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spell with accuracy. Yet spelling is studiously pursued during the whole course of study, and in most schools more time is devoted to it than to most other studies. There is an evident defect in the methods of teaching it which are pursued in many schools, In the ungraded schools, in which teachers are pressed for time on account of the numerous classes, the lessons in spelling are mostly oral, and are studied from the columns of school spelling books. Written and oral spelling ought to be combined. The children in primary classes should first be required to print every lesson on the blackboard or on their slates, and after they have learned to write legibly, to copy their lessons in script. Even in the more advanced classes, the teacher should require the copying of lessons on slate, paper, or blackboard, as an indispensable part of its preparation, even for an oral lesson. The eye must be trained to recognize the written form of words. Copying a lesson is one of the best methods of studying it. Then the lessons may be recited orally, or by requiring the pupils to write the words from dictation.

It is an excellent plan to require classes occasionally to eopy on paper or slate a page of print from the reader or grammar, the exercise to be corrected by an interchange of slates or papers. The papers of the careless pupils will be found full of blunders, notwithstanding they have had the printed page right before their eyes.

The teacher should conduct general exercises once or twice a week, by requiring pupils to make out lists of words in common use, such as the names of the various kinds of flowers, trees, metals, minerals; the names of articles of furniture, implements of agriculture, articles of merchandise, and so on through the whole list of object lessons. Pupils should be required to re-write their own compositions until every word is spelled correctly.

Written spelling takes time, but teachers, who on that account, require only oral lessons, make a very serious mistake. As in most of the schools in the State, more than nine tenths of the spelling lessons are exclusively oral, we make the following suggestions to young teachers on the manner of conducting such recitations:

Assign short lessons. Require each pupil to spell every word. Nothing is gained by running over the pages of the speller, leaving ten or twenty per cent. of the words "missed." Permit but one trial on a word. Pupils must not be allowed to guess at the spelling of a word. If they know how to spell it, they can spell it the first time. No assistance whatever should be given to pupils by pronouncing syllables, or by mispronouncing words to indicate the spelling. The pupils should be required to pronounce distinctly each word after it is dictated by the teacher. Require pupils themselves to detect the errors of the class. The habit of saying "next," only when a word is missed, is a bad one. Dictate the next word without indicating whether the spelling of the last was right or wrong. All who permit a mis-spelled word to pass them should

be marked as failing.

Pronounce words correctly. Any teacher who knows how to use a dictionary is without an excuse for faulty pronunciation, and yet not unfrequently we have heard teachers mispronounce five words out of twentyfive in dictating a lesson, either by placing the accent on the wrong syllable or by giving some vowel a wrong sound. Never repeat a syllable by itself to aid the pupil Pronounce every word distinctly, in a natural tone of voice. The thundering volume of the old fashioned "spelling tone" adds nothing to the effect of a lesson in orthography.

At times it may be advisable to require the pronunciation of each

syllable of the word. As a matter of convenience, advanced pupils may be allowed to spell without repronouncing the syllables of long words. On this point, N. A. Calkins, Assistant Superintendent of the New York City schools, makes the following suggestions, with which I fully concur:

The plan of requiring pupils to pronounce each syl-la-ble sep-a-rate-ly while spelling, is one of those customs which have been established by long usage, and which continues to be followed more from the force of habit than because there are any good reasons for it. I am unable either from personal experience or from long observation upon the results of others in teaching spelling, to perceive any benefit arising from taking each word to pieces and treating the several syllables as if they were so many separate words, and then linking them together by repeatedly pronouncing the previous syllables as each successive one is spelled and annexed, thus: P-e-r per, p-l-e-x plex, perplex, i i, perplexi, t-y ty, perplexity. Rather than an aid to the pupils either in learning the spelling or the pronunciation of the word, I deem this repeated pronouncing of syllables a needless perplexity and hindrance to their progress in attaining the end for which spelling should be taught, viz: to enable them to write words correctly.

"Every requirement of the teacher that diverts the attention of the pupils from the order and arrangement of the letters that form the word, and from its pronunciation as a whole, is a hindrance rather than an aid to their progress in learning to spell. I do not believe that the repeated pronunciation of the separate syllables materially aids in pronouncing the word as a whole. Let the teacher pronounce the word distinctly and correctly, then require the child to pronounce it in the same manner, then to spell it by naming the letters of the given word in their order, making à pause between each syllable, and ending with again pronouncing the word correctly, thus: Com-mand-ment, c-o-m m-a-n-d m-e-n-t, commandment. Care should be taken always to require the pupils to make a pause between each syllable, while spelling, as a knowledge of the division of syllables is necessary in writing. By the above plan much time will be saved, and I am satisfied that more rapid progress can be made in teaching spelling, than by the common syllablepronouncing method."

Assign a review lesson weekly, selecting the more difficult words. At the end of each month, review the lessons of the past four weeks.

In using Willson's Spellers, read the author's instructions, and require the pupils to use each word in constructing a sentence.

SCHOOL LIBRARIES.

The school library system provided by the School Law of 1866 is in successful operation.

It was established in accordance with my recommendation in the biennial report for 1865, and the following extract from my recommendations will show the reasons for establishing the system as adopted:

The need of school libraries is evident. All teachers admit it; every

State report since the second one of Mr. Marvin has recommended them. Yet nobody has done anything. Every attempt in the Legislature has been a failure. We are now entering upon a new era in our public school system-that of free schools. The time for acting has arrived, and that of talking ought to end.

After studying the plans of other States, and considering the subject in every possible relation, I have come to the conclusion that the following plan is the most practicable one which can at present be carried into effect in this State:

It should be made the duty of the County Superintendent in each county to annually set apart ten per cent. of the State apportionment of school moneys to each district, provided ten per cent. does not exceed fifty dollars, and to cause it to be held by the County Treasurer as a District School Library Fund; and it should be the duty of Trustees to expend this fund for library books, provided that when the amount is less than ten dollars the sum may remain in the treasury until, together with subsequent apportionments, it shall amount to that sum.

It should be made the duty of the State Board of Education to prepare an extended list of books suitable for school libraries, and from the published list Trustees should make all their selections for purchase. Such a provision would protect the libraries from trash literature and useless books. The Trustees should be made librarians, with power to make the teacher a deputy.

Here are the arguments in favor of this plan :

Will it not be economical, prudent, and wise expenditure of the public money?

Last year the total State apportionment of School Fund amounted to $168,000, of which ten per cent. would be equal to $16,800. But as in many districts the excess of ten per cent. over fifty dollars would be large, not more than $12,000 would be set apart as a Library Fund. This sum, divided among the eight hundred schools, would give an average of fifteen dollars for each school. The average cost of the schools is three dollars a day, and the amount expended in libraries would cause a loss of five school days to each school during the year. Will any one pretend to say that a little library of good books in a small school is not worth more to the children than five days' schooling? Will not most intelligent men admit that a county school, sustained six months in a year, with a library, will accomplish better results than one sustained seven months without one? The rates of county school tax have been so much increased that the deduction of ten per cent. of the State apportionment will hardly be felt in the poorest school.

Therefore, the question of libraries is not one of increased taxation, but of the most judicious expenditure of the money already raised for school purposes. Thousands of children must remain without access to those best of teachers, good books, unless the public shall provide them. It may be asked, why not reserve this ten per cent. of the State Fund before apportionment and expend it directly in books, to be furnished to the districts on certain conditions, as in other States? For the reason that no State Superintendent can have anything to do with such a purchase without being charged with speculation and peculation; because the labor of buying and distributing ought not to be added to his present duties; because no State Board of Education would wish to be troubled with the endless details of such an arrangement, and because the transportation by express would cost about as much as the books. Under the plan proposed, the Trustees are left to purchase as they please, of

whom they please, and what books they please, provided they keep within the list of the State Board, who ought to be able to present a list free from any possible objection.

Such libraries ought not to be confined to country schools; they are quite as necessary in large cities. While some children in the cities have access to books at home, there is a large class who are utterly destitute of any except such as are supplied in the Sunday Schools.

LIST OF LIBRARY BOOKS.

A list of books suitable for school libraries was adopted by the State Board of Education, December 27th, 1866. Previous to the adoption of this list a committee of the Board, of which the State Superintendent was Chairman, had prepared a list, published it in the California Teacher, and invited the criticisms and suggestions of teachers, school officers, and the press, for a period of three months. As no criticisms whatever were made on the list, it was fair to presume that it was satisfactory, and that it contained neither partisan, sectarian, or political books.

It was adopted by the unanimous vote of the Board. It will be understood that School Trustees make their own selection of books within the list. As the entire list numbers several hundred volumes, and would cost, say $300, and as the average cost of each library purchased is less than $20, it will be seen that Trustees have a wide range in selecting their books.

The fact that a book is placed on the list involves no necessity for its purchase.

The following is the list adopted:

Abbott's American Historical Series; 8 vols. 12mo. America, Aborig
inal. America. Southern Colonies. Northern Colonies. War of the
Colonies. Revolt of the Colonies. Revolutionary War. Washington.
Abbott's Child at Home; 16mo., illustrated.
Abbott's Florence Stories; 6 vols., illustrated, 16mo. Florence and John.
The Orkney Islands. The Isle of Wight. Grimkie. The English
Channel. Florence's Return.

Abbott's Franconia Stories; 10 vols., illustrated, 16mo. Agnes. Beech-
nut Caroline. Ellen Linn. Malleville. Mary Bell. Mary Erskine.
Rodolphus. Stuyvesant. Wallace.
Abbott's Gay Stories. John Gay, or Work for Boys, 4 vols. Mary Gay,
or Work for Girls, 4 vols.

Abbott's Harlie Stories; 6 vols., square, 16mo. French Flower. Friskie, the Pony. Harlie's Letter. New Shoes. Sea Shore. Wild Peggie.

Abbott's Harper's Story Books; 36 vols., illustrated, square 4to. The same, in 12 vols.

Abbott's Illustrated Histories, Maps and Engravings; 28 vols. 16mo. Alexander the Great. Alfred the Great. Charles the First. Charles the Second. Cleopatra. Cyrus the Great. Darius the Great. Elizabeth of England. Gengis Khan. Hannibal. Henry IV, of France. Hernando Cortez. Josephine. Julius Cæsar. King Philip. Madam Roland. Marie Antoinette. Margaret D'Anjou. Mary, Queen of

Scots. Nero. Peter the Great. Pyrrhus. Richard the First. Richard the Second. Richard the Third.. Romulus. William the Conqueror. Xerxes.

Adams' ("Oliver Optic") Army and Navy Stories; 6 vols., 12mo. The Soldier Boy. The Sailor Boy. The Young Lieutenant. The Yankee Middy. Fighting Joe. Brave Old Salt.

Adams' Boat Club Series; 6 vols., illustrated, 12mo. The Boat Club. All Aboard. Now or Never. Little by Little. Try Again. Poor and Proud. Adams' Flora Lee Story Books; 6 vols., illustrated, small 4to. Christmas Gift. Uncle Ben. Birthday Party. The Picnic Party. The Gold Thimble. The Do Somethings.

Adams' Riverdale Story Books; 6 vols., illustrated, small 4to. The Little Merchant. Young Voyagers. Dolly and I. Proud and Lazy.

Careless Kate. Robinson Crusoe, Jr.
Adams' Riverdale Stories; 12 vols., comprising the two preceding sets.
Adams' Woodville Stories; 6 vols., illustrated, 4to. Rich and Humble.
In School and Out. Watch and Wait. Work and Win. Hope and
Have. Haste and Waste.

Adams' Young America Abroad; first series, 6 vols., illustrated, 12mo.
Outward Bound. Shamrock and Thistle. Red Cross. Dike and
Ditches. Palace and Cottage. Down the Rhine.
Esop's Fables, various editions.

Aimwell's Stories; 7 vols.

Marcus. Jerry.

Oscar. Clinton. Ella. Whistler. Jessie.

Arthur's Home Stories; 3 vols., illustrated. Hidden Wings. Sunshine at Home. Sowing the Wind.

Aunt Fannie's Six Mitten Books; 6 vols., illustrated. Mittens. Little Mittens. More Mittens. Two Story Mittens. New Little Mittens. Orphan Home Mittens.

Aunt Fannie's Nightcap Series; 6 vols., illustrated. Nightcaps. New Nightcaps. Baby Nightcaps. Little Nightcaps. Big Nightcaps. Fairy Nightcaps.

Aunt Fannie's Popgun Series; 6 vols., illustrated. Popguns. Big popguns. All sorts of Popguns. Funny Popguns. Grasshopper Popguns. Post Office Popguns.

Aunt Fannie's Sock Stories; 6 vols., illustrated.

Baker's Albert Nyanza.

Ballantyne's Series; 6 vols. Freaks on Fells. Gascoyne. Gorilla Hunters. Life Boat. Red Eric. Wild Man of West.

Bonners' Child's History of Greece; 2 vols.

Bonner's Child's History of Rome; 2 vols.

Abbott's Jonas Books; 6 vols.

Abbott's Little Learner Series; 5 vols. Learning to Read; Talk; Think; About Common Things; About Right and Wrong.

Abbott's Lucy Books; 6 vols.

Abbott's Marco Paul's Voyages and Travels; 6 vols., illustrated. Erie Canal. Forests of Maine. In Boston. In New York. In Vermont. Springfield Armory.

Abbott's Mother at Home; 16mo., illustrated.

Abbott's Practical Christianity.

Abbott's Rainbow and Lucky Stories; 5 vols., illustrated, 16mo.

Vacation.

Abbott's Rollo Books; 14 vols., illustrated, 16mo. Learning to Talk. Learning to Read. At Work. At Play. At School. Experiments. Museum. Travels. Correspondence. Philosophy, Water. Philosophy, Air. Philosophy, Fire. Philosophy, Sky.

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