JULY, 1871.
^,
Vol. IX.]
[No. 1.
^yvhliA^^-' (^ AMj c T^x.V- \^V
TJXB
r
fit^
//
A JOURNAL OF
ar^itiii
School and Home Education
AND OmCIAL ORGAN OF THE
Oepartment of Public Instruclion
I : D I T O R S :
O. I>. J^JSID JS.. I.. FITZaKRALD,
ContriMtiflg Editors, elected tiy tie State Educaticnal Society
MISS CLARA G. DOLLIVER, MRS. AURELIA GRIFFITH.
DR. E, S. CARR,
PROF. W. J. G. WILLIAMS.
SAN FllANCISCO:
ALIFORNIA EDUCATIONAL SOCIETY
Publication Rooms, No. 240 Montgomerj- Street.
M. n. Cart' at Co., Book and Job rrinters, ^o. 53fi Clay Street.
■mm
RMS—TWO DOLLARS PER ANNUM, payable invariably in advance.
Aftflrrss: CALIFOle\TA TEACIlEIt, Sun Francisco.
HENRY PAYOT & COMPANY, jOOKSELLERS, JtATIONERS AND gUBLISHERl
Ilavf laU'ly removrd to that Larffe and Spacious liiiihling.
One door above Maguire's Opera House, SAN FJRANCISCO
They call special attention to their well-selected and complet
assortment of SCHOOL BOOKS, which they offer at the
lowest market prices, Wholesale and Retail. Also,
Standard and Miscellaneous Books,
Annuals and Gift Books, Bibles and Prayer Books,
Theological and Religions Books, Scientific and Medical Books,
Juvenile and Toy Books, Photograph, Stamp and Autograph Albums,
Portfolios, Writing Desks, Etc., E
•-<^»»><
New and Latest Styles of Note and Fancy Papen
WEDDING AND VISITING CARDS,
^r Subscriptions taken for all Foreign and American Periodicals.
HENRY PAYOT & CO.
620 and 622 Washington Strei
IMPORTANT NOTICE.
To the Teachers and School Officers of California.
The introduclion of Robinson's Mathematics, which were adopted by the State Board, for use in the Public Schools of California, took effect June \st, and for your scholars to receive the benefit of the large discount offered by the Publishers, viz: HALF OFF TIM- RETAIL TiatEl^, all orders must be in within THRKK MONTHS from that date.
The regulations of the Publishers' Board of Trade make ii tmperaL've that when books are ordered for introduclion, that a CERTIFICATE from the Teacher or Officer ordering, shall accL.mjrany the order, certifying that the supply is really intended for this purpose, otherwise Publishers would have no guaranty that the special lates allowed on such orders were enjoyed by the proper parties.
We are acting for the Publishers, and furnish these books at the above mentioned rates, upon orders signed JOINTLY by Teachers and Dis- trict Clerks. (For form of order see next page, which can be torn out and used.)
All orders for Robinson's series must be accompanied by a re- mittance for the amount, or will be sent C. O. D., by express, if preferred.
We have now on hand, the largest and most complete stock in the State, of School, Text and Library books, recently adopted by the State Board for use in the .schools of California, which we will supply at liberal discount, also, all kinds of school stationery, including slates, slate pencils, chalk crayons, ink, globes, Rewards of Merit, &c.
OuK School Book Catalogue, containing many important changes, has just been issued, and will be sent /r^f on application', also
Our School Library Book List, containing additional list of the books adopted at the last meeting of the State Board, June 13th, 1871,
A. ROMAN & CO.
Publishers, Booksellers, Importers & Stationers, 417 and 419 MONTGOMERY STREET,
San Francisco. July I St, 1 87 1. [over.]
FOMM OF OBBEM.
Districts Co.. Cal. 187
Messrs. A. ROMAN & CO.,
Sa7i Francisco. Gentlemen :
Please fill the following order for Robinson's Series of
Mathematics, and forward by
to - -'
Retail price.
Robinson's Progressive Table Book 20
Eobinson's Progressive Primary Aritlimedc 25
Eobinson's First Lessons in Mental and Written Arithmetic. . . 40
..'.... Eobinson's Progressive Intellectual Arithmetic 40
Eobinson's Eudiments of Written Arithmetic 43
Eobinson's Progressive Practical Arithmetic 94
■ Eobinson's Key to Practical Arithmetic 90
Eobinson's Progressive Higher Arithmetic 1 38
Eobinson's Key to Higher Arithmetic 1 25
Eobinson's Arithmetical Examples 75
Eobinson's New Elementary Algebra 1 50
Eobinson's Key to New Elementary Algebra 1 25
. Eobinson's New University Algebra 2 20
Eobinson s Key to New University Algebra 2 20
Eobinson's New Geometry and Trigonometry 2 25
Eobinson's Surveying and Navigation 2 25
Eobinson's Analytical Geometry and Conic Sections 2 25
Eobinson's New Differen. and Integ. Calculus 2 50
Eobinson's Geometry, separate 1 25
Eobinson's Trigonometry, separate 1 25
Eobinson's Key to Geometry and Trigonometry, Analytical
Geometry and Conic Sections, Surveying and Navigation 2 25
Eobinson's University Astronomy.. 2 75
Eobinson's Mathematical Operations 3-00
Marks' First Lessons in Geometry 90
The above Robinson's Mathematics are necessary for a first supply of the pupils in the Pubhc Schools of this District.
District Clerk.
Teacher.
JS^r Parties ordering these books will please fill names, directions, &c., in full.
Bancroft Ubraiy
THE
California Teacher.
JULY, 1871.
Vol. IX. SAN FRANCISCO. 7V0. 1.
COURSE OF STUDY
FOR CERTAIN GRADES OF THE PUBLIC SCHOOLS OF SAN FRANCISCO.
EIGHTH GRADE.
Section ii. Arithmetic. — Counting, reading and writing numbers to 100 ; lessons illustrated by the use of the numeral frame ; Roman numerals in connection with the reading lessons ; adding small num- bers.
Reading and Spelling . — Charts from I to VI; First Reader; spelUng from the charts and readers, orally.
Writing. — Script letters and easy capitals.
Oral LessoTis. — ^The five senses, their organs and use ; common ob- jects ; conversational lessons on domestic animals ; primary and sec- ondary colors.
V^ocal Music. — Singing, by r§te^ the exercises given in " Mason's Na- tional Teacher," Chapter Fourth ; the ascending and descending scale sung by the scale names, and by syllables.
Singing, by rote, four songs from the First Music Reader. Time — at least ten minutes, daily.
seventh GRADE.
Sec. 12. Arithmetic. — Addition and subtraction of small numbers ; Text-Book to Lesson Fifty.
Reading and Spelling. — Second Reader ; spelling of tabulated words at the head of eaeh reading lesson • writing from dictation one para- graph from a reading lesson, weekly; copying from the open Reader,
.t n«
V.I
2 COURSE OF STUDY, [July
once in two weeks, a lesson as an exercise in spelling, punctuation and capitals. Primary Speller to Lesson Fifty.
Writing. — On slates and blackboards; pens and paper used in classes provided with desks ; capitals and small letters.
Oral Lessons. — Color chart ; common plants, Chart XXI; conversa- tions on wild animals. .
Geography.-_ — Through the United States to Lesson Twenty-nine. The whole to be read; the map questions studied and answered with open book, and about one fourth, including important points, to be memorized.
Reading and Spelling. — Third Reader; spelling of tabulated words at the head of each reading lesson; dictation of paragraphs to be writ- ten, weekly; abbreviation of words usually abbreviated, as they occur in the Reader.
Primary Speller, to Lesson Ninety, omitting from Lesson Seventy- eight to Eighty-four.
Oral Lessons. — Plane figures ; lines and angles, from the chart ; color chart ; conversational lessons on common articles which are eaten and worn.
SIXTH GRADE.
Sec 13. Arithmetic. — Multiplication and Division, using a single figure for the multiplier or divisor ; Text-Book, to Lesson Ninety.
Language. — Naming nouns, adjectives and articles in the reading lessons ; correcting common grammatical errors ; practice in the use of capital letters ; short abstracts of easy reading lessons, as a prelim- inary to original compositions ; copying from the Reader, lessons, or parts of Lessons, to cultivate the habit of correct spelling, punctuation, and use of capital letters.
FIFTH GRADE.
«
Sec 14. Arithmetic. — Mental and written combined. Multiplica- tion and Division, Easy lessons in fractions, and the tables of Denom- inate Numbers. Text-Book completed.
Language. — Naming the parts of speech from reading lessons; cor- recting grammatical errors; constructing easy sentences. Once in two weeks, composition exercises, consisting of letter writing; abstracts of easy reading lessons ; transposing easy poetry into prose ; reports o oral lessons and simple descriptions of objects.
Geography. — Text-Book completed. The whole to be read with open book, but no more than one fourth, including the leading points, to be memorized.
iSyi.] COURSE OF STUDY. 3
Reading and Spelling. — Fourth Reader, first half. Spelling and de- fining tabulated words at the head of each reading lesson. Dictation of one or more paragraphs of a reading lesson, at least weekly. Copy- ing, occasionally, from the open book, a reading lesson, to cultivate the habit of correct spelling, punctuation, use of capitals, and division into paragraphs. Primary Speller to part second, page sixty-seven. Ab- breviation of words commonly abbreviated, as they occur in the Reader.
FOURTH GRADE.
Sec 29. Arithmetic. — Addition, Subtraction and Multiplication of Decimal and Common Fractions; United States Money. f
Particular attention to be given to the analysis of operations. Men- tal Arithmetic in connection with written, the same topic in both kinds being taught at the same time.
Language. — Naming nouns, verbs, adjectives and personal pronouns from the Reader. Declension of personal pronouns; number and case of nouns; comparison of adjectives; and conjugation of the verb to he in the Indicative Mood. Composition, once in two weeks; let- ters, abstracts of reading lessons, transposition, descriptions of excur- sions, visits, travels, or vacations, etc.
Geography. — Through the United States. California.
The whole to be read and studied with open book, but not more than one fourth to be assigned for memorizing. The teacher will mark the important parts to be learned in each advance lesson.
Reading and Spelling. — Fourth Reader completed. Spelling from the Reader. Word- Analysis, English Prefixes and Suffixes.
THIRD GRADE.
Sec 30. Arithmetic. — Division of Decimal and Common Fractions; United States Money; Compound Numbers and Reduction, omitting obsolete tables. Special attention to be given to the analysis of oper- ations. Mental Arithmetic in connection with written, the same topic in both kinds being taught at the same time.
Grammar. — The Parts of Speech, taking the coarse print of the Text- Book, with the analysis of sentences and parsing, according to the models. Conjugation of verbs in the Indicative Mood. Parsing and analysis of easy sentences from the Reader. Composition, once in two weeks; letter-writing; reports of oral lessons; transposition; abstracts of lessons in reading and geography.
Geography. — Text-Book completed; The Pacific Coast. The whole to be read with open book, but not more than one fourth to be memo- rized, marking, in each advance lesson, the leading points.
4 COURSE OF STUDt. [July
Reading and Spelling. — Fifth Reader, first half ; spelling and defin- ing important words in the reading lessons.
Word- Analysis. — Defining words; easy Prefixes and Suffixes.
SECOND GRADE.
Sec. 31. Arithmetic. — Common and Decimal Fractions; Compound Numbers and Reduction, omitting Duodecimals and obsolete tables. Review with special reference to the explanation of principles and the analysis of operations, particularly in Fractions. Mental Arithmetic, carried along in connection with written, the same topics in both kinds being taught at the same^ time.
Grammar. — Coarse Print of the Text-Book; important notes and exceptions read in the class, but not memorized. Rules of Syntax, without notes, and correction of examples in false syntax. Analysis and parsing of easy simple, complex and compound sentences from the reading lessons. Compositions, once in two weeks, on the same subjects as syecified in the first grade.
Geography, — Part Second of the Text-Book. California and Ne- vada. Omit at least three-fourths of the map questions, marking only the important ones in each lesson, and in the descriptive geography, requiring only important facts to be memorized.
History. — Discoveries, Colonial Settlements and Wars, and the Rev- olution; the whole to be read and discussed in the class, but the lead- ing facts and events only to be memorized.
Reading and Spelling — Fifth Reader completed. At least a weekly exercise in writing paragraphs dictated from the Reader. Spelling im- portant words in every lesson to cultivate the habit of observing the orthography of words.
Word- Analysis. — Prefixes, suffixes and roots of words, and the mean- ing and use of words illustrated by constructing sentences.
FIRST GRADE.
Sec. 32. Arithmetic. — Simple and Compound Interest; Partial Pay- ments (U. S. Rule); Commission and Brokerage; Stocks; Profit and Loss ; Banking ; Discount ; Ratio and Proportion ; Square Root ; Mensuration and the Metric System; Review with special reference to the discussion of principles, and the analysis of operations; Mental Arithmetic, taken in connection with the review of topics in written arithmetic.
Grammar. — Syntactic;!] Parsing and Analysis of St ntcjiccr from the reading lessons, with a general review of the Teit-Bool;,
Weekly exercises in composition, consisting of abstracts of reading
1 87 1.] COURSE OF STUDY. 5
lessons, transposition of poetry into prose; abstracts of lessons in Ge- ography and History; reports of oral lessons, letter-writing, and mis- cellaneous subjects.
Geography. — Physical Geography; Part First of the Text-Book; the Pacific Coast. The whole to be read, and important facts only to be memorized.
History. — Text-Book completed. Outline review of Discoveries, Colonial Settlements and Wars, and the Revolution, taking only the leading events, and omitting minor details and dates. Constitu- tion of the United States read, with conversational lessons. Five months' course.
Reading and Spelling. — Sixth Reader begun and completed. Spell- ing in connection with the reading lessons, and with written exercises in other studies.
Word-Analysis. — Prefixes, suffixes and roots of words, and the mean- ing and use of words illustrated by constructing sentences.
Book-Keeping. — Double Entry. (For boys only.)
Sec 33. Authorized Text-Books ik Grammar and Primary Schools. — Robinson's Practical Arithmetic, ist and 2d Grades; Rob- inson's Rudiments of Arithmetic, 3d and 4th Grades; Robinson's First Lessons in Mental and Written Arithmetic, 5th, 6th and 7th Grades; Colburn's Intellectual Arithmetic, ist and 2d Grades; Brown's First Lines in Grammar, First, Second and Third Grades; Monteith's Physical and Intermediate Geography, ist and 2d'Grades; Monteith's Manual of Geography, 3d and 4th Grades; Monteith's Introduction, 5th and 6th Grades; McGuffey's Eclectic Sixth Reader, ist Grade; McGuffey's Eclectic Fifth Reader, 2d and 3d Grades; McGuffey's Eclectic Fourth Reader, 4th and 5th Grades; IVIcGuffey's Eclectic Third Reader, 6th Grade; McGuffey's Eclectic Second Reader, 7th Grade; McGuffey's Eclectic First Reader, 8th Grade; Willson's Pri- mary Speller, 5th, 6th and 7th Grades; Swinton's Condensed History of the United States, ist and 2d Grades; Payson, Dunton & Scribner's System of Penmanship, all Grades; Payson, Dunton & Scribner's Sys- tem of Book-keeping (Double Entry), ist Grade; Swinton's First Les- sons in Word-Analysis, 4th and 3d Grades; — Word-Analysis,
2d and ist Grades; Ahn's German Method, ist, 2d, 3d and 4th Grades; Werz's German Reader, ist and 2d Grades; Grauert's Sec- ond Reader, 3d, 4th and 5th Grades; Ahn's Rudiments, 5th, 6th and 7th Grades; Douai's First Reader, 6th and 7th Grades; Otto's French Grammar, ist, 2d and 3d Grades; Pylodet's Beginner's French Read-
6 . DRILL, [July
er, yth, 6th and 5th Grades; Pylodet's Second French Reader, 4th, 3d and 2d Grades.
Music — Mason's First Music Reader, 7th Grade; Mason's Second Music Reader, 5th and 6th Grades; Mason's First Music Reader, 3d and 4th Grades; as selected by the Music teachers, ist and 2d Grades.
DRILL
BY DR. E. J. SCHELLHOUS.
The two fundamental processes of education may be justly denom- inated Drill and Instruction. The first serves as the basis of all vital and mental activities; by means of the second, all thoughts and ideas are combined and utilized. The result of the first is growth, develop- ment, vigor; that of the second, the combination of ideas and plans to carry on the purposes of life. The one is capacity, energy, power; the other is adaptability of means to ends. The first is the foundation, the second, the superstructure. The recognition of these two processes is essential to the success of the Teacher. He must be familiar with the laws of vital and mental action — with the order of nature; and as educational processes are carried on in accordance with natural law, so must the Teacher base his art upon Nature's methods.
It is my purpose on this occasion, to make some observations on the subject of Drill, and endeavor to adduce and illustrate the natural laws involved in the process. The first of which is: By a series of repetitions^ the vital and mental activities become fixed and automatic in their action. One or two familiar instances will be sufficient to illustrate this law: A proficient in vocal and instrumental music sits down to the piano, with a song before him which he has seen for the first time. Casting a glance at the signature and rythm of the music, he instantaneously strikes the full chords of the key, and proceeds to perform the piece without any previous study, and carries on simultaneously, a multitude of processes, some of which I will enumerate.
First, the vocalization of the melody, employing a vast number of muscles, the contraction of some of which, if varied the hundredth part of an inch, would spoil the music; then the execution of the accompaniment, each hand acting independently of the other; then the movement of the eyes along the lines and up and down the pages; the support of the body in an erect position on the seat — these, with many other processes not mentioned, constitute the vital actions. The
1 87 1.] DRILL.
mental are, if possible to conceive, still more complicated; the rapid conception of thought, expressed by the words of the song, the idea of the melody, the comprehension of the harmony, and the guidance of the fingers, are the most obvious. Let anyone familiar with theorettcal music, and all that has been written on the methods of performing on the piano, sit down for the first time to that instrument, and what would we expect of him ? He could do nothing. He would lack the found- ation, and the superstructure, splendid though it might be, would fall " like the baseless fabric of a vision." These muscular acts and mental processes are all carried on automatically and unconsciously on the part of the performer, his attention being fixed upon the results of these combined operations; in other words, they are the result of a long and persistent series of repetitions — in one word, Drill. Thus, we may acquire an infinite variety of automatic actions, by observing the law as above stated : " That is to say, an action may require all our attention, and all our volition for its first, second, or third perform- ance, but by frequent repetition, it becomes in a manner, part of our organization, and is performed without volition, or even consciousness." Huxely.
"As every one knows, it takes a soldier a long time to learn his drill — to put himself, for instance, into the attitude of attention, at the instant the word of command is heard. But after a time, the sound of the word gives rise to the act, whether the soldier be thinking of it or not. There is a story which is credible enough, though it may not be true, of a practical joker, who, seeing a discharged veteran carrying home his dinner, suddenly called out, 'Attention ! ' — whereupon the man instantly brought his hands down, and lost his mutton and potatoes in the gutter. The drill had been thorough, and its efi"ects had become embodied in the man's nervous structure. The possibility of all edu- cation (of which military drill is only one practical form), is based upon the existence of this power, which the nervous system possesses of organizing conscious actions into more or less unconscious, or reflex operations. It may be laid down as a rule, that if any two mental states be called up together, or in succession, with due frequency and vividness, the subsequent production ot the one of them will suffice to call up the other, whether we desire it or not. The object of intellectual education is to create such indissoluble associations of our ideas of things in the order and relation in which they occur in nature; that of moral education is to unite as fixedly the ideas of evil deeds with those of pain and degradation, and of good actions, with those of pleasure ^
DRILL. ■ [July
and goodness." — Physiology and Hygiene by Huxley and Youmans, /.2 54, This leads us to the second law, namely: Thoughts aitd emotions are called up when some other thoughts or emotions, which have previously been associated with them, are expressed. Thus, we say a sign calls up the thing signified, as the word " horse" instantly calls up the idea or thought of that animal; or the thing signified just as readily calls up the sign; thus, the idea of a horse suggests the word either written or oral. These combinations of association may be extended indefinitely, and sustain an infinite series of relations — around a single idea may cluster a vast number of associations. This law is well illustrated when two friends, long separated, meet and talk over old times. One thou'^hL or name will awaken a train of thought that had slumbered in the mind for years; or, perhaps, tlie mention of a little incident will excite emotions, or bring before the mental vision a series of events long forgotten. In language, these relations consist of the sign and the thing signified; and will sufficiently illustrate the law. The sign is addressed either to the eye, as in written language, diagrams, pictures, ciphers, signals, &c., or to the ear, as oral language, music &c. Let us suppose a Latin inscription is placed upon the wall. Its characters are signs, and a number of persons in the room are acquainted with that language, and some are not; the signification would be awakened only in those acquainted with Latin; or suppose one should pronounce a sentence in Hebrew, to all those not acquainted with that language, the signification would fall still-born upon their ears.
Thus, we see the second indication is to establish in the mind of the pupil a series of impressions, sustaining the proper relations in associa- tion, and this can only be done by drill. In our methods of teaching, we do not attach suflicient importance to these fundamental laws, and we see the evidences of our negligence everywhere. In writing, read- ing, spelling — in all the departments of education, we fall below our capacity to teach, and the capacity of our pupils to learn. We see how accurately the printer spells, what a ready writer the journalist is, and with what surprising dexterity the artisan plies his skill: these are in- stances of thorough drill. We are not thorough enough. We take our classes through the books in one third or one fourth of the time required. We hear the recitations from the books and dismiss the classes, the lessons scarcely making an impression on the minds of our pupils.
In conclusion, I will call attention to In wh.it shall we drillP How * shall we drill? and Hoiv much shall we drill? In what we shall drill.
1 87 1.] LAKE AND MENDOCINO INSTITUTE. 9
we might take a lesson from Nature. The strictest economy is observ- able throughout her entire dominions. Nothing is lost. She has or- dained that discipline and instruction must be carried on together, seemingly by a single process. The art of acquiring knowledge will afford sufficient drill in its acquisition. The more thorough the drill, the more ready and available the knowledge. Therefore, we should drill in those things we most need to know. Self preservation of health, self-control, praparation for the active duties of life — these should be the subject-matter of drill. As to how drill should be con- ducted, much will depend on the tact, skill and disposition of the teacher. A clear conception of the laws of vital and mental action will perhaps be the best guide . The tedium of the exercise can, in a great measure, be overcome by a variety of methods, as single and concert drill, the stimulus afforded by emulation, an appeal to self-in- terest, approbation and duty: and especially by a cheerful, patient, en- ergetic spirit in the teacher. And lastly, How much .? The degree of advancement will be in proportion to the amount of drill under proper conditions. At first, light, increasing as the pupil develops in strength and vigor. But, above all, it should be regular. All Nature's pro- cesses go on in perfect order. The pulsations of the heart, the diges- tion of the food, the bodily motions, as in walking, running, (fcc, in their normal action, are carried on with the regularity of planetary mo- tions. The mental processes are equally exact. Therefore, there should be perfect regularity in drill exercise. We should place more reliance on drill, and less on study. Study only aims at the acquisition of ideas, but what the young learner most needs is mental capacity, and the establishment of a good degree of automatic action; therefore, drill should be chiefly relied upon in primary grades, and should enter largely into the higher grades.
LAKE AND MENDOCINO TEACHERS' INSTITUTE.
The Teachers assembled in the Institute Hall at 11 a.m., May 31st, 1871.
The Institute continued in session three days, and the following members were enrolled :
Mendocino County -Hon. Thomas B. Bond, Superintendent. Dr. J. K. Thomas, L. E. Burgstiner, J. Henry Seawell, J. N. Burroughs, K. A. Mor- ton, Miss A. Brisaudine, Mrs. S. W. Haskett, Mrs. A. S. Hndd, Miss Lizzie Ley, D. H. Trout, D. C. Hackley, J. M. Covington, J. S. Hunter, J. M. Cle- land, J. M. Standley, J. A. Smith, W. H. Young, John H. Crawford, J. F. Perkins, A. S. Cuerton, Joe McReynolds, Wm. T. Clay, W. T. Leeke, -lohn P. Cosgrove, Mrs. S. E. Livingston, Miss Mary E. Cavauaugh, Emily E.
10 LAKE AND MENDOCIhO INSTITUTE. [July
Stevens, Emma H. Le Ballister, Barbara C. Stickney, Belle Eeed, Amanda Elliott, Mary E. Elliott, E. C. Haworth.
Xafe Coun^j^— Mack Mathews, Superintendent. W. Darius Morton, J. W. Shirley, J. B. Goodin, M. M. Hall, Wright Mathews, Q. V. McCarty.
At Large— Hon. O. P. Fitzgerald, \Vm. T. Lucky, Prof. C. C. Cummings, Hon. Wm. Holden, Hon. E. McGarvey, Hon. J. B. Lamar.
MINUTES.
WEDNESDAY, MAT 31ST— FOEENOON.
Mr. Mack Mathews, Superintendent of Lake, took the chair, and called the Institute to order at 11 o'clock.
Thomas B. Bond, Superintendent of Mendocino, spoke at length on the conduct and organization of the Institute.
Mr. Wright Mathews was then appointed Secretary, and Mr. W. D. Morton and Miss Mary E. Cavanaugh Assistant Secretaries.
The Superintendents of the two counties were made a Committee on Order of Exercises, and the Chairman appointed the following committees:
On Mrodudion^-Messrs. D. H. Trout, W. D. Morton, Q. V. McCarty and Mrs. A. S. Budd.
On Music — Messrs. J. N. Burroughs and W. D. Morton, and Miss Emily E. Stevens, Miss A. Brisandine and Mrs. S. W. Haskett.
AFTEENOON.
On meeting at 2 p.m., Dr. Wm. T. Lucky, Principal of the State Normal School, was introduced, and briefly addressed the Institute.
Prof. C. C. Cummings was also introduced, and received the welcome of a host of friends.
J. S. Hunter then addressed the Institute at length, illustrating his method of teaching spelling, and was followed by Messrs. W. D. and K. A. Morton, Covington, Burroughs, McKeynolds, Mrs. Budd and Mrs. Haskett, in a gen- eral discussion.
THTJKSDAT, JUNE IsT — FOEENOON.
The Institute was called to order by Superintendent Bond, who introduced Hon. 0. P. Fitzgerald, State Superintendent of Public Instruction, who took 'the chair, and after music, introduced Dr. J. E. Thomas, of Ukiah, who read a paper on " School Government and Discipline."
At the unanimous request of the Institute, Dr. Thomas consented to furnish copies of his address for publication in the Califoenia Teachee, and the local papers of Lake and Mendocino counties.
The subject of School Government being introduced by State Superintendent Fitzgerald, was then discussed at large by the Institute, and many teachers gave the benefit of their theory and practice.
Mr. Young then introduced the following preamble and resolution, which, after a discussion, was unanimously adopted :
Wheeeas, Deeming intemperance the primary cause of more than three- fourths of the crimes committed in our country, and — Whereas, it is believed that habits, either good or bad, are the results of early education— therefore, be it
Resolved, That it is the sense of this Institute that principles of temperance
1 87 1 . ] LAKE AND MENDOCINO INSTITUTE. 1 1
should be taught by the teachers of our public schools, both by precept and example.
After a full and free discussion by Messrs. Trout, Covington, Bond, State Superintendent Fitzgerald and others, the Institute unanimously
Besolved, That the additional tax for the support of the schools eight months in the year, should be levied at large on all the State property, the amount paid into the Treasury and apportioned among the various districts, according to their need ; and we recommend to our State Superintendent to use his influence with our Legislature to have the law so amended.
After a few remarks by Dr. Lucky, the Institute adjourned.
AFTEENOON.
state Superintendent Fitzgerald called the Institute to order, and a motion recommending compulsory attendance in our pubhc schools was introduced, and indefinitely postponed. *
The Hon. Wm. Holden, Lieutenant Governor of the State of California, was then introduced, and elected an honorary member.
The Hon. K. McGarvey and the Hon. J. B. Lamar were also elected honor- ary members, and briefly addressed the Institute.
The Chairman then introduced Dr. Wm. T. Lucky, who addressed the In- stitute at length on subjects pertaining to Teachers' Institutes and their rela- tions with the State Normal School.
The Institute then took an intermission, and on reassembling, it was
Besolved, That the Institute invite and request the State Superintendent to use his influence in procuring the passage of a law granting the necessary authority, and making it the duty of County Boards of Examination to revoke the certificates of teachers who refuse or neglect to attend the Teachers' In- stitute, and do not give a reasonable excuse.
On invitation of the Institute, Miss Mary E. Cavanaugh then read an essay entitled "Little by Little."
Mr. R. A. Morton, on invitation of the Chairman, then entertained the In- stitute with a practical illustration of his method of teaching Reading. The Chairman then addressed the Institute on the same subject, and was followed by Messrs. Covington, Hunter, Hackley, Young and others, in a philosophi- cal discussion of the elementary principles of reading, in which was impressed the importance of cultivating the sight, and perceptive faculties.
EVENING.
The Institute, with many of the citizens, including a few " School Trus- tees," assembled at 7% p.m., and were entertained by an address by State Su- perintendent 0. P. Fitzgerald, on matters pertaining to the school system.
FBIDAY, JUNE 2d — FOBENOON.
State Superintendent Fitzgerald took the chair, and after the roll was called and the minutes read, Mr. W. D. Morton and Mr. J. M. Covington were appointed a Committee on Resolutions.
Mr. W. T. Leeke then illustrated on the blackboard his method of teaching Penmanship, and the subject was further discussed by Mr. Young and others.
Mr. J. N. Burroughs then read an Essay on the Learned Professions.
The State Superintendent then answered many questions on the construct- ion of the school law.
1 2 LAKE AND MENDOCINO INSTITUTE. [July
It was then, by the members of the Institute, unanimously Resolved, That we highly appreciate the visit of Doctors Fitzgerald and Lucky during the present session of our Institute, 'and we hereby tender our hearty thanks to them, for the pleasure and instruction which we have derived from their presence and counsel.
Superintendent Fitzgerald then took his leave of the Institute, and Dr. Lucky, after answering questions concerning the State Normal School, deliv- ered some parting remarks.
AFTEENOON.
The Superintendent of Lake called the meeting to order.
After music, Mr. Wright Mathews read a paper on Geography. Miss Amanda Elliott then read an essay, and the Committee on Kesolutions sub- mitted the following, which were adopted without discussion :,
Resolved, That it is the desire of this Institute that the teachers of Lake and Mendocino Counties, with the consent of the Superintendents, assemble in joint Institute at Lakeport, in May, 1872.,
^Whereas, Applicants for Third Grade Certificates are required to pass an examination in fcfie following studies : Arithmetic, Grammar, Geography, History, Theory and Practice of Teaching, Orthography, Defining, Penman*- ship and Eeading; and
Wheeeas, The standard of the first five studies is fixed at 100, and the standard of the remaining four at 50, • And
Wheeeas, The remaining four studies are those principally taught in pri- mary schools, for which the standard is fixed at a lower figure, thus often causing deserving applicants to be rejected. Therefore, be it
Resolved, That the State Board of Education be respectfully requested to so change the form of the certificate; that the standard be reversed, as follows: The first five studies, 50 credits each, and the remaining four, including the school law of California, 100 credits.
Mr. J. M. Standley then illustrated his method of teaching Arithmetic, and was followed by Messrs, Burroughs, Bond, Covington, McCarty, Burgstiner, Cuerton, Trout, Clav, Seawell, Cleland and K A. Morton.
Superintendent Bond called the Institute to order, and after music, intro- duced Prof. C. C. Cummings, Principal of the convict school at San Quentin, who addressed the Institute at length on the Education of Convicts.
The Institute voted thanks to the Professor, and at request, he consented to furnish a copy of his address for publication.
On motion of Thomas B. Bond, the Institute then unanimously
Resolved, That we heartily indorse the administration of Hon. 0 P, Fitz- GEEALD, in discharge of the duties of State Superintendent of Public Instruc- tion, and the people of California owe him a debt of gratitude for his able and indefatigable labors in the cause of Education.
Miss Brisandine then read an essay entitled " Society," and Mr. D. H. Trout being called for, came forward and made a valedictory address. The Institute extended Mr. Trout a vote of thanks for the favor of his address.
The Institute also extended a vote of thanks to the people of Ukiah for their hospitality, and to the proprietors of the Ukiah Institute for the use of the hall.
iSyi.] SISKIYOU INSTITUTE. 13
SISKIYOU COUNTY TEACHERS' INSTITUTE.
Yeeka, May 30, 1871.
At 10 o'clock A.M. the Institute was called to order by President G. K. God- frey, County Superintendent. The following teachers placed their names upon the roll of the Institute : G. K. Godfrey, Superintendent, L. Coulter, John Kennedy, C. C. Auble, F. W. Chapin, H. B, Gillis, Jos. Hammond, Charles S. Abbott, W. M. Thomas, J. S. Beard, T. J. Wayne, Newton Lamb, A. Eastin, Mrs. B. H. Stone, Mrs. H. H. Smalley, Mrs. C. C. McClurg, Mrs. M. T. Calhoun, Mrs. A. A. Guild, Miss A. Reynolds, Miss B. W. tlyde. Miss Mary J. Hayne, Miss Louise E. Lanze, Miss Mary E. Cory, Miss Jennie Brown, Miss Belle Skinner, Miss Ella Hovey, Miss Georgiana Reid and Miss Minnie Winckler.
Devotional exercises, by the Eev. Mr. Hammond.
Mr. Kennedy was then introduced and delivered an address of welcome. Mr. Gillis, upon the part of the Institute, responded. These gentlemen were Ustened to with close attention, and their performances highly applauded.
At the request of the President, Mr. Kennedy then stepped forward and read the record of the Institute, held in Yreka last year.
Mr. Coulter was elected Yice President of the Institute; Mr. Gillis was elected Corresponding Secretary, Mr. Kennedy was elected Eecording Sec- retary. W. J. Stone, Esq., was elected a member of the Institute, ar 1 signed the constitution.
The President then appointed the following persons as a Committee on Business, viz: Mr. Kennedy, Mr. Coulter, and Miss lleynolds. The com- mittee conferred together, and reported the programme prepared by President Godfrey, as a suitable order of business, but recommended that the proceed- ings to be held at the Court House, on the evening of the last day, be dis- pensed with. A spirited discussion was the consequence of this recommend- ation, but the Institute finally decided to adopt the report of its committee.
President Godfrey then announced the following permanent committees and committees for the day, viz:
Committee on Eesolutions — Permanent. — Messrs. Kennedy, Coulter and Ham- mond.
Committee on Introduction and i^ocial Exercises. — Messrs. Eastin and Auble, Mrs. Smalley and Miss Keynolds.
Committee on Music. — Mrs. Smalley, Messrs. Chapin and Mitchell.
Committee on Questions. — Miss Cory, Messrs. Hammond and Chapin.
Committee on Query jBox.— Messrs. Gillis, Abbott and Eastin.
On motion, the Institute adjourned to reassemble at 1 o'clock p. m.
AFTERNOON SESSION.
The Institute reassembled at 1 o'clock p. m. , President Godfrey in the chair.
President Godfrey then deUvered his annual address, entitled "Teachers and Teaching." It was excellently rendered and loudly applauded.
Mr. Auble then took the stand, and read an interesting, and instructive essay, entitled "Educational Forces."
A recess of ten minutes was then taken, and on the reassembling of the Institute, Mr. Coulter took the blackboard and illustrated his view of the differences between "deductive" and "inductive" reasoning as applied to
1 4 SISKirO U INSTITUTE. [July
mathematics, the same having been suggested by a perusal of the controversy between Messrs. Marks and Holder, in the Calitobnia Teachee. The dis- cussion was generally participated in.
Mr. Gillis requested to be discharged from the Committee on Query Box. The request was denied. This committee then proposed the following queries, viz:
Qwery Is/— Should disorderly and troublesome children be dismissed from schoolfor bad conduct, or compelled to behave themselves properly ?
Mr. Hammond responded, and said that the right and duty of dismissal is unquestionable, but that neither should be exercised until every other remedy fails.
Query 2d — "What are the indications of a slack teacher ?
To this query Miss Cory responded, and said that where a child fails to behave as well behind the teacher's back as before his face, it is sufficient evidence of a slack teache .
Mr. Thomas inquired whether or not the teacher had the right to expel a child ?
The Institute decided in the negative.
Mr. Gillis proposed that the criticisms be general, and that no special critic be appointed. The proposal was agreed to.
Mr. Thomas, Mr. Hammond and others, engaged in criticisms upon the orthography etc., of the essayists and others.
EVENING SESSION.
The Institute met at the Court House at 8 p.m., President Godfrey in the chair.
Dr. T. T. Cabaniss was introduced, and delivered an interesting and in- structive lecture upon the subject of " Moral and Intellectual Culture." On motion, the Institute adjourned to meet again to-morrow morning.
SECOND DAY'S PEOCEEDINGS.
Yeeka, May 31st.
The Institute was called to order at 9 o'clock a.m., President Godfrey in the chair.
Prayer, by Kev. Mr. Hammond.
The ladies of the Institute then rendered some beautiful songs, and were charmingly accompanied by Miss Minnie Winckler, who presided at the melo- deon.
The roll was then called, and the Institute afterwards proceeded to business.
The minutes of yesterday's proceedings were then read, and, on motion of Mr. Wayne, adopted.
The President announced the following programme for the day :
Committee on Questions — Mr. Hammond, Mr. Aul3le, Mrs. McClurg.
Committee on Query Box— Messrs. Eastin and Coulter.
Mr. Coulter was called upon to conduct a reading class, which he did in an able and interesting manner.
Superintendent Godfrey then explained the object and requirements of the State School Kegister, and made some pertinent remarks upon the marking system.
1 87 1.] ^ SISKIYOU INSTITUTE, 15
The marking system was generally and thoroughly discussed by Messrs. Kennedy, Coulter, Auble, Gillis, Hammond, Dr. Cabaniss and others.
AFTERNOON SESSION.
The Institute reassembled promptly at 1 o'clock, p.m., President Godfrey in the chair. Mrs. Schofield and Miss Clyde beautifully rendered a song, entitled "List to the Convent Bells," Miss Minnie Winckler charmingly ac- companying with the melodeon.
Mr. Coulter read a highly interesting and exhaustive essay, entitled ' ' Read- ing and Elocution." He was listened to with close attention, and received the well merited applause of the members of the Institute.
Miss Louise Lanze was introduced, and read a beautiful essay, entitled ** The Mind and its Culture," for which she was complimented with abundant applause.
Mr. Coulter moved that the reading class organized by him, be designated as a permanent class during the remainder of the sessions of the Institute. The motion was carried.
Mrs. Smalley exercised a class in object lessons, displaying her system with chart and other illustrations.
Prof. Godfrey announced that tho next subject for discussion would be, " How shall we best raise funds to maintain free public schools !' and offered the following resolution, which, after a spirited debate, by the members of the Institute, "pro and cotk, was adopted.
Whereas, our State and county school funds are insufficient to maintain free public schools more than from three to five months in each school district in California; therefore be it
Resolved, That it would be better for the whole State to be taxed sufficiently to keep a ten months' school in every district of the State, the poorer and smaller, as well as the richer and larger ones, rather than continue the present system of taxation, and the present limited terms of teaching.
The committee on questions examined the query box, and announced the following queries, viz:
Query 1st — Will you marry me?
Several answers of an amusing but indifferent character were given.
Query 2cZ— Should corporal punishment be used in schools, and if used, how should it be inflicted?
Mr. Eastin responded to this query with the pithy and appropriate answer of ''not much."
Messrs, Hammond and Thomas, and other members of the Institute, criti- cized the proceedings of the day.
Mr. Gillis was selected to conduct the class drill in English Grammar, and illustrated his method of teaching the science in a very pleasant and satis- factory manner. On motion, the Institute adjourned at 4 o'clock, p.m., to assemble at the Court House at 8 p.m.
EVENING SESSION.
The Institute assembled in the Court House at 8 o'clock p. m., where the members were addressed by Hon. J. K. Luttrel, on the subject of " Com- pulsoi-y Education." The speaker acquitted himself ably, aud was highly applauded.
1 6 SISKIYOU INSTITUTE. [July
THIED DAY S PKOCEEDINGS.
Ykeka, June 1st. The Institute reassembled at the Metropolitan school house, at 9 o'clock, President Godfrey in the chair. Prayer by Eev. Mr. Hammond.
The minutes of yesterday's proceedings read and approved. The members of the Institute then sang "Sweet Home" with unusual sweetnes and beauty. They were highly and deservedly applauded.
The President then announced the following committees for the day, viz :
On Query Box Questions. — Miss Gory, Messrs. Auble and Chapin. On Criticism.— Mr. Hammond.
Mr. Hammond called attention to the fact, that under a rule adopted yes- terday, it becomes necessary that there be made appointments of individual members, to open discussions upon the subjects on the jprogramme for the day.
The President appointed the following gentlemen :
Compulsory Attendance. — Mr. Chapin. Penmanship and Drawing. — Mr. Gil- lis. Course of iStiidy. — its Aims and Results. — Mr. Kennedy. Geography. — Mr. Eastin. Declamation. — Mr. Hammond. Heading. — Mr. Coulter.
Mr. Hammond then took the stand, and read an elegant, instructive and finished essay, entitled ''The Teacher among his Pupils." He was warmly applauded.
Mr. Gillis moved that the committee on criticism be increased from one to three.
Mr. Hammond moved to amend so that there be two ladies upon the com- mittee.
The motion prevailed, as amended, and the chair appointed Mrs. Calhoun and Miss Cory.
Mr. Auble moved that the query box be open to any who choose to make deposits of questions there, and that at the proper time the Secretary be re- quested to read them aloud, and that discussion and criticism thereon shall be general and free to all.
The motion prevailed.
The President then offered the f($llowing resolution :
Whereas, it is the first duty of every civil government to provide a good public free school system, on the maxim that the property of the State should educate the children of the State ; therefore,
Resolved, That the State having provided a generous system of education, should require, by law, the attendance at school of all her children between the ages of six and ten.
The President vacated the chair to take part in the debate, and the Vice President, Mr. Coulter, assumed its duties pro tempore.
The chair called upon Mr. Chapin, who opened the discussion upon com- I)ulsory education. The question was ably and thoroughly discussed by the members of the Institute. The time for discussion having expired, Mr. Hammond moved that the time for the argument of the question be extended indefinitely. The motion prevailed, and the discussion was renewed with spirit and energy by the members of the Institute.
At twenty minutes j)ast eleven, a recess of ten minutes was had, and at half- past eleven the Institute reassembled, and the debate was continued with vigor and ability. Superintendent Godfrey moved the following change in
1 87 1 .] SISKIYOU INSTITUTE. 1 7
his resolution, viz.: to insert for "between the ages of six and ten years," "between the ages of six and twelve years." The resolution was finally adopted, and on motion the Institute adjourned to meet again at 1 o'clock.
AFTEENOON SESSION.
The Institute reassembled at 1:15 p.m., Vice President Coulter in the chair.
A song was charmingly rendered by the Misses Brown, while Miss Winckler presided wdth ability and grace at the melodeon.
Miss Mary J. Hayne was then introduced, and favored the Institute with a delightful essay upon the subject of " The Teacher's First Day in School." She was highly applauded.
Prof. G. K. Godfrey then offered the following resolutions :
Whebeas no State Government can have an efl&cient school system, with- out a uniformity of text-books, and a course of study adopted for the public schools, with an advanced grade, raising teachers to a distinctive rank as a profession; therefore
Resolved. That we, the teachers of this Institute, heartily approve of the course of study adopted by our State Board of Education.
Resolved, That we rescind the following resolution, offered by Mr. Gillis, and adopted, at our last year's session of the Institute, viz. :
Resolved, That it is the sense of the teachers of this Institute, that the course of study laid down by our State Board of Education embraces too many branches of study, and that our public school system would better meet the wants, for which it was created, by having fewer studies more thoroughly taught.
Mr. Kennedy opened the discussion and gave his views and opinions upon the subject of the course of study, its aims and results, and was followed by Superintendent Godfrey in a long and instructive lecture, entitled * * The Course of Study for the Public Schools." At five minutes of three, a recess was taken, and at ten minutes past three the Institute reassembled. It was determined to continue the discussion, and the resolutions were most de- terminedly espoused and defended with warmth and vigor by the members. The resolutions were finally adopted as offered.
-Mr. Coulter then called his class in reading, and exercised them in elocution, displaying his system in a very handsome and satisfactory manner.
Mr. Hammond stated that the committee on criticism would report sepa- rately. The reports were then made, and excited much pleasant merriment.
Under the rule, different members availed themselves of the privilege, and indulged in criticisms upon the performances of the day.
Mr. Kennedy moved that the Institute do now adjourn, to meet at 8 o'clock this evening in the Court House, and listen to Prof. Godfrey's annual address. Carried.
EYENINO SESSION.
At 8 o'clock. A.M. , the members of the Institute assembled in the Court House, where they were entertained by an instructive and highly appreciable address from Prof. Godfrey, on the subject of "The American Ideal and Model Teacher."
On motion the Institute adjourned, to meet at the .Metropolitan to-morrow morning at 9 o'clock.
POUBTH day's PBOCEEDINGS.
Ybeka, June 2d. The Institute reassembled at 9:20 a.m. at the Metropolitan. 2
i8 SISKIYOU INSTITUTE. [July
Prayer by Kev. Mr. Hammond.
Mrs. Smalley favored the Institute with a few choice songs.
Mr. Beard next took the stand and delivered an able and instructive essay upon " The Government of Human Action." He was warmly applauded.
The President then appointed the following committee on criticism, viz: Messrs. Hammond and Miers, Mrs. McClurg and Mrs. Guild.
The hour having arrived for the discussson of principles and methods of teaching geography, Mr. Eastin called a class, and through them, and by the aid of charts, handsomely illustrated his method of teaching the science.
Prof. Godfrey then exhibited Bartholomew's primary school drawing books and drawing cards. Discussions upon, and illustrations of the subject were participated in by members of the Institute.
At 20 minutes of 11, the Institute took a recess of 20 minutes.
The Institute reassembled at 11 o'clock, when singing was participated in by the ladies and gentlemen of the Institute, assisted by Mrs. Smalley upon the melodeon.
On motion of Mr. Gillis, that part of the programme which required an evening session of the Institute at the Court House, was omitted, and a re- union sociable at the Colton Theatre, substituted.
The committee on resolutions reported, and on motion their report was adopted by the Institute.
The following are the resolutions adopted by the Committee :
BesoJved, That we, having listened with pleasure to the lectures delivered by Dr. Cabaniss, Hon. J. K. Luttrell and Prof. G. K. Godfrey, hereby tender to them our thanks for their eloquent and instructive lectures.
Resolved, That we express our appreciation of the ability and kindly forbear- ance with which our President has discharged the duties of his office. We al- so feel under obligations to our worthy Secretary, for the able manner in which he has performed his important duties.
Resolved, That we believe the proceedings of this Institute have been highly beneficial. We shall certainly return to our respective spheres of labor with a quickened zeal, and with better qualifications to discharge the important duties of our calling.
Resolved, That a congratulation be extended to those members of this Insti- tute, who have had to bear criticisms, for the kindly feelings they have shown toward critics.
Resolved, That thanks are due, and are hereby tendered to those members of the Institute, who have taken an active part in the proceedings, thereby rendering the exercises pleasant and instructive.
Mr. Gillis offered the following preamble and motion, in relation to the re- solutions which Prof. Godfrey offered yesterday, and which were adopted by the Institute :
Whereas, There have been three resolutions passed by this Institute— one concerning the tax to maintain the public schools, one concerning the text books, and the course of study, and one concerning compulsory education, and as these resolutions were passed by a very small majority of the members of this Institute, and particularly the one concerning text-books and courses of study, which was passed after a long discourse of forty-eight pages of fools- cap, by Mr. Godfro\ and no argument was offered against its merits, I there- fore move that these 'resolutions be reconsidered, and the yeas and nays be ta- ken on each one of them.
The President decided that the motion was out of order. Mr. Gillis appeal. ed to the house. Mr. Hammond moved on adjournment, which was seconded
iSyi.J SISKIYOU INSTITUTE, 19
and caiTied. At 25 minutes past 11, the Institute adjourned to reassemble again at 1 o'clock.
AFTEKNOOX SESSION.
The Institute reassembled at 1:30, P. M., at the Metropolitan school house, President Godfrey in the chair.
Ry consent of the President, Mr. Hammond moved to reconsider the reso- lution offered yesterday by Mr. Godfrey, and to strike out or cut off the las^ resolution, referring to the rescinding of Mr. Gillis' resolution, offered at the last session of the Institute, and having reference to the course of study, etc. Mr. Hammond then offered the following resolution as a substitute for those of Mr. Godfrey's, offered to, and adopted by the Institute yesterday.
Wheeeas, No State Government can have an efficient school system without uniformity of text-books, and a course of study adopted for the public schools, with an advanced grade, raising teachers to a distinctive rank as a profession ; therefore
Besolved, That we, the teachers of the Institute, heartily ajiprove of the course of study adopted by the State Board of Education.
This resolution was seconded, and carried. Mr. Gillis then asked leave to have his vote recorded in the negative. The Institute decided it should be so, and the Secretary has here placed Mr. Gillis as he has desired, and as the In- stitute has directed.
Mrs. Calhoun was then introduced, and read a very beautiful and well con- sidered essay upon the subject of "Education." She was greeted with ap- plause.
Mr. Coulter read an article entitled *' The last days of Herculaneum, " Mrg. Smalley read "The Deacon's One-Horse Chaise," Miss Cory read "The Sail- or Boy's Dream," Miss Reynolds read " Hagar in the Wilderness," Prof. Godfrey read a poetical effusion of his own manufacture, entitled ' ' The Mis- sionary and the Indian. ' ' These displays were all beautifully and elegantly rendered, and excited considerable applause.
Mr. Auble was appointed to, and did open the discussion on " The Princi- ples and Aims of Self Government." The subject occupied a reasonable time, and was handled pretty thoroughly by all who participated.
At 3, P. M., the Institute took a recess of 10 minutes. The Institute reas- sembled at 10 minutes past 3 o'clock, when Mr. Eastin was introduced, and delivered an able essay on * ' Woman Suffrage, ' ' which was received with ap- plause.
Miss Skinner and Mrs. Schofield then sang a song, entitled " The Women are Going to Vote; " they were accompanied by Miss Winckler, who presided at the melodeon.
The following questions were found in the query box, aud created some amusement, although the Institute took no definite action upon them. They are as follows:
1st. Should our worthy Superintendent tolerate courting behind the stove ?
2d. Is it right to pull and box children's ears in the school room?
3d. If women were given the right of suffrage, is it probable a marriageable young lady would vote for the nice young man who courts the girl on the other side of the street.
The committee on criticism then made some able and interesting criticisms.
20 BUTTE AND PLUMAS INSTITUTE. [July
On motion of Mr. Kennedy, the Institute adjourned, to meet again at the call of the President in the last week in the month of May, 1872.
In the evening, in accordance with a resolution, the members of the Insti- tute and their friends assembled in the Colton Theatre, where, to the music of Mr. Truitt, of Yreka, and Mr. Hughes, of Fort Jones, the passing houris flew swiftly and plesantly by.
G. K. GoDFKEY, Pres't. John Kennedy, Eec. Sec'y.
BUTTE AND PLUMAS TEACHERS' INSTITUTE.
The Teachers' Joint Institute for the Counties of Butte and Plumas, met at Oroville May 10, and continued in session until Friday night.
The Institute was called to order by County Superintendent Burnham, of Butte, who explained the object of the meeting, and congratulated the teach- ers upon the interest manifested.
On motion, C. H. Kungle of Forbestown was elected Vice President, John Leininger of Eock Creek, and Miss J. Hufford of Cherokee, Secretaries.
John C. Gray of Oroville, T. H, Steel of Wyandotte, and Miss Ellen Tay- lor, were appointed a Committee of Arrangements.
J. P. Garlick of Oroville, N. Fitzgerald and Miss Maggie Morrison, on Resolutions.
D, W. Jenks of Cherokee, A. W. Vance, Miss Mary M. Sparks and Miss Katie Day, on Introduction.
An invitation was given for all County Superintendents, teachers and othei-s holding certificates, to come forward and register their names.
The following names were registered : Lewis Burnham, County Superin- tendent Butte County; S. S. Boynton, County Superintendent Plumas County: John C. Gray, John Leininger, I. W. Parker, Katie Day, Mary Bobbins, Bella Carter, Clara Clindinin, Josephine Hufford, John Q. McMillau, A. W. Vance, DavidW. Jencks, John P. Oilman, T. H. Steel, C. H. Kungle, J. C. Garlick, D. Pittman, W. J. King, A. F. Martin, C. G. Warren, Maggie Morrison, Clara Ford, Mary Sparks, Virgil P. Richards, R. De Lannier, H. T. A. Swizer, Mrs- Bella R. Gray, Mrs. J. M. Woodman, Amelia A. Weed, Jennie Costar, Anna Ware, Lydia M. Weeks, N. Fitzgerald, Miss S. B. Mattson, A. Bradford, Mary Eastman, C. A. Chance, C. Berry, Kate Hutchins, M. J. White, Ellen Taylor, C. J. Denery, S. C. Stevens.
Mr. Steel of Wyandotte, read an essay on the " Relations between the Teacher and Pupil."
A debate upon "School Discipline" occupied most of the morning session.
Mr. Jencks thought the best way to correct the mistakes of pupils was to imitate them, thus showing them into the right way.
Mr. Leininger contended that we had not become so much wiser than Solo" mon that we could govern in a different wa3^ Moral suasion was good, but not always effectual. He would never expel a pupil from school. There was no surer way of ruining him. If a teacher could not govern without resort- ing to such steps, he owed it to society that he should vacate the school-room and give place to a better man.
1 87 1 . ] B UTTE AND PL UMAS INSTITUTE. 2 1
The debate was continued by Messrs. Garlick, Steel, Pitman, Gray and others. A. W. Vance read an essay-on " Education.'*
AFTEENOON SESSION,
Superintendent Burnham in the chair.
John G. McMillan read an essay on "Memory," after which the subject of Book-keeping was taken up by Mr. Leininger, and his method of teach ing it in school explained. A discussion sprung up as to the propriety of intro- ducing it into the common schools, in which most of those present took part.
In the evening, a lecture was delivered in the Court House, by Mr. Lein- inger, on the " Reform in Text-Books," after which Miss Belle Carter recited '• Maud Muller." Mr. Burnham then announced that Hon. 0. P. Fitzgerald, State Superintendent of Schools, was present, having arrived by the afternoon train, and would address the audience a few minutes. At the conclusion of his remarks, the meeting adjourned.
THURSDAY.
The meeting was called to order by State Superintendent Fitzgerald.
Mrs. Woodman, of Chico Academy, explained her method of teaching men- tal and written arithmetic. A general discussion followed, in which nearly all present took part.
Mr. N. Fitzgerald, of Live Oak, occupied the forenoon with his class in spelling, showing his method of teaching that branch.
In the afternoon, Mr. Steel, of Wyandotte, introduced his class in spelling, which attracted much attention. A lively discussion followed as to the best method of teaching that branch.
Mr. Garlick introduced a class in elocution and reading, which was loudly cheered for the way in which it acquitted itself. Especial praise was accorded to little Miss Emma Schneider, for the happy manner in which she i)erformed her part.
Mr. Boynton explained his method of teaching geography ?^nd map-drawing.
Mr. Jencks took up the subject of physiology, and explained what part of it he put in practice in his school-room. Many of the teachers took part in the debate that followed.
Mr. Richards, N. Fitzgerald, Miss White and Mrs. Woodman were appointed a Committee on Questions.
At eight o'clock the Institute met at the Court House and listened to a lec- ture on Education, by State Superintendent Fitzgerald. He took occasion to explain the reasons that induced him to vote for a change in text-books, aiid claimed that in a very short time all who at first opposed the measure would see the good results, and indorse his action in the matter. He was listened to with attention, and several times applauded.
FRIDAY. The Institute was called to order by Superintendent Burnham. Mrs. Wood- man presented the subject of Algebra, and explained her method of teaching it to classes. Questions were asked with great rapidity, and all received a satisfactory answer. A general discussion followed, in which different teach- ers explained their methods of teaching this branch.
22 BUTTE AND PLUMAS INSTTTUTE. [July
Mr. S. C. Stevens, of Dayton, introduced the subject of Penmanship, and showed from the blackboard his method of drilling classes.
The subject of school discipline was again called up, and discussed by Mrs. Woodman, Mr. Brier and Mr. Jencks.
Mr. Brier would have the scholars know the first day that he was master. He did not believe in this modern doctrine of no whipping. He once taught school, and commenced the first day by overlooking all their little faults, and he had trouble through the whole term. His next term he began different. He looked at the evil-doer; he rapped at him; he awed him into silence, for the Httle culprit felt that if he did get whipped, he should suffer terribly. He again called upon teachers to begin right, and not fall in with this modern idea of never resorting to corporal punishment, which was akin to other isms that are afloat.
Mrs. Woodman heartily indorsed the first speaker. She had not resorted to corporal punishment for a long time; still she believed it sometimes heyieficial. Mr. Jencks had yet to learn that kindness in the school-room was not pro- ductive of good. He was glad the time had come when the teacher could feel for his pupils in their troubles, and help them along. Even the brute creation are not insensible to the influences of kindness. He would never try to keej) his pupils frightened into obedience. A little more of kindness and good feeling would be quite as effectual as all this severe looking and rapping, which only served to frighten, and not instruct.
After further discussion, the subject was laid on the table.
In the afternoon, Mr. Gray, of Oroville, presented the subject of Grammar, and explained his method of drilling classes. The subject was discussed by Fitzgerald, King, Garlick and others.
Miss Chance, of Chico, next addressed the Institute upon Primary Schools. Quite a lengthy discussion followed.
The Committee on Resolutions presented the following, which were passed-
1. That we, in the deepest humility, recognize the especial blessings be- stowed upon us by our Creator during this session of the Institute.
2.^ That we, as a body, feel sensible of the advantages derived from this session, and feel ourselves nerved to greater exertions in behalf of "Our Cause. ' '
3. That we are of opinion that the elements of practical science may be taught orally in our public schools.
4. That we deplore the paucity of necessary apparatus in our schools.
5. That we believe the time is fast approaching when our State Legislature should not only furnish the means for the education of all the children of the State, but j'lso enforce the attendance of all who are intended to be benefited by such provision.
6. That we tender our sincere thanke to Mrs. Woodman, of Chico, for the clear and able manner in which she has illustrated to us her methods of teaching Arithmetic and Algebra.
7. That the special thanks of the Institute are due to our Superintendents Messrs. Burnham and Boynton, for their efficient administration of the edu- cational interests of their respective counties, and for the aide and gentle- manly manner in which they have conducted the exercises of our present Joint Institute.
8. That it is the wish of this Institute to express its hearty commendation of the ability which has marked the administration of 0. P. Fitzgerald, our State Superintendent of Public Instruction, and the success which has crowned his earnest efforts to remove all political and sectarian influences from our educational system.
1871.] A REVIEW OF WORD- ANALYSIS. 23
At eight o'clock, the Institute met at the Court House, and listened to an able and eloquent lecture upon Brain and Muscle, by Superintendent Boyn- ton, of Plumas. Mr. Boynton's style of speaking is easy and melodious. He at once enlists the attention of his hearer and keeps it. For one so young he certainly possesses rare abilities, both as a scholar and speaker.
Miss Ellen Taylor recited " The Raven" in a manner that was highly cred- itable.
The teachers then marched to the hall of the St. Nicholas Hotel, which had been put in readiness by George C. Stevens, Esq., and danced until midnight.
Thus ended the largest meeting of teachers that ever convened in Northern California. Over fifty names were placed on the roll. The large room of the Oroville Grammar School was filled most of the time with interested specta- tors, who evidently felt an interest in the cause that called together so large a body of our ablest teachers.
The following is a list of Mr. Steel's scholars, who so much interested the Institute with their mode of spelling: S. Demstone, Maggie Smith, L. L. Combs, Katie Cress, N. Rutherford, John F. Daniels, A. Thompson, Eddie Rutherford, A. L. Rutherford, H. Thatcher, S. Grant, E. Ross, L. Cress.
John Leindjgeb, ) Secretaries.
JOSEPHINB HUFFOBD, j
A REVIEW OF PROF. SWINTON'S WORD -ANALYSIS.
[In place of what we intended to write on this subject, we insert the fol- lowing, handed us by Mr. Mabks : ]
As I have not yet seen a copy of the work, it is a good time to review it. The specimens given in the June Number of the Teacheb, are more than reviewers generally read. Judging the book by these specimens, I think it will not suit the majority of us. It is founded on new-fangled principles, and departs altogether too widely from the good old-fashioned style of perpendic- ular columns, uniform-sized words and accurate definitions.
Here is one of the specimens :
' "A suffix is a significant syllable joined to the end of a primitive word."
' 'A primiiwQ word is a word in its simplest English form, without prefix or suffix. ' '
* ' Join the suffix ly to the end of the primitive word man^ and what have you ? ' '
"■Am. Manly."
" Define it. Am. Manlike, or like a man."
"What, then, does the suffix ly mean ? "
"Ans. It means hke."
Now, the objections to this style are, that it caters to the object-teaching notions of educational innovators. It plainly recognizes the axiom ' ' From the known to the unknown, ' ' else why should the author select a word so common as manlike ? a word that every child knows the meaning of. How- much more impressive it would be to begin with a word like hypochondriacally . It is going " from the particular to the general," else why fasten the attention of the pupil upon the particular case of manJy, and go out to the general case of annexing suffixes. How much greater the gymnastic effect upon the intel-
24 TO THE APPRENTICES OF CALIFORNIA. [July
ect would be to commence with the lucid enunciation of some broad principle ; as "Derivative words depend for their idiosyncracies upon the euphemistir cally connected syllabifications of the primitive words selected from the vari- ous languages to modify their significations." There would be no danger of a pupil's understanding this too easily, and the teacher could insist upon requiring from the pupil the exact words of the text, and not be obliged to accept an answer in the pupil's own words. It is an unnecessary tax upon the teacher's energies, and intelligence frequently, to be compelled to con- sider whether or not the correct answer is really given when the words used by the pupil differ from those in the text.
The evident intention of the author to compel the memory to depend upon the understanding, is another serious blemish. We have too many new-fangled books already. Children in these days understand altogether too much and remember too little. I would like to present a specimen lesson on Derivaiices that would, in my opinion, suit the mass of teachers, but to do so would make this article too long. I may, however, do it in some future number of this journal. Bebnhaed Maeks.
To THE Apprentices of Calitoknia. — The Board of Managers of the Eighth Industrial Exhibition, desiring to encourage and advance the interests of the mechanical apprentices, will, at the incoming Exhibition, award special prizes for the best specimens of Drawing, Designs, Models, or Mechanical Work- manship, and space will be allotted to this special Department. The class, and value of premiums, to be awarded on the merit of the exhibit, by a Com- mittee appointed by the Board of Managers. Each exhibit must have at- tached the name, age and residence of exhibitor; and an application to exhibit in this Department must be accompanied with a voucher from the employer, that the exhibit is the sole work of the exhibitor. Information will be fur- nished and application for space may be made to J. H. Gilmobe, Special Agent Eighth Industrial Exhibition, at the rooms of the Mechanics' Institute, 27 Post street, San Francisco.
DEPARTMENT OF PUBLIC INSTRUCTION.
A TEN MONTHS' SCHOOL.
A State school systei.i should provide equally for all the children of the Htafce. If this be admitted, then the existing inequality of school privileges is an injustice that should be remedied. Some of the children of the State in favored localities, receive schooling for the full school year of ten months; others for only a fragment of the year — three, five or seven months. The St ite is not an impartial mother, dispensing her favors with equal hand. She treats one class like children — the other like step-children, or aliens. No argument is needed to show the injustice of this state of things. It must be self-evident that in a State system of education, inequality is injustice.
The disability falls upon the more remote and sparsely settled districts of the State. Is it not a crying injustice that those citizens whose enterprise and courage lead them to pioneer the advance of American civilization, incurring the hazards and hardships of the frontier, should, for their enterprise and courage, be made to pay the penalty of seeing their children grow up in ignorance ? For this is the penalty. Who does not know that a three or five months' school is a mere pretense to education ? To hold a school three or five months out of twelve, and then close it for the remainder of the year, with a new teacher after this long interregnum, is simply to make a farce of the whole thing. The children, during the long suspension of school, forget the little they had learned; the sisyphean stone of learning rolls back to the foot of the hill, for the new teacher to give it another feeble start upward, only to roll back again after another brief snatch of schooling -and thus ad infini- tum. Thus, in many localities, while keeping up this absurd show of educa- tion, the children are growing up in ignorance.
Such a waste of money and labor is wicked, foolish and unjust. The money thus expended is almost entirely thrown away. Having some appearance of economy, it is only the extravagance of a niggardly policy that is really shameful waste. " Penny wise and pound foolish" is such a policy. The common sense of our people has already perceived this, and the bitter experi- ence of many of our citizens who were taught in this fragmentary style, in- tensifies their conviction of the inefficiency and absurdity of such a system.
The evil is obvious and admitted by everybody. The remedy is wanted. Earnest and progressive minds are at work to find the remedy, and it will be found. We have our own view, which will be announced in due time — per- haps it may be embodied in legislative action. The ten months' school for every district in the State is our goal, and we must drive right on until it is reached.
Kev. L. Hamilton, President of the Oakland Board of Education, left on the 13th of June for avisit to the "old folks at home." During his temporary absence. Dr. Cole presides in his place. We wish our old friend a pleasant journey and safe return, invigorated by rest, and his soul watered and refreshed with "the dew of his youth."
2 6 DEPARTMENT OF P UBLIC INSTR UCTION. [July
EDUCATIONAL ITEMS.
San Francisco Public Schools. — The condition of the public schools of San Francisco is, on the whole, quite satisfactory. The examinations at the close of the recent term, were conducted in a manner indicating that the school authorities are disposed to insist upon honest and thorough work, in- stead of encouraging or winking at a system which was a mere scramble for " promotions" of pupils and promotion for the teacher. The urbanity, punc- tuality and good sense of the new City Superintendent, with the large expe- rience and ability of his Deputy, are producing the good results naturally to be expected. Though it cannot be said that merit always governs in the choice of teachers, yet, as a rule, the best teachers gravitate into the most responsible and desirable positions. There are rumors afloat of the retirement from the profession of some of the leading teachers of the Department. We earnestly hope they will not leave. It would be very difi&cult to fill their places ade- quately— impossible at short notice. We trust it will be the policy of the City Board of Education to retain its faithful servants. The way to do this is, to reward them according to the length and efficiency of their service.
Joint Institute foe Mendocino and Lake Counties. — The proceedings of this body will be found in another place. The names of the members and the range of subjects treated, indicate the characteristics of the session. Expe- rience, ability and zeal gave value and interest to the discussions and exercises, and a high-toned courtesy and genial spirit lent a peculiar social charm to the intercourse of the members. The State Superintendent is glad to tender a standing acceptance to a standing invitation to attend all the Joint Institutes of Lake and Mendocino counties, subject only to the inevitable limitations. The address of Dr. Thomas, on "School Government," will grace a future number of the Teachee.
Politics and School Officees. — The political pot has begun to boil, and soon we will be in the midst of an exciting political campaign. County Su- perintendents are to be chosen, and the candidates generally will be brought out by party nominations, and generally voted for on party grounds. There is no immediate remedy for this, and if both parties will select suitable men for this important office, no harm will be done. We observe a general dis- position to choose men for County Superintendents who are more distinguished for zeal as educators than as politicians. This is well.
Santa Claea College, S. J. — We had the pleasure of attending the Commencement exercises of this flourishing school, on the evening of June 6th. There was an immense concourse of people crowding the spacious the- atre. The young men of the College rendered "Pizarro" with spirit, Mr. Malone throwing into the character of " KoUa " energy, enthusiasm, and thought. He is a young man of promise. C. F. Wilcox received the degree of A.M., and J. H. Campbell and S. M. White that of S. B.— all of whom ac- quitted themselves very creditably.
University op the Pacific. — Owing to the fact that we were not apprised of the time, we were not present at the Commencement exercises of thia
1 87 1 .] DEPAR TMENT OE P UBLIC INSTR UCTION. 2 7
school. The newspaper accounts represent the occasion as pleasant and in- teresting. Presley M. Bruner and Eobert E. Wenk received the degree of A.M., and Miss Mary E. Belknap that of B.S. Dr. Sinex was re-elected President — a deserved recognition of zeal and ability in his arduous work. This school never before had such encouraging prospects.
Oakland Femali-: Seminaey. — The Anniversary exercises took place in the Congregational Church, Oakland, on the evening of June 8th, and from the accounts in the Oakland and San Francisco papers, must have been delight- ful. There is an honorable significance in the fact that only one, young lady was graduated. Miss Blake, in the spirit of an honest and earnest educator, is looking more to the character than to the number of her alumni. The Oak- land Female Seminary is sustaining its well-earned reputation as one of our very best female schools.
The Public School at Cloverdale, Sonoma County.— Stopping at Clover- dale, e/i route to Ukiah, we paid a visit to the public school under the charge of Mr. Wilbur. We found this school to be characterized by two of the prime requisites for a good school — good order and liveliness. There has been great advancement in public school affairs at Cloverdale since we paid it our first official visit. There is no lovelier or healthier spot for a first-class High School than Cloverdale, and with such a teacher as Mr. Wilbur, supported by an intelligent Board of Trustees, we have reason to expect steady progress.
A Lady Examiner Elected. — Miss Mary Pascoe has been elected a member of the City Board of Examination by the San Francisco Board of Education. Why not ? Miss Pascoe is competent, an accurate scholar, and a faithful and successful teacher. But she is a woman. So are three-fourths of the candi- dates who come before our Boards for examination. There is tons a manifest propriety in having at least one lady on these Boards. The lady teachers do their full share of the hard work: why not allow them at least a small share of the honors and emoluments of the profession ?
That New Public School House at Los Angeles. — We shall watch with unabating interest the progress of the movement for the new public school house at Los Angeles. That it will be built, we assume as a forestalled con- clusion. In the rapid march of improvement in that ancient city, the public schools will not be permitted to lag behind, for the efforts of the earnest and able teachers are seconded by an iptelligent and liberal local press. The school teachers and editors working together in a good cause ought to be invin- cible.
Teachers who do not Bead. — In our travels, we have met with teachers who acknowledged they read no educational journal. What reason or excuse could the}^ offer for such neglect ? None ! Pure, unadulterated laziness is the only possible cause. The best of the Eastern educational journals cost but a trifle, while our own Tcacher is published at so low a price that it is brought within the reach of all. These teachers who never read do not lead the profession.
The Obligation to Attend County Teachers' Institutes. — Should not
2 8 DEPARTMENT OF P UBLIC INSTR UCTION. [July
this obligation be considered imperative by teacbers ? Does not the law re- quire that the Institutes shall be called by the County Superintendents, and provide that the salaries of teachers shall not be stopped on account of ab- Bence from school during their sessions ? If one teacher may stay away in bis discretion, why may not all ? — thus nullifying entirely this most valuable educational agency. Some of the lady teachers rode sixty miles on horseback over lofty and rugged mountains, to attend the recent Institute at Ukiah, and were as bright as roses and as cheerful as larks. Here is an example for some of the late-sleeping, languishing ' ' town girls, ' ' who show themselves at In- stitutes only at the "re-union" on the last evening !
Peksonal. — Mr. George W. Minns, for many years connected with the School Department of this Coast, as teacher of physical geography and nat- ural sciences, and then Principal of the Boys' High School in this city — more recently Principal of the State Normal School — afterwards Professor of Math- ematics in (St. Louis) Washington University, is teaching in Boston at a sal- ary of $3,000, and very much liked and respected both by his pupils and the City Board of Education, as he is worthy to be. We cordially extend to him the right hand of fellowship, and wish him continued success and prosperity.
McGuffey's Readees. — The adoption of these Headers was to take effect 1st of June, 1871. They will be furnished to schools at introductory rates until 1st of September, 1871. Schools that are not already supplied, can ob- tain the books of Isaac Upham, at H. Payot & Co's., 622 Washington street, San Francisco. Philip Phillip's Dat-School Singer will also be furnished at introductory rates — 35 cents.
Napa County Teachees' Institute was held at St. Helena. The weather was unusually delicious, even for that place ; and everything connected with the occasion was pleasant. Superintendent Ford had secured the services of Prof. Knowlton, whose instructive "talks" and inimitable readings added much to the profit and pleasure of the Institute. We (State Superintendent) had an opportunity on the last evening to address a large audience on the subject of public schools. A drive behind one of our friend Elgin's splendid teams in good company, to the White Sulphur Springs, and the "discussion" of the good things provided by our friend Alstrom, the proprietor, were inci- dental but very acceptable features of this Institute. The "proceedings" will appear in the Teachee.
REPORT OF PUBLIC SCHOOLS.
ROLL OF HONOR.
Stone House School Disteict, Sacramento County: Alfred Spooner, Teacher. Term ending April 14th, 1871.
AUie Briggs, Marian Van Trees, Ezra Tolle, Emma Anderson, Eliza Ander- son, Katie Conner, Mary Driscoll, Jennie Perry, Benjamin Perry, Mary Shook, William Pollock, Lizzie Dunn, Maggie Dunn, Albert Briggs, John Van Trees, Arthur Conner, William Dunn, Clara McGlothin.
Hutson District School, Sacramento County: L. A. Hinman, Teacher. — For the month of May.
1871.] DEPARTMENT OF PUBLIC INSTRUCTION. 29
William Dart, Homer Woodwortli, William Woodworth, Lucittia Swift, Hei)rj' Robbins, Henry Crabtree, Mary Masterson, Hugh Masterson, Maggie Masterson, Kittie Masterson, Jolin Purkey, Annie Young.
Pleasant Geove District School, Sacramento County: L. A. Heimax. Teacher.
Cornelius Bandy, Charles Devin, Jane Devin, John Thompson, Marr Thompson, Buena Devin, Adolphus Devin, Lee Devin, Ellen Bandy, Louisa Nelk, Maggie Paine, Minnie Paine, Louisa Winkleman, Clara Kelly, Mary Kelly, Mary Shaw, Frank Schulze, Charley Schirmer, George Schirmer, Alex- ander Goldbm-g, John Alden Atkins, Emma Steller.
Geass Valley Inteemediate School, Kevada County: Miss Sallie Wells. Prinbipal. — Month ending June 6th:
Mary Finnic, Mary Edwards, Mary Jones, Lottie Hocking, Bessie Abraham, Thomas Maroney, Joseph James, Sarah Pascoe, Anna Trewella, Bell Finnie. James Mulligan, Fred Thomas, George Woods, Hattie McLeod, John Collins, Thomas Edwards, Mary Bradley, Lizzie Adams, Lillie Trabilcox, Bell Smith, Flora Byrne, John Langdon, William Meager, James Gates, Willie Sleep, Archie Conway, Louis Dorsey, Walter Brough, Philip Doherty, Christy Mil- ler, Joseph Kelly, James Byrne, Nellie Larcombe, Eliza Eule, Ella Sturgeon, Matilda Schrader, 01i\e Smith, Jennie Smith, Clara Hurber, Annie Odgers, Abbie Michals, Carrie Hocking, Milton Othet, Wartel Price, Henry SanderB. Henry Shoemaker, llichard Herry, Eddie Brockington and Oscar Klein.
Noeth San Juan Gnammab School, Nevada County: T. J. Lyon, Teacher.
Misses Lillie Ray, Grace Hesseltine, Virginia Ray, Sarah Williams, Katie Downey, Allie Asay, Jennie Stotlar, Mary Banks, Matilda Lisson, Katie Bow- en, Annie Hughes, Grace Downey, Carrie McCoy, May Wellman, Augusta Noblet.
Masters Benjcmin Hesseltine, Samuel Lisson, William Wodell, George Eay, Samuel McNeill, James Briggs, Thomas Harris, David Morgan, Harry Buhr- ing, Frank Reed.
Clear Creek District School, Nevada County: A. C. Pratt, Teacher. — Month ending May 12th.
L. E. Pelham, Mary E. Pelham, Celia Gilham, Minnie Alexander, Laura Alexander, Cordelia Adams, Wilham Adams, William Gilham, Willard Barnes, Luzerne Barnes, Owens Davis, Jesse Womack, Robert Alexander.
Spring Lake District School, Yolo County: C. O. Perkins, Teacher. — For two months, ending May 19th.
Gertrude Ruggles, Amelia Fisher, Mary Asken, Hattie WyckofF, Frank Fisher, Albert Tourtillott, Frank Stewart, James Wyckoff, Fillmore Wyckoff, Wm. J. Cook, Ella Tourtillott, Nina Dexter. Delia Dexter, Eddie Wyckoff, Chas. Fisher, James Clanton, John Ruggles.
loNE City Public School, Amador County: A. J. Itsell, PrincipaL — Term closing July 1st.
Lula Whitlatch, Susa Whitlatch, Ella Sutherland, Willie Thompson, Mary Loskim, Louisa Sibole, Mary Clark, Frankie Taylor, Edith King, May Mason, Anna Love, Mina Sprague, Eiiza Clark, Lora Sprague, Addie Taylor, Jnn«
30 DEPARTMENT OF P UBLIC INSTR UCTION. [July
Gregory, Minnie Heflfren, Ida Combs, Lora Langhry, Truman Thompson, Eugene Sutherland, Lola Putnam, Wm. King, Alah Laughry, Richard Park- inson, Eddie VVooster, James Taylor.
San Antonio School, Marin County: N. H. Galusha, Teacher. — For month ending June 13th.
Spencer Hutherford, Thomas Eutherford, Herman Nawest, James Pember- ton, Willie Pemberton, Perry T. Bradley, James Dodson, Sarah Eutherford' Mary Bradley, Margreta Baker, Ella Jones, Amanda Jones, Emma Dodson, Vida Bradley.
Long Valley School Distkict, Mendocino County: John P. Cosgravb, Teacher. For the month of April.
EmmaDelaney, Sarah Smith, Maggie Farley, Virginia Lovell, Olive Braden, Sarah Shields, John Eussell Poe, Edmund Vasser, Stephen A. Douglass Shields, Albert Francis Braden.
Cahto School District, Mendocino County: Tillib L, Lynch, Teacher. — For the month ending April.
Jennie Tuttle, Alphonza Williams, California Eemington, Frank Kuyken- dall, William Kuykendall, James White, Benjamin Case, Willie White, John Egbert.
Virginia School District, Yuha County: E. Montgomery, Teacher. — For month ending June 16th.
Etta Scott, Lona M. Nichols, Emma Huffmaster, G. James, Edward Jones, Charles Hamon, Georgie Scott, Georgie James.
Union District School, Santa Cruz County: G. J. Brown, Teacher.— For the term beginning March 20th, and ending May 19th.
Frank McLaughlin, John Bancon, Henry Smith, Cory Hussy, Jennie Ban com, Emma Hauer, Mellie Willson, Susie Day, Ada Williams, Louis Smith, Eobert Hussey, Annie Hauer, Bell Hussey, Estella Tolman, Charles Tibbits, Freddy Tibbits, Fannie Williams, George Smith, Ira Hussey, Frank Willson, Chas. McLaughlin, August Zoellin.
BOOK TABLE.
Bancroft's Toubist's Gxjide. The Geysers. San Francisco and Around the Bav, (North.) San Francisco: A. L. Bancroft & Co. 1871,
We commend this neat little volume (227 pages) to the tourist and the pleas- ure-seeker— both to him who is "to the manor born," if California has such, and to the stranger who is within our gates. Its information is useful, enter- taining and correct — qualities insured by the ready pen of the unknown author. The Yo Semite outfit is incomplete without it. It is accompanied by "Bancrofts' Map of Central California," from which all needed information in regard to localities and distances may be obtained.
Dbawing - Books fob Schools and Beginneiis. Designed and Drawn by H. H. Holmks, Teacher of Drawing and Painting, Chicago, III. Published by Harper Brothers : New York.
To the lovers of the pleasing art, these books will be welcome visitors. In
1871.] DEPARTMENT OF PUBLIC INSTRUCTION. 31
beauty and correctness of outline, and in shading, they are, in truth, excellent. The first four books are aheady published, and constitute the Common School series. We are glad to commend such books to teachers and trustees.
Okal Teaining Lessons in NATUKAt, Science and Geneeai. Kncwledge, embracing the Subjects of Astronomy, Physiology, Chemistry, Mathematical Get graphy, Natural Phi- losophy. The Arts. History, Development of Words, etc. Intended for Teachers of Pub- lic Schools, and al8o for Private Instruction. By H. Babnam), Principal Lincoln School, Minneapolis. A. S. Barnes & Co.: New York and Chicago. 1871.
These fifty lessons and the accompanying printed directions for using them, would form an instructive course, either for a class or for instruction in the family; while the teacher will find many valuable thoughts and suggestions on methods, which he can turn to daily use in his classes. For sale by A. Roman & Co., San Francisco.
The Elements of General Histoby. By Rev. John P. Carter, A.M. New York : Univer- sity Publishing Company, 4 Bond street. 1871.
We know of no work which presents the principal events of the world's his- tory so clearly , skillfully, and at the same time succinctly, as this. Guarding against a few inaccuracies in point of fact— such as the statement on page 35 — " Biibyloni^n Jpws, and nearly all Eastern nations began the day at sun-rise" — the teacher could place no better manual in his pupil's hands.
" First Lessons in Physics." By C. L. Holtze, of the Cleveland High SchooL
This is the first of a graded series of three books on Physics, to be issued July 1st, from the press of Messi-s. Hendricks & Chittenden, 204 North Fifth street, St. Louis, Mo. The plan is inductive, and comprises forty lessons — one lesson a week for the scholastic year. The book is designed for the higher grades of Grammar Schools.
TABLE OF CONTENTS.
^^«*- PAGE.
Course of Study 1 University of the Pacific 26
Drill '. 6j Oakland Female Seminary 27
Lake and Mendocino Institute 9
Siskiyou Institute 13
Butte and Plumas Institute 20
A Eeview of Word Analysis 23
To the Apprentices of CaUfomia 24
D>ipartment of Public Instruction. ... 26
A Ten Months' School 25
Educational Items 26
San Francisco Public Schools 26
Joiut Institute for Mendocino and Lake
Counties
Politics and School Officers 26
Santa Clara College oq
The Public School at Cloverdale, So- noma County 27
A Lady Examiner Fleeted 27
That New Public School House at Los
Angeles 27
Teachers who do not Read 27
The Obligation to Attend County Teach- ers'Institutes 27
Personal 28
McGuffey's Eeaders 28
Napa Teachers' Institute 28
Report of Public Schools 28
Book Table 'dQ
': CALIFORNIA
State INIormal. jSchool.
BOARD OF TRUSTEES.
H. H. HAIGHT .Governor
O. P. FITZGERALD Superintendent of Public Instruction
C- T. RYLAND San Jose
A. J. MOULDER San Francisco
H. 0. WELLER San Jose
JAMES DENMAN San Francisco
J. H. BRALY San Jose
TEACHERS.
Rev. W. T. Lucky, A.M Principal
H. P. Carlton Vice-Principal
Miss E. W. Houghton ; Assistant
Mes. D. CiiAEK Assistant
Assistant
COURSE OF STUDY.
To secure admission into the Junior Class, applicants must pass a satis- factory examination before the Board of Examination in the county in which they reside, on the following subjects, viz. :
Orthography, Reading, Penmanship, Common School Arithmetic, English Grammar, Geography and Composition.
Junior Class — First Session.
* Arithmetic — Robinson's Higher.
* English Grammar — Brown's. "* Geography — Monteith's.
* Beading — McGuffey's 5th Reader. *Ort}iography — Willson 's.
Moral Lessons — Cowdery's. Mental Arithmetic. Analysis and Defining.
Junior Class — Second Session, *Algebra — Robinson's Elementary.
* English Grammar — Brown's. Geometry —Marks' Elements. Physiology — Cutter ' s .
* U. S . History — Quackenbos'. Vocal Culture.
Book-Keeping — Payson, Dunton & Scribner's Single Entry.
Natural Philosophy — Steele's.
General Exercises during the Junior Year — Penmanship; Object-Lessons; Calisthenics; School Law; Methods of Teaching; Vocal Music, Drawing, Com- position, Declamation and Constitution of United States and California.
To secure admission into the Senior Class, applicants must be regularly promoted from the Junior Class, or pass a thorough written examination, conducted by the Normal School Board of Instruction, on those studies of the Junior Class marked with an asterisk, and an oral examination in Natural Philosoi)hy and Physiology.
Senior Class — First Session.
Algebra — reviewed.
Physiology — reviewed.
Natural Philosophy— Quackenbos ' .
Rhetoric — Hart's.
Natural History — Tenney's.
Vocal Culture — Russell's.
^oofc-JKeepinsf— Payson, Dunton & Scribner's Double Entry.
Skxioe CiiAss — Second Sessiop. Arithmetic — reviewed.
Geometri/, Tric/onomeiry, and Menmrallon — Davies'. Botany — Gray's. Physical Geofp'ajyhy— Warren's. M ental rhilonophy — Ui)bain's. English Literature — Collier's. Astronomy — Loomis'. Chemistry— ^\ecW9>. General Jkxercises — Same as in the Junior Class.
REGULATIONS OF THE NORMAL SCHOOL,
1. All pupils, on entering the School, are to sign the following declaration;
"We, the subscribers, hereby doclii re that our purpose iu entering the St.ito Normal School Is to fit ourselves for the profession of Teaching, and that it is our intention to engage la teaching in the Public Schools of this State."
2 To enter the Junior Class male candidates must be seventeen years of age, and female candidates sixteen. To enter the Senior Class they must be one year older.
3. All applicants are required to present letters of recommendation from the County Superintendent of the county in which they reside. The holdei*s of first or second grade teacher's certificates will be admitted on their cer- tificates.
4. No pupil shall be entitled to a Diploma of Graduation who has not been a member of the School at least one year.
GENERAL INFORMATION.
In obedience to the requirements of the "Act to Establish the State Normal School," passed by the last Legislature, the next session of the School will be held in San Jose. There will be Oral and Written Examinations at the close of each ses-ion. The Graduating Exercises will be in March.
Pupils will be required to furnish their Text Books. Keference Books will be furnished by the School.
There is no boarding house connected with the Normal School. Good boarding can be obtained in private families at reasonable rates.
CALENDAR FOR 1S71-72.
First Session begins June 14th, 1871. First Session ends October Gth, 1871. Fall vacation, one week. Second Session begins October IGth, 1871. Second Session ends March 14th, 1872.
For additional particulars, address
Eev. \V. T. lucky, A. M., PBnccrPAi., San Jose. March 25th, 1871.
Terms of Advertising in the Califoniia Teacher.
[Payable in U. S. Gold Coin.]
1 month. 3 montlvs. G months. 1 year.
1-4 page $5 00 $10 00 $25 00 $40 00
1-2 page.... : 10 00 25 00 40 00 70 00
1 page 15 00 40 00 60 00 100 00
3
VALUABLE SCHOOL BOOKS,
SERIES OF
ENGLISH GRAMMARS
IMPBOVJED.
I.
The First Lines of Englisli Grrararaar;
Being A Brief Abstract of the Author's Larger Work, "The Institutes OF English Grammar."
BY GOOLD BROWN.
A New Edition, with Exercises in Analysis and Parsing ; by Henry Kiddle, A.M., Superintendent of Public Schools, New York City. 122 pages, 12mo. Price 45 cents.
IL
The Institutes of English Grammar ;
Methodically Arrangkd; with forms of Parsing and Correcting, etc., etc.
BY GOOLD BROWN.
A New Edition, with Exercises in Analysis and Parsing; by Henry Kiddle, A.M., Superintendent of Common Schools, New York City. 343 pages, 12mo. Price $1 00.
IIL
The Grammar of English Grammars;
With an Introduction, Historical and Critical ; thk whole Methodically Arranged and Amply Illustrated, etc., etc., etc.; and a Key to the Oral Exercises, with Appendixes, etc. Fifth Edition. Eevised AND Improved.
BY GOOLD BROWN.
(With A Fine Portrait of the Author, Engraved on Steel.) En- larged BY THE Addition of a Copious Index of Matter, by Samuel U. Bebrian, A.m.
1,102 pages, large octavo, handsomely bound. Price $6 50. Copies o/ First Lines and Institutes /Mrnis/ied, /or examination, at half price. The excellence of Brown's Grammars is very generally admitted, and, not- withstanding the multitude of school grammars which have come in compe- tition with them, they have steadily advanced in public favor, and are largely in use throughout the country. In perspicuous arrangement, accuracy of definition, fullness of illustration, and comprehensiveness of plan, they stand unrivalled.
WM. W^OOD & CO., Publishers,
july-3m NEW YORK.
LIBBY & SWETT,
3 New Montgomery St»,
Grand Hotel Building', Sa.ii Fruncisco.
Books, Stationery and School Supplies.
AFUIiLSTOCK OF
School Books,
School Apparatus,
Wall Maps,
Globes, &c. Miscellaneous Books,
New Books ^
Fine Stationery, &c,
and everything else that pertains to our business at the lowest market rates.
We cordially invite the visits and correspondence of teachers and school officers.
P. O. Box 459. lilBBY & SWETT.
/^}:1E. GrOLD MEDAL
B€«##|, f IfllflfirE
MANDFACTTJRED BY
WJJ.Palmer4Co
(Successors to Wigmore k Palmer,)
Manufactory, 105 <!fc 107 Mission St., Near Spear,
San Franciaco.
NEW AND YALUABLE SCHOOL BOOKS
PUBLISHED BY
WOOLWORTFI, AINSWOKTH & CO.
PAYSOIV, DUNTON «S5 SCK-IBNER'S
NATBONAL SYSTEf^ OF PEi^iVIANSHIP,
The best, most popular and most extensively used of any system in tlie world. (Adopted by the State Boakd of Education.)
REVISED, NEWLY ENGRAVED AND IMPROVED.
N'ew Staiid.aril Edition. 1870— Orii.inal Model System. isT^tr-ong E-vicleTicc:
Adopted by more State Boards of Education than any other system.
Adopted and used in more Normal Schools than all other systems combined.
Adopted and used exclusively in more great cities than all other systems combined.
Adopted and used in more Colleges, Seminaries, Academies and Private Schools than all others.
It is the only system republished in other countries and recognized as the "American Standard of Penmanship."
"We cordially indorse it with greater satisfaction every year," is the unani- mous voice from Oie Common Schools.
r5A.llT110I^0M:aE>V»H I^RATTIIVO SEHTEct^.
ADOPTED AS THE STATE SERIES IN CALIFORNIA.
New, and already in use in nearly all the large cities.in the United States
I»riiiiiary I>ra^vinir Cards,
Designed tor Slate Exercises, in envelopes, 24 lessons in each . Price 20 cts.
£*rlmary Di'aAvins S atcs.
With grooves for the Cards; ruled on one side; rubber-cush- ioned. Price 38 cts.
OraTTing ISoolcs,
12 No'ss, each containing 12 objects, with paper for drawing each object four times. Price 40 cts.
Tcjaoliers* Oulclcs.
One Guide to each Book and set of Cards, giving full in- structions for each object. Price 30 cts.
^Icctclies from IVatxirc,
5 No's. Price, each, 50 cts.
Ri,i"bt>cr-Oxisliionccl IVoiselcss J^latc**,
liuled to accompany the Drawing Cards: also, plain, in five sizes. A great comfort to every teacher.
The Cambuidgb Course of Physic, by W, J. Rolfe and J. A. Gillkt, the most popular course of Physics. Published in three volumes, Chemistiy, Natural Philosophy and Astronomy, and a shorter course in three smaller vol- umes, called Hand-book Chemistry, Hand-book Philosophy, and Hand-book of Stars.
]>Jngill»s T^reiK^lx Sci-ics.
(Couiplctcd.) Macfill's French Gvainmnr. MiijL^ill's Key to Frciicli GrJimnnar. Mairiil^K Introilnclory Frencli It ader. Mag-ili's Prose and Poetry (ju.st out).
I^Tcachers, and all those desiring to know more of our publications, are requested to corrcsx^ond with us freely. Liberal terms will bo given for first inlroduelion.
Address LIBBY & SWETT,
9 "Sexv lllontfromery Street, Ssan Franciftco, P. O. Box 450- luov-tf] Grand Hotel li uildinfi.
FOURTEEN WEEKS" IN NATURAL SCIENCE,
traiEr' TREATISE i:V EA.CH BUJLPi
BY
J. DORMAN STEELE, A.M.
14
WEEKS r NATURAL PHILOSOPHY,
i^J ASTRONO^^Y,
COURSES ( ^"^^'II^^lbcY.
These volumes constitute the most available, practical, and attractive text-books on th« Sciences ever published. Each volume may be completed in a single term of study.
THE FAMOUS PRACTICAL. Q,LESTIONS devispd by this author are alone sufficient to place his books in every Academy and Grammar School of the land. These are questions as to the nature and cause of common phenomf ua, and are not directly answered iu the text, the design being to test and promote an intelligent use of the student's knowledge of the foregoing piiuciples.
TO MAKE SCIENCK PUPlTLlR is n pri'ne object of these books. To this end each subject is invested with a charming; fia- terest by the peculiarly happy use ot language and illustration in which this author excels.
THEIR HEAVY PREUECESSOKS demand as much of the student's time for the acquisition of the principles of a single branch as these for the whole com'se.
PUBLIC APPRKCIATION. Tlie author's great success in meeting an urgent, popular need, is indicated by the fact (probably unpar.illed in the history of scientific text-books). that although the fii*st volume was issued as recently as 18G7, the yearly sale is already at the rate of
PHYSIOLOGY AND HEALTH. By EDWARD JARVIS, M.D. T A P VT^^ ELEMIENTS OF PHYSIOLOGY. d Alt V ilO PHYSIOLOGY AND LAWS OF HEALTH.
The only books extant which approach this subject wUh a proper view of the true object of teaching Physiology in scliools, viz., th.-it scholar-^ may know how to take care of their own health. The child instructed from these works will be always
:e^x3 cr>^w\z-i<T xdootofl.
BOTANY.
WOOD'S AMERICAN BOTANIST AND FLORIST.
This new and eagerly expected work is the result of the author's experience and life-long labors iu
Classifying- tlie Scieitre of Botany.
He lias at length attained the i ealization of his hoi>es by a wonderfuly ingenious process of condensation and anangeiuent, and presents to the world iu this single moderate-sized vol- unic a Complete Manual.
In 370 duodecimo pages ho has actually recorded and defined Nearly 4,000 Species.
The treatises on Descriptive and Structural Botany re mod Is of concise statement, which leave nothing to be; said, of entire y new features. th< most notable are the Synoptical Ta- bles for the ulackboard, and the distinction of species and varieties by variation iu the tyi>e.
Prof. Wood, by this work, establishes a just claim to his title of thegi-eat
AMElilCAN BXrONENT OF BOTANY.
A. S. B.\RNES dis CO., Publishers, Xew Yorlt. liIBBY <& SWETT, 3 Now Montfiromery St., San Francisco, P.O. Box 459. Grand Hotel Building.
h
OFFICIAL ADOPTION
— OF —
NEW ECLECTIC EEADEE
-BY THE-
STATE BOARD OF EDUCATION
OF califor:n^ia.
At a meeting of the State Board of Education, held at San Francis July 12, 1870, the following members being present, viz:
His Excellency Gov. H. H. Hatght ; Hon. O. P. Fitzgerald, Si Superintendent of Public Instruction ; James Denman, Superintendent Public Schools, San Francisco ; Dr. A. Trafton, Dr. W. T. Lucky, i Messrs. Lynch, N. Furlong, W. H. Hill, W. R. Leadbetter, G. Jones, and W. A. Robertson ;
On motion of G. W. Jones, Esq.,
McGuffey's New Eclectic Readers
Were unanimously adopted for exclusive use in the Public Schools of ( ifornia.
Recommendations of McGuffey's New Readers were submitted to State Board of Education from over
FORTY COUNTY SUPERINTENDENTS
Of the State ; and, in many cases, these were indorsed by prominent i influential Teachers of schools under their supervision ; in addition to wh numerous recommendations and petitions for the adoption of McGuffi Series were received and read, from Principals and Teachers over the Si generally.
These recommendations and petition*, the conviction of the meml of the State Board of the superiority of McGuffey's Readers over those use, and their great popularity in a majority of the States of the Uni influenced the Board in its unanimous adoption of this most excell series of books.
EXTENSIVE POPULARITY
— OF —
loGuFFEY's New Eclectic Readers.
McGuffey's New Eclectic Readers have, at various times, been icially or individually recommended by successive State Superintendents Public Instruction of
HIO. IOWA, MISSOURI,
II.I.IXOIS. KAli^SAS, WISCOXSi:^,
MICmOA]\, OOIAXA, KEXTLCKY,
MINNESOTA, WEST VIRGINIA, PEXXSYn AI5i[IA,
And have now an extensive, and in many cases an exclusive^ use in these ates.
ACTION OF THE ST. LOUIS BOARD.
k * * *'In urging the adoption of McGuffey's Readers, we feel mred we are asking the trial of no experiment, but are recommending oks that are approved by the best educators of the country. We believe it these Readers possess more of those features that our schools require m any other series presented."
This report of tbe Committee was unanimously adopted.
McGuffev's New Eclectic Readers were also adopted by the Board of Edu- tion of Brooklyn, N. Y., November 16, 1869 ; of Richmond, Va., Sep- nber 23, 1869 ; and were re-adopted by the New York Board for 1870. ley are also in exclusive and satisfactory use in the public schools of
CO'CIIV^ ATI. O., DUBIJQIJE, IOWA,
HARRISBURG. PA., FORT WAYXE, IXD.,
WIIEEI.1^ G. W. VA., SPRI]VGFIEI.I>, IM..,
DETROIT. MICH., PEORIA, lEE.,
MII.W AUKEE, WIS., QIJI^CY, lEE.,
CI.EVEI.AXI>. O., COEIJMBIJS, O.,
TOEEOO. O.. MABISOIV, WIS.,
And many other leading cities in all sections of the country.
McGuffey's New Eclectic Readers have also been recently adopted for cluiiive use by the State Boards of Education for
MARYEAXB. ARKANSAS.
CAEIFORIVIA, W YOMIXG ;
nd liave a far wMer use and approval tban any other Reading SorieN piiblislied.
Correspondence of Teachers and School Officers respectfully solicited, beral terms on first supplies for introduction.
Address ISAAC UPHAM,
Care HENKY PAYOT & CO.,
622 W^ashington Street,
SAN FRANCISCO, CAL.
POJPXJLA^R^ TEXT IBOOJE!C»5!l
FOR SCHOOLS, acade:\i]es AjS^d colleges.
BROWM'S ENCLSSH CRAiVSIVlARS.
coiirKisixo
Broivn's First lAncs of Enfjlish Grammar.
12mo. Halfbouncl. Designed for young learners. Ketail price, 4.5 cts. Broivn's Instifiifes of Fiif/lish Grammar,
12mo. Muslin, leather back. For the higher classes. Eetail price. $1 00.
*^*Both of these very popular text-books have just been revised by Henry
Kiddle, A.M., Assistant Superintendent of Public Schools of New York City,
with important additions, especially in the department of Sentential Analysis.
Brown's Grammar of EnrjUsh Grammars.
Royal 8vo. Leather or half morocco. Retail price, $6 50. These Grammars were never so popular or widely used as at the present time— -they are the books. The latter is the most comprehensive and exhaust- ive Treatise on English Grammar extant.
ROSCOE'S CHEMISTRY.
Lessons in Elementary Chemistry,
By Heney E. Roscoe, B.A., F.R.S., Professor of Chemistry in Owens Col- lege, Manchester. In one beautiful lj<-tle volume, handsomely illustrated with engravings, and bound in muslin, red edges. Just published. Retail price, $1 50.
This little book is, we believe, the only one in the market containing all the newest features in Chemistry.
LAIVSBERT'S PHYSEOLOCSES.
Lamhert^s Human PJiystoloyy, Anatomy ^ and JJygienc.
12mo. This is an entirely new book, written on a new jjlan, and is beauti- fully illustrated, with several hundred wood engi-avings, and thirty-one plates on tinted paper, containing many figures. Retail price, $1 75.
Lambert's JPrimary Tliysioloyy, Anatomy ^ and Hygiene,
12mo. Profusely illustrated. Retail x^rice, 85 cents.
CANDT'S PHYSICS.
Elementary Treatise on JPJtysics, Experiviental and Applied,
For the \ise of Colleges and Schools. Translated and edited from Ganot's Elements de Physique, by E. Atkikson, Ph. D., T. C. S. Illustrated by a col- ored plate and (iG8 wood "cuts. In one very thick 12mo. volume. Price, $G.
This beautiful and most thoroughly systematic work has been adopted for use in some of the highest colleges in the land, as Harvard University, Colum- bia College, etc., etc., and is not only the best work of its kind for educational purposes, but would be also a very valuable addition to any library.
Teachers, School Boards, and others interested, are cordially invited to cor- respond with the pubhshers. Very favorable terms for introduction.
Copies of the above books, except Ganot's Physics and the Grammar of English Grammars, sent for examination for hair the retail prices affixed. WILLIAM WOOD <C CO,, Publishers, NEW YORK. ^^ These books are kept for sale in California by Booksellers generally, and in San Francisco by A. ROMAN & CO., and H. H. BANCROFT & CO.
UNSEGTIONAL, UNPARTISAN, UNPOLITICAL SCHOOL-BOOKS.
The freshest seines of Text-Books published— containing the latest results of discovery ai\d scientific research.
Officially adopted by the Virginia State Board of Education,
AND NOW LARGELY IN USE IN
And In many Northern States.
An Association composed of many the several Southern States, feel- School-Books wliieh sliauld be en- unpditical, wliicli should present science — are now issuing a com- Text-books by the eminent schol- whieh are the
Cheapest f Best and Most
Now published. The
of the most eminent citizens of ing tlie necessity for a scries of tirely unsectional, unpartisan, and only the facts of history and plete series of School and College ars and educators named below
Beautifid School-Books
University Series" embraces
MAURY'S Geographical Series,
By Commodore M. F. Maury, of the Virginia Military Institute. A scries of books which mark an era in the study of this science, and which, i.i the words of a well known and ac- complished Southern teacher, " are characterized by a felicity of arrangement and simjde freshness of style which must ever render them attractive to the vonng, and which will be used by all who wish to teach Geography as a .science, as somcthmg to make j)ujjils Vanky and not merely as an enumeration of dry facts."
Holmes' Readers and Spellers,
By Geokge F. Holmes, LL.D., Professor of History and General Literature in the Uni- versity of Virginia. A series of Readers unequalled in cheapness, excellence, and typo- graphical l)eauty. They are steadily progressive in character, bright and fresh in their selections of prose and verse, and illustrative of Southern scenes, incidents, and history
Venable's Arithmetical Series,
By Charles S. Venable, LL.D., Professor of Mathematics in the University of Virginia. These books arc received everywhere by intelligent teachers with the highest satisfaction, as being most admirably adapted for mental drill, as well as for business educa- tion. Their methods, rules, and reasonings are clear, distinct, logical, and comprehensive, and the series is carefully graded throughout.
Holmes' History of the United States,
By George F. Holmes, LL.D., of the University of Virginia. It is enough to say of
this admirable work, interesting, impartial, and truthful, as well as pure and graceful in
s.yle, that it is the onli/ History of the United States which is strictly unpartisan. It comes down to the present date.' Also,
De Vere's French Grammar, Readers, etc., Cildersleeve's Latin Series,
Carter's Elements of General History, Holmes' English Grammars, LeConte's Scientific Series, Johnston's English Classics,
Duntonian Writing-Books, etc., etc.
Send for our new ILLUSTRATED DESCRIPTIVE CATALOGUE, which will be mailed free to any teacher or school officer. It tells what teachers think of the books, and contains specimen pages of each.
Address UNIVERSITY PUBLISHING COMPANY,
155 and 157 Crosby Street, New York.
New Soliool Books.
A Shorter Course in EtrffUsh Gram- mar,
By Simon Keel, A. M., Author of "Common School Grammar," "Comprehoir
Rive Grammar," "Composition and Rhetoric." &c, 1 vol., 240 PaRcs. Price 75 cts.
This work aims to bo just such a manual as the great maiority of schools and academies now require. The classification is exceedingly compact, and all that be- longs to the same topic is carefully grouped together. It is specially adapted for use in schools where only one text-book in grammar is desired.
The conditicm and wants of schools in this country- and in Europe have been carefully considered, as well as the advanced state of philological science, and the work has be n modified accordingly, so as to place it in the front rank of new and improv. d productions.
"After a careful examination, I have concluded that it is the best Grammar for School use I have seen. It is certainly the most practical."— [F. W. Parker, Princi- pal Normal School, Dayton, Ohio.
Elements of Composition ami Jlhetorlc,
By Simon Kebl, A.M. 1 Vol., 12mo. 400 pages. Price $1.25.
This is a simple, concise, progressive, and thoroughly practical work on a new plan . It occupies an interme- diate position between Common Grammar and Higher Rhetoric, embodying from each what is most useful to the writer. Commencing with the simple subject and predicate it ^irocec ds throu^-h their various modifica- tions to senf-jnces of a complex s-tructure, and brings the pupil St. p by step to conuec ted writing, kinds of composition figures of speech, style, etc., follow. Be- sides this et sy gradation, its chief characteristics are its numerou 5 'examples, its exercises for praclice, and its suggestiveness.
'I think it altogether the best book of the kind pub- lished. A very enthusiastic teacher came to me to know where I found my composition exercises."— [D. A. Lathrop, Cincinnati Normal School.
A Short Course in Astronomy,
Bt Henry Kiddle, A. M. Superintendent of Schools, New York City, Author of
"New Elementary Astronomy." One vol., cloth, fully illustrated, 180 pages. Price 90 cts. The design of this work is to supply a brief course of lessons in Astronomy for the use of young people, or of those whose time and opportunities do not permit a more exhaustive study of the subject. The objective plan has been followed as far as it is applicable to the subject, and the arrangement, throughout the work, has been adapted to the topical method of recitation.
"We have seen no small work that appeared better adapted for its purpose. "—[Independent.
First Steps in Music,
Being a Graded Course of Instruction in Music for
Common Schools. By Geo. B. Loomis. In 4 books. Nos. 1 and 2 now ready. Price 15 cts. each.
This series presents a simple course of instruction in Music, adapted to the Primary classes in our schools. It presents the simple rudiments of the subject in a progressive course of easy exercises, accompanied with such instructions as will make the way clear alike to the teacher and pupil,
"Well adapted for their purpose; can be used by teachers of but little musical ability, and are very cheap." — [Maine Journal of Education.
Greek Praxis ; or, Greek for B ginners,
Bt J. A. Spencek, S. T. D. Professor of the Greek Language and Literature in t Colli ge of the City of New York.
It comprises easy lessons in Orthography, Etyino gy and Greek reading exercises, together with ^'o1 and a Vocabulary.
"Dr. Spencer's Greek Praxis is just enough and more. The author's scholarship is so well known t the accuracy of the work is guaranteed to the publi — [Howard Crosby, LL.D., Chancellor Universitj New York.
l3^"The foregoing books will be sent by mail,' teachers who wish to examine them with a view to troduction, for 7toi/the appended price.
Literature of the English Law guage.
Comprising representative selections from the h authors; also list of Contemporaneous Writers £ their Principal Works. By E. Hunt, A. M., Principal of the Girls' High and Normal Scho Boston. 1vol., large 12mo. 648 pages. Price, $2.50. This work is based upon an original and pract plan, and cannot fail to meet the general want for a re valuable Text-Book on the literature of our langm "I like it very much. One of its peculiarities- number of pages devoted to American literature—' make it specially interesting and appropriate to • schools." — [Dr. S. K. Lothrop, Chairman Text-B Comm-ttee, Boston.
A NEAV THING IN SLATES.
American Primary School Slat
A novelty, furnishing to the pupil employ] amusement, and inst uction in exercises of the higl imp rtance. Send for Circular.
"These spates are an improvement on anything of kind in the market." — [Penn-ylvania School Journi
STANDARD TEXT-BOOKS.
The Amefican Educational Seiii
The attention of Teachers and School Officers invited to the excellence of this popular series a whole. It comprises a full line of fresh, well grad( and beautifully and substantially manufactured Tc Books, among which are the Union Renders,
Robinson^iii i^Iatliematies, Kerl's Grammars,
Webster's Dictionaries, Gray's Botanies, Spencerian Copy-Books, Retail price reduc to 15 cents. Willson's Histories,
Fasquelle's Frencli Course,
Wooclbnry's German Course, , And many other well-known Works.
"It is gratifying to observe the perfection to which i firm has attained in the manufacture of School hcKlca, also the mented success of their books, for they arejn the most loidely used of any similar publications /> this country. All are standard and unsurpassed, a ■• servedly stand in the front raw/c— [N. Y. Independent.
KF" Tlie Illustrated Catalogue, descripHve The American Educational Series of Schooi .k College Text Books, and The Educational 1! i.r( ter, a handsome publication full of useful in torn tion, mailed free to any address.
I\TSON, BLAKEMAN, TAYLOE & CO., Publisher
138 and 140 Grand Street, JV ^K W YOliK, 133 and 135 State Street, CHICAGO.
^UaXJST, 1871.
Vol. IX.]
[No. Q.
iialvPifnvi iitatitf
A JOURNAL OF
School and Home Education
AND OFFICIAL ORGAN OF THE
iepartaefit of Pefclie Instraetiofi.
1. DITORS :
O. I^. ^ND j\. I.. IH^ITZGER^LD
CoEtriDuting Editors, elected !)y tlie State Educational Society
MISS CLARA G. DOLLIVER, MRS. AURELIA GRIFFITH.
DR. E, S. CARR,
PROF. W. J. G. WILLIAMS.
SAN FRANCISCO:
CALIFORNIA EDUCATIONAL SOCIETY
Publication Rooms, No. 240 Montgomery Street.
M. D. Carr & Co., Boole and «7b6 IPrinters, No. 532 Clay Street.
TERMS— TWO DOLLARS PER ANNUM, payable invariably in advance. Address: CALIFOKNIA TEACUEJt, San I'^rancisco. _
HENRY PAYOT & COMPANY,
lOOKSELLERS, ItATIONERS AND IfuBLISHEF
Have lately removed to that Large and Spacious liuilditig,
®1§ mm€ ill W®®Mm^t®m Sti»e®t.j
One door above Maguire's Opera House, SAN FRAN CI Si
They call special attention to their well-selected and compl^ assortment of SCHOOL BOOKS, which they offer at the lowest market prices, Wholesale and Retail. Also,
Standard and Miscellaneous Books,
Annuals and G-ift Books, Bibles and Prayer Books,
Theological and Religious Books, Scientific and Medical Books,
Juvenile and Toy Books, Photograph, Stamp and Autograph Albums,
Portfolios, Writing Desks, Etc., I
•-^^^►-»
New and Latest Styles of Note and Fancy Pape
WEDDING AND VISITING CARDS,
fS^ Suhscnpiions taken for all Foreign and American Periodicals.
HENRY PAYOT & CO.
620 and 622 Washington S
^
AGENCY JfOR SWINTON'S BOOKS
IMPORTANT NOTICE
To the Teachers and School Officers of California
Swinton's Condensed History, having been adopted by the State Board, for use in the Pubhc Schools of Cahfornia, your scholars will receive the benefit of the large discount offered by the Publishers, viz: HALF OFF THE RETAIL PRICES, by sending your order AT OSCE to us.
The regulations of the Publishers' Board of Trade make it imperaiive that when books are ordered for introduction, that a CERTIFICATE from he Teacher or Officer ordering, shall accompany the order, certifying that he supply is really intended for this purpose, otherwise Publishers would have no guarant}- that the special rates allowed on such orders were enjoyed by the proper parties.
We are acting for the Publishers, and furnish these books at the above mentioned rates, upon orders signed JOINTLY by Teachers and District Clerks. (For form of order see next page, which can be torn out and used.)
All orders for Swinton's Condensed History, and for Swinton's Word
Analysis, must be accompanied by a remittance for the amount, or will be bent C. O. D., by express, if preferred.
We have now on hand, the largest and most complete stock in the State, 3f School, Text and Librar)' books, recently adopted by the State Board for use in the Schools of California, which we will supply at liberal dis- :ount, also, all kinds of school stationer}- and apparatus, including slates, ilate pencils, chalk crayons, ink, globes, Rewards of Merit, &c.
Our School Book Catalogue, containing many important changes, las just been issued, and will be sent free on application; also
Our School Library Book List, containing additional list of the books .dopted at the last meeting of the State Board, June 13th, 1871.
HENRY PA YOT & COMPANY
'UBLISHERS, ^OOKSELLERS, IMPORTERS 8^ STATIONERS
620 and 622 ^W^ashington Street
San Francisco August ist, 1 87 1. [over.]
@p U^OEI^
Districts
Co.. Cal il
Messrs. HENRY PAYOT k COMPANY
San Francisco. f Gentlemen :
Please fill the following order for Swinton's Condensed History, an Swinton's Word Analysis, and forward by
to.
|
No. Copies. |
Dollars. |
Cts |
||
|
Copies of Swinton's Condensed History, Copies of Swinton's Word Analysis, Total Amount, |
@ 7 sets. @ 30 cts. |
|
||
The above number of copies are necessary for a first supply of th pupils in the Public Schools of this District.
District Clen
Teacher.
S^" Parties ordering these books will please fill names, directions &c.. in full.
620 and 622 Washington StJ
THK
California Teacher.
AUGUST, 1871.
Vol. IX. SAN FRANCISCO. JTo. S.
ADDRESS OF SUPERINTENDENT FRY,
DELIVERED BEFORE THE SOLANO COUNTY TEACHERS' INSTITUTE, AT VALLEJO,
JUNE, 27, 1 87 1.
Ladies and Gentlemen, and Fellow- Teachers ,•
Uncontrollable circumstances for the past few weeks, as well as a wish for the Institute to listen to abler persons than I, will cause me to be brief.
I am glad to meet you under such favorable auspices, having the advantage of pleasant surroundings, healthful climate, and cheerful and intelligent faces.
The object of this meeting is doubtless known by all to be, to more fully fit us for "Our Work." This, we conceive, will be more effect- ually accomplished by illustrating school-room labor; by practical class drills, followed by any pertinent remarks of experienced teachers, instead of occupying so much time with lengthy, abstract lectures.
The Teacher's Work is eminently a noble calling, in which we think none but the clearest minds and noblest hearts, with the highest cul- ture, should engage. In short, the avocation should be filled by native and cultivated genius, that expects to make teaching a life-work. Not till then will the work of the Teacher be so highly appreciated, and as remunerative to both teacher and pupils.
The Object of Teaching is briefly given by Spencer, as "the right ruling of conduct in all directions, under all circumstances. Teaching the way to treat the body, the mind, how to manage our affairs, how to bring up a family, how to behave as a citizen, how to utilize all those
34 ADDRESS OF SUPERINTENDENT FRY. [Aug.
sources of happiness which nature suppHes; how to use all our facul- ties; how to hve completely." And this being the great thing needful for us to learn, is, by consequence, the great thing which teaching has for its aim and end. Every child in the United States should have the advantage of a free common school education, and be required to attend, in order to insure self-preservation, the preservation and hap- piness of families, communities, states, and an intelligent suffrage, upon which bases the perpetuity of our nation, and the consequent respect and good of the world.
The importance of the Teacher's Work requires first-class qualifica- tions. Such teachers as Confucius, Socrates, Plato, Reed, Siewart, Mann, Sigourney, Willard, Kirkland, and many beside, speak volumes through their names alone. We should reverently bow to such exam- ples. Then have decision of character, purity of purpose, and follow the leading element of success — "Enthusiastic Toil," with the motto ever before us, " Heaven helps those who help themselves." Self- effort is the root of all genuine growth in the individual. Whatever we become is the result of self-effort or non-effort. Here is, with little exception, where the success of every person, of every calling, hinges — on self-effort. Then, to bring the acquirements of the past into pres- ent use, and imbue us with the spirit and qualities of those gone before, at least in proportion to our capacity, evidently devolves on us. If Hazlitt is correct, " there is room enough in life to crowd almost every art and science in its leisure moments. If we pass no day without a line, visit no place without the company of a book — we may with ease fill libraries, or empty them of their contents. The more we do the more we can do; the more busy we are, the more leisure we have."
" Without comment, some of the attributes essential to a true teacher may be briefly given as follows: Common sense, patience, hopeful- ness, cheerfulness, frankness, generosity, love of calling and children, forgiveness, justness, and how to deal it out to all, tact in impressing one's self on others, amounting almost to a species of personal magnet- ism, skill in government, talent in exposition, an acquaintance with human nature and conscientiousness. Then the very creditable standard of qualification for the profession of teaching, set up in our adopted State, should be attained by all, as a very essential quality of the energetic teacher.
Although we may not reach the standard of many of our predeces- sors or even cotemporaries, yet it is all with us whether we obtain a respectable and useful place in the ranks of our fellow-laborers. Be-
iSyi.] ADDRESS OF SUPERINTENDENT FRF. 35
lieve me when I say it will pay to reach the acme of our capacity.
The true teacher has an earnest devotion for his work. 1/ conscien- tious and fdithfid, it is the most anxious, ceaseless, and exhausting of human occupations, gnawing at the vilal energy and drawing on the stock of nervous power unceasingly. In view of these facts, for the good of the teacher and those taught, we believe every aid that tends to shield the teachers in their work should be brought to bear.
1st. Teaching should be recognized as a profession, the standard of which should be high, the protection of which should be in the hands of competent and professional teachers. Committees of exam- ination should discharge their duties faithfully and fearlessly, with an eye to the true interest of our schools, our people and our occupation, regardless of the pressure of friends or complaints of unsuccessful candidates. Honor the profession to be* honored. Be a character, that you may appear that character.
But the mere " novice in the trade," who has chosen teaching only to avoid more unpleasant labor, or to gain the means to accomplish the object of his own personal ambition, haying no interest in the business or idea of his responsibility, should be driven from the field as unworthy the high position he occupies. Why should not the pro- fession of teaching be as exalted, and be made as exclusive as any other.? No good reason can be assigned; while on the contrary, much can be said in behalf of this position. When teaching becomes a profession it will secure the best talent, and make the work self, family and hfetime-supporling — hence free the teacher from embarrassment, under which he cannot successfully labor, and thereby become an aid to him in the calling of his>choice.
2d. When a professional standard once becomes a permanency, we think we have an argument, if we never had before, for asking legis- lative aid, making our common schools free ten months out of the year. We have reason to be tha:nkful for the aid already granted by our Legislature, and believe ere many years, perhaps months, at most, we shall realize our utmost desires, in knowing that every school in this State has been made free by the taxation of its property, the true foundation on which to base the education of a republic. Statistics show crime to diminish or grow as intelligence or ignorance prevails, and that intelligent labor is more profitable to a country than any other — intelligence being the motive power of trade, commerce and manufactures.
The Hon John Swett, ex-State Superintendent, says: "The solid
36 ADDRESS OF SUPERINTENDENT FRY. [Aug.
wealth of any State consists in educated and industrious men and women. " Horace Mann says it insures property and invades crime, while all educators are unanimous in saying we should have our com- mon schools free ten months in the year. Mayhew says of the won- derful results: "It is thus established, that a good system of common school education, one that is sufficiently comprehensive to embrace all our country's youth in its benevolent design, would free us as a people from a host of evils growing out of popular ignorance; that it would increase the productiveness of labor, as the schools advance in excel- lence, indefinitely; that it would save to society, in diminishing the number of paupers and criminals, a vast amount of means absorbed in the support of the former, and in bringing the latter to justice, a tax which upon every present generation is more than sufficient for the education of the next succeeding one; that it would prevent the great majority of fatal accidents that are now depopulating communities wherever ignorance prevails; that, by imparting a knowledge of the organic laws, the observance of which is essential to health and hap- piness, it would save the lives of a hundred thousand children in the United States eveiy year, and that by promoting longevity, in connec- tion with the advantages already enumerated, it would tend more than all other means of state policy to increase at once the wealth and the population of our country; that its legitimate tendency would be to diminish, from generation to generation, not only drunkenness and sensuality in all its protean forms, but idiocy and insanity, which result from a violation of the laws of our being, which are the laws of God ; that it would, in innumerable ways, tend to diminish the sufferings and mitigate the woes incident to human life, .while it would acquaint man with the will of the benevolent Creator, and lead him to cherish an habitual desire to yield obedience thereto; and that it is the only pos- sible means of perfecting and perpetuating the inestimable boon of civil and religious liberty to the latest generations, and thus securing to the race the maximum of human happiness. Yes, a system of pop- ular education adequate to the requirements of the States of this Union will do all this. None, then, it would seem, can fail to see that true state policy requires the maintenance of improved free schools, good enough for the best, and cheap enough for the poorest, which are a necessary means of universal education."
Revelation says : " My people are destroyed for a lack of knowledge ; because thou hast rejected me I also will reject thee." While Solo- mon, the wise man, lauds wisdom in all his writings. Have we, then.
1871.] ADDRESS OF SUPERINTENDENT FRY. 37
not a right to ask this aid, which not only interests the teacher directly, but blesses our country ?
3d. Trustees, we generally find to be careful and conscious men, having the true interest of their District at heart. They will aid much in the advance of our work, by employing the professional teacher to the amateur. If an amateur is needy, better make him up a purse — if he wishes to amuse himself, he may find recreation in less solemn things than teaching — if he is seeking an easy place, he has made a mistake, for Henry Ward Beecher assures us of but one such — the grave.
4th. Secure the influence of the parent as an aid in advancing their own children. It is well known that it is very natural for the parents, having the child under their care five-sixths to three-quarters of the time prior to its twenty-first year, to have a greater influence upon their own children than that of the teacher. For this reason, the child as well as the teacher, can ill afford to lose the joint influence of both parent and teacher. No feeling or prejudice on the part of the parent against the teacher, should be known to the child; far better for the teacher to know it from the parent directly, then letting reason and the good of the child be their uppermost thought, unite their efforts for its good and the consequent good of society. Then visit the patrons, which will often be the means of removing false impressions, if any exist, and they — the parents — will conclude you are not so bad after all — especially if you are sociable, friendly, and interested in the parents' children.
5tfi. Be interested in the work; infuse life and energy in every one if possible; have the interest of your school at heart, which is self-in- terest, and when all think you want them to succeed, you have estab- lished your influence to a great extent, perhaps wholly, with all those who are natural workers.
6th. Order will flow in proportion to the time the pupils can be successfully employed, which will be in proporlioh to the interest in- fused in them by teachers, aided by parents.
7th. The previous aids pave the way to more recreation — such as excursions, trips to the Yo Semite, the Big Trees and the Geysers; or to the mountains, valleys and groves — taking wife and children, if we have any, as sharers of our pleasures. If we have no wife, take some one that is wilhng to become one. This will add to our length of days, and give more vitality to our schools, as well as ourselves.
Labor on hopefully, energetically and unceasingly in the cause of
SS SOLANO INSTITUTE. [Aug.
education. Work does not kill; it is worry, debasing toil an 1 bad liv- ing. The hardest workers live the longest, particularly those who have an honorable, useful and remunerative employment. The successes of to-day will not suffice for to-morrow. We must labor on, in order to keep up with an advancing age, and meet future emergencies. It is the continued dropping that wears away the stone. Then as the coral is unceasingly building great islands, as the elements are continually producing a change, and as the pushing energies of science, art and commerce are continually developing, so let us keep pace with the busy throng — that our object may be gained through native and acquired qualifications, assisted by all the aids which we can bring to bear.
I close by asking the forbearance and co- operation of all in our good work; by wishing we may be useful here, hence the world be made better by our living; and by hoping we may all be saved in the future world through our Teacher of teachers.
SOLANO COUNTY TEACHERS' INSTITUTE.
Vallejo, July 3, 1871.
Pursuant to the call of William H. Fiy, Superintendent Common Schools Solano County, the Institute commenced in the Vallejo Public School-house, on the morning of Tuesday, June 27th, at 10 a.m., and closed at 10 p.m., Friday, June 30th. Sessions: 9 to 12 m., 2 p.m. to 5 P.M., and 8 p.m. to id p.m.
Officers—^. H. Fry, President; Geo. C. Mack and N. Smith, Vice Presidents; Wm. Crowhurst and A. W. Peck, Secretaries; W. F. Roe and Miss Isabella Murphy, Critics.
Lectures — "Teachers and Teaching," by Prof. Carr; "Chemistry of the Atmosphere," by Prof. Carr; "The Educational System of Cali- fornia," Hon. O. P. Fitzgerald, Superintendent Public Instruction; and " What are our Girls Coming To .? " by Prof. E. Knowlton.
Addresses.— ''i:\i^ Teacher's Work," by W. H. Fry; "Some of the Duties of a Teacher," by Rev. N. B. Klink; "Extensive and Varied Study Necessary for Success in Teaching," by Wm. Crowhurst.
Class Exercises: Grammar — Parsing, Analysis and Diagrams. Pen- manship— Forms, Systems, Invention and Model Methods. Arithmetic — Addition and Subtraction. Geography — Direction, Physical Divisions and Definitions. Elocution — Recitation, Reading and Declamation. Grammar — Origin of the Parts of Speech, and Methods of Teaching Them. Gesticulation — with arms, hands and fingers. History — Ancient
1871.J SOLANO INSTITUTE. 39
and Modern, Home and Foreign, Current, Newspapers and Magazines, Biography and Autobiography. School Discipline — Proper and Improp- er Punishment. Spelling — Oral, Written, Standards of and Inventions in. Arithmetic — Percentage and California Interest. Physiology — in- cluding Hygiene and Calisthenics.
The report of the committee on Resolutions was as follows:
Resolved, That the thanks of this Institute are due, and are hereby extended to Professor Carr, of the State University, for his instructive lectures before this body, and to Professor Knovvl ton, for his genial and earnest efforts for our good; that this Institute believes these have been highly beneficial, and desires to express its grateful acknowledgment.
Resohed, That our thanks are due, and are hereby extended to Superintendent Fry, for the courteous and impartial manner in which he has conducted our pro- ceedings; and that we are under many obligations to Mr. Wm. Crowhurst for the various and kmd services he has rendered this Institute during its session.
Resolved, That our thanks are due, and are hereby extended to the officers of the California Pacific Railroad, for granting members of the Institute free passes on their routes; to the Trustees of the M. E. and Presbyterian Churches for the use of their houses of worship; to the city papers for their careful and ample reports of our proceedings; to the Matron of the Orphans' Home for courtesies extended; and also to the Board of Education of the Vallejo Public Schools, for the use of their pleasant and commodious room.
They were unanimously adopted.
Mr. Dozier then presented the following resolution, which, after
some discussion, was unanimously adopted:
Resolved, That in the opinion of the Solano County Institute, the present reg- ulation in reference to the study of "Written Gramm.ar" in our schools is unnat- ural and injurious; that, as a branch of study, the text-book is introduced too early in the public school course, requiring much greater mental strength than other studies commenced a,t the same time; that it should be placed in the hands of pupils when they commence higher arithmetic, philosophy, and studies of equal grade; and that previous to that time, teachers should endeavor to present the subject in a simple and practical manner to their pupils, and teach them to speak and write correctly without necessarily referring to any particular text or text- book of grammar.
The following resolution, introduced by Professor Simonton, was
unanimously adopted :
Resolved, That the education of the youth of this State should be made com- pulsory.
Committees: Introduction — A. W. Peck, Judge J. G. Lawton, Rev. N. B. Klink. Resolutions — Miss Julia Benjamin, N. Smith, G. P. Anderson, Wm. Crowhurst and Isabella Murphy. Excursion to the "Orphans' Home," — Wm. Crowhurst.
Trustees in attendance:
J. G. Lawton, City Superintendent Vallejo Public Schools; M. J. Wright, Sec- retary of Board of Education, Vallejo; J. S. Halsey and E. M. Benjamin, Direc- tors Vallejo Public Schools; Mr. Pierce, American Canon; R. C. Marshall, Center District, Vaca Station.
The following members were enrolled :
Dr. Alex. Anderson, Miss Jane Anderson, Miss Johanna Anderson, G. P. An- derson, M. V. Ashbrook, Jerome Banks, H. H. Banks, John A. Barron, Mrs.
40 SOLANO INSTITUTE. [Aug.
M. Bacheller, Miss Jessie Benjamin, Miss Julia Benjamin, Prof. E. S. Carr, E. A. Clough, C. C. Conrad, Miss Sadie Creighton, Wm. Crowhurst, Mrs. Wm. Crow- hurst, Miss Hettie Dempsey, A. W. Dozier, Miss H. E. Drake, Miss Nettie Fagg, Henry W. Fenton, E. G. Field, Hon. O. P. Fitzgerald, Miss Mary Foye, W. H. Fry, Mrs. W. H. Fry, Mrs. Gabey, Miss Emma Gabey, Miss Fanny Garrettson, Miss J. W. Janston, C. A. Kidder, Mrs. C. A. Kidder, Rev. N. B. Klink, Mrs. N. B. Klink, Miss A. Klink, Miss J. Klink, Prof. E. Knowlton, Mrs. E. Knowlton, J. G. Lawton, Mrs. J. G. Lawton, Wm. Lloyd, Prof. J. C. Mack, Miss Kate Mc- Gugin, Miss E. M. McGuire, Miss S. A. McKenna, F. D. Mize, Miss H. E. Mize, Chas. A. Moore, Miss Fannie Mosher, Miss Isabella Murphy, M. J. Nolen, Mr. Oliver, Prof. A. W. Peck, H. B. Pendegast, Mrs. M. L. Pexton, Rev. C. E. Rich, Prof. W. F. Roe, Marshall Roe, Miss Rutherford, Allan P. Sanborn, Prof. G. W. Simonton, Mrs. G. W. Simonton, Mr. N. Smith, Mrs. N. Smith, Solomon Smith, Mr. Speck, Miss R. Spencer, Miss Harriet Stevens, Miss M. D'. Stone, W. S. Tay- ler, Dan. J. Taylor, Miss E. Thompson, Prof. E. T. Thurston, Miss Mary Tobin, Prof. W. H. Tripp, Miss Fanny Watson.
Superintendent Fry's address was well received, and contained many good, useful and truthful remarks and theories. He reviewed some of the principal aids to teachers in their noble and and arduous underta- king. He is a practical teacher, has spent many years in the school- room, and hence was well able to instruct us in necessary aids.
Our Institute gave but little time to Lectures, and much to Class Exercises. Professor Carr's lectures were well received. His subject, "Chemistry of the Atmosphere," was well illustrated with apparatus; and we think some of the ladies will be better bread makers than they were before his visit. His method of explaining how to awaken the interest of children with five dollars' worth of apparatus, was particu- larly interesting to teachers.
Prof. Knowlton devoted one evening to "Select Readings." They were well rendered, and have encouraged in many of the pupils a de- sire to become elocutionists. On another evening, he gave us "What are our Girls Coming To? "and answered the question "physically, mentally and morally." He was opposed to everything in dress either gaudy, needless or uncomfortable. Speaking of a woman in the fash- ion, he said: "In the name of all the sweet, simple sentiments that cluster about a home, I would ask, how is a man to fall in love with such a compound, double and twisted, starched, comical, artificial, touch-me-not, wiggling curiosity.'^"
Hon. O. P. Fitzgerald, State Superintendent of Public Instruction, entertained a large, attentive and appreciative audience on the last evening. Hundreds flocked to hear him, and many were compelled to turn away for lack of room . His lecture was excellent, inasmuch as it referred to the leading educational topics and questions of the day. The following from the Vallejo Chronicle, expresses the exact feelings of his audience : " But he said so many good things, it is hard to dis- criminate which were best."
1871.I SANTA CLARA INSTITUTE. 41
Mrs. R. Armitage, Matron of the Good Templars' Orphans' Home, having invited the Institute to visit said building, cordially received us on Friday morning, showed us into the reception room, where we spent some time in introductions and singing, and then accompanied us all over the spacious, delightful and healthy mansion. We visited the school-room, where some forty children were seated at their desks. Prof. Simonton, ex-trustee, introduced Prof. Knowlton, who delighted the children with a few excellent remarks, and elicited the following from one of the little folk: A Good Templar is one who neither drinks, smokes or chews.
The Institute was a decided success, calling many of even the bash- ful ones to their feet. Fear of imposing on the editors of the Teacher alone prevents me from giving many good things that might be of practical benefit to the readers of our " Educational Journal."
Wm. Crowhurst, Sec'y.
SANTA CLARA COUNTY TEACHERS' INSTITUTE.
San Jose, June 2(), 1871.
The Institute met, pursuant to a call of the Superintendent, at the courthouse in San Jose, and was called to order at 10 o'clock a.m. by N. Furlong, County Superintendent. W. W. Kennedy was elected Secretary pro tem. On motion, the Chair appointed J. G. Kennedy, J. B. Finch and C. W. Baker a Committee on Permanent Organization.
Institute adjourned to meet at 2 p.m.
The following names were registered during the sessions of the In- stitute :
Irving P. Henning, J. O. Hawkins, Jas. B. Finch, W. W. Kennedy, C. H. Crowell, S. E. Shaw, Prof. G. P. Newell, W. C. Hart, W. B. Hardy, F. M. Crossett, J. G. Kennedy, C. W. Baker, Frank Baker, R. E. Wenk, W. E. Hughes, W. O. Swinnerton, Leonidas Garrigus, H. C. Rohrbach, T. W. Whitehurst, R. D. Kennedy, W. G. McPherson, T. E. Kennedy, Addison Jones, V. J. Van Doren, John Jordon, G. E. Lighthall, S. M. Shearer, Wm. Kermode, W. Hamilton, W. T. Lucky, H. P. Carlton, Stephen McPherson, R. C. Croskey, C. B. Towle, G. Vaughn, A. B. Hughes, John Fox, J. H. Braly, A. W. :^utler, S. J. Westlake, Thos. Sinex, A. L. Fitzgerald; Mrs. E. J. Bassett, Flora A. Parker, Susie D. Marsh, M. S. Carey, Beatie Hollenbeck, C. M. Churchill, D. K. Crittenden, B. T. Brown, M. C. Hart, Lizzie M. Crossett, J. O. Hawkins, Maggie H. Dimick, Julia Kennedy, Dorcas Clark, John Fox, C. E. Gabriel; INIiss Mary Simonds, Alberta Mont- gomery, Florence Wilcox, Carrie Shaw, Mary E. Williams, Adella A. Manin, M. O'Meara, Ellen Conmy, Delia Madden, Emma Forsyth, F.
42 SANTA CLARA INSTITUTE. [Aug.
C. Hazard, Lizzie Kerr, Lizzie Hamilton, Sarah Dixon, Sophia Faulk- ner, Ella L. Bassett, Ella Russell, Ruth Gruell, Mary E. Murphy, B. A. Bicknell, Carrie A. Stevens, Florence Grigsby, Cynthia Turner, Hattie Barton, Hulda Hammond, Mary Laird, Lucy Houghton, Ida Grissim, Katie Blythe, Mary A. Kelly, Meta J. Gould, Maiy A. Wright, Josie Wright, Jennie McComb, Mattie Ferris, L Richards, Mattie Peckham, E. W. Houghton, Susie Crenshaw, Sallie B. Webb, Linda Armstrong, lantha Vestal.
Whole number enrolled, lOo; teachers, 'j6.
AFTERNOON SESSION.
Institute met pursuant to adjournment. Superintendent Furlong in the chair. Minutes of morning session read and approved.
Committee on Organization reported in favor of the election of a Vice President, Secretary and Assistant Secretary; that committees be appointed on Programme, on Questions, on Resolutions, on Introduc- tion, on School Records, and on School Libraries. Also that the morn- ing sessions shall be from 9:30 to 12, with an intermission of fifteen minutes, and the afternoon sessions from 1 130 to 4, with intermission of fifteen minutes; evening session to commence at 8 o'clock. The report was received and adopted.
Mr. Hardy, City Superintendent of Schools of San Jose, was duly elected Vice President; W. W. Kennedy was elected Secretary and Miss Alberta Montgomery Assistant Secretary. The Chair appointed the following Committees:
Programme — J. B. Finch, W. E. Hughes and Mrs. E. J. Bassett.
Resoludons — J. G. Kennedy, C. H. Crowell and Miss Adella Marvin.
Questions — A. Jones, J. O. Hawkins and Miss Carrie Shaw.
Introduction — Irving Henning, Miss Mary Simonds and Miss Delia E. Madden.
Music— G. E. Lighthall, Mrs. HoUenbeck and Miss Alberta Mont- gomery. Adjourned.
SECOND DAY.
Institute met at 9:30 a.m. Minutes read and approved.
Music — Duett, "I know a bank whereon the wild thyme grows," by Mrs. Beatie HoUenbeck and Miss Ella Bassett. Mr. W. O. Swin- nerton favored the Institute by reading "Twenty Years Ago," and "Green Apples." Followed by an interesting discussion on Arithmetic by S. M. Shearer, of San Juan, N. Furlong and others.
The Institute next enjoyed a recess.
Mr. J. B. Finch in the chair. C. H. Crowell gave an exercise in
1 87 1.] SANTA CLARA INSTITUTE. 43
Geography which was received with marked interest. He was fol- lowed by J. O. Hawkins on the same subject.
The proceedings closed by a class exercise in naming towns, con- ducted by C. H. Crowell. Adjourned.
AFTERNOON SESSION.
Supt. Furlong in the chair. Minutes read and approved.
Music — Quartette, "When the Summer Rain is Over," by Mrs. Beatie Hollenbeck, Miss Ella Bassett, Albert Mac and Benjamin Caswell.
Prof. G. P. Newell addressed the Institute on the method of teaching Vocal Music.
A. Jones was called to the chair. An essay on "Are we up to the Times.?" by J. O. Hawkins, was w^ell received; after which J. B. Finch delivered a short address on Orthography and illustrated his views by a lively class exercise. Recess of fifteen minutes.
The Superintendent having called the Institute to order, Mr. Ham- ilton, of the San Jose Institute, discussed the subject of Penmanship.
G. E. Lighthall conducted an exercise in Grammar, illustrating his ideas by means of Clark's diagrams. Adjourned.
EVENING SESSION.
Superintendent Furlong in the chair. Music — "Man the Lifeboat," by Miss Adella Marvin, the acompaniment by Miss Ella Bassett. The President then introduced Dr. Lucky, Principal of the State Normal School, as orator of the evening, who was received with applause. Subject — "Our Common Schools: their Excellences and their Defects," which was listened to with interest throughout. Followed by remarks by Messrs. Webb, Hardy and Furlong. Adjourned.
THIRD DAY.
Institute met at 9:30 a.m. Music — "When You and I were Young," by Mrs. Hollenbeck, Miss Ella Bassett, Albert Mac and Benjamin Caswell. On motion the chair appointed two critics, viz: Irving Hen- ning and Miss Emma Forsyth. Prof. Carlton made some pointed re- marks on criticism.
Reading — "The City of Boston," by Miss Alberta Montgomery, was received with applause. Book-keeping, by H. C. Rohrback, was dis- cussed and the mode of teaching illustrated on the blackboard. Mr. Furlong followed with an interesting talk on Arithmetic. Recess.
The Institute resumed business by opening the Question Box, fol- lowed by a promiscuous discussion on some of the questions. Prof. C. H. Crowell occupied the remainder of the session with a very inter- esting talk on teaching History.
44 SANTA CLARA INSTITUTE, [Aug.
The critic's report was read. The chair announced that the roll would be called in the afternoon. Adjourned.
AFTERNOON SESSION.
Music— "Larboard Watch," by Messrs. Caswell and Mac. The chair appointed as Committee on School Records, J. G. Kennedy, G-
F. Baker and Mrs. B. T. Brown. On School Libraries— J. H. Braly, C. B. Towle and S. M. Shaw.
Prof. Newell continued his instructions on teaching Vocal Music.
G. F. Baker read a very excellent and interesting essay on " Compulsory Education." J. B. Finch continued his instructions on teaching Orthog- raphy. Recess followed and appeared to be fully appreciated by all.
Prof. Hamilton continued his instructions in Penmanship, following the system of Payson, Dunton & Scribner.
Prof. Lighthall continued to illustrate his mode of teaching Gram- mar by forming a class and going over the ground as he would in the schoolroom.
The roll was called and eighteen of the teachers enrolled found ab- sent, seventy-five present. Adjourned.
EVENING SESSION.
Music— "The Old Sexton," by B. Caswell; "By the Sad Sea Wave," by Miss Jennie McComb, accompaniment by Miss Ella Bassett.
Prof. A. L. Fitzgerald was introduced and, after relating an amusing anecdote, proceeded to address the Institute on "The Economy of Thought," which was received with attention.
FOURTH DAY.
Institute met at 9:45 a.m. Superintendent Hardy in the chair.
Music — "Threatening Death to Traitor Slave," by Mrs. Hollenbeck, Miss Ella Bassett, B. Caswell and Albert Mac. The reading of "Lochiel's Warning," by Miss Mary L. Williams, and "The Gridiron," by W. O. Swinnerton were both well received. Irving P. Henning followed with an able essay on "Our Duties," which was received with applause. J. B. Finch continued his instructions in Orthography. Re- cess.
Superintendent Furlong in the chair. Jas. G. Kennedy discussed the subject of Compositions and gave illustrations on the blackboard. The Question Box was then opened and a lively discussion followed on teaching Bookkeeping, participated in by Messrs. Jones, Towle, J. G. Kennedy, Rousseau and Jordon.
Addison Jones discussed the subject of Corporal Punishment and
1 87 1.] SANTA CLARA INSTITUTE. 45
School Government, who was followed by R. D. Kennedy, of San Luis Obispo. Adjourned.
AFTERXOOK SESSION.
Music — ''Bird of Beauty," by Miss Georgia Hall; accompaniment by Mrs. Hollenbeck.
Prof. Newell continued his discussion on teaching vocal music. He strongly urged the necessity of grading the classes in teaching music as in teaching any other branch of study.
An essay on "Natural History and its Value in the Public Schools," by Prof. Carlton, was well received. Recess.
A motion prevailed dispensing with the regular order and substitut- ing the subject of Cumpulsory Education. Speakers were limited to ten minutes. A discussion ensued, participated in by Messrs. Carlton, Baker, Crowell, Hart, Wenk, Hardy, Braly, Jordon, R. D. Kennedy, and Dr. Lucky. Adjourned.
EVENING SESSION.
The discussion on the subject of Compulsor}^ Education was resum- ed and participated in by Messrs. Van Doren, Finch, Whitehurst, Shaw, Hardy, Rousseau, Furlong, W. 'W. Kennedy, Webb and R. D. Ken- nedy.
Music — "Rock of Ages," by Misses Georgia Hall, Ella Bassett, Albert Mac and Benjamin Casswell.
Rev. Dr. Sinex was introduced and proceeded to address the Insti- tute on "The Nature of Our Work and How we should Perform it.'' Adjourned.
FIFTH DAY.
Select readings, " Josiah Bedott," by Miss Mary Simonds; "Farm- yard Song," W. O. Swinnerton. Mrs. C. M. Churchill read an inter- esting essay on "Small Talk."
The subject of Arithmetic was discussed by J. G. Kennedy, J. B. Finch and S. E. Shaw; followed by music, "Bow down thine ear," by Mrs. Hollenbeck, Miss Ella Bassett, Albert Mac and Benjamin Cas- well. Recess.
Institute resumed business, J. B. Finch in the chair. The committee on School Libraries reported as follows :
First — We find that in quite a number of schools in this county the libraries are in good condition and are successfully used, but in a still greater number, probably, the libraries are not considered as of any particular importance.
Second — We believe that the law requiring the purchase of school li- braries is a wise provision in our school law, and that the failure in.
46 ■ SANI'A CLARA IhSTITUTE. , [Aug.
many of our district schools to have a Hbrary, valuable and useful to such schools, is on account of the lack of interest in such matter by the school officers and teachers having charge of these schools.
The report was accepted and the committee discharged. Moved that the report be adopted; discussed by Messrs. Towle, Shaw, Swinnerton, W. W. Kennedy and Braly; the vote being taken the motion prevailed. Adjourned.
AFTERNOON SESSION,
Music — "Make me no Gaudy Chaplet," by Misses Sallie Webb, Flor- ence Wilcox, and Ella L. Bassett. Select reading, "The Bewitched Clock," by W. O. Swinnerton.
Prof. Newell continued his instructions on teaching Vocal Music.
Superintendent Furlong explained his method of teaching Penman- ship.
After a pleasant recess the committee on School Records reported as follows:
1. That eveiy school should be provided with a register for the pur- pose of recording the name, age, nativity, date of entrance, and the standing of any pupil who may belong to the school during the year.
2. That an accurate daily record of the attendance, the punctuality and deportment of each scholar should be kept by every teacher.
3. That class marking should be entirely thrown aside, and that regular monthly examinations be adopted in its place.
On motion the report was considered item by item; the first and sec- ond being adopted, the third was discussed and rejected. The Committee on Resolutions reported as follows:
1. That to insure a full attendance, this Institute should be called during the Spring term of schools and that the County Superintendent is hereby requested to convtna the same on or about the first week in May, 1872.
2. That it is unprofessional conduct on the pare of any public school teacher to voluntarily absent himself from the regular sessions of this Institute.
3. That the welfare of the State demands that all of her citizens should receive a Common School education and that it is the duty of the Legislature to pass such laws as will compel the parent to give the child the proper education.
4. That the thanks of this Institute are due and are hereby tendered to Messrs. Caswell and Mac, and Miss Holland and other members of the profession for the many beautiful musical selections with which they have favored the Institute; to Prof. Newell for his able instructions in music; to Prof. Hamilton for instruction in penmanship; to Messrs. Morton & Co. for use of piano; to Dr. Lucky, Dr. Sinex, Prof. Carlton, and Prof. Fitzgerald, for their able and instructive lectures; to the County Superintendent of Schools for the fair and impartial manner with which he * has administered the affairs of our School Department and present Institute; to the Board of Supervisors for use of the court house, and to the gentlemanly Sheriff of our county for his kindness in showing us through the new and magnificent jail.
On motion the report was received and the resolutions acted on sep- arately. The first and second were adopted; the third was adopted after being discussed by Messrs. Lucky, Carlton, Baker, R. D. Kennedy
1 87 1.] NAFA INSTITUTE. 47
and Finch in favor and Braly and Hughes against; the fourth was adopted.
On motion the Secretary and Assistant Secretar}-' were returned thanks for the efficient manner in which they had performed their ar- duous duties.
The President announced that the Institute would close with literary exercises in the evening, to be followed by a reunion m the Skating Rink;. tickets for admission could be had from the President. Adjourned.
EVENING SESSION.
The exercises were well received. Superintendent Furlong returned thanks to those contributing to the evening's entertainment.
The reunion was a brilliant affair, there being over five hundred in attendance and all seemed to be highly pleased.
W. W. Kennedy, Secretary.
NAPA COUNTY TEACHERS' INSTITUTE.
St. Helena, June 20, 1871. The Institute was called to order by G. VV. Ford, County Superin- tendent, and the following names enrolled:
Miss Ida Kilburn, Florinda Leonard, Louisa Thompson, Mary Cole, Louisa Maguire, Eloise Taber, Annie M. Robinson, Louisa G. Towle, Annie Merrell, C. J. trisbie, Mrs, Martha L. Bryant, Miss Emma McKane, Mary H. Dudley, Ella Crisman, Mr. B. E. Hunt, R. J. Hudson, Lilburn W. Boggs, Bennett Yarnall, Chas. W. Miller, Adam B. Abbott, M. V. Chapman, George K. Drew, -C. B. Lane, C. A. Menefee, James D. P. Hungate, L. Eellers, J. P. Taylor, Warren Ab- bott, A. R. Story, G. W. Owen, James Rogers, Jesse Wood, W. A. C. Smith, E. T. Thurston, N. A. Morford, Louis Wallace.
L. Fellers was elected Secretary and Misses C. J. Frisbie and Louisa Thompson, Assistant Secretaries; C. A. Menefee and Bennett Yarnall were elected Vice Presidents. Committee on Order of Exercises — Miss Louisa Maguire, Florinda Leonard, Mr. L. W. Boggs and B. Yarnall; on Resolutions— Mr. A. B. Abbot, J. P.Taylor, J. D. P. Hun- gate and C. A. Menefee; on Music — Miss C. J. Frisbie, Ida Kilburn, E. Tabor and Mr. B. E. Hunt; on Question Box — Miss Annie M. Robin- son, Susie G. Towle and Ida Kilburn.
The following resolution was adopted:
Resolved, That this Institute extend a cordial invitation to all persons who are interested in the cause of education to unite with us in our work.
The Order of Exercises for Wednesday was read and adopted. Miss L. Thompson took up the subject of the best method of inter- esting beginners. The merits of Monteith's Physical Geography were
48 NAPA INSTITUTE. [Aug.
then discussed, pro and con, by Messrs. Chapman, Taylor, Hungate, Menefee, Boggs and Miss Robinson. Adjourned.
SECOND DAY.
Institute called to order by Superintendent Ford, at 9:30 a.m. Open- ed by song by members of the Institute, followed by prayer by Rev. J. Wood. Mary Cole and Florinda Leonard were appointed critics for the day.
Class exercise was introduced by B. E. Hunt, who illustrated a method of map drawing on the black-board, which was followed by the relation of the experience in teaching Geography by C. A. Menefee, James Rodgers, M. V, Chapman and Jesse Wood. Music by Committee. Recess.
Singing by the members of the Institute. Select reading by Miss E. Taber. Discussion on Corporal Punishment was introduced by C. A. Menefee, followed by G. W. Ford. B. E. Hunt then introduced the following resolution: "That suspension is preferable to corporal pufitsh- ment in most cases, where severe chastisement is necessary, in our pub- lic schools"; which was discussed by J. P. Taylor, Rev. J. Wood, War- ren Abbott, L. W. Boggs and others. The time for adjournment hav- ing arrived, the resolution was laid over to some future time. Institute adjourned till i p.m.
AFTERNOON SESSION.
Music by committee. Class exercise — subject: Book-keeping, con- ducted by L. W. Boggs, followed by J. Rodgers. Select reading by Miss L. Maguire. Music by the members present.
On motion the time unocupied was devoted to the continuance of the discussion of the resolution laid on the table at adjournment. After a lengthy debate, participated in by Messrs. Simonton, Boggs, Rogers, Hungate, Abbott, Miss I. Kilburn, M. V. Chapman and others, the res- olution was lost. Music by Committee. Recess.
Singing by the Institute. Essay by B. Yarnell. Discussion — subject: best method of interesting a class during recitation.
The following question was presented by the committee on Question Box: "Is there any method by which we may be able to remove the shame of being a nation of bad spellers ?" The question was discussed by B. Yarnall, Hon. John Swett and J. Rodgers. Miss Mary Cole, critic for the day, was granted till morning to prepare her report. In- stitute adjourned.
THIRD DAY.
Institute called to order by Superintendent Ford. Opened with sing-
1 87 1.] NAPA INSTITUTE. 49
m% by the members of the Institute, and prayer by Rev. J. D. P. Hun- gate. A motion was made and carried that no person should be al- lowed to speak more than five minutes on the same subject without permission of the Institute.
Miss Mary Cole, critic for Wednesday, read her report. Misses Louisa Maguire and Susie G. Towle were appointed critics for the day..
Class exercise — Grammar: by Rev. Jesse Wood, followed by John Swett. Music, Miss E. Taber presiding at the instrument. Recess.
Recitation — The Ages: by B. E. Hunt. Select reading, by Miss A. M. Robinson.
B. E. Hunt presented the following resolution for the consideration of
the Institute:
Resolved, That it is the opinion of the members of this Institute that the educa- tion of all of the children of the State should be made obligatory.
A motion to adopt the resolution was made, followed by debate by Messrs. Hunt, Simonton, Swett, Menefee, Rogers, Hudson, Smith and Ford. On motion, this resolution was laid on the table till 2 p.m.
A report from the committee on Resolutions was read. Music by members present. Intermission till i :30 p.m.
AFTERNOON SESSION.
Singing by the Institute. Class exercise on Penmanship, conducted by Miss C. J. Frisbie. Order and discipline: introduced by W. Abbott, followed by Messrs. Ford, Wood, Swett, Hungate and Taylor. Recita- tion, by Miss Ida Kilburn.
The best method of* securing the co-operation of parents and trustees, by C. B. Lane, followed by J. Rogers. Music — Miss C. J. Frisbie presiding at the instrument. Recess.
Classification — by J. Rogers. At this time the resolution laid upon the table at adjournment was again taken up, ahd the discussion con- tinued to some length when, by motion, it was laid on the table.
After singing, the Institute adjourned to meet at 9 a.m.
FOURTH DAY.
Institute called to order by Superintendent Ford. Singing — Miss C. J. Frisbie presiding at the instrument. Prayer by Rev. J. Rodgers.
The minutes were approved as read. Miss Susie G. Towle read the critic's report. Misses E. Taber and Annie Merrill were appointed critics for the day. Object Teaching by C. W. Miller. Declamation by N. A. Morford. Select reading by Susie G. Towle.
Having an hour that was not now occupied, on motion, Professor E. 2
50 IS POP ULAR ED UCA TION A FAIL URE ? [Aug.
Knowlton was invited to ocupy the time in an elocution exercise. Recess.
Music, with Miss Taber presiding at the organ.
Professor Carr, of the State University, favored the Institute with a lecture. Adjourned.
AFTERNOON SESSION.
Music by committee. The Superintendent introduced the Hon. O. P. Fitzgerald, State Superintendent, who made a few appropriate re- marks.
Orthography was introduced by J. Rogers, followed by Professor Knowlton and Hon. O. P. Fitzgerald. Followed by a song by Prof. Knowlton. Recess.
The committee on Resolutions reported the following which, on mo- tion, were adopted.
1 . That some means should be devised whereby a free public school shall be held in every district in the State for the period of at least eight months each year.
2. That any irregularity in the attendance of pupils at school is a matter to be deplored and some influence should be brought to bear whereby their attendance shall be regular.
3. That education, as an auxiliary to Christianity, is an efficient means of pre- venting crime.
4. That it would be econoiny on the part of the State to expend large sums of money in the education of her rising population as a preventive of the cost of crim- inal prosecutions and penal institutions.
5. That it is the sense of this Institute that the wages of many of our teachers, especially of the female portion, should be advanced.
6. That in the selection of District Libraries more discretion on the part of the Trustees should be exhibited, and that a greater favor should be given to works of standard literature and history.
7. That public examinations of schools are beneficial to schools and education at large.
8. That the thanks of this Institute be tendered to the officers and the com- mittee on Music, for the efficient manner in which they have discharged their va- rious duties in our deliberations.
9. That a vote of thanks be tendered by this Institute to our State and County. Superintendents for the able discharge of the duties devolving upon them m their official capacity.
10. That a vote of thanks be tendered to Professors Carr, Knowlton, Simon- ton and Swett for the able assistance they have rendered the Institute.
Professor Knowlton then gave the members of the Institute a drill exercise in Elocution. After which the Institute, on motion, adjourned to meet, subject to the call of the County Superintendent, at Napa City.
Hon. O. P. Fitzgerald delivered an address to a full house in the evening, followed by Readings by Professor Knowlton.
L. Fellers, Secretary.
IS POPULAR EDUCATION A FAILURE ?
Those who judge it by its immediate results, by what it actually seems to accomplish, must decide with Dr. Holland (Timothy Tit-
iSyi.] IS POPULAR EDUCATION A FAILURE? 51
comb), emphatically in the affirmative. But to those who regard edu- cation as more than a temporary means of sustaining existence, as something far beyond a weapon by which food, and shelter, and social position may be wrested from society, to them popular education seems to be the means of regenerating and elevating the human race.
Yet, after all, we must acknowledge that that education only approx- imates to perfection, which combines the practical with the ideal, which cultivates not only the understanding, but the eye, the ear, the hand; which not only teaches the sciences, but enables the student to apply those sciences to the uses of practical life.
And it is here that all American education is sadly deficient. Crack- brained theorists may in vain exclaim that it is not the object of our system to make artizans, and mechanics, and skilled workmen, of those who seek its benefits.
But, we reply, if the system is not a total failure, it should at least turn the attention of pupils, by means of the branches taught, to all departments of skilled labor, rather than to the few professions, mis- called learned, for which all boys and girls consider themselves capable. There are two great fallacies which the common schools intimate, if they do not actually teach, that " everybody is as good as eyer)'body else," and that "whatever man has done, man can do."
These sophisms, for true they surely are not, are the roots of many of the evils, social, political and religious, which infest this country; and they are slowly, but with unerring certainty, sapping the foundations of ouj- Government. Everj- boy who can construct a sentence grammatically, and is able to cipher through a common school arithmetic, considers himself able to sway the populace with Channing and King, or legis. late for the nation with Webster and Clay.
Will not this account for the large number of itinerant preachers wandering about from place to place, making more scoffers and infi- dels by their uncultivated zeal than converts by their eloquence? Whence, if not from this source, comes the host of pettifoggers who throng every court in the land, and whose greed for public place and official pap is a festering sore in our body politic .'' With girls, also, this method of education bears its legitimate fruits.
How few of our American girls are really qualified for any trade or profession, even if they had (what they have not) the inclination to labor. The common schools give a great number of them just educa- tion enough to teach others but little less ignorant than themselves, and in this way they not only lower the general character of the profession,
52 IS POPULAR EDUCATION A FAILURE ? [Aug.
but perpetuate the evil of which they themselves are the results arid the examples.
In a word, our schools are not practical enough; they cultivate the intellect without seeking to direct the knowledge acquired to anything beyond a mere intellectual occupation.
Now the question arises: What is the remedy for these evils — what can be done to alter the results to which our present methods of edu- cation inevitably lead 1 In other words, by what means can we make our boys and girls more capable to enter upon the active duties of life; to extend their spheres of action; to become intelligent and zealous citizens of a great republic t
We have two methods at command, by which the abuses complained of may be alleviated, if not actually cured. Every teacher in the land should consider it his duty to do a litde more in this direction than is required by " The Manual " or " The Rules of the State Board of Education." He should be conscientious enough to point out to those seeking knowledge, the means to apply the instruction gained to the actual business of life. He should teach the dignity of labor ^ and the worth and value of occupations other than those merely mental. How many teachers within the borders of this State ever speak to their pupils of the bearing of school work upon their future sphere in life .?
Then, again, the course of study should be considerably changed in our District and City Grammar Schools. More attention should be given to such subjects as have a practical bearing.
The Natural Sciences and the elements of Chemistry can be as easily understood by children as Grammar; and no boy or girl, in city or country, who can comprehend the mysteries of Compound Propor- tion, is likely to be puzzled by the intricacies of Book-keeping and Surveying.
The country has so many advantages over the city in respect to more room, purer air, longer daily sessions, and smaller classes, that a thor- ough system of practical education is not only feasible there, but can be introduced with comparatively little trouble.
If the Legislators and Teachers of America ever expect to rectify a few of the many abuses now so prevalent in this otherwise favored land, they must begin in our Grammar Schools by inculcating the doc- trine that true and noble manhood can be and is as often found in the fields and the workshop, as in the pulpit or on the bench. L.
1 87 1.] COMPARISON. 53
COMPARISON.
In the " Essay on Reading," published in the March number of the Teacher, is given an example of one of the precocious Johnnies' read- ing, and a description of Charles Dickens'. We say example, because one was imitated, and a description of the other, because, we suppose it was easier describing than imitating that " sort and style of reading." Whether intentional or otherwise, on the part of the authoress, a com- parison of Dickens' and Johnnie's reading is suggested. It runs thus: T>\c^Qns charms his hearer; ]o\mmQ chills his. Dickens pleases the ear; Johnnie . sharpens the nerves. Dickens' objects can be seen; Johnnie's can be /ell. Dickens' characters are like living beings; Johnnie's are living beings. Dickens' scenes seem\\k& realities; John- nie's are realities. Dickens possesses power over his hearers; Johnnie martyrs his !
A wonderful reader, that Johnnie ! We are sorry the compositor makes (if he does) the writer of the essay call a word of three syllables a /^/>'syllable, as "mem-o-ry, memory." A bit of logic.
" We want less parrot teaching in this as well as many other branches, and more thought T " Some of the ablest as well as most experienced teachers recommend, as well as report the best success in teaching chil- dren, to read entirely by sound until they are able to construct sen- tences for themselves." "This method has been recommended by the Superintendents of many of our large cities in the East."
Are parrots taught by sound .^ Teaching by sound is parrot teaching. Teaching by sound is the best method; therefore we want less parrot teaching. Some of the ablest teachers practice the parrot method^ The parrot method is not the best; therefore, some of the ablest teach- ers are not the best teachers. The logic is as sound as the style is elegant. S. Warren.
THE GREAT QUESTION.
" By what means shall an eight months' school be secured to every public school in California, the poorer and smaller as well as the larger and richer ones^.-*"
My views are, to have the County Superintendents divide all county school monies equally between all public schools taught in the county, and the State school money to be divided the same as now — which I think will be no more than right. And if that is not sufficient, levy a direct tax on all property to raise what little deficit there might be.
54 IN MEMORIAM. [Aug.
If you see fit to publish this in the Teacher do so, that all may have a chance to see my views, as I cannot be at the State Institute.
W. R. NEi^LE.
Bangor, Butte Co., California.
IN MEMORIAM.
A letter from the mother of Augustus Morse informs us of tlie death of our friend and predecessor in the editorial department of this paper, on the 25th instant.
In our social experiences there occasionally occur events that awaken our tenderest sensibilities and arouse our fondest memories. It is but seldom in the course of a lifetime that we find in any one a friendship sincere, true and manly; and often we can but feel that the hand of the great Intruder comes unkindly to sever fond and sacred associations. Such are our first thoughts on learning of the death of Augustus Morse. Our acquaintance with him began in infancy. After a separation of years, we were brought together in manhood, for us to' find in him a full development of all those traits of character that make up a man, as perfectly complete as the frailties of human nature will admit of. He was, as a man, brave, chivalric and honest. In his friendships, true, sincere and unfaltering. His tastes were refined, and the impulses of his heart were humane, magnanimous and sincere. In his personal relationships he was thoroughly manly. His instincts were generous, and his sincerity was unquestionable. He was one of those men rarely met, who could always be found when wanted. His intellect was thoroughly cultivated, and his mental powers of more than ordinary calibre; and had he been spared a few years longer, his mark would have been made prominently in this county and State. His services as County Superintendent of Instruction are well known and appreciated by this community; and it is but a few days since that our State Superin- tendent paid him a compliment thoroughly merited. He was deeply interested in education, and his best efforts were given to the cause. His relations with us were of a peculiarly friendly character, and with heartfelt sympathy for his family in their bereavement, we place a trib- ute upon his bier. In his death this community has lost a friend, and we know that all will join with us in a testimonial to the memory of a man who when living was the personification of honesty, and faithful to trusts imposed upon him. The memory of our friendly relationship will be ever fresh and green, and we hope that when this world's work
1871.] REPORT OF PUBLIC SCHOOLS. 55
with us is done, the benediction we pronounce upon our departed brother, may be said of us : Well done, thou good and faithful servant. — Nevada National Gazette.
REPORT OF PUBLIC SCHOOLS.
ROLLS OF HONOR.
Granite District School, Sacramento County: J. H. Shannon, Principal. — From July 4th, 1870, to June 30, 1871.
Mary Marvin, Addie Currier, R. C. Geer, John Frawley, Mary McLaughlin, Wm. McLaughlin, John McGarryhan, Katy Shannon, Permelia Wilkinson, Alice Dresser, Mary Ann Gibben, Nellie Jones, Wm. Currier, J. C. Moore, Katy Ma- loney, J, D. White, Louisa Imhof, Lizzie Maloney, Maggie Decker, F. Kane, Fred. Burnham, A. Schlitler, Mary E. Joynt, Wm. Imhof, Letitia Kane, Ada Geer, Henry Ecklon, Charles Sturgess, Wm. Lewis.
Primary Department: M. F. Tunnell, Teacher. — Term ending June 30, 1871.
Sarah O'Neil, Hattie Lapply, James Maloney, Frank Maloney, Willie Cook, Maggie Cook, Lou. Miller, Josh. Smith, John McLaughlin, Emily Deeley, Tarry Dunning, Mary Frank, Ella Frank, Geo. Doyle, Rosa Cohn, Kate O'Neil, Ella Reed, Fannie Lyons, Helen Johnson, Milton Anderson, Mary Evans, Lida Clinch, Jessie Draper, Philip Quirk, Jas. Shannon, John Shannon.
Washington District School, Brighton Tozvnship, Sacramento County: Mrs. S. H. Jackman, Teacher. — For the month ending June i6th, 1871.
Adele H. Perkins, J. Eddie Manlove, Mary E. Manlove, H. Dumont Millard, Lizzie E. Clark and Nelson Shover.
Elder Creek District School, Sacramento County: Miss Emma Jenkins, Teacher. Term ending June 30th, 1871.
Estella Graham, Nellie Rich, Minnie Graham, Leslie Goff, Hessey Tibbits, Fred. Duden.
San Joaquin District School, Sacramento County: Miss M. M. Elliott, Teacher. Ending June 1st, 1871.
Lizzie Babcock, Effie Stickney, Lillie Coons, Anna McConnell, Julia Woodard, Emily Stickney, Maggie Byron, Mary Woodbeck, Jennie McConnell, Mamie Mc- Connell, Tresa Byron, Lizzie Woodbeck, Katie Byron, Georgia Curtis, George Babcock, Willie Babcock, George Douglass, Lewis Douglass, John McLaughlin, Clarence Curtis, George McConnell.
Onisbo Grammar School, Sacramento County: John Ruddock, Teacher. Term ending July ist, 1871.
Minnie Talmadge, Jennie Kanaday, Louis Kerscheval, Annie Crofton, Joseph- ine Talmadge, Valla Sims, Vola Sims, Eddie Crofton, Frederick Billington.
Jones District, Stanislaus Count'" — J. C. RoD(?kRS, Teacher. Ending June 30. Malvina Hamelton, Sarah Hamelton, Martha Hamelton, Martha Rush, Va. St. Mary, F. Sanders, Permilia Harp, Lonesa Sanders, Rosa Sanders, Mary Ham- ilton, Stella Chapin.
Pope Valley, Napa County — J. B. Taylor, Teacher. Term ending Jnne 23.
56 SIXTH GRADE QUESTIONS. [Aug.
First Grade — Harriet Wallace, Anna Wallace, Emma Rose, Clarence Wallace, Wm. Barnett, Perry Barnett, J. Walters, P. Wallace, Wm. Wallace, Geo. Wal- lace, Uriah Barnett, E. Ralston.
Second Grade — Minnie Ralston, Hannah Hardman, Fannie Walters, Charles Willson, Milton Willson, Charley Horrel, Samuel Barnett, Benjamin Hardman.
Richmond District, Lassen County—^. W. Whiting, Teacher, Term end- ing Jnne i6:
Lena Streshly, Clarence Cornell, Eliza Streshly, Lillian Cornell, Attie Streshly, Frank Kingsbury, Fredric Kingsbury, James Cornell, Charles Tarrant, Edgar Kingsbury, John Burrows, John Cornell.
Errata In the July Teacher "Miss L. A. Hieman" was announced as the
teaaher for Pleasant Grove School — it should have been Miss Lizzie R. Page.
Married, — We see in an Oregon paper the announcement of the marriage of Mr. Troy Shelly and Miss Annie H. Lewis. Mr. Shelly and Miss Lewis were stu dents of the State Normal School, and graduated in the class of 1868. They were good students, have proved themselves to be good teachers, and we congratulate both.
SIXTH GRADE QUESTIONS.
Half a credit for the correct spelling of each word, and half for its correct use in a sentence.
1. Wheelrite. 3. Cheeftain.
2. Shakeing. 4. Pirramyd.
5. Cubboard.
Correct the spelling, punctuation and capitals. (Fifteen credits. One- fourth of a credit off for each word wrongly spelled.)
" But collors are common things sed his mother the most common things in the world for evry thing that you sea has sum collor by which it may be discribed. we speak of grean redd ruset and yelow apples. Blew plums purpel clusters of graips crimzon Cheeks Rubey lipps ollive colored complexion blonds and Brunetts flours of redd blew roze pink violett Scarlet crimzon lilack etc. the azzure sky awburn hare chesnut bey and sorrel horses buf gray and brown cotes and these are all com- mon things that peeple are every day talking about." — Willson s Second Reader, p. 153. ^
DEPARTMENT OF PUBLIC INSTRUCTION,
UNIVERSITY OF CALIFORNIA.
The second annual commencement of the University of California took place at Oakland, July iQtli. It was a high day for Oakland and for California. Almost every feature of the occasion was pleasant and inspiring. Under the escort of the University Cadets, a long procession, composed of the Faculty and Regents of the University, the military and citizens, marched through the principal streets to Music Hall, which, large as it is, was filled with the beauty and intelligence of the State. Rev. Dr. E. Thomas offered a prayer. Then followed in succession the orations of the graduates. The Salutatory Oration,^ in Latin, by Edward Wellington Blaney, of San Francisco, was happily conceived, and, though not fault- less, was well done. "The Growth of the Democratic Principle," by Everett Benedict Pomeroy, of Oakland, indicated great vigor and independence of thought, and impressed all with the idea that its author is a young man of fine promise. "The Limits and Progress of Knowledge," by Charles Bert Learned, was a bold and well-sustained discussion of the theme, with a rather materialistic thige. "A Student's Retrospect," by George Downes Cobb, of San Ftancisco, was just what it should have been — pleasant, racy, with a touch of sentiment here and there. "A Defence of Doubting," by Edward Wellington Blaney, undertook to show that scepticism was the originator of progress, and the subject was handled judiciously, with proper discrimination between the doubt that leads to investiga- tion and the flippant, brainless scepticism which knows nothing and learns noth- ing. "Columbus and the Genius of Discovery," with the " Valedictory Ad- dress," by Frederick Harrison Whitworth, of Seattle, W. T., was admirable — its thought was strong and striking, and its rhetoric very good indeed. Young WTiit- worth will win other honors. The "University Oration," by Gov. Haight, was excellent, and was received with marked approbation by that large and brilliant audience. His remark that every well educated young man is worth more to the State than the cost of his education, might be taken as the key-note to the whole oration. His earnest plea for physical culture was a word in season; his views on this point were decidedly advanced, and in our judgment as decidedly sound. The "Poem," by Miss Ina D. Coolbrith, read by Rev. Dr. Stebbins, was worthy of the occasion — "California" was never more sweetly sung than in this song of our sweet young Califomian. The degree of B. A. was then conferred on Messrs. Whitworth, Blaney, Cobb and Pomeroy, by President Durant, and that of A. M. on Prof. Theodore Bradley, of the San Francisco High School. And thus ended the Second Annual Commencement of the University of California.
STATE TEACHERS' INSTITUTE POSTPONED.
For good reasons, I have thought proper to defer the State Teachers' Insti- tute until the first Tuesday in November. All concerned — that is to say, all teachers, school officers, and active friends of education — will please take notice hereof, and make arrangements to attend. The session will last four days.
O. P. FITZGERALD,
Supt. Public Instruction.
58 DEPARTMENT OF PUBLIC INSTRUCTION.. [Aug.
A POINT OF SCHOOL LAW.
The question has more than once been presented to the State Superintendent, whether or not an outgoing Board of Trustees can employ a teacher beyond their own official terai — in other words, will their successors be bound by a contract with a teacher extending into the next school year ?
The answer is in the negative. The new Trustees are responsible for the proper management of the school, and their power should be equal to their responsibility. All transactions of this character for the current school year should be complete within themselves. An outgoing Board has no right to tie the hands of their successors in a matter so vital, to the success of the school as the Choice of a teacher. A little reflection will, we think, show the necessity for this construction.
Aside from the law of the case, few teachers would wish to retain a school in opposition to the known wishes of a majority of the existing Board of Trustees. Nothing but trouble could be rationally expected from such an arrangement.
While clearly holding this opijiion, we lay it down as a sound educational axiom, that a change m teachers should never be made except when actually necessary.
A Word to Secretaries. — Condense — condense — condense. In preparing proceedings of Institutes for the Teacher many things may be omitted without loss. Only such points as are of general interest need be furnished. The report of the Solano County Institute in this number furnishes a pretty good model. Reported in the usual way, these proceedings would take double the space ; yet nothing important is omitted. We are glad to publish the proceedings of Insti- tutes. It is just what this journal is intended to do — to publish what the edu- cators and friends of education are thinking, saying and doing. So send on your proceedings, gentle Secretaries; but condense — condense — condense. Yes, con- dense!
Candidates for State Superintendent. — Professor H. N. Bolander, of San Francisco, is a candidate for the office of Superintendent of Public Instruc- tion. Prof. B. is a distinguished teacher and a fine scholar.
Dr. O. P. Fitzgerald, the present incumbent, is a candidate for re-election to the office of Superintendent of Public Instruction.
Valuable for Schools. — We desire to call the attention of teachers to the fol" lowing articles which they will find of daily use in their school-rooms: I. — Bartholomew's Drawing Books, with Teachers' Guides, numbers i, 2, 3,
4, and Companion to Drawing Cards. {Woolworth, Ainsworth & Co., New
York.) 2. — International Book-Keeping Pad, containing 100 ruled pages and one
sheet of Treasury Blotting. (Slote, Woodman & Co., New York.) 3. — International Drawing Pad. (Slote, Woodman & Co.) 4. — International Writing Speller Pad, containing 160 ruled and printed
pages. A new and improved method of teaching spelling. Adapted to
Grammar and Private Schools. (Slote, Woodman & Co.)
1 87 1 .] DEPARTMENT OF P UBLIC INSTR UCTION. 59
— li — —
Nevada County Teachers' Institute. — Superintendent White, of Nevada county, has a directness about him that tells in an Institute. He wastes no time in beating the air. With such co-laborers as Power, Leggett, Watson and others, his excellent programme of exercises was well carried out. Nevada City displayed its usual hospitality. The State Superintendent had no cause to complain of a lack of warmth, either in the hospitality of the people or the range of the ther- mometer during those last days of June. The address of that functionary devel- oped one pleasing fact — i. e., that the teachers, school officers and citizens of Ne- vada are in sympathy with the most liberal ideas and progressive spirit in school affairs. The public schools of Nevada county are flourishing, having good teach- ers, supported by a liberal people.
Solano County Teachers' Institute. — The proceeeings of this body may be found in this .number. We (State Superintendent) were present only the last evening. A crowded house listened to a plain talk, giving indications of deep interest in the work of the public schools. The entire session was well attended, and its impression most favorable. In addition to Simonton, Dozier and other able home teachers. Superintendent Fry had the valuable services of Prof. Knowlton. Of course, everything was lively — no dragging under such circumstances.
BOOK TABLE.
Easy Experiments in Physical Science, For Oral Instruction in Common Schools.
Natural Philosophy, For Common and High Schools. By Le Roy C. Cooley, Ph. D., Pro- fessor of Natural Science in the New York State Normal School. New York: Charles Scrib- ner & Company. 187 1.
In making these two little volumes Professor Cooley has done a good thing.
The experiments are simple and easy to be performed — such as almost any
teacher would find her class perform with ease in execution and interest in the
result. If the object of study and knowledge is to comprehend nature, these little
volumes are in the right direction, and a class taken through them would have
much better and broader views than are obtained during double the time spent in
going through a mass of abstractions.
First Lessons in Numbers.
Mental Arithmetic.
Elementary Arithmetic
Practical Arithmetic
Higher Arithmetic By Charles S. Vknable, LL. D., Professor of Mathematics in the Uni- versity of Virginia. New York: University Publishing Company, 155 and 157 Crosby street. 1871.
This series of arithmetics is one of the most valuable ever given to the Ameri- can public. The author has a most comprehensive mental grasp of the subject, and presents it with those gradations which make the learner's daily progress easy, and at the same time tangible and valuable.
An Elementary Algebra: Designed as an Introduction to a Thorough Knowledge of Algebraic Language, and to give Beginners Facility in the Use of Algebraic Symbols. By Charles S. Venable, LL. D., Professor of Mathematics in the University of Virginia. New York: Uni- versity Publishing Company, No. 4 Bond street, 1870.
A thorough mastery of Algebraic language is an accomplishment that is as rare
in general as its attainment would be valuable to the student of the higher
branches of mathematics. The care shown in this treatise to give the student a
good opportunity to make himself proficient in this special department will com-
6o DEPARTMENT OF PUBLIC INSTRUCTION. [Aug.
mend the book to those teachers who aim to bring their pupils to a fuller and
rounder development. Several topics which are not found in the ordinary school
Algebras, are here effectively discussed.
Holmes' Primer. Holmes' Elementary Speller. Holmes' First Reader. Holmes' Second Reader, Holmes' Third Reader. Holmes' Fourth Reader.
Holmes' Fifth Reader. Under the Supervision of George F. Holmes, LL. D., of the Uni- versity of Virginia. New York: University Publishing Company, 155 and 157 Crosby street.
Well graded, scholarly, accurate and tasteful, the series cannot fail to commend
itself to those who think Reading can be taught as an art which is pleasing and
instructive at the same time. One might exclaim. How many readers, and what
poor reading! But a healthier tone seems to be gaining ground, and this series
will do much towards its increase and improvement.
A Latin Grammar. P>y B. L. Gildersleeve, Ph. D., LL. D., Professor of Greek in the Uni- versity of Virginia. New York: University PubUshing Company, 155 and 157 Crosby street. 1871.
A good Latin Grammar — why has it not been written? thus asks a cotemporary. Shall we repeat, Why? and endeavor to answer ? We think the answer, whenever given, will lie somewhere in this region, to- wit: The best teaching is done, and the greatest advances in knowledge of the art of Teaching have been made in the educational plane lying just below what is called Higher Education. At least ' such seems to be the case in America. The influence of right reason as to methods of teaching has not been so clearly felt in the professor's rostrum as in the pedagogue's chair. For fear this should be regarded as an " attack on the classics " — too much attacked already — or on Higher Education, or on the col- leges, for the writer of this is, in feeling and in judgment, very far from attacking tnem — we will add: Perhaps one reason for the difference above expressed in re" gard to professor and pedagogue is the fact that with the former such absurd cos- tumes did not preva 1 within the last four decades as with the latter. So much for the question.
Now for Prof. Gildersleeve's Grammar. He is the man who Ought to have writ- ten the "Good Latin Grammar," and he has come very near doing it. In the first part, treatment of "parts of speech," nothing unusually good or unusually bad is given. In the syntax decided improvements are visible. Relation of time and sequence of tenses, the subjunctive mood, and the various kinds of sentences are philosophically discussed. With better arrangement, as to both matter and types, closer adaptation, with slight additions of matter, Gildersleeve's would be the good Latin Grammar. As it is, it is among the best.
A School History of the United States of America. From the Earliest Discoveries to the
year 1870. With Maps and other Illustrations, and an Appendix containing the Constitution
of the United States and the Declaration of Independence. By George F. Holmes, LL. D.,
Professor of History and Literature in the University of Virginia. New York: University
Publishing Company, 155 and 157 Crosby street.
This is a very valuable school history. Its method and arrangement are well
adapted to school purposes, and a philosophic and truth-loving spirit is exhibited
in those portions upon which sufficient data has not been found for a final verdict.
Worman's Gebman Copy Books. Published by A. S. Barnes & Company, New York and Chi- cago. 187 1. Teachers who endeavor to teach the writing as well as the reading and speaking of the German language, will find this a very valuable^ and effective aid.
iSyi.} DEPARTMENT OF PUBLIC INSTRUCTION. 6i
^ a
Ahn's German Primer. Edited by W. Grauert.
First German Reader with Notes. By W. Grauert.
Rudiments of the German Language. Exercises in Pronouncing and Spelling. By D. F, Ahn.
Ahn's German Handwriting. Being a companion to every German Grammar and Reader. With
notes by W. Grauert. Manual of the German Language. By W. Grauert, A.M. Ahn's Manual of German Conversation. Revised by W. Grauert. Ahn's New Practical and Easy Method of Learning the German Language. With Pronunciation
by J. C. Ochlschlager. New York: E. Steiger, 22 and 24 Frankfort street.
For the publication of this admirable Series, Mr. E. Steiger, of New York, de- serve the thanks of the American people. The Series presents ample facilities for a thorough mastery of the Gennan language. We have Primer, Reader, Rudi- ments, Handwriting for acquiring script of the language. Manual, Conversation, and finally the more complete "Gennan Method." These, together with "Schle- gel's German Grammar," published by the same house, form a course skillfully arranged to suit the progressive development of the learner. There is such a ju- dicious and thoughtful mingling of the analytic and synthetic methods, and ready application of the two in practical examples, that the learner will have only him- self to blame for a want of progress.
A French Grammar. By Charles A. Schlegel, Professor of Modem Languages in the Female Normal College of the City of New York. New York: E. Steiger. 1871.
This is a grammar of the French language made in accordance with psycholog- ical laws. Therefore it is simple, easy and — teachable. It proceeds on the prin- ciple that a living language should be taught from living thought and, we will add, by a live teacher. It has none of those chance combinations of words, such as "Have you the table ? No, the Englishman has the table," etc., — indeed mere chance combinations, not having the merit even of fossiliferous remains, for, they, at least, once had life. Though the work does not give a complete presentation of French Grammar, yet one would gain much more by going right over the ground given than by floundering through the entire journey.
TABLE OF CONTENTS,
PAGE.
Address of Superintendent Fry 33
Solano Institute 38
Santa Clara Institute 41
Napa Institute. 47
Is Popular Education a Failure ? 50
Comparison 53
The Great Question 53
In Memorium 54
Report of Public Schools 55
Sixth Grade Questions 56
PAGE.
Department of Public Instruction . . . . ; 57
University of California 57
State Teachers' Institute Postponed 57
A Point of School Law • 58
A Word to Secretaries 58
Candidates for State Superintendent 58
Valuable for Schools 58
Nevada County Teachers' Institute 59
Solano County Eeachers' Institute 59
Book Table 59
CALIFORNIA
jState Normal. JSchool.
BOARD OF TRUSTEES.
H. H. HAIGHT Governor
O. P. FITZGEKALD Superintendent of Public Instruction
C- T. EYLAND San Jose
A. J. MOULDER San Francisco
H. 0. WELLER San Jose
JAMES DENMAN San Francisco
J. H. BRALY San Jose
TEACHERS.
Rev. W. T. Lucky, A.M Principal
H. P. CAEiiTON. . , Vioe-Principal
Miss E. W. Houghton Assistant
Mbs. D. Clabk Assistant
Assistant
COURSE OF STUDY.
To secure admission into the Junior Class, applicants must pass a satis- factory examination before the Board of Examination in the county in which they reside, on the following subjects, viz. :
Orthography, Reading, Penmanship, Common School Arithmetic, English Grammar, Geography and Composition.
Junior C-LAas— First Session.
* Arithmetic — Robinson's Higher.
* English Grammar — Brown's.
* Geography — Monteith's. ^Reading — McGuffey's 5th Reader. ^Orthography — Willson's.
Moral Lessons — Cowdery's. Mental Arithmetic. Analysis and Defining.
JuNioE Class — Second Session.
* Algebra — Robinson's Elementary. *English Grammar — Brown's. Geometry — Marks' Elements. Physiology — Cutter's.
*[/. S. History — Quackenbos'.
Vocal Culture.
Book'' Keeping — Payson, Dunton & Scribner's Single Entry.
Natural Philosophy — Steele's.
General Exercises during the Junior Year — Penmanship; Object-Lessons; Calisthenics; School Law; Methods of Teaching; Vocal Music, Drawing, Com- position, Declamation and Constitution of United States and California.
To secure admission into the Senior Class, applicants must be regularly promoted from the Junior Class, or pass a thorough written examination, conducted by the Normal School Board of Instruction, on those studies of the Junior Class marked with an asterisk, and an oral examination in Natural Philosophy and Physiology.
Senior Class — First Session. Algebra — reviewed . Physiology — reviewed. Natural Philosophy— Qua.ckenhoB\ Rhetoric — Hart's. Natural History — Tenney's. Vocal Culture — Russell's. Book-Keeping— V&yBOJiy Dunton & Scribner's Double Entry.
I
Seniob CiiAss— /Second Ses^/yn. Arithmetic — reviewed.
€r€ometry, Trigonometry, and Mensuration — Davies'. Botany — Gray's. Physical Geography — "Warren's. Mental Philosophy — Upham's. English Literature — Collier's. Astronomy — Loomis ' . Chemistry — Steele's. General JExercises — Same as in the Junior Class.
REGULATIONS OF THE NORMAL SCHOOL.
1. All pupils, on entering the School, are to sign the following declaration: • ' 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 PubUc Schools of this State."
2 To enter the Junior Class male candidates must be seventeen years of age; and female candidates sixteen. To enter the Senior Class they must be one year older.
3. All applicants are required to present letters of recommendation from the County Superintendent of the county in which they reside. The holders of first or second grade teacher's certificates will be admitted on their cer- tificates.
4. No pupil shall be entitled to a Diploma of Graduation who has not been a member of the School at least one year.
GENERAL INFORMATION.
In obedience to the requirements of the * 'Act to Establish the State Normal School," passed by the last Legislature, the next session of the School will be held in San Jose. There wUl be Oral and Written Examinations at the close of each session. The Graduating Exercises wiU be in March.
Pupils will be required to furnish their Text Books. Reference Books will be furnished by the School.
There is no boarding house connected with the Normal School. Good boarding can be obtained in private families at reasonable rates.
CALENDAR FOR 1871-72.
First Session begins June 14th, 1871. First Session ends October 6th, 1871. Fall vacation, one week. Second Session begins October 16th, 1871 ; Second Session ends March 14th, 1872 .
For additional particulars, address
Kev. W. T. lucky, a. M., Pbincipai, San Jose. March 25th, 1871.
Terms of Advertising in the California Teacher.
[Payable in U. S. Gold Coin.]
1 month.
1-4 page $ 5 00
1-2 page.... : 10 00
1 page 15 00
|
3 months. |
6 months. |
lyear. |
|
$10 00 |
$25 00 |
$ 40 00 |
|
25 00 |
40 00 |
70 00 |
|
40 00 |
60 00 |
100 00 |
A. WALDTEUFEL,
2875 Music Hall, First Street, San Jose. Importer, Wholesale and Retail Dealer in
Standard and Miscellaneous Books,
School JBooks and Stationery.
The undersigned would respectfully call the attention of TEACHEKS, SCHOOL TRUSTEES and LIBRARIANS, to his well selected and complete assortment of School and Miscellaneous Books, which he offers at the Lowest Market Prices.
LIBERAL DISCOUNT TO TEACHERS.
Orders respectfully solicited, and promptly attended to. Agent for —
Steinway & Son's Tiano-forte, Also for —
Chickering & Son's,
Burdett's Coinbination Organ,
MUSIC, in all its infinite branches, and MUSICAL INSTRUMENTS. Subscriptions taken to all Foreign and American Periodicals.
A. WALDTEUFEL, Aug.-3m 237, Music Hall, First Street, San Jose.
EDUCATiOB^AL ADVANCEMENT
Eastman's Penmans' Assistant.
Penmanship, one of the most important studies of the School room, wonderfully as- sisted by this practical inven- tion. Teachers will do well to examine it carefully; and will find it supplies a real need. We call special attention, also, to our Celebkatkd Eastman Pen.
Agents wanted for the introduction of the Assistant, throughout the Coast. Samples and Agents' Circular sent on receipt of 75 cents cur- rency, to P. O. Box, 1915.
MOORE & WEINMAN,
San Franciseo.
^^ A TEACHER, of eight years' experience in the East, holding a First Grade State Certificate, desires a situation as Principal of a graded school. References: Hon. O. P. Fitzgerald, State Superintendent, W. M. McFadden, County Superintendent of Los Angeles county, and others. Satisfaction guar- anteed. Correspondence solicited. Address, A. B., "California Teacher," San Francisco, Cal. Au-2t
LIBBY & SWETT,
3 New Montgomery St.,
Grand Hotel Building, San Francisco.
Books, Stationery and School Supplies.
I^ A FULL STOCK OF
^ School Books,
School Apparatus, ^ Wall Maps,
Globes, &c. Miscellaneous Books, New Books ^
Fine Stationery, &c,
md everything else that pertains to our business at the lowest market rates. We cordially invite the visits and correspondence of teachers and school
)f&cers. P. O. Box 459.
LIBBY 4& S^VETT.
THE GOLD MEDAL
l€e##IL f wsMfira
MANUFACTUBED BY
IJJ.Palmef&Co
(Successors to Wigmore & Palmer,)
lanufactory, 105 & 107 Mission St., Near Spear,
8cvn JPnmeiaeo.
3
NEW AND YALUABLE SCHOOL BOOKS
PUBLISHED BY
WOOLWORTH, AINSWORTH & CO.
PAYSON, DUNTON & SCRIBNER'S
NATIONAL SYSTEM OF PENMANSHIP,
The best, most popular and most extensively used of any system in the world, (Adopted bx the State Board of Education.)
REVISED, NEWLY ENGRAVED AND IMPROVED.
New Standard Edition, 1870— Ori^jinal Model System. Strong EJvldLeTice;
Adopted by more State Boards of Education than any other system.
Adopted and used in more Normal Schools than all other systems combined
Adopted and used exclusively in more great cities than all other systems combined.
Adopted and used in more Colleges, Seminaries, Academies and Privat< Schools than all others.
It is the only system republished in other countries and recognized as th( "American Standard of Penmanship."
"We cordially indorse it with greater satisfaction every year, " is the unani mous voice from the Common Schools.
BJl^rtTIIOJ^OMiE^^'S X>IlA.Trr]VO SEMES,
ADOPTED AS THE STATE SERIES IN CALIFORNIA. New, and already in use in nearly all the large cities in the United States. I*rlin.ary I>ra>^lng: Cards,
Designed for Slate Exercises. In envelopes, 24 lessons ii each. Price 20 cts.
I*rlina,ry Ora^ving Siates,
With grooves for the Cards; ruled on one side; rubber-cush ioned. Price 38 cts.
I>raTFlng Books,
12 No's, each containing 12 objects, with paper for drawinj
each object four times. Price 40 cts. Teacliers' Ovilcles,
One Guide to each Book and set of Cards, giving full in
structions for each object. Price 30 cts. Steetolies ±*rom. IVatiire,
5 No's. Price, each, 50 cts. Iiii'bl>er-Ciisliloned. ]Voiseless Slates,
Euled to accompany the Drawing Cards; also, plain, in fivi
sizes. A great comfort to every teacher.
The Cambridge Course of Physic, by W. J. Kolfe and J. A. Gillet, th^ most popular course of Physics. Published in three volumes. Chemistry Natural Philosophy and Astronomy, and a shorter course in three smaller vol umes, called Hand-book Chemistry, Hand-book Philosophy, and Hand-boo! of Stars.
MIagill»s Freixcli Series. (Completed.) MagilVa French Grammar. Magill^s Key to Frencli Grammar. Ma^ll^s Introductory French Reader. Mag^ll^s Prose and Poetry (just out) .
^pTeachers, and aU those desiring to know more of our publications, ar requested to correspond with us freely. Liberal terms will be given for firs introduction.
Address LIBBY & SWETT,
3 New Montgomery Street, !!»an Francisco, P. O. Box 459. Inov-tT] Grand Hotel Building.
FOURTEEN WEEKS" IN NATURAL SCIENCE.
miEJP TJREA.TIBE IIV EA.CH BPtA^N
BY
J. DOEMAN STEELE, A.M.
14
WEEKS ( NATURAL PHILOSOPHY,
ijjj ASTRONOMY,
COURSES ( ^"^'^'ll?ilbcY.
These volumes constitute the most available, practical, and attractive text-books on the Sciences ever published. Each volume may be completed in a single term of study.
THE FAMOUS PRACTICAIi CtUESTIONS devised by this author are alone sufificient to place his books in every Academy and Grammar School of the land. These are questions as to the nature and cause of common phenomena, and are not directly answered in the text, the design being to test and promote an intelligent tuse of the student's knowledge of the foregoing principles.
TO MAKE SCIENCE POPUIiAR is a prime object of these books. To this end each subject is invested with a charming ^- terest by the peculiarly happy use ot language and illustration in which this author excels.
THEIR HEAVY PREDECESSORS demand as much of the student's time for the acquisition of the principles of a single branch as these for the whole course.
PUBLIC APPRECIATION. The author's great success in meeting an m-gent, popular need, is indicated by the fact (probably unparaUed in the history of scientific text-books), that although the first volume was issued as recently as 1867, the yearly sale is already at the rate of
nPHYSIOLOGY AND HEALTH. By EDWARD JARVIS, M.D. T A P VT^' ELEMENTS OF PHYSIOLOGY. 0 Alt V ID PHYSIOLOGY AND LAWS OF HEALTH.
The only books extant which approach this subject with a proper view of the true object of teaching Physiology in schools, viz., that scholars may know how to take care of their own health. The child instructed from these works will be always
:e3:i3 o"w^isr i30oa?oi=L. BOTANY.
WOOD'S AMERICAN BOTANIST AND FLORIST.
This new and eagerly expected work is the result of the author's experience and life-long labors in
Classifying' tlie Science of Botany.
He has at length attained the realization of his hopes by a wonderfully 'ingenious process of condensation and arrangement, and presents to the world in this single moderate-sized TOl- nme a Complete Manual.
In 370 duodecimo pages he has actually recorded and defined Nearly 4,000 Species.
The treatises on Descriptive and Structural Botany are models of concise statement, which leave nothing to be said. Of entirely new features, the most notable are the Synoptical Ta- bles for the Dlackboard, and the distinction of species and varieties by variation in the type.
Prof. Wood, by this work, establishes a just claim to his title of the great
AMERICAN EXPONENT OF BOTANY.
A. S. BARNKS & CO., Pnblislxers, New York.
L.IBBY & SWETT, 3 New Montgomery St., San Francisco, P. O. Box 459. Grand Hotel Building.
VALUABLE SCHOOL BOOKS. :eT«o\^]X's
SERIES or
ENGLISH GRAMMARS
IMI'ROVBD.
I.
The First Lines of Englisli (jrammar;
Being A Beief Abstract or the Authoe's Larger Woek, "The Institutes OF English Geammar."
BY OOOLD BROWN.
A New Edition, with Exercises in Analysis and Paesing ; by Henry Kiddle, A.M., Superintendent of Public Schools, Nkw York City. 122 pages, 12mo. Price 45 cents.
n.
The Institutes of English Grrammar ;
Methodically Arranged; with forms of Parsing and Correcting, etc., etc.
BY aOOLD BROWN.
A New Edition, with Exercises in Analysis and Parsing ; by Henry Kiddle, A.M., Superintendent of Common Schools, New Yoek City. 343 pages, 12mo. Price $1 00.
IIL
The Grammar of English (jrammars;
With an Introduction, Historical and Critical ; thk whole Methodically Arranged and Amply Illustrated, etc., etc., etc. ; and a Key to the Oral Exercises, with Appendixes, etc. Fifth Edition. Ee vised and Improved.
BY OOOI.D BROWN.
(With a Fine Portrait of the Author, Engraved on Steel.) En- larged BY THE Addition of a Copious Index of Matter, by Samuel TJ. Berrian, A.m.
1,102 pages, large octavo, handsomely bound. Price $6 50. Copies o/ First Lines and I^stitvieb furnished, for examination, at half price. The excellence of Brown's Grammars is very generally admitted, and, not- withstanding the multitude of school grammars which have come in compe- tition with them, they have steadily advanced in public favor, and are largely in use throughout the country. In perspicuous arrangement, accuracy of definition, fullness of illustration, and comprehensiveness of plan, they stand unrivalled.
^VM. WOOD & CO,, Publishers,
july-3m NEW TOBK.
JPOPITT^AR. TKXT BOOKLS
FOR SCHOOLS, ACADEMIES AND COLLEGES.
BROWN'S ENGLISH CRAMMARS.
COMPEISING
Brown 's First Lines of Englisli Grammar,
r2mo. Half bound. Designed for young learners. Eetail price, 45 cts. Broivn's Institutes of Fnglish Grammar,
12mo. Muslin, leather back. For the higher classes. Retail price. $100.
■^^^Both of these very popular text-books have just been revised by Henry
Kiddle, A.M. , Assistant Superintendent of Public Schools of New York City,
\dth important additions, especially in the department of Sentential Analysis.
Brown's Grammar of English Gratnmars,
Royal 8vo. Leather or half morocco. Retail price, $6 50. These Grammars were never so popular or widely used as at the present time — they are the books. The latter is the most comprehensive and exhaust- ive Treatise on English Grammar extant.
ROSCOE'S CHEMISTRY.
Lessons in Elementally Chetnistry,
By Henby E, Roscoe, B.A., F.R.S., Professor of Chemistry in Owens Col- lege, Manchester. In one beautiful little volume, handsomely illustrated with engravings, and bound in muslin, red edges. Just published. Retail price, $1 50.
This little book is, we believe, the only one in the market containing all the newest features in Chemistrj\
LAMBERT'S PHYSIOLOGIES.
Lambert's Human Physiology, Anatomy, and Hygiene,
12mo. This is an entirely new book, written on a new plan, and is beauti- fully illustrated, with several hundred wood engravings, and thirty-one plates on tinted paper, containing many figures. Retail price, $1 75.
Lambert's Primary PJiysiology, Anatomy, and Hygiene,
12mo. Profusely illustrated. Retail price, 85 cents.
CANOT'S PHYSICS.
Elementary Treatise on Physics, Experiinental and Applied,
For the use of Colleges and Schools. Translated and edited from Ganot's Elements de Physique, by E. Atkinson, Ph. D., T. C. S. Illustrated by a col- ored plate and G68 wood cuts. In one very thick 12mo. 'volume. Price, $6.
This beautiful and most thoroughly systematic work has been adopted for use in some of the highest colleges in the land, as Harvard University, Colum- bia College, etc., etc., and is not only the best work of its kind for educational purposes, but would be also a very valuable addition to any librarj' .
Teachers, School Boards, and others interested, are cordially invited to cor- respond with the publishers. Very favorable terms for introduction.
Copies of the above books, except Ganot's Pl)ysics and the Grammar of English Grammars, sent for examination for hal the retail prices afl&xed. WILLIAM WOOD S CO., Publishers, NEW YORK. ^^ These books are kept for sale in California by Booksellers generally, and in San Francisco by A. ROMAN & CO., and H. H. BANCROFT <fe CO,
OFFICIAL ADOPTION^
— OF —
McGTJFFEY'S
NEW ECLECTIC EEADERl
— BY THE-
STATE BOARD OF EDUCATION
OF CALIFOENIA.
At a meeting of- the State Board of Education, held at San Francis July 12, 1870, the following members being present, viz:
His Excellency Gov. H. H. Haight ; Hon. O. P. Fitzgerald, 8t Superintendent of Public Instruction; James Denman, Superintendent Public Schools, San Francisco ; Dr.. A. Teafton, Dr. W. T. LuciCY, a Messrs. Lynch, N. Furlong, W. H. Hill, W. R. Leadbetter, G. ' Jones, and W. A. Robertson ;
On motion of G. W. Jones, Esq.,
McGuffey's New Eclectic Readers
Were unanimously adopted for exclusive use in the Public Schools of C ifornia.
Recommendations of McGuffey's New Readers were submitted to i State Board of Education from over
FORTY COUNTY SUPERINTENDENTS
Of the State ; and, in many cases, these were indorsed by prominent a influential Teachers of schools under their supervision ; in addition to wh: numerous recommendations and petitions for the adoption of McGuffe Series were received and read, from Principals and Teachers over the Sti generally.
These recommendations and petitions, the conviction of the niemb of the State Board of the superiority of McGuffey's Readers over those use, and their great popularity in a majority of the States of the XJni( influenced the Board in its unanimous adoption of this most excelle series of books.
EXTENSIVE POPULARITY
— OF —
^GuFFEY's New Eclectic Readers.
dGuffey's New Eclectic Keaders have, at various times, been ally or individually recommended by successive State Superintendents ublic Instruction of [O. IOWA, MISSOURI,
I.OOIS, KA:srsAS, wiscoxsix,
flCHIGA]^, I]^I>IA]VA, KEXTIJCKT,
MIEfXESOTA, WEST VIRGINIA, PE]¥XSYI.VAXIA,
id have now an extensive, and in many cases an exclusive, use in these
SS.
ACTION OF THE ST. LOUIS BOARD.
ic :^ * < < jjj urging the adoption of McGuffey's Readers, we feel •ed we are asking the trial of no experiment, but are recommending s that are approved by the best educators of the country. We believe these Readers possess more of those features that our schools require any other series presented."
rbis report of tbe Committee wsk» unanimonsly adopted.
jGuffey's New Eclectic Readers were also adopted by the Board of Edu- n of Brooklyn, N. Y., November 16, 1869 ; of Richmond, Va., Sep- er 23, 1869 ; and were re-adopted by the New York Board for 1870. ' are also in exclusive and satisfactory use in the public schools of
CEVCKITXATI, O., DUBrQUE, IOWA,
HARRISBIIRO, PA., FORT WAYIVE, I]VD.,
WHEEMXG. W. VA., SPRIXGFIELD, 11.1^.,
DETROIT, MICH., PEORIA, BLI..,
MILWAUKEE, WIS., QIJIXCY, IL,Ii.,
CI.EVEI.AXD, O., COI^UMBrS, O.,
TOI.EDO, O., MABISOIV, WIS.,
And many other leading cities in all sections of the country.
3Guffe/s New Eclectic Readers have also been recently adopted for isive use by the State Boards of Education for
MARYI^AXB, ARKAIVSAS,
C AI^IFOR^IA, WYOMING ;
i have a far wider use and approval than any other Reading Bries published.
r Correspondence of Teachers and School OflScers respectfully solicited, ral terms on first supplies for introduction.
Address ISAAC UPHAM,
Care HENRY PAYOT & CO.,
622 Washington Street,
SAN FRANCISCO, CAJC.
r^.A.OIK^XO ^G-J£:3:CDCDJL. llsrSTXTTJTE.
THIS INSTITUTE is prepared to furnish Schools and Seminaries with the most approved School FuRNTrtntE, Appakatus, Stationeky, and all other Schooi. 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 witn articles that will give entire satisfaction. Il^ The numbers refer to each cut.
643 Clay street, Snn Francisco.
H^ Please send for Price|List and Circulars, j
UNSEGTIONAL, UNPARTISAN, UNPOLITICAL SCHOOL-BOOKS.
%e freshest series of Text-JBooUs published — containing the latest results of discovery and scientific research.
Officially adopted by the Yirginla State Board of Education,
AND NOW LARGELY IN USE IN
And in many Northern States.
JS ■T-A-'TES
Wxt ^\mtx%\\i f ttWi^Mng ^0.,
Q Ai330ciation composed of many e several Southern States, feel- ;hool-Books wliieh should be en- poUtical, which should present leucc — are now issuing a com- axt-ljooks by the eminent schol- ^ch are the
Cheax)est, Best and, Most
Now published. The
of the most eminent citizens of ing the necessity for a series of tirely unsectional, unpartisan, and only the facts of history and plete scries of School and College ars and educators named below
Beatitifid School-Books
University Series" embraces
MAURY'S CEOCRAPHICAL SERIES,
Commodore M. F. Maury, of the Vir;_^inia Military Institute. A series of books which ark an era in the study of this sci'iice. and which, i:i the words of a well known and ac- mi)'iished Southern teacher, " are characterized by a felicity of arrangement and simple ishuess of style which must cvejiLxcnder them attractive to the voung, and which will be ,ed by all who wish to teach Gcograpliy as a .science, as something to make pupils TlJdnk, id not merely as an enumeration of dry facts."
Holmes' Readers and Spellers,
y Georcje F. Holmes, LL.I)., Professor of History and General Literature in the Uni- rsity of V^iri;inia. A series of Readers unequalled in cheapness, excellence, and typo- ■aphical beauty. They are steadily progressive in character, bright and fresh in their lections of prose and verse, and illustrative of Southern scenes, incidents, and history
Venable's Arithmetical Series,
y Charles S. Vknaulb, LL.D., Professor of Mathematics in the University of irginia. These books are received everywhere by intelligent teachers with the highest .tisfaction, as being most admirably adapted for mental drill, as well as for l)usincss educa- 3n. Their methods, rules, and reasonings are clear, distinct, logical, and comprehensive, id the series is carefully graded throughout.
Holmes' History of the United States,
;^ George F. Holaies, LL.D., of the University of Virginia. It is enough to ?a\' of
lis admirable work, interesting, impartial, and truthful, as well as ])ure and graceful in
yle, that it is the only History of the United States which is strictly unpartisan. It )mes down to the present date. Also,
)e Vere's French Grammar, Readers, etc., Gildersleeve's Latin Series,
Garter's Elements of General History, Holmes' English Grammars, LeConte's Scientific Series, Johnston's English Glassies,
Duntonian Writing-Books, etc., etc^
Send for our new ILLUSTRATED DESCRIPTIVE CATALOGUE, which will be
lailcd free to any teacher or school officer. It tells what teachers think of the books, and Jntains specimen pages of each.
Address UNIVERSITY PUBLISHING COMPANY,
155 and 157 Crosby Street, New York.
New Soliool Books.
A Shorter Course in English Gram- mar,
By Simon Keel, A. M.,
Author of ' Common School Grammar," "Comprehen-
Kive Grammar," "Composition and Rhetoric," &c.
1 vol., 240 Pages. Price 75 cts.
This work aims to be just such a manual as the great majority of schools and academies now require. The classification is exceedingly compact, and all that be- longs to the same topic is carefully grouped together. It is specially adapted for use in schools where only one text-book in grammar is desired.
The condition and wants of schools in this country and in Eiirope have been carefully considered, as well as the advanced state of philological science, and the work has been modified accordingly, so as to place it in the front rank of new and improved productions.
"After a careful examination, I have concluded that it is the best Grammar for School use I have seen. It is certainly the most practical."— [F. W. Parker, Princi- pal Normal School, Dayton, Ohio.
Elements of Composition and Hhetoric.
By Simon Keri,, A. M. IVol., 12mo. 400 pages. Price $1.25. This is a simple, concises, progressive, and thoroughly practical work on a new plan . It occupies an interme- diate position between Common Grammar and Higher Ehetoric, embodying from each what is most useful to the writer. Commencing with the simple subject and predicate it proceeds through their various modifica- tions to sentgnces of a complex &tructiire, and brings the pupil step by step to connected writing, kinds of composition, figures of speech, style, etc., follow. Be- sides this easy gradation, its chief characteristics are its numerou:; examples, its exercises for practice, and its suggestiveness.
"I think it altogether the best book of the kind pub- lished. A very enthusiastic teacher came to me to know where I found my composition exercises." — [D. A. Lathrop, Cincinnati Normal School.
A Short Course in Astronomy,
By Henry Kiddle, A. M.
Superintendent of Schools, New York City, Author of
"New Elementary Astronomy."
One vol., cloth, fully illustrated, 180 pages. Price 90 cts.
The design of this work is to supply a brief course of lessons in Astronomy for the use of young people, or of those whose time and opportunities do not permit a more exhaustive study of the subject. The objective plan has been followed as far as it is applicable to the subject, and the arrangement, throughout the work, has been adapted to the topical method of recitation.
"We have seen no small work that appeared better adapted for its purpose."— [Independent.
First Steps in Music,
Being a Graded Course of Instruction in Music for
Common Schools. By Geo. B. Loomis. In 4 books. Nos. 1 and 2 now ready. Price 15 cts. each.
This series presents a simple course of instruction in Music, adapted to the Primary classes in our schools. It presents the simple rudiments of the. subject in a progressive course of easy exercises, accompanied with such instructions as will make the way clear alike to the teacher and pupil.
"Well adapted for their purpose; can be used by teachers of but little musical ability, and are very cheap." — [Maine Journal of Education.
Greek Praxis ; or^ Greek for j ffinners.
By J. A. Spencer, S. T. D. Professor of the Greek Language and Literature ii College of the City of New York.
It comprises easy lessons in Orthography, Etyi gy and Greek reading exercises, together with I and a Vocabulary.
"Dr. Spencer's Greek Praxis is just enough an more. The author's scholarship is so well known the accuracy of the work is guaranteed to tlie pul — [Howard Crosby, LL.D., Chancellor Univt isii New York.
l8^"The foregoing books will be sent by niai teachers who wish to examine them with a view t troductiou, for half the appended price.
Literature of the English Laii guage.
Comprising representative selections from the 1 authors; also list of Contemporaneous Writers ai their Principal Works. By E. Hunt, A. M., Principal of the Girls' High and Normal Scb Boston. 1vol., large 12mo. 648 pages. Price, $2.50. This work is based upon an original and prac plan, and cannot fail to meet the general ivanttoraTi valuable Text-Book on the literature of our langt •'I like it very much. One of its jjeculiarities- number of pages devoted to American literature- make it specially interesting and appropriate to schools."— [Dr. S. K. Lothrop, Chairman Text-] Comm ttee, Boston.
A NEW THING IN SIi\TES.
American Pinmary School Slat
A novelty, furnishing to the pupil employu amusement, andinsttuction in exercises of the hig imp rtance. Send for Circular.
"These slates are an improvement on anything ol kind in the market." — [Pennsylvania School Journ
STANDARD TEXT-BOOKS.
Ttie Amefican [ducational Sef
The attention of Teachers and School Officei invited to the excellence of this popular series whole. It comprises a full line of fresh, well gra and beaulifully and substantially manufactured 1 Books, among which are the Union Readers,
Robinson's lUatliematics, Kerl's Grammars,
Webster's Dictionaries, Gray's Botanies, Spencerian Copy-Books, Retail price redi to 15 cents. Willson's Histories,
Fasqnelle's French Course,
Woodbury's German Course, And many other well-known Works.
"It is gratifying to observe the perfection to wMck firm ?ias attained in the manufacture of School book also the merited success of their books, for they areprol the most widely used of any similar publications issu* this country. All are standard and unsurjmssed, ant servedly stand in the front rank. — [N, Y. Independent
fi^~ Tlie niustrai ed Catalogfue, descriptii The American Educational Series of School College Text Books, and The Educational Fe TER, a handsome publication full of useful infoi tion, mailed free to any address.
IVISON, BLAKEMAN, TAYLOE & CO., Publislie
138 and 140 Grand Street, NEW YOBK. 133 and 135 State Street, CHICAGO,
SEFTEMTBKR, 1871.
y
Vol. IX.]
[No. 3.
JtX JO
m^
A JOUENAL OF
School and Home Education
AND OFFICIAL OEGAN OF THE
Oepartaent of PubliG Instruction
1 : D I T O R S :
GontriDnting Eiiiors, elected Dy tue State Eincational Society:
MISS CLARA Gr. DOLLIVER. DR. E. S. CARR,
MRS. AURELIA GRIFFITH. PROF. W. J. G. WILLIAMS.
SAN FRANCISCO:
CALIFORNIA EDUCATIONAL SOCIETY.
Publication Rooms, No. 240 Montgomery Street.
M. D. Carr & Co., Boole and Job JPHnters, Ifo. 532 Clay Street.
ERMS-TWO DOLLARS PER ANNUM, payable invariably in advance.
Address: CAT.Il OMNIA TEAlCIIEB, Snu Irancisco.
PAYOT, UPHAM &c COMPANY lOOKSELLERS, JtATIONERS AND gUBLISHEI
One door above Maguire's Opera House, SAN FBANCISi
The
Sta
Bit
cyt/^¥^
ooks.
Scientific and Medical Books,
Juvenile and Toy Books, Photograph, Stamp and Autograph Albums,
Portfolios, Writing Desks, Etc., I
New and Latest Styles of Note and Fancy Pap
WEDDING AND VISITING CARDS,
^S^ Subscriptions taken for all Foreign and American Periodicals.
PAYOT, UPHAM & COMPANYj
620 and 622 Washingtoi
THE
California Teacher.
SEPTEMBER, 1871.
Vol. IX. SAN FRANCISCO. J^o. 8.
LITERATURE IN SCHOOLS.
BY H. C. KINNE.
There is room for a very important and beneficial improvement in the course of instruction in our pubhc schools. That improvement consists in the partial substitution of general reading in place of the exclusive use of text-books. Ever}- school district should have a library of two or three hundred volumes, carefully selected with reference to the capacity of children, and containing works upon biography and his- tory, and also voyages and travels, interesting and instructive tales, etc. The afternoon of each school day should then be devoted to general reading. All text-books should be thrown aside without ceremony, and the whole school resolved into a sort of a family circle for the perusal of libraiy books. The teacher could guide the pupils in the choice of books, comment upon their contents, explain difficult pas- sages, and occasionally call upon pupils to read aloud. Such a system, universally introduced and faithfully carried out, would revolutionize our common schools, and render them infinitely more valuable as an instrumentality for the advancement of the cause of popular education^
A taste for good reading, developed at an early age, is a blessing to any child. A taste for good reading, developed at an early age, is the surest possible guarantee that the child will ultimately become an intel- ligent and useful member of society; for that taste will grow with the child's growth and strengthen with his strength, and induce him at all periods of life to avail himself^ of every possible avenue for the attain-
64 LITERATURE IN SCHOOLS. [Sept.
ment of information. A love of reading or a love of literature is per- manent in its nature ; whereas a love of science exists but temporarily in the minds of most people, and disappears entirely as soon as they have completed their course in our educational institutions. Go to any of our public libraries, examine the list of members, mark the names of those who are graduates of any college or university, and then take your stand at the library door and observe these educated men as they pass in and out. How many of them will you find taking away a volume upon Optics, or Acoustics, or Electricity.? How many of them will you find with the latest work on Trigonometrj', or the Conic Sections, or the Calculus } How many will you find with Greek or Latin books ? These questions need no answer. Every one knows that the best of students, after the completion of their academical course, neglect the sciences, unless they have occasion to use them in the practical business of life. A love of science may be said to be an exotic, that is forced into existence only by a hot-bed process, and that dies away the mo- ment that process is suspended ; while a love of literature, on the other hand, if not indigenous to the human mind, nevertheless takes deep root there, and flourishes with increasing vigor, bearing fruit to the end of life. I affirm, then, that a love of literature, by reason of its per- manency and by reason of its powerful influence in moulding the heart and mind, is not only worth more than a mere smattering of science, but it totally outweighs in value any and all the sciences wherewith our educators attempt to burden the intellects of our children in our public schools. And yet with this indisputable fact staring us in the face we have to-day a common school system that makes no provision what- ever for the development of a love of literature. This vitally important matter, overlooked and ignored in every public school curriculum, is left entirely to chance or to home influence, which is not much better than chance.
It is undoubtedly true that if the home influence were in all cases what it should be there would be less occasion for the cultivation of a literary taste at school. If there is at home an abundance of books, and papers, and magazines — especially such as are adapted to the capac- ity of children — if parents, neighbors and friends, are highly intelligent people ; if conversation in the social and family circle is of an intel- lectual cast and runs on intellectual topics, the child will naturally and insensibly imbibe the spirit that prevails around the parental fireside, and grow up an intelligent person. This insensible education, if we may so term it, which a 6hild thus receives at home, is by far the largest
J
iSyi.J LITERATURE IN SCHOOLS. 65
and most valuable share even of its intellectual development. I would prefer to have a child reared under influences of this kind, without an hour of regular schooling in its life, rather than have it reared in a family where the conditions are exactly the reverse, though having access to the best schools the country now affords. Where parents are hopelessly ignorant and illiterate; where having eyes they see not, and having ears they hear not ; where the treasures of literature are to them a sealed volume ; where they know nothing of the world's history in the past or its condition at the present ; where the narrow hills that girt them round are to them the world's extreme ; where family conversa- tion is restricted to the merest local topics ; where children see nothing of books except the text-books of the school-room — where even these are lost sight of the moment the school is abandoned — in a family of such a character the prospects for the attainment of an extensive general information are not particularly flattering. And yet every one knows that there are thousands of such families in the land. Every one knows that there are thousands of families where the text-book tuition of the school-room is not supplemented by a literary tuition at home. Right here, then, comes in my scheme for the supply of this family deficiency. Right here comes in my scheme for the conversion of the school during a portion of the day into a home circle for the purpose of general read- ing. And I maintain that this proposition embodies the clearest, most palpable, and most available improvement in our common school sys- tem that can be suggested.
Our large cities furnish a peculiarly favorable field for the introduc- tion of this improvement. Here in San Francisco books could be pro- vided in such quantities that all the pupils in a given class could have an opportunity to read the same work simultaneously. Four or five dozen copies of the " Life of Washington," for example, could be placed in the hands of a class, and after a careful perusal these books could be transferred to another room, while the class proceeds to take up the "Life of Lafayette," or the "Life of Franklin," or the "Life of Columbus," etc. In this manner sets of books could be transferred from class to class, and from school to school, till they had completed the entire circuit of the city. They could then be laid aside to be sent forth upon their rounds again at some subsequent period. Under such an arrangement our schools might have an abundance of excellent books at a comparatively small total ouday. A similar plan might pos- sibly be made to work in the country by holding books as county prop- erty, and transferring them from district to district.
66 LITERATURE IN SCHOOLS. [Sept.
But whether a class make use of but one work at once, or a variety, this reading of Hbrary books should constitute a prominent feature in our course of public instruction. I hold that every child that has attained the age of twelve years should by that time have read, in the school-room and during school hours, one hundred volumes from the school library, to say nothing of books that have been taken home to be there perused. A child that has accomplished this will assuredly be well advanced in the scale of general intelligence. Such a child will have been ushered into a new sphere of existence, and into a higher and broader range of thought and reflection. Such a child will have been placed in communication with the best and noblest spirits that have flourished in past ages, and will be stimulated by their example to act an honorable part in after life. Furthermore, this plan will render the school-room far more attractive than it is at present. As grown people prefer literature to science, so it will be found with children. There are always multitudes of pupils in our schools to whom mere scientific studies are dry and uninviting. They become discouraged by their slow and feeble progress, and after stumbling along for a few weary years they quit the portals of the school-house with an uncon- querable aversion to anything in the shape of a book. But with the introduction of literature there will be a radical change for the better. Literature will touch a chord in every heart that will give forth a prompt and earnest response. Many a child that would be rendered a con- firmed dunce under our present mode of instruction, will then be drawn forth into vigorous intellectual life.
These suggestions are commended to the careful attention of school officers and teachers. They are no passing whim, but convictions ripened by years of observation and experience. Though rarely en- joying the advantages of a miscellaneous school library, I have invaria- bly made it a point to urge upon pupils the perusal of such interesting reading matter as they may have at home, ^and that, too, in preference to the study of text-books. And under that wise provision of the Cali- fornia school law, which looks to the establishment of a library in every school district, I have seen something of the beneficial effects of the system I have advocated in this article.
I have in mind a school in California where by a little exertion a library of two hundred volumes has already been collected, and where, a few years since, the perusal of these books was made a part of the day's exercises, the afternoon lessons being abbreviated for that purpose. The plan was a perfect success. At no time during^flie day were pupils
1 87 1 .] IfOW MUCH ASSISTANCE, ETC. 67
so absorbed in their work. The persons who have subsequently had charge of that school have been requested to continue the same prac- tice, and have generally done so. The present teacher thus writes : "I have adopted the plan you suggested of allowing pupils to read library books after lessons, and I am happy to say that it works like a charm. It has proved a great incentive to good and speedy lessons. I thank you for the advice."
With a continuance of this plan there can be no doubt that the chil- dren in that district will become intelligent, reading, thinking people. And teachers generally will find it advantageous to inaugurate a similar practice. Afternoon lessons should be shortened, and the perusal of library books permitted to such pupils as have been diligent and faith- ful. In this way a taste for reading will be developed that otherwise might never exist. A taste for reading must be cultivated in order to become a predominant tendency, and if teachers do not take the mat- ter in hand and set the ball in motion, the library books will in many cases lie upon the shelves from year to year, neglected and dust-covered. Teachers will find their libraries a most important auxiliar)' in the cause of education, and in no way can more good be done than by increasing the size of such libraries and encouraging their general use.
HOW MUCH ASSISTANCE SHOULD BE RENDERED SCHOLARS IN THEIR STUDIES.? *
Children are placed in our schools in order to acquire a greater or less amount of "book knowledge," which, combined with their natural intelligence, and the experimental knowledge they may acquire, will enable them to take their part in the battle of life with a chance of success. Throughout civilized countries the idea of preparation for the strife that awaits all has become of so much importance that pa- rents consider they have been derelict of duty if they have not made an efi"ort, by sending their children to school, to secure for them this auxiliary to their natural abilities. Governments, recognizing the dif- ference between ignorant and educated subjects and servants, foster and encourage schools for elementary' education. Text-books have been multiplied and simplified, teaching recognized as a profession, with success as its standard, and the problem of intellectual culture and development attracts and engages the attention of the scholar and the statesman.
68 HOW MUCH 'ASSISTANCE, EJC [Sept.
In this State the cause of education has kept even pace, in the fore- most rank, with every project for developing its resources or advancing its interests, each movement characterized by caution and wisdom, but ever onward. But the State may pass the requisite statutory enactments, and make the necessary financial provision for the establishment and support of schools, and popular opinion earnestly sustain them, yet with the great body of teachers throughout the State — the rank and file of the profession — rests the success wholly or partially of their labors ; where the work of legislation and supervision ends theirs commences. In the performance of the labors and duties assigned to them, teachers have to deal with every grade in intellect and every variety of disposi- tion. How necessaiy, then, that every method of teaching be carefully scrutinized, every theory closely examined.
Perhaps there is no question connected with the duties which a teacher performs in the school-room, upon which a greater diversity of opinion exists, than upon the one of how much assistance should be rendered scholars in their studies. This question is not often made the subject of discussion at "Teachers' Institutes," nor do teachers in their conversations, when they meet, often allude to it. Still, a little observation of school-room tactics will reveal the fact that they differ widely, not only in practice but in theory. Some maintain that beyond a certain point the pupil should be left to patiently study and investi- gate for himself, while others hold that every subject presenting the least obstruction to advancement should be made clear and apparent to even the dullest comprehension ; others pursue a mean between these extremes. Which plan comes the nearest to being the correct one } The education of the child is commenced, in a great measure, at school ; still he is not absolutely ignorant. Through the medium of his senses he has learned something ; but as his previous knowledge has been gained by observation, explanation and experiment, these must be made the basis of future action. By persistently pointing out to him A, B, and Z, and telling him their names, he becomes, at last, able to distinguish, and name them as readily as he can any object in" Nature. Then comes the task of teaching him the different sounds of the letters, and long, short, broad, soft, and hard sounds, mystify and perplex him. If the adult foreigner, after his tough experience with though, persisted in spelling flow f-1-o-u-g-h, surely all analogies will lead the child to pronounce fate and fat alike. But time and instruc- tion remedy this. Thus he is led along, until he is, in a measure, familiar with his speller and reader, and has some elementary knowl-
1 87 1.] HOW MUCH ASSISTANCE, ETC 69
edge of other branches. Shall we now leave him to study and grope for himself? or, still proceed with him, step by step, explaining every thing that may need explanation ? Every step taken in the acquisition of knowledge depends upon some previous step. Thus the ability to count precedes Arithmetical Notation ; Notation, Numeration, etc. But when the pupil has been taught to carry his tens to the left, in Ad- dition, what insight has he to the theory of borrowing ten from the left in Subtraction ? None. And so it is to the end of our Arithmetics. Each rule may bear upon the one that follows it, but is a poor key to its interpretation, and the teacher is either compelled to render prompt assistance or witness futile attempts at further progress. It must be ad- mitted, however, that Mathematics is a study, in which, from the com- mencement, pupils become involved in a maze, and that the majority of the examples in our text-books are intricate, and partake of the nature of puzzles, and for this reason, if for no other, prompt explana- tions of problems, and the relations of numbers, should be given. But assistance must be rendered in other studies. Scholars con their read- ing lessons, and when the time for reading arrives it is easy to perceive that punctuation has not been properly considered, and their pronuncia- tion clearly shows that vowels mixed with consonants, in certain pro- portions, are an overmatch for them. Pupils, at present, commence the study of Geography early in the course ; and the majority of them are fond of it — if they can be said to be fond of any study — and why .? For the simple reason that it does not involve much abstract thinking. Their questions and answers are before them on the printed page or the map, and the very fact that they believe them to be there incites them to follow up their search until they have cornered the vagrant an- swer. Very pertinacious are some of them, too, searching as closely and systematically as though looking for a lost marble. Still it is better to point out at once the location of a place or river than to have too much time occupied in looking for it. I saw a class of eleven engaged an hour or more in looking for Mt. Mitchell, I think it was. They were told it was on the map of the United States. When the time for recitation came the lesson stopped at Mount Mitchell — only two had found it. It was an experiment, and it proved that if good recitations are required assistance must be promptly given. It reminded me of Stephen Girard's rat — a very fine rat, but it cost too much money. Mount Mitchell had cost eleven hours study, and only two knew where it was. It is not necessary to trace each branch of study in detail ; what is true of Arithmetic and Geography is true of History, Grammar, and other studies.
70 HOW MUCH ASSISTANCE, ETC. [Sept.
But it may be said that if interruptions are frequent the day's labor will never be finished, that recitations will be postponed, and time oc- cupied in explanations that should be devoted to other exercises. These interruptions are a part of the day's labor. It is for the purpose of teach- ing that the teacher is placed in the school-room. Recitations are but tests applied to the pupil ; on their correctness we predicate an opinion of the thoroughness of his knowledge. No pupil should be sent to his seat unsatisfied who comes for information, no matter how trivial the subject. It is enough to know that it is an impediment to his fur- ther progress, and that it is the teacher's duty to remove it. Should he be sent to his seat unsatisfied, it will raise doubts of the willingness or ability of the teacher to answer his inquiries. Should he doubt either, confidence is lost, and when this is lost a great influence is gone. How- ever, it is not necessary that such interruptions should be very frequent. A teacher knows at a glance whether the minds of his pupils can com- prehend the lesson assigned, and a general explanation of the more diffi- cult portions will generally be sufficient. A few minutes spent in this way will always be productive of satisfactory results. If some such plan is not adopted he must either assist them individually or hear re- citations marked by many imperfections. Whatever amount of talent a pupil may possess the teacher must develop it. If the child is one possessing an acute intellect, and persevering in its inquiries, no long time will elapse before he will have acquired sufficient knowledge to proceed in his studies with more or less independence; if he is like or- dinary scholars some time must pass before he will be able to pursue his studies unaided — perhaps never.
It is evident that more or less help must be given scholars till they have attained a certain degree of proficiency ; a certain foundation is required on which to rear the superstructure of their education. Once arrived at this point it may be said that if the child is left to investigate for himself a spirit of inquiry will be aroused, and the result will be, that faculties, which otherwise would have lain dormant, will be brought into action ; that whatever has been acquired by toil and diligence will be better preserved ; and that whatever is the result of his own mental researches will be better remembered. This, to a certain extent, would be true if he were engaged in abstract inquiries. But he is not engaged in such inquiries. A certain amount of knowledge is before him, from which he is to take all that he can store up in his memory for future use, and the transfer of this knowledge, from books to his mind, is what constitutes the greater part of his scholastic education ; and the means
iSyi-l HOW MUCH ASSISTANCE, ETC. 71
by which this can be accomplished the most speedily appear to be those which should be preferred. Thus the question is resolved into this : is it better for the teacher, by timely assistance, to remove obstacles to the pupil's advancement, that are not altogether insurmountable, or to allow him to spend time in seeking answers to intricate questions, and in solving difficult problems, for the sake of the mental discipline involved ? And the evident answer to this question is, that it is better to assist him.
But perhaps there is a just medium of not too much, either of help or of imposed self-reliance. Where shall we draw the line of demar- cation .? Shall we leave the one who shows ability to pursue his way onward nearly unaided, and endeavor by assistance to enable one o^ feebler intellectual powers to make equal progresss in his studies.? Clearly not. If supervision and assistance are of benefit to the dull scholar, the advantages which would accrue from them to one of more than ordinary intellectual ability will be more than commensurate. If the rule is made that the amount of help to be bestowed shall be divided by the aggregate number of pupils, and each one receives his equal allot- ment— no more, no less — have we done the best we can do .? Ap- parently the teacher has performed his dut)^ But duty consists in something more than entering the school-room at nine and remaining until four. It consists not only in governing his little communit)^, but in devising the best methods to secure their intellectual advancement. If a certain period of time is bestowed on each scholar it will be found that some are greatly benefitted, while others are simply mystified. What is true of pupils taken separately is also true if instruction is given in classes. Some will readily comprehend your meaning, while only iteration and reiteration will enlighten others. Thus on account of the diversity in the mental capacity of children this plan will fail to accom- plish the desired effect.
But let us consider, in passing, what will be the result, if, after scholars are grounded in elementary principles, they are left, in a measure, to their own resources. Allusion has been made to the waste of time, but it often happens that something worse than this occurs. If not sharply watched they will acquire the habit of "skipping" difficult portions of their lessons, and thus whatever progress is made is not marked by thoroughness. Or they wrongly interpret rules and definitions, and the consequence is they are valueless in their application. In either case they lose confidence in their own abilities, and the erroneous ideas must be eradicated, and correct ones substituted. They have imbibed error, and instead of being self-reliant are at the mercy of those whose edu-
12 HO W MUCH ASSISTANCE, ETC. [Sept.
cation has been more carefully and thoroughly conducted. This may not be true in every case, but will be found so often correct that it may be stated as a general result.
What course, then, shall be pursued from which each pupil will derive the greatest benefit "i Perhaps no specific course can be prescribed that will infallibly accomplish this result. In graded schools the problem can be more clearly solved than in the ungraded country schools. In the former there are fewer classes ; the intellectual powers of their mem- bers are more nearly equal, and the teacher can more safely calculate upon his instructions being more generally understood than in the latter. But the best ideas will fail to be appreciated if they are not clearly and concisely enunciated. In the school-room a clear and simple statement carries with it more force than the most elaborate argument. The child wants facts ; not reasons and theories. He has found to his cost theories and vagaries diminish the number of his credits, and subject him to the charge of idleness. Now there are other causes for idleness on the part of a pupil than a dislike of study. Perplexed and uncertain as to his correctness, it is not surprising that he becomes apathetic and careless. He has exercised his best judgment in selecting and arranging his an- swers, and finds when he recites his lessons that he is as often wrong as right. True, he is generally corrected, but he will probably not be any more perfect in to-morrow's lessons. Perhaps, like Robert Bruce's spider, Timour the Tartar's ant, or some other memorable example of perseverance, after forty or fifty efforts, resulting in failures, he may suc- ceed in one instance. Unlike the spider he must make the same at- tempt upon the next day. Some plan whereby the risk of failure will be lessened must be devised, some step taken toward the restoration of the confidence in his own exertions he has lost. Assistance and advice from the teacher are the most potent agencies to be used in the accom- plishment of this result. Show him where his answers are to be found, point out the bearing of rules and principles ; lift the mask of mystery that sometimes hides a plain proposition, and in few and simple words explain to him the proper methods of study to be pursued in the various branches. Much depends upon method in study. No matter how plain and simple every thing may appear to the teacher, to the pupil it appears a labyrinth. The text-books of to-day are so arranged that an- swers can readily be found by one who knows the key to their arrange- ment. Thus, different kinds of type mark some ; in Geography, the questions pertaining to the different states and countries are arranged in groups, while those for review are arranged promiscuously ; in History,
1871.I TWO ''LAST WORDS'' ETC, 73
paragraphs mark the hmits and the sequence of the questions. If these arrang-ements are fully explained it will greatly facilitate the labor of a pupil in selecting correct answers — still, it will often happen that he will be doubtful. If a teacher notices that a pupil is restless, and inattentive to his studies, let him ascertain the cause, and if he finds he has met with difficulties, no matter how slight, let him at once remove them. This course will tend to banish ennui, stimulate to exertion, and result in recitations being nearer to perfection ; and if all do not attain rank in scholarship the teacher, in case of their failure, will retain the con- sciousness that to no neglect of duty on his part is this result to be attributed. John P. Munson.
Jay Haw, El Dorado Co., CaL, June 12th, 1871.
TWO "LAST WORDS" OF THE NORMAL TRACT REVIEW.
See skulking Truth to her old cavern fled, Mountains of Casuistry heaped on her head; Philosophy, that reached the heavens before, Shrinks to her hidden cause, and is no more. Physic of Metaphysics begs defence. And Metaphysics calls for aid from Sense: See Mystery to Mathematics fly ! In vain ! they gaze, turn giddy, rave, and die."
Fellow Teachers : — I still have no piques to avenge nor grudges to satisfy; but I have an important duty to perform in the educational de- partment of our city and State; and I intend to perform that duty con- scientiously, unflinchingly and energetically. And may the dictates of good judgment, calm deliberation, and a nxagnanimous spirit, guide me in the right performance of that duty. He who dares to expose the fallacies of any age, must expect the vituperations of the dotards of that age; and if his nervous system is not sufficiently calm to receive the ven- omous scurrilities which are always poured out in copious showers upon him, then he should never undertake the unthankful work. I knew well with whom I was about to contend. I knew well that the entire billingsgate vocabulary would be showered upon my obscure head. I had studied the man in his "public walks and private ways," and his last article has not developed a single new phase in his character that was not perfectly familiar to me. Now, fellow teachers, if, in the per- formance of my duty, I find certain persons' minds so constituted that severity of language convinces rather than sound argument and cogent reasoning, I must resort to that, rather than give them up as incorrigible.
74 * TWO ''LAST WORDS" ETC. [Sept.
If 1 find that I must combat self-constituted censors, and self-sufficiency in its most bigoted form, and all else fails, I must curb such unbridled arrogance by a scathing exhibition of their weakness.
If I find enthroned upon the heights of self-exaltation those, whom Nature and Education have fitted to walk the level plains; I shall not re- gard it as a "mean slander" should I enquire how they got there. If I find the flood-gates of lighl literature about to be hoisted, and a worse than Noachian Cataclysm about to submerge our public schools, my duty demands steady, calm, and oft-repeated blows, to arrest the catas- trophe ; and let him be have his life insured, who "cries hold,
enough!" If I find that political intrigue, or social partiality, elevates ignorance and incompetency to the sacred mount where should sit in sublime security learning and merit, God's fiat — "death" — alone shall stay the exposure of such wrongs. And now, a word to the thinking men of our age : If the generous spirit of "give and take" of contro- versy must be trammeled because positions in science, supposed to be true, are shown to be not tenable; then the vast ocean of mind heaves and surges in vain in its reach after fundamental truth. If the salutary clash of intellects of different orders must be hushed, because reputation is supposed to be at stake; then Great Principle of human intelligence, whatever be thy essence, whether the electric vibrations of the mole- cules of the encephalon, or some unconditioned, undefinable, unknow- able entity; cease, oh, cease thy restless promptings in the human mind to reach the goal of universal certitude. If the scintillations of latent heat must not be struck from the frigid steel, because the impact might be heard by one ear of great sensitiveness, then let Annihilation reign Imperator over the laws of matter and mind. If the chafing, chiseling, and sand-papering processes, which at last reveal the supermundane ideality of the sculptor must cease, because the grating, chinking and rasping produce unpleasant sensations on an over-sensitive organization; then let Esthetics, and all beau-ideal conceptions remain in Fancy's ephemeral gallery till that organization becomes energized; and let dread Oblivion forevermore drop her dismal curtain over the culprit who would dare to disturb the soothing lullabies of self- importance. If the Indistinctness of Ideas, the Dogmatism and Mysticism of the Middle Ages; its intolerant disposition; its servile adherence to old notions; its obscurity of thought; its anathemas for daring to express an honest dif- ference of opinion from the constituted authority, have descended to us through the ages ; then, Urban Eighth, of the Lincoln Grammar School, don thy purple robes; assemble thy mitred conclave; demand
iSyi-l TWO ''LAST WORDS" ETC. 75
the modern Galileo to come forth clothed in penitential rags; let the adjuration be made, and pledges for the future be given. But remem- ber thou would-be-more-than-sceptered Potentate, " E pur si miiove!' If humbleness of position, or obscurity of any kind, be a sufficient reason for trammeling the free expression of opinion respecting certain lines of thought and methods of presentation, then the flickering mid- night lamp has burned in vain. If the weary lucubrations of midnight can be heard only by the permission of the self-constituted censor of the Lincoln School, then let the autocratic edict, "thus far and no furth- er," go forth; and let it echo trumpet-tongued, and clarion-voiced, from Crescent City to San Diego. Yes; let the grand refrain of its combined reverberations extend ultra-montane, till its andante and adagio dies in oriente, where lies entombed his arithmetical letters and master pieces of geometrical skill. O tempora ! 0 mores ! Conscripti Patres educationis, cupio me esse clementem; cupio me non videri dissolutum in tantis periculis republicce; O ivnnor tales dii, uhitam gentium sumus; in quod urbe vivimus? quom republicani habemusP
Now, as our courteous Mr. Editor deems it better to stop the "Re- view" than to endure the ravings of a mad man at his office monthly — perhaps daily — I shall turn my mind to that classical and ornate pro- duction which dropped from Mr. Marks' fluent quill. I do not see why the teachers should call that a "venomous, scurrilous and disgrace- ful production. " In his first article — March No. — he called me the "prototype of a Georgian hog-driver; a patch- work teacher;" and said «I was "wanting in common sense," etc., etc. A clergyman told me once that if I ever attempted to fight his Satanic Majesty I must fight him with fire. Occasionally, we find it necessary to act in conformity to the injunction of the parson. There is something lively, racy and bewildering about that article. For instance : his low witticisms are passable; his puns endurable; but his criticisms ludicrously shocking. Listen: When there is pointed out to him a grammatical error, such as the pronoun not agreeing with its antecedent in number, etc., he becomes exceedingly witty over it. When he finds a punctuation mark out of place, he calls it "a confusion of ideas." When he finds a sen- tence in which a very important comparison is made which usually takes the abbreviated form, carried out in full, he says the author of that sentence must have been mad. Mr. Marks, do you understand the value of the words which you use .? Mr. Marks, whoever detected, se- lected, and collected my errors in composition ioi you, did me a great favor unawares. The joke of criticism is to detect all the errors you
^d TWO ''LAST WORDS" ETC, [Sept.
can; and the reward consists in having our own imperfections pointed out to us, that we may profit by it. I am not so tenacious of my repu- tation, nor so afraid of losing my position, as to fly into a raging fever because a few of my errors are detected and pointed out. My four ar- ticles contained nearly forty pages of foolscap, mostly written after night-school. If there cannot be found, upon an average, four mistakes of various kinds on each page, then I will hang out my "shingle" as a most competent teacher of the English language; but Mr. Marks must not apply for a position to correct compositions, if he can only detect nine errors on twenty printed pages. Yes, Mr. Marks and his sympa- thizing friends, with "spectacles on nose," and a two-edged quill in their hands, have discovered nine mistakes. Now, Mr. Marks, were I so conscious of my weakness, as you appear to be, / too would hasten to the "office," and seize the proof-sheets, inflict the necessary erasures, and alloiv Mr. Editor to make the corrections. It is enough for me to know that the accomplished gentleman who is editor of the Teacher has corrected many an oversight in my hastily written articles.
The only attempt which Mr. Marks has made to defend his "views," is that which relates to the way in which he uses the word to in speak- ing of one thing's being a complement of another. In the Normal Tract (page 2) Mr. Marks asserts that the Inductive Method is ex- haustive; and says that the whole subject of Arithmetic should be ex- hausted by that method. Then, directly, he says that the Inductive and Deductive Methods are complements to each other, and the work is not done till both are taught. I showed that an exhaustive method was independent and could have no complement, and asked the author why the work was not done when the subject was exhausted 1 Now, listen to his /^w^ defence : "Reference, not reciprocity, was in my mind." Mr. Marks, it requires intelligence and a well-disciplined mind to be a critic; — never attempt criticism. Many "distinguished educators" have asked me whether I had read Mr. Marks' last article. I told them I had read carefully every word; that there was not a word nor line that surprised me in the least; that I had measured my man long ago; that I was glad that the Delphian Oracle had once more shot off his goose- quill, that I considered that article a full and complete corroboration of many things that I had written; that I was surprised to see my logi- cal deductions fulfilled so soon; that the author of the Normal Tract had furnished another unimpeachable evidence of his utter inability either to conduct an argument or rebut one, without his brains be- coming so befogged, muddled and fuddled, that his floundering even
1 87 1.] TWO "LAST WORDS" ETC. 77
excited the pity of his opponent. Who can read that part of his article which he composed, without feeUng deep pity for an Inductive Phil- osopher ? Mr. Marks, I am not a witty man, neither do I desire to excite a smile upon the countenances of the low and vulgar, at the risk of incurring the contempt and ridicule of the learned and good; else, probably, I should have answered you in kind, as I received from you. Had I been writing for your especial edification, it would have been necessary to have dealt largely in Billingsgate Rhetoric that it might give zest to your refined sensibilities. Had I found myself entirely incapable of answering a single argument; and had I found myself in an inextricable dilemma, perhaps I should have resorted to the following chaste, refined and gentlemanly expressions : " Base insinuations; silly criticism; petty malice; mean slanders; disgracefully mahcious; thick headed;, his friends may be fools; highfalutin, rigma- role; ridiculous and contemptible pedant; venting spleen," &c. &c. My fellow teachers, are not many other things conspiring to show the same truth? Does not the above collection of vituperations show the high de- gree of social culture of its author .? Does not the above quotation show the animus which this " unimpeachable authority " exhibits toward any one who dares to call in question his infallibility } Now, is it best to inquire who this anathematizing Hierarch is, who thunders forth his scurrilous epithets even upon the friends of his opponents ? Whence comes this Magnus Magister, that with such brazen eifrontery, dares even to en- trench upon the sacred ties of friendship .? Shall the sacred shield of an Educational Department, O self- constituted vilifier of one's friends, protect thee from the scourge of holy indignation that must, some day, lash thee to a sense of propriety ? Mr. Marks I am well aware that ycur tongue and pen, long since, have ceased to do the humblest of God's creatures any harm; beware, lest they become as useless for good. This seems to be the head and front of my offending; I have dared to express an honest difference of opinion in respect to methods of teaching Arithmetic; and I have dared to have those opinions pub- lished in an educational journal in which Mr. Marks has figured so largely for several years. Mr. Marks, as there is no royal road to science, so there are no royal prerogatives in the Hierarchy of the sciences. If I have scathingly exhibited your weakness, it was not that I respected you less, but that I loved truth more. Had you made an attempt to defend what bears your name, I should have respected your effort; and had you vanquished me with one withering stroke of your pen, I would have extended to you the right hand of fellowship; but
78 TWO "LAST WORDS" ETC, [Sept.
as matters now stand, I really pity your weakness, forgive your ravings, and will endeavor to talk kindly to you. Mr. Marks, the ravings of a passionate man, scurrilous epithets, low witticisims, and puns, can never make " the worse appear the better reason," and furnish an uncon- trovertible proof, that he who resorts to them has not a philosophical turn of mind. He who would seek to provoke a smile by punning a name, rather than conveying a substantial, never-dying truth to the mind, is a trifler while living, and when dead wholly dies. Mr. Marks? it is, indeed, humiliating that I find myself bandying words with a man who has not a single word to offer in defence of that which he has made his study for years, and from whom I expected to have received some useful ideas. Mr. Marks, we are seeing and we shall continue to see greater evidence, who has studied the deeper into the secret of imparting knowledge. We are seeing, and we shall continue to see in the practical results which follow, who is teaching " indiscriminate patch-works" — the Normal Tract philosopher or his reviewer. I desire now to quote a sentence from Mr. Marks' last article. "I am in con- stant communication with all the able teachers in this department and have abundant reason to know that they do not agree with Mr. Holder and his friends." So far as I know the able teachers in the department are my friends. Mr. Marks, in his usually complimentary style, says I told a downright falsehood when I asserted that not one teacher would give a listening ear when I asked them questions about the Normal Tract. Now, I have no desire to call any one a liar, in so many words, but when I can show that they only tell the truth when it gives them no inconvenience I shall do so. While the Normal Tract was being published in the Teacher, I read every word care- fully, and every male teacher I saw I asked the question: " Have you read the Normal Tract articles?" The invariable answer was no. I urged them to read these articles and give me their opinions of them; and since my review began to appear, I have taken pains to ascertain who have read the Normal Essay. I have to see the first man yet, who has read it through. Now let us particularize; I asked Mr. Marks a few questions one day, about the Inductive method, the criteria by which he could tell Induction from Deduction. He sayc. What have you reference to, — to my Normal Tract.? I said yes; he had not one word to say. On another occasion I met Mr. Marks at Lincoln School, in the evening, asked him a few questions about the solution of ^3 as given in the Normal Tract; as usual, he had nothing to say. The last part part of the above quotation is both lame and tame, I am
iSyi.l PLACER INSTITUTE. 79
not anxious to tell who agrees, or who disagrees with me. My anxiety of mind is to see whether practical results will substantiate my philoso- phy; if not, I must resort to new methods. Mr. Marks, will you do the same.? Mr. Marks, your address to Mr. Editor on page 379, ex- hibits the littleness of your mind more than anything that you have written or have failed to write. You seem to have no more mercy for Mr. Editor than you have for me and my friends. It is enough for me and my friends to know, that our courteous and impartial Editor pre- pared my bungling and hastily written articles and published all that I sent to him; for which he has our sincere thanks. Mr. Marks, I am an obscure Sub-Master, you are a well-known Grammar Master. If position should earn' intelligence and influence along with it, and if magnanimity is a virtue of the more powerful, and if persuasion is the weapon of the intelligent, then why did you did not exhibit these characteristics, instead of their opposites .'' I have avenged no pique, satisfied no grudges, and have no compunctions of conscience for what I have done, and entertain no ill will toward Mr. Marks.
Wm. W. Holder.
PLACER COUNTY TEACHERS' INSTITUTE.
Auburn, May 17th, 1871. The Institute met at 10:30 A. M. County Superintendent Kinkade called the Institute to orJer, and organized by electing J. A. Filcher Vice-President, and T. P. Ashbrook Secretary — Miss Fannie Cole, Assistant Secretary.
TEACHERS PRESENT.
Miss Fannie Cole, Ella Coffin, Augusta Eastman, Dora Walker, Maggie Kilgarif, S. J. Robinson, N. A. Nash, MaryE. Graham, Charlotte Slater, Mary A. Baldwin, Sena V. Boles, Mary F. Wixon, Alice A. Crumry, Ella S. Wiley, Carrie A. Smith, Lizzie Bennett, Amanda J. Carter, Mattie J. Nixon, W. L. Reed, M. Lowell, M. C. Winchester, J. T. Darwin, Oscar F. Seavey, J. A. Filcher, T. P. Ashbrook, E. J. Schelihous, C. M. Lovett, C. T. P'inlayson, and Miss AmyvS. Pitcher.
The Superintendent appointed the following teachers on committees : Introduc- tion— Misses Cole, Coffin, Walker; Messrs. Filcher and Ashbrook. On Music — Misses Graham, Kilgarif, Baldwin ; Messrs. Lowell and Schelihous. On Reso- lutions— Misses Robinson, Slater; Messrs. Schelihous, Darwin, and Winchester.
The Superintendent, in his opening remarks, said Institutes should be practical rather than ornamental, and hoped teachers would not be backward about work in order that he may not have to enforce arbitrary rules.
AFTERNOON SESSION.
Institute met at 1:30 o'clock P. M.
The Superintendent delivered a short address on the subject of popular educa- tion. He thought children were required to pursue too many studies at the same time in the common schools, obtaining a partial knowledge of many branches, but 2
8o PLACER INSTITUTE, [Sept.
attaining proficiency in none ; such a course tends to confuse rather than enlighten the minds of children. He believed the object of instruction was to prepare pupils for the duties of life. He would not require pupils to pursue more than three dif- ferent branches at the same time, and would first give a thorough knowledge of the elementary branches ; afterward, if time and opportunity permit, study the higher branches. He thought the course of study adopted by the State Board of Education could not be successfully followed in mixed country schools. He called the atttention of teachers to the practice of publishing rolls of honor, condemning it : said while it was honor on one side it was dishonor on the other ; and honest and industrious pupils are often discouraged (and disgusted with school and books) by failing to get their names on the roll. His method of keeping the roll is to enter the name of every pupil, and only erase as a means of punishment.
The address was followed by appointment of Miss Slater- as critic, and a class exercise on the fundamental rules of arithmetic by Mr. Filcher, His theory is to pay but little attention to the text-books (dividing into primary, intellectual, and practical), but would combine all three, and take children at once to the board, and there exercise in mental drill. He thought the exercise in mental drill should be given by the teacher, and every teacher should have his own plan, independent of the text-book.
A lively discussion followed. Mr. Ashbrook was in favor of teachers and authors going together, moving in harmony; thought pupils should be taught to get jdeas from the books, and not depend on the teacher's explanation, in order that they may educate themselves out of school.
Mr. Schellhous offered the following :
Resolved, That arithmetic be taught, mental and practical combined, and so carried through all stages of advancement.
On motion of Mr. Finlayson (by suggestion from the Superintendent) the adop- tion of the resolution was deferred until after the exercise on the best method of teaching mathematics.
Mr. Darwin was next called, and illustrated his method of teaching fractions, common and decimals. Mr. D. explained his theory by numerous examples on the board, which showed that he was quite familiar with the subject, and gave many interesting examples. The Superintendent inquired if multiplication meant to increase and division decrease the value of fractions. Darwin thought it did. Superintendent gave examples, and refuted the proposition. Mr. Darwin finally gave up the contest.
Discussion on this exercise was brief, but thorough.
Adjourned to meet Thursday at 9 o'clock a.m.. Superintendent remarking that 9 o'clock did not mean half-past or a quarter past but at 9 o'clock.
SECOND DAY.
Institute met at 9 o'clock, Superintendent in the chair. The committee on music entertained the Institute with several beautiful selections, Mr. Schellhous presiding at the organ.
Critic's report for the previous day was read, creating no small degree of merri- ment, and having the effect of an admonition to all to be more careful in future.
Misses Coffin and Eastman appointed critics for the day.
Mr. Schellhous was called to give his theory of teaching grammar.
At the conclusion of his exercise Mr. Finlayson offered the following :
iSyi.] PLACER INSTITUTE. 8i
Resolved, That it is the opinion of this Institute that our grammars should be revised and abridged, united with composition.
Substitute by Winchester :
Resolved, That the plan of teaching grammar, as taught by Mr. E. J. Schell- hous, be approved by this Institute.
After a long and animated discussion the substitute by Winchester was rejected, being opposed by Finlayson, Ashbrook, and others, and supported by Winchester, and others. The Superintendent was of opinion that teachers were not well enough informed in the plan of Mr. Schellhous to give a decided opinion, and urged the withdrawal of the resolution. Substitute withdrawn and the original was adopted unanimously.
AFERNOON SESSION.
Superintendent in the chair.
After music by the choir, Miss Carrie A. Smith, of Auburn, introduced one of her classes in primary arithmetic. The class was composed of thirteen girls and boys from eight to ten years of age, and showed great proficiency, describing the names and use of signs, reciting the tables, and giving examples as far as fractions. The class were severally interrogated by Ashbrook and Schellhous. Miss Smith follows Mr. Filcher's practice, taking the class at once to the board, and uniting mental drill with practical work. This class last September could not recite the multiplication table, but now show very thorough training.
The subject of teaching primary arithmetic was thoroughly discussed, teachers generally taking a lively interest. The subject of best method of teaching mathe- matics followed. The resolution of Mr. Schellhous was taken up. Mr. Win- chester offered the following substitute :
Resolved, That classes in our public schools should be abolished, and mental drill combined with written arithmetic. Finlayson and Darwin offered an amendment, as follows :
Resolved, That the three classifications is a misnomer and objectionable ; that mental and written arithmetic should be combined from the beginning.
The whole subject was discussed at great length and with much ability. This discussion developed many new, original, and interesting points in the science of mathematics, but resulted in laying the whole subject on the table, indicating a preference for the present practice.
The best method of teaching geography was next in order. Mr. Finlayson was called by the Superintendent. Mr. Finlayson offered an apology, saying that geography was a branch which occupied least of his attention. Superintendent invited him to take the globe, but he said he had no use for it ; thought we had too much of the globe and maps, or rather we undertake to teach too many things of no practical utility — neither useful nor ornamental. Was only in favor of teach- ing the cardinal principles : motion of the earth and currents of wind, causes of tide, temperature, boundaries of different countries, characteristics of the people, commercial interests, locations, names, length, height, courses of the different rivers and mountains, etc. ; but condemned the practice of burdening the minds of children with minute and unimportant particulars. Mr. Finlayson gave many ridiculous illustrations in our present practice. Said he had a slab of plaster paris on which he traced rivers, lakes, mountains and valleys, and would pour water on to illustrate to his class. Superintendent asked if he taught them that
82 PLACER INSTITUTE. [Sept.
water flowed down hill? Answer. — Yes. Question. — Do you teach that the water in long rivers obey that law ? Answer. — No ; but teach that it is governed by the centripetal motion of the earth. Many other questions were asked by Superintendent and teachers, but Finlayson proved equal to the emergency, and showed himself master of the situation. The subject was discussed and exempli- fied by Schellhous, Winchester, Lovett, and many lady teachers. Adjourned, to meet in evening session at the Court House.
EVENING SESSION.
A large audience present, composed of beauty and intelligence. Essays were read by Misses Slater and Baldwin and Messrs. Seavey and Schellhous, followed by an address by Mr. Ashbrook on the subject of <' Magnetism in the School Room." Adjourned.
THIRD DAY.
Superintendent in the chair; roll called; music; minutes read, corrected and approved.
Critics' report read, which again caused each to look at his neighbor, as much as to say, that hit you. Miss Crumry and Mr. Lovett appointed critics for the day.
Miss Baldwin opened the discussion on spelling, which became general and lively. Superintendent favored the phonetic system, condemned drill, or any- thing like automatic drill; thought the memory should be taxed to retam that which the judgment approves; that there are two methods in word-making, one natural, the other unnatural.
Schellhous would teach children to form and spell words before learning the alphabet, but was alone in this theory. With one or two exceptions, teachers expressed their methods, which were, ist — To impart the names of the letters; 2d — Formation of words ; and, 3d — Analysis of words. Messrs. Filcher, Lovett, Finlayson, Lowell and Winchester, and Misses Nash, Slater, Cole, Carter and Coffin had original methods.
Mr. Winchester opened discussion on method of teaching history, and favored topical questioning, and would confine himself chiefly to who, when, where and what.
All who entered into this discussion appeared to think of our school histories as Mr. Finlayson does of our geographies — too much of it, and all of our school his- tories criticised unfavorably. Adjourned.
AFTERNOON SESSION.
Music. First exercise was, What is a perfect recitation ?
The Superintendent required of the teachers severally to give their views, but scarcely two agreed, which clearly proved the fact that to attain that degree of proficiency to entitle pupils to a place on the roll of honor depends on the judg- ment of the teacher, and cannot be determined by any definite rule.
Mr. Finlayson then delivered an address on the subject of " Republicanism in the Schools;" gave his experience in the system (having tried it successfully). He treats children as small women and men, subject to the same impulses and emo- tions, controlled by the same likes and dislikes. His form is like our Republic, so far as a constitutional government, but all is merged in the constitution and by-laws (no subsequent statutes), the teacher being the chief executive, and a few
1 87 1 .] SONOMA INSTITUTE. 83
other offices filled by pupils. The substance of his theory is, that pupils will readily and cheerfully respect and submit to laws approved by themselves.
A resolution was adopted recommending teachers to investigate the matter, try it, and report at our next Institute.
The following resolutions were then adopted :
1 . That as teachers we regard the art of teaching and school government as founded upon the natural laws of vital and mental action as a great desideratum, and look forward with reasonable expectation for a method more in accordance with that of nature.
2. That the natural sciences should occupy a more prominent place in the common school curriculum.
3. That we regard vocal music as an important aid to the teacher, and that it should be recognized as an essential branch of education.
4. That we deprecate the multiplicity of* classes, and recommend a more simple classification.
5 . That it is the opinion of this Institute that the School law should be so amended as to allow teachers five days to visit schools without a loss of salary.
6. That a vote of thanks be extended to Mr. Peyton Powell, proprietor of the Auburn and Michigan Bluff stage line, for free passage given to teachers along his line.
7. That we return thanks to the citizens of Auburn for interest manifested in attending the sessions of the Institute.
8. That we return thanks to J. T. Kinkade, County Superintendent, for the able manner in which he has presided over the deliberations of this Institute; to our worthy Secretary for the faithful manner in which he performed his duty. Also to Mr. Filcher for his efforts to entertain the teachers while here.
9. That we also tender our thanks to G. H. Stevens for his liberality in enter- taining lady teachers at his hotel free of charge.
The Superintendent thanked the teachers heartily for uniform courtesy and kindness toward him, and at 6:30 o'clock p.m. the Institute adjourned sine die.
T. P. AsHBROOK, Secretary.
♦-«♦►♦
SONOMA COUNTY TEACHERS' INSTITUTE.
TEACHERS PRESENT.
O. P. Fitzgerald, State Superintendent; Dr. Lucky, Principal State Normal School ; G. W. Jones, County Superintendent ; J. W. Anderson, H. M. Woods, C. W. Otis, D. S. Lane, Mrs. J. E. VVoodworth, Miss A. Swetland, Anna Bryant, Miss A. Rathburn, Mrs. A. A. Haskell, Miss E. Acton, Mrs. Ballard, Miss J. C. Martin, R. Dreiss, Miss Mary Singley, Helen Singley, Miss S. E. Groshory, Mrs. M. T. Mott, A. C. McMeans, Miss Jo. Holman, Fannie Farmer, Mattie Clark, C. E. King, Mrs. King, J. H. Fishburn, Mrs. J. W. Woodworth, W. H. McGoon, J. Shaver, S. R. Plank, Mrs. R. V. Hunter, W. H. Adamson, Miss Flora Mock, G. G. Goucher, J. D. Lane, J. McEwen, J. McKibben, Anna Churchman, G. C, Finn, W. A. Edwards, H. Y. Moore, Miss S. Grover, D. M. Gowe, J. G. Yager. C. P. Moore, C. Lindsay, H. C. Morris, J. S. Woods, E. F. Crane, Miss E. Greg- son, Miss V. Clyman, Miss J. Clyman, Leander Cummings, Miss Susie Owen, Georgie Owen, CeliS McAllep, James Harlow, W. Maxwell, Miss N. M. White, N. A. Young, S. T. DePeucier, A. M. Boggs, Miss Ella Boyes, Thomas Biggs, Miss Sarah Westfall, Josie Jones, Mrs. Martha Adamson, C. E. Hutton, D. J. Vanslyke, Miss Sally Northcutt, Carrie A. Mulgrew, J. N. Lafferty, J. S. DePeu- cier, Miss Laura Holman, Basha England, J. C. Beatty, Milton Clover, E. W. Davis, H. A. Adamson, G. N. Sanburn, Miss McEwen, Mary Stone.
In pursuance to call of Mr. G. W. Jones, County Superintendent, the teachers of Sonoma County met at the Petaluma Theatre.
84 SONOMA INSTITUTE. [Sept.
The Institute was called to order at lo o'clock A. M., Mr. G. W. Jones ex-officio Chairman.
In the election of officers, J. D. Lane was chosen Secretary, and Miss Mattie Clark, Assistant Secretary ; Messrs. B. F. Tuttle, H. M. Woods, C. E. King, and D. J. Vanslyke, Vice Presidents.
On motion, Mrs. Woodworth, Miss Tibbetts, Mrs. Jones, Miss Mulgrew, G. N. Sanburn, were appointed a committee on singing ; Prof. J. W. Anderson, H. M. Woods, and Mrs. J. C. Ballard, on introduction.
A few remarks by Mr. G. W. Jones, setting forth the real objects which should prompt teachers to attend the Institute.
The Petaluma Board of Education having been elected honorary members. Mr. B. F. Tuttle, President, was called upon and addressed the Institute, welcoming the teachers of Sonoma County to Petaluma.
AFTERNOON SESSION.
Meeting came to order at 2 p. M.
Mr. G. W. Jones addressed the Institute, saying, "I am opposed to a national system of education. Sonoma County ranks second in the State in the matter of education, San Francisco County being at the head. Sonoma County has more resident teachers than any other county in the State. Her teachers, as a class, have certificates of a higher standing than any other county in the State. The State Board has revoked teachers' certificates for non-attendance upon the Institute. I am opposed to any penalty being attached for not attending. I look upon them as coming here prompted by love of profession. Coming free from any restraint by law. Privilege makes each one a worker ; it stimulates him."
An address by Mr. D. J. Vanslyke. Subject : "How shall the co-operation of parents and teachers be secured in the school ?"
The address was followed by discussion.
Mr. J. S. Woods said : " I have experienced but little difficulty in securing the co-operation of parents. Teachers will find but little trouble in this respect if they are earnestly devoted to their profession."
Dr. Lucky said : "I believe it to be the duty of every teacher to frequently visit the parents, inquire into and manifest a deep interest in all their business affairs — render them assistance in every way possible."
Prof. Anderson said : "I don't bother myself about the co-operation of parents. Teachers should be independent, over-ride all opposition and objections made. Do their whole duty though the heavens fall."
Mr. Jones said : "Teachers are not supposed to be missionaries, and the question is, shall they constitute themselves such?" »
Prof. Anderson said : " The school-law expressly enjoins upon the teacher the duty of cultivating correct morals, manners, and a true appreciation of the dignity of American citizenship ; it is a-wise and proper provision ; and every teacher who fails to' carry it out falls short of doing his whole duty. All this can be done without going among the parents."
The discussion drifted into the "Use of the Bible in the Public School."
Vanslyke said : "I am not aware that it is used in the Public Schools."
James Woods said : " I use it in my school, and as long as I am an American citizen I shall continue to use it."
Dr. Lucky moved that a vote be taken on the proposition — That it is the duty
1 87 1 .] SONOMA INSTITUTE. 8 5
of a teacher to visit frequently the parents, as a means of discipline. After being put a second time it was carried, 32 to 19.
EVENING SESSION.
Address by Dr. Lucky. Subject — "The Elements of Success in the District School."
SECOND DAY.
Exercises were commenced with singing by the Club. Dr. Lucky followed in answering some questions concerning the Normal School. He cordially invited all the teachers to visit the Normal School, saying — "A few weeks vacation could not be spent by any teacher more profitably to himself than in the Normal School.'-
Address by Prof. J. W. Anderson. Subject — "The Lack of Practicability in Pupils in our Schools ; Its Causes and Remedy." The address was quite lengthy, but equally interesting.
AFTERNOON SESSION,
Meeting came to order at 2 P. M. O. P. Fitzgerald, State Superintendent, in the chair.
Address by Chs. E. King. Subject — " The Object of Recitations, and the best Method of Conducting Them." He was listened to with great earnestness, and at times loudly applauded.
EVENING SESSION.
Address by State Superintendent, O. P. Fitegerald. Subject — "The Great Want of our Public Schools." He said : "I hope that soon every distnct public school m the State will maintain a school ten months in each year. The State at large ought to provide for the education of the children. Men are endowed with a greater administrative power than women, but pay a woman the same as a man for the same work. God gave to woman more tact, more patience, than to man ; these qualify her for teaching the primary schools."
THIRD DAY.
Address by Mr. A. C. McMeans. Subject— " The Best Method of Teaching Composition." He said : "Composing is not a gift. I am opposed to the old method of giving a child or pupil a piece of paper and letting him sit down and write promiscuously whatever occurs to his mind. He receives assistance in every other branch of learning, and why not in this ? I make composition writing almost a daily exercise, instead of a semi-monthly one. Make a sort of class recitation of it."
Prof. Lippitt agreed with the Essay, and said : " The English language is the simplest of all languages. Why is it that a foreigner can so soon learn the English language when it takes an American a life time to learn a foreign language ? The whole system of teaching English Grammar is false."
G. W. Jones said : "Our language grows as our wants increase."
Prof. Anderson said : "Our best composers are not made in our schools. A knowledge of words is first in importance. We must have language in order to be able to think. Paraphrazing is a good exercise in cultivating variety of expression. Changing poetry into prose is a good exercise in composition."
Mr. King said : "The mind is a sleeping giant, and can be aroused."
The discussion here drifted into the best method of teaching spelling.
Mr. Sanbum said he gave prizes to make his pupils become interested.
Mr. Johnson, of Sonoma, gave presents in order to stimulate his pupils.
S6 SONOMA INSTITUTE. [Sept.
Mr. McMeans opposed the use of slates in teaching spelling. He thought the best method is oral spelling.
Dr. Fitzgerald said — "The difficult words in the reading lessons should be spelled."
Mr. Vanslyke, of Healdsburg, said — "The only method for making a thorough speller is, to teach him by writing."
AFTERNOON SESSION.
Judge Langdon addressed the Institute upon the subject of Popular Education. Address by Chs. E. Hutton. Subject — "Do Examinations and Exhibitions Promote the Interests of the Schools?" He said : "Examinations stimulate both teacher and pupils. Examinations differ but little from a recitation, only a little more comprehensive — a sort of review. As is the teacher so is the school. The performance of one mental operation helps in performing the subsequent one. Examinations strengthen the confidence of the pupil. Every thou ght taken into the mind either improves or poisons it. I am oppossed to exhibitions — that is, the way in which they are usually conducted. Their general effect upon the mind is poisonous. They usually are all but a waste of time."
Mr. King thought exhibitions no waste of timej and adduced a long train of arguments in favor of them.
Mrs. Haskell, of Petaluma, agreed with King. She thought they were infinitely valuable in schools.
Prof. Lippitt favored exhibitions, saying — " I owe all the usefulness and influence of my life to the fact that I was put upon the stage when a boy. That teacher fails to do his whole duty who does not put the girls upon the stage to express their opinions in public."
Prof. Anderson said: "Confidence comes only by knowledge, and without knowledge there is no confidence."
FOURTH DAY. Dr. O. P. Fitzgerald repeated his invitation to the teachers present to attend the State Teachers' Institute, saying that teachers should be true to each other, stand by each other.
The following resolution, offered by Prof. Anderson, was passed : Resolved, That this Institute tender Dr. Fitzgerald a vote of thanks for his valuable services during the Institute.
Dr. Biggs said : " He could go to his school with renewed vigor. He was under many obligations to some of the speakers."
Prof. Hutton, in response to the attacks made upon his address in reference to exhibitions, said : "All that the opposition have said amounts to nothing in reality. Knowledge without expression is like money locked up in a safe. There is no neutral ground in education — all is either good or bad for the scholar. It is fearful to behold the responsibility of a teacher ; the longer I teach the more responsi- bility I feel," The subject of school law was then taken up.
Mr. G. W. Jones stated : "That this year in Sonoma County the Public School Fund will be greatly increased over what it was last year. The amount of taxable property in the county is six million dollars. Last year the county tax was thirty cents upon the one hundred dollars ; this year thirty-five. Last year the State tax was eight cents ; this year it is raised to ten."
1 87 1 . ] MONTEREY INSTITU7E. 87
After a continued discussion, participated in by many of the teachers, Dr. Graves, of Petaluma, offered the following resolution, which was adopted :
Resolved, That the Senator and delegates from Sonoma County to the next Legislature be requested to use their influence in securing appropriations sufficient to maintain the Public Schools at least eight months in each year.
Mr. B. F. Tuttle thought it was necessary to have something to tax before we can expect so much by taxation. All property should be taxed equally for school purposes. If we can not lengthen our school terms to ten months lengthen them to six. He disagreed with Dr. Graves concerning the wealth of California, say- ing California is the poorest State in the Union. Taxation and wealth should be increased together. If the people of Petaluma, who pay the taxes, could be relieved of the present school tax they could support a teacher at a salary of five hundred dollars per month, at a less cost than under the present circumstances they give him one hundred and fifty.
Vanslyke thought the subject, "How can we lengthen the terms, of more im" portance than the question of salaries."
Mr. G. W. Jones said : '■'■ How to raise the tax rather than the amount, should be the question for discussion. Under the law Santa Rosa is exempt, but adjoining districts are not. This is neither just nor constitutional. Taxes for the public good should be equal."
Mr. Tuttle said : "Our school tax is greater than all the taxes in the State of Maine, and there they maintain the public schools eight months during each year. I am opposed to increasing the salary of teachers, but am willing to pay a tax to support a teacher ten months in the year."
AFTERNOON SESSION.
Institute came to order at 2 P. M. G. W. Jones in the chair.
Prof. Anderson in his last speech commended Mr. Jones very highly for his zeal and earnestness in the execution of the duties of his office, saying — "Notwith- standing I did all in my power at the last election to defeat you, since then you have cordially co-operated with me in my efforts to do good, and it is not only my wish that you be re-elected, but it shall be my effort."
On motion, a committee of five members, three gentlemen and two ladies, were appointed to report an order of exercises for the next Institute.
A motion was unanimously carried in favor of holding the next Institute at Petaluma.
[The Resolutions have not reached us. — Eds.]
On motion the Institute adjourned sine die.
J. D. Lane, Secretary.
MONTEREY COUNTY TEACHERS' INSTITUTE.
Salinas City, August i8th, 1871.
The Teachers' Institute of Monterey County met, according to published notice, in the Public School-house of Salinas City on Tuesday morning, the 15th of August, at 10 A. M., and closed with a pleasant reunion on the night of Thursday, the 17th instant.
Following is the list of officers : E. M. Alderman, President ; A. W. Butler, Vice-President ; S. M. Shearer and P. E. Kersey, Secretaries.
Committees were appointed as follows : On Resolutions— Misses Harvey, Shaw, and McCandless, Messrs. J. N. Thompson, A. B. Hughes, and R. B. Warren. On
88 MONTEREY INSTITUTE. [Sept.
Music — Misses Harvey, Conover, and Canfield, and Messrs. Morehouse and Hughes. On Introductions — Misses Canfield, Fronie Harvey, and Abbott, and Messrs. A. W. Butler, Jno. Gregg, and H. V. Morehouse,
Critics for the first day, Mr. L. O. Rodgers and Miss Kratzen ; second day, Jno. Hays and Miss Fronie Harvey ; third day, R. C. McCroskey and Miss McCandless.
Following are the names of members enrolled : Misses Lizzie Harliss, Lotta Roadhouse, Fannie B. Canfield, Fronie E. Harvey, Loletta Graffelman, Josie Har- vey, Luella Abbott, E. L. McCandless, Libbie Conover, Hattie J. Shaw, Clara Warren, Messrs. John Hays, L. O. Rodgers, Chas. Wainwright, A. W. Butler, John T. Moore, P. C. Millette, A. B. Hughes, J. T. Gregg, S. F. Crawford, J. Martin, J. N. Thompson, S. M. Shearer, R. B. Butler, Sam'l Westlake, P. E. Ker- sey, R. C. McCroskey, Miss Letitia Irwin, Miss Jennie Fallon.
The following were elected honorary members : Rev. W. C. Curry, J. A. McCandless, Rev. W. H. Wilson, Mrs. H. V. Morehouse, B. T. Nixon.
Following is the report of the Committee on Resolutions :
_ Resolved, That it should be the privilege of the teacher to visit the schools of his county, and that he should be allowed at least five days in the year for that purpose without reduction of salary.
Resolved, That frequent changes of teachers and text-books are detrimental to the best interests of the Public Schools.
Resolved, That we think teachers should publish, in the California Teacher, any errors they may find in our text-books.
Resolved, That all teachers who engage in the profession should be granted a renewal of certificates of their respective grades, without a re-examination, except where there may be serious objections, such as unprofessional conduct or incom- petency.
Resolved, That there should not be more than twenty credit marks for perfect examination in the School Law of California, and that the other thirty credits be divided between Philosophy and Composition.
Resolved, That no person be entitled to a certificate of the first grade who does not receive eighty per cent, in Arithmetic and Grammar, without reference to the number of credits in other branches.
The resolutions were adopted.
The following additional resolutions were offered and adopted :
Resolved, That it is the sense of the teachers of Monterey county, in Institute assembled, that the salary of the Superintendent of Public Schools of said county should be increased to twelve hundred dollars per annum.
Resolved, That when a parent or guardian neglects or refuses to educate his children, it is the duty of the Legislature to make laws to compel him to give them the elements of a common English education.
An Essay was read by A. B. Hughes on the subject of " Human Progress."
Miscellaneous Topics : Class exercise in Geography ; Class exercise in Spelling; Discussion on Teaching Spelling ; Discussion on Teaching English Composition ; Discussion on lowering standard for third grade certificates ; Discussion on Course of Study in operation at present ; Discussion on Compulsory Education ; answer- ing questions propounded and deposited in the question-box ; Select Reading.
An Address of Welcome was delivered by County Snperintendent Alderman.
Lectures were delivered by Judge E. M. Reading and H. V. Morehouse.
Judge Reading's lecture showed marked ability, holding the audience spell- bound with his beautiful and apt illustrations of his chosen subject, "Woman." His command of language was eloquent and forcible.
Mr. Morehouse delivered an excellent address on "What Constitutes a True Teacher," and was enthusiastically applauded.
On the evening of the last day Dr. O. P. Fitzgerald, State Superintendent, de- livered a practical and forcible address on the subject of education, containing many useful suggestions to school officers, and much that was calculated to inspire the teacher with renewed zeal in his calling.
S. M. Shearer, Secretary.
DEPARTMENT OF PUBLIC INSTRUCTION.
EDUCATIONAL ITEMS.
Why Declined. — The excellent teacher and kind friend who sends us an arti- cle headed, "Who Shall be State Superintendent?" will excuse us for declining to publish it. It would not be proper to open the pages of the Teacher to such a discussion. The relation of one of the editors to the subject is sufficient reason for keeping free from any discussion of it in these pages. A moment's reflection will show our friend that this is the proper course.
The Monterey County Teachers' Institute. — The proceedings of this body may be found in this number. The occasion was one of interest and profit. Salinas City is one of the most hospitable of places, even during a "dry year;" Dr. Alderman is one of the most genial of County Superintendents ; and with such teachers as Warren, Rogers, Shearer, Hughes, Martin, and others, the exercises could not fail to be lively and interesting. A protracted discussion on "Com- pulsory Education " was a marked feature of this Institute. This discussion de- veloped a great variety of opinion on the subject, but showed that the majority favored strong measures if necessary to secure the education of the masses. The speakers on both sides manifested a high degree of intelligent enthusiasm, and will be found working harmoniously together in support of all practical progressive educational movements. Messrs. Martin and Shearer, the rival candidates for the County Superintendency, were present, beaming with good humor, and took kindly the pleasant rallying they received at sundry times. The State Superintendent has a very pleasant remembrance of this Institute, but a little modified by the hot and tedious ride on the highest point of a pyramid of baggage on the " deck" of that overcrowded stage-coach.
"An Angle." — A worthy school director of one of our Bay towns, in a letter introducing a lady teacher to the State Superintendent, spoke of her as "an ang/^r in human form." No sarcasm was intended, for the lady was neither angular nor homely. It only shows the eccentricity sometimes observable in official ortho- graphy.
Dr. Spencer's Polytechnic School. — Dr. Spencer has opened a polytechnic school for boys in Oakland, and will bring to it a varied and many-sided culture, which will merit the success we so heartily wish him.
Pacific Methodist College. — This school was reopened at Santa Rosa August 9th. Addresses were delivered by Gov. Haight, Rev. W. R. Gober, and Dr. Fitzgerald, State Superintendent. The Faculty are : Pi-of. A. L. Fitzgerald, President ; Chas. S. Smyth, Professor of Mathematics ; Charles King, Professor of Ancient Languages ; Prof. F. F. Zellner, Music Department ; Miss Florence Miller, Preparatory Department ; Mrs. Louisa Parks, teacher of French and German. At the close of the opening exercises one hundred and fourteen students were enrolled. A most promising beginning for a prosperous school in the beau- tiful and delightful town of Santa Rosa.
Prof. D. C. Stone's School at Oakland.— It will not be thought invidious
90 DEPARTMENT OF P UBLIC INSTR UCTION. [Sept.
for us to say here (what we frequently have occasion to say in conversation) that among all. our private schools that of our friend Prof. D. C. Stone, at Oakland, is one of the best. It comes as near being a home for pupils, in all the best senses of the word, as any school can be where mother is not. When a child is sent from home to be educated, the parent wants to place his child with a good teacher and a good man. Prof. Stone is both.
California Educating Japan. — California is fulfilling her destiny as the ciVilizer and educator of the Asiatics. Rev. Dr. Veeder, late of the City College of San Francisco, is now at the head of the English schools established by the Japanese Government at Yeddo. Mr. M. M. Scott, late a member of the State Board of Examination, and Mr. Wilson, a teacher of long experience in the East and brother of Prof. Wilson, of the City College, left for Japan on the ist instant. Mr. Scott's associates on the State Board of Examination part with him with much regret, but wish him the largest measure of success in the orient. We have the promise that both of these gentlemen will favor the Teacher with letters from Japan.
University of the Pacific. — Rev. O. S. Frambes, A. M., has been called to the chair of Mathematics in this institution, and brings to it long experience and tried ability. Irving Henning has been elected to the chair of Ancient and Modern Languages. A good choice. We have known him from his boyhood, and know no finer specimen of a gentleman and religious scholar.
Teachers, Attention ! — The teachers of all colleges, seminaries, academies, and denominational schools, are requested to forward to Dr. O. P. Fitzgerald, Superintendent of Public Instruction, San Francisco, at as early a day as possible, a sketch of their respective schools, for use in the forthcoming Biennial Report. Without such an exhibit the Report will be very imperfect. The heads of these schools may thus do themselves a service while benefitting the public and obliging an official.
State Normal School Building. — As the work on the State Normal School building at San Jose advances, the rare beauty of the structure becomes more and more apparent. It attracts the admiring gaze of every visitor to the "City of Gardens." When finished, it will be an honor to California, and a pretty fair index of the rapid march of our State in education. The generosity of San Jose pre- cludes the necessity of occupying any portion of the Normal School building until the whole shall be completed. The attendance of pupils is large, and embraces representatives from the greater part of the State.
Fifth Class of the University of California. — The formation of branches of the Fifth (or Preparatory) Class of the University in different parts of the State having been referred by the Regents to Prof. Tait and the Superintendent of Public Instruction, arrangements have been made for the establishment of such classes in Grass Valley, Nevada City, and Santa Cruz. This feature, which so intimately correlates the University to the common schools, promises great benefit to both.
iSyi.] DEPARTMENT OF PUBLIC INSTRUCTION. 91
Payot, Upham & Co. (formerly Payot & Co.), will, under the new arrange- ment, take distinguished rank among the booksellers of San Francisco. The new partner, Mr. Isaac Upham, will bring to the firm large business capacity, a very extensive acquaintance, and a host of friends in every part of the State. We wish our friends the success they are sure to merit and achieve.
TABLE OF CONTENTS.
PAGE.
Literature in Schools 63
How Much Assistance Should be Rendered
Scholars in their Studies ? 67
Two "Last Words" of the Normal Tract
Review 73
Placer County Teachers' Institute 79
Sonoma County Teachers' Institute 83
Monterey County Teachers' Institute 87
Department of Public Instruction 89
Educational Items 89
Why Declined 89
PAGE.
The Monterey Teachers' Institute 89
"An Angle" 89
Dr. Spencer's Polytechnic School 89
Pacific Methodist College 89
Prof. D. C. Stone's School at Oakland. . 89
California Educating Japan 90
University of the Pacific 90
Teachers, Attention ! 90
State Normal School Building 90
Fifth Giass of the University of Cal'a. . 90
PERSONS OF BOTH SEXES ARE thoroughly fitted for business pur- suits, or for telegraphic operators, at this institution. The scholarships of this school are good for tuition in the thirty-six Bryant & Stratton Col- leges. Young men are practically educated for Bankers, Merchants, Clerks and Bookkeepers by the most thorough course of actual business training ever introduced into any school on the Pacific coas-t. Sessions continue day and eveniKg throughout the entire year. Sttidents can enter at any time. Just the course of study lor young men in all walks of life who wish to succeed. For full information regarding the school, call at the College Oflace, 24 Post street, or send for Hbaus's College Joithnal, pubUshed monthly, and sent free to all by addressing
E. P. HEALD,
President Business College, San Francisco.
^r THE WOMAN'S PACIFIC COAST JOURNAL, by Mrs. C. F. Yottng, M. D., is a Health-reform and Temperance paper, designed to teach people to live so as to avoid sickness, and how to cure the sick by natural means without the use of medicine.
In the opinion of leading health-reformers it is one of the best — some say " the very best"— of the six health journals in the United States. Sixteen quarto pages, book paper, $1.50 per annum; 10 copies, $12; 21 copies, $20; specimen numbers, 10 cents. Address " Woman's Journal," box 1501, San Francisco.
A. WALDTEUFEL,
287, Music Hall, First Street, San Jose. Importer, Wholesale and Retail Dealer in
Standard and Miscellaneous Books,
School Books and Stationery,
The undersigned would respectfully call the attention of TEACHERS, SCHOOL TRUSTEES and LIBRARIANS, to his well selected and complete assortment of School and Miscellaneous Books, which he offers at the Lowest Market Prices.
LIBERAL DISCOUNT TO TEACHERS.
Orders respectfully solicited, and promptly attended to. Agent for —
Steinway & Son's JPiano-forte. Also for —
CMckering S Son's,
JBurdett's Combination Organ.
MUSIC, in all its infinite branches, and MUSICAL INSTRUMENTS. Subscriptions talten to all Foreign and American Periodicals.
A. AVALDTEUFEL,
Aug.-3m 237, Music Hall, First Street, San Jose.
EDUCATIONAL ADVANCEMENT.
Eastman's Penmans' Assistant.
Penmanship, one of the ^
most important studies of the \\ [j ^^S^^ZIT^
School room, wonderfully as- irffitinT i-mnn m*' ' " ' ^^^^'^^^m^^^^'^'^^'^^^'^^'^^^^^^^y'^'''^
sisted by this practical inven- ^ W
tion. Teachers will do well to examine it carefully; and will find it supplies a real need. We call special attention, also, to our Celebrated Eastman Pen.
Agents wanted for the introduction of the Assistant, throughout the Coast. Samples and Agents' Circular sent on receipt of 75 cents cur- rency, to P. O. Box, 1915.
MOORE & WEINMAN,
San Francisco.
1^^ A TEACHEE, of eight years' experience in the East, holding a First Grade State Certificate, desires a situation as Principal of a graded school. Keferences: Hon. O. P. Fitzgerald, State Superintendent, W. M. McFadden, County Superintendent of Los Angeles county, and others. Satisfaction guar- anteed. Correspondence solicited. Address, A. B., "California Teacher," San Francisco, Cal. Au-2t
^
CALIFORNIA
TATE Normal JSchool.
BOARD OF TRUSTEES.
R H. HAIGHT Governor
O. P. FITZGEEALD Superintendent of Public Instruction
C- T. RYLAND San Jose
A. J. MOULDER San Francisco
H. 0. WELLER San Jose
JAMES DENMAN San Francisco
J. H. BRALY San Jose
TEACHERS.
Rev. W. T. Lucky, A.M Principal
H. P. Caelton Yice-Principal
Miss E. W. Houghton Assistant
Mrs. D. Clabk Assistant
Assistant
COURSE OF STUDY.
To secure admission into the Junior Class, applicants must pass a satis- factory examination before the Board of Examination in the county in which they reside, on the following subjects, viz. :
Orthography, Reading, Penmanship, Common School Arithmetic, English Grammar, Geography and Composition.
JxjNioB Class — First Session.
* Arithmetic — Robinson's Higher. ^English Grammar — Brown's.
* Geography — Mont eith ' s . ^Reading — McGuffey's 5th Reader. ^Orthography — Willson's.
Moral Lessons — Cowdery's. Mental Arithmetic. Analysis and Defining.
Junior Class — Second Session.
* Algebra — Robinson's Elementary.
* English Grammar — Brown's. Geometry — Marks' Elements. Physiology — Cutter's.
*JJ. S. History — Quackenbos'.
Vocal Culture.
Book-Eeeping — Payson, Dunton & Scribner's Single Entry.
Natural Philosophy — Steele's.
General Exercises during the Junior Year — Penmanship; Object-Lessons; Calisthenics; School Law; Methods of Teaching; Vocal Music, Drawing, Com- position, Declamation and Constitution of United States and CaHfomia.
To secure admission into the Senior Class, applicants must be regularly promoted fiom the Junior Class, or pass a thorough written examination, conducted by the Normal School Board of Instruction, on those studies of the Junior Class marked with an asterisk, and an oral examination in Natural Philosophy and Physiology.
Senior Class — First Session. Algebra — reviewed. Physiology — reviewed. Natural Philosophy — Quackenbos' .. Bh£toric — Hart ' s . Natural History — Tenney's. Vocal Culture — Russell's. Book-Keeping — Payson, Dunton & Scribner's Donble Entry.
Seniob Class — Second Session. Arithmetic — reviewed.
Geometry, Trigonometry, and Mensuration — Davies'. Botany — Gray's. Physical Geography — ^^Varren's. Mental rUlosophy — Upliam's. English Literature — Collier's. Astronomy — Loomis'. Chemistry — Steele's. General Exercises — Same as in the Junior Class.
REGULATIONS OF THE NORMAL SCHOOL.
1. All pupils, on entering the School, are to sign the following declaration: "We, tlie subscribers, hereby declare that oiir purpose in entering tlie 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."
2 To enter the Junior Class male candidates must be seventeen years of age; and female candidates sixteen. To enter the Senior Class they must be one year older.
3. All applicants are required to present letters of recommendation from the County Superintendent of the county in which they reside. The holders of first or second grade teacher's certificates will be admitted on their cer- tificates,
4. No pupil shall be entitled to a Diploma of Graduation who has not been a member of the School at least one year.
GENERAL INFORMATION.
In obedience to the requirements of the ' 'Act to Establish the State Normal School, ' ' passed by the last Legislature, the next session of the School will be held in San Jose. There will be Oral and Written Examinations at the close of each session. The Graduating Exercises will be in March.
Pupils will be required to furnish their Text Books. Reference Books will be furnished by the School.
There is no boarding house connected with the Normal School. Good boarding can be obtained in private families at reasonable rates.
CALENDAR FOR 1871-72.
First Session begins June 14th, 1871. First Session ends October 6th, 1871. Fall vacation, one week. Second Session begins October 16th, 1871 ; Second Session ends March 14th, 1872 .
For additional particulars, address
Eev. W. T. lucky, a. M., Peincipal, San Jose. March 25th, 1871.
Terms of Advertising in the California Teacher.
[Payable In U. S. Gold Coin.]
1 month.
l-4page $ 5 00
1-2 page. ... : 10 00
1 page 15 GO
|
3 moniJis. |
6 montJis. |
lyear. |
|
$13 00 |
$25 00 |
$ 40 00 |
|
25 00 |
40 00 |
70 00 |
|
40 00 |
60 00 |
100 00 |
LIBBT & SWETT,
3 New Montgomery St,,
Grand Hotel Bailding-, San Francisco.
BookSj Stationery and School Supplies.
A FULL STOCK OF
School BookSf
School Apparatus^
Wall MapSf
Globes^ &c. Miscellaneous Books,
New Books ^
Fine Stationery, &c.
and everything else that pertains to our business at the lowest market rates.
We cordially invite the visits and correspondence of teachers and school officers.
P. O. Box 459. I4IBBY <Sc SW^ETT.
THE GOLD MEDAL
€»#©!. flaw
MANUTACTUEED BY f"
WILPalmefiCo
(Successors to Wigmore & Palmer,)
Manufactory, 105 & 107
Mission St., Near Spear,
San Fratieisco.
3
NEW AND YALUABLE SCHOOL BOOKS
PUBLISHED BY
WOOLWORTH, AINS WORTH & CO.
PAYSON, DUA'TON «& SCRIBNER'S
NATIONAL SYSTEM OF PENMANSHIP,
The best, most popular and most extensively used of any system in the world. (Adopted by the State Boaed of Education.)
REVISED, NEWLY ENGRAVED AND IMPROVED.
New Stai|dard Edition, 18T0— Original Model System. Strong li^vicleiace:
Adopted by more State Boards of Education thau any other system.
Adopted and used in more Normal Schools than all other systems combined.
Adopted and used exclusively in more great cities than all other systems combined.
Adopted and used in more Colleges, Seminaries, Academies and Private Schools than all others.
It is the only system republished in other countries and recognized as the "American Standard of Penmanship."
"We cordially indorse it with greater satisfaction every year, " is the unani- mous voice from the Common Schools.
ADOPTED AS THE STATE SERIES IN CALIFORNIA.
New, and already in use in nearly all the large cities in the United States. Primary I>x'awiiig Cards,
Designed for Slate Exercises. In envelopes, 24 lessons in each. Price 20 cts.
I*rlmary IJi-a^ving: Siates,
With grooves for the Cards; ruled on one side; rubber-cush- ioned. Price 38 cts.
I>ra"vriiigf I5ool^:s,
12 No's, each containing 12 objects, with paper for drawing each object four times. Price 40 cts.
Teaoliers' Guiclcs,
One Guide to each Book and set of Cards, giving full in- structions for each object. Price 30 cts.
fti^lcotolies Ij-'onx IVatvix-e,
5 No's. Price, each, 50 cts.
IlnT>l>er-C\isliioiic<i IVoiseless Slates,
Euled to accompany the Drawing Cards; also, plain, in^ve sizes. A great comfort to every teacher.
The Cambridge Course of Physic, by W. J. Eolfe and J. A. Gillet, the most popular course of Physics. Published in three volumes, Chemistry, Natural Philosophy and Astronomy, and a shorter course in three smaller vol- umes, called Hand-book Chemistry, Hand-book Philosophy, and Hand-book of Stars. ^
3J:agill»s Froncli ISeries.
(Completed.) Magill's Frencli Grammar. Magill's Key to Fremcli Grammar, Magill's liitrodwctory Freiicli R ader. Ma^-ili's Prose and Poetry (just out).
^p'Teachers, and all those desiring to know more of our publications, are requested to correspond with us freely. Liberal terms will be given for first introduction.
Address LIBBY & SWETT,
m ^ T. .^^ '^ ^ew Montgomery Street, ISan Francisco,
P.O. Box 459. luov-tfj Grand Hotel Building.
FOURTEEN WEEKS" IN NATURAL SCIENCE.
BY
J. DOEMAN STEELE, A.M.
14
WEEKS i NATURAL PHILOSOPHY,
IN
ASTRONOMY,
COURSES ^"^'^"II9.T'.
GEOLOGY-
These volumes constitute the most available, practical, and attractive text-books on the Sciences ever published. Each volume may be completed in a single term of study.
THE FAMOUS PRACTICAL Q,UESTIONS devised by this author are alone sufficient to place his books in every Academy and Grammar School of the land. These are questions as to the nature and cause of common phenomena, and are not directly answered in the text, the design being to test and promote an intelligent use of the student's knowledge of the foregoing principles.
TO MAKE SCIENCE POPULAR is a prine object of these books. To this end each subject is invested with a charming Jn- terest by the peculiarly happy use of language and illustration in which this author excels.
THEIR HEAVY PREDECESSORS demand as much of the student's time for the acquisition of the principles of a single branch as these for the whole course.
PUBLIC APPRECIATION. The author's great success in meetina an urgent, popular need, is indicated by the fact (probably unparalled in the history of scientific text -books), that although the first volume was issued as recently as 1867, the yearly sale is already at the rate of
PHYSIOLOGY AND HEALTH. By EDWARD JARVIS, M.D. T A P VT^' ELEMENTS OF PUYSIOLOGY
The only books extant which approach this subject with a proper view of the true object of teaching Physiology in schools, viz., that scholars may know how to take care of their own health. The child instructed from these works will be always
\
PHYSIOLOGY AND LAWS OF HEALTH.
ich approach this subject with a proper view of tl hools, viz., that scholars may know how to take car< d from these works will be always
:e3:is o'v^risr iDooaror^. BOTANY.
WOOD'S AMERICAN BOTANIST AND FLORIST.
This new and eagerly expected work is the result of the author's experience and life-long labors in
Classifying' tlie Science of Rotany.
He has at length attained the realization of his hopes by a wonderfully ingenious process of condensation and arrangement, and presents to the world in this single moderate-sized vol- ume a Complete 3Ia nun. 1. ,
In 370 duodecimo pages he has actually recorded and defined Nearly 4,000 Species.
The treatises on Descriptive and Structural Botany are mod'-ls of concise statement, which leave nothing to be said. (Jf entirely new features, the most notable are the Synoptical Ta^ bles for the Dlackboard, and the distinction of species and varieties by variation in the type.
Prof. Wood, by this work, establishes a just claim to his title of the great
AMERICAN EXPONENT OF BOTANY,
A. S. BARNBS & CO., PabUsliers, New York.
L.IBBY & SWJQTT, 3 New Montgromery St., San Francisco, P.O. Box 459. Grand Hotel Building.
VALUABLE SCHOOL BOOKS.
SEEIES OF
ENGLISH GRAMMABS
I3IJPBOVED.
I.
The First Lines of English (xraramar;
Being A Bbief Absteact or the Aitthok's Labgek Woek, "The Institutes or English Geammae."
BY aOOLD BROWN.
A New Edition, with Exeecises in Analysis and Passing ; by Heney Kiddle, A.M., Supeeintendent of Public Schools, New Yoek City. 122 pages, 12mo. Price 45 cents.
IL
The Institutes of English Grrammar;
Methodically Aeeanged; with foems of Paesing and Coeeecting, etc., etc.
BY GOOLD BROWN.
A New Edition, with Exeecises in Analysis and Passing; by Heney Kiddle, A.M., Supeeintendent of Common Schools, New Yoek City. ; 343 pages, 12mo. Price $1 00.
in.
The Grrammar of English Grammars;
With an Inteoduction, Histoeical and Ceitical ; thk whole Methodically Aeeanged and Amply Illusteated, etc., etc., etc.; and a Key to the Oeal Exeecises, with Appendixes, etc. Fifth Edition. Bevised AND Impeoved.
BY GOOLI) BROWN.
(With a Fine Poeteait of the Author, Engeaved on Steel.) En-
LAEGED BY THE ADDITION OF A CoPIOUS InDEX OF MaTTEE, BY SaMUEL
U. Beeeian, a.m.
1,102 pages, large octavo, handsomely bound. Price $6 50. Copies q/ Fiest LifJES and Institutes /wrnis/iecZ, /or examination, at half price. The excellence of Brown's Grammars is very generally admitted, and, not- withstanding the multitude of school grammars which have come in compe- tition with them, they have steadily advanced in public favor, and are largely in use throughout the country. In perspicuous arrangement, accuracy of definition, fullness of illustration, and comprehensiveness of plan, they stand unrivalled.
WM. WOOD & CO., Publishers, jxily-3m NEW YORK.
O . JE K, ILr 1 :N' , Manufacturer of OFFICE AND SCHOOL FUKNITURE, Desks of all kinds, Church, Hall and School Settees, Blackboards, Map Stands, Chart Racks, Easels, Pointers. Dumb Bells, Rubbers, Liquid Slating for Blackboards, Iixk Wells, and everything per- taining to school supplies.
2
P.-ElTHEIi tSS.
Teachers, County Superintendents and Trustees will find their orders promptly filled, "with articles that will give entire satisfaction, both as regards workmanship and price, having the most complete facilities and many years' experience. I most respectfully solicit contracts or orders, and invite inspection of my work and samples, at the factory and ofllce, 4:4:5 Bran- nan Street, between 3d and 4th. San Francisco.
K?'A reasonable time to fill orders should be allowed. Please send for price list.
OFFICIAL ADOPTION
OF
McG-XJFFEY'S
-NBW ECLECTIC EEADEi
BY THE-
STATE BOARD OF EDUCATION OF OALIFOENIA.
At a meeting of the State Board of Education, held at San Frani July 12, 1870, the following members being present, viz:
His Excellency Gov. H. H. Haight ; Hon. O. P. Fitzgerali^, Superintendent of Public Instruction; James Denman, Superintend^ Public Schools, San Francisco ; Dr. A. Trafton, Dr. W. T. Luckyi Messrs. Lynch, N. Furlong, W. H. Hill, W. R. Leadbetter, G Jones, and W. A. Robertson ;
On motion of G. W. Jones, Esq.,
McGuffey's New Eclectic Readers
Were unanimously adopted for exclusive use in the Public Schools oii ifornia.
Recommendations of McGuffey's New Readers were submitted t State Board of Education from over
FORTY COUNTY SUPERINTENDENTS
Of the State; and, in many cases, these were indorsed by prominent influential Teachers of schools under their supervision ; in addition to numerous recommendations and petitions for the adoption of McGi Series were received and read, from Principals and Teachers over the generally.
These recommendations and petitions, the conviction of the mei' of the State Board of the superiority of McGuffey's Readers over the use, and their great popularity in a majority of the States of the U influenced the Board in its unanimous adoption of this most exc* series of books.
EXTENSIVE POPULARITY
— OF —
GUFFEY's New Eclectic Readers.
Guffey's New Eclectic Readers have, at various times, been
lly or individually recommended by successive State Superintendents
blic Instruction of
ft, IOWA, MISSOURI,
LIJ^OIS, KAl^SAS, WISCOXSI^,
ICHIOAIV, IXI>IA]¥A, KEl^TLCKY,
Uf IXI^ESOTA, WEST VIRGE^IA, PE:5rXSYIiVAWIA,
i have now an extensive, and in many cases an exclusive^ use in these
ACTION OF THE ST. LOUIS BOARD.
* * "In urging the adoption of McGuffey's Readers, we feel
id we are asking the trial of no experiment, but are recommending
that are approved by the best educators of the country. We believe
ihese Readers possess more of those features that our schools require
iny other series presented."
his report of the Committee was unanimously adopted.
Gruffey's New Eclectic Readers were also adopted by the Board of Edu- . of Brooklyn, N. Y., November 16, 1869 ; of Richmond, Va., Sep- r 23, 1869 ; and were re-adopted by the New York Board for 1870. ilare also in exclusive and satisfactory use in the public schools of
icOCIlVNATI, O., DUBUQIJE, IOWA,
HARRISBURG, PA., FORT WAYI^E, IIVD.,
WHEEI.I]\ G, W. VA., SPRINGFIELD, H.^.,
DETROIT, MICH., PEORIA, lEIi.,
MILWAUKEE, WIS., aiJIlVCY, ILL.,
CLEVELAND, O., COLUMBUS, O.,
JTOLEBO, O., MADISON, WIS.,
I And many other leading cities in all sections of the country.
Guffey's New Eclectic Readers have also been recently adopted for bdve use by the State Boards of Education for
MARYLAND, ARKANSAS,
CALIFORNIA, WYOMING;
*.n«ve a far wider use and approTal than any other Reading !iries published.
^^Correspondence of Teachers and School OflScers respectfully solicited, ^il terms on first supplies for introduction.
I Address ISAAC UPHAM,
i Car© HENRY PAYOT & CO.,
62a Washington Street,
SAN FRANCISCO, OAL.
JPOPXJL^R TEXT BOOK:^
FOR SCHOOLS, ACADEMIES AND COLLEGES.
BROWN'S ENGLISH GRAMMARS.
COMPRISING
Brown's First Lines of English Grammar,
12mo. Half bound. Designed for young learners. Ketail price, 45 cts. Brown's Institutes of English Grammar,
12mo. Muslin, leather back. For the higher classes. Ketail price. $1 00.
*^*Both of these very popular text-books have just been revised by Henry
Kiddle, A.M. , Assistant Superintendent of Public Schools of New York City,
with important additions, especially in the department of Sentential Analysis.
Brown's Grammar of English Grammars,
Royal 8vo. Leather or half morocco. Retail price, $6 50. These Grammars were never so popular or widely used as at the present time— they are the books. The latter is the most comprehensive and exhaust- ive Treatise on English Grammar extant.
ROSCOE'S CHEMISTRY.
Lessons in Elementary Chemistry,
By Heney E. Roscoe, B.A., F.R.S., Professor of Chemistry in Owens Col- lege, Manchester. In one beautiful little volume, handsomely illustrated with engravings, and bound in muslin, red edges. Just published. Retail price, $1 50.
This little book is, we believe^ the only one in the market containing all the newest features in Chemistry.
LAMBERT'S PHYSIOLOGIES.
La'inhert's Hutnan Physiology , Anatomy, and Hygiene,
12mo. This is an entirely new book, written on a new plan, and is beauti- fully illustrated, with several hundred wood engravings, and thirty-one plates on tinted paper, containing many figures. Retail price, $1 75.
Lambert's Primary Physiology f Anatomy, and Hygiene,
12mo. Profusely illustrated. Retail price, 85 cents.
GANOT'S PHYSICS.
Elementary Treatise on Physics, Experimental and Applied,
For the use of Colleges and Schools . Translated and edited from Ganot's Elements de Physique, by E. Atkinson, Ph. D., T. C. S. Illustrated by a col- ored plate and 6(38 wood cuts. In one veiy thick 12mo. volume. Price, $6.
This beautiful and most thoroughly systematic work has been adopted for use in some of the highest colleges in the land, as Harvard University , Colum- bia College, etc., etc., and is not only the best work of its kind for educational purposes, but would be also a very valuable addition to any library .
Teacl^ers, Scjiool Boards, and others interested, are cordially invited to cor- respond •vV'ith the publishers. Very favorable terms for introduction.
Copies of the above books, except Ganot's Physics and the Grammar of English Grammars, sent for examination for halt the retail prices affixed. WILLIAM WOOD S CO,, Publishers, NEW YORK. ^* These book« are kept for sale in California by Booksellers generally, and in San Francisco by A. ROMAN & CO., and H. H. BANCROFT & CO.
CATALOGUE.
\y hook in this Catalogue sent by mail, JPOST-JPAIJDf on receipt of price. Liberal Discount made to the Trade and to School Officers.
ANATOMY AND PHYSIOLOGY.
«r's First Book on Anatomy 80
Treatise on Anatomy 1 70
Anatomical Plates, per sot, mtd. (10) . 14 50 (8).. 12 00
ton's Physiology and Hygiene 1 50
iper's Anatomy and Physiology, 12mo 1 50
ehcock's Anatomy and Physiology 1 60
Hooker's First Book in Physiology ^{>
" Human Physiology 1 75
Hutchison's Physiology and Hygiene 1 60
Huxley & Youman's Physiology and Hygiene 1 75
Jarvis' Physiology and Laws of Health 1 65
Lambert's Human Physiology 1 50
ASTKONOMY AND METEOEOLOGY.
B cklesby's Common School 75
1 " Elements 1 75
, " Meteorology 1 25
El.'ritt's Geography and Atlas 2 50
tijr and Keith's Astronomy and Use of the
: Globes 1 25
Eildle's Short Course in Astronomy 90
" New Elementary 1 50
[skyer's Elements of Astronomy 1 75
hmis' Elements of Astronomy 1 50
;" Practical 2 00
'" Meteorology 2 00
Silntyre's Astronomy and the Use of the
i Globes 1 50
Mattison's Primary 80
High School 1 25
Olmsted's Rudiments of Astronomy 1 OO
" School Astronomy 1 25
" Letters on Astronomy 1 50
" College Astronomy, by Snell 2. 40
" Astronomy, with Mason's Supple't 3 20
Robinson's University 2 75
Rolfe & Gillett's Astronomy 2 OO
Hand-book of Stai-s 1 62
Smith's Illustrated 1 25
Steele's Fourteen Weeks' Course in Astronomy 1 50 Whitall's Planisphere 1 a OO
BOOK-KEEPING.
I'^ant and Stratton's .Common School 1 12
Blanks for do 90
High School 2 50
Blanks for do 2 50
" '• Counting House 3 75
" " Blanks for do 7 65
li ttenden's High School 1 75
' " Blanks for do. 19 books in set. . . 2 25
; " Counting House 2 50
; " Blanks for do 3 00
flf's 20th Edition, revised and enlarged 3 75
I sworth's Single and Double Entry 1 50
, ." " Blanks (Boards) 2 00
rbanks 4 50
ton & Eastman's 1 25
liton & Eastman's Blanks, 6 in set 1 20
Hanaford & Payson's Single Entry 65
Blanks for do 45
Double Entry I 50
Blanks for do 75
Academic 3 OO
Blanks for do ^ 1 25
International Book-keeping Pad 50
Mayhew's 85
" Blanks 85
" Key to Book-Keeping 85
Marsh's Single Entry 2 00
Double Entry 2 50
" Book-Keeping in Spanish 2 00
Blanks 1 50
" Bank 6 50
Payoty Upliam (h Company's Catalogue of School Books.
BOTANY.
Comstock's Botany 2 00
Gray's How Plants Grow 1 12
" Lessons 1 30
" Manual 2 25
" Manual and Lessons 3 00
" Manual with Mosses , 3 75
" Structural 3 50
" School and Field Book of Botany 2 50
Gray's Field, Forest and Garden Botany 2
Lincoln's (Mrs.) Botany 1
Phelps' (Mrs.) for Beginners
Wood's Object Lessons 1
" Botanist and Florist 2
" Intermediate Class-Book 2
' ' Class-Book, new edition 3
Yoiiman's First Book of Botany 1 ,
CHEMISTEY.
Comstock's 1 75
Cooley's Chemistry 1 25
Draper's 1 50
Eliot & Storer's Inorganic 2 75
Hooker's First Book 90
" Chemistry 1 50
Johnston's Turner's 2 50
Porter's First Book 1 00
Principles 2 00
Kolfe & Gillett's Hand-Book of Chemistry. . . 1 " Chemistry and Electricity. . . 2
Silliman's 2
Steele's Fourteen Weeks Course in Chemistry 1
Stockhardt's, edited by Pierce 2
Wells' Principles 1
Youman's Class-Book 1
Atlas 8
" Hand-Book of Household Science . 1
COMPOSITION AND EHETOKIO.
Bain's Composition and Rhetoric 1 75
Blair's Rhetoric, abridged 65
" " University Edition 3 30
Bonnell's Composition 1 50
Boyd's Rhetoric, 18mo 75
" Composition and Rhetoric 1 50
BrooMeld's Composition 50
Day's Rhetoric 1 25
" Art of Composition, 1 50
" Art of Discourse 1 50
" Praxis 1 25
Hart's First Lessons in Composition
" Composition and Rhetoric
Haven's Rhetoric
Kerl's Composition and Rhetoric
Kidd's Rhetorical Reader
Newman's Rhetoric
Parker's Aids, cloth
Pinneo's Guide to Composition ,
Quackenboss' First Lessons in Composition.
" Composition and Rhetoric
Whately's Rhetoric, 18mo . .
CEITICISM.
Kame's Elements, edited by Boyd 1 75 | Kame's Elements, edited by Mills 1
DICTIONAEIES.
Adler's German and English, 12mo 2 50
8vo 6 00
Anthon's Latin and English, small 4to 3 50
" Ainsworth's Latin 2 00
Riddle & Arnold's Latin-English. . . 5 00
" Smith's New Classical 5 00
Classical 6 00
" Smith's Greek and Roman Antiqui- ties 6 00
Andrew's Latin-English 7 50
Ainsworth's Latin-English 3 75
^Bescherelle— all French— 32mo 1 50
Svo 5 00
2 vols, 4to 22 00
Bullion's Latin-English 5 00
Cobb's Miniature Lexicon, cloth 1 00
Crook & Schera's Latin-English 3 50
Donegan's Greek-English 6 00
Elwell's German and English, cloth 2 50
" " " half morocco.. 2 75
Freund's Leverett's Latin-English 6
Fuerst's Hebrew Lexicon, sheep 10
German, English and French Dictionary 4
Graglia's Italian and English 2
Gesenius' Hebrew . . '. 8
Grove's Greek-English 2 i
Jenkin's Vest-Pocket Lexicon '
Kaltschmidt's Latin-English 2 <
Kunst's German-English 2 !
Lempriere's Classical 3 '
Liddell & Scott's Greek English 7 1
" " " abridged 5 1
Meadow's French-English, 16mo 2 '
" Spanish-English 2
" Italian-English 2
Millhouse's Italian-English, 2 vols 6
Nugent's French-English 1
Oehlschlager's German-English 1 i
Rowbotham's French , '
Roberts* Italian 5 i
* Paris Editions.
Payot, Upliam & Company's Catalogue of School Books,
DICTIONAEIES— Continued.
ledge's French and English 75
German and English 1 00
Italian and English 75
• ' Spanish and English 1 00
lo's Spanish-English, 12mo 2 50
8vo 6 00
ii's English-Latin Dictionai-y, 8vo., sheep 6 00 : rh's pocket edition— French and English 1 50
ct Surenne's French-English, 12ino 2 50
8vo 6 00
riuicinie's French-English, 16mo 1 25
iLafel's English-G-erman and German-English 1 50
^Vebster's Pocket 75
" Tuck 1 00
■' Primary 65
•' Common School 95
Webster's High School 1 25
" Academic 2 20
" New University 2 80
" Counting House, new edition 3 50
Royal 8vo 5 00
" Imperial 8vo 5 00
" National Pictorial 5 63
Pictorial Royal Ito 13 50
Worcester's School. . . .' 62
" Elementary 1 15
" Comprehensive 1 80
" Academic 2 25
" Universal 4 37
Pictorial 11 00
Yonge's English-Greek Lexicon 7 00
DEAWING.
-olomew's Drawing Cards, Nos. 1, 2 and
;. each 20
liolomew's Drawing Books, 10 numbers,
:ich 40
tholomew's Drawing Slate, ruled 25
"• " " rubber cushions. 38
Bartholomew's Guides to the Drawing Books
(for teachers) , each 30
Bartholomew's Guides to the Drawing Cards
(for teachers) , each 30
Coe's Drawing Cards — 30
Slate Pictures, per dozen 1 85
ELOCUTION.
Alden"s Natural Speaker 1 25
Bronson's Elocution. 2 00
Butler's Speaker 1 13
Coates' Compi-ehensive Si)eaker 1 80
Cole Institute Reader
jConistock's Elocution, new edition 2 00
iCopp'e Academic Speaker 2 40
Frost's American Speaker 1 75
Fowle's One Hundred Dialogues 1 25
Frobisher's Voice and Action, School Edition 1 25
Heman's Young Ladies' Reader 1 40
iKidd's Elocution and Vocal Culture 1 50
, " Rhetorical Reader 1 40
(Kirkland's Patriotic Eloquence 1 75
'Lawrence's Model Speaker 1 50
'Maudeville's Reading and Oratory 1 25
Marshall's Book of Oratory 1 50
McEUigot's American Debater 1 50
McGuffey's Juvenile Speaker 75
" Eclectic Speaker 1 50
Mitchell's Manual of Elocution 1 50
Murdoch & RusseU's Vocal Culture 1 25
f Northend's Child's Speaker 60
Little Speaker 60
Little Orator 60
Northend's American Speaker 1 13
" School Dialogues 1 13
" National Orator 1 25
New York Speaker 1 75
Oldham's Humorous Speaker 1 50
Philbrick's Primary Union Speaker 65
" American Union 2 25
Putnam's Elocution 1 50
Randall's Reading and Elocution 1 40
Raymond's Patriotic Speaker 2 00
Reeve's Student's Own Speaker, cloth 90
half bound... 75 Sargent's Primary Speaker 60
" Intermediate Speaker 2 00
Standard Speaker 2 50
" Original Dialogues 1 50
Sander's School Speaker 1 50
" Union Speaker 90
Schoolday Dialogues 1 50
Swett's Cfommon School Speaker 1 25
Sypher's Young America Speaker 75
" American Popular Speaker 1 50
Wiley's Elocution 2 00
Zachos' New American Speaker 2 00
FEENCH.
»i=Academie Frangaise Elements de Grammaire
" " Exercises
" " Partie du Maitre
" " Petit Dictionnaire, Fr. . ♦Alphabet illustre
'• des Animaux
2Esop's Fables
Ahn^s Method, by Oehlschlager
Badois' Ollendorff's French and English
" Key to do
*Atlas Geogi-apliie, ancienne and moderne . . Andi-ew's Comprehensive French Instructor.
35 Barbauld's Lessons for Children 75
36 Beginning French 60
50 Beginner's French Reader 60
1 75 " Second French Reader 1 25
50 =*Beleze's Atlas de G:ographie 1 00
50 Berquin's Easy Conversational Reader 60
75 *Bescherelle's petit Dictionnaire (Fr.) 1 50
75 Bolmar's Levizac's Grammar 1 50
1 50 " Perrin's Fables 1 25
50 " Phrases 80
4 75 " Telemaque 125
150 •" Bookof Verbs 125
Paris Editions.
Payot, TIpham &, Comvpanifs Catalogue of School Boohs.
FEENCH— Contimied.
*Boileaii (Euvres 1 50
Chouquet's First Lessons 60
" Easy Conversations 75
" First Readings 75
" Conversations 75
" Young Lady's Guide to Composi- tion 1 25
Chateaubriand, Atala, Rene 1 13
Comment on Parle a Paris 1 50
Cottin (Madame) Elizabeth, with Yocabulary 1 13
CoUot's French Dialogues 1 10
" Levizac's French Grammar 1 10
" Key to French Grammar 75
" Pronouncing French Reader 1 10
" Interlinear French Reader 1 lO
" Dramatic French Reader 1 5o
^Cirodde — Legons de Geometrie 4 Oq
Conversations in French and English 75
*Carraud, Mme., Contes et Historiettes 5o
" La Petite Jeanne 50
Maurice, ou le travail 50
*Corneille, Tragedies, each separately 25
^Compositions a I'usage des jeunes fiiles 75
*Demogeot, Litterature Frangaise xvii Siecle 1 25
XIX 125
Le Livre des Petits Enfants 75
De Fivas' Elementary Reader 75
" Classic Reader 1 50
" Grammar of French Grammars... 1 25
DeMarceleau's Dictees Corrigees, etc 50
DeStael's (Madame) Corinne 1 50
DeGenlis' (Madame) Le Siege de la Rochelle. 1 50 *Dictionnaire Classique, Frangais, histo-
rique, etc 2 00
*De Genlis' Les Veillees du Chateau 3 00
Duruy — Petite Histoire de France 75
" " " du Moyen-Age 75
" " *' Romaine 75
" " " Grecque 75
* ' " " Ancienne 75
" " " Des temps Modernes. 76
" " " Sainte 76
" Histoire de France, 2 vols 4 00
Dictee (Cours de) by Defodon 80
Reenard 80
*Epitome historiae sacrai, with French vocab- ulary 35
Easy French Reading, by Fisher 75
^Elenents de Geographic par Houge 50
4^Encyclopedie du jeune age 75
Fasquelle's Introduction 90
" Fx-ench Course 1 88
" Key to French Course . 1 25
" Colloquial Reader 1 25
*' Telemaque 1 25
" Dumas' Napoleon 1 25
" Racine 1 25
" Manual of Conversation 1 25
Fenelon's Telemaque, by Surenne 1 00
*Filon's Elements de Rhetorique 1 20
*Figuier, Les Grandes Inventions 76
Greene's First Lessons 75
" Companion to Ollendorff 1 25
Grimm's Contes do la Famille, 2 vols., each. . i 50
^Gaultier, Abb6, elements de Geographic 50
Gerard's Cabinet de Fees 1 50
Goldsmith's Vicaire de Wakefield 1 50
*Gymnastique de Vergnes 1 25
Geographic Elomentaire 1 25
=i^Gassies, lecture des petits Enfants 75
*Grammaire Anglaise par Clifton 1 00
GouttcB do )lo8ee — poesies pour Enfants 75
Histoire des Etats-Unis — Goodrich. 2 00
Havet's Manual 1 25
Jewett's OUendorif 1 25
Key of Ollendorff 1 00
Knapp's Grammar
' ' Reading Book
Key to Otto's French Grammar
^Larnc Fleury, Mythologie
• " " ' Histoire Ancienne
" " " de France
=*Lamartine's Graziella
" Jacqiiard
" Christophe Colvmb
" Ciceron
" Cromwell
" Guillaume Tell
" Jeanne d'Arc
' ' Nelson
" Homere & Socrate
=*Lafontaine's Fables
Litterature Frangaise Classique — tin'e des
j matinees litteraires d'Edouard Mennechet
Litterature Frangaise Contemporaine — en
prose et en vers — avec notices Biograph-
iques et Utterances
*Legendre's Elements Geomt trie
Lebrun's Telemaque, Appleton's edition
^Lecture de I'Enfance, illus. — 390 pp
Le Brethon's Manual
Le Nouveau Testament, Ostervald, 32mo
Le Grand Pere
Morel's French Pronouncing Primer
Manesca's Grammar
" Oral System
=*Molierc— Comedies — each separately
Theatre
=*Mace — Bouchee de pain
" Serviteur de I'Estomac
" Theatre du petit chateau
" Morale en Action
Montesquieu's Esprit des Lois
^IVoel & Ohapsal — Grammaire Frangaise. . . .
" " Les Exercices
" " Corrige des Evercices
" " Abrego de la Grammaire..
'• " Exercices
" " Analyse Grammaticale. . . .
" " " Logique
" " Trait.' des Participes
" " Exercices Par ticipes
', " Corrige '.
" " Cours de Mythologie
" •' Modeles de Litterature
Frangaise — vol. 1, prose; vol. 2, poesie. . . Noel et Chapsal, Grammaire, Lockwood's ed.
' ' Corrig§
" Abrege de la Grammaire ... .
" Litterature
=i^Naslin — Nouvelle Methode lecture
Otto's French Grammar
" " Reader — Bocher's
Cent Vingt devoirs
*Payot's First French Reader
Petite histoire XJniverselle, Goodrich
Petit Robinson de Paris
Pendergast's Mastery Sei'ies — French
=*Paul & Virginie
*Poetes Frangais, (les) par Roche
=*Preceptes de Morale pratique
=*Poitevin's Grammaire du Premier Age
" " Elementaire
•' " Complete
" Premier livre de I'Enfance
" " Lectures
Pinney & Arnault's Grammar
" " Key to Grammar
Pujol & Vandorman's Class-Book
" " Key to same
Primer, French and English
^Premier livre des Enfants, illus., 320 pp
1 71
1 li
2 £ 1 2' 1 Oj 1.
1
10^^ 1 u 1 0
3 0' 1 7;
1§ 121
1 71
7i
1 71
1 51
2 CI
1 0'
2 2' 1 51
1!
1 01
* Paris Editions.
Payot, UpTiam & Company's Catalogue of School Boohs.
FEENCH— Continued.
tciue, Tragedies, each separately 25
ine, Th'atre Complet, American ed 1 00
icine, Theati-e 1 50
tt's Arithmetique Primaire 75
imer's Polyglot Reader 1 50
jertson's Introduction 1 50
' Intermediate Course 1 75
Whole Course .T. 2 25
' Key to same 75
jbertson's Course, French to English ; 3
vols 6 00
lonnc's Treatise on French Verbs 75
enno's Manual 1 00
Pierre's Paul et Virginie, with Vocabulary 1 13 mples, Lectures sur les Sciences, les Arts,
etc 75
iaith's Dictionnaire de poche, Fr.-English,
j avcc la prononciation 1 50
* (Souvestre) Philosophe sous les toits 75
*Saintine's Picciola 1 60
*Soulie's Contes pour les Enfants 75
St. Pierre's Paul et Virginie, with Vocabulary 1 15
=)S=Saud, La Petite Fadette 1 60
Schlegel's French Grammar 1 60
*Telemaque 75
The Young Student's Companion 1 00
Value's Ollendorff 1 25
Key to Ollendorff. 1 00
Veitelle's Lessons for Children 75
Vingut, LeMaitre d'Espagnol 2 50
" Corrige 1 25
Voltaire's Charles XII 75
" Heuriade 50
Worman's French Echo 1 25
GEOGRAPHY.
3 Geographical Drawing 94
sns Primary 63
(Shaw and) Comprehensive 1 75
nell's First Steps. .. r 45
Primary, new edition 90
Intermediate, new edition 1 50
Grammar School, new edition 1 75
Physical 1 60
High School and Atlas 3 00
Atlas, separately 2 00
Map drawmg 50
Outline maps, per set 15 00
Key to ditto, separately 50
fot's Elementary 75
Introduction 1 00
Intermediate 1 60
Common School 2 25
" " Teacher's edition 2 50
Key to Physical Maps 75
Map Drawing Cards 75
Earth and Man 1 75
tjyot's physical and political wall maps.
SERIES No. 1.
p of the United States 9 00
North America 7 50
South America 7 50
The World (Merc. Projec.) 13 50
Europe 9 00
Asia 11 25
Africa 7 50
Central Europe 9 75
Oceanica 5 75
SERIES No. 2.
) of the United States 4 50
" North America 5 25
" South America . . 4 00
" Europe 5 25
" As^ia 5 75
" Africa 5 25
*' Oceanica 5 75
" the Hemispheres 8 50
SERIES No. 3.
Map of the United States.
" North America. .
" South America . .
" Central Europe . .
" Asia
*' Africa
" Europe
" The World
" Oceanica
Per Set.. 20 25
CLASSICAL MAPS.
Map of the Roman Empire 17 00
" Ancient Greece 17 00
" Italia 17 00
Any Map, or any number of Maps of the series (except Series No. 3) can be selected if a full set is not required.
Mitchell's New Primary 80
" New Intermediate 1 80
" New Geography and Atlas 2 50
" Atlas, separately 1 50
" Ancient Geography and Atlas 2 25
" " Atlas, separately 1 35
" New Ancient Geography, 12mo 1 75
" Biblical Geography 1 25
" New Physical l 88
•' New Outline Maps and Key 13 00
" Outline Maps and Key (large) 26 00
Monteith's Introduction to Manual 75
"• Manual ;.. 1 25
** Intemtediatc and Physical 2 00
" School Maps, 8 in set, mounted 20 00
Somerville's Physical 1 75
Wan-en's New Primary 75
" New Intermediate 1 88
" Physical 1 88
" Charts, per set 18 00
Eclectic Primary Geogi-aphy 85
" Intermediate Geography 160
School Geography 2 00
White's Class-Book of Geography 20
* Paris Editions.
Payot, Upham dt Gompany^s Catalogue of School Books.
GEOLOGY.
Comstock's 1 75
Dana's Manual 5 00
" Text Book 2 00
Gray and Adams' 1 50
Hitchcock's Elementary 1 60
Hooker's 1
Loomis' Elements 1
Steele's Fourteen Weeks 1
Well's First Principles 1
GEEMAN.
Adler's OUendorif 1 25
" Key to Ollendoi-ff, 1 00
" Progressive lieader 1 50
Ahn's Course, 2 parts in 1 vol. (D. A. & Co.) . 1 00
" Budiments, by Oehlschlager 35
" Course, 2 pts in 1 vol., by Oehlschlager,
half bound 1 00
" Manual German Conversation 1 00
" German Primer 36
Ahn's German Handwriting 40
Comfort's German Course 2 00
" Eeader 2 00
Douai's German Reader, No. 1 , . 30
Grauert's Manual 70
" Second German Eeader 60
Gand's Ollendorff, German and English 1 50
" Key to " " 1 00
Glaubensklee's German Reader 90
" Synthetic German Grammar. . 1 00
Heydenrich's Elementary Reader 1 00
Keetel's Oral Method 1 75
Otto's Grammar 1 75
" Key to Grammar 75
Otto's Beginning German
" German Reader, by Evans \
Oehlschlager's Pronouncing Reader
Prcndergast's Mastery Series
Preu's German Primer
" First Steps in German
Primer, German and English
Roemer's Polyglott Reader
Sclilegel's German Grammar
Sander's German and English Primer
Werz's Third Reader
Whitney's German Grammar
" " Reader
Woodbury's New Method with the German. . .
' ' Key to above
" Shorter Coiu-se with German
" Key to Shorter Course
" N ew Method for Germans to learn English
" Elementary German Reader
" Eclectic German Reader
Wrage's German Grammar
GKAMMAE.
Bronn's First L'nes, improved 45
*' Institutes, improved 1 00
" Grammar of Grammars 6 25
Bullion's Practical Lessons 45
" Common School 50
" Principles 90
" Analytical and Practical 1 00
" Parsing 25
Clark's First Lessons 45
" Analvsis 60
" New^English 1 00
" Key to do 75
Greene's New Introduction 56
" First Lessons 56
" Analysis 80
Elements 80
Harvey's Elementary Grammar 50
" English Grammar 95
Kerl's First Lessons 45
" Elementary 56
" Common School 1 00
Kerl's Comprehensive 1
I>ynd's Class-Book of Etymology 1
March's Parser and Analyzer
Murray's Grammar
Milton's Paradise Lost, half bound
Prcndergast's Handbook to the Mastery Series Pinneo's Primary English Grammar
" Analytical Grammar
" English Teacher
" Parsing Exercises
" Exei-cises in False Syntax. . .
Pope's Essay on Man
Quackenboss' English
" Primary
Scott's Lady of the Lake, half bound
Smith's new edition
" Handbook of Etymology 1
Webb's Model Etymology
Weld's New English
Wells' Elements
" New English
GLOBES.
3 inch Hemisphere 2 GO
6 inch " 3 50
6 inch Terrestrial and Celestial, wood frame
—per pair 22 00
6 inch Terrestrial and Celestial, semi-wood
frame— per pair 12 00
6 inch Solar Telluric, each ^. .18 00
9 %, inch Terrestrial and Celestial, wood franae
— per pair 41 00
10 inch Terrestrial and Celestial, wood frame
— per pair ^
10 inch Terrestrial and Celestial, bronze frame
— per pair ^^■
10 inch Terrestrial and Celestial, Masonic—
Balls only, per pair 32
12 inch Terrestrial and Celestial, wood frame
— per pair 53
12 inch Terrestrial and Celestial, low bronze
frame — ^per pair 60
Payot, Vpliam dt Company's Catalogue of School Books.
GLOBES— Continued.
Terrestrial and Celestial, bronze ped-
:a— per pair .94 00
|£icli Terrestrial and Celestial, Masonic —
Balls only, per pair 42 00
ich Terrestrial and Celestial, wood frame
—per pair 100 00
icn Terrestrial and Celestial, bronze ped- estal frame — per pair 155 00
j 30 inch Terrestrial and Celestial, with Quad- ! rant and Compass, on a mahogany frame, I with castors — each 340 00
K^^Any of the above can be had singly at one half the price per pair.
Quadrants accompany each pair of 10, 12 and 16 inch Globes, at above prices.
GriEEK.
en's First Greek Lessons 1 25
• Greek Prose Composition 1 25
♦ Greek Grammar 1 25
' New Greek Grammar 1 50
' Greek Prosody 1 25
' Jacob's Greek Keader 1 50
' Xenophon's Anabasis 1 50
' " Memorabilia 1 50
' Homer's Iliad 1 75
' Manual of Greek Antiquities 1 50
' " Koman Antiquities 150
' " Greek Literature 1 50
bid's First Book 1 25
Prose Composition 1 50
Second Prose Composition 1 50
Eeading Book 1 50
le's First Lessons 1 25
First Three Books Anabasis 1 50
Anabasis 2 00
lion's Lessons 1 00
Principles of Grammar 1 75
Beamier 2 25
mplin's Demosthenes on the Crown 1 50
k's Gospel of St. John, Greek Interlinear 2 75
" Homer's Illiad, Interlinear 2 75
" Xenophon's Anabasis, Interlinear 2 75
3by's Lessons 1 00
Grammar 2 00
Greenfield's Testament 2 25
Hadley's Elements of Greek Grammar 1 50
" Grammar 2 00
Harkness' Fii'st Book 1 50
Johnson's Herodotus 1 50
Klihner's Elementary Grammar 1 60
" Grammar, by Edwards & Taylor. .. . 2 00
Kendrick's Greek Ollendorff 1 75
Leusden's Greek and Latin Testament 1 75
McClintock's First Book 1 50
Second Book 1 50
Novum Testamentum Graece, E. Cod. Yaticano 4 00
Owen's Homer's Odyssey 2 OQ
Iliad 2 00
" Thucydides 2 50
" Xenophon's Cyropsedia 2 00
" " Anabasis 2 00
Plutarch, by Hackett & Tyler 1 50
Smead's Antigone of Sophocles 1 75
Spender's Greek Praxis 1 00
Testament, cloth 1 75
Sophocles' Greek Grammar 2 00
Waddell's Greek Grammar for Beginners 1 00
Woolsey's Prometheus of .iEschylus 1 25
Georgias of Plato 2 00
Alcestis 1 25
Electra 1 25
GYMNASTICS.
as' (Dr. Dio) 1 50
)n"s Exercises 38
iroe's Vocal and Physical Training 1 Oi)
Smart's Manual of Free Gymnastics 20
Watson's Handbook 2 00
Manual 1 25
sons' Calisthenic Songs 50 Wood's Manual of Physical Exercises 1 25
HISTOKY.
lerson's Introductory 60
C. S., United States 1 00
Grammar School 1 20
Pictorial 1 65
General 2 00
88' Ancient History 2 00
'St's United States 1 75
det's Modern 1 60
Ancient 1 60
)drich's Child's United States 56
Pictorial United States 1 75
England 1 75
France 1 75
)drich's Greece 1 75
Rome 1 75
izot's History of Civilization 1 50
rper's School 3 00
School Histoi-y U. S., by D. B. Scott 1 50
Haydn's Dictionary of Dates 6 00
Kerney's Compendium 1 30
" Catechism Scripture History 80
Labberton's Outlines 2 00
Lord's Ancient History, school edition 1 50
Lossing's Primary United States 1 00
" Grammar School 1 25
Pictorial United States 2 00
Mangnall's Historical Questions 1 50
Markham's History of England 1 50
Martindale's United States 60
Parley's First Book 1 25
" Second Book 1 25
" Third Book 1 25
" Common School 1 75
" Universal History 1 56
Pinnock's Goldsmith's Greece 1 75
Rome 1 75
Payotj Upham & Company^ s Catalogue of School Books.
HISTOKY— Continued.
Pinnock's Goldsmith's France 1 75
" " England 1 75
Putz & Arnold's Ancient Geography & History 1 50
Quackenboss' Primary United States 90
Qnackenboss' Elementary 70
" United States, 12mo 1 70
Swinton's Condensed History of the United States 1 50
Smith's Smaller Greece 1 00
" Home 1 00
" England 1 00
Student's Rome 2 00
England 2 00
France 2 00
Greece 2 00
" Strickland's Queens 2 00
Student's Old Testament ,
" New "
Weber's Outlines j
Willson's Primary American History , ,
' ' History of the United States, new ed.
12mo i i
" American History, school edition . . , ; " Outlines of History, school edition " " " University ed.
Willard's United States, 12mo
8vo
" Universal
Worcester's Elements of Ancient and Modern Whelpley's Compend
HEBKEW.
G-esenius' Hebrew Grammar 3 GO
Hahn's Bible 4 00
Pendergast's Mastery Series.
ITALIAN.
Dante, La Divina Commedia 1 50
Foresti's Primary Lessons 75
Ollendorff 1 50
" Key to Ollendorff 1 00
Foresti's Reader 1 50
Fon tana's Elementary Grammar 1
Italian Primer
Manzoni's I Promessi Sposi 1
Roemer's Polyglot Reader :
Tasso, La Gerusalemne Liberata :
LATIN.
Allen's Latin Grammar 1 25
" " Lessons 1 25
Arnold's First and Second Book 1 25
" Prose and Composition 1 25
" Cornelius Nepos 1 50
Andrews' Latin Lessons, revised 88
First Book 88
Reader 1 12
Viri Romfe 1 25
" Caesar 1 50
Ovid 1 25
Sallust 1 50
Andrews & Stoddard's Grammar 1 50
Anthon's Latin I essons 1 25
" Latin Prose Composition 1 25
" Key to Latin Composition 75
" Zumpt's Latin (Grammar 1 50
•' Latin Versification 1 25
" Key to same 75
" Latin Prosody and Metre 1 25
" Caesar 1 50
iEneid of Virgil 1 75
■" Eclogues and Georgics of Virgil. ... 1 75
Sallust.. 1 50
" Horace .... 1 75
" Cicero's Orations 1 50
" Cicero's Tusculan Disputations 1 50
" Cicero de Senectute, etc 1 50
" Cicero de Officiis 1 50
Tacitus 1 50
" Cornelius Nepos 1 50
" Juvenal 1 50
Beza's Testament ' 1 25
Brooks' Viri America 1 50
" Virgil iEneid 2 00
Bullion's Reader 1 50
" Grammar 150
Bullion's Exercises '.
" Key to same
" Caesar, new edition, with Lexicon . . :
" Cicero's Orations '■
Sallust :
Casserley's Latin Prosody
Chase & Stuart's Cassar's Commentaries :
iEneid of Virgil 1
*' " Six Books of 7Eneid,withLex. :
" " Cicero ■
" " Horace '
Clarke's Caesar, Interlinear !
" Cicero, " 1
" Horace, " !
" Ovid, " :
" Sallust, " !
" Virgil, - !
" Juvenal, " !
Cooper's Virgil i
Frieze's Quintilian :
Hanson's Latin Prose i
" " Poetry J
Harkness' Introductory ^
" Introduction to Latin Composition ]
Fnst Book 1
" Second Book and Reader 1
" Latin Reader 1
" Elements of Latin Grammar 1
" Grammar ^
" Caesar • ^
Horace Delphini ^
Historia Sacra
Kingsley's Cicero de Oratore 1
Lincoln's Horace ^
Livy 1
Leusden's Greek and Latin Testament ]
McClintock & Crook's First Book ]
Payot, Upliam & Company's Catalogue of School Books.
LATIN— Continued.
lintbck & Crook's Second Book 1 50
Jig's Virgil's .Eneid 2 25
r's Latin Grammar 1 25
h'a Principia Latiua, Part 1 75
Part II 1 25
Spencer's Latin Lessons 1 00
Tyler's Tacitus Histories 1 75
" (iermania and Agi'icola 1 25
Virgil Delphini 2 80
LOGIC.
ter's 1 50
I's Elements 1 25
Elements 1 50
osh's Logic 1 50
AliU's, 8vo., cloth 2 00
Schuvler's Logic 90
Whatelev. 18mo 75
LITEKATUEE.
gland's English 2 50
English, 19th century 2 50
American 2 50
Classical 2 75
'er's English. . , 1 75
i Introduction to English. . . . . 2 25
Manual of Classical 6 00
's First Steps 1 00
It's Literature 2 50
Latham's Handbook 1 76
Literary Selections of the N. Y. Normal Col- lege 1 50
Shaw's English 1 75
" edited by Wm. Smith 2 00
" Choice Specimens 2 00
Smith's Smaller History of English and Amer- ican Literature 1 25
Spaulding's English 1 50
MATHEMATICS.
Int & Stratton's Commercial Arithmetic. . 1 88
rch's Analytical Geometry 2 50
Descriptive Geometry, 2 vols 4 00
Calculus .' 2 50
lam's (Warren) Intellectual Arithmetic. . 40
(D. P.) First Part 50
" Common School 85
" Key to same 70
Arithmetic and Applications 1 15
lenden's Commercial 1 50
Key 1 00
First Lessons in Arithmetic 40
Primary Arithmetic 25
Intellecltual Arithmetic 40
Written Arithmetic 50
New School Arithmetic 80
Key to same 80
■' Practical Arithmetic 90
_ Key to same 90
•' University Arithmetic 1 40
Key to same 1 40
Practical Mathematics 1 50
Elementary Algebra, new 1 25
Key to same 1 25
University Algebra 1 50
Key to same 1 50
Bourdon's Algebra 2 25
Key to same 2 25
Elementary Geometry 1 40
Analytical Geometry 2 00
Analytical Geometry and Calculus 2 50
Legendre's Geometry 2 25
Descriptive Geometry 2 75
Calculus 2 00
Surveying 2 50
Shades and Shadows 3 75
Logic of Mathematics 1 50
Metric System 1 50
23 & Peck'sDictionary Mathematics 5 00
Algebra 2 Oa
I's Primary Arithmetic 26
r Intellectual 42
Eaton's Elements 45
" Common School 95
" Key to same 25
" Key of Solutions to the C. S. Arith- metic 95
" High School 1 25
" Key to same 25
" Key of Solutions to same 1 25
*' Questions 15
" Elementary Algebra 1 25
Emerson's First Part 15
Second Part 50
Third Part 95
" Key to same .- 50
Greenleaf's Primary Aritlimetic 25
Intellectual 42
" Common School 94
" Key to same 94
" National Arithmetic 1 38
" Key to same 1 25
Algebra 1 38
" Key to same 1 38
Gummere's Surveying 2 50
" Key to same 1 25
Hackley's Algebra, 8vo. sheep 2 00
Loomis' Arithmetic, 12mo. sheep 1 25
" Treatise on Algebra, 12mo. sheep 1 50
" Elements of Geometry, 12mo. sheep. 150
" Trigonometry and Tables "2 00
" Analytical Geometry and Differential
Calculus 2 00
Mark's First Lessons in Geometry 90
Peirce's Geometry 1 13
Playfair's Euclid.* 1 75
Bay's First Part Arithmetic 25
'■"' Second Part " 40
" Third Part " 75
" Key to same 75
" Higher Arithmetic 1 26
" Key to same 1 GO
" Budiments of Arithmetic, voUhout Ans- wers 46
10
Payot, Upham & Company's Catalogue of School BooJcs.
MATHEMATICS— Continued.
Bay's Eudiments of Arithmetic, with Answers 50
Test Examples, lulthout Answers 44
" " with Answers 48
New Elementary Algebra 1 25
New Higher Algebra, 8vo., sheep 2 10
Key to Elementary and Higher Algebras 1 70
Plane and Solid Geometry 12mo 1 12
Geometry and Trigonometry, Svo. , sneep 2 10 AnalyticGeometry (Howison) " ... 2 50 School Astronomy (Peabody) " ... 2 25
Robinson's Table Book 20
*' Primary Arithmetic 25
" First Lessons in Mental and Written
Arithmetic 40
" Intellectual Arithmetic 40
*' Rudiments of Written Arithmetic. . . 43
" Practical ^^-Ithmetic 94
" Key to Practical Aritlimetic 90
" Higher Arithmetic 1 38
" Key to Higher Arithmetic 1 25
" New Klementary Algebra 1 50
" Key to same 1 25
" New University Algebra 2 20
'* Key to same 2 20
" Ne>v Geometry and Trigonometry... . 2 25
Robinson's Analytical (Jeometry & Conic Sections 2 " New Differential & Integral Calcutus 2 . " Key to Geometry, Trigonometry. Sur- veying and Navigation 2 ;
" Key to An alytal Geometry and Dif- ferential and Integral Calculus,
(in press)
" Surveying and Navigation 2 :
" University Astronomy 2
" Matliematical Operations 3 i
" Examples ^j
Schuyler's Complete xilgebra 1||j
Thompson's Arithmetical Tables ^'
" Mental Arithmetic '■
" Arithmetical Analysis !
" Rudiments, revised and enlarged ;
" New Practical Arithmetic l
' ' Key to same '
" Higher Arithmetic 1 '
" Key to Higher Arithmetic 1 (
White's Primary Arithmetic >
' ' Intermediate Arithmetic i
" Complete Arithmetic 1 '
MENTAL AND MOKAL PHILOSOPHY.
Alden's Elements of Intellectual 1 25
" Christian Ethics 1 25
" Text Book of Ethics 60
Bain's Mental Science 1 75
" Moral Science 1 75
Butler's Analogy of Religion (Barnes) 1 00
Cowdry's Moral Lessons 94
Hickok's Moral Science 1 60
Hopkin's Moral Science 1 50
Haven's Moral 1 75
" Mental 2 00
Munsell's Psychology 2 '
Paley's Natural Theology II
" Evidences of Christianity 1 '
18mo '
Schmucker's Psychology' 1 !
Stewart's Active and Moral Powers If
Upham's Mental, abridged II
Wayland's Moral Science 1 '
' ' Intellectual 1 '
Watts on the Mind, by Emerson i
Winslow's Moral Science 1 I
MINERALOGY.
Comstock's 1 25 I Dana's Manual
MYTHOLOGY.
Dwight's, 12mo 1 25
Svo 3 00
Keightley's 75
Tooke's Pantheon
White's Student's Mythology.
NATURAL HISTORY.
Agassiz & Gould's Zoology 1 50 | Tenny's Natural History (Zoology) 3
Hooker's Natural 150 " " " of Animals 2
NATURAL PHILOSOPHY AND FAMILIAR SCIENCE.
Comstock's Natural 1 75
Cooley's Natural Philosophy 1 50
Cooke's Chemical Philosophy, Part 1 3 00
" First Principles Chemical Philosophy 6 50
Draper's Natural 1 50
Gray's Natural 1 50
Ganot's Physics (Atkinson's) 5 00
Hooker's Natural 1 50
Johnston's Natural
Loomis' Natural
Olmsted's Rudiments
" School
" " revised by Snell
Snell's, Svo 4
Parker's Jiivenile, Part I
" First Lessons, Part II
Payot, Upham & Company s Catalogue of School Books.
11
NATUEAL PHILOSOPHY AND FAMILIAR SCIENCE— Continued.
ton's Elements of Philosophy 1 75
ker's Compend 1 88
k's Ganot's Natural 1 75
" Elements of Mechanics 2 00
erson's Familiar Science, revised 1 GO
ckenboss' Natural 1 75
fe & Gillett's Natural Philosophy 2 00
" Elements of Nat. Philosophy 1 25 iman's Natural 3 50
Smellie's Philosophy of Natural History 2 00
Steele's Fourteen Weeks • 1 50
Swift's PhUosophy, Part 1 53
Partn 60
Tate's Philosophy 1 50
Wells' Natural 1 60
Science of Common Things 1 20
Worthen's First Lessons in Mechanics 75
Youman's Handbook Household Science 1 75
OBJECT LESSONS.
kin's Object Lessons 1 50
Iman's Outlines 1 00
act Lessons, by Lilienthall and Allyn 30
Idon's Elementary Instruction 1 75
" Object Lessons 1 75
ch's Object Lessons 1 00
Willson's Manual 1 50
" Charts, mounted, per set 20 00
" " sheets, per set 14 00
" " Atlas form, per set 24 00
Nos. 1 to 10, mounted (5 eds) 7 50
PUNCTUATION.
fson's Treatise 1 50
luert's Grammar.
POKTUGUESE.
2 00 I Smith's Astronomy .
2 50
PENMANSHIP.
3ker's Ornamental 4 50
rman Penmanship, 8 numbers, each 16
rper's Writing Books, each 22 ^
Lee's Alphabets 2 50
fson, Dunton & Scrlbner, 12 numbers, each . 15
Alphabets 25
" " Taolets, 6 charts
mounted 3 75
Manual 1 00
" Primaiy Tablets, 2 charts 1 25
anish Penmanship, 5 numbers, each 25
encerian Penmanship, 12 numbers, each . . 15
Spencerian Key to Prac. Penmanship, plain
edition 1 50
Spencerian Charts, 6 nos. mounted on three
cards — per set 3 75
Teacher's Guide to the proper use of the Spen- cerian Copy Books and Charts 12
Thompson & Bowlers' Copy-Books 15
•' " " Exercise-Book 15
Hand-Book 60
" Writing-Cards (per set
of 36) 5 00
Williams & Packard's Gems of Penmanship. 5 00
POLITICAL ECONOMY.
wcett's Political Economy for Beginners. . . 1 00
msfleld's Manual 1 25
urtleflTs Governmental Instructor 80
eppard's Constitutional Text Book 1 25
listbn's Handbook, Administrations U. S. . 1 75
Townsend's Analysis of Civil Government 1 50
" Analytical Chart of the Constitu- tion of the United States 5 00
Wayland's Political Economy 1 75
Young's Government Class Book 1 40
KEADEKS, SPELLEES, PEIMEES, Etc.
iley's Scholar's Companion 1 00
iristian Brothers' First Book 12
" Second Book 25
Third Book 65
Fourth Book 90
»le's Institute Reader 1 25
Day's American Speller 25
DeWolf 's Instructive Speller 25
Heman's Young Ladies' Reader 1 40
Howe's Shakesperian Reader 1 50
" Historical Shakespeare 1 50
Jacobs' Learning to Spell 75
12
Payot, TJpTiam & Company^s Catalogue of School Books.
READERS, SPELLERS, PRIMERS, Etc.— Continued.
Kidd's Rhetorical Reader 1 40
Knell & Jones' Phonic Reader, No. 1 30
Leigh's Phonetic Primer 20
Phonetic Primary Reader 38
Little Teacher. No. 1 (Word Method) 10
Mason's First Music Reader 30
" Second " " 40
" Third " " 40
McGnfTey's \ew Primer 18
'* New First Reader 20
" New Second Reader 40
" New Third Header 55
" New Fourth Reader 05
" New Fifth Reader 1 05
" New Sixth Reader 1 25
" New Hi^'h School Reader 1 40
" New Prhnary Charts, 10 numbers on
sheets 1 00
" " " on rollers 2 25
" " " on hoards 3 75
Speller 20
McElligott's Young Analyzer 30
" Analytical Manual 90
Metropolitan, First Reader 30
" Second Reader 50
Third Reader 80
" I-'ourth Reader 1 25
Fifth Reader 1 88
Speller , 30
Normal Writing Speller 15
Northend's Dictation Exercises 63
Parker & Watson's National Primer 25
First Readar 38
" " Second Reader 63
Third Reader 1 00
" " Fourth Reader 1 50
Fifth Reader 1 88
" " Elementary Speller 25
" " Pronouncing Speller 50
Roemer's Polyglot Reader 1 50
Sargent's Primer 24
" First Reader 35
" Second " 56
Sargent's Third Reader
Fourth " 1
Fifth " 1
" Small Speller
" Lai'ge "
Sander's Primary School Charts (large) , for school rooms, 8 nos. on 4 cards ... 3
" New Speller, Definer and Analyz; r.
" Pictorial Primer (green covers) new- ly illustrated
" New First Reader
j ' ' New Second Reader
j " New Third Reader
" New Fourth " 1
" New Fifth Reader 1
" High School Reader 1
" Young Ladies' Reader 1
" Analysis of English Words
Sherwood's Writing Speller
Town's First Reader
" Second "
" Third. "
" Fourth " 1
" Fifth " 1
" Speller
" Analysis
Webb's Model Deflner
Webster's Elementary Speller
Willson's Primer
" First Reader
" Second Reader
" Intermediate Third Reader
Third Reader
" Intermediate Fourth Reader 1
" Fourth Reader 1
" Intermediate Fifth Reader. 1
Fifth Reader 1
' ' Primary Speller
" Largrer Speller
" New Speller and Analyzer
Worcester's Elementary Speller
" Pronouncing
EECOEDS.
American School Diary No. 1 (for pupils) to
last six months — per doz 1 00
" School Diary No. 2 (for pupils) same as No. 1, with the addition of blanks for communications from teacher to parent, or from parent to teacher,
summary, etc— per doz 1 00
Brooks' School Teacher's Register 1 00
Model Roll Book, No. 1 5 00
Model Roll Book, No. 2 5
Pocket Register
" School Diary, per doz 1
Tracy's School Teacher's Record
The Examiner, or Teacher's Aid ...
White's Common School Register 1
" Graded School Register 1
" Pupil's Daily Record
" Teacher's Class Record. 1
EEWARDS OF MEEIT, Etc.
Good Tickets, for Boys, printed in purple,
per 100.... 50
Good Tickets, for Girls, printed in green,
per 100 50
Monthly Certificate of Attendance for Gram- mar and Primary Schools, each per doz. . 50
Rewards of Merit, in colors, 5 x 6 in. per doz. 40
Roll of Honor, 19 x 24 in. per doz 1
Testimonial of Merit, 18 x 24 in. per doz 1
" smaller size, 7 x 9 in. per doz.
In addition to the above, we have an immc variety of other styles for Day and Sabbath Schoi
Payot, TJpham & Company's Catalogue of School Books.
13
SPANISH.
ammar 1 00
y to same 25
;ra Teorico-Practica (nueva), con iciones al Comercio. Por D. Emilio
o 50
,bcto en Piezas. Juguete para ninos 150
lioteca de la Eisa 1 50
[nouf. Elementos de Gramatica Latina . . 1 00
ler. El Maestro de Ingles 60
ler's Teacher 60
.o's Compendia de la Gramatica Castellana 50 reno's Manual de Urbanidad y Buenas Ma-
neras 1 50
eno's Compendio 50
's Drawing Cards, 10 numbers, each 36
nell. Cartones de Cornell para el Estudio
del Dibujo de Mapas 60
" Mapas de Cornell. Juego de 13 Mapas Mudos con los lugares marcados con numeros en vez de
sus nombres 18 00
" Una Clave de los Mapas Mudos de
Cornell 60
CUENTOS MORALES PAKA MNOS FOBMAIiES.
nchito, Mirriuga Mirronga, iei Borrico, El Pasco, :iamillete de Celia, El Eei Clnimbipe, Pa»itrote, Un Saroa Perricantante, Ubiini de Angelina Dona Panfago, o El San- Banquet de Chupete, alotodo. '■quljo Aventuerero, paquetes de una docuna surtida 1 75
CUENTOS PINTADOS PARA NINOS.
ato Bandido, La Cenicienta, o el Zapa-
torcita, y Juan Chun- tito de Vidrio,
guero, Aladino, o la J^ampara
Pobre Viejecita, Mai*avillosa,
Elenacuajo Pascador; Los Tres Gatitos, y la y El Potro sin Freno, Cena del Zorro, *
Venus Dormida, El Pardillo,
ton el Bobito, Los Tres Osos,'
Nene Pulgada. se libritos en paquetes surtidos, la docena. 75
Belem's Phrase Book 37
rorno's Method 1 75
Key to same 75
Vere's ( Jrammar 1 50
I Quixote 1 50
Mar's Conversations 1 25
cionario Mercantil, en Ingli's, Frances y
Espanol. Por D. I. de Veitelle 2 00
meutos de ia Historia Universal 3 00
ulas Literarias de Iriarte 75
lologia i' Higiene (Elementos de) 2 00
Ilermo Tell, Libertador de la Suiza 1 50
eria de Piuturas para Ninos 2 00
Bias 1 50
)di-icli's Historietas Morales 1 50
.matica de la Academica Espanola 1 50
nd's Compendio de Arithmetica Elemental 20
je's Grammar, by Sales 2 00
ro Primario de Ortogi-alia 50
iguage de la Flores y de las Frutaa 75
ro Primario de los Ninos Una cartilla
adoniada con laminas ilumiunadas. La
j docena 2 00
ji Miserables. Novela por Victor Hugo; 5
[ tomos 2 50
psh's Book-keeping 2 00
I" " by Single Entry 2 00
I ' " Blanks to either system 1 50 (rales' Keader 1 50
Mandeville's Libro Primario 25
'• " Segundo 35
" " Tercero 50
Mantilla's Libro de Lectura, No. 1 30
No.2 85
No. 3 1 10
" English or Spanish Method 1 25
MI ABUELA FACIL, COLECCION NUEVA DE HISTORIAS PAEA NINOS.
Historia Nueva de Tomasito Pulgar.
Multiplicacion Divertida
Historia Nueva de la Dama de Copas y
sus Pastelas. Viajes de Panchito Macaronio. Historias Nuevas del Alfabeto. Historia Nueva de Papa Pernudo. Fiesta de San Miguel, o el triste fin de la
Causa Amorosa. Historia Nueva de Juanillo Bocado. Maravillas de una Jugueteria. Jose y sus Hermanos. La Tertulia de Micifut. El Casamiento de Dona Micha. La docena 2 00
munecas de papel. sets clases, dos de cada
una; a saber. Anita Gomez, Panchita, Kosita, La Senora Tomas Pulgar, Lola, El General Tomas Pulgar. En paquetes surtidos, la docena 2 00
Nuevo, Tesoro de Chistes 1 50
Oritz. Principios Fundamentales sobre Edu- cion Popular y los Nuevos Metodos
de Ensenanza 1 7
Ortiz Fisica 1 75
Ollendorff's New Method, by Velasquez 1 50
" Key to same 1 GO
" Grammar, Spanish, to learn
French, by Simonne. 1 50
" Key to same 1 GO
" Grammar, Spanish, to learn Eng- lish, by Piilenzuela 1 50
'' Key to same 1 00
Method, by Vingut 2 25
" Key to same 1 25
" El Maestro de Ingles, by Vingut. 2 50
" Clave del Maestro de Ingles 1 25
" El Maestro de Frances, by Vingut 2 50
Clave 1 25
«' Le Maitre d'Espaiiol, by Vingut. 2 50
" Corrige 1 25
Perkins. Arithmt'tica Elemental GO
Pinney & Barcello's Spanish Grammar 1 50
Primer, Si^anish and English 10
Paez's Geografia Descriptiva del Mundo 1 50
Quackenboss' Hihtoria de los Estados Unidos 1 80
lioemer's Polyglot Reader 1 50
Ripaldi's Catecismo de la Doctrina Cristiana. 20
Eobertson's Course, 12mo 2 00
" Curso de Ingles, por Rojas, Svo.
with Key 3 GO
Rosales' Caton Cristiano y Catecismo de la
Doctrina Cristiana 20
Eoyo. Instruccion Moraly Religiosa 1 00
Sarmiento. Las Escuelas; Base de la pros- peridad y de la Republica en los Estados
Unidos 3 50
Sarmiento's Arithmetica Practica 50
" Metodo de Lectura Gradual 20
Smith's Primer Libro de Geografia 1 GO
" Spanish Astronomy 2 GO
Salkeld's First Book 150
14
Payoty TJpliam <jt Company's Catalogue of ScJiool Boohs.
SPANISH— Continued.
NUEVA DE NOVELITAS PAEA DIVERSION E INSTBUCCION DE LA INFANCIA.
Aladin o la Lampara Maravillasa, El Gate Oalzado, Beldad y la Bestia, Viaje de Gulivero a Lilipucia, Juanito y el Tallo de Haba, Ceuicentilla, o el Escarpin de Cristal, All Baba y los Cuarenta Ladrones, Juan el Matador de Gigantes, Aventuras de Robinson Crusoe, La Caperucita Roja
La Barba Azul, La Gata Blanca. Por docena
Tolon's Elementary Spanish Reader
Urcullu's Grammar
" Gramatica Inglesa
Velasquez's New Reader
" Conversations
Vingut's Reader and Translator
" liBctor y Traductor Ingles
Willard's Historia de los Estados Unidos . Youman's Elementos de Quimica
SINGING BOOKS.
Allen's Song Cabinet 56
Baker & Fargo's Songs of the Temple 1 25
Baker & Hodge's Jubilant Voices 1 50
Baker & Perkin's Tabernacle 1 25
Bradbury's Alpine Glee Singer 1 50
Anthem Book 2 00
" Bright Jewels 40
Eclectic Tune Book 1 50
" Fresh Laurels 40
" Golden Censer 40
" Chain 40
" " Shower 40
" Trio 1 00
" Jubilee 1 50
Key Note 1 50
" Metropolitan Glee Book 1 50
" Musical Boquet 1 00
" Musical Gems 56
" Singing Bird 56
The Carol 56
Victory 1 50
Young Choir 35
Butler's Silver Bell 60
Curtis' Little Singer 60
Christian Minstrel 1 50
Echo to Happy Voices 35
Emerson's Golden Wreath 60
Jubilate 1 50
Choral Tribute 1 50
" Merry Chimes 60
Fillmore's Harj) of Zion 1 25
Goodrich's Service and Tune Book 25
Happy Voices, half bound 35
Hollister's S. S. Service and Tune Book
Hood's Trio, cloth
Mason's First Music Reader
" Second " "
" Third " "
" National Music Teacher
Mansfield's American Vocalist
Parson's Calisthenic Songs
Perkins' Golden Robin
" Laurel Wreath
' ' Mount Zion
" Sabbath Carols
" Starry Crown
" Song Echo
Philip Phillips' Day-School Singer
Reden & Goodenough's Church Singer
Richardson's New Pianoforte Instructor
Russell & Sander's Robin Redbreast
Root's Silver Lute
"• Korest Choir
" Diapason ,
" Sabbath Bell
" Triumph
Staunton's Book of Common Praise
The Young Singer — Part 1
The Young Singer — Part 2
The Young Singer's Manual
Tucker's Nine O'clock in the Morning
Waters' Sabbath School Bell, No. 1
" No.2
" " " Two parts in om Woodbury's New Lute of Zion
" Anthem Dulcimer
SCHOOL APPAEATUS.
t Accommodation Penholders special terms
Aids to School Discipline, all kinds, .special terms
t Alphabet Blocks special terms
JBartholomew's Drawing Slate, 5x7 without
cushion 25
tBlackboard Rubbers , .special terms
Blackboard Dividers, two feet long. . .special terms tBlackboards, revolving, finished both
sides, with support special terms
t " - Pointers special terms
Blackboard Slating, pints 2 00
" " quarts 3 50
gallon 13 00
Book Clamps, Japanned 45
" " Brass 75
" Silver 1 30
Call Bell, No. 3 1 50
No. 5 2 00
Call Bell, No. 28
No. 29
tChalk Crayons special
Chart and Map Supports special
Composition Books, stiff covers, all
sizes special
Crayon Holder, new — • •
tCrayon holders, common special
Cube Root Blocks
Dissected Cone
tDollar School Pens, per gross
Drawing Boards special
Easels special
Exercise books, stiff covers, all sizes .special
(jcometrical Forms, large
Hemisphere Globes, 3-inch
" " 5-inch
Inkwells, glass, without covers
Payot, Upliam <& Company's Catalogue of ScJiool Books.
15
SCHOOL APPARATUS— Continued.
ell's glass, with covers 2 75
Britannia hinge 3 75
sacks for boys, two sizes special terms
era! Frames 2 15
;t Teaching Forms 4 50
t Teaching Aids of all kinds special terms
7 22 50
bar Cushioned Slates, 5x7 20
6x9 25
6HxlO 30
• " " 7x11 35
8x12 40
5x7 ruled 38
tRulers with inches marked, 15 inches . special terms
tScliool Medals special terms
School Bags for girls, six sizes special terms
School Straps for boys special terms
fSlate Pencil holders special terms
T Square, Triangles, etc special terms
Tellurian 22 50
Writing Ink, in glass, stone or wood, special terms ' ' Books, wide or narrow ruling.special terms " " " stiff covers .. special terms
" " for German " .. special terms
TEACHER'S LIBEARY.
ncan Normal Schools 1 15
Institute Lectures 1 50
Methods of Teacher's Institutes 75
ard's School Architecture 2 25
Pestalozzi Papers (6th series) 3 75
Oral Training 1 00
on Corporal Punishment 1 30
ht's Higher Christian Education 1 50
Philology 2 25
ocqueville's American Institutions 1 75
s' Logic of Mathematics 1 50
tt's Practical Education 1 50
e's Institute Lectures 1 25
j's In the School Boom 1 25
rook"s Normal Method of Teaching 1 75
)rv of the Progi-ess of Education 1 50
|l^s School Government 1 50
Mansfield's American Education 1 50
Mayhew's Universal Education 1 75
Northend's Teacher and Parent 1 50
" Teacher's Assistant 1 50
Potter & Emerson's School and Schoolmaster 1 50
Page's Theorv and Practice of Teaching 1 50
Phelp's Educator 1 50
" Student 1 50
Randall's Popular Education 1 50
Root's School Amusements 1 50
Russell's Normal Training 1 50
Sand's Philosophy of Teaching 1 00
Spencer on Education 1 25
Walsh's Lawyer in the School Room 1 50
AVells' Graded Schools 1 25
Wickersham's School Economy 1 50
Wickersham's Methods of Instruction 1 75
See Classified List of Books for Teachers.
MISCELLANEOUS STATIONERY;
EMBBACING
The '* Whiting '^ and *' Pearl Siyring Mills " Writing Vapers, Envelop Initial Paper, Gold Pens, Steel Pens, Penholders, Inks and Flui Ifikstands, Mueilage, Slates, Slate Pencils, Draiving Pencils, Che Crayons, Stationers' Puhber, Backgammon and Chess Boar\ Checkers, Chessmen, Cribbage Boards, Portfolios and Tourii Cases, Ivory Folders, Erasers, Ivory Tablets, Paper Weights, Sei ing Wax, Playing Cards, Bristol Board, Blotting Paper, Writi Desks, Diaries, etc., etc, j
OUR STOCK OF
EMBEACES
Mistory, Biography, Poetry and the Drama, Belles Lettres and Statu Classics, Standard Fiction, Medical, Theology, Religion, Travl English Publications, Science, Art and Natural History, Miscel^ neous. Architecture, Agriculture, Dictionaries, Encyclopedias, Bih andf Prayer Books, Family Bibles, Photograph Albums, Gift Boot Juvenile and Toy Books, etc., etc.
FEENOH, ENGLISH, GERMAN and AMERICAN FANO COMMERCIAL and SCHOOL STATIONERY.
CONSTANTLY IN EECEIPT OF NEW STYLES OF
Monograms, Family Crests, Annorial Bearings,
Coats of Arms, Mottoes, Escutcheons, e
AETISTICALLY DESIGNED AND ENGEAATID.
FASHIONABLE STYLES OF VISITING, INVITATION and WEDDING- OAE-
SOIiS] AGENTS FOR THE
AMg'OMlem© Mills ^^ Freiiclli Letter amii lote Psipei
Orders for any article not strictly in our line will meet with prompt attention, and be fi to tlie best advantage of our customers, without charge for commission.
^^A liberal discount made to the Trade, Libraries, Clergymen and Teachers.
PAYOT, UPHAM & COMPANY,
Publishers, Booksellers, Iraporters and Stationers^
620 S 622 WASHINGTON ST.,
San Francisco, Oal.
UNSECTIONAL, UNPARTISAN, UNPOLITICAL SCHOOL-BOOKS.
The freshest series of Text-Books puhlished— containing the latest results of discovery and scientific research.
I Officially adopted by the Virginia State Board of Education,
I AND NOW LAR6JELT IN USE IN
And in many Northern States.
jA.n Association composed of many the several Southern States, feel- |School-Books wliieh should be en- ^npoUtical, whicli should present cieuce — are now issuing a com- Text-books by the eminent schol- Ivhich are the
Cheajjestf Best, and Most
Now published. The
of the most eminent citizens of ing the necessity for a series of tirely unsectional, unpartisan, and only the facts of history and plete series of School and College ars and educators named below
Beautiful School-Boohs
University Series" embraces
MAURY'S Geographical Series,
JBy Commodore M. F. Maury, of the Virginia Military Institute. A series of books which fenark an era in the study of this science, and which, i:i the words of a well known and ac- Isomplished Southern teacher, " are characterized by a felicity of arrangement and simjde freshness of style which must ever render them attractive to the young, and which will be jused by all who wish to teach Geography as a science, as something to make pupils tJiink, and not merely as an enumeration of dry facts."
Holmes' Readers and Spellers,
(By George F. Holmes, LL.D., Professor of History and General Literature in the Uni- Iversity of Virginia. A series of Readers unequalled in cheapness, excellence, and typo- jgraphical beauty. They are steadily progressive in character, bright and fresh in their [selections of prose and verse, and illustrative of Southern scenes, incidents, and history
Venable's Arithmetical Series,
y Charles S. Venable, LL.D., Professor of Mathematics in the University of
irginia. These books arc received everywhere by intelligent teachers with the highest satisfaction, as being most admirably adapted for mental drill, as well as for business educa- tion. Their methods, rules, and reasonings are clear, distinct, logical, and comprehensive, flnd the series is carefully graded throughout.
Holmes' History of the United States,
B^ George F. Holmes, LL.D., of the University of Virginia. It is enough to say of
this admirable work, interesting, impartial, and truthful, as well as pure and graceful in
style, that it is the only History of the United States which is strictly impartisan. It comes down to the present date. Also,
De Vere's French Grammar, Readers, etc., Cildersleeve's Latin Series,
Carter's Elements of General History, Holmes' English Grammars, LeConte's Scientific Series, Johnston's Eng;lish Classics,
Duntonian Writing-Books, etc., etc*
Send for our new ILLUSTRATED DESCRIPTIVE CATALOGUE, which will be ; mailed free to any teacher or school officer. It tells what teachers think of the books, and 1 contains specimen pages of each.
I Address UNIVERSITY PUBLISHING COMPANY,
155 and 157 Crosby Street, New York.
Adopted fcr Exclusive Use in the Public Schools of Californ
SWINTON'S CONDENSED.
^ COISDETNHEI) J^OHOOE TIIHTOIIY
OF 'I HE
UNITED STA_TE:g
CONSTRUCTED for definite results in recitation, and cc taining a new method of topical reviews. Fully illustrat with maps, portraits, and new and beautiful designs. By W- SwLxroN, A. M., Professor of History in the University of Q fornia; author of ^-Campaigns of the ylrmy of the (Potomac/' ^'C cisive (Battles of the War/' etc. 300 pages, printed on fine pa] in elegant style, and substantially bound.
Copies furnished by mail to teachers who may wish to exanii it, with a view to introduction, on receipt of 7 5 cents.
This condensed manual has been prepared in order to meet the views and wan s of that large and increas- ing class of teachers, and more especially the teachers in our Common Schools, who are aiming at definite results in this study. It is not a mere picture-book or story-book— though it is very fully illustrated with portraits, maps, and other engravings, all of which are execuKd in the best style. It aims at something which, if not higher, is at least different. It is designed as a working book, and J.ence discards both the high- flown na; rative style and the meaningless details of the majority of school histories. The text derives its in- terest from the lucid presentation of the subject-mat- ter— in itself deeply interesting. The technic;-] points of novelty and sup ri( rity of this work will be evident to all practical teachers. Some of these points are:
I. A plan of clear and concise paragraphing, by which the gist of each paragraph is readily apprehended by the pupil.
II. A total, and it is hoped welcome, absence of in- volved, inverted, or in anywise rhetorical sentenc< s, and the ixse, in lieu thereof, of the direct, concise, and recitable construction.
III. A new method of Topical Keviews. On this point— perhaps the leading point of novelty in the book— the teacher is referred to an examinatic)n of the Reviews themselves. Ihe difference between the present and the old method of reviewing— which does no more than print a string of review questions, re- ferring to preceding pages for the piecemeal answers — must be obvious. There can be few jndicioixs teach- ers who have not discovered that pupils, in order to have a really available knowledge of the crowded facts of history, require that these facts should be grouped and reiterated and turned over in avaritty of ways. To accomplish this end, thus imparting a comprehensive knowledge of events and the connections of events, is the purpose of the novel method of reviewing adopted in this manual.
IV. The separation of the history of the Western,
Mississippi Valley and Pacific Statrs from its t iitai meut in the history of the .Administration is. The tory of these great States thus receive a degree ol tention that is at least more nearly adequate i htretofoie.
V. The separation of the leading f.icts of Amcr Progress from their entanglement in the history ol Administrations, and their i)rtsentation in a sec by themselves.
VI. A tone of treatment free from partisan bi sectionalism, politics or religion — a tone of treat: as completely as possible American.
The A>w York Times, in announcing the forthi ing publication of this work, in its issue of June 1 1871, said:
"Advance sheets of Swinton's Condensfil Hi have for some time been in the hands of loiuliug cational men of this city, and we but expn ss t unanimous opinion when we say that thi- mn marks an era in school histories. Mr. Sm'1xt« n^ i: as a writer of histoiy is pretty well known to liu i ers of this journal, with which he was many \« .a sociated, while through Ms Army of the I'hO^iikI'- Decisive Battles it is equally well-known to tin c(>ii at large. The Con(/en,sfi(Z contains many technical p of novelty and superiority, which teachers will rt appreciate. It is clear in its style, sensible in its i and impartial and catholic in i s spirit. It will h tensively used in this city, and has been sdopt( the State Educational Boards of several Sta es.
j palpable merits of the book will be its own sufli'
j introduction."
I The Hon. John Swf.tt, Dep. Supt. of Com ! Schools of California, after examining the sheets, the following enthusiastic praise to the work;
"Allow me to congratulate you on the siihi' excellence of Swinton's Condensed. Histoni. '^"• caunot express the delight with which I luu > r( ;i pages of proof. It cannot fail to be a great surci ^
The " COWDENSBD ^^ can now he suj^pUed for iiitrodi Hon through the San Francisco trade.
IVISON, BLAKEMAN, TAYLOR & 00, Publish
138 and 140 Grand Street, NEW YOIi
1
^/
OCTOBKR, 18^1.
Vol. IX.]
\W/>
[No. 4.
T^HTjB
A JOURNAL OF
School and Home Education
AND OFFICIAL OEGAN OF THE
iepartment of Public Instruotion.
KDITORS :
O. F. ^ND ^. I.. FITZGERALD.
s
I cvl
ContriDnting Editors, elected liy tie State Educational Society :
MISS CLARA G. DOLLIVER. DR. E. S. CARR,
MRS. AURELIA GRIFFITH, PROF. Vf, J. G. WILLIAMS.
SAN FRANCISCO:
CALIFORNIA EDUCATIONAL SOCIETY.
Publication Rooms, No. 240 Montgomery Street,
M. D. Carr A Co., Booh nnd Joh I^rlnters, Ko. JjSS Clay Street.
ii
^:^
mi) Li
TERMS— TWO DOLLARS PER ANNUM, payable invariably in advance.
Adftrestt: CALTrORXTA TEACIlEJi, San Irnncisco,
PAYOT, UPHAM & COMPANY
Booksellers, Jtationers and Jublishef
620 mmM 6ii WasMagtoa Steeai
One door above Maguire's Opera House, SAN FRANCISi
They call special attention to their well-selected and comple assortment of SCHOOL BOOKS, which they offer at the lowest market prices, WJiolesale and Retail. Also,
Standai
Bibles : /^77 /77) ^. r ^,
ci^^/ "_X^^/:!^^^5^^^_2^
pks,
i
Scienti:
Portfolios, Writing Desks, Etc., I
New and Latest Styles of Note and Fancy Papi
WEDDING AND VISITING CARDS,
^^ Suhscriplions taken for all Foreign and American Periodicals.
\
PAYOT, UPHAM & COMPANY
620 and 622 Washington i«
4-1
THE
California Teacher.
OCTOBER, 1871,
Vol. IX. SAN FRANCISCO. jVo. 4.
THE READING EXERCISE.
BY H. C. KINNE.
The following suggestions are offered mainly for the consideration of persons who have charge of ungraded country' schools, though they are by no means entirely inapplicable to the peculiar routine of the school- room in our cities and larger villages.
The first and most important item in the successful management of an ungraded school is the proper classification of the pupils, and the want of such classification is a bar to progress which no amount of skill or energy on the part of the teacher can overcome. The true secret of success in teaching is to teach but few things, and teach them well; and every teacher, upon entering an ungraded school, should organize the fewest possible number of class^S'Rand>d^clu^ a large share of the school in each class. All studies in\\\ich * a goodly number of pupils cannot engage should be thrown out. This is trhe of reading as well as of other studies, and it is in relation to the reading exercise that a caution is particularly needed in the schools of this State. There are now, and have been for years past, too many different reading-books allowed in our schools. McGuffey's series of Readers has been wisely substituted in place of Willson's; but our State Board would have con- sulted the interests of ungraded schools, at least, if they had taken a step farther: selected three numbers from the new series, and permitted the introduction of these three only. The full series consists of six num- bers, and as the use of all of them is now authorized, they will naturally find their way into all the book stores and all the schools of the State.
94 THE READING EXERCISE. [Oct.
There is many a small school wherein two or three pupils ^vill be furn- ished with the sixth reader, three or four with the fifth reader, four or five with the fourth reader, and so on down to the first. Of course, there must be as many different classes as there are diff"erent readers- and confusion will necessarily reign supreme. No one at all conver- ^_, sant with school matters needs for a moment to be informed that it isiflH utterly impossible for any teacher to manage six reading classes and do any degree of justice to them. Wherever the attempt is made the read- ing exercise will degenerate into a farce.
The first injunction, then, that I would lay upon the teacher is this, that in addition to a class in the charts, no more than three regular read- ing classes be organized. The teacher should select from the series three readers adapted to the capacity of the pupils, and make use of them only; and where such selection has not already been made, I would suggest that the first, third and sixth readers will be found amply sufficient for the wants of every ungraded school in the State. If the mode of instruction recommended in this article be faithfully pursued, the omission of the intervening numbers will occasion no inconvenience. But whatever portion of the series is selected, this much is certain, that three readers, and three readers only, are all that should be used in any one school at any one time. Teachers should be inflexible on this point. • Of course, if a large number of pupils, sufficient to form a class^ are already provided with a given text-book, a change should not be too rigidly insisted on, though that book may not, in the judgment of the teacher, be the best adapted to their capacity. But the odd sticks should be pruned off Avithout mercy. One or two pupils should not be allowed to read separately, simply because they " bought that kind of book." It is nothing but weakness on the part of the teacher to tolerate such a condition of things. Some effort may be required to effect a proper classification, and to reduce the school to a working trim, but the thing must be done before any sound and vigorous progress can be made.
Three reading classes having been organized, I would advise, sec- ondly, that the smaller pupils be furnished with extra readers, similar to those used by the higher classes, in order that they may look on while the older pupils are reading. This may be deemed a novel proposition, but it is one that will stand approved after a litde reflection, and most certainly after a little experience. It is the peculiar advantage of an ungraded school that the smaller pupils are constantly learning from the instruction given to those who are older. The smaller pupils are
1871.J THE READING EXERCISE. 95
listening day by day to the reading of the advanced classes, and especially to the reading of the teachers, and they thus gradually be- come familiar with the pronunciation of words, and also gather some- thing of the spirit and meaning of the passages contained in the reading lessons. I recollect, when a child myself, listening with the most de- lighted attention to the eloquent reading of a teacher, whose unusual gifts in that line of rhetoric subsequently procured for him a professor- ship of that science in one of our colleges. But if the younger pupils are supplied with books, and watch the reading of the advanced classes, it is evident at once that the incidental benefits they receive Vvill be im- measurably increased. The eye will be educated as well as the ear. They will not only hear the words pronounced, but they will see upon the printed page the symbols representing those words, and by associat- ing the form and the sound, they must necessarily themselves learn to read. Nor will it be found difficult to teach the younger pupils thus to watch the exercises of the higher classes. A child that can read rapidly and fluently in the first reader — whose eye has already been educated to run quickly from line to line — will soon learn to " keep the place " in the sixth reader, especially when the lessons in the sixth reader are read and re-read repeatedly, and read, too, slowly and deliberately for the particular benefit of younger pupils. And here let me say, paren- thetically, that while undue rapidity of utterance is of course npt desir- able, nevertheless ever}' child should be able to read rapidly, and this faculty should be acquired at an early stage of the pupil's progress. The first reader class should, therefore, read their lessons over and over till they can read veiy fast. In this manner the eye will be educated to quickness of discernment, and the development of an insufferable habit of drawling prevented.
By all means, then, let the younger pupils be supplied with extra readers. And as nothing of the kind is contemplated in our public school regulations, teachers must look to the voluntaiy action of par- ents for assistance. And they will not look in vain. Parental pride is particularly solicitous in behalf of the progress of young children. And if any children remain unprovided for by their parents, teachers should take up a subscription in their districts, purchase a proper supply of extra readers, number them, add them to the school library' as district property, and loan them to such pupils as need them. And whether these books belong to parents or to the district, they should be put in the hands of the pupils only during the reading exercise, and immedi- ately at its close should be carefully collected and laid aside.
96 IHE READING EXERCISE. [Oct.
The third suggestion that I would make is in relation to the adoption of a rule upon which I would lay the utmost stress, as being of vital im- portance in the successful management of the reading exercise. It is a rule that should be enforced in all schools, whether graded or ungraded, and in all classes, whether primary or advanced. To borrow a trite phrase, it is a rule that should be transcribed in letters of gold and hung up in every school-room for the guidance of the teacher as well as the school. It is this:
Every pupil shall read readily and flue7itly^ without hesitation and without mistakes.
This regulation may seem to many to be very nearly akin in point of wisdom to the famous order of King Canute forbidding the influx of the tide. To many it may seem not half as brilliant, nor half as likely to prove effective as Dame Partington's attempt to beat back the sea with her broom. But I beg leave to say that nothing can be surer of accomplishment. I beg leave to say that a school may be so instructed that every pupil shall have no more difficulty in determining the pro- nunciation of the words that occur in his reading lesson than he has in finding the way to his mouth at the dinner-table. It is hardly necessary to remark that this is a consummation devoutly to be wished, and that it is also a consummation not yet attained in the majority of our schools. There 'is an endless amount of stumbling and awkwardness and hesita- tion in our reading exercises. It is to be found, to a greater or less extent, nearly everywhere. If all the reading lessons in the land were marshaled simultaneously, and if our auditor}^ nerves were rendered so acute that we could catch the faintest vibration from the remotest sec- tion, what a Niagara-like torrent of mispronunciation would roll in upon us. And this state of affairs is attended with the most damaging results. If but a portion of the pupils are chronic stumblers, they constitute a drag and a burthen that renders the whole exercise exceedingly stale and unprofitable. Wherever this pernicious habit prevails, it destroys all life and interest and animation, creates a spirit of restlessness and inattention, and converts the reading exercise into a tedious and weari- some farce. The pupil who stumbles at every third word derives no benefit from the exercise, but rather positive injur}^ He of course understands nothing of what he is reading, or pretending to read. The hour for reading is to him an hour of mortification and shame, and he gradually acquires an aversion to everything in the shape of a book, which aversion he carries with him through life. Not a little of our popular ignorance is attributable to the fact that multitudes in their
1 871.1 THE READING EXERCISE. 97
earlier years acquire a disgust for literature by reason of that defective mode of instruction which allows them to stumble into the school- room, stumble through it, and stumble out again, without having read a single sentence correctly and understanding^ throughout their whole course. By ail means, then, let the nuisance be abated, if the thing is possible. And as I have already intimated, the thing is possible. From the whole number of schools in California let there be selected fifty wherein this habit most prevails; from each of these fifty schools select the individual pupil most notorious for this defect; let these fifty choice specimens be gathered into one class or school, and yet, under suitable instruction, all this hesitancy in reading may be made to disappear as if by magic within ten days. But how is this result to be attained .? What is the talisman that will eflfect so wonderful a transformation .? It is simply this : Let the teacher read each lesson to the class, clearly and distinctly, six times before any pupil is allowed to pronounce a syllable. This is the remedy, and the whole remedy. Just this, and nothing more. I do not mean that the teacher shall read the lesson six times \ consecutively on one occasion, or at one sitting, but that the lesson : shall be read repeatedly during several days previous to its assignment I to the class.
Let us explain the matter more pardcularly. We will suppose it to be Monday morning, and in a school where the good old-fashioned practice of opening both the morning and afternoon sessions with read- ing still prevails. The class is prepared to take up a new lesson, say Lesson' XX, which lesson has been read by the teacher half a dozen times during the preceding week. The teacher commences the exer- cise by reading the same lesson again in full. The class follows, read- ing the same. The teacher then concludes by reading. Lesson XXI as an advanced lesson. On Monday afternoon precisely the same course is pursued, the teacher reading Lesson XX, the class reading the same, and the teacher concluding with Lesson XXI. The same routine is strictly observed on Tuesday and Wednesday, both morning and after- noon. On Thursday morning, as Lesson XXI has now been read six times in advance, the class is prepared to take it in hand, while Lesson XXII becomes the advanced lesson to be read by the teacher. It will be seen that by this method each lesson is read six times by the teacher before it is commenced by the class; it is read six times by the teacher while the class is engaged upon it; and it is read six times by the pupils themselves, or eighteen times in all. The entire efficacy of this mode of instruction as a remedy for any ancf all awkwardness and hesitancy in
98 THE READING EXERCISE. [Oct.
reading will not be disputed for a moment. The whole school must necessarily read with the utmost ease and fluency.
But the objection may be made that under this system the teacher is required to read twice as much as the pupils. This is precisely as it should be. It is from the instruction given by the teacher that the pupil is supposed to make progress. Every time a child pronounces a letter, a syllable, or a word correctly, it does so from the fact that it has heard its teacher or other person pronounce that same letter, syllable or word correctly. The more frequently, then, a word is pronounced in the hearing of the pupil, the more indelibly will that pronunciation be impressed upon his memory. And there is another consideration that calls upon the teacher to read continually and repeatedly in the pres- ence of his school. The language of literature differs very materially from the language of children and of unlettered people generally. Our literary productions contain innumerable words and expressions that do not pass current among persons unacquainted with books. The words made use of by uneducated people are few and simple; whereas the words to be met with in the broads fields of literature, in their number, in their construction, and in their application and shades of meaning, are multitudinous, complex and manifold. When the boy steps from the circle of the play-ground into the circle of the literati, he is ushered into a new sphere, where ideas are conveyed in a tongue to him un- known. Upon the teacher, therefore, devolves the task of rendering his pupils familiar with this higher language, and the true course for him to pursue is that which I have indicated. The words of litera- ture should be dinned incessantly into the ears of the pupil until they are inlaid, so to speak, into his intellectual structure, and become an essential and inseparable part of his mentality. Let the teacher, then, read, re-read, and read again.
It may be further objected, that if the smaller pupils are required to watch the exercises of the higher classes they will have no time to study their own reading lessons. I respectfully demur to the use of the term " study " in connection with a reading lesson. When pupils are required to memorize certain facts in geography, or certain par- adigms in grammar, that term may be appropriate, but there is no pro- priety in assigning to a class an entirely new reading lesson, one which they have never read, or heard read, before, and requiring them to "study" it by way of preparation for reciting. New lessons must necessarily contain new words, in reference to the pronunciation of which the pupil is left in the dark. After the teacher had read a
1 87 1.] A TALK TO PARENTS. 99
lesson several times, and thus shown the class how to set the egg on end, it may be entirely proper to require them to review it before reading, but the only true way to " study " a reading lesson is for the class, with book in hand and eye on line, to listen to the reading of the teacher.
The advantages of the system of instruction outlined in this article may be summed up as follows:
1 . There will be but few classes, and these most thoroughly taught.
2. All hesitancy and defective pronunciation in the reading exer- cise will disappear.
3. Unexampled progress will be made, especially by the younger pupils.
4. The constant repetition of the lessons will enable the younger pupils to watch the reading of the advanced classes without difficulty.
5. Younger pupils may be promoted to higher classes with no in- convenience from the omission of some of the readers in the estab- lished series.
6. The whole school can join in concert exercises in reading from the highest reader in use.
7. All children will become good readers, and that at an early age.
8. Pupils will catch and imitate the style of the teacher, and thus read with proper rhetorical effect, though no special attention be given to the so-called rules of rhetoric.
9. Success in this exercise will tend to develop a taste for reading, which, in turn, will contribute to the attainment of a higher degree of general intelligence.
And, finally, it is claimed that this system is the most natural and philosophical, and consequently the most valuable and useful, and therefore those teachers who adopt it will necessarily be the most suc- cessful.
A TALK TO PARENTS.
Parents, patrons and friends, we extend to you a cordial welcome, and must assure you that we feel highly honored with your presence here to-day. We felt desirous to have you come to see us, at least one time. We would have been glad, and certainly felt much encouraged to have had you visit us oftener. We must now say, that special efforts would have been made to secure your presence ere this, had it not been that we have been anticipating a brief career and speedy termina-
loo A TALK TO PARENTS. [Oct.
tion of school on account of the financial condition of the district. I am now happy to say we can anticipate its continuance with brighter pros- pects, I hope, for the future. We trust that our energies may be re- newed, and our labors here become more and more satisfactory and beneficial. We feel that the business of schools is so closely allied with every one's interest, that we should meet at least one time under the same roof — the roof of the district school house — where we could see and know each other, and see and know how things looked around and about here ; and encourage that feeling of mutual dependence and benefit which is so strongly manifested, yet so little heeded, in the rela- tions which a school establishes in a community.
The visits of school officers, and especially the parents of the children attending school, should be so frequent as to make us feel that their visits were a matter of course, and of no unusual occurrence . We would thereby be impressed with a feeling of confidence and security. Whereas, when they are few and far between, like the visits of angels, we are apt to grow timid, become embarrassed, and regard them, not as a matter in the natural course of things, but with a kind of fear and dread. The less parents and patrons visit schools the less they feel in- clined to do so, till finally they are influenced by the same dread.
This place is the scene of your children's educational labors, and their moral, mental and physical training. This is the house, and this is the place where the children and youth from the different homes in this community assemble from day to day, for seven hours of the day, and for five days in the week. Within these walls, and at these desks, from day to day they assemble, and take their accustomed places, where the work of preparation in the different studies in which they are engaged is required to be done.
And on these grounds, just around and about here, they chase away the hours of relaxation and play, in childish amusements. Behold them, assembled here now, a part and parcel of an embiyo republic — the future representatives of yourselves, of this community, and of this society, and of the community and society at large.
Again, I would ask, what is the object of this meeting here from day to day, week to week, month to month, and from year to year, during the period of their minority ? Is it a place of retirement for children, where parents and guardians may send them to escape the petty annoy- ances which they sometimes experience by their presence at home } Or, is it for the more noble and glorious purpose of bringing them under the influence of moral and intellectual discipline, that they may be prepared to become useful members of society }
1 87 1.] A TALK TO PARENTS.
lOI
We come here to learn what are our duties, and to prepare ourselves for an hofiesi and intelligent discharge of them. What are our duties ? We have certain duties to perform, growing out of our relations to our Creator — that of whole-souled love and obedience, entirely summed up in the command: "Thou shalt love the Lord thy God with all thy m.ind, with all thy strength, and with all thy understanding,"
We have duties to discharge which are the result of the relations ex- isting between parent and child. Parents, you are bound by the law of the great God of all creation to maintain and educate your children, according to the means which He has placed in your hands. You are responsible to a very great extent for their fitness for this life as well as for that life which is beyond the grave.
If your worldly circumstances and situation are such as to deprive you of the benefits and conveniences that sometimes go along with riches and favorable circumstances, it is no excuse. Though, perhaps, you may be what the world calls poor, or live in some isolated district of country, yet, notwithstanding all that, you are not excused from the proper training of your children. Your homes, wheresoever they be, or however poor, are the nurseries of your children's good or bad qualities. Your influence, and the influences of your homes, are the greatest that are brought to bear upon their infant minds, and there, at your homes, and with you, let me inform you, the greatest responsibih- ties rest.
If you are immoral, dishonest, impolite, slovenly and indolent, your children will imbibe these qualities. If you are courteous in your manners, moral in your thoughts and language, neat and orderly in your habits, industrious and frugal in the management of your aftairs, however great or however small they may be, and generally correct in your deportment, your children will be like you. As is your life and example, so will be inclined your children. Not because you have been disappointed, and failed in the race of life, should you abandon them to the same fate; but by proper home culture and training you may enable them to achieve such success in life as to redeem all your worse qualities and shortcomings; or, in other words, make your life successful through the medium of your children. "As the twig is bent the tree is inclined;'"' "Train up a child in the way it should go, and when it is old it will not depart from it," are trite and truthful sayings.
The homes of families are properly regarded as the nurseries of the State. In them the young twigs of State are propagated and put forth their shoots of green and tender branches. This age of the tender
102 A TALK TO PARENTS. [Oct.
plants is the one most susceptible of impressions, and according to the influences and manner of pruning, cultivating and training them, will these impressions be productive of good or bad fruits. It is in this nursery, if the twig be bent for good, the tree will be inclined to pro- duce good; but if the twig has been bent for evil, the tree will be in- clined to produce evil. That there are a great many poorly cultivated and badly managed nurseries in this goodly land of ours we have an abundance of evidence, from the great amount of evil we behold in the world around us.
We will now consider the duties which arise from the relations that exist between the teacher, parent and pupil.
The teacher is in the place of the parents for the time that the child- ren are with him; or, in other words he is the general agent of these home nurseries. It is his duty to receive into the schoolroom, or gen- eral nursery, the consignments of the products of these different nur- series, good, bad and indifferent; of various ages and states of develop- ment; and to deal with them as a good, honest and faithful agent should do — according to contract, and the purposes for which they were con- signed-—to act as good and honest principals would, if they were themselves present, and attending to their own business.
He is a co-worker in the business of pruning, cultivating and train- ing, and while in his care, should endeavor to improve and make them a merchantable commodity — to forward them into the world's mart of talent and true w^orth. There is as surely a market for the sale of tal- ent as for barley and butter. True w^orth and usefulness are the quali- ties which command the highest price.
In the general business of the world it is exceedingly rare to find the agent as honest and faithful in the discharge of duty as the principal would be, if present and attending to the business himself; but in the business of teaching, how very, very often (yea, the order of things is almost reversed) do we see the teacher laboring more assiduously, honestly and faithfully than the parents at their homes. And it is in this business, as of all other kinds, the principals could labor more effectually by virtue of their greater power and influence. Why, I would ask, is this difference .? Is it because the interest of accumulat- ing dollars and cents, and of enjoying worldly pastimes and pleasures, are greater than the moral, intellectual and physical development and training of their children ?
Now we, as your agents in this business, as the world knows, are abused more than any other class of agents, and yet, as the world
1871.I A TALK TO PARENTS. 103
also knows, as a class we are more honest and faithful in the dis- charge of our duties than the principals for W'hom we labor.
We have the indifferent and distorted twigs of different ages and stages of development consigned to us, and we are directed to prepare them for market with all dispatch. They have already fondly set their own value upon them, and if, perchance, they fall below the world's classifi- cation, the faithful agent is charged with the damages.
We give a moral lecture to-day to the little culprits, in all sincerity and earnestness, on the evils of the use of profane and vulgar language, and make a good and deep impression, the school adjourns at the accustomed hour, and ere the assembling of another day, our work has all been torn down; the good impressions have all been uprooted by the profane language and contaminating vulgarisms that have escaped the lips of parents and older members of the family domain.
Send us twigs from your nurseries that have been skillfully and mor- ally cultivated. We can then establish an orchard of State, the de- lightful fragrance of whose blossoms will perfume the land, the plente- ousness and deliciousness of whose fruit shall suffice for the wants and insure the healthfulness of the body politic.
You are the principals, weare the agents; consequently we sustain to- ward each other the relation of principal and agent; therefore, teachers and parents are certainly co-workers in school business. You work there (at your homes) and we work here; your duties are more particu- larly with the children at home; ours with them here. You should visit us, and we should visit you. We will thereby be better informed about our duties and business, and less likely to disagree. If you dis- charge your dudes and we discharge ours, the fruits of our joint labors will certainly be the most abundant, and of the very best quality.
The most important duties children owe to their parents are a cheer- ful and prompt obedience, love and respect. They owe similar duties at school to your agent, the teacher. We know, when they have been trained to discharge these duties properly at home, they invariably cheerfully discharge their school duties.
Children are naturally wayward, restless and wicked, and have been so since the transgression of our first parents. Children are also nat- urally inclined to do right and avoid wrong, as their consciences dic- tate; but lacking the maturity of mind and firmness of purpose, they cannot govern themselves, but must be governed and directed by the experience of others. We cannot blame fhem, then, for being slovenly, indolent, rude and wicked, but those whose inevitable duty it is to
104 A TALK TO PARENTS. [Oct.
nourish, educate, train, g-overn and direct, by means of the various in- strumentahties which (}od has placed in their hands.
We are no less required to learn and practice the duties which we owe to our fellow creatures, all of which may be embodied in that golden rule of life, " Do unto others as you would that others should do unto you." To learn and practice our various duties, as well as the more practical branches of the arts and sciences — to drink freely at the fountain of knowledge, and to walk hand in hand with her handmaid, Virtue, is the business of schools and school teachers.
Let us reflect for a moment, and see how far we assist each other in the performance of this most important work. If you had an agent in any other business, would you interpose any obstacle, either by word or action, that w^ould lessen his authority, or impair his usefulness, thereby damaging your own interest } or would you, from any supposed weak- ness in him, co-operate more vigorously, in order to secure success, so long as he was retained in your employ .? The truth seems to be that where lucre and worldly goods and gains are the things considered, the latter course would prevail; but the consideration of your children's moral and intellectual well-being is of so much less importance that the reverse is too often the case. Disrespectful words uttered about the teacher or school, in the presence and hearing of children, are fire- brands thrown into the school, and are obstacles placed in the way of your children's prosperity. How often, I would ask, is this thought- lessly, and sometimes maliciously, done by parents and grown up peo- ple ? Notwithstanding all this, teachers may, and do labor success- fully against such influences; yet how much better would it be if such was not the case.
A case in point occurs to me at this moment. To-day we have lec- tured in a most fervent manner on the duties of children to respect and obey their parents, of respect and obedience to the authority under which they may be placed; of respect to old age and to superiors, etc. To-night, within the enclosures of home, and under its magic influ- ences, an unkind, perchance an unjust, though it may be thoughtless, remark has been uttered in the presence and hearing of the children, which plainly conveys an idea of opposition and disrespect to authority on the part of the parent, thereby upturning the good seed that may have been sown.
• Again, parents, I must tell you that your homes are the nurseries of the State. They are the basis of the pyramid, and according as the foundation is there laid, so will be the superstructure. We are co-
iSyi.] REVIEW BY TriLE. 105
workers in its erection; let us tiy to be skillful and faithful workmen, that symmetry, harmony, beauty and utility may all be combined in this imperishable edifice. J. G. B.
REVIEW BY TITLE.
Last month I reviewed a book of which I had seen only a speci- men page. Now I shall review a book of which I have heard only the title. One Term History. I don't know who wrote it. I don't know who published it. I don't want to know. I do know, however, that I shall like the book. It is a step in the right direction. One term is long enough to study the history of our country. I hope each book will be accompanied with a smooth, round stick, tipped with some- thing very soft — a small piece of the author's head, for instance, with which to ram the text down the pupil's throat. I say it is a step in the right direction. But it is only a step. The time should be reduced to one month, or twenty school days. Dr. Schellhous re- cently remarked in this journal that time is an essential element in educa- tion. He probably meant a very little time, and the coming school histo- rian will treat American History in six easy lessons. With an arithmetic, a grammar and a geography to match, we shall be enabled to delight the hearts of those intelligent parents who want their Johnnies pro- moted to encourage them. And education can be made so thorough, too. Just what is demanded by the editors of the daily newspapers, when they condescend to devote their gigantic intellects to the enlight- enment of teachers in matters of education. (Don't editors know more about teaching than teachers do }) So practical, too. Quite on a par with teaching our Fifth Grade infants to make out bills and receipts, ^ and our Fourth Grade children to reckon interest and draw up notes. What if they are not old enough to keep their noses clean, isn't it the prime object of education to prepare children to get a living without the aid of their hands } Isn't the country suffering for the want of young men willing to stand behind counters and measure ribbon.''
By all means, push on the reforms. Shorten the course. Be thor- ough. Instead of three ideas well expressed in one language, let there be one idea lamely expressed in three languages. It shows. I like display. The people like to be humbugged, and if teachers won't gratify them they must expect to become unpopular.
Bernhard Marks.
io6 " BODY MORE THAN RAIMENTr [Oct.
" BODY MORE THAN RAIMENT."
It would seem as though many educators did not agree with the Great Teacher. They will spend much time in telling of the wonders of a little piece of woolen, linen or cotton fabric; they will dwell with an earnestness truly commendable on the different colors and shades of colors; they linger over the beauties of vegetable life, showing the way in which plants live and breathe; they even do not forget sticks and stones, giving their form and use; but not one word of that most necessary science — the preservation and health of the human body. Many who think it right, and would teach it, are at a loss how to reach the minds of young, children, or how to impress upon them even the most simple laws of health.
Until something better is suggested, let us give rules, in the shape of maxims, and illustrate, as often as possible, by stories and questions, on the maxims given. Below are a few maxims, partly founded on Dr. Hall's rules for preserving health:
Always keep your person and clothes clean. ^
To your homes welcome sunshine and pure air.
Many die from eating too much.
Little eaten leisurely is better than much eaten in a hurry.
Don't drink until you are through your meal, and then nothing cold.
Eat plain, coarse food, rather than pudding, cake and pie.
Ripe fruits and berries are always wholesome.
Do not take much exercise before breakfast.
Do not go with an empty stomach into a sick-room.
Do not eat or drink, after leaving a sick-room, until you have thor- oughly rinsed your mouth.
Wash your teeth before breakfast and every time you eat.
Do not cut finger-nails too close; keep them washed, not scraped, clean.
Keep your mouth shut, and breathe through your nose.
Pure air makes pure blood.
Take plenty of regular exercise in the open air.
"When warm from exercise, cool off veiy slowly.
Do not read with your face to the light, nor while lying down.
Never go to bed with cold or damp feet.
Always eat and sleep with a happy heart. ■Fun is worth more than physic.
Illustrate, I repeat, by stories and questions. If the maxim given should be, " When warm from exercise, cool off ver}' slowly," ask what
iSyi.] MORE OF MRS. FLIPKINS' VIEWS. 107
harm it would do if he drank a quantity of cold water, or sat in a cur- rent of air. Tell about some child who was made very sick, and had to take much bad medicine for disobeying this rule. The more the story is enriched by sentiment, fun or word pictures of material sur- roundings, the more good it will do. Occasia.
MORE OF MRS. FLIPKINS' VIEWS.
"I declare," said Mrs. Flipkins, ironically, to her bosom friend, " why don't these school teachers send for a new book eveiyday instead of every week .? I wonder how much profit they make on each one .'' No wonder they can afford to wear silk dresses and velvet cloaks, and put on all kinds of airs; no wonder! I declare, Seraphine Jugson, it just makes me as mad as iwvy to see the impudent hussies flirting round with their gold watches, and me a toiling away in my kitchen with out -any, although I have half worried the life out of Flipkins ever since we were married to buy me one."
"There's the one that lives next door. I declare to goodness the xQYj dress she wears to school ever)'day is as good as my Sunday one; and do you believe it, she hain't got but one decent dress besides that to her name; I know, for I've watched and watched. Such a piece of extravagance ! Why in the world don't she wear a print to school } But no, they must m^ake a grand fuss, and always have a fine dress on at school, if it's the only one they've got. I'd like to know what she does with all her money. Puts it in the bank, I suppose, to catch a husband with."
Here Mrs. Flipkins stopped to take breath, and I turned pale with indignation behind my blinds, for all this meant me.
"About them books," I heard Mrs. Jugson's mild voice interceding, " I really don't think the teachers is so much to blame as them Boards what orders 'em."
"Yes," struck in Mrs. Flipkins, vivaciously, "it's the Boards, and the teachers, too; and worse than all, it's them McGuffeys and Robinsons and Masons, and all them men who can't let well enough alone, but must always be a scratching and a scribbling, either revising or compil- ing, or writing some book; not because they can do any better than others have done afore 'em, but because supplying books to fifty thou- sand children is too prett)' a pile for them not to have a finger in it. You can't talk to me; don't I know these men .? My goodness gracious,
io8 MORE OF MRS. FLIPKINS' VIEWS. [Oct.
sakes alive ! haven't I managed Flipkins for fifteen years, and ain't they all alike ? "
" Wouldn't Flipkins write a schoolbook if he could ? — of course he would, and I shouldn't at all wonder if he did set at it one of these days, for upon my word I don't believe there's anything in this blessed world he thinks he can't do. Would you believe it, Seraphine, that man commenced yesterday morning to give me a lecture on managing my Tommy, as though all five of the others hadn't been just like him when they were his age. He's going to take Tommy back to-day, and he says if he has to apologize on his bended knees to that teacher that he will get him into school again. I just told him to beg all the pardons he wanted to, so long as he didn't ask me to do it, and as to getting Tommy back to school again, I should be very glad to get him out of my way, the little Satan, and I don't care where he goes. My arms are just tired thrashing that child. I suppose when he goes back, there'll come a lot more notices for this book and t'other book; well, I've made up my mind for one thing, and that is, that I shall certify that Flipkins is unable to buy 'em, and send the children down to get them at the office."
"But," said Mrs. Jugson, in the same apologetic tone she always used in speaking to her friend, " I should hardly suppose that Mr, Flip- kins would consent to that; and besides, he gets such a good salary, I don't suppose they wotild believe him. I know I suggested it to Mr. Jugson, who is certainly poorer than your husband, and I declare to you he didn't speak to me for a week, besides scaring the life out of me with the black look he gave."
" Noodle ! " ejaculated the undaunted Flipkins, " if that ain't just like you! Ever the same old f raid-cat; always trembling if your old bear of a Jugson so much as looks at you. I'd like to see Flipkins terrifying me, that I would 1 As for his consenting, that has just nothing to do with it. I shall show him the notices, and he will give me the money; then I shall sign the notice and send the children down to the office; they never ask any questions down there; if they did they'd hear some funny things sometimes. They just give the children an order on some bookseller, and bring home the books as clean as a whistle. They've got lots of money down there, and I might as well have a finger in it. What did they keep half those saucy schoolmams' salaries for if it wasn't to have plenty of money for these books .? A pretty business they'd be in, asking questions of a pack of children, for they never re- quire parents to go down; if they did, I guess there wouldn't be quite so many books called for."
1871.J JAPANESE CONTRACT WITH A TEACHER. 109
" But about the money Mr. Flipkins will give you," inquired timid and admiring Mrs. Jugson, " won't you have to give it back to him ? "
" Seraphine," w^as the answer, "you are a noodle without doubt. Will he ever know anything about it, I'd like to know ? Never; and I shall never get that point lace collar any other way, for Flipkins is as mean as can be with his own family."
After this I heard no more, and supposed that the two dear friends retreated to Mrs. Flipkins' kitchen. C. G. D.
JAPANESE CONTRACT WITH A TEACHER.
Below is the form of contract required to be signed by Messrs. Wilson and Scott, who went out last month to take positions as teachers of English in the Japanese Government school at Yedo. We print it as an item that will gratify the curiosity of our readers:
SKETCH OF CONTRACT.
In the name of the Japanese Government, we, , , , hereby
make the following contract with Mr , of :
1. With the advice, and on the recommendation of Mr , of , the
said Mr is engaged as a teacher of at the Daigaku Nanko for the
term of , viz: from to
2. Mr shall be furnished by the Government with a house built after
the European style, but the Government does not provide either furniture or board.
3. Mr. shall receive a salary of $ . . . a mdnth, payable at the end of
each Japanese (or lunar) month, in specie or banknotes, as he may choose.
4. If any difficulty should arise on the part of the Government, and Mr.
's engagement be thereby interrupted before the expiration of the term
stated, his salary shall be paid him for the whole term of this contract; but if he be dismissed at his own instance or desire, his salary shall be paid him up to the day of such dismissal only.
5. If Mr 's engagement is to be continued for another term beyond the
present, he shall be notified accordingly two (2) months before the present term expires.
6. The authority of regulating the hours and the order of instruction shall be
and remain vested in the Board of Directors; but Mr shall in no case be
required to teach more than six hours a day.
7. If Mr wilfully and repeatedly neglects his duty at the College, or
if he be guilty of gross improprieties or immoral excesses, so as to interfere with the proper discharge of his said duty, his engagement shall terminate, even if it be before the expiration of the term of this contract, and his salary shall be paid him up to the day of said termination only.
8. During the tenn of his engagemeVit Mr shall not enter into any
trading operations with Japanese merchants.
9. Mr will confer with Dr. Verbeck on all questions and matters that
require for their decision or settlement the action and consent of the Board of Directors.
10. In case of absence from duty on account of sickness, if more than one
month, Mr shall furnish a temporary substitute; if permanently disabled,
his contract to be considered as of necessity discontinued.
(N. B. — Daigaku Nanko is the name of the College at Yedo.)
no THE SCHOOL-HOUSE WINDOWS. [Oct.
THE SCHOOL-HOUSE WINDOWS.
A Poem read at the Dedication of the Oakland High School Building, September 17th, 187 1
BY E. R. SILL.
Hope builded herself a palace
At the heart of the oak-roofed town,
And out of its airy windows Her happy eyes look down: —
Her eyes, — the beautiful eyes of Hope,
All day are shining there, And the Morning hears her merry' songs
Ring out on the fresh sea-air.
Full many a changing face has she For the changeless earth below,
And to each the magical windows A different picture show.
As when you stand in the twilight And watch through the darkling pane.
Till the image of your face appears Against the fading plain.
And a wider world is opened — The ghost of the fire-lit room
That wavers and glows and glimmers, Beyond in the hollow gloom, —
Till, out through the mirrored phantoms, The stars and the spectral trees
Are the dim and columned corridors Of wonderful palaces.
So each of the childish faces
That looks out into the air. Through an image of itself must see
That colors all things there ;
And the hills and {he azure water Can never be twice the same,
For the hue of the seeing eye will tint Its vision in dust or flame.
OuF lives are but what we see them ;
Bright, if the eye-beams are : — Not what shines in, but what shines out,
Makes every v^orld a star.
THE SCHOOL-HO USE WINDO WS. 1 1 1
So when at the school-house windows
They stand, the guileless wise, I peer o'er their clustered shoulders,
And see with their own bright eyes.
Then the vanishing mists of morning
Like airy portals ope. And the hills that lift their slopes beyond
Are the boundless realms of Hope.
The slim ships, out of the western haze,
Come moving, dim and still. As if the sights of the solemn sea
Had qiwed them like a spell.
And as a quiet, land-locked bay
Their school-days seem to be, And they long, through the gate of golden years,
To pass to the world's wide sea.
Then we look from the sunny windows
On the lives that plod below, Who guess not how, to us, their ways
'Twixt blooming gardens go ;
And we see how every toihng life
May look serene and fair, If the soul but climb above itself
And gaze from the upper air.
But the master, after school is done,
And the children are all away. He reads in tlie window-panes the thoughts
That have winged from there all day.
As he watches the loud troop homeward,
Till the pattering feet are still, He reads the innocent musings
That the cr}-stal tablets fill.
There one had leaned and listened
And heard in the empty air. Invisible armies marching
To a soundless trumpet's blare.
And one had caught the motion
Of the great world round the sun, Till he felt on his face the rush of space
As the whirling Earth-ball spun.
The dream and the aspiration ;
The glimpse of the higher home ; The noble scorn of the world that is,
And the worship of that to come:
1 1 2 THE SCHOOL-HO USE WINDO WS. [Oct.
The thirst for a Hfe diviner,
And the sigh of self-despair, That rose through the blue to the gate of Heaven,
And was answered like a prayer.
Ah, for him the panes are crowded
With the volumes of such lore. And the children will catch, to-morrow,
The glimmer of days before;
Till the dry and dreary lesson
In luminous letters shines. Where the magical school-house windows
Have written between the lines.
But the brightest of all the windows
In this palace of Hope so fair, Are the eyes where merr)- thoughts climb up
And beckon each other there.
There are clear and sea-blue windows.
Behind whose pencilled bars The bright hours are all sunshine.
And the dark ones lit with stars:
And there are shadowy casements.
That gentle secrets keep. And you seek in vain through the clouded pane.
If the' spirit wake or sleep:
And oriels gray, where, cool and still,
The soul leans out to see, As you shape for the prince the sword and crown
CJf the king that is to be. .
The years of the unknown future
Even now are on the wing, Like a flight of beautiful singing birds
From the distance hastening.
O Children, O blind magicians.
With powers beyond your ken, Moulding, but guessing not, the souls
That shall wear your faces then —
Shall the look be clear with truth, or drear
And hollow with masking days .'* Shall the eyes be sweet with the love of men.
Or shrunk with the lust of praise .?
And what, from those future windows,
Shall the magical pictures be? — The scattered wrecks of fleets of care,
Or a blessed argosy.-*
1 87 1 . ] THE SCHOOL- HO USE WINDO WS. 113
Perchance when ye come and stand and muse On the years that were half in vain,
A mist that is not of the ocean born May be blurring the window-pane.
And one may sigh to remember
The old-time wishes there, And the bows of empty promise
That have broken in the air.
And some shall wonder and wonder.
As they think of the days of old, How their world from the school-house windows
Could have looked so bare and cold:
For the mist that was thick at morning, From Ihe noon shall have risen and fled,
And the air shall be full of fragrance now From the blossoms that it fed.
O friends, have the paths grown empty 1
Do the winds play out of tune ? Have the early gleams of glory gone
From the sober afternoon?
Then follow the little foot prints
Out from your care and pain, And the world from the school- house windows
Will look all young -again.
O the never-forgotten school-days!
Whose music, fresh and pure, Is woven of hints of songs to come,
Like a beautiful overture —
When the spirit had not touched its bounds
Of weakness or of sin. But the nebulous light was round it still
Of the soul it might have been.
Oh! the old earth will be Eden,
Fairer than that of yore, When the young hearts all shall grow to be
What the good God meant them for.
We are all but His school-children. And earth is our school house new.
Where duties are set for lessons — Whose windows are midnight's blue.
1 4 ED UCA HON IN GERMANY. [Oct.
And out through that starry casement, Some night when the skies are clear,
We shall watch the mists of time lift up, And the hills of heaven appear.
EDUCATION IN GERMANY.
[From the Rhode Island Schoolmaster.]
The success of the school system in Germany is universally attrib- uted by her own educators to the following features of her school law :
1. The recognition of the true dignity and importance of the office of a teacher in a system of public instruction. •
2. The establishment of a sufficient number of teachers' seminaries, or normal schools, to educate, in a special course of instruction and practice, all persons who apply or propose to teach in any public primary school, with aids to self and professional improvement through hfe.
3. A system of examination and inspection, by which incompetent persons are prevented from obtaining situations as teachers, or are excluded and degraded from the ranks of the profession by unworthy criminal conduct.
4. A system of promotion, by which faithful teachers can rise in a scale of lucrative and desirable situations.
5. Permanent employment through the year and for life, with a social position, and a compensation which compares favorably with the wages paid to educated labor in other departments of business.
6. Preparatory schools, in which those who wish eventually to become teachers, may test their natural qualities and adaptation for school teaching before applying for admission to a normal school.
7. Frequent conferences and associations for mutual improvement, by an interchange of opinion and sharing the benefit of each other's experience.
8. Exemption from military service in time of peace, and recogni- tion in social and civil life, as public functionaries.
9. A pecuniary allowance when sick, and provision for years of infirmity and old age, and for their families in case of death.
10. Books and periodicals, by which the obscure teacher is made partaker in all the improvements of the most experienced and dis- tinguished members of the profession in his own and other countries.
i87i.]
FOURTH GRADE QUESTIONS.
115
FOURTH GRADE QUESTIONS.
GEOGRAPHY.
Name the oceans.
What is a republic.'*
Name the largest river, lake, sea, and city in the world.
Largest gulf and bay in North America.
What Europeans made discoveries and settlements in North
America .? 6.
What can you say about Cortez }
How many States in the United States, and which is the largest .?
Name four great rivers in the United States.
The two largest cities in the United States.
How long did the war of the Revolution last, and when was the Declaration of Independence made .? II. Where is the Mississippi Valley.?
Principal agricultural products of the United States.
What is the largest city in the Southern States ?
Where is Chicago .'*
Name a State noted for each of the following products: {a) gold; {b) cotton; {c) sugar; {d) silver.
1 6. Name and locate the largest city in the United States ?
Largest city, lake, river and bay in California }
Name the bay counties.
What is the highest mountain peak in the State ?
Name the cities and towns situated near the bay of San
7- 8.
9. 10.
12.
13. 14. 15-
17- 18. 19. 20.
Francisco.
SPELLING.
Beleef. 6. Cureable.
Babboon. 7. Differing.
Forhead. 8. Malishus.
Programme. 9. Conceit.
Phrigid. 10. Phisycian.
Correct the spelling, punctuation and capitals:
" the knawing quadrupeds whitch are so named on account of the peculiar Character of there front teath, or incizers are formed for feeding upon the harder kinds of vegitable mater such as nutts and grane and the rutes and twigs of Trees this divizion of animals, includes the Squirels beevers, Marmots porkupines Rats and Mice the
ii6 STATE PRISON SCHOOL. [Oct.
Cavies or guinea pigs of south america and the Rabits and hairs." — Willson's Third Reader, page 231.
SIXTH GRADE.
ARITHMETIC.
1. Add 45, 37, 29, 64, ^j, and explain why you carry the left hand figures after adding the right hand column.
2. Multiply 245 by 5, and tell what denomination is obtained in multiplying each figure of the multiplicand.
3. Multiply 45426 by 8.
4. Divide 34 by 2, and explain how it is done.
5. From 1 04 1 subtract 242.
6. Add 25 dollars and 75 cents; no dollars and 20 cents; 5 dollars and 9 cents; 1000 dollars and half a cent.
7. A man paid $3,478 for a farm; $1,117 fo^" ^i^e stock; $635 for farming implements; $423 for grain and seeds, and $189 for repairing fences and buildings. How much did he expend in all .?
8. If 6 pounds of sugar cost 60 cents, what will 9 pounds cost ?
9. How many tons of hay, at 6 dollars a ton, will pay for 8 yards of cloth at 3 dollars a yard .?
10. When flour is 7 dollars a barrel, how many barrels can be bought for 6'^ dollars .?
STATE PRISON SCHOOL.
Report of the State Prison School and Library for the month of Au- gust, 1 871: Number of prisoners attending school, 231; number of prisoners acting as teachers, 23; total attendance, 244. Number of members in the Mutual Improvement Society, 231. • Whole number of volumes loaned from the Library during the month, 1,675 — classi- fied as follows: Roman Catholic, 30; Protestant Religious, 70; travels, 150; history, 200; biography, 95; science, 30; romance, 848; periodi- cals, 170; Spanish, 20; German, 40; French, 12. Whole number of volumes in the Prison Library, 3,038.
C. C. CuMMiNGS, Moral Instructor.
DEPARTMENT OF PUBLIC INSTRUCTION.
DEDICATION OF THE OAKLAND HIGH SCHOOL BUILD- ING.
The new High School Building for the City of Oakland was dedicated on the 17th of September, with appropriate ceremonies. This building is the most beau- tiful public school edifice in California, and is worthy of Oakland. The architects are Messrs. Wright and Sanders, of San Francisco, who have a right to be proud of this monument of their professional skill and genius. At some future time we propose to furnish our readers with a detailed description of it.
The dedicatory exercises, which were both interesting and protracted, were opened with a few telling remarks from Rev. L. Hamilton, President of the Oak- land City Board of Education.
Rev. Mr. Martin read the thirteenth chapter of First Corinthians, and offered a fervent and suitable prayer.
F. M. Campbell, Esq., City Superintendent of Oakland, presented a statement of the yearly progress of the Oakland schools, public and private, since 1863, with advice and exhortations to parents.
G. W. Armes, Esq., (introduced by the President of the Board as "one of the strong right arms of the Department) read a very interesting paper, exhibiting the progress of the Oakland Public School Department in the acquisition of school property and the erection of school buildings, showing a rapidity of pro- gress extraordinary even for California.
Then followed the Oration, by Hon. John B. Felton. It is enough to say it was worthy of Mr. Felton and of the occasion. It was out of the beaten track, but suggestive and progressive, even to the verge of impracticability on sonae points. Its peroration was grand, and grandly delivered.
General Eaton, National Commissioner of Education, was introduced, and his practical, earnest, sensible manner made a very favorable impression upon the audience. He wondered at the homogeneousness of our cosmopolitan population in California, and asked whether the political relations of the Pacific Coast would be permanent. He then briefly combatted the notion that the State had no right to provide for the higher education as well as the common branches, saying that if the value of the ordinary workman was increased twenty-five per cent, by an ordinary English education, there was sixty per cent, of gain in the higher depart- ments of learning and labor.
State Superintendent O. P. Fitzgerald was called for, and said that he would answer the question propounded by General Eaton : "Would the present political relations of the Pacific Coast be permanent?" Yes, the Stars and Stripes will float over our mountains and valleys as long the stars shall shine in the heavens ! He claimed that the University of California was more intimately correlated to the common schools than any other in the country, there being no break in the chain oifree public school tuition from the tenth grade of the Primary School to graduation from the College of Letters in the University. He said that the multiplication of new school houses was the marked feature of our public school operations for the past two years; that these public school houses dotting the State were the citadels of our liberties, and a better safeguard against all our foes
1 1 8 DEPARTMENT OF P UBLIC INSTR UCTION. [Oct.
than a continuous line of fortifications, black with artillery and bristling with bayonets. He had been in every public school house of special note in the State, and this was the most beautiful of them all. This was as it should be. Oakland aspired to be " The Hub " of the Pacific Coast, not only as a center of education, but commercially. Perhaps when her grand aspirations for commercial greatness should be realized, it might be necessary to remove the University to some quieter locality — the village of San Francisco, across the Bay, for instance! He con- cluded with warm congratulations to all concerned.
Hon. Edward Tompkins was almost forced upon the platform by the calls of the audience, and made (as he always does on such occasions) a most felicitous speech, abounding in enthusiasm, wit and eloquence.
These various speeches were most delightfully interspersed with singing by the pupils of the school, and the reading of a real poem by Mr. E. R. Sill, who is one of the teachers. The poem may be found in this number of the Teacher, and will, by the appreciative reader, be enjoyed more on the third reading than on the first — so numerous and so subtle are its beauties.
There were on exhibition in the building, specimens of drawing by the pupils of the school ; and we are not merely repeating a stereotyped form of expression when we say they were remarkably good. Of thirty-six prizes for drawing, awarded by the recent Mechanics' Institute Fair in San Francisco, fifteen were taken by the pupils of this school.
No one present had more cause for satisfaction than Prof. J. B. McChesney, the worthy Principal. The efficiency and popularity of the Oakland High School are largely due to him. With quiet energy he has brought his fine attainments and practical good sense and skill to bear in building it up for several years past. In this new and admirably constructed school house good work will be done by him and his associates.
EDUCATIONAL ITEMS.
Rolls of Honor. — So many teachers have sent their "Rolls of Honor" to us for publication, that it has become impossible to find room for them all. The number now on hand would almost fill one entire number of the Teacher. We cannot discriminate where all have equal claims, and so impartially omit all. Our friends the teachers can use the local press for such publications. The newspa- pers of California are remarkably liberal and accommodating with regard to the publication of educational intelligence. Many of our best County Superintend- ents and teachers utilize them very happily for this purpose. Their example is again commended to others. Every editor worthy the name knows that the pub- lic schools are by far the most important of all the secular interests of society.
County Superintendents' Reports. — Several Superintendents have not yet sent in their reports ! The delay is very embarrassing to the State Superintend- ent, but he is as patient as he can be under the circumstances. In most cases the Superintendents say (doubtless truly) their tardiness is caused by the delay of Trustees in reporting to them. We now say to the Superintendents, Wait no longer. From the records in your own offices make out immediately the fullest Report you can and forward to the anxious and waiting
State Superintendent.
1 87 1 .] DEPARTMENT OF P UBLIC INSTR UCTION. 1 1 9
State Normal School Building. — As the work on the State Normal School building at San Jose advances, the rare beauty of the structure becomes more and more apparent. It attracts the admiring gaze of every visitor to the "City of Gar- dens." When finished, it will be an honor to California, and a pretty fair index of the rapid march of our State in education. The generosity of San Jose pre- cludes the necessity of occupying any portion of the Normal School building until the whole is completed. The following counties are represented: San Francisco, Stanislaus, Monterey, Santa Clara, Alameda, Butte, Inyo, Siskiyou, Mendocino, San Joaquin, Humboldt, Nevada, Sonoma, Yolo, San Mateo, Sacramento, Napa, San Diego, Santa Cruz, Amador, Calaveras, Tehama, Contra Costa, Solano, El Dorado, Fresno. One hundred arid thirty-six pupils have been in attendance during the term — a larger number than have attended the school during any former summer term.
The next session of the School will begin October i6th.
Fifth Class of the University of California. — The matter of the forma- tion of branches of the Fifth (or Preparatory) Class of the University m different parts of the State having been referred by the Regents to Prof. Tait and the Super- intendent of Public Instruction, measures have been taken for the establishment of such classes in Grass Valley, Nevada City and Santa Cruz. Stockton was the first place that availed itself of the privilege of organizing such a class. This feature, which so intimately correlates the University to the Common Schools, will greatly benefit both.
Gen. Eaton, United States Commissioner of Education, is now visiting Cali- fornia. The principal public schools of San Francisco have been honored by a visit from the General, and we presume he will in due time make known his opinion concerning us.
Excuse Us. — The kind friends who wish to "express themselves" on the State Superintendency will excuse us for not publishing their communications. In a little while they will acknowledge that our course is in accordance with good taste and the fitness of things.
Placerville Academy. — Our friend E. B. Conklin has gone back to the scene of his former successful labors as an educator, and has opened the "Placerville Academy" in Placerville. He will have the valuable co-operation of Mrs. Conk- lin. A most excellent school may be safely predicted. Mr. Conklin has not only the scholarship, the love for teaching and the long experience in the school room, but also those high moral qualifications which are indispensable to the full discharge of the functions of a true educator. "Home education" should be the motto of every community. Never send a child away from home except in case of actual necessity. Mr. Conklin's school will furnish the best advantages for ac- ademic instruction and judicious moral culture and training, and the people of Placerville and vicinity will promote their own interest by extending to it a liberal support.
Sweeping Out School Houses. — A good teacher asks the State Superin- tendent: " Have Trustees or Teachers the right to make rules requiring pupils to sweep the school room ?" The State Superintendent answers, that there is no provision of the School Law authorizing the imposition of such janitorial service on
1 20 DEPARTMENT OF P UBLIC INSTR UCTION. [Oct.
public school pupils. It is a very common practice with pupils to alternate in doing this work, and it is a very proper thing for them to do, under some circum- stances. It does not hurt them in the least, nor does it degrade the young sove- reigns of America. It saves expense, too. But it must be a voluntary service. The pupil's duties are not those of a janitor.
Detaining Pupils After School.— This question has also reached the State Superintendent : " Have Teachers a right to detain pupils after school, for lessons or punisment ?" The answer is. No. The practice, however, is almost universal, and many of our best teachers say it is absolutely necessary. It falls hardest on the poor teacher, whose protracted "worryings" with incorrigibles wear them out more than all their regular and legitimate labors in the school room. Will some teacher who has mastered this question give us an article thereon for our next number ?
A Case of Law and Equity. — The Trustees of a Public School District employed a lady to teach their school during the last school year. At the expira- tion of her term of service, there is no money in the treasury to the credit of the district. The new school year begins, and the question arises : How shall the teacher be paid ? Of course the apportionment for the new school year cannot be used. To legalize that course would bring " confusion worse confounded" everywhere — the whole system of public school finance would be thrown into chaos. Shall a special tax be voted by the people to pay the debt ? There is no law for that — and never will be. What then? The State Superintendent's advice was : Let the Trustees and citizens of the district raise the money by private subscription, pay the teacher, and keep out of such scrapes hereafter.
This case is thus referred to here because it is one of many of like character which have claimed our official attention. A loose practice in this particular has been very common. Trustees have erred with the very best intentions. Every- body must see that the proper course is to follow the law, and keep the fiscal transactions of each school year separate and distinct.
The Election for State Superintendent, which will take place October l8th, is exciting, as it ought to do, great interest, and developing (as it ought not to do) some of the bad elements of poor human nature. Our personal relation to the subject will not prevent us from saying just this : That we hope the teachers of the State will maintain such a temper and attitude during the discussion and campaign, that when the next Superintendent is installed, on the first of Decem- ber, they may be prepared to render him (whoever he may be) the same generous and hearty co-operation they have accorded to the present incumbent. Only this, and nothing more.
Dedication of the Hayes Valley Grammar School.— The growing wants of the San Francisco public schools tax to the utmost the resources and energy of the Board of Education. The new Grammar School building for Hayes Valley was formally dedicated on September ist. The interest of the occasion filled the spacious hall, and the exercises, conducted mostly by the pupils of the school, were enjoyed highly by the large audience. The declamations and recitations were good — some notably so — exhibiting on the part of the boys and girls unusual self-command and individuality, as distinguished from the parrot-like and monoto- nous style so common. A reading by Mrs, F. M. Pugh, one of the teachers of
1 87 1 .] DEPARTMENT OF P UBLIC INSTR UCTION. 1 2 1
the school, was well done; the rendering exhibiting a soul in the reader, withoU|. "overstepping the modesty of nature." President Burnett presided, and, in response to Director Wangenheim, who presented the keys of the building in token of its acceptance, made a few remarks characterized by his usual good sense and good taste. State Superintendent Fitzgerald responded to a call, in some congratulatory remarks. This new temple of learning makes another step forward in the southern part of San Francisco, and under the management of its efficient Principal, Mr. E. D. Humphrey, will keep pace with the best of our Grammar schools. The architects of the San Francisco School Department, Messrs^ Raun and Taylor, have shown sound judgment and professional ability in the construction of this building.
Shotwell Street Grammar School. — Absence from San Francisco at the time prevented us from noticing the opening of the new Shotwell Street Grammar School building. A very brief visit, a few days ago, showed us a commodious and well arranged school house, a live Principal, Mr. White, hard at work, and an orderly and animated school in successful operation.
Prof. Woolson, of the Boston High School, has paid us a visit — all too short, every one will say who was so fortunate as to meet this scholarly, modest, yet enthusiastic and highly social representative of " The Hub." He left us with an appetite for more of him. While visiting the San Francisco Boys' High School with the State Superintendent, he paid us the compliment of saying that in some respects we were ahead of Boston in our school ideas and methods. If anything could make us vain, this would. Prof. Woolson was accompanied by Mrs. Woolson, whose correspondence is a marked feature of the Boston Journal. Doubtless we shall be favored with some sketches of California and Califomians from her pen. If so, our readers may expect to have the pleasure of reading them.
The State Teachers' Institute convenes in this city on Tuesday, Novem- ber 7th. It is the duty of every teacher in the State to come if possible — it is the duty of all Boards of Trustees to encourage the attendance of teachers, and to continue their salaries during Institute week. The law requires that the State Institute shall be called by the State Superintendent, and what does a State In- stitute mean but a convention of the teachers of the whole State ? The last was the best. Come from the mountains, come from the valleys, come from the towns, come from the country, and let's have a gathering of educators and the friends of education that will give another impulse to the cause.
Military Drill in Schools. — Military drill is rapidly becoming a fashion in our boys' schools — and it is a fashion to be commended. It promotes discipline and health. The boys like it. The State may reap a special advantage from it hereafter — the "golden age" of universal peace has not yet come. Forward, march !
The University of California has opened for the Fall term very favorably. There is an increase in the number of students. The machinery of the institution is working smoothly and well, and if liberal views and good management con- tinue, we may expect uninterrupted prosperity.
TABLE OF CONTENTS,
PAGE.
The Reading Exercise 93
A Talk to Parents 99
Review by Title 105
"Body More Than Raiment" 106
More of Mrs. Flipkins' Views 107
Japanese Contract with a Teacher 109
The School-House Windows no
Education in Germany 114
Fourth Grade Questions 115
State Prison School 116
Department of Public Instruction 117
Dedication of the Oakland High School
Building 117
PAGE.
Educational Items 118
Rolls of Honor "8
County Superintendents' Reports 118
State Normal School Building 119
Fifth Glass of the University of Cal'a.. 119
Placerville Academy 119
Sweeping out School Houses 119
Detaining Pupils After School 120
A Case of Law and Equity 120
Dedication of the Hayes Valley Gram- mar School 120
Shotwell Street Grammar School 121
State Teachers' Institute 12 1
PERSONS or BOTH SEXES ARE thoroughly fitted for business pur- suits, or for telegraphic operators, at this institution. The scholarships of this school are good for tuition in the thirty-six Bryant & Stratton Col- leges. Young men are practically educated for Bankers, Merchants, Clerks and Bookkeepers by the most thorough course of actual business training ever introduced into any school on the Pacific coast. Sessions continue day and evening throughout the entire year. Students can enter at any time. Just the course of study for young men in all walks of life who wish to succeed. For full information regarding the school, call at the College Office, 24 Post street, or send for Heald's College Joubnal, published monthly, and sent free to all by addressing
E. P. HEALD,
President Business College, San Francisco.
BRYANT*^ STRATTON
NESS COLL
SAN^FRANCI^Cg
Brooks' Normal Elementary Algebra.
Important Improvements in General and Special Features
Introduced.
This new and beautiful work is characterized, by the clearness and conciseness of its defini- tions; the simplicity and completeness of its explanations; the thorough discussion of its principles, and the variety and appropriateness of its problems. While unusually plain and progressive in its treatment, more algebraic thought is developed and better discipline secured than in any similar work. It is not a mere collection of problems and solutions, but the embodiment of an ideal formed by along and thoughtful experience in the school-room. The Normal Alge- bra combines successfully the theory of the French and the practice of the English works, and is believed to be the handsomest and best book extant on the elements of algebra, IJ^or JExianilination, "75 cents.
Brooks' Normal Geometry and Trig-onometry.
This work meets the requirements of Acade- mies, Seminaries, High and Normal Schools, because, —
1. The subject is scientifically treated in one-half the usual space.
2. The demonstrations are simpler and shorter.
3. The object and analyses of the steps is given at the beginning, and practical prob- lems and original theorems are given at the end of each book.
For examination — 75 cts. Used in Boston, Philadelphia, Baltimore and the best High and Normal Schools of Massachusetts, Penn- sylvania, New Jersey, Maryland, &c.
School Committees and Teachers are invited
Brooks' Normal Aritlimetics.
By Edwaed Brooks, A.M., Principal Penn- sylvania State Normal School, Pa. The favorite and established standard of the Middle States.
Fewsmith's English Grammars,
Raub's Normal Spellers, Peterson's Familiar Science,
Pelton's Outline Maps.
The finest cheapest and best. lll£?~Send for illustrated catalogue, to correspond. Address the Publishers,
SOUKR, POTTS & CO., 530 Market Street, Philadelpkia.
CALIFORNIA State Normal jSchool,
BOARD OF TRUSTEES.
H. H. HAIGHT Governor
O. P. FITZGERALD Superintendent of Public Instruction
C- T. RYLAND San Jose
A. J. MOULDER San Francisco
H. O. WELLER San Jose
JAMES DENMAN San Francisco
J. H. BRALY San Jose
TEACHERS.
Rev. W. T. Lucky, A.M Principal
H. P. Caklton Vice-Principal
Miss E. W. Houghton Assistant
Mes. D. Clark , Assistant
Assistant
COURSE OF STUDY.
To secure admission into the Junior Class, applicants must pass a satis- factory examination before the Board of Examination in the county in which they reside, on the following subjects, viz. :
Orthography, Reading, Penmanship, Common School Arithmetic, English Grammar, Geography and Composition.
Junior Class — First Session.
* Arithmetic — Robinson's Higher.
* English Grammar — Brown's. ^Geography — Monteith's.
* Beading — McGuffey's 5th Reader, *Orthography — WiUson's.
Moral Lessons — Cowdery's. Mental Arithmetic. Analysis and Defining.
Junior Class — Second Session.
* Algebra — Robinson's Elementary. *EngHsh Grammar — Brown's. Geometry — Marks' Elements. Physiology — Cutter ' s .
*l]. S. History — Quackenbos'.
Vocal Culture.
Book-Keeping — Payson, Dunton & Scribner's Single Entry.
Natural Philosophy — Steele's.
General Exercises during the Junior Year — Penmanship; Object-Lessons; Calisthenics; School Law; Methods of Teaching; Vocal Music, Drawing, Com- position, Declamation and Constitution of United States and California.
To secure admission into the Senior Class, applicants must be regularly promoted from the Junior Class, or pass a thorough written examination, conducted by the Normal School Board of Instraction, on those studies of the Junior Class marked with an asterisk, and an oral examination in Natural Philosophy and Physiology.
Senior Class — First Session,
Algebra — reviewed.
Physiology — re%dewed.
Natural Philosophy — Quackenbos'.
BheUrric — Hart's.
Natural History — Tenney's.
Vocal Culture — Russell's.
Book-Keeping — Payson, Dunton & Scribner's Double Entry.
Senior Class — Second Session. Arithmetic — reviewed .
Oeometry, Trigonometry, and Mensuration — Davies'. JBotany—Gvsij's. Physical Geography — ^Warren's. Mental Philosophy — Upham's. English Literature — Collier's. Astronomy — Loomis' . Chemistry — Steele's. General Exercises — Same as in the Junior Class.
REGULATIONS OF THE NORMAL SCHOOL.
1. All pupils, on entering the School, are to sign the following declaration: "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."
2 To ent n- 1 e Junior Class male candidates must be seventeen years of ag ^ ; and female candidates sixteen. To enter the Senior Class they must be one year older.
3. All applicants are required to present letters of recommendation from the County Superintendent of the county in which they reside. The holders of first or second grade teacher's certificates will be admitted on their cer- tificates.
4. No pupil shall be entitled to a Diploma of Graduation who has not been a member of the School at least one y&ar.
GENERAL INFORMATION.
In obedience to the requirements of the ' 'Act to Establish the State Normal School, ' ' passed by the last Legislature, the next session of the School will be held in San Jose. There will be Oral and Written Examinations at the close of each session. The Graduating Exercises will be in March.
Pupils will be required to furnish their Text Books. Reference Books will be furnished by the School.
There is no boarding house connected with the Normal School. Good boarding can be obtained in private families at reasonable rates.
CALENDAR FOR 1871-72.
First Session begins June 14th, 1871. First Session ends October 6th, 1871. ■ Fall vacation, one week.
Second Session begins October 16th, 1871 ; Second Session ends March 14th, 1872.
For additional particulars, address
Kev. W. T. lucky, A.M., Peincipal, San Jose. March 25th, 1871.
Terms of Advertising in the California Teaclier.
[Payable in U. S. Gold Coin.]
1 month.
1-4 page $ 5 00
1-2 page.... : 10 00
1 page 15 00
|
3 months. |
6 months. |
1 year. |
|
$13 00 |
$25 00 |
$ 40 00 |
|
25 00 |
40 00 |
70 00 |
|
40 00 |
60 00 |
100 00 |
LIBBT & SWETT,
S New Montgomery St.,
Grand Hotel Building, San Francisco.
Books, Stationery and School Supplies.
A FULL STOCK OF
School Books,
School Apparatus, Wall Maps,
Globes, &c. Miscellaneous Books, New Books ^
Fine Stationery, &c.
and everything else that pertains to our business at the lowest market rates.
We cordially invite the visits and correspondence of teachers and school officers.
P. O. Box 459. LIBBY & SWETT.
THE GOLD MEDAL
€a®®iL FsaMfwa
MANUrA.CTUBED BY
WJJ.Palmef&Co
(Successors to Wigmore & Palmer,)
Manufactory, 105 & 107
Mission St., Near Spear,
Sa-n H^anciaeo.
3
A. WALDTEUFEL,
287, Music Hall, First Street, San Jose. Importer, Wholesale and Retail Dealer in
Standard and Miscellaneous Books,
School Books and Stationery,
The undersigned would respectfully call the attention of TEACHERS, SCHOOL TRUSTEES and LIBRARIANS, to his well selected and complete assortment of School and Miscellaneous Books, which he offers at the Lowest Market Prices.
LIBERAL DISCOUNT TO TEACHERS.
Orders respectfully solicited^ and promptly attended to.
Agent for —
Steinway & Son's Piano-forte. Also for —
Chickering & Son's.
Burdett's Combination Organ.
MUSIC, in all its infinite branches, and MUSICAL INSTRUMENTS. Snbgcriptions taken to all Foreign and American Periodicals.
A. WALDTEUFEL, Aug.-3m 237, Music Hall, First Street, San Jose.
EDUCATIONAL ADVANCEMENT.
Eastman's Penmans' Assistant.
Penmansliip, one of the most important studies of the School room, wonderfully as-
sisted by this practical inven- ^ #^
tion. Teachers will do well to examine it carefully; and will find it supplies a real need. We call special attention, also, to our Celebrated Eastman Pen.
Agents wanted for the introduction of the Assistant, throughout the Coast. Samples and Agents' Circular sent on receipt of 7i5 cents cur- rency, to P. O. Box, 1915.
MOORE & WEINMAN,
San Frainciseo.
1^" THE WOMAN'S PACIFIC COAST JOUKNAL, by Mes. C. F. Young, M. D., is a Health-reform and Temperance paper, designed to teach people to live so as to avoid sickness, and how to cure the sick by natural means without the use of medicine.
In the opinion of leading health-reformers it is one of the best — some say *'thevery best"— of the six health journals in the United States. Sixteen quarto pages, book paper, $1.50 per annum; 10 copies, $12; 21 copies, $20; specimen numbers, 10 cents. Address " Woman's Journal," box 1501, San
Francisco.
O . E 1:11^ I IV , Manufacturer of OFFICE AND SCHOOL FURNITURE, Desks of all kinds, Chuvcli, Hall and School Settees, Blackboards, Map Stands. Chart Racks, Easels, Pointers. Dumb Bells, Rubbers, Liquid Slating for Blackboards, Ink Wells, and everything per- taining to school supplies.
Teachers, County Superintendents and Trustees will find their orders promptly filled, with articles that will give entire satisfaction, both as regards workmanship and price, having the most complete facilities and many years' experience. I most respectfully solicit contracts or orders, and invite inspection of my work and samples, at the factory and office, 445 Bran- nan Street, between 3d and 4th. San Francisco. _ ^
B^A reasonable time to fill orders should be allowed. Please send for price list.
NEW AND YALTJABLE SCHOOL BOOKS J
PUBLISHED BY *
WOOLWORTH, AINS WORTH & CO.
PAYSON, DUNTON & SCRIBIMER'S
NATIONAL SYSTEM OF PENMANSHIP,
The best, most popular and most extensively used of any system in the world. (Adopted by the State Boabd of Education.)
REVISED, NEWLY ENGRAVED AND IMPROVED.
New Standard Eldition, 1870— Original Model System. Sti'ong: 3Bvi<ience:
Adopted by more State Boards of Education than any other system.
Adopted and used in more Normal Schools than all other systems combined.
Adopted and used exclusively in more great cities than all other systems combined.
Adopted and used in more Colleges, Seminaries, Academies and Private Schools than all others.
It is the only system republished in other countries and recognized as the "American Standard of Penmanship."
"We cordially indorse it with greater satisfaction every year, " is the unani- mous voice from the Common Schools.
ADOPTED AS THE STATE SERIES IN CALIFORNIA.
New, and already in use in nearly all the large cities in the United States. Primary I>ra>viiig Carcls,
Designed for Slate Exercises. In envelopes, 24 lessons in each. Price 20 cts.
I*rliiiary Dra-^vlng Siates,
With grooves for the Cards; ruled on one side; rubber-cush- ioned. Price 38 cts.
I>raTFliig Books,
12 No's, each containing 12 objects, with paper for drawing each object four times. Price 40 cts.
Teacliers' Ouid.es,
One Guide to each Book and set of Cards, giving full in- structions for each object. Price 30 cts.
Sketcties I'rom IVatvire,
5 No's. Price, each, 50 cts.
Ilixl>t>er-Cii.sliioned IVoiseless Slates,
Kuled to accompany the Drawing Cards; also, plain, in five sizes. A great comfort to every teacher.
The Cambeidge Course of Physic, by W. J. Rolfe and J. A. Gillet, the most popular course of Physics. Published in three volumes, Chemistry, Natural Philosophy and Astronomy, and a shorter course in three smaller vol- umes, called Hand-book Chemistry, Hand-book Philosophy, and Hand-book of Stars.
3Xa,gill'8 Frencli Series.
(Completed.) Magill's French Grammar. Ma^iil's Key to French Grammar. Mag-ill's Introductory French R ader. Magill's Prose and Poetry (just out).
I^^Teachers, and all those desiring to know more of our publications, are requested to correspond with us freely. Liberal terms will be given for first introduction.
Address LIBBY & SWETT,
3 New Montg-omery Street, San Francisco, P. O. Box 459. luov-tf] Grand Hotel Building.
FOURTEEN WEEKS" IN NATURAL SCIENCE.
BY
J. DOEMAN STEELE, A.M.
14
WEEKS r NATURAL PHILOSOPHY,
T^J ASTRONOMY,
CHEMISTRY,
GEOLOGY.
COURSES
These volumes constitute the most available, practical, and attractive text-books on the Sciences ever published. Each volume may be completed in a single term of study.
THE FAMOUS PRACTICAIi Q,UESTIONS devised by this author are alone sufficient to place his books in every Academy and Grammar School of the land. These are questions as to the nature and cause of common phenomena, and are not directly answered in the text, the design being to test and promote an intelligent use of the student's knowledge of the foregoing principles.
TO MAKE SCIENCE POPUIiAH is a prime object of these books. To this end each subject is invested with a charming ki- terest by the peculiarly happy use of language and illustration in which this author excels.
THEIR HEAVY PREDECESSORS demand as much of the student's time for the acquisition of the principles of a single branch as these for the whole covirse.
PUBLIC APPRECIATION. The author's great success in meeting an lu-gent, popular need, is indicated by the fact (probably unparalled in the history of scientific text-books), that although the first volume was issued as recently as 1867, the yearly sale is already at the rate of
PHYSIOLOGY AND HEALTH. By EDWARD JARVIS, M.D. T A P VT^' ELEMENTS OF PHYSIOLOGY.
The only books extant which approach this subject with a proper view of the true object of teaching Physiology in schools, viz., that scholars may know how to take care of their own health. The child instructed from these works will be always
PHYSIOLOGY AND LAWS OF HEALTH,
ich approach this subject with a proper view of tl hools, viz., that scholars may know how to take cart d from these works will be always
BOTANY^
WOOD'S AMERICAN BOTANIST AND FLORIST.
This new and eagerly expected work is the result of the author's experience and life-long labors in
Classifying- tlie Science of Botany.
He has at length attained the realization of his hopes by a wonderfully ingenious process of condensation and arrangement, and presents to the world in this single moderate-sized vol- ume a Complete Manual.
In 370 duodecimo pages he has actually recorded and defined Nearly 4,000 Species.
The treatises on Descriptive and Structural Botany re models of concise statement, which leave nothing to be said. Of entirely new features, th"^ most notable are the Synoptical T&. bles for the blackboard, and the distinction of species and varieties by variation in the type.
Prof. Wood, by this work, establishes a just claim to his title of the great
AMEItlCAN EXPONENT OF BOTANY.
A. S. BARNES & CO., Publishers, New York. 1.IBBY & SWETT, 3 New Montgomery St., San.'Fra ncisco, P. O. Box 459. Grand Hotel Building.
OFFICIAL ADOPTIOI
— OF —
IMcG-TJFFEY'S
NEW ECLECTIC READE
BY THE
STATE BOARD OF EDUCATION
OF OALIFOElflA.
At a meeting of the State Board of Education, held at San Fi July 12, 1870, the following members being present, viz :
His Excellency Gov. H. H. Haight ; Hon. O. P. Fitzgeral Superintendent of Public Instruction ; James Denman, Superintei Public Schools, San Francisco ; Dr. A. Trafton, Dr. W. T. Luc Messrs. Lynch, N. Furlong, W. H. Hill, W. E. Leadbetter Jones, and W. A. Robertson ;
On motion of G. W. Jones, Esq.,
McGuffey's New Eclectic Readers
Were unanimously adopted for exclusive use in the Public Schools ifornia.
Recommendations of McGuifey's New Readers were submittec State Board of Education from over
FORTY COUNTY SUPERINTENDENTS
Of the State; and, in many cases, these were indorsed by promin influential Teachers of schools under their supervision ; in addition ' numerous recommendations and petitions for the adoption of Mt Series were received and read, from Principals and Teachers over generally.
These recommendations and petitions, the conviction of the of the State Board of the superiority of McGuffey's Readers over use, and their great popularity in a majority of the States of th« influenced the Board in its unanimous adoption of this most series of books.
EXTENSIVE POPULARITY
— OF —
SuFFEY's New Eclectic Readers.
iuffey's New Eclectic Readers have, at various times, been \y or individually recommended by successive State Superintendents lie Instruction of I, IOWA, MISSOrRI,
tNois, ka:^sas, wiscoxsi^r,
CHIGAEf, IXDIAXA, KE^TLCKY,
tlXXESOTA, WEST VIRGEX^IA, PEXXSYtVANIA,
[have now an extensive, and in many cases an exclusive, use in these
ACTION OF THE ST. LOUIS BOARD.
* * "In urging the adoption of McGuffey's Readers, we feel
we are asking the trial of no experiment, but are recommending
hat are approved by the best educators of the country. We believe
^se Readers possess more of those features that our schools require
y other series presented."
is report of the Committee wa» unanimously adopted.
uifey's New Eclectic Readers were also adopted by the Board of Edu- Df Brooklyn, N. Y., November 16, 1869 ; of Bichmond, Va., Sep- 23, 1869 ; and were re-adopted by the New York Board for 1870. re also in exclusive and satisfactory use in the public schools of
E^CIXIVATI, O., DtlBrQUE, IOWA,
[ARRISBURO, PA., FORT WAYXE, IND.,
ilHEEEIXG, W. VA., 8PREVGFIELD, II.I..,
DETROIT, MICH., PEORIA, lEE.,
IILWAUKEE, W IS., QIJEVCY, ILE.,
LEVEEAXD, O., COEIJMBUS, O.,
OI.EDO, O., MABISON, WIfS.,
And many other leading cities in all sections of the country.
uffey's New Eclectic Readers have also been recentiy adopted for re use by the State Boards of Education for
[ARYI.A^B„ ARKANSAS,
C AEIFORIVI A, WYOlMnXG ;
aye a far wider use and approTal than any other Reading es published.
Correspondence of Teachers and School Officers respectfully solicited. terms on first supplies for introduction.
Address ISAAC UPHAM,
Care HENRY PAYOT & CO.,
622 Washington Street,
SAW FRANCISCO, CAL.
FOR SCHOOLS, ACADEMIES AND COLLEGES. BROWN'S ENGLISH CRAMMARS.
COMPBISING
Broivn's First Lines of English Grammar,
12mo. Half bound. Designed for young learners. Ketail price, 45 cts. Brown's Institutes of English Grammar,
12mo. Muslin, leather back. For the higher classes. Retail price. $1 00.
*^*Both of these very popular text-books have just been revised by Heniy
Kiddle, A.M., Assistant Superintendent of Public Schools of New York City,
with important additions, especially in the department of Sentential Analysis.
Brown's Grammar of English Grammars.
Royal 8vo. Leather or half morocco. Retail price, $6 50. These Grammars were never so popular or widely used as at the present time — they are the books. The latter is the most comprehensive and exhaust- ive Treatise on English Grammar extant.
ROSCOE'S CHEIV8ISTRY.
Lessons in Elementary Chemistry,
By Heney E. Roscoe, B.A., F.R.S., Professor of Chemistry in Owens Col- lege, Manchester. In one beautiful little volume, handsomely illustrated with engravings, and bound in muslin, red edges. Just published. Retail price, $1 50.
This little book is, we believe, the only one in the market containing all the newest features in Chemistry.
LAMBERT'S PHYSSOLOCIES.
Lambert's Muman Physiology, Anatomy, and Hygiene,
12mo. This is an entirely new book, written on a new plan, and is beauti- fully illustrated, with several hundred wood engravings, and thirtj^-one plates on tinted paper, containing many figures. Retail price, $1 75.
Lamhert's JPrifnary Physiology, Anatomy, and Hygiene,
12mo. Profusely illustrated. Retail price, 85 cents.
CANOT'S PHYSICS.
Elementary Treatise on JPhysics, Experimental and Applied,
For the use of Colleges and Schools. Translated and edited from Ganot's Elements de Physique, by E. Atkinson, Ph. D., T. C. S. Illustrated by a col- ored plate and 668 wood cuts. In one very thick 12mo. volume. Price, $6.
This beautiful and most thoroughly systematic work has been adopted for use in some of the highest colleges in the land, as Harvard University, Colum- bia College, etc., etc., and is not only the best work of its kind for educational purposes, but would be also a very valuable addition to any library .
Teachers, School Boards, and others interested, are cordially invited to cor- respond with the pubhshers. Very favorable terms for introduction.
Copies of the above books, except Ganot's Physics and the Grammar of English Grammars, sent for examination for hall the retail prices aftixed.
WILLIAM WOOD <& CO,, Publishers,
NEW YORK. 1^=" These books are kept for sale in California by Booksellers generally, and in San Francisco by A. ROMAN & CO., and H. H. BANCROFT & CO.
: UNSEGTIONAL, UNPARTiSAN, UNPOLITICAL SCHOOL-BOOKS.
\fie freshest series of Text-Books published— containing the latest results of discoverip and scientific research.
Officially adopted by the Yirginia State Board of Education,
AND NOW LARCELY IN USE IN
B'^miEl.Tr S O XT TH :ES 3Ft i>r S 1" -i^ "T ES >
And in many Northern States.
1 Association composed of many 3 several SoutlK-rn States, feel- hool-Books wliich sliould be en- political, which should present eucc — are now issuing a com- ^xt-books by the eminent schol- lich are the
CJieapestf Best, and Most
Now pubh'shed. The
of the most eminent citizens of ing the necessity for a series of tirely tmsectional, tmpartisan, and only the facts of history and plete scries of School and College ars and educators named below
Beautiftd School-Books
University Series" embraces
MAURY'S Geographical Series,
7- Commodore M. F. Maury, of the Virjrinia Military Institnte. A scries of books which jirk an era in the study of this science, and which, i.i the words of a well known and ac- implislied Southern teacher, " are characterized by a felicity of arrangement and t-imple iishncss of style which must ever render them attractive to the voung, and which will be ed by all who Avish to teach Geography as a Hcieiice, as something to make pupils think, d not merely as an enumeration of dry facts."
I Holmes' Readers and Spellers,
,r George F. Holmes, LL.D., Professor of History and General Literature in the Uni- irsity of Virginia. A series of Readers unequalled' in cheapness, cxeellence, and typo- ;aphical beauty. They are steadily progressive in character, brij:ht and fresh in their [lections of prose and verse, and illustrative of Southern scenes, incid«.nts, and history
j Venable's Arithmetical Series,
jf Charles S. Vexahle, LL.D., Professor of Mathematics in the University of irginia. These books arc received everywhere by intelligent teachers with the lii;:hest itisfaction. as being most admirably adapted for mental drill, as well as for business cdnca- Im. Their methods, rules, and reasouitigs arc clear, distinct, logical, and comprehensive, ;id the series is carefully graded throughout.
Holmes' History of the United States,
^ George F. Holmes, LL.D., of the University of Virginia. It is cnongh to say of
is admirable work, interesting, impartial, and truthful, as well as pure and graceful in
/le, that it is the only History of the United States which is slricili/ tmpartisan. It racs down to the present date. Also,
le Vere's French Crammar, Readers, etc., Gildersleeve's Latin Series,
Carter's Elements of General History, Holmes' English Grammars, LeConte's Scientific Series, Johnston's English Classics,
Duntonian Writing-Books, etc., etc-
Send for our new ILLUSTRATED DESCRIPTIVE CATALOGUE, which will be
ailed free to any teacher or school officer. It tells what teachers think of the books, and mtains specimen pages of each.
Address UNIVERSITY PUBLISHING COMPANY,
155 and 157 Crosby Street, New York.
Adopted for Exclusive Use in the Public Schools of Cahfor
SWINTON'S CONDENSED,
ji. oo]xi>Ervj!^ii:r> sohooi^ history
or THE
CONSTRUCTED for definite results in recitation, and c taining a new method of topical reviews. Fully illustre with maps, portraits, and new and beautiful designs. By \ SwiNTON, A. M., Professor of History in the University of C fornia; author of ^^ Campaigns of the Army of the (Potomac f ^•. cisive (Battles of the Warf etc. 300 pages, printed on fine pa in elegant style, and substantially bound.
Copies furnished by mail to teachers who may wish to exan- it, with a view to introduction, on receipt of 75 cents.
This condensed manual has been prepared in order to meet the views and wants of that hir^e and inert as- ing class of teachers, and more especially the teachers in our Common Schools, who are aiming at definite results in this study. It is not a mere picture-book or story-book— though it is very fully illustrated wilh portraits, maps, and other engravings, all of Avhich are execuKd in the best slyle. It aims at somelhing which, if not higher, is at least different. It is desigiied as a working book, and Lence discards both the high- flown nairative style and the meaningless details of the; majority of school histories. The text derives its in- terest from the lucid presentation of the s\xbject-niat- ter — in itself deeply interesting. The technici;] points of novelty and supi riority of this work will be evident to all practical teachers. Some of these points are:
I. A plan of clear and concise paragraphing, by which the gid of each paragraph is readily apprehended by the pupil.
II. A total, and it is hoped welcome, absence of in- volved, inverted, or in anywise rhetorical sentenct s, and the use, in lieu thereof, of the direct, concise, and recitable construction.
III. A new method of Topical Reviews. On this point— perhaps the leading point of novelty in the book— the teacher is referred to an examination of the Reviews themselves. The difference between the present and the old method of reviewing— which does no more than print a string of review questions, re- ferring to preceding pages for the piecemeal answers- must be obvious. There can be few judicious teach- ers who have not discovered that pupils, in order to have a really available knowledge of the crowded facts of history, require that these facts should be grouped and reiterated and turned over in a variety of ways. To accomplish this end, thus imparting a compj-ehevsive knowledge of events and the connections of events, is the purpose of the novel method of reviewing adopted in this manual.
IV. The separation of the history of the Western,
Mississippi Valley and Pacific States from its ent ment in the history of the Administrations. Tl tory of these great States thus receive a degree tention that is at least more nearly adequate heretofore.
V. The separation of the leading facts of AbQ' Progi-ess from their entanglement in the history Administrations, and their presentation in a s by themselves.
VI. Atone of treatn>ent free from partisaal sectionalism, politics or religion — a tone of trea as completely as possible American.
The A>w Yoi'k Times, in announcing the fort ing publication of this work, in its issue of Junt 1871, said:
"Advance sheets of Swinton's Condensed I have for some time been in the hands of leadin cational men of this city, and we but exprest unanimous opinion when we say that this marks an era in school histories. Mr. Swinton's as a writer of histoiy is pretty well known to the ers of tills journal, with which he Avas maiiy yer sociated, while through his Aimy of the l'otom< Decisive Battles it is equally well-known to the ce at large. The Condensed cemtains many technical i e)f novelty and superiority, which teachers will i appreciate. It is clear in its style, sensible in Iti and impartial and catholic in iis spirit. It will tensively used in this oily, and has been adop the State Educational Eoards of several Stales palpable merits of the book will be its own sul introduction."
The Hon. John Swf.tt, Dep. Supt. of Co Schools of Calife)rnia, after examining the sheetl; the following enthusiastic praise to the work:
"Allow me to congratulate you on the supei' excellence of Swinton's Condensed History. cannot express the delight with which I have rti pages of proof. It cannot fail to be a g?cat succi
The ^^ COWDJENSBI)^' can noiv he stix>plied for iiitrod Hon through the San Francisco trade,
IVISON, BLAKEMAN, TAYLOR & CO., Publistt^
138 and 140 Grand Street, NEW YOIlh
:N0VEMBKII, 1871.
Vol. IX.]
[No. 5.
Tint xi?
A JOURNAL OF
School and Home Education
AND OFFICIAL ORGAN OF THE
iepaptffleRt of Peblie instraction,
EDITORS:
O. p. J^NTD Jl. L. FITZOER^LD.
ContriDuting Editors, elected Dy tlie State Edncational Society:
MISS CLARA G. DOLLIVER. MRS. AURELIA G-RIFFITH,
DR. E, S. CARR,
PROF. W. J. G. WILLIAMS.
SAN FRANCISCO:
CALIFORNIA EDUCATIONAL SOCIETY.
Publication Rooms, No. 240 Montgomery Street.
M. n. Carr ct Co., Booh and ,Toh J*rinters, JVo. 532 Clay Street.
TERMS— TWO DOLLARS PER ANNUM, payable invariably in advance. Address : CA T.TIO UNTA TEA CHER , San Francisco.
PAYOT, UPHAM & COMPANY iOOKSELLERS, JtATIONERS AND gUBLISHEF.
One door above Maguire^s Opera House, SAN FBANCISi\
They call special attention to their well-selected and comp'e assortment of SCHOOL BOOKS, which they offer at the lowest market prices, Wholesale and Retail Also,
Standard 8
Bibles anc 0// (y/) ,^ ^ /C<^
Scientific
Photograph, Stamp ana iLiixograpii -«.xuuxij.c,
Portfolios, Writing Desks, Etc., 3;o
New and Latest Styles of Note and Fancy Papfi
WEDDING AND VISITING CARDS,
JSf^'^*<yi^'P^^'^ taken for all Foreign and American Periodicals.
PAYOT, UPHAM & COMPANY
620 and 622 Washington I
THE
California Teacher.
NOVEMBER, 1871.
Vol. IX. SAN FRANCISCO. JTo. 8.
A CLIMATIC educational PROBLEM.
BY H. C. KINNE.
The effect in coming generations of the peculiar climate of Cali- fornia upon the constitution of the Anglo-Saxon race is a question of the deepest interest to all who have at heart the welfare of this occidental portion of the republic. That race, it is hardly necessary to say, here encounters physical conditions such as it has never met with in any por- tion of its previous career. Hitherto this vigorous offshoot of Teutonic stock has dwelt only in regions of frost. For ten centuries past the Saxons have carried, not followed, the star of empire westward; but over all the vast area which they have heretofore grasped with rude hand — the Winter King holdssannu^-l^caur-t.^ and it is only when the broad expanse of the Pacific presents a final barrier to their farther pro- gress that they find themselves in a land where the icy sceptre of that ancient monarch is no longer wielded with potent sway.
The influence which this new life is to exert is as yet mainly a mat- ter of speculation, for the experiment is with us a comparatively untried one. There have been, it is true, for a long period a few of our people within the "sun-kissed" portions of the earth. In Eastern and West- ern India, on the banks of the Ganges and among the Antillean isles, a handful of Anglo-Saxon adventurers has been stationed for nearly two hundred years. But they have been adventurers merely. Their numbers have been kept good by constant accessions from the North- ern hive, and they have maintained their existence only by exercising
124 A CLIMATIC EDUCATIONAL PROBLEM. [Nov.
dominion over the natives of the tropics, either through the patriarchal institution or the not less rigorous yoke of commercial bondage.
Not so with the Saxons who landed on the eastern face of the North American continent. These latter brought with them their wives and their children and hewed out homes for themselves and their posterity forever. They brushed aside the aborigines, and with their own strong arms leveled the forests, reared their dwellings and subdued the soil. And their descendants have ever pursued a similar course. Whether slowly gathering on the Atlantic slope, or sweeping over the matchless valley of the Upper Mississippi with unparallelled strides, or pouring through mountain passes to the shores of this South Sea where the heavens are filled with perpetual summer, they have ever been accom- panied by iheir flocks and herds, their household goods and their household gods. They have therefore come here to stay. Here, as for three thousand miles eastward, they have dispossessed and extermi- nated the natives; and for all coming time, on the banks of the Sacra- mento and the Willamette, as on the Ohio and the Thames, naught will be heard but the accents of the Anglo-Saxon tongue.
But how is this restless people whose westward tendencies have at last been checked — to whom the surges of the Pacific are ever echoing the fiat, "Thus far and no farther shalt thou come" — how is this people to be affected by the climatic conditions of the Golden State .? Our auguries are not for the best. We confess an affection for the more sharply defined vicissitudes of the climate beyond the mountains. The sameness and tameness in the action of the elements on the Pacific coast render existence here comparatively insipid. "Variety," saith an old and true adage, "is the spice of life." Man is so constituted as to delight in repeated contrast and endless change. We oscillate unceas- ingly between the conditions of wakefulness and slumber, of activity and repose, of hunger and satiety; and these ceaseless vibrations are essential to human enjoyment if not to human life. No appetite would be so dainty and capricious as that of the man who should be forever chained to his seat at a loaded table; no sleep so fitful and broken as that of him who should be pinioned to his couch for life. And climatic variations are equally pleasurable and hardly less neces- sary. Nowhere would life be so blank and dreary as in a land which should present an eternal monotony of climatic phenomena, where thermometer and barometer should never vary, where, year in and year out, each day should so exactly resemble its predecessor as to be indis- tinguishable therefrom. In such a land the life currents would stag-
iSyi.] A CLIMATIC EDUCATIONAL PROBLEM. 125
nate and humanity would mould. Who would willingly dwell amid an eternal polar winter where the rising sun should never again greet his eyes ? Or who, if he could, would live where the blazing orb should forever remain at the zenith, and the shades of evening were unknown ? The alternations of day and night, of morn and eve, of cold and heat, of sun and storm, of gale and calm, of sky and cloud are a perpetual stimulas and a perpetual zest to the soul of man. And in no less degree do the alternations of summer and winter contribute to hu- man happiness. Who of us does not remember the glorious winter nights of boyhood, when highways and byways resounded with the music of the bells, when genuine skates and swift-gliding sleds were brought into requisition, when the stars looked down in peerless brilliance and the Aurora reached forth from its arctic home and crowned the "cauld, blue North" with its wondrous sheen .? And who does not remember the soft evenings of summer, when the air was laden with fragrance from flower and shrub, when we leaned on a mother's knee and watched the fire-flies circling over the meadow, or the faint flashes of lightning in the far-off South- ern horizon } What a gorgeous and ever shifting panorama does na- ture exhibit to the dweller in our fatherland ! Without leaving the bounds of his homestead he annually visits all zones, all lands and all climes; or rather all lands and all climes pass before him in endless re- view. At one moment Greenland in her garniture of eternal frost sweeps past his door.way with resistless tread, building miniature glaciers around every bubbling fountain, and swathing the land in robes ample as the ocean and whiter than* her own arctic furs. Anon the scene changes, and the balmy breath of the tropics steals over the landscape, clothing hill-side and valley with a Brazilian luxuriance of living green. Who does not see that these vivid contrasts are a source of perennial pleasure, and who does not see that it is from the absence of these con- trasts that California life is voted less enjoyable by a large majority of the dwellers in this occidental Ultima Thule }
And these vicissitudes quicken the animal spirits, and lend a marvel- ous energy to human nerve and human muscle. Nowhere else does mankind attain to such manhood or exhibit such manliness. And Na- ture, too, through all her broad domain, feels the same potent stimulus. With what giant might does she awaken in spring-time from her winter slumber and gird herself like a strong man to run a race ! What su- perabundant life teems in her every vein and artery ! The morning sun laughs as he floods the waiting earth with his welcome rays. The
126 A CLIMAJIC EDUCATIONAL PROBLEM. [Nov.
returning troops of winged musicians hold glad concert in every tree- top, and pour forth their souls in a grateful chorus such as never greets the ear of the languid and pulseless inhabitant of milder climes. The smiling fields are decked in emerald vestments that vie in brilliance with the unfading azure of the heavenly arch. And the heart of man beats in unison with the forces that move the external world. How joyous does the husbandman drive his team afield, and dedicate the first-born furrow of the new year to the hope of an abundant harvest.
And again, the premonitory gales of autumn as they whistle around his dwelling, spur him on to redoubled effort to prepare for the visita- tion of the fierce legions that are soon to pour forth in conquering march from hyperborean realms. The frowns of coming winter no less than the charms of opening spring compel an unwonted activity and develop a preternatural energy. And when the labors of the sea- son are over, when the farmer finds himself blessed in his basket and his store, when his barns are filled with sustenance for his w'ell-housed flocks, when his granaries are overflowing with corn and his cellars stocked with fruits, then can he and his gather around the blazing fire of a winter's night with a sense of substantial comfort such as natives of torrid lands may never know. Then can the action of the elements be defied, and the beating of the storm upon the windows only serves to intensify the happiness of the home within. Home ! What a depth of meaning in that Saxon word ! And no wonder that it has no equiv- alent in the languages of the South.
But we pass on to a consideration of the effect of climate upon edu- cational institutions, which is the aspect of the question peculiarly ap- propriate to these pages. Like other prolix sermonizers we conclude with an application. The winter season of northern latitudes seems to be specially set apart by nature for the instruction of the hardy youth whose summers are passed in the tillage of the soil. When the last of the corn is husked and the last of the roots are housed, and while the landscape is yet tinged with the lingering hues of Indian summer, the vigorous lads who have successfully faced the season's work abandon the implements of labor and gather at the accustomed rendezvous for their annual campaign in the cause of science. And the same energy that characterizes the race in its industrial vocations is evinced by these young soldiers in their new calling. They push forward with regular- ity, precision and force. There are no stragglers on their line of march, for Boreas has placed an injunction on agricultural operations, and there is nothing to divide or distract their attention. Out-of-door work
1871.] A CLIMATIC EDUCATIONAL PROBLEM. 127
is of necessity suspended, and the farmer's boys are driven to the school- room by stress of nature's laws. Here, then, in these rural homes is to be found the true type of modern societ}' — the type to which our re- formers must ever recur if they would build aught but visionary fabrics. Here the unnatural conflict between labor and capital is unknown. Here the difficult problem how to reconcile labor with science has for ages received a practical solution, for Nature steps in and by dividing the year between them compels them to go hand in hand. And the blessings which flow from this provision of Nature are clearly apparent. We call attention to the all-important fact that nowhere in Christendom has there hitherto been any eff"ective system of popular education and nowhere is there any widely-diflfused popular intelligence except in lands where winter reigns for half the year. Other climes may abound in facilities for the instruction of the children of wealth, but the kind hand of our universal mother throws open the portals of the tem- ple of knowledge to the toiling masses only in the regions where the north star sits enthroned midway between the horizon and zenith.
And right over against this we call attention to that other fact, the alarming fact if we may so term itj that here in California we have no such natural provision for public instruction. Nature here has set apart no particular portion of the year for attendance upon school. On the contrary, our California "winter" is the season when "school don't keep." Our California school-houses stand grim and deserted amid an ocean of mud at the time when those beyond the mountains are thronged with troops of happy children who flock along the frozen highways with cheeks ruddy from contact with the keen air. And a lull in the rainy season does not better the matter. The instant the storms abate the plough is set in motion. Our agricultural operations here extend throughout the year, and the boy who is large enough to be of any service on the farm is liable to be taken from the school- room at any moment. He is wanted in the ploughing season, in the sowing season, in the harvesting season and the threshing season, to say nothing of extra seasons. His attendance upon school is consequently extremely irregular, greatly to his own detriment and to the detriment of the school as a whole. No teacher can succeed in inspiring a pupil with a zeal in the prosecution of his studies unless he has that pupil subjected constantly and regularly to his influence; and where a boy's attendance is so spasmodic, where he is repeatedly absent for periods of three or four weeks at a time, he is proof against any influence which the best of teachers may exert. Such a boy necessarily loses his stand-
128 A CLIMATIC EDUCATIONAL PROBLEM. [Nov.
ing in his class, and what is worse, he loses his interest in his studies and becomes listless and indifferent to a degree that renders all the efforts of his teacher in his behalf utterly futile. Such a boy feels him- self out of his element in the school-room. He forms no part of the teacher's flock. He is worse than a fifth wheel to a coach. He re- sembles rather an extra piece of gearing dropped at random amid the fine mechanism which every smoothly running school presents. Of course the benefits he derives from his schooling under such circum- stances are infinitesimal in amount and value. It would be better for him to abandon school entirely when he first puts his hand to the plough, rather than linger along in this fitful manner and die, in an educational sense, by inches.
We do not exaggerate this besetting evil of our California schools. It will readily be seen that a school composed only in part of pupils of the stamp aforementioned must of necessity be a badly demoralized and shattered institution. Teachers universally testify that this evil con- stitutes the great drawback that prevents them from bringing their schools up to that standard of excellence which their experience in other lands has taught them to regard as attainable. Teachers in all parts of the State are loud in their complaints and are anxiously in- quiring for a remedy. That remedy it is not our province to suggest. Our object now is simply to call attention to the existence of the dis- ease. Time, experience, and patient investigation may be required in order to discover the true antidote. Whether the years of attendance upon our public schools are to be reduced in number, whether our course of study is to be abbreviated and the education we bestow upon our youth diminished in quantity or quality, or whether there shall yet be established in each county a public seminary to which farmers' sons shall be required to resort for a portion of the year and where they may be free from the interruptions of farm duties — are questions for the solu- tion of which we must look to the future.
And a solution will ultimately be demanded. A solution will ulti- mately be demanded unless we are willing to confess that it is impossi- ble for us to compete with the people of other climes in the grand march of popular education. Such a confession, it may be pre- sumed, we are not yet prepared to make. Californians will be loth to acknowledge that these mountains and valleys are in coming genera- tions to be occupied by a race who will rank lower in the scale of in- telligence, and consequently in the scale of civilization, than their breth- ren in other portions of the republic. But if we would avoid this re-*
iSyi.l THE TEACHERS PROFESSION. 129
suit we must bestir ourselves. Nature here seems to war against us, and nature is an antagonist with whom it is generally supposed to be up-hill work to contend. Our leading educators, we fear, have not yet sufficiently directed their attention to this matter, but it is a matter that needs to be carefully probed and fathomed before our California school system can be made to approximate toward perfection.
We close with a concise statement or rather re-statement of the "cli- matic educational problem," under which portentous heading we com- menced this article. How can we make amends for the natural lack in this State of a season peculiarly appropriate to public instruction .? Or in other words, what steps shall be taken to effect the proper accH- mation in California of that child of the frost, the New England sys- tem of common schools t
THE TEACHER'S PROFESSION.
If there is a profession embracing above all others a large amount of responsibility, and which demands, aside from undoubted capability, character, kindness, patience, vigilance, self-respect, good manners and peculiar adaptableness and fitness, it is that of teaching. All trades and professions are holding forth inducements to those following them ; they bring either honor or profit or both. But w^hat is the recompense, the compensation a teacher has to expect after long hours of faithful labor, during which he has not only taught dilligently, but has divested him- self, so to speak, of his own individuality, in order to adapt his mind and knowledge to the intellect and the comprehension of the pupils confided to his care .? Is not his reward in most cases ingratitude and abuse } Is he not always wrong, always blamed by some if not by all; and however pure, are not his motives impugned } Is he not watched with persistent scrutiny .f* Are not his actions, his sayings, nay, his ver)^ opinions as a private citizen, political or religious, brought against him by people who would admit of contradiction from almost any other class of citizens as a matter of course } A merchant, lawyer, mechanic or physician may do or think as he pleases, express whatever opinions he chooses, and customers, clients and patients will not think the less of him for it. But let a teacher feel that he also is endowed with that manly spirit of mental independence, which is one of the dearest and noblest characteristics of the American people, and he is immediately reminded, indirectly if not directly, that school teachers are paid to im-
130 THE TEACHERS PROFESSION. [Nov.
part all they know during school hours, and to know absolutely nothing outside the school- room.
Let us see if true, where this theory would lead us and what kind of scholars would teachers produce, reduced to such a vegetative existence. In such a case a good memoiy would be the only necessary requisite, with a given number of text-books. With these the teacher will be able to develop the memory of his pupils, and after having caused these text-books to be stereotyped on their brains, he will have accomplished his mission. Is this the end and purpose of teaching ? Nay, verily. True teaching implies higher and nobler aims. It is a priesthood. It is a sacred trust for which the teacher, however limited his responsibil- ity and influence, is accountable not only to parents individually, and to society in general, but also to a higher Judge, who alone can scru- tinize teachers' consciences, as well as the consciences of other people, and who alone knows the true incentive of their actions.
No one will deny that it is among the young and tender, that impres- sions are easily received, such as we may wish to give, and you would demand nothing from teachers, outside of a certain amount of knowl- edge. Voeiry, the love of the beautiful, talent, enthusiasm, morality, all these are ignored or die under the mere mechanical developement of the memory. If we wish to circumscribe the knowledge, duties, in- fluence and aspirations of teachers into the narrow limits of mechanical labor, and kill in them as well as in our children every spark of indi- viduality, originality and genius, we ought certainly in order to be con- sistent, advertise for Egyptian mummies, but not for men or women.
I have said that teaching was a priesthood. If the duties of faithful ministers are to bring sinners to repentance, and through repentance to salvation, is it not the duty of faithful educators to teach young minds to avoid evil, and by pointing out to them the numerous breakers ahead, to induce them to cling to what is good, noble and true ? What does community look for in ministers ? Good character, conscientiousness in the performance of duty, and talent. All these are also required of teachers. But wherever these qualities are found, is a heart responsive to all that is manly, a heart feeling deeply its own dignity and incapable of hypocritical semblances. Men of that description are individualities, and will not, cannot be interfered with in anything pertaining to their privileges as men. If a teacher then performs faithfully, ably and satis- factorily the duties of his position, if in and out of school his conduct is irreproachable, I deny most emphatically to any one the right to criti- cise his occupations, his pleasures or his tasks. T. H. R.
871.1 THE JEACHERS WISH. 131
[For the Teacher.]
THE TEACHER'S WISH.
BY VITAL E. BANGS.
The teacher mused, while children ran
In glee before his door, Each flitting face he sought to scan,
The future to explore.
He saw sweet innocence and grace,
Virtue, not over-firm, Depicted in the childish face,
Of vice, its early germ.
Who, of this thoughtless happy throng,
The aching heart will ease '^. Who follow in the path of wrong
And banish inner peace 1
Who lift the veil of the unknown
In science or in art.? Who destin'd for the money-throne.?
Who for the menial part.? —
Were questions that he pondered well
But could not well decide, For who can all the calms foretell,
Or fury of the tide
Upon the smooth but treach'roua sea That bears the human soul
To sad or joyful destiny Ere yet the final goal .?
Each word or look in kindness meant
Would picture in array The future days in virtue spent,
As dawn, the glorious day.
And in the word or evil look That showed incipient scorn,
He felt a gale that none can brook, Born of the breeze of morn.
Oh! then he prayed that he might be
A power to control — A power, on perdition's sea,
To lift the sinking soul.
132 " KNOWLEDGE IS power:' [Nov.
" KNOWLEDGE IS POWER."
(An Essay read at the meeting of the Teachers' Association of Stanislaus County,
by T. J. Blake.)
Many learned treatises have been written and many eloquent ad- dresses have been delivered on the subject of Education; the greatest philosophers and the most acute logicians of all ages have -discussed this topic, in all its various phases, until one might imagine that noth- ing further could be said relating to it, and yet we must acknowledge that up to the present time, this problem is still unsolved, and the true system of training the minds of the young is still undiscovered.
For what purpose are children sent to school ? Is it not to enable them to fight bravely the batUe of life, and to fulfill the various duties of this mundane existence with honor to themselves and satisfaction to their parents and relatives ? And yet, instead of earnestly endeavoring to foster and develop that spark of divine intelligence which at the moment of his birth each human being receives from the Almighty Creator of the Universe ; instead of assiduously fanning the dormant fires of intellect in the minds of children, the great majority of in- structors, slaves to a system which has nothing but its antiquity to recommend it, strive to force upon the minds of the young an over- whelming mass of mere technical knowledge, and a heterogeneous jumble of what are called the essential sciences; and if by some strange accident, some one of a more enlightened mind should strive to sub- stitute common sense for established routine, it is very probable that such a teacher would be universally scoffed at as an empiric and a charlatan!
A celebrated English philosopher has said: "When we leave school our education commences;" and such is too frequently the case. In vain have Sydney Herbert, and Pestalozzi, Bell, Lancaster, and Horace Mann, striven to stem the tide of long-established custom ; in vain has Pastor Oberlin of ''The Ban de la Roche," sacrificed all his worldly prospects and devoted the entire term of his blameless life to the same purpose. The good old " parrot system " still flourishes, and will con- tinue to flourish until that time shall arrive when mankind, with one accord, shall acknowledge that "Knowledge is power," and that teachers are the persons who in reality render nations great and pros- perous, by enabling the rising generation to appreciate and render homage to all that is good and noble in human nature.
When will that time come .? Perhaps, never. Still, fettered as we
iSyi.] ''KNOWLEDGE IS POWER." 133
teachers are by traditional routine, and cramped in all our efforts by infallible text-books, if even in one isolated spot we can expand the human sympathies and develop the mental faculties of the young, we will have accomplished a mighty and a noble work.
The wiseacres of this generation say: "Oh, we were taught none of these new-fangled sciences, and yet see how much zve know !" They seem to imagine that teaching is a sort of trade or profession which any one with the usual modicum of brains can adopt and be successful in, and that any one with a smattering of certain standard branches of science, and a certificate, is in ever}' respect fully competent to instruct children. Is this in reality the case ? I say " No !" Boys and girls are but men and women — certainly, in embryo as yet — but still pos- sessing within them all the attributes of a more mature age. Can such elements be governed and disciplined by a mere teaching machine .? Ah, no; they will render ready and unquestioning obedience to one only, in whom they recognize an intelligence more cultivated and a will more determined than their own. And if, in addition to these essential qualifications, the teacher possesses that rare attribute, a large and loving heart ; if their instructor be one who can sympathise with their childish sorrows and participate in their childish sports, the paths of knowledge are stripped of thorns, and their infant minds, guided by a master hand, will soar high into the realms of literature and science. Then they will become, if not great, at least good, citi- zens, ornaments of their country and benefactors of their fellow-men. Yes, children are no mere automata; no soulless machines, to be driven on and on, in a never-varying circle of tiresome, technical rou- tine; but living, breathing, thinking, human beings, bearing in their outward forms the stamp of their Omnipotent Creator's handiwork, and carrying within their bosoms a portion of His divine intelligence.
Yes, eveiy country schoolhouse contains within its narrow limits a world in miniature ; true, its occupants are but children, yet as years roll on what will they become ? See them as they pursue their studies; mark the various expressions of their countenances; note well ever}^ action of theirs; for as the child is,, so will be the adult. Bright and unsullied is the mind in childhood ; plastic and soft to receive the impression stamped on it when young; soft, to receive, but hard as tempered steel to retain them when once imprinted. Then woe be to that person who, through ignorance or carelessness, shall sully that bright page; and all honor to that true teacher, who nobly exerts ever}' faculty which he possesses, in training up the young in the path
1 34 " KNO WLEDGE IS PO WER. " [Nov.
they should go. Such a teacher, with the intellect of a perfect man, and a tender, child-like heart, exercises a magnetic influence over his pupils; they imbibe a portion of that mysterious electric power. His mind, his very being, is incorporated with theirs; and as they increase in stature, "like the tall cedars of Lebanon," so do their intellectual faculties expand; and, like trained athletes, they enter the arena of life, worthy champions of the right.
And here I would devote a short time to the consideration of a subject which, of late, has been frequently discussed in meetings of this sort. There are some rigid moralists, who believe so firmly in the innate depravity of human nature, that they are quite shocked at the very idea of boys and girls associating freely with each other, either in the school-room or the play-ground. Now, I think that such high- toned Puritanical notions are quite uncalled for, especially in the country districts of this State. For what purpose are children sent to school .? Is it not to improve them in every respect ? And what can be more beneficial to them than habitual intercourse with those of an opposite sex .? It has often been remarked that boys who have been brought up with a number of sisters, or other female relatives, are dis- tinguished through life for the elegance of their demeanor and the propriety of their conduct. This is but natural; destined by an Omniscient Creator to pass their lives together, the sexes are con- stituted so as to strengthen and improve each other. Men are formed by nature strong in body and frequently overbearing in disposition; women are comparatively feeble in person and yielding in tempera- ment. The sexes act for their mutual benefit. How often have we seen the rudest men hush their profane language and ribald jests when a pure and modest woman entered their company; and in like manner, (rumor says) that when a number of females meet together their sole topics of conversation are the latest fashions or the affairs of their neighbors; but let a sensible man make his appearance among them, and at once their innate desires for admiration are awakened, and, as if by magic, they become once more reasonable beings. So, I say, let boys and girls mix freely with each other, for sooner or later they are destined to meet, and this prohibition of intercourse when young will only give occasion for clandestine interviews and correspondence.
We are Californians; the same restless activity, the same adventurous ■ spirit which led Balboa to the Peak of Darien whence he looked down tj on the wide Pacific; which urged on into the then unknown wilderness, Daniel Boone and our other frontiersmen; that same wandering and
1 87 1 .] " KNO WLEDGE IS PO WERr 1 3 5
daring element which has led the tide of emigration ever onward to- ward the setting sun — has peopled ttie State, and (since blood will tell) it is but reasonable to suppose that "Young California" will by its pre- cocity and restless energy give evidence of the untameable spirits of its sires.
It is to the young, especially, that I now address myself. The time has been when California acknowledged the nobility of labor; the con- ventional gentleman was then unknown — the rough miners had strong hands and open hearts, yet truer gentlemen never lived than some of those grey-shirted 'forty-niners. A gentleman is not one v/ho is clad in broadcloth and fine linen, who sports massive jewellr}^ and uses high- sounding words in common conversation. Neither is a lady one who is decked out in silks and satins and seeks to dazzle all beholders with affected airs and graces. No, true gentlemen and true ladies are those only who discharge their duties honorably and faithfully in whatever po- sitions of life they may be placed; who reverence the aged, whether rich or poor; who scorn a mean or, dishonest action; who are never ashamed of being engaged in any useful employment and who never are afraid to recognize an old friend, no matter how humble may be his station.
" The rank is but the guinea stamp, The man's the gold for a' that." — Burns.
And now I will trespass no longer on your time and attention, but in conclusion, I would impress on all those present that without religion, true science cannot exist. Nature is the one great teacher of us all, and God is Nature. The human mind can never hope to master all her mysteries. We may ascend far up into the realms of knowledge; we may overtop the mists and fogs of human prejudice and ignorance and as we direct our gaze downwards, we may for an instant imagine that the whole world of science is at our feet, but as we turn our glances upward, we can see the heights of knowledge (unattainable by mortal intellect) stretching far up into the blue empyrean. To that summit human intelligence can never reach, and like the great Newton, we must humbly confess "that we have been like children sporting on the beach; we have gathered a few bright-colored shells and particles of sea weed; but the grand depths of ocean lie still before us, unfathomed and unfathomable."
Still let us, each and every one, press onward and upward, and when "wearied with the march of life," we prepare to leave this world for another and a better one, let us calmly await our destined fate.
136 CITY AND COUN J RY SCHOOLS. [Nov.
supported by the proud consciousness that we have not misused the talents entrusted to us by our Ahuighty Father; but that we have exerted ourselves to the utmost extent of our feeble powers for the advancement of science and the benefit of our fellow-men. Then, with his dying breath, each one of us may pray to have engraven on his tombstone —
" Lord, keep my memory ever green!"
CITY AND COUNTRY SCHOOLS.
Editors Teacher: — I wish to see the following in the Teacher, not for any merit it may contain, but to see by whom it will be noticed — if noticed at all. But whether it may be received by the public with favor or not, I think there are some truths in it.
The matter of which I wish to speak, or rather, the view I take of it, is an unpopular one. Yet it is plain dealing, with unpopular subjects, that causes investigation and improvement. It has been the common belief, or impression, in countiy places, that an education cannot be ob- tained outside of a city — that teachers who are not " professors," or who do not carry with them high sounding titles, and grand diplomas, are incapable of instructing children with any degree of success. Hence we frequently find parents either so prejudiced against country schools, or so ignorant of city schools, or perhaps both, as to send their litde prodigies (?) to the city to be taught their letters at great expense and inconvenience. This, of course, is their business. But the rea- sons they give for their conduct are quite amusing to a person of any experience or observation. "Th^e course of instruction is so much more extensive, the discipline is so much more thorough and systematic, the instruction is so much more solid and practical in the city than in the country that one year's schooling in the city is worth five years' in the country."
Poor simpletons ! They judge of education according to the size of the buildings, or the number of streets in a place, forgetting, or entirely ignorant of, the fact that our greatest men and women, /or ages past, were born, brought up and educated in the country. They estimate the progress and cultivation of intellect by the jingle of money, the noise, bustle and confusion of city life, or by the rattle and clatter of cars, cabs and carriages. They do not appear to consider that in city schools the numbers are so great that it is an impossibility to give the scholars the same attention that can be bestowed upon them in the
iSyi.] CITY AND COUNTRY SCHOOLS. 137
country; they do not appear to knoiv that the teachers in the country (as a general thing) are far superior to those of the city; they never think of the fact that country teachers who could not succeed at all in the country go to the city and become professors, principals, sub- masters, etc., and retain their positions for years with large salaries. But, if possible, make them know these things — and yet they will deceive themselves so far as to deprive their children of a good, solid, practical education for the gauze and glitter of a city polish.
Now as evidences in favor of country schools, let any father answer these questions from the facts: Who are the leading, the commanding spirits in every department of business in San Francisco .? Who are our wheat, wool, tobacco and whisky kings ? Who are the managers of our revenues .^ Who are our successful bankers, brokers and whole- sale merchants ? Who are the Generals at our legal bar ? Who are the managers of primaries and conventions, and the directors of poli- tics 1 Are they your smart city taught boys .^ By no means. Why is it that when a countr}^man goes to the city to embark in any kind of business or profession he almost universally prospers and becomes wealthy .? Because his early training has been right. His education has been soltd^ practical, useful. The drill, the discipline, the polish, the style, the agony of the city boy, that he has spent years in acquir- ing, must be laid aside when he becomes a man, as useless trash — it is no stock in trade.
Now take the city-taught girl in contrast with one educated in the country. To be sure, while they are girls, or young women, or at that age when they are most sought after as pleasant company, then the city girl is far the more attractive. She is lively, sprightly, talkative, grace- ful and very pleasing in a thousand ways. She has learned to dress and <?^dress. She has learned at an early age to appear perfectly at home and to make others feel so. But this is only for the chit-chat of passing acquaintance and company. When mature years and a more respon- sible position in society demand more womanly dignity, grace and sense, she falls far short of a satisfactory^ standard in comparison with a girl brought up and educated in the countr}^ She has been educated in the city for show — and the few pieces she performs upon the piano are by rote, although she wisely looks at the notes and turns the pages of her music with a very harmonious precision. Yet these few pieces, and the songs she has learned at the theatres, constitute her entire "gradu- ated" knowledge of music. Her specimens of drawing and penman- ship "by her own hand" (executed by her teacher) bespeak her mis- tress of the arts.
138 SANTA BARBARA TEACHERS' INSTITUTE. fNoi
Now this is no overdrawn picture of a countryman's fancy. It is in accordance with all science, experience and statistics. It is what may be observed by any unprejudiced man or woman by a week's inspec- tion and comparison of city and country schools — not upon examina- tion days, when every thing is prepared for the parent's ear and eye and for a grand report in the public press — but when they are at their reg- ular work, not expecting visitors, and rather opposed to them.
Zaleucus.
SoNORA, Sept. 28th, 1871.
SANTA BARBARA COUNTY TEACHERS' INSTITUTE.
The Institute was held at San Buena Ventura September 27th, 28th, and 29th. There were some twenty-five members enrolled, twenty of them being teachers. Superintendent Hamer was present as deeply interested in us and ours, as ever. Methods of teaching Reading, Writ- ing, Spelling, History, Arithmetic, Grammar, Composition and Geog- raphy, alternating with the discussion of the following questions consti- tuted the principal part of the three days' work. The questions, with the action taken were: "Shall the self-reporting system be adopted?" | The teacher is, as a rule, the best judge of both scholarship and de- "■ portment. "Shall we have a Roll of Honor in school, and if so, what shall be the standard V The first part left optional with the teacher, but where it was used, sixteen of the teachers agreed to make both scholarship and deportment the basis of the same; that the standard should be 7 5 per cent, of credits offered. For action on the following, see resolutions: "Shall we have a ten months' school V " Shall we have compulsory attendance, and if so, what shall be the minimum and maximum ages between which children shall be required to at- tend.?" " On what basis shall the school moneys be apportioned t' "Should be a State corps of Institute teachers ?" " Should the teach- er's pay be according to the work performed, without regard to sex ?" *' Hov/ shall morality be taught in school r" To be very brief, by example and precept. " Should teachers receive pay for days they do not work f" Laid upon the table. On the question of monthly re- ports to parents, see resolutions.
RESOLUTIONS.
Whereas, In Teachers' Institutes, properly conducted, we recognize the most effective means, outside of a regular Normal School training, for the elevation of the standard of the teacher's profession, therefore,
Resolved, That in order to render Teachers' Institutes more efficient, it is the sense of this body that a corps of competent Institute instructors should be pro- vided by the State.
1871.] PLAIN HINTS TO YOUNG TEACHERS. 139
Resolved, That a free school should be maintained in each school district where there are twenty-five children of school age, for a period of ten months in each year.
Resolved, That the highest interests of our State and Nation demand that com- pulsory attendance at some school should be required of all children of sound mind and proper physical ability, between the ages of eight and fourteen years, for a period of four months consecutively, during each school year, provided such children reside within a reasonable distance of a free school.
Resolved, That all school moneys should be apportioned on the basis of the av- erage attendance at school in each school district, as reported, under oath, by the teachers, to the County Superintendent.
Resolved, That teacher's pay should be according to the labor performed, with- out regard to sex.
Resolved, That we recommend the exclusion from the California Teacher of long reports of County Institutes, and that the space be occupied by original arti- cles.
Resolved, That the sense of this Institute is in favor of monthly reports to par- ents, and that the County Superintendent be requested to recommend District Boards to furnish teachers with suitable blanks for that purpose.
Resolved, That this Institute recommend the organization of local monthly teachers' meetings for the purpose of mutual improvement.
The discussions were in the main animated and interesting, all, or nearly all, participating. The one thing lacking was that "corps of In- stitute instructors," that we might have learned, ''How to leach." The evening meetings were well attended, the exercises consisting of ad- dresses, essays, select readings and music. As a whole the Institute was undoubtedly a success.
W. C. Merritt, Jr., Secretary. ♦-<♦►-•
PLAIN HINTS TO YOUNG TEACHERS.
The importance of using eveiy^ means of self-improvement within his power, cannot be urged too strongly upon the teacher. He can engage in no department of instruction, from the lowest grade of the primar}^ school to the highest position within the power of the colleo-e, where there can be no excuse from this duty. I labored under many misapprehensions and received numerous wrong impressions in regard to this very subject, and hence I desire to present a few points drawn from my own experience.
Said a teacher to me, as I went forth to take charge of my first school in a little country village, "If you study at all, don't let any of your pupils or any of the people in the district know anything about it, as it will diminish your power and ruin your influence." Being a mere youth, and the remark coming from one who ^ had taught a number of schools, I am free to acknowledge that it caused a shade of sadness to - come over my heart, for I had laid many plans for improvement, and ' had made up my mind that I would study ever}^ branch that it should
140 PLAIN HINTS TO YOUNG TEACHERS. [Nov,
be necessary for me to teach, even if I felt familiar with it, in order that I might teach every day a little better than the day before. I was determined to study and not to abandon my books, even if I should not succeed as a teacher, therefore I undertook to carry out my designs privately, but in the course of a few evenings my privacy was suddenly broken in upon by quite a large number of my older pupils, who had come to give me a little surprise party; and, lo! they had caught me in the midst of a huge pile of school books, many such as we were using in our school, and some of them spread open upon the table before me. My heart beat hard and fast as I noticed the eyes of some of the larger ones, and especially the girls, glance at the books. Noth- ing was said, however, upon the subject, and soon I had cleared away the books and joined the merry party. My anxieties were great as to the result; but let me frankly confess that I have every reason to feel that from that time forward I had greater power and more true influ- ence over my pupils.
There is a great danger of teachers falling into the ruts and worn paths that lead simply round and round. To prevent this, and to in- sure his own growth of mind and advancement in his profession, several things are necessary:
First — He should pursue continuously, at least one study outside of those required in his daily work. This will not detract from, but rather increase, his interest in his profession. It will give him larger scope for his thoughts, and increase his usefulness as a teacher. He will increase his own fund of information, and necessarily impart some of it to those with whom he comes in contact in the school room.
Second — He should avail himself of every opportunity of visidng other schools and viewing the work of other teachers, always looking for that which will assist him, and striving to draw from their experi- ence facts and hints to add to his own. At the same time, let him be wise enough to weigh carefully in his own mind everything new, never adopting till he is satisfied that the proposed change will be for the better.
In other professions men come constantly in contact with those superior to themselves, and must make improvement; but the teacher must make an effort to do this, for he will find himself surrounded, generally, by an influence which has a tendency to make him satisfied with what he has already attained, since his work is usually among those inferior to himself in attainments.
Third — Every teacher should have at least one good educational
I
1 87 1.] PLAIN HINTS TO YOUNG TEACHERS. 141
magazine, for by means of this he can get at the best thoughts of others engaged in the same pursuit, and he can have them spread out before him in such a way that he can give them his careful considera- tion and criticism. Many teachers will gather more that is useful and instructive in this way, than others by constant intercourse and com- munion with the writers themselves. It is not within the means of many teachers to travel about among their fellow-laborers, nor have they the time or disposition, if they have the means; but they cannot excuse their lack of know^ledge or ignorance of better methods of in- structing on any of the above grounds, for our educational magazines are within the reach of all, however poor or remote from the rest of their co-workers.
Fourth — He should visit Teachers' Institutes and Associations, and enter heartily into their operations, identifying himself at once with both these facilities of improvement. He should not attend them simply when convenient, but should make a special effort, and even sacrifice some personal comfort rather than be absent whenever one is held within his field of labor or near enough to demand his presence. Even if a teacher of large experience, he generally receives more than he bestows; and even if he does not feel this to be the case, he has no right to lend his influence (by staying away) to injure the great and glorious cause in which he is engaged. The value and importance of one good, well conducted Teachers' Institute, upon a true, practical, live teacher, cannot be computed by any known rule. To discuss this point alone would require at least one whole article.
Fifth — Every teacher ought to have a teachers' library, made up of those works that bear directly upon the subjects taught by him. As teachers, we are generally very inconsistent upon this subject. We stumble along over the same ground where others have stumbled be- fore us, without making ourselves conversant with the bearings left by our predecessors.
All would look with ridicule upon a lawyer who should set himself up in his office with his " Blacl^stone," and to see him succeed they would expect him to make himself conversant with that which was new in his practice.
A minister must constantly study and bring himself, through books, in contact with the highest minds, or his parishioners will desire a " change."
A physician must understand the best methods of treating new diseases, and strive to excel, that he may even retain his place among
142 CALAVERAS AND AMADOR INSTITUTE. [Nov.
his brother physicians; and in any other department of hfe, there must be constant study to insure success. Can the teacher, who holds the position second only to that of the mother, expect to be able to in- struct, advise, admonish and correct without using every aid presented to him ? Certainly not. He must strive, with the help of all these assistants, to go on and labor to bring forth something even beyond that which has been already developed. A live teacher will use every means to make himself a broader, deeper, and more thorough educator of those placed under his care. — Connecticut School Journal.
JOINT INSTITUTE OF CALAVERAS AND AMADOR COUNTIES.
FIRST DAY.
Institute met at the school-house, Mokelumne Hill, on Tuesday, October 3d, 1871, and was called to order at half-past one o'clock, by J. H. Wells, Superintendent of Calaveras. Opened with prayer by Rev. S. G. Briggs, Superintendent of Amador. >
On motion, Messrs. Nelhs and Kerr were elected Vice Presidents; and A. A. Smith and Miss Ella Kay, Secretaries.
The following names were then enrolled as members of the In- stitute :
From Calaveras — J. H. Wells, Superintendent; Mrs. Evalena Rust, Mrs. Davis, Miss Ella Sherman, Mrs. Mariah McGilvray, Miss Ellen Lillie, Mrs. Almina Knowlton, Miss Lizzie Megaw, Miss Lizzie Mar- chant, Rev. N. L. Guthrie, Barlow Dyer, Edwin Knowlton, Sylvanus Warren, R. W. Reeves, John Reddick, Albert A. Smith, Wm. Nellis.
From Amador — Rev. S. G. Briggs, Superintendent;" Miss Ella Kay, Miss Eliza Beem, H. W. Ford, A. W. Kerr, A. Norton.
Moved and carried that the Chairman appoint the several Commit- tees for the Institute. The following Committees were then announced :
Order of Business — A. W. Kerr, Barlow Dyer and Mrs. McGilvray. Resolutions— Messrs. H. W. Ford, N. 1. Guthrie and E. L. Knowlton. Introduction — Miss Ella Sherman, Miss Eliza Beem, Mr. Nellis. Music — Mrs. Davis, Miss Lillie, Miss Kay, Rev. N. L. Guthrie.
Opening address by Rev. S. G. Briggs, followed by a short address by J. H. W^ells. [Recess.]
On the Institute being called to order, Mr. Kerr, of the Committee on Order of Business, reported that the first thing in order would be an address by Rev. N. L. Guthrie, on the " Manner in which he conducts
1871.] CALAVERAS AND AMADOR INSTITUTE. 143
his School." He was in favor of throwing all the responsibility of learning and reciting lessons upon the scholars. He would have each scholar keep his desk and the floor beneath neat and orderly.
Mr. Warren followed on the same subject. He would have the scholars give the reason why they make use of certain rules or pursue such a course in performing any operation in arithmetic, or reciting any lesson in school.
Mr. Guthrie's method of conducting recitations seemed to have, ^t least, the merit of novelty. He was requested by a member to give it more in detail. Mr. Guthrie responded that he would take, for in- stance, the history lesson. He would have the scholar at the head of the class commence at the first of the lesson and explain it, as far as desired; then the next continue, and so on through the lesson.
Mr. Ford arose to explain his manner of conducting a school. He would teach as much outside of text-books as possible. For disorderly conduct he would keep in for seventeen minutes at recess, and require them to write a composition on some simple subject.
Moved and seconded that we meet at the Congregational Church, at half- past seven o'clock this -evening. Pending the motion, Mr. Kerr reported that the order of business for this evening would be music by Quartette Choir; Essay on "Practical Education," by Rev. N. L. Guthrie, and an Essay entitled : " What is Education, and what should be its practical and moral results ?"
The Institute then adjourned.
In the evening the order of exercises reported by the Committee was carried out, and Institute adjourned to meet at the*school-house at nine o'clock a.m., October 4th.
SECOND DAY.
Institute opened at nine o'clock, with prayer by Rev. N. L. Guthrie. Reports of first day's proceedings read, corrected and adopted. Essay by Albert A.Smith; subject — "Thoughts on School-Teaching." A well written and well read Essay, entided "Tastes," was given by Mr. Kerr. The subject was taken up by the Institute and discussed by members generally. Recess.
The subject of Arithmetic was opened by Nellis, with explanations on the black-board, followed by Messrs. Kerr, Warren, Smith and Knowlton. Moved and carried that the same subject be continued for one hour this afternoon. Adjourned.
144 CALAVERAS AND AMADOR INSTITUTE. [Nov.
AFTERNOON SESSION.
Institute called to order by the Chairman, who announced that the first thing in order was the continuation of the subject of Arithmetic, laid over from the morning session. Mr. Warren proceeded to explain w/iy we multiply the numerators together in the multiplication of frac- tions; continued by Messrs. Lillie, Ford, Kerr and Terry.
Mr. J. B. Lillie, Miss Kittie Morey, Miss Jennie Brownlee, Miss Mary Hanlon, Miss Lillie Beal, and the County Superintendent elect, Mr. E. F. Walker, were noted present. Recess.
Discussion on the best method of teaching Grammar, was opened by J. B. Lillie, followed by Messrs. Ford, Warren, Guthrie, Nellis and Kerr.
Programme for evening was announced to be a lecture by A. Norton. Subject — " Mind Culture as Conducive to Health and Longevity." At the evening session the lecture was listened to with attention by a fair audience, the subject being treated in a very able manner. Adjourned.
THIRD DAY.
Institute called to order by the Chairman; Prayer by Rev. S. G. Briggs. Minutes of second day's proceedings read and adopted. Moved and carried, that Mr. C. L. F. Brown and Mr. H. F. Terry be considered honorary members of the Institute. Mr. F. A. Day entered; name placed on the roll.
The subject of Geography was opened by E. Knowlton, and further participated in^ by Miss Morey and Messrs. Guthrie, Ford, Nellis, Warren, Kerr, and Mrs. McGilvray. Recess.
T. G. Peachey entered and took his seat among the members. The
following resolution was read by the Secretary:
Resolved^ That it be a regulation of this Institute, that each teacher in attend- ance give his or her opinion on all questions which pertain to the duties of .his or her school.
After a lively discussion the resolution was laid on the table.
Spelling was explained by Mr. Nellis, and continued by Messrs. Dyer, Peachey and Kerr. After considerable discussion, a motion was carried to adjourn the Institute sine die, after the lecture by Prof. Carr, in the evening. Adjourned.
AFTERNOON SESSION.
On the Institute being called to order, Superintendent Wells read an interesting and instructive Essay. Subject — " Importance of Common Schools."
1871.I CALAVFRAS AND AMADOR INSTITUTE. 145
^BT(
The subject of the best method of teaching Mental Arithmetic was ened by T. G. Peachey, and subject continued by A. W. Kerr, Miss orey, Knowlton, Guthrie and Dyer. Mr, Guthrie asked for the best
method of dismissing scholars at recess. The question was answered
by a number of teachers; after which ]Mr. Kerr gave a class exercise in
calisthenics.
The Committee on Resolutions submitted the following, which were
unanimously adopted:
Resolved, That we recognize in Teachers' Institutes an efficient means of ac- quiring a knowledge of the best methods of teaching.
Resolved, That the adoption of a uniform series of text-books meets the appro- bation of this Institute!
Resolved, That the thanks of this Institute are hereby tendered those ladies and gentlemen who have favored the Institute with vocal and instrumental music.
Resolved, That the efforts of Superintendents Briggs and Wells, to make our ex- ercises profitable and practicable, are appreciated by this Institute.
Resolved, That our thanks are due to those who have favored this Institute with entertaining and instructive essays.
Resolved, That we recommend that our next Joint Institute be held at Jackson, Amador County, and commence on the first Tuesday in November, 1872.
Resolved, That we favor legislation which will give each teacher a week to visit the schools of his county, that he may become more fully acquainted with the theory and practice of teaching.
Resolved, That it is the opinion of this Institute that teachers should favor the passage of a law which shall necessitate ten months school in each district, every year.
Resolved, That the interests of the" public schools require that the County Su- perintendent should be a practical teacher, thorough^ acquainted with the details of school work, and that in each of the counties of Amador and Calaveras, he should receive a salary sufficient to enable him to give his whole time and atten- tion to the duties of his office.
Adjourned to meet at the church in the evening to listen to an Essay by T. G. Peachey, entitled " Teaching, a High Calling," and Lecture by Prof. E. S. Carr.
EVENING SESSION.
Mr. Peachey read his Essay in a very entertaining manner. Prof. Carr gave his lecture in his usually interesting style, and it was received with evident sfitisfaction. After a vote of thanks was tendered Prof. Carr, and also one to ?^Ir. Peachey, the Institute adjourned sine die.
T7* ' 1/ ^ c Secretaries. Ella Kay, )
Uniformity of Text Books. — A resolution endorsing uniformity of text books was passed unanimously by the Joint Teachers' Institute for Calaveras and Ama- dor Counties, the proceedings of which are published in this number of our journal. We presume no one opposes uniformity of text books in California, except a few who have a selfish motive for so doing. They need not oppose. This is one of the reforms that will stand.
I
146 BOARDING ROUND. [Nov.
BOARDING ROUND.
BY S. S. BOYNTON.
" Daye after daye, for little paye,
He teacheth what he can, And bears ye yoke to please ye folke,
And ye committee man."
One bright sunny morning, in early June, I saddled my mustang and started over the mountains to take charge of a school. A journey of forty miles lay before me, so I was up and off by sunrise. A shower had fallen the night before, and it seemed as if nature had donned her fairest robes for this especial occasion — so bright and lovely was the scene. As we climbed the mountain, every curve and bend of the emerald valley below was plainly defined against the darker green of the surrounding mountains, while, as if to complete the beautiful pic- ture, the mountains themselves were capped in white.
Five miles of up-hill, and we reached the snow which covered hill, bush and tree to the depth of several inches. Another mile, and we are descending the mountain into another valley. On the low, rocky points the wild pinks blossomed in profusion. By the side of the tur- bulent creeks, amid the ,green grass and brown willows, the johnny- jump-up lifted its bright face to the passing traveler, while by its side the hair-bell hung, blushing dowm. ard. The chipmuncks seemed to be playing hide-and-seek along the fences and behind the logs, and once I caught sight of a magnificent grey squirrel as he crossed the road in front of me. In the grand old forest of oak and pine, the noisy jay seemed to be mocking the robins, as they "waked the sweet an- them again and again."
So our road wound on — now by the side of some dashing rapid or pool of quiet waters — now over a bald hill of chaparral, then along a winding dug-way. As the shadows began to lengthen, we drew near our stopping place. Across the river, up a lane, and we are at the door. The gentleman is away, but we are made at home by the lady of the house. A bright fire burns in the stone fireplace, and on a crane hung a good old-fashioned iron teakettle, " singing its song, full of family glee." Supper time soon came, and with it the return of the absent members of the family. After the supper things were put away, Mr. G. brought out a bass viol, and then he and his two eldest daughters sang some of those sweet old English songs, whose melody lingers so long in the memory.
iSyi.] BOARDING ROUND. i47
Next morning our school began; only nine scholars,^ at first, but the number increased as the week wore away. Two weeks soon passed in this Arcadian home of peace and plenty, and then we changed our boarding place, and a most emphatic change it was. An old house, with rackety doors and half-broken windows, gave no token of com- fort within; nor did the exterior belie the interior. Several rickety chairs and an old lounge formed the furniture of the sitting room. At night I found the beds to be remarkable for nothing except their bugs. The food was of the poorest quality, but this would have made no particular difference if it had only been cleanly prepared. The chickens often cleared the table after we had finished eating, and from certain signs I was quite sure their bills had made the acquaintance of some of the dishes before they were placed upon the table.
" Ah! many crosses hath he bourne,
And many trials founde, Ye while he trudged ye district through,
And boarded rounde and rounde."
The river ran deep and clear near the house, and on its banks, with rod and line, I spent most of my leisure time while boarding here. But a change was coming sooner than I had expected. June was drawing to a close, and the school census of the district had to be taken. I was only too glad to undertake the work. The district was large, and it required considerable riding.
Thursday morning of my second week found me bidding adieu to that house, never to enter it again. The road lay up the river for fifteen miles, and then entered a large open valley of some thirty thou- sand acres. There are now four schools in the valley. High, wooded hills on the south and west, but low and bare ones to the north and east. Until noon our road ran along the high, rich ground on the north side of the valley, but in the afternoon it stretched out across an arm of the valley and was very heavy with sand. Sage brush and grease wood were the only signs of vegetation, and crickets the only signs of animal life. The sun poured down with an intense heat, and as evening drew near we were glad to reach the house of an old friend, with whom we passed the night. A night's rest and a good breakfast fitted us for another hard day's riding. This time the road lay through the low, wet portions of the valley, and over numerous sloughs, or rather through them. Of our census work we need say but little. Our questions were generally politely answered, and almost invariably to the point.
148 BOARDING ROUND. [Nov.
At three in the afternoon we left the valley and crossed a low ridge into another smaller valley, to complete our work. Up this we galloped in, haste, for it was on our road home, twenty miles distant, which we determined to reach that night if possible Our work was soon done, for there were but three houses in the valley, and these were directly on the road. The first eight miles of our journey was up the valley; then up a short, steep hill, and then down a mountain for four miles, with only a pack trail for a road. The rest of the road home was good.
At the foot of the mountain we forded a turbulent creek, and found ourselves in a narrow, dark canyon. The trail ran along the bank of the creek, which at another time we would have admired, as it foamed and dashed over the rocks in its bed, but night was coming rapidly on, and we had been told that the trail crossed the creek several times. The hill-tops were covered with a flood of sunlight, but here it was almost dark. Not a sign of bird or squirrel did we see, and the canyon looks dreary and lonesome. The last glimpse of light has faded, and we spur on our jaded animal. Deeper and darker grow the shadows and more uncertain the trail, till finally on a little flat we find we have missed it altogether. Soon we find it, but only to lose it on the next flat. Our horse was tired and would not keep the track. Finding it useless to go further, we unsaddled, built a fire and prepared to spend the night. As we pile on the brush and limbs, the fire snaps and crackles and lights up the dim old forest with a strange and weird light. The hoot of the owl mingles with the sigh of the wind; the stream rushes by with its dash and roar; and with saddle- blanket for bed and soldier coat for cover, we fall asleep. The cold of the early morning awakens us, and a ride of a few miles takes us home in time for a hot breakfast and a strong cup of coffee.
Once more at school, and again a new boarding place. This time with uncle George and aunt Sallie, whose softly spoken thee and thou always fell pleasantly upon the ear. The house was pleasantly situated in a litde grove, and niece Hattie was a good housekeeper; so what more could we wish .? Our next boarding place was a decided con- trast to this. Harvest was coming close on the steps of haying, and the house was full of men. The baby was cross and the mother crowded with work. Do you blame her for scolding part of the time ? I didn't, but it made the house none the pleasanter.
The last place on the rounds was known as the "Sheep Ranch;" and such I was willin to call it before my two weeks were out. A
1 87 1.] PROPOSED NATIONAL UNIVERSITY. 149
Chinaman did the cooking, and he would have been famous among dirty cooks. The lady of the house was inclined to be lazy, and did not look after him, so he had things his own way. A large flock of sheep belonged to the house, and mutton was our only meat. We had mutton for breakfast, dinner and supper; mutton fried, stewed and roasted; mutton from Monday morning till Saturday night; and then, by way of a change, mutton on Sunday, Mutton on fast as well as feast days. I got so at last that I often found myself pulling at my hair and beard, to see if it was still hair and not wool. Two weeks is not a long time, to be sure, but if you will live that long on bread and butter and mutton, I will venture to say you will tire of the latter part of it.
School ended at last, and we picked up things and journeyed home- ward, glad the next time to take a school where we could board at one place all the time. But we do not write either for or against " board- ing round;" our only object being to write a sketch of actual life which may interest the wear}^ teacher as he returns home after a hard day's work in the school room.
THE PROPOSED NATIONAL UNIVERSITY.
A movement of considerable strength has been set on foot in the West, and first took an organized shape at a great convention of teachers, held in St. Louis last July, for the foundation of a " National University " on a great scale, having its seat, we presume, in the Mis- sissippi Valley. The promoters look to the General Government for the principal portion of the necessary funds, and for this purpose are going to agitate for a great donation of public lands, before the national domain has all been disposed of. Ten million dollars, we believe, is talked of as the amount which would be necessary to make the institu- tion worthy of its name. There are some difficulties in the way of establishing a university, apart, altogether, from the various drawbacks which grow out of mere newness. One is, that if the main reliance is placed on endowments by private individuals, a small beginning has to be made, with half-starved, second-rate professors, and a defective library and apparatus and buildings, and, what with low vitality, and puffing, and bragging, the morale of everybody connected with the organization has received serious injur)^ before it has secured a perma- nent and effective footing. If, on the other hand. Government sup-
150 PROPOSED NATIONAL UNIVERSITY. [Nov.
plies the funds, it can do so liberally, and can make the institution all it ought to be materially from the outset; but there is hardly any Gov- ernment willing to endow a miiversity, and then relinquish all control over it. If the Government retains the right of supervision — that is, if the university be not a thorough independent and self-governing body, there is great danger of its becoming a mere political machine, inju- rious to the politics of the country, and of little use to its education. This is true even of European countries, where the politicians are generally university men, with a strong respect for universities, and a keen appreciation of their needs; it is doubly true of this, where the common run of politicians dislike and suspect universities and uni- versity men. The present condition of V/est Point Academy is some- thing which those who ask Congress to found an American University would do well to heed. The promoters of the new movement will, we trust, take good care, if their funds come from the nation, that the charter gives undisputed control to \h^ faculty — not to political trustees or supervisors, or even to prominent " citizens." We say this in the most friendly spirit towards the undertaking, and, in fact, in testimony of our good wishes. A National Committee to carry on the pre- Hminary work was appointed at the St, Louis meeting, ex-President Hill, of Harvard; Dr. Samuel Eliot, of Boston, and Mr. E. L. Godkin, of New York, being placed on it to represent the Eastern States. Mr. Godkin has, however, for personal reasons, declined to serve. — Ihi Nations
DEPARTMENT OF PUBLIC INSTRUCTION.
EDUCATIONAL ITEMS.
Section Ninety-eight. — The Trustees of a certain school district furnished the County Superintendent an estimate of "the cost of maintaining a free school for eight months," in accordance with the provisions of Section 98, California School Law. When the rates of special district taxes were published, it was found that the rate for the district in question was not sufficient to cover the esti- mate of the Trustees. The question now raised is this : Have the Trustees no redress ? — or is the estimate of the County Superintendent, and the rate fixed by the Board of Supervisors, final ?
The answer : While it is expected that in all cases the County Superintendent shall consult the opinions of Trustees and obtain the data from them upon which to base his estimates, there is no provision in the law for any appeal from his action.
It is hoped that at the approaching session of the State Legislature this whole matter will be put in more satisfactory shape. This eight months arrangement is only a feeler . The next step should be a ten months' school for every district in the State, and mainly by State taxation.
State Superintendent Elect.— Prof. H. N. Bolander, of San Francisco, was elected to the office of Superintendent of Public Instruction on the i8th of Octo- ber, and will enter upon his duties on the ist of December.
County Superintendents will confer a favor on the State Superintendent by forwarding to him, at once, the names and post-office addresses of their successors.
All In At Last. — The last of the County Superintendents has sent in his report — only two months behind time. The laggards lay the blame on **the trustees " in all cases — and there it ends. There is a convenient impersonality about " the trustees" that fits the case exactly.
Personal. — Prof. W. B. Hardy, City Superintendent of San Jose, has been elected to the chair of English Literature in -the Pacific Methodist College at Santa Rosa, and has entered upon the discharge of its duties. San Jose loses an admirable officer, and Santa Rosa gains a most excellent teacher by this arrange- ment.
State Normal School Building. — The work on the State Normal School building, at San Jose, has progressed so far that the rare beauty of the structure attracts the admiration of all beholders. It is costing a good deal of money, but will be, when completed, worthy of the State and suited to the magnificent square upon which it is located. None of our public institutions impresses visitors more favorably than our State Normal School building. Taken as an index of the public spirit, intelligence and liberality of our people, we may challenge comparison with older and more populous communities.
Has Leave of Absence. — The Regents of the University have granted leave of absence, for six months, to Prof. Swinton. The Professor proposes to make a visit to Europe, and this visit has some connection with the preparation of a new school book. Bon voyage !
152 DEPARTMENT OF PUBLIC INSTRUCTION. [Nov.
The Reed Grammar School, San Jose. — San Jose can boast of another new and superior school house. For the accommodation of the southern part of the city, a new grammar school building has been erected on what is called the "Reed Tract" — and a pleasant and excellent house it is, too. Its completion was opportune, furnishing free accommodations, temporarily, to the State Normal School. This new grammar school is under the efficient principalship of our esteemed friend Kennedy, who is himself a product of San Jose professionally. He knows how to *' keep school."
Not Successful. — The attempt to remove the choice of State Superintendent from the sphere of party politics by a separate election, can scarcely be considered successful, in view of the late canvass for this office. A large portion of the party papers exceeded even themselves in bitterness, scurrility and reckless misrepre- sentation. There is no advantage in a separate election to compensate for its cost. Let it be abolished.
A Flutter. — It is rumored that all the holders of third grade certificates now teaching in San Francisco, will be required to undergo re-examination. There is quite a flutter among the teachers in consequence. If this thing is contemplated, let all be treated alike, from the grammar master down. If incompetency can be discovered, it will not be confined to any particular grade of teachers. As a class, the primary teachers do their work as well as any other, and we know no good reason why this sword of Damocles should be suspended ov6r their devoted heads only. The proof of competency is successful teaching. No successful teacher should ever be required to undergo re-examination, except for the purpose of obtaining a certificate of higher grade. The theory that the holders of third grade certificates should not be allowed to continue in that grade, but should be stimulated or compelled to progress to higher grades, is fallacious. Primary teaching is a distinct and important department of the work of education. This work requires a particular order of talent. Teachers succeed admirably in this grade who would fail elsewhere, just as there are many who succeed in the more advanced grades who would fail in the primary. Division of labor and concen- tration upon a particular point produce the same happy effects in the school room as in the workshop or laboratory. Primary teaching should be considered as honorable as any, and should be better paid. Primary teachers should not be worried and wearied with repeated examinations any more than others. Let all be treated alike. We want no pr vileged classes in our schools. We want no invidious distinctions.
TABLE OF CONTENTS.
PAGE.
A Climatic Educational Problem 123
The Teacher's Profession 129
The Teacher's Wish 13 1
" Knowledge is Power," 132
City and Country Schools 136
Santa Barbara Teachers' Institute 138
Plain Hints to Young Teachers 139
TAGB.
Joint Institute of Calaveras and Amador Counties
Boarding Round
The Proposed National University 149
Department of Public Instruction 151
Educational Items 151
CALIFORNIA
State Normal. School.
BOARD OF TRUSTEES.
H. H. HAIGHT Governor
O. P. FITZGEEALD Superintendent of Public Instraction
C- T. KYLAND San Jose
A. J. MOULDEE San Francisco
H. O. WELLEE San Jose
JAMES DENMAN San Francisco
J. H. BEALY San Jose
TEACHERS.
Key. W. T. Lucky, A.M Principal
H. P. Carlton Yice-Principal
Miss E. W. Houghton Assistant
Mrs. D. Clark Assistant
Assistant
COURSE OF STUDY.
To secure admission into the Junior Class, applicants must pass a satis- factory examination before the Board of Examination in the county in which they reside, on the following subjects, viz. :
Orthography, Eeading, Penmanship, Common School Arithmetic, English Grammar, Geography and Composition.
Junior Class — ^st Session.
* Arithmetic — Eobinson's Higher.
* English Grammar — Brown's.
* Geography — Monteith 's .
* Reading — McGuffey's 5th Reader. ^Orthography — Willson's.
Moral Lessons — Cowdery's.
Mental Arithmetic. ,
Analysis and Defining.
Junior Class— -Second Sessicm, "" Algebra — Eobinson's Elementary. English Grammar — Brown's. Geometry — Marks' Elements. Physiology — Cutter's. *U. S. History — Quackenbos'. Vocal Culture.
Book-Keeping — Payson, Dunton & Scribner's Single Entry. Natural Philosophy — Steele's.
ercises during the Junior Tear — Penmanship; Object-Lessons; Calisthenics; School Law; Methods of Teaching; Vocal Music, Drawing, Com- position, Declamation and Constitution of United States and California.
To secure admission into the Senior Class, applicants must be regularly promoted from the Junior Class, or pass a thorough written examination, conducted by the Normal School Board of Instruction, on those studies of the Junior Class marked with an asterisk, and an oral examination in Natural Philosophy and Physiology.
Senior Class — First Session. Algebra — reviewed. Physiology — reviewed. Natural Philosophy — Quackenbos' . Rhetoric — Hart's. Natural History — Tenney's. Vocal Culture — Eussell's. Book-Keeping—'Payson, Dunton & Scribner's Double Entry.
Seniok Class — Second Session, Arithmetic — reviewed.
Geometry, Trigonometry, and Mensuration — Davies'. Botany — Gray's. Physical Geography — ^^Varren's. Mental Philosophy — Upliam's. English Literature — Collier's. Aslronomy — Loomis' . Chemistry — Steele's. General Exercises — Same as in the Junior Class.
REGULATIONS OF THE NORMAL SCHOOL.
1. All pupils, on entering tlie School, are to sign the following declaration: "We, the subscribers, hereby declare that our pm'pose 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."
2 To enter the Junior Class male candidates must be seventeen years of age; and female candidates sixteen. To enter the Senior Class they must be one year older.
3. All applicants are required to present letters of recommendation from the County Superintendent of the county in which they reside. The holders of first or second grade teacher's certificates will be admitted on their cer- tificates.
4. No pupil shall be entitled to a Diploma of Graduation who has not been a member of the School at least one year.
GENERAL INFORMATION.
In obedience to the requirements of the ' 'Act to Establish the State Normal School, ' ' passed by the last Legislature, the next session of the School will be held in San Jose. There will be Oral and Written Examinations at the close of each session. The Graduating Exercises will be in March.
Pupils will be required to furnish their Text Books. Reference Books wiU be furnished by the School.
There is no boarding house connected with the Normal School. Good boarding can be obtained in private families at reasonable rates.
CALENDAR FOR 1871-72.
First Session begins June 14th, 1871. First Session ends October 6th, 1871. Fall vacation, one week. Second Session begins October 16th, 1871 . Second Session ends March 14th, 1872 .
For additional particulars, address
Kev. W. T. lucky, a. M., Pkincipal, San Jose. March 25th, 1871.
PEKSONS OF BOTH SEXES thoroughly fitted for business pi suits, or for telegraphic operators, at this institution. The scholarships" of this school are good for tuition in the thirty-six Bryant & Stratton Col- leges. Young men are practically educated for Bankers, Merchants, Clerks and Bookkeepers by the most thorough course of actual business training ever introduced into any school on the Pacific coast. Sessions continue day and evening throughout the entire year. Students can enter at any time. Just the course of study for yoiing men in all walks of life vi^ho wish to succeed. For full information regarding the school, call at the College Olfice, 24 Post street, or send for Heald's College Jouhnal, published monthly, and sent free to all by addressing
E. P. HEALD,
President Busine8<!i Colleg'e, $an Francisco.
''THJE LIVING AGJE has no equal in any country,'^ — Fhila. Press.
^^ It Stands at the head of nineteenth- century literature*'' — Chicagp Evening Journal.
^^ The best periodical in America,''— Bev. Theo. L. Cuyler.
9
Littell's Living Age,
Of which more than One Hundred Volumes have been published, has received the commenda- tion of the most eminent men of the country; and it admittedly "continues to stand at the head of its class." Issued every Saturday, it gives fifty-two numbers of sixty-four pages each, or more than Three Tliousund Double-Column Octavo Pag'es of reading-matter yearly; and is the only compilation that presents, with a safisfac- tory completeness as well as freshness, the best Essays, Reviews, Criticisms, Serial and i Short Stories, Poetry, Scientific, Biographical, Historical, and Political Information, from j the entire body of Foreign Periodical Literature, and from the pens of the
A^BLEST LIVI]V<> AVRITEIIS.
It is therefore indispensable to every one who wishes to keep pace with the events or intellec- , tual progress of the time, or to cultivate in himstlf or his family general intelligence or lite- ! rary taste.
Exitracts from. !N"otices,
From Rev. Henry Ward Beecher. \ From the Advance, Chicago.
"Were I, in view of all the competitors that | "For thinking people, the best of all the ec- are now in the field to choose, I should cer- ! lectic publications, and the cheapest. . . It tainly choose 'The Living Age.' " t is a monthly that comes every week."
From the New-York Evening Post. j From the New-York Evening Mail.
"In no other single publication can there be found so much of sterling literary excel- lence."
From the Illinois State Journal. "It has more real, solid worth, more useful Information, than any similar publication we know of. The ablest essays, the most enter- taining stories, the finest poetry of the Eng- lish language, are here gathered together."
From the Williams Quarterly. "It is inexhaustible. It has as much that is good as a dozen ordinary magazines com- bined."
From the Pacific, San Francisco. " Its publication in weekly numbers gives to it a great advantage over its monthly con- temporaries, in the spirit and freshness of its contents."
'A treasure-house of the current literattire of the English-speaking world."
From the Mobile Daily Register. "Peerless among periodicals in value to the reader."
From the Boston Post.
" It gives to its readers more than three
thousand double-column octavo pages a year,
of tho most valuable, instructive, and enter-
From the Nation, New York. \ taining reading of the day. 'History, biog-
'The best of all our eclectic publications." j raphy, fiction, poetry wit, science, politics,
criticism, art, — what is not here?' It is the only compilation that presents with a satis- factory completeness, as well as freshness, the best literature of the almost innumerable, and generally inaccessible, European quar- terlies, monthlies, and weeklies, — a literature embracing the productions of the ablest and most cultured writers living. It is, there- fore, indispensable to every one who desires a thorough compendium of all that is admirable and noteworthy in the literary world." Published weekly at $8.00 a year, free of postage. An extra copy sent gratis to any one getting up a Club of five New Subscribers. Address,
LITTELL. & GAY, Boston.
The best Home and Foreign Literature at Club Prices.
["Possessed of 'Littell's Living Age' and of one or other of our vivacious American monthlies, a subscriber will find himself in command of the whole sitnution."— Philadelphia Ev. Bulletin.]
For Ten Dollars, The Living Age. weekly, containing the cream of Foreign Periodical Lit- erature, and either one of the leading Magazines of Home Literature named below, will be sent to one address for one year: viz., —
Harpee's Monthly (or Weekly, or Bazak), The Atlantic Monthly, Lippincott's Monthly, The Galaxy, Old and New, Scribneu's Monthly, The Overland Mcnthly, or Appleton's Journal (weekly) ; or for $8.50, The Livinq aqb and Otxb YotrNQ Folks. Ad- dress as above.
3
POPULAR. TEXT BOOIKIS
FOR SCHOOLS, ACADEMIES AND COLLEGES.
BROWN'S ENGLISH CRAMiViARS.
COMPKISING
Brown's First Lines of English Grammar,
12ino. Half bound. Designed for young learners. Ketail price, 45 cts. Brown's Institutes of English Grammar,
12mo. Muslin, leather back. For the higher classes. Ketail price. $1 00.
"^^Both of these very popular text-books have just been revised by Henry
Kiddle, A.M. , Assistant Superintendent of Public Schools of New York City.
•with important additions, especially in the department of Sentential Analysis.
Brown's Grammar of English Grammars,
Royal 8vo. Leather or half morocco. Eetail price, $6 50. These Grammars were never so popular or widely used as at the present time — they are the books. The latter is the most comprehensive and exhaust- ive Treatise on English Grammar extant.
ROSCOE'S CHEMISTRY.
Lessons in Elementally Chemistry,
By Henby E. Eoscoe, B.A., F.E.S., Professor of Chemistry in Owens Col lege, Manchester. In one beautiful little volume, handsomely illustrated with engravings, and bound in muslin, red edges. Just published. Eetail price, $1 50.
This little book is, we believe, the only one in the market containing all the newest features in Chemistry.
LAMBERT'S PHYSIOLOGIES.
Lambert's Human Physiology, Anatomy, and Hygiene.
12mo. This is an entirely new book, written on a new plan, and is beaut fully illustrated, with several hundred wood engravings, and thirty-one plai on tinted paper, containing many iigures. Eetail price, $1 75.
Lambert's IPrimary Physiology, Anatomy, and Hygiene,
12mo. Profusely illustrated. Eetail price, 85 cents.
CANOT'S PHYSICS.
Elementary Treatise on Physics, Experimental and Appliei
For the use of Colleges and Schools. Translated and edited from Ganot] Elements de Physique, by E. Atkinson, Ph. D., T. C. S. Illustrated by ac( ored plate and 668 wood cuts. In one very thick 12mo. volume. Price, $^
This beautiful and most thoroughly systematic work has been adopted fc use in some of the highest colleges in the land, as Harvard University, Colum" bia College, etc., etc., and is not only the best work of its kind for educational purposes, but would be also a very valuable addition to any library.
Teachers, School Boards, and others interested, are cordially invited to cor- respond with the pubHshers. Very favorable terms for introduction.
Copies of the above books, except Ganot's Physics and the Grammar of English Grammars, sent for examination for hali the retail .prices affixed. WILLIAM WO on <0 CO., Publishers, NEW YOEK. ^P" These books are kept for sale in California by Booksellers generally, and in San Francisco by A. EOMAN & CO., and H. H. BANCEOFT & CO.
LIBBT & SWETT.
S New Montgomery St,,
Grand Hotel Building', San Francisco.
Books, Stationery and School Supplies.
A FULL STOCK OF
School Books,
School Apparatus, Wall Maps,
Globes, &c. Miscellaneous Books, New Books,
Fine Stationery, &c.
and everything else that pertains to our business at the lowest market rates.
We cordially invite the visits and correspondence of teachers and school officers.
P. O. Box 459. lilBBY & SIVETT.
THE aOLE) MEDAL
^m%%'L f TOMTirai,
manhfactueed by
*JJ.Palmer&Co
(Successors to Wigmore & Palmer,)
Manufactory, 105 & lOT Mission St., Near Spear,
San Franeiaeo.
"FOURTEEN WEEKS" IN NATURAL SCIENCE.
A. DSRIEF TI1EA.TISE IN Ei4.CH BKAlVCIl
BY
J. DOEMAN STEELE, A.M.
14
WEEKS f NATURAL PHILOSOPHY,
ij^J ASTRONOIVIY,
COURSES ( ^"^'^'ll^^lbcY.
These vohimes constitute the most availahle, practical, and attractive text-books on the Sciences ever published. Each volume may be completed in a single term of study.
THE FAMOUS PRACTICAL Q,UESTIONS devised by this author are alone sufficient to place his books in every Academy and Grammar School of the land. These are questions as to the nature and cause of common phenomena, and are not directly answered in the text, the design being to test and promote an intelligent use of the student's knowledge of the foregoing principles.
TO MAKE SCIENCIK POPUIiAR is a prime object of these books. To this end each subject is invested with a charming ^, terest by the peculiarly happy use of language and illustration in which this author excels.
THEIR HEAVY PREDECESSORS demand as much of the student's time for the acquisition of the principles of a single branch as these for the whole course.
PUBLIC APPRECIATION, The author's great success in meeting an urgent, popular need, is indicated by the fact (probably unparalled in the history of scientific text-books), that although the first volume was issued as recently as 1867, the yearly sale is already at the rate of
I^ort37- a?lxouLsa.nca. "^TolULZZCLes-
PHYSIOLOGY AND HEALTH. By EDWARD JARVIS, M.D. T A P VT^' ELEMENTS OF PHYSIOLOGY. O All V iu PHYSIOLOGY AND LAWS OF HEALTH.
The only books extant which approach this subject with a proper view of the true object of teaching Physiology in schools, viz., that scholars may know how to take care of their own health. The child instructed from these works will be always
:e3:i3 o'wjsr iDooa?op^. BOTANY.
WOOD'S AMERICAN BOTANIST AND FLORIST.
This new and eagerly expected work is the result of the author's experience and life-long labors in
Classifying' tlie Science of Botany.
He has at length attained the realization of his hopes by a wonderfully ingenious process of condensation and arrangement, and presents to the world in this single moderate-sized vol- ume a Complete Manual.
In 370 duodecimo pages he has actually recorded and defined Nearly 4:, 000 Species.
The treatises on Descriptive and Structural Botany nre models of concise statement, which leave nothing to bo said. Of entirely new features, the most notable are the Synoptical Ta- j bles for the olackboard, and the distinction of species and varieties by variation in the type.
Prof. Wood, by this work, establishes a just claim to his title of the great
A3IEBICAN EXPONENT OF BOTANY.
A. S. BARNES & CO., Publishers, New York.
lilBBY & SWETT, 3 New Montgomery St., San Francisco, P. O. Box 459. Grand Hotel Building.
NEW AND YALUABLE SCflOOL BOOKS
PUBLISHED BY
WOOL WORTH, AINSWOBTH & CO.
PAYSON, DUNTON & SCRIBNER'S
NATIONAL SYSTEM OF PENMANSHIP,
The best, most popular and most extensively used of any system in the world. (Adopted by the State Board of Education.)
REVISED, NEWLY ENGRAVED AND IMPROVED.
New Standard Edition, 1870— Ori5:inal Model System. Sti'ong Elvid-ence:
Adopted by more State Boards of Education than any other system.
Adopted and used in more Normal Schools than all other systems combined.
Adopted and used exclusively in more great cities than all other systems combined.
Adopted and used in more Colleges, Seminaries, Academies and Private Schools than all others.
It is the only system republished in other countries and recognized as the "American Standard of Penmanship."
"We cordially indorse it with greater satisfaction every year," is the unani- mous voice from the Common Schools.
J3^iitjh[Oi^om:e\^»s r>iiA.^^i]VO SEiiiEe^,
ADOPTED AS THE STATE SERIES IN CALIFORNIA. New, and already in use in nearly all the large cities in the United States. I*rlmary I>i'aA^ing Cards,
Designed lor Slate Exercises. In envelopes, 24 lessons in each. Price 20 cts.
Primary Dra^vlng S.-ates,
With grooves for the Cards ; ruled on one side ; rubber-cush- ioned. Price 38 cts.
I>ra"VFiiig I5oolcs,
12 No's, each containing 12 objects, with paper for drawing each object four times. Price 40 cts.
Teaoliers' Guides,
One Guide to each Book and set of Cards, giving full in- structions for each object. Price 30 cts.
Hlcetclies I'rona IVatvire,
5 No's. Price, each, 50 cts.
Hu'bber-Cu.sliLioned IVoiseless Slates,
Kuled to accompany the Drawing Cards; also, plfiin, in five sizes. A great comfort to every teacher.
The Cambridge Course of Physic, by W. J. Kolfe and J. A. Gillet, the most popular course of Physics. Published in three volumes. Chemistry, Natural Philosophy and Astronomy, and a shorter course in three smaller vol- umes, called Hand-book Chemistry, Hand-book Philosophy, and Hand-book of Stars.
IMagill's Frencli Series.
(Completed.) Magill'g French Grammar. Ma fill's Key to Frencli Grammar. Mag-ill's Introductory Frencli Reader. Mag-ill's Prose and Poetry (just out).
I^^Teachers, and all those desiring to know more of our publications, are requested to correspond with us freely. Liberal terms wiU be given for first introduction.
Address LIBBY & SWETT,
3 Ne-w Montgomery Street, San Francisco, P. O. Box 4:59» [nov-tf J Grand Hotel Building.
OFFICIAL ADOPTIOIS
— OF —
M:caTJFFEY'S
NEW ECLECTIC EEADE
— BY THE —
STATE BOARD OF EDUCATION
OF OALIFOKIflA.
At a meeting of the State Board of Education, held at San Fra July 12, 1870, the following members being present, viz:
His Excellency Gov. H. H. Haight ; Hon. O. P. FitzgeralC Superintendent of Public Instruction ; James Denman, Superinten( Public Schools, San Francisco ; Dr. A. Traftqn, Dr. W. T. Luce Messrs. Lynch, N. Furlong, W. H. Hill, W. K. Leadbetter, Jones, and W. A. Kobertson ;
On motion of G. W. Jones, Esq.,
McGuffey's New Eclectic Readers
Were unanimously adopted for exclusive use in the Public Schools i ifornia.
Recommendations of McGuffey's New Readers were submitted State Board of Education from over
FORTY COUNTY SUPERINTENDENTS
Of the State ; and, in many cases, these were indorsed by promine influential Teachers of schools under their supervision ; in addition t( numerous recommendations and petitions for the adoption of McC Series were received and read, from Principals and Teachers over thj generally.
These recommendations and petitions, the conviction of the m of the State Board of the superiority of McGuffey's Readers over tl use, and their great popularity in a majority of the States of the influenced the Board in its unanimous adoption of this most ex series of books.
EXTENSIVE POPULARITY
— OF —
UFFEY'S New Eclectic Readers.
fffey's New Eclectic Headers have, at various times, been or individually recommended by successive State Superintendents c Instruction of
IOWA, MISSOURI,
^OIS, KANSAS, WISCOXSIX,
jHIGAX, IXDIAXA, KEXTUCKT,
CVXESOTA, WEST TIRGIXIA, PEXXSYI.TAXIA,
lave now an extensive, and in many cases an exclusive, use in these
ACTION OF THE ST. LOUIS BOARD.
* ''In urging the adoption of McGuffey's Readers, we feel
we are asking the trial of no experiment, but are recommending
lat are approved by the best educators of the country. We believe
se Readers possess more of those features that our schools require
other series presented."
M report of the Committee was unanimonsly adopted.
ffev's New Eclectic Readers were also adopted by the Board of Edu- f BrookljTi, N. Y., November 16, 1869 ; of Richmond, Va., Sep- IS, 1869 ; and were re-adopted by the New York Board for 1870. ) also in exclusive and satisfactory use in the public schools of •
]¥cevmati. o., dubuque, iowa,
irrisburg, pa., fort way]ve, i]%b.,
1heem:%g, w. va., springfieeb, ele.,
lETROIT. MICH., PEORIA, lEE.,
l![LWAUKEE, WIS., QUIXCY, lEE.,
I.EVEEAXB, O., COEU3IBUS, O.,
^^LEBO, O., MABISOX, WIS.,
ind many other leading cities in all sections of the country.
fffey's New Eclectic Readers have also been recently adopted for 13 use by the State Boards of Education for
IBYEAXB, ARKANSAS,
C AEIFORIVIA, W YOMI^TG ;
Te a far wider use and approTal than any other Reading I* s published.
I
; >rrespondence of Teachers and School Officers respectfully solicited. ^ erms on first supplies for introduction.
■\ Address ISAAC UPHAM,
^ Care HENRY PAYOT & CO.,
622 Washington Street,
SAN FRANCISCO, CAL.
O . E H L I iV , Manufacturer of OFFICE AND SCHOOL FURNITURE, Desks of all kinds, Church, Hall and School Settees, Blackboards, Map Stands, Chart Racks, Easels, Pointers, Dumb Bells, Rubbers, Liquid Slating for Blackboards, Ink Wells, and everything per- taining to school supplies. The numbers refer to each cut.
Teachers, County Superintendents and Trustees will find their orders promptly fille , with articles that will give entire satisfaction, both as regards workmanship and price. j
SiLVEU Medal awarded for the best California made School Furniture at the Eighth Mechanics' Fair, 1871. Office, 607 Clay Street, near Montgomery, San Francisco.
fl^A reasonable time to fill orders should be allowed. Please send for price list and circulai*
UNSEGTIONAL, UNPARTISAN, UNPOLITICAL SCHOOL-BOOKS.
I : freshest series of Text-Books pnhlished— containing the latest results of discovery and scientific research.
■T-A-TEi
Officially adopted by the Virginia State Board of Education,
AND NOW LARGELY IN USE IN
And In many Northern States.
Association composed of many several Southern States, feel- ><)M5aoks which should be en- litical, which should present ice — are now issuing a com- ,t-books by the eminent schol- •,h are the
Clieajjestf Best, and Most
Now published. The
of the most eminent citizens of ing the necessity for a series of tirely unsectional, unpartisan, and only the facts of history and plete series of School and College ars and educators named below
Beautiftd School-Books
University Series" embraces
iMaury's Geographical Series,
C!omraodore M. F. Maury, of the Virj,nnia Military Institute. A series of books which k an era in the study of this science, and which, ia the words of a well known and ac- plished Southern teacher, " are characterized by a felicity of arrangement and simjjle inesii of style which must ever render them attractive to the voung, and which will be . by all who wish to teach Gcograpliy as a science, as something to make pupils Vdnk^ not merely as an enumeration of dry facts."
Holmes' Readers and Spellers,
GrEORGE F. HoLMES, LL.D., Profcssor of History and General Literature in the Uni- ity of Virginia. A series of Readers unequalled in cheapness, excellence, and typo- ;!)hical beauty. They are steadily progressive in character, bright and fresh in their jtions of prose and verse, and illustrative of Southern scenes, incidents, and history
Venable's Arithmetical Series,
Charles S. Vekable, LL.D., Professor of Mathematics in the University of
inia. These books arc received everywhere by intelligent teachers with the highest
^faction, as being most admirably adapted for mental drill, as well as for business educa-
. Their methods, rules, and reasonings are clear, distinct, logical, and comprehensive,
I the series is carefully graded throughout.
Holmes' History of the United States,
George F. Holmes, LL.D., of the University of Virginia. It is enough to say of
admirable work, interesting, impartial, and truthful, as well as pure and graceful in
I, that it is the only History of the United States which is strictly unpartisan. It es down to the present date. Also,
* Vere's French Grammar, Readers, etc., Xildersleeve's Latin Series,
Carter's Elements of General History, Holmes' English Grammars, LeConte's Scientific Series, Johnston's English Classics,
Duntonian Writing-Books, etc., etc.
iend for our new ILLUSTRATED DESCRI PTIVE CATALOGUE, which will be " led free to any teacher or school officer. It tells what teachers think of the books, and c tains specimen pages of each.
kddress UNIVERSITY PUBLISHING COMPANY,
j 165 and 157 Crosby Street, New York.
Adopted for Exclusive Use in the Public Schools of Califor
SWINTON'S CONDENSED.
J^ OOIVr>ETVSEI> HOHOOI^ niSTOJR^
OF THE
UNITED STA.TE:^
CONSTRUCTED for definite results in recitation, and ( taining a new method of topical reviews. Fully illustn with maps, portraits, and new and beautiful designs. By ^ SwiNTON, A. M., Professor of History in the University of ( fornia; author of ^^ Campaigns of the Army of the (Potomac f cisive (Battles of the Warf etc. 300 pages, printed on fine p* in elegant style, and substantially bound.
Copies furnished by mail to teachers who may wish to exan it, with a view to introduction, on receipt of 75 cents.
This condensed manual has been prepared in order to meet the views and wants of that large and increas- ing class of teachers, and more especially the teachers in our Common Schools, who are aiming at definite results in this study. It is not a mere picture-book or story-book— though it is very fully illustrated with portraits, maps, and other engravings, all of which are executed in the best style. It aims at something \\hich, if not higher, is at least different. It is designed as a working book, and ).ence discards both the high- flown nairative style and the meaningless details of th« majority of school histories. The text derives its in- terest from the lucid presentation of the subject-mat- ter—in itself deeply interesting. The technical points of novelty and sup' ri( rity of this work will be evident to all practical teachers. Some of these points are:
I. A plan of clear and concise paragraphing, by which the gist of each paragraph is readily apprehended by the pupil.
II. A total, and it is hoped welcome, absence of in- volved, inverted, or in anywise rhetorical sentence s. and the use, in lieu thereof, of the direct, concise, and redtahle construction.
III. A new method of Topical Reviews. On this point— perhaps the leading point o^ novelty in the book — the teacher is referred to an examination of the Iteviews themselves. Ihe diflerence between the present and the old method of reviewing— which does no more than print a string of review questions, re- ferring to preceding pages for the piecemeal answers- must be obvious. There can be few judicious teach- ers who have not discovered that pupils, in order to have a really available knowledge of the crowded facts of history, require that these facts should be grouped and reiterated and turned over in a varitty of ways. To accomplish this end, thus imparting a comprehevsive knowledge of events and the connections of events, is the purpose of the novel method of reviewing adopted in thiff manual.
IV. The separation of the history of the Western,
Mississippi Valley and Pacific States from its en ment in the history of the Administrations. T tory of these great States thus receive a degree tention that is at least more nearly adeqUat' heretofore.
V. The separation of the leading facts of Air Progress from their entanglement in the history Administrations, and their presentation in a i by themselves.
VI. A tone of treatutent free from partisan
j sectionalism, politics or religton— a tone of trei as completely as possible American.
The Neiv York Times, in aniwvmcing the for >( ing publication of this work, in its issue of Jurl 1871, said:
"Advance sheets of Swintox's Condenf' j have for some time been in the hands of ]< t cational men of this city, and we but exprt!^ unanimous opinion when we say that this itj marks an era in school histories. Mr. Swinton'im as a writer of histoiy is pretty well known to tlS ers of tills journal, with which he was many y<i sociated, while through his Army of the Potnm Decisive Battles it is equally well-known to tli at large. The 6'onrfen.sed contains many techni of novelty and superiority, which teachers w appreciate. It is clear in its style, sensible in and impartial and catholic in its spirit; It m il tensively used in this city, and lias been ad > 'i the State Educational Boards of several Stai< i palpable merits of the book will bo its own si ' introduction."
The Hon. John Swett, Dep. Supt. of Schools of California, after examining the sli the following enthusiastic jiraise to the work
"Allow me to congratulate you on the si excellence of Swinton's Condensed Ifidorj cannot express the delight with which I hnv pages of proof. It cannot fail to be a gveat hi
The '^ COWDENSBiy ^^ can now he s^ippUed for intra Hon through the San I'rancisco trade.
IVISON, BLAKEMAN, TAYLOR & CO., Publit
13S and 140 Grand Street, NEW YOBi
]
DECElVIBIilR, 1871,
Vol. IX.]
[No. 6.
TXJf IS? Jut Jli
A JOURNAL OF
School and Home Education
AND OFFICIAL ORGAN OF THK
OepartfiieRt of Public Instruction
KDITORS :
O. p. ^ISTD A.. L. FITZGER_A.LD,
Contributiiig Editors, elected Dy tie state Educattonal Society:
MISS CLARA G. DOLLIVER. MRS. AURELIA GRIFFITH.
DR. E. S. CARR, ^UOF. W. J. G. WILLIAMS,
SAN FEANCISCO:
CALIFORNIA EDUCATIONAL SOCIETY.
Publication Rooms, No. 240 Montgomery Street.
Jf. J), Carr «& Co., Booh and tTob Jfrinters, No. 532 Clay Street,
9At\ I
TERMS-TWO DOLLARS PER ANNUM, payable invariably in advance.
Address: CAT.TJOJiNTA TKACHER, San rranciseo.
PAYOT, UPHAM & COMPANY lOOKSELLERS, JtATIONERS AND gUBLISHEF;
One door above 3Iaguire's Opera Mouse, SAN FItANCISO
They c" compU
asBC It the
4 _ . "■
Standi c^^/ i!J^;^.^'^^^L.2^^^
Bibles
i Cyt /iT^ff )oks,
Scientific and Medical Books,
Juvenile and Toy Books, Photograph, Stamp and Autograph Albums,
Portfolios, Writing Desks, Etc., Ic
\
New and Latest Styles of Note and Fancy Papcs
VSTEDDnTG AND VISITING CARDS,
XfSf^ibiongixoTia taken for all Foreign and American Periodicals. 1
PAYOT, UPHAM & COMPANY
620 and 622 Washin^on Sn
THE
California Teacher.
DECEMBER, 1871. Vol. IX. SAN FRANCISCO. J<fo. 6.
ANNUAL ADDRESS OF SUPERINTENDENT FITZGERALD.
Delivered before the State Teachers' Institute, Nov. 7, 1S71.
Fellow Teachers and Friends of Education : As this is my last official appearance before the teachers of California, the circumstances may justify a brief retrospect of my work as Superintendent of Public In- struction, and the progress made in the cause of popular education during my term of office. It is true, the newspapers have reviewed me and my work quite extensively of late, but* their reviews are not alto- gether satisfactory to me. In the pictures they have drawn of me I have not recognized my own features. It seems to me they must have meant somebody else, and somehow got names strangely mixed. Per- haps they were only "in fun." If so, some of them carried the thing a little too far for a joke. The utterances of a political campaign, how- ever, are not histor}'. My record is to be found in the school legisla- tion of my term of office, and in the accomplished facts and actual re- sults of my administration. These are before my fellow citizens. I am willing to take my proper place, and receive my proper measure of ap- proval or censure, when my administration of the office of Superin- tendent of Public Instruction shall be reviewed, after the prejudices of the hour or the exigencies of party shall have ceased to affect their judgments. With clean hands and a clear conscience, I humbly, but confidently, make this appeal. This brief review is expected by you on this occasion. A glance at what has been done is necessary in order that we may perceive clearly what remains to be done.
154 ADDRESS OF SUPT. FITZGERALD. [Dec.
On my accession to office, four years ago, I found a good public school system in operation. My ambition has been to foster and de- velop whatever was good, and make such improvements as might be found necessary. The system in its fundamental principles and most important features remains intact. What has been done has been in the way of modification and development rather than change. It is be- lieved that these measures have been judicious as well as progressive. Progress has been made, and in the right direction.
The State school fund has been largely increased by raising the State school tax to ten cents on the one hundred dollars — that is to say, this tax has been increased eight per cent. . This increase has been of great benefit to the sparsely settled and feeble districts, and is generally ap- proved by the citizens of the State.
Uniformity of text-books in all the schools of the State has been se- cured. In a new country, with a shifting population like ours, the ad- vantages of uniformity are peculiarly great. It saves the time of the children and the money of the parent. Formerly, when the choice of text-books was left to the local Boards of our incorporated cities, each made a different choice, so that whenever a parent moved from one place to another he was compelled to purchase new books for his children. This involved the loss not only of the money paid for the new books, but also the loss of the precious time of the children. Under the law as amended, a child in any district in the State can take his school-books with him to any other, and use them in the same grade without any change. We have the same books for the country districts as for the cities and towns. And why not } Is there any es- sential difference between city and country children .? Do city children require a different sort of arithmetic, grammar or geography.? Such a pretence would be scouted as absurd by all sensible people. I believe this change from a medley system to one of uniformity is almost uni- versally approved. No one will wish to disturb the law as amended, unless it be some one who has a selfish motive for doing so. To dc away with uniformity, would open a field for a scramble of book agentsj and involve a great expense and much loss to the children of the State.] This, at least, is my view of the subject, and I think this body of intel- ligent educators will concur.
The change in the School Law, requiring all examinations to be hek uniformly at certain specified times, is another measure which I believe! has met with general approval. The object of it is, to prevent partie^J from appearing before the Board of Examination in one county, ol taining the questions, "cramming" for the purpose, and then going to^
iSyi-l ADDRESS OF SUPT. FITZGERALD, 155
another county and obtaining certificates on the same questions. It was known that this had been done in some cases. By uniform exam- inations this sharp practice is stopped, and the profession of teaching is protected from the ij;icompetent and dishonest persons who would thus smuggle themselves into the school-room.
The erection of a State Normal School building was a much needed measure. The State had for years been dependent upon the generosity of San Francisco for a building in which to conduct the school. The rapidly-growing wants of the San Francisco City School Department created a necessity for the use of the building occupied by the school. Thinking that this state of dependence upon municipal generosity was unworthy of the State of California, and not feeling willing to impose further upon the liberality of San Francisco, in my Biennial Report, two years ago, I recommended the permanent location of the State Normal School at San Jose, and the erection of a suitable building for it. The Legislature acted in accordance with these recommendations. The School was located at San Jose, upon a magnificent square of twenty- . seven acres, in the heart of the city, donated for the purpose. A two- percent. Stale tax was levied for the purpose of raising a building fund, and as soon as practicable the work was begun. A structure of rare and exquisite beauty is now approaching completion, and soon California will be able to boast of a State Normal School building that will be worthy of a State claiming equality with the foremost of her sisters in intelligence and enterprise. A further appropriation will be needed to complete the building, and will doubtless be voted by the representa- tives ot the people. A good building will not alone make a good school, but if we would " keep up " with the limes as educators, we must pro- vide the best facilities for the work of instruction. None of our public institutions will impress a visitor to California more favorably than our beautiful Normal School building at San Jose.
The provision in the School Law requiring an eight months' school in all Districts having more than twenty-five school children and $75,000 worth of taxable property, was a measure in the right direction. In many counties of the State it is working well. In others, the local offi- cials have not put it in successful operation. The law is somewhat de- fective in that it does not specify with sufficient clearness the respective duties of the several officers who are required to execute it; but the pro- vision for an eight months' school was a most important and beneficial measure, being a decided step toward the full ten months' school for every district, which is the proper ultimatum of our hopes and effiDrts. Of this I shall say more in another place.
156 ADDRESS OF SUPT. FITZGERALD. [Dec.
The establishment of the University of California, is perhaps the most important event in the educational history of the State during my term of oflice. It is properly made the crown^of our public school system, and is perhaps more intimately correlated to the public schools than any other of our State Universities. By some it was feared that the inaugu- ration of our University was a premature movement, in advance of our wants and beyond our resources. The result has happily dissipated such fears. The need of a University is demonstrated by the numbers that have already claimed admission to its classes, the register showing last year the names of 93 pupils, and for this year 146. The organiza- tion and establishment of the University has had a marked eifect in rousing and stimulating a desire for higher education; and this I take to be one of the functions of a State University in a young State — to excite the desire for liberal culture as well as to provide for its gratifi- cation. Thus far the Regents of the University have managed its affairs in such a manner as to secure the largest measure of public confidence and substantial prosperity. Delays, unavoidable, but embarrassing, have occurred in the realization of its endowment resources and build- ing fund. Work upon the University building at Berkeley has of ne- cessity been suspended temporarily for lack of funds; but at Oakland the University is provided for adequately for its present necessities, and with an able and devoted corps of teachers in its several departments^ it presents to the citizens of the Pacific Coast advantages for thorough scientific and scholastic training that obviate all necessity for sending their children or wards to the Eastern States or Europe. This is as it should be. California should be independent of distant communities with regard to the education of her sons and daughters. Home educa- tion is always to be preferred. With our superior climate, where stu- dents can prosecute their studies with vigor during all the months of the year; with our fresher life and richer fields for geological and agri- cultural arid mineralogical investigation and experiment — we should rather attract students to us from the sultry Summers and the freezing Winters of the Eastern States. There are in our University, Professors who are the peers of the best men to be found in the older schools of the older States — men who have brought to us their ripened faculties and large experience and have caught fresh inspiration and renewed their youth under the bright skies and amid the grand sceneiy of Cali- fornia, Let us keep them here by due appreciation and practical re- cognition of their worth.
The University of California is open to women on the same condi- tions as to men. As a member of the Board of Regents, ex officio, I
1 87 1.] ADDRESS OF SUPT. FITZGERALD. 157
voted for iheir admission, and thus far have no reason to regret that I did so. I beheve that women should have equal advantages with men for intellectual culture, and that the State should make equal provisions for both sexes in all respects. The ladies who have availed themselves of the privilege of entering the University are doing well, and find no difficulty, I believe, in "keeping up" with their respective classes. The experiment, ventured dubiously by some, is no longer an experiment. The University of California will be open to both sexes alike as long as it shall exist. Equality of educational privilege is the principle adopted by our State, and it is a righteous principle, and will never be departed from. The liberally educated men of California will have educated women for their companions in the relations of friend, sister, sweet- heart, wife.
I am led here to notice that enactment of the last Legislature equal- izing the salaries of men and women in the public schools. Though I felt sure that such a measure could not at once be made practically op- erative, I advocated its passage on account of the moral effect of such an expression from the direct representatives of the people. I have never been able to see why a woman should be paid less for the same work merely because she is a woman. Such a practice is simply bar- barism, unworthy of a civilized community. My own opinion is, that men, as a rule, are endowed with a larger measure of administrative ability; but I know so many women who are unquestionably superior to the average male teacher, that I am somewhat dubious as to the cor- rectness of this opinion. When a woman is found capable of filling the highest positions in the profession of teaching, I am in favor of em- ploying her and paying her exactly what you would pay a man for the same work in the same position. Let the gentler sex have fair play. It is all they ask.
Some necessary changes in text-books have been made during my administration. In making these changes the State Board of Education was merely the exponent of the judgment and wishes of the teachers of the State. The new books are fewer in number, cheaper in price, and better in quality. On reviewing this matter, I cannot see how better selections could have been made. My conviction is clear and sincere, that California has now the best text-book system of any State in the Union. We have uniformity, and, at the same time the cheapest and best text-books published in Europe or America. This was and is my opinion. On one point at least I think we shall nearly all agree : If we cannot agree that, in every case, the right books have been put upon the State list, we can agree that the right books have been put off.
158 ADDRESS OF SUP 7. FITZGERALD. [Dec.
While particular books on the list might probably be advantageously substituted by others, the list as a whole is composed of the very best w orks to be found. Believing that my action as a member of the State Board was right, I here take occasion to reiterate my approval of' it, feeling sure that I have the endorsement of the teachers of the State, and resting in the conviction that time will vindicate not only my mo- tives, but the correctness of my views. The unanimity of the State Board in its action in most cases in dealing with this question is indic- ative of the unanimity of opinion which will pervade all classes of our citizens when the clear white light of truth shines through the fogs of pardsan exaggeration and misrepresentation.
The number of school districts in the State is 1,326; number of schools, 1,550; number of teachers — men, 820 — women, 1,232 — total, 2,052; number of pupils enrolled, 91,333; average attendance of pupils, 64,286. Value of school property, $3,362,580 18. Increase since 1869, in number of districts, 182; in number of schools, 196; in num- ber of pupils, 17,578; in average attendance of pupils, 14,484; in value of school property, $565,875 06.
This showing of figures prove that substantial progress has been made, in spite of an unusual depression in business, resulting from various cau- ses, and a consequent temporaiy check upon immigration and material prosperity. The State is growing, and its educadonal development and growth keep pace with its growth in wealth and population. The in- crease in number of public school children is more than twenty per cent, in two years. The increase in the value of school property is about sixteen per cent. This does not look like depression or declen- sion. With one or two good seasons for agriculture, California will spring forward in her path of progress with the speed and vigor of a gi- ant refreshed with new wine.
This brief review would be imperfect if I failed to touch upon another point. On my accession to office I declared that I had no partisan or sectarian ends to accomplish. I was honest in making this declaration, and I have honestly endeavored to conform to it in all my official acts and utterances. Never in a single instance have I raised the question of party polidcs or sectarianism in dealing with a teacher. Though elect- ed as the nominee of the Democratic party, I pledged myself in accept- ing the nomination to know no party, sect, caste or creed, in the per- formance of the duties of the office, if elected. I have sacredly kept that pledge, and to-day I can look you in the face and call you to wit- ness that I have done so. As it has happened, in elecdons for teachers for the University and the State Normal School, I have voted for two
1 87 1. ADDRESS OF SUP J. FITZGERALD. 159
Republicans to one Democrat. These are the only schools for which I have any voice in choosing teachers. So far as I know, perfect harmo- ny reigned throughout the Department of Public Instruction until the late 'canvass for State Superintendent began. Of the treatment I receiv- ed in that canvass I will not trust myself to speak. While I was hound- ed by newspapers with a malignity scarcely ever equaled, from the teach- ers of the State, without distinction of party, expressions of confidence, approval and regard poured in upon me daily in a way that more than compensated me for all the abuse heaped upon me. They (the teach- ers) knew my course. They for four years had constant personal asso- ciation and official intercourse with me; association that was always pleasant, intercourse — may I say it ^ — that was always marked by recip- rocal courtesy and increasing good will. Looking back over the entire four years that I have been in office, I have not had a single case of personal unpleasantness growing out of my official action concerning any teacher. I have treated all alike, and all alike have treated me not only as a fellow-laborer in a sacred cause, but as a friend and brother. By their kindness my toil has been lightened, my heart cheered, my hands strengthened for the heavy task devolved upon me. Old rival- ries and the exasperations of a heated contest may have produced a few exceptions to this statement. If so, I would take this opportunity to ask and to offer forgiveness, as I invoke the benediction of a good God upon every teacher in California, including my predecessor and my successor. This review of my relations to the teachers of California during my term of office is pleasant to me now, and will be a source of pleasure to me while I live.
It will be conceded by all, that during the last four years, steady and substantial progress have been made in the development of our public school system. Great educational enterprises has been successfully inaugurated, abuses have been corrected, important and necessary re- forms have been made, antagonisms have been reconciled, and a course of policy initiated that, with the united and earnest efforts of our educators and active friends of education, will, at a very early day, culminate in the attainment of what every good cidzen of California desires — a public school system that provides the fullest advantages of an English education to every child in the State. At present we are far short of this. While in some respects real and great advance has been made; and while in our centers of wealth and population the children have the advantage of a full school years' instruction, with the best facilities for learning, truth compels the confession that for the more remote and sparsely settled districts our
I
i6o ADDRESS OF SLPT. FITZGERALD. [Dec.
present system is shamefully inadequate, and is but a poor pretense for popular education. Under the present system many districts can main- tain schools only from three to six months in the year. No one needs to be told that such fragmentary bits of instruction are only a little bet- ter than none at all. During these short terms the pupils of such schools only get fairly started in their studies to be turned out of school for the greater part of the year, forgetting what little they had learned, and then coming back after this long and ruinous interval to commence again at the starting point at the foot of the hill of knowledge, under a new teacher, the old one having sought a new place rather than attempt to live upon the prospect of another three or six months' school next year. Thus many schools revolve, year after year, on the axis of a de- fective system, making some motion but next to no real progress. It need not be said that this is a sham, a waste of the public money, and a flagrant injustice toward a portion of the children of the State. In a State system of public instruction, should not all the children of the State be treated alike } As a good mother, she should dispense the blessings of education with an equal hand. The remedy for this great wrong is obvious : Let all the property of the State be taxed to educate
ALL the children OF THE StATE.
This is the chief point that should now engage the attention of those entrusted with management of our public schools. The public mind is prepared to welcome legislation for this purpose. I have discussed this subject before large audiences in various portions of the State, and found approval and encouragement everywhere. The people are ready to sustain any judicious measure that will give them a thorough, instead of a partial, public school system. The principle involved is already recognized in our present system. The ten per cent, advalof-em State tax is an unequivocal recognition of the principle that the property of the whole State may be taxed for the benefit of all parts of the State. All that is needed, therefore, is the extension of the practical application of the principle. If it be objected that the taxation of all the property of the State, for yie education of all the children -of the State, would be attended with inequality, some localities paying more than their propor- tion of taxes into the general school fund, the answer is that, according to the theory already adopted, the State is the educational unit, and therefore it must act as a whole, and not partially, in disregard of the avowed theory on which our system is based. As a complete organism, the good of each part is the good of the whole State. There is a fal- lacy in the assumption that the benefits of education are confined to the particular individuals or localities directly affected by the expenditure
i
ibyi.
ADDRESS OF SUPT. FITZGERALD, i6i
of the proceeds of local taxation. The benefits resulting from the diffu- sion of intelligence by the means of education in the public schools affect the entire body politic. The dollar contributed by San Francisco, ju- diciously expended in Plumas for education, is no less a benefit to the former than to the latter. It is equally evident that the evils resulting from the prevalence of ignorance and vice in any neglected locality,
. where, under the present system, the State treats a portion of her child- ren like step-children, cannot be merely local evils. The virus ^vill spread through the whole organism, and the results will be seen in the criminal Courts, jails, hospitals, and insane asylums everywhere. If the State has a right to tax all its citizens equally to maintain State pri- sons, institutions for the insane, the deaf, dumb and blind, and orphans* where is the wrong in imposing a State tax for education for the whole State that will lessen all the burdens resulting so largely and so directly from crime consequent upon ignorance }
There is another aspect of this question that deserves consideration.
•The disabilities of the present system fall upon the frontier and thinly settled districts of the State. The result is, that our hardy pioneers who lead the march of American civilization, extend the area of freedom, subdue the wilderness, and incur the hardships and dangers of the fron- tier, are, as the reward of their energy, enterprise and courage, com- pelled to pay the penalty of seeing their children grow up in ignorance. Such disability may in some instances be inevitable and invincible; but there are in California but few of these children of the border who are be- yond the reach of the beneficent hand of the State. The chief recom- mendation of a public school system is that it secures the advantages of education to those who can be reached in no other way. If it fail in this, it fails to accomplish its highest end. Our system then is at present a partial failure. Let us without delay remove the reproach. Let us not ig- nobly console ourselves with the reflection that our sister States — even some of those which challenge the admiration and applause of the world for the efficiency of their public school systems — are in this respect no whit better than we, advancing with the same halting movement, and show- ing similar dark spots upon the map of their educational achievement. We are not fatally and finally committed to any of the existing defects of our system. We are not committed to a partial system of public in- struc'.ion — partial both in the sense of incompleteness and injustice. Rather, are we not committed by our oft-repeated assertions of the ne- cessity of the universal diffusion of intelligence in a' government of the people like ours — by our boasts and our promises — by every consider- ation of sound policy, consistency and justice — are we not committed
1 62 ADDRESS OF SUPT. FITZGERALD. [Dec.
in honor, conscience and duty to prompt and vigorous action in this matter? Rash and hasty action is to be deprecated in dealing with an interest so sacred and so vital as that of the education of all the children of the State. Movements that are ill-advised will come to confusion. Movements that are in advance of public opinion will be foUow^ed by reactions. But here there is no occasion for mistake, no danger of re- action. The principle upon which action must be based is firmly fixed in the minds of the people and intrenched in their affections. It is al- ready embodied in our legislation. The crisis demands a prudent bold- ness of action. This matter will be presented to the Legislature in a practical form, and the hope is confidently entertained that the action of that body will be marked by that enlightened liberality, patriotism and sagacity that have hitherto distinguished their predecessors in deal- ing with' the subject of popular education. In other words, it is hoped that the next Legislature will provide for a ten months' school in every district in California, This will place us in the very front rank with re- gard to education, and furnish the most attractive invitation we could' offer to the kind of immigrants we need and desire to populate our rich and beautiful State.
I presume the question of compulsory education will be brought be- fore our Legislature at its approaching session. My successor has ex- pressed himself as favoring such a measure, and it was endorsed by the party by which he was nominated and elected. I leave the question in his hands, as he doubtless will present a plan or scheme by which his views can be carried into practical effect. I have no light to give on this subject, and leave it to those who have clearer views an3 strong- er convictions. I doubt whether any system of compulsory education can be devised that will suit the genius of our institutions and result in practical benefit. With Mr, Wickersham, the able and venerable State Superintendent of Pennsylvania, I think it will be time enough to talk of compulsion after we shall have found and acknowledged that the voluntary system is a failure. Children may be brought to school by the constable and the bayonet in the despotic governments of the Old World, but in this free country we have faith in, and rely upon reason, persuasion and argument.
One word more: We meet here after a heated contest in which the worst passions and strongest prejudices of human nature were appealed to. It is scarcely possible that we do not bring with us some traces of the unpleasant feelings connected with such a contest. I appeal to you, fellow-teachers and friends of education, at the opening of this State In- stitute, to rise to the level of the occasion by putting from you every
1 87 1.] BRIEF HINTS ON SCHOOL GOVERNMENT 163
unkind feeling, and uniting as a band of brothers whose love for a great cause is paramount to every other consideration. For my successor, who will soon enter upon his difficult and arduous labors, I bespeak the same generous friendship and faithful official cooperation which you have always accorded to me.
BRIEF HINTS ON SCHOOL GOVERNMENT.
[Read before the Mendocino Teachers' Institute at their annual meeting held at Ukiah City, 1871, by J. R. Thomas, L.L.D.]
To govern successfully, requires a rare combination of qualities. Power of command implies a great deal more, perhaps, than is realized in one case out of ten among those to whom authority is entrusted. That there is a great difference, naturally, betw^een different men, and different women too, in this direction there cannot be a doubt. There is nothing truer tnan that some men were born to rule. This class may be said to have a genius for government in so far, at least, as it consists mainly in the exercise of authority, but they do not on this account nec- essarily make good or wise governors.
There is another class of men who are less highly endowed in this respect and yet they may not, necessarily, make iriefficient or bad gov- ernors. The capability of exercising authority, may be greatly im- proved by cultivation. We say that a man is born to govern when he has by nature a clear, vigorous intellect, an even temperament, a manly person, a strong will, and great self-command accompanied by great moral courage and promptness of action. It is easy for a man thus endowed to exercise authority, just as it is easy for a man to excel in anything else for which he has a genius. A man of this description may, however, govern badly on account of defective moral elements.
Nero and Caligula, Marius and Sylla had great power of command, but they were cruel, blood-thirsty wretches, and therefore they were ty- rants. They governed badly. The first Charles and the second James, of England, possessed power of command; but they were covetous and fanatical and therefore were over-exacting and intolerant to an extent that cost the one his head and the other his kingdom. They were bad rulers because they were bad men and not because they were weak or deficient in natural power of command. These examples illustrate the importance of having a right combination of qualities in order to rule well.
The elements of good rulership are the same in every sphere o
1 64 BRIEF HINTS ON SCHOOL GOVERNMENT. [Dec.
government. The school-room is a Httle kingdom — a sort of constitu- tional monarchy. It rather more resembles those ancient patriarchal forms of government in which there was one governing mind whose dictates, although imperious, were nevertheless modified and softened by paternal sympathy and affection. A man or a woman of good brain — who can govern well in the school-room — would govern well any- where; while one who rules a State badly would govern badly in the school-room or in any other sphere.
It is vital to the success of a teacher that he study the art of good government. Everything depends upon it. Success in his profession cannot be looked for unless he make his authority to be felt and re- spected by his pupils. That authority may be felt, however, without being respected. If he be an austere despot he may be feared and yet be despised. If he be capricious and impulsive — if he be badly bal- anced and incapable of governing himself — he will justly forfeit the re- spect of his pupils and lose his command over them.
There is another point of danger: An over sympathetic nature may betray the administrator of law into occasional acts of weakness in the ex- ercise of his executive functions which will be fatal to his authority. A true and wise sympathy will always modify the manner of enforcing law— but never modify the law itself in the face of a flagrant violation of it. The teacher should put on personal dignity without stiffness, and without affectation. He should maintain his self-respect without haughtiness and be affable without inviting impertinent familiarity. This is a rare attainment. Above all things he should avoid the ap- pearance of exercising authority for the love of it; or of punishing be- cause he takes pleasure in it. When it becomes necessary to punish, a wise teacher will have the address to make it apparent that the neces- sity is painful to himself and that he or she (as the case may be) would gladly avoid the punishment, the pain of which is mutually felt by both teacher and pupil. True, much depends upon the system of govern- ment, much upon the character of the laws, but much viore depends upon the character and conduct of the administrator. If the teacher show that he is worthy to govern, to guide, and to instruct, he will suc- ceed in all these directions without difficulty. If he make an exposure of personal weakness at either of the foregoing points, he is doomed to failure without remedy. He must illustrate in his own personal char- acter and in all the acts of his administration those noble virtues which are appropriate to his relation as a disciplinarian and as a teacher if he would hope to inculcate, successfully, the virtues that appertain to the subordinate relation of pupilage. If he would have his pupils to be
icSyi.] BRIEF HINTS ON SCHOOL GOVERNMENT. 165
diligent, faithful and punctual in discharge of duty, he must be diligent and punctual himself. If he would have them love, justice and truth- fulness and honor he must exemplify these virtues with scrupulous ex- actness. The most valued compliment which the writer of this paper ever received was from a beloved pupil, whcf, after he had become highly distinguished, was pleased to say that he owed more to our char- acter than to our instruction — more to what we were than to what we thought — more to the living model set before him than to the lessons imparted.
From some of the foregoing paragraphs, it will be seen that we lean to the infliction of penalties for deliberate neglect of duty, or wilful vio- lations of law. These penalties ought to be as mild as possible — sub- ject to the condition of being adequate to the end of working reforma- tion and of preventing a repetition of the offence. The absolute cer- tainty of infliction is worth more than ever so much severity in the law. Indeed, if the law be too severe, there will be constant tempta- tions to suspend the execution of it, and delinquents will be tempted to make ventures, presuming upon the sympathy of the teacher. More-^ over, it is all important that the punishment be graduated to the nature and grade of the offence; otherwise the subject of government will be- come demoralized by a sense of injustice, which, above all things, will prove fatal to good government. Penalties, however, will become un- necessary in proportion to the wisdom and skill of a disciplinarian in bringing moral influences to bear upon his little commonwealth. He will, therefore, study carefully the laws of moral force, and also the laws and principles of human nature. In this field he will find a margin for discrimination, and he may vary his treatment, not only to suit the symptoms, but also to suit the constitution and temperament of the patient.
If teachers have the power of discernment and the patience to an- alyze the character of every pupil, they would find no difficulty, I ap- prehend, in adopting a moral regimen which would almost entirely preclude the necessity of a penal administration. I doubt not that there might be devised a system of moral hygiene, which would pre- dispose an entire school community to obedience, to habits of industry and of self-control, to amiability of temper — indeed, to all those noble and manly virtues, which would make the school-room a paradise and render all of its inmates valuable factors in the solution of that highest of all social problems — perfect self-government.
All of the crimes that are committed against the peace and good order of society are superinduced by one or the other of two causes:
1 66 BRIEF HIISJS ON SCHOOL GOVERNMENT. [Dec.
either deficient self-respect or defective sense of justice. Here, then, is the point to begin at in order to effect among men, or among school- boys, a wholesome and permanent reformation. Only imbue the mind of a child, even, with an ample amount of healthful self-respect and you may almost rely on tha! child's doing nothing that is mean or unworthy of a noble-minded child. Teach the boy to love justice and truth as ennobling virtues, and to despise injustice and falsehood as degrading vices, and through all the stages of that boy's after life, both his own character and the rights of others will be safe in his keeping. Then it should be a teacher's first care to inspire his pupils with self-respect. He should show them that he has respect for their feelings, that he confides in their truthfulness, that he expects them to be frank and candid, diligent and faithful to duty, that they will be true to their school obligations — because by so doing they will be just and true to themselves as well as to their parents and their teachers, and, above all, true to God.
A regimen of this description may work slowly at first, but patience and perseverance will triumph after awhile. Moral influences of this kind are both safer and more economical when once properly inaugu- rated than all the appliances and agencies of coercion, which appeal solely to the sentiment of fear. The latter, although sometimes neces- sary, are always in a degree demoralizing — more with some types of temperament and constitution than with others. A government of force demands constant vigilance and is always inoperative beyond the supposed pale of probable detection. A moral regimen, on the other hand, one which has made the pupil to feel proud that he has the con- fidence of his teacher, and that he has been taken into the teacher's confidence as a partner in the business of maintaining good govern- ment, and that too for his own personal advantage, such a regimen as this becomes its own vidette, is omnipresent — accompanies the pupil wherever he goes — and is efficiendy operative everywhere and at all times.
From these premises we reach the conclusion that every teacher ought to adopt these moral influences and agencies, and rely on them as much as possible, in his system of school government — letting it be all the time distinctly understood that he has certain reserve forces that are more tangible because more material, and upon which he intends to fall back when these moral means prove ineffectual.
1871.J RELATIONS OF THE COMMON SCHOOLS, ETC 167
[Reported for the California Teacher.]
RELATION OF THE COMMON SCHOOLS AND THEIR TEACHERS TO THE STATE.
[Lecture by Dr. E. S. Carr, of the University of California, before the State Teachers' Institute, Nov. 9th, 1871.]
The subject of Prof. Carr's lecture was the "Relation of the Common Schools and their Teachers to the State." When he received an invitation from the State Superintendent to address the Institute, he said Yes, because only grave reasons would justify saying No to one who had set every teacher in the State so good an example of cheerful and ready service. The teachers had called him up a great deal oftener than he deserved ; he was generally ready to meet them, for he desired, above all things, that the different parts of the educational system of the State, from the Primary School to the University, should be kept in close and sympathetic relation to each other. But this time he was in a dilemma what to talk about. He remembered what Horace Mann said, "The Muse of Education has yet to be born." Mr. Mann used to talk of Education all over Massachusetts, (and who had ever spoken with such power ?) often in the churches, and he and the minister would search the hymn book through and through, without finding anything appropriate to sing. Then, too, he remembered an old friend, an edu- cational veteran, who used to express his righteous indignation that prayers were put up every Sunday, and one special day of prayer set apart for "our Colleges and Seminaries of Learning," while no mention was made of the common schools. He wanted a minister (like Rev. Mr. Bush or Stebbins, for instance,) who would pray the prayer of faith for our common, yea, even o\xx primary schools, knowing that if these are all right, the colleges and seminaries of learning will not so much need praying for.
So, the Professor said, having been thinking how much we have to lean on the secular arm, he would talk about the relation of common school teachers to the State, and of education to its welfare. And because his idea of these relations was so fullv illustrated in the life of one individual, he begged, instead of making a speech, tc tell the life story of the only man he ever had heard of, whose services to the cause of education had made him a President.
The Professor then proceeded to sketch the biography of President Sarmiento, of the Argentine Confederation, and spoke of the impulse given to his after life in a primary school at San Juan, which was, it appears, the first good public school in South America; of his labors in Chili, where he edited the first newspaper, which appeared in Santiago; of the first Normal School on this continent^ of which Sarmiento was the founder, and which he taught for three years; of the Female College at San Juan; of his authorship of the first spelling book, in which the correct sounds of the Spanish language were taught, and of innumerable other services which he rendered to education while in obscurity and in exile. Briefly touching the dramatic historical features of the times, Sarmiento's services as a soldier and a legislator, the speaker followed him through his labors in establish- ing our common school system in South America, as Head of the School Depart- ment, Senator, Minister of State, Governor of his native Province of San Juan, to the hour when he accepted the triple office of Minister to the United States, Chili and Peru. He showed with what singleness of purpose the most varied gifts,
k
1 68 RELA TIONS OF THE COMMON SCHOOLS, ETC [Dec.
the highest accomplishments, the fruits of experience, of travel in foreign lands, were consecrated to the enlightenment of the people. Twenty of his sixty years have been passed in exile; he could speak as Paul did: of prisons, of stripes, of manifold dangers and disciplines to his fiery patriotism; but at last the fickle Argentines acknowledged their debt. The little spring which rose under the fig trees of San Juan, had grown into a river; it had fertilized all the land.
Sarmiento's monument will be a regenerated country. The Guacho, turned farmer; the fringe of villages, where lately only the dim horizon line of the pampas could be seen; the island gardens of the Parana; the railway, stretching across the continent; a representative government in place of fitful despotisms, will speak of him while men have hearts to feel or lips to praise.
But not ift these has his greatest work been wrought. His ministry to this country was a seven year's faithful service to the cause of education. I never heard of the dinners he gave; of his receptions or parties; but constantly of trans- lations of educational works, biographies, histories, of school furniture, and plans of school houses, sent to Buenos Ayres.
While his election to the Presidency of his country was going on, this absentee of seven years was ^ about his master^ s business,^ in a Western school -house, with a map of South America before him, showing the locations of the Normal Schools he was desirous of organizing.
When the official news of his election to a Presidency of eight years' duration, over fourteen Provinces, larger than most of our States, was announced, his first official act was to engage teachers for these schools. Of his sixty' years, twenty had been passed in exile, as many in various civil and military offices; but through them all, he has been persistently what to-day he glories in calling himself as the highest of titles — the Schoolmaster.
Friends, teachers, I have not overdrawn this sketch. Three men have stood in their places, steadfast as the hills of God (one on the Eastern and two on our hemisphere), to show us what manner of men and women those should be who dare to enter the holy work of education.
The wealth of both continents could not have bought them, nor any honor have tempted them, save as it widened their field for this work. Thomas Arnold — Horace Man — have gone to their high reward — while Domingo Sarmiento, lead- ing his people out of the Egypt of Spanish American despotism, is still far from the promised land.
Across the Pampas — along that mighty roadway of the future, the majestic Amazon, from the highest Cordillera I seem to hear his voice saying, ^^ Ideas cannot diey " The safety of the Republic lies in education ^
If this be true of South America, is it not equally true of our own country ? Are we not beginning to feel that the liberty we boast of has grave responsibili- ties, that our dearest institutions are endangered by privileges we have been too ready to give for the asking? There is no remedy for this but education. The Teacher it is who holds the keys of the future. Were every common school in the United States to become the "school of the country," like that "La Patria" (the name of Sarmiento's first school in San Juan,) where Sarmiento received his impulse toward education as the chiefest good, if there our sons and daughters receive cor- rect ideas of what constitutes good citizenship, we may defy emigration though it, come from the antipodes.
I hear much in these days of the lack of noble employments for women, the
iS/i.] RELATIONS OF THE COMMON SCHOOLS, ETC. 169
desire of some for a wider usefulness than is offered in domestic life. I confess there is a light in which all this looks strange to me. The noblest employment ever touched by human hands is fully open to them, and if, in this country, the supply of qualified teachers should exceed the demand, there is room towards the equator and beyond it, for any amount of womanly and Christian work. Presi- dent Sarmiento offered the highest salaries to some of our lady teachers, and paid their expenses to South America. I regret to say that in a majority of cases he has been bitterly disappointed in the result. He wished these teachers to go to San Juan, to Cordova, the remoter centres of civilization, to the distant Provinces, and with the means he generously provided, create normal and model schools of the highest order. The fascinations of Buenos Ay res, a gay and brilliant capital, were too much for them; they refused the distant service. Some married, some engaged in private teaching, which would command social advantages and pleasures, thus delaying and partially defeatmg one of the noblest eftorts ever made for popular education.
I speak of this, because it points directly to the seat of a dangerous disease in the body of teachers not only in California, but in the whole country, viz: a want of permanence — a want of consecration to the work of teaching as a life work. A stream does not rise higher than its fountain. Good teaching is ati investment on long time. I have yet to find the person who has put much ability into it, looking back with regret upon his choice. If you teach school just as you would sell cloth behind a counter, the influence you exert will be as lasting and valuable probably, as that of buyer and seller during a business transaction. And if you look through your school-house windows as through the bars of a prison, society, in justice to itself, ought to offer you means of escape.
If teaching is undervalued, J:he remedy is, to a very great extent, in the hands of the profession. No one really questions the material value of intelligence and righteousness to a community or a nation, and I have no fear that we shall beg our bread, if onr only business is to build these into the foundations of government and society.
DEPARTMENT OF PUBLIC INSTRUCTION.
CALIFORNIA STATE TEACHERS' INSTITUTE.
Session Commencing Nov. 7, 1 87 1.
The annual convention of the State Teachers' Institute of California opened at Dashaway Hall, San Francisco, Nov. 7, 1871, at 10 o'clock a.m., Supt. Fitzger- ald in the chair. Some very appropriate opening remarks were made by the President, after which the members of the Institute joined in the favorite old song, "America."
On motion of Prof. Knowlton, four Vice Presidents were elected, consisting of S. H. Jackman, of Sacromento, G. K. Godfrey, of Siskiyou, Miss Kate Kennedy and Mrs. Deane of San Francisco. C. D. McNaughton, of Sacramento, was elect- M ed Secretery and Miss Clara G. Dolliver and Miss Nellie Baldwin, of San Francis- ^ CO, were elected Assistant Secretaries.
The following committees v/ere appointed by the President: Resolutions — C. C. Cummings, of Marin, B. Marks, of San Francisco, J. G. Kennedy, of Santa Clara, Mrs. Nevins, of San Francisco, Mrs. Wells, of Sacramento. Questions — Mrs. Aurelia Griffith, Mr. H. C. Kinne, of San Francisco, and M. P. Templeton, of Yolo. Social Exercises — George Beanston, Prof. Williams, Misses Jean Parker, Mary Pascoe, Viola Whigham, Capt. L. D. Allen, Prof. Herst, and Miss D'Arcy, of San Francisco. Music — Prof. Elliott, Philip Prior, Misses Jennie Smith, Rosa Levinson, Melinda Roper, Gussie Robertson, and Sarah P. Lillie, of San Fran- cisco.
An appropriate selection of music, under the direction of Prof. Elliot, w'as given by the Committee.
A request, drawn by Mr. Bagnall, for the State Superintendent elect, Mr. Bolan-
der, to favor the Institute with his views in relation to the probable action of the
next Legislature in connection with the compulsory educational law, was read and
after some discussion, laid on the table. Adjourned until 2 P.M.
San Francifico.—Dx. O. P. Fitzgerald, President; Washington Elliot, Kate Ken- nedy, Emma McEwens, Emma A. G-riffith, Lillie E. Brotherton, H. Hochholzer, Jean Parker, Mamie Baldwin, Nellie S. Baldwin, Rebecca Paul, S. Louise Brown, Clara Wheaton, Emily Tibbey, Miss McKean, C. R. Beals, Mary A. Aliern, Jennie Smith, Jessie Smith, Mary H. Smith, Clara G. Dolliver, Flora Wiche, A. H. Hamill, Mary J. Little, C. A. Anderson, Ada Weston, Mary Roper, C. L. Hunt, *k. E. Du- Bois, B. F. Moore, F. A. Stewart, Abbie Coolidge, Belle Rankin, James W. I^annon, L. D. Allen, Georgie Stackpole, R. B. Childs, Leonora Teller, Kate F. Grady, M. A. Phelan, Lizzie A. Winn, Adele Kohneke, Mrs. A. Goustiaux, Sarah A. Field, Mary A. Lowe, Amelia Joice, Minnie I. Kimball, M. E. O'Conner, Annie Pendergast, C. S. McLean, Emma S. Code, Maggie H. Watson, Tillie C. Stohr, Katie McFadden, Louise Lacey, M. E. Bennett, Jennie Gallagher, Pauline Hart, Nettie Doud, Kate Green, C. (ioepp, Laura T. Fowler, Mary E. Mooney, S. E. Thurston, Sarah E. Miller, Wellington Gordon, Deborah Hyman, Jennie A. Forbes, Mary J. Pascoe, Mercy C. Waters, Maggie L. Jordan, B. Marks, Laura F. Hopkins, Ada' F. Flowers, Margaret Deane, Mary A. Burrell, Kate R. O'Learey, Laura Humphreys, Isabel Carruthers, Addie Stone, Mary A. Humphi-eys, Harriet H. Mullen, Bertha Chapin, Annie Hayburn, Caroline Harper, Alice Weed, Julia Hutton, Maggie Howard, E. P. Bradley, Mrs. Baumgardner, Mary E. Mooney, W. A. Plunkett, Lizzie B. Easton. Hattie L. Wooll, Ellen G. Grant, Josephine Sier, W. R. Duane, L. Erickson, Emma Welton, E. M. Carlisle, J. A. Reichart, F. A. Stewart, P'annie M. Pugh, Ellen F. Bowse, Mary A. Salisbury, Sarah A. Joseph, Annie E. Dowling, Mary F. Byrnes, Clara A. Adams, E. C. Marcus, M. A. Colby, Allice Stincen, E. E. Stinccn, Adele Tittig, Abel T. Winn, E. H. B. Winn, L. Matthew, Naomi E. Hoy, Hattie N. Perkins, Hattie E. Whirlow, Charlotte A. Ogilbie, Pauline Light, Sarah A. Jessup,
1 87 1 .] DEPARTMENT OF P UBLIC INSTR UCTION. 1 7 1
C. PoUeman, Josephine C. Evans, Maggie S. Turnbull, Minnie F. Austin, E. A. Cleveland, Julia B. Short, Fidelia Jewett, E. LeB. Gunn, Amelia Jewett, Amelia Goldstein, James Wideman, Blanche Hirth, Carrie A. Menges, Mrs. Emily Foster, Augusta P. Fink, Fannie M. Benjamin, Annie Q. Gunn, Mrs. F. V. Holmes, Cornelia E. Swain, Miss V. M. Whigham, Mrs. M. E. Kaymond, Julia E. Sickel, Alice M. D'Arcy, MrB. Lizzie G. Deetken, Mrs. J. H. Nevins, Georgie E. Morton, Maramne
E. Bonnard, Helen A, Grant, Kate M. Fuller, M. L. Greer, Mrs. E. B. Jones, Lizzie Wells, J. E. Greer, William W. Holder, Eureka A. Bonnard, Mrs. Marv Prag, Mary A. Casebolt. L. W. Eeed, F. Solomon, Mi-s. H. E. Moulton, Julia O'Brien, Kuth G. Campbell, Minna Leim, Lizzie A. Patterson^ Ebenezer KnoMdton, Mary A. Haswell, Addie B. Sawyer, Julia Heney, Ida E. Dickins, Florence L. G. Ames, A. Herbst, Jas. O'Conner, John C. McKowen, Annie Putnam, Margie Robertson, Mrs, M. Dupuv, Malvinia Pelton, Sarah H. Mayers, Mrs. Lanfranchi, S. E. Duff, Mrs. F. E. Reynolds, F. A. Stowell, Lillie E. Morton, Marion E. Rowell, Mrs. Rebecca Carter, Jacques London, Mrs. M. E. Caldwell, Amy A. Hopkins, Hattie Folger, Cornelia Campbell, Susie Eckhardt, M. E. Steele,"^ Hattie Burr, Maxy Hassett, Mrs. E. Estrayer, Ellen M. Hodges, Susie Earle, M. E. D'Arcy, K. M. Donovan, L. S. Swain, A. T. Campbell, Mrs. Kate McLaughlin. Gertrude Doyle. Irene Doyle, Celina Carran, Jennie Gilnian, Margaret Wade, Sarah A. Barr, Wm*^ ZimmermaJa, L. Michaelson, Mrs. O'Brien, Mary Little, Julia B. Brown, John A. Moore, Mrs. L. Allen, Mrs. E. A. Wood, Marv F.' Smith, Mrs. Aurelia Griffith, Annie E. Hucks, Sarah J. Boyle, Mrs. H. A. St. John, Alice C. Gregg, Annie L. Grey, Mrs. C. F. Pearsons, Philip Prior, Carrie L. Smith, Elise Dames, Jennie Glascow, P. A. Garin, A. S. Mann, Augusta C. Robertson, Theodore Bradley, H. W, Fail-child, A. L. Wangenheim, W. J. Gorman, C. F. True, Jennie M. A. Hurley, Marion Stokum, Carrie M. Chase, Ellen Cooney, Louise Templeton, L. E. White, T. Crossett, A. Solomon, Nellie A. Littlefield, Ellen Gallagher, Belinda Roj^er, Isabel Gallagher, Flora Viosca, Jennie L. Gibbs, Maggie J. Gallagher, Mary Gallagher, M. H. Estabrooki Nellie Stevens, Annie A. Fletcher, Kate E. Gorman, Mollie 1^. Davidson, Marv E, Stowell, L. Maria
F. Wanzer, W. F. Clarke, Carrie P. Field. Almira T. Flint, Annie A. Hill, Mrs. Ada E. Wright, Mollie E. Savage, Rosa Levinson, Ellen Donovan, Julia A. Doran, Persia M. Stowell, D. Y. Prescott, Helen Thompson, Sallie C. Johnson, Carrie Bai'low, E.
D. Humphrey, George Robertson. Mrs. M. J. Sankey, E. M. Boardman, Annie E. Stevens, H. E. Deane, Caroline Wiehe, Lillie L. Gummer, Mary Stevens, Annie B. Earle, Mary Corkery, Maggie Brumky, Mrs. E. J. Elliot, Emilv M. Tibbey, Clara S. Buckman, Amelia Goldstein, John Bent, Fronie S. Clapp, Julia M. (Jelston, Susie A. Mowry, S.A. Whitney, Gazena A. Garrison, Frances Hassett, Marj' E. Estabrook, Sarah E.'Frissell, Maude M. Rowe, S. S. Howell, A. F. Craven, NoaJi F. Flood, M. L. Soule, H. G. Soule, Sarah Sharkey, Mary Collins, Sallie Hall. Isal^el Whitney,
E. G. Blethen, Jennie E. Stanford, Bessie W, Kirby, Addie Cherry, D. W. Hardmau, Mary E. Doran, Agues M. Manning, B. A. Kelley, E. P. Brown, Mary Harrigan, Therese M. Sullivan, Maggie Dwyer, Kate F. McColgan, Mrs. L. A. Clappe, Grace
F. Reed, Agathe von Bunan, W. D. Murphy, Maggie Hall, Mary Collins, Mary Hart, Sallie Hart, Emelie McNeil, Nellie A. Savage, Clara B. Earle, Lizzie Capprise, Nellie O'Loughlin, Mrs. Gaffey, Albert Lyser, Chas. H. Ham, Sallie A. Rightmire, Cecilia Carter, Theodosia J. Carter, Anita t). Ciprico, Charlotte E. Ciprico, Maggie E. Smith, Mrs. Georgie Washburn, Irene Lamb, Klla Lamb, Ellis H. Holmes, Mrs. C. L. Atwood, Vista Bradbury, Nellie Robinett, Augusta Sherk, M. E. Cummings, B. Bornstein, M. T. Griffin, Madeline A. Brady, Miiry H. Condon, Anna Gibbons, Annie Jewett, L.» P. Cook, L. A. Morgan, E. S. Forester, G. M. Libl^ey, E. A. Shaw, Esther Goldsmith, Mary E. Roberts, Hannah Cooke, Kate Bonnell, Agnes B. Chalmers, J: Henry Eickhoff, Carrie Ellis, Mary A. Ward, Kate Green, Mary Solomon, Leah Sol- omon, J. B. (iorman, Kate O'Brien, Maggie O'Brien, Maggie Lowe, Mary J. Bragg, A. M. Dove, Minna Graf, Martha Ferris, Rebecca Slcinner, E. G. Blethen, Mary Guniphy, W. J. G. Williams, Deb])ie W. Hardman, Ellen R. Dolliver, Annie E. Slavan, Kate Casey, Mary 0. Lloyd, Mary E. Probert, Abbie Sprague, P. H. Mc- Gowan, Mrs. R. F. Ingi-am, A. A. Garland, J. M. Libbey, Charles True, Miss A. Barnard, Marion Sears, S. N. Jewett, Kate Hurley, Mary Fellows, Emma Schenck, Miss M. J. Callahan, Mrs. Kincaid.
Alameda — J. H. Sumner, Mary Taylor, Hetta Clow, Ella Harvey, Nellie Stone, George Brown, Nina E. Patten, Mrs."^E. R. Tucker, Sarah Shney, M. S. Kimball, Maggie Bell Miller, Mary Connere, Amelia C. Oatman, J. C. Gilson, H. W. Fenton, Fannie Harris, .Mrs. L. M. Penwell, Elvira Pratt, Mrs. S. A. Pratt, Nellie Walch, Bell Glennon, L. B. Croswell, Carrie M. Hawks, A. J. Farlie, Emma Frick, Wm. W. Stone, S. A. Penwell, Mrs. E. C. Head, John Fox, J. B. McChesney, John McFad- den, Alice Thompson, Emily Jordon, Edna Parker, Miss A. S. Barnard, Mrs. Phelps, Miss Benningham, Mrs. H. B. Sharkev, Lizzie C. Betancue, Wm. C. Dodge, Mrs. E. W. Anderson, Mrs. D. R. Wheeler, Ada A. Hamilton, Miss A. F. Aldrich, A. W. Brodt, A. D. A. Champion, W. F. B. Lynch.
Alpine— John Bagnall.
1 7 2 DEPARTMENT OF P UBLIC INSTR UCTION. [Dec.
Amador — Dennis Townsend.
Butte— B. B. Foss, D. W. Braddock, John Lininger.
Contra Costa — D, F. Fowler, Isaac Ayer, A. W. Barslielow, James D. Smith, Lau- ra E. Hammett, L. H. Gladding, H. C. Willson, Miss J. E. White.
Lake — Geo. W. Hooper, T. M, Toney, Susie R. Colbur.
Marin — Mary E, Donovan, P. H. McGowan, Lizzie Boyd, C. 0. Cummings, Peter McHugh, N. H. Galusha, Samuel Saunders
Mendocino — Jos. McReynolds, Mary E. Probert. , Merced — Miss N. Z. Woodward, Wilbur F. Clarke.
Montei^ey — Lilla Ki-atzer, Mrs. J. M. Furman, Fannie B. Canfield, S. P. Crawford.
Napa — T. J. Alley, Chas. Ives, C. N. Miller, C. A. Menefee, Eugene T. Thurston, B. E. Hunt, Addie Wallace, Mrs. S. A. Thurston.
Nevada — J. T. Smith.
Placer— E. J. Schellhouse, Annie E, Clarke, Anna Carroll, Alice A. Crumery, Lizzie E. Carroll, M. C. Winchester.
/Sacramento— Samuel H. Jackman, C. D. McNaughton, Mary J. McNicholl, Dr. A. Trafton, Mrs. E. Traf'ton.
San Joaquin— Mvs. W. E. Fifield, M. W. Woodard, Melville Cottle, Wm. E. Fi- field, Hamilton Wermuth, W. R. l-eadbetter, W. W. Woodbury, C. H. Marks.
San Mateo— M&Yj E. Owens, L. L. Brown, Thornas Keaney, Wm. A. Yates, Mattie Stegman, John C. Nash, Lizzie E. Page.
Santa Clara— J. G. Kennedy, (^eo. F. Baker, Mrs. J. O. Hawkins, P. M, Prine, Ellen A, Conner, Mrs. D. K. Crittenden, J. B. Finch, James A. Hawkins, Dr. W. T. Lucky, Ella L. Bassett, J. G. Underwood, 0. W. Parker, Flora Parker, Metta J. Gould, Hattie Standish, Mary C. Ellis, Nannie Ellis, Lida Bethell, Ida Cook, Mary Stedman, Agnes Taiscey, Mattie Peckham, L. H. Garrigus, Geo. C. Hixon, Louis Bruch, J. W. Martin, C. R. Boyle, Leander Cummings, C. R. Beal, Wm. Kermode, Alice Stockton, Adelia Stockton, Fanny Wignall, Floe Darby, W. E. Hart, Delia Madden. Mary E. Murphy, Mrs. Susie Marsh, Lucie Houghton, Mary McDonnell, Ella L. Polk, A. E. Buckman, Miss M. J. McNulty, N. Furlong.
Siskiyou — Grove K. Godfrey.
Solam)— Miss H. E. Mize, W. P. Welch, Geo. S. DeWolf, H. S. Lampkin, C. D. Bates.
Santa Cruz—G. T. Johns.
Sonoma — Miss E. N. Lindberg, Susannah R. Plank, James M. Kibbin, Edward A. Godfrey, Miss J. L. Woods, John Lelfler, Thomas Biggs, John D. Lane, S. T. De- Pencier, John D. Lane, Geo. W. Jones.
Teliama — Mrs. M. M. Vincent.
Tuolumne— Geo. W. Smith.
Yolo — John Dooner, M. L. Templeton, Mrs. M. L. Templeton.
Yuba— A. J. Ewalt.
Oregon— J. A. Hoffman.
AFTERNOON SESSION.
Institute was called to order at 2 o'clock p. m.
Prof. Elliot selected " The Star Spangled Banner," vi^hich was sung with a hearty spirit.
Dr. Fitzgerald was requested to deliver his annual address.
This address was listened to with profound attention by the entire audience and was heartily applauded.
G. K. Godfrey, Superintendent of Siskiyou, took the stand, and delivered one of the most able and logical essays of the session, on the subject of "Theory of a State School System." He devoted some attention to the best method of obtain- ing means to sustain schools a proper length of time, and deems it the preroga- tive and duty of the State to take the matter in hand. The speaker illustrated very pointedly the deficiency of the present system, and maintained the necessity of a nine months' school in all Districts. He expressed a heartfelt sympathy for those Districts that are sparsely settled and deficient in funds, and said that as the State owes its wealth to the intelligence of its citizens, the property of the State should educate its children.
Mr. Godfrey is opposed to a national system of education, as inadequate to the
1871.I DEPARTMENT OF PUBLIC INSTRUCTION. 173
ends aimed at, but thinks that the State, by just and uniform taxation, should furnish means for the support of all schools. This address was received with warm applause.
It was decided that the Institute should meet at half past 9 in the morning, and close at 12. In the afternoon, meet at half past i, and close at 4. In the even- ing, meet at half past 7, and close at 9 o'clock.
Adjourned until half past 7 o'clock, p. M.
EVENING SESSION.
The Committee on Music favored the Institute with a song.
The subject of Mr. Godfrey's address was called up for discussion. Some very good points were brought out by Messrs. Schellhouse, Kennedy, White, Godfrey, Prof. Knowlton and Miss Kennedy; also by Superintendent Fitzgerald and Mr. Comstock. The subject of State taxation for the support of Public Schools was very ably illustrated.
Prof, Knowlton then entertained the audience by a fine selection of readings and some laughable anecdotes.
Adjourned until Wednesday morning, at half past 9.
SECOND DAY.
MORNING SESSION.
Prof. Elliot and the Committee on Music entertained the Institute with a choice selection. After which the roll was called, showing tardiness and absence of a large number of members.
On motion, the Institute resolved itself into a class, under the direction of Prof. Holmes, Principal of San Francisco Girls' High School. After a short exercise on the inflexion of voice, sounds of letters and an illustration of vocal culture, Prof. Holmes favored the Institute with some excellent selections of reading.
Mrs. Clapp was called upon, and explained her method of teaching reading, giving practical hints by throat and breathing exercises. This lady thinks the best readers are those who can bring out the proper sehse of the reading, and that almost all children can be made fair, if not really good readers.
Mrs. Penwell exhorted ladies to overcome embarrassment, and thinks that in teaching reading, no one method is adequate — that ideas, as well as cultivation of voice, should be impressed upon the mind by frequent repetitions and untiring effort. This lady's remarks were well received.
Dr. Schellhouse said teachers fail to adgpt a proper method; that vocal culture should be taught by successive steps in the different methods of training the voice, or by a connected chain of constant practice.
Mrs. A. Griffith said that a thorough knowledge in this art cannot be imparted without commencing in the primary department, and urged her opinion with em- phasis.
Mr. Hawkins said that children could be taught elocution if they could be made to understand and feel the sense of what they read.
Dr. Lucky explained the difference between reading and elocution. He thought silent reading was of more importance, really, than a knowledge of elocution, for the reason that the mass of readers are silent readers, and very few can become good elocutionists, with the greatest advantages. He assumed that too much time
174 DEPARTMENT OF PUBLIC INSTRUCTION. [Dec.
should not be occupied in attempting to make elocutionists of every little boy and girl.
Prof. Knowlton was called upon, and said there were many who believe them- selves to be elocutionists, who are not capable of giving a proper enunciation of all the sounds in the English language. He illustrated the difference in the capacity of children to^ become good elocutionists, and gave exercises in element- ary sounds, in which members of the Institute heartily joined.
Mr. Kinne thought Prof. Knowlton's method was not feasible in country schools. He suggested that it was better to impress upon the minds of pupils a thorough understanding of what they read.
Miss Augusta Scherk read, by request, a selection from Shakspeare. This reading was excellent, and exhibited a high order of talent in Shakspearean characters.
Adjourned until half past I o'clock.
AFTERNOON SESSION.
Institute met at the appointed hour, Supt. Fitzgerald in the Chair.
Dr. Biggs, of Sonoma County, introduced a lad of seven years of age, who read four different languages accurately, exhibiting considerable skill on the part of his instructor. Three more small boys were brought on the stand, and showed extraordinary results in the rapid progress of learning to read.
A beautiful selection of music was given by the Committee, under charge of Dr. Crossette.
Dr. Schellhouse read an essay on the "Art of Teaching, founded on the Laws of the Human Mind."
The distinction between Science and Art, in conneceion with teaching, was explained. He objected to the present method of teaching, as not founded on the laws of nature, or a harmonious system. He affirms that mental and physical action, under judicious direction, lead to automatic results. That intellectual and physical growth depend upon a. proper amount of exercise, under the guid- ance of the will, and that mental effort is sure in its results.
Mr. Finch asked if the same system would apply to all individuals and schools. Answered in the affirmative.
Prof. Knowlton illustrated his method of teaching Mental Arithmetic. He first explained the four rnethods of notation, and then the oral method of making sipall children familiar with Addition and Subtraction. He recommended the introduction of objects as a great auxilliary in teaching the idea of numbers, and advised all teachers to procure a new book, entitled " Grandpapa's Arithmetic."
Capt. Allen, of the Union Grammar School, announced that a social reunion would take place at Dashaway Hall, on Friday evening, November lOth,
Adjourned until half past 7 P. m.
EVENING SESSION.
Supt. Fitzgerald called the Institute to order at 8 o'clock.' "America" was sung by the choir, Miss D. Hymen presiding at the piano.
Dr. T. M. Logan, of Sacramento, Secretary of the State Board of Health, was introduced, and delivered an address on the subject of " School Ventilation and Hygiene." He ardently urged the ventilation of school houses for the health of children, and for their mental and physical growth. The speaker adverted in glowing terms to the growth and progress of American schools, but thought tha
iS/i.] DEPARTMENT OF PUBLIC INSTRUCTION. 175
too little attention is devoted to the health of the rising generation. This was fol- lowed by a very scientific investigation into the life-supporting element, and its necessity in connection with all progressive educational establishments. The -Doctor's method of ventilating rooms was veiry well illustrated by diagrams, and by the ventilator itself.
Prof. Knowlton was called on, and read a humorous piece entitled " Green Apples," and another, " The Ride to Ghent." Both were warmly applauded.
On motion, a vote of thanks was tendered to Dr. Logan for his able address. I Adjourned until Thursday morning, at half past 9.
THIRD DAY.
I MORNING SESSION.
. Institute met at the appointed hour, Dr. Fitzgerald in the Chair. Minutes of previous day read and approved. "Paddle my own Canoe," was selected by the Committee on Music, Mrs. Reynolds presiding at the piano,
Mr. H. C. Kinne, of San Francisco, illustrated his method of teaching Primary Arithmetic, He thought the use of slates in the practice of writing numbers, preferable to the use of objects. His method was exceedingly happy.
Dr. Gibbons, of San Francisco, was called upon, and delivered an address on the subject of the "Hygiene of Dress." In referring to the different methods of teaching, he said that every teacher should adopt that mode best adapted to his own faculties, in attempting to fulfill the objects of imparting knowledge; referred humorously to the dress of ladies in connection with liability to disease, particu- larly those of the lungs. He recommended loose apparel and healthy exercise. The Doctor ridiculed the practice of wearing high-heeled shoes, as having a ten- dency to distort the bones of the lower limbs and to induce disease. An eloquent appeal was made to the teachers to look with parental interest upon the health of children under their charge and to overcome all injurious habits; he charged them to set an example worthy of the profession.
On motion of Mr. Godfrey, the thanks of the Institute were tendered to Dr. Gibbons, for his very able address.
A choice selection of music, entitled "Hail to the New Year," was sung by the choir, Mrs. Reynolds presiding at the piano.
A very brilliant essay, entitled "Cobwebs and Brooms," was read by Miss Clara Dolliver. The dry and complicated rules that clog .the mind and discourage children, are the Cobwebs which Miss Dolliver would sweep from the school room with the Broom of a better intelligence. Another Cobweb that the eloquent speaker would banish frcm schools, is inequality in salaries. She concluded with, a forcible and touching appeal to all, to consider the truth and justice of her essay, and to act upon its maxims.
On motion, the thanks of the Institute were tendered to Miss Dolliver, and a request for the publication of her essay.
Adjourned until I o'clock P. M.
AFTERNOON SESSION.
Institute met and was called to order at the appointed time, by Dr. Fitzgerald. Prof. Elliot selected "Cold Winter is Gone," which was sung with enthusiasm by the choir, Mrs. F. E. Reynolds presiding at the piano.
176 DEPARTMENT OF PUBLIC INSTRUCTION. [Dec.
Dr. Lucky recapitulated the condition of the State Normal School during his connection with it. He affirmed that the removal of that Institution had been no drawback to its prosperity, but, on the contrary, that it never was in a better con- dition, and that its prospects were never brighter. He urged young men to pre- pare themselves for teaching at the Normal School, as experience had convinced that the graduates of that institution have been successful, almost without an exception. The Doctor stated that the standard of Normal School Diplomas was gradually rising, and that in the future none will be issued unless connected with a First Grade Normal School Certificate. He invited all to attend who desired to do so, and solicited the visits of all friends of education.
Mr. Godfrey suggested that the usefulness of the Normal School could be greatly extended, if the graduates of that institution did not confine themselves too exclu- sively to San Francisco and its immediate vicinity.
Mr, Humphrey, Principal of the Hayes Valley School, presented a portion of a class in English Grammar. He premised that it was an absolute necessity for pupils to become familiar with the rules of grammar. The Sixth Reader was used to illustrate — pupils reading in concert and giving parts of speech in rapid suc- cession. The class conjugated readily and correctly. In going through the synopsis of the verbs, this class exhibited a very familiar knowledge of the use of English verbs. The parsing was good, and the exercises very creditable.
After a short recess, Mr. Humphrey explained his method of teaching to parse, by the use of diagrams on the board.
A motion to publish Mr. Humphrey's essay (the reading of which was omitted), was carried.
Miss Annie Hucks, of the Union Grammar School, introduced a class of boys, who, after accompanying the piano in some beautiful songs, went through the various changes of the calisthenic exercise with a readiness and precision that could not be excelled by old or young. This class was warmly and frequently applauded. Some new features were introduced, which "brought down the house." Great credit is due to Miss Hucks for her care in training this class.
Miss Deane read a poem of Bret Harte, showing rare taste in her manner of enunciation, and a good knowledge of elocution. This reading received the applause of the auditors.
Mrs. F. Pew read a beautiful selection, which commanded the undivided atten- tion of the Institute. The changes of voice effected in this recitation, exhibited a good knowledge of elocution and devotion to the beauties of genuine poetry. This reading was frequently applauded by the audience.
An invitation was received from Mr. E. P. Heald, to visit the Business College. Also one to visit the Crocker Gallery of Paintings, and two hundred tickets were sent to the Secretary for that' purpose.
Upon the question of renewing Certificates, an interesting discussion ensued, participated in by Dr. Fitzgerald, Dr. Schellhouse and Mr. Marks.
On motion of Mr. Marks,
Resolved, That this Institute applauds the spirit of that woman teacher of San Francisco, who upheld the honor of the Life Diploma by accepting a minor posi- tion rather than submit to a re-examination for the High School. ■ Adjourned until evening, half past 7.
EVENING SESSION.
Dr. Carr, of the State University, was introduced, and after paying State Super
iSyi-l DEPARTMENT OF PUBLIC INSTRUCTION. 177
intendent Fitzgerald a complimentary tribute, gave a glowing description of the enthusiastic efforts, under the inspiration of the pious and public-spirited Sar- miento, in behalf of the cause of education in South America. He stated that Sarmiento established the first Normal School on this coast, in Chili. As usual, Dr. Carr's lecture was excellent.
T. J. Alley, of Napa, favored the Institute with a poem entitled "Waiting for Thee," which was well appreciated by the audience.
Prof. Knowlton then read "The Hypochondriac," which was greeted with immense applause. This was followed by the reading of "Tight-fittting Dresses," and a selection from Mark Twain, both of which were well received by the audience.
Adjourned until Friday, at half past 9 A. M.
FOURTH DAY.
MORNING SESSION.
Institute opened at the proper time, Supt. Fitzgerald in the Chair.
A fine selection of music was given by the choir, under the direction of Prof. Elliot, Mrs. Reichart presiding at the piano.
After the reading of Resolutions, a warm and able discussion ensued in relation to their adoption, participated in by Mrs. Penwell, Misses Kennedy and Dolliver, and Dr. Fitzgerald and Messrs. Godfrey, Stone, Smith, Wilson, Johns, Baker, Fenton, Yates, Lannon, and Dr. Lucky.
On motion, the time of speakers on Resolutions was limited to five minutes.
REPORT OF THE COMMITTEE ON RESOLUTIONS.
We, your Committee on Resolutions, respectfully report: that of fifteen sets of Resolutions handed to us, we have rejected two, and received the thirteen, which we now present.
C. C. CUMMINGS,
Bernhard Marks, J. G. Kennedy, Mrs. Nevins.
Resolved, That the State Teachers' Institute, as heretofore conducted, though successful in drawing out talent of no ordinary order, has failed in carrying out the purpose for which said Convention was originally intended, viz: The dissem- ination among teachers of improved methods of imparting practical instruction.
Resolved, That while in Lectures and Essays we recognize agreeable and ready methods of cultivating the mind, we deem a series of strictly class exercises the real desiderata of instructors from districts at home and abroad. Not adopted.
Resolved, That we recommend to the next Legislature the propriety of enacting a special Act, whereby those cities and towns which have not changed their text- books of History, shall have the right to use the present series until they choose to change. Not adopted.
Resolved, That Third Grade Certificates should be granted to qualified appli- cants, without regard to sex. Not adopted.
Resolved, That the members of this Institute regard a method of teaching and school discipline founded upon a distinct recognition of the natural laws of mental action as an important desideratum, and entertain a reasonable hope that a system more in accordance with nature's methods will be employed in the school room. IndefiniteTy postponed.
Resolved, That the State Superintendent be requested to hold the next session of this Institute in the Normal School Hall, in the City of San Jose. Not adopted.
Resolved, That the proficiency in reading exhibited by the little children, after brief periods of instruction, introduced by Dr. Biggs, has established a prima facie case for the merits of the method employed, entitling it to further public attention. Indefinitely postponed.
lyS DEPARTMENT OF PUBLIC INSTRUCTION. [Dec.
Resolved, That we recommend all editors to open Educational Departments in their papers, as the most effective means of awakening a general interest in the subject of education.' Adopted.
Resolved, That this Institute requests the next Legislature of California to pro- vide for the mamtenance of a free school for ten months, in each district in the State. Adopted.
Resolved, That a Committee of five be appointed by the Chair, to present the subject to the proper authorities.
The following Committee was appointed:
G. K. Godfrey, of Siskiyou, Chairman; Dr. A. Trafton, of Sacramento; W. F. B. Lynch, San Leandro; Geo. F. Baker, San Jose; Miss Kate Kennedy, San Francisco,
Resolved, That while it would be humanly impossible to secure unanimity of opinion among the whole body of teachers in the matter of the merits of a list of text-books, we regard the State list as it now stands, as being highly satisfactory; and the recent changes in text-books as having conduced to its excellence. Adopted.
Resolved, That the State course of instruction, by being simplified, has been improved. Indefinitely postponed.
Resolved, That all the Public Schools of this State be sustained and managed exclusively by the State, and absolutely free, and that all the school books to sup- ply said schools also be free; that all parents, guardians and patrons of the schools shall be compelled, under fines and penalties, to regularly and punctually send their children and wards to the schools of their respective districts. Indefin- itely postponed.
Resolved, That we entertain a grateful appreciation of the uniform courtesy and unvarying kindaess with which we have been treated by Supt. Fitzgerald, throughout the whole of his administration; that his official course has been dis- tinguished not only by the purest impartiality, but also by generosity to his former political opponents; and that in taking leave of him as our official head, we ask him to accept our best wishes for his future health, prosperity and happiness. Adopted unanimously.
Resolved, That we are in favor of a compulsory law, compelling the education of all children in those branches taught in our public schools. Adopted.
Whereas, The cultivation of vocal music is acknowledged to be an important auxiliary in our schools, producing a beneficial effect on the pupils, exerting a refining influence on their natures, and rendering it easier for teachers to enforce discipline and maintain good order. And
Whereas, An instrumental accompaniment to vocal exercises, promotes exact- ness and precision in conducting them, and lends an additional charm and grace to the mingling of voices in concert. Therefore,
Resolved, That it is the sense of the teachers in State Institute convened, that a piano, cabinet organ or melodeon is an essential article of furniture or apparatus in every complete school, and that whenever such musical instrument is wanting, teachers should exert themselves to procure one, either by an appropriation from the school fund, through the agency of the Trustees, or by any other legitimate means at their command. Indefinitely postponed.
Adjourned until half past i o'clock.
AFTERNOON SESSION.
The choir favored the Institute with a choice piece of music, under direction of Prof. Elliot, Mrs. Reichart presiding at the piano.
The Questions and Answers were read by Mrs, Griffith, eliciting sqme interesting discussions.
REPORT OF QUESTION COMMITTEE. •
As but few of the Questions reached your Committee until this (Friday) morn- ing, they have not had time to digest and arrange their replies, fully and satis- factorily.
Some of the Questions, we regret to report, were beneath the dignity of this body, and we hope they were not the work of any teacher. Such Questions, your Committee have taken the liberty of destroying.
1 87 1 .] DEPARTMENT OF P UBLIC INSTR UCTION. 179
Ques. Which is correct — " Some one else's book," or " Some one's else book ?" Ans. "Some one else's book."
Explanation. — A phrase in which the words are so connected and dependent as I admit of no pause before the conclusion, necessarily requires the possessive at r near the end of the phrase — as " It is the King of Great Britain's prerogative." Ques. Shall we say — " These are hen eggs," or " These are hen's eggs " ? Ans. " These are hen eggs " is a correct sentence, when speaking of such eggs in general— as " Give me five hen eggs" ; but should we wish to define some par- ticular eggs of some particular hen, we might say, "Give me five of our black hen's eggs."
Ques. "If, according to Dr. Gibbons' theory, the ladies are all degenerating into monkeys, who, eventually, will the gentlemen marry ? " Ans. They will marry whom, and not who.
Ques. "What are the objections to the use of those letters alone in words, which are sounded ? Are there any objections other than usage ? "
Ans. Your Committee were about as much puzzled to understand the meaning of this Question, as was Mark Twain by the questions of Artemas Ward, concern- ing the lode or lead — its dip or course, <fec.; but finally concluded that the ques- tioner desired to ask, if there were any objections, "other than usage," to omit- ting silent letters in writing words. To this, we reply, that there are several objections: the principal one, perhaps, is that we would thereby lose the genealogy of words.
Ques. " Is it in good taste for ladies to engage in fancy work, during the ses- sions of the Institute ? "
Ans. Doubtful ; and can only be excused when they have dainty white hands, and handsome rings to exhibit.
Ques. "Would a true lady insult those who, are addressing the Institute, and annoy persons who desire to hear the lectures and debates, by continual whisper- ings?"
Ans. Most decidedly not. It shows a want of natural refinement and lack of consideration for the feeling of others, however polished or highly educated the offender may be. (From the Chair:) "How about gentlemen who whisper?" Ans. Ditto. Ques. Which is right — " 6 and 3 is 9," or " 6 and 3 are 9 " ? Ans. 6 and 3 are 9.
Explanation. — The plural number of units (understood), requires a plural verb; even if the connective "and " did not require the same.
Ques. " Should not the metrical system supersede all others ? " Ans. A question like this is too broad and important for the decision of a small committee; it should be left to the Institute to discuss and illustrate its obvious merits, and the difficulties in the way of its general introduction.
Ques. "Inasmuch as this Institute costs the State and individuals an aggregate of $10,000, or $2,500 per day, can we afford to devote so much time to ' select readings ' ? "
Ans. Members of the Institute should decide the question for themselves; they know, or ought to know, what they need. The Committee, however, think that practical and professional lectures, together with class exercises, should have the preference; select readings being used as a rest, after the more solid work.
Ques. What right, if any, has a teacher to interfere with a child's dress, in the school room ? "
Ans. That depends on the cause. If a pupil is dirty or ragged, the teacher most certainly has a right to interfere, while water and patches are possible. But otherwise, while he may suggest the most suitable or appropriate dress, for the school room, no authority should be used, as it might interfere with a parent's preference and right. No general rule, for or against, boys wearing overcoats, or girls wearing shawls, ought to be made, as the health, or even life of a child, may depend on an individual sense of comfort.
Ques. " Why do teachers so generally fail in teaching spelling? " Ans. The English is formed from many languages, gathered without reference to rules or sounds; consequently, it cannot be learned by sounds or rules. Instead, it requires a constant use of the eye, and so many fail because they address the ear rather than the eye — practice oral rather than written spelling.
1 80 DEPARTMENT OF P UBLIC INSTR UCTION. [Dec.
Ques. " Is it a good example for prominent teachers to absent themselves from the sessions of the State and County Institutes, when called according to law, and yet draw their pay from the school fund, for the time devoted to such Institutes? "
Ans. The exaynple of prominent teachers is of less consequence than the action of each individual teacher. No one, with a high sense of right and wrong, would accept pay for duty not performed.
Ques. "Are calisthenics desirable in country schools?"
Ans. Country pupils require physical culture as well as city pupils.
Ques. " Is it a teacher's duty to visit the parents of his pupils ? "
Ans. When there is no danger of motives being misconstrued. But teachers should use great care in maintaining the dignity of their position. An acquain- tance and co-operation with the parents is always desirable, and of great assis- tance to a wise teacher. Yet it may frequently prove more judicions to politely request the parents to visit you. And parents, having the greater interest in the child's present as well as future welfare, should consider it their duty to visit the teacher.
Ques. " What constitutes corporal punishment ? "
Ans. Any punishment that causes bodily pain. A blow may be so light that it will not really constitute corporal punishment; while a child may be made to stand in such a position, or for such a length of time, that it will cause great bod- ily pain.
Ques. "Ought not our State Institutes to close with re-unions becoming the dignity and responsibility of our profession — re-unions to which cultivated minds, and not well-trained feet, are the proper passports?"
A71S. If all minds were of the same cast, then one form of pleasure would please all. As it is, one prefers literature, while others prefer to
"Come fcd trip it as we go, On the light fantastic toe."
Or, as our State Superintendent somewhat less poetically expresses it, "practice nocturnal calisthenics." Those who choose to exercise "well cultivated minds," rather than "well-trained feet," always have that privilege; and those who delight in "calisthenics," ought to have the same privilege accorded them.
Ques. " Will those city teachers who have not regularly attended this (County as well as State) Institute, lose their pay ? "
Ans. .This Committee cannot say; but think if there is no law to punish their absence, there ought to be. It may be, however, that the loss of much that is valuable in the world of thought will prove a sufficient punishment.
Ques. "Should teachers who are successfully engaged in teaching, be re-exam- ined ? "
Ans. As well ask if a physician, who is successfully practicing medicine, or a lawyer law, should be re-examined. Having once earned a place in the profession, success should be the only standard, unless the teacher desires to enter a higher grade.
Mr. Dennis Townsend, of Amador, came forward and informed the Institute in relation to his method of teaching Geography, which is by the use of a newly invented and simple paste -board folding globe, which can be easily transformed into a map with flat surface. The direction and location of different portions of the earth with this globe, are easily comprehended by young minds. Mr. Fenton objected to it, because it represented an unnatural transformation of the earth. Mr. Townsend thought it the only true method of teaching Geography to young minds.
On motion of Mr. Godfrey, the use and adoption of Mr. Townsend's globe were recommended.
Dr. Spencer, of Oakland, entertained the Institute with some very interesting readings. " The Bloomsbury Christening " of Dickens, afforded great delight to the auditors, and elicited unbounded applause. This was succeeded by the read- ing of a " Caudle Lecture," and " Hans Breitman."
A resolution was offered by Dr. Trafton, which read as follows:
I S/i.] DEPARTMENT OF PUBLIC INSTRUCTION. i8i
Resolved, Tha t the thanks of the State Teachers' Institute be extended to the C. & S. P. and W. P. R. R., and all other lines of transportation that have extended their courtesy to Delegates to this Convention; to Mr. Preston, the Jani- tor, for his very efficient services; to Prof. Elliot, for the able manner in which he has presided over the Musical Department, and to all others who have contributed in any way to the success of the occasion.
After some appropriate and very sensible valedictory remarks by Supt. Fitzger- ald, the Institute adjourned siiie die.
CD. McNaughton, Sec'y.
Clara G. Dolliver, ) Assistant Sec'vs Nellie S. Baldwin, \ Assistant bee ys.
STATE BOARD OF EDUCATION.
♦
The State Board of Education met at the offic€ of the Superintendent of Public Instruction November 1 1 . Present — Messrs. Trafton, Lucky, Widber, Furlong, Robertson, Jones, Leadbetter and Fitzgerald. Dr. Trafton was called to the chair. Minutes of last meeting read and ap- proved.
Life diplomas were, on the recommendation of the State Board of Examination, granted to the following teachers: Warren Abbott, of Contra Costa county; Frank Power, Nevada City; J. G. Kennedy, Wm. W. Kennedy, Santa Clara county; James M. Guinn, Los Angeles; S. D. Waterman, Stockton; W. W. Holder, San Francisco; C. A. Menefee, Napa county; Chas. T. Johns, Santa Cruz county; Dr. A. Trafton, Sac- ramento; G. W. Jones, Sonoma county; J. B. Finch, San Jose;. Silas A. White, San Francisco; A. L. Fitzgerald, Santa Rosa; L. D. Allen, San Francisco.
On motion of Dr. Lucky:
Resolved, That a committee be appointed to report, at the next meeting of ^the Board, regulations for examination of teachers by State, City and County Boards of Examination. Adopted.
Committee: Lucky, Widber and Jones.
The following resolution was adopted and ordered to be spread upon
the minutes:
Resolved, That we, the members of the State Board of Education, do hereby tender our thanks to Hon. O. P. Fitzgerald, State Superintendent of Public In- struction, on his retiring from office, for the prompt and efficient manner in which he has presented all business pertaining to this Board, and that we remember with pleasure his association with us as a member of said Board of Education of the State of California.
[Signed,] N. Furlong,
W. T. Lucky, Geo. W. Jones, W, A. Robertson, J. H. Widber, W. R. Leadbetter, Aug. Trafton.
i82 DEPARTMENT OF PUBLIC INSTRUCTION. [Dec.
BUTTE COUNTY TEACHERS' INSTITUTE.
Oroville, Nov. i, 1871.
Pursuant to the call of Lewis Burnham, Superintendent of Common Schools, Butte county, the Institute commenced in the hall of the Grammar School, on Wednesday, Nov. 1st and closed on Friday, Nov. 3d.
Officers — Lewis Burnham, President; J. C. Gray, Vice President; S. S. Boynton and Clara Clindinin, Secretaries.
Committees: Arrangements — S. S. Boynton, J. T. Gilman, W. J. King, Maggie Morrison. Introduction — D. W. Jencks, Bell Granger, Kate Hutchinson. Res9- lutions— J. C. Gray, D. W. Jencks, V. P. Richards, Miss A. F. Stubbs, Kate Hutchins. Music — Kate Hutchins, Bell Granger, D. W. Jencks, W. J. King, V. D. Richards. ^
Lectures — "Land of the^ Saracen, " by S. S. Boynton; "School Economy," by D. W. Jencks.
Essays— "Physical Geography of California," by S. S. Boynton; "Bible in the School-Room," by J. C. Gray; "What more is needed to perfect our School Sys- tem?" by C. H. Kungle.
The following members were enrolled;
Lewis Burnham, W. Y. Bliss, S. S. Boynton, A. Bradford, J. W. Brier, M. Brier, Jennie Costar, Linda Culver, Clara Clindinin, Bell Carter, Cornelia Dewey, Millie Elliot, Clara Ford, Katie Furnell, A. S. Furnell, Emma A. Gass, R. H. Gorril, Nettie Givens, J. T. Gilman, Bell Granger, J. C.Gray, Kate Hutchins, D. W. Jencks, W. J. King, C.H. Kungle, R. DeLancie, Mattie Moore, Maggie Mor- rison, J. G. McMillan, V. P. Richards, T. A. Rogers, O. E. Swain, Miss A. F. Stubbs, Mary M, Sparks, A. W. Vance, Mary E. Woodward, Ettie Wilson.
After the organization of the Institute on Wednesday, the-first subject presented was that of Penmanship, by D. W. Jencks, of Cherokee. Mr. Jencks believed one of the principal faults in teaching penmanship was letting pupils write too much. He thought it as well to let young pupils write on simple words as on principles and elements, as he believed in cultivating the eye as much as possible. Pupils should be taught to hold their pens correctly with regard to both hand and arm, before they are allowed to write any. For arm practice his larger pupils used writing paper without regard to their copy books.
Mr. Gray believed in having each pupil write from the same copy — the faults to be written upon the blackboard by the teacher and corrected by the school. He did not think it made any great difference whether a teacher was a fine writer or not, so far as his ability to teach penmanship was concerned.
Mr. Rogers made some pertinent remarks which the Secretaries failed to note.
Mr. Richards thought more depended upon training the muscles of the arm than upon any other one thing.
After the close of the remarks on penmanship, J. C. Gray arranged a class from tha teachers present and illustrated his method of using Swinton's "Word Analy- sis." This work he believed to be one of the best ever introduced into our public schools, and one he felt they were in need of. He had been a member of the County Board of Examination a number of years and had found that more teach- ers failed in spelling and defining than in any other branch.
W. J. King next presented his method of teaching Physiology, and received some marked compliments from Superintendent Burnham who had visited Mr. King's school.
1871.I DEPARTMENT OF PUBLIC INSTRUCTION. 183
The subject next in order was Orthography which was discussed at length by- Messrs. McMillan, Bliss, DeLancie, King, Jencks, Kungle, Rogers and others, but the Secretaries have mislaid the notes taken. A majority of the teachers seemed to be in favor of written rather than oral spelling.
On Thursday, after an excellent song, excellently sung, D. W. Jencks ably il- lustrated general Geography and Map Drawing. He drew outline maps upon the .blackboard to show how he taught the subject. Many general questions were asked and the class, embracing nearly every teacher present, finally sat down upon the question, "What island at the entrance of Hudson's bay?" Most of the teachers spoke decidedly in favor of blackboard map drawing, believing it to be the way of teaching geography.
Mr. DeLancie rendered an interesting poem.
Calisthenics were strikingly presented by T. A. Rogers. The members of the Institute formed themselves into a class and went through the exercise for perhaps ten minutes. But few of the teachers had used calisthenics, but those few spoke strongly in favor of their being made a daily exercise.
The subject next in order was Reading and Elocution, by Rev. J. W. Brier. Mr. B. gave a number of fine illustrations of the different tones and styles of read- ing, explained what kind of reading was best adapted to strengthen and enlarge the vocal organs, and concluded by rendering Foe's "Raven" in a masterly man- ner. On motion a vote of thanks was tendered Mr. Brier for his able and instruc- tive reading.
After a short recess, School Discipline was taken up and discussed at length. The Secretaries failed to note any new or strange methods of governing a school.
On Friday, after the Institute had been called to order, the Music Committee made a ?/iusica/ report which deserved cordial praise.
The subject in order was Compulsory Education, and the discussion was opened by Mr. Jencks. He believed many things should be taken into considera- tion besides a mere law compelling children to attend school. More school ac- commodations would have to be provided, and the school tax would have to be in- creased. Mr. DeLancie did not believe in compulsory education. He thought it was a centralization of power. If a man could be compelled to send his children to school he could be compelled to send them into the army, or any where else. Vet he did not see without compulsory education how we could make our word good to the capitalist, whom we taxed in order to educate the children and told him in return, his life and property would be more secure. Mr. Gray believed a State had as much right to educate a child as to punish a felon. Cited Germany as a precedent. Mr. Bliss thought the State and Nation had a right to demand and enforce education; that it depended upon the parents or the State. If the first fails to educate a child, then the State has a right to enforce that education. Mr. Richards believed the principle was good, but that it was inexpedient to put it into practice. Thought it better to make a law compelling a man to be able to read and write before he could become a voter. Mr. Kungle wished to know, of those in favor of the system, what plan they would adopt; how long should school terms continue; should a man be compelled to send his children all the time, and if not, what part of the time? Mr. King was for it if it would not work against the liberty of the people. He thought it would be difficult to put such a law into force — considering all circumstances — if it were passed. Mr. Rogers was rather in favor of compulsory education, and alluded to the fact that a large pro-
1 84 DEPARTMENT OF PUBLIC INSTRUCTION, [Dec.
portion of criminals were ignorant. Mr. Kungle refused to consider an ignorant man a nuisance, as he had understood some gentleman to say. He showed what, some ignorant men had done, and could do for a country. Alluded to Jasper, who was an ignorant man. Mr. Gray believed in furnishing facilities, so that all chil- dren could attend school, and then if they were not sent, it might be well to com- pel attendance.
The discussion lasted nearly two hours, and most of the gentlemen present ex- pressed an opinion either for, or against compulsory education, but not a single lady had a word to say on the subject.
At 2 P.M. Mr. R. H. Gorril, C. E. of the Pacific Bridge Company, was intro- duced and proceeded to illustrate the method of teaching Grammar and Arithme- tic. Several new and interesting points were explained, but owing to want of time, he could not illustrate the subjects fully. Vote of thanks to Mr. Gorril.
The method of teaching Arithmetic was continued by Messrs. Gray, Bliss, King, DeLancie and others.
On motion, a committee was appointed to draw up an article for publication* embodying the views of the Institute on "What more we need to perfect our School System." Messrs. Gray, Bliss, Jencks and Boynton were appointed on said committee.
A short time was amusingly spent in answering the various questions that had been submitted to the Institute.
The Committee on Resolutions made the annexed report, which was received, and Committee discharged.
Whereas, We recognize in Teachers' Institutes a great means of awakening enthusiasm, developing ideas, and increasing the knowledge necessary for suc- cessful teaching. Therefore be it resolved,
1. That no public school teacher should voluntarily absent himself from any regular session of a County Institute, and that we recognize the failure to attend as a confession of indifference to and a lack of interest in the cause of education, which needs the severest censure of this body.
2. That all teachers should be allowed two days of each term for the purpose of visiting schools, that they may see and become acquainted with the particular methods of arrangement, classification and conduct of each others' schools.
3. That we recognize in the introduction of Swinton's "Word Analysis" into our public schools a work of great benefit to the pupils.
4. That the thanks of this Institute are due and are hereby tendered to our County Superintendent, Lewis Burnham, for the thorough and impartial manner in which he has discharged his duties as County Superintendent.
5. That the thanks of this Institute be tendered to our worthy Secretary and Assistant Secretary for the able manner in which they have reported the proceed- ings of this Institute.
After a closing address from Supt. Burnham, the Institute adjourned, sine die. A Social Reunion came off in the evening at the St. Nicholas Skating Rink.
S. S. Boynton, , Secretaries Clara Clindinin, ^ Secretaries.
#<»»»•
The proceedings of the State Institute and other important and valuable matter abridge our editorial space to very small limits indeed.
iSyi.] DEPARTMENT OF PUBLIC INSTRUCTION. 185
PARTICULAR NOTICE.
Any readers of this journal who have in their possession spare copies of the Bi- ennial Report of the Superintendent of Public Instruction for 1868-69 will confer a great favor upon the undersigned by forwarding them to this office. And if any friend has a copy of said document that he can spare, I most earnestly ask him to
send it on at once.
O. P. Fitzgerald,
"Cal. Teacher."
TABLE OF CONTENTS.
PAGE.
Annual Address of Superintendent Fitzger- ald 153
Brief Hints on School Government 163
Relation of the Common Schools and their Teachers to the State 167
PAGE,
Department of Public Instruction 170
California State Teachers' Institute 170
State Board of Education 181
Butte County I'eachers' Institute 182
Important Notice 185
PERSONS OF BOTH SEXES ARE thoroughly fitted for business pur- suits, or for telegraphic operators, at this institution. The scholarships of this school are good for tuition in the thirty-six Bryant & Stratton Col- leges. Young men are practically educated for Bankers, Merchants, Clerks and Bookkeepers by the most thorough "course of actual business training ever introduced into any school on the Pacific coast. Sessions continue day and evening throughout the entire year. Students can enter at any time. Just the course of study for young men in all walks of 'life who wish to succeed. For full information regarding the school, call at the College Office, 24 Post street, or send for Heauj's College Joubnal, published monthly, and sent free to all by addressing
E. P. HEALD,
President Business CoUegfe, San Francisco.
|^= THE WOMAN'S PACIFIC COAST JOURNAL, by Mrs. C. F. Young, M. D., is a Health-reform and Temperance paper, designed to teach people to live so as to avoid sickness, and hove to cure the sick by natural means without the use of medicine.
In the opinion of leading health-reformers it is one of , the best — some say "the very best" — of the six health journals in the United States. Sixteen quarto pages, book paper, $1.50 per annum; 10 copies, $12; 21 copies, $20; specimen numbers, 10 cents. Address " Woman's Journal," box 1501, San Francisco. 3
CALIFORNIA
State Normal School.
BOARD OF TRUSTEES.
H. H. HAIGHT Governor
O. P. FITZGEEALD Superintendent of PubHc Instruction
0- T. KYLAND San Jose
A. J. MOULDER San Francisco
H. 0. WELLER San Jose
JAMES DENMAN San Francisco
J. H. BRALY San Jose
TEACHERS.
Rev. W. T, Lucky, A.M Principal
H. P. Carlton Vice-Principal
Miss E. W. Houghton Assistant
Mks. D. Claek Assistant
Assistant
COURSE OF STUDY.
To secure admission into the Junior Class, applicants must pass a satis- factory examination before the Board of Examination in the county in which they reside, on the following subjects, viz. :
Orthography, Reading, Penmanship, Common School Arithmetic, English Grammar, Geography and Composition.
JuNioB Class — First Session.
* Arithmetic — Robinson's Higher. ^English Grammar — Brown's. ^
* Geography — Monteith ' s .
* Beading — McGufiey's 5th Reader.
* Orthography — Willson ' s . Moral Lessons — Cowdery's. Mental Arithmetic. Analysis and Defining.
Junior Class — Second Session.
*^/(7e6ra— Robinson's Elementary.
*English Grammar — Brown's.
Geometry — Marks' Elements.
Physiology — Cutter ' s .
*V. S. History — Quackenbos'.
Vocal Culture.
Book-Keeping — Payson, Dunton & Scribner's Single Entry.
Natural Philosophy — Steele's.
ercises during the Junior Year — Penmanship; Object-Lessons; Calisthenics; School Law; Methods of Teaching; Vocal Music, Drawing, Com- position, Declamation and Constitution of United States and California.
To secure admission into the Senior Class, applicants must be regularly promoted from the Junior Class, or pass a thorough written examination, conducted by the Normal School Board of Instruction, on those studies of the Junior Class marked with an asterisk, and an oral examination in Natural Philosophy and Physiology.
Senior Class — Mrst Session.
Algebra — reviewed.
Physiology — reviewed.
Natural Philosophy - Quackenbos'.
Rhetoric — Har t ' s .
Natural History — Tenney's.
Vocal Culture— 'RnsaelVs.
Book-Keeping — Payson, Dunton & Scribner's Double Entry.
Seniob Class — Second Session. Arithmetic — reviewed.
G-eometry, Trigonometry, and Mensuration — Davies'. Botany — Gray's. Physical Geography — ^Warren's. Mental Philosophy — TJpham's. English Literature — Collier's. Astronomy — Loomis'. Chemistry — Steele 's . General Exercises — Same as in the Junior Class.
REGULATIONS OF THE NORMAL SCHOOL.
1. All pupils, on entering the School, are to sign the folio-wing declaration: ••We, the subscribers, hereby declare that our piu*pose 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."
2 To enter the Junior Class male candidates must be seventeen years of age ; and female candidates sixteen. To enter the Senior Class they must be one year older.
3. All applicants are required to present letters of recommendation from the County Superintendent of the county in which they reside. The holders of first or second grade teacher's certificates will be admitted on their cer- tificates.
4. No pupil shall be entitled to a Diploma of Graduation who has not been a member of the School at least one year.
GENERAL INFORMATION.
In obedience to the requirements of the ' 'Act to Establish the State Normal School, ' ' passed by the last Legislature, the next session of the School wiU be held in San Jose. There will be Oral and Written Examinations at the close of each session. The Graduating Exercises wiU be in March.
Pupils will be required to furnish their Text Books. Reference Books will be furnished by the School.
There is no boarding house connected with the Normal School. Good boarding can be obtained in private families at reasonable rates.
CALENDAR FOR 1871-72.
First Session begins June 14th, 1871. First Session ends October 6th, 1871. Fall vacation, one week. Second Session begins October 16th, 1871 ; Second Session ends March 14th, 1872 .
For additional particulars, address
Rev. W. T. LUCKY, A. M., Pbincipal, San Jose.
March 25th, 1871.
Terms of Advertising in the California Teacher.
[Payable in V. S. Gold Coin.]
1 month.
1-4 page $ 5 00
1-2 page.... : 10 00
1 page 15 00
|
3 months. |
6 months. |
lyear. |
|
$13 00 |
$25 00 |
$ 40 00 |
|
25 00 |
40 00 |
70 00 |
|
40 00 |
60 00 |
100 00 |
i.
^' TSTE LIVING AGJE has no equal in any country. ^^ — Phila. Press.
^' It stands at the head of nineteenth-century literature,'^ — Chicago Evening Journal.
" The hesl periodical in America.' ' — Bev. Theo. L. Cuyler.
LittelPs Living Age,
Of which more than One Hundred Volumes have been published, has received the commenda- tion of the most eminent men of the country; and it admittedly "continues to stand at the head of its class." Issued every Saturday, it gives fifty-two numbers of sixty-four pages each, or more than Tliree Tliousand Double-Column Octavo Pages of reading-matter yearly; and is the only compilation that presents, with a satisfac- tory completeness as well as freshness, the best Essays, Keviews, Criticisms, Serial and Short Stories, Poetry, Scientific, Biographical, Historical, and Political Information, from the entire body of Toreign Periodical Literature, and from the pens of the
^liLES'T LI VINO 'WIIITEIIIS.
Wit is therefore indispensable to every one who wishes to keep pace with the events or intellec- tual progress of the time, or to cultivate in himself or his family general intelligence or lite- rary taste.
!E3L tracts from. IN^otices.
From Rev. Henry Ward Beecher. "Were I, in view of all the competitors that are now in the field to choose, I should cer- tainly choose 'The Living Age.' "
From the New-York Evening Post. "In no other single publication can there be found so much of sterling literary excel- lence."
From the Illinois State Journal. "It has more real, solid worth, more useful information, than any similar publication we know of. The ablest essays, the most enter- taining stories, the finest poetry of the Eng- lish language, are here gathered together." From the Nation, New York. "The best of all our eclectic publications."
From the Williams Quarterly. "It is inexhaustible. It has as much that is good as a dozen ordinary magazines com- bined."
From the Pacific, San Francisco. " Its publication in weekly numbers gives to it a great advantage over its monthly con- temporaries, in the spirit and freshness of its contents."
From the Advance, Chicago. "For thinking people, the best of all the ec- lectic piiblications, and the cheapest. . . It is a monthly that comes every week."
From the New- York Evening Mail. "A treasure-house of the current literature of the English-speaking world."
From the Mobile Daily Register. "Peerless among periodicals in value to the reader."
From the Boston Post. ' " It gives to its readers more than three thousand double-column octavo pages a year, of the most valuable, instructive, and enter- taining reading of the day. 'History, biog- raphy, fiction, poetry wit, science, politics, criticism, art,— what is not here?' It is the only compilation that presents with a satis- factory completeness, as well as freshness, the best literature of the almost innumerable , and generally inaccessible, European quar- terlies, monthlies, and weeklies, — a literature embracing the productions of the ablest and most cultured writers living. It is, there- fore, indispensable to every one who desires a thorough compendium of all that is admirable and noteworthy in the literary world." Published weekly at $8.00 a year, free of postage. An extra copy sent gratis to any one getting up a Club of five New Subscribers. Address, ^ ^ ^ L.ITTEI.L. & GAY, Boston.
The best Home and Foreign Literature at Club Prices.
["Possessed of 'Littell's Living Age' and of one or other of our vivacious American monthlies, a subscriber will find himself in command of the whole sitvi&tion."— Philadelphia Ev. Bulletin.] .
For Ten Dollars, The Living Age. weekly, containing the cream of Foreign Periodical Lit- erature, and either one of the leading Magazines of Home Literature named below, will be sent to one address for one year: viz.,—
Harper's Monthly (or Weekly, or Bazar), The Atlantic Monthly, Lippincott's Monthly, The Galaxy, Old and New, Scribner's Monthly, The Overland Monthly, or Applbton's Journal (weekly) ; or for $8.50, The Living Age and Our Young Folks. Ad- dress as above.
LIBBT & SWETT,
S New Montgomery St,,
Graud Hotel Building, San Francisco.
Books, Stationery and School Supplies.
A FULL STOCK OF
School JBookSy
School Apparatus f
Wall Maps,
Globes, &c. Miscellaneous Books,
■ New Books,
Fine Stationery, &c,
and everything else that pertains to onr business at the lowest market rates.
We cordially invite the visits and correspondence of teachers and school officers.
P. O. Box 4:59. LTBBY <& SWETT.
THE aOLD MEDAL
iia#©ii f iiaiiifirai
MAiaJTA-CTUKED BY
«U.T.Palmef4Co
(Successors to Wigmore <fe Palmer,)
Manufactory, 105 & lOT Mission St., Near Spear,
San JPraneisco.
i
FOURTEEN WEEKS" IN NATURAL SCIENCE.
BY
J. DOEMAN STEELE, A.M.
14
WEEKS r NATURAL PHILOSOPHY,
IN J ASTRONOMY,
COURSES I *^"=~"|l^l'ocY.
These volumes constitute the most available, practical, and attractive text-books on the Sciences ever published. Each volume may be completed in a single term of study.
THE FAMOUS PRACTICAL. QUESTIONS devised by this author are alone sufficient to place his books in every Academy and Grammar School of the land. These are questions as to the nature and cause of common phenomena, and are not directly answered in the text, the design being to test and promote an intelligent use of the student's knowledge of the foregoing principles. , TO MAKE SCIENCK: POPUL.AR
is a prime object of these books. To this end each subject is invested with a charming ip- terest by the peculiarly happy use of language and illustration in which this author excels.
THEIR HEAVY PREDECESSORS demand as much of the student's time for the acquisition of the principles of a,, single branch as these for the whole course.
PUBIilC APPRECIATION. The author's great success in meeting an urgent, popular need, is indicated by the fact (probably unparalled in the history of scientific text-books), that although the first volume was issued as recently as 1867, the yearly sale is already at the rate of
I^ort3r TlDLOULsa^zDicl "VoluLXO-es-
PHYSIOLOGY AND HEALTH. By EDWARD JARVIS, M.D. T A P VT^' ELEMENTS OF PHYSIOLOGY.
The only books extant which approach this subject with a proper view of the true object of teaching Physiology in schools, viz., that scholars may know how to take care of their own health. The child instructed from these works will be always
PHYSIOLOGY AND LAWS OF HEALTH,
ich approach this subject with a proper view of hools, viz., that scholars may know how to take ca d from these works will be always
WOOD'S ASViERICAN BOTANIST AND FLORIST.
This new'and eagerly expected work is the result of the author's experience and life-long labors in
Classifying' tlie Science of Botany.
He has at length attained the realization of his hopes'^by^a^. wonderfully ingenious process of condensation and arrangement, and presents to the world in this single moderate-sized vol- ume a Complete Manual.
In 370 duodecimo pages he has actually recorded jand' defined Nearly 4,000 Species.
The treatises on Descriptive and Structural Botany are models of concise statement, which leave nothing to befsaid. Of entirely new features, the most notable are the Synoptical Ta- bles for the blackboard, and the distinction of species and varieties by variation in the type.
Prof. Wood, by this work, establishes a just claim to his title of the great
AMERICAN EXPONENT OF BOTANY.
A. S. BARNES & CO., Publishers, New York,
JLIBBY Si S"WETT, 3 New Montgomery St., SanSFrancisco, P.O. Box 459. Grand Hotel Building.
POPULAR. TEXT BOOK:^^
FOR SCHOOLS, ACADEMIES AND COLLEGES.
BROWN'S ENGLISH GRAMMARS.
COMPEISING
Broivn's First Lines of English Gratninar.
12mo. Half bound. Designed for youno learners. Retail price, 45 cts. Broivn^s Institutes of English Grammar,
r2mo. Muslin, leather back. For the higher classes. Eetail price. $1 00.
*_,*Both of these very popular text-books have just been revised by Henry
Kiddle, A.M., Assistant Superintendent of Public Schools of New York City,
with important additions, especially in the department of Sentential Analysis.
Brotvn's Grammar of English Grammars.
Royal 8vo. Leather or half morocco. Retail price, $6 50. These Grammars were never so popular or widely used as at the present time — they are the books. The latter is the most comprehensive and exhaust- ive Treatise on English Grammar extant. '
ROSCOE'S CHEMISTRY.
Lessons in Elementary Chemistry.
By Henby E. Roscoe, B.A., F.R.S., Professor of Chemistry in Owens Col- lege, Manchester. In one beautiful little volume, handsomely illustrated with engi-avings, and bound in muslin, red edges. Just published. Retail price, $1 50.
This little book is, we believe, the only one in the market containing all the newest features in Chemistry.
LAMBERT'S PHYSIOLOGIES.
Lambert's Human Physiology, Anatomy, and Hygiene.
12mo. This is an entirely new book, written on a new plan, and is beauti- fully illustrated, with several hundred wood engravings, and thirty-one plates on tinted paper, containing many hgures. Retail price, $1 75.
Lambert's:I*ritnary JPliysiology, Anatomy, and Hygiene.
12mo. Profusely illustrated. Retail price, 85 cents.
GANOT'S PHYSICS.
Elementary Treatise on Physics, Experimental and Applied.
For the use of Colleges and Schools. Translated and edited from Ganot's Elements de Physique, by E. Atkinson, Ph. D., T. C. S. Illustrated by a col- ored plate and 668 wood cuts. In one veiy thick 12mo. volume. Price, $6.
This beautiful and most thoroughly systematic work has been adopted for use in some of the highest colleges in the land, as. Harvard University, Colum- bia College, etc., etc., and is not only the best work of its kind for educational purposes, but would be also a very valuable addition to any library.
Teachers, School Boards, and others interested, are cordially invited to cor- respond with the pubhshers. Very favorable terms for introduction.
Copies of the above books, except Ganot's Physics and the Grammar of English Grammars, sent for examination for hall the retail prices afl&xed. WILLIAM WOOD & CO., Puhlishers, NEW YORK. ^^ These books are kept for sale m Califoriiiu by Booksellers generally, and m San Francisco by A. ROMAN & CO., and H. H. BANCROFT & CO.
O . 3B H I^ IIV , Manufacturer of OFFICE AND SCHOOL FURNITURE, Desks of all kinds, Church, Hall and School Settees, Blackboards, Map Stands, Chart Racks, Easels, Pointers, Dumb Bells, Rubbers, Liquid Slating for Blackboards, Ink Wells, and everything per- taining to school supplies. The numbers refer to each cut.
9 P..EITNEH ENS . Teachers, County Superintendents and Trustees will find their orders promptly fille with:
articles that will give entire satisfaction, both as regards workmanship and price. Silver Medal awarded for the best California made School Furniture at the Eighth Mechanics'
Fair, 1871. Office, GOT" Clay Street, near Montgomery, San Francisco. BS*~A reasonable time to fill orders should be allowed. Please send for price list and circulars.
UNSEGTiONAL, UNPARTISAN, UNPOLITICAL SCHOOL-BOOKS.
] \c freshest series of Text-Books published— containing the latest results of discovery and scientific research.
Officially adopted by the Yirginia State Board of Education,
AND NOW LARUELT IN USE IN
And in many Northern States.
f Association composed of many ; several Southern States, feel- •.o(jl-Books wliich should be en- t ^Utical, which should present ; iic'o— are now issuing a com- l;t-lxjoks by the eminent schol- } ch are the
of the most eminent citizens of ing the necessity for a scries of tirely unsectional, unpartisan, and only the facts of history and plete series of School and College ars and educators named below
Cheapest, Best, and Most 1 Beautiful SchooUBooks
Now published. The " University Series" embraces
MAURY'S Geographical Series,
[ Commodore M. F. Maury, of the Vir^nnia Military Institute. A series of books which ]-k uu era in the study of this science, and which, ia the words of a well known and ac- ;ipU>hcd Southern teacher, " are characterized by ft felicity of arrangement and simple ': Imess of style which must ever render them attractive to the voung, and which will be ; 1 by all who Avish to teach Geography as a .science, as somctlnng to make pupils tJdnk^ i[ not merely as an enumeration of dry facts."
Holmes' Readers and Spellers,
[ George F. Holmes, LL.D., Professor of History and General Literature in the Uni- Hity of Virginia. A series of Readers unequalled in cheapness, excellence, and typo- ; j)hical beauty. They are steadily progressive in chr^racter, bright and fresh in their jictions of prose and verse, and illustrative of Southern scenes, incidents, and history
Venable's Arithmetical Series,
1 Charles S. Vexable, LL.D., Professor of Mathematics in the University of '■L'iiiia. These books arc received everywhere by intelligent teachers with the highest f sfaction, as being most admirably adapted for mental drill, as well as for business cduca- 1 1. Their methods, rules, and reasonings are clear, distinct, logical, and comprehensive, eI the series is carefully graded throughout.
Holmes' History of the United States,
1 George F. Holmes, LL.D., of the University of Virginia. It is enough to say of
U admirable work, interesting, impartial, and truthful, as well as pure and graceful in
Ele, that it is the only History of the United States which is strictly unpartisan. It CQcs down to the present date. Also,
l9 Vere's French Grammar, Readers, etc., Cildersleeve's Latin Series,
Carter's Elements of General Historyi Holmes' English Grammars, LeConte's Scientific Series, Johnston's English Classics,
Duntonian Writing-Books, etc., etc«
Send for our new ILLUSTRATED DESCRIPTIVE CATALOGUE, -which will be tiled free to any teacher or school oflBcer. It tells what teachers think of the books, and 'itnins specimen pages of each.
Address UNIVERSITY PtTBLISHING- COMPANY,
155 and 157 Crosby Street, New York.
Adopted for Exclusive Use in the Public Schools of Califoi
SWINTON'S CONDENSED.
JS. 001VI>EIVI^EI> SOHOOL. HI!»^TOR^
OF THE
UNITED ST^TE^I
I
CONSTRUCTED for definite results in recitation, and > taining a new method of topical reviews. Fully illustr with maps, portraits, and new and beautiful designs. By ' SwiNTON, A. M., Professor of History in the University of (| fornia; author of ^'Campaigns of the Army of the Potomac'/ '\ cisive Rattles of the War,'^ etc. 300 pages, printed on fine p. in elegant style, and substantially bound.
Copies furnished by mail to teachers who may wish to exar it, with a view to introduction, on receipt of 75 cents.
This condensed manual ha« been prepared in order to meet the views and wants of that large and increas- ing class of teachers, and more especially the teachers in our Common Schools, who are aiming at definite results in this studj'. It is not a mere picture-book or story-book— though it is very fully illustrated Avith portraits, maps, and other engravings, all of which are execulf-d in the best style. It aims at something which, if not higher, is at least different. It is designed as a working book, and Lence discards both the high- flown nai rative style and the meaningless details of the majority of school histories. The text derives its in- terest from the lucid presentation of the subject-mat- ter—in itself deeply interesting. The technic] points of novelty and supvriority x>f this work will be evident to all practical teachers. Some of these points are:
I. A plan of clear and concise paragraphing, by which the gist of each paragraph is readily apprehended by the pupil.
II. A total, and it is hoped welcome, absence of in- volved, inverted, or in anywise rhetorical sentences, and the use, in lieu thereof, of the direct, concise, and recitahle construction.
III. A new method of Topical Reviews. On this point— perhaps the leading point of novelty in the book — the teacher is referred to an examination of tlie Reviews themselves. The difference between the present and the old method of reviewing — which does no more than print a string of review questions, re- ferring to preceding pages for the piecemeal answers- must be obvioixs. There can be few judicious teach- ers who have not discovered that pupils, in order to have a really available knowledge of the crowded facts of history, require that these facts sliould be grouped and reiterated and turned over in a variety of ways. To accomplish this end, thus imparting a comprehensive knowledge of events and the connections of events, is the purpose of the novel method of reviewing adopted in this mamial.
IV. The separation of the history of the Western,
Mississippi Valley and Pacific States from its en ment in the history of the Administrations, tory of these great States thus receive a de^ee tention that is at least more nearly adequat heretofoie.
V. The separation of the leading facts of An Progress from their entanglement in the historj Administrations, and their presentation in a i by themselves.
VI. A tone of treatn^nt free from partisan sectionalism, politics or religion— a tone of trei as completely as possible American.
The Neiv York Times, in announcing the for ing publication of this work, in its issue of Jun 1871, said:
"Advance sheets of Swinton's Condensed have for some time been in the hands of leadi] cational men of this city, and we but exprei unanimous opinion when we say that this ) marks an era in school histories. Mr. Swinton's as a writer of history is pretty well known to th ers of tills journal, with whii-h he was many yt sociated, while through his Aiiny of the J'oton Decisive Battles it is equally well-known to the c at large. The Condensed contains many technical of novelty and superiority, which teachers will appreciate. It is clear in its style, sensible in i< and impartial and catholic in iis spirit. It wiU tensively iised in this city, and has been adoj the State Educational Boards of several State! palpable merits of the book will be its own su introduction."
The Hon. John Swett, Dep. Supt. of C( Schools of California, after examining the sheet the following enthusiastic praise to the work:
"Allow me to congratulate you on the sup« excellence of Swinton's Condensed History. cannot express the delight with Avhich I haven pages of proof. It cannot fail to be a gi^eat succ
The ^* COWDEJS^SBD^' can noiv be sujnjiied for introi Hon through the San Francisco trade.
IV-ISON, BLAKEMAN, TAYLOR & CO., Publis
IS8 ami 140 Grand Street, NEW YORi
J.\.lSLJJJ^^^r, 1872.
Vol. IX.]
\L
^
[No. 7.
TMB
A JOURNAL OF
School and Home Education
AND OFFICIAIi ORGAN OF THE
Departient of Public Instruction
EDITORS:
O. P. J^NU A.. L. FITZGERALD,
Contriliiitiiig Editors, elected liy tie State Educational Society r
MISS CLARA G. DOLLIVER. MRS. AURELIA GRIFFITH.
DR. E. S. CARR, ^j-^,-
PROF. W. J. G. WILLIAMS." '**'
SAN FRANCISGO: ^■
CALIFORNIA EDUCATIONA.L SOCIETY.
Publication Rooms, No. 532'Clay Streoi.
JT. X>. Carr «fr Co., Book and »Tob I*rinters,Ko. 532 Clay Street.
TERMS— TWO DOLLARS PER ANNUM, payable invariably u; advanci. Address: CAT.TFOJtNTA TEAqHEM, San I'ranciaeo.
PAYOT, TJPHAM & COMPANY
'Booksellers, Jtationers and guBLiSHEi
fit ®m€ ill W^^Magism g4ff@®i
One door above Maguire's Opera House, SAN FRANCIS
They call special attention to their well-selected and comp" assortment of SCHOOL BOOKS, which they offer at the lowest market prices, Wholesale and Retail, Also, ^. Standard
, Bibles ar
Scientific
y^^ync^
lOTiZ^^^,
Photograph, Stamp and Autograph Albums,
Portfolios, Writing Desks. Etc., 1
* New and Latest Styles of Note and Fancy Pap
WEDDING AND VISITING CARDS,
Bf/SMfescripfions iaktn for all Foreign and American Periodicals.
PAYpT. UPHAM & COMPANY
620 and 622 Wa8hine;toii i
THE
California Teacher.
JANUARY, 1872.
Vol. IX. 'sAN FRANCISCO. Jfo. 7.
THEORY OF A STATE SCHOOL SYSTEM.
Delivered before the California State Teachers' Institute, November 7th, 187 1, by Professor Grove K. Godfrey, Superintendent Common Schools, Siskiyou County.
[Owing to the great length of this address, we are compelled, reluctantly, to omit a considerable portion of Mr. Godfrey's preliminary argument. The alter- native was to divide it, and for a special reason this was not done. — Eds. Teacher.]
By what means shall a nine months school be secured to every school district in the State, the poorer and smaller, as well as the larger and richer ones } What system of taxation shall the State adopt in raising funds to educate all the children at pubHc cost .''
As the public school system is engaging the attention of oi;r citizens in regard to taxation to create a greater revenue, for a uniform school term in all the school districts in the State, it behooves us as good citizens to contribute liberally for school purposes, that all our children may derive equal benefits of a common school education.
The proposed theory of taxation which I would urge on the Legis- lature for lengthening the schools to a uniform term of nine months for all the school districts in the State, will be somewhat in advance of the times. This is a progressive age, and the sooner the people come to this theory the better, for the time is not far distant when all our children will derive equal benefits of a free public school education.
The California public school system is a State institution, and was established upon the principle that the entire property of- the State should educate alike all the children of the State. The framers of the
i86 THEORY OF A STATE SCHOOL SYSTEM. [Jan.
State Constitution designed education to be universal, and free as are water, air and sunlight, so that every child in the State should be aiforded the opportunity of a common school education at the expense of the State. But a very meagre school law was first framed, on account of the sparsely settled population, to provide funds for the edu- cation of all the children. Like all State educational systems, which go slow, our public school system could not have been an exception to this rule. Slow growth, from small beginnings, is the law of educa- tional progress in this State. During the past twenty years, in which our State school system has been in operation, our Legislature has amended and revised the School law nearly every four years, to meet the wants of the people, and it has not yet reached the point designed by the framers of the State Constitution.
The School law approved May 3, 1852, by our Legislature, under the administration of Mr. Paul K. Hubbs, contained the first law authorizing the respective counties to set apart five cents on the one hundred dollars valuation of taxable property. Here was the begin- ning of the county tax revenue for school purposes. And from that day to this, our Legislature has treated our public school system as a charitable institution. Aside from special taxation, our present system of school revenue from the State and county is scarcely sufficient to keep a three months school in a majority of the school districts, when it costs on an average $1 1.45 per head last year in California.
Section 90 of the California School Law says: "The Boards of Supervisors in each county shall annually levy a county school tax; the maximum rate shall not exceed thirty- five cents "on each $100 valua- tion taxable property in the county, nor the minimum rate to be less than sufficient to raise a sum equal to three dollars for each child in the county between five and fifteen years of age."
In a majority of the counties the Boards of Supervisors levied only the three dollars to a child, and in some counties only twenty-five cents, which, in the aggregate, is less than three dollars to each child. This does not create a sufficient revenue, with the State school fund, to sustain a school three months; consequently a large number of the districts have to resort to special taxation, although that change made in the School Law of 1870, striking out Section 102, relative to main- taining a five months school, and introducing Sections 98, 99 and 100 to maintain a school eight months, was meant to extend or lengthen the school term in a majority of the school districts.
Provided these sections were operative in their general application, it would in 150 districts in the State work hardships, as 28 children
#
•
1872.] THEORY OF A STATE SCHOOL SYSTEM. 1 87
would not exempt a district, it matters not if the district had not $100 of taxable property; and if the district had $75,000 taxable property, and one child of legal age, it could not be exempted. Those districts which are poor and sparsely populated would be denied the benefits of more than a three months school, whilst the richer and more populous ones would be favored with eight months schooling, which would be inconsistent with the principles first established, that the entire property of the State should educate alike all the children of the State at public cost.
When the poorer school districts fail to make a proper showing of facts to be exempted, the special tax will be heavier, whilst in the richer districts the ta^ will be lighter; consequently the school law will work hardships, on account of taxation not being equal and uniform for the educaiion of all the children in California.
For the same reason a school system of township government, as existing in Ohio, New York, Illinois and Pennsylvania, having from six to ten schools in each township, maintaining a uniform term, and paying for the same partly by a State school tax, and the deficit, the largest portion, by taxing the whole property of the township, would not work without hardships in our mountains and sparsely settled com- munities, if organized into townships, as taxation would not be equal and uniform. It must be self-evident that in a State system of educa- tion, inequality is injustice to both taxpayers and children. Like Jacob, the State favors one district to the injustice of the other. The State should not be partial in dispensing her favors in educating all the children.
Hon. O. P. Fitzgerald, our worthy State Superintendent, stated this matter of a State system of educational inequality exactly, when he said : "The disability falls upon the more remote and sparsely settled dis- tricts of the State. Is it not a crying injustice that those citizens whose enterprise and courage lead chem to pioneer the advance of American civilization, incurring the hazards and hardships of the frontier, should for their enterpiise and courage be made to pay the penalty of seeing their children grow up in ignorance .? For this is the penalty. Who does not know that a three or five months school is a mere pretense to education .'' To hold a three or five months school out of twelve, and then close it for the remainder of the .year, with a new teacher after this long suspension, is simply to make a farce of the whole thing. Thus in many localities, while keeping up this absurd show of educa- tion, the children are growing up in ignorance."
No truer sentiment was ever uttered; and the common sense of our
1 88 THEORY OF A STA TE SCHOOL SYSTEM. [Jan.
people has already perceived this, and the bitter experience of many of our citizens who were taught in this fragmentary style intensifies their conviction of the inefficiency and absurdity of such a system. Then, this existing inequality of school privileges and taxation is an injustice that should be remedied at an early day by our next Legisla- ture. From this brief review we may glean some light to guide our action in the future.
The matter of harmonizing a school law and school taxation with any system of local government, has always been difficult. But diffi- culties can be overcome. We need a school law providing all the machinery necessary for setting in motion a comprehensive system for the education of all the children in the State of legal age, at public cost. A school law can be adapted to the different conditions of all classes and communities — the smaller and poorer districts, as well as the larger and richer ones. A school district containing twenty children of legal age, whose taxable property is estimated only by hundreds of dollars, should no more be deprived of the privileges of an education at public cost, than one containing forty children, whose taxable prop- erty is Cfjmputed by thousands of dollars. For the same reasons, dis- tricts having few children, in sparsely settled communities, should' receive a sufficient amount of funds to maintain schools the same length of time as a rich district having many children; although the cost may not be so great in the former case as in the latter.
Time has proved that in its leading features our school system is a fragmentary affair, of very defective character. But now the time has come for a school system more comprehensive in its scope and a more general application everywhere throughout the State, which will meet with success, and proving, beyond cavil, that it is peculiarly adapted to the genius of the American people and to our republican form of government. My opinion is that the State should employ its revenue primarily in the education of its children, believing that this is the true and substantial foundation of all happiness and prosperity. This established, it follows "as an axiom that the property of the State should educate the children of the State. The only question then is, as to the most judicious and beneficial use of such funds. The amount so ex- pended should be a secondary consideration, and hence I think that a general State school tax should be levied, and equally assessed upon the whole taxable property of the State, irrespective of county or town or city, and without discrimination.
The Constitution of this State provides for the formation of a perma- nent, irreducible school fund, the interest of which from the sales of
1S72.] THEORY OF A STATE SCHOOL SYSTEM. 189
public lands, together with the proceeds of a ground levy of ten cents on every one hundred dollars on all the taxable property of the State, is annually distributed among the several districts in the State. I therefore would recommend and urge upon our Legislature the follow- ing plain reflection, as the most feasible theory of a public school sys- tem to increase the public school fund, so as to secure a nine months school in all the districts of this State. Now that the roads in the State are in a tolerably good condition, I would recommend the de- crease of the road tax in eveiy county. How it is in other counties I cannot say, but the road tax in Siskiyou County, as now levied yearly, is the same as the county school tax. This, together with four dollars poll tax per capita, cfeates a greater revenue, which is spent for the laying out and improvement of roads, than both the State and count}' school fund for schooling the children. Also, that the State school tax be increased from ten cents to twenty cents on each $100 valuation of taxable property throughout the State, to be levied by the Board of Su- pervisors of each county, and collected at the same time and in the same manner as other taxes are collected. The whole amount of dis- tributable State fund to be apportioned among all the school districts in proportion to the enumeration of the youth of legal age. Each county to redistribute its share of the State school fund in proportion to the number of pupils in each district. This levy should be based upon the report of the County Superintendent to the State Superintend- ent; and the County Superintendent's report should be based upon the reports of the District Trustees and Census INIarshals, as heretofore.
Without illustrating my ideas generally and specifically, I would simply do. this, viz: Frame such a law as would require the District Trustees and School Census Marshals to report in good season the number and ages of all children in each school district, and the prob- able amount, including specified indebtedness of all kinds, necessary to maintain the school for the uniform term specified; each schoo dis- trict to build its own school-houses.
Then, on this basis, let the County Superintendent in each county, on or before the first Monday in January in each year, furnish to the Board of Supervisors an estimate in writing of the cost of mainiaining a free school for nine months in each and ever)' school district in the county, together with the cost of incidental expenses; and also an esti- mate of the amount of State school fund to which each district will be entitled during the year, and the amount necessary to be raised in the county to support a nine months school.
Upon the County Superintendent's written statement of the estimated
190 THEORY OF A STATE SCHOOL SYSTEM. [ Jak
cost of maintaining all the schools in the county a uniform term, the Boards of Supervisors should levy the required amount outright on the whole taxable property of the county, as per last county assessment roll, to be collected as other county taxes are collected, and paid into the County Treasury; whence it should be apportioned by the County Superintendent to the various districts, according to the whole esti- mated cost of maintaining all the schools, regardless of the number of children.
I would strike out Sections 98, 99 and 100 from the School Law, and exempt no district, poor or rich, great or small, from the require- ment to maintain a uniform term of nine months school; and would amend Section 90, so as to read as follows:
Section 90. The County Superintendent in each county shall, on or before the first Monday in January in each year, furnish to the Board of Supervisors an estimate, in writing, of the cost of maintaining a free school for nine months in each school district in the county, together with the cost of incidental expenses and necessary repairs; and also an estimate of the amount of State school money to which each district will be entitled during the year, and the amount necessary to be raised for each district to support a school nine months, regardless of the number of children.
Section 91. The Board of Supervisors, except in the City and County of San Francisco, of each county, shall annually, at the time of levying other county taxes, levy a county school tax upon the taxable property of the whole county, in which there shall be a deficiency as shown by the written statement of the County Superintendent, for an amount which, together with the State school money to be received, shall be sufficient to maintain all the schools in the county a uniform term of nine months during the year; and said tax shall be equalized and collected in the manner provided for equalizing and collecting State and county taxes.
Section 92. The collector shall pay over the money so collected to the County Treasurer, who shall receive it as a special deposit and pay it over on the warrant of the County Superintendent, in the manner provided for the pay- ment of State and county school moneys. If the Supervisors fail to levy said tax as herein provided, then the Auditor shall levy the amount of said tax as herem provided, and add the tax to the assessment roll. In case the Supervisors and Auditor shall refuse or neglect to levy the amount of tax herein provided, the Superintendent of Public Instruction shall deduct five per cent, from the next suc- ceeding annual apportionment of the State school fund due to that county, and shall withhold it and apportion it to other counties of the State.
Should the Legislature adopt this theory, the rate of county school tax ought not to be a fixed number of dollars on a hundred, all over the State, but it should be adjusted to a certain per cent, of taxable property on the amount to be raised in each county. Some counties would require a greater levy and others less — ^just according to the wealth of the county and the cost of maintaining all the schools, upon the statement of the County Superintendent.
' The entire support of schools by State taxation I do not advocate. My opinion as regards this theory is, that a law authorizing the State to levy a direct school tax upon all the taxable property of the State, suffi-
I
1 872.] JHEORY OF A STATE SCHOOL SYSTEM. 191
cient to maintain all the schools in the State a uniform length of time, would not work equally and uniformly in apportioning the funds to the respective counties, according to the cost of maintaining all the schools, as some of the mountain counties are sparsely settled, having a small amount of taxable property, whilst other counties are richer, having a centralized population. In the wealthier and more populous counties, teachers' salaries and the cost of schooling would be greater than the poorer and sparsely settled counties, and therefore would work hardships. For this reason it would be unjust on the taxpayers of the State for the Legislature to authorize the uniform levy of a school tax outright upon the whole taxable property of the State, sufficient to maintain all the schools in the State a uniform term. This would be giving the State too much authority, and retard the workings of our public school system; consequently the Trustees and patrons of the districts would take but little interest in employing teachers and school- ing the children.
On these grounds I equally oppose a national school system, whose center would be at Washington. A move has lately been made in Congress to establish a national system of education. The policy of this scheme to establish a national system of education is diametrically opposed to the theory and practice of our National Government, to the views of the founders of the Republic, and to a sound political phi- losophy. The people of the respective States want no political scheme established in favor of a national organization for school purposes, cen- tralizing, as it would, at the National Capital, all power to control edu- cational affairs in these United States. A national aid should only be made the means of securing proper State and local action. A national bureau of education such as we now have, for compiling and printing public documents for distribution, is sufficient to co-operate with State systems of public schools, to give them unit}' and efficiency.
Instruction at public expense has heretofore been admitted to be among the matters wholly under State control; and, consequently, the intelligence and general progress of the people of the different sections of the country have varied with the plans, more or less efficiently adopted in different States for the education of the masses. A portion of the school fund had better be raised in the respective counties, as our State machinery is run by county organizations, in raising revenue to keep it in operation. Some counties are rich and nearly out of debt, and others are poor and in debt, and if the State raised the whole school fund, Siskiyou and some other counties would be paying money out to educate the children of Lassen, Fresno, Lake, Mono, Trinity
192 THEORY OF A STATE SCHOOL SYSTEM. [Jan.
and Del Norte, as these counties are badly in debt and have a small amount of taxable property.
By the present system of distribution of the State and county school tax, those parts of the county which have the greater centers of wealth are forced to pay taxes which go to support other parts, whose taxable property is small and the children are numerous. Everybody knows that the taxable property in the towns and cities generally bears greater proportion to the number of children than the wealth in the countryi districts to the number of children in the rural districts. Sacramento,- San Joaquin, Yuba, Sonoma, and a number of other counties, pay' more State school tax than they receive. Agricultural and mining counties increase or decrease the rates of taxes, according to their in- debtedness and the expense of keeping up a healthy organization. Were the rates of county taxation the same in all the counties of the State, this perhaps would not be so great injustice. What is the con- sequence ? Those few counties, having a small amount of taxable property, are obliged to make up the deficit, by local and special taxa- tion, CO maintain schools from three to five months. What is the reason of this great disparity ? San Mateo County has nearly $8,000,000 taxable property, and assesses her property about one-fourth its cash value, thereby cheating the State out of $40,000 State fund annually. San Francisco assesses her property at the rate of about one-tenth, and does not pay so much property tax according to her wealth as interior counties. Interior counties assess about one-third cash value of taxable property. Yet San Francisco advertises that the banks and insurance companies and various corporations have more cash capital on hand than the whole amount of property assessed in the city and returned on the assessment roll.
The theory of a State school system which I have set forth to meet the demands of the times, will be more equal and uniform in taxation, and apply with equal justice to large rural districts sparsely settled, as well as to smaller districts with centralized population, bearing alike upon all taxpayers in each county in the education of the children.
A revenue school law should be plain, simple and stable, and of uniform application everywhere throughout the State. The most serious defect in the present law is, that it fails to secure a full, fair and equal yaluation of the taxable property of the State. The difficulty originates mainly in the effort made by counties to escape their pro- portionate share of the State taxes, and the custom of undervaluing real estate has become so fixed and settled as to call for legislative in- terference.
1872.1 THEORY OF A STATE SCHOOL SYSTEM. 193
Collecting revenue is necessary to the existence of the Government, but a revenue derived by an unequal effect upon the citizen is a curse. A revenue derived by favoring one section or individual is a violation of the principles upon which our Government is based. The collec- tion and disbursement of a revenue being the exercise of sovereign prerogative, if unequal and oppressive is an abuse, therefore an arbi- trary exercise of power.
Our State Legislature at its next session should revise the powers of the State Board of Equalization, so that this Board shall have full authority to compel County Assessors, through the Boards of Super- visors, to conform to the legal, uniform standard of assessing and col- lecting revenue, and not leave them as they are, to their own caprices and contingencies.
As we have a Government, it must be supported and the machinery kept in operation. It, therefore, exacts from the people a portion of their earnings for its support. Obviously these exactions should- be entirely equal and uniform, and every one should pay exactly according to his or her productive success. Entire uniformity should be reached to bear equally upon all. If entire uniformity cannot be reached it should be approximated. The entire property of the State, real and personal, should be assessed at its cash value. The assessment roll should make this exhibit. The cash standard is what it would sell for at cash, if put upon the nearest market.
Taxation will never be uniform throughout the State, so long as each county allows her Assessors to make their own system of assessing revenue. Many have supposed that assessments made upon full cash value would increase the rate of taxation; on the contrary, the rates would be decreased. Suppose the next assessment should be double the aggregate valuation, then the rate per cent, of taxation would be decreased one-half. Fifty cents per hundred dollars on five millions* produces an amount equal to one dollar per hundred on two and a half millions. The way to secure low taxes is to place the properly on the assessment roll at its true cash value.
We need a unity of system in revenue school law, with such super- visory control as may be essential in securing efficiency in execution. No school system can work well or last long without revision, which does not blend itself harmoniously with all the revenue and other laws of the State, depending on local governments for execution. In other words, no system can be made complete except through general reve- nue laws with which it is to have connection.
There should be but one assessment for all taxes — State and County
194 THEORY OF A STATE SCHOOL SYSTEM. [Jan.
and local — one equalization and one collection for all taxes for State and county jurisdiction. The county school tax should be levied by the Boards of Supervisors, assessed and extended on the State and county list, and collected at the same time and by the same officers as the State and county tax. The power to assess, equalize and collect all these taxes, should be lodged in the Board of Supervisors of the re- spective counties, and compelling Assessors to assess all the property in an equal and uniform manner, at its true cash value.
This will do away with district local taxation in the State, and thereby save thousands of dollars. There should be no corporate district division executing the revenue law.
The California School Law is ineffectual in this, that it is compli- cated and inconsistent, and requires too much action on the part of the Boards of Trustees of the various districts in order to meet with a full compliance with the requirements thereof. And when the list of delinquent school tax payers passes into the hands of the District Attor- ney for collection, the assessment and return thereon must have been made strictly in accordance with the law provided in such cases, else no suit can be maintained for the collection thereof
These are some of the principles of a unifornr public school system which occur to us as of vital importance. This construction makes the provisions entirely consistent with each other and with the general framework of the State Government. It will inaugurate a wise and efficient economy in the whole system of public school instruction.
A public necessity has always been felt that something should be done to supply this gap in our system. The recognition of this necessity has often taken the form of legislative expression, bue generally such expression has been so special in extent or character of power, or so limited to particular localities, and the machineiy provided has been so cumbersome and expensive, and, above all, so imperfectly adapted to general State laws which are dependent upon local governments for execution, that failure has followed. May we, therefore, reasonably hope that this question will now be considered upon its merits, and not in the blindness of prejudice and suspicion. If it be clear that the old system of revenue and apportionments of county school funds is best adapted to our w^ants, let us continue it; but let us also ascertain whether the system I have set forth would not still better answer our wants.
We are a progressive people, and let us try expedients in well digested plans and superior systems of public school education. The people of all governments like to follow in the old grooves that were
1872.J COMPULSORY EDUCATION. i95
travelled by generations before them, and made sacred by time, and are loth to give countenance to any innovation or change.
I believe, then, in conclusion, that the question for American states- men is not how little, but how much, can the State properly do for the education of its children — that the one thing most precious in the sight of God and all good men ic, the welfare and growth of the im- mortal mind, and that to secure this, Legislatures should go to the very verge of their constitutional powers, and Courts to the limit of lib- erality of construction, and Executives to the extreme of official pre- ro.Sfative.
COMPULSORY EDUCATION.
[Editor California Teacher — Dear Sir: The enclosed Essay was delivered at our County Institute, and by vote of the Institute Miss Pierce was requested to furnish it for publication in the Teacher.] Respectfully,
H. E. McKiNNEY, Co. Superintendent.]
Mr. Chairmafi, Ladies and Gentlemen .- I have not come before you today with an elaborate Essay, or an eloquence which shall move you to laughter or melt you to tears; but to give you a few of my ideas, hoping to call forth the opinions of the teachers on the most important question now before the State — " Compulsory Education " — important not to educators alone, but to every citizen of this great State, who has its welfare at heart.
" Compulsory Education ! " Harsh, unmusical words do you think, breathing no tenderness, no gentle, loving rule ? Methinks these tw^o words usher in a great and glorious future for our Golden State; an era of moral, social and political prosperity which it has never yet known.
Is this question of " Compulsory Education " entirely a new one .? Has no echo of it ever reached our ears before .'' Let us take a retro- spective glance at the history of nations, a few moments, at their moral, religious and political status; perchance we may find our subject more closely allied with their destinies than we have thought.
National prosperity has been, to some nations, a magnificent bubble that, by its gigantic proportions and splendid colors, has attracted the wonder and admiration of watching nations, only to burst and pass away, leaving nothing but a memory of what it was to the historian; \n hile to others it has become a noble, enduring structure, built of gran- ite, evenly chiseled and finely polished, steadily attaining a height which challenges the respect and emulation of the world. Wherein lies the
196 COMPULSORY EDUCATION. [Jan.
secret of death to the one — immortal fame to the other ? The first dressed itself in robes of tinsel, and rested content in the midnight gloom of ignorance. The foundations of the other were laid deep and broad; no political earthquake could move it from its base. For example, witness Prussia, who for years has been gathering strength, until she has taken her place in the foremost ranks of nations. Wit- ness Germany, which furnishes to the world the brightest lights in science and literature. Has this power been attained by military prowess alone "i Has the needle-gun given to Prussia her power } No! " Compulsory Educatmi" has been the foundation stone of her achievements — a foundation stone secure and eternal. The boys and girls of Prussia are not allowed to eat the bread of idleness, or dwell in the land of ignorance; but from the age of seven till fourteen, for the term of six m.onths of the year, their feet must be treading the path of knowledge. No matter how loudly indulgent parents may cry out, the stern voice of law must be obeyed. And what is the result ? Industry, temperance and economy are found in the land of Prussia.
But, say you : our own country stands in the foremost rank of nations, unrivalled in her public school system, in intelligence, science and industry. What can be done, that has not been already done ^ True, we are justly proud of the place she occupies; she early recognized the fact that education is the foundation stone of success in the national as well as individual life; and the greenest laurels ever given by the hand of Fame, belong to those noble few who founded the first college in the land, the light of which has sent its rays through all the land, from north to south, from the Atlantic to the Pacific, undimmed by the rolling waves of Time. What avails it that we have the best school system in the land; that our teachers are as devoted as mortal men and women can be; what avails this, if only the smaller portion of the children are receiving the benefit; when, out of eight million children, only three and a half are in attendance at our public schools, which, allowing one million attending private institutions of learning, leaves more than three million souls growing up in ignorance under the very shadow of the school-house.? Think of it, parents! Three million souls growing up to fill our State prisons, our reform schools and pauper asylums! Three million souls to make you groan more loudly over the burdens of taxations, for ignorance and idleness are twin brothers.
Ought this to be so .? There is but one remedy: the strong arm of the Law must be outstretched to save these three million by Compul- sory Education, and instead of convicts, give us honest, intelligent, self-supporting citizens. As this is one of the great questions which
1S72.] COMPULSORY EDUCATION. 197
agitates the State at this time, let us look at its moral and political bear- ing on this State alone.
California is rapidly becoming a great State — not with regard to its area in square miles, but its population. The tide of emigration is setting with strong current toward the shores of the Pacific, bringing to us a foreign population, the greater part of whom bring ignorance with them. It is to save the State from the effects of this ignorance, that this law is needed. The greater part of the population of the State is composed of children, and it is not on the men and women of to-day, but on these children, that the future of California depends; but it is on the citizens of the State to decide whether the lads and lassies springing up so thickly around us, and coming to us from other lands, shall bring weal or woe to the State.
CaHfornia has a good school system, but it is an alarming fact, that not more than one half of the children are attending school. What are they doing .? Wandering in the streets in filth and degradation learning profanity and vulgarity, growing up to be unnecessary supports to the lamp-posts, frequenting corner groceries, where good morals are not always found; or, worse still, the low whisky saloons, of which the name is legion — growing up to no manhood, no womanhood, no life — but an existence too terrible to be pleasant to think of.
Such are and will be the men whose votes can be bought for a drink of whisky, or the paltry sum of a few dollars. And what trust can be put in men who are sent by such votes to the highest offices in the countr}^? These men are the malaria of our political life, reaching even now the very lungs of our national life. How long can a nation breathe such air and live .'*
These are and will be the men and women who are tearing asunder the ties of domestic life, and sending firebrands of dissension into the homes of California — who are lowering the morale of the State by placing the circus and theatre and lower class of amusements above the scientific lecture, or the high toned concert or reading.
Parents of California, shall this be the future of your sons and daughters .? Suppose the State interpose her authority, and say that all her children shall attend school six or nine months of the year, what will be the result? The lamp-posts will stand alone; I think they can. The billiard saloons and whisky shops may cry aloud, because their frequenters are few; San Quentin may not have many boarders; the teachers of the Reform School may lack for employment; but the fer- tile valleys of California shall yield double the harvest of golden grain that they now do; the hills shall put on the royal purple of the fruit of
198 COMPOSITION WRITING. [Jan.
the vine; her manufactories shall be known in many lands; her sons shall be noted for their intelligence and wealth; her daughters for their mental w^orth, as well as beauty of face and form.
Let her follow the example of the old Bay State, who long ago made " Compulsory Education " her law. She needs no eulogy. Let her do this, and she shall live forever, the best loved daughter of the Pa- cific— the Queen of the Orient.
Santa Cruz, Oct. 12, 1871.
COMPOSITION WRITING.
Jennie came to me the other day for help in the composition of a school essay.
" I don't know how to begin, or what to say," she said.
"What do you propose to write about.?"
"Rome Imperial and Rome Papal."
" WhatP"
Jennie repeated her subject.
i What do you know about 'Rome imperial and Rome papal.?' "
"Nothing — to speak of."
"Then what makes you choose such a preposterous subject? why don't you try something that you do know something about?"
"I can't choose. The teacher gives out the subjects. She gave out two, and the other was worse than this."
"What was it, pray?"
"The influence of Melody on the Development of the Soul."
" Whew ! Didn't she mean the influence of melody on the activity of the sole ?"
Jennie was shocked at the irreverence.
"She'd take my head off if I hinted such a thing. Why, she kept a lot of us in all day once, just for skipping through the hall on the way from chapel in the morning."
"That was because the melody was absent, perhaps. But this is not a road that leads to Rome, whatever the proverbs may say. You were wise in taking the double-barrelled subject. What do you intend to do with it?"
"I don't know; we have just finished our Universal History, and I suppose the teacher expects us to draw some sort of parallel or contrast between Rome under the Emperors and Rome under the Popes. But I can't; I thought you might give me some hints."
1872.] COMPOSITION WRITING. 199
"So I might, if you give me a month for preparation. I wouldn't undertake an essay on that subject in less time, and writing is my busi- ness. In fact 1 don't believe there are ten men in the country who write anything worth reading, on a subject like that, off-hand."
"Then what shall I do?"
What could she do ? — and the thousands of boys and girls like her set every day to similar impossible tasks — but go to work and wearily con- struct hollow forms of words sufficient to fill the required number of pa- ges, and put so many more obstructions in her way to success in Eng- lish composition.
No one who has not had wide experience of the results of the com- mon style of misteaching the art of wTiting can form any adequate idea of the evil it does and the good it prevents.
I am interested in the literary future of a lady whose ambition is to become an author. She possesses rare genius, a cultivated taste, a fa- cile command of the nervous, racy, idiomatic English, and is a keen observer of society and nature. She is, moreover, brilliant in conver- sation and singularly well acquainted with literature. As a student she stood among the first in one of the best young ladies' schools in the countr)^, where she won special favor for her skill in composition. Today, her school training in that art is the only thing that stands be- tween her and a brilliant and profitable career as a writer. The vicious style cultivated at school — a style which seems inseparable from the pen, and of whose defects no one is more keenly sensible than herself — will cost her years of labor to correct. The \Qry characteristics that the school did most to foster, and never failed to commend, are now her bane; and her case is but one of a multitude, such as every person of editorial experience can point to.
The trouble is, the art of writing is commonly taught wrong end foremost.
" Have something to say, say it, then stop," is capital advice to give a practiced writer, whose flow of words exceed his fertility of thought : but it is not good advice for one that is just beginning the art of writ- ing. To have something to say is the last thing that can be expected of the young writer. The teacher's business is rather to train him in the art of expression, so that he will be able to say well whatever he may have to say in after-years, when he shall have thoughts to express. How is this to be done ? By requiring him to write down, as best he can, the few thoughts that come to him ; or, as is more commonly the case, by setting him to putting together sounding sentences with no thought in them .?
200 COMPOSITION WRITING. [Jan.
Bring the case home to yourself, dear Miss Botherboy. You can see and admire the beauties of a landscape. Could you transfer them to
canvas
And you, Mr. Fashbairn; you can appreciate the fine points of a horse. Could you model a horse in clay, or carve one from a block of marble t
What sense is there in asking the child to do with the pen what you cannot do with the pencil or chisel, when the pen is to him an instru- ment as strange as the painter's or the sculptor's tools may be to you ?
You no doubt have flashes of creative thought now and then. You conceive at times forms of grace and beauty that would look well on canvas or in marble. Could you so embody them .?
"Of course not," you say. "Sculpture and painting pre-suppose long courses of purely mechanical training that I have never enjoyed."
True enough : and is not the same true also of writing ?
Think a moment. You find no great trouble in writing a friend a letter. The mechanical part of writing does not disturb the current of your thought. Would it run smoothly if you were writing with Greek letters ? The forming of our familiar Roman characters requires of the child as much distracting thought as the unfamiliar Greek signs would of you.
The Russian alphabet is beautifully phonetic and complete ; you could learn all the representatives of English sounds in perhaps an hour. Do so: then take your pen in your left hand and try how skill- fully you can compose a poem, say on the Unconditioned — writing it OQt at the same time in Russian characters. It will give you a tolera- ble measure of the enormous task you set before the child when you tell him to write an "original composition" on Virtue or Temperance) or Sliding Down-Hill. * J. R.
One drop of ink will blacken a whole glassful of pure water. So will one evil communication mal^ the whole heart foul. Oh, beware of those evil words! You migM|^op many, many drops of pure water into the inky tumbler, but it wo&:have no perceptible influence. So it will take thousands of good pr^pts and good instructions to root out one evil word .
1872.1 THE SCIENCE OF TEACHING. 201
THE SCIENCE OF TEACHING.
Like object teaching some years ago in San Francisco and other parts of our State, " The Science of Teaching " is becoming a bore. It is in everybody's mouth; it is in every Superintendent's report; it is in every number of our educational journal; it is prated about by ever)' old fogy of a Trustee or parent; it is talked of with looks of " won- drous wisdom" by all the little cubs in school, who have taken their cue from their parents, or picked it up at school meetings; it is harped upon by everybody, whenever schools or school matters are mentioned, just as if there were any such thing in the world as The Science of Teaching. As if the capacities of the children were the same; as if their dispositions were alike; as if the teachers were equally adapted to impart instruction; as if they were equally capable of discovering the natural inclinations, dispositions and capacities of children.
The humbug has been propagated by fanatics; by teachers who succeed in their profession, and establish reputations for themselves, more by assumed airs out of the school-room, by exhibitions of tab- leaux, elocutionary exercises, by words of foreign orthography, of " learned length and thundering sound," than by storing the minds of children with useful knowledge, such as will render them useful, worthy, respectable members of society, when they come to assume the more important duties of life. And those who are high in authority, whose notoriety, perhaps, has been obtained by newspaper puflfs, or by the successful tricks of a dominant political party, — they too, presume upon the simplicity of the " gazing rustics," and give the Science of Teach- ing all the dignity, force and influence of an official name and seal. And this goes to prove the truth of the saying of a celebrated phrenol- ogist, " that great men should be careful in their assertions; for how- ever absurd they may be, they will be repeated and quoted, and hon- ored by some, almost to the end of time."
There is also, another class of people, who will seize hold of a new or popular idea, and herald it forth to the world, as the only secret of success — the grandest discovery of the times. These are the publishers of books, who publish them with no feeling or desire for the benefit or advancement of the human race, but simply and solely for their own selfish ends. And hence we find school officers' reports, circulars, educational journals, almanacs etc., crammed full of articles upon The Science of Teaching.
And the hundreds of teachers of this State, who are dependent more
202 THE SCIENCE OF TEACHING. ' [Jan.
upon the support they give to popular theories and to school officers for their success, than upon the resources of their own minds,' all adopt the prevailing view, without ever considering their own ability to put it into practice, or whether it will redound to their own benefit, or to the benefit of those submitted to their charge. But then, it is popular. It is advocated by superintendents, trustees and professional teachers, and that's enough. In common parlance, " they go it blind." And there are many such teachers who, like the Indian's dog, are good for that as they have never been good for anything else. But they pick up every new fangled hook-em-snavy of school tactics or school govern- ment, and in their Institutes, talk largely of ''The Science of Teaching!'
Now, how can there be such a thing as a science in teaching.? " Science is the result of general laws." No general laws can be made, or observed, in teaching, because, when every instance is an exception, there can he no law. And upon this alone depends the question, whether teaching can be reduced to a science. The intelligence of teachers differs; their dispositions are different; their capacities for imparting knowledge are different; they differ in every trait of human character. Yet each may succeed as well as any other, by his or her own plan and manner of imparting information, or in moral training. And no man can succeed well in teaching, when he is compelled to proceed by rules and theories that are obnoxious to his feelings, contrary to his principles of right, and in direct opposition to the characteristics of his nature.
Again, the same differences exist in the pupils that we find in the teachers. No two have the same disposition; no two have the same amount of intelligence; no two have the same capacity for acquiring information, and no rule or law can be applied to all alike.
And the parents (especially those of California) are an obstacle in the way of teaching by rule. They do not train their children at home, in the same manner. And how can a science in teaching be applied to children, trained and brought up differently in every particular } There is no science, there can be no science in teaching. A teacher must rely upon his own head, upon his own ingenuity, upon his own ability, to discover the disposition and natural intelligence of .his scholars.
Vv^here was this lately discovered science, when the great minds of old were produced .? The " poor scholars " of Ireland and England are fine illustrations of the efficiency of the good, old-fashioned, plain, common sense way of teaching. They were subjected to no regular system or science, but obtained their education by travelling from one school district to another, and living upon
1872.] THE SCIENCE OF TEACHING. 203
the hospitality of the people. And yet they all became, with scarcely an exception, statesmen, orators, poets, sculptors or war- riors, of considerable distinction. Where was the science of teach- ing when INIilton, Swift, Burke, Grattan, Shakspeare, IMoore and O'Connell were produced ? Where was the science of teaching that produced the first Napoleon, not more distinguished in arms than in letters ? Where was the science of teaching that produced Lincoln, Chase, Sumner, Theodore Parker, or Robert Lee ? It was the good hard sense of the times. People had not become so methodical. Everything was not done, in those days, by the square and compass. The genius of man was left free, untrammeled by the rules of a bogus fashionable science, and teachers were selected for- their high moral worth, for their intelligence, their learning, their energy, and their ability to impart instruction.
They were not employed as now, with the consolation that "they would do; they could do nothing else, and perhaps they could teach;" not because they were time-serving, and could easily adapt themselves to the fashions of different communities, which required them to be a devil here and a deacon there; not because they were snobs, capable at most, of putting in their time and drawing their pay. But because they were men, live ?nen, who knew their duty to their God, their coun- try and their fellow-men, and were ready, willing and able to perform it. It was then that the profession of teaching was not second to any other in the land.
The "Science of Teaching" is a sham — an imposition upon the parent, and an injury to the rising generation.
Boston.
For standard Watches, that you can time a fast horse on a race course with, or by which engineers can run a railroad train, we recommend those of the Norton Watch Factory, 86 Nassau street. New York. — Illusirated Nexvs, New York.
I recommend, with pleasure, my worthy friends of the Norton Watch Factory. — Rev. y. Bostvell Cook.
We will send you any Watch the Jeweller of your town may have, at one-half the price he charges.
How TO Get a Watch of any kind for Nothing. — One Watch free as premium (besides your profits) for every club of six. Write to the factory for lowest prices ever oftered.
EDITORIAL TABLE.
COUNTY SUPERINTENDENTS, ELECTED SEPT. 6, 1871
Alameda — Rev. W. F. B. Lynch (re-elected), San Leandro P. O.
Alpine — John Bagnall, Silver Mountain.
Amador — Rev. S. G. Briggs (re-elected), Jackson.
Butte — Thomas H. Steele, Forbestown.
Calaveras — J. H. Wells (re-elected), San Andreas.
Colusa — E. J. Edwards, Colusa.
Contra Costa — H. S. Raven, Walnut Creek.
Del Norte —
El Dorado — Whitman Hill (re-elected), Placerville.
Fresno — T. O. Ellis, King's River.
Humboldt — James B. Brown (re-elected), Eureka.
Inyo — John W. Symmes (re-elected), Independence.
Kern — Rev. J. H. Cornwall (re-elected), Linn's Valley.
Klamath — A. Hartz, Sawyer's Bar,
Lake — Mack Mathews (re-elected). Lower Lake.
Lassen — Z. N. Spalding, Susanville.
Los Angeles — W. M, McFadden (re-elected), Anaheim.
Marin — Samuel Saunders (re-elected), San Rafael.
Mariposa — David Egenhoif, Mariposa.
Mendocino — J. W. Covington, Ukiah City.
Merced— S. W. P. Ross, Snelling.
Mono — J. S. Kirkendale, Colville.
Monterey — S. M. Shearer, San Juan.
Napa — Rev. G. W. Ford (re-elected), Napa City.
Nevada Watson, Nevada City.
Placer — John T. Kinkade (re-elected), Auburn.
Plumas — J. H. Adman, Meadow Valley.
Sacramento — Samuel H. Jackman, Sacramento.
San Bernardino — John Brown, Jr., San Bernardino.
San Diego — B. S. McLafferty, San Diego.
San Francisco — J. H. Widber, San Francisco.
San Joaquin — W. R. Leadbetter (re-elected), Stockton.
San Luis Obispo — P. A. Forrester (re-elected), Cambria,
San Mateo— H. E. Jewett, Redwood City.
Santa Barbara — J. C. Hamer (re-elected), Santa Barbara.
Santa Clara — G. F. Baker, San Jose.
Santa Cruz — H. E. Makinney (re-elected), Santa Cruz.
Shasta — W. L. Carter (re-elected), Shasta.
Sierra — A. M. Phalin, Port Wine.
Siskiyou — Grove K. Godfrey (re-elected), Yreka.
Solano — Wm. H. Fry (re-elected), Vaca Station,
Sonoma — George W. Jones (re-elected), Santa Rosa.
Stanislaus — James Burney, Modesto.
Sutter — J. H. Clark (re-elected), Yuba City.
Tehama — F. A. Vestal, Deer Creek,
I
1872.] EDIJORIAL TABLE. 205
Trinity — Wm. C. Lovett, Weaverville. Tulare — S. G. Creighton (re-elected), Visalia. Tuolumne — Rodney de Haven, Sonora. Yolo — Giles N. Freeman, Woodland. Yuba— H. T. Batchelder, Pine Creek.
AGASSIZ AMONG THE SCHOOL TEACHERS— WORDS TRUE AND PLAIN.
Professor Agassiz attended the late session of the Massachusetts State Teachers' Association, and made an address, in which he said some things that were pointed and true, and which are worthy of the attention of all educators in our country. Professor Agassiz's remarks indicate the prevalent tendency of advanced thinking on education. He was greeted with applause as he stepped to the front of the platform. He said:
Fellovi^-Teachers — I speak to you this evening with a diffidence unusual to me; for it is my custom to speak upon those subjects with which I have become familiar by study. Yet, as I am about to return to Europe, perhaps never to return, an experience of more than fiftv years in teaching may justify an attempt to make some suggestions to you, who have already learned so much by your own experi- ence. 1 intend to speak of some of the defects of our public schools, and this subject renders me diffident.
We are too well satisfied with what our public schools have accomplished, and too proud of them. They have accomplished much; they have secured to us our republican government; but they have not produced among the masses of our people that culture which is the proper product of good schools. Proof of this lack of culture is evident wherever men gather in public places. The language we hear in our streets, the language and the manners of a large proportion of those who graduate at our public schools, give evidence of this lack of culture.
The methods of teaching are defective. I cannot approve that method which tends to the exercise and development of little else than the memory.
Another evil of our system is, that classes and schools are too large. When I see the large school -houses in which hundreds of pupils are gathered, I am often painfully reminded of the crowded barracks of soldiers. In these school build- ings, the large classes placed under the care of one teacher necessitate a mechan- ical uniformity, and prevent the teacher from adapting himself to the individual wants of his pupils.
Another defect is found in the way in which we apportion to the teachers the branches to be taught. We require one teacher to teach too many branches. One man cannot know everything. When so much is required of one teacher, he ought to be a walking cyclopedia. Since this is impossible, text-books are re- sorted to. Most of these are worthless; th*y are made by book-makers, and put up in a form that will sell well. They are made for the purpose of making money. The pupil needs to be taught, not by the unmeaning phraseology of text- books, but by the living, loving voice of a teacher.
Again, we need more teaching of the things themselves, in place of the verbal exposition of things. Normal schools should be furnished with the means of fitting teachers to teach the elements of the physical sciences. Teachers should be prepared to unfold to pupils, in a clear manner, the history of the earth. They should become skillful in teaching the elements of mineralogy and chemistry. Why so much time spent in studying grammar ? Did Homer study any gram- mar ? Or did Cicero finish his masterly orations by the rules of any treatise upon grammar ? These men produced their inimitable works when technical grammars were yet unwritten.
The public are demanding, and will soon imperatively demand, that those
2o6 EDITORIAL TABLE. | Jax.
teachers should be employed who can open the book of Nature and teach from its pages.
The great fact is now beginning to be realized that the knowledge of nature has conferred upon man a power that all the classic literature and famous art of antiquity failed to bestow.
I
EL DORADO COUNTY TEACHERS' INSTITUTE.
The teachers of El Dorado County held an interesting Institute, November 27th to December ist. The report of the exercises in the Mountain Democj-at gave us a fresh feeling of regret that we could not accept the invitation to be present. Among the resolutions adopted we observe the following:
Resolved, That as teachers we recognize the superior merits of Monteith's Series of Geographies, Robinson's Series of Arithmetics, McGuffey's Series of Readers, and Swinton's Condensed History of the United States; and endorse the action of the State Board of Education in introducing them as text-books into the Common Schools of this State.
Resolved, That in the opinion of this Institute, Willson's New Speller should be substituted by the State Board for Willson's Larger Speller, as a text-book in our Common Schools, and that the County Superintendent of this county be requested to call the attention of the State Board to this resolution.
Resolved, That it is the sense of this Institute that teachers should be allowed, by proper authority, at least one week in each term for visiting schools in the several Districts of the county.
MAKING SCHOOLMASTERS IN GERMANY.
The following will interest our professional readers. The process of maki schoolmasters in some places we know is shorter and easier:
" We will endeavor to indicate the career of an intelligent village lad who having, at the age of fourteen, completed his school course, resolves to become schoolmaster. If in Saxony or Silesia, he enters a training school called " pro- seminar," because preparatory to the seminary or normal school ; if in Prussia, he enters the house of a private tutor, probably the local schoolmaster or clergy- man. At the age of eighteen he proceeds to the seminary, where he is to spend three years ; the first and second to be devoted, accordmgtoan elaborate scheme, to all subjects he will have hereafter to teach ; the third to be spent in teaching, under the supervision of the director of the seminary, in the " practicing school," which is simply the nearest primary school. While in the seminary, he is sub- ject to stringent discipline. He makes his own bed and cleans his own room ; he pays for his board and lodging — t^e former being of a very homely descrip- tion, and valued at eightpence or ninepence a day — and provides his own bread. At the end of the year he presents himself for his first examination, which is con- ducted by the authorities of the college, under the superintendence of the school councillor. This examination embraces religion, language, arithmetic, writing, drawing and singing, and is partly oral and partly on paper. The performances of the candidates are estimated with great precision, and certificates are given to all who acquit themselves satisfactorily. The teacher is now taken in charge by the department-councillor, who appoints him to vacancy in his district. He holds, however, only the position and the title of provisional teacher, full status and rank of schoolmaster being withheld until he has passed a second examination, held three years after the first. This examination is rather an investigation into character and conduct than into attainments. When his last ordeal has been passed, the teacher takes the oath of allegiance and receives a definite appoint- ment as master of the school."
i872.]
EDITORIAL TABLE.
207
POPULATION OF ALL CITIES IN THE UNITED STATES CONTAINING 25,000 PEOPLE.
POP. 1870. POP. i860. PRCTINC
I
2
3 4 5 6
7 8
9 10 II 12 13 14 15 16
17 18
19 20 21
22
23 24
26 27 28 29 30 31 32 33 34 35 36 37 38 39 40
41 42 43
44 45 46
47 48
49
50 51
52
New York 942,292 805,651 17
Philadelphia 674,022 565,529 19
Brooklyn 396,099 266,661 48
St. Louis 310,864 160,773 93
Chicago 298,977 112,171 167
Baltimore 267,354 212,418 26
Boston 250,526 177.840 41
Cincinnati 216,239 161,044 34
New Orleans 191,418 138,670 38
San Francisco I49>473 56,802 163
Bufifalo 117,714 81,129 45
Washington 109,199 61,122 79
Newark 105,059 7i>94i 4^
Louisville 100,753 68,033 48
Cleveland 92,829 *43>4I7 IH
Pittsburg 86,076 92,217 75
Jersev City 82,546 29,226 182
Detroit 79,577 45.6i9 74
Albany 76,216 62,367 22
Milwaukee 7i,440 45,246 58
Providence 68,904 50,666 36
Rochester 62,386 48,204 29
Alleghany 53>i8o 28,702 85
Richmond 51,038 37.907 35
New Haven 50,840 39^267 29
Charleston, S. C 48,956 40,467 21
Indianapolis 48,244 i8,6ii 159
Troy 46,465 39,232 18
Syracuse 43,051 28,119 53
Worcester 41,105 24,960 65
Lowell 40,928 36,827 1 1
Memphis 40,126 22,621 78
Cambridge 39,634 26,060 52
Hartford 37,i8o 29,152 27
Scranton, Pa 35,092 9,223 280
Reading, Pa 33,930 23,162 45
Paterson 33,579 19,585 7i
Kansas City 32,260 4,4^8 630
Mobile 32,034 29,258 9
Toledo 31,584 13,768 129
Portland .\ . . 31, 413 26,341 19
Columbus, 0 31,274 18,554 68
Wilmington, Del 30,841 21,258 45
Dayton, O 30,473 20,081 52
Lawrence, Mass 28,921 17,639 64
Utica 28,804 22,529 28
Charlestown, Mass 28,323 25,065 13
Savannah 28,235 22,292 27
Lynn, Mass 28,233 19,083 48
Fall River, Mass 26,766 14,026 91
Springeld, Mass 26,703 15,^99 76
Nashville, Tenn 25,865 16,988 52
2o8 EDITORIAL TABLE. [Jan.
RULES FOR GRANTING CERTIFICATES.
Though we have acted on a Board of Examination for several years, we have never dismissed a class of applicants without feeling sure that some member of it had fallen below his or her actual desert in the apparent results of the examin- ation. Not always do the best intellects and the truest culture command the highest percentages. Yet, as matters stand, the character of our examinations must be chiefly technical ; it cannot be helped. The individual who recently wrote us an abusive anonymous letter from San Jose evidently felt sincerely that he had a just cause of complaint against the late State Board, and especially the Chairman thereof ; and we fear that his was one of the cases in which technical justice did not fully accord with equity. If so, we regret it, though we are not justly blamable, we think.
We have given this subject much thought, and would be glad to discover some method by which our examination should give a wider margin for the use of com- mon sense, and bring out the evidences of the general culture of applicants. This can be done satisfactorily, however, only by oral examinations, and the record of the results of an oral examination would in too many cases furnish very unsatis- factory data upon which to issue Certificates or Diplomas. As hereafter the State Board will have the services of two women, we shall hope for real improve- ment in the style of questions used in examinations. Nobody is more sensible than a sensible woman.
In the December number of the Pennsylvania School Journal, R. Chadwick has a suggestive article on "Fixed Rules for Granting Certificates," which we think worthy of quotation;
" Every examiner must be guided by rules of some sort, either general o;- r^iv^ciab in granting or refusing to grant teachers' certificates. Some county superinten- dents fix the number of errors as an absolute rule in marking provisional certifi- cates. We think that not only the number of errors, but also their nature and degree ^o\\\A be considered. We once heard a county superintendent say that he should refuse a certificate to every teacher who failed to answer correctly one- half the questions propounded. This rule would not seem too rigid, if the ques- tions or demands were not too difficult and intelligibly expressed.
We will illustrate our views by a few examples : Suppose an examiner should pronounce the word etiquette, and one teacher should spell it " etequette," and another should spell it " ettyket." Both modes of spelling the word would be incorrect, but could it be said that they are equally incorrect ? Or, if the solu- tion of a problem should be required, and one of them should be in error one- fourth of a cent, and the other one thousand dollars, there would be a vast dif- ference in the amount or degree of error. A failure to spell, pronounce, or define the word gender, would be a strong indication of great ignorance in a teacher ; but a failure to spell, pronounce or define some word of difficult orthography, and one that is rarely used, would not indicate such ignorance.
But a still greater objection to this mode of using fixed rules, we think, is when an examiner asks a question or makes a demand requiring several different answers, pronouncing it incorrect unless a-// the answers are precisely right. For example- Suppose two examinees should be required to give the name and state the location of eight seas, in or bordering on Europe. One of them names all correctly, and gives the location of all bul one, while the other is unable to give either the name or location of any of them. To simply mark them both as erroneous, without any credit to the one who came within one-sixteenth of the full and correct an- swer, would be very unfair.
We are decidedly of opinion that many things ought to be taken into considera- tion in order to mark certificates properly."
72.] EDITORIAL TABLE. 209
THE STATE LEGISLATURE.
Already several important measures affecting education have been introduced into the Legislature. Several Compulsory Education bills have been presented. Senator Larkin has presented a bill instructing the Committee on Education to prepare an Act providing for State taxation for a six months school in all the Districts of the State. Nothing will probably be done of importance until after the holidays, then, we hope, the right measures will be " put through " in proper shape.
Following are the Committees on Education in the two Houses: Senate — Messrs. Tuttle, Pendegast, Gwin, Perkins, Finney. Assembly — Messrs. Wright, Wood- ward, Everett, Berry, Dannals.
THE TWO MUST GO TOGETHER.
Universal suffrage and universal education must go together. Every day's de- jlopments show what a terrible engine of evil is the ballot in the hands of an jaorant and depraved people. No one has spoken more forcibly on this point i]an Horace Mann :
The human imagination can picture no semblance of the destructive potency of the ballot-box in the hands of an ignorant and corrupt people. The Roman co- horts were terrible; the Turkish janizaries were incarnate fiends; but each was powerless as a child for harm, compared with universal suffrage without mental illumination and moral principle. The power of casting a vote is far more formidable than that of casting spear or javelin.
On one of these oft-recurring days, when the fate of the State or the Union is to be decided at the polls, when over all the land the votes are falling thick as hail and we seem to hear them rattle like the clangor of arms, is it not enough to make the lover of his country turn pale to reflect upon the motives under which they be given and the consequences to which they may lead ? By the votes of a few wicked men, or even of one wicked man, honorable men may be hurled from ihce and miscreants elevated to their places; useful offices abolished and sine- ires created; the public wealth, which had supported industry, squandered upon mercenaries; enterprise crippled, the hammer falling from every hand, the w^heel stopping in every mill, the sail dropping to the mast on every sea; and thus capi- tal, which had been honestly and laboriously accumulated, turned into dross. In fine, the whole policy of the Government may be reversed and the social condition of millions changed to gratify one man's grudge or prejudice or revenge. In a word, if the votes which fall so copiously into the ballot-box on our days of elec- tion emanate from wise counsels and a loyalty to truth they will descend like lienediction from Heaven, to bless the land and fill it with s-ong and gladness such as have never been known upon earth smce the days of paradise; but if, on the other hand, these votes come from ignorance and crime, the fire and brimstone that were rained on Sodom and Gomorrah would be more tolerable.
Curious Facts about Words. — An educated Englishman, who has been at a public school and at the university, who reads his Bible, his Shakespeare, and the Times, seldom uses more than 3,000 or 4,000 words in actual conversation. Close reasoners and thinkers, who avoid general expressions and wait for the word that exactly fits their meaning, employ a larger stock, and eloquent speakers may rise to the command of 10,000. Shakespeare produced all his plays with 15,000 words, Milton's works are built up with 8,000, and the Old Testament says all that it has to say with 5,642 words.
210 EDITORIAL TABLE. [Jan.
EDUCATIONAL ITEMS.
Renewing Certificates — A Sensation. — A resolution passed by the new State Board of Examination, declaring its purpose to grant no renewals, has pro- duced quite a sensation in teaching circles. We advise all concerned to keep cool. This thing will develop itself so that all v/ill understand its object, and due credit will be awarded all round. Keep cool.
Deputy State Superintendent.— Superintendent Bolander has appointed as his Deputy, Mr. Gamier Tracy, brother-in-law of ex-Superintendent Swett. Mr. Tracy has some knowledge of the duties of the position, from former connec- tion with the office, we believe.
"The Science of Teaching." — There is an earnest, honest roughness about our correspondent who writes under this heading that is refreshing. There is much truth in what he says. He talks as plainly as did the great Agassiz at the late Massachusetts Teachers' Association.
Professor C. C. Gumming. — We do not know whether to express regret or satisfaction at this eminent teacher's change of location. He leaves the position of Instructor at the State Prison to take charge of the Gollegiate Institute at Los Nietos, Los Angeles county. It will be difficult to fill his place at the State Prison, for that is a work requiring a man of peculiar qualifications, professionally and morally. The Professor suited it perfectly. We predict for him success and popularity at Los Nietos. We know him, and we know that people.
Delinquent Gounty Superintendents. — Delinquent in what particular ? In not complying with the* late State Supermtendent's request that they would furnish short accounts of the history, condition and wants of the public schools in their respective counties, to be published in the forthcoming Biennial Report from this Department. The few who did comply, will accept hearty thanks. The others may — well, we hope they feel badly enough without a scolding.
Who? — Who are the Gounty Superintendents elect of Galaveras and Del — Norte ? Their names have not yet reached this office. J|
State Board of Examination.— A new State Board of Examination has
been appointed, as follows: John Swett, Miss Kate Kennedy, Miss Austin,
Prof. W. J. G. Williams; Superintendent Bolander, ex-officio Ghairman. The Board needed reconstruction. The former Board had for three years consisted of Profs. Bolander, Williams and A. L. Fitzgerald, Mr. M. M. Scott, and Supt. O. P. Fitzgerald, ex-officio Ghairman. After his nomination for State Superin- tendent, Prof. Bolander resigned; Mr. Scott went to Japan to teach the Japs; Prof. A. L. Fitzgerald took the Presidency of a Gollege at Santa Rosa, leaving only two members in San Francisco ready for duty. Not wishing to reorganize the Board during the short interval before the accession of the new administration, the late State Superintendent forebore to make any new appointments until the pressure of work before the Board demanded help, when Mr. Bernhard Marks, of the Lincoln School, was appointed. With the ready zeal characteristic of the man, he consented to serve, and rendered valuable service, which is gratefully acknowledged. The only agency the old Board had in the last quarterly exam- ination, December 7-11, was the printing of the Questions, which was done on the order of the late State Superintendent. They were prepared by the new
1872.] EDHORIAL TABLE. . 211
Board, and sent to the County Superintendents by the present State Superin- tendent.
What do You Think of This ?— The New England Association of Super- intendents of Public Schools, at a recent meeting held in Boston, passed the fol- lowing resolution, which was offered by J. D, Philbrick:
^'■Resolved, That we consider the practice of marking the merit of the daily recitation of the pupils as objectionable, and recommend its discontinuance. We, j however, approve and recommend marking the merit of written examinations." I This is a new departure — in the direction of common sense, or the contrary ? i Opinion is divided in the East. A good topic for a County Institute.
State Superixtendent of Missouri. — The Rev. John Monteith has been appointed State Superintendent of Public Instruction, in place of Ira Divoll, de- ceased. Said to be a good appointment — a good man, and competent.
State Superintendent of Kentucky. — The Rev. Dr. H. A. M. Henderson was elected Superintendent of Public Instruction of Kentucky at the last election by an overwhelming majority. Dr. Henderson is a man of liberal ideas and lib- eral culture. A better man for the place could not have been found in the State.
"Correcting" a Lady Teacher. — A very singular assumption of»personal prerogative recently occurred at Princeville, Illinois. A lady teacher there, Miss Potter, for some reason, felt under obligations to punish one of her scholars. Whether the punishment was mild or severe, we are not informed. However, it offended the father of the child, who procured a rope, proceeded to the school- room, and seizing Miss Potter, put the rope around her neck and endeavored to hang her on the door. Some men passing saw the struggle between the two in time to rescue the lady and arrest the self-appointed executioner. In California, instead of trying to hang lady teachers, such men have them abused in scurrilous newspapers. The Princeville idea is less unmanly and mean.
Moving On. — The Regents of the Iowa State University have appointed two women on their Examining Committee for the ensuing year — Mrs. Ellen A. Rich, in Mathematics, and Miss Mary Johnson, in the Normal Department. The first instance of the kind, we believe. It will not be the last.
Compulsory Education in Texas. — Compulsory education has been adopted in Texas. A term of schooling, not less than four months in each year, is re- quired of "all the scholastic population." The School Directors of the several districts may separate the blacks and whites, if, in their judgment, " the peace and success of the school, and the good of the whole m.ay require;" or they may "require the attendance of the blacks and whites in the same school." There has been a great deal of "compulsion" in that quarter of late years. It is not altogether safe for California to make Texas her model in educational matters just yet.
Chinese at Cornell. — The class in Chinese at Cornell University is con- stantly increasing in size and interest. It is proposed to add a chair of Asiatic languages. (There are no Chinese in the University of California.)
British India. — The educational statistics of British India show that the school-going population, calculated on the basis of one-sixth of the whole, ought to be 25,000,000. It is only 1,960,000. Nearly 166,000 natives are now annu- ally being taught English.
212 EDITORIAL TABLE. [Jan.
Mechanical and Industrial Drawing. — In compliance with the Act of the Massachusetts Legislature to provide for free instruction in mechanical and industrial drawing, Boston has begun the work by providing accommodations at the Institute of Technology for about 600 students, who are now under instruction four evenings in each week. Hundreds of applicants have been turned away for want of accommodation. San Francisco is moving rapidly in the same direction. It is generally desired that drawing should be made a staple branch of study in the public schools of California. The public schools of the United States are more deficient in this branch than any other.
Indiana has the largest school fund of any State in the Union — nearly $10,000,000. Her school law is far from being the best, however. Money alone is not sufficient to make good schools.
Minnesota, however, will probably have a larger school fund when all her resources shall have been realized. For the support of her common schools, 3,000,000 acres have been set apart; 375,000 acres have already been sold for $2,500,000. It is estimated that the whole amount of land, when gold, will pro- duce a permanent fund of $18,000,000.
Progress of Toleration. — English Universities are now thrown open to all, and recently, for the first time since their institution, the degree of Master of Arts has been conferred upon a Roman Catholic and a Jew. It is difficult for us here in the Free West to believe that such bigotry has survived to a period so recent.
The German Universities are filling up since the war. In eight of them> during the last term, over 7,000 students were in attendance.
Nova Scotia has followed the example of Ontario, and adopted a system of unsectarian public schools, to be supported by direct taxation.
The Library of Congress contains now 167,668 bound volumes, besides about 30,000 pamphlets. The operation of the new copy-right law has increased the library during the past year to an unusually large number. Upward of 5,000 copy-rights have been recorded in the Librarian's office during less than six months.
A Sensible Governor — Uniformity of Text-Books.— At a recent Teachers' Institute, Governor Padelford, of Rhode Island, said: "Better wages should be paid teachers. A uniformity of text-books should be required all over the State." The Governor of " Little Rhody " is sound on both of these questions. California is leading the way in some things.
Men's Rights — What Now? — The Trustees of Vassar College have refused to receive two respectable young men who applied for admission.
Hon. W. D. Henkle, State School Commissioner of Ohio, resigned his office before the expiration of his term to take the Superintendency of the Salem (Ohio) schools, at a larger salary.
Not Alarming, — Commenting upon the alleged fact that the salary of Presi- dent Eliot, of Harvard College, is $3,200, and that of the chief cook of the Parker House $4,300, the Boston Traveller says: "There is nothing very alanning in that statement; it only suggests that there are more men fitted for the presidential chair of colleges than are capable of taking charge of the kitchen of a first class hotel." This is not the pedagogical view of the matter.
1S72.] EDITORIAL TABLE. 213
Swinton's Condensed United States History. — Of this popular work the Chicago Schoolmaster says: " We hail this history as one that can be studied by the boys of Massachusetts and South Carolina with equal pleasure."
Women Doctors in Russia. — The Emperor of Russia is favorable to the ad- mission of women to the medical classes of the University of Helsingfors. He has given public intimation of the fact.
Education in Russia. — The statistics just published by the Russian Depart- ment of Education, show that the efforts of the Government to raise the educa- tional status of the Empire are sadly needed. In Siberia, only one person in 664 is under schooling; in the southern provinces, one to 532; in the three Old Rus- sian provinces, having no school boards, one to 471; in the Old Russian provinces having school boards, one to 168; in the Kingdom of Poland, one to 31; in the Baltic provinces, one to 19.
Not a California Teacher. — A teacher attending an Institute, while a dis- cussion was going on about the propriety of conceding to patrons in the matter of methods of teaching and subjects to be taught, said : '* Some likes me to teach the earth is round, and some likes it flat. / teaches it both ways.''^ Another, being asked what plan he adopted in the absence of globes to illustrate the shape of the earth, said: " I show 'em my head."
Von Raumer, the German historian, is 90 years old. He has been a Professor of the University of Berlin 53 years. Some of these old book-worms live to a fine old age. They rarely starve in any country.
Pensions for Teachers. — In the report of the Minister of Public Instruction for the Province of Quebec, we notice a feature to which the attention of the United States Government or the individual State Legislatures has never been called. At least no such provision has been made for teachers. We refer to a "List of Pensions awarded to Superannuated Teachers," from which we learn that over one hundred and seventy teachers were pensioned in 1869. Two of these had taught for twenty-two years, five for twenty, and thirty-three for fifteen or more. The richest and ripest portion of their lives had been devoted toothers. It argues well for any community or nation to see that its aged servants are pro- vided for during their helpless years, whether their calling pertains to the minis- terial, military, or educational service.
In Sweden, teachers who have attained the age of sixty, and have served thirty years, also those who are incurably sick, receive a pension equal to sevety-five per cent, of their salary. They also receive a pension, though of less amount, at the age of fifty-five, if they have served twenty-five years.
In Norway, a small piece of land is set apart for the schoolmasters to cultivate, in addition to their regular salary. At least one teacher in every district is pro- vided with a dwelling-house for himself and family, with land enough to pasture at least two cows, and lay out a small garden. Government land is to be pur- chased in preference for this purpose ; but if this cannot be had in the district, other land is to be obtained for the schoolmaster at a reasonable price.
Sweden. — The Gymnasium (seminary of learning) was first established in Sweden, at Westeras, in 1620. (Three quarters of a century earlier many of the kings, Gustavus I., officers, and provincial governors, could neither read nor write.)
TABLE OF CONTENTS.
PAGE.
Theory of a State School System 185
Compulsory Education 194
Composition Writing ig8
The Science of Teaching 201
Editorial Table 204
County Superintendents 204
Agassiz Among the School Teachers. .. 205
El Dorado County Teachers' Institute. 206
PAGE. Making Schoolmasters in Germany. . . . 206 Population of all Cities in the United
States containing 25,000 people 207
Rules for Granting Certificates 208
The State Legislature 209
The Two Must Go Together 209 !
"^"'^' '1
Any readers of this journal who have in their possession spare copies of the Bi- ennial Report of the Superintendent of Public Instruction for 1868-69 will confer y a great favor upon the undersigned by forwarding them to this office. And if any friend has a copy of said document that he can spare, I most earnestly ask him to send it on at once.
O. P. Fitzgerald, "Cal. Teacher."
^^ Wanted — A situation for an excellent Teacher, who is the holder of a State Diploma, has had several years experience, and can furnish the most satisfactory testimonials. Trustees or others needing the services of a good teacher will address Dr. O. P. Fitzgerald, San Francisco, to whom reference |
may be made.
1^=" THE WOMAN'S PACIFIC COAST JOUENAL, by Mes. C. F. Young, M. D., is a Health-reform and Temperance paper, designed to teach people to live so as to avoid sickness, and how to cure the sick by natural means without the use of medicine.
In the opinion of leading health-reformers it is one of the best — some say "the very best" — of the six health journals in the United States. Sixteen quarto pages, book paper, $1.50 per annum; 10 copies, $12; 21 copies, $20; specimen numbers, 10 cents. Address " Woman's Journal," box 1501, San Francisco.
PERSONS or BOTH SEXES AEE ; thoroughly fitted for business pur- ' suits, or for telegraphic operators, at 1 this institution. The scholarships ' of this school are good for tuition in | the thirty-six Bryant & Stratton Col- ; leges. Young men are practically ' educated for Bankers, Merchants, I Clerks and Bookkeepers by the most j thorough course of actual business \ training ever introduced into any 1 school on the Pacific coast. Sessions ! _ continue day and evening throtighout ' the entire year. Students cm enter at any tiuit. just the course of study for young men i in all walKs ui liff who wish to succeed. For full information regarding the school, call lit the College Office, 24 Post street, or send for Heald's College Jovenal, published monthly, and sent free to all by addressing
E. P. HEALD,
President lousiness Colleg-e, San Francisco.
CALIFORNIA
State Normal, School.
BOARD OF TRUSTEES.
H. H. HAIGHT Governor
0. P. FITZGEEALD Superintendent of Public Instmction
C- T. EYLAND San Jose
A. J. MOULDER : San Francisco
H. 0. WELLEPt San Jose
JAMES DENMAN San Francisco
J. H. BEALY San Jose
TEACHERS.
Eev. W. T. Lucky, A.M Principal
H. P. Caelton Vice-Principal
Miss E. W. Houghton Assistant
Mrs. D. Claek Assistant
Assistant
COURSE OF STUDY. To secure admission into the Junior Class, applicants must pass a satis- factory examination before tbe Board of Examination in the county in which they reside, on the follo\s-ing subjects, viz. :
Orthography, Eeading, Penmanship, Common School Arithmetic, English Grammar, Geography and Composition.
Junior Class — First Session.
* Arithmetic — Eobinson's Higher.
* English Grammar — Brown's. "^Geography — Monteith's.
* Beading — McGuffey's 5th Eeader.
* Orthography — Willson 's. Moral Lessons — Cowdery's. Mental Arithmetic. Analysis and Defining.
Junior Class — Second Session,
* Algebra — Eobinson's Elementary. *English Grammar — Brown's. Geometry— ^A-Avks' Elements. Physiology — Cutter's.
*[/. S. History — Quackenbos'.
Vocal Culture.
Book-Keeping — Payson, Dunton & Scribner's Single Entry.
Natural Philosophy — Steele's.
ercises during the Junior Year — Penmanship; Object-Lessons; CaHsthenics; School Law; Methods of Teaching; Vocal Music, Drawing, Com- position, Declamation and Constitution of United States and California.
To secure admission into the Senior Class, applicants must be regularly promoted from the Junior Class, or pass a thorough written examination, conducted by the Normal School Board of Instruction, on those studies of the Junior Class marked with an asterisk, and an oral examination in Natural Philosophy and Physiology.
Senior Class — First Session,
Algebra — reviewed.
Physiology — reviewed.
Natural Philosophy— QTiackenhos*. \
Bhetoric — Hart's.
Natural History — Tenney's.
Vocal Culture — Eussell's.
Book-Keeping— J^ ay son, Dunton k Scribner's Double £ntl*y4
Seniob Class — Second Session. Arithmetic — reviewed.
Geometry, Irigonometry, and Mensuration — DaYies'. Botany — Gray's. Fhydcal Geography — ^Warren's. M ental Philosophy — Upham's. English Literature — Collier's. Astronomy — Loomis' . Chemistry — Steele's. General Exercises — Same as in the Junior Class.
REGULATIONS OF THE NORMAL SCHOOL.
1. All pnpils, on entering the School, are to sign the follo-vving declaration: ""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,"
2 To enter the Junior Class male candidates must be seventeen years of age ; and female candidates sixteen. To enter the Senior Class they must be one year older.
3. All applicants are required to present letters of recommendation from the County Superintendent of the county in which they reside. The holders of first or second grade teacher's certificates will be admitted on their cer- tificates.
4. No pupil shall be entitled to a Diploma of Graduation who has not been a member of the School at least one year.
GENERAL INFORMATION.
In obedience to the requirements of the "Act to Establish the State Normal School," passed by the last Legislature, the next session of the School will be held in San Jose. There will be Oral and Written Examinations at the close of each session. The Graduating Exercises wiU be in March.
Pupils will be required to furnish their Text Books. Keference Books will be furnished by the School.
There is no boarding house connected with the Normal School. Good boarding can be obtained in private families at reasonable rates.
CALENDAR FOR 1871-72.
First Session begins June 14:th, 1871. First Session ends October 6th, 1871. Fall vacation, one week. Second Session begins October 16th, 1871 . Second Session ends March 14th, 1872 .
For additional particulars, address
Eev. W. T. lucky, A. M., Pkincipal, San Jose. March 25th, 1871.
Terms of Advertising in the California Teacher.
[Payable ill U. S. Gold Coin.]
1 month.
1-4 page $ 5 00
1-2 page.... : 10 00
1 page 15 00
|
months. |
6 months. |
1 year. |
|
$13 00 |
$25 00 |
$ 40 00 |
|
25 00 |
40 00 |
70 00 |
|
40 00 |
60 00 |
100 00 |
LIBBT & SWETT,
3 New Montgomery St.,
Grand Hotel Building, San Francisco.
Books, Stationery and School Supplies.
A FULL STOCK OF
School Books,
School Apparatus, Wall Maps,
Globes, &c. Miscellaneous Books, New Books ^
Fine Stationery, &c.
(^everything else that pertains to our business at the lowest market rates. If we cordially invite the visits and correspondence of teachers and school ' Sflacers.
P. O. Box 459. lilBBY t& SAVETT.
THE GOLD MEDAL
€a©#&
MANTJFA.CTUEED BY
WJJ.PalmeriCo
(Successors to Wigmore & Palmer,)
Manufactory, 105 & lOT I'^lission St., Near Spear,
SfM» JPraneisco.
3
FOURTEEN WEEKS" IN NATURAL SCIENCE.
{ItlEF TREA^TIBE IN 1E1A.CIJ: BRAN*
BY
J. DOEMAN STEELE, A.M.
14
WEEKS ( NATURAL PHILOSOPHY,
IN J ASTRONOMY,
COURSES ( ^"^"^'ll^^l'ocY.
These volumes constitute tlie most available, practical, and attractive text-books on flu Sciences ever published. Each volume may be completed in a single term of study.
THE FAMOUS PRACTICAL dUESTIONS devised by this author are alone sufficient to place his books in every Academy and Gramma? School of the land. These are questions as to the nature and cause of common phenomenal and are not directly answered in the text, the design being to test and promote an intelligaiH use of the student's knowledge of the foregoing principles.
TO MAKE SCIENCE POPULAR is a prime object of these books. To this end each subject is invested with a charming | terest by the peculiarly happy use of language and illustration in which this author excels.
THEIR HEAVY PREDECESSORS demand as much of the student's time for the acquisition of the principles of a singU'' branch as these for the whole course.
PUBLIC APPRECIATION. The author's great success in meeting an urgent, popular need, is indicated by the feci: (probably unparaUed in the history of scientific text-books), that although the first volume! was issued as recently as 1867, the yearly sale is already at the rate of
I^ort37- TliouLsa^zici "V^oIultyi es,
PHYSIOLOGY AND HEALTH. By EDWARD JARVIS, M.D. T A P VT^' ELEMENTS OF PHYSIOLOGY. d Alt V iu PHYSIOLOGY AND LAWS OF HEALTH.
The only books extant which approach this subject with a proper view of the true object of teaching Physiology in schools, viz., that scholars may know how to take care of their owu, health. The child instructed from these works will be always
:e3:x3 o-wisj- idooto:e\- BOTANY.
WOOD'S AE^ERICAN BOTANIST AND FLORIST.
This new'and eagerly expected work is the result of the author's experience^ and life-long' labors in
Classifying- the Science of Botany.
He has at length attained the realization of hishopeS|by'a| wonderfully ingenious process of > condensation and arrangement, and presents to the world in ;^this single moderate-sized vol-J lune a Complete Manual. «
In 370 duodecimo pages he has actually recorded j and defined^ i
Nearly 4,000 Species.
The treatises on Descriptive and Structural Botany are models of concise statement, which! leave nothing to befsaid. Of entirely new features,^the most notable are the Synoptical Ta-l bles for the blackboard, and the distinction of species and varieties by variation in the type.
Prof. Wood, by this work, establishes a just claim to his title of the great
AMEBICAJSr EXPONENT OF BOTANY,
A. S. BARNES cfc CO., Publishers, New York.
tilBBY <& SWETT, .3|New Montgomery St., San Francisco, P.O. Box 459. Grand Hotel Building.
POPULAR, TEXT B00K:S
FOR SCHOOLS, ACADEMIES AND COLLEGES.
BROWN'S ENGLISH CRAMMARS.
COMPBISING
^Brown's First Lines of English Grainmar,
12ino. Half bound. Designed for young learners. Eetail price, 45 cte. prawn's Institutes of English Grammar.
12mo. Muslin, leather back. For the higher classes. Ketail price. $1 00.
*Both of these very popular text-books have just been revised by Henry Qddle, A.M. , Assistant Superintendent of Public Schools of New York City, rith important additions, especially in the department of Sentential Analysis.
Brmim's Gi^ammar of English Grammars,
Koyal 8vo. Leather or half morocco. Ketail price, $6 50. These Grammars were never so popular or widely used as at the present ime — they are the books. The latter is the most comprehensive and exhaust- ye Treatise on English Grammar extant.
ROSCOE'S CHEMISTRY.
Lessons in Elementary Chemistry.
I By Henkt E. Roscoe, B.A., F.R.S., Professor of Chemistry in Owens Col- ege, Manchester. In one beautiful h'ttle volume, handsomely illustrated with engravings, and bound in muslin, red edges. Just published. Retail price, $1 50.
! This little book is, we beUevej the only one in the market containing all the Inewest features in Chemistry.
LAMBERT'S PHYSIOLOGIES.
Lambert's Human Physiology, Anatomy, and Hygiene,
f 12mo. This is an entirely new book, written on a new plan, and is beauti- ifully illustrated, with several hundred wood engravings, and thirty-one plat«s ton tinted paper, containing many figures. Retail price, $1 75.
{Lambert's Primary Physiology, Anatomy, and Hygiene,
' 12mo. Profusely illustrated. Retail price, 85 cents.
CANOT'S PHYSICS.
lElementary Treatise on Physics, Experimental and Applied,
f For the use of Colleges and Schools . Translated and edited from Ganot's ^Elements de Physique, by E. Atkinson, Ph. D., T. C. S. Illustrated by acol- 'ored plate and 668 wood cuts. In one very thick 12mo. volume. Price, $6. I This beautiful and most thoroughly systematic work has been adopted for [use in some of the highest colleges in the land, as Harvard University, Colum- ibia College, etc., etc., and is not only the best work of its kind for educatioual I purposes, but would be also a very valuable addition to any library .
I Teachers, School Boards, and others interested, are cordially invited to cor- ' respond with the pubUshers. Very favorable terms for introduction.
Copies of the above books, except Ganot's Physics and the Grammar of i Enghsh Grammars, sent for examination for half the retail prices affixed.
WILLIAM WOOD & CO,, Publishers, f NEW YORK.
^* These books are kept for sale in California by Booksellers generally, and in San Francisco by A. ROMAN & CO., and H. H. BANCROFT & CO,
"Ak Accurate Time-keeper is Indispensable to the Business Man or Traveller."
#so.oo.
SINGLE WATCHES OF ALL KINDS, SOLD AT WHOLESALE FACTORY PRICES.
ANY WATCH YOU MAY WANT, carefully Selected, Begulated, Securely Packed, and forwarded to you safely anywhere through- out the country, on receipt of price, by Express or Mail, Free, at the same price for a Single Watch as we sell them to Jewellers and Watchmakers by the Dozen.
Every Watch Marked Down at One-Half the Usual Price.
Watches from $5.00 to $500.00 each. Watches for Farmers. Watches for!
Speculators. Watches for Tradesmen. Watches for Clergymen.
Watches for Sporting Men. Watches for Eailroad Men. Watches
for Trading Purposes. Watches for Personal Use. Watches
to Make Money With . Watches for Presents. Watches
that Wind without any Key. Diamond Watches, for
Ladies. Watches for all Purposes and at all Prices.
"Watches with English, French, Swiss and American Movements. Watches with Nickel,
Gilt, Frosted, Engraved and Plain Works. Three-quarter Plate Detached and Patent Lever
Compensation, Chronometer Balance, Duplex, Lepine or Cylinder Escapement, and all other
known styles.
Watches at One-Half the Price ever offered by other Dealers.
A Sing^le Watch— or more — of any kind and any price (above $10), sent anywhere, without any Money, and yon can pay for it vi^hen it arrives at the Express Office in your Tovrn.
We are the sole inventors, proprietors and manufacturers of the new NORTON GOLD METAL, With which we case many of our new styles of Watches, making them fully equal in Brilliancy of Appearance, Style, Wear and Time, to any First-Class
Watches costing $200 or $300, And which we sell Singly or by the Dozen at
ONE-TW^ENTIETH THE PRICE. Beautiful in Finish, Artistic in Design, Strong and Durable, and always Reliable for Accu- racy of Time. Antong- our g-reat variety, -will be found the following';
AnEnglish Silver Watch $5 00
English Gold-Plated Hunting-Case Watch 8 00
Genuine Oride Gold Watch, Hunting. Case, reduced from $15.00 to 12 00
Self- Winders, or new style Patent Stem- Winding, Keyless Watch, Fancy Jewelled, Pol- ished Nickel Works, Exposed Action, quite a Novelty 12 00
Sterling Silver, Hunting-Case, Lepine Watches 12 00
The New Norton Gold Metal Watch, Jewelled Lever, Nickel Works, Elegant Style,
Warranted, $15 and 20 00
English Sterling Silver Patent Lever Watches, warranted 15 00
American Watches, Exposed Levers, Silver or Oride Gold, in 2, 3 and 4-ounce Hunting- Cases, some as low as 18 00
English Duplex Watch, in Silver Case, Sweep Second for Sporting use. Timing Horses,
&c., warranted $18 00 and up
Fine Solid 18-Karat Gold Hunting -Case Levers, Compensation Balance, Nickel Works,
aU Jewelled, warranted $30 00 and 45 00
Ladies' and Gentlemen's fine Opera, Chatelaine, Guard, Neck, Drop, and Vest Chains, aU styles, $2, $3, $4, $5, $6, and upwards. CLUBS.— ^Vith all Orders for Six Watches of any Icind, we will send one extra "Watch Free (making Seven Watches in all), as a Premium to the person getting up the Club. Send all Money by Post Ofl&ce Money Orders, Draft or Bank Check, or Registered Letter, at our Risk; or give your money to any Express Company, and order them to purchase what you want from us, and return Watches or Money to you immediately. This will ensure safety and promptness. We will forward any goods, over $10 worth, to you, no matter where you are, by Express only, without the money, and you can pay for them when you receive them. Full Descriptive Catalogues mailed free. Address all orders to the NORTON WATCH FACTORY,
86, Nassau street, New York. References:— Banks, Merchants and Newspapers of New York.
The Most Interesting Relic and Coriositj in the Oiristian World ever Discorered.
Tliis clay is pnblislied. Price $^.50 a finely executed Engra-yring^ the only True Likeness of
Taken from one cut in an Emerald by command of Tiberius Caesar and which was given from the Treasury of Constantinople, by the Emporer of the Tiu'ks, to Pope Innocent "VTII, for the Redemption of his Brother, then a captive to the Christians.
Thefolloioing Extract, inproofofthe Authenticity of the above Portrait, is translated from the Latin contemporary Historians ofthepeHod.
' 'News to the Senate of Rome concerning Jesus Chbist in the days of Tiberius Cassar the Emperour, as the governours of sundry pr oviuces under the Senate and people of Rome used to advertise the Senate of such news as chanced in diverse coimtries.
"Publius Lentulus, being at that time president in Judea, wrote an epistle to the Senate and people of Rome, the words whereof were these: —
" 'There appeared in these oar days a man of great virtue, named Jestjs Chbist, who is yet living amongst us, and of the Gentiles is accepted for a Prophet of Truth, but his own disciples called him the Son of God. He raise th the dead and cureth all manner of diseases. A man of stature somewhat tall and comely, with a very reverend countenance, such as the beholders may both love and fear. His hair of the colour of philbert full ripe, and plain al- most down to his ears; but from the ears downward somewhat curled, and more orient of colour, waving on his shoulders.' In the midst of his head goeth a seam, or partition of his hair, after the manner of the Nazarites; his forehead, veiy plain and smooth; his face, with- out spot or wrinkle, beautified with a comely red; his nose and mouth so formed as nothing can be reprehended; his beard somewhat thick, agreeable in colour to the hair of his head, not of any great length, in the midst of an innocent and mature look; his eyes grey, clear and quick. In reproving, he is terrible; in admonishing, courteous and fairspoken; pleas- ant in speech, mixed with gravity. It cannot be remembered that any have seen him laugh, but many have seen him weep. In proportion of body, well-shaped and straight, his hands and arms right, and delectable to behold; in speaking, very temperate, modest and wise. A man for singular beauty surpassing the children of men.' "
Agents wanted to canvass for this Engraving. Send $3 for an Agent's outfit. Agents are making from $10 to $50 per day selling this Engraving. Address,
C. B. THOMPSON, Bridgewater, Conn.
BEST HOLIDAY GIFT of Constant and Permanent Value,
-IS-
Webster's New Illustrated Dictionary,
For Parent, Child, Teacher, Pastor, Friend. Sold everyivherCf in common and fine bindings.
Webster's Unabridged Dictionary,
10,000 Words and Meanings not in other Dictionaries.
3,000 JSngravings. 1,840 Pages Quarto. Price $12.
FROM VICE-PRESIDENT COLFAX,
South Bend, Ind., Oct. 28, 1871. Messrs. G. & C. Merbiam:—
Dear Sibs,— The hour I have just spent looking through your latest edition of that re- markable work. Webster's Dictionary, has impressed me more than ever before with the debt of gratitiide we owe to Noah Webster, for having, " despite a feeble constitution, and amidst obstacles and toils, disappointments, infirmities and depressions," given thirty-five years of his life to the enormous labors incident to its preparation. Scarcely less valuable are the additions made to it by the eminent writers who have so expanded the text in Defini- tions and Illustrative Citations, as well as in the Supplements of Synonyms, Phrases in all the modern languages and their meaning. Principles of Pronunciation, &c. While the pub- lishers, in unsurpassed beauty of its typography, and the 3,000 illustrations, which add so much of attractiveness and instruction to its pages, have nobly done their part towards the completeness of this great work of our century. Whenever I wish to ascertain exact defini- tions I consult it, and that is quite often.
Yours truly, SCHUYLER COLFAX.
A necessity for every intelligent family, student, teacher and professional man. What Library is complete without the best English Dictionary ? Also,
W^EBSTfiR'S NATIOJVAIi PlCTORIAIi DICTIOiVARY. 1040 Pages Octavo. 600 Engravings. Price So. The work is really a gem of a Dictionary, just the thing for the million.— American Educational Monthly.
Published by G. & C. MERRIAM, Springfield, Mass- Sold by all Booksellers.
OFFICIAL ADOPTION
— OF —
McaUFFEY'S
]SrEW ECLECTIC EEADEJ
BY THE
STATE BOARD OF EDUCATION
OF OALIFOElflA.
At a meeting of the State Board of Education, held at San Frai July 12, 1870, the following members being present, viz:
His Excellency Gov. H. H. Hatght ; Hon. O. P. Fitzgerald, Superintendent of Public Instruction ; James Denman, Superintendi Public Schools, San Francisco ; Dr. A. Trafton, Dr. W. T. Luck^ Messrs. Lynch, N. Furlong, W. H. Hill, W. K Leadbetter, ( Jones, and W. A. Kobertson ;
On motion of G. W. Jones, Esq.,
McGuffey's New Eclectic Readers ]
Were unanimously adopted for exclusive use in the Public Schools o ifornia.
Recommendations of McGuffey's New Readers were submitted State Board of Education from over
FORTY COUNTY SUPERINTENDENTS
Of the State; and, in many cases, these were indorsed by prominei influential Teachers of schools under their supervision ; in addition to numerous recommendations and petitions for the adoption of McG Series were received and read, from Principals and Teachers over the generally.
These recommendations and petitions, the conviction of the me of the State Board of the superiority of McGuffey's Readers over th use, and their great popularity in a majority of the States of the 1 influenced the Board in its unanimous adoption of this most ex< series of books.
EXTENSIVE POPULARITY
— OF —
GuFFEY's New Eclectic Readers.
tuffey's New Eclectic Readers have, at various times, been illy or individually recommended by successive State Superintendents blic Instruction of
J, IOWA, MIl^ilSOlJRI,
.INOIS, KANSAS, WISCOXSI^,
ICHIGAX, I]\I>IA:^A, KEXTrCKY,
MO^ESOTA, WEST VIRGINIA, PEXIVSYtTAIflA,
i have now an extensive, and in many cases an exclusive, use in these
ACTION OF THE ST. LOUIS BOARD.
* * "In urging the adoption of McGuffey's Readers, we feel
d we are asking the trial of no experiment, but are recommending
that are approved by the best educators of the country. We believe
hese Readers possess more of those features that our schools require
my other series presented."
his report of the Committee was unanimously adopted.
Gruffey's New Eclectic Readers were also adopted by the Board of Edu- I of Brooklyn, N. Y., November 16, 1869 ; of Richmond, Va., Sep- r 23, 1869 ; and were re-adopted by the New York Board for 1870. are also in exclusive and satisfactory use in the public schools of
CIWCE^XATI, O., DUBUQUE, IOWA,
HARRI8BURO, PA., FORT WAYWE, IND.,
IWHEEI.1^ G. W. VA., SPRI1VGFIEI.D, II.I..,
DETROIT. MICH., PEORIA, II.E.,
mLWAl KEE, WIS., QUEVCY, lEI..,
CLEVEI.AXI>, O., COI.UMBUS, O.,
TOLEDO. O., MADISOIV, WIS.,
And many other leading cities in all sections of the country.
^ hitfey's New Eclectic Readers have also been recently adopted for c ive use by the State Boards of Education for
^lARYEAND. ARKAIVSAS,
CALIFORNIA, WYOMEVG ?
>:liave a far wider use and approval than any other Reading ^ i'ies pul>lislied.
fc Correspondence of Teachers and School Officers respectfully solicited. t il terms on first supplies for introduction.
Address ISAAC UPHAM,
Care HENRY PAYOT & CO.,
622 Washington Street,
SAN FRANCISCO, CAX*.
'■'^' O . E: K, I^ I IV , Manufacturer of OFFICE AND SCHOOL FURNITURE, Desks of alljjkinds, Church, Hall and School Settees, Blackboards, Map Stands, Chart Racks, Easels, Pointers, Dumb Bells, Rubbers, Liquid Slating for Blackboards, Ink Wells, and everything per- taining to school supplies. The numbers refer to each cut.
P..EITtlEFi ENS.
Teachers, County Superintendents and Trustees will find their orders promptly fille with articles that will give entire satisfaction, both as regards workmanship and price.
Silver Medal awarded for the best California made School Furniture at the Eighth Mechanics' Fair, 1871. Office, 607 Clay Street, near Montgomery, San Francisco.
•STA reasonable time to fill orders should be allowed. Please send for price list and circulars.
INSEGTIONAL, UNPARTISAN, UNPOLITICAL SCHOOL-BOOKS.
ft freshest series of Text-Books piiblished— containing the latest results of discovery and scientific research.
Officially adopted by the Virginia State Board of Education,
AND KOW LAKGELT IN USE IN
E3^^7"miTr IS O XJ T 3E3C :E3 n 3Xr S8 "T -A. T E ,
And in many Northern States.
ssociation composed of many bveral Southern States, feel- l-Books which should be en- iical, wliich should present c — are now issuing a com- ibooks by the eminent schol- . are the
of the most eminent citizens of ing the necessity for a series of tirely unsectional, unpartisan, and only the facts of history and plete series of School and College ars and educators named below
I Cheapest, Best and Most « BeautifiU School-Books
Now published. The " University Series" embraces
MAURY'S Geographical Series,
unodore M. F. Maury, of the Vir<:inia Military Institute. A series of books which , era in the study of this science, and which, i.i the words of a well known and ac- I'd Southern teacher, " are characterixed by a felicity of arrangement and simjile - of style which must ever render them attractive to the voung, and which will be all who wish to teach Gcograi)hy as a Hcieuce, as something to make ])U]*iIs think.,
r merely as an enumeration of dry facts,"
« Holmes' Readers and Spellers,
liGB F. Holmes, LL.L., Professor of History and General Literature in the Uni- >f Virginia. A series of Readers unecjualled' in cheapness, excellence, and typo- al beauty. They are steadily progressive in character, brijiht and fresh in their ns of prose and verse, and illustrative of Southern scenes, incidents, and history
Venable's Arithmetical Series,
B,^ ^'iiARLES S. Venable, LL.D., Professor of Mathematics in the University of V; Ilia. These books arc received everywhere by intelligent teachers with the lii<Ihest ia; I' tion, as being most admirably adapted for mental drill, as well as for business educa- te Their methods, rules, and reasonings are clear, distinct, logical, and comprehensive,
iel iu
ir \\v series is carefully
Holmes'
raded throughout.
History of the United States,
prvriioKGE F. HoLMES, LL.D., of thc Uuiversitv of Virginia. It is -nongh to f-ay of idmirablc work, interesting, impartial, and truthful, as well as pure and giaccfill in that it is thc only History of the United States which is strictly imjiartisan. It s down to the present date.' Also,
Vere's French Grammar, Readers, etc., Cildersleeve's Latin Series,
Carter's Elements of General History, Holmes' English Grammars, LeConte's Scientific Series, Johnston's English Classics,
Duntonian Writing-Books, etc., etc
nd for our new ILLUSTRATED DESCRIPTIVE CATALOGUE, which will be id free to any teacher or school officer. It tells what teachers think of the books, and Mns specimen pages of each.
idress UNIVERSITY PUBLISHING COMPANY,
155 and 157 Crosby Street, New York.
Adopted for Exclusive Use in the Public Schools of Califo
SWINTON'S CONDENSED,
A OOTVX>EIVSED HOHOOL HI^^TOR
OF IHE
UNITED ST^TE!
CONSTRUCTED for definite results in recitation, and^ taining a new method of topical reviews. Fully illustil with maps, portraits, and new and beautiful designs. By \ SwiNTON, A. M., Professor of History in the University of { fornia; author oi ^^ Campaigns of the Army of the (Potomac," l cisive (Battles of the Warf etc. 300 pages, printed on fine \\ in elegant style, and substantially bound.
Copies furnished by mail to teachers who may wish to exaii it, with a view to introduction, on receipt of 75 cents.
This condensed manual ha« been prepared in order to meet the views and wants of that large and increas- ,ing class of teachers, and more especially the teachers in our Common Schools, who are aiming at definite results in this study. It is not a mere picture-book or stoiy-book— though it is very fully illustrated with portraits, maps, and other engravings, all of which are executed in tlje best .style. It aims at something which, if not higher, is at least different. It is designed as a working book, and kence discards both the high- flown narrative style and the meaningless details of the majority of school histories. The text derives its in-s terest from the lucid presentation of the subject-mat- ter— in itself deeply interesting. The technical points of novelty and superiority of this work will be evident to all practical teachers . Some of these points are :
I. A»plan of clear and concise paragraphing, by which the gist of each paragraph is readily apprehended
•by the pupil.
II. A total, and it is hoped welcome, absence of in- volved, inverted, or in anywise rhetorical sentences, and the use, in lieu thereof, of the direct, a»icise, and recitable construction.
III. A new method of Topical Reviews. On this point— perhaps the leading point of novelty in the book — the teacher is referred to an examination of the Keviews themselves. The difference between the present and the old method of reviewing — which does no more than print a string of review questions, re- ferring to preceding pages for the piecemeal answers— must be obvious. There can be few judicious teach- ers who have not discovered that pupils, in order to have a reaUy available knowledge of the crowded facts of history, require that these facts should be grouped and reiterated and. turned over in a variety of ways. To accomplish this end, thus imparting a comprehensive knowledge of events and the connections of events, is the purpose of the novel method of reviewing adopted in this manual.
IV. The separation of the history of the Western,
Mississippi "Valley and Pacific States from its t* ment in the history of the Administrations. « tory of these great States thus receive a degr^ d1 tention that is at least more nearly adeqm heretofore.
V. The separation of the leading facts of An Progress from their entanglement in the histo ol Administrations, and their presentation in ix by themselves. %
VI. A tone of treatment free from partisa >v sectionalism, politics or religion — atoneoftiM as completely as possible American.
The IVew York Times, in announcing the fciic ing publication of this work, in its issue of Ji 1 1871, said:
"Advance sheets of Swinton's Condensed R have for some time been in the hands of leacg' cational men of this city, and we but expn t unanimous opinion when we say that this lai marks an era in school histories. Mr. S\\nNT0} tl as a writer of history is pretty well known to if ers of this journal, with which he was many in sociated, while through his Ai-my of the PoUUi Decisive Battles it is equally well-known to thctB at large. The Condensed contains many technicpo of novelty and superiority, which teachers wL'e* appreciate. It is clear in its style, sensible in ( i> and impartial and catholic in iis spirit. It w.b« tensively used in this city, and has been adte< the State Educational Boards of several Stat palpable merits of the book will be its own i ttci introduction."
The Hon. John Swett, Dep. Supt. of w Schools of California, after examining the sli the following enthusiastic praise to the worK
"Allow me to congratulate you on the hi excellence of Swinton's Condensed Historv cannot express the delight with which I hav pages of proof. It cannot fail to be a great bu
The
(6
COWJOBNSED ^^ can now he siippUed for intnl'^ Hon through the San Francisco trade,
TVISON, BLAZEMAN, TAYLOR & CO., Publiite:
1S8 and 140 Grand Street, NEW TOl"
IMA-RCH, 1873.
1%
iH
^ # ^"^
•^^^
c^iT
A JOURNAL OF
School and Home Education
AND OFFICIAL. OKGAN OF THE
Oepartaent of Publie Iftstruetion
EDITORS :
O. p. ^ISTD j\. Tu. FITZOER^LD.
ContriDutmg Editors, elected Dy tlie State Educational Society:
MISS CLARA G. DOLLIVER. MRS. AURELIA GRIFFITH.
DR. E, S. CARR,
PROF. W. J. G. WILLIAMS.
SAN FRANCISCO:
CALIFORNIA EDUCATIONAL SOCIETY,
Publication Rooms, No. 532 Clay Street.
^ C. A. Murdoch * Co., Book and Job l*rlnters, No. .'i32 Clat/ Street,
ERMS— T"WO DOLLARS PER ANNUM, payable invariably in advance. Address: CAT.IJ^OJtNT A TEACHER, San Eranciseo.
PAYOT, UPHAM & COMPANY
lOOKSELLERS, ItATIONERS AND SluBLISHE
One door above Maguire's Opera House, SAN FRANC I: (
They call special attention to their well-selected and com]
assortment of SCHOOL BOOKS, which they offer at th.
lowest market prices, Wholesale and Retail. Also, j
Standard and Miscellaneous Books,
Bibles ai
Scientifi.<
4.
Photogrj
:£
c^m^ c^^n^c^i/p^.^
4^- y^^-^^f
i
New and Latest Styles of Note and Fancy Pa
"WEDDING AND VISITING CARDS, jl
^SF" ^^^(^^P^'^^ons taken for all Foreign and American Periodicals.
PAYOT, UPHAM & COMPANYi|
620 and 622 Washinsftoiiptl
THE
California Teacher.
MARCH, 1872.
Vol. IX. SAN FRANCISCO. JTo. 9.
TULARE COUNTY TEACHERS' INSTITUTE.
VisALiA, December 4th, 1871.
Morning Session. — The Tulare County Teachers' Institute met at
the Grove School-house, at ten a. m., December 4th, Superindendent
S. G. Creighton in the chair. The following officers were elected:
Vice President. H. A. Saxe; Secretary, J. E. Clark; Assistant Secretary,
Miss G. E. Erwin. The following Committees were then appointed
by the Chair: MissL. M. Mead, Mrs. M. M. Carter and R. P. Merrilll,
on Questions and Exercises; H. A. Saxe, E. J. Benedict and Miss A.
H. Gest, on Resolutions; G. E. Dean, H. A. Keener and jMiss M. E.
Martin, on Social Exercises. The following names were enrolled:
Supt. S. G. Creighton; H. A. Saxe, Vandalia; J. E. Clark and Miss
Georgie E. Erwin, Grove; H. A. Keener Misses Mary E. . rtin
and Amanda PI. Gest, Visalia; R. P. Merrill and Miss Kate Gili.iore,
Tule River; Miss Lydia M. Mead, Willow; G. E. Dean, Elbow Creek;
E. J. Benedict, Kaweah; D. Jamesson, Pioneer; Miss Susan Roork,
Fresno County; Miss B. Bowyer, Deep Creek; H. H. W. Boggan,
Antelope; Miss Thalia Houston, Pleasant Grove; Miss Blanche Imbo-
den, Cottonwood; Miss Lucy Imboden, Sand Creek; J. H. Nor well,
Farmersville; Miss A. W. Morton, King's River; Mrs. Grover, Deer
I Creek; Miss Ellen Burke, Union; Miss Jennie Bequette, Revs. J. P.
I Jones, G. H. Kinkade, C. C. Snell, Mrs. M. M. Carter, Jessie Carter,
\ Ella Kinkade, Emma Owen, Minerva Meador, Alice Robinson, Leslie
' Wagy, Angle Cecil, Mollie Owen, Messrs. J. H. Grimsley, Tipton
Lindsey, Julius Levy, A. Murray, J. Keener, J. W. Martin, W. Loyd^
Critic of the day, D. Jamerson.
246 TULARE TEACHERS' INSTITUTE. [March
Afternoon Session. — Institute convened at 1 130 p.m., Superintendent in the chair. Singing: Prayer, by Rev. J. P. Jones. A very animated and interesting discussion followed on the different methods of teach- ing spelling and pronunciation. These methods were advocated: oral, written, phonic and concert.
H. A. Keener was appointed critic for Tuesday.
Morning Session, Dec. 5. — Institute convened at 9:45 a. m., Super- intendent in the chair. « Singing : Prayer, by S. G. Creighton. Critic's report. Discussion: Primary Reading and Geography.
Afternoon Session. — Institute convened at i :30 p.m., Superintendent in the chair. Singing: Prayer, by Rev. C. C. Snell. Regular order oi: business suspended and the following questions taken up for discussion! Is it advisable to keep a record of each recitation? A vote beingj taken, the question was decided negatively. The remainder of this session was taken up in discussing the importance of punctuality ir, teachers and pupils.
Evening Session. — Institute convened at 7:45 p.m., Superintenden' in the chair, Singing: Prayer, by Rev. J. P. Jones. Miss Lydia M Mead read an excellent essay on Moral Training. Rev. C. C. Snel' delivered a very able lecture in defence of Public Schools.
On motion, the subject of School-houses, their construction, locatioi and tide of property was taken up and debated.
MoRNLNG Session, Dec. 6. — Institute convened at 9:30 a. m., Super intendent in the chair. Singing: Prayer, by H. A. Saxe. Reading 0 the minutes; critic's report. Mr. R. P. Merrill was appointed criti* for Wednesday. Discussions: Grading and Classification; Schoo Management; Punishment.
Afternoon Session. — Singing: Prayer, by S. G. Creighton. Dis cussion on punishment resumed by H. A. Saxe. Discussion: Ho\ can we engraft the university or lecture system upon our present com mon school or text book system, so as to cultivate independent though on the part of the scholars .?
The following questions were taken from the queiy-box: Can programme or recitation for the school-room be wisely prescribed b the ^tate authorities .'' No. Is it advisable to comply with the la^ demanding written excuses from absentees on their return to school No. [Not advisable to comply with the law, eh.? Curious! — Ed.]
Evening Session. — Institute convened at 7 p. m., Superintendent the chair. Singing: Prayer, by S. G. Creighton. Lecture," by Miss i
i:72.J TULARE TEACHERS' INSTITUTE. 247
K. Gest; subject — Education. Singing. Subject for debate: Arith- medc. Sub-topics: Primary InstrucUon, Analysis, Demonstradon and Application of Principles and Rules. Moved and seconded that the Institute hold a session on Thursday evening, and that Compulsory ]^Jucation be made the subject for debate. Carried. Critic's report.
RESOLUTIONS. Resolved, That it is the duty of teachers to prepare themselves upon each m previous to recitation.
Resolved, That the influence of teachers should be exerted to secure better 'ol-houses and apparatus for the use of public schools.
Resolved, That the want of greater success in many of our public schools is owing to the frequent change of teachers.
Resolved, That a vote of thanks be tendered the Rev. J. P. Jones, for the use of the brick church for the evening exercises of the Institute.
Resolved, That the thanks of the Institute be tendered Miss L. M. Mead, for lier able essay on Moral Training, and also to the Rev. C. C. Snell, for his eloquent lecture in defence of Public Schools.
Resolved, That the Secretary furnish a copy of the proceedings of the Institute to each of the county papers, and also to the California Teacher.
Resolved, That the thanks of the Institute be tendered Miss Gest, for her lecture on Education.
Resolved, That the thanks of this Institute be and are hereby tendered to Prof. S. G. Creighton, Superintendent of Public Schools in Tulare County, for able manner in vi^hich he has presided over the deliberations of the Institute; his prompt and efficient methods of presenting subjects for its consideration J greatly contributed to the success of the occasion, and that we recognize in a worthy exponent of our educational interests. Resolved, That the thanks of the Institute are justly due and are hereby tendered to Mr. J. E. Clark and Miss G. E. Erwin, the Secretaries of the Insti- tiue, for the faithful, impartial and accurrate manner in which they have dis- charged their duties.
Miss L. M. ]\Iead appointed cridc for next session.
£ VEXING Session, Dec 7. — Institute convened at 7 p. m., Superin- tendent in the chair. Singing: Prayer, by Rev. J. P. Jones. Singing. Subject for debate: Compulsory Educadon. Many able arguments were presented both affirmadvely and negaUvely. Judge Goodwin offered some very excellent suggesUons in regard to the cooperadon and support which teachers should receive from their patrons.
Moved and carried that the Insdtute hold a session on Friday eve- ning, and that text books be made the subject for debate. Carried. Cridc's report.
Evening Session, Dec. 8. — Institute convened at 7 p. m., Superin- tendent in the chair. Singing: Prayer, by Rev. C. C. Snell. Singing. C. C. Snell appointed critic. Subject for debate : Text Books.
Brown's English Grammar and the different methods of teaching it^ received considerable attention from the members of the Institute, but other books of the series were by no means neglected. Critic's report
Adjourned sine die. J. E. Clark, Secretary,
Miss Georgie E. Erwin, Assist. Sec'y.
248 A ''RECONSTRUCTED UNIVERSITY. [March
A "RECONSTRUCTED" UNIVERSITY.
[A petition, addressed to the Legislature of our State and asking for an entire remodeling of the system upon which our State University is conducted, has been difawn up and put in circulation by H, C. Kinne of San Francisco. The docu- ment will explain itself, as we give it here in full. The points presented are de- serving of consideration, though they will doubtless be considered by many as pushing matters to extremes. J
lo the Honorable Senate and Asse??ibly of the State of California:
Your memorialists, citizens of California, deeming it grossly unjust that any of the youth of our State should be debarred from the priv- ileges of a University course of instruction by reason of the poverty of parents, respectfully request your honorable body to establish by law the following regulations:
1 . That one out of ten of all the lads of the State annually arriving at the age of fourteen, and completing an ordinary grammar school course, shall be supported at the State University wholly at State ex- pense.
2. That these lads shall be selected from all parts of the State by means of competitive examinations.
3. That these students while at the University shall be fed and clothed more cheaply and plainly than the ordinary laboring man en- gaged in his daily avocation.
4. That accommodations be furnished by the erection of a series of cheap wooden structures somewhat after the style of barracks for soldiers.
5. That kitchens, dining-rooms and wash-rooms be provided, and that all cooking, waiting, cleaning, laundry-work, etc., be performed by the students who shall be detailed in turn for this purpose.
6. That regular rations be issued, and that the expense of maintain- ing the students be reduced to the minimum point of the cost of the raw materials consumed.
7. That all students, when not employed in menial service, shall be required to engage in vigorous manual labor in the open air four hours per day.
8. That all students, whether supported at public or private expense, shall be subjected to the same regimen as regards diet, dress and labor.
9. That there shall be but one term annually, of six months' dura- tion, and that during the remaining six months of the year the students shall be dismissed to their several homes there to engage in the various avocations of life.
1S72.] A ''RECONSTRUCTED" UNIVERSITY. 249
10. That the course of instruction shall cover a period of six years and shall include branches taught both in high schools and colleges.
Your memorialists believe that this radical reconstruction of the sys- tem upon which our institutions of learning are based will be attended with incalculable benefits to the community. These institutions, as they are now conducted, graduate a select few, who are physically weakened from lack of regular muscular effort, whose long exemption from manual labor gives them a distaste for ordinary industrial pursuits, and who are eminently unfitted to cope with the world by reason of their protracted seclusion from the active duties of life. But with a re- organization upon the broad, free, popular basis outlined in the forego- ing propositions, our colleges and universities will annually send out a multitude of young men inured to toil, accustomed to a severe simplic- ity of life, and prepared in all respects to render good service to so- 'ciety in any and every honorable vocation. Having spent a portion of each year in productive labor, they will naturally fall back into the same channel at the conclusion of their collegiate course. They will go forth to the farm, the workshop, the mine and the railway without the slight- est taint of that false pride which prevents so many of the young men of the present day from engaging in any useful employment.
Your memorialists believe that California should take the lead in a movement of this character and thus point out the way to the nation at large. With the adoption of this system in all parts of the country under the auspices of either the Federal or the local governments, there will spring up a series of State or National Universities that shall gather within their precincts a scholastic force of not less than three hundred thousand young men — a spectacle such as the world has never before witnessed. And while the nations of Europe are burdened with huge military organizations which lay a remorseless hand upon their young men and force them to spend years in mastering the art of war, it shall be the boast of America that she maintains in the peaceful paths of sci- ence a standing army, rivaling those of the Old World in numbers, and potent beyond all comparison and all precedent in its influence for good.
In view of these considerations your memorialists respectfully re- quest your honorable body to take such action as will secure the objects herein presented. And your memoriahsts will ever pray, etc.
San Francisco, January, 1872.
250 CRAMMING. [March
CRAMMING.
Ingratitude for past favors is one of the faults of the human race. No sooner do we gain a new friendship than we give the old one the cold shoulder ; no sooner do we discover a new and in some respects improved method, than we cover the old one with obloquy ; the new boots that hurt us are praised and prized and the old pair that served us thrown into the street.
The cramming system, that served so long and faithfully, now shares man's ingratitude in company with other cast-off servitors ; without provision, without pension, like an old schoolmaster, an old soldier, an old horse, it receives nothing but scorn and scoffing from the mouths of men. We have become educators and have ceased to be teachers. The drawing-out process has taken such possession of our faculties that we persist in draw-draw-drawing out, until we have nothing to draw with but breathless lungs, and nothing on which to operate but ex- hausted receivers.
I beHeve in cramming. I would like to rest from drawing out, and tr}^ the plan of pouring in, for variety, if for nothing else. The first attempts to impart information were systems of cramming. Knowledge was first acquired by cramming. And whatever the Omega of educa- tion itself may be, the Alpha is — to cram.
The first educational efforts of Greece were, causing her youth to commit to memory the poetry of Homer — cramming. The weightiest educational undertaking among the ancient Irish was to learn and remember the genealogies of the numerous royal families that stocked their island, so that the thirty-second cousin of the foster-brother of prince might bfe pointed out with a willow stick at every hand's turn ; and behold the result! There is not an " O " or a " Mc " in Christen- dom, or out of it, that is not the lineal descendant of an Irish king.
We must cram — fill the minds of the young with facts, facts, facts — important and unimportant, curious and commonplace, connected and disconnected, relative and arbitrary facts. We must pour them in con- stantly, and stop eveiy leak by which they might escape. Coming from many sources, being of diverse natures, they form at first, it is true, a rather turbid solution, and our sick hearts often feel that the little bottles were better without them ; but let them alone ; the world will shake up the contents of those little bottles, and time will clarify the liquid and crystallize the valuable ingredients. The mind of a. child has an original force of its own, or it has not. If it has not, no: patent, educational tinkering can impart that force to it. If it has orig.!
1872. CRAMMING. 251
inality, its own individuality is the best shaping and solidifying power over the mass of crude knowledge it contains. In the first case, facts are better than nothing; in the second, facts are just what is necessary to mental growth. Cramming is the opposite of philosophy. First in the order of importance is philosophy; first in the order of time is cramming. Cramming furnishes the material; philosophy, sooner or later, handles its tools and erects the building. Cramming fills the barrel with cider; philosophy proceeds with its kind fermentation, which insures the cider's preservation through the months of winter.
The process of creation is one of philosophy; that of discovery, one of cramming. The second begins where the first ends, as the strand of yarn last wound on, is the first to be unwound from the ball. It is for the Infinite to create; it is for finite man to cram; and if finite man ever becomes a creator it is only after a fearful amount of cramming.
Humboldt was an incorrigible crammer; he traveled over land and sea to cram. Pythagoras went to Egypt to cram. Mahomet crammed on Judaism and Christianity before he attempted to originate. Agassiz lately went to South America to cram. Major Powell goes shooting through the canons of the Colorado on a cramming expedition. Walter Scott, so exact in his description of scenery, crammed for ever)' picture. Michael Angelo crammed in the subject of architecture before he placed the dome of one grand temple on the columns of another. Darwin, before favoring us with his theory so flattering to our remote ancestry, performed a frightful task in the way of cramming. These men, and all men that have done any good in the world, sfent a long time in collecting facts — facts, facts agreeing, facts contradictory. At first these facts are as confusing and confused as the fancies of a dream ; but, after a while, somehow, of their own accord, they form into groups and coteries; they make or discover relationships with one another, and move onward, like the well-conceived characters of a story, to form a grand, happy, well-arranged tableau at the end. Miscellaneous facts are like shy and strange visitors at the opening of a ball; soon the music of thought and reason is heard — the disorderly assemblage changes, as if by magic, into little systems that spin around in the maz}' whirlings of symmetry, beauty and grace.
Such is essentially the inductive method of philosophy — nine parts of it is cramming, one part logic. If it is good for men, it is good for children; for, men, in learning, are but the children of other men's brains. With the oxygen and hydrogen present in proper porportions, there is but little time consumed in uniting them by means of the electric spark; but without the component elements, you might flash
I
252 CRAMMING. [March
your spark forever and not a drop of water would be made. Cram- ming is the element, philosophy the spark. The first thing a child appreciates of a tree, is its fruit, or its practical use ; then he notices its leaves, then he becomes acquainted with the twigs, (no allusion to cor- poral punishment); then with the larger limbs; then with the trunk; and, finally, with its roots; then, and not till then, is he ready to grapple with the functions of its parts, and the laws of its growth. Throw him into the study of these laws at the outset, and he will remain imbedded in its trunk — like the simpleton sage. Merlin, when fooled by the tricky damsel — till his eyes are as dark as its cave, and his intellect as vegeta- ble as fibre. Anatomy precedes physiology; the knowledge of facts precedes the interpretation of laws.
A boy sees a locomotive " dropping her parallel rods." How is it done.'' is his thought. The connection-rods pull them, the piston- rods pull the connection rods, and the steam pushes the piston. Why? , Because steam is expansive in its nature. Thus the latv is reached by | judicious cramming with facts. So every trade, every science, every ' art, must be practically mastered, by becoming conversant with its facts, before its laws can be understood and applied in producing new de- velopments.
A child "spells down" the whole school. That child crammed from the speller. Had he studied nothing but the rules of spelling, he would have been floored on the first round. The rules of spelling are good, but good spelling is better. We must have rapidity of work in the multipKcation table; it is done by cramming — ratiocination is fatal to it. The stomach does not digest all the food it receives; why should the mind } Quantity, as well as quality, is important to both.
We must cram our pupils with irrelevant lumps of learning, that they may appear well in examination; we must cram our pockets with money, that we may be independent and respectable; we must cram our homes with good things and pretty things, that our wives may be happy; we must cram our employers with flattery, that they may think us competent teachers; we must cram our patrons with praise of their hopefuls' cleverness, that they may believe we know the English alphabet; we must cram our assistants with compliments, that thay may co-operate with us; we must cram, crajn, cram!— ^y. Mahony, in Chicago Journal,
1872.] BIOGRAPHY OF PESTALOZZI. 253
BIOGRAPHY AND CHARACTER OF PESTALbZZI.
Ever)^ country delights to honor her great men. The reverence and gratitude with which Switzerland, and indeed all Europe, regard Pes- talozzi, were plainly exhibited upon the occasion of a festival observed on the 1 2th of January, 1846, the one hundredth anniversary of his birthda}«r It will be both interesting and instructive to review a life and character so distinguished.
The history of his nation during the period of his life shows that she truly needed a reformer, especially in educational affairs. This indi- vidual was found in the person of John Henry Pestalozzi. But it seems strange, aye wonderful and almost incredible, that such a character could effect such results as did accrue from his labors and influence, (i.) His course was one of varying scenes — it was not the smooth cur- rent of a quiet stream, but the ever dashing, glittering, darkling mo- tions of the restless river. Now he was exalted with the prospective results of grand speculations; now he was sinking low because he failed to carry them into execution. Yet, when other men would have given up despondently, he, persistently plodded on. His childhood was a foreshadowing of his future days. At the age of six years he was left fatherless; his youthful training was under the entire control of his mother. What that training was his own words will best tell. He says: 'T was brought up by the hand of the best of mothers like a spoilt darling, such that you will not easily find a greater. From one year to another I never left the domestic hearth; in short, all the esential means and inducements to the development of manly vigor, man's experience, manly ways of thinking, and manly exercises, were just as much want- ing to me, as from the peculiarity and weakness of my temperament, I especially needed them." (2.) No man ever understood himself better than did Pestalozzi. And it was the consciousness of this inefficient training that induced him to put forth efforts portraying better, truer, purer ways. It was the knowledge of his own weakness that gave birth to strength in the shape of new reforms. Feeling needs within him- self he could fully realize the wants of others. He possessed an ex- ceedingly sensitive disposition. His imagination was luxuriant, but he was deficient in the power of sustained attention. He acted from im- pulse without the co-operation of judgment. But let us remember in his youth his world extended not beyond his mother's fireside, fti his early days his ideas of real human life were such as we would have of a total stranger. He believed himself capable of performing chpgs for which he was by no means qualified; and the tone of public instruction
254 BIOGRAPHY OF PESTALOZZL [March
in his native village was to a great extent calculated to feed this vision- ary fancy. He was amiable, affectionate, and patriotic. He was al- ways anxious to do something for his country, particularly for the poor. (3.) When we bring to mind his lofty projects and philanthropic de- sires, we can but exclaim : Alas ! that he should possess such little ex- ecutive ability and practical knowledge ! For a time he most zealously engaged in legal and historical studies. But when Rousseau'? Emile fell into his hands, his enthusiastic mind was seized by this highly vis- ionary and speculative book, and he was by it induced to abandon the studies he had commenced and set up for an educational reformer. From this time his course is marked by apparent, if not real failures. Yet his theories were like "bread cast upon waters to be seen after many days." He first purchased a barren tract of land, and with a rich mercantile firm commenced a madder plantation, and erected a hand- some villa for himself. He designed to found a center for educational and agricultural purposes. (4.) In a short time the madder plantation failed. But Pestalozzi resolved to continue his farming and combine with it a school for poor children. The school opened, and soon he had fifty pupils. He was engaged in this work for five years. His pe- cuniar}' afl^airs having been brought to a perplexing condition, he was necessitated to withdraw from this occupation. His wife was suffering from a protracted illness, and they were so reduced as often to feel the want of bread and fuel. However, it was under these trying circum- stances that his genius was displayed. How true the words of Goethe, '' Who never wets his bread with tears knows not the heavenly powers." Perhaps, had it not been for these very trials, the educational world would never have been assisted by the " Pestalozzian school system." The same year his school closed he wrote a work entitled the " Even- ing Hours of a Hermit," which produced a decided effect in both Switzerland and Germany. The next year " Leonard and Gertrude" appeared, which established him as a writer. (5.) Troubles arising in his country and impending danger being felt from the invasion of the French, his patriotic spirit was aroused, and through the columns of the " Swiss People's Journal," he endeavored to inspire the nation with a love of order, justice, law, education, integrity and piety. At this time the Government tendered him an office, but he replied '' I will be a Schoolmaster. " He was about to open an Institute, when, by the burning of one of the towns, a large number of orphan children were left home- less. Legrand, then at the head of the Swiss Directory, called upon Pestalozzi to take charge of these children. For ten months he taught, trained and fed eighty children, under fearfully distressing circum-
i
1872.] BIOGRAPHl OF PESTALOZZL 255
stances. This deed alone, should call forth from our hearts the words, " noble man." In a few months after he left this labor he began teach- ing in a primar)' school. This, in al^out a year, he was compelled to relinquish on account of poor health. But not satisfied without being actively engaged, as soon as his health somewhat improved, he, with the assistance of a few other educators, opened an institution which is considered the first systematic attempt to put into practice the princi- ples taught in his "Leonard and Gertrude," twenty years previous. (6.) Pestalozzi was now fift}'-four years old. The next year after this institution was established he gave to the world a full exposition of his views in a work, " How Gertrude Teaches her Children." The school was carried on several years at Burdorf with seeming success. But fate is against our "schoolmaster." Another trouble arose in the Gov- ernment. He had to move to a different position. In this new posi- tion he came in contact with persons with whom he could not agree ; hence, in a short time he changed his position again. In this last move only a few of his teachers and pupils accompanied him. In about half a year, however, the rest came. Now for a time this man who had so emphatically said, '*/ will be a school teacher,'* though arrived at the advanced age of sixty years, felt that at last decisive results were rewarding him. Teachers were sent to him for instrucuon. Prosperity appeared to crown him in his last days. But as usual with all the attempts of this well-meaning, earnest man, the blight must come. Dissensions arose among his teachers. The school gradually lost ground, and finally broke up, as all the previous ones had done. (7.) Pestalozzi now retired, but not to be inactive, even in extreme old age. He continued to write. Among his last works are the " Song of the Dying Swan," and the " Fortunes of my Life." The last writ- ings of Pestalozzi have been" looked upon as the outpourings of the heart f of a dying old man. He regarded his life as a chain of ship- wrecked enterprises. He acknowledged the fault was his, as the wreck had been caused by his inability to direct the helm With a knowledge of all his failures, we still say he was a great and godly man. If we ask. Was he a Christian .^ let us refer to the scene at the funeral of his beloved and faithful companion. Turning toward the coffin he said, " We were shunned and contemned by all; sickness and poverty bowed us down ; we ate dry bread with tears. What was it that, in those days of severe trial, gave you and me strength to persevere, and not cast away our hope .'* " He took a Bible and pressed it upon the breast of the corpse, saying, " From this source you and I drew courage, strength and peace." Yes, we say his career was a strange one, char-
256 LOST BOOKS. [March
acterized by constant reverses and disappointments. Yet, every deed^ bore its import, and this life given by God and taken by him, we doubt not through the ruHng of a Divine Providence accompHshed "that whereunto it was sent." — Sallie Owens, in National Nor vial.
LOST BOOKS.
We sometimes see on a single page of a catalogue "rare," "scarce, " or "very scarce," several times after the titles of books. If a book can become scarce in these days of cheap printing, how great must have been the difficulty of keeping alive the works of early writers.
It can never be known what proportion of the books written before the invention of printing has been lost, but that we have much the smaller part left there can be no doubt. We have no space here even to indicate the various ways in which the writings of ancient authors have disappeared.
The Chinese Emperor Chi-hoang-ti, in whose reign the Great Wall was built, was so ambitious to have his name handed down to posterity as the founder of the Chinese monarchy, that he issued a peremptory order to have all books — and there was a vast number of them — and all writings of every description, collected and burned by the magis- trates of each district throughout the whole empire. So well was the order carried out that that only the works of Confucius and a few other authors were saved by being hidden behind the walls, and under the floors of different houses.
Nothing like this is to be feared in our day, we may suppose, though a motion was made in the English Parliament, about two centuries ago, to destroy the records in the Tower, and to settle the nation on a new foundation. In France, too, in the time of the great revolution (y 89), there were men who attempted to carry out the same principle.
But the greatest destruction of books has been caused by wars, na- tional or religious, or by the two combined. The Persians, from hatred of the religion of the Phoenicians and Egyptians, destroyed their books. The Jews burned the books of the Christians and Pagans. The •Chris- tians burned the books of the Pagans and Jews. The most ancient memorials of the Irish people were completely destroyed by their con- querors. In Mexico the picture-writings, containing the early records of the country, shared the same fate. The first missionaries collected great numbers of their paintings and committed them to the flames.
Near the middle of the seventh century, when Alexandria was taken
1872.] NOW AND THEN. 257
by the Arabs, the books of the famous library of that city were distributed to 4,000 baths; and such was the incredible number of volumes, that six months were barely sufficient for the consumption of the precious fuel. Two centuries and a half earlier, another famous library was destroyed with the Temple of Serapis, in that same city of Alexandria.
The loss of many a library is due to the Arabs and the Turks. But the Christians too often followed their example. The library of Tri- poli, which is said to have contained the incredible number of 3,000,000 of volumes, was destroyed by the Crusaders. At the capture of Gra- nada, too, in the year 1492, Cardinal Ximenes condemned to the flames 5,000 copies of the Koran.
After the Reformation both Catholics and Protestants burned the books of their adversaries. In England there was a great destruction of libraries at the dissolution of the monasteries, in the reign of Henry VIII ; and later the Puritans destroyed everything they could find that bore any trace of a Popish origin. Then, again, from the seventh to the fourteenth century, the monks were accustomed to transcribe their lives of the saints on parchment, from which they had 'erased some an- cient classic.
In view of these facts, the wonder is that we still have even frag- ments of so many ancient writings.
NOW AND THEN."
I am looking at the childen of the present day, and thinking of those of the past. Looking, I contrast them unfavorably, if there is any longer such a period as childhood or girlhood. It appears to me that the extremes have met, and that from the baby, emerges the ivoman. These reflections and conclusions arise from what I see, and the knowl- edge I possess of the children of days long past. What would a child (I speak now of what used to be thought a child,) of eight, ten, or twelve" years, think, in the city of New York, of being dressed in plain calico or merino, untrimmed, low necked and short sleeves, and rising at five in the morning to practice an hour, in a room without fire ! To play in the cold and snow, requiring no wrapping, nor taking any cold from such exercise — to study from half-past six to nine in the evening, and yNOTk faithfully six hours during the day! Canyon Jind at this day a girl well born, well educated, in one of the best schools New York city af- forded, who never, until after the age of fourteen, had ever attended party, concert, or circus? I knew at that old time, many, and the
1l
258 NO WAND THEN. [Mar
writer of this article was one of twelve in the same class who attends this school, and who in six years never lost a day or changed a teacher. All too were the children of wealthy parents, but fortunately of parents who looked on education as of paramount im'portance: considering it wiser to develop their children's minds by cultivating head and heart, rather than inciting only rivalry in dress and admiration. I very much fear if the question now were put, "What is the chief end of man?" the reply would be, that of man, to gain money by any means, and that of woman, to settle successfully in life. Here again is a marked differ- ence. I recollect, in my school days, to have heard that the parent of one of my schoolmates had failed. It actually cast a gloom over the whole establishment, because he was thought to have kept back some- thing from his creditors ! How Utopian in this day ! Look at the num- ber of divorces now and then. Then such things were almost unknown, and were thought disgraceful in the extreme. I grant that in some ca- ses there was too much restraint, too much expected of the young, but has the excessive liberty now permitted improved their condition } Now that the parent has become the ruled instead of the ruler, are the chil- dren physically able to endure as those of the past were ? Are not most girls and indeed boys, too, nervous and generally delicate .? Why, at twenty, I would have laughed at such an idea as having nerves — now it is not an affectation. I have seen the hands of a stout looking boy shake as he wrote, like that of an old man, and every day brings to my knowl- edge instances of physical inability to application as of yore. I saw an idle brother of mine feruled until his hand bled! I admit this was terri- bly severe, but mark the result. Every thing else had been tried to in- duce him to study — he was physically lazy and fast becoming worthless. Knowing that the punishment was merited, confident that any appeal to his parents would be of no avail, the youngster took to his books, and before attaining his twenty-first year was admitted to the bar, with the highest encomiums from the Supreme Judges; one of whom shook him warmly by the hand and wished him success, although an entire stranger to him, and while he lived he never relapsed into indolence, but was beloved by all who knew him. Children of the present day have no responsibilities — all, even those of tender years, should be taught to know that they exert an influence for good or ill, and that in some way or other they can be useful. There is plenty of time after school days are over for fashionable dissipation; and if children are properly reared, few will desire what is honorably and honestly beyond their reach. Children should have warm, substantial clothing, abund- ance and variety of food well prepared and served, regular hours, good
1872.1 THE HEROIC TEACHER. 259
bathing, regular and frequent exercise; and then, and only then, tough you to expect the mental labor necessarj' to make them men and wo- men. Their studies should never be interrupted from frivolous causes, and they should be taught that high mental culture is worth more than any fortune. I am not writing theoretically, but practically — from ex- perience. Necessity, or perhaps I should more properly say misfortune, has compelled me to teach, and it is the difficulties in the way of suc- cess I daily encounter, that induce me to pen this article. No one has tasted more fully of life's pleasures than I, yet I unhesitatingly gave them up and educated my own children rather than enjoy luxuries at their expense. I do not believe in severity — it is rarely, if ever, neces- saiy, but it is utterly impossible to educate a child mentally, morally or physically, if the present system is continued in, and the race will con- tinue to degenerate until we shall be pigmies indeed, — American Ed. Monthly.
THE HEROIC TEACHER.
How many of our well meaning countrj^men have given their tens of thousands of dollars for the material homes of colleges and univer- sities, and have made no adequate provision for securing the most gifted and devoted teachers ! When will even good men learn that to endow a University with brains and heart, and not alone with bricks and mortar, is the part of true wisdom t The ideal teacher is a rare man, for whose coming, when he is found, the University and the State should give thanks. It seems to have dawned but recently on men's minds that teaching in the College or University is a special profession, in which as a rule a man can no more attain high usefulness without natural aptitude and appropriate training than he can in any of the other learned professions. A man may have eminent success as a law- yer or a clergyman or a literary writer or even as a teacher, and may yet prove a very indifferent Professor. If he is to succeed in University work, he must have, first, in the ver)- make of his mind and soul the divine call to teach, and secondly, he should have a large general cul- ture and a thorough special training in his own department. Unless he has the first of these qualifications, no degree of excellence in the second will crown him with success. He may be as learned as Scaliger or Erasmus, but if he has not in him the power of kindling another mind with the fire which burns in his own, if he cannot bring his soul into such close and loving contact with that of a receptive pupil, that the latter shall be stirred by his impulses and fired with his enthusiasms and
\
26o TOBACCO— BY A SMALL BOY. [March
'imbued with his passionate love of the truth he teaches, he has not in the highest sense the teaching power. The best part of the help which a genuine teacher gives to his pupil often consists not in the formal in- formation he communicates on this or that topic, but in the magnetism, the inspiration, the impartation of his own scholarly and truth-loving spirit. To this enkindling power he should add a kind of perpetual youthfulness, a freshness of spirit, which keeps living and warm his sym- pathies with the young, and which enables hini to see things from the student's point of view as well as from the Professor's. He must also possess the ability and the desire to be ever learning. When a man stops acquiring knowledge, it is time for him to stop teaching. He cannot produce attractive and nutritious food for his pupils by inces- santly threshing, in the same monotonous way, the very same straw which he has been turning over and pounding with his pedagogic flail for an indefinite period. With this rare combination of talent, scholar- ship and temperament he must also unite a pure and manly character, and a certain heroic disregard of the high pecuniary renumeration which other caUings in life offer to men Hke him. Tell me if men, who have wretchedly failed in other professions, are likely to have sat for the portrait I have attempted to sketch. Tell me if men, who are worthy of this vocation of the teacher, do not deserve to be encouraged and honored and rewarded by the State which they serve. As Milton says, after completing his scheme of work for the school, " Only I be- lieve that this is not a bow for every man to shoot that counts himself a teacher, but will require sinews almost equal to those which Homer gave Ulysses." Happy is this University that it has had and still has so many such men in its corps of teachers. To them more than to any peculiarity of your methods is due whatever large and lasting influence the University has exerted. — President Angell.
TOBACCO— BY A SMALL BOY.
Tobacco grows something like cabbages, but I never saw none of it boiled, although I have eaten boiled cabbage and vinegar on it, and I have heard men say that cigars that was given them on election day for nothing, was cabbage leaves. Tobacco stores are mostly kept by wood- en Injuns, who stand at the door and try to fool little boys by offering them a bunch of cigars, which is glued into the Injun's hands and is made of wood also. Hogs do not like tobacco; neither do I. I tried to smoke a cigar once, and it made me feel like Epsom salts. Tobac-
1872.] RANK OF .ESTHETIC CULTURE. 261
CO was invented by a man named Walter Raleigh. When the people first saw him smoking they thought he was a steamboat, and as they had never seen a steamboat, they were frightened. My sister Nancy is a girl. I don't know whether she likes tobacco or not. There is a young man named Leroy who comes to see her. He was standing on the steps one night, and had a cigar in his mouth, and he said he didn't know as she would like it, and she said, " Leroy, the perfume is agree- able." But when my big brother Tom lighted his pipe, 'Nancy said, " Get out of the house, you horrid creature, the smell of tobacco makes me sick." — Am. Educational Monthly.
RANK OF .ESTHETIC CULTURE.
Now we come to that remaining division of human life which in- cludes the relaxations, pleasures and amusements filling leisure hours. After considering what training best fits for self-preservation, for the obtainment of sustenance, for the discharge of parental duties, and for the regulation of social and political conduct; we have now to consider what training best fits for the miscellaneous ends not included in these — for the enjoyments of Nature, of Literature, and of the Fine Arts, in all their forms. Postponing them as we do to things that bear more vitally upon human welfare; and bringing everything, as we have, to the test of actual value; it will 'perhaps be inferred that we are inclined to slight these less essential things. No greater mistake could be made, however. We yield to none in the value we attach to aesthetic culture and its pleasures. Without painting, sculpture, music, poetry, and the emotions produced by natural beauty of every kind, life would lose half its charm. So far from thinking that the training and gratification of the tastes are unimportant, we believe the time will come when they will occupy a much larger share of human life than now. When the forces of Nature have been fully conquered to man's use — when the means of production have been brought to perfection — when labor has been economized to the highest degree — when education has been so systematized that a preparation for the more essential activities may be made with comparative rapidity — and when, consequently, there is a great increase of spare time; then will the poetry, both of Art and Nature, rightly fill a large space in the minds of all.
But it is one thing to admit that aesthetic culture is in a high degree conducive to human happiness; and another thing to admit that it is a fundamental requisite to human happiness. However important it
262 RANK OF JESTHETIC CULTURE. [March
■ may be, it must yield precedence to those kinds of culture which bear more directly upon the duties of life. As before hinted, literature and the fine arts are made possible by those activities which make individ- ual and social life possible; and manifestly, that which is made possi- ble must be postponed to that which makes it possible. A florist cul- tivates a plant for the sake of its flower; and regards the roots and leaves as of value, chiefly because they are instrumental in producing the flower. But while, as an ultimate product, the flower is the thing to which everything else is subordinate, the florist very well knows that the root and leaves are intrinsically of greater importance; because on them the evolution of the flower depends. He bestows every care in rearing a healthy plant; and knows it would be folly if, in his anxiety to obtain the flowef, he were to neglect the plant. Similarly in the case before us. Architecture, sculpture, painting, music, poetry, &c., may be truly called the efflorescence of civilized life. But even supposing them to be of such transcendant worth as to subordinate the civilized life out of which they grow (which can hardly be asserted), it will still be admitted that the production of a healthy civilized life must be the first consideration; and that the knowledge conducing to this must occupy the highest place.
And here we see most distinctly the vice of our educational system. It neglects the plant for the sake of the flower. In anxiety for ele- gance, it forgets substance. While it gives no knowledge conducive to self-preservation — while of knowledge that facilitates gaining a liveli- hood it gives but the rudiments, and leaves the greater part to be picked up any how in after life — while for the discharge of parental functions it makes not the slightest provision — and while for the duties of citi- zenship it prepares by imparting a mass of facts, most of which are irrelevant, and the rest without a key; it is diligent in teaching every thing that adds to refinement, polish, eclat. However fully we may admit that extensive acquaintance with modern languages is a valuable accomplishment, which, through reading,, conversation and travel, aids in giving a certain finish; it by no means follows that this result is rightly purchased at the cost of that vitally important knowledge sacri- ficed to it. Supposing it true that classical education conduces to ele- gance and correctness of style; it cannot be said that elegance and cor- rectness of style are comparable in importance to a familiarity with the principles that should guide the rearing of children. Grant that the taste may be greatly improved by reading all the poetry written in ex- tinct languages; yet it is not to be inferred that such improvement of taste is equivalent in value to an acquaintance with the laws of health.
1872.1 HOW TO PUNISH. 263
Accomplishments, the fine arts, belles-lettres, and all those things which, as we say, constitute the efflorescence of civilization, should be wholly subordinate to that knowledge and discipline in which civilization rests. As they occupy the leisure pai't of life, so should they occupy the leisure part of education. — Herbert Spexcer,
HOW TO PUNISH.
There is great advantage in adapting the character of the punish- ment to that of the fault, — making it, as far as possible, the natural and proper consequence of it. For instance, if the boys of a school do not come in promptly at the close of a twenty minutes' recess, but waste five minutes by their dilatoriness in obeying the summons of the bell, and the teacher keeps them iox five minutes beyond the usual hour of dis- missal, to make up for the lost time, the punishment may be felt by them to be deserved, and it may have a good effect in diminishing the evil it is intended to remedy; but it will probably excite a considerable degree of mental irritation, if not of resentment, on the part of the children, which will diminish the good effect, of is, at any rate, an evil which is to be avoided \i possible.
If now, on the other hand, he assigns precisely the same penalty in another form, the whole of the good effect may be secured without the evil. Suppose he addresses the boys just before they are to go out at the next recess, as follows:
"I think, boys, that twenty minutes is about the right length of time for the recess, all told, — that is, from the time you go out, to the time when you are all back in your seats again, quiet and ready to resume your studies. I found yesterday that it took five minutes for you all to come in, — that is, that it was five minutes from the time the bell was rung before all were in their seats; and to-day I shall ring the bell after fif- teen minutes, so as to give you time to come in. If I find to-day that it takes ten minutes, I will give you more time to come in to-morrow, by ringing the bell after you have been out ten minutes.
" I am sorry to have you lose so much of your recess, and if you can make the time for coming in shorter, then, of course, your recess can be longer. I should not wonder if, after a few trials, you should find that you could all come in and get into your places in one minute; and if so, I shall be very glad, for then you can have an uninterrupted recess of nineteen minutes, which will be a great gain."
Every one who has had any considerable experience in the manage-
264 STUDY AND HEALTH.. [March
ment of boys will readily understand how different the effect of this measure will be from that of the other, while yet the penalty is in both cases precisely the same, — namely, the loss, for the boys, of five min- utes of their play, — Jacob Abbott.
STUDY AND HEALTH.
Devotion to intellectual pursuits and to studies, even of the most severe and unremitting character, is not incompatible with extreme longevity,, terminated by a serene and" unclouded sunset. Dr. Johnson composed his " Dictionary" in seven years. And during that time he wrote also the " Prologue to the opening of Drury Lane Theatre," the "Vanity of Human Wishes," the tragedy of " Irene," and the *' Ram- bler"— an almost incomprehensible effort of mind. He liyed to the age of seventy-five. When Fontenelle's brilliant career had terminated, and he was asked if he felt pain, he replied, " I feel only a difficulty of existing."
Mental application is a powerful remedy in diseases both of body and mind; and its power as a remedy is proportionate to its intensity as a pursuit.
The turmoils of active life do not appear to render intellectual labor more injurious to the system, — possibly here also the influence may be counteracting. Milton, the secretary to the Commonwealth, in times when men lived years in months, — blind, and in domestic discomfort, writing his immortal poems; John Wesley, persecuted, and almost an outcast from his former friends, in " labors abundant," denying himself natural rest and refreshment, yet acting in mind and body with unpar- alleled energy; Voltaire, the apostle of infidelity, at war with more than the whole world, — these, and a cloud of others warred with the existing order of things, and remained masters of themselves and their mental powers to a ripe old age.
The injurious effects of mental labor are, in a great measure, due, —
To excessive forcing in early youth;
To sudden or misdirected study;
To the co-operation of depressing emotions or passions;
To the neglect of the ordinary rules of hygiene;
To the neglect of the hints of the body; or,
To the presence of the seeds of disease, degeneration, and decay in.j the system.
The man of healthy phlegmatic or choleric temperament is less
1872.] MISCELLANY, 265
likely to be injured by application than one of the sanguine or melan- cholic type; yet these latter, with allowance for the original constitu- tion, may be capable of vast efforts.
The extended and deep culture of the mind exerts a directly con- servative influence upon the body.
Fellow-laborer, one word to you. Fear not to do manfully the work for which your gifts qualify you; but do it as one who^ must give an account of both soul and body. Work, and work hard, whilst "it is day; the night cometh soon enough, — do not hasten it. Use your fac- ulties,— use them to the utmost, but do not abuse them. Make not the mortal do the work of the immortal. The body has its claims. It is a good servant; treat it well, and it will do your work. But task it and pine it and suffocate it; make it a slave instead of a servant; it may not complain much, but, like the weary camel in the desert, it will lie down and die. — Charles Elam^ in "Physicians Problems."
" My duty, my duty," were the watchwords through life of the late Dr. Taylor of Andover. So says Prof. Park, his eminent friend. It brings to our mind a scene which occurred just a dozen years ago. It was in the doctor's study. A naughty boy was before him. We re- member it distinctly; and that boy was listening to a criticism on his course of conduct during the winter which had just melted away. The doctor, first in kindly tones, complimented him upon his abilit)-, — then added, " You have dropped more than fifty per cent, in your studies, during the past two or three months." The boy was conscious of it, but sought to defend himself by saying that he was forced to act as he had done. The reply of the great teacher is fresh in his memory to- day; and this it is exactly: "I do not doubt that you were influenced to act as you did; but a man is new&x forced to act contrary to his duty." That naughty boy, grown to manhood, has never forgotten the distinc- tion between influence and force in the performance of one's duty.
Great is Bankruptcy: the great bottomless gulf into which all False- hoods, public and private, do sink, disappearing; whither, from the first origin of them, they were all doomed. For Nature is true, and not a lie. No lie you can speak or act but it will come, after longer or shorter circulation, like a bill drawn on Nature's Reality, and be pre- sented there for payment, with the answer, No Effects. Pity only that it often had so long a circulation — that the only original forger were so seldom he who bore the final smart of it ! Lies, and the burden of evil
266 MISCELLANY. [March
they bring, are passed on; shifted from back to back, and from rank to rank; and so land ultimately on the dumb lowest rank, who, with spade and mattock, with sore heart and empty wallet, daily come in contact with reality, and can pass the cheat no longer. — Carlyle.
Our Major, says ah old Mexican volunteer, had very long feet, and also a horse that threw every one but the Major. One evening the Major's servant -was out on the parade ground with the horse, and, as usual, got thrown off, when one of the boys spoke up and said : " I know why the horse don't throw the Major." "Why ? " was asked by a dozen or more. " Well, you see the Major 's got such long feet that the horse thinks he 's in shafts."
A Practical Education. — Father, (who has imbibed the prevailing prejudice against a liberal education). — I see you've been and put my son into grammar and jogaphy. Now, I don't want to make no preach" er and no sea-captain outen him, and these studies a'n't no use. Give him a practical business edication.
To Preserve Books. — It is not, perhaps, so generally known as it deserves to be, that but a few drops of any kind of perfumed oil will secure books and man- uscripts from the deteriorating effects of mold and damp. The species of leather so extensively used by bookbinders owes its powers of withstanding the effects of these destructive agents to the tar of the birch tree — betula aloa. The preserv- ing of books, written on papyrus and parchment, by means of perfumed oils, was known to the ancients. The Romans made use, for this purpose, of the oil of cedar; hence, undoubtedly, the expression of Horace, '■^ Digna Cedra^'''' meaning any work deserving of being anointed with this oil. It is frequently the case that valuable collections of books are greatly damaged by the effects of damp, and manuscripts to which great importance attaches are often wholly spoiled. The hint may be worthy of notice.
Single Watches of all kinds, at Wholesale prices, sent by express to any part of the country, not to be paid for until received. Catalogues free. Write to the factory for lowest prices ever offered.
EDITORIAL TABLE.
A MISCHIEVOUS PROVISION.
As reported in the newspapers, the school bill for San Francisco, introduced by Mr. Wheaton, contains a provision by which San Francisco is exempted from the operation of the State law requiring uniformity of text books in all the schools of the State.
This is a mischievous movement, and should be defeated. Its effects can be only evil. It will open the way for endless changes of text books in San Fran- cisco, with all the consequent losses and inconvenience to the people of this city. But its evil effects will not stop here. The enactment of such a provision will break down the integrity of our State system and reduce it to a chaos. If San Francisco be exempted, why not Sacramento, Oakland, Stockton, San Jose, and every other town in the State? If the cities and towns are to be exempted from the operation of the State law, why not the counties? Is there any essential difference between city and country children? Is there one sort of orthogrophy or arithmetic suited to the country and another to the city? Nobody will have the hardihood to pretend any such absurdity. Why the exemption then? It can not be said with truth that there are any exceptional wants of San Francisco schools not already provided for by the present law. The local boards have no restrictions imposed upon them in the choice of text books for high schools, the modern languages in the Cosmopolitan schools, and in a word, everything outside of and beyond the regular common school course. No good reason can be given in. favor of this vicious movement. It is simply an attack on the State system of ^uniformity, very slightly disguised. This attack comes from those who were formerly the loudest advocates of uniformity, but now profess to have undergone a change of opinion.
We are safe in saying that the people of San Francisco ask no such legislation as this. They are satisfied with the uniform system, and want no door opened for wholesale changes. Our State system is now one of the very best of any in the Union, and there can be none but a selfish or spiteful reason for overthrowing or disturbing it.
ANOTHER BAD MOVE.
Mr. Wheaton's San Francisco school bill contains another bad provision. It proposes to reduce the salaries of the teachers in the primary grades. This propo- sition is universally and deservedly condemned, and we trust will be defeated. The effect of such a measure would simply be to lower the standard of qualifica- tion. If reduction were necessary, it should begin somewhere else; — with the high salaries, instead of the low ones. The primary teachers receive less in pro- portion to the amount and value of their work than any other class of public ser- vants. Yet, whenever an economical fit comes upon our law - makers, they invariably begin with the primary teachers, leaving their own per diem and the salaries of superintendents, deputies, clerks, sheriffs, treasurers, auditors, etc.,
268 EDITORIAL TABLE. [March
untouched. Why is this ? Is it because the primary teachers are women and can not vote ? Or is it simply because they are women, and therefore not entitled to equal justice ? It seems to be a peculiarity of all the present movements for " reform," so called, in our school affairs, that the victims are the primary teach- ers. Let these reformers (so called) show their smcerity by cutting down their own salaries a little first, and their efforts will be regarded with more respect than can be accorded to them now. It will be an evil day for our public schools when a policy shall be adopted that will drive talent and experience from the primary schools, and leave the foundation work of education to be performed by unskillful hands.
STATE NORMAL SCHOOL INVESTIGATION.
The committee* of investigation with regard to fraud or mismanagement in the construction of the State Normal School, after laborious and protracted sittings, have reported. The reports of the two committees differ, but the worst damaged person is the prosecutor and architect, whose incompetency was fully established by his own testimony. The trustees, as a body, are fully vindicated from even the suspicion of wrong. The prosecution was malicious m its origin, and some- what partisan in its animus. The State has never been better served than by the Board of Normal School Trustees.
NEW SCHOOL LAW.
Below is an abstract of the new school law, introduced into the Senate by Mr. Larkin, of El Dorado. The bill revises the entire law and proposes important changes :
Amends Section 2 so that the State Board of Education shall make no rules in conflict with the special rules of the Board of Trustees of any district. Section II requires the Superintendent of Public Instruction to report to the Controller on or before the first of January of each year, the number of organized school districts in the State as shown by the latest reports of School Superintendents on file in his office, provided that incorporated towns, or cities, or cities and counties, shall be considered only as one district; also the total number of children between the ages of five and seventeen years for the year 1872; the report shall be made within ten days after the passage of the Act. The Controller is to be required to make quarterly apportionments. Section 13 requires the Controller, on receipt of the report "required by Section 11, to estimate the amount of money necessary to apportion the sum of one hundred dollars to each school district in the State, and also seven dollars to every child between the ages of five and seven- teen years as shown by the Superintendent's report. The balance required, after deducting the amount to be received from school funds, is to be raised by a direct State tax. Section 16 of the present law is to be amended by striking out the portion which authorizes the County Superintendent to preside over county insti- tutes and by inserting the following: "When visiting schools in each county he shall have power to take charge of the schools and conduct the exercises in such manner as he may deem necessary." Subdivision 190, Section 42, requires each metnber of the Board of Trustees of each district to visit all the schools in his district once each term. Section 58. When there shall be in any district any number of children other than white children whose education can be provided for in no other way, the Trustees may, by a majority vote, and with the written consent of a majority of the parents of the children attending such schools, filed with the Trustees of the districts, permit such children to "attend a school
1872.] EDIIORIAL TABLE. 269
for white children. Section 91 provides that a school poll tax of two dollars shall be levied upon all male inhabitants of the State over twenty -one and under sixty years of age. Section io8 makes it a misdemeanor for any teacher or officer connected with the schools to be interested in any way pecuniarily in introducing any book, furniture or apparatus into any school, punishable with a fine of not more than one thousand dollars and removal from office. Section 21 of the present law, which provides for holding teachers' institutes, and Section 75, which provides for an educational journal, are to be struck out. There is to be no restriction upon the Boards of Trustees except as to purchasing books of a denom- inational, sectarian or partisan character. The time of electing Trustess is to be changed back from April to June of each year.
COMPULSORY EDUCATION.
I DO not fully share in the popular furore for compulsory education. I prefer the voluntary system as better suited to the genius of American institutions. Compulsion, with the constable and the bayonet, may suit imperialism, but we rely on reason, persuasion, and moral influence in matters of this sort. It will be time enough to talk of compulsion when we are ready to acknowledge that our present system has failed. I deny that the voluntary system is a failure. No other nation has made such progress in education as we have made during the last thirty years under the voluntary system. Prussia unquestionably leads the Euro- pean nations in the matter of popular education. Dazzled by her success in the recent war against France, many are disposed to attribute that success to the fact that the Prussian system of education is compulsory. It may be well to bear in mind the fact, that the United States have fought all their battles successfully under the voluntary system. Our victorious armies have generally been mainly composed of volunteer soldiers, the graduates of our free schools.
There are many features of the school system of that grand and powerful nation worthy of our study and imitation; but it will be a mistake to attempt to fit the compulsory garment of an imperial Government to the expanding form of our American free school system. Our present system is the outgrowth of American ideas, institutions and conditions, and if not retarded in its development by unwise experiment, will achieve results far exceeding those secured by other systems in other lands.
I am aware that these views are in opposition to the current of popular opinion just at this time. But majorities are sometimes wrong. I have long since ceased to believe in their infallibility. Communities, like individuals, often do in haste that of which they repent at leisure.
It is claimed that the recent election for Superintendent of Public Instruction committed California to the principle of compulsory education, the successful can- didate being a warm supporter of the jjrinciple. I have no disposition to appeal from that decision, nor to throw the least obstruction in the way of a fair trial, should a compulsory law be enacted by the Legislature. I have felt it to be my duty, however, to give this expression to the strong convictions of my mind on this important question. The responsibility of action rests upon others; and with them I leave it.
In Prussia the number of youths between the ages of six and fourteen years due at school was last year three million two hundred and twenty-three thousand three hundred and sixty-one; actual enrolment, two million six hundred and five thou-
i
270 "" EDITORIAL TABLE, [March
sand four hundred and eight; leaving six hundred and seventeen thousand nine hundred and fifty-four, or twenty per cent., who do not attend school. In many portions of our country the attendance on the public schools exceeds this. The Prussian system is doubtless a good one for Prussia. — Fitzgerald's Report.
THE EXPERIMENT AT THE LINCOLN SCHOOL.
[Supplementary Correspondence.]
Department of Public Instruction, )
San Francisco, November 20th, 1871. \ Mr. Bernhard Marks,
Principal Lincoln Grammar School: Dear Sir— The more I think of your experiment of abolishing corporal pun- ishment in the Lincoln School, the stronger is my conviction of its importance. What are your present views in regard to this- matter ? Have you, since the date of your former communication, found reason to change or modify the opinions therein expressed ?
Very respectfully,
O. P. Fitzgerald, Superintendent of Public Instruction.
Superintendent Fitzgerald:
Dear Sir — I am glad to have you ask these questions. The suspicion has sev- eral times crossed my mind that my letter to you on the matter of corporal pun- ishment may have placed me in the light of a zealot bent upon fortifying himself in his own opinions, and justifying his own course without sufficient regard for truth. I here declare to you that I care very much to ascertain what is true in this matter, and very little about the correctness of my opinions on it. If this experiment prove a failure in my hands or in those of my successor, whoever he may be, I shall still rejoice that I made it.
If I should say anything in this letter which differs in sentiment from what I have expressed in the former one on this subject, you need make no effort to recon- cile the statements, but may conclude at once that I have changed my mind. As a student of my profession I hold myself in constant readiness to change my mind as more wisdom comes to me.
To ascertain distinctly the state of affairs, I called a meeting of the teachers of this school, and called upon each one for a statement to include the three follow- ing points, viz: the present deportment of the class as a whole, the standard being the deportment of similar classes in former times with the appliance of corporal punishment at command; the relative efifec.tiveness of the teaching, and the expe- diency of again resorting to the use of the ratan. Nineteen teachers were present. One thought her order very bad, the effectiveness of her teaching very seriously impaired, and that corporal punishment ought to be restored. I may here remark that the constitution of thi^ class makes it by all odds the hardest class in this city. It is composed exclusively of large, lazy, indifferent boys, who all, without a single exception, failed of promotion to the First Grade. They are the chaff left in the sieve after the grain of four Second Grade Classes was sifted out' for First Grade material. Five-sixths of these boys ought to be learning some useful
1872.J EDITORIAL TABLE. * 271
»— "^ ~ "*
trade, amd a compulsory educational law ought to be immediately 'enacted to force all such boys ou^ of school and into any useful employment. Three charac- terized the order in their rooms as dad/ thought the effectiveness of their teaching somewhat impaired," and that corporal punishment should be restored. Two thought their order was medium or fair, the effectiveness of their teaching slightly impaired, and that corporal punishment, in rare cases, would be beneficial. I note here that all these teachers were from the first opposed to the experiment of doing without corporal punishment, had little or no faith in it at any time, and expressed themselves against it when formally questioned at intervals of five or six months. Three called their order fair, their teaching effective, and declared themselves opposed to restoring corporal punishment. One considered her order good, her teaching effective, but favored the restoration of corporal punishment. One considered her order good, her teaching effective, and was so decidedly opposed to corporal punishment that she reminded me of her having refrained from resorting to it at least four months before I abolished it in the school. Five corisidered the order in their rooms a.s fully up to the best they roer had under the old regime, their teaching as effective as they could make it under any circumstances, and they fairly scouted the thought that they should ever resort to corporal punishment again . Three declared that the order in their rooms was better than when fear was the ruling motive, that their teaching was in the highest degree satisfactory, and that they were zealously in favor of the total abolition of corporal punishment in the public schools.
Concisely stated, the matter stands thus: Order in rooms — very bad, one; bad, three; medium or fair, five; good, two; good as the best, five; better than before, three. Effectiveness in teaching — very seriously impaired, one; somewhat im- paired, three; slightly impaired, two; effective, thirteen. In favor of having cor- poral punishment restored, seven; opposed, twelve. Favoring corporal punish- ment— First Grade, one; Second, three; Third, two; Fourth, one; Fifth,.none. Opposed to corporal punishment — First Grade, one; Second, one; Third, two; Fourth, six; Fifth, two.
To express my own opinion upon all these points fully, would make this letter too long. I shall, therefore, content myself with tersely stating the bare facts I would like to present to you.
The teachers in this school who call their order bad or only fair would change those terms to decidedly good if they could see the ordinary deportment of a first- rate German class under a first-class German teacher. The demands made upon our boys in the way of attitude, silence, quietness of motion, delicacy of handling books, slates, pencils, etc., conscientiousness about communicating by word or look, and, in short, of giving a roomful of bouncing boys the appearance of a roomful of tailors' dummies, would seriously tax the capabilities of so many staid old gentlemen. Discipline overshadows teaching. Order overshadows learning. The means has become the end. Not the teacher, but the time is to blame. The very worst boy in this school is only the victim of opportunity. If the teacher were not overworked there would be no trouble. The very worst boys are good while they are kept busy by their teachers. There are no more bad boys than are necessary to match the world in which they live. If the boys were any better they would be too good for their parents and for those with whom they are destin- ed \q come in contact. God's great law of adaptability has not been violated in the constitution of boy nature. The separation of the sexes in the Grammar
272 EDITORIAL TABLE, [March
ft
Schools is an outrage upon Nature. Giving all the girls and easy work to one set of teachers and all the boys and hard work to another set is injustice. Four fifths of the teachers of the Lincoln Grammar School work harder than any woman ought to be permitted to work, even though she be willing to do it. Justice to the teachers and to the boys (and, I am not afraid to say, good to the girls) demands that each teacher in a Grammar School shall have a class composed half of boys and half of girls. If the sexes must continue separated, then common sense de- clares that a teacher shall have fewer boys than girls imposed upon her. The teachers who favor the restoration of corporal punishment do not complain of the bad boys so much as of the middling and good boys. They complain of a general uneasiness occasioned by the withdrawal of fear as a motive. Checks would not stop whispering. Checks backed by detention were ineffective. That is, the goodness of these boys had the same merit as the honesty of a thief who does not steal when he knows he will be arrested. Query: which is to be preferred from a moral point of view — fear as a motive, with more effective intellectual trainmg; or conscientiousness as a motive, with less effective intellectual training ? One of the great troubles is the feeling that each specific offence should have some defi- nite punishment [if such a rule were applied to us, how many of us could keep out of jail?]; and another is the feeling that there is no substitute for corporal punishment. It is easier to strike a boy than to take other measures against him. The majority of parents would very much rather have their boys whipped at school than to be themselves troubled about them. Corporal punishment as a last resort is not efficient; as z. first resort it is exceedingly efficient, but is denounced by the whole civilized world.
The foregomg heterogeneous paragraph will furnish you with some food for re- flection. I sum up the whole matter thus: Government without corporal punish- ment is hardly possible to a teacher who has not faith in it. It is harder work to teach without corporal punishment than with it. I regard this experiment of fif- teen months as successful. If it finally come to the worst, I may, as a feature of the same experiment, reintroduce corporal punishment into several of the classes. Finally, if every teacher in this school had as great faith in this idea as I have, and if an abler disciplinarian had my place, ultimate, complete, and triumphant success would be assured.
Very respectfully, yours,
Bernhard Marks,
Principal Lincoln Grammar School. — Fitzgerald^ s Report.
'SECTARIANISM" IN OUR PUBLIC SCHOOLS.
I have had no trouble with regard to sectarianism in our public schools. During' the whole four years of my term of office no approach, direct or indirect, has been made to me with regard to a sectarian division of the Public School. Fund. Not a dollar of that Fund has been diverted from the public schools.
It has been the custom of our Legislature to make annual appropriations for^cer- tain denominational Orphan Asylums, though some citizens have questioned the propriety of the practice. Should the practice be continued, a distribution of
1872.] EDITORIAL TABLE. 273
State charity according to the number of actual beneficiaries in each institution would perhaps satisfy most persons as an equitable rule by which to govern legis- lative action.
There is no sectarianism in our public schools, and there can be none. A State school system is necessarily secular. The State acts only in a secular sphere. It cannot undertake to teach religion. That, with us, is left to the Church and the family; and there it must and will remain.
From time to time there is a slight agitation concerning the Bible in our public schools. There is a Bible party and an anti-Bible party, and fiery is their zeal and fierce their discussions. These agitations are in my judgment purely gratuitous, and are often gotten up to give opportunity for the display of a questionable zeal for religion on the one hand and a spurious *' liberality " on the other. Our Cali- fornia school law treats the question*just right — that is, lets it alone. It neither puts the Bible in or out of the public schools, but leaves the matter to the common sense and prudence of each teacher and community in the State. We will never be able to put this question to rest in a more satisfactory manner. Believing as I do in the Bible with all my heart, and resting upon it my most precious hopes, I do not wish to see the reading of it forced upon any human being. The reading of the Bible as a preliminary exercise by an unwilling or sceptical teacher would be more a sacrilegious than a religious act. — Fitzgerald's Report.
EDUCATIONAL ITEMS.
In the last meeting of the German Anthropological Society, the greatest of living Anthropologists, Prof. Virchow of Berlin, has taken a decided stand against Darwinism. The transformation of species, according to this great scholar, is yet an open question. Darwin's theory, he says, offers nothing more than a mere possibility to solve the different phenomena of natural life. Arguments based on real facts are absolutely wanting. Not even the transition of one race into another has been proved.
The Capital of Montana Terriotry, as given in all the geographies we have seen, is Virginia City. In the authorized edition of the Postoffice Directory, it is represented as Helena. Which is right ? — American Ed. Monthly. Helena.
It is claimed that the first book printed on this continent was by Combeyer, in Mexico, in the year 1544.
Illinois mothers knock faithful teachers down with curling irons; at least one mother did. He apologized for being knocked down — said he was'nt very well.
The best chemist in Iowa Agricultural College is a girl.
January 6, 1650, the committee of Watertown hired Richard Norcross to teach school for one year, for 30^, and allowed him 2s. a head for keeping the "dry- herd." From this it appears that milking was not a qualification for the school- master.
Mrs. Colt, the widow of the inventor of Colt's revolver, is building a $60,000 school-house, in which to educate the children of her workmen.
In the German universities, the proportion of the professors to the students is that of I to 9 nearly; in Oxford, i to 47 1-4.
274 EDITORIAL TABLE. [March
There are 300,000 children in Paris between the ages of 7 and 13, who go to no school, but are plunged in the grossest ignorance.
In Denmark, an arrangement is made by which children may attend school one part of the day and work the other part. A school-house — in Copenhagen, for example — is furnished for a thousand children; one session is held in the morn- ing, a thousand attending; in the afternoon a second thousand children attend — both schools being under the same general management.
This winter another attempt is to be made to take the control of the public schools out of the hands of the States, and put them in the charge of officers act- ing under the authority of Congress. Congressman Stewart, of Nevada, is the author of this new scheme, to carry out which he has framed and offered in the House the following amendments to the Constitution of the United States :
" Section I. There shall be maintained in each State or Territory a system of free common schools, but neither the United States, State, Territory nor Municipal Corporation shall aid in the support of any school wherein the peculiar tenets of any denomination shall be taught.
" Sec. 2. Congress shall have power to enforce this article by appropriate legislation."
They were referred to the Committee on Judiciary. Should they be adopted, and finally become a part of the Constitution, Congress would have power, under the second section, to wipe out all Boards of Education acting under State laws, and to transfer their powers to the Bureau of Education at Washington.
Total expenses of the city of Boston for education in i860, $628,549 28; in 1870, $1,575,279 07. Total number of scholars in i860, 36,488; in 1870, £9,174. Salaries of teachers in i860, $286,835 93 5 • in I970j $819,344 66. Rate per scholar, exclusive of the cost of school-houses: in i860, $15 03; in 1870, $30 82.
The annual income from the Peabody Educational Fund is $120,000, of which $110,000 is disbursed, and $iO,ooo held for extraordinary emergencies. As soon as all the bonds belonging to the fund become available, the annual interest will amount to about $175,000. The people of the South appreciate the great bene- faction of Mr; Peabody, and exhibit that appreciation by strengthening themselves as rapidly as possible. Quite a number of towns maintain their schools now with- out extraneous aid. Dr. Sears has made an excellent impression everywhere in the South. No gentleman is more cordially received or more freely honored.
There are now in the United States 34 institutions for deaf mutes, with nearly 4,000 pupils, and over 200 teachers.
Philadelphia has 1,539 teachers, and 81,854 pupils. She expended for school purposes last year $1,491,629 58.
BOOK TABLE.
The Federal Government: Its Officers and their duties. By Ransom H. Gillet, formerly a member of Congress from St. Lawrence county, N. Y., more recently Register and Solicitor of the United States Treasury Department, Solicitor for the United States in the Court of Claims, counselor-at-law, etc. Woolworth, Ainsworth & Co., New York and Chicago. 1871.
This book should be placed in every school library in the land. It contains information which should be possessed by every voter. Every person invested with the right of suffrage should have some knowledge of the structure of our
i872.]
EDIJORIAL TABLE.
275
government, what officers are employed in its administration, and the general nature of their duties. This knowledge is necessary to good citizenship. An Ignorant constituency naturally and surely leads to carelessness and corruption of representatives. With the current facts of our United States history before us, this proposition needs only to be announced to be accepted. To the large num- ber of persons holding office this book is a desideratum. To the much larger number who hope to hold office, it will prove interesting, and may become valua- ble. It traces the history of the Federal Government from the discovery of the continent down to the present time, showing the conditions to which its several departments owed their origin and the circumstances which determined their functions and limited their powers. This part of Mr. Gillet's work is altogether satisfactory. He understands the nature of our Government, and makes it clear to his readers, while there is no indication of partisan purpose or bias. The chapters on the different bureaus and officers at Washington make a complete guide I book to such as may have business to transact with the Federal Government. I This information is thorough and minute, and shows that the author expended [ .-^sufficient time and exercised proper care in the preparation of this volume. The ; book is an octavo of 450 pages. The imprint of Woolworth, Ainsworth 6^ Co. is a guarantee of fine mechanical execution.
The Illiad of Homer. Translated into" English blank verse by William Cullen Bryant. ' Boston: James R, Osgood & Company. 1871.
Every reader will feel a sense of personal obligation to the venerable American scholar, poet and editor, after he shall have finished the perusal of this latest and best translation of the blind bard. To such of our young readers as have yet to make their first acquaintance with Homer, we recommend this translation.
TABLE OF CONTENTS.
PAGE.
Tulare County Teachers' Institute 245
A "Reconstructed" University 248
Cramming 250
Biography and Character of Pestalozzi 253
Lost Books 256
"Now and Then." 257
The Heroic Teacher 259
Tobacco — by a small boy 260
Rank of /Esthetic Culture 26i
How to Punish 263
Study and Health 264
PAGE.
Miscellany 265
Editorial Table 267
A Mischievous Provision. 267
Another Bad Move 267
State Normal School Investigation 268
New School Law 268
Compulsory Education 269
The Experiment at the Lincoln School. . . 270 "Sectarianism" in our Public Schools.... 272
Educational Items 273
Book Table 274
CALIFORNIA State Normal School.
BOARD oFtRUSTEES.
NEWTON BOOTH Governor
H. N. BOLANDER Superintendent of Public Instruction
C- T. EYLAND San Jose
A. J. MOULDER San Francisco
H. O. WELLER San Jose
JAMES DENMAN San Francisco
J. H. BRALY San Jose
TEACHERS.
Rev. W. T. Luckt, A.M Principal
H. P. Caelton Vice-Principal
Miss E. W. Houghton Assistant
Mbs. D. Claek Assistant
Assistant
COURSE OF STUDY.
To secure admission into the Junior Class, applicants must pass a satis- factory examination before the Board of Examination in the county in which they reside, on the following subjects, viz. :
Orthography, Reading, Penmanship, Common School Arithmetic, English Grammar, Geography and Composition.
Junior Class — Mrst Session.
* Arithmetic — Robinson's Higher.
* English Orammar — Brown's. *Oeography — Monteith's.
* Reading — McGuffey's 5th Reader. *Orthography — ^Willson's.
Moral Lessons — Cowdery's. Mental Arithmetic. Analysis and Defining.
Junior Class — Second Session,
* Algebra — Robinson's Elementary. *English Orammar — Brown's. Geometry — Marks' Elements. Physiology — Cutter's.
*l]. S. History — Quackenbos'.
Vocal Culture.
Book-Keeping — Payson, Dunton & Scribner's Single Entry.
Natural Philosophy — Steele's.
ercises during the Junior Year — Penmanship; Object-Lessons; Calisthenics; School Law; Methods of Teaching; Vocal Music, Drawing, Com- position, Declamation and Constitution of United States and California.
To secure admission into the Senior Class, applicants must be regularly promoted from the Junior Class, or pass a thorough written examination, conducted by the Normal School Board of Instruction, on those studies of the Junior Class marked with an asterisk, and an oral examination in Natural Philosophy and Physiology.
Senior Class — Mrst Session,
Algebra — reviewed. . Physiology — reviewed.
Natural Philosophy— QaackenhoB* .
Rhetoric — Hart's.
Natural History — Tenney's.
Vocal Culture — Russell's.
Book-Keeping — Payson, Dunton & Scribner's Double Entry.
Sbniob Class — Second Session. Arit hmetic — reviewed.
Geometry, THgonometry, and Mensuration — Davies*. Botany — Gray's. • Physical Geography — "Warren's. Mental Philosophy — Upham's. English Literature — Collier's. Astronomy — Loomis' . Chj&mistry — Steele's. General mxrcises — Same as in the Junior Class.
REGULATIONS OF THE NORMAL SCHOOL.
1. All pupUs, on entering the School, are to sign the following declaration: "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."
2 To enter the Junior Class male candidates must be seventeen years of age; and female candidates sixteen. To enter the Senior Class they must be one year older.
3. All applicants are required to present letters of recommendation from the County Superintendent of the county in which they reside. The holders of first or second grade teacher's certificates will be admitted on their cer- tificates.
4. No pupil shaU be entitled to a Diploma of Graduation who has not been a member of the School at least one year.
GENERAL INFORMATION.
In obedience to the requirements of the "Act to Establish the State Normal School," passed by the last Legislature, the next session of the School will be held in San Jose. There will be Oral and Written Examinations at the close of each session. The Graduating Exercises wiU be in March.
Pupils will be required to furnish their Text Pooks. Reference Books will be furnished by the School.
There is no boarding house connected with the Normal School. Good boarding can be obtained in private families at reasonable rates.
CALENDAR FOR 1871-72.
First Session begins June 14th, 1871. First Session ends October 6th, 1871. Fall vacation, one week. Second Session begins October 16th, 1871 ; Second Session ends March 14th, 1872 .
For additional particulars, address
Eev. W. T. lucky, A. M., PniNcuPAT., San Jose. March 25th, 1871.
Terms of Advertising in the California Teacher
[Payable in U. S. Gold Coin.]
1 month.
1-4 page $ 5 00
1-2 page.... : 10 GO
1 page 15 00
3
|
3 months. |
6 months. |
lyear. |
|
$13 00 |
$25 00 |
$ 40 00 |
|
25 00 |
40 00 |
70 00 |
|
40 00 |
60 00 |
100 00 |
LIBBT & SWETT,
3 New Montgomery St,,
Grand Hotel Building, San Francisco.
Books, Stationery and School Supplies.
A FULL STOCK OF
School Books ^
School Apparatus, Wall Maps,
Globes, 4&C, Miscellaneous Books, New Books ^
Fine Stationery, &c,
and everything else that pertains to our business at the lowest market rates.
We cordially invite the visits and correspondence of teachers and school officers.
P. O. Box 4:59 L.1BBY & SWKTT.
1
THE aOLD MEI3AL
MANUFACTUBED BY ^
WJJ.Palmer&Co
(Successors to Wistmove & Palmer,)
Mannfakstory, 105 i^ 107
Mission St., Near Hpear,
San Jf^raneiso^t.
The Most Interesting Relic and Curiosity in tlie Christian World e?er Discovered.
Tills clay is pnblislietl. Price $^.50 a finely executed Kngraving', tlie only True l<ikt^nes8 of
OXJH SA.VXOTJIt.
Taken from one cut in an Emerald by command of Tiberius Caesar and which was given from the Treasury of Constantinople, by the Emporer of the Turks, to Pope Innocent VIII, for the Redemption of his Brother, then a captive to the Christians.
The following Extract, in proof of tlie Authenticity of the above Portrait, is translated from the Latin contemporat-y Historians of the period.
"News to the Senate of Rome concerning Jesus Chkist in the days of Tiberius Caesar the Emperour, as the governours of sundry pr ovinces under the Senate and people of Rome used to advertise the Senate of such news as chanced in diverse countries.
"Publius Lentulus, being at that time president in Judea, wrote an epistle to the Senate and people of Rome, the words whereof were these: —
" 'There appeared in these our days a man of great virtue, named Jesus Chkist, who is yet living amongst us, and of the Gentiles is accepted for a Prophet of Truth, but his own disciples called him the Son of God. He raise th the dead and cureth all manner of diseases. A man of stature somewhat tall and comely, with a very reverend countenance, such as the beholders may both love and fear. His hair of the colour of philbert full ripe, and plain al- most do\vn to his ears; but from the ears downward somewhat curled, and more orient of colour, waving on his shoulders. In the midst of his head goeth a seam, or partition of his hair, after the manner of the Nazarites; his forehead, very plain and smooth; his face, with- out spot or wrinkle, beautified with a comely red; his nose and moiith so formed as nothing can be reprehended; his beard somewhat thick, agreeable in colour to the hair of his head, not of any great length, in the midst of an innocent and mature look; his eyes grey, clear and quick. In reproving, he is terrible; in admonishing, courteous and fairspoken; pleas- ant in speech, mixed with gravity. It cannot be remembered that any have seen him laugh, but many have seen him weep. In proportion of body, well-shaped and straight, his hands and arms right, and delectable to behold; in speaking, very temperate, modest and wise. A man for singular beauty surpassing the children of men.' "
Agents wanted to canvass for this Engraving. Send $3 for an Agent's outfit. Agents are making from $10 to $50 per day selling this Engraving. Address,
C. B. THOMPSON, Bridgewater, Conn.
PEilSONS OP BOTH SEXES ARE thoroughly fitted for business pur- suits, or for telegraphic operators, at this institution. The scholarships of this school are good for tuition in the thirty-six Bryant k Stratton Col- leges. Young men are practicaUs, educated for Bankers, Merchantys Clerks and Bookkeepers by the most thorough course of actual businesp training ever introduced into any school on the Pacific coast. Session s continue day and evening throughou t
the t'Ulirt' year. Students can enter at any time. Just the course of study for yoimg men in all walks of life who wish to succeed. For full information regarding the school, call at the College OfEice, 24 Post street, or send for Heald's College Joitrnal, published monthly, and sent free to all by addressing
E. P. HEALD,
President Business Colleg'e, San Francisco.
i^ THE WOMAN'S PACIFIC COAST JOURNAL, by Mbs. C. F. Young, M. D., is a Health-reform and Temperance paper, designed to teach people to live so as to avoid' sickness, and how to cure the sick by natural means without the use of medicine.
/In the opinion of leading health-reformers it is one of the best — some say ''the very best"— oi the six health joiuuals in the United States. Sixteen quarto pages, book paper, $1.50 per annum; 10 copies, $12; 21 copies, $20; specimen numbers, 10 cents. Address " Woman's Journal," box 1501, San Francisco.
"An Accctrate Time-keeper is Indispensable to the Business Man or Traveller."
#^0.00.
SINGLE WATCHES OF ALL KINDS, SOLD AT WHOLESALE FACTORY PRICES.
ANY ^\7'ATCH YOU MAY WANT, carefully Selected, Eegulated, Securely Packed, and forwarded to you safely anywhere through- out the country, on receipt of price, by Express or Mail, Free, at the same price for a Single Watch as we sell them to Jewellers and Watchmakers by the Dozen.
Every Watch Marked Down at One-Half the Usual Price.
Watches from $5.00 to $500.00 each. Watches for Farmers. . Watches for
Speculators. Watches for Tradesmen. Watches for Clergymen.
Watches for Sporting Men. Watches for Railroad Men. Watches
for Trading Purposes. Watches for Personal Use. Watches
to Make Money With . Watches for Presents. Watches
that Wind without any Key. Diamond Watches, for
Ladies. Watches for all Purposes and at all Prices.
Watches with English, French, Swiss and American Movements. Watches with Nickel,
Gilt, Frosted, Engraved and Plain Works. Three-quarter Plate Detached and Patent Lever
Compensation, Chronometer Balance, Duplex, Lepine or Cylinder Escapement, and all othor
known styles.
Watches at One-Half the Price ever offered by other Dealers.
A Sing'le "Watcli— or more— of any kind and any price (above ^10), sent any wliere, Tidfliout any Money, and you can pay for it when it arrives at tlie express Office in your To^vn.
We are the sole inventors, proprietors and manufacturers of the new NORTON GOLD METAL, With which we case many of our new styles of Watches, making them fully eqiial in Brilliancy of Appearance, Style, VSTear and Time, to any First-Class
Watches costing $200 or $300, And which we sell Singly or by the Dozen at
ONE-TWENTIETH THE PRICE. Beautiful in Finish, Artistic in Design, Strong and Durable, and always Reliable for Accu- racy of Time. Amon^ our g'reat variety, Avili be found the folloTvlng- ;
An English Silver Watch $5 00
English Gold-Plated Hunting-Case Watoh 8 00
Genuine Oride Gold Watch, Hunting. Case, reduced from $15.00 to 12 00
Self- Winders, or new style Patent Stem- Winding, Keyless Watch, Fancy Jewelled, Pol- ished Nickel Works, Exposed Action, quite a Novelty. 12 00
Sterling Silver, Himting-Case, Lepine Watches 12 00
The New Norton Gold Metal Watch, Jewelled Lever, Nickel Works, Elegant Style,
Warranted, $15 and 20 00
English Sterling Silver Patent Lever Watches, warranted 15 00
American Watches, Exposed Levers, Silver or Oride Gold, in 2, 3 and 4-ounce Hunting- Cases, some as low as 18 00
English Duplex Watch, in Silver Case, Sweep Second for Sporting use, Timing Horses,
&c., warranted $18 00 and up
Fine Solid 18-Karat Gold Hunting -Case Levers, Compensation Balance, Nickel Works,
all Jewelled, warranted $30 00 and 45 00
Ladies' and Gentlemen's fine Opera, Chatelaine, Guard, Neck, Drop, and Vest Chains, all styles, $2, $3, $4, $5, $6, and upwards. CI^UBS.— ^tVith all Orders for Six Watches of any hind, we will send one extra Watch Free (making Seven Watches in all), as a Premium to the person getting up the Club. Send all Money by Post Office Money Orders, Draft or Bank Check, or Registered Letter, at our Risk; or give your money to any Express Company, and order them to purchase what you want from us, and return Watches or Money to you immediately. This win ensure safety and promptness. We will forward any goods, over $10 worth, tf) you, no matter where you are, by Express only, without the money, and you can pay for them when you receive them. Full Descriptive Catalogues mailed free. Address all orders to the NORTON WATCH FACTORY,
86, Nassau street. New York. 3KFEREN0ES:— Banks, Merchants and Newspapers of New York.
FOURTEEN WEEKS" IN NATURAL SCIENCE.
BY
J. DOKMAN STEELE, A.M.
14
WEEKS ( NATURAL PHILuSOPHY,
ijjj ASTRONOMY,
COURSES ( ^"^"^'ll^^l'ocY.
These volumes constitute the most available, practical, and attractive text-books on the Sciences ever published. Each volume may be completed in a single term of study.
THE FAMOUS PRACTICAL. QUESTIONS devised by this author are alone sufficient to place his books in every Academy and Grammar School of the land. These are questions as to the nature and cause of common phenomena, and are not directly answered in the text, the design being to test and promote an intelligent use of the student's knowledge of the foregoing principles.
TO MAKE SCIENCE POPULAR is a prime object of these books. To this end each subject is invested with a charming In- terest by the peculiarly happy use of language and illustration in which this author excels.
THEIR HEAVY PREDECESSORS demand as much of the student's time for the acquisition of the principles of a single branch as these for the whole course.
PUBLIC APPRECIATION. The author's great success in meeting an urgent, popular need, is indicated by the fact (probably unparalled in the history of scientific text-books), that although the first volume was issued as recently as 1867, the yearly sale is already at the rate of
PHYSIOLOGY AND HEALTH. By EDWARD JARVIS, M.D. TAPVT^'*^^^^^^^^ OF PHYSIOLOGY.
PHYSIOLOGY AND LAWS OF HEALTH,
ich approach this subject with a -pTO-per view of hools, viz., that scholars may know how to take ca d from these works will be always
1^13 (OATVOSr XDOOTOFL.
The only books extaat which approach this subject with a proi)er view of the true object of teaching Physiology in schools, viz., that scholars may know how to take care of their own health. The child instructed from these works will be always
BOTANY.
WOOD'S AMERICAN BOTANIST AND FLORIST.
Tills new and eagerly expected work is the result of the'author's experience and life-long labors in
Classifying tlie Science of Botany.
He has at length attained the realization of his hopesjby a wonderfully ingenious process of condensation and arrangement, and presents to the world in this single moderate-sized vol- ame a Complete Manual.
In 370 duodecimo pages he has actually recordedjand defined . Nearly 4,000 Species.
The treatises on Descriptive and Structural Botany are models of concise statement, which leave nothing to be said. Of entirely new features,:tho most notable are the Synoptical Ta- bles for the Dlackboard, and the distinction of species and varieties by variation in the type.
Prof. "Wood, by this work, establishes a just claim to his title of the great
AMEMICAN EXPONENT OF BOTANY.
A. S. BARNES <& CO., Publishers, New York. L.IBBY & SWETT, 3 New Montgromery St., San Francisco, P.O. Box 459. Grand Hotel Building.
OFFICIAL ADOPTIC
-OF
]vicGtj:pt^ey's JSTEW ECLECTIC EEAD
-BY THE-
STATE BOARD OF EDUCATIO
OF CALIFOEIflA.
At a meeting of the State Board of Edtication, held at Sar July 12, 1870, the following members being present, viz :
His Excellency Gov. H. H. Haight ; Hon. O. P. Fitzgej Superintendent of Public Instruction ; James Denman, Superi Public Schools, San Francisco ; Dr. A. Trafton, Dr. W. T. ] Messrs. Lynch, N. Furlong, W. H. Hill, W. R Leadbet: Jones, and W. A. Kobertson ;
On motion of G. W. Jones, Esq.,
McGuffey's New Eclectic Readei
Were unanimously adopted for exclusive use in the Public Sch( ifornia.
Recommendations of McGuffey's New Readers were submi State Board of Education from over
FORTY COUNTY SUPERINTENDENTS
Of the State; and, in many cases, these were indorsed by pro influential Teachers of schools under their supervision ; in additi numerous recommendations and petitions for the adoption of Series were received and read, from Principals and Teachers ov generally.
These recommendations and petitions, the conviction of of the State Board of the superiority of McGuffey's Readers o use, and their great popularity in a majority of the States of influenced the Board in its unanimous adoption of this mc series of books.
EXTENSIVE POPULARITY
— OF-^
UFFEY'S New Eclectic Readers.
fey's New Eclectic Keaders have, at various times, been i individually recommended by successive State Superintendents Liic Instruction of
[, IOWA, MissorRi,
IXOIS. KANSAS. wisco^rsiN,
iCHIOAN, IXDIAXA. KEl^TUCKY,
IXXESOTA, WEST VIRGIl^IA, PElVEfSYI-VAWIA,
1 have now an extensive, and in many cases an exclusive, use in these
ACTION OF. THE ST. LOUIS BOARD.
^ * * ''In urging the adoption of McGu]i?fey's Readers, we feel I we are asking the trial of no experiment, but are recommending |hat are approved by the best educators of the country. We believe
ese Readers possess more of those features that our schools require
ly other series presented."
[ is report of the Coinniittee wa« unanimously adopted.
: uifey's New Eclectic Readers were also adopted by the Board of Edu- lof Brooklyn, N. Y., November 16, 1869; of Eichmond, Va., Sep- n 23, 1869 ; and were re-adopted by the New York Board for 1870. ' re also in exclusive and satisfactory use in the public schools of
IXCINIVATI, O., DUBIJQUE, IOWA,
lARRISBURO, PA., FORT WAYNE, I]VI>.,
iVHEEI^IXG. W. VA., SPRE¥GFIEI.I>, ELIi.,
DETROIT. MICH., PEORIA, lEIi.,
III.WAIIKEE, WIS., QUINCY, lEt.,
HLEVEEA^^D, O., COEUMBIIS, O.,
I'OLEDO, O., MADISOX, WIS.,
I And many other leading cities in all sections of the country.
iuffey's New Eclectic Readers have also been recentty adopted for nve use by the State Boards of Education for lARYEAlVB. ARKAIVSAS,
€aeifor:nia, WYOmWO;
iRTe a far wider use and approval than any other Reading ies published.
Correspondence of Teachers and School Officers respectfully solicited- 1 terms on first supplies for introduction.
Address ISAAC UPHAM,
Care HENRY PATOT & CO.,
622 Washington Street,
SAN FRANCISCO, CAZ*.
POFXJL^R^ TEXT BOOI^I^
FOR SCirOOLS, ACADEMIES AND- COLLEGES.
BROWN'S ENGLISH GRAMMARS.
COMPRISING
Brown's First Lines of English Grammar,
12mo. Halfbctiiid. Designed for young learners. Ketail price, 45 cts. Brown's Institutes of English Grammar.
12mo. Muslin, leather back. For the higher classes. Ketail price. $1 00.
^^^'Both of these very popular text-books have just been revised by Henry
Kiddle, A.M. , Assistant Superintendent of Public Schools of New York ('ity,
with important additions, especially in the department of Sentential Analysis.
Brown's Grammar of English Grammars,
Royal 8vo. Leather or half morocco. Retail price, $6 50. These Grammars were never so popular or widely used as at the present time — they are the books. Thje latter is the most comprehensive and exhaust- ive Treatise on English Grammar extant.
ROSCOE'S CHEMISTRY.
Lessons in Elementary Chemistry,
By Henbt E. Roscoe, B.A., F.R.S., Professor of Chemistry in Owens Col- lege, Manchester. In one beautiful little volume, handsomely illustrated with engravings, and bound in muslin, red edges. Just published. Retail price, $1 50.
This little book is, we believe, the only one in the market containing all the newest features in Chemistry.
LAMBERT'S PHYSIOLOGIES.
Lambert's Human Physiology, Anatomy, and Hygiene,
12mo. This is an entirely new book, written on a new plan, and is beauti- fully illustrated, with several hundred wood engravings, and thirty-one plates on tinted paper, containing many figures. Retail piice, $1 75.
Lambert's Primary ^^hysiology, Anatomy, and Hpgiene,
12mo. Profusely illustrated. Retail price, 85 cents.
GANOT'S PHYSICS.
Elementary Treatise on Physics, Experimental and Applied.
For the use of Colleges and Schools. Translated and edited from Gauot's Elements de Physique, by E. Atkinson, Ph. D., T. C. S. Illustrated by a col- ored plate and 668 wood cuts. In one very thick 12mo. volume. Price, $G,
This beautiful and most thoroughly systematic work has been adopted for use in some of the highest colleges in the land, as Harvard University, Colum- bia College, etc., etc., and is not only the best work of its kind for educational purposes, but would be also a very valuable addition to any library .
Teachers, School Boards, and others interested, are cordially invited to cor- respond with the publishers. Very favorable terms for introduction.
Copies of the above books, except Ganot's Physics and the Grammar of English Grammars, sent for examination for haU the retail prices affixed. WILLIAM WOOD & CO,, Publishers, NEW YORK. ^^ These books are kept for sale in California by Booksellers generally, and in San Francisco by A. ROMAN & CO., and H. H. BANCROFT & CO.
NSEGTIONAL, UNPARTISAN, UNPOLITICAL SCHOOL-BOOKS.
/i freshest series of Text'Boohs pnhlished— containing the latest results of discovery and scientific research.
Officially adopted by the Tirgmla State Board of Education,
AND NOW IvABGELT IN USE IN
And in many Northern States.
n 3Sociatioii composed of many e)Voral Southern States, feel- ij )l-Books wliich should be en- ^ tical, which should present i( e — are now issuing a com- 3 books by the eminent schol- 1 1 are the
CJieapest, Sest^ and Most
Now published. The
of the most eminent citizens of ing the necessity for a scries of tirely unsectional, unpartisan, and only the fao(fi of history and plete series of School and College ars and educators named below
Beautiftd School'Books
University Series" embraces
MAURY'S Geographical Series,
fi^ommodore M. F. Maury, of the Virginia Military Institute. A series of books which £ an era in the study of this science, and which, i:i the words of a well known and ac- 1 lishcd Southern teacher, " are characterized by a felicity of arrangement and simple ! aess of style which must ever render them attractive to the voung, and which will be I by all who wish to teach Geography as a science, as something to make pupils Uiink, \ not merely as an enumeration of dry facts."
Holmes' Readers and Spellers,
rhiMWE F. Holmes, LL.U., Professor of History and General Literature in the Uni- ty of Vir<;inia. A series of Readers unequalled in cheapness, excellence, and typo- hiciil beauty. They are steadily progressive in character, bright and fresh in their tions of prose and verse, and illustrative of Southern scenes, incidents, and history
Venable's Arithmetical Series,
Charles S. Venable, LL.D., Professor of Mathematics in the University of :inia. These books arc received everywhere by intelligent teachers with the highest faction, as being most admirably adapted for mental drill, as well as for business educa- Their methods, rules, and reasonings are clear, distinct, logical, and comprehensive, the series is carefully graded throughout.
Holmes' History of the United States,
jrEORGE F. HoLMES, LL.D., of the University of Virginia. It is enough to say of
admirable work, interesting, impartial, and truthful, as Avell as pure and graceful in
!, thit it is the only History of the United States which is strictly imptuiisan. It es down to the present date.' Also,
Vere's French Grammar, Readers, etc., Cildersleeve's Latin Series,
Carter's Elements of General History, Holmes' English Grammars, LeConte's Scientific Series, Johnston's English Classics,
Duntonian Writing-Books, etc., etc.
iend for our new ILLUSTRATED DESCRIPTIVE CATALOGUE, which will be led free to any teacher or school officer. It tells what teachers think of the books, and tains specimen pages of each.
Udress UNIVERSITY PUBLISHING COMPANY,
155 and 157 Qrosby Street, New York.
Adopted for Exclusive Use in the Public Schools of Califii
SWINTON'S CONDENSED.
js. c:oisr>F:i\SEi> sohooi^ histoid
OF IHE
aJNTITED STA^TE
CONSTRUCTED for definite results In recitation, and taining a new method of topical reviews. Fully Illust with maps, portraits, and new and beautiful designs. By SwiNTON, A. M., Professor of History In the University of fornia; author of ^^ Campaigns of the Army of the (Potomac I' cisive (Battles of the Warf etc. 300 pages, printed on fine in elegant style, and substantially bound.
Copies furnished by mail to teachers who may wish to ex^ it, with a view to Introduction, on receipt of J^ cents.
This condensed manual has been prepared in order to meet the views and wan s of that large and incrf-as- ing class of teachers, and more especially the teachers in our Common Schools, wlio are aiming at definite results in this study. It is not a mere picture-book or story-book— though it is very fully illustrated with portraits, maps, and other engravings, all of which are executed in the best style. It aims at something which, if not higher, is at least different. It is designed as a working book, and Nence discards both the high- flown nai rative style and the meaningless details of the majority of school histories. The text derives its in- terest from the lucid presentation of the subject-mat- ter—in itself deeply interesting. The technic 1 points of novelty and sup ri' rity of this work will be evident to all practical teachers. Some of these points are:
I. A plan of clear and concise paragraphing, by which the gist of each paragraph is readily apprehended by the pupil.
II A total, and it is hoped welcome, absence of in- volv^^d, inverted, or in anywise rhetorical sentence s. and the use, in lieu thereof, &f the direct, concise, and recitable construction.
III. A new method of Topical Reviews. On this point— perhaps the leading point of novelty in the book— the teacher is referred to an examination of the Reviews themselves. Ihe ditierence between the present and the old method of reviewing— which does no more than print a string of review questions, re- ferring to preceding pages for the piecemeal answers- must be obvious. There can be few judicious teach- ers who have not discovt red that pupils, in order to have a really available knowledge of the crowded facts of history, require that these facts should be grouped and reiterated and turned over in a varii ty of ways. To accomplish this end, thus imparting a comprehevsive knowledge of events and the connections of events, is the purpose of the novel method of reviewing adopted in thi* manual.
IV. The separation of the history of the Western,
The
Mississippi Valley and Pacific States from itS' meut in the history of the Administrations, tory of these great States thus receive a degi tention that is at least more nearly adequ heretofore.
V. The separation of the leading facts of Progress from their entanglement in the histo Administrations, and their presentatic n in by themselves.
VI. A tone of treatment free from partisa sectionalism, politics or religion— a tone oft as completely as possible American.
The Neiv York Times, in announcing the fi ing publication of this work, in its issue of J\ 1871. said:
"Advance sheets of Swinton's Condensea have for some time been in the hands of Jeat cational men of this city, and we but expt unanimous opinion when we say that this marks an era in school histories. Mr. Swintoi as a writer of histoiy is pretty well known to ers of tJiis journal, with which he wa.s many sociated, while through his Aj-my of the Poti Decisive Battles it is equally well-known to the at large. The Condensed contains many technic of novelty and superiority, whicli teachc rs wi| appreciate. It is clear in its style, sensible inl and impartial and catholic in is spirit. It w tensively used in this city, and has been ad the State Educational Hoards of several Sta. palpable merits of tho book will be its own i introduction."
The Hon. John Swktt, Dep. Supt. of Schools of California, after examining the she the fol'owiiig enthusiastic praise to the work:
"Allow me to congratidate you on the su| excellence of Swinton's Condensed History. \ caimot express the delight with which I havej pages of proof. It cannot fail to be a great su.
COl^DEWSli^iy^^ can now he stij^plied for intrc Hon through the San Francisco trade.
IVISON, BLAKEMAN, TAYLOR & CO., Publil
138 and 14:0 Grand Street, NEW raitl
A.t'RIL, 1872.
Vol. IX.J
ll
0
^ [No. 10.
TMB
A JOURNAL OF
School and Home Education
AND OFFICIAIi ORGAN OF THE
iepaFtment of Ptiblie fnstruGtioR
EDITORS
O. F. ^ISTD ^. L. FITZGER^T^D,
Contriliutiiig Editors, elected Dy tlie State Edncational Society:
MISS CLARA G. DOLLIVER. MRS. AURELIA GRIFFITH.
DR. E, S. CARR,
PROF. W. J. G. WILLIAMS.
SAN FRANCISCO:
CALIFORNIA EDUCATIONAL SOCIETY.
Publication Rooms, No. 532 Clay Street.
C, A, Murdoch Jt Co., Book and <Job l*HnterSf JVo. S32 Clay Street.
TERMS— TWO DOLLARS PER ANNTJM, payable invariably in advance. Address: CAZTFORXTA. TEACHMIt, San Franciaeo,
PAYOT, UPHAM & COMPANY jOOKSELLERS, JtATIONERS AND guBLISHE:;
m§ mm& its We^sMmgiom @iF@@i
One door above Maguire's Opera House, SAN FRANCIS)
They call special attention to their well-selected and compt assortment of SCHOOL BOOKS, which they offer at the lowest market prices, Wholesale and Retail. Also,
i
Standard and Mij=tnAllnTi<amTe "Rrki^Vo A
Bibles and
Scientific \
I
Photograp ' ^J^
jL^\j>osA.>o% aubV.. ?
New and Latest Styles of Note and Fancy Papi
WEDDING AND VISITINQ CARDS,
l3F"/Su&«crtp<ions Uikxfti for all Foreign and American Periodicals.
PAYOT, UPHAM & COMPANY
620 and 622 Washint;toii "
THE
California Teacher.
i
APRIL, 1872.
Vol. IX. SAN FRANCISCO. JVo. 10.
'' IT IS ME : " BUT " IS IT HIM ? "
Dean Alford, Dr. Latham and a few other sensible people have been tr}dng to neutraHze the effect of the Minor Grammarian and his rules upon the English language. The Minor Grammarian and his rules not only crush the English into a goody-two-shoes sort of preciseness, but an otherwise fair thought expressed after their manner is debased into downright oifensiveness. So that a mind natural and truthful would prefer to forego the utterance of its thought rather than bear the grating of the expression.
In discussing the question whether we should say — " It is me " or "It is I;" and "It is her" or "It is him," the Dean has the following sensible paragraphs:
'The mention of the nominative and accusative of the personal pro- noun seems not inaptly to introduce a discussion of ♦ ^ well- known and much controverted phrase, "It is me." Inow, this is an eyr : sion which every one. "uses. Grammarians (of the smaller oiaer) protest: schoolmasters (of the lower kind) prohibit and chastise ; but English men, women, and children go on saying it, and will go on saying it as long as the English language is spoken. Here is a phenomenon worth accounting for. "Not at all so," say our censors : " don't trouble yourself about it ; it is a mere vulgarism. Leave it off yourself, and try to persuade every one else to leave it off."
"But, my good censors, I cannot. I did what I could. I wrote a letter inviting the chief of you to come to Canterbury and hear my third lecture. I wrote in some fear and trembhng. All my adverbs were (what I should call) misplaced, that I might not offend him. But at last, I was obliged to transgress, in spite of my good resolutions. I was promising to meet him at the station, and I was going to write :
278 ''IT IS MET BUT ''IS IT HIM?" [April]
"if you see on the platform 'an old party in a shovel,' that will be I.' But my pen refused to sanction (to endorse, I believe I ought to say, but I cannot) the construction. " That will be me'' came from it, in spite, as I said, of my resolve of the best possible behavior.*
*'Let us see what a real grammarian says on the matter: one who does not lay down rules only, but is anxious to ascertain on what usages are founded. Dr. Latham, in his admirable ' History of the English Language,' p. 586, says, "We may * * * call the word me a second- ary nominative: inasmuch as such phrases as it is me — it is I, are com- mon. To call such expressions incorrect English, is to assume the point. No one says that c'est moi is bad French, and cestje\s good. The fact is that, with us, the whole question is a question of degree. Has or has not the custom been sufficiently prevalent to have trans- ferred the forms me, ye, 2indyou, from one case to another.? Or per- haps we may say, is there any real custom at all in favour of /, except so far as the grammarians have made one ? It is clear that the French analog}^ is against it. It is also clear that the personal pronoun as a predicate may be in a different analogy from the personal pronoun as a subject.
"And in another place, p. 584, he says: 'What if the current objec- tions to such expressions as it is me (which the ordinary grammarians would change into it is I), be unfounded, or rather founded upon the ignorance of this difference (the difference between the use of the pro- noun as subject and as predicate) ? That the present writer defends this (so-called) vulgarism may be seen elsewhere. It may be seen else- where, that he finds nothing worse in it than a Frenchman finds in c'est moi, where, according to the English dogma, c'est je would be the right expression. Both constructions, the English and the French, are pre- dicative : and when constructions are predicative, a change is what we must expect rather than be surprised at."
Now, Mr. Editor, this shrinking from the "nominative" in the/rj/ person and intrepid use of it in the third (or second) is a matter of some importance. First: Is it a fact.? Unquestionably so. Five min- utes' talk with any sensible and intelligent man who has been some years away from the rules of grammar will convince you that it is. Then what is the reason } Why this difference in persons? Now I am not able to sprinkle any "learned dust" on the subject, but perhaps the reason will be the clearer without. Then, is the following " ridiculous and absurd," and therefore no one advances it? Or has it been advanced, but with such feeble effects on the pedagogical phalanx that
*0f course it will be obvious, that in the independently constructed clause "that will be me (or I)," no difference whatever in the case of the personal pro- noun can be made by its previous construction in the sentence. The mention of such an idea needs an apology ; but it has been actually maintained that the ac- cusative is right in this clause, because the personal pronoun represents a noun governed by the verb "see " : " that will be me [you will see]."
{
1872.1 "IT IS MEP BUT ''IS IT HIM?'' ^279
no sound therefrom reaches far enough to strike the ear of " a teacher in a rural district " ?
But to my reason — can it not be found in Modesty ?
I have four reasons for thinking so — each perfectly " ridiculous and absurd : "
First. Almost all persons are modest until modesty has been cul- tivated out of them. And almost all persons in the first person singular like the '' old party in the shovel" would say, on occasion, '' that is me." Yetin me first person //z^r<2/ they would, in accordance with the advice of the elder Weller, use the "we." Likewise in the third person where SELF would not be so prominent, we should hear " It is he."
Second. Some examples of teachers and some methods of teaching would educate {draw out) all modesty from the learner. When you see these you would also most commonly hear expressions something like the following: " It is I who govern this school," or a thoughtful mind would go off repeating to itself, govern — govern — govern.
Third. There is a small class of persons in the world who know that there are other persons on the earth also; and who believe too that those other persons have some rights and may possibly be of some importance. Now one of this class, I have observed, if forced to acknowledge who is the author of some good deed done by himself, would say: '' It is me." To me this very use of it commends the language very much.
Fourth. We say "you " (plural) " were " (plural) instead of "thou" (singular) " wast " (singular). Is not this a polite manner of compli- menting one's auditor by pluralizing his pronoun and verb } Just the opposite of the manner of speaking of one's self. A modest man does not wish in a sentence of three words to have himself designated by two "nominatives" and they upon his own tongue, thereby making a double proclamation that he thinks himself rectus in casce.
In conclusion, Mr. Editor, if any one should ask after the author of this little attempt to heal an old wound in corpus litiguce AngliccB^ a wound daily re-opened by thousands of educational blunderbusses, why simply tell him " It is Me."
It
Depend upon Yourself. — This is written for you, young man. Don't depend upon father's money or position, but make both for your- self. Dr. Franklin said a good kick out of doors is better than all the rich uncles in the world. A young man left to his own exertions, driven out to stem the tide of fortune, will rise to an eminence to which affluence and luxury cannot elevate him.
I
2 8o SPANISH GEOGRAPHICAL NAMES. [April
SPANISH GEOGRAPHICAL NAMES.
BY VITAL E. BANGS.
Spanish names occur so frequently in the map of the Western Hem- isphere, and in that of Cahfornia and the Western Territories of the United States, that a key to the pronunciation of the same becomes a necessity with teachers. I am aware that in our later geographies, the pronunciation of some of these names is given in English sylkbles, and, if the Spanish, in its pronunciation were as full of anomalies as the English language, the method set forth in said geographies for ac- quiring the proper sounds, would be the best one.
But in the Spanish language, the spelling is a guide to the pronun- ciation, and vice versa, in other words, the language is written on the phonetic system. A child in Spain, South America or Mexico is not compelled to spend a weary hour every day over his spelling-book, for the reason that when he learns the alphabet and a few combinations of letters, he is prepared to spell and pronounce nearly all the words in his language.
If a bare knowledge of the alphabet is so advantageous to the Span- ish scholar, it follows that it will be of some use to the English teacher, since Spanish words so constantly obtrude themselves upon his sight, more especially as it obviates the greater labor of learning the pronun- ciation of each word separately, and it enables a teacher to judge of the accuracy of geographers whose errors in orthoepy are no less conspic- uous than their other blunders.
But it might be said that I seek to impose an unnecessary task, and that a knowledge of the French, German and Italian alphabets might be demanded of the teacher, with the same propriety. Not so; owing to our peculiar circumstances, Spanish words are constantly in our mouths, (we speak of San Francisco, San Jose and Mariposa, or of crossing the Sierra Nevada.) The people of California are often laughed at for their awkward pronunciation of these and other Spanish names. They could urge as an excuse, that they had not learned the true pronunciation of these words while attending school, but can kach- ers claim exemption from ridicule on the same grounds .? I think not. We smile when we think of the word Yankee, and consider that it originated in the Indian's effort to pronounce the word English, but how much better are San Woe-keen, Los An-je-les, and Si-ray Ne-va- day, instead of San Ho-ah-keen, Los An-ha-lays and Se-er-rah Na- vah-dah ? The time may come when the wrong pronunciation of these
1872.] SPANISH GEOGRAPHICAL NAMES, 281
words will be the only one sanctioned by those who speak English. Meanwhile, I enter my feeble protest against a corrupt pronunciation of the same.
For the benefit of those who have not an opportunity of consulting the living teacher who is the best guide in all matters appertaining to orthoepy*, I append the following brief comments on the Spanish alpha- bet:
The sounds given to some of the letters are only approximate, both
from the difficulty of finding English equivalents, and because it is
deemed inexpedient to enter inko further particulars at this time.
- The following is the Spanish alphabet, with the name of each letter
attached:
abcchdefg hijkl 11 ah bay thay chay day a a-fay hay at-chay e ho-tah kah a-lay a-lee-ay
mnn opqr s tuvx y
a-may a-nay a-nee.ay o pay koo air-ray a-say tay oo vay a-kiss e-gree-a-gah
z
thay-tah
The fallowing consonants are pronounced as in English: B and D- at the beginning of a word, C and G before a 0 and u, F, K, L, M, N, P, Q, R, T and V.
C, before e and i, is pronounced as th in thin. Ch, as ch in church. D, when found between two vowels, or at the end of a word, is pro- nounced as th in thou. G, as h before e and i. H is silent. J as ^ (nearly). LI, as // in William. N, as n in pijiion. S, as ss in pass. X is pronounced like s, when followed by a consonant. When be- tween two vowels, like ks; in the syllables xa, xe, xi, xo, xu, it used to have the sound of h, and when final, that of h slightly aspirated. Z, as th in then.
The vowels are pronounced as follows: A, as ah. E, as a, I, as e, and as ee, when accented. O, as 0, and U, as 00, except in the syl- lables gue, qui, gue, gui, in which the u is silent. Y, when a vowel, has the sound of e; when a consonant, that of y in English. It is a vowel when it is a conjunction, also when preceded by another vowel, as in the word Monterey; at the beginning of a syllable it is a consonant.
There are but five vowel sounds, those indicated above. This cir- cumstance renders the Spanish language comparatively easy of acqui- sition. *
There are no silent letters, excepting those for which rules can be given, and these are few and simple, for example : H is always silent, except when it occurs before tie, as in hueso (bone), where it has the
282 SCHOOL GOVERNMENT. [April
sound of h, in English, slightly aspirated. U is silent when preceded by q or g, and followed by e or i, except when marked with two dots, thus : ii, as in giie, which is pronounced gwa.
SCHOOL GOVERNMENT.
[This admirable article is from one of the reports of J. M. Gregory, LL.D,, when Superintendent of Public Instruction of the State of Michigan. Dr. Greg- ory is now at the head of the Illinois Industrial University.]
The aims of school government demand our first and most earnest attention, since they determine its extent and value, and give law to all its methods. A low or inadequate view of these aims will almost necessarily lead to a weak or pernicious government.
I St. The first and most obvious, though not the highest aim of the government of a school is to maintain a degree of order and quiet that will permit the ordinary work of the school — the teaching and study — to go on without undue impediment and delay. This aim is too sim- ple and obvious to need discussion.
2d. A second and higher purpose is to train the pupils to habits of order and system, — to educate them to regular and systematic efibrts, and to methodical and orderly movement, both of mind and body. In the quiet and system of a well-ordered school-room, the pupils learn the utility of having a place and time for everything, and of keeping everything in its place and time. Themselves a part of the general order, they are trained to keep time to the general movement. The neatness and regularity reigning in the school-room slowly but surely transfer themselves to the habits and character of the pupils, and go forth with them to the duties of their after-lives.
3d. A third aim is to train the pupils to live in a well-ordered soci- ety, to accustom them to abide peacefully under the regular adminis- tration of laws, and in organized communities, and thus to educate them for citizenship in the State.
The school is the State in miniature. The little citizens come into the common body with personal rights and individual aims; but they find there common interests and duties, and are bound by the demands of the common well-being. Here they owe allegiance to the govern- ing power over them, and common charities and co-operalion to their fellows around them. What better training for the duties of adult citi- zenship can be found than to learn to live peacefully, helpfully, and honestly in the school-room state ? The well-governed school, with its wholesome laws, its systematic industries, its fine mingling of personal
1872.] SCHOOL GOVERNMENT. 283
and common duties, its authoritative administration of justice, and its controlling public sentiment, by which each child is taught that the rights and opinions of the one must, when necessary, yield to the rights and opinions of the many, is the very nursery in which all the high qualities of a true citizenship can be reared into power.
4th. 'Another and still higher aim of school government is the edu- cation of the will. The ordinary school studies address themselves to the intellect. In the fields of knowledge there is food for the percep- tion, the judgment, the reason; in art there is culture for the eye, the hand, the taste; but there is no study for the will. In the domains of law it must seek its exercise and training, if anywhere. Sitting, as a simple, but kingly power, shrined in the very centre of the soul's per- sonality, it displays itself, not in thinking, or in feeling, but in action, — law-guided and law-governed action. If, then, we would educate this part of our nature — this great ruling section of the soul — which holds control over all of the remainder, making the man weak or strong, ac- cording as it holds with a strong or feeble grasp to its chosen purposes, — if we would add the element of personal power to the education which is also only a mere possession, we must address to the will the behests of law, and train it to act under the reign of rightful authority. The will of the little child is the slave of every fitful impulse; it veers in its purposes with every changing fancy; its resolutions are as ropes of sand; its plans are abandoned at the first impediment. Under the firm hand of a wise teacher, this childish will learns to obey with a steady obedience, and thus comes at last to command, both itself and others, with a steady obedience. This is the great truth that underlies the old maxim, "Let him who would command first learn to obey." I affirm without hesitation that this is the highest and most central of all education. And this education is the product of good government alone.
5th. The education of the moral nature is another high and legiti- mate aim of school government. This government, if it be just and kind, as well as systematic #nd orderly, is a constant lesson to the moral nature. It may be well questioned, whether there is any moral teach- ing so impressive and plastic as that enforcement of order, and steady, daily performance of duties which prevail in a well-governed school. The realm of morals is simply the realm of right, and it is the central aim of all good government to inspire and enforce right-doing. Every just law is a constant lesson to the conscience, defining the right and commanding it as a duty. The child that obeys cannot but grow purer and stronger by his obedience. But the genial quiet and peaceful good
284 SCHOOL GOVERNMENT. IApril
order of the wisely-governed school is the veiy atmosphere in which the higher sentiments flourish and all noble aspirations grow.
6th. But finally, there is another and grander use in good govern- ment than all these — grand^sr, because it is comprehensive of them all. It is to fit the soul for its residence and destiny in this great universe of law. Look where we will, throughout this great empire of God, the fact that meets us everywhere, in all without us, and all within, is the power and prevalence of law — all-comprehending, all-controlling, eternal, irresistible, irreversible law. Holding in its grasp every world that wheels through space, and every atdm that floats in the light, every burning sun, and every bursting flower, — marshalling the seasons, mod- elling all growths, and meting out destiny to every creature, — law is the very frame-work and moulding force of all material things. Nor do we escape it in the realm of mind. Not a fancy flits through the brain, nor a train of reflection moves to its conclusion, but obeys the great laws of thought; not an emotion stirs the heart, or a passion sweeps the soul, but law orders its rise and decline. Thus a man is girt in by law as by some great net-work of iron, and in his power of obedience rest both his safety and success. It is by conforming to the laws of vegeta- ble growth that he raises and reaps his harvest. Let him disobey and he fails. Observing the laws of mechanic forces, he wins the triumphs of his mighty machinery. Let him refuse submission, or carelessly transgress, and the power he has invoked may become his ruin. By patient following of the laws of truth, he enters the domains of knowl- edge, and is permitted to gaze on the unveiled wonders of her pres- ence. Thus everywhere, when he obeys he conquers, when he sins he fails.
Nor have we yet reached the end of that world of law that surrounds and governs us. In the social nature lies another realm of laws, bind- ing every soul by their mandates and limitations; and higher over all arise the great religious laws of God, the statutes of that spiritual realm which counts both worlds as its own. And as if this were not enough, society makes laws in the customs it imposes upon all its members, and the State adds its ponderous statute-books to define the duties and rights of a man as a citizen.
In face of all this — and this enumeration is but the merest glimpse of the great and ponderous truth it seeks to reveal — what lesson so im- portant— so immensely important — for man to learn, as that of the art of obeying .? What educational acquisition is so vital and essential as the power to render cheerful and happy obedience to rightful authority and established law ? As the caged bird frets and beats its wings
1872.] SCHOOL GOVERNMENT. 285
against the bars of its prison, so must the untamed and unsubmissive soul chafe against the great frame-work of natural and revealed laws which forever inclose it. As the locomotive runs along its iron path, and finds safety and swift progress in the friendly tracks that guide its course, so will the obedient and Lvw abiding soul find its surest element of power and advancement in the great established order of things which it has learned to obey. Thus is law an element of strength or an instrument of sorrow — a pathway or a cage — as the child is taught obedience, or is left to be the victim of its own native lawlessness. To what a grandeur of importance does the good government of schools arise, under the light of this demonstration ! How foolish the conclu- sion of those who count that the study of text-books is the great cen- tral work of the school, and that any government is good enough, if the lessons are only properly learned and recited ! What acquisitions of knowledge or art can compensate a man for having failed to learn that noblest of all knowledge — the knowledge of duty — and to acquire that best of all arts, the art of submitting the soul, with all its powers, passions, and aspirations, in the grand and eternal service of law! How sad and terrible the comment which the unhappy and disconsolate lives of men, — the crimes committed in passion, — the constant rebellions against society and government, — the wearying unrest of so many lives, pronounce upon the failures so common to teach children how to govern themselves.
In the aims of school government lie involved all its main principles and laws. Its very secret and philosophy are wrapped up in them ; and in vain will any one seek to understand, or intelligently administer, a wise and wholesome government of children without a careful consid- eration of these hig^h aims.
There is a school in the Charleston jail, under the care of the jailor's wife, Mrs. J. C. Clausen. The- method of instruction is somewhat peculiar, but admirably adapted to the condition and wants of the scholars. Upon the blackboard, extending around the school-room, are written words of one or more syllables, arranged for beginners and those more advanced in spelling. After each lesson is thoroughly learned by the scholars, another is written upon the blackboard, thus doing away with the use of books. The same plan is adopted in refer- ence to arithmetic. The pupils are drilled in the Ten Commandments, and are not permitted to leave the school-room until they are perfect in the lessons of the day.
286 THE SCIENTIFIC QUARREL. [April
THE SCIENTIFIC QUARREL.
A new book has recently issued from the British Press, entitled "The Origin of lowest Organisms." Its author is Dr. Bastian, a gentleman whom Mr. Huxley made famous about a year ago by administering to him a severe and public castigation for carelessness as a scientific in- vestigator, and for discourtesy as a member of society. Dr. Bastian is a believer in the doctrine of the spontaneous generation of life. He has been for some years at work with experiments to show that certain materials, when subjected to all the usual processes for excluding or destroying spores and germs, would still produce monads and fungi. Some of these experiments occasioned the rebuke of Mr. Huxley already alluded to. Dr. Bastian has taken some of his tubes and vials to Mr. Huxley to show him the presence there of protoplasms, vegetable and animal. Mr. Huxley appears to have distrusted the processes which had been pursued. He thought Dr. Bastian had put into his tubes mate- rial containing spawn and spores, so that, while infusoria did not ge^ into the tubes from the air, they were already deposited in the subject matter of the experiment before the experiment began. He also point- ed out that many monads would survive the application of a high de- gree of heat, and that the vegetable life produced by Dr. Bastian was simply fragments of well known fungus plants. Dr. Bastian, annoyed by the repulse, was indiscreet enough to lug the great name of Huxley into print, as in some way involved with his experiments. Hence the matter got into the papers and Huxley said, very decidedly, what he thought of the investigations in question.
It now appears that Bastian has published, in the form of a volume, the results of his studies. How much light is thrown upon the great question of the origin of life is doubtful. The present state of the ques- tion is substantially this. Two-hundred years ago an Italian Savan put forward the dictum Omne vtvum ex vivo, or all life issues from life. In plain terms, this postulate is a denial that vitality ever originates spon- taneously. It is a thing derived from antecedent life. To this doctrine the name has been given, by Huxley we believe, of Biogenesis, or gen- eration from life. This is the broad ground. Within it is a still nar- rower school of scientists who hold that each species of life produces its own kind. The protoplasmic form may be very minute and simple? but it develops into the same organization as that from which it was de- rived. This doctrine is known as homogenesis, or the generation of like from like. This theory is, to some extent imperilled by Darwin's doctrine of natural selection, by which, in process of time, the dividing.
1872.] THE SCIENTIFIC QUARREL. 287
lines of species are invaded, or new forms of organization spring up. Tlius far, the bulk of speculation among cautious and exact investigators is with Biogenesis. This may be called the prevailing and conservative school. When Huxley published his essay on the physical basis of life, one of the chiefest causes of alarm amongst conservatives was the fear, as yet an unjustified one, that he had gone over to the doctrine of spon- taneous generation of life, or was preparing to do so. One of the most fervent criticisms and arguments urged against him was by Dr. John Young, whose whole aim was to re-establish the Italian's doctrine o^ life from life, each after its kind.
As for settling the dispute between the believers in biogenesis, and those in spontaneous generation, that is at present impossible. On the one side the consersvatives are in this position. They find that with or- dinary precautions to exclude the infusoria of the air from the compo- sitions used in experimenting, no signs of life are produced. Hence they infer that no organisms can ever spring from organic matter. In other words, because they have never seen the thing done, they believe that it cannot be done, which is virtually to say that their experiments are final and exhaustive.
On the other hand, not a single well authenticated instance of spon- taneous generation has as yet been established. The argument of the conservatives is very defective, but the progressives have no evidence wherewith to gainsay it. There is no reason why a man should not be- lieve in spontaneous generation, or but very little, and that not good in logic. Neither is there any reason why he should. Until there is, we may as well keep our old notions and faiths.
Arithmetical Problem. — The following problem was found in the "Query Box," at an Institute lately. It is worthy of some careful thought, and we invite our readers and correspondents to send us a so- lution accompanied by an explanation; we shall take no notice of any explanation that is not purely arithmetical:
An agent bought 100 head of animals for his principal, paying just $100 for them; for cows, he paid $10 each, for sheep, $3, and for geese 50 cents; how many of each did he buy? — Chicago Schoolmaster.
To omite studye some tyme of the daye, and some tyme of the yeare, maketh as much for encrease of learninge, as to let land lye sometyme falloe maketh for the better encrease of corne. — Roger Ascham.
NINE GOOD R ULES. [April
NINE GOOD RULES.
1. Make the school-room duties pleasant; conduct them with ani- mation and cheerfulness.
2. Take an interest in them, and treat eveiything connected with the school with dignified importance,
3. For young scholars, the class exercises should not be kept up longer than interest is maintained.
4. Idleness should be sedulously avoided. A programme of reci- tations and studies, furnishing uninterrupted employment during each session, is indispensable to a well regulated school.
5. Great care should be given to assigning lessons; if too long they discourage the learner; if too short, they encourage idleness.
6. Emulation is a valuable aid if judiciously employed, and may be used in a great variety of ways.
7. Patient, persistent effort will accomplish your object, remember- ing always that education is a process of growth, and time is an essential element in it.
8. Cheerfulness and confidence are lights that blaze, giving a glow of animation and activity, while a fretful spirit begets uneasiness and impatience in others.
9. Frequent threats of punishment, and habits of fault-finding are seldom attended with good results. — Quebec Journal of Education.
By the new school law of the Province of Ontario, provision is made for dwelling-houses for teachers. Norway goes still further and sets apart a small piece of land for the schoolmaster to cultivate; this in addition to his regular salary. At least one teacher in every district is provided with a dwelling-house for himself and family, with land enough to pasture at least two cows, and to lay out a small garden. This custom is worthy of attention by rural school officers in this country. Aside from the comfort and economy of the plan, it would seem to afford an excellent means of correcting the nomadic character of rural teachers. The constant shifting of teachers is a great disad- vantage to schools in every part of the countiy. By providing the teacher with a home, an opportunity to increase his income by the pro- ducts of an orchard or a garden, better men might be induced to re- main in the profession, the social status of teachers would be improved, and the frequent changes in method and discipline which waste so much of rural school effort, would be very largely prevented.
1S72.J THE MARKING SYSTEM. 289
THE MARKING SYSTEM.
The fiat has gone forth from New England, the Vatican of our pub- lic-school theocracy — ^yea, from Boston, the seat of pedagogical infalli- bility, has the fiat gone forth, that the marking system shall be no more.
No more lOo's, no more 90's, no more o's; no more i for good, 2 ioi/air, 3 for indifferent, 4 for bad/ No more shall our pupils, like penitentiary birds, policemen, and horse-car conductors, be known by their numbers. Saith the Yankee schoolmaster, "'Mark no more!' ' ^lark Twain,' 'Mark Antony,' 'Mark me Hamlet,' and 'God save the mark!' to the contrary notwithstanding."
And who dares to gainsay what the Yankee schoolmaster hath said ? To say, "That's where I and Paul differ," were shrinking modesty beside the audacious irreverence of the remark, "That's where I and Boston differ."
When the opponents of the marking system say that it is an artificial incentive to study, they think they have exploded the system and its advocates as effectually as Sheridan blew up Terrace Block during the late fire in this city. Granted, that the marking system is artificial : so is clothing ; so is civilization ; and is not education itself artificial? True, education is the application of laws that are natural. The civil- ized man and the savage; the wild strawberry and the luscious Wilson, both claim the same mother in nature; one sweUing with pride in having been well trained, the other equally proud in not having been trained at all. Education and civilization are outgrowths of human nature ; so is the marking system. Teaching without a system of honorary distinction, is Orson ; teaching with a view to rank and posi- tion, is Valentine. Let them say it is an artificial stimulant ; let them call it tea, coffee, cider; champagne, if they will — yet give us the marking system. The real uses and benefits of a good education are beyond the comprehension of the child. They are too far away in the hazy and uncertain future to arouse his enthusiasm or rivet his attention. Years are almost interminable cycles to the mind of youth. The prospect of being Chief Justice of the Supreme Court is not nearly so exciting to his young ambition as the race to be first in his class, though the class consist of but "me and another girl,"
Give him his mark, his rank, his relative standing ; let him say to himself, " I am next to Mary and above John ! " and he appreciates your work and enters more heartily upon his own than if you preached to him about developments and progress and the elevating tendencies
290 THE MARKING SYSTEM. [April
of homogeneous cultivation, till the crack of doom. The mark is his reward, and has one quality which makes it more valuable than any other — it is immediate. His effort is a note that is cashed at sight; it is a bird in the hand of the present, worth a flock of the warblers that hide in the bush of the future. And if the mark is a sorry equivalent for his honest eff"ort; if he works for a mean, a silly, a trifling and un- worthy object ; something that dwindles to sickening insignificance when attained — then, he does only what his elders are doing in every part of the globe, and what they have been doing since the first hiero- glyphic was traced in sand, and what they will be doing while the world continues to produce fools who carve their names in much frequent- ed places or pay to have them chiseled on lying tombstones.
Animate nature is a well-graded school. Ask Darwin whether it is not kept running by the marking system and a grand and beautiful plan of promotions 1 Who would run the gauntlet of newspaper chimney- sweeps, to sit in Congress, but for the litde figure, " Hon.," which is a much-abused piece of the marking system } How is your army organ- ized and sent over the country like a prairie-fire ? Thus : Corporal, Sergeant, Lieut., Capt., Maj,, Col, Brig.-Gen., Maj.-Gen., Lieut.-Gen., General-in-Chief. Who dares say this is marking ! " I number among my friends the elegant, the wealthy, the cultured," cries an opponent of the marking system. "I detest improper incentives to study, and, especially, ' that mischievous marking system," writes the Rev. Dr , Markham, D. D., LL. D., F. R. S., M. O. J. G. F. (for the rest see the rear of the spelling-book, or the preface to the Bigelow Papers.) A Principal opposes the marking system, who cannot write a letter to his wife without signing himself Geo. Monotone, Principal, though the statement is as false as it is inconsistent. A Head Assistant dislikes to mark pupils, but never objects to the cash and consideration to which the mark " H. A." entitles her.
How has Great Britain preserved her civil service from corruption and her municipal officers from Tammany tricks and traits ? By making her servants work for marks, not for money; for stars, not for stealings; for honor, not for office ; for garters, not for greenbacks ; for coronets, not for corner lots. If
" The rank is but the guinea^'s stamp,"
then, our politicians and those of Great Britain are alike — they are all marking for stamps.
Not anywhere in this world can we go beyond the reach of the marking system; and not till we are all saints or philosophers shall we put forth our best efforts without the spur of coveted honor to urge us
1872.1 WHAT A TEACHER SHOULD NOT BO. 291
on. When wings begin to sprout from our shoulders ; when we join the hosts above; then — no, indeed, even then, we must note the results of marking and titles of honor; for there we shall have our cherubim and seraphim, up to the archangel himself. And, should we, perchance, follow Orpheus, and saunter in the regions below, there, too, we shall have the pleasure of studying a system of close gradation, carried on by "Powers, Princes, and Potentates," and lesser fry, from the little boot-black imp, up to the Grand Mogul himself seated " High on a throne of royal state, — By merit raised to that bad eminence."
If heaven and earth and Hades are best governed by the marking system why deprive the child's mind of so powerful, so harmless, and so universal an incentive to action.? — Chicago Schoolmaster.
WHAT A TEACHER SHOULD NOT DO.
Never talk too much nor loud.
Never promise what he cannot perform.
Never threaten for anticipated o^q\\.q,^%.
Never be hasty in word or action.
Never punish when angry.
Never speak in a scolding, fretful manner.
Never be late at school.
Never tell a pupil to do a thing, unless convinced he can do it.
Never attempt to teach too many things.
Never compare one child with another.
Never use a hard word when an easy one will answer as well.
Never let his pupils see that they can vex him.
Never allow tale-bearing.
Never let a known fault go unnoticed.
Never speak evil of others.
Never indulge in anything inconsistent with true politeness.
Never put off till to-morrow what can be done to-day.
Never trust to another what he should do himself.
Never magnify small offences.
Never believe all he hears.
Never be weary in well-doing.
The mere learning of language is like expending one's money for handsome purses. — Richter.
292 RULE FOR INTEREST. [April
RULE FOR INTEREST.
When the time is in months: Write in the dividend the principal, next the time, then the rate per cent. Write 12 for a divisor. Cancel, if possible, and perform the remaining work indicated, and divide by 100, by pointing oif two places from the whole number. If the per cent, is fractional, write it as an improper fraction.
When the time is in days: Reduce to the decimal of a month men- tally, by calling every three days one-tenth of a month, and each re- maining day three-hundredths of a month; proceed as for months.
When the time is in years and days, or in months and days: Reduce to months and decimals of a month, and work as for months. Arrange for cancellation, by placing the factors of the dividend on the right of a vertical line and the divisor on the left.
When the interest is a certain rate per cent, a month, reducing the time to months and decimals of a month is just the thing. It will occur to any one that, when the rate per cent, is six, he need not write the rate, but write two for the divisor; and when the rate is 12, he need not write the rate per cent, nor the divisor.
I claim that the plan of always writing the days as a decimal of a month, arranged for cancellation in this way, is original with myself; the remainder of this rule is not. Examples arranged for cancellation:
I St. Interest of $24 for 7 months at 8 per cent..-^
2d. Of $24 for 3 days at 9 per cent.?
3d. Of $24 for 2 months, 5 days at 7^ per cent..? ist. 2d. 3d.
12
|
$24 |
$24 |
$24 |
||
|
7 |
12 |
.1 |
12 |
2.16 |
|
8 |
9 |
3 B. |
22 D. Mitchell. |
Teachers should never be janitors. The law does not require it. It is incompatible with personal neatness. It gives you the appearance of niggardliness, in doing work "to save a dime," which some pupil who needs it badly might earn. The law provides that trustees shall keep the building in order. If they fail in their duty, you are not responsible. In securing schools, teachers should always have a per- fect understanding concerning these matters with their employers before a bargain is made. A visit with the directors to the school-building should be made at least a week before school opens, so that, if a good stove is needed, arrangements can be made accordingly; if window-
¥
1872.] HOW TO PREVENT WHISPERING. 293
panes are out, the director can have them put in, or authorize the teacher to have it done; if a door is off its hinges, it can be thoroughly doctored before school begins. It is often the case that the teacher >vill find it best to secure the proper authority and attend to these matters himself. Better do it one's self than have a miserable school. But, if the teacher shows his employers that he " means business," they will co-operate with him. Uncomfortable school-rooms are more the re- sult of want of interest on the teacher's part than anything else. Genius prevents what stupidity vainly attempts to cure. — National Nor- mal.
HOW TO PREVENT WHISPERING.
First — Explain to the school the effects of whispering on their suc- cess. Show that you realize how difficult it is to control one's self, yet constant effort and devotion to the lessons will enable one never to think of whispering.
Second — Secure the assent of your school to help enforce a rule of strict non-communication — i. e., no whispering, no writing notes, or on slates; no communication of any kind.
Third — Secure their assent to having it marked opposite their names on the " roll of honor" (which is on the blackboard) every time they communicate.
Fourth — And that ten or twenty (according to the circumstances) such marks cause the erasure of the name from the "roll of honor."
Fifth — At the close of each recitation, or each half hour, or each hour, call upon the whole school to rise; then request those who have communicated to take their seats.
Sixth — Let it be perfectly understood that there is no crime in com- munication, but that it is best for the school that they should not per- mit it.
Seventh — Give a recess of ten minutes every hour.
Eighth. — If a pupil prefers to lose a minute of recess for every mark, let him make the exchange.
Ninth — Never grant the request, " May I speak .? " If a pupil needs anything (a pencil, for instance), let him make known his wants to you, and give him your whole attention until they are met.
Tenth — Keep a careful watch over your school, but do not let them know you are watching, nor that you see everything.
Eleventh — If a pupil reports incorrectly, speak to him privately, never publicly. In aggravated cases, change the seats of pupils. 2
294 MISCELLANY. [April
Twelfth — Make strict non-communication your mark, and never give up trying to reach it.
MISCELLANY.
Time and the patient and plodding use of time is the very first con- dition of a good education. If the early years, when the brain can alone can be patiently worked at with the hoe and rake, this routine of languages, the bearing of which brings every faculty of the mind into use, and into more and more use all the time — if these early years are pre-occupied with urgent necessities, premature toil and precipitate cares, or importunate acquaintance with the actual world, do not ex- pect, except in the case of genius, such mellowness and fineness of mental soil, that the largest and noblest fruits of culture can ever spring thence ! We have never yet known a single instance of a neglected boyhood, of an education commenced late, of a brain suffered to harden long without elementary training and working, in which great crudities and immense insusceptibilities and a certain coarseness of fruits did not painfully perpetuate the sense of the early loss. It has even been observed that self-educated men. begin to decline early in brain-power, as if the zone of their culture were narrow, and even the brain irres- ponsive in certain neglected districts. — Liberal Christian.
Mental System. — The faculty of concentrating the mind on the matter in hand, to the exclusion of all other things, is one of the rarest and most valuable gifts with which a man can be endowed. To com- mence with a theory, to think out its legitimate results, to reduce those results to a concrete form, and, if it be in material science, to proceed to experiment and practice, without diverging, in any direction, from the purpose, is possible to very few men. And we do not think we are overstating the case when we assert that, in proportion as a man is gifted with this faculty, he will become a successful investigator of the phenomena of Nature. Certain it is, that the most eminent men in the scientific world have been remarkable for this power of self-con- centration; and the study of Nature and her laws — which go from pro- cess to process, and from fact to fact, by strict induction and with inexorable logic — is the pursuit of all others for the employment of this invaluable talent, as well as for the increase of its strength. The study of Nature, — in other words, science, — is the best occupation for the mind, if it be desired to systematize the thinking faculty, and to produce the greatest result from the exertion of the intellect. It is one
1872.] MISCELLANY. 295
phase of the same power, of which thoroughness of work is another; for, if the abiUty of mental concentration can be acquired, it is by doing most thoroughly and earnestly the work in hand. So the true worker or thinker never wastes time and strength in going back to what he has already accomplished; but, having done it once, he is pre- pared for the next process, and so goes on with the least possible dis- persion of his mental force. — Scientific American.
Tennessee. — Each county collects and disburses its own school-tax through the hands of a board of trustees elected by the people. The plan has been in operation too short a time to estimate the results by comparison with different systems. A resolution is pending before the legislature to reorganize the State Bureau of Education. Schools are being organized in all the counties, and much earnestness prevails. There are many excellent private schools and colleges of a high order.
Texas. — All the public lands are set apart for school purposes. The sale of these lands will realize a large fund. There is a compulsory feature in the school system. The local papers, with singular unanimit}', charge that the educational fund does not reach the teachers, but is ap- propriated by its trustees. So far the public-school system has proved a failure — due to the compulsion attempted or to the diversion of the public money, or both. — Mortons Motithlv.
Maryland Public Schools. — From the Report of Prof. H. M. Newell, Presi- dent of the Board of State Commissioners, we gather these statistics : Average number of schools reported, 1,390; total number of scholars enrolled, 80,829; average number attending, 57,588 ; average daily attendance, 35,949 • number of teachers, 1691; average number of months schools were open, nine and two-elevenths; amount received from the State for school purposes, $302,640 86; cost of teachers' salaries, $510,155 06; cost of building, repairing and furnishing school-houses, $75,015 02; amount paid to colored schools, $4,611 40. These figures do not include the school statistics of Baltimore, where the number of scholars was 34,854, and the expenditures for school purposes, exclusive of the cost of buildingSjWas $386,027 81.
Science of Common Things. — In St. Louis, every member of a primary or grammar school is instructed not merely in facts, but in the means of acquiring facts, about plants and animals, his own physical structure, and the proper care of it; about heat, light, electricity, meteorology, machinery, and the whole range of similar subjects. An oral lesson is given once a week. The children are delighted with it.
EDITORIAL TABLE.
NATIONAL EDUCATION BILL.
After rejecting Senator Stewart's wild and impracticable scheme for National Education, and wisely turning a deaf ear to other measures which would have resulted in crippling or subverting our American Free School System, the House of Representatives has finally passed a National Education Bill, of which^the following is a synopsis :
Section I provides the net proceeds of the public lands be forever set apart for the education of the people. Nothing in the act is to limit the power of Congress over the public lands to interfere with granting bounty lands nor with the home- stead act. Section 2 provides that the Secretary of the Interior shall certify to the Secretary of the Treasury each year the net cash proceeds of the sales of pub- lic lands. Section 3 provides the manner in which the funds shall be invested. Section 4 provides for the apportionment of the fund to the various States and Territories. For the first ten years, the distribution to be made according to the ratio of illiteracy in the respective population. Section 5 provides when and under what circumstances the first distribution shall be made. Section 6 provides that a certain portion of the fund received be expended at the discretion of the Legislatures for the instruction of teachers for the Common Schools. Section 7 states the condition under which each State and Territory will be entitled to re- ceive its share of every apportionment after the first year. Section 8 provides that the Commissioner of Education shall decide what States and Territories are entitled to receive an apportionment, and what amount, but no moneys belonging to any State or Territory under this ict shall be withheld for reason that the laws thereof provide for separate schools for white children and black children, or re- fuse to organize a system of mixed schools. Section 9 provides for the distribution' of the fund by the Superintendent of Public Instruction of each State, Territory and district ; and the amount so proportioned shall be applied solely to the pay- ment of teachers' wages. Section lO provides the manner in which apportion- ment shall be drawn from the United States Treasury. Section 1 1 provides the penalties for any misapplication or embezzlement of the funds. Section 12 pro- vides that the Circuit Court of the United States shall have exclusive jurisdiction of all offenses against the provisions of this act. Section 13 provides that nothing contained in this act shall be so construed as to affect in any manner existing laws and regulations m regard to the adjustment and payment to States, upon their ad- mission into the Union, the five per centum of the net proceeds of the sales of public lands within their respective limits.
We feel relieved. There seemed to be reason to fear that our schools were to be committed to the tender mercies of a " bureau" of Washington City politicians, which would have given them their death-blow. This bill goes far enough for the General Government. The States are competent to manage their own school interests.
COMPULSORY EDUCATION.
Evidence is increasing that though compulsory education may work well in other countries, our own American Free School System suits us better. The March number of the Michigan Teacher, says:
Four years ago, scarcely anything else seemed to us so well established as the right and duty of the State to compel attendance upon the schools or equivalent private education, and the practicability of the enforcement of laws to such effect. A pretty thorough investigation, made soon after for a special purpose, satisfied
1872.] EDITORIAL TABLE. 297
us that there was a good deal more to be said upon the other side of the question than we had supposed; and it-" gave us pause," We have since suspended judg- ment, awaiting results. And now we begin to despair of a successful experiment in any American ^tate. The logic of facts is determining the matter against our prepossessions. In New York, the Compulsory Act passed a number of years ago, fell at once; no attempt was made to enforce it, say the official reports. But certainly Massachusetts, above all other States of the Union, seemed to have the best conditions for the enforcement of a rigid law compelling education. Yet^the celebrated Truant Act of that State, after doing good work in a few large towns for some years, has already outlived its usefulness. The late Report of the State Board of Education exhibits the ratio of mean average attendance for the year to the whole number of children between five and fifteen, at only .74 — which is equalled, we are confident, by the attendance in a number of States without com- pulsory education. The Hon, Joseph White, Secretary of the Board, has often expressed his conviction of *he inefficiency of the law, and declares that *'it is the weakest and least defensible part of our school system." The Agent of the Board, intimately acquainted with its workings, affirms that " in many towns it is not only not enforced, but no disposition to enforce it is shown." And now comes Gen. Oliver, Chief Constable of the State, whose business it is to secure the enforce- ment of the penal enactments, and testifies thus:
"Now we know, indeed, that there is a compulsory statute of the Common- wealth in relation to the schooling of its children, but like a great many other statutes on the books, it is paralytic, effete, dead — killed by sheer neglect. It was never enforced, and never supposed to be anybody's duty to enforce it. In fact, we are inclined to believe that it is not generally known that such a law was ever enacted. Nobody looks after it, neither town authorities, nor school com- mittees, nor local police, and large cities and many of the towns of the State are swarming with unschooled children, vagabondizing about the streets, and growing up in ignorance and to a heritage of sin. The mills all over the State, the shops in city and town, are full of children deprived of the right to such education as will fit them for the possibilities of after life. Nobody thinks of either enforce- ment or obedience in the matter; so that between those who are ignorant of the provision and those that care for none of these things, thousands of the poor younglings of the State, with all her educational boasting, stand precious small chance of getting even the baldest elements of education."
This in the State of Horace Mann, In Michigan, where the conditions of suc- cess also seem to be good, the plan has been tried but six months, and it is too early to pronounce upon it. We have lost no opportunity to inquire as to its operation in different parts of the State, and the general word is that very little attention is paid to the law. But we wait-. In common with most of our educa- tors, we hailed its enactment with pleasure and hope, and do not like to give it up yet.
EDUCATION IN THE UNITED STATES.
The report of Gen. Eaton, National Commissioner of Education, fills seven hundred and fifteen pages, and is worthy of attentive study by all patriotic American citizens. We furnish our readers with some extracts this month, to be followed by others in future: *
Benefactions to Educational Objects, — It is believed that the unsolicited contributions by private citizens for theeducational interest of the community, are without a parallel in any other country in the world.
In California these gifts amount to $2,000,000 ; in Connecticut to $845,665 ; of which Yale College receives $319,865; in Georgia, $1,000; in Indiana, $537,025; in Illinois, $391,000; in Iowa, $75,000; in Kansas, $50,000; in Louisiana, $1,090; in Massachusetts, $2,502,000, of which Harvard College receives $460,000 ; in Minnesota, $50,550; in Missouri, $205,000, entirely for Washington University, St. Louis ; in Michigan, $15,000 ; in New Hampshire, $168,000, of which Dart- mouth College receives $121,000; in New Jersey, $323,500, of which Princeton College receives $223,500; in New York, $765,000; in Ohio, $23,250; in Oregon,
298 EDITORIAL TABLE. [April
$5,000; in Pennsylvania, $312,000; in Rhode Island, $24,000; in South Carolina, $13,000; in Tennessee, $4,000; in Virginia, $45,*ooo; in Wisconsin, $80,000; making a total of $8,435,990.
Of these individual donations two were of $1,000,000 or over; twenty-three were of $100,000 and over; fifteen of $50,000 and over; eleven of $25,000 and over; twenty of $10,000 and over; and thirty- three of $1,000 and over.
In the following States no individual benefactions amounting to $i,000 were reported: Alabama, Arkansas, Delaware, Florida, Kentucky, Maine, Maryland, Nebraska, Nevada, North Carolina, Texas and West Virginia.
Normal Schools. — There are in the United States 51 normal schools, supported by 23 different States, having 251 teachers, and 6,334 pupils; 4 supported by counties, with 83 pupils; 16 city normal schools, with 112 teachers, and 2,002 pupils; all others, 43, supported in various ways, with 80 teachers, and 2,503 pupils; making a total of 114 schools, with 445 teachers, and 10,922 pupils.
Illiteracy. — The Commissioner has prepared from advance sheets of the cen- sus a variety of statistics of illiteracy.
A table giving the nativity of illiterates in the United States in 1870 shows that there is an aggregate of 777,864 foreign illiterates, of whom 665,985 are in the Northern States and Territories, and 72,383 in the Southern States; that there is an aggregate of 4,882,210 native illiterates, of whom 790,118 are in the Northern States, 74,504 in the Pacific States and Territories, and 4,117,589 in the Southern States, making a grand total of 5,660,074 illiterates in the entire country.
A second table shows that of every 10,000 inhabitants in the whole Union, there are 8,711 whites, 1,266 colored, 16 Chinese and 7 Indians, the colored race being in excess only in the States of Louisiana (2,145), South Carolina {126,147) ^.nd Mississippi (61,305).
A table showing the illiteracy of the white race and colored race gives a total of 2,879,543 of the former, and 2,763,991 of the latter.
The illiteracy of the Northern States, including all persons 10 years old and over, is thus compared:
Indiana 127,015
Wisconsin 55,205
Illinois 1335573
Minnesota 24,043
Iowa 45,669
Nebraska 4>^35
Kansas 24,340
California 27,074
Oregon 3)5oi
Nevada 674
Maine 19,047
New Hampshire 9j926
Vermont 17,700
Massachusetts 97,724
Rhode Island 21,901
Connecticut 29,588
New ^ York 241,152
New Jersey 54,683
Pennsylvania 222,35 1
Ohio 173,149
Michigan 5 1 ,304
In the Southern States the illiteracy of the whites and colored is thus shown:
White. Colored.
Delaware 11,280 11,820
Maryland 46,792 88,703
District of Columbia 4,876 23,843
Virginia 123,538 322,236
West Virginia 71,493 9,997
Kentucky 201,077 131,050
North Carolina 191,961 205,032
Tennessee 178,727 185,941
South Carolina 55, 168 235,164
Georgia 124,935 343,641
Alabama 92,059 290,898
Florida 18,904 52,894
Mississippi 48,028 264, 723
Missouri 161,763 60,622
Arkansas 64,095 69,222
Louisiana 50,749 224,993
Texas 70,895 150,617
Total 1,516,339 2,671,396
1872.^ EDIIORIAL TABLE. 299
The illiteracy of the white male adults or those qualified to vote is thus divided among the States:
Maine 6,516
New Hampshire . .- 35361
Vermont 6,867
Massachusetts 30,920
Rhode Island 5,922
Connecticut 8,990
New York 73, 201
New Jersey 14,515
Pennsylvania 61,350
Ohio 41,439
Michigan 17,543
Indiana 36,331
Wisconsin 17,637
Illinois 40,801
Minnesota 8,034
Oregon 1,085
Nevada 474
Delaware 3»466
Maryland 13.344
District of Columbia 1,214
Virginia 27,646
West Virginia iSj^^^
Kentucky 43.826
North Carolina 27,557
Tennessee 37.713
South Carolina 12,490
Georgia 21,899
Alabama 17.429
Florida 3.876
Mississippi ' 9.357
Iowa 14,782 j Missouri 34.78o
Nebraska 956
Kansas 5,994
California 12,362
Arkansas 13.610
Louisiana 12,048
Texas 17.505
i
NEW SCHOOL LAW.
A new School Bill has been unanimously passed by the California State Senate, and at this writing is pending in the Assembly. The bill was presented by Mr. Tuttle, Chairman of the Senate Committee on Education. Its most important new feature is that which relates to school revenue. In this the "Larkin School Bill " is followed.
By this bill a State tax is levied sufficient to raise one hundred dollars to each school district, and also the sum of seven dollars for each child between the ages of five and seventeen years ; a school poll-tax of two dollars is levied for the use and benefit of the School Fund, and proper provision made for the collection and disbursement of these school moneys.
Should this bill become a law, it will be a happy thing for California. It will cause its wildernesses to rejoice and its deserts to blossom. We shall then be able to boast a State system of education worthy the name. The result will be announced in our next issue.
EDUCATIONAL ITEMS.
The Kansas Legislature has killed a compulsory education bill.
In Cincinnati, about one person in twenty-four cannot read or write.
Texas pays the same salaries to male and female teachers.
A schoolma'am (somewhere) instructs her pupils that "one hundred elbs make a cute."
Alabama. — A Normal Department has been established in connection with the University of Alabama.
Missouri. — During the past year, a school of mines and metallurgy and two Normal schools were opened in Missouri. '
1
300 EDITORIAL TABLE. [April
No Whisky Wanted. — The Faculty of the University of Michigan have sub- scribed $500 to prosecute liquor dealers in Ann Arbor.
Educational Test. — An amendment to the Constitution has been introduced, proposing some educational test for voters.
Georgia. — About 1200 white and 150 or more colored schools have been started in Georgia under the new school law, and the numbers steadily increase.
Col. Salem Towne, author of Readers and other text-books in use for more than a generation, died recently, aged 92 years.
In the University of Edinburgh, 28 women have been matriculated during the present term.
New Jersey. — The New Jersey State Superintendent's Report shows that the average school term is eight months and eighteen days. A good showing.
All the Moscow students who signed the address in favor of the liberty of the press have been banished to Siberia. Shame on Russia! Pity the poor boys!
Russia. — The Emperor of Russia has sanctioned the proposal to remove the University from Doypat to Wilna, as a measure likely to effect the Russification of the Baltic provinces.
Tennessee Superintendent. — Hon. W. Morrow has been appointed State Commissioner of Education. School affairs have been sadly mismanaged in this State by mere politicians.
The Illinois State Teachers' Association, recently held, was a failure. Only 115 teachers were present, and not more than a third of those whose names were on the programme of exercises responded. What's the matter?
A Kindergarten Training School is to be opened in Boston, free to all teach- ers who have the requisite qualifications. We ought to have a Kindergarten school in San Francisco.
Dean Stanley, in a recent address, said that the solution of all educational difficulties is to find really capable teachers. If he had said the solution of the principal difficulty was to find good teachers, he would have said a true thing.
An Indiana teacher, when asked by an examiner: "What are some of the char- acteristics a teacher should have to secure good government ?" replied: "Be kind to the pupils, and never let a scholar outlook you." Not a bad answer.
A Pedagogical Joke, — When, at the recent Illinois State Teachers' Associa- ion, it was announced that some of the railroad companies had gone back on their half fare arrangements, somebody proposed that the teachers "go back" on the railroads. See it ?
Truly Spoken. — B. H, Hill, before the Alumni of the University of Georgia, says: "No civilization can be equal to the demands of the age, which does not lay its foundations in the intelligence of the people, and in the multiplication and social elevation of educated industries,"
The Assembly of the province of Rio de Janeiro has passed a law obliging parents and guardians to send all children between seven and fourteen years of age to some school, either public or private. The children of parents who are too poor to clothe them decently, are to be clothed at the public expense.
Co-Education in Delav^^are. — The Board of Education of Wilmington, Del-
iSjz.] EDIJORIAL TABLE. 301
aware, have rejected a resolution to put boys and girls in the same classes. The common sense of our people will adjust this difficult question properly. In Cali- fornia, the tendency is toward co-education.
No M^LSTROM. — A new announcement appears that the existence of the mael- strom, off the coast of Norway, has been definitely disproved. There is a strong current between two islands, with some eddies and swirls at certain times, but quite destitute of the fabled terrors of the Maelstrom.
A Question for Pupils. — "How do you account for the fact recently made prominent by the construction of the Northern Pacific Railroad, that the climate of its high latitudes grows milder as the Pacific is approached, so that parts of Washington Territory are no colder than Southern Virginia ? "
Prof. E. L. Yeomans has made arrangements abroad for the early publication of a large number of compact hand-books on scientific topics, to be prepared by the most eminent savants of different countries, and entitled the International Scientific Series.
Don't Know what to do about It. — At Boston, January 17th, there was a gathering for the purpose of discussing the question of admission of women into colleges. There was much discussion. Result: they don't know what to do about it. For once, the " Hub" is slow in accepting a new idea.
An Answer — The State Superintendent of Maine sent out this question: "Can you suggest any amendments to the school laws of the State ? " The School Committee of Mariaville answered: "We recommend the establishment of a reform school for meddlesome parents."
Objected to Six Mills. — A school supervisor in an Eastern State objected to levying six mills on the dollar for school purposes, because there were only eight . mills in the county, and one of them didn't have water enough to run more than half the year.
Don't Believe It. — It is stated in one of our exchanges that a lady teacher in Iowa "made a boy stand up and show how he kissed the big girls in the woodshed, in hopes that he would shed tears, and promise to do so no more." It is ^dded that all the boys are leaving the other schools and going to this lady teacher. We are sceptical concerning this story.
" Home and School." — John P. Morton & Co., the popular and enterprising book publishers of Louisville, Kentucky, have issued three numbers of a new monthly under this title. It is handsomely printed, and is able and interesting. Among the contributors is Paul H. Hayne, some of whose poems are inexpressibly sweet and beautiful. We put the Home and School on our exchange list with pleasure, and wish it success.
Dr. T. H. Rose. — With deep regret, we learn that our friend. Dr. T. H. Rose, of Los Angeles, expects soon to leave California for the Eastern States. His de- parture will be a great loss to our educational force. In native ability, scholar- ship, professional enthusiasm and high personal character, he justly ranks among the very foremost of our educators. A very large circle will join us in regrets at his departure, and in wishing him all good things in his new home.
Simple Justice. — It is mentioned by an exchange as a noteworthy fact, that the Columbus (Ohio) School Board has voted to pay the colored teachers as much
I
302 EDITORIAL TABLE. [April
as white teachers in the corresponding grades. Why not ? The value of work is not measured by the sex or color of the worker. In California there is no discrim- ination as to pay on account of color. We hope there will soon be none on ac- count of sex.
Influence of Teachers. — The signal defeat of the attempt to reduce the sal- aries of the primary teachers and to break down the State system of uniform text- books, is mainly due to the prompt action of the teachers of San Francisco, and shows what may be their influence in all educational matters, if they will act together harmoniously. It also suggests another thought, namely: That it will be a happy day for California when our public schools shall be managed by edu- cators instead of politicians.
Omission. — From the list of holders of State Educational Diplomas in Superin- tendent Fitzgerald's recent Biennial Report, the name of Mr. George F. Baker, o f Santa Clara, was accidentally omitted. Mr. Baker's worthiness of this honor has been endorsed by the people of Santa Clara, by his election to the office of County Superintendent, upon the duties of which he entered on the first of March. Notwith- standing the earnest effort made to present a correct list of holders of certificates and diplomas, other omissions may have occurred.
Is IT "A Good Idea?" — The Board of Education of Galesburg, Illinois' recently voted to establish an ungraded department in connection with their pub- lic schools. Pupils "may be sent from the other schools to this department by the City Superintendent for continued irregularity of attendance, ungovernable conduct, idleness, or for any other cause that the Superintendent may deem suffi- cient." The design is to make this department reformatory, and "it is expected that it will exert a beneficial influence upon the other schools, by affording the incorrigible and the culpably negligent a place by themselves, where their evil influence and example will not corrupt others." The worthy Principal of the Lincoln School, in this city, some time since suggested a somewhat similar school for incorrigibles in San Francisco. Will he not present the matter for consider* tion through the Teacher ? We invite him to do so.
About "Rolls of Honor." — Tht National Normal has these suggestions: "Put every name on the roll at first, and let it rest with each pupil wl:\ether his comes off". If you cannot have the roll published, keep it neatly in some corner of the blackboard. Let the erasure of a name from that roll be the severest pun- ishment that can be inflicted, unless you are so poor a teacher as to be compelled sometimes to resort to the rod; then let the rod be the most disgraceful. Always call the attention of visitors to this roll." We are still receiving requests to pub- lish rolls of honor, but must decline, not having space for all, and not wishing to discriminate for or against any. Besides, the local newspaper is the proper medi- um for such publication.
Education among the Mormons. — There are now some two hundred schoo^ districts in the territory, with an aggregate of upwards of 25,000 children between the ages of 5 and 16 years. The common school system of the East is becoming general; though until recently the schools have been sustained by their respective patrons. Salt Lake City is subdivided into 22 school districts. Many of these districts have several schools and academies. There is also a flourishing com- mercial college, of which Prof. Morgan, a graduate of Eastman, is Principal and proprietor. The Deseret University, of which John R. Park, A.M., is Principal,
1872.] EDITORIAL TABLE. 303
in its last catalogue exhibited a total of nearly 600 students, male and female. The Legislative Assembly of Utah, atone of its sessions, appropriated §10,000 to the University. Robert L. Campbell, Esq., is Territorial Superintendent of Com- mon Schools.
Michigan.— State Superintendent Hosford's Report for 1871, furnishes the fol- lowing statistics of the public schools of Michigan: Number of children between 5 and 20 years of age, 393,001 ; subject to Compulsory Act (between 8 and 14), 174,972; sittings in the public schools, 374,758; in attendance, 294,354 (15,000 or 18,000 should be added for districts not reporting,under this head); districts, 5,301; school-houses, 5,300; teachers, 11,274 — 2,971 male, 8,303 female; average length of schools, seven months; graded schools, 266; private schools, 161; pupils in same, 8,772. The district libraries report 4,659 volumes more, and the town libraries 5,470 volumes less than last year.
Mechanical Schools. — Perhaps in no other country in the world is education so thoroughly carried out as in the German empire. In Wirtemburg, a compara- tively small province, besides elementary schools in every parish, they have 250 primary industrial schools; 523 farming and trade schools, at which lads are fitted for husbandry and handicrafts; and finally two colleges, one for completing the architectural education of young men destined for farmers, the other for giving the finishing qualifications to young mechanics. The expenses attendant upon this complete system of practical education are "so small as to enable all members of the community to avail themselves of it.
Public Schools of St. Louis. — They [the public schools 01 St.LouisJ are well launched now, however, on a broad, generous scheme, with a capital of $1,500,- 000 in landed property in and about the city, which is proving more and more a generous source of income; with $1,750,000 in value of school buildings and their lots, and an income from special school taxes of over $500,000 a year; with an annual expenditure of from $600,000 to $700,000; with 25,000 pupils in attend- ance, though these are less than one-half of the children of school age in the city ; with a progress outwardly illustrated by the construction of seven first-class school - houses, accommodating over 5,000 children, in the last two years, and with a su- perintendent and leading teachers that are as much the envy of other cities as they are the pride of this. Thus endowed, there cannot help now being a growth so rapid as soon to place these schools by the side of those of cities more advanced and experienced in public education, and commensurate with the new life and ambition of St. Louis itself.— 5^7;?/ Bowles.
Errors. — On page 279, the sentence beginning *'It is I" etc., should read, "It is I who govern this school, and a thoughtful mind" etc. Again: on the same page, lower down, '■'•rectus in casce'^ should be '■'■rectus in casu."
BOOK TABLE.
Serving our Generation, and God's Guidance in Youth. Two Sermons preached in the College Chapel, Yale College, by President Woolsev. New Haven, Conn.: Charles C. Chatfield'& Co. 1872.
The ripe and fatherly wisdom of President Woolsey finds beautiful and touching
I
i
304 EDITORIAL TABLE. [April
expression in these admirable valedictory discourses. They make a very neat little volume of fifty pages. Go or send to A. Roman & Co. and get it, and you will thank us for this advice.
The Elementary Music Reader. A progressive Series of Lessons, prepared expressly for use in Public Schools. By B. Jepsoxnt, Instructor of Vocal Music in the New Haven Public Schools. New Haven, Conn.: Charles C. Chatfield & Co. 187 1.
Mr. Jepson says, "that the elements of vocal music may be taught with the
same degree of success that attends any other regular branch of study." Six
successive grades of exercises are proposed, three of which are in the first book
before us; the second will duly follow. Each grade is supposed to represent one
year's study. Music is not omx forte, but a competent authority at hand says this
is a good work, excelling in simplicity, progressiveness and general adaptability to
its purpose. We commend this book to all who love and are interested in music —
which includes all teachers— for every teacher should be interested in music*
From A. Roman & Co., San Francisco.
Half Hours with Modern Scientists. Huxley — Barker — Stirling — Tyndall. New Haven, Conn.: Charles C. Chatfield & Co. 1871.
The object of the publishers in the publication of this volume, and others to follow it, is to present in a cheap form the advance thought in the scientific world. Contents of this volume: " On the Physical Basis of Life," by Prof. T. H. Hux- ley; "Correlation of Vital and Physical Forces," by James Hutchinson Stirling; "On the Hypothesis of Evolution," by Prof. E. D. Cope; and Scientific Addresses by Prof. John Tyndall, L.L.D. F.R.S., "On the Methods and Tendencies of Physical Investigation," "On Haze and Dust," and "On the Scientific Use of the Imagination." The names of these authors give assurance that the reader will find here the best thought in the scientific discussions of the day. A. Roman & Co., San Francisco.
A Manual of English Literature: A Text-Book for Schools and Colleges. By John S. Hart, L.L.D., Professor of Rhetoric and of the English Language and Literature in the College of New Jersey, and late Principal of the New Jersey State Normal School. Philadelphia: Eldredge & Brother. 1872.
Readers acquainted with Dr. Hart's peculiar literary genius will expect an ex- cellent performance in this book, and on examination of it they will not be disap- pointed. Its plan is felicitous, and worked out in a manner almost entirely satis- factory. Either as a text-book or as a book of reference, it will receive a cordial welcome from educators and literary people. In mechanical execution, it equals any book of the day of its class. From A. Roman & Co., San Francisco.
Swinton's Word-Analysis. A graded Class-Book of English Derivative Words, with practical Exercises in Spelling, Analyzing, Defining, Synonyms, and the Use of Words. By William SwiNTON, A.M., Professor of the English Language in the University of California, and author of "Rambles among Words," "Condensed History of the United Stateg," etc., etc. New York: Ivison, Blakeman, Taylor & Company. 1872.
We have previously expressed our judgment with regard to this book. The present edition is an improvement on the former one. From the teachers of Cali- fornia who have used it, we have heard much praise and some complaint of it. From Messrs. Payot, Upham & Co., and also from A. Roman & Co., we have been favored with copies of the new edition.
Scribner for March.
We read Scribner with increasing pleasure every month. The interest of its articles is fully kept up, and there is no lowering of its high moral tone. Mr.
1S72.I EDITORIAL TABLE. 305
I Warner's "Back-Log Studies" make delicious reading. The vein struck in these I papers is a rich one. Already a favorite with magazine readers, Scribner bids fair to become the favorite.
Littell's Living Age.
This remarkable publication is as punctual as it is welcome in its visits. Its aim is to furnish to American readers the cream of current English literature at small cost — and it does it. A happy " Boston notion."
A Compendious Grammar of the Greek Language. By Alpheus Crosby, Professor Emeri- tus of the Greek Language and Literature in Darmouth College. New York and Chicago : Woolworth, Ainsworth & Co. 187 1.
This is a revised and improved edition of a valuable standard work. While it is
abridged in size, it presents new features that commend it to the favor of scholars
among which are : the constant comparison of the Latin and the Greek; the alpha.
betical arrangement and regular classification of Irregular Verbs and others
I requiring special notice ; and the arrangement side by side of the different methods
of pronunciation which prevail in our country. From A. L. Bancroft & Co., San
Francisco.
A Treatise on English Punctuation ; Designed for Letter-Writers, Authors, Printers, and
Correctors of the Press ; and for the Use of School Academies. With an Appendix, contain-
I ing Rules for the Use of Capitals, a List of Abbreviations, Hints on the Preparation of Copy
I and on Proof-Reading, Specimen of Proof-Sheet, etc. By John Wilson. New York and
Chicago : Woolworth, Ainsworth & Co. 1871.
' All classes of persons for whom this work is designed will find it invaluable. It is the best treatise of the kind with which we are acquainted. The fact that th is is its twentieth edition, shows the high esteem in which it has been held. The "despised but useful art" of punctuation is here taught by one who was both a master of the English language and a practical printer. We recommend it to every reader who expects to have occasion to write anything. From A. L. Ban- croft & Co., San Francisco.
^Esthetics ; or, The Science of Beauty. By John Bascom, Professor in Williams College. New York and Chicago : Woolworth, Ainsworth & Co. 1872.
The Style of this book is singularly direct and clear, free from the metaphysical mistiness into which most writers upon this class of subjects are prone to fall. Professor Bascom has succeeded in making a book that supplies a real want. The student of Nature and of Art will find in these sixteen lectures the aid he desires and needs. From A. L. Bancroft & Co., San Francisco.
Bartholomew's Drawing Book, No. i. New Series. New York : Woolworth, Ainsworth & Co. 1872.
Teacher's Guide : Companion to Bartholomew's Drawing Book, No. i. For Teachers and Stu- dents using Bartholomew's Drawing Books. By W. N. Bartholomew, Professor of Drawing in tile English High and Boston Normal Schools. New York : Woolworth, Ainsworth & Co. 1871.
This " Guide " is the very thing wanted by very many teachers in the present
stage of advancement in the art of drawing in our country. Of the merits of
Bartholomew's Drawing Books it is superfluous to speak. Their popularity is well
established and universal. From A. L. Bancroft & Co., San Francisco.
The National Composition Book. New York : Woolworth, Ainsworth & Co. 1872.
The " Rules for Punctuation" printed on the mside p-ages of the cover give a special value to this neat little composition book. From A. L. Bancroft & Co., San Francisco.
3o6
EDITORIAL TABLE,
[A^PRIL
athcart's Youth's Speaker. Selections in Prose, Poetry and Dialogues, for Declamation and Recitation: suited to the Capacities of Youth, and intended for the Exhibition-day Require- ments of Common Schools and Academies. Illustrated. By George R, Cathcart, A.M. New York and Chicago: Ivison, Blakeman, Taylor and Company. 1872.
Fresh and felicitous in its selections, and perfect in typographical beauty, this little " Speaker " will be a favorite wherever introduced. From A. Roman & Co., San Francisco.
(Other books received too late for this issue, will receive attention next month.)
TABLE OF CONTENTS.
PAGE.
"It is Me:" But is it Him?" 277
Spanish Geographical Names 280
School Government 282
The Scientific Quarrel 286
Nine Good Rules 288
The Marking System 289
What a Teacher Should Not Do 291
Rule for Interest 292
How to Prevent Whispering 293
PAGE
Miscellany 294
Editorial Table 296
National Educational Bill 296
Compulsory Education 296
Education in the United States 297
New Scoool Law 299
Educational Items 299
Book Table 303
Payot, Upham & Co. — Our readers will consult their own interests by giving the catalogue of this House an examination. See advertising pages. The old firm of Henry Payot & Co., so long and favorably known on this coast, is becom- ing even more popular since the accession to it it of the tall and handsome bach- elor whose name is its second or "middle term."
A. Roman & Co. — The advertisement of this old and popular House reappears in this issue. The members of this firm are the right sort of men to handle good books — for they are good men who deal justly with everybody. Though the vis- itor will miss temporarily the kind face of A. Roman, the broad, genial smile of the "Governor" will make him feel at home.
Every one wants a Watch that can tell them the correct time of day whenevei they look at it. No other will do. Such Watches are sold at from $12 to $20, by the Norton Watch Factory, 86 Nassau Street, New York, and for correctness and beauty we see no difierence be4:ween one of their $15 watches and a $200 gold one. — [American Journal, Baltimore, Md.
If all the.friends of the National Sunday School Teachee will send us
One New Name,
for 1872, we shall be deeply grateful, and will make The Teachek even bettei than it now is. Specimen copy 15 cents.
Adams, Blackmer & Lyon Pub. Co., Chicago.
RESVIOVED TO
NOe 11 Montgomery Street,
Lick Hor.se Block, SAN FRANCISCO.
A. ROMAN & CO., Publishers^ Booksellers^
Importers and Statio7ters,
Would respectfully call the attention of the TEACHEES and SCHOOL OFFICEKS of the PACIFIC COAST, to their large and complete stock of
SCHOOL BOOKS, LIBRARY BOOKS, MAPS, GLOBES, SLATES and SCHOOL SUP- PLIES GENERALLY,
which they offer at* low rates.
Special attention given to the filling of
School Library Book Orders.
Catalogues of SCHOOL, and SCHOOL LIBRARY BOOKS mailed free, and prices of anything in our line, given upon application.
Only AUTHORIZED Agents for the introduction of
SWINTON'S HISTORY.
Just published, a new edition of
I SWINTON'S WORD ANALYSIS,
PRICE, 40cts.
Agents on the Pacific Coast for
PEARD'S PATENT SCHOOL DESKS,
Something new, which as soon as known, will supersede all other desks now in use. Send for Price lists, etc.
Correspondence invited.
A. ROMAN & CO.,
I SJlK FRAtfCtSCO
CALIFORNIA
JState Normal. School.
BOARD oFtRUSTEES.
NEWTON BOOTH Governor
H. N. BOLANDEE Superintendent of Public Instruction
C- T. RYLAND San Jose
A. J. MOULDER San Francisco
H. O. WELLER San Jose
JAMES DENMAN San Francisco
J. H. BRALY San Jose
TEACHERS.
Rev. W. T. Lucky, A.M Principal
H. P. Carlton Vice-Principal
Miss E. W. Houghton Assistant
Mes. D. Claek Assistant
Assistant
COURSE OF STUDY.
To secure admission into the Junior Class, applicants must pass a satis- factory examination before the Board of Examination in the county in which they reside, on the following subjects, viz. :
Orthography, Reading, Penmanship, Common School Arithmetic, English Grammar, Geography and Composition.
Junior Class — Mrst Session.
* Arithmetic — Robinson's Higher.
* English G^-ammar — Brown's. ^Geography — Monteith's. *Eeadbig — McGnffey's 5th Reader.
* Orthography — Willson 's. Moral Lessons — Cowdery's. Mental Arithmetic. Analysis and Defining.
Junior Class — Second Session.
* Algebra — Robinson's Elementary. *English Grammar — Brown's. Geometry — Marks' Elements. Physiology — Cutter ' s .
*C7. S. History — Quackenbos'.
Vocal Culture.
Book-Keeping — Payson, Dunton & Scribner's Single Entry.
Natural Philosophy — Steele's.
ercises during the Junior Tear — Penmanship; Object-Lessons; Calisthenics; School Law; Methods of Teaching; Vocal Music, Drawing, Com- position, Declamation and Constitution of United States and California.
To secure admission into the Senior Class, applicants must be regularly promoted from the Junior Class, or pass a thorough written examination, conducted by the Normal School Board of Instruction, on those studies of the Junior Class marked with an asterisk, and an oral examination in Natural Philosophy and Physiology.
Senior Class — Mrst Session. Algebra — reviewed . Physiology — reviewed. Natural Philosophy— Qnackenhoa' . Rhetoric — Har t ' s. Natural History — Tenney's. Vocal Culture — Russell's. Book-Keying — Payson, Dunton & Scribner's Double Entry.
Seniok CjjAaa— Second Session. Arithmetic — reviewed.
Geometry, Trigonometry, and Mensuration — Davies'. Botany — Gray's. Physical Geography — Warren's. Mental Philosophy — Upham's. English Literature — Collier's. Astronmny — Loomis ' . Chemistry — Steele 's. General Exercises — Same as in the Junior Class.
REGULATIONS OF THE NORMAL SCHOOL.
1. All pupils, on entering the School, are to sign the following declaration: "We, the subscribers, hereby declare that otir 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."
2 To enter the Junior Class male candidates must be seventeen years of age; and female candidates sixteen. To enter the Senior Class they must be one year older.
3. All applicants are required to present letters of recommendation from the County Superintendent of the county in which they reside. The holders o^first or second grade teacher's certificates will be admitted on their cer- tificates.
4. No pupil shall be entitled to a Diploma of Graduation who has not been a member of the School at least one year.
GENERAL INFORMATION.
In obedience to the requirements of the ' 'Act to Establish the State Normal School," passed by the last Legislature, the next session of the School wiU be held in San Jose. There will be Oral and Written Examinations at the close of each session. The Graduating Exercises wiU be in March.
Pupils will be required to furnish their Text Books. Reference Books will be furnished by the School.
There is no boarding house connected with the Normal School. Good boarding can be obtained in private families at reasonable rates.
CALENDAR FOR 1871-72.
First Session begins June llth, 1871. First Session ends October 6th, 1871. Fall vacation, one week. Second Session begins October 16th, 1871 . Second Session ends March 14th, 1872 .
For additional particulars, address
Rev. W. T. LUCKY, A. M., Principal, San Jose. March 25th, 1871.
Though the National Sunday School Teachee was
Entirely Burned Out
IN THE GREAT CHICAGO FIRE, we have resumed its publication, and are making it Bettee Than Evee. Send 15 cents for Specimen copy. Adams, Blackmer & Lyon Pub. Co., Chicago.
Terms of Advertising in the California Teacher.
[Payable in U. S. Gold Coin. ]
1 month. 3 months. 6 months. 1 year.
1-4 page $5 00 $13 00 $25 00 $40 00
1-2 page.... : 10 00 25 00 40 00 70 00
1 page 15 00 40 00 60 00 100 00
3
LIBBT & SWETT,
S New Montgomery S.,
Grand Hotel Building-, San Francisco.
BookSj Stationery and School Supplies.
A FULL STOCK OF
School Books,
School Apparatus, Wall Maps,
Globes, &c. Miscellaneous Books, New Books^
Fine Stationery, &c,
and everything else that pertains to our business at the lowest market rates.
We cordially invite the visits and correspondence of teachers and school officers.
P. O. Box 4:59. lilBBY 6t SIVETT.
THE GOLD MEDAL
*)tn^.
e€ii#®|, - f lllflTTOl,
MANUFACTURED BY
W.JJ.Palmef«!Co
(Successors to WIf^ii^">rt' & Palmer,)
Manufactory, 105 »<t 107
niisHion St., Near Spoir,
Han Franei^ro
The Most Interesting iielic and Curiosity in the Christian World ever Discovered.
This day is pubiislied, Pi-ice $3.50 a finely executed Engfraviiig, the ^uly Tr e I<i]£<^>ne8s ot
oun SAVIOUR.
Taken from one cut in an Emerald by command of Tiberius Caesar and which was given irom the Treasiiry of Constantinople, by the Emporer of the Turks, to Pope Innocent VIII, for the Redemption of his Brother, then a captive to the Christians.
The following Extract, in proof of the Authenticity of the above Portrait, is translated from the Latin contemporary Historians of the period.
' 'News to the Senate of Rome conc-rning Jesus Christ in the days of Tiberius Caesar the Emperour, as the governours of sundry provinces under the Senate and p ople of Rome used to advertise the S^^'nate of such news as chanced in diverse countries.
"Publius Lentulus, being at that time president in Judea, wrote an epistle to the Senate and people of Rome, the words whereof were these: —
" 'There appeared in these our days a man of great virtue, named Jesus Christ, who is yet liviug amongst us, and of t!ie Gentiles is accepted for a Prophet of Truth, but his own disciples called him the Son of God. He raiseth the dead and cureth all manner of diseases. A man of stature somewhat tall and comely, with a very reverend coimtenance, such as the beholders may both love and fear. His hair of the colour of philbert full ripe, and plain al- most down to his ears; but from the ears downward somewhat curled, and more orient of colour, waving on his shoulders. In the midst of his head goeth a seam, or partition of his hair, after the manner of the Nazarites; his forehead, very plain and smooth; his face, with- out spot or wrinkle, beautified with a comely red; his ut)se and mouth so formed as nothing can be reprehended; his beard S(imewhat thick, agreeable in colour to the hair of his head, not of any great length, in the midst of an innocent and mature look; his eyes grey, clear and quick. In reproving, he is terrible; iu admonishing, courteous and fairspoken; pleas- ant in speech, mixed with gravity. It cannot be remembered that any have seen him laugh, but many have seen him weep. In proportion of body, well-shaped and straight, his hands and arms right, and delectable to behold; in speaking, very temperate, modest and wise. A man lor singular beauty surpassing the children of men.' "
Agents wanted to canvas.s for this Engraving. Send $3 for an Agent's outfit. Agents are making from $10 to $50 per day selling this Engraving. Address,
C. B. THOMPSO-V, Bridgewater, Conn.
PERS0N8 OF BOTH SEXES ARE thoroughly fitted for business pur- suits, or for telegraphic operators, at this institution. The scholarships of this school are good for tuition in the thirty-six Bryant & Stratton Col- leges. Young men are practicaUs, educated for Bankers, Merchantye Clerks and Bookkeepers by the most thorough course of actual businesp training ever introduced into any school on the Pacific coast. Sessions continue day and evening throughout aitire year. Students can enter at any time. Just the course of study for young men in all walks of life who wish to succeed. For full information regarding the school, call at the College Office, 24 Post street, or send for Heald's College Journal, published monthly, and sent free to aU by addressing
E. P. HEALD,
President ^'^ustnes-^ College, San Francisfso.
^^ THE WOMAN'S PACIFIC COAST JOURNAL, by Mks. C. F. Young, M. D,, is a Health-reform and Temperance paper, designed to teach people to live so as to avoid sickness, and how to cure the sick by natural means without the use of medicine.
In the opinion of leading health-reformers it is one of the best — some say ''the very best"— of the six health journals in the United States. Sixteen quarto pages, book paper, $1.50 per annum; 10 copies, $12; 21 copies, $20; specimen numbers, 10 cents. Address " Woman's Journal," box 1501, San Francisco.
The National Sunday School Teacheb for 1872 is
Better Than Ever !
As you will find by sending Fifteen Cents for a Specimen copy to Adams, Blackmer & Lyon Pub. Co. , Chicago.
"An AcccBATE Time-keeper IS Indispensable to the Business Man ob Travelleb.'
SINGLE WATCHES OF ALL KINDS, | SOLD AT WHOLESALE FACTORY PRICES. '
ANY ^\^ATCH: you may want, carefully Selected, Regulated, Securely Packed, and forwarded, to you safely anywhere through- out the country, on receipt of price, by Express or Mail, Free, at the same price for a Single Watch as we sell them to Jewellers and Watchmakers by the Dozen.
Every Watch Markert Down at Oiie-lialf the Usual Pri< e.
Watches from $5.00 to $500.00 each. Watches for Farmers. Watches for
Speculators. Watches for Tradesmen. W^atches for Clergymen.
Watehes for Sporting Men. Watches for Railroad Men. Watches
for Trading Purposes. Watches for Personal Use. Watches
to Make Money With . Watches for Presents. Watches
that Wind without any Key. Diamond Watches, for
Ladies. Watches for all Purposes and at all Prices.
Watches with English, French, Swiss and American Movements. Watches with Nickel.
Gilt, Frosted, Engraved and Plain Works. Three-quarter Plale Detached and Patent Lever
Comx)ensation, Chronometer Balance, Duplex, Lepine or Cylinder Escapement, and all other
known styles.
Watches at One-Half the Price ever offered by other Dealers.
A Sing-le Watcli— or more— of any kind and any price (above $10), sent anywliere, -witliout any Money, and you can pay for it "when it ai*rives at the Express Office in yonr Town.
We are the sole inventors, proprietors and manufacturers of the new NORTON GOLD METAL, With which we case many of our new styles of Watches, making them fuUy equal in Brilliancy of Appearance, Style, Wear and Time, to any First-Class
Watches costing $200 or $300, And which we sell Singly or by the Dozen at
ONE-TWENTIETH THE PRICE. Beautiful in Finish, Artistic in Design, Strong and Durable, and always Eeliable for Accu- racy of Time. Among- owr great variety, -will be found the following ;
An English Silver Watch $5 00
English Gold-Plated Hunting-Case Watch 8 00
Genuine Oride Gold Watch, Hunting. Case, reduced from $15.00 to 12 00
Self- Winders, or new style Patent Stem- Winding, Keyless Watch, Fancy Jewelled, Pol- ished Nickel Works, Exposed Action, quite a Novelty. 12 00
Sterling Silver, Hunting-Case, Lepine Watches 12 00
The New Norton Gold Metal Watch, Jewelled Lever, Nickel Works, Elegant Style,
Warranted, $15 and 20 00
English Sterling Silver Patent Lever Watches, warranted 15 00
American Watches, Exposed Levers, Silver or Oride Gold, in 2,3 and i-ounce Hunting- Cases, some as low as 18 00
English Duplex Watch, in Silver Case, Sweep Second for Sporting use. Timing Horses,
&c,, warranted $18 00 and up
Fine Solid 18-Karat Gold Hunting-Case Levers, Compensation Balance, Nickel Works,
all Jewelled, warranted $30 00 and 45 00
Ladies' and Gentlemen's fine Opera, Chatelaine, Guard, Neck, Drop, and Vest Chains, aU styles, $2, $3, $4, $5, $6, and upwards. CI.UBS.-With all Orders for Six Watches of any kind, we will send one extra TVatch Free (making Seven Watches in all), as a Premium to the pei-son getting up the Club. Send all Money by Post Office Money Orders, Draft or Bank Check, or Registered Letter, at our Kisk; or give your money to any Express (k)mpany, and order them to purchase what you want from us, and return Watches or Money to you immediat'^'ly. This will ensure safety and promptness. We will forward any goods, over $10 worth, to you, no matter where you are, by Express only, without the money, and you can pay for them when you receive them. Full Descriptive Catalogues mailed free.
Address all orders to the NORTON WATCH FACTORY,
86, Nassau street, New York. Bepekences:— Banks, Merchants and Newspapers of New York.
FOURTEEN WEEKS" IN NATURAL SCIENCE.
BY
J. DOEMAN STEELE, A.M.
14
WEEKS ( NATURAL PHILOSOPHY,
ij,) ASTRONOMY,
COURSES ( ^"^"^'ll^lbcY.
These volumes constitute the most available, practical, and attractive text-books on the Sciences ever published. Each volume may be completed in a single term of study.
THE. FAMOUS PRACTICAL, Q,l^ESTIONS devised by this author are alone sufficient to place his books in every Academy and Grammar School of the land. These are questions as to the nature and cause of common phenomena, and are not directly answered in the text, the design being to test and promote an intelligent use of the student's knowledge of the foregoing principles.
TO MAKE SCIENCIK POPUIiAR is a priu.e object of these books. To this end each subject is invested with a charming In- terest by the peculiarly happy use ot language and illustration in which this author excels.
THEIR HEAVY PREDECESSORS demand as much of the student's time for the acquisition of the principles of a single branch as these for the whole course.
PUBLIC APPRECIATION. The author's great success in meeting an urgent, popular need, is indicated by the fact (pr(jbably unparalled in the history of scientific text-books), that although the first volume was issued as recently as 1867, the yearly sale is alrea<ly at the rate of
PHYSIOLOGY AND HEALTH. By EDWARD JARVIS, M.D. T A T>T7Tq^ ELEMENTS OF PHYSIOLOGY.
J All V Id physiology and laws of health.
The only books extant which approach this subject with a projMJr view of the true object of teaching Physiology in schools, viz., that scholars may know how to take care of their own health. The child instructed from these works will be always
BOTANY. ~~
WOOD'S AMERICAN BOTANIST AND FLORIST.
This new and eagerly exi)ected work is the result of the author's experience and life-long labors in
Classifying tlie Science of Botany.
He has at length attained the realization of hishopesjby a wonderfully ingenious process of condensation and arrangement, and presents to the world in this single moderate-sized vol- ume a Complete Manual.
In 370 duodecimo pages he has actually recordedjand defined , Nearly 4,000 Species.
The treatises on Descriptive and Structural Botany are models of concise statement, which leave nothing to be said. C)f entirely new features, the most notable are the Synoptical Ta- bles for the oluckboard, and the distinction of species and varieties by variation in the type.
Prof. Wood, by this work, establishes a just claim to his title of the great
amehican exponent of botany.
A. S. BARNKS & CO., Publishei-s, New York.
\LIBBY *t SWETT, 3 New Mont^romery St., San Francisco, P.O. Box 459. Grand Hotel Building.
OFFICIAL ADOPTIC
OF
MicaXJFFEY'S
NEW ECLECTIC EEAD
-BY THE-
STATE BOARD OF EDUCATIO
OF CALIFORjSriA.
At a meeting of the State Board of Education, held at San July 12, 1870, the following members being present, viz:
His Excellency Gov. H. H. Haight ; Hon. O. P. Fitzgei Superintendent of Public Instruction ; James Denman, Superh Public Schools, San Francisco ; Dr. A. Trafton, Dr. W. T. I Messrs. Lynch, N. Furlong, W. H. Hill, W. R. Leadbeti Jones, and W. A. Robertson ;
On motion of G. W. -Jones, Esq.,
McGuffey's New Eclectic Reader
Were unanimously adopted for exclusive use in the Public Scho ifornia.
Recommendations of McGuffey's New Readers were submii State Board of Education from over '
FORTY COUNTY SUPERINTENDENTS
Of the State; and, in many cases, these were indorsed by proij influential Teachers of schools under their supervision ; in additi' numerous recommendations and petitions for the adoption of Series were received and read, from Principals and Teachers ov^ generally.
These recommendations and petitions, the conviction of tl of the State Board of the superiority of McGuffey's Readers o-" use, and their great popularity in a majority of the States of influenced the Board in its unanimous adoption of this moi series of books.
XTENSIVE POPULARITY
OF —
FFEY's New Eclectic Readers.
ey's New Eclectic Headers have, at various times, been ' individually recommended by successive State Superintelidents [nstruction of
IOWA, MISSOURI,
>IS, KANSAS, WISCONSIN,
IGA:Sf, i:\MAlfA, KENTUCKY,
l^ESOTA, WEST VIRGINIA, PENXSYL.VANIA,
^e now an extensive, and in many cases an exclusive, use in these
ACTION OF THE ST. LOUIS BOARD.
* ' * ' In urging the adoption of McGuffey's Readers, we feel
are asking the trial of no experiment, but are recommending
are approved by the best educators of the country. We believe
Readers possess more of those features that our schools require
ther series presented."
report of the Committee was unanimously adopted.
3y's New Eclectic Readers were also adopted by the Board of Edu- Brooklyn, N. Y., November 16, 1869 ; of Richmond, Va., Sep- , 1869 ; and were re-adopted by the New York Board for 1870. also in exclusive and satisfactory use in the public schools of
CON ATI. O., DUBUQIJE, IOWA,
RRISBURG, PA., FORT WAYI^E, I]¥D.,
[EEI.INO. W. VA., SPRI]VGFIEI.I>, DLI..,
rROIT. MICH., PEORIA, IM..,
LW AIIMEE, WIS., aUIN€Y, lEI..,
EVEI.ANI>, O., COIiUMBrS, O.,
LEDO, O., IIAOISO]^, WIS.,
nd many other leading cities in all sections of the country.
ey's New Eclectic Readers have also been recently adopted for use by the State Boards of Education for
RYI^AIVD. ARKABTSAS,
C AtlFORlVIA, WYOMING ;
^e a far wi<ler uise and approval than any other Reading \ published.
respondence of Teachers and School Officers respectfully solicited. rms on first supplies for introduction.
Address ISAAC UPHAM,
Care HENKY PAYOT & CO.,
622 Washington Street,
SAN FRANCISCO, CAL.
POPULAR. TEXT BOOIvH
FOR SCHOOLS, ACADEMIES AND COLLEGES.
BROWN'S ENCLBSH CRAM MARS.
COMPRISING
Brown's First Lines of English Grammar,
12mo. Half 'oounJ. Designed for young learners. Ketail price, 45 cts. Brown's Institutes of English Grammar.
12mo. Muslin, leather back. For the higher classes. Ketail price. $1 00,
*^*Both of these very popular text-books have just been revised by Henry
Kiddle, A.M., Assistant Superintendent of Public Schools of New York City,
with important additions, especially in the department of Sentential Analysis.
Brown's Grammar of English Grammars,
Royal 8vo. Leather or half morocco. Retail price, $6 50. These Grammars were never so popular or widely used as at the present time — they are the books. The latter is the most comprehensive and exhau str- ive Treatise on English Grammar extant.
ROSCOE'S CHEMISTRY.
Lessons in Elementary Chemistry,
By Hbnky E. Roscoe, B.A., F.R.S., Professor of Chemistry in Owens Col- lege, Manchester. In one beautiful little volume, handsomely illustrated with engravings, and bound in muslin, red edges. Just published. Retail price, $1 50.
This little book is, we believe, the only one in the market containing all the newest features in Chemistry.
LAMBERT'S PHYSIOLOCIES.
Lambert's Human Physiology, Anatomy, and Hygiene.
12mo. This is an entirely new book, written on a new plan, and is beauti- fully illustrated, with several hundred wood engravings, and thirty-one plates on tinted paper, containing many figures. Retail price, $1 75.
Lambert's Primary ^JPhysiology, Anatomy, and Hygiene,
12mo. Profusely illustrated. Retail price, 85 cents.
CANOT'S PHYSICS.
Elementary Treatise on Physics, Exjterimental and Applied,
For the use of Colleges and Schools . TransMed and edited from Ganot's Elements de Physique, by E. Atkinson, Ph. D., T. C. S. Illustrated by a col- ored plate and 668 wood cuts. In one very thick 12mo. volume. Price, $6.
This beautiful and most thoroughly systematic work has been adopted for use in some of the highest colleges in the land, as Harvard University, Colum- bia College, etc., etc., and is not only the best work of its kind for educational purposes, but would be also a very valuable addition to any library .
Teachers, School Boards, and others interested, are cordially invited to cor- respond with the publishers. Very favorable terms for introducj/ion.
Copies of the above books, except Ganot's Pliysics and the Grammar of English Grammars, sent for examination for halt the retail prices affixed. WILLIAM WOOD <& CO,, Publishers, NEW YORK. ^5= These books are kept for sale in California by Booksellers generally, and in San Francisco by A. ROMAN & CO., and H. H. BANCROFT & CO.
AAC UPHAM HENRY PAYOT
PAYOT, UPPIAM & COMPANY'S
CATALOGUE
OF
SCHOOl. AND COLLEGE
TEXT BOOKS
AND
APPARATUS
To which is added a Price List of Public School Library Books P' authorized by the State Board of Education
(any book in this catalogue, sent to any address, post-paid, by mail. )
SAN FRANCISCO Payot, Upham & Co,, Educational Booksellers, Importers & Stationers
620 and 622 WASHINGTON STREET
1879
Dialogue Books, Selections, Speakers, Etc.
AMERICAN School Dialogues, No. 1, Original, Paper
2, " and Selected, Paper
Speaker
AMATEUR Dramas, Baker. . ,
AMATEUR Theatricals, Frost
ART of Extempore Speaking, Bautain
AMERICAN Union Speaker, Philbrick
AMERICAN Speaker, Zachos
ACADEMIC Speaker, Coppee
BOOKl'of Recitations and Dialogues, F. B. Wilson
Comic Speeches and Humorous Recitations, Spencer
Tableaux, Charades, and Shadow Pamomin. s
Stump Speeches and Burlesque Orations
COMIC Recitations and Humorous Dialogues, Jerome Barton '
Speaker
Lectures, Valentine
DEBATER, McElligott
and Chairman's Guide, Paper
DECLAMATION for the Million; Part I, Poetry; Part II, Dialogur; Part III, Prose; each.
DIALOGUES from Dickens, Fette
for Young Folks, Frost
Nos. 1, 2, 3, 4, 5, 6, 7, 8, and 9, Paper, each
ELOCUTION, McHvaine
Comstock
Bronson 1
Atwell's, Paper s
Mitchell
Griffith
ELOCUTIONIST, Paper
EXCELSIOR Dialogues, New Edition
EXHIBITION Speaker, Fitzgerald
FREE Speaker, Fowle
GOOD Selections, for Schools and Homes, JeUiffe, Paper
HUMOROUS Exhibition Dialogues, Frost
Speaker, Oldham
Paper
INTERMEDIATE " Sargent i
JUVENILE " Paper
LADIES' BOOK OF RECITATIONS, How's
LITTLE SPEAKER, Northend
MODEL " Lawrence
MIMIC STAGE, Baker
NATIONAL Speaker, 12mo. Maglathlin's
Paper
NATURAL Speaker, Alden •
NEW Eclectic ' ' McGuffey
Primary Speaker, McGuffey
ONE HUNDRED Choice Selections Nos. 1, 2 and 3, Paper, each, 30; Cloth
Dialogues, Fowle ,
OUTLINES OF ELOCUTION, 100 pages, tinted. Cloth ,
PARLOR Stage
Tableaux and Amateur Theatricals , . ,
Dramas, Fowle
Theatricals
PATRIOTIC Eloquence, Kirkland
Speaker, Paper
PRIMARY " Sherwood '.
" Philbrick
Standard Speaker, Sargent
READING and Elocution, Mrs. Randall
RHETORICAL Reader, Kidd's
SCHOOL Dialogues, Lovell
Speaker, Sanders
SCHOOL-DAY Dialogues, Clark
SELECTIONS for little Folks
SPREAD-EAGLE Speaker, Paper
STANDARD Speaker, Sargent
Paper
STUMP Speaker, Paper
SOCIAL Stage, with Charades, Baker
UNION Speaker, Sanders
UNITED STATES Speaker, Lovell
UNIVERSAL " 12mo
VOCAL Gymnastics, Monroe
Above are mailed at prices named.
PAYOT, UPHAM & COMPANY'S CATALOGUE
took in this Catalogue sent hy mail, JPOST-JPAID, on receipt of price Liberal Discount made to the Trade and to School Oncers
ANATOMY AND PHYSIOLOGY.
First Book on Anatomy 80
Treatise on Anatomy 1 70
Anatomical Plates, per set, mtd. (10) .14 50 " (8).. 12 00
|s Physiology and Hygiene 1 50
!a Anatomy and Physiology, 12mo 1 50
ock's Anatomy and Physiology 1 60
Hooker's Fii-st Book in Physiology 90
" Human Physiology 1 75
Hutchinson's Physiology and Hygiene 1 60
Huxley & Youman's Physiologj' aad Hygiene 1 75
Jarvis' Physiology and Laws of Health*. 1 65
Lambert's Human Physiology 1 50
ASTEONOMY AND METEOROLOGY.
bsby's Common School 75
Elements 1 75
Meteorology 1 25
8 Geography and Atlas 2 50
id Keith's Astronomy and Use of the
3bes 1 25
s Short Course in Astronomy 90
New Elementary 1 50
lir's Elements of Astronomy 1 75
s' Elements of Astronomy 1 50
Practical 2 00
Meteorology 2 00
Te's Astronomy and the Use of the 3bes 1 50
Mattison's Primai-A- 80
High School 1 25
Olmsted's Rudiments of Astronomy 1 00
" School Astronomy 1 25
" Letters on Astronomy 1 50
CoUege Astronomy, by SneU 2 40
" Astronomy, witli Mason's Supple' t. 3 20
Robinson's University 2 75
Rolfe & GUlett's Astronomy 2 00
Hand-book of Stars 162
Smith's Hlustrated 1 25
Steele's Fourteen Weeks' Course in Astronomy 1 50
Whitall's Planisphere 3 00
BOOK-KEEPING.
iand Stratton's Common School 1 12
Blanks for do 90
High School 2 50
Blanks for do 2 50
" Counting House 3 75
iden's High School 1 75
Blanks for do, 19 books in set. . . 2 25
Counting House 2 50
Blanks for do 3 00
20th Edition, revised and enlarged. ... 3 75
.nks 4 50
I & Eastman's 1 25
Blanks, 6 inset 1 20
ord & Payson's Single Entry 65
Hanaford & Payson's Blanks for Single Entiy 45
" Double Entry 1 50
" " Blanks for do 1 25
" " Academic 3 00
" Blanks for do 1 25
Haswell's Book-keeping 3 50
" Blanks 2 00
Mayhew's 85
" Blanks 85
" Key to Book-keeping 85
Marsh's Single Entry 2 00
" Double Entry 2 50
" Book-keeping in Spanish 2 00
" Blanks 150
" Bank 6 50
Payot, Upham d Company's Catalogue of School Books.
BOTANY.
Comstock's Botany 2 00
Gray's How Plants Grow 1 12
" Lessons 1 30
" Manual 2 25
' ' Manual and I^essons 3 00
" Manual with Mosses 3 75
" Structural 3 50
" School and Field Book of Botany 2 50
Gray's Field, Forest and Garden Botany .
Lincoln (Mrs.) Botany ". .
Phelps' (Mrs.) for Beginner's • . .
Wood's Object Lessons
' ' Botanist and Florist
Intermediate Class Book
" Class Book, new edition
Youman's First Book of Botany
CHEMISTEY.
Comstock's 1 75
Cooley's Chemistry 1 25
Draper's 1 50
Eliot & Storer's Inorganic 2 75
Hooker's First Book 90
" Chemistry 1 50
Johnston's Turner's ."^ 2 50
Porter's First Book 1 00
" Principles 2 00
Rolfe & Gillett's Hand-Book of Chemistry " Chemistry and Electricit
Silliman's
Steele's Fourteen Weeks Course in Chem:
Stockhardt's, edited by Pierce
Wells' Principles
Youman's Class-Book
' ' Atlas
" Hand-Book of Household Scier
COMPOSITION AND RHETOEIC.
Bain's Composition and Ehetoric 1 75
Blair's Bhetoric, abridged 65
" " University Edition 3 30
BonnelPs Composition 1 50
Boyd's Ehetoric, 18mo 75
" Composition and Rhetoric 1 50
Brookfield's Composition 50
Day's Rhetoric 1 25
" Art of Composition 1 50
" Art of Discourse 1 50
" Praxis 1 25
Hart's First Lessons in Composition
" Composition and Rhetoric
Haven's Rhetoric
Kerl's Composition and Rhetoric
Kidd's Rhetorical Reader
Newman's Rhetoric
Parker's Aids, cloth
Pinneo's Guide to Composition
Quackenboss' First Lessons in Compositi
' ' Composition and Rhetoric .
Whately's Rhetoric, 18mo
CEITICISM.
Kama's Elements, edited by Boyd 1 75 | Kame's Elements, edited by Mills .
DICTIONARIES.
Adler's German and English, 12mo 2 50
8vo 6 00
Anthon's Latin and English, small 4to 3 50
" Ainsworth's Latin 2 00
Riddle & Arnold's Latin-English... 5 00
" Smith's New Classical 5 00
Classical 6 00
" Smith's Greek and Roman Antiqivi-
ties 6 00
Andrew's Latin-English 7 50
Ainsworth's Latin-English 3 75
*Bescherelle— all French— 32mo 1 fiO
8vo 5 00
2 vols, 4to 22 00
Bullion's Latin-English • 5 00
Cobb's Miniature Lexicon, cloth 1 00
Crook & Schem's Latin-English 3 50
Danish-English 2 50
Donegan's Greek-English 6 00
Elwell's German and English, cloth . '. 2 50
" " " half morocco. 2 75
Freund's Leverett's Latin-English
Fuerst's Hebrew Lexicon, sheep
German, English and French Dictionary.
Graglia's Italian and English
Gesenius' Hebrew
Grove's Greek-English
Jenkin's Vest-Pocket Lexicon
Kaltschmidt's Latin-English
Kunst's German-English
Lempriere's Classical ,
Liddell & Scott's Greek-English
" " " abridged Meadow's French-English, 16mo
" Spanish-English
" Italian-English
Millhouse's Italian-Euglis}), 2 vols . .
Nugent's French-English
Oehlschlager's German-English
Rowbotham's French
Roberts' Italian
*Paris Editions.
Payot, Upham & Company's Catalogue of School Books.
DICTIONAEIES— Continued.
ige"b French and English 75
Gei-man and English 1 00
Italian and English 75
Spanish and English 1 00
j-Enghsh 2 50
's Spanish-English, 12mo 1 75
8vo 6 00
s English-Latin Dictionai-y, 8vo., sheep 6 00 I's pocket edition— French and English 1 50 fc Surenne's French-English, 12mo. . . 2 50
8vo 6 00
16 s French-English, 16mo 1 25
h-English 2 50
English-German and German-English 1 50
er"s Pocket 75
Tuck 1 00
Websters's Primaiy 65
" Common School 95
High School 1 25
" Academic 2 20
" New University 2 80
" Counting House, new editon ... 3 50
Eoyal 8vo 5 00
" Imperial 8vo 5 00
" National Pictorial • 5 63
Pictorial Eoyal, 4to 13 50
Worcester's School > 62
" Elementary 1 15
" Comprehensive 1 80
" Academic 2 25
Universal 4 37
Pictorial 11 00
Yonge's English-Greek Lexicon 7 00
DKAWING.
)lomew's Drawing Cards, Nos. 1, 2 and l Bartholomew's Sketches from Nature, 5 Nos.
each 20 I each 50
lolomew's Drawing Books, 10 numbers, I Bartholomew's Guides to the Drawing Books
ch 40 I (for teachers) , each 30
lolomew's Drawing Slates, ruled 25 ,' Bartholomew's Guides to the Drawing Cards
" << w rubber cushions 38 (for teachers) , each 30
" Perspective 1 25 Coe's Drawing Cards 30
, Slate Pictures, per dozen 1 85
ELOCUTION.
s Natural Speaker 1 25
an's Elocution 2 50
's Speaker 1 13
Ih's Youth Speaker 75
' Comprehensive Speaker 1 80
Qstitute Reader . . 1 25
ock's Elocution, new edition 2 00
e Academic Speaker 2 40
J American Speaker 1 75
's One Hundred Dialogues 1 25
iher's Voice and Action, School Edition 1 25
d's Young Ladies' Reader 1 40
Elocution and Vocal Culture 1 50
Rhetorical Reader 1 40
nd's Patriotic Eloquence . ; 1 75
nce's Model Speaker 1 50
jville's Reading and Oratory 1 25
all's Book of Oratory 1 50
igot's American Debater 1 50
fifey's Juvenile Speaker 75
Eclectic Speaker 1 50
sll's Manual of Elocution 1 50
Sunday School Speaker 60
)ch & Russell's Vocal Culture 1 25
end's Child's Speaker 60
' Little Speaker 60
Northend's Little Orator 60
" American Speaker 1 13
" School Dialogues 1 13
" National Orator 1 25
New York Speaker 1 75
Oldham's Humorous Speaker 1 50
Philbrick's Primary Union Speaker 65
" American Union 2 25
Putnam's Elocution 1 50
Randall's Reading and Elocution 1 40
Raymond's Patriotic Speaker 2 00
Reeve's Student's Own Speaker, cloth 90
" " *' half bound. 75
Sargent's Primary Speaker 60
" Intermediate Speaker 2 00
" Standard Speaker 2 50
" Original Dialogues 1 5o
Sander's School Speaker 1 50
" Union Speaker 90
Schooldav Dialogues 1 50
Swett's Cfommon School Speaker 1 25
Sypher's Young America Speaker 75
" American Popular Speaker 1 50
Wiley's Elocution 2 00
Zachb's New American Speaker 2 00
FKENCH.
lemie Frangaise Elements de Grammaire 36
" " Exercises 36
" " Partie du Maitre 50
" " Petit Dictionnaire, Fr. . 1 75
labet illustro 50
" des Animaux 50
8 Fables 75
Method, by Oehlschlager 75
8' Ollendorff's French and English .... 1 50
Key to do 50
3 Geographic, ancienne and moderne . . 4 75 !w's Comprehensive French Instructor. 1 '0
♦Paris
Barbauld's Lessons for Children 75
Beginning French 70
Beginners' French Reader 60
" Second French Reader 1 25
*Beleze's Atlas de Geographic 1 00
Berquin's Easy Conversational Reader 60
*Bescherelle's petit Dictionnaire (Fr.) 1 50
Bolmar's Levizac's Grammar l 50
" Perrin's Fables 1 25
" Phrases 75
" Telemaque 1 25
Book of Verbs 1 25
Editions.
Payot, Upham & Company's Catalogue of School Books,
FKENCH— Continued.
*Boileau (Euvres
Cent Vingt devoirs
Chouquet's First Lessons
" Easy Conversations
'• First Readings
" Conversations
" Young Lady's Guide to Composi- tion
Chateaubriand, Atala, Eene
Comment on Parle a Paris
Cottin ^Madame) Elizabeth, with Vocabulary
Collot's French Dialogues
" Levizac's French Grammar
" Key to French Grammar
" Pronouncing French Reader
" Interlinear French Reader
" Dramatic French Reader
*Cirodde— Legons de Geometric
Conversations in French and English
•*Carraud, Mme., Contes et Historiettes
" La Petite Jeanne
Laurice, ou le travail
^Conieille, Tragedies, each separately
^Compositions a I'usage des jeunes lilies.
*Demogeot, Litterature Frangaise xvii Siecle
" " " XIX
De Fivas' Elementary Reader
" Classic Reader
" Grammar of French Grammars. . .
DeMarceleau's Dictees Corrigees, etc
DeStael's (Madame) Cbrinne
DeGenlis' (Madame^ Le Siege de la Rochelle. *Dictionnaire Classique, Frangais, histo-
rique, etc
*De Genlis' Les Veillees du Chateau
Ditrw?/— Petite Histoire de France
" »' " du Moyen-Age
" " " Romaine
" " " Grecque •
" " " Ancienne
" •' " Des temps Modernes.
" " " Sainte
" Histoire de France, 2 vols
Dictee (Cours de) by Defodon
" " Reenard
^Epitome historife sacrse, with French vocab- ulary
Easy French Reading, by Fisher
^Elements de Geographic par Houge
^Encyclopedic du jeune age
Fasquelle's Introduction
" French Course
" Key to French Course
Colloquial Reader
" Telemaque
" Dumas' Napoleon
Racine
" Manual of Conversation
Fenelon's Telemaque, by Surenne
*Filon's Elements de Rhetorique
*Figuier, Les Grandes Inventions
Greene's First Lessons
' ' Companion to Ollendorff
Grimm's Contes de la Famille, 2 vols., each. .
*Gaultier, Abbe, elements de Geographic
Gerard's Cabinet de Fees
Goldsmith's Vicaire de Wakefield
*Gymnastique de Vergnes
Geographic Elementaire
*Gassies, lecture des petits Enfants
*(Jrammaire Anglaise par Clifton
Gouttes de Rosee — poesies pour Enfants
Histoire des Etats-Unis — Goodrich
Havet's Manual
Jewett's Ollendorff
Key of Ollendorff
1 50
50 60 75
75
75
1 25
1 13
1 50
1 13
1 10
1 10
75
1 10
1 10
1 50
4 00
75
50
50
50
25
75
1 25
1 25
75
1 50
1 25
50
1 50
1 50
2 00
3 00 75 75 75 75 75 75 75
4 00 80
25
1 25
25
25
25
25
00
20
75
75
1 25
1 50
50
1 50
1 50
1 25
1 25
75
1 00
75
00
25
25
2 1 1 1 00
Knapp's Grammar
" Reading Book
=*Lame Fleury, Mythologie
" " ' Histoire Ancienne
" " " de France
=*Lamartine'8 Graziella.
" Jacquard
" Christophe Columb
" Ciceron
" Cromwell
Guillaume Tell
" Jeanne d'Arc'
" Nelson
" Homere & Socrate
*Lafontaine's Fables
Litterature Frangaise Classique — tiree c
matinees litteraires d'Edouard Mennecl Litterature Frangaise Contemporaine —
prose et en vers — avec notices Biograj
iques et litteraires
=^Legendre's Elements Geometric
Lebrun's Telemaque, Appleton's edition. . .
^Lecture de I'Enfance, illus. — 390 pp
Le Brethon's Manual
Le Nouveau Testament, Ostervald, 32mo . .
Le Grand Pere . ,
Le Livre des Petits Enfants
Morel's French Pronouncing Primer
Manesca's Grammar
" Oral System
^Molier^— Comedies — each separately
" Theatre
*Mac6 — Bouchee de pain
" Serviteur de I'Estomac
" Theatre du petit chateau
" Morale en Action
Montesquieu's Esprit des Lois
*Noel &, Ghapsal — (Jrammaire Frangaise .
" " Les Exercices
" " Corrige des Evercices.
" " Abrege de la Grammair
" " Exercices
" " Analyse Grammaticale.
" " " Logique
" " Traite des Participes. .
" " Exercices Participes. . .
" •' Corrige
" " ■ Cours de Mythologie..
" " Modeles de Litterati
Frangaise — vol. 1, prose; vol. 2, poesie Noel et Cliapsal, Grammaire, Lockwood's (
' ' Corrige
" Abr^gede la Grammaire.
" Litterature
=*Naslin— Nouvelle Methode lecture
Otto's French Grammar '.
" " " Key to
" " Reader — Bocher's
*Payot's First French Reader
Petite histoire Universelle, Goodrich
Petit Robinson de Paris
Pendergast's Mastery Series — French
*Paul & Virginie
=*Poetes Frangais, (les) par Roche
*Preceptes de Morale pratique
=*Poitevin's Grammaire du Premier Age. . .
" " Elementaire
" " Complete
" Premier livre de I'Enfance
" " Lectures
Pinney & Ai-nault's Grammar
" " Key to Grammar
Pujol & Vandorman's Class-Book
" " Key to same
Primer, French and English
^Premier livre des Enfants, illus., 320 pp.
*Parig Editions.
Payotf Upliam & Company s Catalogue of School Boohs.
FKENCH— Continued.
Tragedies, each separately 25
Theatre Complet, American ed 1 00
, Theatre , 1 50
Lrithmetique Primaire 75
Polyglot Keader 1 50
in's Introduction 1 25
Intermediate Course 1 75
Whole Course 2 25
Key to same 75
jon's Course, French to English ; 3
6 00
s Treatise on French Verbs 75
•s Manual 1 00
e's Paul et Virginie, with Vocabulary 1 13 3, Lectures sur les Sciences, les Arts,
75
} Dictionnaire de poche, Fr.-English
la pronunciation 1 50
^(Souvestre) Philosophe sous les toits 75
*Saintine's Picciola 1 60
Sain tine's Picciola, Appleton ed 1 25
*Soulie's Contes pour les Enfants 75
St. Pierre's Paul et Virginie, with Vocabulary 1 15
*Sand, La Petite Fadette 1 HO
Schlegel's French Grammar 1 60
=*Telemaque 75
The Young Student's Companion 1 00
Value's Ollendorff 1 25
" Key to Ollendorff 1 00
Veitelle's Lessons for Children 75
Vingut, Le Maitre d'Espagnol 2 50
" Corrige 1 50
Voltaire's Charles XII 75
" Henriade 50
Worman's French Echo 1 25
GEOGKAPHY.
jeographical Drawing 94
rimary 63
Shaw and) Comprehensive 1 75
J First Steps '. 45
Primary, new edition 90
Intermediate, new edition 1 50
Grammar School, new edition. 1 75
Physical 1 60
High School and Atlas 3 00
Atlas, separately 2 00
Map drawing 50
Outline maps, per set 15 00
Key to ditto, separately 50
Elementary 75
Introduction 1 00
Intermediate 1 60
Common School 2 25
" " Teacher's edition .. . 2 50
Key to Physical Maps 75
Map Drawing Cards 75
Eartli and Man 1 75
S PHYSICAL AND POLITICAL WALL MAPS.
SEKIES No. 1.
he United States 9 00
'sforth America 7 50
5outh America 7 50
Dhe World (Merc. Projec.) 13 50
ilurope 9 00
Uia 11 25
Africa 7 50
Central Europe 9 75
Dceanica 5 75
SEKIES No. 2.
the United States 4 50
^ovth America 5 25
^outli xlmerica 4 00
Europe 5 25
\sia 5 75
.\frica 5 25
Oceanica 5 75
the Hemispheres 8 50
SERIES No. 3.
Map
of the United States.
" North America
" Sotith America . . .
" Central Europe. . .
" Asia
" Africa
" Europe
" The World
" Oceanica
Per Set. 20 25
CLASSICAL MAPS.
Map of the Roman Empire .17 00
" Ancient Greece 17 GO
" Italia 17 00
Any Map, or any number of Maps of the series (except Series No. 3) can be selected if a lull set is not required.
Mitchell's New Primary 80
" New Intermediate 1 80
New Geography and Atlas 2 50
" Atlas, separately, 1 50
" Ancient Geography and Atlas 2 25
" " Atlas, separately 1 35
" New Ancient Geography, 12mo 1 75
" Biblical Geography 1 25
" New Physical 1 88
" New Outline Maps and Key 13 00
" Outline Maps and Key (large) 26 00
Monteith's First Lessons 35
'* Iiitrodaction to Manual 75
'* Manual 1 25
*' Intermediate and Pliysical 2 00
" Scliool Maps, 8 in set. Mounted 20 00
Somerville's Pliysical 1 75
Warren's Nuw Primary 75
" New Intermediate 1 88
" Physical 1 88
" Charts, per set 18 00
Eclectic Primary Geography 85
" Intermediate Geography 1 60
" School Geography 2 00
White's Class-Book for Geography 20
*Pari8 Editions.
Fayotf Upham & Compaivys Catalogue of School Books.
GEOLOGY.
Comstock's 1 75
Dana's Manuel 5 00
" Text Book 2 GO
Gray and Adams' 1 50
Hitchcock's Elementary 1 60
Hooker's
Loomis' Elements
Nicholson's
Steele's Fourteen "Weeks.
Student's Lyell
Well's First Principles .
GERMAN.
Adler's Ollendorff '. 1 25
Key to Ollendorff 1 00
" Progi-essive Keader 1 50
Ahn's Course, 2 parts in 1 vol. (D. A. & Co.) . 1 00
" Rudiments, by Oehlschlager 3;")
" Course, 2 pts in 1 vol., by Oehlschlagt r
half bound... 1 00
" Manual German Conversation 1 00
" (German Primer 36
" German Handwriting 40
Comfort's (Jerman Course 2 00
Reader 2 00
Douai's German Reader, No. 1 30
Grauert's Manual 70
" Second German Reader 60
Gaud's Ollendorff, German and English 1 50
" Key to " " 1 00
Glaubenskee's German Reader 90
•' Synthetic German Grammar, . 1 00
Heydenrich's Elementary Reader 1 00
Keetel's Oral Method 1 75
Ollendorff's German German to learn Spanish 3 50 Key to " " " " 1 50
Otto's Grammar
" Key to Grammar
" Beginning German
" German Reader, by Evans
Oehlschlager 's Pronouncing Reader. . . .
Prendergast's Mastery Series
Preu's German Primer
" First Steps' in German
Primer, German and English
Roemer's Polyglot Reader
Schlegel's German Grammar
Sander's German and English Primer. .
Werz's Third Reader
Whitney's German Grammar
" " Reader
Woodbury's New Method witn the Germ
' ' Key to above
" Shorter Course with Germai
' ' Key to Shorter Course
' ' New Method for Germans to
English
" Elementary German Readei
" Eclectic German Reader. . .
Wrage's German Grammar
GRAMMAR.
Brown's First Lines, improved 45
*' Institute8, improved 1 00
" Grammar of Grammars .' 6 25
Bullion's Practical Lessons 45
Common School 50
" Principles !)!)
" Analytical and Practical 1 00
" Parsing 25
Clark's First Lessons 45
" Analysis 60
" New English 1 00
Key to do 75
Greene's New Introduction 56
" First Lessons 56
" Analysis 80
" Elements 80
Harvey's Elementary Grammar .)0
" English Grammar 95
Kerl's First Lessons 4r)
" Elementary 56
" Common School 1 00
" Comprehensive 1 25
Lynd's Class-Book of Etymology , .
IVf arch's Parser and Analyzer. . .*
Mary's Grammar '.
Murray's Grammar
Milton's Paradise Lost, half bound . . . . Pi'endergast's Handbook to the Mastery i Pinneo's Primary Englisli Grammar. . .
" Analytical Grammar
' ' English Teacher . . . .'
" Parsing Exercises
" Exercises in False Syntax
Pope's Essay on Man
Quackenboss' English
" Primary . . .
Scott's Lady of the Lake, half bound . . Smitli's new edition
' ' Handbook of Etymology'
Webb's Model Etymology ".
Weld's New English "
Well's Elements
" New English
GLOBES.
3 inch Hemisphere 2 00
6 inch " 3 50
6 inch Terrestrial and Celestial, wood frame—
per pair 22 00
6 inch Terrestrial aud Celestial, semi-wood
frame — per pair 12 00
6 inch Solar Telluric, each 18 00
9H inch Terrestrial and Celestial, wood frame
— per pair 41 00
10 inch Terrestrial and Celestial, wood 1
— per pair
10 inch Terrestrial and Celestial, bronze 1
—per pair
10 inch Terrestrial and Celestial, Maso
Balls only, per pair
12 inch Terrestrial and Celestial, wood f
— per pair
12 inch Terrestrial and Celestial, low bi
frame— per pair
Payot, Upham & Company's Catalogue of School Books.
GLOBES— Continued.
Terrestrial and Celestial, bronze ped-
il — per pair 94 00
L Terrestrial and Celestial, Masonic—
Is only, per pair 42 00
Terrestrial and Celestial, wood frame
erpair 100 00
Terrestrial and Celestial, bronze ped- jtl frame— per pair 155 00
30 inch Terrestrial and Celestial, with Quad- rant and Compass, on a mahogany frames with castors — each 340 00
[I^Any of the above can be had singly at one half the price per pair.
Quadi-ants accompany eacli pair of 10, 12 and 16 inch Globes, at above pi-ices.
GEEEK.
8 First Greek Lessons 1 25
Greek Prose Composition 1 25
Greek Grammar 1 25
New Greek Grammar 1 50
Greek Prosody 1 25
Jacob's Greek Reader 1 50
Xenophon's Anabasis 1 oO
" Memorabilia 1 50
Homer's Iliad 1 75
Manual of Greek Antiquities 1 50
" Roman Antiquities 1 50
" Greek Literature 1 50
''s First Book 1 25
Prose Composition 1 50
Second Prose Composition 1 50
Reading Book 1 50
First Lessons 1 25
First Three Books Anabasis 1 50
Anabasis 2 00
's Lessons 1 00
Principles of Grammar 1 75
Reader 2 25
tin's Demosthenes on the Crown 1 50
Gospel of St. John, Greek Interlinear 2 75
Homer's Hiad, Interlinear 2 75
Xenophon's Anabasis, Interlinear 2 75
8 Lessons 1 00
Grammar 2 00
Greenfield's Testament 2 25
Hadley's Elements of Greek Grammar 1 50
Grammar 2 00
Harkness' First Book 1 50
Johnson's Herodotus i_ 50
Kuhner's Elementary Grammar l' 60
Grammar, by Edwards & Taylor. . . 2 00
Kendrick's Greek Ollendorff. 1 75
Leusden's Greek and Latin Testament 1 75
McClintock's First Book 1 50
Second Book l 50
Novum Testamentum Greece. E. Cod. Vaticano 4 00
Owen's Homer's Odyssey 2 00
" Iliad 2 00
" Thucydides 2 50
' ' Xenophon's Cyropsedia 2 00
" Anabasis 2 00
Plutarch, by Hackett & Tyler 1 50
Smead's Antigone of Sophocles 1 75
Spencer's Greek Praxis 1 00
Testament, cloth 1 75
Sophocles' Greek Grammar 2 00
Waddell's Greek Grammar for Beginners. ... 1 00
Woolsey's Prometheus of .ffischylus 1 25
" Georgias of Plato 2 00
" Alcestis 1 25
Electra i 25
GYMNASTICS.
(Dr. Dio) 1 50
Exercises 38
's Vocal and Physical Training 1 00
^' Calisthenic Songs 50
Smart's Manual of Free Gymnastics. . . 20
Watson's Handbook 2 00
" Manual l 25
Wood's Manual of Physical Exercises 1 25
HISTOEY.
on's Introductory 60
C. S., United States 1 00
Grammar School 1 20
Pictorial 1 65
General 2 00
Lncient History 2 00
United States 1 75
3 Modern 1 60
Ancient 1 60
;h's Child's United States 56 i
Pictorial United States 1 75
% England 1 75
France 1 75
Greece 1 75
Rome 1 75
s History of Civilization 1 50
*8 School 3 00
S School History U.S., by D.B.Scott. 150
(2
Haydn's Dictionary of Dates c 00
Kerney's Compendium i so
" Catecnism Scripture History 80
Labberton's Outlines 2 00
Loi'd's Ancient History, school edition I 5o
Lossing's Primary United States i 00
" Grammar School i 25
" Pictorial United States 2 00
Mangnall's Historical Questions i 50
Markham's History of England 1 50
Martindale's United States 60
Parley's First Book 1 25
" Second Book 1 25
" Third Book 1 25
' ' Common School 1 75
" Universal History i 56
Pinnock's Goldsmith's Greece 1 75
" " Rome 1 75
10
Payot, Upham & Company's Catalogue of School Books.
HISTOKY— Continued.
Pinnock's Goldsmith's France 1 75
England 1 75
Putz & Arnold's Ancient Geography & History 1 50
Quackenboss' Primary United States 90
Ouackenboss' Elementary 75
" United States 1 75
Rowlinson's Ancient History 2 50
Swinton's Condensed History of the United States 1 50
Smith's Smaller Greece 1 00
" " Rome 1 00
England 1 00
Student's] Rome 2 00
England 2 00 i
France 2 00
Greece 2 00 |
" Middle Ages 2 00
Student's Strickland's Queens
Old Testament
" New Testament
Weber's Outlines
Willson's Primary American History. '. . . History of the United States, ne^
12mo
" American History, school editic
" Outlines of History, school edit
„ '' " " University
WiUard's United States, 12mo
8vo
" Universal
Worcester's Elements of Ancient and Mo( Whelpley's Compend
HEBBEW.
Gesenius' Hebrew Grammar. Hahn's Bible
3 00 I Pendergast's Mastery Series,
4 00
ITALIAN,
Dante, La Divina Commedia 1 50
Foresti's Primary Lessons 75
" Ollendorff 1 50
Key to Ollendorff 1 00
' - Reader 1 50
" Primary Lessons 75
Fontana's Elementary Grammar 1 50
Italian Primer 50
I Reali di Francia 1 25
Manzoni's I Promessi Sposi 1 50
Millhouse Italian and English Dictionary
Nuovo Secretario
" Tesoro di Scherzos
Ollendorff's Grammar for Italian's to L(
English
" Key to Grammar for Italiai
Learn English
Roemer's Polyglot Reader
Tasso, La Gerusalemne Liberata
LATlN.
Allen's Latin Grammar 1 25
'• " Lessons 1 25
Arnold's First and Second Book 1 25
'• Prose and Composition 1 25
" Cornelius Nepos 1 50
Andrews' Latin Lessons, revised 88
First Book 88
Reader 1 12
ViriRomse 1 25
CsBsar 1 50
Ovid 1 25
Sallust 1 50
Andrews & Stoddard's Grammar 1 50
Anthon's Latin Lessons 1 25
" Latin Prose Composition 1 25
" Key to Latin Composition 75
" Zumpt's Latin Grammar 1 50
" Latin Versification 1 25 j
" Key to same 75 i
" Latin Prosody and Metre 1 25
CfiBsar \ 1 50
^neid of Virgil 1 75
" Eclogues and Georgics of Virgil. . . 1 75
Sallust 1 50
" Horace 1 75
" Cicero's Orations 1 50
" Cicero's Tusculan Disputations 1 50
" Cicero de Senectute, etc. . . .•. 1 50
Cicero de Officiis 1 50
Tacitus 1 50
" Cornelius Nepos 1 50
Juvenal * . . . 1 50
Beza's Testament 1 25
Brooks' Viri America .....: 1 50
" Virgil Mneid 2 00
Bullion's Reader 1 50 |
" Grammar 1 50 |
Bullion's Exercises
" Key to same
" CsBsar, new edition, with Lexicc
" Cicero's Orations
" Sallust
Casserley's Latin Prosody
Chase & Stuart's Csesar's Commentaries. iEneidof Virgil
" " Six Books of^neid, with I
" " Cicero ,
" " Horace
Clarke's Caesar, Interlinear
' ' Cicero, "
" Horace, "
" Ovid, "
" Sallust "
" Virgil, "
" Juvenal, "
Cooper's Virgil
Frieze's Quintilian
Hanson's Latin Prose
" " Poetry
Harkness' Introductory
" Introduction to Latm Composii First Book
" Second Book and Reader
" Latin Reader
" Elements of Latin Grammar. .
' ' Grammar
" CsBsar
Horace Delphini
Historia Sacra
Kingsley's Cicero de Oratore
Lincoln's Horace
'• Livy
Leusden's Greek and Latin Testament . Madvig's Latin Grammar. ....... . .
Payot, Upham dt Company's Catalogue of School Books.
11
LATIN— Continued.
ntock & Crook's First Book 1 50
Second Book 1 50
ig's Virgil's* ^neid 2 25
's Latin Grammar 1 25
I's Principia Latina, Part 1 75
Smith's Principa Latina, Part II 1 25
Spencer's Latin Lessons 1 00
Tyler's Tacitus Histories 1 75
" Germania and Agricola 1 25
Virgil Delphini 2 80
LOGIC.
br's 1 50 I Mill's, 8vo, cloth ... 2 00
'■i Elements 1 25 I Schuyler's Logic 90
Elements 1 50 I Whately, ISmo 75
'sh's Logic 1 50 j
LITEEATUEE.
and's English 2 50
English, 19th Centmy 2 50
American 2 50
Classical 2 75
r's English : 1 75
Introduction to English 2 25
8 Manual of Classical 6 00
,n's First Steps 1 00
s Literature 2 50
Latham's Handbook 1 76
Literai-y Selections of the N. Y. Normal Col- lege 1 50
Shaw's English 1 75
edited by Wm. Smith 2 00
" Choice Specimens 2 00
Smith's Smaller History of English and Amer- ican Literature 1 25
Spaulding's English 1 50
Taine's English, 2 vols 10 00
MATHEMATICS.
it & Stratton's Commercial Arithmetic . 1 88
ch's Analytical Geometry 2 50
Descriptive Geometo'y, 2 vols 4 00
Calculus 2 50
irn's (Warren) Intellectual Arithmetic. 40
(D. P.) First Part 50
" Common School 85
" Key to same 70
Arithmetic and Applications 1 15
snden's Commercial 1 50
Key 1 00
38' First Lessons in Arithmetic 40
Primary Arithmetic 25
Intellectual Arithmetic 40
Written Arithmetic 50
New School Arithmetic 80
Key to same 80
Practical Arithmetic 90
Key to same i 90
University Arithmetic 1 40
Key to same -. . 1 40
Practical Mathematics 1 50
Elementary Algebra, new 1 25
Key to same 1 25
University Algebra 1 50
Key to same 1 50
Bourdon's Algebra 2 25
Key to same 2 25
Elementary Geometry 1 40
Analytical Geometry 2 00
Analytical Geometry and Calculus. . . 2 50
Legendre's Geometry 2 25
Descriptive Geometry 2 75
Calculus 2 00
Surveying 2 50
Shades and Shadows 3 75
Logic of Mathematics 1 50
Metric System 1 50
es & Peck's Dictionary Mathematics 5 00
3 Algebra 2 00
Q's Primary Arithmetic 26
• Intellectual 42
Eaton's Elements 45
" Common School 95
" Key to same 25
" Key of Solutions to the C. S. Arith- metic 95
" High School 1 25
" Key to same 25
" Key of Solutions to same 1 25
" Questions 15
" Elementary Algebra ; 1 25
Emerson's First Part 15
Second Part 50
Third Part 95
" Key to same 50
Greenleaf 's Primary Arithmetic 25
Intellectual 42
" Common School 94
" Key to same 94
" National Arithmetic 1 38
" Key to same 1 25
Algebra 1 38
" Key to same 1 38
Gummere's Surveying 2 50
" Key to same 1 25
Hackley's Algebra, 8vo. sheep 2 00
Loomis' Arithmetic, 12mo. sheep 1 25
" Treatise on Algebra, 12mo. sheep. . . 1 50 '♦ Elements of Geometry, 12mo. sheep 1 50
" Trigonometry and Tables 2 00
" Analytical Geometry and Differential
Calculus 2 00
Marks' First Lessons in Geometry 90
Peirce's Geometry 1 13
Playfair's Euclid 1 75
Eay's First Part Arithmetic 25
Second Part " 40
Third Part " 75
Key to same 75
Higher Arithmetic 1 25
Key to same 1 00
Rudiments of Arithmetic, wiifwut Ansr
wers 46
12 Payoi, Upham (& Company s Catalogue of School Books.
MATHEMATICS— Continued.
Bay's Rudiments of Arithmetic, with Answers 50
Test Examples, without Answers 44
" " with Answers 48
" New Elementary Algebra 1 25
" New Higher Algebra, 8vo. sheep 2 10
" Key to Elementary and Higher Algebras 1 70
" Plane and Solid Geometry, 12mo 1 12
" Geometry aAd Trigonometry, 8vo. sheep 2 10 " Analytic Geometry (Howison) " . . 2 50 " School Astronomy (Peabody) " . . 2 25
Robinson's Table Book 20
Primary Arithmetic 25
First LcssoJis in Mental and Written
Aritlnnetic 40
Intellectual Arithmetic 40
Rudiments of Written Arithmetic. . . 43
Practical AritliTuetic 94
Key to Practical Arithmetic 90
Higher Arithiisotlc 1 38
Key to Higher Arithmetic 1 25
New Elementary Algebra 1 50
Key to same 1 25
New Univorsity Algebra 2 20
Keytosanie 2 20
Robinson's New Geometry and Trigonometry . " Analytical Geometry & Conic Sect! " New Differential & Integral Calci " Key to Geometry, Trigonometry, J
veying and Navigation
" Key to Analytical Geometry and : ferential and Integral Calculus
press)
" SurTeying and Navigation
" University Astronomy
" Mathematical Operations
•' Examples
Schuyler's Complete Algebra
Thompson's Arithmetical Tables
" Mental Arithmetic
' ' Arithmetical Analysis
" Rudiments, revised and enlar,
" New Practical Arithmetic
" Key to same
' ' Higher Arithmetic
' ' Key to Higher Arithmetic
White's Primary Arithmetic
' ' Intermediate Arithmetic
" Complete Arithmetic
MENTAL AND MOEAL PHILOSOPHY.
Alden's Elements of Intellectual 1 25 |
' ' Christian Ethics 1 25 j
" Text Book of Ethics 60 |
Bain's Mental Science 1 75 i
" Moral Science 1 75 j
Butler's Analogy of Religion (Barnes) 1 00 i
Cowdry's Moral Lessons 94 i
Hickok's Moral Science 1 60 |
Hopkins' Moral Science 1 50
Haven's Moral 1 75 j
" Mental 2 00 I
Munsell's Psychology •
Paley's Natural Theology
" Evidences of Christianity
18mo.
Schmucker's Psychology
Stewart's Active and Moral Powers ....
Upham's Mental, abridged
Wayland's Moral Science
" Intellectual
Watts on the Mind, by Emerson ... . Winslow's Moral Science
Comstock's ,
MINEEALOGY.
1 25 I Dana's Manual.
MYTHOLOGY.
Dwight's, 12mo 1 25
8vo 3 00
Keightley's 75
Tooke's Pantheon
White's Student's Mythology.
NATUEAL HISTOEY.
Agassiz & Gould's Zoology 1 50
Hooker's Natural 1 -"'O
Nicholson's Zoology 1 75
Smellie's Philosophy of Natural History.
Tenny's Natural History (Zoology) ,
" " of Animals
NATUEAL PHILOSOPHY AND FAMILIAE SCIENCE.
Comstock's Natural 1 75
Cooley's Natural Philosophy 1 50
Cooke's Chemical Philosophy, Part 1 3 00
' ' First Principles Chemical Philosophy 6 50
Draper's Natural 1 50
Gray's Natural 1 50
Ganot|s Physics (Atkinson's) 5 00
Hooker's Natural 1 50
Johnston's Natural
Loomis' Natural
Olmsted's Rudiments
School
" " revised by Snell .
Snell's, 8vo
Parker's Juvenile, Part I
" First Lessons, Part II. . .
Payot^ Upham dt Company's Catalogue of School Books.
13
NATURAL PHILOSOPHY AND FAMILIAE SCIENCE— Continued.
's Elements of Philosophy 1 75
's Compend ". 1 88
Ganot's Natural. . .^ 1 75
Elements of Mechanics 2 00
)n's Familiar Science, revised 1 60
iboss' Natural 1 75
: Gillett's Natural Philosophy 2 00
Elements of Nat. Philosophy 1 25 n's Natural 3 50
Steele's Fourteen Weeks 1 50
Swift's Philosophy, Part I 63
" ' Part II 60
Tate's Philosophy 1 50
Wells' Natural 1 60
" Science of Common Things 1 20
Worthen's First Lessons in Mechanics 75
Youman's Handbook Household Science 1 75
OBJECT LESSONS.
s Object Lessons 1 50
,n's Outlines 1 00
Lessons by Lilienthall and Allyn 30
I's Elementary Instruction 1 75
Object Lessons 1 75
^ Object Lessons 1 00
Willson's Manual 1 50
" Charts, mounted, per set 20 00
" -' sheets, per set 14 00
Atlas form, per set 24 00
Nos. 1 to 10, mounted (5 cds) 7 50
PUNCTUATION.
s Treatise 1 50
POETUGUESE.
— Elementos de Aritmetica 1 60 I
lar to learn English 2 OD
t's Grammar 2 00
1 Encyclopedieo para uso das Escolas. . 2 50
Novo Secretario, on Codigo Epistolai- 2 00
Portuguese Primer 60
Smith's Astronomy 2 50
PENMANSHIP.
's Ornamental 4 50 j
Q Penmanship, 8 numbers, each 15 j
•'s Writing Books, each 22H |
8 Alphabets 2 50 I
Danton & Scribner, 12 numbers, each. . 15
" " Alphabets 25
Tablets, 6 charts,
mounted 3 75
Manual 1 00
" Primaiy Tablets, 2 charts. . 1 25
a Penmanship, 5 numbers, each 25
rian Penmanship, 12 numbers, each . . 15
»
Spencerian Key to Prac. Penmanship, plain
edition 1 50
Spencerian Charts, 6 nos., mounted on three
cards, per set 3 75
Teacher's Guide to the proper use of the Spen- cerian Copy Books and Charts 12
Thompson & Bowlers' Copy Books 15
" " Exercise Book 15
Hand Book 60
" " Writing Cards (per set
of 36) 5 00
Williams & Packard's Gems of Penmanship.. 5 00
POLITICAL ECONOMY.
t's Political Economy for Beginners. . . 1 00
Bid's Manual ." 1 25
jflf's Governmental Instructor 80
,rd's Constitutional Text Book 1 25
a's Handbook Administrations U. S. . . 1 75
1 50
Townsend's Analysis of Civil Goveroment. . . , " Analytical Chart of the Constitu-
tion of the United States. ... 5 00
Wayland's Political Economy 1 75
Young's Government Class Book 1 40
READEES, SPELLEES, PEIMEES, Etc.
8 Scholar's Companion 1 00
an Brothers' First Book 12
" Second Book 25
Third Book 65
Fourth Book 90
Institute Reader 1 25
Day's American Speller 25
De'Wolf 's Instructive Speller 25
Heman's Young Ladies' Eeader 1 40
Howe's Shakesperian Reader 1 50
" Historical Shakespeare 1 50
Jacobs' Learning to Spell 75
14
Payoty Upham cfc Company's Catalogue of ScJiool Books.
READERS, SPELLERS, PRIMERS, Etc.— Continued.
Kidd's Rhetorical Reader
Knell & Jones' Phonic Reader, No. 1
Leigh's Phonetic Primer
" Phonetic Primary Reader
Little Teacher, No. 1 (Word Method)
Mason's First Music Reader
" Second " .,
" Third "
MctlufTey's New Primer
*' New First Reader
" New Second Reader
»* New Third Reader
** New Fourtli Reader ,
" New Fiftli Reader
'* New Sixtli Reader
" New High School Reader
'* New Primary Charts, 10 numbers on
sheets
'< " " on rollers
'« " " on boards
" Speller
McElligott's Young Analyzer
" Analytical Manual
Metropolitan First Reader
" Second Reader
" Third Reader
" Fourth Reader
Fifth Reader
" Speller
Normal Writing Speller
Northend's Dictation Exercises
Parker & Watson's National Primer
" " First Reader.
" " Second Reader.
" " Third Reader
»' " Fourth Reader
'« " Fifth Reader
" " Independent Sixth Reader
" Elementary Speller
" " Pronouncing Speller
Roemer's Polyglot Reader
Sargent's Primer
" First Reader
" Second Reader
1 40 30 20 38 10 30 40 40 18 20 40 55 65 1 05 1 25 1 40
1 00
2 25
3 75 20 30 90 80 50 80
1 25
1 88
30
15
63
25
38
63
1 00
1 50
1 88
1 50
25
oO
1 50
24
35
56
Sargent's Third Reader
" Large Speller
Fourth Reader
Fifth Reader
" Small Speller
Sander's Primary School Charts (large), school rooms, 8 nos. on 4 card
" New Speller, Definer and Analyz
' ' Pictorial Primer (green covers ) in ly illustrated
" New First Reader
" New Second Reader.
" New Third Reader
' ' New Fourth Reader
New Fifth Reader
" High School Reader
"• Young Ladies' Reader
" Analysis of English Words
Sherwood's Writing Speller
Swinton's Word Analysis
Town's First Reader . .
' ' Second Reader
" Third Reader
" Fourth Reader
'' Fifth Reader
" Speller
" Analysis.
Webb's Model Definer
Webster's Elementary Speller
Willson's Primer
" First Reader
" Second Reader
" Intermediate Third Reader
" Third Reader
' ' Intermediate Fourth Reader . . .
' ' Fourth Reader
" Intermediate Fifth Reader
Fifth Reader
•' Primary Speller
Tjarger Speller
New Speller and Analyzer
Worcester's Elementary Speller
" Pronouncing
EEGOKDS.
American School Diary No. 1 (for pupils) to
last six months— per doz
School Diary No. 2 (tor pupils) same as No. 1 , with the addition of blanks for communications from teacher to parent or from parent to teach- er, summary, etc. — per doz ... .
Brooks' School Teacher's Register..'. 1 00
Model Roll Book, No. 1 5 00
1 00
1 00
Model RoU Book, No. 2
' ' Pocket Register
" School Diary, per doz
Tracy's School Teacher's Record. .
The Examiner, or Teacher's Aid. .
White's Common School Register.
" Graded School Register. .
" Pupil's Daily Record. . . .
" Teacher's Class Record. .
KEWAKDS OF MEEIT, Ere.
Good Tickets, for Boys, printed in purple,
rr 100 50 Tickets, for Girls, printed in green,
per 100 50
Monthly Certificate of Attendance for Gram- mar and Primary Schools, each per doz.. 50 Rewards of Merit; in colors, 5x6 in., per doz. 40
Roll of Honor, 19 x 24 in. per doz
Testimonial of Merit. 18x24 in., per doz
" " smaller size, 7x9
per doz
In addition to the aboye, we have an variety of other styles for Day and Sabbatl
Payot, Upham dt Company s Catalogue of School Boohs,
15
EUSSIAN— SWEDISH— DANISH
lEnglish Dictionary 2 50
English Conversation 2 50
iEnglish Grammar, 2 vols 3 50
English-Russian Grammar 3 50
Swedish-English Dictionary 2 50
Danish - English Dictionary 2 50
SPANISH.
•ammar i uu
)y to same 25
ca Teorico-Practica ( nueva ) , con ;aciones al Comercio. Por D. Emilio
) 50
en Piezas. Juguete para ninos 150
ie los Ninos 80
Jompendia de la Gramatica Castellana 50
3adelaRi9a 1 50
'. Elementos de Gramatica Latina. . 1 00
El Maestro de Ingles 60
Teacher 60
'. Elementos de Gramatica Latina . . 1 00
mte. Elementos de Geografia 1 00
s Manual de Urbanidad v Buenas Ma-
as : 1 50
s Compendio 50
el Desierto. Novela, por el Capitan
ne Reid 1 50
awing Cards, 10 numbers, each 36
Cartones de Cornell para el Estudio
del Dibujo de Mapas 60
Mapas de Cornell. Juego de 13 Mapas Mudos con los lugares marcados con numeros en vez de
sus nombres 18 00
Una Clave de los Mapas Mudos de
Cornell 60
de la Tia Luisa. Colecion cuentos,
laminas :
as de Robinson
locena de Fabulas.
Culebras.
1 Perro.
Los Felices Dias de la Infancia.
Viajes de una Muneca.
paqnetes que contienen 12 cuentos ... 6 00 itos Morales Para Ninos Formales.
Mirringa Mirronga, El Paseo, El Rei Chumbipe, Un Saroa Perricantante, Dona Panfago, o El San- alotodo.
.to.
Jorrico,
illete de Celia.
.trote,
tn de Angelina
[juet de Chupete.
jo Aventuerero.
letes de una docena surtida 1 75
Cuentos Pintados Para Ninos.
Bandido, ita, y Juan Chun- ro, '
•e Yiejecita, icuajo Pascador; Potro sin Preno, as Dormida, !l Bobito,
>ritos en paquetes
La Cenicienta, o el Zapa-
tito de Vidrio, Aladino, o la Lampara
Maravillosa, Los Tres Gatitos, y la
Cena del Zorro. El Pardillo, [jOs Tres Osos, Nene Pulgada. surtidos, la docena. 75
m's Phrase Book 37
lo's Method 1 75
ey to same 75
I's Grammar 1 50
ixote 1 50
''s Conversations 1 25
i Diccionario Jeogi-afico de la Republica de Chile.
^ Por A. Buruaga 2 50
! Diccionario Mercantil, en Ingles, Frances y
\ Espanol. Por D. I. de Veit^lle 2 00
Duruy Compendio de la Historia Romana 80
i " " Antiqua 80
I " " Griega 80
i " " Edad Media 80
: " " Sagrada ... 80
" " Francia 80
" " Tiempos
Modernos. . 80
i Elementos de la Historia Universal 3 00
Fabulas Literarias de Iriarte 75
' Fisiologia e Higiene (Elementos de) 2 00
j Gtiiteras. Metodo Practico Elemental, para ! Aprender la lengua Francesa, Expresa- , mente Adaptado a la Capaeidad de los
I Ninos 80
; (Juillermo Tell, Libertador de la Suiza 1 50
' Galeria de Pinturas para Ninos 2 00
I (iil Bias 1 50
\ Goodrich's Historietas Morales 1 50
I Gramatica de la Academica Espanola 1 50
I Grand's Compendio de Arithmetica Elemental 20
I Hernandez. Compendio de Grematica 75
j Josse's Grammar, by Sales 2 00
1 Letronne. Elementos de Geografia 4 00
j Libro Primario de Ortogi-afia 50
Lenguage de la Flores y de las Frutas 75
Libro Primario de los Ninos Una cartUla adornada con laminas iluminnadas. La
■ docena 2 00
I Los Miserables. Novela por Victor Hugo; 5
I tomos 2 50
j Marsh's Book-keeping 2 00
! " " by Single Entry 2 00
I " " Blanks to either system 1 50
Morales' Reader 1 50
1 Mandeville's Libro Primario 25
1 " " Segundo 35
{ " " Tercero 50
Mantilla's Libro de Lectura, No. 1 80
I " " '• No. 2 85
" No. 3 1 10
English or Spanish Method 1 25
Maria Antonieta y su Hijo. Novela historica,
por Louisa Muhlbach 1 00
Mapa del Mundo, 80x60 inches 15 00
Mapa de Mejico, 18x14 inches 3 00
Mapa Topografico de Mejico, 55x40 inches 15 00
Metodo facil para Aprender a Escriber. Con las muestras en Castellano. 5 cuadernos, hermoso papel. La docena de cada
' cuademo 3 00
: Masoneria, Manual de la. Sexta edicion, cor- legida y aumentada, Dos tomos, en 8o,
tela Inglesa .10 00
j Esta es la obra mas completa y util que
hasta ahora se ha publicado en el idioma ' Castellano para instruir a los Masone.s, , proporcionandyles un conocimiento prac- i tico de la Masoneria. Todo buen Mason j debe poseer dicha obra, etc. I Catecismos de los Tres Grados Simbolicos . . . I El Espejo Masonico. Eata interesante pubii
1 50
16
Payot, Vpham dt Company^ s Catalogue of School Books.
SPANISH— Continued.
cacion, unica en su especie en el idioma
Castellano, consta de tx-es tomo en 8 o 15 00
Manual de la Estrella del Oriente. Obra arre- glada expresamento para el uso de los Vice-Patrones y para instruir a los que reeiban el grado 4 00
Mi Abuela Facil, Coleccion \ueva de Higto- riaM Para Ninos.
Historia Nueva de Tomasito Pulgar.
Multiplicacion Divertida
Historia Nueva de la Dama de Copas y
sus Pastelas. Viajes de Panchito Macaronio. Historias Nuevas del Alfabeto. Historia Nueva de Papa Pernudo. Fiesta de San Miguel, o el triste fin de la
Gansa Amorosa. Historia Nueva de Juanillo Bocado. Maravillas de una Jugueteria. Jose y sus Hermanos. La Tertulia de Micifut. El Casamiento de Dona Micha. La doeena 2 00
Mnnecas de Papel. Seis Clases, dos de Cada Una 5 a Saber.
Anita Gomez, Panchita, Rosita, La Senora Tomas Pulgar, Lola, El General Tomas Pulgar. En paquetes surtidos, la doeena 2 00
Nuevo, Tesoro de Chistes 1 50
Ortiz. Principios Fundamentales sobre Edu- cacion Popular y los Nuevos Metodos
de Ensenanza. .' 1 75
Ortiz Pisica 1 75
Ollendorff's New Method, by Velasqiaez 1 50
Key to same 1 00
Grammar, Spanish, to learn
French, by Simonne .. .'. 1 50
Key to same 1 00
Grammar, Spanish, to learn Eng- lish, by Palenzuela 1 50
Key to same 1 00
Method, by Vingut 2 50
Key to same 1 50
El Maestro de Ingles, by Vingut. 2 50
Clave del Maestro de Ingles 1 50
El Maestro de Frances, by Vingut 2 50
Clave 1 50
Le Maitre d'Espaiiol, by Vingut. 2 50 Corrig6 1 50
Otis. Estudios sobre los Aniniales, con iii' strucciones para el uso del Lapizde Plorac y de Creyon. Por F. N. Otis, A. M
Otis. Lecciones Faciles de Paisaje, con in strucciones para el uso del Lapizde Plomc y de Creyon. Por F. N. Otis, A. M
Perkins. Arithmi'tica Elemental
Pinney & Barcello's Spanish Grammar
Primer, Spanish and English
Paez's Geografia Descriptiva del Mundo ....
Quackenboss' Historia de los Estados Unidoi
Quiros. Compendio de Gramatica
Roemer's Polyglot Reader
Ripaldi's Catecismo de la Doetrina Cristiana
Robertson's Course, 12mo
" Curso de Ingles, por Rojas, 8vo with Key
Rosales' Caton Cristiano y Catecismo de 1 Doetrina Cristiana
Royo. Instruccion Moraly Religiosa
Sarmiento. Las Escuelas; Base de la pros peridad y de la Republica en los Estado CJnidos
Sarmiento's Arithmetica Practica
" Metodo de Lectura Gradual .. .
Smith's Primer Libro de Geografia
" Spanish Astronomy
Salkeld's First Book
Serie IVueva de Novelitas Para Diven Ingtruecion de la Infancia.
Aladin o la Lampara Maravillasa, El Gato Calzado, Beldad y la Bestia, Viaje de Gulivero a Lilipucia, Juanito y el Tallo de Haba, Cenicentilla, o el Escarpin de Crista Ali Baba y los Cuarenta Ladrones. .Juan el Matador de Gigantes, Aventuras de Robinson Crusoe, La Caperucita Roja. La Barba Azul, La Gata Blanca. Por doeena
Tolon's Elementary Spanish Reader
Urcullu's Grammar
" Gramatica Inglesa
Velasquez's New Reader
" Conversations
Vingut's Reader and Translator
" Lector y Traductor Ingles
Willard's Historia de los Estados Unidos
Youman's Elementos de Quimica
SINGING BOOKS.
Allen's Song Cabinet 56
Baker & Fargo's Songs of the Temple 1 25
Baker & Hodge's Jubilant Voices 1 50
Baker & Perkins' Tabernacle 1 25
Bradbury's Alpine Glee Singer 1 50
Anthem Book 2 00
" Bright Jewels 40
Eclectic Tune Book 1 50
" Fresh Laurels 40
" Golden Censer 40
" " Chain 40
" " Shower.. 40
Trio 1 00
Jubilee 1 50
Key Note 1 50
Bradbury's Metropolitan Glee Book .
" Musical Boquet
" Musical Gems
" Singing Bii'd.
The Carol
" Victory
" Young" Choir ,
Butler's Silver Bell
Curtis' Little Singer
Christian Minstrel
Echo to Happy Voices
Emerson's Golden Wreath
.Jubilate
'• Choral Tribute
" Merrv Chimes..
Payot, Upham & Company's Catalogue of School Books.
17
SINGING BOOKS— Continued.
e's Harp of Zion 1 25 i
h's Service and Tune Book 25
Voices, half bound 35
^r's S. S. Service and Tune Book 50
iTrio, cloth 75
^ First Music Reader 30
i Second " • 40
Third " 40
' National Music Teacher 70
>ld's American Vocalist 1 12
s Calisthenic Songs 50
5' Golden Robin. 55
Laurel Wreath 1 00
Mount Zion 1 25
Sabbath Carols 35
Starry Crown. 40
Song Echo 1 00
Phillips' Day School Singer 50
Reden & Goodenough's Church Singer 1 50
Richardson's New Pianoforte Instructor 3 75
Russell & Sanders' Robin Redbreast 56
Root's Silver Lute 55
" Forest Choir 65
" Diapason 150
" Sabbath Bell 1 50
" Triumph 1 50
Staunton's Book of Common Praise 1 50
The Young Singer, Part 1 50
The Young Singer, Part 2. 50
The Young Singer's Manual 50
Tucker's Nine O'clock in the Morning 55
Waters' Sabbath School Bell, No. 1 40
No. 2 40
" " " Two parts in one 60
Woodbury's New Lute of Zion 1 50
" Anthem Dulcimer 1 50
SCHOOL APPAEATUS.
imodation Penholders special terms
School Discipline, all kinds . . special terms
bet Blocks special terms
)lomew's Drawing Slate, 5x7, without
hion .,... 25
)oard Rubbers special terms
)ard Dividers, two feet long. ..special terms wards, revolving, finished both
sides, with support. .8i)ecial terms
" Pointers special terms
5ard Slating, pints 2 00
" " quarts 3 50
gallon 13 00
lamps, Japanned 45
Brass 75
SHver..^ 1 30
11, No. 3 1 50
No. 5 2 00
11. No. 28 1 50
No. 29 2 00
Crayons .- special terms
nd Map Supports special terms
sition Books, stiff covers, all
izes special terms
Holder, new 35
a Holders, common special terms
,oot Blocks 1 10
edCone 3 60
■ School Pen, per gross 75
g Boards special terms
Easels special terms
Exercise Books, stiff covers, all sizes, special terms
Geometrical Forms, large 6 00
Hemisphere Gk)bes, 3 inch 2 00
" " 5 inch 3 50
Inkwells, glass, without covers 1 2fi
Inkwells, glass, with covers 2 75
, " Britannia hinge 3 75
Knapsacks for Boys, two sizes special terms
Numeral l-'rames " 2 15
Object Teaching Forms 4 50
Object Teaching Aids of all kinds special terms
Orrery 22 50
tRubber Cushioned Slates, 5x7 20
t " " 6x9 25
t " " 6^x10 30
t " " 7x11 35
t " " 8x12 40
t " " 5x7, ruled 38
fRulers with inches marked, 15 inches. special terms
tSchool Medals special terms
School Bags for Girls, six sizes: special terms
School Straps for Boys special terms
fSlate Pencil Holders special terms
T Square, Triangles, etc special terms
Tellurian 22 50
Writing Ink. in glass, stone or wood, special terms * ' Books, wide or narrow ruling, special terms " " " stiff covers, special terms
" " for (German " special terms
TEACHEE'S LIBEAEY.
an Normal Schools
tnstitute Lectures
Methods of Teachers' Institutes
d's School Architecture
Pestalozzi Papers (6th series)
Oral Training
n Corporal Punishment
t's Higher Christian Education
Philology
squeville's American- Institutions
' Logic of Mathematics
fc's Practical Education
J Institute Lectures
In the School Room
lok's Normal Method of Teaching
y of the Progress of Education
8 School Government
See Classified
3
Mansfield's American Education 1 50
Mayhew's Universal Education 1 75
Northend's Teacher and Parent 1 50
" Teacher's Assistant 1 90
Potter & Emerson's School and Schoolmaster 1 50
Page's Theory and Practice of Teaching 1 50
Phelp's Educator 1 50
" Student 1 50
Randall's Popular Education 1 50
Root's School Amusements 1 50
Russell's Normal Training 1 50
Sands' Philosophy of Teaching 1 OO
Spencer on Education 1 25
Walsh's Lawyer in the School Room l 50
Wells' Graded Schools 1 25
Wickersham's School Economy 1 59
" Metliods of Instruction 1 75
1 15
1 50 75
2 25
3 75 1 00 1 30
1 50
2 2g 1 75 1 50 1 50 1 25 1 25 1 75 1 50 1 50
last of Books for Teachers.
k.
OATALOGTJE OF
1
®(©#1
Adopted by the State Board of Education,
FOR SALE BY 620 S 622 Washington Street, San Francisco*
BIOGKAPHY,
Boswell's Life of Jolmson, 4 vols 6 00
Carlyle's Frederick the Great, 6 vols 12 00
Curtis' Life of Daniel Webster, 2 vols 14 00
Hughes' Alfred the Great 1 50
Life of Franklin, 12mo 1 50
Mayhew's Biographies for Boys, 4 vols 5 00
Smiles' lives of Goo. andEobertStephcnsc Sparks' Life of Washington, 8 vo., cloth. . . Strickland's Queens of England, 7v()., clotl Thomas' Biographical Dictionary, 2vols, clo " " " " slieej Wirt's Life of Patrick Henry
EDUCATIONAL.
Bates' Institute Lectures on Mental and Moral
Culture : 1 50
Bates' Method of Institute Lectures 75
Barnard's American Teachers and Educators . 4 50
Bonnell's Composition 1 50
Brookfield's Composition 50
Brief Biographical Dictionary, by Hole and
Wheeler 1 50
Calkin's Object Lessons 1 50
Chambers' Miscellaneous Questions. 1 25
Cowdery's Moral Lessons 1 00
Cole's Institute Beader 1 25
Crabb's Synonyms, 8vo., sheep 2 50
Davies' Metric System 1 50
Dio Lewis' Manual of Calisthenics 1 50
Emerson's School and Schoolmaster. 1 50
Figuier's World before the Deluge 5 00
" Ocean World 5 00
Insect World 5 00
Vegetable World 5 00
*' Birds and Reptiles, 5 00
" Mammalia 5 00
" Primitive Man 4 00
Fowle's Teachers' Institutes
Graliam's English Synonyms
Gould Brown's Grammar of Grammars , , Guyot's Common School Geography (Teache
Edition)
Hart's in the School Room
Hart's Composition and Rethoric
Ilei'bert Spencer on Education
Holbrook's Normal Method
Hunt's Literature of the English Language
Jewell's School Government
Kindergarten Guide
Kidd's Elocution
Kidd's Rhetorical Reader
Mason's Manual of Calisthenics
Mansfield's American Education
Mayhew's Universal Education
McGuffev'a Eclectic Speaker
Mitchell's Ancient Geography and Atlas. . .
Mill's Logic, 8vo., sheep
Monroe's Vocal Gymnastics
Northend's Teachers' Assistant
Northend's Teacher and Parent
Payot, Upham d Company's Catalogue of School Books.
19
EDUCATIONAL— Continued.
leory and Practice of Teaching 1 50
Other Worlds than Ours 2 50
lain Educational Talk 1 50
i Popular Education 1 50
Normal Training 1 50
Exercises on Words 1 00
nd Murdock's Vocal Culture 1 25
\i Lessons on Objects 1 75
Elementary Instruction 1 75
Jomplete Etymology 1 25
inglish Synonyms 2 00
•ent (Phelps) 1 50
tator (Phelps) 1 50
Trench on the Study of Words "... 1 25
Vulgarisms, and Other Errors of Speech 1 25
Watson's Manual of Calisthenics 1 25
HandBook 2 00
Webster's New Pictorial Dictionary, Un- abridged 13 50
Welch's Object Lessons ...» 1 DO
Wedge wood On the Origin of Language 1 50
White's Students' Mythology 1 25
Wickei-sham's School Economy 1 50
Winchell's Sketches of Creation 2 00
Wood's Class Book of Botany 3 50
Works of Horace Mann 3 00
HISTOEY.
flistory of Europe, 8 vols., sheep . 20 00 s History United States, 9 vols, sheep . 36 00 History of the French Revolution,
3 3 50
Child's Histoi-y of Engl&iid, 2 vols. . 2 00
[History of Rome, 6 vols., cloth 9 00
ii's History of Greece 75
fistory of Greece, 12 vols 18 00
story of San Jose, cloth, 3.50, sheep. 4 50 8 History United States, 6 vols, cloth . 18 00 " sheep.. 21 00 history of England, 6 vols., cloth. . . 9 (iO 's History of England, 5 vols., cloth 7 50
Motley's Dutch Republic, 3 vols., cloth 10 50
sheep 12 00
" United Netherlands, 4 vols., cloth, . .14 00
sheep.. 16 00 Prescott's Works, 15 vols., crown Svo,, cloth. .37 50
sheep. 45 00
Rawlinson's Ancient History 2 50
Rollin's Ancient Histoi-y, 2 vols., sheep 5 50
Sharpe's History of Egypt 7 50
Tuthill's History of California 5 00
Tyler's Universal History 1 50
Willard's Universal History 2 25
History of the United States, 12mo. . 1 40 " " " " " Svo. . . 2 25
JUVENILES.
Pranconia Stories, 10 vols 9 00
John Gay, or Work for Boj^s, 4 vols. . 3 50 Mary Gay, or Work for (iirls, 4 vols. 3 50
Jonas Books, 6 vols 4 50
Little Learner series, 5 vols 4 50
Lucv Books, 6 vols. 4 50
Rollo Books, 14 vols 12 00
Rollo's Tour in Europe, 10 vols 10 00
Summer in Scotland 1 75
Little Women, 2 vols 3 00
Little Men 1 50
Old Fashioned Cirl 1 50
Old Fashioned Boy 1 50
roverl:)S 50
ables, gilt centre 1 40
cloth 1 25
" cheap edition 85
le Squirrels 1 50
Nights, 12mo., cloth 1 50
" cheap edition 85
Home Stories, 6 vols 6 00
Library for the Household 7 50
on 1 15
Cravels in Europe 1 50
3oks, 6 vols 7 50
Child's History of Greece, 2 vols. . . 2 50 Rome " ... 2 50
3t 1 00
ip Across the Plains 1 00
'n Book of Natural History 1 50
'n Libraiy, 4 vols 4 00
Hunters 1 50
ly in the Cold 1 50
id Children of all Ages 1 25
*icture Book of Domestic Animals. . . 2 50 ■eciter 50
Cooper's Stories of the Prairie 1 50
Corner Cupboard of Facts 1 50
Culm Rock 1 50
Dana's Two Years Before the Mast 1 50
DaAvnings of Genius 1 25
Dicken's Little Folks, 6 vols.. 9.00 ; 12 vols. . 10 00
Dotty Dimple series, 0 vols 4 60
Double Acrostics 50
Du Cliallu's Apingi Kingdom 1 75
" Ashango Land 5 00
" Equatorial Africa 5 00
" Stories of the Gorilla Country . . 1 75
Edgeworth's Works, 5 vols 7 50
Fifteen Decisive Battles of the World 1 50
Friendly Counsel for Girls 1 50
French Country Family 1 50
Gerald and His Friend Philip 1 50
Girls' Own Book 1 00
" Own Book Extended 1 75
" Own Treasury 2 50
Goldmaker's Village 1 25
Grandfather's Nell 1 25
Hans Christian Anderson's Works, library edi- tion, 4 vols 3 GO
Hans Christian Anderson's Works, library edi- tion, 8 vols 7 00
Anderson's German Fairy Tales 2 00
Story Book 1 25
Wonderful Tales 1 25
Fairy Tales 1 25
" Danish Story Book 1 25
Famous Tales 1 25
" The Mud King's Daughter 1 00
Little Rudy 100
The Story Teller 1 00
The Ugly Duck 1 00
20
Payotj UpJiam dt Company's Catalogue of School Books.
JUVENILES— Continued.
Anderson's Little Ellie : 1 00
" Christian Greeting 1 00
" Shoes of Fortune 1 00
" Picture Book without Pictures. . . 1 00
Hattie Powers 1 25
Harry's Summer at Ashcroft 75
Hawthorne's True Stories from History and
Biography 1 50
Hawthorne's Twice Told Tales, 2 vols 4 00
" Tauglewood Tales 1 50
Wonder Book 1 50
Home Stories, by Cousin Alice 1 25
Island Home 1 25
Inglenook 1 00
Jack of All Trades 1 00
Lawrence's Adventures among the Ice Cutters,
Glass Makers, Coal Miners, etc 1 50
Little Prudy Series, 6 vols 4 50
Livingstone's South Africa 4 50
Mace. History of a Mouthful of Bread 1 75
" The Servants of the Stomach .... 1 75
Magnet Series, 4 vols 5 00
Marooner's Island Stories, 3 vols 4 50
Men Who Have Eisen .1 25
McGuffey's New Juvenile Speaker 75
Mildred Gwynne 1 25
No Baby in the House (Clara G. Dolliver) ... 1 00
Our Feathered Companions 2 50
Our New Way Round the World 3 00
Paul and Virginia 1 00
Peasant Boy Philosopher 1 25
Pepper's Play Book of Metals 2 25
Science 2 00
Peter Parley's Youths' Library of History,
7 vols 7 00
Peter Parley's Youth's Library of Biography,
6 vols 6 00
Peter Parley's Youths' Library of Literature
and Science, 7 vols 7 00
Pictures and Stories of Animals, 6 vols.
Poor Little Joe
Private Amateur, and Parlor Theatricals,
Bagged Dick Series, 6 vols
Robinson Crusoe, 12mo
* ' cheap edition
" in monosyllables
Sanford and Merton, illustrated
Seven Wonders of the World
Ships and Sailors
Smiles' Self Help
Spectacles for Young Eyes, 7 vols
Stories and Sights of France and Italy. .
Stories Told to a Child
Stories of the Island World
Sunday Acrostics
Swiss Family Robinson
" " conclusion
That's It, or Plain Teachmg
Ten Thousand Wonderful Things
Tom Brown's School Days at Rugby
" at Oxford, 2 vols
The Silver Skates
The Candy Elephant
Veronica
Veronica and the Lighthouse Keeper . . .
Wallace's Malay Archipelago
Water Babies
What Makes Me Grow
Win and Wear, 6 vols.
Whitney's Faith Gartney's Girlhood. —
" Gayworthys '
" Leslie Goldthwaite
" Patience Strong's Outings . . .
We Girls
Yoimg America Abroad, 6 vols
Youth's History of California
Young Naturalist
MISCELLANEOUS.
Appleton's New American Cyclopedia, IG vols.
sheep 96 GO
Appleton's Annual Cylcopedia, 10 vols, sheep. 60 00 " Cyclopedia of Biography, cloth. . . 5 00
sheep. . 6 00
Across America and Asia, (Pumpelly) 2 50
Bacon's Works, 15 vols 33 75
British Eloquence, 8vo., cloth 4 00
" " sheep 4 50
Baker's Albert N'Yanza 3 00
" Eight Years' Wandering in Ceylon.. . 1 50
" Nile Tributaries 2 75
Rifle and Hound 1 50
Brace's New West 1 75
Brackenridge's Recollections of the West 2 00
Chamber's Encyclopedia of English Litera- ture, 2 vols 9 50
Chambers' Encyclopedia of Universal Knowl- edge, 10 vols., cloth, $45.50. Sheep 50 00
Maps, cloth, 4 50
" sheep 5 00
Cooper's Works, 32 vols., H. H. ed., per vol. 1 75
People's " 1 25
Confucius and the Chinese Classics 2 00
Cronise's Natural Wealth of California 5 00
Captain Wolf and Other Sketches of Animal
Biography 2 25
Dickens' Works, per vol 1 50
Dialogues from Dickens 1 50
Disraeli's Curiosties of Literature, 4 vols. ... 7 00 Dixon's Free Russia 2 00
De Toqueville's American Institutions
Don Quixote
Duyckinck's Encyclopedia of American Lite
ature, with Supplement
Goldsmith's Works, 4 vols
Going to Jericho '
Gould's Good English
Greeley's " What I Know About Farming,",
Hammerton's Thoughts about Art
Hutching's Scenes of Wonder and Curiosil
in California
Irving's Works, Knickerbocker ed., 27 vols
" Riverside ed., 26 vols
" People's ed., 26 vols. . . . .
Illustrated Library of Wonders, 18 vols., pc
vol
Life and Nature under the Tropics
Lippincott's Gazetteer of the World
Lubbock's Origin of Civilization
Mitchel's New Atlas
Moore's What to Read and How to Read. . .
Morelet's Travels in Central America
Mowry's Arizona and Sonora
Nick of the Woods
Noctes Ambrosiano3, 6 vols
Orton's Andes and Amazon
Our Girls, by Dio Lewis
Old World Seen with Young Eyes
Polar World (Hartwig)
Porter's Hooks and Readil%
Plixtarch's Lives, 8vo., sheep
Payotf UpJiam <$; Company's Catalogue of ScJiool Books.
21
MISCELLANEOUS— Continued.
ourse of Reading 1 50
^^ 1 00
oy on the Jordan 2 50
3rowue's American Family in Germany 2 00
'* Crusoe's Island 1 75
j" Etchings of a Whaling Cruise . 1 50
!" Land of Tlior 2 00
Yusef. 1 75
pectator, 8vo., sheep 3 75
The Sea and its Wonders
Three Thousand Miles through the Rocky
Mountains 2 00
Waverly Novels, 25 vols., per vol 1 50
W. Gilmore Simms' Worlis, 17 vols., per vol. 1 75
White's Words and their Uses 2 00
Wild Sports of the World 2 50
Whipple's Success and its Conditions 1 50
Zell's Encyclopedia 35 00
POETEY.
tt's Familiar Quotations 3 00
t, 32mo., hlue and gilt 1 25
, 16mo., Sl.OO, 8vo., shBep 4 00
, 16mo., $1.00, 8vo., sheep 4 00
oell, IGmo 1 00
:!r, 16mo., $1.00, Svo., sheep 4 00
n, 16mo ;. 1 25
le Arnold 2 00
e (translation) , 5 vols 7 50
mith, 16mo 2 00
1 50
\t (translation) ' 1 50
fellow, Diamond ed., $1.50, blue & gold,
I vols 3 GO
a, 16mo., Sl.OO., Svo., sheep 4 00
Moore, 16mo., $1.00, Svo., sheep 4 00
Mrs. Browning, Diamond ed 1 50
Mrs. Hale's Dictionary Poetical Quotations,
cloth, $2.25, sheep 2 50
Our Poetical Favorites 2 00
Poe, 16mo 175
Pope, 16mo., $1.00, Svo., sheep 4 00
Rogers 1 75
Schiller (translation) , 4 vols 6 00
Shakespeare, 16mo., $1.00, Svo., sheep 4 00
Tasso, 16mo 1 25
Thomson . 1 f)0
Walter Scott, 16mo., $1.25, Svo., sheep 4 00
Willis, 16mo 1 75
Young 1 50
SCIENTIFIC.
st's Science for the Young— Light 1 50
Heat 1 50
iz's Geological Sketches 2 25
Method of Study in Natural History. 1 75
Structure of Animal Life 2 50
d's Earth's History 1 GO
der's Catalogue of California Plants 1 00
us History About Insects 2 00
n's Physiology and Hygiene 1 50
i' Origin of the mar 2 00
[ay's Chemistry of a Candle 1 00
s Manual of Botany 2 25
t's Earth and Man •. 1 75
i Encyclopedia of Useful Arts 2 25
js Without Hands 4 50
er's Child's Book of Nature 2 00
First Book of Chemistry 90
Natural History 1 50
Science of Common Things, 3 vols . 4 50 Plants Grow (Gray) . . 1 12
Jarvis' Physiology and Laws of Health 1 65
Kirke's Physiology, cloth, $2.25, sheep 2 75
Mattison's Elements of Astronomy 80
Mavhew's Wonders of Science 1 25
Mitchell's Planetary and Stellar Worlds 1 75
" Popular Astronomy 1 75
Olmsted's Natural Philosophy, 12mo 1 70
Snell's, Svo 4 00
Ruschenberger's Natural Histoiy, 2 vols 4 50
Reason Why— General Science 1 50
Scientific Amusements for Young Folks 75
Silliman's Chemistry 2 25
Steele's Fourteen Weeks in Astronomy 1 50
" " " Chemistry 150
" " " Geology 1 50
PhUosophy 1 60
Tenney's Natural History 3 00
Tyndall's Fragments of Science 2 00
Wells' Science of Common Things 1 20
Whitney's Geologj' of Califomia^net 6 00
the above books can hardly be expected to be always on hand, and are very frequently not to be 1 the market ; therefore, we kindly ask parties when making up their orders, to give us a little :o procure those we should not have in stock, or. furnish an additional list to be selected from.
beral Discount to the Trade, Libraries and Teachers, from the above Prices.
We ask a careftd comparison of Prices with other Catalogues.
620 and 622 Washington Street
SAIV FRA^IV CISCO.
BOOKS FOR TEACHERS.
(MAILED AT PBICES NAMED.)
American Pedagogy, Barnard $3 00
" Teachers and Educator, Barnard 4 00
Abotts' Teacher, illustrated 1 75
A Book about Boys. Hope 1 25
A Book about Dominies, Hope 1 25
A Brief Biographical Dictionary, Hole 2 OD
Age of Fable, Bulfinch 3 00
Age of Chivalry " 3 00
Alaska, Whymper 2 50
Arts of Writing, Reading and Speaking 1 50
Ashango Land, Du Chaillu's, 8 vo 5 00
Astronomy of the Bible, Mitchell 1 75
Biographical Sketches, Martineau 2 50
Calisthenics, Watson's Manual, illustrated 1 25
Chemistry of Common Life, Johnston, 2 vols 3 00
Classics for English Readers — Virgil, Caesar, Ho- mer, etc., each 1 00
Cole's Institute Reader 1 25
Common Objects for Microscope 50
Comparative Geography, Ritter 1 50
Correlation and Conservation of Forces, Grove 2 00
Culture demanded by Modern Life, Youmans 2 00
Cyclopaedia of Biography, Parke Goodwin 3 50
Derivation of Words, Trench 1 25
Dictionary of Everyday Difficulties in Writing, Reading and Spelling the English Language ;
or Hard Words Made Easy 1 75
Discussions in Science Philosophy and Morals .. . 1 50
Earth and Man, Guyot 1 75
Educational Aphorisms, Barnard 2 00
Education in Europe, Barnard 3 50
" Intel., Moral and Phys., Spencer 1 25
English, Past and Present, Trench 1 50
English Literature of 19th Century, Cleveland
" Pedagogy, Barnard 3 00
Enquire Within— Over 3,000 Facts 1 50
Essays, Moral, Polit. and .Slsthetic, Spencer 2 50
Essays, Macaulay 2 00
Evenings at the Microscope, Gosse 1 50
Examiner, or Teachers' Aid, Duncan 50
Familiar Lee, on Scientific Subjects, Herschell... 2 50
Famous Americans of Recent Times, Parton 3 00
Faraday as a Discoverer, Tyndall 1 00
First Principles, Spencer 2 50
Five Hundred Mistakes Corrected 50
Fragments of Science, Tyndall 2 00
Genesis of Species, Mivart 1 75
Geographical Studies, Ritter 1 50
German Educators, Barnard 3 50
" Schools and Pedagogy, Barnard 3 00
Gillet's Federal Government 2 00
Good English, Gould 1 25
Government and Laws of U. S., Wedgwood 3 50
" Class-Book, Young 1 40
Greater Britain, Dilke 1 00
Guesses at Truth by Two Brothers 1 75
Gymnastics and Calisthenics, Watson, illustrated. 2 00
Handbook English Prose Literature 50
" " Poetic « 50
Harmonies of Nature, Hartwig 7 50
Heat as a Mode of Motion, Tyndall 2 00
Hereditary Genius, Galton 2 00
History of a Mouthful of Bread, Mace 1 75
History of English Literature, Craik, 2 vols 7 50
History of English Literature, by Collier 1 75
History of Wonderful Inventions, Timbs 2 50
Hogg on the Microscope, revised and enlarged 3 50
Homes without Hands. Wood 4 50
Hours of Exercise in the Alps, Tyndall 2 00
Illustrations of Universal Progress, Spencer 2 50
In the School Room, Hart 1 25
Kidd's Rhetorical Reader 1 40
Language, and Study of Language, Whitney 2 50
Lawyer in the School-Room, McN. Walsh 1
Lectures and Reports on Education, Mann 3 i
Same, 2d series 3 i
Lectures on English Language, Marsh 3
" " Man and NaUire, Marsh 3
" " Science of Language, MuUer 2
Same, 2d series, Muller 3
Lectures on Sound, Tyndall 2
Life of Horace Mann, by Mrs. Mann 3
" Jno. J. Audubon 2
Light and Electricity, Tyndall 1
Light Science for Leisure Hours 1
Malay Archipelago, Wallace 3
Man's Place in Nature, Huxley 1
Manual of Parliamentary Practice, Jefferson 1
Mental and Social Culture, Loomis 1
" Science, Bain 1
Metaphysics, Mansell 1
Methods of Instruction, Wickersham 1
" of Study in Natural History, Agassiz 1
Mistakes of Educated Men, Hart
Normal Training, Russell 1
Observing Facilities, Burton
One Thousand Mistakes Corrected
Origin of Spe.;ies, Darwin .* i!
•' " Huxley 1
Outlines of the English Language, Clark 1
Parliamentary Manual, Gushing
Pestalozzi and Pestalozziauism, Barnard 3
Pljilosophy of Style, Spencer
Philosophy of Teaching, Sands 1
Physical Geography, Warren 1
Physiology of Common Life, Lewes, 2 vols 3
Planetary and Stellar Worlds, Mitchell 1
Polar World, Hartwig 3
Popular Astronomy, Mitchell 1
Practical Education, Everett 1
Principles of Education, Sewell 2
Pronouncing Gazetteer of the World 10
Punctuation, Wilson 1
Ray's Test Examples, with Answers
Reason Why, General Science 1
" " Natural History 1
Reign of Law, Duke of Argyle 2
School and Schoolmaster, Potter & Emerson 1
' ' Architecture, Johonnot 3
" Economy, Wickersham 1
" Garland (Poetry) , Mrs. C. M. Kirkland 2
" Life Experience, Orcutt
Science of Education, Ogden . . . .^ 1
Seaside Studies in Natural Histoly, Agassiz 3
Servants of the Stomach, Mace 1
Short Studies on Great Subjects, Froude 1
Structure of Animal Life, Agassiz 2
Studies in English, De Vere 2
Study of Language, Marcel 1
Taine's English Literature, 2 vols 10
Teacher's Aid
Teachers' Guide to Bartholomew's Drawing Books,
4 numbers, each
Teachers' Guide to Bartholomew's Drawing Cards,
2 numbers, each
Teachers' Examiner Stone 1
' Motives, Mann
That's It ; or Plain Teaching 1
Thesaurus of English Words, Roget 2
Thousand Objects for Microscope
Travels in Brazil, Agassiz 5
Universal Literature, Botta . • • 2
Variation of Animals and Plants, Darwin, 2 vols. . . 6
Vulgarisms and other Errors of Speech 1
Wonders of the Deep, De Vere 1
PATOT, UPHAM & COMPANY, 620 & 622 WASHINGTON ST„ San Francisco.
mm
(MAILED AT PEICES NAMED.)
088 America and Asia, Pumpelly, royal 8vo. 2 50
of Chivalry, Thos. Bullfinch, cloth 3 00
of Fable " " 3 00
«'s Adventures in Wonderland, CaiToU,
cloth 1 75
lerson Libraiy, Hans Christian Anderson,
i illus. vols, in a neat box 3 60
do do do 8 vols 7 00
bian Nights Entertainments 1 50
ic Boat Joijrney in August, 1854, Hayes. .. 2 50
tic Explorations, Kane, 2 vols 7 50
mtic Tales, stories from Atlantic Monthly 3 00
■ad Book (The) , cloth 1 50
le Animahi. J. G. Wood '. 5 00
Ji-apliical History of Philosophy, from its
origin in Greece' to the present day 4 50
1 (The), Jules Michelet 6 00
er Sweet, a poem, J. G. Holland, cloth. . . 9 OO s' Adventurers in Wilds of AustraUa, How-
itt 1 50
s' Own Library, 4 vols 4 00
t AAvay in the Cold, Dr. J. J. Haves 1 50
3 and Dogs. Mrs. Hugh Miller, cloth 1 50
istian Ballads, by A. C, Coxe, cloth 5 00
istrtiHS Carol, Charles Dickens, full gilt. . 5 00 \ .stals, a Snowflake Album, plain ... 3 00
A Children, Alice Caiy, cloth 1 50
.. : ibrary, Farrar, 3 vols, in neat box. .
m-'i, tiaturdav Night; Robert Burns 5 GO
al Island, a Tale of the Pacific 1 50
ise of the Betsey, Hugh Miller 1 75
ture demanded by Modern Life, cloth 2 25
iositics of Literature, D'Israeli 3 00
jy Chain (The) 1 75
s of Old— Stories from old Englsh His-
torv 1 25
ert World (The), A. Mangin, imp. 8vo. .. 8 00 ■ Crusoe, A Tale of the Western Prairies. . 1 50
th and Sea, by Figuier 8 00
thquakes and Volcanoes, Ponton, cloth. .. 1 50 •y Library, 4 illus. vols, in a neat box. ... 2 50
liliar Lectures on Scientific Subjects 2 50
} Gateways of knowledge, Wilson 1 00
i. Maria and me, cloth 1 50
IB of English Art of the 19th Century,
Palgrave, full gilt 10 00
logical Gossip. Armsted, f. cap, cloth 75
it Cities of Bashan and Syrians Holy
Places, Porter 1 50
lin Market and other Poems, C. G. Ilos-
setti 1 50
's Glory in the Heavens, Leitch, cloth — 2 50
Ula Hunters (The) , Ballantyne 1 50
tory of Civilization, Guizot, 4 vols 6 00
tory of Civililation in England, Buckle. . . 6 00 tory of Home, T. Mommsen, 4 vols 9 00
History of Inductive Sciences, 2 large vols.,
cloth 7-00
Home Thoughts and Home Scenes, Poems,
cloth, richly gilt 10 00
Homes without Hands 4 60
Household Book of Poetry, Dana, half mor.
gilt 6 00
Illustrated Natural History, J. G. Wood. ... ..21 00
Insect World (The), Louis Fiquier, cloth 6 00
Kathrina, a Poem, J. G. Holland 9 00
Legendary Fictions of Ireland, cloth 2 00
Library of Wonders, in wood case 30 00
Life of Geo. Stephenson, Railway Engineer. . 3 00
Life of Sir Walter Scott 2 00
Little Wonderlin and other Fairy Tales, cloth 1 25
Louie's Last Term at St. Mary's 1 75
Man and Nature, G. P. Marsh 3 00
Martin Rattler, A Boy's Adventures in the
Wilds of Brazil, Ballantyne 1 50
Mental and Social Culture, Loomis, cloth 1 00
Microscope (On The), Jabez Hogg, cloth. ... 3 50 Mosses from an Old Manse, Hawthorne, 2
vols 4 00
Mysteries of the Ocean, Arthur Mangin 6 00
Nile (The), Tributaries of Abyssinia, Bader.. 6 00
Ocean World, Louis Fiquier, cloth 6 00
Old Red Sandstone, Hugh Miller 1 75
Plants of the Bible. Balfour 1 75
Play Book of Metals, Pepper, cloth 2 25
Play Book of Science • ' 2 00
Poetiy of the Age of Fable, Thos. BuUfinch,
cloth 2 00
Primitive Man, by Figuier 4 00
Reign of Law (The), Duke of Argyle 2 50
Schools and Holy days, Agnes Hopetown 1 25
Short Studies on Great Subjects, J. A. Froude 1 50
Snow Image (The) , Nat. Hawthorne 2 00
Story of a Bad Boy, T. B. Aldrich 1 50
Story of a Boulder, A. Geike, cloth 1 50
Tom Brown at Oxford, T. Hughes, 2 vols. ... 3 00 Tom Brown's School Doys, T. Hughes, 1 vol. 1 50 Twice Told Tales, Nat. Hawthorne, 2 vols. ... 4 00
Two Years Before the Mast, Dana, Jr 1 50
Ungava, a Tale of Esquimaux Land, Ballan- tyne 1 50
Universe (The) , P. Fuuchet 12 00
Vatheck, an Arabian Tale, W. Beckford, cloth 1 00 Vegetable World (The), Louis Fiquier, cloth 6 00
Water'Babies (The) , new edition, illus 2 00
World Before the Deluge (The), Louis Fi- quier 6 00
World at Home, Marv and Elizabeth Kirby. . 3 00
World of Ice (The) , Ballantyne 1 50
Year at the Shore (A) , P. H. Gosse, cloth,
gilt top 4 50
Young Fur Traders (The), Ballantyne 1 50
PAYOT, UPHAM & COMPANY,
MmcatioBSil Boolsellers, Importers amfl
620 and 622 WASHINGTON ST.,
I^an i^'ranoisco.
Reduction in Prices to Subscribers.
Attention is called to the following list of American and Foreign Periodi for which we receive subscriptions. The same care and attention will be j to the forwarding of all Packages, for which this establishment has gained s an enviable reputation throughout the Pacific Coast.
American Publications.
Six mos. Year.
Harper's Monthly Magazine $2.00 $4.00
Godey's Lady's Book 2.00 4,00
Atlantic Monthly 2.00 4.00
The Gaiaxy 2.5(» 4.00
Every Saturday 3.00 5.00
Littell's Living Age 5.00 8.00
Leslie's Lady's Magazine 2.00 4.00
Deniorest's Mirror of Fashion. . 2.00 4.00
Peterson's Lady's Magazine 2.00 3.00
Eclectic Magazine 3.00 6.00
Appleton's Journal 3.00 5.00
Le Bon Ton 3.00 6-.00
Braithwaite's Betrospect 1.50 3.00
Hall's Journal of Health 1.25 2.00
American Agriculturist 1.50 3.00
Saturday Night 2.50 4.00
New York Clipper 2.50 5.00
Ledger 2.00 4.00
" Leslie's Pictorial 2.50 5.00
" Chimney Corner, illustrated 2 50 5.00
" Harper's Bazar 2.50 5.00
Harp liR's Weekly 2.50 5.00
" Scientific American 2.00 4.00
" Army and Navy Journal 3.00 6.00
The Nation 3.00 5.00
Manufacturer and Builder 2.50
Boston Flag of Ouk Union 2.50 5.00
" Waverly Magazine 4.00 6.00
American Chemist 3.00 5.00
Cabinet Makers' and Upholsterers' Al- bum, in monthly parts, illustrated.. 6.00 Industrial Monthly, for Mechanics, En- gineers, Architects, Builders, Invent- ors, etc 2.00
The Workshop 5.00
The Aldine 6.00
Congressional Globe and Appendix 10.00
Juvenile Publications.
Oliver Optic's Boys' and Girls' Weekly $3.00
OiTB Young Folks— Monthly 2.50
Children's Hour, T. S. Arthur— Monthly . . . 2.00 The Nursery, Mother's Magazine — Monthly. . . 2.00 Leslie's Boys' and Girls' Weekly .* . . 2.50
Calitornia Newspapers.
Weekly Alta California $3.00 $5.00
" Bulletin ,3.00 5.00
Overland Monthly (Cal.) 2.50 4.00
Com. Herald and Market Review 5.00 9.00
News Letter 6.00 10.00
English Publications.
Six mos.
The Graphic $8,00 $
London Illustrated News, with Sup- plements and 8 colored plates . 8.00
London Weekly Dispatch ,. s.OO
Weekly Times 6.00
Punch "■. . 5.00
Onck a Week . 4.00
Public Opinion 8.00
Cornhill Magazine 4.00
St. James' Magazine 4.00
Belgravia 4.00
Tinsley's Magazine 4.00
Cassell's Magazine 3.00
Fortnightly Beview 7.00
Beau Monde — Fashions , 4.00
Temple Bar Magazine 4.00
London Society Magazine 4.00
'• Lancet 4.00
" World of Fashion 4.00
Chamber's Journal 3.00
London Art Journal 7.00
Blackwood's Magazink 2.00
Westminster Quarterly Review 1.50
North British Review 1.50
Edinburgh Review 1.50
London Review 1.50
The Four Reviews and Blackwood 8.00
Economist 10.00
Family Herald 2.50
Saturday Review 8.00
Photographic News 6.00
Photographic Notes 4.00
Mining Journal 8.00
Engineer, (Supplements) 10.00
British Journal of Photography 6.00
Atheneum 6.00
Builder 8.00
Subscriptions received for all the San Frai Dailies, at publishers' prices. Any Newsps Magazines or Reviews, not mentioned in the ; list, will be furnished to order. Orders for I Stationery, Music etc., filled promptly. Ord^ all kinds, outside of our regular business, pro: and faithfully attended to, Subpcriptions pa variably in advance. Remittances required prepaid. New books, in all the departmei Literature and Science, received by every stei American and Foreign Educational Works, the most elementary books to the advanced co
Educational establishments furnished wi kinds of School Apparatus, at the usual tca^ discount.
PAYOT, UPHAM & CO.,
Booksellers and News Agents 620 <& 622 Washington Street, San Francisco.
ational School Furniture Companv,
(Oreaiiized January, 18712. Capital $100,000.)
^MANUFACTURERS OF
card's
TDatent ^ehool T)
esks and
?
ettees.
tides the Folding Desk described (ON OPPOSITE PAGE), we call attention to the GEM DESK, with DING SEAT, just patented, and designed to supply schools not wishing Folding Desks.
e of the ADVANTAGES s Desk is that tlie castings KCWEXTY PER CENT. VIER than those of sim-
tyle desks.
e seat hinge is the same }ed in Peard's Folding md is NOISELESS, <?s being tlu; STRONG-^ made.
We defy any one to show a more GRACEFUL Desk. The back and seat has a BEAUTI- FUL and thoroughly COM- FORTABLE CURVE, and is SLATTED alternately with WALNUT and ASH, linished in best shellac varnish.
We make them WITH or WITHOUT a FOOT-REST, as purchasers desire.
size 8.
Showiii); cuiiiparati
SJze 8. of the "GEM'
Size 6.
eal>^oinake the *' TCCOlSrOlVriC " 23TCSK, a style very similar to the "GEM" Desk, but A.PKR IN PRITE, intended for schools desiring a OOOD folding seat desk at the liOW- POSSIBL.E PRICE. Description and Cuts of the "'ECONOMIC" Desk will be found Illustrated Catalogue.
>r
j4igh pchoois, Norrittlj pchQQ)ls tndl ^(^iitFrnj
WE HAVK THE
>'ATIOXAI.
Study Desk.
When the Desk lid is folded the pupils have be- fore them a con- venient BOOK- STAND, which enables them to read or study while sitting erect in their seats.
ThU Desk will become a FA- VOIilTEwherer- er used.
Thf^ Pesk Top Fol.led for Study or Reading-.
[il.'»ce for W^ritin^, Drawing, etc.
'his is the Most Complete Desk ever Made I
SIIflPLE, very CONVENIENT, CANNOT get out of ORDER, and occupies but 12 INCHES space when FOLDED.
^Ve iTi an XX fact lire a full line of
kcher's Desks, Chairs, Recitation Settees, Church and Hall Settees, Blackboards, &c., &c.
j" Illustrated Catalogue and Price Lists sent, post-paid, on application. Address
'"'''' A. ROMAN & CO., SAN FRANCISCO, CAL.,
Agents for Pacific Coast,
National School Furniture Compan
< ITTO^OO, TT^T^TIVOTS,
(OrKanlzed January, 1878. Capital $100,000.)
MANUFACTURERS OF
eard's patent ^chool ^esk and ^ettee Combine
^1
Z^ To this DESK and SETTEK was awarded the Prize over all Coiiiyietitors at the h^air nfthe Airier
Fnstitnte for 181
They furnish a School- Room with every conve- nience to the Scholar.
They turn that room at pleasure into an Assembly- Room, with Beats only.
They dispose of obstruc- tions, leaving the least pos- sible furniture to impede the movements of classes or the cleansing of the
When open, this k most ornamental and, ful of Desks, with well, Book-rack, etc.
When the Desk-Li folded over, it rests the back of the 8e^ front, forming an eq comfortable false bact
The Seat-Hinge is latest Patent, May 23, It is the strongest ii and quite n( isek^ss.
Peard'j Desk and Settee ready for 1'
Over 12,000 of these Desks have been SOLD since their first iiianii- fjicture, — July? 1871.
Adopted for ex- clusive use in the ^ Public Schools of New Yorli City.
Peard's Desk, with Top and Seat folded, oconpying less than ten inches space.
The Peard Desk, with Top folded < Settee only.
We claim that these Desks excel all others In the following particulai
1. Economy of room. There is no desk made that closes so compactly, occupying when folded only ten inches of space. Thus ample room is afforded for in- gress and egress, and gymnastic exercises.
2. When folded, this desk leaves no ungainly and dangeroixs iron projection to tear the clothes, but se- cures a perfectly free way of about two feet in width.
3. It insures cleanliness in the school-room. When the desks are folded, sweeping becomes a matter of as much case as in a perfectly open room.
4. When folded, the book and slate-rack is left perfectly free and easy of access— an advantage found in no other folding desk.
5. They are thoroughly strong, durable, and ele- gant, the castings being all made of extra weight and strength. The arrangement for folding is so construct- ed to be much more durable than the old stvle of desk.
6. They are thoroughly comfortable. T\ and seats both being constructed with spec; ence to the comfort of the scholar. The back- in such a manner as to give proper support t' pil. The seat is curved and slatted so th;i does not become tiresome and painful.
7. They are noiseless in opening and fol(i an application of pads, all noise is avoided.
8. When it is desired, the school-room can formed into a spacious and elegant assembl} adults. When the desk-lid is folded, the - comes just as available for lecture-room use ;i made expressly for that purpose. In view oi that many school -houses are used for pul> ings of all kinds, including religious worslii' Sabbath, this feature of making the desk im fortable settee will be found invaluable.
Prof. J. J. Anderson, Principal Marshall Academy, of Marshall, Wis., under date of Becembttr 10th, 1871, says: "Peard's Patent Folding-Desk and Seat, for convenience, ease and durability, surpasses everything in that line I have ever seen. Let every School Board, before seating their school- rooms, examine Peard's Desks. We are delighted with them, and feel sure that they excel all other School-Desks in every respect, besides possessing advantages not found in any others made."
j^^ E^acli Desk Is fastened to tlie Floor with SIXTEEN SCRE\¥S.
Knd view— OPEN. Kiid view-
lUustrated Catalogue and Price List sent, post-paid, on application. Addi^
Address
ROMAN & CO., SAN FRANCISCO, GAL,
Af/eufs for l*aciflc Coi^
NSEGTIONAL, UNPARTISAN, UNPOLITICAL SCHOOL-BOOKS.
fy< freshest series of Text-Books published— containing the latest results of discovery and scientific research.
Officially adopted by the Yirginia State Board of Education,
AND NOW LARGELY IN USE IN
3T7"u:
& <:> TJ iM^-EiiE^-ssr
And In many Northern States.
'P .A.'TIE^
ibe littiijfv^itg f ttWisliing ^0.,
lissociation composed of many veral Southern States, feel- 1-Books wliich should be en- ical, which should present •are now issuing a corn- books by the eminent schol- are the
Cheapest, Best, and Most
Now pubh'shed. The
of the most eminent citizens of ing the necessity for a scries of tirely unsectional, unpartisan, and only the facts of history and plete scries of School and College ars and educators named below
Beautiful SchooUBooks
University Series" embraces
IflAURY's Geographical Series,
ammodore M. F. Maury, of the Virginia Military Institute. A scries of books which an era in the study of this science, and which, in the words of a well known and ac- lished Southern teacher, " are characterized by a felicity of arrangement and simple less of style which must ever render them attractive to the joung, and which will be ay all who wish to teach Geography as a science, as something to make pupils tJiink, lot merely as an enumeration of dry facts."
Holmes' Readers and Spellers,
EORGE F. Holmes, LL.13., Professor of History and General Literature in the Uni- y of Virginia. A series of Readers unequalled in cheapness, excellence, and typo- lical beauty. They are steadily progressive in character, bright and fresh in their fions of prose and verse, and illustrative of Southern scenes, incidents, and history
Venable's Arithmetical Series,
[Charles S. Venable, LL.D., Professor of Mathematics in the University of nia. These books are received everywhere by intelligent teachers with the highest action, as being most admirably adapted for mental drill, as well as for business educa- Their methods, rules, and reasonings are clear, distinct, logical, and comprehensive, he series is carefully graded throughout.
Holmes' History of the United States,
rEORGE F. HoLMES, LL.D., of the University of Virginia. It is cnongh to say of idmirable work, interesting, impartial, and truthful, as well as pure and graceful in that it is the only History of the United States which is strictly unpartisan. It 8 down to the present date. Also,
» Vere's French Grammar, Readers, etc., rCildersleeve's Latin Series,
Carter's Elements of General History, Holmes' English Grammars, LeConte's Scientific Series, Johnston's English Classics,
Duntonian Writing-Books, etc., etc.
tad for our new ILLUSTRATED DESCRIPTIVE CATALOGUE, which will be ed free to any teacher or school officer. It tells what teachers think of the books, and Hftins specimen pages of each.
UNIVERSITY PUBLISHING COMPANY,
165 and 157 Crosby Street, New York.
Adopted for Exclusive Use in the Public Schools of Califc
SWINTON'S CONDENSED.
J^ OOIVI>ETVSEI> HOHOOI^ HISTOR
or IHE
UNITED STA^TE
CONSTRUCTED for definite results in recitation, and taining a new method of topical reviews. Fully illust with maps, portraits, and new and beautiful designs. By SwiNTON, A. M., Professor of History in the University of fornia; author of ^^ Campaigns of the Army of the Potomac''- cisive (Battles of the War'f etc. 300 pages, printed on fine in elegant style, and substantially bound.
Copies furnished by mail to teachers who may wish to ex2 it, with a view to introduction, on receipt of 76 cents.
This condensed manual has been prepared in order i Mississippi Valley and Pacific States from its to meet the vieAvs and wants of that large and increas- I ment in the history of the Administrations. ing class of teachers, and more especially the teachers j tory of these great States thus receive a degi in our Common Schools, who are aiming at definite r tention that is at least more nearly adeqv results in this study. It is not a mere picture-book or \ heretofore.
Stoi-y-book— though it is very fully illustrated with ! V. The separation of the leading facts of i portraits, maps, and other engravings, all of which are , Progress from their entanglement in the histc executed in the best style. It aims at something | Administrations, and their presentation in which, if not higher, is at least different. It is designed I by themselves.
as a working book, and kence discards both the high- \ VI. A tone of treatment free from partisf flown narrative style and the meaningless details of the I sectionalism, politics or religion— a tone of t majority of school histories. The text derives its in- i as completely as possible American. t^rest from the lucid presentation of the subject-mat- ^,j^ ^r^^ y^,.^ j.. ^^ annoimcing thef ter— m Itself deeply mterestmg. The technical points . ■ ^inblication of this work in its issu'^ of I of novelty and superiority of this work will be evident j T^^S
to all practical teachers. Some of these points are: | ..Advance sheets of Swinton's Condmm r.i\.^iyF}^f^ ^'f ^""^ ''''^"^'' paragraphing, by j ^ ^. ,^ ^.^^^ ^^^^ .^^ tl^^ ^^^^^ ^^ j^
b^thenunn ^^ ^^'"^^^^ ^'^^^^^^'^^^^^^ i «^"o"*l "^^^ «^ ^^'^ city, and we but eip.
Ttt a +5+„*i ^-^a t4- ic \.r.-^^A „ ^1^^, ^ vo ^^« ^f i-^ ■ unanimous opinion when we say that this ; II. A total, and it is hoped welcome, absence of in- -„„_k„ „„ „_„ /„ srhnnl hislories Mr Swinto TolvM, inverted, or in anywise rhetorical sentences, i ^/f'/Jefof hi«to v 1=^^^^^^
rmJa6Z6 construction sociated, while through his A.-my of the Pat
rJ^r^t t l^ *,?"/?L?^ ^""^'^^l ^P^'^^^;, 9" tji^^ ! Decisive Battles it is equally well-known to th. ?^1 ff'^^Pl*^^^^^'"^^?'''"* ""^ ''■^''}-^ 'M^^ ' at large. The Co«d«i contains many techni. S«?^~? .i'^^^'^^T '' ''^^^"^ ^A-^"" examination of he ^,f ^^^.^^^ ^„^ superiority, whidi teachers »-i ^riTA^JT'^'^T- ,'^^e diflerence between the ; .^/^ It is clear in its style, sensible it
present and the old method of reviewing— which does ^K .-„„a-ti„, „.„, catholic in ii s snirit It v no more than print a string of review questions, re- t "n^X used "n th*s o tv a nd has been J ferring to preceding pages fcar.the piecemeal answers- i^^e Educational Boanls of several sS must be obvious. There can be few judicious teach- ; IlinTble meiits of the book will be its own erswho have not discovered that pupils, in order to i F"fS, .h/" .r °^ *""- '^^'"^ ^>" ^ us own have a reaUy available knowledge of the crowded facts ; i"""""^"""-
of history, require that these facts should be grouped ' The Hon. John Swett, Dep. Supt. of and reiterated and turned over in a variety of ways. To ; Schools of California, after examining the Bht accomplish this end, thus imparting a comprehensive \ the fol'owing enthusiastic praise to the work knowledge of events and the connections of events, is j "Allow me to congratulate you on th« s\ the purpose of the novel method of reviewing adopted ! excellence of Swinton's Condensed Historf, in this manual. I cannot express the delight with which I havi
IV. The separation of the history of the Western, j pages of proof. It cannot fail to be a great s^
The ^' COWJDENSEn^' can now he supplied for intn Hon through the San Francisco trade.
TVISON, BLAKEMAN, TAYLOE & CO., Publili'
13S and 140 Grand Street, NEW rOJ'>
Hi
M^Y, 1872.
W\
Vol. IX.]
C No. 11.
npr -irjr -jrjr
lliif Dvi liiailtf
A JOURNAL OF
School and Home Education
AND OFFICIAL ORGAV OF THK
Oepartaent of Pablie Instriiction.
EDITORS :
Contrilmliiig Editors, elected Dy tte state Educational Society:
MISS CLARA G. DOLLIVER. MRS. AURELIA GRIFFITH.
DR. E. S. CARR,
PROF. W. J. G. WILLIAMS,
SAN FRANCISCO:
CALIFORNIA EDUCATIONAL SOCIETY
Publication Rooms, No. 532 Clay Street,
C. A. Murdoch & Co., Jiooh and fToh J'ri titers, No. .>,•>*,» CUnf Strert. \ ff
1
■ ERMS— TWO DOLLARS PER ANNUM, payable invariably in advance.
Address: CAT.TJOnyTA Tt:A€Hi:it, San rrattPiMeo.
A Boole t fiat Should be in Evert/ Teacher's 7iauils—Xo Library Comj
Without it
Taine's English Liteiratuii
Two Vols,f large octavo. I*rice, $10
0I*1]VI01V« OF U^HE 1»UEIS«
[From the New York Evening Post.]
No histor}^ of our own literature, equally learned, honest, and entertaiij! has ever been written by an Englishman.
It is the easiest to read of all books about books.
Who ever before heard of a literary historian who is never tedious? It praise cannot be withheld from M. Taine.
The great name of M. Taine must stand as the voucher for its import, i and for the absolute necessity of an acquaintance with it on the part of c man who would know what contemporary scholarship is doing in this fiek
Here follow some criticisms too lengthy to be quoted, unfavorable {'. Taine's view of Shakespeare. The fact that his view is so highly praise the London Spectator, shows that it cannot be wholly mistaken, and that it i be something very original and striking to produce such a disagreemerl tween eminent authorities.
On the literature of the Restoration, too, M. Taine is entirely at hornet can be trusted as implicitly in his finished, emphatic, and brilliant literary ;] ment, as he can here and always in his honest purpose and sustained efibi. be thorough and just. The whole book is one which to every man of litii taste will be as entertaining as the best novel of the year, and which ver'i are so well informed and trained as not to find eminently instructive. . i,
[From the London Spectator.] |
Mr. Van Laun has done a difficult task admirably by translating intl English of a scholar one of the most brilliant books that France has procc for years. The work was made hard by the peculiarity of M. Taine's stvl
Taine gives utterance to the thought of all the world: German metapbi Indian philosophy, the system of Comte, the critical canons of Renan, tV. word of French scepticism, the Hebraic faith of the Puritans, the influt a Semitic book like the bible on an Aryan race like the English. His ^^ teem with the images cast by the thoughts of other men. And, we reji goes away from the rules of French rhetoric precisely because he seeks ■ his readers a firm grasp of whatever he speaks about. His style is a id clearness, force, epigrammatic point, and lightness. So far it is as Freii the style of Voltaire. But it is made as brilliant as that of Macaulay 1 1 wealth of the illustrations, and it gathers the kaleidoscopic hues of Mr. ('ai ^ rhetoric from the multitude of details which seem to reflect the hues created things, as if it were a room of mirrors.
But the half-Carlylian brilliancy of the book is a mere trifle in comj . with the merits of its substance. It wall take its place in the veiy for(i< rank of works on the literature of England. Such students as Professor ^1 '^ or Professor Mason might not find it difficult to impugn the profunditv Taine's acquaintance with the less trodden walks of our literature; but • a display of scholarship it will take a high place, and we do not hesitate that no English book can bear comparison with it for richness of thoii,L variety, keenness, and soundness of critical judgment, for the brilliaiu which the material and the moral features of each age are sketched.
The criticism of Shakespeare is as masterly as any part of the book.
Address, PAYOT, UPHAM & CO
EDUCATIONAL BOOKSELLERS A.\D PUBLISHERS
620 and 622 WASHINGTON ST., , San Francis*
THE
California Teacher
MAY, 1872.
Vol. IX. SAN FRANCISCO. JIo. 11.
PROF. JOSEPH Le CONTE ON EARTHQUAKES.
Mallett, in his earthquake catalogiie, has collected the records of 6,830 earthquakes, occuring in the 3,456 years previous to 1850, or an average of about two per annum for tl^e whole period. Of this num- ber, 3,240, or nearly one-half, occurred in the la«:t fifty years, or about sixty-five per annum; and, during the last four years, the record gives about two per week, or one hundred per annum; not because earth- quakes were more frequent, but records were more perfect. When . we recollect that three-fourths of the earth surface is covered with ocean, and that but a small portion of the remaining one-fourth is occupied by civilized man, we may safely say that there is certainly not a day, and probably not an hour, but the earth is trembling in some portion of its surface.
That there is a close connection between earthquakes and volcanoes is plainly shown by the following facts : i . Violent volcanic eruptions are always preceded and accompanied by earthquakes. 2. Earthquake regions are also volcanic regions, or have been so in very recent geolo- gical times. If we have two maps, one shaded to exhibit the volcanic intensity, and the other the earthquake intensity of different portions of the earth surface, the portions of the earth shaded and the depth of the shading will be found nearly the same in the two cases. 3. But while there is an undoubted association of the two phenomena, as if they were produced by similar causes, yet there is also a complementary re- lation, as if volcanoes were vents through which the forces which cause both find relief. Thus when the smoke wreath disappears from Goto-
3o8 PROF. LE CONTE ON EARTHQUAKES. [May
paxi the inhabitants expect earthquakes. Stromboli is a rare example of a volcano in incessant activity; in 1783 it ceased for the first time in the memory of man; the great Calabrian earthquake followed soon after. The great earthquake of Riobamba, in South America, (1797) followed close upon the sudden checking of activity in a neighboring volcano. The neighborhood of the town of Caraccas, South America, was for several years infested with earthquakes, one of which destroyed the town in 181 2. These troublesome shakings ceased on the bursting out of a volcano in the neighborhood.
These facts would seem to indicate that in both volcanoes and earth- quakes a powerful force of some kind is generated within the earth: if the crust breaks and the force finds vent we have a volcanic eruption; but if not, an earthquake is produced.
There are also some phenomena which connect earthquakes with another form of igneous agency, viz: gradual bodily elevation and depression of the earth's crust. In 183.5, after a great earthquake which shook the coast of South America over an area of 600,000 square miles, the whole coast line of Chile and Patagonia was found elevated above the level of the sea 210 feet. Again, in 1822, in the same region, after a similar earthquake, the coast line was again raised two to seven feet above the sea level. Now in this very region there are old beach marks or sea terraces ' from 100 feet to some 1,300 feet above the sea, and extending 1,200 miles along the coast on each side of the southern point of South America, plainly showing that the whole southern end of this continent, during very recent geological times has been bodily raised out of the sea to that extent. It seems impossible to doubt that the force which produced this continental elevation was also the cause of the accompanying earthquakes. Again, in 1 8 1 9, after a severe earth- quake which shook the whole region about the mouth of the Indus and Ganges, a large tract of land, 2,000 square miles in area, was sunk and became a salt lagoon, while another area 50 miles long and 10 to 16 miles wide was raised 10 feet. In commemoration of this wonderful event the raised portion was called " Ullah Bund," the mound of God. Again, in 181 1, a severe earthquake, (probably severer than any yet felt in California) shook the valley of the Mississippi river. In the region a little below the mouth of the Ohio river, where it was mos^ severe, large tracts of land were sunk bodily several feet below theii forrner level and have been covered with water ever since. It is no\ called the "Sunk country." In the two cases last mentioned there ws evidently formed a fault or dislocation: i. e., there was a fissure of the earth's crust, and one side dropped down lower than the other. Such]
1 872.] PROF. LE CONTE ON EARTHQUAKES. 309
fissures and faults are found intersecting the strata almost everywhere. We see them in these cases formed under our very eyes in connection with earthquakes.
The connection of earthquakes with the two other forms of igneous agency suggests each of them a possible cause. Preceding and gener- ally accompanying volcanic eruptions occur subterranean explosions, so violent that they are heard at a distance of hundreds of miles. In the great eruption of Tomboro in 181 5, these explosions were heard over 900 miles. Also, it is well known that in volcanic eruptions, especially of the explosive type, gas and especially steam, escape in such enor- mous quantities, as to leave little doubt that the force of the eruption is in fact the elastic force of steam. These facts together with the asso- ciation of earthquakes with volcanic eruptions have suggested the idea that the sudden evolution or the sudden collapse of vapor may be the cause of earthquakes. According to this view an earthquake is, on a grand scale, a phenomenon similar to the jar produced by the explosion of a keg of gunpowder buried in the earth.
But the association of earthquakes with the bodily elevation or sub- sidence of great areas of the earth's crust, suggests another and we believe a much more probable cause. It is well known that the earth's crust is slowly rising in some places and sinking in others. This is par- ticularly the case in earthquake regions, as, for example, on the coasts of the Mediterranean and in South America; but also in regions not troubled with earthquakes, as on the shores of the Baltic. Now sup- pose we have a force of any kind tending to elevate or depress the earth's crust in any locality; if the crust yields steadily we have gradual, quiet elevation or depression, as on the shores of the Baltic; but if, on the other hand, the crust resists, then the force accumulating and the tension of the crust increasing, rupture of the crust must eventually take place, with sudden elevation or depression, as in the case of the coast of Chile. In case of elevation, the fissure would be formed on the sur- face. Such a sudden formation of a fissure, either with or without dis- placement, or fault, would of necessity produce a concussion or jar which would propagate itself until it reached the surface, and then spread outward on the surface.
This is we believe by far the more probable cause of earthquakes. When we remember that fissures often extend many thousands of feet and even many miles into the earth, we easily perceive that the sudden rupture of such thickness of rock would produce a concussion fully ade- quate to produce the dreadful effects of earthquakes.
As to the cause of the elevation and depression, the discussion of
310 PROF. LECONTE ON EARTHQUAKES. [May
this point would carry us entirely too far. Suffice to say that it is most probably due to slow secular contraction of the earth still going on, more in the interior than the exterior, by which the crust, by lateral pressure, is thrown into great wrinkles.
But whatever be the true or ultimate cause — whatever it be that pro- duces the original concussion — whether it be in the nature of an explo- sion or, more probably, a sudden rupture of the earth's crust; this orig- inal concussion propagates itself from the origin or focus in every direc- tion as an elastic spherical wave, or as a series of such waves, precisely in the manner of sound waves, until it reaches and emerges on the sur- face. From this point of first emergence it then spreads in every direc- tion, reaching more and more distant points successively. It is this progressive earth jar or tremor — this series of elastic earth- waves, suc- cessively emerging and spreading on the surface, which in fact consti- tutes the earthquake itself.
There has arisen in the last few years, and become quite prevalent in California, a theory, or rather a notion — an opinion, that earthquakes are in some way due to electricity. The argument, as we have heard it, goes somewhat as follows : Thunder and lightning are rare in Cali- fornia, while earthquakes in California take the place of thunder storms and summer rains; therefore since thunder storms are attended with electric discharges, earthquakes must be produced by electric discharges; therefore earthquakes are a sort of subterranean thunder storms — they are produced by subterranean lightning. Let us examine this so-called theory.
There is a strong tendency in the intelligent popular mind, and even in many scientific minds not thoroughly imbued with the true spirit nor thoroughly trained in the true methods of science, to attribute whatever in nature is mysterious or imperfectly understood, to electricity. Vital phenomena, especially those connected with the nervous system, are attributed to electricity — certain curious physiological phenomena are attributed to animal magnetism ! — thought, feeling, will, are the product of electricity. So, also, in geology, slaty cleavage — mineral veins, foli- ation of metamorphic rocks, etc.,- have been attributed to electric cur- rents. Thus electricity is made the scape-goat for the sins and short- comings of other sciences. Now, it is true that our knowledge of electricity is still very imperfect, yet there is certainly much that we do know about electricity — there is a large body of ascertained facts and well established laws. Electricity has already assumed the farm of a positive science, as is sufficiently shown by the varied applications of this wonderful agent. It is in the highest degree unphilosophical and
1872.] PROF. LE CONTE ON EARTHQUAKES. 311
irrational, therefore, to attribute any phenomena to electricity unless they^are similar to the known phenomena, or subject to the laws of elec- tricity. Now suppose the earth charged to any extend with electricity — imagine a gigantic electric machine pumping inconceivable quanti- ties of electricity into the earth until it is charged like a great Leyden jar. If now it can be shown how this electricity can produce a con- cussion, giving origin to elastic earth waves, then it will be time to con- sider seriously this theory — then it will begin to deserve the title of a theory. Currents of electricity doubtless there are within the earth, thermo-electric, chemico-electric, magnetico-electric; but electric cur- rents cannot produce concussion. A concussion such as gives origin to earthquake waves, if produced by electricity at all, could be produced only by disruptive discharge; but a disruptive discharge within a good conductor, in the present state of surface, must be regarded as impos- sible.
But again, it will be remembered that this theory connects California earthquakes with the peculiar climate of the Pacific coast. In this con- nection, I have but two passing remarks to make. !• — The climate of California has not always been what it now is. In the post-tertiary period we have every evidence of the immense development of glaziers and of immensely flooded rivers; in other words, of a very moist climate. Yet during this very period there are immense volcanic, and therefore probably also immense earthquake activity. 2 — Our second remark is this: There are many, very many earthquake regions besides California — regions, too, in which earthquakes are far more frequent and violent than here. Now, when it can be shown by extensive observation in all earthquake regions, that there is in such regions a climate similar to ours, and particularly a similar absence of thunder storms, then it will be time to consider seriously the so-called electric theory. Electrical phenomena may and probably do accompany earth- quakes (though there has been no scientific observations on this point); for the violent movements of the earth must of necessity generate elec- tricity; but this is not the cause but the effect of earthquakes.
School Education. — At school a boy's (or girl's) business is not simply, or mainly, to gain knowledge, but to learn how to gain it. If he learns his own place in the world, and, in a practical fashion, his duty towards other boys, and to his superiors as well as to his inferiors; if he acquires the apparatus for obtaining and storing knowledge, and some judgment as to what kind of knowledge is worth obtaining, his
312 HINTS FOR TEACHERS. [May
time at school has not been misspent, even if he carries away a very scanty store of actual facts in history, or literature, or physical science. If in his schoolboy days, you cram his head with such facts beyond what are merely elementary, you are very apt to addle his brains and make a little prig or pedant of him, incapable, from self-conceit, of a much further progress afterwards. A " diluted omniscience'' unnecessa- ry. I remember one day going to consult Canning on a matter of great importance to me, when he was staying down at Enfield. We walked into the woods to have a quiet talk, and as we passed some ponds, I was surprised to find it was a new light to him that tadpoles turned into frogs.
My uncle added, "now don't you go and tell that story of Canning to the next fool you meet. Canning could rule and did rule a great and civilized nation; but in these days people are apt to fancy that any one who does not know the natural history of frogs must be an imbe- cile in the treatment of men." — Frere.
HINTS FOR TEACHERS.
BY DR. E. J. SCHELLHOUSE.
In previous papers published in this journal, I have offered some hints in reference to a method of teaching founded on the laws of mental action. I shall now endeavor to give a brief analysis of the mental faculties employed in acquiring and utilizing knowledge.
The laws of mental action are as definite and determinate as are those of matter. Assuming this proposition as true, I shall proceed to the analysis:
The three great classes of mental phenomena are: (i) Cognition (Knowledge); (2) Feeling (Emotion); and (3) Conation (Will, Volition). In acquiring ideas and combining them into systems for general appli- cation and use, we must have the ability to know, the desire to possess, and the will to accomplish.
At this time I shall only attempt a brief consideration of the Cogni- tive Faculties, which appear under six subdivisions: the (i) Acquisitive (Perception); (2) Retentive (Memory); (3) Reproductive (Reminis- cence); (4) Representative (Imagination); (5) Elaborative (Compari- son); and (6) Regulative (Reason).
I . Since knowledge is acquired, it is evident that the mind has an acquisitive faculty. This is Perception, which may be defined as the
1872.] HINTS FOR TEACHERS. 313
power to present and convey impressions and ideas, primarily, to con- sciousness, through the avenues of Sense.
II. Since only a small part of our knowledge is in consciousness at the same time, by far the greater portion is retained in a latent state: therefore, we must have a Retentive faculty. This is Memory, proper. The power to retain is as essential as that to acquire. Without the power of acquisition, a power of retention could not be exerted; and without the latter, the former would be frustrated, for we should lose our knowledge as fast as we acquired it.
III. But if the mind retains beyond the sphere of Consciousness a treasure of knowledge, it would be of no avail, did it not possess the power of bringing it out into Consciousness. This we call the Repro- ductive faculty (Reminiscence).
IV. The mind possesses, also, the faculty of representing in some determined order an array of ideas and thought, and combining therti in such a manner as to produce new and different results. This power is called Imagination. Thus, out of the knowledge we possess we may weave a tissue of fiction, or construct the plan of an edifice or bridge, or call up a series of poetic images or sublime conceptions. This fac- ulty has much to do in forming the character and happiness of the individual. "The happiness or misery of every individual," says the philosophic Ancillon, "depends almost exclusively on the particular character of his habitual associations, and the relative kind and intensity of his imagination. It is much less what we actually are and what we actually possess than what we imagine ourselves to be and have, that is decisive of our existence and fortune." Imagination, by the attractive or repulsive pictures with which it fills the mind, often determines success or failure in life.
V. Out of the accumulation of ideas of every conceivable form and variety, we discriminate differences, and recognize identities and sim- ilarities. The tendency of the mind is always toward unity. The necessity of analyzing, arranging, classifying, condensing, generalizing, and systematizing our knowledge, is essential to its final results. To take a comprehensive and synoptical view of our mental possessions, is essential to their practical application. This may be termed the Elaborative faculty (Synthesis).
VI. And lastly: we must recognize the relation between cause and effect, between premises and conclusions. * The power to recognize and determine these relations is the Reasoning faculty. It also takes cog- nizance of axioms and intuitions.
Having given this brief -analysis, we will consider the laws controlling
314 HINTS FOR TEACHERS. [May
their action. How the mind acquires ideas will not be considered here. It is sufficient for us to know the fact.
I. The first law is that of Automatic action — that is to say, by a series of repetitions, first slow and voluntary, an ability may be estab- lished to perform an act rapidly and without the intervention of the will. " The one condition," says Sir Wm. Hamilton, " under which all powers and consequently all intellectual faculties are developed, is exercise. The more intense and continuous the exercise, the more vigorously developed will be the power."
** Sameness, and again sameness," says Leinhard in a letter to his father, Pestalozzi, " is the deity presiding over the Teacher's hearth — his very recreation and entertainment. Ever the same: incessant as the flow of the scanty rivulet, as the monotonous sound of the mill- wheel ! Your own mastership, in this scholastic sameness, my dear father, I have ever admired. A Teacher is another Sisyphus or Ixion, condemned to roll the same rock, the same wheel upward and ever upward."
The future ability and success of the learner will depend on the power acquired for Automatic action. Reading, spelling, writing, and the fundamental operations of arithmetic, rest wholly on Automatic action. In reading, the learner repeats the words so often that the mind takes no cognizance of them, and he proriounces them uncon- sciously. The same in spelling and writing; the operations are repeated so often that they are performed unconsciously. In arithmetic, the various combinations of numbers are performed, not by any process of reasoning, or even taking into account the values of the figures em- ployed— so that the learner performs his additions, multiplications, etc., among the millions and trillions, as readily, as among units and tens. In learning arithmetical tables — in addition, for example — he does not consider that 5 and 8 make 1 3 : he takes no notice of their value, but by repetition the process becomes automatic. So in multiplication: 9 X 12=108 is no result of calculation — it is simply automatic.
The more richly the mind is stored with ideas and processes auto- matically established, the more powerful and effective it will be. As this law is the foundation of all educational processes, a clear and com- prehensive view of it is essential to the Teacher. How to enable the learner to fix and keep his attention on his studies, becomes an im- portant consideration in the art of teaching: "for strenuous energy is the one condition of all improvement — yet this energy is at first and for a long time comparatively painful. It is painful, because it is im- perfect." " The great problem in education is, therefore, how to induce
1872.] HINTS FOR TEACHERS. 315
the pupil to undertake and go through with a course of exertion, in its result good and even agreeable, but immediately and in itself, irksome." [Sir-Wm. Hamilton.]
2. The second great law is that of Association. That is: "How thoughts retained in memory, may, without any excitation from without, be again retrieved by an excitation or awakening from other thoughts within." The association of thoughts may be awakened under the fol- lowing conditions: (i) If co-existent in time; (2) if the objects are adjoining in space; (3) if they hold the relation of cause and effect; (4) if they stand in relation of means to ends; (5) if the thoughts are in contrast or similarity; (6) if they proceed from the same source; (7) if they are sign and thing signified; and perhaps others not here specified.
The operation of this law pervades every act and condition of the learner, and the acquisition and availability of his knowledge are de- pendent upon it.
In some future number of the journal I should like to resume the consideration of this subject.
Narrow Teachers. — The complaint is often heard that teachers be- come fussy, arbitrary, and narrow in their views, and good for nothing else. And this statement is true, except the last clause, for if one has fallen into that condition, he is certainly unfit to teach. Such, doubt- less, is the tendency in this profession; but it can be resisted, and that successfully. There is, however, but one way in which to do it, and that is by a persistent and liberal culture of the mind. I have, in my experience, met with many teachers whose society was as rich and ge- nial as any I have ever found; but this has always come of constant mental activity and discipline. Believe me. teachers, by this means, and by this only, can you resist the narrowing influence of your work. You must learn to wield a free and intelligent judgment in various spheres. You may, for instance, even in the midst of your work, by a proper training of mind and heart, possess tastes that shall be so far consonant with the true principles .of art as to catch the inspirations of nature. Sympathy with nature is one of the most potent preventives of the evils to which I have alluded. A teacher, furthermore, should be in constant communication with the great masters of thought, especial- ly in our own language. To neglect this, seems to me inexcusable. It argues a smallness of mind and perversion of taste that should find no place in the work of instructing living souls. — Conn. School Journal,
TEACHERS WITHOUT ''EXPERIENCE:' [May
TO TEACHERS WITHOUT "EXPERIENCE" AND WITHOUT "TRAINING."
There are about 200,000 teachers of pubhc schools in the United States. Of these about one-fourth retire from active service every year, leaving their places to be supplied by others. If all the normal schools (real and nominal) in the country were filled to their utmost capacity, and one-fourth of their students graduated every year, there would be an annual supply of about 3,000 trained teachers. Let us suppose that nature is as prolific as art, and that 3,000 other teachers, with the stamp of native genius on their brow, though with no diploma of the schools in their hands, make their annual debut. After making these libera^ allowances, we have an annual influx into the schools of 44,000 teachers neither "born" nor "made"; — chiefly young persons without experi- ence and without special adaptation, whom necessity, or accident, or friends, or fate has transformed into school- masters and school-mistresses for the nonce.
The great educational problem of the age is, how shall this great army of raw recruits be converted into disciplined and steady soldiers. Our hypothesis has reduced the problem to its lowest dimensions. We have made the largest possible deduction for teachers of "experience", so-called, for trained teachers, for teachers " to the manner born ", and yet we see that there must be a very large residuum, whose qualifica- tions for their work must be developed after they have entered into office, if they are developed at all. It is to this large class, and especi- ally to that large fraction of it, who are honest, conscientious, industri- ous, and desirous of improvement, that we propose to offer a few words of advice.
I. Practice alone will not make a man a better teacher. If a man starts wrong, the farther he travels the more he goes astray. So a teach- er who has been on the wrong track for twenty years, is a worse teach- er than he was when he commenced. Errors, which were at firs^ doubtful propositions, are now self-evident -truths. His professional vices are elevated into cardinal virtues. The Ethiopian cannot change his skin nor the leopard his spots. Therefore this paper is not written for "experienced" teachers. Practice, by itself, enables us to do easily that which we do often, but not, necessarily, to do it better. The man of eight and forty does not write a better hand than the boy of eighteen; but the sense of effort has passed away. A woman of forty is not neces- sarily a better teacher than she was at twenty, but she does her work, such as it is, with less labor. Notwithstanding the changes which nor-
1871.] TEACHERS WITHOUT ''EXP ERIENCEr 317
mal schools, teachers' institutes, and educational journals have inaugu- rated and advocated, the traditions of the last centur}^ are still the com- mon law of half the schools in the United States. The law of the race is the law of the individual. That which has failed in the general sys- tem will fail in the particular instance. Practice or experience alone will never convert the wrong into the right, although it may help to obscure our perceptions regarding them.
2. The first and indispensable condition of improvement is a convic- tion on the part of the teacher that improvement is desirable and attain- able. One of the earliest symptoms of spiritual decay is self-righteous- ness One of the surest signs of intellectual demoralization is pride of knowledge. The most heavenly minded men are the most humble; the most learned men are the most modest. The greatest teachers are always searching after a better way. " Not as though I had already attained, either were already perfect ", is their motto. " Our school sys- tem ", says the Mayor of one of our great cities, " does not seem capa- ble of improvement." Most probably the Mayor was right, though not in the flattering sense in which he desired his words to be understood. The young teacher, however, is not very likely to give way to "vain-glory. If he is not utterly devoid of common sense, the every-day work of the school-room will, at least, take the conceit out of him. The danger lies rather on the other extreme, that, finding his best efforts compara- tively fruitless, he may become discouraged and take refuge in formal- ism, resting satisfied with a perfunctory discharge of the routine duties of his office. This is the sleep that ends in death.
But assuming that the inexperienced teacher, for whom these pages are written, feels that advancement in his profession is an excellent and a desirable thing, he may reasonably doubt whether it is attainable by him. " Understandest thou what thou " doest t " How can I, except some man should guide me " t The guide to whom the novice turns instinctively, is the normal school, and that assistance being denied him, he feels as if help were impossible. The principals of such schools receive every year hundreds of letters from teachers, stating that they are extremely desirous to attend the normal school, but "circumstances over which they have no control ", etc., etc. — which means they cannot afford the expense.
3. There is no reason why a person whose means will not permit him to attend a normal school, should not become an excellent teacher on normal principles, without traveling beyond the limits of his own county. That normal training is an immense advantage, cannot be denied ; but many of those who admire it at a distance, do not know
3 1 8 A MODEL PRIMARY SCHOOL. \ May
wherein its value consists. If any one thinks that a course of study at a normal school will supply him with ready-made plans for every oper- ation, and rules for 'every emergency, so as to supersede the necessity of watchfulness, care, and anxious thought on his part afterward, he makes a great mistake. The great merit of the normal school is that it concentrates all the intellectual energies of the student on the single question, " How can I become a good teacher .? " The desire is inten- sified, and the desire brings about its own fulfillment. Where this intense desire to teach well is wanting, normal graduates, whatever may be their literary qualifications, make as poor teachers as their less highly educated neighbors. They may have been fitted up, like a barrel organ, to grind out a Hmited number of tunes by turning a crank; but there is no principle of life or healthy growth in them; they are what Carlyle calls "dead, mechanical gerund-grinders, the like of whom will, one day, be manufactured at Nuremberg out of wood and leather." Let no young teacher, who has an honest, earnest, hearty desire to be a good teacher, be discouraged, because the advantages of normal training are out of his reach. The means of improvement lie within him and around him, if he will only make a right use of them. What these means are will form the subject of another article. — M. A. New- ellf in National Teacher.
A MODEL PRIMARY SCHOOL.
FROM A REPORT OF HON. J. D. PHILBRICK, BOSTON.
Go with me into a school kept by one of those meritorious teachers. Observe the condition of the room, — its neatness, order, cleanliness; look into the happy faces of the pupils, reflecting the intelligence and love beaming from the countenance of their teacher. They have evi- dently come from homes of extreme poverty; but notice their tidiness? and especially the good condition of their heads and hands; and see their position in their seats, — neither stiff and restrained, nor careless and lounging, but easy and natural. The temperature, you will per- ceive, is what it should be; and the atmosphere uncommonly whole- some for a school-room, — no roasting by stoves, or shivering in chilling drafts of air. What skill and care and patience, on the part of the teacher, have been employed to produce this state of things! Now witness the operations going on. The windows are opened more or less, according to the weather. The bell is struck, and the pupils are brought to their feet; they perform some brisk physical exercises with
0
1872.1 A MODEL PRIMARY SCHQOL. 319
the hands and arms, or march to music, or take a lively vocal drill ac- cording to Professor Munroe's instructions. In five minutes the scene changes: the windows are closed, half the pupils take their slates wifh simultaneous movement, place them in position, and proceed to print, draw, or write exactly what has been indicated and illustrated for them as a copy. The rest stand, ranged soldier-like, in a compact line, with book in hand, and take their reading-lesson. No one is listless or in- attentive. Sometimes they read in turn, and sometimes they are call- ed promiscuously, or they are permitted to volunteer; or the teacher reads a sentence or two, and the whole class read in concert after her; or they are allowed to read a paragraph silently. Now a hard word is spelled by sounds; then there is thrown in a little drill on inflection or emphasis. Many judicious questions are asked about the meaning of what is read, and all useful illustrations and explanations are given with such vivacity and clearness that they are sure to be comprehended by every pupil and remembered. The time for the lesson quickly glides away, every pupil wishing it would last longer. A stroke upon the bell brings the whole school to position in their seats; the slates are ex- amined and returned to their places; a general exercise on the tablets, or an object-lesson, follows. If the latter, perhaps it is on colors, the teacher having prepared for this purpose little square cards worked with bright-hued worsteds, or the children have brought bits of ribbon or colored paper or water-color paints — very likely some one has brought a glass prism to show the colors of the rainbow. A verse or two of poetry on the rainbow is repeated. Now comes the music. A little girl takes the platform, and, with pointer in hand, conducts the exercise on Mason's charts. She asks about the staff and notes and bars and clefs. They sing the scale by letters, numbers, and syllables; and close with a sweet song. They are next exercised in numbers, not in mere rotation of table, but by combination with visible objects, — the ball- frame and marks on the black-board, — writing figures on the slates being interspersed with oral instruction. And thus goes on the whole session. You would gladly remain the whole day, such is the order, harmony, and cheerfulness of the school. You see that the children are both pleased and instructed, that they are wisely cared for in all respects. Neither body, mind, nor heart is neglected. The teacher is happy. She is happy because she is successful, because her heart is in her work. She has the right disposition, and this qualification multiplies tenfold all others.
This is no fancy sketch, nor is it a flattering picture of some single school; it is only an imperfect outline of what may be seen daily in not
I
320 SOLUTIONS OF PROBLEM. [May
a few schools. I say to myself, all honor to the admirable teachers who have made them such!
A Good Idea. — In order to make written exercises more interesting, I would suggest that a small box be nailed against the wall and marked " Post Office." Have an opening in the top large enough to slip a letter through. Have the pupils fold their exercises in the form of let- ters, put them in envelopes (of their own manufacture), direct and put in the office. Appoint one scholar to act as postmaster. Have the scholars write letters one to another, each letter, however, to contain a question taken from one of the text-books used in the school. Have the scholar who receives the letter answer the same, and the question which it contains, within a given time, or pay a fine. — Maine Journal of Education.
SOLUTIONS OF PROBLEM.
|
A |
B |
C |
D |
E |
F |
|
|
10 |
1 9 |
1 |
5 |
|||
|
3 |
\ |
1 |
1 |
|||
|
4 |
2 |
2 |
18 |
4 |
90 |
4 |
St. Helena, April lo, 1872. Editors Teacher: — Please find the following a complete and satis- factory solution of arithmetical problem in your April number:
G
5 cows 1 sheep 94 geese
Explanation. — From the average price and that of the different ani- mals, we find the proportional parts by the ordinary method for equal- izing gains and losses, as exhibited in columns A and B. These coup- lets are made integral in C and D; and, as they will not aggregate any factor of the entire number of animals, we must change either or both, by multiplication or division, in such a manner as to secure that result. By inspection (I know of no other method), we see that if column C be multiplied by 5, C and D will then become E and F, which when united, become G, aggregating the specified number of animals. If the sum had been any other factor of 100 — as 50, 25, 20 or 10 — we should have multiplied all the numbers in the column by such a factor as would produce 100.
Although forbidden to treat the problem algebraically, I am tempted to send the following «^^/ solution by indeterminate analysis:
1872.] SOLUTIONS OF PROBLEM. 321
The problem readily gives the equations
a;+?/+2 = 100, and 10x+3z/+l=:100. Eliminating s, we have
19:r+5?/ = 100. Solving with respect to y, we obtain
y = ^«V'^" = 20— 3ic— t? = 20— 4a^ + f Now any value affixed to x which will render the fraction f integral, will give entire values for y and z; and if at the same time we take such a value for x as will render y posi- tive, the problem is completely solved. Making x=:^^, we have
2/=i20— 20 + 1=1;
2= 100— 5—1 =94, as before.
W. A. C. Smith, Principal St. Helena Public School.
San Jose, April 4, 1872. A B Al Bl A2 B2
( 50 Jo .50 18 4 90 94 $47 00 100 \ 300 4113 00
(1000 4 1 5 5 50 00
I must sell 1-50 of the article worth 50 cts., and 1-900 of the article worth 1000 cts., so as to gai7i one cent when I lose one; this gives me column A, I must sell 1-50 of the article worth 50 cts. and 1-200 of the article worth 300 cts. to lose one cent when I gain one; this gives me column B. Multiplying column A by 900 gives me the column Ai. Multiplying column B by 200 gives column Bi, which clears A and B effractions. So 18+4 at 50 cts.; i at 300 cts.; and i at 1000 cts. give only 24 articles. Then I can not use these couplets but must multiply one or both of the couplets by some number that will give me larger products. By inspection I see that multiplying one couplet is sufficient. I multiply column Ai by 5 and obtain column A2. Col- umn A2+column Bi = column B2, or 94 at 50 cts., i at 300 cts., and 5 at 1000 cts. (See Robinson's or Davies' Arithmetic.) Your pupil and sincere friend,
Irving Henning.
[We have also received solutions from Mr. H. B. Gillis, of Yreka, and Mr. Dennis Townsend, of Fiddletown, Amador county — both admirable for neatness and accuracy. — Ed. Teacher.]
322 THE DUTCH SCHOOLS. [May
THE DUTCH SCHOOLS.
Holland possesses a school system complete in its details, and em- bracing in its scope provision for the children of all classes of people within the realm. Almost immediately a child can walk it is cared for in the "Bewaar" school; some, indeed, are placed in these useful insti- tutions even before they can well walk. At six years of age it finds its way to a public elementary school of such a class as accords with its station in life; all are open to it on remarkably easy terms, some of course being entirely free. Then if, having attained the age of thirteen or fourteen years, circumstances admit of the course of instruction being further prolonged, excellent provision is made in the higher schools for the pursuit of advanced studies under the most favorable conditions.
Throughout Holland it is expected that every child of school age shall be placed under efficient instruction. From six to fourteen years of age is usually considered as the term during which a child ought to attend school; but practically, the average period of instruction is much shorter. M. L. Mulder, the inspector of schools for the province of Utrecht, to whom I am indebted for much valuable information, says: '* the majority leave, alas! in their twelfth year; this is especially the case in the country districts." But the Dutch children, as a general rule, make capital progress whilst at the public elementary schools.
There is no direct compulsion. Yet there is, perhaps, its equiva- lent. The parent is not amenable to the law for non-fulfilment of the duty of sending his child to school. But the great force of public opin- ion supplies a potent agency in helping the progress of national educa- tion. Public opinion decrees that every parent shall, even at a sacrifice to himself, cause his child to be well grounded, at least in the rudiments of knowledge. In the large towns, this feeling seems general even amongst the lowest classes; in the country districts it is found that parents too often yield to the temptation of sending their children to work much earlier, and with a much more scanty stock of knowledge at their disposal than should be permitted. Here, the lever of direct compulsion is required. But there is a penalty for neglect, although it is not enforced by imperial legislation. The managers of most of the great charitable institutions have by common consent agreed to with- hold all aid from such parents, however poor, as refuse to send their children to some school.
To the children themselves, unquestionably, the school has great attractions. The schoolmasters say the children look forward with eager expectation to the time when they are permitted to take their
I
1872.] THE DUTCH SCHOOLS. 323
places in the class, so pleasant are the associations of the school-house in the minds of all young people. For a longer or for a shorter period, then, the Dutch child is really got to school, and there ample provision is made for all.
The Dutch educationist holds that there is a visual as well as an oral method of imparting instruction; that the intellect must be trained by the use of both eyes and ears. Therefore, no dingy, dirty-looking buildings are used as school-rooms. In Amsterdam, as in other towns, the school- houses have characteristics which enable the stranger easily to distin- guish them at once. Cheerful-looking, airy buildings they all appear to be. Some of the decorations, indeed (though invariably in excel- lent taste), would, perhaps, seem to rigid utilitarians rather out of place As for instance, in the case of the "School Zeemanshoop" — held in what was formerly the abode of the "Club Zeemanshoop" (or the Club of the Seaman's Hope), which has been purchased for the purpose of establishing a public elementary school there by the town council of Amsterdam, — the decorations on the ceilings of the principal room and gymnasium, and the noble entrance hall with fine marble staircase would probably rather shock some so-called " economists," who imag- ine any kind of room with four walls sufficient for the purposes of a public school. Yet the child who receives his early training in such a "home of taste" may surely be expected to catch some refining influ- ence from the daily contemplation of artistic forms. Experienced teachers believe such to be the general effect of these associations, and certainly the demeanor of the children thus happily privileged seems to confirm the opinion. But for the common free schools, though no superfluous decorations are attempted, the buildings are invariably neat, substantial, and well planned. In connection with many, — especially in the large towns, — there are capital well-appointed gymnasiums; and it may be mentioned that at some of the higher class of public elemen- tary schools, special teachers are retained to give instruction in calis- thenics.
Before a building is permitted to be used for a school of any kind, (public or private), it must be inspected and certified as appropriate for the purpose. The law prescribes that any person holding a school in a building or room that has been declared by the district inspector to be unfit for such purpose, incurs a fine of from two to four guineas for the first offence, and a fine of from four to eight guineas and a week or a fortnight's imprisonment for the second oflfence. The effect of this salutary measure is, that the Dutch have no small, ill -ventilated, dirty rooms, crowded with neglected children "sent out of the way" by care-
324 THE DUTCH SCHOOLS. ^ [May
less and ignorant parents, — a sight sadly too common in Sheffield and other large English towns.
In like manner unqualified persons are prohibited from becoming teachers. Article 8 of the law on elementary instruction ("De wet op het lager onderwys, 1863") enacts that whoever gives elementary instruction without being duly qualified (or certificated), shall become liable to a fine of from two to four guineas for the first offence, and from four to eight guineas and be, imprisoned for a term not exceeding a fortnight, for the second offence. Thus a check is put upon ignorant and incompetent people, who, finding all other means of gaining a live- lihood failing them, might wish to "buy a rod and turn pedagogue."
Further, the subjects in which successful examinations have been passed are clearly defined on the teacher's certificate, and the holder is permitted by the law to give instruction in these subjects ajid no others. Thus, if a teacher is certified only as qualified to give instruction in two or three subjects, he must confine himself to teaching those alone; and if he desires to engage in conducting classes in other branches of study, he must first pass a further examination and obtain an additional certi- ficate of competency in respect of such studies. Teachers in the Dutch national schools do not seem to be by any means overpaid, — the sala- ries of some are surprisingly low; yet as a rule they appear to be very efficient, and they go about their work with an amount of intelligent enthusiasm which cannot fail to exercise a potent influence for good, not only on the scholars immediately under their charge, but upon the whole system.
Examinations of candidates for certificates are held twice a year, — in the spring and the autumn. The inspectors and sub-inspectors form the board of examiners, and they are generally assisted in each case by able and experienced teachers of the respective districts. Thus theory and practice are combined. Headmasters' certificates are not granted to any candidates under twenty-three years of age, and under-masterg must not be less than eighteen years of age. A candidate may submit to the examination repeatedly, if necessary, until the certificate be gained. Special diplomas are awarded to those who seek to teach mathematics, drawing, gymnastics, plain and fancy needlework, English, French, or German. The examinations of male candidates are carried on in public, but the female candidates have the advantage of private examinations. All the examinations are conducted with great fairness, and they are considered to answer their object most thoroughly and at the smallest possible expense both to teachers and the public. — John F. Moss, in Mass. Teacher.
872.] A TEACHER ON EDUCATIONAL P 1^0 BLEMS. 325
I
A TEACHER ON EDUCATIONAL PROBLEMS.
Editors TEAtHER : — Being compelled to quit the profession of teach- ing on account of ill health, and desiring to record some of the most important conclusions arrived at in the course of my experiences, I now address you ; hoping thereby to add my mite towards stimulating that thought, or course of thoughts, that shall lead to the proper solution of the educational question.
In reference to the course of study or series of text-books prescribed for the public schools of this State, I have nothing to say — for any course or series that has met with favor is good enough if correctly followed and rightly taught. In passing, I must condemn the practice that re- quires much memorizing instead of cultivating the understanding. Original thought is infinitely better than automatic thought. A store of facts is necessary to the production of new thought as the earth is necessary to the production of new growth; but new growth is the object sought. For this reason I think that method of teaching which is best calculated to develop original thought, is best.
The great effort put forth by the educators of to-day is to develop the mental, moral, and physical, proportionally. Its peculiarity is in exerting its greatest force in making the school-days of children happy and healthful. This commendable effort is tinged with injustice in not including the teachers — their health and happiness is a consideration that receives but little attention.
I accord with that view that calls for the development of good morals first, health next; afterward, as much mental training as compatible with these. The first and second are more affected by the school gov- ernment than by the substance of text-books taught. For this reason I believe school government should receive more attention. While the State controls the books or subject-matter taught, it should also control as firmly and effectually the government of every school, thus making them the same throughout the State. I have found literal government the best, and would recommend the republican form. The teacher should never make a law; he should be teacher and executive, but should be neither detective nor hangman. The State should fur- nish all rules for the government of schools; and those of a local char- acter should be enacted either by the trustees or pupils.
I experimented over one year with pure republican school govern- ment. It worked well. It neither increased nor diminished wrong- doing; but it shifted the duty of reprehending culprits from teacher to pupil. Under this form I inflicted all known and recognized forms of
326 MISCELLANY. [May
punishment — this was my error. Punishment musrbe inflicted, but it is not the teacher's duty, nor should he perform it under any circum- stances. Until the correct rule for governing punishmfnts is promul- gated and enforced, no system of school government can give general satisfaction. On this point momentous interests turn. I believe the correct principle is to hold parents responsible for the conduct of their children. The teacher should never punish. In my school, for the past seven months, I have not punished any one, and at the beginning I notified them that I would not punish them. I keep a record of deportment; when they need punishment I send them home to their parents, and if parents do not bring an influence to bear that will con- trol them, I suspend for a time. This is effectual in lessening the number of misdeeds; but the teacher must apprehend the culprits. Now, I think a combination of republicanism with the method of holding parents responsible, well worth the attention of every teacher. The best method of compelling parents to assume this responsibility, is a question that needs discussion. If suspension is resorted to, then some careless parents will permit their children, to remain at home. To my mind there is only one certain way of proceeding in this mat- ter, and that is, to make every public school teacher a Slate officer, endowed with sufficient judicial powers to investigate and pass judg- ment on offences committed by pupils, and authorized to impose fines —fines that will be collected by any constable or sheriff, on order of teacher as Judge. A law authorizing fines as a punishment for improper deportment in pupil, is of greater moment than' any other consideration at this time.
C. T. FiNLAYSON.
MISCELLANY.
Thoroughness. — People believe in it. Popular consent places it among qualities commendatory. A teacher is thorough, and straightway canonized; a school, and patronized — no questions asked.
In what ought thoroughness to consist: In thorough teaching, or thorough education } Shall we be thorough in remembering — remember- ing what looks tell us; how we did that which we have done once, and done well enough ? Or thorough in thinking — thinking, that is, in the power to do what has not been told us, what we have not done t The first passes current. It is the kind attained by examinations. Now, if that be true thoroughness — the highest — college terms were as well spent in learning the names of all the counties in the States in alpha-
1872.] MISCELLANY, 327
betical order, as in learning an equal number of facts from text-books. The difference in value between the names and the facts, per se, is not worth reckoning — only as the teaching is such as to teach the learner to use the latter.
Examinations (except on the plan of original theses, as in European Universities and our professional schools) are a curse — a cramping, paralyzing curse. Students stuff themselves to "pass" examination; stuff with facts from text-books, till they are like toads that wicked boys have filled with shot; stuff for months, instead of strengthening by mind action, essaying the original. What is the function of a college — not a primar}^ school nor academy — but a college ? It is a place to gather material to act upon, or to learn how to act.
A leading college in northeastern Ohio, not content with having its students stuff once a term, has doubled the dose, and put an examina- tion in the middle of the term. Does it think intellects are like India- rubber bags — bigger the greater number of things they contain ? To hold, to act — which is higher.?
" Thoroughness," the popular, current kind in common schools, is the greatest foe to the higher scholarship and the development of mind. Thousands annually in these schools are going over, and over, and over, geography, grammar, and arithmetic, "because they are not thorough in them;" that is, are not sure they can answer every question in geog- raphy and grammar, or solve every example in arithmetic. In the name of reason, after you have solved all or most of the examples in arithmetic, why spend many months going over what you have done, just to be sure you remember how it was done ! Do you expect thus to develop power to do greater things without essaying them } Leave arithmetic when you have power to solve its problems. Never mind if you don't remember all of them, can't solve all without some study again. It will take no stronger thought, develop no more power worth computing, to go over them again. Arithmetic has done all it can for you — called into exercise the highest power its examples demand. Leave it; you sin against your mind to stay there longer! Take algebra; demand of your mind greater difficulties; spend no more time on the smaller; the discipline of those will develop a power to which these will appear simple, when needed. This is the principle that insures in higher scholarship, a larger mind power; fitness for greater deeds and nobler duties in life. Its so general valuation is an enormous subtraction from the scholarship, the mind power, of our people; a fearful waste of the opportunities of our State-funded schools and our God-given time. Be banished such " thoroughness. " — National Normal.
328 MISCELLANY. |May
Miscellaneous Information. — The fact gave occasion for me to reflect on the folly of that practice which refused information on every subject till I could sit down to study it professionally. Most of the knowledge necessary to save a man from the appearance of gross ignor- ance may be collected without hindrance to any other pursuit, and al- most without effort, by the mere use of those opportunities which chance is every day throwing in his way. In fact, that knowledge which it is disgraceful not to have, must, from the very condition of it, be eas- ily got. How foolish, then, to neglect, much more to decline " such knowledge. Yet such has been my practice all my life. In fact, I seem to have treated knowledge like commodities, subjected to a duty which can only be permitted to land at certain places regularly appoint- ed. Thus my information goes no further than my studies, and all that knowledge which is floating in the world, and which to a mind properly prepared, affords its chief nourishment, has been wholly lost to me; kept off by negligence on the one hand, and a perverse fancy on the other, and leading me, like some exotic in a greenhouse, to the precarious and imperfect supply of art. — Windham's Diary.
New Ideas. — " One of the greatest pains to human nature is the pain of a new idea. It is, as common people say, so 'upsetting;' it makes you think that, after all, your favorite notions may be wrong, your firmest beliefs ill-founded; it is certain that till now there was no place allotted in your mind to the new and startling inhabitant; and now that it has conquered an entrance, you do not at once see which of your old ideas it will or will not turn out, with which of them it can be reconciled, and with which if is at essential unity. Naturally, there- fore, common men hate a new idea, and are more or less disposed to ill-treat the original man who brings it. Even nations, with long hab- its of discussion, are intolerant enough. In England, where there is, on the whole, probably a freer discussion of a greater number of sub- jects than ever was before in the world, we know how much power bigotry retains. But discussion, to be successful, requires tolerance. It fails wherever, as in a French political assembly, any one who hears anything which he dislikes, tries to howl it down. If we know that a nation is capable of enduring continuous discussion, we know that it is capable of practising with equanimity continuous tolerance." — Walter Baghot,
Teacher and Class. — A teacher whose acquirements are limited to the text-books he uses, can never achieve real success in conducting his recitations. "A good schoolmaster," says Guizot, "must know
1872.] MISCELLANY, 329
much more than he is called upon to teach, in order that he may teach with intelligence and taste." It is a question worthy of consideration whether the ambition and love of study inspired in a class by a schol- arly, skilful, and enthusiastic teacher are not worth more to the pupils than all the studying they are able to do. What is more contagious than example } What is more glorious than a noble example as an in- spiration to worthy deeds ? The teacher who does not show that he can go beyond the text-book in his search after truth, and enrich the knowledge which his pupils have acquired by copious additions to it from his own well furnished storehouse, is lacking in the first element of power in his great work. This is in fact one of the true secrets of power in teaching. It secures the confidence, it arouses the interest, it commands the respect and admiration of the class, and supplies the most needful conditions to its progress. Hence, let the teacher ever go before his pupils in the class room full of his subject, all aglow with its spirit, ready to meet every difficulty, to answer every objection, and supply ever)' omission which may arise in the course of the sharp drill that is to follow. — Minnesota Teacher.
Every man, from the highest to the lowest, has two businesses — the one, his own particular profession or calling, be it what it will, whether that of soldier, seaman, farmer, mechanic, or laborer: the other, his general calling, which he has in common with all his neighbors, namely, the calling of a citizen and a man. The education which fits him for the first of these two businesses we call professional; that which fits him for the second is called liberal. — Dr. Arnold.
Waste OF Time. — There is much time wasted in the schoolroom. Children, as well as teachers, are kept too long at a time, too many hours a day. They are all overworked. We want fewer pupils to a teacher, and not over four hours of school per day. With teachers properly trained to give more attention to natural science, and less to arithmetic, grammar, and geography, there would be more knowledge gained and fewer blockheads, — more interest in school and fewer cases for discipline. We only repeat what some of our best educators have already said, that there is much time worse than thrown away in study- ing some of what are styled the common school branches. A ^lad of ordinary intelligence will learn as much arithmetic or grammar in one school year, at the age of fourteen, as he will acquire by constant dig- ging from five to fourteen. By the short course he saves time for natu- ral science and other things, saves books and much patience of teach- ers. Who does not know hundreds of pupils who are wearing out their
330 MISCELLANY. [May
arithmetics in one place ? They learn tables and ciphering over and over, forgetting and learning as many as ten times. When they learn tables for distance, they should be required to measure, with cord or poles, the dimensions of objects in the school-room and in the yard. Wine measure and dry measure will be comprehended and remem- bered, if the pupils are required to measure up water and sand, or other substances, as they learn the tables. The same is true of most other tables usually learned by rote.
When the pupil does not understand a subject, he becomes discour- aged, and often acquires a dislike for school. Generally, the blame lies in the method of instruction, and not in the scholar. Our schools need more practical demonstrations; our teachers need to be taught some of the common things all around them, — taught how to observe and how to dissect. Much of the time of teachers' institutes during summer could be most profitably spent under the guidance of a com- petent naturalist, who should allow each to use a compound micro- scope to see objects which he was taught to prepare for himself — Michigan Teacher.
There is no feature of our school system so vital to its success as that which places at the door of every school-room a board of exam- iners to determine who is qualified to enter there as a teacher and guide of youth. They are the sentries of the school system, and upon their fidelity and efficiency depend, to a great extent, its character and use- fulness. No other f school officers need a truer conception of their duties, or a more ardent devotion to the cause of education. — White.
Thirteen thousand public schools have recently been organized in Russia.
The parent who sends his son into the world uneducated, defrauds the community of a lawful citizen, and bequeaths to it a nuisance. — Chancellor Kent.
Washington's "Farewell Address" contains these words of wise coun- sel : " Promote as an object of primary importance institutions for the general diffusion of knowledge. In proportion as the structure of a governjnent gives force to public opinion, it is essential that public opinion should be enlightened."
EDITORIAL TABLE.
THE LEGISLATURE AND EDUCATION.
The action of the late Legislature with regard to education was unfortunately not marked by the harmony and wisdom which were needed in the consideration of an interest so vital to the welfare of the State. Party spirit was the great dis- turber. Party lines were drawn on almost every question affecting education. The party wrangle over the State Normal School extended through nearly the entire session. The Educational Committees of the two Houses were at cross- purposes all the time. One joint meetmg was held, but broke up under circum- stances that, for the honor of the State, we will not disclose. Finally, at the very end of the session, a compromise was effected — the Senate and Assembly agree- ing, substantially, upon what was known as the " Larkin School Bill." The most important feature of this bill was that in regard to school revenue, by which bet- ter provision Was made for the county schools, especially those in weak and impov- erished localities. We regarded this measure as the most beneficent that had ever been proposed in behalf of the children of California ; and, at the risk of being misrepresented, contributed whatever of influence we could to aid in its passage. This interest on our part was inevitable. For two years we had missed no oppor- tunity to urge upon the attention of the people of the State the necessity of mak- ing better provision for the sparsely settled districts. We announced the doctrine that, in a State system of education, the property of the whole State sliould be taxed to educate all the children of the State. Everywhere this view of the sub- ject was approved by the friends of education ; and the revenue feature of the "Larkin School Bill " was simply putting the wishes of the people into legislative enactment.
For some unaccountable reason Governor Booth withheld his approval of this "compromise " bill after its passage. We use the word " unaccountable," because we regard our worthy Governor as a zealous friend of education. There has been a general expression of deep regret on account of the failure of this measure, only slightly mitigated by the reflection that $300,000 were appropriated to the State University, with the Governor's approval. We are friendly to the University — were one of its original friends, and have had some humble share in its organ- ization and establishment. We are still friendly to it, and proud of its success ; but we cannot help feeling that a great mistake has been made — that provision should have been made for giving the children of the whole State the elements of a common English education, before making such enormous expenditure for the few who will be able to attend the University. This proceeding inverts the edu- cational pyramid. It disappointed the hopes of the people. But regrets are idle. Crimination is useless.
The failure of the Compulsory Educational bill saved the State from an experi- ment which might have resulted in harm. The pnnciple of such a bill is foreign to the American Free School System. It is not needed in California, where the only trouble is to build school houses fast enough to accommodate the pupils who claim admission. We are fully aware that our views on Compulsory Education differ from those of many of our best educators ; but we think there are unmistak- able indications that the current of opinion in the Eastern States is setting more and
332 EDITORIAL TABLE. [May
more against it, and that this idea of Compulsion will be rejected by the American people as dangerous in its principle and injurious in its tendency.
UNIVERSITY OF CALIFORNIA.
The friends of our University are gratified at the prospect that work will soon be resumed at Berkeley in good earnest and with ample means. We believe it is proposed to complete as soon as possible the building already begun, and then to erect such other buildings as may be necessary, with the view of getting perma- nently located and at work on its own grounds without delay. This is the true policy, and we hope it will be energetically carried out.
Gov. Booth has appointed John F. Swift, Esq., to fill the vacancy in the Board of Regents occasioned by the expiration of the term of John T. Doyle, Esq. We regret that the Board will hereafter lose the services of so able a business man and so eminent a scholar as Mr. Doyle, than whom there is perhaps no better read man in California. In Mr. Swift, however, the Board has the accession of a mem- ber admirably qualified for the duties of a Regent.
The corps of instructors in the University remains unchanged, and its several departments are well conducted and prosperous. When fairly established at Berkeley, the difficulties attending the discipline of the institution will be much diminished. Other obvious benefits will result from this change ; the sooner it shall be made, therefore, the better.
STATE NORMAL SCHOOL.
After a laborious and successful session, the State Normal School is having its annual vacation. The closing exercises were of a very interesting character and were witnessed by a large audience, completely filling the San Jose Opera House. We regret that ill health deprived us of the pleasure of accepting an invitation to be present. We regret, too, that some officer of the school or some other person present has not furnished us with an account of the proceedings for the Teacher. The worthy Principal is invited to speak to the profession and the public through our next issue. Will he take the hint and respond ?
RENEWAL OF CERTIFICATES.
There is much anxiety and some real distress of mind among our teachers with reference to the renewal of certificates. We deem it proper again to say — i. That in all cases where teachers are teaching successfully in the grade covered by their certificates, their certificates ought to be renewed. 2. That in cases where there are technical defects in certificates resulting from neglect on the part of examining boards or their clerks, the teachers should not be made the sufferers. 3. If any certificates are to be invalidated on technical quibbles, let all fare alike — let not the primary teachers be made the scape-goats for the sins of the whole department. All of which is respectfully submitted.
1872.] • EDITORIAL TABLE. 333
A NEW IDEA.
Somebody proposes that candidates for the offices of school director and trus- tee should be required to pass competitive examinations. The idea is not a bad one. The civil service reform, should it succeed, will be likely to reach school officers as well as others. Why not ? Is it more important that custom-house clerks and revenue collectors should be competent and worthy, than that the guardians of popular education should be persons of intelligence and good char- acter ?
EDUCATIONAL ITEMS.
Pennsylvania has 391 log school houses still in use.
Over one hundred ladies are studymg law in America.
Waltham, Mass., it is said, supports a free sewing-school for girls.
Gov. Gratz Brown, of Missouri, graduated at Yale College in 1847.
Ex -President Woolsey is preparing a text-book on Political Economy.
Rev. Edward Eggleston is lecturing occasionally on "Kindergarten Method applied to Sabbath-School work."
Chicago pays teachers according to their efficiency, making no distinction be- tween males and females.
In New York City, recently, the corner-stone was laid for a new Normal College, which is to cost $350,000.
Columbia College pays its President $8,000, and its Professors $6,000. These are the largest salaries paid by any college in the country.
Mr. Wilson desires to give two million acres of public land to the District of Columbia for educational purposes.
A SOPHOMORE in a recent term examination at Yale on being asked who Ed- ward Gibbon was, remarked "He commanded one of Cromwell's royal regiments."
A BILL has been reported in the Legislature providing that five trustees of Am- herst College shall hereafter be chosen by the Alumni of the college. — Student.
The highest salary paid to a lady teacher in this country, is said to be $2,500— Miss Anna Brocket, who is Principal in the St. Louis Normal School, is the for- tunate recipient. — Exchange.
By Lord Rosse's telescope, an object 270 feet long on the moon's surface can be seen ; and Baer calculates, that an instrument ten times as powerful would make the man in the moon visible if he were like any other man.
The Supreme Court of Iowa has decided, that Boards of Education have the authority to make punctual and regular attendance at school a condition of mem- bership.
Illinois State University. — The Illinois State University, located at Cham- paign (Illinois), has been organized less than four years— and its rapid growth is indicated by the great increase of students. The total number of students is 314, of whom 151 are in the Freshman, and loi in the Sophomore classes.
334 EDITORIAL TABLE. ' [May
The Methodists have the most colleges of any church in the United States, being 6i ; the Catholics next — 58. So says a good authority, the Chicago School- master.
The New York Commissioners of Pharmacy found the other day, that out of seven hundred and twenty-eight applicants for licenses, only three could read easy Latin at sight. No wonder so many are poisoned by the blundering of druggists.
John Hopkins, of Baltimore, proposes to establish a university on the outskirts of that city. He offers nearly eight million dollars for that purpose, and will have the institution take his name.
The late Isaac Rich has bequeathed to the Boston University (Methodist) the sum of $1,700,000, under such conditions that in ten years the University will be worth about $3,000,000 — the richest University in the United States. Already several schools in Boston have signified their willingness to becpme Departments of this University.
Hon. Birdsey G. Northrop, Secretary of the State Board of Education in Connecticut, has been invited by the representatives of the Japanese government to go, at an early day, to Japan, and aid in the establishment of a system of pop- ular instruction adapted to that empire. The work will probably occupy him, if he accepts, for a period of years, and will, as we understand it, include such duties as in many governments devolve upon a minister of public education.
Colorado Schools. — According to the Territorial School Superintendent's report, there were in 1871, 7,742 persons of school age (between 5 and 21) in Colorado; number of pupils in the 110 public schools of the Territory, 45 357 5 average attendance, 2,612 ; number of teachers, 164 — 80 male, and 84 female ; average salary of male teachers, $69, and of female, $54 per month. The total amount paid to teachers in 1871 was $44,148.96.
Siberia. — "I was struck," says Professor Pumpelly, "with one peculiarity of Siberian Society, which, however, did not extend below the merchant class — this was the apparently great amount of care bestowed upon the education of women. They seemed to be generally much better trained than the men, not only in music, but in foreign languages, and in the general branches of education."
Russia. — A writer in a recent number of the Galaxy informs its readers, that "governesses and teachers of all kinds hold a much higher and more important position m Russia than elsewhere. They form a distmct class in the State, and the men hold a brevet rank among State officials, and have a good chance of rising in public life, for the Russians hold culture in almost a Chinese respect. The female teachers are important persons in families and in society, and they often marry brilliantly. They always make fortunes, for their salaries are enormous — three thousand dollars annually being not uncommon."
Earl Derby says : "I don't believe that the doctrines and opinions taught to young children at schools have, in ninety cases out of a hundred, the slightest effect upon their future character or career. Such opinions, learned by rote, never half understood at the time and speedily forgotton afterwards, are, I think, mis- takenly regarded as forming a more important part of education than they really do form." If this be true, the teachers of Earl Derby's country are poor creatures indeed, utterly unworthy of their high calling.
1872.1 EDITORIAL TABLE, 335
Scotland. — Efforts are being made for the promotion of science and art instruc- tion in Scotland. The local papers report a series of meetings in the large towns, which appear to have been fairly successful. Mr. Buckmaster has forcibly pointed out what is required in the education of workingmen and their employers : instead of teaching boys abstractions and metaphysical ideas, as if they were all to be parish ministers, they must be taught things. A knowledge of the laws and prop- erties of matter, by which the earth is subjugated to our use, is the proper educa- tion of men who have to work on matter. Several local committees have been appointed to co-operate with the Science and Art Department in promoting scien- tific instruction in Scotland. — Am. Monthly.
One of the finest mathematicians in the world, who has greatly reduced and simplified astronomical calculations, is Ramsammie, of Delhi, (Hindostan) and at Benares (India), is a college which, perhaps, has no superior in the teaching of languages. All the modern languages in general use — Sanscrit, Greek, and Hebrew — are taught by professors of great learning and marvelous skill. An informant has heard a native speak English and French with such ease and fluency that, had he not seen his face, he would have at once taken him to be an American. One would be surprised to see the extent and value of libraries owned by Brah- mins and Parsees.
New Jersey. — The last Legislature, by concurrent resolution, appointed a commission consisting of seven persons, to examine the present educational system of the State, and prepare a bill embodying proposed improvements. This work has been done, and the bill submitted codifies existing laws and provides for the establishment of high schools, for State scholarships, a State Board of Education, and for inspectors of schools — one for each Congressional district, at a salary of $2,000 each,— an intermediate officer between the State superintendent and the County superintendents, who are to be appointed by the State Board, The bill adds $5,000 to the appropriation for the State Normal School.
Education in Canada. — The educational report of the Chief Superintendent of the province of Ontario (Canada) furnishes the following : The whole number of pupils, in the public schools, was 442,518— an increase of 10,083. The total receipts for common-school purposes, for 1870, were $1,944,364. 5,515 teachers were employed — 2,753 male, 2,412 female. The highest salary paid to a teacher, in a county, is $600 — the lowest, $100 ; in a city, the highest, $1,000 — the lowest, $250. This report covers the last year of the old regime, under which the schools might be free, or requiring payment of fees, as the local votes in school sections decide. At the present time, however, the public schools of the province of On- tario, by act of legislature, are free to all residents between the ages of five and twenty -one years. One normal school of over 200 pu^^'^'' '- ^-o.cimed, and its ser- vices are found indispensable. Free public libr...xcs have been organized, con- taining 239,062 books. Superannuated and worn-out teachers may be pensioned from a fund composed jointly of an annual appropriation of $4,000 from the legis- lature, and yearly subscriptions from such able bodied teachers as may in future desire to become recipients.
Normal Schools. — The Richmond, Va. State Journal, of March 6th, contains the following: "The bill introduced in the Senate to establish and maintain a State Normal School and to provide otherwise for the training of teachers for the
336 EDITORIAL TABLE. [May
public schools of Virginia, is one which we are more than glad to see. It is a step in the right direction, and one taken not a moment in advance of the needs and demands of the people. We shall take occasion soon, to speak of this normal school plan, and of its many and great advantages over any other system of prac- tical education in connection with our public school system. A public school sys- tem once adopted in the State, makes a normal school an essential feature of it at once. It is so regarded everywhere. The two go together as simultaneous features in public education."
Alabama. — The reports from Alabama indicate a very satisfactory progress in the cause of popular education. If the teaching is as successful as the general management, there is but little left to be desired. During the scholastic year of 1871, the cost of administering the department of education has been less than for the year 1870, by $42,535 ; while there has been a corresponding increase in the number of pupils and the length of the school term. In 1870 the average num- ber of papils was 52,060. The number in 1871 was 107,666 — an increase of over one hundred per cent. The average length of the school term in 1870 was two months and nine days ; while in 1871 it increased over thirty five per cent. The result is that the school fund of Alabama, in proportion to its amount and the population of the State, has taught more children, and for a longer time, than that of any other State in the Union, with but two or three exceptions. — University Monthly.
THE NATIONAL EDUCATIONAL ASSOCIATION.
The next annual meeting of the National Educational Association will be held in the City of Boston, Massachusetts, on the sixth, seventh, and eighth days of August, 1872. The forenoon and evening of each day will be occupied by the General Association, and the afternoon of each day by the four Departments — Elementary, Normal, Superintendence, and Higher Education. The officers in- trusted with the duty of making the arrangements, are making good progress, and a full announcement will be made at an early day. The programme of exercises will include several of the most important educational topics now receiving con- sideration. No labor will be spared necessary to make the meeting a success.
E. E. White, President ^ S. H. White, Secretary^ Columbus, Ohio.
Peoria, Illinois.
BOOK TABLE.
Manual of Bible Selections and Responsive Exercise;3 for Public and Private Schools of all Grades, Sabbath, Mission, and Reform Schools, and Family Worship. By Mrs. S. B. Perry. Boston: Lee & Shepard. New York: Lee, Shepard & Dillingham. 1871.
This book shows the skill of the practical teacher, the judgment of a cultivated intellect, and the impress of a sweet religious spirit. No one who believes the Bible can fail to be charmed with it ; and, wherever the Bible is used in the wor- ship of God, this selection will be welcome. We have already put it to use. We
i872.-
EDIJORIAL TABLE,
337
thank our friends Libby & Swett, the enterprising booksellers of this city, for a copy.
a The Comprehensive Speaker. Designed for the Use of Schools, Academies, Lyceums, etc. Carefully selected from the best Authors; with Notes. By Henry T, Coaxes. Philadelphia: Porter & Coates, 822 Chestnut Street.
This compilation is marked by newness, variety, and excellent taste. It con- tains nearly 700 pages, and there is not a selection in it that is objectionable on the score of coarseness or immorality. It is a good book for the school-room, family circle, or library. It will be a delight to the sprightly and aspiring school- boy, while the mature scholar will be refreshed by such a collection of the purest gems of eloquence, wit, and poetry. From A. Roman & Co. San Francisco.
Townsend's Patent Folding Globe.
Townsend's Folding Globe Lessons. Designed especially for Family Instruction and the Use of Classes in Schools. Dennis Townsend: Felchville, Wmdsor County, Vermont. 1870.
The only satisfactory introduction to the study of Geography is to be obtained by the use of globes, and yet their expensiveness has hitherto prevented their general use in our schools. A cheap globe has long been a desideratum among educators. In this Folding Globe Mr. Townsend has supplied the long-felt want in a manner that entitles him to commendation and thanks. Dr. Angell, Presi- dent of the University of Vermont, thinks it "is not in any respect inferior in practical value to globes of the old sort costing several times as much." The ingeniousness of the arrangement is wonderful. The inventor is a California teacher, residing at Fiddletown, Amador County, hailing originally from the land of sharp intellects, thorough schoolmasters, and green mountains — old Veimont. We again take occasion to call favorable attention to this Globe. Mr. Town- send's address is, "Fiddletown, Amador County."
TABLE OF CONTENTS.
PAGE.
Prof. Joseph Le Conte on Earthquakes 307
Hints for Teachers 312
To Teachers without "Experience" and
without "Training" 316
A Model Primary School 318
Solutions of Problem 320
Tiic i„>uicn Schools , 322
A Teacher on Educational Problems 325
326
PAGE.
Editorial Table 331
The Legislature and Education 331
University of California 332
State Normal School 33*
Renewal of Certificates 33a
ANewIdea 333
Educational Items 333
The National Educational Association. . . 336
Book Table 336
/^
CALIFORNIA
State Normal School.
BOARD OF TRUSTEES.
NEWTON BOOTH Governor
H. N. BOLANDER Superintendent of Public Instruction
C- T. EYLAND San Jose
A. J. MOULDER San Francisco
H. 0. WELLER San Jose
JAMES DENMAN San Francisco
J. H. BRALY San Jose
TEACHERS.
~/-~ Rev. W. T. Lucky, A.M Principal
H. P. Cablton Yice-Principal
Miss E. W. Houghton Assistant
Mes. D. Clark Assistant
Assistant
COURSE OF STUDY. To secure admission into the Junior Class, applicants must pass a satis- factory examination before the Board of Examination in the county in which they reside, on the following subjects, viz. :
Orthography, Reading, Penmanship, Common School Arithmetic, English Grammar, Geography and Composition.
Junior Class — First Session,
* Arithmetic — Robinson's Higher.
* English Grammar — Brown's.
* Geography — Monteith's. ^Beading — McGuffey's 5th Reader.
* Orthography — Willson ' s . Moral Lessons — Cowdery's. Mental Arithmetic. Analysis and Defining.
Junior Class — Second Session.
* Algebra — Robinson's Elementary. '^English Grammar — Brown's. Geometry — Marks' Elements. Physiology — Cutter's.
*U. S. History — Quackenbos'.
Vocal Culture.
Book-Keeping — Payson, Dunton & Scribner's Single Entry.
Natural Philosophy — Steele's.
er ises during the Junior Tear — Penmanship; Object-Lessons; Calisthenics; School Law; Methods of Teaching; Vocal Music, Drawing, Com- position, Declamation and Constitution of United States and California.
To secure admission into the Senior Class, applicants must be regularly promoted from the Junior Class, or pass a thorough written examination, conducted by the Normal School Board of Instruction, on those studies of the Junior Class marked with an asterisk, and an oral examination in Natural Philosophy and Physiology.
Senior Class — First Session. Algebra — reviewed . Physiology — reviewed. Natural P/ii/osop/iy-— Quackenbos ' . Bhetoric — Hart's. Natural History — Tenney's. Vocal Culture — Russell's. Book-Keeping — Payson, Dunton & Scribner's Double Entry.
^ - -.)
EjIBBT a
New Grotliic School Furniture,
5 SIZES, SINGLE AND DOUBLE,
SUPERIOR TO ALL OTHERS IN
i
-<♦►♦,♦►.
We call special attention to the following points
Isf.— Curved Backs
the form of the pu- .__ J perfectly that the ;rect, healthful position is ;he most natural one to issume. In all other
School Desks, the proper aygienic posture is the most uncomfortable, giv- ing rise to that continual SLIDING DOWN, SO injurious to the pupil, and annoying
teacher.
2d,— Curved Slat Folding Seats, wider than any others made, and of such curve and inclina- tion backward, as to give a more natural support. The advantage of folding seats for Calisthenics, for sweeping, and general con- venience over the old style of fixed seats, is now uni- versally admitted.
3d.— Perfectly Noiseless Hinges, strong, durable and elastic, the only hinge made with a silent movement. Try any of the others by removing the hand when the seat is half raised, and it will report for itself. Every teacher knows how desirable it is to re- move from pupils all opportunities and temptations to be noisy " accidentally." We invite School Officers to examine our Furniture in this particular, in places where it has been in use a long time.
4th. —Foot Rests, giving great strength and firmness to the castings, and afford- ing a very grateful relief to the pupil.
5th.— Castings and Wood-work throughout of the bkst quality and most GRACEFUL PATTEENs, We use FIRST-CLASS KiLX-DRiED Cherry LUMBER, far Superior to Ash or Walnut for School and Office Furniture. We can wood our desks in ash at a lower figure.
6th.— Ink- Wells, All except primary sizes furnished with Andrew's Patent-Silvered Ink- Wells— the best in the market.
CHEAP GOTHIC.
'ASTINGS the same as in the regular style— seat just the same, but wooded in r Oak, instead of Cherr\', and finished less elegantly.
High and Normal School Desks, with Lifting Lids.
TEACHERS' DESKS OF ALL STYLES.
SETTEES, AND GENERAL SCHOOL FURNITURE AND SUPPLIES.
GOTHIC SCHOOL FURNITURE.
TESTIMONIALS.
The best proof of merit is experience ; and we call special attention to the following opinions of some of the best known Educators in the State, who are now using the goods they commend, in the following places :
State Normal School,
Sacramento,
Oakland,
San Jose,
Marysvillf,
Sisters OK Notre Dame,
Santa Rosa,
Benicia,
Alameda, Chico, Red Bluff, Colusa, Vacaville, Vallejo, Healdsburg, San Rafael,
San Mateo,
Onisbo,
Cloverdale,
Auburn,
Placerville,
Volcano,
Freeport,
Mountain View,
Union,
Eureka,
Prairie,
Carson City, Nev.
Portland, Oregon,
And many other placks
California. State Normal School, San Jose, Fkb. 2, 1872. Messrs. Libhy Sf Sweff.
Gentlemen: One hundred and fifty of your " Gothic Desks ' ' have been in use in the Normal School for five months. We are perfectly satisfied with them. They are strong, convenient, noiseless, and very beautiful. Eespectfullv,
W. T. LUCKY, D. D. Frmcipnf Cal. State Normal School.
Messrs. Libhy & Swctt.
The Gothic School Furniture which you placed in the new Oakland High School a year ago pleases teachers, school officers, pupils, i>arents, and everybody who sees it. We consider it fully worthy our fine building; and tliere is no good thing that can be said of it which 1 do not cordially endorse. Yours truly,
F. M'. CAMPBELL, Sifpt. Oakland Piiblic Schools. Ai'K. 4. 1872.
Oakland, Cal., Jan. 20, 1872. Messr.f. Libby & Swctt.
The Gotliic School Furniture which you l^laced in the High Scl)Ool about six months ago, exceeds my most sanguine expectations. In {11 my experience,! have never found any- thing equal to it. It is extremely easy and convenient for the pupils, besides being high- ly ornamental. It does not get out of order nor become loosened from the floor. I have taken special pains to ascertain how it was re- garded by the pupils, and have yet to hear the fint complaint. It stands the test of use, and every month adds to its popularity. Yours tiuly, J. B. MbCHESNEY, Principal Oakland High School.
Sachamento, Feb. 3, 1872. Me.-isrs. Libby <& Swett.
Wo have several lots of your Andrews' Gothic Desks with cuived backs and folding seats, in use in the schools of our County. They are much superior to any other patent seat in use here, and we have *all kinds that have ever been brought into the market. The cuived backs are so perfectly fitted to
] the shape of the spinal column as to make th< I seats very easy and comfortal)Ie, and I cordi I ally recommend tbera to School officers a the very best.
Dr. AUGUSTUS TRAFTON Go. Svpt. Pxiblic Schools Sacramento County, Cal.
To Messrs. Libby & Stvett, San Francisco. Gentlemen : The " School Furniture " in St. Mary' Hall, Benicia, received through your agency is the very best kind we have ever seen. W gladly recommend its use to all Teachers, fo the physical comfort of the pupil, as well a for beauty and convenience. In these ree pects, even private houses, where a Govei ness is employed, would do well to introdnc the desks, and they would be in good keepinj with even our parlor furniture. They are ii striking contrast with the backless seats sm coarse desks of our boyhood days. They ar fully equal in elegance and use, with' an; other of the many modern improvements c our social life. The kind inventor deserve the thanks, not only of pupils, but of ever; parent and educator of youth.
J. LLOYD BRECK, D. D.
Principal St. Mary's Hal Benicia, Cal., Feb'y, 1872.
Benicia, Jan. 19, 1875 Messrs. Libby & Swett.
The desideratum in a achool desk is on that is
let. Easy for the pupil to work in.
2d. Comfortable and restful while lister ing or thinking.
3d. Convenient for passing in and oul and for calisthenic and other general exercit es.
4th. Noiseless in all movements.
5th. Ornamental to the School-room.
Our teachers and scholars and visitor (who always observe the furniture on entet ing the room), are unanimous in the opinio that the Andrews Gothic School Desk is ea actly that desideratum. I cannot see a poin of value which it fails to meet wisely. Th inventor surely did a good thing for the caua of education.
Rev. CHAS. H. POPE, Prin. Young Ladies' Seminari Benicia, Cal.
GOTHIC SCHOOL FURNITURE.
Sacramento City. April 5, 1872. tsrs. Libby <& Sn-ett. Gentlemen : "be New Patent Gothic Desks used in the ferson Grammar School, ^ive great satis- ;ion for their ease, comfort «iid conveni- e. I would cheeifuUy recommend their in the Public Schools of our State. KespectfiiUy,
, A. H. McDonald,
Prin. Grammar Schools, Sac. C'fy.
Marysville, March 24, 1872. isrs. Libby t^- Sicefi.
Dear Sirs : M''« have used the Gothic School Desks for ihs, and to say that we are pleased i: ; vin, would Jbe a tame expression of appreciation of their merittJ. Q economy of expense and ppace, ease, tness, strength and simplicity of construc- I, they leave uothina unimproved or to be ired. Yours trulv,
A. G. DRAKE, PrtJi. Marysville High School.
Convent OF Notre Dame, San Jose, Feb. 20, 1872. Libby & Sirett.
iothic School Furniture supplied by . -^ us entire satisfaction. Besides af- . H peculiarly comfortable seat, it ia a ament to the School-room.
SISTEIiS OF NOTRE DAME.
Placerville, Feb. :i, 1872. yssrs. Libby <fc Sirett.
■ am very much pleased with your Gothic hool Desks.
fVe have given them a thoiough trial, and Idow of none that can compare with them beauty and comfort.
E. B. CONKLIN, Prin. Placerville Academy.
San Mateo, April 5, 1872. isrs. Libby <& S7cctt.
ifter a satisfactory trial of your Gothic |iool Furniture, I am pleased to say that it spasses all that I have used or seen of any 'd.
;*t fulfills every requirement, combining i,e, comfort, quiet, strength and durability, believe there is none in the market supe- Yours truly,
A. L. BREWER, Principal St. Matthew's Hall.
Vallejo, Feb. 3, 1872. strs. Libby db Swett.
Gents : 'he Gothic School Desks you sent to Val- ), have given perfect satisfaction. They 'e been in constant use since last October, 1 there are no signs of giving away any- ere. I know of no desk I would sooner ommend for public favor. Yours, very truly,
GEO. W. SLMONTON,
Prin. Vallejo City Schools.
San Jose, Feb. 2, 1872. '^by 4- Swett.
Gentlemen : '■ have used your Gothic Furniture for the teix months. It surpasses everything in e and durability that I have eveV seen in School-room, during an experience of over .1. years.
Respectfully,
J. G. KENNEDY. Prin. Reed Street Grammar School, San Jose,
Alameda, March 18, 1872. The First Room of the Alameda Grammar School is furnished with Libby" & Swett's ! Gothic single desks. The desks are stronglv i built, and at once durable and ornamental. Trustees in quest of comfortable and econo- mical school furniture, will find the desks in question all that could bfe desired. ! VVM. W. STONE,
I Principal.
^ Colusa, Cal., Feb. 5, 1872.
} Messrs. Libby 4' Sirett.
Gentlemen : Having used the New Gothic School Desks and Seats for several months, I take pleasure in recommending them to School officers. The curved backs and foot- rests make the ; pupils so comfortable that they do not become ' restless, as is the case with all other furni- ture that I have ever used.
Yours trulv,
E. ROUSSEAU, Pri}i. Webster School, Colusa, Cal.
Ch ICO, Feb. 6,1872. Messrs. Libby & Swett.
I am very much pleased with the Gothic
School Desks furnished by you. We find
the hinge seats much more comfortable and
I convenient for both pupil and teacher than
seats of the older style.
" Mrs. S. B. DANIELS.
Healdsburg, Cal., Feb. 9, 1872. Messrs. Libby & Swett. Gentlemen: I am highly pleased with your " Gothic School Desks." They are elegant, conveni- : ent and comfortable, and I think it economy in School officers to furnish their school-rooms with furniture which answers all of these re- } quirements. For all the pux'poses for which school desks are designed, I know of none equal to them. Respectfully. ; JAS. P. ASHBY.
Vacaville, Feb. 6, 1872. Messrs. Libby ,^ Swett.
I heartily bear testimony that your School Furniture has given entire satisfaction, and for ease, convenience, and durability, it is not equalled by any that I know of.
N. SMITH, Prin. Public Schools, Vacaville, Gal.
Onisbo, Feb. 6, 1872. Libby ^ Siceft. ' Dear Sirs :
j Having tested the Gothic School Desks, I
I have no hesitation in pronouncing them the ( best within my knowledge, and trust their j superior merits will soon place them in every j public school in the State.
Respectfully yours,
REGINA S. CLARK.
Cloverdale, Feb. 16, 1872.
Messrs. Libby & Swett. We have had the Patent Gothic Desks in i use in our School one year, and they give j universal satisfaction.
j I consider the form of seat preferable • to
i any other with which I am acquainted. It is j elastic and comfortable, and compels the pu- ! pil to sit erect, effectually breaking up the
common habit of sliding down, and sitting in i an unhealthful posture. E. W. WILBUR, I Prin. of Public Schools, Cloverdale, Gal.
I Red Bluff, April 8, 1872.
i Messrs. Libby & Swett. I We are all agreed that for comfort, con-
venience, durability and beauty, the Gothic School Desks are unequaled.
A. F. CRAVEN, Prin. of Public Schools.
GOTHIC SCHOOL FURNITURE,
Santa Bosa. The PACIFIC METHODIST COLLEGE
of Santa Rosa, Cal., was furnished some six months aj^o by Messrs. Libby «fe Swett, of San Francisco, with their new style of School Desk. The desks have given per- fect satisfaction ; and in my judgment, so far as examinations of similar articles would enable me to form an opinion, they are the cheapest and best before the public.
A. L. FITZGERALD, Pres. Pacijic Meifiodisi College.
Chico, April 14, 1872. Messi-s. Libby & Sicett. Dear Sirs : The Gothic School Furniture is in use two of the departments of our public school and stands the test of the school-room.
I consider it well adapted to the use schools in every respect, and cheerfully recoi mend it to those needing school furniture. C. G. WARREN, Prin. Public Schoo,
SCHOOL BOOKS
AT WHOLESALE AND RETAIL.
B#h##l
1 i (^ i
Globes, Camp's Outline Maps, Monteith's Reference Maps, Pens, Penholdei Ink, Ink Wells, Lead Pencils, Slates, Talc Crayons and Pencils, Chalk Crayons, Liquid Slating, Slated Paper, Blackboards, Erasers, Call Bells, Pointers, Object Teaching Forms, Numeral Frames, Mathematical Blocks, Merit Cards, Medals, Anatomical Charts, Philosophical and Astro- nomical Apparatus, &c.
STATIONERY AND BLAM BOOKS
KiscellaneouB, J^ui and Jtandard look.
< i»»^. »
A LARGE ASSORTMENT OF
Eiilisli Billies, Prayer Books, Hp Books & Saiatli Sdiool Book
LIBBY & SWETT,
3 New Montgomery Street^
GRAND HOTEL BUILDING. SAN FRANCISO
Senioe Class — Second -Session. Arithmetic — reviewed.
Geometry, Trigonometry, and Mensuration — Davies'. Botxiny — Gray's. Physical Geography — "Warren's. Menial Philosophy — Upliam's. English Literature — Collier's. Astronomy — Loomis'. Chemistry — Steele's. General JtHxerdses — Same as in the Junior Class.
REGULATIONS OF THE NORMAL SCHOOL.
1. All pupils, on entering the School, are to sign the following declaration: "We, the subscribers, hereby declare that our purpose in enteriug 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." 2 To enter the Junior Class male candidates must be seventeen years of
age; and female candidates sixteen. To enter the Senior Class they must be
one year older.
3. All applicants are required to present letters of recommendation from the County Superintendent of the county in which they reside. The holders of first or second grade teacher's certificates will be admitted on their cer- tificates.
4. No pupil shall be entitled to a Diploma of Graduation who has not been a member of the School at leaslfone year.
GENERAL INFORMATION.
In obedience to the requirements of the ' 'Act to Estabhsh the State Normal School," passed by the last Legislature, the next session of the School will be held in San Jose. There will be Oral and "Written Examinations at the close of each session. The Graduating Exercises will be in March.
Pupils will be required to furnish their Text Books. Reference Books will be furnished by the School.
There is no boarding house connected with the Normal School. Good boarding can be obtained in private families at reasonable rates.
CALENDAR FOR 1871-72.
First Session begins June 14th, 1871. First Session ends October 6th, 1871. Fall vacation, one week. Second Session begins October IGth, 1871; Second Session ends March 14th, 1872 .
For additional particulars, address
Eev. \V. T. lucky, A. M., PEiNcrPAii, San Jose. March 25th, 1871.
Terms of Advertising in the California Teacher.
[Payable in U. S. Gold Coin.]
1 month. 3 monilis. 6 months. 1 year.
1-4 page $5 00 $13 00 $.25 00 $40 00
1-2 page.... : 10 00 25 00 40 00 70 00
1 page 15 00 40 00 60 00 100 00
3
REMOVED TO
No. 11 Montgomery Street,
Lick House Block, SAN FRANCISCO.
A. ROMAN & CO., Publishers, Booksellers,
Importers and Stationers,
Would respectfully call the attention of the TEACHEKS and SCHOOL OEFICEKS of the PACIFIC COAST, to their large and complete stock of
SCHOOL BOOKS, LIBRARY BOOKS, MAPS, GLOBES, SLATES and SCHOOL SUP- PLIES GENERALLY,
which they offer at low rates.
Special attention given to the filling of
School Library Book Orders.
Catalogues of SCHOOL, and SCHOOL LIBRARY BOOKS mailed free, and prices of anything in our line, given upon application.
Only AUTHOKIZED Agents for the introduction of
SWINTON'S HISTORY.
Just published, a new edition of
SWINTON'S WORD ANALYSIS,
PRICE, 40cts.
Agents on the Pacific Coast for
PEARD'S PATENT SCHOOL DESKS,
Something new, which as soon as known, will supersede all other desks now in use. Send for Price lists, etc.
Correspondence invited.
A. ROMAN & CO.,
SA.N FRA.NCISCO
LIBBY & SWETT,
3 New Montgomery S,,
Grand Hotel Building, San Francisco.
Books, Stationery and School Supplies.
A FULL STOCK OF
School Books,
School Apparatus, Wall Maps,
Globes, &c. Miscellaneous Books, New Books ^
Fine Stationery, &c.
and everything else that pertains to our business at the lowest market rates.
We cordially invite the visits and correspondence of teachers and school officers.
P. O. Box 459. lilBBY <Sc SWETT.
THE aOLr> MEDAL
fwamfTO
MANUPACTUEED BY
WJJ.PalmeffiCo
(Successors to Wi^more & Palmer,)
Manufactory, 105 & 107 Mission St., Near Spear,
San JFraneiaco.
"FOURTEEN WEEKS" IN NATURAL SCIENCh.
A. I3I^IEF THE^TISE I]V EA.CH BRii^lVCIl
BY
J. DOEMAN STEELE, A.M.
14
WEEKS r NATURAL PHILOSOPHY,
ij.) ASTRONOMY,
COURSES ( ^"^'^"llSlbcY.
These volnmes constitixte the most available, practical, and attractive text-books on the Sciences ever published. Each volume may be completed in a single term of study.
THE FAMOUS PRACTICAL. Q,UESTIONS devised by this author are alone suiUcient to place his books in every Academy and Grammar School of the land. These are questions as to the nature and cause of common phenomena, and are not directly answered in the text, the design being to test and promote an intelligent use of the student's knowledge of the foregoing principles.
TO MAKE SCIENCE POPUI.AR Is a prime object of these books. To this end each subject is invested with a charming in- terest by the peculiarly happy use of language and illustration in which this author excels.
THEIR HEAVY PREDECESSORS demand as much of the student's time for the acquisition of the principles of a single branch as these for the whole coiirse.
PUBLIC APPRECIATION. Tlie author's great success in meeting an urgent, popular need, is Indicated by the fact (probably unparailed in the history of scientific text-books), that although the first volume was Issued as recently as 18G7, the yearly sale is already at the rate of
:!B^CDjrt-y Tlao-ULsa^xid "Vol-ULmes-
PHYSIOLOGY AND HEALTH.
By EDWARD JARVIS, M.D.
JAEYIS
The only books extant which approach this subject with a proper view of the true object of teaching Physiology in schools, viz., that scholars may know how to take care of their own health. The child instructed from these works will be always
:kci3 o"wisr idooto:e=^. BOTANY.
WOOD'S AMERICAN BOTANIST AND FLORIST.
This new and eagerly expected work is the result of the author's experience and life-long labors in
Classifying' the Science of Botany.
He has at length attained the realization of his hopes by a wonderfully ingenious process of condensation and arrangement, and presents to the world in this single moderate-sized vol- ume a Complete Maiiu:il.
In 370 duodecimo pages ho has actually recorded and defined j Nearly 4,000 Species.
The treatises on Descriptive and Structural Botany are models of concise statement, which leave nothing to bo said. Of entirely new features, thp most notable are the Synoptical Ta- bles for the blackboard, and the distinction of species and varieties by variation in the type.
Prof. Wood, by this work, establishes a just claim to his title of the great
amehican exponent of botany.
A. S. BARNES & CO., Publishers, New York.
LiIBBY & SWETT, 3 Now Montgomery St., San Francisco, P.O. Box 1-5 9. Grand Hotel Building.
) ELEMENTS OF PHYSIOLOGY. PHYSIOLOGY AND LAWS OF HEALTH.
Th« Most Interesting EeUc and Curiosity in the Christian World ©rer DiscoTered.
Tliis day is pnblislied. Price $3.50 a finely executed Engraving, the only Tri.e Likt^ness of
OXJH ©^VlOXJIi.
Taken from one cut in an Emerald by command of Tiberius Caesar and which was given from the Treasury of Constantinople, by the Emporer of the Turks, to Pope Innocent VIII, for the Redemption of his Brother, then a captive to the Christians.
ThefolUnving Extract, in proof of the Authenticity of the above Portrait, is translated from the Latin contemporary Historians of the period.
"News to the Senate of Rome concerning Jesus Cheist in the days of Tiberius Caesar the Emperour, as the governours of sundry provinces under the Senate and people of Rome used to advertise the S.nate of such news as chanced in diverse countries.
"Publius Lentulus, being at that time president in Judea, wrote an epistle to the Senate and people of Rome, the words whereof were these : —
" 'There appeared in these oar days a man of great virtue, named Jesxjs Chbist, who is yet living amongst us, and of the Gentiles is accepted for a Prophet of Truth, but his own disciples called him the Son of God. He raiseth the dead and cureth all manner of diseases. A man of stature somewhat tall and comely, with a very reverend countenance, such as the beholders may both love and fear. His hair of the colour of philbert full ripe, and plain al- most down to his ears: but from the ears downward somewhat curled, and more orient of colour, waving on his shoulders. In the midst of his head goeth a seam, or partition of his hair, after the manner of the Nazarites; his forehead, very plain and smooth; his face, with- out spot or wrinkle, beautified with a comely red; his nose and mouth so formed as nothing can be reprehended; his beard somewhat thick, agreeable in colour to the hair of his head, not of any great length, in the midst of an innocent and mature look; his eyes grey, clear and quick. In reproving, he is terrible; in admonishing, courteous and fairspoken; pleas- ant in speech, mixed with gravity. It cannot be remembered that any have seen him laugh, but many have seen him weep. In proportion of body, well-shaped and straight, his hands and arms right, and delectable to behold; in speaking, very temperate, modest and wise. A man lor singular beauty surpassing the children of men.' "
Agents wanted to canvass for this Engraving. Send $3 for an ^gent's outfit. Agents are making from $10 to $50 per day selling this Engraving. Address,
C. B. THOJ»IPSO]V, Bridgewater, Conn.
PERSONS OF BOTH SEXES ARE thoroughly fitted for business pur- suits, or for telegraphic operators, at this institution. The scholarships of this school are good for tuition in the thirty-six Bryant & Stratton Col- leges. Young men are practicalls, educated for Bankers, Merchantys Clerks and Bookkeepers by the most thorough course of actual businesp training ever introduced into any school on the Pacific coast. Sessions
continue day and evening throughout
the entire year. Students can enter at any ti.uc. dust the course of study for young men in all walks of life who wish to succeed. For full infoimation regarding the school, call at the College Ofhce, 24 Post street, or send for Heauj's College JoraNAL, published monthly, and sent free to aU by addressing
E. P. HEALD,
President Bnsines^i College, San Francisco.
I^- THE WOMAN'S PACIFIC COAST JOUKNAL, by Mes. C. F. Young, M. D., is a Health-reform and Temperance paper, designed to teach people to live so as to avoid sickness, and how to cure the sick by natural means without the use of medicine.
In the opinion of leading health-reformers it is one of the best— some say ''the very best'' — of the six health journals in the United States. Sixteen quarto pages, book paper, $1.50 per annum; 10 copies, $12; 21 copies, $20; specimen numbers, 10 cents. Address " Woman's Journal," box 1501, San Francisco.
OFFICIAL ADOPTION
— OF —
JVtcGTJFFEY'S
:t^EW ECLECTIC EEADER
-BY THE-
STATE BOARD OF EDUCATION
OF OALIFOEJSTIA.
At a meeting of the State Board of Education, held at San Franci July 12, 1870, the following members being present, viz:
His Excellency Gov. H. H. Haight ; Hon. O. P. Fitzgerald, S Superintendent of Public Instruction ; James Denman, Superintenden Public Schools, San Francisco ; Dr. A. Trafton, Dr. W. T. Lucky, Messrs. Lynch, N. Furlong, W. H. Hill, W. R. Leadbetter, G. Jones, and W. A. Robertson ;
On motion of G. W. Jones, Esq.,
McGuffey's New Eclectic Readers
Were unanimously adopted for exclusive use in the Public Schools of ifornia.
Recommendations of McGuffey's New Readers were submitted to State Board of Education from over
FORTY COUNTY SUPERINTENDENTS
Of the State ; and, in many cases, these were indorsed by prominent influential Teachers of schools under their supervision ; in addition to wl numerous recommendations and petitions for the adoption of McGufl Series were received and read, from Principals and Teachers over the S generally.
These recommendations and petitions, the conviction of the meral of the State Board of the superiority of McGuffey's Readers over thosi use, and their great popularity in a majority of the States of the Un influenced the Board in its unanimous adoption of this most excel series of books.
EXTENSIVE POPULARITY
— OF —
jUFFEY's New Eclectic Readers.
iUffey's New Eclectic Readers have, at various times, been ly or individually recommended by successive State Superintendents )lic Instruction of
IOWA, MISISOrRI,
i:^ois, KANSAS. wiscoxsi^r.
[CHIGAX, IXI>IAXA. KE^TICKY,
fllOIVESOTA, WEST VIRGINIA, PEXXS\nLVANIA,
have now an extensive, and in many cases an exclusive, use in these
ACTION OF THE ST. LOUIS BOARD.
* * "In urging the adoption of McGuffey's Readers, we feel I we are asking the trial of no experiment, but are recommending that are approved by the best educators of the country. We believe lese Readers possess more of those features that our schools require ay other series presented."
lis report of the Committee was unanimously adopted.
ruffev's New Eclectic Readers were also adopted by the Board of Edu- of Brooklyn, N. Y., November 16, 1869 ; of Richmond, Va., Sep- 23, 1869; and were ,je-adopted by the New York Board for 1870. ,re also in exclusive and satisfactory use in the public schools of
E^CIXXATI. O., BUBUaUE, IOWA,
lARKISBURO, PA., FORT WAYl^E, i:^D.,
¥HEEI.IXG, W. VA., SPRO GFIEIiB, LLIi.,
>ETROIT, MICH., PEORIA, IL.E.,
III.W AUKEE, WIS., QUINCY, II.E.,
EEV^I.AXI>. O., COIilJMBrS, O.,
rOIiEBO, O., MABISOIV, WIS.,
And many other leading cities in all sections of the country.
uffey's New Eclectic Readers have also been recenUy adopted for ve use by the State Boards of Education for
IARYI.A]¥I>. ARKAIVSAS,
C AtlFOR^iilA, WYOlMtl]^© ;
ave a far wider use and approTal than any other Reading les published.
Correspondence of Teachers and School Officers respectfully solicited. I terms on first supplies for introduction.
Address ISAAC UPHAM,
Care HENRY PAYOT & CO.,
622 W^ashington Street,
SAW FRANCISCO, CAL.
POPULAR. TEXT BOOTHS
FOR SCHOOLS, ACADExMIES AND COLLEGES.
BROWN'S ENGLISH GRAMMARS.
COMPEISING
Broivn^s First Lines of English Grammar,
12mo. HalfliGUiicl. Designed for youuR learners. Retail price, 45 cts.
Brown's Institutes of English Grammar,
12mo. Muslin, leather back. For the higher classes. Retail price. $1 00.
*^*Both of these very popular text-books have just been revised by Henry
Kiddle, A.M. , Assistant Superintendent of Public Schools of New York City,
with important additions, especially in the department of Sentential Analysis.
Brown's Grammar of English Grammars,
Royal 8vo. Leather or half morocco. Retail price, $6 50. These Grammars were never so popular or widely used as at the present time— they are the books. The latter is the most comprehensive and exhaust- ive Treatise on English Grammar extant.
ROSCOE'S CHEMISTRY.
Lessons in Elementary Chemistry,
By Henry E, Roscoe, B.A., F.R.S,, Professor of Chemistry in Owens Col- lege, Manchester. In one beautiful little volume, handsomely illustrated with engravings, and bound in muslin, red edges. Just published. Retail price, $1 50.
This little book is, we believe, the only one in the market containing all the newest features in Chemistry.
LAMBERT'S PHYSIOLOGIES.
Lambert's Human Physiology, Anatomy , and Hygiene,
12mo. This is an entirely new book, written on a new plan, and is beauti- fully illustrated, with several hundred wood engravings, and thirty-one plates on tinted paper, containing many figures. Retail price, $1 75.
Lambert's Primary Physiology , Anatomy f and Hygiene,
12mo. Profusely illustrated. Retail price, 85 cents.
CANOT'S PHYSICS.
Elementary Treatise on Physics, Experimental and Applied,
For the use of Colleges and Schools. Translated and edited from Ganot's Elements de Physique, by E. Atjkinson, Ph. D., T. C. S. Illustrated by a col- ored plate and 668 wood cuts. In one very thick 12mo. volume. Price, %Q>.
This beautiful and most thoroughly systematic work has been adopted tor use in some of the highest colleges in the land, as Harvard University, Colum- bia College, etc., etc., and is not only the best work of its kind for educational purposes, but would be also a very valuable addition to any library.
Teachers, School Boards, and others interested, are cordially invited to cor- respond with the publishers. Very favorable terms for introduction.
Copies of the above books, except Ganot's Physics and the Grammar of English Grammars, sent for examination for hall the retail prices affixed. WILLI A3I WOOD <£• CO,, Publishers, NEW YORK. ^^ These books are kept for sale in California by Booksellers generally, and in San Francisco by A. ROMAN & CO., and H. H. BANCROFT & CO.
UNSEGTIONAL, UNPARTISAN, UNPOLITICAL SCHOOL-BOOKS.
[%e freshest series of Text-Books published— containing the latest results of discovery and scientific research.
Officially adopted by the Tirginia State Board of Education,
AND NOW LARGELY IN LgE IN
ST-A-TES
And in many Northern States.
in Association composed of many he several Southern States, feel- "chool-Books whieb should be en- npditical, which should present cieucc — are now issuing a com- Text-books by the eminent schol- rhich are the
of the most eminent citizens of ing the necessity for a scries of tirely unsectional, unpartisan, and only the facts of history and plete series of School and College ars and educators named below
Cheapest, Best, and Most 1 BeautiftU School-BooJcs
Now published. The " University Series" embraces
MAURY'S Geographical Series,
3y Commodore M. F. Maury, of the Virginia Military Institute. A series of books which nark an era in the study of this science, and which, ia the words of a well known and ac- wmpiished Southern teacher, " are characterized by a felicity of arrangement and simple reshness of style which must ever render them attractive to the j^oung, and which will be ised by all who wish to teach Geography as a science, as somethmg to make pupils Viink, ind not merely as an enumeration of dry facts."
Holmes' Readers and Spellers,
By George F. Holmes, LL.I)., Professor of History and General Literature in the Uni- versity of Virginia. A series of Readers unecjualled in cheapness, excellence, and typo- graphical beauty. They are steadily progressive in character, bright and fresh in their selections of prose and verse, and illustrative of Southern scenes, incidents, and history
Venable's Arithmetical Series,
By Charles S. Venable, LL.D., Professor of Mathematics in the University of Virginia. These books arc received everywhere by intelligent teachers with the highest satisfaction, as being most admirably adapted for mental drill, as well as for business educa- tion. Their methods, rules, and reasonings are clear, distinct, logical, and comprehensive, and the series is carefully graded throughout.
Holmes' History of the United States,
By George F. Holmes, LL.D., of the University of Virginia. It is cnongh to say of this admirable work, interesting, impartial, and truthful, as well as pure and graceful in style, that it is the only History of the United States which is strictl;i/ unpartisan. It comes down to the present date. Also,
De Vere's French Grammar, Readers, etc., Cildersleeve's Latin Series,
Carter's Elements of General History, Holmes' English Grammars, LeConte's Scientific Series, Johnston's English Classics,
Duntonian Writing-Books, etc., etc.
Send for our new ILLUSTRATED DESCRIPTIVE CATALOGUE, which will be mailed free to any teacher or school officer. It tells what teachers think of the books, and contains specimen pages of each.
Address UNIVERSITY PUBLISHING COMPANY,
156 and 157 Crosby Street, New York.
Adopted for Exclusive Use in the Public Schools of California
SWINTON^S CONDENSED.
JK. OOTVI>E]VSEX> ft^OHOOL HISTORY
OF THE
UNITED sta:tii:s.
CONSTRUCTED for definite results In recitation, and con talning a new method of topical reviews. Fully Illustrate( with maps, portraits, and new and beautiful designs. By Wm SwiNTON, A. M., Professor of History in the University of Call fornia; author oi ^'Campaigns of the Army of the, (Potomac f ^^e- cisive (Battles of the Warf etc. 300 pages, printed on fine pape: in elegant style, and substantially bound.
Copies furnished by mail to teachers who may wish to examini it, with a view to introduction, on receipt of 76 cents.
This condensed manunl ha« been prepared in order to meet the views and wants of that large and increas- ing class of teachers, and more especially the teachers in our Common Schools, who are aiming at definite results in this study. It is not a mere picture-book or Btoi-y-hook— though it is very fully illustrated with portraits, maps, and other engravings, all of which are executed in the best style. It aims at something which, if not higher, is at least different. It is designed as a working book, and lence discards both the high- flown narrative style and the meaningless details of the majority of school histories. The text derives its in- terest from the lucid presentation of the subject-mat- ter— in itself deeply interesting. The technical points of novelty and supi riority of this work will be evident to all practical teachers . Some of these points are :
I. A plan of clear and concise paragraphing, by which the gist of each paragraiih is readily apprehended by the pupil.
II. A total, and it is hoped welcome, absence of in- Tolv^'d, inverted, or in anywise rhetorical sentencrs. and the use, in lieu thereof, of the direct, concise, and recitable construction.
III. A new method of Topical Reviews. On this point— perhaps the leading point of novelty in the book — the teacher is referred to an examination of the Reviews themselves. The difference between the present and the old method of reviewing— which does no more than print a string of review questions, re- ferring to preceding pages for the piecemeal answers — must be obvious. There can be few judicious teach- ers who have not discovered that pupils, in order to have a really available knowledge of the crowded facts of history, require that these facts should be grouped and reiterated and turned over in a variety of ways. To accomplish this end, thus imparting & comprehensive knowledge of evei^ts and the connections of events, is the purpose of the novel method of reviewing adopted in this manual.
IV. The separation of the history of the Western,
Mississippi Valley and Pacific Stat( s from its entanfilf ment in the history of the Administrations. The hii tory of these great States thus receive a degree of at tention that is at least more nearly adequate tha: heretofore.
V. The separation of the leading facts of Americai Progress from their entanglement in the history of th Administrations, and their presentation in a sectioi by themselves.
VI. A tone of treatment free from partisan biaso sectionalism, politics or religion — a tone of treatmen as completely as possible American.
i The New York Times, in announcing the forthc m ! ing publication of this woik, in its issue of Juno 17th i 1871, said:
j "Advance sheets of Swinton's Condensed Ilistor \ have for some time been in the hands of leading odu cational men of this city, and we but express th( i unanimous opinion when we say that this manua marks an era in school histories. Mr. Swinton's taltn as a writer of his^tory is pretty well known to the n ad ers of this journal, with which he was many yenrs a? sociatcd, while through his Armij of the J'otomacum Decisive Battles it is equally well-known to the couiitr; at large. The Condensed contains many technical point of novelty and superiority, which teachers w U nadil; appreciate. It is clear in its style^ sensible in its tone and impartial and catholic in is spirit. It will be ex tensively used in this city, end has been ndoptid b; the State Educational Bojrls of several Stacs. Tli' palpable merits of thj book will bo its own sufficiiu introduction."
The Hon. John Swett, Dep. Supt. of Coramoi Schools of California, after examining the sheets, gav' the fol'owiEg enthusiastic praise to the work:
"Allow me to congratulate you on the superlative excellence of Swinton's Condensed History. Word cannot express the delight with which I have nad tli pages of proof. It cannot fail to be a great success.'"
The ^^ COKDBNSBI)^' can noiv be si(2>plied for introduc Hon through the San Francisco trade,
TVISON, BLAKEMAN, TAYLOR & CO., Publishers
138 and 140 Grand Street, NEW YOKK.
California Teacher.
JUNE, 1873. yA.^^--^^-^..-.^^
Vol. IX. SAN FRANCISCO. JTo. IS.
EARTHQUAKES— No. 2.
BY PROFESSOR JOSEPH LE CONTE.
In^ our last article we attempted to show that, whatever be the ulti- mate cause of earthquakes; whether it be a subterranean explosion, as some think, or a sudden rupture of the crust under accumulating forces elevating or depressing certain portions, as is more probable, or whether it be sometimes the one and sometimes the other; the immediate cause of the observed effects is the arrival of a series of earth waves which, commencing at the point of origin {focus), travels outward in every di- reclion until it reaches and spreads on the surface. The discussion of earthquake phenomena, therefore, is nothing more than the discussion of such waves under such conditions. A clear understanding of the subject, therefore, requires a preliminary understanding of the laws of wave motion. We shall not attempt any thorough scientific explana- tion of these laws, but will only call to mind several familiar facts, a knowledge of which is absolutely necessary to any definite conception of the nature of earthquake motion.
I. If a stone falls on the surface of still water, a series of circular water-waves run from the point of origin in every direction becoming lower and lower as the distance increases until they become insensible. Observe: these waves are circular in form, they run in every direction, i. e., the direction of travel or transmissioji {wave-path) is the radius of the circle; but the motion of each particle, as the wave passes, is up and down, i. e., the direction of oscillation is transverse to the direction of transmission. Such a surface water-wave is propagated not by elasticity ^
340 EARTHQUAKES— No. 2. [June
but by gravity — \hQ falling of the*water in one place raises it beyond. The velocity of such a wave of gravity depends, not on the height of the wave but, purely on the breadth at the base {wave-length). In the same wave, although the height constantly diminishes, the wave-length remains the same and therefore the velocity is uniform.
2. If, next, an explosion occurs within a medium (as for example the air) here, also, we have a series of waves formed, but of an entirely dif- ferent character from the last. Sound waves may be taken as the type of this class. The concussion compresses the medium all around mak- ing a condensed spherical shell. This compressed shell expanding by its elasticity compresses the shell outside of itself, while itself passes into a condition of rarefaction. The compressed shell thus formed in its turn expands and compresses a larger shell on the outside, itself becoming rarefied in the act and so on. Thus a single wave of this kind would be an enlarging compressed shell followed closely by a rarefied shell, the degree of compression and rarefaction becoming less and less as the size of the sphere or distance from the point of origin increases. But in every such case of explosion there is a series of such waves formed: therefore a mass of air or any other medium, agitated by such waves, consists of a series of alternately condensed and rarefied shells, concentric like the coats of an onion; every shell enlarging with great rapidity. Now observe: \^Qfo7'm of the waves in this case is spherical; the direction of travel or transrjiission {wave-path) is the radius of the sphere, the direction of motion of each particle, as the wave passes over it, is back and forth along the radius of the sphere, i. e. the direction of oscillation is longitudinal instead of transverse, the propagating or trav- eling or locomotive force is not gravity but elasticity. The velocity of such elastic waves does not depend on the height of the wave (amount of oscillation) nor on the length of the wave (distance between succes- sive shells) but only on the elasticity of the medium. All waves, high or low, long or short, move naturally with the same velocity in the same medium. In a musical band playing at a distance, the grave notes of the ophicleide and bassoon (long waves) and Xh^ piercing notes of the fife (short waves), the loud notes of the bugle (high waves) and the soft breathings of the flute (low waves) travel with the same veloc- ity and therefore reach the ear in perfect harmony.
Thus there are two very distinct kinds of waves, viz : circular zvaves
of gravity, of which ordinary water-waves are the type, and spherical
elastic waves, of which sound-waves are the type. We will have much
to say of both of these in explaining the phenomena of earthquakes.
Suppose, then, a concussion, no matter how produced, occurs at any
1872.] EARTHQUAKES— No. 2. 341
depth, say ten or twenty miles below the surface of the earth. A series of elastic spherical waves will be generated, precisely like sound waves, consisting of concentric shells of compressed and rarefied earth or rock, expanding rapidly until they reach the surface. From this potni of first emergence immediately above \\iq focus, the still enlarging spher- ical shells would outcrop in rapidly expanding circles, forming a series of circular surface waves similar in appearance to circular water-waves, but different in all essential characters. They are not true surface waves, but only the circular outcrops on the earth surface, of the spherical elastic wave. Their direction of oscillation is not ever}'where transverse like water-waves, but is everyw^here in the direction of the radius of the sphere, i. e., always in the line joining the point of observation and the focus. It is therefore perpendicular at the point of first emergence and becomes more and more inclined as the wave passes further until it finally becomes sensibly horizontal. The amount of oscillation or earth motion (wave height) will as in all waves, of course, become less and less until it finally becomes insensible.
Upon the supposition that earthquakes are really produced by the emergence and spread of a series of elastic earth-waves, Mallet undertook to determine the velocity of such waves. He took two stations a mile or more apart; at one he buried a keg of gunpowder to produce the concussion, at the other he established an observatory with appropriate means to determine the moment of arrival of the shock of earth tremor produced by the concussion. The two stations were con- nected by telegraph. The moment of explosion was telegraphed and the moment of arrival was observed. The difference gave the time of transit, from which, knowing the distance, the velocity of transit was easily calculated. From a series of experiments of this kind in all kinds of rocks, Mallet found the velocity of such an earth tremor to be in sajid 825 feet per second or about 9-I miles per minute; in slate rock 1225 feet per second, or 14 miles per minute; in granite 1665 per sec- ond, or 19 miles per minute. The average was about 14 miles per minute. As the focus of earthquakes is always several miles below the surface, and as the rocks at a great depth are probably at least as hard as granite — 19 or 20 miles per minute may be taken as a fair average of the velocity of an elastic earth-wave as determined by these experi- ments. This agrees w-ell with the observed velocity of many earth- quake waves.
Such, then, are the effects which a powerful concussion within the earth must produce. Let us now apply this idea to the explanation of earthquake phenomena.
342 EARTHQUAKES— No. 2. [June
Earthquakes have been divided into three principal kinds, viz: the explosive, the horizontally progressive, and the vorticose. The first kind is described by Humboldt as a violent motion directly upwards like the explosion of a mine, by which the crust of the earth is broken up and bodies on the surface are thrown up into the air. The shock is extremely violent but does not extend very far. In the second kind the shock spreads on the surface like waves on water, to a very great distance. In the third there is a whirling or vorticose motion of the earth, entirely different from ordinary wave motion. These three kinds are often regarded as essentially distinct and possibly produced by different causes; but we will attempt to show that the difference in the phenomena is the result of the different conditions under which the earth-waves emerge on the surface. The three kinds are in fact often united in the same earthquake.
The best example of the explosive kind is the great earth- quake of Riobamba, which occurred in 1797. In this case the nature of the shock was precisely as if a fearful explosion had occurred di-' rectly beneath the fated town. The earth was not only broken up and fissured in many places, but what was most characteristic, bodies lying on the surface among which were bodies of men, were actually thrown upward two hundred feet in the air, and were afterwards found on the top of a hill on the other side of the river. We account for such effects by supposing a concussion (possibly in this case a gaseous explo- sion) not far beneath the surface and directly under Riobamba. The upward vcvoiiovi of the shock is thus easily accounted for. l^\i^violence of the motion is accounted for by the Clearness to the focus. The area sensibly affected will depend on the greatness of the original impulse, but the violence at the point of first emergence will depend also and principally on the nearness to the focus. Where the violence is very great and yet the area affected not extensive (as in this case) we must suppose a concussion remarkable not so much for its greatness as for its nearness to the surface.
The horizontally progressive earthquake may be regarded as the true type of an earthquake. A concussion occurs deep beneath the surface. A succession of spherical elastic earth-waves is generated. The en- larging spheres outcrop on the surface first immediately over the focus. From this point of first emergence the still rapidly enlarging spheres outcrop in rapidly enlarging circles or ellipsis on the surface. If the elasticity of the earth and therefore the velocity of the waves, is equal in all directions the surface wave will spread in concentric circles; but if the elasticity of the earth and therefore the velocity of the waves is
1872.1 EARTHQUAKES— No. 2. 343
greater in one direction than another — for example greater north and south than east and west — the form of the ourcrops will be elliptical. In some rare cases the shock seems to run along a line. Thus pro- gressive earthquakes have been subdivided into circular^ elliptic, and liyiear progressive. We have already given the simple explanation of the circular and elliptic; the linear we now proceed to explain.
Let it be borne in mind then: ist. That these linear earthquakes usually occur along mountain chains. 2d. That mountain chains gen- erally consist of a granite axis (appearing along the crest and extending downwards and evidently connected with the great interior rocky mass of the earth) overlayed and flanked on either side with stratified rocks. 3d. When elastic waves of any kind pass from one medium to another of different elasticity; in all cases a part of the waves pass through and a part is reflected hack. For every such change of medium a reflection occurs; so that if there be many such surfaces of change the transmit- ted waves are quickly quenched. For example: while sitting in a room with closed doors sounds occurring out of doors are heard indistinctly, because a part is reflected from the walls outside and only a part passes through the walls and reaches us. If the wall be double, triple or quadruple, less and less sound will pass through. So, also, light strik- ing on glass, part is reflected and part is transmitted. We see the glass by reflected light; we see objects on the other side by transmitted light. Now by increasing the number of layers of glass, more and more light is reflected and less and less is transmitted until finally the whole is reflected and the medium becomes opaque white. This is the cause of all whiteness. Ice is transparent, ice powder or snow is opaque white: glass is transparent, glass powder is white : quartz is transparent, sand is white. So in all cases, white substances are made up of small trans- parent particles. The number of reflecting surfaces quickly quenches the transmitted light and turns it all back by reflection.
Now suppose a concussion or earthquake focus just beneath the granite axis of a mountain chain. The waves produced would be transmitted and emerge unobstructed along the granite axis, but at- tempting to go outward to reach the surface on each side of the chain, would suflfer more or less reflection at the surface of each stratum and thus may be so far quenched before reaching the surface as to be in- sensible. To use the language of light: the granite is transparent to earthquake waves while the stratified rock is more or less opaque. Thus the shock seems lo run, from the point of first emergence, only along the mountain chain in both directions.
The velocity of earthquake waves as observed in many cases of severe
344 EARTHQUAKES— No. 2. [June
earthquake, is about 20 miles per minute. This accords well with the results of Mallet's experiments in granite. In some earthquakes the velocity has been found only 12 to 15 miles (Mallet's Results in Slate) and some as high as 30 to 35 miles. In no great earthquake has the velocity been found greater than the last mentioned. In some slight shocks, however, occurring recently in New England, the velocity as determined by telegraph is estimated as high as 140 miles! per minute or over 12,000 feet per second.
This amazing difference is certainly remarkable and unexpected. But I believe it may be fully explained as follows: We have already said that in the same medium all elastic waves ought to run with the same velocity. This is in fact true with all media which trans- mit waves without rupture. But the cohei'ence of the earth and the rocks is so feeble that the violent motion produced by heavy earth-waves shat- ters the transmitting medium and destroys or greatly impairs its elas- ticity. Thus in Mallet's experiments the velocity of the earth-jar was far less than the velocity of sound in the same medium. The velocity of the earth tremor in granite was 1665 feet per second while that of sound in granite is probably not less than 12,000 feet. The reason is this: the small sound-waves pass without rupturing the con- tinuity of the medium, while the greater earth tremors produce such rupture. It is probable that feeble earth tremors may be transmitted with a velocity equal to sound. This seems to have been the case in the New England observations; for 140 miles per minute is probably about the velocity of sound through granite.
There is another cause of the very great velocity of the surface wave of deep-seated earthquakes. It is that in these cases the velocity of outcrop (and this is the velocity observed) is far greater than the actual velocity of the spherical wave in the direction of its radius. This point cannot be made clear except by figures. I leave it therefore for the reflection of those readers w^ho feel a special interest in this subject.
In vorticose earthquakes, the earth is whirled or tivisted round and back; or sometimes ruptured and left in a twisted condition. The most conspicuous examples of this kind of motion were observed in the earthquakes of Riobamba and especially in the great Calabrian earthquake of 1783. In the Calabrian earthquake the blocks of stone forming obelisks were twisted one on another; the earth was broken and twisted, so that straight rows of trees were left in interrupted zig-zags ^ Phenomena similar to some of these were also observed in the Califor- nia earthquake of 1868. Chimney tops were separated at their junc- tion with roofs and twisted around without overthrow; wardrobes and
1872.1 EARTHQUAKES— No. 2. 345
bureaus turned about at right angles to the wall or even with their faces to the wall.
Some of these effects, such as the twisting of obelisks and chimney- tops or the turning of wardrobes, etc., as Lyell has shown, may be explained without supposing any twisting motion of the earth at all, or any other than the backward and forward motion common to all earth- quakes. Thus, if we place one brick'on another and shake them back and forth holding only the lower one; they are almost certain to be left slightly twisted one on the other. The reason is that the adhesion or friction between the bricks is almost certain to be greater toward one end than the other — the center of friction does not coincide with the center of gravity of the upper mass. This is the probable explanation of twisted obelisk stones, chimney tops, etc. The vorticose motion in such cases is probably not real but only apparent.
But there are other cases of undoubted real vorticose motion; as for example straight rows of trees changed into interrupted zig-zags. All such cases of real iwisling are probably explicable on the principle of concurrence and interference of ivaves. It is impossible to make this point entirely clear without diagrams. Suffice to say, in the way of general explanation, that if two series of light waves meet and cross each other we have points of concurrence and points of interference — points of intense light and points of darkness: if two series of water- waves meet and cross each other we have violent agitation of the water surface or what is called chopped sea — points of high crests and deep troughs and points of ordinary level in close proximity. Now, the same is true of all waves. If two systems of earth-waves meet and cross each other we ought to expect analogous results — the ground will be thrown into violent agitation; points in close proximity violently moved in opposite directions (twisting). If these twistings are .sufficient to rupture the earth, of course, restoration is not made by counter twistings and the earth is left, therefore, in a twisted or displaced con- dition. As to the causes of concurrence and interference, they maybe various; sometimes difference in the velocity of waves already explained; sometimes refraction and ^'s\^^Q\2^y reflection of waves. For example: it is well known that the most violent effects of earthquakes, especially this twisting of the earth, occur often near the juncture of the softer strata of the plains with the harder and more elastic strata of the mountains. In such cases it seems probable that this violent and irregular motion is the result of two systems of earth-waves moving in opposite directions, one advancing towards, and one reflected from the mountain chain, meeting and crossing each other.
346 THE BEAUTIES OF BLUNDERING. [June
In our next we will take up and endeavor to explain certain of the minor phenomena of earthquakes, and then the use of Seismometers in the investigation of earthquakes.
THE BEAUTIES OF BLUNDERING.
Anybody who thinks from the title of this article that we are about engaging in a patriotic work by defending Irish bulls, is mistaken. For that matter, Irish bulls do not need any defense. The construction of a bull that will create a good roar is an intellectual feat of no incon- siderable magnitude, and, for our own part, we are as proud of our bulls as we are of our linen and our fish-hooks. If the American people only knew the number of hours their hired girls and coachmen of Irish importation lay awake at night to prepare the stultifications that create so much merriment, they would give Pat and Bridget credit for an industry not usually considered as belonging to the race.
No, we are thinking of considering the blundering answers of school- children in recitations and examinations, in a light more favorable than that in which they are generally reviewed. We were inclined to be envious upon reading the replies of those Utopian children in their exercises in language, as reported in the Schoolmaster from time to time, and were disposed to wonder why, in the name of St. Dennis of France, children do not answer us in the same correct, elegant and satisfactory manner 1
In connection with tenth grade oral instruction, we ask a child where his bread and butter goes when it is swallowed, and he answers with the gravity of a professor:
" Into my lungs ! "
" Draw in your breath," we say. He does so.
" Into what does your breath go ? "
" Into my stomach 1 "
" What is moving all around through your body ? "
"Bones!"
" What is on your bones ? "
"My clothes!"
" What holds your body up } "
"My legs!"
" No, no; what makes your body strong .? "
"My skin!"
This without any intention of punning on the word strong.
1872.1 THE BEAUTIES OF BLUNDERING. 347
Failing in physiology, we turn to zoology.
" Name a domestic animal."
" Man," cries the child, confidently, without ever thinking of the husbands of strong minded women.
"Very well," we say; " now name an animal that lives with man."
"A woman!"
After an exercise of ingenuity sufficient to bring on an attack of brain fever, we get around the woman and reach a more interesting subject — the horse.
" How can a horse move ? " we ask, expecting to hear of walking, trotting, pacing, swimming, galloping, racking and cantering. The answer is as true as beautiful, and as beautiful as true :
" On his legs!"
" Where do the little chickens come from } "
* ' From the big ones 1 "
"And where do the big ones come from ? "
" From the little ones!" and the subject of incubation is brought to an awkward conclusion.
So dogs fight with their horns and cows with their teeth. " The Ohio is a tributary of the Mississippi," and three species of fish are "white fish, cod fish, and fresh fish." " Pizarro discovered the Pacific ocean, and cried 'Owannux,' when he saw it," and the most remarkable event in the life of Edward Everett is that " he wrote for the New York Ledger." A little chap knows what a hill is — " there is one at Ran- dolph street bridge," and the form of government that is illustrated in his school-room is " an absolute monarchy."
The above are all true, as specimens of many answers we receive. What of it 1 Fools turn up their eyes and deplore the wretchedness of our methods of instruction in modern times, and the procrustean graded course, and the frantic efforts we are making, by means of an atrocious cramming process, to gorge the sickly intellects of our puny, pitiable, put-upon pueriles, with indigestible masses of ill-assorted facts and crude information, till their cramped, creaking, crazy craniums crack! Sensible people, however, remember that to blunder is human and to whine hound-like, and say: "Go ahead, youngsters! You may not find phlogiston or the philosopher's stone, but you'll come upon some- thing if you keep on trying. We laugh at your mistakes now, but, by and by, if you continue thinking and studying and watching and blun- dering and tr}'ing it over, you will have an opportunity to laugh at us." An exercise in school without a blunder is open to suspicions; it is unnatural; it is humbug. The story of the boy who believed in Louis
348 THE BEAUTIES OF BLUNDERING. [June
Napoleon because the boy who beUeved in the catholic church was absent, is old, so we shall not tell it. But in a class for the study of German, we remember an incident very much to the point. The names were arranged alphabetically and their owners called upon to recite invariably in order. To construe one's own sentence in each exercise became an easy task, and the unsuspecting professor was lavish in his commendations. At length, a student was absent from the class, the absence was overlooked by the others, the wheels of the recitation had slipped a cog, and the jar of the machine was tremendous. " So, so," cried the professor, placing his forefinger along his nose, " young shintlemen, I schmells a rat! "
At a public examination lately the question was: " In what book } " The answer flashed out prematurely: "In the Bible." Then the ques- tion was completed, running as follows: " In what book are the Phar- isees mentioned ! " There was a mightily odorous rat in that quarter. Before any "put-up jobs," any wooden-nutmeg work, give us one grain of honest wheat, though it be hidden in a barnful of blundering chaff. Time will blow the chaff away; but neither time nor eternity will change the falsity of the wooden nutmeg.
Shall we be discouraged by the blunders our pupils make t By no means. Their mistakes form the scrap-heap of our intellectual work- shop, and the rolling-mill that turns out thousands of tons of the man- ufactured article must have a larger scrap-heap than the one that turns out but hundreds of tons. And, as the rubbish of the shop is used, so errors can be utilized. Children learn more by what they miss than by what they answer correctly, and whenever the answer is highly ridiculous, you will find that the absurdity commenced in the question. The most amusing mistakes are those which are made by answering the question literally, and such an answer is a good sign in the pupils, and it serves the teacher right.
The mistakes of pupils do not prove inefficiency in the teacher. Better try, and get terms misplaced than not try at all. Could we put mind into a lathe, then we might turn out jobs of work of unfailing uniformity. But mind is unreliable — immature minds, very unreliable. And why, of all professions, should absolute perfection be demanded in the work of a teacher .?
We teach primary children more than Socrates knew, and our gram- mar pupils forget more than Plato ever learned; yet, if the little ones fail in a point of international law, or political economy, or the philos- ophy of history, all the little curs of the press, and the big growlers of the pulpit, are barking at our heels. What has the world done for the
1872.] A DAY AI RUGBY. 349
schoolmaster that he should be called upon to give to the human mind what Deity himself refused to impart ? To condemn the teacher for unavoidable errors in his pupils, is as unreasonable as it would be to denounce Christianity for the falsehood and immorality in the world which it is the constant aim of Christianity to remove. Religion does much, but it cannot do everything. Teaching does much, but it can- not do ever)thing.
Let correct answers live; let wrong answers turn suicides and kill off and correct themselves, and when you are growing irritable over the mistakes of some blundering youth, put yourself in his place. — J. Ma- hony, in Chicago Schoolmaster.
A DAY AT RUGBY.
No ONE can have read the " Life of Dr. Arnold," or " Tom Brown's School Days" — no one, at least, whose memor}' holds in affeciionate remembrance his own school-days, no one who has any sympa'hy with boyhood, with the sports and the trials and the pleasures of youth — no such person can have read these books without a longing to have a peep at the old school at Rugby.
So, availing myself of pleasant companionship and the opportunity of having a good introduction, I took the train, one pleasant October morning, from Leamington to Rugby, arriving after a pleasant hour's ride through the beautiful region that lay between, that gave us glimpses — fleeting, to be sure — of pretty hamlets half hidden in the trees, of green fields cropped by flocks of sheep, of broad parks studded with noble oaks and elms, big enough almost to shade their whole extent, varied with an occasional dissolving view of a railway-station, as we whirled through it with a rush and a scream, at last bringing up at the end of our ride in the station which some years ago became famous to the world from having its shortcomings disclosed in Dickens' story of " Mugby Junction."
We walked off at a good pace through the narrow, paved streets of the little town, which were quiet enough, spying here and there a book- store, or some such indication of a town whose main interest is con- nected with education, and stopping to look at the photographs of the buildings and the masters of the school or at the last number of the newspaper conducted by the boys, hung in the shop-windows, or (it was just out) in the hands of some boy, the centre of a group, li>tening
350 A DAI AT RUGBY. [June
eagerly to the account given of some important match, read aloud from its columns by the holder. At last, at the head of the street, we saw the school-gates, with the oriel windows above; and, like Tom Brown, we " saw the boys standing there, looking as if the town belonged to them," but who, nevertheless, politely informed us how to find our way to the residence of the master, who received us in the most cordial manner.
Under his guidance we passed through the great gates into the quad- rangle, into the school-house hall, famous in *' Tom Brown," with the tablets in its walls bearing the names of those who had won the highest honors of Rugby. *' There are no very great names there," said our guide, modestly, for his own name was among them; but we saw enough names of those who have done honor to their alma mater in the world of letters, on the battle-field, and in the council- halls of the na- tion. There were enough names for old Rugby to be proud of. Then we passed into the school-rooms — plain, homely apartments, as all school-rooms are — and looked into one of the little studies — perhaps it was Harry East's own room — into which Tom Brown was introduced on his arrival. The description answers well to what we saw: " It wasn't very large, certainly, being about six feet long by four broad. It couldn't be called light, as there were bars and a grating to the window, which little precautions were necessary in the studies on the ground- floor, looking out into the close, to prevent the exit of small boys after locking-up, and the entrance of contraband articles. But it was un- commonly comfortable to look at, Tom thought. The space under the window at the farther end was occupied by a square table, covered with a reasonably clean and whole red-and-blue-check table-cloth; a hard- seated sofa, covered with red stuff, occupied one side, running up to the end, and making a seat for one, or, by sitting close, for two, at the table; and a good, stout wooden chair afforded a seat to another boy, so that three could sit and work together. The walls were wainscoated half- way up, the wainscoat being covered with green baize, the remainder with a bright-patterned paper, on which hung three or four prints of dogs'-heads; Grimaldi winning the Aylesbury steeple-chase; Amy Robsart, the reigning Waverley beauty of the day; and Tom Crib, in a posture of defense which did no credit to the science of that hero, if truly represented. Over the door was a row of hat-pegs, and on each side book-cases with cupboards at the bottom ; shelves and cupboards being filled indiscriminately with school-books, a cup or two, a mouse- trap and brass candlesticks, leather straps, a fustian bag, and some cu- rious-looking articles, which puzzled Tom not a little, until his friend
:ri872.] A DAF AT RUGBY. 351
explained that they were dimbing-irons, and showed their use. A cricket-bat and small fishing-rod stood up in one corner."
Then we peeped into the kitchen and chemical lecture-rooms, with their usual apparatus of pots and kettles, glass tubes and retorts; and so through other rooms of one sort and another, out into the "close."
As on the day when Tom came to Rugby, so when we were there, there was a foot-ball match of some moment in progress, and the play- ground was all alive with the white-trousered boys of all sizes and ages, up to well-grown youths of nineteen, valorously contending for victory. The ball was in the center of a struggling crowd, all shoulder to shoul- der, and working away manfully. Tom Brown's boys seemed to be all there, "Old Brooke," "Crab Jones," and all, they or their heirs — the latter most likely, for it is many a day since Tom was there, and his generation has passed away, as have those with whom I kicked foot- ball on the Delta at Cambridge. Some of those boys have since then worn the silver stars on their shoulders in hard-fought battles; some sit on benches in courts, dispensing justice; one of them has been for years the head of the university, and others have shed their light, each in his way. Boys turn out much the same on both sides of the Atlan- tic, and, while our Cambridge boys have been climbing in this manner, Tom Brown has got into Parliament.
We did not wait to see the end of the game, but walked on through the old trees, the Fives Court at the farther end. This game is unknown in America; so we watched it for a while, as the players in a great building with solid walls, knocked a hard wooden ball about from side to side. On the farther side of the ground were some new Fives Courts, built in imitation of the place at Oxford, where it is played against a certain buttress, which is here reproduced in /ac similes^ so that the noble game can be played in precisely the same manner at Rugby as at Oxford. And so, round the great play-ground, we came back to the school-buildings again, and went into the chapel.
The chapel was empty, for the boys were all at play; but we saw the "oak pulpit, standing out by itself above the school-seats," and could almost in imagination see there the tall, gallant form and kindling eye, could almost hear the echoes of "the voice, now soft as the low notes of a flute, now clear and stirring as the call of a light- infantry bugle — of him who stood there, Sunday after Sunday, witnessing and pleading for his Lord, the King of righteousness and love and glory, with whose spirit he was filled, and in whose power he spoke." But we heard these echoes and saw this form only in imagination, for the chapel was deserted, the arches echoed only our own footsteps and voices, and
I
3 5 2 THE AMERICAN SYSTEM, ETC. [June
pulpit and seats were alike vacant. We looked round upon the painted memorial windows, and upon the marble monuments of the chapel, and paused reverently before the altar, beneath which lies the body of the beloved Arnold.
Going out, we saw on the way the plain desk and chair in which he had sat, which is treasured as a priceless relic of the great and good man who made Rugby so dear in the memories of hundreds and thousands of English boys.
Then, after a pleasant chat with our host and other Rugby masters — so like the talks we often hear in our Cambridge — of college events and topics, our host guided us on our way to the station, where we took leave of him, little thinking that we should so soon learn of his death, cut off in the midst of his useful and honorable career by disease occasioned by too severe devotion to the duties of his calling. We cannot soon forget his cordial greeting or the kindly attentions which made to us so memorable that day at Rugby. — Henry Ware, in Apple- tons Jour7ial.
^-^^^^
THE AMERICAN SYSTEM OF PUBLIC INSTRUCTION.
[Some time since we referred briefly, in our editorial columns, to the fact that P'rance had sent a committee of savans to the United States, for the purpose of making inquiry into our system of education. Recently a similar application has been made by the Japanese Minister at Washington, in behalf of the Empire of Japan. In response to this request, a summary of the principles underlying our System of popular education was prepared, and subsequently submitted for ap- proval or correction, to various gentlemen concerned in the administration of school systems, to the Presidents of leading Colleges, and to the exponents of various religious bodies. The annexed brief statement of principles is thus lifted above the form of an individual expression of opinion. — University Monthly.'\
I. Education Universal. — The American people maintain in every State a system of education which begins with the infant or primary school and goes on to the Grammar and High Schools. These are called " Public Schools," and are supported chiefly by voluntary taxa- tion, and partly by the income of funds derived from the sale of Gov- ernment lands, or from the gifts of individuals.
II. Public Schools have been Tried for 2 50 Years. — Their esti- mate of the value of education is based upon an experience of nearly two centuries and a half, from the earliest settlement of New England, when public schools, high schooL, and colleges were established in a region whicli was then almost a wilderness. The general principles then recognized are still approved in the older portions of the country,
1872.] THE AMERICAN SYSTEM, ETC. 353
and are adopted in every new State and Territory which enters the Union.
III. The well-kxown Advantages of Educatiox. — It is univer- sally conceded that a good system of education fosters virtue, truth, submission to authority, enterprise, and thrift, and thereby promotes national prosperity and power: on the other hand, that ignorance tends to laziness, poverty, vice, crime, riot, and consequently to national weakness.
IV. State Action Indispensable. — Universal education cannot be secured without aid from the public authorities; or, in other words, the State, for its own protection and progress, should see that public schools are established in which at least the rudiments of an education may be acquired by every boy and girl.
V. The Schools are Free, are open to all, and give Moral, not Sectarian Lessons. — The schools thus carried on by the public for the public are {a) free from charges for tuition; {h) they are open to chil- dren from all classes in society; and {c) no attempt is authorized to teach in them the peculiar doctrines of any religious body, while {d) the universal virtues, truth, obedience, industry, reverence, patriotism, and unselfishness, are constantly inculcated.
VI. Private Schools allowed and protected by Law. — While Public Schools are established everywhere, the Government allows the largest liberty to Private Schools. Individuals, societies, and churches are free to open schools and receive freely any who will come to them, and, in the exercise of this right, they are assured of the most sacred protection of the laws.
VII. Special Schools for Special Cases. — Special schools for special cases are often provided, particularly in the large towns; for example. Evening Schools for those who are at work by the day; Tru- ant Schools for unruly and irregular children; Normal Schools for training the local teachers; High Schools for advanced instruction; Drawing Schools for mechanics, and Industrial Schools for giving the elements of useful trades.
VIII. Local Responsibility under State Supervision. — In school matters, as in other public business, the responsibilities are distributed, and are brought as much as possible to the people. The Federal Gov- ernment being a Union of many States, leaves to them the control of public instruction. The several States mark out, each for itself, the general principles to be followed; subordinate districts or towns deter- mine and carry out the details of the system.
354 GIVE ME THE GRATEFUL HEART. [June
IX. Universities and Colleges Essential. — Institutions of the highest class, such as universities, colleges, schools of science, etc., are, in a few of the States, maintained at the public expense; in most, they are supported by endowments, under the direction of private corpora- tions, which are exempted from taxation. Consequently, where tuition is charged, the rate is always low. They are regarded as essential to the welfare of the land, and are everywhere protected and encouraged by favorable laws and charters.
GIVE ME THE GRATEFUL HEART.
BY VITAL E. BANGS.
Give gold to him whose sordid soul
Chooses the baser part. And power to him who seeks control —
Give me the grateful heart That ever signals love to mine;
Then mine the best reward That happiness can e'er design,
* Or this short life afford.
Give bread to him whose summer time
Could bring nor bud nor flower, O! let one gleam from a brighter clime
Gladden his wintry hour. But give to me the grateful heart
That can affection prove; My wants are of the spirit part —
My labor's that of love.
I watch, I weep, that some may sleep
In virtue's safe abode. And I the burning taper keep,
For those on wisdom's road Who grope in search of greater light;
To bless my solitude I see in features young and bright
Sweet smiles of gratitude.
These do not wholly compensate
For vigils that I keep When better fate does not await
The ones for whom I weep; Yet, next to Heaven's approving smile
For duty humbly done, I crave the^smile that has no guile
From youth and childhood won.
1872.1 VENIILATION, 355
VENTILATION.
[The following lines appeared originally in the Detroit Tribune. Our readers will excuse the absence of correct orthography, and the imperfect poetic measure, in view of the earnestness of the writer in a humane cause. We hope that all concerned in school matters will read and profit. — Ed. Teacher. J
A APPEAL FOR ARE TO THE SeXTANT OF THE OLD BrICK MeETINOUSE.
By a Gasper.
0 sextant of the meetinouse, wich sweeps And dasts, or is supposed too! and makes fiers,
And lites the gass, and sumtimes leaves a screw loose,
in wich case it smells orful, — worse than lamp-ile;
And rings the Bel and toles it when men dies,
to the grief of survivin pardners, and sweeps pathes;
And for the servases gits $100 per annum,
Wich them that thinks deer, let em try it;
Getin up befoar star-lite in all weathers and
Kindlin fiers when the wether is as cold
As zero, and like as not grean wood for kindlersj
1 wouldn't be hired to do it for no some — But o sextant! there are 1 kommoddity Which's more than gold, wich cost nothin.
Worth more than anything excep the Sole of Mann I mean pewer Are, Sextant, I mean pewer Are!
0 it is plenty out of dores, so plenty it doant no What on airth to dew with itself, but flys about Scaierin leavs and blowin of men's hat's;
In short, it's jest "free as are" out dores,
But o sextant of our church its scarce as piety,
scarce as bank bills wen agents beg for'michunts.
but o sextant, u shet 500 men, wimmen and children,
Speshally the latter, up in a tite place.
Some has bad breths, none ain't 2 swete.
Some is fevery, some is crofilus, some has bad teeth,
And some haint none, and some aint over clean;
But every i on em breethes in & out and out and in,
Say 50 times a minit, or 1 million and a ^ breths an our;
Now how long will a church ful of are last at that rate,
1 ask you, say 1 5 minits, and then wats to be did ? Why then they must brethe it all over agin.
And then agin, and so on, till each has took it down,
At least ten times, and let it out again, and wants more,
The same individible dont have the privilidge
of brethen his own are, and no one else;
Each one mus take whatever comes to him.
O sextant doant you know our lungs is belluses,
To blow the fier of life, and keep it from
goin out; and how can belluses blow without wind,
356 OLD TEXTS AND NEW SETTINGS. [June
And aim wind are ? I put it to your conscens.
Are is the same to us as milk to babies,
Or water is to fish, or pendlums to clox —
Or roots and airbs onto an Injin Doctor,
Or little pils onto an omepath.
Are is for us to brethe.
Wat signifies who preeches if i cant brelhe ?
Why sextant when we die
Its only coz we cant brethe no more — thats all.
And now o sextant, let me beg of you
2 let a little are into our church,
and dew it weak days and Sundays tew —
It aint much trouble — only makes a hole
And the are will come in of itself;
[It lovs to come in vare it can git warm;]
And 0 how it will rouse the people up
And speerit up the preecher, and stop garps,
And yawns and figgits as effectooal
As wind on the dry Boans the Prophit tells of.
OLD TEXTS AND NEW SETTINGS.
ON SOLON AND CRCESUS.
I HAVE ever been of opinion, since I first read Fenelon's " Lives," that the anecdotes narrated of the Seven Sages do not always show these philosophers in their best light. Either their really good things have been lost, or else they never said any at all, and were mere humbugs and windbags; while the things actually recorded of them are always priggish and often ill-bred. Diogenes bidding Alexander stand out of his sunshine was simply a prig. Solon's behavior when, with a party of excursionists from Athens, he was taking over Croesus's picture gal- leries and palace, was ill-bred as well as priggish: for instead of admir- ing the good fortune of the King, and being thankful at the sight of so much Art, he fell to groaning, and threw a damp over the spirits of the rest by firing off that celebrated aphorism of his, that no man was to be counted happy till he was dead.
The rest of the story we all know from dear old Lempriere, friend of our school days. For Croesus some time after, having the audacity to defend himself against Cyrus, came to grief; and, in accordance with an interesting and humane custom of the period, was laid upon a pile of wood, with a view to assisting personally in a bonfire of rejoicing. While waiting for the torch to be applied, he cried out, mindful of the sage, "Oh, Solon, Solon ! " Cyrus thinking, perhaps, that he wished to
1872.] OLD TEXTS AND NEW SETTINGS, 357
ask a conundrum, got the story as I have told it. Thereupon he received Croesus into favor, made his bonfire — so as not to disappoint the people — with a minister of state instead of the King, and they all lived happy ever after.
Of course, Solon never said it, nor did Croesus tell the story to Cyrus; for if he had, the conqueror would instantly have ordered him back to his logs. It is the invention of some well-meaning Boswell, whose memory has grown shaky in his old age.
"Count no man happy till he dies." Then is there no happiness in the sunshine, because the rain follows; or in summer, because the winter is not far off; or in love, because passion dies out; or in friend- ship, because some friends are insincere; or in health and strength, because we are always liable to disease and weakness.
Happiness, on the contrary, lies in the actual present. If we enjoy, we are so far happy. It may be a fool's paradise, and very often is — resting on no solid basis, liable to be shattered and destroyed; but it is, nevertheless, while it lasts, a garden of delight. The wedding bells tinkle; Phyllis and Strephon come out from the porch into the sun- shine and all the world is golden. Are we to count them unhappy because the day is inevitable when Strephon will swear at the cold mutton }
Or we are happy in memory. There are even days, single days, which throw a light and glory over the rest of life; there are seasons of such perfect happiness that no subsequent sorrow can efface their memory. It is a comfort and a joy to Heloise to think of the past, gone forever; it is a happiness for the solitary old man to live his days over again in memory. Croesus was, of course, a great deal happier in captivity for the days of his splendor; and Dante was never more wrong than when he said that there is no greater misery in sor- row than to think of past joy.
Everybody knows that people who are poor, but have had losses, are very much happier than people who have always been poor. Misfor- tunes confer dignity on a whole family. Thus Mr. Solomon Pell prided himself on his wife's lofty connections, because her uncle failed lor eight hundred pounds as a law stationer. Dethroned kings are a great deal happier than people who have never had the luck to wear a crown. We all know that it is better to have loved and lost, than never to have loved at all. And though the wisest will only set their hopes on things imperishable, we are not all in the front rank of wisdom; and while we continue to be men and women, we shall go on loving each other, and craving for the things that make life comfortable.
358 OLD TEXTS AND NEW SETTINGS. [June
When I was a child, I used to have a tendency, and have still, in the same direction as Croesus; that is, I used to desire things of a perisha- ble and fleeting nature. My governess, whose bent was more toward the philosophy of Solon, was wont to impress upon me that I would be no happier if I had them. This was rubbish, and I knew it. I should have been a great deal jollier, had I had, in larger measure, the things that make a boy's life jolly — ponies, more country air, shorter sermons, and not so many of them, and more freedom of life.
Now we are grown up, it is just the same. Life is narrowed by lack of what Crcesus had. I want my Phyllis, and I dare say she wants me, whoever she is, the dear girl. I have not yet met with that apprecia- tion of my genius which is necessary to my happiness. I want honor and dignity. If I had these things, I should be a great deal happier. If they were all to go away again I should still be happier than I am, because the sense of honor and self-esteem, which they confer, would not go away.
It is always a pity to destroy without building up; and therefore I beg to offer the following aphorisms as worthy the attention of my philo- sophic readers, in place of that of Solon the Prig. They are all good, solid maxims, quite new, and warranted to wear.
I esteem him the happiest who has the most of what I want.
Better a sunny summer and cold winter, than a cold summer and a warm winter.
Troubles always recur; joys never. Therefore, be as happy as you can while you may.
Pilgrims have to travel in all weathers. He is the happiest whose pilgrimage is performed with a warm wind and a summer sun, and in the time when the strawberries are ripe.
If there is any time when a man must stand for himself and his manhood, and keep his hands and his heart pure, it is when things are going wrong against him. They will go that way only a little while. In the end everything will serve an honest man. Such is God's decree. All the universe is helping a man to be manly who will only help him- self.
Josh Billings says that the difference between a blunder and a mis- take is this: When a man puts down a bad umbrella and takes up a good one, he makes a mistake; but when he puts down a good one and takes up a bad one, he makes a blunder.
1872.] WONDERS OF THE LIGHTNING. 359
WONDERS OF THE LIGHTNING.
A FLASH of lightning rushes through space at such a rate that it might go from the earth to the moon in one second. Then what time is allowed a man's nerves to transmit to the brain the impression of a stroke of lightning ? and what time has the brain to understand such a crash? Absolutely none! The flash occurs, and in silence and dark- ness a life is cut off. Experience bears out this deduction, for Professor Tyndall, in his " Fragments of Science," gives the following circum- stance :
"On June 30th, 1788, a soldier in the neighborhood of Manheim, being overtaken by rain, placed himself under a tree, beneath which a woman had previously taken shelter. He looked upward to see whether the branches were thick enough to afford the required protec- tion, and in doing so was struck by lightning and fell senseless to the earth. The woman at his side experienced the shock in her foot, but was not struck down. Some hours afterward the man revived, but remembers nothing about what occurred, save the fact of his looking up at the branches. This was his last act of consciousness, and he passed from the conscious to the unconscious without pain."
Professor Tyndall relates thus his own experience :
" Some time ago I happened to stand in the presence of a numer- ous audience with a battery of fifteen large Leyden jars charged beside me; through some awkwardness on my part, I touched a wire leading from the batteiy and the discharge went through my body. Life was absolutely blotted out for a very short sensible interval, without a trace of pain. In a second or so consciousness returned; I saw myself in the presence of the audience and apparatus, and by the help of these external appearances immediately concluded that I had received the battery discharges. The intellectual consciousness of my position was restored with exceeding rapidity; but not so the optical consciousness. To prevent the audience from being alarmed, I observed that it had often been my desire to receive accidentally such a shock, and that my wish had at length been fulfilled. But while making this remark, the appearance which my body presented to myself was that of a number of separate pieces. The arms, for example, were detached from the trunk and seemed suspended in the air. In fact, memory and the power of reasoning appeared to be complete long before the optic nerve was restored to healthy action. But what I wish chiefly to dwell upon here is the absolute painlessness of the shock; and there cannot be a doubt that to a person struck dead by lightning, the passage from life to death
36o MISCELLANY, [June
occurs without consciousness being in the least degree imphcated. It is an abrupt stoppage of sensation unaccompanied by a pang." — Even- ing Post.
MISCELLANY.
A Story for the Times. — There is a fable among the Hindoos that a thief, having been detected and condemned to die, happily hit upon an expedient which gave him hope of life. He sent for his jailor, and told him that he had a secret of great importance which he desired to impart to the king, and when that had been done he would be pre- pared to die. On receiving this piece of intelligence, the king ordered the culprit to be conducted to -his presence, and demanded of him to know his secret. The thief replied that he knew the secret of causing trees to grow which should bear fruit of pure gold. The experiment might be easily tried, and his majesty would not lose the opportunity; so, accompanied by his prime minister, his courtiers and his chief priest, he went with the thief to a place selected near the city wall, where the latter performed a series of solemn incantations. This done, the condemned man produced a piece of gold and declared that if it should be planted it would produce a tree every branch of which would bear gold. " But," he added, " this must be put into the ground by a hand that has never been stained by a dishonest act. My hand is not clean, therefore I pass it to your Majesty/' The king took the piece of gold, but hesitated. Finally he said, " I remember in my younger days that I often filched money from my father's treasury which was not mine. I have repented of the sin, but yet I hardly dare say my hand is clean. I pass it, therefore, to my prime minister. The latter, after a brief consideration, answered : "It were a pity to break the charm by a possible blunder. I receive taxes from the people; how can I be sure that I have remained perfectly honest ? I must give it to the governor of our citadel." " No, no," cried the governor, drawing back. " Remember that I have the serving out of pay and provisions to the soldiers. Let the high priest plant it." And the priest said, "You forget; I have the collecting of tithes and disbursements for sac- rifice." At length the thief exclaimed: "Your Majesty, I think it is better for society that all five of us should be hanged, since it appears that not an honest man can be found among us." In spite of the lamentable - exposure, the king laughed; and so pleased was he with the thief s cunning expedient, that he granted him a pardon.
1872.] MISCELLANY, 361
A Green county farmer recklessly publishes the following challenge : I will bet $12 25 that my hired man can take longer to go to the har- vest field, get back to dinner quicker, eat more, do less, and bear down harder on the pannel of a fence, than any other hired man within fif- teen miles of the flag-staff in Jefferson.
A WIDE-AWAKE minister, who found his congregation going to sleep, one Sunday, before he had fairly commenced, suddenly stopped and exclaimed: " Dear brethren, this isn't fair; it isn't giving a man half a chance. Wait till I get along a piece, and then if I ain't worth lis- tening to, go to sleep; but don't before I get commenced; give a man a chance."
As A WIFE was holding her husband's aching head in her hands one morning, she asked: "Are a man and his wife one.''" "I suppose so," said the husband. " Then," rejoined the wife, " I came home drunk last night, and ought to be ashamed of myself."
If you desire the happiness of your child, teach obedience and self restraint.
A GOOD story is told of Dr. O. W. Holmes, who, having been called upon and considerably bored by a man who had devoted himself to public lectures in New England, without much ability for doing so, in- quired of him: " What are you about at this particular time .? " The answer was: "Lecturing, as usual. I hold forth this evening at Rox bur}\" The professor, clapping his hands, exclaimed: "I am glad of it ! I never liked those Roxbury people 1 "
The slumbers of an Irish gentleman being disturbed by another gentleman who had come to administer a horse-whipping, asked him whether he meant to be so unmanly as to flog him while in bed. "Certainly not," was the visitor's reply. "Well, then," rejoined the other, quietly rolling himself up very snugly in the bed-clothes, " you may wait as long as you please, but hang me if I'll get up while you're in the house."
Josh Billings, in his directions " How to pick out a good hoss,"' says: " Good horses are skarse, and good men, that deal in any kind of bosses, are skarser. 'An honest man iz the noblest work ov God.' This famous saying was written in great anguish of heart, by the late Alexander Pope, just after buying a good family hoss."
A LADY, who had a great horror of tobacco, got into a railroad car- riage, the other day, and inquired of a male neighbor: " Do you chew tobacco, sir ? " " No, madam, I do not," was the reply, " but I can get you a chew if you want one."
EDITORIAL TABLE.
VALEDICTORY.
My editorial connection with this journal ceases with this number. In thus severing the last official link that binds me to the teachers and school officers of California, my mind reverts with unalloyed pleasure to the intercourse which has subsisted between us during the last four years. In them, I have ever found in- dulgent critics, firm supporters, and generous friends. Their good will has cheered me in the midst of arduous labors, and compensated me for many of the annoyances that inevitably attend official life. To one and all, I bid a kind
FAREWELL. O. P. FiTZGERALD.
TEHAMA COUiNTY TEACHERS' INSTITUTE.
We (ex-State Superintendent) regret that sickness prevented us from attending this Institute, as we proposed to do. From the proceedings, as reported in the Red Bluff Sentinel, we infer that Superintendent Vestal's first Institute was a success. Among the resolutions passed, were the following :
Resolved, That it is the duty of all teachers to prepare themselves upon each lesson previous to recitation.
Resolved, That the practice of using our public school houses for other than school purposes, should be discontinued.
Resolved, That the studies, composition and drawing, should receive more atten- tion in our public schools than they do at present.
Resolved, That the marking system is a most efficient aid to school govern- ment, and conducive to a higher degree of scholarship.
Resolved, That a Compulsory Education clause ought to be incorporated in our School Law.
Resolved, That the influence of every teacher should be exerted to secure bet- ter school-houses and school apparatus.
Resolved, That no person should be allowed to qualify for teaching who uses tobacco in any form.
Resolved, That the County Superintendent be recommended to refuse to renew the certificates of such teachers of this county as have not attended this Institute, unless sufficient reason be given for non-attendance.
A resolution in favor of Wilson's Readers was rejected \>y the Institute. Mon- leith's series of geographies were recommended " on condition of revision." It was moved and carried "that some other series of grammars, coinciding with Webster's Dictionary, be substituted for Brown's," and that the other text books be retained.
Superintendent Vestal was made the recipient of a handsome volume of poems as an expression of regard from the teachers. Mr. W. H. Mays, the Secretary, got up the minutes in good style for the Sentinel, from which we gather these items.
State Normal School. — The first term of the State Normal School for 1872, begins June i8th and ends October 24th. The second term begins November 6th and ends March 29th, (1873.) There has been no change in the corps of teachers. We believe it is expected to open the next session in the new Normal School building, which will be a cause of rejoicing to its friends everywhere. We ex- tend congratulations in advance.
1872.] EDITORIAL TABLE. 363
THE NEXT TEP."
[The last Legislature failed to do its duty, and this " next step" was not taken. Great disap- pointment is everywhere felt. The work of equalizing the benefits of education will devolve upon others hereafter. In the meantime, the children of the poor in the poor and sparsely set- led localities must grow up in comparative ignorance.
I reproduce this argument and plea because I feel that the agitation of this question should not be permitted to rest until all the children of the State are provided with the facilities for obtain- ing an education. O. P. Fitzgerald.]
While in our centers of wealth and population the children have the advan- tage of a full school year's instruction, with the best facilities for learning, truth compels the confession that for the more remote and sparsely settled districts of the Slate our present system is shamefully inadequate, and is but a pretence for popular education. Under the present system many districts can maintain schools only from three to six months of the year. No one need be told that such fragmentary bits of instruction are only a little better than none at all. During these short school terms the pupils of such schools only get fairly started in their studies, to be turned out for the greater part of the year, forgetting what little they had learned, and then coming back after this long and ruinous interval to commence again at the former starting place, at the foot of the hill of knowl- edge, under a new teacher — the old one having sought a new place rather than attempt to live on the hope of another three or six months' school next year* This is but a sham, a waste of the public money, and a flagrant injustice toward a portion of the children of the State. There are very many of these schools thus revolving year after year on the axis of a defective system, making some motion, but scarcely any real progress. In a State system of public instruction should not all the children of the State be treated alike ? As a good mother, she should dispense the blessings of education with an equal hand. The remedy for this great evil and injustice is obvious : Let all the property of the State be taxed to educate all the children of the State. This is the chief point that should now engage the attention of those intrusted with the management of our public schools. The public mind is prepared to welcome legislation for this purpose. The people are ready to sustain any practical measure that will give them a thor- ough instead of a partial public school system. The principle involved is already recognized in our present school law. The ten per cent, ad valorem State school tax is an unequivocal recognition of the principle that the property of the whole State may be taxed for the benefit of all parts of the State. All that is needed, therefore, is the extension of the practical application of the principle. If it be objected that the taxation of all the property of the State for all the children of the State would be attended with inequality, some localities paying more than their proportion of taxes into the general School Fund, the answer is> that according to the theory already adopted the State is the educational unit, therefora it must act as a whole, and not partially, in disregard of the avowed theory on which our system is based. As a complete organism, the good of each part is the good of the whole State. There is a fallacy in the assumption that the benefits of education are confined to the particular individuals or localities directly affected by the expenditure of the proceeds of local taxation. The benefits resulting from the diffusion of intelligence by means of education in the public schools affect the entire body politic. The dollar contributed by San Francisco
364 EDITORIAL TABLE. [June
judiciously expended in Plumas for education is no less a benefit to the former than to the latter. It is equally evident that the evils resulting from the prevalence of ignorance and vice in any neglected locality cannot be merely local evils. The virus vi^ill spread through the whole organism, and the results will be seen in the criminal courts, jails, hospitals, and insane asylums everywhere. If the State has the right to tax all her citizens equally to maintain State prisons, institutions for the insane, the deaf, dumb, and blind, and orphans, where is the wrong in imposing a tax for education for the whole State, that will lessen all these burdens resulting so largely and so directly from crime conse- quent upon ignorance ?
There is another aspect of this question that deserves consideration. The disa- bilities of the present system fall upon the frontier and thinly settled districts of the State. The result is that our hardy pioneers, who lead the march of Ameri- can civilization, extend the area of freedom, subdue the wilderness, and incur the hardships and dangers of frontier life, are, as the reward of their enterprise, energy, and courage, compelled to pay the penalty of seeing their children grow up in ignorance. Such disability may in some cases be inevitable and invincible, but there are in California but few of these children of the border who are beyond the reach of the beneficent hand of the State. Justice and sound policy require that the poorest barefoot boy of the humblest citizen in the poorest district of the most impoverished county should have as abundant facilities for a common school education as the son of the richest citizen of the most opulent city in the State. The fundamental purpose of a public school system is to insure the education of all the children of the State. The chief recommendation of such a system is that it secures the advantages of education to those who can be reached in no other way. If it fails in this it fails essentially to accomplish its highest end. Our system, then, is at present a partial failure. It is not the part of wisdom to ignore such a fact, looking only on the bright side of the picture. It is not hon- est. While singing the usual paeans of praise to our public school system, and rejoicing, as we legitimately may, in its benefits, such facts as these remind us that we still fall short of a perfect system, and that much work, wisely planned and earnestly executed, remains to be done.
Let us at once remove the reproach. Let us not console ourselves with the ignoble reflection that sister States— some even of those which challenge the admiration of the world for the efficiency of their public school systems — are in this respect no whit better than we, advancing with the same halting movement, and showing the same dark spots upon the map of their educational achievement.
We are not fatally and finally committed to any of the existing defects of our system ; we are not committed to a partial system of public instruction — partial both in the sense of incompleteness and injustice. Rather are we not committed by our oft-repeated assertions of the necessity of the universal diffusion of intelli- gence in a government of the people like ours ; by our boasts and our promises ; by every consideration of sound policy, consistency and justice ; are we not committed, in honor, conscience, and duty, to prompt and efficient action in this matter ?
Rash and hasty action is to be deprecated in dealing with an interest so sacred
and vital as the education of all the children of the State. Movements that are
will come to confusion ; movements that are in advance of public
1872.1 EDIJORIAL TABLE. 365
opinion will be followed by reactions; but here there is no occasion for mistake, no danger of reaction. The principle upon which action must be based is already embodied in our legislation and approved by the people. A prudent boldness of movement is demanded. This whole subject will be presented to the Legislature in tangible form, and the hope is confidently entertained that its action will be marked by that liberality, patriotism and sagacity that have hitherto distinguished their predecessors in dealing with the subject of popular education.
In accordance with the foregoing views the school law was amended by the last Legislature so as to provide for an eight months school in all districts having more than twenty-five school children and seventy-five thousand dollars worth of taxable property. Following are the sections relating to this matter :
Sec. 98. The County Superintendent in each county shall, on or before the first day of March in each year, furnish to the Board of Supervisors and Tax Col- lector, respectively, an estimate in writing of the cost of maintaining a free school for eight months in each School District in the county, together with the cost of incidental expenses and necessary repairs ; and also an estimate of the amount of public money, both State and county, to which each district will be entitled dur- ing the year, and the amount necessary to be raised in each School District to support a school eight months.
Sec. 99. The Board of Supervisors in each county shall, after receiving the assessment roll from the County Assessor, and before the first Monday in Septem- ber of each year, levy a special school tax upon the property in each School District in which there shall be a deficiency, as shown by the written statement of the County Superintendent, for an amount which, together with the State and county money to be received, shall be sufficient to maintain the school (or schools) for eight months during the year ; and said tax shall be equalized and collected in the manner provided for equalizing and collecting State and county taxes. The Collector shall pay over the money so collected to the County Treasurer, who shall place it to the credit of the respective districts from which it shall be collected, as a special deposit, and pay it out on the warrant of the County Superintendent in the manner provided for the payment of State and county school money.
Sec. 100. Any School District whose taxable property does not exceed seventy-five thousand dollars, and containing not more than twenty-five children between the ages of five and fifteen years, shall, on a proper showing of the lacts, be exempted from the requirement to maintain a free school eight months.
These provisions are inadequate to the accomplishment of their intended pur pose, and that purpose was far short of the demands of patriotism and justice. The law is defective in that it does not define with sufficient clearness the duties of the several officers required to execute it. The principal defect is the omis- sion to provide for the proper assessment of the tax for the eight months school in the'districts coming within the provisions of the law. While in some counties of the State the law has been put into successful operation, and is working admira- bly, in others it is almost or altogether a dead letter. The Supervisors in some cases have been in doubt as to their duty ; in others, it is to be feared there was an indisposition to perform it. The disposition on the part of local authorities to shirk the disagreeable duty of levying taxes of this character is so often exhibited, that it is necessary to define their duties with great exactness, and also to impose penalties for neglect. But even if the law were operative to the fullest extent, it is insufficient to meet the wants of the public schools. It fails to meet the essential requirements of a proper school system, excluding from its operation those very districts — the poor and the weak ones — that should be the especial
366 EDITORIAL TABLE. [June
beneficiaries of a system of public instruction. The section exempting districts having less than a specified minimum of school children and taxable property, was inserted at the suggestion of the representative of a mountain county, (Mr. Martin, of Siskiyou). Its object was to protect such districts from oppressive taxation, and taken in connection with the other sections with which it is con- nected, was, perhaps, necessary and proper. The cost of maintaining an eight months school would overtax the resources of such districts under the existing system. The relief needed is to be found in a change of the system itself. This change, in my judgment, should be to State taxation for all the State alike, as explained in the foregoing chapter of this report. This would be in complete harmony with our theory of a State school system ; taxation would then be more equal, and the cost of collecting one tax by the State would be much less than the cost of collecting three separate levies — State, county, and district - for the same purposes. Though thus confessedly imperfect and inadequate, this quali" fied provision for an eight months school was a very important measure, and in the end will be productive of vast benefits. Its direct and positive benefits in those counties in which it has been put into successful operation have been so great as to elicit the warmest expressions of approval from the County Superin- tendent, Trustees, teachers, and patrons of the public schools. The chief benefit from this measure, however, arises from the fact that it was a pioneer movement in the right direction. It has familiarized the public mind with enlarged ideas of popular education, and has prepared the way for the next step in the progress of California toward a complete, equitable, and effective public school system. It may be considered in the light of a reconnoisance ; the next movement will be a direct and victorious assault upon the stronghold of injustice and partiality.
A scheme for remedying the evils of our present system and extending the blessings of education alike to all the children of the State has been presented to the educators of California and extensively discussed. At the State Teachers' Institute held in San Francisco, November seventh to eleventh, eighteen hundred and seventy-one, this scheme was elaborately considered and a committee was appointed to put the matter in shape for legislative action by the present Legisla- ture. The subject was introduced to the State Institute in an elaborate address by Grove K. Godfrey, Esq., the veteran County Superintendent of Siskiyou County. His scheme was substantially embodied in the following provisions, which are extracted from his address :
I would strike out sections ninety-eight, ninety-nine, and one hundred of the school law and exempt no district, poor or rich, great or small, from the require- ment to maintain a uniform term of nine months school, and would amend section ninety so as to read as follows :
" Sec. 90. The County Superintendent in each county shall, on or before the first Monday in January in each year, furnish to the Board of Supervisors an estimate in writing of the cost of maintaining a free school for nine months in each School District in the county, together with the cost of incidental expenses and necessary repairs, and also an estimate of the amount of State school money to which each district will be entitled during the year and the amount necessary to be raised for each district to support a school nine months, regardless of the number of children.
"Skc. 91. The Board of Supervisors (except in the City and County of S'an Francisco) of each county shall annually, at the time of levying other county taxes, levy a county school tax upon the taxable property of the whole county in which there shall be a deficiency as shown by the written statement of the
1872.] EDITORIAL J ABLE. 367
County Superintendent, for an amount which, together with the State school money to be received, shall be sufficient to maintain all the schools in the county a uniform term of nine months during the year ; and said tax shall be equalized and collected in the same manner provided for equalizing and collecting State and county taxes.
" Sec. 92. The Collector shall pay over the money so collected to the County. Treasurer, who shall receive it as a special deposit and pay it over on the warrant of the County Superintendent in the manner provided for the payment of State and county taxes. If the Supervisors fail to levy said tax as herein provided, then the Auditor shall levy the amount of said tax as herein provided and add the tax to the assessment roll. In case the Supervisors and Auditor shall refuse or neglect to levy the amount of tax herein provided, the Superintendent of Pub- lic Instruction shall deduct five per cent from the next succeeding annual appor- tionment of the State School Fund due to that county and shall withhold it and apportion it to other counties of the State."
In explanation of this scheme it is added :
Should the Legislature adopt this theory the rate of county school tax ought not to be a fixed number of dollars on a hundred all over the State, but it should be adjusted to a certain per cent of taxable property on the amount to be raised in each respective county. Some of the counties would require a greater levy, and others less, just according to their wealth and the cost of maintaining all the schools upon the statement of the County Superintendent.
One advantage claimed for this scheme or plan is, that it brings the matter more directly home to the people, and is therefore more in hannony with the genius of American institutions than would be a system directly under State management. It is also urged that the representatives of the people in the Leg- islature would never venture to impose a direct tax upon the property of the whole State sufficient for the purpose.
To the first point it may be replied that our system already recognizes the State as the educational unit in express terms, and our practice should conform to the theory we have adopted. oancrOit Library
The opinion that the Legislature would not venture to impose a sufficient direct State tax is at once an impeachment of the intelligence of the people and the courage of their representatives. The people will not be frightened at the amount of the State school tax because it comes in one demand instead of more ; but if, as can be shown to the satisfaction of any intelligent mind, the amount they are taxed is diminished rather than increased by the State system proper, they will welcome the advent of that system. The money to maintain our free public schools comes out of the people's pockets, and what they want is the cheapest mode of collecting and the most equitable and efficient methods of dis- bursing it. It is proposed by the advocates of what, for the sake of distinction, maybe termed the '* County System," to jnaterially increase the general State school tax so as to divide the burden somewhat with the counties. I fail to per- ceive any good reason why we should not go another step forward, and have the whole State assume the task of providing tuition for all the children of the State- Thus far we should go ; thus far we will go — if not now, at some time not very far in the future. Further than this the most ardent friends of State education do not propose to go. It is not intended that there shall be any interference with the right and duty of each locality to build and furnish its own school houses. It is proposed only that the State should furnish tuition according to a principle and by a plan which will give equal advantages to the children of all communities in which there is a public school organization.
368 EDITORIAL TABLE. [June
It may be said in behalf of this county system, that it is substantially that which is in operation in San Francisco, where the most satisfactory results have been secured. Every school district in San Francisco City and County has a full ten months school, the poorer outside districts among the sand hills equally with the richest and most populous districts in the heart of the city. Nobody has ever been heard to complain of this as an injustice. On the contrary, the efficiency of our San Francisco public schools is the boast and pride of our people. It is rightly argued that a principle that is right for San Francisco, and that works so beneficially, cannot be wrong or injurious when applied to other localities. The peculiar wants of a great commercial city may require some special legislation, but the principle of uniform taxation for the benefit of all the people alike is as applicable and will work as beneficently in one county or city as another.
I perceive and have thus freely conceded the merits of this county system, while I prefer the principle of State taxation for the tuition of all the children of the State. Either of these schemes would be vastly superior to that now in operation. The Legislature will fail to discharge a manifest duty should it not act upon this matter. The State, through its honored and trusted representatives, will not turn a deaf ear to the thrilling appeal of her children for that justice and those equal benefits which are denied to them now.
EDUCATIONAL ITEMS.
Indiana. — The State Normal School at Terre Haute graduated its first class on the 19th of March. Move up, ye " Hoosiers ! "
Mr. Disraeli was recently elected Rector of Glasgow University, and deliv- ered his inaugural address April i^t.
The Prince Imperial of France is about to be entered at Harrow School.
Georgia Public Schools. — The number of public schools established under the present school-law, as reported to January i, 1872, is: White schools, i,5755 colored schools, 280; white pupils, 66,568; colored, 14,412; total schools, 1,855; total pupils, 80,980.
Harvard University has lately established the degrees of doctor of philoso- phy and doctor of science. The latter is to be conferred upon bachelors of science who shall have resided at least two years at the University, and have pursued during three years a course of scientific study in at least two subjects. Candidates for the degree must pass a thorough examination, make some contribution to sci- ence or some special scientific investigation. Persons who are both bachelors of art and bachelors of science may receive the degree of doctor of science after a two years' course of study.
The Use of the Bible in Schools. — The present Board of Education in Dav- enport, Iowa, have taken a stand which has not been previously taken by any edu- cational board. At a recent meeting, it was unanimously agreed that the Bible, as a whole, cannot with propriety be used as a school reader; that the discretion- ary selection, by teachers, of passages to be read in schools, opens the door for sectarian bias, and that teachers should be engaged without reference to their the- ological views; that teachers are not engaged to teach their religious views, and for other minor reasons. Therefore it was resolved, that equal rights, spiritual
1872.1 . EDHORIAL TABLE, 369
freedom, and the best interests of religion would be promoted by discontinuing the enforced reading of the Bible in schools "which all are taxed to support." Other resolutions in the same spirit were agreed to, and printed copies of the res- olutions were directed to be mailed to each of the senators and representatives of Scott county. — Rock Island Argus.
In an item on California, the National Normal sz-ys: " Strongest favor seems to be for a uniform State tax for the support of a uniform term of not less than eight months. This is undoubtedly the most effective, the least expensive, and really the most equitable." This is a correct view of the subject, and will pre- vail ultimately.
A TEACHER m one of the schools in Belmont had up a class of four and five- year olds, and was trying to teach them the names of the days of the week. After practicing them a while, he asked a five-year old girl, "What day is this?" "Washing-day," was the quick reply.
An Italian journal states that in Bavaria, there were found but seven illiterate conscripts in a hundred, while in France twenty-three in a hundred were illiterate. It is estimated that the number of illiterate persons in Holland is but three per cent, of the population. In Sweden, only one adult in a thousand cannot read and write, and in Wurtemburg there is not a peasant or servant who cannot read, .vrite, and keep accounts.
Saxony. — A novel and most interesting experiment in the field of elementary instruction has just been resolved upon in Saxony. Hitherto, as everywhere else, so in that small but highly-developed kingdom, the youth of the lower orders, upon being apprenticed to a trade, have been left at liberty to forget the little they have learned at school. Attendance at Sunday schools and evening instruc- tion provided by the State and charitable societies "was perfectly optional. By a law just passed this liberty is abridged, and compulsory attendance at evening schools exacted for a period of three years.
Mrs. Colt, the widow of Col. Colt, of revolver fame, is building a $60,000 school-house in which to educate the children of artizans engaged in her factories. Following in the footsteps of her husband, she believes in " teaching the young idea how to shoot."
Washington and Lee University. — About three years ago Mr. Peabody transferred as a gift to this Institution his claims on the State of Virginia. There were some obstructions to the prompt settlement of these claims, arising from the loss of the original documents on their passage from London to Richmond, and from other complications. The authorities of the college have made various efforts to induce the Legislature to examine the nature of the claims. That body twice referred the matter to a special committee, who, however, did nothing, and at their own request were finally discharged from its consideration. By a recent act the subject has been referred to the Richmond Circuit Court for adjudication; and there is a reasonable prospect of a speedy and satisfactory termination of the case. — Morton'' s Monthly.
Tennessee State School Fund. — A new movement is on foot to create an immense public school fund. The organization which has taken the initiative in the scheme announces the programme to be : i . To secure the enactment of a prohibitory liquor law ; 2. To raise by methods of subscription $2,000,000. From
370 EDITORIAL TABLE. [June
the Herald and Tribune we learn that about $4,000 have already been subscribed in Jonesborough alone, and it is expected that Washington county will give $100,- 000 altogether. Col. Killebrew, the agent appointed by Dr. Sears, custodian of the Peabody fund, is actively canvassing the State, and is arousing the people to a proper appreciation of the advantages of a common-school system.
Resignation of Mr. Marks. — Mr. Bernhard Marks, Principal of the Lincoln Grammar School of this city, has resigned his position, and will henceforth devote himself to other pursuits. The educational corps sustains a great loss in the retirement of Mr. Marks. His place will be hard to fill. Pre-eminent ability, energy, courage and judicious progressiveness have marked his professional career as a teacher. We wish him all prosperity in his future life.
Pacific Methodist College, Santa Rosa. — The Commencement exercises of this school took place May 23d. Two were graduated — Miss Ada Millington and John W. Haile. The large concourse of people in attendance were delighted with the exercises. The success of this school has exceeded the most sanguine expectations, 196 pupils having attended it during the term just closed. The late junior editor of the Teacher, Prof. A. L. Fitzgerald, will continue in his present position as its President. His associates in the Faculty are Profs. Smyth, King, Hardy and Zellner, and Mrs. Parks.
BOOK TABLE.
The United States Reader. Embracing Selections from Eminent American Historians, Ora- tors, Statesmen and Poets, with Explanatory Observations, Notes, etc. The whole arranged so as to form a complete (Jlass-Mamial of United States History; to which are added a Vocab- ulary of Difficult Words and a Biographical Index of Authors. By John J. Anderson, A.M., author of a "Grammar School History of the United States," a "Pictorial School History of the United States," a "Manual of General History," a "History of England," "The Historical Reader," etc., etc. New York: Clark & Maynard, Publishers, 5 Barclay street. 1872. .
The "idea" or plan of this work is original, and happily executed. Its ample
title-page indicates its contents and intended uses. It may safely be said that
Prof. Anderson has made another good book in the particular line suited to his
genius. The publishers have brought it out in the best style. We shall put it to
use immediately.
Sanfokd's Primary Analytical Arithmetic. Philadelphia: J. B. Lippincott & Co. 1872.
This little book is well suited to induct young children into a knowledge of the elementary combinations of numbers, and give facility in applying them practi- cally. It is the work of an eminent practical teacher. We commend it without reserve. From A. Roman & Co., San Francisco.
The Music Teachers' Assistant. A new and easy System for imparting the knowledge neces- sary to understand the Pitch and Interval, while transposing the Major and Minor Scales, By Dr. T. Ckossett, as taught by hmi ui the Public Schools of San Francisco. No. i — Melody. San Francisco: Published by A. L. Bancroft & Co. For the Author. 1872.
The success of Dr. Crossett as a music teacher in the public schools of San Francisco furnishes a strong presumption in favor of his method as given in this little work. Competent authority pronounces in its favor. (Music is not consid- ered om forte.) Bancroft & Co. have printed it in excellent style.
National School Furniture Company,
CmC^OO, I3L.IL.I1VOIS,
(Organized January, 1872. Capital $100,000.)
MANUTACTtTREES OF
"peard's ^patent ^ehool l^esks and ^
ettees.
Besides the Folding Desk described (SEE OTHER PAGE), we call attention to the GEM DESK, with FOLDING SEAT, just patented, ana aesigned to supply schools not wishing Folding Desks.
One of the ADYANTAGrES ^^-""^^^^^^^ "^® ^^^^ ^^^ ^^^ *^ ^^^^ ^
of this Desk is that the castings ^^^^^-rr^rT^ff^m- ^^^^ GRACEF UL Desk. The
are TWEXTY PER CENT, ^^M^^^^JB^^ back and seathasa BEAUTI-
UT? i VTPT? fiiQT, +v,^ao r^f a?r« ^^ t^^^^^^Hl EUL aDcl thoroughly COM-
HEAYIER han those of sun- ^^^^^^ FORTABLE CURYE, and is
liar style desks. PT^^l^^ SLATTED alternately with
The seat hinge is the same m\M Wn WALKUT and ASH, finished
as used in Peard's Folding #0^ ifjjf/ ^ ^^^^ shellac varnish.
Desk, and is NOISELESS, IC-\- Sl^% ^e ^^ke them WITH or besides being the STRONG- m*=i# _ -^Lj^ WITHOUT a FOOT-REST,
EST made. ^^^^aau^ as purchasers desire.
teize 1. Size 2. Size 8. Size 4. Size 5.
Showing comparative sizes of the " OEM ♦♦ Desk.
We also make the " EC0:N'0M:IC " DESK, a style very similar to the "GEM" Desk, but CHEAPER IN PKICE, intended for schools desiring a GOOD folding seat desk at the liOTW- EST POSSIBLE PKICE. Description and Cuts of the "ECONOMIC" Desk will be found in our Illustrated Catalogue.
jP^p^jitfh) p(^h)aQl§j jNarmtIi p^tec^ti tn^ ^(^tdltmbi
■WK HATK THB
NATIONAL
Study Desk.
When the Desk lid IS folded the pupils have be- fore them a con- venient BOOK- STAND, which enables them to read or study icMle sitting erect in their seats.
This Desk wUl become a FA- VORITE whertt- er uned.
The Dtik Ti.p Folded for Study or Rtading.
Tlie Desk Top in place for Writing, Drawing, etc.
This is the Most Complete Desk ever Made !
It is SIMPLE, very CONVENIENT, CANNOT get out of ORDER, and occupies but 12 INCHES space when FOLDED.
"W e m. a n n fa c t la. r e
f-all line of
Teacher's Desks, Chairs, Recitation Settees, Church and Hal] Settees, Blackboards, &c., &c.
^f" Illustrated Catalogue and. Price Lists sent, post-paid, on application. Address.
A. ROMAN & CO., SAN FRANCISCO, GAL.,
Aleuts for Pacific Coast-
National School Furniture Companv,
(Organized January, 1873. Capital $100,000.)
MANUFACTURERS OP
^eard's patent ^ehool ^pesk and ^ettee ^ombined.
8^* To this DESK and SETTEE was awarded the Prize over all Competitors at the Fair of the American Institute for 1871.,.^
They furnish a School- Room with every conve- nience to the Scholar.
They turn that room at pleasure into an Assembly- Room, with Seats only.
They dispose of obstruc- tions, leaving the least pos- sible furniture to impede the movements of classes or the cleansing of the room.
Peard's Desk and Settee ready for Use,
Over 20,000 of these Desks have been SOLD since their first manu- facture, — July? 1871.
When open, this is the most ornamental and use- ful of Desks, with Ink- well, Book-rack, etc.
When the Desk-Lid is folded over, it rests upon the back of the Seat in front, forming an equally comfortable false back.
The Seat-Hinge is the latest Patent, May 23, 1871. It is the strongest made, and quite noiseless.
Peard's Desk, with Top and Seat folded, occupying than ten inches space.
Adopted for ex elusive use in the tf Public Schools of New York City.
The Peard Desk, with Top folded over to us- Settee only.
We claim that these Desks excel all others in the following particulars :
1. Economy of room. There is no desk made that closes so compactly, occupying when folded only ten inches of space. Thus ample room is afforded for in- gress and egress, and gymnastic exercises.
2. When folded, this desk leaves no ungainly arid dangerous iron projection to tear the clothes, but se- cures a perfectly free way of about two feet in width.
3. It insures cleanliness in the school-room. When the desks are folded, sweeping becomes a matter of as much ease as in a perfectly open room.
4. When folded, the book and slate-rack is left perfectly free and easy of access— an advantage found in no other folding desk.
5. They are thoroughly strong, durable, and ele- gant, the castings being all made of extra weight and strength. The arrangement for folding is so construct- ed to be much more durable than the old style of desk.
6. They are thoroughly comfortable. The backs and seats both being constructed with special refer- ence to the comfort of the scholar. The back is curved in such a manner as to give proper support to the pu- pil. The seat is curved and slatted so that sitting does not become tiresome and painful.
7. They are noiseless in opening and folding. By an application of pads, all noise is avoided.
8. When it is desired, the school-room can be trans- formed into a spacious and elegant assembly room for adults. When the desk-lid is folded, the settee be- comes just as available for lecture-room use as though made expressly for that purpose. In view of the fact that many school -houses are used for public meet- ings of all kinds, including religious worship on the Sabbath, this feature of making the desk into a com- fortable settee will be found invaluable.
Prof. J. J. Anderson, Ptincipal Marshall Academy, of Marshall, Wis., under date of December 10th, 1871, says: "Peard's Patent Folding-Desk and Seat, for convenience, ease and durability, surpasses everything in that line I have ever seen. Let every School Board, before seating their school- rooms, examine Peaed's Desks. TT"^ are delighted with them, and feel sure that they excel all other School-Desks in every respect, besides possessing advantages not found in any others made."
J^" Eacli Desk is fastened to tlie Floor witli SIXTEEN SCREWS.
Fnd riew— OPEN. Eud view— CLOohiJ
Illustrated Catalogue and Price List sent, post-paid, on application. Address
A. ROMAN & CO., SAN FRANCISCO, CAL.,
Agents for Pacific Coaxt.
1872.
EDITORIAL TABLE.
Zl-^
Pale Ink. — We have before us the proceedings of a County Institute written in ink so pale as to be illegible in many places. Don't use pale ink — especially, in writing for the press. The printer's soul is vexed by it — or your soul will be vexed by the non-appearance of what is thus written. Verbum sat.
Wanted — Appointment to a ' public school by the undersigned; First Grade State Certificate, Educational Diploma, Graduate at Law, and four years Princi- pal of Grammar School. Wife teaches Piano, Singing, French, Drawing, etc. Highest testimonials from Trustees, County Superintendents, etc., etc. (Ages 29 and 22.)
Please address: W. J. Adams,
Principal Public School, Millerton, Cal.
TABLE OF CONTENTS,
PAGE.
Earthquakes — No. 2 339
The Beauties of Blundering 346
A Day at Rugby 349
The American System of Public Instruction 352
Give Me the Grateful Heart 354
Ventilation 355
Old Texts and New Settings 356
Wonders of the Lightning 359
Miscellany 360
PAGE.
Editorial Table 362
Valedictorj' 362
Tehama County Teachers' Institute 363
State Normal School 36a
"The Next Step" 363
Educatioi lal Items 368
Resignation of Mr. Marks 370
Pacific Methodist College 370
Book Table 370
PERSONS OF BOTH SEXES ARE thoroughly fitted for business pur- suits, or for teJejjraphic operators, at this institution. The scholarships ot this school are good for tuition in he thirty-six Bryant & Stratton Col- leges. Young men are practicallR, educated for Bunkers, Merchantys Clerks and Brokketptrs by the raost thorough cotirse of actual btisiuesp traiuiug ever introduced into any school ou the Pacific cca^t. Sess ons continue day andeveniig thrcughout tii> tiitire yn.r. c^iuueuib can cuur at ..u^ n . u. u i.nt the course < f study for young meu in all walks of life who with to succeed. For full info maticn n tjardinti the schco., cull at the College Office, 24 Post street, or send for Heald's CoLLtoK JorbNAL, publibhtd monthly, and sent free to all by addressing
E. P. HEALD,
President Euslnes- College, ^vna. Fiuucisco.
Though the National Sitnday School Teacher was
Entirely Burned Out
IN THE GKEAT CHICAGO FIKE, we have resumed its publication, and are making it Better Than Ever. Send 15 cents lor Specimen copy. Adams, Blackmer & Lyon Pub. Co., Chicago.
CALIFORNIA
jSxATE Normal JSchool.
BOARD OF TRUSTEES.
NEWTON BOOTH Governor
H. N. BULANDER Superiutendent of Public Instruction
C- T. IIYLAND San Jose
A. J. MOULDER San Francisco
H. 0. WELLER San Joso
JAMES DENMAN San Francisco
J. H. BRALY San Joso
TEACHERS.
Rev. W. T. Lucky, A.M Principal
H. P. Caklton Vice-Principal
Miss E. W. Houguton Assistant
Mks. D. Clakk Assistant
Assistant
COURSE OF STUDY.
To secure admission into the Junior Class, applicants must pass a satis- factory examination before the Board of Examination in the county in ^^hich they leside. on the following subjects, viz.:
Orthography, Reading, Penmanship, Common School Arithmetic, English Grammar, Geography and Composition.
Junior Class — First Session.
*ArWwicilc — Robinson's Higher.
* E)i(j''ish Grammar — Brown's.
* Geography — Monteith's. *^lieadln() — LIcGuffey's 5th Reader. *Oriho(irap]iy — Willson's.
Moral Lessons — Cowdery's. Mental Arillimelic. Analysis and Defining.
Junior Class — Second Session,
* Algebra — Robinson's Elementary.
* English Grammar — Brown's. G^co3;(e/r7/— Marks' Elements. Physiology — Cutter ' s .
*l/. S. History — Quackenbos'.
Vocal Cidtare.
JBook-Keeping — Payson, Dunton & Scribner's Single Entry.
Natural Philosophy — Steele's.
ercises duri)ig the Junior Year — Penmanship; Object-Lessons; Calisthenics; School Law, Methods of Teaching; Vocal Music, Drawing, Com- position, Declamation and Constitution of United States and California.
To secure admission into the Senior Class, applicants must be regularly promoted from the Junior Class, or pass a thorough written examination, conducted by the Normal School Board of Instruction, on those studies of the Junior CJass marl<ed with an asterisk, and an oral examination in Natural Philosoi)hy and Physiology.
Senior Class — First Session. Algchra — reviewed. Physiology — reviewed. Kalxiral2'hi!osophy—QviD.ckeTiboa\ Phcioric — Hart's. Natural lUslo7-y—Temi\ey's. Vocal Culture— lln&HeW'H. Book-Keeping — Payson, Dunton & Scribner's Double Entry.
Seniob Class— Second Session. Arithmeilc — reviewed.
Geo)net)\t/, Trlrfoaometrj/, and 31ensurcUion — ^Davies'. JJolany—Gi-ay's. Pity ileal Geography — "Wai'ren's. Mental Pldlosophy — Uphain's. English Literature — Collier's. Aslronomy — Loomis'. Chemistry — Steele's. General Exercises — Same as in the Junior Class.
REGULATIONS OF THE NORMAL SCHOOL.
1. AH pupils, on entering tlie School, are to sign the following declaration: " Wc, the subscribers, Ijcreby declare that our purpose in entering the State Normal School
is to lit ourselves for the profession of Teaching, and that it is our iuteutiou to engage ia
teaching; in the Public Schools of this State."
2 To enter the Junior Class male candidates must be seventeen years of age; and female candidates sixteen. To enter the Senior Class they must be one year older.
3. All applicants are required to present letters of recommendation from the County Superintendent of the county in which they reside. The holders of first or second grade teacher's certificates will be admitted on their cer- tificates.
4, No pupil shall be entitled to a Diploma of Graduation who has not been a member of the School at least one year.
GENERAL INFORMATION.
In obedience to the requirements of the ' 'Act to Establish the State Normal School," passed by the last Legislature, the next session of the School will be held in San Jose. Tiiere will be Oral and Written Examinations at tho close of each session. The Graduating Exercises will be in March.
Pupils will be required to furnish their Text Books. Keference Books will be furnished by the School.
There is no boarding house connected with the Normal School. Good boarding can be obtained in private families at reasonable rates.
CALENDAR FOR 1871-72.
First Session begins June 14th, 1871. First Session eiuls October Gth, 1871. Fall vacation, one week. Second Session begins October IGth, 1871. Second Session ends March 14th, 1872.
For additional particulars, address
Kev. W. T. LUCKY, A. M., Peixcip.ii., San Jose. March 25th. 1871.
Terms of Advertising in the California Teacher.
[Payable in U. S. Gold Coin.]
1 month, 3 months. G moniJis. 1 year.
1-4 page §5 00 §13 00 §25 00 §40 00
1-2 page.... : 10 00 25 00 40 00 70 00
1 page 15 00 40 00 GO 00 100 00
TO BDiyroikTORe.
Messrs. WILSON, HINKLE & CO,
ANNOUNCE TWO NEW HISTORIES.
I. VENABLE'S UNITED STATES : A School History of the United States, by W. H. Venable.
12 mo. Finely illustrated and accompanied with numerous carefully drawn maps and charts. Contains valuable foot notes, referring to literary matter relating to sixbjects discussed in. the text : an original system of general questions : an orig- inal system of biogeaphical eeviews, illustrated with authentic portraits : and sus- tains throughout a unity of design and execution, presenting a complete, though concise, ar istic and pleasing narration of the leading facts of the history of our country, in an attractive form.
Price, $1.35. Single specltuen copy by mail for examination, 8i cts.
XL THALHEIMER'S ANCIEMT: A Manual of Ancient History, from the Earliest Times to the fall of the Western Empire, A. D. 476. By M. E. Thalheimer.
8 vo., about 3 0 pp., with pronouncing vocabulary and index of all the names used in the bonk; handsomely illustrated with full-page engravings of Ancient Temples, and other historical objects, charts of the principal cities, and w th accurate and finely executed double-pnge maps of the various countries considered in the text. The publishers are con tident that these important features in connection with the pleasing style of narration adopted by the author, and the strict conformity in state- ment to the very latest and most reliable authorities, will serve to render the work exceedingly valuable and interesting not only to students for whom it is specially designed, but to all classes of readers.
Price. $3.50. Single copy by mail for examination, $3. 00. ALSO
The Eclectic Primary Writing- Book.
This book contains all the small letters, capitals and figures in large script, and is designed to be written with a lead pencil during the second year of school life. Single specimen, cojiy sent by mail for It) cents.
The Standard Eclectic Educational Series
McGUFPEY'S NEW ECLECTIC READERS,
(The auth )rizGd text-books for the Public Schools of California,) RAY'S SERIES OF U ATHEBIATIC*,
HARVEY'S ENGLISH GRAMMARS, THE ECLECTIC SERIKS OF GEOGRAPHIES,
THE ECLECTIC SVSIEM OF PENMANSHIP,
WHITE'S GRADED SCHOOL ARITHMETICS, Etc., Etc. FOR DESCRIPTIVE CIRCULARS ADDRESS THE PUBLISHERS.
e: C I^ E O T I C I* E IV s .
No, 100, School Pen. No. 300, Commercial Pen. No. 300, Extra Fine Pen.
Price, $1.25 per Gross. Sample Card, 3 pens of each kind, 10 cents.
f^ The following will be sent Gratis to Teachers and School Officers : Specimen papes of the i clectic GeogrjipUies, PliiJllpH' D«y School Sing'er, and L.eijS^liL'8 Phonetic Primer and Primary Reader ; also Illustrated Descrip- tive Catalogue of the Eclectic ii.duciitionai .T-eries.
WILSON, HINKLE & CO., Publishers,
137 Walnut St.— Cincinnati. 28 Bond St.— New York.
LIBBT & SWETT,
S Netv Montgomery S;
Grand Hotel Bailding', San Francisco.
Books, Stationery and School Supplies.
A FULL STOCK OF
ScJiool Books,
School Ax>paratus, Wall 3Ifvps,
Globes, &c. Miscellaneous Books, New Books ^
Fine Stationery, &c,
and everything else that pertains to our business at the lowest market rates.
We cordially invite the visits and correspondence of teachers and school officers.
P. O. Box 459. LIBBY cfc SWETT.
THE GOLD MEDAL
€ee#iL f earn
MANUFACTUEED BT
WJJ.PalmeriCo
(Successors to Wigmore & Palmer,)
Mannfnctory, 105 <& 107 Mission St., Near Spear,
San JFranciaoo,
-.- REMOVED TO
No. 11 Montgomery Street,
Lick House Block, SAN FRANCISCO.
A. ROMAN & CO., Publishers, Booksellers,
Importers and Stationers,
Would respectfully call the attention of the TEACHERS and SCHOOL OFFICERS of the PACIFIC COAST, to their large and complete stock of
SCHOOL BOOKS, LIBRARY BOOKS, MAPS, GLOBES, SLATES and SCHOOL SUP- PLIES GENERALLY,
which they offer at low rates.
Special attention given to the filling of
School Library Book Orders.
Catalogues of SCHOOL, and SCHOOL LIBRARY BOOKS mailed free, and prices of anything in our line, given upon application.
Only AUTHORIZED Agents for the introduction of
SWINTON'S HISTORY.
Just published, a new edition of
SWINTON'S WORD ANALYSIS,
PRICE, 40cts.
Agents on the Pacific Coast for
PEARD'S PATENT SCHOOL DESKS,
Something new, which as soon as known, will supersede all other desks now in use. Send for Price lists, etc.
Correspondence invited.
A. ROMAN & CO.,
S.±N FJtANCISCO
FOURTEEN WEEKS" IN NATURAL SCIENCt.
BY
J. DOEMAN STEELE, A.M.
14
WEEKS r NATURAL PHILOSOPHY,
LvJ ASTRONOMY,
COURSES 1 ^"^'^'ll^lbcY.
TliesG volumes constitute the most available, practical, and attractive text-books on tlie Sciences ever published. Each volume may be completed iu a single term of study.
THE FAMOUS PRACTICAL. Q,LESTIONS devised by this aixthor are alone sufficient to pl^ce his boolis iu every Academy and Grammar School of "the land. These are questious as to the nature and cause of common phenomena, and are not directly answered in the text, the design being to test and promote an intelligent use of the student's liuowledge of the foregoing principles.
TO MAKE SCIENCK PtiPrLAR Is a prinne object of these books. To this end each subject is invested with a charming In- terest by the peculiarly happy use ot huigunge and illustration in uhich this author excels.
TIJEIR HEAVY PREDECESSOKS demand as much of the student's time for the acquisition of the principles of a single branch as these for the whole course.
PUBLIC APPRECIATION. Tlie nuthor's great snceess in meeting an urgent, poi^ular need. Is Indicated by tlio fact (probably uuparailed in the history of .^cieiitihc text-books), that although the fii'st volume ■was issued as recently as 18G7, the yearly sale is alrea;ly at the rate of
PHYSIOLOGY AND HEALTH.
By EDWARD JARVIS, M.D.
T APVI^^^^^^^"^^^^ OF PHYSIOLOGY. O Ail V iij PHYSIOLOGY AND LAWS OF HEALTH.
The only books extant which .npproach this subject with a proper view of the true object of to.ichiiig Physinlcigy in schools, viz., tli;it scholars may know how to take care of their own health. The child instructed from tliLse works will be always
X3:is o"wisr X300T0i=^. BOTANY.
WOOD'S AMERICAN BOTANIST AND FLORIST.
This new and eagerly expected work is the result of the author's experience and life-long labors iu
Classifying' tlie Science of Botiiny.
Ho has at length attained the lealization of his hopes by a wonderfu'ly Ingenious process of condensation and arrangeiuent, and presents to the world iu this eiugle moderate-sized vol- ume a Complete Ma nu:i I.
In 37U duodecimo pages he has actually recorded and definedj Kearly 4,000 Species.
The treatises on Dcsci'iptive and Structural Botany re mod' Is of concise statement, which leave nothing to he said. ( if ontireiy new features, th^ most notable are llie Synoptical Ta- bles for the I lackboard, and the distiiictiuii of species and vurietit s by variation in the type.
Prof. Wood, by this work, establishes a just claim to his title of thcgi'eat
AMElilCAX EXPONENT OF BOTANY,
A. S. BARNES Hi CO., Publishers, IVew York.
L.IBBY & SWETT, 3 New Montgomei-j- St., San Fr.nncisco, P.O. Box 4.-50. Grand Hotel I3uiiaing.
FOFTJJ^AJFt TEXT BOOKIS
FOR SCHOOLS, ACADEMIES AND COLLEGES.
BROWN'S ENGLISH GRAMMARS.
COMPRISING
Broivn's First Lines of JEngllsh Grammar,
12mo. Half!:GUiid. Designed for young learners. Ketail price, 45 cts. Broivii's Institutes of FnffllsJi Grammar,
12mo. Muslin, leather back. For the higher classes. Ketail price. $1 00.
\*Both of these very popular text-books have just been revised by Honry
Kiddle, A.M. , Assistant Superintendent of Public Schools of New York City,
with important additions, especially in the department of Sentential Analysis.
JSroivn's Grammar of Enrjllsh Grammars,
Eoj^al 8vo. Leather or half morocco. Eetail price, $6 50. These Grammars were never so popular or widely used as at the present time — they are the books. The latter is the most comprehensive and exhaust- ive Treatise on English Grammar extant.
ROSCOE'S CHEMISTRY.
Lessons in Elementary Chemistry,
By Heney E, Eoscoe, B.A., F.R.S., Professor of Chemistry in Owens Col- lege, Manchester. In one beautiful IJUle volume, handsomely illustrated with engravings, and bound in muslin, red edges. Just published. Eetail price, $1 50.
This little book is, we believe, the only one in the market containing all the newest features in Chemistry.
LAMBERT'S PHYSIOLOGIES.
Lambert's Human Physiology ^ Anatomy , and Hygiene,
12mo. This is an entirely new book, written on a new plan, and is beauti- fully illustrated, with several hundred wood engravings, and thirty-one plates on tinted paper, containing many figures. Eetail price, $1 75.
Lambert's JPrhnary Physiology ^ Anatomy, and Hygiene,
12mo. Profusely illustrated. Eetail price, 85 cents.
GANOT'S PHYSICS.
Elementary Treatise on Physics, Exj)erimental and Applied,
For the use of Colleges and Schools. Translated and edited from Ganot's Elements de Physique, by E. Atkinson, Ph. D., T. C. S. Illustrated by a col- ored plate and GOB wood cuts. In one very thick 12mo. volume. Price, $G.
This beautiful and most thoroughly systenjatic work has been adopted for use in some of the highest colleges in the land, as Harvard University, Colum- bia College, etc., etc., and is not only the best work of its kind for educational purposes, but would be also a very valuable addition to any library .
Teachers, School Boards, and others interested, are cordially invited to cor- respond with the publishers. Very favorable terms for introduction.
Copies of the above books, except Ganot's Physics and the Grammar of English Grammars, sent for examination for halt the retail prices affixed. WILLI A3I WOOD tC CO,, Publishers, NEW YOEK. ^" These books are kept for sale in California by Booksellers generally, and in Son Francisco by A. EOMAN k CO., and H. H. BANCEOFT k CU.