who does not care for study and philosophic thought; to those, however, who have minds cultivated sufficiently to enjoy a walk in the byways of deeper science, we offer this article; to others we would give the advice, keep it for reference and read it when you're older.

IT IS EXPECTED THAT THE RAILROAD representatives now in session in Chicago will be able to definitely settle rates for the Exposition. Present indications are that California will get nothing better than a rate equal to one half present rates. Cost of transportation is an im portant item of expense to Californians who intend to visit Chicago and we hope the railroads will see the wisdom of a generous pruning of rates on this matter

SINCE OUR LAST ISSUE WE HAVE been fortunate in securing much better FOR YOUNG LADIES.

OAK

contracts than those we made at first and so can offer greater inducements than ever to those who intend joining our World's Fair excursion. In brief, we can furnish you transportation to and from Chicago, six days stop over-three going and three coming-sleeper and meals en route-fourteen days,-transportation to and from hotel in Chicago, ten days room and board in Chicago, use of reception rooms, bureau of information; all for from $125 to $150. Full information will be sent to those who will send name and address-enclose stamp for reply.

THE PRICE OF ADMISSION TO THE exposition grounds has been placed at fifty cents. This will include admission to everything except a few side showsthe results of concessions granted by the managers.

THE School Review which should come

to many subscribers of this magazine has been remodeled, and is now known as a Youth's Magazine. If you have subscribed for the same and don't get it please inform us.

IT

T is with sorrow we announce the death of Mrs. F. M. Campbell of Oakland, one of the noblest women that has ever been employed in the educational work of California. Mrs. Campbell attended the State Educational Association convention in December and there contracted the illness which ended so sadly on the 27th of last month. Deceased was the wife of Mr. F. M. Campbell ex-State Supt. of Public Instruction and served as deputy State Superintendent during her husband's term of office. In Mr. and Mrs. Campbell California had EYE, EAR AND THROAT. DR. WM. SIMPSON. Office hours: 10:30 A. M. to 12 M., 2:30 to 4:30 and 6:30 to 7:30 P. M. Sundays, 10 to II A. M. only. Telephone 215.

253 S. Second St., San Jose, Cal.

114 and 116 South First St., SAN JOSE, CAL.

I.

N. E. Cor. First and Fountain Sts.,

SAN JOSE, CAL.

Telephone 324.

118 South First Street,

San Jose, Cal.

Per

faithful, conscientious and able guardians of her educational interests, and the State will never forget the self-sacrificing earnest work performed by them. sonally, Mrs. Campbell was helpful, kind and fervent with good-will. She builded better than she knew in many a heart, and will never be forgotten either by her

LITERARY NOTES.

Messrs. Houghton, Mifflin & Co., of Boston and New York, have compiled a new and unique catalogue for the use of those interested in School Libraries. Its strong feature lies in the fact that the books listed are wholly from those

she befriended. We extend our deepest sympathy to Mr. Campbell and his family, knowing from the experience which sooner or later, comes to all mankind, how lonesome is the heart when the light of a noble soul goes forth.

WHILE we can undoubtedly accommodate everyone; still it may be wise to remember the adage "The early bird etc."

Every one can afford $150 to take in the World's Fair. Write to us and we can tell you how you can do it.

OUR plan for an excursion has been voted a success by every one.

WRITE for full particulars in regard to our World's Fair Excursion.

some seven or eight important states for their Public School Libraries. Thus each book has the especial recommendation of having been selected by competent authorities, making the catalogue particularly desirable for the use of any one who is choosing books for young people, either for public, school, or home libraries.

The size, kind of type, number of pages, and price of each book are given, with a brief description or comment imitating its contents and general aim. Figures representing the school grades for which the book is considered suitable are entered in the margin.

The publishers will be pleased to send a copy of this catalogue to any one who is interested in School Libraries.

The latest and prettiest song now being sung on the stage, is entitled "The Indian Summer Time." It is by the

East Liverpool, Ohio. The price is 40 cents. Send the author half price, and you will receive a copy.

BEST CHEAPEST OLDEST.

CARDEN CITY
BUSINESS

BUYING..........

M. H. OSGOOD,

1

156 South First Street.

VOL. II.

No. 7.

T

HE history of pedagogy is immediately concerned with, and gives prominence to, two distinct methods of instruction, known on the one hand as the subjective, idealistic, or Socratic; on the other as the objective, realistic, or Baconian. As early as the fifth century B. C., Socrates taught the main object of instruction to be the development of the intelligence through what is within; "that the human mind in its normal condition discovers certain truths through its own energies, provided one knows how to lead it and stimulate it." The subjective method, though it had been practiced for many centuries before the birth of the illustrious philosopher who has given his name to it, assumes that instruction must take place from without, and its adherents busy themselves with storing the mind with positive knowledge, -cold facts.

Divesting as much as possible the phraseology of this discussion of philosophical and pedagogical technicalities, more or less distasteful to the average hearer, I shall endeavor to show the predominance of the method that deifies the memory, and at the same time its very mischievous influence on our educational

history, supporting meanwhile my own assertions with the unimpeachable testimony of educational experts whom the orthodox teaching fraternity delight to honor.

So far as it is possible to discover, the earliest education involved the constant use (or abuse) of the memory. Especially was this true among the Chinese, where, from time immemorial, positions in the civil service have been obtainable only through examinations of the most rigid character, in which the verbal memory alone was tested, demanding, says Dittes, an educational method, not of a developing but of a communicating nature, and producing, says Dr. W. T. Harris, by the exclusive training of that single faculty, "a conservative people without aspiration and firmly bound to the established order of things."

In the first century A. D., Plutarch, who must be admitted to a place of no mean rank as an educator, although he recognized the true value of the memory, which he styles the "treasury of knowledge," was greatly interested in the stimulation of the intelligence, as is evidenced by his famous maxim, "The soul is not a vase to be filled, but is rather a hearth which is to be made to glow," ut

tered, says Compayre, when he was thinking not alone of moral education, "but also of a false intellectual education, which, instead of training the mind, is content with accumulating in the memory a mass of indigested materials."

During the Middle Ages, "The supreme importance attached to the Scriptures," says Mr. W. H. Payne, “made education literary; made instruction dogmatic and arbitrary; exalted words. over things; inculcated a taste for abstract and formal reasoning; made learning a process of memorizing; and stifled. the spirit of free inquiry.'

Though unfortunately but little realized in its practice, the theory of education in the sixteenth century was much in advance of that of the fifteenth. An emphatic protest against the conception that education is a process of manufacture, that teaching consists in imparting information, was inaugurated and the idea that education is a process of growth, that the purpose of instruction is formation, discipline, training, was promulgated in its stead.

Although an acknowledged realist, Rabelais denounced in unmeasured terms the old education. At the outset his

Gargantua labored incessantly for twenty years, learning so perfectly his books that he could recite them backwards and forwards, profiting him nothing, making him, as his father discovered, "A madcap, a ninny, dreamy, and infatuated."

Old Roger Ascham, the tutor of England's 'Virgin Queen,' speaking of the grammar schoolboys of his time, says, "Their whole knowledge, by learning without the book, was tied only to their tongue and lips and never ascended up to the brain and head, and therefore was soon spit out of the mouth again. They learnt without book everything, they understood within the book little or nothing."

Montaigne deprecated the exclusive training of the memory, giving expression to his repugnance in the following quotation: "We labor only at filling the memory and leave the understanding and the consciene void. Just as birds sometimes go in quest of grain, and bring it in their bills without tasting it themselves, to make of it a mouthful for their young; so our pedants go rummaging in books for knowledge, only to hold it at their tongues' end and then distribute it to their pupils."

Though he belongs both to the sixteenth and the seventeenth century, I shall introduce at this stage what may be termed, if you please, the testamentary evidence of the reputed founder of the realistic philosophy. Macaulay, in his review of Bacon's life, has given us tivation of the memory. I quote the reau insight into his real views on the culviewer's own language. "He (Bacon) acknowledged that the memory may be disciplined to such a point as to perform. very extraordinary feats. But on such feats he sets little value. The habits of his mind he tells us, are such that he is not disposed to rate highly an accomplishment, however rare, that is of no particular use to mankind. As to these prodigious achievements of the memory he ranks them with the exhibitions of "The two rope-dancers and tumblers. performances,' he says, 'are much of the same sort; the one is an abuse of the powers of the body, the other an abuse of the powers of the mind. Both may, perhaps, excite our wonder, but neither is entitled to our respect."

Nor must we pass without notice the pedagogy of the Jesuits, who, says Quick, "did little beyond communicating facts, and insisting on their pupils committing these facts to memory. * Originality and independence of mind, love

*