Pacific-Sunset route-passing through the southern part of Arizona and New Mexico through Texas and Louisiana to New Orleans. From each of the various termini of the above roads are numerous routes to Chicago. The season of the year should be considered when making a choice. The northern routes are preferable in summer and the southern routes in spring and winter. Returning from Chicago the most popular lines would be the Chicago, Rock Island and St. Paul, the Burlington, the Colorado Midland, the Atchison, Topeka and Santa Fe and the Chicago Northwestern.

The next important part for your consideration would be the question of ac commodations while in Chicago. If the prices paid by visitors to Chicago during the recent Democratic Convention are to be taken as a criterion, the cost of living in Chicago during the Exposition will be very great. People have not as yet grasped the magnitude of the affair and they will return from Chicago realizing that a small hotel in Chicago during the exposition is a bonanza-for the proprietor. There is only one way of being at all sure of good room and board at a moderate price-by securing them several months in advance. This can be done and we propose to tell you how.

First, however, in as few words as pos. sible we will outline an ideal trip.

Suppose the excursion leaves during the first week of June over the Santa Fe route. It is a special train of Pullman tourist coaches with dining car attached and running on its own time schedule. Leaving San Francisco we pass through the San Joaquin Valley to Mohave, cross the Colorado River at The Needles; next through Arizona and New Mexico, passing points of great attraction for the scientist and antiquarian. We We cross the grandest range of mountains on the co

tinent, pass through Colorado and then over the plains of Kansas to Kansas city. Here we stop a day to view the city, having stopped a day or so for the same purpose in Arizona and New Mexico. We continue our journey to Chicago, passing through the prominent cities of the Mississippi valley. At Chicago we are escorted to a fine hotel, fully equipped with all modern conveniences; rooms in the same having been assigned us before leaving San Francisco. After remaining at the Fair for twenty days the excursion disbands to take advantage of the extreme low fares to visit friends and relatives in other States. In, say ten days, we start for home, taking some interesting line to Denver where we stop a day or so. We continue our journey by the Denver and Rio Grande, the most noted scenic route in the Union. Arriving at Salt Lake we stop a day to visit the great Tabernacle and take a bath in the Great Salt Lake. Leaving Salt Lake City we go on to Ogden, where we take the Central or the Union Pacific home.

We have been gone thirty-four days: eight days actual railroad travel, six days stop over at points of interest, twenty days at the Exposition and ten days visiting friends and relatives. During this time we have stopped at a first-class hotel or when traveling ate in the regular dining car. We have seen the larger part of the United States. We have crossed the longest river-the Mississippi; the grandest river-Colorado; the highest mountain range, the largest State and the widest plain in North America.

Now this is merely suggestive of what can be done and at a moderate cost.

The route and the time spent at various places, etc., may be greatly modified to suit individual convenience.

We are prepared to take such an excursion to Chicago, furnishing transpor

tation, rooms and board, at a price that will surprise you. We greatly desire all who take any interest in this matter to communicate with us immediately, making suggestions and inquiries.

We believe our excursion will be the most popular one from the Pacific Coast, and those who contemplate visiting the Exposition should put themselves in com munication immediately that we may become acquainted with each others plans and desires. We have engaged rooms and board to accommodate our patrons, and first come, first served.

Address Publishers PACIFIC COAST TEACHER, San Jose. Endorse on envelope of communication the word, "Excursion.

AN EXAMPLE OF MODERN SCHOOL ARCHITECTURE.

BY RICHARD II. JURY.

The old idea of a school house was, "anything will do so long as the pupils are enclosed." At least such an idea is suggested when we look about and notice, especially in the thickly settled districts the barn-like structures which do duty as school houses.

With the advance of the arts and sciences, school architecture has so considerably improved that now when a new school house is to be built, almost invariably one of the chief requirements is that the new structure must possess no small degree of architectural beauty. So much for the advance of nineteenth century ideas.

The perspective on the following page shows the new San Mateo public school building now in course of erection.

The cut is made from the plans of the building, as drawn by Messrs. Martins and Coffee, San Francisco architects.

The building will contain eight class

rooms, will be two stories in height with a concrete walled and floored basement, nine feet in the clear.

There are three entrances on the first floor, which is eight feet above the ground. The main entrance on th front will be sixteen feet wide and wil be used principally for teachers an: visitors. On both sides of the swinging doors will be closed glass windows, giving a subdued light to a reception hall 16x20 feet in size. The reception hall connects with a grand corridor twelve feet wide, which runs entirely through the building, crossing in the center of the building a hallway of equal width running through the building from side. to side. The ceilings of the hallways and class rooms will be sixteen feet in height.

Hallways or corridors are arranged. on the second floor as on the first. Each class room is 28x32 feet in size.

Adjoining each room is a teacher's closet and a hat and cloak rooom 7x18 feet in size, well lighted and supplied with marble wash stand. From each room three exits lead to the corridors, two directly and one through the hat and cloak room. The arrangement of the building is such that each class room occupies a corner and receives light from two sides, through five windows. The seats will be so arranged that the ligh falls over either shoulder of the pupil and never directly in his face.

The corridors on each floor are provided with drinking founts and fire hose reels.

The stairways leading to the second. floor are a special feature. Immediately. on entering either of the side entrancesone of which is for girls, and the other for boys-are spaces thirteen feet wide opening out from the corridor. A flight

of stairs, six feet wide, with easy rise, brings one to a landing. 6x13 feet; then by a square turn the stairway continues to the second floor. There is a space or well twelve inches wide in the center of the stairway, from which the teacher, when standing at the head can see every pupil as he marches upward.

On this floor the rooms in the front of the building, as well as those in the rear, are separated by folding doors. On public occasions the two front rooms, or the two rear rooms may be thrown into one. The second story in addition to the four class rooms, closets, etc., contains a library and principal's office.

Each class room will be provided with an electric bell and speaking tube connected with an annunciator in the principal's office.

Particular attention will be given to the ventilating and heating. The most approved system of ventilation has been adopted, and the entire building will be heated by means of a furnace located in the basement.

The outhouses receive the same careful attention in construction and design; especial regard being given to the principles of sanitation in the construction of closets, vaults, etc.

Altogether this new building will be as complete as architectural skill, with reasonable expense can make it.

The contract price of the same is $18,280.

At the present time a new school building, of similar design and by the same architects, is being constructed at Menlo Park. In a future number of the TEACHER I hope to present a cut of that also, with a description.

Patience is the strongest of strong drinks, for it kills the giant Despair. Douglas Jerrold.

TO EDWARD EMERSON BARNARD.

(DISCOVERER OF THE FIFTH SATELLITE OF JUPITER.) 'Tis deepest night. My glorious noon! The earth, aweary of the day, Lies folded on God's breast,

E'en mountain winds have gone to rest;
Yet whispers reach the listening ear
Like whispers from an unknown sphere.
Night's jeweled cloak enwraps the worlds--
Immortal mortals they that rend
These garments of the dark:-

A stranger light! I'll pause and mark
That Jovian ray! I doubt my eyes
To-night! They're traitors to the skies!

We feel

Like Colon's soul, doubt-buffeted,
The real now bids ne pause.
So frail on paths untrod.
I own a knowledge lone with God
To-night! But, will the day erase
This wanderer from the deep of space?

Thou tiny ball! An angel hand
Unloosing in ethereal paths
The subtile thread of time;
A syllab e in heavenly rhyme;

A diamond found on God's highway;
A taper burning in the day;--

From primal dawn when first thou launched
Thy silent messengers of light
Upon the empyreal sea,

No missile bark from time's wreck free

Till now. Here, lost upon our shore;
I, first to find it at earth's door.

Thus Truth is allied with the years,
And world on world enroll'd, doth mark
Her conquering, tireless way
Through darkness unto perfect day.
Thus, Time's deep valley opens wide
As through it rolls life's rising tide.

Every scientific educator recognizes the fact that all development and education must rest upon and proceed according to certain natural laws. Scientists, philosophers, and educational writers also assume the existence of these laws controlling human development and life, and frequently expand to limited extent. some particular law as it relates to their line of thought. But no where in scientific, philosophical, and educational literature, have I been able to find even an attempt to make a complete collection and exposition of these laws. They are biological, psychological, and sociological. Being the basis of all physical, mental and spiritual development of man, as well as furnishing the fundamental principles for the sciences of anthropology, psychology and sociology, we would naturally think these laws must be well understood and clearly set forth in treatises on these subjects. But this is not the condition, and often those reported to be the wisest in science and education will look blank and speak ramblingly when asked what are the natural laws that govern human life. In hopes of aiding the kindergarten and teacher who reads these pages to understand some of these laws, I shall expand most of them in a series of short articles in this department. Let me then con

But

sider briefly and in a simple way the Laws of Childhood, in hopes it will aid in the study and understanding of children. The first laws of childhood I wish to emphasize are:

BIOLOGICAL LAWS.

I. The Law of Growth and Development: This law is so universal in organic life and so varied in its forms and manifestations all other laws of life may be special expressions of it. This is certain, they are all expressions of the life. principle or life itself. It is the business of childhood to grow and develop-to increase in size and structure. The forces

of growth and development cannot be obstructed without producing abnormal conditions, disease or death. It is of prime importance to the life of the child that he be kept in a growing and developing condition. He is an imperfect and incomplete human being, and must be developed if he is to fulfill his mission in life. Now many practices of the home and school retard growth and normal development in children. It is only by understanding this law of growth and development in children that we may be sure we are doing the right and the wrong. Our only safeguard is to study Nature in children and life and follow her.