D. C. Stone taught in Marysville, from 1854 to '68, and organized there one of the best schools in the State. In 1868, he removed to Oakland, and established a "Family School." In 1873, he was appointed teacher of natural sciences in the San Francisco Girls' High School, and, in 1876, was made Deputy City Superintendent.

J. B. McChesney began teaching at Forbestown, 1857, but soon removed to Nevada City, where he organized first a Grammar School and then a High School. In 1865, he was made Principal of the Oakland High School, where he is still teaching.

*Freeman Gates was a pioneer in the schools of San Jose, and afterwards County Superintendent. He subsequently

founded the San Jose Institute.

Joseph Leggett founded the Grass Valley High School, with brilliant success; studied law; removed to San Francisco; was made Examining Teacher, in 1872; Deputy City Superintendent, 1874 and 1875; and a lawyer in 1876.

Melville Cottle was a pioneer teacher in Stockton, and was four years County Superintendent of San Joaquin County.

Isaac Upham taught in Butte County for several years; organized a fine school at Oroville, and was subsequently an

able County Superintendent of Butte County and of Yuba County.

George H. Peck taught the first Public School in Sacramento, 1854; taught in San Francisco, from 1860 to 1865; and was County Superintendent of Los Angeles, in 1874–75.

*Augustus Morse, Jr., was a teacher at Martinez; afterwards Principal of the Grass Valley High School, and then County Superintendent of Nevada County.

A. H. Randall organized the Stockton High School, which he has made one of the most thorough in the State.

A. H. Goodrich was a pioneer teacher in Placer County, where he held the office of County Superintendent for four years, and where he is still teaching.

George W. Simonton taught for many years at Vallejo, and was for four years County Superintendent of Solano County.

Dr. E. J. Schellhouse has taught for twenty years in various counties in the State, and is well known as an enthusiastic lecturer.

Dr. T. H. Rose taught several years at Benicia, made a fine Grammar School at Los Angeles, and organized a High School.

J. M. Sibley, in 1854, founded the Folsom Grammar School, in which he taught for ten years. He subsequently taught at Oakland and Sonoma, and for the last ten years has been teaching in the San Francisco Boys' High School.

A. H. McDonald, Principal of the Sacramento Grammar School, has taught for many years in various parts of the State.

F. M. Campbell began teaching near Vallejo; was for several years a popular teacher in the Brayton College School, and for six years has been the efficient City Superintendent of the Oakland Schools.

George W. Bonnell was Principal of the Spring Valley School, San Francisco; was afterwards Principal of San Francisco Latin School; and is now Professor of Latin and Greek in the State University.

Professor Martin Kellogg was for several years Professor of Ancient Languages in the College of California, and has been from the beginning a Professor in the State University; he contributed some valuable articles to the California Teacher, and has frequently lectured at State institutes.

W. C. Dodge, who began teaching in the State in 1854, has taught for many years in Alameda County.

M. L. Templeton was Principal of the Sacramento High School, and afterwards of the Woodland Grammar School, in both of which he was eminently successful.

B. J. Watson was for many years a prominent teacher in Nevada County, where he became County Superintendent. Alfred Thurber founded the Pacheco School, and has been for six years County Superintendent of Contra Costa.

Sparrow Smith was for many years a teacher in Sacramento County, and also County Superintendent.

George K. Godfrey was a pioneer in the northern counties of the State. He has served twelve years as County Superintendent in Shasta and Siskiyou Counties.

C. W. Childs was for several years a teacher in El Dorado County; he is now Principal of the Suisun School, and County Superintendent of Solano County.

H. T. Batchelder has been a leading teacher in Butte County for many years, and also a County Superintendent.

John Bagnall was for many years a teacher in various of the central counties, and was one term County Superintendent of Alpine County. He has been for several years in San Francisco, noted for his success as a teacher in the evening school. Under disabilities, which would have discouraged most men, he has done vastly more in education than hundreds of other teachers who walk without crutches.

Azro L. Mann taught for several years at Marysville, but has gained his reputation chiefly by his success as head of the classical department of the San Francisco Boys' High School.

Mrs. Maria McGilvray, twenty-two years a teacher in various parts of the State, is still a vigorous and capable worker.

Mrs. J. H. Nevins has been twenty-three years a teacher in the State, thirteen of which have been in San Francisco.

James Stratton began teaching in the State in 1853; was several years Principal of the Washington School, San Francisco, and is now Principal of a Grammar School, in Oakland.

Miss Mary A. Hoyt taught the first Grammar School in

Los Angeles, where she was for many years a successful educator.

Percival C. Millette, a pioneer, was County Superintendent of Placer County in 1857, and has taught ever since in numberless county schools.

X. STATE EDUCATIONAL SOCIETY.

In his circular calling the State Teachers' Institute of 1863, Superintendent Swett thus alluded to the importance of a State Society:

Educational conventions, in every part of our country, express a general desire for a distinct and definite recognition of the occupation of teaching by forms equivalent to those now existing in law, medicine, and theology. It is true, there are many who make teaching a temporary occupation, a stepping-stone to other pursuits, and there is no objection to this when they are duly qualified for the noblest of human duties; but there is a large class, becoming larger every year, who desire to make it the occupation of a life-an occupation which calls for a range of acquirements and a height of qualifications fully equal to that of the liberal professions.

Why should not the pioneer teachers of this State, in the next Institute, take similar measures of self-organization, self-recognition, and self-examination, and raise themselves above the humiliating necessity of submitting to an examination by members of other professions, or of no professions at all? A State Educational Society could be organized by those who shall pass the next examination by the State Board, those who hold diplomas of graduation from normal schools, and the Professors in the various colleges and collegiate schools of the State. This society could become legally incorporated at the next session of the Legislature, and other members could be admitted from time to time, by passing a regular examination, and receiving diplomas. Such certificates would soon be gladly recognized by unprofessional examiners-many of whom, though men of education, feel that they are not duly qualified to sit in judgment on the competency of teachers for their peculiar work -as the best possible assurance of fitness to teach. And teachers may rest assured that legislative enactments would soon follow, making such diplomas prima facie evidence of ability to teach in any part of the State, without further examination.

Some such steps we are called upon to take by the large number of accomplished men and women who are entering on our vocation. We are called upon to act, not only in justice to scholarship and talent, but in self-defense against impostors and pretenders; and we