIANOS
Ooi-ner Sansome stud. Olay Streets,
SAN FRANCISCO.
[Advertisement.] We have seen the finest Photographs extant, produced by the celebrated firm of Bradley & Rulofson, pre-eminently the leaders of the art in San Fran- cisco. Those who wish good work done in the most artistic style, should not fail to call at this magnificent establishment, 429 Montgomery street, corner of Sacramento street. Prices reduced. Closed on Sunday. Reduction of 20 per cent, to Public School teachers.
NETV AND VALUABLE SCHOOL BOOKS.
New Text-Books in the Natural Sciences.
THE CAMBRIDGE COURSE IN PHYSICS. By w. J.
KoLFE and J. A. Gillet, in three volumes.
CHEMISTRY AND ELECTRICITY. NATURAL PHILOSOPHY. ASTRONOMY. A shorter course in three smaller volumes :
HANDBOOK OF CHEMISTRY.
HANDBOOK OF NATURAL PHILOSOPHY. HANDBOOK OF THE STARS.
This popular course of Physics lias been officially adopted by the State Board of Maryland and Minnesota, and is already used in whole or in part in the cities of Baltimore, Pittsburg, Wheeling, Richmond, Savannah, Charleston, Mobile, New Orleans, Galveston, Memphis, Nash- ville, Louisville, St. Louis. Milwaukee, Bloomington, Detroit, Cincinnatti, Columbus, Dayton. Cleveland, St. Joseph, Buffalo, Rochester, Newark, Worcester, Taunton, Lowell, Bangor, Law- rence, Haverhill, Bath, Mitford, Hartford, New London, New Bedford, Boston, Dover, Con- cord, Manchester, Burlinffton, Chelsea, Cambridge, Newburyport, San Francisco, etc., etc.
MAGILLS' FRENCH SERIES.
A French Grammay, 1 vol. 12mo.
A Key to the Exercises in the Author ^s French Grammar. An Introductory French Reader. By Edw'd H. Magill, 1 vol. 12mo. In preparation — Book of French Prose and Poetry. In 1 volume.
THE NEW LATIN COURSE.
Comprising in one volume all the Latin Prose required for entering Colleges, and the only editions of the Classics with reference to the new Grammars, Hakkness and Allkn's.
PREPARATORY LATIN PROSE BOOK. Crown 8vo. pp. 900.
A HANDBOOK OF LATIN POETRY. Crown, 8vo.
SELECTIONS FROM OVID AND VIRGIL. A Shorter Handbook of Latin Poetry, with Notes and Grammatical References. By J. H. Hanson, A.M., and W. J. RoLFE, A.M., 1 vol. crown 8vo. This volume comprises all the Latin Poetry, Notes and References contained in the larger volume, with the exception of Horace.
GERMAN.— A NEW ELEMENTARY GERMAN GRAMMAR.
By Gabriel Campbell, Professor in State University of Minnesota. A PRACTICAL AND COMPLETE GERMAN GRAMMAR. By
Adolph Douai, Ph.D. 12mo.
BARTHOLOMEWS DRAWING BOOKS. New Series. This series of books, when comt)lete, will consist of 12 numbers. Three of the series are now ready. Each number wiU contain 12 plates, executed in the highest style of lithographic art, and 24 pages of drawing paper of superior quality. Instruction accompanies each book. In connection with many of these books, a Guide has been prepared for the use of Teachers and more advanced pupils.
DRAWING SLATES. A New Article. Bartholomew's Primary School Slate. With a series of progressive Lessons in Writing and Drawing.
Payson, Dunton & ScRiBNBR's National System of Penmanship.
The most practical style and successful system ever published. Kevised, newly engraved, and improved. The high appreciation of this series is shown by its immense sale, which is believed to be greater than that of all other Sfries combined. Sixty-two cities, with an aggregate population of 2,400,000, use P. D. & S. exclusively; and but twenty-seven cities, with 758,000 inhabitants, use any rival series.
*:;,* The attention of teachers and all interested in education is respectfully called to the above list of important text-books. Circulars containing full descriptions, with notices and testimonials from eminent teachers, will be furnished on application.
WOOLWORTH, AINSWORTH & CO.,
117 Washington Street, Boston.
H. H. BANCROFT & COMPANY,
A-3m 609 Montgomery Street, San Francisco.
THE NATIONAL SERIES
OF
tankri)
Published by A. S. BARNES & COMPANY,
111 §- lis WilUa-m St., Kew York.
This SERiEa embraces about Three hundred volumes of Standard Educational Wobks, composing the most complete and uniformly meritorious collection of Text-Books ever pub- lished by a single firm.
The Series is complete, covering every variety and grade of science and literature, ftom the Primer, which guides the lisping tongue of the Infant, to the abstruse and difficult " West Point Course."
The Series is uniformly excellent. Each volume, among so many, maintains its own stand- ard of merit, and assists, in its place, to round the perfect whole.
The Series is known and popularly used in every section of the United States and by every dau of citizens, representing aU shades of political opinion and religious belief. In proof of this, it is only necessary to name the following popular works, with which every one is familiar. Mid which fairly represent the whole :
PARKER & WATSON'S Readers, &c. DAVIES' Course of Mathematics. WILLARD'S Course of History. PECK'S GANOT'S Nat'l Philosophy. STEELE'S 14 weeks in each Science. JARVIS' Physiology and Health. WOOD'S Text-Books in Botany. SMITH'S Orthography and Etym'Igy. BOYD'S Course in English Literature. THE SCHOOL TEACHER'S
MONTEITH'S&McNALLY'S Geog's. CLARK'S Diagram English Grammar. "P. D. & S.'s" System of Penm'ship. ANDREWS &L STODDARD'S Latin. CROSBY'S Greek Series. . WORMAN'S German Series PUJOL'S French Class-Book. ROOT'S (Geo. F.) Sch. Music-Books. MANSFIELD'S Political Manual. LIBRARY, Twenty-Five Volumes.
Who would know more of this Unsitalsd Sbribs should consolt for details, TMJE DESCJRIPTIVJE CATA.LOGUE— Free to Te&cheTs; others 5 cents; TSE ILZUSTMATEJO EDUCATIONAIj BUT^LETIIf—FeTiodicai organ of the Publishers. Full of instruction for Teachers. Subscription, 20 cts. Sample free.
TFiRMS () F KXAMI NATJ ON.— We propose to supply any teacher who de- sires to examine text-books, with a mew to introduction, if ajiproved, with sample copies, on receipt of one-half the price annexed (in Catalogue), and the books will be sent by mail or express without expense to the purchaser. Books marked thus (*) are excepted from this offer.
TJ'IKMS O V r NTBC)I>UCTI ON.~The Publishers are prepared to make spe- cial and very favorable terms for first introdudion of any of the National Series, and will furnish the reduced mfroducton/^rice-ZMf to teachers whose application presents evidence of od faith.
•^ Teachers desiring to avail themselves of any of the privileges of the profession, if not known to the Publishers, should mention the name of one or more of their Trustees or Pa- trons, as pledge of good faith.
For fUrthier information, addrees tlie Publishers.
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The undersigned most gratefully acknowledge the large and increasing pat- ronage bestowed upon the "Pacific Business College " in this city, more especially as the attendance for the last few months has been larger than dur- ing any period since it has been estabhshed, thus showing that it is supplying an important and needed want in the community.
The purpose of establishing the "Pacific Business College " in San Fran- cisco was to furnish young and middle-aged men, intended for mercantile pur- suits, or those desirous of situations as Book-keepers, Accountants and Sales- men, with the facilities for securing a Practical Business Education, which would enable them to enter speedily upon fields of usefulness and honor.
The course of study pursued has received the endorsement of thorough business men in this city.
Deeply grateful for the liberal patronage which has been bestowed upon our efforts to impart a sound business education, we assure the pubHc that no efforts or expense will be spared by us in making our arrangements as com- plete and thorough as possible, and we trust by so doing to merit a continu- ance of pubUc patronage, and submit our claims for future support.
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aton's Mathematical Series.
IVOAV T^E^VD^Vr,
For Hio^h Schools and Academies.
«
Y W. F. BRADBURY, Author of a Treatise on Trigonometry and Surveying, and Teacher in Cambridge High School.
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A. I^O>X^ViV & 00.5 I
I'ublit^lioi'H, San FranclHt^-
JUISTE, 1869,
Vol. VI.]
[No. 12.
"l^orniaTeac^
Gr.
A JOURNAL OF
ftliool anir ^eme if triirattoit,
AND OFFICIAL OEGAN OF THE
I Department of Public
NSTRUCTION.
EDITORS:
O. P. FITZGERALD and W. T. LUCKY.
Contribating Editors, Elected by the State Educational Society : JOHN SWETL BERNHARD MARKS. S. I. C. SWEZEY.
SAN FRANCISCO: California Educational Society
Publication Rooms, No. 710 "Washixgton Street. .W. D. C;dSli (£• CO., Printers, 532 Clay Street.
TERMS— TWO DOLLARS PER ANNUM payable invariably in Advance.
Adopted May 25th, 1869, as a regular Text Book by the Board Education of San Francisco,
NOW HEADY,
CLAEKE'S NEW INTERMEDIATE GEOGEAPI
Designed especially for Use in the Interniediate Classes and ScJiools of the Bad fie States.
THIS Book completes Clarice's Series of Geographies, and possesses manj' and important features tliat are not to be found in any other similar work.
By adopting the narrative style of imparting instruction, the siibjects are presented pleasing and attractive manner, and the pupil easily acquires all the important geograp] facts in the lesson.
The child's curiosity is excited and his imagination cultivated, so that the leading facti agreeably but firmly impressed upon the memory.
The difficulties of pronunciation are overcome by arr^aiging the difficult words in a vc ulary, with the pronunciation, immediately before the lessons in which they occur.
The que; — " ""-^oi-.wfi in connection with each lesson; also, there are sel questions ai - - -u-- r^v^f^r it.
The Mai i e
respect.
A new a . ;
considered • I
Parents jer t
charge witl
" I do n< [ com
It deserving
UbeUe'S ^^^/^4^:i-
Ex-Superintendent of Public Instruction of the State oi \^aiiiv/xx.._ _ _ lar Scl
San Francisco.
" I favor the adoption of CLARKE'S NEW INTERMEDIATE GEOGRAPHY by the State Board of Ed tion."
From Professor W. .J. G. Williams,
Principal of the Broadway Grammar School, San Fraucisco. " CLARKE'S NEW INTERMEDIATE GEOGRAPHY, in my opinion, is the only one adapted to the pa ular wants of the children attending the Public or Private Schools of this State."
From E. KuoAvlton. ^sq..
Principal of the Rincon Grammar School, San Francisco. " I have been closely examining and thoroughly studying CLARKE'S NEW INTERMEDIATE GEOG PHY, and do not hesitate to state that I am vcru much pleased with it; .so much that I wish to set on fci movement for its introducticm. It is certainly the author's best working volume thus far, and /««>•? niakt way over all competitors wherever fairly tested."
From Professor W. B. LaTvIer, Carson City, Nevada. "I have carefully examined CLARKE'S NEW INTERMEDIATE GEOGRAPHY, and I am so w. n lu.. with the work that I have introduced, and am using it in my School."
From F. 1). Humphreys, Fsq.,
Principal of the Mission (irannuar School, San Francisco. " There is no Geography that can take the place of CLARKE'S NEW INTERMEDIATE for the Pn( Coast, I hope it will be adopted."
From Silas A. Wlilte, Esq., Principal of the Shotwell Street Grammar School, San Francisco. "I heartily endorse CLARKE'S NEW INTERMEDIATE GEOGRAPHY."
CLARKE'S NEW INTERMEDIATE GEOGRAPHY was strongly recommended for adoption to the S Institute by a Special Committee, consisting of
T. S. MYRICK, Esq., D. C. STONE, Esq., J. H. BRAYLEY, Esq.,
U. P. CARLETON, Esq,. NO.AH F. FLOOD, Esq.
Published by H. H. BANCROFT & CO.,
liook.sellei'.s aritl Statioiiern,
ftan Fr;^ncisC(
THE
California Teacher.
JUNE, 1869
Vol. YI. SAN FRANCISCO. JTo. IS.
CALIFORNIA STATE TEACHERS' INSTITUTE.
PKOCEEDINGS OF THE SEVENTH ANNUAL SESSION.
[Officially reported by Andrew J. Marsh and F. G. Eandle.]
San Feancisco, Cal., Tuesday, Maylth, 1869.
The Seventli Annual Session of the California State Teachers' Institute convened at Lincoln Hall, at 10 o'clock, a.m.
Rev. O. P. Fitzgerald, State Superintendent of Public Instruc- tion, called the Institute to order, as ex officio its President.
Rev. Dr. Phelps, by invitation of the President, opened the proceedings with prayer.
The following persons presented their credentials, and were admitted as members of the Institute :
San Francisco — Mrs. Laura M. Covington, Kate Kennedy, Sarali A. Barr, Marie E. O'Connor, A. C. Kobertson, Mr. Ira G. Hoitt, J. M. Sibly, P. A. Garlin, Thos. S. Myrick, N. F. Flood, W. J. G. Williams, H. N. Bolander, Eugene T. Thurston, Dr. Lucky, John Swett, John Fox, Joseph O'Connor, W. J. Gorman, L. W. Keid, J. Phelps, E. D. Humphrey, S. A. White, Capt. Allen, Philij) Prior, Bernhard Marks, M. M. Scott, Mrs. Bertha Chapin, Mary W. Kincaid, L. C. James, Jennie E. Farles, Mary Pascoe, E. C. Mar- cus, Sarah E. Frissell, Julia B. Brown, L. A. Clapp, Miss L. A. Clegg, Nellie S. Baldwin, Annie E. Hucks, Carrie G. Smith, Minnie F. Kendall, Hattie J. Eastabrook, Susie B. Cook, Mary Eastabrook, Carrie L.Hunt, Phebe Palmer, Carrie M. Chase, Cornelia E. Slavin, Cornelia L. Atwood, Nettie A.*Doud, E. J. Morse, Mary Soleman, Mary Little, Lizzie McCollam, Annie Cathcart, Mrs. Amelia H. Hamill, Miss M. A. Hurley, Miss Laura A. Humphreys, M. A. Hiimphreys, M. E. Savage, Grace Smith, Amy T. Campbell, Naomi E. Hoy, Fannie T. Clapp, Mary Bennett, Annie A. HiU, Rebecca Paul, Annie E. Slavan, Flora E. Smith, Mary Mui'phy, M. A. Haswell, Amelia Wells, Sadie Davis, Clara Buckman, Mr. E. Knowlton, Miss Carrie Barlow, James Lock- man, Albert Lys6r, A. L. Mann, Mrs. E. F. Pearson, Miss Lottie McKean, Lizzie White, Jessie Smith, M. J. Little, Miss Armstrong, Mary F. Smith, A. Griffith, Carrie Yonger, M. A. Salsbury, Annie Hazen, Kate Gorman, Frances
L
2 . California State Teachers' Institute. [June.
Simon, Bessy Molloy, Mary L. Foster, Fannie M. Pattengall, Laura T. Hop- kins, Mary T. Metcalf, Agnes M. Manning, Agnes Chalmers, Helen M. ThomiDson, Carrie P. Field, Sarah P. Field, Theresa M. Sullivan, Esther Goldsmith, Alice C. Kregg, S. A. Jessup, Mary J. Saukey, M. McKenzie, Eliza T. Hassett, M. A. Hassett, L. S. Swain, A. S. Jewett, P. M. Stowell, L. B. Jewett, Eliza B. Barnes, Fannie M. Benjamin, Mattie Ritchie, A. T. Sprague, Sallie E. Fox, Mrs. E. M. North, Mrs. Fannie Reynolds, Mrs. E. Varney, Mrs. E. D. Humphrey, Mr. J. C. Pelton, Mrs. H. E. Moulton, Mrs. Laverna Allen, Mrs. Kate McLaugnlin, Mrs. E. A. Woods, Miss Debra Hy- man, Anna Gibbons, D. S. Prescott, JuHa H. Grady, L. Soloman, Mrs. E. S. Fon-ester, Miss E. Siegemann, Minnie Groff, Cecilia Dorth, Kate Bonneli, Hannah Cook, A. M. Murphy, Mrs. B. F. Moore, Miss Mary J, Morgan, John A. Moore, Miss Lizzie York, Hattie L. Wool, A. B. Chalmers, C. Pole- mann, E. White, Mrs. E. V. Drury, Miss Cornelia Campbell, Anita Ciprico, E. K. McKie, Helen A. Grant, H. A. Roe, Jennie E. Greer, Mary C. Stone, M. A. Jourdan, Grace W. Wright, Martha A. Lawless, E. A. Cleveland, F. M. Sherman, Sarah E. Miller, Amelia Joice, Adele Kchucke, Emelle Anderfusen, Lizzie Johnson, Fanny Mitchell, Marian Stokum, Julia A. Doran, A. M. Jor- dan, Hattie A. Lyons, Hattie Burr, Maria M. Soule, S. A. Kellv, S. H. Thayer, E. M. Tibbey, Theodosia J. Carter, Sarah N. Joseph, Susie H. Earle, F. Holmes, Miss Annie L. Gray, Miss Sarah E. Anderson, Bessie Hallo well, Ellen G. Grant, Katie B. Childs, Mable F. Phelps, S. C. Johnson, Mary A. Floyd, Miss H. G. Soule, Sarah H. Myers, Ellen Donovan, Carrie D. Trask, Mrs. M. H. Woodworth, Mary Williams, Ellen Hodges, Mrs. Lizzie G. Decker, Emma McEwen, Jean Parker, Kate O'Brien, Mary E. Kennedy, Mary J. Bragg, Abbie S. Ross, Miss F. A. E. Nichols, Virginia Brissac, Annie B. Earle, Addie B. Sawyer, Nellie A. Littlefield, Carrie A. Menges, Augusta P. Fink, Sarah E. Duff, Miss A. Goldstein, Miss M. E. D'Arcy, Miss J. M. Gels- ton, Mrs. A. E. DuBois, Mrs. J. H. Nevins, Miss Laura T. Fowler.
Sacramento County — E. Rousseau, E. G. Downer, J. A. Simons, Dr. A. Trafton, S. J. Jackinan.
Sutter County— J oseiih A. Filcher.
Yuba County— Isaac JJjph.B.m, A. J. Drake, A. J. Farley, Mrs. M. V. King- man.
Solano County— E. J. Schellhouse.
Colusa County— ^ilas W. Britton, Albert S. Cook, R. R. Rush.
Santa Clara County — Miss R. M. Palmer, Miss Fannie Price, Mrs. Bassett, Miss Ella Bassett, Miss Flora Parker, Miss J. A. Atkinson, J. H. Braly, Mrs. M. S. Carey, Miss P. Stanton, Miss Beatrice Lawrey, J. G. Kennedy, C. Mor- ton, Mrs. Crittendon.
Sonoma County — Miss M. B. Sinclair, Leander Cummins.
Wiscomin — E. S. Carr.
Contra Costa County — Albert J. Young, C. H. Walker, Miss Mary E. Haga- dorn. Miss Josey Rockwood.
Tuolumne County — L. T. Crossett, W. I. Clark, John York, Jr.
Mariposa County^-W. H. Magoon.
Sierra County - J. G. Lemmon.
Alameda County — George Tait, Joseph F. Kennedy, M. S. Taylor, W. W. Kennedy, A. L. Fuller, Miss L. E. White.
San Joaquin County — W. R. Leadbetter, Henry A. Nelson, A. H. Randall, Melville Cottle, Miss Mary R. Bugbee, Miss Leonie M. Westbay, Miss Sera- phina Boschen.
Nevadh County — J. M. Kirkpatrick, E. Broadbent.
New York — J. C. Gilson.
San JWafeo— Edgar A. Boyden, W. E. Yates, H. N. Nutting, C. L. Boyers, Miss Annie E. Dowling.
Monterey County — W. T. Clay, J. P. C. AUsopp.
El Dorado County — B. Rodahan.
8ant4i Barbara Cminty — Miss L. M. Brokaw.
Amador Cminty — Mrs. E. Campbell.
Yolo County — Miss Almira Ruggles.
Stanislaus County— 'E. R. Crawford, Miss Carrie Moore.
1869.] California State Teachers^ Institute. 3
The President said that Gen. H. A. Cobb, President of the San Francisco Board of Education, had been expected to deliver a welcoming speech, but he was unavoidably absent, in conse- quence of pressing engagements. He would therefore call upon Col. T. H. Holt, ex-President of the Board of Education, to address the Institute, who would be none the less welcome. (Applause. )
Colonel T. H. Holt took the platform, and said he had not been aware of the pleasant duty which was to devolve upon him until he left his ofnce this morning, and he was therefore unpre- pared to make any extended remarks, beyond extending to them all, and especially to the teachers and delegates from the country, a cordial welcome. In this instance he assured them that the Cobb was better than the Colonel, but he would not yield to General Cobb in the heartiness of his welcome to those who were now before him. Proud as they were of our city school teachers, yet they must acknowledge the teachers from the country were fully their equals. But they were all portions of that grand army which was engaged in the same glorious cause, marshalling the youth of our country and battling nobly for education. He was sitting alone last evening and was perusing that grand production of Shakespeare, Hamlet, and while read- ing the well-known grave-digger's scene, he had been particu- larty impressed with one passage, wherein the grave-digger asked, ' ' Who is he that builds stronger than the carpenter and the mason?" and the answer was, " The grave-digger." It then occurred to him that the houses which the school teachers were raising in the intellects of the youth of the country were even stronger than the narrow resting-places in the earth, for the instruction which they imparted would redound to the benefit of the human race now and through all coming generations. It had been asserted that we were merely educating our children to put money in their pockets, but he denied that education in our schools was limited to any such ignoble purpose, and he called upon all teachers to set their minds strongly against any such idea, and never fail to inculcate perseveringly in the minds of the young intrusted to their care the principles of patriotism, honor and truth. It was said that the mantles of Milton and Shakesjjeare had not fallen upon the shoulders of any in later generations, and that the immortal Washington was without a peer; then should they all the more endeavor to rear the youth carefully and teach them to imitate the examples of the great men who founded our government and the famous men of earlier years. He regretted that the meeting of this Institute could not have been postponed for a few days longer, for we were soon to have a glorious wedding celebration — the wedding of the broad and tempestuous Atlantic with the mild, blue-eyed Pacific. A right royal wedding would it be, and what God has joined together let no man put asunder. (Applause.) Would to God. the
4 California State Teachers' Institute, [June.
teachers here assembled could be present on that occasion, and as the event might occur on Saturday next, he hoped they would make it convenient to remain and participate in the rejoicings. He said he had constituted himself a committee of one, and as such, had visited several of the hotels, telling their proprietors of the grand army that was coming from the country, and he now had to report that the Cosmopolitan, Occidental, Brooklyn and International hotels had promised to accommodate delegates to the Institute during their stay at a reduction of twenty-five per cent, from their regular charges. In conclusion, he again bade the members from the country a sincere and kindly wel- come to the city.
The President said he would have to claim the indulgence of the Institute, and asked for the co-operation of the members in the performance of his duties as presiding officer, he having but recently recovered from a protracted illness, and being physi- cally incapacitated from making any address at present.
On motion, the time for the opening address of the President was postponed until to-morrow morning.
Mr. Denman moved that Mr. Philip Prior, of San Francisco, be elected Secretary.
The motion was agreed to.
Mr. Knowlton moved that Mr. M. M. Scott be elected Assist- ant Secretary.
The motion was agreed to.
Dr. Lucky said the Institute needed a lady as an Assistant Secretary, and moved that Miss Clara G. DoUiver be elected Assistant Secretary.
The motion was agreed to.
Mr. Marks said one of the Committee on Text Books, appointed a year ago, had resigned, and offered a resolution that the State Superintendent be authorized to appoint Miss Helen Thompson to fill the vacancy.
The President said he had been aware of the vacancy, and considering it his duty, had filled it.
Dr. Lucky said he saw no propriety in adding to the commit- tee; it would be better either to let the committee remain as it was, or to discharge the old committee and appoint a new one.
Mr. Swett moved that the resolution be laid upon the table, which was agreed to, and accordingly the resolution of Mr. Marks was laid upon the table.
Mr. Swett moved that a Committee on Order of Exercises be appointed.
Mr. Knowlton offered as an amendment, that the State Super- intendent be that committee.
The President said he would prefer a committee of three for conference, and wished Mr. Knowlton would withdraw his mo- tion to amend.
Mr. Knowlton said he thought the Superintendent would be
1869.] California State Teachers' Institute. 5
sufficient for the duties of that committee, but if any others were to be appointed, let it be some of the lady members.
Mr. Williams said it was not to be supposed that the State Superintendent was here to do all the work. It had always been the practice to have such a committee, and he saw no reason for changing the custom.
Mr. Knowlton said that he was surprised that Professor Wil- liams should not wish to change customs; and said he had lived without a wife for the last twenty years, but claimed the liberty to change that custom at pleasure. (Laughter. )
A vote was taken on the motion of Mr. Swett, and it was agreed to.
The President said he should announce the committee in due time.
Mr. Humphreys moved the appointment of a fourth Secretary from the country.
The President said, perhaps he might as well tell a little secret in regard to the election of secretaries. All three of the secre- taries were of this city, and the appointment of a fourth was in- tended to rectify an unintentional omission. Now, as the Con- vention knew the fact, the matter was rectified.
The motion was lost. On motion, a committee of three was authorized to be appointed by the Chair on permanent organiza- tion. It was moved that a committee of three be appointed on introduction.
The motion was objected to on the ground that similar com- mittees appointed on former occasions had not attended to their duties with proper diligence.
Mr. Denman said he would vote for the motion provided it was amended so that the whole convention should act as such com- mittee.
The amendment was adopted, and the motion as amended was agreed to.
Dr. Lucky moved that a committee of three on resolutions be appointed. Agreed to.
Mr. Knowlton requested that the members elevate their voices when speaking, as it was difficult to understand what was being said.
On motion it was ordered that a committee of five, on Music, be appointed.
The President said he would proceed to appoint the committees; he was conscious of the fact that he had not a representation of the larger part of the Institute on any of these committees, with the exception of the Committee on Instruction, in which they were all included.
Committee on Order of Exercises. — Dr. Trafton, of Sacra- mento, John Swett, of San Francisco, and Superintendent Clark, of Tuolumne.
Committee on Permanent Organization. — Melville Cottle, of
6 California State Teachers^ Institute. [June.
San Joaquin, James Denman, of San Francisco, and W. W. Ken- nedy, of Santa Clara.
Committee on Introduction — The entire Institute.
Committee on Kesolutions. — Mr. White, of Santa Clara, A. H. E-andall, of San Joaquin, and E. Roussean, of Sacramento.
Committee on Music. — Mrs. Kinkaid, of San Francisco, Dr. Crosset, of Tuolumne, Miss Lizzie York, Professor Knowlton and Mr. Mitchell, of San Francisco.
Dr. Lucky said although they have all the officers required, yet there were many county suj)erintendents present, and they were gentlemen with whom all showed a wish to get acquainted by sight at least. He therefore moved that they all be elected vice presidents, and take seats on the platform.
The motion was agreed to.
The President requested the Committee on Permanent Organi- zation to retire for a few moments, as there were some things that they ought to consider before making their report on or- ganization.
Mr. Eousseau asked for information as to whether this Com- mittee on Permanent Orgauization was to have control of the hours of meetings and other matters, and whether the officers now being elected were to continue during the session ?
On motion of Professor Knowlton the Institute took a recess.
At the expiration of twenty minutes the Institute was called to order.
Mr. Cottle, from the Committee on Organization, reported the following as officers of the Institute :
President — O. P. Fitzgerald, State Superintendent Public Instruction.
Vice-Presidents — Dr. W. T. Lucky, Principal of the State Normal School; General H. A. Cobb, President of the Board of Education; Col. T. H. Holt and all the County Superintendents.
Secretaries — Philip Prior, M. M. Scott and Miss Clara G. Dolliver.
On motion, the report was adopted.
The President announced that there would be exercises each following evening. To-morrow evening Professor John LeConte would deliTer a lecture — subject: The bearing of the recent dis- coveries of science upon the Nebular Hypothesis.
Dr. Lucky suggested that the Secretary j^repare a complete list of the delegates present, so that they might know who was here. They were continually meeting each other without getting acquainted*, whereas that difficulty might be obviated to a great extent if they had some means of knowing who were present.
It was moved that the list be furnished to the newspapers, but that motion was objected to, because the list was not yet com- plete, some members from the country not having arrived.
Prof. Knowlton said it might be published as it was, and sup- plemented from day to day.
1869.] California State TeOjchers' Institute, ' 7
The President announced that the afternoon would be devoted to the consideration of the subject of Text Books. A committee had been appointed, he said, as members were aware, at the meeting last year, to take this subject under consideration and report at this session of the Institute. He presumed that com- mittee would be ready to report this afternoon. The subject was one of great interest and importance, and had engaged the attention of the teachers throughout the State. He hoped it would be introduced early, and discuesed freely, so that the State Board of Education might have the benefit of the aggre- gate judgment of our teachers.
He also hoped that all the members were going to join in making the exercises of this session profitable, and not consider the session a mere form, or that enjoyment was the paramount object to be gained. He hoped the members would be punctual in their attendance, and trusted that every teacher present would do all in his or her power to make the Institute a success. He asked the indulgence of the Institute with regard to his persist- ence in this connection; his physical health was bad at present, and in view of the obvious labor and difficulty involved in prop- erly carrying forward the duties of the Institute, he trusted that he would have the hearty co-operation of all.
Mr. Denman moved that the subject of Text Books be the special order for the afternoon, if the committee were ready to report.
The motion was agreed to.
Here the Institute took a recess until two o'clock, p.m.
AFTERNOON.
The President called the Institute to order, and the Secretary- read the minutes of the morning session, which, after slight cor- rections, were approved.
The President stated that the general order of exercises, as determined upon, would be Institute exercises during the fore- noon, discussions of matters of practical importance or interest in the afternoon, and literary exercises in the evening. The detail would be announced from time to time. The special order for this afternoon was the subject of Text Books.
A member said that Mr. Myrick, the Chairman of the committee, was not present, and they were not ready to report till to-mor- row; that the committee had held no meetings during the year, mainly owing to the fact that the members of the committee lived in different parts of the State, and it had not been con- venient for them to get together.
The President said he was very sorry to hear that the commit- tee had not held a meeting for a whole year. It had been appointed a year ago, and its report was expected now.
Mr. Cottle moved that the committee be discharged.
Prof. Knowlton said he supposed it was impossible to dis- charge the committee without a report, and as an amendment to
8 California State Teacliers' Institute. [June.
Mr. Cottle's motion, he moved to postpone the matter for the present, and declare it the order for to-morrow afternoon.
The President said the proposition of Prof. Knowlton was doubtless the more courteous one; another point was, that if the committee intended to waive the whole matter, he would pro- pose that the Institute take up the subject, and discuss it as they chose.
Prof. Knowlton's motion, that the report of the Committee on Text Books be made the special order for to-morrow, was agreed to.
Mr. Clark moved to take up the subject this afternoon. He said there was great difference of opinion in regard to the text books now in use. The committee to whom the subject was referred had arrived at no conclusions during a whole year, and he now proposed that the Institute consider the subject.
The motion was agreed to.
Mr. Kousseau said an appropriate way to bring the subject up would be to appoint a committee to investigate and find out how many publishing houses and book agents have tampered with members.
Mr. Swett suggested, as an additional duty, that the committee inquire how much agents were willing to pay members for their services.
The President stated that no evidence of what the gentleman alluded to had ever reached him; no approach had been made to him since he had been Superintendent of Public Instruction, either in California or anywhere else; so far as he had any knowledge, no undue influence had been exerted by any publish- ing house.
A vote being taken upon Mr. Clark's motion, it was agreed to take up the subject this afternoon.
The President suggested that the matter could properly be brought before the Institute in the form of a resolution.
Mr. Lyser said as no one else seemed willing to offer anything, he would move to take up the subject of spelling.
The President said the better way would be to put it in the form of a resolution, that some particular text book, or sei es, was superior to all others.
Mr. Lyser said he would then move that it be declared the sense of the Institute that Wilson's Smaller Speller is the most suitable for our common schools.
He did not intend, when he offered that resolution he said, to open the discussion. He was too young, both in age and expe- rience in teaching, to hope to offer suggestions to the Institute upon a subject like this. In the few years of his experience he had found that the great defect in our text books was, too many words; but of all the books that he had examined, he was of opinion that Wilson's Smaller Speller was the best, because it contained all the words in common use, and all that were neces-
1869.] California State Teachers' Institute. 9
sary to be learned. In the larger Spellers, he believed, there were as many as fifteen thousand words, and he doubted if there was one teacher out of a thousand who used as many as three thousand. What benefit did they derive from the use of the larger Speller? The smaller Speller contained a sufficient stock of words to enable them to write correctly and spell correctly, and that was the principal reason why he preferred it. The most essential thing was to make the pupils familiar with the words in common use, but the great evil was the tendency to attempt to teach too much, which resulted in teaching too little.
Prof. Knowlton said he thought this argument hardly correct. He was free to say, that after four years' experience in this State, and upon consultation with lady teachers, he did not know of one who did not pronounce Wilson's Speller uncertain, unreliable, and in some respects, positively wrong. The spell- ing of several words did not agree with standard authors — not with Webster's Dictionary, The orthography was not correct, and the classification was not as good as might be found in sev- eral other Spellers. In the United States there are some eight or ten different Spellers in use in public schools, all in the main better than Wilson's . Not only were many of the common words incorrect in orthography, but some were erroneous in accent, and they were not classified progressively. He did not suppose the question was coming up this afternoon, or he would have been prepared with examples.
Mr. Shellhouse said he felt a great interest in the subject, but was hardly able to give a satisfactory opinion; he had no doubt this book might be improved, but the arrangement was bad; it was heterogeneous — mixed up. The orthography was not per- fect, and there was no connected train in the spelling. He wished they had Webster's old Speller, and would do what he could to reinstate that.
Mr. Swett said he was in favor of Dill worth's speller, which was a still older work than Webster's; he found an objection to Wil- son's in that it undertook to teach an elementary knowledge of grammar. What business had anything of practical benefit in a speller ? The classification of words was important. Grammar could not be taught in teaching to spell. He could point out other objections. It was not necessary to always have words in common use, or even the names of animals. He liked abstract words like " incomprehensibility," and thought in our spellers words might be arranged with reference to the number of syllables, and the columns should all be regular, because they looked better. In his travels and correspondence with teachers, in different parts of the State, he had found that the standard of accent and pro- nunciation did not agree with that of many of the teachers, and any speller that differed from the standard was not fit to be used. He hoped by all means that Dillworth's would be adopted.
10 California State Teachers' histitute. [June.
Mr. Eousseau inquired whether the intention of the resolution was to include Wilson's larger speller.
Mr. Lyser said not all, only that the smaller speller should be more generally used.
Miss Manning said she wished it could be brought into univer- sal use; it was one of the best she had ever seen.
Mr. A. L. Fitzgerald said he wished to vote intelligently, and would therefore ask Mr. Knowlton to state the ' ' chapter, page and verse," or page and line on or in which the defects were to which he alluded.
Mr. Knowlton said if he had been aware this debate was to take place, he would have been prepared with examples of what he referred to; but he would ask the teachers to be kind enough to write down the words as they came upon them — in the course of their teaching. He hoped the matter would be brought up again to-morrow.
Mr. A. L. Fitzgerald moved to postpone the subject until to- morrow.
Mr. Clark said he had found the same objections himself, and he much preferred Webster's speller, though in some respects that was subject to the same ojections. A great many words might be expunged without injuring the value of the books. If there were errors in Wilson's, it certainly ought not to be used, and he should vote for the motion to postpone the debate, in order to vote intelligently on the subject.
Mr. Lyser said he thought it of very little consequence if there were a few words spelled wrong, they were probably errors in printing, and teachers ought to be able to correct such when they met with them.
Mr. Shellhouse said he would like the investigation to be ex- tended a little further. He wanted to hear something said of the manner of teaching spelling, for it might influence their choice to know whether spelling was to be taught orally or by dictation. He also inquired whether it was intended that the small speller should supersede the larger.
Mr. Marks said accuracy in spelling was of less importance than knowing how to use the right words in the right place, and it was of little moment what they had in the shape of a book. He would rather a pupil would use a thousand words properly, although he might spell some incorrectly, than only to have com- mand of a few which he could spell correctly. Knowledge begins with home education, where the child learns how to use certain words by their combinations, before he learns their signification. The words should be arranged with reference to the parts of speech. The adjectives should be arranged with reference to the genus of the nouns, and there should be more of nouns than of any other part of speech. The only trouble was that teachers did not have time enough. The idea of the arrangement in Wil-
1869.] California State Teachers' Institute. ll
son's book was excellent, and tlie instruction would be thorough if it was according to the intention of the author.
Prof. Knowlton said the arrangement was pretty much the same in all the books except in Watson's, which was arranged with reference to methods of teaching. He did not say that Wil- son's was a bad book, but it was by no means the best. He would like to see the debate carried on with reference to the methods of teaching. Teachers did not give sufficient time to the exercises in the schools. He wished the subject could be dropped till to-morrow, so that he might have an opportunity of consulting with some of the ladies.
Mr. Kennedy asked Mr. Knowlton if those whom he referred to as finding fault with Wilson's book had tried to use it accord- ing to the design of the author.
Prof. Knowlton said they had, and still disliked it.
Mr. Swett said the only error he was able to find in Wilson's Speller was on page 38, where "jelly " was spelt " g-e-1-l-y." But he was still firm in his opinion that the spelling received at the office of State Superintendent did not agree with Wilson's stand- ard, and thought that a matter for the State Board of Education, who ought to use its influence to make the si)elling of the teach- ers and text books uniform.
Prof. Williams said he would like to know if this speller was not in use throughout the State. It had been recognized by the State Board, and he had heard no points brought up to illustrate the objections which had been made against it. He moved that the resolution be laid upon the table.
The motion Avas not agreed to.
Mr. Denman moved the adoption of the resolution of Mr. Lyser, and it was adopted.
Mr. Knowlton said he would now propose to discuss methods of spelling.
The President said they could not do that without changing the order of exercises.
Mr. Denman moved that it be declared the sense of the Con- vention that the text books now in use are the best, and should be continued in use.
The State Board of Education, he said, was soon to meet, and would discuss the subject of text books, and it would be well for them to have the decided opinion of the Institute.
Mr. Williams said there were no less than three kinds of geographies in use in California — Warren's, Cornell's and Guyot's — and inquired if it was the intention to adopt all of them .
Mr. Denman offered the following resolution :
Resolved, That the Institute indorse Warren's and Cornell's Geographies, in nse in the common schools of this State, and that it recommend that the State Board of Education do not make any change.
Mr. Denman said he had no extended remarks to make in re-
12 California State Teachers' Institute. [June.
gard to either one of these books. On general principles he was opposed to changing text books. He thought that Warren's and Cornell's Geographies had met the wishes of the teachers through- out the State. He knew the subject was to be brought up before the State Board, and if there was any good reason for a change, he would be glad to hear it, and have the subject thoroughly dis- cussed. Some time ago the City Board had adopted Clark's Geographj^, but it was found wanting in many respects, and the Board resolved to discontinue the use of it. There might be other books which members were in favor of, and he would be glad to hear a full expression of the opinion of the Institute, so that the State Board would understand it.
Mr. Marks said he objected to indorsing any two geographies in the list. There were four or five now in use. If they indorsed any two, it might hamper the action of the Board, no matter how good they were. Still he was opposed to changing text books.
The President said he wished some speaker who was particu- larly well acquainted with the subject would touch upon the matter of adopting one series, and following that series, instead of having so many.
Mr. Eousseau said they had only to make one change in Mr. Denman's resolution, and then they would have a complete series, altogether unexceptional — Warren's Complete Series.
Mr. White said the objection made by Mr. Marks was hardly fair. Instead of hampering the action of the State Board, it ought to be aided by the opinion of this Institute, which was controlled by a majority of those present. Clark's Intermediate Geography was in use at the East in most of the cities of the United States, and those who used it certainly liked it. In Cornell's, they had to omit a great deal, because they had not time to teach it. It was better to know just what they had to teach, and teach it. He was in favor of using Clark's Interme- diate.
Mr. Kousseau said, in regard to teaching the geography of California, there was an abundance of that in Warren's Geogra- phies. There was no time to teach anything but California in Mr. Clark's Geography. He knew there were agents here try- ing to procure the introduction of other books — Monteith's, for instance — but Warren's Geography contained all the general information requisite for children to learn.
Prof. Knowlton said he thought Mr. Rousseau's argument an excellent one. He had often seen New Englanders sneered at because they called Boston the "hub" of the universe; but Clark's Geography made California the ' ' hub " of the universe. It contained nothing but California. If it had fifteen or twenty pages of carefully prepared matter on California, that would be sufficient. But in considering this subject they should divest themselves of all prejudice. Perhaps the intimation in regard to publishers was not worthy of any note. He believed they
1869.] California State Teachers' Institute. 13
were at liberty to use all honorable means to secure the adoption of their works. They may be works of rare merit, and might claim the attention of teachers, but he did not have time to recommend them. Some of our most successful works were prepared by two authors jointly ; for instance, they might remember Murdoch & Eussell's Elocution. Each one had a practical acquaintance with subjects taught in their text books. Parker & Watson's Series of Readers was another instance, and it was consulted every day as an authority.
Mr. Marks said that this was the first time the publisher nuisance had been broached, and he thought it was not the proper way to reach it. He saw no objection to booksellers urging the sale of their books. He was in favor of anything which offered any improvement. The publishers had a custom of sending specimens of their books to different teachers, which he thought perfectly legitimate. He had, in his library, a great many text books which he had received in that way. He could see no objection to the publishers doing whatever was right to secure the introduction of their books, although he did not wish to be considered as an agent of any body. He was not surprised at Mr. Rousseau's remark. He had known him for four or five years, and did not remember that he was ever in favor of any- thing, though he had opposed all things of all kinds.
Mr. Rousseau said he was not surprised at the remarks of Mr. Marks, for he had a very bad memory. If the gentleman had listened he would have heard him speak in favor of two things within the last half hour — Wilson's Speller and Warren's Geog- raphy.
The President admonished the gentlemen not to indulge in personal remarks.
Mr. Lyser said, in the course of this discussion he had heard very little of Monteith's Geography. He had examined it, and also Guyot's, and would like to hear something of them.
Mr. Denman said he hardly thought it worth while to discuss them. It would be better to have an expression of opinion by vote upon those now in use. He had offered the resolution for that purpose. He thought they were very suitable, and should be kept in use. It entailed a great deal of expense to change them, not only upon the parents, but also upon the booksellers, who were obliged to change their stock of books whenever such changes were made. The booksellers, however, could defend themselves.
Miss Kennedy said she thought a discussion of this kind not calculated to reach any very definite conclusion. Every teacher had his pet text book, and would persist in thinking it the best. She thought it would be better to change the subject of dis- cussion to methods of teaching.
Prof. Knowlton moved to drop the subject of text books, and take up the subject of methods of teaching.
14 California State Teachers' Institute. [June.
Dr. Lucky said as the text books named had not been adopted by the State Board, they could be changed at any time.
Mr. Denman said they had been continued.
A vote being taken upon Mr. Denman's resolution, it was agreed to by a very large majority.
Mr. Marks suggested that the State Superintendent make his address now, provided he felt well enough; if not, he would move that he be granted his own choice of time.
Mr. Williams said his compassion for the Superintendent induced him to second Mr. Marks' motion.
The President said he was in the hands of the Institute in the matter, and was willing to deliver the address now, or at another time.
Mr. Knowlton moved to adjourn.
The President said, before putting the motion, he was author- ized to extend invitations to the members from Mr. Stebbins to visit the Mercantile Library, and from Messrs. Snow & Poos to visit the Art Gallery.
Dr. Lucky said he was aiithorized to extend an invitation to the members of the Institute from Mr. Peirson, the Superintend- ent of Woodward's Gardens, to visit that place of resort.
On motion of Dr. Phelps, a vote of thanks was returned for these various invitations.
The Convention then adjourned until to-morrow at 10 o'clock,
A.M.
SECOND DAY.
San Feancisco, May 5th, 1869.
The President called the Institute to order at half-past ten o'clock, A.M., and requested the delegates, who had not yet done so, to please come forward and register their names before open- ing the exercises.
The follov/ing additional names were enrolled as members of the Institute :
Sacramento— k. W. Kerr, M. E. Sanders, Miss Clara M. Garfield, Miss Mercy C. Hatess, Miss Clara Jones, M. L. Templeton, W. H. Crowell, Miss M. A. Woodland, Miss Sarah Weir, Mrs. E. A. Southworth, Miss Laura Templeton, Miss M . E. Merrill, Miss Ella Combe, Miss Florence Glanville, Mrs. L. H. Wells.
Santa Cruz County — H. Marceil.
Marin County — H. Wermouth, Bessie Dixon.
Alameda County — J. H. Sumner, Miss Ella Harney, Charles F. True, C. L. Thompson, H. M. Fairchild, Mary E. Bannister, B. E. Hunt.
San Francisco — Miss Mary A. Ward, Miss Susie D. Carey, Miss Mary H. Smith, Miss Ellen Dolliver, Miss F. A. Stowell, Miss Sallie Hall, Miss Kate Sullivan, Mrs. L. A. Morgan, Miss Annie E. Stevens, Daniel A. Crowh^y, B. M. Hurlburt, Mrs. W. B. Duane, Miss Annie Hall, Miss Maggie Hall, Miss Carrie A. Menges, Mrs. Bradley, Miss Anna Dore, Miss Galena Garrison, B. A. Kelley, Miss Henrietta Featherly, Mrs. M. Dwyer, Miss J. M. Gelston, Miss Katie A. Galvin, Miss Mary E. Stowell, Miss Rosa Levison, Mrs. Hunt- ington, Miss E. A. Shaw.
Yolo County — John Bagnall.
(San Mateo County— Vutvick Troy.
1869.] California State Teachers' Institute. 16
Santa Clara County— T. W Whitehurst, Miss Lizzie Youngberg, Miss Ella Fletcher, George Williams, Stephen MePherson, P. A. Espirra, Eobert Mc- Pherson, Stephen MePherson.
San Joaquin County— Mi^^ Amanda Loomis, J. B. Sanderson, C. D. Mc- Naughton.
Sutter County — Howell Powell, David Powell.
Santa Barbara County — E. B. Conklin.
Monterey County — P.' C. Tonner.
Slmsta County — Mrs. J. Adams.
Contra Costa County— Sophie Chapin, A. P. Needles, Jane E. Chapin.
El Dorado County — Bernard Eodahan.
Rev. Mr. Wood offered prayer.
Messrs. Crossett and Knowlton, and Miss Kincaid led, wliile the Institute joined in singing "America."
The President said as the list of members was very long, they would not consume time by calling the roll.
The Secretary read the minutes of the previous day's proceed- ings, which, after slight corrections, were adopted.
Mr. Myrick said he rose to a question of privilege. He had noticed in the papers this morning that his name appears as Chairman of the Committee on Text Books; that the committee had failed to report, and that a motion was made that the com- mittee be discharged. In reference to himself, he wished to say, that he was not a chairman of any committee of this Insti- tute. The Committee on Text Books, as appointed last year, consisted of Messrs. Leonard (Chairman,) Cobb, Stone, Myrick and Bradly. His name was fourth in the list. Did that make him chairman? Or, if the Chairman, Mr. Leonard, should be absent, would he even then be Chairman? It would seem to him that the second on the list would be the chairman of the committee. On the occasion of a vacancy, he understood, there had been an attempt to place his name in the place of Mr. Leon- ard. In reference to the other members, he did not draw up a report, because he was the fourth on the list and could not be chairman, unless the committee was reversed. Yesterday the committee assembled with the State Superintendent as an hon- orary member, and the question of text books was freely and fairly discussed. He would add, that he had been instructed by the committee to present a report for them, which he would be happy to do, at the pleasure of the convention.
The President said Mr. Myrick was exonerated from any blame in the matter. Mr. Leonard left the city, and failed to call the committee together before his retirement; consequently the com- mittee had held no meetings during the year.
Mr. Knowlton said he w^ould like to ask that the reporters be a little more accurate in regard to their records, and particularly to avoid mistaking names, an error which had frequently occurred in former records.
The President said the sjoecial order for this morning was the address of the State Superintendent, who would introduce him- self and proceed.
16 California State Teachers' Institute. [June.
ADDEESS OF STATE SUPEKINTENDENT. [Published ia The Teacher at the request of the Institute.]
Ladies and gentlemen of the State Teachers' Institute : — Greeting and welcome ! Thanks to a wise and beneficent Providence, we are again met in our annual convention. I trust your delibera- tions will be harmonious, your exercises entertaining and profit- able, and your social intercourse of such character as to be pleasant now, and sweet to your memories in coming years. That these desirable results may be secured, it is necessary that a spirit of candor and conciliation should mark your discussions; that every member of the Institute should feel it to be a duty to contribute all he can to the interest and profit of the occasion; and that in your deportment should be exhibited a dignity and courtesy worthy of a profession whose object is not only to develop and train the intellect, but also to mould manners and character. At the opening of the State Institute a year ago, it seemed right and proper that I should indicate the views, the temper and the hopes with which I entered upon the arduous and difficult duties of my position. I can say, with perfect sincerity, that I have honestly endeavored in my official action and intercourse to conform to the views and be governed by the spirit set forth on that occasion. What I then preached, I have since endeavored to practice — with what success I am not quali- fied to judge — nor would it become me to say. I am frank to confess that I have not met my own desires and hopes, though I have worked hard, grudging no labor or pains to the great work in which we are all co-laborers. I console myself with the reflection — perhaps the suggestion may bring consolation to some of you — that it is well for us that we never reach our own ideal. If we could do so, that would be an end to all progress. The man who thinks he has attained perfection, and ceases to aspire, reach forward and climb upward, might as well be buried ! Thanks to the common sense of mankind and the inexorable working of natural law, he is buried. Buried in obsurity, in the caves of ignorance and self-conceit which he digs for himself. Whatever may have been the merits or demerits of my administration thus far, I have nothing to com- plain of with reference to my official intercourse with teachers and other school officers in every part of the State visited by me during the past year. Their courtesy has been uniform, and their co-operation with me in the discharge of my duties has been hearty and efficient. I have attended a number of County Institutes and participated in their exercises; and in no instance has any question of political or sectarian difference been intro- duced to disturb their harmony or mar their proceedings. On the platform of education, all have met on equal terms, in the spirit of true fraternity, banishing all irrelevant questions, all inferior interests subordinated, all little prejudices swallowed up in an exalting and absorbing enthusiasm for their grand and
1869.] Calif ornia State Teachers' Institute. 17
holy vocation ! We all feel that this is the right spirit. If any of us have in any instances felt or acted otherwise, let us ask pardon of Grod and one another, and henceforth do better.
I think I may safely congratulate you upon the condition and prospects of our public schools. We are making progress. We have yet much to learn, but we have learned something from others who have preceded us and something from that dearest, best teacher, experience. We have made some advance, but we have yet far to go before we approximate the goal of even a comparative perfection. In what particulars may we hope that we have improved? The inquiry is important, and its answer may be encouraging.
1. A more intelligent and faithful performance of duty by school officers. Many of those heretofore invested with the responsi- bility of official relation to our public schools entered upon their duties without preparation for the functions devolved upon them. They were therefore necessarily awkward, and some times impracticable and obstinate. If any obstinacy is invinci- ble, it is the obstinacy of ignorance. The interests of education suffered in sach hands, of course. But as opportunities for acquiring information were presented and improved, and the practical workings of our school system noted, the blunders resulting from ignorance and inexperience were discovered and discarded. Officers too indolent or too ignorant to learn their duty and do it, became disgusted and retired of their own accord, or their constituents became disgusted and at the ballot- box assisted them to involuntary retirement. The good and true men who have sense to know their duty, and courage to do it, have usually been aj^preciated and retained in office as long as they would serve. Thus every succeeding year finds us with a larger number of competent school officers, who understand the machinery of our system and are familiar with its practical workings. Sometimes good school officers are displaced by partisan influence, but I hope the time is not far distant when the political Uzzahs will not dare to touch with their unholy and reckless hands the sacred ark of popular education I
2. There is a steady improvement among teachers. Am I correct i<n this assumption, that our teachers are making constant advance as to competency and efficiency ? There is no way by which this encouraging fact, if it be a fact, can be demonstrated. But that it is so, I have not the slightest doubt. The results of my own observations bring me to this conclusion. I have scarcely visited a city, town or neighborhood in which the pub- lic voice did not affirm that progress had been made in the right direction. Comparatively little progress has been made in some localities, because the people are parsimonious, or because the teachers are fossilized, asleep or dead. The schools improve — and this shows that the teachers improve. "As is the teacher, so is the school," is an adage verified by all experi-
k
18 California State Teachers' Institute, [June.
ence. Like most general propositions, it requires a little modi- fication in its application to some cases. Put a good teacher in a bad school-liouse, withhold necessary books, stationery and school furniture, require him to do the work of trustees, marshal, janitor and teacher all combined, and pay him a con- temptibly small salary, and the probable result will be a poor school. Admitting all reasonable modification, however, it is a fact, and it will hold good to the end of the world, that you cannot have good schools without good teachers. This truism admitted, it«is proved that we have good teachers, competent and progressive. Our schools are good: their teachers are efficient. Our schools improve : their teachers improve. This is the conclusion of the argument.
3. The increased facilities for acquiring educational information. Cheap printing, and steam communication between different parts of the earth, bring the means of acquiring knowledge of educational matters within the reach of all, and make the acqui- sition of each laborer in the cause the common property of all. At this day, there is no excuse for ignorance except natural im- becility. By the expenditure of a few dollars, the best standard works on education, and the leading educational journals may be obtained, so that a teacher, in even the remotest localities may keep abreast with the most advanced thought and move- ment of the age. I am happy to believe that our California teachers read much, and judiciously. If there are exceptions to this statement, the unfortunate parties may be easily recognized by the atmosphere of stagnation, stolidity, stupidity and Hip Van Winkleism that surrounds them. One of these finished teachers, who learned it all "at school," and scorns the idea that he can learn anything more from new books or periodicals, is enough to "fret a saint," and to drive a sinner to frenzy. His pretensions are in the inverse ratio to his knowledge. His forte is criticism. Without motion or true aspiration himself, he would oppose all progress, and chill all aspiration in others. Keading gives breadth to the mind and liberality to the feelings; brings us in intimate communion with the wisest and best of our race, and bears us onward with the choicest and most advanced spirits of the world in their grand forward march. Read, then, the current educational literature of your time. Read your own organ, the Teacher, first, and then such other journals as suit your taste and your means.
4. The liberal disposition of our people toward education. While a few communities are distinguished for their lack of public spirit and their parsimony, the general disposition of our people is exceedingly liberal towards the cause of education. Evidences of this liberality meet us almost everywhere. Go to Sacramento, the capital of our State, and you will find public school edifices that will not suffer in comparison with the best to be found in our Eastern cities. Go to San Jose, and you will
1869.] California State Teachers' Institute, 19
see a school-house which for external beauty and internal ele- gance and convenience, is a marvel of architectural taste and skill, and a monument of the enterprise and liberality of the people who built and paid for it. Go to Oroville, and you will be gratified to see that the largest, most conspicuous and costly building in the place is the public school. Similar mention might be made of other places. In San Francisco, evidences of the enlightened liberality of our people everywhere meet the visitor's eye. The sightly and massive structure in which we are now assembled attests, if not the sound judgment, the generous spirit of the representatives of our people in dealing with the subject of education. Qur people appreciate the value and necessity of popular education, and are willing to be taxed for its support. All they ask is, that the money they pay into the school fund may be equitably and judiciously expended. This suggests the importance of selecting good men for school officers. The best government may be rendered odious by a corrupt ad- ministration of its affairs. So the best possible school sj^stem may be rendered unpopular by a vicious administration. Boards of Education and Trustees should be chosen from among our best citizens — men of intelligence and integrity, above the sus- picion of forming ''rings" either to gratify partisan feeling or tot make money. Talk of " rings " in a Board of Education! The thought is monstrous. Such a thing would be treason against liberty, an outrage against humanity in its dearest interests, sacrilege in the sight of God ! Place our public schools in the hands of competent men, who will be faithful to their trusts, and there will be no lack of willingness on the part of the people tp support them generously. They will emulate the noble conduct of the citizens of the German city who, as a reward for their valor in defending it against an attack of the public enemy, were offered by the Emperor the choice whether they would except exemption from taxation or a University, and they chose the University.
^. Increasing harmony of feeling. Unless I am sadly mistaken, a much more harmonious state of feeling prevails among the people of the State with regard to our public schools than existed two years ago. This, no doubt, is partly awing to a natural reaction after the great excitement of the late civil war. It may also in, part be attributed to the faet that during the canvass wliich re- sulted in the choice of the present Superintendent, everybody relieved himself by freely '' speaking his mind," and voting as he pleased, and after that all, like good citizens, subsided into acquiescence and tranquility. The discovery, too, has been made that sensible men were more nearly agreed in their opin- ions than they thought, and that their motives were the same, all looking to the best interests of our State in connection with the right education of its 3^outh. I declare to you, ladies, and gentlemen., that nothmg has given me more gratidca^
20 California State Teachers' Institute. [June.
tion in my association with the people of California, than the evidences I have observed of this growth of good feeling. Differences of opinion do exist with regard to the true principles of popular education, and the extremes are far apart; but I have strong confidence that if we deal with the question in a spirit of patience, conciliation and true liberality, all differences will be happily harmonized, every voice of discord and complaint silenced. Let all narrow and provincial notions be discarded; let none ride hobbies imported from localities whose wants and conditions are widely different from ours; let us seize upon what- ever suits us, wherever found, and reject all that suits us not, come whence it may. As Californians, let us unite — ^yes, let us all unite — in perfecting, supporting, and perpetuating a school system adapted to our own wants, and that shall give the bless- ings of right education to the youth of our State as long as the 6ea breezes sweep over this great city, or the tides ebb and flow through the Golden Gate !
The statistics of the Department of Public Instruction sustain ,the belief that our public school interests are prospering. Let .,us glance at the figures :
Total number of schools in 1867 1,083
jdo. do 1868 1,213
Increase 130
Total number of school districts in 1867 981
do do 1868 1,056
Increase • 75
Number of male teachers in 1867 616
do do 1868 676
Increase 60
Number of female teachers in 1867 773
do do 1868 924
Increase 151
Total number of teachers in 1867 1,389
do do 1868 1,600
Increase 211
Total number of pupils enrolled in 1867 62,227
do do 1868 68,959
Increase 6,732
Average number belonging in 1867 45,637
do do 1868 56,084
Increase 10,447
Total receipts for 1867 $1,242,447 31
do do 1868 1,257,068 21
Increase $14,629 90
1869.] California State Teachers' Institute. 2l
Total disbursements for 1867 $1,156,150 01
do do 1868 1,137,128 57
Decrease $19,021 45
The statistics for 1869 are as yet incomplete, but will show as larg-e a ratio of increase as those of 1868 — perhaps larger. These figures tell their own story, and suggest their own comment.
There is one drawback to the prosperity and progress of ovx schools, which I will mention here — and that is the frequent changes of teachers. During the past year, there has been a drain on our resources in this particular, which is severely felt We have lost many of our best teachers. Some have gone into other professions; some have gone into real estate and stocks, and some have gone to* White Pine. Besides the loss of male teachers thus occasioned, a considerable number of our lady teachers have been taken off in the midst of their days and use- fulness, by — matrimony! This last source of danger to the pro- fession has become so serious that, in presenting State Certifi- cates to youthful and handsome lady candidates, I have felt it to be a duty to exact from them a promise that they would not marry — under six iveeksf But, seriously, this is a matter of graTe importance, and excites solicitude in the mind of every friend oi education. We must enquire into the cause of this exodus from the profession of teaching, in order that we may know and apply the remedy.
One cause why some of our ablest teachers have left the pro- fession is, that they hold their positions by so frail and uncertain a tenure. Politics have so freely entered into school matters, that our teachers have in some places come to look to the result of an election with fear and trembling, fearing decapitation on political grounds. Some independent, high-spirited men, rather than hold their places at the mercy or by the sufferance of a ward politician, have resigned, taking their chances for a living or for honorable starvation in some other calling. I cannot blame them, much as I may deplore the loss of their services. No man can work comfortably or efficiently with a sword of Damocles suspended above his head. Honorable ambition is repressed, enthusiasm chilled, energy paralyzed and hope crushed out of the soul under such a condition of uncertainty and sus- pense. And so good teachers, who love their calling and excel in it, break away from it, and are lost to it. As matters stand, I confess I am unable to suggest an adequate remedy for the evil. In a country like this, parties must exist, and elections will be conducted by party machinery; therefore it is almost impossible to exclude partisan influence in our school affairs. Almost, but not altogether impossible. One encouraging fact in this conjiec-
*The segregation of $44,000 belonging to the University Fund, subtracts, that amount from this exhibit. Add this $44,000, and the increase will bo $24,978 55.
22 California State Teachers' Institute. [June.
tion is, that the members of both political parties denounce par- tisanship in the management of schools — the minority party for the time being naturally being the more energetic in its denun- ciations. I believe they are all sincere, though they may at times yield to temptation and use the guillotine a little in spite of their convictions and professions. It would seem that where everybody is right in theory, a right practice must be attainable. But, after all, the correction of this evil must mainly be the work of the teachers themselves. Let them rise above all parti- san feeling, in their professional and social intercourse ignoring all such considerations, defending and sustaining one another as teachers at all times and with unswerving fidelity to the sacred obligations of professional fraternity-;— let them thus act, and respectful and just treatment will be extorted from all others outside of their calling. Let partisanship be banished from our own ranks as educators, and thus hasten the coming of the good time, the pedagogical millennium when every teacher can flourish his ferule in peace, with no politician to molest him or make him afraid!
Some are tempted to leave the profession in the hope of mak- ing more money at something else. The only thing that will reach some of these cases is to pay them better. Where a man cannot support himself and family by teaching, it is his right and duty to engage in something else. But no true teacher enters upon his work merely to make money. It is not a money- making vocation. The mere money-grub is a disgrace to the profession, and the sooner he is starved out the better. The true teacher is a philanthropist, who finds his reward in the results of his labor of love. He teaches because he has "a call " to teach. He teaches because God has given him an apti- tude and love for teaching, and has commissioned and sent him forth holding in his hand the torch of knowledge. The teacher is born, not made. God makes teachers, not Normal schools. The Normal school takes and polishes the material which He furnishes. We have many such born teachers in California who would rather keep to their high vocation at the cost of poverty and obscurity than to enjoy the largest success or achieve the highest triumphs on any other theatre of action. These are they to whom we are most indebted for what has been accom- plished in behalf of education in California. These are they who deserve the name of teachers, and make it honorable.
There are other hindrances to progress to which I have invited attention in addresses delivered in different parts of the State, and concerning which I will not be silent hereafter. I will not enter upon a consideration of them now.
These hindrances only check our speed : they do not stop the onward movement of popular education in California. The statistics I have given furnish tangible evidence of progress. A
1869.] California State Teachers' Institute. 23
personal inspection of our schools will confirm and strengthen the report of the figures.
We meet, ladies and gentlemen, just as the last rails of the great trans-continental railway are being laid. "We meet under conditions suggestive and inspiring. The thunder of the loco- motive as it rushes down the grades of the Sierras will soon be followed by the tramp of the millions who are coming to share with us the heritage of this land of promise. They will bring their contributions of ideas and moral influence as well as the means of material advancement and enlargement. They will exert an influence upon us, and we upon them. Let us, as edu- cators rouse ourselves to meet the full measure of our responsi- bility. Let us rise to the height of our great opportunity. As pioneers, we have led the way in opening this vast Pacific slope to settlement and civilization. As pioneers, let us lead in the grand march of popular education. Adopting a cautious but liberal eclecticism, let us welcome every new co-laborer and every fresh impulse and every beam of true light, come whence it may, and pressing all into our California mould, secure the highest possible results of the best possible system of popular education !
The President announced that next in the order of Institute exercises was the address of Mr. Swett on Arithmetic.
Mr. Swett said in the half hour that remained for that exercise he could only touch upon a few points, among which would be the most general principles, and the object to be attained in teaching arithmetic. The study was not one of his hobbies, and he had always thought that an undue amount of time was devoted to it. His selection of this subject was in consequence of his observation in the evening schools, which were made up of boys who have attended the grammar and primary schools, and he had observed a few defects in the results of teaching. There were two objects to be gained by instruction in arithmetic — one the calling forth of certain powers of the reasoning faculties, and the other the practical use of arithmetic in business. A great deal of what is learned is learned to very little purpose. Many, if not the majority of the boys, are taken out of school by the time they reach the age of ten or twelve, and their knowledge of arithmetic, with the exception of addition, subtraction, multiplication and division, was of very little value. In case a boy goes into business, and is called upon to perform some operation involving a practical business matter, he is not as ready as he is in the exercises of the school. He is then at a loss how to proceed.
Now, said the speaker, we should inquire what is the evil and what is the remedy. One great evil unquestionably is this : Children are kept at work in large numbers, and making calcu- lations containing a very little amount of reasoning, and not in- volving any mental culture. Nothing is gained by keeping scho-
24 California State Teaxihers' Institute, [June.
lars for years adding large columns of figures, or multiplying one large number by another, a great deal of time is thus lost. When a child is sufficiently expert to perform ordinary operations, all that involves nothing but mechanical work ought to be dro]3ped. Two-thirds of all the time appropriated to the study of arithmetic could be more profitably devoted to something else. Another point he said was the teaching of decimal fractions. Some boys attended school five, six or eight years without ever learning to multiply one decimal by another. It was not a good arrangment to place decimals where the scholars did not reach them sooner. The decimal system should be taught before common fractions, as there was more use for them in the ordinary operations of business, particularly as our system of currency is iDased upon that system of fractions. A large proportion of boys who have to leave school and go to work never reach these at all and have to go outside and learn what they should have learned at school [Here the speaker illustrated upon the blackboard methods by which decimals might be taught to beginners, and also how ex- amples in abstract numbers might be made more profitable if they were to represent some business operation. ] He was opposed to such an unnecessary amount of time being devoted to the study of English currency — so many operations in pounds, shillings, and pence. Scholars who were adepts in calculating sterling money could not be trusted to settle a grocery bill not involving over twenty-five dollars. There was no reason why they cannot give instruction in a manner to impart some mental culture at Qie same time. Again, teachers of ten exercised a class in mental arithmetic until they became expert in performing great varieties of operations before they knew much of written arithmetic; but they encountered a difficulty in performing those same operations upon a blackboard, on account of the absence of a link which the teacher ought to supply. [Here the speaker illustrated upon the blackboard the method of multiplying a fraction by a whole number, and one fraction by another. ] He thought it would be well for the teacher to cut out all surplus matter in the tables .: for instance, in long measure the denomination of furlongs; and in square measure, the rood. Those were denominations which the pupil had no use for, and could be dispensed with in our books, if only somebody could be found with courage enough to strike them out. The same applied to the difference in the num- ber of cubic inches in wine and beer measures. He never was able to find any distinction between a gallon of beer and a gal- lon of wine or milk. These things were no longer in practice, and might be dispensed with.
The subject of per centage was also one of great importance, and which he thought too much neglected. They might take thirty, forty, or perhaps fifty boys who had advanced as high as the second grade; that had been six years to the public schools, and ask them to calculate the interest upon $150, at two per
1869.] California State Teachers' Institute. 25
cent, for one month, and they could not do it. He saw no rea- son why this might not be taught among the elementarj^ branches. Their practical nature was no objection to them. Children in the piimar}^ schools were capable of understanding them. Here the speaker illustrated simple methods of computing interest.
Pupils should be familiarized with mercantile forms — orders, receipts, &c. He remembered an incident of an old-fashioned teacher once being paid off. The trustees asked him fot a re- ceipt. After a little hesitation, he sat down and wrote in fine style : * ' I have got the money. " [Laughter. ] He mentioned this to illustrate the frequent ignorance both of- teachers and pupils, of common business forms. The speaker proceeded to illustrate upon the blackboard, a few methods of teaching prin- ciples which might be of use, more especially to the younger teachers.
The President announced that the order of exercises for the afternoon would be the reception of the report of the Committee on Text-Books, and discussions of a practical character. In the evening, a lecture would be delivered by Prof. Le Conte. Sub- ject: The bearings of the recent discoveries of Science upon the Nebular Hypothesis. Also that the Second Assistant Secretary^ Miss Dolliver, would read a poem. To-morrow, during the fore- noon they would visit the principal schools in the city.
Dr. Lucky said he should be gratified to have the Institute visit the State Normal School, though he had made no special preparation.
Prof. Anderson moved that to-morrow be devoted to visiting the different schools and the State Normal School.
Mr. Wood said he hoped, if they did visit the schools, the teachers would entirely ignore their presence, and go on with their regular work, as he wished to see the schools in theii' ordin- ary operation.
Mr. Denman made some announcements to the teachers of the city schools relating to the contemplated visit of members of the Institute.
Upon motion of Dr. Phelps, the Institute took a recess till 2
o'clock, P.M.
AFTERNOON SESSION.
The President called the Institute to order at 2 o'clock. The services were opened with singing by the young ladies of the State Normal School.
The Secretary read the minutes of the morning's session, which were approved.
The President said that the special order for the afternoon session was the report of the Committee on Text Books.
Mr. Myrick, in submitting the report on behalf of the com- mittee, said he approached this subject of text books with much diffidence, because, while they might discuss questions in the
26 California State Teachers' Imtitufe, [June.
abstract and receive universal assent, yet as soon as they came down to affecting material interests, then there was a liability to the springing up of differences of opinion; and as in Calif oniia the material interests had so much influence upon all subjects, it was necessary to be very cautious how they affected them by their actions, because their material interests were represented by nu- merous houses of publishers. In preparing this report, the com- mittee had been independent of all publishers and all agents, and had had nothing to do with any of them. They had simply considered and recommended those books which they believed to be best adapted to the school-room. He had himself been en- gaged more than ten years in trying to bring about changes, and the extent to which he had succeeded could be seen by going be- low Montgomery or below Kemnj street into the stores and offices where they would find the results of his work. Whatever he had here to say on this question of text books, he should try to say with the same practical end in view, for whatever could not be reduced to practice could be of no account in practical public education. As regarding the different works before the commit- tee, most of them were reccommended by Mr. Swett, the prede- cessor of the present State Superintendent. Many of them were good books, and some of them needed a little correction. For instance, in the State they had Eaton's Arithmetic, and in the city, Robinson's. Each of those works had its partisans and its friends, and the committee concluded in that regard to let well enough alone, and to recommend no change of the arithmetics in the State.
The next books under consideration were Readers. They had already a series in the schools, which from the primer to the fourth reader might be considered very good, and as far as those were concerned the committee could not advise any change which would affect the work of the school-room. But taking the fifth of the series, they found that there was an immense mass of information throughout the pages of the book, but that infoi-ma- tion was not presented in an attractive form. The pupils would always go to their work with aversion, because although the matter was very good, it was not presented in as desirable gra- dations or form as the lower books were. However, they had concluded to pass the readers and say no more about them, only to recommend an additional work for the higher class on elocu- tion.
Next they took up the subject of Geography. This had been a matter of much consideration with the committee. They had thoroughly discussed and examined the subject. They had Cor- nell's Series, Cornell's Grammar School, Cornell's Primary; and had also Adams' and Warren's Physical Geography for the higher classes. Geography was a subject requiring constant improve- ment, because the world is constantly changing — not only the physical world but the men and women that live ujjon the phys-
1869.] California State Teachers' Institute. 27
ical world. Political governments were changing; ten years ago Cornell's Geography was a ver}^ good one in its way. It was considered to be in advance of anything they had before. It was far ahead of Mitchell's cumbersome compilation. But ten years ago is not now. Since then the map of Europe has been remodelled, and the Western Continent had undergone remark- able changes. There is now no geogTaphy in use properly repre- senting reconstructed Europe, nor in fact, the present recon- structed America. Neither a British geography nor one pub- lished in the United States. In fact there was no geography that was up to the times. Cornell's geography was antiquated; as long as they lived on this earth, and particularly as long as they were teachers, they must keep up with the times, and their geographies must keep up with the times. Ten years ago a per- son living east of the Eocky Mountains might be made to believe that the principal gold-beaiing region of the Pacific Coast was in the Sacrameto Valley, and that the Sacramento Kiver emptied into the Pacific Ocean. But there was no teacher before him who would teach a pupil at this time such absurdities. He could go through with Cornell in this way point by point, and item by item. The committee thought, in view of the defects of the book, that they should have a new one introduced that would meet the want of California, and in view of this want, Professor Clarke had brought out a book — an enlarged one — too large (laughter), enough to terrify a boy of twelve years old on account of its size. It was circulated throughout the State, and though it had the influence of the then State Superintendent to back it, it fell as a dead weight. The teachers came to this In- stitute a year ago, and they did not want any more of Clarke's geography; and they were all sure to mention it by name. The city teachers had tried to introduce it in the lower grades, below the first and second; and some, he believed, had smuggled it into the third, but they were all very soon heartily tired of it, and so they laid it aside, and only used it for a reference book. Since then heSv^as happy to say a Mr. Clarke — whether the author oi the larger work or not he knew not — had brought out a new book that began at San Francisco for the center — for the '^ hub " — -and it went out around our bay and over our coast, and then over the Rocky Mountains, and then it traveled to Europe, Asia and Africa; and it had adopted all the later fashions and improvements. He supposed that in reference to map drawing there was something very original in it, though it seemed to him that he had seen something like it in his youth. However, it was no matter where they found it, it was here in this work, and he was glad to see it. The book was very simple. It could be placed before a young child and easily understood, and if they wished to have pupils draw maps all the outlines and boundaries were so very distinct that the child's eye would be readily guided. The appearance of the book was good, the matter well arranged,
28 California State Teachers' Institute. [June,
and on the whole it struck him that this was the California book. (Applause.)
But that book was not large enough for all pupils, and the committee had therefore considered another which was the result of the work of the East — the result of the work of the teachers of the State of New York. Here they found physical geography, and all that was necessary to teach their pupils concerning phy- sical geography generalized sufficiently not to tire the pupil. They also found descriptive geography sufficient in this book for all practical purposes. The book was called Monteith's Physical and Intermediate Geography. They could not find in this book all the small towns, and all the rivulets throughout the United States and Europe, and Africa; those were all omitted, and only important places were mentioned; those which should fasten themselves on the mind of the boy or girl, those things that should be memorized, and can be memorized with advantage and retained in the memory. And, while teaching descriptions to their pupils, they would have here physical geography all the time, and they would have, also, the changes that have taken place. It was the same with history, and especially the different depart- ments of physical geography. These were considered better, he thought, than in Warren's, but the members could examine th'ese books for themselves. They should pay no attention to book agents, but examine always for themselves. What was wanted was that which was best for the school room, and with that view the committee had recommended those two books.
Mr. Myrick then read the report, which was as follows: To tJw Hon. Ghaii^man of the State Teacher's Institute: — Your Standing Committee on Text books beg leave to report :
1. That there are five text books on geography authorized to be used in the public schools of the State, to wit: Warren's Physical, Cornell's Grammar School, Cornell's Primary, Clarke's Large and Allen's Primary.
2. That your Committee recommend that the number of books on geography be reduced to two, to wit: One for primary schools and one for grammar schools; thereby saving a great ex- pense to parents in the purchase of books for their children.
3. That your Committee recommend Clarke's Intermediate for Primary and Monteith's Intermediate for Grammar schools, and that no other be authorized.
4. That the Committee present to the Institute for considera- tion and adoption as a rhetorical book, Bonuell's Manual of Prose Composition, in accordance with the recommendation of the State Superintendent.
5. That your Committee further recommend the adoption of Marks' First Lessons in Geometry, to be used in the proper grade of classes.
1869.] California State Teachers' Institute. 29
6. That your Committee recommend that there be no further changes of books in the Public Schools of the State.
Eespectfully on behalf of the Committee,
T. S. Mykick.
In regard to the fifth recommendation of the Committee Mr. Myrick said it gave him great pleasure to state that the Commit- tee were proud in making this recommendation, to know that a teacher in San Francisco was the person who had presented to them a book so well adapted to the wants of this State. (Ap- plause. ) The whole report had been unanimously agreed upon by the Committee.
The President suggested that the proper course would be to take up the recommendations of the Committee in their order, and act upon each separately.
Mr. Denman moved that the report be accepted and the Com- mittee discharged, in order that it might be properly before the Institute. The motion was agTeed to.
Professor Anderson, moved that the report be considered seriatim, section by section, and said there were some things in it which he could approve with all his heart.
Dr. Lucky called for the reading of the resolution adopted last evening on the subject of geographies.
The President said he could^state the substance of that resolu- tion. It was that this Institute indorse "Warren's and Cornell's Geographies now used in the schools of this State, and recom- mend the State Board of Education not to change the same. That resolution was adopted yesterday. If the Institute had changed its mind it might be proper to test that question before acting directly upon the report, by a motion to reconsider that resolution.
Mr. Prior moved that the rest of the report be now considered, and that the geographical branch of it be postponed for consid- eration at a future time. His reason was, that it might perhaps take up too much time to discuss that resolution — time that could be more profitably used in considering the rest of the report.
Professor Anderson said he would like to suggest that many of the members had been unable to be here in season to act upon that resolution. He had always been opposed to snap judg- ments, and yesterday being the first day of the convention he thought it was premature for those who were present to set up their judgment against that of the whole of this teachers' con- vention. They should not have acted at all upon so important a matter as the adoption of text books, without a full convention. He was largely interested, and wanted a voice in the adoption of these geographies, and thought that all the teachers who had reached the convention since yesterday had also a right to be heard, not only as a matter of right but a courtesy to them. He therefore hoped that somebody present who had voted in the
30 California State Teachers' Institute. [June.
affirmative would have the courtesy to move a reconsideration of the resolution.
Dr. Phelps moved for a reconsideration.
Mr. Denman said, as the mover of that resolution yesterday, he would state that the motion was only made because it had been given out yesterday that the afternoon would be devoted to the examination of text books. When the motion was made to discharge the committee he thought, himself, it would be rather discourteous not to give them time to report; but as it had been given out that the subject of text books would be taken up, he had offered the resolution yesterday afternoon. He now heartily seconded the motion to reconsider.
The President said the Institute would understand that the reconsideration was a mere matter of courtesy — that by voting for the motion to reconsider, they neither voted for nor against any particular text book. The reconsideration was only a mat- ter of justice and courtesy to those teachers who were not present yesterdaj^ so that they might have a fair expression of their views and get at the aggregate judgment of the whole Institute.
The motion to reconsider was agreed to.
Mr. Denman moved that the Institute now take up the subject of Geographies.
The President suggested that the proper way would be to take up the report, and act upon it seriatim.
Professor Anderson raised a question of order, that the reso- lution was now before the Institute, having been reconsidered.
The President sustained the point of order, and stated the question on the adoption of the resolution.
Mr. Prior moved that the resolution be laid on the table, and the motion was carried.
The President proposed to take up the report of the Commit- tee, and go through with it. They had all heard the report and understood it, and they had had a whole year to consider the matter. It had been brought before the last session and a Com- mittee appointed, the object having been repeatedly stated and published in The California Teacher. If they were ever going to be ready for action, he thought they should be ready now.
The report was taken up, and the Secretary read the first para- graph, recommending Clarke's Intermediate Geography for the Primary, and Monteith's Intermediate for Grammar Schools.
Mr. said he believed there were a great many teachers
who had not seen or examined either of the geographies men- tioned, and he thought every one should have a fair chance to make a thorough examination. For that reason, they had better postpone this recommendation to a certain time in order to give every one a chance.
Professor Anderson moved the adoption of that portion of the report, and said he would state his reasons for making the mo- tion; for one, he had not been inclined to lay back on his oars
1869.] California State Teachers' Institute. 31
and wait until copies of these books were put into his hands, but he had procured the books, and had examined them, and found them worthy of his approbation, and then he had gone to work and taught with them, not being limited at the time to the public schools. This second book was a revised edition of Mon- teith and McNallj's Geography, and a better work was never seen in a school. The same objection which had been made by Mr. Myrick had presented itself to his mind when he examined Clarke's Geography. In the institution in which he was then teaching he adopted Clarke's Geography for one class, and as soon as he could he threw it aside as not suitable for even advanced pupils. He did not do so from any prejudice for the name of Clarke, however. He supposed that the same gentle- man who published the Historical Geography was the author of this Intermediate work, and he had examined it carefully, almost sentence by sentence. "Whilst he could point out faults, yet the book in its general tenor met with his hearty approbation, more than any other book of its class which he had examined. There was only one objection that he had to that part of the report — perhaps it was not strictly in order to mention it at this time — and that was, that this book scarcely came down to a period when children might, with advantage to themselves, begin the study of geography. That was the only objection he had against the book, and he could with all his heart recommend it to teach- ers. He firmly believed that if the practice of teaching geogra- phy was simplified, as in that book, it would become — not a dry, monotonous study in the school-room, but one of great advan- tage to pupils and a pleasant exercise to the teacher. He there- fore hoped that these two books would be adopted, and then action might, perhaps, afterwards be taken to introduce some similar work into the hands of little children. They had a right to something which would be still closer to their comprehension, and they could have it without great expense.
Mr. Myrick said it gave him pleasure to hear a gentleman speak who was not connected with the public schools.
Professor Anderson said he was connected with them, now.
Mr. Myrick said, at anj^ rate, he was glad to hear from one who had taken occasion to examine these works for himself. He would say, however, to the Professor, that the reason the Com- mittee didn't wish to recommend any more books, was because they wished to avoid expense as much as possible, and the teachers in the city taught orally, so that there was no occasion for a lower book. They believed here in oral instruction, and so far as that was concerned, he could see no objection to the report.
Professor Anderson said he did not wish to be understood as objecting to the report at all.
Mr. Myrick said, furthermore, that he had tried this book the last few weeks in his school-room — had placed it in the hands of
32 California State Teachers' Institute. [Jxjne.
his lady assistants, and without telling them his object in regard to the matter — had simply asked them to take it and look at it, and try it. He believed, that so far as it had been used, the lady teachers were perfectly delighted with it, and he had heard the same from other schools. They must have the right book in the right place, and they wanted such a work on geography, that the ladies could take it into the school-room and use with advantage.
Mr. McKinney said he hoped they would vote down this por- tion of the report, and re-adopt the resolution passed yesterday. He spoke in behalf of the public schools of the State and the country. He had understood Mr. Anderson to say that he ex- pected there would be a vacuum to be filled by some smaller work, and every teacher knew that one of the greatest of nuisances was the different series of books. They ought to have one series from first to last, but they had Willson's Eeaders and Cornell's series, and now they proposed to introduce McNally & Monteith, and then some smaller book published, perhaps by another author.
The President said that was not the recommendation of the Committee. There was no smaller work mentioned by the re- port— only those two.
Prof. Anderson said he had evidently been misunderstood again. He stated distinctly that he was in favor of the adoption of that portion of the report, and what he had said about there being a va(juum, they might consider as a vacuum, and not no- tice it. So far as he was concerned, he proposed to fill that vacuum out of his own head, but he wanted those two books, if he could get them.
Mr. McKinney said Professor Anderson acknowledged that the two books were not suited to all capacities, and he certainly did say that it was necessary to introduce some smaller work. Then there was a vacuum. He thought they had better hold on to Cornell's Primary and Intermediate, to avoid the expense of change. He had a prejudice against changes, and it seemed to him that the introduction of this intermediate geography would pave the way for the introduction of other greater nuisances. They had better let well enough alone, and not, when they had a good piece of meat in their mouths, jump at shadows. They had better hold on to what they had till they could get some- thing superior, and they ought not to have more than two geog- raphies anyway.
Professor Knowlton said he believed a suggestion was made yesterday, that it might be better after the committee had made its report recommending the books, to postpone the final consid- eration and adoption of that report until near the close of the In- stitute, so as to give all the time possible for examining the books recommended. They could not have known till recently what books the committee would recommend, but now they did
1869.] California State Teachers' Institute. 33
know, and every gentleman and lady connected witli the Insti- tute, or interested in the cause of Education, could have an op- portunity, for two days yet, before voting, to compare these books with others. Then when they came together again they would save a great deal of time. They might get up now and talk, but many scarcely understood what the talk was about. For his part, he cordially agreed with the recommendation of the Committee. In his school for the last two weeks, ten copies of Clarke's Imtermediate had been placed in the hands of the teachers, and placed in the hands of the scholars, and they could see clear across the room the outlines of those maps. The watei lines were left off so as to leave the outlines distinct, and noth- ing superfluous was on the maps, but they were simple and plain as CO aid be. There was not a word in the book which was not well to be learned, and they did not have to say to their pupils: " In the lesson for to-morrow you may omit such and such sec- tions." On the contrary, everything there was necessary and fit to be learned. He was in favor then of the recommendation, but would now move to postpone it till Friday afternoon.
The President said it had been suggested that the Institute adjourn sine die, at noon on Friday, so that the teachers from the country could go home to spend the Sabbath under their own vines and fig trees.
Professor Knowlton said he had thought they might stay from one till three o'clock in the afternoon, and then they could do more in 15 minutes than they could now in two hours. They could not have examined the books thoroughly, because the re- port was but just now submitted. He would have no objection, if the Institute was to adjourn at noon on Friday, to postpon- ing this part of the report until Thiu'sday afternoon.
Mr- Conklin said he believed these geographies recommended by the Committee were the only ones with which the teachers were not familiar. He thought the motion to postpone had bet- ter be limited to that part of the report, and the merits of the other books could be properly discussed and passed upon now. The reasons which had been given for the postponement of the final decision in regard to geographies, seemed to him very just.
The President suggested that to meet the views of Professor Knowlton, it should be stated in his motion that when the con-- sideration of the subject should be resumed it would be to vote, and not to talk much, because the programme was full for every day and every hour.
Professor Knowlton said that was the very point. They now talked, because they did not know how to vote. Let them fix the time for taking up the question of text books, and in the mean- while they could all prepare themselves,, and be ready to vote. In regard to the remarks of Mr. Conklin, he would say that there was one book recommended, namely, the rhetorical work of Bon- nell's, which was certainly entirely new to California teachers in 3
34 California State Teachers' Institute. [June,
general. For' that reason lie thought it would be better to post- pone the whole subject of text books.
Mr. Conklin said if they postponed the whole question it would all come up in so brief a space of time, that he thought they could not do justice to the subject. He preferred to pass now upon the books with which the members were already familiar. It might be well, perhaps, to limit the debate as to the others.
Dr. Phelps said he could not vote to recommend a book which he had never seen, and this book had never been in his hands at all. He had seen it at a distance, and it looked very well, but he could not recommend it on that.
Mr. Prior said Dr. Phelps had examined the book very closely last year, and this was the same one.
Dr. Phelps said he had supposed it was a different one. When it was presented last year a gentleman wished him to favor it, but he told him he could not till he had examined it. The gen- tleman presented him with a copy, and he took it home with him that evening and read twelve pages, on which he marked no less than fifty errors. That was Clarke's Geography, and he told the gentleman that he could not recommend a book like that. The gentleman begged him not to vote against it, because if he did, it would kill the book, and it would never get into the schools; but he suggested instead that if he would take the book and re- vise it, the publishers would pay him a good sum for his work, and then have it introduced in the schools, as they did not wish to introduce a book containing errors, but would have them cor- rected and publish a new edition. Perhaps the publishers had done this, but for his part he had heard nothing more about it since that time. He examined the work sufficiently then to know that it was full of errors. They had tried in the schools the large geography, and it was universally condemned, and the small geography, he understood, had also been popularly condemned. If this was a different work he was glad of it; but if it was similar to the small and the large, neither of which were fit, then this Intermediate Geography ought not to be adopted without a good and careful examination.
Mr. McKinney suggested that the subject of geographies be postponed till the closing hour, then to be finally voted upon without discussion, but that they have the discussion now, and during the interim parties could make all necessary examination. If it were postponed till the last hour, and not discussed now, it would then be voted upon under a kind of gag rule.
Professor Knowlton said that was eminently reasonable and exactly in line with other proceedings. They certainly ought to discuss it now before knowing anything about it. It was mani- festly a very fit time to discuss the book now, because they had never seen it. He j)resumed that all could see the reasonable- ness of that without further argument.
1869.] California State Teachers' Institute. 35
Mr. Howe, of Alameda, said he wished to state one or two things about Warren's Intermediate Geography. It had been said that this was full of errors, but he would like to ask how many pages there were in Warren's Intermediate that had not mistakes. Questions were asked as to where was such a town or river, when it could not be found upon the map. There were two instances of that in Iowa and two or three in other States, and he knew that scholars had asked him for towns and rivers, and he could not find them on the map. If Clarke's Geography was full of errors, so was Warren's, but there was no use in con- demning a geography because of typographical or other errors. He had examined this work slightly, and Clarke's larger work carefully, and he did not object to it because the name was Clarke. He would like to give the book a careful examination, and then would be prepared to say what he thought of it, but he did not want to condemn it because there had been a few errors which were perhaps easily corrected.
Mr. Prior said he had examined the so-called mistakes which had been discussed by Dr. Phelps, and they were mostly mistakes made by the printer, and other slight mistakes which had no re- lation at all to the information contained in the book, and that so far as he knew was perfectly correct. The errors were purely typographical, or perhaps, in some instances, slight grammatical errors. He approved the book very heartily, and should like to see it introduced into the public schools.
Dr. Phelps said they were not simply tj^pographical errors which he had discovered, though no doubt, some of them were, but there were errors in fact, in grammar, in reference to places, and in the pronunciation of words. There were errors of all kinds — errors in the use of language and in the choice of words to express ideas.
Dr. Phelps, (proceeding) stated that he was merely going to add that he understood the b«ok now presented was a revised edition of the one he saw last year. If so, perhaps the pub- lishers had corrected all the errors in it and made it a perfect book, but he could not recommend it without looking to see whether it was perfect or not. He could not recommend a thing that he did not know anything about. If they made any changes in books, let them introduce only the best they could get. It was desirable, too, when there was a series of books, to have them all by the same author, instead of having Cornell's Primary and Clarke's Intermediate and somebody's else Grammar School Geographies. In that way they would avoid confusion and rep- etition, otherwise unavoidable, because no two men would write in the same line, or classify subjects in the same way. If there was to be a series of Geographies, let them have them all by one good author, and whether Warren's, Clarke's or Cornell's were preferred, let them take the whole series. At all events let them examine the books before recommending them.
36 California State Teachers' Institute. [June.
Mr. Humplirey moved that that part of the report referring to geographies be postponed till to-morrow afternoon, and then taken up and passed upon without discussion.
Professor Anderson said it would seem from his hearty indorse- ment of the book that either Dr. Phelps was grossly ignorant of the English language and of the geography of California, or he was.
The President — Or both. (Laughter. )
Mr. Anderson said he would not contest that matter before the Institute, but wished to set himself right in one particular.
Mr. Prior rised to a point of order, that there was a motion before the house.
The President said he thought Mr. Anderson was a little out of the line of parliamentary order, but by consent he might pro- ceed.
Mr. Anderson said he was a teacher in the public schools and was glad of it. He had been a long time in the public schools of this State and a longer time in private schools in this State; and when he was in a private school untrammeled, he bought this geography and sat down and examined it almost line for line, and he thought from his long residence in this State, and from the observation he had given the subject, and his experience as a teacher in the school-room, he was somewhat familiar with the geography of California, and he denounced as incorrect altogether the statement of inaccuracies in Clarke's Geography. It was as free from blunders as any book that had been present- ed here, and he claimed, for himself, to be equal to the decision of any question in regard to the correctness of the English lan- guage, as used in that book or in regard to location of places as located in that book. He had not only examined it carefully, and read the criticisms of the press upon it, but he had put copies of it into other teachers' hands wherever he could make it convenient to do so, not selling copies but buying them himself and giving them to the teachers, for their criticism and sugges- tions. In indorsing that book before this convention, he was prompted by no mercenary consideration. Bancroft, or who- ever the publisher was, had never presented him with so much as a copy, but he examined it in the interest of the schools, for he was more interested in securing the use of proper text books than anything else connected with the schools. It was true that the word " hence " occurred very frequently in the original book, but that was doubtless a peculiarity of the writer, and that had been ruled out of the later edition, which was a corrected edition.
Dr. Phelps said he thought it did not follow from his remarks that either he or Professor Anderson was ignorant of the English language. The President — Not at all. Dr. Phelps said this might be a revised edition, and perfect in
1869.] California State Teachers' Institute. 37
its language and all the en-ors corrected, but lie must still insist that he could not recommend it without examining it.
Professor Knowlton suggested that a resolution be now intro- duced to settle the time for final adjournment, and if they could postpone that till Friday afternoon, they might then postpone the decision of this important question till then. If he could get consent to allow this matter to be held in abeyance for a few minutes, he would offer a resolution fixing the day and hour of final adjournment. After that they could intelligently dispose of this question. Professor Anderson and some others had ex- amined the work thoroughly, but they had it from the mouths of other teachers here that they had not examined it, and were not prepared to vote upon it this afternoon. If the work was as good as it was represented by Professor Anderson, probably the recommendation would be adopted by a unanimous vote.
Mr. Britton, of Colusa, said he thought it would be best to settle the question about geogTaphies at this time, for the reason that some of the country teachers had to leave here perhaps be- fore Friday, and they would want to vote upon this question. He was decidedly in favor of the present school geographies and opposed to any change. It seemed to him that the speakers had all thus far spoken on one side, but there were always two sides to every question. They had looked only on the bright side of Clarke's Geography, and for his part he was entirely opposed to making any change at present. If there were errors or omissions in the present geographies, a teacher of any practicability could correct and supply deficiences, and there was no necessity for put- ting parents to additional expense. He believed a majority of the country teachers would be found opposed to the change, and he hoped the question would not be postponed.
A delegate suggested that the motion be modified by omitting that part which prohibited discussion.
Mr. Humphrey said he thought that discussion had better be limited, on account of want of time.
Professor Anderson suggested that very few teachers here would even see Clarke's Geography between this and the time they were expected to vote to-morrow.
Mr. Clark, of Solano, moved that this subject of change of geographies be indefinitely postponed.
Mr. Simonton said he wished to say a few words.
The President said the motion to indefinitely postpone, he be- lieved, was not debatable except for explanation. If the getle- man wished to explain, he might do so; but if he was going to argue the matter, the Chair would have to bring Jefferson, Cush- ing and all the rest to bear upon him.
Mr. Simonton said under such circumstances he would not not undertake to say what he wished to.
The question was taken on the motion to indefinitely postpone, and the motion was lost — ayes, 15; nays, 33.
Mr. Howe called for the previous question.
38 California State Teaxihers^ Institute. [June.
The President said the question was on the motion of Mr. Humphrey that the consideration of the geography question and also the consideration of Bonnell's Manual of Prose Com- position be postponed till to-morrow at the afternoon session. The question was taken on Mr. Humphrey's resolution, and it was agreed to.
The Secretary read the next clause in the report, as follows :
* ' The Committee recommend Marks' First Lessons in Geometry' to be used in the proper grade of classes."
The question was put without discussion, and the recommen- dation was adopted.
Mr. Schellhous inquired in what grade of schools it was de- sired to introduce this work on geometry.
The President said the State Board would consult with the author of the book, perhaps, and indicate the grade in which it should be used. If Mr. Marks wished to make any remarks on that subject he would be heard with pleasure.
Mr. Marks said he had been invited some time ago to occupy fifteen or twenty minutes on this subject, but had declined be- cause he did not wish to occupy the position of riding a specialty or a hobby. He, therefore, would let it pass by now, but would at any time confer with the State Board in reference to placing the book in the proper grade.
The President said he wished to make a few remarks in this connection. He hailed the appearance of this book with peculiar satisfaction as one meeting a want which teachers had felt and expressed for a long time — namely, an elementary work of this character on geometry. It had been the opinion of many of the best teachers in the East and in California that geometrj' should be introduced into the schools at an earlier period, and all who had given the subject special attention had come to that conclusion. He was gratified also upon another consideration to which he wished to give expression in this connection, namely, that this was a California book; and he wished it to be understood that in his official capacity, so far as he had any personal in- fluence in the determination of such matters, all things else being equal, he was for California books and California authors at all times and to the end of the chapter. (Applause. ) This coast had peculiar wants, and was developing a system somewhat pe- culiar in its features, and he hailed with peculiar satisfaction every appearance of enterprise on the part of our publishers, and every effort of our California authors to meet our wants. All things being equal, he would vote with both hands and all his heart for California books. (Applause.)
Dr. Lucky said he presumed he was the only teacher present, except his worthy assistant, Mrs. Clark, who had tauglit with this book. He did not know and had not heard of its being in- troduced in any of the schools except the State Normal School. It had been taught in the junior class in that school for about
1869.] California State Teachers' Institute. 39
two montlis, and the unanimous verdict of that class was that it was an excellent book, and the teachers agreed with them.
Professor Knowlton said before going further, it seemed to him that one consideration had been overlooked. They had passed a vote to spend to-morrow morning and Friday morning in visiting the schools in this city. If they would only spend to- morrow morning in that way, of course they would have, as a deliberative Institute, only one more session. He moved to re- consider the vote in regard to adjournment, and moved that in- stead, the final adjournment take place on Friday, at three o'clock, P.M. , as that would ^be time enough to enable all the country teachers to reach the afternoon boat.
The President said the motion was seconded by the County Superintendents of two of the most remote counties.
Mr. Clark, of Tulolumne, said he should like very much to visit all the schools if there were time enough, but thought they might also meet on Friday morning, as an Institute, and only visit the schools to-morrow morning. He would suggest an amendment to the motion so as to meet as an Institute on Friday morning as well as Friday afternoon.
The President suggested that the Institute could as well deter- mine that question to-morrow.
Mr. Clark said then he would simply second the motion as it stood.
The motion of Professor Knowlton that the Institute adjourn sine die on Friday afternoon was carried.
Mr. Howe inquired if there was anything else to come up in the way of business this afternoon, and said he desired to say something about Quackenbos' and Brown's Grammars.
The President said that subject was to come up to-morrow af- ternoon.
The last clause of the report of the Committee on Text Books was read by the Secretary as follows :
' ' Sixth. That your committee recommend that there be no further changes of books in the public schools of the State. "
Professor Anderson said if that last clause were adopted, m his opinion it would preclude getting at the subject of grammar or anything else in the way of text books. He was not in favor of adopting that clause, and would therefore move that it be adopted, intending to vote against it, so as to leave the matter an open subject. He was opposed to both Browns' and Quacken- bos' Grammars, the State Committee, the President and State Superintendent, the State Board of Education and all others to the contrary notwithstanding. And he said this with all due deference to their judgment, because he had found them entirely unsuited to the public schools.
The President said perhaps the better course would be to defer action on that recommendation, and let it come up under the same head as the other special order at the opening session to-
40 California State Teachers' Institute, [JuNE.
morrow afternoon. They did not wish to institute any gag law, and the object he had in putting the question of text books for- ward prominently was to do just as the Institute had done, namely, to elicit the opinions of experienced teachers, such as Professor Anderson, Dr. Phelps, and others, some of whom had spoken, and some had not; to say nothing of the ladies whose zeal he hoped in this matter was commensurate with their mod- esty, none of them having said anything this afternoon.
Dr. Phelps moved that the last recommendation of the com- mittee be postponed till to-morrow afternoon.
A member inquired if they would have the right to change the text books on grammar, even if they wished to do so. He un- derstood that no change could be made for four years, and that Brown's series of grammars had been already adopted, to take effect next June, and that the law prohibited their being changed for four years.
The President said the question before the Institute was on the motion to make the recommendations the special order of to- morrow afternoon.
The motion was agreed to.
Professor Knowlton said he had two suggestions to make. The first one was in regard to remarks which had been made by seve- ral gentlemen as to applying a gag law to-morrow afternoon. He knew a good manj^ would like to see him gagged, but that was all right. (Laughter.) But the point he wished to make was this. It seemed to him that in this matter they were to resolve themselves into a jury, and to do their deliberation and reflection between now and to-morrow, when they came together. Then, of course, they would have an opinion to express; and as he had once heard it said, a man without an opinion was worse off than a man without a copper in his pocket. He hoped that to-morrow they would come with their opinions formed, and express them by their votes. The other point was in regard to Dr. Phelps' re- mark, that he had examined Clarke's Geography very critically and carefully twelve months ago. As the book was not j)ub- lished till three months ago the Doctor must have been gifted with foresight.
Mr. Humphrey said any member of the Institute might visit the book store and look at the book for himself.
Mr. Swett moved to j)roceed with the regular business of the afternoon, which he understood was to be a lecture by Dr. Lucky on Grammar.
Dr. Lucky said he understood the time appointed for that lec- ture was to-morrow morning, and he supposed of course, as there was no session to-morrow forenoon, it would go over till after- noon, if not altogether. While he was up he desired to call at- tention to the fact that a great deal had been said about Clarke's Geography, but nothing at all about Monteith's Geography, with which none of them wer§ acquainted. If nothing was to be said
1869.] California State Teachers' Institute. 41
about Monteith's, he feared they would be in worse condition to decide about that than about Clarke's. He hoped the teachers present would examine both books and come to-morrow prepared to act.
The President said it was a good suggestion, but he thought the subject of Geographies had better be dropped for the pres- ent. He expected that the subject of Arithmetic would be re- sumed this afternoon for further discussion and illustration.
Professor Anderson gave notice that he had placed on the Sec- retary's table a book which he believed to be more valuable to the teacher's profession than all the Institutes ever held. He re- ferred to a book called, "In the School-room, or Chapters in the Philosophy of Education," by John S. Hart, L.L. D., Principal of the New Jersey State Normal School.
Mr. Swett, I move that we adopt it as a State authority. (Laughter. )
The Institute here took a recess of ten minutes.
The President on again calling to order announced that copies of Clarke's and Monteith's Geographies, and also of Marks' Geometry would be found this evening on the Secretary's table, so that members of the Institute could have an opportunity of examining them. He now suggested that the Institute resume the consideration of the subject of Arithmetic.
Mr. Schelhous said he thought the most practical benefit would be derived from the expression of opinions in regard to the best method of teaching mental arithmetic.
The President said that subject was before the Sacramento County Teacher's Institute, and the exercises there were very in- teresting. He had ever since a very high oj)inion of the impor- tance of that branch of the subject, and would invite Mr Simon- ton, of Solano County, to give his views in regard to mental arithmetic or any other phrase of the subject he might desire.
Mr. Simonton excused himself on account of being unpre- pared.
Mr. Schelhous asked that Professor Anderson gives his views on Mental Arithmetic.
Professor Anderson came forward and delivered a short ad- dress. He said his opinion on the subject of mental arithmetic was, that, as it was taught in the public schools at the present time, to use an impolite term, it was a humbug. Philosophers had classified the faculties of the human mind, and taught that some of the faculties were earlier developed than others. First in order, we have the perceptive faculties, next the expressive, and then the reasoning and reflecting faculties. Mental Arith- metic was commonly introduced in the schools at that age of the pupils when all the exercises should be calculated to develope the perceptive faculties, and yet by means of mental arithmetic, they were trying to stuff reasoning down the throats of children, making them go through syllogistic arguments, when they really
42 California State Teachers' Institute. [June.
understood nothing about what they were doing. For instance, a question would be put like this : Suppose that one apple cost two cents, what would six apples cost? The child would be able perhaps to solve the problem, and answer twelve cents, but then it was made to go through a long formula by way of demon- stration. (The Professor here repeated a* long formula greatly to the amusement of the audience.) He had known children to be drilled in this absurd manner from month to month, and from year to year, before they w^ere able to understand the most ordi- nary principles of addition and subtraction. He believed that his views in this respect accorded with those of the late State Superintendent, He never would consent to force upon children such a process of reasoning, before they arrived at a period when the reasoning faculties could be expected to be developed. They had, in the question which he had given, a major and minor premise and a conclusion, and the problem was as syllo- gistic as anything found in the most abstract treatises on Logic. They were really attempting to develope a faculty unnaturally at a time when it could only come in opposition to the development of the perceptive faculties. Children should be taught to use their eyes instead of having their minds stuffed in this way, and the teaching of mental arithmetic was generally so much waste of time. He would place Robinson's Rudiments, or what is bet- ter still, would place himself before the children and teach them to go through the operations of arithmetic proper to be taught them without the aid of books at all, then in a short time they would be prepared to take up mental arithmetic, by developing the ability to count, which w^as easily done by the object system of teaching. He was at variance with all the modes of teaching mental arithmetic that were laid down. He had examined Stod- dard's, Burns' and Robinson's, and had long used the latter, and if left to his own judgment would have no other in the school- room. It was clear, concise, and everything put down in such a way that the child could readily understand it. But he found that these books would not subserve the purposes for which they were intended. He could not make a child take up such a book and understand it further than about the first twenty pages, be- cause beyond that more mental concentration was required than the child possessed. The result of forcing them beyond their comprehension, was, that they would get into a rut of formality. They would take the form of solving one question for all others. He preferred to adopt the theory of first developing the reason- ing powers before requiring the child to prove everything. He said there was a faculty of faith in children to which they must trust. He would not require a child to reason, or to demon- strate before even daring to use the multiplication table ; and the demonstrations they were required to learn in mental arithmetic constituted a mere rigmarole of words, utterly unintelligible to a child.
1869.] California State Teachers' Institute. 43
The President called upon Mrs. Clark, of the State Normal School, to express her views on the subject.
Mrs. Clark begged to be excused, saying, "nothing from Clark will be accepted perhaps." (Laughter.)
The President expressed regret that the lady teachers did not take more active part. They should consider this as a sort of family gathering among themselves, and express themselves without hesitation or embarrassment. Had the ladies spoken: more, the discussions would very likely have been quite as profit- able, and sometimes in better taste.
Mr. A. L. Fitzgerald said he had listened to the exercises in Arithmetic with a great deal of interest, but thought the speak- ers did not go far enough, or were not radical enough. He was very strongly in favor of the French decimal system, and be- lieved if more attention were devoted to that, it would save a great deal of the time they were now compelled to spend on compound numbers. He once asked an advanced class why the letter d was used to stand for " pence,"' when there was not a d in the word, and not one of them could tell him. It had never occurred to them that it stood for anything — only an arbitrary sign — but they had used it for months and years, because it had been taught them. He hoped the time would come when they would banish a great deal of useless matter now taught in arithmetics, and adopt the decimal system entirely. He saw no necessity for a child devoting month after month to the arbitrary learning of the multiplication table, for instance. Give him an idea first what number is, and the boundary of numbers, and he would soon know the multiplication table. He believed that the smallest child could reason, unless there was some mental defect that could not be remedied by teaching. He was not prepared, he said, to give his views in detail, but would merely say that he was satisfied that two-thirds, at least, of what was now taught in arithmetic, was beyond the comprehension of nine-tenths of the pupils. If they would adopt the proper system of teaching arithmetic, he believed the whole system of mental arithmetic would settle itself.
Mr. Carlton being called upon, said he had scarcely voice enough to fill this Hall, and besides, he did not train the girls of his school in mental arithmetic, and did not know the pro- gress they had made, and the amount of time given to the study in the Normal School. He knew the class had been trained to a certain extent. Mrs. Clark, who had been called upon already, could give information on that point, and she would undoubt- edly be listened to with pleasure, although her name was Clark. For himself, he agreed mainly with the views presented by Pro- fessor Anderson, and the training he had given pupils in the last four or five years had been directly in contrast with that style of teaching which would load the minds of young pupils with abstract subjects. Nothing was more abstract to the young mind than
44 California State Teachers' Institute. [June.
complex fractions, and tlie usual mental exercises in arithmetic, especially in Colburn's. He maintained as a principle of mental philosophy, that no child ought to be driven into reasoning upon such abstract principles as were contained in the problem given in mental arithmetic. The whole idea of object lessons, and the whole idea of norinal training, turned upon this proposition. Exercises of that kind should not be forced upon young pupils. It was a contradiction of the first principles of mental philoso- phy, and the child's mind would not naturally move in that di- rection. Ho did not believe in compelling a child to commit the multiplication table to memory, as he was made to do at six years of age. Colburn's Arithmetic was put in his hands, and he was obliged to get his lessons or be punished if he did not, at seven years of age. Before he was ten, he believed he could recite all of Colburn's; but he had a taste for mental philosophy, and for that reason had probably succeeded where others might have failed. At the same time, he condemned the practice of imposing these tasks upon young minds, because it was something that, generally speaking, they were not capaple of. He would not thank any man or woman for teaching his child mental philoso- phy at seven years of age. If he was obliged to teach children in that way, he might do it, because he was obliged to get a liv- ing and support others by his salary; but he would do it under protest, and if left to his own understanding of what was right, he should throw the books out of the window, or somewhere else, because he did not believe in training children in that way, and fully sympathized with those who, for many years past, had been trying to convince the American people that such things were wrong. He had spent several years in the Normal School, trying to convince his classes that they were wrong, and though he had been laughed at, and expected to be laughed at hereafter, yet he should persevere, and should practice his own teachings, unless he was compelled to do otherwise, in order to earn his bread.
Professor Anderson said he was in favor of cultivating that noble faculty called memory. He had no doubt that children could memorize even up to twenty-five times twenty-five without gi-eat difficulty; but he would teach them to do it by the object system. He had no difficulty in accomplishing it by first teach- ing them to count, showing them that two times two are four by holding up his fingers in couples. He would not overcrowd the faculties of his pupils even though his bread and butter should slip away from him. If that should result, he would resign his position and go to work at some other hard work.
Dr. Lucky moved that Professor Wilkinson, Principal of the Institute for the deaf, dumb and blind, be invited to attend the Institute to-morrow afternoon, with a class from his school, to present and illustrate the modes of instruction there practiced. He said the exhibition was not only calculated^to amuse and in-
1869.] California State Teachers' Institute. 45
terest them, but would give some valuable ideas to teachers, show- ing the course pursued in the instruction of those who are de- prived of some of their faculties. One of the most pleasing and profitable days he had ever spent was when he had visited the Blind Asylum near Boston, where he saw Laura Bridgman, the deaf, dumb and blind girl, and that visit, he trusted, had made him a more hopeful and patient teacher for the past eighteen years.
The motion was carried unanimously.
Dr. Lucky announced that there were several pupils of the Normal School who were anxious to obtain positions as teachers, and called upon County Superintendents who were desirous to* obtain teachers to confer with him during recess.
Professor "Williams inquired if it was not possible for the San Francisco teachers to be present with the other members of the Institute all day on Friday, and also suggested that notice be given of the location of the different grammar schools which the members of the Institute were invited to visit.
The President said that one of the secretaries would post a notice giving the requisite information.
Mr. White announced that there would be a meeting of the State Educational Society after the adjournment.
The President said he would confer with the proper authorities in response to the suggestion of Professor Williams, and thought there would be no doubt that a vacation would be granted which would enable the city teachers to attend tjie Institute all day on Friday.
He announced that to-morrow afternoon the programme would be exercises in grammar; and if time permitted, the subject of School Discipline after the close of the exercises by the pupils of the Deaf, Dumb and Blind Institute. Also, that to-morrow evening, Mr. Simonton, County Superintendent of Solano county, would deliver an address; and a poem would be delivered by William H. Rhodes, more familiarly known as " Caxton," (Applause. )
Here the Institute took a recess till evening.
EVENING SESSION.
The Institute was called to order by the President'at half -past eight.
Miss DoUiver read a beautiful poem entited " The Vagabond Boy."
Professor John LeConte, of the University of California, was then introduced, and delivered a profound lecture on the bear- ings of recent discoveries in science upon the Nebular hypothesis.
[An abstract of this lecture will be published in a future num- ber of the Teacher. ]
Afterwards the Institute adjourned until to-morrow at 2 p.m.
4:6 California State Teachers' Institute. [June.
THIED DAY.
Thuksday, May 6tli, 1869.
The President called the Institute to order at two o'clock.
Prayer was offered by Rev. M. C. Briggs.
The pupils of the High School sung ' ' Sunny Hours. "
The Secretary read the minutes of yesterday's proceedings, which were approved.
The President said he knew he expressed the feelings of the Institute in cordially inviting the pupils of the High School to attend their sittings. They would all be glad to see them, and to hear them, from now to the close. He would also extend the same invitation to the pupils of the State Normal School. They would be glad at all times to see them and hear them.
The President announced as the special order for the after- noon, the report on Text-Books, and said he believed it had been tacitly, if not expressly, determined that a vote would be taken without further discussion. If, however, all were not satisfied with the discussion that had already taken place, he had not the power nor inclination to ajDply the gag law.
Mr. Swett said before proceeding to vote, he w^ould ask for a division of the question, in order to vote on the matter of geographies separately. He thought that matter would not in- volve any debate.
The President said if there was no objection, the vote would be taken separately.
Mr. Cottle, of San Joaquin, moved that the subject of Text- Books be indefinitely postponed.
The President said he believed that motion was not debatable, and put the question, the vote resulting, on a division, — ayes, 130; nays, 20. So the whole subject was indefinitely postponed.
Professor Knowlton said the negative votes represented quali- ty rather than quantity. (Laughter.)
The Secretary asked a re-count, as the ladies had not generally voted.
Professor Anderson said he believed every member was re- quired to vote.
The President said he certainly should appoint a Sergeant-at- Arms to bring up all delinquents.
Professor Knowlton requested that no one should vote except members of the Institute.
A member rose to a point of order, that the Chair had already announced the result, and it 'was too late to call for a division or re-count.
The President decided the point of order well taken, and an- nounced that the next exercise in order would be remarks on English Grammar, by Dr. Lucky, and Mr. Randall, of Stockton.
Mr. Randall, of Stockton, came up on the platform, and com- menced to illustrate, upon the blackboard his mode of teaching English Grammar by the use of diagrams, but was interrupted
1869.] California State Teachers' Institute, 47
by Professor "Wilkinson and his class, from the Deaf, Dumb, and Blind Institute.
Professor Wilkinson said : ' ' Ladies and Gentlemen : In ac- cepting the kind invitation of the Institute, yesterday afternoon, I had a double purpose in view : to interest and amuse you by some of our novel modes of instruction; and secondly, a higher purpose — that you may see what we do with those children of blindness and silence, in order that when you go to your distant homes, and perchance find some other one living in loneliness and sorrow, you may be able to tell them what you have seen here — to tell them what care California takes of these, her unfortunate children, and how they may be lifted out of their isolation and misery^, into somewhat of the joy and beauty of life. [Applause.] That is the purpose for which I came here. The first purpose, namely, of amusement, would hardly have brought me here this afternoon. The mission of the entertainer may be, and probably is a worthy one, but it is not my mission in life. I shall consume as little of your time as possible, and yet, perchance, I may wear out your patience, because our move- ments must necessarily be slow, on the part of the blind es- pecially. I shall consume no time in giving a history of our art of teaching, because that would take too long; but I shall show you first where we begin, and for that purpose I have brought here some of our babes; and next, where we end; and for that purpose, I have brought some of our best."
The Professor then proceeded with a most interesting exhibi- tion, beginning with two little six year old deaf and dumb child- ren, who displayed very remarkable powers of comprehension for children of that age, limited as they were in faculties; and ending with an extraordinary display of skill and intellect on the part of some of the older children, illustrative of the gratifying success achieved by him and his assistants, who had devoted their lives to their philanthropic work.
At the conclusion of the exhibition. Professor Wilkinson after returning thanks, requested all the teachers, coming from differ- ent parts of the State as they did, in case they should meet any deaf and dumb or blind children, whose parents either from pre- judice against the institution or ignorance of its workings, were indisposed to allow them the advantages of this institution, and kept them at home and in ignorance and darkness, growing up in misery, without education and without the power of communi- cation with their fellow beings, to lay before such parents the facts in regard to what they had this day seen and heard, and use their influence to have them sent to the institution, where the State of California had made the largest provision for their care and edu- cation. The State, he said, provided for everything except the clothing and traveling expenses of these unfortunates, and those entrusted with their care and education would deal as tenderly with them as if they were their own offspring. Dr. Lucky offered the following:
48 California State Teachers' Institute. [June.
Resolved, That the thanks of this Institute are due, and are hereby tendered to Professor Wilkinson and his Assistants for the very interesting and success- ful exercises just witnessed.
Resolved, That he convey to the pupils of his School our sincere thanks for their praiseworthy efforts.
Resolved,^ That he present to them our congratulations on the prospect of soon entering their new and beautiful home across the Bay.
Col. Holt, in seconding the resolutions, said : He was sure this audience would cordially agree with him, that children who had fallen into such hands as Professor Wilkinson's, were not in any sense of the word, orphans. They thanked God that these un- fortunates could claim him as their father, who had been ready to pluck from his heart a rooted sorrow, and to devote his life to strewing with flowers the pathway of these children, through this bleak and sorrowful world.
The President, said before putting the motion on the resolu- tion, he would repeat what had been said to him just now by a gentleman of this city, that this was the first time that his heart had been touched for ten years past; that he had been through all the scenes of the late civil war, through all its dangers, troubles, sorrows and horrors, but the scene on this occasion had touched his heart as it had not been touched for ten years. Another gentleman had said to him a moment ago, that he would be a better man for this exhibition. He echoed that sentiment, and had no doubt that all who heard him felt the same.
The question was taken on the resolutions, and they were unanimously adopted.
On motion, the Committee on Resolutions was requested to place these resolutions in their report.
Mr. Wilkinson said, while gentlemen had been speaking, and while the resolutions were being read, he had already conveyed the purport of what was said or read to the deaf-mutes of his class by means of the sign language and the finger alphabet, and he had only to express to the Institute his and their gratitude for the kind words which had been uttered, and the kind attention that had been given them. There were occasions from year to year when he with some of his pupils met with the public in ex- hibitions of this kind, but this was different from ordinary occa- sions, in that the}^ felt sure of the sympathy of professional teachers, all of whom knew the trials and troubles they were call- ed upon to endure with ordinary pupils. With these children more than ordinary care and patience must be exerted, but they felt they had their reward every day in the progress the}^ saw made by the pupils, who came to them with minds like white paper, upon which they could write their own handwriting, day by day. He again thanked the members of the Institute for their kindness and attention.
The deaf and dumb and blind childred then retired. The President said they would resume to-morrow the exercises which had been postponed by this pleasant interruption, and
1869.] California State Teachers' Institute. 49
suggested that as to-morrow would be tlie last day, the Institute should meet at 9 instead of 10 o'clock.
Professor Anderson, as a member from the country, inquired what provision had been or was to be made to enable country members to participate in the great Pacific Railroad Celebration to come off on Saturday next.
Col. Holt said he understood from the telegraphic despatches that the last rail would be laid and the last spike driven on Sat- urday, and as Chairman of the Invitation Committee, appointed by those citizens who were preparing to celebrate the great event, he cordially invited all teachers from the countr}^ who could re- main to participate in the celebration, and would take it upon himself to see that they were properly accommodated.
The President announced that the San Francisco School authorities had decided in reference to the wish of the Institute, to suspend the city schools to-morrow, so as to give all the teachers an opportunity to attend the Institute.
Professor Knowlton moved that the thanks of the Institute be tendered to Col. Holt for his invitation to attend the Railroad celebration; that the invitation be cordially accepted, and that a committee of five be appointed to make all necessaiy arrange- ments, so that the lady and gentlemen teachers who might re- main in the city on Saturday might participate in the celebration in a body.
The President remarked that that was just the company he should like to train in.
The motion was unanimously carried, and the President ap- pointed as the Committee, Prof. Knowlton, Prof. Williams, Miss Fowler, Miss Kennedy, and Mrs. Griffith.
Col. Holt said he would also extend the same invitation to the pupils of the State Normal School, and the Girls' High School.
A member from Sacramento reminded the country teachers that Sacramento would also celebrate the completion of the railroad on Saturday, and invited all who could do so to partici- pate in that celebration.
The President announced a preliminary meeting of the State Educational Society this afternoon.
The Institute then took a recess till evening.
EVENING SESSION.
The President called the Institute to order at 8 o'clock.
Mr. Simonton, County Superintendent of Public Instruction of Solano countj^ was introduced, and delivered an address on the subject of True Education. [The address will be published in a future number of the Teacher. ]
Wm. H. Rhodes, Esq., of San Francisco, was next introduced, and after apologizing for not having prepared a poem for the occasion, as by some misunderstanding it had been announced 4
50 California State Teachers' Institute. [June.
that it was his intention to do, proceeded to make a short speech on the general subject of education.
The President announced the programme of exercises for to- morrow, and that being the last day, the Institute would meet at 9 o'clock in the morning.
Col. Holt stated that a special place would be provided for all the teachers who could remain until the railroad celebration on Saturday, where they could sit together and witness the proceed- ings.
The Institute adjourned until 9 o'clock to-morrow morning.
FOURTH DAY.
Friday, May 7th, 1869.
The President called the Institute to order, and the exercises were opened by singing " The Star Spangled Banner."
The Minutes of yesterday's session were read by the Secretary and approved.
The following additional names were registered:
San Francisco — Miss Wigham, Sallie L. Gummer, Carrie V. Benjamin, C. M. Pattee, J. P. Royall, John D'Arcy, Laura T. Fowler, Mrs. A. Griffith, Helen V. Shipley, Jennie Armstrong, Lizzie Everton, Isabella Gallagher, Mollie Gallagher, Lizzie Gunn, Margaret Wade, and Fannie Soule.
Yolo County— T. H. Steele.
Calaveras County — Kate Van Guelder.
Alameda County — Miss Mary Alexander, Nettie La Grange, Mary Sanderson, Mary H. Slavan, S. N. Jewett.
Sacramento County — Miss Addie H. Wells, Jennie A. Gourley, Hattie H. Gilmer.
Marin County — Miss Sinclair.
El Dorado County — Mary Van Guelder.
Snnta Clara County — S. E. Shaw.
San Joaquin County — Mrs. E, HoUoway.
Mr. Randall explained his method of teaching grammar, by means of diagrams, illustrating the classification of verbs, pro- nouns and participles. This method may be used in connection with any text-book. The subject could be taught in this manner with less labor and in less time than by any other the speaker had ever used, besides having the advantage of being more sys- tematical.
A member said he believed Mr. Randall had made no mention of the neuter gender, and asked if he did not follow the classi- fication of Greene's Introduction.
Mr. Randall said he followed Quackenboss, but the diagram might be changed to suit any text-book.
Mr. Marks said the masculine gender might be abolished with as much propriety as the neuter.
Mr. Schellhous asked Mr. Randall to state his method of dis- posing of the neuter gender.
Mr. Randall said he thought if a word had no gender, it was as well to say nothing about it.
Mr. Anderson asked Mr. Randall if there was such a thing as
1869.] California State Teachers' Institute. 51
a word having no gender. All nouns must be one of three kinds: those which will indicate the male sex, those which will indicate the female sex, and those which have no sex, to each one of which gender is ascribed; hence it is unreasonable to say that a word has no gender.
Mr. Knowlton said neuter gender was neither gender, and to call a word neuter gender was to call it no gender, which is equivalent to saying something is nothing.
Mr. Anderson said the words which were represented as hav- ing the neuter gender, were of a kind that were neither male nor female; and explained the difference between the classifica- tions in the English and Latin grammars.
Mr. Knowlton said his experience in reviewing small children, led him to believe that there was a great mistake in the mode of teaching grammar. Children should be taught the sound of letters, and their combinations into words, and the objects rep- resented by the words, and then the gender of those objects. No words ever had gender. Grammar ought to be taught more out of the heads of teachers. They depended too much upon text-books. The use of words should be taught with reference to the ideas, actions or objects which they represent. Grammar might be taught without the use of a text-book. Take simple sentences, and try to separate a name from the idea or action it represents, and encourage scholars to talk and write what they think, without restraint. Let them combine words into sen- tences, and tell the parts of speech of the words. He was in favor of frequent exercises of that character.
Mr. Anderson asked Professor Knowlton if he would be will- ing to dispense with the use of text books.
Mr. Knowlton said he would dispense with the use of text books on the subjects of grammar and arithmetic. He thought he could advance a class of pupils more rapidly without the aid of text books than by confining them to the books. He believed it would be better to discuss improved methods of teaching. Grammar and geography were not finished and complete sciences like mathematics, therefore, they were easily taught without a text book. The books on geography were constantly changing. The transpiring of great events made changes neces- sary.
Mr. Marks said he presumed exery one had his own ideas in respect to the subject of gender. He was of opinion that things had sex and not gender, words had gender and not sex. A vf ord which represented a thing which has no sex, is of the neuter gen- der. The common gender represents a thing which belongs to either sex.
Mr. A. L. Fitzgerald said he differed from Mr. Marks. Names only had gender, and animals had sex, and gender bore the same relation to names that sex bore to animals. This would settle all cases of gender without making applications in detail. He
52 California State Teachers' Institute. [June.
also wished to ask how many tenses there were. Some authors made two, and some seventy-two, and he would like to have the principle settled on which to make tenses.
Mr. White said he thought the discussion upon the subject of gender not likely to come to any conclusion, owing to the disa- greement in regard to the meaning of the word. The definition of the word is "kind." The grammatical definition is *' dis- tinction in regard to sex. " It indicates which is male and which is female, and which has no gender, in our own language as well as the Latin.
Mr. Schellhous said he would like to have some gentleman parse the word " bird/' in the sentence, "Richard broke the bird's wing."
Mr. Anderson said the sex of the bird may be either male or female, but the gender of the noun, according to most books would be given as common. That was the mode of parsing which had been accepted from time immemorial. The sense would probably indicate whether it was a male or female.
Mr. Schellhous said, some nouns, that in the English have no gender, in the Latin have gender, because the word itself con- veys an idea, and is used to express a gender. In some English nouns it is impossible to determine anything about the sex, there being nothing whatever in the sense to determine the gender. In the Latin the adjective always assists in determining the gen- der, and a class would be expected to tell the sex of a noun by that means. Nobody can tell the gender in every instance by the English Grammer. That tells that gender is a distinction in regard to sex. What was a common distinction in regard to sex? It must be either masculine or feminine.
Mr. Woods said the object in teaching grammar was to enable pupils to speak and write correctly; and it was of no great im- portance what method was pursued so that the great object in view was attained.
Mr. Humphrey said grammar, as well as arithmetic, should be made as practical as possible. It was now conceded that some of the principles, in arithmetic for instance, duodecimals, alligation, multiplication and division by composite numbers, so far as their practical importance was concerned, might as well be left out. What practical good could result from a discussion on the subject of the neuter gender ? Why discuss a matter which had no importance ? Five minutes time was suffi cient to teach a child all that was necessary to know about gender. As long as there were authors who would write, so long there would be differ- ences of opinion in regard to minor points in grammar. The speaker gave his method in detail of teaching grammar with re- ference to classifying the parts of speech of words in sentences, and of parsing words with reference to gender.
The President said he did not see any probability of the con- iroversy coming to a close, and announced that next in order
1869.] California State Teachers' Institute. 63
was an address by Dr. Lucky upon the subject of what grammar to use.
Dr. Lucky said he was requested, before the Institute met, by the State Superintendent, to conduct an exercise in grammar. He made some preparation to conduct that exercise, but the limit- ed time and the great amount of business that remained to be done admonished him of the impropriety of attempting anything of the kind. We had quite a discussion on the subject of gram- mar, and he presumed that they might discuss it for weeks and be no nearer a conclusion than we are now. Teachers who have reached the top of the hill, alluded to by some of the speakers, if there are any such, do not need instruction. Those who are half-way up the hill will not receive instruction, because they know all about it. (Applause. ) If he had time he would like to give a little encouragement to those who are at the bottom of the hill, who have just entered upon the duties of teaching, and the important responsibilities of that honorable profession. Much has been said with reference to the use and neglect of text books in grammar. He believed in having a text book and knowing how to use it just as little as is necessary. He believed that no teacher of experience would follow strictly any text book that is placed in his hands, but use it merely as a text book should be used — as a general guide, while he goes hand in hand with the pupil in experiencing the beauties of the study and the interest there is in it, not confining them simply to committing dry rules . to memory. He believed in having a text book, that the pupil may know that there are some few fixed principles in grammar. He would have a text book, just as he would like, if traveling with a company of youth, to have some road marked out, and not left to follow his own inclinations to wander out of his way, and fail to reach any important object or point that he might wish to. He would like to have some road marked out and go hand in hand with his pupils, and show them the beauties on the right and on the left, departing occasionally from the customary track — coming back again to show them their progress, and thus they may reach the accomplishment of some important point. While some speaker was referring to the conduct of teachers who had reached the top of the hill, he thought of a sermon he once heard describing different denominations traveling up the same hill, all striving to reach the top, the preacher said some were so uncharitable, that if they had met any one who had got there without traveling their particular route, they would deny that he was there. (Applause.)
He thought grammar could be made one of the most interest- ing studies in our schools. He spoke now to the young teachers who were before him. He believed that grammar might be made exceedingly interesting and pleasant. The first requisite was for the teacher to have a proper idea of the use and purpose, of grammar — To speak and write correctly. Whenever you cor-
54 California State Teachers' Institute. [June.
rect a child for the improper use of language, you are giving that child a lesson in grammar. Whenever it uses a word in a wrong sense and in a wrong connection, and you correct that child, you are giving an important lesson in grammar. It is unnecessary to specially explain the reason of the correction. He did not believe or adopt the sentiment of many that children should never be taught what they could not understand. They should be taught many things, particularly in religion and morality, that they cannot understand. It was wrong to allow children grow to mature years without being educated in moral principle, because they could not understand them. It becomes operative sooner or later. If a parent tells a child a thing is so, he believes it is so. Let the teacher secure the interest of his pupil, and let the teacher draw his pupils into an intimacy with himself and to have confidence in him, and when he says a thing is right, he will believe it is right, and practice it, and after a while he will be able to understand why it is right. He believed that the the teacher is the authority in the school-room for grammar, and for everything else that is studied. He believed that children, as soon as they learned to write, should be taught grammar. Spelling exercises should be lessons in grammar. Accompanying these exercises in grammar with all the other exercises, the scho- lar will soon learn to speak correctly, which is a very important part of grammar. Thus let them write compositions, and simple sentences. As they write correctly, they obtain a correct knowl- edge of grammar, and if they can speak correctly and write cor- rectly, it made no difference to him whether there were two gen- ders or twenty genders. If he can speak correctly and write correctly — if he can send a pupil out to teach who can speak correctly and write correctly, it is no diff'erence to him or to that pupil whether there are seven or seventy- two tenses. The object to be reached is correct speaking and writing. When they have learned this they will have learned what is of practical benefit. Then let them study, when they are more advanced or more matured, the philosophy of the language, and the relations of all the different parts of speech. First teach them practically to write and speak correctly. Many reporters of our papers have acquired a facility in writing the language by continual practice, but he doubted if many could tell whether there were two or twenty tenses. He did not know but these gentlemen present might be qualified to parse any sentence in the language, but he had seen correct writers and correct speakers who would not get twenty-five per cent, in an examination in grammar; and he had seen men who have taught for twenty-five years, whose answers would be de- clared incorrect because not in accordance with a certain standard. Brown's Grammar of Grammars refers to 502 books that its author studied to prepare that work, and no man could read that work without coming to the conclusion that there is no fixed standard whatever, that grammar is not a science, and the time
1869.] California State Teachers' Institute. 55
expended studying is almost wholly lost. He said when all de- nominations unite upon the proper interpretation of the Bible, then may we expect teachers to unite upon one standard gram- mar. He would state that at a meeting of the grammar masters, held in this city, which met to discuss the claims of different grammars, they were all united in one opinion, and that was that they had been unsuccessful in teaching grammar, and while there were no parents to listen they spoke their minds freely, and agreed that a great deal of time was spent in teaching children what they forgot as soon as they got out, and the result in view is not attained. We most always teach grammar by attempting to disprove the grammar we teach. The President of a university was once asked what book on moral science they used, and he an- swered that they used, or rather used up Wayland. That is the way a great many teach grammar. Quackenbos has been used up over this State; and Brown, and every grammar that could be named has been used up, and will continue to be used up. If there is no fixed standard — no philosophical principles to guide us, why quarrel about what grammar we use, or what is the number and gender of any particular word. Let us take our standard authors, and teach our pupils that they are the stand- ards for writing and speaking. Let us learn to teach them to speak correctly. Let us spend three times as many hours as we now do in compositions. Let us have a daily exercise, and we will teach the children to write correctly, and when they go abroad they are as competent to speak and write correctly as Quackenbos, or Brown, or Clark, or any one else. These were his views with reference to the question of what particular gram- mar should be used. He was in favor of some grammar as a guide, and wanted the object to be accomplished, marked well out, and then labor for the accomplishment of that object. He believed if his fellow teachers would adopt this method it would make correct speaking and writing, the standard of classification and not simple ability to repeat rules. It would make the study much more successful, much more interesting to the pupil, and now without wearying the attention, he would stop and try to leave it, with a wish to return to it as a pleasant exercise, one of the most pleasant in the school.
Mr. McChesney said he would like to have Dr. Lucky point out particularly how this practical view of the question was to be carried out.
Dr. Lucky said that if he could answer that question satisfac- torily to all teachers, he should feel that he deserved the tallest monument that could be reared in California. If he were asked for his plan he would be at a loss to give an answer. He had no special plan. He had no special text book that he loved above any other. But if he had a plan, it was to insist in the school, about home, and everywhere, upon the correct use of lan- guage. It was then to commence composition as soon as the
56 California State Teachers' Institute. [June.
child learned to write — to have him continue composition as long as he goes to school in weekly or semi-monthly exercises. For the daily exercise, he would have them take a book and learn the nouns, and all the properties connected with them. He would have the little boys coming in from the play ground, tell him the number of nouns in the play ground, competing with each other to make the longest list, and tracing up the different properties, and the greatest number each could find. To have competition excited to see which one could place the most adjectives before a given noun, and the greatest number of nouns after a given ad- jective, and then take the same exercise with verbs. He would give them a noun and let them place as many verbs as they could after that noun. In this way advance step bs step, accompany- ing their reading lessons with exercises in grammar, pointing out the beauties that are found in the first, second, and third readers, until they acquire a style of good language and a cor- rect knowledge of grammar.
Mr. * Carlton said, as teachers might find points upon which standard writers differed, possibly they might be in doubt as to the correct course to pursue.
Dr. Lucky said he would use a text book all the time, and refer to it and the standard writers, to assist him in the instruc- tion he gave pupils.
Mr. Carlton said he thought grammar should not be taught as a science, and ought not to be taught from a text book. It was a well known fact that some children when they were six years old, could talk as correctly as some who were sixteen. He once had a pupil in his school, six years old, who sat in front and cor- rected errors made by his class that entered the High School. He had been taught at home by an educated mother to speak correctly. Henry Clay used language well, but never studied a text book upon grammar. Andrew Johnson never studied a text book upon grammar, still his speeches and letters were always correct in respect to grammar. Many self-made men who had never looked inside of a grammar, could use language as well as anybody. He thought it was not a good plan to present princi- ples of a philosophical nature, or of a kind which were not suit- able for children. . He had been made to commit Murray's gram- mar to memory at eight years of age. He was in favor of teach- ing the subject by referring to standard writers and speakers, rather than as an abstract science.
Mr. Humphrey asked Dr. Lucky if he was opposed to having pupils commit to memory the rules of grammar, if not, how could he dispense with a text book ?
Dr. Lucky said he was not, and had said all the time they should use a text book, but he did not favor being confined to it.
Mr. McChesney said he would offer as a resolution that the time spent in the ordinary modes of teaching grammar was nearly all lost.
1869.] California State Teachers' Institute. 57
Mr. Carlton said he would second the resolution for the pur- pose of calling out a greater variety of opinion.
Mr. Bolander said the opinions he had heard were of no very recent date. They had been expounded many years ago, in in- stitutions both of France and Germany, and were only new in California. He thought children only began to learn how to use language the moment they forgot all about grammar.
Miss Mary Morgan moved to take a recess for ten minutes, which was agreed to.
At the expiration of the recess, the convention re-assembling:
The President said, next in the order of exercises was the re- ception of an address by Miss Laura T. Fowler.
GREETING.
To-morrow, God willing, we will join in the celebration of the marriage of continents and oceans, and, on this eventful occa- sion, it is both right and meet that the women teachers of Cali- fornia act as bridesmaids, and send warmest greetings to the lady teachers of the East! Hand in hand we work for the up- lifting of the masses of America. Believing that honest labor is the key note of America's greatness, heart to heart, we pray for, and hope for, the full equality and nobility of that labor! It is especially woman's work in the part this republic is taking in the history of our race, to educate and refine the growing millions that will people this land; and, to do it well, the doors of all our colleges must be thrown wide open for her admission, that she may walk unmolested the great temple of God's knowledge. If Rosa Bonheur may challenge Raphael's play with the sun- light, and Maria Mitchell trace the pathway of the stars, hand- in-hand with her world-renowned brother, so may we walk the school-room, equal with such as Thomas Arnold, if so be, by patient thought and study, we earn the high fellowship.
The scepter of Rome, or the ermine of England, did not make the fiddling Nero, the obese Henry, or the four Georges kingly! Neither did power make the mother of Constantine generous and devoted. Gold did not make the wife of Wash- ington noble, and position did not make Mary Lyon the grand worker that she was. There is something in us all, alike an- swerable to the Master of us all, and he doeth well, she doeth well, who worketh ivell ! Let not selfishness and scurrility, then, mar the blessed work of ennobling humanity — a work made no- ble by such names as Elizabeth Browning, Florence Nightingale and Emily Judson — the one a scholar, the other a nurse, and the last a teacher.
Lamartine says: ''If we would foresee what the future is to think, we must observe what a few great minds are now think- ing. " Believe me, the questions of to-day will become the ver- ities of the future. The wants and wrongs of an age will find
58 California State Teachers' Institute. [June.
their exponent and redress in the next, and this age will be log- rified when we are dead.
It is seldom a mind leaps the barriers of time, and w^orks for the future. Only genius can tear asunder the golden screen. John Milton, with eyes closed in perpetual blindness, walked calmly and kingly into the enchanted vista, and wrote for a cen- tury ahead of his time; and the principles of that stern old brain, yet God-inspired soul, are the foundation principles of the land we call ours to-day ! So, too, the impious age of Chateaubriand, scouted and scoffed at the thoughts that are now the glory and life of the civilized world.
As long as the human heart appreciates the sublime beauty of virtue and goodness, so long will the names of Cornelia and the Gracchi echo through Time. Eome was never so mighty as when the education of her youth w^as in charge of her mothers and daughters, and America will bear in her bosom the asp that will sting her to death, unless the channels of her national char- acter are guarded by the purity of woman's thought and faith !
Permit us then, as legal representative of our profession, to «end from this Institute, this greeting of our hearts to the great army of women working in our common schools all over the land! And let them be assured that California never will record her name behind the age in the co-equal education of her boys and girls ! When she does, let the lightning refuse to obey her •commercial nod, and the mountains sink and bury in oblivion her magnificent highway of the world.
Madame Brisac moved to place the greeting contained in the address upon the records of the Institute. The motion was agreed to.
Col. Holt stated that he had made arrangements by means of which the members of the Institute could have an opportunity of seeing the celebration to-morrow, from a platf(jrm to be erect- ed in front of Piatt's Hall.
Professor Knowlton suggested that mottoes be prepared for the celebration to read one side: " The Public School Teachers' of California — the pioneer developers of California minds." On the other side, "The ladies of California, delighted guests at the grand iron wedding of the East and West. "
Dr. Lucky moved that the President be directed to send a greeting from the teachers of this State to the teachers of the tJnion, through Mr. Henry Barnard, the chief of the educational bureau of the United States. The motion was agreed to.
Mr. Anderson moved that the reporters and members of the press be invited to take seats on the platform with the members of the Institute, while they were witnessing the procession. He said the Press was the most powerful lever that could be enlist- ed in favor of education, and every effort should be made to gain and keep its friendship.
Professor Knowlton moved as an amendment that the report-
1869.] California Staie Teachers' Institute. 59
ers who had been in attendance during the session of the Insti- tute, be declared honorary members, and be invited to join with the Institute in witnessing the procession.
The motion as amended was agreed to.
The President announced an invitation to visit the rooms of the Young Men's Christian Association; also, that a meeting of the State Educational Society would be held to-daj^
The convention then took a recess until half past one o'clock.
ATTEKNOON SESSION.
The President called the Institute to order, and the exercises were opened with singing by pupils of the State Normal School.
The President said, a lecture on Music, by Dr. Crossett of Tuolumne, and an exercise in Elocution, to be conducted by Professor Knowlton, were upon the order of exercises for the afternoon, but it had been agreed to dispense with them, on account of the want of time, and the Institute would receive the report of the Committee on Resolutions, after the Secretary had read the minutes of the morning session.
The Secretary read the minutes of the morning session, which were approved.
Mr. White presented, as the report of the Committee on Res- olutions, the following series of resolutions, which report was received and the committee discharged.
_ Besolved, That we recognize in the Teachers' Institute one of the most effi- cient means of uniting in the bonds of a cordial co-operation, and of inspiring with fresh zeal and enthusiasm the laborers in the great cause of education, and that it is our earnest conviction that we shall go forth from this Institute with new strength, and with new zest to our educational labors.
Resolved, That while we have been edified and instructed by the lectures and discussions of this Institute, we are strongly impressed with the belief that our Teachers' Conventions ought to be of a more practical nature; that there should be fewer lectures, less discussion in relation to Text Books, and other unprofitable matters, and more class exercises , and a greater amount of practical School-room work.
Resolved, That the thanks of this Institute are due, and are hereby tendered to our worthy and efficient State Superintendent, Hon. O. P. Fitzgerald, for the marked ability and the uniform courtesy that he has displayed while pre- siding over our deliberations. To Messrs. Philip Prior, M. M. Scott, and Miss Clara G. Doliver, Secretaries of this Institute, and to the other Officers and Committees, for their unremitting attention to their duties; also, to the Members of the Press, who have so assidiously attended our sessions, and so faithfnlly reported our proceedings. That our sincere thanks are due, and are hereby tendered to all the hues of travel of this State that have extended to this Institute the courtesj' of issuing to its members, free passes over their sev- eral routes; to the Proprietors of Woodward's Gardens; to Messrs. Snow & Koos, of the Art Gallery; to the Mercantile Library Association; and to the Young Men's Christian Association, for the cordial invitations to visit extend- ed by them to this Convention.
Resolved, That the Members of this Institute have taken much pleasure in, and derived great profit from, their visits to the Public Schools of San Fran- cisco ; and that we heartily congratulate the Superintendent, the Board of Ed- ucation, and the Teachers of the Department, on the remarkable efficiency al- ready attained, and the evidences of thoroughness everywhere manifest.
60 California State Teachers' Institute. [June.
Resolved, That we hereby tender our thanks to the Superintendent, and to the Board of Education of this City, for the use of the Lincoln School Hall, which they have so kindly placed at our disposal as a place of meeting for this Convention,
Resolved, That we, the Teachers of the Public Schools of the State, in con- vention assembled, are opposed to any change in the present State Series of Text Books, until wo are satisfied that better books are to be substituted.
Resolved, That a uniform system of weights and measures is a great desid- eratum ; therefore, the Members of the Institute do most heartily approve and desire the adoption of the French Metrical System; and recommend the Teachers throughout the State to bring it to the notice of their classes.
Resolved, That our Educational Organ, the California Ikacher, deserves the hearty support of every Teacher and of every friend of education throughout the State.
Resolved, That the thanks of this Institute are due, and are hereby tender- ed to Prof. Wilkinson, and his assistants, for the very interesting and remark- ably successful exercises witnessed by us on Thursday, P. M. That he con- vey to the pupils of his school our sincere thanks for their praiseworthy eiforts. That he present to them our congratulations on the prospect of soon entering their new and beautiful house across the Bay.
Resolved, That the State Superintendent be requested to ask the next Legis- lature to pass a law embodying the following provisions: That the time for holding examinations by State and County Boards should be fixed by law, so as to secure a simultaneous action of said Boards. That no special examina- tions be held without the consent and participation of all the members of the Board; and that the examination be conducted in the same manner as the regular examination, and with entirely new questions. That uniformity and impartiality should be the rule in all examinations of teachers.
It was agreed to take up and consider the resolutions seriatim.
The Secretary read the first resolution.
Mr. Anderson said he was opposed to this resolution, because he thought the benefit derived from the sessions did not com- pensate for the expense which it entailed upon the tax-payers.
The President said he was of opinion that biennial sessions would meet all the demands of the Institute, though he did not think the argument of expense a good one.
The resolution was adopted.
The Secretary read the third, fourth, fifth, sixth, seventh, eighth and ninth resolutions, which were adopted without debate.
Mr. Anderson moved to amend the second provision of the tenth resolution, by inserting the word " majority " in place of the word "all." He said there would be great difficulty in con- vening the members of the Board, particularly those who live in the country.
The amendment was not agreed to.
The President said he hoped the resolution would not pass. It would be impossible for the State Board to comply with its requirements, without sacrifices which they ought not to be asked to make.
Mr. Kosseau said he thought if the State Board of Education could not attend to their duties, they should resign, and a Board be appointed which could.
The original resolution was adopted.
A resolution was offered recommending a change in the law
1869.] California State Teachers' Institute. 61
regulating the action of the State Board, in granting teachers certificates, etc. After discussion, the resolution was lost. Mr. Anderson offered the following resolution:
Resolved, That the questions for examination selected from different studies should be abbreviated and simplified, the same being now so voluminous and intricate that it is morally impossible for those who are otherwise good teach- ers, to attain the requisite standing.
He said candidates were often required to answer eighty or a hundred questions. They were too numerous and too compli- cated. They should be abbreviated and simplified.
The President said he was of the same opinion.
Mr. Kennedy spoke in favor of the resolution. He said last January he had been compelled to pass an examination of one hundred questions.
Professor Williams said he was opposed to following the text- books so closely in the preparation of questions.
Mr. Anderson said the principal defect in the questions was, there not being general in their nature.
One of the ladies said she had counted on her examination papers thirteen hundred questions, and supposing each question to require one minute's attention, she would have spent over twenty-one hours in answering them.
The resolution was unanimously adopted.
Mr. Clark offered the following resolution, which was adopted:
Resolved, That the State Superintendent be requested to publish his annual address in The California Teachee.
Prof. Knowlton offered the following resolution :
Resolved, That the time of the biennial State Institute be fixed so that its sessions may hereafter come during the month of September.
Miss Withrow said she was opposed to the resolution on ac- count of its being exceedingly disagreeable and unpleasant to travel through the State in the month of September, and was in favor of having the time fixed at some more agreeable period of the year.
Mr. Clark said he was in favor of September.
The resolution of Professor Knowlton was adopted.
Mr. Flood offered the following resolution, which was adopted :
Resolved, That the Legislature be requested to grant suitable compensation to the members of the State Board of Examination and the State Roard of Education.
Mr. Anderson moved that the address of Mr. Simonton be published in The California Teacher. The motion was agreed to. Mr. White offered the following resolution :
Resolved, That we hear with pleasure of the continued prosperity of the State Normal School; that we endorse the action of the State Board of Edu- cation in recommending the removal of the School from the city; that we recommend the State Board to add another year to the present course of study, as soon as it can be consistently done; that we recommend the adop-
62 California State Teachers' Institute. [June.
tion of some plan that will diminish the expenses of pupils attending the Normal School.
Dr. Lucky said the part of the resolution referring to the removal of the school had been unanimously adopted by the State Board of Education. If it could be removed to some vil- lage or town outside of the city the expense of attending the school would be diminished by sixty or eighty per cent.
Mr. Coggins said this was a matter of considerable importance, and it had not been discussed to any great extent. This city had many advantages which no other place could offer; and he had heard no good reason assigned for desiring the removal.
Dr. Lucky said one very good resaon was, that San Jose offers a building worth $50,000.
Mr. Eousseau said he thought San Francisco much the most appropriate place for the school. The majority of the scholars resided here. The Board of Education had always provided rooms for the school. He was opposed to the removal.
Mr. White said San Francisco had too large a representation in the school, and it was going to be insisted that the city be restricted to its proper number.
Dr. Lucky said that should be remedied at the earliset mo- ment
Mr. Humprey said he was opposed to the resolution. The school should remain here, where most of the pupils live. He thought the matter ought to be discussed more thoroughly be- fore a vote was taken upon it.
Mr. Coggins moved to indefinitely postpone the resolution.
The motion was agreed to.
Mr. D'Arcy moved to take a recess of ten minutes.
Mr. Simonton moved to amend the motion by inserting four- teen months in place of ten minutes.
The amendment was not agreed to.
The Institute took a recess of ten minutes.
After the recess, the President stated that several exercises which were in the regular programme, had been unavoidably crowded out.
Master Sigmund Ackerman declaimed Shamus O'Brien.
Mr. Clark said some of the ladies had expressed a desire to hear a reading by Prof. Knowlton.
The President invited Professor Knowlton to favor the con- vention with a reading.
Professor Knowlton recited a poem of Dr. Holmes, entitled " Bill and Joe."
Master Humphreys gave a declamation.
Col. Holt said he had been requested by some of the mem- bers to propose that Mrs. Clara Dolliver favor the Convention with a recitation.
Mrs. Dolliver recited her poem, 'entitled, *' No Baby in the House."
1869.] Gh^aduating Exercises of the State Normal School. 63
The President said the session of the Institute had now reached its close. It had been pleasant, spirited, and he trusted profitable to all. He was thankful to the members for their co- operation and sympathy, and, in so far as the Institute had not been a perfect success, he was willing to accord all the credit to the members, and take the blame himself.
The exercises closed by singing the Doxology.
The Institute then adjourned sine die.
GRADUATING EXERCISES OF THE STATE NORMAL SCHOOL.
The State Normal School closed its term on Friday, May 21st, with suitable exercises, at Piatt's Hall. Following is the pro- gramme :
Opening Maech. By the Band.
Invocation. Rev. Mr. Sawtelle.
Opening Chorus — Go Little Bark. By the School.
Essay — Plus Ultra, with Salutatory. Augusta M. Stowe, Santa Clara county.
Essay— Power of Spoken Thought. Cary A. Northcutt, Sonoma county.
Music — Chorus, Song of the Mountain. By the School.
Essay — Purifying Fires. Mary A. Wright, Monterey county.
Essay— We Color our own Sky. Clara B. Millett, City.
Music — Song, The Pale Bright Star. Mary Withrow, Junior Class.
Essay — Custom, the Greatest Tyrant. Ella L. Whitmore, Sonoma county.
Okation — Elements of Success. Samuel S. F. Buckman, City.
Essay — Life's Rubicons. Kate F. McColgan, City.
Music — Mother, Thou art the Dearest One. By the School.
Essay — Things, as well as Books. Anna Bryant, Sonoma county.
Essay — The Dead Sea, Mrs. S. Jennie Mann, Alameda.
Music — Away, Away. By the School.
Essay — Men Wanted. Mattie A. Stegman, Mariposa county.
Essay, with Valedictory — The Field before us. Marietta J. Gould, Santa
Clara county. Presentation of State Certificates. By State Superintendent. Address, and Presentation of Diplomas. By Principal Address to Graduates. By Governor Haight. Music — Chorus, Good Night. By the School. Benediction. Eev. Mr. Loomis.
The exercises passed off pleasantly, and the large graduating class made a fine appearance. The Valedictory, by Miss Gould, was admirable both in matter and manner. A little episode at the close indicated the sensitiveness of the public mind with re- gard to some subjects. In the essays read there were some allu- sions of a sectarian and political character, which gave offense to a portion of the audience. The State Superintendent, in accord- ance with his avowed policy of excluding all controverted topics of such character from the public schools, expressed his regret that such allusions had been made, though he was sure they were not intended to give offense. This remark was received with applause and hisses, the applause preponderating. The State Superintendent's object was to allay, not to produce, ex- citement. In expressing his regret that such offensive allusions were made, he was only carrying out the line of policy to which
64
Department of Public Imtruction.
[June.
he is committed, and which he will pursue to the end — that is, to ignore all sectarianism and all politics in public schools. This is the almost universal wish of the people of California of all parties and of all shades of religious belief.
Department of Public Instruction.
BOARD OF STATE NORMAL SCHOOL TRUSTEES.
The Board of Trustees of the State Normal School met at the office of the State Superintendent on Friday, May 21st, 1869.
Present — Messrs. Cottle, Trafton, Denman, Braly, Swezey, Sibley, Fitzgerald.
Governor Haight being absent, Mr. Cottle was called to the chair.
Kev. W. T. Lucky, A.M., Principal of the State Normal School, made a verbal report of the history of the school during the year, and a detail of matters connected therewith.
On the recommendation of the Faculty, Normal School Diplo- mas and State Certificates were granted as follows, viz :
S. S. F. Buckman San Francisco.
Mary Alabama Wright . . Monterey Co.
Marietta J. Gould Santa Clara Co.
Clara Bell Millett San Francisco.
Augusta M. Stowe Santa Clara Co.
Ella Ladora Whitmore. . .Sonoma Co.
Anna Bryant Sonoma Co.
S. Jennie Mann Alameda.
Kate F. McColgan San Francisco.
Cary A. Northcutt Sonoma Co .
Mattie A. Stegman Mariposa Co.
Adella Pepper San Joaquin Co.
Euth G. Campbell San Francisco.
Mary Elvira Pratt Alameda Co.
Alice Weed San Francisco.
Clara A. Mackie San Francisco.
Mary Agnes Thomas. . San Francisco.
Esther Solomon San Francisco.
Annie Hay burn San Francisco.
Louise Lacey San Francisco.
Maggie E. Smith San Francisco.
Absalom Thomas Jones. .Sonoma Co. John Moore Curragh. . ..Alameda Co.
Nellie Eobinett San Francisco.
EmmaE. C. Stincen. .Sacramento Co.
Annie E. Grogan San Francisco.
Emily U. Lindberg. . .San Francisco.
Olive G. Parker San Francisco.
Mary Bell San Francisco.
Maggie H. Watson San Francisco.
On motion of Superintendent Fitzgerald a committee of three was appointed to consider the subject of the permanent locating of the State Normal School, and to confer with parties represeut- ing the various localities that may compete therefor : Fitz- gerald, Denman and Braly.
Teachers were elected for the ensuing year, as follows : Rev. W. T. Lucky, A.M., Principal; H. P. Carlton, Vice Principal; Miss E. W. Houghton and Mrs. D. Clark, Assistants.
The salary of the Principal was raised to $3,000. The other salaries remain as last year.
Messrs. Fitzgerald, Swezey and Denman were appointed to act as an Executive Committee for the ensuing year.
Adjourned, to meet at the call of the Secretary.
1869.] Department of Public Instruction. 65
STATE BOARD OF EDUCATION.
The State Board of Education met at the office of the State Superintendent, San Francisco, on Friday, May 21st, 1869.
Pr^se??/— Messrs. Trafton, Swezey, Lucky, Braly, Denman, Cottle and Fitzgerald.
Governor Haight not being present, Mr. Cottle was called to the chair.
Life Diplomas were granted to the following Teachers, viz:
E. M. Preston , . Nevada county.
Eugene T. Thukston San Francisco.
John C. Gkay Oroville,
Isaac Upham Marysville,
E. G. ScHELLHOus Solano county.
W. A. Sandees Ked Bluff,
E. KoussEAU Sacramento county.
Meltllle Cottle San Joaquin county.
Superintendent Fitzgerald, from the Committee to revise the list of District Library Books, presented a report, which was adopted.
Marks' First Lesson in Geometry wasi recommended for use in, schools of suitable grade.
Also Bonnell's Manual of the Art of Prose Composition,
On motion of Mr. Denman,
Resolved^ That it is the sense of the State Board of Education that th« willful neglect on the part of a Teacher to attend a County Institute, duly called by authority of the County Superintendent, is a sufficient cause for thj^k revocation of the Certificate of the Teacher guilty of such neglect..
Passed unanimously.
Adjourned, to meet at the call of the Secretary.
Q*»
STATE NORMAL SCHOOL.
The next scholastic year of the Normal School will commence ion the first day of July. All candidates for admission should be present at that time. A county that is unrepresented on that day, will forfeit its right to representation, though its delegates will be received afterwards, if there is room.
For admission to the Junior, male applicants must be at least seventeen years old, and female applicants at leart sixteen years, old. For admission to the Senior Class, the applicants must be respectively eighteen and seventeen.
No pupil should apply for admission who has not a recom- mendation from the County Superintendent.
The County Superintendents will promote the interests of the school and save the feelings of their representatives, by giving them an examination sufficient to convince themselves that they have the requisite qualifications, and are of sufficient age to enter the desired class.
' A
66 Tahle of Contents— Vol. VI. [June.
State Teacheks' Institute. — The short-hand report of pro- ceedings of the State Teachers' Institute crowds out everything else from this issue of the The Teacher. As to quantity^ there is no lack. As to quality, all of us can do better next year.
TABLE OF CONTENTS.
VOLUME VI.
JXJLY. PAOE.
ADDKESS OF STATE SUPERINTENDENT FITZGEEALD 1
PROCEEDINGS STATE TEACHERS' INSTITUTE 8
LIST OF COMMITTEES STATE INSTITUTE 17
Committee on Oeder of Business and Nominations 17
Committee on Introduction , 17
Committee on Text Books 17
Committee on Resolutions 17
Committee on Music 17
Standing Committee on Text Books fob the Yeak 18
STATE EDUCATIONAL SOCIETY 18
DEPARTMENT OF PUBLIC INSTRUCTION 21
To "Whom it may Concern 21
State Teachers' Institute 22
Next State Teachers' Institute ,. 21
County Institute 22
The Present Number 22
A Rrquest 23
Another Request 23
OUR BOOK TABLE 23
STATE NORMAL SCHOOL 24
Teachers 24
Course of Study 24
Regulations of the State Normal School 25
General Information 26
AUGUST.
MATHEMATICS: An Essay 1
THE TEACHER IS THE BOOK 8
OBJECT-LESSONS FOR SMALL CHILDREN 11
THE TRUE TEACHER 12
PROCEEDINGS OF THE STATE BOARD OF EDUCATION 13
COMMUNICATION 14
THE TEACHER AND THE MINISTER 15
STATE EDUCATIONAL DIPLOMAS 15
STATE LIFE DIPLOMAS 16
PREPONDERANCE OF FEMALE TEACHERS IN THE U. S 16
1869.] Table of Cordmts—Vol VL 67
AUGUST— continued. page.
DEPAKTMENT OF PUBLIC INSTEUCTION 17
explanatoky 17
State Board of Examination 17
New Edition or School Law 17
State Normal School Teustees 17
Library Books 17
OUR BOOK TABLE 18
EOLL OF HONOE 19
COEEECTION 20
GEADUATING EXEECISES OF THE STATE NOEMAL SCHOOL. . . 20
LIFE PAECHED OUT 21
SCHOOL DIEECTOEY OF SAN FEANCISCO 22
Board or Education 22
Standing Committees 23
School Directory 23
STATE NOEMAL SCHOOL 29
Board of Trustees 29
Teachers 29
Course of Study 29
Eegulattons 30
General iNFOEMATiOii 31
S£:PTEMB£B.
ENGLISH GEAMMAE : An Essay 1
OBJECT-LESSONS FOE SMALL CHILDEEN. 13
Alum 13
Lead 14
The Elephant 14
THE TEACHEE'S WOEK AND WOETH 15
SCHOOL APPAEATUS 17
STATE CEETIFICATES 20
First Grade 20
Second Grade 20
Third Grade 21
AN EEEOE ILLUSTEATED 21
DEPAETMENT OF PUBLIC INSTEUCTION 22
Editorial 22
Success 22
Mechanics' Fair 25
Communication 25
Our Book Table 26
Apportionment of School Fund 27
OCTOBER.
SALAEIES OF LADY TEACHEES 1
THE IDEAL TEACHEE 4
WHAT BECOMES OF TEACHEES - 6
THOMAS AENOLD AS A TEACHEE 10
THE BEST WAY TO TEACH 12
68 Table of Contents— Vol VI. [June.
OCTOBEB — continued. page.
PAKENTS AND CHILDKEN 12
THE GEANDEST INVENTION 13
OBJECT-LESSONS FOE SMALL CHILDEEN 14
Nails 1*4
Blue 15
Bbead 15
NOTES OF A VACATION TEIP TO HAWAII 16
The Voyage 16
HiLO Bay 17
The Natives 18
CONCENTEATED PEOGEESS OF THE WOELD 19
POETEY: "Twenty Yeaes Ago." 22
DEPAETMENT OF PUBLIC INSTEUCTION 23
Official Joueneyings 23
MONTEEEY AND SaNTA CeUZ COUNTIES 23
SiEKEA County 23
CONTEA CoSTA CoUNTY 24
Peogeess of THE Univeesity of Califoenia. 25
Eepoets of Public Schools 28
Items 28
QUE BOOK TABLE 29
KOVEMBER.
HOW WE APPEAE TO THE ENGLISH 1
FEMALE EDUCATION 6
THE TEACHEE AS A GENTLEMAN 9
THE WONDEES OF SCIENCE AND KNOWLEDGE 11
OBJECT-TEACHING 14
OBJECT-LESSONS FOE SMALL CHILDEEN 16
MISCELLANEA 18
DEPAETMENT OF PUBLIC INSTEUCTION 19
Official Joueneyings 19
Alameda County Teachees' Institute 23
State Noemal School 26
Associated Alumni of the Pacific Coast 27
Eepoets of Public Schools 29
Items 29
OUR BOOK TABLE 30
DECEMBEB.
NOTES ON CEETAIN UNJUST EEMAEKS 1
TEACHEES SHOULD STUDY 5
HUMAN NATUEE 7
CHANGE OF POETEY INTO PEOSE 10
OBJECT-LESSONS FOK SMALL CHILDREN 11
The Camel 11
Flowees 14
WEIGHT OF BEAINS 11
POETEY— New England Public School 13
1869.] Table of Contents— Vol. VL 69
BECEMBKB — Continued. page.
THE HEART AND THE BLOOD , 14
MISCELLANEA .* 15
DEPARTMENT OF PUBLIC INSTRUCTION 16
Official Jouenetings 16
SUPEKINTENDENT DeNMAN's RePOET 16
Apportionment of School Fund 17
Examination of Teachers 17
Sacramento County Teachers' Ins.titute 17
Reports of Public Schools 21
Items 22
OUR BOOK TABLE 22
JANtTARY.
HOW WE APPEAR TO THE ENGLISH 1
SCHOOL ROOM MOTTOES. 8
DEPARTMENT OF PUBLIC INSTRUCTION 9
Yolo County Teachers' Institute 9
El Dorado County Teachers' Institute 13
San Luis Obispo County Teachers'. Institute 16
State Board of Education 20
Board of State Normal School Trustees 21
Particular Notice 21
State Educational Diplomas 22
State Certificates 22
Roll of Honor 22
OUR BOOK TABLE 23
HOW WE APPEAR TO THE ENGLISH 1
A DISPUTE AMONG MY SCHOOL BOOKS 9
NOTES OF A VACATION TRIP TO HAWAII 10
A Sketch in the Tropics 10
On the Road 11
The Volcano 13
Our Quarters 15
NEVER TOO OLD TO LEARN 16
OBJECT-LESSONS FOR SMALL CHILDREN 17
NATURE'S NOBLEMEN 18
SCHOOL ROOM MOTTOES 18
DEPARTMENT OF PUBLIC INSTRUCTION 19
Joint Teachers' Institute 19
Reports of Public Schools 23
OUR BOOK TABLE 24
MAKCH.
OUR PRIMARY TEACHERS 1
OBJECT-LESSONS FOR SMALL CHILDREN C
MISCELLANEA 10
70 Tahle of Contents— Vol. VL [June.
MAECH — continud. page.
DEPAETMENT OF PUBLIC INSTBUCTION 12
Calavekas County Teachees' Institute 12
Eepoets op Public Schools 14
State Board of Examination — ^fkom Eevised School Law 16
Eepoet or State Noemal School 17
Appoetionment of Public School Fund 18
OUB BOOK TABLE 24
APBIL.
THE MAKCH OF EMPIKE 1
METHODS OF COMPUTING INTEKEST, AND OTHER AEITH-
METICAL PEOBLEMS 1^
OBJECT-LESSONS FOE SMALL CHILDEEN 16
MISCELLANEA 17
DEPAETMENT OF PUBLIC INSTEUCTION 18
Peogeess of the Univeesity of Califoenia 18
Education in the United States 22
State Teachers' Institute 22
Schedule of Salaeies of San Feancisco Teachees foe 1868-9 23
CUE BOOK TABLE 24
MAY.
HOW TO TEACH THE ELEMENTS OF AEITHMETIC 1
CHINESE SCHOOLS 7
CO-EDUCATION OF THE SEXES H
NEED OF OETHOGRAPHICAL EEFOEM 12
THE NOMINAL SCHOOL AND THE SCHOOL OF THE WOELD ... 14
HISTOEY: HOW TO TEACH IT 16
COMMON-SENSE AND SHOET-HAND 19
PUBLIC SCHOOLS IN THE EASTEEN STATES 22
O WHY SHOULD A WOMAN NOT GET A DEGEEE ? 24
OBJECT-LESSONS FOE SMALL CHILDEEN 25
MISCELLANEA 27
DEPAETMENT OF PUBLIC INSTEUCTION 30
Editoeial Notes 30
Eepoets of Public Schools 31
OUE BOOK TABLE 31
MECHANICS' INSTITUTE FAIE 33
JTTNE.
CALIFOENIA STATE TEACHEES' INSTITUTE 1
Second Day 14
Addeess of State Supeeintendent 16
Thied Day 46
Foueth Day 50
Geeeting 57
GEADUATING EXEECISES OF THE STATE NOEMAL SCHOOL. . . 63
DEPAETMENT OF PUBLIC INSTEUCTION 64
BoAED OF State Noemal School Trustees 64
State Board of Education 65
State Normal School 6^
State Normal jSchool.
BOARD OF TRUSTEES.
H. H. HAIGHT Governor.
O. P. FITZGEKALD Superintendent of Public Instruction.
JAMES DENMAN Superintendent, San Francisco.
MELVILLE COTTLE Superintendent, San Joaquin County,
J. H. BKALY Superintendent, Santa Clara County.
De. a. TKAFTON Superintendent, Sacramento County.
S. I. C. SWEZEY San Francisco.
J. M. SIBLEY San Francisco.
TEACHERS.
Ekv. TV. T. Lucky, A.M Principal.
H. P. Caklton Vice-Principal.
Miss E, W. Houghton Assistant.
Mbs. D. Clark Assistant.
The next Term will commence on the 1st day of July, 1869. All candi- dates for admission must be present at that time.
COURSE OF STUDY.
KEQUISITES FOR ADMISSION.
To secure admission to the Junior Class, Second Division, applicants must pass a written examination on the following subjects, viz. :
Eaton's Common School Arithmetic — to percentage.
Eaton's Intellectual Arithmetic.
Greene's Introduction to EngHsh Grammar.
Willson's Fourth Reader.
Spelling; Penmanship.
Applicants for an advanced Class will be required to pass an examination on the studies previously pursued by that Class.
Junior Class — First Session.
Arithmetic — Eaton's Common School — complete. Grammar — Quackenbos' — begun. Geography — Guyot's Common School. Beading — Willson's Fifth Reader. Moral Lessons — Cowdery's. Spelling — ^Willson's Larger Speller.
Junior Class — Second Session.
Arithmetic — Eaton's Higher.
Grammar — Quackenbos ' — complete .
Mhetoric — Boyd's.
Physiology — Cutter's Elementary.
History — Quackenbos' .
Vocal Culture — RusseU's.
Book- Keeping— Pay fion & Dutton's Single Entry.
General Exercises throughout the Junior Year — Penmanship; Object-Lessons; CaKsthenics; Methods of Teaching; School Law; Composition and Declama- tion.
Senior Class — First Session.
Arithmetic — Eaton's Higher — reviewed. Algebra — Robinson's Elementary. Grammar — Greene's Analysis. Natural Philosophy — Quackenbos'. Physiology — Cutter's Larger. Mhetoric — Boyd's. Natural History — Tenney's.
Seniob Class — Second Session. ^
Botany — Gray's.
Physical Geography — ^Warren's, with Guyot's Wall Maps.
Normal Training — Russell's.
Geometry — Davies' Legendre — ^five books.
English Literature — Shaw's.
Book-Keeping — Payson & Dunton's Double Entry.
General Exercises — Same as in Junior Year.
REGULATIONS OF THE STATE NORMAL SCHOOL. Adopted by tJie Board o^ Normal School Trustees, March 28, 1868.
1. All pupils, on entering the School, are to sign the following declaration of intention:
* We, the subscribers, hereby declare that our purpose in entering the State Normal School ts to fit ourselves for the profession of Teaching, and that it is our intention to engage in teaching in the Public Schools of this State."
Male candidates for admission must be at least eighteen years of age; and female applicants at least fifteen years of age; and all must possess a good de- gree of physical health and vigor.
2. No person whose age exceeds thirty years shall be admitted to the School., except teachers who are fitted to enter the Senior Class.
3. Whenever the number of applicants from any county shall exceed the number to which that county is entitled by law, the applicants shall pass a competitive examination before the County Superintendent, and the County Board of Examination; which examination shall be conducted in the same manner as county examinations for third grade teachers' certificates. The persons passing the highest examination shall be eligible to admission in the order of their standing in examination.
4. All applicants are required to present letters of recommendation, and certificates of good moral character, from the County Superintendent of the county in which they reside.
5. All new applicants shall present themselves for examination at least three days previous to the regular day of each term commencement; and no pupil shall be admitted during term time, except in case of teachers who hold at least second grade State or County certificates.
6. The Principal of the School shall keep a register of the attendance of pupils, and shall report monthly, to the Secretary of the Board, the whole number enrolled, the average number belonging, the average daily attendance, the percentage of daily attendance, and such other statistics as may be re- quired by the Executive Committee of the Board.
7. No pupil shall be entitldd to a Diploma of Graduation who has not been a member of the School at least one term of five months.
8. The Normal School shall be divided into two classes: Junior and Senior —each divided into two divisions.
GENERAL INFORMATION.
The time for completing the Normal School com-se is two years, each divided into two terms of five months.
There will be Written Examinations and Public Exercises at the close of each term. The Graduating Exercisee will be in May.
Pupils will be required to furnish their Text Books. Books for reference will be furnished by the State. Good boarding can be procured at about twenty-five to thirty dollars per month.
Applicants will please read attentively the "Kegulations" as given above, particularly the Fourth and Fifth.
All graduates will be required to pass an examination on the entire course. Those who complete the studies of the Junior Class will be entitled to certifi- cates of qualification, for teaching schools of Second and Third Grade.
For additional particulars, address
Rev. WM. T. LUCKY, A. M., Principal, San Francisco.
WEBSTER'S UNABRIDGED DICTIONARY.
10,000 Words and Meanings not in otJier Dictionaries.
3000 ^ngrsL-vings,
1840 Pages, Q,aarto. Slieep; in ttvo volumes, lialf Turkey; in tluree
volumes, half Turkey, flexible ; in one volume, Russia.
These three Books are the sum total of geeat libraries : the Bible, Shaxb- SPEAKE, AND Webstee's Royal Quaeto. — Chicago Evening Journal.
Webster's National Pictorial Dictionary.
1040 Pages, Octavo, 600 Engravings. JPrice, - - - $6*
The work is really a gem of a Dictionary, just the thing for the million. — American Educational Monthly.
Published by C. & C. MERRIAM,
Im SPRINGFIELD, MASS.
Agents '\\^aiited. SIO a Day.
TWO $10 MABS FOB $4.
Lloyd's Patent Eevolving Double Maps.
Two Continents, America and Europe, and America with the United States portion on an immense scale.
Colored — in Four Thousand Counties.
These great Maps, now just completed, 64x62 inches large, show every place of importance, all Kailroads to date, and the latest alterations in the various European States. These Maps are needed in every School and Family in the land— they occupy the space of one Map, and by means of the Reverser, either side can be thrown front, and any part brought level to the eye. County Rights and large discount given to good Agents.
Apply for Circulars, Terms, and send monoy for and see Sample Maps first, if not sold, taken back on demand.
J. T. LLOTD. 23 Cortlandt St.,
Im NEW YORK.
BYRON BAILEY. WM. SMITH.
BA-ILEY & SMITH
B^A4=^yp7r FORMERLY
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MANUFACTURERS OF ALL
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SAN FRANCISCO.
Popular School Books.
New Series of Geographies
Is now complete in three Books, each of which has recently been thoroughly revised. These Books form a complete Geographical Course, adapted to all :grades of Schools, and is the most compact and economical series now pub- lished. ^
The New Primary
Presents the elementary principles of Geography in a Series of Oral Lessons, combined with concise definitions, in a difierent style of type. It gives a correct idea of the Earth as a whole, and a general description of Continents and their political subdivisions.
The Mew Intermediate
Excels in systematic arrangement and treatment. The topics follow each other in natural order, and the general principles and descriptions precede the less important details. The text is concise and intelligible, and the questions for review are calculated to awaken thought and stimulate to investigation. The Maps, which are new, and on copper plate, are unsurpassed for accTiracy and clearness, one of them being a fuU paged MAP OF CALIFORNIA, exhibiting the Counties of the State.
The New Physical
Has been entirely re-written, and contains the results of the investigations and discoveries of the most eminent Geographers and Scientific Men in all parts of the World up to the present date. It contains a new set of finely executed Maps, prepared by the skillful engravers of the Coast Survey, Wash- ington, D. C; while the entire subject is presented in a brief, but compre- hensive manner, and in a state of completeness not hitherto attempted in this country.
No higher commendation could be awarded to any Series of Books than that received by Warben's Series of Geographies, by their use in most of the principal cities of the Union for many years and by their re-adoption as fast as revised, in such cities as
Boston,
JProvidence,
WasJdngton, X). C, JPhiladelpIdaf
St, Louis, Mo., Chicago,
Nashville,
And thousands of other Counties, Cities and Towns.
COWPERTHWAIT & CO., Publishers,
PHILADELPHIA.
Popular School Books.
GREENE'S NEW SERIES OF GRAMMARS. Greene's New Introduction. Greene's New Eng-lish Grammar. Greene's Analysis op the English Grammar.
These Books form a connected Series, but either is complete in itself and may be used independently of the others. This Series, which has recently been thoroughly revised, was prepared by Prof. S. S. Greene, of Brown. University, and is the result of a long and careful study of the language itself> as well as the best methods of teaching it. The Eevised Books^ although issued but a short time, have already been adopted by the
State Superintendent of Kansas, State Commissioners of Minnesota, State Commissioners of Arhansas, The School Board of Chicago, llh, The School Board of St. Louis, Mo-,
And of One Thousand other Cities and Towns of the United States.
A New Work on Yocal Grymnastics,
BY PEOF. LEWIS B. MONKOE,
Superintendent of Physical and Vocal Culture in the Boston F^Uic Schools.
102 pp. d!; 12mo. Illustrated, Cloth. Price, $1.00.
A Book for every Teacher and Student of that most elegant of arts. Elocution*
ITV THREE SEJRIES.
The Scbool Serieg— Nos. 1 to 9, inclusive.
The Iiadies* Series— Nos. 10 to 13, inclusive.
The Mercantile and Ornamental Series— Nos. 13 to 15, ineluslve.
IP otter & Hammond's BooJcJceepiriff, Biiard's History of the United States, Cowdery's Moral Lessons, <0c., Sc.
5^" Correspondence of Educators solicited.
COWPERTHWAIT & CO.,
PHILADELPHIA.
THE NATIONAL SERIES
iankrj)
ioofo.
Published by A. S. BARNES & COMPANY,
111 S- 113 William St., Jfew Torh.
• -^ »
Tms Series embraces about Three hundred volumes of Standakd Educationai, Wobks, •composing the most complete and uniformly meritorious coUection of Text-Books ever pub- lished by a single firm.
NEW ISSUES. I. Davies' Slated Arithmetic. Price, $0.60.
Jocelyn's Patent. The Book and Slate combined. Portable, convenient, substantial and cheap. A new and rare feature in Book-making.
II. Worman's German Grammar. $2.00.
Based on Gaspey. Engrafts the best modern continental methods upon the best features of earlier A^merican works.
\\\, Steele's 14 Weeks in Astronomy. $1.50.
Second volume of a course to make the Sciences popular. Brief, interesting, adequate.
IV. Champlin's Political Economy. $1.25.
Condensed, simplified, and arranged in " Lessons." The most easily mastered and practical Treatise for Schools and Academies— by President of Colby University.
V. Independent Fourlh Reader. $0.95.
A splendid intermediate Book, to accompany any series, or afford vai'iety of selection. Magnificently illustrated.
VK Young's First Lessons in Civil Government. $1.25.
With an abstract of the Laws, and showing the Rights, Duties, and Responsibilities of Citizens; adapted to the capacities of children and youth.
VII. Monteith's Wall Maps. 8 Nos. $8.
Complete for reference. Each 30x36 inches. From engravings on copper. Neatly colored. All names laid down in full. Sent by mail, post-paid, on receipt of price.
VIII. Summary of American History. 40 cents.
A well-proportioned outline of leading events, condensing the substance of the more extensive text-book in common use into a series of statements so brief that every word may be committed to memory, and yet so comprehensive that it pre- sents an accurate though general view of the whole continuous life of the nation.
JX. Searing's Virgil /Eneid. $2.25.
It will contain only the first six books of the -Eneid. 2. A very carefully constructed Dictionary. 3. Sufficiently copious Notes. 4. Grammatical references to three leading Grammars. 5. Numeroiis Illustrations of the highest order, (i. A superb Map of the Mediterranean and adjacent countries. 7. Dr. S. H. Taylor's " Ques- tions on the ^neid." 8. A Metrical Index, and an Essay on the Poetical Style. 9, A photographic fac simile of an early Latin MS. 10. The Text according to Jahn, but paragraphed according to Ladewig. 11. Superior Mechanical execu- tion, 12. The price no greater than that of ordinary editions.
X. Steele's 14 Weeks in Natural Philosophy, (July 1st.)
Of like character with the Manuals of Chemistry and Astronomy already published* and so vastly popular.
XI. Worman's Classical German Reader, (August 1st.)]
An adequate introduction to the best German Literature. 8^ Specimen Copies will be sent by mail, post-paid, on receipt of price annexed; or to Teachers who deeire to examine with purpose of introduction, if appreved, for half price (Maps of course excepted.) Who would know more of this unrivalled series, should consist for details— 1. The Descriptive Catalogue, free to Teachers. 2. The " Illustrated Educational Bulletin," periodical organ of the publishers. Sample free. Addrkss—
A. S. BARNES & CO.,
am 111 and 118 Willium Street, New York.
EMECHANICS' INSTITUTE,
JPost St,f between MontgoTuery and Kearny,
TO THE PUBLIC :
The undersigned most gratefully acknowledge the large and increasing pat- ronage bestowed upon the "Pacific Business College " in this city, more especially as the attendance for the last few months has been larger than dur- ing any period since it has been established, thus showing that it is supplying an important and needed want in the community.
The purpose of establishing the " Pacific Business College " in San Fran- cisco was to furnish young and middle-aged men, intended for mercantile pur- suits, or those desirous of situations as Book-keepers, Accountants and Sales- men, with the facilities for securing a Practical Business Education, which would enable them to enter speedily upon fields of usefulness and honor.
The course of study pursued has received the endorsement of thorough business men in this city.
Deeply grateful for the liberal patronage which has been bestowed upon otir efforts to impart a sound business education, we assure the pubHc that no efforts or expense will be spared by us in making our arrangements as com- plete and thorough as possible, and we trust by so doing to merit a continu- ance of public patronage, and submit our claims for future support.
VINSONHALBR & SEREGNI, Principals.
ECLECTIC MEDICAL COLLEGE
OF PENNSYLVANIA.
This College holds three sessions each year. The first session commences October 8th, and continues until the end of January; the second session com- mences February 1st, and continues until the beginning of May; the third ses- sion continues throughout the summer months.
It has an able corps of twelve Professors, and every department of Medi- cine and Surgery is thoroughly taught.
Every facility in the way of illustrations, morbid specimens, herbarium, chemical and philosophical apparatus, microscopes, instruments of the latest invention for physical examination and diagnosis, will be provided.
Splendid Hospital and Clinical Instruction are afforded ; free tickets to aU our City Hospitals are provided. Dissecting Material abundant at a nominal cost.
^^ Perpetual Scholarships are sold for $60. SEND FOR CIRCULAR.
The Eclectic Medical Journal op Pennsylvania,
Published monthly, contains 48 pages of original matter. Price, $2 per annum. The largest finest, and most progressive Medical Journal in the United States. Splendid inducements to the getter up of Clubs. Beautiful premium engravings, valued at $3, given to every sub- Bcriber. '^''Specimen copies sent, free, on application.
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NEW AND VALUABLE SCHOOL BOOKS.
New Text-Books in the Natural Sciences.
THE CAMBRIDGE COURSE IN PHYSICS. By W. J.
KoLFE and J. A. Gillet, in three volumes.
CHEMISTRY AND ELECTRICITY. NATURAL PHILOSOPHY. ASTRONOMY. A shorter course in three smaller volumes :
HANDBOOK OF CHE3IISTRY.
HANDBOOK OF STATURAL PHILOSOPHY. HANDBOOK OF THE STARS.
This popular course of Physics has been oflBcially adopted by the State Board of Maryland and Minnesota, and is already used in whole or in part in the cities of Baltimore, Pittsburg, Wheeling, Richmond, Savannah, Charleston, Mobile, New Orleans, Galveston, Memphis, Nash- ville, Louisville, St. Louis, Milwaukee, Bloomington, Detroit, Cincinnatti, Columbus, Dayton. Cleveland, St. Joseph. Buffalo, Rochester, Newark, Worcester, Taunton, Lowell, Bangor, Law- rence, Haverhill, Bath, Mitford, Hartford, New London, New Bedford, Boston, Dover, Con- cord, Manchester, BurUn^jton, Chelsea, Cambridge, Newburyport, San Francisco, etc., etc.
MACILLS' FRENCH SERIES.
A French Grammar. 1 vol. 12mo.
A Key to the Eocercises in the Author's French Grammar. An Introductory French Reader. ByEdw'd H. Magill, 1 vol.l2mo. In preparation— ^ooA; of French Prose and Poetry. In 1 volume.
THE NEW LATIN COURSE.
Comprising in one volume aU the Latin Prose required for entering Colleges, and the only editions of the Classics with reference to the new Grammars, Bareness and Allen's.
PREPARATORY LATIN PROSE BOOK. Crown 8 vo. pp. 900.
A HANDBOOK OF LATIN POETRY. Crown, 8vo.
SELECTIONS FROM OVID AND VIRGIL. A Shorter Handbook of Latin Poetry, with Notes and Grammatical References. By J. H. Hanson, A.M., and W. J. RoLFE, A.M., 1 vol. crown Svo. This volume comprises all the Latin Poetry, Notes and References contained in the larger volume, with the exception of Horace.
CERJVIAN.— A NEW ELEMENTARY GERMAN GRAMMAR.
By Gabeiel Campbell, Professor in State University of Minnesota. A PRACTICAL AND COMPLETE GERMAN GRAMMAR. By Adolph Douai, Ph.D. 12mo.
BARTHOIiOaiEW'S DRAIVING BOOKS. New Series. This series of books, when complete, will consist of 12 numbers. Three of the series are now ready. Each number will contain 12 plates, executed in the highest style of lithographic art, and 24 pages of drawing paper of superior quality. Instruction accompanies each book. In connection with many of these books, a Guide has been prepared for the use of Teachers and more advanced pupils.
DRA WllVft SLATES. A New Article. Bartholomew's Primary Sd&ool Slate. With a series of progressive Lessons in Writing and Drawing.
Payson, Dunton & SoRiBNER's National System of Penmanship.
The most practical style and successful system ever published. Revised, newly engraved, and improved. The high appreciation of this series is shown by its immense sale, which is believed to be greater than that of all other series combined. Sixty-two cities, with an aggregate population of 2,400,000, use P. D. & S. exclusively; and but twenty-seven cities, with 758,000 inhabitants, use any rival series.
%* The attention of teachers and all interested in education is respectfully called to the above list of important text-books. Circiilars containing full descriptions, with notices and testimonials from eminent teachers, will be furnished on application.
WOOLWORTH, AINSWORTH & CO.,
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H. H. BANCROFT & COMPANY,
A-3m 609 Montgomery Street, San Francisco.
x^^^oxFio soze^zooXj iisrsTia?TJi?:H3.
THIS INSTITUTE is prepared to furnish Schools and Seminaries with the most approved School FuBNrruBE, Apparatus, Stationehy, and all other School Supplies. Having ample facilities for manufacturing and importing most of the articles used in Schools.
Teachers, County Superintendents and Trustees, will find their orders promptly fQled "witb articles that will give entire satisfaction. B^ The numbers refer to each cut.
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3.ton's Mathematical Series.
TVO^W Ti E .f^. r> ^i'.
iatous §lcmentm'j| ft^^ha
For High Schools and Academies.
W. F. BRADBURY, Author of a Treatise on Trigonometry and Surveying, and Teacher in Cambridge High School.
le copies mailed^ jpostage paid, for examination luith reference to intro- duction, on receipt of 60 cents.
e pubhshers present this work to the educational public as a part of I's Mathematical Series. The acknowledged ability of the author as thematician and his practical experience as a teacher peculiarly fit :o prepare a book of this grade.
is work is designed for those pupils who are just commencing Alge- and can be taken up immediately after completing any Common ol Arithmetic.
far as practicable in a work of this character, the same general has been followed that has made Eaton's Arithmetics so popular and bor spared to adapt the book to the wants of pupils beginning this 3h of study.
ecial attention is invited to the arrangement of the Equations in ination ; also, to the second Method of Completing the Square in ted Quadratics, and to the number and variety of the examples L in the body of the work and in the closing section, me topics are omitted as not appropriate to an elementary work and 'erent arrangement of subjects made from what is presented in other bras. This feature will recommend the book to many teachers who issatisfied with the Algebras now published.
e utmost conciseness consistent with perspicuity has been studied Lgliout the work.
e mechanical execution of the book is believed to be of such a :ior character as to commend it to all.
le attention of educators is respectfully invited to EATON'S AKITHMETICS. This has recently been introduced into nearly 150 towns in Massachusetts, about one half of hools of Rhode Island, and 110 cities and towns of Connecticut ; more than lOOproni- alaces in Iowa ; is in exclusive use in the Public Schools in Boston ; is the only Series ized for the States of California and Nevada, and is used very extensively throughout intry.
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