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PART II.

I. TEACHERS' CONVENTIONS AND INSTITUTES.

1. FIRST STATE TEACHERS' CONVENTION.

THE first State Teachers' Convention, called by State Superintendent Hubbs, was held in the city of San Francisco, Dec. 26-28, 1854, Supt. Hubbs presiding. No roll of members appears on the manuscript minutes, but about 100 teachers, and other persons interested in school matters, from various parts of the State, were in attendance.

Col. E. D. Baker was introduced to the convention, and made an eloquent address on the subject of general education, and painted in glowing language the future of California. Remarks were made by Rev. M. C. Briggs, Rev. John E. Benton, and Dr. Gibbons. Dr. Winslow read an address on the "Use of the Bible in Public Schools," and the Rev. S. V. Blakesly one on "Phonography in School."

On the second day J. M. Buffington, of Stockton, made a report, which was adopted, recommending the appointment of a committee of seven, to make immediate arrangements for organizing a State Institute. John S. Hittell introduced a resolution, which was adopted, providing for the appointment of a committee to memorialize the Legislature on the subject of libraries. Mr. Freeman Gates moved the appointment of a committee to report a State series of text-books. Essays on the management of primary schools were read by Mrs. Hazleton, Mrs. Clapp, Mrs. Williams, Miss Allyn, and Miss Austin. Mr. Wells, of Sacramento, read an essay on the "General Management of Schools," and Mr. Phillips, of Stockton, or the Free School System." Mr. Buffington, of Stockton, delivered an address on "Education," and Sherman Day spoke

on the same subject. John Swett read an address on the subject of "Elocution in the Common Schools," and J. C. Morrill an able address on "Unclassified Schools."

The proceedings of this Convention were characterized by a good degree of interest; the essays and addresses were generally able; but no improvements in school law worth mentioning were recommended, and the convention left no mark on the educational history of the State.

2. SECOND STATE TEACHERS' CONVENTION.

The second State Teachers' Convention met at Benicia, Aug. 12, 1856, Supt. Hubbs presiding.

William Sherman, from the Committee on Text-Books, reported a series recommended for general use.

Gen. Wool being introduced to the meeting, made a brief speech, in which he complimented the ladies, and said that all the greatest men owed their education and the formation of their characters principally to women.

Mr. Morrill offered a resolution in favor of reading the Bible in the public schools, which, after an exciting debate, was tabled by 21 to 16.

Essays were read by Mr. J. C. Morrill, on "Corporal Punishment;" by Mr. Monroe, on "Thorough Training;" by Mr. Wells, on "Course of Studies;" and by Mrs. Hill, on the "Mission of Females as Teachers."

The convention was not largely attended, only 60 members being present. No important measures were acted on, and the convention gave no renewed impulse to the interests of education.

3. FIRST STATE INSTITUTE.

The first State Institute, called by State Superintendent Moulder, met in the city of San Francisco, May 27, 1861, and continued in session five days, with a total attendance of 250 members. The Legislature of the previous year had made an appropriation of $3000 for the purpose of aiding State Institutes.

In his address, Mr. Moulder stated the plan of proceedings, which devoted the morning sessions to regular Institute lectures, and the afternoon sessions to a convention; that the adop

tion of a State series of text-books was one important measure to be acted upon; recommended the appointment of committees on school laws and State Normal School; and summed up the improvements made in the school laws during a period of four years.

George W. Minns delivered an address on "Methods of Teaching."

Mr. Swett, who was appointed to present the subject of "Object Teaching" and "Gymnastics," introduced first an object lesson, and then a gymnastic class from the Rincon School, which went through with double and single dumb-bell exercises, free gymnastics, calisthenics, wands, and Indian club exercises.

James Denman delivered an address on "School Discipline." Mr. Sparrow Smith moved that a committee of three teachers be appointed to report on establishing a State Teachers' Journal, and Messrs. Smith, Gates and Minns were appointed.

George W. Minns was made Chairman of a Standing Committee on Text-Books, to report at the next. Institute. Mr. Smith, of Sacramento, from the Committee on State school journal, reported in favor of appointing a standing committee to devise ways and means for publishing such a journal, and after the appointment of this committee, the Institute adjourned sine die. The proceedings were published in pamphlet form.

4. SECOND STATE INSTITUTE.

The Second State Institute was convened in Sacramento by Superintendent Moulder, September 23, 1862, and continued in session three days, with an attendance of 100 members.

Superintendent Moulder made a brief introductory address. Mr. George W. Bonnell delivered an address on the "Art of Memory," illustrated by a pupil from his school.

Mr. Minns, Chairman of Standing Committee on Text-Books, made a lengthy report on that subject. Union resolutions were unanimously and enthusiastically adopted.

Mr. Pierce, of Yolo, introduced a resolution in favor of a law requiring a uniform State series of text-books, which after a long debate was passed by a vote of 26 to 24.

Mr. Sparrow Smith introduced a resolution, which was adopted, to appoint a standing committee of twelve on State Teachers' Journal.

Mr. Minns delivered a very eloquent and able lecture on "Moral Instruction."

Supt. Moulder then closed the Institute with the following remarks:

Before putting the question to adjourn sine die, I desire to express my earnest thanks for the kindness and consideration you have exhibited toward your presiding officer, and more especially for the warm and flattering terms in which you have seen fit to speak of my official action during the past six years.

It is deeply gratifying to find that I have met the approval of those who ought best to know how I have performed the duties of my office, and whose good opinion is therefore most to be desired.

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My connection with you, fellow-workers in the cause, has always been harmonious and agreeable. In retiring to private life, I shall retain a pleasing recollection of our long association. From the bottom of my heart I wish you all a prosperous and happy career. Thanking you again for your unvarying courtesy and your kind expressions of approval, I bid you farewell, and declare this convention adjourned sine die.

The proceedings were published in pamphlet form.

STATE CERTIFICATES.

At this Institute, the State Board of Examination, consisting of the State Superintendent and six County Superintendents, held an oral examination and issued 5 State grammar school certificates and 12 "Mixed School" certificates, valid for two years.

5. THIRD STATE INSTITUTE.

The third State Institute, called by State Superintendent Swett, assembled in San Francisco, May 4, 1863, in the New Music Hall, the largest and finest hall in the city. Four hundred and sixty-three registered members were in attendance. The daily sessions were also attended by hundreds of other persons, and at the evening lectures the hall was filled to its utmost capacity. In the circular announcing this Institute is found the following on the benefits of Institutes:

No argument is needed to prove the great advantages resulting from Teachers' Institutes. They are not intended as substitutes for Normal Schools, nor can they educate teachers to the business of their profession; yet they serve the most admirable purpose of improving those who are only temporarily engaged in the profession, of furnishing those who are not systematically trained, with the best methods of instruction, and of increasing the efficiency of professional teachers.

The exercises of an Institute involve an outline view of subjects relating to the proper mode of imparting instruction, present the latest information regarding the progress of education in our own and in other countries, and afford an occasion for experienced teachers to present practical views, which cannot be obtained from books. The best thoughts and best acquirements of the most original teachers are elicited and thrown into the common stock of professional knowledge. They influence public opinion, by bringing the teacher's labors more prominently before the community, and by promoting a higher estimate of the Common School in its vital relation to society and the State. The routine of a teacher's daily life limits his influence to the narrow sphere of the school-room; but the proceedings of an Institute are carried by the press to thousands of families in the State, and his views become an active element in public opinion. No obstacle to the progress of Free Schools is so formidable as the apathy and indifference of the people. Eloquence the most winning, and logic the most convincing, alike fall dead upon the ears of those who see nothing in the establishment of Common Schools but an increase of the rates of taxation. But let the true relation of schools to property be once clearly seen, let it be generally known that the value of property increases with the excellence of the schools, and real estate cheerfully consents to be taxed, from motives of self-interest. The axiom in our American system of Free Schools, that it is the bounden duty of the property of the State to provide for the education of all the children of the State, rich and poor alike, is in accordance with the spirit of our Government, and should be insisted on by the people to the very fullest extent. If the people of our State are indifferent to Public Schools, it is only because more absorbing topics engage their attention, while the educational interests are not urgently and persistently presented to their view.

Association in some form is one of the most powerful agencies of the times. In conventions of industry and arts, mind is dignifying the labor of the artisan. Farmers have their agricultural societies, and hold their annual fairs, in which are exhibited the best stock, the choicest varieties of grain and vegetables, the most approved agricultural implements, and the best labor-saving machines. The inventions, improvements, and discoveries of one, thus become the common property of all.

And while Institutes have accomplished so much in introducing better methods of instruction, they are no less beneficial in their effects on the mental habits of the teachers. Constantly imparting to minds inferior to his own, his faculties exercised in one direction only, his full strength seldom called forth, he needs the stimulus of contact with his equals, or superiors. A vigorous contest in a new arena lessens his self-conceit, and brightens his faculties.

It is a common notion that the occupation of teaching makes a man narrow-minded, or leads him into eccentricities, which stick to him like burs; but it is not true of a teacher who has in him the elements of living scholarship. He may, it is true, run in the grooves of daily habit, until he becomes a machine for dragging the dead weight of a school; but, on the other hand, he may, while im

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