parting to others, himself drink from the perennial fountain of true scholarship. But no occupation is more exhausting to nerecus force and-men-.. tal energy than teaching; and the teacher needs, above all others. the cheering influences of pleasant social intercourse with those whose tastes and habits are similar to his own. No wonder, then, that the schoolmaster, buried in some obscure district, surrounded only by the raw material of mind, which he is trying to weave into a finer texture, without access to books, his motives either misunderstood or aspersed, his labors often seemingly barren of results, his services half paid, with no amusement but the collection of delinquent rate bills, and no study but "how to make both ends meet;" no wonder that he sometimes becomes moody and disheartened, loses his enthusiasm, and feels that the very sky above him is one vast blackboard, on which he is condemned to work out the sum total of his existence. He only needs the social intercourse of institutes, and the cordial sympathy of fellow-teachers, there evoked, to make the heavens glow with hope. There he finds his difficulties are shared by others, his labors are appreciated, and his vocation respected. The duties of the teacher are not limited to the school-room; his influence should extend to society around him. If teachers fold their arms in listless apathy, it is not strange that public opinion is "dead as a door nail" to their demands. There was a time when a man taught school because he was fit for nothing else; but all such fossils lie buried in the strata of past educational epochs. Now, a living man is asked for, not an abridgment of mathematics. While a State Institute is designed more especially for the teachers of public schools, professors and instructors in colleges and private institutions of learning are hardly less interested in the success and influence of this educational meeting. The interests of colleges and collegiate institutions are intimately connected with those of the public schools. All those who acquire an elementary education in the common schools, necessarily seek in private institutions of learning to complete a full course of instruction. The better the public schools, the larger will be the number of those whose minds shall be awakened to pursue a course of study beyond the range of the common school. Before our higher institutions can produce disciplined thinkers, and thoroughly trained professional men, the elementary schools must be carried to a corresponding degree of excellence. As teachers, we are debtors to our profession; and our patriotism ought to incite us to an earnest devotion to the advancement of our system of Free Schools; a system essential to the existence of a free people, and the permanence of a free government. It is our duty to cultivate in our schools a higher regard for freedom, a sounder faith in the fundamental principles upon which a representative government is based, and a higher estimate of the incalculable blessings conferred by the Constitution-firm in the conviction that our country is working out for the future, amid the present storm, a higher order of civilization and a nobler conception of liberty. The course of lectures was és follows: George W. Minus Physical Geography of the United States. ProtD. Whitney: Character of Humboldt. Rev. Thomas Starr King: James Russell Lowell, or the "Bigelow Papers.' John Swett: Duties of the State to Public Schools. Prof. S. I. C. Swezey State Normal Schools, and how to teach English Composition. Rev. S. H. Wiley: The Place and Relations of the College in our System of Education. H. P. Carlton: Object Teaching. D. C. Stone: Grammar. Bernhard Marks: Waste in School. Supt. Swett: Common Sense applied to Teaching. John E. Benton: Elocution. John S. Hittell: Defects in Teaching. Dr. F. W. Hatch: Need of Good Teachers. Hubert Burgess: Linear Drawing. Ahira Holmes: Report of State Normal School. The proceedings were published in a neat pamphlet form of 166 pages, and an edition of 2400 copies was distributed among teachers and school officers. One of the most important results of the Institute was the action taken in favor of a State tax for the support of schools. The State Superintendent urged this measure in a lengthy address. The recommendation for a State tax met the approval of the Institute; and the State Superintendent was instructed to prepare a form of petition to the Legislature on the subject, and to circulate it in every school district in. the State. The following form was accordingly prepared, circulated and signed by more than six thousand voters: PETITION FOR STATE SCHOOL TAX. To the Honorable the Members of the Legislature of the State of California: WHEREAS, We believe that it is the duty of a representative government to maintain public schools as an act of self-preservation, and that the property of the State should be taxed to educate the children of the State; and whereas, the present School Fund is wholly inadequate to sustain a system of free schools; we, the undersigned, qualified electors of the State of California, respectfully ask your honorable body to levy a special State tax of half a mill on the dollar during the fiscal years eighteen hundred and sixty-four and eighteen hundred and sixty-five, the proceeds of the same to be disbursed in the same manner as the present State School Fund. The next important measure was the action relating to a State educational journal. D. C. Stone, of Marysville, from the standing committee of the previous year, reported against the practicability of starting such a journal. Sparrow Smith, also of the committee, in a minority report, dissented, and urged an attempt to establish one. Professor Swezey, J. L. Wilbur, J. C. Pelton, George Tait, James Stratton and Superintendent Swett, spoke in favor of a journal, and Dr. Gibbons and Mr. Rodgers rose in opposition. A committee, consisting of Messrs. Smith, Tait and Seymour, was appointed, who reported in favor of establishing a State educational journal, called the California Teacher, to be published at one dollar per annum, and to be edited by a board of resident editors, consisting of John Swett, George Tait and George W. Minns. Mr. Minns declined to serve, and nominated Mr. Swezey to fill his place. The first number of this journal was issued in July following. The subject of a State professional society being brought before the Institute, the plan was advocated by Rev. John E. Benton, Theodore Bradley and others. A committee was appointed, with Mr. Bradley chairman, who made a report, and requested all interested in forming such a society to meet after the final adjournment of the Institute. A State Educational Society was soon afterwards formed on the plan recommended. STATE SERIES OF TEXT-BOOKS. The revised school law having made provision for the adoption and compulsory use of some uniform State series of textbooks, no small share of the time of the Institute was taken up in discussing the merits of school-books. The Institute voted to recommend to the State Board of Education the following series, which was afterwards adopted by the State Board with hardly any variation: Willson's Readers and Spellers; Eaton's and Robinson's Arithmetics; Cornell's and Warren's Geographies; Quackenbos' Grammar and History of the United States. STATE EXAMINATIONS. One hundred teachers entered the examination for State diplomas and certificates. The examination was conducted in writing, by means of printed questions, and nearly three thousand pages of manuscript were carefully examined and credited by the Board. State educational diplomas, valid for six years, were granted to the following teachers: T. C. Barker, Stephen G. Nye, Bernhard Marks, T. W. J. Holbrook, Joseph W. Josselyn, Thomas Ewing, William K. Rowell, Cyrus C. Cummings, Edward P. Batchelor. State certificates were issued as follows: First grade certificates, valid for four years... Whole number, including diplomas... 7 ..10 20 - .46 RESULTS. Aside from the incidental labors and benefits of the Institute, its practical and solid results may be summed up as follows: First. A State educational journal; Second. Action recommending a State school tax; Fifth. The granting of a large number of State diplomas and certificates; Sixth. The publication of a valuable volume of proceedings and lectures. 6. FOURTH STATE INSTITUTE. A State Teachers' Institute was held in the city of San Francisco from September 19-24, 1865. No appropriation in aid of such Institutes was granted by the State Legislature in 1863; but owing to the liberality of the Board of Education of San Francisco, which tendered the use of the Lincoln Schoolhouse, and paid the bills for gas, the State Superintendent was enabled to hold one without any expense whatever to the State. The Institute was convened in September, during the vacation of the city schools, that being the only time in the year when the Lincoln Hall could be used for such a purpose. Notwithstanding the fact that many of the schools in the interior had just opened their new terms for the year, in consequence of which the teachers were unable to attend, three hundred teachers from various parts of the State were present. The most important purpose for which it was convened was the holding of an examination of applicants for State diplomas and certificates. How well that purpose was accomplished is set forth in another part of this report. The following lectures were delivered before the Institute: "The State and the School," John E. Benton; "School Law," John Swett; "Geography of California," Charles Russell Clarke; "A Practical Education," Prof. Kellogg; "Physical Training," Ebenezer Knowlton; "Physiology and Hygiene," H. P. Carlton; "Force," Dr. Washington Ayer; "Comparison between the European and American Systems of Education," Bernhard Marks; "Moral Training," Rev. S. H. Willey; "Modern Languages in Public Schools," Ralph Keeler; "Education,” Dr. Luckey. Several of these addresses were published in the California Teacher. The subjects of "School Libraries, 'Course of Study for Ungraded Schools," and "Teachers' Life Diplomas," were discussed at length. A committee of all the County Superintendents present at the Institute acted in detail on the sections of a bill of amendments to the school law, and, with a few immaterial changes, approved the provisions submitted to the committee by the Superintendent of Public Instruction. An evening ticket lecture was delivered by J. Ross Browne, about “ Queer People and Queer Places," which netted the sum of $54 for the benefit of the California Teacher. Also an evening lecture on "Natural Philosophy," by Professor Minns, of the State Normal School. The California Steam Navigation Company gave all members of the Institute free passes to and from San Francisco, over their several routes of travel, and the railroad lines gave free return passes to Institute members. 7. FIFTH AND SIXTH INSTITUTES. The Fifth Institute was held in San Francisco May 7-11, 1867, and attended by 500 teachers. Addresses as follows: Supt. John Swett: "Educational Progress." D. C. Stone: "Self-Improvement." Rev. C. G. Ames: "The Teacher's Motives." Ralph Keeler: "The Oldest Scholar." Rev. John E. Benton: "Readiness." William White: "Teachers and Parents." |