NEW SERIES.-VOLUME I. OLD SERIES.-GOLDEN ERA, VOL. XLIII. WESTWARD THE STAR OF EMPIRE TAKES ITS WAY" SAN FRANCISCO, FEBRUARY, 1896. Publisber's Motice. THE WESTERN JOURNAL OF EDUCATION succeeds to the subscription lists, advertising patronage, and good will of the Golden Era, established in San Francisco in 1852. Subscription, $1.50 a year. Single copies, 15 cents. See our special combination offer. It will meet your wants. Remit by check, post-office order, Wells Fargo & Co., or by stamps. ADVERTISEMENTS. - Advertisements of an unobjectionable nature will be inserted at the rate of two dollars a month per inch. MSS.-Articles on methods, trials of new theories, actual experiences and school news, reports of teachers' meetings, etc., urgently solicited, Essays and institute addresses not specially prepared for publication not desired. Address all communications to HARR WAGNER, 723 Market street, S. F. THE WHITAKER & RAY COMPANY, PUBLISHERS. An Official Journal. THE agitation of the designation of an educational journal has brought out some strange comments from the daily press. The Evening Post calls the designation a "subsidy," "a steal," "a robbery," and asks that the law providing for it be repealed. It makes the ridiculous statement, that the daily papers would be willing to send copies free to the 3160 clerks of school boards. Here is the law (Art. I, Sec. 1518, Subdiv. 9, Duties of State Board of Education): To designate some educational monthly journal as the official organ of the Department of Public Instruction. One copy of the journal so designated shall be furnished by the County Superintendent to the Clerk of each Board of District Trustees, to be placed by him in the district library. The County Superintendent of Schools shall draw his warrant semi-annually in favor of the publishers of such school journal, for a sum not exceeding one dollar and fifty cents ($1.50) per district, for each school year, and charge the same to the Library Fund of the district; provided, that the publishers of such journal shall be required to file an affidavit with the Superintendent of Public Instruction, on or before the tenth day of each month, stating that they had mailed one copy of said journal to the Clerk of each school district in the State. It is hereby made the duty NUMBER 0. ESTABLISHED 1852. of the Clerk of each Board of District Trustees, and the Secretary of each Board of Education, to place each number of such journal in the school library of his district, on or before the end of the month in which such number was issued. It will readily be seen that the printing of official information is a minor part of the State's educational journal. Its main purpose is to keep in touch teachers, trustees, parents, and school officials with educational progress. The money thus expended brings infinitely better results than to load up the school libraries with the average book that passes as fit for circulation, or with apparatus that rusts in the corner of the schoolroom. It is just as legitimate for the State to support a journal for the improvement and advancement of 6000 employes in the schools, as to support the State University, the State Normal Schools, or the payment of salaries to teachers. The money expended for a journal is no more a steal than are the salaries that are drawn by State officials. There are honest dollars paid out from public money for honest services. There is no reason why the State educational journal should not do honest service for the State. The improvement of the journal, not the repeal of the law, would meet with the favor of the taxpayers. State Superintendent Black's statement of what an educational journal should be is as follows: HARR WAGNER, ESQ., EDITOR "THE WESTERN JOURNAL OF EDUCATION," SAN FRANCISCO, CAL.-Dear Sir: Replying to your letter of May 11th, permit me to say that only some thirty per cent of the teachers of California have been professionally trained, and many young persons are coming into the profession from the grammar and the high schools, through the medium of a County Board of Examination, after a few months' attendance at some cramming institution. The chief aim of an educational journal ought to be to meet this lack of professional training-particularly in those just entering the profession by sound pedagogical articles and practical suggestions. Respectfully, Wildman, of the Overland. Raymond, the editor of the State text-books was as imperturbable as a sphinx, however. The first two days of the meeting were devoted to the overhauling of the methods pursued in the revision of the text-books, with particular reference to the word "revise." The Governor insisted on the technical meaning of the word, and quoted Webster, the Standard, the Century, Worcester, several law dictionaries, and other authorities to maintain his point. He maintained it. The State Board then decided that hereafter, when it had new text-books written, they should be considered revisions. The Governor and Raymond held very interesting exercises in mental arithmetic, as to the cost of compiling the grammar. The answer arrived at was that the editorial work of Miss Murphy, Mrs. George, and Professor Raymond, on the State grammar would cost about $5000. The Governor was extremely severe with Raymond; but with Miss Murphy and Mrs. George he was considerate and appreciative of their work. Professor Lange, of the State University, gave an iteresting criticism of the new grammar from a philological standpoint. He stood the fire of the Governor's questions with success, and gave pointed answers to pointed queries. The Governor surprised his friends with the keenness with which he put questions on so technical a book as a grammar. The result is summed up in this way: of $25,000 appropriated for the revision and compilation of State text-books, $17,500 had been expended, and $3500 will soon be paid C. H. Keyes for the history, leaving practically no funds for the revision of the arithmetic. It is generally conceded that the revision of the books up to the present time has been successfully accomplished. On Wednesday morning, January 9th, the following applications for the official designation were read: Pacific Educational Journal, P. M. Fisher, A. B. Coffey; The Overland Monthly, Rounseville Wildman; The Western Journal of E lucation, Madge Morris Wagner, Harr Wagner. The State Board was somewhat nerv ous. Professor Coffey was the first to enter the arena. His mustache and hair, the color of ripe wheat, his joyful manner, and halting tones were the prophecy of a bad pun, and the dignified State Board received it without the least appearance of a smile-"Black, coffee should come last." After he had overcome the reactive effect of such a pun, he made a very able address in behalf of his friend Fisher. Coffey being a loyal Democrat, it was presumed that his speech would have a voting effect on the Governor. Then came the Hon. James Denman, with his white hair and somber countenance, to appeal for the Overland. Mr. Denman, also a Democrat, was supposed to stand off the aggressive republicanism of the handsome young editor, Wildman. He made a very practical address on the merits of his cause. Then came the editor of this journal, who made a definite proposition to give a jour nal that would represent the best in the art of printing, writing, and illustrating. The Board asked questions of Wildman, who made an excellent impression, and if he had presented an educational journal, instead of a literary and industrial magazine, he would have met with success. It would, however, be just as reasonable to expect a medical association to adopt the Overland. as an official organ, as to expect the school department. Teaching is a profession, and the demand for a school journal is just as forcible as are law, medical, or theological journals. Philip Fisher entered the discussion to explain the status of the Pacific Educational Journal. He made a good plea. The Board of Education then went into executive session. Just why the Board should desire to consider so public a matter in so secret a manner was not explained. Here is the result: Professor Kellogg moved that the Board go into executive session for the purpose of considering the matter of the designation of an official journal. The motion was seconded and carried. The following resolutions were offered by Professor Brown: Resolved, That in the judgment of this Board the continued payment of a subsidy from the school funds of the State to an official journal is inexpedient. Resolved, the President and Secretary of this Board be requested to present to the next Legislature of the State, in such manner as they may deem advisable, the recommendation of this Board that such subsidy be permanently withdrawn. Superintendent Black seconded the motion to adopt. Kellogg, Brown, Pierce, Childs, Pennell, Budd, Black. The roll was called with the following result: Ayes The following preamble and resolutions were offered: WHEREAS, The Pacific Educational Journal has been designated in the past as the educational monthly journal to be the official organ of the department of Public instruction, and such designation entitles it to a subscription from each school district in the State, not to exceed $1.50 for each school year; and WHEREAS, The present school year does not end until June 30th, 1896; therefore be it Resolved, That at the expiration of the present school year, June 30, 1896, the designation of such journal cease; and be it further Resolved, That it is inexpedient for this Board prior to its meeting in June, 1896, to designate any other educational journal as the official journal of this Board. Superintendent Black moved to adopt the resolution. The motion was seconded by Professor Pennell. The roll was called, and the vote stood as follows: Ayes-Kellogg, Brown, Childs, Pierce, Pennell, Budd, Black. THE WESTERN JOURNAL OF EDUCATION Continues to be published in the interest of the teachers and the schools. inch advertisement in this journal, costing $1.50, brought the advertiser orders to the amount of $20. Another advertiser took a fourth of a page for $10, and as a result obtained several large book orders. A review of Werner's Primer sold thirty-one copies in a few weeks. A favorable review of "Thinking, Feeling, and Doing," by E. W. Scripture, resulted in the publishers obtaining an immediate order from school supply houses. It does pay to advertise in a school journal. CHILD-STUDY-ITS EFFECT UPON THE TEACHER. [We copy from a late number of the Child-Study Monthly the two opinions given below-one by Dr. E. E. Brown, Professor of Pedagogy, University of California, and the other by Earl Barnes, Professor of Education, Stanford University.] "First. Replying to your inquiries, I would say that the chief value of child-study depends upon the kind of child-study you mean. In my judgment one of the chief results of the more scientific child-study is the better understanding of what I may call the psychology of development. We have a much more satisfactory account of the psychology of the normal adult mind than we have of the mind of the child considered as in a process of continuous development. This is one of the most interesting aspects of psychology, and one of those things with which child-study has chiefly to do. "Second. What I have said in answer to your first question anticipates the answer I would make to your second. The most hopeful line of advance, speaking in general terms, is that which has to do not simply with large bodies of children at a given time, but rather with the same set of children studied through a considerable period of time long enough to trace out the succession of stages in their development. "Third. In answering your first two questions I have had in mind especially the more scientific aspect of child study. As regards the child-study to be carried on by the teaching force in general, it seems to me the chief result is a more sympathetic relation between teacher and pupil, and a more minute and thorough understanding by teachers of the character of each child with whom they have to do. ELMER E. BROWN." "First. As a pure science, child-study must look to the building up of a body of facts, regardless of immediate application to pedagogy. This body of pure science must, it seems to me, be largely worked out by specialists who have time and training for the work. A great deal of the truth they discover will, I take it, never be of immediate use in practical teaching, but in pure science one ought never to be hampered by that consideration. For the great majority of us, however, child-study must mean a study in practical pedagogy, having the same relation to psychology that horticulture has to botany; and here it seems to me that the question of availability should determine the lines along which we seek truth. There is another use to which child-study is being put, namely, the rousing of a passing enthusiasm. I question the legitimacy of this kind of work; it seems to me that it must react badly upon science, upon practice, and upon its devotees. So you see I am unwilling to give a chief value. "Second. The most hopeful lines of advance, or rather of inquiry, seem to me to be along the lines of careful reminiscent study of one's own childhood, with a view to quickening sensibility and sympathy; and, in the second place, along the lines of schoolroom studies on children's points of view, or children's interests, if you like. Whether you say that children's interests are to be followed or thwarted, we must first know where the child is before we can start off with him on any educational line. "Third. The greatest value of child-study to the teacher seems to me to be the quickening of his own sympathy, the massing of some general truths concerning the children he works with, and the creation. within him of a student spirit. I believe these results can be achieved only through some earnest study, hav ing an object and aim, and reaching some at least par tial conclusions. Mere vaporing about the matter will EARL BARNES." always produce mental nausea. AN AUTHENTIC SPEECH BY BALBOA. [The following speech by Balboa is a translation from the Spanish, and taken from the records of his trip across Darien to the Pacific.-ED.] ONG live the high and powerful monarchs, Don Fernando and Doña Juana, sovereigns of Castile, and of Leon, and of Aragon, in whose name, and for the royal crown of Castile, I take and seize, real and corporeal, actual possession of these seas, and lands, and coasts, and ports, and islands of the scuth, with all thereto annexed, and kingdoms and provinces which belong to them, or which may hereafter belong to them, in whatever manner and by whatever right and title acquired, now existing, or which may exist, ancient and modern, in times past, and present, and to come, without any contradiction. And if any other prince or captain, Christian or infidel, of whatever law, or sect, or condition he may be, pretends any right to these lands and seas, I am ready and prepared to contradict him, and to defend them in the names of the present and future sovereigns of Castile,- who are lords paramount in these Indies, islands, and firm land, northern and southern, with their seas, as well in the Arctic pole as in the Antarctic, on either side of the equinoctial line, within or without the Tropics of Cancer and Capricorn, according to what more completely to their majesties and their successors belongs and is due, for the whole and any part thereof; as I protest in writing shall or may be more fully specified and alleged on behalf of their royal patrimony, now and in all time while the earth revolves, and until the universal judgment of all mankind. Primary Methods. 田 JZ IZ IZ ZZ THE LITTLE ARTIST. Simple Lesson in Drawing for Primary Τ NATURE-STUDY. HE schools of Livermore, under the able supervision of Principal H. C. Petray, are doing successful work along important lines. The teachers have a "Round-Table" conference. Interest is being taken in securing the best possible methods and the best results from the children. The work submitted here is the work of the pupils of the second year. Oh, now we'll draw such pretty The drawings of the children are imaginative. The plan of the "Nature-Work" is as follows: things! See! little birds with outspread wings, The sloping hill o'er which they fly 1. An Observation Lesson.-Distribute the bones, leaves, insects, pebbles, etc., among the class, and give a few minutes for observing. 2. A Conversation Lesson.-Asking for results of the observations. Much skillful questioning here elicits. To reach a tree with branches surprising results. Tell the child nothing it can get high The trees these birdies love the best, Because it holds their own dear nest. That was the birdies' home, and for itself. 3. A Drawing Lesson. We require each pupil to sketch his particular object, paying especial attention. to outline work, and to draw only what he sees. In some of the grades we introduce color-drawing. 4. An Inquiry Lesson. In this lesson it is our aim to encourage the pupils to ask such questions about the object or lesson as they cannot answer. In our We'll draw the children's home, experiment with the bone, to show its composition, so dear; And leading to the very door A wagon, too, to load with hay, And now we draw a wheel alone, are shown. But look! Far over in the sky one boy asked what would happen if a burnt bone were put into muriatic acid. This proved that we had accomplished one thing sought for,- original thought. The boy was told to investigate by experiment, and report. 5. An Information Lesson.-At this point it becomes the duty of the teacher to add such knowledge to the lesson as cannot be elicited from the class. To assist the teachers in this, we have placed on the Reference Library such books as Newell's "Botany Readers," Laurie's "How Peanuts Grow," Hale's "Little Flower People," Paul Bert's "Scientific Steps on Knowledge," "Fairy Land of Science," by Buckley, Monteith's "Primer of Science," Miller's "My Saturday Bird Class," Ballard's "Moths and Butterflies," etc. 6. Topical Outline on Paper or Blackboard.- Made The glorious sun, whose spread- by pupils in upper grades. This is designed as a test of their ability to arrange their material preparatory to writing. held them tight. Then they asked their mother again. "No," said the mother. "But we want to try our wings." The mother said, "You must wait till you are stronger." Pretty soon the little seeds went away from their mother. One day the wind was blowing, and one of the seeds flew away into a big field. And it said, "Now, I can begin to be a tree myself." Then the little seed said, "Sun and rain, help me to be a big tree; for this field looks lonely without a tree." Then the snow and the ice came. Then the little seed said, "When will I ever be a big tree?" Soon the little seed began to turn gray, and it said, "When will I ever be so big and so nice? If I were so big and so nice, I would feel so proud and so gay." At last the warm spring came. I saw some little wings sticking straight up in the air. I did not think it was that maple-seed. In a few days it grew a little larger; so I waited a little longer. Soon I saw some little things sticking out at the sides of the tree. These did not look like leaves at all; but after a while I saw some real maple-leaves. Then I knew it was the little seed. The next spring I saw it again. It seemed to grow very slow. I told it to grow strong and have seeds growing on the branches. Then these seeds would fly away and other trees would grow up from them. Sugar Making. I went into a sugar-camp. I saw the big maple trees. They had no leaves on them; for it was too early in the spring. The sap had just begun to run up the trees. Some of the trees had spiles in them, and buckets were placed under these spiles. Soon the sap began to run into the buckets. This sap is called sugar-water. It is so sweet and good! By and by, a man came and took the sugar-water You know when the and put it into a kettle to boil. "THE GOOD OLD DAYS." THEN Washington was President, W "As cold as any icicle, He never on a railroad went, He read by no electric lamp, Nor heard about the Yellowstone, He never licked a postage-stamp, And never saw a telephone. His trousers ended at the knees, By wire he could not send dispatch, -R. J. Burdette, in the Inter-State School Review. The love of country is universal. It has its seat deep down in the human heart. It strengthens with our years. It is not weakened by distance, and we all feel the magnetism of its wondrous power.-Dillon. |