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JULY,    1869. 


C^ 


Y^^otnia  Teac^ 


Gr. 


A  JOURNAL  OF 


fc\ool    antr    §0me    ^butation, 


AND    OFFICIAL    OKGAN    OF    THE 


Department  of  Public  Instruction.  } 


EDITORS : 


O.  P.  FITZGERALD  and  A.  L.  FITZGERALD. 


Contribttting  Editors,  Elected  by  the  State  Educational  Society : 
EBENEZER  KNOWLTON,  H.  P.  CARLTON, 

MISS  CLARA  G.  DOLLIVER,  MISS  LAURA  T.  FOWLER. 


SAN    FRANCISCO: 
California  Educational  Society, 

Publication  Rooms,  No.  710  'Washington  Street. 
M.D.  Csinn  d'  CO.,  Printers,  532  Clay  Street, 


>§;>§«§*- 


TERMS— TWO  DOLLARS  PER  ANNUM  payable  invariably  in  Advance. 

iLddreiis:    «Ci&.L.lFOie.Iiri^   TEACHER,"   San  FrancUco. 


Adopted  3Iay  25th,  1869,  as  a  regular   Text  BooJc  by  the  Board 
Education  of  San  Francisco. 

NOW    HEADY, 

CLAEKE'S  NEW  INTERMEDIATE  GEOGEAPH 

Designed  esjyeciallg  for  Use  hi  the  Intermediate  Classes  and 
Schools  of  the  Pacific  States, 


THIS  Book  completes  Clarice 's  Series  of  Geographies,  and  possesses  many  n< 
and  imi>ortant  features  that  are  not  to  be  found  in  any  other  similar  work. 

By  adopting  the  narrative  style  of  imparting  instruction,  the  subjects  are  presented  in 
pleasing  and  attractive  manner,  and  the  pupil  easily  acquires  all  the  important  geographic 
facts  in  the  lesson. 

The  child's  curiosity  is  excited  and  his  imagination  cultivated,  so  that  the  leading  facts  a 
agreeably  but  firmly  impressed  upon  the  memory. 

The  difficulties  of  pronunciation  are  overcome  by  arranging  the  difficult  words  in  a  voca 
ularj',  with  the  pronunciation,  immediately  before  the  lessons  in  which  they  occur. 

The  questions  are  well  arranged  in  connection  with  each  lesson;  also,  there  are  sets 
questions  and  answers  according  to  the  old  method,  for  those  who  prefer  it. 

The  Maps  are  unsurpassed;  no  pains  having  been  spared  to  render  them  perfect  in  eve 
respect. 

A  new  and  easy  system  of  Map  Drawing  is  adopted,  the  square  forming  the  basis.  It 
considered  more  easily  comprehended  than  the  triangle. 

Parents  and  Teachers  should  not  fail  to  examine  the  book,  and  provide  those  under  th( 
charge  with  the  best  means  of  advancement. 


OPINIONS    OF    EDUCATORS. 

From  Rev.  A.  N.  Fisher, 

Superintendent  of  Public  Instruction  of  the  State  of  Nevada. 
•'  I  do  not  hesitate  to  express  my  satisfaction  with  both  the  method  and  matter  of  this  work.    I  consid 
It  deserving  of  coast  patronage." 

From  Professor  J.  "W.  Anderson, 
"  I  have  used  CLARKE'S  NEW  INTERMEDIATE  GEOGRAPHY,  and  do  not  hesitate  to  say  that  I  consid 
It  better  adapted  to  the  wants  of  our  Public  Schools  than  any  work  now  in  use." 

f  From  Hon.  Jolin  S-^vett, 

Ex-Sui>erintcndcnt  of  Public  Instruction  of  the  State  of  California— Principal  of  the  Denman  Grammar  Schoc 

San  Francisco. 
"  I  favor  the  adoption  of  CLARKE'S  NEW  INTERMEDIATE  GEOGRAPHY  by  the  State  Board  of  Edu< 
tion." 

From  Professor  W.  .J.  G.  Williams, 
Principal  of  the  Broadway  Grammar  School,  San  Francisco. 
"CLAKKKS  NEW  INTERMEDIATE  GEOGRAPHY,  in  my  opinion,  is  the  only  one  adapted  to  the  part: 
ular  wants  of  the  children  attending  the  Public  or  Private  Schools  of  this  State." 

From  E»  Kno^vlton.  Esq., 

Princii)al  of  the  Rinoon  Grammar  School,  San  Francisco. 
"  I  have  been  closely  examining  and  thorouglily  studying  CLARKE'S  NEW  INTERMEDIATE  GEOGR. 
PHY,  and  do  not  hesitate   to  state  that  I  am  vtri/  much  phsased  with  it;  so  much  that  I  wish  to  set  on  fool 
movenifnt  for  its  introduction.    It  is  certainly  the  author's  best  working  volume  thus  far,  and  must  make  i 
w»y  over  all  competitors  wherever  fairly  tested." 

From  Professor  W.  B.  Ltaivler,   Carson  (Jity,  Nevada. 
•*  I  have  carefully  examined  CLARKE'S  NEW  INTERMEDIATE   GEOGRAPHY,  and  I  am  so  well  pleaa 
with  the  work  that  I  have  introduced,  and  am  using  it  in  my  School." 

From  K.  D.  Humphreys,  Esq., 

Principal  of  the  Mission  Grammar  School,  San  Francisco. 
"There  is  no  Oeography  that  can  take  the  place  of  CLARKE'S  NEW  INTERMEDIATE  for  the  Pacil 
I  hope  it  win  bo  adopted." 

From  Nllns  A.  White,   Ks(i., 
Principal  of  the  ShotwoU  Street  Grammar  School,  San  Francisco. 
••  I  heartily  endorse  CLARKE'S  NEW  INTEIiMEDIATE  GEOGRAPHY." 

CLARKE'S  NEW  INTERMEDIATE  GEOGRAPHY  was  strongly  recommended  for  adoption  to  the  Sta 
I  lute  by  a  8iM!clal  Commlttco,  consisting  of 

T.  8.  MYRICK,  Esq.,       D.  C.  STONE,  Esq.,       J.  H.  BRAYLEY,  Esq., 
H.  P.  CARLETON,  Vmi,.  NOAH  F.  FLOOD,  Esq. 

Published  by  H.   H.   BANCROFT  &  CO., 

IJookHellevH    arxcl    StJitioriers, 

San  Francisca 


Bancroft  Library 

1  >!  4B 


THE 


California  Teacher 


JULY,    1869 


Vol.  YII.  SAN  FRANCISCO.  JTo.  1. 


LECTURE  ON  THE  BEARING  OF  RECENT  DISCOVERIES  IN  PHYSICAL 
SCIENCE   ON  THE  "NEBULAR  HYPOTHESIS." 


BY  JOHN   LE    CONTE,  M.D., 
Professor  of  Physics  in  University  of  California. 


[abstract.] 

The  speculative  views  of  Lambert  and  Kant  led  them  to  the 
adoption  of  a  Nebular  Hypothesis,  and  to  the  idea  of  a  per]Detual 
development  in  the  regions  of  space.  Sir  William  Herschel, 
after  long  hesitation,  was  ultimately  led,  by  the  surer  path  of 
observation  and  cautious  induction,  to  the  adoption  of  similar 
views,  in  relation  to  the  existence  of  a  self-luminous  substance  of 
a  highly  attenuated  nature,  distributed  through  the  celestial 
realms.  At  a  later  period,  in  1811,  he  communicated  to  the 
Royal  Society  an  exposition  of  his  famous  hypothesis  of  the 
transformation  of  nebulae  into  stars. 

Sir  William  Herschel  made  no  attempt  to  extend  his  hypothe- 
sis to  a  cosmogony  of  our  solar  system.  If,  therefore,  the  "Neb- 
ular Hypothesis"  is  restricted  to  the  theory  which  professes  to 
.explain  the  genesis  of  our  solar  system,  it  is  only  analogically 
related  to  the  loftier  speculations  of  Sir  William  Herschel,  in 
regard  to  the  processes  of  star-formation  going  on  in  the  stellar 
realms.  In  this  restricted  sense,  the  "  Nebular  Hypothesis"  is 
due  to  Laplace.  This  illustrious  mathematician,  with  a  modesty 
and  diffidence  befitting  a  true  philosopher,  endeavored  to  lay 
rational  foundations  for  a  cosmogony  of  the  solar  system.  This 
sublime  speculation  has  been  egregiously  misunderstood  and  mis- 
represented alike  in  itself  and  in  its  tendencies. 

The  lecturer  proposed  to  disconnect  Laplace's  Nebular  Hy- 
pothesis, from  the  question  of  the  general  diffusion  of  cosmical 


<(%'' 


2        Bearing  of  recent  discoveries  in  Physical  Science.     July. 

vapor  in  the  celestial  regions.  Indeed,  the  origin  of  Laplace's 
hypothesis  did  not  lie  in  Herschel's  speculations  in  relation  to 
the  transformation  of  nebulae  into  stars  and  clusters  of  stars.  In 
contemplating  our  solar  system,  he  discerned  numerous  harmo- 
nies and  adjustments,  which  were  not  accounted  for  by  the 
law  of  gravitation,  which  induced  him  to  infer  that  all  its  mem- 
bers were  of  one  family — of  a  common  origin.  The  Nebular 
H}^othesis  was  framed  to  explain  and  co-ordinate  these  facts, 
and,  if  possible,  to  refer  them  to  established  mechanical  prin- 
ciples. Under  this  view,  the  lecturer  considered  the  Nebular 
Hypothesis  in  two  aspects — viz :  As  a  pure  hypothesis,  framed  to 
explain  the  arrangements  of  the  solar  system;  and  as  a  physical 
reality,  indicating  the  actual  process  by  which  the  phenomena 
were  evolved  or  produced. 

1.    As  a  Pure  Hypothesis. 

Notwithstanding  the  number  of  orbs  of  which  the  solar 
system  is  composed,  and  the  consequent  almost  infinite  variety 
of  their  possible  dispositions,  the  following  coincidences — wholly 
independent  of  the  law  of  gravitation — are  found  to  obtain  : 
1.  The  sun  rotates  on  his  axis  from  west  to  east.  2.  All  the 
planets,  (now  104  in  number)  revolve  about  the  sun  from  ivest 
to  east.  3.  All  the  planets,  (as  far  as  known,)  rotate  on  their 
axes  from  west  to  east.  4.  All  the  satellites,  (excepting  those 
of  Uranus  and  Neptune,)  revolve  about  their  primaries  from 
west  to  east.  5.  All  the  satellites,  (as  far  as  known,)  rotate 
on  their  axes  in  same  direction  in  which  their  primaries  turn  on 
their  axes.  6.  All  the  planets,  (with  the  exception  of  a  few 
minute  asteroids,)  revolve  about  the  sun,  nearly'  in  the  plane  of 
the  solar  equator.  7.  All  the  satellites,  (as  far  as  known,)  re- 
volve about  their  primaries  nearly  in  the  j^lctnes  of  the  equator  of 
their  respective  planets.  8.  All  the  planets,  (with  the  exception 
of  a  few  asteroids,)  have  orbits  of  small  eccentricity.  9.  All  the 
satellites  have,  in  like  manner,  orbits  of  small  eccentricity. 

These  nine  (9)  independent  coincidences  in  the  arrangements  of 
more  than  127  separate  bodies,  cannot  be  supposed  to  he  fortui- 
tous:— they  naturally  suggest  the  existence  of  some  grand  and 
comprelienstve  law,  pervading  the  whole  solar  system.  That  they 
are  not  consequences  of  the  law  of  gravitation,  is  evident  from 
the  fact,  that  the  comets  transgress  every  one  of  these  laws  which 
could  be  applicable  to  them.  According  to  the  laws  of  proba- 
bility, the  chances  against  the  concurrence  of  so  many  unconnected 
phenomena,  is  almost  infinite.  Laplace  estimated  that  the 
chances  were  four  millions  of  millions  to  one,  that  these  were  not 
arbitrary  accidental  phenomena.  Since  his  time,  facts  of  a  simi- 
lar bearing  have  largely  accumulated,  and  the  chances  against 
their  fortuitous  concurrence  are  now  almost  beyond  the  power  of 
numbers  to  express.  * '  The  co-ordination  of  these  divers  and 
unconnected  phenomena, — the  grouping  them  into  one  coherent 
and  harmonious  scheme, — the  referring  them  to  one  common 


1869.]  Bearing  of  recent  discoveries  in  Physical  Science.  3 

cause  and  origin,  and  thereby  imparting  to  this  fair  work  of  the 
Eternal  the  semblance  of  a  Unity  worthy  of  a  Divine  Idea," — 
these  were  the  sublime  and  lofty  aims  of  the  famous  ''  Nebular 
Hypothesis"  of  Laplace.  He  imagined  "  that  this  consimimate 
fabric — this  gorgeous  planetary  scheme — like  the  blossom,  had  a 
bud; — and  deeper  yet,  that  it  had  a  mysterious  germ,  within 
which  rested  the  necessities  of  its  present  glorious  unfolding" ! 
*'He  sought,  by  penetrating  the  deep  recesses  of  the  past,  to 
reveal  the  mystery  of  its  development,  and  conceived  the  bold 
thought  of  portraying  the  modus  operandi  of  the  genesis  of  our 
Solar  System." 

In  its  original  form,  the  Nebular  Hypothesis  required  three 
(3)  assumptions,  viz:  1st,  An  agglomerated  Nebulous  mass;  2d, 
That^this  mass  be  rotating  about  its  centre  of  gravity;  and  3d, 
That  it  be  incandescent  from  excessive  heat.  The  successors  of 
Laplace  have  endeavored  to  simplify  the  hypothesis,  by  showing 
that  rotation  of  the  nebulous  mass,  and,  perhaps  also,  its  incan- 
descence, may  be  simple  consequences  of  the  processes  of  ag- 
gregation. 

ORIGIN    OF    ROTATION. 

The  lecturer  proceeded  to  show  that  if  we  suppose  the  great 
nebulous  mass  to  have  been  a  continuous  gas  or  fluid,  symmetri- 
cal in  form,  and  either  homogeneous  or  heterogeneous  in  struc- 
ture, provided  the  component  strata  were  homogeneous  in  them- 
selves— "  the  fundamental  principles  of  mechanics  assure  us 
that  the  process  of  cooling  and  condensation  by  contraction, 
would  not  generate  a  motion  of  rotation."  Nay,  more;  he 
thought  it  was  very  difficult  to  conceive  the  mechanical  possi- 
bility of  a  continuous  gaseous  or  liquid  mass  of  any  form — 
whether  homogeneous  or  otherwise — acquiring  a  motion  rotation 
by  the  internal  motions  of  its  several  parts.  The  mass  being 
isolated,  and  out  of  the  sphere  of  external  forces; — all  of  its 
parts  being  in  inter-communication  through  fluid  continuity; — 
how  can  we  reconcile  a  generation  of  rotation  in  the  whole  mass, 
with  the  fundamental  principles  of  the  equality  of  action  and 
reaction  ?  Any  force,  that  begins  and  ends  in  a  body — whose 
parts  are  in  continuous  material  connection — cannot  impart  mo- 
tion to  the  whole  mass — whatever  relative  movements  might  be 
communicated  to  portions  of  it. 

The  lecturer  was  disposed  to  look  for  the  origin  of  the  primi- 
tive rotation  of  the  nebulous  mass  in  the  discontinuous  structure 
of  the  primordial  nebulous  matter.  Adopting  Sir  John  Hers- 
chel's  idea,  that  the  nebulous  condition  indicates  not  the  gase- 
ous, but  the  cloudy  form  of  matter; — we  must  look  upon  nebu- 
lous masses  as  consisting  of  discrete  portions  of  matter — of 
various  density  and  bulk — aggregated  into  special  forms,  under 
the  influence  of  mutual  attraction.  By  the  gradual  subsidence 
and  condensation  of  these  discrete  particles  by  the  effect  of 
gravity,  a  central  aggregation  or  nucleus  would  be  formed — the 


4         Bearing  of  recent  discoveries  in  Physical  Science.  [July. 

germ  of  our  sun.  Let  us  hasten  to  see  what  light  this  view 
throws  upon  the  physical  cause  of  the  rotation  of  the  primitive 
solar  nebula.  It  is  obvious  that  a  crowd  of  aggregating  bodies, 
animated  by  independent  and  partially  opposing  impulses,  must 
produce  collision,  destruction  of  velocity,  and  a  subsidence 
towards  the  centre  of  attraction.  It  is  also  evident  that  those 
impulses  which  conspire  or  remain  outstanding  after  such  con- 
flicts, must  ultimately  give  rise  to  circulation  or  rotation  of  a 
permanent  character  about  some  axis.  It  will  be  observed  that 
the  causes  imparting  motion  to  the  central  mass  are,  in  this 
view,  entirely  exterior  to  it.  For  the  subsiding  and  conflicting 
bodies,  being  discrete  and  independent  of  each  other,  act  like 
the  impinging  of  a  comet  or  any  cosmical  mass,  on  the  central 
nucleus.  Under  this  aspect,  the  Nebular  Hypothesis  becomes 
identical  with  Sir  John  Herschel's  ' '  Theory  of  Sidereal  Aggre- 
gation"; the  only  difference  consisting  in  the  magnitudes  of  the 
aggregating  bodies. 

ORIGIN  OF   INCANDESCENCE. 

Instead  of  supposing  that  the  primitive  or  chaotic  condition  of 
matter  was  intensely  hot,  is  it  not  more  rational  to  su]3pose  that  it 
was  originally  deficient  in  heat  or  cold,  and  that  the  high  tempera- 
ture was  subsequently  developed  during  the  processes  which  brought 
about  its  organization?  According  to  the  preceding  view  of  the 
structure  and  constitution  of  a  nebulous  mass,  the  idea  of  the 
chaotic  matter  being  maintained  in  a  diffused  and  attenuated  con- 
dition through  the  agency  of  heat,  is  by  no  means  necessary.  In- 
deed, the  assumption  that  the  primitive  matter  of  the  universe 
existed  in  a  diffused  gaseous  condition,  through  the  agency  of 
excessive  heat,  is  itself,  prima  facie  improbable.  If  it  was  abso- 
lutely universal,  what  became  of  the  heat,  and  how  did  the  cool- 
ing and  condensation  commence  ?  Even  if  we  suppose  that  the 
chaotic  matter  existed  in  enormous  detached  masses,  what  an  in- 
conceivable amount  of  heat  must  have  been  created,  merely  to  be 
dissipated  throughout  the  infinitudes  of  space  !  Such  a  view  ill 
accords  with  our  conceptions  of  the  economy  of  the  Creator's 
operations. 

According  to  the  views  previously  announced,  the  original 
concentration  of  the  nebulous  matter  about  a  central  nucleus, 
was  not  the  result  of  cooling  and  contraction,  but  of  a  gradual  pro- 
cess of  aggregation  of  discrete  bodies  under  the  action  of  mutually 
attractive  forces.  Now,  in  the  collisions  and  frictions  necessarily 
incident  to  this  process  of  aggregation,  we  have  an  indefinite 
supi^ly  of  heat.  The  establishment  of  the  '  'Dynamical  Theory 
of  Heat,"  on  the  sure  basis  of  experiment  and  observation, 
assures  us,  that  when  motion  is  checked  or  arrested,  it  is  trans- 
formed into  heat  Hence,  we  see  that  the  collisions  and 
destruction  of  velocity,  incident  to  the  process  of  aggregation, 
while  imj^arting  a  motion  of  rotation  to  the  nebulous  mass,  at 
the  same   time  evolved  heat,  more  or  less,  throughout  its  struc- 


1869,]  Bearing  of  recent  discoveries  in  Physical  Science.  5 

ture — and  especially  towards  the  nucleus,  where  the  bodies, 
whose  velocities  had  been  checked,  were  gradually  subsiding. 
The  larger  portion  of  the  ' '  dynamical  energy"  of  the  crowd  of 
bodies  aggregating  towards  the  nucleus,  was  thus  transformed 
into  heat — a  smaller  portion  remaining  in  the  motion  of  rotation 
of  the  solar  nebula.  This  view  makes  the  heat  and  light-pro- 
ducing process  continuous  and  gradual,  and  the  true  gaseous  and 
fused  conditions  of  the  nebula,  subsequent  states,  induced  by 
the  evolution  of  intense  heat. 

We  thus  reach  a  lofty  point  of  view.  Given,  diffused,  or  cha- 
otic matter,  and  mutual  attraction,  and  the  whole  machinery  of 
the  Nebular  Hypothesis  is  set  in  action!  The  ''star-dust,"  or 
"world-stuff  "  begins  to  aggregate — heat  is  evolved — rotation  is 
imparted — and  all  the  apparatus  required  for  the  formation  of 
suns,  planets  and  satellites,  is  established! 

GENESIS  OF  THE  SOLAR  SYSTEM. 

Assuming  that  the  processes  of  aggregation  and  heat-evolu- 
tion had  so  far  progressed,  that  the  rotating  spheroid  consisted 
of  a  more  or  less  continuous  mass  of  liquid  or  gas,  extending  far 
beyond  the  orbit  of  Neptune — and  we  are  furnished  with  all  the 
conditions  assumed  by  Laplace. 

It  is  unnecessary  to  follow  the  lecturer  in  his  exposition  of 
Laplace's  reasoning,  by  which  it  was  shown,  upon  mechanical 
principles,  that,  as  the  rotating  spheroid  slowly  contracted  and 
condensed  by  the  gravitation  of  its  parts  towards  the  centre,  and 
the  process  of  cooling  at  its  surface,  the  rotation  must  necessa- 
rily be  accelerated,  and,  consequently,  the  centrifugal  force  aug- 
mented— particularly  at  its  equatorial  parts.  In  fact,  this  could 
not  be  done  without  the  use  of  illustrative  diagrams.  Suffice  it 
to  state,  that  the  final  result  would  be,  the  development  of  a 
system  of  planets,  revolving  in  a  common  direction  around  a 
vast  central  solar  mass,  with  subordinate  systems  of  satellites 
circulating  in  a  like  direction  around  their  primaries.  These  are 
precise^  the  arrangements  which  are  found  to  exist  in  our  solar 
system. 

HYPOTHESIS  TESTED  BY  THE  PHENOMENA. 

Assuming  that  the  primitive  solar  nebula  rotated  on  its  axis,  as 
the  sun  does,  from  west  to  east,  the  following  consequences  were 
deduced  from  the  theory,  viz:  1st.  All  the  planets  should  move 
around  the  sun  from  west  to  east.  2d.  All  the  planets  should 
rotate  on  their  axes  from  west  to  east.  3d.  All  the  satellites 
should  rotate  on  their  axes  from  west  to  east.  5th.  All  the 
planets  should  revolve  about  the  sun  in  orbits  nearly  co-incident 
with  the  plane  of  the  solar  equator.  6th.  All  the  satellites  should 
revolve  about  their  primaries  nearly  in  the  planes  of  the  equators 
of  the  respective  planets.  7th.  All  the  planets  should  revolve  in 
orbits  of  small  eccentricity.  8th.  All  the  satellites  should  re- 
volve in  orbits  of  small  eccentricity.     9th.   The  central  mass — the 


6         Bearing  of  recent  discoveriesin  Physical  Science.   [July. 

sun — should  rotate  on  his  axis  in  less  time  than  any  of  the  planets 
revolve  about  him  in  their  orbits.  10th.  The  primary  planets 
should  revolve  on  their  axes  in  less  time  than  any  of  their  satellites 
revolve  around  them;  and  11th.  The  central  mass,  left  after  the 
process  of  genesis  was  completed,  should  contain  a  much  larger 
quantity  of  matter  than  the  sum  of  the  masses  separated.  All  of 
these  arrangements,  (with  a  few  unimportant  deviations,)  were 
shown  to  exist  in  the  solar  system.  Recapitulating  these  coin- 
cidences, we  obtain  the  following  significant  results — viz: 
8  planets  satisfy  3  of  them,   making  24  co-incidences. 


6 

1 

6 

3 

1 

3 

5 

1 

5 

96  asteroids  " 

3 

♦       288 

ISsateUites" 

3 

39 

22 

1 

22 

1  sun           *♦ 

3 

3 

Total,  390  co-incidences. 

* '  We  thus  see,  that  there  are  no  less  than  390  independent 
phenomena — of  which  the  law  of  gravitation  gives  no  account — 
which  are  simple  consequences  of  the  Nebular  Hypothesis.  In 
the  aggregate,  they  imply  a  very  large  number  of  facts — com- 
plex— diverse — unconnected  with  each  other — having  no  mutual 
dependence — all  accounted  for  by  a  simple  supposition,  and  the 
aid  of  the  known  laws  of  matter  and  motion. "  It  can  hardly  be 
denied  that,  regarded  as  a  pure  hypothesis,  framed  to  account 
for  a  certain  set  of  facts,  its  remarkable  success  in  explaining 
them   invests  it  with  a  high  degree  of  probability. 

It  was  admitted  that  the  theory  had  encountered  some  apparent 
difficulties — some  want  of  co-incidences — the  most  serious  one 
being  the  retrograde  direction  of  revolution  of  the  satellites  of 
Uranus.  It  was  shown  that  this  anomaly  might  be  reconciled 
with  the  Nebular  Hypothesis  during  the  first  stages  of  planet- 
formation. 

STABILITY  OF  THE  SOLAR  SYSTEM. 

But  it  has  been  asked,  may  not  these  co-incident  phenomena 
be  explained  by  other  means  than  the  Nebular  Hypothesis  ?  May 
they  not  be  arrangements  instituted  by  the  Creator,  for  the 
purpose  of  giving  perpetuity  to  our  solar  system,  and  making 
the  planets  suitable  habitations  for  organized  beings?  And  do 
we  not  transgress  the  legitimate  domain  of  scientific  research  in 
attempting  their  explanation  ? 

In  reply  to  this,  it  was  urged  that  such  a  view  implies  a  total 
misconception  of  the  doctrine  of  final  causes.  In  such  inquiries, 
**we  are  not  to  assume  that  we  know  the  object  of  the  Creator's 
design,  and  put  this  assumed  purpose  in  the  j^lace  of  a  physical 
cause."  In  these  provinces  of  speculation,  "the  principle  of 
final  causes  is  no  longer  the  basis  and  guide,  but  the  sequel  and 
result  of  our  physical  reasonings."     "As  physical  science  ad 


1869.]  Bearing  of  recent  discove7ies  in  Physical  Science.  7 

vances,  final  causes  do  not  disappear.  The  principle  of  design 
changes  its  mode  of  application,  but  loses  none  of  its  force;  it 
is  merely  transferred  from  the  region  of  facts,  to  that  of  laws. " 
We  do  not  consider  the  sun  as  less  intended  to  warm  and  vivify 
the  tribes  of  plants  and  animals,  because  we  find  evidences  that 
the  earth  and  the  other  planets  were  developed  in  the  vast  periods 
of  past  ages,  from  a  common  ]g(^bulous  mass!  We  are  rather,  by 
the  discovery  of  so  general  a  law,  led  into  a  scene  of  -wider  de- 
sign— of  deeper  contrivance — of  more  comprehensive  adjust- 
ments. "The  object  of  such  views  is  not  to  lead  to  physical 
truth,  but  to  connect  such  truth — obtained  by  its  proper  pro- 
cesses and  methods — with  our  views  of  God — the  master  of  the 
universe. " 

But  even  admitting  this  application  of  the  principle  of  final 
causes,  it  was  shown,  that  the  conditions  of  stability  of  the  solar 
system,  and  its  adaptability  to  living  beings,  are  totally  insuffi- 
cient to  account  for  all  the  observed  co-incidences.  There  are 
many  other  phenomena  in  the  arrangements  of  our  system,  which 
have  no  relations  to  these  ends  or  purposes.  It  was  shown,  that 
there  are  no  less  than  seven  (7)  sets  of  phenomena,  of  which  the 
principle  of  final  causes  affords — as  far  as  we  can  see — no  ex- 
planation. 

The  Nebular  Hypothesis  not  only  accounts  for  and  co-ordin- 
ates all  the  arrangements  of  the  solar  system,  but  the  conditions 
of  stability  and  adaptability  to  living  beings,  are  simple  conse- 
quences of  its  mode  of  genesis!  Does  not  the  cheering  doctrine 
of  final  causes — of  design  and  purpose — become  strengthened 
and  invigorated  by  leading  us  to  a  view  so  comprehensive  ? 
*  *  How  simple  the  means — how  multiform  the  effects — how  far- 
reaching  and  grand  the  design !  "  How  deeply  they  impress  us 
with  the  wisdom,  power  and  glory  of  the  Creator  and  Governor 
of  the  universe! 

2.    Nebular  Hypothesis  as  a  Physical  Reality. 

We  now  come  to  consider  the  physical  reality  of  the  funda- 
mental assumption  of  the  Nebular  Hypothesis.  Have  nebulous 
masses  a  real  existence  in  the  universe  ?  Is  the  Star-dust — the 
World-stuff — a  physical  reality,  or  a  mere  figment  of  the  brain 
of  the  theorist  ?  If  the  actual  existence  of  self-luminous  nebu- 
lous matter — the  chaotic  elements  of  future  worlds  and  suns — 
can  be  established — the  fundamental  assumption  of  Laplace 
loses  the  character  of  a  pure  hypothesis :  his  conception  becomes 
a  physical  theory,  which,  in  proportion  as  it  is  verified  by  phe- 
nomena, approaches  the  domain  of  fact, — a  vera  causa. 

It  was  shown  that  the  highly-diffused  and  attenuated  matter 
constituting  comets,  as  well  as  that  constituting  the  zodiacal 
light, — while  affording  some  suggestive  analogies  to  nebulous 
masses, — do  not  furnish  examples  in  all  respects  identical  with 
the  supposed  nebula  of  Laplace.  We  are,  therefore,  compelled 
to  fall  back  on  Sir  Wm.  Herschel's  opinion,  that  there  are  nu- 


8  Bearing  of  recent  discoveries  in  Physical  Science,  [July. 

merous  nebulse,  which  really  consist, — not  of  clusters  of  stars, 
but  of  a  diffused,  self-luminous,  vaporiform  matter.  Such 
bodies  are,  beyond  all  question,  self-luminous,  but  the  question 
is,  are  they  clusters  of  stars  or  true  nebulae  ?  In  other  terms, 
are  they  optically  or  physically  nebulous  ? 

For  a  long  time,  this  question  was  keenly  discussed,  and  opin- 
ions fluctuated  in  regard  to  the  tenability  of  the  fundamental 
assumption  of  the  nebular  hypothesis.  It  is  well  known  that 
since  1846,  the  tendency  of  telescopic  observations,  as  revealed 
by  the  magnificent  instruments  of  Lord  Kosse,  and  corroborated 
by  the  splendid  achromatic  of  Harvard  University,  has  been  to 
break  down  Sir  Wm.  Herschel's  distinction  between  stellar 
clusters  and  true  nebulae.  After  the  sword-handle  of  Orion  was 
broken  into  glittering  fragments,  shining  with  separate  and  dis- 
tinct lustre.  Sir  John  Herschel  himself  was  disposed  to  aban- 
don the  opinion  of  his  illustrious  father. 

But  the  development  of  a  new  and  wonderful  branch  of  phy- 
sical science,  has  recently  furnished  the  most  satisfactory  proofs 
of  the  reality  of  such  bodies.  We  allude  to  the  application  of 
Spectrum  Analysis  to  the  study  of  the  Celestial  Bodies.  The 
well-matured  speculations  of  Sir  Wm.  Herschel,  and  the  math- 
ematical theory  of  Laplace,  have  been  vindicated  from  the  doubt 
under  which  they  have  been  laboring,  and  the  early  nebulous 
condition  of  the  cosmical  matter  has  been  demonstrated.  The 
accomplished  Sir  John  Herschel  has  been  permitted  to  witness 
the  complete  verification  of  the  previsions  of  his  illustrious 
father;  to  see  the  link  connecting  the  past  with  the  present  in 
the  cosmogony  of  the  universe, — which  seemed  to  have  been  al- 
most ruptured  by  the  extension  of  telescopic  vision, — restored 
and  strengthened,  by  this  new  branch  of  physical  investigation. 

Until  recently  the  light  from  the  heavenly  bodies,  even  when 
collected  by  the  largest  telescopes,  conveyed  to  us  but  very 
meagre  information.  With  regard  to  the  moon,  sun,  and  some 
of  the  planets,  in  addition  to  their  form  and  size,  we  have  been 
able,  by  this  means,  to  obtain  some  slight  knowledge  of  their 
physical  structure.  But,  with  reference  to  the  myriads  of  stars, 
clusters,  and  nebulae  which  people  the  depths  of  space,  the  tel- 
escope reveals  little  more  than  variety  in  color,  brightness,  and 
shape.  (In  relation  to  the  nebulae,  this  was  illustrated  by  dia- 
grams contrasting  the  appearance  presented  by  the  same  objects 
when  viewed  in  the  telescopes  of  Sir  John  Herschel  and  of  Lord 
Kosse. ) 

The  discovery  of  "  Sj)ectrum  Analysis," — the  optical  Analysis 
of  Light — enables  us  to  interpret  symbols  and  indications  hidden 
within  the  light  itself.  Wherever  the  tiny  waves  of  light — the  swift 
messengers  of  the  celestial  realms — can  penetrate,  they  bear 
with  them  intelligence  of  their  origin!  "Bodies,  so  remote  that 
astronomers  fail  to  give  us  an  idea  of  their  distance,  are  brought, 
as  it  were,  into  our  grasp,  and  are  analyzed  with  certainty !    We 


1869.]  Bearing  of  recent  discoveries  in  Physical  Science.  9 

recognize  in  them  the  same  elements  which  compose  the  soil  we 
tread — the  water  we  drink — the  air  we  breathe ! " 

Before  proceeding  to  explain  the  manner  in  which  this  new 
method  of  investigation  decides  the  question  of  the  existence  of 
true  nebulous  masses  in  the  regions  of  space,  it  is  necessary  to  re- 
call certain  well-known  and  long-established  principles  in  opti- 
cal science.  In  1675,  the  immortal  Newton  demonstrated  the 
composite  nature  of  solar  light.  When  a  ray  of  sunlight  is 
made  to  pass  through  a  glass  prism,  it  is  refracted  and  spread 
out  into  a  fan-like  band,  so  as  to  exhibit  exquisite  gradations  of 
color,  from  red  at  one  end  to  violet  at  the  other:  This  consti- 
tutes the  Prismatic  or  Solar  Spectrum.  In  1802,  Wollaston  dis- 
covered that  this  spectrum  is  not  continuous,  but  is  interrupted 
by  a  number  of  dark  lines.  In  1815,  Fraunhofer,  by  great  im- 
provements in  the  optical  arrangements  employed,  rediscovered 
these  lines, — ascertained  that  their  relative  distances  from  each 
other  were  Jixed  for  sun-light — and  succeeded  in  mapping  no 
less  than  50  of  them  as  belonging  to  the  solar  spectrum.  Since 
that  time,  the  number  of  these  lines  has  been  increased  to  tliou- 
sands.  The  sagacious  Fraunhofer  traced  these  same  dark  fixed 
lines  in  reflected  as  well  as  in  direct  solar  light: — he  found  them, 
quite  unaltered  in  position,  in  the  spectrum  of  Moon-light  and 
Venus-light.  He,  likewise,  discovered,  that  the  spectra  of  the 
fixed  stars  contained  dark  lines  differing  from  those  seen  in  the 
solar  spectrum.  He  thence  drew  the  important  conclusion,  that 
these  lines  have  their  origin  in  the  luminary.  Fraunhofer  thus 
opened  the  inquiry;  but  the  explanation  and  import  of  these 
lines  were  reserved  for  a  subsequent  epoch. 

THREE    ORDERS    OF    SPECTRA. 

Modern  investigations  have  established  the  existence  of  three 
orders  of  spectra,  depending  upon  the  source  of  the  light.  1st.  A 
continuous  spectrum — uninterrupted  by  lines — is  produced,  when 
the  light  emanating  from  solid  and  liquid  incandescent  bodies,  is 
passed  through  a  prism.  2d,  A  spectrum  interrupted  by  bright 
lines  is  produced  when  the  light  emanates  from  flames,  or  ignited 
vapors  and  gases.  3d.  A  spectrum  interrupted  by  dark  lines,  is 
produced,  when  light  emanating  from  a  source  giving  a  continu- 
ous spectrum,  is  passed  through  gaseous  or  vaporous  matter 
giving  spectra  of  the  second  order. 

Now,  it  has  been  found,  that  when  various  elements  are  vola- 
tilized in  the  flame  of  a  lamp,  the  light  gives  a  spectrum  inter- 
rupted by  bright  lines, — whose  character  and  position  are  different 
for  different  elements.  It  has,  also,  been  discovered  that  the  dark 
lines  of  spectra  of  the  third  order,  correspond  precisely  in  position 
with  the  bright  lines  in  spectra  of  the  second  order : — They  thus 
indicate  the  existence  of  elements  which  are  volatilized  in  the  ig- 
nited vapors  or  gases.  The  coincidence  of  position  of  these 
bright  and  dark  lines  were  first  observed  and  described  by  Fou- 


10        Bearing  of  recent  discoveries  in  Physical  Science,  [July. 

cault,  of  Paris,  in  1849;  but  their  real  significance  was  first  in- 
dicated, in  1859,  by  Kirchhoff,  of  Heidelberg.  These  delicate 
lines  carry  across  the  immeasurable  abysses  of  the  celestial 
spaces  evidences  of  their  origin! 

The  numerous  lines  of  the  spectrum  are  separated  from  one  an- 
other,— the  fan  of  light  is  opened  out, — its  entire  pattern  is 
brought  distinctly  under  view, — and  all  of  its  minute  details  are 
revealed, — by  transmitting  the  light  through  a  succession  of 
prisms: — This  constitutes  the  Spectroscope.  (This  was  illustrated 
by  a  diagram.) 

By  means  of  the  Spectroscope,  no  less  than  fourteen  terres- 
trial elements  have  been  identified  as  existing  in  the  sun's  at- 
mosphere. Mr.  Wm.  Huggins  and  Prof.  W.  A.  Miller,  by  in- 
genious modifications  of  this  instrument,  have  been  able  to 
extend  spectrum  analysis  to  more  than  sixty  of  the  brighter  fixed 
stars.  Like  our  sun,  they  give  spectra  with  dark  lines;  thus  in- 
dicating that  the  stars  (as  the  sun)  must  have  intensely  heated 
solid  or  liquid  nuclei,  surrounded  by  ignited  gaseous  atmospheres. 

NEBULA. 

Encouraged  by  his  success  with  the  fixed  stars,  Mr.  "Wm. 
Huggins  applied  the  potent  method  of  spectrum  analysis  to  the 
examination  of  the  nebulae:  He  was  rewarded  by  a  most  im- 
portant discovery  in  relation  to  the  physical  constitution  of  these 
wonderful  objects.  On  the  29th  of  August,  1864,  he  applied 
his  spectroscope  to  a  planetary  nebula  in  Draco.  He  was  aston- 
ished to  find  that  there  was  no  appearance  of  a  band  of  colored 
light,  such  as  a  star  would  give;  but,  in  place  of  this,  there  were 
three  isolated  bright  lines  on  a  dark  ground — a  true  gaseous  or 
vaporous  spectrum.  In  other  words,  the  object  was  not  a  cluster 
of  stars,  but  a  true  nebula.  Mr.  Huggins  was  not  slow  in  fol- 
lowing up  this  line  of  investigation.  During  the  two  years  suc- 
ceeding his  first  observation,  he  examined  the  spectra  of  more 
than  sixty  Nebulae  and  Clusters.  Of  this  number  about  twenty 
gave  spectra  with  bright  lines;  that  is,  were  gaseous  bodies. 
The  remaining  forty  gave  stellar  spectra.  Among  the  true  neb- 
ulae may  be  mentioned,  the  Annular  Nebula  in  Lyra;  the  Dumb- 
bell Nebula;  and  the  great  Nebula  in  the  Sword-handle  of  Orion 
— concerning  the  nature  of  which  there  has  been  so  much  dis- 
cussion. 

INFERENCES. 

These  spectrum  investigations  afford  tangible  and  unmistaka- 
ble evidence  that  there  are  in  space,  masses  of  ignited  gaseous  or 
vaporous  matter  of  prodigious  extent,  shining  by  their  own 
light,  and  resembling  the  vast  nebula  which  the  Nebular  Hy- 
pothesis declares  to  have  been  the  original  condition  of  our 
solar  system.  The  nebulous  matter,  assumed  as  the  basis  of  the 
hypothesis,  is  no  figment  of  the  theorist  ! 

What  great  results  have  been  achieved  by  the  power  of  means 


1869.]  Bearing  of  recent  discoveries  in  Physical  Science.         11 

apparently  the  most  trivial !  Immense  objects,  seemingly  unat- 
tainable, have  been  grasped  by  the  smallest  conceivable  handle! 
A  little  instrument,  which  is  scarcely  anything  more  than  a  small 
triangular  piece  of  glass,  solves  questions  which  hundreds  of 
thousands  of  dollars  expended  in  telescopes,  and  years  of  obser- 
vation could  not  have  settled !  Penetrating  into  the  illimitable 
depths  of  space,  it  reveals  to  us  something  of  the  physical  and 
chemical  constitution  of  stellar  clusters  and  nebulae,  so  remote, 
that  the  light  which  the  spectroscope  analyzes,  must  have  left 
them  thousands,  perhaps  millions,  of  years  ago?! 

HUMILIATING   AND    EXALTING   VIEWS    OF    SCIENCE. 

The  lecturer  concluded  with  the  following  reflections,  which 
are  given  without  abridgment: 

In  contemplating  the  vastness  of  the  sidereal  universe,  every 
person,  in  every  age  and  country,  must  recognize  as  irresistibly 
natural^  the  train  of  thought  expressed  by  the  Hebrew  Psalmist, 
when  he  exclaims:  '*  When  I  consider  thy  heavens,  the  work  of 
thy  fingers;  the  moon  and  the  stars,  which  thou  hast  ordained: 
What  is  man,  that  thou  art  mindful  of  him  ?  and  the  son  of 
man,  that  thou  visiteth  him?"     (Psalm  viii.  3-4.) 

How  incalculably  has  this  loiihering  sense  of  insignificance  been 
augmented  by  modern  telescopic  excursions  into  the  remote  re- 
cesses of  the  stellar  universe!  When,  by  measurements,  in 
which  the  evidence  of  the  method  advances  pari-passu  with  the 
precision  of  the  results,  the  volume  of  the  Earth  is  reduced  to 
less  than  the  one-millionth  part  of  the  volume  of  the  Sun;  when 
the  Sun  himself  transported  to  the  region  of  the  stars,  takes  up 
a  very  modest  place  among  the  thousand  of  millions  of  those 
bodies  revealed  to  us  by  the  telescope;  when  the  ninety-five  mil- 
lions of  miles  which  separate  the  Earth  from  the  Sun,  by  reason 
of  their  comparative  smallness,  have  become  a  base  totally  insuf- 
ficient for  ascertaining  the  dimensions  of  the  visible  universe; 
when  even  the  swiftness  of  light  barely  suffices  for  the  common 
valuations  of  science;  when,  in  short,  by  a  chain  of  irresistible 
proofs,  certain  stars  and  nebulae  have  retired  to  distances  that 
light  could  not  traverse  in  less  than  millions  of  years :  we  feel  as 
if  annihilated  by  the  immensity  of  the  scale  of  the  universe !  In 
assigning  to  man,  and  to  the  planet  he  inhabits,  so  small — so 
insignificant — a  position  in  the  material  world,  science  seems  only 
to  have  made  progress  to  humiliate  and  to  humble  us! 

Let  us  accept  the  lesson  of  humiliation,  with  a  proper  sense  of 
reverence!  But,  while  humbling  ourselves  in  the  presence  of  the 
overwhelming  vastness  of  God's  creation,  let  us  not  degrade  our- 
selves :  let  us  not  imagine,  that  so  insignificant — so  ephemeral  a 
being — groping  about  on  so  minute  a  speck  in  the  universe — is 
totally  unworthy  of  a  Creator's  care :  or  entertain  the  debasing 
idea  that  there  is  no  life — no  hope — beyond  this  transient  state 
of  existence  !     Such  a  view  is  not  the  legitimate  result  of  the 


12  Moral  Training  in  our  Common  Schools.        [July. 

proper  sense  of  humility  whicli  true  science  demands.  She 
teaches  us  that  grand  humility,  which  annihilates  se//',  and  places 
the  soul  as  a  child-like  learner  in  the  face  of  God's  universe ! 
Like  the  sacred  Shepherd,  with  unsandalled  feet,  we  advance 
with  reverential  awe  upon  the  holy  ground, — and  receive  assur- 
ances, that  our  minute  sphere  is  benignly  noticed  by  the  eye  of 
omniscience;  that,  amid  the  surrounding  grandeur,  man  is  not 
overlooked! 

But  let  us  not  forget,  that  there  ig  another  aspect  under  which 
snch  contemplations  may  be  viewed,  which  is  calculated  to  exalt 
man  in  the  scale  of  creation.  When  we  reflect  on  the  extreme 
feehleiwss  of  the  natural  means  by  the  help  of  which  so  many 
great  problems  have  been  attacked  and  solved:  if  we  ask  our- 
selves, how  such  results  have  been  attained  ?  How  have  we  been 
enabled  to  assure  ourselves  of  this  stupendous  scale  of  creation  ? 
of  the  resplendent  glories  of  the  illimitable  realms  of  space  ? 
The  feeble  being  resumes  all  his  wonted  dignity!  By  the  side  of 
such  wonderful  achievements  of  the  mind,  what  signifies  the 
weakness  and  fragility  of  our  body;  what  signifies  the  dimensions 
of  the  planet — our  residence — the  grain  of  sand,  on  which,  it  has 
happened  to  us,  to  appear,  for  a  few  moments!! 

From  this  point  of  view,  man  is  exalted  to  his  true  dignity, 
through  his  sjjiritaal  and  intellectual  nature.  A  mind  capable  of 
accomplishing  such  results,  must,  indeed,  be  an  emanation  from 
Deity!  We  must  have  within  us  some  feeble  spark  of  Divinity! 
Yes!  there  is  a  life  and  a  hope  beyond  and  above  this  transient  ex- 
igence!! 

"  'T  is  the  Divinity  that  stirs  within  us, 
'T  is  Heaven  itself  that  points  out  an  hereafter, 
And  intimates  Eternity  to  man." 

Yes!  the  lofty  aspirations  of  humanity  are  not  delusions;  they 
are  Realities:  They  link  us  with  a  purer  order  of  existence, 
which  makes  us  heirs  of  immortality!  We  repose  under  a  coifi- 
dent  and  unwavering  assurance,  that  in  God's  own  time,  these 
earth-mists  will  be  dispersed,  and  the  dim  twilight  of  conjecture 
will  yield  to  the  glorious  unclouded  noonday  of  knowledge!! 


MORAL  TRAINING  IN  OUR  COMMON  SCHOOLS. 


New  England  is  the  mother  of  our  Common  School  System. 
She  may  have  erred  in  her  devotion  to  moral  principle.  Her  no- 
tion that  no  government  was  good  for  anything  unless  it  com- 
manded the  respect  of  man's  moral  nature,  may  have  been  a 
fallacy,  but  the  time  is  coming  when  the  people  of  America 
will  universally  acknowledge  that  she  was  right,  at  least  in  one 
dogma,  that  the  children  of  a  community  should  be  thoroughly 
trained  in  their  morals,  and  to  habits  of  industry  and  politeness. 
Extremes  are  always  dangerous,  but  there  are  times  in  history 
as  well  as  in  medical  practice  when  severe  measures  are  best. 


1869.]        Moral  Th'aining  in  our  Common  Schools.  13 

We  should  not  despise  the  dirty  channel  through  which  the 
mountain  stream  is  filtered,  neither  should  we  despise  historical 
periods  or  characters  because  disagreeable  to  us.  We  sometimes 
sneer  at  the  asceticism  of  the  old  world,  but  we  little  think  that 
some  of  its  evils  were  the  stepping-stones  of  the  world's  reforma- 
tion. Italy,  in  its  decline  was  reeking  with  vice,  and  w©  read  of 
great  wrongs  perpetrated  by  those  who  hoped  to  make  her  bet- 
ter. Yet  who  cursed  her  more,  the  monarch  striping  his  own 
flesh  in  penance  for  his  own  crimes,  or  the  man  who  struck 
down  Tiberius  Gracchus  for  uplifting  the  wretched  poor  of  Italy 
— that  ill-fated  land  of  beauty — home  of  Petrarch,  Dante,  Brun- 
elleschi  and  Raphael  ?  And  who  will  curse  this  land  the  most 
to-day  ?  The  religious  fanatic  ?  I  say  no !  But  he  who  places 
the  hand  of  sacrilege  on  the  education  of  our  poor,  and  the  ed- 
ucation of  woman. 

A  nation  without  moral  culture  is  like  an  apple,  golden  with- 
out, but  rotten  within.  Religious  bigotrj^  and  fanaticism  are  not 
moral  culture.  One  may  be  an  intense  bigot  and  have  no  fine 
sense  as  to  what  is  Right  or  Wrong.  The  very  nice  distinction 
as  to  what  is  just  or  unjust,  true  or  false,  pure  or  impure,  may 
be  thoroughly  inculcated  without  the  bias  of  creed,  and  the  na- 
tion that  will  allow  its  children  to  gTow  up  destitute  of  this  cul- 
ture, planting  the  seeds  of  a  greater  evil  to  avoid  a  less  one,  is 
sadly  ignorant  of  the  laws  of  self-preservation. 

Republicanism  is  a  two-edged  sword,  and  he  who  uses  it  must 
beware  of  its  backward  thrust !  It  is  too  dangerous  for  a  God- 
less and  immoral  people;  and  self-government  as  a  nation  can 
be  noble  and  safe  only  on  the  basis  of  true  moral  culture  among 
the  masses.  Where  must  this  culture  begin  and  be  given  ?  One 
will  naturally  answer,  ' '  At  Home. "  Alas !  for  the  home  influences 
of  thousands  of  the  poor  boys  who  crowd  our  public  schools ! 
It  is  such  that  drives  them  to  the  wharf,  thence  to  the  gallows. 
With  this  destitution  of  home  training,  has  a  city,  a  state,  a  na- 
tion no  right  to  step  forward  and  say,  I  will  protect  my  children 
from  crime  and  ruin,  and  preserve  my  citizenship  from  vice? 
When  it  shall  be  too  late  the  parents  of  this  people  wdll  look  on 
the  wild,  ungovernable  passions  of  their  children,  that  are  now 
allowed  to  run  riot,  with  shame  and  cursing.  So  stringent  are 
our  laws  in  regard  to  such  training  in  our  schools,  that  teachers, 
fearing  to  meddle  with  questions  that  may  bring  them  into 
trouble,  actually  avoid  all  instruction  in  regard  to  morals;  and 
in  some  schools  not  even  the  softening  influence  of  a  simple 
chant  is  ever  brought  to  bear  on  the  rough,  uncouth  characters 
that  are  growing  up  therein.  Can  we  blame  these  teachers  ? 
They  are  workers  and  must  obey.  Let  any  one  devote  a  week, 
or  a  month  in  mixing  among  the  children  of  this  city,  or  any 
large  city,  and  note  the  increase  of  pernicious  habits  among 
them.  Smoking  is  as  common  among  children,  between  the  ages 
of  seven  and  twelve,  as  among  men.    Profanity,  vulgarity,  lying 


14  Educational  Meetings,  [July. 

and  even  worse  things  are  becoming  rampant.  No  one  attacks 
these  things,  because  political  schemers  may  make  capital  out  of  it; 
therefore  it  is  considered  best  to  let  it  slide  and  hire  a  truant  officer 
to  keep  the  annals  of  our  Industrial  School  filled.  Perhaps  this  is 
as  it  should  be.  It  may  be,  that  being  a  daily  worker  among 
these  children,  I  may  be  too  intensely  interested  in  their  welfare. 
It  is  because  I  see  in  them  the  men  and  women  who  are  to  make 
this  country  the  glory  or  the  shame  of  the  world. 

The  children  of  this  age  are  too  lawless.  They  ignore  all 
righteous  authority.  Even  in  their  own  homes  many  of  them  at 
twelve  years  of  age  are  their  own  masters.  The  result  is  they 
are  loose  and  ungovernable  in  both  temper  and  habits.  Fortu- 
nate is  that  child  who  inherits  at  birth  a  high  sense  of  self- 
respect,  for  he  is  comparatively  safe;  but  the  rampageous  thou- 
sands who  swarm  our  streets  and  schools,  if  not  properly  checked 
in  their  indolence,  impudence  and  general  license  of  speech  and 
habits,  will  make  a  sorry  generation  of  citizens.  Surely  no  one 
who  is  honest  in  principle,  Jew  or  Gentile,  Protestant  or  Catho- 
lic, but  must  admit  that  this  growing  evil  among  children  is  dan- 
gerous. And  in  making  this  plea  for  a  more  strict  enforcement 
of  whatever  rules  there  may  be  for  the  protection  of  the  morals 
of  our  public  school  children,  I  do  not  necessarily  urge  the 
adoption  of  any  religious  creed,  dogma  or  ceremony. 

Protect  the  children  of  this  Nation  from  vice,  and  religion  will 
take  care  of  itself.  Keep  their  habits  pure,  their  language  re- 
spectful and  their  hours  industrious,  and  fanaticism  will  do  them 
no  harm.  Let  the  parents  require  a  strict  account  of  every  mo- 
ment after  school  closes  from  their  children,  and  do  not  trust 
too  much  to  the  teacher  to  care  for,  or  to  form  their  characters, 
for  the  laws  are  too  stringent  on  these  nice  points  of  controversy. 
These  remarks  are  applicable  to  all  large  cities,  but  as  San  Fran- 
cisco is  yet  in  her  youth,  she  will  be  wise  if  she  cares  for  this 
evil  in  time.  L.  T.  F. 

San  Francisco. 


The  Educational  Meetings  to  be  held  in  Trenton,  New  Jersey, 
on  the  third  week  of  August,  promise  to  be  a  distinguished  suc- 
cess. Three  great  National  Associations  hold  their  annual  meet- 
ings there  that  week.  The  Association  of  State  Superintendents 
meets  on  Monday,  that  of  Normal  School  Principals  and  Teach- 
ers on  Tuesday,  and  the  general  Association  of  Teachers  on 
Wednesday,  Thursday  and  Friday. 

The  arrangements  for  these  meetings  are  already  considerably 
advanced  towards  completion.  Papers  or  Lectures  have  been 
promised  from  the  following  distinguished  educators: 

Address  by  the  President,  Kev.  L.  Van  Bokkelen,  late  Super- 
intendent of  the  Public  Schools  of  Maryland. 

Rev.  Joseph  Alden,  D.D.  L.L.D.,  Princiiml  of  the  State  Nor- 


1869.]  State  Certificates,  15 

mal  School,  Albany,  N.  Y. :  ''  What  is  the  Best  Teaching  for  a 
Normal  School?" 

Prof.  Z.  Eichards,  of  Washington,  D.  C. :  "Elementary 
Schools,  Eadical  Faults,  Eadical  Eemedies. " 

Eev.  G-eo.  A.  Larkin,  Baltimore :  ' '  Periodic  Law  as  applied 
to  Education." 

Prof.  Ellis  A.  Apgar,  State  Superintendent  of  New  Jersey: 
"  Method  of  Teaching  Map  Drawing  in  Schools." 

Prof.  Austin  C.  Apgar,  State  Normal  School,  Trenton,  N.  J. : 
"  Method  of  Teaching  Elementary  Arithmetic." 

Major-General  O.  O.  Howard,  U.  S.  Army:  '* Education  in 
the  South,  with  reference  to  the  Colored  Population. " 

An  exercise  in  ' '  Practice  Teaching, "  with  criticism,  and  a  dis- 
cussion as  to  the  necessity  of  such  an  exercise  in  a  Normal 
School,  and  the  best  method  of  conducting  it. 

Prof.  Edward  A.  Brooks,  Principal  of  State  Normal  School, 
Millersville,  Pa. :     "  The  Spiritual  Element  in  Education." 

Prof.  Fordyce  A.  Allen,  Principal  of  the  State  Noimal  School, 
Mansfield,  Pa. :    "  Course  of  Study  for  a  Normal  School." 

Prof.  Lewis  B.  Monroe,  of  Boston:  *'  The  Voice  and  its  Train- 
ing," with  illustrations  and  readings. 

Prof.  John  S.  Hart,  Principal  New  Jersey  State  Normal 
School :  ' '  Method  of  Conducting  Eeligious  Worship  in  Schools. " 

Mrs.  Eandall,  of  the  Oswego  Training  School:  *' Method  of 
Teaching  Elocution. "     Eeadings. 

Miss  Swayze,  of  the  New  Jersey  State  Normal  School :  ' '  Vo- 
cal Culture."     Eeadings. 

John  D.  Philbrick,  Esq.,  Superintendent  of  Public  Schools  of 
Boston:     "  The  Workshop  and  the  School." 

Eev.  B.  G-.  Northrop,  State  Superintendent  of  Connecticut: 
"  Eate  Bills  in  Public  Schools." 

Prof.  J.  P.  Wickersham,  State  Superintendent  of  Pennsylva- 
nia :  ' '  Higher  Education. " 

Mr.  White,  of  Boston:  "  Christianity  in  our  Public  Schools." 


STATE    CERTIFICATES. 


State  Certificates  have  been  issued  to  the  following  teachers; 

FIRST    GRADE. 

Miss  Sarah  P.  Lillie,  Miss  Marietta  J.  Gould,    Mrs.  Emily  T.  Loag, 

Miss  E.  Gushing,  Miss  Ella  L.  Whitmore,    John  W.  Prentice, 

Miss  Mary  E.  Bugbee,  Miss  Anna  Bryant,  John  Hayes, 

Miss  Celeste  A.  Reed,  Miss  Clara  B.Millett,        Henry  C.  Higby, 

Miss  Jane  E.  Chapin,  MissCaryA,  Northcutt,     S.  S.  F.  Buckman, 

Miss  Sophia  Chapin,  Miss  Kate  F.  McColgan,  Mrs.  S.  Jennie  Mann, 

Miss  Marietta  E.  Hall,  Miss  Mattie  A.  Stegman,  E.  A.  Davis, 

Miss  Belle  W.  Taylor,  Miss  Hattie  M.  Fairchild,  Silas  W.  Brittan, 

Miss  Fannie  Soule,  Miss  Grace  Smith,  Truman  P.  Ashbrook, 

Miss  Mary  A.  Wright,  Miss  Hattie  J.  Estabrook,  James  Smith. 
Miss  Augusta  M.  Stowe,    Miss  L.  M.  Westbay, 


16 


SMe  Educational  Diplomas. 


[July. 


Miss  Eliza  B.  Barnes, 
Miss  Ellen  M.White, 
Miss  Caroline  A.  Harper, 
Miss  D.  L.  Whitehouse, 
Miss  Ella  K.  Lamb, 
Miss  Pauline  Hart, 
Miss  Susie  A.  Mo^Ty, 
Miss  Grace  Chalmers, 
Miss  Adella  Pepper, 
Miss  Kuth  G.  Campbell, 


Miss  Melvina  Pelton, 
Miss  Mary  Corkery, 
Miss  Kate  M.  Donovan, 
Miss  Isabel  Gallagher, 
Miss  Augusta  Reynolds, 
Miss  Ellen  Hodges, 
Miss  Ellen  E..  DoUiver, 
Miss  Susie  Mclnerny, 
Miss  Fannie  B.  Canfield, 
Miss  Carrie  A.  Smith, 
Miss  Julia  O'Brien, 


SECOND    GRADE. 
Miss  Mary  E.  Pratt, 
Miss  Alice  Weed, 
Miss  Clara  A.  Mackie, 
Miss  Mary  A.  Thomas, 
Miss  Esther  Solomon, 
Miss  Annie  M.  Hay  burn. 
Miss  Louise  Lacej^, 
Miss  Maggie  E.  Smith, 
Miss  Emma  A.  Griffith, 
Miss  Elizabeth  White, 

THirtD    GRADE. 

Miss  Caroline  Pearce, 
Miss  Mary  Walsh, 
Miss  Kate  Casey, 
Miss  Nellie  Robinett, 
Miss  EmmaE.C.  Stincen, 
Miss  Annie  E.  Grogan, 
Miss  Emily  U.  Lindberg, 
Miss  Olive  G.  Parker, 
Mrs.  S.  J.  Rogers, 
Mrs.  Mary  A.  Phelan, 


Miss  Annie  L.  Gray, 
Mrs.  Sarah  B.  Daniels, 
Lawrence  E.  Burgstiner, 
Arthur  Boyrie, 
Mrs.  Maria  McGilvray, 
Absalom  T.  Jones, 
John  M.  Curragh, 
William  Kermode, 
B.  Rodahan, 
Henry  W.  Fenton. 


Mrs.  Sophronia  Clark,     ' 
Miss  Mary  Bell, 
Miss  Maggie  H.  Watson, 
Miss  Edwina  C.  Perkins, 
Miss  Mary  E.  Clyman, 
Miss  C.  J.  Lawrence, 
Miss  Cora  Burrage. 
Miss  S.  E.  Huntington, 
Miss  Alice  D'Arcy, 
Miss  Mary  F.  Byrnes. 


STATE  EDUCATIONAL  DIPLOMAS. 


State  Educational  Diplomas  have  been  issued  to  the  following 
teachers : 

J.  P.  Royall, 
Mrs.  Julia  M.  Lubeck, 
Mrs.  Lizzie  G.  Deetken, 
Mis3  Sarah  E.  Fox, 
Miss  Agnes  Chalmers, 
Miss  Emily  M.  Tibbey, 


Samuel  Hason  Jackman, 
Percival  C.  Millette, 
Miss  Mary  J.  Morgan, 
Mrs.  M.  Deane, 
Mrs.  Aurelia  Griffith, 
Silas  S.  Harmon, 


Mrs.  M.  W.  Phelps, 
Wallace  R.  Leadbetter, 
Henry  A.  Nelson, 
Charles  S.  Smyth, 
Miss  Carrie  P.  Field, 
Alfred  Thurber. 


A  New  and  Important  Discovery.  — We  learn  that  Eev.  J.  H. 
Haven,  of  the  town  of  Lewiston,  claims  to  have  made  a  new  and 
important  discovery,  by  which  he  endeavors  to  prove  the  teach- 
ing of  science  a  fallacy  where  it  is  asserted  that  one  pound  can- 
not be  made  to  lift  more  than  one  pound  in  equal  sj)ace  and 
equal  time.  It  is  said  that  the  operation  of  this  machine  is  ap- 
parently simple.  It  is  done  by  transmitting  gravity  at  every 
half  revolution  of  the  wheel;  when  ten  pounds  is  descending 
the  ascending  ten  will  only  have  the  resistance  of  five,  and  I'ice 
verm,  when  the  ten  pounds  has  ascended  to  the  top  of  the  wheel, 
it  assumes  its  natural  force  of  ten  pounds,  and  the  ten  at  the 
bottom  of  the  wheel  reduced  to  five  pounds.  If  a  successful 
application  of  the  principle  can  be  made,  it  will  work  a  radical 
change  in  the  application  of  power  to  machinery.  It  is  con- 
tended by  Mr.  Haven  that  when  it  is  properly  attached  to  ma- 
chinery the  power  applied  will  be  increased  from  one  hundred 
to  two  hundred  per  cent. ,  an  item  of  incalculable  value  to  those 
employing  mechanical  power.  He  is  now  j^reparing  his  discov- 
ery for  a  thorough  test. — Lockport  (N.  Y.)  Jour. 


1869. J  Miscellanea,   '  17 


y. 


ISCELLANEA. 


American  World- Finders. — Up  to  1781,  when  Sir  William 
Herschel  discovered  the  distant  Uranus,  but  six  planets  were 
known  to  constitute  our  solar  system.  Since  then,  through  the 
improvements  in  the  telescope,  107  planets  have  been  discov- 
ered, of  which,  23  or  nearly  one-fifth,  have  been  the  trophies  of 
the  scientific  skill  of  American  astronomers.  Of  these,  17  were 
discovered  by  two  astronomers  since  May,  1861 — 9  by  Professor 
Watson,  of  the  University  of  Michigan,  and  8  by  Professor 
Peters,  of  Hamilton  College,  N.  Y. 

The  Phenomena  of  the  Brain. — One  of  the  most  inconceivable 
things  in  the  nature  of  the  brain  is,  that,  although  the  organ  of 
sensation,  it  should  itself  be  insensible.  To  cut  the  brain  gives 
no  ]3ain,  yet  in  the  brain  resides  the  power  of  feeling  pain  in 
any  part  of  the  body.  If  the  nerve  which  leads  to  it  from  the 
injured  part  be  divided,  we  become  instantly  unconscious  of 
suffering.  It  is  only  by  communication  with  the  brain  that  any 
kind  of  sensation  is  produced;  yet  the  organ  is  itself  insensible. 
But  there  is  a  circumstance  more  wonderful  still.  A  certain 
portion  of  the  brain  itself  may  be  removed  without  destroying 
life.  The  animal  lives  and  pefonns  all  those  functions  which 
are  necessary  to  simple  vitality,  but  it  has  no  longer  a  mind.  It 
cannot  think  or  feel.  It  requires  that  the  food  should  be  jDushed 
into  its  stomach;  once  there,  it  is  digested,  and  the  animal  will 
even  thrive  and  grow  fat.  W^e  infer,  therefore,  that  a  part  of 
the  brain  is  simply  intended  for  the  exercise  of  intellectual  facul- 
ties, whether  of  the  lower  degree,  called  instinct,  or  of  that 
exalted  kind  bestowed  on  man,  called  reason. 

Deep  sea  soundings  have  demonstrated,  it  is  stated,  that  the 
bottom  of  the  sea,  at  great  depths,  is  covered  by  a  continuous 
mass,  over  miles  in  extent,  of  what  may  be  considered  as  one 
single  animal.  It  is  thought  to  form  the  lowest  stage  of  animal 
life  on  the  globe,  and  is  supposed  to  derive  its  nourishment 
directly  from  the  mineral  word,  as  in  the  case  of  plants.  The 
new  animal  has  been  baptized  by  the  euphoneous  name  of 
Bathybius. 

There  are  nineteen  book  stores  in  Constantinople.  They  are 
mostly  kept  by  Germans  and  Frenchmen,  and  do  a  good  busi- 
ness. 

The  Board  of  Overseers  of  Harvard  College  have  finally  con- 
firmed the  nomination  of  Professor  Charles  G.  Elliot  to  the 
Presidency,  by  a  vote  of  sixteen  to  eight. 

A  Professorship  of  American  History  is  to  be  established  at 
the  University  of  Heidelburg,  Germany,  and  to  be  offered  to  a 
distinguished  American  scholar. 


18  Miscellanea,  [July. 

To  ASCEND  a  staircase  eighteen  feet  high  requires  thirty-six 
times  the  force  that  is  required  to  walk  eighteen  feet  on  level 
ground,  and  would  therefore  be  equal  to  a  level  walk  of  three 
hundred  and  twenty-four  feet.  So  then  a  person  shut  up  in  the 
house,  and  in  need  of  exercise,  can  walk  his  mile  by  going  up 
these  stairs,  say  sixteen  times. 

Few  people  on  this  side  the  water  know  that  Finland  has  a 
university  superior  to  most  of  those  in  Germany,  and  far  ahead 
of  anything  in  America.  It  has  five  departments,  thirty-one 
professors,  a  rich  library  of  200,000  volumes  in  all  languages, 
&c.  Most  of  us  have  had  an  indefinite  idea  that  the  Finns  were 
in  culture  about  half  brothers  of  the  Laps  and  Esquimaux. 

A  CURIOUS  phj^siological  experiment  has  recently  been  made. 
A  few  grains  of  barley  were  placed  before  a  hungry  pigeon, 
While  pecking  at  the  barley  the  brain  of  the  pigeon  was  frozen 
by  means  of  a  spray  of  ether.  The  bird,  being  thus  deprived 
of  consciousness,  ceased  pecking  and  remained  as  if  dead.  The 
barley  was  then  removed,  and,  the  ether  spray  having  ceased, 
the  brain  was  allowed  to  thaw.  The  bird  soon  returned  to  life, 
and  its  first  act  was  to  renew  the  pecking  for  a  moment,  though 
no  food  was  before  it. 

Prof.  Marsh,  of  Yale  College,  has  discovered  in  the  tertiary- 
deposits  of  Nebraska,  the  minutest  fossil  horse  yet  obtained.  It 
is  only  two  feet  high,  although  full  grown.  This  makes  the 
seventeenth  species  of  fossil  horse  discovered  on  this  continent. 

Spectacles. — With  most  persons  there  is  an  epoch  in  life  when 
the  eyes  become  slightly  flattened.  It  arises,  probably,  from  a 
diminished  activity  of  the  secreting  vessels.  The  consequence 
is  that  the  globe  is  not  kept  quite  as  completely  distended  with 
fluids  as  in  youth  and  middle  age.  There  is  thus  an  elongated 
axis  of  vision.  A  book  is  held  farther  off  to  be  read.  Finally, 
becoming  more  flattened  by  the  same  inactivity  within,  the  diffi- 
culty is  met  by  putting  on  convex  glasses.  This  is  the  waning 
vision  of  age.  If,  however,  when  that  advancing  imperfection 
is  realized,  the  individual  persists  in  the  attempt  to  keep  the 
book  in  the  old  focus  of  vision,  even  if  he  reads  under  perplex- 
ing disadvantages,  never  relaxing,  but  perseveringiy  proceeding 
just  as  he  did  when  his  eyes  were  in  their  meridian  perfection, 
the  slack  vessels  will  at  last  come  to  his  assistance,  and  the 
original  focal  distance  wiU  be  re-established. 

This  statement  will  unquestionably  be  combatted  energeti- 
cally by  those  who  use  glasses.  But  it  will  be  a  waste  of  forensic 
powder,  because  the  fact  is  established  beyond  cavil.  We  do 
not  pretend  it  will  be  successful  in  every  instance;  but  generally, 
if  glasses  are  once  resorted  to,  then  the  opportunity  of  doing 
without  them  is  forever  lost. 


1869.]  Top  and  Bottom.  19 

Very  aged  men  may  be  noticed  reading  fine  print;  and  ladies, 
too,  by  scores,  who  resisted  glasses  at  the  age  of  life  referred  to, 
who  enjoy  all  the  comfort  of  distinct  vision,  and  they  will,  until, 
like  the  deacon's  chaise,  every  stick  in  the  vehicle  falls  to  pieces 
at  the  same  time. 

Therefore,  begin  with  a  firm  resolution  never  to  use  glasses  of 
any  kind  for  reading  or  writing.  The  ancients  knew  nothing 
about  such  contrivances;  if  they  had,  there  would  have  been 
poor  eyes  in  abundance,  and  oculists  to  meet  the  emergency. 
Cicero  never  complained  of  imperfect  vision  at  the  age  of  sixty- 
three.  He  even  wrote  his  last  letter  by  torch  light,  on  the  eve 
of  being  put  to  death  by  the  waiting  soldiers.  Humboldt  died 
at  ninety-two,  having  never  been  embarrassed  with  those  modern 
contrivances,  lunettes.  John  Quincy  Adams,  illustrious  for 
scholarship,  at  a  ripe  old  age  saw  without  them.  Indeed,  it 
would  be  a  laborious  enterprise  to  collect  a  catalogue  of  names 
in  the  chronicle  of  literary  fame,  of  men  and  women  who  were 
independent  of  glasses. — Educational  Gazette. 


Comparative  Statistics. — The  following  table  shows  the  per 
cent,  of  all  the  pupils  enrolled  in  the  public  schools  of  several  of 
our  leading  cities,  who  are  enrolled  in  their  respective  high 
schools:  Louisville,  1.9;  New  Haven,  2.1;  San  Francisco,  2.5; 
Chicago,  1.5;  Detroit,  1.5;  Leavenworth,  2.4;  St.  Louis,  1.8; 
Providence,  4.9;  New  Orleans,  2.4;  Cincinnati,  1.5;  Boston,  3.1. 
The  average  cost  per  pupil,  of  the  entire  expenses  of  the  day- 
schools,  computed  from  the  average  attendance  during  the  year 
1866-'67,  was  as  follows  in  these  cities:  Leavenworth,  $50.47; 
San  Francisco,  $50;  St.  Louis,  $40.39;  Baltimore,  $33.38;  New 
York,  $30.82;  Louisville,  $30.23;  Boston,  $29.75;  Chicago,  $29 
.75;  New  Orleans,  $26.22;  Pittsburgh,  $25.66;  Cincinnati,  $23 
.12;   Philadelphia,  t^l.b'JL.— Illinois  Teacher. 


Top  and  Bottom. — The  mischief  which  arises  from  an  unfor- 
tunate use  of  terms,  is  forcibly  illustrated  in  the  use  of  these 
words.  Geographies  say  that  "  the  top  of  the  map  is  north,  and 
the  bottom  south. "  The  top  of  anything  is  generally  considered 
the  highest  part.  Since  a  map  is  a  representation  of  a  part  of 
the  earth's  surface,  the  child  readily  infers  that  the  northern 
part  of  the  country  pictured  in  the  map  is  actually  higher  than 
any  other  part.  The  strength  with  which  this  idea  becomes 
fixed  in  the  pupil's  mind  will  be  attested  by  the  experience  of 
every  careful  teacher  of  geography.  Who  of  them  does  not. 
remember  the  persistence  of  scholars  in  saying  that  the  St. 
Lawrence  runs  southwest,  and  the  vexatious  waste  of  time  they 
have  suffered  by  the  delay  in  correcting  the  error  ?  In  some 
cases  it  is  never  eradicated.  Even  the  authors  of  some  of  our 
text-books  have  committed  the  blunder.     It  would  not  be  a  diffi- 


20  Reports  of  Public  Schools.  [July. 

cult  thing  to  find  in  some  of  the  histories  such  expressions  as 
''sailing  down  Lake  Champlain,"  while  the  direction  was  south; 
and  one  of  our  standing  encyclopaedias  speaks  of  the  navigator 
Champlain  sailing  down  the  Sorel  river  while  going  from  Quebec 
to  the  same  lake.  The  first  thought  that  comes  into  the  mind  of 
many  pupils,  while  looking  on  the  map,  is  that  the  water  flows 
from  Lake  Ontario  to  Lake  Erie.  Most  people  in  our  own  State 
speak  about  going  from  Chicago  up  to  Mackinaw.  To  correct 
this  error,  we  would  suggest  that,  if  possible,  the  map  be  pre- 
sented to  the  pupil  on  a  level  surface,  thus  avoiding  the  necessity 
for  the  use  of  the  words  "top"  and  ''bottom;"  and  to  the 
book-makers  as  well  as  teachers,  that,  in  stead  of  the  usual  form, 
some  expression  like  the  following  be  used :  ' '  the  part  of  the 
map  which  is  farthest  from  you  is  north,  while  the  part  next  to 
you  is  south." — Illinois  Teacher. 


In  every  100,000  tons  of  the  water  supplied  to  London,  the 
solid  impurity  averages  from  28  to  42  tons.  In  Edinburgh  it 
averages  from  11  to  14  tons;  Bristol,  28  tons;  Manchester,  6 
tons;  Dublin,  6  tons,  and  Glasgow  only  3  tons. 


REPORTS  OF  PUBLIC  SCHOOLS. 


ROLL    OF    HONOR. 

North  San  Juan  Grammar  School,  Nevada  County:  Eoll  of  Honor 
of  North  San  Juan  Grammar  School,  for  the  Term  ending  June 
nth,  1869: 

Masters  C.  Frank  McNeill;  Willie  G.  Franchere;  Oscar  E. 
Hill,  Thomas  Evans,  Edgar  S.  McNeill,  Willie  H.  Chapman, 
Harold  E.  Spooner,  *Eddie  C.  Helfrich.  Misses  Lizzie  Banks, 
Emma  Angier,  Gracie  Hesseltine,  Ellen  Beck,  Mary  Shepard, 
Edith  White,  *May  Peck,  *Sarah  J.  Williams.  G.  W.  Stoddard, 
Teacher. 


( *Extras  reckoned. ) 

Altamont  School  District,  Miss  Mary  M.  Hardy,  Teacher: 
May  29th,  1869.  Miss  Alice  Burrington.  Masters  George  and 
Allen  Burrington,  for  three  months;  Master  Kobert  Burns,  for 
two  months. 

Diamond  Springs  Public  School,  El  Dorado  County:  C.  W. 
Childs,  Principal.  (Term  ending  May  1st. )  John  Park,  Ada 
Park,  Lizzie  Moss,  Ellen  Burns,  William  Yeadon,  Agnes  Bryant, 
Nellie  McFarlan,  Glendora  Morrell,  Florence  Adams,  Agnes 
Gilman,  Ella  Fowler,  Warren  Fowler,  Philip  Hickey, 
Mary  Hickey,  Bosamond  Larkin,  Kate  Dailey,  Sarah 
Bryan,  Lizzie  Cedar,  Ellen  Weissner,  Joshua  Yeadon,  Andrew 
Ehat,  Hattie  Huift,  Rosa  Park,  Ozeet  Park,  Charles  Monet^ 
Isaac  Stanley,  Carrie    Ames,  Maurice  Daily,  Henry  Armdon 


1869.]  Department  of  Public  Instruction.  21 

Alice  Hutchinson,  Nancy  Cook,  Olive  McFarlan,  Ella  Constable, 
George  Sackett,  Walter  Carpenter,  Arizona  Chapman. 

Todd's  Valley  (Placer  County)  Disteict  School:  Mrs.  E.  H. 
Humphrey,  Teacher.  (For  month  ending  April  2d,  1869. )  Hiram 
Pond,  Eddie  Lowell,  Malony  McClain,  Minnie  Northwood, 
Carrie  Bayles.  (For  month  ending  April  29th) :  Charles  Huse, 
Hiram  Pond,  Lottie  Pond,  Willie  Dickirson,  Nellie  Humphrey, 
Mary  H.  Breun,  Carrie  Bayles,  Harry  Dodds,  Johnny  Breun, 
Edward  Matlock,  Ida  Humphrey,  Henry  Pond,  Emma  Huse, 
Robert  Schmidt,  Alice  Humphrey. 

San  Juan  School;  Monterey  County;  J.  P.  C.  AUsop,  Principal. 
The  following  names  have  been  inscribed  on  the  Roll  of  Honor 
for  the  year  commencing  July  13th,  1868,  and  ending  June  30th, 
1869 :  Lola  Bigiey,  Vincent  Ross,  Nellie  Matthews,  Emma  Rue, 
Ella  Black,  Eddie  Whedon,  Thomas  Mylar,  B.  F.  Ross,  Andrew 
Black,  Charles  Bigiey,  E.  J.  Breen,  Julia  Black,  Nellie  Bigiey, 
Olive  Abbe,  Mary  Brummett,  Francisco  Marmalejo,  Mary  J. 
Mylar,  Martha  Shepherd,  Sarah  Shepherd,  Jos.  Cullumber. 


Department   of   Public    Instruction. 

SALUTATORY. 

With  this  number  I  enter  upon  my  duties  as  an  Editor  of  the  Califoenia 
Tkacher,  having  'been  called  thereto  by  the  suffrages  of  The  State  Educa- 
tional Society,  at  its  last  meeting.  Profoundly  impressed  with  a  sense  of 
the  importance  and  responsibility  of  the  work  committed  to  me,  I  undertake 
its  performance  with  diffidence,  and  yet  with  the  purpose  to  bring  to  it  all 
the  ability  and  energy  I  possess.  I  am  not  altogether  unfamiliar  with  the 
work  upon  which  I  thus  formally  enter,  having  for  the  last  year  been  an 
inmate  of  the  office  of  the  Teachbe,  and  participated  in  its  editorial  labor. 
This  experience  has  familiarized  me  somewhat  with  the  routine  of  editorial 
work,  while  it  has  not  lessened  my  appreciation  of  its  difficulty  and  delicacy. 
With  no  object  in  view  save  the  promotion  of  the  cause  of  Popular  Educa- 
tion, and  with  the  kindest  feelings  to  my  fellow-workers,  I  solicit  their  indul- 
gence for  imperfections  that  may  be  discovered,  and  ask  their  co-operation  in 
the  endeavor  which  I  shall  make,  in  conjunction  with  my  associates,  to  make 
the  California  Teacher  the  accredited  and  worthy  organ  of  the  Department 
of  Public  Instruction.  This  co-operation  may  be  extended  by  contributions 
to  its  pages  and  by  adding  to  its  circulation.  Eelying  upon  this  co-operation 
on  the  part  of  teachers  and  school  officers,  with  a  purpose  to  work  hard  to 
deserve  it,  I  subscribe  myself  their  fellow-laborer, 

A.  L.  FITZGEEALD. 


Payson,  Dunton  &  Scribner's  Copy  Books. — This  excellent  system  of  pen- 
manship has  just  been  adopted  by  the  State  Board  of  Education.  Its  merits 
are  so  genuine  that  sixty-two  cities,  with  an  aggregate  population  of  2,400,000, 
use  it  exclusively.  The  Tablets,  Cards,  and  clear  directions  accompanying, 
make  the  teaching  of  it  easy  for  teacher  and  learner. 


22  Department  of  Public  Instruction.  [July. 

OJ'FICIAL  JOURNEYING-3. 


SOLANO    COUNTY. 

The  Solano  County  Teachers'  Institute  was  held  at  Yallejo 
during  the  last  week  in  May.  I  was  present  during  the  last  two 
days  of  the  session.  The  notable  features  of  this  Institute  were 
these :  A  judicious  and  varied  programme  of  exercises,  strictly 
followed;  spirited  debates;  practical  illustrative  teaching  exer- 
cises; a  delightful  excursion  to  Mare  Island,  by  the  members  of 
the  Iijstitute;  and  several  good  evening  addresses.  (No  allusion 
in  this  remark  to  the  effort  of  the  State  Superintendent. )  The 
effect  of  this  meeting  of  the  teachers  of  Solano  must  prove 
beneficial  to  the  cause  of  education  in  that  rich  and  flourishing 
county.  Superintendent  Symonton  loves  his  work,  and  knows 
how  to  do  it. 

NAPA   COUNTY. 

The  recent  Institutie  for  Napa  county  was  held  in  Napa  City, 
beginning  on  the  15th  of  June.  The  session  was  a  very  pleasant 
one.  Superintendent  Gillespie  was,  as  usual,  serene  and  sensi- 
ble. The  teachers,  in  their  discussions  of  the  various  topics 
before  them,  exhibited  unusual  earnestness  of  spirit,  and  a  lofty 
conception  of  the  dignity  and  importance  of  their  calling.  The 
debate  on  ' '  Corporal  Punishment  "  was  the  best  presentation  of 
that  subject  to  which  it: has  ever  been  my  pleasure  to  listen. 
The  question  of  the  location  of  the  State  Normal  School  at  Napa 
was  broached,  and  elicited  a  lively  interest  among  the  leading 
citizens  of  the  place.  San  Jose  and  Oakland  have  a  formidable 
rival  in  Napa. 

SONOMA    COUNTY. 

I  reached  Santa  Eosa  just  as  the  Institute  adjourned.  "  No- 
body to  blame. "  From  Superintendent  Ames,  I  learned  that 
the  attendance  of  teachers  was  very  full,  the  exercises  interesting 
and  profitable,  and  the  Institute  a  success.  The  retiring  Super- 
intendent received  a  well-deserved  caning  from  the  members  of 
the  Institute.  The  State  Superintendent  addressed  an  impro- 
vised audience  in  the  court  house,  and  at  the  conclusion  of  his 
remarks,  was  followed  by  impromptu  addresses  by  Superintend- 
ent Ames,  and  other  citizens  of  Santa  Kosa,  in  suj^port  of  a 
movement  for  the  establishment  of  a  school  of  high  grade  in 
that  beautiful  and  pleasant  town. 


1869.]  Department  of  Public  Instruction,  23 

STATE  BOARD   OF  EDUCATION. 


The  state  Board  of  Education  met  at  the  office  of  the  Super- 
intendent of  Public  Instruction,  July  6th.  Present:  Governor 
Haight,  State  Superintendent  Fitzgerald,  Superintendents  Traf- 
ton,  Denman,  Braly  and  Cottle,  and  Messrs.  Sweezey,  Sibley  and 
Lucky. 

A  motion  to  authorize  the  use  of  Clark's  Intermediate  Geog- 
raphy in  the  public  schools,  was,  after  discussion,  lost. 

Payson,  Dunton  and  Scribner's  System  of  Penmanship  was 
adopted  for  use  in  the  public  schools.  Paj^son,  Dunton  and 
Scribner's  Tablets  were  also  adopted. 

Burgess'  "National  System  of   Drawing  "  was  adopted. 

A  proposition  was  received  from  the  house  of  A.  S.  Barnes  & 
Co. ,  with  reference  to  the  introduction  of  Monteith's  Geogra- 
phies into  the  public  schools,  and,  after  discussion,  its  consider- 
ation was  postponed  until  the  next  regular  meeting  of  the 
Board. 

A  request  from  the  Santa  Clara  Board  of  Education,  for  per- 
mission to  use  Dalton's  Physiology  in  the  Grammar  School  of 
that  city,  was  denied. 


STATE  LIFE  DIPLOMAS. 


State  Life  Diplomas  were  issued  to  the  following  teachers,  May  21st,  1869: 

75.  E.  M.  Preston,  78.     Isaac  Upbam,  81.     E.  Kousseau, 

76.  EugeneT.  Thurston,  79.     E.  J.  ScheUhous,       82.     Melville  Cottle, 

77.  John  C.  Gray,  80.    W.  A  Sanders,  83.    Miss  F.  E.  Bennett 


Institute  Visiting. — I  was  present  at  the  late  session  of  the  Placer  County 
Teachers'  Institute,  and  intended  giving  an  abstract  of  the  proceedings, 
which  were  interesting,  profitable,  and  pleasant,  but  all  the  space  in  the  last 
Teacher  was  otherwise  filled;  and  now  it  is  rather  late  to  bring  up  the  sub- 
ject. One  point,  however,  I  desire  to  mention,  viz  :  that  good-eich  eepobt. 
The  critic  for  the  last  day  was  Mr.  A.  H.  Goodrich.  He  reported  the  usual 
mistakes  resulting  from  carelessness,  embarrassment,  &c.,  &c.,  in  the  usual 

manner.     He  then  commenced  complimenting  Miss  C ,  Miss  T ,  Miss 

D and  others,  who  he  said  had  made  no  mistakes,  or  used  anidiomatical 

language  during  the  session  of  the  Institute.  Criticism,  not  compliments 
being  his  duty,  a  point  of  order  was  about  to  be  raised,  when  it  occurred  to 
all,  almost  simultaneously,  that  those  members  had  said  nothing  during  the 
entire  session  !  Dep.  Supt. 


Back  Numbers. — I  have  a  number  of  copies  of  the  California  Tecahee, 
dating  as  far  back  as  the  first  volume.  If  any  of  the  teachers  of  this  State 
need  odd  numbers  to  complete  files,  I  shall  take  pleasure  in  mailing  them  to 
any  address,  free  of  charge.  Bebnhard  Marks. 


24  Our  Book  Table.  [July. 


Our  ^ook  T 


ABLE. 


The  JMAL.VY  Archipelago  :  The  Laud  of  the  Oiang-Utan,  and  the  Bird  of  Paradise.  A 
Narrative  of  Travel,  wilh  Studies  of  Man  and  Nature.  By  Alfred  Russell  Wallace, 
Author  of  "  Travels  on  the  Amazon  and  Rio  Negro,"  "  Palm  Trees  of  the  Amazon,"  etc. 
New  York:  Harper  &  Brothers,    1869. 

The  author  spent  eight  years  on  the  various  islands  of  the  Malay  Archipel- 
ago, collecting  specimens  of  Natural  History.  This  book  is  the  result— an 
entertaining  narrative  of  travel  and  incident,  interspersed  with  varied  and 
curious  facts  and  information  in  many  branches  of  science ;  as,  Entomology, 
Ornithology,  Zoology,  Physical  Geogiaphy,  Ethnology,  Geology,  &c.,  &c. 
The  facts  of  science  are  so  skillfully  woven  into  the  narrative  that  one  is  sur- 
prised to  find,  on  laying  down  the  work,  that  his  stock  of  scientific  knowledge 
has  been  much  increased,  while  he  has  had  all  the  pleasure  of  a  charming 
story.  638  pages,  8vo.,  with  27  wood  cut  illustrations  and  two  maps.  For 
sale  by  A.  Roman  &  Co.,  San  Francisco. 

Biographical  Sketches.    By  Harriet  Martineatt.    New  York:  Leypoldt  &  Holt.    1869. 

Forty-six  characters  are  sketched — thus  classified :  Literary,  fourteen  ; 
Scientific,  two;  Professional,  ten;  Social,  four;  Politicians,  eleven;  and 
Royal,  five.  Each  character  is  drawn  with  such  a  comprehension  of  the 
particular  type  of  mind  and  its  achievements,  and  presented  with  such  sharp- 
ness of  outline,  that  the  impression  left  on  the  reader's  mind  is — almost — that 
he  has  just  ended  an  interview  with  Lord  Brougham,  Lady  Byron,  or  who- 
ever may  be  the  subject  of  the  sketch.  Miss  Martineau  goes  over  the  broad 
field  from  Literary  to  Royal,  and  is  equally  and  wonderfully  clear  and  accu- 
rate in  each.  To  read  and  to  have  read  such  a  book  is  a  satisfaction.  A. 
Roman  &  Co.,  San  Francisco. 

Manual  of  Physical  and  Vocal  Training,  for  the  use  of  schools  and  for  private  instruc- 
tion. By  Lewis  B.  Monroe,  Superintendent  of  Physical  and  Vocal  Culture  in  the  pub- 
lic schools  of  Boston,  Mass.  Illustrated  by  Hammett  &  Billings.  Philadelphia:  Cow- 
perthwait  &  Co.    1869. 

The  necessity,  methods  and  results  of  Physical  and  Vocal  Training  are 

briefly  and  clearly  set  forth  in  this  little  volume.     The  author's  practical 

experience  in  teaching  the  art,  taught  him  that  details  are  impracticable  in  a 

book.     A  judicious  skeleton  or  outline  of  the  method  is  therefore  given, 

which  the  skillful  teacher  will  find  helpful  in  presenting  his  subject,  and  to 

fasten  it  in  the  mind  and  habits  of  his  pupils. 

A  New  Primary  Geograrhy,  Hlustrated  by  numerous  Maps  and  Engravings.  By  D.  M. 
Warren.    Philadelphia:  Cowperthwait  &  Co.    1869. 

The  Common  School' Geography:  An  Elementary  Treatise  on  Mathematical,  Physical,  and 
Political  Geography.  By  D.  M.  Warren,  author  of  a  Treatise  on  Physical  Geography, 
&c.,  &c.    Philadelphia:  Cowperthwait  &  Co.    1809. 

An  Elementary  Treatise  on  Physical  Geography,  to  which  is  added  a  brief  description 
of  the  Physical  Phenomena  of  the  United  States.  By  D.  M.  Warren.  Philadelphia: 
Cowperthwait  &  Co.    1869. 

"Warren's  series  of  geographies  have  been  so  long  and  so  favorably  known, 

that  to  speak  of  their  general  merits  would  be  superfluous.    The  present  edition 

has  been  carefully  revised  by  A .  Von  Steinwehr.     The   original  plan  and 

division  of  the  work  remain  the  same ;  the  matter  being  corrected  as  demanded 

by  advancements  in  science,  and  the  changes  which  the  earth  is  constantly 


1869.] 


Our  Book  Table.  25 


undergoing.    Dove's  theory  of  winds  and  wind-zones  is  adopted  instead  of 
Maury's. 

A  Practical  Grammar  of  the  English  Language,  for  the  use  of  schools  of  every  grade.  By 
Thos.  W.  Harvey,  A.  M.    Cincinnati:  Wilson,  Hinkle  &  Co. 

Noticed  in  The  Teachek  some  months  ago. 

Improved  Modern  Pocket  Dictionary  of  the  French  and  English  Languages,  for  the 
every  day  purposes  of  travelers  and  students.  By  Ferdinand  E.  A.  Gasc.  Philadelphia: 
J.  B.  Lippincott  &  Co.    1869. 

A  pocket  French-English  and  English-French  dictionary — an  acquaintance 
with  which  will  make  the  traveler  regard  it  as  a  vade  mecum.  A  few  simple 
and  very  direct  explanatory  remarks  and  rules  given  in  the  beginning,  put 
the  plan  of  the  work  before  the  student,  who  can  thus  rapidly  acquire  the 
contents.  The  book  contains  some  five  thousand  words,  senses,  phrases 
and  idioms  not  found  in  other  dictionaries,  even  the  largest,  as  well  as  the 
correction  of  hundreds  of  vulgar  errors  which  occur  in  other  works  of  the 
kind.     A.  Koman  &  Co.,  San  Francisco. 

The  Principles  of  Psychology.  Part  I.  The  Data  of  Psychology.  By  Herbert  Spen- 
cer.   New  York:  D.  Appleton  &  Co.    1869. 

This  is  one  of  the  remarkable  books  of  the  century.  The  present  volume 
treats  of  the  Data  of  Psychology — has  one  hundred  and  forty-two  pages, 
8vo.,  and  is  divided  into  seven  chapters.  The  first  five  are  devoted  to  formu- 
lating nervous  phenomena  in  terms  of  Matter  and  Motion.  Then  come 
subjective  observations  and  analysis.  The  seventh  chapter  treats  of  The 
Scope  of  Psychology.  Here  is  clearly  marked  the  distinctions  between  Psy- 
chology and  the  sciences  on  which  it  rests.  The  internal  relation  of  a  physi- 
ological proposition  and  the  external  relation  of  a  psychological  proposition 
are  discussed  in  relation  to  each  other;  the  connection  not  of  the  phenomena 
merely;  but  the  "connexion  between  the  two  connections.''  Next  are  mapped 
out  the  divisions  into  which  Psychology  proper  falls :  the  discussion  of  which 
is  left  to  a  future  volume,  or  volumes.  It  is  the  work  of  a  master  mind; 
it  is  difficult  to  estimate  its  bearing,  and  it  will  be  interesting  to  watch  its 
influence  in  future  upon  metaphysical  thought.     A.  Koman  &  Co. 

The  Manual.  A  Practical  Guide  to  the  Sunday-school  work.  By  Edwaud  Eggleston, 
Editor  of  the  "  National  Sunday-school  Teacher,"  Chicago:  Adams,  Blackmer  and 
Lyon,  155  Randolph  street.    1869. 

A  gem  !  No  Sabbath-School  superintendent  or  teacher  should  be  without 
it.  So  small — one  hundred  and  eight  pages,  18mo — and  yet  so  full  and  satis- 
factory. 

Anderson's  Histories. 

We  have  received  from  the  publishers,  Messrs.  Clark  and  Maynard,  New 
York,  Anderson's  series  of  Histories,  consisting  of  An  Intkoductoey  School 
History  of  the  United  States,  A  Grasimar  School  History  of  the  United 
States,  A  Pictorial  School  History  of  the  United  States,  and  A  Manual  of 
General  History.  In  scope  and  design  these  form  a  very  good  outline  of 
history  for  school  purposes.  An  exact  estimate  of  them  as  history  and  as 
school  booJcs,  is  not  easily  made.  There  are  excellencies  and  there  are  defects — 
both,  perhaps,  have  been  exaggerated.    A  summary  would  be  something  near 


26  Our  Book  Table.  [July. 

this:  Merits — Keeping  well  in  view  and  rendering  available  to  the  subject, 
"the  two  eyes  of  history  " — Geogeaphy  and  Chronology;  the  teachable 
manner  in  which  the  matter  is  arranged  ;  the  special  questions  at  the 
bottom  of  the  pages;  the  topical  questions  at  the  ends  of  chapters;  and 
general  clearness  of  statement.  Demerits — Want  of  a  firm  grasp  of  the  sub- 
ject and  the  philosophy  of  history;  not  discriminating  events  as  important 
and  unimportant  in  cause  and  effect,  mingling  those  that  determine  the 
"destinies  of  nations  and  men"  with  those  merely  brilliant  or  marvelous; 
and  occasional  inaccuracies  in  the  statements  made.  Their  merits  seem  to 
be  as  school  books;  their  blemishes,  as  histories. 

McGttffey's  Keaders. 

We  receive  from  Messrs.  Wilson,  Hinkle  &  Co.  this  well  known  series  of 
Readers.  These  excellent  Readers  have  been  remodeled  and  made  even 
more  deserving  of  popular  favor.  They  now  consist  of  the  Speller,  Primer, 
and  1st — 6th  Reader,  inclusive. 

My  Ten-Rood  Farm;  or  How  I  became  a  Florist.  By  Mrs.  Maria  Gilman.  Loring,  pub- 
lisher.   Boston, 

A  racy  recital  of  the  events  of  twelve  months  on  a  farm,  during  which  a 
widowed  woman  begins  business  as  a  Florist.  Though  knowing  nothing  of 
the  vocation,  she  learns  the  trade,  supports  her  familj'-,  and  receives  an 
income  of  two  thousand  dollars  a  year  !  Shows  the  way  to  others.  Price,  50 
cents.    A.  Roman  &  Co. 

Towne's  Mathematical  Series,  consists  of  Primary  Arithmetic,  Intermediate  Arithme- 
tic, Arithmeiic,  and  Algebra. 

The  author  has  left  the  beaten  track  in  many  places — we  think,  to  advan- 
tage. We  commend  the  books  to  those  interested,  not  having  space  for  elab- 
orate notice  of  merits.  The  position  that  Decimal  Fractions  occupy  as  the 
offspring  of  decimal  notation,  and  not  of  vulgar  fractions,  is  natural  and  philo- 
sophic— a  merit.  There  are  others.  John  P.  Morton  &  Co.,  Louisville,  Ky., 
are  the  pubhshers. 

Marsh's  Manual  of  Reformed  Phonetic  Short-Hand;  being  a  complete  Guide  to  the  best 
System  of  Phonography  and  Verbatim  Reporting  By  Andrew  J.  Marsh,  Official  Re- 
porter for  the  Courts.    San  Francisco:  H.  H.  Bancroft  &  Co.    1868. 

A  handsome,  convenient  and  complete  little  book  for  acquiring  one  of  the 

most  useful  of  arts. 

Manual  Latin  GrammAr.  Prepared  by  William  F.  Allen,  A.  M.,  Professor  of  Ancient 
Languages  and  History,  in  the  University  of  Wisconsin;  and  Joseph  H.  Allen,  Cam- 
bridge, (Mass.)    Boston:  Published  by  Edwin  Ginn,  Woolworth,  Ainsworth  &  Co.    1869. 

Brevity  in  a  text-book  is  desirable.  The  student  should  not  have  matters 
placed  before  him  daily  which  he  is  told  it  is  not  necessary  to  learn.  It  takes 
away  ila.QX peculiar  satisfaction  resulting  from  making  "a  clean  sweep  as  you 
go."  When  one  is  told  that,  in  one  hundred  and  thirty-six  pages,  enough 
Latin  Grammar  may  be  found  to  prepare  a  student  for  the  Freshman  Class, 
he  very  naturally  feels  some  surprise,  if  his  preparatory  days  have  been  em- 
ployed on  Andrews',  Stoddard's,  Bullion's,  or  any  one  of  the  larger  works. 
However,  this  is  a  good  grammar.  It  is  not  a  book  for  an  inferior  teacher — 
success  with  it,  would  be  the  highest  success.     Some  desirable  changes  in  the 


1869.]  Our  Booh  Table.  27 

nomenclature  might  have  been  advantageously  and  appropriately  introduced 
with  the  clearing  away  of  so  much  rubbish.  The  grammar  and  the  "  Latin 
Lessons"  are  good — advances  in  the  right  direction.  Who  will  push  the 
subject  to  its  legitimate  results? 

Ancient  History,  Illutrated  by  Colored  Maps  and  a  Chronological  Chart,  for  the  use  of 
families  and  schools.  By  C.  A.  Bloss  ;  revised  and  improved  by  John  J.  Andebson, 
A.  M.,  author  of  a  series  of  School  Histories  of  the  United  States.  New  York  :  Clark 
&  Maynard,  publishers,  5  Broadway  street.    1869. 

We  like  this  book.  The  plan  is  unique.  The  world's  history  is  divided 
into  "Millenniums,"  or  periods  of  one  thousand  years  each.  The  four 
"  Universal  Monarchies  "  are  passed  in  review — we  have  the"  Head  of  Gold," 
"The  Arms  of  Silver,"  &c.  The  mind  grasps  the  subject  clearly;  and  the 
memory  holds  it  tenaciously.  Throughout  references  are  made  to  passages 
of  the  Bible,  in  which  allusions  to  the  events  narrated  may  be  found. 

Greene's  Grammars. 

We  receive  copies  of  these  works  (previously  noticed,)  from  Messrs.  Cow- 
perthwait  &  Co.,  Philadelphia. 

Ray's  Series  of  Mathematics.    From  Wilson,  Hinkle  &  Co.,  Cincinnati. 

The  public  are  too  well  acquainted  with  these  books  to  render  comment  or 
criticism  necessary.  The  revised  edition  is  beautiful  in  typography  and  bind- 
ing; and  has  some  improvements  and  additions  in  regard  to  the  matter.  The 
following  constitute  the  course:  Kay's  Pkimaky,  Eay's  Intellectual,  Kay's 
Peactical,  and  the  Higher  Arithmetic;  New  Elementary  Algebra,  Higher 
Algebra,  and  Geometry  and  Trigonometry  (one  volume) — all  good. 

Moral  Science.  A  Compedium  of  Ethics.  By  Alexander  Bain,  M.  A.,  author  of  '•  Mental 
Science:  a  Compedium  of  Psychology;"  "  The  Senses  and  the  Intellect;"  "  The  Emotions 
and  the  Will;"  "A  Manual  of  Rhetoric;"  Professor  of  Logic  in  the  University  of  Aber- 
deen, &c.,  &c.,  &c.    New  York:  D.  Appleton  &  Co.    1869. 

One  of  the  best  books  on  Moral  Science  of  the  century.  There  is  learn- 
ing, ability,  philosophy  and  piety  throughout.  '  Tis  a  book  to  be  studied, 
and  will  well  repay  the  labor.     A.  Roman  &  Co. 

a  Practical  Business  Arithmetic,  for  Common  Schools  and  Academies,  inluding  a  great 
variety  of  Promiscuous  Examples.  By  Whitman  Peek,  A.  M.,  author  of  the  Promis- 
cuous Exercises  in  Andrew's  Latin  Lessons.  New  York:  J.  W.  Schermerhorn  &  Co.  1869. 

This  is  nearly  like  the  other  Arithmetics  of  the  country,  but  has  the  merit 
of  many  promiscuous  examples.  It  is  arranged  with  the  object  of  preparing 
boys  for  business. 

The  Recent  Progress  of  Science,  with  an  Examination  of  the  Asserted  Identity  of  the 
Mental  Powers  with  Physical  Forces;  an  Address  delivered  before  the  American  Associa- 
tion for  the  Advancement  of  Science,  at  the  Annual  Meeting  held  at  Chicago,  August, 
1868.  By  Frederick  A.  P.  Barnard,  S.  T.  D.,  LL.D,  Principal  of  Columbia  College, 
New  York  City,  President  of  the  Association  in  1866.  New  York:  D.  Appleton  &  Co.  1869. 

This  address  gives  a  review  of  the  general  progress  of  science  during  the 
year.  The  arguments  against  the  identity  of  "Mental Powers "  and  "Physi- 
cal Forces  "  in  the  "doctrine  of  conservation  of  forces,"  are  ingenious  and 
able.  From  the  author's  stand-point  they  are  conclusive.  Price,  50  cents- 
A.  Koman  &  Co. 


TABLE    OF    CONTENTS. 


PAGE. 

BEAKING  OF  RECENT  DISCOVERIES  IN  PHYSICAL  SCIENCE. ...     1 

As  A  Puke  Hypothesis 2 

Nebular  Hypothesis  as  a  Physical  Reality 7 

MORAL  TRAINING  IN  OUR  COMMON  SCHOOLS 12 

EDUCATIONAL  MEETINGS 14 

STATE  CERTIFICATES 15 

STATE  EDUCATIONAL  DIPLOMAS 16 

A  NEW  AND  IMPORTANT  DISCOVERY 16 

MISCELLANEA 17 

SPECTACLES 18 

COMPARATIVE  STATISTICS 19 

TOP  AND  BOTTOM '. 19 

REPORTS  OF  PUBLIC  SCHOOLS 20 

DEPARTMENT  OF  PUBLIC  INSTRUCTION 21 

Salutatory 21 

Official  Journeytngs 22 

Solano  County 22 

Napa  County 22 

Sonoma  County 22 

State  Board  or  Education 23 

State  Life  Diplomas 23 

Institute  Visiting 23 

OUR  BOOK  TABLE 24 


BYRON  BAILEY.  WM.    SMITH. 


BAILEY  &  SMITH, 

FORMKRLY 
DERBY    &    BAILEY, 

MANUFACTURERS      OF      ALL 

Kinds  of  School  Furniture,  Settees,  OfBice  Desks,  etc., 

2fo.  51  Beale  Street,  near  Mission, 

SAN  FRANCISCO. 

fc#^  Having  had  an  experience  of  four  years  on  this  coast  in  the  manufacture 

of  SCHOOL  FURNITURE,  and  possessing  facilities  surpassed  by  no 

other,  we  are  prepared  to  furnish  a  superior  article  at  the  lowest  rates 

j-ly  ^^  All  orders  promptly  attended  to.  .j^ 


IStATE     NoRMAl.     jScHOOL. 

BOARD   OF   TRUSTEES. 

H.  H.  HAIGHT Governor. 

O.  P.  FITZGEEALD Superintendent  of  Public  Instiniction. 

JAMES  DENMAN Superintendent,  San  Francisco. 

MELVILLE  COTTLE Superintendent,  San  Joaquin  County. 

J.  H.  BKALY Superintendent,  Santa  Clara  County. 

Db.  a.  TKAFTON Superintendent,  Sacramento  County. 

S.  I.  C.  SWEZEY San  Francisco. 

J.  M.  SIBLEY San  Francisco. 

TEACHERS. 

Key.  W.  T.  Lucky,  A.M Principal. 

H.  P.  Caklton •. .  Vice-Principal. 

Miss  E.  W.  Houghton Assistant. 

Mes.  D.  Clark Assistant. 

The  next  Term  will  commence  on  the  1st  day  of  July,  1869.  AH  candi- 
dates for  admission  must  be  present  at  that  time. 

COURSE   OF  STUDY. 

eequisites  foe  admission. 

To  secure  admission  to  the  Junior  Class,  Second  Division,  applicants  must 
pass  a  written  examination  on  the  following  subjects,  viz. : 

Eaton's  Common  School  Arithmetic — to  percentage. 

Eaton's  Intellectual  Arithmetic. 

Greene's  Introduction  to  English  Grammar. 

WiUson's  Fourth  Eeader. 

Spelling;  Penmanship. 

AppHcants  for  an  advanced  Class  will  be  required  to  pass  an  examination  on 
the  studies  previously  pursued  by  that  Class. 

Junior  Class — First  Session. 

Arithmetic — ^Eaton's  Common  School — complete. 
Grammar — Quackenbos' — begun. 
Geography — Guyot's  Common  School. 
Beading — Willson's  Fifth  Eeader. 
Moral  Lessons — Cowdery's. 
Spelling — Willson's  Larger  Speller. 

JuNiOB  Class — Second  Session. 

Arithmetic — Eaton's  Higher. 

Grammar — Quackenbos' — complete. 
^Rhetoric — Boyd's. 

Physiology — Cutter's  Elementary. 

History — Quackenbos'. 

Vocal  Culture — EusseU's. 

Book-Eeeping — Payson  &  Dutton's  Single  Entry. 

General  Exercises  throughout  the  Junior  Year — Penmanship;  Object-Lessons; 
Calisthenics;  Methods  of  Teaching;  School  Law;  Composition  and  Declama- 
tion. 

Senior  Class — First  Session. 

Arithmetic — Eaton's  Higher — reviewed. 
Algebra — Eobinson's  Elementary. 
Grammar — Greene's  Analysis. 
Natural  Philosophy — Quackenbos', 
Physiology — Cutter's  Larger. 
Bhetoric — Boyd's, 
Natural  History — Tenney's. 


Senior  Class — Second  Session. 
Botany — Gray's. 

Physical  Geography — Warren's,  with  Guyot's  Wall  Maps. 
Normal  Training — Knssell's. 
Geometry — Davies'  Legendre — five  books. 
English  Literature — Shaw's. 

Book-Keeping — Payson  &  Dunton's  Double  Entry. 
General  Exercises — Same  as  in  Junior  Year. 

REGULATIONS   OF  THE   STATE   NORMAL  SCHOOL. 
Adopted  by  the  Board  o^  Normal  School  Trustees,  March  28,  1868. 

1.  All  pupils,  on  entering  the  School,  are  to  sign  the  following  declaration 
of  intention: 

'  We,  the  subscribers,  hereby  declare  that  our  purpose  in  entering  the  State  Normal  School 
is  to  fit  ourselves  for  the  profession  of  Teaching,  and  that  it  is  our  intention  to  engage  in 
teaching  in  the  Public  Schools  of  this  State. " 

Male  candidates  for  admission  must  be  at  least  eighteen  years  of  age ;  and 
female  appHcants  at  least  fifteen  years  of  age;  and  all  must  possess  a  good  de- 
gree of  physical  health  and  vigor. 

2.  No  person  whose  age  exceeds  thirty  years  shall  be  admitted  to  the  School, 
except  teachers  who  are  fitted  to  enter  the  Senior  Class. 

3.  Whenever  the  number  of  applicants  from  any  county  shall  exceed  the 
number  to  which  that  county  is  entitled  by  law,  the  applicants  shall  pass  a 
competitive  examination  before  the  County  Superintendent,  and  the  County 
Board  of  Examination;  which  examination  shall  be  conducted  in  the  same 
manner  as  county  examinations  for  third  grade  teachers'  certificates.  The 
persons  passing  the  highest  examination  shall  be  eligible  to  admission  in  the 
order  of  their  standing  in  examination. 

4.  All  applicants  are  required  to  present  letters  of  recommendation,  and 
certificates  of  good  moral  character,  from  the  County  Superintendent  of  the 
county  in  which  they  reside. 

5.  All  new  applicants  shall  present  themselves  for  examination  at  least  three 
days  previous  to  the  regular  day  of  each  term  commencement;  and  no  pupil 
shall  be  admitted  during  term  time,  except  in  case  of  teachers  who  hold  at 
least  second  grade  State  or  County  certificates. 

6.  The  Principal  of  the  School  shall  keep  a  register  of  the  attendance  of 
pupils,  and  shall  report  monthly,  to  the  Secretary  of  the  Board,  the  whole 
number  enrolled,  the  average  number  belonging,  the  average  daily  attendance, 
the  percentage  of  daily  attendance,  and  such  other  statistics  as  may  be  re- 
quired by  the  Executive  Committee  of  the  Board. 

7.  No  pupil  shall  be  entitled  to  a  Diploma  of  Graduation  who  has  not  been 
a  member  of  the  School  at  least  one  term  of  five  months. 

8.  The  Normal  School  shall  be  divided  into  two  classes:  Junior  and  Senior 
— each  divided  into  two  divisions. 

GENERAL  INFORMATION. 

The  time  for  completing  the  Normal  School  course  is  two  years,  each  divided 
into  two  terms  of  five  months. 

There  will  be  Written  Examinations  and  Public  Exercises  at  the  close  of  each 
term.     The  Graduating  Exercisee  will  be  in  May. 

Pupils  will  be  required  to  furnish  their  Text  Books.  Books  for  reference 
will  be  furnished  by  the  State.  Good  boarding  can  be  procured  at  about 
twenty-five  to  thirty  dollars  per  month. 

Applicants  will  please  read  attentively  the  "Kegulations"  as  given  above, 
particularly  the  Fourth  and  Fifth. 

All  graduates  will  be  required  to  pass  an  examination  on  the  entire  course. 
Those  who  complete  the  studies  of  the  Junior  Class  will  be  entitled  to  certiflr 
Gates  of  qualification,  for  teaching  schools  of  Second  and  Third  Grade. 

For  additional  particulars,  address 

Kev.  WM.  T.  LUCKY,  A.  M.,  Pkincipal,  San  Francisco. 


Terms  of  Advertising  in  the  California  Teacher. 

1  month.  3  months.  6  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 


""^  Live     Books     for     Live     Teacliers/' 

NEW  AND  REVISED  WORKS— THE  REVISED  AND  IMPROVED  EDITION  OF 

Brooks's  Normal  Elementary  Arithmetic. 

Containing  a  most  complete,  simple  and  practical  treatment  of  the  Decimal  or  Metric 
System  of  Weights  and  Measures,  by  Edwakd  Beooks,  D.D.,  Principal  and  Professor  of 
Mathematics,  Pennsylvania  State  Normal  School,  MiUersville,  Pa.  This  most  popular  and 
practical  work  includes  aU  of  the  useful  rules  of  every  day  business  life  and  all  of  Arithmetic 
desirable  for  Secondary  Schools,  presented  in  a  manner  unequalled  in  its  attractive  prob- 
lems, its  progressive  arrangement  and  its  clear  and  logical  solutions.  It  has  been  thoroughly 
revised,  and  improved  by  the  introduction  of  a  very  superior  and  comprehensive  treatment 
of  the  Metric  System;  the  table  of  equivalents,  as  given  by  Congress  in  a  bill  legalising  this 
system;  several  fine  cases  on  U.  S.  Bonds,  5-20's,  7-30's,  &c.,  and  other  important  features. 
The  latest!  The  best!  The  most  Practical!  The  most  successful  Book  before  the  public,  for 
starting  classes  in  Arithmetic,  and  for  pupils  who  cannot  remain  long  at  school.  Clear  and 
concise  in  its  DEFi>finoNS,  Rules  and  Solutions;  gradual  and  regular  in  its  gradation; 
natural  and  practical  in  its  arrangement  and  full  of  interesting  and  instructive  problems — it 
is  logically  easy  to  teach  and  easy  to  learn.  Every  teacher  should  now  not  only  study  the 
Metric  System,  which  must  soon  come  into  general  use,  but  should  thoroughly  drill  his 
pupils  upon  it  as  the  most  important  reformation  in  applied  arithmetic,  to  business  men 
and  others,  secured  since  the  adoption  of  Federal  Money  in  1796.  Pupils  can  be  taught  in 
an  afternoon.    No  teacher  should  be  without  a  copy. 

Single  copies  sent,  post-paid,  for  examination,  to  Teachers  and  School  Ofi&cers,  at  30  cents. 

BROOKS'S  NORMAL  WRITTEN  ARITHMETIC  is  also  revised  and  a  fine  treatment  of 
the  Metric  System  is  introduced.  For  examination,  50  cents.  BROOKS'S  NORMAL 
PRIMARY  ARITHMETIC  contains  both  Mental  and  Written  Exercises.  For  examination, 
15  cents.  BROOKS'S  NORMAL  MENTAL  ARITHMETIC.  The  most  complele  and  thorough 
book  before  the  public.  For  examination,  25  cents.  KEYS  containing  "  Methods  of  Instruc- 
tion," &c.,  to  written,  75  cents;  to  Mental,  50  cents.  BROOKS'S  NORMAL  GEOMETR"? 
AND  TRIGONOMETRY  is  a  work  of  great  merit.  It  has  more  theoretical  and  practical 
excellencies  than  any  other  Elementaiy  Geometry.  Principals  of  Academies,  Seminaries, 
Normal  Schools,  High  Schools  and  Colleges  are  requested  to  examine  this  work.  It  is  used 
in  the  Boston  and  Philadelphia  Girls'  High  and  Normal  Schools;  Pennsylvania,  New  Jersey, 
and  Massachusetts  State  Normal  Schools;  Pennsylvania  College;  Pennsylvania  Agricultural 
College,  &c.,  &c.  For  examination,  75  cents.  The  most  favorable  terms  given  on  first 
introduction  or  in  exchange  for  old  books.  School  Directors,  Teachers  and  others  interested 
are  invited  to  give  the  Normal  Series  a  careful  examination  before  making  or  recommending 
any  change  in  text-books  now  in  use.  Correspondence  solicited  with  School  Boards  before 
they  open  their  Schools  or  adopt  text-books. 

For  further  information,  please  address  either  of  the  following 

W.    S.  SCHOFIELO,  SOWER,   BARNES  &  POTTS. 

Supt.  of  Instruction,  37  N.  Third  st.,  Phila.  [jy  3m] 

PLAIN  AND  ORNAMENTAL 

A  itti  I®l  111 

EXECUTED   IN  THE   MOST  APPROVED  STYLES,    AT  THE    OFFICE   OF 

m:.  d.  c^rr  &  CO. 

No.  532  Clay  St.,  between  Montgomery  and  Sansome, 

8AN  F^ANGISCO. 


ADOPTED    BY    THE 

Caltfornia  State  Board  of  Education 


ACKNOW1.EDGED  MODEL  STANDARD 

Officially  adopted  and  used  in  all  the  States  and  Principal  Cities 

FROM  THE  ATLANTIC  TO  THE  PACIFIC  ! 

This  is  the  only  American  System  ever  republished  in  England,  Scotland  and  Can- 
ada. It  is  used  more  than  all  others  combined  in  the  Normal  Schools  of  the  United 
States;  more  than  any  other  in  Commercial  and  other  Colleges,  Seminares,  «&c. 

It  is  used  exclusively  in  Ne^v  England  and  the  Britisli  Provinces ;  more  than  any 
other  in  the  City  and  State  of  New  Yorlc;  exclusively  in  Brooklyn,  Troy,  Syracuse, 
Elmira ;  Jersey  City,  Patterson,  Elizabetli,  Camden,  Novarlc,  and  nearly  all 
of  New  Jersey ;  more  than  all  others  in  Pennsylvania  and  Dela-^vare ;  is  used  ex- 
clusively in  Baltimore,  and  throughout  Maryland,  having  been  adopted  by  the  State 
Board;  is  used  in  Cincinnati,  Columbus,  Dayton,  and  at  other  principal  places  in 
Ohio ;  in  Indianapolis,  Terre  Haute,  liafayette,  Aladison,  and  other  principal 
towns  in  Indiana;  in  Chicago,  Q,uincy,  Peoria,  Springfield,  Galena,  and  almost 
exclusively  in  Illinois ;  in  Missouri  it  is  recommended  in  the  list  of  books  to  be  used  in 
the  public  schools;  and  in  Wisconsin,  Minnesota,  Iowa,  Missouri,  and  the  Terri- 
tories, this  system  is  very  generally  in  use.  It  is  the  authorized  system  in  Liouisville, 
Frankfort,  Nashville,  Knoxville,  Richmond,  Raleigh,  "Wilmington, 
Charleston,  Savannah,  Macon,  Atlanta,  New  Orleans,  Augusta,  3Iobile, 
Montgomery,  Natchez,  Austin,  Houston,  Galveston,  and  throughout  the  South 
exclusively.  Also  San  Francisco,  Sacramento,  Marysville,  Stockton,  and 
adopted  exclusively  by  the  State  Board  of  Education,  of  California,  and  used  quite  exclu- 
sively in  the  Pacilic  States. 

The  Tablets,  on  four  boards,  (8  sides)  are  in  exact  imitation  of  elegant  block  board 
■writing;  and  each  card  about  two  feet  square,  with  principals  and  letters  full  and  plain,  easi- 
ly seen  across  the  largest  room.  One  Card  for  Primary  Schools,  with  both  Scrip  and  block 
letter.    Price  on  board  $2,00.    Price  in  sheets  $1,00— the  latter  by  mail  if  desired. 

Three  Cards,  for  Copy  Book  Teaching,  with  Scrip  only,  analized  and  proportioned,  and 
fully  explained.    Price  on  board  $4,00;  sheets  $2,00— the  latter  by  mail  if  desired. 

No  Copy  Books  or  Tablets  ever  published,  has,  or  ever  had  as  large  siile,  nor  received  so 
deservedly  and  universal  commendation,  and  widely  approved  by  educators  best  qualified  to 
judge,  in  all  parts  of  the  States,  Canadies  and  Europe.  t)ne  and  a  lialf  Million  Copies 
sold  annually. .  Sixty-two  cities,  with  an  aggregate  population  of  2,400,000  use  P.  D.  & 
8.  exclusively;  and  but  twenty-seven  cities,  with  758,000  inhabitants  use  any  rival  series. 
Uneaqualed  increase  500, 000  in  the  last  year. 

READ    THE    FOLLOWINO: 

(One  of  thousands,  from  aU  the  principal  places  in  America)  signed  by  the  Superintendent 
and  all  the  Principals  of  San  Francisco,  and  sixty  other  leading  teachers  and  school  officers 
on  the  Pacific  Slope. 

"  San  Fbancisco,  C.\l.,  June  10th,  1869. 

We  have  nsed  Paygon,  Dnnton  &  Scribner's  Copy  Books,  in  our  schools 
for  several  years.  They  have  convinced  us,  as  they  will  all,  who  give  them  fair  trial,  that 
In  all  r(!Hp(!(;tH  thay  equal  the  best,  and  in  most  respects,  surpass  all  others. 

We  prefer  them  for  ten  reasons:    *    *    * 

We  cordially  endorse  thtsm,  with  greater  satisfaction  every  year." 

Who  would  know  more  of  this  UNRIVALLED  SERIES  should  consult 

WOOLWOUTH,  AINSWOKTH,  &  CO.,  Boston  and  Chicago;  WM.  M.  SCIUBNER, 
Chicago;  or  H.  H.  BANCIIOFT  &  CO.,  San  Francisco. 


First  Steps  in  G-eograpliy, 

Intended  to  precede  COKNELL'S  GEOGEAPHICAL  SEEIES,  and  to  intro- 
duce the  little  pupil  pleasantly  and  profitably  to  the  Eudiments  of 
Geography.     One  beautiful  volume,  child's  quarto,  with 
numerous  Maps   and  Illustrations,  72  pages. 

Cornell's  Geographical  Series 

CONSISTS  OF 

I,    Primary  Geography,    Small  4to.     100  pp.    12  Maps.    Beau- 
tifully illustrated.  r 
II,    Intermediate    Geography,      Large  4to.      96  pp.      Eevised 
edition,  brought  up  to  date,  with  new  and  additional  Maps  and 
numerous  Illustrations.  Contains  a  summary  of  Physical  Geography. 
Gram^m^ar- School  Geography,     Large  4to.,  with  numerous 
Maps  and  Illustrations.     108  pp.     Contains  comprehensive  lessons 
on  Physical  Geography,  and  a  practical  system  of  Map  Drawing. 
Ill,    High-School    Geography   and   Atlas,      Geography,   large 
12mo.     Eichly  Illustrated.     It  includes  Descriptive,  Physical,  and 
Mathematical  Geography.     Atlas,  very  large  4to.      Containing  a 
complete  set  of  Maps  for  study;  also  a  set  of  Eeference  Maps  for 
family  use. 
THE  INTEEMEDIATE  GEOGEAPHY  is,  in  accordance  with  the  author's 
plan,  designed  for  pupils  who  have  completed  a  primary  course  on  the  subject. 
It  possesses  all  the  advantages  of  arrangement  and  system  peculiar  to  the  first 
book  of  the  series.     It  clearly  explains  the  terms  used  in  Physical,  Political, 
and  Mathematical  Geography,  and  contains  a  judiciously  selected  and  care- 
fully systematized  amount  of  Descriptive  Geography.    The  work  also  embraces 
a  Pronouncing  Vocabulary  of  the  Geographical  names  contained  in  it,  giving 
the  pdpulation  of  places,  the  length  of  rivers,  etc. 

THE  GEAMMAE-SCHOOL  GEOGEAPHY  may  either  follow  the  Inter- 
mediate Geography  or  be  used  instead  of  it,  as  the  second  part  of  the  series. 
The  chief  difference  between  the  Intermediate  and  the  Grammar  School  is 
that  the  latter,  though  no  more  elevated  in  style,  is  fuller  in  detail,  presents 
a  greater  variety  of  map  questions,  and  a  larger  number  of  locahties  to  be 
memorized.  Both  are  alike  philosophical  in  their  arrangement,  accurate  in 
their  statements,  chastely  and  lavishly  illustrated,  highly  attractive  in  their 
external  appearance,  and,  generally,  just  what  the  intelhgent  teacher  desires. 
THE  HIGH-SCHOOL  GEOGEAPHY  AND  ATLAS  are  intended  for 
High  Schools,  Academies  and  Seminaries.  They  cover  the  whole  ground  of 
Mathematical,  Physical,  and  Descriptive  Geography.  The  Atlas  will  be  found 
fuller  and  more  reliable  than  former  atlases,  and  will  answer  every  practical 
purpose  of  reference  for  schools  and  families. 

1^^  A  copy  of  either  part  of  the  Seiies,  for  examination,  will  be  sent  by 
mail,  post-paid,  to  any  Teacher  or  School  Officer,  remitting  one  half  its  price. 

D.  APPLETON  &  CO.,  NEW  YORK, 

HAVE   JUST  PUBLISHED 

jtS  BeTzes  of  Ozbtlzne  JVLcu-ps, 

BY     THE     AUTHOR     OF     COKNELLs's      SERIES     OF      SCHOOL      GEOGEAPHIES. 
In  beauty  and  neatness  of  engraving,  convenience  of  size,  accuracy  of  state- 
ment, and  simphcity  of  arrangement,  these  maps  are  superior  to  any  hereto- 
fore published.    Also, 

Cornell's  Cards  for  the  Study  and  Practice  of  Map  Drawing. 

Designed  for  the  use  of  Schools.    They  are  of  large,  but  canvenient  size; 
and  neatly  put  up  in  sets. 

For  sale  hy  all  Booksellers  throughout  California  and  Oregon. 

HENRY  PAYOT  &  CO., 

Dooksellerg,  Pnblisliers,  and  Agents  for  the  sale  of  the  Cornell's  Series  of 
Geographies,  64:0  Washington  sti'eet,  San  Francisco. 

3 


NEW  IMPROVED  SCHOOL  DESK. 


Patented    February    IStli,     1863, 


By  J.     S.     RANKIN. 


jPrices, 

Made  of  Eedwood,  with  ma- 
ple legs  and  ends $6.00 

^hite  Cedar 7.00 

Spanish  Cedar,  or  Cherry . .     8.50 
Teachers'  Desks.  ...^18  to  $40.00 

Black  Board,  per  foot 40 

Sattees,  per  foot 80 

Liquid  Slating,  for  Black- 

^'^  *t)oards,  per  quart 2.50 

Black  Board  Kubbers,  doz.     6.00 

Dumb-bells,  pair 50  to  2.00 

Eings 50 

Indian  Clubs i.50  to  $3.50 


By  the  arrangement  represented  above,  two,  three  or  more  School  Desks 
are  connected  by  a  longitudinal  beam  or  board,  and  firmly  held  together.  The 
following  advantages  are  claimed  for  this  arrangement : 

1.  The  series  of  Desks  thus  formed  stand  very  firm  on  the  floor,  without 
being  in  any  manner  fastened  to  it. 

2.  They  can  be  removed  at  pleasure  by  adults,  in  a  few  minutes,  with  little 
or  no  expense. 

3.  They  present  fewer  obstacles  to  the  use  of  the  broom  than  i.nj  Desk  in  use. 

4.  They  furnish  much  less  occasion  for  noise  than  other  Scuool  De^,  by 
presenting  less  surface  for  the  feet  to  strike  against.  ilf 

5.  They  are  superior,  also,  to  other  Desks  in  regard  to  the  conveuiehce  of 
getting  in  and  out  of  them  with  ease. 

6.  In  appearance  they  are  neat,  and  when  properly  made,  even  elogant. 

7.  The  central  longitudinal  beam  separates  the  two  scholars  in  each  Desk, 
thus  giving  to  the  arrangement  one  of  the  principal  advantages  claimed  for 
single  Desks. 

8.  They  are  simple  in  construction,  and  easily  made  "at  home''  by  any 
good  workman;  put  together  with  screws,  can  be  takfen  apart  and  boxed. 

9.  They  can  be  more  easily  adapted  to  particular  tastes  and  circumstances, 
as  regard  height  of  seat  and  writing  board,  inclination  of  the  seat  and  back, 
etc.,  than  any  desk  that  is  supported  by  castings. 

10.  They  are  in  general  firmer  and  more  durable  than  Desks  that  require  to 
be  fastened  to  the  floor  by  screws  or  nails. 

11.  They  are  much  cheaper  than  any  other  good  desk — costing,  ordinarily, 
not  more  than  one  half  as  much. 

That  these  statements  are  true,  wiU,  it  is  believed,  be  apparent  to  teachers 
and  others  who  have  had  much  experience  in  using  and  furnishing  school 
rooms ;  and  if  they  are  true,  it  is  equally  plain  that  the  advantages  obtained 
by  this  arrangement  are  very  great,  and  that  it  has  good  claims  to  the  notice 
and  favor  of  all  who  may  desire  to  assist  in  improving  the  appearance  of  our 
school  rooms  and  promoting  the  comfort  of  pupils  and  teachers.    > 

These  Desks  are  now  in  use  in  three  hundred  Schools  in  this  State,  many 
of  which  are  the  first  Schools  in  the  State.  They  give  entire  satisfaction,  and 
are  increasing  in  popularity.  Teachers,  County  Superintendents,  and  Trus- 
tees will  find  their  orders  promptly  filled.  All  the  best  stylos  of  School 
Pumiture  and  supplies  can  be  obtained  at  this  Institute.        Address, 

WARREN    HOLT, 

Pacific  School  Institute, 

411  Kearny  St.  bet.  Pine  and  (Mifomia, 
SAN  FRANCISCO. 


THE  NATIONAL  SERIES 


OF 


trtttkrl) 


Published  by  A.  S.  BARNES  &  COMPANY, 

111  ^  lis  William  St.,  Jfew  York. 


This  Sebies  embraces  about  Three  hundred  volumes  of  Standaiid  Eduoational  ^okks, 
<5omposing  the  most  complete  and  uniformly  meritorious  collection  of  Text-Bookrf'.ever  pub- 
lifihed  by  a  single  firm. 

N*E  W    I  S  S  U  E  S. 

L    Davies'  Slated  Arithmetic.    Price,  $0.60. 

Jocelyn's  Patent.  The  Book  and  Slate  combined.  Portable,  convenient,  substantial 
and  cheap.    A  new  and  rare  feature  in  Bools-making. 

II.    Worman's  German  Grammar.    $2.00. 

Based  on  Gaspey.  Engrafts  the  best  modern  continental  methods  upon  the  best 
features  of  earlier  American  works. 

ill.    Steele's  14  Weeks  in  Astronomy.    $1.50. 

Second  volume  of  a  course  to  make  the  Sciences  popular.  Brief,  interesting, 
adequate. 

IV.  Champlin's  Political  Economy.    $1.25. 

Condensed,  simphfled,  and  arranged  in  "  Lessons."  The  most  easily  mastered  and 
practical  Treatise  for  Schools  and  Academies— by  President  of  Colby  University. 

V.  Independent  Fourth  Reader.    $0.95. 

^    A  splendid  intermediate  Book,  to  accompany  any  series,  or  aflford  variety  of  selection, 
w        Magnificently  illustrated. 

Vir  Young's  First  Lessons  in  Civil  Government.    $1.25. 

"With  an  abstract  of  the  Laws,  and  showing  the  Eights,  Duties,  and  Responsibilities 
of  Citizens;  adapted  to  the  capacities  of  children  and  youth. 

VII.    Monteith's  Wall  Maps.    8  Nos.  $8. 

Complete  for  reference.    Each  30x36  inches.    From  engravings  on  copper.    Neatly 
colored.    All  names  laid  down  in  full.     Sent  by  mail,  post-paid,  on  receipt  of 
,    price. 

VIII.    Summary  of  American  History.    40  cents. 

A  well-proportioned  outline  of  leading  events,  condensing  the  substance  of  the 
more  extensive  text-book  in  common  use  intOjB  series  of  statements  so  brief  that 
every  word  may  be  committed  to  memory,  and  yet  so  comprehensive  that  it  pre- 
sents an  accurate  though  general  view  of  the  whole  continuous  life  of  the  nation, 

IX    Searing's  Virgil  TEneid.    $2.25. 

It  wiU  contain  only  the  first  six  books  of  the  JEneid.  2.  A  very  carefully  constructed 
Dictionaiy.  3.  Sufficiently  copious  Notes.  4.  Grammatical  references  to  three 
leading  Grammars.  5.  Numerous  Illustrations  of  the  highest  order.  6.  A  superb 
Map  of  the  Mediterranean  and  adjacent  countries.  7.  Dr.  S.  H.  Taylor's  "  Ques- 
tions on  the  ^neid."  8.  A  Metrical  Index,  and  an  Essay  on  the  Poetical  Style. 
9.  A  photographic  fac  simile  of  an  early  Latin  MS.  10.  The  Text  according  to 
Jahn,  but  paragraphed  according  to  Lade  wig.  11.  Superior  Mechanical  execu- 
tion.   12.  The  price  no  greater  than  that  of  ordinary  editions. 

X.    Steele's  14  Weeks  in  Natural  Philosophy,  (July  1st.) 

Of  like  character  with  the  Manuals  of  Chemistry  and  Astronomy  already  published* 

and  so  vastly  popular. 

XI.    Worman's  Classical  German  Reader,  (August  1st.) 

An  adequate  introduction  to  the  best  German  Literature, 
l^"  Specimen  Copies  will  be  sent  by  mail,  post-paid,  on  receipt  of  price  annexed;  or  ta 
Teachers  who  desire  to  examine  with  purpose  of  introduction,  if  appreved,  for  half  price  (Maps 
of  course  excepted.)  Who  would  know  more  of  this  unrivalled  series,  should  consult  for 
details— 1.  The  Descriptive  Catalogue,  free  to  Teachers.  2.  The  "Illustrated  Educational 
Bulletin,"  periodical  organ  of  the  publishers.    Sample  free.    Addkess— 

A.  S.  BARNES  &  CO., 

2m  111  and  113  William  Street,  New  York. 


Popular    School    Books. 

GREENE'S  NEW  SERIES  OP  GRAMMARS. 

Greene's  New  Introduction. 

Greene's  New  English  Grammar. 

Greene's  analysis  op  the  English  Grammar. 

These  Books  form  a  connected  Series,  but  either  is  complete  in  itself  and 
may  be  used  independently  of  the  others.  This  Series,  which  has  recently 
been  thoroughly  revised,  was -prepared  by  Prof.  S.  S.  Geeene,  of  Brown 
University,  and  is  the  result  of  a  long  and  careful  study  of  the  language  itself, 
as  well  as  the  best  methods  of  teaching  it.  The  Eevised  Books,  although 
issued  but  a  short  time,  have  already  been  adopted  by  the 

State  Superintendent  of  Kansas, 
State  Commissioner sjDf  Minnesota, 
State  Commissioners  of  Arkansas, 
The  School  Board  of  Chicago,  111., 
The  School  Board  of  St,  Louis,  Mo-, 

And  of  One  Thousand  other  Cities  and  Towns  of  the  United  States. 


A  New  Work  on  Yocal  Gymnastics, 

BY  PEOF.  LEWIS  B.  MONKOE, 

Superintendent  of  Physical  and  Vocal  Culture  in  th6*'Boston  Public  Schools. 
102  pp.  D.;  12mo.    Illustrated,  Cloth/"  iPrice,  $1.00.        ^^ 
A  Book  for  every  Teacher  am  Student  of  that  most  elegant  of  arts,  Eloctition 


IIV    THR^EE    SER,IES. 

The  School  Series— No8.  1  to  9,  inclusive. 

The  Ladies'  Series— Nos.  10  to  13,  inclusive. 

The  Mercantile  and  Ornamental  Series— Nog.  13  to  15,  inclugive. 

Totter  &  JB-ammond's  BookJceeping, 
Buard's  History  of  the  United  States, 
Cowdery's  Moral  Lessons,  <&c*,  &c. 

fg^  Correspondence  of  Educators  solicited. 

COWPERTHWAIT  &  CO., 

tf  PHHiADELPHIA. 


Popular    School    Books. 
New  Series  of  Geographies 

Is  now  complete  in  three  Books,  eacli  of  whicli  has  recently  been  thoroughly 
revised.  These  Books  form  a  complete  Geographical  Course,  adapted  to  all 
^ades  of  Schools,  and  is  the  most  compact  and  economical  series  now  pub- 
lished.   

The  New  Primary 

Presents  the  elementary  principles  of  Geography  in  a  Series  of  Oral  Lessons, 
combined  with  concise  definitions,  in  a  difierent  style  of  type.  It  gives  a 
correct  idea  of  the  Earth  as  a  whole,  and  a  general  description  of  Continents 
and  their  political  subdivisions. 

The  New  Intermediate 

Excels  in  systematic  arrangement  and  treatment.  The  topics  follow  each 
other  in  natural  order,  and  the  general  principles  and  descriptions  precede  the 
less  important  details.  The  text  is  concise  and  intelligible,  and  the  questions 
for  review  are  calculated  to  awaken  thought  and  stimulate  to  investigation. 
The  Maps,  which  are  new,  and  on  copper  plate,  are  unsurpassed  for  accuracy 
and  jslearness,  one  of  them  being  a  full  paged  MAP  OF  CALIFOENIA, 
exhibiting  the  Counties  of  the  State. 

The  New  Physical 

Has  been  entirely  re-written,  and  contains  the  results  of  the  investigations 
and  discoveries  of  the  most  eminent  Geographers  and  Scientific  Men  in  aU 
parts  of  the  World  up  to  the  present  date.  It  contains  a  new  set  of  finely 
executed  Maps,  prepared  by  the  skillful  engravers  of  the  Coast  Survey,  Wash- 
ington, D.  C;  while  the  entire  subject  is  presented  in  a  brief,  but  compre- 
hensive manner,  and  in  a  state  of  completeness  ni&t  hitherto  attempted  in  this 
country. 

No  higher  commendation  could  be  awarded  to  any  Series  of  Books  than 
that  received  by  Waeeen's  Seeies  of  Geogeaphies,  by  their  use  in  most  of 
the  principal  cities  of  the  Union  for  many  years  and  by  their  re-adoption  as 
fast  as  revised,  in  such  cities  as 

Boston, 

Providence,  _^ 

Washington,  D.  O.,  "^ 

Philadelphia, 

St.  Louis,  Mo,, 
Chicago, 

Nashville, 

<S;c.,  <§c.. 
And  thousands  of  other  Counties,  Cities  and  Towns. 

COWPERTHWAIT  &  CO.,  Publishers, 

PHILADELPHIA. 


MECHANICS'    INSTITUTE, 

IPost  St,,  between  Montgomery  and  Kearny, 


TO  THE  PUBLIC  : 

The  undersigned  most  gratefully  acknowledge  the  large  and  increasing  pat- 
ronage bestowed  upon  the  "Pacific  Business  College  "  in  this  city,  more 
especially  as  the  attendance  for  the  last  few  months  has  been  larger  than  dur- 
ing any  period  since  it  has  been  established,  thus  showing  that  it  is  supplying 
an  important  and  needed  want  in  the  community. 

The  purpose  of  establishing  the  "Pacific  Business  College  "  in  San  Fran- 
cisco was  to  furnish  young  and  middle-aged  men,  intended  for  mercantile  pur- 
suits, or  those  desirous  of  situations  as  Book-keepers,  Accountants  and  Sales- 
men, with  the  facilities  for  securing  a  Practical  Business  Education,  which 
would  enable  them  to  enter  speedily  upon  fields  of  usefulness  and  honor. 

The  course  of  study  pursued  has  received  the  endorsement  of  thorough 
business  men  in  this  city. 

Deeply  grateful  for  the  liberal  patronage  which  has  been  bestowed  upon  our 
efforts  to  impart  a  sound  business  education,  we  assm'e  the  pubhc  that  no 
efforts  or  expense  will  be  spared  by  us  in  making  our  arrangements  as  com- 
plete and  thorough  as  possible,  and  we  trust  by  so  doing  to  merit  a  continu- 
ance of  pubhc  patronage,  and  submit  our  claims  for  future  support. 

VINSONHALER  &  SEREGNI,  Principals. 


THE  aOLD  MEDAL 


ca#®s.  f wa«f wii 


MAlffUFACTUBED  BY 


WJJ.PaImer4Co 


(Successors  to  Wigmore 
A  Palmer,) 

No.  604    Market  Street 
and  6  Sutter. 

8a     Francisco. 


NEW  AND  VALUABLE  SCHOOL  BOOKS. 

New  Text-Books  in  the  Natural  Sciences. 

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THE 


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AUGUST,     1869. 


Vol.  YII.  SAN  FRANCISCO.  //"o.  ^. 


NO    ARITHMETIC    FOR    G-IRLS. 


The  age  of  foolishness  is  not  ended,  and  whenever  a  man 
teaches  that  Arithmetic  cannot  be  comprehended  by  girls  with 
thoroughness  equal  to  boys,  because  they  are  girls,  he  is  simply 
acting  the  part  of  a  mistaken  individual.  To  the  majority  of 
children,  both  boys  and  girls,  the  study  of  Arithmetic  is  dry  and 
profitless,  simply  because  the  teacher  hates  it,  and  is  faulty  iii 
his  own  understanding  of  it.  What  good  reason  can  any  one 
give  that  a  class  of  girls,  selected  at  random,  and  equal  in  con- 
dition with  a  class  of  boys,  cannot  conquer  the  science  of  num- 
bers ?  Does  it  answer  to  say  that  their  calling  in  life  does  not 
require  it  ?  That  only  suggests  inexpediency — not  incapability; 
and  if  the  study  of  any  science  will  give  depth  or  strength  to 
one  mind,  why  may  it  not  to  another  ?  If  the  majority  of  girls 
fail  in  this  study,  does  it  not  arise  from  the  lack  of  training, 
which,  in  the  past,  has  been  the  result  of  this  false  reasoning  ? 
Experience  proves  that  when  girls  are  taught  that  they  can 
accomplish  it,  they  resolutely  attack  it,  and  come  off  victorious. 
One  thing  is  certain:  there  are  minds,  even  among  boys,  that  in 
youth  show  such  an  utter  lack  of  understanding  in  numbers,  as 
to  amount  to  a  deformity  of  faculty;  yet  in  after  years,  as  many 
can  attest,  the  early  training  returns  with  vigor,  and  those  per- 
sons become  adepts  in  the  science.  This  deficiency  is  natural, 
and  it  should  not  be  looked  on  in  the  light  of  indolence  or  lack 
of  brains.  These  pupils  often  shine  in  other  branches,  equally 
important,  such  as  History,  Orthography  and  Language.  This 
would  imply  that  the  mental  powers  are  only  partially  acted 
upon  during  youth — a  fact  in  mentality  easily  proved. 

Some  of  the  sharpest  and  most  successful  teachers  of  mathe- 


30  No  Arithmetic  for  Girls.  [Aug. 

matics  are  women,  proving  that  when  thoroughly  trained,  wo- 
man's natural  and  peculiar  aptitude  to  jump  at  conclusions, 
makes  it  peculiarly  fitting  and  proper  that  she  should  study  it 
fully.  To  this,  add  her  proverbial  patience  in  teaching  details, 
and  we  have  abundant  reasons  why  it  should  pre-eminently  be  a 
part  of  her  education.  As  to  the  practical  use  of  it  in  after  life, 
it  will  probably  have  as  good  an  influence  as  any  study.  No 
good  reason,  then,  can  be  given,  why  the  girl  of  this  practical, 
matter-of-fact  nation,  should  not  be  trained  in  the  same  habits 
of  buisness,  carefulness  and  thought,  as  the  boy.  No  matter  what 
sphere  she  may  fill,  she  will  be  th-e  better  for  it.  Household 
duties  will  be  more  practical,  or,  if  forced  to  support  herself,  her 
planning  and  efforts  will  be  more  systematic  and  successful. 
Every  dress  that  she  cuts,  every  shirt  she  makes,  and  every  boot 
she  stitches,  will  be  the  better  for  it.  And  when  a  man  utters 
the  sentiment  that  the  girls  in  our  iDublic  schools  should  be 
taught  only  elocution,  music,  drawing  and  fine  manners  for  the 
parlor,  he  shows  only  his  own  selfishness  and  ignorance.  If  the 
truth  were  known  fully,  the  great  lack  of  understanding  in  this 
branch,  comes  wholly  from  the  faulty  method  of  teaching  it. 
Too  many  teachers  consider  the  work  done  well  if  they  go  to  the 
board,  give  a  hasty,  reasonless  explanation,  leaving  the  class  to 
flounder  through  it  as  best  they  may.  Perhaps  five  per  cent,  of 
the  class  may  catch  it.  If  the  ninety-five  per  cent,  should  ask 
for  a  renewed  explanation,  they  are  impetuously  told  to  copy  it 
from  their  companions.  Discouraged,  perhaps  a  little  lazy,  thej^ 
make  no  special  effort,  and  the  teacher  enjoys  an  off-hand  tirade 
against  the  incapability  of  girls  to  understand  Arithmetic. 

Another  great  evil  is  to  give  pupils  examples  to  work  out  at 
home.  Very  few  do  them.  They  get  their  parents  or  friends  to 
work  them,  and  are  credited  for  perfect  work,  but  at  the  day  of 
trial  they  fail.  Arithmetic  should  be  taught  and  drilled  in  the 
school-room  entirely  under  the  eye  of  the  teacher,  that  every 
child  may  be  known  to  do  the  work  himself  or  herself,  under 
the  influence  of  a  healthy  comj^etition  and  interest. 

We  read  in  the  Bible,  if  we  may  be  bold  enough  to  have  any 
regard  for  that  Blessed  Book,  that  in  the  glorious  Hereafter,  no 
distinction  will  be  made  in  regard  to  sex.  That  the  soul  that  is 
best  fitted  to  do  so,  will  honor  its  Creator  most.  Hence  the 
writer  of  this  can  find  no  where  in  nature,  humanity  or  philoso- 
phy, an  adequate  reason  why  the  boys  and  girls  of  //li.s  .exidence 
may  not  be  equally  educated  in  those  things  that  will  ennoble 
and  strengthen  them.  Viewed  from  the  standpoint  of  mere 
animality,  it  is  perhaps  false  reasoning.  To  please  a  sensual 
age,  the  less  independence  and  high  moral  culture  girls  have, 
the  better;  but  when  regarded  in  the  light  of  personal  account, 
ability  and  self-respect,  girls  should  be  trained  to  do  their  own 
thinking  and  planning,  as  well  as  boys.  And  those  studies  that 
will  broaden  and  deepen  their  minds,  should  be  carefully  taught 


1869.]  Educated  Labor.  31 

them,  not  as  an  accomplishment,  but  as  a  duty.  Society  is  suf- 
fering enough  to-day  from  the  inefficiency  of  women,  and  many 
homes  are  wretched  because  of  the  utter  lack  of  ingenuity  and 
skill  of  management,  arising  from  the  false  and  nonsensical  no- 
tion that  girls  must  be  trained  only  in  those  things  that  will 
make  them  "  parlor  shows."  L.  T.  F. 


EDUCATED  LABOR. 

BY    JOHN    S.     HAKT,    LL.D. 


Some  curious  and  instructive  facts  were  collected  a  few  years 
since  by  the  late  Horace  Mann,  in  regard  to  the  efficiency  of 
operatives  in  factories — a  class  of  men  who  would  seem  to 
require  as  little  general  intelligence  as  any  kind  of  laborers.  It 
was  found  that,  as  a  general  rule,  those  operatives  who  could 
sign  their  names  to  their  weekly  receipts  for  money  were  able  to 
do  one  third  more  work,  and  to  do  it  better,  than  those  who 
made  their  mark.  Nor  is  this  at  all  to  be  wondered  at.  There 
is  no  kind  of  work,  done  by  the  aid  of  human  muscle,  that  is 
purely  mechanical.  Mind  is  partner  in  all  that  the  body  does. 
Mind  directs  and  controls  muscle,  and  even  in  emergency  gives 
it  additional  energy  and  power.  No  matter  how  simple  the 
process  in  which  an  operative  may  be  engaged,  some  cultivation 
of  his  mental  powers  is  needed.  Without  it  he  misdirects  his 
own  movements,  and  mistakes  continually  the  orders  of  his 
superintending  workman.  A  boy  who  has  been  to  a  good  com- 
mon school,  and  has  had  his  mental  activities  quickened,  and 
whose  mind  has  been  stimulated  and  roused  by  worthy  motives, 
not  only  will  be  more  industrious  for  it  when  he  becomes  a  man, 
but  his  industry  will  be  more  effective.  He  will  accomplish 
more,  even  as  a  day  laborer,  than  the  mere  ignorant  boor. 
When  we  come  to  any  kind  of  skilled  labor,  the  difference  be- 
tween the  educated  and  the  ignorant  is  still  more  apparent.  An 
intelligent  mechanic  is  worth  twice  as  much  as  one  ignorant  and 
stupid. 

A  fact  on  this  point  came  under  our  own  personal  observation. 
A  gentleman  of  our  acquaintance  had  frequent  need  of  the  aid 
of  a  carpenter.  The  work  to  be  done  was  not  regular  carpentry, 
but  various  odd  jobs,  alterations,  and  adaptations  to  suit  special 
wants,  and  no  little  time  nor  materials  were  wasted  in  the  per- 
petual misconceptions  and  mistakes  of  the  successive  workmen 
employed.  At  length  a  workman  was  sent,  who  was  a  German 
from  the  kingdom  of  Prussia.  After  listening  attentively  to  the 
orders  given,  and  doing  what  he  could  to  understand  what  his 
employer  wanted,  Michael  would  whip  out  his  pencil,  and  in 
two  or  three  minutes,  with  a  few  rapid  lines,  would  present  so 
clear  a  sketch  of  the  article  that  any  one  could  recognize  it  at  a 


32  Educated  Labor,  [Aug, 

glance.  It  could  be  seen  at  once,  also,  whether  the  intention 
of  his  employer  had  been  rightly  conceived,  and  whether  it  was 
practicable.  The  consequence  was,  that  so  long  as  Michael  was 
employed,  there  was  no  more  waste  of  materials  and  time,  to 
say  nothing  of  the  vexation  of  continual  failures.  Michael  was 
not  really  more  skilled  as  a  carpenter  than  many  others  who  had 
preceded  him;  but  his  knowledge  of  drawing,  gained  in  a  com- 
mon school  in  his  native  country,  made  his  services  worth  from 
fifty  cents  to  a  dollar  a  day  more  than  those  of  any  other  work- 
man in  the  shop,  and  he  actually  received  three  dollars  a  day 
when  others  in  the  same  shop  were  receiving  only  two  dollars 
and  a  quarter.  He  was  always  in  demand,  always  received 
extra  wages,  and  his  work  even  at  that  rate  was  considered 
cheap. 

What  was  true  of  Michael  in  carpentry,  would  be  true  of  any 
other  department  of  mechanical  industry.  In  cabinet  making, 
in  shoe  making,  in  tailoring,  in  masonry,  in  upholstery,  in  the 
various  contrivances  of  tin  and  sheet  iron  with  which  our  houses 
are  made  comfortable,  in  gas  fitting  and  plumbing,  in  the  thou- 
sand and  one  necessities  of  the  farm,  the  garden,  and  the 
kitchen,  a  workman  who  is  ready  and  expert  with  his  pencil, 
who  has  learned  to  put  his  own  ideas,  or  those  of  another, 
rapidly  on  paper,  is  worth  fifty  per  cent,  more  than  his  fellows 
who  have  not  this  skill. 

A  man  is  educated  when  all  his  capacities,  bodily  and  mental, 
are  developed,  and  a  community  is  educated  when  all  its  mem- 
bers are.  Now,  if  we  could  imagine  two  communities  of  exactly 
equal  numbers,  and  in  physical  circumstances  exactly  equal  as 
to  climate,  soil,  access  to  markets,  and  so  forth;  and  if  one  of 
these  communities  should  tax  itself  to  the  extent  of  even  one 
fourth  of  its  income  in  promoting  education,  while  the  other 
spent  not  a  dollar  in  this  way,  there  can  be  little  doubt  as  to 
which  community  would  make  the  most  rapid  advance  in  wealth 
and  in  every  other  desirable  social  good. 

Our  argument  is,  that  an  educated  population  is  capable  of 
producing  greater  material  results  than  a  population  unedu- 
cated can  produce.  Our  second  argument  is,  that  the  general 
diffusion  of  intelligence  in  a  community  tends  to  quicken  inven- 
tion and  leads  to  the  discovery  of  those  scientific  principles  and 
of  those  ingenious  labor-saving  machines  by  which  the  pro- 
ductive power  of  the  community  is  so  greatly  multiplied.  The 
cotton  gin,  the  steam  engine,  the  sewing  machine,  and  the  reap- 
ing machine  would  never  have  been  invented  in  a  nation  of 
boors.  It  is  not  asserted  that  every  boy  who  goes  to  school  will 
become  an  inventor.  But  it  is  as  certain  as  the  laws  of  matter 
and  mind  can  make  it,  that  inventions  abound  in  a  nation  in 
proportion  to  its  progress  in  science  and  the  general  spread  of 
intelligence  among  the  masses.  Multiply  common  schools  and 
you  multiply  inventions.     How  much  these  latter  increase  man's 


1869,]  Educated  Labor.  33 

producing  power,  and  so  add  to  the  aggregate  of  human  wealth, 
it  is  needless  to  say.  The  invention  of  Watt  alone  has  quadru- 
pled the  productive  power  of  the  whole  human  race.  The 
aggregate  steam  power  of  one  single  country,  Great  Britain, 
equals  the  muscular  capacity  for  labor  of  four  hundred  millions 
of  men — more  than  twice  the  number  of  adult  males  capable  of 
labor  on  oui'  planet.  Its  aggregate  power  throughout  the  earth 
is  equal  to  the  male  capacity  for  manual  work  of  four  or  five 
worlds  like  ours.  The  commerce,  the  navigation,  the  maritime 
warfare,  the  agriculture,  the  mechanic  arts  of  the  human  race 
have  been  revolutionized  by  this  single  invention,  not  yet  a 
century  old. 

The  application  of  scientific  truths  to  the  common  industries 
of  life  is  becoming  every  day  more  and  more  a  necessity.  The 
village  carpenter,  no  less  than  the  builder  of  the  Niagara  Sus- 
pension Bridge,  makes  hourly  reference  to  scientific  laws.  The 
carpenter  who  misapplies  his  formulae  for  the  strength  of  mate- 
rials, builds  a  house  which  falls  down.  The  properties  of  the 
various  mechanical  powers  are  involved  in  ewerj  machine. 
Every  machine,  indeed,  it  has  been  well  said,  is  a  solidified  me- 
chanical theorem.  The  surveyor,  in  determining  the  limits  of 
one's  farm;  the  architect,  in  planning  a  house;  the  builder,  in 
planning  his  estimates,  and  the  several  master  workmen  who  do 
the  carpentry,  masonry,  and  finishing,  are  all  dependent  upon 
geometric  truths.  Bleaching,  dyeing,  calico-printing,  gas- 
making,  soap-making,  sugar-refining,  the  reduction  of  metals 
from  their  ores,  with  innumerable  other  productive  industries, 
are  dependent  upon  chemistry.  Agriculture,  the  basis  of  all 
other  arts,  is  in  the  same  condition.  Chemical  knowledge, 
indeed,  is  doing  for  the  productive  powers  of  the  soil  what  the 
application  of  steam  has  done  for  the  increase  of  mechanical 
power.  The  farmer  who  wishes  to  double  his  crops,  finds  the 
means  of  doing  so,  not  in  multiplying  his  acres,  but  in  applying 
a  knowledge  of  the  laws  of  chemistiy  to  the  cultivation  of  the 
soil  already  possessed.  Even  physiology  is  adding  to  the  wealth 
of  the  farming  interest.  The  truth  that  the  production  of  ani- 
mal heat  implies  waste  of  substance,  and  that  therefore  prevent- 
ing the  loss  of  heat  prevents  the  need  of  extra  food — which  is  a 
purely  theoretical  conclusion — now  guides  the  fattening  of  cat- 
tle. By  keeping  cattle  warm,  fodder  is  saved.  Experiments  of 
physiologists  have  proved,  that  not  only  change  of  diet  is  bene- 
ficial, but  that  digestion  is  facilitated  by  a  mixture  of  ingredients 
in  each  meal.  Both  these  truths  are  now  influencing  cattle- 
feeding.  In  the  keen  race  of  competition,  the  farmer  who  has 
a  competent  knowledge  of  the  laws  of  animal  and  vegetable 
physiology  and  of  agricultural  chemistry,  will  surely  distance 
the  one  who  gropes  along  by  guess  and  by  tradition.  A  general 
diffusion  of  scientific  knowledge  saves  the  community  from 
innumerable  wasteful  and  foolish  mistakes.      In  England,  not 


34  President  White  on  Agricultural  Education.      [Aug. 

many  years  ago,  the  partners  in  a  large  mining  company  were 
ruined  from  not  knowing  that  a  certain  fossil  belonged  to  the 
old  red  sandstone,  below  which  coal  is  never  found.  In  another 
enterprise  £20,000  was  lost  in  the  prosecution  of  a  scheme  for 
collecting  the  alcohol  that  distils  from  bread  in  baking,  all  of 
which  might  have  been  saved,  had  the  parties  known  that  less 
than  one  hundredth  part  by  weight  of  the  flour  is  changed  in 
fermentation. 

But  it  is  not  necessary  to  multiply  illustrations.  Suflice  it  to 
say,  in  conclusion,  we  hold  it  to  be  a  most  manifest  truth,  that 
the  general  education  of  a  community  increases  largely  its  ma- 
terial wealth,  both  by  the  direct  effect  which  knowledge  has 
upon  individuals  in  making  them  individually  more  productive, 
and  by  the  increased  control  which  the  diffusion  of  knowledge 
gives  to  mankind  over  the  powers  of  nature.  A  nation  or  state 
is  wisely  economical  which  spends  largely  and  even  lavishly 
upon  popular  education. 

*  <^>  » 

PRESIDENT   "WHITE   ON  AGRICULTURAL   EDUCATION. 


We  give  below  some  extracts  from  the  interesting  address  of 
President  A.  D.  "White,  of  Cornell  University,  delivered  before 
the  New  York  State  Agricultural  Society,  at  its  annual  meeting, 
last  winter  : 

Seeing  and  Observing. — Those  who  see  are  millions;  those  who 
observe  are  but  scores. 

Every  addition  to  this  corps  of  observers  is  an  addition  to  the 
wealth  and  force  of  the  country. 

Now  nothing  is  more  certain  than  that  these  powers  of  obser- 
vation can  be  cultivated  in  men  who  have  them  partially,  and 
arouse  in  men  who  have  them  not  at  all. 

Interest  a  young  farmer  in  natural  and  physical  science — 
especially  as  applied  to  things  which  bear  on  his  tastes  or  aims 
or  general  pursuits,  and  you  have  given  to  his  powers  of  obser- 
vation a  stimulus — educate  him  to  a  moderate  degree,  and  you 
give  him  method — educate  him  thoroughly,  and  you  give  hiin 
power. 

Trained  Observation. — It  is  wonderful  to  note  how  the  powers 
of  observation  may  be  trained.  At  the  Rothamstead  laboratory, 
Dr.  Gilbert  pointed  out  to  me  peasant  boys  with  bundles  of 
grasses  before  them.  They  were  great  bundles  representing 
the  results  on  different  plots  enriched  in  different  ways.  These 
boys,  with  a  quickness  almost  preternatural,  sorted  out  all  the 
different  species,  placing  each  by  itself,  that  the  definite  result 
of  each  mode  of  treatment  on  the  growth  of  each  kind  of  grass 
might  be  accurately  known.  Merely  to  see  once  this  exhibition, 
— this  thoroughness  of  observation  by  the  master,  this  guidance 
of  observation  by  the  scholar — was  in  itself  a  lessun  never  to  be 
forgotten. 


1869.]      President  White  on  Agricultural  Education.  36 

Progressive  Invention. — Great  as  are  the  results  of  American 
ingenuity  and  skill,  I  believe  they  would  he  at  once  doubled  and 
quadrupled  by  a  proper  system  of  advanced  instruction  bearing 
upon  agriculture  and  the  mechanic  arts.  Who  can  estimate  the 
value,  in  money,  to  this  nation,  of  the  mower  and  reaper,  the 
telegraph,  the  sewing  machine,  the  steam  engine  ?  But  there 
are,  doubtless,  other  inventions  in  the  ages  ahead  of  us  as  good 
as  these.  Doubtless,  if  we  go  on  as  we  have  been  going  on,  we 
shall  stumble  on  one  after  another  of  them  during  the  coming 
centuries.  But,  with  institutions  of  practical  learning  such  as 
we  ought  to  have,  such  as  France,  and  England,  and  Germany, 
already  have,  I  believe  that  these  inventions  would  come  rapidly. 
Place  such  an  institution  as  the  French  Conservatory  of  Arts 
and  Trade  in  the  midst  of  this  intensely  ingenious  and  practical 
people,  and  it  must  give  an  immense  stimulus  and  a  noble 
direction  to  all  this  ingenuity  and  activity. 

True  Schools  for  Primary  Education.  — The  true  schools  for  the 
primary,  usual  instruction  in  the  mechanic  arts,  and  for  learning 
any  special  trade,  are  the  workshops  of  the  country.  They  are 
the  most  accessible — the  most  simple.  Does  a  young  man  really 
wish  to  learn  to  handle  saw,  or  chisel,  or  plane  ?  these  are  the 
practical  schools,  these  the  practical  teachers.  They  are  all 
about  him — just  where  they  are  wanted — in  every  city,  in  every 
hamlet.  For  that  primary  work — the  learning  the  usual  uses  of 
the  usual  tools — no  other  schools  can  compare  with  them.  Mul- 
tiply your  present  endowments  by  thousands,  and  you  cannot 
supersede  the  work  of  these  primary  industrial  schools  almost 
within  a  stone's  throw  of  the  hearth  of  every  man.  If  you 
attempt  to  do  it,  you  will  fritter  away  your  educational  resources, 
and  add,  probably,  one  poor  workshop  to  the  millions  of  good 
ones. 

Primary  Agricultural  Education. — For  instruction  in  the  simple 
fundamental  processes  of  farming,  the  schools  are  the  farms. 
Thej^  are  spread  all  over  our  country.  They  are  ready  to  receive 
all  young  men  who  seriously  wish  primary  training  in  agricul- 
ture. Even  though  the  farm  be  poor — even  though  the  pro- 
cesses be  rude — that  is  the  necessary  preliminary  school.  It  is 
accessible;  it  enables  the  young  man  to  pay  his  way;  it  enables 
him  to  get  time,  if  he  be  thoroughly  in  earnest,  to  profit  by  the 
common  school,  the  book  and  the  newspaper.  Kudimentary 
instruction  as  to  implements  and  processes,  can  be  got  nowhere 
else  so  well.     None  other  can  supply  the  demand. 

Multiply  your  endowments  for  agricultural  education  by  mil- 
lions, and  you  cannot  meet  this  demand.  You  cannot  supersede 
these  myriad  farm  schools  in  every  valley  and  on  every  hillside. 
Attempt  to  do  it,  and  you  fritter  away  your  endowment,  and 
simply  add  one  poor  farm  to  the  myriads  of  good  ones. 

WJiat  Agricultural  Colleges  should  do. — They  should  take  young 
men  where  the  farm,  the  workshop,  the  common  school  leaves 


36  The  Bottom  of  the  Ocean.  [Aug. 

them — ^young  men  who  have  already  received  a  good  sound 
knowledge  and  experience  in  the  simple,  usual  processes  of 
agriculture,  and  on  that  they  should  build,  making  them  master 
farmers;  thoroughly  based  on  those  sciences  bearing  on  agricul- 
ture, thoroughly  trained  in  the  arts  bearing  on  agriculture; 
trained  by  studies  of  nature  to  use  their  powers  of  observation; 
trained  by  the  studies  of  science  to  use  their  powers  of  practical 
reason;  trained  both  by  study  of  sciences  and  arts  to  bring  these 
powers  of  observation  and  reasoning  to  bear  on  important  prac- 
tical questions.  Having  learned  much  of  the  processes  in  farm 
work,  they  should  be  made  to  investigate  new  processes  to  find 
the  facts  or  fallacies  in  them.  They  should  be  made  to  study 
not  merely  the  plough  and  ploughing,  as  they  could  study  it 
without  stirring  from  their  fathers'  farms,  but  the  very  best 
theory  and  practice  of  ploughs  and  ploughing,  of  enrichment  of 
soils,  of  drainage  of  lands,  of  rotation  of  crops,  of  construction 
of  buildings,  of  breeding  of  animals,  and  the  like. 


THE  BOTTOM  OF  THE  OCEAN. 

In  1853,  Lieutenant  Brooke  obtained  mud  from  the  bottom  of 
the  North  Atlantic,  between  Newfoundland  and  the  Azores,  at  a 
depth  of  more  than  ten  thousand  feet,  or  two  miles,  by  the  help 
of  his  sounding  apparatus.  The  specimens  were  sent  for  exam- 
ination to  Ehrenberg,  of  Berlin,  and  to  Bailey,  of  West  Point, 
and  those  able  microscopists  found  that  this  deep-sea  mud  was 
entirely  composed  of  the  skeletons  of  living  organisms,  the 
greater  proportions  of  those  being  just  like  the  Globigeringe, 
already  known  to  occur  in  the  chalk. 

Thus  far  the  work  had  been  carried  on  simply  in  the  interest 
of  science,  but  Lieutenant  Brooke's  method  of  sounding  acquired 
a  high  commercial  value  when  the  enterprise  of  laying  down  the 
telegraphic  cable  between  Great  Britain  and  the  United  States 
was  undertaken;  for  it  became  a  matter  of  great  importance  to 
know  not  only  the  depth  of  the  sea  over  the  whole  line  along 
which  the  cable  was  to  be  laid,  but  the  exact  nature  of  the  bot- 
tom, so  as  to  guard  against  chances  of  cutting  or  fraying  the 
strands  of  that  costly  rope.  The  Admiralty  consequently  ordered 
Captain  Dayman,  an  old  friend  and  shij^mate  of  mine,  to  ascer- 
tain the  depth  of  the  whole  line  of  tlie  cable,  and  to  bring  back 
specimens  of  the  bottom.  In  former  days  such  a  command  as 
this  might  have  sounded  very  much  like  one  of  the  impossible 
things  which  the  young  prince  in  the  fairy  tales  is  ordered  to  do 
before  he  can  obtain  the  hand  of  the  princess.  However,  in  the 
months  of  June  and  July,  1867,  my  friend  performed  the  task 
assigned  for  him  with  great  precision,  without,  so  far  as  I  know, 
having  met  with  any  reward  of  that  kind.  The  specimens  of 
Atlantic  mud  which  he  secured  were  sent  to  me  to  be  examined 
and  reported  on. 


1869.]  Range  of  the  Human  Eye.  37 

The  result  of  these  operations  is  that  we  know  the  contour  and 
nature  of  the  surface-soil  covered  by  the  North  Atlantic  for  a 
distance  of  seventeen  hundred  miles  from  east  to  west,  as  well 
as  we  know  any  part  of  the  dry  land. 

It  is  a  prodigious  plain — one  of  the  widest  even  plains  in  the 
world.  If  the  sea  fpere  drained  off,  you  might  drive  a  wagon  all 
the  way  from  Valentia,  on  the  west  coast  of  Ireland,  to  Trinity 
Bay,  in  Newfoundland.  And,  except  upon  one  sharp  incline, 
about  two  bundled  miles  from  Valentia,  I  am  not  quite  sure  that 
it  would  be  even  necessary  to  put  the  skid  on,  so  gentle  are  the 
ascents  and  descents  on  that  long  route.  From  Valentia  the 
road  would  be  down  hill  for  about  three  hundred  miles  to  the 
point  at  which  the  bottom  is  now  covered  with  seventeen  hun- 
dred fathoms  of  the  sea- water.  Then  would  come  the  central 
plain,  more  than  one  thousand  miles  wide,  the  inequalities  of 
the  surface  of  which  would  be  hardly  perceptible,  though  the 
depth  of  the  water  upon  it  varies  from  ten  thousand  to  fifteen 
thousand  feet;  and  there  are  places  in  which  Mount  Blanc  might 
be  sunk  without  showing  its  peak  above  water.  Beyond  this, 
the  ascent  on  the  American  side  commences,  and  gradually  leads 
for  about  three  hundred  miles  to  the  Newfoundland  shore. 

Almost  the  whole  bottom  of  this  central  plain  (which  extends 
for  many  hundred  miles  in  a  north  and  south  direction)  is  cov- 
ered by  a  fine  mud,  which,  when  brought  to  the  surface,  dries 
into  a  grayish  white  friable  substance.  You  can  write  with  this 
on  a  blackboard,  if  you  are  so  inclined;  and  to  the  eye  it  is  quite 
like  very  soft  grayish  chalk.  Examined  chemically,  it  proved  to 
be  comjDosed  almost  wholly  of  carbonate  of  lime;  and  if  you 
make  a  section  of  it  in  the  same  way  as  that  of  a  piece  of  chalk 
was  made,  and  view  it  with  a  microscope,  it  presents  innumera- 
ble Globigerince  imbedded  in  the  granular  matrix.  Thus  the 
deep-sea  mud  is  substantially  chalk. — Fro/.  Huxley. 


Range  or  the  Human  Eye. — The  range  of  the  human  eye  may 
be  judged  of  from  a  consideration  which  gives  us  at  the  same 
time  a  good  idea  of  the  scope  of  the  animal  structure.  Sup- 
posing that  an  individual  of  every  known  species  were  to  take 
its  stand  between  the  two  species  that  were  respectively  the  next 
larger  and  the  next  smaller  than  itself,  the  smallest  known  ani- 
mal being  at  one  extremity  of  the  line,  and  the  largest  standing 
at  the  other;  and  then  supposing  we  were  to  ask  what  creature 
occupied  the  middle  place,  having  as  many  degrees  of  size  below 
it  as  above,  and  as  many  above  it  as  below,  that  place  would  be 
found  to  be  occupied  by  the  common  house-fly.  What  a  stu- 
pendous optical  instrument  must  that  be  which,  assisted  with  a 
few  brass  tubes  and  some  disks  of  glass,  shall  discern  a  creature 
as  much  smaller  than  a  fly,  as  a  fly  is  smaller  than  an  elephant ! 
Little  Things  of  Nature. 


38 


List  of  Books  for  District  Libraries, 


[Aug. 


LIST  OF  BOOKS  FOR  DISTRICT  LIBRARIES. 


J.  Abbott's  Illust.  Histories. .  .28  vols 
M.  Paul's  Voyages  and  Travels  6  vols 
Kainbow  and  Lucky  Stories. . .   5  vols 

Harpers'  Story  Books 12  vols 

Harpers'  Story  Books 36  vols 

Frunconia  Stories 10  vols 

Kollo  Books 14  vols 

John  Gay,  or  Work  for  Boys . .  4  vols 
Mary  Gay,  or  Work  for  Girls . .  4  vols 

Eollo's  Tour  in  Europe 10  vols 

American  Historical  Series. ...  8  vols 

Jonas  Books 6  vols 

Lucy  Books 6  vols 

Little  Learner  Series 5  vols 

Harlie  Stories 6  vols 

Rollo  Story  Books 12  vols 

Florence  Stories 6  vols 

Stories  of  Walter  Aimwell. . .  .  -.  7  vols 
Hans  Andersen's  Library, 

James  Miller's  edition 8  vols 

Hans  Andersen's  Series,  Rout- 
ledge's  edition 12  vols 

Arthur's  Home  Series 3  vols 

Charles  Dickens'  Little  Folks.  12  vols 

Nichoias  Nickelby 1    vol 

Pickwick  Papers 1    vol 

Child 'S/Hi story  of  England. . .  2  vols 

John  G.  Edgar 5  vols 

The  Crusades  and  the  Crusaders  1    vol 
Maria  Edgeworth:   Early  Les- 
sons      5  vols 

Moral  Tales 

Popular  Tales 

Parents'  Assistant 

Hawthorne :  True  Stories  from 
History  and  Biography, 

Wonder  Book 

Henry  Mayhew:     Biographies 

for  Boys 4  vols 

Smiles:  Self-Help,  Brief  Biog- 
raphies   

S.  S.  Goodrich  (Peter  Parley:) 
Youth's  Library  of  History. .  7  vols 
Youth's  Lib.  of  Biography. .  6  vols 
Youth's  Lib.  of  Lit.  &  Science  7  vols 
Arabian  Night's  Entertainment 

.SIsop's  Fables 

Girls'  Own  Book 

Lights  and  Shadows  of  Scot- 
tish Life 

Paul  and  Virginia 

Eobinson  Crusoe 

Swiss  Family  Robinson 

Tom  Brown's  School  Days  at 

Rugby 

Tom  Brown  at  Oxford 2  vols 

Vicar  of  Wakefield 

Women  of  Worth 

Men  who  have  Risen 


Famous  Boys,  and  how  they 
became  Great  Men 

Stories  of  Good  and  Great  Men 

Men  of  History 

Triumphs  of -Ancient  Archi- 
tecture   

Triumphs  of  Modern  Archi- 
ture 

Resources  of  California :  Hittell 

History  of  California :  Tutill. . . 

POEMS. 

Longfellow 2  vols 

Bryant j .  . . . 

EDUCATIONAL. 

Bates'  Institute  Lectures  on 
Mental  and  Moral  Culture. . 

Bates'  Method  of  Teachers'  In- 
stitutes  

Barnard's  American  Teachers 
and  Educators 

Brookfield's  Composition 

Calkins'  Object  Lessons 

Cowderey's  Moral  Lessons 

Dio  Lewis'  Manual  of  Calis- 
thenics   

Emerson's  School  and  School- 
master   

Fowle's  Teachers'  Institutes. . 

Guyot's  Common  School  Geog- 
rapy,  (Teachers'  edition) . . . 

Horace  Mann's  Lectures  on 
Education 

Works  of  Horace  Mann 

Herbert  Spencer  on  Education 

Jewell's  School  Government. . 

Kindergarten  Guide 

Librarian's  Record  Book 

Mason's  Manual  of  Calisthenics 

Northend's  Teachers' Assistant 

Northend's  Teacher  and  Parent 

Page's  Theory  and  Practice  of 
Teaching 

Russell's  Normal  Training.  . .  . 

Russell's  and  Murdoch's  Vo- 
cal Culture 

Russell's  Exercises  on  Words. . 

Sheldon's  Lessons  on  Objects. . 

Sheldon's  Elementary  Instruc- 
tion   

The  New  York  Speaker 

Scientific  Amusement  for  young 
Folks 

Watson's  Manual  of  Calisthe- 
nics  

Webster's  New  Pictorial  Dic- 
tionary  

Wickersham's  School  Economy 

Wood's  Class  Book  of  Botany . 


1869.]  List  of  Boohs  for  District  Libraries, 


39 


Wells'  Graded  Schools 

Youman's  Culture  of  Modern 
Times 

SCIENTIFIC . 

Agassiz's  Methods  of  Study  in 
Natural  History 

HISTORICAL  AND  MISCELLANEOUS. 

Agassiz's  Geological  Sketches. 

Agassiz's  Structure  of  Animal 
Life 

Faraday's  Chemistry  of  a  Can- 
dle  

Gray's:  How  Plants  Grow. . . . 

Guyot's  Earth  and  Man 

Hooker's  Science  of  Common 
Things 

Hooker 'sChild's  Book  of  Nature 

Hooker's  First  Book  of  Chem- 
isti-y 

Hooker's  Natural  History 

Homes  without  Hands 

Mattison's  Elements  of  Astron- 
omy  

Mitchell's  Popular  Astronomy . 

Mitchell's  Planetary  and  Stellar 
Worlds 

Mayhew's  Wonders  of  Science. 

Keason  Why  in  Science 

Wells'  Science  of  Common 
Things 

Whitney's  Geology  of  Califor- 
nia   

MISCELLANEOUS. 

Bancroft's  History  of  U.  States  9  vols 
Hildreth's  History  of  U.  States  6  vols 
Works  of  Washington  Irving.  .24  vols 

Prescott's  Works 15  vols 

Motley's  Dutch  Eepublic. ....  3  vols 

Motley's  New  Netherlands 4  vols 

Lossing's  Field  Book  of  Ameri- 
can llevolution 2  vols 

Macaulay's  History  of  England  5  vols 

Works  of  Charles  Dickens 

Works  of  Walter  Scott 

Works  of  Cooper 33  vols 

Shakspeare 

Guizot's  History  of  Civilization 

Gibbons'  History  of  Rome 

Hume's  History  of  England. . . 
New  American  Cyclopedia .... 
Barnard's  Journal  of  Education 


Hays'  Arctic  Boat  Journey 

Fronde's  Short  Studies  on  Great 

Subjects 

Tenney's  Natural  History 

Randall's  Popular  Education. . 
Dalton's  Physiologj'  and  Hy- 
giene   

Lives  of  George  and   Robert 

Stephenson 

Queens  of  England,  by  Agnes 

Strickland  

Friendly  Counsel  for  Giris .... 
Ships  and  Sailors,  Illustrated. 
Manual  of  the  Art  of  Prose 

Composition :  Bonnell 

No  Baby  in  the  House :  Clara 

G.  DoUiver 

Cooper's  Stories  of  the  Prairie . 

Boy  Artists 

Pictures  and  Stories  of  Animals  6  vols 

Favorite  Authors 

Appleton's  Cyclopedia  of  Biog- 
raphy   

Ashango  Land:  DuChaillu. . . . 
Things  not  Generally  Known: 

Wells 

Cameos  from  English  History . 
Brief  Biog.  Dictionary :  Hale .  . 
Chambers'     Encyclopedia     of 

English  Literature 

Chambers'     Encyclopedia     of 

Universal  Knowledge 

Duj'ckinck's  Encj^clopedia   of 

American  Literature 

The  Reason  Why  (Nat.  History) 
Corner  Cupboards  of  Facts  for 

Everybody 

Plutarch's  Lives 

Rollins'  Ancient  History 

Boys'Own  Bookof  Nat.  History 
Equatorial  Africa :  DuChaillu . 
South  Africa :  Livingstone .... 
Seven  Wonders  of  the  World . . 

Wonders  of  Heat 

Optical  Wonders 

Good  Company  

Jack  of  All  Trades 

Drifting  and  Steering 

Home  Stories,  by  Cousin  Alice 
Beecher's  Lectures   to   Young 

Men 


The  Indian  Government  has  made  a  grant  of  £1,200  per  an- 
num, for  five  years,  to  the  cities  of  Calcutta,  Bombay,  and 
Madras,  toward  the  experiment  of  female  normal  schools.  A 
subscription  in  England  will  supplement  this  grant. 


40  Ohject-Lessons  for  Small  Children:  [Aug. 

OBJECT    LESSONS    FOR    SMALL    CHILDREN. 


LEATHEK. 

What  is  this  ?     Leather. 

And  what  is  leather  ?     The  skins  of  animals. 

Can  you  name  any  animal  from  whose  skin  leather  is  made  ? 
The  cow,  horse,  calf. 

Yes,  and  it  is  sometimes  made  from  the  skins  of  sheep,  goats, 
seals,  and  even  whales. 

This  piece  of  leather  doesn't  look  much  like  a  calf  s  skin,  does 
it?     No. 

Why  not  ?     It  hasn't  any  hair  on  it. 

No,  the  hair  has  been  scraped  off,  and  the  skin  has  been 
cleaned  and  smoothed. 

Look  at  this,  and  tell  me  something  about  it.  It  is  opaque. 
How  do  you  know  that  it  is  opaque  ?    We  cannot  see  through  it. 

What  color  is  it  ?  Black.  Yes,  this  side  is  black,  but  let  us 
see  if  the  other  is.     No,  that  side  is — what  ?     Brown. 

What  side  of  the  leather  do  you  call  that  which  is  black  ?  The 
upper  side. 

And  what  the  brown  ?     The  under  side. 

Is  all  leather  this  color?     No;  here  is  some  quite  different. 

Take  this  piece  in  your  hand,  and  tell  me  what  you  can  do 
with  it.     We  can  bend  it. 

AVell,  what  will  you  say  about  it  ?     It  is  flexible. 

Can  you  tear  it  ?     No. 

Why  not  ?    Because  it  is  tough. 

Is  it  heavy?    No,  it  is  light. 

Has  it  a  smell  ?    Yes. 

What  shall  we  call  it,  then  ?     Odorous  is  the  word. 

What  is  leather  used  for  ?  Boots,  shoes,  slippers,  belts,  whips, 
harness,  saddles,  straps,  reins,  fire-caps. 

Yes,  and  for  a  great  many  other  things.  What  are  trunks  and 
valises  covered  with  ?     Leather. 

Did  you  ever  see  any  one  with  a  leather  apron  on?  Yes; 
shoemakers  wear  them  at  their  work. 

Why  is  leather  suitable  for  boots  and  shoes  ?  Because  it  is 
strong. 

Well,  why  don't  we  use  iron — that  is  strong  ?    It  is  too  heavy. 

Well,  why  don't  we  use  wood — that  is  not  ver}"  heavy?  It 
would  hurt  the  feet,  because  it  does  not  bend. 

Can  you  go  out  in  the  rain  with  leather  boots  on,  and  not  get 
your  feet  wet  ?     Yes. 

Why  ?    Because  leather  is  water-proof. 

Now  repeat  in  concert  the  qualities  and  uses  of  leather,  as 
they  are  written  upon  the  board. 

Qualities — Opaque,  Tough,  Flexible,  Strong,  Odorous,  Light, 
Water-proof,  Black  on  upper  side,  Brown  on  lower  side,  some- 
times entirely  brown. 


1869.]  Popularizing  Science.  41 

Uses — For  Boots,  Shoes,  Slippers,  Belts,  Whips,  Harness, 
Saddles,  Straps,  Eeins,  Fire-caps;  for  Shoemakers'  Aprons, 
Covering  for  Valises. 

THE  FOX. 

Can  you  tell  me  of  what  animal  this  is  a  picture  ?  That  is 
right;  it  is  a  fox. 

Is  the  fox  a  wild  or  a  tame  animal  ?    It  is  wild. 

Tell  me  some  of  its  parts.  Head,  eyes,  nose,  teeth,  body, 
tail,  feet,  etc. 

What  kind  of  a  body  has  it — what  is  its  shape  ?    It  is  slender. 

Can  you  tell  me  what  kind  of  food  the  fox  eats  ?    It  eats  flesh. 

Yes,  it  is  carnivorous,  or  flesh-eating.  Do  you  think  you  can 
remember  that  long  word  ?  What  kind  of  teeth  must  it  have,  in 
order  to  tear  flesh.     Long,  sharp  teeth. 

How  many  feet  has  he  ?     Four. 

Then  what  may  you  call  him  ?     A  quadruped. 

See  how  bright  his  eyes  are  !  They  do  not  look  soft  and  gen- 
tle, like  a  good  dog's,  do  they  ?  What  is  the  shape  of  his  nose  ? 
Pointed. 

With  what  is  he  covered  from  head  to  foot  ?     Thick  fur. 

What  is  that  for  ?     To  keep  him  warm. 

Yes;  and  is  it  of  any  use  to  us?  We  make  robes,  mats,  and 
hats  of  it. 

In  what  kind  of  a  house  does  the  fox  live  ?  I  think  you  don't 
know  that.     Well,  he  lives  in  a  hole  dug  in  the  ground. 

Tell  me  something  else  about  him.     He  is  very  sly. 

Yes;  and  now  repeat  in  concert  the  parts,  qualities  and  uses 
of  the  fox,  as  I  have  written  them  upon  the  board. 

Parts — Head,  Eyes,  Nose,  Teeth,  Body,  Feet,  Tail. 

Qualities — Wild,  Quadruped,  Carnivorous,  Fur-bearing,  Sly. 

Uses — His  fur  is  used  to  make  Kobes,  Mats  and  Hats. 


PopuLAKiziNG  Science. — What  Humboldt  said  of  his  own  man- 
ner of  writing,  is  a  good  hint  for  all  persons  who  wish  to  ' '  pop- 
ularize" science,  a  proceeding  which,  not  unfrequently,  in  lec- 
tures and  books,  is  productive  of  the  most  unreliable  results. 
As  there  is  no  royal  road  to  geometry,  so  there  is  no  popular 
road  to  science.  Humboldt,  in  a  letter  to  Varnhagen  von  Ense, 
says:  "  The  chief  fault  of  my  style  is  an  unfortunate  tendency 
to  poetical  expression — a  book  about  Nature  should  give  the 
same  expression  as  Nature  herself.  In  my  Aspects  of  Nature, 
(and  in  this  my  manner  differs  radically  from  that  of  Forster 
and  Chateaubriand,)  I  have  endeavored  always  to  describe  and 
portray  truthfully,  and  even  to  be  scientifically  correct,  without 
entering  on  dry  questions  of  science."  Scientific  facts  are 
always  interesting  when  not  enveloped  in  some  theory  whose 
professed  object  is  to  "  develop  "  and  draw  conclusions  from 
them  which,  in  popular  treatises,  are  almost  always  unwarranted 
and  ad  captandum. 


42  Miscellanea.  [Aug, 


jA 


ISCELLANEA. 


A  French  savant  is  making  some  elaborate  experiments  on  the 
effects  of  pressure  upon  various  phenomena,  such  as  flame,  light, 
and  combustion.  For  this  purpose  a  large  iron  cylinder  is  pro- 
vided, by  command  of  the  Emperor,  capable  of  receiving  the 
experimenters  and  all  their  apparatus,  in  which  an  extreme 
pressure  may  be  produced.  This  cylinder  is  surmounted  by  two 
chimney-like  openings,  through  one  of  which  the  experimenter 
may  enter,  and  through  the  other  the  pressure  will  be  applied. 
It  is  understood  that  the  investigations  will  involve  no  little 
danger.  In  this  connection,  we  may  remark  that  the  researches 
of  scientific  men  oftentimes  require  boldness,  as  the  hazards  en- 
countered are  great.  Many  a  noble  life  has  been  suddenly 
taken,  by  experimenting  with  chemical  compounds,  which  are 
frequently  explosive,  and  by  inhaling  noxious  gases.  The  dis- 
tinguished chemist  Bunsen  was  recently  severely  burned  by  in- 
cautiously touching  some  materials  which  took  fire  at  the  simple 
impact  of  his  hand.  He  is,  however,  announced  to  be  out  of 
danger,  and  recovering. 

The  Caspian  Sea  on  Fire. — The  Pall  Mall  Gazette  states  that  a 
short  time  since  the  naptha  wells,  on  some  islands  in  the  Caspian 
Sea,  overflowed,  and  the  inflammable  substance  spread  over  the 
water  for  miles  around,  and  took  fire.  It  burned  furiously  for 
forty-eight  hours,  and  presented  a  magnificent  spectacle.  The 
fish  in  the  sea  were  entirely  destroyed,  and  vegetation  on  its 
shores  so  parched  that  the  country  around  looks  like  a  desert. 

A  JOURNEY  around  the  circumference  of  the  globe  can  be  made 
in  eighty  days.  Here  is  a  programme  of  the  journey:  From  New 
York  to  San  Francisco,  7  days;  San  Francisco  to  Yokohama, 
21  daj^s;  to  Hongkong,  6  days;  to  Calcutta,  12  days;  to  Bombay 
3  days;  to  Cairo,  14  days;  to  Paris,  6  days;  to  New  York,  11 
days.     Total,  80  days. 

When  will  people  learn  that  education  is  a  composite  process, 
not  confined  to  books  and  teachers,  but  made  up  of  the  varied 
influences  of  home,  fortune,  and  early  association  ? 

Yale  College.  — The  faculty  of  Yale  College  has  recently  made 
an  important  change,  which  will  provoke  criticism.  For  many 
years  the  classes  have  been  divided  into  three  or  four  divisions, 
arranged  alphabetically.  Now  the  divisions  are  made  according 
to  scholarship.  The  first  division,  which  includes  all  the  best 
scholars,  have  longer  lessons  than  the  others,  and  this  makes 
their  course  of  study  more  extensive.  The  general  average  of 
each  student  is  made  up  at  the  close  of  each  term,  when  some 
are  promoted  and  others  degraded.  It  is  claimed  by  the  faculty 
that  the  new  system  works  well. 


1869.]  Miscellanea.  43 

The  Independence  Beige  mentions  that  experiments,  ranging 
07er  a  period  of  twenty-six  years,  prove  that  salt  mixed  with  all 
kinds  of  manure,  tends  to  increase  the  power  of  production  in 
the  ratio  of  250  per  cent.  Common  sea  water,  where  easily  ob- 
tainable, is  equally  efficient. 

The  result  of  the  first  examination  for  women  in  the  Univer- 
sity of  London,  excites  some  comment.  There  were  nine  who 
presented  themselves  for  examination.  Three  ware  rejected,  and 
the  other  six  all  passed  with  honors,  and  one  third  failed  to  pass. 
With  young  men,  the  average  rule  is  said  to  be  for  fifteen  per 
cent,  to  pass  with  honors,  and  about  half  to  be  rejected.  The 
Sorosis  will  please  take  notice. 

A  Grand  University.  — It  is  reported  that  one  million  five  hun- 
dred thousand  dollars  have  been  subscribed  to  build  another 
university  at  Glasgow.  It  is  already  in  process  of  erection,  and 
is  to  h:t  the  finest  edifice  in  the  world.  The  present  University 
has  thirty-one  professors,  and  matriculated  one  thousand  two 
hundred  and  seventy-five  students  last  year.  Among  the  prizes 
by  which  its  students  are  stimulated  to  effort,  are  some  which 
entitle  the  winner  to  six  hundred  or  seven  hundred  dollars  per 
annum  for  ten  years.  The  University  is  about  four  hundred 
years  old. 

Curiosities  of  Chemical  Science. — An  atom  of  water  sometimes 
makes  a  most  extraordinary  difference  in  the  properties  of  bod- 
ies. Thus,  to  give  some  more  familiar  illustration,  the  addition 
of  an  atom  of  water  to  starch  converts  it  into  sugar;  the  sub- 
traction of  an  atom  of  water  from  alcohol  converts  it  into  ether. 
But  perhaps  the  most  curious  change  produced  by  the  removal 
of  an  atom  of  water  from  a  body  has  been  recently  discovered 
by  Dr.  Matthieson  of  London.  Morphia,  the  well  known  active 
principle  of  opium,  is  commonly  used  to  allay  vomiting,  and 
very  often  performs  the  duty  veiy  effectually.  But  when  mor- 
phia has  been  heated  with  hydrochloric  acid,  and  an  atom  of 
water  has  been  thereby  removed,  it  is  changed  into  the  most 
active  emetic  known.  It  is  not  necessary  to  swallow  it  to  pro- 
duce the  effect;  a  very  small  quantity  introduced  under  the  skin, 
or  even,  it  seems,  spilt  upon  the  hand,  is  quite  sufficient  to  pro- 
duce vomiting,  which,  however,  soon  subsides,  and  leaves  no 
nausea  afterwards.  The  new  body  introduced  into  medicine  has 
been  named  by  its  discoverer  Ememorphia. 

Rusting. — The  slow  combustion  of  metals  is  called  rusting, 
and  the  oxide  formed  is  called  rust.  All  the  familiar  metals, 
except  silver,  gold  and  platinum,  are  tarnished  on  exposure  to 
the  air;  that  is,  they  become  covered  with  a  film  of  rust,  or  ox- 
ide. That  heat  is  developed  by  rusting,  as  by  other  kinds  of 
slow  combustion,  is  shown  by  the  fact  that  if  a  large  pile  of  iron 


44  Miscellanea,  [Aua. 

filings  be  moistened  and  exposed  to  the  action  of  the  air  so  that 
they  rust  rapidly,  the  temperature  rises  perceptibly.  A  remark- 
able case  of  heat  developed  by  rusting,  occurred  in  England 
during  the  manufacture  of  a  submarine  electric  cable.  The 
copper  wire  of  the  cable  was  covered  with  gutta  percha,  tar  and 
hemp,  and  the  whole  enclosed  in  a  casing  of  iron  wire.  The 
cable,  as  it  was  finished,'  was  coiled  in  tanks  filled  with  water; 
these  tanks  leaked,  and  the  water  was  therefore  drawn  ofi",  leav- 
ing about  163  nautical  miles  of  the  cable  coiled  in  a  mass  30  feet 
in  diameter,  (with  a  space  in  the  centre  six  feet  in  diameter  and 
eight  feet  high. )  It  rusted  so  rapidly  that  the  temperature  in 
the  centre  of  the  coil  rose  in  four  days  from  66  to  79  degrees, 
though  the  temperature  of  the  air  did  not  rise  above  66  degrees 
during  the  period,  and  was  as  low  as  59  degrees  part  of  the  time. 
The  mass  would  have  become  even  hotter  had  it  not  been  cooled 
by  pouring  on  water. — Hand-Book  of  Chemistry. 

The  celebrated  clock  at  Strasburg  is  put  into  the  shade  by  that 
now  exhibiting  in  Paris,  for  the  cathedral  of  Beauvais.  To  hide 
a  defect  in  the  building,  the  inhabitants  decided  upon  having  a 
monster  clock;  they  subscribed  forty  thousand  francs,  and  for 
the  last  four  years  ten  clockmakers  and  forty  assistants  have 
been  at  work.  It  has  cost  one  hundred  thousand  francs  more 
than  the  original  estimate,  and  has  fourteen  different  movements 
and  ninety  thousand  pieces  of  distinct  machinery.  The  case  is 
eleven  yards  high,  in  carved  oak,  over  five  yards  broad,  and 
nearly  three  in  depth.  At  each  hour  a  figure  of  Providence 
surmounting  the  clock  makes  a  gesture,  and  quite  an  army  of 
saints  appear  at  windows,  listening  to  the  crowing  of  a  cock. 
The  principal  of  fifty  dials  has  a  figure  of  Jesus  Christ  in  enamel 
upon  copper,  and  above  and  surrounding  are  the  figures  of  the 
twelve  Apostles,  also  in  enamel.  The  pendulum  weighs  nearly 
two  hundred  j)ounds.  The  machinery  must  be  wound  up  every 
eight  days.  Not  only  does  the  clock  show  the  hours  and  chime 
each  lapsed  quarter  of  an  hour,  but  there  are  dials  showing  the 
days  of  the  week,  the  motions  of  the  planets,  the  rising  and  set- 
ting of  the  sun,  the  hours  in  the  different  chief  cities  of  the 
world,  the  seasons,  zodiacal  signs,  the  length  of  each  day  and 
night,  the  equation  of  time,  dates,  saints'  days,  the  changes  of 
the  moon,  tides,  solstices,  movable  feasts,  the  age  of  the  world, 
leap  years,  longitudes  and  latitudes,  eclipses,  and  every  century 
that  expires.  The  maker  of  this  mass  of  intelligence  is  not  in- 
appropriately called  Verite  (truth).  Crowds  rush  to  see  this 
marvel  of  mechanism. 

The  boy  who,  when  asked  to  what  trade  he  wished  to  be 
brought  up,  replied,  "I  will  be  a  trustee,  because  ever  since 
papa  has  been  a  trustee  we  have  had  pudding  for  dinner,"  was 
a  wise  child  in  his  generation. 


1869.]  Miscellanea.  45 

Athleticism,  pursued  with  so  much  devotion  in  the  English 
schools  and  universities,  is  now  becoming  the  subject  of  severe 
criticism  in  the  English  journals.  Young  men,  it  is  asserted,  go 
to  the  universities  professedly  to  read,  but  instead  of  attending 
to  their  books,  pass  their  time  in  rowing,  cricketing,  jumping, 
running,  throwing  hammers  and  "putting"  weights.  Athletic 
sports  are  practiced  to  an  extravagant  excess,  and  time  and 
money  are  wasted,  while  the  opportuni  ies  of  acquiring  a  finished 
education  are  lost .  Not  only  are  the  ordinary  courses  of  politics 
and  contemporary  histor}^  beyond  the  knowledge  and  interest 
of  these  muscular  young  students,  but  the  young  men,  it  is 
asserted,  grow  up  to  manhood  painfully  simple  and  loutish. 
The  hardening,  vulgarizing  effects  of  athletic  amusements, 
pursued  beyond  the  point  necessary  to  preserve  health,  it  is 
contended,  are  visible  in  the  rising  generation  of  Englishmen. 
A  disagreeable  coarseness  of  thought  and  action,  it  is  stated,  is 
impressed  upon  the  young  men  of  the  schools  and  universities, 
and  accompanies  them  through  life. 

Poetry  as  an  Educator. — The  men  who  know  man  best  are 
the  great  poets.  They  are  great  poets  through  the  warmth  and 
breadth  and  faithfulness  of  their  sensibilities,  their  sympathetic 
consonance  with  all  the  voices  of  the  human  heart,  and,  above 
all,  through  ceaseless  desire  for  the  better.  To  utter  and  em- 
body conceptions  springing  out  of  such  soil  there  needs  a  rich 
and  flexible,  a  clean,  refined  diction.  Thence  poets  are  the 
regents  of  language.  Great  poems  are  the  highest  classics  ; 
that  is,  they  are  the  best  products  of  the  first  class  of  literary 
works.  Thus,  besides  the  primary  claim  which  good  poetry  has 
to  be  an  educator,  as  tending  through  the  tnithfulness  and 
purity  of  its  thought  and  sentiment,  to  purge  and  elevate  the 
sensibilities,  it  has  a  secondary  claim,  as  furnishing  the  finest 
models  of  speech  —  transparent,  sparkling,  deeply-freighted 
words  in  golden  cadences.  These  their  claims  have  always 
been  academically  acknowledged — LippincoU's  Magazine. 

Keep  your  Mouth  Shut.  — Most  of  all,  as  a  means  of  preserving 
the  heallh,  keep  your  mouth  shut.  Every  physiologist  will  tell 
you  that  the  mouth  is  constructed  for  calling  and  speaking,  the 
nose  for  breathing  and  smelling.  Each  organ  should  be  used 
for  its  designed  purpose,  and  for  that  only.  Impurities  in  the 
air  reach  the  lungs  through  the  nose.  Especially,,  then,  is  the 
caution,  keejy  your  mouth  shut,  applicable  to  persons  of  a  con- 
sumptive tendency.  Air  to  the  lungs  reaches  soonest  through 
the  mouth,  and  those  sensitive  organs  receive  their  first  injuries 
by  that  contact.  Had  the  same  air  reached  them  by  the  natural 
and  circuitous  route  of  the  nose,  it  would  have  been  warmed 
and  robbed  of  its  power  to  harm. 

Nothing  is  more  natui'al  than  for  persons,  when  walking  or 
riding  together,  to  be  sociable  by  talking  and  laughing.  Proba- 
2 


46  Miscellanea.  [Aug. 

bly  thousands  of  the  young  every  winter,  while  enjoying  sleigh- 
rides,  permit  the  rawest,  coldest  winds  to  strike  directly  upon 
those  wonderfully  delicate  organs,  the  throat  and  lungs,  as  they 
indulge  in  the  merry  talk  and  the  loud  laugh,  which  opens  the 
mouth  to  the  widest  extent.  "Mysterious"  and  "sudden" 
deaths  are  often  the  plainest  results  of  open  violations  of  the 
common-sense  law  of  health. 

"  Shall  we,  then,  keep  silent  when  in  company  out  of  doors?" 
it  will  be  asked.  I  answer,  every  exposure  of  your  lungs  and 
air  passages  is  at  your  own  risk  and  cost.  The  best  I  can 
recommend,  is  to  put  vails  and  mufflers  before  your  mouth,  or 
hold  your  hand  before  it,  when  speaking,  singing,  or  laughing 
— any  way,  so  that  the  air  is  properly  warmed  before  it  is 
inhaled,  or — keep  your  mouth  shut. 

It  will  be  objected  that  there  are  catarrhal  affections  which 
sometimes  obstruct  the  nasal  passages,  and  thus  compel  closing 
the  nose  and  opening  the  mouth  for  breathing.  But  the  clear- 
ing of  those  passages  is  as  necessary  as  the  clearing  the  throat 
of  any  foreign  substance,  and  quite  as  easily  affected.  There- 
fore, I  repeat,  keep  your  mouth  shut,  and  compel  your  nose  to 
honor  its  office  as  the  breathing  organ. 

Out  door  speakers  and  singers  often  feel  the  evil  of  raw  air 
striking  their  lungs  directly,  and  colds,  pleurisy,  inflammations, 
pneumonia,  and  death  not  unfrequently  result.  Their  usual 
precaution  is  to  speak  slowly  and  moderately  at  first,  increasing 
in  power  as  they  progress.  When  through,  if  wise,  they  bundle 
up  their  mouths,  breathing  only  through  their  noses,  giving 
their  lungs  rest  by  avoiding  any  further  exposure.  Custom 
enables  some  persons  to  labor  this  way  for  a  long  time,  but  it  is 
almost,  if  not  quite,  universally  a  felt  evil — often  a  fatal  one. 

If  one's  nose  be  closed  by  snuff-taking,  vary  the  prescription 
and  say,  keep  your  nose  shut,  when  the  temptation  appears.  "If 
your  head  were  designed  for  a  dust-hole,  the  nose  would  have 
been  put  in  the  reverse  position  from  what  it  is. "  Snuff-taking 
increases  the  difficulty  of  properly  breathing,  and  should  be 
abandoned  on  that  account,  as  well  as  for  its  own  unhealthiness, 
expense,  and  annoyances. — American  Fhrenological  Journal. 

Travellers  on  the  planet  Mars  can  go  to  any  part  of  it  on  the 
element — land  or  water — on  which  they  have  commenced  travel- 
ling, so  complex  is  the  arrangement  of  the  continents  and  oceans 
on  that  planet.  In  this  respect  it  differs  very  much  from  the 
earth,  where  the  oceans  are  three  times  as  extensive  as  the  land, 
which  is  divided  into  two  great  insular  continents. 

The  only  books  that  are  believed  to  be  entirely  free  from 
typographical  errors  are  the  Oxford  edition  of  the  Bible,  a 
London  and  Leipsic  Horace,  and  an  American  reprint  from 
Pante. 


1869.]  Miscellanea.  47 

America  the  Cradle  of  the  Human  Race. — Brasseur  de  Bour- 
bourg,  the  eminent  French  archaeologist,  has  come  to  the  con- 
clusion that  the  myths  of  the  old  Mexican  gods  and  heroes  are 
not  only  intimately  related  to  those  of  China,  India,  Egj'pt, 
Persia  and  Greece,  but  also  anterior  to  them;  that  the  civiliza- 
tion of  the  Western  Hemisphere  is  not  borrowed  from  the 
Eastern  Hemisphere,  but  that,  on  the  contrary,  America  is  the 
mother  of  Asia;  that  the  continent  which  we  have  been  accus- 
tomed to  call  the  New  World  is  not  merely  the  oldest  physically, 
as  geologists  had  already  taught  us  to  suspect,  but  also  the 
oldest  ethnologically  and  in  every  way — the  cradle  of  the  human 
race. 

Healthy. — California  has  had  ten  Governors,  namely:  Peter 
H.  Burnett,  John  McDougal  (who  was  Lieutenant  Governor, 
and  became  Governor  by  the  resignation  of  Burnett,)  John 
Bigler  (who  served  two  terms,)  J.  Neely  Johnson,  John  B. 
Weller,  Milton  S.  Latham,  John  G.  Downey  (Lieutenant  Gov- 
ernor, and  who  became  Governor  by  the  resignation  of  Latham, 
when  he,  Latham,  was  elected  to  the  United  States  Senate,) 
Leland  Stanford,  F.  F.  Low,  and  H.  H.  Haight.  All  these 
gentlemen  are  now  living,  in  good  health  and  are  active,  save 
only  McDougal.  And  every  one  of  the  living,  save  only  Johnson 
(who  is  on  the  Supreme  Bench  in  Nevada,)  resides  in  Califor- 
nia. — Sacramento  Bee. 

The  painful  effect  of  artificial  light  upon  the  eyes  is  attributed 
by  recent  investigators  to  the  great  proportion  of  non-luminous 
rays,  or  rays  of  mere  caloric  bearing  no  illumination,  which  it 
contains.  In  the  sunlight  there  are  fifty  per  cent,  of  such  rays, 
in  gaslight  nearly  ninety,  in  electric  eighty,  in  kerosene  light 
ninety-four.  A  German  chemist  named  Landsberg  has  dis- 
covered that  by  passing  any  kind  of  artificial  light  through  a 
thin  layer  of  alum  or  mica,  these  coloric  rays  are  absorbed, 
while  the  illuminating  power  of  the  light  rays  is  undiminished, 
and  becomes  exceedingly  mild  and  pleasant  to  the  eyes. 

The  largest  library  in  Germany  is  that  at  Munich,  consisting 
of  900,000  volumes,  an  increase  of  100,000  in  the  last  fifteen 
years.  Next  is  that  at  Berlin,  700,000,  and  otherg  follow  in  this 
order:  Dresden,  500,000;  Stuttgart,  450,000;  Vienna,  400,000; 
Darmstadt,  300,000.  The  University  libraries  are  also  immense. 
That  at  Gottingen  numbers  400,000  volumes;  Jena,  300,000; 
Breslau,  350,000;  Heidelberg,  220,000;  and  there  are  thirteen 
other  university  libraries  having  upwards  of  100,000  volumes. 
In  addition  to  these  there  are  scores  of  city,  school,  and  private 
libraries  containing  from  50,000  to  200,000  volumes  each. — Ed- 
ucational Gazette. 

Two  women  gTaduated  from  the  Eclectic  Medical  College,  of 
the  city  of  New  York,  recently. 


48        '  Miscellanea.  [Aug. 

The  influence  of  forests  upon  climate  has  been  strikingly 
attested  in  Egypt.  Mehemed  Ali  caused  twenty  millions  of  trees 
to  be  planted  in  the  Delta  of  the  Nile,  where  the  days  of  rain, 
up  to  that  time,  averaged  five  in  a  year.  Now,  since  the  trees 
have  attained  a  tolerable  growth,  the  number  of  rainy  days  in  a 
year  has  increased  to  forty.  The  climate  of  California  and  the 
Great  Basin  may,  in  like  manner,  be  greatly  modified  in  the 
course  of  another  generation. 

The  Colok  of  the  Sky.  — Professor  Tyndall  is  now  engaged  on 
the  chemical  action  of  light  upon  vapors,  and  he  has  quite 
recently  handed  in  a  paper  to  the  Royal  Society  on  the  colors  of 
the  sky,  on  the  polarization  of  light  by  the  sky,  and  by  cloudy 
matter  generally.  By  the  condensation  of  liquids  of  various 
kinds  into  particles  so  small  that  their  diameters  are  measured, 
not  by  tens  of  thousandths,  but  by  hundreds  of  thousandths  of 
an  inch,  he  succeeds  in  producing  a  blue  which  equals,  if  it  does 
not  transcend,  that  of  the  deepest  and  purest  Italian  sky;  and 
this  blue  exhibits  all  the  effects  of  polarization  which  have  been 
hitherto  obsen^ed  in  skylight. 

An  officer  of  artillery  made  the  following  experiment  at 
Quebec.  Having  filled  a  bombshell,  about  fourteen  inches  in 
diameter,  with  water,  he  closed  it  by  driving  an  iron  peg  firmly 
in,  and  left  it  exposed  to  frost.  The  stopper  was  soon  driven 
out  to  a  distance  of  one  hundred  yards,  and  a  cylinder  of  ice, 
nine  inches  long,  issued  at  the  opening.  This  shows  the  expan- 
sive force  of  ice. 

Professor  Edward  Hitchcock,  of  Amherst  College,  has  been 
elected  a  corresponding  member  of  the  Eoyal  Historical  Society 
of  Great  Britain. 

Life  in  the  Deep  Sea. — A  curious  experiment  is  said  to  have 
been  recently  performed  in  France  to  ascertain  whether  fishes 
can  live  in  great  depths  of  water.  The  fish  were  i^laced  in 
vessels  of  water  made  to  sustain  four  hundred  atmospheres, 
under  which  they  lived  and  preserved  their  health.  It  is  there- 
fore concluded  that  fishes  may  penetrate  to  veiy  great  depths  in 
the  ocean  witlj  impunity. 

Said  one  whose  life  commended  his  philosophy,  ''If  I  could 
see  all  the  way  instead  of  only  a  step,  I  should  wish  things  to 
be  exactly  as  God  orders  them.  So  I  will  trust  Him  who  does 
see  all  the  way." 

The  Value  of  Life. — The  mere  lapse  of  years  is  not  life. 
Knowledge,  truth,  love,  beauty,  goodness,  faith,  alone  can  give 
vitality  to  the  mechanism  of  existence. 

A  MUSEUM  of  Natural  History  is  soon  to  be  established  in  New 
York. 


1869.]  Integrity  of  Character,  etc.  49 

INTEGRITT  OF  CHARACTER  THE  PROPER  AIM  IN  EDUCATION. 


[Extract  from  Rev.  R.  A.  Holland's  Address  before  the  Literary  Societies  of 
Washington  College,  Va.,  June,  1869.] 

The  pernicious  mistake  that  prevails  in  ordinary  notions  of 
education,  springs  out  of  a  false  conception  of  man's  nature  and 
mission.  We  consider  man  as  a  means — not  as  an  end.  "We 
regard  him  as  made  for  money,  knowledge,  rank,  instead  of  re- 
garding these  as  made  for  him.  We  turn  him  upside  down  and 
estimate  his  body  higher  than  his  intellect,  and  his  intellect 
higher  than  his  spirit.  We  look  at  naught  save  his  exterior — the 
clothes  he  wears,  the  house  he  inhabits,  the  horses  he  drives,  the 
votes  he  can  command,  the  somersaults  of  political  agility  he  can 
perform,  the  fulsome  flatteries  from  partisan  newspapers  he  can 
purchase,  the  quantity  of  pedantic  lore  he  can  pile  into  folio 
treatises  upon  a  specific  subject  in  the  exclusive  investigation  of 
which  his  mind  has  burrow^ed  itself  out  of  the  daylight  of  com- 
mon sense. 

We  seldom  think  of  the  man  as  a  something  in  itself  superior 
to  all  he  says  or  does,  and  compared  to  whose  intrinsic  value  all 
accidents  of  applause,  station,  affluence,  are  the  mere  stadium 
dust  he  may  gather  in  his  race  to  the  goal  where  hangs  a  crown 
of  amaranthine  honors  plucked  from  the  marge  of  the  Kiver  of 
Life  and  braided  for  his  brow  by  the  hands  of  God. 

There  has  been  of  late  a  great  roar  of  Carlylean  rant  reverber- 
ating through  our  hollow  materialistic  literature  about  the  "  no- 
bleness of  work  " — and  w^hat,  when  soberly  interpreted,  does  all 
its  grandiloquent  jargon  import?  Is  work  the  sublime  purpose 
of  existence  ?  Was  man  created  a  little  lower  than  the  angels 
to  hoe  cabbages  and  mould  gridirons  ?  Dwells  there  in  labor 
any  inherent  dignity  to  excite  the  admiration  of  its  miserable 
thralls,  or  consists  the  dignity  altogether  in  the  patient  Pro- 
methean bearing  of  what  we  feel  to  have  been  opposed  as  a  pun- 
ishment ? 

I  would  not  disparage  work  as  ignoble,  for  it  is  a  law  of  our 
present  abnormal  conditions,  and  as  such  enforces  conditions  by 
annexing  severer  pains  to  idleness;  but  that  this  curse  should  be 
called  a  blessing,  this  drudgery  ritualized  into  a  worship,  and 
man  entreated  to  wear  the  collar  of  servitude  as  a  royal  carcanet, 
instead  of  being  encouraged  to  tear  it  off  as  soon  as  possible, 
that  he  may  range  at  will  over  the  fenceless  fields  of  thought, 
that  invite  the  spontaneous  play  of  his  powers,  is  a  substitution 
of  Deuteronomy  for  the  Gospel,  insulting  alike  to  the  instincts 
and  attainments  of  humanity. 

We  must  work,  but  it  is  our  prerogative  to  hold  work  subsidiary 
to  self-improvement.  He  who  voluntarily  takes  from  the  culti- 
vation of  his  highest  attributes  those  energies  of  thought  and 
affection,  which  have  no  other  excuse  for  seeking  after  an  inferior 
object  than  to  win  by  the  acquisition  of  it  greater  freedom  for 


50  Integrity  of  Charaeter,  etc.  |_AuG. 

their  rightful  employ,  commits  upon  himself  an  act  of  vandalism 
like  that  of  the  Turks  who  mutilated  the  columns  of  Baalbec  to 
forge  horse  shoes  out  of  the  inner  masses  of  iron  that  cramped 
their  superposed  stones  into  Corinthian  shafts,  which  the  world 
has  for  ages  reckoned  miracles  of  grand  and  graceful  architect- 
ure. 

Now  what,  let  me  ask,  is  the  student  in  college  striving  for,  as 
he  cons  his  regular  task?  For  mental  discipline.  And  why  for 
mental  discipline?  That  he  may  become  a  successful  lawyer. 
And  why  that  he  may  become  a  successful  lawyer  ?  That  he 
may  earn  money  or  reputation.  And  why  that  he  may  earn 
money  or  reputation  ?  The  question  surprises  him  into  dumb- 
ness. He  has  never  dreamed  of  an  end  beyond  these,  which 
though  very  good  in  their  appropriate  uses,  even  as  calves  are 
good  for  veal  and  crocodiles  for  leather,  yet  have  no  more  right 
to  reign  in  the  mind  as  the  enthroned  motives  of  its  culture  than 
have  the  calves  and  crocodiles  of  Egyptian  idolatry  to  reign  in 
the  temple  of  God  as  the  deities  of  its  religion.  Nor  can  I  dis- 
cern in  what  respect  the  man  who  thus  applies  his  scholastic  ac- 
complishments to  the  exclusive  quest  of  wealth  or  fame  excels  in 
the  merit  of  his  life-aim  the  pompous  cock  of  lusty  lungs  and 
gesticulative  wdngs,  greedy  as  a  member  of  the  Fortieth  Con- 
gress to  get  his  share  of  fortune's  crumbs,  and  equally  ambitious 
to  be  heard  with  acquiescent  wonder  when  crowing  to  his  feath- 
ered fellow-citizens  of  the  barn-yard. 

I  am  before  you,  gentlemen,  to  maintain  that,  contemplated 
from  the  student's  stand-point,  there  is  but  one  legitimate  aim 
for  the  process  of  education,  which,  taking  its  direction  from 
the  college,  should  steadily  advance  throughout  the  length  of 
life.  That  aim  is  integrity  of  character .  I  use  the  term  integrity 
not  in  its  vulgar  sense  of  rectitude,  but  in  its  etymological  sig- 
nification of  wholeness,  soundness,  perfectness. 

Solomon  says  that  "  as  a  man  thinketh  in  his  heart,  so  is  he. " 
The  character  of  every  individual  depends  to  a  considerabl  de- 
gree upon  his  estimate  of  himself.  A  low  or  lofty  conception  of 
one's  own  personal  worth  necessarily  erects  a  proportionably 
low  or  lofty  standard  of  sentiment  and  behavior.  The  idea  we 
entertain  of  our  capacities — of  the  possible  extent  of  their  de- 
velopment and  the  proper  region  of  their  exercise,  determines 
whether  in  our  careers  we  shall  resemble  the  ostrich  that  hides 
his  head  in  the  sand,  or  the  eagle  that  cleaves  the  storm-cloud 
with  wings  that  cut  their  way  to  the  empyrean.  If  a  man 
regards  himself  as  by  physiological  evolution  the  great  grandson 
of  an  oyster,  he  will  with  hereditary  instinct  seek  a  comfortable 
sand-bed  in  some  shallow  cove  of  life,  where  he  may  selfishly 
fatten  in  his  shell  for  the  fishery  of  death.  If,  on  the  contrary, 
he  claims  descent  from  the  Infinite  and  heirshij)  to  the  Eternal, 
he  will  walk  as  becomes  a  prince  who  feels  that  his  form  is 
already  robed  in  royal  attire,  and  that  his  feet  are   upon  the 


1869.]  Department  of  Public  Instruction.  61 

palace  stairs  which  slope  through  time  up  to  the  coronation  hall 
of  Heaven.  Hence  the  importance  that  the  student,  who  from 
the  quiet  of  his  college  studies  looks  out  as  a  spectator  upon 
the  busy  world,  should,  before  going  forth  to  engage  earnestly 
in  its  entangling  concerns,  select  for  the  aim  of  his  ambition  the 
highest  excellence  of  hale,  robust,  and  symmetric  manhood.  The 
obligation  of  this  aim  might  be  established  upon  the  basis  of 
religious  duty,  since,  as  Sir  William  Hamilton  has  justly  stated, 
in  one  of  his  Lectures  on  Metaphysics,  "it  is  in  the  accomplish- 
ment of  his  own  perfection  that  as  a  creature  man  can  manifest 
the  glory  of  God. "  I  prefer,  however,  upon  the  present  occa- 
sion to  appeal  for  the  authority  of  my  postulate  to  the  laws  of 
man's  constitution  "as  by  nature  necessarily  an  end  to  himself 
— whose  perfection  and  happiness  constitute  the  goal  of  his 
activity. " 

Of  the  two  calamities — that  your  child  shall  read  Latin  at 
twelve,  with  incipient  dyspepsia,  or  shall  romp  and  frolic  at  the 
bottom  of  the  spelling  class,  by  all  means  choose  the  latter. 


Department   of   Public    Instruction, 
california  educational  society. 

The  twentieth  meeting  of  the  California  Educational  Society  was 
held  in  the  room  adjoining  Lincoln  Hall,  May  7th,  at  12  o'clock, 
M.  Vice  President  Bernhard  Marks  in  the  chair.  Only  twenty- 
eight  members  responded  at  roll-call  out  of  the  sixty-eight  en- 
rolled since  the  date  of  organization,  May  9th,  1863. 

The  minutes  of  the  preceding  annual  meeting  were  read  and 
approved. 

H.  P.  Carlton,  Eev.  0.  P.  Fitzgerald,  and  Isaac  Upham  were 
elected  members  of  the  Examining  Committee. 

The  names  of  thirteen  applicants  for  admission  were  presented 
to  the  Committee,  who  retired  to  the  adjoining  room  to  examine 
the  credentials,  and  investigate  the  claims  of  candidates  for 
membership. 

Pending  their  report,  the  Treasurer  presented  his,  which  was 
substantially  as  follows  : 

California  Educational  Society,  Ce. 

By  cash  from  Mr.  John  C.  Pelton $  29  00 

By  cash  from  Mr.  Ira  G.  Hoitt 85  00 

By  cash  from  Mr.  Silas  A.  White 107  00 

By  cash  from  Messrs.  Scott,  Kirkland  and  Schellhons 15  00 

Total $236  00 

State  Superintendent  Fitzgerald,  one  of  the  managing  editors 
of  the  California  Teachee,  presented  a  report,  accompanied  by 


62  Department  of  Public  Instruction.  [Aug. 

verbal  explanations.  Professor  A.  L.  Fitzgerald  was  then 
elected  a  managing  editor  of  the  Teacher  in  place  of  Rev.  W.  T. 
Lucky,  -whose  term  had  expired. 

The  Examining  Committee,  through  their  Chairman,  Mr.  H. 
P.  Carlton,  reported  favorably  upon  the  names  of  twelve  of  the 
candidates,  who  were  then  balloted  for  and  elected: 

Mrs.  A.  E.  DuBois,  Mrs.  C.  L.  Atwood,  Mrs.  Aurelia  Grif- 
fiths, Misses  Helen  M.  Thompson,  Luara  T.  Fowler,  Mary 
Pascoe,  Jessie  Smith,  Agnes  M.  Manning,  Jennie  Smith,  Mary 
J.  Bragg,  and  Messrs.  Eugene  T.  Thurston  and  J.  W.  Anderson 
were  declared  members. 

Mr.  E.  D.  Humphreys  gave  notice  of  his  intention  to  offer  an 
amen^paent  to  Section  2  of  the  Constitution,  repealing  that  por- 
tion of  it  which  made  all,  irrespective  of  sex,  subject  to  the  pre- 
payment of  an  initiation  fee.  He  expressed  a  desire  to  see  the 
lady  teachers  admitted  free  from  all  monetary  obligations. 

One  or  two  of  the  new  members  (women)  protested  against  a 
change,  saying  that,  while  they  were  "  granted  similar  privileges, 
(such  as  voting,  and  holding  office, )  they  were  willing  and  ready 
to  share  the  obligations  and  responsibilities  of  their  brother 
teachers. " 

Mr.  White  moved  that  the  usual  order  of  balloting  for  officers 
be  reversed — the  lowest  in  rank  to  be  voted  for  first. 

The  motion  prevailed. 

The  following  named  persons  were  elected  to  the  various  offices : 

Mr.  Ebenezer  Knowlton Treasurer. 

Mrs.  C.  L.  Atwood Recording  Secretary. 

Miss  L.  T.  Fowler Corresponding  Secretary. 

Mr.  Isaac  Upham Vice  President 

Mr.  E.  J.  ScHELLHous Vice  President 

Mr.  Bernhard  Marks President 

Mr.  a.  L.  Fitzgerald Managing  Editor  California  Teacher. 

Mr.  H.  p.  Carlton Assistant  Editor  California  Teacher. 

Mr.  Ebenezer  Knowlton  .  .  .  Assistant  Editor  California  Teacher. 

Miss  L.  T.   Fowler.  .• Assistant  Editor  California  Teacher. 

Miss  Clara  G.  Dolliver  ....  Assistant  Editor  California  Teacher. 

Professor  John  Le  Conte,  of  the  State  University,  and  Dr. 
Hudson,  of  Christian  College  (Oregon,)  were  elected  honorary 
members  of  the  California  Educational  Society. 

By  motion,  the  Executive  Committee  was  instructed  to  make 
the  necessary  arrangements  speedily  to  fulfil  the  obligations 
implied  in  Section  14  of  the  Constitution. 

They  were  instructed  to  prepare  a  diploma,  which,  when  com- 
pleted, should  be  a  choice  work  of  art,  and  emblematic  of  the 
noble  purposes  for  which  this  Society  was  organized. 

The  meeting  was  adjourned  sine  die. 

Silas  A.  White, 

Recording  Secretary. 


1869.]  Department  of  Puhlic  Instruction.  53 


FIVE   DOLLARS   IN   GOLD. 


[The  following,  from  a  boy  of  fourteen  summers,  must  liave  a  place  in  The 
Teacher.  The  occasion  of  its  production  was  this:  The  prize  for  the 
best  essay  was  five  dollars  in  gold.  Hence  the  happy  thought  that 
"Five  dollars  in  gold  "  could  best  be  taken  by  five  dollars  in  gold.] 

Five  dollars  in  gold,  did  I  hear  you  say  ? 
This  nice  little  sum  for  the  best  e.-say, 
Offered  by  our  Principal,  so  I  am  told  ; 
Now,  boys,  do  your  best  for  live  dollars  in  gold  ! 

You  have  talked  wdth  your  parents,  also  with  your  friends, 
To  find  a  good  subject,  not  worn  out  at  both  ends  ; 
No  matter  the  subject,  boys,  so  I  am  told. 
If  you  only  can  win  the  five  dollars  in  gold  ! 

"Write  to  the  point,  boys,  but  do  not  write  long  ; 
Write  either  prose,  poetry,  or  song  ; 
Write  with  a  vnll,  boys,  and  you'Jl  be  enrolled 
To  receieve  the  nice  sum  of  five  dollars  in  gold  ! 

Five  dollars  in  gold  !  five  dollars,  ah  me, 

Many  a  person  in  need  I  will  see 

In  my  future  travels,  so  I  am  told. 

That  will  die  for  the  want  of  five  dollars  in  gold  ! 

Five  dollars  to  many  young  persons  is  naught ; 
It  came  in  their  purses  without  bsing  sought ; 
They  waste  it  away:   they  regret  when  they  are  old 
Having  foolishly  squandered  five  dollars  in  gold  ! 

Five  dollars  to  each  of  us,  boys,  is  a  pile. 
And  the  lucky  essayist  it  will  cause  to  smile  ; 
But  the  unlucky,  when  they  know  they  are  sold. 
Will  say  "  sour  grapes  "  to  the  five  dollars  in  gold  ! 

Now,  ladies  and  gentlemen,  all  of  you  here, 

We  have  worked  very  hard  during  the  year  ; 

If  our  humble  exertions  are  not  left  in  the  cold. 

We  have  a  much  better  prize  than  five  dollars  in  gold  ! 

Frank  Bragg. 
Lincoln  Grammar  School,  June  11,  18G9. 


REPORTS  OF  PUBLIC  SCHOOLS. 


ROLL    OF    HONOR. 

Oakland  School  District,  Nevada  County :  P.  McAuslan, 
Teacher.  The  following  is  the  Roll  of  Honor  for  the  month 
ending  June  31st,  1869 :  Sarah  E.  McKeon,  Mary  Ann  McKeon, 
Amelia  Bouvier,  Ida  Bouvier,  Ola  Gillespie,  Christina  Riebold, 
Myra  Burnell,  Joseph  Hoskins,  Lelan  Johnson,  Henry  Stenger, 
F.  Byrne,  Fred.  Bosse,  David  Whildin,  Johnnie  Grimes,  Wesley 
Nichols. 

Mesilla  Valley  Public  School,   Bufte  County:  J.  P.  Taylor, 


54  Our  Booh  Table.  [Aug. 

Teacher.  Term  ending  June  30th,  1869.  Following  are  the 
names  of  pupils  whose  average  per  cent,  for  the  whole  term  is 
above  eighty:  Henrietta  Stewart,  Mary  Stewart,  Frances  White, 
Clarence  White,  Wm.  Applegate,  Milton  Brown,  Wm.  Wait, 
Willie  Stewart,  William  B.  Kelley,  and  Samuel  Highei 


Our  Book  Table. 


Ahn's  New  Pbaotical  and  East  Method  op  Learning  the  German  Languaoe,  with 
pronunciations.    By  J.  C.  Oehlschlager.    New  York:  E.  Steiger.    1869. 

This  book  has  been  much  used  both  in  the  United  States  and  the  Canadas. 
The  present  edition  is  an  improvement  on  the  former  as  regards  typography, 
grammar,  elegance,  and  accuracy.  The  same  general  plan — the  practical 
and  the  theoretical — remains;  as  does  also  Oehlschlager's  system  of  pronun- 
ciation. 

A  Summary  of  English  and  of  French  History.  A.  S.  Barnes  &  Co.  New  York  and 
Chicago.    1869. 

The  method  of  this  little  volume  is  admirable.     The  arrangement  is  such 

that  the  dates  of  events,  with  nut-shell  descriptions  thereof,  can  be  quickly 

and  clearly  set  before  the  eye  by  the  use  of  the  black-board.     One  drawback 

— the  historical  statements  are  not  always  reliable.     To  him  who  can  and 

will  correct  these  inaccuracies,  the  book  will  be  valuable.     H.  H.  Bancroft  & 

Co.,  San  Francisco. 

Elements  of  Physical  Geography,  together  with  a  Treatise  on  the  Physical  Phenomena 
of  the  United  States.  Illustrated  by  one  hundred  and  fifty  Engravings,  and  thirteen 
Copperplate  Maps,  executed  in  the  first  style  of  the  art.  By  John  Brocklesby,  A.  M., 
Professor  of  Mathematics  and  Natural  Philosophy  in  Trinity  College,  Hartford,  Conn., 
and  Author  of  "  Elements  of  Meteorology,"  "  Elements  of  Astronomy,"  &c.  Phila- 
delphia: Published  by  E.  H.  Butler  &  Co.    1869. 

This  is  one  of  the  best  of  text-books  on  Physical  Geography.  The  princi- 
ples of  the  science  are  set  forth  in  a  philosophic  manner,  while  the  facts  and 
phenomena  are  interesting  and  instructive.  It  is  the  fifth  book  of  Mitchell's 
series  of  geographies;  and  for  sale  by  A.  Boman  &  Co.,  San  Francisco. 

Color.  By  Madame  Marie  Elisabeth  Cave,  Member  of  the  Academy  of  Fine  Arts  of  Am- 
sterdam.   New  York:  G.  P.  Putman  k  Son.    1869. 

These  letters  of  Madame  Cave  to  her  friend  charm  by  their  naturalness, 
and  at  the  same  time  present  valuable  thoughts  on  Color.  The  Cave  method 
of  drawing,  so  celebrated  in  France,  is  becoming  popular  in  this  country  in 
proportion  as  it  is  better  known  and  more  practiced.  The  letters  on  Color 
naturally  follow  her  writings  on  Drawing.  The  book  will  be  valuable  to  the 
general  reader,  as  well  as  the  artist.     A.  Roman  &  Co.,  San  Francisco. 

The  Gates  Wide  Open  ;  Or  Scenes  in  Another  World.  By  George  Wood,  Author  of 
"Peter  Schlemlhl  in  America,"  "Modern Pilgrims,"  &c.  Boston:  Lee  &  Shepard.    1869. 

The  writer  of  this  volume  certainly  is  not  guilty  of  the  sin  sometimes 
charged  upon  believers  of  spiritualizing  religion  and  heaven  until  nothing 


1869.]  Our  Booh  Table.  55 

remains.  The  scenes,  pursuits,  and  conversations  imagined  to  be  parts  of 
the  heavenly  life,  remind  one  of  Oriental  tales,  with  more  awkward  gorgeous- 
ness,  and  less  of  the  realizing  of  those  shadowy  yearnings  which  fill  the  daily 
existence  of  dreamy  natures.  "When  some  of  "  the  saints  of  all  ages  in  har- 
mony meet,"  the  conversations  reported  are  sometimes  ludicrous — if  such 
a  view  were  not  "  of  the  earth,  earthy."  Instance:  A  Roman  matron  and  an 
American  girl !  Again,  American  politics  in  heaven  would  seem  to  be  defective 
as  regards  the  "unities."  "To  the  lions,"  as  told  by  Calliste,  is  vivid, 
stirring,  pathetic.  The  book  has  much  imagination;  some  thought;  and  will 
repay  perusal.  A.  Eoman  &  Co.,  San  Francisco. 
"Abbiss  deb  Detttschen  LITEEATT7BGE8CHICHTE."    Leypold  &  Holt,  New  York. 

This  is  a  tersely  written  handbook  of  German  authors  and  literature  from 
the  earliest  period  to  the  present  time.  Professor  E.  P.  Evans,  of  the  Michi- 
gan University,  is  the  author,  and  deserves  our  compliments  for  a  book 
through  which  the  young  student  will  gain  a  clearer  introduction  to  the  liter- 
ature of  "father  land  "  than  through  any  other  elementary  work  that  has 
come  before  ua.  A.  Eoman  has  the  work  for  sale. 
Thackebat's  Novels.    Household  Edition. 

The  price  of  these  popular  works  of  fiction —  Vanity  Fair,  Pendennis,  The 
Newcomes,  The  Virginians,  etc. — is  only  one  dollar  and  twenty-five  cents  a 
copy.  This  edition  is  bound  in  green  morocco  cloth ;  has  clear  typography, 
making  a  convenient  and  handsome  library  volume.  There  is  also  a  cheaper 
edition  (paper  cover.)  Price:  for  Vanity  Fair,  50  cents;  for  The  Virginians, 
75  cents.  The  latter  edition  has  numerous  illustrations  "  by  the  author. " 
A.  Roman  &  Co.,  San  Francisco. 

The  First  Six  Books  of  Virgil's  ^neid,  with  Explanatory  Notes,  a  Lexicon,  and  Map; 
together  with  an  Appendix,  containing  Dr.  S.  H.  Taylor's  Questions  on  Virgil,  and  a 
Metrical  Index.  Illustrated  with  numerous  Engravings,  and  a  Fac-simile  Page  of  one 
of  the  oldest  existing  Manuscripts  of  the  Latin  text.  By  Edwabd  Seaking,  A.  M,, 
Professor  of  Latin  in  Milton  CoUege,  Wisconsin.  A.  S.  Barnes  &  Co.:  New  York  and 
Chicaco.     1869. 

The  title-page  presents  a  complete  outline  of  what  this  work  was  designed 
to  be.  The  execution  is  good,  as  regards  the  parts  of  both  author  and  pub- 
lisher. The  sketch  of  Virgil's  life  is  graceful;  the  summary  of  his  literary 
merits  is  just;  and  the  notes  on  the  text  are  judicious  and  scholarly.  "  Dr. 
Taylor's  Questions"  are  searching  and  worthy  of  imitation.  However,  if  a 
critic  were  seeking  blemishes,  could  he  not  reasonably  ask,  if  that  WeU  of 
English  undefiled — and  in  this  condition  so  rarely  found — would  not  con- 
demn— "As  litora  is  neither  the  name  of  a  town  or  a  country,"  &c.  ?  It  is 
one  of  the  handsomest,  as  well  as  one  of  the  best  editions  of  Virgil.  H.  H. 
Bancroft  &  Co.,  San  Francisco. 

FiBST  Steps  in  Grammar:  An  Elemental y  Grammar  and  Conversational  Reader,  based  on 
Diesterweg,  Beeker,  and  Otto.  By  M.  Th.  Pbeu.  New  York:    Oakley,  Mason  &  Co.  1869. 

The  students  who  take  these  "First  Steps  in  German  "  will  stand  on  a 
firm  and  broad  basis  upon  which  to  build  (one  of)  the  noblest  of  superstruc- 
tures—  a  comprehension  of  the  German  language  and  literature.  The 
methods  here  presented,  if  followed  according  to  the  instructions  given,  could 
not  but  be  attended  by  happy  results.    Throughout,  the  work  has  the  stamp 


56  ^  Out  Book  Table.  [Aug. 

of  thought  and  care  in  preparation.  The  selections  for  practice  are  varied — 
from  the  riddle  to  some  of  the  finest  of  the  German  classics— and  each  one 
teaches  something.  The  child  learns  in  the  first  sentence— not  that  "Karl 
laughs,  Louise  weeps,"  &c. — matters  in  which  he  can  have  no  interest  what- 
ever—but that  "ducks  learn  to  quack,  bats  to  fly,"  and  so  on,  in  a  course 
graduated  to  his  growing  intellect.     The  author's  language  is  generally  good, 

yet  he  has  the  following;  " ascertaining  firstly,  its  gender,  and  secondly, 

"  &c.     A.  Koman  &  Co. 

OuB  New  Way  Round  the  "World.  By  Chahles  Cauleton  Coffin,  Author  of  "  Four  Years 
of  Fighting,"  '•  Winning  His  Way,"  "  Following  the  Flag,"  etc.  Boston  :  Fields, 
Osgood  &  Co.,  successors  to  Ticknor  and  Fields.    18G9. 

A  handsome  octavo  of  five  hundred  and  twenty-four  pages — well  worth 
skimming,  and  almost  worth  reading.  It  contains  much  regarding  the  peo- 
ples and  things  to  be  seen  by  the  traveller  of  ' '  Our  New  Way  Round  the 
"World."  It  has  humor,  history,  philosophy,  religion,  nonsense,  and  crude 
politics,  mingled  in  a  very  interesting  manner.  Numerous  illustrations 
and  maps.     For  sale  by  H.  H.  Bancroft  &  Co.,  San  Francisco. 

Two  Years  Before  the  Mast.  A  Personal  Narrative.  By  Richard  Henry  Dana,  Jr. 
Boston:  Fields,  Osgood  &  Co,    18G9. 

This  book  has  been  popular  for  a  quarter  of  a  century.  The  additions 
made  to  it,  styled  ' '  Twenty-Four  Years  After, ' '  give  it  a  fresh  interest.  From 
'35  to  '65 — how  much  is  included  between  those  dates  as  regards  California 
and  our  country!    A.  Roman  &  Co. 

Treatise  on  the  Power  of  Water,  as  applied  to  Drive  Flour  Mills,  and  to  give  Motion  to 
Turbines  and  other  Hydrostatic  Engines.  By  Josehh  Gltnn,  F.  R.  S.  New  York:  D. 
Van  Nostrand,  publisher.    1869. 

Since  the  introduction  of  steam  as  an  agent  to  move  machinery,  water,  in 
its  natural  state,  has  been  almost  entirely  abandoned.  Because  steam  is  im- 
measurably superior  to  water  in  most  cases,  it  does  not  follow  that  it  is  in 
all.  On  the  contrary,  by  reason  of  its  abundance  and  adaptability  to  simple 
machinery,  water  is  sometimes  a  cheaper  motive  power  than  steam.  This 
volume  sets  forth  some  of  its  advantages  and  the  best  means  of  applying  it  to 
useful  purposes.  One  hundred  and  fifty-one  illustrations.  Price,  $1  25. 
A.  Roman  &  Co. 
Martindalf.'s  Spellers. 

The  Primary  Speller  and  Complete  Speller.  The  first  for  young  children; 
the  second  for  schools  and  academies.  Twenty- three  rules  for  spelling  are 
given,  and  the  words  are  classed  according  to  the  rules  by  which  they  are 
spelled.    A.  Roman  &  Co. 

Mantilla's  REcipnocAL  Method  for  Learning  Spanish  or  English.  By  Lms  Filipe 
Mantilla.    NuevaYork:  D.  Appleton  y  Compania.    1869. 

This  work  is  designed  to  enable  the  student  to  learn  the  Spanish  language 
without  losing  the  purity  of  his  own  tongue.  When  translations  are  made 
they  should  be  pure  idiom  into  pure  idiom,  else  a  loose  and  vicious  mode  of 
expression  will  be  acquired.  When  this  is  done — idiom  into  idiom- -and  com- 
parisons of  the  languages  are  carefully  made,  an  intellectual  development  is 
gained  as  well  as  a  new  language,  while  the  command  of  good  English  is 
increased.    A.  Roman  &  Co. 


TABLE    OF    CONTENTS. 


PAGE. 

NO  ARITHMETIC  FOR  GIRLS 29 

EDUCATED  LABOR 31 

PRESIDENT  WHITE  ON  AGRICULTURAL  EDUCATION 34 

THE  BOTTOM  OF  THE  OCEAN 36 

RANGE  OF  THE  HUMAN  EYE 37 

LIST  OF  BOOKS  FOR  DISTRICT  LIBRARIES 38 

OBJECT  LESSONS  FOR  SMALL  CHILDREN 40 

POPULARIZING   SCIENCE 41 

MISCELLANEA 42 

INTEGRITY  OF  CHARACTER  THE  PROPER  AIM  IN  EDUCATION..  49 

DEPARTMENT  OF  PUBLIC  INSTRUCTION 51 

California  Educationl  Society 51 

Five  Dollars  in  Gold 53 

Reports  of  Public  Schools 53 

OUR  BOOK   TABLE 54 


BYEON  BAILEY.  WM.   SMITH. 

BAILEY  &  SMITH 

FORMERLY 
DERBY    &    BAIIiEY, 

MANUFACTURERS      OF      ALL 

Kinds  of  School  Furniture,  Settees,  Offiice  Desks,  etc., 

No,  51  Beale  Street,  near  Mission, 

SAN  FRANCISCO. 

f^'  Having  liad  an  experience  of  four  years  on  this  coast  in  the  mannfactnre 

of  SCHOOL  FURNITURE,  and  possessing  facihties  surpassed  by  no 

other,  we  are  prepared  to  furnish  a  superior  article  at  the  lowest  rates 

j-ly  ^^  AU  orders  promptly  attended  to.  ^^S 


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jSxATE    Normal    jSchool. 

BOARD   OF   TRUSTEES. 

H.  H.  HAIGHT Governor. 

O.  P.  riTZGEEALD Superintendent  of  PubHc  Instruction. 

JAMES  DENMAN Superintendent,  San  Francisco. 

MELVILLE   COTTLE Superintendent,  San  Joaquin  County. 

J.  H.  BEALY Superintendent,  Santa  Clara  County. 

Dk.  a.  TEAFTON Superintendent,  Sacramento  County. 

S.  I.  C.  SWEZEY San  Francisco. 

J.  M.  SIBLEY San  Francisco. 

TEACHERS. 

Key.  W.  T.  Lucky,  A.M PrincipaL 

H.  P.  Caelton Vice-Principal. 

Miss  E.  W.  Houghton Assistant. 

Mbs.  D.  Claek Assistant. 

The  next  Term  will  commence  on  the  1st  day  of  July,  1869.  All  candi- 
dates for  admission  must  be  present  at  that  time. 

COURSE   OF  STUDY. 

EEQUISITES  FOE  ADMISSION. 

To  secure  admission  to  the  Junior  Class,  Second  Division,  applicants  must 
pass  a  written  examination  on  the  following  subjects,  viz. : 

Eaton's  Common  School  Arithmetic — to  percentage. 

Eaton's  Intellectual  Arithmetic. 

Greene's  Introduction  to  English  Grammar. 

Willson's  Fourth  Eeader. 

Spelling;  Penmanship. 

Applicants  for  an  advanced  Class  will  be  required  to  pass  an  examination  on 
the  studies  previously  pursued  by  that  Class. 

JuNiOE  Class — First  Session. 

Arithmetic — Eaton's  Common  School — complete. 
Orammar — Quackenbos' — begun. 
Geography — Guyot's  Common  School. 
Reading — Willson's  Fifth  Eeader. 
Moral  Lessons — Cowdery's. 
Spelling — ^Willson's  Larger  Speller. 

JuNioE  Class — Second  Session. 

Arithmetic — Eaton's  Higher. 

Orammar — Quackenbos' — complete. 
^Bhetoric — Boyd 's. 

Physiology — Cutter's  Elementary. 

History — Quackenbos ' . 

Vocal  Culture — Eussell's. 

Book- Keeping^ — Payson  &  Dutton's  Single  Entry. 

General  Exercises  throughout  the  Junior  Fear— Penmanship ;  Object-Lessons; 
Calisthenics;  Methods  of  Teaching;  School  Law;  Composition  and  Declama- 
tion. 

Senior  Class — First  Session. 
Arithmetic — Eaton's  Higher — reviewed. 
Algebra — Eobinson's  Elementary. 

Grammur — Greene's  Analysis.  ' 

Natural  Philosophy — Quackenbos' . 
P%sio^o.9?/— Cutter's  Larger. 
Rhetoric — Boyd '  s . 
Natural  History— Tenney's. 


Seniob  Class — Second  Session. 

Botany — Gray's. 

Physical  Geography — "Warren's,  witli  Guyot's  "Wall  Maps. 

Normal  Training — Enssell's. 

Geometry— Dmies'  Legendre — ^five  books. 

English  Literature — Shaw's. 

Book-Keeping — Payson  &  Dunton's  Double  Entry. 

General  Exercises — Same  as  in  Junior  Year. 

REGULATIONS   OF   THE   STATE   NORMAL  SCHOOL. 
Adopted  by  the  Board  o^  Normal  School  Trustees,  March  28,  1868. 

1.  All  pupils,  on  entering  the  School,  are  to  sign  the  following  declaration 
of  intention: 

«  We,  the  subscribers,  hereby  declare  that  our  purpose  in  entering  the  State  Normal  School 
is  to  fit  ourselves  for  the  profession  of  Teaching,  and  that  it  is  our  intention  to  engage  in 
teaching  in  the  Public  Schools  of  this  State." 

Male  candidates  for  admission  must  be  at  least  eighteen  years  of  age;  and 
female  applicants  at  least  fifteen  years  of  age;  and  all  must  possess  a  good  de- 
gree of  physical  health  and  vigor. 

2.  No  person  whose  age  Exceeds  thirty  years  shall  be  admitted  to  the  School, 
except  teachers  who  are  fitted  to  enter  the  Senior  Class. 

3.  Whenever  the  number  of  applicants  from  any  county  shall  exceed  the 
number  to  which  that  county  is  entitled  by  law,  the  applicants  shall  pass  a 
competitive  examination  before  the  County  Superintendent,  and  the  County 
Board  of  Examination;  which  examination  shall  be  conducted  in  the  same 
manner  as  county  examinations  for  third  grade  teachers'  certificates.  The 
persons  passing  the  highest  examination  shall  be  eligible  to  admission  in  the 
order  of  their  standing  in  examination. 

4.  All  applicants  are  required  to  present  letters  of  recommendation,  and 
certificates  of  good  moral  character,  from  the  County  Superintendent  of  the 
county  in  which  they  reside. 

5.  All  new  applicants  shall  present  themselves  for  examination  at  least  three 
days  previous  to  the  regular  day  of  each  term  commencement;  and  no  pupil 
shall  be  admitted  during  term  time,  except  in  case  of  teachers  who  hold  at 
least  second  grade  State  or  County  certificates. 

6.  The  Principal  of  the  School  shall  keep  a  register  of  the  attendance  of 
pupils,  and  shall  report  monthly,  to  the  Secretary  of  the  Board,  the  whole 
number  enrolled,  the  average  number  belonging,  the  average  daily  attendance, 
the  percentage  of  daily  attendance,  and  such  other  statistics  as  may  be  re- 
quired by  the  Executive  Committee  of  the  Board. 

7.  No  pupil  shall  be  entitled  to  a  Diploma  of  Graduation  who  has  not  been 
a  member  of  the  School  at  least  one  term  of  five  months. 

8.  The  Normal  School  shall  be  divided  into  two  classes:  Junior  and  Senior 
— each  divided  into  two  divisions. 

GENERAL  INFORMATION. 

The  time  for  completing  the  Normal  School  course  is  two  years,  each  divided 
into  two  terms  of  five  months. 

There  will  be  Written  Examinations  and  PubUc  Exercises  at  the  close  of  each 
term.     The  Graduating  Exercisee  will  be  in  May. 

Pupils  will  be  required  to  furnish  their  Text  Books.  Books  for  reference 
wiU  be  furnished  by  the  State.  Good  boarding  can  be  procured  at  about 
twenty-five  to  thirty  dollars  per  month. 

Applicants  will  please  read  attentively  the  "Eegulations"  as  given  above, 
particularly  the  Fourth  and  Fifth. 

All  graduates  will  be  required  to  pass  an  examination  on  the  entire  course. 
Those  who  complete  the  studies  of  the  Junior  Class  will  be  entitled  to  certifi- 
cates of  qualification,  for  teaching  schools  of  Second  and  Third  Grade. 

For  additional  particulars,  address 

Rev.  WM.  T.  LUCKY,  A.  M.,  Principal,  San  Francisco. 


Terms  of  Advertisinsr  in  the  Ciilifornia  Teacher. 


'& 


1  month.  3  months.  6  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 


'*  Live     Books     for     Live     Teacliers.'^ 

NEW  AND  REVISED  WORKS— THE  REVISED  AND  IMPROVED  EDITION  OF 

Brooks's  Normal  Elementary  Arithmetic. 

Containing  a  most  complete,  simple  and  practical  treatment  of  the  Decimal  or  Metric 
System  of  Weights  and  Measures,  by  Edwabd  Brooks,  D.D.,  Principal  and  Professor  of 
Mathematics,  Pennsylvania  State  Normal  School,  Millersville,  Pa.  This  most  popular  and 
practical  work  includes  all  of  the  useful  rules  of  every  day  business  life  and  all  of  Arithmetic 
desirable  for  Secondary  Schools,  presented  in  a  manner  unequalled  in  its  attractive  prob- 
lems, its  progressive  arrangement  and  its  clear  and  logical  solutions.  It  has  been  thoroughly 
revised,  and  improved  by  the  introduction  of  a  very  superior  and  comprehensive  treatment 
of  the  Metric  System;  the  table  of  equivalents,  as  given  by  Congress  in  a  bill  legalising  this 
system;  several  fine  cases  on  U.  S.  Bonds,  5-20's,  7-30's,  &c.,  and  other  important  features. 
The  latest!  The  best!  The  most  Practical!  The  most  successful  Book  before  the  public,  for 
starting  classes  in  Arithmetic,  and  for  pupils  w^ho  cannot  remain  long  at  school.  Clear  and 
concise  in  its  Definitions,  Rules  and  Solutions;  gradual  and  regular  in  its  gradation; 
natural  and  practical  in  its  arrangement  and  full  of  interesting  and  instructive  problems— it 
is  logically  easy  to  teach  and  easy  to  learn.  Every  teacher  should  now  not  only  study  the 
Metric  System,  which  must  soon  come  into  general  use,  but  should  thoroughly  drill  his 
pupils  upon  it  as  the  most  important  reformation  in  applied  arithmetic,  to  business  men 
and  others,  secured  since  the  adoption  of  Federal  Money  in  1796.  Pupils  can  be  taught  in 
an  afternoon.    No  teacher  should  be  without  a  copy. 

Single  copies  sent,  post-paid,  for  examination,  to  Teachers  and  School  Ofl&cers,  at  30  ecnts. 

BROOKS'S  NORMAL  WRITTEN  ARITHMETIC  is  also  revised  and  a  fine  treatment  of 
the  Metric  System  is  introduced.  For  examination,  50  cents.  BROOKS'S  NORMAL 
PRIMARY  ARITHMETIC  contains  both  Mental  and  Written  Exercises.  For  examination, 
15  cents.  BROOKS'S  NORMAL  MENTAL  ARITHMETIC.  The  most  complele  and  thorough 
book  before  the  public.  For  examination,  25  cents.  KEYS  containing  "  Methods  of  Instruc- 
tion," &c.,  to  written,  75  cents;  to  Mental,  50  cents.  BROOKS'S  NORMAL  GEOMETRY 
AND  TRIGONOMETRY  is  a  work  of  great  merit.  It  has  more  theoretical  and  practical 
excellencies  than  any  other  Elementary  Geometry.  Principals  of  Academies,  Seminaries, 
Normal  Schools,  High  Schools  and  Colleges  are  reqiicsted  to  examine  this  work.  It  is  used 
in  the  Boston  and  Philadelphia  Girls'  High  and  Normal  Schools;  Pennsylvania,  New  Jersey, 
and  Massachusetts  State  Normal  Schools;  Pennsylvania  College;  Pennsylvania  Agricultural 
College,  &c.,  &c.  For  examination,  75  cents.  The  most  favorable  terms  given  on  first 
introduction  or  in  exchange  for  old  books.  School  Directors,  Teachers  and  others  interested 
are  invited  to  give  the  Normal  Series  a  caref  al  examination  before  making  or  recommending 
any  change  in  text-books  now  in  use.  Con-espondence  solicited  with  School  Boards  before 
they  open  their  Schools  or  adopt  text-books. 

For  further  information,  please  address  either  of  the  following 

W.    S.  SCHOFIKI^D,  SOWER,   BARNES  &  POTTS. 

Supt.  of  Instruction,  37  N.  Third  st.,  Phila.  [jy  3m] 

PLAIN  AND  ORNAMENTAL 


ft 


EXECUTED   IN   THE   MOST   APPEOTED  STYLES,    AT   THE    OFFICE   OF 

M:.    D.    CA.RR    &    CO. 
No.  532  Clay  St.,  between  Montgomery  and  Sansome, 

SAN  FRANCISCO. 


First  Steps  in  Geography, 

Intended  to  precede  COKNELL'S  GEOGRAPHICAL  SERIES,  and  to  intro- 
duce the  little  pupil  pleasantly  and  profitably  to  the  Rudiments  of 
Geography.     One  beautiful  volume,  child's  quarto,  with 
numerous  Maps   and   Illustrations,  72  pages. 

Cornell's   Geographical  Series 

CONSISTS  OF 
I,    Primary  Geography,    Small  4to.     100  pp.     12  Maps.    Beau- 
tifully illustrated. 
II,    Intermediate    Geography,      Large  4to.      96  pp.      Revised 
edition,   brought  up  to  date,   with  new  and  additional  Maps  and 
numerous  Illustrations.   Contains  a  summarj'  of  Physical  G  eography . 
Grammar- School  Geography,     Large  4to.,  with  numerous 
Maps  and  Illustrations.     1U8  pp.     Contains  comprehensive  lessons 
on  Ptysical  Geography,  and  a  practical  system  ot  Map  Drawing. 
Ill,    High'School    Geography   and   Atlas,      Geogiaphy,   large 
12mo.     Richly  Illustrated.     It  includes  Descriptive,  Physical,  and 
Mathematical  Geography.     Atlas,  very  large  4to.      Containing  a 
complete  set  of  Maps  for  study;  also  a  set  of  Reference  Maps  for 
family  use. 
THE  INTERMEDIATE  GEOGRAPHY  is,  in  accordance  with  the  author's 
plan,  designed  for  pupils  who  have  completed  a  primary  course  on  the  subject. 
It  possesses  all  the  advantages  of  arrangement  and  system  peculiar  to  the  first 
book  of  the  series.     It  clearly  explains  the  terms  used  in  Physical,  Political, 
and  Mathematical  Geography,  and  contains  a  judiciously  selected  and  care- 
fully systematized  amount  of  Descriptive  Geography.    The  work  also  embraces 
a  Pronouncing  Vocabulary  of  the  Geographical  names  contained  in  it,  giving 
the  population  of  pliices,  the  length  of  rivers,  etc. 

THE  GRAMMAR-SCHOOL  GEOGRAPHY  may  either  follow  the  Inter- 
mediate Geography  or  be  used  instead  of  it,  as  the  second  part  of  the  series. 
The  chief  difference  between  the  Intermediate  and  the  Grammar  School  is 
that  the  latter,  though  no  more  elevated  in  style,  is  fuller  in  detail,  presents 
a  greater  variety  of  map  questions,  and  a  larger  number  of  localities  to  be 
memorized.  Both  are  alike  philosophical  in  their  arrangement,  accurate  in 
their  statements,  chastely  and  lavishly  illustrated,  highly  attractive  in  their 
external  appearance,  and,  generally,  just  what  the  intelligent  teacher  desires. 
THE  HIGH-SCHOOL  GEOGRAPHY  AND  ATLAS  are  intended  for 
High  Schools,  Academies  end  Seminaries.  They  cover  the  whole  ground  of 
Mathematical,  Physical,  and  Descriptive  Geography.  The  Atlas  will  be  found 
fuller  and  more  reliable  than  former  atlases,  and  will  answer  every  practical 
purpose  of  reference  for  schools  and  families. 

I^*"  A  copy  of  either  part  of  the  Series,  for  examination,  will  be  sent  by 
mail,  post-paid,  to  any  Teacher  or  School  Officer,  remitting  one  half  its  price. 

D.  APPLETON  &  CO.,  NEW  YORK. 

HAVE   JUST  PUBLISHED 

jT^  BsTies  of  Oubtline  JVEcu-ps, 

BY     THE     AUTHOR     OF     CORNELLS'S      SERIES      OF      SCHOOL      GEOGRAPHIES. 
In  beauty  and  neatness  of  engraving,  convenience  of  size,  accuracy  of  state- 
ment, and  simphcity  of  arrangement,  these  maps  are  superior  to  any  hereto- 
fore published.    Also, 

Cornell's  Cards  for  the  Study  and  Practice  of  Map  DrawiEg*. 

Designed  for  the  use  of  Schools.     They  are  of  large,  but  canvenient  size; 
and  neatly  put  up  in  sets. 

For  sale  by  all  Booksellers  throughout  California  and  Oregon. 

HENRY  PAYOT  &  CO., 

Boolcgellers,  Pnblisliers,  and  Agents  for  tlie  sale  of  the  Cornell's  Series  of 
Geojj^apbieiB,  610  Wasliington  street,  San  Francisco.  -^ 

3 


Popular    School    Books. 

GREENE'S  NEW  SERIES  OP  aRAMMARS. 
Greene's  New  Introduction. 
Greene's  New  English  grammar. 
Greene's  Analysis  op  the  English  Grammar. 

These  Books  form  a  connected  Series,  but  either  is  complete  in  itself  and 
may  be  used  independently  of  the  others.  This  Series,  which  has  recently 
been  thoroughly  revised,  was  prepared  by  Prof.  S.  S.  Greene,  of  Brown 
University,  and  is  the  result  of  a  long  and  careful  study  of  the  language  itself, 
as  well  as  the  best  methods  of  teaching  it.  The  Eevised  Books,  although 
issued  but  a  short  time,  have  already  been  adopted  by  the 

State  Superintendent  of  Kansas, 
State  Commissioners  of  Minnesota, 
State  Commissioners  of  Arkansas, 
The  School  Board  of  Chicago,  111,, 
The  School  Board  of  St.  Louis,  Mo-, 

And  of  One  Thousand  other  Cities  and  Towns  of  the  United  States. 


A  New  Work  on  Yocal  (jymnastics, 

BY  PKOF.  LEWIS  B.  MONKOE, 

Superintendent  of  Physical  and  Vocal  Culture  in  the  Boston  Public  Schools. 
102  pp.  D.;  12mo.     Illustrated,  Cloth.    Price,  $1.00. 
A  Book  for  every  Teacher  and  Student  of  that  most  elegant  of  arts.  Elocution 


IIV     THR^EE    SEJRIES. 

The  Scliool  Series— Nos.   1  to  9,  inclusive. 

The  Liadieg*  Series— Nos.  10  to  12,  inclusive. 

The  Mercantile  and  Ornamental  Series— Nos.   13  to  15,  inclntlv*. 

Potter  &  Hainmond's  Bookkeeping ^ 
Buard's  History  of  the  United  States, 
Cowdery^s  Moral  Lessons,  <S;c,,  <€-c. 

5^"  Correspondence  of  Educators  solicited. 

COWPERTHWAIT  &  CO., 

tf  PHILADELPHIA. 


Popular    School    Books. 
New  Series  of  Geographies 

Is  now  complete  in  three  Books,  etcli  of  vrhich  has  recently  been  thoroughly 
revised.  These  Books  form  a  complete  Geogi*phic€j  Course,  adapted  to  all 
grades  of  Schools,  and  is  the  most  compact  »nd  economical  series  now  pub- 
lished.   

The  New  Primary 

Presents  the  elementary  principles  of  Geography  in  a  Series  of  Oral  Lessons, 
combined  with  concise  definitions,  in  a  difierent  style  of  type.  It  gives  a 
correct  idea  of  the  Earth  as  a  whole,  and  a  general  description  of  Continents 
and  their  political  subdivisions. 

The  New  Intermediate 

Excels  in  systematic  arrangement  and  treatment.  The  topics  follow  each 
other  in  natural  order,  and  the  general  principles  and  descriptions  precede  the 
less  important  details.  The  text  is  concise  and  intelligible,  and  the  questions 
for  review  are  calculated  to  awaken  thought  and  stimulate  to  investigation. 
The  Maps,  which  are  new,  and  on  copper  plate,  are  unsurpassed  for  accuracy 
and  clearness,  one  of  them  being  a  full  paged  MAP  OF  CALIFORNIA, 
exhibiting  the  Counties  of  the  State. 

The  New  Physical 

Has  been  entirely  re-written,  and  contains  the  results  of  the  investigations 
and  discoveries  of  the  most  eminent  Geographers  and  Scientific  Men  in  all 
parts  of  the  World  up  to  the  present  date.  It  contains  a  new  set  of  finely 
executed  Maps,  prepared  by  the  skillful  engravers  of  the  Coast  Survey,  "Wash- 
ington, D.  C;  while  the  entire  subject  is  presented  in  a  brief,  but  compre- 
hensive manner,  and  in  a  state  of  completeness  not  hitherto  attempted  in  this 
country.  0 

No  higher  commendation  could  be  awarded  to  any  Series  of  Books  than 
that  received  by  Wakken's  Seeies  of  Geographies,  by  their  use  in  most  of 
the  principal  cities  of  the  Union  for  many  years  and  by  their  re-adoption  as 
fast  as  revised,  in  such  cities  as 

Boston, 

Providence, 

Washington f  D,  C, 
PhiladelpJiia, 

St,  Louis,  Mo,, 
Chicago, 

Nashville, 
£c,,  iS^e,^ 
And  thousands  of  other  Counties,  Cities  and  Towns. 

COWPERTHWAIT  &  CO..  Publishers, 

PHILADELPHIA. 


NEW  IMPROVED  SCHOOL  DESK. 


Patented    February    iStli,     18  6^, 


By  J.     S.     RANKIN. 


Brices, 

Made  of  Kedwood,  with  ma- 
ple legs  and  ends $6.00 

White  Cedar 7.00 

Spanish  Cedar,  or  Cherry . .     8.50 
Teachers'  Desks.  . .  .$18  to  $40.00 

V  Black  Board,  per  foot 40 

j  Settees,  per  foot ....         80 

I  Liquid   Slating,  for   Black- 
boards, per  quart 2.50 

Black  Board  Kubbers,  doz.     6.00 

Dumb-bells,  pair 50  to  2.00 

Kings 50 

.Indian  Clubs if  2. 50  to  $3.50 


By  the  arrangement  represented  above,  two,  three  or  more  School  Desks 
are  connected  by  a  longitudinal  beam  or  board,  and  firmly  held  together.  The 
following  advantages  are  claimed  for  this  arrangement : 

1.  The  series  of  Desks  thus  formed  stand  very  firm  on  the  floor,  without 
being  in  any  manner  fastened  to  it. 

2.  They  can  be  removed  at  pleasure  by  adults,  in  a  few  minutes,  with  little 
or  no  expense. 

,    3.  They  present  fewer  obstacles  to  the  use  of  the  broom  than  any  Desk  in  use. 

4.  They  furnish  much  less  occasion  for  noise  than  other  School  Desks,  by 
presenting  less  surface  for  the  feet  to  strike  against. 

5.  They  are  superior,  also,  to  other  Desks  in  regard  to  the  convenience  of 
getting  in  and  out  of  them  with  ease. 

6.  In  appearance  they  are  neat,  and  when  properly  made,  even  elegant. 

7.  The  central  longitudinal  beam  separates  the  two  scholars  in  each  Desk, 
thus  giving  to  the  arrangement  one  of  the  principal  advantages  claimed  for 
single  Desks. 

8.  They  are  simple  in  construction,  and  easily  made  "at  home"  by  any 
good  workman;  put  together  with  screws,  can  be  taken  apart  and  box«ii. 

9.  They  can  be  more  easily  adapted  to  particular  tastes  and  circumstances, 
as  regard  height  of  seat  and  writing  board,  inclination  of  the  seat  and  back, 
etc.,  than  any  desk  that  is  sup^rted  by  castings. 

10.  They  are  in  general  firmer  and  mor eldur able JhSiXi  Desks  that  require  to 
be  fastened  to  the  floor  by  screws  or  nails.  ^ 

11.  They  are  much  cheaper  than  any  other  good  desk — costing,  ordinarily, 
not  more  than  one  half  as  much. 

That  these  statements  are  true,  will,  it  is  believed,  be  apparent  to  teachers 
and  others  who  have  had  much  experience  in  using  and  furnishing  school 
rooms;  and  if  they  are  true,  it  is  equally  plain  that  the  advantages  obtained 
by  this  arrangement  are  very  great,  and  that  it  has  good  claims  to  the  notice 
and  favor  of  all  who  may  desire  to  assist  in  improving  the  appearance  of  our 
schooITrooms  and  promoting  the  comfort  of  pupils  and^teachers. 

These  Desks  are  now  in  use  in  three  hundred  Schools  in  this  State,  many 
of  which  are  the  first  Schools  in  the  State.  They  give  entire  satisfaction,  and 
are  increasing  in  popularity.  Teachers,  County  Superintendents,  and  Trus- 
tees will  find  their  orders  promptly  filled.  ^All  the  best  styles  of  School 
Purniture  and  supplies  can  be  obtained  at  this  Institute.        Address, 

WARREN    HOLT, 

Pacific  School  Institute, 

411  Kearny  St.  bet.  Pine  and  California, 

SAN   FRANCISCO. 


ADOPTED    BY    THE 

California  State  Board  of  Education, 

JULY,    1869. 


ACKNOTirLEDGED  MODEIi   STANDARD 

OF    COPY     IBOOItS     A1V1>     TVHITXIVO    Tj^I?1L.ETS, 

Officially  adopted  and  used  in  all  the  States  and  Principal  Cities 

FROM  THE  ATEANTIO  TO  THE  PACIFIC  ! 

This  is  the  only  American  System  ever  repnbliphed  in  Eng-lancl,  Scotland  and  Can« 
ada.  It  is  used  more  than  all  others  combined  in  the  Normal  Schools  of  the  United 
States;  more  than  any  other  in  Commerciftl  and  otlier  Colleg'es,  Seminares,  «Jbc. 

It  is  tised  exclusively  in  N*»w  Ensrland  and  the  Britisli  Provinces ;  more  than  any 
other  in  the  City  and  State  of  Ne-»v  Yorfc :  exclusively  in  Brooklyn,  Troy,  Syracnse, 
Elmira ;  Jersey  City,  Patterson,  Eiixabetli,  Canuden,  Ne-*varlc,  and  nearly  all 
of  Ne-»v  .Jersey;  more  than  all  others  in  Pennsylvania  and  Dela-%vare;  is  used  ex- 
clusively in  Baltimore,  and  throuf^hout  Maryland,  having  bpen  adopted  by  the  State 
Board;  is  used  in  Cincinnati,  Columbus,  Dayton,  and  at  other  principal  places  in 
Ohio;  in  Indianapolis,  Terre  Hante,  I-afayette,  Madison,  and  other  principal 
towns  in  Indiana;  in  Chicaaro,  Q,nincy,  Peoria,  Sprinq-fleld,  Cralena.  and  almost 
exclusively  in  Illinois;  in  Missouri  it  is  recommended  in  the  list  of  books  to  be  used  in 
the  public  schools;  and  in  Wisconsin,  Minnesota,  Io-»va,  Missouri,  and  the  Terri- 
tories, this  system  is  very  generally  in  use.  It  is  the  authorized  system  in  liouisville, 
Frankfort,  Nashville,  Knoxville,  Richmond.  Raleijorh,  Wilmingrton, 
Charleston,  Savannah,  Macon,  Atlanta,  Ne^w  Orleans,  Aujrusta,  Mobile, 
MontsTomery,  Natchez,  Austin,  Houston,  Galveston,  and  throughout  the  South 
exclusively.  Also  San  Francisco,  Sacramento.  Marysville,  Stockton,  and 
adopted  exclusively  by  the  State  Board  of  Education,  of  California,  and  used  quite  exclu- 
sively in  the  Pacific  States. 

The  Tablets,  on  four  boards,  (8  sides)  are  in  exact  imitation  of  elegant  block  board 
writing;  and  each  card  about  two  feet  square,  with  principals  and  letters  full  and  plain,  easi- 
ly seen  across  the  largest  room.  One  Card  for  Primary  Schools,  with  both  Scrip  and  block 
letter.    Price  on  board  $2,00.    Price  in  sheets  $1,00— the  latter  by  mail  if  desired. 

Three  Cards,  for  Copy  Book  Teaching,  with  Scrip  only,  analized  and  proportioned,  and 
fully  explained.    Price  on  board  $4,00;  sheets  $2,00— the  latter  by  mail  if  desired. 

No  Copy  Books  or  Tablets  ever  published,  has,  or  ever  had  aslarsre  s-rile,  norreceived  so 
deservedly  and  universal  commendation,  and  widely  approved  by  educators  best  qualified  to 
judge,  in  all  parts  of  the  States,  Canadies  and  Europe.  One  and  a  half  Million  Copies 
gold  annually. .  Sixty-two  cities,  with  an  aggregate  population  of  2,400,000  use  P.  D.  & 
S.  exclusively;  and  but  twenty-seven  cities,  with  758,000  inhabitants  use  any  rival  series. 
Uneaqualed  increase  500, 000  in  the  last  year. 

READ    THE    FOLLOWINO: 

(One  of  thousands,  from  all  the  principal  places  in  America)  signed  by  the  Superintenden 
and  all  the  Principals  of  San  Francisco,  and  sixty  other  leading  teachers  and  school  officers 
on  the  Pacific  Slope. 

"  San  Francisco,  Cal.,  June  10th,  1869. 

We  have  used  Payson,  Onnton  &  Scribner's  Copy  Books,  in  our  schools 
for  several  years.  They  have  convinced  us,  as  they  will  all,  who  give  them  fair  trial,  that 
In  all  respects  thay  equal  the  best,  and  in  most  respects,  surpass  all  others. 

We  prefer  them  for  ten  reasons;    *    *    * 

We  cordially  endorse  them,  with  greater  satisfaction  every  year." 

Who  would  know  more  of  this  UNRIVALLED  SERIES  should  consult 

WOOLWORTH,  AINSWORTH,  &  CO.,  Boston  and  Chicago;  WM.  M.  SCRIBNER, 
Chicago;  or  H.  H.  BANCROFT  &  CO.,  San  Francisco. 


M^tUU    Snilntif  ^Mt§tt 

MECHANICS'    INSTITUTE, 

JPost  St,f  between  Montgomery  and  Kearny, 

SAM  FEAMOISO©,  OAJDt. 


TO   THE  PUBLIC 


The  undersigned  most  gratefully  acknowledge  the  large  and  increasing  pat- 
ronage bestowed  upon  the  "Pacific  Business  College"  in  this  city,  more 
especially  as  the  attendance  for  the  last  few  months  has  been  larger  than  dur- 
ing any  period  since  it  has  been  established,  thus  shosving  that  it  is  supplying 
an  important  and  needed  want  in  the  community. 

The  purpose  of  establishing  the  "Pacific  Business  College  "  in  San  Fran- 
cisco was  to  furnish  young  and  middle-aged  men,  intended  for  mercantile  pur- 
suits, or  those  desirous  of  situations  as  Book-keepers,  Accountants  and  Sales- 
men, with  the  facilities  for  securing  a  Practical  Business  Education,  which 
would  enable  them  to  enter  speedily  upon  fields  of  usefulness  and  honor. 

The  course  of  study  pursued  has  received  the  endorsement  of  thorough 
business  men  in  this  city. 

Deeply  grateful  for  the  liberal  patronage  which  has  been  bestowed  upon  our 
efibrts  to  impart  a  sound  business  education,  we  assure  the  public  that  no 
efforts  or  expense  will  be  spared  by  us  in  making  our  arrangements  as  com- 
plete and  thorough  as  possible,  and  we  trust  by  so  doing  to  merit  a  continu- 
ance of  public  patronage,  and  submit  our  claims  for  future  support. 


VINSONHALBR  &  SEREGNI,  Principals. 


THE  GOLD  MEDAL 


fWaiiSTWi: 


manufactured  by 


WJJ.Palmer4Co 


(Saccessors  to  Wigmore 
&  Palmer,) 

No.  604    Market   Street 
and  6  Sutter. 

Sa     JFVanciseo. 


THE  NATIONAL  SERIES 


—  OF 


tanktb 


Published  by  A.  S.  BARNES  &  COMPANY, 

111  Sr  113  WilUam  St.,  Jfew  York, 

Tsia  SiRiEs  embraces  about  Three  hundred  volumes  of  Standard  Educational  Wobks, 
eomposing  the  most  complete  and  uniformly  meritorious  collection  of  Text-Bookjf  ever  pub- 
U«hed  by  a  single  firm. 

NEW     ISSUES. 
I.    Davies'  Slated  Arithmetic.    Price,  $0.60. 

Jocelyn's  Patent.  The  Book  and  Slate  combined.  Portable,  convenient,  substantial 
and  cheap.    A  new  and  rare  feature  in  Book-making. 

II.    Worman's  German  Grammar.    $2.00. 

Based  on  Gaspey.  Engrafts  the  best  modern  continental  methods  upon  the  be«t 
features  of  earlier  American  works. 

III.    Steele's  14  Weeks  in  Astronomy.    $1.50. 

Second  volume  of  a  course  to  make  the  Sciences  popular.  Brief,  Interesting, 
adequate. 

IV.  Champlin's  Political  Economy.    $1.25. 

Condensed,  simplified,  and  arranged  in  "  Lessons."  The  most  easily  mastered  and 
practical  Treatise  for  Schools  and  Academies — by  President  of  Colby  University. 

V.  Independent  Fourtli  Reader.    $0.95. 

A  splendid  intermediate  Book,  to  accompany  any  series,  or  afford  variety  of  selection 
Magnificently  illustrated. 

Yl.   Young's  First  Lessons  in  Civil  Government.    $1.25. 

With  an  abstract  of  the  Laws,  and  showing  the  Eights,  Duties,  and  Besponsibilities 
of  Citizens;  adapted  to  the  capacities  of  children  and  youth. 

Yll.    Monteith's  Wall  Maps.    8  Nos.  $8. 

Complete  for  reference.  Each  30x36  inches.  From  engravings  on  copper.  Neatly 
colored.  All  names  laid  down  in  full.  Sent  by  mail,  post-paid,  on  receipt  of 
price. 

VIII.    Summary  of  American  History.    40  cents. 

A  well-proportioned  outline  of  leading  events,  condensing  the  substance  of  the 
more  extensive  text-book  in  common  use  into  a  series  of  statements  so  brief  that 
every  word  may  be  committed  to  memorj',  and  yet  so  comprehensive  that  it  pre- 
sents an  accurate  though  general  view  of  the  whole  continuous  life  of  the  nation. 

IX.    Searing's  Virgil  /Eneid.    $2.25. 

It  will  contain  only  the  first  six  books  of  the  iEneid.  2.  A  very  carefully  constructed 
Dictionary.  3.  Sufficiently  copious  Notes.  4.  Grammatical  references  to  three 
leading  Grammars.  5.  Numerous  Illustrations  of  the  highest  order.  6.  A  superb 
Map  of  the  Mediterranean  and  adjacent  countries.  7.  Dr.  S.  H.  Taylor's  "  Ques- 
tions on  the  Mneid."  8.  A  Metrical  Index,  and  an  Essay  on  the  Poetical  Style. 
9.  A  photographic  fac  simile  of  an  early  Latin  MS.  10.  The  Text  according  to 
Jahn,  but  paragraphed  according  to  Ladewig.  11.  Superior  Mechanical  execu- 
tion.   12.  The  price  no  greater  than  that  of  ordinary  editions. 

X.    Steele's  14  Weeks  in  Natural  Philosophy,  (July  1st.) 

Of  like  character  with  the  Manuals  of  Chemistry  and  Astronomy  already  published, 
and  so  vastly  popular. 

XI.    Worman's  Classical  German  Reader,  (August  1st.) 

An  adequate  intrcducticn  to  the  best  German  Literature. 
USr  specimen  Copies  will  be  sent  by  mail,  post-paid,  on  receipt  of  price  annexed;  or  to 
Teachers  who  desire  to  examine  with  purpose  of  introduction,  if  appreved,  for  half  price  (Maps 
of  course  excepted.)  Who  would  know  more  of  this  unrivalled  series,  should  consult  for 
details— 1.  The  Descriptive  Catalogue,  free  to  Teachers.  2.  The  "Illustrated  Educational 
Bulletin,"  periodical  organ  of  the  publishers.     Sample  free.    Addkess — 

A.  S.  BARNES  &  CO., 

am  111  and  113  William  Street,  New  Yorlc 


x^.^^oxp^io  3oi^ooiLi  i:]srsTia?xjT:H3. 


THIS  INSTITUTE  is  prepared  to  furnish  Schools  and  Seminaries  with  the  most  approyed 
School  FtrRNiruRE,  Apparatus,  Stationery,  and  all  other  School  Supplies.   Having  arnpl* 
facilities  for  manufacturing  and  importing  most  of  the  articles  used  in  Schools. 

Teachers,  County  Superintendents  and  Trustees,  will  find  their  orders  promptly  filled  with 
articleg  that  will  give  entire  satisfaction.     0^  The  numbers  refer  to  each  cut. 

^AllKsamy  at.,  bet.  Pine  and  California,  San  Francisco. 


^^ 


aton's  Mathematical  Series. 


IVOAV    TtEA^D^V. 


For  High  Schools  and  Academies. 

W.   F.  BRADBURY,  Author  of  a  Treatise  on  Trigonometry 
and  Surveying,  and  Teacher  in  Cambridge  High  School. 

le  copies  mailed,  postage  paid,  for  examination  with  reference  to  intro- 
duction, on  receipt  of  60  cents. 


le  publishers  present  this  work  to  the  educational  public  as  a  part  of 
n's  Mathematical  Series.  The  acknowledged  ability  of  the  author  as 
ithematician  and  his  practical  experience  as  a  teacher  peculiarly  fit 
to  prepare  a  book  of  this  grade. 

lis  work  is  designed  for  those  pupils  who  are  just  commencing  Alge- 
and  can  be  taken  up  immediately  after  completing  any  Common 
»ol  Arithmetic. 

far  as  practicable  in  a  work  of  this  character,  the  same  general 
has  been  followed  that  has  made  Eaton's  Arithmetics  so  popular  and 
.bor  spared  to  adapt  the  book  to  the  wants  of  pupils  beginning  this 
ch  of  study. 

lecial  attention  is  invited  to  the  arrangement  of  the  Equations  in 

ination  ;  also,  to  the  second  Method  of  Completing  the  Square  in 

;ted  Quadratics,  and  to  the   number  and  variety  of  the   examples 

1  in  the  body  of  the  work  and  in  the  closing  section. 

me  topics  are  omitted  as  not  appropriate  to  an  elementary  work  and 

ferent  arrangement  of  subjects  made  from  what  is  presented  in  other 

bras.     This  feature  will  recommend  the  book  to  many  teachers  who 

Lissatisfied  with  the  Algebras  now  published. 

le  utmost  conciseness  consistent  with  perspicuity  has  been  studied 

igliout  the  work. 

le   mechanical  execution  of  the  book  is  believed  to  be  of  such   a 

rior  character  as  to  commend  it  to,  all. 

he  attention  of  educators  is  respectfully  invited  to  EATON'S  AEITHM  3TICS.  This 
.  has  recently  been  introduced  into  nearly  150  towns  in  Massachusetts,  about  one  half  of 
!hools  of  Rhode  Island,  and  110  cities  and  towns  of  Connecticut ;  more  than  100 prom- 
places  in  Iowa  ;  is  in  exclusive  use  in  the  Public  Schools  in  Boston  ;  is  the  only  Series 
rized  for  the  States  of  California  and  Nevada,  and  is  used  very  extensively  throughout 
luntry. 

•escriptive  Catalogues  sent  on  application. 
Address  : 

successoes  to 
TAGGAMn  S  THOMPSON, 


^.  ROM^lSr  &  CO., 

Booksellers,  Publishers  '&  Statione 

4:17  &  419  MOJVTGOMEBY  STREET, 

INVITE  the  attention  of  the  BOOK  TKADE  and  the  Public  generally  to  their  extensive  f 
of  BOOKS  AND  STATIONEEY,  which  is  the  largest  and  best  selected  on  the  Pt 
Coast,  and  offered  at  the  lowest  rates,  Wholesale  and  Retail. 
We  have  just  issued  Special  Catalogues  of  our  stock  of 

School  Books,  Medical  Works, 

Religious  and  Theological  Books, 

And  the  books  recommended  by  the  STATE  BOAED  OF  EDUCATION  for 

PUBLIC   SCHOOL    LIBHARIES, 

Any  or  all  of  which,  together  with  terms,  and  any  desired  information,  will  be  sent  fre 
application.     Orders  for  anything  in  the  Book  or  Stationery  line  will  meet  with  prompt 
careful  attention. 
«^"A  Liberal  Discount  allowed  to  Teachers,  and  others  interested  in  the  Cause  of  Educal 


We  also  invite  attention  to  the  following 


NEW  JUVENILE  BOOKl 

Of  our  own  publication,  viz.  : 

INGLENOOK ;  By  Careie  Carlton.     Small  quarto,  cloth $1 

FAIRY  TALES  from  Gold  Land;  By  May  Wentwokth.     Small  4to,  cloth  1 

**                **                ''                ''                 Second  series.                         "            '•  1 

A  BOY'S  TRIP  across  tJie  Plains;  By  Lauba  Preston.          "            •'  1 

NO  BABY  IN  THE  HOUSE;  By  Clara  G.  Dolliver.  "  "  1 
THE  GOLBEN  GATE  LIBRARY.    Comprising  the  above  done  up  in  a 

neat  case S 


The  Overland  Monthl^ 

©cbottir  U  tljc  Scbcbpmtnt  of  tijc  ©oxmtrjj.  . 

Commenced  July  1st,  1868,  and  is  published  on  the  first  of  every  month.     ' 
SUBSCmPTION   PBICE-S4    per  annum,  in  aavanc 
Volume  I,  handsomely  bound,  $3. 

Just  l?uhUshed: 

SERMONS— By  Rev.  Chas.  Wadsworth,  D.D.,  (l2mo  cloth)  $ 

Publishers,  San  Franci.-;<<>. 


SEPTEMBER,    1869. 


TliEl 


c-^ 


Y^^otnia  Teac/j 


Gr. 


A  JOURNAL  OF 


ch,ool    ttnir    §jOmt   ©irutation, 


AND    OFFICIAL    ORGAN    OF    THE 


Department  of  Public  Instruction. 


f: 


EDITORS : 

O.  P.  FITZGERALD  and  A.  L.  FITZGERALD. 


Contribating  Editors,  Elected  by  the  State  Educational  Society : 

MISS  LAURA  T.  FOWLER,  EBENEZER  KNOWLTON, 

MISS  CLARA  G.  DOLLIVER,         H.  P.  CARLTON. 


¥ 


SAN    FRANCISCO: 
California  Educational  Society, 

Publication  Rooms,  No.  710  Washington  Street. 
M.  D.  CsHm  &  CO.,  Triniers,  532  Clay  Street, 


TERMS— TWO  DOLLARS  PER  ANNUM  payable  invariably  in  Advance. 

.A.ddre»s:   «C^L.lFOR]!iri^  XCACMER."   San  FranclNCO. 


NEW  AND  VALUABLE  SCHOQI.  BOOKS. 

New  Text-Books  in  the  Natural  Sciences. 

^       THE    CAMBRIDGE    COURSE   IN   PHYSICS.    By  w.  j. 


RoLFE  and  J.  A.  Gillet,  in  three  volumes. 


0^ 

^  CHEMISTRY  AND  ELECTRICITY. 

•^  NATURAL  PHILOSOPHY, 

ASTRONOMY. 

A  shorter  course  in  three  smaller  volumes  : 

HANDBOOK  OF  CHE3IISTRY. 

HANDBOOK  OF  NATURAL  PHII  OSOPIIY, 
HANDBOOK  OF  THE  STARS. 

This  popular  course  of  Physics  has  been  officially  adopted  by  the  State  Board  of  Maryland 
and  Minnesota,  and  is  already  used  in  whole  or  in  part  in  the  cities  of  Baltimore,  Pittsburg, 
Wheeling,  Richmond,  Savannah, Charleston,  Mobile,  New  Orleans, Galveston,  Memphis,  Nash- 
ville, Louisville,  St.  Louis.  Milwaukee,  Bloomington,  Detroit,  Cincinnatti,  Columbus,  Dayton. 
Cleveland,  St.  Joseph,  Buffalo,  Rochester,  Newark,  Worcester,  Taunton,  Lowell,  Bangor,  Law- 
rence, Haverhill,  Bath,  Mitford,  Hartford,  New  London,  New  Bedford,  Boston,  Dover,  Con- 
cord, Manchester,  Burlinjjton,  Chelsea,  Cambridge,  Newburyport,  San  Francisco,  etc.,  etc. 


MACILLS'  FRENCH  SERIES. 

A  French  Grammar.    1  vol.  12mo. 

A  Key  to  the  Exercises  in  the  Author's  French  Grammar, 
An  Introductory  French  Reader.  ByEdw'd  H.  Magill,  1  vol.l2mo. 
In  preparation— J5ooA;  of  French  Prose  and  Poetry,    In  1  volume. 

THE  NEW  LATIN  COURSE. 

Comprising  in  one  volume  all  the  Latin  Prose  required  for  entering  Colleges,  and  the  only 
editions  of  the  Classics  with  reference  to  the  new  Grammars,  Harkness  and  Allen's. 

PREPARATORY  LATIN  PROSE  BOOK.    Crown  8vo.  pp.  SOO. 

A  HANDBOOK  OF  EATIN  POETRY.    Crown,  8vo. 

SELECTIONS  FROM  OVID  AND  VII^GTE.  A  Shorter  Handbook  of 
Latin  Poetry,  with  Notes  and  Grammatical  References.  By  J.  H.  Hanson,  A.M.,  and  W. 
J.  RoLFE,  A.M.,  1  vol.  crown  8vo.  This  volume  comprises  all  the  Latin  Poetry,  Notes  and 
References  contained  in  the  larger  volume,  with  the  exception  of  Horace. 

GERMAN.— A  NEW  ELEMENTARY  GERMAN  GRAMMAR. 

By  Gabeiel  Campbell,  Professor  in  State  University  of  Minnesota. 

A    PRACTICAL   AND    COMPLETE    GERMAN    GRAMMAR.     By 

Adolph  Douai,  Ph.D.     12mo. 

33 1^  J^.  AV I IV  »  . 

BARTHOLOMEW'S  DRAWING  BOOKS.  New  Series.  This  series  of  books, 
when  complete,  will  consist  of  VI  numbers.  Tliree  of  the  series  .nre  now  ready.  Each  number 
wiU  contain  VI  plates,  executed  in  the  highest  style  of  lithographic  art,  and  24  pages  of  drawing 
paper  of  superior  quality.  Instruction  accompanies  each  book.  In  connection  with  many  of 
these  books,  a  Guide  has  been  prepared  for  the  use  of  Teachers  and  more  advanced  pupils. 

DRAWING  SIj A TES.  A  New  Article.  Bartliolomcw's  Primary  School 
Slate.    With  a  series  of  progressive  Lessons  in  Writing  and  Drawing. 


Payson,  Dunton  &  ScRiBNER's  National  System  of  Penmanship. 

The  most  practical  style  and  successful  system  ever  published.  Revised,  newly  engraved, 
and  improved.  The  high  appreciation  of  this  series  is  shown  by  its  immense  sale,  which  is 
believed  to  be  greater  than  that  of  all  ot/ier  series  com.hine.d.  Sixty-two  cities,  with  an  aggregate 
population  of  2,400,000,  use  P.  D.  &  S.  exclusively;  and  but  twenty-seven  cities,  with  758,000 
inhabitants,  use  any  rival  series. 

*;^*  The  attention  of  teachers  and  all  interested  in  education  is  respectfully  called  to  the 
above  list  of  important  text-books.  Circulars  containing  full  dcKcriptions,  with  notices  and 
testimonials  from  eminent  teachers,  will  be  furnislied  on  application. 

WOOLWORTH,  AINSWORTH  &  CO., 

117  Wiisliington  Street,  Boston, 

H.  H.  BANCROFT  &  COMPANY, 

A-Gm  609  Montgomery  Street,  San  Francisco 


THE 


California  Teacher. 

SEPTEMBEB,     1869. 

Vol.  YII.  SAN  FRANCISCO.  J^o.  8. 

THE   STUDY   OF  ENGLISH. 

BY  FEEDEBIC  HALL. 


Much  has  been  written  and  said  upon  the  culture  and  develop- 
ment of  the  youthful  minds,  on  the  Pacific  coast;  and  we  hope 
much  more  will  be  written,  said,  and  done,  in  relation  thereto. 
While,  however,  we  are  considering  and  discussing  the  varied 
attainments,  the  possession  of  which  so  adorns  the  mind,  and 
causes  it  to  reflect  lustre,  like  a  globular  mirror,  in  whatever  posi- 
tion it  may  be  viewed,  let  us  not  forget  the  importance  of  our 
vernacular  tongue.  The  Komans  highly  prized  their  own,  which 
they  termed  patriics  sermo,  the  paternal  or  national  speech.  The 
nomenclature  of  studies  at  this  day  is  by  no  means  small.  The 
cultivation  of  the  languages,  literature,  history,  and  the  sciences, 
swells  the  area  of  mental  pursuits  to  an  unbounded  expanse. 
As  we  contemplate  the  vastness  of  the  field,  we  are  led  to  com- 
pare it  with  the  idea  suggested  by  a  voyage  upon  the  trackless 
ocean;  for,  however  long  that  voyage  may  be,  we  are  no  nearer 
the  horizon,  at  the  end  thereof,  than  at  the  point  of  departure. 

Speech,  by  nature,  is  the  vehicle  of  social  intercourse,  and  by 
that  speech  we  best  convey  to  others  whatever  knowledge  or 
ideas  we  may  desire  to  impart  to  them.  Is  it  not  essential,  then, 
that  the  language  taught  us  in  the  nursery  should  be  thoroughly 
taught  and  studied  ?  And  yet,  in  America,  there  seems  to  be  a 
prevailing  notion  that  the  language  of  infancy,  of  every-day  life, 
which  is,  for  some  years  during  the  forepart  of  our  lives,  the 
only  channel  of  thought  and  communication,  is  sufficiently  cul 
tivated,  without  giving  it  a  place,  for  special  academic  instruc- 
tion, in  more  advanced  years. 


58  The  Study  of  English.  [Sept. 

The  utterance  of  Ben  Johnson  was  true,  when  he  said,  '*  Lan- 
guage most  shows  a  man :  speak,  that  I  may  see  thee !  It  springs 
out  of  the  most  retired  and  inmost  parts  of  us,  and  is  the  image 
of  the  parent  of  it,  mind.  No  glass  renders  a  man's  form  and 
likeness  so  true  as  his  speech." 

Let  us  carefully  observe  the  conversation  of  many  of  the  per- 
sons with  whom  we  daily  associate,  and  who  are  considered  as 
very  well  educated,  and  we  will  soon  be  familiar  with  their  char- 
acteristic phraseology,  their  pet  phrases,  which  are  inelegant, 
and  offensive  to  cultivated  minds.  Their  expressions  furnish 
conclusive  proof  that  they  possess  a  limited  command  of  lan- 
guage. And  if  we  should  be  generous  enough  to  admit  that 
some  of  them  are  entitled  to  precedence,  in  general  deportment 
in  the  drawing-room,  we  could  not  allow  it  to  them  in  literature. 

There  is  no  man,  be  he  learned  or  not,  that  is  not  delighted  in 
listening  to  the  utterances  of  a  superior  conversationalist,  or  in 
reading  a  classical  style  of  composition  in  his  mother-tongue. 
Who  does  not  admire  the  e^sy  flow,  the  clearness,  and  the  appro- 
priateness of  the  diction,  in  the  works  of  Prescott  and  of  Mot- 
ley ?  While  they  are  historic,  they  are  seemingly  romantic — so 
charmingly  are  the  related  facts  dressed  in  their  elaborate  vest- 
ments. They  possess  a  rythm  and  melody,  a  soft  harmony  of 
speech,  that  fall  upon  the  ear  as  pleasantly  as  silk  velvet  to  the 
touch.  Who  is  not  amazed,  as  well  as  delighted,  as  he  peruses 
the  works  of  Macaulay,  flooded  with  intrinsic  evidence  of  a  7ast- 
ness,  of  a  depth  of  knowledge,  arrayed  with  a  distinctness  and 
eloquence,  and  force  of  expression,  that  are  truly  wonderful  ? 
The  right  words  are  in  the  right  places,  and  woven  together  with 
the  richness  of  brocade.  These  writers  exhibit  a  wide  command 
over  the  English  language,  which  is  acquired  only  by  a  long  and 
severe  culture  of  that  language. 

The  errors  which  we  daily  detect  in  the  speech  of  mankind 
are  not  confined  wholly  to  pet  phrases,  or  vagueness  of  expres- 
sion. Erroneous  pronunciations  are  continually  grating  the  ear; 
and  we  must  admit  that  the  rules  of  orthoepy  are  quite  as  essen- 
tial, in  the  oral  expression  of  our  thoughts,  as  the  rules  of  ortho- 
graphy in  written  discourse.  We  may  enter  our  courts  of  judi- 
cature, to  listen  to  forensic  debate,  and,  without  remaining  any 
great  length  of  time,  we  will  be  convinced  that  many  discourse 
therein  who  are  unaccustomed  to  accuracy  of  thought,  and  who 
are  as  ignorant  of  many  of  the  rules  of  orthoepy  as  they  fancy 
themselves  versed  in  the  rules  of  practice  and  of  law.  Vague 
expressions  and  synonyms  are  thrown  together,  with  as  much 
impropriety  as  though  so  many  parts  of  speech  had  been  written 
on  bits  of  paper,  and  mixed  in  a  basket,  and  spread  promiscu- 
ously upon  the  table.  This  want  of  precision  arises  from  an 
ignorance  of  the  exact  signification  of  the  words  used  by  them. 
They  employ  words  as  synonymous  that  are  not  so  in  fact. 

Those  who  attempt  to  impart  to  us  knowledge,  cannot  be  sue- 


1869.]  The  Study  of  English.  59 

cessful  in  impressing  their  ideas  clearly  upon  our  minds  when 
there  is  a  vagueness  in  their  expression.  Your  photograph  will 
not  be  clear  and  expressive  if  you  sit  for  it  in  a  cloudy  day;  it  is 
clear  light  that  carries  distinctness  and  perfection  to  the  picture. 
Thoughts  and  words  act  and  re-act  upon  each  other.  The 
more  extensive  our  vocabulary,  the  greater  will  be  the  number  of 
our  ideas,  and  the  more  clearly  wall  we  be  able  to  elucidate  them. 
What  we  need,  then,  is  the  storehouse  of  our  mind  filled  with 
English  words,  labeled  with  the  exact  definitions,  and  skill  in 
the  use  of  them,  derived  from  practice.  How  we  shall  obtain 
possession  of  that  vast  vocabulary,  and  how  we  shall  familiarize 
ourselves  with  the  structure  of  our  speech,  are  the  questions. 

It  has  been  observed  that  it  was  an  apohthegm  of  Goethe  that 
' '  He  who  is  acquainted  with  no  foreign  tongue  knows  nothing 
of  his  own."     There  are  numerous  works,  in  the  various  lan- 
guages, that  bear  internal  evidence  that  the  saying  of  Goethe  is 
untrue.     If,  historical  testimony  can  be  relied  on,  Demosthenes 
was  acquafiated  with  no  language  but  the  Greek;  and  if  Goethe 
had  declared  that  the  speech  of  Demosthenes  was  not  of  the 
highest  order,  the  expression  would  not  have  lessened  the  fame 
of  the  great  Athenian  orator,  nor  increased  the  brilliancy  of  that  of 
the  German  scholar.   Shakspeare,  whose  works  will  be  considered 
a  monument  of  the  English  language  as  long  as  that  language 
shall  continue  to  be  spoken  by  mankind,  could  lay  no  claim  to 
the  knowledge  of  foreign  tongues,  notwithstanding  the  assertion 
that  among  his  acquisitions  were  some  Greek  and  Latin,  some 
Italian  and  French.     In  the  judgment  of  the  greater  part  of  lit- 
erary men  that  have  paid  much  attention  to  his  works,  and  the 
history  of  his  life,  the  evidence,  both  intrinsic  and  extraneous, 
has  warranted  the  conviction  that  his  linguistic  attainments  were 
confined  to  the  English  speech.     The  world  generally  acknowl- 
edge that  he  possessed,  in  an  extraordinary  degree,  those  quali- 
ties which  rendered  him  a  great  judge  of  human  nature.     While 
he  was  entitled  to  all  thus  ascribed  to  him,  they  seemingly  forget 
to  praise  him  for  that  which  made  him  a  wonder,  the  overtower- 
ing  tree  in  the  literar}'  forest.     He  was  the  mightiest  master  of 
English  words  the  world  ever  witnessed.     Married,  as  he  was,  at 
the  age  of  eighteen,  having  no  scholastic  advantages,  and  yet 
writing  works  containing  over  fifteen  thousand  diiferent  words, 
appears,  indeed,  like  a  miracle.     Such  are  the  facts.     The  most 
accomplished  scholars  have  used  onl.y  from  eight  to  ten  thousand 
diiferent  words;  and  the  works  of  the  prince  of  scholars,  Milton, 
are  embraced  within  the  limits  of  the  former  number.     From 
two  to  three  thousand  different  words  are  the  full  extent  used  in 
ordinaiy  conversation;  while,  among  the  most  'learned,  the  col- 
loquial limits  are  within  the  number  of  five  thousand. 

Hugh  Miller  may  be  cited  as  another  instance  in  support  of 
the  incorrectness  of  Goethe's  apophthegm.  He  was  acquainted 
with  no  language  but  the  English.     As  a  writer  of  that  language 


60  Tie  Stvdy  of  English.  ^  [Sept. 

he  stood  among  the  foremost;  and  it  has  been  said  that  an  Eng- 
lish lord  once  remarked  that  he  would  give  five  thousand  pounds 
sterling  to  be  able  to  write  the  English  language  as  well  as  Hugh 
Miller.  He  perfectly  understood  the  technical  terms  of  the  sci- 
ence of  geology,  and  he  learned  them  from  the  glossary,  without 
the  aid  of  any  knowledge  of  the  Latin  or  Greek. 

Chief  Justice  Marshall  received  no  collegiate  training;  but,  by 
the  force  of  his  own  genius,  he  paid  some  attention  to  the  an- 
cient classics.  He  read  Livy  and  Horace;  yet  his  knowledge  of 
Liatin  was  limited — that  of  Greek,  less.  In  English  literature 
he  had  a  great  pride  to  excel — a  pride  increased  by  the  solicita- 
tions of  an  endearing  and  watchful  father,  who  knew  the  value 
of  his  maternal  speech.  Milton,  Shakspeare,  Dryden,  and  Pope, 
stamped  a  part  of  their  beautiful  imagery  upon  his  mind.  His 
Life  of  Washington  is  sufficient  proof  that  he  was  no  mean  mas- 
ter of  English  words.  He  stood  before  the  world  as  the  mightiest 
giant  in  jurisprudential  lore.  His  decisions  will  appear  like 
diamond  blocks  in  the  monument  of  juridical  composition,  and 
will  be  the  very  last  in  that  sublime  structure  to  decrease  in  sol- 
idity or  lustre. 

The  fame  of  the  foregoing  writers  was  built  up  by  a  severe, 
close,  and  continued  study  of  the  best  works  in  the  English  lan- 
guage. We  have  not  made  these  citations  and  exemplifications 
in  disparagement  of  the  culture  of  foreign  linguistics,  but  to 
show  that  they  are  not  absolutely  requisite  to  the  formation  of  a 
correct,  clear,  eloquent,  and  forcible  style  of  composition;  and 
that,  by  the  study  of  them,  it  does  not  follow,  per  se,  that  the 
student  will  be  a  good  English  scholar. 

It  is  a  trite  remark  that  our  language  contains  so  many  words 
derived  from  the  Latin  and  Greek,  that,  in  order  to  perfectly 
comprehend  it,  we  must  have  considerable  knowledge  of  the  two 
former.  That  is  an  erroneous  idea;  for,  upon  the  transition  of 
most  of  the  foreign  words  into  our  language,  their  significations 
are  greatly  changed;  and,  notwithstanding  we  may  know  their 
radicals,  we  do  not  receive  enough  information  thereby  to  clearly 
and  exactly  understand  their  true  definitions,  in  their  new  com- 
pound forms.  And  we  find,  by  an  examination  of  the  glossary 
of  any  science,  that  we  are  better  able  to  acquire  correct  defini- 
tions of  the  technical  terms  employed  therein,  than  by  etymolo- 
gical researches.  A  familiarity  with  the  significations  of  the 
roots  of  those  compound  words  that  have  been  Anglicized  assists 
the  memory  in  retaining  the  definitions  of  their  new  forms;  and 
that  is  about  the  extent  of  its  function. 

Does  any  member  of  the  legal  profession  believe  that,  by  his 
knowledge  of  Laftn,  he  fully  understands  the  names  of  the  dif- 
ferent writs,  and  the  significations  of  the  legal  terms  derived 
from  that  language  ?  Does  he  not  have  to  learn  from  the  law 
their  true  meaning  ?  Sometimes  the  Latin  terms  employed  make 
no  suggestion  to  the  mind  of  the  real  legal  definition. 


1869.]    .  Etymology,  61 

It  may  be  said,  without  contradiction,  that  the  English  lan- 
guage is  better  spoken  in  America,  by  the  people  as  a  body,  than 
in  the  Biitish  Isles.  And  we  may  go  further,  and  say  that  no 
language  is  so  extensively  spoken  so  well,  in  any  part  of  the  globe, 
as  the  English  language  is  in  the  United  States.  One  reason  is 
that  the  common  school  system  has  enabled  the  poor  of  our 
country  to  learn  to  read;  and  another  reason  therefor  is  that  we 
are  furnished  with  newspapers  so  abundantly  and  so  cheaply, 
that  all  may  afford  the  luxury  of  perusing  them.  And  a  people 
who  learn  by  the  eye  as  well  as  by  the  ear,  retain  more  correctly 
in  their  mind  the  forms  of  expression.  But,  when  we  compare 
the  style  of  English  which  flows  from  the  pen  of  the  first-class 
scholars  in  England  with  that  which  emanates  from  the  American 
writers,  we  must,  generally,  accord  the  superiority  to  the  former. 
There  are  exceptions — some  of  our  writers  have  not  been  sur- 
passed by  theirs.  We  refer  to  the  writers  of  both  countries  as  a 
class.  Although  the  English  colleges  pay  the  highest  attention 
to  the  culture  of  Greek  and  Latin,  they  likewise  make  the  study 
of  their  home-born  English  one  of  the  very  first  objects  in  their 
intellectual  training.  As  we  read  the  editorials  of  the  first-class 
journals  of  London,  we  are  struck  with  the  clearness,  precision, 
beauty,  and  force  of  their  expressions. 

We  are  firm  believers  in  the  study  of  as  many  languages  as 
time  will  permit  one  to  thus  luxuriate  in,  with  his  mental  faculties, 
without  doing  injustice  to  other  accomplishments.  The  knowl- 
edge of  Greek  and  Latin  is  of  vast  importance  in  the  compre- 
hension of  classical  and  modern  continental  literature;  but,  with 
a  view  to  a  varied  range  of  English,  it  is  not  of  so  much  import- 
ance as  the  direct  study  of  the  English  and  the  Anglo-Saxon. 

We  are  decidedly  of  opinion  that,  in  order  to  convey  our  ideas 
clearly,  and  in  an  attractive  diction,  whether  in  an  oral  or  writ- 
ten form — to  bring  our  speech  up  to  a  high  standard — we  must 
make  a  special  study  of  the  best  works  in  our  language. 


«  <<»>  > 


ETTMOLOG-Y." 


BY  THOMAS  J.  BLAKE. 


^  There  cannot  be  any  branch  of  study  which  possesses  more 
charms  for  the  man  of  education,  than  that  of  tracing  to  their 
fountain-head,  the  words  which  form  the  English  language. 
The  miner  will  wash  out  vast  piles  of  earth,  gravel,  and  the 
debris  of  primeval  rocks,  patiently  and  laboriously;  well  satisfied 
to  find  as  the  result  of  his  toil,  a  few  ounces  of  firgin  gold. 
And  thus  it  is  v/ith  the  philologist,  for  words  are  not  mere  aibi- 
trary  signs;  each  has  its  meaning  and  its  history;  each  has  its 
root,  and  the  discovery  of  that  original  form  and  meaning  affords 


62  Etymology,  [Sept. 

to  the  student  the  same  sensations  of  pride  and  satisfaction  as 
Balboa  experienced  when  from  **the  peak  of  Darien,  he  looked 
down  on  the  wide  Pacific." 

Great  stress  has  always  been  laid  on  the  study  of  orthography 
in  the  public  schools  of  this  State,  yet  many  teachers  appear  to 
forget  that  a  thorough  knowledge  of  the  structure  of  the  Anglo- 
Saxon  tongue,  if  not  absolutely  essential,  is  at  any  rate  of  the 
greatest  utility,  to  all  those  who  make  it  their  business  to  in- 
struct the  rising  generation. 

Some  persons  imagine  that  nothing  can  be  more  dull  and  un- 
interesting than  the  task  of  teaching  the  elementary  branches  to 
mere  children.  To  such,  a  spelling  lesson  is  only  a  certain 
number  of  words  to  be.  learned  by  rote,  hurried  over,  and  then 
"  go  to  your  seats."  But  let  the  teacher  be  one  who  understands 
the  true  meaning  of  the  word  "  Education,"  (the  act  of  leading 
or  drawing  out,)  and  ''presto!  "  the  scene  is  changed;  a  spirit  of 
enquiry  and  emulation  is  aroused,  and  what  was  once  a  dry,  un- 
interesting task,  becomes  a  source  of  pleasure  to  both  the  in- 
structor and  the  pupil. 

There  is  no  doubt  the  grand  foundation  of  the  English  lan- 
guage was  laid  in  that  lofty  table-land  of  Armenia,  whence  the 
Indo-Germanic,  or  Caucasian  family  of  languages  derive  their 
origin.  Of  these,  the  Hellenic  and  the  Teutonic  have  been  the 
most  important;  and  though  in  many  instances  they  have  widely 
diverged,  yet  in  an  immense  number  of  words,  they  still  dis- 
tinctly show  an  original  unity  of  source,  e.  g.  {stidzein;)  German 
scheiden,  *' to  divide;"  whence  "scissors,"  and  "thy."  Then 
the  Arabic  element  can  also  be  plainly  seen  in  the  prefix  "al," 
which  enters  into  so  many  words — e.g.,  al-cohol,  al-gebra,'_^al- 
manac,  Gibraltar,  Gibel-al-Tarik,  etc.,  etc. 

"When  the  Saxon  sea  rovers  invaded  Britain,  the  original  Celtic 
male  population  was  almost  exterminated;  hence  that  element 
has  left  but  few  traces  behind  it.  There  are  only  some  forty  or 
fifty  words  of  pure  Celtic  surviving,  and  these  refer  chiefly  to  the 
occupations  of  the  female  sex.  What  a  tale  of  ruthless  slaughter 
does  this  apparently  insignificant  fact  unfold! 

Saxon,  Norman,  French  and  Latin  are  the  three  main  compo- 
nents of  the  English  language.  The  Saxon,  a  serf,  has  contrib- 
uted the  greater  number  of  the  terms  relating  to  agriculture  and 
the  more  lowly  pursuits.  The  Norman,  a  feudal  lord,  has 
originated  the  nomenclature  of  the  battle-field,  the  tournament, 
the  minstrel's  art,  hunting  and  falconry,  and  last,  not  least,  the 
joys  of  the  banquet  and  the  wine-cup;  whilst  the  Latin  was'for 
ages  the  language  of  the  priest  and  the  scholar. 

Now,  many  may  say  that  such  a  radical  knowledge  of  English 
would  be  utterly  useless  in  a  common  school  in  California.  I  do 
not  think  so.  Children  are  naturally  prone  to  enquiry;  if  they 
are  treated  as  little  human  beings,  they  will  be  perpetually  ask- 
ing the  reason  of  almost  everything  they  see' or  hear,  and  their 


1869.]  Value  of  Mathematics,  63 

apparently  simple  questions  will  frequently  puzzle  tlie  most 
learned  of  their  instructors . 

•Now,  let  us  take  a  few  of  the  most  common  English  words : 

*' Green." — "Well,  Green  is  a  color."  A  child  may  ask — 
" "What  color  is  it?  Why  is  it  called  green?"  Wiseacre  re- 
plies, "  Green  is  green.  Go  to  your  seat  !  "  But  if  the  teacher 
explained  that  "  Green"  was  a  form  of  "  grown,"  ("griin,"  and 
meant  the  almost  universal  color  of  everything  which  grows  from 
the  earth,  the  child  would  have  been  delighted  and  satisfied,  in- 
stead of  being  mortified  and  disheartened.  ' '  Lady, "  from  the 
Saxon  *'loaf  or  bread-giver,"  will  give  an  opportunity  for  ex- 
plaining something  of  the  manners  and  customs  of  our  Saxon 
ancestors. 

*' Book,"  ''"Volume." — In  explaining  the  original  meaning  of 
"Boc"  and  ""Volumen,"  a  synopsis  of  the  history  of  written 
language  can  be  given.  Letters  may  be  traced  from  inscriptions 
on  stone  and  metals,  through  the  epochs  of  papyrus,  parchment 
and  paper,  from  the  chisel,  graver,  and  the  styles  of  the  gray- 
goose-quill  and  the  printing  press. 

''Candidate." — When  it  is  once  clearly  explained  that  this 
term  originally  signified  "  one  dressed  in  white,"  and  that 
amongst  the  Romans  all  office-seekers  were  accustomed  to  assume 
the  white  toga  or  upper  garment,  the  pupil  will  then  clearly  un- 
derstand the  meaning  of  the  word,  and  most  probably  will  feel 
anxious  to  learn  more  of  the  manners  and  customs  of  those  old 
Boman  worthies. 

And  so  the  list  might  be  continued  to  an  immense  length;  but 
for  the  present  I  will  not  trespass  on  your  valuable  space,  for 
doubtless  in  this  State  there  are  many  who  are  anxious  to  sub- 
mit their  views  on  various  branches  to  their  co-laborers;  but  I 
would  suggest  that  the  studies  of  Etymology  and  Orthoepy  are 
of  the  greatest  importance  in  teaching  the  art  of  ' '  English  Com- 
position," an  art  which  is  of  far  more  practical  utility  than  some 
other  branches  of  education  to  which  much  valuable  time  is  at 
present  devoted  by  both  teachers  and  pupils. 


VALUE    OF    MATHEMATICS. 


If  our  pupils  rightly  understood  the  value  of  "  figures,"  I  do 
not  think  they  would  complain  because  they  are  compelled  to 
study  arithmetic. 

Does  not  every  boy  want  to  know  how  many  bunches  of  fire- 
crackers he  ought  to  receive  if  they  are  worth  a  bit  a  bunch,  and 
he  has  just  half  a  dollar  ?  If  Mary  gets  eighty  per  cent,  on  the 
Boll  of  Honor  and  Hattie  only  seventy-five,  does  not  Mary  want 
to  understand  who  stands  first  ? 

Don't  you  think  John  was  a  little  ashamed  when  his  employer 
asked  him  to  add  up  a  bill,  and  he  had  to  reply, "  I  can't  do  it"? 


di  Value  of  Mathematics,  [Sept. 

How  often  we  see  young  ladies  purchasing  articles  have  to  ask 
the  store-keeper  how  much  the  twelve  yards  of  calico  come  to 
at  a  bit  a  yard,  or  some  similar  question. 

If  Harry  expects  to  become  a  farmer  or  carpenter  or  lawyer 
or  doctor,  he  must  learn  to  use  figures.  Poor  Dick  cannot  even 
become  a  good  blacksmith  or  carpenter  without  knowing  some- 
thing about  arithmetic. 

I  once  heard  a  wealthy  farmer  offer  to  rent  his  vegetable  garden 
on  very  advantageous  terms  to  Tom,  a  poor  Irishman,  but  an 
excellent  gardener.  "  Mr.,  I'm  very  much  obleged  to  ye,  but  I 
can't  '  figger '  any,  and  I'd  have  to  hire  me  a  man  to  do  it,  so  ye 
see  I  could  not  make  much."  Poor  Tom,  if  there  is  one  in  your 
school,  I  hope  he  will  not  have  to  say  the  same. 

I  know,  Willie,  you  can  row  a  boat  and  set  up  a  sail,  but  you 
can  never  become  master  of  that  fine  ship  you  talk  so  much 
about,  unless  you  can  make  ' '  calculations. " 

Indeed  there  is  hardly  a  single  situation  of  honor  or  profit 
that  a  young  man  can  obtain  unless  he  understands  arithmetic 
to  some  extent. 

But  suppose  we  go  a  little  deeper  into  the  *  *  value  of  mathe- 
matics. "  We  have  a  knowledge-loving  pupil  who  would  edu- 
cate himself  without  using  mathematics.  Now,  as  he  lives  in 
California  and  is  often  around  mills  and  mines,  he  would  know 
something  about  the  force  of  running  water  and  the  power  of  the 
different  kinds  of  wheels,  but  he  soon  finds  there  are  too  many 
**  figures"  for  him  to  understand  these  things.  He  watches  the 
men  lifting  rock  with  a  derrick  and  thinks  he  could  understand 
the  principles  of  the  pulley,  but  the  men  tell  him,  not  unless  he 
had  studied  arithmetic. 

It  so  happens  one  day  that  a  young  "Digger"  shoots  an 
arrow  up  in  the  air  for  sport,  and  he  hears  a  gentleman  standing 
by  say,  **If  I  had  held  my  watch,  then,  I  could  have  told  how 
high  the  arrow  went. "  Our  pupil  is  very  much  interested  and 
asks  the  gentleman  how  he  could  have  told.  He  attempts*  to 
explain,  but  on  learning  that  the  lad  has  never  studied  arithme- 
tic, he  says,  "O,  you  could  not  understand  if  I  should  try  to 
explain  it."  Poor  fellow,  he  is  now  sorry  that  he  did  not  study 
arithmetic. 

He  sees  the  rainbow — surely  no  arithmetic  about  that — and 
asks  his  teacher  what  produces  it.  The  teacher  kindly  explains 
the  phenomenon  to  him,  but  our  student  has  only  a  confused 
idea  of  prisms  and  angles. 

He  turns  from  philosophy  to  chemistry  and  for  a  while  makes 
good  progress,  his  pathway  illuminated  by  the  * '  red  lights  and 
blue  lights  of  crucibles  and  retorts";  but  in  the  end  he  finds  that 
chemistry  is  but  a  science  of  weights  and  measures,  which  he 
cannot  comprehend  without  the  aid  of  mathematics.  Even  his- 
tory and  geography  are  diflScult  for  him  to  understand  from  the 


1869.]  Peculiarities  of  the  English  Language.  68 

constant  recurrence  of  figures  ;  and  geometry  and  trigonometry- 
are  but  dead  letters. 

He  at  last  picks  up  a  rock  and  laughs  bitterly  to  himself  as  he 
says, -"  I'd  like  to  see  the  mathematics  about  you?"  Alas!  he 
asks  a  mineralogist  a  question  about  the  rock.  It's  a  piece  of 
quartz  and  contains  a  crystal,  and  before  his  horrified  vision  rises 
a  long  row  of  cubes,  hexagons,  and  pyramids. 

He  turns  from  the  things  of  earth  and  glances  toward  those  of 
heaven.  The  i^un  furnishes  us  with  most  of  our  light  and  heat, 
but  he  cannot  understand  the  law  which  governs  the  propagation 
of  the  one  and  the  distribution  of  the  other  without  bringing  the 
humble  science  of  arithmetic  to  his  aid. 

As  he  watches  the  stars — * '  so  kindly  looking  down  " — moving 
through  the  vast  space  of  immensity,  his  heart  is  prompted  to 
ask  the  question,  "Whence  come  ye,  and  whither  do  ye  go"? 
But  when  he  attempts  to  investigate  the  laws  which  control 
the  movements  of  the  heavenly  bodies,  he  learns  that  they  are 
built  upon  fixed,  immovable  mathematical  foundations,  and  that 
the  divine  science  of  astronomy  opens  not  her  secrets  to  him  who 
slights  her  fair  hand-maiden,  "  Mathematics." 

S.    S.    BOYNTON. 


PECULIARITIES  OF  THE  ENGLISH  LANG-UAGE. 
COMPOUND   WOKDS. 

In  Latin  and  Greek,  where  a  verbal  root  is  compounded  with 
a  preposition  or  an  adverb,  the  latter  is  placed  before  the  root  so 
as  not  to  interfere  with  the  signs  for  person,  number,  tense,  <&c. 
Gomprehendunt — is  the  verb  hendo,  with  the  prepositions  con  and 
prae  before  it;  t,  the  sign  of  the  person;  n,  that  of  the  number, 
and  u,  the  vowel  of  union. 

But  in  English,  in  the  case  of  the  verb,  we  more  generally  put 
the  added  word  after  the  radical  part;  if  a  noun,  before  it.  Thus 
**to  start-up,"  is  a  verb,  but  "upstart"  is  a  noun.  To  ''set-on" 
is  a  verb,  but  the  noun  is  "on-set;  "fall-down,"  but  "down-fall;" 
"fall-off,"  but  "off-al;"  ''set-off,"  but  "off-set;"  "set-back," 
but  "back-set;"  "rise-up,"  but  "uprising;"  "cry-out,"  but  "out- 
cry;" "gather-in,"  but  "ingathering;"  "break-out,"  but  "out- 
break;" "cast-out,"  but  "out-cast;"  "shoot-off,"  but  "offshoot;" 
"stand-by,"  but  "by-stander;"  "lay-out,"  but  "outlay;"  "go- 
out,"  but  "out-going;"  "pour-out,"  but  "outpouring;"  "come- 
in,"  but  "income;"  "let-in,"  but  "inlet;"  "let-out,"  but  "out- 
let." 

So  with  nouns,  as  side,  inside,  outside,  &c. 

In  some  cases  the  verb  may  be  either  way,  but  generally  with 
a  difference  of  meaning:  see-over,  over-see,  oversight;  look-over, 
over-look,  where  the  latter  nearly  reverses  the  meaning  of  the 
former;  compare,  revise  and  review.     Fulfill,  fill  full;  run  out, 


66  Peculiarities  of  the  English  Language.  Sept. 

but  out-run,  is  very  different.  We  may  ^li^-down  on  the  ice, 
which  refers  to  the  head,  or  we  may  slip  up  on  the  ice,  which 
refers  to  the  feet.  We  may  burn  down  a  house,  or  burn-w_p  a 
house,  and  we  can  see  but  little  difference.  But  if  we  cut  down 
a  tree,  it  is  a  very  different  thing  from  cutting  it  up  afterwards. 
Though  we  speak  of  cutting  a  tree  up  by  the  roots.  We  may 
have  the  verb  throw-over,  or  to  over-throw,  but  the  noun  is  in 
the  form  of  the  latter.  To  with-hold,  keep  back,  is  not  the  same 
as  to  hold-with,  aid,  agree-with. 

TAUTOLOGICAL   WORDS. 

We  have  a  good  many  words  which  from  oversight  and  usage, 
are  tautological.  Drinking-bout,  we  say;  but  hout  itself  is  con- 
nected with  drinking;  equivalent  then  to  drinking.  Kobin  red 
breast — but  rob  in  robin  seems  connected  with  rubus,  red.  We 
gather  to-gether,  but  together  is  from  gather.  We  return  again, 
but  the  7'e  in  return  means  again.  We  have  woollens-de-lane, 
forgetting  that  lane  is  wool.  We  speak  of  mount  Ben  Nevis  in 
Scotland,  but  Ben  is  mountain.  We  have  Brindon-hill,  but 
Bj'in,  and  don,  and  hill  are  the  same  three  times  over;  the  two 
former  being  hill  So  in  Hindostan,  Neilgherry  hills,  is  blue 
hills  hills.  We  speak  of  flying  fowl,  but  fowl  is  from  Jiy.  We 
use  the  printing  press,  but  to  print  is  to  press.  Persons  are  af- 
flicted with  a  stroke  of  apoplexy,  but  plex,  in  the  latter  word,  is 
a  blow,  or  stroke;  we  have  olive  oil,  but  olive  is  from  the  same 
root  as  oil  So  with  blister  plaster.  (Dan.  3:  6—11,)  ''A 
burning  fiery  furnace,"  probably  contains  the  word  fire  three 
times.  Sign  and  seal,  but  seal  is  from  the  diminutive  form  of 
signum,  a  sign.  He  suffered  from  unjust  slander.  Men  speak 
of  Oxford  Ford,  forgetting  that  they  have  ford  twice  over.  So 
Cambridge  bridge. 

The  way  some  of  these  are  found  in  proper  names  is  bj^  con- 
quest and  occupancy  of  the  country  by  new  races  with  new  lan- 
guages. The  original  people  may  give  to  a  mountain,  a  name 
which  means  to  them  mountain  or  hill;  as  Ben,  or  pen,  in  all  the 
Celtic  dialects,  is  head  or  height;  but  another  race  might  come 
in,  and  add  to  the  first  name,  one  in  their  language  which  meant 
the  same;  and  a  third  race  might  repeat  the  operation,  which 
would  give  us  three  words  for  the  same  thing  nearly  or  quite 
synonymous. 

So  we  can  make  a  legitimate  sentence  thus,  ' '  I  am  almost  all 
alone" — in  which  all  occurs  four  times,  al-so,  all-most,  all  and 
all-one. 

PARADOXICAL    EXPRESSIONS. 

So,  too,  we  may  have  paradoxes  and  contradictions  in  lan- 
guage. (1  Tim.  5:  13,)  Idlers  are  "  busy  bodies."  "When  un- 
adorned, adorned  the  most."  "The  irresistible  might  of  weak- 
ness. " 

**It  was  cruel  kindness;"  Beholden,  is  not  beheld  or  seen;  a 


1869.]  Belation  of  the  Normal  School,  etc.  67 


blazed  tree  in  a  new  settlement  is  far  from  being  blazed  with  fire. 
Matt.  28 :  29,  Christ  speaks  of  taking  from  a  man  who  has  no- 
thing, what  he  has.  Nervous,  means  both  strong  and  weak. 
Post  is  something  fixed,  stationary — but  to  ride  post-haste  is  to 
go  swiftly.     We  may  have  a  plentiful  scarcity. 

We  have  plants  called  bitter-sweet.  We  have  cleave  to  split, 
and  cleave  to  adhere.  Let  was  formerly  to  hinder.  Dark,  seems 
connected  with  a  word  that  means  to  see,  from  the  same  root  as 
Dorcas  and  Dragon.  Blake,  bleach,  blanch  connected  with 
white  are  similar  to  hlach  in  sound.  As  the  effect  of  extreme  cold 
is  so  like  that  of  heat,  writers  speak  of  being  parched  with  cold. 
Silver-plated  ware  is  not  silver  plate :  we  have  read  of  things 
gilt  with  silver.  A  man  promises  to  whitewash  with  some  other 
color.  Pope  speaks  of  "huge  heaps  of  bitterness."  Merits  and 
demerits  in  Shakspeare  are  the  same.  Annul  and  disannul.  The 
farmer  says  his  cotton  is  getting  into  grass,  instead  of  grass  get- 
ting into  his  cotton;  his  farm  works  ten  hands,  instead  of  ten 
hands  work  the  farm.  The  positive  in  Latin — senex — is  older 
than  senior  the  comparative.  A  holiday  is  far  from  a  holy  day. 
A  man  who  has  learned  and  practices  a  trade,  is  not  therefore  a 
tradesman.  A  professional  man  may  not  live  by  his  practice,  but 
by  his  practices.  In  entertaining  guests,  a  hotel-keeper  says  he 
will  eat  and  sleep  ten;  or  he  will  eat  them  but  not  sleep  them. 


RELATION    OF    THE    NORMAL    SCHOOL    TO    COMMON    SCHOOLS 
AND    COLLEGES. 


The  true  place  of  the  Normal  School  in  our  educational  system 
does  not  seem  to  be  clearly  apprehended  by  many  of  its  friends. 
It  is,  by  some,  classed  in  the  college  or  university  system.  The 
Normal  School  is  thus  thought  of  as  an  institution  similar  to  the 
universities  at  Lawrence,  Baldwin,  and  other  places.  In  the 
minds  of  others  the  Normal  School  occupies  something  of  an 
intermediate  place  between  the  common  school  and  the  college, 
higher  than  the  one,  not  so  high  as  the  other.  It  is  looked  upon 
as  an  academy,  or  preparatory  school,  where  young  fmen  and 
women  can  be  fitted  to  enter  college. 

Neither  of  these  is  correct.^, The  Normal  School  occupies  a 
position  distinct  from  that  of  any  other  institution  of  learning  in 
the  State.  It  is  neither  an  academy  nor  a  college,  and  ought  not 
to  be  confounded  with  either.  Its  aims  and  aspirations  are  en- 
tirely different.  Its  course  of  study  has  little  in  common  with 
either  grade  of  institutions,  the  classics  finding  no  place  in  its 
curriculum  of  study.  Where  the  studies  are  the  same,  the 
methods  of  instruction  differ  widely.  Its  design  is,  not  to  pre- 
pare its  students  for  general  business,  but  for  a  special  vocation, 
that  of  teaching. 
But,  while  the  connection  of  this  institution  with  the  college 


68  Relation  of  the  Normal  ScJwol,  etc.  [Sept. 

system  of  the  State  is  remote,  witli  the  common  school  system  it 
enters  into  near  and  permanent  relationship.  Everything  that 
it  does,  every  lesson  learned  and  recited,  is  with  direct  reference 
to  the  wants  of  the  public  schools,  and  is  intended  for  their  im- 
provement. The  true  place  of  the  Normal  School  is,  therefore, 
in  and  at  the  head  of  the  common  school  system.  It  is  thus, 
emphatically,  the  school  of  the  people.  Using  the  language  of 
President  Edwards,  of  Illinois,  "  The  Normal  School  is  pre- 
eminently a  democratic  institution.  The  good  it  does  is  diffused 
throughout  the  common  schools,  taught  by  its  graduates  and 
pupils,  to  the  remotest  nooks  of  the  State.  From  it  every  man, 
high  or  low,  rich  or  poor,  may  reasonably  expect  some  direct 
personal  benefit.  Give  it  a  fair  opportunity,  and  it  will  improve 
the  instruction  imparted  to  every  child  in  the  commonwealth. 
I  believe  that,  in  this  particular,  the  Normal  School  excels  every 
other  institution  of  learning.  All  learning  has  in  it  a  strong 
element  of  popular  usefulness;  but  the  culture  imparted  here 
goes  direct  to  the  common  people,  without  loss,  leakage,  or 
waste. " 

The  characteristic  features  of  the  school  being  what  they  are, 
give  to  it  certain  elements,  both  of  strength  and  weakness.  One 
element  of  strength  is  the  unity  of  purpose  found  in  the  institu- 
tion. All  its  members,  students  and  teachers,  work  together  for 
the  accomplishment  of  one  noble  object,  viz. :  the  upbuilding,  in 
our  State,  of  a  system  of  public  schools  in  which  all  the  children 
shall  be  rightly  taught  such  lessons  from  books,  and  lessons  from 
life,  as  will  fit  them  to  become  men  and  women  of  culture,  wor- 
thy of  Kansas  and  the  times  in  which  they  live. 

Another  element,  possibly  of  strength,  perhaps  of  weakness,  is 
found  in  the  necessary  isolation  of  the  school  from  any  and  all 
other  higher  institutions  of  learning.  The  nature  of  its  profes- 
sional training,  its  method  of  instruction,  the  limited  means  of 
its  students,  and  the  fact  that  its  pupils  are  drawn  from  only  a 
small  class  of  the  population  of  the  State,  preclude  its  successful 
working  as  a  department  of  a  university,  or  in  connection  with 
any  other  institution  differing  from  itself.  The  consolidation  of 
State  institutions,  as  proposed  in  the  last  Legislature,  would,  as 
it  seems  to  me,  prove  highly  disastrous  to  the  interests  of  the 
Normal  School,  whatever  its  effect  might  be  upon  the  Agricul- 
tural College  and  the  State  University. — Kansas  Teacher. 


Profits  of  Publishing. — Of  every  ten  books  published,  six 
never  pay  for  printing,  two  just  pay  and  that's  all,  one  gives  a 
slight  profit,  and  one  substantial  gains. 


The  Illinois  Industrial  Institution  refuses  to  admit  female  stu- 
dents. 


1869.]  Object-Lessons  for  Small  Children. 


OBJECT    LESSONS    FOR    SMALL    CHILDREN. 


COPPER. 

Here  is  a  piece  of  copper;  can  you  tell  me  where  it  came 
from  ?    From  the  ground. 

Then  what  is  it  ?     A  mineral. 

Yes,  substances  that  are  dug  out  of  the  earth  are  mineral,  but 
copper  is  also  a  metal.  Is  there  any  of  it  found  in  this  State  ? 
Yes,  there  is  some  found  in  California. 

Tell  me  sqme  of  its  properties.     It  is  hard  and  opaque. 

Is  it  solid  or  liquid  ?     Solid. 

Take  it  in  your  hand,  and  see  if  it  is  heavy.     Yes,  it  is. 

"What  is  its  color  ?    Brown. 

Yes,  an  orange-brown. 

Put  it  to  your  tongue  and  see  if  it  has  a  taste.     It  has. 

Do  you  know  what  name  is  given  to  substances  that  have  taste? 
Well,  they  are  said  to  be  sapid.     Don't  forget  that  term. 

I  will  strike  these  two  pieces  of  copper  together;  you  see  it 
makes  quite  a  loud  sound.  What  did  I  tell  you  substances  that 
give  out  sound,  are  called  ?     Sonorous. 

On  account  of  its  being  so  sonorous,  it  is  used  in  making  bell- 
metal. 

Will  copper  melt  ?    You  don't  know  ?    Yes,  it  is  fusible. 

Can  it  be  hammered  or  rolled  into  sheets  ?  Yes,  it  is  malleable. 

It  can  be  drawn  out  into  wire,  too.  What  term  shall  we  give 
it,  then?    Ductile. 

Eepeat  after  me,  copper  is  fusible,  malleable  and  ductile. 

Now,  tell  me  some  of  the  uses  of  copper.  Don't  you  know 
any  ?  Well,  when  it  is  rolled  out  into  sheets,  it  is  used  to  cover 
the  roofs  of  houses,  and  the  bottoms  of  ships.  Boilers  and 
nail-heads  are  made  of  it.  Some  coins  are  made  of  copper,  with 
another  metal. 

Repeat  in  concert,  the  qualities  and  uses  of  copper: 

Qualities — Opaque,  Hard,  Mineral,  Metal,  Fusible,  Malleable, 
Ductile,  Sonorous. 

Uses — To  make  Boilers,  Coin,  Bell-metal,  Wire;  to  cover  the 
roofs  of  houses,  and  the  bottoms  of  ships. 


Legacy  to  Dartmouth  College. — The  Hon.  Richard  Fletcher, 

Ipf  Boston,  whose  decease  was  recently  announced,  has  left  a 
residuary  legacy  to  Dartmouth  College,  his  Alma  Mater,  estimated 
at  $100,000.  It  is  to  be  invested  as  a  permanent  fund,  and  the 
income  used  at  the  discretion  of  the  Trustees.  This  is  the 
largest  gift  the  college  has  ever  received;  audit  is  to  be  hoped 
that  it  will  prove  the  precurser  of  others,  fitly  signalizing  the 
Centennial  year,  and  insuring  the  greatly  increased  usefulness 
of  the  venerable  Institution. 


70  Miscellanea.  [Sept. 


JA 


ISCELLANEA. 


The  Los  Angeles  Meat  Shower — The  Biggest  Story  Yet. — 
From  the  News,  of  August  3d,  we  cull  the  annexed  particulars  of 
the  shower  of  meat,  blood  and  hair,  at  Los  Angeles: 

Mr.  Parker,  an  old  and  respected  citizen  of  Los  Nietos  Town- 
ship, exhibited  to  us  yesterday  a  number  of  pieces  of  meat  that 
fell  on  the  farm  of  J.  Hudson,  in  that  township,  at  12  o'clock,  m., 
on  Sunday  last.  From  what  we  can  learn,  it  was  a  shower  of 
meat  and  blood,  similar  to  that  reported  in  Santa  Clara  county 
some  months  ago,  covering  an  area  of  about  two  acres  of  ground. 
Some  ten  or  more  persons  were  at  the  house  of  Mr.  Hudson, 
preparing  for  the  funeral  of  a  child,  and  were  startled  by  the 
fall  of  meat  and  blood  that  lasted  fully  three  minutes,  covering 
the  blades  of  corn,  and  leaving  them  red.  The  blood  that 
lodged  upon  the  corn  blades  and  grass  was  mixed  with  a  short, 
fine  hair,  resembling  the  outer  coating  of  furred  animals.  The 
meat,  which  was  found  over  the  entire  two  acres,  was  in  pieces 
ranging  from  fine  particles  to  strips  of  six  and  eight  inches  in 
length,  and  had  the  appearance  of  being  freshly  torn  from  some 
animal  or  animals.  Mr.  Parker  exhibited  to  us  several  pieces  of 
the  meat,  varying  from  one  to  six  inches  in  length,  one  of  which 
appeared  to  be  the  lights  of  some  animal;  another  was  liver,  and 
another,  picked  up  by  a  gentleman  present,  was  the  lower  part 
of  a  heart,  in  perfect  shape,  and  about  one  and  a-half  inches 
long.  A  large  quantity  of  meat  was  gathered  up  and  preserved 
by  different  parties.  The  day  was  perfectly  clear,  and  the  sun 
was  shining  brightly,  and,  although  the  shower  of  meat  and 
blood  appeared  to  come  from  the  coast,  there  was  no  perceptible 
breeze  at  the  time.  The  occurrence  naturally  created  consider- 
able excitement  among  those  present,  and  the  hope  is  freely 
indulged  in  that  science  will  offer  some  reason  for  this  very  sin- 
gular phenomenon. 

Age  of  the  Earth. — Among  the  astounding  discoveries  of  sci- 
ence is  that  of  the  immense  periods  that  have  passed  in  the 
gradual  formation  of  the  earth.  So  vast  were  the  cycles  of  the 
time  preceding  even  the  appearance  of  man  on  the  surface  of  our 
globe,  that  our  period  seems  as  yesterday,  when  compared  with 
the  epochs  that  have  gone  before  it.  Had  we  only  the  evidence 
of  the  deposits  of  rocks  heaped  on  each  other  in  regular  strata 
by  the  slow  accumulation  of  materials,  they  alone  would  convinced 
us  of  the  slow  maturing  of  God's  works  on  earth;  but  when  we 
add  to  these  the  successive  populations  of  whose  life  the  world 
has  been  the  theater,  and  whose  remains  are  hidden  in  the  rocks 
into  which  the  mud,  or  sand,  or  soil,  of  whatever  kind,  on  which 
they  have  lived,  has  hardened  in  the  course  of  time;  or  the  enor- 
mous chains  of  mountains  whose  upheaval  divided  these  periods 
of  quiet  accumulation  by  great  convulsions;  or  the  changes  of  a 


1869.]  Miscellanea.  71 

different  nature  in  the  configuration  of  our  globe,  as  the  sinking 
of  lands  beneath  the  ocean,  or  the  gradual  rising  of  continents 
and  islands  above ;  or  the  slow  gro^Yth  of  the  coral  reefs,  those 
wonderful  sea-walks  raised  by  the  little  ocean  architects  whose 
own  bodies  furnish  both  the  building  stones  and  the  cement  that 
bind  them  together,  and  who  worked  so  busily  during  the  long 
centuries  that  there  are  extensive  countries,  mountain  chains, 
islands,  and  long  lines  of  coast  consisting  solely  of  their  remains : 
or  the  countless  forests  that  have  grown  up,  flourished  and  de- 
cayed to  fill  the  storehouse  of  coal  that  feeds  the  fires  of  the 
human  race — if  we  consider  all  these  records  of  the  past,  the 
intellect  fails  to  grasp  a  chronology  of  which  our  experience  fur- 
nishes no  data,  and  time  that  lies  behind  us  seems  as  much  an 
eternity  to  our  conception  as  the  future  that  stretches  indefinitely 
before  us. — Agassiz. 

"What  Makes  a  Bushel. — "Wheat,  sixty  pounds;  corn,  shelled, 
fifty-six  pounds;  rye,  fifty-six  pounds;  oats,  thirty-two  pounds; 
barley,  forty-six  pounds;  buckwheat,  fifty-six  pounds;  Irish  pota- 
toes, sixty  pounds;  sweet  potatoes,  sixty  pounds;  onions,  fifty- 
seven  pounds;  beans,  sixty  pounds;  bran,  twenty  pounds;  clover 
seed,  sixty  pounds;  timothy  seed,  forty-five  pounds;  hemp  seed, 
forty-five  pounds;  blue  grass  seed,  fourteen  pounds;  dried 
peaches,  thirty-three  pounds. — Farm  Home  Journal. 

A  LATE  discovery,  by  means  of  spectral  analysis,  consists  in  the 
demonstration  of  the  existence  in  the  flame  of  the  sun  of  the 
metal  called  titanium. 

The  Supreme  King  of  Siam,  a  very  observant  astronomer, 
with  a  collection  of  scientific  instruments  that  would  do  honor 
to  any  European  philosopher,  left  his  capital  for  "Wai-wau,  in 
the  Gulf  of  Siam,  to  direct  the  observations  of  the  total  eclipse 
of  the  sun. 

Queen  Victoria  will  devote  £2,500  of  the  profits  of  her  book 
to  founding  scholarships  for  the  boys  of  Balmoral. 

The  Aurora. — The  brilliant  aurora  borealis,  seen  here  on  the 
15th  of  April,  excited  great  attention  in  England.  At  Green- 
wich, at  an  altitude  of  twenty-five  degrees,  waves  of  light 
seemed  to  rise  and  break  like  the  foam  of  waves  running  over  a 
Sandy  shore.  The  display  is  said  to  have  been  as  magnificent  as 
any  in  northern  latitudes. 

Knowledge  is  not  wisdom;  it  is  only  the  raw  material  from 
which  the  beautiful  fabric  of  wisdom  is  produced.  Therefore  let 
us  not  spend  our  days  in  gathering  materials,  and  live  and  die 
without  a  shelter. 


Department   of   Public    jNSTRUCTicfist. 

SEMI-ANNUAL  APPORTIONMENT— AUGUST,  1869. 


OmCE  OF  CoNTEOLIiER  OF    StATE,  ) 

Sacramento,   Cal.,  August  1st,  1869.     ) 
To  the  Superintendent  of  Public  Instruction  of  the  State  of  California: 

Sir  :  In  accordance  with  the  provisions  of  an  Act  to  provide  for  a  system  of 
Common  Schools,  approved  March  21st,  1868,  I  hereby  report  as  follows: 

The  securities  belonging  to  the  Common  School  Fund  consist  of  bonds  of 
the  State  of  California,  bearing  interest  at  seven  per  cent,  per  annum,  held 
by  the  State  Treasurer  in  trust  for  the  School  Fund,  and  amount  to  eight 
hundred  and  eighty-one  thousand  ($881,000  00)  dollars. 

The  amount  of  money  in  the  School  Fund  this  day,  subject  to  apportion- 
ment, is  one  hundred  and  twenty-one  thousand  eight  hundred  and  twjenty- 
seven  dollars  and  eight  cents  ($121,827  08). 

The  statement  showing  the  balance  subject  to  apportionment  is  as  follows; 
One  half  of  amount  received  for  poll  taxes  since  February  1st, 

1869 $16,550  09 

Interest  on  State  School  Lands 62,296  31 

Property  Tax  (8  cents  on  each  $100) 14,569  16 

Interest  on  bonds  held  by  State  Treasurer  30,835  00 

Total .' $124,250  56 

From  which  deduct  as  follows : 
Certificates  of  the  Kegister  of  the  State  Land  Office,  of 
lands  proved  not  to  be  the  property  of  the  State,  received 

from  County  Treasurers $2,408  48 

Amount  paid  for  California  Teacher 15  00 

2,423  48 

Amount  subject  to  apportionment .$121,827  08 

Very  respectfully,  your  obedient  servant, 

BOB'T  WATT,  Controller. 


APPORTIONMENT. 

Total  number  of  school  census  children  between  five  and  fifteen  years  of  age 
entitled  to  receive  school  money,  104,092.     Amount  per  child,  $1  17. 

Alameda  County. — Alameda,  130;  Alvarado,  98;  Alviso,  51;  Bay,  37 
Brooklyn,  465;  Centreville,  115;  Eden  Vale,  39;  Encinal,  82;  Eureka,  84 
Laurel,  191;  Lincoln,  40;  Livermore,  149;  Lockwood,  38;  Mission  San  Jose 
74;  Mission  Peak,  26;  Mowry's  Landing,  45;  Murray,  119;  Oakland,  1,038 
Ocean  View,  91,  Palmyras,  41;  Peralta,  112;  Pleasanton,  82;  Eedwood;  24 
San  Lorenzo,  76;  Sufiol,  56;  Temescal,  106;  Union, '269;  Washington,  73 
Warm  Springs,  84;  Cosmopolitan,  52 ;  Vallicetos,  58.  Total.  3,945;  amount 
$4,615  65. 


1869.]  Department  of  Public  Instruction.  73 

Alpine.  — Everett,  18 ;  Franklin,  41 ;  Fredericksburg,  22 ;  Lincoln,  22 ;  "Web- 
ster, 27.     Total,  130;  amount,  $152  10. 

Amabor. — Amador  City,  62;  Aqueduct  City,  30;  Buckeye  Valley,  25; 
Buena  Vista,  70;  CHnton,  36;  Copper  Hill,  25;  Drytown,  85;  Fiddletown,  102; 
Franklin,  15;  Forest  Home,  37;  lone  Valley,  109;  Jackson,  195;  Jackson 
Valley,  33;  Lancha  Plana,  94;  Mountain  Echo,  24;  Mountain  Springs,  28; 
Milligan's,  42;  Muletown,  52;  Oneida,  74;  New  York  Eanch,  35;  Puckerville, 
60;  Pine  Grove,  65;  Sutter  Creek,  219;  Union,  95;  Union  Church,  26;  Upper 
Eancharia,  41;  Van  Winkle,  12;  Volcano,  54;  Williams,  30;  Willow  Springs, 
33;  Washington,  95.     Total,  1,903;  amount,  $2,226  51. 

Butte.— Bangor,  40;  Bidwell,  20;  Butte  Valley,  73;  Central  House,  50; 
Cherokee,  94;  Chico,  277;  Canon  Creek,  42;  Delaplain,  50;  Dayton,  82; 
Eureka,  42;  Evansville,  36;  Forbestown,  64;  Hamilton,  37;  Kimshaw,  90; 
Live  Oak,  59;  Lone  Tree,  35;  Mesilla  Valley,  42;  Morris  Ravine,  17;  Moun- 
tain Spring,  48;  Mud  Creek,  73;  Meridian,  44;  Oroville,  290;  Oregon  City, 
39;  Pine  Creek,  57;  Eio  Seco,  63;  Eock  Creek,  63;  Salem,  32;  Sandy  Gulch, 
36,  Stoneman,  21;  Upham,  8;  Wyandotte,  68;  West  Liberty,  28;  Wyman's 
Eavine,  42.     Total,  2,062;  amount,  $2,412  54. 

Calavekas. — Angels,  171;  Altaville,  90;  Brush ville,  115;  Comanche,  111; 
Campo  Seco,  114;  Cave  City,  78;  Chili  Gulch,  78;  Copperopolis,  261;  Doug, 
las  Flat,  46;  Eureka,  31;  Fourth  Crossing,  67;  Mokelumne  Hill,  189;  Mos- 
quito Gulch,  25;  Murphy's,  212;  Negro  Gulch,  50;  Petersburg,  72;  Pleasant 
Spring,  12;  San  Andreas,  201;  Spring  Valley,  41;  Telegraph  City,  92;  Upper 
Calaveritas,  58;  Vallecito,  88;  West  Point,  79;  Washington  Eanch,  94;  Union, 
55.     Total,  2,430;  amount,  $2,843  10. 

CoLDSA.— Butte  Creek,  19;  Colusa,  136;  Dry  Slough,  65;  Franklin,  88; 
Grand  Island,  67;  Grindstone,  43;  Indian  Valley,  88;  Jackson,  20;  Marion, 
40;  Princeton,  39;  Plaza,  30;  Stony  Creek,  54;  Union,  37;  Washington,  29. 
Total,  755;  amount,  $883  35. 

CoNTBA  Costa. — Alamo,  77;  Amador  Valley,  31;  Antioch,  123;  Carbondale, 
73;  Central,  53;  Danville,  30;  Excelsior,  58;  Green  Valley,  42;  Iron  House, 
36;  Lafayette,  45;  Liberty,  43;  Lime  Quarry,  46;  Martinez,  171;  Moraga,  36; 
Morgan  Territory,  24;  Mount  Diablo,  93;  Mount  Pleasant,  98;  Oak  Grove, 
83;  Pinole,  73;  Pleasant  Hill,  25;  Paeheco  (and  Bay  Point),  186;  Eodeo  Val- 
ley, 80;  San  Pablo,  209;  San  Eamon,  55;  Somersville,  134;  Sycamore  Valley, 
32;  Tassajara,  30;  Willow  Springs,  45;  Lone  Tree,  32;  Eden  Plain,  51.  Total, 
2,114;  amount,  $2,473  38. 

Del  Nokte.— Crescent,  154;  Eowdy  Creek,  27;  Bradford,  46;  Happy 
Camp,  23.     Total,  250;  amount,  $292  50. 

El  Dokado.— Buckeye  Flat,  82 ;  Bear  Creek,  20;  Blair's,  66 ;  Carson  Creek,  37 ; 
Clarksville,  38;€old  Spring,  50;  Coloma,  107;  Coon  Hollow,  75;  Deer  Creek, 
17;  Diamond  Springs,  87;  Duroc,  17;  El  Dorado,  139;  French  Creek,  41; 
Greenwood,  44;  Garden  Valley,  35;  Georgetown,  153;  Green  Valley,  37, 
Gold  Hill,  49;  Indian  Diggings,  49;  Jay  Hawk,  53;  Kelsey,  47;  Latrobe,  90; 
Missouri  Flat,  20;  Mountain,  35;  Mount  Gregory,  13;  Mount  Aukum,  56; 
Mosquito,  14;  Natoma,  9;  Negro  Hill,  17;  Newtown,  28;  Oak  HiU,  87;  Pilot 
2 


74  Department  of  Public  Instruction.  [Sept. 

ffiU,  40;  Placerville,  409;  Pleasant  Valley,  48;  Keservoir  Hill,  G8;  Salmon 
Falls,  48;  Smith's  Flat,  46;  Spanish  Dry  Diggings,  39;  Tennessee,  38;  Un- 
iontown,  53;  Wild  Goose,  10.    Total,  2,411;  amount,  $2,820  87. 

Feesno. — Chowchilla,  109;  Dry  Creek,  49;  Hazleton,  G5;  Kingston,  42; 
Lake,  14;  Millerton,  69;  New  Idria,  58;  Scottsburg,  82.  Total,  488;  amount, 
$570  96. 

Humboldt.— Areata,  235;  Eureka,  282;  Buckspott,  72;  Table  Bluff,  79; 
Slide,  50;  Eel  Eiver,  57;  Hydesville,  115;  Van  Duzen,  43;  Grizzly  Bluff,  60; 
Island,  43;  Ferndale,  54;  Centerville,  19;  Bear  River,  21;  Mattole,  83.  Total, 
1,213;  amount,  $1,419  21. 

Inyo.— Independence,  14;  Milton,  16;  Union,  44,  Total,  74;  amount, 
$86  58. 

Keen.— Havilah,  64;  Kern  Island,  70;  Linn's  Valley,  66;  Tiachipe,  83; 
Kernyille,  — .     Total,  283;  amount,  $331  11. 

Klamath.— Klamath,  63;  Trinidad,  73;  Orleans,  74.  Total,  210;  amount, 
$245  70. 

Lake. — Cinnabar,  28;  Morgan  Valley,  27;  Lower  Lake,  84;  Burn's  Valley, 
35;  Excelsior,  52;Loconomi,  72;  Eincon,  56;  Uncle  Sam,  39:  Kelsey  Creek, 
40;  Big  Valley,  70;  Lakeport,  73;  Pleasant  Grove,  72;  Blue  Lake,  32;  Upper 
Lake,  86;  Willow  Grove,  25.    Total,  791;  amount,  $925  47. 

Lassen. — Susanville,  111;  Richmond,  32;  Lake,  41;  Milford,  50;  Janes- 
ville,  36;  Susan  River,  33;  Soldier  Bridge,  15.     Total,  324;  amount,  $379  08. 

Los  Angeles. — Anaheim,  189;  Azuza,  103;  Ballona,  172;  Bog  Dale,  52; 
El  Monte,  128;  Green  Meadows,  234;  La  Puenta,  150;  Los  Angeles,  1,207; 
Los  Nietos,  135;  Maizland,  70;  Old  Mission,  159;  Santa  Ana,  246 ;  San  Antonio, 
79;  San  Fernando,  72;  San  Gabriel,  191;  San  Jose,  130;  San  Juan,  143;  Silver, 
96;  Wilmington,  106.     Total,  3,662;  amount,  $4  284  54. 

Mabin. — San  Rafael,  108;  San  Quentin,  20;  San  Antonio,  73;  Chileno  Val- 
ley, 42;  American  Valley,  27;  Saucilito,  62;  Aurora,  60;  Olima,  31;  Baulinas, 
20;  Halleck,  39;  Dixie,  147;  Novatto,  50;  Franklin,  39;  Tomalis,  53;  Ross' 
Landing,  62;  Nicasio,  53;  Clark,  15;  Garcia,  76;  Bay,  57;  Estero,  22.  Total, 
1,056;  amount,  $1,235  52. 

Makiposa. — Mariposa,  176;  Hornitos,  208;  Coulterville,  128;  Bear  Valley, 
77;  Quartzburg,  75;  Princeton,  37;  Sherlock's,  40;  Sebastopol,  45;  Cathay's 
Valley,  88.    Total,  874;  amount,  $1,022  58. 

Mendocino. — Anderson,  70;  Albion,  19;  Big  River,  60;  Buchanan,  114; 
Counts,  61;  Coyote,  25;  Central,  50;  Calpella,  27;  Cuffee's  Cove,  3G;  Caspar, 
54;  Fish  Rock,  20;  Gualala,  15;  Gaskill,  28;  Indian  Creek,  19;  Little  Lake, 
107;  Upper  Little  Lake,  50;  Little  River,  15;  Long  Valley,  86 ;  Mill  Creek, 
39;  Manchester,  61;  Navarro,  29;  Oriental,  36;  Potter  Valley,  52;  Round 
Valley,  105;  Rancheria,  33;  Sanel,  83;  Redwood,  38;  Ukiah,  215;  Walker 
Valley,  16;  Union,  58.     Total,  1,627;  amount,  $1,903  59. 

Merced. — Pioneer,  77;  Jefferson,  184;  Mariposa,  32;  Jackson,  65;  Merced 
Falls,  55.    Total,  413;  amount,  $483  21. 

Mono.— North  Antelope,  12;  Antelope,  19;  Bridgeport,  34;  Bishop  Creek, 
63.    Total,  128;  amount,  $149  76. 


1869.]  Department  of  Public  Instruction,  76 

Monterey. — Alisal,  94;  Cameros,  50;  Carmello,  90;  Carrolton,  77;  Castro- 
ville,  84;  Lindley,  86;  Mountain,  51;  Monterey,  396;  Natividad,  164;  San 
Felipe,  38;  San  Antonio,  81;  San  Juan,  264;  Spring,  120;  Springfield,  53; 
Tembledero,  57;  San  Benito,  71.    Total,  1,776;  amount,  $2,077  92. 

Napa. — Suscol,  49;  Franklin,  20;  Carneros,  41;  Napa  City,  420;  Jefferson, 
34;  Howard,  51;  Yount,  31;  Buchanan,  83;  Liberty,  52;  St.  Helena,  202; 
Tucker,  45;  Monroe,  53;  Pope  Valley,  38;  Chiles,  48;  Cherry  Valley,  27;  Hot 
Springs,  47;  Kedwood,  58;  Wooden  Valley,  43;  Soda  Canon,  36;  Mountain, 
19;  Upper  Pope,  43;  Cap  el  Valley,  27;  Berryessa,  98;  Salvador,  39;  Putah, 
32;  Oakville,  49;  Chiles  VaUey,  28.     Total,  1,713;  amount,  $2,004  21. 

Nevada.— Altamont,  84;  Allison  Ranch,  142;  Birchville,  52;  Blue  Tent,  21; 
Chalk  Bluff,  82;  Clear  Creek,  39;  Cherokee,  72;  Columbia  HiU,  69;  Forest 
Springs,  131;  French  Corral,  89;  Grass  Valley,  909;  Graniteville,  48;  Indian 
Springs,  41;  Kentucky  Flat,  42;  Little  York,  65;  Lime  Kiln,  56;  Lake  City, 
21;  Moony  Flat,  36;  Moore's  Flat,  112;  Nevada,  592;  North  San  Juan,  178; 
North  Bloomfield,  32;  North  Star,  101;  Oakland,  151;  Omega,  38;  Pleasant 
Valley,  49;  Quaker  Hill,  41;  Eough  and  Ready,  97;  ReUef  Hill,  21;  Spencer- 
ville,  33;  Sweetland,  86;  Selby,  36;  Truckee,  89;  Union  Hill,  145;  Vr'ash- 
ington,  61;  WiUow  VaUey,  23.     Total,  3,884;  amount,  $4,544  28. 

Placee. — Auburn,  121;  Bath,  59;  Cisco,  41;  Coon  Creek,  40;  Christian 
Valley,  17;  Dry  Creek,  52;  Deadwood,  18;  Dutch  Flat,  178;  Damascas,  13; 
Forest  Hill,  167;  Franklin,  61;  Fairview,  6;  Gold  Hill,  32;  Gold  Rnu,  124; 
Iowa  Hill,  73;  Illinoistown,  192;  Last  Chance,  20;  Lisbon,  17;  Lincoln,  66; 
Lone  Star,  17;  Michigan  Bluff,  75;  Mount  Pleasant,  49;  Neilsburg,  33;  New- 
castle, 50;  Norwich,  46;  Ophir,  71;  Pleasant  Grove,  19;  Rattlesnake,  68; 
Rock  Creek,  48;  Rocklin,  86;  Smith ville,  33;  Stewart's  Flat,  38;  Todd's  Val- 
ley, 58;  Union,  15;  Wisconsin  Hill,  38;  Washington,  35;  Yankee  Jim's,  60; 
Blue  Canon,  32.     Total,  2,168;  amount,  $2,536  56. 

Plumas. — Antelope,  5;  Beckworth,  26;  Crescent,  29;  Genesee,  13;  Green- 
ville, 70;  LaPorte,  83;  Mohawk,  29;  Pioneer,  38;  Pilot  Peak,  32;  Plumas, 
13;  Quincy,  48;  Rocky  Point,  5;  Spanish  Peak,  33;  Summit,  16;  Seneca,  38; 
Taylorville,  65;  Union,  14.    Total,  557;  amount,  $651  69. 

Sacramento. — Ashland,  47;  Alabama,  44;  American,  43;  Buckeye,  33; 
Brighton,  36;  Carson  Creek,  31;  Centre,  14;  Dry  Creek,  27;  Davis,  22;  En- 
terprise, 66;  Elder  Creek,  30;  Elk  Grove,  47;  Excelsior,  46;  Eagle  Point,  4; 
Franklin,  65;  Granite,  188;  Grant,  48;  Georgiana,  29;  Hicksville,  51;  Jackson, 
59;  liinney,  76;  Katesville,  31;  Lincoln,  45;  Laguna,  32;  Live  Oak,  105; 
Michigan  Bar,  71;  Mokelumne,  21;  Natoma,  34;  Oak  Grove,  38;  Onisbo,  31; 
Prairie,  36;  Point  Pleasant,  31;  Pacific  41;  Pleasant  Grove,  99;  Richland,  43; 
Sylvan,  79;  San  Joaquin,  43;  Sutter,  75;  Sacramento,  2,630;  Union,  68;  Viola, 
36;  Walnut  Grove,  19;  Washington,  120;  White  Rock,  47;  Wilson,  29;  West 
Union,  51.     Total,  4,861;  amount,  $5,687  37. 

San  Bernardino. — American,  78;  City,  284;  Chino,  81;  Central,  56;  Juape, 
66;  Mount  Vernon,  111;  Mill,  40;  Mission,  103;  Riley,  69;  San  Salvador,  193; 
Santa  Ana,  62;  San  Timoteo,  50;  Temescal,  55;  Warm  Springs  115.  Total, 
1,363;  amount,  $1,594  71. 


76  Department  of  Public  Instruction  [Sept. 

San  Diego.— San  Diego,  475;  Milquatay,  40.    Total,  515;  amount,  $602  55. 
SanFbanci3C0.— City  and  County:  Total,  23,386;  amount,  $27,361  62. 

San  Joaquin. — Athearn,  30;  August,  44;  Alpine,  30;  Burwood,  41;  Bruns- 
wick, 30;  Calaveras,  28;  Castle,  57;  Chartville,  32;  Charity  Dale,  29;  Central, 
— ;  Columbia,  30;  Davis,  44;  Douglass,  54;  Dry  Creek,  64;  Delphi,  55;  Elk- 
horn,  36;  Everett,  46;  Enterprise,  32;  French  Camp,  58;  Franklin,  32;  Fair- 
view,  31;  Greenwood,  43;  Grant,  41;  Henderson,  39;  Harmony  Grove,  38; 
Houston,  54;  Linden,  101;  Liberty,  88;  Live  Oak,  34;  Lincoln,  20;  Lafayette, 
35;  Lockwood,  72;  Moore,  36;  Madison,  42;  Moulder,  IS;  Mokelumne,  52; 
Mount  Carmel,  49;  McKamy,  51;  North,  116;  New  Hope,  — ;  Pacific,  49; 
Rigdon,  32;  River,  17;  South,  82;  Stockton,  1,159;  Stanislaus,  — ;  Salem,  33; 
Shady  Grove,  35;  San  Joaquin,  47 ;  Telegraph,  60;  Tulare,  57;  Turner,  30; 
Union,  40;  Vineyard,  126;  Van  Allen,  53;  Woods,  68;  Washington,  34;  Weber, 
63;  Wells,  — ;  Wildwood,  55;  Willow,  114;  Zinc  House,  61.  Total,  3,947; 
amount,  $4,617  99. 

San  Luis  Obispo. — Mission,  357;  Arroyo  Grande,  60;  Salinas,  72;  Excelsior, 
41;  Morro,  41;  Cayucas,  60;  Olmsted,  41;  Santa  Rosa,  52;  Hesperian,  25; 
San  Simeon,  84.     Total,  833;  amount,  $974  61.    . 

San  Mateo. — San  Bruno,  115;  San  Mateo,  104;  Belmont,  28;  Redwood 
City,  238;  Searsville,  70;  Greersburg,  71;  Laguna,  81;  Half  Moon  Bay,  207; 
Purissima,  48;  West  Union,  43;  Jefferson,  65;  Milbrae,  42;  Tunis,  55;  San 
Gregorio,  38;  Pescadero,  74;  Bell's,  94.     Total,  1,373;  amount,  $1,606  41. 

Santa  Baebaka.— San  Buenaventura,  499;  Montecito,  216;  Santa  Barbara, 
785.  Pedregoso,  28;  Rafuela,  71.     Total,  1,599;  amount,  $1,870  80. 

Santa  Clara. — Adams,  62;  Alviso,  105;  Lincoln.  43;  Berryessa,  64;  Braly, 
65;  Burnett,  71;  Calaveras,  30;  Cambrian,  70;  Carneadera,  94;  Encinal,  41; 
Evergreen,  78;  Franklin,  77;  Gilroy,  159;  Guadalupe,  82;  Hamilton,  44; 
Hester,  122;  Highland,  25;  Hill,  242;  Jackson,  65;  Jefferson,  59;  Laguna, 
24;  Lexington,  30;  Live  Oak,  44;  Los  Gatos,  68;  Mayfield,  182;  Millikin,  51; 
Milpitas,  65;  Mission  Peak,  9;  Moreland,  70;  Mount  Pleasant,  29;  Mountain 
View,  140;  New  Almaden,  128;  Oak  Grove,  101;  Orchard  Street,  101;  Pala, 
45;  Pioneer,  113;  Redwood,  82;  Rhodes,  37;  San  Antonio,  48;  Santa  Clara, 
490;  San  Filipe,  23;  San  Ysidro,  92;  San  Jose',  1,297;  Sierra,  30;  Silver 
Creek,  72;  Summit,  19;  Union,  56;  Willow  Glen,  85.  Total,  5,129;  amount, 
$6,000  93. 

Santa  Cruz.— Santa  Cruz,  580;  Pajaro,  450;  Oak  Grove,  203;  Soquel,  177; 
Bay  View,  79;  Grant,  84;  Happy  Valley,  45;  San  Lorenzo,  48;  Aptos,  52;  El 
Jarro,  35;  Petroleum,  24;  Hazel  Brook,  25;  Scott's  Valley,  37;  Union,  79; 
Mountain,  52;  Railroad,  37;  San  Andreas,  35;  Carlton,  91;  Roache,  129. 
Total,  2,257;  amount,  $2,640  69. 

Shasta.— Shasta,  173;  Roaring  River,  16;  Millville,  82;  Clear  Creek,  42; 
Eagle  Creek,  29;  Caiion  House,  27;  French  Gulch,  66;  Cow  Creek,  45; 
Whiskytown,  37;  Cottonwood,  19;  Piety  Hill,  50;  Buckeye,  17;  American 
Ranch,  19;  Parkville,  34;  Oak  Run,  17;  Clover  Creek,  30;  Oak  Knoll,  25; 
Sierra,  48 ;  Texas  Springs,  23;  Stillwater,  30;  Middletown,  29;  Pitt  River,  26; 
Fall  River,  36.     Total,  920;  amount,  $1,076  40. 


1869.]  Department  of  Public  Instruction.  77 

SiEKEA.— Downieville,  195;  Goodyear's,  55;  Forest  City,  31;  Alleghany, 
69;  Table  Kock,  164;  Gibsonville,  52;  St.  Louis,  41;  Union,  63;  Eureka,  38; 
Morristown,  20;  Sierraville,  52;  Loyalton,  51;  Plum  Valley,  26 ;  Mount  Pleas- 
ont,  24;  Alpine,  17;  Antelope,  12;  Washington,  18;  Alta,  27;  Butte,  17;  Kooky 
Point,  16;  Minnesota,  26.     Total,  1,014;  amount,  $1,186  38. 

Siskiyou. — Butteville,  47;  Center,  57;  Cottonwood,  51;  Deep  Creek,  38; 
Douglas,  23;  Eagle  Creek,  25;  East  Fork,  20;  Franklin,  39;  Greenhorn,  50; 
Hawkinsville,  41;  Humbug,  29;  Lincoln,  40;  Little  Shasta,  71;  Mill  Creek, 
43;  Mount  Bidwell,  10;  Oro  Fino,  50;  Quartz  Valley,  25;  Scott  Valley,  63; 
Shasta  Valley,  55;  Scott  Kiver,  50;  South  Fork,  27;  Union,  12;  Washington, 
51;  Willow  Creek,  60;  Vineland,  18;  Yreka,  240.  Total,  1,235;  amount, 
$1,444  95. 

Solano. — Alamo,  52;  American  Canon,  40;  Benicia,  359;  Binghamton, 
56;  Bunker  HiU,  52;  Crystal,  117;  Centre,  68;  Dover,  50;  Denverton,  29; 
Esmeralda,  50;  Egbert,  60;  Fairfield,  123;  Grant,  64;  Green  Valley,  111; 
Gomer,  43;  King,  36;  Mountain,  20;  Maine  Prairie,  73;  Montezuma,  62;  Oak 
Dale,  23;  Owens,  35;  Pitts,  65;  Pleasant  VaUey,  20;  Putah,  14;  Pleasant 
Hill,  21;  Bio  Vista,  60;  Suisun,  106;  Silveyville,  194;  Solano,  45;  Salem,  38; 
Tremont,  52;  Ulatis,  138;  Union,  49;  Vallejo,  724.  Total,  3,049;  amount, 
$3,567  33. 

Sonoma.— American  Valley,  42;  Big  Valley,  26;  Burnside,  37;  Bodega,  63; 
Bloomfield,  95;  Burns,  61;  'Coleman  Valley,  43;  Canfield,  26;  Court  House, 
412;  Cinnabar,  47;  Copeland,  25;  Cloverdale,  67;  Dry  Creek,  75;  'Dunbar, 
71;  Dunham,  62;  East  Petaluma,  74;  Eagle,  27;  Eureka,  42;  Fisk's  Mill,  57; 
Green  Valley,  46;  Guilford,  53;  Guillicus,  24;  Geyserville,  46;  Harvey,  39; 
Hamilton,  80;  Hill,  38;  Hearn,  35;  Hall,  35;  Healdsburg,  289;  Iowa,  57; 
Independence,  51;  Knight's  Valley,  40;  Lakeville,  39;  Lake,  31;  Lafayette, 
58;  Liberty,  60;  Lone  Kedwood,  42;  Laguna,  75;  Lewis,  26;  Mark  West,  63; 
Maacama,  34;  Miriam,  79;  Mountain,  25;  Mount  Vernon,  34;  Manzanita,  61; 
Mill  Creek,  50;  Monroe,  39;  Oak  Grove,  83;  Oriental,  33;  Occidental,  60; 
Pacific,  19;  Pleasant  Hill,  55;  Finer,  51;  Potter,  102;  Payran,54;  Petaluma, 
712;  Rincon,  70;  Redwood,  62;  Russian  River,  31;  Steuben,  31;  Stewart's 
Point,  30;  Strawberry,  51;  Sonoma,  209;  Stony  Point,  40;  Star,  29;  Salt  Point; 
30;  San  Antonio,  52;  Sotoyome,  57;  Scotta,  32;  Santa  Rosa,  33;  Todd's,  43; 
Tarwater,  23;  Wright's,  36;  Windsor,  97;  Walker,  24;  Waugh,  35;  Wilson, 
42;  Washington,  41;  Watmaugh,  25;  Wallace,  35.  Total,  5,228;  amount, 
$6,116  76. 

Stanislaus.— Adamsville,  127;  Bechelor  Valley,  46;  Branch,  88;  Belphasso,, 
24;  Dry  Creek,  27;Emor5^  103;  Empire,  66;  Farm  Cottage,  32;  Grant,  35; 
Jackson,  71;  Jones,  52;  Junction,  71;  McHenry,  54;  Paradise,  32;  Tuolumne, 
52;  Washington,  79;  White  Oak,  19;  Rowe,  18.   Total,  996;  amount,  $1,165  32. 

Suttee. — Auburn,  72;  Barrj-,  24;  Bear  River,  36;  Brown's,  50;  Buttesyl- 
vania,  17;  Brittan,  43;  Central,  24;  Columbia,  16;  Fairview,  40;  Franklin,  31; 
Gaither,  48;  Grant,  58;  Illinois,  45;  Jefferson,  26;  Lee,  30;  Lincoln,  38;  Live 
Oak,  39;  Meridian,  22;  Nicolaus,  38;  North  Butte,  38;  Rome,  43;  Salem,  27; 
Slough,  15;  .Sutter,  29;  Union,  50;  Vernon,  55;  Washington,  49;  West  Butte, 
47;  Winship,  39;  Yuba,  51.    Total,  1,140;  amount,  $1,333  80. 


78  Department  of  Public  Instruction.  [Sept. 

Tehama.— Eed  Bluff,  268;  Cottonwood,  45;  SieiTa,  56;  Keed's  Creek,  26. 
Toomes,  23;  Red  Bank,  16;  Lassen's,  27;  Paskenta,  40;  Oat  Creek,  25;  Stony 
Creek,  32;  Antelope,  65;  Tehama,  70.     Total,  693;  amount,  $810  81. 

Tbinitt.— Weaverville ,  163;  North  Fork,  36;  Le\\dston,  41;  Bates,  12; 
Douglas  City,  58;  Trinity  Centre,  20;  Hay  Fork,  38;  Junction  City,  49;  Cox's 
Bar,  16.     Total,  433;  amount,  $506,  61. 

TuLAKE.— Cottonwood,  79;  Deep  Creek,  101;  Elbow,  37;  Elbow  Creek,  44; 
Fitzgerald,  41;  Kaiweah,  62;  King's  Eiver,  35;  Outside  Creek,  64;  Packwood, 
32;  Tule  Eiver,  302;  Union,  52;  Venice,  26;  Visalia,  215;  WiUow,  32.  Total, 
1,122;  amount,  $1,312  74. 

Tuolumne.— Sonora,  443;  Columbia,  393;  Shaw's  Flat,  83;  Springfield,  109; 
Tuttletown,  96;  Jamestown,  130;  Poverty  Hill,  84;  Curtis  Creek,  71;  Sum- 
merville,  52;  Confidence,  38;  Montezuma,  52;  Chinese  Camp,  87;  Don  Pedro's 
Bar,  36 ;  Green  Springs,  61  ;  Big  Oak  Flat,  113.  Total,  1,848  ;  amount, 
$2,162  16. 

Yolo.— Woodland,  270;  Buchanan,  39;  Washington,  86;  Cottonwood,  62; 
Prairie,  63;  Cache  Creek,  33;  Grafton,  139;  Franklin,  24;  Putah,  57;  Buckeye, 
43;  Cacheville,  71;  Grand  Island,  11;  Merritt,  51;  Fillmore,  68;  Fremont,  31; 
Plainfield,  85;  Willow  Slough,  29;  Monument,  20;  Pine  Grove,  39;  Canon,  57; 
Union,  39;  Woodland  Prairie,  14;  Eichland,  6;  Sacramento  Eiver,  32;  Monitor, 
42;  Eureka,  42;  Gordon,  64:  Capay,  38;  Fairfield,  21;  Enterprise,  35;  Liberty, 
30;  Pleasant  Prairie,  27;  Vernon,  16;  Fairview,42;  Spring  Lake,  34.  Total, 
1,760;  amount,  $2,059  20. 

Yuba.— Bear  Eiver,  45;  Brophy,  40;  Brown's  Valley,  95;  Buckeye,  29; 
Cordua,  36;  Dobbin's  Eanch,  36;  Elizabeth,  31;  Garden  Valley,  24;  Green- 
ville, 21;  Hansonville,  29;  Honcut,  34;  Indiana,  56;  Linda,  50;  Long  Bar,  20; 
Marysville,  776;  McDonald's,  18;  New  York,  72;  Oregon  House,  59;  Park, 
41;  Peoria,  63.  Plumas,  73;  Eose's  Bar,  122;  Slate  Eange,  137;  Spring  Val- 
ley, 42;  Strawberry  Valley,  28;  Timbucto,  104;  Virginia,  36;  Yuba,  33.  Total, 
2,150;  amount,  $2,515  50. 

O.  P.  FITZGEEALD, 

Supt.  Public  Instruction. 


SCHOOL  DIRECTORY   OF  SAN  FRANCISCO. 

BOAED  OF  EDUCATION— 1869. 

President H.  A.  COBB. 

membehs  : 

FIEST    DISTEICT. 

E.  H.  CoE,  22  City  Hall.     Dwl.  E.  side  Calhoun  street,  bet.  Union  and  Green. 

SECOND  DISTEICT. 
Thos.  H.  Holt No.  3  City  Hall.    Dwl.  1803  Stockton  street 

THIED  DISTEICT. 
Wm.  Shew 417  Montgomery  street. 

FOUETH  DISTEICT. 

H.  A.  Cobb 327  Montgomery  street.    Dwl.  1413  Powell  street. 


1869.]  Department  of  Public  Instruction.  79 

FIFTH   DISTEICT. 
J.  D.  B.  Sttllman,  M.  D 17  Post  street. 

SIXTH   DISTKICT. 

Wm.  Henry  Knight 609  Montgomery  street.    Dwl.  1217  Clay  street. 

SEVENTH  DISTKICT. 
J.  F.  Meagher 418  Montgomery  street.    Dwl.  58  Minna  street. 

EIGHTH  DISTKICT. 
Edgar  Briggs,  S.  E.  cor.  Sansome  and  Sacramento  sts.    Dwl.  128  Turk  street. 

NINTH    DISTKICT. 
E.  H.  SiNTON 509  California  street.    Dwl.  36  South  Park. 

TENTH  DISTKICT. 

A.  K.  Hawkins *645  Market  street.    Dwl.  829  Howard  street. 

ELEVENTH  DISTRICT. 

H.  F.  Williams,  407  California  street.    Dwl.  Seventeenth  av.  near  Kailroadav. 

TWELFTH    DISTKICT. 

J.  M.  Burnett,  57  Exchange  Building,  cor.  Montgomery  and  Washington  sts. 
Dwl.  N.  side  Page,  between  Laguna  and  Buchanan  streets. 

James  Denman,  Superintendent  of  Public  Schools No.  22  City  HaU. 

Geo.  Beanston,  Secretary  Board  of  Education,  No.  22  City  Hall.    Dwl.  W. 
side  Hollis  street,  between  O'Farrell  &  Ellis. 

KicHARD  Ott,   Clerk  Board  of  Education,  No.  22  City  Hall.     Dwl.  No.  218 

Stockton  street. 

James  Duffy,  Messenger,  No.  22  City  Hall.    Dwl.  W.  side  Buchanan  street, 

between  O'Farrell  and  Ellis. 


STANDING  COMMITTEES. 


On  Nomination  of  Teachers — Directors  Meagher,  Williams,  Knight,  Presi- 
dent and  Superintendent. 
On  Kules  and  Kegulations — Directors  Shew,  Hawkins  and  Burnett. 
On  Classification  and  Course  of  Instruction — Directors  Knight,  Burnett, 

Sinton  and  Superintendent. 
On  High  and  Normal  Schools — Directors  Stillman,  Hawkins  and  Burnett. 
On  Cosmopolitan  Schools — ^Directors  Briggs,  Burnett  and  Meagher. 
On  Text  Books  and  Music — Directors  Shew,  Burnett  and  Hawkins. 
On  Furniture  and  Supplies— Directors  Sinton,  Briggs  and  Meagher. 
On  School  Houses  and' Sites — Directors  Williams,  Sinton  and  Stillman. 
On  Evening  Schools — Directors  Hawkins,  Briggs  and  Williams. 
On  Salaries  and  Judiciary — Directors  Burnett,  Stillman  and  Hawkins. 
On  Finance  and  Auditing — Directors  Hawkins,  Briggs  and  Sinton. 
On  Teachers'  Institute — Directors  Knight,  Hawkins  and  Williams. 
On  Printing — Directors  Coe,  Knight  and  Williams. 
On  Janitors — Directors  Sinton,  Shew  and  Coe. 


80  Department  of  Public  Instruction.  [Sept. 

SCHOOL   DIRECTORY. 

BOYS'  HIGH  SCHOOL. 

Location — Powell  street,  near  Clay. 

Theo.  Bradley,  34  Tehama.  A.  L.  Mann,  Fruit  Vale. 

J.  M.  Sibley,  514  Dupont.  Adolph  Herbst,  Stockton,  near  Gal. 

A.  T.  Winn,  114  Mason.  Mrs.  C.  L.  Atwood,  1806  Mason. 

GIKLS'  HIGH  SCHOOL. 

Location — Southeast  corner  Stockton  and  Bush  streets. 

Ellis  H.  Holmes,  16  Prospect  Place.      Miss  S.  A.  Barr,  1011  Bush. 
Mrs.  C.  E.  Beals,  923  Powell.  Mad.  V.  G.  Brissac,  1015  Pine. 

Miss  E.  A.  Cleveland,  Oakland. 

CITY  TKAINING  SCHOOL. 

Location — Sutter  Street  Synagogue. 

Mrs.  M.  E.  DuBois,  609  Sutter.  Miss  Annie  B.  Earle,  1119  Sutter. 

Miss  Annie  L.  Gray,  725  Bush.  "     Susie  H.  Earle,  674  Harrison. 

LINCOLN  GRAMMAK  SCHOOL. 

Location — East  side  Fifth  street,  near  Market. 

Bernhard  Marks,  cor. Union  &  Steiner.  Miss  Carrie  L.  Smith,  19  John. 
L.  W.  Reed,  17Rauseh.  -         "     M.  T.  Kimball,  Cal.  and  Mason. 

W.  A.  Robertson,  710  "Washington.  "    Grace  Chalmers,  1407  Jackson. 

Mrs.  M.  J.  Sanky,  612  Shotwell.  "    E.  A.  Shaw,  26%  Kearny. 

"    L.  C.  James,  329  O'Farrell.  "    Mary  Guinness,  521  Folsom. 

"    M.  W.  Kincaid,  421  Sixth.  "    J.  A.  Forbes,  127  Kearny. 

"    B.  F.  Moore,  127  Kearny.  "    M.  V.  M.  Whigham,  492  Howard. 

**    E.  F.  Pearson,  342  Minna.  Mrs.  F.  M.  Pngh,  555  Stevenson. 

Miss  M.  E.  Harrington,  745  Market.        "    M.  L.  Foster,  310  Clementina. 

"    S.  A.  Field,  323  Sutter.  Miss  M.  J.  Pascoe,  7  Vernon. 

Miss  L.  Swain,  26%  Kearny. 

DENMAN  SCHOOL. 

Location — Northwest  corner  Taylor  and  Bush  streets. 

John  Swett,  1419  Taylor.  Miss  Mary  Little,  320  Ritch. 

Mrs.  E.  M.  Baumgartner,  323  Sutter.       "    Lillie  L.  Gummer,  1107  Stockton. 

Miss  C.  M.  Pattee,  804  Bush.  ''    Almira  T.  FUnt,  337  Jessie. 

"    M.  A.  Doud,  1710  Clay.  "     Clara  C.  Bowen,  122  Tyler. 

"    Jessie  Smith,  cor.  Lomb.  &Dup.      "    Eliza  B.  Barnes,  933  Howard. 

*'    A.  T.  Kenney,  526  Pine.  "    Lottie  McKean,  1006  Bush. 

Mrs.  E.  P.  Bradley,  34  Tehama.  "    R.  B.  Childs,  325  Sixth. 

Miss  S.  A.  Lillie,  528  Stevenson. 

RINCON  GRAMMAR  SCHOOL. 

Location — Vassar  Place,  leading  from  Harrison  street,  between  Second  and  Third. 

Ebenezer  Knowlton,  4  Center  Block,    Miss  Lizzie  B.  Easton,  133  Fifth. 

Sixteenth  street,  near  Folsom.  "  Anna  M.  Dore,  418  Fremont. 

Miss  Helen  M.  Thompson,  16  Perry.  "  Lizzie  G.  Johnston,  246  Jessie. 

' '    Mary  E.  Stowell,  656  Folsom.  ' '  Sadie  Davis,  SE.  cor.  Har.  &  Park. 

"    D.  S.  Prescott,  607  Pine.  '*  Carrie  D.  Trask,  704  Howard. 

"    Margaret  Wade,  1407  Wash'ton.  **  Augusta  C.  Robertson,  524  Fol. 

*'    Mary  A.  E.  Phillips,  26%  Kearny.    "  Clara  Buckman,  309  Fremont. 

BROADWAY  GRAMMAR  SCHOOL. 

Location — North  side  Broadway,  between  Powell  and  Mason. 
Noah  F.  Flood,  1016  Washington.         Mrs.  Belle  Hurlbut,  1419  Taylor. 


1869.]  Department  of  Puhlic  Instruction.  81 

Miss  Maggie  McKenzie,  136  Kearny.     Miss  S.  A.  Kelly,  326  Jessie. 

Mrs.  L.  A.  K.  Clappe,  516  Taylor.  "    Ella  J.  Morse,  NE.  cor.  Sansome 

Miss  E.  M.  Tibbey,  527  Green.  and  Filbert  streets. 

"     Phoebe  Palmer,  505  Powell.  "    Mary  A.  Haswell,  524  Greenwich. 

"    Mary  A.  Ward,  1416  Powell.  "    Mary  A.  Solomon,  1805  Stockton. 

Miss  Susan  B.  Cook,  108  Stockton. 

SOUTH  COSMOPOLITAN  GKAMMAR  SCHOOL. 

Location — North  side  Post,   between  Dupont  and  StocJdon. 

Henry  N.  Bo.lander,  349  Jessie.  Mrs.  Emily  Foster,  18  Taylor. 

Miss  L.  T.  Fowler,  Sixteenth,  nr  Fol.  Arnold  Dulon,  521  Green. 

Mrs.  L.  Dejarlais,  1902  Stockton.  Miss  Jennie  Mitchell,  Taylor  and  Eddy. 

"    A.  A.  Hamill,  1007  Market.  Dr.  James  Wiedemann,  1107  Folsom. 

Miss  F.  M.  Sherman,  233  Eighth.  Miss  Agathe  Buenan,  320  Clementina. 

"    E.  L.  Gunn,  1407  Jones.  "    Maggie  Howard,  1109  Pine. 

UNION  GRAMMAR  SCHOOL. 

^      Location — North  side  Union,  between  Montgomery  and  Kearny  streets. 

Philip  Prior,  218  Stockton.  Miss  Annie  Hucks,  708  Lombard. 

Miss  Agnes  Chalmers,  Jack'n,nr  Hyde.      "    Nellie  Baldwin,  1305  Stockton. 
John  Fox,  cor.  Hinkley  and  Kearny.        "    Lizzie  White,  1807  Stockton. 
Miss  Flora  Smith,  cor.  Mark't  &  Mont.      "     Sallie  Fox,  809  Mission. 
**     Sarah  Mayers,  429  Union.  "    Ellen Grant,How.bet.l3th&  14th. 

WASHINGTON  GRAMMAR  SCHOOL. 

Location — Southwest  comer  Mason  and  Washington  streets. 

L.  D.  Allen,  NE.  cor.  Pine  &  Laguna.    Miss  Susie  Carey,  Mission. 
Dr.  J.  Phelps,  38  Stanley  Place.  "     Carrie  Chase,  110  Turk. 

Mrs.  L.  G.  Deetkin,  254  Tehama.         Mrs.  Josephine  Lloyd,  1522  Pacific. 
Miss  Jean  Parker,  926  Washington.      Miss  Isabella  Whitney,  1015  Clay. 
'*    S.  A.  Jessup,  114  Mason.  "     Kate  Casey. 

Miss  Carrie  Barlow,  909  Clay. 

SPRING  VALLEY  GRAMMAR  SCHOOL. 

Location — South  side  Broadway,  between  Larkin  and  Folic  streets. 

Prof .  W.  J.  G.  Williams,  Virginia         Miss  A.  P.  Fink,  Greenwich,  between 

Block,  Stockton  street.  Laguna  and  Octavia  streets. 

Miss  Carrie  P.  Field,  323  Sutter.  "     A.  E.  Stevens,  1505  California. 

Joseph  0 'Conner,  324  Tehama.  "    E.  Goldsmith.  415  Jones. 

Miss  Mary  Murphy,  1306  Taylor.  "    Frances  Simon,  255  Stevenson. 

Miss  Alva  C.  Gregg,  Polk,  between  Broadway  and  Vallejo  streets. 

MISSION  GRAMMAR  SCHOOL. 

^  ^,        Location — West  side  Mission,  between  Fifteenth  and  Sixteenth  streets. 

E.  D.  Humphrey,  cor.  Oak  &  Laguna.    Miss  Jennie  Greer,  17th,  nr  Guerrero. 
J.  C.  Pelton,  cor.  Polk  and  Pine.  "    Mary  Smith,  325  Lombard. 

Mrs.  Fannie  Reynolds,  16th  street,  "    Anita  Ciprico,   Howard  st.,  bet. 

near  Folsom.  11th  and  12th. 

Mrs.  E.  H.  B.  Varney,  First  Av.,  bet.    Mrs.  Mary  Humphrey,  corner  Oak  and 

15th  and  16th.  Laguna. 

Miss  Maria  0'Connor,17th,nr  Dolores.  Mrs.  Mary  C.  Caldwell,  2d  Av.,  n'r  16th. 
"    A.  A.  Rowe,  Howard  and  20th.     Miss  Katie  McFadden,  cor.Polk&Eddy. 
Miss  Annie  E.  Dowling,  cor.  Broderick  and  McAllister  streets. 

SHOTWELL  STREET  GRAMMAR  SCHOOL. 

Location — East  side  Shotwell,  between  Twenty-Second  and  Twenty-Tliird. 
Silas  A.  White,  N.  side  Treat  Av.,        Miss  Mary  Little,  1143  Mission  st., 
between  21st  and  22d  streets.  between  7th  and  8th. 


82  Department  of  Public  Instruction.  ,  [Sept. 

M.  M.  Scott,  Capp  St.,  bet.  21st  &  22d.   Miss  Annie  H.  Giles,  W.  side  Howard* 

Miss  Annie  A.  Hill,  E.  side  Fillmore  bet.  18th  and  19th  streets, 

street,  bet.  Hayes  and  Franklin.  "     Eebecca  P.  Paul. 

"     Mary  E.  Bennett,  cor.  Folsom  '•     Hattie  L.  Wooll,  1312  California 

and  16th  streets.  st.,  bet.  Leavenworth  and  Hyde. 

"     Isabel  A.  Wheaton,  48  Tehama  "     Bessie  Hallowell,  931  Howard, 
street,  between  1st  and  2d.               Mrs.  Stella  M.  Whittemore,  corner 

Mrs.  Ellen  M.  Carlise,  1412  Pine  st.,  Mission  and  22d. 
bet.  Larkin  and  Polk. 

NOETH  COSMOPOLITAN  SCHOOL. 

Location — North  side  Filbert,  between  Jones  and  Taylor  streets. 

Miss  Kate  Kennedy,  1213  Clay.  Madame  Bertha  Chapius,  2012  Taj^lor. 

"    Fannie  Mitchell,  1009  Powell.  Miss  Mary  Humphreys,  803  Leaven'th. 

"    Julia  Grady,  715  Ellis.  ' '    Bette  Brockmann,  419  Tehama. 

"     Rose  Levison,  813  Hyde.  Mrs.  Abraham  Solomon,  557  Natoma. 

"    Amelia  Wells,  210  Francisco.  "     U.  Rendsburg,  910  Post. 

•*    Amy  Campbell,  1220  Jackson.  Miss  Emily  Anderfuren,  755  Mission.^ 

GREENWICH  STREET  COSMOPOLITAN  SCHOOL.  • 

Location — Greenwich,  between  Taylor  and  Jones  streets. 

Mrs.  Wm.  R.  Duane,  1511  Stockton.     Miss  M.  P.  Carpenter,  1419  Taylor. 
Miss  Naomi  Hoy,  1114  Leavenworth.       "     L.  Erichson,  611  Union, 
Miss  Kate  M.  Donovan,  1204  Powell. 

TENTH  STREET  SCHOOL. 

Location — West  side  Tenth,  between  Folsom  and  Harrison  streets. 

W.  J.  Gorman,  N.W.  cor.  Howard  and  Miss  M.  A.  Hassett,  726  Clementina. 

3d  streets.  *'     Cornelia  Swain,  corner  21st  and 

Miss  Marion  Sears,  26%  Kearny.  Guerrero  streets. 

"     Kate  A.  Galvin,  114  Hayes.  "     N.  Heme,  cor.  Larkin  and  McAl- 

"     F.  M.  Byrnes,  805  Sixth.  lister  streets. 

Mrs.  M.  Dyer,  24%  Fourth.  Mrs.  M.  Lowe,  660  Bryant. 

TEHAMA  PRIMARY  SCHOOL. 

Location — South  side  Tehama,  near  First  street. 
Mrs.  E.  A.  Wood,  44  Third.  Miss  E.  White,  419  Fremont. 

"     S.  N.  Joseph,  1521  Bush.  "    A.  S.  Ross,  660  Howard. 

H.  A.  Lyons,  14  Perry.  "     S.  H.  Whitney,  26%  Kearny. 

M.  F.  Soule,  119  Stockton.  "    E.  Gallagher,  459  Bryant. 

F.  A.  Nichols,  613  Third.  **     Gertrude  Soule,  762  Howard. 

M.  F.  Smith,  666  Harrison.  "     Maggie  S.  Hall,  4  Powell. 

Susie  Mowry,  329  Pine.  "     Sallie  J.  Hall,  4  Powell. 

H.  A.  Grant,  17  Rincon  Place.         *•    F.  T.  Clapp,  513  Folsom. 
Miss  Julia  M.  Gelston,  114  Mason. 

LINCOLN  PRIMARY  SCHOOL. 

Location— 8.  E.  comer  of  Market  and  Fifth  streets. 

Miss  Kate  Sullivan,  44  Third.  Miss  Mary  A.  Salisbury,  917  Howard. 

"     Carrie  L.  Hunt,  1008  Clay.  "     Lydia  A.  Clegg,  425  Bryant. 

Nellii  A.  Littletield,  1018  Larkin.       ' '    Miss  G.  A.  Garrison,  41 1  Brannan, 
Christina  McLean,  1117  Howard.  Mrs.  Mary  H.  Woodworth,  44  Third. 
Bessie  Molloy,  44  Third.  "     Fannie  Holmes,  Colton's,  Third. 

Maggie  V.  Jordan,  347  Fourth.         "     Kate  McLaughlin,  423  Post. 
Mrs.  Laura  T.  Hopkins,  8  Rousch, 

FOURTH  STREET  PRIMARY  SCHOOL. 
Location— N.  E.  corner  of  Fourth  and  Clara  streets. 
Mrs.  L.  A.  Morgan,  331  Geary.  Miss  Julia  B.  Brown,  809  Mission. 


1869.]  Department  of  PvMic  Instruction.  83 

Miss  M.  Stincen,  1025  Clay.  MissC.  Comstock,  807  Mission. 

*'    E.  McKie,  725  Hamson.  "     Hattie  Estabrook,  236  Third. 

'*    T.  J.  Carter,  320  Ellis.  "    M.  J.  Morgan,  3i2  Jessie. 

"     H.  Gibbons,  cor.  Polk  &  Geary.  Mrs.  K.  F.  Ingraham,  987  Harrison. 

SOUTH  COSMOPOLITAN  PKIMAKY  SCHOOL. 

Location — North  side  Post,  between  Dupont  and  Stockton  streets. 

Miss  Minna  Graf,  513  Leavenworth.      Miss  Amelia  Joice,  cor.  Hyde  &  O'Fa'll. 

"     Grace  Smith,  442  Greenwich.  "     Sarah  Miller,  13  Stockton. 

"     Cornelia  Campbell,  68  Clement'a.''     "    Adele  Koencke,  221  Turk. 
Mrs.  Lizzie  Moulton,  728  Howard.       '   •"     C.  Pohlmann,  228  O'Farrell. 
Miss  Elise  Siegemann,  423  ElHs.  "     C.  Dorsch,  1706  Polk. 

MASON  STREET   COSMOPOLITAN  PEIMAEY, 

Location — East  side  Mason,  between  Post  and  Geary  streets. 

Mrs.  P.  C.  Cook,  765  Mission.  Miss  S.  E.  Duff,  529  Union. 

Miss  V.  Coulon,  16  Oak.  Mrs.  E.  B.  Jones,  214  Perry. 

Mrs.  M.  Dupuy,  730  Vallejo.  Miss  F.  Teuschner,  228  Bush. 

GEARY  STREET  COSMOPOLITAN  PRIMARY. 

Location — South  side  Geary,  between  Stockton  and  Powell  streets. 
Miss  M.  E.  D'Arcy,  cor.  Webster  and    L.  Michaelson,  Mission  Road,  opposite 
McAllister  streets.  St.  Mary's  College. 

Miss  A.  Goldstein,  467  Clementina,  near  Sixth. 

POWELL    STREET  PRIMARY  SCHOOL. 

Location — West  side  Powell  street,  between  Washington  and  Jackson. 

Miss  Carrie  V.Benjamin,  1107Stock'n.  Miss  Margery  C.  Robertson,  2  Chelsea 
"    Lulu  W.  Burrell,  329  O'Farrell.  Place. 

"    EHza  M.  Dames,  55  South  Park.  Mrs.  E.  S.  Forrester,  719  Market. 
"     Sarah  E.  Thurston,  999  Clay.        Miss  Mary  E.  Tucker,  218  Eddy. 
Mrs.  Helen  V.  Shipley,  1309  Mason. 

MISSION  STREET  PRIMARY,    No.   1. 

Location — Mission  street,  between  Fifth  and  Sixth. 

Miss  A.  M.  Manning,  44  Third.  Miss  M.  A.  Lawless,  327  Fifth. 

"    Annie  J.  Hall,  4  Powell.  "    Ellen  Hodges,  109  Fifth. 

UNION  PRIMARY  SCHOOL. 

Location — Nor'thwest  corner  Filbert  and  Kearny  streets. 

Mrs.  A.  Griffith,  824  Lombard.  Miss  Maggie  Watson,  24  Scott. 

Miss  E.  Overend,  8  Ceilhoun.  "    H.  Featherly,  1011  Pacific. 

"    L.  Solomon,  1805  Stockton.  "     E.  Cappiise,  516  Greenwich. 

"    A.  Stincen,  1025  Clay.  "    E.  Younger,  316  Green. 

Miss  E.  McEwen,  111  Geary. 

PINE  AND  LARKIN  STREET  PRIMARY. 

Location — Southwest  corner  Pine  and  LarTdn  streets. 

Miss  H.  Cook,  743  Pine.  Miss  M.  Ritchie,  517  Leavenworth. 

"    A.  B.  Chalmers,  743  Pine.  Mrs.  J.  H.  Nevins,  Sac 'to  &  Leaven'th. 

"    K.  Bonnell,  Capp  and  25th  sts.     Miss  S,  A.  Humphrey,  803  Leavenw'th. 
"     M.E.  Savage,  1213  Leavenworth.      "     D.  Hyman,  734  Polk. 
"     H.  B.  Sawyer,  129  Perry.  "     B.  A.  Kelly,  Chamberlin  House. 

**    F.  Benjamin,  517  Leavenworth.      "    M.  F.  Metcalf,  1003  Sixth. 

MISSION  STREET  PRIMARY,   No.  2. 

Location — Mission  street,  between  Fifth  and  Sixth. 


84  Department  of  Public  Instruction.  [Sept. 


Mrs.  C.  H.  Stout,  16th,  near  Mission.  Miss  Margaret  von  Unwerth,  320  Clem- 
"     L.  A.  Covington,  cor.  Sutter  and  eutina. 

Taylor  streets.  "     L.  A.   Winn,    1013  Washington, 

Miss  Carrie  Menges,  326  Jessie.  between  Powell  and  Mason. 

EIGHTH  STKEET  PEIMAEY. 

Location — East  side  of  Eighth  street,  between  Harrison  and  Bryant. 

MissAnnieE.Slavan,  534  Seventeenth,  Miss  Ellen  Donovan,  5B1%  Natoma, 
between  Guerrero  and  Dolores.  bet.  Sixth  and  Seventh. 

"     Sarah  E.  Frissell,  314  Fifth,  bet.      "     Katie  E.  Gorman,  corner  Howard 

Folsom  and  Harrison.  and  Third. 

"    Fannie  L.  Soule,  Chestnut,  bet."     "     E.  F.  Hassett,  726  Clementina. 

Leavenworth  and  Hvde.  "     Mary  E.  Perkins,  218  Eddy. 

"     Sallie  C.  Johnson,  "^318  Seventh,       "     M.  A.  Brady,  423  Minna, 
bet.  Folsom  and  Harrison.  "     A.  A.  Hazen,  964  Mission. 

Miss  M.  A.  Lloyd,  605  Bush,  between  Stockton  and  Powell. 

SPKING  VALLEY  PEIMAEY  SCHOOL. 

Location — Soidh  side  Union  street,  between  FranJclin  and  Gough. 

Miss  J.M.  A.  Hurley,  N.E.  cor.  Gough  Miss  Mabel  F.  Phelps,  1010  Larkin. 
and  Pacific  streets.  "     Marian  O.  Stokum,  110  Stockton. 

Miss  Mary  J.  E.  Kennedy,  corner  Polk  and  California. 

HAYES  VALLEY  PEIMAEY. 

Location — North  side  Grove  street,  between  Larkin  and  Polk. 

Miss  F.  M.  Stowell,  323  Geary.  Miss  K.  A.  O'Brien,  464  Clementina. 

"    F.  A.  Stowell,  656  Folsom.  "    H.  P.  Burr,  17  Perry. 

Miss  Mary  Williams,  corner  Hayes  and  Buchanan  streets. 

BEYANT    STEEET   PEIMAEY. 

Location — North  side  Bryant,  between  Third  and  Fourth. 

Miss  Jennie  Smith,  325  Lombard.         Miss  Julia  A.  Doran,  corner  Euss  and 

"     Clara  G.  Dolliver,  439  Fifth.  Natoma  streets. 

Mrs.  T.  M.  Sullivan,  Brooklyn  Hotel.      "    Ida  E.  Dickins,7  Vassar  Place. 
Miss  Isabel  Gallagher,  459  Bryant. 

DEUMM   STEEET  PEIMAEY. 

Location — Northeast  corner  Brumm  and  Sacramento  streets. 
Miss  A.  M.  Murphy,  127  Kearny.  Miss  M.  J.  Brumley,  1619  Sacramento. 

POTEEEO   SCHOOL. 

Location — Northeast  corner  Kentucky  and  Napa  streets. 
Miss  A.  S.  Jewett,  372  Brannan.  Miss  Kate  McColgan,  913  Broadway. 

PINE  STEEET  SCHOOL. 

Location — North  side  Pine,  between  Scott  and  Devisadero. 
Mrs.  L.  A.  Eussell.  Miss  A.  F.  Sprague,  126  Silver. 

TYLEE  STEEET  SCHOOL. 

Location — North  side  Tyler,  between  Pierce  and  Scott. 

Miss  Mary  J.  Bragg,  317  Main.  Mrs.  Laverna  Allen,  1110  Montgomery. 

Miss  Julia  Hutton,  Eleventh  street,  between  Mission  and  Market. 

WEST-END  SCHOOL. 
W.  W.  Holder.  Location— Near  Six-MUe  House. 


1869.]  Our  Book  Table..  •  85 

SAN  BKUNO  SCHOOL. 

Location — San  Bruno  Bead,  near  Toll  Gate. 

Mrs.  M.  Deane,  Serpentine  Avenue,  San  Bruno  Koad. 

OCEAN   HOUSE   SCHOOL. 
John  A.  Moore.  Location — Near  Ocean  House. 

FAIRMOUNT   SCHOOL. 
Miss  Nellie  O'LougMan.  Location — Fairmount  Tract. 

SOUTH  SAN  FEANCISCO  SCHOOL. 

Location — Corner  L  street  and  Fourteenth  Avenue. 

Albert  Lyser,  1419  Taylor.     Miss  Susie  Mclnerny,  Broadway,  near  Sansome. 

COLOEED   SCHOOL. 

Location — Corner  Taylor  and  Vallejo  streets. 
Mrs.  Georgia  Washburn,  427%  Green.  Mrs.  H.  F.  Byers,421  Green,  n'r  Dupont. 

CHINESE  SCHOOL. 

Location — Powell  street,  between  Washington  and  Jackson. 
William  M.  Dye,  833  Vallejo. 

SPECIAL  TEACHERS. 

Truman  Crosette,  Teacher  of  Music,  Burns'  B'ding,  California  st.,  Eoom  35. 

W.  D.  Murphy,  Teacher  of  Music, 264  Minna  street 

Washington  Elliot,  Teacher  of  Music,       -    - 1109  Pine  street. 

Hubert  Burgess,  Teacher  of  DraAving, -  Oakland. 

P.  A.  Garin,  Teacher  of  Drawing, 58  Minna  street. 


Our  Book  Table. 


A  Manual  of  Elementaet  Chemistry,  Theoretical  and  Practical :  By  Geokge  Fownes, 
F.R.S.,  late  Professor  of  Practical  Chemistry  in  University  College,  London.  From  the 
Tenth  Revised  and  Corrected  English  Edition.  Edited  by  Robert  Bridges,  M.D.,  Pro- 
fessor of  Chemistry  in  the  Philadelphia  College  of  Pharmacy.  Philadelphia :  Henry  C. 
Lea  :  18C9. 

This  work  is  more  extensive  than  the  usual  text  books  on  the  subject.    It  is 

likewise  more  valuable — giving  altogether  an  adequate,  clear,  and  accurate 

outline  of  the  present  state  of  chemical  science.     In  weights  and  measures 

the  French  decimal  system  is  used .    In  nomenclature  some  changes  have  been 

made,  which  were  much  needed.     For  sale  by  A.  Koman  &  Co. 

Practical  Composition,  with  Nnmerotis  Models  and  Exercises  :  By  Mrs.  Mart  J,  Harper, 
Packer  Collegiate  Institute,  Brooklyn,  New  York.  New  York  :  Charles  Scribner  is 
Co.:  1869. 

This  work  is  simple  and  practical.  It  parries  the  student  through  a  respect- 
able course  of  training  in  the  art  of  composition,  gives  him  incidental  infor- 
mation, and  does  not  go  beyond  his  comprehension.  It  is  defective  as  regards 
invention,  a  most  important  step  in  acquiring  the  art  of  composing.  A.  Eo- 
man  &  Co .,  San  Francisco . 

Greenleaf's  Mathematical  Series. 
A  portion  of  this  series  has  been  long  before  the  public .    It  has  been  ex- 


86  ,  Our  Booh  Table.  [Sept. 

tended,  and  otherwise  improved .  It  contains  the  following  :  Primary  yirith- 
metic,  Intellectual  Arithmetic,  New  Elementary  Arithmetic,  New  Practical  AritJi- 
metic,  New  Elementary  Algebra,  New  Higher  Algebra,  Elements  of  Geometry,  and 
Elements  of  Plane  and  Spherical  Trigonometry  The  additions  are  worthy  of  the 
old  portions  of  the  series,  and  some  of  the  improvements  are  valuable — par- 
ticularly in  fr^^ctions,  both  decimal  and  common.  Published  by  Kobert  S, 
Davis  &  Co.,  Boston. 

Elements  o?  Asteoxomy— Designed  for  Academies  and  High  Schools.  By  Elias  Loomis, 
LL.D.,  Professor  of  Natural  Philosophy  and  Astronomy  in  Yale  College,  and  Author  of 
a  '•  Course  of  Mathematics."    New  York  :  Harper  &  Brothers,  Publishers  :  1869. 

A  good  elementary  text-book  in  geometry — lucid  in  arrangement,  and  accu- 
rate in  statements. 

Outlines  of  Composition — Designed  to  Simplify  and  Develop  the  Principles  of  the  Art,  by 
Means  of  Exercises  in  the  Preparation  of  Essays,  Debates,  Lectures,  and  Orations. 
For  the  use  of  Schools,  Colleges,  and  Private  Students.  By  H.  J.  Zandeb  and  T.  E. 
Howard,  A.M.    Boston  :    Published  by  Kobert  S.  Davis  &  Co.:  1869. 

A  very  intensely  practical  little  book,  because  it  shows  precisely  how  things 
must  be  done . 

Bhetoetc— A  Text-Book,  designed  for  use  in  Schools  and  Colleges,  and  for  Private  Study. 
By  Rev.  E.  O.  Havens.  D.D.,  LL.D.,  President  of  the  University  of  Michigan.  New 
York :    Harper  &  Brothers,  Publishers,  Franklin  Square:  1809. 

The  subject  of  rhetoric  is  here  presented  under  five  general  divisions  ;  Part 
I,  Words  and  the  Materials  of  Expression ;  Part  II,  Figures  of  Speech  and 
Thought ;  Part  III,  Composition  and  Style ;  Part  IV,  Invention  ;  Part  V,  Elocu- 
tion. The  book  is  suggestive— not  exhaustive.  Its  author  says  it  is  the 
growth  of  the  class-room,  rather  than  the  result  of  a  purpose  to  make  a  book  ; 
and  doubtless  it  was  supplemented  therein  by  illustration  and  application. 
Valuable  as  it  is  to  the  general  reader,  it  can  be  made  of  much  service  to 
classes,  by  the  competent  and  ingenious  teacher.  A.  Koman  &  Co.,  San 
Francisco . 


TABLE    OF    CONTENTS. 


PAGE. 

THE  STUDY  OF  ENGLISH 57 

ETYMOLOGY 61 

VALUE  OF  MATHEMATICS 63 

PECULIARITIES  OF  THE  ENGLISH  LANGUAGE 65 

RELATION  OP  THE  NORMAL   SCHOOL  TO   COMMON  SCHOOLS 

AND  COLLEGES 67 

OBJECT  LESSONS  FOR  SMALL  CHILDREN 69 

MISCELLNEA ; 70 

DEPARTMENT  OF  PUBLIC  INSTRUCTION 72 

Semi- Annual  Appoktionment— August,  1869 72 

School  Directoby  op  San  Fbancisco 78 

OUR  BOOK  TABLE 85 


jState    Normal,    jSchool. 

BOARD   OF   TRUSTEES. 

H.  H.  HAIGHT Governor. 

O.  P.  FITZGEKALD Superintendent  of  Public  Instruction. 

JAMES  DENMAN Superintendent,  San  Francisco. 

MELVILLE   COTTLE Superintendent,  San  Joaquin  County, 

J.  H.  BEALY Superintendent,  Santa  Clara  County. 

Dr.  a.  TKAFTON Superintendent,  Sacramento  County. 

S.  I.  C.  SWEZEY San  Francisco. 

J,  M.  SIBLEY San  Francisco. 

TEACHERS. 

Key.  W.  T.  Lucky,  A.M Principal. 

H.  P.  Caelton Vice-Principal. 

Miss  E.  W.  Houghton Assistant. 

Mes.  D.  Claek Assistant. 

The  next  Term  -will  commence  on  the  1st  day  of  July,  1869.  All  candi- 
dates for  admission  must  be  present  at  that  time. 

COURSE   OF  STUDY. 

KEQUISITES  FOE  ADMISSION. 

To  secure  admission  to  the  Junior  Class,  Second  Division,  applicants  must 
pass  a  written  examination  on  the  following  subjects,  viz. : 

Eaton's  Common  School  Arithmetic — to  percentage. 

Eaton's  Intellectual  Arithmetic.  « 

Greene's  Introduction  to  English  Grammar. 

WiUson's  Fourth  Eeader. 

Spelling;  Penmanship. 

Applicants  for  an  advanced  Class  will  be  required  to  pass  an  examination  on 
the  studies  previously  pursued  by  that  Class. 

JuNioE  Class — First  Session. 

Arithmetic — Eaton's  Common  School — complete. 
Grammar — Quackenbos ' — begun . 
Geography — Guyot's  Common  School. 
Beading — Willson's  Fifth  Eeader. 
Moral  Lessons — Cowdery's. 
Spelling — Willson's  Larger  Speller. 

Junior  Class — Second  Session. 

Arithmetic — Eaton's  Higher. 

Grammar — Quackenbos' — complete. 

Bhetoric — Boyd's. 

Physiology — Cutter's  Elementary. 

History — Quackenbos' . 

Vocal  Cidture — Eussell's. 

Book- Keeping—IB  ay  Hon  &  Dutton's  Single  Entry. 

General  Exercises  throughout  the  Junior  Fear— Penmanship ;  Object-Lessons; 
Calisthenics;  Methods  of  Teaching;  School  Law;  Composition  and  Declama- 
tion. 

Senior  Class — First  Session. 

^ni/imefic— Eaton's  Higher — reviewed. 
Algebra — Eobinson's  Elementary. 
Grammar — Greene's  Analysis. 
Natural  Philosophy — Quackenbos' . 
Physiology — Cutter's  Larger. 
Bhetoric — Boyd '  s . 
Natural  History— Tejmey'B. 


Senior  Class — Second  Session. 
Botany — Gray '  s . 

Physical  Geography — Warren's,  wdth  Guyot's  Wall  Maps. 
Normal  Training — Knssell's. 
Geometry — Davies'  Legendre — five  books. 
English  Literature — Shaw's. 

Book-Keeping — Payson  &  Dunton's  Double  Entry. 
General  Exercises — Same  as  in  Junior  Year. 

REGULATIONS   OF   THE   STATE   NORMAL  SCHOOL. 

Adopted  hy  the  Board  o^  Normal  School  Trustees,  March  28,  1868. 

1.  All  pupils,  on  entering  the  School,  are  to  sign  the  following  declaration 
of  intention: 

'  We,  the  subscribers,  hereby  declare  that  our  purpose  in  entering  the  State  Normal  School 
is  to  fit  ourselves  for  the  profession  of  Teaching,  and  that  it  is  our  intention  to  engage  in 
teaching  in  the  Public  Schools  of  this  State." 

Male  candidates  for  admission  must  be  at  least  eighteen  years  of  age;  and 
female  applica^uts  at  least  fifteen  years  of  age;  and  all  must  possess  a  good  de- 
gree of  physical  health  and  vigor. 

2.  No  person  whose  age  exceeds  thirty  years  shall  be  admitted  to  the  School, 
except  teachers  who  are  fitted  to  enter  the  Senior  Class. 

3.  Whenever  the  number  of  applicants  from  any  county  shall  exceed  the 
number  to  which  that  county  is  entitled  by  law,  the  applicants  shall  pass  a 
competitive  examination  before  the  County  Superintendent,  and  the  County 
Board  of  Examination;  which  examination  shall  be  conducted  in  the  same 
manner  as  county  examinations  for  third  grade  teachers'  certificates.  The 
persons  passing  the  highest  examination  shall  be  eligible  to  admission  in  the 
order  of  their  standing  in  examination. 

4.  All  applicants  are  required  to  present  letters  of  recommendation,  and 
certificates  of  good  moral  character,  from  the  County  Superintendent  of  the 
county  in  which  they  reside. 

5.  All  new  applicants  shall  present  themselves  for  examination  at  least  three 
days  previous  to  the  regular  day  of  each  term  commencement;  and  no  pupil 
shall  be  admitted  during  term  time,  except  in  case  of  teachers  who  hold  at 
least  second  grade  State  or  County  certificates. 

6.  The  Principal  of  the  School  shall  keep,  a  register  of  the  attendance  of 
pupils,  and  shall  report  monthly,  to  the  Secretary  of  the  Board,  the  whole 
number  enrolled,  the  average  number  belonging,  the  average  daily  attendance, 
the  percentage  of  daily  attendance,  and  such  other  statistics  as  may  be  re- 
quired by  the  Executive  Committee  of  the  Board. 

7.  No  pupil  shall  be  entitled  to  a  Dij)loma  of  Graduation  who  has  not  been 
a  member  of  the  School  at  least  one  term  of  five  months. 

8.  The  Normal  School  shall  be  divided  into  two  classes:  Junior  and  Senior 
— each  divided  into  two  divisions. 

GENERAL  INFORMATION. 

The  time  for  completing  the  Normal  School  course  is  two  years,  each  divided 
into  two  terms  of  five  months. 

There  will  be  Written  Examinations  and  Public  Exercises  at  the  close  of  each 
term.     The  Graduating  Exercisee  wilLbe  in  May. 

Pupils  will  be  required  to  furnish  their  Text  Books.  Books  for  reference 
will  be  furnished  by  the  State.  Good  boarding  can  be  procured  at  about 
twenty-five  to  thirty  dollars  per  month. 

Applicants  will  please  read  attentively  the  "Kegulations"  as  given  above, 
particularly  the  Fourth  and  Fifth. 

All  graduates  will  be  required  to  pass  an  examination  on  the  entire  course. 
Those  who  complete  the  studies  of  the  Junior  Class  will  be  entitled  to  certifi- 
cates of  qualification,  for  teaching  schools  of  Second  and  Third  Grade. 

For  additional  particulars,  address 

Rev.  WM.  T.  LUCKY,  A.  M.,  Pbincipal,  San  Francisco. 


Terms  of  Advertising  in  the  California  Teacher. 

[Payalbleiii  U.  S.    Gold  Coin.] 

1  month.    3  months.  6  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 

^'  Live     Books     for     Live     Teacliers/' 

NEW  AND  REVISED  WORKS— THE  REVISED  AND  IMPROVED  EDITION  OP 

Brooks's  Normal  Elemeiitarj  Arithmetic. 

Containing  a  most  complete,  simple  and  practical  treatment  of  the  Decimal  or  Metric 
System  of  Weights  and  Measures,  by  Edwaed  Brooks,  D.D.,  Principal  and  Professor  of 
Mathematics,  Pennsylvania  State  Normal  School,  Millersville,  Pa.  This  most  popular  and 
practical  work  includes  all  of  the  useful  rules  of  every  day  business  life  and  all  of  Arithmetic 
desirable  for  Secondary  Schools,  presented  in  a  manner  unequalled  in  its  attractive  prob- 
lems, its  progressive  arrangement  and  its  clear  and  logical  solutions.  It  has  been  thoroughly 
revised,  and  improved  by  tlie  introduction  of  a  very  superior  and  comprehensive  treatment 
of  the  Metric  System;  the  table  of  equivalents,  as  given  by  Congress  in  a  bill  legalising  this 
system;  several  fine  cases  on  U.  S.  Bonds,  5-20's,  7-30's,  &c.,  and  other  important  features. 
The  latest!  The  best!  The  most  Practical!  The  most  successful  Book  before  the  public,  for 
starting  classes  in  Arithmetic,  and  for  pupils  who  cannot  remain  long  at  school.  Clear  and 
concise  in  its  Definitions,  Rules  and  Solutions;  gradual  and  regular  in  its  gradation; 
natural  aud  practical  in  its  arrangement  and  full  of  interesting  and  instructive  problems — it 
is  logically  easy  to  teach  and  easy  to  learn.  Every  teacher  should  now  not  only  study  the 
Metric  System,  which  must  soon  come  into  general  use,  but  should  thoroughly  drill  his 
pupils  upon  it  as  the  most  important  reformation  in  applied  arithmetic,  to  business  men 
and  others,  secured  since  the  adoption  of  Federal  Money  in  1796.  Pupils  can  be  taught  in 
an  afternoon.    No  teacher  should  be  without  a  copj'. 

Single  copies  sent,  post-paid,  for  examination,  to  Teachers  and  School  Officers,  at  30  cents. 

BROOKS'S  NORMAL  WRITTEN  ARITHMETIC  is  also  revised  and  a  fine  treatment  of 
the  Metric  System  is  introduced.  For  examination,  50  cents.  BROOKS'S  NORMAL 
PRIMARY  ARITHMETIC  contains  both  Mental  and  Written  Exercises.  For  examination, 
15  cents.  BROOKSS  NORMAL  MENTAL  ARITHMETIC.  The  most  complele  and  thorough 
book  before  the  public.  For  examination,  25  cents.  KEYS  containing  "  Methods  of  Instruc- 
tion," &c.,  to  written,  75  cents;  to  Mental,  50  cents.  BROOKS'S  NORMAL  GEOMETRY 
AND  TRIGONOMETRY  is  a  work  of  great  merit.  It  has  more  theoretical  and  practical 
excellencies  than  any  other  Elementary  Geometry.  Principals  of  Academies,  Seminaries, 
Normal  Schools,  High  Schools  and  Colleges  are  requested  to  examine  this  work.  Itjis  used 
in  the  Boston  and  Philadelphia  Girls'  High  and  Normal  Schools;  Pennsylvania,  New  Jersey, 
and  Massachusetts  State  Normal  Schools;  Pennsylvania  College;  Pennsylvania  Agricultural 
College,  &c.,  &c.  For  examination,  75  cents.  The  most  favorable  terms  given  on  first 
introduction  or  in  exchange  for  old  books.  School  Directors,  Teachers  and  others  interested 
are  invited  to  give  the  Normal  Series  a  careful  examination  before  making  or  recommending 
any  change  in  text-books  now  in  use.  Correspondence  solicited  with  School  Boards  before 
they  open  their  Schools  or  adopt  text-books. 
For  further  information,  please  address  either  of  the  following 

TV.    S.  SCHOPIEL-D,  SOWER,   BARNES  «Sc  POTTS. 

Supt.  of  Instruction,  37  N.  Thii-d  st.,  Phila.  [jy  3m] 

BYBON  BAILEY.  WM.    SMITH. 


^^^a 


B^LE  Y  &  SMITH, 

FORMERLY 
DERBY    &    BAIIiEY, 


M A N U F A C T U E E E S      OF      ALL 

Kinds  of  School  Furniture,  Settees,  OflBice  Desks,  etc., 

JVo.  SI  Seals  Streetf  near  Mission, 

SAN  FEANCISCO. 

^P  Having  had  an  experience  of  four  years  on  this  coast  in  the  manufacture 

of  SCHOOL  FUKNITUKE,  and  possessing  facihties  surpassed  by  no 

other,  we  are  prepared  to  furnish  a  superior  article  at  the  lowest  rates 

j-ly  '  O^  AH  orders  promptly  attended  to.  .^^ 

o 


B9&s>m%  ^®wEmm  m&^mt 


Guyot's  Geographical  Series. 

0 ' 

The  Most  Perfectly  Graded  and  Successful  Text  Books  in  Use. 


Guyot's  Introduction  to  the  Study  of  Geography. 

Guyot's  Elementary  Geography,  for  Primary  Classes. 

Guyot's  Intermediate  Geography:  A  Study  of  Form  and  Location. 

Guyot's  Common  School  Geography: 

A  General  View  of  the  Continents,  and  all  the  Principal  Countries  of  the  Earth. 

These  "Works,  in  addition  to  the  Physical  Wall  Maps,  by  the  same  author, 
have  revolutionized  Geographical  teaching.  The  fascinating  style  in  which 
these  books  are  prepared,  the  clear  and  forcible  manner  in  which  Peofessob 
Guyot's  views  of  the  relations  of  facts  in 

NATURE    AND    THE    HISTORY    OF    MAN 

are  presented  ;  the  acceptance  of  these  views  by  the  most  eminent  scientific 
men,  and  teachers  generally,  as  well  as  the  general  desire  for  a  more  attractive 
and  satisfactory  mode  of  instruction,  have  contributed  to  the 

OnEA.T      HXJCCESS 

which  these  Geographies  have  obtained. 

Unsolicited  testimonials,  from  Teachers  using  Guyot's  Geographies  are 
constantly  received  ;  and  the  practical  success  of  these  text-books  is  assured, 
by  the  genuine  welcome  and  hearty  appreciation  of  thousands  of  intelligent 
Teachers  throughout  the  country. 

0 

Extract  from  the  Report  of  Hon.  W.  R.  White,  General  Superintendent  of 
Free  Schools  for  the  State  of  West  Virginia,  recommending  Guyot's 
Geographies  for  exclusive  use  in  the  Schools  of  the  State  : 
'^  "In  teaching  Geography,  a  most  marked  revolution  has  been  effected.  In 
Guyot's  new  work  the  Teacher  will  find  a  welcome  assistance .  The  Interme- 
diate Geography  contains  all  that  is  at  present  needed  by  the  large  majority 
of  the  pupils  who  attend  our  schools.  The  '  Teachers'  Edition  of  the  Com- 
mon School, '  intended  solely  for  Teachers,  is  earnestly  recommended  to  those 
who  have  not  had  a  Normal  preparation." 

0 

*'  Guyot's  Maps  are  Incomparably  Superior."  pkof.  l.  agasbiz. 

Guyot'g  Wall  Maps,  L.arge  Series,  No.  1 »71  00 

Giiyot'g  Wall  Maps,  Interme<liate  Series,  No.  a 38  50 

Guyot's  Wall  Maps,  No.  3,  mounted  on  Rollers 35  00 

Guyot's  Wall  Maps,   Portfolio  Series  18  00 

Key  accompanieB  each  Series,  free  of  cost. 
Guyot's  Classical  Maps,   (3  Maps,   Jplo  each, ) 45  00 

%^  Full  Descriptive  Catalogue,  with  Testimonials  from  promint  Teachers, 
of  every  State  in  the  Union,  sent  on  application . 

CHARLES  SCRIBJSrBB  &  CO., 

654  Ilroad'%vay,  New  York. 

A.  ROMAN  &  CO,,  San  Francisco,  CaL  s-1y 


First  Steps  in  Geography, 

Intended  to  precede  COKNELL'S  GEOGRAPHICAL  SEEIES,  and  to  intro- 
duce the  little  pupil  pleasantly  and  profitably  to  the  Rudiments  of 
Geography.     One  beautiful  volume,  child's  quarto,  with 
numerous  Maps  and  Illustrations,  72  pages. 

Cornells  Geographical  Series 

CONSISTS  OF 
I,    Primary  Geography,    Small  4to.     100  pp.    12  Maps.    Beau 

tifuUy  illustrated. 
II,    Intermediate    Geograpliy,      Large  4to.      96  pp.      Revised 
edition,  brought  up  to  date,   with  new  and  additional  Maps  and 
numerous  Illustrations.   Contains  a  summaiy  of  Physical  Geography. 
Crvamfnar- School  Geography,     Large  4to.,  with  numerous 
Maps  and  Illustrations.     108  pp.     Contains  comprehensive  lessons 
on  Physical  Geography,  and  a  practical  system  of  Map  Dra-  s  • 
III.    High-School    Geography    and    Atlas,      Geography,   large 
12mo.     Richly  Illustrated.     It  includes  Descriptive,  Phj^sical,  and 
Mathematical  Geography.     Atlas,  very  large  4to.      Containing  a 
complete  set  of  Maps  for  study;  also  a  set  of  Reference  Maps  for 
family  use. 
THE  INTERMEDIATE  GEOGRAPHY  is,  in  accordance  with  the  author's 
plan,  designed  for  pupils  who  have  completed  a  primary  course  on  the  subject. 
It  possesses  aU  the  advantages  of  arrangement  and  system  peculiar  to  the  first 
book  of  the  series.     It  clearly  explains  the  terms  used  in  Phj'sical,  Political, 
and  Mathematical  Geography,  and  contains  a  judiciously    elected  and  care- 
fully systematized  amount  of  Descriptive  Geography.    The  work  also'embraces 
a  Pronouncing  Vocabulary  of  the  Geographical  names  contained  in  it,  giving 
the  population  of  places,  the  length  of  rivers,  etc. 

THE  GRAMMAR-SCHOOL  GEOGRAPHY  may  either  follow  the  Inter- 
mediate Geography  or  be  used  instead  of  it,  as  the  second  part  of  the  series. 
The  chief  difference  between  the  Intermediate  and  the  Grammar  School  is 
that  the  latter,  though  no  more  elevated  in  style,  is  fuller  in  detail,  presents 
a  greater  variety  of  map  questions,  and  a  larger  number  of  localities  to  be 
memorized.  Both  are  alike  philosophical  in  their  arrangement,  accurate  in 
their  statements,  chastely  and  lavishly  illustrated,  highly  attractive  in  their 
external  appearance,  and,  generallv,  just  what  the  intelligent  teacher  desires. 
THE  HIGH-SCHOOL  GEOGRAPHY  AND  ATLAS  are  intended  for 
High  Schools,  Academies  and  Seminaries.  They  cover  the  whole  ground  of 
Mathematical,  Physical,  and  Descriptive  Geography.  The  Atlas  will  be  found 
fuller  and  more  reliable  than  former  atlases,  and  will  answer  every  practical 
purpose  of  reference  for  schools  and  families. 

^^  A  copy  of  either  part  of  the  Series,  for  examination,  will  be  sent  by 
mail,  post-paid,  to  any  Teacher  or  School  Officer,  remitting  one  half  its  price. 

D.  APPLETON  &  CO.,  NEW  YOKK, 

HAVE   JUST  PUBLISHED 

;fi  Ser-ies  of  O-uuiline  Jifaps, 

BY     THE     AUTHOlt     OF     CORNELLs's      SERIES      OF      SCHOOL      GEOGRAPHIES. 
In  beauty  and  neatness  of  engra-sdng,  convenience  of  size,  accuracy  of  state- 
ment, and  simplicity  of  arrangement,  these  map»  'ire  superior  to  any  hereto- 
fore published.    Also, 

Cornell's  Cards  for  the  Study  and  Practice  of  Map  Drawing. 

Designed  for  thenise  of  Schools.     They  are  of  large,  but  canvenient  size; 
and  neatly  put  up  in  sets. 

For  sale  by  all  Booksellers  throughout  California  and  Oregon. 

HENRY  PAYOT  &  CO., 

Booksellers,  Pnblisliers,  and  Agents  for  tlie  sale  of  the  Cornell**  Series  of 
Geograpliies,  640  Washiug^ton  street,  San  Francisco. 


Popular    School    Books. 

GEEENSl'S  NEW  SERIES  OF  GRAMMARS. 

Greene's  New  Introduction. 

Greene's  New  En&lish  Grammar. 

Greene's  Analysis  of  the  English  Grammar. 

These  Books  form  a  connected  Series,  but  either  is  complete  in  itself  and 
may  be  used  independently  of  the  others.  This  Series,  which  has  recently 
been  thoroughly  revised,  was  prepared  by  Prof.  S.  S.  Gbeene,  of  Brown 
University,  and  is  the  result  of  a  long  and  careful  study  of  the  language  itself, 
as  well  as  the  best  methods  of  teaching  it.  The  Bevised  Books,  although 
issued  but  a  short  time,  have  already  been  adopted  by  the 

State  Superintendent  of  Kansas^ 
State  Commissioners  of  Minnesota^ 
State  Co^nmissioners  of  Arkansas, 
The  School  Board  of  Chicago,  111., 
The  School  Board  of  St.  Louis,  Mo-, 

And  of  One  Thousand  other  Cities  and  Towns  of  the  United  States. 


A  New  Work  on  Yocal  Gymnastics, 

BY  PEOF.  LEWIS  B.  MONKOE, 

Superintendent  of  Physical  and  Vocal  Culture  in  the  Boston  Public  Schools. 
102  pp.  D.;  12mo.     Illustrated,  Cloth.     Price,  $1.00. 
A  Book  for  every  Teacher  and  Student  of  that  most  elegant  of  arts.  Elocution 


Tlie  Scliool  Series— N08.  1  to  9,  Inclusive. 

Tlie  Ladies'  Series— Nos.   10  to  12,  inclusive. 

Tlie  Mercantile  and  Ornamental  Series— Nos.   13  to  15,   inclusive. 

Totter  &  TLatnmoniVs  Bookkeeping, 
Buard's  History  of  the  United  States, 
Cowdery's  Moral  Lessons,  c0c.,  <&c, 

S^*  Correspondence  of  Educators  solicited. 

COWPERTHWAIT  &  CO., 

tf  PHILADELPHIA. 


Popular    School    Books. 
New  Series  of  Geographies 

Is  now  complete  in  three  Books,  each  of  wliich  has  recently  been  thoroughly 
revised.  These  Books  form  a  complete  GeographiccJ  Course,  adapted  to  all 
grades  of  Schools,  and  is  the  most  compact  and  economical  series  now  pub- 
lished.   

The  New  Primary 

Presents  the  elementary  principles  of  Geography  in  a  Series  of  Oral  Lessons, 
combined  with  concise  definitions,  in  a  difierent  style  of  type.  It  gives  a 
correct  idea  of  the  Earth  as  a  whole,  and  a  general  description  of  Continents 
and  their  political  subdivisions. 

The  Hew  Intermediate 

Excels  in  systematic  arrangement  and  treatment.  The  topics  follow  each 
other  in  natural  order,  and  the  general  principles  and  descriptions  precede  the 
less  important  details.  The  text  is  concise  and  intelligible,  and  the  questions 
for  review  are  calculated  to  awaken  thought  and  stimulate  to  investigation. 
The  Maps,  which  are  new,  and  on  copper  plate,  are  unsurpassed  for  accuracy 
and  clearness,  one  of  them  being  a  full  paged  MAP  OF  CALIFORNIA, 
exhibiting  the  Counties  of  the  State. 

The  New  Physical 

Has  been  entirely  re-written,  and  contains  the  results  of  the  investigations 
and  discoveries  of  the  most  eminent  Geographers  and  Scientific  Men  in  all 
parts  of  the  World  up  to  the  present  date.  It  contains  a  new  set  of  finely 
executed  Maps,  prepared  by  the  skillful  engravers  of  the  Coast  Survey,  Wash- 
ington, D.  C;  while  the  entire  subject  is  presented  in  a  brief,  but  compre- 
hensive manner,  and  in  a  state  of  completeness  not  hitherto  attempted  in  this 
country. 

No  higher  commendation  could  be  awarded  to  any  Series  of  Books  than 
that  received  by  Waeeen's  Series  of  Geographies,  by  their  use  in  most  of 
the  principal  cities  of  the  Union  for  many  years  and  by  their  re-adoption  as 
fast  as  revised,  in  such  cities  as 

Boston, 

Providence  f 

Washington,  D,  C, 
Philadelphia, 

St,  Louis,  Mo,, 
Chicago^ 

Nashville, 

And  thousands  of  other  Counties,  Cities  and  Toivns. 

COWPERTHWAIT  &  CO..  Publishers, 

PHILADELPHIA. 


NEW  IMPROVED  SCHOOL  DESK. 


Patented    February    18tli,     1863, 


By  J.     S.     RANKIN. 


Prices, 

Made  of  Kedwood,  witla  ma- 
ple legs  and  ends $6.00 

White  Cedar 7.00 

Spanish  Cedar,  or  Cherry. .     8.50 
Teachers'  Desks.  .  .  .$18  to  $40.00 

Black  Board,  per  foot 40 

Settees,  per  foot 80 

Liquid   Slating,  for  Black- 
boards, per  quart 2.50 

Black  Board  Rubbers,  doz.     6.00 

Dumb-bells,  pair 50  to  2.00 

Rings 50 

Indian  Clubs $2.50  to  $3.50 


By  the  arrangement  represented  above,  two,  three  or  more  School  Desks 
are  connected  by  a  longitudinal  beam  or  board,  and  firmly  held  together.  The 
following  advantages  are  claimed  for  this  arrangement : 

1.  The  scries  of  Desks  thus  formed  stand  very  firm  on  the  floor,  \Ndthout 
being  in  any  manner  fastened  to  it. 

2.  They  can  be  removed  at  pleasure  by  adults,  in  a  few  minutes,  with  little 
or  no  expense. 

3.  They  present  fewer  obstacles  to  the  use  of  the  broom  than  any  Desk  in  use. 

4.  They  furnish  much  less  occasion  for  noise  than  other  School  Desks,  by 
presenting  less  surface  for  the  feet  to  strike  against. 

5.  They  are  superior,  also,  to  other  Desks  in  regard  to  the  convenience  of 
getting  in  and  out  of  them  with  ease. 

6.  In  appearance  they  are  neat,  and  when  properly  made,  .even  elegant. 

7.  The  contral  longitudinal  beam  separates  the  two  scholars  in  each  Desk, 
thus  giviii:  to  the  arrangement  one  of  the  principal  advantages  claimed  for 
single  Desks. 

8.  They  are  simple  in  construction,  and  easily  made  "at  home"  by  any 
good  workman;   put  together  with  screws,  can  be  taken  apart  and  boxed. 

9.  'ihey  can  be  more  easily  adapted  to  particular  tastes  and  circumstances, 
as  regf.r'l  heigh';  of  seat  and  writing  board,  inclination  of  the  seat  and  back, 
etc.,  than  any  desk  that  is  supported  by  castings. 

10.  T'uiv  are  in  general  ftrnier  audi  more  durable  than  Desks  that  require  to 
be  fastened  to  the  floor  by  screws  or  nails. 

11.  They  are  much  cheaper  than  any  other  good  desk — costing,  ordinarily, 
not  more  than  one  half  as  much. 

That  these  statements  are  true,  will,  it  is  believed,  be  apparent  to  teachers 
and  others  who  have  had  much  experience  in  using  and  furnishing  school 
rooms;  and  if  they  are  true,  it  is  equally  plain  that  the  advantages  obtained 
by  this  arrangement  are  very  great,  and'  that  it  has  good  claims  to  the  notice 
and  favor  of  all  who  may  desire  to  assist  in  improving  the  appearance  of  our 
school  rooms  and  promoting  the  comfort  of  pupils  and  teachers. 

These  Desks  are  now  in  use  in  three  hundred  Schools  in  this  State,  many 
of  which  are  the  first  Schools  in  the  State.  Thoy  give  entire  satisfaction,  and 
are  increasing  impopuluiity.  Teachers,  County*  Superintendents,  and  Trus- 
tees will  find  their  orders  promptly  filled.  All  the  best  styles  of  School 
Furniture  and  supplies  can  be  obtained  at  this  Institute.        Address, 

WARREN    HOLT, 

JPaclfic  School  Institute, 

411  Kearny  St.  bet.  Pine  and  California, 
SAN  FRANCISCO, 


MECHANICS'    INSTITUTE, 

I^ost  St.f  between  llontgotnery  and  JKearny, 

SAM  ^mAM©lSa@,  OAKft. 


TO  THE  PUBLIC  : 

|.  The  undersigned  most  gratefully  acknowledge  the  large  and  increasing  pat- 
ronage bestowed  upon  the  "Pacipic  Business  College"  in  this  city,  more 
especially  as  the  ^attendance  for  the  last  few  months  has  been  larger  than  dur- 
ing any  period  since  it  has  been  estabUshed,  thus  sho\ving  that  it  is  supplying 
an  important  and  needed  want  in  the  community. 

The  purpose  of  establishing  the  "Pacific  Business  College  "  in  San  Fran- 
cisco was  to  furnish  young  and  middle-aged  men,  intended  for  mercantile  pur- 
suits, or  those  desirous  of  situations  as  Book-keepers,  Accountants  and  Sales- 
men, with  the  facilities  for  securing  a  Practical  Business  Education,  which 
would  enable  them  to  enter  speedily  upon  fields  of  usefulness  and  honor. 

The  course  of  study  pursued  has  received  the  endorsement  of  thoroi^gh 
business  men  in  this  city. 

Deeply  grateful  for  the  liberal  patronage  which  has  been  bestowed  upon  our 
efibrts  to  impart  a  sound  business  education,  we  assure  the  public  that  no 
efforts  or  expense  will  be  spared  by  us  in  making  our  arrangements  as  com- 
plete and  thorough  as  possible,  and  we  trust  by  so  doing  to  merit  a  continu- 
ance of  pubhc  patronage,  and  submit  our  claims  for  future  support. 

VINSONHALER  &  SEREGNI,  Principals. 


THE  GOLD  MEDAL 


liS'tt)!,  f ifmnif  wa 


MANUFACTUKED  BY 


WJJ.Palmer&Co 


(Successors  to  Wigmore 
&  Palmer,) 

No.  604    Market   Street 
and  5  Sutter. 

8a     Francisco. 


:f^^a^oip^io  soxa:oox_j  uststitxjte]. 


THIS  INSTITUTE  is  prepared  to  furnish  Schools  and  Seminaries  vith  the  most  approved 
School  Ftjiiniture,  Apparatus,  Stationery,  and  all  other  School  Supplies.    Having  ample 
facilities  for  manufacturing  and  importing  most  of  the  articles  used  in  Schools. 

Teachers,  County  Superintendents  and  Trustees,  will  find  their  orders  promptly  filled  with 
articles  that  will  give  eiitire  satisfaction.     B^~  The  numbers  refer  to  each  cut. 

WA^nnEiv  HOLT, 

?411  Kearnjfst.,  bet.  Pine  and  Cadifomia,  San  FranciBoo. 


*=^*=jA  „i 


2Q 


ton's  Mathematical  Series. 


P^^OAV    TtE.A.r>Y. 


mm  §lcmcntarjr  ft>%«l>ra 

For  High  Schools  and  Academies. 

7,   F.  BRADBURY,  Author  of  a  Treatise  on  Trigonometry 
^nd  Surveying,  and  Teacher  in  Cambridge  High  School. 

copies  mailed,  jjostage  paid,  for  examination  zvith  reference  to  intro- 
duction, on  receipt  of  60  cents. 


publishers  present  this  work  to  the  educatioDal  public  as  a  part  of 
's  Mathematical  Series.  The  acknowledged  ability  of  the  author  as 
hematician  and  his  practical  experience  as  a  teacher  peculiarly  fit 
5  prepare  a  book  of  this  grade. 

s  work  is  designed  for  those  pupils  who  are  just  commencing  Alge- 
nd  can  be  taken  up  immediately  after  completing  any  Common 
)1  Arithmetic. 

far  as  practicable  in  a  work  of  this  character,  the  same  genera] 
las  been  followed  that  has  made  Eaton's  Arithmetics  so  popular  and 
)or  spared  to  adapt  the  book  to  the  wants  of  pupils  beginning  this 
h  of  study. 

jcial  attention  is  invited  to  the  arrangement  of  the  Equations  in 
nation  ;  also,  to  the  second  Method  of  Completing  the  Square  in 
;ed  Quadratics,  and  to  the  number  and  variety  of  the  examples 
in  the  body  of  the  work  and  in  the  closing  section, 
ne  topics  are  omitted  as  not  appropriate  to  an  elementary  work  and 
brent  arrangement  of  subjects  made  from  what  is  presented  in  other 
;>ras.  This  feature  will  recommend  the  book  to  many  teachers  who 
.ssatisfied  with  the  Algebras  now  published. 

3  utmost  conciseness  consistent  with  perspicuity  has  been  studied 
ghout  the  work. 

3  mechanical  execution  of  the  book  is  believed  to  be  of  such  a 
ior  character  as  to  commend  it  to  all. 

e  attention  of  educators  is  respectfully  invited  to  EATON'S  AKITHM  2TICS.  This 
lias  recently  been  introduced  into  nearly  150  towns  in  Massachusetts,  about  one  half  of 
lools  of  Ehode  Island,  and  110  cities  and  toMTis  of  Connecticut ;  more  than  100 prom- 
daces  in  Iowa  ;  is  in  exclusive  use  in  the  Public  Schools  in  Boston  ;  is  t  lie  only  Serie.' 
tzed  for  the  States  of  CaUfornia  and  Nevada,  and  is  used  very  extensively  throughoni 
mtry. 

!scriptive  Catalogues  sent  on  application. 
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successors  to 
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PUBLIC    SCHOOL    LIBRARIES, 

Any  or  all  cf  which,  together  with  terms,  and  any  desired  information,  will  be  sent 
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We  also  invite  attention  to  the  following 

New  and  Attractive  Juvenil 

FAIRY  TALES  from  Gold  Land;  By  May  Wentworth.  The  scenes  of 
most  of  these  tales  are  laid  in  California.     16mo.,  cloth.     Illustrated \ 

FAIltY  TALES  from  Gold  Land:  By  May  Wentworth.  Second  series. 
16mo. ,  cloth.     Illustrated 

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THE  GOLDEN  GATE  LIBRARY.  Comprising  the  three  volumes  above, 
put  up  in  a  neat  case 

A  YOUTH'S  HISTORY  OF  CALIFORNIA;  By  Lucia  Norman.  A 
popular  history  for  all  classes  of  readers,  young  and  old.  12mo.,  cloth.  Illus- 
trated   

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NO  BABY  IN  THE  HOUSE,  and  other  Stories.  By  Clara  G.  Dollivee. 
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Devoted  to  Medicine,   Surgery,   and  tl»e  Collateral  Sciences. 

Is  published  on  the  Ist  of  every  month.      Subscription  price,  $5  per  annum;  single  numbers, 
Second  annual  Subscription  commences  with  September  Number. 

A.  r,om:atv  &  oo.j, 

27  nOWAJlJy  STREET,  417  and  419  Mont(/omerU 

New  York,  San  Francisco, 


OCTOBER,    1869, 


Tli  E! 


'O 


Y^^ovnia  Teacjj 


Gt. 


A  JOURNAL  OF 


cli00l    anb    ffiome    Cfirucati0n, 


AND    OFFICIAL    ORGAN    OF    THE 

Department  of  Public  Instruction.  | 


0\ 


EDITORS:  ) 

O.  P.  FITZGERALD  and  A.  L.  FITZGERALD.     ? 


Contribating  Editors,  Elected  by  the  State  Educational  Society :  , 

MISS  LAURA  T.  FOWLER,  EBENEZER  KNOWLTON,  \ 

MISS  CLARA  G.  DOLLIVER,  H.  P.  CARLTON. 


SAN    FRANCISCO: 
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PuBL,iCATioN  Rooms,  No.  710  Washington  Street. 
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A^ddreMs:    "CikL,lFOR]VI^   TI:A0III:R,"   San   FrancUco. 


NEW  AND  VALUABLE  SCHOOL  BOOKS. 


I  New  Text-Books  in  the  Natural  Sciences. 

g  THE    CAMBRIDGE    COURSE   IN   PHYSICS.    By  w  J 

^  RoLFE  and  J.  A.  Gillet,  in  three  volumes. 

^  CHEMISTRY  AND  ELECTRICITY. 

^  NATURAL  PHILOSOPHY, 

s-^  ASTRONOMY. 

f^^  I  A  shorter  course  in  three  smaller  volumes  : 

^^  HANDBOOK  OF  CHEMISTRY, 

(^  HANDBOOK  OF  NATURAL  FHII  OSOFHY, 

^    ;  HANDBOOK  OF  THE  STARS, 

Q/j     !  This  popular  course  of  Physics  has  been  officially  adopted  by  the  State  Board  of  Maryland 

!  and  Minnesota,  and  is  already  used  in  whole  or  in  part  in  the  cities  of  Baltimore,  Pittsburg, 

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P^  

MACILLS'  FRENCH  SERIES. 

ryi  A  French  Gra^nmar,    1  vol.  12mo. 

C^  A  Key  to  the  Exerciser  in  the  Author  ^s  French  Grainmar, 

^H    I  An  Introductory  French  Reader,    ByEdw'd  H.  Magill,  1  vol.l2mo. 

'^    i  In  preparation — Book  of  French  Prose  and  Poetry,    In  1  volume, 

^  THE  NEW  LATIN  COURSE. 


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comprising  in  one  volume  all  the  Latin  Prose  required  for  entering  Colleges,  and  the  only 
editions  of  the  Classics  with  reference  to  the  new  Grammars,  Hakkness  and  Allen's. 

PREPARATORY  LATIN  PROSE  BOOK.    Crown  8vo.  pp.  900. 

A  HANDBOOK  OF  LATIN  POETRY.    Crown,  8 vo. 

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J.  RoLFE,  A.M.,  1  vol.  crown  8vo.  This  volume  comprises  all  the  Latin  Poetry,  Notes  and 
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By  Gabkiel  Campbell,  Professor  in  State  University  of  Minnesota. 

^    I    A    PRACTICAL   AND    COMPLETE    GERMAN    GRAMMAR.     By 
r-j^    I  Adolph  Douai,  Pb.D.     12mo. 

BARTHOLOMEW'S  DRAWING  BOOKS.    New  Series.    This  series  of  books, 

'^    [  when  complete,  will  consist  of  12  numbers.    Three  of  the  series  are  now  ready.    Each  number 

1^^  will  contain  12  plates,  executed  in  the  highest  style  of  lithographic  art,  and  24  pages  of  drawing 

Q^  paper  of  superior  quality.     Instruction  accompanies  each  book.     In  connection  with  many  of 

r^J  these  books,  a  Guide  has  been  prepared  for  the  use  of  Teachers  and  more  advanced  pupils. 
r^  DRAWING  SliATES.     A  New  Article.     Bnrtlioloinew'g  Primary  School 

r"J^  Slate.    With  a  series  of  progressive  Lessons  in  Writing  and  Drawing. 

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above  list  of  important  text-books.  Circulars  containing  full  descriptions,  with  notices  and 
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Patson,  Dunton  &  Scribner's  National  System  of  Penmanship. 


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WOOLWORTH,  AINSWORTH  &  CO,, 

117  Washington  Street,  Boston. 

H.  H.  BANCROFT  &  COMPANY, 

A-6m  609  Montgomery  Street,  San  Francisco 


THE 


California  Teacher. 


OCTOBER,      1869 


Vol.  VII.  SAN  FRANCISCO.  JIo.  ^, 


SKETCH  OF  THE  LIFE  OF  THOMAS  SHERWIN. 


PEEPAKED  BY  IE  A  G.    HOITT, 

The  telegraph  of  July  24th,  announces  the  sudden  death, 
from  heart  disease,  of  Thomas  Sherwin,  who  has  been  connected 
with  the  English  High  School  in  Boston,  for  forty-one  consecu- 
tive years — ten  years  as  sub-master,  and  thirty-one  years  as  head 
master.  It  is  seldom  that  any  man  fills  one  public  position  in 
America  for  so  many  years,  with  constantly  increasing  reputation 
and  constantly  increasing  merit.  Mr.  Sherwin  has  been  con- 
nected with  that  school  ever  since  its  organization,  with  the 
exception  of  the  first  eight  years  of  its  existence;  and  the  greater 
part  of  the  large  number  of  its  graduates,  who  are  now  scattered 
all  over  the  world,  have  been  his  personal  pupils;  and  probably 
there  is  not  one  of  them  who  will  not  be  pleased  to  read  a  brief 
sketch  of  his  life,  and  learn  more  of  his  early  efforts  to  achieve  a 
standing  among  men . 

Thomas  Sherwin  was  born  in  Westmoreland,  New  Hampshire, 
March  26tli,  1799.  At  the  age  of  seven  years,  his  mother  died, 
and  he  was  placed  in  the  family  of  a  respectable  physician  in  the 
town  of  Temple,  where  he  remained  for  seven  years,  receiving 
only  such  educational  advantages  as  were  furnished  by  ' '  the 
district  school  as  it  was.*'  At  the  age  of  fourteen,  he  felt  that  it 
was  time  to  look  around  for  some  permanent  occupation.  He 
remained  under  the  immediate  charge  of  his  father,  and  attended 
the  academy  in  New  Ipswich,  N.  H. ,  for  a  few  months,  when  the 
work  of  the  head  gave  place  to  the  work  of  the  hands,  and  he 
was  apprenticed  to  a  clothier's  trade,  in  Groton,  Mass.  The 
eight  hour  system  had  not  been  heard  of  then,  and  it  was  neces- 
sary for  him  to  make  long  days,  so  that  he  had  few  leisure  hours; 


88  Sketch  of  the  Life  of  Thomas  Sherwin.         [Oct. 

but  those  were  well  improved.  His  indenture  called  for  eight 
weeks'  schooling  each  winter,  and  he  exacted  every  hour  named 
in  the  bond. 

Three  of  his  teachers  saw  in  the  boy  the  elements  of  a  superior 
man,  and  gave  him  encouragement,  and  awakened  in  him  a  de- 
sire for  a  collegiate  education.  He  learned  the  Latin  grammar 
at  the  dressing  machine,  as  Burritt  learned  the  Greek  grammar 
at  the  forge.  He  always  loved  and  respected  manual  labor,  but  he 
at  length  came  to  feel  that  the  handicraft  chosen  in  his  boyhood 
was  not  to  be  his  permanent  vocation.  As  soon,  therefore,  as 
his  apprenticeship  was  ended,  after  a  service  of*  nearly  seven 
years,  he  entered  upon  another  work,  which  was  the  great  work 
of  his  life.  He  was  then  near  his  majority,  and  after  spending  a 
year  and  a  half  in  close  application  in  teaching  district  schools 
in  Massachusetts,  and  attending  the  academies  in  New  Ipswich 
and  Groton,  he  entered  Harvard  College  in  1821,  and  graduated 
among  the  first  scholars  of  his  class,  in  1825.  He  was  wholly 
dependent  upon  his  own  exertions,  and  found  it  necessary  to 
teach  a  winter  school  each  year  of  his  college  course.  This  kept 
him  in  training  for  the  profession  in  which  he  afterwards  became 
distinguished.  Having  taught  the  academy  at  Lexington  for  a 
year,  he  received  a  gratifying  testimonial  from  the  government 
of  his  college,  in  an  invitation  to  take  the  tutorship  in  mathe- 
matics, which  he  accepted,  and  discharged  the  duties  most 
acceptably  for  one  year,  when  he  resigned,  and  commenced  the 
business  of  civil  engineering.  He  undertook  the  first  survey  of 
the  Providence  Railroad,  in  connection  with  James  Haywood, 
and  met  with  success,  which  gave  him  promise  of  rapid  advance- 
ment to  eminence  in  the  profession;  but  in  a  few  months  a  se- 
vere illness,  brought  on  by  exposures  and  hardships  in  the  busi- 
ness, compelled  him  to  relinquish  it. 

In  the  highest  and  best  sense  of  the  word,  his  life  had  been  a 
success.  He  had  done  well  everything  which  he  had  undertaken . 
Fidelity  to  duty  was  his  guiding  principle.  He  could  not  be 
idle,  though  anticipating  but  a  short  life,  and  he  resolved  to  de- 
vote the  portion  of  his  life  which  might  be  spared  to  him,  to  the 
business  of  teaching.  With  this  object  in  view,  he  opened  a 
private  sc;hool  in  Boston,  but  little  did  lie  dream  when  com- 
mencing that  school,  with  only  one  pupil,  that  he  was  entering 
upon  a  career  in  which  he  was  destined  to  furnish  the  noblest 
example  of  his  day.  Scarcely  a  year  had  passed  in  this  private 
academy,  which  soon  became  remunerative,  when  he  was  solicited 
to  take  the  post  of  sub-master  in  the  English  High  School  of 
Boston,  which  was  then  under  the  mastership  of  Mr.  Mills,  a 
teacher  of  great  accomplishments,  who  had  been  his  teacher  in 
childhood,  and  subsequently  his  tutor  in  college. 

He  accepted  the  place,  and  entered  upon  his  duties  in  1828. 
This  was  a  fortunate  apprenticeship  for  him,  as  each  of  the  oth- 
ers had  been.     This  place  he  filled  for  ten  years,  with   dis- 


1869.]         Sketch  of  the  Life  of  Thomas  Sherwin.  89 

tinguished  ability,  and  on  tlie  resignation  of  the  Principal,  in 
1838,  Mr.  Sherwin  was  elected  to  that  position  by  a  unanimous 
vote,  and  he  held  it  up  to  the  time  of  his  death,  with  constantly 
increasing  reputation,  influence  and  merit.  His  official  title  was 
masfcr,  and  in  this  case  it  had  a  meaning.  He  was  a  master,  not 
in  the  sense  of  tyrant  or  despot,  nor  merely  in  that  of  chief  or 
head  of  an  institution;  but  he  was  a  master  in  the  sense  of  one 
eminently  stilled  in  his  profession — a  master  of  his  business. 
Let  the  young  and  aspiring  teacher  remember  that  this  true 
master  served  up  to  his  mastership.  The  Boston  English  High 
School  being  free  to  all  residents  of  the  city,  is  emphatically  the 
People's  College;  and  the  training  imparted  there  in  all  the 
branches  taught,  is  probably  quite  equal  to  that  afforded  by  any 
of  our  colleges.  Mr.  Sherwin  devoted  more  than  half  of  his 
whole  life  to  that  institution.  His  fitness  for  the  place  drew  him 
into  it,  and  from  the  beginning,  his  influence  and  his  reputation 
steadily  rose  together.  His  extreme  modesty  claimed  no  credit. 
He  was  content  to  do  his  duty,  caring  not  for  that  fame  which  is 
sought,  but  only  for  that  which  follows.  Such  a  man  is  rarely 
appreciated  in  his  own  day,  and  his  life  is  a  study  which  will 
richly  repay  any  one,  especially  the  teacher. 

In  his  discipline  he  was  paternal,  yet  firm.  He  placed  the 
development  of  character  above  mere  scholarship,  and  yet  de- 
manded high  scholarship;  and  in  both  respects  he  furnished,  in 
himself,  a  model  worthy  of  imitation;  neglecting  no  essential 
branches,  he  pushed  none  into  undue  prominence,  and  while  he 
imparted  knowledge  from  his  own  copious  storehouse  of  learn- 
ing, he  so  imparted  it  as  to  stimulate  the  desire  for  more,  and 
lead  his  pupils  into  the  path  of  self-culture.  He  conducted  the 
affairs  of  his  school  with  such  justice,  such  kindness,  and  such 
courtesy,  as  to  win  the  affection  of  all  his  pupils  and  co-laborers. 
These,  in  brief  and  general  terms,  are  some  of  the  character- 
istics by  which  he  at  length  rose  to  eminence,  and  came  to  merit 
the  title  of  ' '  The  Representative  American  Public  School 
Teacher." 

He  was  fully  convinced  of  the  superior  utility  of  a  few  branches 
thoroughly  mastered,  over  an  extended  course  superficially  stud- 
ied, and  in  his  practice  he  acted  in  the  spirit  of  the  maxim, 
"  niultum  non  mulla."  He  aimed  at  thoroughness  and  depth  of 
culture,  rather  than  an  extensive  show  of  top  dressing.  Tilling- 
hast,  referring  to  the  thoroughness  of  teaching  in  the  English 
High  School,  said  "West  Point  was  the  best  in  the  country  to  get 
an  education,  and  the  High  School  in  Boston  the  next. 

The  results  of  Mr.  Sherwin's  system  fully  justify  its  wisdom, 
for  the  High  School  pupils  who  have  completed  the  course  are 
among  the  brightest  ornaments  of  the  city  and  country,  and 
there  are  many  of  them  who  now  "  rise  up  and  call  him  blessed." 
Mr.  Sherwin  rendered  much  valuable  service  to  the  cause  of 
education  and  science,  besides  his  direct  labors  as  a  teacher.  He 


90  Medals  and  Prizes.  [Oct. 

__ ^ . 

was  one  of  the  originators  of  the  American  Institute  of  In- 
struction in  1830,  and  for  several  years  an  officer  of  it. 

He  was  one  of  the  foremost  in  the  work  or  organization  of  .the 
Massachusetts  State  Teachers'  Association,  in  1845,  and  one  of 
the  original  editors  of  the  Massachusetts  Teacher,  established  in 
1847,  and  the  first  project  of  the  kind  attempted  in  this  country. 
He  wrote  two  original  works  on  Mathematics — his  ' '  Elements 
of  Algebra,"  and  his  "  Common  School  Algebra,"  both  excellent 
works  of  their  class;  and  in  connection  with  Mr.  Mills,  he  pre- 
pared a  valuable  volume  of  mathematical  tables.  He  also  de- 
livered lectures,  and  prepared  valuable  tables  on  the  following 
and  other  subjects:  "Teaching  Mathematics,"  "Example  in 
Teaching,"  ''Relative  Advantages  of  Scientific  and  Classical 
Studies,"  "Consolations  in  Teaching,"  and  "How  shall  the 
Teacher  keep  himself  Young. "  Those  who  knew  him,  can  now 
see  plainly  the  significance  of  the  last  named  paper,  since  its 
author  long  since  proved  that  he  knew  how  to  keep  himself 
young.  His  syinpathies  with  the  young  were  fresh  to  the  last. 
There  was  nothing  antiquated  about  him.  He  exhibited  the  re- 
markable phenomenon  of  a  teacher  at  the  age  of  seventy,  who 
combined  with  the  wisdom  and  experience  of  age,  the  buoyancy 
and  vigor  of  youth, — like  the  trojjical  fruit  tree,  bearing  upon 
its  branches  at  the  same  time,  the  ripened  fruit  and  the  oj^ening 
blossoms.  Thus  he  labored  manfully,  making  the  most  and  the 
best  of  everything,  and  in  his  whole  career  he  served  and 
adorned  the  cause  of  the  Public  School  Teacher,  of  w^hich  class, 
more  than  any  other,  at  the  time  of  his  death,  he  was  justly  re- 
garded as  the  representative  head. 

The  above  is  nothing  more  than  a  sketch  of  his  life  as  a  teacher, 
but  it  is  but  just  and  proper  to  say,  in  conclusion,  that  in  all  the 
other  relations  which  he  sustained,  as  son,  husband,  brother, 
father,  citizen  and  friend,  his  life  was  equally  praiseworthy. 

MEDALS  AND  PRIZES. 


Anything  is  good,  I  suppose,  that  will  keep  people  in  the 
right  way.  Some  natures  have  such  a  perverse  tendency  to  evil 
that  inducements  of  some  sort  are  really  needed  to  keep  them 
safe.  Without  them  our  whole  social  and  political  system  would 
be  ruined.  Therefore  the  custom  of  presenting  children  with 
prizes  and  medals  may  l)e  in  itself  a  good  thing;  but  as  the  cus- 
tom is  usually  carried  out  in  our  schools  it  is  an  evil  instead  of  a 
benefit.  Children  should  be  rewarded  according  to  their  indi- 
vidual effort  and  improvement;  and  if  it  i^  impracticable  to  re- 
ward so  many  with  special  gifts,  it  is  even  a  more  doubtful 
practice  i$  offer  one  medal  for  the  many  to  win,  because  the  test 
of  improvement  is  then  gone.  And^vhere  there  is  a  question  of 
justice  in  the  matter,  there  can  be  no  benefit  derived.  I  simply 
make  the  statement  that  I  believe  it  to  be  impossible  for  one  sin- 


i 

I 


1869.]  Iledalsand  Prizes.  91 

gle  child  to  stand  out  so  far  above  the  class  in  merit,  iinleBS  he 
is  natural!}^  a  model  pupil,  and  rewards  should  not  be  offered  to 
such.  It  is  only  to  the  naturally  dull,  stupid,  lazy,  or  vicious, 
that  they  should  be  offered,  and  such  seldom  get  "  the  medal  " 
if  they  try.  It  is  always  one  who  does  not  need  to  make  an 
effort.  In  this  way  it  becomes  a  source  of  envy,  hatred  and 
jealousy  on  the  part  of  pupils  and  favoritism  on  the  part  of 
teachers. 

The  medal  system  has  been  thoroughly  tested  in  all  of  our 
large  cities,  and  is  now  being  abolished.  Even  the  famous 
"  Franklin  Medal "  of  Boston,  which  has  held  sway  for  nearly  a 
century,  I  think  is  abolished,  as  productive  of  more  harm  than 
good.  In  no  place  but  San  Francisco  is  there  allowed  a  medal 
fund  for  a  single  school.  All  such  medals  are  provided  from  a 
common  fund,  open  alike  to  all  the  schools  of  the  city.  It  is 
left  for  this  city  to  sanction  an  act  of  partisan  favoritism  which 
is  being  felt  by  all  other  s(*liools  here. 

Again,  the  injudicious  and  lavish  offering  of  rewards  to  pupils 
is  giving  rise  to  a  very  pernicious  condition  of  mind  among 
children,  which  thoughtful  people  must  observe.  You  cannot 
ask  a  child  to  do  you  a  favor,  however  slight,  without  hinting 
that  you  will  reward  him  for  it  in  some  way.  You  instinctively 
offer  him  this  return  of  price,  because  you  feel  if  you  do  not  you 
will  have  thrown  in  your  face  a  broad  "  I  shan't!"  or  "I  won't!" 

Many  parents  cannot  induce  their  children  to  go  to  school  in 
the  morning  without  offering  some  payment,  and  at  evening  no 
lessons  will  be  learned  until  the  accustomed  promise  is  exacted. 
Now  this  may  all  be  in  accordance  with  the  spirit  of  the  age; 
but  when  we  bring  down  to  the  level  of  the  dollar  and  cent  all 
personal  politeness,  accommodation,  generosity  and  dut}^  we 
are  striking  a  level  that  will  yet  make  this  nation  but  ''  tinkling 
brass. "  Nearly  all  of  the  discipline  in  our  public  schools  and 
homes  is  on  the  principle  of  barter!  My  son,  he  good,  and  I  will 
give  you  a  "  new  gun;"  or,  My  daughter,  he  good,  and  you  may 
go  to  the  theater  with  us.  The  absolute  right  to  recognize  the 
proper  authority  of  parents  is  nowhere  taught  to-day.  The  idea 
is  antiquated.  Parents  and  teachers  are  notified  by  money- 
making  newspapers  that  they  must  measure  out  their  line  of  ac- 
tion by  the  sharp  eyes  of  the  children.  What  a  magnificent 
mistake  all  Nature  and  History  have  thus  far  made  in  placing  the 
parent  and  teacher  above  the  child!  What  a  humiliation  for 
these  two  venerable  old  dames! 

The  object  of  our  public  schools  is  to  reach  down  and  purify 
the  heart-life  of  our  poor  masses;  to  make  steady  and  reliable 
citizens  of  the  boys  and  girls  growing  up  among  load  influences 
at  home  and  on  the  street;  but,  as  I  have  said,  the  medal  system 
seldom  affects  them;  it  may  honestly  be  supposed  to  be  an  evil 
which  ought  to  be  abolished.  The  plan  cannot  be  carried  out 
without  a  large  outlay  of  money.    This  offers  a  good  chance  for  a 


92  State  Normal  Training  School.  [Oct. 

man  to  get  his  name  before  the  public,  and  serves  a  purpose  in 
thus  allowing  some  foolish  vanity  to  be  gratified  or  some  political 
end  gained.  The  question  can  be  easily  solved.  Are  these  me- 
dals productive  of  more  good  than  evil  ?  If  so,  retain  them,  and 
let  us  have  more  of  them;  if  not,  abolish  them  instantly. 

L.  T.  F. 

STATE  NORMAL  TRAI!\-ING  SCHOOL. 


I  HAVE  taken  occasion  several  times,  during  the  present  term, 
to  visit  this  school,  now  under  charge  of  Miss  M.  Lewis,  for- 
merly Principal  of  the  Trenton,  N.  J.,  Training  Institute,  estab- 
lished by  herself.  A  Training  School,  from  the  name,  is 
supposed  to  have  a  peculiar  plan  and  methods  of  development 
for  pupils  and  pupil  teachers,  and  I  have  been  anxious  to  see 
what  her  methods  were.  I  have  been  somewhat  familiar  with 
the  working  of  what  has  been  called,  some  think  rather  questiona- 
bly, the  Model  School  of  San  Francisco,  and  must  confess  to  some- 
thing of  disappointment.  The  purpose  of  its  origin  was  an  hon- 
est and  a  good  one.  Training  Schools  are  good,  but  their 
results  depend  very  much  upon  their  plan  and  the  methods  used 
in  them.  I  think  that  the  plan  of  the  Model  School  was  a  defi- 
cient one .  The  methods  used  in  it  for  training  teachers  and 
pupils  I  think  very  objectionable  ones — at  least  those  used  since 
it  has  occupied  the  present  building,  where  I  visited  it  several 
times  in  1865  and  '66. 

I  have  met  in  various  parts  of  the  State  and  held  conversa- 
tions with  many  of  the  Normal  pupils,  whose  first  experience  in 
teaching  was  in  that  school;  and  the  verdict  of,  I  believe,  nine- 
tenths  of  them  is,  "  it  was  an  unpleasant — a  harsh  experience; 
repelling  in  nearly  all  respects.''  It  may  be  said  that  all  public 
school  teaching  furnishes  a  similar  experience  to  the  young  and 
sensitive  teacher;  as  Spencer,  I  think,  says  that  all  public  school 
LIFE  in  England  is  brutal  to  sensitive  children.  But  training 
teachers  to  take  charge  of  little  children  by  methods  that  leave 
sach  feelings,  is  unquestionably  wholly  wrong.  True,  it  did 
prepare  the  young  teacher  to  go  into  a  schoolroom  and  take  charge 
of  classes,  viz:  be  master  or  mistress;  it  did  beget  a  kind  of  con- 
fidence in  the  teacher  which  might  grow  into  the  belief  that, 
under  any  circumstances,  he  or  she  could  be  "  master  of  the 
situation."  But  this  hardening  process — the  influences  that 
produce  that  growth  in  the  lady  teacher,  as  the  best  result,  are 
certainly  not  to  be  commended.  The  refining,  moral,  ennobling 
influences  that  lift  the  mass  of  children  from  their  low  level,  and 
make  them  ashamed  of  falsehood,  coarseness  and  vulgarity — the 
gentle  and  winning  methods  that  make  them  love  the  school  bet- 
ter than  the  home,  oftentimes,  and  draw  them  to  the  teacher  as 
to  a  dear  friend — the  influences  that  cause  the  young  teacher  to 
love  the  work,  to  love  children — are  of  a  higher  order;   and,  if 


1869.]  State  Normal  Ti^aining  School.  93 

tlie  verdict  of  the  representatives  of  that  school  be  correct,  they 
were  not  dominant  there. 

Miss  Lewis  comes  from  a  school  organized  npon  a  somewhat 
different  basis — where  methods  are  used,  not  employed  here: 
where  the  whole  course  of  training  and  study  is  arranged  in  ac- 
cordance with  what  I  believe  to  be  a  true  philosophy  of  teach- 
ing— the  Oswego  Training  School. 

I  have  heard  much  of  her  as  a  remarkably  successful  teacher 
of  little  children,  since  she  arrived  here  and  while  East,  where 
she  gained  an  enviable  reputation  in  the  State  Normal  Training 
School  of  New  Jersey  and  the  Trenton  Female  Institute  before 
alluded  to.  I  have  met  her  in  the  school-room,  have  seen  the 
results  of  her  work,  have  heard  her  plans,  and  am  satisfied. 
When  she  has  the  proper  assistance,  the  full  sympathy  of  all  the 
Normal  School  teachers,  the  generous  support  of  the  State  that 
she  deserves,  and  the  school  well  organized  in  all  respects,  I 
venture  to  assert,  without  fear  of  contradiction,  that  the  change 
in  the  State  Normal  Training  School  will  be  something  remarkable 
and  refreshing.  I  wonder  if  the  Normal  Board  of  Trustees  are 
really  aware  of  the  peculiar  merits  of  Miss  L.  for  this  special 
position.  If  so,  I  venture  to  suggest,  mildly,  that,  in  California 
parlance,  they  give  her  "full  swing," — that  they  listen  to  her 
plans,  witness  her  work,  and  then  grant  all  her  petitions,  modi- 
fying them  if  they  think  them  insane. 

But  her  letters  of  introduction;  her  correspondence  with  dis- 
tinguished educators  in  the  East,  commending  her  work;  the 
notices  of  the  press,  are  sufficient  guarantee  that  she  is  not  loild, 
but  that  she  fully  understands  her  duty  and  her  work,  and  has  a 
soul  full  of  enthusiasm  and  a  superior  ability  to  carry  out  all  her 
plans. 

I  understand  that  the  school  has  been  removed  from  the  super- 
vision of  the  City  Department  to  that  of  the  State  strictly;  a  step 
that  should  have  been  taken  long  ago,  having  been  recom- 
mended, I  believe,  several  years  since  by  the  Principals  of  the 
State  Normal  School. 

And  now  we  trust  that  the  Normal  Board,  or  the  State  Super- 
intendent, or  the  State  Board,  or  whoever  is  responsible,  will 
see  that  this  important  school  is  at  once  reorganized,  upon  prin- 
ciples similar  to  those  in  the  Training  School  in  Oswego — an  in- 
stitution that  has  accomplished  more  for  the  profession  of  teaching 
than  any  school  of  its  age  in  the  United  States.  In  the  Novem- 
ber number  of  the  Teacher,  I  propose  to  give  some  facts  in  re- 
lation to  this  institution  which  will  support  this  assertion. 

Advance. 


The  best  lessons  are  often  learned  by  experience;  so  are  some 
of  the  worst.  Experience  is  one  of  the  very  oldest  of  teachers; 
but  its  prices  are  sometimes  ruinously  high. 


94  Joint    Teachers'  Institute.  [Oct. 

SANTA  CRUZ  AND  MONTEREY  COUNTY   JOINT  TEACHERS'  INSTI- 
TUTE. 


TUESDAY— FIEST  DAY. 

The  Teachers  of  Santa  Cruz  and  Monterey  counties  met  to 
hold  their  joint  Institute  at  the  public  school-room,  Watsonville, 
on  Tuesday,  August  17th.  The  Institute  was  called  to  order  at 
10  o'clock,  by  Mr.  Makinney,  Superintendent  of  Santa  Cruz 
county. 

The  proceedings  were  opened  with  prayer,  by  the  Eev.  Mr. 
Fish.  Mr.  Hayes  was  elected  Secretary.  Singing  by  volunteer 
members. 

The  following  ladies  and  gentlemen  were  appointed  on  Com- 
mittees : 

On  Introductions — Miss  Poole,  Miss  Wright,  Prof.  Johns  and 
Prof.  Allsop. 

On  Music — Miss  Crittenden,  Miss  Eothrief,  and  Mr.  "Wagor. 

On  Resolutions — Miss  Bailey,  Messrs.  Brophy,  Hayes,  Johns, 
and  Magoon. 

Owing  to  the  paucity  of  attendance,  the  Institute  adjourned 
until  1\  o'clock. 

AFTERNOON  SESSION. 

The  Institute  was  called  to  order  by  Mr.  Makinney.  Singing 
by  the  Choir.     Prayer  by  the  Kev.    Mr.  Fish. 

The  names  of  forty-five  Teachers  were  registered. 

The  Kev.  Mr.  Fish  delivered  an  address,  which  was  listened  to 
with  well  merited  attention. 

"  The  Best  Method  of  Securing  Perfect  Kecitations,"  was  dis- 
cussed at  some  length  by  Messrs.  Baum,  Brophy,  Johns,  Fish, 
Martin  and  Makinney;  after  which  the  Institute  adjourned  for 
ten  minutes . 

On  resuming  business,  the  subject  of  "  Text-Books"  was  dis- 
cussed by  Messrs.  Johns,  Makinney,  Baum,  and  others.  Clarke's 
Geograj)hy  met  with  emphatic  and  unanimous  disapproval. 

Music,  by  Choir. 

'Adjourned  until  8  o'clock  p.m. 

EVENING  SESSION. 

(In  Presbyterian  Chm-ch.) 

Singing,  by  the  Choir. 

Prayer,  by  the  Rev.  Mr.  Compton. 

The  Rev.  Mr.  Ames  delivered  an  able  address,  setting  forth 
the  necessity  of  moral  training,  which  was  'well  received  by  a 
large  and  attentive  audience.  . 

WEDNESDAY.  |  ^ 

MORNING     SESSION.  >f' 

The  Institute  was  called  to  order  by  Mr.  Makinney,  at  9 
o'clock.  Singing,  by  the  Choir.  Prayer,  by  the  Rev.  ]^t.  Rob- 
erts. 


1869.]  Joiyit  Teachers'  Institute,  95 

The  minutes  of  Tuesday's  session  were  read  and  approved. 

Miss  Doxcey  and  Mr.  Brophy  were  appointed  critics. 

The  subject  of  "Text-Books"  was  resumed,  Messrs.  Johns, 
AUsop,  Moorehouse,  Magoon  and  Martin  taking  part  in  the  dis- 
cussion. 

Miss  Fallon  read  an  interesting  essay  on  "  Obedience." 

Music,  by  the  Choir. 

Select  reading,  by  Miss  Bailey. 

Singing,  by  the  Choir. 

"  The  Best»Method  of  Teaching  Beading,"  was  discussed  by 
the  Eev.  Mr.  Fish,  the  Eev.  Mr.  Ames,  Messrs.  Johns,  Brophy, 
Warren,  Lincott,  Miss  Ames,  and  others. 

Miss  Ames  read  a  very  humorous  piece  from  the  "  Bigelow 
Papers. " 

Adjourned  from  10:40  to  11  o'clock. 

Business  was  resumed  at  11  o'clock.     Music  by  the  Choir. 

Mr.  Wagor  read  an  essay  on  ' '  Singleness  of  Aim. " 

The  following  resolution  was  proposed  by  Mr.  Johns,  and 
seconded  by  Mr.  Allsop : 

Tiiat  it  is  to  our  interest  as  Teachers,  that  uo  more  special  examinations  be 
held. 

After  some  discussion,  the  subject  was  deferred. 

Music,  by  the  Choir. 

Adjourned  to  IJ-  o'clock. 

AFTERNOON    SESSION. 

The  Institute  was  called  to  order  by  Mr.  Clay,  Superintendent 
of  Monterey  county,  at  IJ  o'clock. 

Music,  by  the  Choir. 

Prayer,  by  the  Eev.  Mr.  Fish. 

Song,  by  the  Choir  and  members  of  the  Institute. 

Mr.  Hobbs  read  an  essay  on  ' '  The  Study  of  Words. " 

Miss  Hill,  of  Watsonville,  examined  one  of  her  classes  on  the 
Geography  of  the  United  States  and  South  America.  The 
pupils  showed  a  degree  of  proficiency  which  speaks  well  for  Miss 
Hill's  system  of  teaching. 

Mr.  Millette  explained  his  system  of  teaching  Arithmetic. 
The  subject  of  Arithmetic  was  still  further  discussed  by  Messrs. 
Brophy,  Martin,  Johns,  Warren,  Makinney,  and  others. 

A  song,  "  Captain  Jenks,  of  the  Horse  Marines,"  was  sung  by 
Master  Walsh,  of  Watsonville,  and  loudly  applauded. 

Adjourned  for  ten  minutes. 

The  Institute  was  called  to  order  by  Mr.  Makinney. 
^^fusic,  by  the  Choir. 

Mrs.  A.  E.  Thompson  read  an  essay,  "  Let  in  the  Light," 
which  was  well  received  by  the  audience. 

"The  Best  Method  of  Teaching  Spelling,"  was  discussed  by 
Messrs.  Warren,  Johns,  Wagor,  Miss 'Bailey  and  Miss  Doxcey. 

Mr.  Brophy  read  the  Critics'  Eeport,  which  created  a  good 
deal  of  laughter. 

The  Institute  adjourned  to  8  o'clock. 


96  Joint    Teachers'  Institute.  L^^'^- 


EVENING  SESSION. 

Called  to  order  by  Mr.  Clay.     Music  by  tbe  Choir. 
Prayer,  by  tlie  Rev.  Mr.  Fish. 

The  Rev.  Mr.  Roberts  delivered  an  interesting  address,  enti- 
tled, "  Intelligence  and  Energy  necessary  to  Success." 
The  Institute  adjourned. 

THUKSDAY. 

MORNING  SESSION. 

The  Institute  was  called  to  order  at  9  o'clock,  by  Mr.  Makinney. 

Singing,  by  the  Choir.  Prayer,  by  the  Rev.  Mr.  Fish.  Sing- 
ing, by  the  Choir. 

The  minutes  of  the  preceding  day's  session  were  read  and  ap- 
proved. 

The  subject  of  Penmanship  was  next  discussed,  and  many 
suggestions  of  importance  were  made  with  regard  to  the  mode 
of  conducting  writing  exercises,  by  Messrs.  Fish,  Warren,  Johns, 
Wagbr,  and  others.' 

Miss  Tyus  read  an  interesting  essay. 

The  School  Law  was  next  discussed,  but,  at  the  suggestion  of 
Mr.  Clay,  the  subject  was  deferred. 

Music,  by  the  Choir. 

Adjourned  for  ten  minutes. 

The  Institute  was  called  to  order  by  Mr.  Clay. 

Singing,  by  the  Choir,  and  Master  Walsh. 

Methods  of  Teaching  Grammar  were  discussed  by  Messrs. 
Moorehouse,  Millette,  Hayes,  Johns,  Fish,  AVarren,  Linscott, 
and  Magoon. 

Adjourned  to  1^  o'clock. 

AFTERNOON  SESSION. 

Present — 54  teachers,  viz:  32  from  Santa  Cruz,  and  22  from 
Monterey. 

Singing,  by  the  Choir.  Prayer,  by  the  Rev.  Mr.  Compton. 
Singing,  by  the  Choir. 

Mr .  Bailey  read  an  essay  on  the  ' '  Characteristics  of  the 
American  Mind." 

Critic's  Report,. by  Mr.  Linscott. 

Song,  by  Master  Walsh. 

Exercises  in  Calisthenics  were  conducted  by  Miss  Bailey . 

Discussion  on  the  School  Law  was  resumed. 

Mr.  Beasley  gave  some  readings  from  Tennyson 

Messrs.  Warren  and  Millette  illustrated  their  method  of  ex- 
tracting the  cube  root. 

Adjourned  for  ten  minutes. 

Singing,  by  the  Choir.    . 

Miss  Bailey  read  Poe's  * '  Raven"  to  an  attentive  audience. 

Miss  Delia  Pierce  read  an  essay  on  Object  Teaching. 

Miss  Mary  Trust  sang  a  German  song. 


1869.]  .  Joint    Teachers'  Institute.  97 

The  State  Superintendent  arrived  at  this  time,  and  made  a 
short  address  to  the  Institute. 

The  following  resolutions  were  adopted : 

That  in  our  opinion,  the  maximum  per  cent .  of  school  tax  fixed  by  the  law 
should  be  raised. 

That  in  our  opinion,  all  County  Boards  of  Examination,  and  the  State 
Board  should  hold  their  sessions  at  the  same  time. 

That  in  our  opinion,  the  School  Law  should  be  so  amended  as  to  authorize 
the  collection  of  all  school  taxes  at  the  same  time,  by  the  County  Collector. 

That  in  our  opinion,  the  practice  of  granting  special  examinations  should 
be  discontinued. 

That  this  Institute  fully  approves  of  the  action  of  the  State  Board  of  Edu- 
cation, in  superseding  Quackenbos's  Grammar  with  that  of  Brown. 

That  we  recognize  the  necessity  existing  in  our  schools,  of  having  a  better 
text-book  on  History  than  the  one  now  in  use ;  and  that  it  is  our  opinion 
such  a  work  should^  contain,  not  only  a  history  of  our  own  country,  but  also 
an  account  of  the  more  important  events  of  ancient  and  modern  times. 

That  the  thanks  of  the  Institute  are  tendered  to  the  people  of  Watsonville, 
for  the  encouragement  they  have  given  us,  and  for  the  interest  they  have 
shown  in  the  cause  of  education,  by  their  presence  at  our  deliberations. 

That  we  also  return  our  thanks  to  Eev.  Mr.  Compton  and  the  Trustees  of 
his  Church,  for  their  generosity  and  kindness  in  granting  to  the  Institute  the 
use  of  their  building. 

And  finally,  that  our  thanks  are  due  to  the  Secretary  of  the  Institute,  and 
the  members  of  the  Choir,  for  the  cheerfulness  and  zeal  T^dth  which  they  have 
labored  to  promote  the  ends  of  the  Institute,  and  render  its  sessions  a  source 
of  pleasure,  as  well  as  instruction. 

The  minutes  of  to-day's  session  were  read  and  approved. 
Critic's  Keport,  by  Mr.  Johns. 

Singing,  by  the  Choir;  after  which  the  Institute  adjourned  to 
8  o'clock. 

EVENING  SESSION. 

Singing,  by  the  Choir.     Prayer,  by  the  Rev.  Mr.  Compton. 

Mr.  Makinney  introduced  State  Superintendent  Fitzgerald, 
who  delivered  an  address,  pointing  out  the  necessary  qualifica- 
tions for  the  model  Trustee,  the  model  Teacher,  and  the  model 
Superintendent . 

The  following  resolution  was  adopted : 

That  the  Joint  Institute  of  Santa  Cruz  and  'Monterey  counties  extends  its 
thanks  to  the  Superintendent  of  Public  Instruction,  O.  P.  Fitzgerald,  for  his 
instructive  lecture. 

The  Institute  adjourned  sine  die. 

John  Hayes, 
Secretary  of  Joint  Teachers'  Institute. 


A  GRADUATE  of  the  Imperial  College  at  Pekin  recently  received 
his  diploma  at  the  age  of  forty-seven,  after  having  attended  com- 
petitive examinations  for  twenty-six  years. 

A  THERMOMETER  which  has  been  kept  for  seventy-five  years  in 
the  vaults  of  the  Paris  Observatory,  at  a  depth  of  ninety-one 
feet  below  the  surface,  has  not  varied  more  than  half  a  degree 
during  the  interview. 


98  Benevolent  Fand,  for  Teachers:  [Oct. 

BENEVOLENT  FUND,  FOR  TEACHERS. 

I  HAVE  been  told  that  tliere  is  in  this  city  a  worthy  member  of 
our  profession  in  distress — a  lady  of  several  years'  experience  in 
the  work — one  who  speaks  and  teaches  several  languages — who 
is  now  incapacitated,  from  a  prostrating  disease — in  debt,  and 
with  no  relatives  or  near  friends  to  comfort  her. 

This  case  forcibly  brings  to  mind  a  suggestion  and  a  promise 
of  mine,  made  to  an  acquaintance  in  the  cars,  upon  our  last  va- 
cation excursion  to  Lake  Tahoe.  The  suggestion  was  in  sub- 
stance, this :  that  a  Benevolent  Fund  should  be  created  in  this 
State,  for  the  relief  of  teachers  in  just  such  cases  as  the  above. 
That  a  society  should  be  formed,  or  the  State  Educational  So- 
ciety take  it  in  hand,  and  appoint  a  committee  to  supervise  the 
business — that  a  treasurer  and  other  officers  be  appointed,  and 
money  collected  and  deposited  in  a  saving's  bank,  and  invested, 
if  thought  best.  That  an  assessment  of  not  less  than  twenty-five 
cents  per  month  be  levied  on  each  member  of  the  profession  in 
the  State,  (there  are,  I  think,  about  1,200,)  and  the  collection  be 
made  through  county  superintendents,  or  other  a^Dpointed 
agents,  and  such  other  business  transacted  as  may  naturally 
come  before  such  an  association.  In  this  way,  and  by  volunteer 
subscriptions,  probably  at  least  $250  could  be  collected  monthly, 
or  say  $3,000  annually. 

Either  myself  or  my  acquaintance  originated  the  above 
suggestion,  and  I  then  promised  him  I  would,  on  my  return, 
write  an  item  for  the  press  on  the  subject,  if  he  would  do  the 
same.  I  have  seen  nothing  from  him,  but  here  is  the  fulfillment 
of  my  promise,  offered  for  what  it  may  be  worth.  If  I  was  an 
influential  individual,  the  idea  might  be  popular;  but  as  I  am 
not,  unfortunately,  it  may  fall  and  die,  as  other  efforts  have 
done.     If  so,  twenty  minutes  of  valuable  time  will  be  lost.     C. 


Our  readers  may  wish  to  be  informed  of  a  part  of  the  alphabet 
of  spectroscopic  observations  of  light.  It  should  be  remembered 
that  a  continuous  spectrum  with  no  bright  or  dark  lines  shows 
that  the  light  comes  from  a  bright  substance,  which  is  either 
liquid  or  solid.  If  the  bright  substance  be  gaseous,  there  will 
be  bright  lines  or  bands  of  various  colors  distributed  in  various 
colors  of  the  spectrum.  If  the  lines  are  black,  it  proves  that  the 
light  has  passed  through  vapors  of  a  lower  temperature  than  the 
source  of  light.  Each  element  in  the  source  of  light  will  pro- 
duce its  characteristic  colored  lines,  and,  if  in  the  cooler  vapor, 
will  also  turn  these  lines  black. 


The  first  newspaper  printed  in  America  was  issued  in  Boston, 
April  4th,  1704.     Only  one  complete  copy  is  in  existence. 


1869.]  MkceOanea.  99 


jVl 


ISCELLANEA. 


Natural  Opposition  to  the  Progress  of  Man.  — The  following 
passage  from  Mr.  Buckle's  History  of  Civilization  indicates,  in 
glowing  colors,  the  obstacles  which  the  prodigality  of  Nature 
may  opj)ose  to  the  progress  of  man: 

Brazil,  which  is  nearly  as  large  as  the  whole  of  Europe,  is 
covered  with  a  vegetation  of  incredible  profusion.  Indeed,  so 
rank  and  luxuriant  is  the  grow^th,  that  Nature  seems  to  riot  in 
the  very  wantonness  of  power.  A  gi-eat  part  of  this  immense 
country  is  filled  with  dense  and  tangled  forests,  whose  noble 
trees,  blossoming  in  unrivalled  beauty,  and  exquisite  with  a 
thousand  hues,  throw  out  their  produce  in  endless  prodigality. 
On  their  summit  are  perched  birds  of  gorgeous  plumage,  which 
nestle  in  their  dark  and  lofty  recesses.  Below,  their  base  and 
trunks  are  crowned  mth  brushwood,  creeping  plants,  innumera- 
ble parasites,  all  swarming  with  life.  There,  too,  are  myriads 
of  insects  of  every"  variety;  reptiles  of  strange  and  singular  form; 
serpents  and  lizards  spotted  with  deadly  beauty;  all  of  which 
find  means  of  existence  in  this  vast  workshop  and  repository  of 
Nature.  And,  that  nothing  maybe  wanting  to  this  land  of  mar- 
vels, the  forests  are  skirted  by  enormous  meadows,  which,  reek- 
ing with  heat  and  moisture,  supply  nourishment  to  countless 
herds  of  wild  cattle,  that  browse  and  fatten  on  the  herbage; 
while  the  adjoining  plains,  rich  in  another  form  of  life,  are  the 
chosen  abode  of  the  subtlest  and  most  ferocious  animals,  which 
prey  on  each  other,  but  which  it  might  almost  seem  no  human 
power  can  hope  to  extricate. 

But  amid  this  pomp  and  splendor  of  Natui-e  no  place  is  left 
for  man.  He  is  reduced  to  insignificance  by  the  majesty  with 
w^hich  he  is  surrounded.  The  forces  that  oppose  him  are  so  for- 
midable that  he  has  never  been  able  to  make  head  against  them, 
never  able  to  rally  against  their  accumulated  pressure.  The 
whole  of  Brazil,  notwithstanding  its  immense  apparent  advan- 
tages, has  always  remained  entirely  unciAdlized;  its  inhabitants 
wandering  savages,  incompetent  to  resist  those' obstacles  which 
the  very  bounty  of  Nature  had  put  in  their  way.  In  their  coun- 
try the  physical  causes  are  so  active,  and  do  their  work  on  a 
scale  of  such  unrivalled  magnitude,  that  it  has  hitherto  been 
found  impossible  to  escape  from  the  effects  of  their  united  ac- 
tion. The  progress  of  agriculture  is  stopped  by  impassable  for- 
ests, and  the  harvests  are  destroyed  by  innumerable  insects. 
The  mountains  are  too  high  to  scale,  the  rivers  too  wide  to 
bridge;  everything  is  contrived  to  rejDress  the  human  mind,  and 
keep  back  its  rising  ambition.  It  is  thus  that  the  energies  of 
Nature  have  hampered  the  spirit  of  man.  And  the  mind,  cowed 
by  the  uneo[ual  struggle,  has  not  only  been  unable  to  advance, 
but,  without  foreign  aid,  it  would   undoubtedly  have  receded. 


100  Miscellanea.  ■    [Oct. 

Brazil,  the  country  wliere,  of  all  others,  physical  resources  are 
most  powerful,  where  both  vegetables  and  animals  are  most 
abundant,  where  the  soil  is  watered  by  the  noblest  rivers,  and 
the  coast  studded  by  the  finest  harbors — this  immense  territory, 
which  is  more  than  twelve  times  the  size  of  France,  contains  a 
population  not  exceeding  six  millions  of  people.  Professor  An- 
sted  adds  to  this  his  testimony,  to  the  eifect  that  the  native  In- 
dians seem  irredeemable,  and  sunk  in  the  most  wretched 
barbarism;  and  that  there  appears  no  prospect  whatever  of  any 
improvement  in  the  district,  since  man  can  find  no  spot  on  which 
to  commence  his  operations. 

Magnetism. — The  French  Academy  of  Sciences  has  received  a 
paper  from  M.  J.  Jamin,  in  which  he  shows  that  magnetism  may 
he  condensed,  just  like  electricity.  Having,  for  some  special 
purpose,  had  a  large  horse-shoe  magnet  made,  consisting  of  ten 
laminae  of  perfectly  homogeneous  steel,  each  weighing  10  kilo- 
grammes, he  suspended  it  to  a  hook  attached  to  a  strong  beam, 
and,  having  wound  copper  wire  around  each  of  the  legs,  which 
were  turned  downwards,  he  put  the  latter  into  communication 
with  a  battery  of  fifty  of  Bunsen's  elements,  by  which  means  the 
horse-shoe  might  be  magnetized,  either  positively  or  negatively, 
at  pleasure.  The  variations  were  indicated  by  a  small  horizontal 
needle,  situated  in  the  plane  of  the  poles.  There  was,  further, 
a  series  of  iron  plates,  w^^lich  could  be  separately  applied  to  each 
of  the  laminae.  Before  attaching  any  of  the  latter,  the  electric 
current  was  driven  through  the  apparatus  for  a  few  minutes,  and 
then  interrupted,  whereby  the  magnet  acquired  its  first  degree 
of  saturation,  marked  by  a  certain  deviation  of  the  needle.  One 
of  the  iron  plates  (usually  called  "contacts")  was  then  put  on, 
and  it  supported  a  weight  of  140  kilogrammes.  A  second  trial 
was  now  made,  and  the  current  having  j^assed  through  again  for 
a  few  seconds,  it  was  found  that  the  horse-shoe  would  support 
300  kilogrammes,  instead  of  140.  The  number  of  contacts  be- 
ing now  increased  to  five,  which  together,  in  the  natural  state, 
supported  120  kilogrammes,  it  was  found  after  the  passage  of 
the  current  that  they  could  support  the  enormous- weight  of  680 
kilogrammes,  which  they  did  for  the  space  of  a  full  week.  No 
sooner,  however,  were  the  contacts  taken  oil  than  the  horse-shoe 
returned  to  its  usual  strength  of  140  kilogrammes.  This  leads  to 
show  that  magnetism  may  be  condensed  like  electricity  for  a 
short  period. 

Good  and  Bad  Handwriting. — I  have  heard  illegible  writing 
justified  as  a  mark  of  genius.  That,  of  course,  is  a  very  flattering 
theory.  I  wish  I  could  think  it  true.  But,  like  most  of  these 
flattering  theories  about  disagreeable  eccentricities,  it  has  one 
fatal  fault — it  is  inconsistent  with  notorious  facts.  Men  of 
genius  do  not,  I  believe,  as  a  rule,  scribble.     They  write  legibly. 


■%-.. 


1869.]  .  Miscellanea.  101 

Thackeray,  we  all  know,  was  a  beautiful  pensman.  He  prided 
himself  on  his  writing.  He  could  write  the  Lord's  Prayer,  ia  a 
legible  hand,  on  a  bit  of  paper  not  bigger  than  a  sixpence.  I 
never  heard  that  Charles  Dickens  had  a  contribution  returned  to 
him  because  it  was  illegible.  "  Douglas  JeiTold's  copy  was  al- 
most as  good  as  copperplate;"  and  my  friend,  who,  in  his  own 
graphic  style,  is  sketching  the  career  of  "  Christopher  Kenrick," 
in  these  pages,  in  a  masculine,  clear  and  flexible  hand,  tells  me 
that  one  of  Jerrold's  friends,  "  Shirley  Brooks,  writes  plainly, 
and  with  very  little  revision."  Lord  Lytton's  manuscript  is 
written  in  a  careless  scrawl;  but  is  not  illegible,  though,  from 
interlineations  and  corrections,  perhaps  now  and  then  puzzling 
to  printers;  and  Mr.  Disraeli  writes  in  a  large  and  angular  run- 
ning hand,  legible  enough,  if  not  pai-ticularly  elegant.  And 
most  of  our  leading  politicians  are  excellent  penmen.  Mr.  Glad- 
stone seems  to  write,  as  he  generally  speaks,  in  a  hasty,  impetu- 
ous manner;  but,  with  all  his  haste  and  impetuosity,  his  writing 
is  perfectly  legible.  It  is  an  Oxford  hand.  Lord  Derby  writes 
what  I  may,  perhaps,  call  an  aristocratic  hand,  at  once  elegant 
and  legible.  Lord  Russell  writes  a  lady-like  hand.  It  is  like 
everything  else  about  the  Earl — small,  and  occasionally  puzzling, 
but  not  inelegant.  Mr.  Bright's  letters  are  as  distinctly  and 
regularly  formed  as  this  print.  Lord  Stanley's  despatches  are 
as  legible  as  large  pica.  You  may  run  and  read  them.  Ever^^ 
character  is  fully  formed;  every  i  is  dotted,  every  t  is  crossed. 
You  will  find  no  sign  of  haste  or  slovenliness  in  his  MS.  I  might 
go  on  in  this  style  through  a  dozen  more  names;  but  it  is  not 
necessary.  I  have  cited  enough  to  prove  my  point — that  illegi- 
ble handwriting  is  not  a  mark  of  genius,  or  even  of  superior  in- 
telligence. I  know,  on  the  other  hand,  that  there  are  many  men 
of  genius  who  write  and  have  written  execrably.  Sir  John  Bow- 
ring  is  one  of  these.  It  is  said  that  Lord  Palmerston  once  sent 
back  an  important  despatch  of  Sir  John's  to  China,  with  a  re- 
quest that  it  might  be  copied  in  a  readable  handwriting;  and 
Lord  Cowley,  our  late  ambassador  to  the  Court  of  France,  wrote 
so  hastily  and  illegibly,  that  Lord  Granville,  I  believe,  once 
asked  his  Lordship  to  keep  the  originals  of  his  dispatches  for 
his  own  information  and  send  copies  to  the  Foreign  Ofiice. 
"Lord  Lyttleton,  who  moved  a  clause  to  the  Reform  Bill  that 
nobody  shiould  have  a  vote  who  could  not  write  a  legible  hand, 
writes  so  illegibly  that  the  clerks  at  the  table  could  not  read  the 
resolution  which  he  handed  in. "  And  Christopher  Kenrich  adds 
that  ' '  Tom  Taylor  writes  as  if  he  had  wool  at  the  head  of  his 
pen."  And  these  men  are  the  types,  I  fear,  of  a  far  larger  class 
than  the  first  set  of  politicians  and  authors  whom  I  have  enumer- 
ated.— Gentleman's  Magazine. 

There  is  every  prospect  of  the  British  Government  acceding 
to  the  proposed  halfpenny  postage  for  newspapers. 


102  Miscellanea.  .    [Oct. 

A  REMAKKABLE  instancG  of  the  effect  of  pine  trees  on  the  soil  in 
which  they  grow,  has  been  published  in  the  Woods  and  Waters 
Reports  of  the  north  of  France.  A  forest  near  Valenciennes, 
comprising  about  eighteen  hundred  acres  of  scrub  and  stunted 
oak  and  birch,  was  grubbed  up  in  1843,  and  replaced  by  Scotch 
firs  (Pinus  sylve^tris).  The  soil,  composed  of  silicious  sands 
mingled  with  a  small  quantity  of  clay,  was  in  some  places  very 
wet;  it  contained  two  or  three  springs,  from  one  of  which  flowed 
a  small  stream.  The  firs  succeeded  beyond  expectation,  and 
large  handsome  stems  now  grow  vigorously  over  the  whole 
ground.  It  was  in  the  early  stages  of  their  growth  that  the 
remarkable  effect  above  referred  to  was  noticed.  The  soil  began 
to  dry;  the  snipes  that  once  frequented  the  j^lace  migrated  to  a 
more  congenial  locality;  the  ground  became  drier  and  drier,  un- 
til at  last  the  springs  and  the  stream  ceased  to  flow.  Deep 
trenches  were  dug  to  lay  open  the  sources  of  the  S23rings,  and 
discover  the  cause  of  the  drying  up;  but  nothing  was  found  ex- 
cept that  the  roots  of  the  firs  had  penetrated  the  earth  to  a  depth 
of  five  or  six  feet.  Borings  were  then  made;  and  six  feet  below 
the  source  of  the  spring,  a  bed  of  water  was  met  with  of  con- 
siderable depth,  from  Avhich,  it  was  inferred,  the  spring  had 
formerly  been  fed.  But  in  what  way  its  .level  had  been  lowered 
by  the  action  of  the  firs  could  not  be  determined,  and  is  still  a 
matter  of  speculation.  But  the  fact  remains,  and  may  be  utilized 
by  any  one  interested  in  tree-culture.  For  years  it  has  been 
turned  to  account  in  Gascony,  where  the  lagoons  that  intersect 
the  sandy  dunes  have  been  dried  up  by  planting  the  Pinus  mari- 
iimiis  along  their  margin.  Hence  we  may  arrive  at  the  conclusion 
that  while  leafy  trees  feed  springs,  and  maintain  the  moisture  of 
the  soil,  the  contrary  function  is  reserved  for  spine  or  needle- 
bearing  trees,  which  dry  the  soil,  and  improve  its  quality.  Our 
War  Office  might  perhaps  do  well  to  take  note  thereof,  seeing 
that  the  forts  now  building  at  the  mouth  of  Medway  show  a 
tendency  to  sink  into  the  soft  marshy  soil.  If  the  ground  can 
be  consolidated  by  plantations  of  the  maritime  pine,  it  would  be 
good  economy  to  have  them  planted. — Chambers'  Jounml. 

A  New  Ocean. — The  success  of  the  great  French  engineer,  M. 
Ferdinand  de  Lesseps,  in  the  work  of  uniting  two  oceans,  has 
already  been  chronicled.  Magnificent  as  that  achievement  is, 
another  and  a  greater  one,  by  the  same  mind,  is  to  be  entered 
ui^on  at  an  early  day.  If  we  may  credit  the  Alexandria  corres- 
pondent of  the  Italie,  of  Florence,  M.  de  Lesseps  has  determined 
to  transform  the  "  Great  Sahara  "  of  Africa  into  an  ocean.  That 
paper  states  that  some  time  ago  he  sent  engineers  to  survey  the 
arid  waste,  at  the  suggestion  of  some  African  explorers,  who  had 
a  theory  that  it  was  originally  a  great  inland  sea  that  had  been 
displaced  by  a  convulsion  of  nature.  Tlie  result  is  that  the 
Sahara  has  been  found  to  lie  below  the  level  of  the  Red  Sea  at 
its  nearest  point  of  approach,  more  than  thirty  feet,  with  a  con- 


1869.]  Miscellanea.  103 

stantly  increasing  depression  as  it  recedes  toward  the  interior. 
Obviously,  in  this  case,  all  that  remains  to  be  done  for  the  con- 
version of  the  desert  into  a  new  Mediterranean  is  to  turn  the 
waters  of  the  Red  Sea  into  the  basin.  A  canal  seventy-live  miles 
in  length  will,  it  is  asserted,  accomplish  this  purpose. 

The  ocean  of  Sahara!  Should  this  latest  project  of  M.  de 
Lesseps  prove  a  success,  what  changes  would  immediately  follow 
in  the  physical,  social,  and  moral  condition  of  central  Africa! 

Size  of  the  Staes. — How  large  are  the  stars,  and  are  they  alike, 
or  do  they  differ  in  size  ?  It  used  to  be  conjectured  that  they 
are  of  somewhat  similar  magnitude,  presumably  as  great  as  our 
sun,  and  that  the  differences  of  apparent  size  are  due  to  differ- 
ences of  distances;  but  when  astronomers  came  to  discover  that 
some  of  the  smaller  stars  are  the  nearest  to  our  system,  this  idea 
fell  to  the  ground.  A  German  computer  has  now,  however,  cal- 
culated the  actual  dimensions  of  one  particular  star,  and  finds 
its  mass  is  rather  more  than  three  times  that  of  the  sun.  The 
star  in  question  is  less  than  the  fourth  magnitude — a  compara- 
tively small  one.  What,  then,  must  be  the  size  of  the  Sirius  and 
Aldebaran  class  ?  The  reason  of  its  selection  for  this  determin- 
ation was  that  one  of  the  components  of  what  is  called  a  binary 
system — two  stars  revolving  about  each  other,  like  the  sun  and 
planet — and  the  motions  of  the  members  of  such  a  system  afford 
data  for  the  computation.  The  star's  distance  from  us  is  a  mil- 
lion and  a  quarter  of  times  that  of  the  earth  from  the  sun,  so 
that  light  takes  twenty  years  to  travel  hither  from  it. 

The  Non-Beef-Eating  Nations. — The  rice-eating  Hindoos  at 
one  time  took  a  better  position  among  the  nations  than  they  do 
now,  but  neither  in  war  nor  in  peace  did  they  ever  attain  to  any- 
thing of  the  standard  of  Europe  or  America.  The  Japanese 
have  for  ages  been  a  fish  rather  than  a  flesh-eating  race,  and  all 
travellers  agree  that  they  have  receded  rather  than  advanced 
from  the  low  standard  of  civilization  to  which  they  had  attained 
a  thousand  years  ago.  The  Chinese  are  as  peaceful  and  inoffen- 
sive as  we  would  suppose  a  nation  of  rice-eaters  might  neces- 
sarily be.  They  have  developed,  it  is  true,  a  genius  for  certain 
mechanical  arts,  and  a  quiet  skill  in  unique  handicraft;  but  of 
those  broad  purposes  of  action,  that  made  Rome  mistress  of  the 
world,  that  now  compel  the  eyes  of  the  planet  to  turn  to  France, 
England  and  America,  China  has  known  nothing  for  the  long 
centuries  of  her  history.  And  here  I  may  say  that,  in  estimat- 
ing the  relative  position  of  any  nation  in  history,  we  do  not  con- 
sider alone  its  literature,  nor  its  commerce,  nor  its  mechanical 
genius,  nor  its  religion,  nor  its  system  of  education,  nor  its  suc- 
cess in  war  and  legislation,  nor  its  specimens  of  individual  great- 
ness, but  of  all  these  combined.  Careless  observers  and  think- 
ers, on  visiting  for  the  first  time  the  coasts  of  China  and  Japan, 
are  sometimes  so  powerfully  impressed  with  the  originality  and 
2 


i04t  Miscellanea.  L^^^- 

patience  and  mechanical  genius  of  the  people,  that  they  at  once 
accord  to  these  nations  a  higher  relative  position  than  they  really 
deserve  or  have  ever  been  awarded  by  the  common  voice  of  man- 
kind. 

The  diet  of  the  nations  of  Africa,  and  of  most  of  the  islands  of 
the  sea,  is  usually  quite  meagre,  and  has  too  little  of  variety  to 
afford  the  best  kind  of  nutrition.  The  inhabitants  of  some  dis- 
tricts of  South  America  eat  clay;  certain  negro  tribes  feed  on 
ants;  the  savages  of  a  large  portion  of  the  tropical  regions  sub- 
sist almost  exclusively  on  fruit;  the  Greenlanders  gorge  them- 
selves on  train  oil  and  blubber;  and  the  peasant  of  the  Apen- 
nines oftentimes  makes  his  entire  meal  of  roasted  chestnuts;  the 
lower  classes  of  Europe  everywhere  regard  meat  as  a  luxury  and 
not  as  a  daily  necesrity,  and  the  potatoes  and  sour  milk  of  the 
Irish  have  become  proverbial.  But  what  have  the  natives  of 
South  America,  the  savages  of  Africa,  the  stupid  Greenlander, 
the  peasantry  of  Europe,  all  combined,  done  for  civilization,  in 
comparison  with  any  single  beef-eating  class  of  Europe  ? — Dr. 
Beard,  in  Hours  at  Some  for  September. 

Icebergs. — The  iceberg  is  the  largest  independent  floating 
body  in  the  universe,  except  the  heavenly  orbs.  There  is  noth- 
ing approaching  it,  within  the  range  of  our  knowledge,  on  this 
globe  of  ours;  and  yet  it  is,  as  we  have  seen,  a  fragment  of  the 
ice  stream,  which  is,  in  its  turn,  but  an  arm  of  the  ice  sea.  And 
yet  the  iceberg  is  to  the  great  quantity  of  Greenland  ice  as  the 
paring  of  a  finger  nail  to  the  human  body;  as  a  small  chip  to  a 
large  tree;  as  a  shovelful  of  earth  to  Manhattan  Island.  Yet 
magnify  the  bit  of  ice  in  your  tumbler  until  it  becomes,  to  your 
imagination,  a  half  a  mile  in  diameter  each  way,  and  you  have  a 
mass  that  is  far  from  unusual.  Add  to  this  a  mile,  two  miles  of 
length,  and  you  have  what  may  be  sometimes  seen.  I  have 
sailed  alongside  of  an  iceberg  two  miles  and  a  half,  measured 
with  a  log  line,  before  coming  to  the  end  of  it. 

The  name  signifies,  as  we  have  seen  before,  ice  mountain,  and 
it  is  ti-uly  mountainous  in  size.  Lift  it  out  of  the  water,  and  it 
becomes  a  mountain  one  thousand,  two  thousand,  three  thousand 
feet  high.  In  dimensions  it  is  as  if  New  York  City  were  turned 
adrift  in  the  Atlantic,  or  the  Central  Park  w^ere  cut  out  and 
launched  in  the  same  place.  An  iceberg  of  the  dimensions  of 
the  Central  Park  is  far  from  unusual.  And  its  surface  is  not  in 
form  unlike  it  either.  It  is  undulating  like  the  Park,  and 
craggy,  and  crossed  by  ravines,  and  dotted  with  lakes — the 
water  of  the  lakes  being  formed  from  the  melting  snows  of  the 
late  winter,  and  also  of  the  ice  itself  after  the  snows  have  disap- 
peared before  the  influence  of  the  summer's  sun.  I  have  even 
bathed  in  such  a  lake,  although  I  am  glad  to  say  but  once,  and 
that  was  in  "  those  days  of  other  years,"  when  the  youthful  in- 
anity is  strong  to  say,  "  I  have  done  it," — a  disease  which  I  be- 


1869.]  Miscellanea.  105 

• 

lieve  to  be  amenable  only  to  that  treatment  popularly  known  as 
"  sad  experience."  Skating  on  an  iceberg  lake  is  far  more  satis- 
factory and  sensible.  Such  are  the  general  features  of  the  ice- 
berg as  they  are  to  be  seen  every  day  in  the  Arctic  waters. — Ap- 
pleton's  Journal. 

Normal  Schools  . — It  is  the  province  of  the  Normal  School  to 
give  this  special  culture;  to  place  before  its  students  the  results 
of  the  experience  of  the  past;  to  furnish  them,  at  the  com- 
mencement of  their  career,  with  the  rich  stores  of  practical 
knowledge  that  others  have  acquired  only  by  years  of  painful 
toil  and  experiment;  to  open  the  door  and  explain  how  the  noisy 
boisterous  group  of  children,  brimful  of  fun  and  vitality,  shall 
be  organized,  classified,  and  converted  into  a  quiet,  orderly, 
hard-working  school;  to  investigate  the  laws  of  mental  develop- 
ment, and  thereby  deduce  a  natural  oider  and  system  of  educa- 
tion; to  teach  how  to  observe,  how  to  think,  how  to  study;  to 
go  beneath  the  rules  and  formulas  of  the  text-books,  to  the 
principles  from  w^hich  they  spring;  to  examine  by  theory  and 
practice  methods  of  instruction, — criticising  those  that  are  faulty 
and  recommending  those  that  are  correct,  showing  what  is 
wrong,  and  why,  and  what  is  right  and  why.  It  is  the  province 
of  the  Normal  School  to  push  aside  the  veil,  and,  as  far  as  possi- 
ble, examine  the  hidden  springs  of  human  actions,  for  it  is  the 
knowledge  of  these  that  furnishes  the  chart  of  school  govern- 
ment; to  analyze  the  motives  that  prompt  to  good  or  bad  deeds; 
to  lay  bare  the  key-board  of  the  passions,  upon  which  the  fingers 
of  the  teacher,  playing  like  a  skillful  musician,  may  evolve  peace, 
order,  harmony,  or  noise,  discord,  and  confusion. 

There  can  be  no  doubt  as  to  the  effect  of  such  a  course  of  in- 
struction. There  are,  and  will  bo,  good  teachers  who  have  never 
attended  a  Normal  School;  just  as  there  are  self-made  men  who 
have  become  great,  not  in  consequence  but  in  spite  of  surround- 
ing circumstances.  But  these  exceptions  furnish  no  argument. 
Native  talent,  however  bright,  will  gain  additional  lustre  by  cul- 
tivation. The  best  teachers  in  the  world  might  have  been  better 
by  the  advice,  knowledge  and  experience  of  their  brethren. — 
Illionis  Teachm\ 

• 

Univeesity  of  Cambridge  Local  Examinations.  — Lord  Lyttietoii. 
presided  at  a  public  meeting  held.  May  14th,  at  the  .London 
IJniversity  Buildings,  Burlington  Gardens,  for  the  dijstributioit, 
of  the  certificates  and  prizes  obtained  at  the  last  examination  of 
students  in  the  London  centre,  not  members  of  the  University.. 
The  Report  of  the  Syndicate  appointed  to  conduct  the  local  ex- 
aminations held  in  December  last  at  30  centres,  states  that  1,783. 
students  entered,  of  whom  401  were  girls^  against  1,704  in  the 
previous  year,  of  whom  252  were  girls.  In  the  aumber  of  junioi? 
boys  there  is  a  decrease  of  about  3  per  cent,  and  in  the  seniors 


Ik 


106  Miscellanea.  [Oct. 


about  20  per  cent. ;  while  in  the  number  of  junior  girls  there  is 
an  increase  of  about  71,  and  of  seniors  of  about  77  per  cent. 
The  per  centure  of  failures  among  the  senior  boys  and  junior 
girls  is  considerably  beneath  that  of  the  previous  year.  About 
16  per  cent,  of  the  junior  boys  and  10  per  cent,  of  the  junior 
girls  were  under  14  years  of  age;  three  of  the  senior  boys  and 
two  girls  had  not  completed  15  years.  The  subjects  are  English 
generally,  religious  knowledge,  Latin  and  Greek,  French,  Ger- 
man, mathematics,  chemistry,  zoology  and  drawing.  The  noble 
Chairman,  in  opening  the  business,  remarked  that  the  Oxford 
and  Cambridge  local  examinations  were  important  features  in 
the  movement  in  favor  of  what  was  popularly  called  middle- 
class  education.  Glancing  at  the  efforts  made  of  late  years  to 
promote  education,  the  institution  of  the  system  of  public  ex- 
aminations and  its  advantages,  he  turned  to  the  Report  of  the 
Royal  Inquiry  Commissioners,  which  he  said  had  placed  the 
whole  subject  of  national  education  upon  a  footing  altogether 
different  from  that  on  which  it  formerly  stood,  and  added  that  if 
their  recommendation  should  receive  effect  it  would  render  it 
impossible  that  the  important  question  of  the  education  of  the 
people  should  depend  any  longer  upon  mere  voluntary  effort, 
,<5ne  of  the  proposals  being  that  the  whole  of  the  endowed  and 
the  private  schools  of  the  country  should  be  placed  under  some 
general  management,  which  should  embrace  the  whole  country. 
He  hoped  that  the  local  examinations  would  receive  permanent 
establishment  in  any  general  measure  that  might  be  adopted, 
because  nothing  could  compete  with  the  prestige  which  the  high 
character,  the  antiquity,  the  acknowledged  authority  of  the  two 
great  Universities  of  Oxford  and  Cambridge  necessarily  con- 
ferred in  their  certificates  and  honors.  He  recommended  in 
order  to  test  the  efficiency  of  the  instruction,  that  in  future  whole 
classes  should  be  sent  up  for  examination,  instead  of  a  few 
prominent  boys  from  each  school .  He  claimed  credit  for  the 
University  of  Cambridge  in  having  been  the  first  to  introduce  an 
examination  for  girls,  whose  capacity  for  dealing  with  almost  all 
educational  subjects  was,  he  believed,  quite  equal  to  that  of 
boys.  He  deprecated  the  system  of  cramming,  and  quoted  from 
the  report  of  the  Syndicate,  to  show  that  in  too  many  instances 
the  pupils  sent  up  from  sonje  of  the  private  schools  were  Itttle 
better  than  parrot- taught,  knowing  nothing  really  of  the  subjects 
in  which  they  were  examined,  while  in  respect  to  some  of  the 
girls,  it  Was  astonishing  how  ingenious  they  proved  themselves 
in  filling  whole  sheets  of  paper  with  well  and  grammatically 
written  sentences  having  no  meaning  whatever. — Papers  for  the 
Schoolmaster, 

What  Sleep  will  Cure — The  cry  for  rest  has  always  been 
louder  than  the  cry  for  food .  Not  that  it  is  more  important,  but 
it  is  harder  to  get.      Of   two  men  or  women,  otherwise  equal, 


iM 


1869.]  Miscellanea.  107 


the  one  who  sleeps  the  best  will  be  the  most  moral,  healthy 
and  efficient. 

Sleep  will  do  much  to  cure  irritability  of  temper,  peevishness, 
uneasiness.  It  will  cure  insanity.  It  will  restore  to  vigar  an 
over-worked  brain.  It  will  build  up  and  make  strong  a  weary 
body.  It  will  do  much  to  cure  dyspepsia,  particularly  that  va- 
riety known  as  nervous  dyspepsia.  It  will  relieve  the  langour 
and  prostration  felt  by  consumptives.  It  will  cure  hypochondria. 
It  will  cure  the  blues.  It  will  cure  the  headache.  It  will  cure 
the  heart-ache.  It  will  cure  neuralgia.  It  will  cure  a  broken 
spirit.  It  will  cure  sorrow.  Indeed,  we  might  make  a  long  list 
of  nervous  maladies  that  sleep  will  cure. 

The  cure  of  sleeplessness,  however,  is  not  so  easy,  particularly 
in  those  who  carry  grave  responsibilities.  The  habit  of  sleeping 
well  is  one  which,  if  broken  up  for  any  length  of  time,  is  not 
easily  regained.  Often  a  severe  illness,  treated  by  j^owerful 
drugs,  so  deranges  the  nervous  system  that  sleep  is  never  sweet 
after  it.  Or,  perhaps,  long  continued  watchfulness  produces 
the  same  effect;  or  hard  study;  or  too  little  exercise  of  the  mus- 
cular system,  or  tea  and  whisky  drinking,  and  tobacco  using. 
To  break  up  the  habit  are  required : 

1.  A  clean,  good  bed. 

2.  Sufficient  exercise  to  produce  weariness,  and  pleasant  oc- 
cupation. 

3.  Good  air,  and  not  too  warm  a  room. 

4.  Freedom  from  too  much  care. 
6 .  A  clean  stomach. 

6.  A  clear  conscience. 

7.  Avoidance  of  stimulants  and  narcotics. 

For  those  who  are  overworked,  haggard,  nervous,  who  pass 
sleepless  nights,  we  commend  the  adoption  of  such  habits  as 
shall  secure  sleep,  otherwise  life  will  be  short,  and  what  there  is 
of  it  sadly  imperfect. — Herald  of  Health. 

Warmth  feom  the  Stars. — It  would  scarcely  be  thought  by 
most  persons  that  the  stars  supply  the  earth  with  an  appreciable 
amount  of  heat. 

Even  on  the  darkest  and  clearest  night,  when  the  whole  heav- 
ens seem  lit  up  by  a  multitude  of  sparkling  orbs,  the  idea  of 
heat  is  not  suggested  by  their  splendour.  It  will,  therefore, 
seem  surprising  to  many  that  men  of  science  should  assign  no 
inconsiderable  portion  of  our  terrestrial  heat-supply  to  those 
distant  twinkling  lamps.  It  is  not  many  years  since  Professor 
Hopkins,  of  Cambridge,  went  even  farther,  and  expressed  his 
belief  that  if  the  earth's  atmosphere  were  but  increased  some 
13,000  yards  in  height,  so  as  to  have  an  increased  power  of  re- 
taining the  warmth  poured  upon  it  from  outer  space,  we  might 
do  without  the  sun  altogether,  so  far  as  our  heat-supply  is  con- 
cerned.    As  a  glass  house  collects  the  sun's  heat  and  renders  it 


108  Ohjed-Lessons  for  Small  Children.  [Oct?. 

available  during  the  time  that  the  sun  is  below  the  horizon,  so 
he  held  that  the  additional  layer  of  air  would  serve  to  garner  the 
warmth  of  the  stars  in  quantities  sufficient  for  all  our  require- 
ments. 

But  until  lately  all  these  views,  however  plausible  they  might 
have  seemed,  had  not  been  founded  upon  facts  actually  observed. 
It  has  been  reserved  for  these  days  in  which  discoveries  of  the 
most  unexpected  kind  are  daily  rewarding  the  labors  of  our 
physicists,  to  see  that  established  as  a  certainty  which  had  be- 
fore been  founded  merely  upon  considerations  of  probability. 
Mr.  Huggins,  the  physicist  and  astronomer,  has  just  published 
the  results  of  a  series  of  inquiries  addressed  to  the  actual  meas- 
urement of  the  heat  which  we  receive  from  the  leading  brilliants 
of  the  nocturnal  sky.  The  instrument  called  the  galvanometer, 
which  has  been  made  more  or  less  familiar  to  many  of  us  by  the 
researches  and  lectures  of  Mr.  Tyndal,  was  made  use  of  by  Mr. 

Huggins  in  these  investigations. 

■ ^  -^ 

OBJECT-LESSONS  FOR  SMALL  CHILDREN. 


PARCHMENT SIXTH   GRADE. 

Do  you  know  what  this  is  ?    It  is  paper. 

No;  it  looks  very  much  like  paper,  but  it  is  not  that;  it  is 
parchment. 

Of  what  is  paper  made  ?    Of  rags. 

Yes,  and  this  is  made  from  the  skin  of  sheep.  Then  is  it  veg- 
etable, animal,  or  mineral  substance  ?    Animal.     Certainly. 

Do  you  think  this  looks  much  like  the  skin  of  a  sheep  ?  No; 
the  skin  of  a  sheep  is  woolly. 

So  was  this  once,  but  the  wool  has  been  taken  off,  the  skin 
scraped  with  some  sharp  instrument,  and  then  rubbed  with 
pummice  stone. 

Is  parchment  natural  or  artificial  ?    Artificial. 

Why  ?     Because  it  is  made  by  man. 

Tell  me  some  more  of  its  qualities.     It  is  opaque. 

Can  you  not  see  light  through  it  ?    Yes;  it  is  transluceni 

What  is  it  color  ?    White. 

Pure  white,  like  this  paper?    No;  yellowish  white. 

Why  does  it  rustle  so  when  I  bend  it  ?     It  is  stiff. 

Is  it  smooth  too?  Yes;  rubbing  it  with  pummice  stone  has 
made  it  smooth .  Let  us  see  if  we  can  tear  this  parchment.  Do 
you  think  you  can  ?  W^ell,  you  may  try.  No,  you  see  you  cannot 
tear  it,  try  as  hard  as  you  may. 

What  is  the  reason  ?    It  is  tough. 

See  how  easily  this  paper  may  be  torn  !  Which,  then,  do  you 
think  would  last  the  longer,  paper  or  parchment  ?    Parchment. 

Then  we  will  say  that  parchment  is  durable,  for  that  word 
means  lasting. 

Now,  what  do  you  suppose  parchment  is  used  for  ?  Well,  it 
is  used  to  write  upon. 


1869.]  Ohject-Lessons  for  Small  Children.  109 

When  people  want  their  writing  to  last  for  many,  many  years — 
for  centuries — they  write  upon  parchment.  The  laws  of  the 
land  are  written  upon  this  substance. 

Now,  repeat  in  concert  the  qualities  and  use  of  parchment, 
and  then  I  will  tell  you  a  little  story  about  it. 

Qualities. — Animal  substance;  yellowish  white;  translucent; 
stiff;  tough;  artificial;  durable. 

Use. — To  write  upon,  when  it  is  necessary  to  preserve  the 
writing  for  a  long  time. 

STARCH SEVENTH  GRADE  . 

What  is  this  that  I  hold  in  my  hand  ?  It  looks  something  like 
flour,  but  it  is  not;  it  is  starch.  I  suppose  you  have  all  seen  it 
before,  and  know  what  it  is  used  for;  but  can  any  of  you  tell 
me  where  it  comes  from  ?     It  comes  from  plants. 

Yes,  it  is  found  in  different  parts  of  many  plants — in  seeds— 
as  in  wheat  and  rice;  in  stems,  and  in  roots. 

Of  what  use  is  it  to  the  plants;  do  you  know?  Well,  it  is 
stored  away  for  their  food. 

Do  you  use  it  for  food?    No;  for  starching  clothes. 

Well,  in  this  form,  we  use  it  to  stiffen  clothes;  but  when  we 
eat  potatoes  or  rice,  we  are  eating  starch;  and  have  you  never 
eaten  any  corn-starch  puddings  ? 

Do  you  know  how  this  kind  of  starch  is  made  ?  Well,  I  will 
tell  3^ou  how  you  can  make  it  in  a  small  way.  Take  -some  flour, 
and  tie  it  up  in  a  piece  of  muslin.  Then  dip  it  in  water  and 
press  it  with  your  fingers,  sipe  it,  as  it  were.  Then  the  starch 
will  settle  in  the  bottom  of  the  water. 

Tell  me  some  of  the  properties  of  starch.  It  is  white,  opaque, 
bitter,  crumbling. 

Very  well.  Now  can  you  tell  me  whether  it  is  soluble  or  not  ? 
It  is  soluble  in  hot  water,  but  not  in  cold. 

Repeat  in  concert  its  qualities  and  uses. 

Qualities. — White;  bitter;  opaque;  crumbling;  soluble  in  hot 
water. 

Uses. — For  food;  to  stiffen  clothes. 


Back  Nuiibers. — Eds.  Cal.  Teacher: — I  desire  to  say  to  the 
teachers  who   may  wish  to  send  to  me  for  back  numbers  of  the 
Teachers,  that  I  have  now  only  the  following  numbers,  and  of 
some  of  these  only  one  copy.     As  before,  I  shall  take  pleasure 
in  sending  them  to  anv  address  free  of  charge. 
Vol.  1,     Nos.   5  and  7. 
"      2,       "      1,  4,  5,  6,  8,  9  and  10. 
"      3,       "      2,  3,  4,  5,  7,  8,  9,  11  and  12. 
*'      4,       "      All. 
*'      5,       ^'      1,2,6,10,11. 
*'      6.       ''     1,  3,  10. 

Bebnhaed  Marks. 


Department  of  Public   Instruction, 
university  of  california. 


Now  that  the  Exercises  of  the  University  of  California  have 
been  fairly  initiated,  we  deem  it  appropriate  to  call  the  attention 
of  the  friends  of  education  to  certain  important  auxiliaries  to  the 
success  as  well  as  the  usefulness  of  this  institution : 

1 ENDOWMENT   OP   PROFESSORSHIPS. 

It  is  needless  to  urge  upon  our  men  of  capital  the  great  boon 
which  they  would  confer  on  the  cause  of  education  by  the  en- 
dowment of  Special  Professorships  in  any  of  the  Colleges  which 
have  been  organized  in  the  University.  Are  there  not  many 
wealthy  citizens  of  California,  who  are  both  able  and  willing  to 
invest,  say  $40,000  each,  in  e.ndowments  of  this  kind  ?  We  ven- 
ture to  say  that  it  is  impossible  to  find  an  investment  more  re- 
munerative or  more  honorable  to  the  donor. 

2 ENDOWMENT    OF    SCHOLARSHIPS. 

To  men  of  more  moderate  means,  the  endowment  of  Special 
Scholarships  in  the  several  Colleges  of  the  University,  offers  a 
means  of  advancing  the  cause  of  high  education,  whose  import- 
ance cannot  be  overestimated.  Scholarships,  yielding  from  $250 
to  $350  a  year,  (requiring  an  investment  of  not  more  than  from 
$2,500  to  $3,500,)  would  enable  young  men  of  merit  and  restricted 
means  to  secure  a  thorough  University  education.  Such  scholar- 
ships should  be  awarded  to  meritorious  and  needy  students.  To 
secure  these  two  conditions  with  the  requisite  impartiality,  it  is 
almost  needless  to  add  that  the  Faculty  of  the  University  should 
constitute  the  Awarding  Board. 

In  the  long  established  Universities  of  the  East,  such  scholar- 
ships have  been  found  to  be  the  most  important  and  powerful 
auxiliaries.  The  students  to  whom  they  are  awarded  are  usually 
the  most  deserving  and  talented  young  men  who  present  them- 
selves for  admission.  They  are  fully  impressed  with  the  neces- 
sity of  studious  habits  and  hard  work  They  infuse  a  high  intellec- 
tual and  moral  tone  into  the  institution.  Some  of  the  Eastern 
Colleges  and  Universities  have  more  than  twenty  such  scholar- 
ships, yielding  from  $100  to  $300  a  year,  which  are  given  to  de- 
serving students  of  small  means. 


1869.]  Department  of  Fuhlic  Instruction.  Ill 

3 PREMIUMS,    OR   PRIZES. 

The  endowment  of  Premiums,  or  Prizes ^  awarded  for  specia 
proficiency  in  any  department  designated  by  the  donor,  consti- 
tutes another  important  auxiliary  to  educational  progress.  Such 
Premiums,  Prizes,  or  Prize  Medals,  usually  vary  in  value  from 
$20  to  $100  each.  Many  a  deserving  young  man,  of  restricted 
means,  would  struggle  to  secure  such  prizes.  The  Cornell  Uni- 
versity has  no  less  than  forty-six  such  prizes,  varying  in  value 
from  $10  to  $100. 

4 BENEFICIARY   FUNDS. 

In  order  to  aid  meritorious  students  of  small  means.  Benefici- 
ary Funds  may  be  placed  in  the  hands  of  the  Kegents  of  the 
University.  In  Yale  College,  about  $3,000  is  annually  applied 
in  this  manner  for  the  relief  of  students  who  need  pecuniary  aid; 
about  seventy  have  thus  their  tuition  either  wholly  or  in  part  re- 
mitted. Who  will  make  the  first  contribution  to  such  a  fund 
for  our  new  University  ?  We  understand  that  among  the  stu- 
dents recently  admitted,  more  than  one  stands  in  need  of  such 
assistance. 

We  have  every  assurance  that  the  Board  of  Eegents  are  pre- 
pared to  begin  a  truly  great  work,  and  to  make  the  University  of 
California  parallel  to  the  best  European  University — not  simply 
to  follow  the  common  model  of  American  Colleges.  Freedom  of 
study,  of  thought,  and  of  life,  should  be  the  first  principle. 
The  highest  possible  opportunities  of  learning  should  be  joined 
to  it.  Let  the  University  be  a  great  center  of  intellectual  activ- 
ity; and  let  it  educate  by  stimulating  and  then  teaching — not  by 
imposing  tasks.  The  idea  of  founding  such  an  institution  amidst 
the  magnificent  nature  of  California,  on  the  edge  of  the  mysterious 
Pacific,  and  out  of  reach  of  the  old  and  obstinate  conservatism 
of-  the  East,  is,  in  itself,  inspiring. 

But,  on  the  other  hand,  we  must  not  forget  that,  from  its 
very  nature,  the  growth  of  the  University  must  be  slow;  it  must, 
to  a  great  extent,  first  create  the  very  want  which  it  is  intended 
to  meet.  Our  people  are  not  accustomed  to  the  large  and  gen- 
erous culture  which  the  older  University  towns  possess,  and 
many  have  mistaken  the  objects  of  this  noble  endowment.  It 
will  require  time  and  culture— and  that  culture  the  University 
must  itself  mainly  supply — to  enable  them  to  appreciate  the 
broad  views  and  lofty  aims  of  its  wise  founders,  in  providing  an 


112  Department  of  Public  Instruction.  [Oct. 

institution  which  is  to  furnish,  not  amusement  to  the  masses,  but, 
within  its  prescribed  sphere,  the  best  nutriment  to  the  best  minds 
in  the  community. 

In  perfecting  and  carrying  out  these  noble  objects,  the  Ee- 
gents  need  the  assistance  and  co-operation  of  every  advocate  of 
high  and  thorough  education.  We  trust  the  Faculty  of  the  Uni- 
versity wdll  not  be  found  wanting;  and  we  hope  those  who  are 
blessed  with  abundant  means  will  not  be  backward  in  assisting 
meritorious  young  men  in  restricted  circumstances,  who  are 
anxious  to  secure  the  highest  and  best  education. 

We  have  not  mentioned  other  auxiliaries  to  the  University — 
such  as  the  establishment  and  equipment  of  a  Jiirst-class  Astrono- 
mical Observatory — for  such  things  are  not  so  pressingly  demand- 
ed. There  are  '* merchant  princes"  in  California  who  will, 
doubtless,  erect  for  themselves  enduring  monuments  in  the 
shape  of  a  great  Observatory,  or  of  a  magnificent  Museum. 


OFFICIAL   JOUBNEYINGS. 


SANTA  CKUZ  AND  MONTEREY. 

The  Joint  Institute  for  Santa  Cruz  and  Monterey  counties  was  again  held 
at  Watsonville  this  year,  beginning  August  17th.  We  were  present  on  the 
last  day  of  the  session.  There  is  a  peculiar  satisfaction  enjoyed  in  attending 
an  educational  gathering  at  Watsonville.  We  know  of  no  place  in  California 
where  a  livelier  interest  is  manifested  in  bejialf  of  education.  The  daily  ses- 
sions of  the  Institute  were  crowded  with  an  intelligent  and  interested  audi- 
tory. The  evening  exercises  drew  full  houses.  We  congratulate  Su- 
perintendents Makinney  and  Clay  and  the  Teachers  of  the  two  counties  upon 
the  success  of  their  late  Institute,  and  beg  leave  to  express  our  acknowledg- 
ments for  the  courtesies  extended  to  us  on  the  occasion  of  our  visit. 

State  Superintendent. 


REPORT  OP  STATE  NORMAL  SCHOOL. 


JULY, 

Senior  Class . . , . , , 84 

Junior  Class 61 

Training  School , , 155 

/  AUGUST. 

Seniors  entered 7    Juniors  entered 6 

"      left 4  "      left 4 

*'     in  attendance 87  '*      in  attendance GO 

Training  School 1G5 


%     iikL 


# 


1869.]  Department  of  Public  Instrtiction.  113 

STATE  NORMAL  SCHOOL. 


The  next  term  of  the  State  Normal  Scliool  will  begin  on  the  8th  day  of  No- 
vember, 1869.     Parties  interested  will  remember  that  changes  have  been  made 
,  in  the  beginning  and  ending  of  the  terms,  and  that  the  Second  Session  of  the 
current  year  will  begin  on  the  8th  day  of  November,  instead  of  the  1st  of 
January  as  formerly. 
Apphcants  for  admission  should  be  present  at  the  beginning  of  the  term. 


STATE  EDUCATIONAL  DIPLOMAS.. 
State  Educational  Diplomas  have  been  granted,  by  tbe  State 
Board  of  Examination,  to  the  following  teachers : 
Miss  Jean  Parker,  Miss  M'y  A.H.  Estabrook,  "Wm.  J.  Gorman, 

Mrs.  C.  K.  Waters,  MissM.  E.  D'Arcy,  Charles  Johns, 

Miss  Nettie  Doud,  A.  W.  Peek,  A.  G.  Drake, 

Miss  Minna  Graf,  J.  W.  Mackall,  Geo.  Lighthall. 

Joseph  O'Connor, 


STATE  CEKTIFICATES. 

State  Certificates  have  been  issued  to  the  following  teachers: 

first  grade. 

Miss  Jennie  Yates,  Miss  Mary  J.  Little,  James  S.  White, 

Miss  Clara  Germain,  Mrs.  C.  A.  Menefee,  A.  B.  Hughes, 

Miss  Amynda  Ryan,  Thos.  J.  Witt,  C.  B.  Towle, 

Miss  M.  V.  Glasgow,  D.  K.  Zumwalt,  Thos.  K.  Howell, 

Miss  H.  J.  Allison,  John  F.  Jordan,  Nehemiah  Smith, 

Miss  Fannie  Mitchell,  A.  C.  McMeans,  Wm.  H.  Magoon, 

Miss  Mary  A.  Castelhun,  Charles  E.  King,  Benj.  F.  Bagley. 

Miss  E.  Overend,     •  Delos  J.  Van  Slyke, 

SECOND  GRADE. 

Miss  Anne  E.  Benson,  Miss  Jennie  E.  Dowling,  A.  W.  Butler, 

Miss  Lizzie  B.  Croswell,  Miss  L.  H.  Crocker,  A.  H.  Pratt, 

Miss  Julia  O'Brien,  Mrs.  Emma  Hunt,  Edwin  B.  Hagans. 

Mrs.  CHfford,  J.  L.  Parker, 

THIRD  GRADE. 

Miss  Mary  Sailor,  Miss  Susie  E.  Skidmore,  Miss  Annette  Miller, 

Miss  Addie  Cherry,  Miss  Hattie  M.  Barton,     Miss  Mary  J,  O' Neil, 

Miss  Mary  P.  Carpenter,  Miss  Hattie  Jackson,         Miss  Ida  A.  Tucker, 
Miss  E.  S.  Wiley,  Miss  Nina  E,  Patton,        Miss  D,  A.  Forsman, 

Miss  Lizzie  Burnett,         Mrs,  Frances  Peck, 


REPORT  OF  PUBLIC  SCHOOLS. 

ROLL   OF   HONOR.  ♦ 

"  Grant  District  School,"  Stanislaus  County:  Thos.  J.  Blake, 
Teacher. — For  the  the  term  ending  September  17th,  1869.  Katie 
Donnelly,  Alice  Salter,  Nancy  M.  Browder,  Mary  Kagesdale, 


^WW' 


114  Book  Table.  [Oct. 

Mary  E.  Baker,  Hannah  A.   Baker,  Maggie  C.  Baker;  Thomas 
Donnelly,  Andrew  A.  Koberts. 
For  unexceptionable  deportment — Queen  E.  Baker. 


Book   Table. 


Pabser  and  Analyzer,  For  Beginners,  with  Diagrams  and  Suggestive  Pictures.  By 
Francis  A.  March,  Professor  of  the  English  Language  and  Comparative  Philology  in 
Lafayette  College.  Author  of  "Methods  of  Philological  Study  of  the  English  Lan- 
guage," "  Comparative  Grammar  of  the  Anglo-Saxon  Language,"  etc.  New  York:  Har- 
per &  Brothers,  Publishers.    1869. 

This  is  one  of  the  smallest  of  books  in  size ;  yet  it  contains  more  grammar 
and  a  far  better  method  of  presenting  the  subject  than  is  found  in  many 
larger  and  more  expensive  works.  The  black-board  exercises — presenting  to 
the  eye  the  methods  of  parsing  and  analysis — are  the  very  things  for  the 
school-room.  Indeed  it  is  a  little  gem,  the  only  flaws  it  has  being  such  as 
were  fastened  on  the  English  language  by  Lindley  Murray,  and  have  been 
perpetu  ited  by  the  vast  herd  of  authors  who  tread  in  his  foot-steps.  A.  Ko- 
man  &  Co.,  San  Francisco. 

The  Philosophy  of  Teaching,  The  Teacher,  The  Pupil,  The  School.  By  Nathaniel 
Sands.    New  York:    Harper  &  Brothers,  Publishers.    1869. 

Here  is  an  octavo  of  forty  pages  on  "The  Philosophy  of  Teaching."  It 
has  much  that  is  sensible  and  true;  some  things  that  are  questionable;  and 
many  which  teachers  would  do  well  to  read  and  digest.  It  would  aflford  the 
earnest,  enquiring  teacher  an  evening  of  very  suggestive  reading.  A.  Eoman 
&  Co.,  San  Francisco. 

Sex  In  Nature:  An  Essay  proposing  to  show  that  Sex  and  the  Marriftge  Union  are  universal 
principles,  fundamental  alike'  in  Physics,  Physiology  and  Psychology.  By  LEOPOt.D 
Hartley  Grindon,  Author  of  "Life,  Its  Nature  and  Varieties,"  "Little  Things  of  Na- 
ture," "The  Phenomena  of  Plant  Life,"  etc.    Boston:    Nichols  and  Noyes.    1869. 

A  book  that  reminds  one  of  Dr.  Holcombe's  "Sexes  In  Heaven."  That 
'*  dualism"  that  "  bisects  nature"  is  traced  through  the  vegetable,  animal, 
and  mineral  kingdoms — it  is  clearly,  elegantly,  learnedly  and  (almost)  con- 
vincingly set  forth.  A  suggestive  and  entertaining  volume;  full  of  curious 
and  pleasing  thoughts.    A.  Eoman  &  Co. 

Wedlock:  Or  the  Right  Relations  of  the  Sexes;  disclosing  the  Laws  of  Conjugal  Selections 
and  showing  who  may,  and  who  may  not  marry.  By  S.  R.  Wells,  autlior  of  "New 
Physiognomy,"  "  How  to  Read  Character,"  and  editor  of  the  Phrenological  Journal. 
New  York:    Samuel  R.  Wells,  Publisher.    1869. 

A  book  that  many  people  would  be  benefitted  by  reading.     A.  Eoman  <& 

Co.,  San  Francisco. 

The  Works  of  Horace.  Edited  with  Explanatory  Notes.  By  Thomas  Chase,  A.M.,  Pro- 
fessor in  Haverford  College.    Philadelphia:    Eldridge  &  Brothers.    1870. 

Horace  is  a  favorite.  His  works  have  been  often  edited.  The  present  edi- 
tion is  an  improvement  in  many  respects.  It  is  the  original  work  of  Ameri- 
can scholorship,  and  it  has  the  merit  to  entitle  it  to  the  patronage  of  the 
American  people. 


m 


TABLE    OF    CONTENTS. 


PAGE. 

SKETCH  OF  THE  LIFE  OF  THOMAS  SHEEWIN 84 

MEDALS  AND  PHIZES 90 

STATE  NORMAL  TRAINING  SCHOOL 92    * 

SANTA  CRUZ  AND  MONTEREY  COUNTY  JOINT  TEACHERS'  IN- 
STITUTE   94 

BENEVOLENT  FUND  FOR  TEACHERS 98 

MISCELLANEA 99 

OBJECT  LESSONS  FOR  SMALL  CHILDREN 108 

DEPARTMENT  OF  PUBLIC  INSTRUCTION 110 

UNIVERSITY  OF  CALIFORNIA 110 

Endowment  of  Professokships 110 

"  •*    scholajiships 110 

Pbemiums  on  Pkizes Ill 

Beneficiary  Funds Ill 

OFFICIAL  JOURNEYINGS 112 

Santa  Cruz  and  Monterey 112 

REPORT  OF  STATE  NORMAL  SCHOOL 112 

STATE  NORMAL  SCHOOL 113 

STATE  EDUCATIONAL  DIPLOMAS 113 

REPORTS  OF  PUBLIC  SCHOOLS 113 

BOOK  TABLE 114 


More  Reading  Matter !  More  Liberal  Premiums ! 

BETTER  ILLUSTRATIONS, 

Than  are  given  by  any  other  magazine  of  its  class  published. 

OUE  SCHOOLDAY  VISITOR 

Will  commence  next  January  its  FOURTEENTH  YEAR  AND  VOLUME, 
and  hundreds  of  letters  and  journals,  from  all  parts  of  the  country,  testify  to 
its  beauty,  interest,  cheapness  and  superiority  over  any  other  similar  publica- 
tion issued,  and  pronounce  it  the  "Prince  among  Juvenile  MonthHes."  32 
large  octavo  pages,  well  written,  original  articles  from  the  very  best  writers, 
fine  illustrations,  a  School  Dialogue,  fresh  new  music,  problems,  puzzles, 
etc.,  etc.,  in  every  number. 

A   MAGNIFICENT   PREMIUM   PLATE, 

Drawn  by  Bensell,  and  engraved  on  steel  by  Sartain,  worth  $2.50,  will  be  sent  to  each  sub- 
scriber for  1870,  for  25  cents. 

Fifteen  numbers  sent  for  one  year's  subscription  price  ! 

All  new  subscribers,  whose  names  are  received  befoie  the  first  day  of  November,  1869,  will 
get  the  VisiTOE  regularly  every  month  from  October,  1869,  until  and  including  December,  1870, 

Every  name  sent  in  counts  for  a  premium,  and  upon  the  premium  list  can  be  found  almost 
anything  desired.    To  agents  who  would  prefer  it,  a  liberal  cash  commission  is  allowed. 

Terms:  $1.25,  a  year.  To  Clubs,  $1.00,  with  premiums.  Engraving,  25  cents  extra. 
Agents  wanted  at  every  Post  Office  in  the  United  States. 

Sample  numbers  with  premium  lists,  and  full  instructions  to  agents  sent  post  paid  for  ten 
cents.    Address 

DOUGHADAY  &  BECKER,  Publishers, 

424  Walnut  Street,  Philadelphia. 


JState    Normal    ISchool. 
board  of  trustees. 

H.  H.  HAIGHT Governor. 

O.  P.  FITZGEEALD Superintendent  of  Public  Instniction. 

JAMES  DENMAN Superintendent,  San  Francisco. 

MELVILLE   COTTLE Superintendent,  San  Joaquin  County. 

J.  H.  BEALY Superintendent,  Santa  Clara  County. 

Db.  a.  TEAFTON Superintendent,  Sacramento  County. 

S.  I.  C.  SWEZEY San  Francisco. 

J.  M.  SIBLEY San  Francisco. 

TEACHERS. 

Eey.  W.  T.  Lucky,  A.M Principal. 

H.  P.  Caelton Vice-Principal. 

Miss  E.  W.  Houghton Assistant. 

Mrs.  D.  Claek Assistant. 

The  Second  Term  of  the  current  year  will  commence  on  the  8th  day  _  of  No- 
vember, 1869.    All  candidates  for  admission  must  be  present  at  that  time. 

COURSE   OF  STUDY. 

EEQUISITES  foe  ADMISSION. 

To  secure  admission  to  the  Junior  Class,  Second  Division,  applicants  must 
pass  a  ^vritten  examination  on  the  following  subjects,  viz. : 

Eaton's  Common  School  Arithmetic — to  percentage. 

Eaton's  Intellectual  Arithmetic. 

Greene's  Introduction  to  English  Grammar. 

Willson's  Fourth  Eeader. 

Spelling;  Penmanship. 

Applicants  for  an  advanced  Class  will  be  required  to  pass  an  examination  on 
the  studies  previously  pursued  by  that  Class. 

Junior  Class — First  Session. 

Arithmetic — Eaton's  Common  School — complete. 
Grammar — Quackenbos ' — begun. 
Geography — Guyot's  Common  School. 
Beading — Willson's  Fifth  Eeader. 
Moral  Lessons — Cowdery's. 
Spelling — Willson's  Larger  Speller. 

Junior  Class — Second  Session. 

Arithmetic — Eaton's  Higher. 

Grammar — Quackenbos' — complete. 

Bhetoric — Boyd 's. 

Physiology — Cutter's  Elementary. 

History — Quackenbos ' . 

Vocal  Culture — Eussoll's. 

Book-Keeping — Payson  &  Dutton's  Single  Entry. 

General  Exercises  throughout  the  Junior  Year — Penmanship;  Object-Lessons; 
Calisthenics;  Methods  of  Teaching;  School  Law;  Composition  and  Declama- 
tion. 

Senior  Class — First  Session. 

Arithmetic — Eaton's  Higher — reviewed. 
Algebra — Eobinson's  Elementary. 
Gra/nimar — Greene's  Analysis. 
Natural  Philosophy — Quackenbos'. 
Physiology — Cutter's  Larger. 
Bhetoric — Boyd's. 
Natural  History — Tenney's. 


Seniob  Class — Second  Session. 

Botany — Gray's. 

Physical  Geography — Warren's,  -with  Gnyot's  "Wall  Maps. 

Normal  Training — BnsseU's. 

Geometry — Davies'  Legendre — five  books. 

English  Literature — Shaw's. 

Book-Keeping — Payson  &  Dunton's  Double  Entry. 

General  Exercises — Same  as  in  Junior  Year. 

REGULATIONS   OF  THE   STATE   NORMAL  SCHOOL. 

Adopted  by  the  Board  o^  Normal  School  Trustees,  March  28,  1868. 

1.  All  pupils,  on  entering  tbe  School,  are  to  sign  the  following  declaration 
of  intention: 

'  We,  the  subscribers,  hereby  declare  that  our  purpose  in  entering  the  State  Normal  School 
is  to  fit  ourselves  for  the  profession  of  Teaching,  and  that  It  is  our  intention  to  engage  in 
teaching  in  the  Public  Schools  of  this  State." 

Male  candidates  for  admission  must  be  at  least  eighteen  years  of  age;  and 
female  applicants  at  least  fifteen  years  of  age;  and  all  must  possess  a  good  de- 
gree of  physical  health  and  vigor. 

2.  No  person  whose  age  exceeds  thirty  years  shall  be  admitted  to  the  School, 
except  teachers  who  are  fitted  to  enter  the  Senior  Class. 

3.  Whenever  the  number  of  applicants  from  any  county  shall  exceed  the 
number  to  which  that  county  is  entitled  by  larw,  the  applicants  shall  pass  a 
competitive  examination  before  the  County  Superintendent,  and  the  County 
Board  of  Examination;  which  examination  shall  be  conducted  in  the  same 
manner  as  county  examinations  for  third  grade  teachers'  certificates.  The 
persons  passing  the  highest  examination  shall  be  eligible  to  admission  in  the 
order  of  their  standing  in  examination. 

4.  All  applicants  are  required  to  present  letters  of  recommendation,  and 
certificates  of  good  moral  character,  from  the  County  Superintendent  of  the 
county  in  which  they  reside. 

5.  All  new  applicants  shall  present  themselves  for  examination  at  least  three 
days  previous  to  the  regular  day  of  each  term  commencement;  and  no  pupil 
shall  be  admitted  during  term  time,  except  in  case  of  teachers  who  hold  at 
least  second  grade  State  or  County  certificates. 

6.  The  Principal  of  the  School  shall  keep  a  register  of  the  attendance  of 
pupils,  and  shall  report  monthly,  to  the  Secretary  of  the  Board,  the  whole 
number  enrolled,  the  average  number  belonging,  the  average  daily  attendance, 
the  percentage  of  daily  attendance,  and  such  other  statistics  as  may  be  re- 
quired by  the  Executive  Committee  of  the  Board. 

7.  No  pupil  shall  be  entitled  to  a  Diploma  of  Graduation  who  has  not  been 
a  member  of  the  School  at  least  one  term  of  five  months. 

8.  The  Normal  School  shall  be  divided  into  two  classes:  Junior  and  Senior 
— each  divided  into  two  divisions. 

GENERAL  INFORMATION. 

The  time  for  completing  the  Normal  School  course  is  two  years,  each  divided 
into  two  terms  of  five  months. 

There  will  be  Written  Examinations  and  PubHc  Exercises  at  the  close  of  each, 
term.     The  Graduating  Exercisee  will  be  in  May. 

Pupils  will  be  required  to  furnish  their  Text  Books.  Books  for  reference 
will  be  furnished  by  the  State.  Good  boarding  can  be  procured  at  about 
twenty-five  to  thirty  dollars  per  month. 

Applicants  will  please  read  attentively  the  "Begulations"  as  given  above, 
particularly  the  Fourth  and  Fifth. 

All  graduates  will  be  required  to  pass  an  examination  on  the  entire  course. 
Those  who  complete  the  studies  of  the  Junior  Class  will  be  entitled  to  certifi- 
cates of  quahfication,  for  teaching  schools  of  Second  and  Third  Grade. 

For  additional  particulars,  address 

Bev.  WM.  T.  lucky,  A.  M.,  Peincipal,  San  Francisco. 


% 


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Webster's   Unabridged    Dictionary, 

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10,000  Words  and  Meanings  not  found  in  otJier  Dictionaries. 

"Superior  inmost  respects  to  any  other  English  Dictionary  known  to  me."— flbn. 
George  P.Jdarsh,  March,  1866. 

"One  of  my  daily  companions.  My  testimonial  to  its  erudition,  the  accuracy  of  its 
definitions,  and  to  the  vast  etymological  research  by  which  it  has  been  enriched  through  the 
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"  The  etymological  part  surpasses  anything  that  has  been  done  for  the  English  Language 
by  any  earlier  laborers  in  the  same  &eld."— Hon.  George  Banroft,  the  Historian. 

"  The  merits  of  "Webster's  Dictionary  need  not  here  be  insisted  on.  In  this  country 
[England]  as  well  as  in  that  which  gave  it  birth,  it  is  now  generally  admitted  to  be  the  best. 
In  the  copiousness  of  its  Vocabulary,  and  in  the  clearness  and  accurate  correctness"  of  its 
Definitions,  it  has  no  rival — and  it  is  in  these  points  the  value  of  a  dictionary  consists." — 
The  London  Bookseller  and  Handbook  of  British  and  Foreign  Literature,  June,  1869. 

"  In  our  opinion,  it  is  the  best  dictionary  that  either  England  or  America  can  boast."— 
National  Quarterly  Review. 

"  In  its  general  accuracy,  completeness  and  practical  utility,  the  work  is  one  which  none 
who  can  read  or  write  can  henceforward  afford  to  dispense  xvith." — Atlantic  Monthly. 

"  The  New  Webster  is  glorious— it  is  perfect— it  distances  and  defies  competition— it 
leaves  nothing  to  be  desired." -V.  H.  Raymond,  LL.  D.,  Pres't  Vassar  College. 

Compendium  of  Human  Knowledge. — '•  Webster's  Unabridged  Dictionary  must  be  re- 
garded as  the  most  useful  and  remarkable  compendium  of  human  knowledge  in  our  language." 
W  S.  Clark,  Pres't  Mass.  Agricultural  College. 

"  The  noblest  contribution  to  science,  to  literature,  and  to  education,  as  dependent  on 
an  adequate  knowledge  of  the  English  language,  that  the  combined  labors  of  editors  and  pub- 
lishers have  yet  produced."— i'ro/.  Wm.  Russell,  the  Elocutionist. 

"  Young  man,  if  you  already  have  a  Bible,  buy  Webster's  Unabridged  Dictionary  next." 
Chr.  Sun: 

Published  by  G.  &  C.  MERRIAM,   Springfield  Mags.     Sold  by  aU 
Booksellers. 

Also,nowpublislie(l,WEBSTER'8JJATIOXALriCTORIALDICTIONARY 

1040  PP.  OCTAVO;    600  ENGRAVINGS'.    TRADE  PaiCE$6. 

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SAN  FKANCISCO. 

Kd^ Having  had  an  experience  of  four  years  on  this  coasl  in  the  manufacture 

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AMERICAN  STANDARD  SCHOOL  SERIES. 

School    Books 

PUBLISHED  BY 

JOHN  p.  MORTON  &  CO.,  Louisville,  Ky. 

A.  M:A]NruAL 

OF 

THE  AET  OF  PROSE  COMPOSITION  : 

By  JOHN  M.  BONNELL,  D.  D. 

This  popular  work,  prepared  by  an  eminently  skillful  teacher,  of  high  lit- 
erary attainments  and  cultivated  taste,  for  use  in  his  own  school  at  Macon,  Ga., 
is  now  in  general  use  throughout  the  South  and  Y/est.  The  book,  before  its 
publication,  was  subjected  to  that  best  of  tests — use  in  the  class-room.  Its 
arrangement  is'  simple  and  philosophical.  It  has  met  with  the  hearty  and  al- 
most unanimous  approbation  of  teachers  everywhere.     It  was 

Adopted  hy  the  California  State  Board  of  JEdu- 
cation y  July^  1869. 

GRAMMARS,  READERS,  MATHEMATICS,  Etc. 

Bntler^s  Introductory,  and  Practical  Grammars, 

Bailer's  First  Boole  in  Spelling'  and  Reading-, 

Butler's  Goodricli  Readers— First  to  Sixth,  inclusive, 
Butler's  Common  School  Speaker, 

Bronson's  E]locution  and  Vocal  Philosophy, 

Ka-vanaugh's  Original  Dramas,  Dialojgves,   Btc* 
Barbee's  First  Principles  of  Geology, 

Towne's  Primary,  Intermediate  and  Practical  Aritluuetics, 
Towne's  Mental  Arithmetic,  (in  Preparation . ) 
To-»vne's  Algebra — Key  to  the  Algebra, 

Tovrne's  Geometry,  (in  Preparation, ) 
ToTme's  Trigonometrv  and  Surveying,  (in  Preparation. ) 


^^The  publishers  confidently  commend  their  books  to  the  attention  of 
Teachers,  School  Commissioners  and  Parents  as  possessing  the  highest  degree 
of  excellence.  These  books  are  used  by  the  best  teachers  in  Kentucky,  Vir- 
ginia, Alabama,  Mississippi,  Missouri,  Louisiana,  Tennessee,  Georgia,  Texas, 
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STANDARD  SCHOOL  BOOKS  OF  THE  SOUTH  AND  WEST. 

***  Copies  of  any  of  our  publications  mil  be  sent  to  teachers  for  examination,  with  a  view 
to  introduction,  on  application  to 

JOHN    P.    MORTON    &    CO., 

Pioblishers,  Etc. ,  156,  158  Main  St.. 

LOUISVILLE,  Ky. 


NEW  IMPROVED  SCHOOL  DESK. 


Pateiit«-d     Fobrwary    iStli,     1863, 


""c, 


By  J.     S.     RANKIN. 


JPrices. 

Made  of  Redwood,  with  ma- 
ple legs  and  ends $6.00 

White  Cedar 7.00 

Spanish  Cedar,  or  Cherry. .     8.50 

Teachers'  Desks $18  to  $40.00 

Black  Board,  per  foot 40 

Settees,  per  foot 80 

Liquid   Slating,  for  Black- 
boards, per  quart 2.50 

Black  Board  Eubbers,  doz.     6.00 

Dumb-bells,  pair 50  to  2.00 

Eings ■  50 

Indian  Clubs $2.50  to  $3.50 

By  the  arrangement  represented  above,  two,  three  or  more  School  Desks 
are  connected  by  a  longitudinal  beam  or  board,  and  firmly  held  together.  The 
following  advantages  are  claimed  for  this  arrangement: 

1.  The  scries  of  Desks  thus  formed  stand  very  firm  on  the  floor,  without 
being  in  any  manner  fastened  to  it. 

2.  They  can  be  removed  at  pleasure  by  adults,  in  a  few  minutes,  with  little 
or  no  expense. 

3.  They  present  fewer  obstacles  to  the  use  of  the  broom  than  any  Desk  in  use. 

4.  They  furnish  much  less  occasion  for  noise  than  other  School  Desks,  by 
presenting  less  surface  for  the  feet  to  strike  against. 

5.  They  are  superior,  also,  to  other  Desks  in  regard  to  the  convenience  of 
getting  in  and  out  of  them  with  ease. 

6.  In  appearance  they  are  neat,  and  when  properly  made,' even  elegant. 

7.  The  cnntral  longitudinal  beam  separates  the  two  scholars  in  each  Desk, 
thus  givi lit { to  the  arrangement  one  of  the  principal  advantages  claimed  for 
single  Desks. 

8.  They  are  simple  in  construction,  and  easily  made  "at  home"  by  any 
good  workman;  put  together  with  screws,  can  be  taken  apart  and  boxed. 

9.  They  can  be  more  easily  adapted  to  particular  tastes  and  circumstances, 
as  regf-rrl.  height  of  seat  and  writing  board,  inclination  of  the  seat  and  back, 
etc.,  than  any  desk  that  is  supported  by  castings. 

10.  T'u'v  are  in  general  firmer  and  more  durable  than  Desks  that  require  to 
be  fastened  to  the  floor  by  screws  or  nails. 

11.  They  are  much  cheaper  than  any  other  good  desk — costing,'  ordinarily, 
not  more  than  one  half  as  much. 

That  these  statements  are  true,  will,  it  is  believed,  be  apparent  to  teachers 
and  others  who  have  had  much  experience  in  using  and  furnishing  school 
rooms;  and  if  they  are  true,  it  is  equally  plain  that  the  advantages  obtained 
by  this  arrangement  are  very  great,  and  that  it  has  good  claims  to  the  notice 
and  favor  of  all  who  may  desire  to  assist  in  improving  the  appearance  of  our 
school  rooms  and  promoting  the  comfort  of  pupils  and  teachers. 

These  Desks  are  now  in  use  in  three  hundred  Schools  in  this  State,  many 
of  which  are  the  first  Schools  in  the  State.  They  give  entire  satisfaction,  and 
are  increasing  in  popularity.  Teachers,  County  Superintendents,  and  Trus- 
tees will  find  their  orders  promptly  filled.  All  the  best  styles  of  School 
Furniture  and  supplies  can  be  obtained  at  this  Institute.        Address, 

WARREN    HOLT, 

Pacific  School  Institute, 

411  Kearny  St.  bet.  Pine  and  California, 

SAN  FRANCISCO. 


Popular    School    Books. 
New  Series  of  Geographies 

Is  now  complete  in  thkee  Books,  each  of  which  has  recently  been  thoroughly- 
revised.  These  Books  form  a  complete  Geographical  Course,  adapted  to  all 
grades  of  Schools,  and  is  the  most  compact  and  economical  series  now  pub- 
lished.   

The  New  Primary 

Presents  the  elementary  principles  of  Geography  in  a  Series  of  Oral  Lessons, 
combined  with  concise  definitions,  in  a  difierent  style  of  type.  It  gives  a 
correct  idea  of  the  Earth  as  a  whole,  and  a  general  description  of  Continents 
and  their  political  subdivisions. 

The  Mew  Intermediate 

Excels  in  systematic  arrangement  and  treatment.  The  topics  follow  each 
other  in  natural  order,  and  the  general  principles  and  descriptions  precede  the 
less  important  details.  The  text  is  concise  and  intelligible,  and  the  questions 
for  review  are  calculated  to  awaken  thought  and  stimulate  to  investigation. 
The  Maps,  which  are  new,  and  on  copper  plate,  are  unsurpassed  for  accuracy 
and  clearness,  one  of  them  being  a  full  paged  MAP  OF  CALIFOENIA, 
exhibiting  the  Counties  of  the  State. 

The  New  Physical 

Has  been  entirely  re-written,  and  contains  the  results  of  the  investigations 
and  discoveries  of  the  most  eminent  Geographers  and  Scientific  Men  in  all 
parts  of  the  World  up  to  the  present  date.  It  contains  a  new  set  of  finely 
executed  Maps,  prepared  by  the  skillful  engravers  of  the  Coast  Survey,  Wash- 
ington, D.  C;  while  the  entire  subject  is  presented  in  a  brief,  but  compre- 
hensive manner,  and  in  a  state  of  completeness  not  hitherto  attempted  in  this 
country. 

No  higher  commendation  could  be  awarded  to  any  Series  of  Books  than 
that  received  by  Waeeen's  Sekies  of  Geographies,  by  their  use  in  most  of 
the  principal  cities  of  the  Union  for  many  years  and  by  their  re-adoption  as 
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Guyofs  Geographical  Series. 

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The  Most  Perfectly  Graded  and  Successful  Text  Books  in  Use. 

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Guyot's  Introduction  to  the  Study  of  Geography. 

Guyot's  Elementary  Geography,  for  Primary  Classes. 

Guyot's  Intermediate  Geography:  A  Study  of  Form  and  Location. 

Guyot's  Common  School  Geography: 

A  General  View  of  the  Continents,  and  all  the  Principal  Countries  of  the  Earth. 

These  Works,  in  addition  to  the  Physical  Wall  Maps,  by  the  same  author, 
have  revolutionized  Geographical  teaching.  The  fascinating  style  in  which 
these  books  are  prepared,  the  clear  and  forcible  manner  in  which  Peofessob 
Guyot's  views  of  the  relations  of  facts  in 

NATURE    AND    THE    HISTORY    OF    MAN 

are  presented  ;  the  acceptance  of  these  views  by  the  most  eminent  scientific 
men,  and  teachers  generally,  as  well  as  the  general  desire  for  a  more  attractive 
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0 

Extract  from  the  Keport  of  Hon.  W.  R.  White,  General  Superintendent  of 
Free  Schools  for  the   State  of  West  Virginia,  recommending  Guyot's 
Geogeaphies  for  exclusive  use  in  the  Schools  of  the  State  : 
•'In  teaching  Geography,  a  most  marked  revolution  has  been  effected.     In 
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Guyot's  W^all  Maps,   Portfolio  Series 18  00 

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Guyot's  Classical  Maps,   (3  Maps,   $15  each,) 45  00 

HT  Full  Descriptive  Catalogue,  with  Testimonials  from  promint  Teachers, 
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First  Steps  in  Geograpliy, 

Intended  to  precede  COKNELL'S  GEOGRAPHICAL  SERIES,  and  to  intro- 
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numerous  Maps   and  Illustrations,  72  pages. 

Cornells  Geographical  Series 

CONSISTS  OF 
I,    Primary  Geography,    Small  4:to.     100  pp.     12  Maps.    Beau 
tifuUy  illustrated. 
II,    Intermediate    Geography,      Large  4to.      96  pp.      Revised 
edition,  brought  up  to  date,   with  new  and  additional  Maps  and 
numerous  Illustrations.   Contains  a  summai-y  of  Physical  G  eography . 
Grammar- School  Geography,     Large  4to.,  with  numerous 
Maps  and  Illustrations.     108  pp.     Contains  comprehensive  lessons 
on  Physical  Geography,  and  a  practical  system  of  Map  Dra>v  '  •.  . 
Ill,    High-ScJiool    Geography   and   Atlas,      Geography,  large 
12mo.     Richly  Illustrated.     It  includes  Descriptive,  Physical,  and 
Mathematical  Geography.     Atlas,  very  large  4to.      Containing 
complete  set  of  Maps  for  study;  also  a  set  of  Reference  Maps  for 
family  use. 
THE  INTERMEDIATE  GEOGRAPHY  is,  in  accordance  with  the  author's 
plan,  designed  for  pupils  who  have  completed  a  primary  course  on  the  subject. 
It  possesses  all  the  advantages  of  arrangement  and  system  peculiar  to  the  first 
book  of  the  series.     It  clearly  explains  the  terms  used  in  Physical,  Political, 
and  Mathematical  Geography,  and  contains  a  judiciously    •  lected  and  care- 
fully systematized  amount  of  Descriptive  Geography.    The  work  also  embraces 
a  Pronouncing  Vocabulary  of  the  Geographical  names  contained  in  it,  giving 
the  population  of  places,  the  length  of  rivers,  etc. 

THE  GRAMMAR-SCHOOL  GEOGRAPHY  may  either  follow  th:  Inter- 
mediate Geography  or  be  used  instead  of  it,  as  the  second  part  of  tiie  series. 
The  chief  difference  between  the  Intermediate  and  the  Grammar  School  is 
that  the  latter,  though  no  more  elevated  in  style,  is  fuller  in  detail,  presents 
a  greater  variety  of  map  questions,  and  a  larger  number  of  localities  to  be 
memorized.  Both  are  alike  philosophical  in  their  arrangement,  accurate  in 
their  statements,  chastely  and  lavishly  illustrated,  highly  attractive  in  their 
external  appearance,  and,  generally,  just  what  the  intelligent  teacher  desires. 
THE  HIGH-SCHOOL  GEOGRAPHY  AND  ATLAS  are  intended  for 
High  Schools,  Academies  and  Seminaries.  They  cover  the  whole  ground  of 
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fuller  and  more  reliable  than  former  atlases,  and  will  answer  every  practical 
purpose  of  reference  for  schools  and  families. 

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r>.  APPLETON  &  CO.,  NEW  YORK. 

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jS  SeTzes  of  Oubtline  J^cups, 

BY     THE      AUTHOR     OF     CORNELLS*  S      SERIES      OF      SCHOOL      GEOGRAPHIES. 
In  beauty  and  neatness  of  engraving,  convenience  of  size,  accuracy  of  state- 
ment, and  simpUcity  of  arrangement,  these  map«  are  superior  to  any  hereto- 
fore published.    Also, 

Cornell's  Cards  for  the  Study  and  Practice  of  Map  Drawing. 

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and  neatly  put  up  in  sets. 

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Greene's  New  Introduction. 

Greene's  New  ENaLisH  Grammar. 

Greene's  Analysis  of  the  English  Grammar. 

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may  be  used  independently  of  the  others.  This  Series,  which. has  recently 
been  thoroughly  revised,  was  prepared  by  Prof.  S.  S.  Geeene,  of  Brown 
University,  and  is  the  result  of  a  long  and  careful  study  of  the  language  itself, 
as  well  as  the  best  methods  of  teaching  it.  The  Revised  Books,  although 
issued  but  a  short  time,  have  already  been  adopted  by  the 

State  Superintendent  of  Kansas^ 
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A  New  Work  on  Yocal  Gymnastics, 

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Superintendent  of  Physical  and  Vocal  Culture  in  the  Boston  Public  Schools. 
102  pp.  D.;  12mo.     Illustrated,  Cloth.     Price,  $1.00. 
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Totter  &  Hammond's  BookJceeping , 
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S3^  Correspondence  of  Educators  solicited. 

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aton's  Mathematical  Series. 

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n  in  the  body  of  the  work  and  in  the  closing  section. 
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NOVEMBER,      1869 


Vol.  YII.       ■    SAN  FRANCISCO.  7V0.  5, 


COMMON  ERRORS  IN  ORTHOEPY,  ORTHOGRAPHY  AND  SYNTAX. 


BY    A.    F.    HILL. 


I ORTHOEPY. 

If  we  wish  to  preserve  the  English  language,  we  ought  to 
speak  it  correctly  at  all  times.  It  is  especially  the  duty  of 
learned  men,  to  whom  others  naturally  look  for  instruction,  to 
frame  their  sentences  and  pronounce  their  words  with  scrupulous 
care.  A  mongrel  language,  like  ours,  is  difficult  to  learn;  there 
are  so  few  rules  to  guide  the  pupil,  and  so  many  exceptions  to 
the  rules  we  have.  The  only  way  to  acquire  a  proper  knowl- 
edge of  the  language  is  to  study  it  with  great  care,  and  endeavor 
to  become  familiar  with  it,  word  by  word.  We  have  several  able 
authorities  to  guide  us  in  our  pronunciation,  and  he  that  follows 
either — whether  Webster  or  Worcester — can  not  go  far  wrong. 
Webster's  is  the  generally-recognized  standard  dictionary  in  the 
public  schools  of  this  country,  and  I  think,  for  that  reason, 
should  be  consulted  by  all.  Men  of  learning,  however,  differ 
on  this  subject — some  following  one  author,  some  another,  and 
some  divide  their  patronage  among  all;  while  others  still,  men 
of  deep  research,  criticise  the  dictionaries  themselves,  and  adopt 
a  style  of  their  own — all  of  which  causes  some  confusion  in  print- 
ing offices  in  the  matter  of  orthography. 

Our  ablest  and  most  learned  men  are  too  lax.  They  are  too 
ready  to  give  way  to  custom ;  and  thus,  after  spending  their 
whole  lives  in  seeking  out  the  truth,  give  way  to  blind,  ignorant, 
illiterate  custom,  and  accept  it  as  a  law-giver.  If  we  allow  cus- 
tom to  have  its  way,  why  canvass  the  whole  history  of  letters  and 
rake  up  the  dead  languages,  with  many  weary  hours  of  toil,  in 


116  Common  Mtovs  in  Orthoepy,  etc.  [Nov. 

order  to  arrive  at  the  true  orthography  and  orthoepy  of  words  ? 
Better  take  things  easy,  and  accej)t  custom  as  our  grammar  book 
and  dictionary  at  once. 

But  my  present  object  is  only  to  give  a  few  examples  in  each 
division  of  the  subject,  for  the  purj)ose  of  awakening  the  reader's 
interest  in  the  matter,  and  inducing  him  to  seek  knowledge  for 
himself.  -One  is  not  so  apt  to  forget  instruction  which  he  has 
acquired  by  means  of  deep  application  and  careful  research. 

Startling  as  it  may  seem,  scarcely  three-fourths  of  the  words 
used  in  ordinary  conversation  ar6  correctly  uttered  by  the  ma- 
jority of  persons.  This  may  look  like  an  exaggeration,  but 
when  I  have  mentioned  a  few  classes  of  words — and  there  are 
hundreds  in  each  class — that  are  habitually  mispronounced,  all 
doubt  as  to  the  truth   of  the  statement  will  be  removed. 

Let  us  begin  with  the  vowel  A:  There  is  a  class  of  words 
ending  in  ance,  asp,  aff,  ask,  ast,  ass  and  and,  such  as  lance,  grasp, 
staff,  cask,  draft,  last,  glass  and  command,  that  are  never  pro- 
nounced correctly  by  the  masses.  Authorities  differ  as  to  the 
proper  sound  that  should  be  given  these  words,  but  they  are 
usually  pronounced  in  a  manner  defying  all  authority.  In  such 
words  Walker  gives  the  a  its  short  sound,  as  heard  in  cat ;  but 
Webster  gives  it  a  sound  about  half  way  between  that  heard  in 
cat  and  that  in  arm.  The  learned  of  New  England  always  give* 
these  words  the  correct  sound,  according  to  Webster;  but  the 
masses,  in  attempting  to  imitate  them,  give  the  a  too  broad  a 
sound,  and,  in  fact,  allow  it  to  merge  into  the  sound  heard  in 
arm.  On  the  other  hand,  nearly  all  the  inhabitants  of  New 
York,  New  Jersey,  Pennsylvania  and  the  Western  States,  and 
portions  of  the  border  Southern  States,  in  carelessly  attempting 
to  give  the  a  the  short  sound,  according  to  Webster,  give  it  a 
kind  of  drawling,  nasal  sound,  which  is  nearlj^,  if  not  exactly, 
that  heard  in  such  words  as  care,  hear,  fair,  etc.  They  also  give 
this  same  unauthorized  sound  to  a  few  words  which  should  take 
the  full  Italian  sound  of  a  as  in  arm,  such  as  calm,  balm,  half, 
path,  laugh,  etc. 

We  also  find,  in  the  rural  portions  of  the  Middle  and  Western 
States,  a  disposition  to  loronounce  such  words  as  charily,  carry, 
marr?/,  etc.,  with  the  sound  heard  in  arm;  whereas  all  such 
words,  the  r  being  followed  by  a  vowel,  should  take  the  short 
sound  of  a,  as  in  cat.  Such  words  as  cart,  harmful,  etc.,  of 
course,  have  the  Italian  sound,  as  heard  in  arm,  because  the  r  is 
followed  by  a  consonant.  In  the  same  regions,  one's  ears  are 
shocked  by  hearing  them  pronounce  such  words  as  meny,  berry, 
cherry,  etc. ,  murry,  hurry,  churry,  etc. 

We  now  arrive  at  the  vowel  O :  Perhai)S  this  round,  good- 
natured,  cheerful  letter  is  more  abused  than  any  other  of  the 
alphabet.  It  seldom  gets  justice,  either  in  the  city  or  country, 
except  among  the  most  erudite  persons.  Such  words  as  horrible, 
Tnajmity,  sorry,  cost,  lost,  on,  gone,  hospital,  hostility ,  conquer,  con- 


i 


1869.]  Common  Errors  in  Orthoepy,  etc.  117 

gress,  coffee,  coffin,  and  a  host  of  others  of  these  several  classes, 
every  one  of  which  should  be  pronounced  with  the  short  sound 
of  0,  precisel}'-  as  heard  in  hot,  cot,  etc.,  aye  almost  universall}^ 
pronounced  with  a  broad-mouthed,  uncouth  sound,  as  though 
they  were  spelled  with  an  instead  of  o,  thus:  haurrible,  caust, 
hausjjital,  caitnqicer,  caiingress,  cauffee,  etc.,  etc.,  etc.  These  mis- 
pronounced words  are  so  multifarious  that  it  is  impossible,  in 
my  limited  space,  to  mention  even  all  the  classes  of  them,  much 
more  the  words  themselves.  Look  at  your  dictionary,  if  you 
have  one;  if  you  have  not,  get  one.  Webster's  Unabridged  is 
an  inexhaustible  mine  of  knowledge.  However,  take  your 
choice. 

I  will  now  call  jour  attention  to  a  few  words  in  which  the  let- 
ter u  seldom  gets  the  correct  sound.  Such  words  as  ditty,  tune, 
latitude,  are  nearly  always  incorrectly  pronounced.  The  gener- 
ality of  persons — in  fact,  almost  all,  except  the  learned — pro- 
nounce these  words  as  though  spelled  dooty,  toon,  laiitood.  Now, 
how  would  it  sound  to  say  virioo,  instead  of  virtue  ;  rehooh,  in- 
stead of  rebuke  ;  fortoon,  instead  of  fortune  ;  natoor,  instead  of 
nature ;  refoose,  instead  of  refuse  ;  poor,  instead  of  j)iire  ;  and 
ooseful,  instead  of  useful  ?  Yet  there  would  be  just  as  much  pro- 
priety in  it.  In  all  such  words  as  duty,  due,  tune,  latitude  and 
undue,  the  u  should  have  precisely  the  same  sound  as  in  virtue, 
useful,  rebuke,  etc.     Don't  forget  it. 

It  is  indeed  important  that  you  should  examine  your  diction- 
ary, and  learn  the  origin  and  derivation  of  words.  Words  in- 
troduced into  our  language  from  the  French,  and  spelled  with 
ou,  should  always  be  pronounced  as  oo  uu^oot,  school,  etc.  Thus, 
route,  a  way,  being  a  French  word,  should  he  pronounced  the 
same  as  root.  Yet,  except  among  the  learned,  it  is  always  pro- 
nounced the  same  as  rout,  to  scatter — that  is,  in  this  country. 
Charles  Dickens  alludes  to  this  in  his  "American  Notes."  In 
England  it  is  pronounced  correctly,  and  it  must  have  grated 
harshly  on  his  ears  to  hear  it  pronounced  rout  here.  I  do  not 
pretend  to  say  that,  in  the  abstract,  the  English  are  more  correct 
in  their  orthoepy  than  we — their  very  /laitches  cry  out  against 
such  an  assertion.  But  so  far  as  the  word  7^oute  is  concerned, 
they  are  correct  and  we  are  not. 

In  Anglo-Saxon  words,  however,  the  ou  properly  has  the  same 
sound  as  ow  in  j^loiv.  For  instance :  7^out,  to  disperse  or  scatter, 
ground,  found,  mound,  loound. 

Apropos  of  the  word  wound — a  genuine  Anglo-Saxon  word — 
how  inconsistent  it  is  that  many  of  the  people  of  this  country, 
while  they  pronounce  route — a  French  word — rout,  give  it  the 
French  sound  and  pronounce  it  ivoond  !  A  year  or  two  since,  I 
thought  custom  was  about  to  settle  on  the  latter  as  the  only  law- 
ful pronunciation;  but  I  am  happy  to  observe  that  the  majority 
of  learned  and  intelligent  men  have  stood  out  j)retty  boldly 
against  this  innovation,  and  I  think  the  word  will  yet  be  uni- 


118  Common  Errors  in  OriJioepy,  etc.  [Nov. 

versally  pronounced  wound,  as  it  should  be.  If  we  pronounce 
wound  ivoond,  we  may,  with  equal  propriety,  say  groond  for 
ground,  soond  for  soiMnd,  and  foond  for  found.  How  would  it 
soond  f 

n ORTHOGRAPHY . 

There  is  no  clearer  mark  of  very  limited  knowledge — not  to 
say  of  ignorance — than  bad  spelling.  This  may  be  regarded  as 
a  rule  with  few  exceptions.  If  you  receive  a  letter  which  begins 
"  Mi  deer  sur,"  jou  are  not  likely  to  deem  the  writer  an  intelli- 
gent man,  I  care  not  how  excellent  the  handwriting,  or  what  the 
correspondent's  reputation  for  business  tact.  By  all  means 
learn  to  spell  correctly.  Orthography  is  more  imj)ortant  than 
orthoej^y,  for  words  merely  uttered  disperse  themselves  in  the 
air  and  are  heard  no  more,  while  what  is  written  may  remain  to 
testify  of  the  writer's  learning  or  ignorance  a  hundred  years 
hence. 

Our  alphabet  contains  twenty-six  letters,  which  are  more  than 
sufficient  to  spell  all  the  words  we  are  able  to  articulate.  The 
word  "alphabet"  is  derived  froi^  the  first  two  letters  of  the 
Greek,  Alpha  and  Beta,  answering  to  our  A  and  B,  which  is  all  I 
will  say  on  that  point,  as  quite  an  essay — a  book,  in  fact — might 
be  written  of  the  English  alphabet  and  its  history. 

The  present  essay— if  it  rises  to  the  dignity  of  the  title — is, 
from  its  limited  space,  necessarily  incomplete.  To  be  complete, 
it  should  be  quite  voluminous.  As  stated  in  my  remarks  on  or- 
thoepy, I  can  here  give  *  but  a  few  examples,  leaving  to  the 
reader  and  his  dictionary  many  hundreds  of  words  I  should  like 
to  notice. 

A  gentleman  of  some  learning  recently  remarked  to  me  that 
he  was  still  occasionally  puzzled  to  know  how  to  spell  words 
ending  in  eive  and  ieve.  Until  within  a  few  years,  I  was  subject 
to  the  same  little  vexation.  On  one  occasion  I  took  up  the  dic- 
tionary, carefully  examined  all  the  words  of  that  class  I  could 
think  of,  and  had  the  happiness  to  discover  what  I  believe  to  be 
an  infallible  rule  for  the  spelling  of  such  words — a  rule  to  which 
I  have  never  remarked  any  exceptions.     It  is  this : 

' '  When  the  syllable  containing  the  dipthong  begins  with  the 
single  consonant  a,  as  in  receive,  the  e  precedes  the  i,  thus  fol- 
lowing the  c ;  but  in  all  other  cases,  such  as  grieve,  believe,  etc. , 
the  i  precedes  the  e. " 

The  rule  is,  of  course,  equally  applicable  to  the  derivatives  of 
such  words;  for  example:  receipt,  conceit,  belief,  grievous,  mischiev- 
ous, etc.  Surely  it  will  not  be  difficult  to  remember  this.  Do 
not  forget  that  the  e  follows  the  c.  [True,  generally — but  we 
have  not  the  leisure  to  find  many  exceptions. — Ed.  Teacher.] 

There  are  few  persons,  who  can  spell  at  all,  that  do  not  know 
how  to  spell  such  simple  words  as  travel,  shovel,  bias  and  ivorship; 
but  many  are  at  a  loss  as  to  the  proper  orthography  of  their  de- 
rivatives— traveler,    shoveling,    biased,    worshiper,  or  unshiped — 


1869.]  Common  Errors  in  Orthoepy,  etc.  119 

wliether  two  or  only  one  I,  s  or  p  should  be  used.  Webster 
gives  a  most  excellent  rule  in  this  relation,  and  it  has  but  few 
exceptions.     His  rule  is,  in  substance : 

"  When  another  syllable  is  added  to  a  word,  the  final  conso- 
nant must  not  be  doubled,  unless  the  accent  is  on  the  last  sylla- 
ble." Thus,  cavil,  caviling  ;  parallel,  paralleled,  are  exenn-pleB  oi 
words  in  which  the  final  consonant — in  these  cases  I — is  not 
doubled;  but  in  such  words  as  remit,  expel,  etc.,  the  accent  being 
on  the  last  syllable,  the  final  consonant  must  be  doubled  when 
another  syllable  is  added,  as  remitted,  remittmg.  expelled,  exj)el- 
ling;  otherwise,  they  might  be  pronounced  ve-mighi-ed,  xQ-miglit- 
ing,  ex-peeld,  ex-peel-ing,  etc. 

There  are  a  few  exceptions  to  the  rule,  as  I  remarked,  and 
there  are  excellent  reasons  for  such  exceptions.  Grav-el-ly  is 
one  of  the  exceptions.  If  it  were  not,  it  would  be  spelled  exactly 
like  the  adverb  grave-ly,  and  the  two  words  would  become  con- 
founded. 

Whenever  you  refer  to  a  word  in  the  dictionary,  look  at  its 
derivative;  it  will  materially  assist  you  in  remembering  how  to 
spell  it.  For  example,  the  word  extravagant  is  derived  from  the 
two  Latin  words  extra  and  vagans.  If  you  remember  this  you 
are  not  apt  to  forget  and  spell  the  word  ex-trav-e-gant,  as  I  have 
seen  it  spelled. 

The  word  delehle  is  derived  from  the  Latin  word  dele,  to  erase 
or  expunge,  and  hence  its  orthography;  but  on  the  word  m-dele- 
ble  I  must  beg  the  privilege  of  falling  out  with  Webster.  He, 
without  assigning  any  reason  in  the  world  for  such  an  incongru- 
ity, spells  the  word  in-del-i-ble.  So  far  from  giving  any  reason 
why  this  should  be,  he  remarks,  in  a  note  under  the  word,  that 
it  was  formerly  written  indeleble,  and  that  such  spelling  accords 
with  the  etymology  of  the  word.  He  gives  no  reason  for  the 
change,  as  I  remarked;  but  here  I  fancy  I  see  a  trace  of  the 
broad,  awkward  foot  of  custom — which  simply  means  that  igno- 
rant persons  who  did  not  know  how  to  spell  the  word,  and  were 
too  indolent  or  careless  to  look  in  the  dictionary  and  find  out, 
got  into  the  habit  of  writing  it  in-del-i-ble — probably  manufac- 
turers of  "indeleble  ink,"  in  their  advertisements,  etc., — and 
learned  men,  who  knew  it  was  wrong,  meekly  and  supinely  fol- 
lowed. ^ 

I  recently  heard  an  anecdote  of  a  very  wealthy  merchant  of 
New  York,  who  had  locked  his  safe  with  one  of  those  ingenious 
* '  combination  "  locks  which  contains  the  letters  of  the  alphabet, 
on  different  attached  and  moveable  pieces,  and  which,  when  be- 
ing ' '  set  "  to  any  particular  word,  and  then  locked,  cannot  be 
again  opened  unless  re-set  to  the  same  word.  It  is  susceptible 
of  so  many  changes,  too,  that  one  might  spend  a  life-time  guessing 
at  it  without  ever  being  able  to  open  it.  Having  thus  locked  the 
safe,  he  was  next  day  taken  seriously  ill,  so  as  not  to  be  able  to 
go  to  his  store.     His  chief  clerk  called  on  him,  and  asked  him 


120  Common  Errors  in  Orthoepy,  etc.  [Nov. 

what  was  the  magic  word  that  would  enable  him  to  open  the 
safe.  The  merchant  informed  him  that  it  was  "Boots."  The 
clerk  tried  it,  but  it  would  not  open.  He  then  tried  several 
other  ways  of  spelling  "boots,"  such  as  "boutes,"  "  bootts," 
*'  butes,"  etc.,  but  without  success.  Keturning  to  the  merchant, 
he  told  him  he  could  not  open  the  safe,  and  asked  him  how  he 
had  spelled  "boots."  Much  to  his  enlightenment,  the  gentle- 
man replied:  "Why,  b-u-t-s,  to  be  sure!"  Here,  then,  is  cus- 
fom's  first  raid  on  "boots."  Let  but  a  few  other  merchants 
spell  it  bids,  then  a  few  others,  who  think  rich  merchants  pretty 
good  authority,  then  a  newspaper  reporter,  who  feels  it  his  duty 
to  follow  custom,  then  we  will  all  respectfully  fall  in  line,  with 
custom  at  our  head,  and  the  orthography  of  "boots  "  will  under- 
go an  entire  revolution. 

I  will  now  briefly  mention  a  few  words  that  are  spelled  wrong 
every  day — words  which  it  is  just  as  easy  to  spell  right  as  wrong, 
if  persons  would  only  take  the  trouble  to  ascertain  which  is 
right.  Practice,  whether  as  a  noun  or  verb,  should  always  be 
spelled  the  one  way,  practice,  and  never  practise.  It  is  just  as 
easy  to  make  a  c  as  an  s,  and  it  is  just  as  easy  for  the  compositor 
to  set  up  a  c  in  type  as  an  s.  Criticise,  advertise,  ajyprise,  and. 
many  other  words  of  similar  ending,  should  never  be  spelled 
with  a  z,  although  they  frequently  are  by  persons  who  do  not 
know  any  better.  Here,  again,  it  will  require  some  research  to 
enable  you  to  know  when  to  use  the  z  and  when  the  s.  Stigma- 
tize, dramatize  and  authorize,  for  instance,  are  properly  spelled 
with  a  z.  Again  let  me  say,  consult  your  dictionary.  Ax  should 
never  be  spelled  axe;  adz  should  not  be  spelled  adze;  wintery 
should  never  be  spelled  ivintry  (except  by  poetic  license);  offense, 
defense,  etc.,  should  not  be  spelled  offence,  defence,  etc.  Specter, 
saber,  theater,  maneuver,  meager,  scepter,  center,  miter,  accouter, 
and  a  host  of  similar  word^,  should  end  in  er,  as  spelled  here, 
and  not  in  re,  which  termination  has  been  repudiated  by  Web- 
ster, and  is  fast  going  out  of  use.     Please  remember. 

m — SYNTAX. 

The  four  branches  of  grammar  are  orthography,  etymology, 
syntax  and  prosody.  Orthography  treats  of  the  spelling  of 
words  ;  etymology,  of  their  history  and  derivation  ;  prosody,  of 
their  measure  and  accent;  while  syntax,  the  branch  about  to  be 
considered  briefly,  treats  of  arranging  words  in  sentences. 

I  have  already  alluded  to  the  sad  defects  that  exist  in  the  or- 
thoepy and  orthography  of  many  who  speak  the  English  lan- 
guage ;  and  I  regret  to  say  that  the  number  of  persons  who  speak 
without  any  regard  to  syntax — who  habitually  speak  incorrectly 
and  ungrammatically — is  truly  astounding,  as  well  as  alarming, 
to  one  who  has  any  love  for  literary  law  and  order.  There  is 
not  one  person  of  every  hundred  in  our  whole  broad  land  who 
will  converse  one  minute  without  using  an  ungrammatical  ex- 


1869.]  Common  Errors  in  Orthoepy,  etc.  121 

pression.  When  we  remember  that  we  have  a  language  which 
we  should  like  to  preserve,  so  that  future  generations  can  read 
and  understand  what  we  may  write,  this  is  a  shocking  condition 
of  things.  I  have  noticed  a  deplorable  lack  of  correct  language 
among  merchants  and  other  business  men,  who  take  no  time  to 
learn .  anything  not  allied  to  dollars  and  cents,  and  who  attempt 
to  speak  as  they  hear  others  speak. 

How  frequently  we  hear  the  expression,  "  It  doesn't  concern 
you  or  I. "  Here  the  personal  pronoun  "1"  is  put  iii  the  object- 
ive case  after  the  verb  "concern."  How  would  it  sound  to  leave 
out  the  words  "  you  or,"  and  say,  "It  doesn't  concern  I  ?"  Yet 
it  would  be  just  as  correct.  "It  doesn't  concern  you  or  me,"  is 
the  proper  form.  Without  some  knowledge  of  grammar,  it  is 
impossible  for  any  one  to  speak  correctly.  No  one  can  even  do 
so  by  imitating  the  speech  of  others  whom  they  suppose  to  be 
learned.  To  know  where  to  use  the  pronoun  me,  and  when  the 
pronoun  7,  one  must  understand  the  rudiments  of  grammar. 

We  often  hear  this  expression:  "  You  and  me  will  go."  Here 
the  you  and  me  are  in  the  nominative  case,  while  me  is  a  pronoun 
that  should  only  be  used  in  the  objective  case.  Leave  off  the 
words  "you  and,"  and  try  how  it  will  sound — "Me  will  go." 
Does  it  not  remind  you  of  the  imperfect  English  of  a  North 
American  Indian? — ''Me  big  Injun,  ugh!"  "You  and  I  will 
go  "  is  proper.  If  a  man  ever  looks  ridiculous,  however,  it  is 
when,  in  affecting  to  speak  correctly  by  imitating  the  style  of 
learned  men,  he  speaks  'i?i-correctly,  as  in  the  former  instance. 
If  you  cannot  with  some  certainty  speak  properly,  don't  try . 

"  One  of  us  are  going  "  is  another  example.  We  frequently 
hear  this  and  similar  expressions.  Persons  either  with  a  very 
limited  knowledge  of  syntax,  or  with  none  at  all,  here  attempt 
to  introduce  a  very  elegant  plural  verb,  are,  simply  because  it 
follows  a  plural  pronoun;  but  they  are  not  aware  that  the  pro- 
noun us  has  nothing  to  do  with  it.  "  The  nominative  case  gov- 
erns the  verb,"  is  a  very  important  rule  in  syntax.  In  this  sen- 
tence the  singular  verb  is  should  be  used,  because  it  is  governed 
by  the  singular  noun  "  person  "  (understood).  "  One  person  of 
us  is  going,"  v/ill  make  it  a  little  plainer.  Leave  out  the  words 
"  of  us,"  and  how  would  it  sound  to  say,  "  One  person  are  go- 
ing ?"  "  Two  of  us  are  going  "  would  be  correct,  because  the 
governing  noun  would  no  longer  be  singular.  "All  of  us  are 
going  "  would  be  correct.  "  One  of  the  horses  are  loose  "  is  not 
correct.  "  One  of  the  horses  is  loose  "  is  proper.  "  Two  of  the 
horses  (or  all  of  the  horses)  are  loose  "  is  correct. 

"  Who  did  you  vote  for  ?"  "  Who  have  we  here  ?"  "  Who  did 
you  get  that  from?"  "  Who  does  that  belong  to?"  and  "  Who 
did  the  bullet  strike  ?"  are  all  execrably  incorrect.  In  all  these 
cases  the  relative  pronoun  beginning  the  sentence  is  in  the  ob- 
jective case,  and  should  be  whom.  "  Whom  did  you  vote  for?" 
Here  it  is  in  the  objective  case  after  the  preposition /or.     "Whom 


122  That  ''Object  Systemr  Again.  [Nov. 

did  the  bullet  strike  f  Here  it  is  in  the  objective  case,  because 
it  is  the  object  of  an  action.  The  action  is  expressed  by  the 
verb  '' strike."     The  other  examples  are  equally  clear. 

"I  don't  like  Oiose  kind  of  shoes."  How  often  we  hear  this 
expression,  and  yet  how  frightfully  incorrect  it  is!  Those  is 
plural,  and  yet  here  refers  to  the  singular  noun  kind.  ' '  I  don't 
like  that  kind  of  shoes  "  is  proper.  How  would  it  sound  to  say, 
*'  I  don't  like  those  hat;"  or,  "I  don't  like  those  horse  ?"  Yet  it 
would  be  just  as  proper. 

"  Where  be  you  ?"  I  have  often  heard  this  inelegant  phrase 
in  the  several  New  England  States.  Quaint  and  uncouth  as  it 
sounds,  it  is  not  strictly  incorrect.  Still  I  do  not  sanction  its 
use.  "  Where  are  you  ?"  is  so  superior,  is  just  as  easily  said, 
and  costs  no  more  breath.  New  England,  I  beseech  you,  repu- 
diate this  vulgar  and  ludicrous  expression!  You  may  say  that, 
because  it  is  not  strictly  ungrammatic,  I  should  not  make  this  re- 
quest. Well,  to  6(?  means  to  exist;  how  would  this  sound?— 
'*  Where  exist  you  ?"  "  How  old  exist  you  ?"  "Where  exist  my 
gloves?"     Perfectly  grammatic,  but  astonishingly  eccentric! 

Another  great  defect  in  the  dialect  of  the  New  Englanders  is 
their  cold  and  shameful  neglect  of  the  letter  g  in  the  termination 
ing.  "  Where  be  you  goin'  ?"  "  I'm  writin';"  *'  Be  it  rainin'  ?" 
are  examples.  To  make  the  matter  worse,  they  pronounce  the 
in  as  though  it  were  spelled  een ;  thus:  go-een.  writ-een,  rain-een, 
etc. 

I  do  not  intend  this  for  badinage,  and  I  hoi)e  it  will  not  be  so 
received.  Consider  him  your  true  friend  who  tells  you  of  your 
faults,  in  order  that  you  may  eradicate  them. 


THAT    "OBJECT   SYSTEM"    AGAIN. 

"The  object  sj^stem,"  says  the  doubter,  "has  been  run  into 
the  ground  long  since ."  So  it  has,  by  himself  and  family,  j^er- 
haps,  if  they  have  never  taken  the  time  to  investigate  its  princi- 
ples, and  have  had  neither  the  energy,  moral  courage  nor  pa- 
tience to  apply  them;  and  may  possibly  not  know  exactly  what 
they  are  doing  while  so  jubilant  over  the  burial.  If  it  has  been 
often  trampled  under  foot,  and  crowded  below  the  sod,  it  seems 
to  possess  the  immortal  sjyint  of  the  Phoenix,  and  as  often  rises 
from  the  dust;  and  we  trust  it  to  rise  yet  in  this  State,  if  it  has 
suffered  any  ignominous  burial  here. 

I  do  not  propose  to  relate  the  history  of  the  origin  and  pro- 
gress of  this  system  in  Switzerland,  its  general  adoj^tion  in  Ger- 
many  and  Prussia,  its  introduction  in  England,  and  its  patronage 
there  by  the  Government;  or  to  state  the  jmnciples  as  embodied 
in  the  thirty  volumes  of  its  founder,  Pestalozzi.  All  this  has 
been  done  many  times  over  by  Mr.  Barnard  and  other  journal- 
ists.    I  only  intend  to  give  some  facts  regarding  its  advent  and 


1869.]  That ''Object  System'  Again.  123 

advance  in  our  country,  and  let  these  facts  tell  the  story,  if  it 
has  failed,  sadly  or  not. 

About  ten  or  twelve  years  ago,  Mr.  E.  A.  Sheldon,  now  Su- 
perintendent of  the  Oswego  Public  Schools,  struck  by  some 
remarkable  results  of  Pestalozzi's  teaching,  as  given  in  Barnard's 
journal — the  most  complete  educational  journal  in  the  United 
States — determined  to  introduce  the  methods,  by  which  these 
results  were  obtained,  into  his  own  school.  He  accordingly 
began  by  giving  object-lessons  on  animals,  and  other  objects, 
using  the  sketches  and  criticisms  and  suggestions  in  Barnard's 
volumes,  taken  from  the  various  European  schools,  w^here  this 
system  was  in  use.  He  worked  in  this  way  for  several  years, 
depending  on  the  hook  alone  to  work  out  the  system,  not  a  step 
of  which  had  he  ever  seen  in  practice.  Then,  in  connection  with 
Messrs.  Wilson  &  Calkin,  we  think,  he  tried  to  develop  the  sys- 
tem by  their  charts  and  books.  He  found  that  neither  of  these 
plans  satisfied  him,  or  gave  any  such  results  as  he  had  expecte  d 
and  desired.  The  teachers  would  soon  lose  interest,  if,  in  fact, 
they  ever  had  any  awakened,  and  the  lessons  became  monotonous, 
and  in  many  cases  failed  utterly.  It  w^as  evident  that  "the 
breath  of  life"  was  not  in  these  methods. 

In  the  dark  and  in  doubt,  ,  Mr.  Sheldon  wrote  to  Lon- 
don for  light.  The  Director  of  the  Home  and  Colonial 
Training  School  wrote  him  that  he  could  never  succeed  by 
hooks,  simply,  in  introducing  the  object  system  into  any 
school — what,  in  fact,  his  five  years'  experience  had  already 
taught  him.  He  must  have  the  living  teacher  before  the  pu- 
pils and  the  teachers — the  voice,  action,  soul  of  one  who  had 
been  completely  trained  in  the  system.  Mr.  Sheldon  imported 
from  that  institution  one  with  an  experience  of  fifteen  years. 
She  spent  a  year  and  a  half  in  Oswego,  training  teachers,  sys- 
tematically and  thoroughly  in  the  methods  as  used  in  London. 
Mr.  Sheldon  himself,  putting  off  the  dignity  of  Superintendent, 
and  like  the  great  Peter  becoming  a  pupil  in  public,  that  he 
might  the  more  effectually  carry  out  in  future  what  he  had  so 
long  been  trying  to  do  alone  and  in  the  fog.  Under  his  influence, 
a  few  of  the  teachers  in  Osw^ego  made  up  a  class,  joined  by  a  few 
from  other  places,  New  Jersey  sending  a  candidate  through  the 
influence  of  Professor  Phelps. 

So,  while  all  that  class  of  teachers  who  had  run  this  system 
into  the  ground,  and  proved  it  false — a  humbug,  and  innovation 
not  to  be  tolerated — were  rubbing  along  in  deep  and  venerable 
grooves,  doing  all  things  in  accordance  with  an  "  apostolic  suc- 
cession," and  the  communities  who  had  hooted  at  it  were  drifting 
conceitedly  over  quiet  surfaces  smoothed  with  a  patriarchal  oil, 
the  leaven  in  the  meal  was  working.  Three  or  four  self-sacri- 
ficing souls,  with  brave  hearts,  full  of  hope,  because  full  of 
truth,  fired  with  enthusiasm  in  a  good  cause,  and  certain  they 
were  on  the  right  track,  devoted,  patient  and  persevering,  were 


124  That  '^Object  System''  Again.  [Nov. 

working  nobly  in  a  little  school-room  in  Oswego.  And  tliey 
worked  to  some  purpose,  as  single  souls  have  often  done  before. 
They  were  working  out  the  Object  System  for  the  United  States, 
taking  it  from  a  living  representative;  from  her  voice,  from  her 
whole  action,  from  advice  and  counsel  in  the  class,  and  advice 
and  counsel  in  private,  from  lectures  and  from  exercises,  sub- 
jected to  an  ordeal  of  the  severest  criticism.  And  they  worked 
it  out. 

It  was  a  success,  and  the  day  came  for  a  trial .  A  class  had 
been  well  trained,  and  were  to  show  what  children  could  do  in 
six  months  when  trained,  not  according  to  the  law  of  the  Medes 
and  Persians,  but  after  Nature's  models.  And  they  showed  it  in 
all  that  kind  of  knowledge  that  comes  directly  from  developing 
the  perceptive  powers,  in  ways  too  numerous  to  catalogue  here. 
It  was  a  quiet  exhibition,  but  a  very  effective  one — like  the  re- 
sults from  a  law  of  nature.  There  had  been  no  parade,  no  cards, 
no  trumpeting,  no  x^acking. ,  The  few  intelligent  friends  there, 
familiar  with  ordinary  examinations  of  primary  classes — and  ca- 
pable of  judging,  were  delighted — astonished — radiant  with  ad- 
miration. It  was  settled  that  day  in  Oswego  that  the  Object 
System  was  all  it  claimed  to  be,  and  a  success.  It  was  soon 
whispered  that  there  was  a  wonderful  primary  school  in  that 
village.  "Some  believed,  others  believed  not,"  Pharisee  like. 
But  presently  in  other  places  it  was  known  that  out  of  Nazareth 
had  come  a  good  thing;  and  pilgrimages  began  toward  the  hum- 
ble village — toward  that  Primary  ' '  School  of  the  Prophets. " 
And  so  it  came  to  pass  that  while  the  rather  slow  coaches, 
blazoned  with  the  great-grandfather's  coats-of-arms,  were  rum- 
bling in  their  accustomed  ruts,  good  tidings  were  carried  from 
this  little  Bethlehem  Judea  to  one  town  and  another,  and  to  far 
places. 

When  Mr.  Sheldon  began  this  work,  he  had  to  resist  the  same 
opposition  that  had  existed  on  the  continent  and  in  England ; 
opposition  from  teachers,  from  parents,  from  trustees,  from 
grammar  masters,  from  committees,  from  county  superintend- 
ents and  State  superintendents — opposition  that  will  always  ex- 
ist where  the  trained  teacher  does  not  fird  go.  He  had  to  sus- 
tain the  effort  by  personal  example,  and  mainly  alone — sustain 
it  not  only  morally,  but  to  a  certain  extent  financially.  Now, 
how  is  it  ?  The  tables  are  turned.  Soon  after  the  first  success- 
ful trials,  the  tide  set  the  other  way.  The  system  was  put  into 
every  school  under  Mr.  Sheldon's  control,  and  they  are  now 
holding  the  front  rank.  This  year,  the  State  gives  $20,000  to 
sustain  his  pet  school  in  Oswego.  Then,  the  State  Normal 
School  of  his  own  State  opposed  him.  Now,  it  is  a  convert,  and 
he  has  been  invited  to  reorganize  it  on  his  own  principles,  and 
at  a  very  liberal  salary.  Then,  New  Jersey  opposed  the  system, 
Mr.  Phelps  only,  of  the  State  Normal  School,  lighting  for  it. 
NoWy  the  conservative  Principal  of  that  school  is  a  convert,  in 


1869.]  That  ''Object  System''  Again.  125 

spite  of  himself,  and  the  State  is  an  ardent  supporter.  Then 
Massachusetts  opposed  him.  Now  "Athens,  "  the  most  con- 
servative spot  on  the  globe,  out  of  Japan,  has  sent  to  "Naza- 
reth "  for  a  teacher.  Worcester  and  Northampton  have  followed 
suit.  Ohio  has  drawn  ' '  at  sight "  on  Oswego,  and  has  been 
"honored;"  Indiana  has  followed  in  the  wake;  Maine,  ditto; 
Minnesota,  ditto;  and  distant  Kansas  has  lifted  up  her  voice, 
saying,  "come  over  and  help  us."  One  hundred  and  fifty 
thousand  dollars  has  been  spent  upon  a  building  for  a  State 
Training  School  in  Indiana,  to  be  organized  upon  the  Oswego 
plan.  One  half  a  million  of  dollars  has  been  expended  on 
schools  in  New  York  State,  to  advance  this  system,  and  two 
hundred  thousand  dollars  more  is  soon  to  be  expended  for  the 
same  purpose.  The  Oswego  Training  School  is  now  the  largest 
in  the  State,  or  United  States,  and  gaining  in  popularity  daily. 
"  There  is  now,"  writes  Mr.  Sheldon,  "  no  opposition  from  any 
quarter,  and  the  demand  for  teachers  from  our  school  is  very 
pressing;  we  cannot  meet  it." 

And  this  is  the  system  that  was  run  into  the  ground,  long  ago. 
Yerily,  it  has  sprouted  freely,  and  needs  pruning-  by  some  hus- 
bandman of  the  established  vineyard. 

The  Object  System  is  a  bore — a  humbug — a  nuisance — says 
my  Lord  Conservative.  Well,  a  committee  was  appointed  some 
years  since  to  examine  into  its  merits  and  report.  The  commit- 
tee was  composed  of  men  highly  educated,  liberal  in  sentiment, 
and  not  at  all  committed.  They  did  examine  into  it  thoroughly, 
in  loco,  and  tested  it  by  all  means  in  their  power,  spending 
several  weeks  in  the  duty;  and  they  did  not  report  it  a  humbug. 
On  the  contrary,  if  we  remember  rightly,  they  reported  it  to  be 
one  of  the  most  sensible,  natural,  and  rational  systems  known. 
We  shall  believe  the  committee. 

And  now  I  desire  to  press  a  point.  Shall  we  have  a  true  ob- 
ject system  in  California,  or  not  ?  With  our  well-earned  reputa- 
tion, shall  our  State  Department  drag  any  longer  on  this  point? 
Have  we  not  tried  teaching  a  system  by  books,  about  long 
enough  ?  Did  not  Mr.  Sheldon  spend  five  or  six  years  in  that 
kind  of  experiment,  and  fail  ?  Have  not  we  spent  more  time 
than  that,  and  failed,  signally?  Shall  we  go  on  in  the  dull 
routine  eight  or  ten  years  longer,  disgusting  ourselves  and  pupils 
by  trying,  desperately,  to  teach  something  we  do  not  know  how 
to  teach  ?  After  an  Eastern  public  has  been  magnetized  into  a 
consciousness  of  truth,  so  as  to  marvel  greatly  how  they  could 
ever,  in  their  senses,  oppose  it — had  we  not  better  start  anew 
with  the  simple  truth  ?  With  a  plan  worked  out — with  a  living 
embodiment  of  that  plan,  incarnated  before  a  class  of  receptive 
minds,  ready  to  absorb  it,  to  give  out  again  in  the  same  form  ? 
Seven  years  ago  we — occupjdng  a  subordinate  position — wrote  to 
Mr.  Sheldon  our  admiration  of  his  work,  and  our  faith  in  the 
system.     We  wrote  an  essay  on  the  system  which  we  were  al- 


126  That  ''  Object  System''  Again.  [Nov. 

lowed  to  read  before  a  State  Conveiaiion.  It  did  not  make  much 
of  an  impression,  we  think — probably  from  the  weakness  of  the 
logic,  or  some  other  weakness.  We  also  wrote  to  London,  and 
obtained  the  works  used  there,  (which  we  paid  for).  We  have 
used  them  as  others  have  done,  with  like  results,  viz:  the  system 
in  a  nebulous  state — all  the  while — no  resolution  into  star 
points.  The  Directors  of  the -London  Training  School  offered 
to  send  to  San  Francisco  an  experienced  teacher  to  teach  a  true 
system,  at  much  less  expense  than  the  State  and  city  were  then 
paying  to  teach  a  wrong  one.  AVe  laid  the  matter  before  the 
State  Superintendent,  and  urged  that  the  teacher  be  engaged. 
Our  effort  was  fruitless — none  was  sent,  of  course.  The  system 
has  never  been  taught  properly  in  this  State — and  never  will  be, 
until  a  trained  teacher  is  employed . 

We  have  never  had  a  Training  School  or  a  Model  School  in 
this  State,  worthy  the  nanys,  taking  such  a  school  as  the  Oswego 
school  or  several  of  the  English  schools,  as  a  type.  The  reason 
is,  we  have  not  had  the  teachers  to  organize  one.  AVe  could 
have  had  one,  a  first-class,  as  I  have  said,  seven  years  ago;  but 
did  not.  We  could  have  had  suitable  ones  almost  any  time  since, 
but  there  have  been  reasons  why  we  have  not,  just  as  there  are 
reasons  now,  why,  every  day,  we  see  teachers  placed  in  good 
positions  who  are  totally  unfit  to  fill  them,  and  good  teachers 
rejected.  Certain  persons,  proposing  anything  to  the  powers 
that  be,  obtain  what  they  ask — others  do  not;  and  there  is  the 
difference.  Certain  persons,  proposing  to  put  a  first-class 
teacher  into  the  field  to  organize  a  first-class  Training  School  at 
less  expense  than  was  being  paid  for  a  very  bad  one,  would  have 
obtained  what  they  desired.  We  did  not  obtain  it,  and  we 
stand  to-day  where  we  did  seven  years  ago,  with  the  exception — 
we  have  an  experience  that  teaches  us  what  we  cannot  do. 

There  has  been  no  true  development  here  from  an  object  sys- 
tem, of  course;  no  growth,  normally,  because  no  vitality,  and 
no  true  conditions  for  such  growth. 

There  is  another  golden  opportunity  offered  at  this  moment, 
and  we  desire  to  see  if  it  will  be  seized,  oi  spurned.  It  was 
offered  to  the  City  Department,  dallied  with,  and  lost— w/  .s^'v?^^^?'. 
Will  the  State  throw  it  away  also  ?  The  only  teacher  in  the 
State,  capable  of  organizing  a  Training  School,  and  carrying  it 
out  on  the  true  plan — is  now  on  the  ground.  Will  the  school 
be  organized  ?    We  shall  see. 


Wherever  it  is  possible,  maps  should  be  hung  on  the  north 
side  of  the  room,  for  the  reason  that  the  top  of  a  map  is  associ- 
ated with  the  north,  the  right  side  with  the  east,  etc.  For  the  same 
reason  pupils  who  are  studying  maps  should  be  seated  so  as  to 
face  the  north. 


1869.]  Etymological  Reveries.  127 


ETYMOLOGICAL    REVERIES. 


BY  PSOF.    L.    O.    ECEHEIG. 


As  their  name  indicates,  the  following  papers  are  not  intended 
to  be  in  method  strictly  scientific:  they  are  reveries. 

Having  been  forced  to  dabble  more  or  less  in  the  languages  of 
many  peoples,  in  our  wanderings  over  the  world,  a  swarm  of 
words  buzz  around  every  object.  We  shall  divert  ourselves  with 
them, — make  words  our  playthings,  and  lying  back  in  our  easy- 
chair,  blow  them  into  the  air  about  us  like  so  many  soap-bub- 
bles. Is  it  not  in  dreams,  or  in  the  abandon  and  spontaneity  of 
play,  that  glimpses  of  hidden  truth  often  come  to  us  ?  Perhaps 
in  these  "  Etymological  Eeveries,"  we  may  make  happy  guesses 
that  will  point  the  way  to  fruitful  research. 

I.  Negation. — Choosing  for  our  present  subject  the  forms  of 
Negation,  in  various  languages,  let  us  begin  with  the  language 
most  commonly  known  among  the  educated. 

In  Latin,  not  is  non,  which  by  dropping  the  final  mutable 
liquid  n,  is  reduced  to  the  syllable  no,  as  in  nolo,  etc. ;  we  also  have 
ne,  as  a  prohibitive  particle,  appearing  likewise  in  ?iemo,  Tiefas, 
nequeo,  ?iequam,  etc.;  and  likewise  with  ni,  as  in  nisi,  nihil,  ni- 
hilum  (by  apocope  for  nehiliim).  It  appears  reduced  even  to  the 
mere  letter  71  in  nullus  (the  negative  of  ullus),  ?iunquam,  7iuspiam, 
Tiusquam  .*  It  is  also  expressed  by  nee,  (which,  despite  of  the 
opinion  current  among  Latin  scholars,  we  cannot,  for  a  multitude 
of  reasons,  view  as  identical  with  neqiie). 

It  is  also  met  with  under  the  form  of  neg,  as  in  nego,  neg^iio, 
and  in  similar  derivatives,  and  in  negligo.  The  negation  nee  or 
neg,  is,  doubtless,  of  the  same  origin  as  the  radical  syllable  of 
the  verb  nec-o,  to  kill,  and  nex  (for  nec-B,  nec-is),  death.  In  the 
Egyptian  symbolic  writing,  negation  was  expressed  by  two  hu- 
man arms  spread  out  as  if  to  hinder  a  person  from  passing  on 
his  way;  thus  indicating  an  obstruction,  an  obstacle,  or,  gener- 
ally, the  idea  of  counteraction,  opposition,  and — by  extension  of 
the  same  idea — injury  and  damage.  Thus  neg-o,  nec-o,  and  noc- 
eo,  which  latter  signifies  to  injure,  to  hurt,  coincide  in  their 
fundamental  meanings  as  well  as  in  their  external  forms;  for  if 
we  call  to  mind  the  interchangeableness  of  the  guttural  letters, 
and  the  indeterminate,  fluctuating  nature  of  the  vowels,  we  shall 
see  no  essential  difference  between  neg,  nee,  noc,  they  all  being 
reducible  to  the  consonantal  framework  of  formula  n — c. 

This  n — c,  or,  in  other  words,  the  neg  or  nec  of  the  negation, 
the  NEC  of  nex  (nec-s)  death,  the  noc  of  noc-eo,  to  injure,  to  hurt, 

*Tlie  same  occurs,  as  the  reader  may  recall,  even  in  our  own  language,  if  he  will  hut  con- 
aider  words  like  the  following — viz.,  ever  and  sever,  either  and  Neither,  aught,  (=  ought)  and 
'Sought,  one  and  None;  which  negative  forms  were  in  the  Chaucerian  period  written,  moreover, 
80  as  to  show  at  the  first  blush  ne  in  combination  with  the  affirmative  forms;  as,  for  exam- 
ple, ne  ever=  n'ever  =neqer,  etc. 


128  Etyraological  Reveries.  [Nov. 

reappears  in  the  Latin  word  nox,  which  means  night:  For,  the 
word  nox  stands  for  noes  (with  c)  like  nex  for  necs,  etc.*  And  in 
the  genitive  and  other  cases  of  declension,  and  all  the  deriva- 
tives, we  meet,  indeed,  not  with  nox  (night),  but  with  noc-t;  as, 
for  instance,  noctuin,  etc.  Here  noc  (of  noceo)  to  injure,  to 
hurt,  and  noc  (of  7wcs,  nod)  are  seen  to  coincide.  But  they  co- 
incide even  as  to  their  very  forms  with  x,  viz. :  nox,  night;  nox-a, 
damage,  hurt,  injury;  nox-a,  punishment;  7io.r-ius,  guilty,  which 
latter  signification  is  authorized  by  Tacitus :  ' '  Conj  urationis 
noxius;"  and  by  Livy:  "  Multos  noxios  judicavit."  We  also 
meet  in  the  Latin  of  different  periods  with  ?ioa?-itas,  7iO,x-ialis, 
?io^-iosus.  And  as  many  modern  languages,  even  though  they 
be  greatly  mixed  and  much  altered,  unconsciously,  and  by  an 
unerring  instinct,  as  it  were,  often  tend  to  produce  words  which 
are  related  and  connected  in  their  outicard  forms  quite  as  much 
as  the  ideas  for  which  they  stand,  the  French  words  nui-t  (night) 
and  nui-ie,  il  nui-t  (to  injure,  to  hurt),  might  justly  be  referred 
to  this  head. 

As  to  the  relation  between  nox  (night)  and  nex  (death)  (they 
being  both  reducible  to  n-x),  we  quote  Horace:  "Omnes  manet 
una  ?io^,"  and,  elsewhere,  "  Jam  te  premet  nox."  So  Virgil: 
"In  seternam  claudunter  lumina  noctem;"  where  nox  constantly 
means  the  same  as  nex  (death),  either  violent  or  natural  death. 
Touching  all  other  coincidences  of  night, — with  death,  damnation, 
wintry  coldness,  mental  darkness, — we  refer,  among  others,  to  the 
following  passages — viz. :  Nox  (night)  means  Hell  in  Virgil:  "Ire 
per  umbram  noctemque  profundam;"  and  agaia:  "  Descendere 
nocti"  Hell  and  the  God  of  Hell,  Pluto,  were,  by  the  ancients, 
placed  under  the  earth,  where  no  sunbeams  can  penetrate  to 
warm  or  light  the  deceased.  The  Latin  expresses  it  by  nox,  im- 
plying the  coldness  su]3erinduced  by  the  temporary  absence  of 
the  sun.  "  Noctem  hiememque  ferens."  The  absence  of  an  in- 
tellectual light,  or  mental  darkness,  folly,  and  ignorance,  are 
also  expressed  by  the  Latin  nox,  as  in  Ovid:  " Tantaque  ??o^ 
animi  est. "  Nox  being  the  privation  of  light,  and  connected 
with  the  ideas  of  calamity  and  distress,  has  also  been  instinct- 
ively introduced  with  that  meaning  into  language;  as  we  read  in 
Cicero,  for  instance:  "Sic  effusa,  reipublicae  nox  esset."  Night 
is,  in  languege,  frequently  connected,  as  to  its  radicals,  with 
those  of  negation,  as  we  have  already  seen.  Is  not  night  really  a 
negative  manifestation  of  things  around  us  ?  Not  only  in  the 
Indo-European,  but  in  other  and  quite  heterogeneous  languages, 
as  the  Schemitic,  the  Tartar-Finnish,  etc.,  we  meet  with  this  co- 
incidence. Thus,  in  Arabic,  Hebrew,  Chaldaic,  etc.,  the  nega- 
tive, (no,  not)  is  expressed  by  la  and  lo;  while  night  is  denoted 
by  a  word  forming  a  double  negation,  as  it  were,  by  a  repetition 

*Pri8ciau  tellH  uk:  •<  X  duplicem  loco  c  ot  «,  vel  g  et  s,  poBtea  Giwcis  inventaiu  assump- 
Bimu»,  ut  diu,  dudu  (pro  dues),  re«,  re^s  (pro  reflfs)  pax  pacis  (pro  pacs)  pacibcor,  paciflcus," 
etc. 


1869.]  Etymological  Reveries.  129 

of  the  radical  I,  thus:  la-la,  Isli-Isl,  lail  In  any  case,  la — (gener- 
ally /)  is  the  essential  part  of  the  word  night  in  the  Shemitic 
tongues.  And  in  a  similar  way  the  same  la,  lo,  enters  into  the 
verb  denoting  the  idea  of  hiding,  covering,  as  in  Hebrew  laat  and 
lot.  This  very  coincidence  of  the  negation  with  night,  so  far  from 
being  regarded  as  mere  chance,  is,  on  the  contrary,  and  in  an. 
unquestionable  manner,  to  be  met  with  again  in  a  very  different 
class,  that  of  the  Central- Asiatic  or  Tartar-Finnish  languages. 
Thus,  in  Turco-Tartar,  we  find  tiuikil,  not,  no,  and  tun,  night  and 
tun,  evil.  And  here  we  may  suitably  mention  the  English  word 
night,  in  the  same  way,  the  German  nacht  (night)  andme/i/  (not); 
both  being  reducible  to  their  common  foundation  or  rudimental 
form  n-cht.  That  they  stand  in  precisely  this  relation  with  each 
other,  is  clear  from  the  double  fact — 1st.  That  the  German  ch 
corresponds  to  gh  in  many  cases,  as  Ger.  licht,  Eng.  Zigh^;  Ger. 
sich^,  Eng.  sigh/!,  etc.  2d.  That  the  German  often  has  a  before 
ch,  where  the  corresj)onding  word  in  English  takes  i  before  the 
gh;  as,  for  instance:  Ger.  nmeht,  Eng.  might,  etc.,  and  thus,  in 
the  case  under  consideration,  Ger.  ?iach/,  Eng.  night.  As  night 
is  the  absence  of  light,  and  accordingly^,  darkness,  so  we  see  the 
word  dark,  or  black,  likewise  related  to  the  radicals  we  treat  of. 
Black  is  called  in  Latin  niger  {iiig-ev),  which  7iig  reappears  pre- 
cisely the  same  in  the  English  word  nig-hi,  and  is  thus  related 
to  neg  in  negr-ation,  etc.  The  English  word  night,  the  Latin 
nigex,  the  German  nichi,  might  be  reduced  to  their  simplest 
forms  (agreeably  to  the  common  fact  that  gutturals  are  often 
lost),  to  ni,  which  we  see  in  ni-si,  ni-hil,  etc.,  while  the  more 
especially  elementary  form  of  ne-{g)o,  ne-c,  is  ne,  which  we  find 
in  ne-mo,  ??e-quam,  etc.,  and  that  of  noc-eo,  7iox,  etc.,  is  no  non, 
as  is  seen  in  no-\o;  so  that  the  negation  is,  as  it  were,  the  primi- 
tiye  and  fundamental  idea  of  death  (necs  or  nex,  neco),  dai^kness, 
(nig-QY),  night,  etc.,  which  all  grow  out  of  it  by  means  of  the 
addition  of  gutturals. 

But  as  noes  and  the  Greek  7^?'^  (^=vv7iS,),  night,  refer  quite 
as  well  to  the  ideas  of  hiding,  enveloping,  including,  as  the  above- 
mentioned  laat  and  lot  did  in  Hebrew,  so  the  Latin  word  nucs 
(conveniently  written  nux,  and  meaning  a  nut)  can  be  brought 
into  the  closest  relation  with  it.  While  noes  (nox)  means  night, 
nuc-B  (nux)  refers,  in  its  primitive  sense,  to  the  ideas  of  enclosing, 
accordingly  darkness — a  kernel  involved  and  hidden,  etc.  We 
here  merely  advert  to  the  words  derived  from  nux — viz. :  nuc- 
leus, and  to  e?u(deate,  which  means  to  elucidate — to  render 
lucid,  to  bring  to  the  daylight  out  of  the  darkness,  to  throw 
light  on,  etc. 

Nov/,  if  it  be  asked  how  the  ideas  of  negation  and  evil  were  or 
became  primitively  connected,  we  answer  that  the  universal  order 
alone  is  Affirmation,  or  that  all  which  is  in  conformity  with  the 
Divine  plan  of  creation  is  necessarily  affirmative.  Evil  as  a 
striving  against  the  created  order  of  things,  became,  as  it  were, 


130  Etymological  Reveries.  [Nov. 

an  attempted  lessening,  or  diminishing  of  it,  a  breaking,  2iD.  in- 
fraction of  its  laws,  as  we  intuitively  express  it  in  language. 
And  when  we  consider  and  investigate  the  words  expressing  evil 
in  different  tongues,  what  do  we  find  ?  Let  us  again  begin  with 
the  Latin.  Here  we  see  the  idea  of  evil  expressed  by  m«Z-us, 
-mal-e;  us  and  e  being  mere  terminations,  the  only  important 
part  of  the  word  is  mal,  just  as  it  appears  in  French — mal  (ill  or 
evil).  As  vowels  are  not  fixed,  but  in  a  continually  fluctuating 
state,  m~l  is  the  real  Romance  formula  for  evil.  This  we  have  a 
right  to  suppose  is  connected  with  the  series  of  ideas  of  lessening, 
diminishing,  small,  little,  etc.  And  indeed,  m-l  reappears  in  the 
Sclavonian  languages  in  mal-o,  small,  little,  in  maZ- tchik,  a  ham- 
mer or  an  instrument  which  reduces  a  thing  to  smaller  parts.  In 
the  Germanic  group  we  meet  with  m-l  in  mal-en,  to  grind,  which 
likewise  implies  the  idea  of  lessening,  breaking  the  grain  into 
mel  or  me(h)l,  meal  (flour).  And  this  is  so  little  a  mere  hypothe- 
sis that,  in  French,  mal  has  even  in  some  instances  the  meaning 
of  {s)mall,  little,  as  "jpas  mal,"  not  little,  not  a  few;  a  fact  that 
every  one  acquainted  with  the  colloquial  French  is  well  aware  of; 
while,  on  the  other  hand,  hien  (well,  good)  means  also,  much, 
many;  as,  for  instance:  hien  des  choses,  many  things,  hien  de 
Vargent,  much  money,  etc.  Thus,  as  to  mal, — smallness  and 
evil  do  evidently  here  coincide .  Something  of  the  same  nature 
we  see  in  the  Latin  parvus  (small),  and  by  the  so  very  frequent 
transposition  of  the  letter  r,  pravus  (wicked).  And  in  Hebrew 
we  see  that  tzaar  means,  1st,  He  is  become  little-,  and  2dly, 
mean,  contemptihle;  also  in  Arabic,  saghir  signifies,  1st,  small; 
2dly,  had,  abject,  mean.  In  the  Tartar-Turkish  of  Tobolsk,  kem 
means,  1st,  small;  2dly,  bad.  As  we  were  speaking  particularly 
of  night  and  darkness,  the  color  black,  etc. ,  and  the  radicals  nig 
in  night,  and  nig-er  (black),  so  we  have  here  again  to  state  th'at 
mal  (bad,  wicked)  reappears  (as  to  its  radicals)  in  the  Sanscrit 
ma/inas,  which  means,  1st,  malignus;  2dly,  black,  and  is  thus 
related  to  the  Greek  melainos,  the  genuine  form  of  melas,  black; 
which  coincidence  of  wickedness  and  black  is  strongly  marked, 
especially  in  the  French  word  noir,  as  coeur  noir,  noirceur,  etc. 
But  even  in  malurn^,  mel-  {as,  -ainos),  etc. ,  mal,  small,  little — 
that  is,  negation,  want,  deficiency — seems  to  have  been  the 
primitive  and  fundamental  idea;  wickedness  or  evil,  referring 
constantly  to  a  want  or  an  incomplete  or  negative  condition  with 
regard  to  absolute  affirmation.  And  when  we  now  consider  the 
opposite  of  evil — viz.,  good — we  see  it,  in  many  instances,  most 
intimately  related  to  the  idea  of  plenitude,  fulness;  and  thus  in 
French,  bien  expresses  well,  and  much,  as  has  already  been 
shown.  And  do  we  not  also  say  in  English  a  ''good  deal''  for  a 
''greal  deal,"  or  considerable?  Goodness  appearing  thus,  as  it 
were,  a  qualitative  greatness,  just  as  greatness  in  size  may  be 
viewed  as  a  quantitative  goodness.  And  do  we  not  si^eak  of  a 
GREAT  man  in  a  moral  sense,  which  even  became  an  epithet  of 


1869.]  Etymological  Eeveries.  131 

many  kings  and  rulers?  Bad,  evil,  denoted  as  we  have  seen,  a 
luant,  a  deficiency,  and  was  kindred  to  the  negalion  and  its  ex- 
pression in  different  languages.  Accordingly,  good  being  the 
opx^osite  term  and  referring  to  plenitude  or  copiousness,  implies 
affirmation,  or  its  expression  in  language — viz. ,  the  affirmative 
Particle.  • 

Thus  wo  see  in  English  icell  used  for  yes;  in  French  bon  and 
Men.  There  are  also  languages  where  there  is  no  other  word  for 
yes  but  the  word  good;  and  others,  where  good  is  the  most  usual 
afiirmative.  Thus  in  Turko-Tartar  ot,  which  signifies  1st,  fire, 
and  2dly,  wood,  fuel,  denotes  also  good,  and  (with  a  different 
pronunciation  but  the  same  orthography, )  is  used  for  yes.  In 
Arabic  na'm  signifies,  Isi,  good,  ki)id;  2dly,  yes.  In  modern 
Greek,  yes  is  expressed  by  the  word  malista,  and  sometimes  by 
kala.  In  Latin,  yes  is  sane  (adverb  of  sanus);  also  sane  vero  (from 
sanus,  expressive  of  healthy,  valuable,  good,  and  verus,  true). — 
[Our  word  verily  comes  from  verus  (Latin),  true,  and  is  used  as  a 
strong  affirmation.  In  colloquial  English,  we  substitute,  some- 
times in  the  same  waj^  pretty,  (referring  to  good  and  to  beauty) 
for  very  (referring  to  truth),  pretty  well,  for  instance,  being  often 
almost  an  equivalent  of  very  well;  this  word  very  expressing  a 
high  degree,  or,  what  is  the  same,  qualitative  greatness,  derived 
from  verus,  true.] 

Besides  the  mutual  relationship  we  have  seen,  of  the  ideas  and 
terms  expressive  of  evil,  damage,  injury,  death,  hades,  night,  and 
negation,  we  have  still  to  add  to  the  same  series  north  and  left 
hand.  Thus  we  have  in  Hebrew  shemol,  and  in  Arabic  shimal, 
expressing,  1st,  north;  and  2dly,  lefi  hand,  which  is  an  instance 
of  the  two  being  expressed  by  one  and  the  same  word.  And  the 
same  coincidence  exists  in  Irish,  where  tuaidh  means  north  as 
well  as  left  hand.  The  north  is  indeed  the  left,  when  the  face  is 
turned  toward  the  east,  as  in  the  worship  of  oriental  nations.  In 
Latin,  the  left  is  expressed  by  the  word  sinister,  which  besides 
refers  to  evil.  In  Finnish,  kura  means  left,  and  kura-d  signifies 
devil.  The  coincidence  of  left,  and  consequently  north,  with  evil 
may  be  accounted  for  by  the  fact,  that  the  east  being  the  starting 
point  for  the  sun,  going  to  the  left  is,  as  it  were  going  icrong, — 
''contra  solis  cursum  flectens." 

On  the  other  hand,  we  see  there  is  a  coincidence  of  ri^ht  hand 
with  good,  and  also  with  south,  (the  very  opposite  of  north). 
Thus  in  Hebrew  yamin  means,  1st,  right  hand;  2dly,  south;  in 
Arabic  yaman  means,  1st,  right  hand;  2dly,  prosperous,  liappy. 
{Yaman,  or  jaman,  \ulgsivlj  jemen,  is  the  happy  Ajrahia.)  Just  so 
in  Turco-Tartar,  where  ong  means,  1st,  good,  prosperous;  2dl3^, 
right  hand.  In  Hungarian,  too,  jo  means  good;  Jo66,  better;  and 
jobhra,  the  right  hand.*     The  word  expressing  Hght  is  related  to 

-lu  Grcok,  however,  aristera,  (the  better  one)  means  the  left  hand,  by  an  antiphrasU,  just  as 
the  Furies  were  called  ^wmenides,  and  the  Black  Sea  Pontus  Euxinus  (ew-xeinos) . 


132  The  Study  of  Grammar.  [Nov. 

good  in  many  other  languages,  as,  for  instance,  in  German, 
where  ?Tc/i/!  means,  1st,  righi;  2dly,  good;  3dly,  laiv;  4thly,y>/j/, 
fair;  as  from  it  we  also  derive  richiig,  gericht  (judgment), 
gerec/i/igkeit  (justice),  richfer  (judge),  etc.  This  whole  chain  of 
meanings  and  most  remarkable  coincidences  might  perhaps  be 
still  farther  extended  •and  developed  by  drawing  from  many 
other  quarters  of  j^hilological  science. 


THE  STUDY  OF  GRAMMAR. 


On  several  occasions  the  Teachek  has  criticised  the  current 
methods  of  studying  Grammar  as  being  unphilosophical  and 
therefore  comparatively  fruitless.  "We  maintain  that  Grammar 
ought  to  be  studied  inductively,  i.  e.,  language  should  be  re- 
garded as  the  subject  matter  w^hich  is  to  be  examined.  In  this 
way  facts  will  precede  principles  and  rules,  while  in  nearl}^  all 
our  books  the  contrary  course  is  pursued.  The  same  principles 
apply  to  the  learning  of  Latin  or  Greek  Grammar  as  to  English. 
In  support  of  our  views  we  quote  below  the  o^^inion  of  eminent 
teachers  and  scholars: 

' '  Nothing  can  be  more  certain  than  that  the  comprehension  of 
grammar  comes  after  the  mastery  of  language;  that  the  science 
of  grammar,  (for  there  is  such  a  science,  and  a  noble  one  it  is), 
is  at  once  abstruse  and  difficult,  and  its  deeply-seated  metaphys- 
ical principles  are  best  attained  by  an  analysis  of  abundant  lin- 
guistic facts  already  appreciated.  Yet  what  do  we  do  ?  We  try 
to  build  up  a  boy's  knowledge  synthetically,  by  plunging  him 
at  once  into  a  bewildering  mass  of  intricate  rules  and  anomalous 
exceptions . 

' '  Well  may  Mr.  Herbert  Spencer  speak  of  '  that  intensely 
stupid  practice,  the  teaching  of  grammar  to  children. '  '  Gram- 
mar, '  sajs  Home  Tooke,  '  is  among  the  first  things  taught,  and 
the  latest  understood.'  Yet  what  haj^pens  ?  What  is  haj^pening 
at  this  very  moment  to  your  little  sons  ?  They  are  being  dragged 
through  grammar  as  through  a  cactus  bush — being  taught  in  a 
way  which  always  reminds  me  of  Judges  vm,  IG,  where  it  says 
that  'Gideon  took  thorns  of  the  wilderness,  and  briars,  and  wdth 
these  he  taught  the  people  of  Succoth.'  " — F.  W.  Farkar,  Mas- 
ter at  Harrow  School. 

"  But  a  better  and  nearer  example  may  be  our  most  noble 
Queen  Elizabeth,  who  never  yet  took  Greek  nor  Latin  grammar 
in  her  hand  after  the  first  declining  of  a  noun  and  a  verb;  but 

.  .  .  hath  attained  to  such  a  perfect  understanding  of  both 
the  tongues,  and  to  such  a  ready  utterance  of  the  Latin  .  .  . 
as  there  be  few  in  number  in  both  the  universities  or  elsewhere 
in  England,  that  be  in  both  tongues  comparable  to  Her  Majesty. " 
Roger  Ascham. 

"Already  eveiy  subject  dealt  with  is  arranged  in  abnormal  or- 


1869.]  The  Study  of  Grammar.  133 

der;  definitions,  and  rules,  and  principles  being  put  first,  in- 
stead of  being  disclosed,  as  tbey  are  in  the  order  of  nature, 
through  the  study  of  cases. " — Herbert  Spencer,  Education,  p.  30. 

"Kules  are  learned  by  the  ear  and  by  rote,  without  any  di- 
gestion of  the  understanding;  an  habit  is  generated  of  accepting 
and  using  words  without  insight  into  their  meaning,  and  of  ap- 
plying 231'inciples  in  practice  without  a  thought  of  their  real  na- 
ture."— Prof.  Halford  Vaughn. 

'^  I  hardly  know  a  single  scholar  who  is  not  of  opinion  that 
the  common  system  of  teaching  syntax  by  abstract  rules  con- 
veyed in  a  difiicult  style  ...  is  a  grievous  waste  of  time, 
and  what  is  worse,  a  waste  of  the  learner's  energy  and  readiness 
to  be  taught."— E.  E.  Bowen,  Fellow  of  Tim.  Coll.,  Cambridge. 

' '  The  learning  of  grammar,  with  a  view  to  conform  to  the 
genius  of  a  language,  is  contrary  to  the  dictates  of  nature  and 
reason;  since,  as  was  shown,  it  places  precept  before  example, 
theory  before  practice.  The  learner  must  study  the  facts  them- 
selves, not  the  rules  which  have  been  deduced  from  them." — C 
Marcel  (The  Study  of  Language,  ^.  126). 

"Particular  grammar  is  an  inductive  art;  and,  in  all  such 
arts,  we  arrive  at  principles  from  facts — the  more  numerous 
these  are  the  more  general  the  rules.  Custofii  is  the  law  of  lan- 
guage, grammar  is  only  its  generalization.  Thus  is  grammar 
made,  and  thus  it  must  be  learned,  from  the  language;  not  the 
language  from  the  grammar. 

All  the  rules  of  grammar  are  in  the  written  page;  it  is  the 
teacher's  office  to  bring  them  out,  carefully  avoiding  abstract 
formulas  which  children  understand  so  imperfectly  and  forget  so 
easily.  If  the  latter  had  previously  learned  the  rules,  they 
would  be  dej)rived  of  the  exercise  in  observation,  comparison, 
analogy,  and  generalization,  to  which  reasoning  by  induction 
leads.  Moreover,  rules  which  apply  to  unknown  facts,  are  pure 
abstractions,  devoid  of  interest;  whereas,  the  mind  delights  in 
classifying  scattered  notions,  and  discovering  the  reason  of  un- 
knoAvn  facts. 

"  This  inductive  or  analytical  mode  of  studying  grammar, 
similar  to  the  intellectual  process  by  w^hich  we  arrive  at  a  knowl- 
edge of  natural  laws,  is  the  most  rational  and  the  most  favorable 
to  mental  discipline.  It  consists  in  observing  facts,  compaiing 
them,  remarking  their  resemblances  and  differences,  and  after- 
ward bringing  into  the  same  class  all  similar  facts." — Id. ,  pp. 
188,  189. 

We  trust  that  all  teachers  of  grammar  will  consider  the  above 
quotations.  Of  one  thing  they  may  be  assured,  just  so  far  as 
these  principles  are  employed  in  teaching  any  science  whatever, 
will  they  be  truly  successful.  This  w^ay  of  teaching  cannot  be 
learned  from  the  grammars  in  use;  but  authors  will  write,  and 
publishers  print,  rational  systems  of  grammar,  when  teachers 
generally  demand  them. — Mich.  Teacher. 


134 


Mode  of  Examination. 


[Nov. 


MODE  OF  EX  ri.MINATION. 

Lake  City,  Siskiyou  County,  Oct.  9,  1869. 

Eds.  Cal.  Teacheb  :  You  will  find  enclosed  a  statement  or  re- 
port of  the  results  of  the  style  of  examination  which  I  have  in- 
troduced into  my  school . 

I  hold  examinations  in  school,  quarterly,  and  in  all  respects 
like  the  public,  written,  State  and  county  examinations.  I  sub- 
mit questions  of  the  same  grade  as  those  issued  by  the  State 
Board  of  Examination — that  is,  for  the  primary  department. 


Names. 


*t3!  '^'  td,  W 

^,         ^.  l-li         Q 

o 


tr  t^i  ^ 


^ 

n 

^ 

Q 

c> 

H 

fT> 

H 

in. 

f 

• 

1 

? 

1 

O 

Jennie  Ford 

Joa  King 

Emma  King 

Clara  Holcomb. .  . . 

Ida  Holcomb 

Clara  Nossinger. . . 
Josie  Monchamp . . 

Lizzie  Wimer 

Mina  Bissell 

Elvira  Lewis 

Hettie  Powley 

Nellie  Robertson . . 

Nancy  Wilson 

Jeddie  Brown 

Arthur  Bissell 

obt.  Billups 

Henry  Nossinger. 
Freddie  Holcomb. 


60  17 
55  10 

52    5 


10130  25 


16  10 
5  18 

5|  5 
71  5 


5120 
5  10 
25  68 
45  50 
,,  5111 
51  5I  5 
40i67i60|40!70 
23  50  55  48185 
35il5|45 
30  5  15 
16    5i25 


28150 
5  [40 
53  85 
65  60 
20  45 
20  30 


33  50 
540 
5  30 


13 
5 
5 
10:15 


15 

10 

5 

5 

14 
10|10 

5    5 

5  5 
20 ,25 
25    6 


1000 


403 
430 
161 
254 
421 
433 
260 
221 
157 
429 
374 
185 
140 
467 
489 
312 
213 
167 


41 i 3rd 
43}  3rd 

17 

2615111 
43  3rd 


44 


3rd 


26  5th 
23!  5th 
16' 

43 '3rd 
38  4th 

!47  3rd 
49  3rd 
32 '4th 
27; 5th 

'17 


By  observing  ages,  you  will  see  that  the  children  here,  though 
in  so  isolated  a  condition,  will  at  least,  not  fall  far  behind  those 
attending  city  schools.  There  is  some  excuse,  however,  for  the 
older  pupils,  as  we  have  had  school  here  but  about  one  year  and 
a  half. 

I  issue  certificates  of  five  grades,  ranging  from  First  to  Fifth. 
Those  who  answer  three  fifths,  or  six  liundred  out  of  1000,  get 
the  First  Grade — thus: 

600  Merits  or  Credits  secure  1st  Grade. , 

400        "  "  *'       2d        '' 

300        ''  "  "      3d 

200         ''  ''  "       5th 

Those  who  get  less  than  200,  are  said  to  be  put  in  the  scales 
«,nd  found  wanting .     Time  devoted  to  examination,  three  days. 

I  have  long  been  convinced  that  the  common  method  adopted 
by  many  intelligent  teachers,  is  fraught  with  more  evil  than  the 


1869]  The  Groivl  of  a  Substitute.  135 

style  which  I  have  adopted  from  the  State  Board.  For  instance, 
if  the  teacher  submits  questions  to  a  child,  those  which  he  knows 
it  can  answer,  and  accordingly  gives  a  certificate  of  Perfect,  the 
results  are  egotism,  too  much  self-esteem,  and  love  of  flattery  on 
the  part  of  that  child.  My  plan  is:  rather  endeavor  to  show 
children  what  they  do  not  know;  how  much  they  have  yet  to 
learn;  and  how  much  they  fall  short  of  j^erfect  in  their  studies. 
Most  teachers  also  hold  their  examinations  monthly.  This,  too, 
may  be  considered  faulty,  as  it  does  not  give  a  pupil  time  to  show 
a  marked  advancement.  Monthly  examinations,  however,  have 
the  good  quality  of  enforcing  reviews  often;  but,  by  giving  lists 
of  questions  of  the  same  grade  at  the  end  of  every  three  months, 
each  pupil  can  see  its  improvement  in  all  of  its  studies.  Great 
care,  however,  should  be  exercised  on  the  part  of  the  teacher,  so 
that  the  questions  given  each  time  should  be  different,  yet  of  the 
same  grade.  Yours,  truly, 

L.  Coulter, 
Teacher  of  Mill  Creek  School. 


THE  G-aOWL  OF  A  SUBSTITUTE. 


I  am  ' '  nothing  but  a  substitute,*"  to  use  a  familiar  expression 
in  the  minds  and  mouths  of  teachers. 

I  do  not  pretend  to  fine  writing;  I  cannot  write  an  Essay  or  a 
Poem,  or  carry  on  a  Debate,  or  a  biilliant  Conversation  as  I  am 
informed  that  the  lights  of  the  profession  can;  but  I  can  growl 
to  perfection;  and  I  intend  to  exercise  my  gift. 

I  am  *'  nothing  but  a  substitute,''  so  never  mind  my  name;  it 
may  be  Miss  Smith,  or  Miss  Jones,  or  Miss  Jenkins;  perhaps  it 
had  better  be  Miss  Jenkins,  as  that  name  would  give  a  fine 
chance  to  those  same  brilliant  ' '  lights  "  to  have  a  laugh  at  my 
expense — made  just  loud  enough  for  me  to  hear,  so  that  I  may 
enjoy  myself — poor  things! 

Oh!  I  know  them!  My  first  name  is  Ann,  and  I  never  was  ro- 
mantic or  silly  enough  to  change  it  to  "Anna,"  or  "Annie,"  or 
any  other  nice,  "sweet"  name.  Aim  I  was  christened,  and  Ann 
I  will  remain  until  I  die. 

As  I  remarked  before,  I  am  "nothing  but  a  substitute;"  and, 
as  I  am  timid,  and  as  homely  as  a  hedge  fence,  I  am  not  that 
very  often,  and  for  the  same  reason  I  am  not  likely  to  be  any- 
thing else  very  soon. 

I  have  heard  it  remarked  that  the  school  teachers  of  San  Fran- 
cisco were  a  very  pretty  set  of  ladies.  I  do  not  deny  it,  and  I 
do  not  wonder  at  it  either.  If  "they"  knew  the  inside  track  as 
I  do  to  my  sorrow,  "they"  would  not  wonder.  The  truth  is,  a 
homely  girl,  unless  her  father  is  "  somebody,"  does  not  stand  a 
chance  of  a  position.     A  pair  of  blue  eyes,  or  a  pretty  com- 


136  The  Groivl  of  a  Suhstitute.  [Nov. 

plexion,  or  the  ability  to  write  an  Essay!  or  a  Poem!!  is  all  that 
is  wanted  in  this  city  of  "  pretty"  teachers. 

People  will  say  that  I  am  jealous  of  the  success  of  these  pretty 
and  smart  ones,  and  that  I  envy  them  their  advantages;  but  it  is 
not  so !  I  declare  I  glory  in  being  plain  Ann  Jenkins  among  all 
their  "Annies  "  and  "  Lillies  "  and  "  Minnies,"  with  their  milk- 
and-water  faces  and  false  curls;  and  as  for  their  positions,  I  am 
living  in  hopes  that  we  shall  get  a  Director  some  time  who  is 
himself  homely  and  timid,  and  who  will  see  me  safely  in  a  posi- 
tion before  he  is  made  to  resign;  for  if  they  ever  do  get  such  a 
treasure,  he  will  not  be  able  to  stay  there  long. 

There  is  one  thing,  however,  that  I  do  envy  these  dear, 
"pretty"  creatures,  and  that  is,  their  cool  disregard  of  the 
rights  and  feelings  of  others.  It  just  makes  my  blood  boil  in 
xaj  veins  sometimes,  when  I  think  of  the  way  I  am  treated. 

In  the  first  place,  we  have  to  go  at  nine  o'clock  in  the  morn- 
ing, and  take  our  seats  in  the  rooms  of  the  Most  Honorable 
Board! 

I  alwaj^s  feel  as  though  I  was  some  queer  animal  taking  my  po- 
sition in  a  menagerie.  There  are  plenty  of  parrots,  and  monkeys 
and  popinjays  up  there;  but  I  always  think  I  look  more  like  a 
giraffe  than  anything  else,  with  my  long  neck,  and  my  old  striped 
dress;  and  the  proprietors  of  the  menagerie  look  at  me  as  though 
they  thought  so  too. 

The  tears  I  have  choked  down  in  that  old  place  would  water 
ten  geraniums. 

Of  course  I  am  sent  out,  once  in  a  while,  when  there  is  nobody 
else  there;  and  I  always  think  myself  in  great  luck  when  I  do 
go;   yet  I  then  suffer  the  greatest  torments. 

In  the  first  place  if  a  school  happens  to  be  a  couple  of  miles 
or  so  from  the  office,  a  poor  substitute  is  apt  to  be  very  tired  by 
the  time  she  gets  there;  and  I  almost  always  have  to  walk,  be- 
cause I  am  almost  always  without  money.  But,  as  though  it  was 
not  hard  enough  to  walk  to  the  place,  face  a  class — and  oh!  what 
horrible  classes  I  have  had — work  all  the  forenoon  to  keep  them 
in  order,  when  you  know  not  a  single  name,  nor  a  single  scholar 
who  can  be  depended  upon;  be  polite  to  the  Principal  (and  I  de- 
clare that  is  the  hardest  part  of  the  day's  work  to  me);  and  then, 
when  you  are  almost  dropping  to  the  floor  from  fatigue,  to  he 
forgotten  or  neglected  at  lunch  time!!/ 

Actuall}',  in  some  schools — and  I  would  just  enjoy  giving  the 
names — I  have  never  been  once  asked  to  luncli,  although  I  have 
substituted  in  them,  not  one  or  two  days,  but  a  week  or  more  at 
a  time;  and  every  day  have  heard  the  teacups  jingle  in  my  frantic 
ears  at  noon-time. 

I  have  often  thought,  in  the  height  of  my  hungry  rage,  that 
the  wheel  of  Tantalus  would  be  a  fit  punishment  to  those  teach- 
ers who  thus  saw  me  hungry  and  a  stranger  and  took  me  not  iu. 
I  have  only  commenced  to  growl;   but  as  I  am  getting  sleepy, 


i 


1869.]  Miscellanea.  137 

and  feel  my  rage  evaporating,  I  will  defer  the  rest  until  next 
mouth,  and  then,  oh!  ye  delinquents  who  feel  your  dear, 
"  pretty  "  consciences  sting  you,  beware  of 

Plain  Ann  Jenkins. 


f^ 


ISCELLANEA. 


Faculties  Cultivated  by  Different  Studies. — Writing  and 
Drawing  cultivate  the  perceptive  and  imitative  faculties. 

Mental  Arithmetic  cultivates  the  memory  and  the  powers  of 
conception  and  reasoning. 

Arithmetic  cultivates  the  reasoning  powers  and  induces  habits 
of  exactness  and  order. 

Grammar  cultivates  the  faculties  of  abstraction  and  reason. 

Geography  specially  cultivates  the  memoiy  and  the  conceptive 
faculties. 

Mathematics  cultivate  the  reasoning  powers  chiefly  in  relation 
to  the  acquisition  of  necessary  truths. 

The  Physical  Sciences  exercise  the  observing  and  perceptive 
faculties. 

Poetry  and  Fiction  specially  cultivate  the  imagination,  the 
taste,  and  the  moral  feelings. 

Biography  and  History  awaken  the  faculty  of  attention,  and 
cultivate  the  memory. 

Music  cultivates  the  taste  and  refines  and  elevates  the  moral 
feelings. 

Intellectual  and  Moral  Philosophy  cultivate  all  the  higher 
faculties  of  our  nature,  and  induce  habits  of  abstraction  and 
self-examination . — Tate. 

Longitude  Determined  by  Telegraph  .—It  is  thought,  the 
Athenoeum  says,  that  the  time  has  arrived  when  the  longitude  of 
places  in  England,  especially  of  our  princij^al  ports,  should  be 
determined  hj  electric  telegraph.  If  this  were  systematically 
carried  out,  the  errors  or  discrepancies  which  at  present  exist 
would  be  corrected,  as  when  the  difference  of  longitude  between 
Greenwich  and  Cambridge  was  ascertained  in  1828,  by  geodetic 
measurement,  the  observatory  at  Cambridge  was  24  min.  6  east 
of  Greenwich;  but  the  chronometer  proved  it  to  be  23  min .24,  a 
distance  of  1  min. 06. 

A  similar  rectification  might  of  course  be  made  for  every  place 
within  the  four  seas  by  telegraph;  and  if  the  longitude  of  all  the 
ports  were  known  to  a  certainty,  a  ship's  departure  could  be 
taken  with  more  confidence  than  at  j)resent.  The  question  is 
interesting  and  important,  and  may  be  said  only  to  need  dis- 
cussion to  bring  it  to  a  practical  solution.  Perhaps  the  astrono- 
mer Royal  will  take  it  in  hand  when  the  telegraphs  of  the  King- 
dom shall  have  passed  into  the  hands  of  the  Government. 


Department   of   Public    Instruction, 

joint  teachers'  infetitute  for  amador  and  calaveras 

counties. 


The  Joint  Institute  for  Amador  and  Calaveras  counties  was 
held  at  Mokelumne  Hill,  commencing  October  12th,  and  ending 
on  the  evening  of  the  15th.  The  State  Superintendent  reached 
Mokelumne  Hill  on  the  second  evening  of  the  session,  and  re- 
mained until  the  close .  There  was  a  good  attendance  of  teach- 
ers from  the  two  counties,  and  for  social  excellence  and  profes- 
siynal  zeal  their  superiors  would  be  hard  to  find.  Superintend- 
ents Briggs  and  Williams  alternated  in  presiding — combining,  in 
their  joint  presidency,  the  mature  and  benign  wisdom  of  the  ven- 
erable veteran,  with  the  dash,  the  humor  and  the  energy  of  young 
(and  single)  manhood.  The  exercises  on  the  last  day  of  the 
session  were  of  extraordinary  interest;  the  discussions  were  not 
only  earnest,  but  able.  The  proceedings  will  probably  appear 
next  month.  The  only  drawback  to  the  pleasure  of  the  State 
Superintendent's  visit  was  that  it  was  too  brief.  The  courtesies 
extended  to  him  by  the  members  of  the  Institute  are  highly  ap- 
preciated. 


THE  ALAMEDA  INSTITUTE. 


This  Institute  began  on  Tuesday  the  12th  of  October  and  con- 
tinued until  the  afternoon  of  the  following  Friday.  Pleasure, 
profit  and  interest  characterized  its  sessions.  The  '  'proceedings" 
were  expected  for  the  present  number  of  the  Teacher,  but  have 
not  yet  arrived.  The  teachers  of  Alameda  "are  up  (and  pro- 
ceeding) with  the  times. "  Their  discussions  show  appreciation 
of  the  great  Problem  of  Education,  as  well  as  restlessness  under 
the  crampings  that  truth  is  subjected  to  by  many  traditional  cus- 
toms in  the  popular  methods  of  doing  things.  Mr.  Tylor's  recent 
lecture  "on  the  survival  of  savage  thought  in  modern  civiliza- 
tion" is  sensible  and  suggestive.  The  teacher  has  many  silly  as 
well  as  savage  thoughts  and  customs  to  attack  and  banish  from 
his  school-room — customs  that  he  has  not  only  to  show  are 
silly — even  savage  and  injurious — but  which  he  has  also  to  per- 
suade men  to  relinquish, — because  men  look  upon  them  as  heir- 


1869.  J  Department  of  Public  Instruction.  139 

looms  in  the  great  family  of  teachers,  which  it  were  sacrilege  not 
to  reverence.  But  it  needs  no  truth-crushecl-to-earth  homily  to 
encourage  those  who  "see  clearly"  to  go  forward  in  their  mis- 
sion of  enlightening,  bettering,  blessing  mankind.  There  is 
pleasure  even  amid  the  smoke  of  the  contest — a  pleasure  that  is 
a  foretaste  of  the  greater,  surer,  quieter  joy  of  victory !  Victory 
over  ignorance  and  j^rejudice — prolific  mothers  of  what,  per- 
haps, might  not  inappropriately  be  termed,  The  Superstitions  of 
Learning.  Dep.  Sup. 

REPORT  OF  PUBLIC  SCHOOLS. 


KOLL    OF   HONOR. 

BiDWELL  District  School,  Butte  county;  S.  S.  Boynton,  Teacher. 
For  the  term  of  three  months,  ending  Sept.  21th : 

First  Month. — Linda  Culver,  Edward  Turner,  Philip  Buggies, 
"Willie  Turner,  Laura  Buggies,  Annie  Young. 

Second  Month. — Laura  Buggies,  Linda  Culver,  Sallie  Sparks, 
Charley  Turner,  Edward  Turner,  Willie  Turner,  Philip  Buggies. 

Third  Month. — Linda  Culver,  Laura  Buggies,  Edward  Turner, 
Philip  Buggies,  Willie  Turner,  Hattie  Turner,  J.  L.  Jones,  Geo. 
Sparks,  Phoebe  Yetter,  Henry  Buggies. 

Carneros  Public  School,  Monterey  county;  J.  P.  C.  Allsopp, 
Teacher. — For  three  months,  ending  October  21st,  1869: 

Stella  A.  McKinley,  Viola  D.  McKinley,  Julia  Ellen  Slankard, 
Annie  E.  Slankard,  Mary  F.  Bryan. 


Book   Ta 


BLE. 


Palmer's  Sabbath  School  Songs;  To  which  is  Added  an  Extensive  Collection  of  Standard 
and  well-known  Sunday  School  HjTnns,  by  H.  R.  Palmer,  Author  of  "The  Song 
Queen,"  "  Rudimental  Class  Teaching,"  "Elements  of  Musical  Composition,"  Musical 
Editor  of  the  "  Sunday  School  Teacher,"  etc.,  etc.  Chicago:  Published  by  Adams, 
Blackmer  and  Lyon. 

A  valuable  addition  to  our  Sunday  School  music.  The  hymns  are  classified 
into  those  suitable  for  Sabbath  Schools,  Social  Meetings,  Temperance,  Mis- 
sionary^, Funeral  occasions,  «fec.,  which  adds  convenience  to  a  good  collection 
of  songs.     Price,  35  cents;  50  copies,  $11;  100  copies,  $20. 

A  DRtLL  Book,  For  Practice  of  the  Principles  of  Vocal  Physiology,  and  Acquiring  the  Art 
of  Elocution  and  Oratory,  comprising  all  the  Essential  Elements  of  Vocal  Delivery  and 
Gesture  for  Common  and  Parish  Schools,  Colleges,  and  Private  Learners.  By  Allen 
Ayrault  Griffith,  M.A.  Author  of  "Lesson  in  Elocution."  Chicago:  Adams,  Black- 
mer and  Lyon.    New  York:  A.  S.  Barnes  &  Co.     1868. 

Elocution  is  one  subject  that  is  not  generally  well  taught  in  our  schools. 

Teachers,  perhaps,  teach  as  well  as  they  know.     They  can  improve  their 

knowledge  by  an  examination  of  this  little  volume.     It  has  rules,  directions 

and  examples,  which,  though  brief,  show  very  clearly  how  the  various  styles 


140  Booh  Table.  [Nov. 

of  voice  may  be  acquired;  and  for  either  reading  or  speaking  well,  the  mastery 
of  voice  is  essentially  necessary.  As  a  "  drill  book,"  we  heartily  commend  it 
to  those  seeking  to  improve  themselves  in  the  useful  art  of  reading,  notwith- 
standing such  exjiressions  as  "Be  sure  and  get  the  right  feeling  and  thought," 
(fee.     Price,  75  cents. 

Library  of  Education. 

The  2d,  3d,  and  4th  volvmes  of  the  "Librarj^  of  Education, "  published  by 
J.  W.  Schermerhorn  &  Co.,  New  York,  are  received.  Teachers  and  school 
officers  •  have  here  an  opportunity  of  getting  the  best  thoughts  of  the  best 
writers  on  education  at  a  mere  nominal  rate.  The  price  of  No .  2  of  the  series 
is  15  cents,  (postpaid  20,)  No.  3,  20  cents,  (postpaid  25,)  No.  4,  20  cents, 
(postpaid  25.)  The  volumes  thus  far  are  from  the  pens  of  Locke,  Milton, 
Mann,  Mill,  Froude,  Carlyle. 

The  Masonic  Mekkob. 

Two  numbers  of  this  periodical  have  been  received.  The  Pacific  coast  has 
great  need  of  a  journal  devoted  to  its  Masonic  interests.  Bro.  Bishop  has 
begun  a  good  work,  and  thus  far  has  discharged  his  duty  well.  Success  to 
The  Mikeor.  May  its  pages  ever  be  of  the  true  polish,  in  which  all  Masons 
shall  see  themselves  as  they  are — the  good  that  they  may  become  better;  the 
bad  that  they  may  reform,  improve,  and  become  good.  Price,  $2  50  a  year. 
Office,  608  Market  street.     Amasa  W.  Bishop,  Editor. 


TABLE    OF    CONTENTS, 


PAGE. 

COMMON  ERROKS  IN   ORTHOEPY,  ORTHOGRAPHY  AND  SYN- 
TAX    115 

Okthoepy 115 

OllTHOGKAPHT 118 

Syntax 120 

THAT  "OBJECT  SYSTEM"   AGAIN 122 

ETYMOLOGICAL  REVERIES 127 

THE  STUDY  OF  GRAMMAR 132 

MODE  OF  EXAMINATION 134 

THE  GROWL  OF  A  SUBSTITUTE 135 

MISCELLANEA 137 

DEPARTMENT  OF  PUBLIC  INSTRUCTION 138 

Joint  Teachers'  Institute  fob  Amador  and  Calaveras  Counties  .  138 

The  Alameda  Institute 13^*^ 

Report  of  Public  Schools J  •'•'^ 

BOOK  TABLE l^^') 


p 


TATE    Normal.    School. 


BOARD   OF   TRUSTEES. 


H.  H.  HAIGHT Governor. 

O.  P.  FITZGEKALD Superintendent  of  Public  Instruction. 

JAMES  DENMAN Superintendent,  San  Francisco. 

MELVILLE   COTTLE Superintendent,  San  Joaquin  County. 

J.  H.  BEALY Superintendent,  Santa  Clara  County. 

Dk.  a.  TKAFTON Superintendent,  Sacramento  County. 

S.  I.  C.  SWEZEY San  Francisco. 

J.  M.  SIBLEY San  Francisco. 

TEACHERS. 

Eev.  W.  T.  Lucky,  A.M Piincipal- 

H.  P.  Caelton Vice-Principal. 

Miss  E.  W.  Houghton Assistant. 

Mrs.  D.  Claek Assistant. 

The  Second  Term  of  the  cmrent  year  \vdll  commence  on  the  8th  day  of  No- 
vember, 1869.     AU  candidates  for  admission  must  be  present  at  that  time. 

COURSE   OF  STUDY. 

EEQUISITES  FOE  ADMISSION. 

To  secure  admission  to  the  Junior  Class,  Second  Division,  applicants  must 
pass  a  written  examination  on  the  follo\\dng  subjects,  viz. : 

Eaton's  Common  School  Arithmetic — to  percentage. 

Eaton's  Intellectual  Arithmetic. 

Greene's  Introduction  to  Enghsh  Grammar. 

Willson's  Fourth  Eeader. 

Spelling;  Penmanship. 

Applicants  for  an  advanced  Class  will  be  required  to  pass  an  examination  on 
the  studies  previously  pursued  by  that  Class. 

Junior  Class — First  Session. 

Arithmetic — Eaton's  Common  School — complete. 
Grammar — Quackenbos ' — begun . 
Geography — Guyot's  Common  School. 
Reading — Willson's  Fifth  Eeader. 
Moral  Lessons — Cowdery's. 
Spelling — Willson's  Larger  Speller. 

Junior  Class — Second  Session. 

Arithmetic — Eaton's  Higher. 

Gi^ammar — Quackenbos' — complete. 

Bhetoric — Boyd's. 

Physiology — Cutter's  Elementary. 

History — Quackenbos ' . 

Vocal  Culture — Eussell's. 

.Book- Keeping— VfiyHon  &  Dutton's  Single  Entry. 

General  Exercises  throughout  the  Junior  Year — Penmanship;  Object-Lessons; 
CaHsthenics;  Methods  of  Teaching;  School  Law;  Composition  and  Declama- 
tion. 

Senior  Class — First  Session. 

Arithmetic — Eaton's  Higher — reviewed. 
Algebra — Eobinson's  Elementary. 
Gi-ammar — Greene ' s  Analysis . 
Natural  Philosophy — Quackenbos'. 
Physiology — Cutter's  Larger. 
Rhetoric — Boyd's. 
Natural  History — Tenney's. 


Senior  Class — Second  Session. 
Botany — Gray's. 

Physical  Geography — Warren's,  with  Guyot's  Wall  Maps. 
Normal  Training — Knssell '  s . 
Geometry — Davies'  Legendre — ^five  books. 
English  Literature — Sliaw's. 

Book-Keeping — Pay  son  &  Dunton's  Double  Entry. 
General  Exercises — Same  as  in  Junior  Year. 

REGULATIONS   OF  THE   STATE   NORMAL  SCHOOL. 

Adopted  by  the  Board  o^  Normal  School  Trustees,  March  28,  1868. 

1.  All  pupils,  on  entering  the  School,  are  to  sign  the  following  declaration 
of  intention: 

•  We,  the  subscribers,  hereby  declare  that  our  purpose  in  entering  the  State  Normal  School 
is  to  fit  ourselves  for  the  profession  of  Teaching,  and  that  it  is  our  intention  to  engage  in 
teaching  in  the  Public  Schools  of  this  State." 

Male  candidates  for  admission  must  be  at  least  eighteen  years  of  age;  and 
female  applicants  at  least  fifteen  years  of  age ;  and  all  must  possess  a  good  de- 
gree of  physical  health  and  vigor. 

2.  No  person  whose  age  exceeds  thirty  years  shall  be  admitted  to  the  School, 
except  teachers  who  are  fitted  to  enter  the  Senior  Class. 

3.  Whenever  the  number  of  applicants  from  any  county  shall  exceed  the 
number  to  which  that  county  is  entitled  by  law,  the  applicants  shall  pass  a 
competitive  examination  before  the  County  Superintendent,  and  the  County 
Board  of  Examination;  which  examination  shall  be  conducted  in  the  same 
manner  as  county  examinations  for  third  grade  teachers'  certificates.  The 
persons  passing  the  highest  examination  shall  be  eligible  to  admission  in  the 
order  of  their  standing  in  examination. 

4.  All  applicants  are  required  to  present  letters  of  recommendation,  and 
certificates  of  good  moral  character,  from  the  County  Superintendent  of  the 
county  in  which  they  reside. 

5.  All  new  applicants  shall  present  themselves  for  examination  at  least  three 
days  previous  to  the  regular  day  of  each  term  commencement;  and  no  pupil 
shall  be  admitted  during  term  time,  except  in  case  of  teachers  who  hold  at 
least  second  grade  State  or  County  certificates. 

6.  The  Principal  of  the  School  shall  keep  a  register  of  the  attendance  of 
pupils,  and  shall  report  monthly,  to  the  Secretary  of  the  Board,  the  whole 
number  enrolled,  the  average  number  belonging,  the  average  daily  attendance, 
the  percentage  of  daily  attendance,  and  such  other  statistics  as  may  be  re- 
quired by  the  Executive  Committee  of  the  Board. 

•  7.  No  pupil  shall  be  entitled  to  a  Diploma  of  Graduation  who  has  not  been 
a  member  of  the  School  at  least  one  term  of  five  months. 

8.  The  Normal  School  shall  be  divided  into  two  classes:  Junior  and  Senior 
— each  divided  into  two  divisions. 

GENERAL  INFORMATION. 

The  time  for  completing  theNoi-mal  School  course  is  two  years,  each  divided 
into  two  terms  of  five  months. 

There  will  be  Written  Examinations  and  Public  Exercises  at  the  close  of  each 
term.     The  Graduating  Exercisee  will  be  in  May. 

Pupils  will  be  required  to  furnish  their  Text  Books.  Books  for  reference 
will  be  furnished  by  the  State.  Good  boarding  can  be  procured  at  about 
twenty-five  to  thirty  dollars  per  month. 

Applicants  will  please  read  attentively  the  "Regulations"  as  given  above, 
particularly  the  Fourth  and  Fifth. 

All  graduates  will  be  required  to  pass  an  examination  on  the  entire  course. 
Those  who  complete  the  studies  of  the  Junior  Class  will  be  entitled  to  certifi- 
cates of  qualification,  for  teaching  schools  of  Second  and  Third  Grade. 

For  additional  particulars,  address 

Eev.  WM.  T.  lucky,  a.  M.,  Pbincipal,  San  Francisco. 


Terms  of  Adrertising  in  the  California  Teacher. 

[Payable  in  V.  S.    Gold  Coin.  ] 

1  month.    3  months.  6  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 

Webster's   Unabridged    Dictionary, 

8000  Engravings.     1840  pp.    (Jnarto.     Trade  Price  $12. 

10,000  Words  and  Meanings  not  found  in  other  Dictionaries. 

Webster  at  the  University  of  Rochester. — "  I  say  to  our  students  that  Webster's 
Dictionary— the  latest  edition,  unabridged— is  the  most  useful  work  on  English  etymology 
which  is  accessible  to  the  general  student.  President  Anderson  concurs  with  me  in  recom- 
mending our  under-graduates  to  'ask  for  Webster's,  and  take  nothing  else.'"— J^,  H.  Gil- 
more,  Prof.  Eng.  Lang,  and  Lit. 

Masterpiece  of  the  Century. — "The  universal  standard  throughout  this  portion  of 
country  is  Webster's  Dictionary.  The  etymologj-  is  searching  and  minute;  the  definitions  are 
clear  and  accurate;  the  literarj'  citations  are  singularly  apt;  the  pictorial  representations  are 
artistic  and  beautiful;  the  typography  is  exquisite.  It  must  be  pronounced  the  masterpiece 
of  the  century."— T.  A.  Parker,  State  Sup' t  Public  Schools  of  Missouri. 

Dictionaries  in  Courts  of  Law. — "  We  notice  that  our  Supreme  Court  refer  to  Webster's 
Dictionary  to  determine  the  meaning  of  the  word /acton/.  Certainly  no  higher  authority  can 
be  found  in  such  cases  than  Webster." — Legal  News. 

"The  noblest  contribution  to  science,  to  literature,  and  to  education,  as  dependent  on 
an  adequate  knowledge  of  the  English  language,  that  the  combined  labors  of  editors  and 
publishers  have  yet  produced."— Pco/.   IFwi.  Russell,  the  Elocutionist. 

"This  work,  well  used  in  a  family,  will  be  of  more  advantage  to  the  members  thereof 
than  hundreds  of  dollars  laid  up  in  money." — Alliance  Monitor. 

"  Young  man,  if  you  already  have  a  Bible,  buy  Webster's  Unabridged  Dictionary  next." 
Chr.  Sun. 

"  I  was  anticipating  the  greatest  literary  work  of  the  age,  and  it  seems  to  me  this  anticipa- 
tion was  not  extravagant." — J.  G.  McMynn,  Supt.  Pub.  Instruction,    Wiscoiisin. 

"Few  works  evincing  sudi thorough  and  accurate  editorial  supervision,  have  ever  appeared 
from  the  American  Press. " — iV.  F.  Tribune. 

"  The  new  illustrated  Webster  is  beautiful.  It  is  the  dictionary  of  dictionaries.  /  have 
fallen  in  love  with  it."  So  has  my  wife,  and  so  have  my  children." — Hon.  J.  C.  Pickard,  Supt. 
Public  Instruction,   Wisconsin. 

"  Here  are  an  hundred  and  fourteen  thousand  words,  defined  with  a  clearness,  fullness, 
precision  and  wealth  of  illustration,  that  denote  the  soundest  scholarship,  and  the  most  en- 
tire fidelity  to  laborious  details." — New  York  Albion. 

Publislietl  by  G.  &  C.  MERRIAM,   Springfield  Mass.     Sold  by  aU 
Booksellers. 

Also,.1ustpubl{shed,WEBSTEIl'S?^AT10NALPICTORIALDI(TIONARY 

1040  PP.  OCTAVO;    600  ENGRAVINGS.    TRADE  PRICE $6. 

BTEON  BAHiET.  WM.    SMITH. 


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mm9   Captes   B®Mi 


THE 


MTIOXAL  SYSTEM  OF  DRAWmG. 

BY  HUBERT  BURGESS. 


adopted  by  the  state  board  of  education, 

Board  of  Education  of  San  Francisco, 
AND  THE  Oakland  Board. 


Reconmiended  for    general  use  in  all  the    Scliools  by  tlie  principal 
Teachers  of  the  State. 


This  system  is  especially  adapted  to  the  wants  of  Public  Schools.  In 
place  of  following  one  branch  through  a  set  of  cards,  the  exercises,  in  the  Na- 
tional System,  are  purposely  varied  in  character,  in  order  to  interest  the  pupil, 
and  to  make  the  best  use  of  the  limited  time  necessarily  given  to  the  study. 

The  object  in  view  is  to  teach  drawing  so  that  it  may  be  practically  usefiil, 
to  which  end,  an  elementary  book  on  perspective  is  given  with  Set  No.  5,  con- 
taining instructions  so  simple  that  any  person  having  a  little  practical  skill 
with  the  pencil  viust  succeed  in  drawing  from  reality. 

The  author,  knowing  that  many  Teachers  in  the  Public  Schools  have  not 
practiced  drawing,  and  that  they,  in  consequence,  feel  unqualified  to  teach  it, 
has  arranged  the  sets  expressly  to  meet  such  cases.  Any  Teacher,  by  com- 
mencing one  month  before  his  scholars,  can  impart  all  the  necessary  instruc- 
tion to  the  class. 

The  author  has  taught  drawing  in  the  Public  Schools  of  San  Francisco  for 
ten  years,  and  during  that  time  the  same  instruction  has  been  given  orally  to 
his  pujDils  as  now  pubhshed  in  the  National  System.  Unqualified  success 
has  been  the  result. 

The  National  System  is  entirely  different  from  any  other,  both  in  its  adap- 
tation to  the  different  grades  and  in  the  originality  of  the  course  pursued  in 
perspective. 


THE  NATIONAL  SYSTEM  OF  DRAWING 

Is  composed  of  Five  Sets  of  Cards,  each  Set  being  accompanied  with  printed 
instructions,  and  neatly  put  up  in  substantial,  flexible,  board  cases. 

I^ET^IL    FIiMOEs 

Set  No.    1 40  cents. 

Set  No.   2 40  cents. 

Set  No.    3 40  cents. 

Set  No.   4 40  cents. 

Set  No.   5 50  cents. 

5^" Current  discounts  allowed  to  the  Trade  and  Teachers. 

Special  Terms  will  be  made  to  educational  establishments  for  the  in- 
troduction of  the  "NATIONAL  SYSTEM  OF  DRAWING." 
Address : 

HENRY  PAYOT  &,  COMPANY, 

Educational  Booksellers,  Stationers,  and  Publishers, 

620  and  622  Washington  St.,  San  Francisco, 


SUPERINTENDENTS  TAKE  NOTICE ! 


Bare  Chance  to  obtain  that  popular  Magazine 

THE     NATBONAL    SUNDAY    SCHOOL    TEACHER, 

15     MONTHS     FOR     81.50. 

A-ll  N  EW  subscribers,  who  begin  with  the  October  number,  will  receive  the 
TEACHER  tillJanuary  1871,  for  $1.50,  the  regular  yearly  rate. 

This  Magazine  begins  a  course  of  Lessons  with  Oct.,  called 

THE  aOSPEL  IN  THE  OLD  TESTAMENT, 

Preparatory  to  a  new  and  improved  course  for  1870,  on 

THE  LIFE  of  JESUS  THE  CHRIST 

The  Magazine  is  edited  by  the  REV.  EDWARD  EGG  LESION,  assisted  by 
a  committee  of  Clergymen,  embracing  all  the  leading  orthodox  denominations 
in  the  country. 

The  TEAC  H  ER  lias  became  a  necessity  to  all  live  Sunday  School  Workers. 

Clubs  of  10  or  more,  vnll  receive  gratis,  6  Lessons  Papers  with  each  copy 
monthly,  for  the  use  of  Scholars. 

Send  for  sample  copy,  15cts.  before  deciding  on  your  course  for  the  next 
year. 

^A^  Hi  3  O 

Send  for  sample  copies  of  THE  SUNDAY  SCHOOL  SCHOLAR,  and 
THE  LITTLE  FOLKS,  two  new  and  original  papers,  for  Sunday  School 
Scholars,  the  one  for  the  older  pupils,  the  other  for  the  little  ones. 

ADAMS,  BLACKMER  &  LYON, 

CHICAGO,    111. 

We  also  publish  the  following  popular  works,  copies  of  which  marked  with 
a  star  (*)  will  be  sent  for  examination  on  receipt  of  one-half  the  retail  iDrice. 

Adams' Teacher's  Daily  Kegister, 50  to  400 

"    School  Ledger,      -        - 1.50 

"     Class  Book, .75 

"    Pocket  Class  Book, .30 

School  Tablet  for  Marking  Tardiness, 1.00 

Monthly  Report  Cards  per  100, 1.00 

Special        "  <<<«<< _        .  50 

"■^Griffith's  Elocution. 1.50 

*       "        Drill  Book  in  Oratory, .75 

*Rolph's  Normal  System  of  Penmanship,  per  doz.        -        -        .        .    2.40 
*Chase's  Writing,  Speller  <fe  Detiner,  "  -        -        -        -         1.80 

Dr.  Gregory's  Map  of  Time, 7.00 

*"  "      Hand  Book  of  History, 1.25 

*"  "       Century  Book, .30 

Eggleston's  Sunday  School  Manual, -75 

Palmer's  Sabbath  School  Songs, .25 

Farmers  Record  and  Account  Book, -    3.00  to  5.00 

*Allin's  Map  Drawing  Book, 1.00 

Small  Scale, .25 

•'      Large  Scale  for  Blackboard, .50 

ADAMS,   BLACKMER  &  LYON, 

CHICAGO,  Illinois. 


AMERICAN  STANDARD  SCHOOL  SERIES. 


jScHOOL    Books 

PUBLISHED  BY 

JOHN  P.  MORTON  &  CO.,  LouisvUle,  Ky. 

OF 

THE  ART  OF  PEOSE  COMPOSITION  : 

By  JOHN  M.  BONNELL,  D.  D. 

This  popular  work,  prepared  by  an  eminently  skillful  teacher,  of  high  lit- 
erary attainments  and  cultivated  taste,  for  use  in  his  own  school  at  Macon,  Ga., 
is  now  in  general  use  throughout  the  South  and  West.  The  book,  before  its 
publication,  was  subjected  to  that  best  of  tests — use  in  the  class-room.  Its 
arrangement  is  simple  and  philosophical.  It  has  met  with  the  hearty  and  al- 
most unanimous  approbation  of  teachers  everywhere.     It  was 

Adopted  hy  the  California  State  Board  of  Edu- 
cation, July,  1S69. 


GRAMMARS,  READERS,  MATHEMATICS,   Etc. 

Butler's  Introductory,  and  Practical  Granunarg, 

Butler's  First  Book  in  Spelling'  and  Reading-, 

Butler's  Goodrich  Readers — First  to  Sixtli,  inclusive, 
Butler's  Common  School  Speaker, 

Bronson's  Elocution  and  Vocal  Pkilosopliy, 

Kavanaugli's  Original  Dramas,  Dialogues,   Ftc. 
Barbee's  Fii-st  Principles  of  Geology, 

Towne's  Primary,  Intermediate  and  Practical  Aritlimetics, 
Towne's  Mental  Arithmetic,   (in  Preparation . ) 
To-vme's  Algebra — Key  to  the  Algebra, 

Towne's  Geometry,  (in  Preparation, ) 
Towne's  Trigonometrv  and  Surveying,  (in  Preparation. ) 


^^'The  publishers  confidently  commend  their  books  to  the  attention  of 
Teachers,  School  Commissioners  and  Parents  as  possessing  the  highest  degree 
of  excellence.  These  books  are  used  by  the  best  teachers  in  Kentucky,  Vir- 
ginia, Alabama,  Mississippi,  Missouri,  Louisiana,  Tennessee,  Georgia,  Texas, 
Utah  Territory,  and  in  many  private  and  public  schools  throughout  the  North 
and  West;  and  we  feel  justified  in  predicting  that  they  will  become  the 

STANDARD  SCHOOL  BOOKS  OF  THE  SOUTH  AND  WEST. 

i,%  Copies  of  any  of  our  publications  will  be  sent  to  teachers  for  examination,  with  a  view 
to  introduction,  on  application  to 

JOHN    P.    MORTON    &    CO., 

Publishers.  Etc. ,  156, 158  Main  St.. 
0-3  LOUISVILLE,  Ky." 


First  Steps  in  Qeograpliy, 

Intended  to  precede  COKNELL'S  GEOGRAPHICAL  SERIES,  and  to  intro- 
duce the  little  pupil  pleasantly  and  profitably  to  the  Rudiments  of 
Geography.     One  beautiful  volume,  child's  quarto,  with 
numerous  Maps  and  Illustrations,  72  pages. 

CornelFs  Geographical  Series 

CONSISTS  OF 
I,    Primary  Geography.    Small  4to.     100  pp.    12  Maps.    Beau- 
tifully illustrated. 
II,    Intermediate    Geography,      Large  4to.      96  pp.      Revised 
edition,  brought  up  to  date,  with  new  and  additional  Maps  and 
numerous  Illustrations.   Contains  a  summary  of  Physical  Geography. 
Gramm,ar- School  Geography,     Large  4to,,  with  numerous 
Maps  and  Illustrations.     108  pp.     Contains  comprehensive  lessons 
on  Pliysical  Geography,  and  a  practical  system  of  Map  Drawing. 
Ill,    High-School    Geography   and   Atlas,      Geography,  large 
12mo.     Richly  Illustrated.     It  includes  Descriptive,  Physical,  and 
Mathematical  Geography.     Atlas,  very  large  4to.      Containing  a 
complete  set  of  Maps  for  study;  also  a  set  of  Reference  Maps  for 
family  use. 
THE  INTERMEDIATE  GEOGRAPHY  is,  in  accordance  with  the  author's 
plan,  designed  for  pupils  who  have  completed  a  primary  course  on  the  subject. 
It  possesses  all  the  advantages  of  arrangement  and  system  peculiar  to  the  first 
book  of  the  series.     It  clearly  explains  the  terms  used  in  Physical,  Political, 
and  Mathematical  Geography,  and  contains  a  judiciously  selected  and  care- 
fully systematized  amount  of  Descriptive  Geography.    The  work  also  embraces 
a  Pronouncing  Vocabulary  of  the  Geographical  names  contained  in  it,  giving 
the  population  of  places,  the  length  of  rivers,  etc. 

THE  GRAMMAlv-"SCHOOL  GEOGRAPHY  may  either  follow  the  Inter- 
mediate Geography  or  be  used  instead  of  it,  as  the  second  part  of  tne  series. 
The  chief  diff"erence  between  the  Intermediate  and  the  Grammar  School  is 
that  the  latter,  though  no  more  elevated  in  style,  is  fuller  in  detail,  presents 
a  greater  variety  of  map  questions,  and  a  larger  number  of  localities  to  be 
memorized.  Both  are  alike  philosophical  in  their  arrangement,  accurate  in 
their  statements,  chastely  and  lavishly  illustrated,  highly  attractive  in  their 
external  appearance,  and,  generally,  just  what  the  intelUgent  teacher  desires. 
THE  HIGH-SCHOOL  GEOGRAPHY  AND  ATLAS  are  intended  for 
High  Schools,  Academies  and  Seminaries.  They  cover  the  whole  ground  of 
Mathematical,  Physical,  and  Descriptive  Geography.  The  Atlas  will  be  found 
fuller  and  more  reliable  than  former  atlases,  and  will  answer  every  practical 
purpose  of  reference  for  schools  and  families. 

1^^="  A  copy  of  either  part  of  the  Series,  for  examination,  will  be  sent  by 
mail,  post-paid,  to  any  Teacher  or  School  Officer,  remitting  one  half  its  price. 

D.  APPLETON  &  CO.,  NEW  YORK. 

HAVE   JUST  PUBLISHED 

jfi  SeTies  of  Oubtliixe  J^a-ps, 

BY     THE      AUTHOR     OF     CORNELLs's      SERIES      OF      SCHOOL      GEOGRAPHIES, 

In  beauty  and  neatness  of  engraving,  convenience  of  size,  accuracy  of  state- 
ment, and  simpUcity  of  arrangement,  these  maps  are  superior  to  any  hereto- 
fore published.    Also, 

Cornell's  Cards  for  the  Study  and  Practice  of  Map  Drawing. 

Designed  for  the  use  of  Schools.  They  are  of  large,  but  convenient  size; 
and  neatly  put  up  in  sets. 

For  sale  by  all  Booksellers  throughout  Cktlifiyrnia  and  Oregon. 

HENRY  PAYOT  &  CO., 

BoolcMllers,  Publishers,  nnd  Atfonts  for  tlt«  sulo  of  the  Cornell's  Series  o/ 
Oeoirraphles,  620  and  C»^Washin|fton  street,  Sun  Francisco. 


S®®,«O#0    40®P113B    Bdlill  I 


Guyofs  Geographical  Series, 

0 

The  Most  Perfectly  Graded  and  Successfnl  Text  Books  in  Use. 


0 

Guyofs  Introduction  to  the  Study  of  Geography. 

Guyot's  Elementary  Geography,  for  Primary  Classes. 

Guyofs  Intermediate  Geography:  A  Study  of  Form  and  Location. 

Guyofs  Common  School  Geography: 

A  General  View  of  tlie  Continents,  and  all  the  Principal  Countries  of  the  Earth. 

These  Works,  in  addition  to  the  PHTSiCAii  Wall  Maps,  by  the  same  author, 
have  revolntionized  Geographical  teaching.  The  fascinating  style  in  which 
these  books  are  prepared,  the  clear  and  forcible  manner  in  which  Pbofessob 
Guyot's  views  of  the  relations  of  facts  in 

NATURE    AND    THE    HISTORY    OF    MAN 

are  presented ;  the  acceptance  of  these  views  by  the  most  eminent  scientific 
men,  and  teachers  generally,  as  well  as  the  general  desire  for  a  more  attractive 
and  satisfactory  mode  of  instruction,  have  contributed  to  the 

orej^t     success 

which  these  Geographies  have  obtained. 

Unsolicited  testimonials,  from  Teachers  using  Gutot's  Gbogeaphibs  are 
constantly  received  ;  and  the  practical  success  of  these  text-books  is  assured, 
by  the  genuine  welcome  and  hearty  appreciation  of  thousands  of  intelligent 
Teachers  throughout  the  country. 

0 

Extract  from  the  Eeport  of  Hon.  W.  K.  White,  General  Superintendent  of 
Free  Schools  for  the   State  of  West  Virginia,  recommending  Guyot's 
Geogkaphies  for  exclusive  use  in  the  Schools  of  the  State  : 
'  'In  teaching  Geography,  a  most  marked  revolution  has  been  e£fected.     In 
Guyot's  new  work  the  Teacher  wiU  find  a  welcome  assistance .    The  Interme- 
diate Geography  contains  all  that  is  at  present  needed  by  the  large  majority 
of  the  pupils  who  attend  our  schools.      The  '  Teachers'  Edition  of  the  Com- 
mon School, '  intended  solely  for  Teachers,  is  earnestly  recommended  to  those 
who  have  not  had  a  Normal  preparation." 

0 

*'  Guyot's  Maps  are  Incomparably  Superior."  pkof.  l.  agassiz. 

Guyot's  Wall  Maps,  L.arge  Series,  No.  1 ^71  00 

Guyot's  W^all  Maps,  Intermediate  Series,  No.  3 38  50 

Guyot's  Wall  Maps,  No.  3,  mounted  on  Rollers 35  00 

Guyot's  WaU  Maps,   Portfolio  Series 18  00 

Key  accompanies  each  Series,  free  of  cost. 
Guyot's  Classical  Maps,   (3  Maps,  $15  each, ) 45  00 

1^=*  Full  Descriptive  Catalogue,  wdth  Testimonials  from  promint  Teachers, 
of  every  State  in  the  Union,  sent  on  application . 

CHAJRLES  SCBIBNEH  &  CO., 

654:  Broadvray,  Newr  York. 

A,  MO  MAN  &  CO,,  San  Francisco,  Cal.  s-1t 


Popular    School    Books. 
New  Series  of  Geographies 

Is  now  complete  in  three  Books,  e»ch  of  whicli  has  recently  been  thoroughly 
revised.  These  Books  form  a  complete  Geographical  Course,  adapted  to  all 
grades  of  Schools,  and  is  the  most  compact  and  economical  series  now  pub- 
lished.   

The  New  Primary 

Presents  the  elementary  principles  of  Geogriq^hy  in  a  Series  of  Oral  Lessons, 
combined  with  concise  definitions,  in  a  difierent  style  of  type.  It  gives  a 
correct  idea  of  the  Earth  as  a  whole,  and  a  general  description  of  Continents 
ftnd  their  political  subdivisions. 

The  New  Intermediate 

Excels  in  systematic  arrangement  and  treatment.  The  topics  follow  each 
other  in  natural  order,  and  the  general  principles  and  descriptions  precede  the 
less  important  details.  The  text  is  concise  and  intelligible,  and  the  questions 
for  review  are  calculated  to  awaken  thought  and  stimulate  to  investigation. 
The  Maps,  which  are  new,  and  on  copper  plate,  are  unsurpassed  for  accuracy 
and  clearness,  one  of  them  being  a  full  paged  MAP  OF  CALIFOKNIA, 
exhibiting  the  Counties  of  the  State.  "^ 

The  New  Physical 

Has  been  entirely  re-written,  and  contains  the  results  of  the  investigations 
and  discoveries  of  the  most  eminent  Geographers  and  Scientific  Men  in  all 
parts  of  the  World  up  to  the  present  date.  It  contains  a  new  set  of  finely 
executed  Maps,  prepared  by  the  skillful  engravers  of  the  Coast  Survey,  Wash- 
ington, D.  C;  while  the  entire  subject  is  presented  in  a  brief,  but  compre- 
hensive manner,  and  in  a  state  of  completeness  not  hitherto  attempted  in  this 
country. 

No  higher  commendation  could  be  awarded  to  any  Series  of  Books  than 
that  received  by  Warren's  Series  of  Geographies,  by  their  use  in  most  of 
the  principal  cities  of  the  Union  for  many  years  and  by  their  re-adoption  aa 
fast  as  revised,  in  such  cities  as 

Boston, 

Providence, 

Washington,  X).  C, 
Philadelphia, 

St,  Louis,  Mo,, 
Chicago, 

Nashville, 

Sc,  <&c,^ 

And  thousands  of  other  Counties,  Cities  and  Towns. 

COWPERTHWAIT  &  CO.,  Publishers, 

PHILADELPHIA. 


Popular    School    Books. 

GREENE'S  NEW  SERIES  OP  GRAMMARS. 

Greene's  New  Introduction. 

Greene's  New  English  Grammar. 

Greene's  analysis  of  the  English  Grammar. 

These  Books  form  a  connected  Series,  but  either  is  complete  in  itself  and 
may  be  used  independently  of  the  others.  This  Series,  which  has  recently 
been  thoroughly  revised,  was  prepared  by  Prof.  S.  S.  Geeene,  of  Brown 
University,  and  is  the  result  of  a  long  and  careful  study  of  the  language  itself, 
as  well  as  the  best  methods  of  teaching  it.  The  Revised  Books,  although 
issued  but  a  short  time,  have  already  been  adopted  by  the 

State  Superintendent  of  Kansas, 
State  Commissioners  of  Minnesota, 
State  Commissioners  of  Arkansas, 
The  School  Board  of  Chicago,  111,, 
The  School  Board  of  St.  Louis,  Mo^, 

And  of  One  Thousand  other-  Cities  and  Towns  of  the  United  States. 


A  New  Work  on  Yocal  Grymnastics, 

BY  PKOF.  LEWIS  B.  MONKOE, 

Superintendent  of  Physical  and  Vocal  Culture  in  the  Boston  Public  Schools. 
102  pp.  D.;  12mo.    Illustrated,  Cloth.     Price,  $1.00. 
A  Book  for  every  Teacher  and  Student  of  that  most  elegant  of  arts.  Elocution 


IIV     THREE     SEJRIES. 

Tlie  School  Series— Nos.  1  to  9,  inclusive. 

Tlie  Ijadies'  Series — Nos.  10  to  13,  inclusive. 

Tlie  Mercantile  and  Ornamental  Series— Nos.  13  to  IS,  incliui-re. 

1? Otter  4&  Mammond's  Boolckeeping , 
Buard's  History  of  the  United  States, 
Cowdery's  Moral  Lessons t  &c,,  &c, 

JS^"  Correspondence  of  Educators  solicited. 

COWPERTHWAIT  &  CO., 

tf  PHHiADELPHIA. 


l$lltgtl 


MECHANICS'    INSTITUTE, 

Post  St.f  between  Montgomery  and  Kearny, 

SAH  FmAMOIi©@»  0A3U. 


TO  THE  PUBLIC  : 

The  undersigned  most  gratefully  acknowledge  the  large  and  increasing  pat- 
ronage bestowed  upon  the  "Pacific  Business  College  "  in  this  city,  more 
especially  as  the  attendance  for  the  last  few  months  has  been  larger  than  dur- 
ing any  period  since  it  has  been  established,  thus  showing  that  it  is  supplying 
an  important  and  needed  want  in  the  community. 

The  purpose  of  establishing  the  ' '  Pacific  Business  College  ' '  in  San  Fran- 
cisco was  to  furnish  young  and  middle-aged  men,  intended  for  mercantile  pur- 
suits, or  those  desirous  of  situations  as  Book-keepers,  Accountants  and  Sales- 
men, with  the  facilities  for  securing  a  Practical  BiLsiness  Education,  which 
would  enable  them  to  enter  speedily  upon  fields  of  usefulness  and  honor. 

The  course  of  study  pursued  has  received  the  endorsement  of  thorough 
business  men  in  this  city. 

Deeply  grateful  for  the  liberal  patronage  which  has  been  bestowed  upon  our 
Efforts  to  impart  a  sound  business  education,  we  assure  the  pubUc  that  no 
efforts  or  expense  will  be  spared  by  us  in  making  our  arrangements  as  com- 
plete and  thorough  as  possible,  and  we  trust  by  so  doing  to  merit  a  continu- 
ance of  public  patronage,  and  submit  our  claims  for  future  support. 

VINSONHALER  &  SEREGNI,  Principals. 


THE  aOI^D  MEDAL 


Ca©#iL  fTOHWlll, 


MANUI'A.CTUBED  BT 


W.JJ.PalmefSCo 


(SucceHHorH  to  Wigmore 
<fc  Palmer,) 

No.  604    Market   Street 
and  5  Sutter. 

8etn  Fr<i/nci*co, 


NEW  IMPROVED  SCHOOL  DESK. 


Patented    February    IStli,     1862, 


By  J.     S.     RANKIN. 


JPrices. 

Made  of  Redwood,  with  ma- 
ple legs  and  ends $6.00 

White  Cedar 7.00 

Spanish  Cedar,  or  Cherry . .     8.50 

Teachers'  Desks $18  to  $40.00 

Black  Board,  per  foot 40 

Settees,  per  foot 80 

Liquid   Slating,  for  Black- 
boards, per  quart 2.50 

Black  Board  Rubbers,  doz.     6.00 

Dumb-bells,  pair 50  to  2.00 

Rings 50 

Indian  Clubs $2.50  to  $3.50 


By  the  arrangement  represented  above,  two,  three  or  more  School  Desks 
are  connected  by  a  longitudinal  beam  or  board,  and  firmly  held  together.  The 
following  advantages  are  claimed  for  this  arrangement : 

1.  The  series  of  Desks  thus  formed  stand  very  firm  on  the  floor,  without 
being  in  any  manner  fastened  to  it. 

2.  They  can  be  removed  at  pleasure  by  adults,  in  a  few  minutes,  with  Httle 
or  no  expense. 

3.  They  present  fewer  obstacles  to  the  use  of  the  broom  than  any  Desk  in  use. 

4.  They  furnish  much  less  occasion  for  noise  than  other  School  Desks,  by 
presenting  less  surface  for  the  feet  to  strike  against. 

5.  They  are  superior,  also,  to  other  Desks  in  regard  to  the  convenience  of 
getting  in  and  out  of  them  with  ease. 

6.  In  appearance  they  are  neat,  and  when  properly  made,  even  elegant. 

7.  The  central  longitudinal  beam  separates  the  two  scholars  in  each  Desk, 
thu  8  givinj.':  to  the  arrangement  one  of  the  principal  advantages  claimed  for 
single  Desks. 

8.  They  are  simple  in  construction,  and  easily  made  "at  home"  by  any 
good  workman;  put  together  with  screws,  can  be  taken  apart  and  boxed. 

9.  They  can  be  more  easily  adapted  to  particular  tastes  and  circumstances, 
as  regard  height  of  seat  and  writing  board,  inclination  of  the  seat  and  back, 
etc.,  than  any  desk  that  is  supported  by  castings. 

10.  Thev  are  in  general  firmer  and  more  durable  than  Desks  that  require  to 
be  fastened  to  the  floor  by  screws  or  nails. 

11.  They  are  much  cheaper  than  any  other  good  desk — costing,  ordinarily, 
not  more  than  one  half  as  much. 

That  these  statements  are  true,  will,  it  is  believed,  be  apparent  to  teachers 
and  others  who  have  had  much  experience  in  using  and  furnishing  school 
rooms;  and  if  they  are  true,  it  is  equally  plain  that  the  advantages' obtained 
by  this  arrangement  are  very  great,  and  that  it  has  good  claims  to  the  notice 
and  favor  of  all  who  may  desire  to  assist  in  improving  the  appearance  of  our 
school  rooms  and  promoting  the  comfort  of  pupils  and  teachers. 

These  Desks  are  now  in  use  in  three  hundred  Schools  in  this  State,  many 
of  which  are  the  first  Schools  in  the  State.  They  give  entire  satisfaction,  and 
are  increasing  in  popularity.  Teachers,  County  Superintendents,  and  Trus- 
tees will  find  their  orders  promptly  filled.  All  the  best  styles  of  School 
Furniture  and  supplies  can  be  obtained  at  this  Institute.        Address, 

WARREN    HOLT, 

Pacific  School  Institute, 

411  Kearny  St.  bet  Pine  and  California, 

SAN  FRANCISCO. 


THIS  INSTITUTE  is  prepared  to  furnish  Schools  and  Seminaries  with  the  most  approved 
School  FrmNiruRE,  Appakattjs,  Stationeky,  and  all  other  School  Sxtpplies.  Having  ample 
facilities  for  manufacturing  and  importing  most  of  the  articles  used  in  Schools. 

Teachers,  County  Superintendents  and  Trustees,  will  find  their  orders  promptly  filled  with 
•rticleB  that  will  give  entire  satisfaction.     8^  The  numberg  refer  to  each'cut. 

411  Kearny  St.,  bet.  Pine  and  CsHifomia,  San  Francisco. 


,aton's  Mathematical   Series. 


IV  OW    TtE.A.r>T>r. 


t 


For  High  Schools  and  Academies. 


W.   F.  BRADBURY,  Author  of  a  Treatise  on  Trigonometry 
and  Surveying,  and  Teacher  in  Cambridge  High  School. 

Kfle  copies  mailed,  postage  paid,  for  examination  with  reference  to  intro- 
duction, on  receipt  of  60  cents. 


ihe  publishers  present  this  work  to  the  educational  public  as  a  part  of 
m's  Mathematical  Series.  The  acknowledged  ability  of  the  author  as 
athematician  and  his  practical  experience  as  a  teacher  peculiarly  fit 
i  to  prepare  a  book  of  this  grade. 

his  work  is  designed  for  those  pupils  who  are  just  commencing  Alge- 
and  can  be  taken  up  immediately  after  completing  any  Common 
Ool  Arithmetic. 

s  far  as  practicable  in  a  work  of  this  character,  the  same  general 
|.  has  been  followed  that  has  made  Eaton's  Arithmetics  so  popular  and 
labor  spared  to  adapt  the  book  to  the  wants  of  pupils  beginning  this 
|ich  of  study. 

Ipecial  attention  is  invited  to  the  arrangement  of  the  Equations  in 

jiination  ;  also,  to  the  second  Method  of  Completing  the   Square  in 

jcted  Quadratics,  and  to  the   number  and  variety  of   the   examples 

n  in  the  body  of  the  work  and  in  the  closing  section. 

)me  topics  are  omitted  as  not  appropriate  to  an  elementary  work  and 

ferent  arrangement  of  subjects  made  from  what  is  presented  in  other 

!)bras.     This  feature  will  recommend  the  book  to  many  teachers  who 

dissatisfied  with  the  Algebras  now  published. 

;ie  utmost  conciseness  consistent  with  perspicuity  has  been  studied 

jughout  the  work. 

|tie  mechanical  execution  of  the  book  is  believed  to  be  of  such   a 

mov  character  as  to  commend  it  to  all. 

'.'he  attention  of  educators  is  respectfully  invited  to  EATON'S  AKITHMETICS.  Thi« 
;3  has  recently  been  introduced  into  nearly  150  towns  in  Massachusetts,  about  one  half  of 
ichools  of  Rhode  Island,  and  110  cities  and  towns  of  Connecticut ;  more  than  lOOprom- 
'  places  in  Iowa  ;  is  in  exclusive  use  in  the  Public  Schools  in  Boston  ;  is  the  only  Series 
•rized  for  the  States  of  California  and  Nevada,  and  is  used  very  extensively  throughout 
mntrj', 

descriptive  Catalogues  sent  on  application. 
!  Address  : 

successoks  to 
TAGGARD  &  THOMPSON, 

29  Cornliill,  Boston, 


A.   ROM^^  &   CO., 

Booksellers,  Publishers  &  Statiom 

4:17  <&  4:lf)  MONTGOMERY  STREET, 

rNVITE  the  attention  of  the  BOOK  TEADE  and  the  Public  generally  to  their  extensive 
of  BOOKS  AND  STATIONERY,  which  is  the  largest  and  best  selected  on  the  1 
Coast,  and  oflFered  at  the  lowest  rates,  "Wholesale  and  Retail. 
We  have  just  issued  Special  Cataloguas  of  our  stock  of 

School  Books,  Medical  Works, 

Relig^ious  and  Theolog^ical  Book 

And  the  books  recommended  by  the  STATE  BOARD  OF  EDUCATION  for 

PUBLIC    SCHOOL    LIBRARIES, 

Any  or  all  of  which,  together  with   terms,  and   any  desired  information,  will  be  sent  f 
application.     Orders  for  anything  in  the  Book  or  Stationery  line  will  meet  A\dth  promj 
careful  attention, 
8^"A  Liberal  Discount  allowed  to  the  Trade,  Teachers,  Libraries  and  Clergymen. 


We  also  invite  attention  to  the  following 

New  and  Attractive  Juvenik 

FAIRY  TALES  frotn  Gold  Larid;  By  May  Wentwokth.     The  scenes  of 

most  of  these  tales  are  laid  in  California.     IGmo.,  cloth.     Illustrated <^. 

FAIRY  TALES  from  Gold  Land:  By  May  VVentwoeth.     Second  series. 

IBmo.,  cloth.     Illustrated 

GOLDEN  DAWN ;  By  May  Wentwokth,     16  mo.,  cloth.     Illustrated 

THE  GOLDEN  GATE  LIBRARY.    Comprising  the  three  volumes  above, 

put  up  in  a  neat  case « 

A  YOUTH'S  HISTORY  OF  CALIFORNIA;  By  Lucia  Noeman.  A 
pojnilar  history  for  all  classes  of  readers,  young  and  old.  12mo.,  cloth.  Illus- 
trated   

A  BOY'S  TRIP  across  the  Plains;  By  Laura  Preston.      IGmo.,  cloth. 

Illustrated 

Z^^rijE^TO OIT/  A  new  Juvenile,  by  Carrie  Cablton.  lOmo.,  cloth.  Illustrated,  j 
NO  BABY  IN  THE  HOUSE,  and  other  Stories.     By  Clara  G.  Dolliver. 

16mo.,  cloth.     Illustrated j 

ANNOUNCLMENTS-Ready   Oct.  1st. 

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THE  CANDY  ELEPHANT,  and  other  Stories;    By  Clara  G.  Dolliver. 

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THE   CALIFORNIA   MEDICAL   GAZETT 

Devoted  to  Medicine,   Sur^fery,   and  tlie  Collateral  Sciences. 

lb  publiHhed  on  the  Ist  of  every  month.      Subscription  price,  $5  per  annum;  "single  numbers,  50  cc] 
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?7   UOWARD  STREET,  417  and  410  Montaoiucry  St 

New  Yorh,  San  Erancisco, 


DECEMBER,   1869. 


Vol.  VII.l 


<%:>m> 


[No.  G. 


C^ 


Y^^otnia  Teac/j 


(^r. 


A  JOURNAL  OF 


AND    OFFICIAL    ORGAN    OF    THE 

Department  of  Public  Instruction, 


EDITORS : 

O.  P.  FITZGERALD  and  A.  L.  FITZGERALD. 


Contribating  Editors,  Elected  by  the  State  Educational  Society : 
MISS  LAURA  T.  FOWLER,  EBENEZER  KNOWLTON, 

MISS  CLARA  G.  DOLLIVER,  H.  P.  CARLTON. 


SAN    FRANCISCO: 
California  Educational  Society, 

Publication  Rooms,  No.  710  Washington  Street, 
,H.  f).  CAUfi  t6  CO.,  l^rinlert,  532  Clay  SUeel. 


>W^< 


TERMS— TWO  DOLLARS  PER  ANNUM  payable  invariably  in  Advance. 

A.ddreii8:    "Ci%.l.lFOieHIiL  TEACHER,"   San  Fnmcl«co. 


NEW  AND  VAT.UABT^E  SCHOOT.  BOOKS. 


New  Text-Books  in  the  Natural  Sciences. 

-  I 

g    !  THE    CAMBRIDGE    COURSE   IN   PHYSICS.    By  w.  J. 

^  EoLFE  and  J.  A.  Gillet,  in  three  volumes, 

^  CIIEMISTIIY  AXD  ELECTRICITY. 

/^  NATURAL  rillLOSOrilY. 

P-H  ASTRONOMY. 

f^  I  A  shorter  course  in  three  smaller  volumes  : 

^^^    I  IIANDnOOK  OF  CHEMISTRY, 

(O    I  lIANDnOOK  OF  NATURAL  nilLOSOPIIY. 

^    !  HANDBOOK  OF  THE  STARS. 

Q/^-    \  This  popular  course  of  Physics  lias  been  ollicially  adopted  by  the  State  Board  of  ^Faryland 

and  Minnesota,  and  is  already  used  in  whuh'  or  in  part  in  tlie  cities  of  Jialtinion-,  Pittsburg, 

»^  "Wheeling,  Itiehmond,  Suvann  ih.CharJestcui.  Mobile.  New  Orleans, Gal ves" on,  Memphis,  Nasli- 

Q^  ville,  Louisville.  St.  Louis.  Milwaukee.  Bloomington.  Detroit.  (Uucinuatti,  Columbus,  Dayton. 

r_)      I  Cleveland.  St,  Joseph.  Bu'Talo,  Itochester.  Newark,  Worcester,  Taunton,  Lowell,  Bangor,  Law- 

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I — I 


MACILLS'  FRENCH  SERIES. 

n-n    I    A  French  Grcun/inar.    1  vol.  12mo. 

CJ)  j  A  Key  to  the  Exercises  in  the  Author  ^s  French  Grammar. 
^  An  Introdtictorj/  French  Header.  By  Edw'd  H.  Magill,  1  vol.l2mo. 
'"Tl       In  preparation — Book  of  French  Frose  and  Foetry.    In  1  volume, 

^    j  THE  NEW  LATIN  COURSE. 

r~H  \  Comprising  in  one  volume  r.U  the  Latin  Prose  required  for  entering  Colleges,  and  the  only 
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[XJ     I     PR  blPAHAlO  UY  L.VL'IN   PROSE   BOOK.    Crown  8vo.  pp.  000. 

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rv  .     j  Latin  Poetry,  with  Notes  and  Grammatical  References.     By  J.  H.  Hanson,  A.iVI..  and  W. 

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ry-j   ;  GERMAN.— A  nev7  element-a ry  German  grammar, 

r-    I  By  Gabeiel  Campbell,  Professor  in  State  University  of  Minnesota. 

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nARTHOLiOMEAV'S  nR.\AVIN»  BOOKS-  ^ew  Series.  This  series  of  books, 
■when  complete,  will  consist  of  VI  numbers.  Three  of  the  series  are  now  ready.  Lach  numbir 
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Q^  I  paper  Of  superior  quality.  Instruction  accompanies  each  book.  Inconneetion  with  many  of 
. — .  1  these  books,  a  Guide  has  boen  prep.ared  for  the  use  of  Teachers  and  more  advanced  i)upils. 
^^     :  DRAWIIVa  SliATES.     A  New  Article.     Biirtliio]oint>^v'!i  Primury  School 

^^         Slute.    With  a  series  of  progressive  Lessons  in  Writing  and  Drawing. 


Payson,  Dunton  &  ScRiBNER's  National  System  of  Penmanship. 


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H.  H.  BANCROFT  &  COMPANY, 

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THE 


California  Teacher 


DECEMBER,      18G9 


Yol.  YII.  SAN  FRANCISCO.  JTo.  6. 


ALAMEDA  COUNTY  TEACHERS'  INSTITUTE. 


This  Institute  commenced  pursuant  to  tlie  call  of  tlie  County 
Superintendent,  A.  L.  Fuller,  in  the  Lafayette  Grammar  School 
room,  on  Tuesday,  Oct.  12,  1869. 

The  Superintendent  called  the  Institute  to  order  promptly  at 
11  o'clock,  A.M. ,  and  in  his  opening  address  said: 

"  The  Institute  had  been  called  in  conformity  with  the  School 
Law.  They  had  convened  to  -  counsel  with  each  other  and  to 
consult  concerning  the  great  work  in  which  they  were  engaged, 
that  they  might  when  they  dispersed  perform  their  duties  the 
more  efficiently.  It  needs  no  argument  to  prove  the  efficiency 
of  a  well  regulated  Institute.  The  various  shortcomings  to  be 
found  in  the  schools  are  too  well  known  to  need  repetition,  and 
each  thoughtful  teacher  has  doubtless  thought  of  some  plan  or 
system  for  their  correction,  and  by  a  comparison  of  ideas  they 
can  be  of  mutual  profit  to  each  other.  If  the  experience  of  one 
teacher  can  benefit  another,  how  much  greater  should  be  the 
benefit  where  sixty  of  them  assemble  and  interchange  ideas  ?  A 
year  ago  there  was  a  four  days'  session,  which  was  attended  with 
the  most  beneficial  results,  and  none  who  were  then  present 
failed  to  accomplish  much  more  during  the  year  than  if  they  had 
not  participated.  He  hoped  that  no  exercise  that  might  come 
before  them  would  be  entirely  without  benefit  to  some,  though 
it  was  hardly  possible  to  expect  that  all  the  exercises  would  be 
equally  profitable.  During  the  past  seven  years  he  had  attended 
every  Institute  that  had  been  held  in  the  county,  and  the  effi- 
ciency of  the  teachers  has  uniformly  advanced.  The  average 
number  of  months  during  which  the  schools  have  been  kej)t  open 
during  the  year  ending  July,  1869,  is  greater  than  ever  before. 


142  Alameda  County  Teachers'  Institute.  [Dec. 

and  the  salaries  of  teachers  have  been  raised  on  the  average  of 
$18  per  month.  Last  year  there  were  expended  in  Alameda 
county,  for  school  purposes,  upwards  of  $40,000;  and  this  year 
the  appropriations  for  this  jouri^ose  are  likely  to  exceed  $45,000. 
The  peojDle  are  recognizing  teaching  as  a  science,  and  are  appre- 
ciating the  labors  of  the  teacher.  He  recommended  that  a 
standing  committee  be  appointed,  to  whom  various  questions 
that  might  be  propounded  should  be  referred,  and  who  should 
present  a  report  each  morning. " 

After  the  election  of  a  Secretary,  the  roll  of  the  teachers  in  the 
county  was  called  as  follows: 

Lafayette  Grammar  School — J,  B.  McChesney,  Principal;  Miss  Smith,  As- 
sociate; Miss  Jewett,  Miss  J.  Laugtadter,  Miss  M.  Lichtenthaler  and  Miss 
Emily  E.  Jayne.  Prescott  Grammar  School  -A.  W.  Brodt,  Principal;  Mrs. 
Wheelock,  Assistant;  Miss  Sailor  and  Miss  Mary  J.  Alexander,  Primary  No. 
1 — Principal,  Miss  Harkness;  Miss  E.  P,  Brown  and  Miss  M.  E.  Ludwig. 
Primary  No.  2 — Principal,  Mrs.Hoit;  Miss  Betancue  and  Miss  Georgie  Smith. 
Primary  No.  3— Principal,  Mrs.  Eichardson,  and  Miss  J.  Nesbitt,  Alameda — 
Miss  Griffin  and  Miss  Bannister.  Alvarado — Mr.  A.  J,  Farley,  Miss  Maggie 
Listen.  Alviso — Mrs.  Bates.*  Brooklyn  -Mr.  J.  H.  Sumner,  Mrs.  W.  J. 
Hamilton,  Miss  D'Arcy,  Miss  Patton  and  Miss  Sanderson,  Centerville — Miss 
Hilton.  Cosmopolitan — Mr.  J.  T.  Jones.  Eden  Vale — Miss  Christine  Hart. 
Encinal— Miss  E.  A.  Evans,  Miss  Clara  B.  Porter.  Eureka  -Miss  A.  S.  Bar- 
nard. Laurel — Mr.  John  Yule  and  Miss  M,  A.  Kimball.  Lincoln — Miss  C. 
L.  Thompson.  Livermore  —Mr.  E.  G.  Coe.  Lockwood — Miss  Hicklin. 
May — Miss  Bradbury.  Mission  San  Jose — Miss  M.  E,  Tourlelotte.  Mur- 
ray— Mr,  L.  C.  Clarke.  Ocean  View — Mr.  S.  A.  Penwell.  Palmyra — Miss 
Maggie  Halley.  Peralta — Miss  L.  F.  Charles.  Pleasanton — Mr.  J.  C.  Gilson. 
Redwood — Miss  M.  E.  Randall.  San  Lorenzo — Mr.  0.  F.  True.  Sunol  — 
Miss  Katie  Moran,  Temescal — Mi^^s  E,  M.  Harvey.  Townsend — Mr.  S,  S. 
Saul.  Union— Mr,  C.  Howe,  Miss  E.  L.  Whitmore,  Mrs.  Pratt,  Miss  M.  E. 
Pratt.  Vallecito -Miss  E.  R.  Tucker.  Washington— Mr.  J.  T.  Finlayson. 
Warm  Springs — John  Curraugh. 

"  Let  Us  Sing  Merrily  "  Avas  now  beautifully  executed  by  an 
impromptu  choir.  Miss  Emma  Smith  presiding  at  the  piano. 

Prof.  A,  L.  Fitzgerald,  editor  of  the  Caijfornia  Teacher,  hav- 
ing been  invited  for  the  purpose,  delivered  the  Salutatory  Ad- 
dress. This  address  concisely  but  very  ably  discussed  the  theory 
and  practice  of  teaching.  Subsequently  the  Institute  passed  a 
resolution  requesting  a  copy  of  this  address  for  publication,  and 
consequently  it  will  appear  in  the  Teacher.  [The  editor  of  the 
Teacher  leaves  out  his  address,  to  give  place  to  more  interesting 
reports  and  essays.] 

The  following  committees  were  chosen : 

Order  of  Business — Messrs.  Tait,  Fuller,  Brodt  and  Clarke, 
and  Mrs.  Wheelock  and  Miss  Harkness. 

Introduction — Messrs.  Howe,  Fuller  and  McChesney,  and 
Mrs.  Wheelock  and  Miss  Jewett. 

On  School  Discipline — Mrs.  Hoit  and  Miss  Harkness. 

Music — Miss  Brown,  Miss  Smith  and  Miss  Hamilton,  and  Mr. 
True. 

On  motion,  Professor  Carr,  of  the  Sbate  University,  was  in- 
vited to  deliver  a  brief  address  in  the  afternoon . 


1869.]  Alameda  County  Teachers'  Institute.  143  • 

Mr.  Spencer  was  added  to  the  Committee  on  Music. 

AFTEKNOUN    SESSION. 

Music — "  Mountain  Maid's  Invitation." 

The  Committee  on  Business  made  the  following-  report:. 

Daily  Session — Morning:   10  a.m.  to  12  m.     Afternoon:    1  p.m. 

to  3  P.M. 

Introductory  Exercises — Roll  Call,  Singing,  Prayer,  Singing. 

Special  programme  to  be  arranged  from  day  to  day . 

"  The  Proper  Ventilation  of  School  Rooms  "  elicited  a  warm 
debate. 

Mr.  Tait  said  the  school  room  should  be  well  aired  before  and 
between  school  hours.  All  should  leave  the  school  room  at  re- 
cess. Curtains  should  be  fastened  twelve  inches  from  the  top, 
so  as  to  let  the  air  pass  over  the  lowered  sash. 

A  teacher  recommended  curtain  fixtures  he  saw  at  the  Me- 
chanics' Fair,  which  can  be  rolled  upward  or  downward  at  will. 

Mr.  Fitzgerald  recommended  great  care  when  scholars  return 
heated  from  the  playground. 

Miss  Barnard  recommended  always  opening  the  window  for 
ventilation,  on  the  side  from  the  wind. 

Miss  Harkness  and  others  suggested  thermometers  to  deter- 
mine the  temperature  of  school  rooms. 

Mr.  Brodt  thought  the  architecture  of  school  houses  very 
faulty  in  regard  to  ventilation.  The  windows  ought  to  be  so  ar- 
ranged as  to  avoid  a  direct  or  strong  current  of  air. 

The  next  question  submitted  was :  Is  it  right  to  detain  a  pupil 
in  the  school  room  after  school  houi-s  for  any  purpose  ? 

Mr.  Howe  expressed  himself  decided!}^  in  the  negative. 

Mrs.  Hamilton  and  Mrs.  Hoit  thought  a  judicious  use  of  time 
with  scholars  in  the  school  room  after  school  hours  beneficial; 
but  the  time  so  used  should  be  quite  limited — never  sufficient  to 
exhaust  the  energies  of  the  teacher. 

Miss  Harkness  thought  the  teacher  and  scholars  should  appear 
in  the  school  room  promptly  and  leave  it  just  as  promptly. 

Mr.  Tait  also  said  he  believed  in  teachers  performing  all  their 
work  in  the  hours  prescribed  by  the  law.  These  hours  were  suf- 
ficient for  all  their  duties,  and  sufficient  to  exhaust  all  their  en- 
ergies. 

Mr.  Fitzgerald  recommended  that  a  dull  or  lazy  boy  be  j)ut  in 
charge  of  a  fellow  pupil. 

Mr.  True  thought  that  when  a  teacher  had  faithfully  employed 
the  hours  fixed  by  the  law,  it  would  be  injustice  to  the  school  as 
well  as  the  teacher  for  him  to  exhaust  his  powers  by  extra  exer- 
tions with  a  single  pupil. 

After  the  debate,  w^hich  was  very  spirited,  a  show  of  hands  de- 
cided the  question  in  the  negative. 

The  remainder  of  this  afternoon  was  occupied  by  Professor 
Carr  in  lecturing  upon  chemistrj\     The  Professor  illustrated  his 


144  Alameda  County  Teacher's'  Institute.  [Dec. 

lecture  by  a  number  of  beautiful  experiments,  and  he  was  com- 
plimented by  a  vote  of  thanks. 

SECOND  DAY. 

The  session  this  morning-  was  opened  withprayer  by  the  Kev. 
J.  E.  Benton. 

Miss  S.  N.  Jewett,  of  the  Lafayette  Grammar  School,  opened 
the  discussion  on  Eeading.  This  lady  had  one  of  her  classes 
present,  and  showed  in  a  very  hapjDy  manner  her  method  of 
teaching  the  important  art  of  reading.  She  first  caused  her  pu- 
pils to  prepare  themselves  for  the  vocal  effort  by  filling  and  ex- 
hausting their  lungs  a  number  of  times,  exacting  deep  and  full 
inspirations  each  time.  She  then  pronounced  a  number  of 
words  selected  from  the  lesson  in  hand,  causing  the  class  to  pro- 
nounce them  in  like  manner.  The  excellent  reading  of  Miss  J. 's 
bright  pupils  convinced  all  present  of  the  excellence  of  her 
method,  and  of  her  superior  ability  as  a  teacher. 

Kev.  Mr.  Benton,  being  present,  participated  in  the  debate 
which  followed  the  class  exercises.  He  thought  reading  should 
be  in  a  natural  tone,  and  with  a  natural  manner. 

Mr.  McChesney  thought  reading  a  very  important  branch  of 
learning — more  important  than  teachers  usually  think  it  is.  In 
answer  to  a  question  by  Mr.  Penwell,  he  said  distinct  articula- 
tion is  the  great  desideratum  in  reading,  and  that  this,  with  an 
understanding  of  what  is  read,  is  the  object  to  be  sought  in 
teaching  reading. 

Mr.  Coe  agreed  with  Mr.  McChesne3^ 

Mr.  Benton  thought  the  breathing  exercise  preparatory  to 
reading  ought  to  be  universally  adopted — it  was  really  excellent. 

Miss  Jewett  thought  a  child  could  not  read  well  lessons  not 
well  understood,  and  inquired  whether  pupils  should  not  be  kept 
on  each  lesson  until  it  is  thoroughly  understood  and  correctly 
read. 

Mr.  Farley  said  there  is  a  great  variety  of  styles  of  reading, 
each  one  pronounced  excellent.  He  named  Murdock  and  a 
number  of  other  distinguished  readers,  no  two  of  whom  read 
alike,  and  still  each  is  reckoned  a  master  elocutionist.  He 
therefore  inclined  to  the  belief  that  there  was  no  very  clear 
standard  for  good  reading. 

Mr.  Howe  thought  the  trouble  in  teaching  reading  in  common 
schools  is  having  books  with  matter  the  pupils  do  not  understand. 

Music  by  the  choir. 

Miss  Lichtenthaler  briefly  illustrated  the  manner  of  teaching 
colors  with  color  charts.  UiDon  the  question  whether  the  study 
of  colors  should  be  considered  important  there  was  a  variety  of 
opinion. 

Miss  Harkness  delivered  a  short  lecture  upon  Penmanship, 
and  illustrated  her  method  of  teaching  it  on  the  blackboard. 

Her  method  combines  the  good  features  of  Spencer's  and  Pay- 


1S69.]  Alameda  County  Teachers'  Institute.  145 


son  &  Dunton's.  She  uses  but  three  elementary  lines  or  princi- 
ples— the  straight  line,  and  the  right  and  left  curved  lines.  She 
places  the  right  side  to  the  desk,  and  has  an  exercise  of  half  an 
hour  each  day. 

Miss  Smith  said  she  preferred  the  front  position  at  the  desk, 
and  Miss  H.  said  she  did  not  disapprove  of  it. 

AFTEKNOON    SESSION. 

Music. 

On  motion  of  Mr.  Howe,  a  committee  to  report  a  uniform  plan 
for  keeping  the  Roll  of  Honor  was  appointed,  consisting  of  Mr. 
Howe,  Mrs.  AVheelock  and  Miss  Kimball. 

The  subject  of  Penmanship  was  again  introduced,  and  debated 
by  Mr.  Coe,  Miss  Kimball  and  Miss  Harkness. 

Music — Song  by  Miss  Porter. 

Prof.  Carlton,  of  the  State  Normal  School,  was  now  intro- 
duced, and  delivered  a  very  interesting  lecture  upon  Natural 
History.  He  said  that  his  particular  hobby  was  natural  history, 
but  he  promised  not  to  weary  his  hearers,  though  he  would  give 
them  a  sermon,  taking  his  text  from  the  Book  of  Job :  '  'Ask  thou 
the  beasts,  and  they  shall  teach  thee;  the  fowls  of  the  air,  and 
they  will  tell  thee;  and  the  fishes  of  the  sea,  and  they  will  de- 
clare it  unto  you. "  The  speaker  referred  to  a  Commission  that 
was  some  time  since  chosen  by  the  English  Government  to 
examine  into  the  w^iole  subject  of  education,  and  report  the  re- 
sult of  their  labors.  Their  examinations  were  most  elaborate 
and  critical;  Oxford  and  Eton  passed  under  their  inspection,  as 
well  as  the  humbler  schools  of  the  land,  and  their  report  was 
exhaustive.  It  was  found  that  the  minds  of  distinctive  character 
were  drawn,  as  if  by  a  maelstrom,  into  the  study  of  the  dead 
languages  and  mathematics,  and  that,  in  the  schools  of  every 
grade,  the  natural  sciences  were  neglected  or  not  taught  at  all, 
though  they  are  as  good  a  means  of  disciplining  the  mind,  and  En- 
glish studies  are  often  ranked  as  of  secondary  importance.  The 
eminent  men  of  science  did  not  come  through  any  of  the  great 
universities,  but  from  other  walks  of  life.  The  natural  sciences 
did  not  anj'^where  form  a  basis  for  the  promotion  of  scholars;  no  re- 
wards were  offered  to  those  ^vho  might  excel  in  them,  and  con- 
sequently no  inducement  for  emulation.  Herbert  Sj)encer 
truthfully  wrote  that  what  our  school  carriculums  have  almost 
entirely  omitted  is  of  the  most  importance  to  men  in  their  daily 
vocations.  Had  the  only  means  of  education  in  England  been 
by  the  established  schools,  th:it  country  would  never  have  ad- 
vanced to  a  position  superior  to  that  held  by  it  during  the  feudal 
ages.  In  our  own  country,  chemistry  and  geology  find  a  place 
in  our  educational  institutions,  but  in  respect  to  the  others, 
there  can  be  no  advantage  claimed  over  the  mother  country.  It 
is  but  very  recently  that  an  attempt  has  been  made  to  give  the 
natural  sciences  a  place  in  our  colleges,   and   heretofore  their 


146  Alameda  County  Teachers'  Institute.  [Dec. 

scientific  collections  have  been  kept  for  show,  rather  than  use. 
These  studies  have  not  ranked  with  the  classics  or  mathematics. 
Our  own  scientific  men  have  not  generall}^  been  educated  at  our 
most  i^romising  institutions.  A  new  life  has  lately  been  infused, 
the  instituting  of  the  Lawrence  Scientific  School  being  the  dawn 
of  a  new  era,  and  the  leaven  thus  produced  has  exerted  an  in- 
fluence now  being  felt  all  over- the  country.  The  Pi'ofessor 
maintained  that  some  elementary  scientific  principles  should  be 
taught,  even  in  our  primary  schools,  and  they  should  be  taught 
in  every  department  of  the  schools.  It  would  develop  the  per- 
ceptive powers  of  the  young.  It  will  enlist  attention  and  store 
their  minds  with  valuable  knowledge.  Many  youths  go  direct 
from  the  district  school  room  into  the  business  of  the  world,  and 
unless  they  there  receive  such  knowledge,  they  are  not  likely  to 
ever  possess  it.     Every  boy  can  and  should  be  his  own  botanist. 

The  Professor  dwelt  at  great  length  upon  the  wonders  of  the 
animal  kingdom,  the  utility  of  the  natural  sciences  and  their 
application  to  the  commonest  wants  of  life.  After  presenting 
this  view  of  the  matter,  he  dwelt  upon  the  marvels  unfolded  by 
an  examination  into  the  works  of  nature,  and  found  that  there 
was  more  wonderment  than  the  investigations  into  ghosts  and 
spirits,  viewing  a  pine  table  with  a  silly  woman  at  one  end  and 
a  sillier  man  at  the  other.  From  the  anatomy  and  habits  of  in- 
sects was  conceived  the  idea  of  the  tunnel  under  the  Thames. 
From  the  same  sources  was  derived  the  model  of  the  Crystal 
Palace,  the  diving  bell,  and  many  of  the  mechanical  tools,  as 
the  dentist's  f  ■  )rcei)s.  The  speaker  expatiated  upon  the  wonders 
of  the  insect  kingdom,  and  was  listened  to  with  a  high  degree  of 
interest  by  his  audience.  He  closed  by  a  few  reflections  upon 
the  fact  that  a  science  possessing  so  much  to  interest  and  instruct 
has  been  so  neglected  in  our  educational  system,  and  exj^iessed 
the  hope  that  the  teachers  of  California  would  awaken  to  the  im- 
portance of  accomplishing  the  desired  reform. 

The  debate  which  ensued  after  this  lecture  drifted  into  "  ob- 
ject teaching. "  This  drew  out  the  Professor,  who  has  some  well 
considered  and  very  decided  opinions  upon  this  subject,  and  he 
was  recpiested  by  vote  of  the  Institute  to  read  an  essay  which  he 
had  prepared  for  another  occasion.  The  essay  was  a  very  con- 
cise and  logical  production,  intended  to  demonstrate  the  incom- 
parable superiority  of  the  object-system  of  instruction,  for  at 
least  primary  scholars,  over  all  others.  It  is  adopted  by  the 
State  Normal  School  and  he  hopes  to  see  it  adopted  by  every 
school  in  the  State.  The  tendency  for  the  past  few  years  has 
been  towards  the  adoption  of  such  a  system,  founded  as  it  is 
upon  the  natural  laws  of  mental  development.  The  sj^stem  has 
been  introduced  into  almost  eveiy  State  in  the  Union,  and  is 
gaining  popularity  as  fast  as  it  merits  become  understood.  He 
pictured  its  benefits  in  most  glowing  colors. 

At  the  conclusion  of   his  address  Mr.  Tait  took  the  floor  and 


1869.]  Alcnneda  County  Teachers'  Institute.  147 

expressed  his  belief  that  there  was  not  a  short  or  patent  method 
of  obtaining  an  education,  and  he  proved  the  impossibilities  of 
teaching  4he  higher  studies  upon  the  new  plan.  He  maintained 
that  the  two  studies  especialW  important  and  calculated  to  give 
the  mind  proper  discipline  are  the  classics  and  mathematics. 

Mr.  Benton  wanted  Prof.  Carlton  to  give  his  plan  for  putting 
the  "  objective  system  "  into  practice,  but  time  precluded  a  com- 
pliance*with  the  request. 

Prof.  Carr  said  the  "  objective"  idea  is  as  ancient  as  Socrates, 
at  least,  and  it  is  a  correct  idea. 

Adjourned  to  Bray  ton  Hall  at  half-past  seven. 

Prof.  Russell's  lecture  on  elocution,  this  evening,  was  listened 
to  by  a  large  and  appreciative  audience,  in  addition  to  the  mem- 
bers of  the  Institute. 

THIKD  DAY. 

Two  songs  were  rendered  this  morning,  by  the  Choir,  "  Full 
and  Harmonious"  and  "  Come,  Cheerful  Companions,"  Miss 
Porter  presiding  at  the  piano. 

The  session,  this  morning,  was  occupied  with  the  discussion 
of  grammar.  The  discussion  was  opened  by  the  Secretary  of 
the  Institute  by  reading  a  synopsis  of  the  opinions  expressed 
upon  the  topic  at  the  last  California  State  Institute,  the  sub- 
stance of  which  is,  that  the  science  of  grammar  as  now  estab- 
lished, and  the  present  mode  of  teaching  the  use  of  the  English 
language  is  very  imperfect,  so  much  so  that  the  time  spent  with 
them  in  the  public  schools  is  nearly  all  lost. 

Mr.  McChesney  thought  the  correct  use  of  the  English  lan- 
guage could  be  readily  acquired  without  dividing  the  words  of 
it  into  parts  of  speech,  perhaps  more  readily  than  by  the  present 
mode;  that  to  acquire  the  ability  to  use  words  correctly,  we  need 
not  learn  to  call  them  nouns,  verbs,  adjectives,  etc.  It  would  be 
sufficient  to  teach  the  learner  the  use  of  words  and  the  ideas 
they  represent,  and  then  let  him  make  use  of  them  according  to 
the  best  models  he  can  obtain  among  good  writers.  The  lady 
corresj)ondent  of  the  S.  F.  Times,  commenting  favorably  upon 
Mr.  McChesney's  remarks,  said  they  were  endorsed  by  many 
present. 

Mr.  Fitzgerald  thought  the  trouble  was  in  giving  the  parts  of 
speech  wrong  names,  and  in  attempting  to  make  the  English 
language  conform  to  the  rules  of  others  to  which  it  has  no  anal- 
ogy in  structure. 

Prof.  Carr  said,  there  are  principles  in  grammar,  but  they  are 
poorly  set  forth  in  the  text  books  now  in  use.  He  had  studied 
Murray  in  the  usual  way,  but  the  time  spent  in  doing  so  was 
almost  lost;  believed  he  would  have  learned  much  more  by  hav- 
ing had  a  few  of  the  elementary  principles  connected  with  the 
use  of  the  language  explained  to  him.  Warming  ujd,  the  Pro- 
fessor said,  he  sometimes  wished  that  all  the  text-books  now 


148  Alameda  County  Teachers'  Institute.  [Dec. 

extant  could  be  done  away  with,  for  lie  believed  -that  with  the 
light  the  present  generation  have,  and  the  ideas  prevailing,  bet- 
ter ones  could  be  produced.  ^ 

AFTERNOON    SESSION. 

Superintendent  Fuller  delivered  a  very  full  and  explicit  lecture 
on  the  decimal  system  of  weights  and  measures,  and  made  its 
advantages  very  clear.  ^ 

The  Committee  of  Inquiry  made  the  following  report,  which 
was  highly  relished  by  the  Institute : 

Mr.  Chairman,  and  ye  seekers  after  truth  who  have  personified  interrogatory 
pronouns: 

We  have  received  the  nine  following  questions,  and. in  obedience  to  your 
instructions,  have,  in  solemn  conclave,  deliberated  upon  the  best  methods  of 
resolving  into  simplicity  the  knotty  principles  involved  therein. 

1.  How  can  we  best  secure  regular  attendance  ? 

2.  How  can  affectation  in  reading  be  best  avoided  ? 

3.  Is  it  best  for  pupils  to  be  promoted  as  rapidly  as  usual  in  the  reading 
books  ? 

4.  Is  it  best  for  jDupils  to  read  lessons  which  they  cannot  comprehend  ? 

5.  Which  is  the  best  method  of  awakening  thought  and  securing  attention 
in  the  class  ? 

6.  What  is  the  best  method  of  teaching  intellectual  arithmetic  ? 

7.  Can  a  child  be  taught  to  read  distinctly  without  frequent  exercise  in  the 
elementary  sounds  ? 

8.  At  what  stejj  of  advancement  in  reading  should  this  be  introduced  first  ? 

9.  May  the  teacher  drink  wine  ? 

Having  heard  these  questions,  you  must,  at  the  moment,  appreciate  the 
Herculean  task  thus  imposed  upon  us.  It  is  needless  for  us  to  harrow  your 
sympathies  by  a  minute  description  of  the  fatigues  of  yesterday — the  bodily 
discomfort  inflicted  by  these  illiberal  seats  —the  mental  strain  brought  upon  us 
by  the  momentous  discussions  and  elaborate  essays  to  which  we  listened — the 
unusual  excitement  consequent  upon  the  numerous  introductions  given  by 
the  Committee  appointed  for  that  purpose — and  finally,  the  gi-eat  draft  made 
upon  our  emotional  natures  by  the  talented  lecturer  of  the  evening.  But 
having  endured  them  all,  when,  in  the  silent  hours  of  the  night,  and  by  the. 
light  of  |he  midnight  oil,  (which,  by  the  way,  has  lately  riz-n, )  we  came  to 
this  last  duty  of  the  day;  we  guessed  and  guessed  answers  to  the  above  co- 
nundrums, all  in  vain,  for  "tired  Nature"  refused  to  sustain  us  farther,  and, 
gazing  sleepily  into  each  other's  drooping  eyes,  we  mutually  agreed  to — "give 
them  up." 

But  the  renewed  powers  of  the  morning  enabled  us  happily  to  solve  the 
riddle —"May  the  teacher  drink  wine  ?  "  As  far  as  our  knowledge  of  State 
legislation  extends,  there  is  no  law  against  it  here,  and  the  two  States  that 
have  passed  prohibitory  laws  are  so  far  distant,  that  they  cannot  restrain  the 
bibulous  inclinations  of  any  California  pedagogue. 

The  triumph  of  having  achieved  the  success  of  even  this  one  answer,  has 
inspired  us  to  adopt  for  our  jnotto,   "Try,  Try  Again."     So  none  need  be 
' '  backward  about  coming  forward ' '   with    any  future  conundrums  that  may 
trouble  them  to  solve,  as  we  are  still  open  to  further  proposals. 
All  of  which  is  respectfully  submitted. 

M  E  h'    \  Committee  of  Inquiry. 

Mr.  Brodt  delivered  a  very  able  lecture  on  Calisthenics,  and 
introduced  one  of  his  classes,  which  went  through  the  drill 
beautifully.     The  Institute  expressed  its  gratification  by  a  vote 


1869.]  Alameda  County  Teachers'  Institute.  149 

of  thanks  to  the  lecturer  and  his  class.  Miss  Emma  Bolton,  a 
member  of  the  class,  presided  at  the  piano  while  the  class  was 
exercising. 

Prof.  Carr's  lecture  at  Brayton  Hall,  in  the  evening,  on  the 
"Air  we  Breathe,"  was  a  masterly  one,  and  elicited  the  praise  of 
all  who  heard  it,  and  a  hearty  vote  of  thanks  was  tendered  the 
lecturer  for  it. 

Prof.  Carr's  presence  at  the  sessions  of  the  Institute,  and  the 
interest  manifested  by  him  in  its  proceedings,  were  very  gratify- 
ing to  its  members,  and  speak  much  for  him  as  an  educator. 

FOUETH  DAY. 

Music.     Prayer,  by  Rev.  Benton. 

Mr.  Pinlayson  was  to  have  read  an  essay  on  Geography  this 
morning,  but  he  announced  himself  unprepared.  He,  however, 
presented  the  topic  to  the  Institute  in  a  few  pertinent  words.  A 
running  discussion  ensued,  participated  in  by  Misses  Jewett  and 
Barnard,  and  Messrs.  McChesney,  Jones,  Benton,  Coe  and  Yule, 
the  principal  points  being  whether  this  branch  of  education 
should  be  taught  mainly  from  text-books  or  orally;  and  whether 
map  drawing  should  be  much  resorted  to. 

Miss  Emma  Smith  read  a  brief  and  very  happily  conceived 
essay,  i:>resenting  a  birthday  calendar,  made  after  the  style 
usually  given  by  astrologers,  with  a  touch  of  humor  that  caused 
much  me^Timent. 

AFTERNOON  SESSION. 

Prof.  Hubert  Burgess,  of  San  Francisco,  delivered  a  lecture 
on  Drawing,  and  illustrated  in  a  veiy  interesting  manner  how 
easy  it  would  .  be  to  teach  this  amusing  and  instructive  art  to 
children  in  the  public  schools. 

The  Committee  of  Inquiry  made  their  second  spicy  report,  as 
follows :  * 

Question:  Has  the  teacher  a  right  to  pull  a  pupil's  ears  ? 

Answer:  Shakspeare  says:  "Give  thine  ears  to  all  ";  and  if  by  reason  of  el- 
oquent argiiment  you  can  persuade  a  scholar  to  make  such  a  bestowal  of  his 
auricular  appendages,  we  think  it  would  be  a  breach  of  trust  to  take  such  un- 
due advantage  of  his  confiding  innocence,  as  to  painfully  elongate  the  organs 
in  question.  On  the  other  hand,  if  in  a  moment  of  excitement  you  should 
hastily  possess  yourself  of  a  child's  ears,  he  would  undoubtedly  agree  with 
Milton,  when  he  says  "More  is  meant,"  &c.,  and  sadly  acknowledge  your 
right  to  enforce  discipline  in  this  manner. 

Q.  How  shall  children  be  prevented  from  climbing  trees  ? 

A.  Cut  the  trees  down. 

Q.  Should  school  government  be  republican  in  form,  and  how  far  might  re- 
publicanism be  adopted? 

A.  It  should  be  a  republican  body  presided  over  by  an  autocrat. 

Q.  Should  not  letter  writing  be  taught  in  school  ?  * 

A.    Undoubtedly. 

Q.  Why  do  teachers  persist  in  "learning"  their  scholars  science,  when  it  is 
their  business  to  "teach"  them? 

A.   Probably  because  they  do  not  know  enough  to  teach. 

Joh.n  presents  this : 


150  Alameda  County  Teacher s'  Institute.  [Dec. 

Q.  What  is  tlie  difference  in  the  signification  and  use  of  the  words  "learn" 
and  "teach"? 

A.  John,  if  you  had  consulted  Webster,  as  we  did,  you  would  have  found 
that  the  preferred  meaning  of  "learn"  is  to  gain  knowledge,  and  of  "teach," 
to  impart  knowledge,  and  the  accepted  use  of  these  words  corresponds  to  these 
definitions. 

Q,   Are  Teachers'  Institutes  worth  what  they  cost  ? 

A.  Doubtful.  This  one  cost  $150. 

Q.  How  would  you  avoid  whispering  ? 

A.  Personally,  self-control  is  sufficient  to  enable  us  to  refrain  when  there  is 
necessity  for  it.  Seriously,  we  supjDose  the  questioner  wishes  to  know  how 
whispering  among  scholars  may  be  prevented,  and  that  matter  has  already 
been  discussed  before  the  Institute. 

Q,.    Are  we  to  assume  that  all  children  are  fools  when  they  enter  school  ? 

A.  Such  an  assumption  would  be  contrary  to  law,  which  considers  every 
man  innocent  until  proved  guilty. 

Q.   What  is"  the  best  system  of  maintaining  order  in  the  school-room? 

A.  It  requires,  in  the  first  place,  a  few  important  rules,  distinctly  stated  and 
inflexibly  kept;  and  in  the  second  place,  untiring  watchfulness.  You  know  the 
soldier's  watchword:  "Unceasing  vigilance  is  the  price  of  safety;"  and  lastly, 
be  sure  that  punishment,  kindly  but  firmly  administered,  invariably  follows 
any  flagrant  breach  of  your  established  laws. 

Q.    Should  a  teacher  fret,  and  if  so,  how  much  ? 

A.  No  one  should  he  a  teacher  who  has  not  sufficient  self-control  to  conceal 
his  irritability,  although  we  all  know  that  it  is  sometimes  impossible  to  avoid 
feeling  it. 

Respectfully  submitted  by  the 

Committee  or  Inquiry. 

^he  Committee  "On  a  Mode  for  Keeping  the  Koll  of  Honor/' 
reported  no  progress,  and  asked  to  be  discharged,  and  the  re- 
quest was  complied  with. 

On  motion  of  Mr.  Yule,  the  County  Superintendent  was  re- 
quested to  prepare  and  publish  a  uniform  standard  for  keeping 
Rolls  of  Honor. 

Mr.  E.  G.  Coe  read  a  very  carefully  prepared  and  elaborate 
essay  upon  the  social  relations  of  the  teacher.  He  said :  There 
is  an  education  of  the  head  and  one  of  the  heart.  The  intellect 
and  the  passions  must  both  be  educated,  as  it  is  the  exercise  of 
the  latter  in  the  one  or  the  other  direction,  that  makes  man  an 
angel  or  a  fiend.  The  true  object  of  an  education  is  to  acquire 
the  power  and  the  disposition  to  do  good  in  the  highest  degree; 
that  is,  to  develop  the  intellect  and  bring  into  subjection  the 
passions.  He  dwelt  upon  the  importance  of  teachers  cultivating 
the  acquaintance  of  the  parents  of  the  pupils,  as  they  could 
thereby  get  an  influence  vastly  greater. 

Mr.  Howe  asked  what  the  gentleman  who  had  just  spoken 
would  do  if  he  had  been  teaching  for  five  months  in  a  district, 
and  had  never  been  invited  into  a  family,  and  when  the  attempt 
was  made  he  should  be  met  with  cold  formality.  Mr.  Coe's  the- 
ories might  be  correct,  but  he  wanted  to  know  how  they  could 
be  carried  out. 

Mr,  Coe,  in  reply,  quoted  St.  Paul  to  him,  "all  things  unto 
all  men,"  or  in  other  words,  endeavor  to  make  oneself  agreeable 
to  all. 


1869,]  Amador  and  Calaveras  Joint  Institute.  151 

Mr.  Tait  said  that  all  the  difficulties  pointed  out  hj  Mr.  Howe 
were  not  encountered  by  female  teachers,  and  ladies  now  do 
about  two-thirds  of  the  teaching.  He  thought  that  in  rural  dis- 
tricts ladies  had  most  enviable  positions,  and  always  occupied 
leading  social  positions.  Mr.  Tait  considered  that  in  many  in- 
stances male  teachers  were  doing  women's  work,  which  was  the 
true  reason  that  they  are  sometimes  slighted.  Tl^e  male  teacher 
should  hold  a  position  similar  to  that  occupied  by  the  minister, 
he  should  respect  himself  and  ingratiate  himself  into  the  good 
will  of  the  people  among  whom  he  may  reside. 

Mr.  Benton  thought  some  insinuation  had  been  thrown  out 
about  ministers,  and  he  arose  to  defend  the  dignity  of  the 
"cloth,"  and  held  that  all  ministers  by  no  means  succeeded  in  a 
community  in  keeping  the  good  will  of  everybody. 

The  following  resolutions  were  adopted  unanimously: 

Resolved,  That  the  thanks  of  the  Institute  be  tendered  to  the  citizens  of 
Oakland,  who  have  generously  received  the  teachers  from  a  distance  into  their 
houses,  and  entertained  them  in  a  cordial  and  hospitable  manner. 

Resolved,  That  the  thanks  of  the  Institute  be  tendered  to  Prof.  Carr,  for 
the  very  able,  instructive  and  entertaining  lecture  with  whiah  he  kindly  fa- 
vored the  teachers  on  Tuesday  evening,  and  which  was  abundantly  calculated 
to  be  acted  upon  by  them,  in  their  future  instructions. 

Resolved,  That  the  thanks  of  the  Institute  be  tendered  to  Mr.  Beckwith,  for 
the  use  of  College  Hall  for  our  lectures  Wednesday  and  Thursday  evenings. 

Adjourned  sine  die. 

I  deem  it  proper  to  say  here,  that  I  have  received  much  valu- 
able aid  in  making  up  the  foregoing  report,  from  the  full  and 
excellent  reports  of  the  daily  proceedings  of  the  Institute  jpub- 
lished  in  the  Oakland  Transcript. 

S.  S.  Saul,  Sec'y. 


AMADOR   AND   CALAVERAS  JOINT   INSTITUTE. 


The  Joint  County  Institute,  composed  of  the  teachers  of  the 
counties  of  Amador  and  Calaveras,  met  at  Mokelumne  Hill, 
October  12th,  1869,  at  2  o'clock  p.  m.,  and  were  called  to  order 
by  W.  S.  Williams,  Esq.,  Superintendent  of  Calaveras  county. 

Present — W.  S.  Williams,  Superintendent  of  Calaveras;  Kev. 
Mr.  Briggs,  Superintendent  of  Amador;  Miss  White,  Amador; 
Miss  J.  A.  Sawyer,  Calaveras;  Miss  Mary  A.  Louttit,  Calaveras; 
Miss  Lizzie  Marchant,  Calaveras;  Miss  Fanny  Sherman,  Cala- 
veras; Mr.  B.  Dyer,  Calaveras;  Mr.  L.  G.  Peachy,  Calaveras; 
Mr.  Everhart;  Mr.  W.  Nellis,  Calaveras;  D.  W.  Jenks,  Amador; 
F.  H.  Day,  Calaveras. 

Institute  opened  with  prayer,  by  Rev.  Mr.  Briggs.  Opening 
address,  by  W.  S.  Williams.  • 

The  Institute  then  proceeded  to  elect  officers,  which  resulted 
as  follows : 

Vice  Presidents — W.  H.  Stowers,  of  Amador;  Barlow  Dyer,  of 
Calaveras. 


152  Amador  and  Calaveras  Joint  Institute.  [Dec. 

The  President,  W.  S.  AVilliams,  tlien  made  the  following  ap- 
pointments on  Committees: 

Coinmittee  of  Inirod action — Miss  Annie  Parker,  Miss  Fanny- 
Sherman,  Mr.  ^Y.  Nellis,  Mr.  Knapp. 

Committee  on  Programme — Mr.  B.  Dyer,  T.  (jr.  Peachey,  H.  "W. 
Ford,  A.  Norton. 

An  intermission  of  ten  minutes  was  taken,  after  which,  all 
business  being  completed,  the  Institute  adjourned  at  4  o'clock 
P.M.,  to  meet  again  on  Wednesday,  at  10  a.m. 

SECOND  DAY FORENOON  SESSION. 

Institute  was  called  to  order  at  10  o'clock  a.m.,  Mr.  "Williams 
in  the  chair.  The  exercises  were  opened  with  prayer,  by  Rev.  S. 
G.  Briggs,  and  the  minutes  of  the  previous  meeting  read  and 
approved. 

The  following  named  teachers-  were  present,  in  addition  to 
those  mentioned  in  the  proceedings  of  Wednesday : 

Mr.  Ford,  Amador;  Mr.  Stowers,  Amador;  Mr.  Knapp,  Ama- 
dor; Miss  Wittman,  Amador;  Miss  Low,  Calaveras;  Miss  Whee- 
ler, Amador;  Miss  Gothic,  Amador. 

The  Chair  appointed  Misses  Louttit  and  Marchant  critics,  for 
the  day. 

Mr.  Austin  read  a  very  interesting  essay  on  Physical  Geogra- 
phy, which  was  followed  by  an  essay  on  History,  by  Mr.  Jenks. 

The  discussion  upon  Geography  was  then  opened  by  Mr. 
Stowers,  who  was  followed  by  Messrs.  Ford,  Peache}^  Miss 
Parker  and  Mr.  Austin.  The  discussion  was  conducted  with 
much  spirit,  and  was  followed  by  one  on  the  subject  of  History, 
which  was  led  by  Mr.  Jenks,  and  participated  in  by  Messrs. 
Ford,  Stowers,  Peachey,  Austin,  Dakin,  Williams  and  Miss  Par- 
ker. After  a  few  remarks  by  Mr.  Williams,  the  Institute  ad- 
journed at  12  o'clock. 

AFTERNOON  SESSION. 

Institute  was  called  to  order  at  2  o'clock  p.m.  ,  Mr.  Williams  in 
the  Chair. 

Mr.  Norton  read  an  essay  on  Moral  Education,  which  con- 
tained many  excellent  ideas,  and  was  well  delivered.  Mr. 
Peachey  followed  with  an  essay,  the  subject  of  which  was 
Knowledge  is  Power,  and  the  Best  Means  of  Obtaining  It,  which 
contained  many  good  points,  and  he  delivered  it  with  much 
force. 

The  Institute  took  ten  minutes  recess. 

After  being  called  to  order,  the  remaining  time  was  occupied 
by  a  discussion  on  the  subject,  "Are  Prizes  a  Proper  Incentive  to 
Study  ?  "  Most  of  the  teachers  expressed  their  views  upon  tliis 
subject,  after  which  the  Committee  on  Programme  made  their 
final  report,  which  was  accepted  and  the  Committee  discharged. 

At  4  o'clock,  the  Institute  adjourned  until  10  o'clock  a.m.  on 
Thursday. 


1869.]  Amador  and  Calaveras  Joint  Institute.  153 


THIED  DAY FOEENOON. 

Institute  called  to  order  at  10  o'clock  a.m. — W.  S.  'Williams  in 
the  Chair — opening  with  prayer  by  the  Rev.  O.  P.  Fitzgerald. 

Minutes  of  previous  meeting  read  and  aj^proved.  Critics'  re- 
port read  and  accej^ted.  Appointments  as  critics  for  the  day, 
Misses  "Wheeler  and  Gothie. 

First  on  the  Programme  was  an  essay  by  F.  H.  Day.  Sub- 
ject:    "  The  Teacher's  Aim  in  Instruction." 

Next  in  order  was  an  essay  on  "  Music,"  by  Miss  Marchant, 
which  was  good  in  every  particular,  and  was  well  received. 

The  State  Superintendent  made  a  few  remarks  on  the  subject 
of  Music,  and  stated  that  he  wished  to  correct  a  report  circulated, 
namely,  that  the  State  Board  of  Education  introduced  music  in 
the  course  of  studies  prescribed  for  the  public  schools  of  this 
State,  which  was  not  tru(\ 

At  the  conclusion  of  the  remarks  on  the  subject  of  Music,  the 
question,  "  Shall  Corporal  Punishment  be  used  in  Schools?" 
was  discussed.  It  was  earnestly  debated  by  the  following  named 
members:  Dakin,  Miss  White,  Fitzgerald,  Williams,  Peachey, 
Jenks,  Ford  and  Briggs. 

Institute  adjourned  at  12  o'clock. 

THIED  DAT AFTEEXOON. 

Institute  was  called  to  order  by  Mr.  Williams. 

The  exercises  of  the  afternoon  were  opened  with  an  essaj^  by 
Mr.  Stowers,  upon  the  subject  of  Physiology.  Miss  Parker  then 
read  an  essay  upon  "  Time  and  its  Changes,"  which  was  re- 
^fiarkable,  both  for  its  poetic  and  moral  beauty. 

Mr.  Fitzgerald  in  the  Chair. — The  President  announced  that 
the  subject  for  discussion  was,  "  The  Best  Means  of  Securing 
Punctual  Attendance  at  School."  The  discussion  was  opened 
by  Messrs.  Dyer,  Ford,  Judge  Leavitt,  Bust,  Williams,  Wells, 
Louttit  and  Knapp,  who  offered  the  following  resolution,  which 
was  adopted: 

Resolved,  That  as  teachers,  when  we  return  to  oiir  respective  schools,  we 
will  more  earnestly  endeavor  to  secure  attendance  than  before,  and  that  at  our 
next  reunion  we  will  bring  before  this  association  the  record  of  our  success. 

The  discussion  was  continued  by  Col.  Rust,  Dakin,  Briggs, 
Wells  and  Williams. 

The  State  Superintendent  made  some  verj^  interesting  remarks. 

Mr.  Williams  in  the  Chair. — The  Committee  on  Resolutions 
made  their  report,  which  was  adopted  by  resolutions. 

Resolved,  That  we  recognize  in  the  Teachers'  Institute,  the  most  efficient 
means  of  material  benefit — of  inspiring  teachers  and  school  officers  with  re- 
newed interest,  and  that  it  is  our  belief  that  we  shall  go  from  the  Joint  Insti- 
tute of  Amador  and  Calaveras,  with  new  strength  and  a  more  determined  res- 
olution to  battle  in  the  great  cause  of  education. 

Resolved,  That  we  recognize  in  our  Institutes  a  benefit  to  ourselves  as 
teachers,  that  can  be  obtained  only  through  the  medium  of  these  Institutes 
when  properly  conducted;  and  that  we  consider  them  the  proper  channel  by 
which  our  teachers  acquire  the  theory  and  practice  of  teaching. 

Resolved,  That  the  thanks  of  the  Institute  are  extended  to  our  worthy  and 


154  Amador  and  Calaveras  Joint  Institute.  [Dec. 

efficient  State  Superintendent,  O.  P.  Fitzgerald,  who  favored  ns  ^^dth  his 
presence — in  whom  we  recognize  an  able  and  firm  friend  of  education. 

h'esolved,  That  for  the  kindness  which  they  have  shown,  their  marked  abil- 
ity and  untiring  efforts  in  arranging  and  making  our  Institute  a  success,  we 
hereby  tender  our  heartfelt  thanks  to  Superintendents  Briggs  and  Williams. 

Besolved,  That  the  Superintendent  of  the  sister  counties  of  Amador  and 
Calaveras,  make  pre-arrangements  for  a  Joint  Institute,  to  be  held  at  Jackson, 
Amador  county,  in  1870. 

Jxesolved,  That  this  Institute  regards  non-attendance  at  Institutes  as  unpro- 
fessional conduct,  and  that  we  think  it  necessary  and  right  for  County  Super- 
intendents and  Boards  to  revoke  certificates,  unless  a  reasonable  excuse  is 
rendered. 

Besolved,  That  our  visit  to  Mokelumne  Hill  in  the  capacity  of  a  School  In- 
stitute has  been  of  the  most  pleasant  and  instructive  character,  and  wherever 
we  may  be  engaged  in  our  favorite  vocation,  our  association  there  will  often 
be  remembered. 

All  of  which  is  respectfully  submitted. 

A  vote  of  thanks  was  extended  to  the  critics  for  a  faithful  dis- 
charge of  their  duties  each  day. 

The  Institute  adjourned  until  half-past  seven  in  the  evening, 
to  meet  in  the  Congregational  church. 

EVENING    SESSION. 

This  proved  one  of  the  most  interesting  sessions  of  the  Insti- 
tute.    The  Programme  was  excellent,  and  was  fully  carried  out. 

First  in  order  was  music  by  the  choir.  This  was  pronounced 
excellent  by  the  large  number  present. 

Prayer,  by  Kev.  S.  G.  Briggs. 

Superintendent  Williams  appeared  upon  the  stand,  and  after 
a  few  well-timed  and  approi^riate  remarks,  introduced  to  the 
audience  Rev.  O.  P.  Fitzgerald,  who  entertained  them  for  an 
hour  and  a  half  with  an  address  full  of  instruction,  interest  and 
wisdom,  convincing  his  hearers  that  he  is  perfectly  familiar  with 
our  school  system,  and  that  he  is  interested  in  the  advancement 
of  our  educational  interests  to  a  degree  that  cannot  fail  to  prove 
of  great  advantage  to  the  youth  of  California.  He  pointed  out 
to  them  errors  in  which  they  were  liable  to  fall,  and  the  way  to 
avoid  them. 

More  music  by  the  choir,  a  Benediction  by  the  Eev.  Mr. 
Briggs,  and  the  first  Joint  Institute  of  the  teachers  of  Amador 
and  Calaveras  was  a  thing  of  the  past — gone,  with  all  its  pleas- 
ures— but  leaving  to  every  teacher  that  which  is  of  priceless 
value — new  light  and  knowledge  to  guide  in  future  arduous 
duties.  J.  W.  Jenks,  ]  ^       , 

F.  H.  Day.     [  ^^^^  ®* 

Dr.  E.  O.  Haven,  says  the  Michigan  Teacher,  has  resigned  the 
presidency  of  the  Michigan  University,  and  takes  that  of  the 
Northwestern  University,  at  Evanston,  111. ,  at  a  salary  of  $4,500. 
The  Ilegents  are  in  active  search  of  a  successor.  Prof.  J.  H. 
Seelye,  at  present  Professor  of  Mental  Philosophy  in  Amherst 
College,  is  believed  to  be  the  coming  man,  though  several  others 
are  named. 


1869.]  ''Benevolent  Fund  for  Teachers^  155 

"  BENEVOLENT  FUND  FOR  TEACHERS," 


In  The  Teacher  for  October,  an  article  appeared  headed  as 
above,  in  which  the  writer  advocates  the  ' '  establishment  of  a 
society  for  the  relief  of  sick  and  indigent  teachers,"  and  sug- 
gests that  an  assessment  of  not  less  than  twenty-five  cents 
per  month  be  levied  on  each  member  of  the  profession  in 
this  State,  &c.,  &c. 

This  article  appears  to  me  to  be  eminently  adapted  for  a  jour- 
nal which  is  published  as  being  devoted  entirely  to  educational 
matters,  and  I  am  only  sorry  that  C.  should  imagine  that  in 
writing  an  item  of  that  sort,  he  had  perhaps  "lost  twenty  min- 
utes of  valuable  time. " 

There  is  in  California  a  pressing  necessity  for  such  an  associa- 
tion; the  members  of  the  profession  are  scattered  over  an  im- 
mense extent  of  counby;  they  are  isolated  (in  many  instances,) 
from  all  those  who  surround  them;  they  have  but  few  opportu- 
nities of  meeting  or  conversing  with  their  fellow-laborers,  and 
so  they  often  drag  out  a  heavy  and  monotonous  existence;  and 
should  sickness  or  misfortune  incapacitate  one  of  thenr  from  the 
active  exercise  of  his  profession,  who  cares — he  is  ''only  a 
teacher!  " 

C.  writes,  "If  I  was  an  influential  individual,  the  idea 
might  be  popular,"  &c. ,  &c. 

Now,  I  supi^ose  C.  is  a  teacher,  and  as  such  his  (or  her)  opin- 
ion will  have  just  as  much  weight  with  those  to  whom  the  appeal 
is  addressed,  as  if  he  occupied  the  professorial  chair,  and  ap- 
pended to  his  signature  half  the  letters  of  the  alphabet. 

C's.  suggestion,  I  think,  may  be  improved  on  in  some  respects. 
I  would  recommend  "A  State  Teachers'  Association,"  the  offi- 
cers to  be  elected  by  the  members.  The  Governor  and  State 
Superintendent  to  be  ex-officio  President  and  Vice  President,  and 
the  rate  of  subscription  to  be  ($1)  one  dollar  per  month.  The 
State  Educational  Society  have  (I  suppose)  matters  of  more  im- 
portance (in  their  estimation)  to  attend  to,  and  for  my  own  part, 
I  would  prefer  having  ' '  uninfluential  individuals"  like  C.  as 
fellow-laborers  in  an  undertaking  of  this  sort.  The  printers 
have  their  "  Typographical  Society,"  the  press  writers  their 
Whittington  and  Cleveland  Clubs,  the  literary  ladies  their 
"  Sorosis,"  and  I  hope  the  California  teachers  will  soon  also 
form  an  association  for  their  mutual  benefit  and  assistance,  for 
"union  is  strength." 

Should  C. ,  or  any  other  members  of  the  profession  feel  in- 
clined "  to  keep  the  ball  rolling,"  we  can  easily  communicate 
with  each  other  through  the  office  of  the  State  Superintendent — 
that  is,  if  the  editors  publish  this  communication.  If  not,  as 
C.  remarks,  ' '  twenty  minutes  of  valuable  time  have  been  ivaafed." 

T.  J.  B. 

Stanislaus  county,  Oct.  28th,  1869. 


156  Are  Our  Homes  Failures?  [Dec. 

[Original.] 
ARE  OUR  HOMES   FAILURES  ? 

NUMBER    I, 

Not  in  bringing  children  into  the  world,  but  in  fitly  caring  for 
them  after  they  get  in?  That's  what  I  mean, — and  I  have  some- 
thing to  say  about  it, — at  least  I  think  I  have,  which,  for  all  prac- 
tical purposes,  amounts  to  very  much  the  same  thing. 

I  am  a  teacher, — a  schoolmaster, — that's  all;  a  character 
whom  parents  usually  neglect  quite  as  much  as  they  do  their 
own  children,  and  yet  one  of  the  few  who  see  farther  into  home 
life,  and  know  more  of  parental  competence  and  incompetence 
than  any  others. 

Every  child  is  a  repeater: — he  repeats  the  leading  traits,  the 
inner,  actual  qualities  of  one  or  both  of  his  parents.  He  repeats 
the  central  motives,  the  passional  mainspring  and  the  essential 
parts  of  the  mental  movement  of  the  parents,  before  politeness, 
policy  or  wealth  had  covered  them  with  the  golden  or  the  glitter- 
ing case,  iDeneath  which  the  hurrying  multitudes  seldom  trouble 
themselves  to  look.  Many  a  father,  living  a  life  of  outward  dig- 
nity, morality,  or  even  pretentious  piety,  has  unintentionally 
published  a  second  edition  of  his  real,  inner  self,  in  the  person 
of  a  mischievous,  wayward  and  wicked  son.  The  child  is  what 
the  father  would  be,  if  he  dared. 

The  teacher  sees  this  better  than  any  other.  If  he  has  any 
natujal  love  for  mental  science,  he  cannot  help  seeing  it.  If  he 
has  any  fondness  for  the  study  of  human  nature,  he  gradually 
acquires  great  skill  in  translating  the  parental  original  from  the 
youthful  version  continually  open  before  him.  This  gives  him, 
at  lengthj  clear  insight  into  the  character  and  motives  of  many  a 
haughty  parent,  who  may  flatter  himself  that  no  eye  can  ever 
penetrate  the  folds  of  double  dignity  in  which  he  wraps  himself 
so  proudly  from  the  common  gaze.  But  his  mantles  of  dignity, 
with  all  their  folds  of  duplicity,  are  quite  too  cumbersome  for 
th'e  child  to  bear.  So  the  father  struts  down  the  sidewalk  of 
society  in  all  the  security  of  self-complacency,  while  his  unsus- 
pected boy  trots  off  to  school  with  his  whole  budget  of  hered- 
itary infirmities  quite  uncovered,  and  there  betrays  them  all.  So 
the  poor,  unthought-of  teacher  knows  the  proud  parent  far  bet- 
ter than  his  public  friends  of  many  years. 

The  old  put  on  airs, — they  cover, — they  conceal, — they  pre- 
tend, until  they  make  their  whole  life  a  seeming  and  a  sham, — 
while  the  young,  having  not  yet  learned  the  perfidy  of  politeness, 
look  what  they  feel,  say  what  they  think,  and  actually  do  what 
they  say.  Thus  the  private  acts  of  parents  at  home  declare 
themselves  in  the  public  conduct  of  children  at  school.  And, 
hence,  he  who  sees  children  most  frequently,  meets  thcfln  most 
familiarly  and  studies  them  most  carefully,  most  thoroughly  un- 


1869.]  Are  Our  Homes  Failures?  167 

derstands  the  homes  from  which  they  come,  and  best  knows  the 
quality  and  capacity  of  the  men  and  women  who  have  become 
the  fathers  and  mothers  of  the  present  thronging  crowds  of  un- 
kept  youth.  And  hence,  the  parent's  impotence  to  deceive  the 
teacher,  however  deeply  he  may  delude  the  outside  public,  or 
even  beguile  himself. 

It  is  a  truth  unpleasant  to  be  written,  and  one  must  enter  con- 
sciously upon  a  thankless  task  when  he  undertakes  to  show 
something  of  this  fundamental  weakness  in  the  very  foundation 
of  our  social  and  civil  structure, — a  weakness  so  dangerous  to 
the  broad  present  and  so  doubly  threatening  to  the  w^hole  far- 
reaching  future.  But  when  necessary  truth  clamors  for  speech 
to  unthinking  throngs,  who  wander  madly  from  her,  he  is  a 
traitorous  coward  who  shrinks  from  the  frankest  speech  in  her 
behalf,  and  he  is  a  fool  who  fears  to  know  or  refuses  to  honor 
her  fullest  demand.  The  truth  most  needed  now  and  here,  is 
this:  The  homes  of  our  country,  as  a  rule,  are  failures,  and  those 
of  the  Pacific  slope  especially  so.  The  righteous  condemnation  of 
Eli  might  justly  fall  upon  millions  of  American  parents  this  day. 
"  Their  sons,  make  themselves  vile  and  they  restrain  them  not." 

In  their  greed  for  gain,  or  the  multiplicity  of  outward  cares, 
they  shirk  the  first  and  plainest  duty  of  the  home.  They  pack 
the  accumulated  negligence  of  fifty  families  into  a  single^ibhool- 
room,  and  then  magnanimously  blame  the  poor  young  lady- 
teacher,  who  cannot  singly  bear  the  aggregated  burden  without 
an  occasional  word  of  natural  impatience  or  a  syllable  of  com- 
plaint. Mild,  gentle,  considerate  public  !  In  what  other  busi- 
ness could  they  use  so  little  sense, — in  what  other  relation  could 
they  show  so  little  kindness, — what  other  obligation  do  they  dis- 
charge so  poorly, — and  what  other  results  disappoint  them  so 
constantly  and  so  deservedly  ?  In  what  other  interest  do  they 
betray  suck  habitual  and  suicidal  impotence,  and  what  other  pri- 
vate neglect  imposes  such  burdens  on  the  State,  or  strikes  such 
deadly  blows  at  the  very  life  of  public  morals! 

If  the  frequent  and  lamentable  failures,  which  they  so  richly 
merit,  could  confine  their  disappointment  and  disaster  within  the 
families  of  the  faithless  ones  themselves,  one  might  j^ossibly 
console  himself  in  such  a  righteous  infliction  of  retributive  just- 
ice. But  the  results,  unfortunately,  break  beyond  the  family 
pale,  and  multiply  themselves  against  the  public  weal  until  they 
seem  to  threaten  the  integrity  of  society  in  the  present,  and  well 
nigh  imperil  its  very  existence  in  the  immediate  future. 

Thus  much  for  parental  impotence  to  conceal  the  transmitted 
effects  of  parental  incapacity  and  negligence.  A  far  graver  im- 
potence, more  deeply  seated  and  more  prolific  of  evil,  may  come 
nearer  the  surface,  if  it  does  not  fairly  reach  the  light,  in  the 
second  attempt. 

Paul  True. 

2 


158  The  Heavenward  Side.  [Deo. 

THE  HEAVEiNWARD   SIDE. 

God  knows  how  hard  that  is  for  human  eyes  to  see, — but  it  is 
most  especially  hard  for  teachers  to  see.. 

The  contractor,  who  frets  during  the  day,  and  worries  wearily 
at  night  over  his  costs  and  calculations,  may  sometimes,  nay,  I  am 
sure  does,  if  he  has  a  soul,  look  with  an  eye  of  pride  upon  his 
work;  he  has  done  something  to  make  men's  lives  better,  even  if 
it  is  in  an  earthy  way.  Even  the  mason  who  lays  the  bricks,  and 
the  hod-carrier  who  bears  the  mortar,  look  not,  I  hope,  upon 
every  brick  as  alone  so  much  bread  or  so  many  cents,  but  as  a 
milestone  also  on  the  road  of  some  man's  progress. 

Doctors  and  lawyers,  mechanics  and  merchants,  look  not  con- 
stantl}^  and  forever  upon  this  side  of  their  work;  even  though 
they  work  for  themselves;  for  honor,  comfort  and  money,  they 
are  working  for  God  also.  Although  their  feet  may  never  stand 
inside  a  church,  though  no  nobleness  may  reach  their  hearts,  no 
misery  their  pockets,  yet  are  they  still  working  for  God,  they  are 
His  servants  and  He  will  call  upon  them  for  an  account  of  their 
stewardship,  whether  it  is  well  done,  or  ill. 

Indeed  it  does  behoove  us  mortals  to  look  often  upon  the 
Heavenward  side  of  our  daily  labor. 

Shtlrtly  after  the  "great  earthquake"  some  gentlemen,  whose 
pockets  were  evidently  not  interested,  were  examining  a  house, 
whose  brick  walls  were  rent  and  partly  tumbled  down;  the  house 
had  been  built  for  years,  but  they  said  that  the  work  had  not 
been  well  done  in  the  first  place.  "I  wonder,"  said  one  of  the 
gentlemen  meditatively,  "if  the  mason  who  did  this  work,  and 
shirked  it,  will  be  held  responsible."  None  answered  the  in- 
quiry, but  a  queer  look  came  over  their  faces,  as  though  the  cor- 
ner of  a  curtain  had  been  raised,  and  they  had  looked  beyond 
the  range  of  human  vision;  the  one  who  spoke  of,  the  mason 
being  "responsible,"  did  not  mean  responsible  to  man;  the  bricks 
were  green  in  places,  with  mossy  age,  and  the  hands  which  put 
them  together  had  mouldered  perhaps  into  dust;  his  name  was 
forgotten;  but  the  work  was  ill-done,  and  when  the  servant 
would  be  questioned  by  his  Master,  what  could  he  say  of  it? 

Dear  fellow  teachers,  if  we  do  our  work  ill,  it  is  not  bricks  that 
will  break,  but  hearts;  not  walls  that  will  fall  down,  but  souls; 
and  our  hands  must  Avork  not  only  earnestly,  but  carefully,  lest 
we  fear  sometime  to  answer, — lest  we  know  not  what  to  say, 
when  our  Master  asks  His  questions. 

It  is  not  good  for  us  to  look  too  intimately  into  human  nature, 
especially  juvenile  human  nature,  for  it  wears  no  mask  over  its 
native  ugliness;  nor,  thank  God,  over  its  beauty;  yet  teachers 
must  look  into  it — it  is  a  part  of  their  vocation;  and  most  haj^py 
are  they  who  can  rejoice  in  the  beauty  too  much  to  sicken  at  the 
ugliness. 

The  best  teachers  they  say,  make  the  best  daughters  and  sisters, 


1869,  The  Heavenward  Side.  159 

the  best  wives,  and,  above  all,  the  best  mothers;  mothers  who  can 
see  a  blemish  in  their  children's  characters  as  well  as  a  beauty, 
and  whose  firm  and  loving  hands  can  soften  the  one  and  enhance 
the  other. 

A  little  boy  said  to  me  one  day:  "I  think  Kate  Flynn  is  an 
awful  homely  little  girl,"  with  that  air  of  a  connoisseur  which 
some  little  boys,  and  very  many  big  ones  assume;  then,  after  a 
pause,  he  added:  "Well,  I  suppose  her  mother  thinks  she's 
pretty."  Ah  me!  I  suppose  she  does;  haj^py,  happy  are  the 
Kates  who  possess  mothers,  for  their  name  is  legion,  and  their 
lot  is  hard — "the  awful  homely  ones" — Heaven  pity  them. 
May  it  not  only  pity  them,  but  help;  send  them  good  mothers 
and  good  teachers — those  who  will  recompense  physical  or 
moral  ugliness  by  mental  and  spiritual  beauty;  who  will  find 
the  Heavenward  side  of  the  repulsive  face,  and  know  their  dear- 
est reward  in  the  joy  of  being  held  "responsible,'  and  the 
ability  to  answer  for  their  work  without  fear. 

There  are  such  teachers;  few,  perhaps,  yet  not  so  few  as  we 
in  our  ignorance  often  suppose.  "  I  never  look  at  that  girl," 
said  a  good  teacher  to  me  once,  pointing  to  a  *'Kate,"  "  but  I 
thank  God  that  I  am  not  her  mother."  "And  yet,"  she  added, 
"  I  could  not  teach  that  child  if  I  did  not  constantly  try  to  look 
upon  her  with  a  little  of  the  mother  feeling;  I  work  by  showing 
toward  her  some  shadow  of  a  mother's  trust,  and  patience  and 
gentleness."  "It  must  be  hard,"  said  I.  "Yes,"  said  she, 
"it  is;  very  hard;  but  after  all,  it  is  nothing  but  duty." 

Saints  have  ascended  into  Heaven,  crowned  with  gold;  mar- 
tyrs bear  palms  of  immortality  in  their  prayerful  hands,  and  yet- 
I  think  that  God  coidd  say  no  more  to  them  than  he  will  to  that 
true  and  saintly  woman :  ' '  Well  done,  thou  good  and  faithful 
servant. "  Their  reward  can  be  no  better  than  hers  will  be — 
"Enter  thou  into  the  joy  of  thy  Lord." 

I  have  often  heard  the  remark  made,  in  answer  to  a  question, 
"  Oh,  3'es!  I  like  teaching  wxll  enough,  but  I  think  j^ay-day  is 
the  pleasantest  day  in  the  month."  They  were  young  lijDS  from 
which  I  heard  these  words;  they  were  young  girls  who  uttered 
them — girls  who  had  not  taught  long,  nor  thought  long;  their 
minds  had  been  released  for  so  short  a  time  from  the  discipline 
of  school,  and  the  leadership  of  a  maturer  mind,  that  they  were 
as  yet  incapable  of  thinking  for  themselves.  I  trust  that  those 
teachers  spoke  thoughtlessly,  and  knew  not  what  they  said.  I 
hope  it  for  their  own  sakes;  more  for  the  children's  sake,  and 
most  for  God's  sake.  If  it  is  true  that  they  find  no  pleasure  in 
their  labor,  but  the  receiving  of  their  salary,  then  I  say  they  are 
not  fit,  they  are  not  worthy,  of  the  position  which  they  occupy. 

Every  true  teacher  feels  in  her  heart  that  no  money  can  pay 
her  for  what  she  does;  and  that  only  One  knows  and  appreciates 
her  work.  If  she  labors  for  money  alone,  she  is  indeed  poorly 
paid;  but  if  she  does  it  for  love,  also,  then  great  is  her  reward. 


160  The  Mastodon.  [Dec. 

Teacliers,  let  us  keep  our  eyes  turned  toward  this  Heavenward 
side;  let  us  follow  the  hand  which  pierces  the  mist  hanging  over 
the  river  of  Death,  and  points  us  to  the  world  beyond;  let  us 
listen  to  the  voice  which  whispers — "  It  is  my  work  which  thou 
doest,  not  thine;  take  care,  and  do  it  well. "  And  those  of  us 
who  hate  and  abhor  this  kirjd  of  labor,  let  us  drop  the  burden 
which  is  too  heavy  for  our  shoulders,  and  take  up  some  other 
work  which  we  can  do  well;  if  we  cannot  feel  the  glory,  but 
only  the  drudgery;  if  we  see  no  hand  pointing  skyward,  if  we 
hear  no  voice  above  the  monotonous  hum  and  buzz  of  the 
school-room,  and  if  money  is  our  sole  reward,  let  us  put  our 
hands  to  less  important  tasks,  and  at  least  do  our  little  well. 

It  is  sad  enough  to  fail  in  our  tasks,  even  wheli  we  deal  in 
bricks  or  stones;  but  it  is  dreadful,  indeed,  to  fail  when  we 
work  with  immortal  human  souls. 

Clara  G.  Dolliver. 


THE    MASTODON. 


On  the  same  day  that  we  received  the  news  of  the  discovery  of 
mastodon  remains  near  Burlington,  New  Jersey,  says  the  New 
York  Journal  ofCommei^ce,  a  California  paper  brought  intelligence 
of  the  exhumation  of  the  huge  tusks  and  bones  of  the  same  animal 
near  Oakland.  The  California  editor  is  a  good  deal  puzzled  over 
this  singular  find,  and  invites  the  Academy  of  Natural  Sciences 
of  his  State  to  look  into  and  explain  it.  Here  in  the  East,  and 
.also  in  the  South  and  many  Western  States,  the  disinterment  of 
mastodon  skeletons  in  whole  or  in  fragments,  is  so  common  as  to 
have  ceased  to  excite  astonishment.  The  opening  up  of  almost 
every  new  marl  pit,  peat  bed,  and  salt  lick  brings  them  to  light. 
It  is  evident  that  at  one  time — at  a  very  late  geological  period — 
mastodons  were  the  most  abundant  of  quadrupeds,  ranging  over 
the  American  continent  in  droves,  probably  as  large  as  those  of 
the  buifalo  at  the  present  time,  on  the  far  western  prairies.  The 
habitat  of  the  animal  was  the  whole  temperate  zone,  though  the 
climate  and  products  of  what  are  now  the  Middle,  Western  and 
Southern  States,  seem  to  have  been  most  suited  to  its  tastes. 
Thus  far  the  remains  of  the  mastodon  have  been  chiefly  found  in 
New  York,  New  Jersey,  Ohio,  Kentucky,  Missouri,  Nebraska, 
Kansas,  South  Carolina,  Mississippi,  Alabama  and  Texas,  though 
specimens  have  been  occasionally  dug  up  in  British  North  Amer- 
ica, and  even  as  far  north  as  the  sixty-fifth  paralel.  The  first 
nearly  complete  skeleton  ever  taken  out  was  discovered  in  Orange 
county,  New  York,  early  in  the  present  century,  and  was  taken 
to  London  for  exhibition,  and  afterwards  placed  in  Peale's  Mu- 
seum, Philadelphia.  The  swamj^s  about  Newburg,  New  York, 
are  rich  in  these  fossil  treasures,  and  it  is  from  those  sources  that 
the  mus(jums  of  the  country  have  been  supplied  with  such  curi- 


1869.]  The  Mastodon.  161 

osities.  One  perfect  skeleton  was  found  in  Newburg,  New  York, 
last  year,  and  digging  for  them  in  the  old  swampy  ground  of  that 
region  would  probably  reveal  hundreds  of  others.  The  same 
remark  is  true  of  swamps  everywhere  on  this  continent.  The 
mastodon  probably  resorted  to  them  to  drink  or  feed  on  the  roots 
of  water  plants,  and  becoming  mired,  was  unable  to  extricate 
itself,  and  sank  lower  and  lower  into  the  treacherous  mud  or 
quicksands,  and  was  there  drowned  or  suffocated.  Since  then 
decaying  vegetation  has  gradually  filled  up  the  swamps,  and  the 
mastodon  is  now  buried  at  a  depth  of  from  ten  to  fifty  feet  below 
the  surface.  This  explains  the  frequent  occurrence  of  its  bones 
in  marl  and  peat  formations,  and  also  in  the  salt  licks  of  the 
West,  to  which  the  mastodons  flocked  at  different  seasons  of  the 
year.  Of  the  genus  mastodon  giganteus  there  are  estimated  to  be 
about  thirty  varieties,  differing  from  each  other  in  trifling  re- 
spects. In  general  appearance  and  size  they  resembled  the 
Asiatic  elephant .  The  skeletons  are  from  ten  to  twelve  feet  high, 
and  from  sixteen  to  twenty  feet  long,  with  tusks  projecting  from 
seven  to  nine  feet  beyond  the  sockets,  and  twenty-four  teeth,  the 
largest  of  which  are  about  eight  inches  long  on  the  top  and  seven 
inches  deep,  thigh  bone  nearly  a  foot  through  at  the  thickest 
part,  and  fore  feet  nearly  two  feet  in  diameter.  At  some  stage 
in  the  history  of  the  earth,  prior,  it  is  supposed,  to  the  appear- 
ance of  the  mastodon  on  this  continent,  the  creature  flourished 
in  Siberia;  and  the  finding  of  its  tusks,  known  as  "  fossil  ivory," 
constitutes  an  important  trade  in  that  part  of  the  world,  even  to 
this  day. 


Some  one  has  advanced  the  idea  of  telegraphic  stations  in  mid- 
ocean.  A  voyage  across  the  ocean  frequently  occupies  a  dozen 
days  or  more,  and  those  who  are  compelled  to  cross  often  have 
no  means  of  getting  any  news.  It  is  proposed  to  station  a  tele- 
graph ship  at  a  point  some  fifty  miles  from  the  coast  of  England, 
which  shall  be  connected  by  a  cable  with  Penzance.  Then  ships 
can  stop  there  and  hear  news  from  the  whole  world.  In  time 
these  projects  may  increase,  and  station-ships  may  be  anchored 
all  along  the  routes  of  the  various  cables.     What  next  ? 


The  Springfield  Republican  says  Prof.  Esty,  of  Amherst  Col- 
lege, has  recently  finished  a  computation  of  the  orbits  of  Saturn's 
satellites,  a  long  and  difficult  work,  which  no  mathematician  has 
before  accomplished.     It  gives  him  high  praise  in  high  circles. 


In  the  field  of  teaching,  women  have  been  unusually  successful, 
and  have  gradually  superseded  men  in  most  of  the  schools.  Ac- 
cording to  the  last  census,  there  weie,  in  the  United  States, 
150,241  teachers,  of  whom  100,000,  or  nearly  two  thirds,  were 
women. 


Department   of   Public    Instruction. 


PROGRESS  OF  THE  UNIVERSITY  OF  CALIFORNIA. 


In  the  numbers  of  The  Teacher  for  October,  18G8,  and  April, 
1869,  we  gave  a  history  of  the  organization  of  the  University, 
and  the  steps  taken,  up  to  latest  date,  to  infuse  life  and  energy 
into  it.  Since  then,  rapid  progress  has  been  made,  and  the 
University  is  now  in  active  operation,  with  every  promise  of  a 
glorious  future. 

The  Kegents  have  started  it  under  most  favorable  auspices, 
and  will  leave  nofhing  undone  to  ensure  its  efficiency.  It  now 
rests  with  the  able  and  distinguished  corps  of  Professors  to  es- 
tablish its  reputation  and  make  it  the  pride  of  the  Pacific  Coast. 

THE   EDUCATIONAL   STAFF. 

Since  our  last  notice,  all  the  vacant  Professorships,  at  present 
established,  have  been  filled  by  the  election  of  the  following 
gentlemen: 

William  T.  "Welcker,  a  graduate  of  West  Point,  of  high,  attainments,  Pro- 
fessor of  Mathematics, 

Feank  Soule,  Jr.,  of  California,  a  graduate  of  West  Point,  and  afterwards 
attached  to  that  Institution  as  Instructor,  Assistant  Professor  of  Mathe- 
matics. 

Paul  Pioda,  Professor  of  Modern  Languages,  including  English,  French, 
German,  Spanish  and  Italian. 

Ezra  S.  Carr,  M.D.,  Professor  of  Agriculture,  Agricultural  Chemistry  and 
Horticulture.     Prof.  Carr  was  last  from  the  University  of  Wisconsin. 

William  Swinton,  A.M.,  Professor  of  the  English  Language  and  Literature, 
including  Khetoric  and  Logic.  Prof.  Swinton  is  the  well  known  histo- 
rian of  the  War,  and  enjoys  a  high  reputation  as  a  critic  of  English 
Literature. 

Robert  E.  Ogilby,  Instructor  of  Drawing. 

These  gentlemen,  with  Prof.  John  Le  Conte,  Physics  and  In- 
dustrial Michanics;  Prof.  E.  A.  Fisher,  Chemistry,  Mining  and 
Metallurgy:  Prof.  Joseph  Le  Conte,  Geology,  Natural  History 
and  Botany,  and  Prof.  Martin  Kkllogg,  Ancient  Languages, 
previously  elected,  complete  the  Faculty  of  the  University  as  at 
present  established.  Other  Professorships  will  be  organized 
and  filled,  including  a  Professorship  of  Civil  Engineering,  Arch- 
itecture and  Military  Science;  of  Intellectual  and  Moral  Philos- 
ophy, Ancient  and  Modern  History,  as  soon  as  the  number  of 
students  and  the  necessities  of  the  Institution  demand  them. 
At  present,  the  duties  of  those  Chairs  are  discharged  by  some  of 
the  other  Professors. 

The  Regents  have  not  yet  elected  a  permanent  President  of 
the  University.     Prof.  John  Le  Conte  continues  as  Acting  Pres- 
ident, to  the  satisfaction  of  all  concerned. 
handsomely  equipped. 

The  Regents  have  devoted  special  attention  to  that  most  im- 


1869.  J  Department  of  Public  Instrtwtion.  163 

portant  feature  of  an  Institution  of  Learning — its  thorough 
equipment  with  apparatus  of  the  most  improved  and  latest 
pattern;  and  for  this  purpose  they  have  made  a  most 'liberal 
outlay,  under  the  minute  instructions  of  President  Le  Conte, 
carried  out  by  Prof.  Fisher,  himself  thoroughly  familiar  with 
the  nice  details  of  the  work  entrusted  to  him.  Prof.  Fisher  was 
despatched  by  the  Regents  in  April  last  to  make  all  necessary 
purchases  of  apparatus  for  all  the  Departments  of  the  Univer- 
sity. He  devoted  live  months  of  close  study  and  attention  to 
this  duty,  employing  much  of  the  time  in  examining  the  exten- 
sive and  elaborate  workshops  of  the  leading  English,  French 
and  German  manufacturers  of  scientific  apparatus.  From  these, 
as  well  as  from  the  best  American  manufactories,  he  has  made  a 
choice  selection,  ample  to  illustrate  all  the  branches  of  science 
taught  in  the  University,  and  embracing  many  instruments  and 
appliances  of  novel  design  and  recent  invention,  at  a  total  ex- 
pense, for  first  cost,  of  about  $16,000  in  gold. 

This  apparatus  is  now  on  the  way  from  Europe  and  New  York 
to  San  Francisco,  and  may  be  expected  in  ninety  days  at  far- 
thest. Being  consigned  to  the  University,  it  will  be  entered 
duty  free,  and  thus  the  heavy  sum  a  private  importer  would  have 
to  pay  for  duties  will  be  saved  to  the  University.  Making  allow- 
ances for  the  large  reductions  frQm  catalogue  prices,  obtained  by 
Prof.  Fisher,  by  reason  of  his  extensive  purchases  from  the 
manufacturers  themselves,  instead  of  from  dealers  at  second 
hand,  and  for  the  amount  saved  in  duties,  it  will  be  safe  to  say 
that  the  apparatus  supplied  to  the  University  will  be  worth  all 
of  $30,000  in  gold.  Great  pains  have  been  taken  to  procure  the 
latest  improvements.  Valuable  appliances  of  recent  invention 
have  been  obtained,  to  illustrate  branches  of  science  heretofore 
not  supposed  to  be  capable  of   illustration  by  artificial  means. 

As  an  instance,  a  large  number  of  casts,  accurate  in  detail, 
colored  in  imitation  of  the  originals,  and  of  natural  size,  of  all 
the  celebrated  and  rare  fossils  in  the  British  Museum  and  other 
repositories,  and  fac  similes  of  the  most  curious  and  striking 
geological  formations  in  all  parts  of  the  world  have  been  pro- 
cured. It  will  readily  be  understood  of  what  immense  service 
such  aids  will  be  to  the  Professor  of  Geology  in  exciting  the  in- 
terest of  his  class,  and  in  impressing  upon  their  minds,  through 
the  senses,  the  important  facts  of  his  science. 

We  are  justified  in  declaring  that  no  Institution  of  Learning 
in  the  United  States  is  better  equipped  than  will  be  the  Univer- 
sity of  California  when  its  apparatus  arrives.  Others  may  sur- 
pass it  in  quantity;  few  can  equal  it  in  quality.  The  possession 
of  so  valuable  a  collection  of  instruments  and  ingenious  appli- 
ances will  invest  the  University  with  special  attractions  for  the 
students  of  the  Physical  Sciences. 

OPENING  OF  THE  UNIVEKSITY. 

It  was  at  first  proposed  to  postpone  the  opening  of  the  Uni- 


164  Department  of  Fublic  Instruction.  [Dec. 

versity  until  the  completion  of  tlie  necessary  buildings  intended 
to  be  erected  at  Berkeley;  but  as  the  friends  of  the  Institution, 
and  the  Regents  themselves,  were  becoming  impatient  to  see 
something  definite  and  practical  done,  it  was  determined  to  com- 
mence the  University  exercises  at  once.  Accordingly,  after 
extensive  public  notice,  the  University  was  inaugurated  on  the 
23d  of  September  in  the  building  belonging  to  the  College  of 
California,  thoroughly  refitted  for  the  purpose,  and  in  the  Bray- 
ton  Building  close  at  hand,  both  situated  near  the  centre  of 
Oakland.  About  50  students  have  entered  to  date,  distributed 
among  the  various  Colleges;  most  of  them,  however,  in  the 
College  of  Letters,  in  which  the  four  classes  have  been  organ- 
ized. A  few  applied  for  admission  to  the  several  Colleges  of 
Arts,  of  which  only  the  Fourth  (or  Freshman)  Class  has  as  yet 
been  established. 

The  course  of  instruction  has  since  gone  on  smoothly  and  sat- 
isfactorily, and  assurances  are  given  that  both  Faculty  and 
students  are  pleased  with  their  labors,  and  work  together  har- 
moniously. The  method  of  instruction  is  by  means  of  Lectures 
and  the  study  of  Text-books,  accompanied  in  either  case  by 
rigid  daily  examinations.^ 

The  Dormitory  System  being  forbidden  by  the  Organic  Act, 
the  students  find  homes  in  the  boarding  houses  and  in  private 
families  of  Oakland.  Their  conduct  has  been  thus  far  without 
rej)roach. 

TEEMS. 

The  present  (or  First)  Term  of  the  University  ends  on  the  22d 
of  December,  1869,  when  there  is  a  Winter  Vacation  of  two 
weeks.  The  Second  Term  begins  on  the  6th  of  January,  1870, 
and  expires  on  the  6th  of  April,  followed  by  a  Spring  Vacation 
of  two  weeks.  The  Third  Term  commences  on  the  21st  of 
April,  and  ends'  on  the  20th  of  July,  1870 — Commencement 
Day — after  which  there  will  be  a  Summer  Vacation  of  nine  (9) 
weeks. 

THE  UNIVERSITY  BUILDINGS. 

The  Regents  originally  adopted  the  plans  of  Messrs.  Wright 
and  Sanders  for  the  new  University  Buildings  to  be  erected  at 
Berkeley,  but  in  consequence  of  a  misunderstanding,  these 
plans  were  subsequently  withdrawn  by  the  Architects;  where- 
upon, the  Regents  at  once  accepted  those  prepared  by  Messrs. 
Kentzer  &  Farquharson..  These  plans  provide  for  the  construc- 
tion of  two  spacious  buildings  of  iron  and  brick,  each  embracing 
a  half -basement,  and  three  stories  above  the  basement;  the 
upper  one  being  a  finished  Attic,  with  ornamental  Mansard  roof. 
One  will  be  known  as  the  ''Academic  Building;"  the  other,  as 
*' Agricultural  Hall."  The  Academic  Building  will  contain 
eleven  large  recitation  and  section  rooms,  a  Philosophical  Lec- 
ture Room,  a  temporary  Museum  of  Mineralogy  and  a  Library. 


1869.]  Department  of  Public  Instruction.  165 


Agricultural  Hall  will  contain  Chemical  and  Metallurgical  Lab- 
oratories, Technical  Museum,  Lecture  Eoom,  Library,  recitation 
and  class-rooms,  store-rooms,  and  study  or  retiring  rooms  for 
the  Professors. 

In  addition  to  these  principal  structures,  the  plans  provide  for 
separate  buildings  for  a  Magnetic  Observatory,  for  the  Presi- 
dent's Office  and  Faculty  Eooms,  for  seven  commodious  dv^el- 
ling  houses,  to  be  occupied  by  the  Professors,  and  for  two  out- 
buildings. Provision  is  made,  and  space  is  left,  for  the  erection, 
at  some  future  time,  of  an  elegant  and  imposing  Central  Build- 
ing, to  be  the  calminating  feature  of  the  group,  and  to  contain 
the  grand  Assembly  Hall,  the  Library,  Museums,  Clock  Tower 
and  President's  rooms. 

The  Academic  Building  is  to  be  154  feet  in  length,  by  63  feet 
in  depth;  the  Agricultural  Hall  150  feet  long,  by  54  feet  deep. 
The  axis  of  all  the  buildings  is  placed  nearly  North  and  South, 
and  the  space  between  them  is  never  less  than  100  feet,  so  that 
the  burning  of  one  may  not  endanger  the  others.  The  estimated 
cost  of  all  these  buildings,  excepting,  of  course,  the  grand  Cen- 
tral Building,  which  will  not  be  put  up  until  more  ample  means 
are  obtained,  is  $230,000. 

The  corner-stone  of  the  main  University  Building  will  be 
publicly  laid  with  Masonic  ceremonies,  probably  about  the  first 
week  in  December,  If  the  season  permit,  the  foundations  will 
be  completed  by  early  Spring,  when  the  work  of  construction 
will  be  prosecuted  with  the  utmost  vigor,  under  the  direction  of 
the  Executive  Committee,  consisting  of  Messrs,  Butterworth, 
Ealston  and  Stebbins,  who  are  not  the  men  to  allow  a  great  en- 
teprise  entrusted  to  them  to  languish  for  the  want  of  whip  or 
spur.  It  is  hoped  that  the  new  buildings  will  be  sufficiently  ad- 
vanced for  occupation  by  the  University  in  December,  1870,  or, 
at  latest,  in  the  Spring  of  1871. 

A  horse  railroad  from  Oakland  has  already  been  completed 
about  half-way  to  Berkeley,  and  will  be  extended  to  the  Univer- 
sity site  by  the  time  the  new  buildings  are  finished.  This  will 
make  the  University  easy  of  access,  both  from  San  Francisco 
and  from  Oakland. 

In  addition  to  the  160  acres,  forming  the  University  site 
proper,  the  Regents  have  secured  a  valuable  tract  of  40  acres 
adjoining,  on  the  West,  of  which  30  acres  were  obtained  by  pur- 
chase of  the  College  of  California,  and  10  acres  by  donation 
from  Mr.  George  M.  Blake,  of  Oakland.  Through  the  liberality 
of  the  Trustees  of  the  College  of  California,  the  Regents  have 
also  secured  the  right  to  all  the  waters  flowing  from  numerous 
never-failing  springs,  some  of  them  very  copious,  situated  upon 
the  high  grounds  to  the  East  and  North  of  their  Tract. 

THE  UNIVEESITY  PARK. 

The  thousands  of  evergreen  and  ornamental  trees,  set  out  in 
groves  and  along  the  avenues  last  Spring,  are  growing  finely. 


166  Department  of  Public  Instruction.  [Dec, 

Many  more  will  be  added,  until  the  whole  tract  of  200  acres  is 
converted  into  a  beautiful  and  attractive  Park,  interlaced  with 
umbrageous  walks  and  drives  and  avenues.  Nature  has  already 
ornamented  it  with  groves  and  long  lines  of  full-grown  evergreen 
oaks  and  the  deep-hued  bay-tree,  bordering  on  both  sides  of 
Strawberry  Creek — a  never-failing  stream  that  flows  through  the 
entire  length  of  the  grounds.  The  site  slopes  gently  from  the 
foot-hills  on  the  East,  toward  the  West.  It  is  slightly  undulat- 
ing at  the  upper  end,  and  from  long  stretches  in  the  drives,  and 
from  every  knoll,  there  is  a  glorious  out-look  straight  through 
the  Golden  Gate  (which  lies  due  West),  and  up  and  down  the 
Bay,  studded  with  Islands,  and  white  with  the  sails  of  a  hundred 
craft.  Behind  rise  the  picturesque  hills  of  the  Contra  Costa 
Range;  to  the  right  and  left  stretch  the  fertile  i)lains  of  Ala- 
meda, dotted  with  handsotne  villas  and  cheerful  homesteads, 
terminating  in  the  clustering  oaks  and  mansions  of  Oakland  on 
the  one  side,  and  extending  to  San  Pablo  Point  on  the  other. 
Opposite,  in  full  view,  lies  the  City  of  San  Francisco,  that  seems 
to  terrace  the  steep  hills  behind.  Take  it  all  in  all,  there  is  not 
a  spot  in  America,  in  the  vicinity  of  a  great  city,  that  commands 
so  beautiful,  so  picturesque  and  so  extended  a  prospect. 

The  day  is  not  far  distant  when  handsome  villas,  constituting 
a  continuous  village,  will  cluster  around  the  University  site,  and 
its  "Academic  Groves"  will  become  a  delightful  resort  for  the 
residents  of  the  neighborhood,  and  its  attractive  Park  a  favorite 
drive  for  the  citizens  of  Oakland  and  vicinity.  Amid  such  sur- 
roundings, and  in  a  climate  unsurpassed,  with  the  prospect  of 
elegant  and  refined  society  close  at  hand,  study  should  cease  to 
be  a  task,  and  the  intellect  should  brighten,  and  the  soul  expand 
under  genial  influences. 


OFFICIAL  JOURNEYINGS. 


The  proceedings  of  the  Yolo  Institute  have  been  received 
from  the  prompt  and  efiicient  Secretary,  and  will  appear  next 
month.  The  State  Superintendent  was  present  during  one  day 
of  the  session,  and  gave  a  ' '  talk  "  in  the  evening.  The  cause 
of  education  is  advancing  in  Yolo  county.  Just  as  soon  as  a 
difficulty  concerning  the  title  to  the  public  school  lot  is  settled,  it 
is  expected  that  A  new  and  excellent  public  school-house  will  be 
erected  at  Woodland.  The  Hesperian  College,  a  denomina- 
tional institution  at  that  place,  is  doing  well,  under  the  lead  of 
our  scholarly,  genial,  go-aheadative  friend,  Prof.  Martin,  and 
his  associates.  Superintendent  Darby  (re-elected),  both  in  the 
school-room  and  in  his  official  cajjacity,  is  doing  noble  work, 
aided  by  a  body  of  teachers  steadily  increasing  in  numbers  and 


1869.  J  Department  of  Public  Instruction,  167 

efficieiicy.  Woodland,  always  a  pleasant  place  to  visit,  is  par- 
ticularly so  when  the  school  teachers  are  there  in  convention 
assembled.  It  was  tantalizing  to  the  Superintendent  of  Public 
Instruction  that  he  could  not  tarry  longer. 

REPORT  OF  PUBLIC   SCHOOLS 


KOLL    OF    HOXOE. 

North  San  Juan  Grammar  School,  Nevada  Comity. — G.  W. 
Stoddard,  Teacher.     Term  ending  October  22,  1869. 

Masters  Oscar  E.  Hill,  Edgar  S.  McNeill,  Willie  V.  Chapman, 
C.   Frank   McNeill,    Harold   E.    Spooner  and   Thomas   Evans. 

Misses  Lizzie  Banks,  Gracie  Hesseltine,  May  Peck,  Emma 
Augier,  Edith  White,  Ida  Kraemer,  Kate  Downey,  Sarah  J. 
Williams,  Mary  Banks  and  Mary  Shepard. 


Welcome  Home.— The  State  Normal  School  euded  its  last  term  on  the  5th 
inst.  During  the  closing  exercises  an  incident  occurred  which  brings  to  mind 
one  of  the  chief  pleasures  that  fall  to  the  lot  of  the  faithful  teacher.  While 
the  audience  were  listening  to  the  interesting  programme  of  music,  essays, 
select  readings,  declamations,  etc.,  there  was  an  intermission  of  a  few 
minutes,  when  Miss  Annie  Haas,  of  San  Leandro,  came  forward,  and  in  a 
neat  and  appropriate  speech,  presented  Miss  Houghton  an  elegant  Bouquet — 
the  simple  and  tasteful  offering  of^appreciative  pupils  to  the  faithful  teacher, 
expressive  of  their  joy  and  welcome  on  her  return  to  them  after  an  absence 
of  five  months  to  some  of  the  Eastern  States.  We  congratulate  teacher  and 
pupils. 


"Etymological  Eevekies." — The  article  with  this  caption  in  our  issue  for 
last  month,  was  from  The  American  Educational  Monthly;  and  on  account 
of  absence  from  home,  the  printer  made  us  fail  to  give  the  proper  credit. 


Eeratum. — In  the  last  Teacher  was  an  error— taking  his  wheel  from 
[xion  and  giving  it  to  Tantalus.  The  proof  (?)-reader  claims  the  honor  of 
the  achievement. 


Book   Table. 


MANUAii  OF  English  Gilvmmar.    Designed  for  Public  and  Private  Schools.    By  E.  J,  Schell- 
HOUSE.     Sacramento:  H.  S.  Crocker  &  Co.,  Printers  and  Stationers.    1870. 

An  intelligent  lady  of  California  has  styled  this  book  the  "  Grammarette." 
The  name  seems  apropos,  when  we  compare  the  264  pages,  12  mo.,  of  Har- 
vey, 3i3  of  Brown,  523  of  Green,  &c.,  to  these  78  pages,  18  mo.  The  great 
merit  of  the  work  is — what  it  leaves  out.  Within  such  brief  space  the  author 
has  condensed  the  essentials  of  English  Grammar.  The  cumbersome  ap- 
pendages, borrowed  from  foreign  sources,  are  discarded,  and  there  is  left  only 


168  Booh  Table.  [Dec. 

the  grammar  of  the  English  language,  which  really  requires  much  less  space 
than  is  usually  taken  for  its  adequate  presentation.  Although  it  does  not  en- 
tirely meet  our  ideal  of  what  an  English  grammar  should  be,  yet  it  does  not 
offend  by  useless  excressences  on  that  simple  structure — the  English  Lan- 
guage. We  commend  the  book  to  the  thoughtful  teachers  of  the  country. 
Some  amusing  typographical  errors  occurs  on  page  54,  which  makes  crusta- 
ceous  and  constancy  read  "  constaceous  "  and  "  crustancy." 

Man  in  Genesis  and  in  Geology:  Or,  the  Biblical  accouut  of  Man's  Creation,  tested  by 
Scientific  Theories  of  his  Origin  and  Antiquity.  By  Joseph  P.  Thompson,  D.D.,  LL.D. 
New  York:  Samuel  R.  Wells  Publisher.    1870. 

These  seven  lectures  embrace  a  wide  field  of  thought — Science  and  Theol- 
ogy. They  bear  marks  of  ability  and  learning;  and  if  there  is  a  feeling  of 
disappointment  after  reading  some  of  them— for  instance  *'The  Origin  of 
Man,"  "The  Antiquity  of  Man,"  &c. — the  author  estabhshes  one  point,  per- 
haps all  he  aimed  t»  establish,  to-wit:  That  as  yet  science  has  not  success- 
fully contradicted  Eevelation.  Wherein  science  (?)  has  contradicted  legiti- 
mately interpreted  revelation,  deeper  knowledge  has  shown  science  to  be  at 
fault;  that  is,  science  often  changes  its  ground,  abandons  its  theories  and 
hypotheses;  and  revelation  has  stood  the  severest  tests  of  time  and  knowl- 
edge. The  theories  of  Darwin,  Owen,  &c. ,  are  handled  with  ability,  showing 
that  revelation  has  not  suffered  at  their  hands;  and,  moreover,  is  nofc  likely  to 
suffer  from  true  Scientists.  An  occasional  grammatical  blemish — "Whether 
man  will  see  Him  or  no  " — offends  pedagogical  ears.     A.  Koman  &  Co. 

The  Candy  Elephant,  an*  other  Stories  for  Children.  By  Clara  G.  Dolliver,  Author  of 
"  No  Baby  in  the  House."    New  York:  A.  Roman  &  Co.,  San  Francisco. 

A  charming  book  for  the  little  folks,  agreeably  diversified  by  prose  and 
verse.  The  stories  are  original  and  well  conceived;  the  poems  suitable  to  the 
taste  of  a  youthful  reader.  The  fair  authoress  deserves  especial  commenda- 
tion for  her  masterly  defense  of  the  memory  of  "Margery  Daw,"  whose 
name,  but  for  her,  would  have  gone  down  to  future  generations  in  a  most 
unenviable  light.  Parents,  in  securing  holiday  presents,  should  not  consider 
their  list  complete  without  the  Candy  Elephant.  Price  $1.  For  sale  by  A. 
Koman  &  Co. 

Our  Home  Physician:  A  New  and  Popular  Guide  to  the  Art  of  Preserving  Health  and  Treat- 
ing Disease;  with  Plain  Advice  for  all  the  Emergencies  of  the  Family.  By  George  M. 
Beard,  A.M.,  M.D.,  Lecturer  on  Nervous  Diseases  in  the  University  of  New  York;  Mem- 
ber of  the  New  York  County  Medical  Society;  one  of  the  Authors  of  "  The  Medical  Use 
of  Electricity,  "  &c.    New  York:  E.  B.  Treat  &  Co. 

This  book  supplies  a  want  that  has  for  some  time  been  felt  among  the 
masses  of  the  people — a  compend  of  Medical  Science,  accurate  and  reliable; 
brought  down  to  our  times  in  point  of  scientific  discovery,  and  written  in  a 
style  intelligible  t6  the  general  reader.  While  the  author  gives  hints,  sug- 
gestions and  modes  of  treatment  in  regard  to  the  many  diseases  which  afflict 
mankind,  yet  he  has  done  so  in  a  style  that  is  interesting  as  well  as  instruct- 
ive ;  and  he  defines  the  boundary  beyond  which  the  sick  should  not  attempt 
to  pass  in  treating  disease,  without  the  aid  of  the  skillful  pliysician.  The 
volume  is  a  fund  of  reliable  information  for  those  who  have  health  and  wish 
to  keei^  it;  and  for  those  who  have  partially  lost  it,  and  wish  to  regain  it. 
Sold  by  subscription.  M.  E.  Traver,  General  Agent,  405  Kearney  street,  San 
Francisco. 


TABLE    OF    CONTENTS 


PAGE. 

ALAMEDA  COUNTY  TEACHEKS'  INSTITUTE 141 

AMADOR  AND  CALAVERAS  JOINT  INSTITUTE 151 

"  BENEVOLENT  FUND  FOR  TEACHERS' , 155 

ARE  OUR  HOMES  FAILURES? 156 

THE  HEAVENWARD  SIDE 158 

THE  MASTODON 160 

DEPARTMENT  OF  PUBLIC  INSTRUCTION 162 

PROGRESS  OF  THE  UNIVERSITY  OF  CALIFORNIA 162 

The  Educational  Staff 162 

Handsomely  Equipped 162 

Opening  of  the  University 163 

Teems    164 

The  University  Buildings 164 

The  University  Park 165 

OFFICIAL  JOURNEYINGS 166 

RI^ORTS  OF  PUBLIC  SCHOOLS 167 

WELCOME  HOME 167 

BOOK  TABLE 168 


Terms  of  Advertising  in  the  California  Teacher. 

[Payable  in  U.  S.    Gold  Coin.] 

1  mo7ith.    3  months.  6  months.  1  year. 

1-4  page $5  00    $10  00  $25  00  $40  00 

r-2  page. . . .  : 10  00     25  00  40  00  70  00 

1  page 15  00    40  00  60  00  100  00 


BYRON  BAILEY.  WM.    SMITH. 

B^I.EY  &  SMITH, 

f.     J,     j  .  FORMERLY 

'qr^r^  derby  «&  BAiiiEY, 

M A K U F A C T U R E E S      OF      ALL 

Kinds  of  School  Furniture,  Settees,  Offlice  Desks,  etc., 

No,  51  Beale  Street,  near  Mission, 

SAN  FEANCISCO. 

^^  Having  had  an  experience  of  fonr  years  on  this  coast  in  the  manufacture 
of  SCHOOL  FURNITURE,  and  possessing  facilities  surpassed  by  no 
other,  we  are  prepared  to  furnish  a  superior  article  at  the  lowest  rates 
j-ly  ^^  All  orders  promptly  attended  to.  «^ 


State    Normai^    School, 
board  of  trustees. 

H.  H.  HAIGHT .Governor. 

O.  P.  FITZGEKALD Superintendent  of  PubHc  Instruction. 

JAMES  DENMAN Superintendent,  San  Francisco. 

,  MELVILLE   COTTLE Superintendent,  San  Joaquin  County. 

J.  H.  BEALY Superintendent,  Santa  Clara  Coimty. 

De.  a.  TEAFTON.' Superintendent,  Sacramento  County. 

S.  I.  C.  SWEZEY San  Francisco. 

J.  M.  SIBLEY .San  Francisco. 

TEACHERS. 

Eev.  W.  T.  Lucky,  A.M Principal- 

H.  P.  Caklton Vice-Principal- 

Miss  E.  W.  Houghton Assistant. 

Mes.  D.  Claek Assistant. 

The  Second  Term'  of  the  current  year  will  commence  on  the  8th  day  of  No. 
vember,  1869.     All  candidates  for  admission  must  be  present  at  that  time. 

COURSE   OF  STUDY. 

EEQUISITES  FOE  ADMISSION. 

To  secure  admission  to  the  Junior  Class,  Second  Division,  applicants  must 
pass  a  written  examination  on  the  following  subjects,  viz. :  ^ 

Eaton's  Common  School  Arithmetic — to  percentage. 

Eaton's  Intellectual  Arithmetic. 

Greene's  Introduction  to  English  Grammar. 

Willson's  Fourth  Eeader. 

Spelling;  PenraansMIp. 

Applicants  for  an  advanced  Class  will  be  required  to  pass  an  examination  on 
the  studies  previously  pursued  by  that  Class. 

JuNioE  Class — First  Session. 

Arithmetic — Eaton's  Common  School — complete. 
Grammar — Quackenbos' — begun. 
Geography — Guyot's  Common  School. 
Reading — Willson's  Fifth  Eeader. 
Moral  Lessons — Cowdery's. 
Spelling — Willson's  Larger  Speller. 

JuNioE  Class — Second  Session. 

Arithmetic — Eaton's  Higher. 

Grammar — Quackenbos' — complete. 

Rhetoric — Boyd 's. 

Physiology — Cutter's  Elementar}^ 

History — Quackenbos ' . 

Vocal  Culture — Eussell's. 

Book-Keeping— VQ,yHon  &  Dutton's  Single  Entry. 

General  Exercises  throughout  the  Junior  Yeo.r — Penmanship;  Object-LeBsons; 
Calisthenics;  Methods  of  Teaching;  School  Law;  Composition  and  Declama- 
tion. 

Senioe  Class — First  Session. 

Arithmetic — Eaton's  Higher — reviewed. 
Algebra — Eobinson's  Elementary. 
Grammar — Greene's  Analysis. 
Natural  Philosophy — Quackenbos'. 
Physiology— Cnttev's  Larger. 
Rlietoric — Boyd '  s . 
Natural  History — Tenney's. 


Senior  C-lass^- Second  Session. 
Botany — Graj- '  s . 

Physical  Geography — "Warren's,  -with  GiiTot's  Wall  Maps, 
Normal  Training — Rnssell's. 
Geometry — Davies'  Legendre — ^five  books. 
English  Literature — Sha w 's. 

Book-Keeping — Payson  &  Dimton's  Double  Entry. 
General  Exercises — Same  as  in  Junior  Year. 

REGULATIONS   OF   THE   STATE   NORMAL   SCHOOL. 

Adopted  by  the  Board  o^  Normal  School  Trustees,  March  28,  1868. 

1.  All  pupils,  on  entering  tlie  School,  are  to  sign  the  following  declaftition 
of  intention : 

'  We,  the  subscribers,  hereby  declare  that  our  purpose  in  entering  the  State  Normal  School 
is  to  fit  ourselves  for  the  profession  of  Teaching,  and  that  it  is  our  intention  to  engage  in 
teaching  in  the  Public  Schools  of  this  State." 

Male  candidates  for  admission  must  be  at  least  eighteen  years  of  age;  and 
female  applicants  at  least  fifteen  years  of  age ;  and  all  must  possess  a  good  de- 
gree of  physical  health  and  vigor, 

2.  No  person  whose  age  exceeds  thirty  years  shall  be  admitted  to  the  School, 
except  teachers  who  are  fitted  to  enter  the  Senior  Class. 

3.  Whenever  the  number  of  applicants  from  any  county  shall  exceed  the 
number  to  which  that  county  is  entitled  by  law,  the  applicants  shall  pass  a 
competitive  examination  before  the  County  Superintendent,  and  the  County 
Board  of  Examination;  which  examination  shall  be  conducted  in  the  same 
manner  as  county  examinations  for  third  gi-ade  teachers'  certificates.  The 
persons  passing  the  highest  examination  shall  be  eligible  to  admission  in  the 
order  of  their  standing  in  examination. 

4.  All  applicants  are  required  to  present  letters  of  recommendation,  and 
certificates  of  good  moral  character,  from  the  County  Superintendent  of  the 
county  in  which  they  reside. 

5.  All  new  applicants  shall  present  themselves  for  examination  at  least  three 
days  previous  to  the  regular  day  of  each  term  commencement;  and  no  pupil 
shall  be  admitted  during  term  time,  except  in  case  of  teachers  who  ho.d  at 
least  second  grade  State  or  County  certificates, 

6.  The  Principal  of  the  School  shall  keep  a  register  of  the  attendance  of 
pupils,  and  shall  report  monthly,  to  the  Secretary  of  the  Board,  the  v,  hole 
number  enrolled,  the  average  number  belonging,  the  average  daily  attendance, 
the  percentage  of  daily  attendance,  and  such  other  statistics  as  may  be  re- 
quired by  the  Executive  Committee  of  the  Board. 

7.  No  pupil  shall  be  entitled  to  a  Diploma  of  Graduation  who  has  not  been 
a  member  of  the  School  at  least  one  term  of  five  months. 

8.  The  Normal  School  shall  be  divided  into  two  classes:  Junior  and  Senior 
— each  divided  into  two  divisions. 

GENERAL  INFORMATION. 

The  time  for  completing  the  Normal  School  course  is  two  years,  each  divided 
into  two  terms  of  five  months. 

There  will  be  Written  Examinations  and  PublicExercisesat  the  close  of  each 
term.     The  Graduating  Exercisee  will  be  in  May. 

Pupils  will  be  required  to  furni-h  their  Text  Books.  Books  for  reference 
will  be  furnished  by  the  State.  Good  boarding  can  be  procured  at  about 
twenty-five  to  thirty  dollars  per  month. 

Applicants  will  please  read  attentively  the  "Eegulations"  as  given  above, 
particularly  the  Fourth  and  Fifth, 

All  graduates  will  be  required  to  pass  an  examination  on  the  entire  course. 
Those  who  complete  the  studies  of  the  Junior  Class  will  be  entitled  to  certifi- 
cates of  qualification,  for  teaching  schools  of  Second  and  Third  Grade. 

For  additional  particulars,  address 

Kev.  WM.  T.  LtJCKY,  A.  M.,  Pkincipai.,  San  Francisco. 


SUPERINTENDENTS  TAKE  NOTICE ! 


Kare  Chance  to  obtain  that  popular  Magazine 

THE     NATIONAL    SUNDAY     SCHOOL    TEACHER, 

15     MONTHS     FOR     Si. 50. 

All  N  EW  subscribers,  who  begin  with  the  October  number,  will  receive  the 
TEACHER  tillJanuary  1871,  for  $1.50,  the  regular  yearly  rate. 

This  Magazine  begins  a  course  of  Lessons  with  Oct.,  called 

THE  GOSPEL  IN  THE  OLD  TESTAMENT, 

Preparatory  to  a  new  and  improved  course  for  1870,  on 

THE  LIFE  of  JESUS  THE  CHRIST 

The  Magazine  is  edited  by  the  REV.  EDWARD  EGGLESTON,  assisted  by 
a  committee  of  Clergymen,  embracing  all  the  leading  orthodox  denominations 
in  the  country. 

The  TEACHER  has  became  a  necessity  to  all  live  Sunday  School  Workers. 

Clubs  of  10  or  more,  will  receive  gratis,  6  Lessons  Papers  with  each  copy 
monthly,  for  the  use  of  Scholars. 

Send  for  sample  copy,  IScts.  before  deciding  on  your  course  for  the  next 
year. 

—  .^^  x_.  s  o  — 

Send  for  sample  copies  of  THE  SUNDAY  SCHOOL  SCHOLAR,  and 
THE  LITTLE  FOLKS*  two  new  and  original  papers,  for  Sunday  School 
Scholars,  the  one  for  the  older  pupils,  the  other  for  the  little  ones. 

ADAMS,  BLACKMER  &  LYON, 

CHICAaO,    111, 


"We  also  publish  tht^  following  popular  works,  copies  of  which  marked  with 
a  star  (*)  will  be  sent  for  examination  on  receipt  of  one-half  the  retail  price. 

Adams' Teacher's  Daily  Kegiste  c, 50  to  4.00 

'*     School  Ledger, .-._  1.50 

' '  .  Class  Book,        -        -                 .75 

"     Pocket  Class  Book,        - .30 

School  Tablet  for  Marking  Tardiaess, 1.00 

Monthly  Report  Cards  per  100,        - 1.00 

Special         "           ...««< .50 

*Grifiith's  Elocution. 1.50 

*  "        Drill  Book  in  Oratory, .75 

*'Eolph's  Normal  System  of  Penmanship,  per  doz.        -        -        -        -  2.40 

*  Chase's  Writing,  Speller  &  Definer,                 "          -        -        -        -         1.80 
Dr.  Gregory's  Map  of  Time, 7.00 

"      Hand  Book  of  History, 1.25 

*"             "       Century  Book, .30 

Eggieston's  Sunday  School  Manual, -75 

Palmer's  Sabbatli  School  Songs, -        -  .25 

Farmers  Record  and  Account  IBook,  -         -        -        -        -        -     3.00  to  5.00 

*Allin'8  Map  Drawing  Book, 1-00 

"       Small  Scale,    -        -        - .25 

"      Large  Scale  for  Blackboard, .50 

ADAMS,   BLACKMER  &   LYON, 

CHICAGO,  Illinois. 


AMERICAN  STANDARD  SCHOOL  SERIES. 

School    Books 

PineLISHED  BY 

JOHN  p.  MORTON  &  CO.,  Louisville,  Ky. 

OF 

THE  AET  OF  PROSE  COMPOSITION  : 

By  JOHN  M.  BONNELL,  D.  D. 

This  popular  work,  prepared  by  an  eminently  skillful  teacher,  of  high  lit- 
erary attainments  and  cultivated  taste,  for  use  in  his  own  school  at  Macon,  Ga., 
is  now  in  general  use  throughout  the  South  and  West.  The  book,  before  its 
publication,  was  subjected  to  that  best  of  tests — use  in  the  class-room.  Its 
an-angement  is  simple  and  philosophical.  It  has  met  with  the  hearty  and  al- 
most unanimous  approbation  of  teachers  everywhere.     It  was 

Adopted  hy  the  California  State  Board  of  Edu- 
cation, July,  1S69. 


GRAMMARS,  READERS,   MATHEMATICS,  Etc. 

Butler's  Introductory,  and  Practical  Grammars, 

Butler's  First  Book  in  Spelling-  and  Reading-, 

Butler's  Goodrich  Readers— First  to  Sixtli,  inclnsive, 
Butler's  Common  School  Sii>eaker, 

Bronson's  Elocution  and  Vocal  Philosophy, 

Kavanaugh's  Original  Dramas,  Dialojpies,  Etc 
Barbee's  First  Principles  of  Geology, 

Towne's  Primary,  Intermediate  and  Practical  Arithmetics, 
To^vne's  Mental  Aritlimetic,   (in  Preparation.) 
■•  To^vne's  Algehra— Key  to  the  Algebra, 

Towne's  Geometry,  (in  Preparation, ) 
Towne's  Trigonometrv  and  Surveying,  (in  Preparation. ) 
•  «»^»»» 

S^^The  publishers  confidently  commend  their  books  to  the  attention  o 
Teachers,  School  Commissioners  and  Parents  as  possessing  the  highest  degi-ee 
of  excellence.  These  books  are  used  by  the  best  teachers  in  Kentucky,  Vir- 
ginia, Alabama.  Mississippi,  Missouri,  Louisiana,  Tennessee,  Georgia,  Texas, 
Utah  Territory,  and  in  many  private  and  public  schools  throughout  the  North 
and  West;  and  we  feel  justified  in  predicting  that  they  will  become  the 

STANDARD  SCHOOL  BOOKS  OF  THE  SOUTH  AND  WEST. 

***  Copies  of  any  of  our  publications  will  be  sent  to  teachers  for  examination,  with  a  view 
to  introduction,  on  application  to 

JOHN    P.    MORTON    &    CO., 

Pwhlishers.  Etc. ,  156, 158  Main  St.. 
0-3  LOUISVILLE,  Ky. 


First  Steps  in  Greograpliy, 

Intended  to  precede  COENELL'S  GEOGEAPHICAL  SERIES,  and  to  intro- 
duce the  little  pupil  pleasantly  and  profitably  to  the  Eudiments  of 
Geography.     One  beautiful  volume,  child's  quarto,  with 
numerous  Maps   and  Illustrations,  72  pages. 

Corneirs  Geographical  Series 

CONSISTS  OF 
I,    Primary  Geography.    Small  4to.     100  pp.     12  Maps.    Beau- 
tifully illustrated. 
II,    Intermediate    Geography,      Large  4to.      96  pp.      Eevised 
edition,  brought  up  to  date,   with  new  and  additional  Maps  and 
numerous  Illustrations.    Contains  a  summaiy  of  Physical  Geography. 
Grammar- School  Geography,     Large  4to.,  with  _  numerous 
Maps  and  Illustrations.     108  pp.     C/)ntains  comprehensive  lessons 
on  Physical  Geography,  and  a  i^ractical  system  of  Map  Drawing. 
Ill,    High-School    Geography    and    Atlas,      Geography,   large 
12mo.     Eichly  Illustrated.     It  includes  Descriptive,  Physical,  and 
Mathematical  Geography.     Atlas,  very  large  4to.      Containing  a 
complete  set  of  Maps  for  study ;  also  a  set  of  Eeference  Maps  for 
family  use. 
THE  INTEEMEDIATE  GEOGEAPHY  is,  in  accordance  with  the  author's 

flan,  designed  for  pupils  who  have  completed  a  primary  course  on  the  subject, 
t  possesses  all  the  advantages  of  arrangement  and  system  peculiar  to  the  first 
book  of  the  series.  It  clearly  explains  the  terms  used  in  Physical,  Political, 
and  Mathematical  Geography,  and  contains  a  judiciously  selected  and  care- 
fully systematized  amount  of  Descriptive  Geography.  The  work  also  embraces 
a  Pronouncing  Vocabulary  of  the  Geographical  names  contained  in  it,  giving 
the  population  of  places,  the  length  of  rivers,  etc. 

THE  GEAMMAE-SCHOOL  GEOGEAPHY  may  either  follow  the  Inter- 
mediate Geography  or  be  used  instead  of  it,  as  the  second  part  of  tfie  series. 
The  chief  difference  between  the  Intermediate  and  the  Grammar  School  is 
that  the  latter,  though  no  more  elevated  in  style,  is  fuller  in  detail,  presents 
a  greater  variety  of  map  questions,  and  a  larger  number  of  localities  to  be 
memorized.  Both  are  alike  philosophical  in  their  arrangement,  accurate  in 
their  statements,  chastely  and  lavishly  illustrated,  highly  attractive  in  their 
external  appearance,  and,  generally,  just  what  the  intelligent  teacher  desires. 

THE  HIGH-SCHOOL  GEOGEAPHY  AND  ATLAS  are  intended  for 
High  Schools,  Academies  and  Seminaries.  They  cover  the  whole  ground  of 
Mathematical,  Physical,  and  Descriptive  Geography.  The  Atlas  will  be  found 
fuller  and  more  reliable  than  former  atlases,  and  will  answer  every  practical 
purpose  of  reference  for  schools  and  families. 

S»="  A  copy  of  either  part  of  the  Series,  for  examination,  wiU  be  sent^  by 
mail,  post-paid,  to  any  Teacher  or  School  Ofi&cer,  remitting  one  half  its  price. 

D.  APPLETON  &  CO.,  NEW  YORK. 

HAVE   JUST  PUBLISHED 

jS  SoTzes  of  Oubtline  ,]V[ob-ps, 

BY     THE      AUTHOll     OF     CORNELLS's      SERIES      OF      SCHOOL      GEOGRAPHIES. 

In  beauty  and  neatness  of  engraving,  convenience  of  size,  accuracy  of  state- 
ment, and  simplicity  of  arrangement,  these  maps  are  superior  to  any  hereto- 
fore published.    Also, 

CoriieH's  Cards  for  the  Study  and  Practice  of  Map  Drawing. 

Designed  for  the  use  of  Schools.  They  are  of  large,  but  convenient  size; 
and  neatly  put  up  in  sets. 

Vor  sale  by  all  Booksellers  throughout  (hliforida  and  Oregon. 

HENRY  PAYOT  &  CO., 

Booksellers,  Pu1>liKh«>rH,  mid  A^eiifin  for  tliu  M»1e  of  tite  Cornelias  Series  of 
Geo|fraphl«s,  ti^O  uiitl  U^^  Wusliinif ton  street.  Nun  Francisco. 


Guyofs  Geographical  Series. 

0 

Tlie  Most  Perfectly  (xra<lc(i  and  tSiiccessfnl  Text  Books  in  Use. 

Jilt  ptijiciiciiL  ivitynoi)  ^\  ]\m^  ^\^^Hl 

Guyot's  Introduction  to  the  Study  of  Geography. 

Guyot's  Elementary  Geography,  for  Primary  Classes. 

Guyot's  Intermediate  Geography:  A  Study  of  Form  and  Location. 

Guyot's  Common  School  Geography: 

A  General  View  of  the  ContineDts,  and  all  the  Principal  Countries  of  the  Earth. 


These  "Works,  in  addition  to  the  Physical.  Wall  Maps,  by  the  same  anther, 
have  revolntionized  Geographical  teaching.  The  fascinating  style  in  which 
these  books  are  prepared,  the  clear  and  forcible  manner  in  which  Pkofessor 
Gtjyot's  views  of  the  relations  of  facts  in 

NATURE    AND    THE    HISTORY    OF    MAN 

are  presented ;  the  acceptance  of  these  views  by  the  most  eminent  scientific 
men,  and  teachers  generally,  as  well  as  the  general  desire  for  a  more  attractive 
and  satisfactory  mode  of  instruction,  have  contributed  to  the 

OI1EA.T       SUCCESS 

which  these  Geographies  have  obtained. 

Unsolicited  testimonials,  from  Teachers  using  Guyot's  Geographies  are 
constantly  received  ;  and  the  practical  success  of  these  text-books  is  assured, 
by  the  genuine  welcome  and  hearty  appreciation  of  thousands  of  intelligent 
Teachers  throughout  the  country. 

0 

Extract  from  the  Keport  of  Hon.  W.  K.  White,  General  Superintendent  of 
Free  Schools  for  the   State  of  West  Virginia,  recommending  Guyot's 
Geographies  for  exclusive  use  in  the  Schools  of  the  State  : 
"In  teaching  Geography,  a  most  marked  revolution  has  been  effected.     In 
Guyot's  new  work  the  Teacher  will  find  a  welcome  assistance .    The  Interme- 
diate Geography  contains  all  that  is  at  present  needed  by  the  large  majority 
of  the  pupils  who  attend  our  schools.      The  '  Teachers'  Edition  of  the  Com- 
mon School, '  intended  solely  for  Teachers,  is  earnestly  recommended  to  those 
who  have  not  had  a  Normal  preparation .' ' 

**  Guyot'8  Maps  af e  Tiiconiparably  Superior."  peof.  l.  agassh. 

Guyot's  Wall  Maps,  L.arge  Series,   No.   1 $7100 

Guyot's  Wall  Maps,   Intex'metllate  Series,   No.  3 38  50 

Guyot's  Wall  Maps,  No.   3,   mounted  on  Rollers 25  00 

Guyot's  Wall  Maps,   PortfoUo  Series 18  00 

Key  accompanies  eacli  Series,  free  of  cost. 
Guyot's  Classical  Maps,   (3  Maps,   $15  each,) 4:5  00 

^p*  Full  Descriptive  Catalogue,  with  Testimonials  from  promint  Teachers, 
of  every  State  in  the  Union,  sent  on  application . 

CHAMLJES  SCBIBNBU  &  CO., 

654:  Broadway,  Ne^v  York. 

A.  JHOMAN  &  CO.,  San  Francisco,  Cal.  sly 


Popular    School    Books. 

New  Series  of  Geographies 

Is  now  complete  iu  thkee  Books,  each  of  which  has  recently  been  thoroughly 
revised.  These  Books  form  a  complete  Geographical  Course,  adapted  to  aU 
grades  of  Schools,  and  is  the  most  compact  and  economical  series  now  pu"b- 
lished.  

The  New  Primary 

Presents  the  elementary  principles  of  Geography  in  a  Series  of  Oral  Lessons, 
combined  w^th  concise  definitions,  in  a  difierent  style  of  type.  It  gives  a 
correct  idea  of  the  Earth  as  a  whole,  and  a  general  description  of  Continents 
and  their  political  subdivisions. 

The  New  Intermediate 

Excels  in  systematic  arrangement  and  treatment.  The  topics  follow  each 
other  in  natural  order,  and  the  general  principles  and  descriptions  precede  the 
less  important  details.  The  text  is  concise  and  intelligible,  and  the  questions 
for  review  are  calculated  to  awaken  thought  and  stimulate  to  investigation. 
The  Maps,  which  are  new,  and  on  copper  plate,  are  unsurpassed  for  accuracy 
and  clearness,  one  of  them  being  a  full  x^aged  MAP  OF  CALIFORNIA, 
exhibiting  the  Counties  of  the  State. 

The  New  Physical 

Has  been  entirely  re-written,  and  contains  the  results  of  the  investigations 
and  discoveries  of  the  most  eminent  Geographers  and  Scientific  Men  in  all 
parts  of  the  World  up  to  the  present  date.  It  contains  a  new  set  of  finely 
executed  Maps,  prepared  by  the  skillful  engravers  of  the  Coast  Siirvey,  Wash- 
ington, D.  C;  while  the  entire  subject  is  presented  iu  a  brief,  but  compre- 
hensive manner,  and  in  a  state  of  completeness  not  hitherto  attempted  in  this 
country. 

No  higher  commendation  could  be  awarded  to  any  Series  of  Books  than 
that  received  by  Wakken's  Sekies  of  Geogkaphies,  by  their  use  in  most  of 
the  principal  cities  of  the  Union  for  many  years  and  by  their  re-adoption  as 
fast  as  revised,  in  such  cities  as 

Boston, 

Providence,  ^ 

Washington,  D.  C, 
Philadel2)hia, 

St,  LiOiiis,  310,, 
Chicago  f 

Nashville, 

<Gc,f  c&c, 

•And  thousiinds  of  other  Coimties,  ('ities  uimI  Towus. 

COWPERTHWAIT  &  CO.,  Publishers, 

PIIILAOKLPHIA. 


i 


Popular    School    Books. 

GREENE'S  NEW  SERIES  OP  GRAMMARS. 
Greene's  New  Introduction. 
Greene's  New  English  Grammar. 
Greene's  analysis  op  the  English  Grammar. 

These  Books  form  a  connected  Series,  but  either  is  complete  in  itself  and 
may  be  used  indej)endently  of  the  others.  This  Series,  which  has  recently 
been  thoroughly  revised,  was  prepared  by  Prof.  S.  S.  Gkeene,  of  Browu 
University,  and  is  the  result  of  a  long  and  careful  study  of  the  language  itself, 
as  well  as  the  best  methods  of.  teaching  it.  The  Revised  Books,  although 
issued  but  a  short  time,  have  already  been  adopted  by  the 

State  Superintendent  of  Kansas, 
State  Comniissioners  of  ^linnesota. 
State  Commissioners  of  Arlcansas, 
The  School  Board  of  Chicago,  111,, 
The  School  Board  of  St.  Louis,  Mo-, 

And  of  One  Thousand  other  Cities  and  Towns  of  the  United  States. 


A  New  Work  on  Yocal  Grymnastics, 

BY  PKOF.  LEWIS  B.  MONROE, 

Superintendent  of  Physical  and  Vocal  Cidture  in  the  Boston  Public  Schools. 
102  pp.  D.;  12mo.     Illustrated,  Cloth.     Price,  $1.00. 
A  Book  for  every  Teacher  and  Student  of  that  most  elegant  of  arts.  Elocution 


\1S     THR^EE     55$ER,1ES. 

The  School  Series — Nos.  1  to  9,  inclusive. 

The  Ladies^  Series — Nos.   10  to  1J3,   inclusive. 

The  Mercantile  and  Ornamental  Series — Nos.  13  to  15,  incliuivo. 

Totter  &  Hammond's  Bookkeejung, 
BuariVs  Histort/  of  the  United  States, 
Coivdery's  lloral  Lessons,  <£'C,,  &c. 

"S^  Correspondence  of  Educators  solicited. 

COWPERTHWAiT  &  CO., 

tf  PHUiADELPHIA. 


^atlllt    gttflttff 


MECHANICS'    INSTITUTE, 

I^ost  St.f  between  Montgomery  and  Kearny. 


TO  thp:  pttbi^tc 


The  undersigned  most  gratefully  acknowledge  the  large  and  increasing  pat- 
ronage bestowed  upon  the  ' '  Pacific  Business  College  ' '  in  this  city,  more 
especially  as  the  attendance  for  the  last  few  months  has  been  larger  than  dur- 
ing any  period  since  it  has  been  established,  thus  sho  .sdng  that  it  is  supplying 
an  important  and  needed  want  in  the  community. 

The  purpose  of  establishing  the  ' '  Pacific  Business  College  ' '  in  San  Fran- 
cisco was  to  furnish  young  and  middle-aged  men,  intended  for  mercantile  pur- 
suits, or  those  desirous  of  situations  as  Book-keepers,  Accountants  and  Sales- 
men, with  the  facilities  for  securing  a  Practical  Biusiness  Education,  which 
would  enable  thein  to  enter  speedily  upon  fields  of  usefulness  and  honor. 

The  course  of  study  pursued  has  received  the  endorsement  of  thorough 
business  men  in  this  city. 

Deeply  grateful  for  the  liberal  patronage  which  has  been  bestowed  upon  our 
efforts  to  impart  a  sound  business  education,  we  assure  the  public  that  no 
efforts  or  expense  will  be  spared  by  us  in  making  our  arrangements  as,-  com- 
plete and  thorough  as  possible,  and  we  trust  by  so  doing  to  merit  a  continu- 
ance of  public  patronage,  and  submit  our  claims  for  future  support. 

VINSONHALER  &  SEREGNI,  Principals. 


THE  GOLD  MEDAL 


MANUFA-CTUBED  BT  (  ■^^^;^;-  -^==g. 

WJJ.Palmer&Co       ' 


(Buccesflors  to  Wigmore 
<fe  Palmer,) 

No.  604.    Market   Street 
and  5  Sutter. 

San  .Frandsco. 


NEW  IMPROVED  SCHOOL  DESK. 


Patented     February     18tli,     1863, 


By  .T.     S.     RANKIN. 


Made  of  Redwood,  with  ma- 
ple legs  and  ends $6.00 

White  Cedar 7.00 

Spanish  Cedar,  or  Cherry. .     8.50 

Teachers'  Desks $18  to  $40.00 

Black  Board,  per  foot 40 

Settees,  per  foot 80 

Liquid   Slating,  for  Black- 
boards, per  quart 2.50 

Black  Board  Rubbers,  doz.     6.00 

Dumb-bells,  pair . .  .50  to  2.00 

Rings 50 

Indian  Clubs ip2.50  to  $3.50 

By  the  arrangement  represented  above,  two,  three  or  more  School  Desks 
are  connected  by  a  longitudinal  beam  or  board,  and  firmly  held  together.  The 
following  advantages  are  claimed  for  this  arrangement: 

1.  The  scries  of  Desks  thus  formed  stand  very  firm  on  the  floor,  without 
being  in  any  manner  fastened  to  it. 

2.  They  can  be  removed  at  pleasure  by  adults,  in  a  few  minutes,  with  little 
or  noexpense. 

3.  They  present  fewer  (Obstacles  to  the  use  of  the  broom  than  any  Desk  in  use. 

4.  They  furnish  much  less  occasion  for  noise  than  other  School  Desks,  by 
presenting  less  surface  for  the  feet  to  strike  against. 

5.  They  are  superior,  also,  to  other  Desks  in  regard  to  the  convenience  of 
getting  in  and  out  of  them  wdth  ease. 

6.  In  appearance  they  are  neat,  and  when  properly  made,  even  elegant. 

7.  The  central  longitudinal  beam  separates  the  fwo  scholars  in  each  Desk, 
thus  givint^ to  the  arrangement  one  of  the  principal  advantages  claimed  for 
single  Desks. 

8.  They  are  simple  in  construction,  and  easily  made  "at  home"  by  any 
good  workman;  put  together  with  screws,  can  be  taken  apart  and  boxed. 

9.  They  can  be  more  easily  adajDted  to  particular  tastes  and  circumstances, 
as  regrrd  height  of  seat  and  writing  board,  inclination  of  the  seat  and  back, 
etc.,  than  any  desk  that  is  supported  by  castings. 

10.  T'lov  are  in  general  firmer  aniS.  more  durable  than  Desks  that  require  to 
be  fastened  to  the  floor  by  screws  or  nails. 

11.  They  are  much  cheaper  than  any  other  good  desk — costing,  ordinarily, 
not  more  than  one  half  as  much. 

That  these  statements  are  true,  will,  it  is  believed,  be  apparent  to  teachers 
and  others  who  have  had  much  experience  in  using  and  furnishing  school 
rooms;  and  if  they  are  true,  it  is  equally  plain  that  the  advantages 'obtained 
by  this  arrangement  are  very  great,  and  that  it  has  good  claims  to  the  notice 
and  favor  of  all  who  may  desire  to  assist  in  improving  the  appearance  of  our 
school  rooms  and  promoting  the  comfort  of  pupils  and  teachers. 

These  Desks  are  now  in  use  in  three  hundred  Schools  in  this  State,  many 
of  which  are  the  first  Schools  in  the  State.  They  give  entire  satisfaction,  and 
are  increasing  in  popularity.  Teachers,  County  Superintendents,  and  Trus- 
tees will  find  their  orders  promptly  filled.  All  the  best  styles  of  School 
Furniture  and  supphes  can  be  obtained  at  this  Institute.        Address, 

WARREN    HOLT, 

Pacific  School  Institute, 

^411  Kearny  St.  bet  Pine  and  California, 
SAN  FRANCISCO. 


I^^'.A.OIP^IO   SOZHZOOHr  i:]Nrsa?ITXJT:E. 

THIS  INSTITUTE  is  prepared  to  fiimish  Schools  and  Seminaries  with  the  most  approved 
School  Fuknituke,  Appaeatus,  Stationery,  and  all  other  School  Supplies.  Having  ample 
facilities  for  manufacturing  and  importing  most  of  the  articles  used  in  Schools. 

Teachers,  County  Stiperintendents  and  Trustees,  will  find  their  orders  promptly  filled  with 
articles  that  will  give  entire  satisfaction,     BS^  The  numbers  refer  to  each  cut. 

W.^TIROEIV    IlOIu'^r, 
411  Kearny  st.,  bet.  Pine  and  California,  San  Francisco. 


f^ipl^  01 


baton's  Mathematical  Series, 


IVOAV    T^EAr>^^- 


flirtait  s  glcmeirtarii  ^Iji^tira 

For  High  Schools  and  Academies. 

I    W.  F.  BRADBURY,  Author  of  a  Treatise  on  Trigonometry 
uiid  Surveying,  and  Teacher  in  Cambridge  High  School. 

'    //('  cojJies  mailed,  postage  paid,  for  examination  ivitli  ■  reference  to  intro- 
duction, on  receijJt  of  60  cents. 


The  publishers  present  this  work  to  the  educational  public  as  a  part  of 
//nil's  3Iathemcitical  Series.  The  acknowledged  ability  of  the  author  as 
[  \Iathematician  and  his  practical  experience  as  a  teacher  peculiarly  fit 
l;ji  to  prepare  a  book  of  this  grade. 

jThis  work  is  designed  for  those  pupils  who  are  just  commencing  Alge- 
|a,  and  can  be  taken  up  immediately  after  completing  any  Common 
lliool  Arithmetic. 

As  far  as  practicable  in  a  work  of  this  character,  the  same  general 
jin  has  been  followed  that  has  made  Eaton's  Arithmetics  so  popular  and 
[)  labor  spared  to  adapt  the  book  to  the  wants  of  pupils  beginning  this 
*anch  of  study. 

Special  attention  is  invited  to  the  arrangement  of  the  Equations  in 
limination  ;  also,  to  the  second  Method  of  Completing  the  Square  in 
ffected  Quadratics,  and  to  the  number  and  variety  of  the  examples 
van  in  the  body  of  the  work  and  in  the  closing  section. 
Soiiie  topics  are  omitted  as  not  appropriate  to  an  elementary  work  and 
different  arrangement  of  subjects  made  from  what  is  presented  in  other 
Igebras.  This  feature  will  recommend  the  book'  to  many  teachers  who 
e  dissatisfied  with  the  Algebras  now  published. 

The  utmost  conciseness  consistent  with  perspicuity  has  been  studied 
iroughout  the  work. 

The  mechanical  execution  of  the  book  is  believed  to  be  of  such  a 
iperior  character  as  to  commend  it  to  all. 

Theatteution  of  educators  is  respectfully  invited  to  EATON'S  AEITHMETICS.  This 
ries  has  recently  been  introduced  into  nearly  150  towns  in  Massachusetts,  about  oiie  half  of 
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THE 


California  Teacher 


JANUARY.     1870 


Vol.  YIL  '         SAN  FRANCISCO.  ]<ro.  7. 


TEACHING-  ENG-LISH  LITERATURE. 


Since  the  time  when  Lord  Brougham  enunciated  the  doctrine 
that  "the  schoolmaster  is  abroad/'  the  system  of  schools  in 
England  and  the  United  States  has  undergone  many  and  much- 
desired  changes.  He  insisted  that  the  best  way  of  governing  the 
masses  was  to  educate  them,  to  give  them  higher  and  nobler  in- 
stincts, to  enlarge  their  faculties,  and,  by  removing  ignorance, 
many  crimes  and  misdemeanors  would  disappear  from  the  body 
politic.  What  social  philosophers  had  taught  was  adopted  as  a 
political  maxim,  more  especially  in  the  United  States,  and  suc- 
ceeding years  produced  from  all  enlightened  States  more  strenu- 
ous efforts  looking  towards  the  perfecting  of  a  system  of  primary 
instruction  or  common  schools.  As  the  increasing  morality  fol- 
lowing the  increase  of  primary  instruction  attracted  the  attention 
of  politicians,  the  subject  became  more  interesting  and  improve- 
ments were  added  until,  finally,  the  present  varied  and  complete 
system  was  adopted.  A  child  can  now  commence  with  the  rudi- 
ments and  finish  by  graduating  in  the  Normal  School — the  State 
wisely  and  benificently  perfecting  its  plan  by  making  it  procrea- 
tive. 

While  the  State  has  successfully  achieved  its  aim  in  making 
the  citizen  more  law-abiding  and  less  under  the  control  of  his 
passions,  yet,  there  are  dangers  lurking  under  this  common  edu- 
cation, which  should  be  examined,  so  as  to  render  more  perfect 
the  system  already  carried  so  far.  The  mind  awakened  into  ac- 
tivity, and  feeding  in  fresh  pastures,  needs  a  direction,  where  it 
may  satisfy  itself  without  detriment.  Too  often  the  newly-ac- 
quired knowledge  pushes  its  owner  into  the  fields  of  the  mo 
prurient  romance. 


170  Teaching  English  Literature.  [Jan. 

The  increase  of  sensational  weeklies,  in  which  the  "Ha! 
villain!"  style  prevails,  or  a  sickly  sentimentality,  shows  that  this 
species  of  journalism  must  be  gaining  favor  with  the  American 
public.  The  young  pass  from  schools  into  the  various  walks  of 
life,  and  the  most  earnest  advocate  of  light  reading  must  con- 
demn the  heated  imaginations,  and  the  unreal,  unhealthy  notions 
of  life  derived  from  the  literature  eagerly  devoured,  as  each  week 
brings  its  load  from  the  Eastern  presses.  Education  is  undoubt- 
edly an  advantage,  but  when  perverted  to  bad  uses,  many  cavil 
at  it,  and  the  objections  raised  should  be  met  by  removing  the 
cause,  or  creating  a  diversion  in  favor  of  something  which  will 
remove  the  reason  for  the  complaint.  The  remedy  is  a  simple 
one,  and  occurs  in  the  answers  to  the  questions:  Cannot  a  taste 
for  literature  be  developed  by  our  common  school  system  ?  And 
have  we  not  a  literature  to  furnish  these  hungry  minds,  which 
can  attract  the  imagination,  cultivate  the  affections,  and  purify 
and  ennoble  the  aspirations  of  American  humanity  ? 

The  United  States  possesses  essentially  an  Anglo-Saxon  char- 
acter; the  impress  of  the  race  is  distinctly  seen  in  our  laws, 
manners,  religious  thought,  and  even  physique — though  each 
year  modifies  them,  on  account  of  the  increasing  influence  and 
example  of  Teutonic,  Celtic  and  Latin  manners,  yet  the  Anglo- 
Saxon  is  destined  to  be  the  ruling  spirit  of  the  country  for  years 
to  come. 

Among  the  Latin  races,  the  Venetian  boatmen  recite  Tasso's 
poem  of  "  Jerusalem  Delivered,"  and  the  traveller  is  pleasantly 
surprised,  during  the  night,  to  hear  the  strong,  sonorous  Italian 
voices  droning  across  the  waters,  as  one  boatman  answers  the 
other  by  the  succeeding  stanzas. 

French  waiters  and  cobblers  criticise,  with  artistic  skill  and 
acumen,  the  works  of  Corneille,  Racine  and  Moliere. 

Ill  Germany,  where  education  is  more  universal  than  elsewhere, 
it  is  surprising  to  sec^  the  knowledge  evinced  by  the  people  in 
the  humblest  walks  of  life,  of  the  classical  poetry,  dramatic  and 
other  literary  works  of  their  countrymen. 

The  Anglo-Saxon  has  no  theatre-going  propensities,  and  the 
drama  here  requires  extraneous  aids  to  draw  full  houses.-  The 
recent  letter  of  the  manager  of  Drury  Lane,  in  answer  to  some 
censures  passed  on  him  by  the  press,  on  account  of  his  substi- 
tuting Formosa  instead  of  the  English  classics,  is  a  bitter  com- 
mentary on  Anglo-Saxon  taste.  A  true  literary  taste  among  the 
masses  in  the  United  States  cannot  then  be  developed  by  the 
theatre;  and,  as  the  common  schools  reach  every  class,  they  must 
be  the  vehicles  to  convey  right,  and  remove  false  impressions. 
In  order  that  the  pupils  may  be  reached,  the  teachers  should  be 
thoroughly  grounded  in  our  literature;  their  tastes  should  be 
cultivated,  so  as  to  appreciate  what  is  elegant  and  forcible  in 
diction,  and  true  and  pure  in  sentiment.  We  possess  a  language 
which  is  strong  and  flexible;  though  not  musical  to  the  ear, 


.1870.]  Teaching  English  Literature.  171 

capable  of  expressing  almost  every  shade  of  thought  and  feeling; 
our  literature  has  its  oiigin  in  our  character  and  intelligence, 
and  its  expression  in  our  language.  Character,  intelligence  and 
language,  then,  mould  the  literature  of  a  race,  and  the  student 
of  history  will  readily  remember  into  what  extensive  fields  of  ad- 
venture, English  or  Anglo-Saxon  character  and  intelligence  have 
penetrated.  The  empires  established  and  conquered,  the  sturdy 
efforts  in  behalf  of  civil,  religious  and  intellectual  liberty,  the 
discoveries  in  the  physical  and  metaphysical  worlds,  the  warm, 
earnest,  homely  and  hearty  sympathies  form  a  crown  which 
England  and  her  children  wear  with  pride.  Of  modern  lan- 
guages, Italian  is  that  of  music  and  art;  French  is  best  adapted 
to  dialogue,  repartee,  conversation  and  mathematical  preciseness; 
German  expresses  admirably  the  emotions  of  the  heart,  and  the 
kindlier  feelings,  while  its  fullness  makes  it  a  favorite  with 
students  of  the  sciences;  but  to  English  is  reserved  the  capa- 
bility of  furnishing  a  literature  very  cosmopolitan  and  compre- 
hensive. Latin  and  Greek  do  not  furnish  a  more  exquisite  piece 
of  word-painting  and  delicacy  of  sentiment  than  the  ''  St.  Agnes 
Eve,"  of  K'eats,  or  a  poem  more  complete  in  all  its  parts  than 
Dryden's  Alexander's  Feast.  While  the  literature  of  the 
Ancients  smacks  of  the  pugilist  and  gladiator,  that  of  the 
English  gives  an  insight  into  a  truer  and  nobler  manliness.  Ten- 
nyson's "  Locksley  Hall"  tells  of  an  earnest  spirit  battling  against 
disappointed  love,  rage,  hate  and  sensuality,  and  in  an  elegant 
style  which  challenges  comparison.  The  old  love  songs  of 
Sydney,  Marlowe  and  Ben  Jbnson  are  honest  expressions  of  the 
divine  passion  delicately  mingling  affection  and  pure  sentiment. 
Our  essayists,  Addison,  Steele,  Jeffrey,  De  Quincy  and  Macaulay 
charm  us  with  their  easy  style  and  brilliant  periods,  while  they 
entertain  and  instruct.  But  why  enumerate  names,  when  so 
many  crowd  into  our  minds  in  every  walk  of  literature,  in  history, 
poetry,  romance  and  the  drama  ? 

A  pupil  graduating  from  the  public  schools  has  a  mind  with 
new  wants  and  a  character  very  plastic;  shall  these  wants  be 
satisfied  with  good,  healthy  food,  or  the  sickly  Fweets  of  the 
current  literature  of 'the  day?  Is  it  wise  to  create  desires,  with- 
out teaching  the  means  of  gratifying  them  properly  ?  This  plas- 
ticity^, pertaining  to  all  young  minds,  can  be  turned  to  good  use 
and  into  channels  whereby  they  may  be  strengthened  and  en- 
nobled. Often  the  young  mind,  cloyed  with  pernicious  reading, 
turns  with  disgust  from  all  books,  and  finds  solace  in  excitements 
which  destroy  soul,  mind  and  body.  And  the  evil  is  a  growing 
one;  every  month  gives  an  addition  to  that  already  too  numerous 
class  of  weeklies,  pictorials  and  dime  novels  which  grace  the 
shelves  of  book  and  paper  stalls  on  our  streets,  diverting  many 
dimes  from  the  vendors  of  balls,  marbles  and  candies.  The 
disease  has  already  made  considerable  headway,  and  demands  a 
prompt  and  efficient  remedy,  which  is,  to  cultivate  a  taste  for  our 


172  The  Little  Hand,  a  Story.  [Jan. 

standard  authors  in  the  public  schools, — commencing  with  light, 
entertaining  and  amusing,  but  not  bad  books,  and  gradually 
leading  the  pupil  on  to  those  more  solid  and  instructive. 

The  administrative  capacity  of  those  having  the  charge  of  our 
public  schools  will  readily  suggest  the  means  of  carry^ing  the 
details  into  effect;  and  the  increasing  stability  of  character  will 
more  than  repay  the  State  for  the  trouble  incurred.  Fast  young 
men  and  frivolous  young  ladies  will  become  rarer;  that  super- 
ficiality of  education,  a  common  charge  against  America,  will 
disappear  and  be  numbered  among  the  questionable  old  things 
of  the  past,  whose  demise  we  duly  mourn  from  year  to  year. 

"We  educate  enough,  but,  like  a  bad  general,  fail  to  secure  the 
fruits  of  victory,  in  not  teaching  how  to  apply  this  education 
rightly.  Could  our  masses  be  more  introduced  to  the  beauties 
of  our  literature,  its  intrinsic  good  qualities  would  give  it  a 
lasting  prominence  among  the  pleasures  of  the  people. 


THE   LITTLE   HAND,  A   STORY. 


DEDICATED  TO  YOUNG   TEACHERS. 


I  READ  in  the  Bulletin,  a  few  days  since,  an  item  copied  from 
an  Eastern  paper,  giving  an  account  of  a  case  of  discipline  by  a 
female  teacher — perhaps  I  should  say  lady.  The  subject  was  a 
small  boy,  and  the  method  of  punishment  fatally  injured  the 
head.  What  the  grave  offense  was  that  called  for  so  grave 
treatment,  we  are  not  informed.  The  almost  immediate  conse- 
quences were  fever,  insanity  and  death.  "Troubles  do  not  come 
singly;"  an  aggTavating  circumstance  added  torture  to  an- 
guish. The  father  had  already  been  called  by  telegraph  to  the 
bedside  of  another  dying  bo}^,  when  this  last  bolt  struck,  and 
the  tree  that  had  been  shocked  was  now  peeled  and  blasted. 
We  said  we  do  not  know  how  the  teacher  had  been  troubled; 
whether  or  not  she  had  been  annoyed,  tried  or  insulted  till 
patience  was  wearied,  reason  abandoned  and  passion  had  been 
allowed  to  usurp  the  throne;  so  we  have  no  judgment  to  enter — 
no  blame  to  measure.  Eetributive  justice  came  speedily;  all 
through  the  delirium  the  poor  boy  kept  begging,  piteously, 
"  Don't  strike  me — don't  strike  me."  The  memory  of  this  scene 
will  be  judgment  enough. 

We  wish  to  use  this  bit  of  school  history  as  a  text  upon  which 
to  say  a  few  words.  It  brings  to  mind  another  case  tliat  hap- 
pened not  long  ago  nearer  home,  and  which,  therefore,  speaks 
more  directly  to  us.  In  this  case  the  teacher  was  a  female,  also, 
and  the  pupil  was  a  little  girl — a  dear,  sweet  child,  tender,  sen- 
sitive, affectionate  and  altogether  lovable;  and  the  point  we 
wish  to  press  is,  that,  such  natures  are  not  to  be  dealt  with  as 
may  be,  possibly,  those  that  are  naturally  rude,  low  in  mental 


1870.  ]  Tlie  Little  Hand,  a  Story.  173 

and  spiritual  organization  and  development — never  at  home, 
knowing  anything  of  love,  kindness,  sensibility,  beauty,  whose 
whole  treatment  is  of  an  animal  character.  Though  we  do  not 
wish  to  infer  that  sucli  may  be  abused.  It  would  seem  that  at 
school  our  teachers  would  all  appreciate  this  difference  in  char- 
acter and  discriminate,  and  act  accordingly;  even  the  very  young 
teachers — of  which  there  are  a  large  number,  and  the  one  referred 
to  was  one  of  them. 

The  case  to  which  we  refer  in  the  following  little  story  was  not 
one  of  discipline,  properly,  only  of  harsh  treatment — and  which 
when  seen  under  the  clear  strong  light  of  that  revealing  lens 
truth,  with  all  attending  circumstances  contributing  their  item — 
it  was  cruel  and — to  her  little  heart — was  torture. 

The  teacher  was  not  naturally  a  cruel  teacher,  by  any  means; 
on  the  contrary,  I  believe  her  to  be  a  gentle,  amiable  lady,  as 
much  so  as  any  of  us — and  th'.t  that  event  may  happen  any  day 
in  almost  any  school-room.  But  want  of  consideration — lack  of 
judgment — carelessness — thoughtlessness  in  speaking,  hasty 
action,  giving  no  chance  for  reason  to  dictate,  measuring  all 
minds,  all  spirits,  by  a  machine  of  fixed  calibre — crushing  some 
and  stretching  others — is  what  works  mischief  perpetually  and  is 
a  course  to  be  condemned  and  protested  against  as  a  hardening 
process,  not  to  be  known  out  of  a  heathen  community.  There 
are  traits  of  character  in  the  American  Indian,  the  Spartan,  and 
the  Hindoo — that,  upon  the  page  of  history,  may  seem  admirable; 
but  they  are  not  a  Christian  growth.  Such  are  stolid  indiffer- 
ence to  bodily  pain — and  an  equal  indifference  to  the  sufferings 
and  sorrows  of  others.  By  persistent  training,  the  cords  of  sym- 
pathy may  be  shriveled  and  the  fountains  of  feeling  be  dried  up. 
Certain  routines  of  habit,  of  thought  and  action,  may  turn  a 
human  nature  into  a  metalic  one,  that  shall — ever  under  the  con- 
ditions— be  deaf  and  dead  to  all  appeal  from  the  gentle,  tender, 
blooming  side  of  our  being.  It  blights  childhood,  as  frost 
blights  those  modest  flowers  that  cling  to  sunny  banks  only. 
The  "crimson  sweat"  of  Jesus,  it  has  been  thought — was  the 
result  of  suffering  in  a  nature  immaculate,  sensitive  and  subli- 
mated beyond  human  conception — a  grosser  nature  would  never 
have  manifested  it.  Too  often  we  seem  ashamed  of  tenderness; 
we  steel  our  hearts  against  it;  and  so,  every  day  sees  a  thousand 
times  repeated — the  sweet  violets  of  human  life  torn — crushed, 
trampled — and  laid  out  of  our  sight.  'Tis  a  bald  mystery,  ruth- 
less, inscrutable  as  fate — an  endowment  of  pain  without  compen- 
sation— that  no  heart  can  bear  that  is  not  fossilized  or  heathen- 
ized, or  that  has  not  a  martyr's  faith  in  the  beatitudes  of  the  life 
to  come      'P'^'K^H'jH'p'i'H'H' 

"  Little  Lizzie  was  six  years  old  She  was  too  young  to  be 
put  into  the  crowd  of  a  public  school,  we  thought — and  we  hesi- 
tated a  long  time  before  agreeing  to  do  it.  But  her  cousin, 
several  years  older,  was  going,  and  we  finally  concluded  to  allow 


174  The  Little  Hand,  a  Story.  [Jan. 


her  to  go — though  she  had  just  risen  from  the  measles.  She  was 
earnest  to  go,  and,  when  permitted,  was  delighted  and  enjoyed 
it  highly  to  the  end.  She  felt  proud  and  dignified  with  her  book 
and  little  tasks,  and  we  all  enjoyed  witnessing  her  enthusiasm, 
and  felt  satisfied  we  had  not  erred  in  gratifying  her.  So  she 
continued.  She  had  been  in  school  just  one  month.  One  day 
she  came  home,  under  escort  of  her  faithful  cousin,  in  sad  hu- 
miliation and  disgrace;  her  little  heart  seemingly  crushed,  and 
she  Hobbing  pitiably — '  Oh!  mamma,  mamma!'  By  degrees  she 
was  able  to  speak — she  told  her  story — in  fragments  and  fit- 
fully —  '  I — felt  sick — mamma — I — held — up — my — hand — and 
the  teacher — would  not— let — me — go  out.  I  held  up — my  hand 
again — and  she  called  me  up — before  all — the  children — and 
scolded  me — and  sent — me  home — Oh !  mamma .'  That  was  all. 
Stifled  with  sobs,  she  could  say  no  more.  It  was  enough.  Too 
sick  to  sit  in  her  seat,  she  had  been  rudely  scolded  before  the 
pupils  and  dismissed — and  that  too — when  she  had  done  all  she . 
could  do — under  the  law — and  in  the  politest  manner,  viz :  hold 
up  her  little  hand — as  a  token  of  petition — pleading.  This  one 
thought  had  burned  into  her  very  soul.  She  dwelt  on  it  till 
dark.  We  tried  in  vain  to  soothe  or  comfort  her.  She  had  been 
hurt — disgraced  beyond  help.  We  laid  her  in  her  little  crib, 
tortured  with  a  terrible  headache,  and  in  a  high  fever.  We  had 
hoj^e  in  sleep,  rest  and  the  elastic  spring  of  childhood.  We 
trusted  that  in  the  freshness  of  the  morning  air — the  bright  sun- 
light— the  love  of  all  her  friends,  and  the  caresses  and  petting 
of  the  dearest,  that  she  would  forget  the  agony  of  this  first 
crushing  mortification,  and  would  be  herself  again.  Alas!  it 
never  came.  We  had  to  stifle  that  hope.  Before  midnight,  the 
flame  color  on  her  cheeks,  suftusing  all  her  neck  and  chest,  told 
the  fearful  story — scarlet-fever.  All  that  night,  and  the  forty- 
eight  hours  of  life  that  followed,  the  little  white  hand  could  not 
be  kept  below  the  sheet.  It  was  held  up  constantly — and  that 
touching  moan — 'Oh  mamma!  I  held  up  my  hand' — was  con- 
tinued as  long  as  strength  would  permit.  At  last  she  lay  still. 
The  celestial  aurora  was  dawning  on  her  young  spirit — and  pres- 
ently there  came  the  messenger  with  inverted  taper — and  she 
went  up  to  where  the  shining  ones  will  answer  all  her  pleadings. 
Lizzie  sleeps  under  the  California  violets — but  her  little  story  I 
shall  hear  uttered — every  hour,  forever,  through  life — and  the 
spiritual  photograph  of  that  little  hand  is  set  unalterably  upon 
memory's  immortal  tablet.  "=?<***** 

Shall  we  blame  any  one  ?  The  devoted  mother  of  that  dear 
child — cultivated,  refined,  thoughtful,  gracious — had  no  re- 
proach to  cast  -no  blame  to  lay  upon  any;  not  even  in  that  last 
hour  of  exquisite  pain,  when  a  formal  note  from  the  school  was 
sent  into  that  chamber — shrouded  in  the  fearful  eclipse — "Lizzie 
has  been  absent  from  school  three  days — please  attend  to  it." 
No — not  even  when  "sitting  with  sorrow  "  in  bereavement;  nor 


1870.]  Rebellion  in  the  English  Language,  etc.  175 

Wlien  the  dark  curtain  was  drawn  that  shut  the  sweet  star — 
forever — from  sight ; — and  we  must  have  none.  Only  let  the  costly 
lesson  stand  in  letters  of  fire  before  us  to-day,  to-morrow,  forever. 


n    <^>    > 

REBELLION  IN  THE  ENG-LISH  LANGUAGE-RULES  DEFIED. 


Mr.  a.  F.  Hill's  article  in  the  last  (November)  number  of 
The  Teacher  on  ' '  Common  Errors  in  Orthoepy,  Orthography 
and  Syntax,"  contains  much  that  is  instructive  and  entertaining, 
and  displays  no  little  study  and  research. 

His  rule  for  the  proper  spelling  of  words  ending  in  eive  and 
ieve  is  valuable,  although  he  is  mistaken  in  supposing  there  are 
no  exceptions  to  it. 

The  first  part  of  his  rule  reads : 

"  When  the  syllable  containing  the  diphthong  begins  with  the 
single  consonant  c,  as  in  receive,  the  e  precedes  the  i,  thus  fol- 
lowing the  c."  , 

I  believe  this  is  true  in  all  cases.  Science,  and  its  derivatives, 
conscience  and  prescience,  are  not  exceptions,  because  the  two 
vowels  are  preceded  by  another  consonant  beside  c,  Moreover, 
ie  in  science  is  not  a  dip  thong,  each  vowel  being  distinctly 
sounded.  The  only  apparent  exceptions  I  have  discovered  are 
superficies,  and  that  is  a  purely  Latin  word,  naturalized,  without 
undergoing  change,  and  glacier,  which  is  imported  French. 

The  second  branch  of  his  rule  reads: 

"But,  in  all  other  cases,  such  as  grieve,  believe,  etc.,  [meaning 
in  all  cases  in  which  the  diphthong  is  jDreceded  by  some  other  con- 
sonant than  c]  the  i  precedes  the  e. " 

This  is  far  from  being  universally  true.  It  holds  good  in  the 
following  words : 

Eeprieve,  Pier,  Tierce,  Yield, 

Believe,  Mien,  Eetrieve,  Friend, 

llelieve.  Piece,  Friend,  Fierce, 

Brief,  Liege,  Wield,  Thief, 

View,  Niece,  Tier,  Bier, 

Grief,  Lien,  Patience,  Field, 

Sieve,  Siege,  Salient,  Shield, 

Fief,  Soldier,  Chief,  Lief, 

and  their  numerous  derivatives. 
But  the  following  make  a  formidable  array  of  exceptions : 

Feint,  Forfeit,  Seine,  Sleigh, 

Counterfeit,      Neighbor,  Inveigh,  Vein, 

Deign,  Inveigle,  Freight,  Foreign, 

Their,  Sleight,  Keigu,  Leisure, 

Height,  Seize,  Neigh,  Surfeit, 

Skein,  Veil,  Weight,  Weir, 

Heir,  Bein,  Neither,  Weird, 
Heinous, 

and  their  derivatives. 
It  will  be  seen  that  the  exceptions  are  almost  as  numerous  as 


176  Bebellion  in  the  English  Language,  etc.  [Jan. 

the  cases  covered  by  the  rule — so  numerous  as  to  destroy  its 
usefulness. 

A  highly  educated  German,  who  had  studied  our  language 
critically,  and  who  spoke  it  fluently,  informed  me,  not  long  ago, 
that  he  had  discovered  a  rule  which  governed  in  this  class  of 
cases.     It  was  this: 

"  Whenever  one  of  the  earlier  consonants  of  the  Alphabet, 
such  as  h,  c,  d,f,  etc.,  say  up  to  m,  immediately  precedes  the 
diphthong,  the  e  occurs  before  the  i ;  but  if  the  preceding  conso- 
nant be  one  of  the  last  letters  in  the  Alphabet,  then  the  i  is 
written  before  the  e." 

This  looked,  at  first  glance,  like  a  discovery,  for  it  truly  applies 
to  a  large  number  of  words,  but  if  the  test  be  applied  to  the  list 
given  above,  it  will  be  seen  that  it  fails  in  thirty  cases  out  of 
seventy. 

There  seems  to  be  no  recourse  but  hard  study  to  master  the 
spelling  of  such  words. 

Our  language  in  such  a  Mosaic,  made  up  from  so  many  differ- 
ent sources,  and  those  sources  differing  so  widely  in  origin,  in 
structure  and  in  idiom,  that  in  the  nature  of  things,  analogy  is 
of  little  use,  and  generalization  is  difficult,  if  not  impossible. 

My  German  friend,  before  alluded  to,  asked  me,  with  almost 
tears  in  his  eyes,  what  prospect  there  was  of  a  foreigner  acquiring 
a  perfect  knowledge  of  our  language,  short  of  a  lifetime  of 
ceaseless  study,  when  he  finds  words  spelled  exactly  alike,  and 
yet  pronounced  differently,  and  having  entirely  different  mean- 
ings. 

How  confounding,  for  instance,  such  cases  as  these : 

Row,  a  disturbance,  and  Bow,  a  series  of  things. 

Lead,  to  conduct,  and  Zead,  a  metal. 

Tear,  to  rend,  and  Tear,  moisture  from  the  eye. 

Live,  to  exist,  and  Live,  imbued  with  life. 

Jjower,  to  let  down,  and  Lower,  to  threaten  a  storm. 

Head,  to  peruse,  and  Head,  the  past  tense  of  Bead. 

Bow,  to  bend  the  head,  and  Bow,  the  archer's  weapon. 

Sow,  to  scatter  seed,  and  Sow,  the  female  hog. 

Tower,  one  that  tows,  and  Tower,  a  fortress. 

What  must  be  his  distraction,  when  studying  that  large  class 
of  words  in  which  the  sound  is  the  same,  but  the  orthography 
and  meaning  different!  AVhat  must  he  think  when  told  that 
Rain,  Rein,  Reign  are  all  pronounced  rane  ? 

Imagine  him  puzzling  over  the  following:  Rigid,  Rife,  wnghf, 
write; — vain,  vein,  vane; — toe,  tow,  to; — sow,  sew,  so! 

My  aggravated  friend  went  on  with  a  score  of  such  grievances. 

He  summed  up,  finally,  with  the  following  charges  against  the 
English  language,  and  the  worst  of  it  is,  they  are  all  true: 

It  is  impossible  to  spell  a  word  from  its  sound. 

It  is  impossible  to  sound  it  from  its  spelling. 

It  is  impossible  to  define  it  from  its  sound. 

It  is  not  always  possible  to  define  it  from  its  spelling. 


1870.]  The  Second  Growl  of  a  Substitute.  177 

The  same  word  has  the  accent  first  on  one  syllable,  and  then 
on  another,  and  the  change  of  accent  produces  a  change  of  mean- 
ing, thus: 

Accent  on  last  syllable.  Accent  on  penult. 

Conduct,  Conduct, 

Preface,  Preface, 

Desert,  Desert, 

Perfect,  Prefect, 

Convict,  Convict, 

Prefix,  Prefix, 

and  numerous  others.    . 

Here  a  change  of  accent  converts  a  verb  into  a  noun. 

Orthography,  pronunciation,  idioms,  are  all  stumbling  blocks 
to  the  stranger,  and  the  wonder  is  that  he  ever  learns  to  speak 
and  write  our  English  correctly. 

It  is  a  bundle  of  anomalies,  contradictions,  irregularities  and 
ambiguities. 

The  letters  masquerade  in  Protean  characters,  the  accent  skips 
from  syllable  to  syllable,  and  whole  troops  of  words  rebel  against 
the  discipline  of  rules,  while  the  origin  of  many  of  our  idioms 
is  so  utterly  inexplicable  as  to  seem  like  lunatic  utterances,  or 
thoughts  run  wild,  caught  and  caged. 


THE  SECOND  GROWL  OF  A  SUBSTITUTE. 


I  HAVE  observed  that  my  "  Growl "  has  raised  a  howl  from  the 
guilty  ones. 

' '  Why  do  not  these  substitutes  take  their  lunches,  if  they  want 
them,  and  not  abuse  us  because  their  stomachs  are  empty?"  re- 
marked a  flaxen-haired  beauty  who  sat  beside  me  at  the  Institute. 

"  Oh!  that  costs  too  much,"  rejoined  her  companion. 

My  old  brown  veil  hid  my  burning  face,  but  it  would  have 
made  no  difterence  if  it  had  not,  for  nobody  ever  notices  me ;  but 
I  thought  to  myself,  ' '  Miss  Prettyface,  if  you  had  a  real  womanly 
heart,  you  would  know  that  the  empty  stomach  is  nothing,  but 
the  stung  pride  is  much;  it  is  not  so  much  the  hot  tea,  as  the 
warmth  of  kindness  and  civility  which  makes  us  comfortable. 
You  were  once  a  substitute.  Miss  Prettyface,  were  you  always 
asked  in  to  tea  ?  ^Vere  you  never  half -fainting  with  fatigue — and 
forgotten  ?  But  what  is  the  use  of  asking  ?  I  know  as  well  as 
you  do,  that  you  have  a  passport  in  that  flaxen  hair  to  every^body's 
memory,  and  that  it  is  only  Ann  Jenldns  and  those  like  her  who 
are  j)olitely(?)  ignored." 

I  knew  the  girl  was  as  empty-headed  as  she  was  shallow- 
hearted,  and  as  she  was  not  worth  wasting  so  many  thoughts 
upon,  I  have  reproduced  them  here. 

I  substituted  for  Miss  Prettyface  once;  she  sent  word  to  the 
office  that  she  was  sick,  but  I  was  frankly  informed  afterwards 
that  the  dressmaker  was  in  the  house  that  day,  and  that  she  was 


178  The  Second  Growl  of  a  Substitute.  [Jan. 

not  so  sick  but  she  was  able  to  sew  on  the  sewing-machine  all 
day. 

Oh  dear!  this  is  a  queer  world! 

But  that  was  not  the  queerest  thing  about  Miss  Prettyface's 
absence,  by  any  means;  I  went  immediately  from  the  office,  and 
arrived  there  at  half-past  nine  to  a  minute;  yet,  after  waiting 
seven  weeks  for  my  pay,  I  received  just  one  dollar  and  ten  cents, 
or  pay  for  half-a-day's  work,  minus  two-and-a-half .Geni^.  But 
she  is  such  a  sweet  girl,  the  Director  says  who  got  her  the  posi- 
tion; and  I  echoed  in  my  mind,  as  I  glanced  down  at  my  old 
striped  dress,  and  dyed  and  mended  gloves,  "  Yes,  yes,  she  is 
indeed  a  sweet  little  thing!" 

Our  instructions  are,  to  continue  to  take  charge  of  a  class  until 
we  are  otherwise  notified;  yet  I  could  not  count  on  all  my  fingers 
the  times  that  I  have  not  been  notified,  and  have  gone  to  the 
.  school,  sometimes  a  couple  of  miles  away  from  home,  and  found 
the  teacher  already  there.  One  or  two  have  apologized  for  the 
trouble  given  me,  and  the  rest  have  coolly  stared  at  my  clothes, 
and  wondered  how  many  years  old  my  hat  is,  but  never  has  one 
paid  me,  as  the  Manual  requires. 

I  thought  when  the  Janitors  were  being  pulled  over  the  coals, 
that  if  the  energetic  Directors  would  turn  their  attention  to  this 
violation  of  School  Rules,  by  which  we  poor  substitutes  are  de- 
frauded, that  they  would  be  well  occupied. 

"Whose  class  are  you  going  to  take  ?  "  said  a  fellow  sufferer  to 
me  one  day,  as  I  was  jubilantly  departing  with  an  order;  as  I 
told  her  the  name  of  the  teacher,  her  expression  changed,  and 
she  said,  warningly,  "I  don't  envy  you.  She  cannot  keep  any 
order  whatever  in  her  class,  so  of  course  you  can't;  and  besides 
she  never  pays  until  she  has  been  dunned  a  couple  of  months." 
I  departed  with  a  heavy  heart,  which  was  still  heavier  before  I 
got  my  money. 

Yet  these  teachers  are  said  to  be  so  pretty,  and  so  witty,  and 
altogether  so  hedged  about  with  divinity,  that  no  hand  is  daring 
enough  to  stretch  itself  out,  and  correct  the  staring  injustice. 

It  is  these  women  who  talk  about  Women's  Rights,  and  ' '  de- 
mand "  them  of  the  men  who  arrogate  to  themselves  the  title  of 
''Lord  and  Master."  /,  plain  and  uninteresting,  /,  Ann  Jenkins, 
am  also  in  favor  of  Woman's  Rights;  /  join^my  cry  with  theirs 
for  equal  pay  for  equal  work;  /ask  with  them,  nay,  I  demand 
with  them,  that  education,  ability,  and  conscientiousness,  not 
sex,  shall  be  made  the  distinction  in  voting;  but  /ask,  also,  the 
Rights  of  Women  from  women;  and  it  sickens  my  heart  when  I 
see  them  stretching  with  one  hand  after  the  vote,  and  holding 
back  with  the  other  the  hard-earned  money  of  a  poor,  helpless 
girl. 

If  they  did  but  know  how  much  truer  women,  how  much 
better  Christians  they  would  be  for  the  kindly  consideration  they 
would  show  by  asking  a  stranger  in  to  tea;  if  they  could  but  see 


1870.]  The  Second  Growl  of  a  Substitute.  179 

how  wretchedly  inconsistent  they  are,  in  asking  for  justice,  and 
giving  none;  if  they  conld  but  see  how  they  are  furnishing  a 
strong  argument  against  the  cause  they  are  working  to  sustain,  I 
feel  sure  that  they  would  cease  grasping  at  the  star,  and  pick  up 
the  diamonds  at  their  feet;  for  gratitude  and  kindliness  are  jewels 
worthy  of  any  woman's  wearing;  which  could  adorn  them  all. 

Substitutes  are  not  favorites;  those  same  teachers,  who  pay 
for  half-a-day's  work,  keep  us  waiting  two  or  three  months  for 
our  money,  and  fail  to  either  notify  us,  or  pay  us  for  our  loss  of 
time,  are  in  the  habit  (and  a  charming  ladylike  habit  it  is,  too,) 
of  sneering  at  Miss  Jenkins  and  Miss  Jones,  because  they  fail  to 
maintain  order  in  a  class,  all  strangers,  and  all  on  the  qui  rive  for 
a  good  time,  now  that  their  teacher  is  absent,  and  they  are  pretty 
certain  to  escape  punishment;  yet  these  teachers  themselves  fail 
to  keep  order,  with  all  their  advantages.  And  if  they  had  not 
those  beauties  of  face,  and  graces  of  mind  to  recommend  them, 
or  powerful  friends  to  protect  them,  they  would  have  been  turned 
out;  long  since,  and  made  way  for  those  who  would  do  the  duties 
required  of  them. 

It  is  well  know^n  that  an  incompetent  teacher,  who  has  deserv- 
edly lost  her  or  his  position  (for  strange  to  say,  even  our  Grammar 
Masters  and  sub-masters  are  often  incompetent,  although  they 
do  not  often  lose  their  positions;)  these  teachers,  I  say,  have  a 
much  better  chance  of  regaining  their  places,  than  we  applicants, 
who  may  he  successful.  "Our  Public  Schools "  are  not  a  failure, 
but  many  of  the  teachers  are. 

But  alas!  I  never  had  the  gift  of  shedding  "liquid  pearls," 
nor  looking  with  "beseeching  glances  from  large  brown  eyes;  " 
then,  unfortunately,  my  cheeks  are  neither  red  nor  pale,  but  a 
kind  of  disagreeable  mixture;  I  am  not  an  orphan,  nor  is  my 
mother  dying  of  consumption — though  she  may  be  of  hard  work 
and  worry;  so  I  must  await  the  coming  of  that  homely  and  timid 
Director,  who  will  need  but  to  look  at  my  faded  dress  and  dilapi- 
dated hat  to  see  that  I  am  sorely  in  need,  even  of  the  not  very 
princely  salary  of  fifty  dollars  per  month;  and  if  a  look  does  not 
tell  him,  he  never  w^ill  know,  for  /never  will.  I  wonder  much, 
even  when  that  Director  comes,  whether  he  will  not  do  as  the 
rest  do,  and  admire  a  handsome  face  all  the  more  because  he  has 
not  one  himself;  and  whether  his  timidity  will  not  prevent  him 
from  saying  one  word  about  me  or  anything  else.  If  he  be  not 
what  I  hope,  then  alas!  for  the  vanishing  traces  of  amiability 
in  Plain  Ann  Jenkins. 


Thkre  is  a  standing  challenge  to  find  a  rhyme  in  the  English 
language  for  the  word  "  silver." 

Behold  the  problem  solved ! 

Knowest  thou  not  that  the  nitrate  of  silver, 
Is  often  employed  by  housewives  to  kill  ver- 
min and  rats  and  nasty  cockroaches, 
And  thus  rid  themselves  of  husbands'  reproaches  ? 


180  Proceedings  of  the  Yolo  County  Institute.  [Jan. 

PROCEEDINGS  OF   THE  YOLO   COUNTY   INSTITUTE. 


Pursuant  to  published  notice,  the  Teachers  of  Yolo  County 
assembled  at  the  court  house  at  Woodland,  on  Thursday,  the  4th 
of  November,  at  10  o'clock  a.  m.  ;  Superintendent  Darby  pre- 
siding. The  exercises  of  the  Institute  were  opened  with  prayer 
by  Prof.  Martin  of  Hesperian  College.  W.  P.  Dickinson  was 
elected  Secretary,  and  Miss  H.  E.  Wright,  Assistant  Secretary. 

The  Chair  appointed  the  following  committees : 

On  Music— Prof.  Walla,  Miss  Hattie  Lowe,  Miss  H.  E.  Wright, 
Miss  Lucy  Nelson,  Mrs.  Cross,  A.  H.  Pratt,  and  Prof.  Simpson. 

On  Eesolutions— C.  O.  Kenyon,  W.  W.  Ston^,  E.  B.  Banks, 
D.  T.  Seely,  Prof.  Freeman,  Mrs.  F.  M.  Pettingal. 

On  Introduction — A.  H.  Pratt,  J.  W.  Kalbaugh,  J.  Coats. 

Institute  adjourned  until  2  p.  m. 

AFTERNOON    SESSION. 

Institute  met  pursuant  to  adjournment;  Superintendent  Darby 
in  the  Chair. 

Minutes  of  morning  session  read  and  approved. 

The  Chair  appointed  the  following  committee 

On  Criticism— C.  G.  Kenyon,  J.  AV.  Kalbaugh,  Miss  Mary  K. 
Flournoy,  Mrs.  F.  M.  Pettingal. 

Superintendent  Darby  introduced  the  Hon.  O.  P.  Fitzgerald, 
State  Superintendent,  who  occupied  the  Chair  for  the  afternoon. 

The  programme  being  taken  up  in  regular  order,  the  first  ex- 
ercise was  on  Arithmetic,  by  C.  Gr.  Kenyon,  who  gave  evidence 
of  a  thorough  acquaintance  with  the  science.  An  interesting 
and  profitable  discussion  ensued  among  the  members  as  to  the 
most  effectual  way  of  imparting  a  knowledge  of  it  to  children. 
The  State  Superintendent  made  a  few  remarks  upon  the  Metrical 
System,  expressing  the  opinion  that  it  was  destined  at  an  early 
day  to  supercede  all  other  methods  of  computation,  and  advising 
teachers  to  be  ready  for  the  change. 

The  best  method  of  teaching  Geography  next  engaged  the  at- 
tention of  the  Institute.  The  class  exercises  were  conducted 
with  marked  ability  by  W.  H.  Edwards,  and  the  Institute  ex- 
hibited considerable  interest  in  the  subject. 

The  programme  was,  after  some  discussion,  so  changed  that 
the  Lecture  of  W.  W.  Stone,  and  the  Essay  of  D.  T.  Seely, 
should  be  delivered  on  to-morrow  morning. 

Institute  adjourned  until  7  o'clock  p ,  m. 

EVENING    SESSION. 

Institute  met  pursuant  to  adjournment;  Superintendent  Darby 
in  the  Chair. 

Music  by  the  Committee. 

The  Chair  introduced  Hon.  O .  P.  Fitzgerald,  who  proceeded 
to  deliver  an  able  and  entertaining  address  on  Education.  It 
was  well  received  by  the  whole  house,  and  the  si)eaker  was  im- 


1870.]       Proceedings  of  the  Yolo  County  Institute.  181 

mediately  and  unanimously  voted  the  thanks  of  the  audience. 

Mr.  W.  W.  Stone  then  read  an  ori^^inal  poem,  which  was  suf- 
ficiently humorous  to  ' '  bnng  down  the  house ." 

Institute  adjourned  until  9  a.  m.  Friday. 

FRIDAY MORNING   SESSION. 

Institute  met  pursuant  to  adjournment;  Superintendent  Darby 
being  detained  on  official  business,  Prof.  Freeman  was  called  to 
the  Chair,  until  his  arrival. 

Minutes  of  preceding  session  read  and  adopted. 

Report  of  the  Committee  on  Resolutions  received  and  the 
Committee  discharged. 

D.  T.  Seeley  withdrew  his  name  from  to-day's  programme. 

W.  W.  Stone  delivered  an  able  Lecture  on  "  Man,  his  Mental 
and  Moral  Culture,"  which  was  well  received. 

W.  F.  Dickinson  then  read  an  Essay  on  Grammar;  after 
which.  Prof.  J.  W.  Kalbaugh  conducted  class  exercises  in  Pho- 
nography. This  science  seemed  to  interest  all  of  the  members, 
as  but  few  of  them  had  seen  it  demonstrated. 

After  passing  a  vote  of  thanks  to  AV.  W.  Stone  for  his  morning 
Lecture,  the  Institute  adjourned  until  2  p.  m. 

AFTERNOON    SESSION. 

Institute  met  pursuant  to  adjournment;  Superintendent  Darby 
in  the  Chair. 

Music  by  the  Committee. 

Minutes  of  morning  session  read  and  adopted. 

Critics'  Report  received. 

On  motion,  Miss  Annie  Gaddis  was  invited  to  read  an  Essay, 
which  she  was  unable  to  do  on  account  of  indisposition. 

The  subject  of  Grammar  was  then  discussed  by  F.  E .  Baker, 
followed  by  remarks  from  Messrs.  Seeley,  Simpson,  Stone, 
Kenyon,  Freeman,  Coats,  Edwards,  and  the  Chair. 

On  motion,  the  Chair  appointed  the  Secretary  to  read  the 
Essay  of  Miss  Annie  Gaddis,  at  the  conclusion  of  which  reading, 
she  was  tendered  the  thanks  of  the  Institute. 

Prof.  Freeman  demonstrated  his  manner  of  teaching  Intellec- 
tual Arithmetic  in  a  very  plain  and  comprehensive  manner. 

On  motion,  the  Chair  appointed  the  following  on  the  Com- 
mittee of  Arrangements  for  the  Social  Reunion:  Messrs.  Kenyon, 
Stone,  Edwards,  Misses  Wright  and  Flournoy. 

Report  of  Critics  received. 

In  order  to  attend  the  Hesperian  Literary  Society,  the  Insti- 
tute adjourned  until  9  a.  m.  ,  to-morrow. 

SATURDAY MORNING    SESSION. 

Institute  met  pursuant  to  adjournment;  Superintendent  Darby 
in  the  Chair. 
Roll  called  and  minutes  of  preceding  session  read  and  approved. 


182  Proceedings  of  the  Yolo  County  Institute.         [Jan. 

The  Report  of  tlie  Critics,  showed  they  had  not  been  forgetful 
of  their  duties. 

The  class  exercises  in  Algebra,  conducted  by  A.  H.  Pratt, 
were  of  a  thorough  character,  accompanied  with  some  useful  in- 
formation from  Profs.  Martin  and  Simpson. 

In  consequence  of  not  being  able  to  procure  suitable  books, 
the  Lecture  of  Prof.  Martin  on  Elocution  was  omitted. 

The  Method  of  Teaching  to  Spell  by  Writing  was  discussed 
by  Messrs.  Seeley,  Martin,  Kalbaugh,  with  remarks  from  the 
Chair . 

The  Institute  adjourned  until  2  p.  m. 

ATTEENOON    SESSION. 

Institute  met  pursuant  to  adjournment;  Superintendent  Darby 
in  the  Chair. 

Roll  was  called  and  minutes  of  preceding  session  read  and 
adopted. 

The  subject  of  Text  Books  was  taken  up  and  discussed  by 
Messrs.  Ball,  Baker,  Pratt,  Stone,  Kenyon,  Dickinson. 

Rev.  W.  C.  Damon  was  introduced  by  the  Chair,  and  made  a 
few  remarks  regretting  his  inability  to  fulfill  the  part  assigned 
him  on  the  programme. 

The  subject  of  resolutions  was  next  taken  up,  and,  after  a  dis- 
cussion of  much  spirit,  in  which  nearly  all  of  the^  gentlemen 
present  participated,  the  following  were  adopted: 

Resolved,  Tliat  as  the  welfare  of  a  people  depends  upon  the  intelligence  of 
the  masses,  it  is  the  duty  of  ail  good  persons,  especially  of  teachers,  to  en- 
deavor to  induce  all  parents  to  give  their  children  the  full  advantages  of  the 
common  schools. 

Resolved,  That  a  frequent  change  of  teachers  is  detrimental  to  the  cause  of 
Education. 

Resolved,  That  as  the  teacher  is  the  standard  by  which  the  character  of  the 
pupil  is  formed,  his  conduct  should  be  such  as  would  be  a  fitting  model. 

Resolved,  That  Section  78,  of  the  Revised  School  Law,  should  be  so  altered 
as  to  make  it  optional  with  the  Trustees  of  each  district  either  to  approi^riate 
the  ten  per  cent,  of  the  State  School  Fund  to  the  purchase  of  a  District  Li- 
brary, or  otherwise,  as  they  may  deem  most  to  the  interest  of  their  respective 
districts. 

Resolved,  That  Section  101,  of  the  Eevised  School  Law,  should  be  so 
amended  as  to  empower  the  School  Trustees  to  levy  rate  bills,  at  such  times  as 
they  may  deem  to  be  to  the  best  interests  of  the  schools. 

Resolved,  That  the  interests  of  the  schools  would  be  greatly  promoted  by 
the  substitution  of  Monteith's  Series  of  Geographies,  for  all  others  of  this 
branch  in  our  list  of  Text  Books. 

Resolved,  That  the  Revised  School  Law  should  be  so  amended  as  to  make  it 
optional  with  the  County  Superintendent  whether  or  not  the  examination  of 
teachers  for  procuring  certificates  shall  be  held  during  the  session  of  the 
Institute. 

Resolved,  That  after  a  careful  examination  of  the  merits  of  Quackenbos' 
Grammar,  we  find  it  inadequate  to  meet  the  peculiar  wants  of  youthful 
students;  and  therefore,  we  earnestly  petition  the  State  Board  to  drop  said 
work  from  the  list  of  Text  Booksto  be  used  in  our  public  schools. 

Resolved,  That  we  deem  Brown's  Grammar  the  most  suitable  for  substitu- 
tion. 

Resolved,  That  as  the  teacher  should  teach  by  example  as  well  as  precept, 
the  use  of  tobacco  should  be  abolished  from  the  school-room. 


1870.]  Foreign  Words  and  Phrases.  183 

Besolved,  That  in  the  opinion  of  this  Institute,  the  Bible  should  be  adopted 
as  the  text  book  of  morality  in  our  common  schools. 

Besolved,  That  the  thanks  of  the  teachers  are  due  and  are  hereby  "tendered 
to  Hon.  O.  P.  Fitzgerald,  for  the  able  and  instructive  'address  delivered  by 
him  before  this  Institute. 

Resolved,  That  the  thanks  of  the  teachers  are  hereby  tendered  the  officers 
and  students  of  Hesperian  College,  for  the  courtesy  extended  during  the 
sessions  of  this  Institute. 

Besolved,  That  we  return  our  thanks  to  the  Committee  on  Music,  for  their 
able  performances  during  the  sessions  of  this  Institute. 

The  business  of  the  Institute  having  been  finished,  Superin- 
tendent Darby  rose  and  delivered  an  Address.  [Address  not 
forwarded  to  us.] 

On  motion,  it  was  declared  that  "  the  thanks  of  this  Institute 
are  hereby  tendered  Superintendent  Darby,  for  the  faithful  and 
•efficient  manner  in  which  he  has  presided  over  this  Institute." 

The  Institute  then  adjourned  sine  die. 

A  Social  Reunion  was  held  in  the  evening. 

W.  F.  Dickinson,  Secretary. 


FOREIG-N  WORDS  AND  PHRASES. 


BY  A.    F.    HILL. 


There  is  no  use  in  enjoining  it  upon  Americans  and  others  who 
write  the  English  language,  to  write  it  in  its  purity,  dispensing 
with  all  foreign  words  and  phrases.  It  would  only  be  a  waste  of 
time.  They  ivill  use  them;  and  in  view  of  the  fact  that  our  lan- 
guage is  made  up  of  woids  from  other  languages,  and  is  con- 
tinually receiving  further  accessions,  in  the  shape  of  Anglicized 
foreign  words,  they  are  excusable.  But  what  I  desire  particu- 
larly to  urge  upon  the  general  reader,  is  this:  Do  not,  if  you 
would  not  appear  ridiculous  in  learned  eyes,  attempt  to  use  for- 
eign words  and  phrases,  unless  you  are  familiar  with  their  sig- 
nification, and  can  both  spell  and  pronounce  them  correctly.  To 
pronounce  them  accurately,  especially  if  they  are  French  or 
Spanish,  is  the  most  difficult  part.  A  correct  pronunciation  may 
be  acquired  by  consulting  the  Dictionary,  where  they  are  care- 
fully marked,  or  re-spelled,  but  not  otherwise :  especially  not  by 
merely  seeing  them  in  print.  Beware !  Latin  words  are  not  so 
hard  to  pronounce,  because  their  original  pronunciation  is  not 
known^  and  the  English  and  Americans  pronounce  them  in  con- 
formity with  the  pronunciation  of  English  w^ords.  One  thing 
tnat  should  be  remembered,  however,  is,  that  it  is  a  rule  with 
but  few  exceptions  that  Latin  words  contain  a  syllable  for  every 
vowel.  Hence,  vice  is  a  w^ord  of  two  syllables,  thus:  vi-ce.  The 
following  words  are  thus  divided :  si-ne  di-e,  De-o,  da-te,  -dul-ce, 
an-te,  al-i-hi,  etc.  The  following  Latin  words,  and  many  others 
too  numerous  to  mention,  are  all  marked  in  the  Dictionary  with 
the  first  sound  of  a,  as  in  game,  late,  etc.,  and  not  with  the  second 


184  Foreign  Words  and  Phrases.  [Jan. 

sound,  as  in  cat,  rat,  etc.,  as  we  often  hear  them  pronounced: 
verbatim,  literatim,  ignoramus,  gratis,  habeas,  apparatus,  (which, 
however,  is  now  an  Anglicized  word),  seriatim,  seriapis,  rabies, 
etc. 

French  words  and  phrases  are  getting  to  be  pretty  freely  in- 
terspersed through  our  language.  Many  of  them  we  must  allow 
to  retain  their  original  pronunciation,  because  to  give  them  an 
English  sound,  as  they  are  spelled,  would  make  them  sound 
almost  ludicrous.  For  example,  sobriquet  is  properly  pronounced 
so-bre-,fca,  the  accent  being  on  the  last  syllable.  How  would 
^ohii-quett  sound?  Cabriolet  \q  another  example.  It  would  be 
almost  melancholy  to  hear  it  called  cabrio-/e^^.  In  England,  the 
word  is  abbreviated  to  cab.  It  is  not  much  used  in  this  country. 
In  French,  e  has  the  sound  of  our  a,  and  i  of  e,  as  in  elite,  pro- 
nounced a-leet.  Eau  is  pronounced  like  o,  as  in  beau;  ou  as  oo; 
ch  as  sh;  en,  ent,  and  ant,  through  mouth  and  nose  both  at  once, 
as  ong,  though  the  ng  is  dropped;  ance  as  ons;  hence,  attache  is 
pronounced  at-ta-sha — the  accent  being  on  the  last  syllable. 
Nonchalant  is  pronounced  known-sha-lo{ng);  nonchalance,  knoivn- 
sha-lons;  denouement,  da-noo-mo{ng) ;  couchee,  koo-sha;  coupe, 
koo-pa;  coupon,  koo-po(ng);  couteau,  koo-to;  all  of  which  words 
have  the  accent  on  the  last  syllable,  except  denouement,  which 
has  it  on  the  second. 

It  should  be  borne  in  mind  that  the  French  age  is  pronounced 
ozh — the  0  very  short — hence,  mira,ge  and  badinage  are  pronounced 
me-rozh  and  badi-nozh — the  former  accented  on  the  last  syllable, 
the  latter  on  the  first.     Ennui  is  o(ng)-nwe,  and  suite,  siveet. 

There  is  an  endless  variety  of  French  words  that  are  frequently 
used  by  English  speakers  and  writers,  and  it  is  impossible  to 
notice  them  all.  But  please  bear  in  mind  what  I  before  en- 
joined: "  Never  use  a  foreign  word  of  which  you  do  not  thoroughly 
comprehend  the  meaning,  or  which  you  -know  not  how  to  spell  and 
pronounce." 

German  words  and  phrases  are  not  so  frequently  quoted  in 
the  English  language,  as  Latin  and  French;  but  many  of  our 
words  are  derived  from  the  German.  We  have  a  great  many 
Germans  in  this  country,  and  as  they  have  all  brought  their 
names  with  them  from  Vaderland,  it  is  important  that  we  should 
know  how  to  pronounce  them.  They  are  not  so  complicated  as 
French  names,  and  yet  there  are  some  ei's  and  ie's  about  them, 
which  are  calculated  to  puzzle  the  uninitiated.  The  rule  for  the 
pronunciation  of  the  dij^thong  ei  or  ie  of  the  German  is:  G^e 
it  the  first  or  long  sound  of  the  last  of  the  two  letters.  Hence, 
HiesU'r  is  pronounced  Heester;  Hteinway,  S tine- way.  Greider, 
Grirder;  Setter,  Si-ler;  Fahrenheit,  (name  of  the  inventor  of  the 
thermometer  in  common  use)  Fahren-hife;  and  I  might  add, 
althougli  the  fact  is  pretty  generally  known,  that  bier  spells  betr. 

The  au  in  German  is  pronounced  the  same  as  our  ou,  as  in 
house.     Hence,  the  Germans  spell  the  word  haus.     Many  exam- 


1870.]  Miscellanea.  185 

pies  iiiiglit  be  offered,  among  which  is  the  orthography  of  that 
excellent  oleraceous  dish — aaur-kraut,  in  English. 

The  German  proper  names^  Krause,  Strause,  Bauer,  etc. ,  often 
to  be  met  with,  are  pronounced,  according  to  the  rule  given  in 
the  above  examples,  Krouse,  Strouse,  and  Bower. 

I  might  give  many  other  examples,  but  have  not  the  space.  I 
will  conclude  by  informing  the  reader  who  is  unfamiliar  with 
the  German,  that  he  can  almost  rely  on  it  as  a  certainty,  that  he 
will  mispronounce  every  German  w^ord  he  sees  in  print,  unless 
he  shall  first  take  the  trouble  to  obtain  the  proper  pronunciation 
from  some  good  source. 


JVl 


ISCELLANEA. 


Health  of  School  Children. — The  Medical  College  of  Middle- 
sex, Massachusetts,  having  for  a  long  time  considered  the  in- 
fluence of  public  schools  on  the  health  of  children,  authorize  the 
publication  of  the  following  facts  as  the  opinions  of  its  members : 

1.  No  child  should  be  allowed  to  attend  school  before  the  be- 
ginning of  his  sixth  year. 

2.  The  duration  of  daily  attendance — including  the  time 
given  to  recess  and  phj^sical  exercise — should  not  exceed  four 
and  a  half  hours  for  the  primary  schools;  five  and  a  half  for  other 
schools. 

3.  There  should  be  no  study  required  out  of  school — unless 
at  high  schools,  and  this  should  not  exceed  one  hour. 

4.  Kecess  time  should  be  devoted  to  play  outside  of  the  school 
room — unless  during  stormy  weather — and  as  this  time  rightfully 
belongs  to  the  pupils,  they  should  not  be  deprived  of  it,  except 
for  serious  offences;  and  those  who  are  not  deprived  of  it  should 
not  be  allowed  to  spend  it  in  study$  and  no  child  should  ever  be 
confined  to  the  school  room  during  an  entire  session.  The  mini- 
mum of  recess  time  should  be  fifteen  minutes  each  session,  and 
in  primary  schools  there  should  be  more  than  one  recess  in  each 
session. 

5.  Physical  exercise  should  be  used  in  school,  to  prevent 
nervous  and  muscular  fatigue,  and  to  relieve  monotony,  but  not 
as  muscular  training.  It  should  be  practised  by  both  teacher 
and  children,  in  every  hour  not  broken  by  recess,  and  should  be 
timed  by  music.  In  primary  schools,  every  half  hour  should  be 
broken  by  exercise,  recess  or  singing. 

6.  Ventilation  should  be  amply  provided  for  by  other  means 
than  by  open  window^s,  though  these  should  be  used  in  addition 
to  special  means  during  recess  and  exercise  time. 

7.  Lessons  should  be  scrupulously  apportioned  to  the  average 
capacity  of  the  pupils;  and,  in  primary  schools,  the  slate  should 
be  used  more  and  the  books  less,  and  the  instruction  should  be 
given  as  much  as  possible  on  the  principles  of  "Object  Teaching." 


186  Miscellanea,  |_Jan. 

Chakles  Dickens'  Counsel  to  Students. — Charles  Dickens,  in 
Hs  recent  speech  at  Birmingham,  said: — To  the  students  of  your 
industrial  classes,  generally,  I  have  had  in  my  mind,  first,  to 
commend  the  short  motto,  in  two  words,  "  Courage — Persevere." 
This  is  the  motto  of  a  friend  and  worker.  Not  because  the  eyes 
of  EurojDe  are  upon  them,  for  I  don't  in  the  least  believe  it,  nor 
because  the  eyes  of  even  England  are  upon  them,  for  I  don't  in 
the  least  believe  it;  not  because  their  doings  will  be  proclaimed 
with  blast  of  trumpet  at  street  corners,  for  no  such  musical  per- 
formance will  take  place;  not  because  self-improvement  is  at  all 
certain  to  lead  to  w^orldly  success,  but  simply  because  it  is  good 
and  right  of  itself,  and  because,  being  so,  it  does  assuredly  bring 
with  it  its  own  resources  and  its  own  rewards.  I  would  further 
commend  to  them  a  very  wise  and  witty  piece  of  advice  on  the 
conduct  of  the  understanding  which  was  given  more  than  half  a 
century  ago  by  Kev.  Sydney  Smith — wisest  and  wittiest  of  the 
friends  I  have  lost.  He  says — and  he  is  speaking,  you  will  please 
understand,  as  I  speak,  to  a  school  of  volunteer  students — he 
says,  "there  is  a  piece  of  foppery  which  is  to  be  cautiously 
guarded  against,  the  foppery  of  universality,  of  knowing  all 
sciences  and  excelling  in  all  arts — chemistry,  mathematics,  alge- 
bra, dancing,  history,  reasoning,  riding,  fencing,  Low  Dutch, 
High  Dutch  and  natural  philosophy.  In  short,  the  modern  pre- 
cept of  education  very  often  is,  "  '  Take  the  Admirable  Crichton 
for  your  model,  I  would  have  you  ignorant  of  nothing.' "  Now, 
says  he  "  my  advice,  on  the  contrary,  is  to  have  the  courage  to 
be  ignorant  of  a  great  number  of  things,  in  order  that  you  may 
avoid  the  calamity  of  being  ignorant  of  everything. "  To  this  I 
would  superadd  a  little  truth,  which  holds  equally  good  of  my 
own  life  and  the  life  of  every  eminent  man  I  have  ever  known. 
The  one  serviceable,  safe,  certain,  remunerative,  attainable 
quality  in  every  study  and  Qv^ry  pursuit  is  the  quality  of  atten- 
tion. My  own  invention  or  imagination,  such  as  it  is,  I  can  al- 
most truthfully  assure  you,  would  never  have  served  me  as  it  has, 
but  for  the  habit  of  commonplace,  humble,  patient,  daily,  toiling, 
drudging  attention.  Genius,  vivacity,  quickness  of  penetration, 
brilliancy  in  association  of  ideas — such  mental  qualities,  like 
the  qualities  in  the  externally  armed  head  in  Macbeth,  will  not  be 
commanded;  but  attention,  after  due  term  of  submissive  service, 
will.  Like  certain  plants  which  to  poorest  peasant  may  grow  in 
the  poorest  soil,  it  can  be  cultivated  by  any  one,  and  it  is  certain 
in  its  own  good  season,  to  bring  forth  flowers  and  fruit.  I  can 
most  truthfully  assure  you,  by-the-by,  that  this  eulogium  on  at- 
tention is  so  far  quite  disinterested  on  my  part  as  that  it  has  not 
the  least  reference  w^hatever  to  the  attention  with  which  you  have 
honored  me.  Well,  ladies  and  gentlemen,  I  have  done.  I  can- 
not but  reflect  how  often  you  have  probably  heard  within  these 
walls  one  of  the  foremost  men,  and  one  of  the  best  speakers,  if 
not  the  very  best,  in  England.     I  could  not  say  to  myself,  when 


1870.]  Miscellanea.  187 

I  began  just  now,  in  Shatspeare's  line,  "I  will  be  bright  and 
shining  gold,''  but  I  could  say  to  myself,  and  I  did  say  to  myself, 
"I  will  be  as  natural  and  as  easj^  as  I  possibly  can,"  because  my 
heart  has  been  in  my  subject,  and  I  bear  an  old  love  toward 
Birmingham  and  Birmingham  men.  I  have  said  that  I  bear  an 
old  love  toward  Birmingham  and  Birmingham  men;  let  me 
amend  a  small  omission,  and  add  "  and  Birmingham  women." 
This  ring  I  wear  on  my  finger  now  is  an  old  Birmingham  gift, 
and  if  by  rubbing  it,  I  could  raise  the  spirit  that  was  obedient  to 
Aladdin's  ring,  I  heartily  assure  you  that  my  first  instruction  to 
that  genius  on  the  spot  should  be  to  place  himself  at  Birming- 
ham's disposal  in  the  best  of  causes. 

The  Eotaky  Motion  of  the  Earth  Demonstrated. — The  question 
of  the  rotary  motion  of  the  earth  has  for  ages  past  given  rise  to 
learned  discussions  between  scientific  men,  and  numberless  ex- 
periments have  been  made  to  demonstrate  the  theory.  Foucault, 
a  learned  Frenchman,  some  years  ago,  announced  a  simple  con- 
trivance which  he  claimed  set  at  rest  all  disputations  on  the 
question  and  demonstrated  the  theory  beyond  cavil.  T.  C.  Men- 
denhall,  of  the  Columbus  High  School,  completed  arrangements 
for  a  test  of  Foucault's  contrivance  on  Saturday,  and  proceeded 
to  put  in  operation.  A  wire  was  attached  to  a  light  cross-beam 
from  the  inside  centre  of  the  dome  of  the  State  Caj)itol,  reaching 
nearly  to  the  floor  of  the  rotunda  below.  To  the  lower  end  of  this 
wire  a  metallic  ball  of  28  pounds  weight  was  attached.  The  orna- 
mental piece  of  rotunda  pavement  furnished  a  circle,  through  the 
centre  of  which,  from  the  true  north,  a  line  was  struck  to  the  south. 
Nine  additional  lines,  representing  nine  degrees  of  variation 
from  the  true  north,  were  marked  on  the  circles.  The  ball  was 
•set  in  vibration  on  the  north  and  south  line,  and  in  one  hour  had 
departed  from  that  line  in  its  vibr;ition,  and  was  describing  the 
line  of  the  first  degree  to  the  right.  The  proposition  was,  that 
at  the  end  of  the  ninth  hour  from  the  start  of  the  ball,  it  would 
so  far  depart  from  the  true  north  and  south  line,  as  to  describe 
the  ninth.  While  the  ball  seemed  to  leave  the  track  in  which  it 
originally  started,  it  really  did  not.  The  apparent  variation  was 
due  to  the  rotary  motion  of  the  earth.  This  was  the  second  trial 
of  this  interesting  experiment  in  the  United  States,  and  the  third 
in  the  world.  The  committee  of  gentlemen  conducting  it  on 
Saturday  expressed  themselves  as  entirely  satisfied  with  the 
result.  It  will  probably  be  repeated  to-day. — Columbus  (Ohio) 
Statesman,  October  l^th. 

Health  of  School  Children. — The  Medical  College  of  Middle- 
sex, Massachusetts,  having  for  a  long  time  considered  the  influ- 
ence of  public  schools  on  the  health  of  children,  authorize  the 
publication  of  the  following  facts  as  the  opinions  of  its  mem- 
bers: 


188  Miscellanea.  [Jan. 

1.  No  child  slioulcT  be  allowed  to  attend  school  before  the  be" 
ginning  of  his  sixth  year. 

2.  The  duration  of  daily  attendance — including  the  time  given 
to  recess  and  physical  exercise — should  not  exceed  four  and  a 
half  hours  for  the  primary  schools;  five  and  a  half  for  other 
schools. 

3.  There  should  be  no  study  required  out  of  school — unless 
at  high  schools,  and  this  should  not  exceed  one  hour. 

4.  Recess  time  should  be  devoted  to  play  outside  of  the  school 
room — Uixxess  during  stormy  weather — and  as  this  time  right- 
fully belongs  to  the  pupils,  they  should  not  be  deprived  of  it 
except  for  serious  offences;  and  those  who  are  not  deprived  of  it 
should  not  be  allowed  to  spend  it  in  study,  and  no  child  should 
ever  be  confined  to  the  school  room  during  an  entire  session. 
The  minimum  of  recess  time  should  be  fifteen  minutes  each  ses- 
sion, and  in  primary  schools  there  should  be  more  than  one 
recess  in  each  session. 

«  5.  Physical  exercise  should  be  used  in  school  to  prevent  ner- 
vous and  muscular  fatigue,  and  to  relieve  monotony,  but  not  as 
muscular  training.  It  should  be  practiced  by  both  teacher  and 
children  in  every  hour  not  broken  by  recess,  and  should  be 
timed  by  music.  In  primary  schools  every  half  hour  should  be 
broken  by  exercise,  recess  or  singing. 

6.  Ventilation  should  be  amply  provided  for  by  other  means 
than  by  open  windows,  though  these  should  be  used  in  addition 
to  special  means  during  recess  and  exercise  time. 

7:  Lessons  should  be  scrupulously  apportioned  to  the  average 
capacity  of  the  pupils;  and  in  primary  schools  the  slate  should 
be  used  more  and  the  books  less,  and  the  instruction  should  be 
given  as  much  as  possible  on  the  principles  of  "  Object  Teach- 
ing.- 

The  Schools  of  Prussia. — The  best  schools  in  Europe  are 
found  in  Bavaria,  in  Saxony  and  in  Prussia,  and  the  best  of  these 
countries  are  in  Munich,  in  Dresden  and  in  Berlin.  In 
these  cities  the  schools  are  conducted  with  primary  reference  to 
mental  development,  and,  as  a  means  to  this  end,  the  subjects  of 
study  are  so  classified  as  to  lead  to  the  acquisition  of  knowledge 
in  a  scientific  manner.  I  notice,  as  I  go  about  to  the  different 
school  rooms  of  a  large  educational  institution,  that  they  are  well 
supplied  with  the  means  of  illustrating  every  topic  that  is  taught. 
In  one  school  room,  in  which  botany  is  studied,  I  saw  the 
plants  for  analysis,  all  growing  in  pots,  which  were  arranged  on 
shelves  about  the  room.  In  another  room,  where  zoology  is 
taught,  the  students  were  supplied  with  specimens  of  the  objects 
they  are  required  to  study,  and  these  specimens  are  so  arranged 
that  they  are  always  before  the  student  as  he  studies,  or  near 
him  to  be  used  as  illustrations  as  he  recites.  The  teachers  do 
not  require  rules  to  be  committed  to  piemory  at  first,  and  then 


1870.]  Iliscellanea.  189 

all  mental  operations  to  be  performed  in  blind  obedience  to  the 
rule,  but  they  require  the  rule,  or  general  principle,  to  be  de- 
rived from  an  observation  which  the  pupil  is  led  to  make  for 
himself. 

In  the  study  of  language,  the  pupil  is  led  to  the  principles  of 
construction  by  a  study  of  construction  he  has  himself  been  led 
by  his  teacher  to  make,  and  language  is  in  no  case  to  be  used  by 
the  pupil  until  he  i)ossesses  the  ideas  and  thought  which  the 
language  expresses.  The  teacher  of  geometry  first  teaches  by 
object-lessons  the  principles  upon  which  geometrical  reasoning 
depends;  then  the  j)upil  is  led  to  the  solution  of  problems  by 
means  of  his  own  reasoning,  in  which  he  himself  makes  an  ap- 
plication of  the  principles  he  himself  has  learned.  The  pupil  is 
trained  to  observe  by  observing,  to  reason  by  reasoning,  and  to 
do  by  doing.  In  the  j)rincipal  German  schools  I  visited,  the 
teachers  have  for  the  primary  objects  of  their  thoughts,  as  they 
teach  the  wants  of  the  human  mind.  The  German  mind  is  nat- 
urally metaphysical.  There  is,  accordingly,  in  all  plans  of  Ger- 
man education,  a  thorough  classification  of  objects  of  study.  The 
schools  are  graded,  are  related  to  one  another  in  accordance  with 
the  plans  of  study.  In  Bavaria,  Saxony  and  Prussia,  there  are 
schools  called  Yolks  schools  or  people's  schools,  in  which  the 
common  branches  of  learning  are  taught,  and  which  all  the  Ger- 
man youth  are  required  by  law  to  attend,  from  the  age  of  7  to 
10  years  in  some  States,  and  from  6  to  13  years  in  others. 

The  law  is  popular  with  all  classes,  and  is  rigidly  enforced. 
The  common  people,  as  well  as  the  upper  classes,  all  give  a  cor- 
dial support  to  the  common  school.  At  8  o'clock  in  the  morning 
the  streets  of  the  city  are  filled  with  pupils  of  the  primary  schools 
and  students  of  the  higher  grades,  each  with  his  satchel  of 
books  tied  to  his  back,  marching  cheerfully  to  his  appointed 
place  for  study.  After  8  o'clock  no  children  of  school  age  are  to 
be  found  away  from  their  classes.  Each  parish  of  a  town  must 
have  at  least  one  primary  or  elementary  school,  and  most  towns, 
in  addition  to  these  elementary  schools,  have  at  least  one  upper 
or  burgher  school,  as  it  is  called. 

The  German  children  at  school  all  appear  neatly  dressed,  and, 
what  I  am  sorry  to  say  is  not  always  ti-ue  in  my  own  country, 
these  children  are  trained  to  good  manners.  When  a  stranger 
enters  a  school  room,  the  children  all  rise  and  remain  standing 
until  he  has  closed  the  door  behind  him.  This  practice  is  ob- 
served in  all  the  grades  of  schools,  from  the  first  primarj^  up  to 
the  senior  class  in  the  university. 

If  a  parent  is  not  able  to  clothe  his  child  properly  for  school, 
then  he  is  clothed  at  the  public  expense.  The  children  of  the 
rich  are  found  sitting  on  the  same  seat  with  those  of  the  poor, 
and  the  nobles  do  not  hesitate  to  allow  their  children  to  receive 
their  elementary  training  in  the  same  classes  in  which  the  child- 
ren of  the  humble  are  trained,  and  the  boy  who  has  the  most 


190  Miscellanea.  [Jan. 

brains  and  explains  his  lessons  best,  is  tlie  best  fellow  while  his 
young  school  days  last,  Avhatever  distinctions  may  be  made  in 
after  life.  After  leaving  the  common  school  the  German  youth 
can  enter  upon  the  duties  of  active  life  or  may  enter  the  trade 
school,  where  they  remain  three  years,  and  prepare  for  the  vari- 
ous trades  they  may  choose  to  follow. 

Then  he  can  follow  his  trade,  or  he  can  enter  the  industrial 
school  and  in  two  years  graduate  an  architect,  an  engineer,  a 
chemist,  etc. ,  or,  if  he  wishes,  he  can  pass  from  the  indus^-rial 
school  to  the  polytechnic  school,  and  prepare  to  take  a  high  po- 
sition in  the  mechanical  arts.  The  student  may  leave  the  com- 
mon schools  also  and  enter  the  gymnasium,  where  Latin,  Greek, 
mathematics,  rhetoric,  history  and  chemistry  are  taught.  From 
the  gymnasium  the  student  can  take  up  the  study  of  a  profes- 
sion, or  he  Ccin  go  thence  to  a  university,  where  he  can  fit  him- 
self to  take  the  highest  position  in  any  profession  he  chooses, 
and  where  he  can  know  all  the  subjects  of  his  study  as  sciences. 

In  the  gymnasium  the  students  are  reqmred  to  study  and  re- 
cite thirty-two  hours  per  week,  and  before  graduating  to  pass 
over  a  course  of  study  which  requires  nine  years  to  complete. 
The  German  teachers,  as  a,  class,  are  better  prepared  for  their 
work  than  the  teachers  of  any  other  country.  They  are  encour- 
aged to  fit  themselves  for  a  high  excellence  in  their  profession  by 
the  preference  which  is  alwaj's  given  to  teachers  who  have  a  pro- 
fessional training,  and  by  the  honor  which  is  everywhere  accorded 
to  teaching  as  a  profession.  In  Germany  the  boys  are  always 
educated  apart  from  the  girls,  and  a  male  teacher  is  always 
placed  over  a  class  of  boys  and  usually  a  female  teacher  over  a 
class  of  girls.  In  the  graded  schools  of  the  cities  the  teacher 
continues  over  the  same  class  from  the  time  he  enters  the  schools 
until  its  graduation.  This  plan  requires  every  teacher  to  be 
qualified  to  teach  all  the  topics  found  in  the  whole  course  of 
study.  Teachers  of  one  State  are  encouraged  by  the  government 
to  visit  the  schools  of  other  States,  so  that  any  imi^rovement 
made  in  the  scliools  of  one  section  may  be  rapidly  introduced 
into  other  sections.  Teachers  are  also  encouraged  to  hold  con- 
ventions for  mutual  improvement. — Dresden  CoiTespandeiice  of 
Springfield  liepublican. 

The  Chinese  Language.  — If  by  grammar  is  meant  a  collection 
of  rules  exhibiting  the  change  which  nouns  and  adjectives  un- 
dergo in  declension,  and  verbs  in  conjugation,  there  is  nothing 
corresponding  to  it  in  Chinese.  Chinese  stands  alone  in  the 
whole  realm  of  human  speech  as  a  type  of  languages  without 
inflections,  and  it  is  for  this  reason,  apart  from  its  literary  inter- 
est or  practical  importance,  that  a  study  of  Chinese  becomes 
indispensable  to  every  student  of  language.  "What  a  philosopher 
might  imagine  the  earliest  stage  of  language  to  have  been,  is 
presented  to  us  in  Chinese  as  an  undeniable  reality.     What  a 


1870.]  Miscellanea,  491 

-% 

careful  analysis  of  other  families  of  languages  teaches  us — viz. , 
that  all  that  is  now  purely  formal  in  language  was  originally 
material — stands  before  us  in  Chinese,  not  as  the  result  of  a  la- 
borious induction,  but  as  a  simple  fact.  There  was  a  language, 
and  there  is  still  a  language,  and  a  language  spoken  by  a  larger 
number  of  human  beings  than  any  other,  in  which  we  have  no 
sign  of  gender,  case  or  number,  no  personal  termination,  no 
tenses  or  moods,  no  irregular  nouns  or  defective  verbs,  nay,  in 
which  there  is  no  outward  distinction  between  a  noun,  an  ad- 
jective, a  verb,  an  adverb,  and  a  participle.  What  a  happy 
country  China  must  be !  many  a  schoolboy  would  think,  where 
there  are  no  irregular  verbs,  no  false  quantities,  no  genders. 
But  alas!  there  is  no  rose  without  thorns,  and  in  spite  of  all  its 
grammatical  simplicity,  Chinese — at  least,  the  ancient  classical 
Chinese — is  known  to  be  one  of  the  most  difficult  languages  to 
learn.     We  quote  from  M.  Stanislas  Julien's  work: 

All  Chinese  characters  are  monosyllabic,  independent  and 
"inconjugable."  They  are  not  capable  of  receiving  those  in- 
flections which  in  Greek  aud  Latin  show  at  a  glance  the  gender, 
case  and  number  of  nouns,  the  voice,  tenses,  moods  and  persons 
of  verbs.  But,  in  spite  of  this  absence  of  inflections,  the  Chinese 
language  is  to  a  well-informed  "sinologue"  as  clear  and  intelli- 
gible as  those  learned  languages  which  abound  in  inflections.  If 
it  were  otherwise,  how  could  the  innumerable  works  which  it 
has  produced  in  every  branch  of  literature  for  more  than  2,000 
years,  have  been  read  and  reproduced  from  century  to  century, 
since  the  first  discovery  of  printing  ?  The  Chinese  began  to 
print  from  woodcuts  in  581  a.d.  In  the  year  907 — 400  years  be- 
fore t^e  discovery  of  printing  in  Europe — they  introduced  the 
use  of  stone  for  the  same  purpose,  and  in  1040  they  invented 
movable  types.  Again,  how  could  it  now,  under  its  modern 
form,  called  kouan  hoa,  or  vulgar  language,  be  spoken  in  China, 
Cochin  Ohina,  Japan,  Siam,  Corea,  and  even  in  Thibet,  by  a 
population  of  more  than  fgur  hundred  and  fifty  millions — that  is 
to  say,  by  half  of  the  civilized  world  ?  How  does  a  language 
apparently  so  imperfect,  answer,  nevertheless,  all  purposes,  and 
how  has  it  enabled  Chinese  auth  trs  to  treat  in  innumerable 
works  of  every  scientific  and  literary  subject  that  can  interest  the 
human  mind  ?  The  answer  is  that  the  inflections  of  nouns  and 
verbs,  which  give  so  much  precision  to  the  ancient  languages, 
find  their  equivalents  to  a  certain  degree  in  the  collection  of  the 
Chinese  characters,  which,  according  to  the  position  which  they 
occupy  in  a  sentence,  and  according  to  the  words  with  which 
they  are  construed,  can  assume  every  possible  grammatical  value. 
The  relative  position  of  words  determines  their  character,  and 
imparts  the  requisite  clearness  both  to  the  spoken  and  the  writ- 
ten speech." 

It  has  often  been  said  that  there  is  no  language  which  in  its 
grammatical  features  approaches  so  near  the  Chinese  as  English. 


192»  Miscellanea.  [Jan. 

« . 

M.  Stanislas  Julien  himself,  whenever  he  wishes  to  illustrate  the 
peculiarities  of  Chinese,  has  recourse  to  English  rather  than  to 
French,  in  order  to  give  something  like  an  approximate  idea  of 
a  Chinese  word  or  a  Chinese  sentence.  If,  however,  we  look 
more  closely  into  these  similarities  between  a  language  without 
inflections,  like  Chinese  and  English,  which  belongs  to  a  family 
of  speech  in  which  inflection  had  once  reached  its  highest  per- 
fection, we  shall  find  that  they  are  apparent  rather  than  real. 
They  admit  of  an  historical  explanation,  and  they  form,  in  fact,  a 
new  instance  of  the  old  rule  that  "extremes  meet."  Chinese  and 
English  form  two  opposite  poles.  The  circle  in  the  growth  of 
language  begins  with  Chinese  and  ends  with  English,  as  far  as 
grammatical  articulation  is  concerned. 

Animalcules. — If  some  hay  is  placed  in  a  glass  of  pure  rain- 
water, and  allowed  to  soak  for  a  few  days  in  a  sunny  place,  and 
if  it  be  then  removed,  the  water  will  be  found,  under  a  powerful 
microscope,  to  contain  many  very  small  moving  things,  w^hich 
are  called  infusoria,  from  their  being  produced  after  infusing  the 
hay.  The  eggs  which  were  on  the  hay  bred  there  myriads  of 
small  things,  which  often  have  a  very  beautiful  coat  of  trans- 
parent flint  or  silica.  If  the  water  is  kept  clean,  and  is  not  al- 
lowed to  decompose  or  smell,  generation  after  generation  of  the 
infusoria  live,  die,  and  fall  to  the  bottom  of  the  glass.  They 
form  a  very  delicate  film  here,  and  minute  portions  of  it,  when 
examined  under  a  high  magnifying  power,  show  the  silicious 
skeletons  or  shells  very  distinctly.  Now,  many  strata  in  the 
earth  are  formed  entirely  of  the  remains  of  infusoria,  and  a  very 
familiar  example  is  the  Tripoli  powder,  from  the  polishing  slate 
of  Bilin,'  in  Bohemia.  A  single  grain  of  Tripoli  powder  contains 
no  fewer  than  187,000,000  of  the  transparent  flinty  skeletons  of 
dead  animalcules;  yet  the  layers  of  earth  which  are  made  up  of 
them  at  Bilin  extend  for  miles.  In  the  harbor  of  Wismar,  in 
the  Baltic,  they  increase  and  multiply  at  a  great  rate,  for  17,496 
cubit  feet  of  mud  are  formed  every  year  there,  and  every  grain 
of  it  contains  1,000,000,000  of  the  beautiful  silicious  remains  of 
the  infusoria.  In  the  island  of  Barbadoes,  there  is  a  thick  mass 
of  the  most  beautiful  flinty  sea  animalcules,  and  they  are  in  such 
numbers  that  it  must  be  supposed  the  dead  minute  things  were 
constantly  falling  in  showers  from  the  sea  to  the  bottom. — En- 
giyieering  Magazine. 

Curiosities  of  American  History. — American  political  history 
is  full  of  curiosities  and  singular  incidents.  For  instance, 
three  of  our  Presidents,  all  of  whom  participated  in  the  Kevo- 
lution,  died  on  its  great  anniversary,  the  Fourth  of  July,  viz: 
John  Adams,  Thomas  Jefferson  and  James  Monroe.  General 
Washington,  when  he  retired  from  the  Presidency,  was  in  the 
6Gth  year  of  his  age.  His  successor,  John  Adams,  when  he  left, 
was  66  years  old.     After  him  came  Thomas  Jefferson,  James 


1870.]  Iliscellanea.  193 

Madison  and  James  Monroe.  Mr.  Jefferson  was  66,  James 
Madison  had  just  passed  his  66th  year,  and  Mr.  Monroe  w^s  in 
his  67th,  when  they  respectively  left  the  Presidential  chair. 
General  Harrison  was  67  years  old  when  he  was  elected,  and  died 
in  the  Presidential  office. 

From  1801  to  1825,  the  Presidential  office  was  filled  by  Vir- 
ginians. During  the  same  interval,  with  the  exception  of  four 
years,  the  Vice-Presidential  office  was  held  by  citizens  of  New 
York.  John  Adams  negotiated  the  treaty  of  peace  that  concluded 
the  war  of  the  Eevolution  with  England.  His  son,  John  Quincy 
Adams,  was  a  leading  envoy,  and  negotiated  the  treaty  which 
concluded  the  second  war  with  England  in  1814.  His  son, 
Charles  Francis  Adams,  at  the  third  great  crisis  of  our  history, 
was  the  minister  to  England  during  the  recent  war,  from  1861  to 
1865,  the  period  which  covers  the  Alabama  claims,  out  of  which 
another  war  is  altogether  possible  with  the  old  mother  fiountry. 

In  1800,  John  Adams  was  on  a  leading  Presidentiar  ticket. 
Twenty-four  years  after,  his  son,  John  Quincy,  was  also  a  Presi- 
dential candidate.  Twenty-four  years  from  that  time,  Charles 
Francis  Adams,  John  Quincy 's  son,  was  an  important  candidate 
for  Vice-President,  with  a  contingent  Presidential  succession. 

Of  the  'first  six  Presidents,  four  of  them  were  taken  from  the 
office  of  Secretary  of  State;  and  the  other  two,  being  the  first 
elected,  could  not  perform  its  duties.  From  this  fact  arose  the 
precedence  that  makes  the  Secretary  of  State  the  first  officer  in 
the  Cabinet,  instead  of  the  Secretary  of  the  Treasury,  which  is 
the  case  in  Great  Britain. 

No  less  than  five  of  the  greatest  of  American  statesmen  were 
born  in  the  same  year,  1782:  Daniel  Webster,  John  C.  Calhoun, 
Thomas  H.  Benton,  Martin  Van  Buren,  and  Lewis  Cass.  From 
1800  to  1865,  a  period  spanning  from  the  second  President  to  the 
seventeenth,  only  two  persons  filled  the  office  of  Chief  Justice  of 
the  Supreme  Court  of  the  United  States — John  Marshall  and 
Roger  B.  Ta^uey. 

Eev.  Dr.  McCosh,  President  of  the  College  of  New  Jersey  at 
Princeton,  ably  defended,,  at  the  late  meeting  of  the  Philological 
Convention  at  Poughkeepsie,  N.  Y. ,  the  study  of  the  Greek  and 
Latin  classics,  and  it  is  gratifying  to  know  that  the  Convention 
applauded  his  well  expressed  sentiments. 

Turkey  Improving — The  New  Education  Law. — A  new  education 
law  has  just  been  promulgated  in  Constantinople.  Primary  in- 
struction is  compulsory  for  every  inhabitant  of  the  Turkish  em- 
pire. The  period  of  instruction  for  girls  is  fixed  from  six  to  ten 
years  of  age,  and  for  boys  from  six  to  eleven.  The  magistrates 
of  the  districts  and  villages  are  to  keep  a  register  of  the  names  of 
the  boys  and  girls  whose  age  qualifies  them  for  instruction,  to- 
gether with  those  of  their  parents  or  guardians.  If  any  of  these 
do  not  go  to  school,  the  magistrate  is  to  warn  the  parent  or  guar- 


194  Miscellanea.  [Jan. 

dian  of  his  obligation,  and  after  such  a  notice  if  the  child  is  not 
sent  to  school  within  a  month,  and  no  valid  reason  is  given  for 
its  absence,  a  fine  of  from  five  to  one  hundred  piastres  is  to  be 
imposed,  according  to  the  means  of  the  parent,  and  the  child  is 
to  be  taken  to  school  by  the  authorities .  These  fines  are  to  be 
paid  into  the  education  fund. 

The  cases  in  which  exception  is  allowed  are,  first,  when  the 
child  is  shown  to  have  some  constitutional  defect;  second,  when 
the  parent  is  poor,  and  would  suffer  loss  from  his  child  being 
sent  to  school;  third,  when  the  child  is  employed  in  agricultural 
labor  at  harvest  time;  fourth,  when  tlie  distance  from  the  resi- 
dence of  the  child  to  the  school  is  more  than  half  an  hour's 
walk;  fifth,  when  there  is  no  school  in  the  district,  or  when  the 
school  is  not  sufficiently  large  to  accommodate  all  the  pupils; 
sixth,  when  proof  is  furnished  that  the  child  is  being  educated 
either  aLhome  or  in  a  private  school. 

The  ;^imary  schools  are  to  be  either  Mussulman  or  Christian, 
according  to  the  religion  which  is  most  prevalent  in  the  district. 
The  higher  schools,  however,  are  to  receive  Mussulmans  and 
Christians  indiscriminately.  An  "  Imperial  Council  for  Public 
Instruction  "  hab  been  established,  to  see  to  the  due  execution  of 
the  law. 

The  Indiana  State  University  has  opened  with  a  largely  in- 
creased number,  of  students.  There  are  upwards  of  200  in  the 
four  college  classes.  A  largely  increased  number  of  students 
are  also  expected  in  the  law  department,  which  will  begin  on  the 
8th  of  November,  under  the  care  of  Gr.  A.  Bicknell,  of  New 
Albany,  and  John  U.  Petit,  of  Wabash.  Tuition  is  now  free  in 
this  department. 

"  There  are  three  hours  and  a  half  lost  by  you  this  morning," 
a  superintendent  said  to  a  tardy  teacher.  ' '  I  was  only  half  an 
howr  late,"  he  replied.  "  True,"  said  the  superintendent;  "but 
then  there  were  seven  scholars  waiting  all  that  time^or  you." 


REPORT  OF  PUBLIC  SCHOOLS. 


ROLL   OF    HONOR. 

Messilla  Valley  School,  Bnlte  county  ;  J.  P.  Taylor,  Teacher. 
For  the  term  ending  Nov.  16th,  1869. 

Fird  Grade — (being  above  ninety  per  cent,  for  the  whole  term:) 
Mary  Stewart,  Belle  White,  Frances  White,  Gertie  Heckart, 
Eugene  Van  Ness. 

Second  Grade — (being  above  eighty  per  cent. :) — Henrietta 
Stewart,  Emma  White,  Fannie  Pence,  Clara  Wait,  Wm.  Kelley, 
Wm.  Wait,  Watt  Pence,  Frank  Jfleckart,  Willie  Stewart,  Clarence 
White,  Wm.  Applegate,  Albert  Highet,  Carter  Van  Ness,  Willie 
Snyder. 


Book   Table. 


Oration.  Delivered  by  the  Hon.  Frank  M.  Pixley,  Grand  Orator,  before  the  Grand  Lodge, 
F.  and  A.  M.  of  the  State  of  California,  at  Masonic  Hall.  San  Francisco,  Thursday,  Oc- 
tober lith,  1869.    San  Francisco:  A.  Roman  &  Co.,  Publishers. 

An  eloquent  and  pleasing  oration — though  touching  more  on  modern  civili- 
zation than  on  the  science  of  Masonry. 
Onward.    A  Lay  of  the  West.    By  A.  W.  Patterson.    A.  Roman  &  Co.,  Publishers.    1869. 

The  subject  of  this  "lay  " — ^judging  from  the  poem  itself — would  better  suit 
the  patriotic  efforts  of  the  Fourth  of  July  orator  than  the  imaginative  inten- 
sity of  the  poet.  It  presents  an  ample  field  for  cumulative  epithet,  but  it 
would  seem  a  very  small  one  for  the  furor  poeticus.  Reminding  one  of  Gold- 
smith— (a  little)  by  contrast — the  author  manages  to  present,  if  not  a  highly 
poetic  yet  a  very  readable  picture  of  Western  progress.  The  ' '  Kising  Village  ' ' 
of  the  new  world  is  not  an  unpleasant  antithesis  to  the  "Deserted  Village  " 
of  the  old.  The  spirit  of  the  two  being  so  much  in  contrast,  wo-fld  have 
suggested  a  little  different  treatment  in  the  present  production.  Few  thoughts 
in  the  poem  have  the  clear  ring  of  genius,  but  all  together  make  a  very  good 
effect. 

Elements  of  German  Grammar.     By  E.  C.  F.  Krauss,   Teacher  at  the  Girls'  High  and 

Normal  Scliool,  Boston.    Formerly  at  Harvard,  and  the  Mass.  Technological  Institute. 

Boston  :  S.  R.  Urbino.    1869. 
First  Book  •  in  German.      By  E.  C.  F.  Krauss,   Teacher  at  the  Girls'  High  and  Normal 

School,  Boston.     Formerly  at  Harvard  College,  and  the  Mass.  Technological  Institute. 

Boston:  S.  B..  Urbino.    1869. 

We  have  a  number  of  new  "German  Grammars,"  new  "First  Steps," 
"First  Books,"  etc.,  in  German,  lately  published.  This  shows  a  gratifying 
increase  of  appreciation,  among  the  American  people,  of  the  German  language 
and  literature.  The  present  publication  is  one  of  the  best.  It  has  merit  in 
method,  in  arrangement,  and  in  the  choice  of  the  matter  presented— neither 
more  nor  less  of  the  latter  being  given  than  precisely  what  the  author  thinks 
is  necessary  for  the  pupil  to  learn.  We  like  this  definiteness  of  aim.  The 
two  books  supplement  each  other,  but  either  alone  could  very  well  be  used  in 
connection  with  the  works  of  other  authors. 

A  Greek  Grammar  for  Beginners.  By  William  Henry  Waddell,  Professor  of  Ancient 
Languages  in  the  University  of  Georgia.  New  York  :  Harper  &  Brothers,  Publishers. 
1869. 

The  tendency  of  the  age  in  all  departments  of  thought  is  to  simplification 
and  accuracy.  The  Greek  grammars  in  common  use  offend  in  both  points  to 
a  great  extent.  This  work  is  a  remedial  effort — and  is  about  one-fourth  the 
usual  size  of  Greek  grammars.  In  simplification,  it  is  good;  in  accuracy,  not 
often  at  fault.  All  those  useless  "notes,"  "remarks,"  "  observations,"  etc., 
which  so  disfigure  most  books  of  the  kind  are  discarded,  and  only  "essential 
and  elementary  principles  and  paradigms"  are  given— but  yet  enough,  with 
thorough  drilling,  to  lay  a  good  foundation  for  the  study  of  the  Greek  lan- 
guage.    A.  Eoman  &  Co. :  San  Francisco. 

History  of  Joseph  Bonapabte,  King  of  Naples  and  of  Italy.  By  John  S.  C.  Abbott, 
Author  of  The  "History  of  Napoleon  Bonapafte,"  "  The  French  Revolution,"  etc.  New 
York  :  Harper  &  Brothers,  Publishers.    1869. 

This  book  will  be  read.     JS'Ir.  Abbott  is  too  well  known  as  a  writer  to  mak 


196  Department  of  Public  Instruction.  [Jan. 

particular  comment  on  Ms  present  performance  necessary.  It,  however,  lacks 
the  interest  that  his  other  Napoleonic  writings  possess—  a  fact  that  may,  per- 
haps, be  accounted  for  by  another,  to  wit, — that  Joseph  Bonaparte  was  a 
failure.  Some  grammatical  faults,  also,  furnish  a  mark  for  the  plainer  sort 
of  criticism— "The  odds  in  favor  of  the  Spanish  was  so  great,"  etc.  A. 
Roman  &  Co. 

Manual  of  Asteonomy.  With  a  familiar  explanation  of  Astronomical  Instruments,  and 
the  Best  Methods  of  Using  Them.  By  John  Deew,  F.  K.  A.  S.,  Doctor  in  Philosophy  of 
the  University  of  Bale;  Author  of  "  Chronological  Charts  Illustrative  of  Ancient  History 
and  Geography."    Philadelphia:  J.  B.  Lippincott  &  Co. 

This  is  a  second  edition  of  a  very  excellent  work.  It  is  scientific,  interest- 
ing and  instructive :  has  two  general  objects — First,  discussions  of  the  most 
important  facts  of  the  science;  and  second,  descriptions  of  astronomical  in- 
struments. In  the  latter  respect,  it  is  more  meritorious  than  any  works  of  its 
size  w^e  have  seen.  The  practical  astronomer  would  find  it  very  valuable.  A. 
Eoman  &  Co.,  San  Francisco. 

Mental  T'hilosophy  ;  Embracing  the  Three  Departments  of  the  Intellect,  Sensibilities,  and 
Will.  By  Thomas  C.  Upham,  D.  D.,  Professor  of  Mental  and  Moral  Philosophy  in  Bow- 
doin  College;  Member  of  the  Academy  of  Metaphysical  and  Ethical  Sciences;  Author  of 
•;  JEsthetics  and  Moral  Letters,"  etc.  In  Two  Volumes:  -Vol.  1. :  The  Intellect,  With 
an  Appendix  on  Languages.  Vol.  2.:  The  Sensibilities  ANd  Will.  New  York:  Harper 
&  Brothers,  Publishers.    1869. 

This  is  a  new,  and  truly  an  improved  edition  of  the  well  known  "  Upham's 
Mental  Philosophy."  The  system  belongs  to  no  one  school  of  philosophy, 
but  is  judiciously  eclectic.  Setting  out  with  a  clear  statement  of  Primary 
Truths,  and  then  building  on  the  three-fold  division  of  the  soul— the  Intel- 
lect, Sensibilities  and  the  Will— the  author  has  succeeded  in  producing  a 
natural,  harmonious,  and  beautiful  system — one  that  the  student's  mind  can 
firmly  grasp,  and  that  therefore  can  he  taught.  A  few  minor  points— such  as  the 
"comparative  state  of  the  mind  and  body  in  dreaming,"  etc. — are  slightly  at 
fault.  Price  $3.50  for  the  two  volumes.  A.  Eoman  &  Co. 
The  Oveeland  Monthly. 

The  Overland  commences  its  fourth  volume  with  the  present  number; 
which  we  think  the  best  that  has  yet  appeared.  It  has  all  the  originality, 
literary  finish,  and  fine  characterization  of  former  issues,  and  is  comparatively 
free  from  a  blemish  which  we  feared  would  seriously  vitiate  the  effect  of  this 
otherwise  most  excellent  periodical.  We  refer  to  the  taint  of  gross  immorality 
which  has  pervaded  its  finest  pieces  before.  With  so  many  merits,  it  can 
afford  to  have  a  few  faults;  but  only  the  more  reason  that  this  one  should  be 
dropped.  The  pet  of  the  Pacific,  and  to  some  extent  of  the  Eastern  States 
and  of  England,  the  Overland  deserves  the  success  it  has  achieved.  Every 
one  who  likes  good  reading  should  put  down  the  Overland  as  one  of  his  luxu- 
ries for  1870.    Price,  $4.00  per  annum.     A.  Roman  &  Co.,  San  Francisco. 

Littell's  Living  Age,  No.  1329,  for  the  week  ending  Nov.  20th,  contains 
The  Quarterly  Review's  crushing  article  on  "The  Byron  Mystery,"  with  hith- 
erto unpublished,  and  apparently  conclusive,  letters  from  Lady  BjTon  to  Mrs. 
Leigh;  also  "The  Battle  of  the  Philosophies"  (Physical  and  Metaphysical); 
the  continuation  of  "The  Portrait,  in  My  Uncle's  Dining  Room,"  from  the 
French;  "The  Millionaires  of  New  York,"  etc.,  etc. 

No.    1330  contains  "Islam,"  a  very  notable  paper  by  the  author  of  tie 


1870.  J  Department  of  Public  Instruction.  197 

celebrated  Talmud  article,  and  written  with  the  same  power;  also  an  "Enigma 
of  History — The  Capti\'ity  of  Joanna  of  Castile,  called  '  La  Loca  '  or  the  Mad", 
from  new  documents,  translated  for  The  Living  Age  from  the  Revue  des  Deux 
Mondes,-  the  conclusion  of  "The  Portrait  in  My  Uncle's  Dining  Eoom,"  and 
other  articles. 

In  No,  1331  will  be  begun  a  new  story  translated  from  the  German  for  Thg 
Living  Age,  which  will  be  concluded  in  the  last  number  of  the  year. 

The  Liying  Age  is  issued  every  Saturday,  giving  fifty-two  numbers  of  sixty- 
four  pages  each,  or  more  than  thkee  thousand  double-column  octavo  pages 
of  reading  matter  yearly ;  enabling  it  to  present  T\ith  satisfactory  completeness 
the  best  Essays,  Reviews,  Criticisms,  Tales,  Poetry,  Literary,  Scientific,  His- 
torical and  Political  Information,  gathered  from  the  whole  body  of  foreign 
periodical  literature,  and  from  the  pens  of  the  ablest  living  writers. 

Subscription  price,  $8  a  year,  free  of  postage.  An  extra  copy  sent  gratis  to 
any  one  getting  up  a  club  of  Five  New  Subscribers.  Littell  &  Gay,  Publishers, 
30  Bromfield  Street,  Boston. 

A  Compendious  German  Grammab.    By  WrLLiAM  D.  Whitney,  Professor  of  Sanscrit  and  In- 
structor in  Modern  Languages  in  Yale  College.    New    York:   Leypolt  &  Holt.    1869. 
A  G-EKMAN  Keadee  IN  Prose  AND  Verse:  With  Notes  and  Yocabulaxy— (by  tlie  same  Author.) 

It  may  be  safely  stated  that  all  English,  French  and  German  Grammars 
now  in  use  in  our  schools  and  institutions  differ  only  in  the  names  of  their 
authors.  The  progress  made  in  comparative  Philology  and  in  the  methods 
of  teaching  languages,  has  been  entirely  ignored.  If  one  compares  all  the 
OUendorf  Grammars  with  all  those  subsequently  published  in  the  Ollendorf 
style,  he  will  perceive  but  very  few  material  changes  or  differences. 

It  is,  therefore,  gratifying  in  the  highest  degree  to  bring  to  general  notice  a 
book  of  which  eivery  page  testifies  the  thoroughly  skilled  and  learned  Philolo- 
gist and  insti-uctor — a  work  so  concise,  so  plain  and  yet  so  philosophical, 
that  every  one  interested  in  the  study  of  languages  as  a  highly  important 
branch  of  education,  will  be  delighted  and  thankful  at  once;  he  will  perceive, 
at  the  first  glance,  that  its  author  did  not  mean  to  multiply  merely  the  number 
of  text-books  already  so  large,  but  to  furnish  us  with  a  standard  work  of  high 
merit. 

With  this  book,  a  new  era  will  begin  in  the  study  of  languages  in  our  insti- 
tutions. The  study  of  languages  wiU  be  hereafter  conducted  in  a  compara- 
tive style,  as  it  always  should  have  been.  Languages,  like  the  English  and 
German,  so  akin  to  each  other,  afford  the  best  opportunity  for  a  beginning  in 
the  comparative  study  of  languages.  This  idea  pervades,  in  fact,  the  whole 
work.  The  author  points  out  both  the  points  both  of  agreement  and  dis- 
agreement in  these  languages.  The  parts  of  speech  are  treated  in  a  manner 
at  once  genetic  and  analytical,  and  the  laws  of  progi-ession  enter  here,  for  the 
first  time,  as  a  component  part  of  German  Grammar. 

This  book  should  be  in  the  hands  of  every  teacher  of  languages;  for  it 
teems  with  fruitful  suggestions.  It  will  afford  the  means  of  making  gram- 
matical instruction  more  interesting  and  beneficial. 

The  Eeader,  accompanying  this  excellent  Grammar,  contains  a  large  collec- 
tion of  pieces  in  every  style,  occurring  in  German.  As  soon  as  the  third 
book,  containing  the  notes  and  the  vocabulary,  has  appeared,  the  books  will 
be  Noticed  again. 


I 


TABLE    OF    CONTENTS. 


PAGE. 

TEACHING  ENGLISH  LITEKATUKE 169 

THE  LITTLE  HAND,  A  STOEY 172 

KEBELLION  IN  THE  ENGLISH  LANGUAGE— EULES  DEFIED. . . .  175 

THE  SECOND  GKOWL  OE  A  SUBSTITUTE 177 

PEOCEEDINGS  OF  THE  YOLO  COUNTY  INSTITUTE 180 

FOEEIGN  WOEDS  AND  PHEASES 183 

MISCELLANEA 185 

EEPOET  OF  PUBLIC  SCHOOLS 194 

DEPAETMENT  OF  PUBLIC  INSTEUCTION 195 

Terms  of  Advertising  in  the  California  Teacher. 

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everywhere,  and  contains  the  best  of  everything  for  everj^body  in  city,  village 
and  coiantry.  It  gives  practical  instruction,  by  the  most  experienced  writers, 
upon  all  Eural  topics- -Farming,  Friiit-Growing,  Flower-Culture,  Ornamental 
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and  Adornment,  Domestic  Economy,  Housekeeping  Hints,  frc. 

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the  cheapest  as  it  is  the  most  complete  Family  Weekly  Newspaper  in  the 
world.  Subscribers  before  the  first  of  January  next,  will  get  all  numbers  to 
that  date  free,  and  their  year  will  end  January  1,  1871.  Specimen  numbers 
sent  free. 

PETTENGILL,  BATES  &  CO., 

37  Park  Eow,  New  York. 


^ 


TATE    Normal.   jSchool. 

BOARD   OF   TRUSTEES. 


H.  H.  HAIGHT Go^mor. 

0.  P.  FITZGEEALD Superintendent  of  Public  Instruction. 

JAMES  DENMAN Superintendent,  San  Francisco. 

MELVILLE   COTTLE Superintendent,  San  Joaquin  County. 

J.  H.  BRALY Superintendent,  Santa  Clara  County. 

Db.  a.  TEAFTON Superintendent,  Sacramento  County. 

S.  I.  C.  SWEZEY San  Francisco. 

J.  M.  SIBLEY San  Francisco. 

TEACHERS. 

Key.  W.  T.  Luckt,  A.M Principal. 

H.  P.  Carlton Vice-Principal. 

Miss  E.  W.  Houghton Assistant. 

Mes.  D.  Clark Assistant. 

The  Second  Term  of  the  current  year  will  commence  on  the  8th  day  of  No. 
vember,  1869.     All  candidates  for  admission  must  be  present  at  that  time. 

COURSE   OF  STUDY. 

REQUISITES  FOE  ADMISSION. 

To  secure  admission  to  the  Junior  Class,  Second  Division,  applicants  must 
pass  a  written  examination  on  the  following  subjects,  viz. : 

Eaton's  Common  School  Arithmetic — to  percentage. 

Eaton's  Intellectual  Arithmetic. 

Greene's  Introduction  to  English  Grammar. 

Willson's  Fourth  Reader. 

Spelling;  Penmanship, 

Applicants  for  an  advanced  Class  will  be  required  to  pass  an  examination  on 
the  studies  previously  pursued  by  that  Class. 

Junior  Class — First  Session. 

Arithmetic — Eaton's  Common  School — complete. 
Grammar — Quackenbos ' — begun . 
Geography — Guyot's  Common  School. 
Beading — Willson's  Fifth  Eeader. 
Moral  Lessons — Cowdery's. 
Spelling — Willson's  Larger  Speller. 

Junior  .Class — Second  Session. 

Arithmetic — ^Eaton's  Higher. 

Gmmmar — Quackenbos' — complete. 

Bhetoric — B  oy  d '  s . 

Physiology — Cutter's  Elementary. 

History — Quackenbos'.  , 

Vocal  Culture — Eussell's. 

Book-Keeping — Payson  &  Button's  Single  Entry. 

General  Exercises  throughout  the  Junior  Year — Penmanship;  Object-Lessons; 
CaHsthenics;  Methods  of  Teaching;  School  Law;  Composition  and  Declama- 
tion. 

Senior  Class — First  Session. 

Arithmetic — Eaton's  Higher — reviewed. 
Algebra — Robinson's  Elementary. 
Grammar — Greene's  Analysis. 
Natural  Philosophy — Quackenbos'. 
Physiology — Cutter's  Larger. 
Bhetoric — Boyd's. 
Natural  History — Tenney's. 


Senioe  Class — Second  Sessioji. 
Botany — Gray's. 

Physical  Geography — Warren's,  with  Guyot's  "Wall  Maps. 
Normal  Training — Enssell's. 
Geometry — Davies'  Legendre — five  books. 
English  Literature — Shaw's. 

Boc^-Keeping — Payson  &  Dunton's  Double  Entry. 
General  Exercises — Same  as  in  Junior  Year. 

REGULATIONS   OF  THE  STATE   NORMAL  SCHOOL. 
Adopted  by  the  Board  o^  Normal  School  Trustees,  March  28,  1868. 

1.  All  pupils,  on  entering  the  School,  are  to  sign  the  following  declaration 
of  intention: 

' '  We,  the  subscribers,  hereby  declare  that  our  purpose  in  entering  the  State  Normal  School 
is  to  fit  ourselves  for  the  profession  of  Teaching,  and  that  it  is  our  intention  to  engage  in 
teaching  in  the  Public  Schools  of  this  State." 

Male  candidates  for  admission  must  be  at  least  eighteen  years  of  age ;  and 
female  applicants  at  least  fifteen  years  of  age;  and  all  must  possess  a  good  de- 
gree of  physical  health  and  vigor. 

2.  No  person  whose  age  exceeds  thirty  years  shall  be  admitted  to  the  School, 
except  teachers  who  are  fitted  to  enter  the  Senior  Class. 

3.  Whenever  the  number  of  applicants  from  any  county  shall  exceed  the 
number  to  which  that  county  is  entitled  by  law,  the  applicants  shall  pass  a 
competitive  examination  before  the  County  Superintendent,  and  the  County 
Board  of  Examination;  which  examination  shall  be  conducted  in  the  same 
manner  as  county  examinations  for  third  grade  teachers'  certificates.  The 
persons  passing  the  highest  examination  shall  be  eligible  to  admission  in  the 
order  of  their  standing  in  examination. 

4.  All  applicants  are  required  to  present  letters  of  recommendation,  and 
certificates  of  good  moral  character,  from  the  County  Superintendent  of  the 
county  in  which  they  reside. 

5.  All  new  applicants  shall  present  themselves  for  examination  at  least  three 
days  previous  to  the  regular  day  of  each  term  commencement;  and  no  pupil 
shall  be  admitted  during  term  time,  except  in  case  of  teachers  who  hold  at 
least  second  grade  State  or  County  certificates. 

6.  The  Principal  of  the  School  shall  keep  a  register  of  the  attendance  of 
pupils,  and  shall  report  monthly,  to  the  Secretary  of  the  Board,  the  whole 
number  enrolled,  the  average  number  belonging,  the  average  daily  attendance, 
the  percentage  of  daily  attendance,  and  such  other  statistics  as  may  be  re- 
quired by  the  Executive  Committee  of  the  Board. 

7.  No  pupil  shall  be  eptitled  to  a  Diploma  of  Graduation  who  has  not  been 
a  member  of  the  School  at  least  one  term  of  five  months. 

8.  The  Normal  School  shall  be  divided  into  two  classes:  Junior  and  Senior 
— each  divided  into  two  divisions. 

GENERAL  INFORMATION. 

The  time  for  completing  the  Normal  School  course  is  two  years,  each  divided 
into  two  terms  of  five  months. 

There  will  be  Written  Examinations  and  Public  Exercises  at  the  close  of  each 
term.     The  Graduating  Exercisee  will  be  in  May. 

Pupils  will  be  required  to  furnish  their  Text  Books.  Books  for  reference 
will  be  furnished  by  the  State.  Good  boarding  can  be  procured  at  about 
twenty-five  to  thirty  dollars  per  month. 

Applicants  will  please  read  attentively  the  "Eegulations"  as  given  above, 
particularly  the  Fourth  and  Fifth. 

All  graduates  will  be  required  to  pass  an  examination  on  the  entire  course. 
Those  who  complete  the  studies  of  the  Junior  Class  will  be  entitled  to  certifi- 
cates of  qualification,  for  teaching  schools  of  Second  and  Third  Grade. 

For  additional  particulars,  address 

Eev.  WM.  T.  LUCKY,  A.  M.,  Pbikoipal,  San  Francisco. 


THE  FIFTIETH  VOLUME! 

»  NEW  SEKIES  !    NEW  FOEM  !  !    THE  PICTOKIAL 

PHRENOLOGICAL  JOURNAL 

A  FIRST  CLASS  FAMILY  MAGAZINE, 

Specially  devoted  to  the  "Science  or  Man,"  his  improvement,  by  aU  the 
means  indicated  by  Science.  * 

Phrenology.  The  Brain  and  its  Functions;  the  Location  and  Natural  Lan- 
guage of  the  Organs,  with  directions  for  cultivating  and  restraining  them ;  and 
the  relations  subsisting  between  Mind  and  Body  described. 

Physiognomy,  with  all  the  "Signs  of  Character  and  How  to  Eead  them,  "is 
a  special  feature. 

Ethnology;  or,  The  Natukal  History  of  Man.  Customs,  Religions  and 
Modes  of  Life  in  different  Tribes  and  Nations,  will  be  given. 

Physiology  and  Anatomy.  The  Organization,  Structure  and  Functions  of 
the  Human  Body;  the  Laws  of  Life  and  Health — What  we  should  Eat  and 
Drink,  How  we  should  be  Clothed,  and  How  to  Exercise,  Sleep  and  Live,  pre- 
sented in  a  popular  manner,  in  accordance  with  Hygienic  Principles. 

PoETRAiTs,  Sketches,  and  Biogeaphies  of  the  leading  Men  and  Women  of 
the  World  in  all  departments  of  life,  are  special  featui-es. 

Parents  and  Teachers.  As  a  guide  in  educating  and  training  Children, 
this  Magazine  has  no  superior,  as  it  points  out  all  the  pecuharities  of  Charac- 
ter and  Disposition,  and  renders  government  and  classification  not  only  pos- 
sible but  easy. 

Much  general  and  useful  Information  on  the  leading  topics  of  the  day  is 
given,  and  no  efforts  are  spared  to  make  this  the  most  interesting  and  in- 
structive as  well  as  the  Best  Pictorial  Family  Magazine  ever  published. 

Established.  The  Journal  has  reached  its  50th  VOLUME,  and  with  Janu- 
ary Number,  1870,  a  NEW  SERIES  is  commenced.  The  form  has  been 
changed  from  a  Quarto  to  the  more  convenient  Octavo,  and  many  improve- 
ments have  been  made.  It  has  steadily  increased  in  favor  during  the  many 
years  it  has  been  pubhshed,  and  was  never  more  popular  than  at  present. 

Terms — Monthly,  at  $3  a  year,  in  advance.  Single  numbers,  30  cents. 
Clubs  of  ten  or  more,  $2  each,  and  an  extra  copy  to  agent. 

We  are  offering  the  most  liberal  Premiums.  Inclose  15  cents  for  a  sample 
number,  with  new  Pictorial  Poster  and  Prospectus,  and  a  complete  List  of 
Premiums. 

Address  S,  JR.  WELLS,  Pvhlisher, 

JAN-3  389  Broadway,  New  York. 


BYRON  bailey.  WM.    SMITH. 

^  B^LE Y  &  SM:ITK[ 


Q-^  .   I  f-'n:^:^  FORMERLY 

>!'    -J)     '-jr^i    ^^j  DERBY    &    BAIIiEY, 

MANUFACTURERS      OF      ALL 

Kinds  of  School  Furniture,  Settees,  Offiice  Desks,  etc.. 

No.  51  Beale  Street,  near  Mission, 

SAN  FKANCISCO. 

^p  Having  had  an  experience  of  four  years  on  this  coast  in  the  manufacture 
of  SCHOOL  FURNITURE,  and  possessing  facihties  surpassed  by  no 
other,  we  are  prepared  to  furnish  a  superior  article  at  the  lowest  rates 
j-ly  5^^  All  orders  promptly  attended  to.  ,^^ 

3 


First  Steps  in  Geograpliy, 

Intended  to  precede  CORNELL'S  GEOGRAPHICAL  SERIES,  and  to  intro- 
duce the  little  pupil  pleasantly  and  profitably  to  the  Rudiment^  of 
Geography.     One  beautiful  volume,  child's  quarto,  with 
numerous  Maps   and  Illustrations,  72  pages. 

Corneirs   Geographical  Series 

CONSISTS  OF 
I. ,  Primary  Geography,    Small  4to.     100  pp.     12  Maps.    Beau- 
tifully illustrated. 
II,    Intermediate    Geography,      Large  4to.      96  pp.      Revised 
edition,  brought  up  to  date,  with  new  and  additional  Maps  and 
numerous  Illustrations.   Contains  a  summary  of  Physical  Geography. 
Gramm^ar- School  Geography,     Large  4to.,  with  numerous 
Maps  and  Illustrations.     108  pp.  '  Contains  comprehensive  lessons 
on  Physical  Geography,  and  a  practical  system  ot  Map  Drawing. 
Ill,    High-School    Geography    and    Atlas,      Geography,   xarge 
12mo.     Richly  Illustrated.     It  includes  Descriptive,  Physical,  and 
Mathematical  Geography.     Atlas,  very  large  4to.      Containing  a 
complete  set  of  Maps  for  study;  also  a  set  of  Reference  Maps  for 
family  use. 
THE  INTERMEDIATE  GEOGRAPHY  is,  in  accordance  with  the  author's 
plan,  designed  for  pupils  who  have  completed  a  primary  course  on  the  subject. 
It  possesses  all  the  advantages  of  arrangement  and  system  peculiar  to  the  first 
book  of  the  series.     It  clearly  explains  the  terms  used  in  Physical,  Political, 
and  Mathematical  Geography,  and  contains  a  judiciously  selected  and  care- 
fully systematized  amount  of  Descriptive  Geography.    The  work  also  embraces 
a  Pronouncing  Vocabulary  of  the  Geographical  names  contained  in  it,  giving 
the  population  of  places,  the  length  of  rivers,  etc. 

THE  GRAMMAR-SCHOOL  GEOGRAPHY  may  either  follow  the  Inter- 
mediate Geography  or  be  used  instead  of  it,  as  the  second  part  of  tne  series. 
The  chief  difference  between  the  Intermediate  and  the  Grammar  School  is 
that  the  latter,  though  no  more  elevated  in  style,  is  fuller  in  detail,  presents 
a  greater  variety  of  map  questions,  and  a  larger  number  of  localities  to  be 
memorized.  Both  are  alike  philosophical  in  their  arrangement,  accurate  in 
their  statements,-  chastely  and  lavishly  illustrated,  highly  attractive  in  their 
external  appearance,  and,  generally,  just  what  the  intelligent  teacher  desires. 
THE  HIGH-SCHOOL  GEOGRAPHY  AND  ATLAS  are  intended  for 
High  Schools,  Academies  and  Seminaries.  They  cover  the  whole  ground  of 
Mathematical,  Physical,  and  Descriptive  Geography.  The  Atlas  will  be  found 
fuller  and  more  reliable  than  former  atlases,  and  will  answer  every  practical 
purpose  of  reference  for  schools  and  families. 

^^  A  copy  of  either  part  of  the  Series,  for  examination,  will  be  sent  by 
mail,  post-paid,  to  any  Teacher  or  School  Ofi&cer,  remitting  one  half  its  price. 

D.  APPLETON  &  CO.,  NEW  YOKK. 

HAVE   JUST  PUBLISHED 

jfi  Ser-ies  of  Ouutline  ]\/[cbps, 

BY     THE      AUTHOR     OF     CORNELLS's      SERIES      OF      SCHOOL      GEOGRAPHIES. 

In  beauty  and  neatness  of  engraving,  convenience  of  size,  accuracy  of  state- 
ment, and  simpHcity  of  arrangement,  these  maps  are  superior  to  any  hereto- 
fore published.    Also, 

Cornell's  Cards  for  the  Study  and  Practice  of  Map  Drawing. 

Designed  for  the  use  of  Schools.  They  are  of  large,  but  convenient  size; 
and  neatly  put  up  in  sets. 

For  sale  by  all  Booksellers  throughout  (Jalifornia  and  Oregon. 

HENRY  PAYOT  &  CO., 

BookHellerM,  Publishers,  and  A^^enls  for  tlie  sjile  ol"  tlie  Cornell's  Series  of 
Geoipruphies,  6^U  and  G^^  Waslilni^ton  street,  Han  Francisco. 


S®*r,,0'M    tO^ViSS    (SObDI 


Guyofs  Geographical  Series. 

0 

The  Most  Perfectly  Graded  and  Successful  Text  Books  in  Use. 


Guyot's  Introduction  to  the  Study  of  Geography. 

Guyot's  Elementary  Geography,  for  Primary  Classes. 

Guyot's  Intermediate  Geography:  A  Study  of  Form  and  Location. 

Guyot's  Common  School  Geography: 

A  General  View  of  the  Continents,  and  all  the  Principal  Countries  of  the  Earth. 


These  Works,  in  addition  to  the  Physical  Wall,  Maps,  by  the  same  author, 
have  revolutionized  Geographical  teaching.  The  fascinating  style  in  which 
these  books  are  prepared,  the  clear  and  forcible  manner  in  which  Pbofessob 
Guyot's  views  of  the  relations  of  facts  in 

NATURE    AND    THE    HISTORY    OF    iVIAN 

are  presented  ;  the  acceptance  of  these  views  by  the  most  eminent  scientific 
men,  and  teachers  generally,  as  well  as  the  general  desire  for  a  more  attractive 
and  satisfactory  mode  of  insti-uction,  have  contributed  to  the 

which  these  Geographies  have  obtained. 

Unsolicited  testimonials,  from  Teachers  using  Guyot's  Geogkaphies  are 
constantly  received  ;  and  the  practical  success  of  these  text-books  is  assured, 
by  the  genuine  welcome  and  hearty  appreciation  of  thousands  of  intelligent 
Teachers  throughout  the  country. 

Extract  from  the  Keport  of  Hon.  W.  R.  White,  General  Superintendent  of 
Free  Schools  for  the   State  of  West  Virginia,  recommending  Guyot's 
Geogkaphies  for  exclusive  use  in  the  Schools  of  the  State  : 
"In  teaching  Geography,  a  most  marked  revolution  has  been  effected.     In 
Guyot's  new  work  the  Teacher  will  find  a  welcome  assistance .    The  Interme- 
diate Geogkaphy  contains  all  that  is  at  present  needed  by  the  large  majority 
of  the  pupils  who  attend  our  schools.      The  '  Teachers'  Edition  of  the  Com- 
mon School, '  intended  solely  for  Teachers,  is  earnestly  recommended  to  those 
who  have  not  had  a  Normal  preparation." 

0 

*'  Guyot's  Maps  are  Incomparably  Superior."  pkof.  l.  agassiz. 

Guyot's  "Wall  Maps,   L.arge  Series,   No.  1 $7100 

Guyot's  Wall  Maps,  Interniediate  Series,   No.  3 38  50 

it    Guyot's  Wall  Maps,   No.   3,   mounted  on  Rollers S5  00 

Guyot's  W^all  Maps,   Portfolio  Series 18  00 

Key  accompanies  eacli  Series,  free  of  cost. 
Guyot's  Classical  Maps,   (3  Maps,   $15   eacli, ) 45  00 

^="  Full  Descriptive  Catalogue,  with  Testimonials  from  promint  Teachers, 
of  every  State  in  the  Union,  sent  on  application . 

CHAHLJES  SCRIBNBB  &  CO., 

654:  Broadway,   Ne-w  Yorlu 

A.  ROMAN  &  CO,,  San  Francisco,  CaU  s-1t 


Popular    School    Books. 
New  Series  of  Geographies 

Is  now  complete  in  three  Books,  each  of  which  has  recently  been  thoroughly 
revised.  These  Books  form  a  complete  Geographical  Course,  adapted  to  all 
grades  of  Schools,  and  is  the  mont  compact  and  economical  series  now  pub- 
lished.   

The  New  Primary 

Presents  the  elementary  principles  of  Geography  in  a  Series  of  Oral  Lessons, 
combined  with  concise  definitions,  in  a  difierent  style  of  type.  It  gives  a 
correct  idea  of  the  Earth  as  a  whole,  and  a  general  description  of  Continents 
and  their  political  subdivisions. 

The  New  Intermediate 

Excels  in  systematic  arrangement  and  treatment.  The  topics  follow  each 
other  in  natural  order,  and  the  general  principles  and  descriptions  precede  the 
less  important  details.  The  text  is  concise  and  intelligible,  and  the  questions 
for  review  are  calculated  to  awaken  thought  and  stimulate  to  investigation. 
The  Ma]3s,  which  are  new,  and  on  copper  plate,  are  unsurpassed  for  accuracy 
and  clearness,  one  of  them  being  a  full  paged  MAP  OF  CALIFOENIA, 
exhibiting  the  Counties  of  the  State. 

The  New  Physical 

Has  been  entirely  re-written,  and  contains  the  results  of  the  investigations 
and  discoveries  of  the  most  eminent  Geographers  and  Scientific  Men  in  all 
parts  of  the  World  up  to  the  present  date.  It  contains  a  new  set  of  finely 
executed  Maps,  prepared  by  the  skillful  engi-avers  of  the  Coast  Survej^  Wash- 
ington, D.  C;  while  the -entire  subject  is  presented  in  a  brief,  but  compre- 
hensive manner,  and  in  a  state  of  completeness  not  hitherto  attempted  in  this 
country. 

No  higher  commendation  could  be  awarded  to  any  Series  of  Books  than 
that  received  by  Warren's  Series  of  Geographies,  by  their  use  in  most  of 
the  principal  cities  of  the  Union  for  many  years  and  by  their  re-adoption  as 
fast  as  revised,  in  such  cities  as 

Boston, 

JProvidence, 

Washingtorif  D.  C, 
I*hiladelphia, 

St,  Louis,  Mo,,  * 

Chicago, 

Nashville, 

<&c,,  <0C., 

And  thousands  of  other  Counties,  Cities  and  Towns. 

COWPERTHWAIT  &  CO.,  Publishers, 

PHILADELPHIA. 


Popular    School    Books. 

GREENE'S  NEW  SERIES  OF  GRAMMARS. 
Greene's  New  Introduction. 
Greene's  New  English  Grammar. 
Greene's  Analysis  op  the  English  Grammar. 

These  Books  form  a  connected  Series,  but  either  is  complete  in  itself  and 
may  be  used,  independently  of  the  others.  This  Series,  which  has  recently 
been  thoroughly  revised,  was  prepared  by  Prof,  S.  S.  Gkeene,  of  Bro\NTi 
University,  and  is  the  result  of  a  long  and  careful  study  of  the  language  itself, 
as  well  as  the  best  methods  of  teaching  it.  The  Kevised  Books,  although 
issued  but  a  short  time,  have  aheady  been  adopted  by  the 

State  Superintendent  of  Kansas, 
State  Commissioners  of  Minnesota, 
State  Commissioners  of  Arkansas, 
The  School  Board  of  Chicago,  111., 
The  School  Board  of  St.  Louis,  Mo^, 

And  of.One  Thousand  other  Cities  and  Towns  of  the  United  States. 


A  New  Work  on  Yocal  Grymnastics, 

BY  PEOF.  LEWIS  B.  MONROE, 

Superintendent  of  Physical  and  Vocal  Culture  in  the  Boston  Public  Sch/)ols. 

102  pp.  D.;  12mo.     lUustrated,  Cloth.     Price,  $1.00. 

A  Book  for  every  Teacher  and  Student  of  that  most  elegant  of  arts,  Elociition 


The  School  Series— Nos.  1-to  9,  inclusive. 
The  Ladies^  Series— Nos.  10  to  12,  inclusive. 

The  Mercantile  and  Ornamental  Series— Nos.  13  to  15,   inclusive. 

« 

Totter  &  ELammond's  Bookkeeping, 
Buard's  History  of  the  United  States, 
Cowdery's  Moral  Lessons,  &c,,  &c. 

JE^  Correspondence  of  Educators  solicited. 

COWPERTHWAIT  &  CO., 

tf  PHDjADELPHIA. 


I 


NEW  IMPROVED  SCHOOL  DESK. 


Patented    February    IStli,     1863, 


*^^fA 


By  J.     S.     RANKIN. 


I^rices, 

Made  of  Redwood,  with  ma- 
ple legs  and  ends $6.00 

White  Cedar 7.00 

Spanish  Cedar,  or  Cherry. .     8.50 

Teachers'  Desks $18  to  $40.00 

Black  Board,  per  foot 40 

Settees,  per  foot 80 

Liquid   Slating,  for  Black- 
boards, per  quart 2.50 

Black  Board  Eubbers,  doz.     6.00 

Dumb-bells,  pair 50  to  2.00 

Rings 50 

Indian  Clubs ;p2.50  to  $3.50 


By  the  ai'rangement  represented  above,  two,  three  or  more  School  Desks 
are  connected  by  a  longitudinal  beam  or  board,  and  firmly  held  together.  The 
foUowdng  advantages  are  claimed  for  this  arrangement : 

1.  The  scries  of  Desks  thus  formed  stand  very  firm  on  the  floor,  wdthout 
being  in  any  manner  fastened  to  it. 

2.  They  can  be  removed  at  pleasure  by  adults,  in  a  few  minutes,  with  little 
or  no  expense. 

3.  They  joresent  fewer  obstacles  to  the  use  of  the  broom  than  any  Desk  in  use. 

4.  They  furnish  much  less  occasion  for  noise  than  other  School  Desks,  by 
presenting  less  surface  for  the  feet  to  strike  against. 

5.  They  are  superior,  also,  to  other  Desks  in  regard  to  the  convenience  of 
getting  in  and  out  of  them  with  ease. 

6.  In  appearance  they  are  neat,  and  when  properly  made,  even  elegant. 

7.  The  cr^ntral  longitudinal  beam  separates  the  two  scholars  in  each  Desk, 
thus  giviii:>:  to  the  arrangement  one  of  the  principal  advantages  claimed  for 
single  Desks. 

8.  They  are  simple  in  construction,  and  easily  made  "at  home"  by  any 
good  workman ;   put  together  with  screws,  can  be  taken  apart  and  boxed. 

9.  'ihey  can  be  more  easily  adapted  to  particular  tastes  and  circumstances, 
as  regfrr'  height  of  sea^  and  writing  board,  inclination  of  the  seat  and  back, 
etc.,  than  atiy  desk  that  is  supported  by  castings. 

10.  T'lcv  are  in  general  firtiierandi  more  durable  than  Desks  that  require  to 
be  fastened  to  the  floor  by  screws  or  nails. 

11.  They  are  much  cheaper  than  any  other  good  desk — costing,  ordinarily, 
not  more  than  one  half  as  much. 

That  these  statements  are  true,  will,  it  is  believed,  be  apparent  to  teachers 
and  others  who  have  had  much  experience  in  using  and  furnishing  school 
rooms;  and  if  they  are  true,  it  is  equally  plain  that  the  advantages  obtained 
by  this  arrangement  are  very  great,  and  that  it  has  good  claims  to  the  notice 
and  favor  of  all  who  may  desire  to  assist  in  improving  the  appearance  of  our 
school  rooms  and  promoting  the  comfort  of  pupils  and  teachers. 

These  Desks  are  now  in  use  in  three  hundred  Schools  in  this  State,  many 
of  which  are  the  first  Schools  in  the  State.  They  give  entire  satisfaction,  and 
are  increasing  in  popularity.  Teachers,  County  Superintendents,  and  Trus- 
tees will  find  their  orders  promptly  filled.  All  the  best  styles  of  School 
Furniture  and  suppUes  can  be  obtained  at  this  Institute.         Address, 

WARREN    HOLT, 

JPacific  School  Institute, 

411  Kearny  St.  bet.  Pine  and  (Mifomia, 

SAN   FRANCISCO. 


MECHANICS'    INSTITUTE, 

Bost  St,,  between  Montgomery  and  Kearny, 


TO  THE  PUBLIC 


The  undersigned  most  gratefully  acknowledge  the  large  and  increasing  pat- 
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•FEBKUARY,     1870 


Vol.  VII.  SAN  FRANCISCO.  JIo.  &. 


ALG-EBR A— "OBJECTIVELY   PRESENTED.' 


To  THE  beginner  of  Algebra,  there  is  always  a  difficulty  of 
realizing  its  abstract  truths,  and  for  the  reason  that  elementary 
writers,  from  the  fear  of  impairing  the  generality  of  their  dem- 
onstrations, seldom  illustrate  or  particularize;  and  yet  by  these 
processes  only,  can  the  teacher  instruct  up  the  mind  of  the  pupil 
to  receive,  intelligently,  the  abstract  truths  of  Algebra.  The 
process  of  generalizing,  from  the  beginning,  may  produce  a 
dextrous  manipulator  of  its  formulas,  or  a  blind  believer 
in  its  truths,  but  seldom,  if  ever,  a  well  grounded  mathema- 
tician. 

We  propose  to  illustrate  and  particularize  the  formula  for  the 
solution  vof  Equations  of  the  second  degree,  to  prove  its  truth  as 
regards  one  kind  of  quantity,  and  upon  that  stand  point  to  gen- 
eralize it  in  regard  to  every  quantity.  In  so  doing  we  shall, 
without  scruple,  commit  the  additional  heresy  of  invoking  to  our 
aid  the  forms  and  dimensions  of  Geometry,  and  one  of  its  sim- 
plest truths.  On  the  other  hand,  we  shall  seek  to  avoid  a  com- 
mon defect  in  the  general  solution,  viz :  of  assuming  the  sign 
value  of  the  unknown  quantity,  and  on  that  assumption  build- 
ing up  the  proof   of   the  two  numerical  values. 

Before  commencing  the  demonstration,  it  is  necessary  to  call 
to  mind  the  following  truths,  viz: 

1st.  If  a  quantity  be  unknown,  its  sign,  as  well  as  its 
numerical  value  is  unknown. 

2.  The  sign  +  or  —  before  an  unknown  quantity,  is  the 


200  Algebra—''  Objectively  Presented.''  [Feb. 

sign  of  its  co-efficient,  not  of  the  quantity  itself.  Thus  +x 
means  +  1  x  x;  and  —  x  means  — 1  x  x 

3d.  The  sign  +  before  the  square  of  an  unknown  quantity, 
is  the  sign  of  the  quantity  itself,  when  squared,  for  +xx 
X  +x=^+x^,  and — xx — xz=z+x'^.  The  sign  of  x"^  is  therefore, 
like  that  of  every  known  quantity,  wfiexihle. 

4th.  Every  expression  like  +10x,  or  -\-^mx  inflexible,  for 
if  X  prove  to  be  minus,  the  whole  expression  becomes  — 2  m- 
x,OT  +2mx  —  X.  So,  also,  — ^mx  may  become  H- 2  7?i  a:, 
for  —  2  m  X  —  x  ^=^  -\-2  m  x. 

5th.  Every  equation  must  be  so  construed  as  to  be  possi- 
ble or  probable.  If,  in  the  equation,  x^-]-^'mx=^ —  24, 
we  construe  the  first  two  terms  to  be  positive,  we  make  the 
equation  improbable,  for  two  +  quantities  cannot  equal 
a  —  quantity.  The  equation  is  only  probable  on  the  sup- 
position that  the  flexible  quantity  2mx,  become  —  2mx, 
and  this  proves  that  x  in  the  equation  is  a  —  quantity. 

6tli.  The  number  of  square  feet  in  a  rectangular  room 
equals  the  number  of  feet  of  its  length,  multiplied  by  the 
number  of  feet  of  its  width. 

10  ft. 

Thus,  the  room:     -i 


30  square  feet. 


=:  30  square  feet. 


We  are  now  prepared  for  a  particular  solution  of  the 
Equation  of  the  2d  degree  or  Problem  of  the  four  forms. 
For  convenience,  the  forms  are  thus  arranged: 

x^  +  ^rnx  +  P  =  o  (A)  first  form. 

x'  —  2mx  +  P  =  o  (B)  second  form. 

X?  +  2mcc  —  P  =  o  (C)  third  form. 

.     a?  —  ^mx  —  P  =  o  (D)  fourth  form. 

In  which  2m  and  P  are  known  quantities  and  inflexible,  and 
the  sign  of  x^  is  +  and  inflexible.     The  drawings  are  on  the 
supposition  that  2m  =  10,  and  P  exceed  o . 
In  the  Equation — 

X?  +  ^mx  +  P  ==  o  (A)  first  form, 
the  flexible    quantity    2mx  must  become  —  %nx,    or    the 
equation  is  improbable;  therefore,  a; is  minus;  for  4-  2ia  x- — 
x=z  —  2m.a;.     The   whole  .  expression  therefore  becomes 

x^  —  2mx  +  P  =  o, 
or 

ir2  -1-  P  =  2mx 
Of  which  the  following  is  a  particular  interpretation,  viz : 

A  room  of  ^mx  square  feet  must  so  exactly  contain  two 
smaller  rooms,  the  one  of  x^  square,  the  other  of  P  square 
feet,  that  there  shall  be  o  of  its  space  unoccupied. 


1870.] 


Algebra — *'  Objectively  Presented.'^ 


201 


Illustration. 


ROOM  X" 


ROOM  P. 


2  m  2  m 

And  this  interpretation  is  probable  on  two  conditions, 
Tiz:  that  room  x"^  should  be  the  larger  or  the  smaller  of  the 
two,  and  on  these  conditions  depend  the  two  values  of  x. 

Demonstration. 

It  is  evident  that  x  must  be  greater,  equal  to,  or  less  than 
m,  which  three  conditions  may  be  thus  expressed : 

X  =  m  +  71 
xz=im  —  v}'*' 

For  if  a;  =  m,  then  n  in  either  equation  becomes  o.  n  and 
n^  are  undetermined.  Their  numerical  values  are  not 
assumed,  but  will  be  proved  to  be  equal  in  any  one  equation. 
First,  construct  the  large  room,  2ma?,  on  the  supposition 
that  cc  =  m  +  72,  so  that  its  length  may  be  2m,  and  its  width 
X  OY  m  ■\-  71. 


Fig.  1. 

^ 

Fig.  2. 

^ 

?s 

+ 

+ 

_ 

+ 

§ 

ROOM  2mx. 

X           § 

ROOM  X 

ROOM  P. 

g 

u 

u 

{^ 

o 

o 

o 

^ 

^ 

5i 

2  m. 


m-\-n. 


m — n 


From  its  length,  2??z,  cut  off  a  part  equal  m  +  n,  and 
make  this  (fig.  2),  a  side  of  room  x^  by  drawing  the  partition. 
The  remainder  of  2  m  or  m  —  n  will  be  a  side  of  P. 

To  prove  that  the  room  2mx  is  exactly  occupied  by  the 
other  two,  we  assume  that  a:=  m  +  n. 

The  room  x^  =  (m  +  nf  =  m' +  %  mn  +  n'  \  ^     adition 
Boom  F=(m  -\-  n)  y.   (m  —  n)^=m^  — w)     '' 
^The  rooms  ic'- + P  =  2  m"^ + 2  m  n,  or  2  m  x  (m + n  ^=zx)  =  2  m  a?. 
It  remains  to  find  the  value  of  7i. 


*  n^  is  here  used  for  n  prime. 


202 


Algebra — *'  Objectively  Presented.'' 


[Feb. 


The  room  P  =  {m-\-n)  x  (m  —  n)  or  m?  —  n^  =  P,  or 

n^  =zm?-  —  P,  or  n  =  ^/iii^  — •  P/  but 
x=^m-\-n.  Therefore  x^  {m-^-^m^  —  P,)  and  x  has  been 
proved  to  be  a  minus  quantity;  hence cc  =  — {m-\--\/m"  —  P) 
or  —  m  —  -/m^  P: 

Next  construct  the  large  room  2  m  cc,  on  the  supposition 
that  x^=.m  —  n  (fig.  3),  so  that  its  length  may  be  2  m  and 
width  (m — n.) 

Fig.  3 


2  m. 


m  +  72. 


2  ™f+«H  by  addition 
=  rnr  — n,  \     -^ 


From  its  length,  2/?^,  cut  off  a  part  equal]  m  —  n,  and 
make  this  a  side  (fig.  4)  of  the  room  cc^  by  drawing  the  par- 
tition. The  remainder  of  2  m  will  be  m  +  n,  and  will  be  a 
side  of  P. 

Proof:  that  the  room  2  mx  is  exactly  occupied  by  the 
other  two. 

The  room  x^  =  (m — ny  =  m^ 

The  room  P  =  (m  +  n)x  (m — n)  = 

Rooms  a;'^  +  P  =  2  m^  —  2  m  ?2  or  2  m  X  (m — n=a;)  =:  2  m  x. 
To  find  the  value  of  n. 

Room  P  =  (m+n)  (m — ?i')  or  'U^  =m^ — P  or  n'=-/m^ — P, 
but  X  =  m — n,  therefore  x  ==  (m  —  -/m^  —  P)  and  x  has 
been  proved  to  be  a  —  quantity,  therefore  x  =:  —  (m  — 
-/m^  —  P)  or  —  m+^^m^  —  P. 

It  will  be  observed  that  the  numerical  value  of  n  or  n^  in 
the  twx)  suppositions,  (*'  m+n")  and  *'m — 7i,")  is  exactly  the 
same. 

Second  Form. 

m2  — 2ma;+P  =  0. 
Only  probable  on  the  supposition  that  the  loJiole  quantity 
2  m  X  become  negative,  on  which  condition  x  must  be  posi- 
tive, for  —  2  m  X  +ic  =  —  2  mx.     The  sign  of  a:  established, 
the  demonstration  is  as  in  an  equation  of  the  first  form. 

Third  Form. 
a)2+2wcc  — P  =  0. 
Possible  on  two  suppositions.     1st.  That  the  whole  quan- 
tity 2  mx  become  negative,  requiring  x  to  be  negative,  and 
that  the  larger  room,  x^  should  exactly  contain   the  two 


1870.] 


Algebra — * '  OhJecUvely  Presented. " 


203 


smaller  rooms  2  m  cc  and  P.  2d.  That  2  m  x  should  become 
positive,  requiring  x  to  be  positive,  and  that  the  larger  room 
P  should  exactly  contain  rooms  x^  and  2  m  x.  The  larger 
value  of  X  being  plainly  on  the  first  supposition,  the  smaller 
on  the  second.  On  the  first  supposition, 
cc-  =  2  m  a;+P.  Here  x  =  m-^n, 
X  evidently  exceeding  2  m,  for  {xy.x)  exceeds  (2  mxcc)  byP. 


Illustration. 

Fig.  5. 


1 

+ 

Room  2m,x. 

Room  P. 

u 

o 

« 

2.m. 

n  —  m 

+ 


ic  or  m  +  n. 
From  the  line  x  cut  off  a  portion  eqaal  2  m,  and  here  make 
the  partition.  The  rest  of  line  x  will  be  a  side  of  P,  and  will 
equal  m+n  —  2m  or  n  —  m. 

Demonstration. 

The  room  x^  will  exactly  contain  rooms  2  7/1  a;  and  P,  for 

Room  a?  or  (m + ?i)?  :=  w^  _j_  2  mn  -f.  n^. 
Boom  2  m  a:  or  2  m  x  (m+  n)  =  2  »i^+2m« )  ^^    ^^^jy^^^ 
■Uoom  P  or   (n — m)  x  (?i+m)  =  —  m?  -\-n- )     -^ 

Rooms  %nx  and  P     =  m'^  +  2mn  +  ti'-^ 
To  find  the  numerical  value  of  n. 

The  sides  of  room  P  are  {n  —  m)  and  {n-{-m)  hence  v?  — 
m^  =  P  and  n  =  /  P  +  m^  hence  x  or  (m+7i)  =  (m+-/P  + 
m2);  but  cc  is  negative,  hence  x  =  — (m+'/P  +  m^)  or — m  — 
■/P+ml 

On  the  second  supposition . 
x^-{-%nx=^  P; 

or 
{x-^2m)y.x        =P  (E.) 

Here  x  is  positive,  and  cannot  be  assumed  to  equal  m — n, 


204 


Algebra — '*  Objectively  Presented. 


[Feb. 


for  if  n  exceed  m,  then  (n — m)  only  is  positive.  We  must 
therefore  evolve  the  smaller  value  of  x.  On  the  first  sup- 
position, ^=  m-\-n,  and 

or 

x^  —  2mx  =  P 
or 
(m+ny  —  2m  X  (m+n)  =  P 

or 
(m+n)  X  (m  +  n  —  2m)  =P.    Observing  m  +  n  =:  2m +n  — m 
and  substituting  :(2m+n  —  m)x(m+n  —  2m)=  P.   Observ- 
ing (m+n — 2m)  =  n — m, 
and  substituting :  (n — m+2m)  x  (n — t/i)  =  P. 
But  by  Equation  (E)     (x+2m)x  (x)  —  P. 
Hence 
oc=i  n — m 

Illustration. 
If,  from  Fig.  5,  we  wipe  out  or  extinguish  room  2mx, 
then  room  P  remains.  Partition  off  this  room,  so  that  it 
contain  exactly  room  2m^,  or  2mxfn — m^anda;^or  (^?i — m) 
X  (n — m).  Kemembering  that  m  +  n  has  been  proved  to  ex- 
ceed 2m.     First  cut  off  from  m+n  a,  part 


Fig.  6. 

ROOM  2  mx. 

ROOM  X^ 

2  m. 

n  —  m. 

m  +  n. 
2m,  and  here  draw  the  partition.     The  remainder  of  m+Ui 
or  (m+n)" —  2m,  or  n  —  m)  will  be  a  side  of  room  x''\ 

Demonstration. 

The  whole  room  V  ^=^(n+m)x  (n — m)  orn^ —  ml  There- 
fore n  =i:  -/P  +  m^  but  X  =  (n  —  m)  or  — m+^V  +  ni^. 

In  the  same  manner  the  signs  and  numerical  values  of  an 
equation  of  the  fourth  form  may  be  illustrated  and  demon- 
strated. By  the  above  demonstration  we  evolve  a  truth  in 
regard  to  the  particular  quantity  ' '  square  feet. ''  For  in- 
stance : 

x^  square  feet — 2m^  square  feet  +  P  square   feet  =  O. 

We  may  make  this  more  general  by  substituting  some 
other  quanti'ty  in  the  place  of  square  feet,  as  jJounds,  or  gal- 


1870.]  About  Teaching  Fractions.  205 

Ions,  &c.,  or  we  may  make  it  entirely  general  by  rubbing 
out  square  feet  from  the  equation,  and  thus  proving  its  truth 
in  regard  to  abstract  numbers. 

It  is  not  pretended  that  there  is  any  novelty  in  this  mode 
of  demonstrating  the  formula,  for  though  the  writer  has 
never  seen  it  in  print,  he  does  not  suppose  that  algebraists 
can  have  overlooked  the  fact,  that  the  values  of  x  may,  in 
the  two  first  forms,  be  evolved  by  extinguishing  x  '^,  and  in 
the  two  last,  by  extinguishing  2  mx. 

The  demonstration  in  this  manner  may,  without  the  aid 
of  Geometry,  be  made  as  general,  as  abstract,  as  orthodox, 
and  as  incomprehensible  to  the  young  student,  as  that  by 
completing  the  square.  The  real  object  of  this  paper  is  to 
remind  the  teacher  that  without  relaxing  its  rigor,  an 
algebraical  demonstration  may  be  addressed  to  the  eyes  as 
well  as  to  the  mind  of  the  student.  G. 


ABOUT    TEACHING-  FRACTIONS. 


BY   BEBNHAKD   MARKS. 


A,  B  and  C  are  first  class  teachers  of  Arithmetic.  Each  is 
thoroughly  familiar  with  the  subject,  and  enjoys  the  advan- 
tage of  the  light  shed  upon  it  by  the  higher  Mathematics.  Each 
has  a  class  drilled  in  Fractions  to  his  entire  satisfaction.  But 
while  A's  class  can  answer  all  his  questions  to  absolute  perfec- 
tion, they  cannot  understand  the  questioning  of  B  or  C  upon 
the  same  subject.  If  the  foremost  pupils  of  A  or  B  were  placed 
in  the  same  class  with  the  best  pupils  of  C,  the  new  class 
would  not  be  able  to  recite  in  a  satisfactory  manner.  The  reci- 
tations of  A's  pupils  would  be  Greek  to  those  of  B  or  C,  vice 
versa.  Admitting  that  any  of  these  pupils  will  be  able  to  obtain 
results  sufficient  for  practical  purposes,  may  we  not  reasonably 
doubt  the  desirability  of  this  condition  of  affairs  as  resulting 
from  skillful  teaching. 

Is  it  not  a  sure  sign  that  while  we  know  enough  of  the  subject 
itself,  we  do  not  know  how  to  teach  it?  It  is  plain  that  no 
teacher  can  be  entirely  satisfied  with  his  work,  unless  he  feels 
himself  in  a  position  to  defy  intelligent  criticism  from  any  quar- 
ter; then  how  can  any  teacher  be  content  to  limit  his  pupils  to 
one  view  of  the  subject?  On  the  other  hand,  if  one  view  of  it 
will  enable  the  pupil  to  obtain  all  the  necessary  practical  results, 
is  it  not  manifestly  absurd  to  teach  the  same  thing  in  another 
form?  These  queries  have  forced  themselves  upon  my  attention 
during  many  out-of-scliool  hours  and  vacation  days.  They  have 
given  rise  to  tens  of  perplexing  questions,  ranging  in  impor- 
tance from  Cancellation  to  Psychology.     When  I  began  to  teach , 


206  About  Teaching  Fractions.  [Feb. 

I  would  have  resented  witli  scorn  the  slightest  questioning  of 
my  ability  to  teach  so  simple  a  thing  as  Fractions.  I  taught 
three  years  before  I  found  out  the  extent  of  my  ignorance  and 
consequent  want  of  skill.  Since  then  I  have  read  about  thirty 
different  arithmetics,  only  to  become  satisfied  that  the  philoso- 
phy of  teaching  Fractions  is  yet  to  be  written.  Each  teacher 
has  his  favorite  stj^e  of  teaching  it.  Suppose  the  three  classes 
above  mentioned  were  required  to  reduce  ^3  to  a  whole  number. 
A's  class  might  solve  it  thus :  a  fraction  is  an  example  of  unexe- 
cuted division,  in  which  the  numerator  is  the  dividend  and  the 
denominator  is  the  divisor;  then  the  quotient  is  the  value  of  the 
fraction.  Dividing  the  numerator  15  by  the  denominator  3,  etc. 
And  no  one  could  reasonably  find  fault  with  the  solution.  B's 
class  might  solve  it  thus:  dividing  both  terms  of  a  fraction 
by  the  same  number  does  not  alter  its  value.  Dividing  both 
terms  by  3,  etc.  And  this,which  is  called  the  Deductive  Method, 
must  be  considered  satisfactory.  C's  class  might  solve  it  thus: 
3  thirds  equal  one,  then  15  thirds  equal  as  many  ones,  etc.  And 
again  we  have  a  solid  solution  in  what  is  called  the  Inductive 
Method.  Some  teachers  imagine  that  they  have  solved  the 
whole  difficulty  when  they  hold  themselves  in  readiness  to  use 
any  of  these  methods  indifferently,  as  circumstances  may  seem 
to  require.  I  have  read  and  listened  to  discussions  on  the  rela- 
tive merits  of  these  methods,  without  receiving  a  single  ray  of 
light  on  the  science  of  teaching  Fractions.  My  own  investiga- 
tions incline  me  to  believe  that  all  three  methods  are  necessary 
to  a  finished  understanding  of  the  subject.  And  yet  so  far 
from  true  is  it  that  any  one  may  be  used  indiscriminately,  or  that 
one  may  be  substituted  for  another  as  being  easier,  there  is  nat- 
urally only  one  method  of  procedure. 

The  Inductive  Method  should  be  the  first  one  used  both  for 
Mental  and  Written  Arithmetic.  The  whole  subject  should  be 
exhausted  by  this  method,  which  serves  as  the  natural  founda- 
tion for  the  Deductive  Method.  These  two  are  complements  to 
each  other,  and  the  work  is  not  done  until  both  are  taught. 
During  the  Inductive  stage,  the  unit  only  is  the  object  of  per- 
ception ancl  conception.  •  Technical  terms,  definitions,  rules  and 
classifications  come  in  during  the  Deductive  stage.  The  first 
method  above  given  comes  last,  under  the  head  of  General 
Theories. 

If  this  -vdew  is  correct,  it  will  be  seen  that  not  less  than  seven 
eighths  of  all  our  teaching  of  Fractions  must  be  wrong,  for  what 
is  more  common  than  to  hear  pupils  who  are  getting  their  first 
ideas  of  this  subject,  talking  about  numerators  and  denomina- 
tors, rules,  reductions,  etc.  Inductive  reasoning  always  precedes 
Deductive  reasoning;  and  until  the  pupil  is  thoroughly  inducted 
into  the  processes  involved  in  Fractions,  he  should  not  be  called 
upon  to  describe  them.  Even  the  mode  of  expression  in  the 
Deductive  course  is  not  suited  to  beginners,  because  it  presents 


1870.]  About  Teaching  Fractions.  207 

as  objects  of  conceptions,  things  with  which  they  could  not  have 
had  time  to  become  familiar  before  they  learned  to  name  them. 
Thus,  the  above  example  expressed  in  the  Inductive  style  would 
be,"  change  ^-f  to  ones;''  while  in  the  Deductive  course  it  would 
be  presented  under  the  form,  ' '  reduce  the  improper  fraction  ^i  to 
a  whole  or  mixed  number."  In  the  former  the  object  of  the 
conception  is  the  unit,  with  which  the  pupil  is  familiar;  in  the 
latter  it  is  the  technical  name,  wdth  which  he  is  7iot  familiar  In 
the  former  the  process  is  the  natural  first  step  which  furnished 
the  mind  with  the  necessaiy  data  for  Induction;  in  the  latter  it 
is  the  application  of  principles  which  should  themselves  have 
been  the  results  of  Induction .  The  former  is  an  empirical  pro- 
cess, the  latter  a  rational  on'e;  and  as  all  reasoning  rests  upon 
a  substratum  of  fact,  it  is  easy  to  understand  why  whole  classes 

3 

who  have  just  been  dividing  i  of  .017g9  by  13iVll?x.S,  cannot 

17 

tell  without  a  great  effort  how  many  times  \  is  contained  in  2,  and 
very  frequently  even  a  great  effort  fails  without  the  customary 
inversion,  multix^lication,  etc. ,  on  the  slate.  The  truth  is,  there 
is  a  clear  waste  of  at  least  seven  eighths  of  all  the  work  done  by 
the  pupil  in  Fractions;  for  when  he  "inverts  the  divisor  and 
proceeds  as  in  multiplication  of  fractions"  or  performs  any 
other  operation  on  the  Deductive  plan,  it  is  in  the  most  rigid 
sense  mechanical;  he  does  not  get  the  most  shadowy  glimpse  of 
how  many  times  his  fractional  divisor  is  contained  in  his  frac- 
tional dividend;  his  result  has  no  meaning  whatever.  And 
although  he  is  sometimes  surprised  to  find  that  5  divided  by  I  is 
30  whole  ones,  he  never  sees  anything  ridiculous  in  a  supposed 
quotient  of  30.  Each  problem  solved  by  him  is  merely  an  appeal 
to  his  memory,  distinct  as  to  the  rule,  indistinct  as  to  the  prin- 
ciples involved,  but  in  no  case  an  appeal  to  his  understanding; 
and  therefore  not  a  problem  to  exercise  him  in  the  relations  of 
Fractions.  How  different  the  case  in  the  Inductive  method.  If 
his  divisor  is  I  he  first  sees  how  many  times  I  is  contained  in  one; 
then  how  many  times  in  his  dividend;  lastly,  how  many  times  five 
sixths  are  contained  in  it.  Each  and  every  problem  exercises  him 
in  the  relations  of  the  parts  of  a  fraction  to  each  other  and 
to  the  unit;  appeals  to  his  conception  in  units  and  parts  of 
units;  makes  demands  upon  his  judgment  in  tracing  relations; 
compels  him  to  reason  in  drawing  comparisons,  and  lays  a  solid, 
because  natural,  foundation  for  the  subsequent  deduction  of 
principles. 

Fortunatety  our  primary  arithmetics,  generally  mental,  are 
constructed  upon  right  principles.  The  two  used  in  this  State 
are  especially  good.  Eaton's,  because  it  is  not  Eaton's,  but  Col- 
burn's;  and  Robinson's,  because  it  is  a  book  of  one  of  the  best 
series  of   arithmetics  extant. 

Unfortunately  we  have  always  shown,  and  shall  for  a  long 
time  continue  to  show,  too  gi'eat  a  disposition  to  divorce  Mental 


208  Orthography — Hints  and  Suggestions.  [Feb. 

from  "Written  Aritlimetic.  One  of  the  best  truths  I  learned  in 
this  connection  and  one  which  took  nearly  a  year's  time  to  force 
itself  upon  me,  was  this:  that  instead  of  dividing  arithmetic 
for  teaching  purposes,  into  Mental  and  Written,  it  should  be 
divided  into  Mental,  and  Mental  and  Written :  and  now  it  seems 
as  if  I  had  always  known  it.  The  details  of  this  subject,  as  I 
have  wrought  them  out  for  use  in  my  own  school,  are  altogether 
too  voluminous  for  the  pages  of  the  Teacher,  for  which  lucky 
circumstance  let  its  readers  be  duly  thankful.  I  will  therefore 
append  only  a  rough  sketch  of  the  outlines  as  they  lie  in  my 
mind,  so  that  my  readers  may  compare  them  with  their  own  ideas 
upon  the  same  subject. 

MENTAL. 

Perception. — Exercised  upon  objects  themselves,  or  upon  their 
pictorial  or  other  representations. 

Conception. — Exercised  upon  concrete  numbers. 

Judgment. — Exercised  in  developing  analogy  by  means  of 
abstract  numbers. 

mental  and  written. 

Conception. — Exercised  upon  concrete  numbers.  The  abstract 
numbers  are  abstract  only  in  not  designating  the  kind  of  object, 
but  are  essentially  concrete  because  unity  is  the  object  of  the 
conception. 

Judgment. — Exercised  by  induction  into  principles,  application 
of  principles  and  deduction  of  rules,  definitions,  classifications 
and  general  theories. 

I  shall  consider  mj^self  under  great  obligations  to  any  of  my 
readers  who  may  afford  me  the  profit  and  pleasure  of  their 
opinions  on  this  subject. 


OTHOGRAPHY-HINTS  AND  SUGGESTIONS. 


BY  A.   F.   HILL. 


[Note. — In  the  article  entitled  "  Common  Errors  in  Orthoei)y, 
Orthography  and  Syntax,"  published  in  the  November  number 
of  the  Teacher,  I  offered  the  following  rule  for  spelling  words 
ending  in  eive  and  ieve,  and  their  derivatives:  *'  When  the  sylla- 
ble containing  the  diphthong  begins  with  the  single  consonant  c, 
as  in  receive,  the  e  precedes  the  t,  thus  immediately  following 
thee;  but  in  all  other  cases,  such  as  grieve,  believe,  etc.,  the  i 
precedes  the  e.  It  will  be  remembered  that,  as  it  is  clearly  sta- 
ted in  the  article,  this  is  a  rule  only  for  the  spelling  of  words 
ending  in  eive  and  I'eve,  and  their  derivatives.  Losing  sight  of 
this  fact,  as  any  one  is  liable  to  do,  a  writer  in  the  January  num- 
ber of  the  Teacher,  in  an  article  entitled  "  Eebellion  in  the 
English  Language,"  in  which  are  some  excellent  suggestions  on 


1870.  ]  Orthography — Hints  and  Suggestions.  209 

the  subject  of  English  Orthography,  offers  about  thirty  words 
as  exceptions,  such  as  leisure,  vein,  feint,  heir,  etc.;  but  it  will  be 
perceived  that  not  one  of  these  ends  in  eive  or  ieve,  or  is  a  deriv- 
ative of  any  such  word;  and  I  therefore  claim  that  my  rule  still 
stands  without  a  known  exception.] 

I  do  not  propose  to  treat  on  a  new  subject.  I  intrude  this 
time,  on  the  pages  of  the  Teacher,  boldly  to  advocate  a  revolu- 
tion in  Orthography,  looking  to  the  establishment  of  a  system 
of  spelling  approaching  the  phonetic.  A  literary  convention,  rep- 
resenting all  the  peoples  who  speak  the  English  language,  is  the 
means  by  which  much  might  be  speedily  accomplished  in  the 
way  of  making  important  and  much-needed  improvements  in  the 
English  language.  Let  our  present  elaborate  dictionaries  be 
taken  as  a  mere  foundation  on  which  to  build  a  new  and  grand 
orthographic  structure.  Let  a  method  be  adopted,  perfect  in  its 
simplicity,  and  if  possible,  let  every  silent  letter  be  expelled  from 
our  vocabulary,  as  a  drone. 

There  are  thousands  of  words  in  the  English  language  which, 
as  they  are  now  spelled,  contain  from  one  to  half  a  dozen  super- 
fluous letters — silent,  as  they  are  termed — letters  worse  than  use- 
less, because  they  are  only  calculated  to  puzzle  and  confound 
the  pupil.  I  will  cite  a  few  examples,  writing  the  same  words 
opposite  in  £he  new  form  I  propose  to  give  them : 

COMPLEX.  SIMPLE. 

Yacht,  Yot,  or  Yat. 

Though,  Tho. 

Through,  Thru,  or  Throo. 

Tough,  Tuf. 

Hiccough,  Hikkup, 

Laugh,  Laf,  or  Lauf. 

Kow,  Ko. 

Fraught,  Fraut. 

Freight,  Frat 

Wright,  Eit. 

Telegraph,  Telegraf. 

Diphthong,  Difthong. 

Psychology,  Sicology. 

Phthisic,  Tizik. 

The  present  orthography  of  the  last  named  word  amounts  to 
the  ludicrous.  It  has  been  made  the  butt  of  ridicule  by  every 
schoolboy,  although  the  object  itself,  notwithstanding  its  unfor- 
tunate orthographical  dress,  is  entitled  to  some  respect.  I  thor- 
oughly pitied  a  poor  fellow  once,  who,  in  the  prime  of  manhood, 
was  just  learning  to  write,  and  who  asked  me  how  to  spell 
plUhisic,  stating  that  he  had  carefully  gone  over  the  whole  "  T  " 
department  of  the  dictionary  several  times,  and  failed  to  find 
the  truant  word.  I  enlightened  him  as  to  the  eccentric  and 
extraordinary  orthography  of  phthisic  and  he  remembered  how 
to  spell  it  almost  a  quarter  of  a  minute.  As  for  scissors, 
he  learned  to  spell  that  correctly  in  less  than  three  weeks. 

It  is  related  of  a  certain  well-known  member  of   Congress, 


210  OrtliograpJiy — Hints  and  SuggeMions.  [Feb. 

who  is  more  remarkable  for  honesty  of  heart  than  culture  of 
head,  that  he  entered  a  book-store  in  Pittsburg,  Pennsylvania, 
one  daj^,  and  asked  for  a  dictionary. 

"  Are  all  the  words  in  this  ?  "  he  inquired. 

^'  Yes,"  rejDlied  the  clerk,  '*  all  that  are  in  common  use." 

The  purchase  was  made,  but  next  day  our  congressional  friend 
came  stalking  into  the  book-store  with  the  valuable  collection  of 
words  under  his  arm. 

"  I  thought  you  told  me  I  could  find  any  word  in  this,"  he 
said  to  the  clerk,  laying  the  book  down. 

"  So  you  can/'  was  the  reply. 

"Where's  physician'^."  asked  the  statesman,  with  an  air  of 
triumph. 

The  clerk  opened  the  dictionary,  referred  to  the  desired  word, 
and  pointed  it  out  with  an  emphatic — "  there." 

The  public  character  gazed  upon  the  word  and,  a  whole  vol- 
ume of  light  breaking  upon  his  face,  exclaimed: 

''O,  I  thought  you  spelt  it  with  an  ''F" 

Very  natural,  was  it  not  ? 

"When  I  suggest  that  our  orthography  be  so  simplified  and 
improved  that  we  shall  write  tho,  instead  of  (hough;  kof  or  kavf. 
instead  of  cough;  enuf,  instead  of  enough;  sizm,  instead  of  schism; 
sla;  instead  of  sleigh,  etc.  I  know  what  the  reader's  exclamation 
will  be,  namely — "O,  that  would  look  too  odd;  we  never  could 
reconcile  ourselves  to  it ! " 

Now,  would  not  English  scholars  have  uttered  the  same  excla- 
mation two  hundred  years  ago,  had  any  one  proposed  to  write 
the  language  as  we  write  it  now?  Here  is  a  specimen  of  the 
English  language  of  two  centuries  ago,  taken  from  an  account 
of  an  earthquake  in  New  England,  as  given  in  "  Bradford's 
History : " 

*'  This  year,  (1638,)  about  ye  1  or  2  of  June,  was  a  greate  &  fearful!  earth- 
quake; it  was  in  this  place  hearde  before  it  was  felte.  It  came  with  a  rumb- 
ling noyse,  or  low  murmure,  like  unto  remoate  thunder;  it  came  from  ye  nor- 
ward  and  pased  southward. 

Does  this  not  look  very  droll  to  us  ?  Yes.  Would  not  our  pres- 
ent orthography  of  these  words  have  looked  just  as  droll  to  the 
people  of  those  days  ?  Yes.  If  we  could  now  see  a  specimen 
of  the  improved  English  language  of  a  century  or  two  hence, 
would  it  not  look  as  droll  to  us  as  ours  would  have  seemed  to 
our  ancestors  ?  Yes.  After  the  improvements  of  a  century  or 
two,  will  not  the  words  and  sentences  which  we  now  regard  as 
quite  artistic,  appear  as  odd  as  those  of  our  ancestors  now  appear 
to  us?  Yes.  Do  not  allow  yourself  to  be  unnerved  and  dis- 
couraged by  that  terrible  exclamation — ''  O,  how  would  it  look?" 
Be  bold  and  fearless  in  your  endeavors  to  benefit  mankind  in  a 
literary  point  of  view.  Let  us  move  in  this  matter.  Let  us  do 
the  work  which  every  frank  person  will  admit  must  and  ivitl  be 
done  within  a  century— that  of  simi)lifying  the  English  language 


1870,  ]  Our  Graded  ScliooU.  211 

and  rooting  out  its  many  incongruities.  Let  us  do  this  great 
•v^ork  for  our  children  and  children's  childi-en,  and.  the  glory 
of  its  accomplishment  will  be  ours. 


OUR   GRADED   SCHOOLS. 


If  the  supernal  arrangements  of  Heaven  were  spread  open  to 
our  critical  gaze,  there  would  be  found  plenty  of  people  on  this 
earth  who  would  object  to  such  arrangements,  simply  because 
they  had  nothing  to  do  with  their  origin,  or  their  care.  There 
is  no  system  or  code  of  laws  known  on  earth  that  could  not  be 
despoiled  by  objectors,  who  had  either  broken  them  or  wished 
to  do  so.  What  are  we  to  do  under  this  selfish  condition  of 
things  ?  Make  the  best  of  it,  and  build  up  that  which  is  good 
and  let  the  grumblers  go. 

One  of  the  wisest  and  best  institutions  in  the  world  is  the 
common  school  system  of  America,  yet  there  are  thousands  of 
wise-acres  who  imagine  they  see  innumerable  faults  in  it,  and 
therefore  deem  it  doomed  to  destruction.  Some  of  these  growl- 
ers are  pretended  "  friends"  to  the  cause,  who  are  over  anxious 
to  have  it  constantly  changed.  Poor,  witless  beings,  whose 
objections  are  as  idle  as  the  "  baseless  fabric  of  a  dream." 

Let  us  look  into  the  graded  system  and  see  what  it  is.  We 
know  how  utterly  an  army  would  fail  if  gathered  at  random, 
and  rushed  into  battle  without  drill — nothing  short  of  heroic 
devotion  to  country,  or  worship  of  a  leader,  would  make  such  a 
hordQ.  victorious.  And  what  are  the  tens  of  thousands,  nay  mil- 
lions of  undisciplined  children  in  our  land  but  an  army  ?  HOw 
are  they  to  be  drilled,  trained,  educated  and  controlled  ?  By 
allowing  them  the  bent  of  their  natures?  Tlxj  it!  Pandemo- 
nium were  a  paradise  in  comparison. 

In  dealing  with  these  masses,  something  else  must  be  thought 
of  besides  mere  book  education.  They  are  to  be  held  in  check, 
controlled  by  firm,  true  hands — hands  unstained  by  love  of  gold, 
authority,  or  political  corruption.  In  the  country  district  school, 
where  the  numbers  are  small,  a  graded  system  is  not  needed. 
Pupils  of  all  ages  and  conditions  meet  in  the  same  room  for  a 
common  instruction;  and  there  will  be  found  no  better  school  in 
the  world  than  such  a  country  school  with  a  tried  living  teacher 
at  the  head.  Our  best  men  and  women  have  been  educated 
in  just  such  schools.  They  are  emblematical  of  our  gov- 
ernment, and  most  conducive  to  the  progress  of  the  pupils. 
There  the  child  of  the  alphabet  class  listens  daily  to  the  recita- 
tions of  older  ones,  and,  when  in  time,  he  comes  up  to  join  the 
grammar  class,  he  has  his  memory  stored  with  much  informa- 
tion on  these  studies,  gained  only  by  the  drill  of  listening  and 
thinking;  for  the  biggest  dunce  thinks  something  of  what  he 
hears . 


212  Our  Graded  ScJiools.  [Feb. 

In  our  large  cities  it  is  different.  Here  the  throng  is  so  great 
that  theyjnust  be  crowded  into  small  buildings,  according  to 
numbers.  Common  sense  ought  to  suggest  that  some  sort  of 
system  must  be  arranged  to  teach,  with  any  degree  of  efficiency, 
such  crowds.  This  army  can  no  more  scale  the  heights  of  learn- 
ing, undrilled,  than  could  the  army  of  Napoleon  cross  the  fright- 
ful pass  of  Cenci,  undisciplined.  The  time  will  yet  come  when, 
history,  honor  and  justice  will  give  as  much  credit  to  the  obedient 
platoons  of  France  as  they  now  do  to  the  one  man  smoking  his 
pipe  and  drinking  his  coffee  a  hundred  miles  away!  Heroes 
forsooth.  How  much  has  the  world  progressed  under  their 
sway,  in  comparison  to  an  educated  commonality  ? 

If  then,  there  is  need  of  a  Graded  System,  it  should  be  based 
on  the  most  exacting  rules.  No  system  is  strong  without  exac- 
tion. The  advantages  of  a  thoroughly  graded  system  are  the 
saving  of  time  and  labor,  and  thereby  reaching  a  larger  number 
of  minds  in  a  given  time.  But  it  may  also  have  its  evils, 
although  experience  proves  that  those  evils  are  usually  the  result 
of  indifference  or  neglect.  That  the  system  may  be  effectual, 
the  conditions  must  be  sharply  carried  out;  and  the  man  or 
woman  who  does  not  know  how  to  grade  a  school,  according  to 
the  just  merits  of  all  concerned,  is  not  fit  to  be  over  such  a 
school.  Without  this  firm  adherence  to  merit,  the  system  admits 
of  the  largest  injury,  and  endless  trouble  from  rich,  ambitious 
and  dogmatic  parents,  w^ho  have  the  impression  that  their  chil- 
dren must  be  advanced  at  all  hazards,  whether  fit  for  it  or  not. 
In  the  exact  justice  of  the  graded  system,  a  poor  child  has  the 
same  chance  as  the  rich  one,  and  the  same  protection  ^of  its 
rights.  Without  such  adherence  to  justice,  our  system  is  a 
monstrous  failure. 

As  a  course  of  instruction,  the  system  doubtless  has  its  faults; 
but  we  must  consider  the  endless  variety  of  opinions  as  to  what  is 
a  just  and  true  course,  suitable  to  the  age  and  the  future  wants  of 
of  our  youth.  Every  year  shows  a  modified  oj^inion  on  the  sub- 
ject; and  with  the  change  of  condition  comes  a  corresponding- 
demand  foT  an  education  to  meet  the  change.    . 

Much  of  the  objection  raised  against  the  system  comes  from 
the  failures  of  pupils  to  meet  the  exactions  of  study  and  exam- 
ination. Invariably  it  will  be  found  that  such  failures  are  chil- 
dren whose  parents  have  been  unduly  ambitious  for  their  promo- 
tion, and  without  sensible  reflection  for  the  real  good  of  the 
child,  have  demanded  and  insisted  on  their  advancement  into 
grades  where  they  were  utterly  incapable  of  doing  the  work 
required,  where  discouragement  is  sure  to  follow  to  both  teacher 
and  pupil.  Loss  of  real  progress  sacrificed  for  the  sake  of  a 
name !  Too  often  principals  humor  this  selfish  and  false  pride 
on  the  part  of  parents — more  for  the  sake  of  peace  perhaps,  but 
inadvertently  stabbing  their  own  own  schools  and  weakening  the 
system.     And  for  this  condition  of  things,  the  whole  thing  must 


1870.]  Our  Graded  Schools.  213 

be  abused.      Too  many  seats  are  occupied  in  our  upper  grades 
by  just  such  pupils,  admitted  through  such  motives.  . 

Another  cause  of  weakness  is  in  the  over  crowding  of  our 
classes.  The  exigencies  of  the  case  may  possibly  be  the  blame 
for  this,  but  it  should  not  be  the  eternal  excuse!  The  facts 
exist  and  we  must  look  at  them  as  such.  In  the  Grammar 
Schools  of  San  Francisco  there  are  four  grades  of  a  j^ear's  work 
each.  Each  has  its  specified  task  to  accomplish,  prej^aratory  to 
the  next,  and  herein  is  the  benefit  of  the  graded  system  to  the 
individual  child.  It  becomes  a  drill,  mechanical  and  monoto- 
nous perhaps  to  a  large  degree,  but  that  ver^^  drill  is  what  the 
majority  of  our  children  need.  It  is  not  the  amount  of  knowl- 
edge they  gain,  but  the  little  they  do  have,  should  be  thoroughly 
learned.  We  have  to  deal  with  mediocrity,  oftentimes  stupidity, 
not  genius.  We  contend  with  natural  indolence  and  antipathy 
to  thought  and  study — mental  blocks,  on  which  the  teacher's 
impressions  fall  like  clods.  What  are  fine-spun  theories  and 
high-toned  philosophy  on  such  mutes?  Nothing  but  inde- 
fatigable <in7?,  "  line  upon  line,"  "precept  upon  precept,"  will 
ever  modify  them !  And  where  they  are  thus  kej)t  on  a  piece  of 
work  until  they  have  conquered  it,  then  the  system  becomes  a  ben- 
efit. One  item  of  knowledge  or  thought  well  learned  is  better 
digested  than  a  whole  college  course  bolted  according  to  its  price. 
Our  daily  testimony  is,  that  both  boys  and  girls  come  into  our 
schools  having  passed  over  the  elaborate  course  of  private  insti- 
tutions, yet  are  unable  to  comprehend  the  simplest  statements 
of  principles  of  those  studies.  Their  parents  are  mortified  that 
they  must  rank  so  low  in  real  progress,  and  to  spare  their  feel- 
ings children  are  too  often  put  in  the  higher  grades,  only  to  fail, 
to  the  detriment  and  chagrin  of  all  concerned.  Let  us  look  also 
at  the  time  required  to  do  the  work  of  these  grades.  Owing  to  the 
pressure  on  our  schools,  there  are  few  classes  numbering  less 
than  fifty  pupils,  oftener  they  number  as  high  as  sixty-five  or 
seventy;  in  the  j)riniary,  often  up  to  ninety. 

We  will  take  the  low  average  of  fifty.  The  daily  time  required 
is  five  hours.  In  the  first  and  second  grades  they  must  stand  an 
examination  in  ten  branches  of  study,  not  including  the  time 
required  for  music,  maps,  and  drawing.  With  fifty  pupils,  and 
five  hours,  we  have  an  average  time  to  each  pupil  of  one  fif- 
teenth of  three  hundred  minutes,  and  in  those  six  minutes  is 
pressed  the  educational  juice  of  ten  hard  branches  of  study,  or 
three  fifths  of  a  moment  to  each  study,  to  shine  pre-eminent 
as  a  scholar!  In  case  of  a  failure  to  accomplish  this  feat,  we 
are  told  that  our  schools  are  a  mockery,  and  our  teachers  incom- 
petent. For  one,  /  personally  proclaim  my  incapacity  to  work 
impossibilities,  Yerily  the  fools  are  not  all  dead !  But  this  is 
in  the  time  of  our  ordinary  schools.  In  the  Cosmopolitan 
schools  two  hours  per  day  are  spent  in  French  and  German, 
leaving  only  thi'ee  hours  per  day  to  do  the  same  amount  of 


214  PMlosopliic  Abstraction,  [Feb. 

English  work  that  is  done  in  five  in  the  others.  Three  hours 
for  fifty  to  seventy  pupils,  not  four  minutes  to  each,  and  less 
than  that  to  conquer  ten  branches  of  study.  Is  it  at  all  strange 
that  teachers,  parents,  and  pupils  chafe  under  the  pressure  ? 
What  stress  of  brain  power  is  here  needed  to  plan  and  manou- 
ver  to  be  faithful  and  victorious !  How  our  graded  system  looms 
up  in  its  virtue  now,  and  we  see  how  impossible  it  is  to  make  it 
a  success  unless  it  be  sustained  on  the  utmost  exaction.  Alas! 
how  many  dead  heroes  lie  unnoticed  on  battle  fields  more  honor- 
able than  Marathon  or  Waterloo.  But  these  heroes  are  women, 
therefore  they  are  unworthy  of  promotion. 

This  little  piece  of  figuring  may  doubtless  be  brought  down 
to  a  nice  point  of  mathematical  demonstration;  but  the  failures 
are  as  mathematically  evident,  and  I  assert  that  this  overcrowd- 
ing of  classes  and  miserable  grading  is  doing  the  mischief. 
True  we  have  some  lazy  and  incompetent  teachers,  but  their 
indolence  is  not  sufficient  to  draw  back  at  this  rate  the  success 
of  our  live  teachers.  It  is  in  the  light  of  these  facts  that,we  may 
spare  a  little  mercy  for  the  over-worked  teachers  who  are  trying 
to  do  this  prodigious  piece  of  work;  and  if  the  numbers  are  not 
increased  willingly,  then  to  suffer  oftentimes  personal  insult  and 
abuse  at  the  hands  of  irate  and  pompous  parents.  Think  of  ten 
or  fifteen  thousand  children  being  daily  taught  by  about  three 
hundred  teachers !  How  just  and  critical  should  be  the  system 
that  must  reach  so  many  minds!  How  unswerving  should 
be  the  watchfulness  over  favoritism.  Only  one  level  for  all. 
Reproach  to  those  who  violate  it!  As  it  is,  the  large  majority 
must  wait  their  appointed  time  to  finish  their  grade  work,  while 
others,  without  fitness,  are  freely  admitted  over  their  hard  earned 
labor,  because  their  fathers  do  not  wear  a  major  general's  straps, 
and  their  mothers  do  not  pay  taxes  by  the  thousands.  If  prop- 
erly carried  out,  and  the  instruction  restricted  to  the  needful 
branches  only,  there  is  no  good  reason  why  our  graded  system 
should  not  be,  as  it  has  been  proclaimed,  the  glory  of   America. 

L.   T.  F. 


PHILOSOPHIC  ABSTRACTION. 


Onoe  upon  a  time,  the  great  Isaac  Newton,  while  arguing 
knotty  points  and  smoking  tobacco,  (as  philosophers  often  do,) 
seized  a  young  damsel's  hand,  and  oh!  horror  of  horrors! — we 
tremble  as  we  write  it — deliberately  inserted  one  of  her  fairy 
fingers  into  the  bowl  of  his  tobacco  pipe — a  remarkable  instance, 
it  must  be  admitted,  of  absence  of  mind.  Undoubtedly  the 
philosopher  was  a  very  absent  minded  man,  but  his  absence  of 
mind  was  of  that  quality  which  enabled  him  to  win  such  fame  and 
make  such  discoveries  in  science.  He  had  this  power  of  abstrac- 
tion to  a  degree  that  appears  marvelous,  as  the  elder  Disraeli 


1870.]  Common-Sense   Teaching.  215 

writes,  *' to  volatile  spirits  and  puny  thinkers."  To  this  habit 
may  be  referred  most  of  his  discoveries.  An  apple  falls  upon 
him  in  his  orchard,  and  the  system  of  attraction  succeeds  in  his 
mind :  he  observes  boys  blowing  soap-bubbles,  and  the  proper- 
ties of  light  display  themselves. 

Socrates  was  similarly  subject  to  fits  of  abstraction.  Of  Ma- 
rini,  the  Italian  poet,  it  is  said  that,  in  revising  his  Adonis,  he 
suffered  his  leg  to  be  burned  for  some  time  without  perceiving 
it.  According  to  Cicero,  Gato  applauded  Gallus,  who,  when  he 
had  sat  down  to  write  in  the  morning,  was  surprised  by  the  even- 
ing, and  wten  he  took  up  his  pen  in  the  evening,  was  surprised 
at  the  appearance  of  morning.  Poggius — w^e  again  borrow 
from  the  elder  Disraeli — tells  of  Dante,  that  he  indulged  his 
meditations  more  stroilgly  than  any  man  he  knew;  he  was  only 
alive  to  what  was  passing  in  his  mind — to  all  human  concerns  he 
was  if  they  had  not  been !  Dante  went  one  day  to  a  public  pro- 
cesssion — he  entered  the  shop  of  a  bookseller  to  be  a  spectator 
of  the  passing  show.  He  found  a  book  which  greatly  interested 
him;  he  devoured  it  in  silence  and  plunged  into  an  abyss  of 
thought.  On  his  return  he  declared  he  had  neither  seen  nor 
heard  the  slightc-st  occurrence  of  the  public  exhibition  which 
had  passed  before  him. 

Such  abstraction  renders  everything  surrounding  a  man  as  dis- 
tant as  if  it  was  in  another  part  of  the  globe,  or  as  unreal  as  a 
dream.  A  modern  astronomer  one  summer  night  withdrew  to 
his  chamber;  the  brightness  of  the  heaven  showed  a  phenome- 
non. He  passed  the  whole  night  in  observing  it,  and  when  his 
friend  came  to  him  early  in  the  morning  and  found  him  in  the 
same  attitude,  he  said,  like  one  who  had  been  re-collecting  his 
thoughts  for  a  few  moments:  "It  must  be  thus;  but  I  will  go  to 
bed  before  it  is  late. "  He  had  spent  the  entire  night  in  medi- 
tation on  the  celestial  phenomenon  revealed,  and  did  not  know 
it.  And  thus  may  the  tales  told  of  Sir  Isaac  Newton's  absence  of 
mind  be  accounted  for.  Such  absence  indicates  not  intellectual 
weakness,  but  strength,  and  it  is  a  quality  which  Sir  Isaac  pos- 
sessed in  common  with  some  of  the  greatest  geniuses  the  world 
ever  saw. 


^  <»►» 


COMMON-SENSE  TEACHING. 


There  are  two  sources  of  knowledge  from  which  we  may 
learn  all  things — experience,  and  intuition.  The  former  is 
gained  by  the  use  of  our  organs  in  executing  ideas,  or  in  put- 
ting into  practice  our  intuitions.  It  is  said  to  be  our  best 
teacher,  because  knowledge  gained  thereby  becomes  our  own, 
becomes  individualized,  and  is  therefore  available  on  all  occa- 
sions. The  inference  is,  that  knowledge  derived  from  other 
kinds  of  instruction  is  not  available,  or  is  capable  of  being  used 
only  to  the  extent  to  which  it  is  the  result  of  experience. 
2 


216  Common-Sense  Teaching,  [Feb. 

It  follows,  therefore,  that  methods  of  instruction  are  valua- 
ble in  proportion  as  they  beget  experience,  and  ever}^  teacher 
who  adopts  a  method  should  compare  it  with  this  standard  to 
find  its  worth.  If  what  is  learned  is  separated  from  the  activi- 
ties of  life,  the  teacher  may  know  that  his  instruction  does  not 
become  the  property  of  his  pupils,  and  his  method  is  not  a  good 
one.  If  pupils  gradually  lose,  through  disuse,  what  is  called 
common  sense,  however  many  historical  facts  they  may  be  able 
to  relate,  the  teacher  may  rest  assured  that  he  is  only  cramming. 
Most  of  our  text  books  are  based  on  the  idea  of  cramming,  and 
most  teachers  follow  the  books,  and  children  grow  up  learned 
fools.  It  is  a  prevalent  belief  that  children  should  learn  many 
things  that  they  cannot  comprehend,  because  they  will  eventu- 
ally grow  up  into  an  understanding  of  'them;  and  hence  they 
are  taught  authoritatively  many  abstract  ideas  of  whose  appli- 
cation they  have  not  the  slightest  conception.  The,y  are  not 
taught  to  use  their  senses  and  their  judgments,  and  grow  up 
without  observation  and  without  reliable  data  for  mental  action, 
except  that  which  comes  from  others.  Thus  they  remain  depend- 
ant on  otliers,  and  fail  to  accomplish  anything  in  life  save  by 
accident. 

I  can  illustrate  authoritative  teaching  by  an  example  better 
than  in  any  other  way. 

Not  long  since,  a  girl  about  fourteen  years  of  age  came  to  me 
for  examination  to  enter  my  school.  She  had  studied  all  the 
common  branches,  and  at  the  academy  whence  she  came  she 
had  studied  Physical  Geography,  Ph^^siology,  Philosophy,  and 
some  other  branches.  I  happened  to  ask  her  some  questions  in 
Geography  first.     The  following  is  the  result : 

Question. — -"What  is  the  shape  of  the  earth?"  Ansiver. — 
"Round,  like  a  ball."  Qaes. — "  Can  we  say  round  like  an  apple 
or  orange ? "  Ans. — "  No,  sir."  Ques. — "Is  an  apple  round ?  " 
Ans. — "  Yes,  sir."  Quea. — "Is  an  orange  round?"  Ans. — 
"  Yes,  sir."  Ques. — "Now,  if  a  ball,  an  apple  and  an  orange  are 
all  round,  can  we  not  say  round  like  an  apple  or  an  orange?  " 
^ns.— "No,  sir."  Ques.—''^hj'i"  ^ris.—'' The  book  said 
*  round  like  a  ball'."  Ques. — "  How  do  you  know  the  earth  is 
round?"  'Arts. — "I  don't  know,  sir;  but  the  book  said  it  was." 
Ques. — ''  How  did  the  author  know  the  earth  is  round?"  Ans. 
— "I  suppose  he  must  have  been  a  philosopher."  Ques — 
"  Well,"  said  I,  "let  us  philosophize  a  little.  If  I  should  tell 
you  that  it  is  now  dark,  would  you  believe  me?"  Ans. — "No, 
sir  "  (laughing).  Ques. — "Why  ?  "  Ans. — "  Because  I  can  see 
for  myself  that  it  is  not  dark."  Ques. — "If  I  should  say 
this  floor  is  ice,  would  you  believe  it?"  Ans. — '*  No,  sir." 
Ques. — "Why?"  Atlh. — "Because  I  can  see  and  feel  for 
myself  that  it  is  wood."  Ques. — "Does  the  earth  look  round  to 
you?"  Ans. — "No,  sir."  Ques. — "Why,  then  do  you  believe 
the  book,  when  it  tells  you  that  the  earth  is  round ?  "    Am, — "I 


1870.]  Common-Sense  Teaching,  217 

guess  it  is  not  round  at  all "  ;  and  her  face  beamed  as  though  a 
celestial  truth  had  dawned  upon  her  soul:  it  was  probably  the 
first  idea  she  ever  experienced,  and,  though  incorrect,  made 
her  extremely  happy  and  eager  to  experience  more.  She  had 
been  taught  to  use  her  senses  in  acquiring  knowledge,  and 
hence  had.  lost  all  her  common  sense. 

I  once  went  before  a  school  of  sixty  pupils,  all  studying 
Geography,  (and  they  had  done  so  for  more  than  a  year,)  and  I 
asked  them  about  the  polls  of  the  earth,  meridians  and  paral- 
lels. After  receiving  various  definitions  as  furnished  by  the 
book,  I  thought  I  would  test  their  experience  a  little.  Taking  a 
ball,  I  wound  twine  around  it  to  represent  meridians :  of  course, 
the  points  at  which  the  twine  crossed  were  built-up  considerably. 
Holding  it  up  before  the  school,  I  asked  what  it  represented. 
All  replied,  "  The  earth  with  its  meridians."  Upon  being  asked 
what  was  the  effect  of  the  crossing  of  the  meridians  at  the 
polls,  they  almost  unanimously  said  that  their  crossing  made  a 
great  hill  or  mountain  there. 

Such  is  the  effect  of  not  obtaining  knowledge  by  experience, 
and  leaving  pupils  to  interpret  abstractions  by  their  limited 
experience.  They  cannot  interpret  the  unknown  except  by  the 
known;  and  we  should  therefore  be  exceedingly  careful  to  fur- 
nish the  mind,  through  the  senses,  such  ideas  or  experience  as 
will  enable  them  to  obtain  correct  impressions.  Any  other 
course  makes  unpractical  scholars,  whose  book-knowledge, 
being  separated  from  their  sensuous  knowledge,  is  of  little  or 
no  use  to  them  in  the  affairs  of  life. 

It  is  not  difficult,  therefore,  to  know^  how  we  are  teaching. 
A  few  tests  like  the  iabove  will  show  our  methods  and  reveal 
their  true  value.  By  looking  at  ourselves  and  watching  the 
reception  of  ideas  by  our  own  minds,  we  shall  be  able  to  present 
ideas  to  others  in  a  definite,  clear  and  attractive  manner. — 
Illinois  Teacher. 


Nothing  Leaves  Us  as  it  Found  Us. — If  a  sheet  of  paper  on 
which  a  key  has  been  laid  be  exposed  for  some  minutes  to  the  sun- 
shine, and  then  instantaneously  viewed  in  the  dark,  the  key  being 
removed,  a  faded  spectre  of  the  key  will  be  visible.  Let  this 
paper  be  put  aside  for  many  months  where  nothing  can  disturb 
it,  and  then  in  darkness  be  laid  on  a  plate  of  metal,  the  spectre 
of  the  key  will  appear.  This  is  equally  true  of  our  minds. 
Every  man  we  meet,  every  book  we  read,  every  picture  or  land- 
scape we  see,  every  word  or  tone  we  hear,  leaves  its  image  on  the 
brain.  These  traces,  which  under  ordinary  circumstances  are. 
invisible,  never  fade,  but  in  the  intense  light  of  cerebal  excite- 
ment start  into  prominence,  just  as  the  spectre  image  of  the  key 
started  into  sight  on  the  application  of  heat.  It  is  thus  with  all 
the  influences  to  which  we  are  subjected. 


218  Miscellanea.  [Feb. 


1^ 


SCELLANEA. 


Fallacy  as  to  "Useful"  Knowledge. — There  was,  I  always 
thought,  a  very  decided  fallacy  in  the  nomenclature  adapted  at 
the  last  great  movement  of  educational  reform,  when  societies 
were  constituted  for  the  "  diffusion  of  useful  knowledge."  The 
fallacy  lay  not  only  in  the  assumption  that  there  is  some  knowl- 
edge which  is  useless  to  the  world — an  assumption  which  can 
not  bear  investigation  for  a  moment,  for  no  real  knowledge  can 
be  useless  in  any  of  its  three  great  departments,  the  knowledge 
of  nature,  of  man,  and  of  God.  Nor  again,  did  it  lie  only  in 
the  assumption  that  material  utility — the  promotion  of  material 
civilization,  the  making  of  steam-engines  and  telegraphs,  the 
improvements  of  manufacture  and  of  art — that  this  (I  say)  alone 
was  useful;  that  there  were  no  higher  necessities  in  the  nature  of 
individual  man,  no  higher  elements  in  a  nation's  life.  But  it 
lay  in  the  idea  that  the  knowledge  of  what  is  in  itself  useful, 
is  pre-eminently  and  universally  useful  knowledge.  A  locomo- 
tive, for  example,  is  highly  useful,  but  it  does  not  follow  that 
the  knowledge  of  it  is  pre-eminently  useful  for  those  who  are 
not  mechanicians  or  engine  drivers.  All  knowledge  is,  I  grant, 
generally  useful,  but  surely  we  may  doubt  whether  this  has  any 
special  usefulness  to  us.  If  I  had  to  choose  between  a  knowl- 
edge of  Shakspeare  and  a  knowledge  of  the  steam-engine,  or 
between  some  knowledge  we  will  say,  of  art  and  chemical  manu- 
facture— if  I  had  to  ask  which  of  these  better  fitted  me  to 
understand  the  meaning  of  life,  and  to  enter  into  the  higher  ele- 
ments of  its  hajDpiness,  I  should  choose  T^thout  hesitation  the 
knowledge  of  literature  and  art,  which  the  school  above  refer- 
red to  would  have  branded  as  comparativelyniseless.  The  fallacy 
is  not  dead  yet.  It  was  but  a  little  while  ago  that  a  great  politi- 
cal and  social  reformer  was  very  severe  upon  our  educational 
system,  because,  while  it  taught  the  subtleties  of  language,  it  did 
not  tell  men  where  to  find  Chicago  on  ther  map,  and  because  it 
knew  more  of  the  little  Ilissus  than  the  gigantic  Mississippi. 
Why,  gentlemen,  how  can  it  matter  to  the  world  at  large 
whether  they  do  or  do  not  know  how  to  put  their  finger  at  once 
on  Chicago  ?  If  they  want  go  to  there,  or  to  have  dealings  there, 
they  can  take  down  the  Atlas  and  find  it.  In  the  meanwhile,  is 
a  man's  nature  less  cultivated,  because  he  does  not  know  where 
a  particular  mass  of  houses  and  people  is  situated  ?  And  sup- 
pose (which  was,  I  think,  the  great  complaint  against  the  classic 
Ilissus)  that  it  is  a  little  driblet  of  a  stream,  which  a  man  can 
pross  dry-shod  in  summer,  does  that  prevent  the  fact  of  its  being 
bound  up  in  association  with  some  of  the  highest  j^oetry  and  the 
noblest  philosophy  the  world  ever  sai* — poetry  and  philosophy 
■which  are  living  and  determining  now  some  of  the  main  currents 
of  human  thought  ?    The  comparison  thus  put  is  really  the  study 


1870.]  Miscellanea.  219 

of  Sophocles  or  Plato  as  against  the  knowledge  of  the  map;  and 
(modernism  notwithstanding)  I  would  still  declare  for  the  former. 
Pray  understand  that  of  geographical  science,  as  science — I 
speak  with  profound  respect — there  is  in  it  much  grandeur  of 
scope,  much  closeness  of  induction,  and  ever-varied  field  of  in- 
terest. But  the  comparison  here  was  one  of  so-called  useful 
knowledge,  because  Chicago  was  a  wealthy  and  growing  town, 
and  the  Mississippi  a  river  of  enormous  commercial  consequence; 
and  here  I  say  that  there  is  the  old  fallacy,  and  that  fallacy  is  a 
great  one.  I  rejoice,  therefore,  to  see  sounder  and  deeper  views 
in  our  own  day — to  see  that  technical  education  is  viewed  and 
recommended,  not  only  for  its  fruits  of  material  utility,  but 
because  it  is  deemed  likely  to  promote  excellence  of  education 
as  such. — From  Lecture  delivered  at  King's  College,  by  Rev.  Dr. 
Barry,   Principal. 

Is  THE  Moon  an  Icebeeg  or  a  Fuenace  ? — This  is  the  question 
selenographers  are  now  earnestly  discussing.  It  is  strange  that 
so  little  should  be  known  of  the  nearest  heavenly  body,  as  to 
leave  such  a  question  open  and  championed  on  both  sides  by 
men  of  genius  and  great  experience  in  lunar  observations.  That 
two  theories  so  precisely  opposite  should  exist  with  regard  to  the 
state  of  the  moon,  may  well  throw  doubt  on  some  of  the  most 
confident  guesses  into  the  condition  of  the  more  distant  sun  and 
planets  and  stars.  Sir  John  Herschel  stood  forth  as  the  chief 
defender  of  what  we  may  call  for  brevity,  the  "furnace  theory" 
of  the  moon.  He  believed  that,  owdng  to  the  long  lunar  days — 
lasting  some  three  hundred  of  our  hours — the  moon  warms  up 
under  the  fierce  heat  of  the  sun,  until  its  temperature  is  more 
than  290  degrees  F.  above  that  of  boiling  water — or  about  492 
degress.  For  nearly  70  hours  any  ^iven  point  on  the  moon's 
surface  turned  tow^ards  the  sun,  is  exposed  to  the  almost  vertical 
rays  of  that  body.  The  moon  having  no  atmosphere,  or  one  so 
tenuous  as  to  be  invisible  to  us,  there  would  be  no  mitigation  of 
a  shelter  from  the  blazing  downpour  of  the  solar  rays.  No  ani- 
mal life,  no  vegetation  such  as  we  are  familiar  with,  could  live 
for  an  hour  under  such  torrid  influences — to  say  nothing  of  the 
w^ant  of  an  atmosphere,  which,  in  the  terrestial  order  of  things, 
is  indespensible  to  the  vitality  of  animals  and  plants. 

So  far  the  Herschel  theory.  But  Capt.  John  Ericsson,  the 
distinguished  American  inventor,  a  man  of  profound  originality, 
and  a  slow  and  cautious  observer  and  theorist,  recently  pro- 
pounded an  opinion,  that  the  moon's  surface  is  one  mass  of  ice. 
He  has  arrived  at  this  conclusion  from  novel  and  ingenious 
experiments  to  ascertain  the  actual  intensity  of  the  solar  I'ays  in 
absolute  space,  that  is  before  they  enter  the  earth's  atmosphere. 
We  have  not  room  to  detail  his  process  of  investigation,  which 
were  given  in  full  to  the  American  Association  for  the  Advance- 
ment of  Science  at  its  late  meeting,  and  will  only  say  that  they 


220  Miscellanea.  [Feb. 

are  regarded  by  him  as  proving  the  actual  heat  of  the  solar 
rays  in  absolute  space  to  be  more  than  300  degrees  below  the 
freezing  point  of  water — a  degree  of  cold  which  has  no  parallel 
in  human  experience,  and  which  would  be  as  deadly  to  animal 
life  and  vegetation  as  the  high  heat  imagined  by  Hersihel. 
The  reason  why  the  earth  is  not  as  cold  as  the  moon  is,  that  the 
former  has  an  atmosphere  which  prevents  the  earth  from  part- 
ing wdth  the  solar  heat  as  fast  as  received,  by  radiating  it  back 
into  space.  In  other  words,  the  atmosphere  permits  the  solar 
rays  to  reach  the  earth,  and  then  keeps  the  resulting  heat 
imprisoned,  until  it  is  augmented  up  to  the  existing  average 
temperature,  when  other  causes  step  in  to  prevent  it  going 
higher.  Capt.  Ericsson  in  attaching  such  intrinsic  importance 
to  the  atmosphere  as  a  preventive  of  the  escape  of  heat  once 
imparted  to  the  earth,  has  the  familiar  experience  of  aeronauts 
and  mountain  climbers  on  his  side.  At  the  height  of  a  few 
miles  from  the  earth  a  freezing  atmosphere  is  encountered,  which 
is  satisfactorily  explained  by  the  thinness  of  the  air;  the  radia- 
tion of  the  earth's  surface  expending  its  principal  heating  effects 
on  the  denser  strata  of  atmosphere  below^  Assuming,  as  may 
properly  be  done,  from  all  the  ^evidence,  that  there  is  no  atmos- 
phere about  the  moon,  it  would  follow  that  the  Herschel  theory 
must  be  erroneous;  and  it  will  remain  one  of  the  curiosities  of 
science  that  Herschel  should  have  regarded  the  absence  of  a 
lunar  atmosphere  as  causing  an  intense  heat  on  the  moon's 
surface,  while  Capt.  Ericsson  takes  that  fact  to  be  a  iDOsitive 
proof   of  the  superlatively  cold  condition  of  that  hodj. 

The  Herschel  party  claim  that  recent  experiments  with  the 
great  Rosse  telescope  sustain  their  theory.  That  gigantic  instru- 
ment has  the  largest  metallic  reflector  in  the  world,  and  by  con- 
necting the  telescope  with  clock  work,  during  the  present  year, 
Lord  Rosse  has  been  able  to  concentrate  the  rays  of  the  moon 
upon  a  delicate  heat  measurer,  for  the  purpose  of  determining 
whether  the  moon  gives  out  heat  or  not.  No  tests  previously 
made  were  satisfactory  on  that  point;  but  this  one  settled  the 
question  beyoijd  a  doubt.  The  lunar  rays  do  transmit  a  sensi- 
ble degree  of  heat.  This  fact  is  quoted  to  substantiate  the  Her- 
schel theory,  but  it  does  not  necessarily  do  so.  For  it  is  a  well 
established  truth  that  heat  may  be  reflected  from  surfaces  of 
ice,  or  iron,  or  glass,  or  other  substances,  themselves  cold. 
Reflected  heat  from  cold  bodies,  or  heat  radiated  from  hot  bod- 
ies, would  produce  exactly  the  same  effects  upon  objects  receiv- 
ing the  rays.  No  means  are  now  known  by  which  reflected  and 
radiated  heat  can  be  told  apart,  except  by  an  examination  of  the 
surface  from  which  they  proceed.  The  Rosse  experiments, 
therefore,  while  they  are  ver^'  interesting  as  deciding  a  mooted 
point  and  demonstrating  that  the  "chaste  beams  of  the  watery 
moon  "  ai'c  not  altogether  devoid  of  heat,  settle  nothing  con- 
clusively as  between  Ericsson  and   Herschel;    for  there  is   no 


1870.]  Mscellanea.  221 

doubt  that  Ericsson's  hypothetical  lunar  ice  would  reflect  as 
much  heat  as  Herschel's  supposed  burning  temperature  would 
radiate.  , 

Under  the  impulse  of  the  discussion  which  the  bold  and  orig- 
inal Ericsson  has  started,  the  moon  will  become  more  than  ever 
an  object  of  inquisitorial  examination.  Perhaps  some  tele- 
scopes may  yet  be  made  powerful  enough  to  determine  by  direct 
inspection,  once  and  forever,  the  question  whether  the  lunar 
mountains  are,  as  Ericsson  says,  enormous  cones  of  ice,  fed  by 
water  from  the  interior,  which  freezes  the  moment  it  comes  to 
the  surface;  or  the  peaks  of  extinct  volcanoes,  as  astronomers 
suppose  them  to  be. — From  the  New  York  ''Journal  of  Commerce." 

■s 

What  the  Telescope  is  Doing, — In  connection  with  the  Chicago 
University,  it  is  well  known  there  is  one  of  the  largest  tele- 
scopes in  the  world.  As  it  has  not  announced  any  startling  dis- 
coveries, it  has  been  a  matter  of  wonderment  what  the  astrono- 
mer was  about.  The  following  paragraph  shows  what  the  busi- 
ness is  which  occupies  the  attention  of  Professor  Safford: 

The  destined  work  of  this  wonderful  telescope  is  to  make,  in 
connection  with  t!ie  nine  chief  observatories  of  Europe,  and 
America,  an  entirely  new  catalogue  of  250,000  stars,  determin- 
ing the  right  ascension  and  declination  of  each  particular  star, 
so  that  by  observing  its  position  astronomers  may,  in  far  off  ages, 
be  abje  to  pronounce  authoritatively  on  its  motion,  and  to  declare 
in  what  direction  it  has  proceeded  through  the  illimitable  voids. 
At  this  moment  it  is  slowly  and  silently  performing  its  sublime 
work,  and  furnishing  those  far  off  astronomers  the  data  upon 
which  to  base  their  calculations  respecting  that  mighty  problem — 
the  direct  motion  of  the  sun  through  space.  When  this  is 
solved,  data  will  also  be  abundant  for  locating  the  position  of 
the  great  central  sun,  around  which  millions  upon  millions  of 
other  suns,  popularly  d^^nominated  stars,  do  in  all  probability 
revolve.  The  great  work  being  divided  among  the  ten  principal 
observatories  of  the  world,  will  make  the  share  of  it  falling  to 
the  Chicago  Observatory,  25,000  stars — upon  each  one  of  which 
the  most  careful  observations  will  be  made  and  recorded.  It 
will  require  about  ten  years  to  accomplish  this  stupendous  work, 
and  when  it  is  done  we  may  expect  some  most  important  astro- 
nomical discoveries. 

A  Petrified  Forest. — The  Engineer  informs  us  that  there  exists 
in  the  neighborhood  of  Cairo  a  petrified  forest,  which  presents 
features  of  great  interest  to  the  geologist  and  antiquarian. 
The  fragments,  to  all  appearances,  are  stones,  and  in  myriads  of 
pieces  are  scattered  around  and  half  buried  in  the  sand.  Desrib- 
ing  the  forest,  the  Engineer  says: 

One  of  the  most  remarkable  circumstances  is  that  the  most 
rigid  scrutiny  fails  to  detect  the  least  vestige  of  arable  land,  the 


222  Mscellanea.  [Feb. 

smallest  oasis,  -whicli  could  have  afforded  an  origin  of  these 
mutilated  wrecks  of  timber.  Occasionally  a  trunk  is  found  riven 
in  two,  as  if  split  by  the  heat.  The  largest  of  these  specimens 
measures  ten  feet  in  length,  and  has  a  diameter  of  twelve  inches. 
One  would  naturally  expect  that  the  species  or  description  of 
timber  to  which  these  petrifi  actions  belonged,  would  be  iden- 
tical with  that  met  at  present  in  the  country.  The  leverse  is  the 
fact.  The  oak,  the  beech,  the  chestnut  and  others  are  distinctly 
recognized;  but  scarcely  a  single  specimen  can  be  discovered 
of  the  palm,  the  sycamore,  or  the  fig  tree.  The  perforations 
produced  by  the  passage  of  insects  through  the  bark  are  clearly 
visible,  and  a  gummy  secretion  has  been  found  in  some  of  the 
holes  made  in  this  manner. 

The  view  long  entertained  by  some  American  Scientists  regard- 
ing electricity,  is  similar  to  that  expressed  by  the  Eev.  Father 
Secchi,  of  Kome,  in  a  letter  addressed  to  M.  F.  Mazco,  at  Turin, 
the  following  extract  from  which  appears  in  the  Paris  Les  Monde: 
"I  believe  that  the  true  theor}^  of  electricity  will  result  from  the 
priciple  that  electricity  is  not  a  motion,  but  a  change  of  the 
quantitative  and  dynamic  equilibrium  of  ^ther  which  consti- 
tutes the  atoms  of  the  substances,  and  that  the  propagation  of 
such  a  change  is  brought  about  by  the  moving  of  the  ether 
from  one  atom  to  another;  this  motion  shakes,  disturbs  the 
ether  of  the  atoms,  and  thus  produces  heat." 

In  the  Atlantic  Ocean,  a  little  west  of  the  Azores,  there  exists 
a  space  seven  times  larger  than  all  Germany,  according  to  Hum- 
boldt, completely  covered  with  a  dense  mass  of  vegetation,  the 
so-called  Sargossa  Sea.  M.  J.  Laviniere  has  proj^osed  to  the 
French  Agricultural  Society  to  make  these  floating  meadows  sub- 
ssrvient  to  the  purposes  of  agriculture.  He  suggests  that  the 
ships  occupied  during  the  summer  cod-fishing,  should  in  other 
seasons  be  employed  in  conveying  these  weeds  to  the  Azores, 
where  they  can  be  pressed  and  dried,  and,  after'  having  valuable 
salts  extracted  from  them,  they  could  be  carried  to  the  French 
coast.  It  is  calculated  these  floating  meadows  produce  annually 
vegetable  master  sufficient  to  manure  not  less  than  1,800,000 
acres. 

Light  in  the  School  Koom. — Kev.  T.  De  Witt  Talmage,  of 
Brooklyn,  N.  Y.,  in  a  recent  sermon,  thus  spoke  of  light  in  the 
school  room : 

**Let  us  have  plenty  of  light  in  our  school-rooms  and  homes 
— light,  clear  and  beautiful,  such  as  God  pours  out  of  his  sun 
every  day,  a  world  full  of  it;  but  not  crowding  through  between 
small  windows,  and  glass-stained  or  cobwebbed:  plenty  of  light, 
like  that  which  puts  blue  into  the  gentian,  and  gold  on  the 
cowslip,  and  spots  the  pansy,  and  covers  the  sea  with  emerald, 
and  sends  up  the  mist  of   the  valley  into  whirling  columns  of 


1870.]  Reports  of  PuUic  Schools.  223 

glory  sky  tall,  and  at  sunset  pulls  back  the  bars  of  heaven  until 
the  brightness  of  that  land  strikes  through  and  through  the 
cloud  racks,  dripping  down  the  battlement  in  sapphire,  and 
purple,  and  orange,  and  flaming  fire.  Give  us  light  and  no 
gloom,  for  'God  is  light,  and  in  Him  is  no  darkness  at  all.'  If 
the  photographer  takes  the  brightest  room  in  his  building  to 
make  his  pictures,  shall  we  not  have  a  bright  room  where  the 
Sun  of  righteousness  is  to  impress  the  image  of  the  eternal 
God  on'the  human  soul?  Let  there  be  deep  night  in  mountain- 
cavern,  and  down  in  the  coal-shaft,  and  in  the  hold  of  ships,  but 
let  it  fly  from  the  school-room  as  quick  as  you  can  batter  a  hole 
in  the  wall  or  throw  back  the  shutters.  God  said  at  the  begin- 
ning, and  it  thrilled  through  all  the  universe,  '  Let  there  be 
light/  and  there  was  light." 

"  With  the  light  will  come  the  air — not  the  bottled- up  air  of 
other  Sundays,  kept  over  from  week  to  week,  as  though,  like 
wine,  it  improved  by  age;  or  such  as  lingers  in  damp  basements 
under  the  church,  but  fresh,  clear  air,  such  as  comes  panting  off 
the  sea,  or  down  the  hill  side,  sweeping  up  the  aroma  of  whole 
acres  of  red  clover-top.  Make  such  places  bright  and  glad. 
Because  Christ  was  born  in  a  manger  is  no  reason  why  we  should 
worship  him  in  a  barn. 

A  MECHANICAL  school  for  womeu  has  been  opened  at  Warsaw, 
for  the  object  of  training  young  women  of  the  lower  classes  in 
all  the  lio-hter  kinds  of  handicraft. 


REPORT  OF  PUBLIC  SCHOOLS. 


ROLL  OF  HONOR. 

Primary  Department  of  P.  M.  College,  Vacaville,  Solano 
County;  N.  Smith,  Teacher.  For  the  term  of  five  months,  end- 
ing December  24,  1869. 

For  one  Month. — Mary  A.  Boyd,  Mary  Franklin,  Sarah  Frank- 
lin, Minnie  Carleton,  Emma  Broughton,  David  Pena,  Duke  Ben- 
nett, Willie  McClenny,  George  Stevenson,  Willie  Stevenson, 
Willie  Simmons,  Andrew  Stevenson,  Willie  Clark,  Ora  Merchant. 

For  two  Months. — Hettie  Force,  Eudora  McClenny,  Minnie 
Callen,  Jennie  M.  Stevenson,  Alice  Butcher,  Frank  Thomas. 

For  three  Months. — Jessie  V.  Howell,  Charles  Thomas. 

For  five  ?7ion//i,s'. —Annie  Stevenson,  Willie  Thomas. 

French  Creek,  El  Dorado  County. — Marie  A.  Fiske,  Teacher. 
Following  are  the  names  of  pupils  who  received  ninety  per  cent, 
for  scholarship  and  deportment  during  the  month  ending  Nov. 
26,  1869: 

Sarah  Worth,  Martha  Brandon,  Amelia  Schenck,  Nellie  Scott, 
James  McCuestian. 


Department   of   Public    Instruction. 


MONTEITH'S   GEOGRAPHIES. 


The  adoption  by  the  State  Board  of  Education  of  Monteith's  series  of  Ge- 
ographies seems  to  have  given  general,  almost  universal,  satisfaction.  The 
acknowledged  excellence  of  these  Geographies  and  their  cheapness,  make 
them  popular  wherever  known.  The  adoption  of  the  Monteith  series  will  be 
particularly  beneficial  in  San  Francisco,  where  a  loose  construction  of  the 
School  Law  has  resulted  in  the  use  of  five  dififerent  Geograi3hies  !  A  reform 
was  demanded,  and  a  beginning  has  been  made  at  the  right  place. 

The  State  Superintendent  is  receiving  inquiries  as  to  the  terms  on  which 
the  Monteith  series  will  be  introduced,  and  he  thinks  it  proper  to  respond 
through  the  Teacher. 

Following  is  the  proposition  submitted  to  the  State  Board  of  Education  in 
writing,  by  Dorville  Libby,  Esq.,  agent  for  the  Monteith  series,  viz: 
To  the  Honorable  State  Board  of  Education  of  California: 

Gentlemen  : — I  hereby  offer  Monteith's  series  of  Geographies,  Nos.  II, 
III,  and  IV,  Pacific  coast  edition,  for  introduction  into  the  Public  Schools  of 
California  on  the  following  terms : 

1st.  We  will  give  Monteith's  Geography,  No.  II,  in  even  exchange  for 
Cornell's  Primary,  now  in  use. 

2d.  We  will  give  Monteith's  Geography,  No.  Ill,  in  exchange  for  Cornell's 
Primary,  or  Warren's  Intermediate,  now  in  use,  for  fifty  (50)  cents,  coin. 

3d.  We  will  give  Monteith's  Geography,  No.  IV,  in  exchange  for  Warren's 
Intermediate  or  Warren's  Physical,  now  in  use,  for  eighty  (80)  cents,  coin. 

4th.  We  will  furnish  Monteith's  Geogi-aphies,  Nos.  II,  III  and  IV,  at  the 
above  rates  in  exchange  for  any  other  books  of  corresponding  grade,  now  in 
use. 

5th.  To  all  pupils  not  having  old  books  to  exchange  we  will  furnish  Mon- 
teith's No.  II  for  forty  (40)  cents  coin;  No.  Ill  for  seventy-five  cents,  coin; 
and  No.  IV  for  one  (1)  dollar,  coin. 

6tti.  These  terms  of  exchange  shall  continue  three  (3)  months  from  the 
time  when  the  proposed  books  go  into  use. 

Very  respectfully,  Dorville  Libby, 

Agent  for  A.  S.  Barnes  &  Co.,  N.  Y. 

San  Francisco,  Nov.  25th,  1869. 

It  is  said  that  in  the  animated  contest  between  the  agents  of  the  rival  Ge- 
ographies (Monteith  and  Cornell)  verbal  assurances  of  even  more  liberal 
terms  than  these  were  given  by  Mr.  Libby,  but  no  other  terms  were  officially 
mentioned  before  the  State  Board,  and  therefore  the  minutes  of  the  Secretary 
mention  no  other.  The  members  of  the  State  Board  showed  a  commendable 
disposition  to  secure  the  best  terms  possible  in  the  introduction  of  these 
books,  but  there  is  no  disposition  among  them  to  force  a  hard  bargain  upon 
a  publisher.  The  house  of  A.  S.  Barnes  &  Co.,  publishers  of  the  Monteith 
Geographies,  are  fortunate  in  being  represented  by  a  gentleman  of  the  high 
literary  culture,  and  attractive  personal  character  of  Mr.  Libby. 


"240." 
The  office  of  the  Superintendent  of  Public  Instruction  is  now  240  Mont- 
gomery street,  rooms  numbers  1  and  2.     This  also  is  the  publication  office  of 
the  Califobmia  Taacheb.    Send  there  your  Bubscriptions  I 


1870.]  DepaHment  of  Public  Instruction.  225 


AMENDMENTS  TO  THE  SCHOOL  LAW. 


As  it  is  so  very  easy  to  do  mischief,  even  while  attempting  to  do  good, 
there  is  naturally  some  anxiety  among  the  friends  of  education  with  regard 
to  the  action  of  the  Legislature  now  in  session.  There  is  every  reason  to 
expect  that  legislative  action  in  school  matters  will  be  judicious.  The  Com- 
mittees on  Education  in  the  two  Houses  are  composed  of  good  men;  they 
hold  their  meetings  jointly,  so  that  nothing  will  be  recommended  without  the 
close  scrutiny  of  both  bodies;  and  nothing  will  be  proposed,  it  is  hoped,  that 
is  not  clearly  necessary.  The  harmony  prevalent  everywhere  among  school 
officers  and  patrons  in  the  State,  is  happily  reflected  among  their  representa- 
tives at  Sacramento. 


LOCATION  FOR  THE  STATE  NORMAL  SCHOOL. 


The  choice  of  a  permanent  location  for  the  State  Normal  School  is,  at 
this  writing,  the  absorbing  question.  Our  views  on  this  subject  are  well 
known .  The  matter  will  doubtless  be  decided  before  another  number  of  the 
TEACHi:ii  reaches  its  readers.  The  spirited  competition  between  the  rival 
claimants  for  the  school  will  secure  one  good  result,  viz:  a  liberal  boniLs  in  the 
way  of  land  for  a  site. 


UNIFORMITY  OF  TEXT  BOOKS, 


In  California,  the  theory  is  in  favor  of  uniformity  of  text-books.  The 
practice,  however,  is  different.  "We  hear  much  complaint  of  the  violation  of 
the  law  in  this  particular,  and  a  general  desire  for  reform  is  expressed.  The 
•  attention  of  County  and  City  Superintendents  and  others  officially  interested 
is  respectfully  called  to  this  matter.  The  State  Superintendent  proposes 
strictly  to  discharge  his  duty,  as  required  in  Section  ninety-five  of  the 
Revised  School  Law. 


STATE  CERTIFICATES. 


There  are  about  forty  certificates  remaining  in  the  office  of  the  State  Super- 
intendent. The  new  clerk  does  not  know  where  to  send  them.  Please  call 
at  240  Montgomery  street,  rooms  No's  1  and  2,  and  get  them,  or  send  address. 


Ehees'  Patent  Euleb  akd  Pencil  Case  Slate  Frame. 


An  ingenious  and  simple  contrivance,  whereby  A  Slate,  A  Euleb  and  A 
Pencil  Case  are  combined  without  taking  any  more  space  than  does  the 
ordijiary  slate.    W.  J.  Khees,  Smithsonian  Institute,  Washington,  D.  C. 


TABLE    OF    CONTENTS 


PAGE. 

ALGEBEA- "OBJECTIVELY  PEESENTED" 199 

ABOUT  TEACHING  EKACTIONS 205 

ORTHOGEAPHY— HINTS  AND  SUGGESTIONS 208 

OUE  GEADED  SCHOOLS 211 

PHILOSOPHIC  ABSTEACTION 214 

COMMON-SENSE  TEACHING 215 

MISCELLANEA 218 

EEPOET  OF  PUBLIC  SCHOOLS 223 

DEPAETMENT  OF  PUBLIC  INSTEUCTION 224 

MONTEITH'S  GEOGEAPHIES 224 

AMENDMENTS  TO  THE  SCHOOL  LAW 225 

LOCATION  FOE  THE  STATE  NOEMAL  SCHOOL 225 

UNIFOEMITY  OF  TEXT  BOOKS. 225 

STATE    CEETIFICATES 225 

Terms  of  Advertising  in  the  California  Teacher. 

[Payable  in  U.  S.    Gold  Coin.] 

1  month.    3  months. 

1-4  page $5  00        $10  00 

1-2  page....   : 10  00  25  00 

1     page 15  00  40  00 


OAKLAND,  CALIFORlSriA. 


6  months. 

1  year. 

$25  00 

$  40  00 

40  00 

70  00 

60  00 

100  00 

The  first  temi  of  the  above  named  Institution  will  commence  in  the  prem- 
ises for  the  last  fourteen  years  occupied  by  the 

OAKLAND  COLLEGE  SCHOOL, 

On  Monday  the  17th  day  of  January,  1870. 

This  School  will  be  conducted  with  the  special  object  of  preparing 
students  for  the  State  University.  Ample  provisions  have  also  been  made 
for  those  not  designing  to  enter  the  University,  to  acquire  a  thorough  busi- 
ness education,  or  to  lay  a  good  foundation  for  professional  studies.  For 
particulars,  address 

F.  M.  CAMPBELL,  Principal. 
^  Or  GEO.  TAIT.  Esq.,  Oakland. 

{^^^^  ^^^^^ 

TO  THE  WORKING  CLASS.— We  are  now  prepared  to  furnish  all  classes  with  constant 
employment  at  home,  the  whole  of  the  time  or  for  the  spare  moments.  Business  new,  liglii 
and  profitable.  Persons  of  either  sex  easily  earn  from  HOc.  to  $5  per  evening,  and  u  propor- 
tional  sura  by  devoting  their  whole  time  to  the  business.  Boys  and  girls  earn  nc^aiiy  as 
much  as  men.  That  all  who  see  this  notice  may  send  their  address,  and  test  thu  business, 
■we  make  this  unparalleled  offer:  To  such  as  are  not  well  satisfied,  we  will  send  $1  to  pay 
for  the  trouble  of  writing.  Full  particulars,  a  valuable  sample,  which  will  do  to  commence 
work  on.  and  a  copy  of  The  People's  Literary  Compavion— one  of  the  larg<  st  and  best  family 
newspapers  published— all  seut  free  by  mail.  Header,  if  you  want  permanent,  profitable 
work,  address  E.  C.  ALLEN  &  CO.,  Augusta,  Maine.  f  ^t 


/ 


TATE    Normal,    School. 

BOARD   OF   TRUSTEES. 


H.  H.  HAIGHT Governor 

O.  P.  FITZGERALD Superintendent  of  PubHc  Instruction 

JAMES  DENMAN Superintendent,  San  Francisco 

MELVILLE   COTTLE Superintendent,  San  Joaquin  County 

J.  H.  BRALY Superintendent,  Santa  Clara  County 

De.  a.  TEAFTON Superintendent,  Sacramento  County 

S.  I.  C.  SWEZEY San  Francisco 

J.  M.  SIBLEY San  Francisco 

TEACHERS. 

Eev.  W.  T.  Lucky,  A.M Pi-incipal 

H.  P.  Carlton Vice-Principal 

Miss  E.  W.  Houghton «; .  Assistant 

Mes.  D,  Claek Assistant 

The  Second  Term  of  the  current  year  \nll  commence  on  the  8th  day  of  No. 
vember,  1869.     All  candidates  for  admission  must  be  present  at  that  time. 

COURSE   OF  STUDY. 

REQUISITES  FOR  ADMISSION. 

To  secure  admission  to  the  Junior  Class,  Second  Di-sdsion,  applicants  must 
pass  a  written  examination  on  the  following  subjects,  viz. : 

Eaton's  Common  School  Arithmetic — to  percentage. 

Eaton's  Intellectual  Arithmetic. 

Greene's  Introduction  to  English  Grammar. 

Willson's  Fourth  Reader. 

Spelling;  Penmanship. 

Applicants  for  an  advanced  Class  will  be  required  to  pass  an  examination  on 
the  studies  previously  pursued  by  that  Class. 

JuNioE  Class — First  Session. 

Arithmetic — Eaton's  Common  School — complete. 
Grammar — Quackenbos' — begun. 
Geography — Guyot's  Common  School. 
Beading — Willson's  Fifth  Reader. 
Moral  Lessons — Cowdery's. 
Spelling — Willson's  Larger  Speller. 

JuNioE  CiiAss — Second  Session. 

Arithmetic — Eaton's  Higher. 

Grammar — Quackenbos' — complete. 

Bhetoric — Boyd 's. 

Physiology— GutteT'H  Elementary. 

History — Quackenbos' . 

Vocal  Culture — Russell's. 

Book-Keeping — Payson  &  Dutton's  Single  Entry. 

General  Exercises  throughout  the  Junior  Year — Penmanship;  Object-Lessons; 
Calisthenics;  Methods  of  Teaching;  School  Law;  Composition  and  Declama- 
tion. 

Senior  Class — First  Session. 

Arithmetic — Eaton's  Higher — reviewed. 
Algebra — Robinson's  Elementary. 
Grammar — Greene's  Analysis. 
Natural  Philosophy — Quackenbos' . 
Physiology — Cutter's  Larger. 
Bhetoric — Boyd's. 
Natural  History — Tenney's. 


k 


Seniob  Class — Second  Session 
Botany — Gray's. 

Physical  Geography — Warren's,  with  Guyot's  "Wall  Maps. 
Normal  Training — Russell's. 
.    Geometry — Davies'  Legendre — five  books. 
English  Literature — Shaw's. 

Book-Keeping — Payson  &  Dunton's  Double  Entry. 
General  Exercises — Same  as  in  Junior  Year. 

REGULATIONS   OF  THE   STATE   NORMAL  SCHOOL. 

Adopted  hy  the  Board  o^  Normal  School  Trustees,  March  28,  18G8. 

1.  All  pupils,  on  entering  the  School,  are  to  sign  the  following  declaration 
of  intention: 

' '  We,  the  subscribers,  hereby  declare  that  our  purpose  in  entering  the  State  Normal  School 
is  to  fit  ourselves  for  the  profession  of  Teaching,  and  that  it  is  our  intention  to  engage  in 
teaching  in  the  Public  Schools  of  this  State." 

Male  candidates  for  admission  must  be  at  least  eighteen  years  of  age ;  and 
female  applicants  at  least  fifteen  years  of  age ;  and  all  must  possess  a  good  de- 
gree of  physical  health  and  vigor. 

2.  No  person  whose  age  exceeds  thirty  years  shall  be  admitted  to  the  School, 
except  teachers  who  are  fitted  to  enter  the  Senior  Class. 

3.  Whenever  the  number  of  applicants  from  any  county  shall  exceed  the 
number  to  which  that  county  is  entitled  by  law,  the  applicants  shall  pass  a 
competitive  examination  before  the  County  Superintendent,  and  the  County 
Board  of  Examination;  which  examination  shall  be  conducted  in  the  same 
manner  as  county  examinations  for  third  grade  teachers'  certificates.  The 
persons  passing  the  highest  examination  shall  be  eligible  to  admission  in  the 
order  of  their  standing  in  examination. 

4.  All  applicants  are  required  to  present  letters  of  recommendation,  and 
certificates  of  good  moral  character,  from  the  County  Superintendent  of  the 
county  in  which  they  reside. 

5.  All  new  applicants  shall  present  themselves  for  examination  at  least  three 
days  previous  to  the  regular  day  of  each  term  commencement;  and  no  pupil 
shall  be  admitted  during  term  time,  except  in  case  of  teachers  who  hold  at 
least  second  grade  State  or  County  certificates. 

6.  The  Principal  of  the  School  shall  keep  a  register  of  the  attendance  of 
pupils,  and  shall  report  monthly,  to  the  Secretary  of  the  Board,  the  whole 
number  enrolled,  the  average  number  belonging,  the  average  daily  attendance, 
the  percentage  of  daily  attendance,  and  such  other  statistics  as  may  be  re- 
quired by  the  Executive  Committee  of  the  Board. 

7.  No  puj)il  shall  be  entitled  to  a  Diploma  of  Graduation  who  has  not  been 
a  member  of  the  School  at  least  one  term  of  five  months. 

8.  The  Normal  School  shall  be  divided  into  two  classes:  Junior  and  Senior 
— each  divided  into  two  divisions. 

.     GENERAL  INFORMATION. 

The  time  for  completing  the  Normal  School  course  is  two  years,  each  divided 
into  two  terms  of  five  months. 

There  will  be  Written  Examinations  and  Public  Exercises  at  the  close  of  each 
term.     The  Graduating  Exercisee  will  be  in  May. 

Pupils  will  be  required  to  furni-h  their  Text  Books.  Books  for  reference 
will  be  furnished  by  the  State.  Good  boarding  can  be  procured  at  about 
twenty-five  to  thirty  dollars  per  month. 

Applicants  will  please  read  attentively  the  "Regulations"  as  given  above, 
particularly  the  Fourth  and  Fifth. 

All  graduates  will  be  required  to  pass  an  examination  on  the  entire  course. 
Those  who  complete  the  studies  of  the  Junior  Class  will  be  entitled  to  ecrtifl- 
cates  of  qualification,  for  teaching  schools  of  Second  and  Third  Grade. 

For  additional  particulars,  address 

Rkv.  WM.  T.  lucky.  A.  M.,  Peincipal,  San  Francisco. 


THE  COMPLETE  SERIES 
Eoftinsott^s  Full  Course  of  fflatftematics. 


The  "BROTHERS  OF  THE  CHRISTIAN  SCHOOLS"  have  ordered  such  of    Rotoin- 
gon's  Matliematical  Series  as  are  adapted  to  their  classes;  and  they  are  now  in  use 

in  schools  under  their  supervision  in  Montreal,  C.W.;  Quebec,  C.  E  ;  Santa  Fe,  New  Mexico, 
New  Orleans,  St.  Louis,  Chicago,  Detroit,  Baltimore,  Philadelphia,  New  York  City,  Brooklyn, 
Albany,  Troy,  Utica.  Rochester,  and  many  other  large  towns,  from  the  Atlantic  to  the  Pacific. 
We  give  the  titles  of  the  several  books  of  the  series,  and  some  of  the  many  commendations 
received. 


RoBiNsox's  Progressive  Table  Book. 
Robinson's    Progressive    Primary    Arith- 
metic. 
"  The  '  Progressive  Primary  Arithmetic '  is 
happily  calculated  to  teach  the  infant  mind 
self-reliance." —  Rev.   N.   H.    Gillespse,   Vice- 
President  of  Notre  Dame  University, 
Robinson's      Progressive      iNTELLECTUAii 

Arithmetic. 
Robinson's  Rudiments  of  Written  Arith- 
metic . 
Robinson's  Progressive  Practical  Aiuth- 

metic. 
Robinson's  Key  to  Practical  Arithmetic. 
Robinson's    Progiiessive     Higher    Arith- 
metic. 
"Robinson's    Progressive    Higher    Arith- 
metic is  certainly  one  of  the  most  practical 
works  on  the  subject  now  before  the  public." 
— Bro.  John  Chrysostom,  Philadelphia. 
Robinson's  Key  to  Higher  Arithmetic. 
Robinson's  Arithmetical  Examples. 
Robinson's  New  Elementary  Algebra. 
Robinson's  Key  to  New  Elementary  Algeb. 


Robinson's  New  Untvertity  Algebra. 

"  In  my  opinion  the  New  University  Alge- 
bra justly  merits  what  the  author  claims  for 

it— a  rombination  of  the  best  practical,  with 

the    highest    theoretical,   character " —  E.  B. 

Downing,  LL.  D.,  Prof,  of  Math.,   University 

of  St.  Mary's  of  tiie  Lake,  Chicago. 

Kobinson's  Key  to  New  University  Alge- 
bra. 

Robinson's  New  Geometry  autd  Trigonom- 
etry. 

Robinson's  Surveying  and  navigation. 

Robinson's   Analytical    Geom.  and  Conic 
Sections. 

Robinson's  New  Differential  and  Inte- 
gral Calculus. 

Robinson's  Geometry,  separate 

Robinson's  Trigonometry,  separate. 

Key  to  Geometry,  Trigonomeky,  Survey- 
ing, etc. 

Kiddle's  New  Elementary  Astronomy. 

Robinson's  University  Astronomy. 

Robinson's  Mathematical  Operations. 

Marks'  First  Lessons  in  Geometry. 


Brother  Ambrose,  ProuiraciaZ  of  the  Christian  Brothers  of  the  United  States:— "Vie  have 
been  using  Robinson's  Series  of  Mathematical  Books  for  over  three  years,  and  find  them  so 
well  adapted  to  our  purposes  that  they  now  supersede  all  other  works  on  Mathematics  in 
our  Schools  and  Colleges.  A  report  having  gone  abroad  that  Robinson's  works  were  exclu- 
ded from  our  schools,  I  avail  myself  of  the  present  occasion  to  contradict  it,  and  to  add 
that  they  are  the  standard  works  used  in  our  Schools  and  Colleges,  not  only  in  the  United 
States,  but  in  the  Canadas." — De  La  Salle  Institute.  March  1865. 

"  Robinson's  Series,  as  far  as  I  have  examined  it,  meets  with  my  hearty  approval,  and  I 
hope  it  will  be  introduced  into  all  the  Schools  of  our  Society,  as  the  Arithmetics  and  Alge- 
bras have  been  in  this  college.  We  have  concluded  to  adopt  the  entiite  series."— Hev.  N.  H. 
Gilles])ie,  Prefect  of  Studies,  and  Vice-President  of  Notre  Dame  University,  Indiana. 

"  I  am  convinced  that  Robinson's  Arithmetics  are  among  the  first  as  to  methods  and 
clearness.  I  have  adopted  the  practical,  and  hope  soon  to  introduce  the  higher  Aiithmetlc." 
— Rev.  J.  L.  Letoumeau,  Director  of  the  Teaching  Brothers  of  the  Holy  Cross. 

MARKS'  FIRST  LESSONS  IN  GEOMETRY. 

Objectively  presented,  and  designed  for  the  use  of  Primary  classes.  Illustrated  by  colored 
diagrams.     By  Bebnhakd  Marks^  Principal  of  Lincoln  School,  San  Francisco. 

This  book  is  constructed  for  the  purpose  of  instructing  large  classes,  and  with  reference 
to  being  used  by  teachers  who  have  themselves  no  knowledge  of  Geometry. 

It  is  held  that  this  science  should  b^;  taught  in  all  Primary  and  Grammar  Schools,  for  the 
same  reasons  that  apply  to  all  other  branches. 

The  elements  of  Geometry  are  much  easier  to  learn,  and  more  valuable  when  learned, 
than  advanced  Arithmetic;  and  if  a  boy  is  to  leave  school  with  merely  a  Grammar-school 
education,  he  would  hs  better  prepared  for  the  active  duties  of  life  with  a  little  Arithmetic, 
and  some  Geometry,  than  with  more  Arithmetic  and  no  Geometry. 

TOWXSENirS  CIYIL  GOVERNMENT. 

Designed  as  a  full  and  complete  class-book  on  this  subject.     By  Calvin  Townsend,  Esq. 

In  this  work  the  subject  of  Civil  Government  is  presented  analytically,  and  is  the  first 
work  published  pretending  to  give  a  topical  and  tabular  arrangement  of  the  principles  of 
our  Government. 

We  are  confident  that  the  Teacher  and  Educator  will  find  in  this  work  a  larger  amount 
of  facts,  and  more  useful  information,  and  so  presented  as  to  be  better  adapted  for  a  popu- 
lar class  book,  than  any  other  work  yet  presented  to  the  public. 
Addre.s3  the  Publisliers, 

IVISON,  PHINNEY,  BLAKEMAN  &  CO., 

47  &  49  Green  Street,  New  York. 


The  Latest,  Best  Most  Popular  Botanical  Text  Books. 


By    ASA   QRAY,    M.    D. 

Fisher  Professor  of  Natural  Science  in  Harvard  University. 


The  world  wide  reputation  of  PKOF.  GRA.Y  is  sufficient  guaranty  for 
the  scientific  accuracy  of  his  books;  their  popularity,  evinced  by  a  sale  greater 
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due;  they  have  no  equals  in  any  respect. 

Gray's  "How  Plants  Grow," $1  00 

A  Botany  for  Young  People.       Handsomely  Illustrated. 

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Gray's  School  and  Field  Book  of  Botany 2  50 

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Gray's  Manual  of  Botany $2  50 

Gray's  Lessons  and  Manual.    One  volume 3  00 

Gray's  Manual,  with  Mosses,  etc.  illustrated 2  50 

Gray's  Structural  and  Systematic  Botany 3  00 

Flora  of  the  Southern  United  States.    By  A.  W. 

Chapman,  M.  D.     One  volume 3  50 


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SPENCERIAN   PENMANSHIP. 

The  American  Standard  of  Business  Penmanship. 

The  only  Original^System.       First  rubliahed  in  1849. 

Used  in  nine  tenths  of  all  the  Normal  schools  in  the  United  States. 
Used  more  in  New  York  and  more  generally  everywhere  than  any  other. 
Taught  by  the  best  penmen.  Produces  tJoe  best  penmen,  and  challenges 
THE  woBLD  to  show  better  results,  or  a  better  business  or  ornamental  penman  than 
than  one  taught  exclusively  in  its  school 

I^="Teachers  and  School  Officers  are  invited  to  correspond  with  us, 
and  to  send  for  the  Educational  Almanac  for  1870. 

IVISON,  PHINNEY,  BLAKEMAN  &  CO., 

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THE  FIFTIETH  VOLUME! 

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PHRENOLOGICAL  JOURNAL 

A  FIRST  CLASS  FAMILY  MAGAZINE, 

Specially  devoted  to  the  "Science  of  Man,"  his  improvement,   by  all  the 
means  indicated  by  Science. 

Phrenology.  The  Brain  and  its  Functions ;  the  Location  and  Natural  Lan- 
guage of  the  Organs,  with  directions  for  cultivating  and  restraining  them ;  and 
the  relations  subsisting  between  Mind  and  Body  described. 

Physiognomy,  with  all  the  "Signs  of  Character  and  How  to  Read  them,"  is 
a  special  feature. 

Ethnology;  or,  The  Natural  History  of  Man.  Customs,  Religions  and 
Modes  of  Life  in  different  Tribes  and  Nations,  will  be  given. 

Physiology  and  Anatomy.  The  Organization,  Structure  and  Functions  of 
the  Human  Body;  the  Laws  of  Life  and  Health — What  we  should  Eat  and 
Drink,  How  we  should  be  Clothed,  and  How  to  Exercise,  Sleep  and  Live,  pre- 
sented in  a  popular  manner,  in  accordance  with  Hygienic  Principles. 

Portraits,  Sketches,  and  Biographies  of  the  leading  Men  and  Women  of 
the  World  in  all  departments  of  life,  are  special  features. 

Parents  and  Teachers.  As  a  guide  in  educating  and  training  Children, 
this  Magazine  has  no  superior,  as  it  points  out  all  the  peculiarities  of  Charac- 
ter and  Disposition,  and  renders  government  and  classihcation  not  only  pos- 
sible but  easy. 

Much  general  and  useful  Information  on  the  leading  topics  of  the  day  is 
given,  and  no  efforts  are  spared  to  make  this  the  most  interesting  and  in- 
structive as  well  as  the  Best  Pictorial  Family  Magazine  ever  published. 

Established.  The  Journal  has  reached  its  50th  VOLUME,  and  with  Janu- 
ary Number,  1870,  a  NEW  SERIES  is  commenced.  The  fonn  has  been 
changed  from  a  Quarto  to  the  more  convenient  Octavo,  and  many  improve- 
ments have  been  made.  It  has  steadily  increased  in  favor  during  the  many 
years  it  has  been  pubhshed,  and  was  never  more  popular  than  at  present. 

Terms -Monthly,  at  $3  a  year,  in  advance.  Single  numbers,  30  cents. 
Clubs  of  ten  or  more,  $2  each,  and  an  extra  copy  to  agent. 

AVe  are  offering  the  most  liberal  Premiums.  Inclose  15  cents  for  a  sample 
number,  with  new  Pictorial  Poster  and  Prospectus,  and  a  complete  List  of 
Premiums. 

Address  S.  JR.  WELLS,  PuhUsher, 

jAN-3  389  Broadway,  New  York. 


BYRON  BAILEY.  WM.    SMITH. 

B^LE  Y  &  SMITH 

FORMERLY 
DERBY    &    BAIIiEY, 

MANUFACTURERS      OF      ALL 

Kinds  of  School  Furniture,  Settees,  Offiice  Desks,  etc., 

No,  51  Beale  Street,  near  Mission, 

SAN  FRANCISCO. 

l^  Having  had  an  experience  of  four  years  on  this  coast  in  the  manufacture 

of  SCHOOL  FUHNITURE,  and  possessing  facilities  surpassed  by  no 

other,  we  are  prepared  to  furnish  a  superior  ai-ticle"  at  the  lowest  rates 

j-ly  j^="  All  orders  promptly  attended  to.  .^^ 

3 


Fix'st  Ste]3s  in  Geograpliy, 

Intended  to  precede  COllNELL'S  GEOGEAPHICAL  SERIES,  and  to  intro- 
duce the  little  pupil  pleasantly  and  profitably  to  the  Kudiments  of 
Geography.     One  beautiful  volume,  child's  quarto,  with 
numerous   Maps   and  Illustrations,  72  pages. 

Cornell's   Geographical  Series 

CONSISTS  OF 
I.    Primary  Geofjraphy,    Small  4to.     100  pp.     12  Maps.    Beau- 
tifully illustrated. 
11,    Intermedldte    Geoffraphy,      Large  4to.      96  pp.      Revised 
edition,   brought  up  to  date,  with  new  and  additional  Maps  and 
numerous  Illustrations.    Contains  a  summary  of  Physical  G  eography . 
Grainmar-ScJiOol  Geography,     Large  4to.,  with  numerous 
Maps  and  Illustrations.     108  pp.     Contains  comprehensive  lessons 
on  Physical  Geography,  and  a  practical  system  ot  Map  Drawing. 
Ill,    Hi f/7i -School    Geography   and   Atlas,      Geography,   large 
I'imo.     Richly  Illustrated.     It  includes  Descriptive,  Physical,  and 
Mathematical  Geography.     Atlas,  verj'  large  4to.      Containing  a 
complete  set  of  Maps  for  study;  also  a  set  of  Reference  Maps  for 
family  use. 
THE  INTERMEDIATE  GEOGRAPHY  is,  in  accordance  with  the  author's 
plan,  designed  for  pupils  who  have  completed  a  primary  course  on  the  subject. 
It  possesses  all  the  advantages  of  arrangement  and  systt^m  peculiar  to  the  first 
book  of  the  series.     It  clearly  explains  the  terms  used  in  Pliyiiical,  Political, 
and  Mathematical  Geography,  and  contains  a  judiciously  selected  and  care- 
fully systematized  amount  of  Descriptive  Geography.    The  work  also  embraces 
a  Pronouncing  Vocabulary  of  the  Geographical  names  contained  in  it,  giving 
the  population  of  places,  the  length  of  rivers,  etc. 

THE  GRAMMAR-SCHOOL  GEOGRAPHY  may  either  follow  the  Inter- 
mediate Geography  or  be  used  instead  of  it,  as  the  second  part  of  tne  series. 
The  chief  difference  between  the  Intermediate  and  the  Grammar  School  is 
that  the  latter,  though  no  more  elevated  in  style,  is  fuller  in  detail,  presents 
a  greater  variety  of  map  questions,  and  a  larger  mnuber  of  localities  to  be 
memorized.  Both  are  alike  philosophical  in  their  arrangement,  accurate  in 
their  statements,  chastely  and  lavishly  illustrated,  highly  attractive  in  their 
external  appearance,  and,  generally,  just  what  the  iiHelligent  teacher  desires. 
THE  HIGH-SCHOOL  GEOGRAPHY  AND  ATLAS  are  intended  for 
High  Schools,  Academies  f.nd  Seminaries.  They  cover  the  whole  ground  of 
Mathematical,  Physical,  and  Descriptive  Geography.  The  Atlas  Mill  be  found 
fuller  and  more  reliable  than  former  atlases,  and\vill  answer  every  practical 
purpose  of  reference  for  schools  and  families." 

^C^  A  copy  of  either  part  of  the  Series,  for  examination,  will  be  sent  by 
mail,  post-joaid,  to  any  Teacher  or  School  Officer,  remitting  one  half  its  price. 

D.  APPLETON  &  CO.,  NEW  YORK. 

•  HAVK   JUST  PUBLISHED 

j/i  SsTzes  of  Oubtline  J^icu-ps, 

BY     THE      AUTHOK     OF     CORNELLS's      SERIES      OF      SCHOOL      GEOGRAPHIES. 

In  beauty  and  neatness  of  engraving,  convenience  of  size,  accuracy  of  state- 
ment, and  simplicity  of  arrangement,  these  maps  are  superior  to  any  hereto- 
fore published.    Also, 

Cornell's  Cards  for  the  Study  and  Practice  of  Map  Drawing. 

Designed  for  the  use  of  Schools,  They  are  of  large,  but  convenient  size; 
and  neatly  put  up  in  sets. 

For  sale  by  all  Booksellers  throughout  (Mifornla  and  Oregon. 

HENRY  PAYOT  &  CO., 

BookwcIleiM,  rii1>IiNlu>iH,  and  A|;t>iil«i  for  llie  siilc  of  < lie  Cornell's  Series  of 
tieoifriipliies,  G^U  uiid  0^^  WusUiuji'toii  street.  Nun  Francisco. 


®ci©|,.®©o  «©:pib§)  s©IiIii 

Guy  of  s  Geographical  Series. 

• 0 

The  Most  Perfectly  Graded  and  Successful  Text  Books  in  Use. 


Jilt  nmui  jw^jno!)  ^\  ]\mm  ^i^H^^'i. 

0 

-■  Guyot's  Introduction  to  the  Study  of  Geography. 
Guyot's  Elementary  Geography,  for  Primary  Classes. 
Guyot's  Intermediate  Geography:  A  Study  of  Form  and  Location, 
Guyot's  Common  School  Geography: 

A  General  View  of  the  Continents,  and  all  the  Principal  Countries  of  the  Earth. 


These  Works,  in  addition  to  the  Physical  Wall  Maps,  by  the  same  author, 
have  revohitionized  Geogi-aphical  teaching.  The  fascinating  style  in  which 
these  books  are  prepared,  the  clear  and  forcible  manner  in  which  Professor 
Guyot's  views  of  the  relations  of  facts  in 

NATURE    AND    THE    HISTORY    OF    iVIAN 

are  presented  ;  the  acceptance  of  these  views  by  the  most  eminent  scientific 
men,  and  teachers  generally,  as  well  as  the  general  desire  for  a  more  attractive 
and  satisfactory  mode  of  instruction,  have  contributed  to  the 

O  II  E  ^V  ^r      SS  TJ  C  C  33  s  s 

which  these  Geographies  have  obtained. 

Unsolicited  testimonials,  from  Teachers  using  Guyot's  Geographies  are 
constantly  received  ;  and  the  practical  success  of  these  text-books  is  assured, 
by  the  genuine  welcome  and  hearty  appreciation  of  thousands  of  intelligent 
Teachers  throughout  the  counti-y. 

0 

Extract  from  the  Eepoi-t  of  Hon.  W.  R.  White,  General  Superintendent  of 
Free  Schools  for  the   State  of  West  Virginia,  recommending  Guyst's 
Geographies  for  ex«lusive  use  in  the  Schools  of  the  State  : 
"In  teaching  Geography,  a  most  marked  revolution  has  been  effected.     In 
Guyot's  new  work  the  Teacher  will  find  a  welcome  assistance .    The  Interme- 
DL\TE  Geography  contains  all  that  is  at  present  needed  bv  the  large  majority 
of  the  pupils  who  attend  our  schools.      The  '  Teachers'  Edition  of  the  Com- 
mon School, '  intended  solely  for  Teachers,  is  earnestly  recommended  to  those 
who  have  not  had  a  Normal  preparation." 

0 

*'  Guyot's  31aps  are  Incomparably  Superior."  pkof.  l.  agassiz. 

Guyot's  \l^all  Maps,   JLarge  Series,   No.  1 $71  00 

Guyot's  Wall  Maps,   Intermediate  Series,   No.  3 38  50 

Guyot's  Wall  :^aps.   No.   3,   inountetl  on.  Rollers 35  00 

Guyot's  W^all  Maps,   Portfolio  Series '18  00 

Key  accompani"  s  each  Series,  free  of  cost, 
Guyot's  Classical  Maps,    (3  JSI-ips,   $15  each,) 45  00 

^^  Full  Descriptive  Catalogue,  with  Testimonials  from  promint  Teachers, 
of  every  State  in  the  Union,  sent  on  application . 

CHARLES  SCBIBJVJEB  &  CO,, 

654:  Broadway,   New  York. 

A,  MOM  AN  &  CO.,  San  Francisco,  CaL  s-1y 


k 


Popular    School    Books. 
New  Series  of  Geographies 

Is  now  complete  in  three  Books,  each  of  which  has  recently  been  thoroughly 
revised.  These  Books  form  a  complete  Geographictd  Course,  adapted  to  all 
grades  of  Schools,  and  is  the  most  compact  and  economical  series  now  pub- 
lished.   

The  New  Primary 

Presents  the  elementary  principles  of  Geography  in  a  Series  of  Oral  Lessons, 
combined  with  concise  definitions,  in  a  difierent  style  of  type.  It  gives  a 
correct  idea  of  the  Earth  as  a  whole,  and  a  general  description  of  Continents 
and  their  political  subdi^dsions. 

The  New  Intermediate 

Excels  in  systematic  arrangement  and  treatment.  The  topics  follow  each 
other  in  natural  order,  and  the  general  principles  and  descriptions  precede  the 
less  important  details.  The  text  is  concise  and  intelligible,  and  the  questions 
for  review  are  calculate  d  to  awaken  thought  and  stimulate  to  investigation. 
The  Mai^s,  which  are  new,  and  on  copper  plate,  are  unsurpassed  for  accuracy 
and  clearness,  one  of  them  being  a  full  paged  MAP  OF  CALIFOKNIA, 
exhibiting  the  Counties  of  the  State. 

The  New  Physical 

Has  been  entirely  re-written,  and  contains  the  results  of  the  investigations 
and  discoveriefj  of  the  most  eminent  (xeographers  and  Scientific  Men  in  all 
parts  of  the  World  up  to  the  present  date.  It  contains  a  new  set  of  finely 
executed  Maps,  prepared  by  the  skillful  engi-avers  of  the  Coast  Survey,  Wash- 
ington, D.  C;  while  the  entire  subject  is  presented  in  a  brief,  but  compre- 
hensive manner,  and  in  a  state  of  completeness  not  hitherto  attemjjted  in  this 
country. 

No  higher  commendation  could  be  awarded  to  any  Series  of  Books  than 
that  received  by  Warren's  Series  of  Geographies,  by  their  use  in  most  of 
the  piincipal  cities  of  the  Union  for  many  years  and  by  their  re-adoption  as 
fast  as  revised,  in  such  cities  as 

Boston, 

Providence  ^ 

Washington,  /).  C, 
I'luladclph  ia, 

St,  Louis f  Mo,f 
Chicago^ 

Nashville, 

<Cc.,  <f)c.. 

And  thousands  of  other  Counties,  Cities  and  Towns. 

COWPERTHWAIT  &  CO.,  Publishers, 

PHILADELPHIA. 


Popular    School    Books. 

GREENE'S  NEW  SERIES  OP  GRAMMARS. 
Greene's  New  Introduction. 
Greene's  New  English  Grammar. 
Greene's  Analysis  op  the  English  Grammar. 

These  Books  form  a  connected  Series,  but  either  is  complete  in  itself  and 
may  be  used  independently  of  the  others.  This  Series,  which  has  recently 
been  thoroughly  revised,  was  prepared  by  Prof.  S.  S.  Gkeene,  of  Brown 
University,  and  is  the  result  of  a  long  and  careful  study  of  the  language  itself, 
as  well  as  the  best  methods  of  teaching  it.  The  Kevised  Books,  although 
issued  but  a  short  time,  have  already  been  adopted  by  the 

State  S uperintendent  of  Kansas^ 
State  Commissioners  of  Minnesota^ 
State  Commissiofiers  of  Arkansas ^ 
The  School  Board  of  Chicago,  111,, 
The  School  Board  of  St,  Louis,  Mo-, 

And  of  One  Thousand  other  Cities  and  Towns  of  the  United  States. 


A  New  Work  on  Yocal  Grymnastics, 

BY  PEOF.  LEWIS  B.  MONROE, 

Superintendent  of  Physical  and  Vocal  Culture  in  the  Boston  Public  Schools. 
102  pp.  D.';  12mo.     Illustrated,  Cloth.     Price,  $1.00. 
A  Book  for  every  Teacher  and  Student  of  that  most  elegant  of  arts.  Elocution 


IIV     THR^EE     SEJRIES. 

Tlie  School  Series— Nos.  1  to  9,  inclusive. 

Tlie  Ladies'  Series — Nos.  10  to  13,  inclusive. 

The  Mercantile  and  Ornamental  Series— Nos.  13  to  15,  inclusive. 

Totter  &  llaininomVs  Boolxkeejriiig , 
Buard^s  lltstorj/  of  the  United  States, 
Coivdcry's  Moral  Lessons,  <£'C,,  tCc. 

jj^^  Correspondence  of  Educators  solicited. 

COWPERTHWAIT  &  CO., 

tf  PHILADELPHIA. 


NEW  IMPROVED  SCHOOL  DESK. 


Patented    F<^bruary    I8th,     1863, 


By  J.     S.     RANKIIV. 


I^rices, 

Made  of  Redwood,  with  ma- 
ple legs  and  ends $6.00 

White  Cedar 7.00 

Spanish  Cedar,  or  Cherr3^  .     8.50 

Teachers'  Desks $18  to  $40.00 

Black  Board,  per  foot 40 

Settees,  per  foot 80 

j  Liquid   Slating,  for  Black- 
boards, per  quart 2.50 

Black  Board  Rubbers,  doz.     6.00 

Dumb-bells,  pair 50  to  2.00 

Rings 50 

Indian  Clubs ^'2.50  to  $3.50 

By  the  arrangement  represented  above,  two,  three  ol*  more  School  Desks 
are  connected  by  a  longitudinal  beam  or  board,  and  firmly  held  together.  The 
following  advantages  are  claimed  for  this  arrangement: 

1.  The  scries  of  Desks  thus  formed  stand  very  firm  on  the  floor,  without 
being  in  any  manner  fastened  to  it. 

2.  They  can  be  removed  at  pleasure  by  adults,  in  a  few  minutes,  with  little 
or  no  expense. 

3.  They  present  fewer  obstacles  to  the  use  of  the  broom  than  any  Desk  in  use. 

4.  They  furnish  much  less  occasion  for  noise  than  other  Scnool  Desks,  by 
presenting  less  surface  for  the  feet  to  strike  against. 

5.  They  are  superior,  also,  to  other  Desks  in  regard  to  the  convenience  of 
getting  in  and  out  of  them  with  ease. 

6.  In  appearance  they  are  neat,  and  when  properly  made,  even  elegant. 

7.  The  c:':i'.nvl  longitudinal  beam  separates  the  two  scholars  in  each  Desk, 
thus  gi/iii;f  to  the  arrangement  one  of  the  principal  advantages  claimed  for 
single  Desks. 

8.  They  are  simple  in  construction,  and  easily  made  "at  home"  by  any 
good  workman;    put  together  with  screws,  can  be  taken  apart  and  boxed. 

9.  They  can  be  more  easily  adapted  to  particular  tastes  and  circumstances, 
as  regf  r'^  heigh!;  of  seat  and  writing  board,  inclination  of  the  seat  and  back, 
etc.,  thaii  any  ^losk  that  is  supported  by  castings. 

10.  T'lMv  are  in  general  jirnter  oxiA  more  durable  than  Desks  that  require  to 
be  fastened  to  the  floor  by  screws  or  nails. 

11.  They  are  much  cheaper  than  any  other  good  desk — costing,  ordinarily, 
not  more  than  one  half  as  much. 

That  these  statements  are  true,  will,  it  is  believed,  be  apparent  to  teachers 
and  others  who  have  had  much  experience  in  using  and  furnishing  school 
rooms;  and  if  they  are  true,  it  is  equally  plain  that  the  advantages  obtained 
by  this  arrangement  are  very  great*  and  that  it  has  good  claims  to  the  notice 
and  favor  of  all  who  may  desire  to  assist  in  improving  the  appearance  of  our 
school  rooms  and  promoting  the  comfort  of  pupils  and  teachers. 

These  Desks  are  now  in  use  in  three  hundred  Schools  in  this  State,  many 
of  which  are  the  first  Schools  in  the  State.  They  give  entire  satisfaction,  and 
are  increasing  in  popularity.  Teachers,  County  Superintendents,  and  Trus- 
tees will  find  their  orders  promptly  filled.  All  the  best  styles  of  School 
Furniture  and  supplies  can  be  obtained  at  this  Institute,        Address, 

WARREN    HOLT, 

Vaci/ic  School  Iiisttfiite, 

411  Kearny  St.  bet.  Pine  and  California, 

SAN   FRANCISCO, 


MECHANICS'    INSTITUTE, 

Post  St.,  between  3Iontgoinery  and  ILearny, 

SAM  FEAMGISGO,  QATU. 


TO  THE  PUBLIC  : 

The  undersigned -most  gratefully  acknowledge  the  large  and  increasing  pat- 
ronage bestowed  upon  the  "Pacific  Business  College"  in  this  city,  more 
especially  as  the  attendance  for  the  last  few  months  has  been  larger  than  dur- 
ing any  period  since  it  has  been  established,  thus  shoxving  that  it  is  supplying 
an  important  and  needed  want  in  the  community. 

The  purpose  of  establishing  the  "Pacific  Business  College  "  in  San  Fran- 
cisco was  to  furnish  young  and  middle-aged  men,  intended  for  mercantile  pur- 
suits, or  those  desirous  of  situations  as  Book-keej^ers,  Accountants  and  Sales- 
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MARCH,     1870. 


Vol.  YII.  SAN  FRANCISCO.  J<ro.  9. 


NORMAL    TRACT    ON    COMMOJVJ    FRACTIONS. 


BY  BEBNHAKD  MABKS. 


The  following  Normal  Tract  on  Fractions,  is  intended  to 
be  used  by  the  teacher  merely  as  a  iplan  of  the  work.  The 
Order  of  Development  is  indicated  principally  by  examples, 
as  being  more  perspicuous  than  the  written  expression  of 
them. 

It  is  intended  to  serve  the  double  purpose  of  presenting 
to  the  view  at  a  single  glance  the  order  of  the  topics,  with 
the  cases  under  each,  and  of  being  a  basis  ior  frequent  men- 
tal  revieios. 

Under  each  topic,  and  sometimes  under  each  case,  a 
problem  is  solved  and  the  most  convenient  form  of  the  op- 
eration given. 

I  have  made  a  distinction  between  solution  and  operation 
which  I  do  not  find  in  any  of  the  many  arithmetics  I  have 
read  and  which  occurred  to  me  while  delving  in  foundation 
work.  The  solution  is  the  tracing  of  the  relations  between 
the  data  of  a  problem  and  is  independent  of  specific  values. 
The  operation  is  the  finding  of  the  values.  This  distinction 
is  analagous  to  the  view  taken  by  Compte  of  the  nature  of 
Algebra,  which  he  calls  the  Calculus  of  Functions,  and  that 
of  Arithmetic,  which  he  calls  the  Calculus  of  Values.  As 
an  example,  take  any  ordinary  problem  in  Fractions — as : 


228  Normal  Tract  on  Common  Fractions.         [Maece 

Eeduce  48  29-  to  an  improper  fraction. 
The  solution  is : 

1  =  -29^ 


48  = 

1392          17 
29+   29 

^-f  x48 

^^     1409 
20 

=  - 

1392 
29 

But  the 

Operation  is 

48 

29 

432 

96 

• 

1392 
17 

1409 


Some  Arithmetics  give  nothing  but  operations  and  call 
them  solutions;  others  again  give  the  solution  of  some 
problems,  and  the  operations  involved  in  solving  others;  but 
make  use  of  only  one  term — either  solution  or  operation — 
which  is  applied  indiscriminately  to -the  solution  of  one 
problem  and  to  the  operation  involved  in  solving  another. 

Now,  it  is  perfectly  clear  to  my  mind,  that  although  the 
solution  is  the  valuable  part  of  the  mental  drill,  the  operation 
is  the  only  thing  needful  in  the  ivritten  exercise  In  fact,  the 
only  object  in  dealing  with  Written  Arithmetic  at  all  is  the 
human  impossibility  of  performing  the  operations  on  large 
numbers  without  the  assistance  of  the  eye. 

Therefore,  we  should  teach  the  solution  as  an  oral  expla- 
nation, and  the  writing  of  it  should  receive  only  incidental 
attention  as  a  matter  of  convenience  in  written  examina- 
tions, while  the  operation  alone  should  be  taught  in  Written 
Arithmetic  as  the  prime  object,  that  which  the  pupil  will 
practice  through  life. 

As  this  is  intended  to  serve  only  as  an  outline  of  the 
teacher's  work  in  Fractions,  the*  problems  here  given  should 
be  considered  merely  as  examples  of  cases  to  which  the 
teacher  should  add  according  to  the  requirements  of  the 
class.  For  the  same  reason  Topic  No.  1  is  not  amplified 
at  all. 

It  is  to  be  borne  in  mind  that  only  the  succession  of  Top- 
ics, which  are  numbered,  are  supposed  to  follow  the  nat- 
ural order  of  preserdation;  the  Cases,  which  are  lettered, 
take  their  places  principally  with  reference  to  the  natural 
order  of  the  subject;  wherefore,  while  the  topics  are  to  bo 


1870.]  Normal  Tract  on  Common  Fractions.  229 

taken  up  in  the  order  here  laid  down,  the  Cases  are  to  be 
selected  according  to  the  grade  of  the  class  under  instruction. 

The  development  of  Cancellation  as  here  given  will  prob- 
ably strike  most  teachers  unfavorably  at  first  view.  The 
principle  upon  which  Cancellation  is  generally  applied  is 
that  if  two  numbers  sustain  to  each  other  the  relation  of 
dividend  and  divisor,  both  may  be  divided  by  the  same 
number  without  altering  the  value  of  the  quotient.  But  the 
application  of  an  abstract  principle  being  manifestly  too 
difficult  for  pupils  when  they  first  take  up  the  class  of  prob- 
lems which  admit  of  Cancellation  the  whole  subject  is 
taught  without  it  at  first,  and  when  it  is  finally  introduced, 
it  is  used  as  a  mere  mechanical  contrivance  which  in  no 
way  addresses  the  understanding.  In  fact,  so  completely  is 
every  vestige  of  thought  banished  from  the  operation,  that 
when  one  fraction  is  to  be  divided  by  another  the  poor  little 
divisor  is  made  to  stand  on  his  head  in  order  that  the  ope- 
rator may  know  the  dividend  and  divisor  by  their  position 
without  any  thought  as  to  their  character. 

Thus,  to  multiply  f  by  |,  the  young  pupil  is  taught  to 
multiply  the  numerators  together  for  the  numerator  of  the 
answer,  and  the  denominators  together  for  its  denominator. 
As  a  matter  of  fact  not  one  child  in  ten  sees  the  effect  of 
multiplying  the  four  by  the  three  ;  but  suppose  all  were 
carefully  taught  that  multiplying  the  denominator  by  3 
divides  the  fraction  by  3,  or  gets  one  third  of  it,  is  it  not  a 
stupid  way  to  divide  f  by  3  ?  And  is  not  the  same  true  of 
the  multiplication  of  the  numerators  ?  Again :  the  advanced 
pupil  is  taught  to  cancel  the  3's.  If  he  has  any  conception 
whatever  of  the  effect  of  his  operation,  he  must  regard  the 
expression  of  his  problem  as  itself  the  answer  and  the  can- 
cellation as  merely  a  reduction  of  that  answer  to  its  lowest 
terms.  As  a  consequence  of  such  teaching,  we  ought  not  to 
be  surprised  when  we  find  that  the  finished  scholars  of  high 
schools  and  colleges,  who  have  been  for  years  familiar  with 
fractions,  imagine  that  there  is  only  one  way  of  dividing  one 
fraction  by  another,  or  at  most  but  two. 

In  developing  the  subject  of  Cancellation  in  tlfe  follow- 
ing pages,  I  had  in  view  as  a  prime  object  to  teach  that 
only  which  is  to  be  practiced  through  life.  I  would  not 
object  to  teaching  one  form  of  operation  as  a  dtvelop- 
meid  lesson  or  preparation  for  another,  but  what  is  taught 
to  the  young  pupil,  as  set  forth  above,  is  not  a  necessary 
preparation  for  what  is  taught  to  the  advanced  pupil.  But 
since  the  principle  upon  which  Cancellation  is  generally 
applied  belongs  to  the  deductive  stage,  I  found  it  a  some- 


230  Normal  Tract  on  Common  Fractions.         [Mabch 

what  difficult  matter  to  introduce  Cancellation  itself  into 
inductive  teaching.  It  became  necessary  to  abandon 
the  general  principle  upon  which  it  is  universally  made  to 
depend,  and  to  use  it  merely  as  a  means  of  putting  out  of 
the  way  parts  that,  having  been  dealt  with,  are  no  longer  to 
be  considered.  Thus,  in  the  above  example,  f  x  f ,  instead 
of  regarding  the  whole  expression  as  a  single  object  to  which 
the  principle  of  Cancellation  is  to  be  applied,  I  propose  to 
keep  distinctly  in  view  the  proper  character  of  each  fraction 
as  multiplicand  and  multiplier;  the  former  being  the  part 
upon  which  we  operate,  and  the  latter  that  by  which  we 
operate.  Since,  according  to  this  view,  the  multiplier 
merely  indicates  what  is  to  be  done  to  the  multiplicand,  the 
whole  of  it  must  be  erased  or  cancelled  in  every  operation 
while  the  multiplicand  itself,  as  modified  by  the  operation, 
becomes  the  answer.  To  perform  this  problem,  we  consider 
that  to  find  f  of  a  number,  we  may  first  find  one  third  of  it 
by  dividing  by  3,  and  then  find  two  thirds  by  multiplying  by 
2 .  If  we  divide  the  multiplicand  by  3  in  the  most  conven- 
ient manner,  we  shall  have  the  same  denominator,  but  the 
numerator  will  be  1.  We  therefore  cancel  the  denominator 
3  and  the  numerator  3  as  of  no  further  use,  while  we  write 
the  new  numerator  1  as  a  part  of  the  required  modification. 
Multiplying  this  result  by  2  in  the  most  convenient  way  the 
numerator  remains  the  same  but  the  denominator  becomes 
2.  We  therefore  cancel  the  numerator  2  and  the  denom- 
inator 4  as  of  no  further  use  and  write  the  new  denom- 
inator 2  as  another  part  of  the  required  modification. 
We  have  now  cancelled  the  wJiole  multiplier  and  the  multi- 
plicand as  modified  becomes  the  product.  In  this  operation, 
we  see  how  we  find  f  of  the  multiplicand.  The  cases  that 
admit  of  partial  cancellation  only,  or  of  no  cancellation  at  all, 
according  to  the  usual  method,  are  treated  in  precisely  the 
same  manner — that  is,  by  Cancellation.  So  that  instead  of 
regarding  Cancellation  as  a  hidden  short-cut,  to  be  revealed 
to  only  the  few  favored  ones,  on  condition  of  their  passing 
through  it  blindfolded,  it  is  ma(ie  the  great  highway  which 
all  may  travel  with  their  eyes  open. 

OBDER  OF  DEVELOPMENT, 

1.     An  apple  or  circle  on  the  Boards  being  divided  into  2,  3, 
etc.,  equal  parts, 
a.     What  is  1  part  called  ?    2  parts  ?    Etc. 
h.     How  to  get  § ,  etc. ,  of  any  one  thing  ? 

c.  How  many  halves,  thirds,  etc.,  in  one? 

d.  How  to  get  J,  J,  J,  etc.,  of  2,  6,  8,  etc. 


1870.]  Nm-mal  Tract  on  Common  JBractions.  231 

e.  How  to  get  f ,  f,  etc.,  of  3,  6,  8,  etc. 

2.  HOW  TO  WRITE  FRACTIONS. 

3.  a.  How  many  thirds,  fourths,  etc.,  in  two  or  more  ? 
6.  In  2 J,  how  many  halves?' 

c.  In  2,  how  many  wholes  ? 

d.  In  I,  how  many  wholes  ? 

4.  a.  f+f. 
&.  5+f. 
c.  5|  +  |. 
d  5|+4. 

e.  5f  +  4f. 

5.  a.  }  — 1. 
6.  5i-I. 

c.  5|  — 2. 

d.  6f  —  2i. 

e.  1  — i. 
/.  5-21 
g.  5J-3f, 

6.  a,  2  times  i  =  4. 
h.  2  times  i  =  J. 

7.  2  times  3f . 

8.  a.  J  of  2,  4,  6,  etc. 
6.  J  of  4,  5,  etc. 

c.  J  of  2,  1  of  3,  etc. 

d.  f  of  6,  9,  etc. 

e.  I  of  4,  5,  etc. 

/.  I  of  2,  ?  of  3,  etc. 

9.  a.  2  is  }  of  what  number  ? 
&.  2 J  is  J  of  what  number? 

c.  2  is  f  of  what  number  ? 

d.  3  is  S  of  what  number  ? 

e.  7  is  I  of  what  number  ? 

10.  What  part  of  6  is  1  ?  2  ?  etc. 

11.  a,  1^2  =  1 

h,  1-^2=1 


232 


United  States  Land  Survey. 


[March 


12. 


3' ^2. 


13.  a. 

J  off. 

b. 

ioff. 

c. 

\oil. 

d. 

toff. 

e. 

f  of|. 

/. 

i  of  IJ, 

9- 

1  of  IJ. 

h. 

2J  times  f . 

i. 

2J  times  IJ. 

14.  a. 

i-j- 

h. 

i^\. 

c. 

iH-i. 

d. 

l*-i. 

e. 

2|^1J. 

15.  a. 

2-J. 

b. 

2-i-f. 

16.  a. 

f-f. 

b. 

li-i- 

c. 

2f^lJ. 

17.  a. 

2  =  how  many  halves  ? 

b. 

Change  J  and  |  to  sixths. 

18.  a. 

6J  +4|. 

b. 

6J  -  4|. 

UNITED  STATES  LAND  SURVEY. 


BY  A.  J.   DOOLITTL]§. 


The  ''magnificent  idea"  of  creating  a  fund  for  the  support  of 
schools  in  the  new  States,  or  those  to  be  admitted  into  the  Union 
after  the  organization  of  the  general  government  by  i\\e  original 
"thirteen",  appears  to  have  been  conceived  as  early  as  1785;  as 
an  ordinance  jDassed  on  the  20th  May  of  that  year  "for  ascer- 
taining the  mode  of  disposing  of  the  lands  in  the  western  terri- 
tory" in  which  a  plan  was  devised  for  surveying  the  same  into 
townships  of  six  miles  square,  and  the  subdivision  of  these  town- 
ships into  sections  of  one  mile  square,  (or'  G40  acres  each)  and 
numbering  the  san^e  from  1  to  3G  consecutively,  which  is  as  fol- 


1870.]  United  States  Land  Survey.  233 

lows :  Commence  in  the  northeast  corner  of  the  township  at  fig- 
ure 1  (one)  and  read  within  the  squares  1,  2,  3,  4,  5  and  6  to  the 
northwest  corner  of  the  township,  thence  drop  south  of  section 
6  to  section  7  and  read  east  to  section  12,  then  west  to  section 
18,  thence  east  to  section  24,  thence  west  to  section  30,  thence 
east  to  section  36,  ending  in  the  southeast  corner  of  each  town- 
ship, (Congressional.)  It  is  the  same  thing  over  and  over, 
with  the  addition  of  the  townships  and  ranges  marked  by  ab- 
breviations from  the  base  and  meridian  lines  from  which  the  sur- 
vey proceeds.  For  example:  The  first  square  of  6  miles  north 
and  east  of  the  Mt,  Diablo  base  and  meridian  lines  would  be 
marked  T.  1,  N.,  R.  1,  E.  in  the  centre  or  top,  according  to  the 
size  of  the  scale  of  said  base  and  meridian  lines. 

Grrass  Valley  is  in  section  27  and  Nevada  City,  Califor- 
nia, is  in  section  12,  T.  16,  N.  of  R.  8,  E.  and  section  7  K  9,  E. 
(the  U.  S.  R  mge  line  passing  between  section  12  and  section  7 
of  the  two  townships.)  Hence,  after  estimating  the  discrepancy 
on  the  2d  standard  north,  and  the  excess  on  the  3d  standard 
north,  we  have  a  little  over  95  miles  north  of  the  base  line  ^d 
less  than  48  miles  east  of  the  meridian. 

T.  signifies  township,  R.  range,  E.  east,  N.  north,  etc. 

Owing  to  the  constant  recurrence,  the  government  permits  this 
abbreviation  in  the  field  notes  of  the  deputy  surveyor.  Written 
memoranda  of  the  nature  of  the  lands,  timber,  minerals, 
mills,  ditches,  and  "matters  of  interest  and  for  general  curiosi- 
ty," the  monuments,  stakes,  bearing  trees,  etc.,  and  the  maps 
(township  plats  constructed  from  the  field  notes)  are  thus  num- 
,  bered  as  they  fall  north  and  east,  south  and  east,  south  and  west, 
and  north  and  west,  progressively  from  any  other  meridian  and 
base  line,  from  which  the  survey  proceeds.  There  are  three 
principal  meridians  in  the  State  of  California.  The  Mt. 
Diablo  base  and  meridian  lines,  first  established  in  1851;  Mt. 
San  Bernardino  base  and  meridian  lines,  established  in  1853; 
Humboldt  base  and  meridian  lines,  established  in  1856,  and 
each  ran  at  $15.00  per  mile.  These  lines  proceed  from  the  high- 
est peaks  or  elevations  of  those  mountains  so  as  to  be  carried 
accurately  for  a  long  distance  away. 

The  Mt.  San  Bernardino  meridian  is  a  distance  of  46  town- 
ships— 276  miles  east,  at  right  angles  to  the  Mt.  Diablo  meridian 
and  base  lines — (due  north  and  south  and  due  east  and  west  line. ) 
The  Humboldt  base  and  meridian,  at  right  angles  to  the  Mt. 
Diablo  line  west,  is  19  townships — 114  miles.  The  Carson 
Guide  meridian  is  17  townships  in  this  State,  and  3  townships  or 
ranges  in  the  State  of  Nevada — 120  miles,  straight  line,  due  east 
from  Mt.  Diablo,  or  a  right  angle  thereto.  It  has,  however,  no 
base  line;  hence  the  surveys  in  the  State  of  Nevada  read  from 
the  Mt.  Diablo  base  and  meridian  lines  north  to  T.  20  and  up- 
wards, and  ranges  44  east — 234  miles  east  (vicinity  of  Austin, 
Lander  county.)     It  must  be  remembered,  however,  that  sur- 


A 


234  United  States  Land  Survey.  [March 

veyed  lines  are  expected  to  be  on  the  level,  air  line,  as  chainmen 
are  sworn  to  level  the  chain,  and  where  mountainous,  to  use 
*'two  pole"  chains  (2  rods)  or  half  chains,  which  is  nearly  equiv- 
alent to  carrying  the  line  through  the  hills  or  mountains  and 
across  the  canons.  From  one-fourth  to  one-third  may  be  usually 
added  to  such  surveyed  lines  in  estimating  the  usual  distance 
traveled  by  roads  or  trails. 

The  excess  or  deficiency  of  each  township  is  thrown  wp  on  the 
north  and  western  tiers  of  sections  in  each  township;  hence 
those  sections  contain  fractional  lots  varying  according  to  the 
works  of  the  different  survej^ors,  and  are  numbered  accordingly 
on  the  plats.  Sections  are  marked  by  a  stake  at  the  corner  of 
each,  on  which,  and  the  bearing  ("witness")  trees  the  No.  of 
Sec,  T.,  R.,  etc.,  are  inscribed  with  a  scriber,  and  the  field 
notes  state  the  number  of  links,  chains,  kind  of  tree,  and  course 
from  the  stake.  There  are  also  four  quarter  stakes  once  in  a  half 
mile  on  the  exterior  lines  of  each  section,  except,  perhaps,  south 
of  the  standards,  marked  J  Sec.,  ^  Sec,  320  acres.  The  quarter 
section  is  160  acres,  the  quantity  allowed  for  a  pre-emption 
right,  and  the  same  quantity  for  a  homestead,  except  inside  of  a 
railroad  grant  in  California.  There  are  four  quarters,  eight  80 
or  sixteen  40  acre  lots  in  a  section  usually.  The  quarter  quarter 
section,  or  40  acre  lots,  are  not  marked  in  the  field  but  is  regard- 
ed by  the  law  as  a  point  '  'intermediate"  between  the  ^  mile  or 
quarter  section  corners.  (See  Act  of  24th  of  April,  1820,  which 
Act  refers  to  Act  of  Congress  passed  on  the  11th  of  FelDruary, 
1805,  governing  the  surveys.) 

The  U.  S.  Deputy  Surveyors,  who  contract  to  survey,  give 
bonds,  make  oath,  and  are  expected  to  do  the  work  according  to 
the  "manual  of  instructions  for  U.  S.  Dej)uty  Surveyors"  issued 
by  the  U.  S.  Surveyor  General  at  Washington.  Their  work  is 
not  a  "railroad  survey,"  as  many  assert.  None  are  paid,  or 
should  be  paid,  except  those  laboring  according  to  the  manual. 
Blit  we  have  been  indignant  at  seeing  some  of  the  shameful 
work  in  Nevada,  Yuba  and  Butte  counties.  U.  S.  Surveyors, 
however,  are  not  required  to  pay  any  attention  to  county  boun- 
daries, or  the  municipal  townships  of  the  same,  as  such,  as  many 
imagine.     They  have  one  square  system  to  work  by. 

Maps  of  the  United  States,  exhibiting  the  counties  in  the 
Western  States,  show  how  symmetrical  those  counties  are  where 
the  surveys  preceded  the  settlement,  when  compared  with  those 
of  the  older  States,  or  our  own,  though  a  new  State. 

The  usual  price  per  mile,  toll.  S.  Deputy  Surveyors,  is  $15.00 
for  meridians  and  standard  lines,  $12.00  for  township  and  range 
lines,  and  $10.00  (currency)  for  subdividing  or  sectioniziug 
lines.  The  interior,  "open,"  or  half  section  lines  are  not  run  by 
the  Government.  A  proposition  is  now  before  Congress  for  so 
doing  to  dispose  of  mineral  lands  by  ten  acre,  or  perhajjs  five 
acre  lots,  and  we  trust  it  will  succeed. 


1870.]  United  States  Land  Survey.  235 


These  meridians  are  established  thus  often,  ox  oftener,  for 
practical  convenience,  and  also  to  avoid  further  offsets  or  jogs 
for  convergence,  (curvature  of  the  earth)  which  is  found  in  prac- 
tice on  the  standard  lines,  which  are  established  once  in  five 
townships — 30  miles — in  surveying  north  of  the  Mt.  Diablo  base 
line  and  four  townships  in  surveying  south  of  the  same.  They 
are  numbered  1st,  2d,  3d,  etc.,  stands,  north  or  south.  The 
convergence  depends  on  the  latitude  chiefly,  like  the  rind  of  an 
orange.  In  going  north  from  Mt.  Diablo  base  line  the  town- 
ships are  getting  narrower  as  we  approach  the  stand  or  correc- 
tion lines.  When  surveying  south  they  are  getting  wider.  They 
should  all  be  surveyed  north  of  a  base  line,  and  none  south  from 
it.  The  work,  also,  should  be  done  by  salary,  per  diem,  to 
avoid  mistakes  and  slights  by  contractors,  and  for  the  immediate 
wants  of  the  people,  as  the  appropriations  are  annually  exhausted. 

The  convergence  (curved  lines  by  following  the  needle)  being 
several  links  to  the  mile  and  doubling  up  as  we  go  east  or  west 
from  the  meridian.  Sec.  6,  or  a  part  of  it  (where  we  inclose  on), 
is  found  south  of  S.  36,  on  the  standard  line,  if  new  lines  are 
not  often  established.  Again  the  numerous  errors  are  corrected, 
or  canceled,  south  of  the  standard  in  going  north.  These  glar- 
ing errors  are  thought  by  persons  who  do  not  understand  the 
rules  of  the  department,  or  the  laws  governing  the  needle,  to  be 
the  fault  of  the  map  maker.  This  is  to  disabuse  them  of  so 
erroneous  an  opinion,  and  to  assure  them  that  it  is  an  unen- 
viable task  so  to  do. 

Maps  exhibiting  the  land  surveys,  by  sections,  numbered 
with  figures  as  they  actually  are,  are  far  more  valuable  and 
reliable  than  mere  sketch  or  general  maps;  and  when  thor- 
oughly compiled,  in  the  field,  with  judgment,  from  personal 
observation,  are  ready  and  cheap  aids  in  planning  vast  enter- 
prises and  military  campaigns,  and  to  the  private  citizen  in  se- 
lecting his  pre-emption  right,  his  homestead  right,  assessing, 
paying  taxes  and  laying  out  school  and  other  districts  intel- 
ligibly. We  had  no  land  survey  to  materially  aid  us  in  the  es- 
tablishment of  our  counties  in  1850.  They  should  now  be  re- 
organized. Sectional  maps  afford  by  the  surveyed  lines,  a  scale 
of  miles,  as  in  music,  without  a  rule,  and  readily  impart  familiar 
knowledge  to  the  child  and  adult,  either  of  whom  would  be 
much  more  profited  by  their  use  in  studying  geography  than  by 
first  studying  those  of  foreign  countries  in  our  public  schools. 
Some  may  argue  that  a  knowledge  of  reading  the  land  survey 
(attainable  in  an  hour)  may  be  deferred,  to  be  learned  when 
grown  to  man  and  womanhood;  but  we  think  better,  or  that  it 
should  be  taught  in  the  schools  as  well  as  marked  out  on  the 
blackboard  by  example,  etc.  Also  practical  demonstrations  by 
measurements  of  lands,  lumber,  wood,  stone,  plastering  or 
ceilings,  etc.,  to  make  the  steady  and  useful  citizen  to  himself  or 
herself  and  the  commonwealth.     (The  U.  S.  land  survey  is  U. 


236  United  States  Land  Survey.  [March 

S.  law,  we  admit,  but  this  is  no  more  than  a  rule  of  action — the 
perf  ction  of  reason.)  Oregon  territory,  August  14,  1848,  re- 
ceived the  36th  section,  first  of  all,  for  schools.  The  government 
gave  to  California  in  1853  the  16th  and  36th  sections  in  each 
township,  or  others  in  lieu  thereof  where  they  were  preoccupied 
by  Mexican  or  other  private  rights,  and  also  provided  for  those 
townships  covered  by  estuaries,  etc. 

Western  and  Southern  men  are  most  familiar  with  the  land 
survey  and  will  find  their  way  in  the  deepest  woods  of  the  West 
by  it.  It  has  been  in  vogue  now  about  85  years  and  is  still 
* 'Greek"  to  about  seven-tenths  of  the  people.  Eastern  people 
and  foreigners  (no  matter  how  well  educated)  are  usually  igno- 
rant of  the  system  of  reading  the  land  survey. 

When  we  reflect  upon  the  newness  of  the  State  of  our  adop- 
tion; that  within  our  remembrance,  of  less  than  twenty  years,  a 
woman,  or  a  child,  would  cause  the  direct  halt,  front  face  and 
steady  gaze  of  the  sturdy  miner  as  they  passed  each  other  on  the 
streets  of  San  Francisco;  that  now  a  list  of  public  schools 
throughout  the  State  shows  great  progress  for  the  short  time  they 
have  been  organized;  with  a  school  fund  of  nearly  a  million  dol- 
lars, and  an  income  per  annum  of  $122,000,  (the  result  of  the 
rich  boon  donated  by  the  government, )  for  the  schooling  of  over 
a  hundred  and  twelve  thousand  children  between  five  and  fifteen 
years  of  age  entitled  to  receive  school  money — the  amount  per 
child  being  $4.00 — can  it  be  questioned  for  a  moment  that  a  law 
by  the  State  requiring  the  teaching,  reading  and  bounding  of 
the  16th  and  36th  sections  of  a  township  of  land  would  be  a 
superfluous  act;  for  enlightening  the  mass  of  the  rising  genera- 
tion to  be  able  to  read  the  sections,  townships  and  ranges,  and 
thus  be  able  to  choose  for  themselves  from  the  government  do- 
main, (of  which  we  yet  have  the  size  of  France  unsurve3^ed) 
their  pre-empion  rights,  homestead  rights,  and  mark  out  the 
lands  described  in  their  patent,  signed  by  the  President  of  the 
United  States;  the  location  of  their  school  houses  and  the  exte- 
rior boundaries  of  their  districts,  counties,  townships,  municipal 
or  judicial?  And  that  maps,  diagrams  and  designs  exhibiting 
the  sections  by  figures  in  the  sections  or  squares,  and  elucidat- 
ing the  same  shall  be  purchased  from  the  library  fund,  instead 
of  being  rejected  on  account  of  this  infojrmality,  or  because  the 
law  reads  "books,"  which  are  often  made  in  foreign  countries  as 
well  as  outline  maps — hence  of  little  practical  sense  in  referring 
to  domestic  affairs. 

It  is  with  exceeding  pleasure  we  discover  the  business  of 
school  teaching  rapidly  rising  to  a  high  rank  as  a  profession  in 
California,  and  recall  also  with  much  pleasure  our  own  early  ex- 
perience in  "teaching  -the  young  idea  how  to  shoot"  in  the 
"Hoosier  State,"  verily,  believing  none  to  be  more  honorable, 
or  useful,  or  likely  to  be  attended  with  happier  results.  Perhaps 
no  wiser  or  more  appropriate  Act  was  ever  passed  by  any  legis- 


1870.]  What  is  the  Mission  of  Education  ?  237 

lative  body  than  the  one  donating  the  16th  section  of  land  for 
school  purposes  up  to  1848,  when  the  36th  section  was  added,  for 
the  purpose,  as  we  presume,  of  r.iising  the  virtue  and  intelli- 
gence of  the  people  to  a  high  standard — the  basis  upon  which 
our  glorious  fabric  of  government  rests.  Thanks  be  to  our  an- 
cestors of  1785,  and  their  descendants,  w^ho  by  their  wdse  and 
virtuous  acts  inaugurated  a  system,  eighty-five  years  since,  of 
surveying  and  donating  lands,  and  especially  by  which  the  finest 
city  for  natural  beauty  in  America,  (Cleveland,  Ohio,)  had  free 
schools. 


WHAT  IS  THE  MISSION  OF  EDUCATION? 


BY   E.  J.   SCHELLHOUS. 


One  of  the  greatest  thinkers  of  the  age  (Herbert  Spencer) 
says:  "The  essential  question  for  us  to  consider  is,  'How  to 
Live?'  Not  how  to  live  in  the  mere  material  sense  only,  but  in 
the  widest  sense.  The  general  problem  which  comprehends 
every  special  problem  is — the  right  ruling  of  conduct  in  all  di- 
rections, under  all  circumstances.  In  what  way  to  treat  the 
body;  in  what  way  to  treat  the  mind;  in  what  way  to  manage  our 
affairs;  in  what  way  to  bring  up  a  family;  in  what  way  to  behave 
as  citizens;  in  what  way  to  utilize  all  those  sources  of  happiness 
which  nature  supplies — how  to  use  all  our  faculties  to  the  great- 
est advantage  to  ourselves  and  others;  how  to  live  completely. 
And  this  being  the  great  thing  needful  for  us  to  learn  is,  by  con- 
sequence, the  great  thing  which  education  has  to  teach.  To  pre- 
pare for  complete  living  is  the  function  which  education  has  to 
discharge,  and  the  only  rational  mode  of  judging  of  any  educa- 
tional course  is,  to  judge  in  w^hat  degree  it  di> charges  such 
functions. "  This  is  a  broad,  deep  and  comprehensive  view  of 
the  function  and  mission  of  education.  It  is  not  claimed  by 
any,  I  believe,  that  education  accomplishes  all  that  is  specified 
in  the  above  quotation.  To  obtain  a  right  view  of  education,  we 
must  understand  the  relation  that  man  sustains  to  the  laws  of 
nature,  his  various  needs  and  requirements,  and  the  influences 
that  affect  and  modify  his  conditions. 

There  is  inherent  in  every  human  being  the  unfolded  germ  of 
all  that  is  good  and  true.  Great  futurities  are  hidden  in  the 
mysterious  depths  of  our  inner  being.  Education  is  the  unfold- 
ment  of  the  innate  powers,  the  growth  and  maturity, — to  use  the 
word  in  its  radical  sense, — the  educing,  or  drawing  forth,  of 
what  is  within.  This  process  of  unfoldment  must  be  carried  on 
through  the  operation  of  natural  law.  As  natural  science  is  a 
description  and  systematic  classification, of  tne  general  principles 
and  facts  of  natural  phenomena,  and  as  man  holds  a  definite  re- 
lation to  natural  law,  it  is  evident  that  it  must  form  the  basis  of 


238  WJiat  is  the  Mission  of  Education  ?  [Maech 

all  education.  Scientific  knowledge,  when  properly  understood, 
is  capable  of  serving  for  guidance  in  the  various  circumstances 
of  life,  and  has  a  definite  bearing  on  human  welfare.  Physiol- 
ogy teaches  that  health  is  impaired  and  life  shortened  by  disease, 
that  the  conditions  of  health  and  disease  are  under  the  control 
of  fixed  laws,  and  that  we  are  capable  of  understanding  and 
obeying  them.  It  is  often  urged  that  to  increase  and  diffuse 
knowledge  on  the  subject  of  preserving  health  is  useless,  as  peo- 
ple will  not  use  that  which  they  already  have.  But  rarely  does 
human  action  completely  conform  to  the  state  of  intelligence, 
and  if  it  holds  as  an  objection  here,  it  must  hold  in  every  species 
of  knowledge.  Habits  of  living,  when  once  established,  are  not 
easily  broken  up,  but  to  induce  right  habits  in  the  young  is  a 
matter  of  great  consequence.  Conduct  adapts  itself  but  slowly 
to  ideal  states,  still  such  adaptation  is  constantly  going  on,  and 
it  is  in  this  that  human  progress  essentially  consists.  The  lack 
of  faith  and  low  estimate  of  physiology  and  hygiene,  arise  more 
from  lack  of  knowledge  than  anything  else;  therefore  the  proper 
course  to  pursue  is  to  teach  by  authority  of  law  the  elementary 
principles  of  this  species  of  knowledge.  Speaking  of  the  value 
of  this  kind  of  knowledge.  Prof.  Huxley  says:  "If  the  causes 
of  health,  when  modified  or  perverted,  become  causes  of  disease, 
to  whatever  exten^  restorative  medicines  may  be  desirable,  it  is 
certain  that  the  first  dictate  of  wisdom  is  to  rectify  these  wrongly 
acting  causes.  Medical  treatment  thus  has  its  hygienic  re- 
sources, and,  with  enlargement  of  rational  experience,  these  re- 
sources are  coming  into  greater  and  greater  prominence.  All 
who  have  watched  the  progress  of  the  healing  art  in  recent 
times  will  note  that,  among  the  most  enlightened  practitioners, 
ihevQ  has  been  a  steadily  diminishing  confidence  in  medication, 
and  an  increasing  reliance  upon  the  sanitary  influence  of  nature. 
It  is  notorious  that  in  proportion  to  people's  ignorance  of  their 
own  constitutions,  and  the  true  causes  of  disease,  is  their  credu- 
lous confidence  in  pills,  potions  and  quackish  absurdities,  and 
while  this  ignorance  continues,  there  will  of  course  be  plenty  of 
doctors  who  will  pander  to  it.  And  not  the  least  of  the  benefits 
which  will  follow  the  diffusion  of  physiological  and  sanitary  in- 
formation will  be  the  protection  of  the  community  from  the 
numberless  impostures  of  charlatanism  and  a  better  dissemina- 
tion of  the  qualifications  of  competent  physicians."  But  it  is  not 
alone  in  bodily  ailments  that  we  suffer.  Education  has  not 
taught  us  yet  how  to  treat  the  mind.  From  Plato  down  to  the 
expounders  of  metaphyseal  science  of  the  present  day,  how 
much  of  mental  science  has  gone  into  the  curriculum  of  the  com- 
mon school  ?  It  is  only  in  colleges  and  universities  tljat  mental 
science  is  pretended  to  be  taught;  and  even  then,  it  is  merely 
abstract  and  speculative,  and  without  special  bearing  on  the 
practical  duties  of  life.  "In  fact  it  is  considered  more  ornamental 
than  useful.     But  there  must  be  a  science  of  mind  to  reveal  the 


1870.]  Abhreviatiom,  Etc.  239 

laws  of  mental  action  and  guide  us  arigM  in  all  the  affectional 
and  intellectual  departments  of  our  nature.  The  domestic,  so- 
cial and  political  evils  generally  prevailing,  admonish  us  how 
much  there  is  to  be  done  in  this  department  of  education.  It  is 
with  a  view  of  calling  the  attention  of  the  great  body  of  teachers 
in  this  State,  to  this  subject,  that  I  offer  this  paper,  hoping  that 
more  attention  will  be  paid  to  the  consideration  of  a  proper 
school  curriculum. 


ABBREVIATIONS— A  LITTLE   CHAT   CONCERNING-   THEIR  SIGNIFI- 
CATION. 


BY  A.   F.  HILL. 


Almost  every  one  who  can  read  knows  that  A.D.  signifies:  ''In 
the  year  of  our  Lord;"  but  many  do  not  know  why — and  there 
are  numerous  parallel  cases.  The  reason  why  the  letters  A.D. 
have  that  signification  is  that  they  are  the  initials  of  the  words 
"Anno  Domini,"  the  Latin  for  "In  the  year  of  our  Lord."  The 
Latin  does  not  contain  so  many  "ats,"  "ins,"  "ofs,"  etc.,  as  our 
language.  The  word  "annus"  means  a  year,  and  its  form  is  va- 
riously changed  by  what  is  termed  the  "declension,"  so  as  to 
signify  "in  a  year,"  "of  a  year,"  and  the  like.  Thus,  "anni" 
would  imply  "of  a  year,"  while  "anno"  is  "in  a  year."  "Dom- 
inus,"  the  Latin  for  "Lord"  is  of  the  same  declension  and  sub- 
ject to  the  same  rules. 

I  have  frequently  heard  persons  ask  why  A.M.  stands  for 
forenoon,  and  P.M.  for  afternoon.  This,  too,  is  very  simple 
when  you  know  it  once .  It  is  noon  when  the  sun  is  at  the  me- 
ridian, or  highest  point  in  the  circle  he  apparently  makes  each 
day  through  the  heavens;  hence  A.M.  stands  for  forenoon,  be- 
cause they  are  the  initials  of  the  Latin  words  Ante  meridiem,  ante, 
before,  and  meiHdiem,  meridian,  or  imaginary  circle  around  the 
globe,  passing  through  the  poles  and  the  zenith.  I  have  now 
only  to  state  that  post  is  the  Latin  word  for  after,  and  it  will  be 
understood  why  P.M.,  initials  of  post  meridiem,  stands  for  after- 
noon. 

A.M.  has  also  other  significations,  but  common  sense  will  al- 
ways admonish  the  reader  how  to  distinguish.  For  example,  it 
signifies  "  the  year  of  the  world,"  from  the  Latin,  Anno  Mundi. 
No  one,  for  instance,  on  reading  that  a  train  would  start  at7.30> 
A.M. ,  would  suppose  that  it  meant  7.30  in  the  year  of  the  world; 
nor  would  any  one,  on  reading  that  Rome  was  built  in  A.M. 
3,252,  suppose  it  meant  three  thousand  two  hundred  and  fifty- 
two  o'clock  in  the  forenoon.  A.M.  also  stands  for  Master  of 
Arts,  the  Latin  of  which  is  Artiiim  Magister.  P.M.  also  has  sev- 
eral significations,  among  which  is  Postmaster.  The  abbrevia- 
tion, like  the  one  I  have  just  been  S23eaking  of,  is  never  used  ex- 
cept in  such  a  way  as  to  render  it  clear,  whether  it  means  Post- 


240  Abhreviations,  Etc.  [March 

master,  Past- master,  Past-midsliipman  or  Post  Meridiem.  If  you 
read  a  notice  in  the  post-office,  that  no  letters  can  be  received 
after  10  P.M.,  by  order  of  P. M.,  you  would  not  be  likely  to  read 
it — no  letters  will  be  received  after  10  postmaster,  by  order  of 
the  afternoon;  thus  judgment  will  always  guide  you  in  that 
respect. 

I  have  heard  persons  ask  why  M.D.  stood  for  "  doctor  of  med- 
icine," why  was  it  not  rather  D.M.,  when  the  word  doctor  came 
first?  The  reason  of  this  is,  that  M.D.  is  the  abbreviation  of 
Medic ince  Doctor,  the  Latin  for  "  Doctor  of  Medicine." 

Many  who  do  business  and  frequently  use  the  expression,  per 
cent.,  as  six  per  cent.,  ten  per  cent.,  twenty  per  cent.,  etc.,  don't 
know  the  exact  meaning,  but  have  a  vague  notion  that  it  has  some 
reference  to  a  cent,  the  one-hundredth  part  of  a  dollar.  Here  we 
have  more  Latin.  Per  cent,  is  simply  an  abbreviation  of  per 
centum,  the  Latin  for  *'by  the  hundred."  Per  is  the  Latin  for 
*'  by;"  and  centum,  for  '*  hundred." 

Most  persons  in  this  country  are  aware  that  U.C.  stands  for 
Upper  Canada;  but  many  do  not  know  that  it  also  signifies  the 
**year  of  Rome."  But  why  does  U.C.  signify  the  "year  of 
Eome?"  why  not  rather  A.R. — the  initials  of  Anno  Romce, 
which  would  be  the  Latin  for  the  "  year  of  Rome."  It  is  rather 
arbitrary,  I  confess.  U.C.  are  initials  of  TJj'hs  Gondita,  which  is 
simply  the  Latin  for  "  city  established. "  It  might  mean  any 
other  city  as  well^s  Rome;  but  this  designation  w^as  probably 
adopted  because  Rome  was  at  one  time  the  city  of  the  world. 

Viz.,  namely,  is  an  abbreviation  of  the  Latin  word,  videlicit; 
but  the  reader  may  wonder  how  the  z  gets  there,  as  there  is  no 
z  in  videlicit.  This  is  arbitrary,  too.  How  does  the  z  get  into  oz, 
which  represents  ounce  ?  the  latter  word  has  no  2  in  it .  The  truth 
is,  it  is  not,  in  these  cases,  used  as  a  letter  at  all,  but  .only  to 
represent  a  character  very  similar  to  a  2  in  shape,  which  was  an- 
ciently used  to  show  when  words  were  abbreviated  in  the  termi- 
nation. Hence,  0  stands  for  ounce,  with  the  character,  repre- 
sented by  a  z,  added  to  it  to  signify  that  it  is  an  abbreviation. 

I  do  not  intend  to  run  over  the  whole  list  of  abbreviations,  as 
that  would  occupy  considerable  time.  My  object  has  been  merely 
to  mention  a  few,  with  some  remarks,  in  order  to  excite  interest 
in  the  subject,  and  consequently  induce  thought  and  research. 
I  could  mention  many  more  that  are  not  fully  comprehended  by 
all  who  read;  as  for  instance,  i.  e.,  id  est,  ''  that  is;"</.  v.,  quod 
vide,  ^ '  vf  hick  see;"  rs.,  versus,  agamst;  JSf.B.,  7ioia  bene,  "take 
notice;"  (literally,  "  note  well,");  S.P.Q.R. ,  (seen  on  the  ancient 
Roman  Standard,)  Senatus  Populusque  llomaui,  "  Senate  and 
People  of  Rome;"  v.  b.  verbi  gratia,  "  for  example;"  sc,  Scilicet, 
*'  namely;"  M.,  Mill,  "  one  thousand;"  I.H.S.,  lesus*  Hominum 

*  Thore  is  no  "j  "  in  the  Greek  alphabet,  and  the  name  Jesus,  spelled  in 
Greek,  begins  with  the  letter  *'Iota,"  which  answers  to  our  "I  " — hence  the 
orthography,  lesus. 


1870.]  Miscellanea.  241 

• : 

Salvator,  "Jesus,  the  Saviour  of  men;"  H.E.I.  P.,  Eic  Bequiescit 
In  Face,  "  here  rests  in  peace;"  etc.,  et  cetera,  "  and  so  fourth," 
etc.,  etc.,  etc. 

The  reader  will  find  it  a  great  source  of  pleasure  to  know  all 
these  little  miscellaneous  things,  and  to  be  able  to  impart  occa- 
sional information  to  the  inquiring;  but  wi  1  never,  when  qu  s- 
tioned  on  any  subject,  experience  a  particle  of  self-satisfaction 
in  replying:  "  I  don't  know." 


1^ 


ISCELLANEA. 


The  Chinese  Notion  of  Eclipses. — The  Chinese  generally  have 
no  rational  idea  of  the  cause  of  eclipse!?.  The  common  explana- 
tion is  that  the  sun  or  the  moon  has  experienced  some  disaster. 
Some  even  affirm  that  the  object  eclipsed  is  being  devoured  by 
an  immense  ravenous  monster.  This  is  the  most  poj^ular  senti- 
ment in  Fuhchau  in  regard  to  the  procuring  cause  of  eclipses. 
All  look  upon  the  object  eclipsed  with  wonder.  Many  are  tilled 
with  apprehension  and  terror.  Some  of  the  common  people  as 
well  as  mandarins  generally,  enter  upon  some  course  of  action, 
the  express  object  of  which  is  to  save  the  luminary  from  its 
dire  calamity,  or  to  rescue  it  from  the  jaws  of  its  greedy  enemy. 
Mandarins  must  act  officially,  and  in  virtue  of  their  being  offi- 
cers of  Government.  Neither  the}^  nor  the  people  seem  to  regard 
the  immense  distance  of  the  celestial  object  as  at  all  interfering 
with  the  success  of  their  efforts.  The  high  Mandarins  procure 
the  aid  of  priests  of  the  Tauist  sect  at  their  yamuns.  These 
place  an  incense  censer  and  two  large  candlesticks,  for  holding 
red  candles  or  tapers,  on  a  table  in  the  principle  reception  room 
of  the  mandarin,  or  in  the  open  space  in  front  of  it  under  the 
open  heavens.  At  the  commencement  of  the  eclipse  the  tapers 
are  lighted,  and  soon  after,  the  mandarin  enters,  dressed  in  his 
official  robes.  Taking  some  sticks  of  lighted  incense  in  both 
hands,  he  makes  his  obeisance  before  or  facing  the  table,  rais- 
ing and  depressing  the  incense  two  or  three  times,  according  to 
the  established  fashion,  before  it  is  placed  in  the  censer.  Or 
sometimes  the  incense  is  lighted  and  put  in  the  censer  by  one  of 
the  2)riests  employed.  The  officer  proceeds  to  perform  the  high 
ceremony  of  kneeling  down  three  times  and  knocking  his  head 
on  the  ground  nine  times.  After  this  he  arises  from  his  knees. 
Large  gongs  and  drums  near  by  are  beaten  as  loudly  as  possible. 
The  priests  begin  to  march  slowl}"-  around  the  tables,  reciting 
formulas,  etc.,  which  marching  they  keep  up,  with  more  or  less 
intermissions  until  the  eclipse  has  passed  off.  A  uniform  result 
always  follows  these  official  efforts  to  save  the  sun  and  moon. 
They  are  invariably  successful !  There  is  not  a  single  instance  rec- 
orded in  the  annals  of  the  Empire  when  the  measures  pr^cribed 


242  Miscellanea.  [March 

in  instructions  from  the  Emperor's  astronomers  at  Pekin,  and 
correctly  carried  out  in  the  provinces  by  the  mandarins,  have  not 
resulted  in  a  complete  rescue  of  the  object  eclipsed.  Doubtless 
the  vast  majority  of  the  common  people  in  China  believe  that 
the  burning  of  tapers  and  incense,  the  j^rostration  of  the  man- 
darins, the  Jbeating  of  the  gongs  and  drums,  and  the  recitations 
on  the  part  of  the  priests,  are  signally  efficacious  in  driving  away 
the  voracious  monster.  They  observe  that  the  sun  or  the  moon 
does  not  seem  to  be  permanently  injured  by  the  attacks  of  its 
celestial  enemy,  although  a  half  or  nearly  the  whole  appeared 
to  have  been  swallowed  up.  This  hapi^y  result  is  doubtless 
viewed  with  much  complacency  by  the  parties  engaged  to  bring 
it  about. —  From  Social  Life  of  the  Chinese,  by  Rev.  Justus 
DooUttle. 

Half-time  Schools  have  recently  been  established  by  the  school 
committees  of  several  manufacturing  towns  in  Massachusetts. 
This  plan,  it  is  asserted,  advances  the  pupils  more  rapidly  and 
thoroughly  than  the  common  all-day  schools.  In  the  mills  it 
has  been  ascertained  that  such  pupils  do  better  work,  and  earn 
more  money  than  they  would  by  being  in  the  factory  all  day. 
The  children  and  their  parents  were  at  first  afraid  of  the  scheme, 
but  as  a  proof  of  the  popularity  of  the  plan,  it  is  asserted  that 
the  average  daily  attendance  in  the  half-time  schools  is  97  per 
cent. — so  high  an  average  being  unknown  in  the  all-day  schools. 

William  Shakespeare  was  not  the  only  Shakespeare,  at  least  of 
King  Charles'  time.  There  was  a  "John  Shackspeare,"  who 
was  bitmaker  to  the  King.  After  his  death,  a  warrant  was  issued, 
in  1637,  to  pay  his  widow  ("  in  regard  of  her  present  necessi- 
ties ")  £1,012. lis.,  "for  wares  by  him"  (John  Shackspeare) 
* '  delivered  for  his  Majesty's  service  in  the  stables."  The  warrant 
is  calendered  in  Mr.  Bruce's  last  volume  of  Domestic  Papers  of 
the  Beign  of  Charles  I. 

Professor  Lyell  says  iihat  1,500,000  cubic  feet  of  water  pass 
over  Niagara  Falls  every  minute^  Dr.  Dwight,  former  President 
of  Yale  College,  says  100,200,000  tons  pass  over  the  Falls  eveiy 
hour.  A  distinguished  engineer  has  computed  the  power  of  Ni- 
agara Falls  to  be  sufficient  to  perform  all  the  manual  labor  of  the 
Empire  State. 

A  Manuscript  has  been  found  at  Bury  St.  Edmonds,  which  it 
is  said  contains  an  interesting  account,  addressed  by  Newton 
himself  to  Folkes,  of  the  discovery  of  the  power  of  gravitation. 
Nothing  is  here  said  about  the  fall  of  an  apple  having  anything 
to  do  with  it;  in  fact,  the  account  differs  in  many  respects  from 
the  ordinary  tradition,  and  as  coming  from  Newton's  lips  is 
worthy  of  belief  as  the  true  account.  This  volume,  with  other 
MS.  treasures,  is  now  in  the  possession  of  William  Rayabird. 


1870.] 


School  Buildings  in  San  Francisco, 


243 


Cost,  per  seat. 


Cost,  per 
Class-room. 


C^  r-l  C<  IM  r-l         i-l  i-H  i-l  i-l  i 


Contract  price 
of  Building. 


1 1 


No.  C  asses. 


Date 
of  Contract. 


Material  used. 


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Department   op   Public    Instruction, 
semi-annual  apportionment  of  school  fund. 

OrriCE  OF  CoNTKOIiLEB  OF  StATE,  ) 

Saceamento,  California,  Feb.  1st,  1870.  f 
To  the  Superintendent  of  Public  Instruction  of  the  State  of  California: 

Sib:  In  accordance  with  the  provisions  of  an  Act  to  provide  for  a  system 
of  Common  Schools,  approved  March  twenty-first,  eighteen  hundred  and 
sixty-eight,  I  hereby  report  as  follows : 

The  securities  belonging  to  the  Common  School  Fund  consist  of  bonds  of 
the  State  of  California,  bearing  interest  at  seven  per  cent,  per  annum,  held  by 
the  State  Treasurer  in  trust  for  the  School  Fund,  and  amount  to  nine  hundred 
and  seventy-two  thousand  five  hundred  ($972,500  00)  dollars. 

The  sum  of  twelve  thousand  ($12,000  00)  dollars,  of  this  amount,  was  in- 
vested in  bonds  on  the  fourth  of  January,  1870,  and  did  not,  as  a  matter  of 
course,  carry  interest  due  on  the  first  of  January,  1870. 

The  amount  of  money  in  the  School  Fund  this  day,  subject  to  apportion- 
ment, is  two  hundred  and  thirty  eight  thousand  six  hundred  and  twenty  dol- 
lars and  forty-two  cents  ($238,620  42). 

The  statement  showing  the  balance  subject  to  apportionment  is  as  follows: 

Interest  on  bonds  ($960,500  00)  held  in  trust $  33,617  50 

One-half  of  amount  received  per  poll  taxes  since  August,  I860..  25,077  62 

Interest  on  State  School  Lands 40,449  92 

Property  tax  (eight  cents  on  each  one  hundred  dollars) 143,566  28 

Total $  242,711  32 

From  which  deduct  as  follows : 

Certificates  of  Kegister  of  State  Land  Ofl&ce,  of  lands, 
proved  not  to  be  the  property  of  the  State,  re- 
ceived from  County  Treasurer $     396  40 

Paid  California  Teacher 3,694  50 

4,090  90 

Amount  subject  to  apportionment $  238,620  42 

Very  respectfully,  your  obedient  servant, 

ROBERT  WATT,  Controller. 


APPORTIONMENT. 

Total  number  of  school  census  children,  between  five  q,nd  fifteen  years  of 
age,  entitled  to  receive  money,  112,743,     Amount  per  child,  $2  11. 

Alameda  County. — Alameda,  122;  Alvarado,  98;  Alviso,  39;  Bay,  40 
Brooklyn,  457;  Centreville,  107;  Cosmopolitan,  41;  Eden  Vale,  39;  Encinal, 
102;  Eureka,  82;  Laurel,  240;  Lincoln,  35;  Livermore,  113;  Lockwood,  46 
May,  44;  Mission  San  Jose,  56;  Mission  Peak,  — ;  Mowry's  Landing,  44 
Murray,  155;  Oakland,  1,328;  Ocean  View,  102;  Palmyras,  42;  Peralta,  109 
Pleasanton,  71;  Redwood,  24;  San  Lorenzo,  90;  Summit,  59;  Sufiol,  69: 
Temescal,  131;  Townsend,  71;  Union,  293;  Vallecito,  49;  Washington,  77 
Warm  Springs,  74.    Total,  4,440;  amount,  $9,368  40. 


1870.]  Department  of  Public  Instruction.  245 

Alpine.— Everett,  27;  Franklin,  11;  Lincoln,  26;  Webster,  22.  Total,  86; 
amount,  $181  46. 

Amadob.— Amador  City,  80 ;  Aqueduct  City,  32  ;  Buckeye  Valley,  79  ; 
Buena  Vista,  70;  Clinton,  35;  Copper  Hill,  22;  Dry  town,  76;  Fiddletown,  88; 
Franklin,  19;  Forest  Home,  29  ;  lone  Valley,  90;  Jackson,  193  ;  Jackson 
Valley,  38;  Lancha  Plana,  80;  Mountain  Echo,  33;  Mountain  Springs,  18; 
Milligan's,  45;  Muletown,  51;  New  York  Kanch,  40;  Oneida,  78;  Puckerville, 
61;  Pine  Grove,  54;  Sutter  Creek,  253;  Stony  Creek,  18;  Union,  85;  Union 
Church,  28 ;  Upper  Kancharia,  38;  Vanwincle,  7;  Volcano,  40;  Williams',  37; 
Willow  Springs,  30;  Washington,  85,     Total,  1,872;  amount,  $3,949  92. 

Butte.— Bangor,  29;  Butte  Valley,  84;  Bidwell,  38;  Canon  Creek,  35;  Cen- 
tral House,  27;  Cherokee,  107;  Chico,  334;  Clipper  Mills,  24;  Dayton,  76; 
Delaplain,  67;  Eureka,  42;  Evansville,  39;  Forbestown  54;  Hamilton,  43; 
Kimshew,  77;  Live  Oak,  42;  Lone  Tree,  29;  Manzanita,  24;  Meridian,  37; 
Messilla  Valley,  41;  Morris'  Kavine,  22;  Mountain  Spring,  48;  Mud  Creek,  43; 
Oroville,  284;  Oregon  City,  37;  Pine  Creek,  60;  Eio  Seco,  67;  Eock  Creek, 
42;  Salem,  27;  Sandy  Gulch,  29;  Stoneman,  10;  Union,  16;  Upham,  9; 
West  Liberty,  25  ;  Wyandott,  78  ;  Wyman's  Eavine,  43.  Total,  2,099  ; 
amount  $4,428  89. 

Calaveras.— Angels,  198;  Altaville,  89;  Brushville,  89;  Black  Hills,  26; 
Camanche,  89;  Campo  Seco,  88;  Cave  City,  53;  Chili  Gulch,  80;  Copperopolis, 
156;  Douglas  Flat,  42;  Eureka,  45;  Fourth  Crossing,  72;  Mokelumne  Hill,  192; 
Mosquito  Gulch,  — ;  Murphy's,  181;  Negro  Gulch,  51;  Petersburg,  74;  Pleas- 
ant Springs,  — ;  San  Andreas,  161;  Salt  Spring  Valley,  25;  Sheep  Eanch,  28; 
Telegraph  City,  65;  Upper  Calaveritas,  60;  Union.  38;  Vallecito,  76;  West 
Point,  81;  Washington  Eanch,  53;  Spring  Valley,  57.  Total,  2,159;  amount, 
$4,555  49. 

Colusa.— Butte  Creek,  18;  Bridgeport,  33;  Colusa,  201;  Dry  Slough,  60; 
Franklin,  102;  Fresh  Water,  49;  Grand  Island,  63;  Grindstone,  53;  Indian 
Valley,  87,  Jackson,  23;  Marion,  39;  Princeton,  38;  Plaza,  48;  Stony  Creek, 
58;  Union,  35;  Washington,  32.     Total,  939;  amount,  $1,981  29. 

CoNTEA  Costa. — Alamo,  45;  Amador,  27;  Antioch,  128;  Bay  Point,  44; 
Carbondale,  94;  Central,  64;  Danville,  30;  Excelsior,  73;  Eden  Plain,  61; 
Green  Valley,  43;  Iron  House,  35;  Lafayette,  42;  Liberty,  79;  Lime  Quarry, 
64;  Lone  Tree,  50;  Martinez,  184;  Moraga,  42;  Morgan  Territory,  36;  Mount 
Diablo,  92;  Mount  Pleasant,  92;  Oak  Grove,  67;  Pinole,  81;  Pleasant  Hill, 
36;  Pacheco,  210;  Eodeo  Valley,  84;  San  Eamon,  38;  San  Pablo,  193;  Som- 
ersville,  149;  Tessajara,  35;  Wilson  Springs,  44;  Sycamore,  35.  Total,  2,297. 
amount,  $4,846  67. 

Del  Norte. — Crescent,  149;  Eowdy  Creek,  28;  Bradford,  33;  Happy 
Camp,  22;  Ocean,  14.     Total,  246;  amount,  $519  06. 

El  Dorado, — Buckeye  Flat,  76;  Bear  Creek,  21;  Blair's,  61;  Carson  Creek, 
28;  Cold  Spring,  44;  Coloma,  123;  Coon  Hollow,  71;  Diamond  Springs,  99; 
El  Dorado,  153;  French  Creek,  49;  Garden  Valley,  33;  Georgetown,  144- 
Greenwood,  43;  Green  Valley,  30;  Gold  Hill,  53;  Indian  Diggings,  41;  Jay 
Hawk,  64;  Kelsey,  55;  Latrobe,  81;  Missouri  Flat,  23;  Mountain,  31;  Mount 
Aukum,  48;  Mosquito,  14;  Natoma  (part  of),  11;  Negro  Hill,  17;  Newtown 


246  Department  of  Public  Instruction.  [Makch 

28;  Oak  Hill,  69;  Pilot  HiU,  33;  PlacerviUe,  401;  Pleasant  Valley,  44;  Keser- 
voir,  76;  Salmon  Falls,  44;  Smith's  Mat,  43;  Spanish  Dry  Diggings,  36 
Tennessee,  48;  United,  44;  TJniontown,  57;  Wild  Goose,  12.  Total,  2,348; 
amount,  $4,954  28. 

Fresno.— Alabama,  29;  Chowchilla,  63;  Dry  Creek,  56;  Fancher,  98;  Fresno, 
47;  Hazleton,  104;  Kingston,  57;  Lake,  43;  Millerton,  98;  Mississippi,  24; 
New  Idria,  79;  Scottsburg,  70.     Total,  768;  amount,  $1,620  48. 

Humboldt.— Union,  238;  Eureka,  330;  Bucksport,  96;  Table  Bluff,  85; 
Slide,  45;  Eel  Eiver,  71;  Hydesville,  116;  Van  Dusen,  37;  Grizzly  Bluff,  71; 
Island,  55;  Ferndale,  62;  Centreville,  16;  Bear  Eiver,  28;  Mattole,  102;  Yager 
Creek,  27;  Knealan's  Prairie,  16.     Total,  1,395;  amount,  $2,943  45. 

Inyo. — Independence,  16;  Milton,  18;  Union,  44.  Total,  78;  amount, 
$164  58. 

Kebn.— Havilah,  75;  Kern  Island,  76;  Linn's  Valley,  89;  Tiachipe,  64. 
Total,  304;  amount,  $641  44. 

Klamath. — Klamath,  56;  Trinidad,  99;  Orleans,  55.  Total,  210;  amount, 
$443  10. 

Lake. — Cinnabar,  26;  Morgan  Valley,  25;  Lower  Lake,  89;  Burns'  Valley, 
28;  Excelsior,  49;  Loconomi,  76;  Kincon,  61;  Uncle  Sam,  36;  Kelsey  Creek, 
41;  Big  VaUey,  63;  Lakeport,  70;  Pleasant  Grove,  72;  Blue  Lake,  24;  Upper 
Lake,  100.    Total,  760;  amount,  $1,603  60. 

Lassen. — Susanville,  143;  Richmond,  31;  Susan  Eiver,  37;  Janesville,  40; 
Lake,  39;  Soldier  Bridge,  10;  Milford,  47.     Total,  347;  amount,  $732  17. 

Los  Angeles. — Alameda,  103;  Anaheim,  222;  Azuza,  123;  Ballona,  129; 
Bog  Dale,  68;  Cienega,  132;  El  Monte,  69;  Green  Meadows,  241;  La  Puenta, 
110;  Los  Angeles,  1,477;  Los  Nietos,  152;  Maizeland,  108;  New  Eiver,  49; 
Old  Mission,  191;  Santa  Ana,  275;  San  Antonio,  65;  San  Fernando,  63;  San 
Gabriel,  225;  San  Jose,  136;  San  Juan,  152;  Silver,  55;  Solidad,  98;  Spring, 
29;  Wilmington,  152.    Total,  4,424;  amount,  $9,334  64. 

Mabiposa. — Mariposa,  142;  Homitos,  159;  Coulterville,  107;  Bear  Valley, 
85;  Quartzburg,  62:  Princeton,  21;  Sherlock's,  40;  Sebastopol,  33;  Cath-iy's 
Valley,  94;  Hunter's  Valley,  56.     Total,  799;  amount,  $1,685  89. 

Marin. — San  Eafael,  132  ;  San  Quentin,  32  ;  San  Antonio,  62  ;  Chileno 
Valley,  33 ;  American  Valley,  16  ;  Saucelito,  83  ;  Aurora,  64;  Olima,  29 ; 
Bolinas,  27;  Halleck,  35;  Dixie,  165;  Novatto,  51;  Franklin,  32;  Tomales,  57; 
Eoss'  Landing,  57;  Nicasio,  60;  Clark,  26;  Garcia,  75  ;  Bay  District,  49  ; 
Estero,  25.    Total,  1,110;  amount,  $2,342  10. 

Merced. — Jefferson,  388  ;  Jackson,  98  ;  Merced  Falls*  80  ;  Mariposa,  52  ; 
Pioneer,  56;  Dry  Creek,  16;  McSwain,  — ;  Bear  Creek,  — ;  Lone  Tree,  — . 
Total,  690;  amount,  $1,455  90. 

Mono.— North  Antelope,  12;  Antelope,  21;  Bridgeport,  30;  Bishop  Creek, 
63;  Eound  Valley,  — .    Total,  126;  amount,  $205  86. 

Mendocino. — Anderson,  54;  Albion,  20;  Big  Eiver,  72;  Buchanan,  108; 
Counts,  64;  Coyote,  31;  Central,  48;  Calpella,  33;  Cuffe's  Cove,  38;  Casper, 
42;  Eel  Eiver,  62;  Fish  Eock,  21;  Gualala,  26;  Gaskill,  37;  Indian  Creek,  29; 
Little  River,  20;  Little  Lake,  60;  Upper  Little  Lake,  GQ;  Long  Valley,  100; 


1870.]  Department  of  Public  Instruction.  247 

Mill  Creek,  42;  Manchester,  71;  Navarro,  23;  Oriental,  48;  Potter  Valley,  61; 
Round  Valley,  98;  Rancheria,  46;  Eed  Wood,  51;  Sanel,  87;  Sherwood,  39; 
Union,  58;  Ukiah,  237;  Walker  Valley,  16.     Total,  1,814;  amount,  $3,827  54. 

Monterey.— Alisal,  77;  Carneros,  46;  Carmello,  76;  Carrolton,  87;  Castro- 
ville,  143;  Lindley,  67;  Mountain,  57;  Monterey,  417;  Natividad,  140;  San 
Felipe,  67;  San  Antonio,  97;  San  Juan,  272;  Spring,  124;  Springfield,  53; 
Tembledero,  90;  San  Benito,  132;  Santa  Rita,  112;  Sahnas  City,  145;  Hollis- 
ter,  62.     Tatal,  2,264;  amount,  $4,777  04. 

Napa. — Berryessa,  53;  Buchanan,  72;  Capell,  37;  Carneros,  31;  Cherry 
VaUey,  28;  Chiles,  62;  Chiles  Valley,  19;  Calistoga,  98;  Frankhn,  12;  Howard, 
48;  Jefferson,  33;  Liberty,  38;  Mountain,  33;  Napa  City,  445;  Oak  Grove,  41; 
Oakville,  40;  Putah,  35;  Pope  Valley,  32;  Redwood,  53;  Salvador,  37;  Soda 
Canon,  35;  Suscol,  58;  St.  Helena,  224;  Tucker,  39;  Upper  Cope,  41;  Wooden 
VaUey,  33;  Yount,  48.     Total,  1,727;  amount,  $3,643  97. 

Nevada.— Altamont,  15;  Allison  Ranch,  143;  Birch ville,  56;  Blue  Tent,  26; 
Bear  River,  30;  Chalk  Bluff,  60;  Clear  Creek,  52;  Cherokee,  54;  Columbia 
Hill,  58;  Forest  Springs,  168;  French  Corral,  86;  Grass  Valley,  976;  Granite- 
ville,  50;  Indian  Springs,  40;  Kentucky  Flat,  46;  Little  York,  37;  Lime  Kiln, 
39;  Liberty  Hill,  23;  Lake  City,  28;  Moore's  Flat,  85;  Moony  Flat,  38; 
Nevada,  641;  North  San  Juan,  157;  North  Bloomfield,  48;  North  Star,  97; 
Oakland,  115;  Omega,  39;  Pleasant  Valley,  49;  Quaker  Hill,  32;  Rough  and 
Ready,  81;  Relief  Hill,  22;  SpenceviUe,  35;  Sweetland,  84;  Selby,  41; 
Truckee»257;  Union  Hill,  104;  Washington,  57;  Willow  Valley,  26.  Total, 
3,995;  amount,  $8,429  45. 

Placee.— Auburn,  133;  Bath,  50;  Blue  Canon,  31;  Cisco,  30;  Coon  Creek, 
45;  Christian  Valley,  18;  Dry  Creek,  22;  Deadwood,  11;  Dutch  Flat,  177; 
Damascus,  18;  Excelsior,  23;  Franklin,  32;  Forest  Hill,  167;  Fairview,  14; 
Gold  Hill,  27;  Gold  Run,  114;  Iowa  HiU,  75;  Illinoistown,  163;  Last  Chance, 
23;  Lisbon,  24;  Lincoln,  69;  Lone  Star,  16;  Michigan  Bluff,  79;  Mt.  Pleasant, 
38;  Neilsburg,  29;  Newcastle,  39;  Norwich,  39;  Ophir,  65;  Pleasant  Grove, 
11;  Rattlesnake,  66;  Rock  Creek,  39;  Rocklin,  100;  Roseville,  44;  Smith  ville, 
25;  Stewart's  Flat,  35;  Todd's  Valley,  65;  Union,  12;  Wisconsin  HiU,  44; 
Washington,  28;  Yankee  Jim's,  69.     Total,  2,109;  amount,  $4,449  99. 

Plumas. — Antelope,  10;  Beckworth,  34;  Crescent,  30;  Genesee,  10;  Green- 
ville, 54;  La  Porte,  89;  Mohawk,  31;  Pioneer,  36;  Pilot  Peak,  25;  Plumas, 
11;  Quincy,  52;  Rocky  Point,  10;  Spanish  Peak,  34;  Summit,  30;  Seneca,  51; 
Taylor,  77;  Union,  14.     Total,  598;  amount,  $1,261  78. 

Sacramento. — Alabama,  65;  American,  36;  American  River,  69;  Ashland, 
44;  Brighton,  32;  Buckeye,  34;  Carson  Creek,  36;  [Centre,  21;  Davis,  19;  Dry 
Creek,  36;  Eagle  Point,  10;  Elk  Grove,  44;  Elder  Creek,  42;  Enterprise,  58; 
Excelsior,  38;  Franklin,  63;  Georgiana,  32;  Granite,  190;  Grant,  32;  Hicks- 
ville,  54;  Jackson,  43;  Katesville,  20;  Kinney,  73;  Laguna,  20;  Lincoln,  45; 
Michigan  Bar,  90;  Mokelumne,  24;  Natoma,  37;  Oak  Grove,  27;  Onisbo,  37;. 
Pacific,  37;  Pleasant  Grove,  88;  Point  Pleasant,  29;  Prairie,  25;  Richland,  29; 
San  Joaquin,  49;  Stone  House,  52;  Sutter,  80;  Sylvan,  75;  Union,  61;  Viola, 
48;  Washington,  63;  Walnut  Grove,  13;  West  Union,  49;  White  Rock,  30; 
Wilson,  28;  Sacramento,  2,909.     Total,  5,036;  amount,  $10,625  96. 


248  Department  of  Public  Instruction.  [March 

San  Bebnaedino. — American,  76;  City,  246;  Chino,  85;  Central,  52;  Juapei 
60;  Mill,  22;  Mission,  104;  Mount  Vernon,  114;  Kiley,  76;  Santa  Ana,  67; 
San  Salvador,  173;  San  Timoteo,  67;  Temescal,  62;  Warm  Springs,  149;  Total, 
1,353;  amount,  $2,854  83. 

San  Diego.— San  Diego,  491;  Milquate,  53;  New  San  Diego,  82;  San  Jacinto, 
74.     Total,  700;  amount,  $1,477  00. 

San  Feancisco.— Total,  25,785;  amount,  $54,406  35. 

San  Joaquin. — August,  46;  Athearn,  28;  Alpine,  42;  Burwood,  33;  Bruns- 
wick, 41;  Calaveras,  23;  Corral  Hollow,  61;  Castle,  51;  Chartville,  29;  Charity 
Dale,  22;  Columbia,  43;  Davis,  37;  Douglass,  64;  Dry  Creek,  60;  Delphi,  59; 
Elkhorn,  29;  Everett,  44;  Enterprise,  30;  French  Camp,  54;  Franklin,  27; 
Fairview,  29;  Greenwood,  40;  Grant,  38;  Henderson,  39;  Harmony  Grove, 
32;  Houston,  61;  Linden,  107;  Liberty,  88;  Live  Oak,  28;  Lincoln,  31;  Lone 
Tree,  23;  Lafayette,  34;  Lockeford,  77;  Moore,  40;  Madison,  42;  Mokelumne, 
47;  Mount  Carmel,  39;  McKamy,  64;  New  Jerusalem.  51;  North,  125,  Pacific, 
62;  Pittsburg,  55;  Kustic,  30;  Kiver,  25;  South,  122;  Stockton,  1,312;  Salem, 
23;  Shady  Grove,  27;  San  Joaquin,  34;  Telegraph,  54;  Tulare,  49;  Turner,  39; 
Union,  41;  Vineyard,  166;  Van  Allen,  47;  Woods,  67;  Wheatland,  22;  Wash- 
ington, 35;  Weber,  57;  Willow,  68;  Zinc  House,  57.  Total,  4,304;  amount, 
$9,081  44. 

San  Luis  Obispo. — Arroyo  Grande,  96;  Santa  F^,  118;  Mission,  350;  Excel- 
sior, 57 ;  Central,  60 ;  Cayucas,  48 ;  Franklin,  32 ;  Olmsted,  25 ;  Mammoth  Rock, 
41 ;  Santa  Bosa,  33 ;  Hesperian,  57 ;  San  Simeon,  83 ;  Nascimiento,  49 ;  Salinas, 
55;  San  Jose,  41,     Total,  1,145;  amount,  $2,415  95. 

San  Mateo. — San  Bruno,  103;  San  Mateo,  105;  Belmont,  51;  Redwood  City, 
322;  Searsville,  90;  Greersburg,  66;  Laguna,  85;  Half  Moon  Bay,  222;  Puris- 
sima,  48;  West  Union,  42;  Jefferson,  65;  Milbrae,  51;  Tunis,  51;  SanGregorio, 
50;  Pescadero,  97;  Bell,  103.     Total,  1,551;  amount,  $3,272  61. 

Santa  Claea. — Adams,  61;  Alviso,  130;  Berryessa,  75;  Braly,  62;  Burnett, 
49;  Calaveras,  29;  Cambrian,  55;  Carneadera,  76;  Encinal,  55;  Evergreen,  76; 
Franklin,  62;  Gilroy,  272;  Guadalupe,  64;  Hamilton,  50;  Hester,  131;  High- 
land, 28;  Hill,  280;  Jackson,  67;  Jefferson,  60;  Laguna,  29 ;  Lexington,  43; 
Lincoln,  47;  Los  Gatos,  69;  Live  Oak,  45;  Mayfield,  201;  Millikin,  55;  Milpi- 
tas,  55;  Mision  Peak,  4;  Moreland,  76;  Mountain  View,  151;  Mount  Pleas- 
ant, 37;  NewAlmaden,  178;  Oak  Grove,  81;  Orchard  Street,  88;  Pala,  39; 
Pioneer,  105;  Redwood,  85;  Rhodes,  50;  San  Antonio,  48;  Santa  Clara,  497; 
San  Felipe,  27;  San  Jose,  1,549;  San  Ysidro,  114;  Sierra,  32;  Silver  Creek, 
67;  Summit,  23;  Union,  65;  Willow  Glen,  81;  Collins,  ^.  Total,  5,648; 
amount,  $11,917  28. 

Santa  Ceuz. — Santa  Cruz,  751;  Pajaro,  471;  San  Andreas,  28;  Mountain,  46; 
Oak  Grove,  132;  Petroleum,  17;  Happy  Valley,  35;  Hazel  Brook,  19;  El  Jarro, 
37;  Railroad,  43;  Scott's  Valley,  41;  San  Lorenzo,  59;  Bay  View,  81;  Green 
Valley,  74;  Carlton,  75;  Soquel,  209;  Union,  74;  Grant,  — ;  Aptos,  51;  Roache, 
116;  Bowlder  Creek,  18;  Summit,  26.     Total,  2,403;  amount,  $5,070  33. 

Shasta.— Shasta,  168;  Roaring  River,  17;  Millville,  87;  Clear  Creek,  46; 
Eagle  Creek,  31;  Pitt  River,  56;  Fall  River,  52;  Burney  Valley,  14;  Canon 
House,  23;  French  Gulch,  71;  Little  Cow  Creek,  41;  Whiskytown,  30;  Cotton- 


1870.]  Department  of  Pvhlic  Instructwn.  249 

wood,  18;  Texas  Springs,  17;  Stillwater,  28;  Middletown,  16;  Piety  Hill,  49; 
Buckeye,  15;  American  Ranch,  17;  Parkville,  34;  Oak  Run,  14;  Clover  Creek, 
43;  Oak  Knoll,  27;  Sierra,  72.     Total,  987;  amount,  $2,082  57. 

Santa  Barbara.— Santa  Barbara,  848;  Rafaela,  118;  Pleasant  Valley,  58; 
Montecito,  108;  Carpenteria,  149;  Pedregose,  — ;  San  Buenaventura,  330; 
Santa  Paula,  79.     Total,  1,690;  amount,  $3,565  90. 

Sierra.— Downieville,  202;  Goodyear's,  62;  Forest  City,  37;  Alleghany, 
73;  Table  Rock,  191;  Gibsonville,  57;  St.  Louis,  31;  Union,  68;  Eureka,  34; 
Morristown,  14;  Sierra ville,  53;  Loyalton,  42;  Plum  Valley,  33;  Mount 
Pleasant,  22;  Alpine,  17;  Antelope,  12;  Washington,  27;  Alta,  31;  Butte,  19; 
Rocky  Point,  18;  Minnesota,  24.    Total,  1,067;  amount,  $2,251  37. 

Siskiyou.— Ash  Creek,  50;  Big  Valley,  25;  Butteville,  50;  Cedar  Park,  14; 
Centre,  54;  Cottonwood,  46;  Deep  Creek,  40;  Douglas,  24;  Eagleville,  22; 
East  Fork,  20;  Frankhn,  30;  Gordon  Valley,  25;  Goose  Lake  Valley,  24; 
Hawkinsville,  24;  Humbug,  32;  Lincoln,*  42;  Little  Shasta,  50;  Mill  Creek, 
60;  Mount  Bidwell,  14;  Mount  Shasta,  22;  Oro  Fino,  46;  Quartz  VaUey,  24; 
Scott  River,  60;  Scott  VaUey,  94;  Shasta  Valley,  24;  South  Fork,  32;  Sur- 
prise Valley,  20;  Table  Rock,  30;  Union,  20;  Vineland,  30;  Washington,  46; 
WiUow  Creek,  60;  Yreka,  286.     Total,  1,440;  amount,  $3,038  40. 

Solano. — Alamo,  41;  American  Canon,  42;  Benicia,  340;  Binghampton,  56; 
Bunker  Hill,  58;  Crystal,  127;  Centre,  66;  Dover,  44;  Denverton,  21;  Dick- 
son, 27;  Esmaralda,  44;  Egbert,  72;  Fairfield,  1071;  Grant,  67;  Green  Valley, 
72;  Gomer,  28;  King,  41;  Mountain,  16;  Maine  Prairie,  75;  Montezuma,  68; 
Oak  Dale,  33;  Owens',  39;  Pitt's,  69;  Pleasant  Valley,  16;  Putah,  18;  Pleas- 
ant Hill,  12;  Rio  Vista,  79;  Rockville,  68;  Suisun,  74;  Solano,  44;  SUvey- 
ville,  185;  Salem,  32;  Fremont,  65;  Ulatis,  154;  Union,  54;  Vallejo,  864; 
Wolfskin,  15.     Total,  3,233;   amount,  $6,821  63. 

Sonoma. — American  Valley,  35;  Alexander,  23;  Alpine,  22;  Big  Valley,  16; 
Burnside,  36;  Bloomfield,  96;  Bodega,  63;  Burns,  51;  Canfield,  26;  Cinna- 
bar, 40;  Court  House,  463;  Cloverdale,  86;  Copeland,  29;  Coleman  Valley, 
31;  Dry  Creek,  79;  Dunbar,  95;  Dunham,  60;  Enterprise,  31;  East  Petaluma, 
77;  Eureka,  38;  Eagle,  27;  Fisk's  Mill,  23;  Guallala,  30;  Geyserville,  51; 
Green  Valley,  36;  Guillicos,  15;  Guilford,  46;  Hearn,  30;  Hall,  49;  Hill,  46; 
Healdsburg,  318;  Hamilton,  87;  Harvey,  39;  Iowa,  61;  Independence,  39; 
Knight's  Valley,  32;  Laguna,  62;  Liberty,  39;  Lafayette,  54;  Lake,  35; 
Lewis,  35;  Lakeville,  38;  Lone  Redwood,  42;  Miriam,  155;  Mill  Creek,  50; 
Manzanita,  43;  Mark  West,  52;  Mountain,  28;  Mount  Vernon,  24;  Maacama, 
25;  Monroe,  38;  Oriental,  40;  Occidental,  60;  Oak  Grove,  92;  Payran,  53; 
Petaluma,  689;  Pacific,  37;  Finer,  55;  Pleasant  Hill,  48;  Potter,  101;  Red- 
wood, 74;  Russian  Kiver,  36;  Rincon,  48;  Strawberry,  45;  Santa  Rosa,  33; 
Scotta,  54;  Stony  Point,  39;  Salt  Point,  — ;  Stewart's  Point,  23;  Steuben,  36; 
Sonoma,  235;  Sotoyome,  58;  San  Antonio,  39;  Star,  30;  Tarwater,  31;  Todds, 
35;  Washington,  37;  Windsor,  90;  Walker,  33;  Waugh,  34;  Watmaugh,  27; 
Wallace,  40;  Wilson,  29;  Wrights,  34.     Total,  5,361;  amount,  $11,311  71. 

Stanislaus. — Adamsville,  129;  Bachelor  Valley,  48;  Belpassi,  27;  Branch, 
81;  Bonita,  47;  Buena  Vista,  53;  Dry  Creek,  30;  Emery,  83;  Empire,  29; 
Farm  Cottage,  38;  Garner,  38;  Grant  39;  Haight,  37;  Jackson,  57;  Jones,  48; 


250  Department  of  Public  Instruction.  [March 

Junction,  89;  McHenry,  46;  Orestimba,  44;  Paradise,  67;  Kowe,  23;  Tuolumne, 
38;  Washington,  74;  White  Oak,  36;  White  Crow,  28;  Davis,  75.  Total, 
1,305;  amount,  $2,753  55. 

SuTTEB.— Auburn,  81;  Barry,  36;  Bear  Kiver,  32 ;  Brown's  44;  Buttesyl- 
vania,  18;  Brittan,  67;  Central,  30;  Columbia,  18;  Fairview,  17;  Franklin. 
26;  Gaither,  48;  Grant,  64;  IlHnois,  44;  Jefferson,  29;  Knight's,  23;  Lee,  31; 
Lincoln,  38;  Live  Oak,  55;  Marcum,  24;  Meridian,  22;  Nicolaus,  27;  North 
Butte,  28;  Kome,  34;  Salem,  18;  Slough,  26;  Sutter,  27;  Union,  49;  Vernon, 
32;  Washington,  40;  West  Butte,|46;  Winship,  36;  Yuba,  56.  Total,  1,166; 
amount,  $2,460  26. 

Tehama.— Red  Bluff,  264;  Coast  Eange,  45;  Stony  Creek,  31;  Lassen,  39; 
Paskenta,  40;  Cottonwood,  46;  Bed  Bank,  12;  Antelope,  66;  Sien-a,  62;  Oat 
Creek,  27;  Tehama,  83;  Toomes,  33;  Eeed's  Creek,  20.  Total,  768;  amount, 
$1,620  48. 

Teinity. — Weaverville,    155;    North  Fork,   35;    Lewiston,  43;    Bates,    12; 

Douglas,  City,  68;  Trinity  Centre,  30 ;  Hay  Fork,  37;  Oregon  Gulch,  49;  Cox's 

Bar,  19.    Total,  448;  amount,  $945  28. 
TuLABE.— Cottonwood,  83;   Deep  Creek,  65;    Elbow,  24;   Elbow  Creek,  44; 

Fitzgerald,  41  ;    Farmersville,  79  ;    Kaweah,  88  ;    King's  River,  40  ;    Outside 

Creek,  41;    Oak  Grove,  84;  Packwood,  42;   Rock  Ford,  59;   Tule  River,  108; 

Union,  40;  Visalia,  246;  Venice,  28;  Vandalia,  76;  Willow,  39.    Total,  1,227; 

amount,  $2,588  97. 

Tuolumne.— Sonora,  411;  Columbia,  370;  Shaw's  Flat,  87;  Springfield,  102; 

Tuttletown,  95 ;   Jamestown,  141 ;    Poverty  Hill,  79 ;  Curtis  Creek,  86 ;  Sum- 

merville,  50;  Confidence,  36;  Montezuma,  55;  Chinese  Camp,  74;  Don  Pedro's 
Bar,    37;  Green  Springs,   66;    Big  Oak  Flat,    150.    Total,  1,839;   amount, 

$3,880  29. 

Yolo. — Woodland,  350;  Buchanan,  51;  Washington,  96;  Cottonwood,  57; 
Prairie,  52,'  Cache  Creek,  35;  Grafton,  145;  Franklin,  39;  Putah,  42;  Buck- 
eye, 48;  Cacheville,60;  Grand  Island,  9;  Merritt,  56;  Fillmore,  53;  Plainfield, 
87;  Willow  Slough,  35;  Monument,  ^0;  Pine  Grove,  47;  Canon,  53;  Union, 
54;  Woodland  Prairie,  14;  Richland,  5;  Sacramento  River,  31;  Monitor,  61; 
Eureka,  43;  Gordon,  70;  Capay,  49;  Fairfield,  34;  Enterprise,  26 ;  Liberty,  29 ; 
Vernon,  21;  Pleasant  Prairie,  58;  Fairview,  65;  Spring  Lake,  23;  Yolo,  55; 
Mount  Pleasant,  25.     Total,  1,998;  amount,  $4,215  78. 

Yuba.— Bear  River,  53;  Brophy,  38;  Brown's  Valley,  67;  Buckeye,  25; 
Cordua,  40;  Dobbin's  Ranch,  40;  Elizabeth,  28;  Garden  Valley,  18;  Green, 
ville,  29;  Hansonville,  24;  Honcut,  39;  Indiana  Ranch^  53;  Junction,  14; 
Linda,  49;  Long  Bar,  21;  Marysville,  797;  McDonald,  22;  New  York,  87; 
Oak  Valley,  31;  Oregon  House,  56;  Park,  36;  Peoria,  33;  Plumas,  83;  Rose 
Bar,  109;  Slate  Range,  95;  Spring  Valley,  42;  Strawberry  Valley,  41;  Tim- 
buctoo,  77;  Virginia,  34;  Yuba,  46.     Total,  2,127;  amount,  $4,487  97. 


"Nokmal  Tbact  on  Common  Feactions." — We  would  call  the  attention  of 
the  readers  of  the  Teacheb  to  the  series  of  articles  with  this  caption  com 
mencing  in  the  present  number.    Among  the  many  good  things  the  author 


1870]  Department  of  Public  Instruction.  251 

has  given  to  the  public  through  the  pages  of  this  journal,  the  Talk  on  Feac_ 
TioNS  will  not  be  the  least  valuable  or  the  least  appreciated,  and  we  are  glad 
that  the  difficulty  in  printing  was  so  far  overcome  that  the  articles  can  appear, 
contraiy  to  the  announcement  of  the  author  in  our  last  issue. 


SACRAMENTO  COUNTY  TEACHERS'  INSTITUTE. 


This  body  met  on  the  morning  of  February  15th  and  held  a  four  days'  ses- 
sion. The  proceedings,  which  were  of  a  particularly  interesting  character,  wil^ 
appear  in  the  Teacher  for  next  month.  The  State  Superintendent  was  pres- 
ent during  the  last  day,  and  caught  the  spirit  and  saw  something  of  the  exer- 
cises of  one  of  the  very  best  Institutes  ever  held  in  California.  There  was 
less  talk,  and  more  work,  than  usual.  Class  exercises  and  illustrations  of 
methods  took  the  place  of  the  wordy  and  prosy  essays  so  common  on  such 
occasions.  There  was  no  lack  of  professional  enthusiasm  among  the  teach- 
ers, while  County  Superintendent,  Trafton,  and  City  Superintendent,  Hill, 
worked  together  with  admirable  harmony  and  efficiency.  A  judicious  pro- 
gramme had  been  pre-arranged,  and  was  faithfully  followed.  When  we  come 
generally  to  have  working,  instead  of  talking.  Institutes,  all  question  and  dis- 
cussion as  to  their  utility  will  cease. 


TEXT   BOOKS. 


This  is  the  one  annoying  subject  to  a  State  school  officer.  Text  books  in 
the  several  branches  of  common  school  learning  are  so  numerous;  opinions 
as  to  their  merits  are  so  various;  pubHshers  and  agents  are  so  active  and 
persevering;  and  the  public  mind  is  so  sensitive  with  regard  to  changes,  that 
it  requirs  sound  judgment,  careful  examination  and  moral  courage  to  deal 
with  the  matter  properly.  The  principles  which  should  govern  the  State 
Board  are  plain  enough:  Adopt  the  best  books;  adopt  no  more  than  are  ab- 
solutely necessary,  make  changes  when  needful,  but  not  otherwise.  It  is  bad 
policy  to  retain  a  bad  book  on  any  terms,  as  it  is  a  wrong  against  the  purses 
of  the  people  to  make  any  change  that  is  not  for  the  better. 


MONTEITH'S  GEOGRAPHIES. 

By  vote  of  the  State  Board  of  Education,  Monteith's  Geographies  are  not 
to  be  introduced  into  the  Public  Schools  until  July  1st,  1870,  after  which  date 
three  months  will  be  allowed,  for  their  introduction,  according  to  the 
published  terms,  in  the  last  Teachee.  The  Pacific  Coast  Edition  of 
the  books  will  not  be  ready  for  distribution  until  about  the  time  named. 
Those  interested  will  do  well  to  bear  this  in  mind,  and  not  order  supplies 
from  the  old  stock  now  on  hand.  Before  the  time  for  introduction,  a  cir- 
cidar  containing  full  instructions  will  be  issued. 

DORVILLE   LrBBT, 

Agent  for  the  Publishers. 


252  Department  of  Public  Instriwtion.  [March 


STATE  SERIES  OF  TEXT  BOOKS. 


Arithmetic. — Eaton's  Primary;  Eaton's  Intellectual;  Eaton's 
Common  School;  Eaton's  Higher. 

Geography. — Nos.  I,  II  and  III  of  the  Monteith  series  of  Ge- 
ographies have  been  adopted  by  the  State  Board,  and  will  go 
into  use  on  the  first  of  July  next.  (See  Teacher  for  last  month.) 
Those  now  authorized  are  Allen's  Primary;  ComelFs  Primary; 
Warren's  Intermediate;  Warren's  Physical;  Shaw  and  Allen's; 
Cornell's  Outline  Maps;  Guyot's  Wall  Maps  of  Physical  Geog- 
raphy. (The  adoption  of  a  single  series  instead  of  all  this  jum- 
ble, is  certainly  a  reform  movement.) 

Grammar. — Brown's  Series. 

Keaders. — Willson's  entire  series,  with  Charts. 

Physiology. — Cutter's  Elementary;  Hooker's  Larger. 

History  op  the  United  States. — Quackenbos'  Primary;  Quack- 
enbos'  Larger. 

Natural  Philosophy. — Quackenbos'  Natural  Philosophy. 

Algebra. — Eobinson's  Series. 

Moral  Training. — Cowdery's  Moral  Lessons. 

Penmanship. — Payson,  Dunton  &  Scribner's. 

English  Composition. — Bonnell's  Manual. 

Drawing. — Burgess'. 


INDIAN  CHILDREN. 


Kev.  Dr.  T.  O.  Ellis,  Co.  Supt.  Schools,  Fresno  County: 

Dear  Sir  : — In  your  communication  of  Jan.  22d  you  ask  me 
to  define  specifically  the  proper  meaning  and  construction  of 
section  56  of  the  Kevised  School  Law,  relating  to  Indian 
children.  I  will  endeavor  to  comply  with  your  request,  prefac- 
ing my  opinion  with  the  respectful  suggestion  that  in  a  case  like 
this,  where  the  language  of  the  law  is  sufficiently  ambiguous  to 
lead  to  honest  differences  of  opinion,  a  spirit  of  compromise  and* 
patience  should  govern  all  who  are  concerned  in  the  matter, 
ofl&cially  or  otherwise. 
There  is,  of  course,  no  dijfficulty  about  what  is  meant  by  "half- 
reed  Indian  children,  and  Indian  children  who  live  in  white 
families. "  The  dijQ&culty  is  concerning  those  '  'under  guardian- 
ship of  white  persons."     The  meaning  to  my  mind  must  be  this: 


J 


1870.]  Department  of  Public  Instruction.  253 

White  persons  have  ' 'guardianshij)"  of  such  Indian  children 
when  they  stand  in  loco  parentis  to  them — that  is,  when  they 
have  them  under  their  control  and  are  responsible  for  their  man- 
agement and  support.  The  mere  fact  that  the  parents  of  Indian 
children  live  on  land  belonging  to  white  persons,  or  are  em- 
ployed by  white  persons,  does  not,  in  my  judgment,  constitute 
"guardianship." 

This  construction  seems  to  me  clear  and  sound,  and  by  it  I 
should  think  any  particular  case  may  be  determined. 

Yours  truly,  O.  P.  Fitzgerald, 

Supt.  Public  Instruction. 

SPECIAL  LEGISLATION  IN  SCHOOL  MATTERS. 


In  California,  we  have  had  too  much  special  legislation  in  school  matters. 
A  general  school  law  should  be  sufficiently  comprehensive  and  flexible  in  its 
features  to  cover  the  wants  of  the  whole  State,  without  the  interminable 
special  legislation  to  which  we  have  become  accustomed.  Every  little  town 
wishes  to  become  an  imperium  in  imperio,  and  our  statute  book  is  made  pleth- 
oric with  special  acts,  embracing  provisions  in  many  instances  already  com- 
prehended in  the  general  school  law  of  the  State,  and  in  others  conflicting 
therewith.  Special  legislation  is  a  curse  in  every  department  of  the  govern- 
ment, always  creating  confusion  and  often  leading  to  corruption. 


THE  RAW-HIDE. 


The  Principal  of  a  Grammar  School  in  one  of  our  large  interior  towns 
purchased  a  raw-hide  for  use  among  his  pupils.  The  Trustees  hearing  of 
this,  remonstrated  against  its  use.  Notwithstanding  this  remonstrance,  the 
raw-hide  was  used.  Kesult:  Principal  dismissed.  Right — the  dismissal.  A 
teacher  who  cannot  maintain  order  in  his  school  without  the  use  of  a  raw- 
hide would  suit  better  some  other  occupation. 


FmsT  Steps  In  Music.    By  George  B.  Loomis.    Indianapolis:   1869. 

We  receive  from  the  author  the  first  and  second  numbers  of  the  seiies, 
which  when  complete,  is  to  have  five  or  six.  The  work  is  designed  to  present 
the  rudiments  of  music  simply  and  progressively,  so  that  a  teacher  with  no 
musical  education, — only  ability  to  sing  the  scale  correctly  and  beat  time  reg- 
ularly,— can  teach  his  pupils  to  sing.  The  two  numbers  received  are  suited 
to  the  primary  grade  —and  have  variety,  clearness,  and  adaptability  to  the  field 
they  are  to  occupy.  The  moderate  cost  will  also  commend  them  to  the  pub- 
Uc. 


TABLE    OF    CONTENTS. 


PAGE. 

NORMAL  TEACT  ON  COMMON  FRACTIONS 227 

UNITED  STATES  LAND  SURVEY 232 

WHAT  IS  THE  MISSION  OF  EDUCATION 237 

ABBREVIATIONS— A    LITTLE  CHAT  CONCERNING  THEIR  SIG- 
NIFICATION    239 

MISCELLANEA 214 

SCHOOL  BUILDINGS  IN  SAN  FRANCISCO 243 

DEPARTMENT  OF  PUBLIC  INSTRUCTION 244 

SEMI-ANNUAL  APPORTIONMENT  OF  SCHOOL  FUND 244 

SACRAMENTO  COUNTY  TEACHERS'  INSTITUTE 251 

TEXT  BOOKS 251 

MONTEITH'S  GEOGRAPHIES 251 

STATE  SERIES  OF  TEXT  BOOKS 252 

INDIAN  CHILDREN 252 

SPECIAL  LEGISLATION  IN  SCHOOL  MATTERS 253 

THE  RAW-HIDE 253 

Terms  of  Advertising  in  the  California  Teacher. 

[PayaTbleim  U.  S.   Gold  Coin.] 

1  month.    3  months.  6  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- 


^  ^  ^  ^        ^  ^ 


TO  THE  WORKING  CLASS.— "We  are  now  prepared  to  furnish  all  classes  with  constant 
employment  at  home,  the  whole  of  the  time  or  for  the  spare  moments.  Business  new,  light 
and  profitable.  Persons  of  cither  sex  easily  earn  from  5()c.  to  $5  per  evening,  and  a  propor- 
tional sum. by  devoting  their  whole  time  to  the  business.  Boys  and  girls  earn  nearly  as 
much  as  men.  That  all  who  see  this  notice  may  send  their  address,  and  test  the  business, 
we  make  this  unparalleled  offer:  To  such  as  are  not  well  satisfied,  we  will  send  $1  to  pay 
for  the  trouble  of  writing.  Full  particulars,  a  valuable  sample,  which  will  do  to  commence 
work  on,  and  a  copy  of  The  People's  Literary  Companion— one  of  the  largest  and  best  family 
newspapers  published— all  sent  free  by  mail.  Reader,  if  you  want  permanent,  profitable 
work,  address  E.  C.  ALLEN  &  CO.,  Augusta,  Maine.  f  3t 


PLAIN  AND  ORNAMENTAL 


EXECUTED   IN   THE   MOST   APPROTED   STYLES,    AT   THE   OFFICE   OF 

M.    U.    C^RR    &    CO., 

No.  532  Clay  St.,  between  Montgomery  and  Sansome, 

SAN  FRANCISCO. 


i 


jState    Normal    jSchool. 
board  of  trustees. 

H.  H.  HAIGHT Governor 

O.  P.  FITZGERALD Superintendent  of  Public  Instruction 

JAMES  DENMAN Superintendent,  San  Francisco 

MELVILLE   COTTLE Superintendent,  San  Joaquin  County 

J.  H.  BEALY Superintendent,  Santa  Clara  County 

Db.  a.  TRAFTON Superintendent,  Sacramento  County 

S.  I.  C.  SWEZEY San  Francisco 

J.  M.  SIBLEY San  Francisco 

TEACHERS. 

Rev.  W.  T.  Lucky,  A.M Principal 

H.  P.  Caklton Vice-Principal 

Miss  E.  W.  Houghton Assistant 

Mbs.  D.  Clark Assistant 

The  Second  Term  of  the  current  year  wiU  commence  on  the  8th  day  of  No. 
vember,  1869.    All  candidates  for  admission  must  be  present  at  that  time. 

COURSE   OF  STUDY. 

REQUISITES  FOR  ADMISSION. 

To  secure  admission  to  the  Junior  Class,  Second  Di-sdsion,  applicants  must 
pass  a  written  examination  on  the  following  subjects,  viz. : 

Eaton's  Common  School  Arithmetic — to  percentage. 

Eaton's  Intellectual  Arithmetic. 

Greene's  Introduction  to  Enghsh  Grammar. 

WiUson's  Fourth  Reader. 

Spelling;  Penmanship. 

Applicants  for  an  advanced  Class  wiU  be  required  to  pass  an  examination  on 
the  studies  previously  pursued  by  that  Class. 

Junior  Class — First  Session. 

Arithmetic — ^Eaton's  Common  School — complete. 
Grammar — Quackenbos' — begun. 
Geography — Guyot's  Common  School. 
Beading — Willson's  Fifth  Reader. 
Moral  Lessons^ — Co-v\'dery's. 
Spelling — Willson's  Larger  Speller. 

Junior  Class — Second  Session. 

Arithmetic — Eaton's  Higher. 

Gi^ammar — Quackenbos' — complete. 

Rhetoric — B  oy  d '  s . 

Physiology — Cutter's  Elementary. 

History — Quackenbos'. 

Vocal  Culture — Russell's. 

Book-Keeping — Payson  &  Dutton's  Single  Entry. 

General  Exercises  throughout  the  Junior  Year — Penmanship;  Object-Lessons; 
Calisthenics;  Methods  of  Teaching;  School  Law;  Composition  and  Declama- 
tion. 

Senior  Class — First  Session. 

Arithmetic — Eaton's  Higher — reviewed. 
Algebra — Robinson's  Elementary. 
Grammar — Greene's  Analysis. 
2\fatural  Philosophy — Quackenbos'. 
Physiology — Cutter's  Larger. 
Bhetoric — Boyd's. 
Natural  History — Tenney's. 


Senioe  Class — Second  Session 
Botany — Gray's. 

Physical  Geography — Warren's,  with  Guyot's  "Wall  Maps. 
Normal  Training — Russell's. 
Geometry— Dories'  Legendre — five  books. 
English  Literature — Shaw's. 

Book-Keeping — Payson  &  Dunton's  Double  Entry.  * 

General  Exercises — Same  as  in  Junior  Year. 

REGULATIONS   OF  THE   STATE   NORMAL  SCHOOL. 
Adopted  by  the  Board  o^  Normal  School  Trustees,  March  28,  1868. 

1.  All  pupils,  on  entering  the  School,  are  to  sign  the  following  declaration 
of  intention: 

' '  We,  the  subscribers,  hereby  declare  that  our  purpose  in  entering  the  State  Normal  School 
is  to  fit  ourselves  for  the  profession  of  Teaching,  and  that  it  is  our  intention  to  engage  in 
teaching  in  the  Public  Schools  of  this  State." 

Male  candidates  for  admission  must  be  at  least  eighteen  years  of  age;  and 
female  applicants  at  least  fifteen  years  of  age;  and  all  must  possess  a  good  de- 
gree of  physical  health  and  vigor. 

2.  No  person  whose  age  exceeds  thirty  years  shall  be  admitted  to  the  School, 
except  teachers  who  are  fitted  to  enter  the  Senior  Class. 

3.  Whenever  the  number  of  applicants  from  any  county  shall  exceed  the 
number  to  which  that  county  is  entitled  by  law,  the  applicants  shall  pass  a 
competitive  examination  before  the  County  Superintendent,  and  the  County 
Board  of  Examination;  which  examination  shall  be  conducted  in  the  same 
manner  as  county  examinations  for  third  grade  teachers'  certificates.  The 
persons  passing  the  highest  examination  shall  be  eligible  to  admission  in  the 
order  of  their  standing  in  examination. 

4.  All  applicants  are  required  to  present  letters  of  recommendation,  and 
certificates  of  good  moral  character,  from  the  County  Superintendent  of  the 
county  in  which  they  reside. 

5.  All  new  applicants  shall  present  themselves  for  examination  at  least  three 
days  previous  to  the  regular  day  of  each  term  commencement;  and  no  pupil 
shall  be  admitted  during  term  tiiue,  except  in  case  of  teachers  who  hold  at 
least  second  grade  State  or  County  certificates. 

6.  The  Principal  of  the  School  shall  keep  a  register  of  the  attendance  of 
pupils,  and  shall  report  monthly,  to  the  Secretary  of  the  Board,  the  whole 
number  enrolled,  the  average  number  belonging,  the  average  daily  attendance, 
the  percentage  of  daily  attendance,  and  such  other  statistics  as  may  be  re- 
quired by  the  Executive  Committee  of  the  Board. 

7.  No  pupil  shall  be  entitled  to  a  Diploma  of  Graduation  who  has  not  been 
a  member  of  the  School  at  least  one  term  of  five  months. 

8.  The  Normal  School  shall  be  divided  into  two  classes:  Junior  and  Senior 
— each  divided  into  two  divisions. 

GENERAL  INFORMATION. 

The  time  for  completing  the  Normal  School  com-se  is  two  years,  each  divided 
into  two  terms  of  five  months. 

There  will  be  Written  Examinations  and  Public  Exercises  at  the  close  of  each 
term.     The  Graduating  Exercisee  will  be  in  May.  % 

Pupils  will  be  required  to  furnii^h  their  Text  Books.  Books  for  reference 
will  be  furnished  by  the  State.  Good  boarding  can  be  procured  at  about 
twenty-five  to  thirty  dollars  per  month. 

Applicants  will  please  read  attentively  the  "Regulations"  as  given  above, 
particularly  the  Fourth  and  Fifth. 

All  graduates  will  be  required  to  pass  an  examination  on  the  entire  course. 
Those  who  {jomjilete  the  studies  of  the  Junior  Class  will  be  entitled  to  certifi- 
cates of  qualification,  for  teaching  schools  of  Second  and  Third  Grade. 

For  additional  particulars,  address 

Rev.  WM.  T.  LUCKY,  A.  M.,  Peinoipal,  San  Francisco. 


THE  COMPLETE  SERIES 

EoUnson^s  mi  iosf  se  of  n%lbematiei« 


The  "BROTHERS  OF  THE  CHRISTIAN  SCHOOLS"  have  ordered  such  of  Robin- 
son's Mathematical  Series  as  are  adapted  to  their  classes;  and  they  are  now  in  use 
in  schools  under  their  supervision  in  Montreal,  C.W.;  Quebec,  C.  E  ;  Santa  Fe,  New  Mexico, 
New  Orleans,  St.  Louis,  Chicago,  Detroit,  Baltimore,  Philadelphia,  New  York  City,  Brooklyn, 
Albany,  Troy,  Utica,  Rochester,  and  many  other  large  towns,  from  the  Atlantic  to  the  Pacific. 
We  give  the  titles  of  the  several  books  of  the  series,  and  some  of  the  many  commendations 
received. 
Robinson's  Pbogkessive  Table  Book.  i   Robinson's  New  Univeetitt  Algebra. 


Robinson's    Pkogressive    Primaby    Akith- 

METIC. 

"  The  '  Progressive  Primary  Arithmetic '  is 
happily  calculated  to  teach  the  infant  mind 
self-reliance."—  Rev.   N.   H.    Gillespse,   Vice- 
President  of  Notre  Dame  University, 
Robinson's      Progressive      Intellectual 

Arithmetic. 
Robinson's  Rudiments  of  Written  Arith- 
metic. 
Robinson's  Progressive  Practical  Arith- 
metic. 
Robinson's  Key  to  Practical  Arithmetic. 
Robinson's    Progressive     Higher    Arith- 
metic. 
"Robinson's    Progressive    Higher    Arith- 
metic is  certainly  one  of  the  most  practical 
works  on  the  subject  now  before  the  public." 
— Bro.  John  Chrysostom,  Philadelphia. 
Robinson's  Key  to  Higher  Arithmetic. 
Robinson's  Arithmetical  Examples. 
Robinson's  New  Elementary  Algebra. 
Robinson's  Key  to  New  Elementary  Algeb. 


"  In  my  opinion  the  New  University  Alge- 
bra justly  merits  what  the  author  claims  for 
it— a  combination  of  the  best  practical,  with 
the    highest    theoretical,   character "— £.  B. 
Downing,  LL.  D.,  Prof,  of  Math.,   University 
of  St.  Mary's  of  the  Lake,  Chicago. 
Robinson's  Key  to  New  University  Alge- 
bra. 
Robinson's  New  Geometry  and  Trigonom- 
etry. 
Robinson's  Surveying  and  navigation. 
Robinson's  Analytical    Geom.  and  Conic 

Sections. 
Robinson's  New  Diffebential  and  Inte- 
gral Calculus. 
Robinson's  Geometry,  separate 
Robinson's  Trigonometry,  separate. 
Key  to  Geometry,  Trigonomery,  Survey- 
ing, ETC. 
Kiddle's  New  Elementary  Astronomy. 
Robinson's  University  Astronomy. 
Robinson's  Mathematical  Operations. 
Marks'  First  Lessons  in  Geometry. 


Brother  Ambrose,  ProuinciaZ  o/  the  Christian  Brothers  of  the  United  States: — "  We  have 
been  using  Robinson's  Series  of  Mathematical  Books  for  over  three  years,  and  find  them  so 
well  adapted  to  our  purposes  that  they  now  supersede  all  other  works  on  Mathematics  in 
our  Schools  and  Colleges.  A  report  having  gone  abroad  that  Robinson's  works  were  exclu- 
ded from  our  schools,  I  avail  myself  of  the  present  occasion  to  contradict  it,  and  to  add 
that  they  are  the  standard  works  used  in  our  Schools  and  Colleges,  not  only  in  the  United 
States,  but  in  the  Canadas."— De  La  Salle  Institute.  March  1865. 

"  Robinson's  Series,  as  far  as  I  have  examined  it,  meets  with  my  hearty  approval,  and  I 
hope  it  will  be  introduced  into  all  the  Schools  of  our  Society,  as  the  Arithmetics  and  Alge- 
bras have  been  in  this  college.  We  have  concluded  to  adopt  the  entire  series." — Rev.  N.  H. 
Gillespie,  Prefect  of  Studies,  and  Vice-President  of  Notre  Dame  Univejfsity,  Indiana. 

"  I  am  convinced  that  Robinson's  Arithmetics  are  among  the  first  as  to  methods  and 
clearness.  I  have  adopted  the  practical,  and  hope  soon  to  introduce  the  higher  Arithmetic." 
— Ren).  J.  L.  Letoumeau,  Director  of  the  Teaching  Brothers  of  the  Holy  Cross. 

MARKS'  FIRST  LESSONS  IN  GEOMETRY. 

Objectively  presented,  and  designed  for  the  use  of  Primary  classes.  Illustrated  by  colored 
diagrams.    By  Bernhard  Marks,  Principal  of  Lincoln  School,  San  Francisco. 

This  book  is  constructed  for  the  purpose  of  instructing  large  classes,  and  with  reference 
to  being  used  by  teachers  who  have  themselves  no  knowledge  of  Geometry. 

It  is  held  that  this  science  should  be  taught  in  all  Primary  and  Grammar  Schools,  for  the 
same  reasons  that  apply  to  all  other  branches. 

The  elements  of  Geometry  are  miich  easier  to  learn,  and  more  valuable  when  learned, 
than  advanced  Arithmetic;  and  if  a  boy  is  to  leave  school  with  merely  a  Grammar-school 
education,  he  would  be  better  prepared  for  the  active  duties  of  life  with  a  little  Arithmetic, 
and  some  Geometry,  than  with  more  Arithmetic  and  no  Geometry. 

TOWNSKXirS  CIVIL  «OYERNMEx\T. 

Designed  as  a  full  and  complete  class-book  on  this  subject.     By  Calvin  Townsend,  Esq. 

In  this  work  the  subject  of  Civil  Government  is  presented  analytically,  and  is  the  first 
work  published  pretending  to  give  a  topical  and  tabular  arrangement  of  the  principles  of 
our  Government. 

We  are  confident  that  the  Teacher  and  Educator  will  find  in  this  work  a  larger  amount 
of  facts,  and  more  useful  information,  and  so  presented  as  to  be  better  adapted  for  a  popu- 
lar CLASS  book,  than  any  other  work  yet  presented  to  the  public. 
Address  the  Publishers, 

IVISON,  PHINNEY,  BLAKEMAN  &  CO., 

47  &  40  Green  Street,  New  York. 


The  Latest,  Best  Most  Popular  Botanical  Text  Books. 


By   ASA   GRAY,    M.    D. 

Fisher  Professor  of  Natural  Science  in  Harvard  University. 


The  world  wide  reputation  of  PROF.  GRAY  is  sufficient  guaranty  for 
the  scientific  accuracy  of  his  books ;  their  popularity,  evinced  by  a  sale  greater 
than  that  of  all  others  combined,  shows  that  in  claiming  for  them  compre- 
hensiveness of  scope,  exactness  and  clearness  of  description,  accurate  and 
scientific  analysis  of  plants,  and  beauty  of  illustrations,  we  claim  only  their 
due;  they  have  no  equals  in  any  respect.' 

Gray's  "How  Plants  Grow," $1  00 

A  Botany  for  Young  People.      Handsomely  Illustrated. 

Gray's  Lessons  in  Botany.    302  Drawings 1  40 

Gray's  School  and  Field  Book  of  Botany 2  50 

This  is  a  new  book;  a  complete  key  to  the  vegetable  and  floral  Physi- 
ology, Family  and  Genera  of  all  common  plants,  native  or  exotic,  found  east 
of  the  Mississippi,  in  gardens,  fields,  forests,  or  in  ordinary  conservatories; 
giving  their  common  English  names,  whence  they  came,  how  they  may  be 
recognized,  and  for  what  they  are  or  may  be  used. 

Gray's  Manual  of  Botany $2  50 

Gray's  Lessons  and  Manual.    One  volume 3  00 

Gray's  Manual,  with  Mosses,  etc.   Illustrated 2  50 

Gray's  Structural  and  Systematic  Botany. 3  00 

Flora  of  the  Southern  United  States.    By  A.  W. 

Chapman,  M.  T>.     One  volume 3  50 

1  *^*  * 

SPENCERIAN   PENMANSHIP. 

The  American  Standard  of  .Business  Penmanship. 

2'he  only  Original^System,,        First  Published  in  1848, 

Used  in  nine  tenths  of  aU  the  Normal  schools  in  the  United  States. 
Used  more  in  New  York  and  more  generally  everywhere  than  any  other. 
Taught  by  the  best  penmen.  Produces  the  best  penmen,  and  challenges 
THE  woELD  to  show  better  7'esults,  or  a  better  busi7iess  or  ornamental  penman  than 
than  one  taught  exclusively  in  its  school. 

I^Teachers  and  School  Officers  are  invited  to  correspond  with  us, 
and  to  send  for  the  Educational  Almanac  for  1870. 

IVISON,  PHINNEY,  BLAKEMAN  &  CO, 

2*  47  &  40  OllBENJS  8TltJ£ET.  NJ^W  lORK. 


THE  FIFTIETH  VOLUME! 

NEW  SEKIES  !    NEW  FORxM  !  !    THE  PICTOEIAL 

PHRENOLOGICAL  JOURNAL 

A  FIRST  CLASS  FAMILY  MAGAZINE, 

Specially  devoted  to  the  "Science  of  Man,"  his  improvement,   by  all  the 

means  indicated  by  Science. 
■    PHEENoiiOGY.     The  Brain  and  its  Functions;  the  Location  and  Natural  Lan- 
guage of  the  Organs,  with  directions  for  cultivating  and  restraining  them ;  and 
the  relations  subsisting  between  Mind  and  Body  described. 

Physiognomy,  with  all  the  "Signs  of  Character  and  How  to  Read  them,  "is 
a  special  feature. 

Ethnology;  or.  The  Natueal  Histoey  of  Man.  Customs,  Religions  and 
Modes  of  Life  in  different  Tribes  and  Nations,  will  be  given. 

Physiology  and  Anatomy.  The  Organization,  Structure  and  Functions  of 
the  Human  Body;  the  Laws  of  Life  and  Health — What  we  should  Eat  and 
Drink,  How  we  should  be  Clothed,  and  How  to  Exercise,  Sleep  and  Live,  pre- 
sented in  a  popular  manner,  in  accordance  with  Hygienic  Principles. 

PoETBAiTs,  Sketches,  and  Biogeaphies  of  the  leading  Men  and  Women  of 
the  World  in  all  departments  of  life,  are  special  features. 

Paeents  and  Teachees,  As  a  guide  in  educating  and  training  Children, 
this  Magazine  has  no  superior,  as  it  points  out  all  the  peculiarities  of  Charac- 
ter and  Disposition,  and  renders  government  and  classification  not  only  pos- 
sible but  easy. 

Much  general  and  useful  Information  on  the  leading  topics  of  the  day  is 
given,  and  no  efforts  are  spared  to  make  this  the  most  interesting  and  in- 
structive as  well  as  the  Best  Pictorial  Family  Magazine  ever  published. 

Established.  The  Journal  has  reached  its  SOtli  VOLUME,  and  with  Janu- 
ary Number,  1870,  a  NEW  SERIES  is  commenced.  The  form  has  been 
changed  from  a  Quarto  to  the  more  convenient  Octavo,  and  many  improve- 
ments have  been  made.  It  has  steadily  increased  in  favor  during  the  many 
years  it  has  been  published,  and  was  never  more  popular  than  at  present. 

Teems  —Monthly,  at  $3  a  year,  in  advance.  Single  numbers,  30  cents. 
Clubs  of  ten  or  more,  $2  each,  and  an  extra  copy  to  agent. 

We  are  offering  the  most  liberal  Premiums.  Inclose  15  cents  for  a  sample 
number,  with  new  Pictorial  Poster  and  Prospectus,  and  a  complete  List  of 
Premiums. 

Address  S.  It.  WELLS,  riiblisJier, 

JAN-3  389  Broadway,  New  York. 


byeon  batley.  wm.  smith. 

BA^LE Y  &  SMITH 

M-/-^_/,^j  FORMERLY 

■^     '-J*    "^'^  -^  DERBY    &    BAILEY, 

M A N U F A C T U E E E S      OF      ALL 

Kinds  of  School  Furniture,  Settees,  Offiice  Desks,  etc., 

No,  51  Beale  Street,  near  Missiorif 

SAN  FRANCISCO. 

^p'  Having  had  an  experience  of  four  years  on  this  coast  in  the  manufacture 

of  SCHOOL  FURNITUEE,  and  possessing  facilities  surpassed  by  no 

other,  we  are  prepared  to  furnish  a  superior  article  at  the  lowest  rates 

j-ly  ^°  All  orders  promptly  attended  to.  ,^3 

3 


First  Steps  in  Greograpliy, 

Intended  to  precede  COKNELL'S  GEOGEAPHICAL  SEKIES,  and  to  intro- 
duce the  little  pupil  pleasantly  and  profitably  to  the  Rudiments  of 
Geography.     One  beautiful  volume,  child's  quarto,  with 
numerous  Maps   and  Illustrations,  72  pages. 

Cornells  Geographical  Series 

CONSISTS  OF 
X.    JPrimary  Geography.    Small  4to.     100  pp.    12  Maps.    Beau- 
tifully ilhistrate'd. 
II,    Intermediate    Geography.      Large  4to.      96  pp.      Revised 
edition,  brought  up  to  date,  with  new  and  additional  Maps  and 
numerous  Illustrations.   Contains  a  summary  of  Physical  Geography. 
Grammar- School  Geography.     Large  4to.,  with  numerous 
Maps  and  Illustrations.     108  pp.     Contains  comprehensive  lessons 
on  Physical  Geography,  and  a  practical  system  of  Map  Drawing. 
Ill,    High-School    Geography    and   Atlas.      Geography,   large 
12mo.     Richly  Illustrated.     It  includes  Descriptive,  Physical,  and 
Mathematical  Geography.     Atlas,  very  large  4to.      Containing  a 
complete  set  of  Maps  for  study;  also  a  set  of  Reference  Maps  for 
family  use. 
THE  INTERMEDIATE  GEOGRAPHY  is,  in  accordance  with  the  author's 
plan,  designed  for  pupils  who  have  completed  a  primary  course  on  the  subject. 
It  possesses  all  the  advantages  of  arrangement  and  system  peculiar  to  the  first 
book  of  the  series.     It  clearly  explains  the  terms  used  in  Physical,  Political, 
and  Mathematical  Geography,  and  contains  a  judiciously  selected  and  care- 
fully systematized  amount  of  Descriptive  Geography.    The  work  also  embraces 
a  Pronouncing  Vocabulary  of  the  Geographical  names  contained  in  it,  giving 
the  population  of  places,  the  length  of  rivers,  etc. 

THE  GRAMMAR-SCHOOL  GEOGRAPHY  may  either  follow  the  Inter- 
mediate Geography  or  be  used  instead  of  it,  as  the  second  part  of  tne  series. 
The  chief  difference  between  the  Intermediate  and  the  Grammar  School  is 
that  the  latter,  though  no  more  elevated  in  style,  is  fuller  in  detail,  presents 
a  greater  variety  of  map  questions,  and  a  larger  number  of  localities  to  be 
memorized.  Both  are  alike  philosophical  in  their  arrangement,  accurate  in 
their  statements,  chastely  and  lavishly  illustrated,  highly  attractive  in  their 
external  appearance,  and,  generally,  just  what  the  intelligent  teacher  desires. 
THE  HIGH-SCHOOL  GEOGRAPHY  AND  ATLAS  are  intended  for 
High  Schools,  Academies  and  Seminaries.  They  cover  the  whole  ground  of 
Mathematical,  Physical,  and  Descriptive  Geography.  The  Atlas  will  be  found 
fuller  and  more  reliable  than  former  atlases,  and  will  answer  every  practical 
purpose  of  reference  for  schools  and  families. 

B^  A  copy  of  either  part  of  the  Series,  for  examination,  will  be  sent  by 
mail,  post-paid,  to  any  Teacher  or  School  Officer,  remitting  one  half  its  price. 

D.  APPLETON  &  CO.,  NEW  YORK. 

HAVE   JUST  PUBLISHED 

jtS  SeTzes  of  Ouutline  ]\^cu-ps, 

BY     THE     AUTHOR     OF     CORNELLs's      SERIES     OF      SCHOOL     GEOGRAPHIES. 

In  beauty  and  neatness  of  engraving,  convenience  of  size,  accuracy  of  state- 
ment, and  simplicity  of  arrangement,  these  maps  are  superior  to  any  hereto- 
fore published.    Also, 

Cornell's  Cards  for  the  Study  and  Practice  of  Map  Drawing. 

Designed  for  the  use  of  Schools.  They  are  of  large,  but  convenient  size; 
and  neatly  put  up  in  sets. 

For  sale  by  all  Booksellers  throughout  (Mifoimia  and  Oregon. 

HENRY  PAYOT  &  CO., 

Booksellers,  Pablislierg,  aiul  Affents  for  tlie  snie  of  ttie  Cornelias  Series  of 
GeoicrnpliioM,  (>'/2U  andO^'^  ^Vaslxitiiflon  street,  Hun  Francisco. 


so©j,o©o  ^mwimm  s©m© 


Guyofs  Geographical  Series. 

0 — 

The  Most  Perfectly  Graded  and  Successful  Text  Books  in  Use. 


lilt  PfijICJICjIL  JUtjIIOl)  Ot  ]\m^  IjtOljfiilPllY. 

Guyot's  Introduction  to  the  Study  of  Geography. 

Guyot's  Elementary  Geography,  for  Primary  Classes. 

Guyot's  intermediate  Geography:  A  Study  of  Form  and  Location. 

Guyot's  Common  School  Geography: 

A  General  View  of  the  Continents,  and  all  the  Principal  Countries  of  the 


These  Works,  in  addition  to  the  Physical,  Wall  Maps,  by  the  same  author, 
have  revolutionized  Geographical  teaching.  The  fascinating  style  in  which 
these  books  are  prepared,  the  clear  and  forcible  manner  in  which  Peofbssob 
Guyot's  views  of  the  relations  of  facts  in 

NATURE    AND    THE    HISTORY    OF    MAN 

are  presented ;  the  acceptance  of  these  views  by  the  most  eminent  scientific 
men,  and  teachers  generally,  as  well  as  the  general  desire  for  a  more  attractive 
and  satisfactory  mode  of  instruction,  have  contributed  to  the 

G-IlEIi^T      SSXJOCESS 

which  these  Geographies  have  obtained. 

Unsolicited  testimonials,  from  Teachers  using  Guyot's  Geographies  are 
constantly  received  ;  and  the  practical  success  of  these  text-books  is  assured, 
by  the  genuine  welcome  and  hearty  appreciation  of  thousands  of  intelligent 
Teachers  throughout  the  country. 

0 

Extract  from  the  Report  of  Hon.  W.  R.  White,  General  Superintendent  of 
Free  Schools  for  the   State  of  West  Virginia,  recommending  GuYex's 
Geographies  for  exclusive  use  in  the  Schools  of  the  State  : 
"In  teaching  Geography,  a  most  marked  revolution  has  been  effected.     In 
Guyot's  new  work  the  Teacher  will  find  a  welcome  assistance .    The  Inteemb- 
DiATE  Geography  contains  all  that  is  at  present  needed  by  the  large  majority 
of  the  pupils  who  attend  our  schools.      The  '  Teachers'  Edition  of  the  Com- 
mon School, '  intended  solely  for  Teachers,  is  earnestly  recommended  to  those 
who  have  not  had  a  Normal  preparation." 

0 

*'  Guyot's  Maps  are  Incomparably  Superior."  prof.  l.  agassiz. 

Guyot's  Wall  Maps,  Liarge  Series,   No.   1 $7100 

Guyot's  Wall  Maps,  Intermediate  Series,  No.  3 38  50 

Guyot's  Wall  Maps,   'So,  3,  mounted,  on. Rollers 35  00 

Guyot's  W^all  Maps,   Portfolio  Series 18  00 

Key  accompanies  each  Series,  free  of  cost. 
Guyot's  Classical  Maps,    (3  Maps,   $15  eacli, ) 45  00 

^^  Full  Descriptive  Catalogue,  with  Testimonials  from  promint  Teachers, 
of  every  State  in  the  Union,  sent  on  application . 

CHABLJES  SCRIBNBIt  &  CO., 

654  Broadway,  New  York. 

A,  BOM  AN  &  CO.,  San  Francisco,  Cal,         '  b-1t 


Popular    School    Books. 

.  New  Series  of  Geographies 

Is  now  complete  in  thrp:e  Books,  each  of  which  has  recently  been  thoroughly 
revised.  These  Books  form  a  complete  Geographical  Course,  adapted  to  ail 
cnrades  of  Schools,  and  is  the  mo-t  compact  and  economical  series  now  pub- 
lished.   

The  New  Primary 

Presents  the  elementary  principles  of  Geography  in  a  Series  of  Oral  Lessons, 
combined  with  concise  definitions,  in  a  difierent  style  of  type.  It  giVes  a 
correct  idea  of  the  Earth  ag  a  whole,  and  a  general  description  of  Continents 
and  their  political  subdivisions. 

The  New  Intermediate 

Excels  in  systematic  arrangement  and  treatment.  The  topics  follow  each 
other  in  natural  order,  and  the  general  principles  and  descriptions  precede  the 
less  important  details.  The  text  is  concise  and  intelligible,  and  the  questions 
for  review  are  calculated  to  awaken  thought  and  stimulate  to  investigation. 
The  Maps,  which  are  new,  and  on  copper  plate,  are  unsurpassed  for  accuracy 
and  clearness,  one  of  them  being  a  full  paged  MAP  OF  CALIFORNIA, 
exhibiting  the  Counties  of  the  State. 

The  New  Physical 

Has  been  entirely  re- written,  and  contains  the  results  of  the  investigations 
and  discoveries  of  the  most  eminent  Geographers  and  Scientific  Men  in  all 
parts  of  the  "World  up  to  the  present  date.  It  contains  a  new  set  of  finely 
executed  Maps,  prepared  by  the  skillful  engravers  of  the  Coast  Survey,  "Wash- 
ington, D.  C;  while  the  entire  subject  is  presented  in  a  brief,  but  compre- 
hensive manner,  and  in  a  state  of  completeness  not  hitherto  attempted  in  this 
country. 

No  higher  commendation  could  be  awarded  to  any  Series  of  Books  than 
that  received  by  "Warbkn's  Series  of  Geographies,  by  their  use  in  most  of 
the  principal  cities  of  the  Union  for  many  years  and  by  their  re-adoption  as 
fast  as  revised,  in  such  cities  as 

BostoUf 

frovidence, 

Washinffton,  D.  C, 
l^hiladeljjhia, 

St.  Louis,  Mo,, 
Chicago, 

Kasht^ille, 

And  thousiinds  of  <  ther  Counties,  Cities  and  Towns. 

COWPERTHWAIT  &  CO.,  Publishers, 

PHILADELPHIA. 


Popular    School    Books. 

GREENE'S  NEW  SERIES  OF  GRAMMARS. 
Greene's  New  Introduction. 
Greene's  New  English  Grammar. 
Greene's  Analysis  of  the  English  Grammar. 

These  Books  form  a  connected  Series,  but  either  is  complete  in  itself  and 
may  be  used  independently  of  the  others.  This  Series,  which  has  recently 
been  thoroughly  revised,  was  prepared  by  Prof.  S.  S.  Geeene,  of  Brown 
University,  and  is  the  result  of  a  long  and  careful  study  of  the  language  itself, 
as  well  as  the  best  methods  of  teaching  it.  The  Revised  Books,  although 
issued  but  a  short  time,  have  already  been  adopted  by  the 

State  Superintendent  of  Kansas, 
State  Comtnissioners  of  Minnesota, 
State  Comtnissioners  ofArJcansas, 
The  School  Board  of  Chicago,  111., 
The  School  Board  of  St.  Louis,  Mo^, 

And  of  One  Thousand  other  Cities  and  Towns  of  the  United  States. 


A  New  Work  on  Yocal  Grymnastics, 

BY  PKOF.  LEWIS  B.  MONROE, 

Superintendent  of  Physical  and  Vocal  Culture  in  the  Boston  Public  Schools. 
102  pp.  D.;  12mo.     Illustrated,  Cloth.     Price,  $1.00. 
A  Book  for  every  Teacher  and  Student  of  that  most  elegant  of  arts.  Elocution 


IIV     TJEXREE     SEJaiES. 

The  Sclxool  Series— Nos.  1  to  9,  inclusive. 

The  Ladies'  Series— Nos.  10  to  13,  inclusive. 

The  Mercantile  and  Ornamental  Series — Nos.  13  to  15,  inclnsiT-e. 

JPotter  &  Matmnond's  Booklieeping , 
Biiard's  History  of  the  United  States, 
Cowdery's  Moral  Lessons,  c0c.,  <0c. 

fS^'  Correspondence  of  Educators  solicited. 

COWPERTHWAIT  &  CO., 

tf  PHILADELPHIA. 


MECHANICS'    INSTITUTE, 

Post  St.,  between  Montgomery  and  Kearny, 


TO  THE  PUBLIC  : 

The  undersigned  most  gratefully  acknowledge  the  large  and  increasing  pat- 
ronage bestowed  upon  the  "Pacific  Business  College  "  in  this  city,  more 
especially  as  the  attendance  for  the  last  few  months  has  been  larger  than  dur- 
ing any  period  since  it  has  been  established,  thus  showing  that  it  is  supplying 
an  important  and  needed  want  in  the  community. 

The  purpose  of  establishing  the  "  Pacific  Business  College  "  in  San  Fran- 
cisco was  to  furnish  young  and  middle-aged  men,  intended  for  mercantile  pur- 
suits, or  those  desirous  of  situations  as  Book-keepers,  Accountants  and  Sales- 
men, with  the  facilities  for  securing  a  Practical  Business  Education,  which 
would  enable  them  to  enter  speedily  upon  fields  of  usefulness  and  honor. 

The  course  of  study  pursued  has  received  the  endorsement  of  thorough 
business  men  in  this  city. 

Deeply  grateful  for  the  liberal  patronage  which  has  been  bestowed  upon  our 
efforts  to  impart  a  sound  business  education,  we  assure  the  public  that  no 
efforts  or  expense  will  be  spared  by  us  in  making  ovir  arrangements  as  com- 
plete and  thorough  as  possible,  and  we  trust  by  so  doing  to  merit  a  continu- 
ance of  public  patronage,  and  submit  our  claims  for  future  support. 

VINSONHALER  &  SEREGNI,  Principals. 


THE  aOLr>  MEDAI. 


€S##i.  f waiiifir»: 


MANTJFACTUBED  BY 


W.JJ.Palmef4Co 


(SucceHBors  to  Wiginore 
&  Palmer,) 

No.  604    Market   Street 
and  5  Sutter. 

San  PrancUco. 


NEW  IMPROVED  SCHOOL  DESK. 


JPrices, 

Patented    February    18tli,    1863,         Made  of  Redwood,  with  ma- 
ple legs  and  ends $6.00 

White  Cedar 7.00 

Spanish  Cedar,  or  Cherry. .     8.50 

Teachers'  Desks $18  to  $40.00 

I  Black  Board,  per  foot 40 

j  Settees,  per  foot 80 

'11  Liquid   Slating,  for  Black- 
boards, per  quart 2.50 

__^^  _  J  i  Black  Board  Eubbers,  doz .     6.00 

^^^aj^l  "N.'      ^'^^'^SL'  ='V1J  Dumb-beUs,  pair 50  to  2.00 

Rings 50 

By  J.    S.    RANKIN.  Indian  Clubs ^2.50  to  $3.50 

By  the  arrangement  represented  above,  two,  three  or  more  School  Desks 
are  connected  by  a  longitudinal  beam  or  board,  and  firmly  held  together.  The 
following  advantages  are  claimed  for  this  arrangement: 

1.  The  scries  of  Desks  thus  formed  stand  very  firm  on  the  floor,  without 
being  in  any  manner  fastened  to  it. 

2.  They  can  be  removed  at  pleasure  by  adults,  in  a  few  minutes,  with  httle 
or  no  expense. 

3.  They  present  fewer  obstacles  to  the  use  of  the  broom  than  any  Desk  in  use. 

4.  They  furnish  much  less  occasion  for  noise  than  other  Scnool  Desks,  by 
presenting  less  surface  for  the  feet  tq  strike  against. 

5.  They  are  superior,  also,  to  other  Desks  in  regard  to  the  convenience  of 
getting  in  and  out  of  them  with  ease. 

6.  In  appearance  they  are  neat,  and  when  properly  made,  even  elegant. 

7.  The  c:  nrral  longitudinal  beam  separates  the  two  scholars  in  each  Desk, 
thus  givii.:;  to  the  arrangement  one  of  the  principal  advantages  claimed  for 
single  Desks. 

I     8.     They  are  simple  in  construction,  and  easily  made  "at  home"  by  any 
good  workman ;   put  together  with  screws,  can  be  taken  apart  and  boxed. 

9.  '^ihey  can  be  more  ea.sily  adapted  to  particular  tastes  and  circumstances, 
as  regf  r-^  heigh!,  of  seat  and  writing  board,  inclination  of  the  seat  and  back, 
etc.,  than  any  desk  that  is  supported  by  castings. 

10.  T'k'v  are  in  general  ^/77*e?'and  more  durable  than  Desks  that  require  to 
be  fastened  to  the  floor  by  screws  or  nails. 

11.  They  are  much  cheaper  than  any  other  good  desk — costing,  ordinarily, 
not  more  than  one  half  as  much. 

That  these  statements  are  true,  will,  it  is  believed,  be  apparent  to  teachers 
and  others  who  have  had  much  experience  in  using  and  furnishing  school 
rooms ;  and  if  they  are  true,  it  is  equally  plain  that  the  advantages  obtained 
by  this  arrangement  are  very  great,  and  that  it  has  good  claims  to  the  notice 
and  favor  of  all  who  may  desire  to  assist  in  improving  the  appearance  of  our 
school  rooms  and  promoting  the  comfort  of  pupils  and  teachers. 

These  Desks  are  now  in  use  in  three  hundred  Schools  in  this  State,  many 
of  which  are  the  first  Schools  in  the  State.  They  give  entire  satisfaction,  and 
are  increasing  in  popularity.  T-eachers,  County  Superintendents,  and  Trus- 
tees will  find  their  orders  promptly  filled.  All  the  best  styles  of  School 
Furniture  and  supplies  can  be  obtained  at  this  Institute.        Address, 

WARREN    HOLT, 

JPacific  Scliool  Institute, 

411  Kearny  St.  bet.  Fine  and  California, 

SAN  FRANCISCO. 


X=>^^oiinxo  soxacooxj  i3srsa?iTXJTS. 


THIS  INSTITUTE  is  prepared  to  funiisli  Schools  and  Seminaries  with  the  most  approved 
School  Fukniture,  Appaeattjs,  Stationeky,  and  all  other  Schooi,  Supplii:s.  Having  ample 
facilities  for  mannfacturing  and  importing  most  of  the  lu-ticles  used  in  Schools. 

Teachers,  Connty  Superintendents  and  Tnistees,  will  find  their  orders  promptly  filled   with 
articles  that  will  give  entire  satisfaction.     B^"  The  nvmbers  refei-  to  each  cut. 

411  Kearny  st.,  bet.  Pine  and  California,  San  Francisco. 


T^^^^ 


Eaton's  Mathematical   Series. 


IVOTV    T^EAI>"^. 


Mom  %\mmim%  ^Igebra 

For  High  Schools  and  Academies. 

By  W.   F.  BRADBURY,  Author  of  a  Treatise  on  Trigonometry 
|b    and  Surveying,  and  Teacher  in  Cambridge  High  School. 

Single  copies  mailed,  postage  paid,  for  examination  ivitli  reference  to  intro- 
duction, on  receipt  of  60  cents. 


The  publishers  present  this  work  to  the  educational  public  as  a  part  of 
Eaton's  Mathematical  Series.  The  acknowledged  ability  of  the  author  as 
%  Mathematician  and  his  practical  experience  as  a  teacher  peculiarly  fit 
bim  to  prepare  a  book  of  this  grade. 

This  work  is  designed  for  those  pupils  who  are  just  commencing  Alge- 
bra, and  can  be  taken  up  immediately  after  completing  any  Common 
School  Arithmetic. 

As  far  as  practicable  in  a  work  of  this  character,  the  same  general 
plan  has  been  followed  that  has  made  Eaton's  Arithmetics  so  popular  and 
ao  labor  spared  to  adapt  the  book  to  the  wants  of  pupils  beginning  this 
branch  of  study. 

Special  attention  is  invited  to  the  arrangement  of  the  Equations  in 
Elimination  ;  also,  to  the  second  Method  of  Completing  the  Square  in 
Affected  Quadratics,  and  to  the  number  and  variety  of  the  examples 
given  in  the  body  of  the  work  and  in  the  closing  section. 

Some  topics  are  omitted  as  not  appropriate  to  an  elementary  work  and 
ft  different  arrangement  of  subjects  made  from  what  is  jDresented  in  other 
AJgebras.  This  feature  will  recommend  the  book  to  many  teachers  who 
are  dissatisfied  with  the  Algebras  now  published. 

The  utmost  conciseness  consistent  with  perspicuity  has  been  studied 
throughout  the  work. 

The  mechanical  execution  of  the  book  is  believed  to  be  of  such  a 
superior  character  as  to  commend  it  to  all. 

The  attention  of  educators  is  respectfully  invited  to  EATON'S  AKITHMETICS.  This 
Series  has  recently  been  introduced  into  nearly  150  towns  in  Massachusetts,  about  one  half  of 
the  Schools  of  Khode  Island,  and  110  cities  and  towns  of  Connecticut ;  more  iban  100  prom- 
inent places  in  Iowa  ;  is  in  exclusive  use  in  the  Public  Schools  in  Boston  ;  is  the  only  Series 
authorized  for  the  State^of  Cahfornia  and  Nevada,  and  is  used  very  extensively  throughout 
the  country. 

Descriptive  Catalogues  sent  on  application. 
Address  : 

successoes  to 
TAGGABD  X  THOMrSON, 

29  Cornhill^  Boston, 


J.  TTIT.  TUCKER  i£  CO., 

101  and  103   Montgomery   Strel 


CORNER  OF  SUTTER, 


3.^isr    i^r=i.^i\roi300. 


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TlIF]  LEADING  JEWELLERS 


Of  the  Pacific  Coast. 


FAIR  PRICES  AND  THE  BEST  ARTICLES 


^I^RIL,    1870. 


Vol.  VIIJ 


[No.  10. 


c^ 


v^^ornia  Teac^ 


^t. 


A  JOURNAL  OF 


(1^001    anb    p0me    jgbui:atr0n, 


AND    OFFICIAL    ORGAN    OF    THE 


•        ( 


A 


||  Department  of  Public  Instruction.  ' 


EDITORS: 

O.    P.    AND    A.    L.    FITZGERALD 


Contributing  Editors,  Elected  by  tlic  State  Educational  Society : 
MISS  LAURA  T.  FOWLER,  EBENEZER  KNOWLTON, 

MISS  CLARA  G.  DOLLIVER,  H.  P.  CARLTON. 


SAN    FRANCISCO: 
California  Educational  Society, 

Publication  Rooms,  No.  240  .Montgomery  Street. 


M.  D.  C^^Sli  <C-  CO.,  Printers,  532  Clay  Street. 


>W^< 


TERMS— TWO  DOLLARS  PER  ANNUM  payable  invariably  in  Advance. 


HENRY  PAYOT  &  COMPANY, 


iOOKSELLERS,   ItATIONERS    AND   IfuBLlSHERS, 


Have  lately  removed  to  that  Large,  and  Spacious  liuihling, 

610  mmA  ®il  W®sMmgt©ii  ete©®*;? 

One  door  above  Maguire's  Opera  House,  SAN  FB  AN  CISCO. 


i 


They  call  special  attention  to  their  well-selected  and  complete 

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.,  Etc 


•  -4^^^  • 


New  and  Latest  Styles  of  Note  and  Fancy  PapiM's 

"WEDDING  AND  VISITING  CARDS, 

^^^ SuhficrqAioiLS  taken  for  all  Foreign  and  Amei'ican  Periodicals. 

HENRY  PAYOT  &  CO., 

620  and  622  Washington  Street 


THE 


California  Teacher. 


A  PR  1 1.,     18  7  o 


Vol.  YIL  SAN  FRANCISCO.  ]^o.  10. 


SACRAMENTO  COUNTY  TEACHERS'  INSTITUTE. 


Tuesday,  February  15,  1870. 

The  Sacramento  County  Teachers'  Institute  met  pursuant  to 
the  call  of  Dr.  A.  Trafton,  County  Superintendent,  at  two  o'clock 
yesterday  afternoon,  in  the  High  School  building.  Dr.  Trafton 
called  the  meeting  to  order.  Prayer  by  the  Rev.  W.  R.  Gober. 
Music— ;singing,  "  The  Old  Oak  Tree,"  Miss  McCormick  presi- 
ding at  the  piano. 

The  following  is  a  list  of  those  present  who  are  members  of 
the  Institute: 

City  Teachers,  Ladies — Katie  Burns,  Mrs.  Southworth,  Emma 
Hoit,  Mrs.  L.  H.  Wells,  Mary  Keegan,  Anna  R.  Pond,  E.  A. 
Story,  Clara  Garfield,  E.  A.  Aubry,  Mercy  Waters,  Belle  Taylor, 
Jennie  A.  Gourlie,  M.  J.Watson,  Fannie  Dennis,  Mattie  Gilmer, 
S.  J.  W^ier,  Jennie  Burke,  Marietta  HalJ,  Sarah  J.  Landon, 
Laura  Templeton,  Nellie  Sprague,  Alida  Payne,  Belle  Kemble, 
Sarah  C.  Marvin,  Ella  Coombs,  N.  J.  Mills,  Mary  E.  AVall, 
Fannie  E.  Bennett,  Mary  E.  Saunders,  Clara  Jones,  Hattie 
McCormick,  Louisa  Rudolph,  Julia  Jones,  Maggie  Woodland. 

Gentlemen— A.  H.  McDonald,  W.  H.  Crowell,  Milo  Temple- 
ton,  H.  W.  Brown,  A  Dulon. 

County  Teachers — S.  H.  Jackman,  C.  Q.  Martin,  F.  Cogswell, 
J.  H.  Shannon,  John  Bagnall,  John  Young,  W.  B.  Wallace,  H. 
Fitch,  H.  S.  Austin,  Bishop  E.  Watkins,  A.  Spooner,  Wm.  Con- 
nor, Maggie  Kilgarif,  Louisa  B,  Cary,  S.  J.  Pullen. 

After  which  the  Institute  proceeded  to  business,  and  elected 
Rev.  William  H.  Hill,  Isaac  Upham,  H.  W.  Brown  and  S.  H. 


256  Sacramento  County  Teacliers'  Institute.         [April 

Jackman  Vice-Presidents;  Charles  E.  Bisliop,  Secretary,  John 
Young  and  Miss  Belle  Taylor  Assistant  Secretaries. 

A  motion  by  Eev.  William  H.  Hill  that  all  the  private  as  well 
as  public  teachers  in  the  county  be  made  honorary  members  of 
the  institute,  was  carried. 

Upon  motion  of  Kev.  Mr.  Hill,  all  Clergymen  and  School 
Trustees  in  the  county  were  made  honorary  members. 

Superintendent  Trafton  appointed  a  committee  on  introduc- 
tion, consisting  of  W.  H.  Crowell,  Cyrus  Wilson,  Miss  Clara 
Jones,  Miss  Ella  Coombs  and  Miss  N.  J.  Miller. 

A  committee  on  music  was  appointed,  consisting  of  Miss  Hat- 
tie  McCormick,  Clara  Jones,  Maggie  Woodland,  J.  Weir  and 
Fannie  Dennis;  Messrs.  A.  H.  McDonald,  F.  Cogswell,  Lafay- 
ette Miller,  E.  H.  Fitch  and  J.  H.  Shannon. 

A  committee  on  resolutions  was  appointed,  as  follows:  F. 
Cogswell,  J.  H.  Shannon,  Mrs.  Southworth,  Misses  J.  Weir, 
Hattie  McCormick,  Fannie  E.  Bennett  and  H.  W.  Brown. 

On  motion  of  Mr.  Jackman,  Messrs.  Upham  and  Bissell  were 
elected  honorarj^  members. 

Dr.  Trafton  then  delivered  his  opening  address,  which  was 
highly  commended. 

The  Secretary  received  a  communication  that  the  Superintend- 
ent be  requested  to  furnish  a  copy  of  his  address  for  publication 
in  the  California  Teacher,  and  a  motion  to  that  effect  was 
adopted.     The  Institute  then  adjourned. 

The  Superintendent  selected  from  teachers  a  class  to  enable 
Mr.  Shannon  to  demonstrate  his  method  of  teaching  spelling. 
He  seemed  very  earnest  and  enthusiastic  in  regard  to  his  system. 
Mrs.  Southworth,  Mr.  Hill  and  the  Superintendent  criti(;ised  the 
system.  Mr.  Hill  made  a  few  remarks  on  composition,  and  ad- 
vised the  Institute  that  the  preparation  of  matter  for  the  press 
was  the  severest  test.  A  motion  to  appoint  a  critic  was  voted 
down  very  emphatically,  the  ladies  being  heard  at  that  time,  at 
least.     The  Institute  then  adjourned  till  7  o'clock  p.  m. 

At  the  evening  session  the  roll  was  called,  quite  a  number  fail- 
ing to  respond .  The  reading  of  the  minutes  was  dispensed  with. 
A  class  in  spelling  w§,s  selected  to  enable  Mr.  Martin  to  demon- 
strate his  style  of  spelling,  which  was  very  ably  performed,  and 
did  much  credit  to  Mr.  Martin,  who  is  a  young  teacher.  Mr. 
Cogswell  adversely  criticised  Mr.  Shannon's  spelling  method,  to 
whom  the  latter  replied  in  justification.  Miss  Weir  thought  his 
system  too  lengthy  for  a  large  class — would  occupy  too  much 
time.  Mr.  Bagnall  was  opposed  to  any  set  method — thought 
that  pupils  should  be  f)resented  with  a  variety  in  an  exercise. 
Mr.  Groethe  spoke  of  the  manner  in  which  spelling  was  taught 
in  Europe — by  written  exercises.  Mrs.  Southworth  concurred 
with  the  latter,  and  spoke  of  the  superiority  of  German  children 
in  this  line  of  education.  The  Institute  adjourned  to  meet  at 
half  past  nine  o'clock. 


1870.]         Sacramento  County  Teachers'  Institute.  257 

SECOND  DAY. 

Wednesday,  February  16,  1870. 

The  Institute  met  pursuant  to  adjournment.  The  roll  was 
called  and  all  the  members  found  to  be  present.  Minutes  of  pre- 
ceding day  were  read  and  approved.  Prayer  was  offered  by 
Rev,  H.  W.  Brown.  Music  by  Misses  McCormick,  Rudolph 
and  others. 

An  address  by  S.  H.  Jackman  on  "  School  Dicipline  "  followed. 
The  speaker  made  the  following  points:  First — Considered  that 
any  method  tending  to  the  discomfort  of  the  pupil  was  corporeal 
punishment.  Second — That  pupils  frequently  misrepresented 
facts  to  their  parents,  and  thus  created  a  false  impression  con- 
cerning their  teachers,  in  order  that  they  might  have  a  change  of 
teachers  out  of  a  spirit  of  revenge;  they,  (the  teachers,)  well 
knowing  this  to  be  the  case,  were  slack  in  discipline  to  avoid 
trouble.  Third — That  teachers  must  have  practice,  and  that 
theory  could  not  supply  the  place  of  it .  Fourth — Teachers  must 
seek  to  gain  the  esteem  of  both  pupil  and  parent  in  order  to  be 
successful. 

M.  L.  Templeton  agreed  with  Jackman  as  regarded  theory  and 
practice;  teachers  might  be  theoretical  and  yet  not  successful. 

Mr.  Fitch  argued  that  the  system  of  engaging  teachers  for 
short  periods  was  likely  to  make  them  easy  in  discipline. 

J.  Bisselland  A.  H.  McDonald  approved  of  a  system  in  which 
the  scholars  were  prevailed  upon  to  sign  resolutions  binding  them 
to  diligence  and  discipline. 

Mrs.  Southworth  then  brought  before  the  Institute  a  class  of 
her  own  pupils  in  Analytical  Manual;  the  exercises  were  quite 
interesting  and  were  highly  commended.  A  recess  of  ten  min- 
utes was  then  given,  during  which  an  animated  and  general  social 
conversation  was  maintained  until  again  called  to  order. 

Rev.  Mr.  Hill  then  proceeded  to  discourse  upon  '  'How  to  Teach 
Composition,"  and  gave  many  valuable  suggestions  upon  the 
most  difficult  subject  to  teach.  The  criticism  and  comment  which 
followed  was  entirely  commendatory  and  all  felt  that  they  had 
been  benefitted  by  the  discourse.  Mr.  Bill  maintained  that  the 
highest  standard  of  composition  was  that  required  for  the  press, 
and  proposed  that  every  member  of  the  Institute  write  a  short 
article  with  a  view  to  publication,  and  ventured  to  say  that  he 
would  find  something  to  correct  in  every  one .  The  proposition, 
however,  was  not  acted  upon.  Some  additional  singing  exer- 
cises were  given,  when  the  Institute  adjourned  until  two  o'clock. 

•     AFTERNOON   SESSION. 

The  exercises  opened  with  singing,  after  which  Mrs.  Wells 
gave,  with  a  class  of  her  own  pupils,  illustrations  of  her  method 
of  teaching  Practical  Arithmetic,  but  confining  the  exercises 
particularly  to  '  'interest. "  Her  system  had  abundant  vindication 
in  the  proficiency  of  her  pupils,  and  which  was  generally  allowed 


258  Sacramento  County  Teachers'  Institute.         [Apeil 

to  be  extraordinary;  some  catch  questions  were  promptly  answered 
by  one  of  tlie  class.  This  exercise  was  followed  by  a  class  in 
Calisthenics,  in  uniform,  from  Miss  Watson's  dej)artment  of  the 
Grammar  School,  and  their  performance  was  excellent,  every 
movement  being  made  with  the  utmost  promptness  and  precision. 
This  exercise  elicited  well  inerited  and  generous  applause*  A 
recess  of  ten  minutes  followed,  which  was  occupied  in  general 
conversation  and  merriment.  Upon  being  called  to  order,  a 
general  discussion  on  the  preceding  exercises  was  carried  on, 
until  a  call  was  made  for  Mr.  W.  H.  Crowell  to  illustrate  his 
method  of  Composition,  for  which  a  class  was  formed  of  mem- 
bers of  the  Institute,  when  a  subject  was  given  on  the  blackboard, 
and  one  pupil  required  to  write  a  sentence  upon  it,  then  another 
and  another,  until  all  the  class  had  written  and  quite  a  composi- 
tion was  formed.  The  advantage  claimed  for  this  method  was, 
that  it  induced  pupils  to  think  for  themselves  and  made  it  seem 
easy  to  each  to  do  what  another  had  just  done.  Discussion  fol- 
lowed until  the  Institute  adjourned,  to  meet  at  seven  o'clock. 

EVENING  SESSION. 

The  President  called  the  Institute  to  order  promptly  at  seven, 
and  found  most  of  the  members  present;  a  few  came  in  afterwards 
however,  and  were  marked  "tardy,"  under  a  rule  which  the  Super- 
intendent seems  determined  to  rigidly  enforce.  The  regular  order 
being  an  address  on  ' '  Language,"  by  Mr.  Dulon,  that  gentleman 
favored  the  audience  with  a  brief  and  tersely  written  address  on 
"  Language,"  and  was  followed  by  Mr.  N.  Slater  in  an  off-hand 
discourse  upon  the  same  subject.  Some  comment  and  criticism 
followed,  mostly  commendatory,  however,  when  the  Institute 
adjourned  to  meet  at  half  past  nine  o'clock. 

THIRD  DAY. 

.    Thursday,  February  17th,  1870. 

The  Institute  was  called  to  order  by  the  President  at  half -past 
nine  o'clock,  and  was  opened  with  an  appropriate  prayer  by 
Eev.  H.  W.  Brown.  Music  —  singing  —  "The  Star  Spangled 
Banner. " 

Upon  calling  the  roll,  sixty-eight  members  were  found  to  be 
present,  and  after  some  singing  exercises  the  class  of  Fannie  E. 
Bennett,  in  Mental  Arithmetic,  was  called,  and  solved  the  various 
'problems  given,  in  a  manner  alike  creditable  to  themselves  and 
teacher,  the  general  verdict  being  that  the  performance  could 
hardly  be  excelled.  A  general  vote  of  thanks  was  then  tendered 
to  the  teacher  and  class  who  had  favored  the  Institute  with 
exercises.  Mr.  Bagnall  followed  with  a  few  facetious  remarks 
upon  the  practice  of  speaking  so  low  as  not  to  be  heard,  and 
urged  members  to  abandon  it  and  sj^eak  louder. 

A  recess  of  ten  minutes  followed. 

Upon  being  again  called  to'  order,  a  little  Miss,  of  ten  years. 


1870.]         Sacramento  County  Teachers'  Institute.  259 

whose  name  we  afterwards  learned  was  Annie  Stovall,  came  for- 
ward and  sang  in  admirable  style,  accompanying  herself  on  the 
piano,  the  popular  song  entitled  "Long,  Long,  Weary  Days." 
C.  D.  McNaughton  then  read  an  original  poem,  which  elicited 
general  commendation. 

THE  MODEEN  TEACHEE. 


When  God  sent  forth  his  ministers  of  fate 
To  rear  for  fallen  man  a  better  state, 
He  bade  them  in  their  walk  among  mankind 
In  mercy  go  unto  the  halt  and  blind : 
Go  seek  the  sorrowing  afar  and  near, 
And  stop  the  widow's  and  the  orphan's  tear. 
Not  this  alone,  but  by  the  great  command 
Was  proudly  borne  aloft  in  either  hand 
The  lamp  of  wisdom  and  the  lettered  page, 
To  warn  the  erring  soul  from  youth  to  age ; 
To  mark  the  cold  and  lonely  path  of  night, 
And  ever  teach  mankind  to  walk  aright. 

II. 

So  go  the  ministers  of  every  land. 

Who  hold  a  nation's  fate  at  their  command. 

The  lamp  is  burning  brighter  every  year, 

And  broader  structures  their  proportions  rear, 

With  ample  doors  thrown  open  to  secure 

The  willing  homage  of  the  rich  and  poor. 

What  more  can  Time  unto  the  future  yield  ? 

What  more  the  reaper  gather  from  the  field  ? 

The  work  speeds  on,  approved  and  blessed  of  God- 

The  Teacher  and  his  genius  are  abroad; 

The  march  of  empire  and  the  march  of  mind, 

With  equal  pace  encompass  all  mankind; 

Exult  o'er  every  land  and  every  sea. 

And  nations  rise  exalted,  proud  and  free  ! 

III. 

Eternal  Change  controls  material  things, 

And  o'er  the  world  of  thought  his  sceptre  flings; 

The  ocean  slumbers  at  his  careless  nod, 

Or  swells  in  madness  when  he  lifts  his  rod; 

He  wakes  to  life  the  little  smiling  flower. 

Or  cuts  it  down  in  some  unhappy  hour. 

So  all  things  jdeld  to  his  unique  demands, 

The  transient  playthings  *f  his  royal  hands. 

The  dull  routine,  by  which  the  pedant  sought 

To  elevate  the  scope  of  youthful  thought, 

Is  wrought  into  a  short  and  ardent  zeal 

By  arts  that  many  praise,  but  few  reveal. 

The  weary  practice  once  pursued  in  schools. 

That  clogged  the  mind  with  arbitrary  rules. 

And  checked  the  teeming  mind  with  irksome  tasks, 

A  sprightly  mode  and  happier  method  asks.  , 

The  stores  of  nature  now  are  brought  to  view, 

And  all  the  faculties  awake  anew; 

And  images  upon  the  wall  extend 

A  festal  welcome  to  each  little  friend. 


260  Sacramento  County  Teachers'  Institute.         [April 

The  captious  pedagogue  has  left  the  stage. 

A  liberal  and  more  enlightened  age 

Demands  what  Science  long  had  vainly  sought  : 

A  plan  to  elevate  the  soul  of  thought — 

A  system  that  can  yield  in  one  short  hour 

The  prestige  of  a  more  exalted  power, 

Than  all  the  antique  schemes  could  hope  or  claim, 

Or  wring  from  toil  in  search  of  praise  or  fame. 

IV. 

What  see  we  now  when  looking  out  abroad 
Upon  this  brotherhood  of  nature's  God  ? 
The  wreath  that  decks  the  brow  of  honest  fame 
Is  woven,  Wisdom  !  in  thy  holy  name. 
Not  always  in  the  glories  of  an  hour, 
The  field,  the  forum  nor  the  pomp  of  power. 
But  ah!  thine  emblem  droops  beside  yon  weed, 
Yon  casual  offspring  of  a  vital  creed, 
That  flings  abroad  the  keen  didactic  weight 
Of  all  its  sentient  fruits  of  love  and  hate. 
But  hark!  some  spirit  whispers  draw  the  veil 
And  never  dare  one  guileless  heart  assail, 
Nor  smite  Conviction  while  its  teeth  remain, 
Nor  darling  Faith's  proud  heritage  profane. 


The  being  that  imparts  intelligence 
Should  be  a  man  of  culture  and  of  sense^ 
-'     A  dauntless  and  devoted  pioneer 

Who  tills  the  soil  of  progress  year  by  year; 
A  man  of  independent  mind  in  aught 
That  needs  originality  of  thought; 
Not  qne  to  sell  his  manhood  at  the  call 
Of  pride,  or  passion,  from  the  great  or  small; 
Not  one  to  bend  to  caste  the  pliant  knee — 
Obedient  to  some  false  or  base  decree 
The  crowd  is  ready  to  applaud  or  hiss 
As  feeling  prompts — but  that  is  oft  amiss. 
Then  heed  this  maxim :    Ever  prompt  and  just, 
Be  firm  but  not  vindictive  ii^  your  trust; 
True  to  yourself  and  to  your  fellow-man. 
And  Hope  will  smile  auspicious  on  the  plan. 

The  Institute  then  adjourned  until  two  o'clock. 

AFTERNOON  SESSION. 

President  Trafton  called  t^je  Institute  to  order  promptly  at  the 
hour,  with  nearly  all  the  members  present.  Singing  exercises 
followed,  after  which  a  motion  was  made  and  carried  that  all 
resident  teachers  be  declared  members  of  the  Institute.  This 
was  done  to  include  several  Legislators  who  had  been  teachers. 

Mr.  Templeton,  of  the  High  School,  then  gave  a  series  of  ex- 
periments in  Natural  Philosophy,  confined,  however,  to  the  de- 
partment of  Electricity.  His  assistant  was  Master  Haswell,  of 
the  same  school.  These  experiments  comprised  most  of  the 
leading  features  of  this  division  of  the  science;  action  of  the  bat- 
terj^  the  principle  of  Morse's  telegraph,  etc.,  and  were  highly 


1870.]         Sacramento  County  Teachers'  Institute.  261 

interesting-.  This  was  followed  by  a  class  in  Geography  of  Pri- 
mary scholars,  under  Mrs.  E .  A.  Btacy,  by  which  all  the  promi- 
nent questions  in  their  usual  lessons  were  answered  with  a  read- 
iness and  a  general  correctness  which  gave  evidence  of  thorough 
drill  in  that  study.  Indeed,  for  pupils  so  young,  their  pro- 
ficiency was  remarkable.  A.  ^.  McDonald,  of  the  Grammar 
School,  then  gave  illustrations  of  a  method  of  teaching  analysis 
of  sentences  by  diagrams,  which  were  interesting,  %nd  elicited 
some  comment.  Here,  Superintendent  Hill  announced  that  he 
would  grant  leave  of  absence  to  the  city  teachers  for  Tuesday 
and  the  forenoon  of  Wednesday,  in  order  that  they  might  attend 
the  m^isical  festival  at  the  Bay. 

Mr.  Bishop  then  occupied  about  half  an  hour  in  a  discourse 
upon  penmanship,  when  the  Institute  adjourned,  to  meet  at 
half  past  nine  o'clock. 

FOUETH  DAY. 

Feiday,  February  18tli,  1870. 

The  Institute  met  at  half-past  nine  a.m.,  and  was  called  to 
order  by  the  County  Superintendent.  Prayer  was  offered  by 
Kev.  William  H.  Hill.  Minutes  of  the  previous  day  were  read 
and  approved. 

A  class  in  Willson's  Third  Beader  was  then  exercised  by  Miss 
F.  E.  Bennett.  The  scholars  displayed  great  proficiency  and 
received  warm  applause. 

A  class  in  Willson's  Third  Reader,  Miss  Clara  Jones,  teacher, 
was  next  introduced.  Miss  Jones  explained  her  method  of 
teaching,  which  consisted  mainly  in  reading  the  lesson  herself, 
and  then  requiring  the  pupils  to  imitate  her.  The  scholars  read 
in  concert  and  singly,  and  showed  a  culture  of  which  they  and 
their  teacher  may  feel  proud. 

Miss  Lucy  O'Brien,  a  young  lady  of  ten  years,  read  the  "Old 
Arm  Chair"  in  a  manner  which  "brought  down  the  house." 

Discussion  followed  in  regard  to  the  proper  method  of  teach- 
ing Reading.  Mr.  Brown  called  the  attention  of  the  teachers  to 
the  mispronunciation  of  the  word  "God."  The  morning  session 
then  closed. 

AFTERNOON  SESSION. 

The  State  Superintendent,  Dr.  O.  P.  Fitzgerald,  was  intro- 
duced and  presided  during  the  session. 

Miss  Mary  Keegan  brought  her  class  in  Willson's  Second 
Reader,  and  after  reading  in  concert,  questions  in  Geography 
were  answered  in  concert  and  with  a  general  correctness  showing 
great  familiarity  with  this  study.  Exercises  in  colors  on  color 
charts  were  given,  which  were  highly  interesting  and  creditable 
to  teacher  and  pupils.  Upon  the  whole  the  efforts  of  this  class 
were  eminently  satisfactory  and  received  general  commendation 
and  applause.  An  essay  on  the  usefulness  of  Calisthenics  in 
country  schools  was  then  read  by  Mr.  Miller,  in  which  the  ad  van- 


262  Sacramento  County  Teachers'  Institute.         [April 

tages  of  this  exercise  were  fully  set  forth.  A  class  in  Calisthen- 
ics from  Miss  Sarah  Landon's  primary  school  then  took  the  floor 
and  went  through  the  various  movements  without  music  in  a 
manner  which  elicited  the  heartiest  applause. 

Rev.  Mr.  Hill  then  said  a  few  words  in  favor  of  Calisthenics, 
maintaining  that  a  half  hour  each  day  spent  in  this  exercise, 
would  benefit  scholars  more  than  an  hour  exercising  in  the  usual 
way,  and  that  it  tended  greatly  to  improve  the  discipline  of  the 
schools. 

Mr.  Drake  and  others  followed,  maintaing  substantially  the 
same  view. 

Dr.  Fitzgerald  stated  that  the  Sierra  County  Institute  had 
adopted  a  resolution  in  favor  of  Calisthenics,  and  hoped  this  one 
would. 

RECESS. 

Upon  reassembling,  Mr.  Cogswell  moved  that  vocal  music  be 
recommended  to  be  taught  in  all  the  schools.     Adopted. 

The  Committee  on  Resolutions  made  the  following  report, 
which  was  read  and  adopted: 

Resolved,  That  as  Teachers  we  take  a  high  view  of  the  dignity  of  our  pro- 
fession, and  a  broad  view  of  its  scope;  that  we  feel  it  our  duty  to  promote  the 
moral  as  well  as  the  intellectual  culture  ,of  our  pupils,  and  especially  to  en- 
courage in  them  truthfulness,  kindness  and  enthusiasm  for  the  right. 

Resolved,  That  the  Teachers'  Institute  is  of  great  value,  and  that  teachers 
should  not  only  attend,  but  do  all  in  their  power  to  make  the  meetings  of  the 
Institute  profitable  and  pleasant. 

Resolved,  That  the  teachers  should  be  allowed  one  day,  in  a  term  of  three 
months,  for  the  purpose  of  visiting  other  schools  in  the  county,  without  de- 
duction of  salary. 

Resolved,  That  spelling  should  be  taught  by  the  method  of  writing,  as  far 
as  practicable. 

Resolved,  That  composition  should  be  taught  after  the  manner  suggested  by 
the  City  Superintendent,  and  that  the  method  of  spelling  by  writing  would 
afford  a  good  opportunity  for  the  desired  method  of  composition. 

Resolved,  That  the  thanks  of  the  Institute  are  tendered  to  the  County  Su- 
perintendent, for  his  successful  efforts  in  managing  and  conducting  the  pres- 
ent meeting;  to  the  City  Superintendent,  for  his  valuable  services;  to  the 
Board  of  Education,  for  the  use  of  the  High  School  building;  to  teachers  of 
private  schools  and  other  persons  who  have  taken  part  in  the  exercises;  to  the 
Central  Pacific,  Sacramento  Valley  and  Western  Pacific  Eailroad  Companies, 
for  facilities  furnished  the  members  of  this  Institute;  to  the  ^ress  of  the  city, 
for  their  reports  of  the  proceedings. 

The  resolutions  were  unanimously  adopted. 

Adjourned  until  seven  o'clock  p.m. 

The  main  feature  of  the  evening  session  was  an  excellent  ad- 
dress by  State  Superintendent  Fitzgerald,  on  the  subject  of 
teachers  and  teaching.  The  audience  gave  him  close  attention, 
and  applauded  the  prominent  points  heartily. 

The  following  resolutions  were  adopted : 

Resolved,  That  it  is  desirable  that  Calisthenics  should  be  taught  in  all  our 
public  schools. 

Resolved,  That  the  thanks  of  the  Institute  are  tendered  to  the  Rev.  Messrs. 
ober,  Brown  and  Hill,  for  their  services  as  Chaplains. 


1870.]  Normal  Tract  on  Common  fractions,  263 

Resolved,  That  the  thanks  of  this  Institute  are  hereby  tendered  to  the  Sec- 
retar}^  C.  E.  Bishop,  and  his  assistant,  Miss  Belle  Taylor. 

A  resolution  of  thanks  to  State  Superintendent  O.  P.  Fitzger- 
ald for  his  address  was  adopted. 

After  reading  the  minutes  of  the  day's  proceedings,  the  Insti- 
tute adjourned  siyie  die. 

Directly  after  the  adjournment,  willing  hands  commenced  the 
work  of  clearing  the  floor,  and  in  a  few  moments  it  was  occupied 
by  a  gay  party  of  ladies  and  gentlemen,  the  teachers  and  their 
friends,  who,  to  the  music  of  a  band  led  by  J.  P.  Melchior, 
tripped  the  "light  fantastic"  till  midnight,  and  finally  separated 
with  the  feeling  that  they  had  enjoyed  a  very  pleasant  time. 


NORMAL    TRACT    ON    COMMOJN    FRACTIONS. 


BY   BEKNHAKD   MABKS. 


b.     2J  =  how  many  2  ? 
Operation. 

Solution. 

2 

2     (To  be  read,  2  times  -|-) 

T 
1 

1=1 

2  =  ^x2  =  -; 

Mental. 

2i=zhowmanyT?   2i?   IJ?   3J  ?   3|  ?   51?   6|  ? 
If  =  how  many  T?   2i?   2f .?   3J?   Sf?  4|?   51? 
2J  =  howmany-5~?   2;??   3J?   3??  4J?   6|?   8J? 
4^  =  how  many -6"?   3'^?   41?   5^?   6J?   7??   8J? 
1|  =  how  many  T?   2f?   3f?  4|?   5f?   6|?   7|? 
2fo  =  howmany-io?   5fo?   7i?   %?   lOfo?   8^0?   Sp 

Written. 
6-;  =  how  many  T"  ?   9^?   15f?   25??   100?? 
8J)=:  how  many  lo?   lOf^?   19fo?  43fo?   123,1)? 
3f5  =  how  many  T5?   81J  ?   101^?   15,1?   251J? 
51  =  how  many  -^62  9JJ  ?   30J2?   382^  ?  28^  ? 
2i  =  how  many  "el  ?    S,\  ?   16g  ?  '64«5  ?   200^5  ? 
311=  how  many  125?   7^?  45,1?   99ig   3421i? 
c  and  d.     -i  =  how  many  ones  ? 


264  Normal  Tract  on  Commo7i  Fractions.  [April 

Operation.  Solution. 

2  |_4_  j  To  be  read,  as  many  ones  as )  |  =  1- 

~2~  \       there  are  times  Mn  1.        [4 ±_^2 o 

2"       2  '  2  ~ 

*  Mental. 

12  =  how  many  ones  ?  J  ?    «  ?   ^1  ?   'i  ?  i|  ?  f  ?  '']  ? 
¥  =  how  many  ones?  f?  f  ?   ??  729  209  209  2()9 
\3  =  how  many  ones?   \i?   \«?  «?   •^?   b''?  5?   'I? 
f  =  how  many  ones?   f?   ??   ^3*?   ^a^^?   y?   ??   i^? 
^6^  =  how  many  ones?  ??  259  159  229-^59   99  2^49 

15  =  how  many  ones?  fS?   K?  g?  Ib^?   V  ?f?  ff? 

'  Written. 
?=:  how  many  ones?   T?  ^f?  2f?  2.567  ^69  |^? 

50  —  Tinw  mflTiv  nTiP«9    ^00  9    969    250  9    250  9    2509    3759 

24  —  now  many  ones .''    50  .''   4^ .''   125  •    25  •     5-50  • 

64  lir»w  momr   ri-noc.'?       96  9     "2  9     537  9     2475  9     4000  9     3600  9 

16  —  now  many  ones .''     jg  •    is  •    537  •    1237  •    1000  •    isoo  • 
1/ ==  how  many  ones  ?   ??   n?   27?   t|  9   969   1279 

20  "hnw  i-nnnv  n-nAa9     31 9     719     140  9     149  9     256  0     2000  9 

10  —  J-iow  many  ones.-*   jo-    lo-     lo  •    lo  •    lo  •     lo  • 

96  "how  mjinv  nn^a9     969     1279     2969     5589     5969     1789 

25  —  -'•io w  many  ones :   94 .-'   120  •    200  •    553  •    595  •    100  • 
^1?  =  how  many  ones?  |??  f  ?  fj?  ?g?  S?  T? 

2. 
Write  J,  I,  I,  etc. 

13  348  pfp 
304?  1040?  ^l'*^' 
121        3468       pip 

205,    3561,   etc. 

lOOJ  and  ^?;,   2002  and  2000?,  etc. 
3. 
a.    2  ==  how  many  y  ? 

Operation.  Solution. 

2  1  =  1 


3  [To  be  read  2  times  |.]         2  =  i  x  2  = 


6 
3  3- 


Mental. 

3  =  how  many  T ?   5?   7?   10?   12? 
5=:howmanyT?   2?  4?   6?   8? 

4  =  how  many  To?   6?   8?   9?   10? 
=  how  many  T?  9?   10?   11?   12? 


1870.]  Normal  Th^act  on  Common  Fractions.  "  265 

Wbitten. 
8  =  how  many  T"  ?   18?   23?   93?   104? 
19  ^  how  many  T  ?   17?   28?   96?   125? 

7  =  how  many  13?   12?   18?   25?  46? 

8  =  how  many  25?   15?   22?  45?   109? 

.      19  =  how  many -90  ?   15?  44?   100?   400? 
12  =  how  many  250?  19?   65?  400?   555? 

4. 
a.     1+1+1=  What? 

Operation  and  Solution. 

2_}_2_T_JL  5    -12. 

3+3+3    3-  J-3- 

Mental. 

1+1  =  what.?  Hi?  l+i+J?  J+l+i?  lUiU/o?  ' 
j+i-=what?  S+l?  i+l?  i+Hf?  i+l+Hi? 
\+l  =what?  J+l+I+^?  Hl+J?  HI-HH??  ?+?? 
jHfo  =  what?  lUiUi^?  UiHiUfo?  lUi'o?  iH/2+f2? 
Written. 

5     I    7     I    8    wTiof?  12j_ll_i_10  0     14   I    lOi    8  _i_  1   9      8    I    7    I    139 

13  +  13  +  13  Wnat  .''  ^  +  13  +  13  •      15+15+15  +  15  •      20  +  20  +  20  • 

21    !_23|    17  wTipf?  35il8  9      7  _i_  12  _j_  18    i    2-5  9     154.20    125  9 

25  +  25  +  25  wnat  i  30  +  30  •      30  +  30  +  30  +  30  •      35  +  35  +  3-5  • 

18i21i_35  wl-iaf9  7j_13i    39     18il2_|_10  9     2-5   i    25   i   25   i    50 

40  +  40  +  40  —  wnat :   40  +  40  +  40  •    40  +  40  +  40  •    40  +  40  +  40  1^  40  • 

45i35j_70  w>iQf9     43  _j_  17    I    36  9      48  _{_  75  _i_  88  9     115    i    119    i    95  0 

75  +  75  +  75  wnat  .''     80  +  80  +  80  •      121  +  121  +  121  •      120  +  120  +  120  • 

h,  c,  d  and  e.     5|  +  4|  =  What  ? 
Operation. 

5  -|  +  |  =  |=1J. 

,       4 
11 
lOJ. 

Mental. 
5+1  =  what?   5|+J?  6i+l?   71+^?   lOJ  +  f? 
5f  +  3  =  what?   5  +  3|?  6}  +  4?  4H-6i?   7f-f7? 
5f  +  31-  =  what?  4f  +  2i?  3^+21?  8^3^?   10?+1?? 
11  +  11  =  what?   21+21?    31  +  3J?  4i+4i?   5i  +  5i? 
11  +  11  =  what?   21  +  21  3i  +  3i?  4|+4i?  5^7? 
10  +  31  =  what?  81  +  10?  llJ+51?  12i+4J?  6fo+3fo? 

Written. 
41  +  11  +  3  =  what?  51+^2??   6J+3J+5+i?  6H8J? 


^QQ  '  ■   Pestallozzi  in  America.  [April 


12I  +  10I  +  9J  +  13?    8,U13iHl/o+ii)? 
18^+25^+131  =  what?   20-;  +  31?+43;?   25|  +  31t  +  46J? 

33^+44^+55^?   65+«o+17a+lf!,? 
123?+149?  ?   103M-48^  +  73J  ? 
144fo  +  93iUiUlOO?    648|  +  102i?  . 
7?  +  6HHll}=wliat?  31J+2!i+iy?  1J2+5S+8? 

4i+i+8i?  61M-7U81^? 
8J5  +  12i+15g?  91J  +  9S+10i? 
7i+13i+14  +  S?  1915  +  20^5^ 
43S + 78i + 1281  =  what  ?     128|  +  386  +  ^1, + 1  ? 

3471i+1961+705Jg?    3001+201? 
7i  +  7-J  +  7J  =  what?      8f  +  8f  +  8f?  9|+9|  +  9|? 

125f  +  17  +  i  +  li?    3001|+3iHU? 
•38+46  +  KI?  23^46  +  17?   18  +  i? 
IJ  +  li+l  +  KKl?    30|-  +  20+i  +  10? 


PESTALLOZZI  IN  AMERICA. 


We  propose  to  show,  in  this  article,  something  of  the  working 
of  the  Methods  of  Pestallozzi,  or  the  Objective  Methods,  in  this 
country.  In  an  article,  written  for  a  daily  journal,  we  have  shown 
what  the  system  is  doing  in  other  States,  and  urged  the  intro- 
duction of  these  methods  in  all  our  primary  schools  in  this  State. 
"We  believe  the  paramount  duty  of  all  teachers  at  this  moment  to 
be — an  earnest  effort  to  establish  those  principles  and  methods 
in  all  the  primary  schools  of  our  State,  as  soon  as  it  can  be  done, 
under  trained  teachers.  The  teachers  must  be  trained  in  the 
practice  and  model  rooms  of  the  State  Normal  and  Training 
School.  There  should  be,  in  the  building  erected  for  that  pur- 
pose, a  sufficient  number  of  those  rooms  to  accommodate  all  the 
grades  of  primary  classes,  so  that  pupils  of  the  advanced  classes 
in  the  Normal  and  Training  School  may,  each  one,  teach  every 
grade,  more  or  less,  while  connected  with  the  school.  Those 
rooms  should  Have  a  permanent  head  superintendent;  and  a 
permanent  assistant  for  each  room,  and  pupils,  detailed  to  teach, 
should  teach  under  their  constant  criticism.  We  purpose  to  de- 
vote a  future  article  to  "  Normal  School  Work" — and  in  it  show 
more  fully  what  is  the  true  purpose  of  a  Normal  School.  We 
understand,  well  enoagh,  what  the  arguments  are  against  the 
so-called  "Objective  Methods."  We  expect  to  meet  with  them  all 
thetime.  Our  only  anxiety  is  to  know  if  the  principles  and  methods 
are  true.     If  they  can  be  shown  to  be  true,  rational,  natural, 


1870.]  Pestallozzi  in  America.  267 

philosophical,  we  shall  not  hesitate  to  labor  for  their  advent  and 
establishment.     We  suppose  that  experience  in  the  school-room 
will  be  admitted  to  be  as  good  test  of  a  principle  or  method  as 
can  be  adopted.     We  will  take  that  test.     Then  perhaps  we  shall 
not  be  charged — by  everybody,  at  least — with  "running  wild 
after  new  methods,"  with  being  an  enthusiast,  without  ballast, 
&c. ,  &c.     These  principles  and  methods  have  been  in  suc/^essful 
practice  in  the  schools  of  Switzerland  more  than  fifty'years.  But 
those  schools  are  too  far  away,  and  they  were  in  too  crude  a 
state,  to  afford  convincing  proof  to  people  in  our  midst  to-day, 
perhaps.     They  were  so  eminently  good,  practical  and  successful, 
however,  as  to  excite  the  attention  of  both  English  and  American 
travelers,  and  the  principles  and  methods  which  were  the  soul  of 
them,  were  imported  to  England,  and  have  been  in  successful 
operation,  and  been  exerting  a  reforming  influence  there  for  more 
than  thirty  years,  in  the  Home  and  Colonial  Sphool,  London. 
This  school  and  those  similar  to  it,  of  which  it  is  the  parent,  have 
done  more  for  true  primary  education  than  all  other  schools  of 
England.     In  our  own  country,  there  .has  been  no  thorough  test 
of  these  methods,  except  at  Oswego,  New  York,  and  in  schools 
which  have  been  taught  by  graduates  of  that  school.     As  this 
school  is  sufficiently  near  home  to  claim  our  interest  and  atten- 
tion, and  to  also  verify  our  statements,  we  can  refer  to  its  history 
and  experience  with  some  hope  of  obtaining  a  respectful  hearing. 
This  school  has  had  an  experience  of  about  ten  years  in  these 
methods.     They  were  introduced  from  the  London  School,  by 
importing  a  trained  teacher,  because  a  previous  experience  of 
many  years  had  shown  conclusively  that  the  methods  would  not 
be  successful  when  copied  from  books  and  used  by  a  teacher  un- 
trained in  any  school.     We  well  know  that  many  claim  to  use 
the  "Object  Sy^em,"  and  insist  upon  its  being  nothing  new; 
that  they  and  every  good  teacher  uses  it  more  or  less.     Well,  we 
are  not  disposed  to  dispute  that  they  use  something  of  that  kind, 
but  we  do  dispute  emphatically  that  the  system  is  used  as  a  sys- 
tem, and  applied  to.  every  branch  of  primary,  instruction,  as  it 
should  be,  undoubtedly.     And  using  it  piece-meal,  and  accord- 
ing to  any  one's  individual  notions,  without  system  or  form  or 
regularity,  is  much  like  being  a  scientist,    and  standing  aloof 
from  all  scientific  bodies,  from  all  organization  and  union — like 
being  a  Christian,  and  standing  apart  from  all  church  relations — 
because  one  can  do  just  as  well  alone  as  in  union  and  sympathy 
with  others.     Well — perhaps  so — only  we  don't  think  so.     We 
repeat — if  these  principles  and  methods  are  true,  rational,  philo- 
sophical and  according  to  natul-al  development,  we  think  they 
should  be  adopted  in  all  our  primary  classes,  in  full     Why  not  ? 
They   should   be   made   the  basis    of  training    in  every  model 
and  practicing  class,  in  every  State  Normal  and  Training  School 
in  the  country.     These  schools  should  furnish  the  trained  teach- 
ers for  all  our  primary,  schools  throughout  the  State.     These 


268  Pestallozzi  in  America.  [April 

principles  and  methods- cannot  be  introduced  and  carried  out 
successfully  by  teachers  who  have  had  no  training  in  them,  and 
have  very  little  true  knowledge  of  them,  who  do  not  more  than 
half-believe  in  them.  We  may  as  well  expect  to  make  a  soldier 
of  one  who  does  not  believe  it  his  duty  to  light — or  who  does  not 
believe  he  is  fighiing  for  truth,  right  and  justice.  It  is  not 
"running  wild  after  new  notions,''  to  adopt  methods  that  have 
been  proved  eminently  valuable  after  an  experience  of  ten  years. 
Such  an  experience  ought  to  be  worth  something; — such  names 
as  William  Eussell,  Piesident  Hill,  Prof.  Greon,  B.  G.  Northrup, 
Horace  Mann,  and  many,  others  of  the  best  educators  in  the 
country,  ought  to  have  some  weight  upon  a  subject  of  this 
kind.  The  Normal  and  Training  School  of  Oswego  is  doing  the 
best  work  for  primary  education  in  the  United  States.  This  is 
not  an  individual  opinion.  We  can  refer  to  many  names  of 
prominent  men  holding  a  similar  opinion,  whose  printed  testi- 
mony is  before*  the  public.  The  success  of  that  school  is  re- 
markable. It  has  become  within  a  few  years  the  largest  school 
in  the  State.  Its  success  has  resulted  from  the  use  of  these 
methods  mainly.  It  has  passed  through  its  dark  days,  through 
all  the  objections  that  can  be  brought  against  the  methods, 
through  envy,  jealousy,  passion,  and  come  out  clear,  and  in 
honor.  Five  or  six  schools  have  been  started  since  it  began — on 
the  same  basis — to  be  taught  by  its  "graduates — to  advocate  and 
extend  these  same  principles  and  methods.  More  than  half  a 
million  of  dollars  have  been  spent  to  further  their  interests,  and 
still  more  is  to  be  spent  the  following  year,  and  yet  we  question 
their  value;  we  hesitate  to  adopt  them.  Tt  is  time  we  looked 
into  the  face  of  these  methods  honestly  and  earnestly.  We  give 
an  extract  from  a  letter  of  E.  A.  'Sheldon,  President  of  the  Os- 
wego School,  which  will  still  further  show  the, progress  of  the 
work: 

[Extract  from  a  letter  received  from  E.  A.  Sheldon,  Esq.,  Superintendent  of 
Oswego  Normal  and  Training  School.] 

Oswego,  February  28,  1870. 

*****"  You  will  see  by  the  report  I  send  3^ou  what 
is  the  organization  apd  classification  of  our  school.  From  this 
you  will  see  that  the  whole  of  the  last  term  is  spent  by  the  pupils 
in  teaching,  under  criticism — two  weeks,  five  days  in  a  week, 
and  five  hours  a  day.  They  also  have  two  daily  recitations  in 
methods  throughout  the  whole  of  this  term. 

'  *  The  term  next  to  the  last  is  wholly  spent  in  a  discussion  of 
principles  and  methods,  and  this  is  the  harhist  luorked  of  all  the 
classes  in  the  school.  This  makes  one  year  devoted  exclusively 
to  strictly  professional  training.  All  the  subjects  must  be 
thoroughly  mastered  before  entering  upon  this  last  year's  course. 
We  regard  this,  by  far,  the  most  important  work  of  the  school. 
I  can  recommend  no  better  plan,  and  should  be  satisfied  with 


1870.]  Festallozzi  in  America.  269 

notliing  short  of  this.  I  send  you  such  papers  as  I  have  on  the 
subject  of  'Object  Teaching.'  I  send  also  three  valuable 
English  books,  which  discuss  the  philosophy  of  these  methods 
(Those  used  in  Oswego  Normal  and  Training  School).  I  know 
of  nothing  better  on  the  subject.  These  methods  are  tauglit  in 
the  following  State  Normal  and  Training  Schools,  by  graduates 
fromi  our  own  school: 

"Winona,  St.  Cloud,  Mankato,  Minn.;  Indianapolis,  Terre 
Haute,  Ind. ;  Leavenworth,  Kansas;  Davenport,  Iowa;  Blue 
Island  (Cook  county),  Aurora,  Chicago,  111.;  Cincinnati,  Ohio; 
State  Normal,  Mich. 

"  Also  in  the  following  private  Normal  schools: 

"Boston,  Cambridge,  Worcester,  Northampton,  Framingham, 
Westfield,  Salem,  Springfield,  Mass.;  Castleton,  Yt.;  Lewiston, 
Me. ;  New  York  City,  Buffalo,  Albany,  Genessee,  Fredonia, 
Brockport,  Cortland,  Potsdam,  N.  Y. ;  Trenton,  N.  J. ;  White- 
water, Wis. 

"  The  four  schools  in  New  York — at  Fredonia,  Potsdam, 
Brockport,  Cortland — have  been  established  within  the  last  two 
years,  at  a  cost  of  not  less  than  $400,000,  and  have  all  adopted 
our  course  of  instruction  and  plan  of  organization,  and  methods 
of  teaching,  throughout;  and  the  teachers  of  methods  in  these 
schools  are  all  graduates  of  our  own  school,  unless  it  be  the  one 
Brockport  school;  but  they  also  have  one  of  our  pupils,  and 
have  for  some  months  past  been  seeking  another.  *  *  *  The 
Principal  of  the  new  State  Normal  School  at  Terre  Haute,  Ind., 
is  earnestly* seeking  to  obtain  some  of  our  teachers.  He  is  fully 
in  sympathy  with  us,  and  will  doubtless  adopt  our  methods 
throughout  in  his  school  as  fast  as  he  is  able  to  do  so.  He  has 
written  to  us  for  three  teachers.  He  may  find  difficulty  in 
securing  all  heVants,  for  the  demand  for  these  teachers  is  far 
beyond  our  ability  to  supply.  He  introduced  these  methods 
into  his  school  at  Aurora,  111.,  (with  teachers  whom  we  sent  him) 
which  is  said  to  have  been  the  best  school  in  that  State.  The 
State  Superintendent  so  speaks  of  it  in  his  annual  report.  He 
is  very  enthusiastic  in  his  praise  of  it.  The  building  at  Terre 
Haute  is  said  to  be  the  finest  in  the  whole  country.  When  com- 
pleted it  will  have  cost  $200,000  to  $300,000.  The  Second  State 
Normal  School  of  Minnesota  wrote  to  us  for  teachers,  but  we 
could  not  send  them.  I  enclose  an  extract  from  a  letter  of  Miss 
Lee, ,  Preceptress  of  the  Winona  school,  which  will  give  you  some 
idea  of  what  is  being  done  in  that  State.  Miss  Lee  was  a 
graduate  of  our  second  class.  She  has  a  salary  of  $1,500.  They 
have  been  compelled  to  pay  her  this  in  order  to  keep  her. 

' '  These  principles  and  methods  are  fast  finding  their  way  into 
all  the  old  Normal  schools,  while  all  the  new  ones,  established 
since  our  own,  have  adopted  them.  The  Framingham,  Mass., 
State  Normal  School  sent  one  of  their  teachers  here  last  term, 
who  spent  some  weeks  in  making  herself  acquainted  with  them. 


270  Pestallo^i  in  America.  [April 


The  Westfield,  Mass.,  State  Normal  School  teaches  essentially 
on  the  same  plan;  and  I  think  the  Salem,  Mass.,  State  Normal 
School  is  strongly  in  sympathy  with  us,  and  is  introducing  the 
objective  methods.  A  graduate  of  our  last  class  has  just  gone 
to  Castleton,  Vt.,  as  a  teacher  of  methods.  This  school  has  just 
opened.  The  principal  was  with  us  several  days.  The  Michi- 
gan State  Normal  School,  and  in  fact,  I  think  nearly  all,  claim 
to  teach  the  objective  methods.  They  have  just  opened  a  Train- 
ing School  at  Cambridge,  Mass.,  and  a  graduate  of  the  Boston 
school  has  charge  of  it.  They  are  just  opening  a  city  Normal 
Training  School  in  New  York  city,  on  a  grand  scale.  The  Presi- 
dent and  Vice  President  paid  us  a  visit  last  week.  I  have  just 
received  a  letter  from  Mrs.  S.  in  which  the  says  they  have  exam- 
ined over  1,200  candidates  for  the  school.  They  wish  to  intro- 
duce our  methods,  and  have  written  to  us  for  teachers.  You 
see  the  work  is  going  on  gloriously. .  Our  school  has  become 
the  largest  in  the  State,  and  grows  steadily  in  strength  from  year 
to  year.  All  the  new  schools  work  with  us  heart  and  hand. 
Two  more  will  be  organized  within  a  year. " 

[Extract  from  Miss  Mary  V.  Lee's  Letter  of  July  6,  1869.] 

"  I  feel  that  all  who  have  been  connected  with  the  school 
[the  Oswego  Normal  and  Training  School],  either  as  pupils  or 
teachers,  have  reason  to  rejoice  in  the  rapid  adoption  of  its 
principles  and  methods.  It  shows  that  the  great  mass  of  edu- 
cators were  ripe  for  something  better  than  they  had  known. 

"The  Training  School  at  Davenport,  Iowa,  with  which  I  was 
connected  when  first  leaving  Oswego,  continues  to  send  out  a 
yearly  class  of  thoroughly  drilled  teachers. 

"  The  Minnesota  State  Normal  School  at  "Winona,  from  the 
very  first  has  had  no  teachers  who  were  not  drilled  either  in 
Oswego  or  in  schools  conducted  by  Oswego  graduates.  The 
Principal,  Prof.  Phelps,  would  hardly  engage  others.  The 
graduates  of  this  school,  about  seventy  in  number,  are  well 
imbued  with  the  Pestalozzian  spirit;  and  their  almost  universal 
success  as  teachers  proves  them  masters  of  their  art.  Some  of 
the  finest  graded  schools  in  the  State  of  Minnesota  are  furnished 
almost  entirely  with  our  graduates. 

"The  Third  Normal  School  of  the  State,  located  at  St.  Cloud, 
opens  next  [last]  September.  Three  ladies  who  have  comj^leted 
the  Winona  Training  course,  have  been  employed  there. 

"  I  think  it  is  but  just  to  say  that  the  Pestalozzian  methods 
are  being  adopted  all  over  Minnesota  with  astonishing  rapidity. 
There  is  every  reason  for  thanking  God  and  taking  courage." 

If  the  above  statements  do  not  convince  any  and  every  one  of 
the  importance  of  these  principles  and  methods  of  teaching,  and 
of  their  eminent  success  when  introduced  and  properly  carried 
out,  we  respectfully  ask  what  will  convince.  Can  any  stronger 
argument  be  offered  for  any  methods  ?    Is  it  to  be  supposed  that 


1870.]  Should  Teachers  Study  Latin.  271 

the  educational  men  interested  in  all  these  schools,  who  have 
just  expended  more  than  one  million  of  dollars  upon  them,  are 
infatuated  and  carried  away  by  any  false  doctrine,  new  notion, 
or  meteor  light  ?  Is  the  ten  years  experience,  with  a  constantly 
increasing  faith  and  widening  influence,  of  the  Oswego  school, 
of  no  value  ?  The  teachers  of  these  methods — graduates  of  the 
State  Normal  and  Training  School  of  Oswego — are  receiving 
salaries  from  $1,000  to  $1,800,  and  the  demand  for  them  at  those 
salaries  cannot  be  supplied.  '  'We  have  repeated  orders  which  we 
cannot  fill. "  The  buildings  erected  for  all  the  new  schools  are 
first-cJlass,  and  cost  not  less  than  from  $75,000  to  $100,000. 
The  building  at  Winona  is  said  to  have  cost  $200,000,  and  the 
one  at  Buffalo  will  cost  about  the  same.  The  one  at  Terre 
Haute  will  cost  $250,000  probably.  The  plan  for  the  building 
at  Winona  has  been  copied  by  several  States.  It  was  planned 
and  erected  under  the  constant  supervision  of'  Prof.  Phelps,  the 
Principal,  and  formerly  Principal  of  the  New  Jersey  State  Nor- 
mal School,  and  their  Normal  Board  manifested  a  laudable  pride 
in  it,  from  the  fact  that  New  York  and  Illinois  could  find 
nothing  so  good.  C. 


SHOULD  TEACHERS  STUDY  LATIN. 


In  the  Teacher  for  March  is  an  article  from  the  pen  of  our 
ever  wakeful  friend,  A.  P.  Hill,  which  has  given  rise  to  the 
thoughts  presented  below.  It  is  a  fact  not  to  be  denied,  that 
the  great  majority  of  our  people  are  ignorant  oi  the  meaning  of 
words,  phrases  and  symbols,  which  from  common  use  have  be- 
come a  part  of  our  language;  this  ignorance  arising  principally 
from  want  of  access  to  the  means  of  knowledge.  This,  there- 
fore, the  faithful  teacher  must  remedy,  as  far  as  possible,  by 
imparting  to  the  children  under  his  care  a  thorough  critical 
knowledge  of  their  own  language.  Not  only  should  every  child 
be  taught  the  definitions  of  words  but  also  their  derivations;  he 
should  be  so  taught  that  he  can  distinguish  words  of  Saxon 
origin  from  those  of  classical  derivation  as  readily  as  he  can  spell 
them  when  pronounced;  and  if  there  is  any  difference  between 
the  original  significations  and  those  attached  to  them  in  English, 
this  difference,  with  its  cause,  should  be  distinctly  impressed 
upon  him.  Thus  he  will  be  trained  to  a  thorough  knowledge  of 
his  own  language,  and  after  obtaining  this  he  can,  if  so  disposed, 
pass  intelligently  to  the  study  of  other  tongues.  By  the  exer- 
cise of  a  little  ingenuity  a  teacher  may  form  numberless  exercises 
by  means  of  which  this  will  be  a  source  of  unfailing  delight  to 
himself  and  his  pupils.  The  only  materials  required  are  a  spell- 
ing book,  a  dictionary,  and  originality  on  the  part  of  the  teacher. 
To  impart  this  knowledge  properly,  however,  requires  an  inti- 
mate acquaintance  with  the  English  language  and  some  knowl- 
2 


272  SJiould  Teachers  Study  Latin.  [Apkil 
, 

edge  of  its  originals,  both  of  which,  it  is  to  be  feared,  many 
teachers  sadly  lack  Again,  matters  of  general  interest  are  con- 
stantly brought  up  in  the  school-room,  as  for  example,  the  abre- 
viations  mentioned  in  last  month's  Teacher.  No  pupil  should 
leave  the  district  school  without  knowing  the  origin  and  use  of 
these,  and  teachers  find  exercises  upon  these  and  kindred  sub- 
jects most  useful  in  breaking  the  monotony  of  recitation  and 
exciting  the  interest  of  pupils  and  parents.  If,  however,  the 
teacher  has  no  knowledge  of  the  languages,  he  should  use  great 
care  lest  his  exercise  may  bring  himself  to  shame.  Pupils  are 
quick  to  detect,  and  no  less  quick  to  improve  the  confusion  of  a 
teacher,  and  they  persistently  imj^rove  any  advantage  gained. 
For  instance,  the  abreviation  U.  C.  is  given  to  a  class,  wdio  re- 
port as  its  definition,  "The  founding  of  the  city,"  and  also  that 
it  is  the  translation  of  Urbs  Condita.  They  have  also  found 
another  A.  XJ.  C.^Ab  Urbe  Condita — and  some  one  asks  why 
there  are  two  so  nearly  the  same.  The  teacher  explains  that  U. 
C.  is  only  a  still  further  abreviation  of  A.  U.  C. ,  meaning  "From 
the  building  of  the  city,"  said  city  being  Eome,  and  the  "  Year 
of  Rome  "  being  the  historical  era  from  which  the  Romans  com- 
puted time;  thus,  they  said  A.  U.  C.  Annus  94,  in  much  the 
same  sense  in  which  we  say,  "  Of  the  Independence  of  the  U.  S. 
the  94th."  Again  the  pupil's  mind  outstrips  his  teacher's  expla- 
nation; but  to  make  assurance  doubly  sure  he  asks,  "Which 
word  means  city  ?"  and  is  again  informed  that  urbe  means  city, 
and  condita  founded  or  established.  Not  yet  satisfied,  he  asks, 
**What  part  of  speech  is  condita?"  If  you  are  unacquainted 
with  the  Latin  yoM  would  answer  "from  the  conditions  of  the 
question,"  "  A  partciple."  "  Why  is  it  placed,  after  the  noun  ?" 
persists  the  young  seeker  after  truth.  The  teacher  (yourself,  my 
doubting  friend)  says  that  he  supposes  the  Romans  used  it  thus. 
Did  they  always  use  it  thus?  says  the  pupil,  and  here  the  dis- 
comfited teacher  is  obliged  either  to  answer  at  hazard  or  to  con- 
fess his  ignorance;  and  in  either  case  the  pupils  retire  with  the 
imjiression  that  one  of  their  number  has  "questioned  the  teacher 
down,"  and  the  benefit  of  the  exercise  is  lost.  Again,  he  will  be 
questioned  concerning  the  meaning  of  M.  D. ,  L.L.  D.,  and 
kindred  terms,  the  princij)al  trouble  being  the  position  of  the 
words.  With  a  slig^it  knowledge  of  the  Latin,  this  construction 
can  be  easily  explained;  without  it,  the  teacher  must  fail  to  sat- 
isfy the  expectations  of  his  j^upils.  Similar  remarks  may  be  made 
respecting  the  names  of  studies — as  Geography,  Rhetoric,  Ge- 
ometry, &c.  In  many  other  cases,  every  faithful  teacher  must 
find  a  knowledge  of  the  original  tongues  necessary  to  the  full 
discharge  of  his  duties.  Some  teachers  object  that  they  have  not 
the  time  necessary  to  acquire  a  knowledge  of  these  languages, 
and  others,  with  strange  inconsistency  say,  (as  did  one  to  the 
writer  not  long  since)  that  they  are  not  expected  to  know  every- 
thing.   Never  was  a  greater  mistake  made  than  the  last.     Teach- 


1870.]  Report  of  Public  Schools.  273 

ers  are  expected,  by  the  pupils  at  least,  to  know  everything  about 
the  subjects  they  attempt  to  teach;  and  the  moment  that  a  teacher 
fails  to  explain  a  subject  fully  to  his  pujoils,  in  that  moment  he 
loses  a  portion  of  their  respect  and  confidence;  therefore,  if  a 
knowledge  of  the  Greek,  Latin  or  Saxon  languages  is  required  to 
enable  a  teacher  to  explain  subjects  of  general  interest  to  his  (or 
her)  pupils,  it  is  obviously  his  duty  and  interest  to  acquaint  him- 
self with  them;  besides  this,  a  person  Avho  is  unwilling  to  labor 
to  obtain  a  high  position  in  the  profession,  deserves  no  place 
whatever  in  it.  Nor  is  much  time  required.  A  knowledge  of 
the  principles  of  Latin  or  Greek  can  be  obtained  by  studying  a 
half  hour  daily  for  a  year,  and  this  once  gained,  the  path  is  easy. 
Certainly  we  cannot  in  that  time  read  the  classic  works  of  Cicero 
or  Livy;  the  ravings  of  Medea,  or  the  philosophj^  of  Socrates; 
but  we  can  acquire  a  knowledge  Avhich  will  be  of  lasting  benefit 
to  ourselves  and  others.  If  members  of  other  professions  are 
required  to  possess  such  a  knowledge,  surely  we  should  not  be 
found  wanting  in  it,  being  members  of  a  profession  second  only 
to  the  ministerial  in  importance,  and  superior  even  to  that  in  the 
access  it  gives  us  to  the  young.  Many  Normal  Schools  already 
recognize  this  fact,  Oswego  and  its  scion  Brockport,  nobly  lead- 
ing the  way — let  us  hope  that  through  the  influence  of  their 
trained  teachers,  the  day  will  soon  come  when  our  profession 
will  no  longer  deny  the  necessity  of  a  knowledge  of  the  languages 
by  its  members.  A.  S.  J. 


REPORT  OF  PUBLIC  SCHOOLS. 
ROLL  OF  HONOR. 


North  San  Juan  Grammar  School.  Nevada  County.  G.  W. 
Stoddard,  Teacher.     Term  ending  March  11th,  1870. 

Masters  Oscar  E .  Hill,  Thomas  Evans,  and  Willie  H.  Chap- 
man. 

Misses  Lizzie  Banks,  Kate  Downey,  Mary  Banks,  Edith  White, 
Emma  Angier,  Olive  White,  and  Gracie  Hesseltine. 

Mohawk  District,  Plumas  County.  James  A.  Ford,  Teacher. 
For  the  Term  commencing  Sept.  27th,  1869,  and  endicg  Feb'y 
16th,  1870.  For  unexceptionable  dej)ortment,  Annie  Smith. 
For  good  de^Dortment,  regular  attendance  and  marked  improve- 
ment, Eliza  Hurley,  Benjamin  F.  Hurley,  Willard  P.  Sutton, 
John  B.  Sutton,  Florence  Woodward,  Alice  Woodward,  Frank 
Woodward,  and  Annie  Smith.  For  extraordinarily  rapid  im- 
provement, Demetra  Cortes.  For  good  deportment,  William 
Penman,  John  Penman,  Martha  Penman,  Lydia  Penman,  Mary 
Penman,  Belle  Penman,  Ella  Penman,  Chas.  Smith,  and  Fannie 
Woodward. 

RocKLiN  Public  School.     Placer  County.     James  R.  Wllkins, 


274  Report  of  Public  Schools.  [April 

Teacher.  Term  ending  February  11th,  1870.  First  Grade.  For 
highest  standing  in  classes:  Misses  Ida  Kelly,  Emma  Hawes, 
Addie  Crosby,  and  Ernie  Smith.  Masters  Albert  Kinkade, 
Henry  Kogers,  and  Frank  Crosby.  For  unexceptional  deport- 
ment: Misses  Sallie  Eyan,  Ellen  Eyan,  Isabel  Smith,  and  Laura 
Smith;  Masters  Charles  Butterfield,  and  Thomas  Carlton.  Pri- 
mary Department.  M.  Francis  Wixon,  Teacher.  Misses  Lillie 
Madden,  Ida  Buzzell,  Mary  Freeman,  Jockie  Butterfield,  Eliza- 
beth Eoyal,  and  Martha  Carlton;  Masters  Willie  Logan,  John 
Frost,  John  Jones,  Freddy  Jones,  Thos.  Hickey,  Chas.  Connor, 
Jos.  West,  Lee  Butterfield,  Washington  Madden,  and  John  Kin- 
kade. 


An  Object  Lesson. — "One  day  [in  Pestalozzi's  school]  the 
master  having  presented  to  his  class  the  engraving  of  a  ladder,  a 
lively  little  boy  exclaimed,  'but  there  is  a  real  ladder  in  the 
court-yard;  why  not  talk  about  it  rather  than  the  picture!'  'The 
engraving  is  here,'  said  the  master,  'and  it  is  more  convenient  to 
talk  about  what  is  before  your  eyes  than  to  go  into  the  court- 
yard to  talk  about  the  other.'  The  boy's  observation,  thus 
eluded,  was  for  that  time  disregarded.  Soon  after,  the  engrav- 
ing of  a  window  formed  the  subject  of  examination;  'but  why,' 
exclaimed  the  same  little  objector,  'why  talk  of  this  picture  of  a 
window,  when  there  is  a  real  window  in  the  room,  and  there  is 
no  need  to  go  into  the  court-yard  for  it  ?'  Again  the  remark  was 
silenced,  but  in  the  evening  both  circumstances  were  mentioned 
to  Pestalozzi.  'The  boy  is  right,'  said  he,  'the  reality  is  better 
than  the  counterfeit;  put  away  the  engravings,  and  let  the  class 
be  instructed  by  means  of  real  objects.'  " 

Additional  Light  on  an  Interesting  Astronomical  Question. — 
Sir  W.  Herschel  once  asserted,  that,  just  as  a  person  traveling 
through  a  wood  observes  the  trees  in  front  of  him  to  be  opening 
out,  while  those  left  behind  seem  to  be  gradually  closing  in,  so  if 
the  solar  system  is  advancing  through  space,  a  like  phenomenon 
would  be  observed  among  the  stars.  A  recent  paper,  read 
before  the  Eoyal  Society  in  Great  Britain,  claims  that  further 
observation  has  confirmed  this  supposition,  and  that  our  sys- 
tem is  rushing  through  space  with  enormous  velocity  toward  a 
certain  point  in  the  constellation  Hercules.  The  rate  of  motion 
is  estimated  to  be  about  150,000,000  miles  per  annum. 

Hitherto  no  Jews  have  been  admitted  to  any  Austrian  Univer- 
sity as  professors.  This  prohibition  has  now  been  removed,  and 
the  first  Jewish  professor  has  been  appointed  in  the  person  of 
Dr.  Mauthner,  who  has  obtained  the  Chair  of  Ophthalmic  Sur- 
gery in  the  University  of  Innsbruck. 


"  p 


DITORS'         JEPARTMENT. 


REVOCATION  OF  CERTIFICATES. 

While  matter  and  mode;  who  are  to  be  taught;  the  time  they 
are  to  be  taught;   and  many  other  fruitful  topics  have  been  dis- 
cussed by  teachers  themselves,  and  others  who  have  an  inclina- 
tion to  pedagogical  pursuits,  if  not  actual  participation  therein, 
legislators,  too,  have  stepped  in  to  assist  in  the  grand  enterprise 
of  making  a  nation  of  educated  men  and  women.     Of  all  that 
has  been  done  by  this  class  of   our  fellow-citizens,  we  do  not 
intend  to  speak.     One  point  only  demands  a  remark,  because 
it  has  a  significance  from  its  extraordinary  character,  and  from 
the  abuse  or  irregular  use  of  a  power  granted — we  mean  the 
Revocation   or   Certificates.      The    Legislature   of     California 
grants  to  the  State  Board  of  Examination  and  also  to  County 
Boards  of  Examination,  the  power  to  revoke   Certificates  for 
"immoral  or  unjDrofessional  conduct."     This  is  a  power  that  in- 
volves a  great  deal.     It  is  the  severest  punishment  the  profession 
can  inflict  upon  one  of  its  members,  and  certainly  none  could 
wish  its  severity  greater,  involving,  as  it  does,  the  reputation  and 
often  the  means  of  support  of  the  offender  (or  offendress).     So 
far  as  we  know,  it  is  a  power  that  exists  by  legal  enactment  in 
no  other  branch  of  business,  guild,  or  profession.     The  teacher's 
teaching  is  his  business,  the  whereby  he  earns,  and  hopes  to  get, 
his  daily  bread;   the  body  of  teachers  constitutes  the  guild  to 
which  he  belongs;   and  again,  teaching  is  the  profession  of  his 
choice  (or  his  necessity).     Now,  when  a  blacksmith,  carpenter, 
or  merchant  is  guilty  of  "immoral  or  unprofessional  conduct" — 
(by  the  way,  what  would  it  be  in  any  one  of  the  three  depart- 
ments mentioned  ?)  have  his  fellow  blacksmiths,  carpenters  or 
merchants — as  the  case  may  be — a  legal  right  to  meet  in  solemn 
conclave  and  pass  sentence,   that  he  has  no  right  to  shoe  horses? 
work  in  wood,  or  measure  tape  ?     "When  a  lawyer,  or  a  doctor, 
or  a  prestidigitateur  is  guilty   of  "immoral  or  unprofessional 
conduct" — (again,  what  would  "immoral  or  unprofessional  con- 
duct" be  in  any  one  of  these  three  departments  of  human  indus- 
try ?)  have  his   fellow   lawyers,  doctors,  or  prestidigitateurs   the 
legal  right  to  say:  He  shall  not  plead  at  the  bar  of  justice,  bring 
soothing  and  help  to  the  bed  of   sickness,  or  amusement  and 


276  Editors'  Department.  [April 

amazerasnt  to  the  hungry  minds  of  the  multitude  ?  But  when 
the  teacher  steps  aside  from  the  path  of  morality,  or  descends 
from  the  plane  of  professional  conduct,  his  fellow  pedagogues 
have,  by  legislative  enactment,  the  right  to  meet  to  try  him,  and 
condemn  him,  and  to  pass  sentence:  Thou  art  immoral  and 
unprofessional,  and  art  no  longer — if  thou  ever  wert — worthy  to 
teach  the  young  idea  how  to  shoot;  go  hence  and  keep  sinning, 
and  never  defile  by  thy  immoral  and  unprofessional  presence 
our  most  moral  and  professional  ranks ! 

Thus  you  see,  gentlemen  of  Boards  of  Examination,  you  have 
a  vast  power,  the  exercise  or  non-exercise  of  which  is  indeed  a 
solemn  responsibility.  You  have  a  power  possessed  by  men  in 
no  other  branch  of  business;  and  there  are  reasons  patent  to  all, 
and  therefore  it  is  unnecessary  to  mention  them  here,  why  teach- 
ers should  be  thus  empowered.  However,  this  does  not  alter 
the  facts  that  it  is  an  extraordinary  power,  and  that  it  is  a  great 
responsibility,  and  that  the  exercise  of  it  can  only  be  justified 
after  a  fair  trial,  complete  investigation,  patient  hearing  of  evi- 
dence, and  a  condemnation  of  the  offender,  resulting  from  no 
pre-jndged  or  hastily  formed  opinions  of  guilt. 

We  make  these  remarks  because  numerous  revocations  of  cer- 
tificates have  taken  place  in  this  State,  in  none  of  which  do  we 
bring  the  charge  of  haste,  prejudice,  impatience,  incompleteness 
or  unfairness,  but  simply  state  an  informalify  which  might  result 
in  some  one  or  more  of  these  objectionable  equalities  of  a  trial,  to 

wit:.  IN  NUMEROUS  INSTANCES,  THE  OFFENDING  PARTY  WAS  NOT  SUM- 
MONED TO  TRIAL.  Indeed,  if  the  reports  to  the  State  Superin- 
tendent's Office  BE  CORRECT,  the  accused,  in  several  -  instance^ 

KNEW  nothing  OF  THE  TRIAL  UNTIL  A  NOTICE  WAS  SERVED  THAT  CERTIF- 
ICATES HAD  BEEN  REVOKED!  This  is  uot  OUT  idea  of  justice,  or  of 
the  manner  of  obb.iining  justice.  "We  therefore  suggest  that 
local  boards  of  examination  act  with  more  care  and  regularity  in 
future. 


MATTER  AND   MODE. 


What  education  ought  to  be  acquired,  and  the  manner  of  get- 
ting it — matter  and  mode — seem  to  be  the  problems  that  have  en- 
gaged the  attention  of  Uiinking  men,  perhaps  more  than  any 
otherfl,  for  some  years  past.  Theory-working  seems  to  have 
fallen  into  disrepute  in  school  matters  as  in  other  dci^artments  of 


1870.]      "  Editors' Department  '211 

human  life.  Men,  knowing  that  men  can  only  know  facts,  de- 
mand the  facts  in  regard  to  teaching.  They  have  ceased  to  say: 
— Mind  is  made  up  of  certain  kinds  and  a  certain  number  of 
organs,  and  certain  studies, — aggregated  into  a  dull,  dry  cur- 
riculum— develop  those  organs;  and  therefore,  when  a  student 
has  gone  over  a  certain  amount  of  given  kinds  of  studies,  he 
must  have  a  certain  amount  of  a  certain  kind  of  development. 
This  has  been  tried  too  often,  and  by  men  who  thought  in  har- 
mony* with  the  mode  that  they  were  using,  and  were  enthusiastic  in 
the  "leading  out"  of  the  pupils' minds.  The  pupils,  with  the  utmost 
facility  and  precision^  have  answered  the  questions  put  to  them 
on  examination  days,  but  on  leaving  the  grammar  school,  the 
high  school,  and  even  the  college,  have  gained  all  expected  to 
be  gained  by  them — certificates,  diplomas,  a  good  name,  much 
praise — the  teacher  also  achieving  the  last-mentioned,  making  a 
^ 'local  7'eputation  and  a  name,"  gained,  we  repeat,  all,  but  the  main 
point,  namely,  the  amount  and  kind  of  mental  development. 
That  is  piovokingly  invisible.  Fathers,  being  a  little  disappointed 
with  the  after-results,  have  begun  to  look  about  them — but  as  it 
requires  more  than  a  life-time  for  a  father  to  learn  that  his  own 
boy  is  not  smart,  he  dies  before  realizing  that  unpleasant  fact, 
and  in  consequence  no  good  has  yet  come  from  the  doubt  that  is 
forcing  its  way  into  their  minds.  However,  the  detached  in- 
stances of  this  kind,  in  this  mind,  that  mind,  and  so  on,  have 
accumulated  and  aggregated  into  a  pretty  strong  conviction  that 
something  is  unsound  in  the  educational  Denmark.  They  have 
thought  best  to  leave  the  theories  to  the  '  'eminent  educator"  of 
the  land,  for  institute  seasons  and  lecture  occasions,  that  he  may 
make  reputation  thereby.  Of  the  latter  they  care  but  little, 
having  baen  taught  somewhat  of  the  value  of  the  same.  They 
(the  fathers)  though  having  much  faith  in  the  division  of  the 
human  mind  into  "organs,"  and  also  in  the  theory  that  those 
organs  should  be  developed;  and  still  further  in  the  doctrine 
that  certain  studies  will  develop  them — ^yet  begin  to  have,  as  one 
would  suppose,  a  reasonable  desire  to  perceive  that  develop- 
ment. In  other  words,  iheij  luantfacls.  They  no  more  desire  so 
much  to  know  what  education  can  do,  but  they  wish  to  see  what 
education  is  doing  for  the  youth  of  the  land.  They  begin  to 
suspect  that  possibly  there  are  some  departments  of  the  mind 
that  even  the  ''eminent  educator"  has  not  explored — some  or- 


278  Editors'  Department.  [Apbil 

gans  that  have  not  been  discovered;  organs,  too,  that  in  some 
minds  with  suitable  stimulus,  would  be  the  most  j)ronounced, 
and  consequently  be  the  chief  power;  and  would  therefore  assume 
the  place  of  guide,  modifier,  chastener  and  quicJcener  of  all  the 
other  organs.  They  find  no  fault  with  the  curriculum  or  its 
working  up  in  the  school  day  after  day — matter  or  mode — pro- 
vided .the  application  of  it  is  made  to  minds  so  constituted 
that  it  suits  them.  In  other  cases,  they  fear  it  will  be  trying  to 
make  a  land  machine  run  in  water,  or  water  machine  in  air;  the 
medium  can  not  sustain  it,  and  a  collapse  is  the  result.  AVhat 
must  they  do?  A  few  ideas  of  "Procrustean  beds"  occur  to 
them,  but  they  are  stale  and  "polarized,"  and  would  either  fall 
from  the  first  cause  as  an  imbelle  ieUim,  or  from  the  latter  create 
an  erroneous  impression.  Again,  we  ask.  What  must  be  done  ? 
They  wish  to  go  at  the  matter  Romano  more,  but  dislike  to  inter- 
fere with  matters  arranged  with  such  benevolent  intentions,  and 
Ihai  ought  to  produce  such  splendid  i^esalts!  And  still  more  do  they 
dislike  to  disturb  the  amiable  administrator  of  such  a  benevolent 
system — we  mean  "ye  pedagogue"  or  "ye  eminent  educator." 
Here,  then,  is  a  Eubicon — to  go  forward  or  not  to  go  forward — 
that  is  the  question.  What  will  they  do  ?  Cross  the  Eubicon — 
go  forward  or  not  go  forward  ?  Often  they  adopt  the  easiest 
known  method  of  getting  rid  of  a  difficult  question,  to  wit :  drop 
it!  And  through  fear  of  wearying  ye  reader  as  much  as  ^'oing 
forward  would  weary  ye  "eminent  educator,"  or  ye  pedagogue, 
we,  too,  will  adopt  that  easy  mode,  and  for  the  present,  drop 
the  subject.     Another  time,  perhaps,  we  may  discuss 

The  Remedy. 


BY    WHAT    AUTHORITY 


Did  W.  A.  Robertson  whip  the  hoj  Goldsmith  ?  The  authority 
of  a  teacher,  is  no  answer;  because  the  relation  of  teacher  and 
taught  does  not  of  itself  involve  such  power.  This  is  seen  in  by 
far  the  greater  part  of  the  teaching  and  learning  of  life — as  in- 
stances: Students  of  law,  medicine,  or  divinity,  require  no  such 
aids  for  the  completion  of  their  tuitionary  course.  Then  the 
authority  to  whip  in  school  is  a  delegated  power,  and  has,  as  we 
can  conceive,  no  possible  origin  except  in  one  of  two  sources. 


1870.]  Editors'  Department  279 

viz:  the  parent  or  the  State,  or  perhaps,  to  put  the  case  more 
strongly,  in  the  two  combined.  The  teacher,  therefore,  flogs  by- 
virtue  of  standing  in '  loco  parentis,  or  in  loco  civitatis.  If  the 
former  alone  is  the  origin  of  his  authority,  the  case  that  calls 
forth  these  remarks — as  no  injury  was  done,  the  skin  of  the  boy 
not  being  broken  even  in  a  single  place,  and  not  an  hour  having 
been  lost  from  school — is  merely  a  matter  that  involves  the  happi- 
ness or  misery  of  a  parent;  and  it  is  mainly  that  parent's  fault  or 
weakness  if  it  prove  to  be  misery  instead  of  happiness.  If  it  is 
by  virtue  of  the  State  that  flogging  is  justified,  then  vastly  much 
more  is  involved  in  the  matter.  Verily,  in  this  case,  we  might 
say,  salutis  comunis  interest!  And  it  is  in  the  latter  light  that  we 
are  compelled  to  view  the  matter.  For  if  the  State  educates, 
that  educating  and  all  pertaining  thereto  are  done  in  its  name 
and  by  virtue  of  its  power.  In  private  schools,  the  teacher's 
power  to  enforce  obedience  is  evidently  limited — if  it  extends 
that  far — to  the  extent  of  the  parent's  power  in  the  same  direc- 
tion. In  ancient  times  this  would  have  been  great,  when  the 
parent  had  the  authority  to  take  the  life  of  his  child.  In  modern 
times  he  has  no  such  power,  and  the  exact  legal  limit  of  his 
power  over  his  child  is  not  determined.  But  in  the  public 
schools,  as  intimated  above,  the  teacher  derives  his  power  to  en- 
force obedience  from  the  State.  What,  then,  is  its  limit  ?  The 
State  has  the  power  to  take  the  life  of  the  subject  when  its  safety 
demands  it — even,  it  is  claimed,  when  its  "interest  is  con- 
cerned in  it. "  Of  course,  the  teacher's  power  is  limited  by  this 
power  of  the  State;  but  no  one  ever  claimed  that  it  went  that 
far.  Now,  the  question  is,  how  far  does  it  extend  ?  Since  the 
State  claims  the  right  to  the  entire  allegiance  of  its  subject — its 
body  and  its  ideas;  in  other  words,  the  State  forms  an  ideal 
mental  and  physical  man,  looks  up  the  exact  education  necessary 
to  make  this  ideal,  and  then  forcibly — if  he  attends  the  public 
schools — sets  the  boy  on  the  path  to  the  ideal.  How  far,  there- 
fore, does  the  State's  agent — the  teacher — have  the  right  to  use 
the  State's  power  in  pushing  the  child  on  towards  the  ideal  man 
which  the  State  has  formed,  procured 'material  for  the  work,  and 
required  him  to  make  ?  This  is  certainly  a  grave  question,  and  it 
is  one  that  we  do  not  propose  to  attempt  to  answer.  But  it  is  one 
of  such  vital  importance  to  schools,  to  society  and  to  government, 
that  its  discussion  would  seem  to  demand,  on  the  part  of  the 


280  Editors^  Department.  [April 

press,  a  spirit  of  moderation,  fairness  and  truth.  The  press  and 
people  should  remember  that  though  the  multitude  is  pleased 
with  the  sensation  of  the  hour  it  must  pay  for  it  dearly  in  the 
future.  • 

.  This  affair  of  Mr.  Robertson,  unfortunately,  seems  to  put  the 
question  of — In  Whom  Centers  the  Right  To  Educate,  Very 
Strongly  Before  the  Public  ?  The  case,  briefly  stated,  stands 
thus:  Mr.  Robertson  is  a  gentleman  of  mild,  amiable  manners; 
kind  in  feeling  and  obliging  to  all;  so  much  so,  that  during  the 
brief  stay  of  fifteen  months  no  man  in  the  School  Department 
has  taken  stronger  hold  upon  the  friendship  and  esteem  of  his 
associates  teachers,  or  more  thoroughly  gained  the  good  will 
and  respect  of  the  jDupils  under  his  charge,  to  say  nothing  of  an 
unmistakable  apj)reciation  with  a  large  number  of  the  best  citi- 
zens of  the  city.  He  bore  a  similar  character,  too,  in  his  native 
State,  as  is  shown  by  letters  and  people  from  the  neighborhood 
of  his  birth.  Now,  such  a  man  as  this,  doing  what  it  is  puerile 
to  suppose  he  considered  aught  more  than  his  duty,  flogs  a  boy 
in  a  manner  that  a  portion  of  the  press  characterizes  as  "  bru'al," 
and  for  which  a  Judge,  clothed  in  all  the  sanctity  and  solemnity 
of  the  ermine,  sentences  him  to  ''Six  months'  imprisonment  in  the 
County  Jait!"  Men  who  have  justice  in  your  hearts,  either  the 
system  or  the  sentence  is  atrocious!  In  all  candor  we  speak  it — 
one  or  the  other  is  a  blot  on  our  civilization!  AVe  do  not  propose 
to  speak  here  of  the  manner  of  the  Judge  in  trying  the  case, 
which  has  been  severely  criticised,  but  we  do  say  that  such  a 
sentence  on  such  a  man,  under  such  circumstances,  if  there  is  a 
legal  tribunal  in  California  competent  to  do  so,  ought  to  be 
totally  reversed.  And  we  think,  when  the  justly  minded  citizens 
of  the  city  know  all  the  facts  in  the  case,  they  will,  as  the  teach- 
ers of  the  Department  who  know  the  necessities  of  the  schools 
and  the  circumstances  of  this  case  now  do,  unanimously  say: 
The  sentence  should  be  reversed. 

There  is  certainly  some  questionable  element  in  that  humanity 
which  weeps  over  the  few  discolorations  of  a  boy's  skin,  and  ap- 
parently exults  in  taking  liberty,  reputation  and  hope,  from  a 
good  man.  AVe  have  no  sympathy  for  the  puling  sentiment 
which  extols  a  system  and  clamors  for  the  direst  punishment  on 
him  who  in  conscientiously  doing  his  duty,  carries  out  a  corollary 
to  that  system.     The  discharge  of  such  a  duty  is  painful— and, 


1870.]  Deimrtment  of  Public  Instruction.  281 

as  we  have  reason  to  know,  is  more  painful  to  none  than  to  Mr. 
Robertson — yet  if  the  State,  through  its  judicial  officers,  pun- 
ishes the  man-cnminul  with  years  of  hopeless  imprisonment,  so 
the  State,  through  its  teachers — ^to  prevent  so  great  a  calamity 
in  after  life — has  the  right  to  punish  its  6o?/-criminal  with  a  cor- 
respondingly severe  penalty. 

Though  the  punishment  in  the  case  under  consideration  is  not 
by  a  great  deal  as  severe  as  the  public  has  been  led  to  be- 
lieve, and  in  justice  to  many  good  citizens  who  have  condemned 
Mr.  Robertson  the  truth  of  the  matter  should  be  given.  We 
cannot,  of  course,  state  all  the  details,  but  the  following  is  suffi- 
cient to  show  how  grossly  the  public  has  been  misled.  The 
whipping  w^as  characterized  as  "terrible,"  "brutal,"  etc.  It 
was  administered  with  a  small  rattan;  the  boy's  skin  was 
not  broken  in  a  single  place;  he  lost  not  an  hour  from  school 
because  of  it;  and  in  ten  days  afterwards  scarcely  a  sign  of 
the  whipping  remained!  Think  of  such  circumstances  lyid  six 
months'  imprisonment  in  the  County  Jail! 

We  have  purposely  abstained  from  bringing  in  the  character 
of  the  boy,  or  his  special  offence  at  the  time,  though  both  were 
proven  to  be  bad,  the  latter  aggravated.  Our  object  not  being 
to  shovv^  whether  Mr.  Robertson  was  guilty  of  a  misdemeanor, 
but  that  a  far  deeper  question  is  involved. 


Department   of   Public    Instruction. 


STATE  BOARD   OF  EDUCATION. 


The  State  Board  of  Education  met  at  the  office  of  the  State 
Superintendent  on  Wednesday,  March  9th,  1870.  Present — 
Messrs,  Swezey,  Trafton,  Sibley,  Denman,  Leadbetter  and  Fitz- 
gerald. 

Life  Diplomas  were  granted  to  the  following  teachers  on  the 
recommendation  of  the  State  Board  of  Examination:  Mrs.  P. 
C.  Cook,^of  San  Francisco;  Miss  Carrie  L.  Hunt  of  San  Fran- 
cisco; Samuel  H.  Jackman,  Sacramento;  J.  G.  Johnson,  Sonoma. 

Moved  by  Mr.  Denman,  that  "the  State  Superintendent  be 


282  Department  of  Pvhlic  Instruction.  [April 

requested  to  have  the  Scliool  Law  so  amended  as  that  uniformity 
of  text  books  shall  be  required  only  in  the  following  branches 
of  study,  viz:  Arithmetic,  English  Grammar,  Eeading,  Spelling, 
Geography,  History,  Physiology."     Adopted  unanimously. 

Moved  by  Dr.  Trafton,  that  the  State  Board  "recommend  that 
Calisthenics  be  adopted  as  a  part  of  the  regular  daily  exercises 
in  all  our  public  schools. "     Adopted  unanimously. 

Moved  by  Mr.  Denrnan,  that  "the  State  Board  of  Education 
has  no  legal  right  to  adopt  a  text  book  in  Drawing."  Addpted 
unanimously. 

[It  will  be  seen  that  the  resolution  of  Mr.  Denman  with  re- 
gard to  text  books  leaves  out  "Penmanship."  This  of  course 
does  not  affect  the  action  already  taken  with  regard  to  Payson, 
Dunton  &  Scribner's  System  and  Series. — State  Superintendent.] 


STATE  BOARD  OF  NORMAL  SCHOOL  TRUSTEES. 


Thi^  state  Board  of  Normal  School  Trustees  met  at  the  office 
of  the  State  Superintendent  on  Wednesday,  March  9th,  1870. 
Present — Messrs.  Swezey,  Trafton,  Sibley,  Denman,  Leadbetter 
and  Fitzgerald. 

On  the  recommendation  of  the  Faculty  of  the  State  Normal 
School,  State  Diplomas  were  granted  to  the  following  pupils, 
who  had  successfully  compassed  the  course  of  study: 
Miss  Amanda  Allison,  Santa  Cruz  Co.,  Miss  Loleta  Graffelman,  Alameda  Co., 
Sarah  J.  Boyle,  San  Francisco,  "     Mary  Emma  Greer,   San  Fran., 

Alice  Burrill,  San  Francisco,  "     Abbie  A.Garland,  San  Francisco, 

Anna  A.  Gibson,  Solano  Co.,  "     Katie  Green,  San  Francisco, 

Adella  Marvin,  Santa  Clara  Co.,        "     Annie  Haas,  Alameda  Co., 
Anna  McKean,  Santa  Clara  Co.,        "    Mary  Jane  Henderson,  SanFran., 
Alberta  Montgomery,  Santa  Clara    Mr.  Alvin  J.  Howe,  Solano  Co., 

Co. ,  Miss  Deborah  Hardeman,  San  Fran. , 

Ruth  Royce,  Marin  Co.,  "     Isabella  Murphy,  Solano  Co., 

Frances  Sherman,   Contra  Costa       "     Mary  Matthews,  San  Francisco, 

Co.,  "    Katie  O'Leary,  San  Francisco, 

Helen  Stone,  Alameda  Co. ,  "     Eosa  Randall,  San  Francisco, 

AHce  Snow,  Santa  Cruz  Co.,  '*    Nellie  Savage,  Santa  Ciara  Co., 

Emma  Stincen,  Sacramento,  "     Georgia  Stackpole,  SanFran., 

Sarah  Shuey,  Alameda  Co.,  "     Anna  M.  Stockton,  Sacramento 

Mr.  Henry  I.  Tillotson,  Solano  Co.,  Co., 

Mrs.  Emma  Tillotson,  Solano  Co.,  "     Cynthia  Turner,  Santa  Clara  Co., 

Miss  Joanna  T.  Careys  Shasta  Co.,  "     Maggie  Sprott,  San  Francisco, 

"    Leonora  Carothers,  Contra  Costa    Mr.  Emmet  L.  Wemple,  Sutter  Co., 
Co.,  Mis^  Jessie  Wilson,  San  Francisco, 

"  Isabella  Carruthers,  SanFranc'o,'  "  Marie  Withrow,  Santa  Clara  Co., 
Mr.  James  E.  Clark,  Washington  T'y,  "  Edith  Wetmore,  Contra  Costa 
Mrs.  Mary  A.  Colby,  Nevada  Co.,  Co., 

MissAmauda  Eastman, San  Francisco,       "     Jennie  Yates,  Sonoma  Co. 

On  motion,  '  'the  State  Superintendent  was  requested  to  have 


1870.]  Department  of  Puhlic  histrudion.  283 

inserted  in  the  Amended  School  Law  a  provision  requiring  that 
nofemale  pupil  shall  be  admitted  into  the  State  Normal  School 
under  sixteen  years  of  age,  and  no  male  pupil  under  seventeen 
years  of  age." 

On  motion  of  State  SuxDerintendent  Fitzgerald,  ''a  committee 
of  three  was  appointed  to  prepare  a  plan  for  the  organization  of 
a  Training  School  as  an  integral  part  of  the  State  Normal 
School."     Committee:     Fitzgerald,  Denman  and  Traf ton. 

The  matter  of  employing  another  teacher  for  the  ensuing  year 
was  referred  to  the  Executive  Committee. 

After  some  other  business,  not  of  general  interest,  the  Board 
adjourned. 

^  <»►» 

STATE  NORMAL  SCHOOL  ANNIVERSARY. 

The  anniversary  exercises  of  the  State  Normal  School  took 
place  at  Piatt's  Hall,  San  Francisco,  on  the  evening  of  March 
10th.  The  programme  was  well  chosen,  and  the  exercises  gave 
great  satisfaction  to  the  intelligent  and  appreciative  audience 
that  crowded  every  part  of  the  house.  "We  give  the  readers  of 
The  Teacher  a  glance  at  the  programme : 

Opening  March,  by  the  Band;  Prayer,  Kev.  Dr.  Scott;  Chant, 
by  the  School;  Address  to  Graduates,  Senator  Pendergast; 
Essay,  with  Salutatory,  The  Artist's  Implements,  Isabel  Car- 
ruthers;  Essay,  The  Shady  Side  of  Teaching,  Leonora  M. 
Carothers;  Song,  Hail,  Happy  Day,  by  the  School;  Essay, 
Mythology,  Ancient  and  Modern,  Joanna  T.  Casey;  Essay,  Lo- 
calisms, Abbie  A.  Garland;  Oration,  Teachers  and  Teaching, 
Henry  I.  Tillotson;  Song,  The  Gondolier's  Evening  Song,  by 
the  School;  Essay,  Music  and  its  Votaries,  Marie  "Withrow; 
Essay,  The  Seen  and  the  Unseen,  Alberta  S.  Montgomery; 
Yocal  Solo,  Ave  Maria,  Marie  Withrow;  Essay,  Let  in  the  Sun- 
shine, Mary  Alice  Burrill;  Essay,  with  Valedictory,  Another 
Day,  Araminta  E.  Allison;  Address,  and  Distribution  of  Certifi- 
cates, by  Dr.  Fitzgerald,  State  Superintendent;  Song,  "  The 
Maying  Party,"  by  the  School;  Address  and  Distribution  of 
Diplomas,  by  Dr.  Lucky,  Principal  of  the  School;  Doxology; 
Benediction,  by  Eev.  L.  Walker. 

These  are  the  names  of  the  graduating  class,  forty-four  in 
number: 

Araminta  E.  Allison,  Santa  Cruz;  Bertha  A.  Bicknell,  Santa 


284  Department  of  Public  Instruction,  [April 

Clara;  Sarali  Jane  Boyle,  Sari  Francisco;  Mary  Alice  Burrill, 
San  Francisco;  Joanna  T.  Casey,  Shasta;  Isabel  Carrutbers, 
San  Francisco;  Leonora  M.  Carotliers,  Contra  Costa;  James  E. 
Clark,  San  Francisco;  Mary  A.  Colby,  Nevada;  Augusta  R. 
Eastman,  San  Francisco;  Abbie  A.  Garland,  San  Francisco; 
Anna  A  Gibson,  Solano;  Katie  Green,  San  Francisco;  MaryL. 
Greer,  San  Francisco;  Loleta  Graffelman,  Alameda;  Anna  E. 
Haas,  Alameda;  Deborah  W.  Hardman,  San  Francisco;  Mary 
J.  Henderson,  San  Francisco;  Alvin  J.  Howe,  Solano;  Adella 
Marvin,  Santa  Clara;  Mary  Mathews,  San  Francisco;  Annie  M. 
McKean,  San  Francisco;  Alberta  S.  Montgomery,  Santa  Clara; 
Isabel  M.  Murphy,  Solano;  Katy  II .  O'Leary,  San  Francisco; 
Ruth  Royce,  Marin ;  Rosa  Randall,  San  Francisco;  George  A. 
Stackpole,  San  Francisco;  Nellie  Alice  Savage,  San  Francisco; 
Fannie  A.  Sherman,  Contra  Costa;  Sarah  I.  Shuey,  Alameda; 
Alice  R.  Snow,  Santa  Cruz;  Maggie  Sprott,  San  Francisco; 
Helen  M.  Stone,  Alameda;  Estelle  E.  Stincen,  San  Francisco; 
Annie  M.  Stockton,  Sacramento;  Henry  I.  Tillotson,  Emma 
Tillotson,  Solano;  Cynthia  Turner,  Santa  Clara;  Emmet  L. 
Wemple,  Sutter;  JessieE.  AVilson,  San  Francisco;  Marie  With- 
row,  Santa  Clara;  Edith  L.  Wetmore,  Contra  Costu;  Jennie 
Yates,  Sonoma. 

The  next  term  of  the  State  Normal  School  will  commence  on 
the  2:3d  of  May. 


DECISION. 


San  Feancisco,  March  14th,  1870. 
S.  F.  Ayer,  Esq.,  (in  behalf  of  Trustees  of  Milpitas  School  Dis- 
trict, Santa  Clara  county.) 
Sir:  You  enquired  in  yours  of  this  date,  *'  whether  the  omis- 
sion of  the  word  '  Tax '  on  the  ballots  cast  under  Section  98  of 
our  School  Law,  would  justify  the  Judges  of  the  election  in 
throwing  them  out  in  the  count." 

My  decision  is,  that  such  omission  would  not  invalidate  such 
ballots.  Where  the  intent  of  the  voter  is  so  obvious  and  unmis- 
takable as  in  this  case,  to  throw  out  the  ballot  would  be  to  nul- 
lify the  action  of  a  majority,  and  to  sacrifice  the  s^^irit  of  the  Law 
to  a  petty  technicality. 

Very  respectfully,  O.  P.  Fitzgerald, 

Supt.  Public  Instruction. 


1870.]  Book  Table.  285 

SAN  FRANCISCO  INDUSTRIAL  SCHOOL. 


The  State  Superintendent,  in  his  Biennial  Report,  felt  it  to  be 
his  duty  to  speak  in  terms  of  deser^^ed  condemnation  of  the 
mismanagement  of  this  Institution  under  the  administration  of 
a  former  Principal.  He  spoke  not  from  newspaper  accounts, 
but  from  actual  observation,  and  therefore  knows  that  his 
strictures  of  the  former  management  were  just. 

Recent  visits  to  the  School  have  discovered  such  a  gratifying 
improvement  that  the  State  Superintendent  feels  it  to  be  a  duty 
and  a  pleasure  to  note  the  fact.  A  better  principle  of  govern- 
ment and  discipline  obtains  under  Mr.  Pelton  and  his  assistants, 
and  the  institution  is  pervaded  by  a  different  atmosphere.  There 
is  less  of  the  prison,  and  more  of  the  home  and  scliool.  The  in- 
trinsic difficulty  of  i][ianaging  such  an  institution  is  great,  and 
these  difficulties  are  in  this  case  enhanced  by  peculiar  circum- 
stances, to  which  it  is  unnecessary  now  to  refer.  The  presence 
of  Mrs.  Pelton  in  the  school  will  be  attended  with  a  happy  in- 
fluence— she  being  just  such  a  lady  as  you  would  fell  safe  in  in- 
trusting with  any  orphaned  or  neglected  child. 


T 


OOK         ABLE. 


Pbinciples  of  Domestic  Science  :  As  applied  to  the  Duties  and  Pleasures  of  Home.  A 
Text-Book  for  the  use  of  Yoimg  Ladies  in  Schools,  Seminaries  and  Colleges .  By  Catha- 
rine E.  Beechee  and  Harkiet  Beecheb  Stowe.    New  York  :  J.  B.  Ford  &  Co.    1870. 

This  book  is  likely  to  very  mucli  disappoint  the  reader,  and  yet  result,  as 
disappointment  very  often  does,  in  benefit.  It  discusses  tbe  "much- vexed 
Woman  Question,"  from  a  new  stand-point :— that  of  stoves,  chimnej^s,  fur- 
naces, good  cooking,  health,  clothing,  antidotes,  ventilation,  nursing  the  sick, 
making  shoe-bags,  and  keeping  things  generally  and  decently  in  order  about 
a  house.  The  conclusion  is  very  satisfactorily  arrived  at,  that  woman  needs 
ft  varied  knowledge  of  many  things,  in  many  directions,  but  not  an  exhaustive 
one  of  any.  She  needs  the  something-of-everything  sort  of  education,  but 
not  the  everything-of-something.  Again,  we  have  here  presented  a  new  study 
for  the  cun-icula  in  our  "Young  Ladies'  Seminaries:''  Woman  should  be 
trained  for  her  duties  as  well  as  man — an  unquestionable  truth— and  when 
she  is  so  trained,  perhaps  "  Society  "  will  not  be  lead  by  young  girls,  because 
the  young  girls  will  themselves  see  that  thej'-  are  not  competent  to  lead  some- 
thing so  important  as  society  ought  to  he.  With  these  views,  the  authoresses 
do  not  demand  the  ballot  for  their  sisters,  but  they  do  demand  something 
vastly  important  to  them:  a  training  for  their  duties  in  life.  This  volume  will 
aid  in  the  movement  for  such  training;  whether  as  a  text-book  or  not,  can  only 
be  determined  by  the  test  of  successful  use  in  the  school-room.    Price,  $2.00. 


286  Booh  Table,  [April 

The  Bible  in  the  Public  Schools.  Arguments  in  the  case  of  John  Minor  et  al.  ver&us  The 
Board  of  Education  of  the  City  of  Cincinnati  et  al.— Superior  Court  of  Cincinnati—with 
the  Opinions  and  Decisions  of  the  Court.    Cincinnati :  Robert  Clarke  &  Co.    1870. 

This  handsome  octavo  of  four  hundred  and  twenty  pages  is  (all)  about  two 
resolutions,  passed  by  the  Board  of  Education  of  Cincinnati.  The  result  of 
those  resolutions  was  to  banish  the  Bible  from  the  Public  Schools.  The  mat- 
ter was  brought  before  the  Superior  Court,  and  there  some  of  the  best  legal 
talent  of  Ohio  discussed  "The  Bible  in  the  Public  Schools."  Judges  Taft, 
Storer  and  Hagans  gave  ox^inions — the  last  named  in  the  minority.  The 
Court  nullified  the  action  of  the  Board.  A  motion  was  made  for  a  new  tria^ 
and  overruled.  The  defendants  excepted  to  the  overruling  and  to  the  judg- 
ment of  the  Court,  and  there  the  matter  rested.  We  certainly  would  recom- 
mend that  all  school  ofi&cers  and  teachers,  and  those  of  the  general  public 
interested  in  educational  affairs,  read  this  volume.  There  is  in  it  much  of 
ability  and  learning  brought  to  bear  on  one  of  the  most  vital  of  the  practical 
educational  questions  of  the  day.  Price,  $2.00  ;  sent,  prepaid,  on  receipt 
thereof. 

The  Model  Speakek.  Consisting  of  Exercises  in  Prose  and  Poetry.  For  the  use  of  Schools, 
Academies  and  Colleges.  By  Philip  Lawrence,  Professor  of  Elocution.  Philadelphia  : 
Eldredge  &  Brother.    1870. 

No  "system  of  elocution"  is  exemplified  in  this  work.  There  are  seven 
pages  of  brief  explanations  and  hints  for  those  wishing  to  learn  how  to  utter 
their  thoughts  properly — all  good.  The  selections  are  numerous;  in  character 
— good,  medium,  objectionable,  bad — varied  in  time  from  Tubal  Cain  to  A. 
Lincoln,  bringing  in  most  of  the  soul-stirring  questions  of  the  day,  Women's 
Suffrage  excepted. 


TABLE    OF    CONTENTS. 


PAGE. 

SACRAMENTO  COUNTY  TEACHERS'  INSTITUTE 255 

NORMAL  TRACT  ON  COMMON  FRACTIONS 263 

PESTALLOZZI  IN  AMERICA 260 

SHOULD  TEACHERS  STUDY  LATIN 271 

REPORT  OF  PUBLIC  SCHOOLS 273 

EDITORS'  DEPARTMENT 275 

REVOCATION  OF  CERTIFICATES 275 

MATTER  AND  MODE 27(J 

"  BY  WHAT  AUTHORITY" 278 

DEPARTMENT  OF  PUBLIC  INSTRUCTION 281 

STATE  BOARD  OF  EDUCATION 281 

STATE  BOARD  OF  NORMAL  SCHOOL  TRUSTEES 282 

STATE  NORMAL  SCHOOL  ANNIVERSARY 283 

DECISION 284 

SAN  FRANCISCO  INDUSTRIAL  SCHOOL 285 

BOOK  TABLE 285 


MODEL  TEXT-BOOKS 

FOB 

SCHOOLS,  ACADEMIES  and  COLLEGES. 

CONSISTING  OF  EXERCISES  IN  PROSE,  POETRY   AND   BLANK  VERSE,  SUITABLE 

FOR   DECLAMATION,    PUBLIC    READINGS,    SCHOOL    EXHIBITIONS,    Etc. 

COMPILED  FOR  THE  USE  OF  SCHOOLS,  ACADEMIES,  COLLEGES 

AND  PRIVATE  CLASSES,  BY  PROF.  PHILIP  LAWRENCE. 

Price  l>y  mail,  post-paid,  ^1  50. 

The  book  is  printed  on  superfine,  tinted  paper,  and  handsomely  and  dui-ably  bound  in 
fine  English  cloth,  with  bevelled  sides.  For  variety  and  freshness  of  selections,  beauty  of 
mechanical  execution  and  economy  in  price,  it  is  unequalled  by  any  similar  work  extant. 
To  afford  an  idea  of  the  character  and  scope  of  the  work,  we  append  a  List  of  the  selections. 


Abou  Ben  Adhem. 

A  Defence  of  Poetry. 

After  the  Battle. 

America's  Contribution  to  the 
World. 

American  Laborers. 

An  Appeal  for  Our  Country. 

Antony's  Address  to  the  Ro- 
mans. 

Apostrophe  to  Water. 

A  Psalm  of  Life. 

Arnold  Winkelried. 

Barbara  I'rietchie. 

Battle  Hymn. 

Beautiful  Snow. 

Bernardo  Del  Carpio. 

Bill  and  Joe. 

Biugen  on  the  Rhine. 

Bright  Water. 

Bring  Flowers. 

Brutus  on  the  Death  of  Csesar. 

Catiline's  Defiance. 

Cato's  Soliloquy  on  Immor- 
tality. 

Chamouny. 

Charge  of  the  Light  Brigade. 

Charity. 

Chills  and  Fever. 

Christ  in  the  Tempest. 

Count  Candespina's  Standard. 

David's  Lament  overAbsalom. 

Daniel  Webster  and  Henry 
Clay. 

Death  of  Little  Nell.        ^ 

Death  of  Paul  Dombey. 

Dies  Ivie. 

Dirge. 

Dirge  for  a  Sailor. 

Drifting. 

Emmet's  Reply. 

E  Pluribus  Unum. 

Esto  Perpetua. 

Eugene  Aram's  Dream. 

Evangeline. 

Evening  Prayer  at  a  Girls' 
School. 

Excelsior. 

Extract  from  Sermon  on  the 
Death  of  Abraham  Lincoln. 

Extract  from  Thanatopsis. 

Farm- Yard  Song. 

Field  Lilies. 

Fitz  James  and  Roderic  Dhu. 


God. 

God'  Everywhere. 

Grandeur  of  the  Trackless  Sea. 

Green  Apples. 

Guilt  cannot  E.eep  its  Own 

Secret. 
Hagar  in  the  Wilderness. 
Hamlet's  Instructions  to  the 

Players. 
Hamlet's  Soliloquy. 
He  GivethHis  Beloved  Sheep. 
Heroes  and  Martyrs. 
Horatius  at  the  Bridge. 
How  the  Money  Goes. 
How  They  Brought  the  Good 

News. 
It  Snows. 

Justice  to  the  Whole  Country. 
Keep  it  before  the  People. 
Labor  is  Worship. 
Landing  of  Pilgrim  Fathers. 
Laus  Deo. 
Liberty  and  Union. 
Lincoln  at  Springfield. 
Lincoln's  Address  at  Gettys- 

bui-g. 
Lincoln's    Second   Inaugural 

Address. 
Lint. 

Little  Jim. 
Look  Aloft. 
Marco  Bozzaris. 
Milton  on  the  Loss   of   his 

Sight. 
Mount  Vernon. 
Mrs.  Caudle's  Lectures : 

"  On  Having  Been  Made  a 
Mason." 

"  On  Having  Lent  £5  to  a 
Friend." 

"  On  Shirt  Buttons." 

"  Urging  the  Need  of  Spring 
Clothing." 
My  Mother's  Bible. 
Napoleon  Bonaparte. 
New  England's  Dead. 
Nobility  of  Labor. 
Oh!  Why  Should  the  Spirit  of 

Mortal  be  Proud. 
Old. 

Old  Ironsides. 
Old  Tubal  Cain. 
Omnipotence  of  Jehovah. 


.Oration  against  Catiline. 
Our  Defenders. 
Our  Duty  to  Our  Country. 
Our  Heroes  Shall  Live. 
Outward  Bound. 
Over  the  River. 
Parson  Turell's  Legacy. 
Passing  Under  the  Rod. 
Praise  Ye  the  Lord. 
Rienzi's  Address. 
Ring  Out,  Wild  BeUs. 
Robespierre's  Last  Speech. 
Robert  Bruce  and  the  Spider. 
Rum's  Maniac. 
Scenes  of  Childhood. 
Scott  and  the  Veteran. 
Shamus  O'Brien. 
Sheridan's  Ride. 
Shylock  to  Antonio. 
Softly  Murmur. 
Sorrow  for  the  Dead. 
South   Carolina   and    Massti- 

chusetts. 
Spartacus  to  the  Gladiators  at 

Capua. 
Speech  in  Defence  of  America. 
Speech  of  Patrick  Henry. 
Speech  of  Sergeant  Buzfuz. 
St.  Pierre  to  Ferrardo. 
Strive,  Wait  and  Pray. 
Stuart  Holland. 
Supposed    Speech    of    John 

Adams. 
Tell  Among  the  Mountains. 
Thanksgiving  Day. 
The  American  Flag. 
The  Angels  of  Buena  Vista. 
The  Banner  of  the  Cross. 
The  Baron's  Last  Banquet. 
The  Battle. 
The  Battle  of  Ivry. 
The  Battle  of  Waterloo. 
The  Bells. 

The  Bell  at  Greenwood. 
The  Bell  of  Liberty. 
The  Bell  of  the  Atlantic. 
The  Best  Sewing  Machine. 
The  Black  Regiment. 
The  Boy  and  His  Angel. 
The  Boys. 

The  Bridge  of  Sighs. 
The  Bright  Side. 
The  Bugle  Song. 


yV^ODEL    JeXT-^OOKS    FOR  ^CHOOLS,    ^CADEMIES    AND    C0LLEGE& 


Selections  from  TUE  MODEL  SPEAKEB— Continued. 


The  Burial  of  Moses. 

The  Celestial  Country. 

The  Charge  at  Valley  Maloy. 

The  Charge  at  Waterloo. 

The  Charnel  Ship. 

The  Children. 

The  Common  Lot. 

The  Curse  of  Cain. 

The  Curse  of  Regulus. 

The  Drowned  Child. 

The  Death  of  Virginia. 

The  Drunkard's  Daughter. 

The  Dying  Christian  to  His 
Soul. 

The  Famine. 

The  Fireman. 

The  Gambler's  Wife. 

The  Glove  and  the  Lion. 

The  Hardest  Time  of  All. 

The  HoTir  of  Prayer. 

The  Inquiry. 

The  Isle  of  Long  Ago. 

The  Jolly  Old  Pedagogue. 

The  Knight's  Toast. 

The  Land  of  the  Blest. 

The  Launching  of  the  Shipu 

The  Leap  for  Life. 

The  Life  Boat. 

The  Light  at  Home. 

The  Little  Fair  Soul. 

The  Lord,  the  King  of  Glory. 

The  Maniac. 

The  Mountain  and  the  Squir- 
rel. 

The  May  Queen. 


The  National  Banner. 

The  Noblest  Public  Virtue. 

The  Old  Arm  Chair. 

The  Old  Clock  on  the  Stairs. 

The  Order  of  Nature. 

The  Patriot's  Elysium. 

The  Pauper's  Death-Bed. 

The  Polish  Boy. 

The  Press. 

The  Eaven. 

The  Eising,  1776. 

The  Eemoval. 

The  Eetort. 

The  Eomance  of  Nick  Van 
Stann. 

The  Sailor  Boy's  Dream. 

The  Sailor's  Funeral. 

The  Semiuole's  lleplj'. 

The  Seven  Ages  of  Man. 

The  Severest  Test  of  Friend- 
ship. 

The  Ship  of  State. 

The  Sleeping  Sentinel. 

The  Smack  in  School. 

The  Snow  qf  Age. 

The  Soldier^s  Dream. 

The  Soldier's  Funeral. ' 

The  Song  of  the  Shirt. 

The  South  during  the  Revo- 
lution . 

The  Strength  of  the  American 
Government. 

The  Two  Maidens. 

The  Unbeliever. 

The  Union, 


The  Village  Preacher. 

The  Village  Schoolmaster. 

The  Visit  of  St.  Nicholas. 

The  Watcher  on  the  Tower. 

Three  Words  of  Strength. 

Thy  WiU  be  Done. 

Trial  Scene  in  the  Merchant 
of  Venice. 

Tribute  to  Webster. 

True  Eloquence. 

Truth  and  Honor. 

Twenty  Years  Ago. 

Voices  of  the  Dead. 

Warren's  Addrftss. 

Washington. 

Washington  and  Lincoln. 

Washington  to  the  Present 
Generation. 

Wat  Tyler's  Address  to  the 
King. 

Webster's  Plea  for  Dartmouth 
College.  , 

We  '11  All  Meet  Again  in  the 
Morning. 

We  've  All  Our  Angel  Side. 

Where  are  the  Dead  ? 

Why  Does  Your  Hair  Turn 
White? 

Wolsey's  Address  to  Crom- 
well. 

Wolsey's  Soliloquy  after  his 
Downfall. 

Woman's- Influence  on  Char- 
acter. 

Wounded. 


Chase  and  Stuart's  New  Classical  Series. 

KDITED  BY 

tho3i:a.is  chaise,  a^,  ikr.. 

Professor  of  Classical  Literature,  Haverford  College,  Pennsylvania,  and 

GEOHOE    STTJA.I1T,   A.   MI., 

Professor  of  Latin  Language,  Central  High  School,  Philadelphia. 

Grammatical  references,  in  every  necessary  and  practical  instance,  to  Hnrknesg^g 
Ijatiii  Grammar,  Aiidre-^^'s  4&  Stoddard's  Latin  Grammar,  Bullions  «!te  Mor- 
ris's Ijatin  Grammar,  and  Allen's  Mani^al  Latin  Grammar.  Plain  t^'pe, 
good  paper,  beautiful  and  durable  binding,  convenient  size,  concise  notes,  low  price. 

The  publication  of  this  edition  of  the  Classics  was  suggested  by  the  constantly  increas- 
ing demand  by  teachers  for  an  edition  which  could  be  furnished  at  a  reasonable  price,  and 
which,  by  judicious  notes,  would  give  to  the  student  the  assistance  really  necessary  to  render 
his  study  profitable,  furnishing  explanations  of  passages  difficult  of  interpretation,  of  i)ecu- 
liarities  of  syntax,  etc.,  and  yet  would  require  him  to  make  faithful  use  of  his  Grammar 
and  Dictionary. 

It  is  believed  that  this  Classical  Series  needs  only  to  be  kno\yi  to  insure  its  very  general 
use.  The  publishers  claim  for  it  peculiar  merit,  ujid  beg  leave  to  call  attention  to  the  fol- 
lowing important  parttculars:  The  purity  of  the  text.  The  clearness  and  conciseness  of 
the  notes,  and  their  adaptation  to  the  wants  of  students.  The  beauty  of  the  type  and  paper. 
The  handsome  style  of  binding.  The  convenience  of  the  shape  and  size.  The  low  price  at 
which  the  volumes  are  sold.  The  preparation  of  the  whole  series  is  the  original  work  of 
American  scholars.  The  text  is  not  a  mere  reprint,  but  is  based  upon  a  careful  and  pains- 
taking comparison  of  all  the  most  improved  editions,  with  constant  reference  to  the  authority 
of  the  best  manuscu'ipts.  No  jjains  have  been  spared  to  make  the  notes  accurate,  clear,  and 
helpful  to  the  learner.  Points  of  geography,  history,  mythology  and  antiquities  are  explained 
in  accordance  with  the  views  of  the  best  German  scholars. 

The  Series  when  complete  will  consist  of  Crcsar'g  Commentaries;  Price,  $1.2.5. 
Virifil's  .<^neid;  Price,  $1.50.  Cicero's  Orations;  Price,  $1.25.  Horace's 
Odes,  Satires  and  Epistles;  Price,  $1.50.  First  Six  Boolcs  of  Virjfil's 
.^neid,  with  Lexicon,  etc.  (in  preparation.)  Cicero  de  Senectute,  de  Amicitin 
(In  preparation.)  Saliust  (In  preparation.)  Livy  (in  preparation.)  Virjfil's  Kclogfues 
a.nd  Qeor^^cs  (in  preparation.) 


/Model  Jext-^ooks  for  ^chools,  ^cademies  and  Polleges 

Of  which  the  following  are  now  ready:    Cuesar's  Commentaries  on  the  Gallio 

War.  With  Explanatory  Notes,  a  Vocabulary,  Geographical  Index,  Index  of  Proper  Names, 
Map  of  Gaul,  Plan  of  the  Bridge,  etc.  By  Prof.  Geo.  Stuart.  Price  by  mail,  postpaid,  $1.25. 
Virgil's  .(Eneicl.  With  Explanatory  Notes,  Metrical  Index,  Remarks  on  Classical  Versifi- 
cation, Index  of  Proper  Names,  etc.  By  Prof.  Thos.  Chase.  Price  by  mail,  postpaid,  $1.50. 
Cicero's  Select  Orations.  With  Explanatory  Notes,  Life  of  Cicero,  List  of  Consuls 
during  his  Life,  Plan  of  the  Roman  Forum  and  its  Surroundings,  etc.  By  Prof.  George 
Btuart.  Price  by  mail,  postpaid,  $1.25.  Horace's  Odes,  Satires  and  Epistles.  With 
Explanatory  Notes,  Metrical  Key,  Index  of  Proper  Names,  etc.  By  Prof.  Thomas  Chase. 
Price  by  mail,  postpaid,  $1.50. 

In  compliance  with  a  very  generally  expressed  desire,  we  beg  leave  to  announce  that  we 
have  in  preparation,  and  expect  to  have  ready  on  or  before  May  1st,  1870,  Six  Books  of 
Virtfil's  ^^neid.  With  Explanatory  Notes,  Maps,  Metrical  Index,  Remarks  on  Classical 
Versification.  Index  of  Proper  Names,  Liexicon,  Suggestions  to  Students,  etc.  By  Prof. 
Thomas  Chase.  With  copious  Grammatical  References  to  Harkness's  Andrews  &  Stoddard's, 
Bullions  &  Morris's  and  Allen's  Manual,  Latin  Grammars. 

The  book  will  be  uniform  in  style  of  binding  with  the  other  volumes  of  Chase  &  Stu- 
art's Classical  Series,  and  will  be  sold  at  the  marvellously  low  price  of  $1.25  per  copy. 
Sent  by  mail  postpaid.  Due  notice  will  be  {jiven  of  the  publication  of  the  remaining  vol- 
umes, which  are  now  in  preparation. 

The  generous  welcome  given  to  these  books  proves  very  conclusively  that  they  are  well 
adapted  to  the  wants  of  the  class-room.  Although  but  a  short  time  has  elapsed  since  the 
issue  of  the  first  book  of  the  series,  they  have  already  been  adopted  in  every  State  in  the 
Union,  and  the  publishers  have  the  proud  satisfaction  of  stating  that  they  are  at  this  time 
the  standard  text-books  in  nearly  ONE  THOUSAND  SCHOOLS,  and  the  list  is  daily  increas- 
ing. Among  these  are  many  of  the  largest  and  most  important  classical  institutions  in  the 
country.  We  ask  the  teacher  who  is  not  familiar  with  these  books  to  examine  them  critic- 
ally, and  then  judge  for  himself  whether  we  make  too  extravagant  a  claim  for  them  when  we 
assert  that,  AS  CLASSICAL  TEXT-BOOKS,  THEY  HAVE  NO  SUPERIORS. 

Tlie  Crittenden  Commercial  Aritlimetic  and  Business  Manual.  Designed 

for  the  use  of  Teachers,  Business  Men,  Academies,  High  Schools,  and  Commercial  Colleges. 
By  John  Groesbeck.    Price  by  mail,  postpaid,  $1.50. 

The  following  review  of  this  book,  from  one  of  the  leading  educational  papers  of  the 
country,  well  describes  its  character: 

"We  have  at  last  found  a  work  on  Business  Calculations  long  sought  for— one  compris- 
ing our  own  views.  This  is  a  compilation  of  tjje  current  usages  of  business  men  for  per- 
forming  every  calculation  of  a  business  character.  Beginning  with  methods  of  addition,  it 
treats  of  quick  and  practical  ways  of  performing  all  the  fundamental  rules,  followed  by  cal- 
culations used  in  particular  branches  of  business,  percentage,  interest,  averaging,  money, 
weights  and  measures  as  thqf  are,  exchange  of  every  kind,  profit  and  loss,  marking  goods, 
dividends  and  investments,  all  about  U.  S.  Bonds,  5-20's,  10-40's,  7-30's,  greenbacks,  legal 
tenders,  etc.,  stocks,  'bulls,'  'bears,'  'selling  short,'  'cornering,'  etc.,  the  metrical  and  cental 
system,  ending  with  business  forms  and  information  worth  the  whole  price  of  the  book,  and  not 
obtainable  elsewhere.  We  commend  it  highly,  for  it  deserves  it.  It  is  fresh,  practical,  and 
reliable." 

In  every  High  School  and  Academy  in  the  land,  the  organization  of  a  class  in  Commer- 
cial Arithmetic,  Business  Calculations  and  Forms,  will  prove  an  element  of  popularity  and 
success  that  will  yield  rich  results.  The  subject  itself  is  so  intrinsically  valuable  lis  a  means 
of  developing  thought,  that,  were  this  the  only  result  to  be  gained,  it  would  be  entitled  to 
and  should  receive  the  special  attention  of  the  progressive  teacher.  But,  apart  from  this, 
the  introduction  of  a  study  so  interesting  in  itself,  so  attractive  to  the  scholar,  and  having  so 
direct  a  bearing  on  his  future  welfjtre,  will,  in  many  an  instance,  decide  the  welfare  of  a 
school,  directing  the  channel  of  popular  opinion  in  its  favor,  and  prove  the  means  of  filling 
it  with  students  anxious  to  secure  its  advantages. 

Circulars  containing  full  descriptions,  testimonials,  etc.,  on  application. 

A  Key  to  tlie  Crittenden  Commercial  Aritlimetic,  for  the  use  of  Teachen 
only,  has  been  prepared,  and  will  be  sent  by  mail,  postpaid,  on  receipt  of  $1.00. 

In  the  School-Room;   or,   Chapters  in  the  Philosophy  of  ICdncation. 

By  John  S.  Hart,  LL,  D.,  Principal  of  the  New  Jersey  State  Normal  School.  Price  by  mail, 
postpaid,  $1.25,  ' 

This  book  gives  the  incidents,  experience,  and  observations  of  a  lifetime  spent  in  teach- 
ing in  Common  Schools,  Academies,  High  Schools  and  Normal  Schools.  No  teacher  can 
afford  to  be  without  it.  Instmctive,  Entertaing,  Amusing:  It  is  a  Teacher's  Library  in  a 
Single  volume. 

CONTENTS:— 1.  What  is  Teaching?  2.  The  Ait  of  Questioning.  3.  The  Difference 
between  Teaching  and  Training.  4.  Modes  of  Hearing  Recitations.  5.  On  Observing  a 
Proper  Order  in  the  Development  of  the  Mental  Faculties.  6.  Teaching  Children  what  they 
do  not  Understand.  7.  Cultivating  the  Memory  in  Youth.  8.  Knowledge  before  Memory. 
9.  Power  of  Words.  10.  The  Study  of  Language.  11.  Cultivating  the  Voice.  12.  Eyes, 
13.  Errors  of  the  Cave.  14.  Men  of  One  Idea.  15.  A  Talent  for  Teaching.  16.  Teachings 
Power.  17.  Growing.  18.  Loving  the  Children.  19.  Gaining  the  Affections  of  the  Scholars. 
20.  The  Obedience  of  Children.  21.  Rarey  as  an  Educator.  22.  A  Boarding-School  Experi- 
ence. 23.  Phrenology.  24.  Normal  Schools.  25.  Practice-Teaching.  26.  Attention  as  a 
Mental  Faculty,  and  as  a  Means  of  Mental  Culture.  27.  Gaining  the  Attention.  28.  Coun- 
sels :—l.  To  a  Young  Teacher;  2.  To  a  New  Pupil;  3.  To  a  Young  Lady  on  Leaving  School- 
4.  To  a  Pupil  on  Entering  a  Normal  School.  29.  An  Argument  for  Common  Schools.  30.  What 
Is  Education? 


yViODEL    JeXT-J300KS    FOR  ^CHOOLS,    jA:CADEMIES    AND    pOLLEGES. 

A  Mannnl  of  E^locntioii.  Founded  upon  the  Philosophy  of  the  Human  Voice,  with 
Classified  Illustrations,  suggested  by  and  arranged  to  meet  the  practical  difficulties  of 
instruction.    By  M.  S.  Mitchell.    Price  by  mail,  postpaid,  $1.50. 

The  compiler  cannot  conceal  the  hope  that  this  glimpse  of  our  general  literature  may- 
tempt  to  individual  research  among  its  treasures,  so  varied  and  inexhaustible;  that  this  text- 
book for  the  school-room  may  become  not  only  teacher,  but  friend,  to  those  in  whose  hands 
it  Is  placed,  and  while  aiding,  tlirough  systematic  development  and  training  of  the  elocu- 
tionary powers  of  the  pupil,  to  overcome  many  of  the  practical  difficulties  of  instruction, 
may  accomplish  a  higher  work  in  the  cultivation  and  refinement  of  character. 

To  afford  teachers  an  idea  of  the  character  of  the  work,  we  append  a  list  of  the  subjects 
TOEATED  OF  :  Articulatiou,  Pronunciation,  Accent,  Emphasis,  Modulation,  Melody  of  Speech, 
Pitch,  Tone,  Inflections,  Sense,  Cadence,  Force,  Stress,  Grammatical  and  Rhetorical  Pauses, 
Movement,  Reading  of  Poetry,  Faults  in  the  Reading  of  Poetry,  Action,  Attitude,  Analysis  of 
the  Principles  of  Gesture  and  Oratory. 

Blartinclale's  History  of  tlie  United  States.  From  the  Discovery  of  America 
to  the  close  of  the  late  Rebellion.  By  Joseph  C.  Martindale,  M.D.,  Principal  of  the  Madison 
Grammar  School,  Philadelphia.    Price  by  mail,  postpaid,  60  cents. 

The  unprecedented  success  which  has  attended  the  publication  of  this  work  is  the  best 
recommendation  of  its  merit.  More  than  TWENTY  THOUSAND  COPIES  were  sold  during 
the  past  year.  With  this  book  the  pupil  can,  in  a  single  school  term,  obtain  as  a  complete  a 
knowledge  of  the  history  of  our  country  as  has  heretofore  required  years  of  study.  It  is 
indorsed  by  prominent  educators,  is  used  in  over  fifty  Normal  Schools,  and  in  hundreds  of 
cities,  towns  and  townships  throughout  the  entire  coiintry.  Teachers,  Directors,  and  all 
others  interested  in  Elementary  Education  are  invited  to  examine  the  book.  Descriptive 
circular,  with  testimonials,  etc.,  sent  on  application. 

Tlie  Model  Defiiaer.  An  Elementary  Work,  containing  Definitions  and  Etymology 
for  the  Little  Ones,  and  illustrated  with  sentences  showing  the  proper  use  of  words.  By 
A.  C.  Webb.    Price  by  mail,  postpaid,  25  cents. 

The  Model  Etymology.  Giving  the  Definitions,  Etymology  and  Analysis,  and 
illustrated  with  sentences  showing  the  proper  use  of  words.  By  A.  C.  Webb.  Price  by  mail, 
postpaid,  60  cents. 

The  Young  Student's  Companion ;  or,  Elementary  Lessons  and  Exer- 
cises in  Translating  from  Englisli  into  French.  By  M.  A.  Longstreth.  Price  by 
mail,  postpaid,  $1.00. 

The  object  of  this  little  book  is  to  present  to  the  young  student  a  condensed  view  of  the 
elements  of  the  French  language  in  a  deaf  and  simple  manner,  and  at  the  same  time  to  lessen 
the  fatigue  incurred  by  the  teacher  in  giving  repeated  verbal  explanations  of  the  most  impor- 
tant rules  of  Etymology.    Simple,  Progressive,  Practical— Few  Precepts  and  Much  Practice. 

Tlie  Model  Scliool-liiary.  Designed  as  an  aid  in  securing  the  co-operation  of 
Parents.    Price,  $1  per  dozen,  by  mail,  postpaid. 

It  consists  of  a  record  of  the  Attendance,  Deportment,  Recitations,  etc.,  of  a  scholar  for 
every  day  in  the  week.  At  the  close  of  the  week  it  is  to  be  sent  to  the  parent  or  guardian 
for  his  examination  or  signature.  Teachers  will  find  in  this  Diary  an  article  that  has  long 
been  needed.  Its  low  cost  will  insure  its  general  vise.  Copies  will  be  mailed  to  teachers  for 
examination,  postpaid,  on  receipt  of  ten  cents. 

Tlie  Model  Scliool  Pen.  We  desire  to  call  the  attention  of  teachers  and  all  inter- 
ested to  this  new  Pen,  believing  it  to  combine  more  of  the  elements  of  a  really  good  steel  pen 
than  any  other.  The  point  is  equal  to  the  "  Gillott  303,''  while  for  flexibility  and  durability 
it  is  unequalled.    Price  per  gross,  sent  by  mail,  postpaid,  $1.25. 

Tlie  Model  Pocket  Register  and  Grade  Book.  A  Roll  Book,  Record  and  Grade 
Book  combined.  Adapted  to  all  grades  of  classes,  whether  in  College,  Academy,  Seminary, 
High  or  Primary  School.  Handsomely  bound  in  fine  English  cloth,  bevelled  sides,  crimson 
edges.    Price  by  mail,  postpaid,  65  cents. 

From  Pi'of.  E.  A.  Sheldon,  State  Normal  School,  Oswego,  N.  Y.:  "Just  the  thing  every 
teacher  wants.  I  shall  never  again  be  without  one."  From  Prof.  Hikam  Orcutt,  Tildeu 
Ladies'  Seminary,  West  Lebonon,  N.  H. :  "  Truly  a  model  of  its  kind.  The  plan  and  arrange- 
ment is  excellent."  From  Prof.  L.  B.  Kellogg,  State  Normal  School,  Emporia,  Kansas: 
"  We  have  adopted  it  for  this  institution,  and  it  will  be  hereafter  used  for  all  our  classes." 
From  I'he  Massachusetts  Teacher  :  "Very  neatly  gotten  up,  and  so  convenient  in  form 
that  teachers  will  be  glad  to  use  it."  From  The  Illinois  Teacuek:  "  Every  teacher  should 
keep  a  record  of  the  recitations,  attendance,  etc.,  of  his  pupils,  and  for  this  purpose  wo  have 
seen  nothing  equal  to  this."  I'rom  The  Schoolmaster,  lUinois:  "  In  neatness  and  ndapta- 
tion  to  the  end  proposed,  it  is  superior  to  anything  else  we  have  yet  seen.  We  shall  at  once 
adopt  it  for  our  own  classes,  and  recommf'ud  it  to  others."  From  The  Kansas  School 
Journal:  "It  ought  to  be  impossible  for  a  teacher  to  keep  a  foul  record  in  so  attractive  a 
register  as  this.  Its  convenience,  simplicity  and  thorough  adaptation  to  claBses  of  any  gradt« 
are  no  less  marked  features  than  its  attractiveness," 


Teachers  corresponding  with  us  arfe  requested  to  favor  us  with  a  copy  of  the  circular  or 
catalogue  of  their  school.  Our  descriptive  circulars  will  be  sent  to  any  address  on  applica- 
tion.   Please  address, 

A.  KOMAN   &  CO., 

417  and  419  Montgomery  Street,  iSan  Francisco,  Cai. 


JStATE     jNToRMAL     jScHOOL. 

BOARD   OF   TRUSTEES. 

H.  H.  HAIGHT Governor 

O.  P.  FITZGEKALD Superintendent  of  Public  Instruction 

JAMES  DENMAN Superintendent,  San  Francisco 

MELVILLE   COTTLE Superintendent,  San  Joaquin  County 

J.  H.  BRALY Superintendent,  Santa  Clara  County 

Dk.  a.  'TRAFTON Superintendent,  Sacramento  County 

S.  I.  C.  SWEZEY San  Francisco 

J.  M.  SIBLEY San  Francisco 

TEACHERS. 

Eev.  W.  T.  Lucky,  A.M Principal 

H.  P.  Caelton Vice-Principal 

Miss  E.  W,  Houghton Assistant 

Mes.  D.  Claek Assistant 

Tlie  First  Term  of  the  cmrent  year  will  commence  on  the  23d  day  of  May, 
1870.     AU  candidates  lor  admission  must  be  present  at  that  time. 

COURSE   OF  STUDY. 

REQUISITES  FOR  ADMISSION. 

To  secure  admission  to  the  Junior  Class,  Second  Division,  applicants  must 
pass  a  written  examination  on  the  following  subjects,  viz. : 

Eaton's  Common  School  Arithmetic — to  percentage. 

Eaton's  Intellectual  Arithmetic. 

Greene's  Introduction  to  English  Graihmar. 

WiUson's  Fourth  Reader. 

Spelling;  Penmanship. 

Applicants  for  an  advanced  Class  will  be  required  to  pass  an  examination  <m 
the  studies  previously  pursued, by  that  Class. 

JuNiOE  Class — First  Session. 

Arithmetic — Eaton's  Common  School — complete. 
Grammar — Quackenbos' — begun. 
Geography — Guyot's  Common  School. 
Beading — WiUson's  Fifth  Reader. 
Moral  Lesso7is — Cowdery's. 
Spelling — WiUson's  Larger  SpeUer. 

Junior  Class — Second  Session. 

Arithmetic — Eaton's  Higher. 

Grammar — Quackenbos' — complete. 

Bhetoric — B  oy  d '  s . 

Physiology — Cutter's  Elementary. 

History — Quackenbos ' . 

Vocal  Culture — Russell's. 

Book-Keeping — Payson  &  Dutton's  Single  Entry. 

General  Exercises  throughout  the  Junior  Year — Penmanship;  Object-Lessons; 
CaUsthenics;  Methods  of  Teaching;  School  Law;  Composition  and  Declama- 
tion. 

Senioe  Class — First  Session. 

Arithmetic — Eaton's  Higher — reviewed. 
Algebra — Robinson's  Elementary. 
Grammar — Greene's  Analysis. 
Natural  Philosophy — Quackenbos'. 
Physiology — Cutter's  Larger. 
Bhetoric — B  oy  d '  s . 
Natural  History — Tenney's. 


Seniob  CiiAss — Second  Session 
Botany — Gray's. 

Physical  Geography — Warren's,  with  Guyot's  WaD  Maps. 
Normal  Training — Knssell's. 
Geometry — Davies'  Legendre — five  books. 
English  Literature — Shaw's, 

Book-Keeping — Payson  &  Dunton's  Double  Entry. 
General  Exercises — Same  as  in  Junior  Year. 

REGULATIONS   OF  THE   STATE   NORMAL   SCHOOL. 

Adopted  by  the  Board  o^  Normal  School  Trustees,  March  28,  1868. 

1.  All  pupils,  on  entering  the  School,  are  to  sign  the  following  declaration 
of  intention: 

'•We,  the  subscribers,  hereby  declare  that  our  purpose  in  entering  the  State  Normal  School 
Is  to  fit  ourselves  for  the  profession  of  Teaching,  and  that  it  is  our  intention  to  engage  in 
teaching  in  the  Public  Schools  of  this  State." 

Male  candidates  for  admission  must  be  at  least  eighteen  years  of  age ;  and 
female  appHcants  at  least  fifteen  years  of  age ;  and  all  must  possess  a  good  de- 
gree of  physical  health  and  vigor. 

2.  No  person  whose  age  exceeds  thirty  years  shall  be  admitted  to  the  School, 
except  teachers  who  are  fitted  to  enter  the  Senior  Class. 

3.  Whenever  the  number  of  applicants  from  any  county  shall  exceed  the 
number  to  which  that  county  is  entitled  by  law,  the  applicants  shall  pass  a 
competitive  examination  before  the  County  Superintendent,  and  the  County 
Board  of  Examination;  which  examination  shall  be  conducted  in  the  same 
manner  as  county  examinations  for  third  grade  teachers'  certificates.  The 
persons  passing  the  highest  examination  shall  be  eligible  to  admission  in  the 
order  of  their  standing  in  examination. 

4.  All  applicants  are  required  to  present  letters  of  recommendation,  and 
certificates  of  good  moral  character,  from  the  County  Superintendent  of  the 
county  in  which  they  reside. 

5.  All  new  applicants  shall  present  themselves  for  examination  at  least  three 
days  previous  to  the  regular  day  of  each  term  commencement;  and  no  pupil 
shall  be  admitted  during  term  tiiue,  except  in  case  of  teachers  who  hold  at 
least  second  grade  State  or  County  certificates. 

6.  The  Principal  of  the  School  shall  keep  a  register  of  the  attendance  of 
pupils,  and  shall  report  monthly,  to  the  Secretary  of  the  Board,  the  whole 
number  enrolled,  the  average  number  belonging,  the  average  daily  attendance, 
the  percentage  of  daily  attendance,  and  such  other  statistics  as  may  be  re- 
quired by  the  Executive  Committee  of  the  Board. 

7.  No  pupil  shall  be  entitled  to  a  Diijloma  of  Graduation  who  has  not  been 
a  member  of  the  School  at  least  one  term  of  five  months. 

8.  The  Normal  School  shall  be  divided  into  two  classes:  Junior  and  Senior 
— each  divided  into  two  divisions. 

GENERAL  INFORMATION. 

The  time  for  completing  the  Normal  School  course  is  two  years,  each  divided 
into  two  terms  of  five  months. 

There  will  be  Written  Examinations  and  Public  Exercises  at  the  close  of  each 
term.     The  Graduating  Exercisee  will  be  in  May. 

Pupils  will  be  required  to  furnish  their  Text  Books.  Books  for  reference 
will  be  furnished  by  the  State.  Good  boarding  can  be  procured  at  about 
twenty-five  to  thirty  dollars  per  month. 

Ai)plicaut8  will  please  read  attentively  the  "Eegulations"  as  given  above, 
particularly  the  Fourth  and  Fifth. 

All  graduates  will  be  required  to  pass  an  examination  on  the  entire  course. 
Those  who  complete  the  studies  of  the  Junior  Class  will  be  entith;d  to  cortifl- 
•ates  of  qualification,  for  teaching  schools  of  Second  and  Third  Grade. 

For  additional  particulars,  address 

Rev.  WM.  T.  LUCKY,  A.  M.,  Pkincipai.,  San  Francisco. 


SPRING  SEASON  OF  1870. 


New  Text-Books  of  A.  S.  Barnes  &  Co., 

]VETV    YORK:    ^1VI>    CHICJLGO. 


BOTANY. 


1.    WOOD^S  BOTANIST  AJSD  FLOBIST. 

564  pages,  Royal  12mo.       Postpaid,  $2.50. 

This  new  and  eagerly  expected  %vork  is  the  result  of  the  author's  experience  aud  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  volume,  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  Tables  for  the  blackboard,  and  the  distinction  of  species  and 
varieties  by  variation  in  the  type.    Samples  to  teachers  for  examination,  half-price. 


GERMAN. 


2.     WOB3IAN'S  GEB3IAJSr  BEADEB, 

380  pages,  12mo.       Postpaid,  $1.50. 

The  finest  compilation  of  classical  and  standard  German  Literature  ever  offered  to  American 
students.  Besides  selections  from  the  masterpieces  of  Goethe,  Schiller,  Korner,  Seume,  Uhland, 
Freiligrath,  Heine,  Schlegel,  Holty,  Lenau,  Wieland,  Herder,  Lessing,  Kant,  Fichte,  Schelling, 
Winkelmann,  Humboldt,  Ranke,  Raumer,  Menzel.  Gervinus,  &c.,  it  contains,  complete,  Goethe's 
"Iphigenie,"  Schiller's  "Juugfrau,"  and,  for  instruction  in  modern  conversational  German,  Ben- 
edix's  "Eigensinn."    Sample  to  teachers  for  examination,  postpaid,  half-price. 


FRENCH. 


3,    WOBMAN'S  FBEKCH  ECHO. 

12mo.      Postpaid,  $1.25. 

The  "  German  Echo,"  by  the  same  author,  has,  in  some  measure,  prepared  the  public  for  this 
the  first  of  the  French  series.  In  teaching  conversational  French,  our  best  schools  have  failed  for 
the  want  of  just  such  a  manual.  Its  plan  is  entirely  new  in  this  country,  and  is  based  upon  the 
theory  that  it  is  necessary  TO  THINK  in  the  language  which  one  speaks  to  obtain  any  satisfactory 
mastery  of  it.  How  true  this  is,  no  practical  teacher  needs  to  be  told.  The  "  German  Echo  "  has 
already  been  introduced  into  almost  every  school  in  which  its  character  has  become  known. 
Sample  to  teacher,  who  will  adopt  if  approved,  half-price. 

NATURAL  SCIENCE. 

4.    STEELE'S  GENEBAL  KEY  TO  HIS  WOBKS. 

Postpaid,  $1.50. 

This  work  is  mainly  composed  of  Answers  to  the  Practical  Questions  and  Solutions  of  the 
Problems  in  the  author's  celebrated  " Fourteen  Weeks  Courses"  in  the  several  sciences,  with 
many  hints  to  teachers,  minor  tables,  etc.    Should  be  on  every  teacher's  desk. 


DRAWING. 


5.    CHAPMAN'S  AMEBIC  AN  DBAWING  BOOK. 

Quarto,  $6.00. 

This  magnificent  standard  work— the  leading  and  almost  the  only  authority  in  the  details  and 
elements  of  art,  is  reproduced  in  an  edition  of  great  beauty.  No  student  of  art  who  pursues  the 
subject  beyond  its  rudiments  can  afford  to  be  without  it.  , 

The  following  IMPORTANT  WORKS  will  be  pubHshed  during  1870: 

IXDEPENDENT  FIRST  AND  SECOND  READERS,  NATIONAL  SERIES. 
WORMAX'S  ELEMENTS  OF  FRENCH  GRAMMAR. 
•    CLARK'S  NEW  ENGLISH  GRAMMAR. 

STEELE'S  FOURTEEN  WEEKS  COURSE  IN  GEOLOGY. 
SEARING'S  EDITION  OF  HOMER'S  ILIAD. 

Descriptive  Catalogue  of  300  standard  text-books  and  specimen  of  the  "  Illustrated  Edn- 
eational  Bulletin,"  (periodical)  sent  free  to  any  teacher's  address. 

A.  S.  BARNES  &  CO.,  Publishers, 

111  and  113  William  St.,  N.  Y. 


POPULAR.       TEXT       BOOIiS 

FOR  schools;  academies  and  colleges. 


BROWN'S  ENGLISH  GRAMMARS. 

COMPKISING 

Brown's  First  Lines  of  English  Grammar, 

12mo.     Half  bound.     Designed  for  young  learners.     Eetail  price,  45  cts. 

Brown's  Institutes  of  English  Grarnvnar, 

12mo.     Muslin,  leather  back.  For  the  higher  classes.  Eetail  price.  $1  00. 

%*Both  of  these  very  popular  text-books  have  just  been  revised  by  Homy 

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  Gramtnars, 

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  Elementary  Chemistry. 

By  Henry  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  beauti- 
fully illustrated,  with  several  hundred  wood  engravings,  and  thirty-one  plates 
on  tinted  paper,  containing  many  figures.     Eetail  price,  $1  75. 
Lambert's  Primary  Physiology ,  Anatomy,  and  Hygiene. 

12mo.     Profusely  illustrated.     Eetail  price,  85  cents. 


GANOT'S  PHYSIOS. 

Elementary  Treatise  on  Physics,  Ea^jterimental  and  Aiyplied. 

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  068  wood  cuts.     In  one  very  thick  12mo.  volume.     Price,  $0. 

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 . 


CRUIKSHANK'S  GEOGRAPHY. 

A  Primary  Geography, 

By  James  Cruikshank,  LL.  D.,  Editor  New  York  Teacher,  and  Assistant 
Superintendent  of  Schools,  Brooklyn,  New  York.  Small  4to.  Maps  and  il- 
lustrations. Just  published.  Price,  $1  00.  This  book  is  written  upon  a  new 
plan,  and  is  illustrated  with  very  accurate  Maps  and  Engravings,  drawn  on 
wood  and  stone. 


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  half  the  retail  prices  af&xed. 
WILLIAM  WOOD  <ۥ  CO.,  Publishers, 

Ap-lt  NEW  YORK. 


Terms  of  Advertising  in  the  California  Teacher. 

[Payable  ill  XJ.  S.   Gold  Coin.] 

1  month.    3  moniJis.  6  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 


I.  N.  CHOYNSKI, 


Antiquarian  Book  Store 


Mi  gH©©S©  g»mBB»« 


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TO  THE  WOKKING  CLASS.— We  are  now  prepared  to  furnish  all  classes  with  constant 
employment  at  home,  the  whole  of  the  time  or  for  the  spare  moments.  Business  new,  light 
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work  on,  and  a  copy  of  The  People's  Literary  Companion — one  of  the  largest  and  best  family 
newspapers  published — all  sent  free  by  mail.  Beader,  if  you  want  permanent,  profitable 
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MANITFACTUKEE 


Kinds  of  School  Furniture,  Settees,  Office  Desks,  etc, 

Ko,  51  Beale  Street,  near  3Iission, 

SAN  FKANCISCO. 

^^  Having  had  an  experience  of  four  years  on  this  coast  in  the  manufacture 

of  SCHOOL  FUENITURE,  and  possessing  facilities  surpassed  by  no 

other,  I  am  prepared  to  furnish  a  superior  article  at  the  lowest  rates 


j-iy 


^^  All  orders  promptly  attended  to.  «sO 


Guyofs  Geographical  Series. 

The  Most  Perfectly  Graded  and  Successful  Text  Books  in  Use. 

TUt  PfijicjicjiL  ptjuol)  ol^  jtpijii]  ^^\fim. 

Guyot's  Introduction  to  the  Study  of  Geography. 

Guyot's  Elementary  Geography,  for  Primary  Classes. 

Guyot's  Intermediate  Geography:  A  Study  of  Form  and  Location. 

Guyot's  Common  School  Geography: 

A  General  View  of  tlie  Continents,  and  all  the  Principal  Countries  of  the  Earth. 

0 

These  Works,  in  addition  to  the  Physical  "Wall  Maps,  by  the  same  author, 
have  revolutionized  Geographical  teaching.  The  fascinating  style  in  which 
these  books  are  prepared,  the  clear  and  forcible  manner  in  which  Pkofessob 
Guyot's  views  of  the  relations  of  facts  in 

NATURE    AND    THE    HISTORY    OF    MAN 

are  presented  ;  the  acceptance  of  these  views  by  the  most  eminent  scientific 
men,  and  teachers  generally,  as  well  as  the  general  desire  for  a  more  attractive 
and  satisfactory  mode  of  instruction,  have  contributed  to  the 

OHE^T      HXJCCESS 
which  these  Geographies  have  obtained. 

Unsolicited  testimonials,  from  Teachers  using  Guyot's  Geographies  are 
constantly  received  ;  and  the  practical  success  of  these  text-books  is  assured, 
by  the  genuine  welcome  and  hearty  appreciation  of  thousands  of  intelligent 
Teachers  throughout  the  country. 

0 

Extract  from  the  Jleport  of  Hon.  W.  K.  "White,  General  Superintendent  of 
Free  Schools  for  the   State  of  "West  Virginia,  recommending  Guyot's 
Geographies  for  exclusive  use  in  the  Schools  of  the  State  : 
"In  teaching  Geography,  a  most  marked  revolution  has  been  effected.     In 
Guyot's  new  work  the  Teacher  will  find  a  welcome  assistance .    The  Interme- 
diate Geography  contains  all  that  is  at  present  needed  by  the  large  majority 
of  the  pupils  who  attend  our  schools.      The  '  Teachers'  Edition  of  the  Com- 
mon School, '  intended  solely  for  Teachers,  is  earnestly  recommended  to  those 
who  have  not  hud  a  Normal  preparation." 

'*  Guyot's  Maps  are  Incomparably  Superior."  pbof.  l.  agassiz. 

Guyot'8  Wall  Maps,  JLarge  Series,  No.  1 $71  00 

Guyot's  Wall  Maps,  Intermediate  Series,  No.  » 38  50 

Guyot's  Wall  Maps,  No.  3,   mounted  on  Rollers 35  00 

Guyot's  W^all  Maps,  Portfolio  Series 18  00 

Key  accompanies  each  Series,  free  of  cost. 
Guy ot^s  Classical  Maps,   (3  Maps,  $15  each,) 45  00 

B^  Full  Descriptive  Catalogue,  with  Testimonials  from  promint  Teachers, 
of  every  State  in  the  Union,  sent  on  application . 

CHABLES  SCBIBNEB  &  CO., 

654  Broadway,  New^  York. 

A.  ROMAN  <&  CO.,  San  Francisco,  Cal,  s-1y 


Popular    School    Books. 

New  Series  of  Geographies 

Is  now  complete  in  three  Books,  each  of  whicla  has  recently  been  thoroughly 
revised.  These  Books  form  a  complete  Geographical  Course,  adapted  to  all 
grades  of  Schools,  and  is  the  most  compact  and  economical  series  now  pub- 
lished.   

The  New  Primary 

Presents  the  elementary  principles  of  Geography  in  a  Series  of  Oral  Lessons, 
combined  with  concise  definitions,  in  a  difierent  style  of  type.  It  gives  a 
correct  idea  of  the  Earth  as  a  whole,  and  a  general  description  of  Continents 
and  their  political  subdivisions. 

The  New  Intermediate 

Excels  in  systematic  arrangement  and  treatment.  The  topics  follow  each 
other  in  natural  order,  and  the  general  principles  and  descriptions  precede  the 
less  important  details.  The  text  is  concise  and  intelligible,  and  the  questions 
for  review  are  calculated  to  awaken  thought  and  stimulate  to  investigation. 
The  Maps,  which  are  new,  and  on  copper  plate,  are  unsurpassed  for  accuracy 
and  clearness,  one  of  them  being  a  fuU  paged  MAP  OF  CALIFOENIA, 
exhibiting  the  Counties  of  the  State. 

The  New  Physical 

Has  been  entirely  re-written,  and  contains  the  results  of  the  investigations 
and  discoveries  of  the  most  eminent  Geographers  and  Scientific  Men  in  all 
parts  of  the  World  up  to  the  present  date.  It  contains  a  new  set  of  finely 
executed  Maps,  prepared  by  the  skillful  engravers  of  the  Coast  Survey,  Wash- 
ington, D.  C;  while  the  entire  subject  is  presented  in  a  brief,  but  compre- 
hensive manner,  and  in  a  state  of  completeness  not  hitherto  attempted  in  this 
country. 

No  higher  commendation  could  be  awarded  to  any  Series  of  Books  than 
that  received  by  Warren's  Series  of  Geographies,  by  their  use  in  most  of 
the  principal  citi<-si  of  the  Union  for  many  years  and  by  their  re-adoption  as 
fast  as  revised,  in  such  cities  as 

BostoHf 

Providence, 

Washinf/totif  D,  C, 
l*hiladel2)7iiaf 

St,  Louis,  Mo,, 
Chicago, 

Nashville, 

<£;c,,  <£'c.^ 
And  thoiisiinds  of  ( ther  Counties,  Cities  and  Towns. 

COWPERTHWAIT  &  CO.,  Publishers, 

PHILADELPHIA. 


Popular    School    Books. 

GREENE'S  NEW  SERIES  OF  aRAMMARS. 
Greene's  New  Introduction. 
Greene's  New  English  Grammar. 
Greene's  Analysis  of  the  English  Grammar. 

These  Books  form  a  connected  Series,  but  either  is  complete  in  itself  and 
may  be  used  independently  of  the  others.  This  Series,  which  has  recently 
been  thoroughly  revised,  was  prepared  by  Prof.  S.  S.  Greene,  of  Brown 
University,  and  is  the  result  of  a  long  and  careful  study  of  the  language  itself, 
as  well  as  the  best  methods  of  teaching  it.  The  Eevised  Books,  although 
issued  but  a  short  time,  have  already  been  adopted  by  the 

State  Superintendent  of  Kansas^ 
State  Co^nniissioners  of  Minnesota^ 
State  Commissioners  of  Arlzansas, 
The  School  Board  of  Chicago,  111., 
The  School  Board  of  St.  Louis,  llo^^. 

And  of  One  Thousand  other  Cities  and  Towns  of  the  United  States. 


A  New  Work  on  Yocal  Gymnastics, 

BY  PKOF.  LEWIS  B.  MONROE, 

Superintendent  of  Physical  and  Vocal  Culture  in  the  Boston  Public  Schools. 
102  pp.  D.';  12mo.     Illustrated,  Cloth.     Price,  $1.00. 
A  Book  for  every  Teacher  and  Student  of  that  most  elegant  of  arts.  Elocution 


The  Scliool  Seriog — Nos.  1  to  9,   inclusive. 

Tlie  Ladies^  Series— Nos.  10  to  13,  inclusive. 

Tlie  Mercantile  antl  Ornamental  Series— Nos.  13  to  15,   inclusive. 

Totter  &  IlammoiuVs  Booldceeping , 
Buard's  Ilistory  of  the  United  States, 
Cowdery's  Moral  Lessons,  <£c.,  cCc. 

S^*  Correspondence  of  Educators  solicited. 

COWPERTHWAIT  &  CO., 

tf  PHILADELPHIA. 


T^^irst  Steps  in  Geography, 

li.'.!  •    od  to  precede  COKNELL'S  GEOGEAPHICAL  SEKIES,  and  to  intro- 
duce the  little  pupil  pleasantly  and  jDrofitably  to  the  Hndiments  of 
Geography.     One  beautiful  volume,  child's  quarto,  with 
numerous  Maps   and  Illustrations,  72  pages. 

Cornells   Geographical  Series 

CONSISTS  OF 
I,    Primary  Geography,    Small  4to.     100  pp.    12  Maps.    Beau- 
tifully illustrated. 
II,    Intermediate    Geography,      Large  4to.      96  pp.      Kevised 
edition,  brought  up  to  date,  with  new  and  additional  Maps  and 
numerous  Illustrations.   Contains  a  summary  of  Physical  Geography. 
Grammar- School  Geography,     Large  4to.,  \Yith  numerous 
Majjs  and  Illustrations.     108  pp.   '  Contains  comprehensive  lessons 
on  Physical  Geography,  and  a  practical  system  of  Map  Drawing. 
Ill,    High-School    Geography   and   Atlas,      Geography,  large 
12mo.     Eichly  Illustrated.     It  includes  Descriptive,  Physical,  and 
Mathematical  Geography.     Atlas,  very  large  4to.      Containing  a 
complete  set  of  Maps  for  study;  also  a  set  of  Reference  Maps  for 
family  use. 
THE  INTERMEDIATE  GEOGRAPHY  is,  in  accordance  with  the  author's 
plan,  designed  for  pupils  who  have  completed  a  primary  course  on  the  subject. 
It  possesses  all  the  advantages  of  an-angement  and  system  peculiar  to  the  first 
book  of  the  series.     It  cleai-ly  explains  the  terms  used  in  Pliysical,  Political, 
and  Mathematical  Geography,  and  contains  a  judiciously  selected  and  care- 
fully systematized  amount  of  Descriptive  Geography.    The  work  also  embraces 
a  Pronouncing  Vocabulary  of  the  Geogi-aphical  names  contained  in  it,  giving 
the  population  of  places,  the  length  of  rivers,  etc.      * 

THE  GRAMMAKr-SCHOOL  (GEOGRAPHY  may  either  follow  the  Inter- 
mediate Geography  or  be  used  instead  of  it,  as  the  second  part  of  tne  series. 
The  chief  difference  between  the  Intermediate  and  tlie  Grammar  School  is 
that  the  latter,  though  no  more  elevated  in  style,  is  fuller  in  detail,  presents 
a  greater  variety  of  map  questions,  and  a  larger  number  of  localities  to  be 
memorized.  Both  are  alike  philosophical  in  their  an-angement,  accurate  in 
their  statements,  chastely  and  lavishly  illustrated,  highly  attractive  in  their 
external  appearance,  and,  generally,  just  what  the  intelligent  teacher  desires. 
THE  HIGH-SCHOOL  GEOGRAPHY  AND  ATLAS  are  intended  for 
High  Schools,  Academies  and  Seminaries.  They  cover  the  whole  ground  of 
Mathematical,  Physical,  and  Descriptive  Geography.  The  Atlas  will  be  found 
fuller  and  more  reliable  than  former  atlases,  and  will  answer  every  practical 
purpose  of  reference  for  schools  and  families. 

^ff'  A  copy  of  either  part  of  the  Series,  for  examination,  will  be  sent_  by 
mail,  post-paid,  to  any  Teacher  or  School  Officer,  remitting  one  half  its  price. 

D.  APPLETON  &  CO.,  NEW  YORK, 

HAVE   JUST  PUBLISHED  • 

fi  BeTzes  of  Ouuilirbe  JVEaps, 

BY     THE      AUTHOR     OP     CORNELLs's      SERIES      OE      SCHOOL      GEOGRAPHIES. 
In  beauty  and  neatness  of  engraving,  convenience  of  size,  accuracy  of  state- 
ment, and  simplicity  of  arrangement,  these  maps  are  superior  to  any  hereto- 
fore published.    Also, 

CoriielFs  Cards  for  the  Study  and  Practice  of  Map  Drawing. 

Designed  for  the  use  of  Schools.     They  are  of  large,  but  convenient  size; 
and  neatly  put  up  in  sets. 

For  sale  by  all  Booksellers  throughout  Cal^forrda  and  Oregon. 

HENRY  PAYOT  &  CO., 

Booksellers,  PiiWisliers,  and  Agents  for  tlie  sale  of  tlie  Cornell's  Series  of 
Geog^raphies,  630  and  63/8  Wasliington  street,  San  Francisco. 


NEW  IMPROVED  SCHOOL  DESK. 


Patented    February    iStli,     1863, 


By  J.     S.     RANKIN. 


JPrices. 

Made  of  Kedwood,  with  ma- 
ple legs  and  ends $6  00 

White  Cedar 7.00 

Spanish  Cedar,  or  Cherry . .     8.50 
Teachers'  Desks.  . .  .$18  to  $40.00 

V  Black  Board,  per  foot 40 

I  Settees,  per  foot 80 

Liquid  Slating,  for  Black- 
boards, per  quart 2.50 

Black  Board  Kubbers,  doz.     6.00 

Dumb-bells,  pair 50  to  2.00 

Kings 50 

Indian  Clubs $-2.50  to  $3.50 


By  the  arrangement  represented  above,  two,  three  or  more  School  Desks 
are  connected  by  a  longitudinal  beam  or  board,  and  firmly  held  together.  The 
following  advantages  are  claimed  for  this  arrangement : 

1.  The  scries  of  Desks  thus  formed  stand  very  firm  on  the  floor,  without 
being  in  any  manner  fastened  to  it. 

2.  They  can  be  removed  at  pleasure  by  adults,  in  a  few  minutes,  with  little 
or  no  expense. 

3.  They  jiresent  fewer  obstacles  to  the  use  of  the  broom  than  any  Desk  in  use. 

4.  They  furnish  mucjb  less  occasion  for  noise  than  other  School  Desks,  by 
presenting  less  surface  for  the  feet  to  strike  against. 

5.  They  are  superior,  also,  to  other  Desks  in  regard  to  the  convenience  of 
getting  in  and  out  of  them  with  ease. 

6.  In  appearance  they  are  neat,  and  when  properly  made,  even  elegant. 

7.  The  control  longitudinal  beam  separates  the  two  scholars  in  each  Desk, 
thus  giviii!^  to  the  arrangement  one  of  the  principal  advantages  claimed  for 
single  Desks. 

8.  They  are  simple  in  constniction,  and  easily  made  "at  home"  by  any 
good  workman ;  put  together  with  screws,  can  be  taken  apart  and  boxed. 

9.  They  can  be  more  easily  adapted  to  particular  tastes  and  circumstances, 
as  regrrfi  height  of  seat  and  writing  board,  inclination  of  the  seat  and  back, 
etc.,  than  any  desk  that  is  supported  by  castings. 

10.  T'lov  are  in  general  firmer  awA  more  durable  than  Desks  that  require  to 
be  fastened  to  the  floor  by  screws  or  nails. 

11.  They  are  much  cheaper  than  any  other  good  desk — costing,  ordinarily, 
not  more  than  one  half  as  much. 

That  these  statements  are  true,  will,  it  is  believed,  be  apparent  to  teachers 
and.  others  who  have  had  much  experience  in  using  and  furnishing  school 
rooms;  and  if  tjiey  are  true,  it  is  equally  plain  that  the  advantages  obtained 
by  this  arrangement  are  very  great,  and  that  it  has  good  claims  to  the  notice 
and  favor  of  all  who  may  desire  to  assist  in  improving  the  appearance  of  our 
school  rooms  and  promoting  the  comfort  of  pupils  and  teachers. 

These  Desks  are  now  in  use  in  three  hundred  Schools  in  this  State,  many 
of  which  are  the  first  Schools  in  the  State.  They  give  entire  satisfaction,  and 
are  increasing  in  popularity.  Teachers,  County  Superintendents,  and  Trus- 
tees will  find  their  orders  promptly  filled.  All  the  best  styles  of  School 
Furniture  and  supphes  can  be  obtained  at  this  Institute.        Address, 

WARREN    HOLT, 

Pacific  School  InstiUite, 

411  Kearny  St.  bet.  Pine  and  California, 
SAN  FRANCISCO. 


MECHANICS'    INSTITUTE, 

Post  St.f  between  3Iontgoinery  and  Kearny* 


TO  THE  PUBLIC 


The  undersigned  most  gratefully  acknowledge  the  large  and  increasing  pat- 
ronage bestowed  upon  the  "Pacific  Business  College  "  in  this  city,  more 
especially  as  the  attendance  for  the  last  few  months  has  been  larger  than  dur- 
ing any  period  since  it  has  been  established,  thus  showing  that  it  is  supplying 
an  important  and  needed  want  in  the  community. 

The  purpose  of  establishing  the  "  Pacipic  Business  College  "  in  San  Fran- 
cisco was  to  furnish  young  and  middle-aged  men,  intended  for  mercantile  pur- 
suits, or  those  desirous  of  situations  as  Book-keepers,  Accountants  and  Sales- 
men, with  the  facilities  for  securing  a  Practical  Business  Education,  which 
would  enable  them  to  enter  speedily  upon  fields  of  usefulness  and  honor. 

The  course  of  study  pursued  has  received  the  endorsement  of  thorough 
business  men  in  this  city. 

Deeply  grateful  for  the  liberal  patronage  which  has  been  bestowed  upon  our 
efforts  to  impart  a  sound  business  education,  we  assure  the  pubUc  that  no 
efforts  or  expense  will  be  spared  by  us  in  making  our  arrangements  as  com- 
plete and  thorough  as  possible,  and  we  trust  by  so  doing  to  merit  a  continu- 
ance of  public  patronage,  and  submit  our  claims  for  future  support. 

VINSONHALER  &  SEREGNI,  Principals. 


THE  GOLD  MEDAL 


iCa^tli  f  TOWTWai 


MA^nJFACTUBED  BY 


WJrT.Palme[&Co 


(Successors  to  Wigmore 
&  Palmer,) 

No.  504    Market  Street 
and  5  Sutter. 

San  Francisco. 


I=^^^OIP^XO   SOI^OOXj  UsTSTITTTTIB. 


THIS  INSTITUTE  is  prepared  to  furnish  Schools  and  Seminaries  with  the  most  approved 
School  FmiNrruKE,  Apparatus,  Stationery,  and  all  other  School  Stjpplies.  Having  ample 
facilities  for  manufacturing  and  importing  most  of  the  articles  used  in  Schools. 

Teachers,  County  Superintendents  and  Trustees,  w^ill  find  their  orders  promptly  filled  with 
articles  that  will  give  entire  satisfaction,     BS^  The  numbers  refer  to  each  cut. 

Wt^HREN  H01L.T, 

411  Kearny  st.,  bet.  Pine  and  Csdifomia,  San  Francisco. 


IMEIItL'T.  13COIVC>]VJir 


ECLECTIC  EDUCATIONAL  SERIES. 

CITS  CllSTS  ATI: 

'V^Tll.SON,  HII^KLE  &  CO 


McGuFPEY's  New  Eclectic  Speller  contains  a  very  large  Ust  of  primitive 
words,  followed,  in  subsequent  lessons,  by  a  sufficient  number  of  derivatives  to  illustrate  tho 
subject  fully. 

McGuFFEY's  New  Eclectic  Readers  are  uniform  in  orthography,  syllabi- 
cation, and  punctuation,  and  conform  strictly  to  Wtbstor's  New  Illustrated  Dicticnary.  They 
are  unequaled  in  progressivencss  of  gradation  and  adaptation  to  tho  requirements  of  the 
school-room. 

McGuFFEY's  New  Primary  Charts.  Ten  Numbers:  mounted  on  roller,  or 
on  boards.  Designed  to  accompany  McGuffetft  New  Headers.  An  invaluable  assistant  to  teach- 
ers, and  an  ornament  to  the  school- room. 

Ray's  Series  of  Arithmetics,  embracing  a  progressive  and  thorough  courw 
of  Primary,  Mental,  and  Higher  Arithmetic.     The  Metric  Sijslem  receives  full  treatment. 

Ray's  Series  of  Algebras,  EJenu-ntonj  and  Highe7;  tor  common  SclwoU,  mgh 
Schools,  Academies,  and  Colleges. 

Ray's    Plane    and    Solid    Geometry,    Ray's    Geometry    and 

Teigonometry,  Ray's  Analytic  Geometky,  Hay's  Elements  of  Astrokomv. 

Harvey  S  Grammars  contain  clear  and  uniform  mles  and  definitions:  a  simple, 
yet  complete  system  of  analysis:  a  great  variety  of  carefully  prepared  models  for  parsing  and 
analysis :  and  a  clear  statement  of  opinion  on  all  points  whicli  annoy  and  perplex  both  pupil 
and  teacher. 

PiNNEO'S  Series  of  Grammars.  "  The  early  introduction  of  omiii/sis,  and  th© 
abundant  blackboard  exercises  provided,  make  Pinneo's  Grammars  very  practical  toorlis." 

White's  Common  School  Register  and  White's  Graded  School 

Eegister  are  made  of  first-class  paper,  and  are  bound  in  heavy  boards.     They  are  so  ruled  as 
to  make  it  easy  to  follow  the  lines  in  marking  each  pupil. 

Schuyler's  Logic,  The  Little  Teacher,  or  Word  Mkthod, 

Kidd's  Elocution,  Object  Lessons,  or  Things  Taught, 

DeWolf's  Instructive  Speller,  The  Young  Singer,  Pa«ts  L  and  II., 

Chandler's  Grammar,  The  Young  Singer's  Manual, 

Smart's  Manual  of  Gymnastics,  Philip  Phillips'  Day-School  Singer, 

The  Examiner,  or  Teachers'  Aid,  Hkmans"  Young  Ladies'  Reader, 

Knell  &  Jones'  Phonic  Reader,  McGuffey's  New  Eclectic  Speaker, 

Leigh's  Phonetic  Primer,  McGuffey's  New  Juvenile  Speaker, 

Leigh's  Phonetic  Primary  Reader,  Evans'  School  Geometry, 

White's  Class-Book  of  Geography,  White's  Alphabet  Made  Easy, 

And  other  valuabL;  cdiu-ational  works. 

J8^°*  CommunicatioJis  from  Teachers  and  School  Officers  are  respect- 
fully invited.  Reports ,  Catalogues  and  Circulars  of  public  and  private 
schools  are  solicited. 

J8®- Lit>ex»al    Teriiis    Tor    l<"ii'!-!t     I  n  ti'ocluclloii.  "S« 

Address,  WILSON,  HINKLE  k  CO.,  Cincinnati,  0. 


Eaton's  Mathematical  Series 


IVOAV    TiEAD^^, 


For  High  Schools  and  Academies. 

By  W.   F.  BRADBURY,  Author  of  a  Treatise  on  Trigonometr 
and  Surveying,  and  Teacher  in  Cambridge  High  School. 

Single  cojjies  mailed,  jjostage  paid,  for  exccmination  icitli  reference  to  intn 
dnction,  on  receipt  of  60  cents. 


The  publishers  present  this  work  to  the  educational  public  as  a  part  ( 
Eaton's  Mathematical  Series.  The  acknowledged  ability  of  the  author  c 
a  Mathematician  and  his  practical  experience  as  a  teacher  peculiarly  i 
him  to  prepare  a  book  of  this  grade. 

Tliis  work  is  designed  for  those  pupils  who  are  just  commencing  Alg( 
bra,  and  can  be  taken  up  immediately  after  completing  any  Commo 
School  Arithmetic. 

As  far  as  practicable  in  a  work  of  this  character,  the  same  geneu 
plan  has  been  followed  that  has  made  Eaton's  Arithmetics  so  jDopular  an 
no  labor  spared  to  adapt  the  book  to  the  wants  of  pupils  beginning  th: 
branch  of  study. 

Special  attention  is  iuA'ited  to  the  arrangement  of  the  Equations  i 
Elimination  ;  also,  to  the  second  Method  of  Completing  the  Square  i 
Affected  Quadratics,  and  to  the  number  and  variety  of  the  exnin]^l< 
given  in  the  body  of  the  work  and  in  the  closing  section. 

Some  topics  are  omitted  as  not  appropriate  to  an  elementary  work  an 
a  different  arrangement  of  subjects  made  from  what  is  presented  in  otlic 
Algebras.  This  feature  will  recommend  the  book  to  many  teachers  wL 
are  dissatisfied  with  the  Algebras  noAV  published. 

The  utmost  conciseness  consistent  with  perspicuity  has  beei;  studie 
throughout  the  work. 

The   mechanical  execution  of  the  book  is  believed  to  be  of  such 
superior  character  as  to  commend  it  to  all. 

The  uttentiou  of  educutors  is  respectfully  invited  to  EATON'S  AllITIIMETICS.  Tl. 
Series  liiis  rccenili/  been  introduced  into  nearly  150  towns  in  Massachusetts,  ab(nit  one  li. 
the  Schools  of  Rhode  Island,  and  110  cities  and  towns  of  Connecticut;  more  than  100]' 
inent  jjlaces  in  Iowa  ;  is  in  exclusive  use  in  the  Public  Schools  in  IJoston  ;  is  the  only  ^^ 
authorized  for  the  States  of  California  and  Nevada,  and  is  used  very  extensively  throu: 
the  country. 

Descrii)tive  Catalogues  sent  on  application. 
Addkkss  : 


9 

SUCCKSSORS    TO 


TAG G Aim  cC  THOMPSON, 

29  CornhilU  Bost 


I 


MA^Y,    1870. 


Vol.  VII.] 


[No.  11. 


C^ 


Y^iovnia  Teac^ 


Gr. 


'11 


A  JOURNAL  OF  • 

AND    OFFICIAL    ORGAN   OF   THE 

Department  of  Public  Instruction. 


kG 


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Contribating  Editors,  Elected  by  the  State  Jducational  Society : 
MISS  LAURA  T.  FOWLER,  EBENEZER  KNOWLTON, 

MISS  CLARA  G.  DOLLIVER,  H.  P.  CARLTON. 


SAN    FRANCISCO: 
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They  call  special  attention  to  their  well-selected  and  complete 

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lowest  market  prices,  Wholesale  and  Retail.      Also, 

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THE 


California  Teacher. 

MAY,     1870. 
Vol.  YII.  SAN  FRANCISCO.  JTo.  11. 

NORMAL    SCHOOL    WORK. 


In  an  article  in  another  journal  we  have  explicitly  stated  that 
an  academic  high  school  and  a  normal  and  training  school  are 
two  distinct  institutions;  distinct  in  purpose,  hence  distinct,  to 
a  large  extent,  in  course  of  study;  distinct  in  work^  or  should  be. 
We  may,  perhaps,  repeat  some  of  the  statements  made  in  that 
article,  but  the  subject  will  bear  repetition,  and  as  this  journal 
goes  to  a  different  class  of  readers  we  make  the  venture.  The 
academic  school  proposes  to  extend  the  range  of  knowledge  be- 
yond what  the  common  school  furnishes — to  supplement  a  course 
in  advance  of  that  of  the  grammar  and  district  schools — to  add 
a  story  to  this  humbler  structure.  The  college  adds  anothf3r 
story,  the  university  still  others,  and  all  in  the  same  line  of 
direction — unless  there*  be  a  divergence  in  the  latter,  as  there 
may  be.  None  of  these  propose  to  train  for  special  work,  until 
in  the  university  proper  we  come  to  the  college  of  law,  the  col- 
lege of  medicine,  etc.  Academic  schools  furnish  knowledge  as 
a  luxury — something  to  be  enjoyed  simply  for  its  own  sake — and 
it  carries  its  own  stimulus.  If  there  be  those  who  wish  to  enter 
the  arena  of  public  action  to  accomplish  a  special  work,  to  gain 
any  special  glory,  to  labor  for  immortality,  to  write  their  names 
on  any  historic  pillar,  they  must  enter  a  training  department, 
or  else  train  themselves.  The  strictly  academic  school  does  not 
do  this  work.  The  pupil  that  enters  there  does  not  expect  it — 
does  not  desire  it,  if  he  knows  its  character  and  knows  himself. 
Unfortunately  too  many  do  not  get  acquainted  with  themselves 
until  some  of  the  best  years  of  life  are  wasted.     The  academic 


288  Nmmal  School  Work.  [May 

bookworm  feeds  upon  books  as  tlie  silkworm  feeds  'upon  mul- 
berry leaves — to  obtain  all  the  succulent  juices — not  to  furnish 
silk  to  the  world,  but  to  enjoy  the  stimulus  and  the  luxury  of  the 
living  manna.     And  the  teacher  gives  out  the  food  in  abundance 
to  see  him  grow.     He  does  grow  to  repletion,  weaves  his  shroud 
and   dies:    goes — somewhere — to    be    trained.      The    training 
schools  of  the  world,  where  the  best  work  is-  done — the  work 
that  tells  the   story — are    not    generally   connected  with    the 
academus.     They  are  the  dissecting  room  of  the  medical  stu- 
dent, the  mock  court  of  the  law  student — the  theological  student 
unfortunately  has  none,  and  the  consequence  is  painfully  wit- 
nessed everywhere — the  office  of  the  engineer,  the  w^orkshop  of 
the  artisan,  the  counting  room  of  the  merchant,  the  observatory 
of  the   astronomer,  the  den  of  the  naturalist.     But  how,  com- 
monly, are  young  ladies  of  the  academies,  and  young  men  too, 
for   that   matter,   taught   such   studies   as   chemistry,  geology, 
mineralogy,  botany,  astronomy,  natural  history,  philosophy,  the 
higher  mathematics  ?     They  meniorize  lessons  from  text  books 
on  those  subjects  and  become  acquainted  with  the  subject  matter, 
really,  long  after  school  life  is  over — if  ever  at  all,  in  the  training 
schools   of  life.     Much   knowledge   can   be  obtained  by  close 
study  of  books  alone,  by  reading  and  lectures;  and  to  those  who 
are  satisfied  with  knowing  simply— and  it  is  a  great  satisfaction 
as  there  is  great  enjoyment  in  simple  existence — to  those  who 
ask  or  seek  to  know  more,  it  is  well.     But  it  is  evident  enough 
that  those  who  must  do  as  well  as  be — those  sealed  to  labor  as 
well  as  live — that  something  else  is  needed.     Academic  schools 
have  their  peculiar  and  appointed  sphere — they  perform  their 
natural  work,  they  fill  their  place.     Training  schools  have  their 
special  work,    and   no  others  can   properly   perform  it.     Cir- 
cumstances may  arise,  conditions  may  exist  w^hich  may  oj)erate 
against  the  successful  accomplishment  of  the  legitimate  work  of 
a  training  institution.     But  this  does  not,  or  should  not,  annihi- 
late the  fact  of  duty,  or  nullify  the  obligation  to  conscientiously 
do  all  that  can  be  done  in  the  direction  of  real  technical  train- 
ing.    There  is  one  grand  difficulty  in  way  of  realizing  the  ideal 
of  a  training  school,  and  of  changing  theorj"  into  practice.     It  is 
a  difficulty  undoubtedly;   the  great  body  of  teachers,   among 
them   many  of   our  best   educators   and   principals   of   normal 
schools  in  all  the  States,  have  constantly  pointed  at  it  as  a 
desert  from  which  one  should  not  be  expected  to  bring  rij^e 
fruit,  and  they  have  almost  universally  turned  aside  and  gone 
around  it.     And  the  difficulty  is  this  :    Want  of  knowledge  pre- 
vents all  discussion  of  principles. .    Wherever  a  normal  school 
has  been  started,  the  fact  said  to  exist  is,  that  the  material  com- 
posing the  school  is  of  too  low  a  grade  1o  admit  of  any  intelli- 
gent discussion — too  great  ignorance  of  subject  matter  to  allow 
any  advance   of    opinion,    any    interchange   of  thought  upon 
methods  of  teaching  or  un  ierlying  principles.     And  we  readily 


1870.]  Normal  ScJiool  WorJc.  289 

admit  that  little  can  be  said  upon  any  subject  when  no  knowl- 
edge of  such  subject  exists.     But  too  much  has  been  made  of 
this  objection.     We  think  it  has  been  magnified  into  an  illimita- 
ble Sahara.     It  is  not  well,  perhaps,  to  specify,  but  we  could 
name  several  normal  schools  where  it  seems  as  if  almost  no  dis- 
cussion of  methods  is  held,  no  regular  daily  training  or  practical 
teaching  and  class  management,  no  debate  or  change  of  views 
on  plans  of   education,  or  course  of   studies,  school  economy, 
organization,  government,  method  of  teaching,  primary  instruc- 
tion, etc. ,  and  the  teachers  defend  themselves  on  this  ground — 
"Want  of  knowledge  of  primary  principles  precludes  all  such 
work.     We  must  first  do  the  work  of  the   common  grammar 
school  before  any  such  field  can  be  entered."     Hence,  we  find 
them  doing  just  this,  and  next  to  nothing  else.     So  that  normal 
schools,  in  these  cases,  become  academic  schools  under  a  ficti- 
tious title.     The  policy  of  establishing  normal  schools   to  do 
precisely  the  work  of   a  grammar  school,  may  reasonably  be 
questioned.     Even  if  we  admit  the  existence  of  the  fact — the 
condition   of  pupils  as  stated  in  the  objection — still   shall  we 
waive  the  distinctive   title  of  normal  and  training  school,  and 
.  ignore  altogether  the  peculiar  work  indicated  ?     We  think  not; 
let  the  distinctive  character  of  a  training  school  be  settled  in 
the  mind  of  every  teacher,  and  the  special  and  peculiar  work 
that  follows  from  the  premises,  then  let  the  principles  be  em- 
bodied in  the  course  of  study  and  be  found  in  the  daily  pro- 
gramme, and  let  time  be   given  daily  for  discussion  and   for 
teaching,  and  if  only  one  pupil  can  express  an  opinion  before 
the  class,  let  that  one  make  the  beginning,  and  the  teachers  do 
the  rest  of  the  talking — the  pupils  taking  notes.     Let  this  be 
done  faithfully  every  day  through  the  year,  at  the  expense,  if 
it  must  be    of   some  verbal  memorized  recitation;  let  practice 
classes  be  formed,  and  model  classes  with  primary  children,  and 
pupil   teachers  placed  in  charge  at  certain  hours  daily  under 
supervision  of  experienced  trained  teachers,  and  time  given  in 
the  programme  for  such  work,  and  every  pupil  be  made  to  take 
his  turn  teaching  under  criticism  daily,  and  credits  allowed  as 
well  as  for  problems  in  algebra  or  grammar;  let  these  ideas 
enter  into  every  training  school  plan  and  into  every  daily  pro- 
gramme of  instruction;  and  no  longer  assume  that  it  cannot  be 
done;  no  longer  ignore  the  work  m  toto.     If  the  material  is  ab- 
solutely so  low  in  grade  that  no  advance  class — even  of   one 
pupil — can  be  formed  in  the  outset,  still  claim  the  teuth  of  the 
distinctive  character,  and  form  one  as  early  as  possible,  working 
up  to  it  daily.    Assume  that  a  normal  school  is  to  do  preparatory 
work  forever,  and  the  normal  school  becomes  a  misnomer,  and 
the  school  is   simply  a   grammar  school.     We   are  aware  that 
these   objections  are  held   by  good   teachers  and  honestly  de- 
fended, and  were  advanced  in  the  Normal  School  Convention 
assembled  in  1862,  by  teachers  who  still,  We  believe,  are  going 


290  Normal  Tract  on  Common  Frax^tions.  [May 

on  the  same  line  of  action,  not  having  been  able,  in  eight  years, 
to  form  any  advance  classes  for  discussion  or  practice  teaching. 
But  we  venture  to  say  that  this  is  no  valid  reason  why  normal 
schools  should  7iot  do  normal  school  work,  and  if  there  is  no 
distinction  between  them  and  other  institutions,  then  it  is  a 
grand  folly  to  establish  them,  at  an  expense  of  $100,000  each,  to 
perform  what  can  be  done  equally  as  well  by  other  schools. 


NORMAL    TRACT    ON    COMMOJM    FRACTIONS. 


BY  BEENHAKD   MARKS. 


a,  h,  c  and  d.     9^— 4i  =  what  ? 
Operation. 

Mental. 
3_i:^^Hat?  i-l?  l-i?  f-J?  i~'J  t-U 

i_J:=:what?    l-l?    i-J?     I-V    ?-??     M? 

-1—1  =  what?  |r-f?  I-I?   t-f?  5-^  ?  5-5? 
3i_i::^^hat?  4§-J?  6M?  5?-?,?  8|-t?  Sf-i? 
3i— l  =  what?  4|— 2?  65—3?   51—4?  8|— 8?  3}— 3? 
3i_-li::::.what?  Sf-lf  ?  3|-1J  ?   5|-2i  ?   6f-3i  ? 
5S-4J=:what?  7fo-4fo?  8f-5-J?  10^-4^,?  9?-4?? 

Written. 

7         3  ttt1iq+9     10 99      8 39     19 119     17 139     23 18  9 

11 — 11  =  wnat  r   12 — 12 '   20 — 20  •    20     20  *    20     20  •    25    25  * 

23   17  9  31   29  9  31 Si  9   46 27  9  53 46  9 

35 35  •   35   35  •   35   35  •   60   .50  *   75   75  » 

135-S  =  what?  13S-JS?  14iM5?    Slj-S?  2111-1^? 
13f— 10=wliat?  145-11?  21fo-13?  19i— 7?  28^-19? 
14|_8f  =  what?  19,',— lOf,?    2011— 9,»?    25,\— 16,|?    28,^- 
18,^?  481—471?  831— 80i?    126f— 78J-? 

e,  /;  and  g.     5i— 3J  =  what  ? 
Operation. 

5i 
3|_ 

If       . 


1870.]  Normal  Tract  on  Common  Fractions.  291 

Mental. 

1— i=wliat?  1-i?  1—1?  1—1?  1— i?   1— J?  1—1?   1— i? 

2—1?  2—1?  2—1?  2—1?  2—1?  2— J?  2— J? 

5— li=:wliat?  5—11?  5_i2  9  g_2i?  6— 2f?  7— 3J?  7—31? 

7—41?  7— 3g?  8—5^?  8— 7f?  8— 7i?    8— Ij? 

10—11?    10—21?    10— 2i?  10—31?  10-lf? 

41— If  =  what?  5i— 3f?    6J-31?    6J— 3i?    61— 3|?    61—3^? 

•    8J-7f?  9f-8f?  9^-1^?    101-9^?    10i-7i? 

Written. 

13H=wliat?  18— p  25—^?  30— i?  30— fo?    48-^2?  48— ^2? 

73-V?  75-1??  80-^?  80-S?  80-S?  95-.^? 

13— 3,^=wliat?  19—101?  46—41^^?  45—40/2?  48— 18}^?  48— 471J? 

123— 48i^i?  150— 1201J?  225 108.^^? 

18J— 10*=:what?  47f— 281?  50^495?    88/2— 131|?    53i— 23|? 

211—131?    381-^27^?    41fo— 33,^?    75i-69fo? 

lOOJ— 46f?    1251— lllf?    236^^- 14715?  2OO/3 

—811?  3032I,— 300g?  346i— 1731?   148.i— 491^? 

6. 

a.     2  times  J=wliat  ? 

Operation  and  Solution. 
i X  2  =  S      [To  be  read,  2  times  J.] 
Mental. 
2timesJ  =  what?'l?  J?  1?  ^?  t^  ??  i?    ^? 

3  times  ^  =  what?  f?  J?  ^t?  ??  1?  t^  ^?   I'o? 
5times  J  =  what?  1?  |?  i?  i^o?  I?   i?  f?   K? 

6.     2  times  J  ==  what? 

Operation  and  Solution. 
1x2  =  1      (To  be  read,  2  times  J.) 
Mental. 
2  times  J  =  what?   f?   f?   /o?   1^2?   il?   ^§?   J-^ 

4  times  f=: what?   ,|?   g?  i?  ^^  g?  i?   f? 

7  times  5=  what?  ??   i^?   U?   |i?  M?  g?   I? 

Written. 

5  times  I- =  what?  I?  p.   f?  ^?  f?    'J    A?   ^1? 

8  times  ,1  =  what?   ^^e?   i^   |?   f?   ^,?   2^5?   /o?   a'o? 
16  times  ?  =  what?  f?   ^^  P   |?  1^?   1^6?   IS?  K? 


292  Normal  Tract  on  Common  Fractions.  [May 


23  times 

I^what? 

49   49 

46-      45- 

89      89 
69-     lf>i 

\^? 

139 
23- 

i?  g? 

31  times 

9«=:wll5t? 

39      30 

30-      31  • 

99      99 

40-      62- 

7. 

IJ? 

159 
93- 

i?  i? 

2  times  21  =  what? 

Operation. 

Solution. 

3f 

2 

f  To  be  read  ) 
J2times^.  (    2^ 

(  2  times  3.   )    3  >< 

2  = 
2  = 

-    4_ 
3 

=  1*. 

6 

6x 

li= 

^7J. 

7  J. 

Mental. 

2  times  3i  =  what?  3i?  51?  6??  8^?  2 J?    5i? 

3  times  3J  =  what?  3S?  4}?  51?  8f?  7 J?  Si? 
2  times  li  =  what?    2i?   3i?   llj?   If?   12i? 

4  times  li=:  what?   2i?   3i?   5i?   If?   2|? 

"Written. 

8  times  9^  =  what?  M"??  28 J?  431?  65 4? 

16  times  4i  =  what?   SJ?   15 J?  21  J?   34|? 

24  times  21  =  what?    5i?  lOf?  181?  24,^? 
36  times  201=  what?  312?  75^^  120i?    136|? 

8 
a.     J  of  2=:  what? 

Operation.  Solution. 

212       ^  To  be  read  H  of  2: 


2       (  To  be  read  li  of  2=2  \ 

-:=—  i      divided  into  2  equal  (" 
JL      \     parts.  J 


'  Mental. 
J  of  6=  what?  8?  12?  10?  16?  20? 
i  of  8  =  what?  12?  4?  16?  36?    20?  '       , 

Written. 
S  of  45  =  what?  75?   100?  140?  385? 
Jofl04=what?  120?  128?  328?  408? 

Mental, 
&.     iof  3  =  what?  5?  7?  9?  J  of  4?   7?  10?  11? 
Jof  5=what?  7?  9?  11?  J  of  8?  13?   27?  32? 


1870.]  Normal  Tract  on  Common  fractions.  293 

Written. 
J  of  47  =  what?  93?  107?    125?  130? 
o^of  49  =  wliat?    75?  99?  106?  342? 

Mental. 

C.        "i-  of  2 wllclt  ?      (Show  how  fractions  arise  from  Division. ^ 

iof2  =  wliat?    3?  J  of  2?  ^  of  3?  J  of  1? 
i  of  6  ==  what?   5?  J  of  5?   J  of  7?  J  of  3? 
1^8  of  11=  what?  25  of  17?  4{)Of30? 
d.     f  of  12=  what? 

Operation.  Solution. 


^M 


To  be  read  M  of  12=12     \    12x1=12-^3=4. 
divided  into  3  equal  parts,  >   -.  q        ^         i        o       Q 
To  be  read   2  times  4.  i  J  X  #=4  X  ii=0. 


2 
"8 

Mental. 
|of6  =  what?  9?  12?  15?  30?  27?  21? 
iof8  =  what?   12?   4?   20?   32?   36?   40? 
^  of  10  =  what?  5?  20?  40?  35?  55?  25? 

Written. 

^  of  36  =  what?  54?  612?  126?  324? 
I  of  81  =  what?   108?   189?  279?  900? 
15of49  =  what?   144?   120?   360?   720? 
JJ  of  80  =  what?   200?    320?   460?   100? 
3^iof  72=what?  144?  432?  864?  4320? 

e.  Written, 

Sof20  =  what?  25?   29?   37?  41?   100? 

f  of49  =  what?  58?   99?   105?   225?  376? 

I  of  92  =  what?  150?   175?   201?   235?   340? 

J5of99  =  what'?  130?   165?   188?   243?   503? 

/.  Mental. 

|of2  =  what?   f  of3?  I  of  2?  2of4?  iof3?  ^of4? 
5of7  =  what?  I  of  3?  f  ofl?  |of5?  /«  of  9?  i|,of7? 

Written. 
i^ofll=what?  J3ofl3?  iofl8?  gof21?  ^^0  0^25? 


294  Corporal  Punishment  in  Schools.  [May 


CORPORAL  PUNISHMENT  IN  SCHOOLS. 


The  question  is  not  whether  corporal  punishment  is  lawful  or 
proper;  the  law,  the  rules  and  regulations  of  the  School  Depart- 
ment, and  the  practice  under  them,  have  settled  the  right  and 
the  propriety  of  such  punishment  in  the  affirmative ;  the  question 
is,  what  is  the  true  rule  and  limit  of  punishment,  and  who  is  to 
determine  it  ? 

There  is  not,  and  cannot  be,  any  invariable  written  rule,  the 
circumstances,  cases  and  subjects  being  so  variable;  it  must, 
therefore,  be  left  to  the  sound  judgment  and  discretion  of  the 
teacher,  who  must  exercise  them  without  fear,  malice,  prejudice 
or  passion;  if,  under  such  circumstances,  ,tlie  child  be  not  jyev- 
manently  disfigured  or  disabled,  no  wrong  can  be  imputed  to 
the  teacher;  but  if  the  child  be  permanently  disabled  or  disfig- 
ured, the  true  limit  of  the  rule  is  exceeded,  and  an  offence  is 
committed.  Why?  Because  the  law  presumes  that  the  natural 
and  legitimate  consequences  of  an  act  were  intended  by  the 
actor.  It  will  not  do  to  say,  in  the  language  of  jurists,  that  the 
teacher  stands  in  the  relation  of  parent  to  the  child,  and  may 
punish  to  the  same  extent  that  a  parent,  under  the  same  circum- 
stances, might  do.  The  question  will  still  recur,  to  what  extent 
may  a  parent  punish  ?  To  answer — to  the  same  extent  that  a 
teacher  may  punish,  is  fixing  no  rule. 

The  reason  of  the  rule  of  corporal  punishment  leads  us  to  the 
rule  itself,  viz :  to  inflict  present  pain  on  the  body,  to  control  the 
action  of  the  child's  mind,  is  the  reason  of  the  rule;  now  dis- 
coloration and  ridges  on  the  flesh  are  inseparable  from  and  a 
natural  consequence  of  i3ain  thus  inflicted  on  the  body;  therefore, 
present  pain  and  passing  discoloration  and  ridges  of  and  on  the 
flesh,  in  consequence  (without  permanent  injury  or  disfigure- 
ment,) are  within,  are  the  ruh  itself,  and  are  no  evidence  of 
crime  or  error;  on  the  contrary,  they  are  the  rule,  the  natural 
and  to  be  expected  results  of  the  law  and  the  practice  of  cor- 
poral punishment.  The  best  test  by  which  the  teacher  can 
govern  his  action,  therefore,  is  within  this  rule,  to  compel  the 
mind  of  the  child  to  submit  to  his  orders;  punishment  thereafter 
would  be  vindictive  and  erroneous. 

The  teacher  must,  in  the  first  instance,  be  judge  of  the 
sufficiency  or  insufliciency  of  the  chastisement,  as  well  as  inflict 
it,  and  no  pupil  should  be  permitted  to  defy  the  rules  of  the 
school,  or  orders  of  the  teacher,  if  within  the  rules  above  he  can 
be  subjected  thereto;  the  pupil's  present  feelings  and  conve- 
nience must  give  way  to  secure  the  discipline  and  good  order  of 
the  school  and  the  future  well-being  of  himself  and  society. 

This,  then,  is  the  true  rule,  limit  and  measure  of  punishment, 
to-wit:  When  the  child,  having  the  ability  so  to  do,  yields 
obedience  to  the  requirements  of  the  teacher  and  the  rules  of 


1870.]  The  Children's  Health,  295 

the  school,  irrespective  of  present  pain  or  appearances,  so  there 
be  no  permanent  disability  or  disfigurement  in  consequence,  the 
teacher  to  act  without  fear,  malice,  prejudice  or  passion. 

This  is  the  rule  and  "  righteous  limitation  of  the  Act,"  and 
the  reason  of  the  rule  has  made  it  law,  and  established  its 
practice.  Leo. 


THE  CHILDREN'S  HEALTH. 


BY    K.    N.    OWLTON. 


I  HAVE  spent  thirty  years  with  children.  Fifteen  among  them, 
in  their  benches,  and  fifteen  in  front  of  them,  behind  the  desk. 
Children  of  the  far  north-east,  of  the  north,  of  the  Mississippi 
Valley,  of  the  south  and  of  the  south-west  have  been  my  play- 
mates and  my  pupils .  From  summer  to  winter,  through  spring 
and  fall,  in  rainy  season  and  dry  I  have  watched  and  studied 
them  with  care. 

From  Tenth  Grade,  Primary,  to  Senior  Class,  High  School, 
they  have  been  my  constant  companions,  always  my  pupils  and 
often  my  teachers.  In  their  homes  I  have  played  with  them, — 
on  their  holiday  excursions  I  have  romped  with  them, — through 
thousands  of  tough  lessons  I  have  guided  and  helped  them, — 
on  many  a  graduation  day  I  have  shared  their  well-earned 
pride, — rejoiced  with  them  at  their  weddings,  watched  with  them 
in  sickness,  closed  their  eyes  in  death,  and  wept  with  their 
parents  at  their  graves .  It  has  been  my  business  and  my  hap- 
piness to  know  and  love  them  well,  and  none  can  charge  me  with 
presumption  when  I  claim  as  much. 

And  because  I  love  them  thus  I  try  to  write  of  some  things 
concerning  them  which  all  good  parents  know,  but  which  few. 
appear  sufficiently  to  heed. 

Usually  having  charge  of  large  numbers  of  boys  and  girls,  I 
have  repeatedly  seen  weak  constitutions  built  up  into  strong 
ones  and  strong  ones  torn  down  into  weak  ones  by  the  simple 
observance  or  the  non-observance  of  the  thousand  little  daily 
and  hourly  influences  constantly  working  in  the  home  and  in  the 
school. 

The  food,  the  drink,  the  clothes,  the  work,  the  play,  the  baths, 
the  sleep,  the  air,  the  light  and  especially  the  blessed  aunsliine, 
which  the  child  gets  or  does  not  get,  may  build  up  within  him  a 
surplus  of  vital  j)Ower,  which  will  bear  him  safely  through  all 
sharp  and  sudden  shocks  of  ordinary  sickness,  or  may  keep  him 
constantly  run  down  to  the  lowest  ebb  of  vital  power  when  the 
slightest  accident  or  the  most  trifling  sickness  may  result  in 
death. 

A  short  vacation  now  and  then  cannot  take  the  place  of  the 


296  The  Children's  Health,  [May 

little  five-or-ten-hour  vacations  twice  or  thrice  a  week,  or  tlie  five- 
or-ten-minute  vacations  in  every  day,  nay,  almost  every  hour, 
which  the  large-brained,  quick-nerved,  active,  playful,  growing 
child  habitually  and  urgently  needs.  And  the  larger  the  brain, 
the  quicker  the  nerve,  the  more  imperatively  necessary  does  this 
frequent  vacation  become. 

Looking  back  through  my  own  pupil  days,  and  reviewing  the 
history  of  many  of  the  brightest  lads  and  misses  I  have  known 
through  teaching-years,  I  cannot  help  seeing  that,  in  nearly 
every  case,  their  own  tendency,  or  that  of  their  parents — in  many 
cases  both — ^was  to  slight  the  body  and  exalt  the  brain,  to  draw 
upon  the  brain-power  and  keep  straining  at  the  nerve  fibers  as  if 
they  could  never  faint  or  fail. 

I  have  had,  and  often  do  have,  to  actually  drive  children — the 
older  ones  especially,  from  twelve  to  sixteen  years  of  age — into 
the  open  air  and  the  sunshine  and  compel  them  to  exercise  the 
body  and  the  limbs.  They  think  it  sounds  *'so  nice,"  to  be 
called  "a  young  student,"  "a  regular  book-worm,"  "remarkably 
fond  of  study,"  "promising  to  make  such  a  wonderful  scholar," 
and  to  hear  the  scores  of  variations  played  on  these  and  kindred 
themes  by  fond  and  foolish  parents  who  make  themselves  un- 
witting accessories  to  the  early  murder  of  their  own  offspring. 

Does  this  sound  too  strong  ?  Read  this,  and  remember  that  it 
is  but  one  leaf  from  a  teacher's  diary. 

Only  a  few  weeks  since  I  stood  by  the  dead  body  of  one  of  my 
own  pupils,  while  her  weeping  parents  ascribed  her  death  to 
over-work  at  school.  Beside  the  dead  girl  lay  her  bible.  Pick- 
ing it  up  and  glancing  at  the  fly-leaf  I  read  that  she  had  lately 
received  that  bible  from  her  Sunday  School,  for  committing  to 
'me?7ionj  and  reciting  two  thousand  verges  in  succession  !  !  And  I 
also  learned  that  she  was  taking  two  music  lessons  a  week,  prac- 
ticing an  hour  a  day,  and  trying  to  stand  above  ninety  per  cent, 
in  her  class  at  school,  during  the  same  time !  ! 

Poor  child!  poor  innocent!  poor  victim!  I  thought;  no  wonder 
your  poor,  young  life  w^ent  out  under  such  a  throng  of  labors, 
any  one  of  which  would  have  been  weight  enough  for  such  a 
nervous,  sensitive,  delicate  organization  to  attempt  to  carry. 
And  the  simple  hearted  parents,  good  christian  people,  too,  sin- 
cerely thought  and  honestly  said  that  her  regular  day-scliool 
duties,  in  a  class  averaging  two  years  younger  than  herself,  had 
greatly  hastened,  if  they  had  not  wholly  caused,  her  untimely 
death. 

Of  course,  I  could  not  then  speak  the  unwelcome  truth  they 
so  much  needed  to  hear,  but,  if  this  does  not  meet  their  eyes, 
they  will  soon  hear  from  me  in  earnest  and  kindly  pleading  for 
the  life  of  a  younger  sister  yet  remaining. 

Parents  seldom  thank  God  for  a  loud-voiced,  noisy,  broad- 
backed,  sturdy-limbed  youngster,  whose  deep  chest,  keen  stom- 
ach and  big  lungs  fairly  throb  with  such  an  overi)lus  of  physical 


1870.]  Ugh!— A  Vulgar  Sound.  297 

■.,_ /_ 

life  that  all  the  common  diseases  of  childhood  and  youth  glance 
off  him  like  pistol  balls  from  iron-clads.  Yeiy  rarely  indeed 
does  one  mother  congratulate  another  on  the  healthiness  and  the 
robustness  of  her  sons,  or  pride  herself  on  the  life,  fun,  dash, 
romp  and  drive  of  her  own  daughters.  And  yet  these  simple 
qualities  are  by  far  the  most  important  things,  especially  in 
childhood  and  early  youth. 

And  here  comes  in  the  blame,  that,  by  beginning  soon  enough 
and  taking  pains  enough,  any  father  or  mother  may  train  any 
son  or  daughter  into  limbs,  lungs,  back  and  stomach, — into  life, 
health,  dash  and  drive, — such  as  those  already  sketched,  and 
which  may  be,  indeed  will  be,  the  surest  life  endowment,  the 
richest  life  insurance  that  can  possibly  be  had,  whose  premium 
must  be  paid,  not  in  coin  or  currency,  but  in  simple,  hourly  at- 
tention to  the  scores  of  little  healthful  things  that  may  be  done, 
as  well  as  the  dozens  of  hurtful  things  that  must  not  be  done. 

The  plain  fact  is  that  "health  is  a  duty,"  and  that,  in  nine 
cases  out  of  ten,  "sickness  is  sin,"  and  the  conclusion  of  the 
matter  is  this:  children  can  have  and  must  have  physical  health, 
first  of  all.  If  they  fail  to  inherit  it,  or,  to  put  it  more  truth- 
fully, if  their  parents  fail  to  give  it  to  them,  before  birth,  then 
have  those  parents  a  double  obligation  to  secure  an  endowment 
of  health  for  their  children,  after  birth.  Those  parents  cannot 
remain  guiltless  who  neglect  those  priceless  years  in  which  the 
IDlastic  nature  of  the  child  may  easily  be  neglected  into  weak- 
ness, deformity,  disease  and  death,  or  moulded  into  strength 
and  beauty  and  trained  for  health  and  length  of  days. 


UGH !  -A  VULGAR  SOUND. 


BY  A.   F.  HILL. 


Has  the  reader  ever  remarked  that  there  is  a  disposition 
among  Americans  to  scatter  the  short"^  sound  of  u  broadcast 
through  their  conversation?  Such  a  disposition  pre v 
alarming  extent.  I  had  never  obseiwed  how  general  it  was  till 
my  attention  was  directed  to  it  recently  by  the  editor  of  the 
Teacher.  On  giving  the  subject  some  thought  and  making  a 
few  observations,  I  arrived  at  the  fact  that  the  short  sound  of  u 
is  substituted  for  other  sounds,  by  the  careless  speaker,  in  words 
innumerable.  The  reason  probably  is  that  it  is  the  most  natural 
vocal  sound  and  the  easiest  for  the  mouth;  but  this  should  not 
excuse  the  vulgarity.     Ugh! 

The  cases  in  point  are  so  numerous  that  I  will  only  undertake 
to  cite  a  few  examples.  For  instance,  "the"  is  oft'ener  pro- 
nounced "thuh"  than  otherwise.  "Is  that  ihuh  man?"  is  asked. 
How  few  persoois  give  the  the  the  sound  it  is  entitled  to  in  such 


298 


Ugh ! — A  Vulgar  Sound. 


[May 


a  case.  ''Enough"  is  another  example.  Uh-nough  is  the  horri- 
ble disguise  in  which  it  droj)S  from  the  mouths  of  most  mortals. 
"It  is  ten  uh-clock,"  is  remarked  instead  of  "It  is  ten  o'clock." 
"This  ur  that,"  is  the  vulgar  expression  for  "This  or  that."  "The 
Dec-Zi/r-ation  of  Inde-pen-dunce,"  exclaims  the  patriotic  public 
speaker,  as  well  as  almost  every  one  else,  instead  of  "The  Dec- 
laration of  Independence. "  It  is  indeed  sad  to  hear  this  phrase 
terminated  with  so  suggestive  a  syllable  as  dunce. 

But  I  could  go  on  giving  examples  till  I  should  absorb  a 
great  deal  more  space  than  I  have  any  right  to,  and  still  thou- 
sands would  remain  'unnoticed.  The  reader  probably  has  no 
idea,  to  use  a  common  expression,  how  extensively  this  barbar- 
ism is  sown  through  our  pronunciation,  till  he  begins  to  rumi- 
nate on  the  subject.  Nearly  all  the  words  I  can  call  to  mind,  of 
more  than  one  syllable,  which  end  in  an,  al,  ance,  ad,  ed,  ess,  el, 
en,  ent,  em,  id,  il,  it,  in,  and,  in  fact,  with  a  hundred  other  term- 
inations which  I  have  not  the  space  to  mention,  are  thus  mispro- 
nounced by  nearly  every  body — that  is,  provided  the  accent  is 
not  on  the  last  syllable. 

Here  are  a  few  examples  which  I  simply  write  at  random  as  I 
think  of  them: 


Natal,      misprojio-unced     "Na-tul, 

Peril, 

'                Per-wZ, 

Linen,                   ' 

*                Ttin-un, 

Ardent, 

'                Ax-dunt, 

Alliance, 

'               AUi -tmce, 

Jewel, 

'                Jew-ul, 

Kitchen, 

'               Kitch-un, 

Solid, 

Sol-ud, 

Existence, 

'                Exist-wnce, 

Buin,                    * 

'                Bn-un, 

Pitted, 

Tit-tud, 

Nitrate, 

JUi-trut, 

Picket, 

Pick-w^, 

Scotland, 

'               Scot-Zwwd, 

Witness, 

'                'Wit-nuss, 

Windlass, 

*                Wind-Z-uss, 

Erin, 

'                E-run, 

Studded, 

'                Htud-dud, 

Per  diem, 

*                Per  di-Mw., 

Eadiant, 

*                Radi-wn^. 

I  could  thus  go  on  giving  examples  of  this  style  of  slovenly 
pronunciation  till  I  should  cover  scores  of  pages — if  not  hun- 
dreds. One  or  two  eccentricities  are  worthy  of  mention :  Sub- 
jeci  and  object  are  nearly  always  pronounced  subj.ict  and  ol)jict,  by 
careless  speakers.  They  also  say  cu?i-struct,  instead  of  con- 
struct; cun-iend,  instead  of  co? i-tend;  cwn-venience,  instead  of 
con-venience,  etc. 

On  the  other  hand,  such  words  as  splendid,  ended,  etc. ,  fre- 
quently fall  victims  to  another  style  of  mispronunciation,  thus: 
B-plen-deed,  end-eed,  etc.  This  is  almost  as  barbarous  as  the 
other  vulgarity.     It  is  worse  in  one  respect,  for  it  changes  the 


1870.]  ''Corporal  Punishment:'  299 

meaning  of  some  susceptible  words.  For  example,  it  makes 
studded,  studied;  pitted,  pitied;  etc.  Hence,  in  saying  that  one  is 
pitted — as  with  small-pox — they  say  he  is  pitied,  which  he  is  not 
always,  although  he  ought  to  be;  and  it  is  remarked,  with  the 
same  impropriety  of  orthoepy,  that  the  heavens  are  studeecZ 
(studied),  when  studded — with  stars — is  meant. 

One  who  has  never  given  this  subject  a  thought  will  find  it 
necessary  to  guard  his  utterances  well,  if  he  wishes  to  rid  him- 
self of  this  habit  of  continually  mispronouncing  words  of  these 
classes.  The  short  sound  of  u,  uh,  or  iigh,  seems  to  be  a  very 
easy  and  natural  one  to  produce  with  the  mouth;  it  has  slyly 
crept  into  our  language  in  places  where  it  is  not  wanted,  as 
thickly  as  weeds  grow  in  a  neglected  garden;  and  I  assure  the 
reader  that  an  effort  is  necessary  to  weed  it  out. 


■  CORPORAL    PUNISHMENT." 


There  is  really  great  need  that  some  genius  in  school  matters 
solve  the  problem  of  "  Corporal  Punishment  in  Schools."  We 
doubt  Avhether  an  Institute  was  ever  held  in  North  America  in 
which  this  subject  was  not -discussed.  Some  ideaJizers  of  the 
profession,  on  Institute  occasions  at  least,  have  the  model  pupil 
and  the  model  teacher  in  the  model  school,  from  which  the  rod 
is  banished.  When  such  theories  are  stated,  all  feel  that  some- 
thing nice  has  been  said,  and  the  less  gifted  think  that  in  some 
manner  they  failed  to  catch  the  idea  clearly  enough  to  make  it 
practical  in  their  own  schools;  and  with  the  characteristic  wis- 
dom of  the  philosopher  of  the  nineteenth  century,  conclude  to 
let  it  pass  for  the  present.  Some  are  too  uncharitable  ili  sup- 
posing that  the  theoretic  opponents  of  the  rod  resort  to  its 
assistance  in  maintaining  discipline  more  frequently  than  is 
reported. 

Now,  it  is  just  barely  possible  that  a  school  may  be  located  in 
just  such  a  neighborhood,  be  composed  of  just  such  pupils,  and 
be  under  the  government  of  just  such  a  teacher,  that  the  rod 
would  be  wholly  out  of  place.  But  most  schools  are  not  of  that 
kind — the  rod,  or  something  as  effective  in  maintaining  disci- 
pline, seems  to  be  indispensable.  The  management  of  good 
boys  is  comparatively  an  easy  task.  It  is  the  mode  of  dealing 
with  the  bad  boys  that  should  constitute  one  of  the  chief 
chapters  in  the  book  that  is  yet  to  be  written,  the  ' '  Science  of 
Pedagogics."    The  nux  pedagorum  is,  what  shall  be  done  with 


300  *'  Corporal  Punishment.'"  [May 

those  boys  who  defy  authorify,  whose  attitude  towards  teachers 
is  ahvays  unsatisfactory,  w^ho  seem  to  be  individualized  on  the 
basis  of  opposition  to  the  right  ? 

Until  the  light  of  higher  genius  is  thrown  on  the  subject,  the 
law,  in  cases  of  this  kind,  is  set  forth  in  the  following  decision 
of  Judge  Lake,  in  the  case  of  The  People  vs.  W.  A.  Robertson 
— a  decision  which  reflects  honor  on  the  uj^right  and  distin- 
guished jurist  who  pronounced  it,  and  which  possesses  more  than 
a  merely  transient  interest: 

The  People  vs.  W.  A.  Robertson.— On  March  5th,  1870,  the 
defendant  was  convicted  in  the  Poliae  Court  of  assault  and  bat- 
tery, committed  on  the  person  of  one  John  Goldsmith,  and  on 
such  conviction  was  adjudged  to  be  imprisoned  in  the  County 
Jail  for  the  period  of  six  months.  From  this  judgment  the  de- 
fendant appeals. 

It  is  urged  as  grounds  of  error:  Pirst,  that  the  evidence  was 
insufficient  to  justify  the  conviction;  and,  secondly,  that  the  Po- 
lice Court  did  not  acquire  jurisdiction  of  the  person  of  the  de- 
fendant. 

The  'statement,  which  contains  all  the  evidence  given  at  the 
trial,  discloses  the  following  state  of  facts: 

At  the  time  of  the  alleged  assault,  the  defendant  was  a  teacher 
and '  sub-master  in  the  Lincoln  Grammar  School.  The  com- 
plaining witness,  John  Goldsmith,  a  boy  of  about  fourteen 
years  of  age,  and  evidently  of  a  somewhat  insubordinate  dispo- 
sition, was  a  pupil  in  one  of  the  classes  of  that  school,  under 
the  immediate  charge  of  Mrs.  James.  On  the  afternoon  of 
March  3d,  at  three  o'clock,  which  is  the  usual  hour  for  closing 
the  schools,  several  of  the  boys  in  Mrs.  James's  class.  Gold- 
smith among  the  number,  w^ere  detained  for  imperfect  recita- 
tions. After  having  been  allowed  about  an  hour  for  study,  they 
were  again  called  upon  to  recite,  and  nine,  including  Goldsmith, 
again  failed.  These  nine  were  granted  further  time,  but  Gold- 
smith neglected  to  apply  himself  to  liis  lesson  and  held  his  book 
upside  down.  This  fact  having  been  discovered  by  Mrs.  James, 
she  informed  him  that  he  could  have  twenty  minutes  longer  to 
complete  his  task,  and  that  if  not  perfect  at  the  end  of  that  pe- 
riod he  would  be  punished.  After  the  twenty  minutes  had 
elapsed  he  was  again  requested  to  recite,  again  failed,  and 
evinced  a  firm  determination  not  even  to  repeat  so  much  as  he 
really  knew.  Under  these  circumstances  Mrs.  James  required 
him  to  hold  out  his  hand  for  punishment,  and  on  his  reiterated 
refusal  to  obey  this  direction,  in  the  absejiice  of  the  Principal, 
Mr.  Marks,  she  turned  him  over  to  the  defendant,  who  happened 
to  be  present.  The  defendant  directed  him  to  comply  with  the 
demand  of  Mrs.  James,  and  informed  him  that  his  obedience 
would  be  compelled;  and  on  his  i)ositively  refusing  to  submit  to 


1870.]  "  Corporal  PunisJiment"  301 

the  authority  of  his  teacher,  struck  him  a  number  of  blows  on 
his  back,  probably  twenty  or  thirty,  with  an  ordinary  rattan. 
After  the  first  blow  had  been  inflicted.  Goldsmith  was  told  that 
b}^  holding  out  his  hand  for  Mrs.  James,  further  punishment 
could  be  stoj)ped,  and  the  moment  he  submitted,  the  beating 
ceased.  Black  and  blue  stripes  and  spots  were  left  on  his  back 
which  doubtless  occasioned  pain  for  several  days,  but  no  i^erma- 
nent  injury  was  inflicted.  It  does  not  aj)pear  that  the  defend- 
ant lost  his  temper  or  exhibited  malice  during  the  punishment. 

These  are  the  substantial  facts  of  the  case.  The  principles 
and  rules  of  law  apj)licable  to  those  facts  are  well  settled  by 
numerous  authorities,  and  among  others  the  following : 

Anderson  vs.  the  State,  3  Head  (Tennessee)  Kts.,  455;  State  of 
Iowa  r.s'.  Bitneau,  13  Iowa  Kts.,  485;  Stephenson  vs.  Hall,  14 
Barbour  (N.  Y.),  pp.  222,  230;  Hathaway  vs.  Kice,  19  Vermont, 
108;  Commonwealth  vs.  Randall,  4  Gray,  (Mass.),  38;  Reeves' 
Domestic  Relations,  288,  289. 

The  question  of  the  expediency  or  the  inexpediency  of  cor- 
poral punishment  in  schools,  it  is  not  within  the  province  of  this 
Court  to  discuss.  It  is  enough  to  say,  that  that  mode  of  enforc- 
ing discij^line  has  been  adopted  among  civilized  nations,  and  is 
authorized  by  law  and  sanctioned  by  custom.  It  is  equally 
unnecessary  to  refer  to  or  consider  the  statutes  of  this  State,  or 
the  rules  and  regulations  of  the  Board  of  Education,  although 
these  at  least  assume  the  necessity  of  corporal  punishment  as 
one  of  the  means  of  controlling  refractory  pupils . 

The  authorities  above  cited  clearly  establish  the  following 
propositions : 

First — That-  within  reasonable  limits,  without  malice  or  pas- 
sion, without  proceeding  so  far  as  to  inflict  permanent  physical 
injury,  and  for  the  purpose  of  enforcing  obedience  or  proper 
discipline,  a  parent  may  punish  a  child. 

Second — That  a  teacher  of  a  school  stands  in  loco  paj^ntis  to 
his  pupil  while  he  is  actually  under  his  charge.  There  is,  how- 
ever, this  circumstantial  difference  between  the  relation  of  the 
parent  and  the  relation  of  the  teacher  to  the  child;  that  the 
latter  usually  has  a  large  number  of  children  under  his  control, 
and  is  not  supposed  to  be  restrained  in  the  enforcement  of  dis- 
cipline by  the  same  degree  of  personal  affection  as  the  former. 

Third — That  in  cases  of  corporal  punishment  by  parents  or  by 
teachers,  the  presumption  is  that  they  acted  without  malice  or 
passion,  and  within  the  limits  of  a  reasonable  discretion;  and  the 
burden  of  proof  is  upon  those  who  assert  the  contrary.  The 
question  is  not  whether  the  punishment  in  fact  was  excessive, 
but  whether  it  was  criminally  excessive.  The  parent  or  teacher 
acts  in  a  judicial  as  w^ell  as  executive  caj^acity,  and  is  no  more  to 
be  punished  for  a  mere  error  of  judgment  than  a  judge  who,  in 
the  exercise  of  his  discretion,  perhaps  inflicts  too  severe  a  penalty 
upon  a  criminal. 


302  '' Corporal  Punishment.^'  [May 

The  human  mind  cannot  work  judicially  without  freedom,  and 
two  minds  are  never  exactly  alike;  and  to  remove  the  barriers 
with  which  the  law  protects  the  exercise  of  discretion,  the  exist- 
ence of  malice  or  passion  must  be  affirmatively  and  clearly 
proved. 

Fourth — That  in  the  absence  of  passion  or  malice,  neither  the 
parent  nor  the  teacher  is  criminally  responsible  for  injuries  not 
amounting  to  permanent  disfigurement,  or  resulting  in  perma- 
nent damage  to  health.  This  is  but  another  form  of  stating  the 
last  proposition. 

Applying  these  propositions  of  law  to  the  facts  of  this  case, 
the  following  deductions  necessarily  result: 

First — That  Mrs.  James  had  the  legal  right  to  detain  the  boy 
Goldsmith  after  the  regular  hours  for  dismissing  the  school  had 
arrived,  and  to  require  him,  within  a  reasonable  time,  to  perfect 
his  recitation. 

Second — That  until  dismissed  by  Mrs.  James,  he  was  within 
her  jurisdiction,  and  a  fortiori  within  the  jurisdiction  of  the 
principal,  or  in  his  absence,  of  the  sub-master  of  the  school. 

Third — That  having  been  not  only  negatively  but  positively 
disobedient  to  Mrs.  James  in  both  failing  and  refusing  to  study 
his  lesson,  she  had  the  legal  right  to  require  him  to  hold  out  his 
hand  for  punishment. 

Fourth — That  on  his  peremptory  and  repeated  refusal  to  hold 
out  his  hand,  Mrs.  James  had  the  legal  right  to  call  upon  the 
defendant  for  his  assistance  in  compelling  obedience  and  in 
enforcing  discipline. 

Fifth — That  the  defendant,  having  thus  been  lawfully  required 
to  interpose,  had  the  legal  right,  without  malice  or  passion,  and 
without  the  employment  of  means  calculated  to  inflict  permanent 
injury,  to  chistise  Goldsmith  to  the  point  of  submission  to  the 
authority  of  Mrs.  James. 

It  was  not  a  case  of  punishment  for  a  past  offence.  The  act  of 
disobedience  and  insubordination  was  continuous  while  the  pun- 
ishment was  being  inflicted.  The  object  of  the  defendant  was 
only  to  bring  a  refractory  pupil  within  the  control  of  the  law  to 
which  he  was  amenable,  and  thus  preserve  the  discipline  of  the 
school,  and  to  teach  Goldsmith  that  most  important  of  all 
lessons — the  necessity  of  controling  his  temper  and  of  subject- 
ing his  will  to  properly  constituted  authority.  The  instrument 
used  was  a  small  rattan.  The  defendant  seems  to  have  been 
entirely  self-possessed,  and  wholly  free  from  malice  find  from 
passion — and  no  permanent  injuries  were  inflicted.  At  any 
moment  it  was  within  the  power  of  Goldsmith  to  put  an  end  to 
the  flogging,  by  simply  holding  out  his  hand;  but  he  persisted  in 
a  struggle  for  the  mastery,  and  the  punishment  was  necessarily 
continued  until  he  yielded. 

The  effect  upon  the  other  pupils,  and  upon  the  usefulness  of 


1870.]  Report  of  Public  ScJwols.  303 

the  defendant  as  a  teacher,  in  case  he  had  allowed  this  boy  to 
triumph,  may  be  readily  imagined. 

On  the  whole  case,  much  as  I  regret  to  differ  from  the  Police 
Judge,  whose  general  administration  of  the  law  justly  commnnds 
the  respect  of  the  community,  I  am  of  the  opinion  that  the  evi- 
dence does  not  justify  the  conviction;  and  if  the  case  rested  here 
the  defendant  would  be  entitled  to  a  new  trial.  But  the  ob- 
jection to  the  jurisdiction  of  the  Police  Court  is  fatal. 

The  grounds  for  this  conclusion  will  be  briefly  stated,  for  the 
reason  that  an  Act  of  the  Legislature,  passed  since  this  cause 
was  tried,  has  rendered  the  point  inapplicable  to  future  cases. 

Under  the  general  statute,  Justices'  Courts  have  jurisdiction 
of  certain  minor  offences,  including  assault  and  battery;  but  by 
the  Act  of  January  27,  1864,  that  jurisdiction  within  the  city  and 
county  of  San  Francisco  is  exclusively  invested  in  the  Police 
Court.     (1  HUlelVs  General  Laws,  pp.  218,  323.) 

The  fifth  part  of  the  Criminal  Practice  Act  prescribes  the 
manner  in  which  criminal  proceedings  in  Justices',  Recorders' 
and  Mayors'  Courts  are  to  be  commenced  and  conducted.  The 
steps  required  are:  First,  a  complaint;  second,  an  examination 
of  the  prosecutor  on  oath;  and  third,  the  issuance  of  a  warrant 
rehnniahle  before  the  officer  by  ivhom  it  is  issued.  There  is  no  pro- 
vision for  the  transfer  of  the  cause  to  another  Justice,  except 
where  a  fair  and  impartial  trial  cannot  be  had  before  the  Court 
where  the  proceeding  was  instituted.  (1  Hittell,  p.  310, )  In 
this  case  the  complaint  was  entertained  by  a  Justice  of  the 
Peace,  who  issued  a  warrant  with  his  endorsement  to  the  effect 
that  by  reason  of  his  inability  to  hear  and  try  the  cause,  he 
transferred  it  to  the  Police  Court.  Under  this  warrant  the 
defendant  was  arrested,  taken  before  the  Police  Court,  was  there 
required  to  plead,  was  tried,  and  convicted. 

The  conviction  cannet  stand.  The  Justice  had  no  jurisdiction 
over  the  subject  matter  of  the  complaint,  and  no  power  to  issue 
or  transfer  the  warrant,  and  the  Police  Court  acquired  no  juris- 
diction by  the  transfer.  The  error  being  jurisdictional  was  not 
cured  by  the  appearance  and  answer  of  the  defendant. 

Doubtless  the  Justice  acted  under  Part  4,  Title  3,  Chapter  2, 
of  the  Criminal  Practice  Act,  which  authorizes  him  in  his 
capacity  of  magistrate,  to  hold  to  answer  persons  charged  with 
indictable  offenses;  but  that  chapter  confers  upon  him  no  power 
to  entertain  a  criminal  action — 1  Hittell,  pp.  270,  271. 
The  judgment  must  be  reversed. 


REPORT  OF  PUBLIC  SCHOOLS. 


ROLL  OF  HONOR. 

Camptonville  Public  School,  Yuba  County.     Samuel  T.  Black 
Teacher.     Month  ending  April  8th,  1870: 
2 


304  The  New  Normal  School  Law.  [May 

Masters  H.  F.  Corey,  Jason  Meek,  Enos  Cochran,  Harry 
Brooks,  Willie  Calvin,  Gardy  Dickinson,  J.  W.  Groves,  Frank 
Calvin,  J.  V.  McMurray,  Wm.  Variel,  and  Jas.  Brooks. 

Misses  Mary  Variel,  Nellie  Newberry,  R.  A.  Miller,  Lizzie 
Crowell,  Clara  De  Cray,  Flora  Variel,  Nellie  Miller,  Allies 
Brooks,  Fannie  Groves,  Lily  Calvin,  and  M.  J.  Price . 

Washington,  Public  School,  Yolo  County.  Jolin  C.  Wells, 
Teacher.     Names  in  the  order  of  their  standing: 

Emily  V.  VanDusen,  Mary  Murphy,  John  Ferren,  James  Fer- 
ren,  Marion  VanDusen,  Solomon  Shubener,  Maggie  Murphy, 
Mary  Ferren,  Mary  Joseph. 


THB    NEW    NORSIAL    SCHOOL    LAW. 


AN  ACT  to  establish  a  State  Normal  School. 

Tlie  People  of  the  Slate  of  California,   represented  in  Senate  and 

Assembly,  do  enact  as  follows: 

Section  1.  There  shall  be  established  in  the  City  of  San 
Jose,  County  of  Santa  Clara,  a  School,  to  be  called  the  Cali- 
fornia State-  Normal  School,  for  the  training  and  educating  of 
Teachers  in  the  art  of  instructing  and  governing  in  the  public 
schools  of  this  State. 

Sec  2.  The  Governor  of  the  State  of  California,  the  Super- 
intendent of  Public  Instruction  of  the  said  State,  and  the  Prin- 
cipal of  the  State  Normal  School  are  hereby  appointed  and 
created  Trustees  [Commissioners],  with  full  power  and  authority 
to  select  a  site  for  the  permanent  location  of  the  State  Normal 
School  in  the  City  of  San  Jose.  Said  Trustees  [Commissioners] 
shall,  within  thirty  days  after  the  passage  of  this  Act,  examine 
the  sites  offered  by  the  City  of  San  Jose  for  the  location  of  the 
State  Normal  School  building,  and  select  therefrom  a  suitable 
location  for  said  State  Normal  School  building,  and  the  site 
selected  by  them  shall  be  and  remain  the  permanent  site  for  the 
State  Normal  School  buildings. 

Sec.  3.  The  Mayor  and  Common  Council  of  the  City  of  San 
Jose,  are  hereby  authorized,  empowered  and  directed,  imme- 
diately after  such  site  shall  have  been  selected  by  said  Trustees, 
to  convey  such  site  by  good  and  sufficient  conve^'-ance  to  the 
Trustees  of  the  State  Normal  School,  who  are  hereby  authorized 
and  empowered  to  receive  and  hold  the  same  and  the  title  thereto, 
in  trust,  and  for  the  use  of  said  State  Normal  School;  jn'onded  that 
whenever  the  State  Normal  School  shall  be  removed  from  said 
site  selected,  the  same  and  the  title  thereto  shall,  immediately 
upon  such  removal,  revert  to  said  City  of  San  Jose,  and  become 
the  property  thereof  absolutely. 

Sec  4.  The  Governor,  the  State  Superintendent  of  Public 
Instruction,  and  five  others,  to  be  appointed  by  the  Governor, 


1870.]  The  New  Normal  School  Law.    .  306 

shall  constitute  the  Board  of  Normal  School  Trustees.  The  ap- 
pointed members,  at  the  first  meeting  of  the  Board  of  Trustees, 
shall  determine  by  lot  their  respective  terms  of  office,  which 
shall  be  for  two,  four,  six,  eight  and  ten  years. 

Sec.  5.  Said  Board  of  Trustees  shall  have  power,  and  are 
hereby  authorized  and  required  to  remove  to  said  City  of  San 
Jose,  County  of  Santa  Clara,  the  State  Normal  School,  now 
located  in  the  City  of  San  Francisco,  and  to  continue  the  same 
for  the  gratuitous  instruction  of  such  persons  residing  in  this 
State  as  may  desire  to  prepare  themselves  to  teach  in  the  public 
schools  of  this  State.  They  shall  have  power  to  expend  all 
moneys  appropriated  or  donated  for  building  school  ro  )ms  and 
boarding  houses,  and  for  furnishing  the  same,  as  well  as  all 
moneys  lor  the  current  expenses  of  the  School. 

Sec  6.  The  Board  of  Trustees  shall  have  power  to  elect  a 
Principal,  and  all  other  teachers  that  may  be  deemed  necessary, 
to  fix  the  salaries  of  the  same,  and  to  prescribe  their  duties. 

Sec.  7.  It  shall  be  the  duty  of  the  Board  of  Trustees  to  pre- 
scribe the  course  of  study,  and  the  time  and  standard  of  gradua- 
tion, and  to  issue  such  certificates  and  diplomas  as  may  from 
time  to  time  be  deemed  suitable.  These  certificates  and  diplo- 
mas shall  entitle  the  holders  to  teach  in  any  county  in  this  State 
for  the  time  and  in  the  grade  specified  in  the  certificate  or 
diploma. 

Sec  8.  The  Board  of  Trustees  shall  prescribe  the  text  books, 
apparatus  and  furniture,  and  provide  the  same,  together  with 
all  necessary  stationery  for  the  use  of  the  pupils. 

Sec  9.  Said  Board  shall,  when  deemed  expedient,  establish 
and  maintain  a  training  or  model  school  or  schools,  in  which  the 
pupils  of  the  Normal  School  shall  be  required  to  instruct  classes 
under  the  supervision  and  direction  of  experienced  teachers. 

Sec.  10.  Said  Board  shall  make  rules  for  the  government  of 
the  boarding  house  or  houses;  shall  suj^erintend  the  same,  and 
make  all  necessary  arrangements  for  conducting  the  same  in  the 
most  economical  manner  that  will  make  them  self-sustaining. 

Sec  11.  At  each  annual  meeting,  the  Board  shall  determine 
what  number  of  pupils  may  be  admitted  into  the  School;  and 
this  number  shall  be  appointed  among  the  counties  of  this  State 
according  to  the  number  of  representatives  from  said  counties  in 
the  Legislature;  provided  that  teachers  holding  first  or  second 
grade  certificates  may  be  admitted  from  the  State  at  large.  The 
County  Superintendents  and  the  County  Boards  of  Examination 
shall  hold  competitive  examinations  before  the  first  of  May  in 
each  year,  of  all  persons  desiring  to  become  pupils  of  the  Nor- 
mal School,  which  examinations  shall  be  conducted  in  the  same 
manner  as  examinations  for  third  grade  teacher's  certificates.  A 
list  shall  be  made  of  the  applicants  thus  examined,  and  they 
shall  receive  recommendation  in  the  order  of  standing  in  the  ex- 
amination; provided,  that  Superintendents  may  discriminate  in 


306  The  New  Normal  School  Laiv.  [May 

favor  of  those  whose  age  and  experience  si^ecially  fit  them  to  he- 
come  Normal  pupils.  After  the  expiration  of  the  year,  a  new 
list  must  be  prepared,  and  those  not  recommended  must  be  re- 
examined, or  forfeit  their  right  to  recommendation. 

Sec.  12.  To  secure  admission  into  the  janior  class  of  the 
Normal  school,  the  applicant,  if  a  male,  must  be  seventeen 
years  of  age,  or  if  a  female,  sixteen  years  of  age.  To  enter  an 
advanced  class,  the  applicant  must  be  proportionally  older* 
Applicants  must  also  present  letters  of  recommendation  from 
their  County  Superintendent,  certifyitig  to  their  good  moral  char- 
acter, and  their  fitness  to  enter  the  Normal  School.  Before  en- 
tering, all  applicants  must  sign  the  following  declaration:  "We 
hereby  declare  that  our  purpose  in  entering  the  California  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." 

Sec.  13.  Pupils  from  other  States  and  Territories  may  be  ad- 
mitted to  all  j)rivileges  of  the  School  on  presenting  letters  of 
recommendation  from  the  Executives  or  State  School  Superin- 
tendents thereof,  and  the  payment  of  one  hundred  dollars;  the 
moneys  thus  received  shall  be  appropriated  to  the  purchase  of  a 
library  and  apparatus.  Pupils  from  other  States  shall  not  be 
jequired  to  sign  the  declaration  named  in  Section  12. 

Sec.  14.  The  Superintendent  of  Public  Instruction  shall  be 
the  Executive  Agent  and  Secretary  of  the  Board  of  Trustees  of 
the  Normal  School .  He  shall .  visit  the  School  from  time  to 
time,  enquire  into  its  condition  and  management,  enforce  the 
rules  and  regulations  made  by  the  Board,  require  such  reports 
as  he  deems  proper  from  the  teachers  of  the  School  and  officers 
of  the  boarding  house,  and  exercise  a  general  supervision  of  the 
same.  He  shall,  in  connection  with  the  Executive  Committee  ap- 
pointed by  the  Board,  expend  all  moneys  appropriated  for  sala- 
ries and  incidental  expenses,  and  shall  make  a  semi-annual 
statement,  in  writing,  to  the  Board  of  all  moneys  received  and 
expended. 

Sec.  15.  It  shall  be  the  duty  of  the  Principal  of  the  School 
to  make  a  detailed  annual  report  to  the  Board  of  Trustees,  with 
a  catalogue  of  the  puioils,  and  such  other  particulars  as  the 
Board  may  require,  or  he  may  think  useful.  It  shall  also  be  his 
duty,  authorized  by  the  Board,  to  attend  County  Institutes,  and 
lecture  before  them  on  subjects  relating  to  the  public  schools 
and  the  profession  of  teaching. 

Sec.  16.  The  Board  of  Trustees  shall  have  two  regular  meet- 
ings annuall}^,  at  such  time  and  place  as  may  be  determined,  but 
special  meetings  may  be  called  by  the  Secretary,  by  sending 
written  notice  to  each  member. 

Sec  17.     The  Board  shall  have  power  to  make  all  rules  and 

regulations  necessary  for  discharging  the  duties  named  above. 

Sec.  18.     Au  annual  ad  valorem  tax  of  two  cents  on  each  one 


1870.]  The  New  Normal  ScJiool  Law,  307 

hundred  dollars'  Talue  of  taxable  jDroperty  in  this  State  is  hereby 
levied  for  the  twenty-second  and  twenty-third  fiscal  years,  and  is 
directed  to  be  collected  in  the  same  manner  as  other  State  taxes 
are  collected,  and  the  money  raised  by  said  tax  shall  be  x:>aid 
into  the  State  Treasury,  and  said  money  and  the  money  by  this 
Act  appropriated  shall  be  known  as  the  State  Normal  School 
Building  Fund. 

.  Sec.  19. '  .Said  State  Normal  School  Trustees  shall,  from  time 
to  time,  as  the  services  herein  provided  for,  or  by  them  ordered 
and  performed,  and  labor  done  or  materials  furnished  for  said 
State  Normal  School  buildings,  draw  orders  on  the  State  Con- 
troller specifically  describing  the  services  rendered,  labor  per- 
formed or  materials  furnished,  together  with  the  amount,  and  to 
whom  payable.  Upon  presentation  of  such  orders,  the  State 
Controller  shall  draw  his  warrant  on  the  State  Treasurer  for  the 
amounts  thereof  payable  out  of  said  State  Normal  School  Build- 
ing Fund;  and  the  State  Treasurer  is  hereby  authorized  and  di- 
rected to  pay  such  warrants  out  of  said  Fund.  Said  State  Normal 
School  Trustees  and  Controller  each  shall  keep  a  correct  register 
of  the  warrants  or  orders  issued,,  the  amount  of  each  warrant,  to 
whom  ordered  paid,  and  for  what  services  or  materials  given. 
Such  registers  shall  be  kept  in  their  respective  offices  for  public 
inspection. 

Sec.  20.  The  sum  of  twenty-four  thousand  dollars  is  hereby 
appropriated  bienially,  out  of  any  moneys  in  the  General  Fund 
not  otherwise  appropriated,  which  said  appropriation  shall  be 
set  apart  at  the  commencement  of  each  fiscal  year  to  support  the 
California  State  Normal  School;  and  the  Controller  is  hereby 
directed  to  draw  his  warrants  from  time  to  time  on  the  State 
Treasurer,  payable  out  of  said  appropriation,  and  the  unex- 
hausted remainder,  if  any,  of  any  appropriation  for  such  claims 
or  accounts  as  have  been  audited  by  the  Board  of  Trustees  of  the 
Normal  School,  or  the  Executive  Committee  thereof,  and  the 
Board  of  Examiners;  provided,  that  the  bills  for  the  salaries  of 
regular  teachers  may  be  allowed  by  the  Controller  without  the 
endorsement  of  the  Board  of  Examiners;  provided,  also,  that  the 
aggregate  of  warrants  drawn  shall  not  exceed  in  any  one  fiscal 
year  one-half  tlie  appropriation  herein  made  for  such  year,  to- 
gether with  the  remainder  of  unused  appropriations,  if  any,  of 
any  previous  fiscal  year  or  years;  and  whenever  at  the  close 
of  any  fiscal  year  a  balance  remains  to  the  credit  of  the  Cali- 
fornia State  Normal  School  Fund,  such  balance  shall  be  carried 
forward  and  added  to  the  appropriation  for  the  succeeding  year. 
Sec.  21.  A\\  classes  may  be  admitted  into  the  Normal  School 
w^ho  are  admitted  without  restrictions  into  the  public  schools  of 
this  State. 

Sec  22.     The  provisions  of  this  Act  shall  take  effect  from  and 
after  its  passage;  provided  that  the  removal  of  the  School  shall 


308  Editors'  Department.  [May 

«  ^^ 

be  made  whenever  the  Board  of  Trustees  decide  that  suitable 
accommodations  have  been  prepared  for  the  same. 

Sec.  23.  All  Acts,  or  parts  of  Acts  passed  by  the  Senate  and 
Assembly  of  the  State  of  California  conflicting  with  the  above 
are  hereby  repealed. 

Approved  April  4th;  1870. 

»  <^>  I 

Editors'     Department.       :.- 
fidelity  to  professional  oblig-ation. 


It  has  sometimes  been  said  4;hat  there  is  a  lack  of  professional 
sympathy  and  esprit  de  corps  among  our  teachers  in  California. 
Facts  have  too  often  seemed  to  justify  this  assertion  in  time  past. 
But  the  course  pursued  by  the  teachers  of  San  Francisco  with 
reference  to  the  case  of  our  friend,  the  sub-master  who  has 
been  brought  so  prominently  before  the  public,  exhibited  an 
unselfish  generosity  and  fidelity  to  professional  obligation 
highly  honorable  to  all  concerned.  It  is  a  source  of  pride  to  us 
that  we  hold  so  close  an  official  and  personal  relation  to  such  a 
body  of  teachers.  If  we  should  ever  be  in  want  of  friends  in  a 
time  of  need,  the  teachers  of  San  Francisco  are  just  the  sort  of 
persons  we  would  desire. 

CHANGING-    ADDRESS. 


Persons  wishing  to  have  the  address  of  their  Teachers  changed, 
will  please  remember  to  mention  the  post-office  and  county  from 
which  the  change  is  desired,  as  well  as  those  to  which  they  wish 
them  sent  in  future.  This  will  save  much  trouble,  and  insure 
speedy  attention  to  business. 


"THE    GRAMMAR    OF    GRAMMARS. 


No  teacher  or  scholar  ought  to  be  without  this  book :  therefore 
we  ofi'er  it  as  a  Premium  to  any  one  sending  us  a  club  of  ten 
subscribers  to  the  Teacher. 


Letters  remaining  in  State  Superintendent's  office  uncalled 

for:     (The  parties,  or  parties  knowing  the  parties,  will  please 
call  and  get  them. ) 

Dr.  J.  Van  De  Voost,  E.  J.  Murphy, 

■Wm.  S.  Cranmer,  J.  C.  Nixon, 

Miss  Fannie  M.  Pattingill,  Mrs.  Julia  Farrell, 

Miss  Fannie  M.  Pattangall,  John  W.  Prentiss. 


Department   of   Public    Instruction. 


STATE    NORMAL    SCHOOL. 


After  an  animated  contest  between  Napa  and  San  Jose,  the 
late  Legislature  located  the  State  Normal  School  at  the  latter 
place.  Governor  Haight,  State  Superintendent  Fitzgerald,  and 
Dr.  W.  T.  Lucky  were  appointed  Commissioners  to  choose  a  site. 
In  discharging  that  duty,  a  majority  of  the  Commissioners  fixed 
upon  a  tract,  containing  twenty- three  acres,  just  outside  of  the 
corporate  limits  of  the  city,  across  the  Coyote  bridge,  at  the  foot 
of  Santa  Clara  street.  This  action  of  the  Commissioners  in 
choosing  a  site  outside  the  corporate  limits  of  the  city  is  sharply 
criticized  by  the  press  and  people  of  San  Jose. 

The  new  Board  of  Normal  School  Trustees,  appointed  under 
the  new  Normal  School  Act,  is  thus  constituted:  Governor  H. 
H.  Haight  and  State  Superintendent  O.  P.  Fitzgerald  are 
ex  officio  members,  and  Messrs.  John  H.  Braly,  C.  T.  Ryland, 
H.  O.  Weller,  Andrew  J.  Moulder  and  James  Denman  members 
appointed  by  Governor  Haight. 

A  Normal  School  Building  Fund,  of  two  cents  on  the  one 
hundred  dollars,  is  provided  for  in  the  Act  referred  to  above. 
The  Trustees  will  initiate  preparations  for  building  as  soon  as 
practicable. 

The  next  term  of  the  School  will  commence  on  the  first  of 
June  in  San  Francisco — not  on  the  23d  of  May,  as  heretofore 
announced. 

MAG-NUM    OPUi. 


The  Act  creating  an  endowment  fund  for  the  University  of 
California  of  fifty  thousand  dollars  a  year,  was  the  crowning 
performance  of  the  late  Legislature.  The  satisfaction  of  our 
citizens  is  increased  by  these  two  facts :  First,  that  this  endow- 
ment for  the  University  is  from  the  proceeds  of  the  tide  lands 
belonging  to  the  State;  that  instead  of  being  left  as  a  corruption 
fund,  to  be  quarreled  over  and  stolen  by  unscrupulous  lobbyists 
and  politicians,  this  tide  land  fund  is  devoted  to  the  grand  pur- 
pose of  furnishing  a  free  University  for  the  youth  of  California. 
A  second  ground  of  satisfaction  is  the  fact  that  when  the  Uni- 
versity reaches  the  point  when  this  fund  will  no  longer  be 
needed  to  meet  its  yearly  expenses,  it  reverts  to  the  common  schpol 


310  Department  of  Public  Instruction.  [May 

fund.  It  is  sometliing  to  rejoice  over — that  our  infant  Uni- 
versity is  thus  munificently  endowed,  without  adding  a  single 
mill  to  the  taxation  of  our  already  heavily  taxed  people.  What- 
ever may  have  been  the  delinquencies  of  our  last  Legislature,  it 
certainly  made  a  noble  record  with  regard  to  education,  doing 
more  for  that  great  interest  than  any  preceding  Legislature. 


TO    SCHOOL    OFFICERS. 


Owing  to  delays,  for  which  the  State  Superintendent  does  not 
consider  himself  responsible,  the  amended  School  Law  did  not 
pass  the  Legislature  and  receive  the  approval  of  the  Governor 
in  time  for  the  new  arrangement  for  estimating,  assessing  and 
collecting  school  revenue  to  go  into  operation  foi  the  current 
year.  School  officers  will,  therefore,  act  under  the  old  law. 
This  is  the  decision  of  Attorney  General  Hamilton,  who  has 
been  consulted  on  the  subject.  When  the  provisions  of  the 
amended  law  are  understood,  and  go  into  effective  operation,  it 
will  be  generally  conceded  that  the  movement  made  is  a  forward 
movement  in  the  right  direction. 


■^^♦►» 


OMISSION.. 


An  oversight  in  making  out  the  list  caused  the  name  of  Wm. 
M.  McFadden,  the  present  efficient  Superintendent  of  Los 
Angeles  county,  not  to  appear  as  one  of  the  holders  of  State 
Educational  Diplomas.  Supt.  McFaddin  is  a  teacher  of  too 
much  merit  and  too  long  service  to  be  left  out  in  statements  of 
honors  conferred. 


Examination  of  Teachers. — The  next  examination  of  teachers 
by  the  State  Board  will  be  in  June — about  the  first  week  of 
June.     Notice  wdll  be  given  in  the  daily  papers. 


DESIRABLE 

That  the  following  ladies  and  gentlemen  call  at  State  Super- 
intendent's office  and  get  their  certificates  (of  all  grades)  or  send 
post  office  address: 

Miss  Alice  D'Arcy,  Miss  Mary  G.  Heydcnfeldt, 

Mrs.  Hfittie  B.  Alger,  Miss  Alice  F.  Johnson, 

Miss  Sarah  A.  Barr,  Miss  Nellie  Knickerbocker, 

Miss  Harriet  N.  Bolton,  Miss  A.  M.  Kearney, 

Mr.  H.  N.  Burns,  William  Kermode, 

Miss  J.  Bush,  .  Miss  (Uara  H.  King, 

Adrianna  L.  IBeers,  Mrs.  Mary  A.  Lowe, 


1870.] 


Department  of  Public  Instruction. 


311 


Elislia  Broadbent, 

Miss  Bertha  Bornstein, 

Dr.  Thos.  Biggs, 

Miss  Lizzie  Burnett, 
"    Annie  H.  Cathcart, 
"     Lizzie  E.  Carroll, 
"     E.N.  Cleveland, 
"     Lydia  A.  Clegg, 
"     Mary  Corkery, 
"     Mary  P.  Clark, 

Mrs.  Clifford, 

Miss  Fronie  T.  Clapp, 

Miss  Mary  E.  Clyman, 

Mrs.  C.  H.  Crowell, 

Miss  L.  H.  Crocker, 

Miss  Jennie  Cox, 

Mrs.  Marie  Duprey, 

Mrs.  C.  Van  Dusen  Drury, 

Miss  Julia  Ann  Doran, 

Miss  Mary  A.  Doyle, 

Miss  Ellen  A.  Evans, 

J.  B.  Finch, 

Miss  D.  A.  Forsman, 

Miss  Carrie  P.  Field, 

Miss  Gazena  A.  Garrison, 

Miss  Mary  Virginia  Glasgow, 

Miss  Ellen  G.  Grant, 

John  Hayes, 

Miss  Laura  T.  Hopkins, 

Mrs.  Mary  Horton, 

Mrs.  M.  J.  Hamilton, 

Miss  Margaret  Halley, 

Miss  Julia  A.  Heeney, 

Amy  A.  Hopkins, 


Honoria  C.  Larkins, 

Miss  Mary  Louttit, 

Miss  Hattie  B.  Lock, 

Miss  Lucy  A.  Mowrie, 

Mr.  H.  S.  Martin, 

Miss  Mary  F.  Metcalf, 

Miss  N.  J.  Miller, 

Noah  MuUendore, 

Miss  M.  Matthews, 

Henry  A.  Nelson, 

Miss  Mary  J.  O'Neil, 

Mr.  A.  F.  dinger, 

Miss  Edward  C.  Perkins, 

Miss  Mabel  Frances  Phelps, 

Miss  Jean  Parker, 

Mary  J.  Kitchie, 

Miss  Margaret  E.  Smith, 

Miss  E.  O.  Stephens, 

John  A.  Smith, 

Miss  Susie  E.  Skidmore, 
"     Mary  H.  Smith, 
"    Florence  L:  Stark, 
"     E.  A.  Shaw, 
"     Carrie  D.  Trask, 

Mr.  E.  T.  Thurston, 

Miss  Leonora  Teller, 

Isaac  Upham, 

Miss  Alice  L.  Wares, 

Miss  Lizzie  A.  Winn, 

Bartlett  H.  Weston, 

Miss  Ehzabeth  White, 

K.  B.  Warren, 

Thos.  P.  Wall, 

Mrs.  Delia  R.  Wheelock. 


AT  LAST. 


The  new  and  really  elegant  forms  for  the  State  Normal  School 
Diplomas  are  ready.  Tliose  of  the  graduates  from  the  Institu- 
tion, who  have  never  received  their  Diplomas,  will  (unless  there 
is  Fome  mistake)  find  their  names  in  the  following  list;  and  those 
who  received  at  graduation  the  old  forms,  are  also  mentioned 
here  that  they  may  call  and  get  new  ones,  more  handsome  in  ap- 
pearance.    Then,  please  call  and  get  your 

NOEMAL    SCHOOL   DIPLOMAS. 


J.  Alexander  Louttit, 
Carrie  M.  Chase, 
Maggie  E.  Be  vans, 
Anna  L.  Gray, 
Sarah  E.  Anderson, 
Henrietta  Featherly, 
Julia  V.  Ashley, 
Clara  Germain, 
Annie  D.  Gaddis, 
Hattie  I.  Estabrook, 
Kate  O'Brien, 


Marion  Stokum, 
Mary  Little,    ■ 
Annie  H.  Lewis, 
Anna  Hall, 
L.  C.  Betancue, 
Wm.  N.  Magoon, 
Lizzie  Cope, 
F.  A.  Day, 
Lizzie  McColliam, 
Fannie  Jacks, 
Julia  B.  Brown, 


312 


Department  of  Public  Instruction. 


[May 


E.  Mattie  Chapman, 
Hattie  B,  Locke, 
Nellie  M.  O.wens, 
Mary  P.  Clark, 
Lizzie  A.  Newell, 
Maggie  Howard, 
Eoxa  S.  Cocks, 
Ada  C.  Wright, 
Elizabeth  York, 
Marion  Sears, 

B.  E.  Hunt, 
Martha  Lawless, 
France^  Simon, 
Arthur  Kogers, 
M.  L.  Soule, 

F.  B.  Piper, 

C.  F.  Stevenson, 
Nelson  S.  Trowbridge, 
Elizabeth  White, 

R.  Eames, 
Mary  Perkins, 
CD.  McNaughton, 
Mary  F.  Metcalf, 
Lizzie  A.  Morgan. 
James  G.  Kennedj'-, 
Mary  G.  Heydenfeldt, 
Mary  T.  Hart, 
Emma  Bigsby, 
Ella  M.  Harvey, 
Chas.  W.  Childs, 
Adriana  L,  Beers, 
Mary  Smith, 
Annie  La  Grange, 
Sallie  L.  Hall, 
Troy  Shelley, 
Amelia  Joice, 
Truman  P,  Ashbrook, 
J.  S.  Hammond, 
Sumner  T.  Paine, 
David  Powell, 


J.  A.  Smith, 
Anna  M.  Palmer, 
Lillian  Crittenden, 
Edward  W.  Jones, 
Susie  S.  Lawton, 
Beatrice  Lawrie, 
Sarah  E.  Miller, 
Kate  I.  Clayton, 
CM.  Lewis, 
Howell  Powell, 
Ella  A.  Roberts, 
Flora  L.. Smith, 
Grace  Smith, 
John  C.  Shipley, 
Ada  E.  Wright, 
Hattie  L.  Wool, 
Mary  H.  Estabrook, 
Jennie  E.  Greer, 
Mary  E.  Hall, 
Nettie  Doud, 
Sarah  A.  Frissell, 
L.  J.  Megerle, 
Maria  O 'Conner, 
Jas.  F.  Kennedy, 
Mary  Pasco, 
Sabrina  Willams, 
Mary  S.  Moulthrop, 
Abner  F.  dinger, 
Abbie  A.  CarsAvell, 
Amy  E.  Campbell, 
Almira  T.  FUnt, 
Gazena  A.  Garrison, 
L.  E.  Gummer, 
Mary  J.  Morgan, 
E.  D.  Humphrey, 
John  A.  Moore, 
Annie  Bryant, 
Lucinda  L.  Allyne, 
A.M.  Holmes, 
Sarah  E.  Frisell. 


LIFE  DIPLOMAS. 


Life  Diplomas — some  duplicates  in  lieu  of  the  old,  and  others 
more  recently  issued — are  ready  for  delivery  to  the  following 
persons,  who  are  respectfully  requested  to  make  application  for 
them  at  the  office  of  the  State  Superintendent,  240  Montgomery 
street,  3d  floor,  No.'s  1  and  2: 


Bernhard  Marks, 

James  Stratton, 

A.  L.  Fuller, 

John  H.  Baaly, 

Miss  Jenuic  G.  Kercheval, 

Henry  P.  Carlton, 

C  G.  Warren. 


John  Swett, 
Augustus  Morse,  Jr., 
Samuel  I.  C  Swozoy, 
Samuel  M.  Jackman, 
W.  I.  G.  Williams, 
J.  G.  Johnson, 
Miss  C  L.  Hunt, 


1870.J  Book  Table.  313 

J.  M.  Kirkpatrick,  Mrs.  P.  C.  Cook, 

J.  P.  C.  Alsopp,  D.  C.  Stone, 

Thos.  C.  Leonard,  J.  M.  Sibley, 

Theodore  Bradley,  George  Tait, 

John  C.  Pelton,  "  C.  C.  Cummings, 

Ellis  H.  Holmes,  Thos.  S.  Myrick, 

T.  W.  I.  Holbrook,  Ebenezer  Knowlton, 

Jos.  D.  Littiefield,  W.  B.  Kowell, 

H.  N.  Nutting,  -Geo.  F.  Morris, 

George  Brown,  Wm.  T.  Lucky, 

Ira  G.  Hoitt,  Azra  L.  Mann, 

Miss  E.  W.  Houghton,  Mrs.  Dorcas  Clark, 

Miss  Frances  Lynch,  John  Bagnall, 

Miss  H.  M.  Clark,  Mary  E.  Clark, 

Mrs.  C.  L.  Atwood,  Mrs.  L.  A.  K.  Clapp, 

Mrs.  Mary  L.  Swett,  S.  A.  Penwell, 

J.  B.  McChesney,  W.  N.  Granger, 

M.  L.  Templeton,  E.  D.  Humphrey, 

Caroline  Price,  Wm.  White, 

Kate  Kennedy,  W.  L.  Sanders, 

C.  G.  Ames. 


EXCURSION  FOR  NEW  YORK. 


Teachers  of  the  State  desiring-  to  join  the  excursion  party  to 
New  York  are  invited  to  send  their  names  to  the  office  of  the 
Superintendent  of  Common  Schools  of  San  Francisco,  without 
delay.  Tickets  to  Chicago  and  back  will  cost  $120  (currency. ) 
Corresponding  reduction  in  price  will  be  made  to  New  York  and 
perhaps  other  places.     Return  tickets  good  for  sixty  days. 


Book   Table. 


Sketches  of  Creation:  A  PopiTlar  View  of  some  cf  the  Grand  Conclusions  of  the  Sciences 
in  Reference  to  the  History  of  Matter  and  of  Life.  Together  with  a  Statement  of  the 
Intimations  of  Science  Respecting  the  Primordial  Conditions  and  the  Ultimate  Destiny 
of  the  Earth  and  the  Solar  System.  By  Alexandeb  Winchell,,  LL.D.,  Professor  of 
Geology  and  Botany  in  the  University  of  Michigan,  and  Director  of  the  State  Geological 
Survey.    New  York:    Harper  &  Brothers,  publithers.    1870. 

This  is  one  of  the  few  successful  eSbrtsto  "popularize"  science,— Avhicli  is 
to  be  appreciated  the  more  because  of  the  numerous  failures  in  that  direc- 
tion. Aside  from  a  tendency  in  its  author  to  mount  on  stilts  occasionally,  the 
book  offers  some  very  pleasant  and  profitable  reading  to  a  thoughtful  mind. 
A  chapter  on  "Will  There  be  a  Higher  Creation  on  Earth  than  Man  ?"  and 
another  on  "Is  the  Sun  Cooling  Off?" — treated  from  a  semi-scientific  point 
of  view — cannot  fail  to  have  readers.     A,  Roman  and  Company. 

A  Smaller  History  of  English  and  American  Literature  for  the  Use  of  Schools.  Ed- 
ited  by  William  Smith,  LL.D.,  and  Henry  T.  Tuckerman,  New  York.  Sheldon  and 
Company,  498  and  500  Broadway.    1870. 

We  had  just  had  a  conversation  with  a  member  of  the  State  Board,  in  which 
the  subject  of  literary  history  in  connection  with  the  authors  of  the  extracts 
given  in  our  higher  school  readers  was  discussed,  when  the  book  whose  title 
is  above  given  was  placed  on  our  table  by  A.  Eoman  and  Company.     This  is 


314  Booh  Table.  [May 

one  of  a  series  of  text  books  on  English  and  American  literature,  published 
hy  Sheldon  and  Company.  As  a  compend  of  English  literature  for  general 
school  use,  this  work  is  one  of  great  value,  and  mil  be  welcomed  gladly  by 
teachers  and  students.  It  strikes  us  as  a  little  singular  that  in  giving  the  names 
of  distinguished  American  writers  only  an  incidental  allusion  is  made  to 
Thomas  Jefferson.  More  space  is  given  to  Samuel  Eliot  or  Benson  J.  Los- 
sing  than  to  the  author  of  the  Declaration  of  Independence.  We  might 
justly  make  other  criticisms  of  this  (5haracter,  but  the  work  as  a  whole  is  good 
and  will  be  of  great  value  to  those  for  whom  it  is  intended.    ' 


TABLE    OF    CONTENTS. 


PAGE. 

NOEMAL  SCHOOL  WOKK 287 

NORMAL  TRACT  ON  COMMON  FRACTIONS 290 

CORPORAL  PUNISHMENT  IN  SCHOOLS 294 

THE  CHILDREN'S  HEALTH 295 

UGH  !— A  VULGAR  SOUND 297 

"CORPORAL  PUNISHMENT" 299 

REPORT  OF  PUBLIC  SCHOOLS 303 

THE  NEW  NORMAL  SCHOOL   LAW 304 

EDITORS'  DEPARTMENT T 308 

FIDELITY  TO  PROFESSIONAL  OBLIGATION 308 

CHANGING  ADDRESS 308 

"THE  GRAMMAR  OF  GRAMMARS" 308 

DEPARTMENT  OF  PUBLIC  INSTRUCTION 309 

STATE  NORMAL  SCHOOL 309 

MAGNUM  OPUS 309 

TO  SCHOOL  OFFICERS 310 

OMISSION 310 

EXAMINATION  OF  TEACHERS 310 

DESIRABLE 310 

AT  LAST 311 

LIFE  DIPLOMAS 312 

EXCURSION  FOR  NEW  YORK 313 

BOOK  TABLE 313 


I.  N.  CHOYNSKI, 

Antiquarian  Book  Store 

SAN  FRANCISCO. 


p 


CALIFORNIA 
TATE    Normal    School. 


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.  WELLEE San  Jose 

JAMES  DENMAN San  Francisco 

J.  H.  BRALY San  Jose 

TEACHERS. 

Eev.  W.  T.  Lucky,  A.M Principal 

H.  P.  Carlton Vice-Principal 

Miss  E.  W.  Houghton Assistant 

Mes.  D.  Claek Assistant 

Assistant 

Miss  M.  Lewis Prin.  Training  School 

COURSE   OF  STUDY. 

REQUISITES  FOR  ADMISSION. 

To  secure  admission  to  the  Junior  Class,  apphcants  must  pass  a  written 
examination  on  the  following  subjects,  "viz. : 

Orthography,  Reading,  Penmanship,  Common  School  Arithmetic,  English 
Grammar,  Geography  and  Composition. 

Junior  Class — First  Session. 

Arithmetic — ^Eaton's  Higher. 
English  Grammar — Brown's. 
Geography — Monteith's. 
Beading — Wilison's  Readers. 
Orthography — Willson '  s . 
Moral  Lessons — Cowdery's. 
Geometry — Marks'  Elements. 

Junior  Class — Second  Session. 

Algetyra — Robinson's  Elementary. 

Miglish  Grammar — Brown's,  and  Greene's  Analysis. 

Bhetoric — Boyd's. 

Physiology — Cutter '  s. 

U.  S.  History — Quackenbos'. 

Vocal  Culture — RusseU's. 

Book-Keeping — Payson  &  Dunton's. 

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. 

Senior  Class — Eirst  Session. 

A7'ithmetic — reviewed. 

Algebra — reviewed. 

Physiology — reviewed. 

Geometry,  Trigonometry,  and  Mensuration — Davies'. 

Natural  Philosophy— Qnackenhos' . 

Bhetoric — B  oy  d '  s . 

Natural  History — Tenney's. 

Vocal  Culture — Russell's. 

Book-Keeping — Payson  &  Dunton's  Double  Entry, 


Senior  Class — Second  Session 

Botany — Gray's. 

Physical  Geography — ^Warren's. 

M ental  Philosophy — Upham ' s . 

English  Literature — Collier's. 

Astronomy — Loomis'. 

Chertnstry — Steele's. 

General  Exercises — Same  as  in  the  Junior  Class. 

REGULATIONS   OF  THE   NORMAL  SCHOOL. 

1.  All  pujDils,  on  entering  tlie  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 Ihey  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  without  the 
above  recommendation. 

4.  No  pupil  shall  be  entitled  to  a  Diploma  of  Graduation  who  has  not  been 
a  member  of  the  School  at  least  one  term  of  five  months. 

GENERAL  INFORMATION. 

There  will  be  Written  Examinations  and  Public  Exercises  at  the  close  of  each 
term.     The  Graduating  Exercises  will  be  in  March. 

Pupils  will  be  required  to  furnish  their  Text  Books.  Books  for  reference 
will  be  supplied  by  the  School. 

Good  boarding  can  be  obtained  in  private  families  at  from  twenty-five  to 
thirty-five  dollars  per  month. 

REMOVAL  OF  THE  SCHOOL. 

In  obedience  to  an  Act  passed  by  the  last  Legislature,  the  Normal  School 
will  be  removed  to  the  city  of  San  Jose.  This  removal  will  not  be  made  until 
suitable  buildings  are  erected  for  the  accommodation  of  the  School.  It  is  not 
probable  that  these  will  be  ready  before  the  end  of  the  next  school  year. 

The  next  session  will  commence  in  the  city  of  San  Francisco  on  the  1st 
day  of  June. 

For  additional  particulars,  address 

Eev.  WM.  T.  lucky,  a.  M.,  PBiNciPAi,  San  Francisco. 


:b Y^3Ror^   :B.f^ix_.E:  y. 


P^OllMEllI^Y 
DERBY    <SC    BAIIiEY, 

manufactueek     of    all 

Kinds  of  School  Furniture,  Settees,  Office  Desks,  etc.. 

No,  51  Beale  Street,  near  3Ussion, 

SAN  FKANCISCO. 

1^*  Having  had  an  experience  of  four  years  on  this  coast  in  the  manufacture 

of  SCHOOL  FUllNlTUllE,  and  possessing  facilities  surpassed  by  no 

other,  I  am  prepared  to  furnish  a  superior  article  at  the  lowest  rates 

j-ly  O^  All  orders  promptly  attended  to.  ,^ 


SPRING   SE:AS0N  of  1870. 


New  Text-Books  of  A.  S.  Barnes  &  Co., 

NE-W^    "KOBIt    A.TCr>    CHICA.GO. 


BOTANY. 


1.     WOOD'S  BOTANIST  AND  FLORIST. 

564  pages,  Royal  12mo.       Postpaid,  $2.50. 

This  new  and  eagerly  expected  work  is  the  result  of  the  author's  experience  aud  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  volume,  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  Tables  for  the  blackboard,  and  the  distinction  of  species  and 
varieties  by  variation  in  the  type.    Samples  to  teachers  for  examination,  half-price. 


GERMAN. 


2.     WOBMAN'S  GEMMAJS^  JEtEADEB, 

380  pages,  12mo.       Postpaid,  $1.50. 

The  finest  compilation  of  classical  and  standard  German  Literature  ever  offered  to  American 
(Students.  Besides  selections  from  the  masterpieces  of  Goethe,  Schiller,  Korner,  Seume,  Uhland, 
Freiligrath,  Heine,  Schlegel,  Holty,  Lenau.  Wieland,  Herder,  Lessing,  Kant,  Fichte,  Schelling, 
AVinkelmann,  Humboldt,  Kanke,  Raumer,  Menzel,  Gervinus,  &g.,  it  contains,  COMPLETE,  Goethe's 
"Iphigenie,"  Schiller's  "  Jungfrau,"  and,  for  instruction  in  modern  conversational  German,  Ben- 
edix's  "Eigensinn."    Sample  to  teachers  for  examination,  postpaid,  half-price. 

FRENCH. 

S,     WOB3IAN'S  FMENCH  ECHO, 

12mo.       Postpaid,  $1.25. 

The  "  German  Echo,"  by  the  same  author,  has,  in  some  measure,  prepared  the  public  for  this 
the  first  of  the  French  series.  In  teaching  conversational  French,  our  best  schools  have  failed  for 
the  want  of  just  such  a  manual.  Its  plan  is  entirely  new  in  this  country,  and  is  based  upon  the 
theory  that  it  is  necessary  to  think  in  the  language  which  one  speaks  to  obtain  any  satisfactory 
mastery  of  it.  How  true  this  is,  no  practical  teacher  needs  to  be  told.  The  "  German  Echo  "  has 
already  been  introduced  into  almost  every  school  in  which  its  character  has  become  known. 
Sample  to  teacher,  who  will  adopt  if  approved,  half-price. 

NATURAL  SCIENCE. 

4.    STEELE'S  GENERAL  KEY  TO  HIS  WOBKS, 

Postpaid,  $1.50. 

This  work  is  mainly  composed  of  Answers  to  the  Practical  Questions  and  Solutions  of  the 
Problems  in  the  author's  celebrated  " Fourteen  AVeeks  Courses"  in  the  several  sciences,  with 
many  hints  to  teachers,  minor  tables,  etc.    Should  be  on  every  teacher's  desk. 


DRAWING. 


5,    CHAB3IAN'S  AMEBIC  AN  DBAWING  BOOK, 

Quarto,  $6.00. 

This  magnificent  standard  work— the  leading  and  almost  the  only  authority  in  the  details  and 
elements  of  art,  is  reproduced  in  an  edition  of  great  beauty.  No  student  of  art  who  pursues  the 
subject  beyond  its  rudiments  can  aflford  to  be  without  it. 

The  following  IMPOETANT  WOEES  will  be  published  during  1870 : 

INDEPENDENT  FIRST  AND  SECOND  READERS,  NATIONAL  SERIES. 

WORMAN'S  ELEMENTS  OF  FRENCH  GRAMMAR. 

CLARK'S  NEW  ENGLISH  GRAMMAR. 

STEELE'S  FOURTEEN  WEEKS  COURSE  IN  GEOLOGY. 

SEARING'S  EDITION  OF  HOMER'S  ILIAD* 

Descriptive  Catalogue  of  300  standard  text-books  and  specimen  of  the  "  Illustrated  Edu- 
cational Bulletin,"  (periodical)  sent  free  to  any  teacher's  address. 

A.  8.  BARNES  &  CO.,  Publishers, 

111  and  113  William  St.,  N.  Y. 


POPULJLR^        TEXT       BOOIiS 
FOR  SCHOOLS,  ACADEMIES  AND  COLLEGES. 


BROWN'S  ENGLISH  GRAMMARS. 

COMPKISING 

Brown's  First  Lines  of  English  Graintnar. 

12mo.     Half  bound.     Designed  for  young  learners.     Ketail  price,  45  cts- 
Broivn's  Institutes  of  EnglisJi  Gratninar, 

12mo.     Muslin,  leather  back.  For  the  higher  classes.  Ketail  price.  $100. 

*_j.*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,  esj)ecially  in  the  department  of  Sentential  Analysis. 

Brown's  Grammar  of  English  Grarnmars, 

Eoyal  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  Henry  E.  Koscob,  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  piiblished.  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  Ilutnan  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  j^aper,  containing  many  figures.     Retail  price,  $1  75. 

Lambert's  Primary  Physiology,  Anatomy,  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.  Atkinson,  Ph.  D.,  T.  C-.  S.  Hlustrated  by  a  col- 
ored plate  and  GG8  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  introduction. 

Copies  of  the  above  books,^xcept   Ganot's  Physics  and  the  Grammar  of 
English  Grammars,  sent  for  examination  for  half  the  retail  prices  affixed. 
WILLI A3I  WOOD  S  CO.,  Publishers, 
NEW  YORK. 
I^p*  These  books  are  kept  for  sale  in  California  by  Booksellers  generally, 
and  in  San  Francisco  by  A.  ROMAN  &  CO.,  and  H.  H.  BANCROFT  &  CO. 


S9%m&  m<owwMm  mmwiws 

Guyot's  Geographical  Series. 

0 

The  Most  Perfectly  Graded  and  Successful  Text  Books  in  Use. 


jut  PfijICJICjlL  )«tliiOl)  \i\  ]\m^  p^H^^i 


Guyot's  Introduction  to  the  Study  of  Geography. 

Guyot's  Elementary  Geography,  for  Primary  Classes. 

Guyot's  Intermediate  Geography:  A  Study  of  Form  and  Location. 

Guyot's  Common  School  Geography: 

A  General  View  of  the  Continents,  and  all  the  Principal  Countries  of  the  Earth. 
0 

These  Works,  in  addition  to  the  Physical  Wall  Maps,  by  the  same  author, 
have  revolutionized  Geographical  teaching.  The  fascinating  style  in  which 
these  books  are  prepared,  the  clear  and  forcible  manner  in  which  Peofessob 
Guyot's  views  of  the  relations  of  facts  in 

NATURE    AND    THE    HISTORY    OF    MAN 

are  presented ;  the  acceptance  of  these  views  by  the  most  eminent  scientific 
men,  and  teachers  generally,  as  well  as  the  general  desire  for  a  more  attractive 
and  satisfactory  mode  of  instruction,  have  contributed  to  the 

OHEi^T      SXJCCDES© 
which  these  Geographies  have  obtained. 

Unsolicited  testimonials,  from  Teachers  using  Guyot's  Geogeaphies  are 
constantly  received  ;  and  the  practical  success  of  these  text-books  is  assured, 
by  the  genuine  welcome  and  hearty  appreciation  of  thousands  of  intelKgent 
Teachers  throughout  the  country. 

0 

Extract  from  the  Eeport  of  Hon.  W.  K.  White,  General  Superintendent  of 
Free  Schools  for  the   State  of  West  Virginia,  recommending  Guyot's 
Geogeaphies  for  exclusive  use  in  the  Schools  of  the  State  : 
*  'In  teaching  Geography,  a  most  marked  revolution  has  been  effected.     In 
Guyot's  new  work  the  Teacher  will  find  a  welcome  assistance.    The  Inteeme- 
DiATE  Geogeaphy  Contains  all  that  is  at  present  needed  by  the  large  majority 
of  the  pupils  who  attend  our  schools.      The  '  Teachers'  Edition  of  the  Com- 
mon School, '  intended  solely  for  Teachers,  is  earnestly  recommended  to  those 
who  have  not  had  a  Normal  preparation." 

0 

*'  Guyot's  Maps  are  Incomparably  Superior."  peof.  l.  aoassiz. 

Guyot's  "Wall  Maps,  JLarge  Series,  No.  1 $7100 

Guyot's  "Wall  Maps,  Intermediate  Series,  No.  3 38  50 

Guyot's  Wall  Maps,  No.  3,  mounted  on  Rollers 85  00 

Guyot's  WaU  Maps,  Poi-tfolio  Series 18  00 

Key  accompanies  each  Series,  free  of  cost. 
Guyot's  Classical  Maps,   (3  Maps,   $15  eacli,) 45  00 

1^*  Full  Descriptive  Catalogue,  with  Testimonials  from  promint  Teachers, 
of  every  State  in  the  Union,  sent  on  application. 

CSAItLBS  SCBIBNBB  &  CO., 

654:  Broadway,  New  York. 

A.  ROMAN  S  CO.,  San  Francisco,  Cal.  six 

3 


Popular    School    Books. 
New  Series  of  Geographies 

Is  now  complete  in  theke  Books,  each  of  which  has  recently  been  thoroughly 
revised.  These  Books  form  a  complete  Geographical  Course,  adapted  to  all 
grades  of  Schools,  and  is  the  most  compact  and  economical  series  now  pub- 


iished. 


The  New  Primary 


Presents  the  elementary  principles  of  Geography  in  a  Series  of  Oral  Lessons, 
combined  with  concise  detiuitions,  in  a  difierent  style  of  type.  It  gives  a 
correct  idea  of  the  Earth  as  a  whole,  and  a  general  description  of  Continents 
and  their  political  subdivisions. 

The  Nev7  Intermediate 

Excels  in  systematic  arrangement  and  tretitnicnt.  The  topics  follow  each 
other  in  natural  order,  and  the  general  principles  and  descriptions  precede  the 
less  important  details.  The  text  is  concise  and  intelligible,  and  the  questions 
for  review  are  calculated  to  awaken  thought  and  stimulate  to  investigation. 
The  Maps,  which  are  new,  and  on  copper  plate,  are  unsurpassed  for  accuracy 
and  clearness,  one  of  them  being  a  full  paged  MAP  OF  CALIFORNIA, 
exhibiting  the  Counties  of  the  State. 

The  New  Physical 

Has  been  entirely  re-written,  and  contains  the  results  of  the  investigations 
and  discoveries  of  the  most  eminent  Geographers  and  Scientific  Men  in  all 
parts  of  the  "World  up  to  the  present  date.  It  contains  a  new  set  of  finely 
executed  Maps,  prepared  by  the  skillful  engravers  of  the  Coast  Survey,  Wash- 
ington, D.  C;  while  the  entire  subject  is  presented  in  a  brief,  but  compre- 
hensive nianner,  and  in  a  state  of  completeness  not  hitherto  attempted  in  this 
country. 

No  higher  commendation  could  be  awarded  to  any  Series  of  Books  than 
that  received  by  Wakken's  Skries  op  Geographies,  by  their  use  in  most  of 
the  principal  cities  of  the  Union  for  many  years  and  by  their  re-adoption  as 
fast  as  revised,  in  such  cities  as 

BostoUf 

trovidence, 

Washington,  D.  C, 
I*hiladelp7iia, 

St,  Louis,  Mo,, 
Chicago, 

Nashville, 

And  thousands  of  ( ther  Counties,  Cities  and  Towns. 

COWPERTHWAIT  &  CO.  Publishers, 

PHILADELPHIA. 


Popular    School    Books. 

GREENE'S  NEW  SERIES  OP  GRAMMARS. 
Greene's  New  Introduction. 
Greene's  New  English  Grammar. 
Greene's  Analysis  op  the  English  Grammar. 

These  Books  form  a  connected  Series,  but  either  is  complete  in  itself  and 
may  be  used  independently  of  the  others.  This  Series,  which  has  recently 
been  thoroughly  revised,  was  prepared  by  Prof.  S.  S.  Greene,  of  Brown 
University,  and  is  the  result  of  a  long  and  careful  study  of  the  language  itself, 
as  well  as  the  best  methods  of  teaching  it.  The  Revised  Books,  although 
issued  but  a  short  time,  have  already  been  adopted  by  the 

State  Superintendent  of  Kansas ^ 
State  Commissioners  of  llinnesota. 
State  Commissioners  of  Arkansas , 
The  School  Board  of  Chicago,  111.,    . 
The  School  Board  of  St.  Louis,  Mo-, 

And  of  One  Thousand  other  Cities  and  Towns  of  the  United  States. 


A  New  Work  on  Yocal  Grymnastics, 

BY  PROF.  LEWIS  B.'  MONROE, 

Superintendent  of  Physical  and  Vocal  Culture  in  the  Boston  Public  Schools. 
102  pp.  D.;  12mo.     lUustrated,  Cloth.     Price,  $1.00. 
A  Book  for  every  Teacher  and  Student  of  that  most  elegant  of  arts.  Elocution 


IIV    TH[R.EE    SEJRIES. 

The  Scliool  Series— Nos.  1  to  9,  inclusive. 

The  Ladies'  Series— Nos.  10  to  13,  inclusive, 

Tlie  Mercantile  and  Ornamental  Series— Nos.  13  to  15,  inclnsi-re. 

JPotter  &  Hammond's  BooJcJceeping,] 
Buard's  History  of  the  United  States, 
Cowdery's  31  oral  Lessofis,  <£;c.,  dbc. 

jj^"  Correspondence  of  Educators  solicUed. 

COWPERTHWAIT  &  CO., 

tf  PHILADELPHIA. 


•rst  Steps  in  Qeograpliy, 

3 :-  I  to  precede  COKNELL'S  GEOGEAPHICAL  SERIES,  and  to  intro- 

ce  the  little  pupil  pleasantly  and  profitably  to  the  Eudiments  of 
Geography.     One  beautiful  volume,  child's  quarto,  with 
numerous  Maps   and  Illustrations,  72  pages. 

Cornells  Geographical  Series 

CONSISTS  OF 

.'  ,    Primary  Geography,    Small  4to.     100  pp.    12  Maps.    Beau- 
tifully illustrated. 
•     .    Intermediate    Geography,      Large  4to.      96  i>p.      Eevised 
edition,  brought  up  to  date,  with  new  and  additional  Maps  and 
numerous  Illustrations.   Contains  a  summary  of  Physical  Geography. 
Grammar- School  Geography,     Large  4to.,  with  numerous 
Maps  and  Illustrations.     108  pp.   '  Contains  comprehensive  lessons 
on  Physical  Geography,  and  a  practical  system  of  Map  Drawing. 
Ill,    High-School    Geography   and   Atlas,      Geography,  large 
12mo.     Eichly  Illustrated.     It  includes  Descriptive,  Physical,  and 
Mathematical  Geography.     Atlas,  very  large  4to.      Containing  a 
complete  set  of  Maps  for  study;  also  a  set  of  Reference  Maps  for 
family  use. 
THE  INTERMEDIATE  GEOGEAPHY  is,  in  accordance  with  the  author's 
plan,  designed  for  pupils  who  have  completed  a  primary  course  on  the  subject. 
It  possesses  all  the  advantages  of  arrangement  and  system  peculiar  to  the  first 
l)Ook  of  the  series.     It  clearly  explains  the  terms  used  in  Physical,  Political, 
and  Mathematical  Geography,  and  contains  a  judiciously  selected  and  care- 
fully systematized  amount  of  Descriptive  Geography.    The  work  also  embraces 
a  Pronouncing  Vocabulary  of  the  Geographical  names  contained  in  it,  giving 
the  population  of  places,  the  length  of  rivers,  etc. 

THE  GEAMMAE-SCHOOL  GEOGEAPHY  may  either  follow  the  Inter- 
mediate Geography  or  be  used  instead  of  it,  as  the  second  part  of  the  series. 
The  chief  difference  between  the  Intermediate  and  the  Grammar  School  is 
that  the  latter,  though  no  more  elevated  in  style,  is  fuller  in  detail,  presents 
a  greater  variety  of  map  questions,  and  a  larger  number  of  localities  to  be 
memorized.  Both  are  alike  philosophical  in  their  arrangement,  accurate  in 
their  statements,  chastely  and  -lavishly  illustrated,  highly  attractive  in  their 
external  appearance,  and,  generally,  just  what  the  intelligent  teacher  desires. 
THE  HIGH-SCHOOL  GEOGEAPHY  AND  ATLAS  are  intended  for 
High  Schools,  Academies  and  Seminaries.  They  cover  the  whole  ground  of 
Mathematical,  Physical,  and  Descriptive  Geography.  The  Atlas  will  be  found 
fuller  and  more  reliable  than  former  atlases,  and  wiU  answer  every  practical 
purpose  of  reference  for  schools  and  families. 

^^  A  copy  of  either  part  of  the  Series,  for  examination,  will  be  sent  by 
mail,  post-paid,  to  any  Teacher  or  School  Ofl&cer,  remitting  one  half  its  price. 

D.  APPLETON  &  CO.,  NEW  YOBK, 

HAVE   JUST  PUBLISHED 

jS  BeTzes  of  Ovutline  J^cu-ps, 

BY     THE     AUTHOR     OF     CORNELLs's      SERIES     OF      SCHOOL     GEOGRAPHIES. 

In  beauty  and  neatness  of  engraving,  convenience  of  size,  accuracy  of  state- 
ment, and  simpHcity  of  arrangement,  these  maps  are  superior  to  any  hereto- 
fore published.    Also, 

(.'ornell's  Cards  for  the  Study  and  Practice  of  Map  Drawing. 

Designed  for  the  use  of  Schools.  They  are  of 'large,  but  convenient  size; 
and  neatly  put  up  in  sets. 

Tor  sale  by  all  Booksellers  throughout  California  and  Oregon. 

HENRY  PAYOT  &  CO., 

Booksellers,  Publisli^rs,  hikI  Amenta  for  tlie  gnle  of  the  Cornell's  Seiles  of 
•^--€J*o|fraphies,  6^0  and  G»a  Washlnifton  street,  San  Francisco. 


MECHANICS'    INSTITUTE, 

JPos*  St.,  between  Montgomery  and  Kearny, 

m^  ©All. 


TO  THE  PUBLIC  : 

The  undersigned  most  gratefully  acknowledge  the  large  and  increasing  pat- 
ronage bestowed  upon  the  "Pacific  Business  College  "  in  this  city,  more 
especially  as  the  attendance  for  the  last  few  months  has  been  larger  than  dur- 
ing any  period  since  it  has  been  established,  thus  showing  that  it  is  supplying 
an  important  and  needed  want  in  the  community. 

The  purpose  of  establishing  the  "  Pacific  Business  College  "  in  San  Fran- 
cisco was  to  furnish  young  and  middle-aged  men,  intended  for  mercantile  pur- 
suits, or  those  desirous  of  situations  as  Book-keepers,  Accountants  and  Sales- 
men, with  the  facilities  for  securing  a  Practiced  Business  Education,  which 
would  enable  them  to  enter  speedily  upon  fields  of  usefulness  and  honor. 

The  course  of  study  pursued  has  received  the  endorsement  of  thorough 
business  men  in  this  city. 

Deeply  grateful  for  the  liberal  patronage  which  has  been  bestowed  upon  our 
eflfbrts  to  impart  a  sound  business  education,  we  assure  the  pubhc  that  no 
efforts  or  expense  will  be  spared  by  us  in  making  our  arrangements  as  com- 
plete and  thorough  as  possible,  and  we  trust  by  so  doing  to  merit  a  continu- 
ance of  public  patronage,  and  submit  our  claims  for  future  support. 

VINSONHALER  &  SEREGNI?  Principals. 


THE  GOLD  MEDAL 


i€il##li 


manufactuked  by 


WJJ.Palm8r&Co 


(Successors  to  Wigmore 
&  Palmer,) 

No.  504    Market   Street 
and  5  Sutter. 

San  Francisco. 


NEW  IMPROVED  SCHOOL  DESK. 


Patented    February    IStli,     1863, 


By  ,T.     S.     RANKIN. 


Prices, 

Made  of  Eedwood,  with  ma- 
ple legs  and  ends $600 

White  Cedar 7.00 

Spanish  Cedar,  or  Cherry. .     8.50 

Teachers'  Desks $18  to  $40.00 

Black  Board,  per  foot 40 

Settees,  per  foot 80 

Liquid   Slating,  for  Black- 
boards, per  quart 2.50 

Black  Board  Rubbers,  doz.     6.00 

Dumb-bells,  pair 50  to  2.00 

Rings 50 

Indian  Clubs $2.50  to  $3.50 


By  the  arrangement  represented  above,  two,  three  or  more  School  Desks 
are  connected  by  a  longitudinal  beam  or  board,  and  firmly  held  together.  The 
following  advantages  are  claimed  for  this  arrangement : 

1.  The  scries  of  Desks  thus  formed  stand  very  firm  on  the  floor,  without 
being  in  any  manner  fastened  to  it. 

2.  .  They  can  be  removed  at  pleasure  by  adults,  in  a  few  minutes,  with  httle 
or  no  expense. 

3.  They  present  fewer  obstacles  to  the  use  of  the  broom  than  any  Desk  in  use. 

4.  They  furnish  much  less  occasion  for  noise  than  other  School  Desks,  by 
presenting  less  surface  for  the  feet  to  strike  against. 

5.  They  are  superior,  also,  to  other  Desks  in  regard  to  the  convenience  of 
getting  in  and  out  of  them  with  ease. 

6.  In  appearance  they  are  neat,  and  when  properly  made,  even  elegant. 

7.  The  central  longitudinal  beam  separates  the  two  scholars  in  each  Desk, 
thus  givinji:  to  the  arrangement  one  of  the  principal  advantages  claimed  for 
single  Desks. 

8.  They  are  simple  in  construction,  and  easily  made  "at  home"  by  any 
good  workman;  put  together  with  screws,  can  be  taken  apart  and  boxed. 

9.  They  can  be  more  easily  adapted  to  particular  tastes  and  circumstances, 
as  regard  height  of  seat  and  writing  board,  inclination  of  the  seat  and  back, 
etc.,  than  any  desk  that  is  supported  by  castings. 

10.  Thf'v  are  in  general  firmer  and  more  durable  than  Desks  that  require  to 
be  fastened  io  the  floor  by  screws  or  nails.    ' 

11.  They  are  much  cheaper  than  any  other  good  desk — costing,  ordinarily, 
not  more  than  one  half  as  much. 

That  these  statements  are  true,  will,  it  is  believed,  be  apparent  to  teachers 
and  others  who  have  had  much  experience  in  using  and  furnishing  school 
rooms;  and  if  they  are  true,  it  is  equally  plain  that  the  advantages  obtained 
by  this  arrangement  are  veiy  great,  and  that  it  has  good  claims  to  the  notice 
and  favor  of  all  who  msif  desire  to  assist  in  improving  the  appearance  of  our 
school  rooms  and  promoting  the  comfort  of  pupils  and  teachers. 

These  Desks  are  now  in  use  in  three  hundred  Schools  in  this  State,  many 
of  which  are  the  first  Schools  in  the  State.  They  give  entire  satisfaction,  and 
are  increasing  in  popularity.  Teachers,  County  Suijerintendents,  and  Trus- 
tees will  find  their  orders  promptly  filled.  All  the  best  styles  of  School 
Furniture  and  supplies  can  be  obtained  at  this  Institute.        Address, 

WARREN    HOLT, 

JPaciflc  School  Institute, 

411  Kearny  St.  bet.  Fine  and  Calif omui, 
SAN  FRANCISCO. 


M:EEMT.  EOOIVOIMCTT. 


ECLECTIC  EDUCATIONAL  SERIES. 

CINCIlVTSrATI : 

"W^ILSOJSr,  HI^KLE  &  CO 


McGuFFEY'S  New  Eclectic  Speller  contains  a  very  large  Ust  of  primitive 
words,  followed,  in  subsequent  lessons,  by  a  sufficient  number  of  derivatives  to  illustrate  the 
subject  fully. 

McGtUPFEY'S  New  Eclectic  Readers  are  uniform  in  orthography,  syllabi- 
cation, and  punctuation,  and  conform  strictly  to  Webster's  New  Illustrated  Dicticnary.  They 
are  unequaled  in  progressiveness  of  gradation  and  adaptation  to  the  requirements  of  the 
school-room. 

McGuFFEY's  New  Primary  Charts.  Ten  Numbers-,  mounted  on  roller,  or 
on  boards.  Designed  to  accompany  McGuffey^s  New  Readers.  An  invaluable  assistant  to  teach- 
ers, and  an  ornament  to  the  school-room. 

Ray's  Series  op  Arithmetics,  embracing  a  progressive  and  thoroiigh  course 
of  Primary,  Mental,  and  Higher  Arithmetic,     The  Metric  System  receives  full  treatment. 

Ray's  Series  of  Algebras,  ElemeiUary  and  J3»V^e»-,  for  common  Schools,  High 
Schools,  Academies,  and  Colleges. 

Ray's   Plane    and   Solid    Geometry,    Ray's    Geometry   and 

Tbiqonometey,  Ray's  Analytic  Geometky,  Ray's  Elements  of  Asteonomy. 

Harvey's  Grammars  contain  clear  and  uniform  mles  and  definitions :  a  simple, 
yet  complete  system  of  analysis :  a  great  variety  of  cjtrefully  prepared  models  for  parsing  and 
analysis  :  and  a  clear  statement  of  opinion  on  all  points  which  annoy  and  perplex  both  pupil 
and  teacher. 

PiNNEO'S  Series  of  Grammars.  "  The  early  introduction  of  analysts,  and  the 
abundant  blackboard  exercises  provided,  make  Pinneo's  Grammars  very  practical  works." 

White's  Common  School  Register  and  White's  Graded  School 

Reqistee  are  made  of  first-class  paper,  and  are  bound  in  heavy  boards.     They  are  so  ruled  aa 
to  make  it  easy  to  follow  the  lines  in  marking  each  pupil. 

Schuyler's  Logic,  The  Little  Teacher,  or  Word  Method, 

Kidd's  Elocution,  Object  Lessons,  or  Things  Taught, 

DeWolf's  Instructive  Speller,  The  Young  Singer,  Parts  I.  and  IL, 

Chandler's  Grammar,  The  Young  Singer's  Manual, 

Smart's  Manual  of  Gymnastics,  Philip  Phillips'  Day-School  Singkb, 

The  Examiner,  or  Teachers'  Aid,  Hemans'  Young  Ladies'  Reader, 

Knell  &  Jones'  Phonic  Reader,  McGuffey's  New  Eclectic  Speaker, 

Leigh's  Phonetic  Primer,  McGuffey's  New  Jutenile  Spbakkb, 

Leigh's  Phonetic  Primary  Reader,  Evans'  School  Geometry, 

White's  Class-Book  of  Geography,  White's  Alphabet  Made  Easy, 

And  other  valuable  educational  works. 

S^^  Communications  from  Teachers  and  School  Officers  are  respect- 
fully invited.  Reports,  Catalogues  and  Circulars  of  public  and  privctte 
schools  are  solicited. 

asr  Liljeral    Terms    for    First    Introdnetloii.  "ffio 

Address,  WILSON,  HINELE  &  CO.,  Cincinnati,  a 


THIS  INSTI'fUTE  is  prepared  to  furnish  Schools  and  Seminaries  with  the  most  approved 
School  FtrENirtrBE,  Appakatxjs,  Stationery,  and  all  other  School  Supplies.  Having  ample 
facilities  for  manufacturing  and  importing  most  of  the  articles  used  in  Schools. 

Teachers,  Coimty  Superintendents  and  Trustees,  will  find  their  orders  promptly  filled  with 
articles  that  will  give  entire  satisfaction.     I3^"  The  numbers  refer  to  each  cut. 

4:11  Kearny  St.,  bet.  Pine  and  California,  San  Francisco. 


iJO 


ai 


mm 


■^VS-  V^'u^a-*-  ^r.. 


NOTICE.- -The  Subscripliou  Department  of  H.  H.  BaxceoftcV'  Co.  has  removed,  with 
the  general  business,  to  721  Market  Street.  Mr.  A.  L.  Bancroft  assuming  the  active 
management  of  the  business,  the  firm-name  is  changed  to  A.  L.  Bancroft  A:  Co. 

GOOD  LIVE  MEN 

Can  make  money  by  Canvassing  for  Books 
whicli  are  sold  exclusively  by  Subscription. 


Address,  either  personally  or  by  letter,     A.  L.  BANOROrT  &  00., 

731  Market  St.,  San  Francisco,  Cal. 


Wedding  and  Card  Engraving. 


Having  secured  the  sorvies  of  Mr.  A.  W.  Stott,  Artist  En- 
graver, we  are  prepared  to  execute,  in  the  highest  style,  ever^ 
variety  of 


FOR 


Mding  0rdet[S, 

Visiting  ^m[ih, 

iAEl  PEIlf  Hi, 

From  Private  Plate,  done  with  neatness  and  dispatch. 


j|[ono3ranis  and  Inilial  Wtnis 


Designed  and  sketched  at  sliort  notice,  without  charge. 

INITIAXa    ST-ASflPIMQ 

Done  in  a  very  superior  manner,  in 
A  large  stock  of  the  finest  quality  of 

INITIAL  STATIONERY 

Constantly  on  hand.     All  orders  entrusted  to   our  care,  will 
receive  prompt  and  careful  attention. 

BANCROFT  <^  CO., 

721  Alarket  Street, 

SAN  FRANCISCO,  CAL. 


aton's  Mathematical   Series. 


]VO"W    T^EAI>^^. 


latuus  filcincirtarii  Elplira 

For  High  Schools  and  Academies. 

W.   F.  BRADBURY,  Author  of  a  Treatise  on  Trigonometry 
and  Surveying,  and  Teacher  in  Cambridge  High  School. 

^le  cojnes  ^nailed,  postage  paid,  for  examination  ivith  reference  to  intro- 
duction,  on  receipt  of  60  cents. 


'he  publishers  present  this  work  to  the  educational  public  as  a  part  of 
on's  Mathematical  Series.     The  acknowledged  ability  of  the  author  as 
!atliematician  and  his  practical  experience  as  a  teacher  peculiarly  fit 
to  prepare  a  book  of  this  grade. 

his  work  is  designed  for  those  pupils  who  are  just  commencing  Alge- 
,  and  can  be  taken  up  immediately  after  completing  any  Common 
ool  Arithmetic. 

.s  far  as  practicable  in  a  work  of  this  character,  the  same  general 
1  has  been  followed  that  has  made  Eaton's  Arithmetics  so  popular  and 
[abor  spared  to  adapt  the  book  to  the  wants  of  pupils  beginning  this 
Qch  of  study. 

pecial  attention  is  invited  to  the  arrangement  of  the  Equations  in 
niuation  ;  also,  to  the  second  Method  of  Completing  the  Square  in 
)cted  Quadratics,  and  to  the  number  and  variety  of  the  examples 
m  in  the  body  of  the  Avork  and  in  the  closing  section, 
ome  topics  are  omitted  as  not  appropriate  to  an  elementary  work  and 
ifferent  arrangement  of  subjects  made  from  what  is  presented  in  other 
ebras.  This  feature  will  recommend  the  book  to  many  teachers  who 
dissatisfied  with  the  Algebras  now  published. 

'he  utmost  conciseness  consistent  with  perspicuity  has  been  studied 
3ughout  the  work. 

'he  mechanical  execution  of  the  book  is  believed  to  be  of  such  a 
erior  character  as  to  commend  it  to  all. 

The  attention  of  educators  is  respectfully  invited  to  EATON'S  ARITHMETICS.  This 
es  has  recently  been  introduced  into  nearly  150  towns  in  Massachusetts,  about  one  half  of 
Schools  of  Rhode  Island,  and  110  cities  and  towns  of  Connecticut ;  more  Ihan  lOOprom- 
it  places  in  Iowa  ;  is  in  exclusive  use  in  the  Public  Schools  in  Boston  ;  is  the  only  Series 
Lorized  for  the  States  of  California  and  Nevada,  and  is  used  very  extensively  throughout 
30untry. 

Descriptive  Catalogues  sent  on  application. 
Address  : 

THOiytPSOTV,  BIG^ELO^V  &  B]ROAV]V, 

SUCCESSORS   TO 

TAGGABD  X'  THOMPSON, 

29  CornJtill,  Boston, 


3srOIsrE    EQUAL    TO 

The  Union  Headers  and  Spellers. 

"  I  have  no  hesitation  in  saying  I  believe  them  the  best  series  extant."— Hon.  Jabez  D.  Hammond,  I.I^ 
late  one  of  the  Ilegents  of  the  University  of  the  State  of  New  York,  and  author  of  the  Political  Hibtor 
New  York. 

Iv^OI^H:   EQUAL    TO 

Webster ''s  School  Dictionaries, 

"  Best  defining  Dictionary  of  the  English  Language."— Hobace  Mann. 

I^^ONE    EQUAL    TO 

Kerl's  English  Grammar, 

"After  diligently  examining  Grammars  for  two  years  past,  our  Text-Book  Committee  reported  in  favoi 
Kerl's.  *  *  Approved  and  adopted  by  the  whole  Board  without  a  dissenting  voice. — J.  O.  Sawyer,  Chain 
Text-Book  Committee,  Cambridge;,  Mass. 

:n"one  equal  to 

Gray 's  Botdnies, 

"  As  authority  on  American  Botany,  Dr.  Gray  has  no  equal." — From  P.  A.  Chapbourne,  LL,  D.,  Prcsiden' 
the  Cniversity  of  Wisconsin,  formerly  Professor  of  Botany  in  Williams'  College,  Mass. 

IN-ONE    EQUAL    TO 

JRobinson's  Arithmetics,  and 

Complete  Series  of  Mathematics 

"Having  been  called  upon  to  select  text-books  for  the  Pennsylvania  State  Normal  School,  I  selected  Rob 
Bon's  Series  of  Mathematics,  because  they  seemed  to  surpass  all  other  series  in  clearness,  fulness  and  siuiplic: 
of  explanation." — J.  A.  Cooper,  A.  M.,  Principal  of  Penn.  State  Normal  School. 

no:ne  equal  to 

Townsend's  Civil  Government,       J 

:n'one  equal  to 

Kandall^s  Headinff  and  Elocution, 

ISTOlSrE    EQUAL    TO 

Spencerian  Copy-Books, 

The  Illinois  State  Board  of  Education  passed  the  following  Resolution:  "  Resoh'ed,  That  we  cordin 
approve  the  Spencerian  System  of  Penmanship,  and  earnestly  recommend  it  and  the  systematic  methods 
teaching  the  same  to  the  schools  of  the  State." 

IT^OISTE    EQUAL    TO 

Sj^encerian  Pens, 

TAKEN  AS  A  WHOLE, 

The  American  Educational  Seiies  is  Unequalled 

Hend  for  o«r  Xew  Illustrated  Descriptive  Cuialogne, 


The  ^'ublislicrs  cordially  invite  Teachers,  and  all  interested  in  education,  to  cone; 
pond  freely  with  them,  and,  if  convenient,  to  visit  them  at  their  Oflices  and  l^iMisliin 
Rooms. 

IVISON,  BLAKEMAN,  TAYLOR  &  CO., 

47  and  40  Greene  Street,  (  __         ^,     , 
V.  O.  Box  147H,  \  New  York 


JUNE,    1870. 


L®)W    Vol.  VII.] 


[No.  12. 


C^ 


Y^^otnia  Teacjj 


Gr. 


A  JOURNAL  OF 


fcl^ool    nnb    moint    ^hncntion, 


AND    OrnCIAL    ORGAN    OF    THB 


I  Department  of  Public 


NSTRUCTION. 


4 


EDITORS : 

O.    P.    AND    A.    L.    FITZGERALD. 


Contribating  Editors,  Elected  by  the  State  Educational  Society : 
MISS  LAURA  T.  FOWLER,  EBENEZER  KNOWLTON, 

MISS  CLARA  G.  DOLLIVER,  H.  P.  CARLTON. 


SAN    FRANCISCO: 
California   Educational  Society, 

PuHbicATioN  Rooms,  No.  240  Montgomery  Street. 
M.D.  CsiU'R  £  CO.,  Printers,  532  Clay  Street, 


TERMS— TTATO  DOLLARS  PER  ANNUM  payable  invariably  in  Advance. 

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lOOKSELLERS,  JtATIONERS   AND   ^UBLISHERS, 

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One  door  above  Maguire's  Opera  House,  SAN  FRANCISCO. 


They  call  snecial  attention   to  thnir  wpll-splopfprl   nnri   complete 
as  ,  the 


Stan 


BibI 

ScieilLliiU    tlllU    JLVXUUKJtli    IDUUitfcS, 

Juvenile  and  Toy  Books, 
Photograph.,  Stamp  and  Autograph.  Albums, 

Portfolios,  ^W^riting  Desks,  Etc.,  Etc. 


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HENRY  PAYOT  &  CO., 

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THE 


California  Teacher. 


JUNE,     1870. 


Vol.  YII.  SAN  FRANCISCO.  //"o.  IS. 

__  __  - 

NOTES    ON    THE    SCHOOL-STUDY    OF    ENGLISH    WORDS. 
BY  PROF.    WILLIAM  SWINTON,   OF  THE  UNIVERSITY  OF  CALIFORNIA. 


If  we  divide  the  school-study  of  the  English  language  into  the 
study  of  its  forms  and  the  study  of  its  matter,  it  will  be  easily 
perceived  that  the  first  is  much  more  adequately  provided  for 
than  the  second.  * 

The  study  of  the  formal  part  of  the  English  language — of  the 
inflectional  changes  of  its  words  and  the  syntactical  rela- 
tions of  words  in  sentences — is  covered  by  Grammar.  It  is  pos- 
sible that  our  elementary  treatises  on  English  Grammar  may 
still  admit  of  very  great  improvements — I  am  strongly  convinced 
that  they  do;  but  that  is  a  question  apart:  theoretically  consid- 
ered, the  art  of  grammar  teaches  the  formal  part  of  the  English 
language. 

It  is  very  different  in  the  case  of  the  matter  or  substance  of  the 
English  language.  Here  it  is  not  so  much  a  question  as  to  pos- 
sible improvements  in  the  details  of  an  existing  study  as  of  ci^eat- 
ing  the  study  itself.  The  desideratum  may  be  thus  stated :  it  is 
required  to  furnish  such  practical  method  of  instruction  and 
training  in  the  content  of  our  language  as  will  impart  to  pupils 
a  good  knowledge  of  the  English  vocabulary — of  its  stock  of 
-words,  their  meanings  and  their  uses. 

I  am  sure  my  brother  educators  will  require  no  argument  as  to 
the  high  value  and  prime  importance  of  this  study.  Our  English 
vocabulary — that  body  of   three   or  four  thousand  words   em- 


316         Notes  on  the  School-Study  of  English  Words.      [June 


ployed  in  the  ordinary  uses  of  intercourse,  that  other  body  of 
from  ten  to  fifteen  thousand  words  that  form  the  vehicle  of  all 
literary  expression — is  the  very  substance  of  our  speech.  And 
without  in  the  least  seeking  to  underate  the  importance  of  the 
study  of  the  formal  part  of  our  language,  I  maintain  that  its  sub- 
stantial part  has  claims  on  our  attention  fully  as  weighty. 

True,  the  study  of  the  English  vocabulary  is  not  wholly  neg- 
lected. At  various  points  'it  is  impinged  on  by  the  spelliug- 
■  book,  the  definer,  the  dictionary,  and  the  practice  of  composi- 
tion. But  the  real  deficit  is  the  lack  of  such  systematic  treat- 
ment of  this  subject  as  shall  constitute  it  a  regular  school  study 
— a  study  so  methodized  as  to  be  available  for  class-room  drill. 
It  is,  perhaps,  not  very  much  to  be  wondered  at  that  this  lack 
still  exists.  Linguistic  science  is  the  creation  of  our  own  gen- 
eration, and  the  results  of  this  science  have  not  yet  found  their 
way  down  to  the  level  of  the  text-book — which  level,  however, 
they  should  reach;  for  the  study  of  words  is  -eminently  fitted  to  be 
a  sc/ioo/-study.  If,  in  a  few  rapid  outlines,  I  am  able  to  convey 
my  own  ideas  of  this  subject,  I  hope  to  make  manifest:  1st. 
That  not  only  is  the  study  of  the  English  vocabulary  one  of  the 
highest  practical  utility, — concerning  itself,  as  it  does,  wdth  the 
very  instrument  of  all  expression;  but,  2d.  That  it  possesses  sin- 
gular value  as  an  intellectual  discipline,  and  unrivaled  powder  in 
stimulating  the  mental  activity  of  youth. 

By  way  of  preface,  I  may  perhaps  be  allowed  to  state  that  mj 
views  of  this  matter  are  the  growth  of  experience  rather  than  of 
abstract  speculation.  While  a  teacher  in  New^  Yotk  City,  a  good 
time  past,  I  caMed  several  successive  classes,  during  five  or  six 
years,  through  a  course  of  training  in  the  English  vocabulary. 
I  had  afterwards  the  pleasure — one  of  those  experiences  which 
are  the  rich  but  too  rare  reward  of  the  teacher — of  receiving 
from  my  pupils,  some  of  whom  have  risen  to  eminence  as  news- 
paper men,  emphatic  testimonials  of  the  value  of  that  discipline. 
' '  It  was  your  method  of  instruction  which  first  gave  me  a  reali- 
zation of  the  true  nature  and  living  power  of  words"  is  the 
gratif^dng  remark  which  has,  from  time  to  time,  been  made  to 
me  by  many  of  my  old  scholars.  It  was  my  design,  at  that  time, 
to  essay  a  text-book  of  Etymology;  but  a  change  of  career 
into  the  field  of  active  journalism  interfered.  However,  since 
my  return  to  the  profession  of  teaching  has  again  brought  me  in 
contact  with  young  minds,  I  find  my  estimate  of  the  value  of 
this  neglected  study  increased  rather  than  diminished.  But,  to 
the  subject  matter. 

I  stated  above  that  this  study  is  not  wholly  neglected,  and  I 
named  some  branches  of  the  grammar-school  curriculum  which 
incidentally  bear  on  it.  I  purposely  omitted  that  type  of  text- 
book which  avowedly  aims  to  cover,  or,  at  least,  i)artialty  to  cover, 
this  very  ground — I  mean   such  works   as   Town's  "Analysis  of 


1870.  j     Notes  on  the  School-Study  of  English  Words.  317 


Derivative  Words,"  and  the  so-called   "  Scholar's  Companion." 
On  each,  a  word  by  way  of  general  criticism: 

And  first,  as  to  Town.  The  "Analysis"  confines  itself  to  deriva- 
tives formed  by  the  union  of  prefixes  or  sullixes,  or  both,  with 
existing  Emjlish  words;  as,  from  healih  we  have  such  words  as 
healthy,  heaUhily,  heaUhiness,  health/ul,  unhexdlhful,  'etc.  This 
method  is  useful  as  far  as  it  goes,  but  it  does  not  go  very  far, 
seeing  that  most  of  our  English  derivatives  come,  not  from  Saxon, 
but  from, classical  sources;  so  that  whatever  succulence  there  is  in 
such  roots  is  yerj  soon  extracted  by  the  pupil.  Moreover,  Town's 
manner  of  treatment  is  confused  and  complicated.  Thus,  to  take 
a  single  example:  under  the  root  join,, he  gives  adjoin,  and  sub- 
join,  and7-PJoin,  and  co?? join,  etc.,- which  is  all  very  well;  but  how 
about  conjunction,  which  he  adds  as  one  of  the  derivatives  of 
join?  It  is  preposterous  to  expect  pupils,  who  have  net  studied 
Latin,  to  be  able  to  affiliate  conjunction  with  join.  There  is,  of 
course,  an  etymological  relationship  between  the  words,  but  the 
perception  of  it  would  demand  a  knowledge  of  the  theory  of 
jungo,  junctum,  and  it  is  not  within  the  scope  of  Town's  method 
of  treatment  to  impart  this  knowledge.  Town's  book  displays, 
throughout,  a  substantial  ignorance  of  English  philology. 

The  so-called  "  Scholars  Companion"  is,  in  point  of  fact,  a 
republication  (under  a  title  which  exhibits  a  striking  v.  ant  of 
tact  in  nomenclature)  of  Butler's  "  Etymological  Spelling  Book" 
— an  English  manual,  w^hich,  some  years  ago,  had  a  very  con- 
siderable currency.  The  sameiis  true  of  the  "Companion,"  and 
the  fact  of  such  success,  in  \dew  of  the  very  lame  execution  of 
the  work,  sufficiently  evidences  the  ver^^  deeply-felt  need  of  some 
elementary  te»xt-book  on  the  subject.  As  I  shall  presently  have 
occasion  to  make  some  fundamental  criticism  on  the  very  method 
of  this  book,  it  will  not  be  possible  here  to  dwell  on  its  many 
faults  of  detaiL  Its  numerous  egregious  blunders  of  etymology 
— as,  for  instance,  that  of  making  "  posthumous  "  one  ol  the  de- 
rivatives of  the  Latin  word  humus— are  only  excusable  on  the 
ground  that  the  etj^mology  of  the  book  is  the  etymology  of  fifty 
years  ago. 

The  part  of  the  vocabulary  with  which  the  "Scholar's  Com- 
panion," and  similar  works,  undertake  to  deal  is  the  body  of 
English  derivatives  from  Latin  and  Greek  ro^ts.  It  is  well 
known  that  many  of  these  roots  are  the  fruitful  progenitors  of 
numerous  families  of  derivatives  (facio  giving  us  no  less  than 
500;  pono  al)ove  250  English  words,  etc. );  and  it  was  an  excellent 
conception,  that  of  marshaling  under  sj^ecific  classical  roots  all 
the  English  words  derived  therefrom.  The  classical  element  of 
our  vocabulary  is  of  the  very  highest  importance,  while  it  is,  at 
the  same  time,  the  most  difficult;  and  the  attempt  to  bring  this 
part  of  our  vocabulary'  within  the  scope  of  study  by  pupils  with 
no  knowledge  of  Latin  and  Greek  was  a  highly  meritorious  one. 
But  this   exhausts  the   merits  of  the  plan,    for  its  execution  is 


318         Notes  on  the  ScJiool-Study  of  English  Words.      [June 

marred  by  some  very  grave  defects — defects  which  impair  and 
all  but  destroy  its  utility.     What  are  these  defects  ? 

It  will  perhai)s  place  us  at  an  advantageous  point  of  view  for 
answering  this  question  if  we  ask  another,  to-wit :  What  might 
we,  a  priori,  think  to  be  the  proper  method  of  handling  groups 
of  English  derivatives  from  classical  roots  ?  Now,  I  fancy  it  will 
need  no  argument  to  show  that  the  crowning  benefit  of  such 
study  is  in  tracing  the  force  of  the  root-word  throughout  its  various 
derivatives.  The  advantage  of  such  exercise  is  two-fold.  1st. 
That  it  aids  the  memory  of  the  pupil,  who  is  able  to  remember 
i\iQ  definition  (uidiee&,  io  make  the  definition,)  of  the  derivative, 
because  it  is  clearly  a&sociated  in  his  mind  with  the  significance 
of  the  root  and  with  the  resulting  primai^y  meaning.  2d.  That  it 
furnishes  a  genuine  intellectual  discipline,  and  substitutes  for  a 
dull  and  difficult  task  of  memorizing  a  stimulating  and  refresh- 
ing exercise  of  the  analytic  faculty. 

If  it  be  granted  that  the  method  which  secures  these  results  is 
the  proper  method  of  treating  these  groups  of  English  deriva- 
tives, it  will  be  recognized  by  my  brother  instructors  as  a  very 
severe  condemnation  of  the  ' '  Companion's  "  method  when  I  re- 
call to  their  minds  the  fact  that  the  plan  of  that  work  is  to  do  no 
more  than  marshal  the  derivatives  under  their  Latin  and  Greek 
roots,  and  append  the  dictiona?^  definitions — thus  making  the  study 
one  of  great  difficulty,  because  a  purely  arbitrary  matter  of 
memorizing,  while  it  empties  it  of  most  of  its  utility  and  all  its 
stimulus.  Of  what  possible  value  to  the  pupil  can  it  be  to  be 
informed — under  pes,  pedis,  the  foot — that  the  word  impediment. 
means  hindrance — the  real  nexus  of  meaning,  so  suggestive  and 
interesting,  being  wholly  omitted  ?  He  is  taught  that  from  the 
Latin  word  vir,  a  man,  comes,  among  other  words,  the  English 
word  virtue,  and  he  is  informed  that  "virtue"  means  efficiency 
or  excellence: — but  he  is  left  to  surmise  what  possible  connection 
there  can  be  between  the  two.  Tell  him,  however,  that  virtue 
comes  from  vir,  a  man,  through  virtus,  ma?iliness,  because,  among 
the  Komans,  ''manliness"  was  ^/le  preeminent  virtue,  and  is  it  not 
manifest  that  he  will  have  another  kind  of  notion  of  the  w^ord's 
significance  ? 

This  de^ct — the  failure  to  connect  the  derivatives  in  any  in- 
telligible manner  with  their  radices — is  the  first  and  greatest  in 
the  "Companion."  There  are,  however,  two  others,  which  add 
to  the  imperfections  of  the  method. 

1st.  A  total  lack  of  any  analysis  of  the  composition  of  the  deriva- 
tives. It  is  too  much  to  expect  young  scholars  to  follow  the  roots 
and  prefixes  and  suffixes  through  their  complexities  of  combina- 
tion. Even  those  really  simple  may  be  a  great  puzzle  to  the 
pupil.  Acccordingly  in  arranging  under  similis,  like,  such  words 
as  assimilate,  etc.,  it  is  hardly  prudent  to  rely  on  the  pupil's  power 
of  divining  that  the  first  syllable,  as,  is  really  the  prefix  ad.  I 
should  write  out  the  analysis  in  full,  thus:    ad-f  simil(is)-l-ate-— 


1870.  ]     Notes  on  the  ScJiool-Study  of  English  Words.  319 

to  make  (ate)  like  (simil)  to  (ad).  Moreover,  there  occur  other 
changes,  changes  of  an  organic  nature,  which  the  young  pupil, 
left  to  his  unaided  powers,  cannot  possibly  understand. 

2d.  The  plan  of  the  "  Scholar's  Companion,"  and  of  all  simi- 
lar works,  embraces  no  exercises,  no  praxis,  to  familiarize  the 
pupil  with  the  actual  uses  of  ivords.  Nevertheless,  such  practical 
training  is  of  prime  necessity,  for  only  thus  can  the  learner 
acquire  so  intimate  an  acquaintance  with  words  as  to  make  them 
a  real  possession  to  him. 

And  now,  without  further  preliminaries,  the  readiest  way  of 
illustrating  my  view  of  the  improved  method  of  studjdng  English 
derivatives  will  be  to  take  a  group  or  two  as  set  down  in  the 
*'  Scholar's  Companion,"  and  then  develop  the  same  according 
to  the  plan  above  suggested. 

Let  us,  to  begin  with,  take  the  group  of  English  derivatives 
from  the  Latin  corpus,  coporis,  the  body. 

METHOD    OF    THE    SCHOLAK's    COMPANION. 

Corpus  (corporis),  the  body. 

Corporal,  the  lowest  oflEicer  over  a     Corporeal,  having  a  body;    not  im- 

body  of  men.  material;   relating  to  the  body. 

Corporate,  united  into  a  body  or  com-     Corpulent,  having  a  bulky  body, 

munity.  Corpse,  a  dead  body. 

Corporation,  a  body  politic.  Corps,  (Fr.,  pronouced  core,)  a  body 

Incorporate,  to  embody.  of  soldiers. 

Corpuscle,  a  minute  body. 

THE    PROPOSED    METHOD. 

Corpus — corp07-is:   the  body. 
[Corporis  is  the  genitive  case  of  corpus,  and  the  stem  corpor(is) 
is  used  in  forming  many  of  the  derivatives.] 

1.  Corporal,  («).     Analysis:    Corpor+al=relating  to  the  body:    suffix  al 
relating  to,  and  corpor,  the  body.     Definition:  relating  to  the  body;  as  ''bor- 
"  punishment,"  that  is,  punishment  of  the  body.     (See  corporeal  below.) 


Obs. — The  noun  "  Corporal,"  meaning  a  petty  officer,  is  not  derived  from  corpus.  It  comes 
from  the  Frencli  Caporal,  of  which  it  is  a  corruption. 

2.  Corporeal.  Analysis:  Corpore-|-al=of  the  nature  of  the  body:  suffix 
al,  of  the  nature  of,  and  corpore,  the  body.  (Through  the  Latin  adjective 
corporeus.)  Definition:  Having  a  material  body,  that  is,  bodily,  as  opposed 
to  spiritual. 

Obs. — "  Corporeal"  is  used  when  there  is  a  contrast,  expressed  or  implied,  with  spiritual; 
"corporal "  means  relating  to  the  body,  without  any  idea  of  contrast.  We  would  say  "Angels 
have  no  corporeal  form,"  because  we  imply  that  they  have  a  spiritual  form. 

3.  Corporate.  Analysis:  Corpor-l-ate=:madeintoa  body:  suffix  a^e,  made 
into,  and  corpo^  from  corpus,  a  body.  Definition:  United  into  a  body  or 
corporation;  thus,  "a  corporate  company"  is  an  organization  of  men  united 
into  one  body. 

4.  Incorporate.  Analysis:  In-|-corpor-|-ate=to  make  into  a  body:  suffix 
ate,  to  make;  prefix  in,  into,  and  corpor,  from  corpus,  a  body.  Definition: 
1.  To  form  into  a  legal  body;  2.  To  unite  or  blend  one  substance  into  an- 
other. 

5.  Corporation.  Analysis:  Corpor+ate-f-ion=that  which  is  made  into  a 
body:  suffix  ion,  that  which:  suffix  ate,  made,  and  corpor,  a  body.  Defi- 
nition: A  body  politic,  authorized  by  law  to  act  as  a  single  person. 


320  Notes  on  the  School-Study  of  English  Words.      [June 

6*.  CoriMilent.  Analysis:  From  corpus,  througli  corpvlmtus,  flesliy=hai;- 
in^  a  lai£;e  body.     Definition :  Stout,  fleshy. 

7.  Gov  ii?.cle.  Analysis:  Corpus-|-c'le=a  diminutive  body:  suffix  c/e,  little, 
and  c>/7'?!.s',  a  body.     Definition:  A  minute  particle  of  matter. 

8.  i.orp??.  Analysis:  Adopted  from  the  French  corps=a  body.  Defini- 
tion: 1.  A  body  of  troops,  comprising  a  certain  number  of  brigai:les  and  di- 
visions; 2.  A  body  of  individuals  engaged  in  some  one  profession,  as  a 
"corps  of  professors,"  "the  diplomatic  corps." 

Obs.— "  Corps"  is  pronounced  in  the  French  manner,  core;  the  plixral  is  pronounced  cores: 

9.  Corpse.  From  corpus,  through  the  French  corps=the  body;  that  is, 
only  the  body— the  spirif  being  departed.  Definition:  The  dead  body  of  a 
human  being. 

Willi  reference  to  these  two  methods  of  treating  groups  of 
derivative  words,  a  careful  insiDCction  of  the  above  will  be  the* 
best  guide  to  an  estimate  of  their  comj^arative  merits:  There 
are  many  points  of  detail  which  I  need  not  dwell  on, — a^,  for 
example,  the  insertion  (in  the  extract  from  the  "Scholar's  Com- 
panion '')  of  the  noun  "  Corporal"  as  a  derivative  from  corpus, 
which  it. is  not;  and  at  the  same  time  the  omission  of  the  impor- 
tant adjective  "corporal,"  which  is  a  derivative  from  eorpi/,s. 
Many  other  minutiae  will  be  observed  by  the  teacher.  But  the 
cardinal  fact  is  the  essential  difference  in  the  mode  of  treating 
the  derivatives.  This  difference  will  be  discovered  on  an  inspec- 
tion of  the  above. 

It  v;ill  be  noted  that  the  "  Comj)anion's"  method  is  to  do  no 
more  than  give  the  derivatives,  and  then  append  the  dictionary 
definitions.  In  the  mean  time  the  sfructxre  of  the  words  is  not 
understood  by  the  scholar,  and  that  which  is  the  one  peculiar 
value  of  this  study — the  tracing  of  the  living  force  of  the  root- 
word  through  all  its  derivatives — is  wholly  lost.  The  study,  as 
preseiited  in  the  "  ComiDanion,"  reduces  itself  to  no  more  than 
the  mere  memorizing  of  so  many  dictionary''  definitions — chopped 
straw  in  place  of  intellectual  pabulum. 

The  proposed  method  sets  out  by, exhibiting  the  actual  struc- 
ture of  the  derivative  words.  Of  course,  it  is  presupposed  that 
when  the  pupil  has  reached  that  stage  in  the  study  of  words 
which  is  represented  by  the  above  examjjle,  he  will  will  have 
mastered  the  meaning  of  the  prefixes  and  suffixes.  (In  this  he 
will  have  been  thoroughly  drilled  in  the  early  part  of  the  course, 
and  the  best  way  to  drill  in  this  is  to  take  up  com2)osite  words 
made  up  of  prefixes  and  suffixes,  with  ErujUsh  roots.) 

The  force  of  the  prefixes  and  suffixes  being  understood,  the 
pupil  Vvill  be  prepared  to  take  up  the  study  of  cmssical  deriva- 
ties  in  the  manner  set  forth  in  the  group  of  derivatives  from 
cor/ju.H.  He  will  have  the  aid  of  a  precise  analysi..^  of  the  com- 
position of  the  word,  so  that  he  will  see  just  how  the  derivatives 
come  from  the  root-word.  This  analysis  presents  the  stem  part 
of  the  derivative  detached  from  its  modifying  prefixes  or  suffixes. 
He  knows  the  meaning  of  the  root,  and  the  force  of  the  jjrefix  or 
sufiix :    he  is  therefore  fully  prepared  to  understand  the  primary 


1870.]     Notes  on  the  School-Study  of  English  Words.  321 

meaning  of  the  derivative,  which  primary  meaning  (conveniently 
\v1-i!;ten  after  the  sign  of  equality)  is  the  resultant  of  the  very  anal- 
ysis of  the  structure  of  the  loord.  ^ 

With  this  knowledge  of  the  seminal  meaning  of  the  derivative, 
the  ])upil  brings  to  the  study  of  its  definition  a  lively  apprehen- 
sion of  what  must  he  the  true  import  of  the  word.  And  if  the 
word  has  undergone  transformations  of  meaning  the  clear  knowl- 
edge of  the  word's  literal  significance  will  be  a  wonderful  aid  to 
the  perception  of  its  figurative  sense. 

With  these  explanations  of  the  proposed  method,  let  us  now 
take  another  group.  This  time  we  may  add  to  the  Analysis  and 
Definition  some  practical  exercises  in  the  use  of  the  derivative 
words.     I  select  the  group  under  cor,  cordis,  the  heart. 

METHOD    OF    THE    SCHOLAR'S    COMPANION. 

^  Cor  (cordis),  the  heart. 

Core,  the  eeutral  part,  as  of  a  fruit.  Cordiality,  sincerity. 

Cordial,  a,  sincere,  hearty.  Courage,  boldness. 

Cordial,  s,  anything  that  gladdens  Discord,  disagreement. 

the  heart.  Record,  (Latin,  recordor,)  to  register. 

THE    PEOPOSED    METHOD. 

Cor  (cordis),  the  heart. 

[ Cordis  is  the  possessive  or  genitive  case  of  cor-  the  stem  cord{is)  is  used 
in  forming  many  of  the  derivatives.] 

1.  Gove.  Analysis:  From  cor  (through  the  old  French  core)=the  heart. 
Deflnition:  The  inner  part  of  a  thing. 

Obs. — "  Core  "  is  applied  specially  to  the  central  part  of  fruit,  as  "  the  core  of  an  apple  * 
that  part  being  inside  of  the  fruit,  like  the  heart  in  the  body. 

2.  Cordial,  (a).  Analysis:  Cordi(s)-j-al=having  the  quality  of  the  heart; 
suffix  al,  having  the  quality  of,  and  cordi,  from  cor,  cordis,  the  heart.  Dei?i-, 
nition:  Hearty,  sincere. 

Obs. — The  heart  is  accounted  the  seat  of  the  affections;  thus  we  speak  of  "  a  warm  heart." 
Observe  that  cor— heart,  and  Latin  suffix  aZ— Saxon  suffix  y:  hence,  cordial=hearty. 

3.  Cordial,  {n).  Analysis:  Cordi(s)-[-al=something  having  the  quality 
{al)  of  acting  on  the  heart.  Definition:  1.  A  stimulating  medicine;  2. 
Sweetened  spirits,  used  as  a  beverage. 

Obs. — The  tex'm,  "a  cordial,"  is  applied  figuratively  to  anything  that  comforts  or  gladdens; 
as  "good  news  is  a  cordial  to  the  mind."  » 

4.  Cordiality.  Analysis:  Cordial-{-ity=the  state  or  quality  of  being  co'  •» 
dial:  suffix  ity,  the  state  or  quality  of,  and  cordial  (as  above).  Definition: 
Sincerity,  heartiness; 

5.  Concord.  An.\lysis:  Con+cord(is)=heart  with  (con)  heart.  Defini- 
tion: Unity  of  sentiment,  agreement,  harmony. 

Obs. — Where  ftearf  goes  wM  heart  fAere  is  agreement  or  harmony.  "  Concord,"  in  music, 
is  harmony  of  sound. 

6.  Discord.  Analysis:  Dis-f-cord(''s)=a  separation  of  minds  or  opinion; 
prefix  dis,  asunder  or  apart.     Definition:  Disagreement,  want  of  harmony. 

Obs. ~X>iscord  is  the  opposite  of  concord;  that  is,  the  hearts  or  minds  of  those  iu  discord, 
in  place  of  \>e\ng  together  (con),  are  asimdcr  (dis).  .In  music,  "  discord"  is  the  clashing  of 
sounds  that  do  not  agree;  in  like  manner,  "discord"  is  the  clashing  of  the  chords  of  Oie 
mind. 

7.  Record,  (u).  Analysis:  K,e+cord(is)=to  get  by  heart  (through  the 
Latin  verb  recordor,  to  remember).      Definition:  To  register. 

Obs. — The  object  of  getting  a  thing  by  heart  is  to  recall  it;  but  the  surest  way  of  being  able 
to  recall  a  thing  is  to  register  it;  hence,  the  derivative  meaning  of  record. 


322  Notes  on  the  ScJiool-Study  of  English  Words.      [June 

1^8.  Courage.    Analysis:  From  cor,  througli  tlae  French  cowra5fe=^eaHmess 
?lr  boldness.     Definition:  Bravery,  intrepidity. 

Obs. — The  heart  is  accounted  the  seat  of  bravery;  lience  the  derivative  sense  of  courage. 

EXERCISES   ON   THE   ABOVE. 

[The  numbers  refer  to  words  with  corresponding  numbers  in  the  analysis  above.  J 

1.  "  The  quince  was  rotton  at  the  core. "  "  The  preacher  touched  the  core 
of  the  subject. "  In  which  of  these  sentences  is  core  used  in  its  hteral  mean- 
ing?   In  which  in  its  figurative  sense? 

2.  To  how  many  i^arts  of  speech  does  cordial  belong?  What  is  the  Saxon 
synonym  for  the  adjective  cordial?  How  do  cordial  and  hearty  differ  in  use? 
What  would  you  say,  ''a  cordial  laugh?"  or  "a /lear^y  laugh?"  "  A  cordial 
dinner?"  or  "  a  hearty  dinner?"  When  one  army  gives  another  a  warm  recep- 
tion is  that  the  same  as  a  cordial  reception  ?  Combine  cordial+ly  aiid  define 
it.     Is  there  such  a  word  as  uncordial  ?  What  then  is  the  opposite  of  cordial  ? 

3.  Write  two  sentences  containing  the  noun  cordial  in  its  figurative  sense. 

4.  What  suffix  would  you  add  to  the  adjective  hearty  to  make  a  synonym  of 
cordiality  ?    What  is  the  opposite  of  cordiality  ?  j^ 

5.  What  part  of  speech  is  conco?"d  .^  Can  it  be  used  as  a  verb?  What  form 
would  the  preffix  ad  take  when  joined  to  cord  ?  What  word  may  thus  be  formed? 
What  is  the  difference  between  accord  and  concord?     (See  Synonyms,  ^  — ). 

Supply  the  proper  words :  "In  your  view  of  this  matter  I  am  in  {accord  ?  or 
concord?)  with  you."  "There  should  be  {concord?  or  accord?)  among 
friends. "  "  The  man  who  is  not  moved  by of  sweet  sounds."  Com- 
bine accord-|-ance  and  define.  Write  three  sentences  containing  the  words 
concord,  accord  or  accordance. 

6.  What  is  the  connection  in  meaning  between  discord  in  music  and  dis- 
cord among  brethren?  Give  two  synonyms  of  discord.  (See  Synonyms 
$• — ).  Which  has  the  stronger  meaning,  discord  ov  strife?  Which  implies 
action?     Combine  discord+ant,  and  define. 

6.  What  part  part  of  speech  is  record  ?  When  the  accent  is  placed  on  the 
first  syllable  what  part  of  speech  does  it  become?  What  is  a  record?  Com- 
bine record-|-ing;  record+er;  un-|-record-|-ed,  and  define  each.  Write  two 
sentences — one  containing  record  as  a  verb,  the  other  as  a  noun. 

8.  Courage  is  the  same  as  having  a  stout what  ?  What  is  the  oppo- 
site of  courage.  Give  two  synonyms  of  courage.  Combine  courage-fous; 
courage+ous-|-ly;  en+courage;  dis+courage,  and  define  each  word.  Analyze 
encouragement,  discouragermnt. 

Finally,  as  a  third  illustration,  let  us  take  the  group  of  deriva- 
tives from  ars,  artis — art. 

METHOD    OF    THE    SCHOLAR'S   COMPANION. 

Ars  (artis),  art,  skill. 

Artificial,  more  by  art;   not  genuine;  Inert,  dull;  motionless. 

Artisan,  a  workman  or  operative.  Artless,  unskillful,  without  fraud. 

Artist,  a  professor  of  an  art.  Artful,  cunning. 

Art,  skill,  cunning,  a  trade.  Artifice,  stratagem. 

THE    PROPOSED    METHOD. 

Ars — artis:  art,  skill. 

[Artis  is  the  genitive  case  of  ars,  and  the  stem  art  is  used  in  forming  many 
of  the  derivatives.] 

1.  Art.  Analysis:  Formed  from  artia,  by  dropping  the  termination  is= 
skill,  contrivance.  Definition:  "Art"  has  several  distinct  meanings.  1. 
Cunning;  thus,  an  animal  j)ractices  aH  in  escajung  frem  his  pursuer.  2.  Skill 
or  dexterity;  thus,  a  man  may  be  said  to  have  the  art  of  managing  his  busi- 
ness. 3.  A  system  of  rules,  or  a  profession:  as,  the  art  of  building  or  of 
engraving.  4.  Creative  genius,  as  seen  in  painting,  sculpture,  etc.,  -which  are 
called  the  "fine  arts. 


1870]       Notes  on  the  School-Study  of  English  Words.  323 

2.  Artist.  Analysis:  Art+ist=one  who  practices  an  art:  suffix  ist,  one 
who.     Definition:   A  person  who  occupies  himself  with  one  of  the  fine  arts. 

Obs.— A  painter  may  be  called  an  aHist,  bnt  a  blacksmith  could  not  properly  be  so  called. 
The  French  word  artiste  is  sometimes  used  to  denote  one  who  has  great  skill  in  some  craft  or 
profession,  even  if  it  is  not  one  the  fine  arts;  thus,  a  great  genius  in  cookery  might  be  called 
an  artiste. 

3.  Artisan.  Analysis:  From  ars,  through  the  French  aHisan=one  who 
practices  an  art;  suffix  an,  one  who.  Definition:  One  who  practices  one  of 
the  mechanic  arts;  a  workman  or  operative. 

4.  Artftll.  Analysis:  Art+ful=full  of  art  or  cunning :  suffix /i«Z,  abound- 
ing in,  and  art,  meaning  cunning.     Definition  :    Crafty,  cunning. 

5.  Artless.  Analysis:  Art-[-less= without  art;  suffix  ?ess,  free  from.  De- 
finition:  free  from  cunning,  simple,  ingenuous. 

6.  Artifice.  Analysis:  Arti+fice=something  made  by  art.  (The  elemen* 
/ice  comes  from  the  Latin  verb  fado,  to  make.)  Defintnion:  An  artful  con- 
trivance or  strat-igem. 

7.  Artificial.  Analysis:  Arti-f  fici+al^having  the  quality  of  something 
made  by  art;  suffix  al,  having  the  quality  of,  and  artifice,  as  above.  Defini- 
tion: i.  The  work. of  man,  and  hence,  opposed  to  natural;  as  ''artificial 
flowers.'"     2.  Not  genuine,  put  on;  as  "aHij^ciaZ  manners." 

8.  Inert.  Analysis:  In-j-ert=without  art  or  skill.  [Not  used  in  its  literal 
sense;  its  meaning  is,  without  ability  or  disposition  to  move.~\  (The  a  in  ars, 
is  changed  to  e  in  the  Latin  derivative  adjective  iners.)  ]3efinition:  1.  With- 
out the  power  of  motion;  as  " ineW matter. "  2.  Inactive;  as  "anineWman;" 
that  is,  a  sluggish  man. 

EXEKCISES. 

1.  "What  is  the  particular  meaning  of  art  in  the  sentence  of  Shakspeare  : 
"  There  is  no  art  to  read  the  mind's  construction  in  the  face?"  Write  four 
sentences,  each  containing  the  word  art  in  one  of  its  four  difterent  meanings. 

2.  Combine  artist+ic  ;  artist-j-ic-j-al+ly,  and  define.  Which  is  proper, 
inartistic,  or  lazartistic?  Would  it  be  proper  to  call  a  famous  hair-dresser  an 
artist  ?  What  might  he  be  called?  Write  three  sentences  containing  artist  or 
one  of  its  derivatives. 

3.  What  is  the  distinction  between  an  artist  and  an  artisan? 

4.  What  is  the  opposite  of  ariful?  Combine  artful-{-ly,  and  define.  What 
is  the  distinction  between  artful  and  artificial  ?  . 

5.  Combine  artless+ly;  artless+ness,  and  define.  Could  a  wily  politician 
be  called  artless  ?  W^hat  might  he  be  called  ?  Give  two  synonyms  of  artless. 
(See  Synonyms  $  — .)  Write  two  sentences  containing  the  word  artless  or 
one  of  its  derivatives. 

6.  Combine  artific(e)+er.  On  which  syllable  is  the  accent?  Is  an  artificer 
one  who  practices  aH?J?ce ?  What  then?  Supply  the  proper  words:  "Every 
man  is  the  (artisan?  or  artificer?)  of  his  own  fortune."  In  speaking  of  a 
military  operation,  which  would  be  the  suitable  term,  artifiiCe  or  stratagem  P 
State  the  different  shades  of  meaning  in  the  synonyms — trick,  artifice,  de- 
vice, stratagem.     (See  Synonyms  ^  — .) 

7.  Combine  artificial+ly;  artificial+ity,  and  define  each.  What  is  the 
opposite  of  artificial?      Mention  another  opposite.       (See  Contrasted  AVords, 

8.  "Samuel  is  a  very  inert  boy,  and  has  not  much  more  life  in  him  than 
so  much  inert  matter."  What  is  the  distinction  in  these  two  uses  of  this 
word?  Can  the  matter  move  if  it  wishes  to?  Can  Samuel?  Combine  inert-{- 
ness,  and  define;  inert+ly,  and  define.  Write  thi-ee  sentences,  using  the 
word  inert  or  one  of  its  derivatives . 

[Note. — In  the  above  exercises,  the  references  (§  — )  are  to  various  parts  of  a  supposed 
book  on  the  English  vocabulary.] 

Such  is  an  outline  of  the  proposed  plan  of  treating-  English 
derivative  words.    And  in  regard  to  this  method,  were  it  allowa- 


324  Normal  Tract  on  Common  Fraxitions.  [June 

ble  to  imitate  the  pointed  style  of  a  patentee's  claims  and  specifi- 
cations, I  might  challenge  for  it: 

1. — k.  nevf  and  important  feature,  to-wit:  the  systematic  anal- 
ysis of  the  structure  and  organism  of  derivative  words,  together 
with  the  statement  of  their  primar}^  meaning  in  such  form  that 
the  pupil  inevitably  perceives  its  relation  with  the  root,  and  in 
fact  makes  its  primary  meaning  by  the  very  process  of  analysing 
the  word  into  its  root  and  modifing  prefix  or  suffix. 

2. — A  marked  improvement  in  the  method  of  approaching  the 
definition — a  method  by  which  the  definition  is  seen  to  grow  out 
of  the  primary  meaning,  and  by  w^hich  the  analytip  faculty  of 
of  the  pupil  is  vividly  evoked  in  tracing  the  transition  from  the 
primary  meaning  to  the  secondary  and  figurative  meanings — 
thus  converting  what  is  ordinarily  a  matter  of  rote  into  an  agree- 
able exercise  of  the  thinking  faculty. 

3. — Another  new  and  important  feature  to-wdt:  the  practical 
exercises  in  the  uses  of  words.  This  is  a  great  desideratum,  and 
it  is  only  by  such  drill  that  the  young  mind  can  be  brought  into 
close  relation  wdth  words  in  their  living  force  and  actual  func- 
tions. A  copious  praxis  of  the  kind  suggested,  w'ould,  I  am 
convinced,  prove  a  powerful  auxiliary  in  the  art  of  composition — 
that  most  difficult  of  school-boy  exercititions. 

These  "Notes  on  the  School-Study  of  English  Words"  have 
limited  .themselves  to  that  part  of  our  vocabulary  which  con- 
sists of  derivatives  from  Latin  and  Grreek  roots.  An  adequate 
elementar}^  treatise  should,  however,  embrace  other  branches  of 
the  study  of  words — and  on  these  I  may  touch  in  a  subsequent 
paper.  In  the  meantime  I  take  the  opportunity  of  stating  that 
I  hope  at  an  early  day  to  be  able  to  offer  a  "  Class-book  of  En- 
glish Etymology,"  which  wdll  seek  to  fill  the  present  void  in 
that  most  important  of  school-studies — the  study  of  the  English 
vocabulary. 


NORMAL.    TRACT    ON    COMMON    FRACTIONS. 


BY  BERNHARD  MARKS. 


9. 

a,  and  h.     3  is  J  of  what  number? 
Solution. 
3  =  I  of  2  times  3=  6.  . 
4  is  J  of  what  number?   5?   1?   8?    IJ?   IJ  ?   2J  ? 

3  is  V  of  what  number?   5?   7?   10?   IJ  ?   1 J  ?  3J  ? 
6  is  i  of  what  number?   10?   1?   3?   IJ  ?   IJ?   2J? 

4  is  J  of  what  number  ?  3?  J?   IJ?  V  1?? 


1870.]  Normal  Tract  on  Common  Fractions.  325 

c,  d,  and  e.     2  is  |  of  what  number  ? 
Solution. 
2  is  J  of  3  times  2  =  6. 
2  is  S  of  i  of  6  =:  3. 

Mental. 
4  is  I  of  what  number  ?   6  ?   10  ?   12  ?   3  ?   5  ?   J?   f  ? 
6  is  i  of  what  number  ?   9?   15?   3?  4?   5?  ??   fo? 
8is^  of  what  number?   12?   20?   4?   1?   3?   |?-«? 

10. 
What  part  of  3  is  2  ?     Or,  2  is  what  part  of  3  ? 
Solution. 


1  is  J  of  3. 

2  is  t  of  3, 


Mental. 


What  part  of  2  is  1?   of  3?   of  4?  of  5  ?   of  12  ?   of  21  ? 
What  part  of  5  is  1  ?  is  2  ?  is  3  ?  is  5  ?  is  10  ?  is  15  ? 
What  part  of  10  is  5 ?  is  2?   of  12  is  6?  is  4?  is  3  ? 
What  part  of  3  is  3  ?   is^6?   is  12  ? 

11. 


a.     |-f-2=iwhat? 

Solution. 

1-2  =  1 

Mental. 

i-3=:what?   •?? 

129     99    21 9 

20  •     10  •     4  • 

309 
35  • 

99 

i5  • 

.^-5  =  what?     IS? 

30  9       25  9       20  9 
40  •        3S  ^       21   ' 

WeIT'I'EN. 

4j)  9 

40  9 

16  •'^ 

IH 12=:  what?    %' 

9        144  9        1728  0 
^        12    ^         140    i 

1440  9 
25    ^ 

3.500  9 

2g^25  =  what?    '11 

9     7009     1050  9 

^         25  ^         15    ^ 

3535  9 
101    • 

s? 

h.     |-^2  =  what? 

Solution. 

S-^2  =  | 

Mental, 

J-^2  =  what?    ?? 

??    ^?    li? 

V 

'/?  i? 

1-5  =  what?    J? 

f.^    1?    V 

-f? 

J?  5? 

326  Normal  Tract  on  Common  Fractions.  [June 


"W  EiTTEN. 

1^3  =z  what?    i? 
1-5  =  what?    1? 
i-9  =  what?    I? 

I?      'J     5?      ?? 
f?      ^?      ^?      5? 

5  0       13  0       20  9       23  9 
7  •        19  •        21  •'^       27  • 

12. 

79        13  9       21  9       25  9 
10  •        18  •        30  •        37  • 
59       18  9       27  9       41  0 
9  •        21  •        35  •        50  • 
48  9        &5  9        75  9        81  9 
75  •        100  •        112  •        125  • 

31-2  =  what? 

Operation. 
2)3^ 
ll 

Written. 

4f-2?    8^?    10^9?    24»?    USIV? 
5J--5?    10}?    10|?    15J?    20??, 
82-7?    11-1?    24J?    86-^?    163/o? 
9?  ^8?     17 J?    93|?    125}?    3471? 
141-10?    251?    8f?    9|?    308J? 

Special  Notice. — The  dot  '''  "  placed  in  the  folloiving  ope- 
rations, denotes  cancellation.  This  expedient  is  adopted 
partly  to  test  its  merits  as  compared  with  the  present  un- 
sightly style  of  cancellation,  but  principally  because  the 
want  of  suitable  type  where  this  is  to  be  printed,  compels 
the  invention  of  some  new  means  of  indicating  cancellation. 

a.     }  of  ?  =:  what  ? 

Operation.  Solution. 


3 

6-  V  1  6  w  1   6  _:_  9  3 


2 


(To  be  read,  |  of  ?  =  f  divided 
by  2,  etc.) 

In  this  operation,  make  the  multiplicand,  7,  the  prime  ob- 
ject of  attention.  Upon  it  we  are  operating.  According  to  the 
solution,  to  multiply  it  by  }  we  divide  it  by  2.  Having  done 
so  in  the  most  convenient  way,  by  dividing  its  numerator, 
we  write  the  neiv  numerator  in  its  stead,  and  the  modified 
multiplicand,  f,  is*  itself  the  answer.  There  is  neither  ne- 
cessity .nor  desirability  for  writing  =:  ?  as  is  now  so  uni- 
versally done.  The  2  is  cancelled  to  get  it  out  of  the  way, 
as  the  operation  which  it  indicates  has  been  performed,  and 
the  6  is  cancelled  to  make   room  for  the  numerator  of  the 


1870.]  Normal  Tract  on  Common  Iradions.  327 

answer,  wliicli  is  not  3  times  1,  but  simply  3,   and  tlie  de- 
nominator is  7,  and  not  7  times  1. 

Mental  and  Written. 

1  nf  2  —  wTiQ+P    49    67    69     89    109    16  9    18  9 

2  01 4  —  wnaij  r   g  r   7  r    §  r   10  r    3  •    20  ■    25  • 

J  of  }  =  what?   I?   ??  f?   1??   11?   ^?   ^4?   309 

i  of  ^  =  what?  «?   \^?  Jofl??   J  of  II?   /ooff? 
.6.     J  of  ?  =  what  ? 

Operation.  Solution. 


Lxi  1x1  =  1-^2=1 


iof}: 

=  what?   i?   i?   J?   J? 

Joff: 

=  wliat?  i?^?  J?  i?  : 

i  of  1  : 

=  what?  -1?   J?  i?  J? 

J   Off: 

=  wliat?  S?  p  5?   '1? 

(To  be  read,  J  of  f  ^  |  dmded 
by  2,  etc.) 

According  to  the  solution,  to  perform  this  operation,  we 
must  divide  the  multiplicand,  2,  by  2.  We  cancel  the 
divisor  2  to  get  it  out  of  the  way,  and  the  denominator  7  to 
make  room  for  the  new  denominator  14  of  the  answer  14. 

Mental  and  Written. 

79  11  9     15  9     21  9 

9  •  12  •       2  •     13  • 

49  59      89     10  9 

5  •  6  •      10  •      12  • 

5969X9  99 

6  •'^     2  •      8  •  10  • 

20  9     19  9      1  9  15  9 

7  •      20  •      21  •  33  • 

Note. — If  the  class  is  not  prepared,  on  account  of  being 
too  young,  to  take  the  next  case,  it  may  be  omitted,  as  all 
the  examples  under  it  may  be  solved  by  the  preceding  one. 

c.     J  of  ?  =  what  ? 

Operation.  Solution. 

LxL  lxl  =  l^(2x3)  =  l--2  =  l 

7-       6-  7         6  7        ^  ''  7  14 

(To  be  read,  ^  of  ?  =  ?  divided  by 
times  2  =,  etc.) 

According  to  the  solution,  to  perform  this  operation,  we 
must  divide  ?  by  3  times  2.  We  cancel  the  loJiole  divisor  6, 
and  write  in  its  place  the  loartial  divisor  2,  as  we  are  not  yet 
ready  to  use  it.  Dividing  by  3,  we  cancel  the  numerator  9, 
to  get  it  out  of  the  way,  and  write  in  its  stead  the  new 
numerator  3.  We  now  cancel  the  remaining  divisor  2,  and 
dividing  7  by  it,  cancel  the  denominator  7,  and  write  in  its 
stead  the  new  denominator  14  of  the  answer  14. 


328  Division  by  a  Fraction — Hoiv  to  Teach  it.        [June 

Written. 
Jof^  =  what?   ,\oil?   /oof^?    /oof'l,?   loifj 
ioff=:what?   ioflS?    iofj??   i-oVi?   koi\ir 
/20f?  =  wliat?   },oil^  i^offo?   hoi'!?   hoit? 

In  tliese  examples  tlie  fractions  may  be  most  conveniently 
divided  by  dividing  their  numerators,  and  multiplied  by  di- 
viding tlieir  denominators. 

d.     f  of  fj)  =  what  ? 

Operation.  Solution. 

3-  10        -^  lU  10 


TTI^  3 


ix2 


10 


(To  be  read,  -|  of  i^  =  fo  divided 

by  3  =  il;   I  of  I  —  2   times 

li  or  i. 

According  to  the  solution,  to  find  J  of  iq,  we  must  divide 

it  by  3.     Canceling  the  divisor  3,  as  of  no  further  use,  we 

divide  iq  by  it,   and  write  the  new  numerator  3  in  place  of 

the  former  numerator  9,  which  we  cancel.     To  find  -$  of  the 

multiplicand,  we  multiplj^  jj  by  2.     As   2   times  S)  =  L  we 

cancel  the  multiplier  2  and  the  denominator  10,  and  write  in 

its  place  the  new  denominator  of  the  answer,  |. 

Mental  and  Written. 
I  of  ^  =  what?     of^?     off,?     ofln^?     of2J?      . 
|of|  =  what?     of^?     ofS?     of/;?     ofi? 
I  of  ^  =  what  ?     of  1§  ?     of  .i?  ?     of  2?  ?     of  ?  ? 
t  of  ^4=:  what?     of  .J??     off?     of??     ofg? 

DIVISION    BY    A    FRACTION]— HOW    TO    TEACH    IT. 


BY  PROF.   KNOWLTON. 


True  teaching  begins  by  commencing.  It  goes  frequently 
back  to  ''first  things,"  and  often  insists  on  review.  Before  try- 
ing to  teach  another,  it  teaches  itself  four  things  about  that  other: 

1st. — What  he  knoivs. 

2d. — What  he  thinks  he  knows. 

3d. — What  he  partially  knows, 

4th. — What  he  don't  know  at  all. 

And  if  every  teacher  of  us  all  should  frequently  ask  himself 
these   four   questions  in   regard   to   himself   it  might  promote 


1870 .]        Division  hy  a  Fraction — Hoiu  to  Teach  it.  329 

thoroughness  and  prevent  self-conceit — two  very  good  things  for 
us  all. 

Never  try  to  teach  a  child  a  new  thing  without  beginning  back 
among  the  things  he  really  knows,  and  setting  his  mind  to  going 
over  or  running  along  through  the  old  familiar  things  which  lie 
along  the  straight  line  toward  the  new  thing  you  wish  him  to 
learn.  "  From  known  to  unknown/'  that's  the  corner-stone  of 
true  teaching;  don't  forget  that,  and  the  younger  or  the  less 
trained  the  pupil's  mind  the  more  do  we  need  to  remember  and 
heed  it. 

Go  at  it  as  a  good  preacher  does:  first  make  sure  that  your 
hearers — your  shouid-be  hearers — really  do  hnow  the  meaning  of 
every  old  part  which  you  purpose  to  use  in  reaching  the  new 
whole,  and  then  "  the  common  people  will  hear  yon  gladly." 

In  this  case,  for  example,  if  we  set  out  to  teach  division  by  a 
fraction  to  an  ordinary  class  of  children  of  the  usual  age  and 
average  capacity  of  those  to  whom  we  commonly  try  to  teach  it, 
they  might  justly  look  up  to  us,  at  the  very  outset,  and  say, 
'' Division  we  know,  and  a  fraction  we  know,  but  division  by  a 
fraction  we  do  not  know."  Now  how  shall  we  lead  them  or  guide 
them  out  from  that  they  do  know  into  what  they  know  not  ? 

Suppose  v/e  try  thus:  Go  back  to  the  known,  and  come  up  to- 
w^ard  the  unknown  through  definitions  and  questions  something 
like  these: 

A  number  is  a  unit,  or  a  collection  of  units.  A  fraction  is  a 
part-unic,  or  a  collection  of  part-units.  Division  is  finding  how- 
many  times  one  number  contains  'another  of  the  same  kind.  In 
whole  numbers  it  is  finding  how  many  times  one  unit,  or  collec- 
tion of  units,  contains  itself,  or  another  collection  of  units  of  the 
''  same  /and ."  , 

In  like  manner,  or,  "  in  the  same  waj,"  as  we  commonly  say, 
though  it  is  not  strictly  correct,  division  by  a  fraction  is  finding 
how  many  times  one  part-unit,  or  collection  of  j)art-units,  con- 
tains itself,  or  another  collection  of  j)art-units  of  the  same  kind. 

Don't  forget  this  little  phrase,  ''of  the  same  kind."  Pupils 
constantly  forget  it,  and  teachers  seldom  repeat  it  and  review  it 
as  they  should. 

"  But  what  if  one  part-unit,  or  collection  of  part-units,  is  not 
of  the  same  kind  as  the  other  ?"  Then  7nake  it  so.  How  ?  By 
reduction.  And  what  is  reduction  ?  Changing  form  without 
changing  value.  This  is  another  important  first-thing,  or  fad, 
too  frequently  slighted.  Bring  it  up  constantly,  review  it  every 
few  days,  keep  it  before  the  scholars  so  steadily  that  they  can't 
forget  it.  Any  unit,  or  collection  oft  units,  may  be  changed;  that 
is,  reduced  to  any  part-unit  we  want.  Why  do  we  need  to  change 
them  at  all  ?  To  make  them  alike.  And  why  must  we  have 
them  alike  ?  Because  division  is  finding  how  many  times  one 
number  contains  another  like  number — that  is,  another  number 
of  the  same  kind.     It  would  be  well  to  say  quantity  instead  of 


330  Division  by  a  Fraction — Hoio  to  Teach  it.        [June 

number^  but  young  scholars  do  not  as  clearly  understand  the 
meaning  of  quantity  as  of  number,  unit  and  part-unit. 

In  dividing  by  a  fraction,  two  cases  occur : 

1st. — When  the  dividend  is  whole. 

2d. — When  it  is  fractional. 

And,  first,  to  divide  a  whole  number  by  a  fraction.  Suppose 
we  wish  to  divide  2  by  J.  We  may  question,  and  get  answers 
thus:  Are  they  like  quantities?  No.  Why?  Because  one  is 
whole  and  the  other  fractional.  What  is  the  unit  of  the  divi- 
dend ?  One.  What  is  the  unit  of  the  divisor?  J,  that  is,  itself; 
it  is  its  own  unit,  just  as  unity  is.  Can  we  make  them  have  the 
same  unit  ?  Yes.  How  ?  .  By  reduction.  Yes,  but  which  shall 
go  to  the  other  ?  Can  we  make  the  J  into  units  ?  Certainly  not. 
Can  we  change  the  unit  into  thirds  ?  Very  easily.  Well,  do  it, 
and  what  have  we  ?     One  is  three  thirds,  and  two  is  six  thirds. 

Are  dividend  and  divisor  alike  now  ?  Yes.  Why  ?  Because 
they  are  both  thirds,  or  both  have  one-third  for  their  unit.  Yes, 
that  is  right,  and  now  please  notice  that  one  goes  into  six  (or  six 
contains  one)  six  times,  whether  the  one  and  the  six  are  cakes,  ap- 
ples, tenths,  or  hundredths,  whole  things,  or  part  things.  No  matter 
what  they  are  as  long  as  they  are  alike.  So  what  is  our  quotient  ? 
Six.  Is  it  larger  or  smaller  than  the  dividend?  Larger.  How 
much  larger — how  many  times  as  large  ?  Three  times  as  large. 
Why  ?  Because  the  divisor  is  three  times  as  small  as  unity.  Do 
you  remember  the  fact  about  the  relation  of  divisor  and  quotient 
to  each  other  ?  Yes.  Please  state  it.  "  The  larger  the  divisor 
the  smaller  the  quotient,  and  the  smaller  the  divisor  the  larger 
the  quotient."  Yes,  that's  good.  You  see  o?i6 grows  larger  as  the 
other  grows  smaller — one  goes  iip  as  the  other  goes  down.  It's  a  kind 
of  mathematical  see-saw,  we  may  say,  divisor  and  quotient  have  the 
two  tmds  of  the  plank,  and  the  plank  rests  over,  or  upon,  or 
across  the  dividend .  When  divisor  goes  up,  quotient  goes  doion. 
AVhen  divisor  goes  three  times  as  high,  that  is,  becomes  three 
Li  mes  as  large,  quotient  goes  three  times  as  low;  that  is,  becomes 
three  times  as  small.  We  may  show  it  by  a  diagram,  thus: 
Divisor.  Dividend.        Quotent. 

4^  1 


Let  your  eye  follow  from  any  divisor  you  choose  along  a 
straight  line  right  through  the  dividend  out  to  the  quotient-figure 
at  the  other  end,  and  you  will  see  what  I  mean  by  the  "  mathe- 
matical see-saw" — how  jcpiotient  swings  down,  that  is,  grows 
larger,  or  gets  heavier,  just  as  divisor  swings  itp,  that,  is  grows 
smaller,  or  gets  lighter. 

You  know  when  we  divide  any  number  by  1  the  quotient 
equals  the  dividend.     When  we  divide  by  any  divisor  greater  than 


1870.]       JD.ivlsion  by  a  Fraction — How  to  Teach  it.  831 

1,  the  quotient  is  Zes's  than  the  dividend,  and  when  we  divide  by 
any  divisor  leas  than  1  the  quotient  is  greater  than  the  dividend. 
Now,  any  fraction,  any  proper  fraction,  is  less  than  1,  so  when  we 
divide  by  any  proper  fraction,  the  quotient  must  be  greater  tlian 
the  dividend. 

And  here  the  teacher  should  make  fifteen  or  twenty  simple 
problems  like  that  given  above,  and  have  the  scholars  give  the 
answers,  the  quotients,  at  once.  Let  the  dividend  be  less  than 
12,  and  the  divisor  any  fraction  having  1  for  its  numerator  with 
any  denominator  less  than  13.  Thus,  |  into  1  =  2;  J  into  2, 
quotient,  4;  into  4,  8;  J  into  1,  quotient  3;  J  into  2,  quotient  6; 
into  7,  21;  into  11,  33,  and  so  on. 

Now  suppose  we  want  to  divide  2  by  two  thirds,  2  by  §.  Take 
these  steps :  2  divided  by  1  equals  what  ?  2.  2  -^  ^  =  ? 
(Teach  pupils  to  use  and  read  all  the  signs  and  plain  con- 
tractions possible.  Show  them  that  the  last  collection  of  signs 
really  means,  and  should  be  read,  "two  divided  by  one-third 
equals  what  ?"  Show  them  how  much  time  and  space  they  may 
save  by  using  signs.)  2  -J-  J  =  ?  6.  2  by  2-3  =  ?  (Here 
show  how  printers  frequently  print  a  fraction  with  two  large  fig- 
ures, having  a  short  dash  or  hyphen  between  them,  putting  the 
numerator  before  the  hyphen  and  the  denomintor  after  it.  Ex- 
plain that  the  hyphen  is  shorter  and  heavier  than  the  sign  " — " 
(minus),  so  that  they  never  need  mistake  either  for  the  other.) 
2-^2-3  =  ?  3.'  Yes,  that's  right.  Now  explain.  Show /loit;, 
tell  why.  Well,  two  is  twice  as  great  as  one^  and  if  dividing  2  by 
one  third  gave  the  quotient  6,  dividing  by  two  thirds,  which  is 
twice  as  great  as  one  third,  must  give  the  quotient  3,  which  is 
twice  as  small  as  6. 

In  comparing  two  numbers  or  quantities  we  may  express  their 
relation  to  each  other  in  two  ways;  we  may  say  the  first  is  half  slq 
large  or  twice  as  small  as  the  second.  Either  is  right,  but  it  is  gener- 
ally better  to  say  twice  as  small,  because  it  sets  the  larger  and  the 
smaller  over  against  each  other  more  plainly  and  sharply,  and 
throws  them  into  contrast  more  clearly  and  exactly  than  any 
other  wav. 

Ask  "Why?"  "Why?"  ''Why?"  at  every  step,  and  take  no 
answer  which  does  not  plainly  show  that  the  pupil  clearly  un- 
derstands ''why."  Now  let  us  do  one  more.  Divide  7  by  7-8, 
Quotient  ?  8.  Good.  How  do  you  get  it  ?  Explain.  1  into  7 
seven  times.  1  is  8-8,  and  7  is  56-8,  and  8-8  into  56-8  seven 
times,  just  as  truly  as  8  apples  into  56  apples  go  7  times.  1-8 
is  eight  times  as  small  as  8-8,  or  1,  so,  according  to  our  see-saw 
principle,  the  quotient  of  division  by  1-8  must  be  8-8,  or  1,  that 
is,  8  times  7,  which  is  56,  the  right  quotient.  And,  finally, 
when  we  divide  by  7-8,  which  is  7  times  as  large  as  1-8,  we  must 
get  a  quotient  7  times  as  small  as  the  quotient  we  got  when  di- 
viding by  1-8,  that  is,  1-7  of  it.  But,  when  we  divided  by  1-8, 
we  got  56  for  a  quotient;  hence,  when  we  now  divide  by  7-8,  we 


332  Personal.  [June 

get  a  quotient  seven  times  as  small  as  56,  that  is,  1-7  of  56,  which 
is  8. 

Go  over  this  three  times  with  them,  slowly,  distinctly,  care- 
fully. Avoid  all  impatience,  hurry,  or  confusion.  Then  have 
them  go  over  it  to  you,  in  the  same  way.  Don't  call  them  dull, 
or  stupid,  no  matter  how  much  they  may  seem  so.  Remember 
that  you  are  nearly  as  likely  to  be  dull  and  stupid  in  your  teach- 
ing as  they  in  their  learning. 

Then  take  other  similar  problems  and  repeat,  repeat,  repeat, 
day  after  day,  until  you  know  that  they  do  really  understand  it. 
They  can  understand  it,  and  they  will,  if  the  teacher  knows  how 
to  teach,  and  will  really  take  pains  to  prepare  the  lesson  before- 
hand, and  will  rehearse  it  so  frequently  as  to  become  thoroughly 
familiar  with  it  himself. 

Try  this  way.  Combine  it  with  others.  Adapt  it,  extend  it, 
repeat  it,  and,  if  it  doesn't  succeed,  why,  you  have  different  pu- 
pils from  any  I  ever  met,  or,  they  have  a  very  different  teacher. 

[In  the  second  paper  we  will  talk  of  Case  II,  in  which  the  dividend  is  also  a 
fraction.] 


PERSONAL. 


We  are  glad  to  see  the  name  of  George  W.  Minns,  so  well 
known  to  our  California  Educational  Department,  on  the  Fac- 
ulty roll  of  Washington  University,  St.  Louis,  Mo.  He  has  been 
elected  to  the  chair  of  Mathematics  and  Astronomy.  His  imme- 
diate predecessor  was  Prof.  William  Chauvenet,  who  is  said  to 
rank  as  second  only  to  Prof.  Pierce  as  a  mathmetician,  and  is  the 
author  of  a  large  work  on  Astronomy  and  of  a  work  on  Plane 
and  Spherical  Trigonometry.  His  predecessor  was  Gen.  Schofield, 
whom  we  are  soon  to  have  on  this  coast,  having  been  appointed 
to  succeed  Major-Gen.  Thomas  as  the  head  of  the  Pacific  Mili- 
tary Department. 

Mr.  Minns,  as  a  scholar  and  a  class-teacher,  stood  at  the  very 
head  of  the  j)rofession  on  this  coast, — had  not,  in  our  opinion, 
a  superior.  He  never  attempted,  we  believe,  to  teach  a  subject 
without  first  making  himself  master  of  it,  and  in  all  his  state- 
ments, explanations  and  demonstrations  to  a  class  he  was  one  of 
the  clearest  and  most  explicit  teachers  we  have  ever  known.  Mr. 
M.  is  a  graduate  of  Harvard  University,  and  studied  law  in  the 
office  of  Mr.  Choate,  in  Boston,  and  his  expositions  of  the  Con- 
stitution of  the  United  States  to  his  classes  in  this  city  were  such 
as  few  teachers  could  give  to  pupils.  He  is  a  good  classical  scholar, 
and  in  mathematics  received  the  personal  commendation  of  Prof. 
Pierce,  and  a  recommendation  to  a  naval  appointment.  In  re- 
ent  years  he  has  devoted  his  attention  mainly  to  the  natural 
ciences,  somewhat  to  the  neglect  of  his  mathematical  studies. 
He  labors  under  the  additional  disadvantage  of  entering  upon 


1870.]  Pay  According  to  Work — Woman's  Proposition.       333 

his  duties  in  the  mi'ddle  of  a  term,  after  the  classes  have  com- 
menced the  text-books  in  such  studies  as  Church's  Calculus, 
Howison's  Analytical  Geometry,  including  not  only  all  that  we 
have  in  ordinary  application  of  algebra  to  geometry  and  conic 
sections,  but  also  the  abridged  notation,  the  discussion  of  the 
"New  Methods,"  and  all  ordinary  and  transcendental  curves. 
But  Mr.  M.  carries  into  his  new  field  the  spirit  and  enthusiasm 
of  the  student,  the  energy  and  perseverance  of  the  scholar  in 
love  with  the  work,  and  therefore  these  slight  disadvantages  are 
only  spurs  to  stimulate  him.  His  work  there  already  gives 
evidence  of  success.  Mr.  Minns  made  many  friends  during  his 
residence  on  this  coast,  but  like  every  other  quiet  student,  he 
had  those  doubtful  friends,  who  had  their  own  reasons  for  sys- 
tematically depreciating  him.  His  merit  has  now  raised  him  to 
his  proper  place,  and  we  trust,  and  have  the  largest  faith  to  be- 
lieve, that  he  will  fill  the  position  to  the  satisfaction  of  the 
Board  of  Trustees,  who  so  earnestly  desired  him  to  accept  it, 
and  to  every  one  concerned  in  the  interests  of  the  Institution, 
which  is  endowed  by  the  State  and  patronized  by  some  of  the 
wealthiest  gentlemen  in  St.  Louis.  Besides  the  College  proper, 
there  is  a  preparatory  school  of  over  five  hundred  pupils.  Success 
to  our  old  friend.  We  extend  to  him,  across  the  continent,  the 
right  hand  of  fellowship.  C. 


PAY    ACCORDING-    TO    WORK— "WOMAN'S    PROPOSITION 


Much  discussion  has  been  held,  of  late,  upon  this  topic,  hav- 
ing special  bearing  upon  woman's  work  as  compared  with  man's. 
In  the  school  room,  if  a  woman  can  do  a  man's  work,  in  kind 
and  amount,  it  is  claimed  by  many,  and  perhaps  quite  justly, 
that  the  pay  to  the  sexes  should  be  the  same .  If  this  principle 
is  a  correct  one,  advanced  by  woman  herself,  we  suppose  it  will 
be  admitted  that  if  they  can  not  perform  the  same  labor  then  the 
reward  shall  differ.  It  should  follow,  then,  that  when  one  wo- 
man does  that  which  another  cannot  do,  either  intellectually  or 
physically,  in  the  school  room,  the  pay  should  be  different  ac- 
cordingly. Now  it  it  known  to  be  true  that  the  labor  of  manag- 
ing, training,  disciplining  a  class  of  boys  is  generally  very  much 
more  difficult  than  the  corresponding  labor  with  a  class  of  girls. 
And  it  is  equally  well  known,  to  all  familiar  with  the  subject, 
that  there  are  very  many  females  in  the  school  department  who  can- 
not maintain  their  standing  in  a  class  of  boys — cannot  discipline 
classes,  and  are  obliged  to  give  up  whenever  they  make  the  at- 
tempt, and  take  a  class  of  girls;  that  those  who  do  succeed 
wear  out  soOner,  and  are  often  obliged  to  change  to  girls'  classes 
to  save  health.  Still  the  two  classes  of  teachers  draw  the  same 
pay.  One  woman,  then,  performs  work,  year  after  year,  in  the 
school,  that  another  cannot  possibly  perform,  and  receives  no 


334  Report  of  Public  Schools.  [June 

more  pay,  and  tbe  distinction  in  kind  and  amount  is  not  recog- 
nized.    Will  woman  say  that  this  is  just  ? 

If  the  distinction  is  admitted,  it  may  be  said  that  many  other 
distinctions,  similar,  will  follow;  and  as  no  two  teachers  are 
alike,  but  differ  in  intellectual  stamina,  in  accomplishments,  in 
l^hysical  energy,  in  method,  and  in  other  points,  there  would  be 
no  end  to  distinctions,  and,  of  course,  no  end  to  gradations  of 
I)ay.  Well,  we  simply  make  the  suggestions,  and  submit  the 
question  for  consideration.  P. 


REPORT    OF    PUPLIC    SCHOOLS. 


ROLL  OF  HONOR. 

Antelope  Public  School.  Tehama  county.  W.  A.  Sanders. 
Principal;  Mary  A.  Underhill,  Assistant. 

Amelia  Shackelford,  Jennette  Underhill,  Fanny  Knight,  Au- 
gusta Herrick,  Myra  Hooker. 

John  W.  Shackelford,  Eobert  Patterson,  L.  M.  Clark,  Frank 
3Sacon,  Urbane  Herrick,  Willie  Ward,  W.  M.  Fuller,  T.  B. 
liofton,  B.  W.  Waldrop. 

Whole  number  enrolled,  75;  average  number  belonging,  60; 
average  daily  attendance,  56. 

The  average  daily  attendance  in  this  school  for  the  past  six 
years  has  been  as  follows:  Morris,  1st  term,  36;  2d  term,  37; 
Sanders,  34;  Shoup,  34;  Biggs,  29;  Sanders,  55;  Sanders,  50; 
Sanders  (present  term),  56. 

Grass  Valley  Intermediate  School.  Nevada  county.  Miss  S. 
M.  Wells,  Teacher.     For  the  month  of  April,  1870: 

Alice  Dorsey,  Dora  Derby,  Delia  John,  Clara  Warner,  Matilda 
Schroeder,  Mary  Dawes,  Sarah  Pascoe,  Lizzie  McGinnis,  Kate 
Fairbanks,  Jennie  Rowe  and  Marj  Finnic. 

Willie  Cowin,  Robert  Finnic,  George  Reiley,  Willie  Town- 
send,  Archie  Conaway,  George  Woods,  Willie  Sleep,  Charlie 
Clinch,  Thomas  Marowy,  Frank  Dodge,  John  and  Willie  Frank, 
Thomas  Fayhee  and  Frank  Taylor. 

Total  number  of  pupils  enrolled  for  the  month  of  April,  73; 
average  number  belonging,  66;  average  daily  attendance,  58; 
percentage  of  attendance,  87. 

Camptonvjlle  Public  School.  Yuba  county.  Samuel  T.  Black, 
Teacher.     For  the  month  ending  May  6th: 

Nellie  Newberry,  R.  A.  Miller,  Lizzie  Crowell,  Clara  DeCray, 
Flora  Variel,  Nellie  Miller,  Lily  Calvin,  Jennie  Price. 

Harry  F.  Corey,  Jason  Meek,  Harry  Brooks,  Willie  Calvin, 
Guardy  Dickinson,  Valentine  McMurray,  Horace  Eastman,  Jas. 
Brooks. 

Maizeland  District  Public  School.  Los  A) igeles  county .  D. 
Ross,  Teacher:     For  the  three  months  ending  April  22d: 

Percentage  for  Scholarship  and  Dej)ortment:    Mollie  Stewart, 


1870.  J  Editors  Department  335 

100;  Alydia  Shugg,  99 J;  Ann  Stewart,  98^;  Emma  Standlee,  97; 
Virginia  T.  Bowers,  9G;  Martha  A.  Marrill,  96;  Virginia  Simms, 
95 J;  Johanna  Shugg,  95;  A.  Crockett  Bowers,  95. 


Editors'     Department, 
educational  convejstions. 


Two  Educational  Conventions  will  assemble  at  Cleveland,  Ohio, 
during  the  month  of  August  of  the  present  year.  The  "Ameri- 
can Normal  School  Association"  commences  its  session  on  Mon- 
day, August  15th,  and  closes  on  the  16th.  On  Wednesday,  the 
17th,  the  ' '  National  Teachers'  Association  "  will  begin  ;  it  will 
continue  in  session  during  the  18th  and  19th.  These  meetings 
promise  to  be  of  great  interest  and  much  profit  to  those  who 
attend  them.  We  hope  the  public,  also,  will  reap  a  good  share 
of  the  benefit ;  not  only  from  the  brightening  and  enlarg- 
ing of  old  ideas  and  the  acquisition  of  new  ones  by  the 
members  themselves,  but  also  from  the  better  portions  of  the  lec- 
tures and  discussions  coming  before  the  people  in  a  more  perma- 
nent form  than  mere  utterance  from  the  rostrum.  However, 
improvement  in  its  m'embers  cannot  but  be  felt  as  they  return 
to  their  respective  places  of  (home)  work  in  improvement  among 
the  people.  The  varied  programme  of  exercises  before  us — 
showing  that  the  work  will  begin  at  9  a.  m.  ,  and  continue  until 
late  in  the  afternoon  of  each  day — indicates  that  the  Conventions 
*'mean  business.  '*  Similar  assemblages  heretofore  have  not  been 
remarkable  for — one  might  say — anything.  We  hope  better 
things  from  these,  judging  from  some  of  the  subjects  marked  out 
for  discussion  as  indicated  by  the  programme. 

One  other  meeting,  important  to  the  American  world  of  letters, 
will  take  place  in  July  of  the  present  year — that  of  the  "Ameri- 
can Philological  Asssociation."  The  place  of  meeting  is  Koches- 
ter  (N.  Y.);  time,  26th  of  July. 

We  regret  that  these  Conventions  do  not  take  place  during 
the  time  of  the  ' '  Excursion  "  of  California  teachers  to  the  East- 
ern States.     Many  among  them  would  be  pleased  and  profited 

by  attendance. 

♦-<♦►♦ 

Removal. — Ivison,  Blakeman  Taylor  &  Co.  have  removed  from 

47  and  49  Green  Street  to  138  and  140  Grand  Street,  New  York. 

Their  manufactory,  sales-room  and  offices  constitute  one  of  the 

handsomest  stores  in  the  city.     Such  enterprise   merits  success. 


Department   of   Public    Instruction. 

BOARD    OF    STAT"S    NORMAL    SCHOOL    TRUSTEES. 

The  Board  of  State  Normal  School  Trustees  met  at  the  office 
of  the  Superintendent  of  Public  Instruction  on  Friday,  April 
25th,  1870,  at  one  o'clock  p.  m.  Present— Gov.  Haight,  State 
Superintendent  Fitzgerald,  ex  officio  members  and  Messrs.  Den- 
man,  Weller,  Bralj,  Moulder.     Absent — Mr.  Ryland. 

Gov.  Haight  was  elected  President  of  the  Board,  and  Super- 
intendent Fitzgerald,  in  accordance  with  the  provision  of  the 
Act  locating  and  establishing  the  State  Normal  School,  assumed 
the  duties  of  Secretary. 

The  appointed  members  of  the  Board  then,  according  to  the 
requirements  of  the  Normal  School  Act,  drew  lots  to  determine 
their  terms  of  office  respectively,  with  the  following  result, 
viz:  Mr.  Weller,  two  years;  Mr.  Moulder,  four  years;  Mr. 
Ryland,  six  years;  Mr.  Denman,  eight  years;  Mr.  Braly,  ten 
years. 

The  President,  on  motion,  appointed  an  Executive  Committee 
as  follows:  Fitzgerald,  Denman  and  Weller. 

A  paper  proposing  Rules  and  Regulations  for  the  goveinment 
of  the  State  Normal  School  was  referred  to  the  Executive  Com- 
mittee. 

On  motion  of  Superintentent  Fitzgerald, 

Besoived,  That  the  Executive  Committee  be  and  are  hereby 
instructed  to  initiate  measures  for  the  erection  of  a  State  Normal 
School  building  or  buildings  as  soon  as  practicable,  and  report 
at  the  next  meeting  of  the  Board. 

(Mr.  Denman  in  the  Chair. )  On  motion  of  Superintendent 
Fitzgerald, 

Resolved,  That  it  is  the  sense  of  this  Board,  that  it  is  inexpe- 
dient at  present  to  erect  any  boarding-house,  but  that  we  proceed 
at  once  to  the  erection  of  a  State  No,rmal  School  building. 

On  motion  of  Mr.  Moulder,  the  Executive  Committee  was  in- 
structed to  procure  plans  for  the  erection  of  a  State  Normal 
School  building  at  an  expense  not  to  exceed  forty-five  thousand 
dollars;  said  building  to  be  so  arranged  as  that  it  will  admit  of 
extension  as  the  resources  of  the  Board  will  permit. 

Dr.  Lucky  was  re-elected  Principal  of  the  School.  Professor 
H.  P.  Carlton  was  re-elected  Vice  Principal;  Miss  E.  W.  Hough- 


1870.] 


Department  of  Public  Instruction. 


337 


ton  and  Mrs.  D.  Clark  were  re-elected  Assistant  Teachers;  Miss. 
M.  Lewis  was  re-elected  Principal  of  the  Training  School.  The 
subject  of  the  election  of  another  assistant  teacher  was  referred 
to  the  Executive  Committee,  with  power  to  act. 

The  salaries  of  teachers  were  continued  as  they  were  last  year. 

Adjourned  to  meet  at  the  call  of  the  Secretary. 


STATE    NORMAL    TRAINING-    SCHOOL. 


Under  the  able  management  of  Miss  M.  Lewis,  the  Training 
Department  of  our  State  Normal  School  is  succeeding  admirably. 
With  fuller  opportunities  for  the  development  of  the  system 
taught  by  her,  results  may  be  expected  that  will  be  most  gratify- 
ing to  all  friends  of  right  education  on  the  Pacific  coast.  The 
closing  exercises  of  the  Training  Department  on  Friday,  20th  of 
May,  were  very  interesting,  and  were  witnessed  with  satisfaction 
by  the  audience.  As  the  occasion,  in  some  of  its  features  and 
suggestions,  was  a  memorable  one,  we  think  it"  is  well  to  pre- 
serve the  entire  programme  in  the  pages  of  the  Teachek  : 

MORNING   EXEECISES: 

Lesson — 10th  Grade — Common  Objects, 
Recitation — "  Don't  Kill  the  Birds," 
Eecitation— "The  Bird's  Nest," 

Music. 
Chorus — "Give,  said  the  Stream," 
Review — Hth  Grade  —Arithmetic, 
Review— 9th  Grade — "  Human  Body," 
Declamation—"  The  World  would  be  Better," 

Music. 
Chorus— "The  Little  Brook." 
Review — 8th  Grade — Place-Geography, 
Exercises — Calisthenics, 
Recitation — "How  goes  the  Money," 

Music. 
Choriis — "  Houisehold  Pets." 
Exercises  in  Reading  and  Spelling, 
Review — 6th  Grade — Local  Geography, 

Music. 
Chorus—"  Row,  Boys,  Row." 
Lesson — 10th  Grade— Number  1st  and  2d  Step, 
Review — 6th  Grade— Form  and  Color, 
Exercises — Calisthenics, 
Review — 8th  Grade — Size, 

Music. 

Chorus — * '  Jolly  Little  Clacker. ' ' 

AFTERNOON   EXEECISES. 

Lesson — 9th  Grade — xVnimals, 
Exercises — Calisthenics, 


Cornelia  Greer 
Minnie  Gagan 
Ella  Herkimer 


Sarah  Rightmire 

Sarah  Rightmire 

Andrew  Hyms 


Ada  Oglesby 

Ada  Oglesby 

Elsie  Mikelson 


M.  Lewis 
Emily  McNeal 


Cornelia  Greer 

M.  Lewis 

Emily  McNeal 

Ada  Oglesby 


Music. 


Sarah  Rightmire 
Sarah  Rightmire 


338  Department  of  Public  Instruction.  [June 

Chorjis— "  Daffy-Down-Dilly. " 

Review — 6th  Grade — Plants,  Emily  McNeal 

Lesson — 6tli  Grade — Objects,  Aih.  Step,  Emily  McNeal 

Music. 
Chorus — "  Jennie  in  the  Dell." 

Solo — "Stay,  Gentle  Moon,"  Dora  Kellett 

Lesson — 8th  Grade— Birds,  M.  Lewis 

Recitation — "Baby's  Stocking,"  Dora  Reese 

Music. 
Chorus — ' '  Two  Brown  Heads. " 

Recitation — "Mouse-Traps,"  Josie  Prior 

Review — Common  Objects,  3d  Step,  Sarah  Rightmire 

Music. 
Chorus—"  Sleigh-Ride." 

Recitation — "  Old  Bachelors,"  Mary  Fletcher 

Solo — "La  Reine  de  Valse,"  Adel  Joujon 

Recitation — "  Little  Tot,"  Minnie  Douglas 

Recitation — ' '  Listen, ' '  Lizzie  Foreman 

Solo — "  Put  me  in  my  little  Bed,"  Eva  Withrow 

Reading — "  The  Children, "  Maggie  Todd 

Music. 
Semi-Chorus — "  I  lay  me  down  to  Sleep." 
Address,  and  distribution  of  Diplomas,  by 

Superintendent  0.  P.  Fitzger&ld. 

Diplomas  were  presented,  by  Superintendent^  Fitzgerald,  to 
Misses  Emily  McNeal,  Ada  Ogiesby,  Sarah  Rightmire  and  Cor- 
nelia Greer. 

The  regular  programme  was  supplemented  by  a  pleasing  inci- 
dent not  "put  down  in  the  bill."  On  behalf  of  the  young  ladies 
associated  with  her  as  teachers  in  the  Training  Department, 
Superintendent  Fitzgerald  presented  Miss  Lewis  with  an  elegant, 
rich  and  costly  Photograph  Album.  Vice-Principal  Carlton  was 
also  made  the  willing  agent  for  the  presentation  to  Miss  Lewis 
of  a  napkin  ring  of  peculiarly  exquisite  pattern  and  finish. 

The  next  term  of  the  Training  Department  of  the  State  Nor- 
mal School  will  begin  simultaneously  with  the  San  Francisco 
public  schools. 


OFFICIAL   JOURNEYINGS. 


The  State  Superintendent's  visit  to  the  Placer  County  Insti- 
tute was  brief,  but  pleasant.  The  shortness  of  his  visit  was 
occasioned  by  the  pressure  of  other  imperative  engagements. 
Its  pleasantness  was  the  result  of  several  causes,  among  which 
were  these  :  The  cordial  greeting  received  from  Superintendent 
Kinkade,  his  veteran  predecessor,  Mr.  Goodrich,  and  the  teach- 
ers generally  ;  the  hospitality  of  the  citizens  of  Auburn,  the  de- 
licious weather — the  air  being  as  balmy  and  as  clear  as  could  be 


1870.]  Department  of  Public  Instruction.  839 

wished.  The  State  Superintendent's  address  was  delivered 
under  difficulties,  but  was  appreciated  at  its  full  value.  It  is 
presumed  and  hoped  that  the  more  important  items  of  the  pro- 
ceedings will  be  furnished  for  The  Teacher. 


THE    GREAT   PUBLIC    SCHOOL    PICNIC   AT   WOODLAND. 


The  great  May-Day  picnic  of  the  public  schools  of  Yolo 
county,  at  Woodland,  was  one  of  those  delightful  occasions 
that  leave  a  life-long  pleasure  in  the  memory.  Wt  were  there, 
are  glad  of  it,  and  are  open  to  an  invitation  to  the  next  one,  at 
the  same  place  with  the  same  company.  Superintent  Darby  and 
Principal  Stone  will  take  the  hint  ? 

Book   Table. 


Geeman  Peevter:  Being  an  introduction  to  "Eirst  Steps  in  German."  By  M.  Th.  Prett. 
New  York:    G.  P.  Putnam  &  Son.    1870. 

A  decidedly  meritorioiis  little  book, — and  one  whose  neat  binding,  and  clean 

wbite  paper  will  be  as  attractive  to  the  little  people  as  the  charming  verses  and 

bits  of  juvenile  philosophy  will  be  instructive  and  inspiring. 

Guide  to  Williams  &  Packard's  System  of  Penmanship  :  For  Teachers  and  Adepts. 
Published  by  Slote,  Woodman  &  Co.,  119  and  121  WiUiams  street,  New  York. 

This  is  a  simple,  clear,  systematic,  and  really  elegant  sj^stem  of  Penmanship, — 

and  very  satisfactorily  set  forth  in  the  tastefully  executed  volume  before  us. 

Teachers  and  adepts  in  the  art  of  writing  should  have  it — it  would  aid  them 

so  much  in  teaching  pupils  that  accomplishment  which  is  so  useful  and  which 

so  few  possess,  a  good  handwriting.      Price,  $2  50.      A.  Koman  &  Co.,  San 

Francisco. 

Moral,  Intellectual  and  Physical  Culture  ;  or.  The  Philosophy  op  True  Living.  By 
Prof.  F.  G.  Welch,  Instructor  in  the  Department  of  Physical  Culture  in  Yale  College. 
New  York:    Wood  &  Holbrook,  Publishers.    18G9. 

The  scope  of  this  work  is  vast,  embracing  the  three  great  departments  of 

human  life— the  Moral,  the  Intellectual  and  the  Physical.     So  vast  a  subject, 

of    course,    could    not  be    adequately  treated    in    one    volume,  yet    most 

men  would    be  wiser    and    better    from    reading    this    one.      Especially 

should  those  persons  master  its  contents  who  have  charge  of  the  education  of 

children.     The  '  'moral"  and  the  "intellectual"  portions  are  by  no  means  bad; 

but  the  "physical, "  as'  was  to  be  expected,  is  of  special  excellence.   A.  Roman 

&  Co.,  San  Francisco. 

The  Institute  Reader  and  Normal  Class-Book,  For  the  use  of  Teachers'  Institutes  and 
Normal  Schools,  and  for  self-training  in  the  art  of  Reading.  By  William  H.  Cole. 
Cincinnati:     Wilson,  Hinkle  &  Co. 

This  volume  comes  to  us  just  as  we  go  to  press,  therefore  an  examination 

of  it  is  impracticable.     A  glance  at  the  table  of  contents  shows  that  subjects 

are  discussed  which  always  interest  teachers.    Parts  I,  II  and  III  treat  of 


340  Book  Table,  [June 

teaching  reading  in  Institutes  and  Normal  Schools  (with  examples  for  prac- 
tice); Part  IV  talks  of  "Teachers'  Institutes."  We  call  the  attention  of 
those  interested  to  the  probable  advantage  of  such  a  work  would  be  in  mak- 
ing Institutes  interesting  and  useful. 

Phillip  Phillips'  Day-School  Singer:     For  Public  and  Private  Schools.      Cincinnati: 
Wilson,  Hinkle  &  Co. 

This  is  a  "simple,"  "progressive"  and  almost  a  "complete"  elementary 

system  of  music — very  well  adapted  to  the  use  of  schools,  and  to  general 

practice. 


TABLE    OF    CONTENTS. 


NOTES  ON  THE  SCHOOL  STUDY   OF  ENGLISH  WORDS 315 

NORMAL  TRACT  ON  COMMON  FRACTIONS 324 

DIVISION  BY  A  FRACTION— HOW  TO  TEACH  IT 328 

PERSONAL 332 

PAY  ACCORDING  TO  WORK— WOMAN'S  PROPOSITION  333 

REPORT  OF  PUBLIC  SCHOOLS 334 

EDITORS'  DEPARTMENT 335 

EDUCATIONAL  CONVENTIONS 335 

DEPARTMENT  OF  PUBLIC  INSTRUCTION 336 

BOARD  OF  STATE  NORMAL  SCHOOL  TRUSTEES 336 

STATE  NORMAL  TRAINING  SCHOOL 337 

OFFICIAL  JOURNEYINGS 338 

THE  GREAT  PUBLIC  SCHOOL  PICNIC  AT  WOODLAND 339 

BOOK  TABLE 339 


ADVERTISERS'     DIRECTORY. 

Ivison,  Blakeman,  Taylor  &  Co School  Books New  York 

Thompson,  Bigelow  &  Brown Eaton's  Mathematics Boston 

Warren  Holt School  Furniture,  etc San  Francisco 

Wilson,  Hinkle  &  Co Educational  Series Cincinnati 

W.  J.  T.  Palmer  &  Co School  Furniture San  Francisco 

William  Wood  &  Co Text  Books New  York 

T.  Ellwood  Zell Zell's  Encyclopedia Philadelphia 

A.  S.  Barnes  &  Co Text  Books New  York 

Henry  Payot  &  Co Books  and  Stationery San  Francisco 

Charles  Sciibner  &  Co Geographical  Scries New  York 

Hadley  Brothers Programme  Clock Chicago 

I.  N.  Choynski Antiquarian  Book  Store. .  San  Francisco 

Alfred  L.  Sewell  «fc  Co "  Little  Corporal " Chicago 

Bradley  k  Ruolfson Photographs San  Francisco 

Piedmont  and  Arhngton  Co Life  Insurance San  Francisco 


Contents  of  Volume  YTT 


PAGE. 

A  NEW  AND  IMPOETANT  DISCOVEKY 16 

ALAMEDA  COUNTY  TEACHERS'  INSTITUTE 141 

AMADOR  AND  CALAVERAS  JOINT  INSTITUTE 151 

"ARE  OUR  HOMES  FAILURES?  " 156 

ALGEBRA—"  OBJECTIVELY  PRESENTED  " 199 

ABOUT  TEACHING  FRACTIONS 205 

ABREVIATIONS— A  LITTLE   CHAT   CONCERNING  THEIR   SIG- 
NIFICATION     239 

BEARING  OF  RECENT  DISCOVERIES  IN  PHYSICAL  SCIENCE. ...       1 

BENEVOLENT  FUND  FOR  TEACHERS 98 

"BENEVOLENT  FUND  FOR  TEACHERS  " 155 

COMPARATIVE  STATISTICS 19 

COMMON  ERRORS  IN  ORTHOEPY,  ORTHOGRAPHY  AND  SYNTAX.  115 

COMMON-SENSE  TEACHING 215 

CORPORAL  PUNISHMENT  IN  SCHOOLS 294 

"CORPORAL  PUNISHMENT  " 299 

DEPARTMENT  OF  PUBLIC  INSTRUCTION— 

Salutatory,  21;  Ofl&cial  Journeyings,  22;  State  Board  of  Education,  23; 
State  Life  Diplomas,  23;  Institute  Visiting,  23;  California  Educational 
Society,  51;  Five  Dollars  in  Gold,  53;  Reports  of  Public  Schools,  53; 
Semi-Annual  AiDportionment— August,  1869,  72;  School  Directory  of 
,  San  Francisco,  78;  University  of  California,  110;  Official  Journeyings, 
112;  Report  of  State  Normal  School,  112;  State  Normal  School,  113; 
State  Educational  Diplomas,  113;  Reports  of  Public  Schools,  113; 
Joint  Teachers'  Institute  for  Amador  and  Calaveras  Counties,  138;  The 
Alameda  Institute,  138;  Report  of  Public  Schools,  139;  Progress  of  the 
University  of  California,  162;  Official  Journeyings,  166:  Reports  of 
Public  Schools,  167;  Welcome  Home,  167;  Monteith's  Geographies, 
224;  Amendments  to  the  School  Law,  225;  Location  for  the  State  Nor- 
mal School,  225;  Uniformity  of  Text  Books,  225;  State  Certificates, 
225;  Semi-Annual  Apportionment  of  School  Fund,  244;  Sacramento 
County  Teachers'  Institute,  251;  Text  Books,^51;  Monteith's  Geogra- 
phys,  251;  State  Series  of  Text  Books,  252;  Indian  Children,  252; 
Special  Legislation  in  School  Matters,  253;  The  Raw-Hide,  253;  State 
Board  of  Education,  281;  State  Board  of  Normal  School  Trustees,  282; 
State  Normal  School  Anniversary,  283;  Decision,  284;  San  Francisco 
Industrial  School,  285;  State  Normal  School,  309:  Magnum  Opus,  309; 
To  School  Officers,  310;  Omission,  310;  Examination  of  Teachers,  310; 
Desirable,  310;  At  Last,  311;  Life  Diplomas,  312;  Excursion  for  New 
York,  313;  Board  of  State  Normal  School  Trustees,  336;  State  Normal 
Training  School,  337;  Official  Journeyings,  338;  The  Great  Public 
School  Picnic  at  Woodland,  339. 

DIVISION  BY  A  FRACTION— HOW  TO  TEACH  IT 328 

EDUCATIONAL  MEETINGS 14 

EDUCATED  LABOR 31 


PAGE. 

ETYMOLOGY 61 

ETYMOLOGICAL  REVEKIES 127 

EDITORS'  DEPARTMENT— 

Revocation  of  Certificates,  275;  Matter  and  Mode,  276;  "By  What  Au- 
thority," 27S;  Fidelity  to  Professional  Obligation,  308;  Changing  Ad- 
dress, 308;  "The  Grammar  of  Grammars,"  308;  Educational  Conven- 
tions, 335. 

FOREIGN  WORDS  AND  PHRASES 183 

INTEGRILY  OF  CHARACTER  THE  PROP  ER  AIM  IN  EDUCATION..     49 

LIST  OF  BOOKS  FOR  DISTRICT  LIBRARIES 38 

MISCELLANEA 17,  42,  70,  99.  137,  185,  218,  241 

MORAL  TRAINING  IN  OUR  COMMON  SCHOOLS 12 

MEDALS  AND  PRIZES 90 

MODE  OF  EXAMINATION 134 

NQ  ARITHMETIC  FOR  GIRLS 29 

NORMAL  SCHOOL  WORK 287 

NORMAL  TRACT  ON  COMMON  FRACTIONS 227,  263,  290,  324 

NOTES  ON  THE  SCHOOL  STUDY  OF  ENGLISH  WORDS 315 

OBJECT  LESSONS  FOR  SMALL  CHILDREN 40,  69,  108 

ORTHOGRAPHY— HINTS  AND  SUGGESTIONS 208 

OUR  GRADED  SCHOOLS 211 

OUR  BOOK  TABLE 24,  54,  85,  114,  139,  168,   195,  224,  285,  313,  339 

PRESIDENT  WHITE  ON  AGRICULTURAL  EDUCATION 34 

POPULARIZING  SCIENCE 41 

PECULIARITIES  OF  THE  ENGLISH  LANGUAGE 65 

PROCEEDINGS  OF  THE  YOLO  COUNTY  INSTITUTE 180 

PHILOSOPHIC  ABSTRACTION 214 

PESTALLOZZI  IN  AMERICA 266 

PERSONAL 333 

PAY  ACCORDING  TO  WORK—WOMAN'S  PROPOSITIGN 333 

REPORTS  OF  PUBLIC  SCPIOOLS 20,  194,  223,  273,  303,  334 

RANGE  OF  THE  HUMAN  EYE 37 

RELATION  OF  THE  NORMAL  SCHOOL  TO  COMMON  SCHOOLS 

AND  COLLEGES 67 

REBELLION  IN  THE  ENGLISH  LANGUAGE— RULES  DEFIED. ...  175 

STATE  CERTIFICATES 15 

STATE  EDUCATIONAl.  DIPLOMAS 16 

SPECTACLES •      •  •  • 18 

SKETCH  OF  THE  LIFE  OF  THOMAS  SHERWIN 84 

STATE  NORMAL  TRAINING  SCHOOL 92 

SANTA  CRUZ  AND  MONTEREY  JOINT  TEACHERS'  INSTITUTE  . .     94 

SCHOOL  BUILDINGS  IN  SAN  FRANCISCO 243 

SACRAMENTO  COUNTY  TEACHERS'  INSTITUTE 255 

SHOULD  TEACHERS  STUDY  LATIN 271 

TOP  AND  BOTTOM 19 

THE  BOTTOM  OF  THE  OCEAN 36 

THE  STUDY  OF  ENGLISH 57 

THAT  "  OBJECT  SYSTEM  "  AGAIN 122 

THE  STUDY  OF  GRAMMAR 132 

THE  GROWL  OF  A  SUBSTITUTE 135 


PAGE. 

THE  HEAVENWAED  SIDE 158 

THE  MASTODON 160 

TEACHING  ENGLISH  LITERATURE 169 

THE  LITTLE  HAND,  A  STORY 172 

THE  SECOND  GROWL  OF  A  SUBSTITUTE 177 

THE  CHILDREN'S  HEALTH 295 

THE  NEW  NORMAL  SCHOOL  LAW 304 

UNITED  STATES  LAND  SURVEY 232 

UGH!— A  VULGAR  SOUND 297 

VALUE  OF  MATHEMATICS 63 

WHAT  IS  THE  MISSION  OF  EDUCATION 237 


Terms  of  Advertising  in  the  California  Teacher. 

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CALIFORNIA 
State    Normal.    School. 

BOARD   OF   TRUSTEES. 

H.  H.  HAIGHT Governor 

O.  P.  FITZGEEALD 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.  Lucky,  A.M Principal 

H.  P.  Caelton Vice-Principal 

Miss  E.  W.  Houghton Assistaat 

Mks,  D.  Clark Assistant 

Assistant 

Miss  M.  Lewis Prin.  Training  School 

COURSE   OF  STUDY. 
REQUISITES  FOR  ADMISSION. 

To  secure  admission  to  the  Junior  Class,  applicants  must  pass  a  -wTitten 
examination  on  the  following  subjects,  viz. : 

Orthography,  Reading,  Penmanship,  Common  School  Arithmetic,  English 
Grammar,  Geography  and  Composition. 

JuNioB  Class — First  Session. 

Arithmetic — Eaton's  Higher. 
Eyiglish  Grammar — Brown's. 
Geography — M  ontei  th '  s . 
Reading — Willson's  Readers. 
Orthography — Willson's. 
Moral  Lessons — Cowdery's. 
Geometry —M-Qixks,'  Elements. 

JuNioE  Class — Second  Session. 

Algebra — Robinson's  Elementary. 

English  Grammar — Brown's,  and  Greene's  Analysis. 

Rhetoric — Boyd 's. 

Physiology — Cutter '  s. 

U.  S.  History — Quackenbos'. 

Vocal  (Jalture — Russell's. 

Book-Keeping — Payson  &  Dunton's. 

Natural  J-'hilofsophy — Steele's. 

General  Exerc'ises  daring  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. 

Seniob  Class — First  Session. 

Arithmetic — reviewed. 

Algebra — reviewed. 

Physiology — reviewed. 

Geometry,  Trigonometry,  and  Mensuration — Daviea'. 

Natural  Philosophy— (inackenhos'. 

Rhetoric — B  oy  d '  s . 

Natural  History — Tenney's. 

Vocal  Culture— ll\issel\.' 8. 

Book-Keeping — Payson  &  Dunton's  Double  Entry. 


Senior  Class — Second  Session 
Botany — Gray's. 
Physical  Geography — Warren's. 
31  ental  Philosophy — Upham '  s . 
English  Literature — Collier's. 
Astronomy — Loomis' . 
Chemistry — Steele's. 
General  Exercises — Same  as  in  the  Junior  jClass. 

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  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  without  the 
above  recommendation. 

4.  No  pui)il  shall  be  entitled  to  a  Diploma  of  Graduation  who  has  not  been 
a  member  of  the  School  at  least  one  term  of  five  months. 

GENERAL  INFORMATION. 

There  will  be  Written  Examinations  and  Public  Exercises  at  the  close  of  each 
term.     The  Graduating  Exercises  will  be  in  March. 

Pupils  will  be  required  to  furnish  their  Text  Books.  Books  for  reference 
will  be  supplied  by  the  School. 

Good  boarding  can  be  obtained  in  private  families  at  from  twenty-five  to 
thirty-five  doUars  per  month.  # 

REMOVAL  OF  THE  SCHOOL. 

In  obedience  to  an  Act  passed  by  the  last  Legislature,  the  Normal  School 
will  be  removed  to  the  city  of  San  Jose.  This  removal  will  not  be  made  until 
suitable  buildings  are  erected  for  the  accommodation  of  the  school.  It  is  not 
probable  that  these  will  be  ready  before  the  end  of  the  next  school  year. 

The  next  session  will  commence  in  the  city  of  San  Feancisco  on  the  Ist 
day  of  June. 

CALENDAR  FOR  1870-71. 

First  Session  begins  June  1st,  1870. 
First  Session  ends  October  7th,  1870. 
Fall  vacation,  one  week. 
Second  Session  begins  October  17th,  1870. 
Second  Session  ends  March  llth,  1871. 
For  additional  particulars,  address 

Eev.  WM.  T.  lucky,  A.  M.,  Pkincipal,  San  Francisco. 

FOR    THE     VERY     BEST     PHOTOGRAPHS 

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W.  C.  Carrington,  :  :  President. 
Jno.  E.  Edwards,  :  Vice  President. 
p.    J.    -Wartsook,       :         :  Secretary. 

DIRECTORS: 

W.  B.  ISAACS,  R.  H.  MAURY, 

JOHN  ENDERS,  PARKER  CAMPBELL, 

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DoNOHOE,  Kelly  &  Co.,  Bankers. 
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R.  B.  Swain,  President  Board  of  Commerce. 
P.  J.  White,  Sheriff. 
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Lazaed  Feeres,  Wholesale  Importers. 
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Otto  Kloppenburg,  Treasurer. 
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Botts  &  Wise,  Attorneys  at  Law. 
E.  H.  Sinton  &  Co.,  Real  Estate  Agents. 
O.  P.  Fitzgerald,  Supt.  Public  Instruction. 

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THOS.A.  BALL,  Fauquier  Co.,  Va.) 

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Guyofs  Geographical  Series. 

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The  Most  Perfectly  Graded  and  Snccessfnl  Text  Books  in  Use. 


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Guyot's  Introduction  to  the  Study  of  Geography. 

Guyot's  Elementary  Geography,  for  Primary  Classes. 

Guyot's  Intermediate  Geography:  A'Study  of  Form  and  Location. 

Guyot's  Common  School  Geography: 

A  General  View  of  the  Continents,  and  all  the  Principal  Ckrantries  of  the  Earth. 
0 

These  Works,  in  addition  to  tlie  Physical  Wail  Maps,  by  the  same  author, 
have  revolutionized  Geographical  teaching.  The  fascinating  style  in  which 
these  books  are  prepared,  the  clear  and  forcible  manner  in  which  Peofessor 
Guyot's  views  of  the  relations  of  facts  in 

NATURE    AND    THE    HISTORY    OF    MAN 

are  presented  ;  the  acceptance  of  these  views  by  the  most  eminent  scientific 
men,  and  teachers  generally,  as  well  as  the  general  desire  for  a  more  attractive 
and  satisfactory  mode  of  instruction,  have  contributed  to  the 

OREAT      SUCCESS 
which  these  Geographies  have  obtained. 

Unsolicited  testimonials,  from  Teachers  using  Guyot's  Geogeaphtes  are 
constantly  received  ;  and  the  practical  success  of  these  text-books  is  assured, 
by  the  genuine  welcome  and  hearty  appreciation  of  thousands  of  intelligent 
Teachers  throughout  the  country. 

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Extract  from  the  Keport  of  Hon.  W.  R.  White,  General  Superintendent  of 
Free  Schools  for  the   State  of  West  Virginia,  recommending  Guyot's 
Geogeaphies  for  exclusive  use  in  the  Schools  of  the  State  : 
"In  teaching  Geography,  a  most  marked  revolution  has  been  effected.     In 
Guyot's  new  work  the  Teacher  will  find  a  welcome  assistance.    The  Inteeme- 
diate  Geogeaphy  contains  all  that  is  at  present  needed  by  the  large  majority 
of  the  pupils  who  attend  our  schools.      The  '  Teachers'  Edition  of  the  Com- 
mon School, '  intended  solely  for  Teachers,  is  earnestly  recommended  to  those 
who  have  not  had  a  Normal  preparation." 

-0 

"  Guyot's  Maps  are  Incomparably  Superior."  pkof.  l.  agassiz. 

Guyot's  WaU  Maps,  L.arge  Series,  No.  1 ...,$71  00 

Guyot's  Wall  Maps,  Intermediate  Series,  No.  3 38  50 

Guyot's  Wall  Maps,  Ny.  3,  mounted  on  Rollers 35  00 

Guyot's  Wall  Maps,   Portfolio  Series 18  00 

Key  accompanies  each  Series,  free  of  cost. 
Guyot's  Classical  Maps,   (3  Maps,   $15  eacli,) 45  00 

^"  Full  Descriptive  Catalogue,  with  Testimonials  from  promint  Teachers, 

of  every  State  in  the  Union,  sent  on  application . 

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654:  Broadway,   New  York. 

A.  ROMAN  <&  CO.,  San  Francisco,  Cat.  s-1t 

3 


SPRING  SEASON  OF  IStO. 


New  Text-Books  of  A.  S.  Barnes  &  Co., 

IVETV    YORK:    ^1VI>    CHICJLOO. 


BOTANY. 


1.     WOOD'S  BOTANIST  AND  FZORIST. 

564  pages,  Royal  12mo.       Postpaid,  $2.50. 

This  new  and  eagerly  expected  work  is  the  result  of  the  author's  experience  aud  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  volume,  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  Tables  for  the  blackboard,  and  the  distinction  of  species  and 
▼arieties  by  variation  in  the  type.    Samples  to  teachers  for  examination,  half-price. 


GERMAN. 


2.     WOJtMAN'S  GEMMAN  ItEADEB. 

380  pages,  12mo.       Postpaid,  $1.50. 

Tha  finest  compilation  of  classical  and  standard  German  Literature  ever  offered  to  American 
students.  Besides  selections  from  the  masterpieces  of  Goethe,  Schiller,  Korner,  Seume,  Uhland, 
Freiligrath,  Heine,  Schlegel,  Holty,  Lenau,  Wieland,  Herder,  Lessing,  Kant,  Fichte,  Schelling, 
Winkelmann,  Humboldt,  Ranke,  Raumer,  Menzel,  Gervinus,  <fec.,  it  contains,  complete,  Goethe  s 
"Iphigenie,"  Schiller's  "  Jungfrau,"  and,  for  instruction  in  modern  conversational  German,  Ben- 
•dix's  "Eigensinn."    Sample  to  teachers  for  examination,  postpaid,  half-price. 


FRENCH, 


3.    WOBMAK'S  FRENCH  ECHO. 

12mo.      Postpaid,  $1.25. 

The  "  German  Echo,"  by  the  same  anthor,  has,  in  some  measure,  prepared  the  public  for  this 
the  first  of  the  French  series.  In  teaching  conversational  French,  our  best  schools  nave  failed  for 
the  want  of  just  such  a  manual.  Its  plan  is  entirely  new  in  this  country,  and  is  based  upon  the 
theory  that  it  is  necessary  to  think  in  the  language  which  one  speaks  to  obtain  any  satisfactory 
mastery  of  it.  How  true  this  is,  no  practical  teacher  needs  to  be  told.  The  "German  Echo"  has 
already  been  introduced  into  almost  every  school  in  which  its  character  has  become  known . 
Sample  to  teacher,  who  will  adopt  if  approved,  half-price. 

NATURAL  SCIENCE. 

4.    STEELE'S  GENERAL  KEY  TO  HIS  WOBKS. 

Postpaid,  $1.50! 

This  work  is  mainly  composed  of  Answers  to  the  Practical  Questions  and  Solutions  of  th* 
Problems  in  the  author's  celebrated  "Fourteen  Weeks  Courses"  in  the  several  sciences,  with 
nuuiy  hints  to  teachers,  minor  tables,  etc.    Should  be  on  every  teacher's  desk. 


DRAWING. 


6,    CHAPMAN'S  AMEBIC  AN  DBAWING  BOOK. 

Quarto,  $6.00. 

This  magnificent  standard  work— the  leading  and  almost  the  only  authority  in  the  details  and 
•laments  of  art,  is  reproduced  in  an  edition  of  great  beauty.  No  student  of  art  who  pursues  th* 
subject  beyond  its  rudiments  can  afford  to  be  without  it. 

The  foUowiiig  IMPOKTANT  WOKKS  will  be  pubHshed  during  1870  s 

INDEPENDENT  FIRST  AND  SECOND  READERS,  NATIONAL  SERIBS. 
WORMAN'S  ELEMENTS  OF  FRENCH  GRAMMAR. 
CLARK'S  NEW  ENGLISH  GRAMMAR.  ^     „^^^^„ 

STEELE'S  FOURTEEN  WEEKS  COURSE  IN  GEOLOGY. 
SEARING'S  EDITION  OF  HOMER'S  ILIAD. 

Dkbckiptive  Catalogue  of  300  standard  text-books  and  specimen  of  the  "  lUuitrsted  Edu- 
•ational  Bulletin,"  (periodical)  sent  free  to  any  teacher's  address. 

A.  S.  BARNES  &  CO.,  Publisliers, 

111  and  113  William  St.,  N.  Y, 


ponjLA.1^     TEXT     book:s 

FOR  SCHOOLS,  ACADEMIES  AND  COLLEGES. 


BROWN'S  ENGLISH  GRAMMARS. 

COMPRISING 

Brown's  First  Lines  of  English  Chraniniar, 

12mo.     Half  bound.     Designed  for  young  learners.     Retail  price,  45  cts* 
Brown's  Institutes  of  English  Grannmar, 

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.,  RR.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  contaimng  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,  and  Hygiene, 

12mo.    Profusely  illustrated.     Retail  price,  85  cents. 


GANOT'S  PHYSIOS. 

Elementary  Treatise  on  Physics,  Experimental  and  Applied, 

For  the  use  of  Colleges  and  Schools.  Translated  and  edited  from  Ganot'g 
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 
Enghsh  Grammars)  sent  for  examination  for  half  the  retail  prices  afi&xed. 
WILLIAM  WOOD  <&  CO,,  Publishers, 
NEW  YORK. 
IS**  These  books  are  kept  for  sale  in  California  by  Booksellers  generally, 
and  in  San  Francisco  by  A.  ROMAN  &  CO.,  and  H.  H.  BANCROFT  &  CO. 


First  Steps  in  Geograpliy, 

Intended  to  precede  COENELL'S  GEOGEAPHICAL  SEEIES,  and  to  intro- 
duce the  little  iDUjjil  pleasantly  and  profitably  to  the  Eudiments  of 
Geography.     One  beautiful  volume,  child's  quarto,  with 
numerous  Maps   and  Illustrations,  72  pages. 

Cornells  Geographical  Series 

CONSISTS  OF 
/ .    Primary  Geography*    SmaU  4to.     100  pp.    12  Maps.    Beau- 
tifully illustrated. 
II,    Intermediate    Geography,      Large  4to.      96  pp.      Eevised 
edition,   brought  up  to  date,  with  new  and  additional  Maps  and 
numerous  Illustrations.   Contains  a  summary  of  Physical  Geography. 
Grammar- School  Geography,     Large  Ito.,  with  numerous 
Maps  and  Illustrations.     108  pp.     Contains  comprehensive  lessons 
on  Physical  Geography,  and  a  practical  system  of  Map  Drawing. 
Ill,    High-School    Geography   and   Atlas,      Geography,   large 
12mo.     Eichly  Illustrated.     It  includes  Descriptive,  Physical,  and 
Mathematical  Geography.     Atlas,  very  large  4to.      Containing  a 
complete  set  of  Maps  for  study;  also  a  set  of  Eeference  Maps  for 
family  use. 
THE  INTEEMEDIATE  GEOGEAPHY  is,  in  accordance  with  the  author's 
plan,  designed  for  pupils  who  have  completed  a  primary  course  on  the  subject. 
it  possesses  all  the  advantages  of  arrangement  and  system  peculiar  to  the  first 
book  of  the  series.     It  clearly  explains  the  terms  used  in  Physical,  Political, 
.,nd  Mathematical  Geogi'aphy,  and  contains  a  judiciously  selected  and  care- 
fully systematized  amount  of  Descriptive  Geography.    The  work  also  embraces 
a  Pronouncing  Vocabulary  of  the  Geographical  names  contained  in  it,  giving 
the  population  of  places,  the  length  of  rivers,  etc. 

THE  GEAMMAK-SGHOOL  GEOGEAPHY  may  either  follow  the  Inter- 
mediate Geography  or  be  used  instead  of  it,  as  the  second  part  of  the  series. 
The  chief  difiorence  between  the  Intermediate  and  the  Grammar  School  is 
that  the  In  Iter,  though  no  more  elevated  in  style,  is  fuller  in  detail,  presents 
a  greater  variety  of  map  questions,  and  a  larger  number  of  localities  to  be 
membrizocl.  Both  are  alike  philosophical  in  their  tirrangement,  accurate  in 
their  statements,  chastely  and  lavishly  illustrated,  highly  attractive  in  their 
external  appearance  and,  generally,  just  what  the  intelUgent  teacher  desires. 
THE  HKtH-S'.  HOOL  orEOGEAPHY  AND  ATLAS  are  intended  for 
High  Schools,  Academies  anl  Seminaries.  They  cover  the  whole  ground  of 
Matlieii.atical  Physical,  and  Descriptive  Geography.  The  Atlas  will  be  found 
hiUer  arid  more  reliable  than  former  atlases,  and  will  answer  every  practical 
purpose  of  reference  for  schools  and  families. 

EP  A  coyiy  of  either  part  of  the  Series,  for  examination,  will  be  sent  by 
mail,  post-paid,  to  any  Teacher  or  School  Officer,  remitting  one  half  its  price. 

D.  APPLETON  &  CO.,  NEW  YORK. 

HAVE   JUST  PUBLISHED 

tS  SeTzes  of  Ouutline  J^ou-ps, 

BY     THE     AUTHOB     OP     CORNELLS's      SERIES     OP      SCHOOL     GEOGRAPHIES. 
Ill  beauty  and  neatness  of  engraving,  convenience  of  size,  accuracy  of  state- 
ment, and  simplicity  of  arrangement,  these  maps  are  superior  to  any  hereto- 
fore published.    Also, 

Cornell's  Cards  for  the  Study  and  Practice  of  Map  Drawing. 

Designed  for  the  use  of  Schools.    They  are  of  large,  but  convenient  size; 
and  neatly  put  up  in  sets. 

ior  sale  by  all  Booksellers  throughout  California  and  Oregon. 

HENRY  PAYOT  &  CO., 

Booksellers,  Publight^T!',  and  Agenift  for  tUe  sHle  of  tlie  Cornell's  Series  of 
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SOMETHING  NEW  !    VERY    DESIRABLE  I 


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I — To  be  an  excellent  eight-day  Time-keeper. 

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the  intervals  consist  of  live  minutes  or  multiples  of  live,  and  these  intervals 
may  each  differ  from  the  others. 

IV — To  not  need  changing  except  as  the  programme  is  changed,  and  then 
the  changes  are  quickly  and  easily  made. 

V — To  give  entire  satisfaction  in  all  these  particulars. 

Every  teacher  who  loves  order  and  discipline  will  appreciate  the  practical 
value  of  this  clock.  In  economizing  time  it  will  mote  than  jDay  for  itself  in 
one  term  of  school.  With  it,  no  running  over  time,  no  confusion  of  duties  — 
aU  moves  like  clock-work.  As  it  costs  but  a  trifle  more  than  other  clocks  of 
the  same  quality,  why  not'get  the  best  at  once?  All  orders  accompanied  by 
the  cash  will  receive  prompt  attention. 

HADLEY  BROTHERS,  Sole  Manufacturers, 

4:1  Madison  street,  Chicago. 


THE  OOLE>  MEDAL 


?«v~ 


MANUFACTTJEED  BY  f 

WILPalmerSCo 


(Successors  to  Wigmore 
&  Pahner,) 

No.  604    Market   Street 
and  6  Sutter. 

San  JPrancisco. 


1^.^011^X0   SOI^IOOX-.  IX<r3TITTJTEi. 


THIS  INSTITUTE  is  prepared  to  furnish  Schools  and  Seminaries  with  the  most  approved 
School  FrmNiTUBE,  Appakattjb,  Stationeky,  and  all  other  School  Supplies.  Having  ample 
facilities  for  mamifacturing  and  importing  most  of  the  articles  used  in  Schools. 

Teachers,  Coimty  Superintendents  and  Trustees,  will  find  their  orders  promptly  filled  with 
articles  that  will  give  entire  satisfaction.  '  a^"  The  numbers  refer  to  each  cut.  ■^** 

411  Keamy  st.,  het.  Pine  and  Csdifomia,  San  Francisco. 


IMEIUXT.  ElOOlVOaiiTd'. 


ECLECTIC  EDUCATIONAL  SERIES. 

CINCIISTN  ATI : 

^V^ILSOISr,  B[I]N^KLE  &  CO. 


McGuFFEY's  New  Eclectic  Speller  contains  a  very  large  Ust  of  primitive 
words,  followed,  in  subsequent  lessons,  by  a  sufficient  number  of  derivatives  to  illustrate  the 
subject  fully. 

McGtUPFEY's  New  Eclectic  Readers  are  uniform  in  orthography,  syllabl- 
oation,  and  punctuation,  and  conform  strictly  to  Webster's  New  Illustrated  Dictionary.  They 
are  unequaled  in  progressiveness  of  gradation  and  adaptation  to  the  requirements  of  the 
school -room. 

McG-UPFEY's  New  Primary  Charts.  Ten  Numbers:  mounted  on  roller,  or 
on  boards.  Designed  to  accompany  McGuffey's  New  Readers.  An  invaluable  assistant  to  teach- 
ers, and  an  ornament  to  the  school-room. 

Hay's  Series  of  Arithmetics,  embracing  a  progressive  and  thorough  course 
of  Primary,  Mental,  and  Higher  Arithmetic.    The  Metric  System  receives  full  treatment. 

Ray's  Series  of  Algebras,  EUmentary  and  Higher,  for  Common  Schools,  High 
Schools,  Academies,  and  Colleges. 

Ray's    Plane    and    Solid    Gteometry,    Ray's    Geometry   and 

Teioonometky,  Ray's  Analytic  Geometry,  Ray's  Elements  of  Astronomy. 

Harvey's  Grammars  contain  clear  and  uniform  mles  and  definitions :  a  simple, 
yet  complete  system  of  analysis:  a  great  variety  of  carefully  prepared  models  for  parsing  and 
analysis :  and  a  clear  statement  of  opinion  on  all  points  which  annoy  and  perplex  both  pupil 
and  teacher. 

PiNNEO'S  Series  op  Grammars.  ♦' The  early  introduction  of  anaiyw*,  and  the 
abundant  blackboard  exercises  provided,  make  Pinneo's  Grammars  very  practical  works." 

White's  Common  School  Register  and  White's  G^raded  School 

EEOiSTER.are  made  of  first-class  paper,  and  are  bound  in  heavy  boards.     They  are  so  ruled  as 
to  make  it  easy  to  follow  the  lines -in  marking  each  pupil. 

Schuyler's  Logic,  The  Little  Teacher,  or  Word  Method, 

Kidd's  Elocution,  Object  Lessons,  or  Things  Taught, 

DeWolf's  Instructive  Speller,  The  Young  Singer,  Parts  I.  and  IL, 

Chandler's  Grammar,  The  Young  Singer's  Manual, 

Smart's  Manual  of  Gymnastics,  Philip  Phillips'  Day-School  Sinobe, 

The  Examiner,  or  Teachers'  Aid,  Hemans'  Young  Ladies'  Reader, 

Knell  &  Jones'  Phonic  Reader,  McGuffey's  New  Eclectic  Speaker, 

Leigh's  Phonetic  Primer,  McGuffey's  New  Jutenile  Speaker, 

Leigh's  Phonetic  Primary  Reader,  Evans'  School  Geometry, 

White's  Class-Book  op  Geography,  White's  Alphabet  Made  Ea§t, 

And  other  valuable  educational  works. 

Jl@*  Communications  from  Teachers  and  School  Officers  are  respect-- 
fully  invited.  Reports,  Catalogues  and  Circulars  of  public  and  private 
schools  are  solicited. 

B«"  i:.ii1>ei*a.l    Terms    Tor    First    Introdixotlon.  "«* 

Address,  WILSON,  HINELE  &  CO.,  Cincinnati,  tt 


EATON'S    MATHEMATICS. 


Eaton's  Pbimaey  Arithmetic.  Beautifully  illustrated  and  made  attractive 
for  beginners. 

Eaton's  Intellectual  Arithmetic.  On  a  progressive  plan,  with  numerous 
diill  exercises  for  review. 

Eaton's  Common  School  Arithmetic.  A  complete  practical  Aiithmetic, 
fUll  enough  for  all  ordinary  purposes. 

Eaton's  High  School  Arithmetic.  A  thorough  and  exhaustive  treatise  for 
High  Schools  and  Academies. 

Eaton's  Elementary  Algebra.  Designed  for  beginners,  and  yet  sufficiently 
ftdl  for  the  preparation  of  students  for  college. 

Eaton's  Elements  of  Arithmetic.  A  short  course  of  written  Arithmetic 
for  graded  schools  and  classes,  that  have  not  time  to  complete  a  larger  w^ork. 

Eaton's  Grammar  School  Arithmetic.  Unites  the  Common  School  and 
High  School  Arithmetics,  and  is  sometimes  preferred  where  only  one  written 
Arithmetic  is  used. 

jFrom  hundreds  of  Testimonials  in  regard  to  the  High  Character  and  Successful 
Working  of  Eaton's  Series,  the  following  are  presented  : 

From  Prof.  I.  N.  Carlton,  A.M.,  Principal  of  State  Normal  Scliool,  "New 

Britain,    Conn. 

I  believe  most  fully  in  Eaton's  Arithmetics.  The  whole  make-up  of  the 
books,  is  exact  and  scholarly,  and  the  more  thoroughly  one  becomes  acquainted 
with  them,  the  better  he  will  like  them. 

From  Hon.  T.  W.  Bicknell,  Superintendent  of  Scliools,  Barring-ton,  alid 
Commissioner  of  Public  Scliools,  State  of  Rliode  Island. 

We  have  used  Eaton's  Series  of  Arithmetics  for  three  years  in  our  pubUc 
Schools,  and  are  prepared  to  speak  of  their  merits  in  the  highest  terms.  They 
are  clear  in  the  statement  of  rules,  and  in  the  explanation  of  principles.  The 
examples  are  new,  modern  and  practical. 

From  P.  AV .  Reeder,  late  Superintendent  of  Schools,  Linn  Co.,  Iowa. 

I  have  examined  with  care,  a  series  of  Arithmetics,  by  J.  S.  Eaton,  and  find 
them  inferior  to  none,  in  any  respect,  while  in  many  respects  I  think  them 
superior  to  any  and  all  others,  and  I  heartily  recommend  them  to  educational 
men. 

From  David  Kirk,  Esq.,   El  Dorado,  Wis. 

In  my  experience  as  a  teacher,  I  have  examined  many  Arithmetics,  but  I 
have  not  seen  any  that  could  compare  with  Eatons,  which  are  as  much 
superior  to  other  Arithmetics,  as  he  himself,  was  superior  :to  all  other  mathe- 
matical teachers  I  ever  knew. 

From  E.  T.  Q^uimby,  Professor  of  Mathematics,  Dartmouth.  Collejfe,  Han- 
over, N.  H. 

I  consider  Eaton's,  the  best  Series  of  Arithmetics  published. 

From  W.  M.  Wilcox,  Esq.,  Principal  of  Tipton  School,  Mt.  Vernon,  lovra. 

Eaton's  Elements  of  Arithmetic,  which  you  sent  me,  I  am  highly  pleased 
with,  and  shall  introduce, 

THOMPSON,  BIGELOW  &  BROWN, 

as  and  29  CornMll,  Boston. 


EATON'S    MATHEMATICS. 


EATON'S     ARITHMETICS.  EATON'S     ALGEBRA. 

For  Graded  and  Oominon  Schools,  Academies 

and  Colleges. 


This  New  and  Excellent  Series  presents  the  Latest  and  most  Improved  Methods 
of  Mathematical  Instruction,  and  is  meeting  with  great  favor  in  all  parts  of 
the  Country. 

From   Hon.  Jolin   D.   Pliilbriclc,   Supt.   of  tlie   Public  Schools  of  Boston. 

The  use  of  Eaton's  Arithmetics  in  all  the  grades  of  onr  public  schools,  during  the  past  four 
years,  has  only  added  new  proofs  of  their  excellence.  The  protracted  and  severe  test  to  which 
they  have  been  subjected  in  the  school-room  has  fully  confirmed  the  opinion  of  their  merits 
given  by  me  previously. 

From  Prof.  W.    B.  Graves,    Marietta,    Oliio. 
I  have  used  Eaton's  Algebra  one  term.     It  is  entirelj''  satisfactory  in  the  class-room.     My 
impression  is,  that  it  is  superior  to  any  other  Elementary  Algebra. 

From  Prof.  EclAvarcl  Coiiant,  Principal  of  State  Normal  Scliool,  Randolph,  Vt. 
I  am  pleased  with  Eaton's  Algebra.     It  seems  to  be  a  very  clear  presentation  of  what  is  most 
useful  to  be  known  of  that  subject ;   the  point  and  brevity  of  the  explanations,  and  abundance 
of  illustrative  examples  and  problems,  are  commendable  features. 

From  G.  L,.  Putnam.  E!sq.,  Supt.  of  Schools,  Mobile  Co.,  Ala. 
After  a  careful  examination  and  comparison  of  their  merits  with  other  works,  I  consider  that 
Eaton's  Arithmetics  have  no  equal,  and  trust  their  superior  merits  will  soon  place  them  in  every 
public  school  in  the  country. 

From  D.   C.   Chiise,   Esq.,   Burtonville,   N.  Y. 
Eaton's  Arithmetics  have  move  than  answered  the  recommendations  given  them.     My  schol- 
ars never  made  such  rapid  progress  as  they  have  since  we  used  them. 

From  William  Hobson,  Esq.,  Supt.  of  Schools,  Saco,  Me. 
Eaton's  whole  Series  has  been  adopted  for  use  throughout  the  city.     Our  most  experienced 
teachers  speak  of  it  in  the  highest  terms,  and  I  have  no  hesitation  in  recommending  Eaton's 
as  the  best  Series  of  Arithmetics  which  has  come  under  my  notice. 

From  Professor  J.  Piper,  Superintendent  of  Schopis,  Manchester,  Iowa. 
Having  used  Eaton's  Arithmetics  for  a  series  of  years,  and  having  taught  most  of  the  other 
series  published,  I  have  no  hesitation  in  saying  that  I  deem  Eaton's  by  far  the  best  Arithmetics 
within  my  knowledge. 

From  A.  P.  Marble,  Esq.,  Superintendent  of  Schools,  "Worcester,  Mass. 
Eaton's  Common  School  Arithmetic  has  been  used  in  the  schools  of  this  city  with  good  suc- 
cess for  several  years.      For  a  clear  statement  of  important  principles,  in  connection  with  r% 
sufficient  number  of  fair  test  questions,  and  for  the  absence  of  all  mere  lumber,  I  do  not  know 
that  it  has  a  superior  in  the  field  which  it  covers. 


Messrs.  T.,  B.  &  B.  also  Publish  other  Valuable  Educational  Works 

Single  copies  of  Eaton's  Mathematical  Series  sent  to  Teachers  and  Superintendents  on  appli- 
cation to  the  Publishers. 
^p"  Liberal  terms  for  first  introduction.     Descriptive  catalogues  sent  free. 

THOMPSON,  BIGELOW  k  BROWN, 

25  and  29  Cornhill,  Boston, 


EDUCATIONAL  | 


'W 


llol>insoii's   jMatliciiiatics. 


Zanders'   Union   Keadert^s. 


This  complete  and  popular  series  of  Mathe- 
inatical  Text-Books  is  grarled  to  the  wants  of 
Priraavv,  Tntemiediato,  Grammar,  Normal  and 
HiLrh  Schools,  Aearlemies  and  Colleges. 

They  are  ])rononneed  superior  to  all  others. 

In  conforming  t(^  the  legal  standard,  and  to 
the  law  of  usage  in  the  use  of  table  forms  and 
upplimlions. 

In  philosophical    and  scierdific  arrangement. 

In  conciseness  of  rules,  brevity  and  accuracy 
of  definitions. 

In  numbers  and  variety  of  practical  examples. 

In  full,  logical  and  coniprehensive  analyses. 

In  new,  original  and  improved  methods  of 
operations. 

In  adaptation  to  the  various  grades  of  schol- 
arships in  all  our  Schools. 


New  and  unsurpassed  in  the  matter  and  \:\- 
riety  of  instructive  pieces  and  illustrations; 
well  graded,  full  and  complete,  with  Charts, 
Primer  and  Spellers. 

1.  They  are  strictly  progressive. 

2.  They  conform  in  Orthography  and  Pro- 
nunciation to  Webster. 

3.  They  exhibit  clearly  the  several  sounds 
of  the  letters,  present  the  rules  for  Spellint,', 
Articulation,  Emphasis,  Inflection,  Modulu- 
tion,  etc. 

4.  They  begin  by  teaching  children  to  read, 
with  words  real,  though  little,  such  as  at,  on,  it, 
no  and  the  like,  forming  them  into  simple  sen- 
tences. 

5.  They  select  the  more  difficult  words  of 
each  Pteading  Lesson  and  arrange  them  as  an 


In  unity  of  plan,  and  in  clearness  and  per-  I  Exercise  in  Spelling  and  Definition. 
"ipicAiity  of  style.  " 

In  scientific  accuracy,  combined  with  practi- 
<'(d  ntility. 

In  typography,  binding  and  general  beauty. 


Ivorl's  l^ngllsU   iiraiiiniars. 

This  series  is  ra]udly  acquiring  extensive 
circulation,  being  fdready  adopted  in  the  most 
noted  (Irammar  Schools  in  the  country. 

Kerl's  system  is  commended  over  others  for 
the  following  reasons: 

It  teaches  more  that  is  of  practical  utility. 

It  contains  a  simpler,  sounder  and  more 
comprehensive  article  on  the  analysis  of  sen- 
tences. 

It  contains  a  much  better  article  on  capital 
letters. 

It  contains  a  much  better  article  on  punctua- 
tion. 

It  contains  a  much  better  article  on  versifi- 
cation. 

'It  contains  a  much  better  article  on  rhetori- 
cal figures. 

It  exhibits  a  wider  circuit  of  the  various  con- 
structions of  the  English  language. 

It  surpasses  in  the  number,  ])ithiness,  vari- 
ety and  interesting  (character  of  its  exercises. 

It  is  drawn  more  directly  from  English  and 
American  literature. 

Jts  principles  are  better  illustrated  by  exam- 
ples. 

The  matter  is  better  classified  and  arranged. 

The  typography  is  Huperior. 


6.  They  give  an  account  of  all  the  various 
Persons,  Places  and  Things  that  seem  to  need 
explanatitm  in  the  Eeading  Lessons.  ! 

7.  Theyemplcy  every  mode  of  unfoldingthe 
Signification  of  Words,  Comparing.  Contrast- 
ing, Analyzing  and  fixing  their  meaning  and 
ajiplication  in  the  mind. 

8.  They  seek  to  attract  and  instruct  early 
childhood  by  easy  Eeading  Lessons,  and  by 
the  use  of  appropriate  Pictorial  Illustrations. 

5).  In  style  they  are  Pure,  Iligh-Toned  and 
Refining. 

10.  In  binding,  typography'  and  general 
beauty  they  are  unequaled. 

O  ray's    llotanical  Series 

"Dr.  Gray  stands  confessedly  the  head  of, 
the  science  of  Botany  in  the  United  States, 
and  among  the  highest  in  all  countries." — Dr. 
Lindley,  of  London. 

"  I  have  no  hesitation'in  saying  that  among 
all  authors  who  have  written  on  this  subject,  I 
esteem  Professor  Graj',  beyond  all  comparison, 
first." — J/enry  Ward  Jieecher. 


Wells'   Science, 


lu  TV  o  1^: 

Hitchcock's  Works, 


It     I     ^V    IV 


Weljsler's  Holiool  l>letloiiarles. 

New  editions  of  the  Counting-House,  Aca- 
DKMK^  High  School,  Common  School  and 
Pkimaky  Dk  TioNAians  have  been  issued,  con- 
taining im]u)rtant  additions  and  improvements, 
and  copidusly  illustrated. 

CJ    <>     I»     \  It    <>    <>    3v    H    . 

Randall's   Reading  and    Elocution, 


Wilson's   Histories,  Townsend's  AnOlys 
Bryant  and  Stratton's   Book-Keeping. 

HIT  S(  iKl  for  our  thw  il]ustrat<-<l  dcHcriptivo  Catalogue.  The  Publiwhi-rs  ronlinlly  invite  Teachers,  nml  otherK 
intercHt.d  in  \\n-  (^ausr  <>£  E(huutit)ii,  to  correspond  With  them  freely,  and,  if  they  tlnd  it  couvenieut,  to  vlult 
their  OflieeH  and  PiiblisliinK  Koonis. 

IVISON,  BLAKi:3IAK,  TAYLOJt  cC  CO., 

PuliliHlicrs,    \'\H,   una  1  tO  Grand  street,    New  York.