Full text of "The California teacher"

JULY, 1871.

Vol. IX.]

[No. 1.

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TJXB

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A JOURNAL OF

ar^itiii

School and Home Education

AND OmCIAL ORGAN OF THE

Oepartment of Public Instruclion

I : D I T O R S :

O. I>. J^JSID JS.. I.. FITZaKRALD,

ContriMtiflg Editors, elected tiy tie State Educaticnal Society

MISS CLARA G. DOLLIVER,
MRS. AURELIA GRIFFITH.

DR. E, S. CARR,

PROF. W. J. G. WILLIAMS.

SAN FllANCISCO:

ALIFORNIA EDUCATIONAL SOCIETY

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IMPORTANT NOTICE.

To the Teachers and School Officers of California.

The introduclion of Robinson's Mathematics, which were
adopted by the State Board, for use in the Public Schools of California,
took effect June \st, and for your scholars to receive the benefit of the large
discount offered by the Publishers, viz: HALF OFF TIM- RETAIL TiatEl^,
all orders must be in within THRKK MONTHS from that date.

The regulations of the Publishers' Board of Trade make ii
tmperaL've that when books are ordered for introduclion, that a CERTIFICATE
from the Teacher or Officer ordering, shall accL.mjrany the order, certifying
that the supply is really intended for this purpose, otherwise Publishers
would have no guaranty that the special lates allowed on such orders were
enjoyed by the proper parties.

We are acting for the Publishers, and furnish these books at the
above mentioned rates, upon orders signed JOINTLY by Teachers and Dis-
trict Clerks. (For form of order see next page, which can be torn out and
used.)

All orders for Robinson's series must be accompanied by a re-
mittance for the amount, or will be sent C. O. D., by express, if preferred.

We have now on hand, the largest and most complete stock in the
State, of School, Text and Library books, recently adopted by the State
Board for use in the .schools of California, which we will supply at liberal
discount, also, all kinds of school stationery, including slates, slate pencils,
chalk crayons, ink, globes, Rewards of Merit, &c.

OuK School Book Catalogue, containing many important changes,
has just been issued, and will be sent /r^f on application', also

Our School Library Book List, containing additional list of the
books adopted at the last meeting of the State Board, June 13th, 1871,

A. ROMAN & CO.

Publishers, Booksellers, Importers & Stationers,
417 and 419 MONTGOMERY STREET,

San Francisco.
July I St, 1 87 1. [over.]

FOMM OF OBBEM.

Districts Co.. Cal. 187

Messrs. A. ROMAN & CO.,

Sa7i Francisco.
Gentlemen :

Please fill the following order for Robinson's Series of

Mathematics, and forward by

to - -'

Retail price.

Robinson's Progressive Table Book 20

Eobinson's Progressive Primary Aritlimedc 25

Eobinson's First Lessons in Mental and Written Arithmetic. . . 40

..'.... Eobinson's Progressive Intellectual Arithmetic 40

Eobinson's Eudiments of Written Arithmetic 43

Eobinson's Progressive Practical Arithmetic 94

■ Eobinson's Key to Practical Arithmetic 90

Eobinson's Progressive Higher Arithmetic 1 38

Eobinson's Key to Higher Arithmetic 1 25

Eobinson's Arithmetical Examples 75

Eobinson's New Elementary Algebra 1 50

Eobinson's Key to New Elementary Algebra 1 25

. Eobinson's New University Algebra 2 20

Eobinson s Key to New University Algebra 2 20

Eobinson's New Geometry and Trigonometry 2 25

Eobinson's Surveying and Navigation 2 25

Eobinson's Analytical Geometry and Conic Sections 2 25

Eobinson's New Differen. and Integ. Calculus 2 50

Eobinson's Geometry, separate 1 25

Eobinson's Trigonometry, separate 1 25

Eobinson's Key to Geometry and Trigonometry, Analytical

Geometry and Conic Sections, Surveying and Navigation 2 25

Eobinson's University Astronomy.. 2 75

Eobinson's Mathematical Operations 3-00

Marks' First Lessons in Geometry 90

The above Robinson's Mathematics are necessary for a first supply
of the pupils in the Pubhc Schools of this District.

District Clerk.

Teacher.

JS^r Parties ordering these books will please fill names, directions,
&c., in full.

Bancroft Ubraiy

THE

California Teacher.

JULY, 1871.

Vol. IX. SAN FRANCISCO. 7V0. 1.

COURSE OF STUDY

FOR CERTAIN GRADES OF THE PUBLIC SCHOOLS OF SAN FRANCISCO.

EIGHTH GRADE.

Section ii. Arithmetic. — Counting, reading and writing numbers
to 100 ; lessons illustrated by the use of the numeral frame ; Roman
numerals in connection with the reading lessons ; adding small num-
bers.

Reading and Spelling . — Charts from I to VI; First Reader; spelUng
from the charts and readers, orally.

Writing. — Script letters and easy capitals.

Oral LessoTis. — ^The five senses, their organs and use ; common ob-
jects ; conversational lessons on domestic animals ; primary and sec-
ondary colors.

V^ocal Music. — Singing, by r§te^ the exercises given in " Mason's Na-
tional Teacher," Chapter Fourth ; the ascending and descending scale
sung by the scale names, and by syllables.

Singing, by rote, four songs from the First Music Reader. Time —
at least ten minutes, daily.

seventh GRADE.

Sec. 12. Arithmetic. — Addition and subtraction of small numbers ;
Text-Book to Lesson Fifty.

Reading and Spelling. — Second Reader ; spelling of tabulated words
at the head of eaeh reading lesson • writing from dictation one para-
graph from a reading lesson, weekly; copying from the open Reader,

.t n«

V.I

2 COURSE OF STUDY, [July

once in two weeks, a lesson as an exercise in spelling, punctuation and
capitals. Primary Speller to Lesson Fifty.

Writing. — On slates and blackboards; pens and paper used in classes
provided with desks ; capitals and small letters.

Oral Lessons. — Color chart ; common plants, Chart XXI; conversa-
tions on wild animals. .

Geography.-_ — Through the United States to Lesson Twenty-nine.
The whole to be read; the map questions studied and answered with
open book, and about one fourth, including important points, to be
memorized.

Reading and Spelling. — Third Reader; spelling of tabulated words
at the head of each reading lesson; dictation of paragraphs to be writ-
ten, weekly; abbreviation of words usually abbreviated, as they occur
in the Reader.

Primary Speller, to Lesson Ninety, omitting from Lesson Seventy-
eight to Eighty-four.

Oral Lessons. — Plane figures ; lines and angles, from the chart ;
color chart ; conversational lessons on common articles which are
eaten and worn.

SIXTH GRADE.

Sec 13. Arithmetic. — Multiplication and Division, using a single
figure for the multiplier or divisor ; Text-Book, to Lesson Ninety.

Language. — Naming nouns, adjectives and articles in the reading
lessons ; correcting common grammatical errors ; practice in the use
of capital letters ; short abstracts of easy reading lessons, as a prelim-
inary to original compositions ; copying from the Reader, lessons, or
parts of Lessons, to cultivate the habit of correct spelling, punctuation,
and use of capital letters.

FIFTH GRADE.

Sec 14. Arithmetic. — Mental and written combined. Multiplica-
tion and Division, Easy lessons in fractions, and the tables of Denom-
inate Numbers. Text-Book completed.

Language. — Naming the parts of speech from reading lessons; cor-
recting grammatical errors; constructing easy sentences. Once in two
weeks, composition exercises, consisting of letter writing; abstracts of
easy reading lessons ; transposing easy poetry into prose ; reports o
oral lessons and simple descriptions of objects.

Geography. — Text-Book completed. The whole to be read with
open book, but no more than one fourth, including the leading points,
to be memorized.

iSyi.] COURSE OF STUDY. 3

Reading and Spelling. — Fourth Reader, first half. Spelling and de-
fining tabulated words at the head of each reading lesson. Dictation
of one or more paragraphs of a reading lesson, at least weekly. Copy-
ing, occasionally, from the open book, a reading lesson, to cultivate the
habit of correct spelling, punctuation, use of capitals, and division into
paragraphs. Primary Speller to part second, page sixty-seven. Ab-
breviation of words commonly abbreviated, as they occur in the Reader.

FOURTH GRADE.

Sec 29. Arithmetic. — Addition, Subtraction and Multiplication of
Decimal and Common Fractions; United States Money. f

Particular attention to be given to the analysis of operations. Men-
tal Arithmetic in connection with written, the same topic in both kinds
being taught at the same time.

Language. — Naming nouns, verbs, adjectives and personal pronouns
from the Reader. Declension of personal pronouns; number and
case of nouns; comparison of adjectives; and conjugation of the verb
to he in the Indicative Mood. Composition, once in two weeks; let-
ters, abstracts of reading lessons, transposition, descriptions of excur-
sions, visits, travels, or vacations, etc.

Geography. — Through the United States. California.

The whole to be read and studied with open book, but not more
than one fourth to be assigned for memorizing. The teacher will
mark the important parts to be learned in each advance lesson.

Reading and Spelling. — Fourth Reader completed. Spelling from
the Reader. Word- Analysis, English Prefixes and Suffixes.

THIRD GRADE.

Sec 30. Arithmetic. — Division of Decimal and Common Fractions;
United States Money; Compound Numbers and Reduction, omitting
obsolete tables. Special attention to be given to the analysis of oper-
ations. Mental Arithmetic in connection with written, the same topic
in both kinds being taught at the same time.

Grammar. — The Parts of Speech, taking the coarse print of the
Text- Book, with the analysis of sentences and parsing, according to
the models. Conjugation of verbs in the Indicative Mood. Parsing
and analysis of easy sentences from the Reader. Composition, once
in two weeks; letter-writing; reports of oral lessons; transposition;
abstracts of lessons in reading and geography.

Geography. — Text-Book completed; The Pacific Coast. The whole
to be read with open book, but not more than one fourth to be memo-
rized, marking, in each advance lesson, the leading points.

4 COURSE OF STUDt. [July

Reading and Spelling. — Fifth Reader, first half ; spelling and defin-
ing important words in the reading lessons.

Word- Analysis. — Defining words; easy Prefixes and Suffixes.

SECOND GRADE.

Sec. 31. Arithmetic. — Common and Decimal Fractions; Compound
Numbers and Reduction, omitting Duodecimals and obsolete tables.
Review with special reference to the explanation of principles and the
analysis of operations, particularly in Fractions. Mental Arithmetic,
carried along in connection with written, the same topics in both kinds
being taught at the same^ time.

Grammar. — Coarse Print of the Text-Book; important notes and
exceptions read in the class, but not memorized. Rules of Syntax,
without notes, and correction of examples in false syntax. Analysis
and parsing of easy simple, complex and compound sentences from
the reading lessons. Compositions, once in two weeks, on the same
subjects as syecified in the first grade.

Geography, — Part Second of the Text-Book. California and Ne-
vada. Omit at least three-fourths of the map questions, marking only
the important ones in each lesson, and in the descriptive geography,
requiring only important facts to be memorized.

History. — Discoveries, Colonial Settlements and Wars, and the Rev-
olution; the whole to be read and discussed in the class, but the lead-
ing facts and events only to be memorized.

Reading and Spelling — Fifth Reader completed. At least a weekly
exercise in writing paragraphs dictated from the Reader. Spelling im-
portant words in every lesson to cultivate the habit of observing the
orthography of words.

Word- Analysis. — Prefixes, suffixes and roots of words, and the mean-
ing and use of words illustrated by constructing sentences.

FIRST GRADE.

Sec. 32. Arithmetic. — Simple and Compound Interest; Partial Pay-
ments (U. S. Rule); Commission and Brokerage; Stocks; Profit and
Loss ; Banking ; Discount ; Ratio and Proportion ; Square Root ;
Mensuration and the Metric System; Review with special reference to
the discussion of principles, and the analysis of operations; Mental
Arithmetic, taken in connection with the review of topics in written
arithmetic.

Grammar. — Syntactic;!] Parsing and Analysis of St ntcjiccr from the
reading lessons, with a general review of the Teit-Bool;,

Weekly exercises in composition, consisting of abstracts of reading

1 87 1.] COURSE OF STUDY. 5

lessons, transposition of poetry into prose; abstracts of lessons in Ge-
ography and History; reports of oral lessons, letter-writing, and mis-
cellaneous subjects.

Geography. — Physical Geography; Part First of the Text-Book; the
Pacific Coast. The whole to be read, and important facts only to be
memorized.

History. — Text-Book completed. Outline review of Discoveries,
Colonial Settlements and Wars, and the Revolution, taking only the
leading events, and omitting minor details and dates. Constitu-
tion of the United States read, with conversational lessons. Five
months' course.

Reading and Spelling. — Sixth Reader begun and completed. Spell-
ing in connection with the reading lessons, and with written exercises
in other studies.

Word-Analysis. — Prefixes, suffixes and roots of words, and the mean-
ing and use of words illustrated by constructing sentences.

Book-Keeping. — Double Entry. (For boys only.)

Sec 33. Authorized Text-Books ik Grammar and Primary
Schools. — Robinson's Practical Arithmetic, ist and 2d Grades; Rob-
inson's Rudiments of Arithmetic, 3d and 4th Grades; Robinson's First
Lessons in Mental and Written Arithmetic, 5th, 6th and 7th Grades;
Colburn's Intellectual Arithmetic, ist and 2d Grades; Brown's First
Lines in Grammar, First, Second and Third Grades; Monteith's
Physical and Intermediate Geography, ist and 2d'Grades; Monteith's
Manual of Geography, 3d and 4th Grades; Monteith's Introduction,
5th and 6th Grades; McGuffey's Eclectic Sixth Reader, ist Grade;
McGuffey's Eclectic Fifth Reader, 2d and 3d Grades; McGuffey's
Eclectic Fourth Reader, 4th and 5th Grades; IVIcGuffey's Eclectic
Third Reader, 6th Grade; McGuffey's Eclectic Second Reader, 7th
Grade; McGuffey's Eclectic First Reader, 8th Grade; Willson's Pri-
mary Speller, 5th, 6th and 7th Grades; Swinton's Condensed History
of the United States, ist and 2d Grades; Payson, Dunton & Scribner's
System of Penmanship, all Grades; Payson, Dunton & Scribner's Sys-
tem of Book-keeping (Double Entry), ist Grade; Swinton's First Les-
sons in Word-Analysis, 4th and 3d Grades; — Word-Analysis,

2d and ist Grades; Ahn's German Method, ist, 2d, 3d and 4th
Grades; Werz's German Reader, ist and 2d Grades; Grauert's Sec-
ond Reader, 3d, 4th and 5th Grades; Ahn's Rudiments, 5th, 6th and
7th Grades; Douai's First Reader, 6th and 7th Grades; Otto's French
Grammar, ist, 2d and 3d Grades; Pylodet's Beginner's French Read-

6 . DRILL, [July

er, yth, 6th and 5th Grades; Pylodet's Second French Reader, 4th, 3d
and 2d Grades.

Music — Mason's First Music Reader, 7th Grade; Mason's Second
Music Reader, 5th and 6th Grades; Mason's First Music Reader, 3d
and 4th Grades; as selected by the Music teachers, ist and 2d Grades.

DRILL

BY DR. E. J. SCHELLHOUS.

The two fundamental processes of education may be justly denom-
inated Drill and Instruction. The first serves as the basis of all vital
and mental activities; by means of the second, all thoughts and ideas
are combined and utilized. The result of the first is growth, develop-
ment, vigor; that of the second, the combination of ideas and plans
to carry on the purposes of life. The one is capacity, energy, power;
the other is adaptability of means to ends. The first is the foundation,
the second, the superstructure. The recognition of these two processes
is essential to the success of the Teacher. He must be familiar with
the laws of vital and mental action — with the order of nature; and as
educational processes are carried on in accordance with natural law, so
must the Teacher base his art upon Nature's methods.

It is my purpose on this occasion, to make some observations on the
subject of Drill, and endeavor to adduce and illustrate the natural laws
involved in the process. The first of which is: By a series of repetitions^
the vital and mental activities become fixed and automatic in their action.
One or two familiar instances will be sufficient to illustrate this law:
A proficient in vocal and instrumental music sits down to the piano,
with a song before him which he has seen for the first time. Casting
a glance at the signature and rythm of the music, he instantaneously
strikes the full chords of the key, and proceeds to perform the piece
without any previous study, and carries on simultaneously, a multitude
of processes, some of which I will enumerate.

First, the vocalization of the melody, employing a vast number of
muscles, the contraction of some of which, if varied the hundredth
part of an inch, would spoil the music; then the execution of the
accompaniment, each hand acting independently of the other; then
the movement of the eyes along the lines and up and down the pages;
the support of the body in an erect position on the seat — these, with
many other processes not mentioned, constitute the vital actions. The

1 87 1.] DRILL.

mental are, if possible to conceive, still more complicated; the rapid
conception of thought, expressed by the words of the song, the idea of
the melody, the comprehension of the harmony, and the guidance of
the fingers, are the most obvious. Let anyone familiar with theorettcal
music, and all that has been written on the methods of performing on
the piano, sit down for the first time to that instrument, and what would
we expect of him ? He could do nothing. He would lack the found-
ation, and the superstructure, splendid though it might be, would fall
" like the baseless fabric of a vision." These muscular acts and mental
processes are all carried on automatically and unconsciously on the
part of the performer, his attention being fixed upon the results of
these combined operations; in other words, they are the result of a
long and persistent series of repetitions — in one word, Drill. Thus,
we may acquire an infinite variety of automatic actions, by observing
the law as above stated : " That is to say, an action may require all
our attention, and all our volition for its first, second, or third perform-
ance, but by frequent repetition, it becomes in a manner, part of our
organization, and is performed without volition, or even consciousness."
Huxely.

"As every one knows, it takes a soldier a long time to learn his
drill — to put himself, for instance, into the attitude of attention, at the
instant the word of command is heard. But after a time, the sound of
the word gives rise to the act, whether the soldier be thinking of it or
not. There is a story which is credible enough, though it may not be
true, of a practical joker, who, seeing a discharged veteran carrying
home his dinner, suddenly called out, 'Attention ! ' — whereupon the man
instantly brought his hands down, and lost his mutton and potatoes in
the gutter. The drill had been thorough, and its efi"ects had become
embodied in the man's nervous structure. The possibility of all edu-
cation (of which military drill is only one practical form), is based
upon the existence of this power, which the nervous system possesses
of organizing conscious actions into more or less unconscious, or reflex
operations. It may be laid down as a rule, that if any two mental
states be called up together, or in succession, with due frequency and
vividness, the subsequent production ot the one of them will suffice to
call up the other, whether we desire it or not. The object of intellectual
education is to create such indissoluble associations of our ideas of
things in the order and relation in which they occur in nature; that of
moral education is to unite as fixedly the ideas of evil deeds with those
of pain and degradation, and of good actions, with those of pleasure ^

DRILL. ■ [July

and goodness." — Physiology and Hygiene by Huxley and Youmans, /.2 54,
This leads us to the second law, namely: Thoughts aitd emotions are
called up when some other thoughts or emotions, which have previously been
associated with them, are expressed. Thus, we say a sign calls up the
thing signified, as the word " horse" instantly calls up the idea or
thought of that animal; or the thing signified just as readily calls up
the sign; thus, the idea of a horse suggests the word either written or
oral. These combinations of association may be extended indefinitely,
and sustain an infinite series of relations — around a single idea may
cluster a vast number of associations. This law is well illustrated
when two friends, long separated, meet and talk over old times. One
thou'^hL or name will awaken a train of thought that had slumbered in
the mind for years; or, perhaps, tlie mention of a little incident will
excite emotions, or bring before the mental vision a series of events
long forgotten. In language, these relations consist of the sign and
the thing signified; and will sufficiently illustrate the law. The sign is
addressed either to the eye, as in written language, diagrams, pictures,
ciphers, signals, &c., or to the ear, as oral language, music &c. Let us
suppose a Latin inscription is placed upon the wall. Its characters are
signs, and a number of persons in the room are acquainted with that
language, and some are not; the signification would be awakened only
in those acquainted with Latin; or suppose one should pronounce a
sentence in Hebrew, to all those not acquainted with that language,
the signification would fall still-born upon their ears.

Thus, we see the second indication is to establish in the mind of the
pupil a series of impressions, sustaining the proper relations in associa-
tion, and this can only be done by drill. In our methods of teaching,
we do not attach suflicient importance to these fundamental laws, and
we see the evidences of our negligence everywhere. In writing, read-
ing, spelling — in all the departments of education, we fall below our
capacity to teach, and the capacity of our pupils to learn. We see how
accurately the printer spells, what a ready writer the journalist is, and
with what surprising dexterity the artisan plies his skill: these are in-
stances of thorough drill. We are not thorough enough. We take
our classes through the books in one third or one fourth of the time
required. We hear the recitations from the books and dismiss the
classes, the lessons scarcely making an impression on the minds of
our pupils.

In conclusion, I will call attention to In wh.it shall we drillP How
* shall we drill? and Hoiv much shall we drill? In what we shall drill.

1 87 1.] LAKE AND MENDOCINO INSTITUTE. 9

we might take a lesson from Nature. The strictest economy is observ-
able throughout her entire dominions. Nothing is lost. She has or-
dained that discipline and instruction must be carried on together,
seemingly by a single process. The art of acquiring knowledge will
afford sufficient drill in its acquisition. The more thorough the drill,
the more ready and available the knowledge. Therefore, we should
drill in those things we most need to know. Self preservation of
health, self-control, praparation for the active duties of life — these
should be the subject-matter of drill. As to how drill should be con-
ducted, much will depend on the tact, skill and disposition of the
teacher. A clear conception of the laws of vital and mental action
will perhaps be the best guide . The tedium of the exercise can, in a
great measure, be overcome by a variety of methods, as single and
concert drill, the stimulus afforded by emulation, an appeal to self-in-
terest, approbation and duty: and especially by a cheerful, patient, en-
ergetic spirit in the teacher. And lastly, How much .? The degree of
advancement will be in proportion to the amount of drill under proper
conditions. At first, light, increasing as the pupil develops in strength
and vigor. But, above all, it should be regular. All Nature's pro-
cesses go on in perfect order. The pulsations of the heart, the diges-
tion of the food, the bodily motions, as in walking, running, (fcc, in
their normal action, are carried on with the regularity of planetary mo-
tions. The mental processes are equally exact. Therefore, there
should be perfect regularity in drill exercise. We should place more
reliance on drill, and less on study. Study only aims at the acquisition
of ideas, but what the young learner most needs is mental capacity,
and the establishment of a good degree of automatic action; therefore,
drill should be chiefly relied upon in primary grades, and should enter
largely into the higher grades.

LAKE AND MENDOCINO TEACHERS' INSTITUTE.

The Teachers assembled in the Institute Hall at 11 a.m., May 31st, 1871.

The Institute continued in session three days, and the following members
were enrolled :

Mendocino County -Hon. Thomas B. Bond, Superintendent. Dr. J. K.
Thomas, L. E. Burgstiner, J. Henry Seawell, J. N. Burroughs, K. A. Mor-
ton, Miss A. Brisaudine, Mrs. S. W. Haskett, Mrs. A. S. Hndd, Miss Lizzie
Ley, D. H. Trout, D. C. Hackley, J. M. Covington, J. S. Hunter, J. M. Cle-
land, J. M. Standley, J. A. Smith, W. H. Young, John H. Crawford, J. F.
Perkins, A. S. Cuerton, Joe McReynolds, Wm. T. Clay, W. T. Leeke, -lohn
P. Cosgrove, Mrs. S. E. Livingston, Miss Mary E. Cavauaugh, Emily E.

10 LAKE AND MENDOCIhO INSTITUTE. [July

Stevens, Emma H. Le Ballister, Barbara C. Stickney, Belle Eeed, Amanda
Elliott, Mary E. Elliott, E. C. Haworth.

Xafe Coun^j^— Mack Mathews, Superintendent. W. Darius Morton, J. W.
Shirley, J. B. Goodin, M. M. Hall, Wright Mathews, Q. V. McCarty.

At Large— Hon. O. P. Fitzgerald, \Vm. T. Lucky, Prof. C. C. Cummings,
Hon. Wm. Holden, Hon. E. McGarvey, Hon. J. B. Lamar.

MINUTES.

WEDNESDAY, MAT 31ST— FOEENOON.

Mr. Mack Mathews, Superintendent of Lake, took the chair, and called the
Institute to order at 11 o'clock.

Thomas B. Bond, Superintendent of Mendocino, spoke at length on the
conduct and organization of the Institute.

Mr. Wright Mathews was then appointed Secretary, and Mr. W. D. Morton
and Miss Mary E. Cavanaugh Assistant Secretaries.

The Superintendents of the two counties were made a Committee on Order
of Exercises, and the Chairman appointed the following committees:

On Mrodudion^-Messrs. D. H. Trout, W. D. Morton, Q. V. McCarty and
Mrs. A. S. Budd.

On Music — Messrs. J. N. Burroughs and W. D. Morton, and Miss Emily
E. Stevens, Miss A. Brisandine and Mrs. S. W. Haskett.

AFTEENOON.

On meeting at 2 p.m., Dr. Wm. T. Lucky, Principal of the State Normal
School, was introduced, and briefly addressed the Institute.

Prof. C. C. Cummings was also introduced, and received the welcome of a
host of friends.

J. S. Hunter then addressed the Institute at length, illustrating his method
of teaching spelling, and was followed by Messrs. W. D. and K. A. Morton,
Covington, Burroughs, McKeynolds, Mrs. Budd and Mrs. Haskett, in a gen-
eral discussion.

THTJKSDAT, JUNE IsT — FOEENOON.

The Institute was called to order by Superintendent Bond, who introduced
Hon. 0. P. Fitzgerald, State Superintendent of Public Instruction, who took
'the chair, and after music, introduced Dr. J. E. Thomas, of Ukiah, who read
a paper on " School Government and Discipline."

At the unanimous request of the Institute, Dr. Thomas consented to furnish
copies of his address for publication in the Califoenia Teachee, and the local
papers of Lake and Mendocino counties.

The subject of School Government being introduced by State Superintendent
Fitzgerald, was then discussed at large by the Institute, and many teachers
gave the benefit of their theory and practice.

Mr. Young then introduced the following preamble and resolution, which,
after a discussion, was unanimously adopted :

Wheeeas, Deeming intemperance the primary cause of more than three-
fourths of the crimes committed in our country, and — Whereas, it is believed
that habits, either good or bad, are the results of early education— therefore,
be it

Resolved, That it is the sense of this Institute that principles of temperance

1 87 1 . ] LAKE AND MENDOCINO INSTITUTE. 1 1

should be taught by the teachers of our public schools, both by precept and
example.

After a full and free discussion by Messrs. Trout, Covington, Bond, State
Superintendent Fitzgerald and others, the Institute unanimously

Besolved, That the additional tax for the support of the schools eight
months in the year, should be levied at large on all the State property, the
amount paid into the Treasury and apportioned among the various districts,
according to their need ; and we recommend to our State Superintendent to
use his influence with our Legislature to have the law so amended.

After a few remarks by Dr. Lucky, the Institute adjourned.

AFTEENOON.

state Superintendent Fitzgerald called the Institute to order, and a motion
recommending compulsory attendance in our pubhc schools was introduced,
and indefinitely postponed. *

The Hon. Wm. Holden, Lieutenant Governor of the State of California,
was then introduced, and elected an honorary member.

The Hon. K. McGarvey and the Hon. J. B. Lamar were also elected honor-
ary members, and briefly addressed the Institute.

The Chairman then introduced Dr. Wm. T. Lucky, who addressed the In-
stitute at length on subjects pertaining to Teachers' Institutes and their rela-
tions with the State Normal School.

The Institute then took an intermission, and on reassembling, it was

Besolved, That the Institute invite and request the State Superintendent to
use his influence in procuring the passage of a law granting the necessary
authority, and making it the duty of County Boards of Examination to revoke
the certificates of teachers who refuse or neglect to attend the Teachers' In-
stitute, and do not give a reasonable excuse.

On invitation of the Institute, Miss Mary E. Cavanaugh then read an essay
entitled "Little by Little."

Mr. R. A. Morton, on invitation of the Chairman, then entertained the In-
stitute with a practical illustration of his method of teaching Reading. The
Chairman then addressed the Institute on the same subject, and was followed
by Messrs. Covington, Hunter, Hackley, Young and others, in a philosophi-
cal discussion of the elementary principles of reading, in which was impressed
the importance of cultivating the sight, and perceptive faculties.

EVENING.

The Institute, with many of the citizens, including a few " School Trus-
tees," assembled at 7% p.m., and were entertained by an address by State Su-
perintendent 0. P. Fitzgerald, on matters pertaining to the school system.

FBIDAY, JUNE 2d — FOBENOON.

State Superintendent Fitzgerald took the chair, and after the roll was called
and the minutes read, Mr. W. D. Morton and Mr. J. M. Covington were
appointed a Committee on Resolutions.

Mr. W. T. Leeke then illustrated on the blackboard his method of teaching
Penmanship, and the subject was further discussed by Mr. Young and others.

Mr. J. N. Burroughs then read an Essay on the Learned Professions.

The State Superintendent then answered many questions on the construct-
ion of the school law.

1 2 LAKE AND MENDOCINO INSTITUTE. [July

It was then, by the members of the Institute, unanimously
Resolved, That we highly appreciate the visit of Doctors Fitzgerald and
Lucky during the present session of our Institute, 'and we hereby tender our
hearty thanks to them, for the pleasure and instruction which we have derived
from their presence and counsel.

Superintendent Fitzgerald then took his leave of the Institute, and Dr.
Lucky, after answering questions concerning the State Normal School, deliv-
ered some parting remarks.

AFTEENOON.

The Superintendent of Lake called the meeting to order.

After music, Mr. Wright Mathews read a paper on Geography. Miss
Amanda Elliott then read an essay, and the Committee on Kesolutions sub-
mitted the following, which were adopted without discussion :,

Resolved, That it is the desire of this Institute that the teachers of Lake
and Mendocino Counties, with the consent of the Superintendents, assemble
in joint Institute at Lakeport, in May, 1872.,

^Whereas, Applicants for Third Grade Certificates are required to pass an
examination in fcfie following studies : Arithmetic, Grammar, Geography,
History, Theory and Practice of Teaching, Orthography, Defining, Penman*-
ship and Eeading; and

Wheeeas, The standard of the first five studies is fixed at 100, and the
standard of the remaining four at 50, • And

Wheeeas, The remaining four studies are those principally taught in pri-
mary schools, for which the standard is fixed at a lower figure, thus often
causing deserving applicants to be rejected. Therefore, be it

Resolved, That the State Board of Education be respectfully requested to
so change the form of the certificate; that the standard be reversed, as follows:
The first five studies, 50 credits each, and the remaining four, including the
school law of California, 100 credits.

Mr. J. M. Standley then illustrated his method of teaching Arithmetic, and
was followed by Messrs, Burroughs, Bond, Covington, McCarty, Burgstiner,
Cuerton, Trout, Clav, Seawell, Cleland and K A. Morton.

Superintendent Bond called the Institute to order, and after music, intro-
duced Prof. C. C. Cummings, Principal of the convict school at San Quentin,
who addressed the Institute at length on the Education of Convicts.

The Institute voted thanks to the Professor, and at request, he consented
to furnish a copy of his address for publication.

On motion of Thomas B. Bond, the Institute then unanimously

Resolved, That we heartily indorse the administration of Hon. P, Fitz-
GEEALD, in discharge of the duties of State Superintendent of Public Instruc-
tion, and the people of California owe him a debt of gratitude for his able and
indefatigable labors in the cause of Education.

Miss Brisandine then read an essay entitled " Society," and Mr. D. H.
Trout being called for, came forward and made a valedictory address. The
Institute extended Mr. Trout a vote of thanks for the favor of his address.

The Institute also extended a vote of thanks to the people of Ukiah for
their hospitality, and to the proprietors of the Ukiah Institute for the use of
the hall.

iSyi.] SISKIYOU INSTITUTE. 13

SISKIYOU COUNTY TEACHERS' INSTITUTE.

Yeeka, May 30, 1871.

At 10 o'clock A.M. the Institute was called to order by President G. K. God-
frey, County Superintendent. The following teachers placed their names
upon the roll of the Institute : G. K. Godfrey, Superintendent, L. Coulter,
John Kennedy, C. C. Auble, F. W. Chapin, H. B, Gillis, Jos. Hammond,
Charles S. Abbott, W. M. Thomas, J. S. Beard, T. J. Wayne, Newton Lamb,
A. Eastin, Mrs. B. H. Stone, Mrs. H. H. Smalley, Mrs. C. C. McClurg, Mrs.
M. T. Calhoun, Mrs. A. A. Guild, Miss A. Reynolds, Miss B. W. tlyde.
Miss Mary J. Hayne, Miss Louise E. Lanze, Miss Mary E. Cory, Miss Jennie
Brown, Miss Belle Skinner, Miss Ella Hovey, Miss Georgiana Reid and Miss
Minnie Winckler.

Devotional exercises, by the Eev. Mr. Hammond.

Mr. Kennedy was then introduced and delivered an address of welcome.
Mr. Gillis, upon the part of the Institute, responded. These gentlemen were
Ustened to with close attention, and their performances highly applauded.

At the request of the President, Mr. Kennedy then stepped forward and
read the record of the Institute, held in Yreka last year.

Mr. Coulter was elected Yice President of the Institute; Mr. Gillis was
elected Corresponding Secretary, Mr. Kennedy was elected Eecording Sec-
retary. W. J. Stone, Esq., was elected a member of the Institute, ar 1 signed
the constitution.

The President then appointed the following persons as a Committee on
Business, viz: Mr. Kennedy, Mr. Coulter, and Miss lleynolds. The com-
mittee conferred together, and reported the programme prepared by President
Godfrey, as a suitable order of business, but recommended that the proceed-
ings to be held at the Court House, on the evening of the last day, be dis-
pensed with. A spirited discussion was the consequence of this recommend-
ation, but the Institute finally decided to adopt the report of its committee.

President Godfrey then announced the following permanent committees
and committees for the day, viz:

Committee on Eesolutions — Permanent. — Messrs. Kennedy, Coulter and Ham-
mond.

Committee on Introduction and i^ocial Exercises. — Messrs. Eastin and Auble,
Mrs. Smalley and Miss Keynolds.

Committee on Music. — Mrs. Smalley, Messrs. Chapin and Mitchell.

Committee on Questions. — Miss Cory, Messrs. Hammond and Chapin.

Committee on Query jBox.— Messrs. Gillis, Abbott and Eastin.

On motion, the Institute adjourned to reassemble at 1 o'clock p. m.

AFTERNOON SESSION.

The Institute reassembled at 1 o'clock p. m. , President Godfrey in the chair.

President Godfrey then deUvered his annual address, entitled "Teachers
and Teaching." It was excellently rendered and loudly applauded.

Mr. Auble then took the stand, and read an interesting, and instructive
essay, entitled "Educational Forces."

A recess of ten minutes was then taken, and on the reassembling of the
Institute, Mr. Coulter took the blackboard and illustrated his view of the
differences between "deductive" and "inductive" reasoning as applied to

1 4 SISKirO U INSTITUTE. [July

mathematics, the same having been suggested by a perusal of the controversy
between Messrs. Marks and Holder, in the Calitobnia Teachee. The dis-
cussion was generally participated in.

Mr. Gillis requested to be discharged from the Committee on Query Box.
The request was denied. This committee then proposed the following queries,
viz:

Qwery Is/— Should disorderly and troublesome children be dismissed from
schoolfor bad conduct, or compelled to behave themselves properly ?

Mr. Hammond responded, and said that the right and duty of dismissal is
unquestionable, but that neither should be exercised until every other remedy
fails.

Query 2d — "What are the indications of a slack teacher ?

To this query Miss Cory responded, and said that where a child fails to
behave as well behind the teacher's back as before his face, it is sufficient
evidence of a slack teache .

Mr. Thomas inquired whether or not the teacher had the right to expel a
child ?

The Institute decided in the negative.

Mr. Gillis proposed that the criticisms be general, and that no special critic
be appointed. The proposal was agreed to.

Mr. Thomas, Mr. Hammond and others, engaged in criticisms upon the
orthography etc., of the essayists and others.

EVENING SESSION.

The Institute met at the Court House at 8 p.m., President Godfrey in the
chair.

Dr. T. T. Cabaniss was introduced, and delivered an interesting and in-
structive lecture upon the subject of " Moral and Intellectual Culture." On
motion, the Institute adjourned to meet again to-morrow morning.

SECOND DAY'S PEOCEEDINGS.

Yeeka, May 31st.

The Institute was called to order at 9 o'clock a.m., President Godfrey in
the chair.

Prayer, by Kev. Mr. Hammond.

The ladies of the Institute then rendered some beautiful songs, and were
charmingly accompanied by Miss Minnie Winckler, who presided at the melo-
deon.

The roll was then called, and the Institute afterwards proceeded to business.

The minutes of yesterday's proceedings were then read, and, on motion of
Mr. Wayne, adopted.

The President announced the following programme for the day :

Committee on Questions — Mr. Hammond, Mr. Aul3le, Mrs. McClurg.

Committee on Query Box— Messrs. Eastin and Coulter.

Mr. Coulter was called upon to conduct a reading class, which he did in an
able and interesting manner.

Superintendent Godfrey then explained the object and requirements of the
State School Kegister, and made some pertinent remarks upon the marking
system.

1 87 1.] ^ SISKIYOU INSTITUTE, 15

The marking system was generally and thoroughly discussed by Messrs.
Kennedy, Coulter, Auble, Gillis, Hammond, Dr. Cabaniss and others.

AFTERNOON SESSION.

The Institute reassembled promptly at 1 o'clock, p.m., President Godfrey
in the chair. Mrs. Schofield and Miss Clyde beautifully rendered a song,
entitled "List to the Convent Bells," Miss Minnie Winckler charmingly ac-
companying with the melodeon.

Mr. Coulter read a highly interesting and exhaustive essay, entitled ' ' Read-
ing and Elocution." He was listened to with close attention, and received
the well merited applause of the members of the Institute.

Miss Louise Lanze was introduced, and read a beautiful essay, entitled
** The Mind and its Culture," for which she was complimented with abundant
applause.

Mr. Coulter moved that the reading class organized by him, be designated
as a permanent class during the remainder of the sessions of the Institute.
The motion was carried.

Mrs. Smalley exercised a class in object lessons, displaying her system with
chart and other illustrations.

Prof. Godfrey announced that tho next subject for discussion would be,
" How shall we best raise funds to maintain free public schools !' and offered
the following resolution, which, after a spirited debate, by the members of
the Institute, "pro and cotk, was adopted.

Whereas, our State and county school funds are insufficient to maintain
free public schools more than from three to five months in each school district
in California; therefore be it

Resolved, That it would be better for the whole State to be taxed sufficiently
to keep a ten months' school in every district of the State, the poorer and
smaller, as well as the richer and larger ones, rather than continue the present
system of taxation, and the present limited terms of teaching.

The committee on questions examined the query box, and announced the
following queries, viz:

Query 1st — Will you marry me?

Several answers of an amusing but indifferent character were given.

Query 2cZ— Should corporal punishment be used in schools, and if used,
how should it be inflicted?

Mr. Eastin responded to this query with the pithy and appropriate answer
of ''not much."

Messrs, Hammond and Thomas, and other members of the Institute, criti-
cized the proceedings of the day.

Mr. Gillis was selected to conduct the class drill in English Grammar, and
illustrated his method of teaching the science in a very pleasant and satis-
factory manner. On motion, the Institute adjourned at 4 o'clock, p.m., to
assemble at the Court House at 8 p.m.

EVENING SESSION.

The Institute assembled in the Court House at 8 o'clock p. m., where
the members were addressed by Hon. J. K. Luttrel, on the subject of " Com-
pulsoi-y Education." The speaker acquitted himself ably, aud was highly
applauded.

1 6 SISKIYOU INSTITUTE. [July

THIED DAY S PKOCEEDINGS.

Ykeka, June 1st.
The Institute reassembled at the Metropolitan school house, at 9 o'clock,
President Godfrey in the chair.
Prayer by Eev. Mr. Hammond.

The minutes of yesterday's proceedings read and approved. The members
of the Institute then sang "Sweet Home" with unusual sweetnes and beauty.
They were highly and deservedly applauded.

The President then announced the following committees for the day, viz :

On Query Box Questions. — Miss Gory, Messrs. Auble and Chapin.
On Criticism.— Mr. Hammond.

Mr. Hammond called attention to the fact, that under a rule adopted yes-
terday, it becomes necessary that there be made appointments of individual
members, to open discussions upon the subjects on the jprogramme for the day.

The President appointed the following gentlemen :

Compulsory Attendance. — Mr. Chapin. Penmanship and Drawing. — Mr. Gil-
lis. Course of iStiidy. — its Aims and Results. — Mr. Kennedy. Geography. — Mr.
Eastin. Declamation. — Mr. Hammond. Heading. — Mr. Coulter.

Mr. Hammond then took the stand, and read an elegant, instructive and
finished essay, entitled ''The Teacher among his Pupils." He was warmly
applauded.

Mr. Gillis moved that the committee on criticism be increased from one to
three.

Mr. Hammond moved to amend so that there be two ladies upon the com-
mittee.

The motion prevailed, as amended, and the chair appointed Mrs. Calhoun
and Miss Cory.

Mr. Auble moved that the query box be open to any who choose to make
deposits of questions there, and that at the proper time the Secretary be re-
quested to read them aloud, and that discussion and criticism thereon shall
be general and free to all.

The motion prevailed.

The President then offered the f($llowing resolution :

Whereas, it is the first duty of every civil government to provide a good
public free school system, on the maxim that the property of the State should
educate the children of the State ; therefore,

Resolved, That the State having provided a generous system of education,
should require, by law, the attendance at school of all her children between
the ages of six and ten.

The President vacated the chair to take part in the debate, and the Vice
President, Mr. Coulter, assumed its duties pro tempore.

The chair called upon Mr. Chapin, who opened the discussion upon com-
I)ulsory education. The question was ably and thoroughly discussed by the
members of the Institute. The time for discussion having expired, Mr.
Hammond moved that the time for the argument of the question be extended
indefinitely. The motion prevailed, and the discussion was renewed with
spirit and energy by the members of the Institute.

At twenty minutes j)ast eleven, a recess of ten minutes was had, and at half-
past eleven the Institute reassembled, and the debate was continued with
vigor and ability. Superintendent Godfrey moved the following change in

1 87 1 .] SISKIYOU INSTITUTE. 1 7

his resolution, viz.: to insert for "between the ages of six and ten years,"
"between the ages of six and twelve years." The resolution was finally
adopted, and on motion the Institute adjourned to meet again at 1 o'clock.

AFTEENOON SESSION.

The Institute reassembled at 1:15 p.m., Vice President Coulter in the chair.

A song was charmingly rendered by the Misses Brown, while Miss Winckler
presided wdth ability and grace at the melodeon.

Miss Mary J. Hayne was then introduced, and favored the Institute with a
delightful essay upon the subject of " The Teacher's First Day in School."
She was highly applauded.

Prof. G. K. Godfrey then offered the following resolutions :

Whebeas no State Government can have an efl&cient school system, with-
out a uniformity of text-books, and a course of study adopted for the public
schools, with an advanced grade, raising teachers to a distinctive rank as a
profession; therefore

Resolved. That we, the teachers of this Institute, heartily approve of the
course of study adopted by our State Board of Education.

Resolved, That we rescind the following resolution, offered by Mr. Gillis,
and adopted, at our last year's session of the Institute, viz. :

Resolved, That it is the sense of the teachers of this Institute, that the course
of study laid down by our State Board of Education embraces too many
branches of study, and that our public school system would better meet the
wants, for which it was created, by having fewer studies more thoroughly
taught.

Mr. Kennedy opened the discussion and gave his views and opinions upon
the subject of the course of study, its aims and results, and was followed by
Superintendent Godfrey in a long and instructive lecture, entitled * * The
Course of Study for the Public Schools." At five minutes of three, a recess
was taken, and at ten minutes past three the Institute reassembled. It was
determined to continue the discussion, and the resolutions were most de-
terminedly espoused and defended with warmth and vigor by the members.
The resolutions were finally adopted as offered.

-Mr. Coulter then called his class in reading, and exercised them in elocution,
displaying his system in a very handsome and satisfactory manner.

Mr. Hammond stated that the committee on criticism would report sepa-
rately. The reports were then made, and excited much pleasant merriment.

Under the rule, different members availed themselves of the privilege, and
indulged in criticisms upon the performances of the day.

Mr. Kennedy moved that the Institute do now adjourn, to meet at 8 o'clock
this evening in the Court House, and listen to Prof. Godfrey's annual address.
Carried.

EYENINO SESSION.

At 8 o'clock. A.M. , the members of the Institute assembled in the Court
House, where they were entertained by an instructive and highly appreciable
address from Prof. Godfrey, on the subject of "The American Ideal and
Model Teacher."

On motion the Institute adjourned, to meet at the .Metropolitan to-morrow
morning at 9 o'clock.

POUBTH day's PBOCEEDINGS.

Ybeka, June 2d.
The Institute reassembled at 9:20 a.m. at the Metropolitan.
2

i8 SISKIYOU INSTITUTE. [July

Prayer by Kev. Mr. Hammond.

Mrs. Smalley favored the Institute with a few choice songs.

Mr. Beard next took the stand and delivered an able and instructive essay
upon " The Government of Human Action." He was warmly applauded.

The President then appointed the following committee on criticism, viz:
Messrs. Hammond and Miers, Mrs. McClurg and Mrs. Guild.

The hour having arrived for the discussson of principles and methods of
teaching geography, Mr. Eastin called a class, and through them, and by the
aid of charts, handsomely illustrated his method of teaching the science.

Prof. Godfrey then exhibited Bartholomew's primary school drawing books
and drawing cards. Discussions upon, and illustrations of the subject were
participated in by members of the Institute.

At 20 minutes of 11, the Institute took a recess of 20 minutes.

The Institute reassembled at 11 o'clock, when singing was participated in
by the ladies and gentlemen of the Institute, assisted by Mrs. Smalley upon
the melodeon.

On motion of Mr. Gillis, that part of the programme which required an
evening session of the Institute at the Court House, was omitted, and a re-
union sociable at the Colton Theatre, substituted.

The committee on resolutions reported, and on motion their report was
adopted by the Institute.

The following are the resolutions adopted by the Committee :

BesoJved, That we, having listened with pleasure to the lectures delivered by
Dr. Cabaniss, Hon. J. K. Luttrell and Prof. G. K. Godfrey, hereby tender to
them our thanks for their eloquent and instructive lectures.

Resolved, That we express our appreciation of the ability and kindly forbear-
ance with which our President has discharged the duties of his office. We al-
so feel under obligations to our worthy Secretary, for the able manner in which
he has performed his important duties.

Resolved, That we believe the proceedings of this Institute have been highly
beneficial. We shall certainly return to our respective spheres of labor with
a quickened zeal, and with better qualifications to discharge the important
duties of our calling.

Resolved, That a congratulation be extended to those members of this Insti-
tute, who have had to bear criticisms, for the kindly feelings they have shown
toward critics.

Resolved, That thanks are due, and are hereby tendered to those members
of the Institute, who have taken an active part in the proceedings, thereby
rendering the exercises pleasant and instructive.

Mr. Gillis offered the following preamble and motion, in relation to the re-
solutions which Prof. Godfrey offered yesterday, and which were adopted by
the Institute :

Whereas, There have been three resolutions passed by this Institute— one
concerning the tax to maintain the public schools, one concerning the text
books, and the course of study, and one concerning compulsory education, and
as these resolutions were passed by a very small majority of the members of
this Institute, and particularly the one concerning text-books and courses
of study, which was passed after a long discourse of forty-eight pages of fools-
cap, by Mr. Godfro\ and no argument was offered against its merits, I there-
fore move that these 'resolutions be reconsidered, and the yeas and nays be ta-
ken on each one of them.

The President decided that the motion was out of order. Mr. Gillis appeal.
ed to the house. Mr. Hammond moved on adjournment, which was seconded

iSyi.J SISKIYOU INSTITUTE, 19

and caiTied. At 25 minutes past 11, the Institute adjourned to reassemble
again at 1 o'clock.

AFTEKNOOX SESSION.

The Institute reassembled at 1:30, P. M., at the Metropolitan school house,
President Godfrey in the chair.

Ry consent of the President, Mr. Hammond moved to reconsider the reso-
lution offered yesterday by Mr. Godfrey, and to strike out or cut off the las^
resolution, referring to the rescinding of Mr. Gillis' resolution, offered at the
last session of the Institute, and having reference to the course of study, etc.
Mr. Hammond then offered the following resolution as a substitute for those
of Mr. Godfrey's, offered to, and adopted by the Institute yesterday.

Wheeeas, No State Government can have an efficient school system without
uniformity of text-books, and a course of study adopted for the public schools,
with an advanced grade, raising teachers to a distinctive rank as a profession ;
therefore

Besolved, That we, the teachers of the Institute, heartily ajiprove of the
course of study adopted by the State Board of Education.

This resolution was seconded, and carried. Mr. Gillis then asked leave to
have his vote recorded in the negative. The Institute decided it should be so,
and the Secretary has here placed Mr. Gillis as he has desired, and as the In-
stitute has directed.

Mrs. Calhoun was then introduced, and read a very beautiful and well con-
sidered essay upon the subject of "Education." She was greeted with ap-
plause.

Mr. Coulter read an article entitled *' The last days of Herculaneum, " Mrg.
Smalley read "The Deacon's One-Horse Chaise," Miss Cory read "The Sail-
or Boy's Dream," Miss Reynolds read " Hagar in the Wilderness," Prof.
Godfrey read a poetical effusion of his own manufacture, entitled ' ' The Mis-
sionary and the Indian. ' ' These displays were all beautifully and elegantly
rendered, and excited considerable applause.

Mr. Auble was appointed to, and did open the discussion on " The Princi-
ples and Aims of Self Government." The subject occupied a reasonable time,
and was handled pretty thoroughly by all who participated.

At 3, P. M., the Institute took a recess of 10 minutes. The Institute reas-
sembled at 10 minutes past 3 o'clock, when Mr. Eastin was introduced, and
delivered an able essay on * ' Woman Suffrage, ' ' which was received with ap-
plause.

Miss Skinner and Mrs. Schofield then sang a song, entitled " The Women
are Going to Vote; " they were accompanied by Miss Winckler, who presided
at the melodeon.

The following questions were found in the query box, aud created some
amusement, although the Institute took no definite action upon them. They
are as follows:

1st. Should our worthy Superintendent tolerate courting behind the stove ?

2d. Is it right to pull and box children's ears in the school room?

3d. If women were given the right of suffrage, is it probable a marriageable
young lady would vote for the nice young man who courts the girl on the
other side of the street.

The committee on criticism then made some able and interesting criticisms.

20 BUTTE AND PLUMAS INSTITUTE. [July

On motion of Mr. Kennedy, the Institute adjourned, to meet again at the
call of the President in the last week in the month of May, 1872.

In the evening, in accordance with a resolution, the members of the Insti-
tute and their friends assembled in the Colton Theatre, where, to the music
of Mr. Truitt, of Yreka, and Mr. Hughes, of Fort Jones, the passing houris
flew swiftly and plesantly by.

G. K. GoDFKEY, Pres't.
John Kennedy, Eec. Sec'y.

BUTTE AND PLUMAS TEACHERS' INSTITUTE.

The Teachers' Joint Institute for the Counties of Butte and Plumas, met at
Oroville May 10, and continued in session until Friday night.

The Institute was called to order by County Superintendent Burnham, of
Butte, who explained the object of the meeting, and congratulated the teach-
ers upon the interest manifested.

On motion, C. H. Kungle of Forbestown was elected Vice President, John
Leininger of Eock Creek, and Miss J. Hufford of Cherokee, Secretaries.

John C. Gray of Oroville, T. H, Steel of Wyandotte, and Miss Ellen Tay-
lor, were appointed a Committee of Arrangements.

J. P. Garlick of Oroville, N. Fitzgerald and Miss Maggie Morrison, on
Resolutions.

D, W. Jenks of Cherokee, A. W. Vance, Miss Mary M. Sparks and Miss
Katie Day, on Introduction.

An invitation was given for all County Superintendents, teachers and othei-s
holding certificates, to come forward and register their names.

The following names were registered : Lewis Burnham, County Superin-
tendent Butte County; S. S. Boynton, County Superintendent Plumas County:
John C. Gray, John Leininger, I. W. Parker, Katie Day, Mary Bobbins, Bella
Carter, Clara Clindinin, Josephine Hufford, John Q. McMillau, A. W. Vance,
DavidW. Jencks, John P. Oilman, T. H. Steel, C. H. Kungle, J. C. Garlick,
D. Pittman, W. J. King, A. F. Martin, C. G. Warren, Maggie Morrison, Clara
Ford, Mary Sparks, Virgil P. Richards, R. De Lannier, H. T. A. Swizer, Mrs-
Bella R. Gray, Mrs. J. M. Woodman, Amelia A. Weed, Jennie Costar, Anna
Ware, Lydia M. Weeks, N. Fitzgerald, Miss S. B. Mattson, A. Bradford, Mary
Eastman, C. A. Chance, C. Berry, Kate Hutchins, M. J. White, Ellen Taylor,
C. J. Denery, S. C. Stevens.

Mr. Steel of Wyandotte, read an essay on the " Relations between the
Teacher and Pupil."

A debate upon "School Discipline" occupied most of the morning session.

Mr. Jencks thought the best way to correct the mistakes of pupils was to
imitate them, thus showing them into the right way.

Mr. Leininger contended that we had not become so much wiser than Solo"
mon that we could govern in a different wa3^ Moral suasion was good, but
not always effectual. He would never expel a pupil from school. There was
no surer way of ruining him. If a teacher could not govern without resort-
ing to such steps, he owed it to society that he should vacate the school-room
and give place to a better man.

1 87 1 . ] B UTTE AND PL UMAS INSTITUTE. 2 1

The debate was continued by Messrs. Garlick, Steel, Pitman, Gray and
others.
A. W. Vance read an essay-on " Education.'*

AFTEENOON SESSION,

Superintendent Burnham in the chair.

John G. McMillan read an essay on "Memory," after which the subject of
Book-keeping was taken up by Mr. Leininger, and his method of teach ing it
in school explained. A discussion sprung up as to the propriety of intro-
ducing it into the common schools, in which most of those present took part.

In the evening, a lecture was delivered in the Court House, by Mr. Lein-
inger, on the " Reform in Text-Books," after which Miss Belle Carter recited
'• Maud Muller." Mr. Burnham then announced that Hon. 0. P. Fitzgerald,
State Superintendent of Schools, was present, having arrived by the afternoon
train, and would address the audience a few minutes. At the conclusion of
his remarks, the meeting adjourned.

THURSDAY.

The meeting was called to order by State Superintendent Fitzgerald.

Mrs. Woodman, of Chico Academy, explained her method of teaching men-
tal and written arithmetic. A general discussion followed, in which nearly all
present took part.

Mr. N. Fitzgerald, of Live Oak, occupied the forenoon with his class in
spelling, showing his method of teaching that branch.

In the afternoon, Mr. Steel, of Wyandotte, introduced his class in spelling,
which attracted much attention. A lively discussion followed as to the best
method of teaching that branch.

Mr. Garlick introduced a class in elocution and reading, which was loudly
cheered for the way in which it acquitted itself. Especial praise was accorded
to little Miss Emma Schneider, for the happy manner in which she i)erformed
her part.

Mr. Boynton explained his method of teaching geography ?^nd map-drawing.

Mr. Jencks took up the subject of physiology, and explained what part of
it he put in practice in his school-room. Many of the teachers took part in
the debate that followed.

Mr. Richards, N. Fitzgerald, Miss White and Mrs. Woodman were appointed
a Committee on Questions.

At eight o'clock the Institute met at the Court House and listened to a lec-
ture on Education, by State Superintendent Fitzgerald. He took occasion to
explain the reasons that induced him to vote for a change in text-books, aiid
claimed that in a very short time all who at first opposed the measure would
see the good results, and indorse his action in the matter. He was listened to
with attention, and several times applauded.

FRIDAY.
The Institute was called to order by Superintendent Burnham. Mrs. Wood-
man presented the subject of Algebra, and explained her method of teaching
it to classes. Questions were asked with great rapidity, and all received a
satisfactory answer. A general discussion followed, in which different teach-
ers explained their methods of teaching this branch.

22 BUTTE AND PLUMAS INSTTTUTE. [July

Mr. S. C. Stevens, of Dayton, introduced the subject of Penmanship, and
showed from the blackboard his method of drilling classes.

The subject of school discipline was again called up, and discussed by Mrs.
Woodman, Mr. Brier and Mr. Jencks.

Mr. Brier would have the scholars know the first day that he was master.
He did not believe in this modern doctrine of no whipping. He once taught
school, and commenced the first day by overlooking all their little faults, and
he had trouble through the whole term. His next term he began different.
He looked at the evil-doer; he rapped at him; he awed him into silence, for
the Httle culprit felt that if he did get whipped, he should suffer terribly. He
again called upon teachers to begin right, and not fall in with this modern
idea of never resorting to corporal punishment, which was akin to other isms
that are afloat.

Mrs. Woodman heartily indorsed the first speaker. She had not resorted
to corporal punishment for a long time; still she believed it sometimes heyieficial.
Mr. Jencks had yet to learn that kindness in the school-room was not pro-
ductive of good. He was glad the time had come when the teacher could feel
for his pupils in their troubles, and help them along. Even the brute creation
are not insensible to the influences of kindness. He would never try to keej)
his pupils frightened into obedience. A little more of kindness and good
feeling would be quite as effectual as all this severe looking and rapping,
which only served to frighten, and not instruct.

After further discussion, the subject was laid on the table.

In the afternoon, Mr. Gray, of Oroville, presented the subject of Grammar,
and explained his method of drilling classes. The subject was discussed by
Fitzgerald, King, Garlick and others.

Miss Chance, of Chico, next addressed the Institute upon Primary Schools.
Quite a lengthy discussion followed.

The Committee on Resolutions presented the following, which were passed-

1. That we, in the deepest humility, recognize the especial blessings be-
stowed upon us by our Creator during this session of the Institute.

2.^ That we, as a body, feel sensible of the advantages derived from this
session, and feel ourselves nerved to greater exertions in behalf of "Our
Cause. ' '

3. That we are of opinion that the elements of practical science may be
taught orally in our public schools.

4. That we deplore the paucity of necessary apparatus in our schools.

5. That we believe the time is fast approaching when our State Legislature
should not only furnish the means for the education of all the children of the
State, but j'lso enforce the attendance of all who are intended to be benefited
by such provision.

6. That we tender our sincere thanke to Mrs. Woodman, of Chico, for the
clear and able manner in which she has illustrated to us her methods of
teaching Arithmetic and Algebra.

7. That the special thanks of the Institute are due to our Superintendents
Messrs. Burnham and Boynton, for their efficient administration of the edu-
cational interests of their respective counties, and for the aide and gentle-
manly manner in which they have conducted the exercises of our present
Joint Institute.

8. That it is the wish of this Institute to express its hearty commendation
of the ability which has marked the administration of 0. P. Fitzgerald, our
State Superintendent of Public Instruction, and the success which has
crowned his earnest efforts to remove all political and sectarian influences
from our educational system.

1871.] A REVIEW OF WORD- ANALYSIS. 23

At eight o'clock, the Institute met at the Court House, and listened to an
able and eloquent lecture upon Brain and Muscle, by Superintendent Boyn-
ton, of Plumas. Mr. Boynton's style of speaking is easy and melodious.
He at once enlists the attention of his hearer and keeps it. For one so young
he certainly possesses rare abilities, both as a scholar and speaker.

Miss Ellen Taylor recited " The Raven" in a manner that was highly cred-
itable.

The teachers then marched to the hall of the St. Nicholas Hotel, which had
been put in readiness by George C. Stevens, Esq., and danced until midnight.

Thus ended the largest meeting of teachers that ever convened in Northern
California. Over fifty names were placed on the roll. The large room of the
Oroville Grammar School was filled most of the time with interested specta-
tors, who evidently felt an interest in the cause that called together so large a
body of our ablest teachers.

The following is a list of Mr. Steel's scholars, who so much interested the
Institute with their mode of spelling: S. Demstone, Maggie Smith, L. L.
Combs, Katie Cress, N. Rutherford, John F. Daniels, A. Thompson, Eddie
Rutherford, A. L. Rutherford, H. Thatcher, S. Grant, E. Ross, L. Cress.

John Leindjgeb, ) Secretaries.

JOSEPHINB HUFFOBD, j

A REVIEW OF PROF. SWINTON'S WORD -ANALYSIS.

[In place of what we intended to write on this subject, we insert the fol-
lowing, handed us by Mr. Mabks : ]

As I have not yet seen a copy of the work, it is a good time to review it.
The specimens given in the June Number of the Teacheb, are more than
reviewers generally read. Judging the book by these specimens, I think it
will not suit the majority of us. It is founded on new-fangled principles, and
departs altogether too widely from the good old-fashioned style of perpendic-
ular columns, uniform-sized words and accurate definitions.

Here is one of the specimens :

' "A suffix is a significant syllable joined to the end of a primitive word."

' 'A primiiwQ word is a word in its simplest English form, without prefix or
suffix. ' '

* ' Join the suffix ly to the end of the primitive word man^ and what have you ? ' '

"■Am. Manly."

" Define it. Am. Manlike, or like a man."

"What, then, does the suffix ly mean ? "

"Ans. It means hke."

Now, the objections to this style are, that it caters to the object-teaching
notions of educational innovators. It plainly recognizes the axiom ' ' From
the known to the unknown, ' ' else why should the author select a word so
common as manlike ? a word that every child knows the meaning of. How-
much more impressive it would be to begin with a word like hypochondriacally .
It is going " from the particular to the general," else why fasten the attention
of the pupil upon the particular case of manJy, and go out to the general case
of annexing suffixes. How much greater the gymnastic effect upon the intel-

24 TO THE APPRENTICES OF CALIFORNIA. [July

ect would be to commence with the lucid enunciation of some broad principle ;
as "Derivative words depend for their idiosyncracies upon the euphemistir
cally connected syllabifications of the primitive words selected from the vari-
ous languages to modify their significations." There would be no danger of
a pupil's understanding this too easily, and the teacher could insist upon
requiring from the pupil the exact words of the text, and not be obliged to
accept an answer in the pupil's own words. It is an unnecessary tax upon
the teacher's energies, and intelligence frequently, to be compelled to con-
sider whether or not the correct answer is really given when the words used
by the pupil differ from those in the text.

The evident intention of the author to compel the memory to depend upon
the understanding, is another serious blemish. We have too many new-fangled
books already. Children in these days understand altogether too much and
remember too little. I would like to present a specimen lesson on Derivaiices
that would, in my opinion, suit the mass of teachers, but to do so would make
this article too long. I may, however, do it in some future number of this
journal. Bebnhaed Maeks.

To THE Apprentices of Calitoknia. — The Board of Managers of the Eighth
Industrial Exhibition, desiring to encourage and advance the interests of the
mechanical apprentices, will, at the incoming Exhibition, award special prizes
for the best specimens of Drawing, Designs, Models, or Mechanical Work-
manship, and space will be allotted to this special Department. The class,
and value of premiums, to be awarded on the merit of the exhibit, by a Com-
mittee appointed by the Board of Managers. Each exhibit must have at-
tached the name, age and residence of exhibitor; and an application to exhibit
in this Department must be accompanied with a voucher from the employer,
that the exhibit is the sole work of the exhibitor. Information will be fur-
nished and application for space may be made to J. H. Gilmobe, Special
Agent Eighth Industrial Exhibition, at the rooms of the Mechanics' Institute,
27 Post street, San Francisco.

DEPARTMENT OF PUBLIC INSTRUCTION.

A TEN MONTHS' SCHOOL.

A State school systei.i should provide equally for all the children of the
Htafce. If this be admitted, then the existing inequality of school privileges
is an injustice that should be remedied. Some of the children of the State in
favored localities, receive schooling for the full school year of ten months;
others for only a fragment of the year — three, five or seven months. The
St ite is not an impartial mother, dispensing her favors with equal hand. She
treats one class like children — the other like step-children, or aliens. No
argument is needed to show the injustice of this state of things. It must be
self-evident that in a State system of education, inequality is injustice.

The disability falls upon the more remote and sparsely settled districts of
the State. Is it not a crying injustice that those citizens whose enterprise and
courage lead them to pioneer the advance of American civilization, incurring
the hazards and hardships of the frontier, should, for their enterprise and
courage, be made to pay the penalty of seeing their children grow up in
ignorance ? For this is the penalty. Who does not know that a three or five
months' school is a mere pretense to education ? To hold a school three or
five months out of twelve, and then close it for the remainder of the year,
with a new teacher after this long interregnum, is simply to make a farce of
the whole thing. The children, during the long suspension of school, forget
the little they had learned; the sisyphean stone of learning rolls back to the
foot of the hill, for the new teacher to give it another feeble start upward, only
to roll back again after another brief snatch of schooling -and thus ad infini-
tum. Thus, in many localities, while keeping up this absurd show of educa-
tion, the children are growing up in ignorance.

Such a waste of money and labor is wicked, foolish and unjust. The money
thus expended is almost entirely thrown away. Having some appearance of
economy, it is only the extravagance of a niggardly policy that is really
shameful waste. " Penny wise and pound foolish" is such a policy. The
common sense of our people has already perceived this, and the bitter experi-
ence of many of our citizens who were taught in this fragmentary style, in-
tensifies their conviction of the inefficiency and absurdity of such a system.

The evil is obvious and admitted by everybody. The remedy is wanted.
Earnest and progressive minds are at work to find the remedy, and it will be
found. We have our own view, which will be announced in due time — per-
haps it may be embodied in legislative action. The ten months' school for
every district in the State is our goal, and we must drive right on until it is
reached.

Kev. L. Hamilton, President of the Oakland Board of Education, left on
the 13th of June for avisit to the "old folks at home." During his temporary
absence. Dr. Cole presides in his place. We wish our old friend a pleasant
journey and safe return, invigorated by rest, and his soul watered and refreshed
with "the dew of his youth."

2 6 DEPARTMENT OF P UBLIC INSTR UCTION. [July

EDUCATIONAL ITEMS.

San Francisco Public Schools. — The condition of the public schools of
San Francisco is, on the whole, quite satisfactory. The examinations at the
close of the recent term, were conducted in a manner indicating that the
school authorities are disposed to insist upon honest and thorough work, in-
stead of encouraging or winking at a system which was a mere scramble for
" promotions" of pupils and promotion for the teacher. The urbanity, punc-
tuality and good sense of the new City Superintendent, with the large expe-
rience and ability of his Deputy, are producing the good results naturally to
be expected. Though it cannot be said that merit always governs in the choice
of teachers, yet, as a rule, the best teachers gravitate into the most responsible
and desirable positions. There are rumors afloat of the retirement from the
profession of some of the leading teachers of the Department. We earnestly
hope they will not leave. It would be very difi&cult to fill their places ade-
quately — impossible at short notice. We trust it will be the policy of the City
Board of Education to retain its faithful servants. The way to do this is, to
reward them according to the length and efficiency of their service.

Joint Institute foe Mendocino and Lake Counties. — The proceedings of
this body will be found in another place. The names of the members and the
range of subjects treated, indicate the characteristics of the session. Expe-
rience, ability and zeal gave value and interest to the discussions and exercises,
and a high-toned courtesy and genial spirit lent a peculiar social charm to the
intercourse of the members. The State Superintendent is glad to tender a
standing acceptance to a standing invitation to attend all the Joint Institutes
of Lake and Mendocino counties, subject only to the inevitable limitations.
The address of Dr. Thomas, on "School Government," will grace a future
number of the Teachee.

Politics and School Officees. — The political pot has begun to boil, and
soon we will be in the midst of an exciting political campaign. County Su-
perintendents are to be chosen, and the candidates generally will be brought
out by party nominations, and generally voted for on party grounds. There
is no immediate remedy for this, and if both parties will select suitable men
for this important office, no harm will be done. We observe a general dis-
position to choose men for County Superintendents who are more distinguished
for zeal as educators than as politicians. This is well.

Santa Claea College, S. J. — We had the pleasure of attending the
Commencement exercises of this flourishing school, on the evening of June
6th. There was an immense concourse of people crowding the spacious the-
atre. The young men of the College rendered "Pizarro" with spirit, Mr.
Malone throwing into the character of " KoUa " energy, enthusiasm, and
thought. He is a young man of promise. C. F. Wilcox received the degree of
A.M., and J. H. Campbell and S. M. White that of S. B.— all of whom ac-
quitted themselves very creditably.

University op the Pacific. — Owing to the fact that we were not apprised
of the time, we were not present at the Commencement exercises of thia

1 87 1 .] DEPAR TMENT OE P UBLIC INSTR UCTION. 2 7

school. The newspaper accounts represent the occasion as pleasant and in-
teresting. Presley M. Bruner and Eobert E. Wenk received the degree of
A.M., and Miss Mary E. Belknap that of B.S. Dr. Sinex was re-elected
President — a deserved recognition of zeal and ability in his arduous work.
This school never before had such encouraging prospects.

Oakland Femali-: Seminaey. — The Anniversary exercises took place in the
Congregational Church, Oakland, on the evening of June 8th, and from the
accounts in the Oakland and San Francisco papers, must have been delight-
ful. There is an honorable significance in the fact that only one, young lady
was graduated. Miss Blake, in the spirit of an honest and earnest educator, is
looking more to the character than to the number of her alumni. The Oak-
land Female Seminary is sustaining its well-earned reputation as one of our
very best female schools.

The Public School at Cloverdale, Sonoma County.— Stopping at Clover-
dale, e/i route to Ukiah, we paid a visit to the public school under the charge
of Mr. Wilbur. We found this school to be characterized by two of the prime
requisites for a good school — good order and liveliness. There has been great
advancement in public school affairs at Cloverdale since we paid it our first
official visit. There is no lovelier or healthier spot for a first-class High
School than Cloverdale, and with such a teacher as Mr. Wilbur, supported by
an intelligent Board of Trustees, we have reason to expect steady progress.

A Lady Examiner Elected. — Miss Mary Pascoe has been elected a member
of the City Board of Examination by the San Francisco Board of Education.
Why not ? Miss Pascoe is competent, an accurate scholar, and a faithful and
successful teacher. But she is a woman. So are three-fourths of the candi-
dates who come before our Boards for examination. There is tons a manifest
propriety in having at least one lady on these Boards. The lady teachers do
their full share of the hard work: why not allow them at least a small share
of the honors and emoluments of the profession ?

That New Public School House at Los Angeles. — We shall watch with
unabating interest the progress of the movement for the new public school
house at Los Angeles. That it will be built, we assume as a forestalled con-
clusion. In the rapid march of improvement in that ancient city, the public
schools will not be permitted to lag behind, for the efforts of the earnest and
able teachers are seconded by an iptelligent and liberal local press. The
school teachers and editors working together in a good cause ought to be invin-
cible.

Teachers who do not Bead. — In our travels, we have met with teachers
who acknowledged they read no educational journal. What reason or excuse
could the}^ offer for such neglect ? None ! Pure, unadulterated laziness is
the only possible cause. The best of the Eastern educational journals cost
but a trifle, while our own Tcacher is published at so low a price that it is
brought within the reach of all. These teachers who never read do not lead
the profession.

The Obligation to Attend County Teachers' Institutes. — Should not

2 8 DEPARTMENT OF P UBLIC INSTR UCTION. [July

this obligation be considered imperative by teacbers ? Does not the law re-
quire that the Institutes shall be called by the County Superintendents, and
provide that the salaries of teachers shall not be stopped on account of ab-
Bence from school during their sessions ? If one teacher may stay away in bis
discretion, why may not all ? — thus nullifying entirely this most valuable
educational agency. Some of the lady teachers rode sixty miles on horseback
over lofty and rugged mountains, to attend the recent Institute at Ukiah, and
were as bright as roses and as cheerful as larks. Here is an example for some
of the late-sleeping, languishing ' ' town girls, ' ' who show themselves at In-
stitutes only at the "re-union" on the last evening !

Peksonal. — Mr. George W. Minns, for many years connected with the
School Department of this Coast, as teacher of physical geography and nat-
ural sciences, and then Principal of the Boys' High School in this city — more
recently Principal of the State Normal School — afterwards Professor of Math-
ematics in (St. Louis) Washington University, is teaching in Boston at a sal-
ary of $3,000, and very much liked and respected both by his pupils and the
City Board of Education, as he is worthy to be. We cordially extend to him
the right hand of fellowship, and wish him continued success and prosperity.

McGuffey's Readees. — The adoption of these Headers was to take effect
1st of June, 1871. They will be furnished to schools at introductory rates
until 1st of September, 1871. Schools that are not already supplied, can ob-
tain the books of Isaac Upham, at H. Payot & Co's., 622 Washington street,
San Francisco. Philip Phillip's Dat-School Singer will also be furnished
at introductory rates — 35 cents.

Napa County Teachees' Institute was held at St. Helena. The weather
was unusually delicious, even for that place ; and everything connected with
the occasion was pleasant. Superintendent Ford had secured the services of
Prof. Knowlton, whose instructive "talks" and inimitable readings added
much to the profit and pleasure of the Institute. We (State Superintendent)
had an opportunity on the last evening to address a large audience on the
subject of public schools. A drive behind one of our friend Elgin's splendid
teams in good company, to the White Sulphur Springs, and the "discussion"
of the good things provided by our friend Alstrom, the proprietor, were inci-
dental but very acceptable features of this Institute. The "proceedings" will
appear in the Teachee.

REPORT OF PUBLIC SCHOOLS.

ROLL OF HONOR.

Stone House School Disteict, Sacramento County: Alfred Spooner, Teacher.
Term ending April 14th, 1871.

AUie Briggs, Marian Van Trees, Ezra Tolle, Emma Anderson, Eliza Ander-
son, Katie Conner, Mary Driscoll, Jennie Perry, Benjamin Perry, Mary Shook,
William Pollock, Lizzie Dunn, Maggie Dunn, Albert Briggs, John Van Trees,
Arthur Conner, William Dunn, Clara McGlothin.

Hutson District School, Sacramento County: L. A. Hinman, Teacher. —
For the month of May.

1871.] DEPARTMENT OF PUBLIC INSTRUCTION. 29

William Dart, Homer Woodwortli, William Woodworth, Lucittia Swift,
Hei)rj' Robbins, Henry Crabtree, Mary Masterson, Hugh Masterson, Maggie
Masterson, Kittie Masterson, Jolin Purkey, Annie Young.

Pleasant Geove District School, Sacramento County: L. A. Heimax.
Teacher.

Cornelius Bandy, Charles Devin, Jane Devin, John Thompson, Marr
Thompson, Buena Devin, Adolphus Devin, Lee Devin, Ellen Bandy, Louisa
Nelk, Maggie Paine, Minnie Paine, Louisa Winkleman, Clara Kelly, Mary
Kelly, Mary Shaw, Frank Schulze, Charley Schirmer, George Schirmer, Alex-
ander Goldbm-g, John Alden Atkins, Emma Steller.

Geass Valley Inteemediate School, Kevada County: Miss Sallie Wells.
Prinbipal. — Month ending June 6th:

Mary Finnic, Mary Edwards, Mary Jones, Lottie Hocking, Bessie Abraham,
Thomas Maroney, Joseph James, Sarah Pascoe, Anna Trewella, Bell Finnie.
James Mulligan, Fred Thomas, George Woods, Hattie McLeod, John Collins,
Thomas Edwards, Mary Bradley, Lizzie Adams, Lillie Trabilcox, Bell Smith,
Flora Byrne, John Langdon, William Meager, James Gates, Willie Sleep,
Archie Conway, Louis Dorsey, Walter Brough, Philip Doherty, Christy Mil-
ler, Joseph Kelly, James Byrne, Nellie Larcombe, Eliza Eule, Ella Sturgeon,
Matilda Schrader, 01i\e Smith, Jennie Smith, Clara Hurber, Annie Odgers,
Abbie Michals, Carrie Hocking, Milton Othet, Wartel Price, Henry SanderB.
Henry Shoemaker, llichard Herry, Eddie Brockington and Oscar Klein.

Noeth San Juan Gnammab School, Nevada County: T. J. Lyon, Teacher.

Misses Lillie Ray, Grace Hesseltine, Virginia Ray, Sarah Williams, Katie
Downey, Allie Asay, Jennie Stotlar, Mary Banks, Matilda Lisson, Katie Bow-
en, Annie Hughes, Grace Downey, Carrie McCoy, May Wellman, Augusta
Noblet.

Masters Benjcmin Hesseltine, Samuel Lisson, William Wodell, George Eay,
Samuel McNeill, James Briggs, Thomas Harris, David Morgan, Harry Buhr-
ing, Frank Reed.

Clear Creek District School, Nevada County: A. C. Pratt, Teacher. —
Month ending May 12th.

L. E. Pelham, Mary E. Pelham, Celia Gilham, Minnie Alexander, Laura
Alexander, Cordelia Adams, Wilham Adams, William Gilham, Willard Barnes,
Luzerne Barnes, Owens Davis, Jesse Womack, Robert Alexander.

Spring Lake District School, Yolo County: C. O. Perkins, Teacher. — For
two months, ending May 19th.

Gertrude Ruggles, Amelia Fisher, Mary Asken, Hattie WyckofF, Frank
Fisher, Albert Tourtillott, Frank Stewart, James Wyckoff, Fillmore Wyckoff,
Wm. J. Cook, Ella Tourtillott, Nina Dexter. Delia Dexter, Eddie Wyckoff,
Chas. Fisher, James Clanton, John Ruggles.

loNE City Public School, Amador County: A. J. Itsell, PrincipaL — Term
closing July 1st.

Lula Whitlatch, Susa Whitlatch, Ella Sutherland, Willie Thompson, Mary
Loskim, Louisa Sibole, Mary Clark, Frankie Taylor, Edith King, May Mason,
Anna Love, Mina Sprague, Eiiza Clark, Lora Sprague, Addie Taylor, Jnn«

30 DEPARTMENT OF P UBLIC INSTR UCTION. [July

Gregory, Minnie Heflfren, Ida Combs, Lora Langhry, Truman Thompson,
Eugene Sutherland, Lola Putnam, Wm. King, Alah Laughry, Richard Park-
inson, Eddie VVooster, James Taylor.

San Antonio School, Marin County: N. H. Galusha, Teacher. — For month
ending June 13th.

Spencer Hutherford, Thomas Eutherford, Herman Nawest, James Pember-
ton, Willie Pemberton, Perry T. Bradley, James Dodson, Sarah Eutherford'
Mary Bradley, Margreta Baker, Ella Jones, Amanda Jones, Emma Dodson,
Vida Bradley.

Long Valley School Distkict, Mendocino County: John P. Cosgravb,
Teacher. For the month of April.

EmmaDelaney, Sarah Smith, Maggie Farley, Virginia Lovell, Olive Braden,
Sarah Shields, John Eussell Poe, Edmund Vasser, Stephen A. Douglass
Shields, Albert Francis Braden.

Cahto School District, Mendocino County: Tillib L, Lynch, Teacher. —
For the month ending April.

Jennie Tuttle, Alphonza Williams, California Eemington, Frank Kuyken-
dall, William Kuykendall, James White, Benjamin Case, Willie White, John
Egbert.

Virginia School District, Yuha County: E. Montgomery, Teacher. — For
month ending June 16th.

Etta Scott, Lona M. Nichols, Emma Huffmaster, G. James, Edward
Jones, Charles Hamon, Georgie Scott, Georgie James.

Union District School, Santa Cruz County: G. J. Brown, Teacher.— For
the term beginning March 20th, and ending May 19th.

Frank McLaughlin, John Bancon, Henry Smith, Cory Hussy, Jennie Ban
com, Emma Hauer, Mellie Willson, Susie Day, Ada Williams, Louis Smith,
Eobert Hussey, Annie Hauer, Bell Hussey, Estella Tolman, Charles Tibbits,
Freddy Tibbits, Fannie Williams, George Smith, Ira Hussey, Frank Willson,
Chas. McLaughlin, August Zoellin.

BOOK TABLE.

Bancroft's Toubist's Gxjide. The Geysers. San Francisco and Around the Bav, (North.)
San Francisco: A. L. Bancroft & Co. 1871,

We commend this neat little volume (227 pages) to the tourist and the pleas-
ure-seeker — both to him who is "to the manor born," if California has such,
and to the stranger who is within our gates. Its information is useful, enter-
taining and correct — qualities insured by the ready pen of the unknown
author. The Yo Semite outfit is incomplete without it. It is accompanied by
"Bancrofts' Map of Central California," from which all needed information
in regard to localities and distances may be obtained.

Dbawing - Books fob Schools and Beginneiis. Designed and Drawn by H. H. Holmks,
Teacher of Drawing and Painting, Chicago, III. Published by Harper Brothers : New
York.

To the lovers of the pleasing art, these books will be welcome visitors. In

1871.] DEPARTMENT OF PUBLIC INSTRUCTION. 31

beauty and correctness of outline, and in shading, they are, in truth, excellent.
The first four books are aheady published, and constitute the Common School
series. We are glad to commend such books to teachers and trustees.

Okal Teaining Lessons in NATUKAt, Science and Geneeai. Kncwledge, embracing the
Subjects of Astronomy, Physiology, Chemistry, Mathematical Get graphy, Natural Phi-
losophy. The Arts. History, Development of Words, etc. Intended for Teachers of Pub-
lic Schools, and al8o for Private Instruction. By H. Babnam), Principal Lincoln School,
Minneapolis. A. S. Barnes & Co.: New York and Chicago. 1871.

These fifty lessons and the accompanying printed directions for using them,
would form an instructive course, either for a class or for instruction in the
family; while the teacher will find many valuable thoughts and suggestions
on methods, which he can turn to daily use in his classes. For sale by A.
Roman & Co., San Francisco.

The Elements of General Histoby. By Rev. John P. Carter, A.M. New York : Univer-
sity Publishing Company, 4 Bond street. 1871.

We know of no work which presents the principal events of the world's his-
tory so clearly , skillfully, and at the same time succinctly, as this. Guarding
against a few inaccuracies in point of fact— such as the statement on page 35 —
" Biibyloni^n Jpws, and nearly all Eastern nations began the day at sun-rise" —
the teacher could place no better manual in his pupil's hands.

" First Lessons in Physics." By C. L. Holtze, of the Cleveland High SchooL

This is the first of a graded series of three books on Physics, to be issued
July 1st, from the press of Messi-s. Hendricks & Chittenden, 204 North Fifth
street, St. Louis, Mo. The plan is inductive, and comprises forty lessons —
one lesson a week for the scholastic year. The book is designed for the higher
grades of Grammar Schools.

TABLE OF CONTENTS.

^^«*- PAGE.

Course of Study 1 University of the Pacific 26

Drill '. 6j Oakland Female Seminary 27

Lake and Mendocino Institute 9

Siskiyou Institute 13

Butte and Plumas Institute 20

A Eeview of Word Analysis 23

To the Apprentices of CaUfomia 24

D>ipartment of Public Instruction. ... 26

A Ten Months' School 25

Educational Items 26

San Francisco Public Schools 26

Joiut Institute for Mendocino and Lake

Counties

Politics and School Officers 26

Santa Clara College oq

The Public School at Cloverdale, So-
noma County 27

A Lady Examiner Fleeted 27

That New Public School House at Los

Angeles 27

Teachers who do not Read 27

The Obligation to Attend County Teach-
ers' Institutes 27

Personal 28

McGuffey's Eeaders 28

Napa Teachers' Institute 28

Report of Public Schools 28

Book Table 'dQ

': CALIFORNIA

State INIormal. jSchool.

BOARD OF TRUSTEES.

H. H. HAIGHT .Governor

O. P. FITZGERALD Superintendent of Public Instruction

C- T. RYLAND San Jose

A. J. MOULDER San Francisco

H. 0. WELLER San Jose

JAMES DENMAN San Francisco

J. H. BRALY San Jose

TEACHERS.

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

H. P. Carlton Vice-Principal

Miss E. W. Houghton ; Assistant

Mes. D. CiiAEK Assistant

Assistant

COURSE OF STUDY.

To secure admission into the Junior Class, applicants must pass a satis-
factory examination before the Board of Examination in the county in which
they reside, on the following subjects, viz. :

Orthography, Reading, Penmanship, Common School Arithmetic, English
Grammar, Geography and Composition.

Junior Class — First Session.

* Arithmetic — Robinson's Higher.

* English Grammar — Brown's.
"* Geography — Monteith's.

* Beading — McGuffey's 5th Reader.
*Ort}iography — Willson 's.

Moral Lessons — Cowdery's.
Mental Arithmetic.
Analysis and Defining.

Junior Class — Second Session,
*Algebra — Robinson's Elementary.

* English Grammar — Brown's.
Geometry —Marks' Elements.
Physiology — Cutter ' s .

* U. S . History — Quackenbos'.
Vocal Culture.

Book-Keeping — Payson, Dunton & Scribner's Single Entry.

Natural Philosophy — Steele's.

General Exercises during the Junior Year — Penmanship; Object-Lessons;
Calisthenics; School Law; Methods of Teaching; Vocal Music, Drawing, Com-
position, Declamation and Constitution of United States and California.

To secure admission into the Senior Class, applicants must be regularly
promoted from the Junior Class, or pass a thorough written examination,
conducted by the Normal School Board of Instruction, on those studies of
the Junior Class marked with an asterisk, and an oral examination in Natural
Philosoi)hy and Physiology.

Senior Class — First Session.

Algebra — reviewed.

Physiology — reviewed.

Natural Philosophy— Quackenbos ' .

Rhetoric — Hart's.

Natural History — Tenney's.

Vocal Culture — Russell's.

^oofc-JKeepinsf— Payson, Dunton & Scribner's Double Entry.

Skxioe CiiAss — Second Sessiop.
Arithmetic — reviewed.

Geometri/, Tric/onomeiry, and Menmrallon — Davies'.
Botany — Gray's.
Physical Geofp'ajyhy— Warren's.
M ental rhilonophy — Ui)bain's.
English Literature — Collier's.
Astronomy — Loomis'.
Chemistry— ^\ecW9>.
General Jkxercises — Same as in the Junior Class.

REGULATIONS OF THE NORMAL SCHOOL,

1. All pupils, on entering the School, are to sign the following declaration;

"We, the subscribers, hereby doclii re that our purpose iu entering the St.ito Normal School
Is to fit ourselves for the profession of Teaching, and that it is our intention to engage la
teaching in the Public Schools of this State."

2 To enter the Junior Class male candidates must be seventeen years of
age, and female candidates sixteen. To enter the Senior Class they must be
one year older.

3. All applicants are required to present letters of recommendation from
the County Superintendent of the county in which they reside. The holdei*s
of first or second grade teacher's certificates will be admitted on their cer-
tificates.

4. No pupil shall be entitled to a Diploma of Graduation who has not been
a member of the School at least one year.

GENERAL INFORMATION.

In obedience to the requirements of the "Act to Establish the State Normal
School," passed by the last Legislature, the next session of the School will
be held in San Jose. There will be Oral and Written Examinations at the
close of each ses-ion. The Graduating Exercises will be in March.

Pupils will be required to furnish their Text Books. Keference Books
will be furnished by the School.

There is no boarding house connected with the Normal School. Good
boarding can be obtained in private families at reasonable rates.

CALENDAR FOR 1S71-72.

First Session begins June 14th, 1871.
First Session ends October Gth, 1871.
Fall vacation, one week.
Second Session begins October IGth, 1871.
Second Session ends March 14th, 1872.

For additional particulars, address

Eev. \V. T. lucky, A. M., PBnccrPAi., San Jose.
March 25th, 1871.

Terms of Advertising in the Califoniia Teacher.

[Payable in U. S. Gold Coin.]

1 month. 3 montlvs. G months. 1 year.

1-4 page $5 00 $10 00 $25 00 $40 00

1-2 page.... : 10 00 25 00 40 00 70 00

1 page 15 00 40 00 60 00 100 00

VALUABLE SCHOOL BOOKS,

SERIES OF

ENGLISH GRAMMARS

IMPBOVJED.

The First Lines of Englisli Grrararaar;

Being A Brief Abstract of the Author's Larger Work, "The Institutes
OF English Grammar."

BY GOOLD BROWN.

A New Edition, with Exercises in Analysis and Parsing ; by Henry
Kiddle, A.M., Superintendent of Public Schools, New York City.
122 pages, 12mo. Price 45 cents.

The Institutes of English Grammar ;

Methodically Arrangkd; with forms of Parsing and Correcting, etc., etc.

BY GOOLD BROWN.

A New Edition, with Exercises in Analysis and Parsing; by Henry
Kiddle, A.M., Superintendent of Common Schools, New York City.
343 pages, 12mo. Price $1 00.

IIL

The Grammar of English Grammars;

With an Introduction, Historical and Critical ; thk whole Methodically
Arranged and Amply Illustrated, etc., etc., etc.; and a Key to the
Oral Exercises, with Appendixes, etc. Fifth Edition. Eevised
AND Improved.

BY GOOLD BROWN.

(With A Fine Portrait of the Author, Engraved on Steel.) En-
larged BY THE Addition of a Copious Index of Matter, by Samuel
U. Bebrian, A.m.

1,102 pages, large octavo, handsomely bound. Price $6 50.
Copies o/ First Lines and Institutes /Mrnis/ied, /or examination, at half price.
The excellence of Brown's Grammars is very generally admitted, and, not-
withstanding the multitude of school grammars which have come in compe-
tition with them, they have steadily advanced in public favor, and are largely
in use throughout the country. In perspicuous arrangement, accuracy of
definition, fullness of illustration, and comprehensiveness of plan, they stand
unrivalled.

WM. W^OOD & CO., Publishers,

july-3m NEW YORK.

LIBBY & SWETT,

3 New Montgomery St»,

Grand Hotel Building', Sa.ii Fruncisco.

Books, Stationery and School Supplies.

AFUIiLSTOCK OF

School Books,

School Apparatus,

Wall Maps,

Globes, &c.
Miscellaneous Books,

New Books ^

Fine Stationery, &c,

and everything else that pertains to our business at the lowest market rates.

We cordially invite the visits and correspondence of teachers and school
officers.

P. O. Box 459. lilBBY & SWETT.

/^}:1E. GrOLD MEDAL

B€«##|, f IfllflfirE

MANDFACTTJRED BY

WJJ.Palmer4Co

(Successors to Wigmore
k Palmer,)

Manufactory, 105 <!fc 107
Mission St., Near Spear,

San Franciaco.

NEW AND YALUABLE SCHOOL BOOKS

PUBLISHED BY

WOOLWORTFI, AINSWOKTH & CO.

PAYSOIV, DUNTON «S5 SCK-IBNER'S

NATBONAL SYSTEf^ OF PEi^iVIANSHIP,

The best, most popular and most extensively used of any system in tlie world.
(Adopted by the State Boakd of Education.)

REVISED, NEWLY ENGRAVED AND IMPROVED.

N'ew Staiid.aril Edition. 1870— Orii.inal Model System.
isT^tr-ong E-vicleTicc:

Adopted by more State Boards of Education than any other system.

Adopted and used in more Normal Schools than all other systems combined.

Adopted and used exclusively in more great cities than all other systems
combined.

Adopted and used in more Colleges, Seminaries, Academies and Private
Schools than all others.

It is the only system republished in other countries and recognized as the
"American Standard of Penmanship."

"We cordially indorse it with greater satisfaction every year," is the unani-
mous voice from Oie Common Schools.

r5A.llT110I^0M:aE>V»H I^RATTIIVO SEHTEct^.

ADOPTED AS THE STATE SERIES IN CALIFORNIA.

New, and already in use in nearly all the large cities.in the United States

I»riiiiiary I>ra^vinir Cards,

Designed tor Slate Exercises, in envelopes, 24 lessons in
each . Price 20 cts.

£*rlmary Di'aAvins S atcs.

With grooves for the Cards; ruled on one side; rubber-cush-
ioned. Price 38 cts.

OraTTing ISoolcs,

12 No'ss, each containing 12 objects, with paper for drawing
each object four times. Price 40 cts.

Tcjaoliers* Oulclcs.

One Guide to each Book and set of Cards, giving full in-
structions for each object. Price 30 cts.

^Icctclies from IVatxirc,

5 No's. Price, each, 50 cts.

Ri,i"bt>cr-Oxisliionccl IVoiselcss J^latc**,

liuled to accompany the Drawing Cards: also, plain, in five
sizes. A great comfort to every teacher.

The Cambuidgb Course of Physic, by W, J. Rolfe and J. A. Gillkt, the
most popular course of Physics. Published in three volumes, Chemistiy,
Natural Philosophy and Astronomy, and a shorter course in three smaller vol-
umes, called Hand-book Chemistry, Hand-book Philosophy, and Hand-book
of Stars.

]>Jngill»s T^reiK^lx Sci-ics.

(Couiplctcd.)
Macfill's French Gvainmnr.
MiijL^ill's Key to Frciicli GrJimnnar.
Mairiil^K Introilnclory Frencli It ader.
Mag-ili's Prose and Poetry (ju.st out).

I^Tcachers, and all those desiring to know more of our publications, are
requested to corrcsx^ond with us freely. Liberal terms will bo given for first
inlroduelion.

Address LIBBY & SWETT,

9 "Sexv lllontfromery Street, Ssan Franciftco,
P. O. Box 450- luov-tf] Grand Hotel li uildinfi.

FOURTEEN WEEKS" IN NATURAL SCIENCE,

traiEr' TREATISE i:V EA.CH BUJLPi

J. DORMAN STEELE, A.M.

WEEKS r NATURAL PHILOSOPHY,

i^J ASTRONO^^Y,

COURSES ( ^"^^'II^^lbcY.

These volumes constitute the most available, practical, and attractive text-books on th«
Sciences ever published. Each volume may be completed in a single term of study.

THE FAMOUS PRACTICAL. Q,LESTIONS
devispd by this author are alone sufficient to place his books in every Academy and Grammar
School of the land. These are questions as to the nature and cause of common phenomf ua,
and are not directly answered iu the text, the design being to test and promote an intelligent
use of the student's knowledge of the foregoing piiuciples.

TO MAKE SCIENCK PUPlTLlR
is n pri'ne object of these books. To this end each subject is invested with a charming; fia-
terest by the peculiarly happy use ot language and illustration in which this author excels.

THEIR HEAVY PREUECESSOKS
demand as much of the student's time for the acquisition of the principles of a single
branch as these for the whole com'se.

PUBLIC APPRKCIATION.
Tlie author's great success in meeting an urgent, popular need, is indicated by the fact
(probably unpar.illed in the history of scientific text-books). that although the fii*st volume
was issued as recently as 18G7, the yearly sale is already at the rate of

PHYSIOLOGY AND HEALTH.
By EDWARD JARVIS, M.D.
T A P VT^^ ELEMIENTS OF PHYSIOLOGY.
d Alt V ilO PHYSIOLOGY AND LAWS OF HEALTH.

The only books extant which approach this subject wUh a proper view of the true object
of teaching Physiology in scliools, viz., th.-it scholar-^ may know how to take care of their own
health. The child instructed from these works will be always

:e^x 3 cr>^w\z-i<T xdootofl.

BOTANY.

WOOD'S AMERICAN BOTANIST AND FLORIST.

This new and eagerly expected work is the result of the author's experience and life-long
labors iu

Classifying- tlie Scieitre of Botany.

He lias at length attained the i ealization of his hoi>es by a wonderfuly ingenious process of
condensation and anangeiuent, and presents to the world iu this single moderate-sized vol-
unic a Complete Manual.

In 370 duodecimo pages ho has actually recorded and defined
Nearly 4,000 Species.

The treatises on Descriptive and Structural Botany re mod Is of concise statement, which
leave nothing to be; said, of entire y new features. th< most notable are the Synoptical Ta-
bles for the ulackboard, and the distinction of species and varieties by variation iu the tyi>e.

Prof. Wood, by this work, establishes a just claim to his title of thegi-eat

AMElilCAN BXrONENT OF BOTANY.

A. S. B.\RNES dis CO., Publishers, Xew Yorlt.
liIBBY <& SWETT, 3 Now Montfiromery St., San Francisco,
P.O. Box 459. Grand Hotel Building.

OFFICIAL ADOPTION

— OF —

NEW ECLECTIC EEADEE

-BY THE-

STATE BOARD OF EDUCATION

OF califor:n^ia.

At a meeting of the State Board of Education, held at San Francis
July 12, 1870, the following members being present, viz:

His Excellency Gov. H. H. Hatght ; Hon. O. P. Fitzgerald, Si
Superintendent of Public Instruction ; James Denman, Superintendent
Public Schools, San Francisco ; Dr. A. Trafton, Dr. W. T. Lucky, i
Messrs. Lynch, N. Furlong, W. H. Hill, W. R. Leadbetter, G.
Jones, and W. A. Robertson ;

On motion of G. W. Jones, Esq.,

McGuffey's New Eclectic Readers

Were unanimously adopted for exclusive use in the Public Schools of (
ifornia.

Recommendations of McGuffey's New Readers were submitted to
State Board of Education from over

FORTY COUNTY SUPERINTENDENTS

Of the State ; and, in many cases, these were indorsed by prominent i
influential Teachers of schools under their supervision ; in addition to wh
numerous recommendations and petitions for the adoption of McGuffi
Series were received and read, from Principals and Teachers over the Si
generally.

These recommendations and petition*, the conviction of the meml
of the State Board of the superiority of McGuffey's Readers over those
use, and their great popularity in a majority of the States of the Uni
influenced the Board in its unanimous adoption of this most excell
series of books.

EXTENSIVE POPULARITY

— OF —

loGuFFEY's New Eclectic Readers.

McGuffey's New Eclectic Readers have, at various times, been
icially or individually recommended by successive State Superintendents
Public Instruction of

HIO. IOWA, MISSOURI,

II.I.IXOIS. KAli^SAS, WISCOXSi:^,

MICmOA]\, OOIAXA, KEXTLCKY,

MINNESOTA, WEST VIRGINIA, PEXXSYn AI5i[IA,

And have now an extensive, and in many cases an exclusive^ use in these
ates.

ACTION OF THE ST. LOUIS BOARD.

k * * *'In urging the adoption of McGuffey's Readers, we feel
mred we are asking the trial of no experiment, but are recommending
oks that are approved by the best educators of the country. We believe
it these Readers possess more of those features that our schools require
m any other series presented."

This report of tbe Committee was unanimously adopted.

McGuffev's New Eclectic Readers were also adopted by the Board of Edu-
tion of Brooklyn, N. Y., November 16, 1869 ; of Richmond, Va., Sep-
nber 23, 1869 ; and were re-adopted by the New York Board for 1870.
ley are also in exclusive and satisfactory use in the public schools of

CO'CIIV^ ATI. O., DUBIJQIJE, IOWA,

HARRISBURG. PA., FORT WAYXE, IXD.,

WIIEEI.1^ G. W. VA., SPRI]VGFIEI.I>, IM..,

DETROIT. MICH., PEORIA, lEE.,

MII.W AUKEE, WIS., QIJI^CY, lEE.,

CI.EVEI.AXI>. O., COEIJMBIJS, O.,

TOEEOO. O.. MABISOIV, WIS.,

And many other leading cities in all sections of the country.

McGuffey's New Eclectic Readers have also been recently adopted for
cluiiive use by the State Boards of Education for

MARYEAXB. ARKANSAS.

CAEIFORIVIA, W YOMIXG ;

nd liave a far wMer use and approval tban any other Reading
SorieN piiblislied.

Correspondence of Teachers and School Officers respectfully solicited,
beral terms on first supplies for introduction.

Address ISAAC UPHAM,

Care HENKY PAYOT & CO.,

622 W^ashington Street,

SAN FRANCISCO, CAL.

POJPXJLA^R^ TEXT IBOOJE!C»5!l

FOR SCHOOLS, acade:\i]es AjS^d colleges.

BROWM'S ENCLSSH CRAiVSIVlARS.

coiirKisixo

Broivn's First lAncs of Enfjlish Grammar.

12mo. Halfbouncl. Designed for young learners. Ketail price, 4.5 cts.
Broivn's Instifiifes of Fiif/lish Grammar,

12mo. Muslin, leather back. For the higher classes. Eetail price. $1 00.

*^*Both of these very popular text-books have just been revised by Henry

Kiddle, A.M., Assistant Superintendent of Public Schools of New York City,

with important additions, especially in the department of Sentential Analysis.

Brown's Grammar of EnrjUsh Grammars.

Royal 8vo. Leather or half morocco. Retail price, $6 50.
These Grammars were never so popular or widely used as at the present
time— -they are the books. The latter is the most comprehensive and exhaust-
ive Treatise on English Grammar extant.

ROSCOE'S CHEMISTRY.

Lessons in Elementary Chemistry,

By Heney E. Roscoe, B.A., F.R.S., Professor of Chemistry in Owens Col-
lege, Manchester. In one beautiful lj<-tle volume, handsomely illustrated
with engravings, and bound in muslin, red edges. Just published. Retail
price, $1 50.

This little book is, we believe, the only one in the market containing all the
newest features in Chemistry.

LAIVSBERT'S PHYSEOLOCSES.

Lamhert^s Human PJiystoloyy, Anatomy ^ and JJygienc.

12mo. This is an entirely new book, written on a new jjlan, and is beauti-
fully illustrated, with several hundred wood engi-avings, and thirty-one plates
on tinted paper, containing many figures. Retail price, $1 75.

Lambert's JPrimary Tliysioloyy, Anatomy ^ and Hygiene,

12mo. Profusely illustrated. Retail x^rice, 85 cents.

CANDT'S PHYSICS.

Elementary Treatise on JPJtysics, Experiviental and Applied,

For the \ise of Colleges and Schools. Translated and edited from Ganot's
Elements de Physique, by E. Atkikson, Ph. D., T. C. S. Illustrated by a col-
ored plate and (iG8 wood "cuts. In one very thick 12mo. volume. Price, $G.

This beautiful and most thoroughly systematic work has been adopted for
use in some of the highest colleges in the land, as Harvard University, Colum-
bia College, etc., etc., and is not only the best work of its kind for educational
purposes, but would be also a very valuable addition to any library.

Teachers, School Boards, and others interested, are cordially invited to cor-
respond with the pubhshers. Very favorable terms for introduction.

Copies of the above books, except Ganot's Physics and the Grammar of
English Grammars, sent for examination for hair the retail prices affixed.
WILLIAM WOOD <C CO,, Publishers,
NEW YORK.
^^ These books are kept for sale in California by Booksellers generally,
and in San Francisco by A. ROMAN & CO., and H. H. BANCROFT & CO.

UNSEGTIONAL, UNPARTISAN, UNPOLITICAL SCHOOL-BOOKS.

The freshest seines of Text-Books published— containing the latest
results of discovery ai\d scientific research.

Officially adopted by the Virginia State Board of Education,

AND NOW LARGELY IN USE IN

And In many Northern States.

An Association composed of many
the several Southern States, feel-
School-Books wliieh sliauld be en-
unpditical, wliicli should present
science — are now issuing a com-
Text-books by the eminent schol-
whieh are the

Cheapest f Best and Most

Now published. The

of the most eminent citizens of
ing tlie necessity for a scries of
tirely unsectional, unpartisan, and
only the facts of history and
plete series of School and College
ars and educators named below

Beautifid School-Books

University Series" embraces

MAURY'S Geographical Series,

By Commodore M. F. Maury, of the Virginia Military Institute. A scries of books which
mark an era in the study of this science, and which, i.i the words of a well known and ac-
complished Southern teacher, " are characterized by a felicity of arrangement and simjde
freshness of style which must ever render them attractive to the vonng, and which will be
used by all who wish to teach Geography as a .science, as somcthmg to make j)ujjils Vanky
and not merely as an enumeration of dry facts."

Holmes' Readers and Spellers,

By Geokge F. Holmes, LL.D., Professor of History and General Literature in the Uni-
versity of Virginia. A series of Readers unequalled in cheapness, excellence, and typo-
graphical l)eauty. They are steadily progressive in character, bright and fresh in their
selections of prose and verse, and illustrative of Southern scenes, incidents, and history

Venable's Arithmetical Series,

By Charles S. Venable, LL.D., Professor of Mathematics in the University of
Virginia. These books arc received everywhere by intelligent teachers with the highest
satisfaction, as being most admirably adapted for mental drill, as well as for business educa-
tion. Their methods, rules, and reasonings are clear, distinct, logical, and comprehensive,
and the series is carefully graded throughout.

Holmes' History of the United States,

By George F. Holmes, LL.D., of the University of Virginia. It is enough to say of

this admirable work, interesting, impartial, and truthful, as well as pure and graceful in

s.yle, that it is the onli/ History of the United States which is strictly unpartisan. It
comes down to the present date.' Also,

De Vere's French Grammar, Readers, etc.,
Cildersleeve's Latin Series,

Carter's Elements of General History,
Holmes' English Grammars,
LeConte's Scientific Series,
Johnston's English Classics,

Duntonian Writing-Books, etc., etc.

Send for our new ILLUSTRATED DESCRIPTIVE CATALOGUE, which will be
mailed free to any teacher or school officer. It tells what teachers think of the books, and
contains specimen pages of each.

Address UNIVERSITY PUBLISHING COMPANY,

155 and 157 Crosby Street, New York.

New Soliool Books.

A Shorter Course in EtrffUsh Gram-
mar,

By Simon Keel, A. M.,
Author of "Common School Grammar," "Comprehoir

Rive Grammar," "Composition and Rhetoric." &c,
1 vol., 240 PaRcs. Price 75 cts.

This work aims to bo just such a manual as the great
maiority of schools and academies now require. The
classification is exceedingly compact, and all that be-
longs to the same topic is carefully grouped together.
It is specially adapted for use in schools where only
one text-book in grammar is desired.

The conditicm and wants of schools in this country-
and in Europe have been carefully considered, as well
as the advanced state of philological science, and the
work has be n modified accordingly, so as to place it in
the front rank of new and improv. d productions.

"After a careful examination, I have concluded that
it is the best Grammar for School use I have seen. It is
certainly the most practical."— [F. W. Parker, Princi-
pal Normal School, Dayton, Ohio.

Elements of Composition ami
Jlhetorlc,

By Simon Kebl, A.M.
1 Vol., 12mo. 400 pages. Price $1.25.

This is a simple, concise, progressive, and thoroughly
practical work on a new plan . It occupies an interme-
diate position between Common Grammar and Higher
Rhetoric, embodying from each what is most useful to
the writer. Commencing with the simple subject and
predicate it ^irocec ds throu^-h their various modifica-
tions to senf-jnces of a complex s-tructure, and brings
the pupil St. p by step to conuec ted writing, kinds of
composition figures of speech, style, etc., follow. Be-
sides this et sy gradation, its chief characteristics are
its numerou 5 'examples, its exercises for praclice, and
its suggestiveness.

'I think it altogether the best book of the kind pub-
lished. A very enthusiastic teacher came to me to
know where I found my composition exercises."— [D.
A. Lathrop, Cincinnati Normal School.

A Short Course in Astronomy,

Bt Henry Kiddle, A. M.
Superintendent of Schools, New York City, Author of

"New Elementary Astronomy."
One vol., cloth, fully illustrated, 180 pages. Price 90 cts.
The design of this work is to supply a brief course of
lessons in Astronomy for the use of young people, or
of those whose time and opportunities do not permit a
more exhaustive study of the subject. The objective
plan has been followed as far as it is applicable to the
subject, and the arrangement, throughout the work,
has been adapted to the topical method of recitation.

"We have seen no small work that appeared better
adapted for its purpose. "—[Independent.

First Steps in Music,

Being a Graded Course of Instruction in Music for

Common Schools. By Geo. B. Loomis.
In 4 books. Nos. 1 and 2 now ready. Price 15 cts. each.

This series presents a simple course of instruction in
Music, adapted to the Primary classes in our schools.
It presents the simple rudiments of the subject in a
progressive course of easy exercises, accompanied with
such instructions as will make the way clear alike to
the teacher and pupil,

"Well adapted for their purpose; can be used by
teachers of but little musical ability, and are very
cheap." — [Maine Journal of Education.

Greek Praxis ; or, Greek for B
ginners,

Bt J. A. Spencek, S. T. D.
Professor of the Greek Language and Literature in t
Colli ge of the City of New York.

It comprises easy lessons in Orthography, Etyino
gy and Greek reading exercises, together with ^'o1
and a Vocabulary.

"Dr. Spencer's Greek Praxis is just enough and
more. The author's scholarship is so well known t
the accuracy of the work is guaranteed to the publi
— [Howard Crosby, LL.D., Chancellor Universitj
New York.

l3^"The foregoing books will be sent by mail,'
teachers who wish to examine them with a view to
troduction, for 7toi/the appended price.

Literature of the English Law
guage.

Comprising representative selections from the h
authors; also list of Contemporaneous Writers £
their Principal Works. By E. Hunt, A. M.,
Principal of the Girls' High and Normal Scho
Boston.
1vol., large 12mo. 648 pages. Price, $2.50.
This work is based upon an original and pract
plan, and cannot fail to meet the general want for a re
valuable Text-Book on the literature of our langm
"I like it very much. One of its peculiarities-
number of pages devoted to American literature—'
make it specially interesting and appropriate to •
schools." — [Dr. S. K. Lothrop, Chairman Text-B
Comm-ttee, Boston.

A NEAV THING IN SLATES.

American Primary School Slat

A novelty, furnishing to the pupil employ]
amusement, and inst uction in exercises of the higl
imp rtance. Send for Circular.

"These spates are an improvement on anything of
kind in the market." — [Penn-ylvania School Journi

STANDARD TEXT-BOOKS.

The Amefican Educational Seiii

The attention of Teachers and School Officers
invited to the excellence of this popular series a
whole. It comprises a full line of fresh, well grad(
and beautifully and substantially manufactured Tc
Books, among which are the
Union Renders,

Robinson^iii i^Iatliematies,
Kerl's Grammars,

Webster's Dictionaries,
Gray's Botanies,
Spencerian Copy-Books, Retail price reduc
to 15 cents.
Willson's Histories,

Fasquelle's Frencli Course,

Wooclbnry's German Course, ,
And many other well-known Works.

"It is gratifying to observe the perfection to which i
firm has attained in the manufacture of School hcKlca,
also the mented success of their books, for they arejn
the most loidely used of any similar publications />
this country. All are standard and unsurpassed, a ■•
servedly stand in the front raw/c— [N. Y. Independent.

KF" Tlie Illustrated Catalogue, descripHve
The American Educational Series of Schooi .k
College Text Books, and The Educational 1! i.r(
ter, a handsome publication full of useful in torn
tion, mailed free to any address.

I\TSON, BLAKEMAN, TAYLOE & CO., Publisher

138 and 140 Grand Street, JV ^K W YOliK,
133 and 135 State Street, CHICAGO.

^UaXJST, 1871.

Vol. IX.]

[No. Q.

iialvPifnvi iitatitf

A JOURNAL OF

School and Home Education

AND OFFICIAL ORGAN OF THE

iepartaefit of Pefclie Instraetiofi.

1. DITORS :

O. I^. ^ND j\. I.. IH^ITZGER^LD

CoEtriDuting Editors, elected !)y tlie State Educational Society

MISS CLARA G. DOLLIVER,
MRS. AURELIA GRIFFITH.

DR. E, S. CARR,

PROF. W. J. G. WILLIAMS.

SAN FRANCISCO:

CALIFORNIA EDUCATIONAL SOCIETY

Publication Rooms, No. 240 Montgomery Street.

M. D. Carr & Co., Boole and «7b6 IPrinters, No. 532 Clay Street.

TERMS— TWO DOLLARS PER ANNUM, payable invariably in advance.
Address: CALIFOKNIA TEACUEJt, San I'^rancisco. _

HENRY PAYOT & COMPANY,

lOOKSELLERS, ItATIONERS AND IfuBLISHEF

Have lately removed to that Large and Spacious liuilditig,

®1§ mm€ ill W®®Mm^t®m Sti»e®t.j

One door above Maguire's Opera House, SAN FRAN CI Si

They call special attention to their well-selected and compl^
assortment of SCHOOL BOOKS, which they offer at the
lowest market prices, Wholesale and Retail. Also,

Standard and Miscellaneous Books,

Annuals and G-ift Books,
Bibles and Prayer Books,

Theological and Religious Books,
Scientific and Medical Books,

Juvenile and Toy Books,
Photograph, Stamp and Autograph Albums,

Portfolios, Writing Desks, Etc., I

•-^^^►-»

New and Latest Styles of Note and Fancy Pape

WEDDING AND VISITING CARDS,

fS^ Suhscnpiions taken for all Foreign and American Periodicals.

HENRY PAYOT & CO.

620 and 622 Washington S

AGENCY JfOR SWINTON'S BOOKS

IMPORTANT NOTICE

To the Teachers and School Officers of California

Swinton's Condensed History, having been adopted by the State Board,
for use in the Pubhc Schools of Cahfornia, your scholars will receive the
benefit of the large discount offered by the Publishers, viz: HALF OFF
THE RETAIL PRICES, by sending your order AT OSCE to us.

The regulations of the Publishers' Board of Trade make it imperaiive
that when books are ordered for introduction, that a CERTIFICATE from
he Teacher or Officer ordering, shall accompany the order, certifying that
he supply is really intended for this purpose, otherwise Publishers would
have no guarant}- that the special rates allowed on such orders were enjoyed
by the proper parties.

We are acting for the Publishers, and furnish these books at the above
mentioned rates, upon orders signed JOINTLY by Teachers and District
Clerks. (For form of order see next page, which can be torn out and used.)

All orders for Swinton's Condensed History, and for Swinton's Word

Analysis, must be accompanied by a remittance for the amount, or will be
bent C. O. D., by express, if preferred.

We have now on hand, the largest and most complete stock in the State,
3f School, Text and Librar)' books, recently adopted by the State Board
for use in the Schools of California, which we will supply at liberal dis-
:ount, also, all kinds of school stationer}- and apparatus, including slates,
ilate pencils, chalk crayons, ink, globes, Rewards of Merit, &c.

Our School Book Catalogue, containing many important changes,
las just been issued, and will be sent free on application; also

Our School Library Book List, containing additional list of the books
.dopted at the last meeting of the State Board, June 13th, 1871.

HENRY PA YOT & COMPANY

'UBLISHERS, ^OOKSELLERS, IMPORTERS 8^ STATIONERS

620 and 622 ^W^ashington Street

San Francisco
August ist, 1 87 1. [over.]

@p U^OEI^

Districts

Co.. Cal il

Messrs. HENRY PAYOT k COMPANY

San Francisco.
f Gentlemen :

Please fill the following order for Swinton's Condensed History, an
Swinton's Word Analysis, and forward by

to.

No. Copies.

Dollars.

Cts

Copies of Swinton's Condensed History,
Copies of Swinton's Word Analysis,
Total Amount,

@ 7 sets.
@ 30 cts.

The above number of copies are necessary for a first supply of th
pupils in the Public Schools of this District.

District Clen

Teacher.

S^" Parties ordering these books will please fill names, directions
&c.. in full.

620 and 622 Washington StJ

THK

California Teacher.

AUGUST, 1871.

Vol. IX. SAN FRANCISCO. JTo. S.

ADDRESS OF SUPERINTENDENT FRY,

DELIVERED BEFORE THE SOLANO COUNTY TEACHERS' INSTITUTE, AT VALLEJO,

JUNE, 27, 1 87 1.

Ladies and Gentlemen, and Fellow- Teachers ,•

Uncontrollable circumstances for the past few weeks, as well as a
wish for the Institute to listen to abler persons than I, will cause me to
be brief.

I am glad to meet you under such favorable auspices, having the
advantage of pleasant surroundings, healthful climate, and cheerful and
intelligent faces.

The object of this meeting is doubtless known by all to be, to more
fully fit us for "Our Work." This, we conceive, will be more effect-
ually accomplished by illustrating school-room labor; by practical
class drills, followed by any pertinent remarks of experienced teachers,
instead of occupying so much time with lengthy, abstract lectures.

The Teacher's Work is eminently a noble calling, in which we think
none but the clearest minds and noblest hearts, with the highest cul-
ture, should engage. In short, the avocation should be filled by native
and cultivated genius, that expects to make teaching a life-work. Not
till then will the work of the Teacher be so highly appreciated, and as
remunerative to both teacher and pupils.

The Object of Teaching is briefly given by Spencer, as "the right
ruling of conduct in all directions, under all circumstances. Teaching
the way to treat the body, the mind, how to manage our affairs, how to
bring up a family, how to behave as a citizen, how to utilize all those

34 ADDRESS OF SUPERINTENDENT FRY. [Aug.

sources of happiness which nature suppHes; how to use all our facul-
ties; how to hve completely." And this being the great thing needful
for us to learn, is, by consequence, the great thing which teaching has
for its aim and end. Every child in the United States should have the
advantage of a free common school education, and be required to
attend, in order to insure self-preservation, the preservation and hap-
piness of families, communities, states, and an intelligent suffrage, upon
which bases the perpetuity of our nation, and the consequent respect
and good of the world.

The importance of the Teacher's Work requires first-class qualifica-
tions. Such teachers as Confucius, Socrates, Plato, Reed, Siewart,
Mann, Sigourney, Willard, Kirkland, and many beside, speak volumes
through their names alone. We should reverently bow to such exam-
ples. Then have decision of character, purity of purpose, and follow
the leading element of success — "Enthusiastic Toil," with the motto
ever before us, " Heaven helps those who help themselves." Self-
effort is the root of all genuine growth in the individual. Whatever
we become is the result of self-effort or non-effort. Here is, with little
exception, where the success of every person, of every calling, hinges —
on self-effort. Then, to bring the acquirements of the past into pres-
ent use, and imbue us with the spirit and qualities of those gone before,
at least in proportion to our capacity, evidently devolves on us. If
Hazlitt is correct, " there is room enough in life to crowd almost every
art and science in its leisure moments. If we pass no day without a
line, visit no place without the company of a book — we may with ease
fill libraries, or empty them of their contents. The more we do the
more we can do; the more busy we are, the more leisure we have."

" Without comment, some of the attributes essential to a true teacher
may be briefly given as follows: Common sense, patience, hopeful-
ness, cheerfulness, frankness, generosity, love of calling and children,
forgiveness, justness, and how to deal it out to all, tact in impressing
one's self on others, amounting almost to a species of personal magnet-
ism, skill in government, talent in exposition, an acquaintance with
human nature and conscientiousness. Then the very creditable
standard of qualification for the profession of teaching, set up in our
adopted State, should be attained by all, as a very essential quality of
the energetic teacher.

Although we may not reach the standard of many of our predeces-
sors or even cotemporaries, yet it is all with us whether we obtain a
respectable and useful place in the ranks of our fellow-laborers. Be-

iSyi.] ADDRESS OF SUPERINTENDENT FRF. 35

lieve me when I say it will pay to reach the acme of our capacity.

The true teacher has an earnest devotion for his work. 1/ conscien-
tious and fdithfid, it is the most anxious, ceaseless, and exhausting of
human occupations, gnawing at the vilal energy and drawing on the
stock of nervous power unceasingly. In view of these facts, for the
good of the teacher and those taught, we believe every aid that tends
to shield the teachers in their work should be brought to bear.

1st. Teaching should be recognized as a profession, the standard
of which should be high, the protection of which should be in the
hands of competent and professional teachers. Committees of exam-
ination should discharge their duties faithfully and fearlessly, with an
eye to the true interest of our schools, our people and our occupation,
regardless of the pressure of friends or complaints of unsuccessful
candidates. Honor the profession to be* honored. Be a character,
that you may appear that character.

But the mere " novice in the trade," who has chosen teaching only
to avoid more unpleasant labor, or to gain the means to accomplish
the object of his own personal ambition, haying no interest in the
business or idea of his responsibility, should be driven from the field
as unworthy the high position he occupies. Why should not the pro-
fession of teaching be as exalted, and be made as exclusive as any
other.? No good reason can be assigned; while on the contrary, much
can be said in behalf of this position. When teaching becomes a
profession it will secure the best talent, and make the work self, family
and hfetime-supporling — hence free the teacher from embarrassment,
under which he cannot successfully labor, and thereby become an aid
to him in the calling of his>choice.

2d. When a professional standard once becomes a permanency, we
think we have an argument, if we never had before, for asking legis-
lative aid, making our common schools free ten months out of the
year. We have reason to be tha:nkful for the aid already granted by
our Legislature, and believe ere many years, perhaps months, at most,
we shall realize our utmost desires, in knowing that every school in
this State has been made free by the taxation of its property, the true
foundation on which to base the education of a republic. Statistics
show crime to diminish or grow as intelligence or ignorance prevails,
and that intelligent labor is more profitable to a country than any
other — intelligence being the motive power of trade, commerce and
manufactures.

The Hon John Swett, ex-State Superintendent, says: "The solid

36 ADDRESS OF SUPERINTENDENT FRY. [Aug.

wealth of any State consists in educated and industrious men and
women. " Horace Mann says it insures property and invades crime,
while all educators are unanimous in saying we should have our com-
mon schools free ten months in the year. Mayhew says of the won-
derful results: "It is thus established, that a good system of common
school education, one that is sufficiently comprehensive to embrace all
our country's youth in its benevolent design, would free us as a people
from a host of evils growing out of popular ignorance; that it would
increase the productiveness of labor, as the schools advance in excel-
lence, indefinitely; that it would save to society, in diminishing the
number of paupers and criminals, a vast amount of means absorbed
in the support of the former, and in bringing the latter to justice, a tax
which upon every present generation is more than sufficient for the
education of the next succeeding one; that it would prevent the great
majority of fatal accidents that are now depopulating communities
wherever ignorance prevails; that, by imparting a knowledge of the
organic laws, the observance of which is essential to health and hap-
piness, it would save the lives of a hundred thousand children in the
United States eveiy year, and that by promoting longevity, in connec-
tion with the advantages already enumerated, it would tend more than
all other means of state policy to increase at once the wealth and the
population of our country; that its legitimate tendency would be to
diminish, from generation to generation, not only drunkenness and
sensuality in all its protean forms, but idiocy and insanity, which result
from a violation of the laws of our being, which are the laws of God ;
that it would, in innumerable ways, tend to diminish the sufferings and
mitigate the woes incident to human life, .while it would acquaint man
with the will of the benevolent Creator, and lead him to cherish an
habitual desire to yield obedience thereto; and that it is the only pos-
sible means of perfecting and perpetuating the inestimable boon of
civil and religious liberty to the latest generations, and thus securing
to the race the maximum of human happiness. Yes, a system of pop-
ular education adequate to the requirements of the States of this Union
will do all this. None, then, it would seem, can fail to see that true
state policy requires the maintenance of improved free schools, good
enough for the best, and cheap enough for the poorest, which are a
necessary means of universal education."

Revelation says : " My people are destroyed for a lack of knowledge ;
because thou hast rejected me I also will reject thee." While Solo-
mon, the wise man, lauds wisdom in all his writings. Have we, then.

1871.] ADDRESS OF SUPERINTENDENT FRY. 37

not a right to ask this aid, which not only interests the teacher directly,
but blesses our country ?

3d. Trustees, we generally find to be careful and conscious men,
having the true interest of their District at heart. They will aid much
in the advance of our work, by employing the professional teacher to
the amateur. If an amateur is needy, better make him up a purse —
if he wishes to amuse himself, he may find recreation in less solemn
things than teaching — if he is seeking an easy place, he has made a
mistake, for Henry Ward Beecher assures us of but one such — the
grave.

4th. Secure the influence of the parent as an aid in advancing their
own children. It is well known that it is very natural for the parents,
having the child under their care five-sixths to three-quarters of the
time prior to its twenty-first year, to have a greater influence upon
their own children than that of the teacher. For this reason, the child
as well as the teacher, can ill afford to lose the joint influence of both
parent and teacher. No feeling or prejudice on the part of the parent
against the teacher, should be known to the child; far better for the
teacher to know it from the parent directly, then letting reason and the
good of the child be their uppermost thought, unite their efforts for its
good and the consequent good of society. Then visit the patrons,
which will often be the means of removing false impressions, if any
exist, and they — the parents — will conclude you are not so bad after
all — especially if you are sociable, friendly, and interested in the parents'
children.

5tfi. Be interested in the work; infuse life and energy in every one
if possible; have the interest of your school at heart, which is self-in-
terest, and when all think you want them to succeed, you have estab-
lished your influence to a great extent, perhaps wholly, with all those
who are natural workers.

6th. Order will flow in proportion to the time the pupils can be
successfully employed, which will be in proporlioh to the interest in-
fused in them by teachers, aided by parents.

7th. The previous aids pave the way to more recreation — such as
excursions, trips to the Yo Semite, the Big Trees and the Geysers; or
to the mountains, valleys and groves — taking wife and children, if we
have any, as sharers of our pleasures. If we have no wife, take some
one that is wilhng to become one. This will add to our length of
days, and give more vitality to our schools, as well as ourselves.

Labor on hopefully, energetically and unceasingly in the cause of

SS SOLANO INSTITUTE. [Aug.

education. Work does not kill; it is worry, debasing toil an 1 bad liv-
ing. The hardest workers live the longest, particularly those who have
an honorable, useful and remunerative employment. The successes of
to-day will not suffice for to-morrow. We must labor on, in order to
keep up with an advancing age, and meet future emergencies. It is
the continued dropping that wears away the stone. Then as the coral
is unceasingly building great islands, as the elements are continually
producing a change, and as the pushing energies of science, art and
commerce are continually developing, so let us keep pace with the busy
throng — that our object may be gained through native and acquired
qualifications, assisted by all the aids which we can bring to bear.

I close by asking the forbearance and co- operation of all in our good
work; by wishing we may be useful here, hence the world be made
better by our living; and by hoping we may all be saved in the future
world through our Teacher of teachers.

SOLANO COUNTY TEACHERS' INSTITUTE.

Vallejo, July 3, 1871.

Pursuant to the call of William H. Fiy, Superintendent Common
Schools Solano County, the Institute commenced in the Vallejo
Public School-house, on the morning of Tuesday, June 27th, at 10 a.m.,
and closed at 10 p.m., Friday, June 30th. Sessions: 9 to 12 m., 2 p.m.
to 5 P.M., and 8 p.m. to id p.m.

Officers—^. H. Fry, President; Geo. C. Mack and N. Smith, Vice
Presidents; Wm. Crowhurst and A. W. Peck, Secretaries; W. F. Roe
and Miss Isabella Murphy, Critics.

Lectures — "Teachers and Teaching," by Prof. Carr; "Chemistry of
the Atmosphere," by Prof. Carr; "The Educational System of Cali-
fornia," Hon. O. P. Fitzgerald, Superintendent Public Instruction; and
" What are our Girls Coming To .? " by Prof. E. Knowlton.

Addresses.— ''i:\i^ Teacher's Work," by W. H. Fry; "Some of the
Duties of a Teacher," by Rev. N. B. Klink; "Extensive and Varied
Study Necessary for Success in Teaching," by Wm. Crowhurst.

Class Exercises: Grammar — Parsing, Analysis and Diagrams. Pen-
manship — Forms, Systems, Invention and Model Methods. Arithmetic
— Addition and Subtraction. Geography — Direction, Physical Divisions
and Definitions. Elocution — Recitation, Reading and Declamation.
Grammar — Origin of the Parts of Speech, and Methods of Teaching
Them. Gesticulation — with arms, hands and fingers. History — Ancient

1871.J SOLANO INSTITUTE. 39

and Modern, Home and Foreign, Current, Newspapers and Magazines,
Biography and Autobiography. School Discipline — Proper and Improp-
er Punishment. Spelling — Oral, Written, Standards of and Inventions
in. Arithmetic — Percentage and California Interest. Physiology — in-
cluding Hygiene and Calisthenics.

The report of the committee on Resolutions was as follows:

Resolved, That the thanks of this Institute are due, and are hereby extended to
Professor Carr, of the State University, for his instructive lectures before this body,
and to Professor Knovvl ton, for his genial and earnest efforts for our good; that
this Institute believes these have been highly beneficial, and desires to express its
grateful acknowledgment.

Resohed, That our thanks are due, and are hereby extended to Superintendent
Fry, for the courteous and impartial manner in which he has conducted our pro-
ceedings; and that we are under many obligations to Mr. Wm. Crowhurst for the
various and kmd services he has rendered this Institute during its session.

Resolved, That our thanks are due, and are hereby extended to the officers of
the California Pacific Railroad, for granting members of the Institute free passes
on their routes; to the Trustees of the M. E. and Presbyterian Churches for the
use of their houses of worship; to the city papers for their careful and ample
reports of our proceedings; to the Matron of the Orphans' Home for courtesies
extended; and also to the Board of Education of the Vallejo Public Schools, for
the use of their pleasant and commodious room.

They were unanimously adopted.

Mr. Dozier then presented the following resolution, which, after

some discussion, was unanimously adopted:

Resolved, That in the opinion of the Solano County Institute, the present reg-
ulation in reference to the study of "Written Gramm.ar" in our schools is unnat-
ural and injurious; that, as a branch of study, the text-book is introduced too
early in the public school course, requiring much greater mental strength than
other studies commenced a,t the same time; that it should be placed in the hands
of pupils when they commence higher arithmetic, philosophy, and studies of equal
grade; and that previous to that time, teachers should endeavor to present the
subject in a simple and practical manner to their pupils, and teach them to speak
and write correctly without necessarily referring to any particular text or text-
book of grammar.

The following resolution, introduced by Professor Simonton, was

unanimously adopted :

Resolved, That the education of the youth of this State should be made com-
pulsory.

Committees: Introduction — A. W. Peck, Judge J. G. Lawton, Rev.
N. B. Klink. Resolutions — Miss Julia Benjamin, N. Smith, G. P.
Anderson, Wm. Crowhurst and Isabella Murphy. Excursion to the
"Orphans' Home," — Wm. Crowhurst.

Trustees in attendance:

J. G. Lawton, City Superintendent Vallejo Public Schools; M. J. Wright, Sec-
retary of Board of Education, Vallejo; J. S. Halsey and E. M. Benjamin, Direc-
tors Vallejo Public Schools; Mr. Pierce, American Canon; R. C. Marshall, Center
District, Vaca Station.

The following members were enrolled :

Dr. Alex. Anderson, Miss Jane Anderson, Miss Johanna Anderson, G. P. An-
derson, M. V. Ashbrook, Jerome Banks, H. H. Banks, John A. Barron, Mrs.

40 SOLANO INSTITUTE. [Aug.

M. Bacheller, Miss Jessie Benjamin, Miss Julia Benjamin, Prof. E. S. Carr, E. A.
Clough, C. C. Conrad, Miss Sadie Creighton, Wm. Crowhurst, Mrs. Wm. Crow-
hurst, Miss Hettie Dempsey, A. W. Dozier, Miss H. E. Drake, Miss Nettie Fagg,
Henry W. Fenton, E. G. Field, Hon. O. P. Fitzgerald, Miss Mary Foye, W. H.
Fry, Mrs. W. H. Fry, Mrs. Gabey, Miss Emma Gabey, Miss Fanny Garrettson,
Miss J. W. Janston, C. A. Kidder, Mrs. C. A. Kidder, Rev. N. B. Klink, Mrs. N.
B. Klink, Miss A. Klink, Miss J. Klink, Prof. E. Knowlton, Mrs. E. Knowlton,
J. G. Lawton, Mrs. J. G. Lawton, Wm. Lloyd, Prof. J. C. Mack, Miss Kate Mc-
Gugin, Miss E. M. McGuire, Miss S. A. McKenna, F. D. Mize, Miss H. E. Mize,
Chas. A. Moore, Miss Fannie Mosher, Miss Isabella Murphy, M. J. Nolen, Mr.
Oliver, Prof. A. W. Peck, H. B. Pendegast, Mrs. M. L. Pexton, Rev. C. E. Rich,
Prof. W. F. Roe, Marshall Roe, Miss Rutherford, Allan P. Sanborn, Prof. G. W.
Simonton, Mrs. G. W. Simonton, Mr. N. Smith, Mrs. N. Smith, Solomon Smith,
Mr. Speck, Miss R. Spencer, Miss Harriet Stevens, Miss M. D'. Stone, W. S. Tay-
ler, Dan. J. Taylor, Miss E. Thompson, Prof. E. T. Thurston, Miss Mary Tobin,
Prof. W. H. Tripp, Miss Fanny Watson.

Superintendent Fry's address was well received, and contained many
good, useful and truthful remarks and theories. He reviewed some of
the principal aids to teachers in their noble and and arduous underta-
king. He is a practical teacher, has spent many years in the school-
room, and hence was well able to instruct us in necessary aids.

Our Institute gave but little time to Lectures, and much to Class
Exercises. Professor Carr's lectures were well received. His subject,
"Chemistry of the Atmosphere," was well illustrated with apparatus;
and we think some of the ladies will be better bread makers than they
were before his visit. His method of explaining how to awaken the
interest of children with five dollars' worth of apparatus, was particu-
larly interesting to teachers.

Prof. Knowlton devoted one evening to "Select Readings." They
were well rendered, and have encouraged in many of the pupils a de-
sire to become elocutionists. On another evening, he gave us "What
are our Girls Coming To? "and answered the question "physically,
mentally and morally." He was opposed to everything in dress either
gaudy, needless or uncomfortable. Speaking of a woman in the fash-
ion, he said: "In the name of all the sweet, simple sentiments that
cluster about a home, I would ask, how is a man to fall in love with
such a compound, double and twisted, starched, comical, artificial,
touch-me-not, wiggling curiosity.'^"

Hon. O. P. Fitzgerald, State Superintendent of Public Instruction,
entertained a large, attentive and appreciative audience on the last
evening. Hundreds flocked to hear him, and many were compelled
to turn away for lack of room . His lecture was excellent, inasmuch
as it referred to the leading educational topics and questions of the day.
The following from the Vallejo Chronicle, expresses the exact feelings
of his audience : " But he said so many good things, it is hard to dis-
criminate which were best."

1871.I SANTA CLARA INSTITUTE. 41

Mrs. R. Armitage, Matron of the Good Templars' Orphans' Home,
having invited the Institute to visit said building, cordially received us
on Friday morning, showed us into the reception room, where we spent
some time in introductions and singing, and then accompanied us all
over the spacious, delightful and healthy mansion. We visited the
school-room, where some forty children were seated at their desks.
Prof. Simonton, ex-trustee, introduced Prof. Knowlton, who delighted
the children with a few excellent remarks, and elicited the following
from one of the little folk: A Good Templar is one who neither
drinks, smokes or chews.

The Institute was a decided success, calling many of even the bash-
ful ones to their feet. Fear of imposing on the editors of the Teacher
alone prevents me from giving many good things that might be of
practical benefit to the readers of our " Educational Journal."

Wm. Crowhurst, Sec'y.

SANTA CLARA COUNTY TEACHERS' INSTITUTE.

San Jose, June 2(), 1871.

The Institute met, pursuant to a call of the Superintendent, at the
courthouse in San Jose, and was called to order at 10 o'clock a.m. by
N. Furlong, County Superintendent. W. W. Kennedy was elected
Secretary pro tem. On motion, the Chair appointed J. G. Kennedy,
J. B. Finch and C. W. Baker a Committee on Permanent Organization.

Institute adjourned to meet at 2 p.m.

The following names were registered during the sessions of the In-
stitute :

Irving P. Henning, J. O. Hawkins, Jas. B. Finch, W. W. Kennedy,
C. H. Crowell, S. E. Shaw, Prof. G. P. Newell, W. C. Hart, W. B.
Hardy, F. M. Crossett, J. G. Kennedy, C. W. Baker, Frank Baker, R.
E. Wenk, W. E. Hughes, W. O. Swinnerton, Leonidas Garrigus, H.
C. Rohrbach, T. W. Whitehurst, R. D. Kennedy, W. G. McPherson,
T. E. Kennedy, Addison Jones, V. J. Van Doren, John Jordon, G. E.
Lighthall, S. M. Shearer, Wm. Kermode, W. Hamilton, W. T. Lucky,
H. P. Carlton, Stephen McPherson, R. C. Croskey, C. B. Towle, G.
Vaughn, A. B. Hughes, John Fox, J. H. Braly, A. W. :^utler, S. J.
Westlake, Thos. Sinex, A. L. Fitzgerald; Mrs. E. J. Bassett, Flora A.
Parker, Susie D. Marsh, M. S. Carey, Beatie Hollenbeck, C. M.
Churchill, D. K. Crittenden, B. T. Brown, M. C. Hart, Lizzie M.
Crossett, J. O. Hawkins, Maggie H. Dimick, Julia Kennedy, Dorcas
Clark, John Fox, C. E. Gabriel; INIiss Mary Simonds, Alberta Mont-
gomery, Florence Wilcox, Carrie Shaw, Mary E. Williams, Adella A.
Manin, M. O'Meara, Ellen Conmy, Delia Madden, Emma Forsyth, F.

42 SANTA CLARA INSTITUTE. [Aug.

C. Hazard, Lizzie Kerr, Lizzie Hamilton, Sarah Dixon, Sophia Faulk-
ner, Ella L. Bassett, Ella Russell, Ruth Gruell, Mary E. Murphy, B. A.
Bicknell, Carrie A. Stevens, Florence Grigsby, Cynthia Turner, Hattie
Barton, Hulda Hammond, Mary Laird, Lucy Houghton, Ida Grissim,
Katie Blythe, Mary A. Kelly, Meta J. Gould, Maiy A. Wright, Josie
Wright, Jennie McComb, Mattie Ferris, L Richards, Mattie Peckham,
E. W. Houghton, Susie Crenshaw, Sallie B. Webb, Linda Armstrong,
lantha Vestal.

Whole number enrolled, lOo; teachers, 'j6.

AFTERNOON SESSION.

Institute met pursuant to adjournment. Superintendent Furlong in
the chair. Minutes of morning session read and approved.

Committee on Organization reported in favor of the election of a
Vice President, Secretary and Assistant Secretary; that committees be
appointed on Programme, on Questions, on Resolutions, on Introduc-
tion, on School Records, and on School Libraries. Also that the morn-
ing sessions shall be from 9:30 to 12, with an intermission of fifteen
minutes, and the afternoon sessions from 1 130 to 4, with intermission
of fifteen minutes; evening session to commence at 8 o'clock. The
report was received and adopted.

Mr. Hardy, City Superintendent of Schools of San Jose, was duly
elected Vice President; W. W. Kennedy was elected Secretary and
Miss Alberta Montgomery Assistant Secretary. The Chair appointed
the following Committees:

Programme — J. B. Finch, W. E. Hughes and Mrs. E. J. Bassett.

Resoludons — J. G. Kennedy, C. H. Crowell and Miss Adella Marvin.

Questions — A. Jones, J. O. Hawkins and Miss Carrie Shaw.

Introduction — Irving Henning, Miss Mary Simonds and Miss Delia
E. Madden.

Music— G. E. Lighthall, Mrs. HoUenbeck and Miss Alberta Mont-
gomery. Adjourned.

SECOND DAY.

Institute met at 9:30 a.m. Minutes read and approved.

Music — Duett, "I know a bank whereon the wild thyme grows,"
by Mrs. Beatie HoUenbeck and Miss Ella Bassett. Mr. W. O. Swin-
nerton favored the Institute by reading "Twenty Years Ago," and
"Green Apples." Followed by an interesting discussion on Arithmetic
by S. M. Shearer, of San Juan, N. Furlong and others.

The Institute next enjoyed a recess.

Mr. J. B. Finch in the chair. C. H. Crowell gave an exercise in

1 87 1.] SANTA CLARA INSTITUTE. 43

Geography which was received with marked interest. He was fol-
lowed by J. O. Hawkins on the same subject.

The proceedings closed by a class exercise in naming towns, con-
ducted by C. H. Crowell. Adjourned.

AFTERNOON SESSION.

Supt. Furlong in the chair. Minutes read and approved.

Music — Quartette, "When the Summer Rain is Over," by Mrs. Beatie
Hollenbeck, Miss Ella Bassett, Albert Mac and Benjamin Caswell.

Prof. G. P. Newell addressed the Institute on the method of teaching
Vocal Music.

A. Jones was called to the chair. An essay on "Are we up to the
Times.?" by J. O. Hawkins, was w^ell received; after which J. B. Finch
delivered a short address on Orthography and illustrated his views by
a lively class exercise. Recess of fifteen minutes.

The Superintendent having called the Institute to order, Mr. Ham-
ilton, of the San Jose Institute, discussed the subject of Penmanship.

G. E. Lighthall conducted an exercise in Grammar, illustrating his
ideas by means of Clark's diagrams. Adjourned.

EVENING SESSION.

Superintendent Furlong in the chair. Music — "Man the Lifeboat,"
by Miss Adella Marvin, the acompaniment by Miss Ella Bassett. The
President then introduced Dr. Lucky, Principal of the State Normal
School, as orator of the evening, who was received with applause.
Subject — "Our Common Schools: their Excellences and their Defects,"
which was listened to with interest throughout. Followed by remarks
by Messrs. Webb, Hardy and Furlong. Adjourned.

THIRD DAY.

Institute met at 9:30 a.m. Music — "When You and I were Young,"
by Mrs. Hollenbeck, Miss Ella Bassett, Albert Mac and Benjamin
Caswell. On motion the chair appointed two critics, viz: Irving Hen-
ning and Miss Emma Forsyth. Prof. Carlton made some pointed re-
marks on criticism.

Reading — "The City of Boston," by Miss Alberta Montgomery, was
received with applause. Book-keeping, by H. C. Rohrback, was dis-
cussed and the mode of teaching illustrated on the blackboard. Mr.
Furlong followed with an interesting talk on Arithmetic. Recess.

The Institute resumed business by opening the Question Box, fol-
lowed by a promiscuous discussion on some of the questions. Prof. C.
H. Crowell occupied the remainder of the session with a very inter-
esting talk on teaching History.

44 SANTA CLARA INSTITUTE, [Aug.

The critic's report was read. The chair announced that the roll
would be called in the afternoon. Adjourned.

AFTERNOON SESSION.

Music— "Larboard Watch," by Messrs. Caswell and Mac. The
chair appointed as Committee on School Records, J. G. Kennedy, G-

F. Baker and Mrs. B. T. Brown. On School Libraries— J. H. Braly,
C. B. Towle and S. M. Shaw.

Prof. Newell continued his instructions on teaching Vocal Music.

G. F. Baker read a very excellent and interesting essay on " Compulsory
Education." J. B. Finch continued his instructions on teaching Orthog-
raphy. Recess followed and appeared to be fully appreciated by all.

Prof. Hamilton continued his instructions in Penmanship, following
the system of Payson, Dunton & Scribner.

Prof. Lighthall continued to illustrate his mode of teaching Gram-
mar by forming a class and going over the ground as he would in the
schoolroom.

The roll was called and eighteen of the teachers enrolled found ab-
sent, seventy-five present. Adjourned.

EVENING SESSION.

Music— "The Old Sexton," by B. Caswell; "By the Sad Sea Wave,"
by Miss Jennie McComb, accompaniment by Miss Ella Bassett.

Prof. A. L. Fitzgerald was introduced and, after relating an amusing
anecdote, proceeded to address the Institute on "The Economy of
Thought," which was received with attention.

FOURTH DAY.

Institute met at 9:45 a.m. Superintendent Hardy in the chair.

Music — "Threatening Death to Traitor Slave," by Mrs. Hollenbeck,
Miss Ella Bassett, B. Caswell and Albert Mac. The reading of
"Lochiel's Warning," by Miss Mary L. Williams, and "The Gridiron,"
by W. O. Swinnerton were both well received. Irving P. Henning
followed with an able essay on "Our Duties," which was received with
applause. J. B. Finch continued his instructions in Orthography. Re-
cess.

Superintendent Furlong in the chair. Jas. G. Kennedy discussed the
subject of Compositions and gave illustrations on the blackboard. The
Question Box was then opened and a lively discussion followed on
teaching Bookkeeping, participated in by Messrs. Jones, Towle, J. G.
Kennedy, Rousseau and Jordon.

Addison Jones discussed the subject of Corporal Punishment and

1 87 1.] SANTA CLARA INSTITUTE. 45

School Government, who was followed by R. D. Kennedy, of San
Luis Obispo. Adjourned.

AFTERXOOK SESSION.

Music — ''Bird of Beauty," by Miss Georgia Hall; accompaniment by
Mrs. Hollenbeck.

Prof. Newell continued his discussion on teaching vocal music. He
strongly urged the necessity of grading the classes in teaching music as
in teaching any other branch of study.

An essay on "Natural History and its Value in the Public Schools,"
by Prof. Carlton, was well received. Recess.

A motion prevailed dispensing with the regular order and substitut-
ing the subject of Cumpulsory Education. Speakers were limited to
ten minutes. A discussion ensued, participated in by Messrs. Carlton,
Baker, Crowell, Hart, Wenk, Hardy, Braly, Jordon, R. D. Kennedy,
and Dr. Lucky. Adjourned.

EVENING SESSION.

The discussion on the subject of Compulsor}^ Education was resum-
ed and participated in by Messrs. Van Doren, Finch, Whitehurst, Shaw,
Hardy, Rousseau, Furlong, W. 'W. Kennedy, Webb and R. D. Ken-
nedy.

Music — "Rock of Ages," by Misses Georgia Hall, Ella Bassett,
Albert Mac and Benjamin Casswell.

Rev. Dr. Sinex was introduced and proceeded to address the Insti-
tute on "The Nature of Our Work and How we should Perform it.''
Adjourned.

FIFTH DAY.

Select readings, " Josiah Bedott," by Miss Mary Simonds; "Farm-
yard Song," W. O. Swinnerton. Mrs. C. M. Churchill read an inter-
esting essay on "Small Talk."

The subject of Arithmetic was discussed by J. G. Kennedy, J. B.
Finch and S. E. Shaw; followed by music, "Bow down thine ear," by
Mrs. Hollenbeck, Miss Ella Bassett, Albert Mac and Benjamin Cas-
well. Recess.

Institute resumed business, J. B. Finch in the chair. The committee
on School Libraries reported as follows :

First — We find that in quite a number of schools in this county the
libraries are in good condition and are successfully used, but in a still
greater number, probably, the libraries are not considered as of any
particular importance.

Second — We believe that the law requiring the purchase of school li-
braries is a wise provision in our school law, and that the failure in.

46 ■ SANI'A CLARA IhSTITUTE. , [Aug.

many of our district schools to have a Hbrary, valuable and useful to
such schools, is on account of the lack of interest in such matter by the
school officers and teachers having charge of these schools.

The report was accepted and the committee discharged. Moved that
the report be adopted; discussed by Messrs. Towle, Shaw, Swinnerton,
W. W. Kennedy and Braly; the vote being taken the motion prevailed.
Adjourned.

AFTERNOON SESSION,

Music — "Make me no Gaudy Chaplet," by Misses Sallie Webb, Flor-
ence Wilcox, and Ella L. Bassett. Select reading, "The Bewitched
Clock," by W. O. Swinnerton.

Prof. Newell continued his instructions on teaching Vocal Music.

Superintendent Furlong explained his method of teaching Penman-
ship.

After a pleasant recess the committee on School Records reported as
follows:

1. That eveiy school should be provided with a register for the pur-
pose of recording the name, age, nativity, date of entrance, and the
standing of any pupil who may belong to the school during the year.

2. That an accurate daily record of the attendance, the punctuality
and deportment of each scholar should be kept by every teacher.

3. That class marking should be entirely thrown aside, and that
regular monthly examinations be adopted in its place.

On motion the report was considered item by item; the first and sec-
ond being adopted, the third was discussed and rejected.
The Committee on Resolutions reported as follows:

1. That to insure a full attendance, this Institute should be called during the
Spring term of schools and that the County Superintendent is hereby requested to
convtna the same on or about the first week in May, 1872.

2. That it is unprofessional conduct on the pare of any public school teacher to
voluntarily absent himself from the regular sessions of this Institute.

3. That the welfare of the State demands that all of her citizens should receive
a Common School education and that it is the duty of the Legislature to pass such
laws as will compel the parent to give the child the proper education.

4. That the thanks of this Institute are due and are hereby tendered to Messrs.
Caswell and Mac, and Miss Holland and other members of the profession for the
many beautiful musical selections with which they have favored the Institute; to
Prof. Newell for his able instructions in music; to Prof. Hamilton for instruction in
penmanship; to Messrs. Morton & Co. for use of piano; to Dr. Lucky, Dr. Sinex,
Prof. Carlton, and Prof. Fitzgerald, for their able and instructive lectures; to the
County Superintendent of Schools for the fair and impartial manner with which he *
has administered the affairs of our School Department and present Institute; to
the Board of Supervisors for use of the court house, and to the gentlemanly Sheriff
of our county for his kindness in showing us through the new and magnificent jail.

On motion the report was received and the resolutions acted on sep-
arately. The first and second were adopted; the third was adopted
after being discussed by Messrs. Lucky, Carlton, Baker, R. D. Kennedy

1 87 1.] NAFA INSTITUTE. 47

and Finch in favor and Braly and Hughes against; the fourth was
adopted.

On motion the Secretary and Assistant Secretar}-' were returned
thanks for the efficient manner in which they had performed their ar-
duous duties.

The President announced that the Institute would close with literary
exercises in the evening, to be followed by a reunion m the Skating
Rink;. tickets for admission could be had from the President. Adjourned.

EVENING SESSION.

The exercises were well received. Superintendent Furlong returned
thanks to those contributing to the evening's entertainment.

The reunion was a brilliant affair, there being over five hundred in
attendance and all seemed to be highly pleased.

W. W. Kennedy, Secretary.

NAPA COUNTY TEACHERS' INSTITUTE.

St. Helena, June 20, 1871.
The Institute was called to order by G. VV. Ford, County Superin-
tendent, and the following names enrolled:

Miss Ida Kilburn, Florinda Leonard, Louisa Thompson, Mary Cole, Louisa
Maguire, Eloise Taber, Annie M. Robinson, Louisa G. Towle, Annie Merrell, C.
J. trisbie, Mrs, Martha L. Bryant, Miss Emma McKane, Mary H. Dudley, Ella
Crisman, Mr. B. E. Hunt, R. J. Hudson, Lilburn W. Boggs, Bennett Yarnall,
Chas. W. Miller, Adam B. Abbott, M. V. Chapman, George K. Drew, -C. B.
Lane, C. A. Menefee, James D. P. Hungate, L. Eellers, J. P. Taylor, Warren Ab-
bott, A. R. Story, G. W. Owen, James Rogers, Jesse Wood, W. A. C. Smith, E.
T. Thurston, N. A. Morford, Louis Wallace.

L. Fellers was elected Secretary and Misses C. J. Frisbie and Louisa
Thompson, Assistant Secretaries; C. A. Menefee and Bennett Yarnall
were elected Vice Presidents. Committee on Order of Exercises —
Miss Louisa Maguire, Florinda Leonard, Mr. L. W. Boggs and B.
Yarnall; on Resolutions— Mr. A. B. Abbot, J. P.Taylor, J. D. P. Hun-
gate and C. A. Menefee; on Music — Miss C. J. Frisbie, Ida Kilburn, E.
Tabor and Mr. B. E. Hunt; on Question Box — Miss Annie M. Robin-
son, Susie G. Towle and Ida Kilburn.

The following resolution was adopted:

Resolved, That this Institute extend a cordial invitation to all persons who are
interested in the cause of education to unite with us in our work.

The Order of Exercises for Wednesday was read and adopted.
Miss L. Thompson took up the subject of the best method of inter-
esting beginners. The merits of Monteith's Physical Geography were

48 NAPA INSTITUTE. [Aug.

then discussed, pro and con, by Messrs. Chapman, Taylor, Hungate,
Menefee, Boggs and Miss Robinson. Adjourned.

SECOND DAY.

Institute called to order by Superintendent Ford, at 9:30 a.m. Open-
ed by song by members of the Institute, followed by prayer by Rev. J.
Wood. Mary Cole and Florinda Leonard were appointed critics for
the day.

Class exercise was introduced by B. E. Hunt, who illustrated a method
of map drawing on the black-board, which was followed by the relation
of the experience in teaching Geography by C. A. Menefee, James
Rodgers, M. V, Chapman and Jesse Wood. Music by Committee.
Recess.

Singing by the members of the Institute. Select reading by Miss E.
Taber. Discussion on Corporal Punishment was introduced by C. A.
Menefee, followed by G. W. Ford. B. E. Hunt then introduced the
following resolution: "That suspension is preferable to corporal pufitsh-
ment in most cases, where severe chastisement is necessary, in our pub-
lic schools"; which was discussed by J. P. Taylor, Rev. J. Wood, War-
ren Abbott, L. W. Boggs and others. The time for adjournment hav-
ing arrived, the resolution was laid over to some future time. Institute
adjourned till i p.m.

AFTERNOON SESSION.

Music by committee. Class exercise — subject: Book-keeping, con-
ducted by L. W. Boggs, followed by J. Rodgers. Select reading by
Miss L. Maguire. Music by the members present.

On motion the time unocupied was devoted to the continuance of
the discussion of the resolution laid on the table at adjournment. After
a lengthy debate, participated in by Messrs. Simonton, Boggs, Rogers,
Hungate, Abbott, Miss I. Kilburn, M. V. Chapman and others, the res-
olution was lost. Music by Committee. Recess.

Singing by the Institute. Essay by B. Yarnell. Discussion — subject:
best method of interesting a class during recitation.

The following question was presented by the committee on Question
Box: "Is there any method by which we may be able to remove the
shame of being a nation of bad spellers ?" The question was discussed
by B. Yarnall, Hon. John Swett and J. Rodgers. Miss Mary Cole,
critic for the day, was granted till morning to prepare her report. In-
stitute adjourned.

THIRD DAY.

Institute called to order by Superintendent Ford. Opened with sing-

1 87 1.] NAPA INSTITUTE. 49

m% by the members of the Institute, and prayer by Rev. J. D. P. Hun-
gate. A motion was made and carried that no person should be al-
lowed to speak more than five minutes on the same subject without
permission of the Institute.

Miss Mary Cole, critic for Wednesday, read her report. Misses
Louisa Maguire and Susie G. Towle were appointed critics for the day..

Class exercise — Grammar: by Rev. Jesse Wood, followed by John
Swett. Music, Miss E. Taber presiding at the instrument. Recess.

Recitation — The Ages: by B. E. Hunt. Select reading, by Miss A.
M. Robinson.

B. E. Hunt presented the following resolution for the consideration of

the Institute:

Resolved, That it is the opinion of the members of this Institute that the educa-
tion of all of the children of the State should be made obligatory.

A motion to adopt the resolution was made, followed by debate by
Messrs. Hunt, Simonton, Swett, Menefee, Rogers, Hudson, Smith
and Ford. On motion, this resolution was laid on the table till 2 p.m.

A report from the committee on Resolutions was read. Music by
members present. Intermission till i :30 p.m.

AFTERNOON SESSION.

Singing by the Institute. Class exercise on Penmanship, conducted
by Miss C. J. Frisbie. Order and discipline: introduced by W. Abbott,
followed by Messrs. Ford, Wood, Swett, Hungate and Taylor. Recita-
tion, by Miss Ida Kilburn.

The best method of* securing the co-operation of parents and trustees,
by C. B. Lane, followed by J. Rogers. Music — Miss C. J. Frisbie
presiding at the instrument. Recess.

Classification — by J. Rogers. At this time the resolution laid upon
the table at adjournment was again taken up, ahd the discussion con-
tinued to some length when, by motion, it was laid on the table.

After singing, the Institute adjourned to meet at 9 a.m.

FOURTH DAY.

Institute called to order by Superintendent Ford. Singing — Miss C.
J. Frisbie presiding at the instrument. Prayer by Rev. J. Rodgers.

The minutes were approved as read. Miss Susie G. Towle read the
critic's report. Misses E. Taber and Annie Merrill were appointed
critics for the day. Object Teaching by C. W. Miller. Declamation
by N. A. Morford. Select reading by Susie G. Towle.

Having an hour that was not now occupied, on motion, Professor E.
2

50 IS POP ULAR ED UCA TION A FAIL URE ? [Aug.

Knowlton was invited to ocupy the time in an elocution exercise. Recess.

Music, with Miss Taber presiding at the organ.

Professor Carr, of the State University, favored the Institute with a
lecture. Adjourned.

AFTERNOON SESSION.

Music by committee. The Superintendent introduced the Hon. O.
P. Fitzgerald, State Superintendent, who made a few appropriate re-
marks.

Orthography was introduced by J. Rogers, followed by Professor
Knowlton and Hon. O. P. Fitzgerald. Followed by a song by Prof.
Knowlton. Recess.

The committee on Resolutions reported the following which, on mo-
tion, were adopted.

1 . That some means should be devised whereby a free public school shall be
held in every district in the State for the period of at least eight months each year.

2. That any irregularity in the attendance of pupils at school is a matter to be
deplored and some influence should be brought to bear whereby their attendance
shall be regular.

3. That education, as an auxiliary to Christianity, is an efficient means of pre-
venting crime.

4. That it would be econoiny on the part of the State to expend large sums of
money in the education of her rising population as a preventive of the cost of crim-
inal prosecutions and penal institutions.

5. That it is the sense of this Institute that the wages of many of our teachers,
especially of the female portion, should be advanced.

6. That in the selection of District Libraries more discretion on the part of the
Trustees should be exhibited, and that a greater favor should be given to works of
standard literature and history.

7. That public examinations of schools are beneficial to schools and education
at large.

8. That the thanks of this Institute be tendered to the officers and the com-
mittee on Music, for the efficient manner in which they have discharged their va-
rious duties in our deliberations.

9. That a vote of thanks be tendered by this Institute to our State and County.
Superintendents for the able discharge of the duties devolving upon them m their
official capacity.

10. That a vote of thanks be tendered to Professors Carr, Knowlton, Simon-
ton and Swett for the able assistance they have rendered the Institute.

Professor Knowlton then gave the members of the Institute a drill
exercise in Elocution. After which the Institute, on motion, adjourned
to meet, subject to the call of the County Superintendent, at Napa City.

Hon. O. P. Fitzgerald delivered an address to a full house in the
evening, followed by Readings by Professor Knowlton.

L. Fellers, Secretary.

IS POPULAR EDUCATION A FAILURE ?

Those who judge it by its immediate results, by what it actually
seems to accomplish, must decide with Dr. Holland (Timothy Tit-

iSyi.] IS POPULAR EDUCATION A FAILURE? 51

comb), emphatically in the affirmative. But to those who regard edu-
cation as more than a temporary means of sustaining existence, as
something far beyond a weapon by which food, and shelter, and social
position may be wrested from society, to them popular education seems
to be the means of regenerating and elevating the human race.

Yet, after all, we must acknowledge that that education only approx-
imates to perfection, which combines the practical with the ideal, which
cultivates not only the understanding, but the eye, the ear, the hand;
which not only teaches the sciences, but enables the student to apply
those sciences to the uses of practical life.

And it is here that all American education is sadly deficient. Crack-
brained theorists may in vain exclaim that it is not the object of our
system to make artizans, and mechanics, and skilled workmen, of those
who seek its benefits.

But, we reply, if the system is not a total failure, it should at least
turn the attention of pupils, by means of the branches taught, to all
departments of skilled labor, rather than to the few professions, mis-
called learned, for which all boys and girls consider themselves
capable. There are two great fallacies which the common schools
intimate, if they do not actually teach, that " everybody is as good as
eyer)'body else," and that "whatever man has done, man can do."

These sophisms, for true they surely are not, are the roots of many of
the evils, social, political and religious, which infest this country; and they
are slowly, but with unerring certainty, sapping the foundations of ouj-
Government. Everj- boy who can construct a sentence grammatically,
and is able to cipher through a common school arithmetic, considers
himself able to sway the populace with Channing and King, or legis.
late for the nation with Webster and Clay.

Will not this account for the large number of itinerant preachers
wandering about from place to place, making more scoffers and infi-
dels by their uncultivated zeal than converts by their eloquence?
Whence, if not from this source, comes the host of pettifoggers who
throng every court in the land, and whose greed for public place and
official pap is a festering sore in our body politic .'' With girls, also,
this method of education bears its legitimate fruits.

How few of our American girls are really qualified for any trade or
profession, even if they had (what they have not) the inclination to
labor. The common schools give a great number of them just educa-
tion enough to teach others but little less ignorant than themselves, and
in this way they not only lower the general character of the profession,

52 IS POPULAR EDUCATION A FAILURE ? [Aug.

but perpetuate the evil of which they themselves are the results arid the
examples.

In a word, our schools are not practical enough; they cultivate the
intellect without seeking to direct the knowledge acquired to anything
beyond a mere intellectual occupation.

Now the question arises: What is the remedy for these evils — what
can be done to alter the results to which our present methods of edu-
cation inevitably lead 1 In other words, by what means can we make
our boys and girls more capable to enter upon the active duties of life;
to extend their spheres of action; to become intelligent and zealous
citizens of a great republic t

We have two methods at command, by which the abuses complained
of may be alleviated, if not actually cured. Every teacher in the land
should consider it his duty to do a litde more in this direction than is
required by " The Manual " or " The Rules of the State Board of
Education." He should be conscientious enough to point out to those
seeking knowledge, the means to apply the instruction gained to the
actual business of life. He should teach the dignity of labor ^ and the
worth and value of occupations other than those merely mental. How
many teachers within the borders of this State ever speak to their pupils
of the bearing of school work upon their future sphere in life .?

Then, again, the course of study should be considerably changed in
our District and City Grammar Schools. More attention should be
given to such subjects as have a practical bearing.

The Natural Sciences and the elements of Chemistry can be as
easily understood by children as Grammar; and no boy or girl, in city
or country, who can comprehend the mysteries of Compound Propor-
tion, is likely to be puzzled by the intricacies of Book-keeping and
Surveying.

The country has so many advantages over the city in respect to more
room, purer air, longer daily sessions, and smaller classes, that a thor-
ough system of practical education is not only feasible there, but can
be introduced with comparatively little trouble.

If the Legislators and Teachers of America ever expect to rectify a
few of the many abuses now so prevalent in this otherwise favored
land, they must begin in our Grammar Schools by inculcating the doc-
trine that true and noble manhood can be and is as often found in the
fields and the workshop, as in the pulpit or on the bench. L.

1 87 1.] COMPARISON. 53

COMPARISON.

In the " Essay on Reading," published in the March number of the
Teacher, is given an example of one of the precocious Johnnies' read-
ing, and a description of Charles Dickens'. We say example, because
one was imitated, and a description of the other, because, we suppose
it was easier describing than imitating that " sort and style of reading."
Whether intentional or otherwise, on the part of the authoress, a com-
parison of Dickens' and Johnnie's reading is suggested. It runs thus:
T>\c^Qns charms his hearer; ]o\mmQ chills his. Dickens pleases the
ear; Johnnie . sharpens the nerves. Dickens' objects can be seen;
Johnnie's can be /ell. Dickens' characters are like living beings;
Johnnie's are living beings. Dickens' scenes seem\\k& realities; John-
nie's are realities. Dickens possesses power over his hearers; Johnnie
martyrs his !

A wonderful reader, that Johnnie ! We are sorry the compositor
makes (if he does) the writer of the essay call a word of three syllables
a /^/>'syllable, as "mem-o-ry, memory." A bit of logic.

" We want less parrot teaching in this as well as many other branches,
and more thought T " Some of the ablest as well as most experienced
teachers recommend, as well as report the best success in teaching chil-
dren, to read entirely by sound until they are able to construct sen-
tences for themselves." "This method has been recommended by the
Superintendents of many of our large cities in the East."

Are parrots taught by sound .^ Teaching by sound is parrot teaching.
Teaching by sound is the best method; therefore we want less parrot
teaching. Some of the ablest teachers practice the parrot method^
The parrot method is not the best; therefore, some of the ablest teach-
ers are not the best teachers. The logic is as sound as the style is
elegant. S. Warren.

THE GREAT QUESTION.

" By what means shall an eight months' school be secured to every
public school in California, the poorer and smaller as well as the larger
and richer ones^.-*"

My views are, to have the County Superintendents divide all county
school monies equally between all public schools taught in the county,
and the State school money to be divided the same as now — which I
think will be no more than right. And if that is not sufficient, levy a
direct tax on all property to raise what little deficit there might be.

54 IN MEMORIAM. [Aug.

If you see fit to publish this in the Teacher do so, that all may have
a chance to see my views, as I cannot be at the State Institute.

W. R. NEi^LE.

Bangor, Butte Co., California.

IN MEMORIAM.

A letter from the mother of Augustus Morse informs us of tlie death
of our friend and predecessor in the editorial department of this paper,
on the 25th instant.

In our social experiences there occasionally occur events that awaken
our tenderest sensibilities and arouse our fondest memories. It is but
seldom in the course of a lifetime that we find in any one a friendship
sincere, true and manly; and often we can but feel that the hand of the
great Intruder comes unkindly to sever fond and sacred associations.
Such are our first thoughts on learning of the death of Augustus Morse.
Our acquaintance with him began in infancy. After a separation of
years, we were brought together in manhood, for us to' find in him a
full development of all those traits of character that make up a man, as
perfectly complete as the frailties of human nature will admit of. He
was, as a man, brave, chivalric and honest. In his friendships, true,
sincere and unfaltering. His tastes were refined, and the impulses of
his heart were humane, magnanimous and sincere. In his personal
relationships he was thoroughly manly. His instincts were generous,
and his sincerity was unquestionable. He was one of those men rarely
met, who could always be found when wanted. His intellect was
thoroughly cultivated, and his mental powers of more than ordinary
calibre; and had he been spared a few years longer, his mark would
have been made prominently in this county and State. His services as
County Superintendent of Instruction are well known and appreciated
by this community; and it is but a few days since that our State Superin-
tendent paid him a compliment thoroughly merited. He was deeply
interested in education, and his best efforts were given to the cause.
His relations with us were of a peculiarly friendly character, and with
heartfelt sympathy for his family in their bereavement, we place a trib-
ute upon his bier. In his death this community has lost a friend, and
we know that all will join with us in a testimonial to the memory of a
man who when living was the personification of honesty, and faithful
to trusts imposed upon him. The memory of our friendly relationship
will be ever fresh and green, and we hope that when this world's work

1871.] REPORT OF PUBLIC SCHOOLS. 55

with us is done, the benediction we pronounce upon our departed
brother, may be said of us : Well done, thou good and faithful servant.
— Nevada National Gazette.

REPORT OF PUBLIC SCHOOLS.

ROLLS OF HONOR.

Granite District School, Sacramento County: J. H. Shannon, Principal. —
From July 4th, 1870, to June 30, 1871.

Mary Marvin, Addie Currier, R. C. Geer, John Frawley, Mary McLaughlin,
Wm. McLaughlin, John McGarryhan, Katy Shannon, Permelia Wilkinson, Alice
Dresser, Mary Ann Gibben, Nellie Jones, Wm. Currier, J. C. Moore, Katy Ma-
loney, J, D. White, Louisa Imhof, Lizzie Maloney, Maggie Decker, F. Kane,
Fred. Burnham, A. Schlitler, Mary E. Joynt, Wm. Imhof, Letitia Kane, Ada
Geer, Henry Ecklon, Charles Sturgess, Wm. Lewis.

Primary Department: M. F. Tunnell, Teacher. — Term ending June 30, 1871.

Sarah O'Neil, Hattie Lapply, James Maloney, Frank Maloney, Willie Cook,
Maggie Cook, Lou. Miller, Josh. Smith, John McLaughlin, Emily Deeley, Tarry
Dunning, Mary Frank, Ella Frank, Geo. Doyle, Rosa Cohn, Kate O'Neil, Ella
Reed, Fannie Lyons, Helen Johnson, Milton Anderson, Mary Evans, Lida Clinch,
Jessie Draper, Philip Quirk, Jas. Shannon, John Shannon.

Washington District School, Brighton Tozvnship, Sacramento County:
Mrs. S. H. Jackman, Teacher. — For the month ending June i6th, 1871.

Adele H. Perkins, J. Eddie Manlove, Mary E. Manlove, H. Dumont Millard,
Lizzie E. Clark and Nelson Shover.

Elder Creek District School, Sacramento County: Miss Emma Jenkins,
Teacher. Term ending June 30th, 1871.

Estella Graham, Nellie Rich, Minnie Graham, Leslie Goff, Hessey Tibbits,
Fred. Duden.

San Joaquin District School, Sacramento County: Miss M. M. Elliott,
Teacher. Ending June 1st, 1871.

Lizzie Babcock, Effie Stickney, Lillie Coons, Anna McConnell, Julia Woodard,
Emily Stickney, Maggie Byron, Mary Woodbeck, Jennie McConnell, Mamie Mc-
Connell, Tresa Byron, Lizzie Woodbeck, Katie Byron, Georgia Curtis, George
Babcock, Willie Babcock, George Douglass, Lewis Douglass, John McLaughlin,
Clarence Curtis, George McConnell.

Onisbo Grammar School, Sacramento County: John Ruddock, Teacher.
Term ending July ist, 1871.

Minnie Talmadge, Jennie Kanaday, Louis Kerscheval, Annie Crofton, Joseph-
ine Talmadge, Valla Sims, Vola Sims, Eddie Crofton, Frederick Billington.

Jones District, Stanislaus Count'" — J. C. RoD(?kRS, Teacher. Ending June
30. Malvina Hamelton, Sarah Hamelton, Martha Hamelton, Martha Rush, Va.
St. Mary, F. Sanders, Permilia Harp, Lonesa Sanders, Rosa Sanders, Mary Ham-
ilton, Stella Chapin.

Pope Valley, Napa County — J. B. Taylor, Teacher. Term ending Jnne 23.

56 SIXTH GRADE QUESTIONS. [Aug.

First Grade — Harriet Wallace, Anna Wallace, Emma Rose, Clarence Wallace,
Wm. Barnett, Perry Barnett, J. Walters, P. Wallace, Wm. Wallace, Geo. Wal-
lace, Uriah Barnett, E. Ralston.

Second Grade — Minnie Ralston, Hannah Hardman, Fannie Walters, Charles
Willson, Milton Willson, Charley Horrel, Samuel Barnett, Benjamin Hardman.

Richmond District, Lassen County—^. W. Whiting, Teacher, Term end-
ing Jnne i6:

Lena Streshly, Clarence Cornell, Eliza Streshly, Lillian Cornell, Attie Streshly,
Frank Kingsbury, Fredric Kingsbury, James Cornell, Charles Tarrant, Edgar
Kingsbury, John Burrows, John Cornell.

Errata In the July Teacher "Miss L. A. Hieman" was announced as the

teaaher for Pleasant Grove School — it should have been Miss Lizzie R. Page.

Married, — We see in an Oregon paper the announcement of the marriage of
Mr. Troy Shelly and Miss Annie H. Lewis. Mr. Shelly and Miss Lewis were stu
dents of the State Normal School, and graduated in the class of 1868. They were
good students, have proved themselves to be good teachers, and we congratulate
both.

SIXTH GRADE QUESTIONS.

Half a credit for the correct spelling of each word, and half for its
correct use in a sentence.

1. Wheelrite. 3. Cheeftain.

2. Shakeing. 4. Pirramyd.

5. Cubboard.

Correct the spelling, punctuation and capitals. (Fifteen credits. One-
fourth of a credit off for each word wrongly spelled.)

" But collors are common things sed his mother the most common
things in the world for evry thing that you sea has sum collor by which
it may be discribed. we speak of grean redd ruset and yelow apples.
Blew plums purpel clusters of graips crimzon Cheeks Rubey lipps ollive
colored complexion blonds and Brunetts flours of redd blew roze pink
violett Scarlet crimzon lilack etc. the azzure sky awburn hare chesnut
bey and sorrel horses buf gray and brown cotes and these are all com-
mon things that peeple are every day talking about." — Willson s Second
Reader, p. 153. ^

DEPARTMENT OF PUBLIC INSTRUCTION,

UNIVERSITY OF CALIFORNIA.

The second annual commencement of the University of California took place at
Oakland, July iQtli. It was a high day for Oakland and for California. Almost
every feature of the occasion was pleasant and inspiring. Under the escort of
the University Cadets, a long procession, composed of the Faculty and Regents of
the University, the military and citizens, marched through the principal streets to
Music Hall, which, large as it is, was filled with the beauty and intelligence of
the State. Rev. Dr. E. Thomas offered a prayer. Then followed in succession
the orations of the graduates. The Salutatory Oration,^ in Latin, by Edward
Wellington Blaney, of San Francisco, was happily conceived, and, though not fault-
less, was well done. "The Growth of the Democratic Principle," by Everett
Benedict Pomeroy, of Oakland, indicated great vigor and independence of
thought, and impressed all with the idea that its author is a young man of fine
promise. "The Limits and Progress of Knowledge," by Charles Bert Learned,
was a bold and well-sustained discussion of the theme, with a rather materialistic
thige. "A Student's Retrospect," by George Downes Cobb, of San Ftancisco, was
just what it should have been — pleasant, racy, with a touch of sentiment here and
there. "A Defence of Doubting," by Edward Wellington Blaney, undertook to
show that scepticism was the originator of progress, and the subject was handled
judiciously, with proper discrimination between the doubt that leads to investiga-
tion and the flippant, brainless scepticism which knows nothing and learns noth-
ing. "Columbus and the Genius of Discovery," with the " Valedictory Ad-
dress," by Frederick Harrison Whitworth, of Seattle, W. T., was admirable — its
thought was strong and striking, and its rhetoric very good indeed. Young WTiit-
worth will win other honors. The "University Oration," by Gov. Haight, was
excellent, and was received with marked approbation by that large and brilliant
audience. His remark that every well educated young man is worth more to the
State than the cost of his education, might be taken as the key-note to the whole
oration. His earnest plea for physical culture was a word in season; his views on
this point were decidedly advanced, and in our judgment as decidedly sound.
The "Poem," by Miss Ina D. Coolbrith, read by Rev. Dr. Stebbins, was worthy
of the occasion — "California" was never more sweetly sung than in this song of
our sweet young Califomian. The degree of B. A. was then conferred on Messrs.
Whitworth, Blaney, Cobb and Pomeroy, by President Durant, and that of A. M.
on Prof. Theodore Bradley, of the San Francisco High School. And thus ended
the Second Annual Commencement of the University of California.

STATE TEACHERS' INSTITUTE POSTPONED.

For good reasons, I have thought proper to defer the State Teachers' Insti-
tute until the first Tuesday in November. All concerned — that is to say, all
teachers, school officers, and active friends of education — will please take notice
hereof, and make arrangements to attend. The session will last four days.

O. P. FITZGERALD,

Supt. Public Instruction.

58 DEPARTMENT OF PUBLIC INSTRUCTION.. [Aug.

A POINT OF SCHOOL LAW.

The question has more than once been presented to the State Superintendent,
whether or not an outgoing Board of Trustees can employ a teacher beyond their
own official terai — in other words, will their successors be bound by a contract
with a teacher extending into the next school year ?

The answer is in the negative. The new Trustees are responsible for the proper
management of the school, and their power should be equal to their responsibility.
All transactions of this character for the current school year should be complete
within themselves. An outgoing Board has no right to tie the hands of their
successors in a matter so vital, to the success of the school as the Choice of a teacher.
A little reflection will, we think, show the necessity for this construction.

Aside from the law of the case, few teachers would wish to retain a school in
opposition to the known wishes of a majority of the existing Board of Trustees.
Nothing but trouble could be rationally expected from such an arrangement.

While clearly holding this opijiion, we lay it down as a sound educational
axiom, that a change m teachers should never be made except when actually
necessary.

A Word to Secretaries. — Condense — condense — condense. In preparing
proceedings of Institutes for the Teacher many things may be omitted without
loss. Only such points as are of general interest need be furnished. The report
of the Solano County Institute in this number furnishes a pretty good model.
Reported in the usual way, these proceedings would take double the space ; yet
nothing important is omitted. We are glad to publish the proceedings of Insti-
tutes. It is just what this journal is intended to do — to publish what the edu-
cators and friends of education are thinking, saying and doing. So send on your
proceedings, gentle Secretaries; but condense — condense — condense. Yes, con-
dense!

Candidates for State Superintendent. — Professor H. N. Bolander, of
San Francisco, is a candidate for the office of Superintendent of Public Instruc-
tion. Prof. B. is a distinguished teacher and a fine scholar.

Dr. O. P. Fitzgerald, the present incumbent, is a candidate for re-election to
the office of Superintendent of Public Instruction.

Valuable for Schools. — We desire to call the attention of teachers to the fol"
lowing articles which they will find of daily use in their school-rooms:
I. — Bartholomew's Drawing Books, with Teachers' Guides, numbers i, 2, 3,

4, and Companion to Drawing Cards. {Woolworth, Ainsworth & Co., New

York.)
2. — International Book-Keeping Pad, containing 100 ruled pages and one

sheet of Treasury Blotting. (Slote, Woodman & Co., New York.)
3. — International Drawing Pad. (Slote, Woodman & Co.)
4. — International Writing Speller Pad, containing 160 ruled and printed

pages. A new and improved method of teaching spelling. Adapted to

Grammar and Private Schools. (Slote, Woodman & Co.)

1 87 1 .] DEPARTMENT OF P UBLIC INSTR UCTION. 59

— li — —

Nevada County Teachers' Institute. — Superintendent White, of Nevada
county, has a directness about him that tells in an Institute. He wastes no time
in beating the air. With such co-laborers as Power, Leggett, Watson and others,
his excellent programme of exercises was well carried out. Nevada City displayed
its usual hospitality. The State Superintendent had no cause to complain of a
lack of warmth, either in the hospitality of the people or the range of the ther-
mometer during those last days of June. The address of that functionary devel-
oped one pleasing fact — i. e., that the teachers, school officers and citizens of Ne-
vada are in sympathy with the most liberal ideas and progressive spirit in school
affairs. The public schools of Nevada county are flourishing, having good teach-
ers, supported by a liberal people.

Solano County Teachers' Institute. — The proceeeings of this body may be
found in this .number. We (State Superintendent) were present only the last
evening. A crowded house listened to a plain talk, giving indications of deep
interest in the work of the public schools. The entire session was well attended,
and its impression most favorable. In addition to Simonton, Dozier and other able
home teachers. Superintendent Fry had the valuable services of Prof. Knowlton.
Of course, everything was lively — no dragging under such circumstances.

BOOK TABLE.

Easy Experiments in Physical Science, For Oral Instruction in Common Schools.

Natural Philosophy, For Common and High Schools. By Le Roy C. Cooley, Ph. D., Pro-
fessor of Natural Science in the New York State Normal School. New York: Charles Scrib-
ner & Company. 187 1.

In making these two little volumes Professor Cooley has done a good thing.

The experiments are simple and easy to be performed — such as almost any

teacher would find her class perform with ease in execution and interest in the

result. If the object of study and knowledge is to comprehend nature, these little

volumes are in the right direction, and a class taken through them would have

much better and broader views than are obtained during double the time spent in

going through a mass of abstractions.

First Lessons in Numbers.

Mental Arithmetic.

Elementary Arithmetic

Practical Arithmetic

Higher Arithmetic By Charles S. Vknable, LL. D., Professor of Mathematics in the Uni-
versity of Virginia. New York: University Publishing Company, 155 and 157 Crosby
street. 1871.

This series of arithmetics is one of the most valuable ever given to the Ameri-
can public. The author has a most comprehensive mental grasp of the subject,
and presents it with those gradations which make the learner's daily progress easy,
and at the same time tangible and valuable.

An Elementary Algebra: Designed as an Introduction to a Thorough Knowledge of Algebraic
Language, and to give Beginners Facility in the Use of Algebraic Symbols. By Charles S.
Venable, LL. D., Professor of Mathematics in the University of Virginia. New York: Uni-
versity Publishing Company, No. 4 Bond street, 1870.

A thorough mastery of Algebraic language is an accomplishment that is as rare

in general as its attainment would be valuable to the student of the higher

branches of mathematics. The care shown in this treatise to give the student a

good opportunity to make himself proficient in this special department will com-

6o DEPARTMENT OF PUBLIC INSTRUCTION. [Aug.

mend the book to those teachers who aim to bring their pupils to a fuller and

rounder development. Several topics which are not found in the ordinary school

Algebras, are here effectively discussed.

Holmes' Primer.
Holmes' Elementary Speller.
Holmes' First Reader.
Holmes' Second Reader,
Holmes' Third Reader.
Holmes' Fourth Reader.

Holmes' Fifth Reader. Under the Supervision of George F. Holmes, LL. D., of the Uni-
versity of Virginia. New York: University Publishing Company, 155 and 157 Crosby street.

Well graded, scholarly, accurate and tasteful, the series cannot fail to commend

itself to those who think Reading can be taught as an art which is pleasing and

instructive at the same time. One might exclaim. How many readers, and what

poor reading! But a healthier tone seems to be gaining ground, and this series

will do much towards its increase and improvement.

A Latin Grammar. P>y B. L. Gildersleeve, Ph. D., LL. D., Professor of Greek in the Uni-
versity of Virginia. New York: University PubUshing Company, 155 and 157 Crosby street.
1871.

A good Latin Grammar — why has it not been written? thus asks a cotemporary.
Shall we repeat, Why? and endeavor to answer ? We think the answer, whenever
given, will lie somewhere in this region, to- wit: The best teaching is done, and
the greatest advances in knowledge of the art of Teaching have been made in
the educational plane lying just below what is called Higher Education. At least
' such seems to be the case in America. The influence of right reason as to
methods of teaching has not been so clearly felt in the professor's rostrum as in
the pedagogue's chair. For fear this should be regarded as an " attack on the
classics " — too much attacked already — or on Higher Education, or on the col-
leges, for the writer of this is, in feeling and in judgment, very far from attacking
tnem — we will add: Perhaps one reason for the difference above expressed in re"
gard to professor and pedagogue is the fact that with the former such absurd cos-
tumes did not preva 1 within the last four decades as with the latter. So much
for the question.

Now for Prof. Gildersleeve's Grammar. He is the man who Ought to have writ-
ten the "Good Latin Grammar," and he has come very near doing it. In the
first part, treatment of "parts of speech," nothing unusually good or unusually
bad is given. In the syntax decided improvements are visible. Relation of time
and sequence of tenses, the subjunctive mood, and the various kinds of sentences
are philosophically discussed. With better arrangement, as to both matter and
types, closer adaptation, with slight additions of matter, Gildersleeve's would be
the good Latin Grammar. As it is, it is among the best.

A School History of the United States of America. From the Earliest Discoveries to the

year 1870. With Maps and other Illustrations, and an Appendix containing the Constitution

of the United States and the Declaration of Independence. By George F. Holmes, LL. D.,

Professor of History and Literature in the University of Virginia. New York: University

Publishing Company, 155 and 157 Crosby street.

This is a very valuable school history. Its method and arrangement are well

adapted to school purposes, and a philosophic and truth-loving spirit is exhibited

in those portions upon which sufficient data has not been found for a final verdict.

Worman's Gebman Copy Books. Published by A. S. Barnes & Company, New York and Chi-
cago. 187 1.
Teachers who endeavor to teach the writing as well as the reading and speaking
of the German language, will find this a very valuable^ and effective aid.

iSyi.} DEPARTMENT OF PUBLIC INSTRUCTION. 6i

^ a

Ahn's German Primer. Edited by W. Grauert.

First German Reader with Notes. By W. Grauert.

Rudiments of the German Language. Exercises in Pronouncing and Spelling. By D. F, Ahn.

Ahn's German Handwriting. Being a companion to every German Grammar and Reader. With

notes by W. Grauert.
Manual of the German Language. By W. Grauert, A.M.
Ahn's Manual of German Conversation. Revised by W. Grauert.
Ahn's New Practical and Easy Method of Learning the German Language. With Pronunciation

by J. C. Ochlschlager. New York: E. Steiger, 22 and 24 Frankfort street.

For the publication of this admirable Series, Mr. E. Steiger, of New York, de-
serve the thanks of the American people. The Series presents ample facilities for
a thorough mastery of the Gennan language. We have Primer, Reader, Rudi-
ments, Handwriting for acquiring script of the language. Manual, Conversation,
and finally the more complete "Gennan Method." These, together with "Schle-
gel's German Grammar," published by the same house, form a course skillfully
arranged to suit the progressive development of the learner. There is such a ju-
dicious and thoughtful mingling of the analytic and synthetic methods, and ready
application of the two in practical examples, that the learner will have only him-
self to blame for a want of progress.

A French Grammar. By Charles A. Schlegel, Professor of Modem Languages in the Female
Normal College of the City of New York. New York: E. Steiger. 1871.

This is a grammar of the French language made in accordance with psycholog-
ical laws. Therefore it is simple, easy and — teachable. It proceeds on the prin-
ciple that a living language should be taught from living thought and, we will
add, by a live teacher. It has none of those chance combinations of words, such
as "Have you the table ? No, the Englishman has the table," etc., — indeed mere
chance combinations, not having the merit even of fossiliferous remains, for, they, at
least, once had life. Though the work does not give a complete presentation of
French Grammar, yet one would gain much more by going right over the ground
given than by floundering through the entire journey.

TABLE OF CONTENTS,

PAGE.

Address of Superintendent Fry 33

Solano Institute 38

Santa Clara Institute 41

Napa Institute. 47

Is Popular Education a Failure ? 50

Comparison 53

The Great Question 53

In Memorium 54

Report of Public Schools 55

Sixth Grade Questions 56

PAGE.

Department of Public Instruction . . . . ; 57

University of California 57

State Teachers' Institute Postponed 57

A Point of School Law • 58

A Word to Secretaries 58

Candidates for State Superintendent 58

Valuable for Schools 58

Nevada County Teachers' Institute 59

Solano County Eeachers' Institute 59

Book Table 59

CALIFORNIA

jState Normal. JSchool.

BOARD OF TRUSTEES.

H. H. HAIGHT Governor

O. P. FITZGEKALD Superintendent of Public Instruction

C- T. EYLAND San Jose

A. J. MOULDER San Francisco

H. 0. WELLER San Jose

JAMES DENMAN San Francisco

J. H. BRALY San Jose

TEACHERS.

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

H. P. CAEiiTON. . , Vioe-Principal

Miss E. W. Houghton Assistant

Mbs. D. Clabk Assistant

Assistant

COURSE OF STUDY.

To secure admission into the Junior Class, applicants must pass a satis-
factory examination before the Board of Examination in the county in which
they reside, on the following subjects, viz. :

Orthography, Reading, Penmanship, Common School Arithmetic, English
Grammar, Geography and Composition.

Junior C-LAas— First Session.

* Arithmetic — Robinson's Higher.

* English Grammar — Brown's.

* Geography — Monteith's.
^Reading — McGuffey's 5th Reader.
^Orthography — Willson's.

Moral Lessons — Cowdery's.
Mental Arithmetic.
Analysis and Defining.

JuNioE Class — Second Session.

* Algebra — Robinson's Elementary.
*English Grammar — Brown's.
Geometry — Marks' Elements.
Physiology — Cutter's.

*[/. S. History — Quackenbos'.

Vocal Culture.

Book'' Keeping — Payson, Dunton & Scribner's Single Entry.

Natural Philosophy — Steele's.

Senior Class — First Session.
Algebra — reviewed .
Physiology — reviewed.
Natural Philosophy— Qua.ckenhoB\
Rhetoric — Hart's.
Natural History — Tenney's.
Vocal Culture — Russell's.
Book-Keeping— V&yBOJiy Dunton & Scribner's Double Entry.

Seniob CiiAss— /Second Ses^/yn.
Arithmetic — reviewed.

€r€ometry, Trigonometry, and Mensuration — Davies'.
Botany — Gray's.
Physical Geography — "Warren's.
Mental Philosophy — Upham's.
English Literature — Collier's.
Astronomy — Loomis ' .
Chemistry — Steele's.
General JExercises — Same as in the Junior Class.

REGULATIONS OF THE NORMAL SCHOOL.

1. All pupils, on entering the School, are to sign the following declaration:
• ' We, the subscribers, hereby declare that our purpose in entering the State Normal School

Is to fit ourselves for the profession of Teaching, and that it is our intention to engage in

teaching in the PubUc Schools of this State."

2 To enter the Junior Class male candidates must be seventeen years of
age; and female candidates sixteen. To enter the Senior Class they must be
one year older.

3. All applicants are required to present letters of recommendation from
the County Superintendent of the county in which they reside. The holders
of first or second grade teacher's certificates will be admitted on their cer-
tificates.

4. No pupil shall be entitled to a Diploma of Graduation who has not been
a member of the School at least one year.

GENERAL INFORMATION.

In obedience to the requirements of the * 'Act to Establish the State Normal
School," passed by the last Legislature, the next session of the School will
be held in San Jose. There wUl be Oral and Written Examinations at the
close of each session. The Graduating Exercises wiU be in March.

Pupils will be required to furnish their Text Books. Reference Books
will be furnished by the School.

There is no boarding house connected with the Normal School. Good
boarding can be obtained in private families at reasonable rates.

CALENDAR FOR 1871-72.

First Session begins June 14th, 1871.
First Session ends October 6th, 1871.
Fall vacation, one week.
Second Session begins October 16th, 1871 ;
Second Session ends March 14th, 1872 .

For additional particulars, address

Kev. W. T. lucky, a. M., Pbincipai, San Jose.
March 25th, 1871.

Terms of Advertising in the California Teacher.

[Payable in U. S. Gold Coin.]

1 month.

1-4 page $ 5 00

1-2 page.... : 10 00

1 page 15 00

3 months.

6 months.

lyear.

$10 00

$25 00

$ 40 00

25 00

40 00

70 00

40 00

60 00

100 00

A. WALDTEUFEL,

2875 Music Hall, First Street, San Jose.
Importer, Wholesale and Retail Dealer in

Standard and Miscellaneous Books,

School JBooks and Stationery.

The undersigned would respectfully call the attention of TEACHEKS,
SCHOOL TRUSTEES and LIBRARIANS, to his well selected and complete
assortment of School and Miscellaneous Books, which he offers at the Lowest
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MUSIC, in all its infinite branches, and MUSICAL INSTRUMENTS.
Subscriptions taken to all Foreign and American Periodicals.

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to examine it carefully; and will find it supplies
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our Celebkatkd Eastman Pen.

Agents wanted for the introduction of the
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MOORE & WEINMAN,

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^^ A TEACHER, of eight years' experience in the East, holding a First
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NATIONAL SYSTEM OF PENMANSHIP,

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REVISED, NEWLY ENGRAVED AND IMPROVED.

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It is the only system republished in other countries and recognized as th(
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"We cordially indorse it with greater satisfaction every year, " is the unani
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BJl^rtTIIOJ^OMiE^^'S X>IlA.Trr]VO SEMES,

ADOPTED AS THE STATE SERIES IN CALIFORNIA.
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Euled to accompany the Drawing Cards; also, plain, in fivi

sizes. A great comfort to every teacher.

The Cambridge Course of Physic, by W. J. Kolfe and J. A. Gillet, th^
most popular course of Physics. Published in three volumes. Chemistry
Natural Philosophy and Astronomy, and a shorter course in three smaller vol
umes, called Hand-book Chemistry, Hand-book Philosophy, and Hand-boo!
of Stars.

MIagill»s Freixcli Series.
(Completed.)
MagilVa French Grammar.
Magill^s Key to Frencli Grammar.
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FOURTEEN WEEKS" IN NATURAL SCIENCE.

miEJP TJREA.TIBE IIV EA.CH BPtA^N

J. DOEMAN STEELE, A.M.

WEEKS ( NATURAL PHILOSOPHY,

ijjj ASTRONOMY,

COURSES ( ^"^'^'ll?ilbcY.

These volumes constitute the most available, practical, and attractive text-books on the
Sciences ever published. Each volume may be completed in a single term of study.

THE FAMOUS PRACTICAIi CtUESTIONS
devised by this author are alone sufificient to place his books in every Academy and Grammar
School of the land. These are questions as to the nature and cause of common phenomena,
and are not directly answered in the text, the design being to test and promote an intelligent
tuse of the student's knowledge of the foregoing principles.

TO MAKE SCIENCE POPUIiAR
is a prime object of these books. To this end each subject is invested with a charming ^-
terest by the peculiarly happy use ot language and illustration in which this author excels.

THEIR HEAVY PREDECESSORS
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nPHYSIOLOGY AND HEALTH.
By EDWARD JARVIS, M.D.
T A P VT^' ELEMENTS OF PHYSIOLOGY.
Alt V ID PHYSIOLOGY AND LAWS OF HEALTH.

The only books extant which approach this subject with a proper view of the true object
of teaching Physiology in schools, viz., that scholars may know how to take care of their own
health. The child instructed from these works will be always

:e3:i3 o"w^isr i30oa?oi=L.
BOTANY.

WOOD'S AMERICAN BOTANIST AND FLORIST.

This new and eagerly expected work is the result of the author's experience and life-long
labors in

Classifying' tlie Science of Botany.

He has at length attained the realization of his hopes by a wonderfully 'ingenious process of
condensation and arrangement, and presents to the world in this single moderate-sized TOl-
nme a Complete Manual.

In 370 duodecimo pages he has actually recorded and defined
Nearly 4,000 Species.

The treatises on Descriptive and Structural Botany are models of concise statement, which
leave nothing to be said. Of entirely new features, the most notable are the Synoptical Ta-
bles for the Dlackboard, and the distinction of species and varieties by variation in the type.

Prof. Wood, by this work, establishes a just claim to his title of the great

AMERICAN EXPONENT OF BOTANY.

A. S. BARNKS & CO., Pnblislxers, New York.

L.IBBY & SWETT, 3 New Montgomery St., San Francisco,
P. O. Box 459. Grand Hotel Building.

VALUABLE SCHOOL BOOKS.
:eT«o\^]X's

SERIES or

ENGLISH GRAMMARS

IMI'ROVBD.

The First Lines of Englisli (jrammar;

Being A Beief Abstract or the Authoe's Larger Woek, "The Institutes
OF English Geammar."

BY OOOLD BROWN.

A New Edition, with Exercises in Analysis and Paesing ; by Henry
Kiddle, A.M., Superintendent of Public Schools, Nkw York City.
122 pages, 12mo. Price 45 cents.

The Institutes of English Grrammar ;

Methodically Arranged; with forms of Parsing and Correcting, etc., etc.

BY aOOLD BROWN.

A New Edition, with Exercises in Analysis and Parsing ; by Henry
Kiddle, A.M., Superintendent of Common Schools, New Yoek City.
343 pages, 12mo. Price $1 00.

IIL

The Grammar of English (jrammars;

With an Introduction, Historical and Critical ; thk whole Methodically
Arranged and Amply Illustrated, etc., etc., etc. ; and a Key to the
Oral Exercises, with Appendixes, etc. Fifth Edition. Ee vised
and Improved.

BY OOOI.D BROWN.

(With a Fine Portrait of the Author, Engraved on Steel.) En-
larged BY THE Addition of a Copious Index of Matter, by Samuel
TJ. Berrian, A.m.

1,102 pages, large octavo, handsomely bound. Price $6 50.
Copies o/ First Lines and I^stitvieb furnished, for examination, at half price.
The excellence of Brown's Grammars is very generally admitted, and, not-
withstanding the multitude of school grammars which have come in compe-
tition with them, they have steadily advanced in public favor, and are largely
in use throughout the country. In perspicuous arrangement, accuracy of
definition, fullness of illustration, and comprehensiveness of plan, they stand
unrivalled.

^VM. WOOD & CO,, Publishers,

july-3m NEW TOBK.

JPOPITT^AR. TKXT BOOKLS

FOR SCHOOLS, ACADEMIES AND COLLEGES.

BROWN'S ENGLISH CRAMMARS.

COMPEISING

Brown 's First Lines of Englisli Grammar,

r2mo. Half bound. Designed for young learners. Eetail price, 45 cts.
Broivn's Institutes of Fnglish Grammar,

12mo. Muslin, leather back. For the higher classes. Retail price. $100.

■^^^Both of these very popular text-books have just been revised by Henry

Kiddle, A.M. , Assistant Superintendent of Public Schools of New York City,

\dth important additions, especially in the department of Sentential Analysis.

Brown's Grammar of English Gratnmars,

Royal 8vo. Leather or half morocco. Retail price, $6 50.
These Grammars were never so popular or widely used as at the present
time — they are the books. The latter is the most comprehensive and exhaust-
ive Treatise on English Grammar extant.

ROSCOE'S CHEMISTRY.

Lessons in Elementally Chetnistry,

By Henby E, Roscoe, B.A., F.R.S., Professor of Chemistry in Owens Col-
lege, Manchester. In one beautiful little volume, handsomely illustrated
with engravings, and bound in muslin, red edges. Just published. Retail
price, $1 50.

This little book is, we believe, the only one in the market containing all the
newest features in Chemistrj\

LAMBERT'S PHYSIOLOGIES.

Lambert's Human Physiology, Anatomy, and Hygiene,

12mo. This is an entirely new book, written on a new plan, and is beauti-
fully illustrated, with several hundred wood engravings, and thirty-one plates
on tinted paper, containing many figures. Retail price, $1 75.

Lambert's Primary PJiysiology, Anatomy, and Hygiene,

12mo. Profusely illustrated. Retail price, 85 cents.

CANOT'S PHYSICS.

Elementary Treatise on Physics, Experiinental and Applied,

For the use of Colleges and Schools. Translated and edited from Ganot's
Elements de Physique, by E. Atkinson, Ph. D., T. C. S. Illustrated by a col-
ored plate and G68 wood cuts. In one very thick 12mo. 'volume. Price, $6.

Teachers, School Boards, and others interested, are cordially invited to cor-
respond with the publishers. Very favorable terms for introduction.

Copies of the above books, except Ganot's Pl)ysics and the Grammar of
English Grammars, sent for examination for hal the retail prices afl&xed.
WILLIAM WOOD S CO., Publishers,
NEW YORK.
^^ These books are kept for sale in California by Booksellers generally,
and in San Francisco by A. ROMAN & CO., and H. H. BANCROFT <fe CO,

OFFICIAL ADOPTION^

— OF —

McGTJFFEY'S

NEW ECLECTIC EEADERl

— BY THE-

STATE BOARD OF EDUCATION

OF CALIFOENIA.

At a meeting of- the State Board of Education, held at San Francis
July 12, 1870, the following members being present, viz:

His Excellency Gov. H. H. Haight ; Hon. O. P. Fitzgerald, 8t
Superintendent of Public Instruction; James Denman, Superintendent
Public Schools, San Francisco ; Dr.. A. Teafton, Dr. W. T. LuciCY, a
Messrs. Lynch, N. Furlong, W. H. Hill, W. R. Leadbetter, G. '
Jones, and W. A. Robertson ;

On motion of G. W. Jones, Esq.,

McGuffey's New Eclectic Readers

Were unanimously adopted for exclusive use in the Public Schools of C
ifornia.

Recommendations of McGuffey's New Readers were submitted to i
State Board of Education from over

FORTY COUNTY SUPERINTENDENTS

Of the State ; and, in many cases, these were indorsed by prominent a
influential Teachers of schools under their supervision ; in addition to wh:
numerous recommendations and petitions for the adoption of McGuffe
Series were received and read, from Principals and Teachers over the Sti
generally.

These recommendations and petitions, the conviction of the niemb
of the State Board of the superiority of McGuffey's Readers over those
use, and their great popularity in a majority of the States of the XJni(
influenced the Board in its unanimous adoption of this most excelle
series of books.

EXTENSIVE POPULARITY

— OF —

^GuFFEY's New Eclectic Readers.

dGuffey's New Eclectic Keaders have, at various times, been
ally or individually recommended by successive State Superintendents
ublic Instruction of
[O. IOWA, MISSOURI,

I.OOIS, KA:srsAS, wiscoxsix,

flCHIGA]^, I]^I>IA]VA, KEXTIJCKT,

MIEfXESOTA, WEST VIRGINIA, PE]¥XSYI.VAXIA,

id have now an extensive, and in many cases an exclusive, use in these

SS.

ACTION OF THE ST. LOUIS BOARD.

ic :^ * < < jjj urging the adoption of McGuffey's Readers, we feel
•ed we are asking the trial of no experiment, but are recommending
s that are approved by the best educators of the country. We believe
these Readers possess more of those features that our schools require
any other series presented."

rbis report of tbe Committee wsk» unanimonsly adopted.

jGuffey's New Eclectic Readers were also adopted by the Board of Edu-
n of Brooklyn, N. Y., November 16, 1869 ; of Richmond, Va., Sep-
er 23, 1869 ; and were re-adopted by the New York Board for 1870.
' are also in exclusive and satisfactory use in the public schools of

CEVCKITXATI, O., DUBrQUE, IOWA,

HARRISBIIRO, PA., FORT WAYIVE, I]VD.,

WHEEMXG. W. VA., SPRIXGFIELD, 11.1^.,

DETROIT, MICH., PEORIA, BLI..,

MILWAUKEE, WIS., QIJIXCY, IL,Ii.,

CI.EVEI.AXD, O., COI^UMBrS, O.,

TOI.EDO, O., MABISOIV, WIS.,

And many other leading cities in all sections of the country.

3Guffe/s New Eclectic Readers have also been recently adopted for
isive use by the State Boards of Education for

MARYI^AXB, ARKAIVSAS,

C AI^IFOR^IA, WYOMING ;

i have a far wider use and approval than any other Reading
Bries published.

r Correspondence of Teachers and School OflScers respectfully solicited,
ral terms on first supplies for introduction.

Address ISAAC UPHAM,

Care HENRY PAYOT & CO.,

622 Washington Street,

SAN FRANCISCO, CAJC.

r^.A.OIK^XO ^G-J£:3:CDCDJL. llsrSTXTTJTE.

THIS INSTITUTE is prepared to furnish Schools and Seminaries with the most approved
School FuRNTrtntE, Appakatus, Stationeky, and all other Schooi. Supplies. Having ample
facilities for manufacturing and importing most of the articles used in Schools.

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

643 Clay street, Snn Francisco.

H^ Please send for Price|List and Circulars, j

UNSEGTIONAL, UNPARTISAN, UNPOLITICAL SCHOOL-BOOKS.

%e freshest series of Text-JBooUs published — containing the latest
results of discovery and scientific research.

Officially adopted by the Yirginla State Board of Education,

AND NOW LARGELY IN USE IN

And in many Northern States.

JS ■T-A-'TES

Wxt ^\mtx%\\i f ttWi^Mng ^0.,

Q Ai330ciation composed of many
e several Southern States, feel-
;hool-Books wliieh should be en-
poUtical, which should present
leucc — are now issuing a com-
axt-ljooks by the eminent schol-
^ch are the

Cheax)est, Best and, Most

Now published. The

of the most eminent citizens of
ing the necessity for a series of
tirely unsectional, unpartisan, and
only the facts of history and
plete scries of School and College
ars and educators named below

Beatitifid School-Books

University Series" embraces

MAURY'S CEOCRAPHICAL SERIES,

Commodore M. F. Maury, of the Vir;_^inia Military Institute. A series of books which
ark an era in the study of this sci'iice. and which, i:i the words of a well known and ac-
mi)'iished Southern teacher, " are characterized by a felicity of arrangement and simple
ishuess of style which must cvejiLxcnder them attractive to the voung, and which will be
,ed by all who wish to teach Gcograpliy as a .science, as something to make pupils TlJdnk,
id not merely as an enumeration of dry facts."

Holmes' Readers and Spellers,

y Georcje F. Holmes, LL.I)., Professor of History and General Literature in the Uni-
rsity of V^iri;inia. A series of Readers unequalled in cheapness, excellence, and typo-
■aphical beauty. They are steadily progressive in character, bright and fresh in their
lections of prose and verse, and illustrative of Southern scenes, incidents, and history

Venable's Arithmetical Series,

y Charles S. Vknaulb, LL.D., Professor of Mathematics in the University of
irginia. These books are received everywhere by intelligent teachers with the highest
.tisfaction, as being most admirably adapted for mental drill, as well as for l)usincss educa-
3n. Their methods, rules, and reasonings are clear, distinct, logical, and comprehensive,
id the series is carefully graded throughout.

Holmes' History of the United States,

;^ George F. Holaies, LL.D., of the University of Virginia. It is enough to ?a\' of

lis admirable work, interesting, impartial, and truthful, as well as ])ure and graceful in

yle, that it is the only History of the United States which is strictly unpartisan. It
)mes down to the present date. Also,

)e Vere's French Grammar, Readers, etc.,
Gildersleeve's Latin Series,

Garter's Elements of General History,
Holmes' English Grammars,
LeConte's Scientific Series,
Johnston's English Glassies,

Duntonian Writing-Books, etc., etc^

Send for our new ILLUSTRATED DESCRIPTIVE CATALOGUE, which will be

lailcd free to any teacher or school officer. It tells what teachers think of the books, and
Jntains specimen pages of each.

Address UNIVERSITY PUBLISHING COMPANY,

155 and 157 Crosby Street, New York.

New Soliool Books.

A Shorter Course in English Gram-
mar,

By Simon Keel, A. M.,

Author of ' Common School Grammar," "Comprehen-

Kive Grammar," "Composition and Rhetoric," &c.

1 vol., 240 Pages. Price 75 cts.

This work aims to be just such a manual as the great
majority of schools and academies now require. The
classification is exceedingly compact, and all that be-
longs to the same topic is carefully grouped together.
It is specially adapted for use in schools where only
one text-book in grammar is desired.

The condition and wants of schools in this country
and in Eiirope have been carefully considered, as well
as the advanced state of philological science, and the
work has been modified accordingly, so as to place it in
the front rank of new and improved productions.

"After a careful examination, I have concluded that
it is the best Grammar for School use I have seen. It is
certainly the most practical."— [F. W. Parker, Princi-
pal Normal School, Dayton, Ohio.

Elements of Composition and
Hhetoric.

By Simon Keri,, A. M.
IVol., 12mo. 400 pages. Price $1.25.
This is a simple, concises, progressive, and thoroughly
practical work on a new plan . It occupies an interme-
diate position between Common Grammar and Higher
Ehetoric, embodying from each what is most useful to
the writer. Commencing with the simple subject and
predicate it proceeds through their various modifica-
tions to sentgnces of a complex &tructiire, and brings
the pupil step by step to connected writing, kinds of
composition, figures of speech, style, etc., follow. Be-
sides this easy gradation, its chief characteristics are
its numerou:; examples, its exercises for practice, and
its suggestiveness.

"I think it altogether the best book of the kind pub-
lished. A very enthusiastic teacher came to me to
know where I found my composition exercises." — [D.
A. Lathrop, Cincinnati Normal School.

A Short Course in Astronomy,

By Henry Kiddle, A. M.

Superintendent of Schools, New York City, Author of

"New Elementary Astronomy."

One vol., cloth, fully illustrated, 180 pages. Price 90 cts.

The design of this work is to supply a brief course of
lessons in Astronomy for the use of young people, or
of those whose time and opportunities do not permit a
more exhaustive study of the subject. The objective
plan has been followed as far as it is applicable to the
subject, and the arrangement, throughout the work,
has been adapted to the topical method of recitation.

"We have seen no small work that appeared better
adapted for its purpose."— [Independent.

First Steps in Music,

Being a Graded Course of Instruction in Music for

Common Schools. By Geo. B. Loomis.
In 4 books. Nos. 1 and 2 now ready. Price 15 cts. each.

This series presents a simple course of instruction in
Music, adapted to the Primary classes in our schools.
It presents the simple rudiments of the. subject in a
progressive course of easy exercises, accompanied with
such instructions as will make the way clear alike to
the teacher and pupil.

"Well adapted for their purpose; can be used by
teachers of but little musical ability, and are very
cheap." — [Maine Journal of Education.

Greek Praxis ; or^ Greek for j
ffinners.

By J. A. Spencer, S. T. D.
Professor of the Greek Language and Literature ii
College of the City of New York.

It comprises easy lessons in Orthography, Etyi
gy and Greek reading exercises, together with I
and a Vocabulary.

"Dr. Spencer's Greek Praxis is just enough an
more. The author's scholarship is so well known
the accuracy of the work is guaranteed to tlie pul
— [Howard Crosby, LL.D., Chancellor Univt isii
New York.

l8^"The foregoing books will be sent by niai
teachers who wish to examine them with a view t
troductiou, for half the appended price.

Literature of the English Laii
guage.

Comprising representative selections from the 1
authors; also list of Contemporaneous Writers ai
their Principal Works. By E. Hunt, A. M.,
Principal of the Girls' High and Normal Scb
Boston.
1vol., large 12mo. 648 pages. Price, $2.50.
This work is based upon an original and prac
plan, and cannot fail to meet the general ivanttoraTi
valuable Text-Book on the literature of our langt
•'I like it very much. One of its jjeculiarities-
number of pages devoted to American literature-
make it specially interesting and appropriate to
schools."— [Dr. S. K. Lothrop, Chairman Text-]
Comm ttee, Boston.

A NEW THING IN SIi\TES.

American Pinmary School Slat

A novelty, furnishing to the pupil employu
amusement, andinsttuction in exercises of the hig
imp rtance. Send for Circular.

"These slates are an improvement on anything ol
kind in the market." — [Pennsylvania School Journ

STANDARD TEXT-BOOKS.

Ttie Amefican [ducational Sef

The attention of Teachers and School Officei
invited to the excellence of this popular series
whole. It comprises a full line of fresh, well gra
and beaulifully and substantially manufactured 1
Books, among which are the
Union Readers,

Robinson's lUatliematics,
Kerl's Grammars,

Webster's Dictionaries,
Gray's Botanies,
Spencerian Copy-Books, Retail price redi
to 15 cents.
Willson's Histories,

Fasqnelle's French Course,

Woodbury's German Course,
And many other well-known Works.

"It is gratifying to observe the perfection to wMck
firm ?ias attained in the manufacture of School book
also the merited success of their books, for they areprol
the most widely used of any similar publications issu*
this country. All are standard and unsurjmssed, ant
servedly stand in the front rank. — [N, Y. Independent

fi^~ Tlie niustrai ed Catalogfue, descriptii
The American Educational Series of School
College Text Books, and The Educational Fe
TER, a handsome publication full of useful infoi
tion, mailed free to any address.

IVISON, BLAKEMAN, TAYLOE & CO., Publislie

138 and 140 Grand Street, NEW YOBK.
133 and 135 State Street, CHICAGO,

SEFTEMTBKR, 1871.

Vol. IX.]

[No. 3.

JtX JO

A JOUENAL OF

School and Home Education

AND OFFICIAL OEGAN OF THE

Oepartaent of PubliG Instruction

1 : D I T O R S :

GontriDnting Eiiiors, elected Dy tue State Eincational Society:

MISS CLARA Gr. DOLLIVER. DR. E. S. CARR,

MRS. AURELIA GRIFFITH. PROF. W. J. G. WILLIAMS.

SAN FRANCISCO:

CALIFORNIA EDUCATIONAL SOCIETY.

Publication Rooms, No. 240 Montgomery Street.

M. D. Carr & Co., Boole and Job JPHnters, Ifo. 532 Clay Street.

ERMS-TWO DOLLARS PER ANNUM, payable invariably in advance.

Address: CAT.Il OMNIA TEAlCIIEB, Snu Irancisco.

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The

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ooks.

Scientific and Medical Books,

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Portfolios, Writing Desks, Etc., I

New and Latest Styles of Note and Fancy Pap

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^S^ Subscriptions taken for all Foreign and American Periodicals.

PAYOT, UPHAM & COMPANYj

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THE

California Teacher.

SEPTEMBER, 1871.

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

LITERATURE IN SCHOOLS.

BY H. C. KINNE.

There is room for a very important and beneficial improvement in
the course of instruction in our pubhc schools. That improvement
consists in the partial substitution of general reading in place of the
exclusive use of text-books. Ever}- school district should have a library
of two or three hundred volumes, carefully selected with reference to
the capacity of children, and containing works upon biography and his-
tory, and also voyages and travels, interesting and instructive tales, etc.
The afternoon of each school day should then be devoted to general
reading. All text-books should be thrown aside without ceremony,
and the whole school resolved into a sort of a family circle for the
perusal of libraiy books. The teacher could guide the pupils in the
choice of books, comment upon their contents, explain difficult pas-
sages, and occasionally call upon pupils to read aloud. Such a system,
universally introduced and faithfully carried out, would revolutionize
our common schools, and render them infinitely more valuable as an
instrumentality for the advancement of the cause of popular education^

A taste for good reading, developed at an early age, is a blessing to
any child. A taste for good reading, developed at an early age, is the
surest possible guarantee that the child will ultimately become an intel-
ligent and useful member of society; for that taste will grow with the
child's growth and strengthen with his strength, and induce him at all
periods of life to avail himself^ of every possible avenue for the attain-

64 LITERATURE IN SCHOOLS. [Sept.

ment of information. A love of reading or a love of literature is per-
manent in its nature ; whereas a love of science exists but temporarily
in the minds of most people, and disappears entirely as soon as they
have completed their course in our educational institutions. Go to any
of our public libraries, examine the list of members, mark the names
of those who are graduates of any college or university, and then take
your stand at the library door and observe these educated men as they
pass in and out. How many of them will you find taking away a volume
upon Optics, or Acoustics, or Electricity.? How many of them will
you find with the latest work on Trigonometrj', or the Conic Sections,
or the Calculus } How many will you find with Greek or Latin books ?
These questions need no answer. Every one knows that the best of
students, after the completion of their academical course, neglect the
sciences, unless they have occasion to use them in the practical business
of life. A love of science may be said to be an exotic, that is forced
into existence only by a hot-bed process, and that dies away the mo-
ment that process is suspended ; while a love of literature, on the other
hand, if not indigenous to the human mind, nevertheless takes deep
root there, and flourishes with increasing vigor, bearing fruit to the end
of life. I affirm, then, that a love of literature, by reason of its per-
manency and by reason of its powerful influence in moulding the heart
and mind, is not only worth more than a mere smattering of science,
but it totally outweighs in value any and all the sciences wherewith our
educators attempt to burden the intellects of our children in our public
schools. And yet with this indisputable fact staring us in the face we
have to-day a common school system that makes no provision what-
ever for the development of a love of literature. This vitally important
matter, overlooked and ignored in every public school curriculum, is
left entirely to chance or to home influence, which is not much better
than chance.

It is undoubtedly true that if the home influence were in all cases
what it should be there would be less occasion for the cultivation of a
literary taste at school. If there is at home an abundance of books,
and papers, and magazines — especially such as are adapted to the capac-
ity of children — if parents, neighbors and friends, are highly intelligent
people ; if conversation in the social and family circle is of an intel-
lectual cast and runs on intellectual topics, the child will naturally and
insensibly imbibe the spirit that prevails around the parental fireside,
and grow up an intelligent person. This insensible education, if we
may so term it, which a 6hild thus receives at home, is by far the largest

iSyi.J LITERATURE IN SCHOOLS. 65

and most valuable share even of its intellectual development. I would
prefer to have a child reared under influences of this kind, without an
hour of regular schooling in its life, rather than have it reared in a
family where the conditions are exactly the reverse, though having
access to the best schools the country now affords. Where parents are
hopelessly ignorant and illiterate; where having eyes they see not, and
having ears they hear not ; where the treasures of literature are to them
a sealed volume ; where they know nothing of the world's history in
the past or its condition at the present ; where the narrow hills that girt
them round are to them the world's extreme ; where family conversa-
tion is restricted to the merest local topics ; where children see nothing
of books except the text-books of the school-room — where even these
are lost sight of the moment the school is abandoned — in a family of
such a character the prospects for the attainment of an extensive general
information are not particularly flattering. And yet every one knows
that there are thousands of such families in the land. Every one knows
that there are thousands of families where the text-book tuition of the
school-room is not supplemented by a literary tuition at home. Right
here, then, comes in my scheme for the supply of this family deficiency.
Right here comes in my scheme for the conversion of the school during
a portion of the day into a home circle for the purpose of general read-
ing. And I maintain that this proposition embodies the clearest, most
palpable, and most available improvement in our common school sys-
tem that can be suggested.

Our large cities furnish a peculiarly favorable field for the introduc-
tion of this improvement. Here in San Francisco books could be pro-
vided in such quantities that all the pupils in a given class could have
an opportunity to read the same work simultaneously. Four or five
dozen copies of the " Life of Washington," for example, could be
placed in the hands of a class, and after a careful perusal these books
could be transferred to another room, while the class proceeds to take
up the "Life of Lafayette," or the "Life of Franklin," or the "Life
of Columbus," etc. In this manner sets of books could be transferred
from class to class, and from school to school, till they had completed
the entire circuit of the city. They could then be laid aside to be sent
forth upon their rounds again at some subsequent period. Under such
an arrangement our schools might have an abundance of excellent
books at a comparatively small total ouday. A similar plan might pos-
sibly be made to work in the country by holding books as county prop-
erty, and transferring them from district to district.

66 LITERATURE IN SCHOOLS. [Sept.

But whether a class make use of but one work at once, or a variety,
this reading of Hbrary books should constitute a prominent feature in
our course of public instruction. I hold that every child that has
attained the age of twelve years should by that time have read, in the
school-room and during school hours, one hundred volumes from the
school library, to say nothing of books that have been taken home to
be there perused. A child that has accomplished this will assuredly be
well advanced in the scale of general intelligence. Such a child will
have been ushered into a new sphere of existence, and into a higher
and broader range of thought and reflection. Such a child will have
been placed in communication with the best and noblest spirits that
have flourished in past ages, and will be stimulated by their example to
act an honorable part in after life. Furthermore, this plan will render
the school-room far more attractive than it is at present. As grown
people prefer literature to science, so it will be found with children.
There are always multitudes of pupils in our schools to whom mere
scientific studies are dry and uninviting. They become discouraged
by their slow and feeble progress, and after stumbling along for a few
weary years they quit the portals of the school-house with an uncon-
querable aversion to anything in the shape of a book. But with the
introduction of literature there will be a radical change for the better.
Literature will touch a chord in every heart that will give forth a prompt
and earnest response. Many a child that would be rendered a con-
firmed dunce under our present mode of instruction, will then be drawn
forth into vigorous intellectual life.

These suggestions are commended to the careful attention of school
officers and teachers. They are no passing whim, but convictions
ripened by years of observation and experience. Though rarely en-
joying the advantages of a miscellaneous school library, I have invaria-
bly made it a point to urge upon pupils the perusal of such interesting
reading matter as they may have at home, ^and that, too, in preference
to the study of text-books. And under that wise provision of the Cali-
fornia school law, which looks to the establishment of a library in every
school district, I have seen something of the beneficial effects of the
system I have advocated in this article.

I have in mind a school in California where by a little exertion a
library of two hundred volumes has already been collected, and where,
a few years since, the perusal of these books was made a part of the
day's exercises, the afternoon lessons being abbreviated for that purpose.
The plan was a perfect success. At no time during^flie day were pupils

1 87 1 .] IfOW MUCH ASSISTANCE, ETC. 67

so absorbed in their work. The persons who have subsequently had
charge of that school have been requested to continue the same prac-
tice, and have generally done so. The present teacher thus writes :
"I have adopted the plan you suggested of allowing pupils to read
library books after lessons, and I am happy to say that it works like a
charm. It has proved a great incentive to good and speedy lessons.
I thank you for the advice."

With a continuance of this plan there can be no doubt that the chil-
dren in that district will become intelligent, reading, thinking people.
And teachers generally will find it advantageous to inaugurate a similar
practice. Afternoon lessons should be shortened, and the perusal of
library books permitted to such pupils as have been diligent and faith-
ful. In this way a taste for reading will be developed that otherwise
might never exist. A taste for reading must be cultivated in order to
become a predominant tendency, and if teachers do not take the mat-
ter in hand and set the ball in motion, the library books will in many
cases lie upon the shelves from year to year, neglected and dust-covered.
Teachers will find their libraries a most important auxiliar)' in the cause
of education, and in no way can more good be done than by increasing
the size of such libraries and encouraging their general use.

HOW MUCH ASSISTANCE SHOULD BE RENDERED
SCHOLARS IN THEIR STUDIES.? *

Children are placed in our schools in order to acquire a greater or
less amount of "book knowledge," which, combined with their natural
intelligence, and the experimental knowledge they may acquire, will
enable them to take their part in the battle of life with a chance of
success. Throughout civilized countries the idea of preparation for
the strife that awaits all has become of so much importance that pa-
rents consider they have been derelict of duty if they have not made
an efi"ort, by sending their children to school, to secure for them this
auxiliary to their natural abilities. Governments, recognizing the dif-
ference between ignorant and educated subjects and servants, foster
and encourage schools for elementary' education. Text-books have
been multiplied and simplified, teaching recognized as a profession,
with success as its standard, and the problem of intellectual culture
and development attracts and engages the attention of the scholar and
the statesman.

68 HOW MUCH 'ASSISTANCE, EJC [Sept.

In this State the cause of education has kept even pace, in the fore-
most rank, with every project for developing its resources or advancing
its interests, each movement characterized by caution and wisdom, but
ever onward. But the State may pass the requisite statutory enactments,
and make the necessary financial provision for the establishment and
support of schools, and popular opinion earnestly sustain them, yet
with the great body of teachers throughout the State — the rank and file
of the profession — rests the success wholly or partially of their labors ;
where the work of legislation and supervision ends theirs commences.
In the performance of the labors and duties assigned to them, teachers
have to deal with every grade in intellect and every variety of disposi-
tion. How necessaiy, then, that every method of teaching be carefully
scrutinized, every theory closely examined.

Perhaps there is no question connected with the duties which a
teacher performs in the school-room, upon which a greater diversity of
opinion exists, than upon the one of how much assistance should be
rendered scholars in their studies. This question is not often made
the subject of discussion at "Teachers' Institutes," nor do teachers in
their conversations, when they meet, often allude to it. Still, a little
observation of school-room tactics will reveal the fact that they differ
widely, not only in practice but in theory. Some maintain that beyond
a certain point the pupil should be left to patiently study and investi-
gate for himself, while others hold that every subject presenting the
least obstruction to advancement should be made clear and apparent
to even the dullest comprehension ; others pursue a mean between
these extremes. Which plan comes the nearest to being the correct
one } The education of the child is commenced, in a great measure,
at school ; still he is not absolutely ignorant. Through the medium of
his senses he has learned something ; but as his previous knowledge
has been gained by observation, explanation and experiment, these
must be made the basis of future action. By persistently pointing out
to him A, B, and Z, and telling him their names, he becomes, at
last, able to distinguish, and name them as readily as he can any object
in" Nature. Then comes the task of teaching him the different sounds
of the letters, and long, short, broad, soft, and hard sounds, mystify and
perplex him. If the adult foreigner, after his tough experience with
though, persisted in spelling flow f-1-o-u-g-h, surely all analogies will
lead the child to pronounce fate and fat alike. But time and instruc-
tion remedy this. Thus he is led along, until he is, in a measure,
familiar with his speller and reader, and has some elementary knowl-

1 87 1.] HOW MUCH ASSISTANCE, ETC 69

edge of other branches. Shall we now leave him to study and grope
for himself? or, still proceed with him, step by step, explaining every
thing that may need explanation ? Every step taken in the acquisition
of knowledge depends upon some previous step. Thus the ability to
count precedes Arithmetical Notation ; Notation, Numeration, etc.
But when the pupil has been taught to carry his tens to the left, in Ad-
dition, what insight has he to the theory of borrowing ten from the left
in Subtraction ? None. And so it is to the end of our Arithmetics.
Each rule may bear upon the one that follows it, but is a poor key to
its interpretation, and the teacher is either compelled to render prompt
assistance or witness futile attempts at further progress. It must be ad-
mitted, however, that Mathematics is a study, in which, from the com-
mencement, pupils become involved in a maze, and that the majority
of the examples in our text-books are intricate, and partake of the
nature of puzzles, and for this reason, if for no other, prompt explana-
tions of problems, and the relations of numbers, should be given. But
assistance must be rendered in other studies. Scholars con their read-
ing lessons, and when the time for reading arrives it is easy to perceive
that punctuation has not been properly considered, and their pronuncia-
tion clearly shows that vowels mixed with consonants, in certain pro-
portions, are an overmatch for them. Pupils, at present, commence
the study of Geography early in the course ; and the majority of them
are fond of it — if they can be said to be fond of any study — and why .?
For the simple reason that it does not involve much abstract thinking.
Their questions and answers are before them on the printed page or
the map, and the very fact that they believe them to be there incites
them to follow up their search until they have cornered the vagrant an-
swer. Very pertinacious are some of them, too, searching as closely
and systematically as though looking for a lost marble. Still it is better
to point out at once the location of a place or river than to have too
much time occupied in looking for it. I saw a class of eleven engaged
an hour or more in looking for Mt. Mitchell, I think it was. They
were told it was on the map of the United States. When the time for
recitation came the lesson stopped at Mount Mitchell — only two had
found it. It was an experiment, and it proved that if good recitations
are required assistance must be promptly given. It reminded me of
Stephen Girard's rat — a very fine rat, but it cost too much money.
Mount Mitchell had cost eleven hours study, and only two knew where
it was. It is not necessary to trace each branch of study in detail ;
what is true of Arithmetic and Geography is true of History, Grammar,
and other studies.

70 HOW MUCH ASSISTANCE, ETC. [Sept.

But it may be said that if interruptions are frequent the day's labor
will never be finished, that recitations will be postponed, and time oc-
cupied in explanations that should be devoted to other exercises. These
interruptions are a part of the day's labor. It is for the purpose of teach-
ing that the teacher is placed in the school-room. Recitations are but
tests applied to the pupil ; on their correctness we predicate an opinion
of the thoroughness of his knowledge. No pupil should be sent to
his seat unsatisfied who comes for information, no matter how trivial
the subject. It is enough to know that it is an impediment to his fur-
ther progress, and that it is the teacher's duty to remove it. Should he
be sent to his seat unsatisfied, it will raise doubts of the willingness or
ability of the teacher to answer his inquiries. Should he doubt either,
confidence is lost, and when this is lost a great influence is gone. How-
ever, it is not necessary that such interruptions should be very frequent.
A teacher knows at a glance whether the minds of his pupils can com-
prehend the lesson assigned, and a general explanation of the more diffi-
cult portions will generally be sufficient. A few minutes spent in this
way will always be productive of satisfactory results. If some such
plan is not adopted he must either assist them individually or hear re-
citations marked by many imperfections. Whatever amount of talent
a pupil may possess the teacher must develop it. If the child is one
possessing an acute intellect, and persevering in its inquiries, no long
time will elapse before he will have acquired sufficient knowledge to
proceed in his studies with more or less independence; if he is like or-
dinary scholars some time must pass before he will be able to pursue
his studies unaided — perhaps never.

It is evident that more or less help must be given scholars till they
have attained a certain degree of proficiency ; a certain foundation is
required on which to rear the superstructure of their education. Once
arrived at this point it may be said that if the child is left to investigate
for himself a spirit of inquiry will be aroused, and the result will be,
that faculties, which otherwise would have lain dormant, will be brought
into action ; that whatever has been acquired by toil and diligence will
be better preserved ; and that whatever is the result of his own mental
researches will be better remembered. This, to a certain extent, would
be true if he were engaged in abstract inquiries. But he is not engaged
in such inquiries. A certain amount of knowledge is before him, from
which he is to take all that he can store up in his memory for future
use, and the transfer of this knowledge, from books to his mind, is what
constitutes the greater part of his scholastic education ; and the means

iSyi-l HOW MUCH ASSISTANCE, ETC. 71

by which this can be accomplished the most speedily appear to be those
which should be preferred. Thus the question is resolved into this : is
it better for the teacher, by timely assistance, to remove obstacles to the
pupil's advancement, that are not altogether insurmountable, or to allow
him to spend time in seeking answers to intricate questions, and in
solving difficult problems, for the sake of the mental discipline involved ?
And the evident answer to this question is, that it is better to assist him.

But perhaps there is a just medium of not too much, either of help
or of imposed self-reliance. Where shall we draw the line of demar-
cation .? Shall we leave the one who shows ability to pursue his way
onward nearly unaided, and endeavor by assistance to enable one o^
feebler intellectual powers to make equal progresss in his studies.?
Clearly not. If supervision and assistance are of benefit to the dull
scholar, the advantages which would accrue from them to one of more
than ordinary intellectual ability will be more than commensurate. If
the rule is made that the amount of help to be bestowed shall be divided
by the aggregate number of pupils, and each one receives his equal allot-
ment — no more, no less — have we done the best we can do .? Ap-
parently the teacher has performed his dut)^ But duty consists in
something more than entering the school-room at nine and remaining
until four. It consists not only in governing his little communit)^, but
in devising the best methods to secure their intellectual advancement.
If a certain period of time is bestowed on each scholar it will be found
that some are greatly benefitted, while others are simply mystified.
What is true of pupils taken separately is also true if instruction is given
in classes. Some will readily comprehend your meaning, while only
iteration and reiteration will enlighten others. Thus on account of the
diversity in the mental capacity of children this plan will fail to accom-
plish the desired effect.

But let us consider, in passing, what will be the result, if, after scholars
are grounded in elementary principles, they are left, in a measure, to
their own resources. Allusion has been made to the waste of time, but
it often happens that something worse than this occurs. If not sharply
watched they will acquire the habit of "skipping" difficult portions of
their lessons, and thus whatever progress is made is not marked by
thoroughness. Or they wrongly interpret rules and definitions, and the
consequence is they are valueless in their application. In either case
they lose confidence in their own abilities, and the erroneous ideas must
be eradicated, and correct ones substituted. They have imbibed error,
and instead of being self-reliant are at the mercy of those whose edu-

12 HO W MUCH ASSISTANCE, ETC. [Sept.

cation has been more carefully and thoroughly conducted. This may
not be true in every case, but will be found so often correct that it may
be stated as a general result.

What course, then, shall be pursued from which each pupil will derive
the greatest benefit "i Perhaps no specific course can be prescribed that
will infallibly accomplish this result. In graded schools the problem
can be more clearly solved than in the ungraded country schools. In
the former there are fewer classes ; the intellectual powers of their mem-
bers are more nearly equal, and the teacher can more safely calculate
upon his instructions being more generally understood than in the latter.
But the best ideas will fail to be appreciated if they are not clearly and
concisely enunciated. In the school-room a clear and simple statement
carries with it more force than the most elaborate argument. The child
wants facts ; not reasons and theories. He has found to his cost theories
and vagaries diminish the number of his credits, and subject him to the
charge of idleness. Now there are other causes for idleness on the part
of a pupil than a dislike of study. Perplexed and uncertain as to his
correctness, it is not surprising that he becomes apathetic and careless.
He has exercised his best judgment in selecting and arranging his an-
swers, and finds when he recites his lessons that he is as often wrong as
right. True, he is generally corrected, but he will probably not be any
more perfect in to-morrow's lessons. Perhaps, like Robert Bruce's
spider, Timour the Tartar's ant, or some other memorable example of
perseverance, after forty or fifty efforts, resulting in failures, he may suc-
ceed in one instance. Unlike the spider he must make the same at-
tempt upon the next day. Some plan whereby the risk of failure will
be lessened must be devised, some step taken toward the restoration of
the confidence in his own exertions he has lost. Assistance and advice
from the teacher are the most potent agencies to be used in the accom-
plishment of this result. Show him where his answers are to be found,
point out the bearing of rules and principles ; lift the mask of mystery
that sometimes hides a plain proposition, and in few and simple words
explain to him the proper methods of study to be pursued in the various
branches. Much depends upon method in study. No matter how
plain and simple every thing may appear to the teacher, to the pupil it
appears a labyrinth. The text-books of to-day are so arranged that an-
swers can readily be found by one who knows the key to their arrange-
ment. Thus, different kinds of type mark some ; in Geography, the
questions pertaining to the different states and countries are arranged in
groups, while those for review are arranged promiscuously ; in History,

1871.I TWO ''LAST WORDS'' ETC, 73

paragraphs mark the hmits and the sequence of the questions. If these
arrang-ements are fully explained it will greatly facilitate the labor of a
pupil in selecting correct answers — still, it will often happen that he will
be doubtful. If a teacher notices that a pupil is restless, and inattentive
to his studies, let him ascertain the cause, and if he finds he has met
with difficulties, no matter how slight, let him at once remove them.
This course will tend to banish ennui, stimulate to exertion, and result
in recitations being nearer to perfection ; and if all do not attain rank
in scholarship the teacher, in case of their failure, will retain the con-
sciousness that to no neglect of duty on his part is this result to be
attributed. John P. Munson.

Jay Haw, El Dorado Co., CaL, June 12th, 1871.

TWO "LAST WORDS" OF THE NORMAL TRACT REVIEW.

See skulking Truth to her old cavern fled,
Mountains of Casuistry heaped on her head;
Philosophy, that reached the heavens before,
Shrinks to her hidden cause, and is no more.
Physic of Metaphysics begs defence.
And Metaphysics calls for aid from Sense:
See Mystery to Mathematics fly !
In vain ! they gaze, turn giddy, rave, and die."

Fellow Teachers : — I still have no piques to avenge nor grudges to
satisfy; but I have an important duty to perform in the educational de-
partment of our city and State; and I intend to perform that duty con-
scientiously, unflinchingly and energetically. And may the dictates of
good judgment, calm deliberation, and a nxagnanimous spirit, guide me
in the right performance of that duty. He who dares to expose the
fallacies of any age, must expect the vituperations of the dotards of that
age; and if his nervous system is not sufficiently calm to receive the ven-
omous scurrilities which are always poured out in copious showers upon
him, then he should never undertake the unthankful work. I knew
well with whom I was about to contend. I knew well that the entire
billingsgate vocabulary would be showered upon my obscure head. I
had studied the man in his "public walks and private ways," and his
last article has not developed a single new phase in his character that
was not perfectly familiar to me. Now, fellow teachers, if, in the per-
formance of my duty, I find certain persons' minds so constituted that
severity of language convinces rather than sound argument and cogent
reasoning, I must resort to that, rather than give them up as incorrigible.

74 * TWO ''LAST WORDS" ETC. [Sept.

If 1 find that I must combat self-constituted censors, and self-sufficiency
in its most bigoted form, and all else fails, I must curb such unbridled
arrogance by a scathing exhibition of their weakness.

If I find enthroned upon the heights of self-exaltation those, whom
Nature and Education have fitted to walk the level plains; I shall not re-
gard it as a "mean slander" should I enquire how they got there. If I
find the flood-gates of lighl literature about to be hoisted, and a worse
than Noachian Cataclysm about to submerge our public schools, my
duty demands steady, calm, and oft-repeated blows, to arrest the catas-
trophe ; and let him be have his life insured, who "cries hold,

enough!" If I find that political intrigue, or social partiality, elevates
ignorance and incompetency to the sacred mount where should sit in
sublime security learning and merit, God's fiat — "death" — alone shall
stay the exposure of such wrongs. And now, a word to the thinking
men of our age : If the generous spirit of "give and take" of contro-
versy must be trammeled because positions in science, supposed to be
true, are shown to be not tenable; then the vast ocean of mind heaves
and surges in vain in its reach after fundamental truth. If the salutary
clash of intellects of different orders must be hushed, because reputation
is supposed to be at stake; then Great Principle of human intelligence,
whatever be thy essence, whether the electric vibrations of the mole-
cules of the encephalon, or some unconditioned, undefinable, unknow-
able entity; cease, oh, cease thy restless promptings in the human mind
to reach the goal of universal certitude. If the scintillations of latent
heat must not be struck from the frigid steel, because the impact might
be heard by one ear of great sensitiveness, then let Annihilation reign
Imperator over the laws of matter and mind. If the chafing, chiseling,
and sand-papering processes, which at last reveal the supermundane
ideality of the sculptor must cease, because the grating, chinking and
rasping produce unpleasant sensations on an over-sensitive organization;
then let Esthetics, and all beau-ideal conceptions remain in Fancy's
ephemeral gallery till that organization becomes energized; and let dread
Oblivion forevermore drop her dismal curtain over the culprit who
would dare to disturb the soothing lullabies of self- importance. If the
Indistinctness of Ideas, the Dogmatism and Mysticism of the Middle
Ages; its intolerant disposition; its servile adherence to old notions; its
obscurity of thought; its anathemas for daring to express an honest dif-
ference of opinion from the constituted authority, have descended to us
through the ages ; then, Urban Eighth, of the Lincoln Grammar
School, don thy purple robes; assemble thy mitred conclave; demand

iSyi-l TWO ''LAST WORDS" ETC. 75

the modern Galileo to come forth clothed in penitential rags; let the
adjuration be made, and pledges for the future be given. But remem-
ber thou would-be-more-than-sceptered Potentate, " E pur si miiove!'
If humbleness of position, or obscurity of any kind, be a sufficient
reason for trammeling the free expression of opinion respecting certain
lines of thought and methods of presentation, then the flickering mid-
night lamp has burned in vain. If the weary lucubrations of midnight
can be heard only by the permission of the self-constituted censor of
the Lincoln School, then let the autocratic edict, "thus far and no furth-
er," go forth; and let it echo trumpet-tongued, and clarion-voiced, from
Crescent City to San Diego. Yes; let the grand refrain of its combined
reverberations extend ultra-montane, till its andante and adagio dies in
oriente, where lies entombed his arithmetical letters and master pieces
of geometrical skill. O tempora ! mores ! Conscripti Patres educationis,
cupio me esse clementem; cupio me non videri dissolutum in tantis periculis
republicce; O ivnnor tales dii, uhitam gentium sumus; in quod urbe vivimus?
quom republicani habemusP

Now, as our courteous Mr. Editor deems it better to stop the "Re-
view" than to endure the ravings of a mad man at his office monthly —
perhaps daily — I shall turn my mind to that classical and ornate pro-
duction which dropped from Mr. Marks' fluent quill. I do not see
why the teachers should call that a "venomous, scurrilous and disgrace-
ful production. " In his first article — March No. — he called me the
"prototype of a Georgian hog-driver; a patch- work teacher;" and said
«I was "wanting in common sense," etc., etc. A clergyman told me
once that if I ever attempted to fight his Satanic Majesty I must fight
him with fire. Occasionally, we find it necessary to act in conformity
to the injunction of the parson. There is something lively, racy and
bewildering about that article. For instance : his low witticisms are
passable; his puns endurable; but his criticisms ludicrously shocking.
Listen: When there is pointed out to him a grammatical error, such
as the pronoun not agreeing with its antecedent in number, etc., he
becomes exceedingly witty over it. When he finds a punctuation mark
out of place, he calls it "a confusion of ideas." When he finds a sen-
tence in which a very important comparison is made which usually
takes the abbreviated form, carried out in full, he says the author of that
sentence must have been mad. Mr. Marks, do you understand the
value of the words which you use .? Mr. Marks, whoever detected, se-
lected, and collected my errors in composition ioi you, did me a great
favor unawares. The joke of criticism is to detect all the errors you

^d TWO ''LAST WORDS" ETC, [Sept.

can; and the reward consists in having our own imperfections pointed
out to us, that we may profit by it. I am not so tenacious of my repu-
tation, nor so afraid of losing my position, as to fly into a raging fever
because a few of my errors are detected and pointed out. My four ar-
ticles contained nearly forty pages of foolscap, mostly written after
night-school. If there cannot be found, upon an average, four mistakes
of various kinds on each page, then I will hang out my "shingle" as a
most competent teacher of the English language; but Mr. Marks must
not apply for a position to correct compositions, if he can only detect
nine errors on twenty printed pages. Yes, Mr. Marks and his sympa-
thizing friends, with "spectacles on nose," and a two-edged quill in their
hands, have discovered nine mistakes. Now, Mr. Marks, were I so
conscious of my weakness, as you appear to be, / too would hasten to
the "office," and seize the proof-sheets, inflict the necessary erasures,
and alloiv Mr. Editor to make the corrections. It is enough for me to
know that the accomplished gentleman who is editor of the Teacher
has corrected many an oversight in my hastily written articles.

The only attempt which Mr. Marks has made to defend his "views,"
is that which relates to the way in which he uses the word to in speak-
ing of one thing's being a complement of another. In the Normal
Tract (page 2) Mr. Marks asserts that the Inductive Method is ex-
haustive; and says that the whole subject of Arithmetic should be ex-
hausted by that method. Then, directly, he says that the Inductive and
Deductive Methods are complements to each other, and the work is not
done till both are taught. I showed that an exhaustive method was
independent and could have no complement, and asked the author why
the work was not done when the subject was exhausted 1 Now, listen
to his /^w^ defence : "Reference, not reciprocity, was in my mind."
Mr. Marks, it requires intelligence and a well-disciplined mind to be a
critic; — never attempt criticism. Many "distinguished educators" have
asked me whether I had read Mr. Marks' last article. I told them I
had read carefully every word; that there was not a word nor line that
surprised me in the least; that I had measured my man long ago; that
I was glad that the Delphian Oracle had once more shot off his goose-
quill, that I considered that article a full and complete corroboration
of many things that I had written; that I was surprised to see my logi-
cal deductions fulfilled so soon; that the author of the Normal Tract
had furnished another unimpeachable evidence of his utter inability
either to conduct an argument or rebut one, without his brains be-
coming so befogged, muddled and fuddled, that his floundering even

1 87 1.] TWO "LAST WORDS" ETC. 77

excited the pity of his opponent. Who can read that part of his article
which he composed, without feeUng deep pity for an Inductive Phil-
osopher ? Mr. Marks, I am not a witty man, neither do I desire to
excite a smile upon the countenances of the low and vulgar, at the
risk of incurring the contempt and ridicule of the learned and good;
else, probably, I should have answered you in kind, as I received from
you. Had I been writing for your especial edification, it would have
been necessary to have dealt largely in Billingsgate Rhetoric that it
might give zest to your refined sensibilities. Had I found myself
entirely incapable of answering a single argument; and had I found
myself in an inextricable dilemma, perhaps I should have resorted to
the following chaste, refined and gentlemanly expressions : " Base
insinuations; silly criticism; petty malice; mean slanders; disgracefully
mahcious; thick headed;, his friends may be fools; highfalutin, rigma-
role; ridiculous and contemptible pedant; venting spleen," &c. &c.
My fellow teachers, are not many other things conspiring to show the same
truth? Does not the above collection of vituperations show the high de-
gree of social culture of its author .? Does not the above quotation show the
animus which this " unimpeachable authority " exhibits toward any one
who dares to call in question his infallibility } Now, is it best to inquire
who this anathematizing Hierarch is, who thunders forth his scurrilous
epithets even upon the friends of his opponents ? Whence comes this
Magnus Magister, that with such brazen eifrontery, dares even to en-
trench upon the sacred ties of friendship .? Shall the sacred shield of
an Educational Department, O self- constituted vilifier of one's friends,
protect thee from the scourge of holy indignation that must, some day,
lash thee to a sense of propriety ? Mr. Marks I am well aware that
ycur tongue and pen, long since, have ceased to do the humblest of
God's creatures any harm; beware, lest they become as useless for
good. This seems to be the head and front of my offending; I have
dared to express an honest difference of opinion in respect to methods
of teaching Arithmetic; and I have dared to have those opinions pub-
lished in an educational journal in which Mr. Marks has figured so
largely for several years. Mr. Marks, as there is no royal road to
science, so there are no royal prerogatives in the Hierarchy of the
sciences. If I have scathingly exhibited your weakness, it was not that
I respected you less, but that I loved truth more. Had you made an
attempt to defend what bears your name, I should have respected your
effort; and had you vanquished me with one withering stroke of your
pen, I would have extended to you the right hand of fellowship; but

78 TWO "LAST WORDS" ETC, [Sept.

as matters now stand, I really pity your weakness, forgive your ravings,
and will endeavor to talk kindly to you. Mr. Marks, the ravings of a
passionate man, scurrilous epithets, low witticisims, and puns, can
never make " the worse appear the better reason," and furnish an uncon-
trovertible proof, that he who resorts to them has not a philosophical
turn of mind. He who would seek to provoke a smile by punning a
name, rather than conveying a substantial, never-dying truth to the
mind, is a trifler while living, and when dead wholly dies. Mr. Marks?
it is, indeed, humiliating that I find myself bandying words with a man
who has not a single word to offer in defence of that which he has
made his study for years, and from whom I expected to have received
some useful ideas. Mr. Marks, we are seeing and we shall continue
to see greater evidence, who has studied the deeper into the secret of
imparting knowledge. We are seeing, and we shall continue to see
in the practical results which follow, who is teaching " indiscriminate
patch-works" — the Normal Tract philosopher or his reviewer. I desire
now to quote a sentence from Mr. Marks' last article. "I am in con-
stant communication with all the able teachers in this department and
have abundant reason to know that they do not agree with Mr. Holder
and his friends." So far as I know the able teachers in the department
are my friends. Mr. Marks, in his usually complimentary style, says
I told a downright falsehood when I asserted that not one teacher
would give a listening ear when I asked them questions about the
Normal Tract. Now, I have no desire to call any one a liar, in so
many words, but when I can show that they only tell the truth when
it gives them no inconvenience I shall do so. While the Normal
Tract was being published in the Teacher, I read every word care-
fully, and every male teacher I saw I asked the question: " Have you
read the Normal Tract articles?" The invariable answer was no. I
urged them to read these articles and give me their opinions of them;
and since my review began to appear, I have taken pains to ascertain
who have read the Normal Essay. I have to see the first man yet, who
has read it through. Now let us particularize; I asked Mr. Marks a
few questions one day, about the Inductive method, the criteria by
which he could tell Induction from Deduction. He sayc. What have
you reference to, — to my Normal Tract.? I said yes; he had not one
word to say. On another occasion I met Mr. Marks at Lincoln
School, in the evening, asked him a few questions about the solution
of ^3 as given in the Normal Tract; as usual, he had nothing to say.
The last part part of the above quotation is both lame and tame, I am

iSyi.l PLACER INSTITUTE. 79

not anxious to tell who agrees, or who disagrees with me. My anxiety
of mind is to see whether practical results will substantiate my philoso-
phy; if not, I must resort to new methods. Mr. Marks, will you do
the same.? Mr. Marks, your address to Mr. Editor on page 379, ex-
hibits the littleness of your mind more than anything that you have
written or have failed to write. You seem to have no more mercy for Mr.
Editor than you have for me and my friends. It is enough for me
and my friends to know, that our courteous and impartial Editor pre-
pared my bungling and hastily written articles and published all that
I sent to him; for which he has our sincere thanks. Mr. Marks, I am
an obscure Sub-Master, you are a well-known Grammar Master. If
position should earn' intelligence and influence along with it, and if
magnanimity is a virtue of the more powerful, and if persuasion is the
weapon of the intelligent, then why did you did not exhibit these
characteristics, instead of their opposites .'' I have avenged no pique,
satisfied no grudges, and have no compunctions of conscience for what
I have done, and entertain no ill will toward Mr. Marks.

Wm. W. Holder.

PLACER COUNTY TEACHERS' INSTITUTE.

Auburn, May 17th, 1871.
The Institute met at 10:30 A. M. County Superintendent Kinkade called the
Institute to orJer, and organized by electing J. A. Filcher Vice-President, and T.
P. Ashbrook Secretary — Miss Fannie Cole, Assistant Secretary.

TEACHERS PRESENT.

Miss Fannie Cole, Ella Coffin, Augusta Eastman, Dora Walker, Maggie Kilgarif,
S. J. Robinson, N. A. Nash, MaryE. Graham, Charlotte Slater, Mary A. Baldwin,
Sena V. Boles, Mary F. Wixon, Alice A. Crumry, Ella S. Wiley, Carrie A. Smith,
Lizzie Bennett, Amanda J. Carter, Mattie J. Nixon, W. L. Reed, M. Lowell, M.
C. Winchester, J. T. Darwin, Oscar F. Seavey, J. A. Filcher, T. P. Ashbrook, E.
J. Schelihous, C. M. Lovett, C. T. P'inlayson, and Miss AmyvS. Pitcher.

The Superintendent appointed the following teachers on committees : Introduc-
tion — Misses Cole, Coffin, Walker; Messrs. Filcher and Ashbrook. On Music —
Misses Graham, Kilgarif, Baldwin ; Messrs. Lowell and Schelihous. On Reso-
lutions — Misses Robinson, Slater; Messrs. Schelihous, Darwin, and Winchester.

The Superintendent, in his opening remarks, said Institutes should be practical
rather than ornamental, and hoped teachers would not be backward about work in
order that he may not have to enforce arbitrary rules.

AFTERNOON SESSION.

Institute met at 1:30 o'clock P. M.

The Superintendent delivered a short address on the subject of popular educa-
tion. He thought children were required to pursue too many studies at the same
time in the common schools, obtaining a partial knowledge of many branches, but
2

8o PLACER INSTITUTE, [Sept.

attaining proficiency in none ; such a course tends to confuse rather than enlighten
the minds of children. He believed the object of instruction was to prepare pupils
for the duties of life. He would not require pupils to pursue more than three dif-
ferent branches at the same time, and would first give a thorough knowledge of
the elementary branches ; afterward, if time and opportunity permit, study the
higher branches. He thought the course of study adopted by the State Board of
Education could not be successfully followed in mixed country schools. He called
the atttention of teachers to the practice of publishing rolls of honor, condemning
it : said while it was honor on one side it was dishonor on the other ; and honest
and industrious pupils are often discouraged (and disgusted with school and books)
by failing to get their names on the roll. His method of keeping the roll is to
enter the name of every pupil, and only erase as a means of punishment.

The address was followed by appointment of Miss Slater- as critic, and a class
exercise on the fundamental rules of arithmetic by Mr. Filcher, His theory is to
pay but little attention to the text-books (dividing into primary, intellectual, and
practical), but would combine all three, and take children at once to the board,
and there exercise in mental drill. He thought the exercise in mental drill should
be given by the teacher, and every teacher should have his own plan, independent
of the text-book.

A lively discussion followed. Mr. Ashbrook was in favor of teachers and
authors going together, moving in harmony; thought pupils should be taught to get
jdeas from the books, and not depend on the teacher's explanation, in order that
they may educate themselves out of school.

Mr. Schellhous offered the following :

Resolved, That arithmetic be taught, mental and practical combined, and so
carried through all stages of advancement.

On motion of Mr. Finlayson (by suggestion from the Superintendent) the adop-
tion of the resolution was deferred until after the exercise on the best method of
teaching mathematics.

Mr. Darwin was next called, and illustrated his method of teaching fractions,
common and decimals. Mr. D. explained his theory by numerous examples on
the board, which showed that he was quite familiar with the subject, and gave many
interesting examples. The Superintendent inquired if multiplication meant to
increase and division decrease the value of fractions. Darwin thought it did.
Superintendent gave examples, and refuted the proposition. Mr. Darwin finally
gave up the contest.

Discussion on this exercise was brief, but thorough.

Adjourned to meet Thursday at 9 o'clock a.m.. Superintendent remarking that
9 o'clock did not mean half-past or a quarter past but at 9 o'clock.

SECOND DAY.

Institute met at 9 o'clock, Superintendent in the chair. The committee on
music entertained the Institute with several beautiful selections, Mr. Schellhous
presiding at the organ.

Critic's report for the previous day was read, creating no small degree of merri-
ment, and having the effect of an admonition to all to be more careful in future.

Misses Coffin and Eastman appointed critics for the day.

Mr. Schellhous was called to give his theory of teaching grammar.

At the conclusion of his exercise Mr. Finlayson offered the following :

iSyi.] PLACER INSTITUTE. 8i

Resolved, That it is the opinion of this Institute that our grammars should be
revised and abridged, united with composition.

Substitute by Winchester :

Resolved, That the plan of teaching grammar, as taught by Mr. E. J. Schell-
hous, be approved by this Institute.

After a long and animated discussion the substitute by Winchester was rejected,
being opposed by Finlayson, Ashbrook, and others, and supported by Winchester,
and others. The Superintendent was of opinion that teachers were not well
enough informed in the plan of Mr. Schellhous to give a decided opinion, and
urged the withdrawal of the resolution. Substitute withdrawn and the original
was adopted unanimously.

AFERNOON SESSION.

Superintendent in the chair.

After music by the choir, Miss Carrie A. Smith, of Auburn, introduced one of
her classes in primary arithmetic. The class was composed of thirteen girls and
boys from eight to ten years of age, and showed great proficiency, describing the
names and use of signs, reciting the tables, and giving examples as far as fractions.
The class were severally interrogated by Ashbrook and Schellhous. Miss Smith
follows Mr. Filcher's practice, taking the class at once to the board, and uniting
mental drill with practical work. This class last September could not recite the
multiplication table, but now show very thorough training.

The subject of teaching primary arithmetic was thoroughly discussed, teachers
generally taking a lively interest. The subject of best method of teaching mathe-
matics followed. The resolution of Mr. Schellhous was taken up. Mr. Win-
chester offered the following substitute :

Resolved, That classes in our public schools should be abolished, and mental
drill combined with written arithmetic.
Finlayson and Darwin offered an amendment, as follows :

Resolved, That the three classifications is a misnomer and objectionable ; that
mental and written arithmetic should be combined from the beginning.

The whole subject was discussed at great length and with much ability. This
discussion developed many new, original, and interesting points in the science of
mathematics, but resulted in laying the whole subject on the table, indicating a
preference for the present practice.

The best method of teaching geography was next in order. Mr. Finlayson was
called by the Superintendent. Mr. Finlayson offered an apology, saying that
geography was a branch which occupied least of his attention. Superintendent
invited him to take the globe, but he said he had no use for it ; thought we had
too much of the globe and maps, or rather we undertake to teach too many things
of no practical utility — neither useful nor ornamental. Was only in favor of teach-
ing the cardinal principles : motion of the earth and currents of wind, causes of
tide, temperature, boundaries of different countries, characteristics of the people,
commercial interests, locations, names, length, height, courses of the different
rivers and mountains, etc. ; but condemned the practice of burdening the minds
of children with minute and unimportant particulars. Mr. Finlayson gave many
ridiculous illustrations in our present practice. Said he had a slab of plaster
paris on which he traced rivers, lakes, mountains and valleys, and would pour
water on to illustrate to his class. Superintendent asked if he taught them that

82 PLACER INSTITUTE. [Sept.

water flowed down hill? Answer. — Yes. Question. — Do you teach that the
water in long rivers obey that law ? Answer. — No ; but teach that it is governed
by the centripetal motion of the earth. Many other questions were asked by
Superintendent and teachers, but Finlayson proved equal to the emergency, and
showed himself master of the situation. The subject was discussed and exempli-
fied by Schellhous, Winchester, Lovett, and many lady teachers.
Adjourned, to meet in evening session at the Court House.

EVENING SESSION.

A large audience present, composed of beauty and intelligence. Essays were
read by Misses Slater and Baldwin and Messrs. Seavey and Schellhous, followed
by an address by Mr. Ashbrook on the subject of <' Magnetism in the School
Room." Adjourned.

THIRD DAY.

Superintendent in the chair; roll called; music; minutes read, corrected and
approved.

Critics' report read, which again caused each to look at his neighbor, as much
as to say, that hit you. Miss Crumry and Mr. Lovett appointed critics for the day.

Miss Baldwin opened the discussion on spelling, which became general and
lively. Superintendent favored the phonetic system, condemned drill, or any-
thing like automatic drill; thought the memory should be taxed to retam that
which the judgment approves; that there are two methods in word-making, one
natural, the other unnatural.

Schellhous would teach children to form and spell words before learning the
alphabet, but was alone in this theory. With one or two exceptions, teachers
expressed their methods, which were, ist — To impart the names of the letters;
2d — Formation of words ; and, 3d — Analysis of words. Messrs. Filcher, Lovett,
Finlayson, Lowell and Winchester, and Misses Nash, Slater, Cole, Carter and
Coffin had original methods.

Mr. Winchester opened discussion on method of teaching history, and favored
topical questioning, and would confine himself chiefly to who, when, where and
what.

All who entered into this discussion appeared to think of our school histories as
Mr. Finlayson does of our geographies — too much of it, and all of our school his-
tories criticised unfavorably. Adjourned.

AFTERNOON SESSION.

Music. First exercise was, What is a perfect recitation ?

The Superintendent required of the teachers severally to give their views, but
scarcely two agreed, which clearly proved the fact that to attain that degree of
proficiency to entitle pupils to a place on the roll of honor depends on the judg-
ment of the teacher, and cannot be determined by any definite rule.

Mr. Finlayson then delivered an address on the subject of " Republicanism in
the Schools;" gave his experience in the system (having tried it successfully). He
treats children as small women and men, subject to the same impulses and emo-
tions, controlled by the same likes and dislikes. His form is like our Republic,
so far as a constitutional government, but all is merged in the constitution and
by-laws (no subsequent statutes), the teacher being the chief executive, and a few

1 87 1 .] SONOMA INSTITUTE. 83

other offices filled by pupils. The substance of his theory is, that pupils will
readily and cheerfully respect and submit to laws approved by themselves.

A resolution was adopted recommending teachers to investigate the matter, try
it, and report at our next Institute.

The following resolutions were then adopted :

1 . That as teachers we regard the art of teaching and school government as
founded upon the natural laws of vital and mental action as a great desideratum,
and look forward with reasonable expectation for a method more in accordance
with that of nature.

2. That the natural sciences should occupy a more prominent place in the
common school curriculum.

3. That we regard vocal music as an important aid to the teacher, and that it
should be recognized as an essential branch of education.

4. That we deprecate the multiplicity of* classes, and recommend a more
simple classification.

5 . That it is the opinion of this Institute that the School law should be so
amended as to allow teachers five days to visit schools without a loss of salary.

6. That a vote of thanks be extended to Mr. Peyton Powell, proprietor of the
Auburn and Michigan Bluff stage line, for free passage given to teachers along
his line.

7. That we return thanks to the citizens of Auburn for interest manifested in
attending the sessions of the Institute.

8. That we return thanks to J. T. Kinkade, County Superintendent, for the
able manner in which he has presided over the deliberations of this Institute; to
our worthy Secretary for the faithful manner in which he performed his duty.
Also to Mr. Filcher for his efforts to entertain the teachers while here.

9. That we also tender our thanks to G. H. Stevens for his liberality in enter-
taining lady teachers at his hotel free of charge.

The Superintendent thanked the teachers heartily for uniform courtesy and
kindness toward him, and at 6:30 o'clock p.m. the Institute adjourned sine die.

T. P. AsHBROOK, Secretary.

♦-«♦►♦

SONOMA COUNTY TEACHERS' INSTITUTE.

TEACHERS PRESENT.

O. P. Fitzgerald, State Superintendent; Dr. Lucky, Principal State Normal
School ; G. W. Jones, County Superintendent ; J. W. Anderson, H. M. Woods,
C. W. Otis, D. S. Lane, Mrs. J. E. VVoodworth, Miss A. Swetland, Anna Bryant,
Miss A. Rathburn, Mrs. A. A. Haskell, Miss E. Acton, Mrs. Ballard, Miss J. C.
Martin, R. Dreiss, Miss Mary Singley, Helen Singley, Miss S. E. Groshory, Mrs.
M. T. Mott, A. C. McMeans, Miss Jo. Holman, Fannie Farmer, Mattie Clark, C.
E. King, Mrs. King, J. H. Fishburn, Mrs. J. W. Woodworth, W. H. McGoon,
J. Shaver, S. R. Plank, Mrs. R. V. Hunter, W. H. Adamson, Miss Flora Mock,
G. G. Goucher, J. D. Lane, J. McEwen, J. McKibben, Anna Churchman, G. C,
Finn, W. A. Edwards, H. Y. Moore, Miss S. Grover, D. M. Gowe, J. G. Yager.
C. P. Moore, C. Lindsay, H. C. Morris, J. S. Woods, E. F. Crane, Miss E. Greg-
son, Miss V. Clyman, Miss J. Clyman, Leander Cummings, Miss Susie Owen,
Georgie Owen, CeliS McAllep, James Harlow, W. Maxwell, Miss N. M. White,
N. A. Young, S. T. DePeucier, A. M. Boggs, Miss Ella Boyes, Thomas Biggs,
Miss Sarah Westfall, Josie Jones, Mrs. Martha Adamson, C. E. Hutton, D. J.
Vanslyke, Miss Sally Northcutt, Carrie A. Mulgrew, J. N. Lafferty, J. S. DePeu-
cier, Miss Laura Holman, Basha England, J. C. Beatty, Milton Clover, E. W.
Davis, H. A. Adamson, G. N. Sanburn, Miss McEwen, Mary Stone.

In pursuance to call of Mr. G. W. Jones, County Superintendent, the teachers
of Sonoma County met at the Petaluma Theatre.

84 SONOMA INSTITUTE. [Sept.

The Institute was called to order at lo o'clock A. M., Mr. G. W. Jones ex-officio
Chairman.

In the election of officers, J. D. Lane was chosen Secretary, and Miss Mattie
Clark, Assistant Secretary ; Messrs. B. F. Tuttle, H. M. Woods, C. E. King, and
D. J. Vanslyke, Vice Presidents.

On motion, Mrs. Woodworth, Miss Tibbetts, Mrs. Jones, Miss Mulgrew, G. N.
Sanburn, were appointed a committee on singing ; Prof. J. W. Anderson, H. M.
Woods, and Mrs. J. C. Ballard, on introduction.

A few remarks by Mr. G. W. Jones, setting forth the real objects which should
prompt teachers to attend the Institute.

The Petaluma Board of Education having been elected honorary members. Mr.
B. F. Tuttle, President, was called upon and addressed the Institute, welcoming
the teachers of Sonoma County to Petaluma.

AFTERNOON SESSION.

Meeting came to order at 2 p. M.

Mr. G. W. Jones addressed the Institute, saying, "I am opposed to a national
system of education. Sonoma County ranks second in the State in the matter of
education, San Francisco County being at the head. Sonoma County has more
resident teachers than any other county in the State. Her teachers, as a class,
have certificates of a higher standing than any other county in the State. The
State Board has revoked teachers' certificates for non-attendance upon the Institute.
I am opposed to any penalty being attached for not attending. I look upon them
as coming here prompted by love of profession. Coming free from any restraint
by law. Privilege makes each one a worker ; it stimulates him."

An address by Mr. D. J. Vanslyke. Subject : "How shall the co-operation of
parents and teachers be secured in the school ?"

The address was followed by discussion.

Mr. J. S. Woods said : " I have experienced but little difficulty in securing the
co-operation of parents. Teachers will find but little trouble in this respect if
they are earnestly devoted to their profession."

Dr. Lucky said : "I believe it to be the duty of every teacher to frequently
visit the parents, inquire into and manifest a deep interest in all their business
affairs — render them assistance in every way possible."

Prof. Anderson said : "I don't bother myself about the co-operation of parents.
Teachers should be independent, over-ride all opposition and objections made.
Do their whole duty though the heavens fall."

Mr. Jones said : "Teachers are not supposed to be missionaries, and the question
is, shall they constitute themselves such?" »

Prof. Anderson said : " The school-law expressly enjoins upon the teacher the
duty of cultivating correct morals, manners, and a true appreciation of the dignity
of American citizenship ; it is a-wise and proper provision ; and every teacher who
fails to' carry it out falls short of doing his whole duty. All this can be done
without going among the parents."

The discussion drifted into the "Use of the Bible in the Public School."

Vanslyke said : "I am not aware that it is used in the Public Schools."

James Woods said : " I use it in my school, and as long as I am an American
citizen I shall continue to use it."

Dr. Lucky moved that a vote be taken on the proposition — That it is the duty

1 87 1 .] SONOMA INSTITUTE. 8 5

of a teacher to visit frequently the parents, as a means of discipline. After being
put a second time it was carried, 32 to 19.

EVENING SESSION.

Address by Dr. Lucky. Subject — "The Elements of Success in the District
School."

SECOND DAY.

Exercises were commenced with singing by the Club. Dr. Lucky followed in
answering some questions concerning the Normal School. He cordially invited
all the teachers to visit the Normal School, saying — "A few weeks vacation could
not be spent by any teacher more profitably to himself than in the Normal School.'-

Address by Prof. J. W. Anderson. Subject — "The Lack of Practicability in
Pupils in our Schools ; Its Causes and Remedy." The address was quite lengthy,
but equally interesting.

AFTERNOON SESSION,

Meeting came to order at 2 P. M. O. P. Fitzgerald, State Superintendent, in
the chair.

Address by Chs. E. King. Subject — " The Object of Recitations, and the best
Method of Conducting Them." He was listened to with great earnestness, and
at times loudly applauded.

EVENING SESSION.

Address by State Superintendent, O. P. Fitegerald. Subject — "The Great
Want of our Public Schools." He said : "I hope that soon every distnct public
school m the State will maintain a school ten months in each year. The State at
large ought to provide for the education of the children. Men are endowed with
a greater administrative power than women, but pay a woman the same as a man
for the same work. God gave to woman more tact, more patience, than to man ;
these qualify her for teaching the primary schools."

THIRD DAY.

Address by Mr. A. C. McMeans. Subject— " The Best Method of Teaching
Composition." He said : "Composing is not a gift. I am opposed to the old
method of giving a child or pupil a piece of paper and letting him sit down and
write promiscuously whatever occurs to his mind. He receives assistance in every
other branch of learning, and why not in this ? I make composition writing almost
a daily exercise, instead of a semi-monthly one. Make a sort of class recitation
of it."

Prof. Lippitt agreed with the Essay, and said : " The English language is the
simplest of all languages. Why is it that a foreigner can so soon learn the English
language when it takes an American a life time to learn a foreign language ? The
whole system of teaching English Grammar is false."

G. W. Jones said : "Our language grows as our wants increase."

Prof. Anderson said : "Our best composers are not made in our schools. A
knowledge of words is first in importance. We must have language in order to be
able to think. Paraphrazing is a good exercise in cultivating variety of expression.
Changing poetry into prose is a good exercise in composition."

Mr. King said : "The mind is a sleeping giant, and can be aroused."

The discussion here drifted into the best method of teaching spelling.

Mr. Sanbum said he gave prizes to make his pupils become interested.

Mr. Johnson, of Sonoma, gave presents in order to stimulate his pupils.

S6 SONOMA INSTITUTE. [Sept.

Mr. McMeans opposed the use of slates in teaching spelling. He thought the
best method is oral spelling.

Dr. Fitzgerald said — "The difficult words in the reading lessons should be
spelled."

Mr. Vanslyke, of Healdsburg, said — "The only method for making a thorough
speller is, to teach him by writing."

AFTERNOON SESSION.

Judge Langdon addressed the Institute upon the subject of Popular Education.
Address by Chs. E. Hutton. Subject — "Do Examinations and Exhibitions
Promote the Interests of the Schools?" He said : "Examinations stimulate both
teacher and pupils. Examinations differ but little from a recitation, only a little
more comprehensive — a sort of review. As is the teacher so is the school. The
performance of one mental operation helps in performing the subsequent one.
Examinations strengthen the confidence of the pupil. Every thou ght taken into the
mind either improves or poisons it. I am oppossed to exhibitions — that is, the
way in which they are usually conducted. Their general effect upon the mind is
poisonous. They usually are all but a waste of time."

Mr. King thought exhibitions no waste of timej and adduced a long train of
arguments in favor of them.

Mrs. Haskell, of Petaluma, agreed with King. She thought they were infinitely
valuable in schools.

Prof. Lippitt favored exhibitions, saying — " I owe all the usefulness and influence
of my life to the fact that I was put upon the stage when a boy. That teacher
fails to do his whole duty who does not put the girls upon the stage to express
their opinions in public."

Prof. Anderson said: "Confidence comes only by knowledge, and without
knowledge there is no confidence."

FOURTH DAY.
Dr. O. P. Fitzgerald repeated his invitation to the teachers present to attend the
State Teachers' Institute, saying that teachers should be true to each other, stand
by each other.

The following resolution, offered by Prof. Anderson, was passed :
Resolved, That this Institute tender Dr. Fitzgerald a vote of thanks for his
valuable services during the Institute.

Dr. Biggs said : " He could go to his school with renewed vigor. He was under
many obligations to some of the speakers."

Prof. Hutton, in response to the attacks made upon his address in reference to
exhibitions, said : "All that the opposition have said amounts to nothing in reality.
Knowledge without expression is like money locked up in a safe. There is no
neutral ground in education — all is either good or bad for the scholar. It is fearful
to behold the responsibility of a teacher ; the longer I teach the more responsi-
bility I feel,"
The subject of school law was then taken up.

Mr. G. W. Jones stated : "That this year in Sonoma County the Public School
Fund will be greatly increased over what it was last year. The amount of taxable
property in the county is six million dollars. Last year the county tax was thirty
cents upon the one hundred dollars ; this year thirty-five. Last year the State
tax was eight cents ; this year it is raised to ten."

1 87 1 . ] MONTEREY INSTITU7E. 87

After a continued discussion, participated in by many of the teachers, Dr.
Graves, of Petaluma, offered the following resolution, which was adopted :

Resolved, That the Senator and delegates from Sonoma County to the next
Legislature be requested to use their influence in securing appropriations sufficient
to maintain the Public Schools at least eight months in each year.

Mr. B. F. Tuttle thought it was necessary to have something to tax before we
can expect so much by taxation. All property should be taxed equally for school
purposes. If we can not lengthen our school terms to ten months lengthen them
to six. He disagreed with Dr. Graves concerning the wealth of California, say-
ing California is the poorest State in the Union. Taxation and wealth should be
increased together. If the people of Petaluma, who pay the taxes, could be
relieved of the present school tax they could support a teacher at a salary of five
hundred dollars per month, at a less cost than under the present circumstances
they give him one hundred and fifty.

Vanslyke thought the subject, "How can we lengthen the terms, of more im"
portance than the question of salaries."

Mr. G. W. Jones said : '■'■ How to raise the tax rather than the amount, should be
the question for discussion. Under the law Santa Rosa is exempt, but adjoining
districts are not. This is neither just nor constitutional. Taxes for the public
good should be equal."

Mr. Tuttle said : "Our school tax is greater than all the taxes in the State of
Maine, and there they maintain the public schools eight months during each year.
I am opposed to increasing the salary of teachers, but am willing to pay a tax to
support a teacher ten months in the year."

AFTERNOON SESSION.

Institute came to order at 2 P. M. G. W. Jones in the chair.

Prof. Anderson in his last speech commended Mr. Jones very highly for his zeal
and earnestness in the execution of the duties of his office, saying — "Notwith-
standing I did all in my power at the last election to defeat you, since then you
have cordially co-operated with me in my efforts to do good, and it is not only my
wish that you be re-elected, but it shall be my effort."

On motion, a committee of five members, three gentlemen and two ladies, were
appointed to report an order of exercises for the next Institute.

A motion was unanimously carried in favor of holding the next Institute at
Petaluma.

[The Resolutions have not reached us. — Eds.]

On motion the Institute adjourned sine die.

J. D. Lane, Secretary.

MONTEREY COUNTY TEACHERS' INSTITUTE.

Salinas City, August i8th, 1871.

The Teachers' Institute of Monterey County met, according to published notice,
in the Public School-house of Salinas City on Tuesday morning, the 15th of
August, at 10 A. M., and closed with a pleasant reunion on the night of Thursday,
the 17th instant.

Following is the list of officers : E. M. Alderman, President ; A. W. Butler,
Vice-President ; S. M. Shearer and P. E. Kersey, Secretaries.

Committees were appointed as follows : On Resolutions— Misses Harvey, Shaw,
and McCandless, Messrs. J. N. Thompson, A. B. Hughes, and R. B. Warren. On

88 MONTEREY INSTITUTE. [Sept.

Music — Misses Harvey, Conover, and Canfield, and Messrs. Morehouse and Hughes.
On Introductions — Misses Canfield, Fronie Harvey, and Abbott, and Messrs. A.
W. Butler, Jno. Gregg, and H. V. Morehouse,

Critics for the first day, Mr. L. O. Rodgers and Miss Kratzen ; second day, Jno.
Hays and Miss Fronie Harvey ; third day, R. C. McCroskey and Miss McCandless.

Following are the names of members enrolled : Misses Lizzie Harliss, Lotta
Roadhouse, Fannie B. Canfield, Fronie E. Harvey, Loletta Graffelman, Josie Har-
vey, Luella Abbott, E. L. McCandless, Libbie Conover, Hattie J. Shaw, Clara
Warren, Messrs. John Hays, L. O. Rodgers, Chas. Wainwright, A. W. Butler,
John T. Moore, P. C. Millette, A. B. Hughes, J. T. Gregg, S. F. Crawford, J.
Martin, J. N. Thompson, S. M. Shearer, R. B. Butler, Sam'l Westlake, P. E. Ker-
sey, R. C. McCroskey, Miss Letitia Irwin, Miss Jennie Fallon.

The following were elected honorary members : Rev. W. C. Curry, J. A.
McCandless, Rev. W. H. Wilson, Mrs. H. V. Morehouse, B. T. Nixon.

Following is the report of the Committee on Resolutions :

_ Resolved, That it should be the privilege of the teacher to visit the schools of
his county, and that he should be allowed at least five days in the year for that
purpose without reduction of salary.

Resolved, That frequent changes of teachers and text-books are detrimental to
the best interests of the Public Schools.

Resolved, That we think teachers should publish, in the California Teacher,
any errors they may find in our text-books.

Resolved, That all teachers who engage in the profession should be granted a
renewal of certificates of their respective grades, without a re-examination, except
where there may be serious objections, such as unprofessional conduct or incom-
petency.

Resolved, That there should not be more than twenty credit marks for perfect
examination in the School Law of California, and that the other thirty credits be
divided between Philosophy and Composition.

Resolved, That no person be entitled to a certificate of the first grade who does
not receive eighty per cent, in Arithmetic and Grammar, without reference to the
number of credits in other branches.

The resolutions were adopted.

The following additional resolutions were offered and adopted :

Resolved, That it is the sense of the teachers of Monterey county, in Institute
assembled, that the salary of the Superintendent of Public Schools of said county
should be increased to twelve hundred dollars per annum.

Resolved, That when a parent or guardian neglects or refuses to educate his
children, it is the duty of the Legislature to make laws to compel him to give
them the elements of a common English education.

An Essay was read by A. B. Hughes on the subject of " Human Progress."

Miscellaneous Topics : Class exercise in Geography ; Class exercise in Spelling;
Discussion on Teaching Spelling ; Discussion on Teaching English Composition ;
Discussion on lowering standard for third grade certificates ; Discussion on Course
of Study in operation at present ; Discussion on Compulsory Education ; answer-
ing questions propounded and deposited in the question-box ; Select Reading.

An Address of Welcome was delivered by County Snperintendent Alderman.

Lectures were delivered by Judge E. M. Reading and H. V. Morehouse.

Judge Reading's lecture showed marked ability, holding the audience spell-
bound with his beautiful and apt illustrations of his chosen subject, "Woman."
His command of language was eloquent and forcible.

Mr. Morehouse delivered an excellent address on "What Constitutes a True
Teacher," and was enthusiastically applauded.

On the evening of the last day Dr. O. P. Fitzgerald, State Superintendent, de-
livered a practical and forcible address on the subject of education, containing
many useful suggestions to school officers, and much that was calculated to inspire
the teacher with renewed zeal in his calling.

S. M. Shearer, Secretary.

DEPARTMENT OF PUBLIC INSTRUCTION.

EDUCATIONAL ITEMS.

Why Declined. — The excellent teacher and kind friend who sends us an arti-
cle headed, "Who Shall be State Superintendent?" will excuse us for declining
to publish it. It would not be proper to open the pages of the Teacher to such
a discussion. The relation of one of the editors to the subject is sufficient reason
for keeping free from any discussion of it in these pages. A moment's reflection
will show our friend that this is the proper course.

The Monterey County Teachers' Institute. — The proceedings of this
body may be found in this number. The occasion was one of interest and profit.
Salinas City is one of the most hospitable of places, even during a "dry year;"
Dr. Alderman is one of the most genial of County Superintendents ; and with such
teachers as Warren, Rogers, Shearer, Hughes, Martin, and others, the exercises
could not fail to be lively and interesting. A protracted discussion on "Com-
pulsory Education " was a marked feature of this Institute. This discussion de-
veloped a great variety of opinion on the subject, but showed that the majority
favored strong measures if necessary to secure the education of the masses. The
speakers on both sides manifested a high degree of intelligent enthusiasm, and
will be found working harmoniously together in support of all practical progressive
educational movements. Messrs. Martin and Shearer, the rival candidates for the
County Superintendency, were present, beaming with good humor, and took kindly
the pleasant rallying they received at sundry times. The State Superintendent
has a very pleasant remembrance of this Institute, but a little modified by the hot
and tedious ride on the highest point of a pyramid of baggage on the " deck" of
that overcrowded stage-coach.

"An Angle." — A worthy school director of one of our Bay towns, in a letter
introducing a lady teacher to the State Superintendent, spoke of her as "an ang/^r
in human form." No sarcasm was intended, for the lady was neither angular nor
homely. It only shows the eccentricity sometimes observable in official ortho-
graphy.

Dr. Spencer's Polytechnic School. — Dr. Spencer has opened a polytechnic
school for boys in Oakland, and will bring to it a varied and many-sided culture,
which will merit the success we so heartily wish him.

Pacific Methodist College. — This school was reopened at Santa Rosa
August 9th. Addresses were delivered by Gov. Haight, Rev. W. R. Gober, and
Dr. Fitzgerald, State Superintendent. The Faculty are : Pi-of. A. L. Fitzgerald,
President ; Chas. S. Smyth, Professor of Mathematics ; Charles King, Professor
of Ancient Languages ; Prof. F. F. Zellner, Music Department ; Miss Florence
Miller, Preparatory Department ; Mrs. Louisa Parks, teacher of French and
German. At the close of the opening exercises one hundred and fourteen students
were enrolled. A most promising beginning for a prosperous school in the beau-
tiful and delightful town of Santa Rosa.

Prof. D. C. Stone's School at Oakland.— It will not be thought invidious

90 DEPARTMENT OF P UBLIC INSTR UCTION. [Sept.

for us to say here (what we frequently have occasion to say in conversation) that
among all. our private schools that of our friend Prof. D. C. Stone, at Oakland, is
one of the best. It comes as near being a home for pupils, in all the best senses
of the word, as any school can be where mother is not. When a child is sent
from home to be educated, the parent wants to place his child with a good teacher
and a good man. Prof. Stone is both.

California Educating Japan. — California is fulfilling her destiny as the
ciVilizer and educator of the Asiatics. Rev. Dr. Veeder, late of the City College
of San Francisco, is now at the head of the English schools established by the
Japanese Government at Yeddo. Mr. M. M. Scott, late a member of the State
Board of Examination, and Mr. Wilson, a teacher of long experience in the East
and brother of Prof. Wilson, of the City College, left for Japan on the ist instant.
Mr. Scott's associates on the State Board of Examination part with him with much
regret, but wish him the largest measure of success in the orient. We have the
promise that both of these gentlemen will favor the Teacher with letters from
Japan.

University of the Pacific. — Rev. O. S. Frambes, A. M., has been called to
the chair of Mathematics in this institution, and brings to it long experience
and tried ability. Irving Henning has been elected to the chair of Ancient and
Modern Languages. A good choice. We have known him from his boyhood,
and know no finer specimen of a gentleman and religious scholar.

Teachers, Attention ! — The teachers of all colleges, seminaries, academies,
and denominational schools, are requested to forward to Dr. O. P. Fitzgerald,
Superintendent of Public Instruction, San Francisco, at as early a day as possible,
a sketch of their respective schools, for use in the forthcoming Biennial Report.
Without such an exhibit the Report will be very imperfect. The heads of these
schools may thus do themselves a service while benefitting the public and obliging
an official.

Fifth Class of the University of California. — The formation of branches
of the Fifth (or Preparatory) Class of the University in different parts of the State
having been referred by the Regents to Prof. Tait and the Superintendent of Public
Instruction, arrangements have been made for the establishment of such classes in
Grass Valley, Nevada City, and Santa Cruz. This feature, which so intimately
correlates the University to the common schools, promises great benefit to both.

iSyi.] DEPARTMENT OF PUBLIC INSTRUCTION. 91

Payot, Upham & Co. (formerly Payot & Co.), will, under the new arrange-
ment, take distinguished rank among the booksellers of San Francisco. The new
partner, Mr. Isaac Upham, will bring to the firm large business capacity, a very
extensive acquaintance, and a host of friends in every part of the State. We wish
our friends the success they are sure to merit and achieve.

TABLE OF CONTENTS.

PAGE.

Literature in Schools 63

How Much Assistance Should be Rendered

Scholars in their Studies ? 67

Two "Last Words" of the Normal Tract

Review 73

Placer County Teachers' Institute 79

Sonoma County Teachers' Institute 83

Monterey County Teachers' Institute 87

Department of Public Instruction 89

Educational Items 89

Why Declined 89

PAGE.

The Monterey Teachers' Institute 89

"An Angle" 89

Dr. Spencer's Polytechnic School 89

Pacific Methodist College 89

Prof. D. C. Stone's School at Oakland. . 89

California Educating Japan 90

University of the Pacific 90

Teachers, Attention ! 90

State Normal School Building 90

Fifth Giass of the University of Cal'a. . 90

PERSONS OF BOTH SEXES ARE
thoroughly fitted for business pur-
suits, or for telegraphic operators, at
this institution. The scholarships
of this school are good for tuition in
the thirty-six Bryant & Stratton Col-
leges. Young men are practically
educated for Bankers, Merchants,
Clerks and Bookkeepers by the most
thorough course of actual business
training ever introduced into any
school on the Pacific coas-t. Sessions
continue day and eveniKg throughout
the entire year. Sttidents can enter at any time. Just the course of study lor young men
in all walks of life who wish to succeed. For full information regarding the school, call at
the College Oflace, 24 Post street, or send for Hbaus's College Joithnal, pubUshed monthly,
and sent free to all by addressing

E. P. HEALD,

President Business College, San Francisco.

^r THE WOMAN'S PACIFIC COAST JOURNAL, by Mrs. C. F. Yottng,
M. D., is a Health-reform and Temperance paper, designed to teach people
to live so as to avoid sickness, and how to cure the sick by natural means
without the use of medicine.

In the opinion of leading health-reformers it is one of the best — some say
" the very best"— of the six health journals in the United States. Sixteen
quarto pages, book paper, $1.50 per annum; 10 copies, $12; 21 copies, $20;
specimen numbers, 10 cents. Address " Woman's Journal," box 1501, San
Francisco.

A. WALDTEUFEL,

287, Music Hall, First Street, San Jose.
Importer, Wholesale and Retail Dealer in

Standard and Miscellaneous Books,

School Books and Stationery,

The undersigned would respectfully call the attention of TEACHERS,
SCHOOL TRUSTEES and LIBRARIANS, to his well selected and complete
assortment of School and Miscellaneous Books, which he offers at the Lowest
Market Prices.

LIBERAL DISCOUNT TO TEACHERS.

Orders respectfully solicited, and promptly attended to.
Agent for —

Steinway & Son's JPiano-forte.
Also for —

CMckering S Son's,

JBurdett's Combination Organ.

MUSIC, in all its infinite branches, and MUSICAL INSTRUMENTS.
Subscriptions talten to all Foreign and American Periodicals.

A. AVALDTEUFEL,

Aug.-3m 237, Music Hall, First Street, San Jose.

EDUCATIONAL ADVANCEMENT.

Eastman's Penmans' Assistant.

Penmanship, one of the ^

most important studies of the \\ [ j ^^S^^ZIT^

School room, wonderfully as- irffi tinT i-mnn m*' ' " ' ^^^^'^^^m^^^^'^'^^'^^^'^^'^^^^^^^ y'^'''^

sisted by this practical inven- ^ W

tion. Teachers will do well
to examine it carefully; and will find it supplies
a real need. We call special attention, also, to
our Celebrated Eastman Pen.

Agents wanted for the introduction of the
Assistant, throughout the Coast. Samples and
Agents' Circular sent on receipt of 75 cents cur-
rency, to P. O. Box, 1915.

MOORE & WEINMAN,

San Francisco.

1^^ A TEACHEE, of eight years' experience in the East, holding a First
Grade State Certificate, desires a situation as Principal of a graded school.
Keferences: Hon. O. P. Fitzgerald, State Superintendent, W. M. McFadden,
County Superintendent of Los Angeles county, and others. Satisfaction guar-
anteed. Correspondence solicited. Address, A. B., "California Teacher,"
San Francisco, Cal. Au-2t

CALIFORNIA

TATE Normal JSchool.

BOARD OF TRUSTEES.

R H. HAIGHT Governor

O. P. FITZGEEALD Superintendent of Public Instruction

C- T. RYLAND San Jose

A. J. MOULDER San Francisco

H. 0. WELLER San Jose

JAMES DENMAN San Francisco

J. H. BRALY San Jose

TEACHERS.

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

H. P. Caelton Yice-Principal

Miss E. W. Houghton Assistant

Mrs. D. Clabk Assistant

Assistant

COURSE OF STUDY.

To secure admission into the Junior Class, applicants must pass a satis-
factory examination before the Board of Examination in the county in which
they reside, on the following subjects, viz. :

Orthography, Reading, Penmanship, Common School Arithmetic, English
Grammar, Geography and Composition.

JxjNioB Class — First Session.

* Arithmetic — Robinson's Higher.
^English Grammar — Brown's.

* Geography — Mont eith ' s .
^Reading — McGuffey's 5th Reader.
^Orthography — Willson's.

Moral Lessons — Cowdery's.
Mental Arithmetic.
Analysis and Defining.

Junior Class — Second Session.

* Algebra — Robinson's Elementary.

* English Grammar — Brown's.
Geometry — Marks' Elements.
Physiology — Cutter's.

*JJ. S. History — Quackenbos'.

Vocal Culture.

Book-Eeeping — Payson, Dunton & Scribner's Single Entry.

Natural Philosophy — Steele's.

To secure admission into the Senior Class, applicants must be regularly
promoted fiom the Junior Class, or pass a thorough written examination,
conducted by the Normal School Board of Instruction, on those studies of
the Junior Class marked with an asterisk, and an oral examination in Natural
Philosophy and Physiology.

Senior Class — First Session.
Algebra — reviewed.
Physiology — reviewed.
Natural Philosophy — Quackenbos' ..
Bh£toric — Hart ' s .
Natural History — Tenney's.
Vocal Culture — Russell's.
Book-Keeping — Payson, Dunton & Scribner's Donble Entry.

Seniob Class — Second Session.
Arithmetic — reviewed.

Geometry, Trigonometry, and Mensuration — Davies'.
Botany — Gray's.
Physical Geography — ^^Varren's.
Mental rUlosophy — Upliam's.
English Literature — Collier's.
Astronomy — Loomis'.
Chemistry — Steele's.
General Exercises — Same as in the Junior Class.

REGULATIONS OF THE NORMAL SCHOOL.

1. All pupils, on entering the School, are to sign the following declaration:
"We, tlie subscribers, hereby declare that oiir purpose in entering tlie State Normal School

Is to fit ourselves for the profession of Teaching, and that it is our intention to engage in

teaching in the Public Schools of this State."

2 To enter the Junior Class male candidates must be seventeen years of
age; and female candidates sixteen. To enter the Senior Class they must be
one year older.

4. No pupil shall be entitled to a Diploma of Graduation who has not been
a member of the School at least one year.

GENERAL INFORMATION.

In obedience to the requirements of the ' 'Act to Establish the State Normal
School, ' ' passed by the last Legislature, the next session of the School will
be held in San Jose. There will be Oral and Written Examinations at the
close of each session. The Graduating Exercises will be in March.

Pupils will be required to furnish their Text Books. Reference Books
will be furnished by the School.

There is no boarding house connected with the Normal School. Good
boarding can be obtained in private families at reasonable rates.

CALENDAR FOR 1871-72.

First Session begins June 14th, 1871.
First Session ends October 6th, 1871.
Fall vacation, one week.
Second Session begins October 16th, 1871 ;
Second Session ends March 14th, 1872 .

For additional particulars, address

Eev. W. T. lucky, a. M., Peincipal, San Jose.
March 25th, 1871.

Terms of Advertising in the California Teacher.

[Payable In U. S. Gold Coin.]

1 month.

l-4page $ 5 00

1-2 page. ... : 10 00

1 page 15 GO

3 moniJis.

6 montJis.

lyear.

$13 00

$25 00

$ 40 00

25 00

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70 00

40 00

60 00

100 00

LIBBT & SWETT,

3 New Montgomery St,,

Grand Hotel Bailding-, San Francisco.

BookSj Stationery and School Supplies.

A FULL STOCK OF

School BookSf

School Apparatus^

Wall MapSf

Globes^ &c.
Miscellaneous Books,

New Books ^

Fine Stationery, &c.

and everything else that pertains to our business at the lowest market rates.

We cordially invite the visits and correspondence of teachers and school
officers.

P. O. Box 459. I4IBBY <Sc SW^ETT.

THE GOLD MEDAL

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NEW AND YALUABLE SCHOOL BOOKS

PUBLISHED BY

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PAYSON, DUA'TON «& SCRIBNER'S

NATIONAL SYSTEM OF PENMANSHIP,

The best, most popular and most extensively used of any system in the world.
(Adopted by the State Boaed of Education.)

REVISED, NEWLY ENGRAVED AND IMPROVED.

New Stai|dard Edition, 18T0— Original Model System.
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It is the only system republished in other countries and recognized as the
"American Standard of Penmanship."

"We cordially indorse it with greater satisfaction every year, " is the unani-
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ADOPTED AS THE STATE SERIES IN CALIFORNIA.

New, and already in use in nearly all the large cities in the United States.
Primary I>x'awiiig Cards,

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each. Price 20 cts.

I*rlmary IJi-a^ving: Siates,

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Teaoliers' Guiclcs,

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structions for each object. Price 30 cts.

fti^lcotolies Ij-'onx IVatvix-e,

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IlnT>l>er-C\isliioiic<i IVoiseless Slates,

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sizes. A great comfort to every teacher.

The Cambridge Course of Physic, by W. J. Eolfe and J. A. Gillet, the
most popular course of Physics. Published in three volumes, Chemistry,
Natural Philosophy and Astronomy, and a shorter course in three smaller vol-
umes, called Hand-book Chemistry, Hand-book Philosophy, and Hand-book
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^p'Teachers, and all those desiring to know more of our publications, are
requested to correspond with us freely. Liberal terms will be given for first
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Address LIBBY & SWETT,

m ^ T. .^^ '^ ^ew Montgomery Street, ISan Francisco,

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FOURTEEN WEEKS" IN NATURAL SCIENCE.

J. DOEMAN STEELE, A.M.

WEEKS i NATURAL PHILOSOPHY,

ASTRONOMY,

COURSES ^"^'^"II9.T'.

GEOLOGY-

These volumes constitute the most available, practical, and attractive text-books on the
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THE FAMOUS PRACTICAL Q,UESTIONS
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and are not directly answered in the text, the design being to test and promote an intelligent
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TO MAKE SCIENCE POPULAR
is a prine object of these books. To this end each subject is invested with a charming Jn-
terest by the peculiarly happy use of language and illustration in which this author excels.

THEIR HEAVY PREDECESSORS
demand as much of the student's time for the acquisition of the principles of a single
branch as these for the whole course.

PUBLIC APPRECIATION.
The author's great success in meetina an urgent, popular need, is indicated by the fact
(probably unparalled in the history of scientific text -books), that although the first volume
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PHYSIOLOGY AND HEALTH.
By EDWARD JARVIS, M.D.
T A P VT^' ELEMENTS OF PUYSIOLOGY

PHYSIOLOGY AND LAWS OF HEALTH.

ich approach this subject with a proper view of tl
hools, viz., that scholars may know how to take car<
d from these works will be always

:e3:is o'v^risr iDooaror^.
BOTANY.

WOOD'S AMERICAN BOTANIST AND FLORIST.

This new and eagerly expected work is the result of the author's experience and life-long
labors in

Classifying' tlie Science of Rotany.

He has at length attained the realization of his hopes by a wonderfully ingenious process of
condensation and arrangement, and presents to the world in this single moderate-sized vol-
ume a Complete 3Ia nun. 1. ,

In 370 duodecimo pages he has actually recorded and defined
Nearly 4,000 Species.

The treatises on Descriptive and Structural Botany are mod'-ls of concise statement, which
leave nothing to be said. (Jf entirely new features, the most notable are the Synoptical Ta^
bles for the Dlackboard, and the distinction of species and varieties by variation in the type.

Prof. Wood, by this work, establishes a just claim to his title of the great

AMERICAN EXPONENT OF BOTANY,

A. S. BARNBS & CO., PabUsliers, New York.

L.IBBY & SWJQTT, 3 New Montgromery St., San Francisco,
P.O. Box 459. Grand Hotel Building.

VALUABLE SCHOOL BOOKS.

SEEIES OF

ENGLISH GRAMMABS

I3IJPBOVED.

The First Lines of English (xraramar;

Being A Bbief Absteact or the Aitthok's Labgek Woek, "The Institutes
or English Geammae."

BY aOOLD BROWN.

A New Edition, with Exeecises in Analysis and Passing ; by Heney
Kiddle, A.M., Supeeintendent of Public Schools, New Yoek City.
122 pages, 12mo. Price 45 cents.

The Institutes of English Grrammar;

Methodically Aeeanged; with foems of Paesing and Coeeecting, etc., etc.

BY GOOLD BROWN.

A New Edition, with Exeecises in Analysis and Passing; by Heney
Kiddle, A.M., Supeeintendent of Common Schools, New Yoek City.
; 343 pages, 12mo. Price $1 00.

in.

The Grrammar of English Grammars;

With an Inteoduction, Histoeical and Ceitical ; thk whole Methodically
Aeeanged and Amply Illusteated, etc., etc., etc.; and a Key to the
Oeal Exeecises, with Appendixes, etc. Fifth Edition. Bevised
AND Impeoved.

BY GOOLI) BROWN.

(With a Fine Poeteait of the Author, Engeaved on Steel.) En-

LAEGED BY THE ADDITION OF A CoPIOUS InDEX OF MaTTEE, BY SaMUEL

U. Beeeian, a.m.

1,102 pages, large octavo, handsomely bound. Price $6 50.
Copies q/ Fiest LifJES and Institutes /wrnis/iecZ, /or examination, at half price.
The excellence of Brown's Grammars is very generally admitted, and, not-
withstanding the multitude of school grammars which have come in compe-
tition with them, they have steadily advanced in public favor, and are largely
in use throughout the country. In perspicuous arrangement, accuracy of
definition, fullness of illustration, and comprehensiveness of plan, they stand
unrivalled.

WM. WOOD & CO., Publishers,
jxily-3m NEW YORK.

O . JE K, ILr 1 :N' , Manufacturer of OFFICE AND SCHOOL FUKNITURE, Desks of
all kinds, Church, Hall and School Settees, Blackboards, Map Stands, Chart Racks, Easels,
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K?'A reasonable time to fill orders should be allowed. Please send for price list.

OFFICIAL ADOPTION

McG-XJFFEY'S

-NBW ECLECTIC EEADEi

BY THE-

STATE BOARD OF EDUCATION
OF OALIFOENIA.

At a meeting of the State Board of Education, held at San Frani
July 12, 1870, the following members being present, viz:

His Excellency Gov. H. H. Haight ; Hon. O. P. Fitzgerali^,
Superintendent of Public Instruction; James Denman, Superintend^
Public Schools, San Francisco ; Dr. A. Trafton, Dr. W. T. Luckyi
Messrs. Lynch, N. Furlong, W. H. Hill, W. R. Leadbetter, G
Jones, and W. A. Robertson ;

On motion of G. W. Jones, Esq.,

McGuffey's New Eclectic Readers

Were unanimously adopted for exclusive use in the Public Schools oii
ifornia.

Recommendations of McGuffey's New Readers were submitted t
State Board of Education from over

FORTY COUNTY SUPERINTENDENTS

Of the State; and, in many cases, these were indorsed by prominent
influential Teachers of schools under their supervision ; in addition to
numerous recommendations and petitions for the adoption of McGi
Series were received and read, from Principals and Teachers over the
generally.

These recommendations and petitions, the conviction of the mei'
of the State Board of the superiority of McGuffey's Readers over the
use, and their great popularity in a majority of the States of the U
influenced the Board in its unanimous adoption of this most exc*
series of books.

EXTENSIVE POPULARITY

— OF —

GUFFEY's New Eclectic Readers.

Guffey's New Eclectic Readers have, at various times, been

lly or individually recommended by successive State Superintendents

blic Instruction of

ft, IOWA, MISSOURI,

LIJ^OIS, KAl^SAS, WISCOXSI^,

ICHIOAIV, IXI>IA]¥A, KEl^TLCKY,

Uf IXI^ESOTA, WEST VIRGE^IA, PE:5rXSYIiVAWIA,

i have now an extensive, and in many cases an exclusive^ use in these

ACTION OF THE ST. LOUIS BOARD.

* * "In urging the adoption of McGuffey's Readers, we feel

id we are asking the trial of no experiment, but are recommending

that are approved by the best educators of the country. We believe

ihese Readers possess more of those features that our schools require

iny other series presented."

his report of the Committee was unanimously adopted.

Gruffey's New Eclectic Readers were also adopted by the Board of Edu-
. of Brooklyn, N. Y., November 16, 1869 ; of Richmond, Va., Sep-
r 23, 1869 ; and were re-adopted by the New York Board for 1870.
ilare also in exclusive and satisfactory use in the public schools of

icOCIlVNATI, O., DUBUQIJE, IOWA,

HARRISBURG, PA., FORT WAYI^E, IIVD.,

WHEEI.I]\ G, W. VA., SPRINGFIELD, H.^.,

DETROIT, MICH., PEORIA, lEIi.,

MILWAUKEE, WIS., aiJIlVCY, ILL.,

CLEVELAND, O., COLUMBUS, O.,

JTOLEBO, O., MADISON, WIS.,

I And many other leading cities in all sections of the country.

Guffey's New Eclectic Readers have also been recently adopted for
bdve use by the State Boards of Education for

MARYLAND, ARKANSAS,

CALIFORNIA, WYOMING;

*.n«ve a far wider use and approTal than any other Reading
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^^Correspondence of Teachers and School OflScers respectfully solicited,
^il terms on first supplies for introduction.

I Address ISAAC UPHAM,

i Car© HENRY PAYOT & CO.,

62a Washington Street,

SAN FRANCISCO, OAL.

JPOPXJL^R TEXT BOOK:^

FOR SCHOOLS, ACADEMIES AND COLLEGES.

BROWN'S ENGLISH GRAMMARS.

COMPRISING

Brown's First Lines of English Grammar,

12mo. Half bound. Designed for young learners. Ketail price, 45 cts.
Brown's Institutes of English Grammar,

12mo. Muslin, leather back. For the higher classes. Ketail price. $1 00.

*^*Both of these very popular text-books have just been revised by Henry

Kiddle, A.M. , Assistant Superintendent of Public Schools of New York City,

with important additions, especially in the department of Sentential Analysis.

Brown's Grammar of English Grammars,

Royal 8vo. Leather or half morocco. Retail price, $6 50.
These Grammars were never so popular or widely used as at the present
time— they are the books. The latter is the most comprehensive and exhaust-
ive Treatise on English Grammar extant.

ROSCOE'S CHEMISTRY.

Lessons in Elementary Chemistry,

By Heney E. Roscoe, B.A., F.R.S., Professor of Chemistry in Owens Col-
lege, Manchester. In one beautiful little volume, handsomely illustrated
with engravings, and bound in muslin, red edges. Just published. Retail
price, $1 50.

This little book is, we believe^ the only one in the market containing all the
newest features in Chemistry.

LAMBERT'S PHYSIOLOGIES.

La'inhert's Hutnan Physiology , Anatomy, and Hygiene,

Lambert's Primary Physiology f Anatomy, and Hygiene,

12mo. Profusely illustrated. Retail price, 85 cents.

GANOT'S PHYSICS.

Elementary Treatise on Physics, Experimental and Applied,

For the use of Colleges and Schools . Translated and edited from Ganot's
Elements de Physique, by E. Atkinson, Ph. D., T. C. S. Illustrated by a col-
ored plate and 6(38 wood cuts. In one veiy thick 12mo. volume. Price, $6.

This beautiful and most thoroughly systematic work has been adopted for
use in some of the highest colleges in the land, as Harvard University , Colum-
bia College, etc., etc., and is not only the best work of its kind for educational
purposes, but would be also a very valuable addition to any library .

Teacl^ers, Scjiool Boards, and others interested, are cordially invited to cor-
respond •vV'ith the publishers. Very favorable terms for introduction.

Copies of the above books, except Ganot's Physics and the Grammar of
English Grammars, sent for examination for halt the retail prices affixed.
WILLIAM WOOD S CO,, Publishers,
NEW YORK.
^* These book« are kept for sale in California by Booksellers generally,
and in San Francisco by A. ROMAN & CO., and H. H. BANCROFT & CO.

CATALOGUE.

\y hook in this Catalogue sent by mail, JPOST-JPAIJDf on receipt of price.
Liberal Discount made to the Trade and to School Officers.

ANATOMY AND PHYSIOLOGY.

«r's First Book on Anatomy 80

Treatise on Anatomy 1 70

Anatomical Plates, per sot, mtd. (10) . 14 50
(8).. 12 00

ton's Physiology and Hygiene 1 50

iper's Anatomy and Physiology, 12mo 1 50

ehcock's Anatomy and Physiology 1 60

Hooker's First Book in Physiology ^{>

" Human Physiology 1 75

Hutchison's Physiology and Hygiene 1 60

Huxley & Youman's Physiology and Hygiene 1 75

Jarvis' Physiology and Laws of Health 1 65

Lambert's Human Physiology 1 50

ASTKONOMY AND METEOEOLOGY.

B cklesby's Common School 75

1 " Elements 1 75

, " Meteorology 1 25

El.'ritt's Geography and Atlas 2 50

tijr and Keith's Astronomy and Use of the

: Globes 1 25

Eildle's Short Course in Astronomy 90

" New Elementary 1 50

[skyer's Elements of Astronomy 1 75

hmis' Elements of Astronomy 1 50

;" Practical 2 00

'" Meteorology 2 00

Silntyre's Astronomy and the Use of the

i Globes 1 50

Mattison's Primary 80

High School 1 25

Olmsted's Rudiments of Astronomy 1 OO

" School Astronomy 1 25

" Letters on Astronomy 1 50

" College Astronomy, by Snell 2. 40

" Astronomy, with Mason's Supple't 3 20

Robinson's University 2 75

Rolfe & Gillett's Astronomy 2 OO

Hand-book of Stai-s 1 62

Smith's Illustrated 1 25

Steele's Fourteen Weeks' Course in Astronomy 1 50
Whitall's Planisphere 1 a OO

BOOK-KEEPING.

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Blanks for do 90

High School 2 50

Blanks for do 2 50

" '• Counting House 3 75

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li ttenden's High School 1 75

' " Blanks for do. 19 books in set. . . 2 25

; " Counting House 2 50

; " Blanks for do 3 00

flf's 20th Edition, revised and enlarged 3 75

I sworth's Single and Double Entry 1 50

, ." " Blanks (Boards) 2 00

rbanks 4 50

ton & Eastman's 1 25

liton & Eastman's Blanks, 6 in set 1 20

Hanaford & Payson's Single Entry 65

Blanks for do 45

Double Entry I 50

Blanks for do 75

Academic 3 OO

Blanks for do ^ 1 25

International Book-keeping Pad 50

Mayhew's 85

" Blanks 85

" Key to Book-Keeping 85

Marsh's Single Entry 2 00

Double Entry 2 50

" Book-Keeping in Spanish 2 00

Blanks 1 50

" Bank 6 50

Payoty Upliam (h Company's Catalogue of School Books.

BOTANY.

Comstock's Botany 2 00

Gray's How Plants Grow 1 12

" Lessons 1 30

" Manual 2 25

" Manual and Lessons 3 00

" Manual with Mosses , 3 75

" Structural 3 50

" School and Field Book of Botany 2 50

Gray's Field, Forest and Garden Botany 2

Lincoln's (Mrs.) Botany 1

Phelps' (Mrs.) for Beginners

Wood's Object Lessons 1

" Botanist and Florist 2

" Intermediate Class-Book 2

' ' Class-Book, new edition 3

Yoiiman's First Book of Botany 1 ,

CHEMISTEY.

Comstock's 1 75

Cooley's Chemistry 1 25

Draper's 1 50

Eliot & Storer's Inorganic 2 75

Hooker's First Book 90

" Chemistry 1 50

Johnston's Turner's 2 50

Porter's First Book 1 00

Principles 2 00

Kolfe & Gillett's Hand-Book of Chemistry. . . 1
" Chemistry and Electricity. . . 2

Silliman's 2

Steele's Fourteen Weeks Course in Chemistry 1

Stockhardt's, edited by Pierce 2

Wells' Principles 1

Youman's Class-Book 1

Atlas 8

" Hand-Book of Household Science . 1

COMPOSITION AND EHETOKIO.

Bain's Composition and Rhetoric 1 75

Blair's Rhetoric, abridged 65

" " University Edition 3 30

Bonnell's Composition 1 50

Boyd's Rhetoric, 18mo 75

" Composition and Rhetoric 1 50

BrooMeld's Composition 50

Day's Rhetoric 1 25

" Art of Composition, 1 50

" Art of Discourse 1 50

" Praxis 1 25

Hart's First Lessons in Composition

" Composition and Rhetoric

Haven's Rhetoric

Kerl's Composition and Rhetoric

Kidd's Rhetorical Reader

Newman's Rhetoric

Parker's Aids, cloth

Pinneo's Guide to Composition ,

Quackenboss' First Lessons in Composition.

" Composition and Rhetoric

Whately's Rhetoric, 18mo . .

CEITICISM.

Kame's Elements, edited by Boyd 1 75 | Kame's Elements, edited by Mills 1

DICTIONAEIES.

Adler's German and English, 12mo 2 50

8vo 6 00

Anthon's Latin and English, small 4to 3 50

" Ainsworth's Latin 2 00

Riddle & Arnold's Latin-English. . . 5 00

" Smith's New Classical 5 00

Classical 6 00

" Smith's Greek and Roman Antiqui-
ties 6 00

Andrew's Latin-English 7 50

Ainsworth's Latin-English 3 75

^Bescherelle— all French— 32mo 1 50

Svo 5 00

2 vols, 4to 22 00

Bullion's Latin-English 5 00

Cobb's Miniature Lexicon, cloth 1 00

Crook & Schera's Latin-English 3 50

Donegan's Greek-English 6 00

Elwell's German and English, cloth 2 50

" " " half morocco.. 2 75

Freund's Leverett's Latin-English 6

Fuerst's Hebrew Lexicon, sheep 10

German, English and French Dictionary 4

Graglia's Italian and English 2

Gesenius' Hebrew . . '. 8

Grove's Greek-English 2 i

Jenkin's Vest-Pocket Lexicon '

Kaltschmidt's Latin-English 2 <

Kunst's German-English 2 !

Lempriere's Classical 3 '

Liddell & Scott's Greek English 7 1

" " " abridged 5 1

Meadow's French-English, 16mo 2 '

" Spanish-English 2

" Italian-English 2

Millhouse's Italian-English, 2 vols 6

Nugent's French-English 1

Oehlschlager's German-English 1 i

Rowbotham's French , '

Roberts* Italian 5 i

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Payot, Upliam & Company's Catalogue of School Books,

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ledge's French and English 75

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Italian and English 75

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lo's Spanish-English, 12mo 2 50

8vo 6 00

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: rh's pocket edition— French and English 1 50

ct Surenne's French-English, 12ino 2 50

8vo 6 00

riuicinie's French-English, 16mo 1 25

iLafel's English-G-erman and German-English 1 50

^Vebster's Pocket 75

" Tuck 1 00

■' Primary 65

•' Common School 95

Webster's High School 1 25

" Academic 2 20

" New University 2 80

" Counting House, new edition 3 50

Royal 8vo 5 00

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" National Pictorial 5 63

Pictorial Royal Ito 13 50

Worcester's School. . . .' 62

" Elementary 1 15

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" Academic 2 25

" Universal 4 37

Pictorial 11 00

Yonge's English-Greek Lexicon 7 00

DEAWING.

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liolomew's Drawing Books, 10 numbers,

:ich 40

tholomew's Drawing Slate, ruled 25

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(for teachers) , each 30

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(for teachers) , each 30

Coe's Drawing Cards — 30

Slate Pictures, per dozen 1 85

ELOCUTION.

Alden"s Natural Speaker 1 25

Bronson's Elocution. 2 00

Butler's Speaker 1 13

Coates' Compi-ehensive Si)eaker 1 80

Cole Institute Reader

jConistock's Elocution, new edition 2 00

iCopp'e Academic Speaker 2 40

Frost's American Speaker 1 75

Fowle's One Hundred Dialogues 1 25

Frobisher's Voice and Action, School Edition 1 25

Heman's Young Ladies' Reader 1 40

iKidd's Elocution and Vocal Culture 1 50

, " Rhetorical Reader 1 40

(Kirkland's Patriotic Eloquence 1 75

'Lawrence's Model Speaker 1 50

'Maudeville's Reading and Oratory 1 25

Marshall's Book of Oratory 1 50

McEUigot's American Debater 1 50

McGuffey's Juvenile Speaker 75

" Eclectic Speaker 1 50

Mitchell's Manual of Elocution 1 50

Murdoch & RusseU's Vocal Culture 1 25

f Northend's Child's Speaker 60

Little Speaker 60

Little Orator 60

Northend's American Speaker 1 13

" School Dialogues 1 13

" National Orator 1 25

New York Speaker 1 75

Oldham's Humorous Speaker 1 50

Philbrick's Primary Union Speaker 65

" American Union 2 25

Putnam's Elocution 1 50

Randall's Reading and Elocution 1 40

Raymond's Patriotic Speaker 2 00

Reeve's Student's Own Speaker, cloth 90

half bound... 75
Sargent's Primary Speaker 60

" Intermediate Speaker 2 00

Standard Speaker 2 50

" Original Dialogues 1 50

Sander's School Speaker 1 50

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Schoolday Dialogues 1 50

Swett's Cfommon School Speaker 1 25

Sypher's Young America Speaker 75

" American Popular Speaker 1 50

Wiley's Elocution 2 00

Zachos' New American Speaker 2 00

FEENCH.

»i=Academie Frangaise Elements de Grammaire

" " Exercises

" " Partie du Maitre

" " Petit Dictionnaire, Fr. .
♦Alphabet illustre

'• des Animaux

2Esop's Fables

Ahn^s Method, by Oehlschlager

Badois' Ollendorff's French and English

" Key to do

*Atlas Geogi-apliie, ancienne and moderne . .
Andi-ew's Comprehensive French Instructor.

35 Barbauld's Lessons for Children 75

36 Beginning French 60

50 Beginner's French Reader 60

1 75 " Second French Reader 1 25

50 =*Beleze's Atlas de G:ographie 1 00

50 Berquin's Easy Conversational Reader 60

75 *Bescherelle's petit Dictionnaire (Fr.) 1 50

75 Bolmar's Levizac's Grammar 1 50

1 50 " Perrin's Fables 1 25

50 " Phrases 80

4 75 " Telemaque 125

150 •" Bookof Verbs 125

Paris Editions.

Payot, TIpham &, Comvpanifs Catalogue of School Boohs.

FEENCH— Contimied.

*Boileaii (Euvres 1 50

Chouquet's First Lessons 60

" Easy Conversations 75

" First Readings 75

" Conversations 75

" Young Lady's Guide to Composi-
tion 1 25

Chateaubriand, Atala, Rene 1 13

Comment on Parle a Paris 1 50

Cottin (Madame) Elizabeth, with Yocabulary 1 13

CoUot's French Dialogues 1 10

" Levizac's French Grammar 1 10

" Key to French Grammar 75

" Pronouncing French Reader 1 10

" Interlinear French Reader 1 lO

" Dramatic French Reader 1 5o

^Cirodde — Legons de Geometrie 4 Oq

Conversations in French and English 75

*Carraud, Mme., Contes et Historiettes 5o

" La Petite Jeanne 50

Maurice, ou le travail 50

*Corneille, Tragedies, each separately 25

^Compositions a I'usage des jeunes fiiles 75

*Demogeot, Litterature Frangaise xvii Siecle 1 25

XIX 125

Le Livre des Petits Enfants 75

De Fivas' Elementary Reader 75

" Classic Reader 1 50

" Grammar of French Grammars... 1 25

DeMarceleau's Dictees Corrigees, etc 50

DeStael's (Madame) Corinne 1 50

DeGenlis' (Madame) Le Siege de la Rochelle. 1 50
*Dictionnaire Classique, Frangais, histo-

rique, etc 2 00

*De Genlis' Les Veillees du Chateau 3 00

Duruy — Petite Histoire de France 75

" " " du Moyen-Age 75

" " *' Romaine 75

" " " Grecque 75

* ' " " Ancienne 75

" " " Des temps Modernes. 76

" " " Sainte 76

" Histoire de France, 2 vols 4 00

Dictee (Cours de) by Defodon 80

Reenard 80

*Epitome historiae sacrai, with French vocab-
ulary 35

Easy French Reading, by Fisher 75

^Elenents de Geographic par Houge 50

4^Encyclopedie du jeune age 75

Fasquelle's Introduction 90

" Fx-ench Course 1 88

" Key to French Course . 1 25

" Colloquial Reader 1 25

*' Telemaque 1 25

" Dumas' Napoleon 1 25

" Racine 1 25

" Manual of Conversation 1 25

Fenelon's Telemaque, by Surenne 1 00

*Filon's Elements de Rhetorique 1 20

*Figuier, Les Grandes Inventions 76

Greene's First Lessons 75

" Companion to Ollendorff 1 25

Grimm's Contes do la Famille, 2 vols., each. . i 50

^Gaultier, Abb6, elements de Geographic 50

Gerard's Cabinet de Fees 1 50

Goldsmith's Vicaire de Wakefield 1 50

*Gymnastique de Vergnes 1 25

Geographic Elomentaire 1 25

=i^Gassies, lecture des petits Enfants 75

*Grammaire Anglaise par Clifton 1 00

GouttcB do )lo8ee — poesies pour Enfants 75

Histoire des Etats-Unis — Goodrich. 2 00

Havet's Manual 1 25

Jewett's OUendorif 1 25

Key of Ollendorff 1 00

Knapp's Grammar

' ' Reading Book

Key to Otto's French Grammar

^Larnc Fleury, Mythologie

• " " ' Histoire Ancienne

" " " de France

=*Lamartine's Graziella

" Jacqiiard

" Christophe Colvmb

" Ciceron

" Cromwell

" Guillaume Tell

" Jeanne d'Arc

' ' Nelson

" Homere & Socrate

=*Lafontaine's Fables

Litterature Frangaise Classique — tin'e des

j matinees litteraires d'Edouard Mennechet

Litterature Frangaise Contemporaine — en

prose et en vers — avec notices Biograph-

iques et Utterances

*Legendre's Elements Geomt trie

Lebrun's Telemaque, Appleton's edition

^Lecture de I'Enfance, illus. — 390 pp

Le Brethon's Manual

Le Nouveau Testament, Ostervald, 32mo

Le Grand Pere

Morel's French Pronouncing Primer

Manesca's Grammar

" Oral System

=*Molierc— Comedies — each separately

Theatre

=*Mace — Bouchee de pain

" Serviteur de I'Estomac

" Theatre du petit chateau

" Morale en Action

Montesquieu's Esprit des Lois

^IVoel & Ohapsal — Grammaire Frangaise. . . .

" " Les Exercices

" " Corrige des Evercices

" " Abrego de la Grammaire..

'• " Exercices

" " Analyse Grammaticale. . . .

" " " Logique

" " Trait.' des Participes

" " Exercices Par ticipes

', " Corrige '.

" " Cours de Mythologie

" •' Modeles de Litterature

Frangaise — vol. 1, prose; vol. 2, poesie. . .
Noel et Chapsal, Grammaire, Lockwood's ed.

' ' Corrig§

" Abrege de la Grammaire ... .

" Litterature

=i^Naslin — Nouvelle Methode lecture

Otto's French Grammar

" " Reader — Bocher's

Cent Vingt devoirs

*Payot's First French Reader

Petite histoire XJniverselle, Goodrich

Petit Robinson de Paris

Pendergast's Mastery Sei'ies — French

=*Paul & Virginie

*Poetes Frangais, (les) par Roche

=*Preceptes de Morale pratique

=*Poitevin's Grammaire du Premier Age

" " Elementaire

•' " Complete

" Premier livre de I'Enfance

" " Lectures

Pinney & Arnault's Grammar

" " Key to Grammar

Pujol & Vandorman's Class-Book

" " Key to same

Primer, French and English

^Premier livre des Enfants, illus., 320 pp

1 71

1 li

2 £
1 2'
1 Oj
1.

10^^
1 u
1

3 0'
1 7;

1§
121

1 71

1 51

2 CI

1 0'

2 2'
1 51

1 01

* Paris Editions.

Payot, UpTiam & Company's Catalogue of School Boohs.

FEENCH— Continued.

tciue, Tragedies, each separately 25

ine, Th'atre Complet, American ed 1 00

icine, Theati-e 1 50

tt's Arithmetique Primaire 75

imer's Polyglot Reader 1 50

jertson's Introduction 1 50

' Intermediate Course 1 75

Whole Course .T. 2 25

' Key to same 75

jbertson's Course, French to English ; 3

vols 6 00

lonnc's Treatise on French Verbs 75

enno's Manual 1 00

Pierre's Paul et Virginie, with Vocabulary 1 13
mples, Lectures sur les Sciences, les Arts,

etc 75

iaith's Dictionnaire de poche, Fr.-English,

j avcc la prononciation 1 50

* (Souvestre) Philosophe sous les toits 75

*Saintine's Picciola 1 60

*Soulie's Contes pour les Enfants 75

St. Pierre's Paul et Virginie, with Vocabulary 1 15

=)S=Saud, La Petite Fadette 1 60

Schlegel's French Grammar 1 60

*Telemaque 75

The Young Student's Companion 1 00

Value's Ollendorff 1 25

Key to Ollendorff. 1 00

Veitelle's Lessons for Children 75

Vingut, LeMaitre d'Espagnol 2 50

" Corrige 1 25

Voltaire's Charles XII 75

" Heuriade 50

Worman's French Echo 1 25

GEOGRAPHY.

3 Geographical Drawing 94

sns Primary 63

(Shaw and) Comprehensive 1 75

nell's First Steps. .. r 45

Primary, new edition 90

Intermediate, new edition 1 50

Grammar School, new edition 1 75

Physical 1 60

High School and Atlas 3 00

Atlas, separately 2 00

Map drawmg 50

Outline maps, per set 15 00

Key to ditto, separately 50

fot's Elementary 75

Introduction 1 00

Intermediate 1 60

Common School 2 25

" " Teacher's edition 2 50

Key to Physical Maps 75

Map Drawing Cards 75

Earth and Man 1 75

tjyot's physical and political wall maps.

SERIES No. 1.

p of the United States 9 00

North America 7 50

South America 7 50

The World (Merc. Projec.) 13 50

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Asia 11 25

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Oceanica 5 75

SERIES No. 2.

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" North America 5 25

" South America . . 4 00

" Europe 5 25

" As^ia 5 75

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*' Oceanica 5 75

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Map of the United States.

" North America. .

" South America . .

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*' Africa

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Per Set.. 20 25

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Map of the Roman Empire 17 00

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Mitchell's New Primary 80

" New Intermediate 1 80

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Monteith's Introduction to Manual 75

"• Manual ;.. 1 25

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White's Class-Book of Geography 20

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Comstock's 1 75

Dana's Manual 5 00

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Gray and Adams' 1 50

Hitchcock's Elementary 1 60

Hooker's 1

Loomis' Elements 1

Steele's Fourteen Weeks 1

Well's First Principles 1

GEEMAN.

Adler's OUendorif 1 25

" Key to Ollendoi-ff, 1 00

" Progressive lieader 1 50

Ahn's Course, 2 parts in 1 vol. (D. A. & Co.) . 1 00

" Budiments, by Oehlschlager 35

" Course, 2 pts in 1 vol., by Oehlschlager,

half bound 1 00

" Manual German Conversation 1 00

" German Primer 36

Ahn's German Handwriting 40

Comfort's German Course 2 00

" Eeader 2 00

Douai's German Reader, No. 1 , . 30

Grauert's Manual 70

" Second German Eeader 60

Gand's Ollendorff, German and English 1 50

" Key to " " 1 00

Glaubensklee's German Reader 90

" Synthetic German Grammar. . 1 00

Heydenrich's Elementary Reader 1 00

Keetel's Oral Method 1 75

Otto's Grammar 1 75

" Key to Grammar 75

Otto's Beginning German

" German Reader, by Evans \

Oehlschlager's Pronouncing Reader

Prcndergast's Mastery Series

Preu's German Primer

" First Steps in German

Primer, German and English

Roemer's Polyglott Reader

Sclilegel's German Grammar

Sander's German and English Primer

Werz's Third Reader

Whitney's German Grammar

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Woodbury's New Method with the German. . .

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" Key to Shorter Course

" N ew Method for Germans to learn
English

" Elementary German Reader

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Wrage's German Grammar

GKAMMAE.

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" Grammar of Grammars 6 25

Bullion's Practical Lessons 45

" Common School 50

" Principles 90

" Analytical and Practical 1 00

" Parsing 25

Clark's First Lessons 45

" Analvsis 60

" New^English 1 00

" Key to do 75

Greene's New Introduction 56

" First Lessons 56

" Analysis 80

Elements 80

Harvey's Elementary Grammar 50

" English Grammar 95

Kerl's First Lessons 45

" Elementary 56

" Common School 1 00

Kerl's Comprehensive 1

I>ynd's Class-Book of Etymology 1

March's Parser and Analyzer

Murray's Grammar

Milton's Paradise Lost, half bound

Prcndergast's Handbook to the Mastery Series
Pinneo's Primary English Grammar

" Analytical Grammar

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Quackenboss' English

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Smith's new edition

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Webb's Model Etymology

Weld's New English

Wells' Elements

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GriEEK.

en's First Greek Lessons 1 25

• Greek Prose Composition 1 25

♦ Greek Grammar 1 25

' New Greek Grammar 1 50

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' Jacob's Greek Keader 1 50

' Xenophon's Anabasis 1 50

' " Memorabilia 1 50

' Homer's Iliad 1 75

' Manual of Greek Antiquities 1 50

' " Koman Antiquities 150

' " Greek Literature 1 50

bid's First Book 1 25

Prose Composition 1 50

Second Prose Composition 1 50

Eeading Book 1 50

le's First Lessons 1 25

First Three Books Anabasis 1 50

Anabasis 2 00

lion's Lessons 1 00

Principles of Grammar 1 75

Beamier 2 25

mplin's Demosthenes on the Crown 1 50

k's Gospel of St. John, Greek Interlinear 2 75

" Homer's Illiad, Interlinear 2 75

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3by's Lessons 1 00

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Greenfield's Testament 2 25

Hadley's Elements of Greek Grammar 1 50

" Grammar 2 00

Harkness' Fii'st Book 1 50

Johnson's Herodotus 1 50

Klihner's Elementary Grammar 1 60

" Grammar, by Edwards & Taylor. .. . 2 00

Kendrick's Greek Ollendorff 1 75

Leusden's Greek and Latin Testament 1 75

McClintock's First Book 1 50

Second Book 1 50

Novum Testamentum Graece, E. Cod. Yaticano 4 00

Owen's Homer's Odyssey 2 OQ

Iliad 2 00

" Thucydides 2 50

" Xenophon's Cyropsedia 2 00

" " Anabasis 2 00

Plutarch, by Hackett & Tyler 1 50

Smead's Antigone of Sophocles 1 75

Spender's Greek Praxis 1 00

Testament, cloth 1 75

Sophocles' Greek Grammar 2 00

Waddell's Greek Grammar for Beginners 1 00

Woolsey's Prometheus of .iEschylus 1 25

Georgias of Plato 2 00

Alcestis 1 25

Electra 1 25

GYMNASTICS.

as' (Dr. Dio) 1 50

)n"s Exercises 38

iroe's Vocal and Physical Training 1 Oi)

Smart's Manual of Free Gymnastics 20

Watson's Handbook 2 00

Manual 1 25

sons' Calisthenic Songs 50 Wood's Manual of Physical Exercises 1 25

HISTOKY.

lerson's Introductory 60

C. S., United States 1 00

Grammar School 1 20

Pictorial 1 65

General 2 00

88' Ancient History 2 00

'St's United States 1 75

det's Modern 1 60

Ancient 1 60

)drich's Child's United States 56

Pictorial United States 1 75

England 1 75

France 1 75

)drich's Greece 1 75

Rome 1 75

izot's History of Civilization 1 50

rper's School 3 00

School Histoi-y U. S., by D. B. Scott 1 50

Haydn's Dictionary of Dates 6 00

Kerney's Compendium 1 30

" Catechism Scripture History 80

Labberton's Outlines 2 00

Lord's Ancient History, school edition 1 50

Lossing's Primary United States 1 00

" Grammar School 1 25

Pictorial United States 2 00

Mangnall's Historical Questions 1 50

Markham's History of England 1 50

Martindale's United States 60

Parley's First Book 1 25

" Second Book 1 25

" Third Book 1 25

" Common School 1 75

" Universal History 1 56

Pinnock's Goldsmith's Greece 1 75

Rome 1 75

Payotj Upham & Company^ s Catalogue of School Books.

HISTOKY— Continued.

Pinnock's Goldsmith's France 1 75

" " England 1 75

Putz & Arnold's Ancient Geography & History 1 50

Quackenboss' Primary United States 90

Qnackenboss' Elementary 70

" United States, 12mo 1 70

Swinton's Condensed History of the United States 1 50

Smith's Smaller Greece 1 00

" Home 1 00

" England 1 00

Student's Rome 2 00

England 2 00

France 2 00

Greece 2 00

" Strickland's Queens 2 00

Student's Old Testament ,

" New "

Weber's Outlines j

Willson's Primary American History , ,

' ' History of the United States, new ed.

12mo i i

" American History, school edition . . , ;
" Outlines of History, school edition
" " " University ed.

Willard's United States, 12mo

8vo

" Universal

Worcester's Elements of Ancient and Modern
Whelpley's Compend

HEBKEW.

G-esenius' Hebrew Grammar 3 GO

Hahn's Bible 4 00

Pendergast's Mastery Series.

ITALIAN.

Dante, La Divina Commedia 1 50

Foresti's Primary Lessons 75

Ollendorff 1 50

" Key to Ollendorff 1 00

Foresti's Reader 1 50

Fon tana's Elementary Grammar 1

Italian Primer

Manzoni's I Promessi Sposi 1

Roemer's Polyglot Reader :

Tasso, La Gerusalemne Liberata :

LATIN.

Allen's Latin Grammar 1 25

" " Lessons 1 25

Arnold's First and Second Book 1 25

" Prose and Composition 1 25

" Cornelius Nepos 1 50

Andrews' Latin Lessons, revised 88

First Book 88

Reader 1 12

Viri Romfe 1 25

" Caesar 1 50

Ovid 1 25

Sallust 1 50

Andrews & Stoddard's Grammar 1 50

Anthon's Latin I essons 1 25

" Latin Prose Composition 1 25

" Key to Latin Composition 75

" Zumpt's Latin (Grammar 1 50

•' Latin Versification 1 25

" Key to same 75

" Latin Prosody and Metre 1 25

" Caesar 1 50

iEneid of Virgil 1 75

■" Eclogues and Georgics of Virgil. ... 1 75

Sallust.. 1 50

" Horace .... 1 75

" Cicero's Orations 1 50

" Cicero's Tusculan Disputations 1 50

" Cicero de Senectute, etc 1 50

" Cicero de Officiis 1 50

Tacitus 1 50

" Cornelius Nepos 1 50

" Juvenal 1 50

Beza's Testament ' 1 25

Brooks' Viri America 1 50

" Virgil iEneid 2 00

Bullion's Reader 1 50

" Grammar 150

Bullion's Exercises '.

" Key to same

" Caesar, new edition, with Lexicon . . :

" Cicero's Orations '■

Sallust :

Casserley's Latin Prosody

Chase & Stuart's Cassar's Commentaries :

iEneid of Virgil 1

*' " Six Books of 7Eneid,withLex. :

" " Cicero ■

" " Horace '

Clarke's Caesar, Interlinear !

" Cicero, " 1

" Horace, " !

" Ovid, " :

" Sallust, " !

" Virgil, - !

" Juvenal, " !

Cooper's Virgil i

Frieze's Quintilian :

Hanson's Latin Prose i

" " Poetry J

Harkness' Introductory ^

" Introduction to Latin Composition ]

Fnst Book 1

" Second Book and Reader 1

" Latin Reader 1

" Elements of Latin Grammar 1

" Grammar ^

" Caesar • ^

Horace Delphini ^

Historia Sacra

Kingsley's Cicero de Oratore 1

Lincoln's Horace ^

Livy 1

Leusden's Greek and Latin Testament ]

McClintock & Crook's First Book ]

Payot, Upliam & Company's Catalogue of School Books.

LATIN— Continued.

lintbck & Crook's Second Book 1 50

Jig's Virgil's .Eneid 2 25

r's Latin Grammar 1 25

h'a Principia Latiua, Part 1 75

Part II 1 25

Spencer's Latin Lessons 1 00

Tyler's Tacitus Histories 1 75

" (iermania and Agi'icola 1 25

Virgil Delphini 2 80

LOGIC.

ter's 1 50

I's Elements 1 25

Elements 1 50

osh's Logic 1 50

AliU's, 8vo., cloth 2 00

Schuvler's Logic 90

Whatelev. 18mo 75

LITEKATUEE.

gland's English 2 50

English, 19th century 2 50

American 2 50

Classical 2 75

'er's English. . , 1 75

i Introduction to English. . . . . 2 25

Manual of Classical 6 00

's First Steps 1 00

It's Literature 2 50

Latham's Handbook 1 76

Literary Selections of the N. Y. Normal Col-
lege 1 50

Shaw's English 1 75

" edited by Wm. Smith 2 00

" Choice Specimens 2 00

Smith's Smaller History of English and Amer-
ican Literature 1 25

Spaulding's English 1 50

MATHEMATICS.

Int & Stratton's Commercial Arithmetic. . 1 88

rch's Analytical Geometry 2 50

Descriptive Geometry, 2 vols 4 00

Calculus .' 2 50

lam's (Warren) Intellectual Arithmetic. . 40

(D. P.) First Part 50

" Common School 85

" Key to same 70

Arithmetic and Applications 1 15

lenden's Commercial 1 50

Key 1 00

First Lessons in Arithmetic 40

Primary Arithmetic 25

Intellecltual Arithmetic 40

Written Arithmetic 50

New School Arithmetic 80

Key to same 80

■' Practical Arithmetic 90

_ Key to same 90

•' University Arithmetic 1 40

Key to same 1 40

Practical Mathematics 1 50

Elementary Algebra, new 1 25

Key to same 1 25

University Algebra 1 50

Key to same 1 50

Bourdon's Algebra 2 25

Key to same 2 25

Elementary Geometry 1 40

Analytical Geometry 2 00

Analytical Geometry and Calculus 2 50

Legendre's Geometry 2 25

Descriptive Geometry 2 75

Calculus 2 00

Surveying 2 50

Shades and Shadows 3 75

Logic of Mathematics 1 50

Metric System 1 50

23 & Peck'sDictionary Mathematics 5 00

Algebra 2 Oa

I's Primary Arithmetic 26

r Intellectual 42

Eaton's Elements 45

" Common School 95

" Key to same 25

" Key of Solutions to the C. S. Arith-
metic 95

" High School 1 25

" Key to same 25

" Key of Solutions to same 1 25

*' Questions 15

" Elementary Algebra 1 25

Emerson's First Part 15

Second Part 50

Third Part 95

" Key to same .- 50

Greenleaf's Primary Aritlimetic 25

Intellectual 42

" Common School 94

" Key to same 94

" National Arithmetic 1 38

" Key to same 1 25

Algebra 1 38

" Key to same 1 38

Gummere's Surveying 2 50

" Key to same 1 25

Hackley's Algebra, 8vo. sheep 2 00

Loomis' Arithmetic, 12mo. sheep 1 25

" Treatise on Algebra, 12mo. sheep 1 50

" Elements of Geometry, 12mo. sheep. 150

" Trigonometry and Tables "2 00

" Analytical Geometry and Differential

Calculus 2 00

Mark's First Lessons in Geometry 90

Peirce's Geometry 1 13

Playfair's Euclid.* 1 75

Bay's First Part Arithmetic 25

'■"' Second Part " 40

" Third Part " 75

" Key to same 75

" Higher Arithmetic 1 26

" Key to same 1 GO

" Budiments of Arithmetic, voUhout Ans-
wers 46

Payot, Upham & Company's Catalogue of School BooJcs.

MATHEMATICS— Continued.

Bay's Eudiments of Arithmetic, with Answers 50

Test Examples, lulthout Answers 44

" " with Answers 48

New Elementary Algebra 1 25

New Higher Algebra, 8vo., sheep 2 10

Key to Elementary and Higher Algebras 1 70

Plane and Solid Geometry 12mo 1 12

Geometry and Trigonometry, Svo. , sneep 2 10
AnalyticGeometry (Howison) " ... 2 50
School Astronomy (Peabody) " ... 2 25

Robinson's Table Book 20

*' Primary Arithmetic 25

" First Lessons in Mental and Written

Arithmetic 40

" Intellectual Arithmetic 40

*' Rudiments of Written Arithmetic. . . 43

" Practical ^^-Ithmetic 94

" Key to Practical Aritlimetic 90

" Higher Arithmetic 1 38

" Key to Higher Arithmetic 1 25

" New Klementary Algebra 1 50

" Key to same 1 25

" New University Algebra 2 20

'* Key to same 2 20

" Ne>v Geometry and Trigonometry... . 2 25

Robinson's Analytical (Jeometry & Conic Sections 2
" New Differential & Integral Calcutus 2 .
" Key to Geometry, Trigonometry. Sur-
veying and Navigation 2 ;

" Key to An alytal Geometry and Dif-
ferential and Integral Calculus,

(in press)

" Surveying and Navigation 2 :

" University Astronomy 2

" Matliematical Operations 3 i

" Examples ^j

Schuyler's Complete xilgebra 1||j

Thompson's Arithmetical Tables ^'

" Mental Arithmetic '■

" Arithmetical Analysis !

" Rudiments, revised and enlarged ;

" New Practical Arithmetic l

' ' Key to same '

" Higher Arithmetic 1 '

" Key to Higher Arithmetic 1 (

White's Primary Arithmetic >

' ' Intermediate Arithmetic i

" Complete Arithmetic 1 '

MENTAL AND MOKAL PHILOSOPHY.

Alden's Elements of Intellectual 1 25

" Christian Ethics 1 25

" Text Book of Ethics 60

Bain's Mental Science 1 75

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Butler's Analogy of Religion (Barnes) 1 00

Cowdry's Moral Lessons 94

Hickok's Moral Science 1 60

Hopkin's Moral Science 1 50

Haven's Moral 1 75

" Mental 2 00

Munsell's Psychology 2 '

Paley's Natural Theology II

" Evidences of Christianity 1 '

18mo '

Schmucker's Psychology' 1 !

Stewart's Active and Moral Powers If

Upham's Mental, abridged II

Wayland's Moral Science 1 '

' ' Intellectual 1 '

Watts on the Mind, by Emerson i

Winslow's Moral Science 1 I

MINERALOGY.

Comstock's 1 25 I Dana's Manual

MYTHOLOGY.

Dwight's, 12mo 1 25

Svo 3 00

Keightley's 75

Tooke's Pantheon

White's Student's Mythology.

NATURAL HISTORY.

Agassiz & Gould's Zoology 1 50 | Tenny's Natural History (Zoology) 3

Hooker's Natural 150 " " " of Animals 2

NATURAL PHILOSOPHY AND FAMILIAR SCIENCE.

Comstock's Natural 1 75

Cooley's Natural Philosophy 1 50

Cooke's Chemical Philosophy, Part 1 3 00

" First Principles Chemical Philosophy 6 50

Draper's Natural 1 50

Gray's Natural 1 50

Ganot's Physics (Atkinson's) 5 00

Hooker's Natural 1 50

Johnston's Natural

Loomis' Natural

Olmsted's Rudiments

" School

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Snell's, Svo 4

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Payot, Upham & Company s Catalogue of School Books.

NATUEAL PHILOSOPHY AND FAMILIAR SCIENCE— Continued.

ton's Elements of Philosophy 1 75

ker's Compend 1 88

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" Elements of Mechanics 2 00

erson's Familiar Science, revised 1 GO

ckenboss' Natural 1 75

fe & Gillett's Natural Philosophy 2 00

" Elements of Nat. Philosophy 1 25
iman's Natural 3 50

Smellie's Philosophy of Natural History 2 00

Steele's Fourteen Weeks • 1 50

Swift's PhUosophy, Part 1 53

Partn 60

Tate's Philosophy 1 50

Wells' Natural 1 60

Science of Common Things 1 20

Worthen's First Lessons in Mechanics 75

Youman's Handbook Household Science 1 75

OBJECT LESSONS.

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Iman's Outlines 1 00

act Lessons, by Lilienthall and Allyn 30

Idon's Elementary Instruction 1 75

" Object Lessons 1 75

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Willson's Manual 1 50

" Charts, mounted, per set 20 00

" " sheets, per set 14 00

" " Atlas form, per set 24 00

Nos. 1 to 10, mounted (5 eds) 7 50

PUNCTUATION.

fson's Treatise 1 50

luert's Grammar.

POKTUGUESE.

2 00 I Smith's Astronomy .

2 50

PENMANSHIP.

3ker's Ornamental 4 50

rman Penmanship, 8 numbers, each 16

rper's Writing Books, each 22 ^

Lee's Alphabets 2 50

fson, Dunton & Scrlbner, 12 numbers, each . 15

Alphabets 25

" " Taolets, 6 charts

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Manual 1 00

" Primaiy Tablets, 2 charts 1 25

anish Penmanship, 5 numbers, each 25

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Spencerian Key to Prac. Penmanship, plain

edition 1 50

Spencerian Charts, 6 nos. mounted on three

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Teacher's Guide to the proper use of the Spen-
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Thompson & Bowlers' Copy-Books 15

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Hand-Book 60

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Williams & Packard's Gems of Penmanship. 5 00

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wcett's Political Economy for Beginners. . . 1 00

msfleld's Manual 1 25

urtleflTs Governmental Instructor 80

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listbn's Handbook, Administrations U. S. . 1 75

Townsend's Analysis of Civil Government 1 50

" Analytical Chart of the Constitu-
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Wayland's Political Economy 1 75

Young's Government Class Book 1 40

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iley's Scholar's Companion 1 00

iristian Brothers' First Book 12

" Second Book 25

Third Book 65

Fourth Book 90

»le's Institute Reader 1 25

Day's American Speller 25

DeWolf 's Instructive Speller 25

Heman's Young Ladies' Reader 1 40

Howe's Shakesperian Reader 1 50

" Historical Shakespeare 1 50

Jacobs' Learning to Spell 75

Payot, TJpTiam & Company^s Catalogue of School Books.

READERS, SPELLERS, PRIMERS, Etc.— Continued.

Kidd's Rhetorical Reader 1 40

Knell & Jones' Phonic Reader, No. 1 30

Leigh's Phonetic Primer 20

Phonetic Primary Reader 38

Little Teacher. No. 1 (Word Method) 10

Mason's First Music Reader 30

" Second " " 40

" Third " " 40

McGnfTey's \ew Primer 18

'* New First Reader 20

" New Second Reader 40

" New Third Header 55

" New Fourth Reader 05

" New Fifth Reader 1 05

" New Sixth Reader 1 25

" New Hi^'h School Reader 1 40

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" " " on rollers 2 25

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Speller 20

McElligott's Young Analyzer 30

" Analytical Manual 90

Metropolitan, First Reader 30

" Second Reader 50

Third Reader 80

" I-'ourth Reader 1 25

Fifth Reader 1 88

Speller , 30

Normal Writing Speller 15

Northend's Dictation Exercises 63

Parker & Watson's National Primer 25

First Readar 38

" " Second Reader 63

Third Reader 1 00

" " Fourth Reader 1 50

Fifth Reader 1 88

" " Elementary Speller 25

" " Pronouncing Speller 50

Roemer's Polyglot Reader 1 50

Sargent's Primer 24

" First Reader 35

" Second " 56

Sargent's Third Reader

Fourth " 1

Fifth " 1

" Small Speller

" Lai'ge "

Sander's Primary School Charts (large) , for
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" Pictorial Primer (green covers) new-
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" New First Reader

j ' ' New Second Reader

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Town's First Reader

" Second "

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Willson's Primer

" First Reader

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Third Reader

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Fifth Reader 1

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Worcester's Elementary Speller

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American School Diary No. 1 (for pupils) to

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" School Diary, per doz 1

Tracy's School Teacher's Record

The Examiner, or Teacher's Aid ...

White's Common School Register 1

" Graded School Register 1

" Pupil's Daily Record

" Teacher's Class Record. 1

EEWARDS OF MEEIT, Etc.

Good Tickets, for Boys, printed in purple,

per 100.... 50

Good Tickets, for Girls, printed in green,

per 100 50

Monthly Certificate of Attendance for Gram-
mar and Primary Schools, each per doz. . 50

Rewards of Merit, in colors, 5 x 6 in. per doz. 40

Roll of Honor, 19 x 24 in. per doz 1

Testimonial of Merit, 18 x 24 in. per doz 1

" smaller size, 7 x 9 in. per doz.

In addition to the above, we have an immc
variety of other styles for Day and Sabbath Schoi

Payot, TJpham & Company's Catalogue of School Books.

SPANISH.

ammar 1 00

y to same 25

;ra Teorico-Practica (nueva), con
iciones al Comercio. Por D. Emilio

o 50

,bcto en Piezas. Juguete para ninos 150

lioteca de la Eisa 1 50

[nouf. Elementos de Gramatica Latina . . 1 00

ler. El Maestro de Ingles 60

ler's Teacher 60

.o's Compendia de la Gramatica Castellana 50
reno's Manual de Urbanidad y Buenas Ma-

neras 1 50

eno's Compendio 50

's Drawing Cards, 10 numbers, each 36

nell. Cartones de Cornell para el Estudio

del Dibujo de Mapas 60

" Mapas de Cornell. Juego de 13
Mapas Mudos con los lugares
marcados con numeros en vez de

sus nombres 18 00

" Una Clave de los Mapas Mudos de

Cornell 60

CUENTOS MORALES PAKA MNOS FOBMAIiES.

nchito, Mirriuga Mirronga,
iei Borrico, El Pasco,
:iamillete de Celia, El Eei Clnimbipe,
Pa»itrote, Un Saroa Perricantante,
Ubiini de Angelina Dona Panfago, o El San-
Banquet de Chupete, alotodo.
'■quljo Aventuerero,
paquetes de una docuna surtida 1 75

CUENTOS PINTADOS PARA NINOS.

ato Bandido, La Cenicienta, o el Zapa-

torcita, y Juan Chun- tito de Vidrio,

guero, Aladino, o la J^ampara

Pobre Viejecita, Mai*avillosa,

Elenacuajo Pascador; Los Tres Gatitos, y la
y El Potro sin Freno, Cena del Zorro, *

Venus Dormida, El Pardillo,

ton el Bobito, Los Tres Osos,'

Nene Pulgada.
se libritos en paquetes surtidos, la docena. 75

Belem's Phrase Book 37

rorno's Method 1 75

Key to same 75

Vere's ( Jrammar 1 50

I Quixote 1 50

Mar's Conversations 1 25

cionario Mercantil, en Ingli's, Frances y

Espanol. Por D. I. de Veitelle 2 00

meutos de ia Historia Universal 3 00

ulas Literarias de Iriarte 75

lologia i' Higiene (Elementos de) 2 00

Ilermo Tell, Libertador de la Suiza 1 50

eria de Piuturas para Ninos 2 00

Bias 1 50

)di-icli's Historietas Morales 1 50

.matica de la Academica Espanola 1 50

nd's Compendio de Arithmetica Elemental 20

je's Grammar, by Sales 2 00

ro Primario de Ortogi-alia 50

iguage de la Flores y de las Frutaa 75

ro Primario de los Ninos Una cartilla

adoniada con laminas ilumiunadas. La

j docena 2 00

ji Miserables. Novela por Victor Hugo; 5

[ tomos 2 50

psh's Book-keeping 2 00

I" " by Single Entry 2 00

I ' " Blanks to either system 1 50
(rales' Keader 1 50

Mandeville's Libro Primario 25

'• " Segundo 35

" " Tercero 50

Mantilla's Libro de Lectura, No. 1 30

No.2 85

No. 3 1 10

" English or Spanish Method 1 25

MI ABUELA FACIL, COLECCION NUEVA DE HISTORIAS
PAEA NINOS.

Historia Nueva de Tomasito Pulgar.

Multiplicacion Divertida

Historia Nueva de la Dama de Copas y

sus Pastelas.
Viajes de Panchito Macaronio.
Historias Nuevas del Alfabeto.
Historia Nueva de Papa Pernudo.
Fiesta de San Miguel, o el triste fin de la

Causa Amorosa.
Historia Nueva de Juanillo Bocado.
Maravillas de una Jugueteria.
Jose y sus Hermanos.
La Tertulia de Micifut.
El Casamiento de Dona Micha.
La docena 2 00

munecas de papel. sets clases, dos de cada

una; a saber.
Anita Gomez, Panchita,
Kosita, La Senora Tomas Pulgar,
Lola, El General Tomas Pulgar.
En paquetes surtidos, la docena 2 00

Nuevo, Tesoro de Chistes 1 50

Oritz. Principios Fundamentales sobre Edu-
cion Popular y los Nuevos Metodos

de Ensenanza 1 7

Ortiz Fisica 1 75

Ollendorff's New Method, by Velasquez 1 50

" Key to same 1 GO

" Grammar, Spanish, to learn

French, by Simonne. 1 50

" Key to same 1 GO

" Grammar, Spanish, to learn Eng-
lish, by Piilenzuela 1 50

'' Key to same 1 00

Method, by Vingut 2 25

" Key to same 1 25

" El Maestro de Ingles, by Vingut. 2 50

" Clave del Maestro de Ingles 1 25

" El Maestro de Frances, by Vingut 2 50

Clave 1 25

«' Le Maitre d'Espaiiol, by Vingut. 2 50

" Corrige 1 25

Perkins. Arithmt'tica Elemental GO

Pinney & Barcello's Spanish Grammar 1 50

Primer, Si^anish and English 10

Paez's Geografia Descriptiva del Mundo 1 50

Quackenboss' Hihtoria de los Estados Unidos 1 80

lioemer's Polyglot Reader 1 50

Ripaldi's Catecismo de la Doctrina Cristiana. 20

Eobertson's Course, 12mo 2 00

" Curso de Ingles, por Rojas, Svo.

with Key 3 GO

Rosales' Caton Cristiano y Catecismo de la

Doctrina Cristiana 20

Eoyo. Instruccion Moraly Religiosa 1 00

Sarmiento. Las Escuelas; Base de la pros-
peridad y de la Republica en los Estados

Unidos 3 50

Sarmiento's Arithmetica Practica 50

" Metodo de Lectura Gradual 20

Smith's Primer Libro de Geografia 1 GO

" Spanish Astronomy 2 GO

Salkeld's First Book 150

Payoty TJpliam <jt Company's Catalogue of ScJiool Boohs.

SPANISH— Continued.

NUEVA DE NOVELITAS PAEA DIVERSION E
INSTBUCCION DE LA INFANCIA.

Aladin o la Lampara Maravillasa,
El Gate Oalzado,
Beldad y la Bestia,
Viaje de Gulivero a Lilipucia,
Juanito y el Tallo de Haba,
Ceuicentilla, o el Escarpin de Cristal,
All Baba y los Cuarenta Ladrones,
Juan el Matador de Gigantes,
Aventuras de Robinson Crusoe,
La Caperucita Roja

La Barba Azul,
La Gata Blanca.
Por docena

Tolon's Elementary Spanish Reader

Urcullu's Grammar

" Gramatica Inglesa

Velasquez's New Reader

" Conversations

Vingut's Reader and Translator

" liBctor y Traductor Ingles

Willard's Historia de los Estados Unidos .
Youman's Elementos de Quimica

SINGING BOOKS.

Allen's Song Cabinet 56

Baker & Fargo's Songs of the Temple 1 25

Baker & Hodge's Jubilant Voices 1 50

Baker & Perkin's Tabernacle 1 25

Bradbury's Alpine Glee Singer 1 50

Anthem Book 2 00

" Bright Jewels 40

Eclectic Tune Book 1 50

" Fresh Laurels 40

" Golden Censer 40

" Chain 40

" " Shower 40

" Trio 1 00

" Jubilee 1 50

Key Note 1 50

" Metropolitan Glee Book 1 50

" Musical Boquet 1 00

" Musical Gems 56

" Singing Bird 56

The Carol 56

Victory 1 50

Young Choir 35

Butler's Silver Bell 60

Curtis' Little Singer 60

Christian Minstrel 1 50

Echo to Happy Voices 35

Emerson's Golden Wreath 60

Jubilate 1 50

Choral Tribute 1 50

" Merry Chimes 60

Fillmore's Harj) of Zion 1 25

Goodrich's Service and Tune Book 25

Happy Voices, half bound 35

Hollister's S. S. Service and Tune Book

Hood's Trio, cloth

Mason's First Music Reader

" Second " "

" Third " "

" National Music Teacher

Mansfield's American Vocalist

Parson's Calisthenic Songs

Perkins' Golden Robin

" Laurel Wreath

' ' Mount Zion

" Sabbath Carols

" Starry Crown

" Song Echo

Philip Phillips' Day-School Singer

Reden & Goodenough's Church Singer

Richardson's New Pianoforte Instructor

Russell & Sander's Robin Redbreast

Root's Silver Lute

"• Korest Choir

" Diapason ,

" Sabbath Bell

" Triumph

Staunton's Book of Common Praise

The Young Singer — Part 1

The Young Singer — Part 2

The Young Singer's Manual

Tucker's Nine O'clock in the Morning

Waters' Sabbath School Bell, No. 1

" No.2

" " " Two parts in om
Woodbury's New Lute of Zion

" Anthem Dulcimer

SCHOOL APPAEATUS.

t Accommodation Penholders special terms

Aids to School Discipline, all kinds, .special terms

t Alphabet Blocks special terms

JBartholomew's Drawing Slate, 5x7 without

cushion 25

tBlackboard Rubbers , .special terms

Blackboard Dividers, two feet long. . .special terms
tBlackboards, revolving, finished both

sides, with support special terms

t " - Pointers special terms

Blackboard Slating, pints 2 00

" " quarts 3 50

gallon 13 00

Book Clamps, Japanned 45

" " Brass 75

" Silver 1 30

Call Bell, No. 3 1 50

No. 5 2 00

Call Bell, No. 28

No. 29

tChalk Crayons special

Chart and Map Supports special

Composition Books, stiff covers, all

sizes special

Crayon Holder, new — • •

tCrayon holders, common special

Cube Root Blocks

Dissected Cone

tDollar School Pens, per gross

Drawing Boards special

Easels special

Exercise books, stiff covers, all sizes .special

(jcometrical Forms, large

Hemisphere Globes, 3-inch

" " 5-inch

Inkwells, glass, without covers

Payot, Upliam <& Company's Catalogue of ScJiool Books.

SCHOOL APPARATUS— Continued.

ell's glass, with covers 2 75

Britannia hinge 3 75

sacks for boys, two sizes special terms

era! Frames 2 15

;t Teaching Forms 4 50

t Teaching Aids of all kinds special terms

7 22 50

bar Cushioned Slates, 5x7 20

6x9 25

6HxlO 30

• " " 7x11 35

8x12 40

5x7 ruled 38

tRulers with inches marked, 15 inches . special terms

tScliool Medals special terms

School Bags for girls, six sizes special terms

School Straps for boys special terms

fSlate Pencil holders special terms

T Square, Triangles, etc special terms

Tellurian 22 50

Writing Ink, in glass, stone or wood, special terms
' ' Books, wide or narrow ruling.special terms
" " " stiff covers .. special terms

" " for German " .. special terms

TEACHER'S LIBEARY.

ncan Normal Schools 1 15

Institute Lectures 1 50

Methods of Teacher's Institutes 75

ard's School Architecture 2 25

Pestalozzi Papers (6th series) 3 75

Oral Training 1 00

on Corporal Punishment 1 30

ht's Higher Christian Education 1 50

Philology 2 25

ocqueville's American Institutions 1 75

s' Logic of Mathematics 1 50

tt's Practical Education 1 50

e's Institute Lectures 1 25

j's In the School Boom 1 25

rook"s Normal Method of Teaching 1 75

)rv of the Progi-ess of Education 1 50

|l^s School Government 1 50

Mansfield's American Education 1 50

Mayhew's Universal Education 1 75

Northend's Teacher and Parent 1 50

" Teacher's Assistant 1 50

Potter & Emerson's School and Schoolmaster 1 50

Page's Theorv and Practice of Teaching 1 50

Phelp's Educator 1 50

" Student 1 50

Randall's Popular Education 1 50

Root's School Amusements 1 50

Russell's Normal Training 1 50

Sand's Philosophy of Teaching 1 00

Spencer on Education 1 25

Walsh's Lawyer in the School Room 1 50

AVells' Graded Schools 1 25

Wickersham's School Economy 1 50

Wickersham's Methods of Instruction 1 75

See Classified List of Books for Teachers.

MISCELLANEOUS STATIONERY;

EMBBACING

The '* Whiting '^ and *' Pearl Siyring Mills " Writing Vapers, Envelop
Initial Paper, Gold Pens, Steel Pens, Penholders, Inks and Flui
Ifikstands, Mueilage, Slates, Slate Pencils, Draiving Pencils, Che
Crayons, Stationers' Puhber, Backgammon and Chess Boar\
Checkers, Chessmen, Cribbage Boards, Portfolios and Tourii
Cases, Ivory Folders, Erasers, Ivory Tablets, Paper Weights, Sei
ing Wax, Playing Cards, Bristol Board, Blotting Paper, Writi
Desks, Diaries, etc., etc, j

OUR STOCK OF

EMBEACES

Mistory, Biography, Poetry and the Drama, Belles Lettres and Statu
Classics, Standard Fiction, Medical, Theology, Religion, Travl
English Publications, Science, Art and Natural History, Miscel^
neous. Architecture, Agriculture, Dictionaries, Encyclopedias, Bih
andf Prayer Books, Family Bibles, Photograph Albums, Gift Boot
Juvenile and Toy Books, etc., etc.

FEENOH, ENGLISH, GERMAN and AMERICAN FANO
COMMERCIAL and SCHOOL STATIONERY.

CONSTANTLY IN EECEIPT OF NEW STYLES OF

Monograms, Family Crests, Annorial Bearings,

Coats of Arms, Mottoes, Escutcheons, e

AETISTICALLY DESIGNED AND ENGEAATID.

FASHIONABLE STYLES OF VISITING, INVITATION and WEDDING- OAE-

SOIiS] AGENTS FOR THE

Orders for any article not strictly in our line will meet with prompt attention, and be fi
to tlie best advantage of our customers, without charge for commission.

^^A liberal discount made to the Trade, Libraries, Clergymen and Teachers.

PAYOT, UPHAM & COMPANY,

Publishers, Booksellers, Iraporters and Stationers^

620 S 622 WASHINGTON ST.,

San Francisco, Oal.

UNSECTIONAL, UNPARTISAN, UNPOLITICAL SCHOOL-BOOKS.

The freshest series of Text-Books puhlished— containing the latest
results of discovery and scientific research.

I Officially adopted by the Virginia State Board of Education,

I AND NOW LAR6JELT IN USE IN

And in many Northern States.

jA.n Association composed of many
the several Southern States, feel-
|School-Books wliieh should be en-
^npoUtical, whicli should present
cieuce — are now issuing a com-
Text-books by the eminent schol-
Ivhich are the

Cheajjestf Best, and Most

Now published. The

of the most eminent citizens of
ing the necessity for a series of
tirely unsectional, unpartisan, and
only the facts of history and
plete series of School and College
ars and educators named below

Beautiful School-Boohs

University Series" embraces

MAURY'S Geographical Series,

JBy Commodore M. F. Maury, of the Virginia Military Institute. A series of books which
fenark an era in the study of this science, and which, i:i the words of a well known and ac-
Isomplished Southern teacher, " are characterized by a felicity of arrangement and simjde
freshness of style which must ever render them attractive to the young, and which will be
jused by all who wish to teach Geography as a science, as something to make pupils tJiink,
and not merely as an enumeration of dry facts."

Holmes' Readers and Spellers,

(By George F. Holmes, LL.D., Professor of History and General Literature in the Uni-
Iversity of Virginia. A series of Readers unequalled in cheapness, excellence, and typo-
jgraphical beauty. They are steadily progressive in character, bright and fresh in their
[selections of prose and verse, and illustrative of Southern scenes, incidents, and history

Venable's Arithmetical Series,

y Charles S. Venable, LL.D., Professor of Mathematics in the University of

irginia. These books arc received everywhere by intelligent teachers with the highest
satisfaction, as being most admirably adapted for mental drill, as well as for business educa-
tion. Their methods, rules, and reasonings are clear, distinct, logical, and comprehensive,
flnd the series is carefully graded throughout.

Holmes' History of the United States,

B^ George F. Holmes, LL.D., of the University of Virginia. It is enough to say of

this admirable work, interesting, impartial, and truthful, as well as pure and graceful in

style, that it is the only History of the United States which is strictly impartisan. It
comes down to the present date. Also,

De Vere's French Grammar, Readers, etc.,
Cildersleeve's Latin Series,

Carter's Elements of General History,
Holmes' English Grammars,
LeConte's Scientific Series,
Johnston's Eng;lish Classics,

Duntonian Writing-Books, etc., etc*

Send for our new ILLUSTRATED DESCRIPTIVE CATALOGUE, which will be
; mailed free to any teacher or school officer. It tells what teachers think of the books, and
1 contains specimen pages of each.

I Address UNIVERSITY PUBLISHING COMPANY,

155 and 157 Crosby Street, New York.

Adopted fcr Exclusive Use in the Public Schools of Californ

SWINTON'S CONDENSED.

^ COISDETNHEI) J^OHOOE TIIHTOIIY

OF 'I HE

UNITED STA_TE:g

CONSTRUCTED for definite results in recitation, and cc
taining a new method of topical reviews. Fully illustrat
with maps, portraits, and new and beautiful designs. By W-
SwLxroN, A. M., Professor of History in the University of Q
fornia; author of ^-Campaigns of the ylrmy of the (Potomac/' ^'C
cisive (Battles of the War/' etc. 300 pages, printed on fine pa]
in elegant style, and substantially bound.

Copies furnished by mail to teachers who may wish to exanii
it, with a view to introduction, on receipt of 7 5 cents.

This condensed manual has been prepared in order
to meet the views and wan s of that large and increas-
ing class of teachers, and more especially the teachers
in our Common Schools, who are aiming at definite
results in this study. It is not a mere picture-book or
story-book— though it is very fully illustrated with
portraits, maps, and other engravings, all of which are
execuKd in the best style. It aims at something
which, if not higher, is at least different. It is designed
as a working book, and J.ence discards both the high-
flown na; rative style and the meaningless details of the
majority of school histories. The text derives its in-
terest from the lucid presentation of the subject-mat-
ter — in itself deeply interesting. The technic;-] points
of novelty and sup ri( rity of this work will be evident
to all practical teachers. Some of these points are:

I. A plan of clear and concise paragraphing, by
which the gist of each paragraph is readily apprehended
by the pupil.

II. A total, and it is hoped welcome, absence of in-
volved, inverted, or in anywise rhetorical sentenc< s,
and the ixse, in lieu thereof, of the direct, concise, and
recitable construction.

III. A new method of Topical Keviews. On this
point— perhaps the leading point of novelty in the
book— the teacher is referred to an examinatic)n of the
Reviews themselves. Ihe difference between the
present and the old method of reviewing— which does
no more than print a string of review questions, re-
ferring to preceding pages for the piecemeal answers —
must be obvious. There can be few jndicioixs teach-
ers who have not discovered that pupils, in order to
have a really available knowledge of the crowded facts
of history, require that these facts should be grouped
and reiterated and turned over in avaritty of ways. To
accomplish this end, thus imparting a comprehensive
knowledge of events and the connections of events, is
the purpose of the novel method of reviewing adopted
in this manual.

IV. The separation of the history of the Western,

Mississippi Valley and Pacific Statrs from its t iitai
meut in the history of the .Administration is. The
tory of these great States thus receive a degree ol
tention that is at least more nearly adequate i
htretofoie.

V. The separation of the leading f.icts of Amcr
Progress from their entanglement in the history ol
Administrations, and their i)rtsentation in a sec
by themselves.

VI. A tone of treatment free from partisan bi
sectionalism, politics or religion — a tone of treat:
as completely as possible American.

The A>w York Times, in announcing the forthi
ing publication of this work, in its issue of June 1
1871, said:

"Advance sheets of Swinton's Condensfil Hi
have for some time been in the hands of loiuliug
cational men of this city, and we but expn ss t
unanimous opinion when we say that thi- mn
marks an era in school histories. Mr. Sm'1xt« n^ i:
as a writer of histoiy is pretty well known to liu i
ers of this journal, with which he was many \« .a
sociated, while through Ms Army of the I'hO^iikI'-
Decisive Battles it is equally well-known to tin c(>ii
at large. The Con(/en,sfi(Z contains many technical p
of novelty and superiority, which teachers will rt
appreciate. It is clear in its style, sensible in its i
and impartial and catholic in i s spirit. It will h
tensively used in this city, and has been sdopt(
the State Educational Boards of several Sta es.

j palpable merits of the book will be its own sufli'

j introduction."

I The Hon. John Swf.tt, Dep. Supt. of Com
! Schools of California, after examining the sheets,
the following enthusiastic praise to the work;

"Allow me to congratulate you on the siihi'
excellence of Swinton's Condensed. Histoni. '^"•
caunot express the delight with which I luu > r( ;i
pages of proof. It cannot fail to be a great surci ^

The " COWDENSBD ^^ can now he suj^pUed for iiitrodi
Hon through the San Francisco trade.

IVISON, BLAKEMAN, TAYLOR & 00, Publish

138 and 140 Grand Street, NEW YOIi

OCTOBKR, 18^1.

Vol. IX.]

\W/>

[No. 4.

T^HTjB

A JOURNAL OF

School and Home Education

AND OFFICIAL OEGAN OF THE

iepartment of Public Instruotion.

KDITORS :

O. F. ^ND ^. I.. FITZGERALD.

I cvl

ContriDnting Editors, elected liy tie State Educational Society :

MISS CLARA G. DOLLIVER. DR. E. S. CARR,

MRS. AURELIA GRIFFITH, PROF. Vf, J. G. WILLIAMS.

SAN FRANCISCO:

CALIFORNIA EDUCATIONAL SOCIETY.

Publication Rooms, No. 240 Montgomery Street,

M. D. Carr A Co., Booh nnd Joh I^rlnters, Ko. JjSS Clay Street.

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They call special attention to their well-selected and comple
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lowest market prices, WJiolesale and Retail. Also,

Standai

Bibles : /^77 /77) ^. r ^,

ci^^/ "_X^^/:!^^^5^^^_2^

pks,

Scienti:

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^^ Suhscriplions taken for all Foreign and American Periodicals.

PAYOT, UPHAM & COMPANY

620 and 622 Washington i«

4-1

THE

California Teacher.

OCTOBER, 1871,

Vol. IX. SAN FRANCISCO. jVo. 4.

THE READING EXERCISE.

BY H. C. KINNE.

The following suggestions are offered mainly for the consideration of
persons who have charge of ungraded country' schools, though they are
by no means entirely inapplicable to the peculiar routine of the school-
room in our cities and larger villages.

The first and most important item in the successful management of
an ungraded school is the proper classification of the pupils, and the
want of such classification is a bar to progress which no amount of skill
or energy on the part of the teacher can overcome. The true secret
of success in teaching is to teach but few things, and teach them well;
and every teacher, upon entering an ungraded school, should organize
the fewest possible number of class^S'Rand>d^clu^ a large share of the
school in each class. All studies in\\\ich * a goodly number of pupils
cannot engage should be thrown out. This is trhe of reading as well
as of other studies, and it is in relation to the reading exercise that a
caution is particularly needed in the schools of this State. There are
now, and have been for years past, too many different reading-books
allowed in our schools. McGuffey's series of Readers has been wisely
substituted in place of Willson's; but our State Board would have con-
sulted the interests of ungraded schools, at least, if they had taken a step
farther: selected three numbers from the new series, and permitted the
introduction of these three only. The full series consists of six num-
bers, and as the use of all of them is now authorized, they will naturally
find their way into all the book stores and all the schools of the State.

94 THE READING EXERCISE. [Oct.

There is many a small school wherein two or three pupils ^vill be furn-
ished with the sixth reader, three or four with the fifth reader, four or
five with the fourth reader, and so on down to the first. Of course,
there must be as many different classes as there are diff"erent readers-
and confusion will necessarily reign supreme. No one at all conver- ^_,
sant with school matters needs for a moment to be informed that it isiflH
utterly impossible for any teacher to manage six reading classes and do
any degree of justice to them. Wherever the attempt is made the read-
ing exercise will degenerate into a farce.

The first injunction, then, that I would lay upon the teacher is this,
that in addition to a class in the charts, no more than three regular read-
ing classes be organized. The teacher should select from the series
three readers adapted to the capacity of the pupils, and make use of
them only; and where such selection has not already been made, I
would suggest that the first, third and sixth readers will be found amply
sufficient for the wants of every ungraded school in the State. If the
mode of instruction recommended in this article be faithfully pursued,
the omission of the intervening numbers will occasion no inconvenience.
But whatever portion of the series is selected, this much is certain, that
three readers, and three readers only, are all that should be used in any
one school at any one time. Teachers should be inflexible on this
point. • Of course, if a large number of pupils, sufficient to form a class^
are already provided with a given text-book, a change should not be
too rigidly insisted on, though that book may not, in the judgment of
the teacher, be the best adapted to their capacity. But the odd sticks
should be pruned off Avithout mercy. One or two pupils should not be
allowed to read separately, simply because they " bought that kind of
book." It is nothing but weakness on the part of the teacher to tolerate
such a condition of things. Some effort may be required to effect a
proper classification, and to reduce the school to a working trim, but
the thing must be done before any sound and vigorous progress can
be made.

Three reading classes having been organized, I would advise, sec-
ondly, that the smaller pupils be furnished with extra readers, similar to
those used by the higher classes, in order that they may look on while the
older pupils are reading. This may be deemed a novel proposition,
but it is one that will stand approved after a litde reflection, and most
certainly after a little experience. It is the peculiar advantage of an
ungraded school that the smaller pupils are constantly learning from
the instruction given to those who are older. The smaller pupils are

1871.J THE READING EXERCISE. 95

listening day by day to the reading of the advanced classes, and
especially to the reading of the teachers, and they thus gradually be-
come familiar with the pronunciation of words, and also gather some-
thing of the spirit and meaning of the passages contained in the reading
lessons. I recollect, when a child myself, listening with the most de-
lighted attention to the eloquent reading of a teacher, whose unusual
gifts in that line of rhetoric subsequently procured for him a professor-
ship of that science in one of our colleges. But if the younger pupils
are supplied with books, and watch the reading of the advanced classes,
it is evident at once that the incidental benefits they receive Vvill be im-
measurably increased. The eye will be educated as well as the ear.
They will not only hear the words pronounced, but they will see upon
the printed page the symbols representing those words, and by associat-
ing the form and the sound, they must necessarily themselves learn to
read. Nor will it be found difficult to teach the younger pupils thus to
watch the exercises of the higher classes. A child that can read rapidly
and fluently in the first reader — whose eye has already been educated
to run quickly from line to line — will soon learn to " keep the place "
in the sixth reader, especially when the lessons in the sixth reader are
read and re-read repeatedly, and read, too, slowly and deliberately for
the particular benefit of younger pupils. And here let me say, paren-
thetically, that while undue rapidity of utterance is of course npt desir-
able, nevertheless ever}' child should be able to read rapidly, and this
faculty should be acquired at an early stage of the pupil's progress. The
first reader class should, therefore, read their lessons over and over till
they can read veiy fast. In this manner the eye will be educated to
quickness of discernment, and the development of an insufferable habit
of drawling prevented.

By all means, then, let the younger pupils be supplied with extra
readers. And as nothing of the kind is contemplated in our public
school regulations, teachers must look to the voluntaiy action of par-
ents for assistance. And they will not look in vain. Parental pride is
particularly solicitous in behalf of the progress of young children. And
if any children remain unprovided for by their parents, teachers should
take up a subscription in their districts, purchase a proper supply of
extra readers, number them, add them to the school library' as district
property, and loan them to such pupils as need them. And whether
these books belong to parents or to the district, they should be put in
the hands of the pupils only during the reading exercise, and immedi-
ately at its close should be carefully collected and laid aside.

96 IHE READING EXERCISE. [Oct.

The third suggestion that I would make is in relation to the adoption
of a rule upon which I would lay the utmost stress, as being of vital im-
portance in the successful management of the reading exercise. It is a
rule that should be enforced in all schools, whether graded or ungraded,
and in all classes, whether primary or advanced. To borrow a trite
phrase, it is a rule that should be transcribed in letters of gold and hung
up in every school-room for the guidance of the teacher as well as the
school. It is this:

Every pupil shall read readily and flue7itly^ without hesitation and
without mistakes.

This regulation may seem to many to be very nearly akin in point
of wisdom to the famous order of King Canute forbidding the influx of
the tide. To many it may seem not half as brilliant, nor half as likely
to prove effective as Dame Partington's attempt to beat back the sea
with her broom. But I beg leave to say that nothing can be surer of
accomplishment. I beg leave to say that a school may be so instructed
that every pupil shall have no more difficulty in determining the pro-
nunciation of the words that occur in his reading lesson than he has in
finding the way to his mouth at the dinner-table. It is hardly necessary
to remark that this is a consummation devoutly to be wished, and that
it is also a consummation not yet attained in the majority of our schools.
There 'is an endless amount of stumbling and awkwardness and hesita-
tion in our reading exercises. It is to be found, to a greater or less
extent, nearly everywhere. If all the reading lessons in the land were
marshaled simultaneously, and if our auditor}^ nerves were rendered so
acute that we could catch the faintest vibration from the remotest sec-
tion, what a Niagara-like torrent of mispronunciation would roll in upon
us. And this state of affairs is attended with the most damaging results.
If but a portion of the pupils are chronic stumblers, they constitute a
drag and a burthen that renders the whole exercise exceedingly stale
and unprofitable. Wherever this pernicious habit prevails, it destroys
all life and interest and animation, creates a spirit of restlessness and
inattention, and converts the reading exercise into a tedious and weari-
some farce. The pupil who stumbles at every third word derives no
benefit from the exercise, but rather positive injur}^ He of course
understands nothing of what he is reading, or pretending to read. The
hour for reading is to him an hour of mortification and shame, and he
gradually acquires an aversion to everything in the shape of a book,
which aversion he carries with him through life. Not a little of our
popular ignorance is attributable to the fact that multitudes in their

1 871.1 THE READING EXERCISE. 97

earlier years acquire a disgust for literature by reason of that defective
mode of instruction which allows them to stumble into the school-
room, stumble through it, and stumble out again, without having read
a single sentence correctly and understanding^ throughout their whole
course. By ail means, then, let the nuisance be abated, if the thing is
possible. And as I have already intimated, the thing is possible. From
the whole number of schools in California let there be selected fifty
wherein this habit most prevails; from each of these fifty schools select
the individual pupil most notorious for this defect; let these fifty choice
specimens be gathered into one class or school, and yet, under suitable
instruction, all this hesitancy in reading may be made to disappear as if
by magic within ten days. But how is this result to be attained .? What
is the talisman that will eflfect so wonderful a transformation .? It is
simply this : Let the teacher read each lesson to the class, clearly and
distinctly, six times before any pupil is allowed to pronounce a syllable.
This is the remedy, and the whole remedy. Just this, and nothing
more. I do not mean that the teacher shall read the lesson six times
\ consecutively on one occasion, or at one sitting, but that the lesson
: shall be read repeatedly during several days previous to its assignment
I to the class.

Let us explain the matter more pardcularly. We will suppose it to
be Monday morning, and in a school where the good old-fashioned
practice of opening both the morning and afternoon sessions with read-
ing still prevails. The class is prepared to take up a new lesson, say
Lesson' XX, which lesson has been read by the teacher half a dozen
times during the preceding week. The teacher commences the exer-
cise by reading the same lesson again in full. The class follows, read-
ing the same. The teacher then concludes by reading. Lesson XXI as
an advanced lesson. On Monday afternoon precisely the same course
is pursued, the teacher reading Lesson XX, the class reading the same,
and the teacher concluding with Lesson XXI. The same routine is
strictly observed on Tuesday and Wednesday, both morning and after-
noon. On Thursday morning, as Lesson XXI has now been read six
times in advance, the class is prepared to take it in hand, while Lesson
XXII becomes the advanced lesson to be read by the teacher. It will
be seen that by this method each lesson is read six times by the teacher
before it is commenced by the class; it is read six times by the teacher
while the class is engaged upon it; and it is read six times by the pupils
themselves, or eighteen times in all. The entire efficacy of this mode of
instruction as a remedy for any ancf all awkwardness and hesitancy in

98 THE READING EXERCISE. [Oct.

reading will not be disputed for a moment. The whole school must
necessarily read with the utmost ease and fluency.

But the objection may be made that under this system the teacher is
required to read twice as much as the pupils. This is precisely as it
should be. It is from the instruction given by the teacher that the
pupil is supposed to make progress. Every time a child pronounces a
letter, a syllable, or a word correctly, it does so from the fact that it has
heard its teacher or other person pronounce that same letter, syllable or
word correctly. The more frequently, then, a word is pronounced in
the hearing of the pupil, the more indelibly will that pronunciation be
impressed upon his memory. And there is another consideration that
calls upon the teacher to read continually and repeatedly in the pres-
ence of his school. The language of literature differs very materially
from the language of children and of unlettered people generally. Our
literary productions contain innumerable words and expressions that do
not pass current among persons unacquainted with books. The words
made use of by uneducated people are few and simple; whereas the
words to be met with in the broads fields of literature, in their number,
in their construction, and in their application and shades of meaning,
are multitudinous, complex and manifold. When the boy steps from
the circle of the play-ground into the circle of the literati, he is ushered
into a new sphere, where ideas are conveyed in a tongue to him un-
known. Upon the teacher, therefore, devolves the task of rendering
his pupils familiar with this higher language, and the true course for
him to pursue is that which I have indicated. The words of litera-
ture should be dinned incessantly into the ears of the pupil until they
are inlaid, so to speak, into his intellectual structure, and become an
essential and inseparable part of his mentality. Let the teacher, then,
read, re-read, and read again.

It may be further objected, that if the smaller pupils are required
to watch the exercises of the higher classes they will have no time to
study their own reading lessons. I respectfully demur to the use of
the term " study " in connection with a reading lesson. When pupils
are required to memorize certain facts in geography, or certain par-
adigms in grammar, that term may be appropriate, but there is no pro-
priety in assigning to a class an entirely new reading lesson, one which
they have never read, or heard read, before, and requiring them to
"study" it by way of preparation for reciting. New lessons must
necessarily contain new words, in reference to the pronunciation of
which the pupil is left in the dark. After the teacher had read a

1 87 1.] A TALK TO PARENTS. 99

lesson several times, and thus shown the class how to set the egg on
end, it may be entirely proper to require them to review it before
reading, but the only true way to " study " a reading lesson is for the
class, with book in hand and eye on line, to listen to the reading of
the teacher.

The advantages of the system of instruction outlined in this article
may be summed up as follows:

1 . There will be but few classes, and these most thoroughly taught.

2. All hesitancy and defective pronunciation in the reading exer-
cise will disappear.

3. Unexampled progress will be made, especially by the younger
pupils.

4. The constant repetition of the lessons will enable the younger
pupils to watch the reading of the advanced classes without difficulty.

5. Younger pupils may be promoted to higher classes with no in-
convenience from the omission of some of the readers in the estab-
lished series.

6. The whole school can join in concert exercises in reading from
the highest reader in use.

7. All children will become good readers, and that at an early age.

8. Pupils will catch and imitate the style of the teacher, and thus
read with proper rhetorical effect, though no special attention be given
to the so-called rules of rhetoric.

9. Success in this exercise will tend to develop a taste for reading,
which, in turn, will contribute to the attainment of a higher degree of
general intelligence.

And, finally, it is claimed that this system is the most natural and
philosophical, and consequently the most valuable and useful, and
therefore those teachers who adopt it will necessarily be the most suc-
cessful.

A TALK TO PARENTS.

Parents, patrons and friends, we extend to you a cordial welcome,
and must assure you that we feel highly honored with your presence
here to-day. We felt desirous to have you come to see us, at least one
time. We would have been glad, and certainly felt much encouraged
to have had you visit us oftener. We must now say, that special efforts
would have been made to secure your presence ere this, had it not
been that we have been anticipating a brief career and speedy termina-

loo A TALK TO PARENTS. [Oct.

tion of school on account of the financial condition of the district. I am
now happy to say we can anticipate its continuance with brighter pros-
pects, I hope, for the future. We trust that our energies may be re-
newed, and our labors here become more and more satisfactory and
beneficial. We feel that the business of schools is so closely allied
with every one's interest, that we should meet at least one time under
the same roof — the roof of the district school house — where we could
see and know each other, and see and know how things looked around
and about here ; and encourage that feeling of mutual dependence and
benefit which is so strongly manifested, yet so little heeded, in the rela-
tions which a school establishes in a community.

The visits of school officers, and especially the parents of the children
attending school, should be so frequent as to make us feel that their
visits were a matter of course, and of no unusual occurrence . We
would thereby be impressed with a feeling of confidence and security.
Whereas, when they are few and far between, like the visits of angels,
we are apt to grow timid, become embarrassed, and regard them, not
as a matter in the natural course of things, but with a kind of fear and
dread. The less parents and patrons visit schools the less they feel in-
clined to do so, till finally they are influenced by the same dread.

This place is the scene of your children's educational labors, and
their moral, mental and physical training. This is the house, and this
is the place where the children and youth from the different homes in
this community assemble from day to day, for seven hours of the day,
and for five days in the week. Within these walls, and at these desks,
from day to day they assemble, and take their accustomed places,
where the work of preparation in the different studies in which they
are engaged is required to be done.

And on these grounds, just around and about here, they chase away
the hours of relaxation and play, in childish amusements. Behold
them, assembled here now, a part and parcel of an embiyo republic
— the future representatives of yourselves, of this community, and of
this society, and of the community and society at large.

Again, I would ask, what is the object of this meeting here from day
to day, week to week, month to month, and from year to year, during
the period of their minority ? Is it a place of retirement for children,
where parents and guardians may send them to escape the petty annoy-
ances which they sometimes experience by their presence at home }
Or, is it for the more noble and glorious purpose of bringing them
under the influence of moral and intellectual discipline, that they may
be prepared to become useful members of society }

1 87 1.] A TALK TO PARENTS.

lOI

We come here to learn what are our duties, and to prepare ourselves
for an hofiesi and intelligent discharge of them. What are our duties ?
We have certain duties to perform, growing out of our relations to our
Creator — that of whole-souled love and obedience, entirely summed up
in the command: "Thou shalt love the Lord thy God with all thy
m.ind, with all thy strength, and with all thy understanding,"

We have duties to discharge which are the result of the relations ex-
isting between parent and child. Parents, you are bound by the law of
the great God of all creation to maintain and educate your children,
according to the means which He has placed in your hands. You are
responsible to a very great extent for their fitness for this life as well as
for that life which is beyond the grave.

If your worldly circumstances and situation are such as to deprive
you of the benefits and conveniences that sometimes go along with
riches and favorable circumstances, it is no excuse. Though, perhaps,
you may be what the world calls poor, or live in some isolated district
of country, yet, notwithstanding all that, you are not excused from the
proper training of your children. Your homes, wheresoever they be,
or however poor, are the nurseries of your children's good or bad
qualities. Your influence, and the influences of your homes, are the
greatest that are brought to bear upon their infant minds, and there, at
your homes, and with you, let me inform you, the greatest responsibih-
ties rest.

If you are immoral, dishonest, impolite, slovenly and indolent, your
children will imbibe these qualities. If you are courteous in your
manners, moral in your thoughts and language, neat and orderly in
your habits, industrious and frugal in the management of your aftairs,
however great or however small they may be, and generally correct in
your deportment, your children will be like you. As is your life and
example, so will be inclined your children. Not because you have
been disappointed, and failed in the race of life, should you abandon
them to the same fate; but by proper home culture and training you
may enable them to achieve such success in life as to redeem all your
worse qualities and shortcomings; or, in other words, make your life
successful through the medium of your children. "As the twig is bent
the tree is inclined;'"' "Train up a child in the way it should go, and
when it is old it will not depart from it," are trite and truthful sayings.

The homes of families are properly regarded as the nurseries of the
State. In them the young twigs of State are propagated and put forth
their shoots of green and tender branches. This age of the tender

102 A TALK TO PARENTS. [Oct.

plants is the one most susceptible of impressions, and according to the
influences and manner of pruning, cultivating and training them, will
these impressions be productive of good or bad fruits. It is in this
nursery, if the twig be bent for good, the tree will be inclined to pro-
duce good; but if the twig has been bent for evil, the tree will be in-
clined to produce evil. That there are a great many poorly cultivated
and badly managed nurseries in this goodly land of ours we have an
abundance of evidence, from the great amount of evil we behold in the
world around us.

We will now consider the duties which arise from the relations that
exist between the teacher, parent and pupil.

The teacher is in the place of the parents for the time that the child-
ren are with him; or, in other words he is the general agent of these
home nurseries. It is his duty to receive into the schoolroom, or gen-
eral nursery, the consignments of the products of these different nur-
series, good, bad and indifferent; of various ages and states of develop-
ment; and to deal with them as a good, honest and faithful agent should
do — according to contract, and the purposes for which they were con-
signed-— to act as good and honest principals would, if they were
themselves present, and attending to their own business.

He is a co-worker in the business of pruning, cultivating and train-
ing, and while in his care, should endeavor to improve and make them
a merchantable commodity — to forward them into the world's mart of
talent and true w^orth. There is as surely a market for the sale of tal-
ent as for barley and butter. True w^orth and usefulness are the quali-
ties which command the highest price.

In the general business of the world it is exceedingly rare to find the
agent as honest and faithful in the discharge of duty as the principal
would be, if present and attending to the business himself; but in the
business of teaching, how very, very often (yea, the order of things is
almost reversed) do we see the teacher laboring more assiduously,
honestly and faithfully than the parents at their homes. And it is in
this business, as of all other kinds, the principals could labor more
effectually by virtue of their greater power and influence. Why, I
would ask, is this difference .? Is it because the interest of accumulat-
ing dollars and cents, and of enjoying worldly pastimes and pleasures,
are greater than the moral, intellectual and physical development and
training of their children ?

Now we, as your agents in this business, as the world knows, are
abused more than any other class of agents, and yet, as the world

1871.I A TALK TO PARENTS. 103

also knows, as a class we are more honest and faithful in the dis-
charge of our duties than the principals for W'hom we labor.

We have the indifferent and distorted twigs of different ages and stages
of development consigned to us, and we are directed to prepare them
for market with all dispatch. They have already fondly set their own
value upon them, and if, perchance, they fall below the world's classifi-
cation, the faithful agent is charged with the damages.

We give a moral lecture to-day to the little culprits, in all sincerity
and earnestness, on the evils of the use of profane and vulgar language,
and make a good and deep impression, the school adjourns at
the accustomed hour, and ere the assembling of another day, our work
has all been torn down; the good impressions have all been uprooted
by the profane language and contaminating vulgarisms that have
escaped the lips of parents and older members of the family domain.

Send us twigs from your nurseries that have been skillfully and mor-
ally cultivated. We can then establish an orchard of State, the de-
lightful fragrance of whose blossoms will perfume the land, the plente-
ousness and deliciousness of whose fruit shall suffice for the wants and
insure the healthfulness of the body politic.

You are the principals, weare the agents; consequently we sustain to-
ward each other the relation of principal and agent; therefore, teachers
and parents are certainly co-workers in school business. You work
there (at your homes) and we work here; your duties are more particu-
larly with the children at home; ours with them here. You should
visit us, and we should visit you. We will thereby be better informed
about our duties and business, and less likely to disagree. If you dis-
charge your dudes and we discharge ours, the fruits of our joint labors
will certainly be the most abundant, and of the very best quality.

The most important duties children owe to their parents are a cheer-
ful and prompt obedience, love and respect. They owe similar duties
at school to your agent, the teacher. We know, when they have been
trained to discharge these duties properly at home, they invariably
cheerfully discharge their school duties.

Children are naturally wayward, restless and wicked, and have been
so since the transgression of our first parents. Children are also nat-
urally inclined to do right and avoid wrong, as their consciences dic-
tate; but lacking the maturity of mind and firmness of purpose, they
cannot govern themselves, but must be governed and directed by the
experience of others. We cannot blame fhem, then, for being slovenly,
indolent, rude and wicked, but those whose inevitable duty it is to

104 A TALK TO PARENTS. [Oct.

nourish, educate, train, g-overn and direct, by means of the various in-
strumentahties which (}od has placed in their hands.

We are no less required to learn and practice the duties which we
owe to our fellow creatures, all of which may be embodied in that
golden rule of life, " Do unto others as you would that others should do
unto you." To learn and practice our various duties, as well as the
more practical branches of the arts and sciences — to drink freely at the
fountain of knowledge, and to walk hand in hand with her handmaid,
Virtue, is the business of schools and school teachers.

Let us reflect for a moment, and see how far we assist each other in
the performance of this most important work. If you had an agent in
any other business, would you interpose any obstacle, either by word or
action, that w^ould lessen his authority, or impair his usefulness, thereby
damaging your own interest } or would you, from any supposed weak-
ness in him, co-operate more vigorously, in order to secure success, so
long as he was retained in your employ .? The truth seems to be that
where lucre and worldly goods and gains are the things considered, the
latter course would prevail; but the consideration of your children's
moral and intellectual well-being is of so much less importance that
the reverse is too often the case. Disrespectful words uttered about
the teacher or school, in the presence and hearing of children, are fire-
brands thrown into the school, and are obstacles placed in the way of
your children's prosperity. How often, I would ask, is this thought-
lessly, and sometimes maliciously, done by parents and grown up peo-
ple ? Notwithstanding all this, teachers may, and do labor success-
fully against such influences; yet how much better would it be if such
was not the case.

A case in point occurs to me at this moment. To-day we have lec-
tured in a most fervent manner on the duties of children to respect and
obey their parents, of respect and obedience to the authority under
which they may be placed; of respect to old age and to superiors, etc.
To-night, within the enclosures of home, and under its magic influ-
ences, an unkind, perchance an unjust, though it may be thoughtless,
remark has been uttered in the presence and hearing of the children,
which plainly conveys an idea of opposition and disrespect to authority
on the part of the parent, thereby upturning the good seed that may
have been sown.

• Again, parents, I must tell you that your homes are the nurseries of
the State. They are the basis of the pyramid, and according as the
foundation is there laid, so will be the superstructure. We are co-

iSyi.] REVIEW BY TriLE. 105

workers in its erection; let us tiy to be skillful and faithful workmen,
that symmetry, harmony, beauty and utility may all be combined in this
imperishable edifice. J. G. B.

REVIEW BY TITLE.

Last month I reviewed a book of which I had seen only a speci-
men page. Now I shall review a book of which I have heard only the
title. One Term History. I don't know who wrote it. I don't
know who published it. I don't want to know. I do know, however,
that I shall like the book. It is a step in the right direction. One term
is long enough to study the history of our country. I hope each book
will be accompanied with a smooth, round stick, tipped with some-
thing very soft — a small piece of the author's head, for instance,
with which to ram the text down the pupil's throat. I say it is
a step in the right direction. But it is only a step. The time should
be reduced to one month, or twenty school days. Dr. Schellhous re-
cently remarked in this journal that time is an essential element in educa-
tion. He probably meant a very little time, and the coming school histo-
rian will treat American History in six easy lessons. With an arithmetic,
a grammar and a geography to match, we shall be enabled to delight
the hearts of those intelligent parents who want their Johnnies pro-
moted to encourage them. And education can be made so thorough,
too. Just what is demanded by the editors of the daily newspapers,
when they condescend to devote their gigantic intellects to the enlight-
enment of teachers in matters of education. (Don't editors know more
about teaching than teachers do }) So practical, too. Quite on a par
with teaching our Fifth Grade infants to make out bills and receipts, ^
and our Fourth Grade children to reckon interest and draw up notes.
What if they are not old enough to keep their noses clean, isn't it the
prime object of education to prepare children to get a living without
the aid of their hands } Isn't the country suffering for the want of
young men willing to stand behind counters and measure ribbon.''

By all means, push on the reforms. Shorten the course. Be thor-
ough. Instead of three ideas well expressed in one language, let there
be one idea lamely expressed in three languages. It shows. I like
display. The people like to be humbugged, and if teachers won't
gratify them they must expect to become unpopular.

Bernhard Marks.

io6 " BODY MORE THAN RAIMENTr [Oct.

" BODY MORE THAN RAIMENT."

It would seem as though many educators did not agree with the
Great Teacher. They will spend much time in telling of the wonders
of a little piece of woolen, linen or cotton fabric; they will dwell with
an earnestness truly commendable on the different colors and shades
of colors; they linger over the beauties of vegetable life, showing the
way in which plants live and breathe; they even do not forget sticks
and stones, giving their form and use; but not one word of that most
necessary science — the preservation and health of the human body.
Many who think it right, and would teach it, are at a loss how to
reach the minds of young, children, or how to impress upon them
even the most simple laws of health.

Until something better is suggested, let us give rules, in the shape of
maxims, and illustrate, as often as possible, by stories and questions,
on the maxims given. Below are a few maxims, partly founded on
Dr. Hall's rules for preserving health:

Always keep your person and clothes clean. ^

To your homes welcome sunshine and pure air.

Many die from eating too much.

Little eaten leisurely is better than much eaten in a hurry.

Don't drink until you are through your meal, and then nothing cold.

Eat plain, coarse food, rather than pudding, cake and pie.

Ripe fruits and berries are always wholesome.

Do not take much exercise before breakfast.

Do not go with an empty stomach into a sick-room.

Do not eat or drink, after leaving a sick-room, until you have thor-
oughly rinsed your mouth.

Wash your teeth before breakfast and every time you eat.

Do not cut finger-nails too close; keep them washed, not scraped,
clean.

Keep your mouth shut, and breathe through your nose.

Pure air makes pure blood.

Take plenty of regular exercise in the open air.

"When warm from exercise, cool off veiy slowly.

Do not read with your face to the light, nor while lying down.

Never go to bed with cold or damp feet.

Always eat and sleep with a happy heart.
■Fun is worth more than physic.

Illustrate, I repeat, by stories and questions. If the maxim given
should be, " When warm from exercise, cool off ver}' slowly," ask what

iSyi.] MORE OF MRS. FLIPKINS' VIEWS. 107

harm it would do if he drank a quantity of cold water, or sat in a cur-
rent of air. Tell about some child who was made very sick, and had
to take much bad medicine for disobeying this rule. The more the
story is enriched by sentiment, fun or word pictures of material sur-
roundings, the more good it will do. Occasia.

MORE OF MRS. FLIPKINS' VIEWS.

"I declare," said Mrs. Flipkins, ironically, to her bosom friend,
" why don't these school teachers send for a new book eveiyday instead
of every week .? I wonder how much profit they make on each one .''
No wonder they can afford to wear silk dresses and velvet cloaks, and
put on all kinds of airs; no wonder! I declare, Seraphine Jugson, it
just makes me as mad as iwvy to see the impudent hussies flirting round
with their gold watches, and me a toiling away in my kitchen with out
-any, although I have half worried the life out of Flipkins ever since we
were married to buy me one."

"There's the one that lives next door. I declare to goodness the
xQYj dress she wears to school ever)'day is as good as my Sunday one;
and do you believe it, she hain't got but one decent dress besides that
to her name; I know, for I've watched and watched. Such a piece of
extravagance ! Why in the world don't she wear a print to school }
But no, they must m^ake a grand fuss, and always have a fine dress on
at school, if it's the only one they've got. I'd like to know what she
does with all her money. Puts it in the bank, I suppose, to catch a
husband with."

Here Mrs. Flipkins stopped to take breath, and I turned pale with
indignation behind my blinds, for all this meant me.

"About them books," I heard Mrs. Jugson's mild voice interceding,
" I really don't think the teachers is so much to blame as them Boards
what orders 'em."

"Yes," struck in Mrs. Flipkins, vivaciously, "it's the Boards, and the
teachers, too; and worse than all, it's them McGuffeys and Robinsons
and Masons, and all them men who can't let well enough alone, but
must always be a scratching and a scribbling, either revising or compil-
ing, or writing some book; not because they can do any better than
others have done afore 'em, but because supplying books to fifty thou-
sand children is too prett)' a pile for them not to have a finger in it.
You can't talk to me; don't I know these men .? My goodness gracious,

io8 MORE OF MRS. FLIPKINS' VIEWS. [Oct.

sakes alive ! haven't I managed Flipkins for fifteen years, and ain't they
all alike ? "

" Wouldn't Flipkins write a schoolbook if he could ? — of course he
would, and I shouldn't at all wonder if he did set at it one of these days,
for upon my word I don't believe there's anything in this blessed world
he thinks he can't do. Would you believe it, Seraphine, that man
commenced yesterday morning to give me a lecture on managing my
Tommy, as though all five of the others hadn't been just like him when
they were his age. He's going to take Tommy back to-day, and he
says if he has to apologize on his bended knees to that teacher that he
will get him into school again. I just told him to beg all the pardons
he wanted to, so long as he didn't ask me to do it, and as to getting
Tommy back to school again, I should be very glad to get him out of
my way, the little Satan, and I don't care where he goes. My arms are
just tired thrashing that child. I suppose when he goes back, there'll
come a lot more notices for this book and t'other book; well, I've made
up my mind for one thing, and that is, that I shall certify that Flipkins
is unable to buy 'em, and send the children down to get them at the
office."

"But," said Mrs. Jugson, in the same apologetic tone she always
used in speaking to her friend, " I should hardly suppose that Mr, Flip-
kins would consent to that; and besides, he gets such a good salary, I
don't suppose they wotild believe him. I know I suggested it to Mr.
Jugson, who is certainly poorer than your husband, and I declare to
you he didn't speak to me for a week, besides scaring the life out of me
with the black look he gave."

" Noodle ! " ejaculated the undaunted Flipkins, " if that ain't just like
you! Ever the same old f raid-cat; always trembling if your old bear of
a Jugson so much as looks at you. I'd like to see Flipkins terrifying
me, that I would 1 As for his consenting, that has just nothing to do with
it. I shall show him the notices, and he will give me the money; then
I shall sign the notice and send the children down to the office; they
never ask any questions down there; if they did they'd hear some funny
things sometimes. They just give the children an order on some
bookseller, and bring home the books as clean as a whistle. They've
got lots of money down there, and I might as well have a finger in it.
What did they keep half those saucy schoolmams' salaries for if it
wasn't to have plenty of money for these books .? A pretty business
they'd be in, asking questions of a pack of children, for they never re-
quire parents to go down; if they did, I guess there wouldn't be quite
so many books called for."

1871.J JAPANESE CONTRACT WITH A TEACHER. 109

" But about the money Mr. Flipkins will give you," inquired timid
and admiring Mrs. Jugson, " won't you have to give it back to him ? "

" Seraphine," w^as the answer, "you are a noodle without doubt. Will
he ever know anything about it, I'd like to know ? Never; and I shall
never get that point lace collar any other way, for Flipkins is as mean
as can be with his own family."

After this I heard no more, and supposed that the two dear friends
retreated to Mrs. Flipkins' kitchen. C. G. D.

JAPANESE CONTRACT WITH A TEACHER.

Below is the form of contract required to be signed by Messrs.
Wilson and Scott, who went out last month to take positions as
teachers of English in the Japanese Government school at Yedo. We
print it as an item that will gratify the curiosity of our readers:

SKETCH OF CONTRACT.

In the name of the Japanese Government, we, , , , hereby

make the following contract with Mr , of :

1. With the advice, and on the recommendation of Mr , of , the

said Mr is engaged as a teacher of at the Daigaku Nanko for the

term of , viz: from to

2. Mr shall be furnished by the Government with a house built after

the European style, but the Government does not provide either furniture or board.

3. Mr. shall receive a salary of $ . . . a mdnth, payable at the end of

each Japanese (or lunar) month, in specie or banknotes, as he may choose.

4. If any difficulty should arise on the part of the Government, and Mr.

's engagement be thereby interrupted before the expiration of the term

stated, his salary shall be paid him for the whole term of this contract; but if he
be dismissed at his own instance or desire, his salary shall be paid him up to the
day of such dismissal only.

5. If Mr 's engagement is to be continued for another term beyond the

present, he shall be notified accordingly two (2) months before the present term
expires.

6. The authority of regulating the hours and the order of instruction shall be

and remain vested in the Board of Directors; but Mr shall in no case be

required to teach more than six hours a day.

7. If Mr wilfully and repeatedly neglects his duty at the College, or

if he be guilty of gross improprieties or immoral excesses, so as to interfere with
the proper discharge of his said duty, his engagement shall terminate, even if it be
before the expiration of the term of this contract, and his salary shall be paid him
up to the day of said termination only.

8. During the tenn of his engagemeVit Mr shall not enter into any

trading operations with Japanese merchants.

9. Mr will confer with Dr. Verbeck on all questions and matters that

require for their decision or settlement the action and consent of the Board of
Directors.

10. In case of absence from duty on account of sickness, if more than one

month, Mr shall furnish a temporary substitute; if permanently disabled,

his contract to be considered as of necessity discontinued.

(N. B. — Daigaku Nanko is the name of the College at Yedo.)

no THE SCHOOL-HOUSE WINDOWS. [Oct.

THE SCHOOL-HOUSE WINDOWS.

A Poem read at the Dedication of the Oakland High School Building, September 17th, 187 1

BY E. R. SILL.

Hope builded herself a palace

At the heart of the oak-roofed town,

And out of its airy windows
Her happy eyes look down: —

Her eyes, — the beautiful eyes of Hope,

All day are shining there,
And the Morning hears her merry' songs

Ring out on the fresh sea-air.

Full many a changing face has she
For the changeless earth below,

And to each the magical windows
A different picture show.

As when you stand in the twilight
And watch through the darkling pane.

Till the image of your face appears
Against the fading plain.

And a wider world is opened —
The ghost of the fire-lit room

That wavers and glows and glimmers,
Beyond in the hollow gloom, —

Till, out through the mirrored phantoms,
The stars and the spectral trees

Are the dim and columned corridors
Of wonderful palaces.

So each of the childish faces

That looks out into the air.
Through an image of itself must see

That colors all things there ;

And the hills and {he azure water
Can never be twice the same,

For the hue of the seeing eye will tint
Its vision in dust or flame.

OuF lives are but what we see them ;

Bright, if the eye-beams are : —
Not what shines in, but what shines out,

Makes every v^orld a star.

THE SCHOOL-HO USE WINDO WS. 1 1 1

So when at the school-house windows

They stand, the guileless wise,
I peer o'er their clustered shoulders,

And see with their own bright eyes.

Then the vanishing mists of morning

Like airy portals ope.
And the hills that lift their slopes beyond

Are the boundless realms of Hope.

The slim ships, out of the western haze,

Come moving, dim and still.
As if the sights of the solemn sea

Had qiwed them like a spell.

And as a quiet, land-locked bay

Their school-days seem to be,
And they long, through the gate of golden years,

To pass to the world's wide sea.

Then we look from the sunny windows

On the lives that plod below,
Who guess not how, to us, their ways

'Twixt blooming gardens go ;

And we see how every toihng life

May look serene and fair,
If the soul but climb above itself

And gaze from the upper air.

But the master, after school is done,

And the children are all away.
He reads in tlie window-panes the thoughts

That have winged from there all day.

As he watches the loud troop homeward,

Till the pattering feet are still,
He reads the innocent musings

That the cr}-stal tablets fill.

There one had leaned and listened

And heard in the empty air.
Invisible armies marching

To a soundless trumpet's blare.

And one had caught the motion

Of the great world round the sun,
Till he felt on his face the rush of space

As the whirling Earth-ball spun.

The dream and the aspiration ;

The glimpse of the higher home ;
The noble scorn of the world that is,

And the worship of that to come:

1 1 2 THE SCHOOL-HO USE WINDO WS. [Oct.

The thirst for a Hfe diviner,

And the sigh of self-despair,
That rose through the blue to the gate of Heaven,

And was answered like a prayer.

Ah, for him the panes are crowded

With the volumes of such lore.
And the children will catch, to-morrow,

The glimmer of days before;

Till the dry and dreary lesson

In luminous letters shines.
Where the magical school-house windows

Have written between the lines.

But the brightest of all the windows

In this palace of Hope so fair,
Are the eyes where merr)- thoughts climb up

And beckon each other there.

There are clear and sea-blue windows.

Behind whose pencilled bars
The bright hours are all sunshine.

And the dark ones lit with stars:

And there are shadowy casements.

That gentle secrets keep.
And you seek in vain through the clouded pane.

If the' spirit wake or sleep:

And oriels gray, where, cool and still,

The soul leans out to see,
As you shape for the prince the sword and crown

CJf the king that is to be. .

The years of the unknown future

Even now are on the wing,
Like a flight of beautiful singing birds

From the distance hastening.

O Children, O blind magicians.

With powers beyond your ken,
Moulding, but guessing not, the souls

That shall wear your faces then —

Shall the look be clear with truth, or drear

And hollow with masking days .'*
Shall the eyes be sweet with the love of men.

Or shrunk with the lust of praise .?

And what, from those future windows,

Shall the magical pictures be? —
The scattered wrecks of fleets of care,

Or a blessed argosy.-*

1 87 1 . ] THE SCHOOL- HO USE WINDO WS. 113

Perchance when ye come and stand and muse
On the years that were half in vain,

A mist that is not of the ocean born
May be blurring the window-pane.

And one may sigh to remember

The old-time wishes there,
And the bows of empty promise

That have broken in the air.

And some shall wonder and wonder.

As they think of the days of old,
How their world from the school-house windows

Could have looked so bare and cold:

For the mist that was thick at morning,
From Ihe noon shall have risen and fled,

And the air shall be full of fragrance now
From the blossoms that it fed.

O friends, have the paths grown empty 1

Do the winds play out of tune ?
Have the early gleams of glory gone

From the sober afternoon?

Then follow the little foot prints

Out from your care and pain,
And the world from the school- house windows

Will look all young -again.

O the never-forgotten school-days!

Whose music, fresh and pure,
Is woven of hints of songs to come,

Like a beautiful overture —

When the spirit had not touched its bounds

Of weakness or of sin.
But the nebulous light was round it still

Of the soul it might have been.

Oh! the old earth will be Eden,

Fairer than that of yore,
When the young hearts all shall grow to be

What the good God meant them for.

We are all but His school-children.
And earth is our school house new.

Where duties are set for lessons —
Whose windows are midnight's blue.

1 4 ED UCA HON IN GERMANY. [Oct.

And out through that starry casement,
Some night when the skies are clear,

We shall watch the mists of time lift up,
And the hills of heaven appear.

EDUCATION IN GERMANY.

[From the Rhode Island Schoolmaster.]

The success of the school system in Germany is universally attrib-
uted by her own educators to the following features of her school law :

1. The recognition of the true dignity and importance of the office
of a teacher in a system of public instruction. •

2. The establishment of a sufficient number of teachers' seminaries,
or normal schools, to educate, in a special course of instruction and
practice, all persons who apply or propose to teach in any public
primary school, with aids to self and professional improvement through
hfe.

3. A system of examination and inspection, by which incompetent
persons are prevented from obtaining situations as teachers, or are
excluded and degraded from the ranks of the profession by unworthy
criminal conduct.

4. A system of promotion, by which faithful teachers can rise in a
scale of lucrative and desirable situations.

5. Permanent employment through the year and for life, with a
social position, and a compensation which compares favorably with
the wages paid to educated labor in other departments of business.

6. Preparatory schools, in which those who wish eventually to
become teachers, may test their natural qualities and adaptation for
school teaching before applying for admission to a normal school.

7. Frequent conferences and associations for mutual improvement,
by an interchange of opinion and sharing the benefit of each other's
experience.

8. Exemption from military service in time of peace, and recogni-
tion in social and civil life, as public functionaries.

9. A pecuniary allowance when sick, and provision for years of
infirmity and old age, and for their families in case of death.

10. Books and periodicals, by which the obscure teacher is made
partaker in all the improvements of the most experienced and dis-
tinguished members of the profession in his own and other countries.

i87i.]

FOURTH GRADE QUESTIONS.

115

FOURTH GRADE QUESTIONS.

GEOGRAPHY.

Name the oceans.

What is a republic.'*

Name the largest river, lake, sea, and city in the world.

Largest gulf and bay in North America.

What Europeans made discoveries and settlements in North

America .?
6.

What can you say about Cortez }

How many States in the United States, and which is the largest .?

Name four great rivers in the United States.

The two largest cities in the United States.

How long did the war of the Revolution last, and when was
the Declaration of Independence made .?
II. Where is the Mississippi Valley.?

Principal agricultural products of the United States.

What is the largest city in the Southern States ?

Where is Chicago .'*

Name a State noted for each of the following products: {a)
gold; {b) cotton; {c) sugar; {d) silver.

1 6. Name and locate the largest city in the United States ?

Largest city, lake, river and bay in California }

Name the bay counties.

What is the highest mountain peak in the State ?

Name the cities and towns situated near the bay of San

7-
8.

9.
10.

12.

13.
14.
15-

17-
18.
19.
20.

Francisco.

SPELLING.

Beleef. 6. Cureable.

Babboon. 7. Differing.

Forhead. 8. Malishus.

Programme. 9. Conceit.

Phrigid. 10. Phisycian.

Correct the spelling, punctuation and capitals:

" the knawing quadrupeds whitch are so named on account of the
peculiar Character of there front teath, or incizers are formed for
feeding upon the harder kinds of vegitable mater such as nutts and
grane and the rutes and twigs of Trees this divizion of animals,
includes the Squirels beevers, Marmots porkupines Rats and Mice the

ii6 STATE PRISON SCHOOL. [Oct.

Cavies or guinea pigs of south america and the Rabits and hairs." —
Willson's Third Reader, page 231.

SIXTH GRADE.

ARITHMETIC.

1. Add 45, 37, 29, 64, ^j, and explain why you carry the left
hand figures after adding the right hand column.

2. Multiply 245 by 5, and tell what denomination is obtained in
multiplying each figure of the multiplicand.

3. Multiply 45426 by 8.

4. Divide 34 by 2, and explain how it is done.

5. From 1 04 1 subtract 242.

6. Add 25 dollars and 75 cents; no dollars and 20 cents; 5
dollars and 9 cents; 1000 dollars and half a cent.

7. A man paid $3,478 for a farm; $1,117 fo^" ^i^e stock; $635 for
farming implements; $423 for grain and seeds, and $189 for repairing
fences and buildings. How much did he expend in all .?

8. If 6 pounds of sugar cost 60 cents, what will 9 pounds cost ?

9. How many tons of hay, at 6 dollars a ton, will pay for 8 yards
of cloth at 3 dollars a yard .?

10. When flour is 7 dollars a barrel, how many barrels can be
bought for 6'^ dollars .?

STATE PRISON SCHOOL.

Report of the State Prison School and Library for the month of Au-
gust, 1 871: Number of prisoners attending school, 231; number of
prisoners acting as teachers, 23; total attendance, 244. Number of
members in the Mutual Improvement Society, 231. • Whole number
of volumes loaned from the Library during the month, 1,675 — classi-
fied as follows: Roman Catholic, 30; Protestant Religious, 70; travels,
150; history, 200; biography, 95; science, 30; romance, 848; periodi-
cals, 170; Spanish, 20; German, 40; French, 12. Whole number of
volumes in the Prison Library, 3,038.

C. C. CuMMiNGS, Moral Instructor.

DEPARTMENT OF PUBLIC INSTRUCTION.

DEDICATION OF THE OAKLAND HIGH SCHOOL BUILD-
ING.

The new High School Building for the City of Oakland was dedicated on the
17th of September, with appropriate ceremonies. This building is the most beau-
tiful public school edifice in California, and is worthy of Oakland. The architects
are Messrs. Wright and Sanders, of San Francisco, who have a right to be proud
of this monument of their professional skill and genius. At some future time we
propose to furnish our readers with a detailed description of it.

The dedicatory exercises, which were both interesting and protracted, were
opened with a few telling remarks from Rev. L. Hamilton, President of the Oak-
land City Board of Education.

Rev. Mr. Martin read the thirteenth chapter of First Corinthians, and offered a
fervent and suitable prayer.

F. M. Campbell, Esq., City Superintendent of Oakland, presented a statement
of the yearly progress of the Oakland schools, public and private, since 1863,
with advice and exhortations to parents.

G. W. Armes, Esq., (introduced by the President of the Board as "one of the
strong right arms of the Department) read a very interesting paper, exhibiting
the progress of the Oakland Public School Department in the acquisition of
school property and the erection of school buildings, showing a rapidity of pro-
gress extraordinary even for California.

Then followed the Oration, by Hon. John B. Felton. It is enough to say it was
worthy of Mr. Felton and of the occasion. It was out of the beaten track, but
suggestive and progressive, even to the verge of impracticability on sonae
points. Its peroration was grand, and grandly delivered.

General Eaton, National Commissioner of Education, was introduced, and his
practical, earnest, sensible manner made a very favorable impression upon the
audience. He wondered at the homogeneousness of our cosmopolitan population
in California, and asked whether the political relations of the Pacific Coast would
be permanent. He then briefly combatted the notion that the State had no right
to provide for the higher education as well as the common branches, saying that
if the value of the ordinary workman was increased twenty-five per cent, by an
ordinary English education, there was sixty per cent, of gain in the higher depart-
ments of learning and labor.

State Superintendent O. P. Fitzgerald was called for, and said that he would
answer the question propounded by General Eaton : "Would the present political
relations of the Pacific Coast be permanent?" Yes, the Stars and Stripes will
float over our mountains and valleys as long the stars shall shine in the heavens !
He claimed that the University of California was more intimately correlated to
the common schools than any other in the country, there being no break in the
chain oifree public school tuition from the tenth grade of the Primary School to
graduation from the College of Letters in the University. He said that the
multiplication of new school houses was the marked feature of our public school
operations for the past two years; that these public school houses dotting the
State were the citadels of our liberties, and a better safeguard against all our foes

1 1 8 DEPARTMENT OF P UBLIC INSTR UCTION. [Oct.

than a continuous line of fortifications, black with artillery and bristling with
bayonets. He had been in every public school house of special note in the State,
and this was the most beautiful of them all. This was as it should be. Oakland
aspired to be " The Hub " of the Pacific Coast, not only as a center of education,
but commercially. Perhaps when her grand aspirations for commercial greatness
should be realized, it might be necessary to remove the University to some quieter
locality — the village of San Francisco, across the Bay, for instance! He con-
cluded with warm congratulations to all concerned.

Hon. Edward Tompkins was almost forced upon the platform by the calls of
the audience, and made (as he always does on such occasions) a most felicitous
speech, abounding in enthusiasm, wit and eloquence.

These various speeches were most delightfully interspersed with singing by the
pupils of the school, and the reading of a real poem by Mr. E. R. Sill, who is
one of the teachers. The poem may be found in this number of the Teacher,
and will, by the appreciative reader, be enjoyed more on the third reading than
on the first — so numerous and so subtle are its beauties.

There were on exhibition in the building, specimens of drawing by the pupils
of the school ; and we are not merely repeating a stereotyped form of expression
when we say they were remarkably good. Of thirty-six prizes for drawing,
awarded by the recent Mechanics' Institute Fair in San Francisco, fifteen were taken
by the pupils of this school.

No one present had more cause for satisfaction than Prof. J. B. McChesney,
the worthy Principal. The efficiency and popularity of the Oakland High School
are largely due to him. With quiet energy he has brought his fine attainments
and practical good sense and skill to bear in building it up for several years past.
In this new and admirably constructed school house good work will be done by
him and his associates.

EDUCATIONAL ITEMS.

Rolls of Honor. — So many teachers have sent their "Rolls of Honor" to us
for publication, that it has become impossible to find room for them all. The
number now on hand would almost fill one entire number of the Teacher. We
cannot discriminate where all have equal claims, and so impartially omit all. Our
friends the teachers can use the local press for such publications. The newspa-
pers of California are remarkably liberal and accommodating with regard to the
publication of educational intelligence. Many of our best County Superintend-
ents and teachers utilize them very happily for this purpose. Their example is
again commended to others. Every editor worthy the name knows that the pub-
lic schools are by far the most important of all the secular interests of society.

County Superintendents' Reports. — Several Superintendents have not yet
sent in their reports ! The delay is very embarrassing to the State Superintend-
ent, but he is as patient as he can be under the circumstances. In most cases the
Superintendents say (doubtless truly) their tardiness is caused by the delay of
Trustees in reporting to them. We now say to the Superintendents, Wait no
longer. From the records in your own offices make out immediately the fullest
Report you can and forward to the anxious and waiting

State Superintendent.

1 87 1 .] DEPARTMENT OF P UBLIC INSTR UCTION. 1 1 9

State Normal School Building. — As the work on the State Normal School
building at San Jose advances, the rare beauty of the structure becomes more and
more apparent. It attracts the admiring gaze of every visitor to the "City of Gar-
dens." When finished, it will be an honor to California, and a pretty fair index
of the rapid march of our State in education. The generosity of San Jose pre-
cludes the necessity of occupying any portion of the Normal School building until
the whole is completed. The following counties are represented: San Francisco,
Stanislaus, Monterey, Santa Clara, Alameda, Butte, Inyo, Siskiyou, Mendocino,
San Joaquin, Humboldt, Nevada, Sonoma, Yolo, San Mateo, Sacramento, Napa,
San Diego, Santa Cruz, Amador, Calaveras, Tehama, Contra Costa, Solano, El
Dorado, Fresno. One hundred arid thirty-six pupils have been in attendance
during the term — a larger number than have attended the school during any former
summer term.

The next session of the School will begin October i6th.

Fifth Class of the University of California. — The matter of the forma-
tion of branches of the Fifth (or Preparatory) Class of the University m different
parts of the State having been referred by the Regents to Prof. Tait and the Super-
intendent of Public Instruction, measures have been taken for the establishment
of such classes in Grass Valley, Nevada City and Santa Cruz. Stockton was the
first place that availed itself of the privilege of organizing such a class. This
feature, which so intimately correlates the University to the Common Schools,
will greatly benefit both.

Gen. Eaton, United States Commissioner of Education, is now visiting Cali-
fornia. The principal public schools of San Francisco have been honored by a
visit from the General, and we presume he will in due time make known his
opinion concerning us.

Excuse Us. — The kind friends who wish to "express themselves" on the State
Superintendency will excuse us for not publishing their communications. In a
little while they will acknowledge that our course is in accordance with good
taste and the fitness of things.

Placerville Academy. — Our friend E. B. Conklin has gone back to the scene
of his former successful labors as an educator, and has opened the "Placerville
Academy" in Placerville. He will have the valuable co-operation of Mrs. Conk-
lin. A most excellent school may be safely predicted. Mr. Conklin has not
only the scholarship, the love for teaching and the long experience in the school
room, but also those high moral qualifications which are indispensable to the full
discharge of the functions of a true educator. "Home education" should be the
motto of every community. Never send a child away from home except in case
of actual necessity. Mr. Conklin's school will furnish the best advantages for ac-
ademic instruction and judicious moral culture and training, and the people of
Placerville and vicinity will promote their own interest by extending to it a
liberal support.

Sweeping Out School Houses. — A good teacher asks the State Superin-
tendent: " Have Trustees or Teachers the right to make rules requiring pupils to
sweep the school room ?" The State Superintendent answers, that there is no
provision of the School Law authorizing the imposition of such janitorial service on

1 20 DEPARTMENT OF P UBLIC INSTR UCTION. [Oct.

public school pupils. It is a very common practice with pupils to alternate in
doing this work, and it is a very proper thing for them to do, under some circum-
stances. It does not hurt them in the least, nor does it degrade the young sove-
reigns of America. It saves expense, too. But it must be a voluntary service.
The pupil's duties are not those of a janitor.

Detaining Pupils After School.— This question has also reached the State
Superintendent : " Have Teachers a right to detain pupils after school, for lessons
or punisment ?" The answer is. No. The practice, however, is almost universal,
and many of our best teachers say it is absolutely necessary. It falls hardest on
the poor teacher, whose protracted "worryings" with incorrigibles wear them
out more than all their regular and legitimate labors in the school room. Will
some teacher who has mastered this question give us an article thereon for our
next number ?

A Case of Law and Equity. — The Trustees of a Public School District
employed a lady to teach their school during the last school year. At the expira-
tion of her term of service, there is no money in the treasury to the credit of the
district. The new school year begins, and the question arises : How shall the
teacher be paid ? Of course the apportionment for the new school year cannot
be used. To legalize that course would bring " confusion worse confounded"
everywhere — the whole system of public school finance would be thrown into
chaos. Shall a special tax be voted by the people to pay the debt ? There is no
law for that — and never will be. What then? The State Superintendent's
advice was : Let the Trustees and citizens of the district raise the money by
private subscription, pay the teacher, and keep out of such scrapes hereafter.

This case is thus referred to here because it is one of many of like character
which have claimed our official attention. A loose practice in this particular has
been very common. Trustees have erred with the very best intentions. Every-
body must see that the proper course is to follow the law, and keep the fiscal
transactions of each school year separate and distinct.

The Election for State Superintendent, which will take place October
l8th, is exciting, as it ought to do, great interest, and developing (as it ought not
to do) some of the bad elements of poor human nature. Our personal relation to
the subject will not prevent us from saying just this : That we hope the teachers
of the State will maintain such a temper and attitude during the discussion and
campaign, that when the next Superintendent is installed, on the first of Decem-
ber, they may be prepared to render him (whoever he may be) the same generous
and hearty co-operation they have accorded to the present incumbent. Only this,
and nothing more.

Dedication of the Hayes Valley Grammar School.— The growing wants
of the San Francisco public schools tax to the utmost the resources and energy of
the Board of Education. The new Grammar School building for Hayes Valley
was formally dedicated on September ist. The interest of the occasion filled
the spacious hall, and the exercises, conducted mostly by the pupils of the school,
were enjoyed highly by the large audience. The declamations and recitations
were good — some notably so — exhibiting on the part of the boys and girls unusual
self-command and individuality, as distinguished from the parrot-like and monoto-
nous style so common. A reading by Mrs, F. M. Pugh, one of the teachers of

1 87 1 .] DEPARTMENT OF P UBLIC INSTR UCTION. 1 2 1

the school, was well done; the rendering exhibiting a soul in the reader, withoU|.
"overstepping the modesty of nature." President Burnett presided, and, in
response to Director Wangenheim, who presented the keys of the building in
token of its acceptance, made a few remarks characterized by his usual good
sense and good taste. State Superintendent Fitzgerald responded to a call, in
some congratulatory remarks. This new temple of learning makes another step
forward in the southern part of San Francisco, and under the management of its
efficient Principal, Mr. E. D. Humphrey, will keep pace with the best of our
Grammar schools. The architects of the San Francisco School Department, Messrs^
Raun and Taylor, have shown sound judgment and professional ability in the
construction of this building.

Shotwell Street Grammar School. — Absence from San Francisco at the
time prevented us from noticing the opening of the new Shotwell Street Grammar
School building. A very brief visit, a few days ago, showed us a commodious
and well arranged school house, a live Principal, Mr. White, hard at work, and
an orderly and animated school in successful operation.

Prof. Woolson, of the Boston High School, has paid us a visit — all too short,
every one will say who was so fortunate as to meet this scholarly, modest, yet
enthusiastic and highly social representative of " The Hub." He left us with
an appetite for more of him. While visiting the San Francisco Boys' High School
with the State Superintendent, he paid us the compliment of saying that in some
respects we were ahead of Boston in our school ideas and methods. If anything
could make us vain, this would. Prof. Woolson was accompanied by Mrs.
Woolson, whose correspondence is a marked feature of the Boston Journal.
Doubtless we shall be favored with some sketches of California and Califomians
from her pen. If so, our readers may expect to have the pleasure of reading
them.

The State Teachers' Institute convenes in this city on Tuesday, Novem-
ber 7th. It is the duty of every teacher in the State to come if possible — it is the
duty of all Boards of Trustees to encourage the attendance of teachers, and to
continue their salaries during Institute week. The law requires that the State
Institute shall be called by the State Superintendent, and what does a State In-
stitute mean but a convention of the teachers of the whole State ? The last was
the best. Come from the mountains, come from the valleys, come from the towns,
come from the country, and let's have a gathering of educators and the friends of
education that will give another impulse to the cause.

Military Drill in Schools. — Military drill is rapidly becoming a fashion in
our boys' schools — and it is a fashion to be commended. It promotes discipline
and health. The boys like it. The State may reap a special advantage from it
hereafter — the "golden age" of universal peace has not yet come. Forward,
march !

The University of California has opened for the Fall term very favorably.
There is an increase in the number of students. The machinery of the institution
is working smoothly and well, and if liberal views and good management con-
tinue, we may expect uninterrupted prosperity.

TABLE OF CONTENTS,

PAGE.

The Reading Exercise 93

A Talk to Parents 99

Review by Title 105

"Body More Than Raiment" 106

More of Mrs. Flipkins' Views 107

Japanese Contract with a Teacher 109

The School-House Windows no

Education in Germany 114

Fourth Grade Questions 115

State Prison School 116

Department of Public Instruction 117

Dedication of the Oakland High School

Building 117

PAGE.

Educational Items 118

Rolls of Honor "8

County Superintendents' Reports 118

State Normal School Building 119

Fifth Glass of the University of Cal'a.. 119

Placerville Academy 119

Sweeping out School Houses 119

Detaining Pupils After School 120

A Case of Law and Equity 120

Dedication of the Hayes Valley Gram-
mar School 120

Shotwell Street Grammar School 121

State Teachers' Institute 12 1

PERSONS or BOTH SEXES ARE
thoroughly fitted for business pur-
suits, or for telegraphic operators, at
this institution. The scholarships
of this school are good for tuition in
the thirty-six Bryant & Stratton Col-
leges. Young men are practically
educated for Bankers, Merchants,
Clerks and Bookkeepers by the most
thorough course of actual business
training ever introduced into any
school on the Pacific coast. Sessions
continue day and evening throughout
the entire year. Students can enter at any time. Just the course of study for young men
in all walks of life who wish to succeed. For full information regarding the school, call at
the College Office, 24 Post street, or send for Heald's College Joubnal, published monthly,
and sent free to all by addressing

E. P. HEALD,

President Business College, San Francisco.

BRYANT*^ STRATTON

NESS COLL

SAN^FRANCI^Cg

Brooks' Normal Elementary Algebra.

Important Improvements in General and Special Features

Introduced.

This new and beautiful work is characterized, by the clearness and conciseness of its defini-
tions; the simplicity and completeness of its explanations; the thorough discussion of its principles,
and the variety and appropriateness of its problems. While unusually plain and progressive in
its treatment, more algebraic thought is developed and better discipline secured than in any
similar work. It is not a mere collection of problems and solutions, but the embodiment of
an ideal formed by along and thoughtful experience in the school-room. The Normal Alge-
bra combines successfully the theory of the French and the practice of the English works,
and is believed to be the handsomest and best book extant on the elements of algebra,
IJ^or JExianilination, "75 cents.

Brooks' Normal Geometry and
Trig-onometry.

This work meets the requirements of Acade-
mies, Seminaries, High and Normal Schools,
because, —

1. The subject is scientifically treated in
one-half the usual space.

2. The demonstrations are simpler and
shorter.

3. The object and analyses of the steps is
given at the beginning, and practical prob-
lems and original theorems are given at the
end of each book.

For examination — 75 cts. Used in Boston,
Philadelphia, Baltimore and the best High
and Normal Schools of Massachusetts, Penn-
sylvania, New Jersey, Maryland, &c.

School Committees and Teachers are invited

Brooks' Normal Aritlimetics.

By Edwaed Brooks, A.M., Principal Penn-
sylvania State Normal School, Pa.
The favorite and established standard of
the Middle States.

Fewsmith's English Grammars,

Raub's Normal Spellers,
Peterson's Familiar Science,

Pelton's Outline Maps.

The finest cheapest and best.
lll£?~Send for illustrated catalogue,
to correspond. Address the Publishers,

SOUKR, POTTS & CO.,
530 Market Street, Philadelpkia.

CALIFORNIA
State Normal jSchool,

BOARD OF TRUSTEES.

H. H. HAIGHT Governor

O. P. FITZGERALD Superintendent of Public Instruction

C- T. RYLAND San Jose

A. J. MOULDER San Francisco

H. O. WELLER San Jose

JAMES DENMAN San Francisco

J. H. BRALY San Jose

TEACHERS.

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

H. P. Caklton Vice-Principal

Miss E. W. Houghton Assistant

Mes. D. Clark , Assistant

Assistant

COURSE OF STUDY.

To secure admission into the Junior Class, applicants must pass a satis-
factory examination before the Board of Examination in the county in which
they reside, on the following subjects, viz. :

Orthography, Reading, Penmanship, Common School Arithmetic, English
Grammar, Geography and Composition.

Junior Class — First Session.

* Arithmetic — Robinson's Higher.

* English Grammar — Brown's.
^Geography — Monteith's.

* Beading — McGuffey's 5th Reader,
*Orthography — WiUson's.

Moral Lessons — Cowdery's.
Mental Arithmetic.
Analysis and Defining.

Junior Class — Second Session.

* Algebra — Robinson's Elementary.
*EngHsh Grammar — Brown's.
Geometry — Marks' Elements.
Physiology — Cutter ' s .

*l]. S. History — Quackenbos'.

Vocal Culture.

Book-Keeping — Payson, Dunton & Scribner's Single Entry.

Natural Philosophy — Steele's.

To secure admission into the Senior Class, applicants must be regularly
promoted from the Junior Class, or pass a thorough written examination,
conducted by the Normal School Board of Instraction, on those studies of
the Junior Class marked with an asterisk, and an oral examination in Natural
Philosophy and Physiology.

Senior Class — First Session,

Algebra — reviewed.

Physiology — re%dewed.

Natural Philosophy — Quackenbos'.

BheUrric — Hart's.

Natural History — Tenney's.

Vocal Culture — Russell's.

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

Senior Class — Second Session.
Arithmetic — reviewed .

Oeometry, Trigonometry, and Mensuration — Davies'.
JBotany—Gvsij's.
Physical Geography — ^Warren's.
Mental Philosophy — Upham's.
English Literature — Collier's.
Astronomy — Loomis' .
Chemistry — Steele's.
General Exercises — Same as in the Junior Class.

REGULATIONS OF THE NORMAL SCHOOL.

1. All pupils, on entering the School, are to sign the following declaration:
"We, the subscribers, hereby declare that our purpose in entering the State Normal School

is to fit ourselves for the profession of Teaching, and that it is our intention to engage in

teaching in the Public Schools of this State."

2 To ent n- 1 e Junior Class male candidates must be seventeen years of
ag ^ ; and female candidates sixteen. To enter the Senior Class they must be
one year older.

4. No pupil shall be entitled to a Diploma of Graduation who has not been
a member of the School at least one y&ar.

GENERAL INFORMATION.

Pupils will be required to furnish their Text Books. Reference Books
will be furnished by the School.

There is no boarding house connected with the Normal School. Good
boarding can be obtained in private families at reasonable rates.

CALENDAR FOR 1871-72.

First Session begins June 14th, 1871.
First Session ends October 6th, 1871.
■ Fall vacation, one week.

Second Session begins October 16th, 1871 ;
Second Session ends March 14th, 1872.

For additional particulars, address

Kev. W. T. lucky, A.M., Peincipal, San Jose.
March 25th, 1871.

Terms of Advertising in the California Teaclier.

[Payable in U. S. Gold Coin.]

1 month.

1-4 page $ 5 00

1-2 page.... : 10 00

1 page 15 00

3 months.

6 months.

1 year.

$13 00

$25 00

$ 40 00

25 00

40 00

70 00

40 00

60 00

100 00

LIBBT & SWETT,

S New Montgomery St.,

Grand Hotel Building, San Francisco.

Books, Stationery and School Supplies.

A FULL STOCK OF

School Books,

School Apparatus,
Wall Maps,

Globes, &c.
Miscellaneous Books,
New Books ^

Fine Stationery, &c.

and everything else that pertains to our business at the lowest market rates.

We cordially invite the visits and correspondence of teachers and school
officers.

P. O. Box 459. LIBBY & SWETT.

THE GOLD MEDAL

€a®®iL FsaMfwa

MANUrA.CTUBED BY

WJJ.Palmef&Co

(Successors to Wigmore
& Palmer,)

Manufactory, 105 & 107

Mission St., Near Spear,

Sa-n H^anciaeo.

A. WALDTEUFEL,

287, Music Hall, First Street, San Jose.
Importer, Wholesale and Retail Dealer in

Standard and Miscellaneous Books,

School Books and Stationery,

LIBERAL DISCOUNT TO TEACHERS.

Orders respectfully solicited^ and promptly attended to.

Agent for —

Steinway & Son's Piano-forte.
Also for —

Chickering & Son's.

Burdett's Combination Organ.

MUSIC, in all its infinite branches, and MUSICAL INSTRUMENTS.
Snbgcriptions taken to all Foreign and American Periodicals.

A. WALDTEUFEL,
Aug.-3m 237, Music Hall, First Street, San Jose.

EDUCATIONAL ADVANCEMENT.

Eastman's Penmans' Assistant.

Penmansliip, one of the
most important studies of the
School room, wonderfully as-

sisted by this practical inven- ^ #^

tion. Teachers will do well
to examine it carefully; and will find it supplies
a real need. We call special attention, also, to
our Celebrated Eastman Pen.

Agents wanted for the introduction of the
Assistant, throughout the Coast. Samples and
Agents' Circular sent on receipt of 7i5 cents cur-
rency, to P. O. Box, 1915.

MOORE & WEINMAN,

San Frainciseo.

1^" THE WOMAN'S PACIFIC COAST JOUKNAL, by Mes. C. F. Young,
M. D., is a Health-reform and Temperance paper, designed to teach people
to live so as to avoid sickness, and how to cure the sick by natural means
without the use of medicine.

In the opinion of leading health-reformers it is one of the best — some say
*'thevery best"— of the six health journals in the United States. Sixteen
quarto pages, book paper, $1.50 per annum; 10 copies, $12; 21 copies, $20;
specimen numbers, 10 cents. Address " Woman's Journal," box 1501, San

Francisco.

O . E 1:11^ I IV , Manufacturer of OFFICE AND SCHOOL FURNITURE, Desks of
all kinds, Chuvcli, Hall and School Settees, Blackboards, Map Stands. Chart Racks, Easels,
Pointers. Dumb Bells, Rubbers, Liquid Slating for Blackboards, Ink Wells, and everything per-
taining to school supplies.

Teachers, County Superintendents and Trustees will find their orders promptly filled, with
articles that will give entire satisfaction, both as regards workmanship and price, having the
most complete facilities and many years' experience. I most respectfully solicit contracts or
orders, and invite inspection of my work and samples, at the factory and office, 445 Bran-
nan Street, between 3d and 4th. San Francisco. _ ^

B^A reasonable time to fill orders should be allowed. Please send for price list.

NEW AND YALTJABLE SCHOOL BOOKS J

PUBLISHED BY *

WOOLWORTH, AINS WORTH & CO.

PAYSON, DUNTON & SCRIBIMER'S

NATIONAL SYSTEM OF PENMANSHIP,

The best, most popular and most extensively used of any system in the world.
(Adopted by the State Boabd of Education.)

REVISED, NEWLY ENGRAVED AND IMPROVED.

New Standard Eldition, 1870— Original Model System.
Sti'ong: 3Bvi<ience:

Adopted by more State Boards of Education than any other system.

Adopted and used in more Normal Schools than all other systems combined.

Adopted and used exclusively in more great cities than all other systems
combined.

Adopted and used in more Colleges, Seminaries, Academies and Private
Schools than all others.

It is the only system republished in other countries and recognized as the
"American Standard of Penmanship."

"We cordially indorse it with greater satisfaction every year, " is the unani-
mous voice from the Common Schools.

ADOPTED AS THE STATE SERIES IN CALIFORNIA.

New, and already in use in nearly all the large cities in the United States.
Primary I>ra>viiig Carcls,

Designed for Slate Exercises. In envelopes, 24 lessons in
each. Price 20 cts.

I*rliiiary Dra-^vlng Siates,

With grooves for the Cards; ruled on one side; rubber-cush-
ioned. Price 38 cts.

I>raTFliig Books,

12 No's, each containing 12 objects, with paper for drawing
each object four times. Price 40 cts.

Teacliers' Ouid.es,

One Guide to each Book and set of Cards, giving full in-
structions for each object. Price 30 cts.

Sketcties I'rom IVatvire,

5 No's. Price, each, 50 cts.

Ilixl>t>er-Cii.sliioned IVoiseless Slates,

Kuled to accompany the Drawing Cards; also, plain, in five
sizes. A great comfort to every teacher.

The Cambeidge Course of Physic, by W. J. Rolfe and J. A. Gillet, the
most popular course of Physics. Published in three volumes, Chemistry,
Natural Philosophy and Astronomy, and a shorter course in three smaller vol-
umes, called Hand-book Chemistry, Hand-book Philosophy, and Hand-book
of Stars.

3Xa,gill'8 Frencli Series.

(Completed.)
Magill's French Grammar.
Ma^iil's Key to French Grammar.
Mag-ill's Introductory French R ader.
Magill's Prose and Poetry (just out).

I^^Teachers, and all those desiring to know more of our publications, are
requested to correspond with us freely. Liberal terms will be given for first
introduction.

Address LIBBY & SWETT,

3 New Montg-omery Street, San Francisco,
P. O. Box 459. luov-tf] Grand Hotel Building.

FOURTEEN WEEKS" IN NATURAL SCIENCE.

J. DOEMAN STEELE, A.M.

WEEKS r NATURAL PHILOSOPHY,

T^J ASTRONOMY,

CHEMISTRY,

GEOLOGY.

COURSES

These volumes constitute the most available, practical, and attractive text-books on the
Sciences ever published. Each volume may be completed in a single term of study.

THE FAMOUS PRACTICAIi Q,UESTIONS
devised by this author are alone sufficient to place his books in every Academy and Grammar
School of the land. These are questions as to the nature and cause of common phenomena,
and are not directly answered in the text, the design being to test and promote an intelligent
use of the student's knowledge of the foregoing principles.

TO MAKE SCIENCE POPUIiAH
is a prime object of these books. To this end each subject is invested with a charming ki-
terest by the peculiarly happy use of language and illustration in which this author excels.

THEIR HEAVY PREDECESSORS
demand as much of the student's time for the acquisition of the principles of a single
branch as these for the whole covirse.

PUBLIC APPRECIATION.
The author's great success in meeting an lu-gent, popular need, is indicated by the fact
(probably unparalled in the history of scientific text-books), that although the first volume
was issued as recently as 1867, the yearly sale is already at the rate of

PHYSIOLOGY AND HEALTH.
By EDWARD JARVIS, M.D.
T A P VT^' ELEMENTS OF PHYSIOLOGY.

PHYSIOLOGY AND LAWS OF HEALTH,

ich approach this subject with a proper view of tl
hools, viz., that scholars may know how to take cart
d from these works will be always

BOTANY^

WOOD'S AMERICAN BOTANIST AND FLORIST.

This new and eagerly expected work is the result of the author's experience and life-long
labors in

Classifying- tlie Science of Botany.

In 370 duodecimo pages he has actually recorded and defined
Nearly 4,000 Species.

The treatises on Descriptive and Structural Botany re models of concise statement, which
leave nothing to be said. Of entirely new features, th"^ most notable are the Synoptical T&.
bles for the blackboard, and the distinction of species and varieties by variation in the type.

Prof. Wood, by this work, establishes a just claim to his title of the great

AMEItlCAN EXPONENT OF BOTANY.

A. S. BARNES & CO., Publishers, New York.
1.IBBY & SWETT, 3 New Montgomery St., San.'Fra ncisco,
P. O. Box 459. Grand Hotel Building.

OFFICIAL ADOPTIOI

— OF —

IMcG-TJFFEY'S

NEW ECLECTIC READE

BY THE

STATE BOARD OF EDUCATION

OF OALIFOElflA.

At a meeting of the State Board of Education, held at San Fi
July 12, 1870, the following members being present, viz :

His Excellency Gov. H. H. Haight ; Hon. O. P. Fitzgeral
Superintendent of Public Instruction ; James Denman, Superintei
Public Schools, San Francisco ; Dr. A. Trafton, Dr. W. T. Luc
Messrs. Lynch, N. Furlong, W. H. Hill, W. E. Leadbetter
Jones, and W. A. Robertson ;

On motion of G. W. Jones, Esq.,

McGuffey's New Eclectic Readers

Were unanimously adopted for exclusive use in the Public Schools
ifornia.

Recommendations of McGuifey's New Readers were submittec
State Board of Education from over

FORTY COUNTY SUPERINTENDENTS

Of the State; and, in many cases, these were indorsed by promin
influential Teachers of schools under their supervision ; in addition '
numerous recommendations and petitions for the adoption of Mt
Series were received and read, from Principals and Teachers over
generally.

These recommendations and petitions, the conviction of the
of the State Board of the superiority of McGuffey's Readers over
use, and their great popularity in a majority of the States of th«
influenced the Board in its unanimous adoption of this most
series of books.

EXTENSIVE POPULARITY

— OF —

SuFFEY's New Eclectic Readers.

iuffey's New Eclectic Readers have, at various times, been
\y or individually recommended by successive State Superintendents
lie Instruction of
I, IOWA, MISSOrRI,

tNois, ka:^sas, wiscoxsi^r,

CHIGAEf, IXDIAXA, KE^TLCKY,

tlXXESOTA, WEST VIRGEX^IA, PEXXSYtVANIA,

[have now an extensive, and in many cases an exclusive, use in these

ACTION OF THE ST. LOUIS BOARD.

* * "In urging the adoption of McGuffey's Readers, we feel

we are asking the trial of no experiment, but are recommending

hat are approved by the best educators of the country. We believe

^se Readers possess more of those features that our schools require

y other series presented."

is report of the Committee wa» unanimously adopted.

uifey's New Eclectic Readers were also adopted by the Board of Edu-
Df Brooklyn, N. Y., November 16, 1869 ; of Bichmond, Va., Sep-
23, 1869 ; and were re-adopted by the New York Board for 1870.
re also in exclusive and satisfactory use in the public schools of

E^CIXIVATI, O., DtlBrQUE, IOWA,

[ARRISBURO, PA., FORT WAYXE, IND.,

ilHEEEIXG, W. VA., 8PREVGFIELD, II.I..,

DETROIT, MICH., PEORIA, lEE.,

IILWAUKEE, W IS., QIJEVCY, ILE.,

LEVEEAXD, O., COEIJMBUS, O.,

OI.EDO, O., MABISON, WIfS.,

And many other leading cities in all sections of the country.

uffey's New Eclectic Readers have also been recentiy adopted for
re use by the State Boards of Education for

[ARYI.A^B„ ARKANSAS,

C AEIFORIVI A, WYOlMnXG ;

aye a far wider use and approTal than any other Reading
es published.

Correspondence of Teachers and School Officers respectfully solicited.
terms on first supplies for introduction.

Address ISAAC UPHAM,

Care HENRY PAYOT & CO.,

622 Washington Street,

SAW FRANCISCO, CAL.

FOR SCHOOLS, ACADEMIES AND COLLEGES.
BROWN'S ENGLISH CRAMMARS.

COMPBISING

Broivn's First Lines of English Grammar,

12mo. Half bound. Designed for young learners. Ketail price, 45 cts.
Brown's Institutes of English Grammar,

12mo. Muslin, leather back. For the higher classes. Retail price. $1 00.

*^*Both of these very popular text-books have just been revised by Heniy

Kiddle, A.M., Assistant Superintendent of Public Schools of New York City,

with important additions, especially in the department of Sentential Analysis.

Brown's Grammar of English Grammars.

ROSCOE'S CHEIV8ISTRY.

Lessons in Elementary Chemistry,

This little book is, we believe, the only one in the market containing all the
newest features in Chemistry.

LAMBERT'S PHYSSOLOCIES.

Lambert's Muman Physiology, Anatomy, and Hygiene,

12mo. This is an entirely new book, written on a new plan, and is beauti-
fully illustrated, with several hundred wood engravings, and thirtj^-one plates
on tinted paper, containing many figures. Retail price, $1 75.

Lamhert's JPrifnary Physiology, Anatomy, and Hygiene,

12mo. Profusely illustrated. Retail price, 85 cents.

CANOT'S PHYSICS.

Elementary Treatise on JPhysics, Experimental and Applied,

For the use of Colleges and Schools. Translated and edited from Ganot's
Elements de Physique, by E. Atkinson, Ph. D., T. C. S. Illustrated by a col-
ored plate and 668 wood cuts. In one very thick 12mo. volume. Price, $6.

Teachers, School Boards, and others interested, are cordially invited to cor-
respond with the pubhshers. Very favorable terms for introduction.

Copies of the above books, except Ganot's Physics and the Grammar of
English Grammars, sent for examination for hall the retail prices aftixed.

WILLIAM WOOD <& CO,, Publishers,

NEW YORK.
1^=" These books are kept for sale in California by Booksellers generally,
and in San Francisco by A. ROMAN & CO., and H. H. BANCROFT & CO.

: UNSEGTIONAL, UNPARTiSAN, UNPOLITICAL SCHOOL-BOOKS.

\fie freshest series of Text-Books published— containing the latest
results of discoverip and scientific research.

Officially adopted by the Yirginia State Board of Education,

AND NOW LARCELY IN USE IN

B'^miEl.Tr S O XT TH :ES 3Ft i>r S 1" -i^ "T ES >

And in many Northern States.

1 Association composed of many
3 several SoutlK-rn States, feel-
hool-Books wliich sliould be en-
political, which should present
eucc — are now issuing a com-
^xt-books by the eminent schol-
lich are the

CJieapestf Best, and Most

Now pubh'shed. The

of the most eminent citizens of
ing the necessity for a series of
tirely tmsectional, tmpartisan, and
only the facts of history and
plete scries of School and College
ars and educators named below

Beautiftd School-Books

University Series" embraces

MAURY'S Geographical Series,

7- Commodore M. F. Maury, of the Virjrinia Military Institnte. A scries of books which
jirk an era in the study of this science, and which, i.i the words of a well known and ac-
implislied Southern teacher, " are characterized by a felicity of arrangement and t-imple
iishncss of style which must ever render them attractive to the voung, and which will be
ed by all who Avish to teach Geography as a Hcieiice, as something to make pupils think,
d not merely as an enumeration of dry facts."

I Holmes' Readers and Spellers,

,r George F. Holmes, LL.D., Professor of History and General Literature in the Uni-
irsity of Virginia. A series of Readers unequalled' in cheapness, cxeellence, and typo-
;aphical beauty. They are steadily progressive in character, brij:ht and fresh in their
[lections of prose and verse, and illustrative of Southern scenes, incid«.nts, and history

j Venable's Arithmetical Series,

jf Charles S. Vexahle, LL.D., Professor of Mathematics in the University of
irginia. These books arc received everywhere by intelligent teachers with the lii;:hest
itisfaction. as being most admirably adapted for mental drill, as well as for business cdnca-
Im. Their methods, rules, and reasouitigs arc clear, distinct, logical, and comprehensive,
;id the series is carefully graded throughout.

Holmes' History of the United States,

^ George F. Holmes, LL.D., of the University of Virginia. It is cnongh to say of

is admirable work, interesting, impartial, and truthful, as well as pure and graceful in

/le, that it is the only History of the United States which is slricili/ tmpartisan. It
racs down to the present date. Also,

le Vere's French Crammar, Readers, etc.,
Gildersleeve's Latin Series,

Carter's Elements of General History,
Holmes' English Grammars,
LeConte's Scientific Series,
Johnston's English Classics,

Duntonian Writing-Books, etc., etc-

Send for our new ILLUSTRATED DESCRIPTIVE CATALOGUE, which will be

ailed free to any teacher or school officer. It tells what teachers think of the books, and
mtains specimen pages of each.

Address UNIVERSITY PUBLISHING COMPANY,

155 and 157 Crosby Street, New York.

Adopted for Exclusive Use in the Public Schools of Cahfor

SWINTON'S CONDENSED,

ji. oo]xi>Ervj!^ii:r> sohooi^ history

or THE

CONSTRUCTED for definite results in recitation, and c
taining a new method of topical reviews. Fully illustre
with maps, portraits, and new and beautiful designs. By \
SwiNTON, A. M., Professor of History in the University of C
fornia; author of ^^ Campaigns of the Army of the (Potomac f ^•.
cisive (Battles of the Warf etc. 300 pages, printed on fine pa
in elegant style, and substantially bound.

Copies furnished by mail to teachers who may wish to exan-
it, with a view to introduction, on receipt of 75 cents.

This condensed manual has been prepared in order
to meet the views and wants of that hir^e and inert as-
ing class of teachers, and more especially the teachers
in our Common Schools, who are aiming at definite
results in this study. It is not a mere picture-book or
story-book— though it is very fully illustrated wilh
portraits, maps, and other engravings, all of Avhich are
execuKd in the best slyle. It aims at somelhing
which, if not higher, is at least different. It is desigiied
as a working book, and Lence discards both the high-
flown nairative style and the meaningless details of the;
majority of school histories. The text derives its in-
terest from the lucid presentation of the s\xbject-niat-
ter — in itself deeply interesting. The technici;] points
of novelty and supi riority of this work will be evident
to all practical teachers. Some of these points are:

I. A plan of clear and concise paragraphing, by
which the gid of each paragraph is readily apprehended
by the pupil.

II. A total, and it is hoped welcome, absence of in-
volved, inverted, or in anywise rhetorical sentenct s,
and the use, in lieu thereof, of the direct, concise, and
recitable construction.

III. A new method of Topical Reviews. On this
point— perhaps the leading point of novelty in the
book— the teacher is referred to an examination of the
Reviews themselves. The difference between the
present and the old method of reviewing— which does
no more than print a string of review questions, re-
ferring to preceding pages for the piecemeal answers-
must be obvious. There can be few judicious teach-
ers who have not discovered that pupils, in order to
have a really available knowledge of the crowded facts
of history, require that these facts should be grouped
and reiterated and turned over in a variety of ways. To
accomplish this end, thus imparting a compj-ehevsive
knowledge of events and the connections of events, is
the purpose of the novel method of reviewing adopted
in this manual.

IV. The separation of the history of the Western,

Mississippi Valley and Pacific States from its ent
ment in the history of the Administrations. Tl
tory of these great States thus receive a degree
tention that is at least more nearly adequate
heretofore.

V. The separation of the leading facts of AbQ'
Progi-ess from their entanglement in the history
Administrations, and their presentation in a s
by themselves.

VI. Atone of treatn>ent free from partisaal
sectionalism, politics or religion — a tone of trea
as completely as possible American.

The A>w Yoi'k Times, in announcing the fort
ing publication of this work, in its issue of Junt
1871, said:

"Advance sheets of Swinton's Condensed I
have for some time been in the hands of leadin
cational men of this city, and we but exprest
unanimous opinion when we say that this
marks an era in school histories. Mr. Swinton's
as a writer of histoiy is pretty well known to the
ers of tills journal, with which he Avas maiiy yer
sociated, while through his Aimy of the l'otom<
Decisive Battles it is equally well-known to the ce
at large. The Condensed cemtains many technical i
e)f novelty and superiority, which teachers will i
appreciate. It is clear in its style, sensible in Iti
and impartial and catholic in iis spirit. It will
tensively used in this oily, and has been adop
the State Educational Eoards of several Stales
palpable merits of the book will be its own sul
introduction."

The Hon. John Swf.tt, Dep. Supt. of Co
Schools of Calife)rnia, after examining the sheetl;
the following enthusiastic praise to the work:

"Allow me to congratulate you on the supei'
excellence of Swinton's Condensed History.
cannot express the delight with which I have rti
pages of proof. It cannot fail to be a g?cat succi

The ^^ COWDJENSBI)^' can noiv he stix>plied for iiitrod
Hon through the San Francisco trade,

IVISON, BLAKEMAN, TAYLOR & CO., Publistt^

138 and 140 Grand Street, NEW YOIlh

:N0VEMBKII, 1871.

Vol. IX.]

[No. 5.

Tint xi?

A JOURNAL OF

School and Home Education

AND OFFICIAL ORGAN OF THE

iepaptffleRt of Peblie instraction,

EDITORS:

O. p. J^NTD Jl. L. FITZOER^LD.

ContriDuting Editors, elected Dy tlie State Edncational Society:

MISS CLARA G. DOLLIVER.
MRS. AURELIA G-RIFFITH,

DR. E, S. CARR,

PROF. W. J. G. WILLIAMS.

SAN FRANCISCO:

CALIFORNIA EDUCATIONAL SOCIETY.

Publication Rooms, No. 240 Montgomery Street.

M. n. Carr ct Co., Booh and ,Toh J*rinters, JVo. 532 Clay Street.

TERMS— TWO DOLLARS PER ANNUM, payable invariably in advance.
Address : CA T.TIO UNTA TEA CHER , San Francisco.

PAYOT, UPHAM & COMPANY
iOOKSELLERS, JtATIONERS AND gUBLISHEF.

One door above Maguire^s Opera House, SAN FBANCISi\

They call special attention to their well-selected and comp'e
assortment of SCHOOL BOOKS, which they offer at the
lowest market prices, Wholesale and Retail Also,

Standard 8

Bibles anc 0// (y/) ,^ ^ /C<^

Scientific

Photograph, Stamp ana iLiixograpii -«.xuuxij.c,

Portfolios, Writing Desks, Etc., 3;o

New and Latest Styles of Note and Fancy Papfi

WEDDING AND VISITING CARDS,

JSf^'^*<yi^'P^^'^ taken for all Foreign and American Periodicals.

PAYOT, UPHAM & COMPANY

620 and 622 Washington I

THE

California Teacher.

NOVEMBER, 1871.

Vol. IX. SAN FRANCISCO. JTo. 8.

A CLIMATIC educational PROBLEM.

BY H. C. KINNE.

The effect in coming generations of the peculiar climate of Cali-
fornia upon the constitution of the Anglo-Saxon race is a question of the
deepest interest to all who have at heart the welfare of this occidental
portion of the republic. That race, it is hardly necessary to say, here
encounters physical conditions such as it has never met with in any por-
tion of its previous career. Hitherto this vigorous offshoot of Teutonic
stock has dwelt only in regions of frost. For ten centuries past the
Saxons have carried, not followed, the star of empire westward; but
over all the vast area which they have heretofore grasped with rude
hand — the Winter King holdssannu^-l^caur-t.^ and it is only when the
broad expanse of the Pacific presents a final barrier to their farther pro-
gress that they find themselves in a land where the icy sceptre of that
ancient monarch is no longer wielded with potent sway.

The influence which this new life is to exert is as yet mainly a mat-
ter of speculation, for the experiment is with us a comparatively untried
one. There have been, it is true, for a long period a few of our people
within the "sun-kissed" portions of the earth. In Eastern and West-
ern India, on the banks of the Ganges and among the Antillean isles,
a handful of Anglo-Saxon adventurers has been stationed for nearly
two hundred years. But they have been adventurers merely. Their
numbers have been kept good by constant accessions from the North-
ern hive, and they have maintained their existence only by exercising

124 A CLIMATIC EDUCATIONAL PROBLEM. [Nov.

dominion over the natives of the tropics, either through the patriarchal
institution or the not less rigorous yoke of commercial bondage.

Not so with the Saxons who landed on the eastern face of the North
American continent. These latter brought with them their wives and
their children and hewed out homes for themselves and their posterity
forever. They brushed aside the aborigines, and with their own strong
arms leveled the forests, reared their dwellings and subdued the soil.
And their descendants have ever pursued a similar course. Whether
slowly gathering on the Atlantic slope, or sweeping over the matchless
valley of the Upper Mississippi with unparallelled strides, or pouring
through mountain passes to the shores of this South Sea where the
heavens are filled with perpetual summer, they have ever been accom-
panied by iheir flocks and herds, their household goods and their
household gods. They have therefore come here to stay. Here, as
for three thousand miles eastward, they have dispossessed and extermi-
nated the natives; and for all coming time, on the banks of the Sacra-
mento and the Willamette, as on the Ohio and the Thames, naught
will be heard but the accents of the Anglo-Saxon tongue.

But how is this restless people whose westward tendencies have at
last been checked — to whom the surges of the Pacific are ever echoing
the fiat, "Thus far and no farther shalt thou come" — how is this people
to be affected by the climatic conditions of the Golden State .? Our
auguries are not for the best. We confess an affection for the more
sharply defined vicissitudes of the climate beyond the mountains. The
sameness and tameness in the action of the elements on the Pacific
coast render existence here comparatively insipid. "Variety," saith an
old and true adage, "is the spice of life." Man is so constituted as to
delight in repeated contrast and endless change. We oscillate unceas-
ingly between the conditions of wakefulness and slumber, of activity
and repose, of hunger and satiety; and these ceaseless vibrations are
essential to human enjoyment if not to human life. No appetite
would be so dainty and capricious as that of the man who should be
forever chained to his seat at a loaded table; no sleep so fitful and
broken as that of him who should be pinioned to his couch for life.
And climatic variations are equally pleasurable and hardly less neces-
sary. Nowhere would life be so blank and dreary as in a land which
should present an eternal monotony of climatic phenomena, where
thermometer and barometer should never vary, where, year in and year
out, each day should so exactly resemble its predecessor as to be indis-
tinguishable therefrom. In such a land the life currents would stag-

iSyi.] A CLIMATIC EDUCATIONAL PROBLEM. 125

nate and humanity would mould. Who would willingly dwell amid an
eternal polar winter where the rising sun should never again greet his
eyes ? Or who, if he could, would live where the blazing orb should
forever remain at the zenith, and the shades of evening were unknown ?
The alternations of day and night, of morn and eve, of cold and heat,
of sun and storm, of gale and calm, of sky and cloud are a perpetual
stimulas and a perpetual zest to the soul of man. And in no less
degree do the alternations of summer and winter contribute to hu-
man happiness. Who of us does not remember the glorious winter
nights of boyhood, when highways and byways resounded with the
music of the bells, when genuine skates and swift-gliding sleds
were brought into requisition, when the stars looked down in
peerless brilliance and the Aurora reached forth from its arctic
home and crowned the "cauld, blue North" with its wondrous
sheen .? And who does not remember the soft evenings of summer,
when the air was laden with fragrance from flower and shrub,
when we leaned on a mother's knee and watched the fire-flies circling
over the meadow, or the faint flashes of lightning in the far-off South-
ern horizon } What a gorgeous and ever shifting panorama does na-
ture exhibit to the dweller in our fatherland ! Without leaving the
bounds of his homestead he annually visits all zones, all lands and all
climes; or rather all lands and all climes pass before him in endless re-
view. At one moment Greenland in her garniture of eternal frost
sweeps past his door.way with resistless tread, building miniature glaciers
around ever