The Eighth Term of the State Normal School commenced on Thursday, July 5th, 1866, and will close in December next. EXTRACT FROM THE REGULATIONS. All pupils, on entering the School, shall be required to sign the following declaration of intention: "We, the subscribers, hereby declare that our purpose in entering the State Normal School is to fit ourselves for the profession of Teaching, and that it is our intention to engage in teaching in the Public Schools of this State." Male candidates for admission must be at least eighteen years of age; and female applicants at least fifteen years of age; and all must possess a good degree of physical health and vigor. The Principal of the School shall be authorized, under the direction of the Executive Committee, to examine and admit applicants at any time during the term, when it shall appear that such candidates could not present themselves at the opening of the term. No pupil shall be entitled to a Diploma who has not been a member of the School at least one term of five months; but certificates of attendance, showing character and standing, shall be given to all who pursue an undergraduate or temporary course of study. OFFICERS. BOARD OF TRUSTEES. F. F. LOW, Governor of State.... JOHN SWETT, Superintendent of Public Instruction JNO. C. PELTON.. DR. F. W. HATCH. WESLEY TONNER MELVILLE COTTLE. SAMUEL I. C. SWEZEY J. M. SIBLEY....... JOHN SWETT, ....ex officio President of the Board. ....Secretary. Superintendent Schools, San Francisco. County Superintendent, Sacramento. County Superintendent, Santa Clara. County Superintendent, San Joaquin. .San Francisco. .Sonoma. OFFICE No. 302, North-east corner of Montgomery and Pine streets, Rooms 5 and 6. ENTERING CLASS-SUB-JUNIOR. Arithmetic, Grammar, Geography, History, Reading, Penmanship, Drawing, School Calisthenics, Object-Teaching, Moral Lessons, General Exercises. Half an hour each day is devoted exclusively to Methods of Teaching, using Sheldon's Elementary Instruction, and exercises relating to the State Course of Study. JUNIOR CLASS. Same studies as in the entering class, with the addition of Algebra and Physiology. Methods of Teaching, half an hour daily. SENIOR CLASS. Arithmetic, Algebra, Grammar, Natural Philosophy, Physiology, Botany, Russell's Normal Training and Vocal Culture, Physical Geography. Methods of Teaching.-State Course of Study. Rules and Regulations. Use State Registers. School Law. Half an hour each day to be devoted exclusively to Methods of Teaching and School Management. General Exercises.-Select Readings; Declamations, and reading of Compositions weekly in each class room on Friday, and monthly as a general exercise for the whole school. Exercises in free Gymnastics, with dumb beils, rods and rings, etc., daily, fifteen minutes. Training School.-Pupils shall be detailed to teach in the Training School, one week at a time, in the following order: Two from the Senior Class, and two from the Junior Class, detailed each week in alphabetical order. Two pupils each day shall be detailed from the Sub-Junior Class to visit the Training School and observe Methods of Teaching. The Principal of the Normal School shall visit the Training School half an hour daily to observe the methods pursued by the pupil teachers. The Assistant Teachers in the Normal School shall visit the Training Classes at least once a week, for a time not less than one hour each visit. The credits obtained in the Training School shall be kept by the Principal of the State Normal School in a record separate from the term record of the pupils, and shall form an important part of the graduating standard. GENERAL REMARKS. The object of the California State Normal School is to provide for the Public Schools of the State a class of well-trained professional Teachers. The course of study as adopted for the School in its present stage of advancement, may seem very plain and unassuming, compared with the more pretentious lists of sciences and languages pursued in many private institutions; but it should be borne in mind that the aim of the Normal School is to teach thoroughly what it assumes to teach, and that its purpose is to fit Teachers for the actual duties of our public school rooms, rather than to graduate mere literary scholars. As the maximum number the School can accommodate is not yet reached, pupils will be received from any county in the State, without reference to the county apportionment allowed by law. Applicants who desire further information will apply by letter to the Principal of the School. The American Union Speaker, BY JOHN D. PHILBRICK, SUPERINTENDENT OF THE PUBLIC SCHOOLS OF BOSTON. CONTAINING STANDARD AND RECENT SELECTIONS IN PROSE AND POETRY, FOR RECITATION, DECLAMATION IN SCHOOLS, ACADEMIES, AND COLLEGES. WITH INTRODUCTORY REMARKS ON ELOCUTION, AND EXPLANATORY NOTES. Crown octavo, 618 pp. Retail price, $2.25. Sent by mail on receipt of price. A BOOK FOR EVERY STUDENT OF ELOCUTION. The deservedly high reputation of the Author of this Work, as an American Educator-foremost among the practical working members of his profession-is a sufficient guarantee for its excellence and usefulness. The following are the more prominent features of THE AMERICAN UNION SPEAKER: 1. The combination in one volume of Standard and Recent Selections. 2. The judicious selection of pieces: and they are not only well chosen, but are of the proper length, and conveniently classified and arranged. It does not contain a single extract which is not of the highest order of its kind, and admirably adapted for its purpose. 3. The presentation of a comprehensive variety of modern, patriotic, and popular selections-most of them called forth by our national crisis-suited to inspire a national enthusiasm and an undying love of country. 4. The biographical and descriptive notes necessary to a proper appreciation of the circumstances under which the pieces were spoken or written. 5. The valuable summary of practical hints and suggestions to teachers and students under the head of "Introductory Remarks on Elocution." 6. The superior style in which it is manufactured, it being handsomely printed and bound. Eaton's Complete Series of Standard Arithmetics. ADAPTED TO THE BEST MODE OF INSTRUCTION. USED IN ALL THE PUBLIC SCHOOLS OF THE CITY OF BOSTON. ADOPTED FOR USE IN THE STATE OF CALIFORNIA. I. Eaton's Primary Arithmetic. II. Eaton's Intellectual Arithmetic. Eaton's Common School Arithmetic. This Series is distinguished by 1. The thorough and scientific manner in which all the principles are developed and illustrated. 2. The clearness, precision, and brevity of its rules and definitions. 3. The logical and satisfactory explanations. 4. The prominence of analysis throughout the series. 5. The practical character of each book." 6. The being based upon the inductive and analytical plan, which teaches the pupil to think and reason. 7. The mechanical style in which the books are manufactured. Copies of Eaton's Arithmetics mailed to Teachers and Committees for examination on receipt of the prices affixed: Primary, 5 cents; Intellectual, 10 cents; Common School and Treatise, 20 cents each. TAGGARD & THOMPSON, Publishers, 29 CORNHILL, BOSTON. I take for granted these things: that all of us believe that a child is worth more than an animal; that a parent's love for his child is nothing to laugh at; that money and trouble expended on the elevation of his sons and daughters is a safe investment, sure to return, as the years pass, bigger and bigger dividends. For when we see a pippin and a crab apple, clusters worth fifty cents a pound and wild grapes that only foxes can eat, or when we see a vagabond and a statesman, we can see what the world is worth with education, and what it is worth without. The word "Education," grew up on the shores of the Mediterranean sea, about twenty-five hundred years ago, and, until it was so hackneyed that it became insignificant, signified a leading forth. Many have turned this word upside down, and make it mean a putting in instead of a drawing out; deeming the teacher a sort of syphon, made of some cheap metal for pouring diluted things into the young mind, as molasses into a keg. One hates to compare a youthful soul to a keg; rather to a flower, (naming education, development) and the teacher to the superintendent of a botanical garden, watching over plants of every zone, allotting as healthful, moisture, dryness, sunshine and shadow. There are two sorts of schools, public and private; no more opposing each other than the sun and moon are rivals in their shining. Private schools a child may have; public schools a community must have. To be sure, some communities do without them. The Apaches, I have heard, "do without" public schools, and in the Fejee Islands, where they fricassee one another, they "do without" public schools; yet be it likewise observed, that these eccentric people contrive to do without colleges also. Now a public school belongs to every citizen. He can say: "I own horses, acres of ground, and personal property; and I own an interest in the public school. I have helped to buy good desks for my schools, I have subscribed for a library, and my agents in the matter, the trustees, must manage things to suit me, or I shall vote against them at the next election. One who should let a farm to a bad tenant, and coming and seeing the property going to waste, should say, "the fellow is so bad a tenant that I'll abandon the farm," no doubt would be a fool, whose fit residence is Stockton. Suppose Mr. A's children, next month after my successor has been installed, shall go home, crying that the new teacher is awful; that he can't read; that he cut off Uriah Bilk's head, and roasted poor Mary Gummidge in the stove! Shall Mr. A. forsake his possessions in the school, or shall he dismiss this ferocious teacher? This is a decisive advantage; if you get a bad teacher, you can get rid of him: but no teacher of a private school stipulates to go off in three months, if such is the public will. More likely he is to lie, a ponderous incubus on the general stomach, until starvation drives him elsewhere. It has seemed unaccountable to me, that the schoolhouse is not the finest building in the neighborhood. It is the place where your sons and daughters pass most of their time, and as you think it expedient to fit up your houses with comforts, it is strange that the schoolhouse is so often a shanty rather than a mansion. I do not hope that it will ever be as attractive as a play-ground, (itself a great help in educating) simply because anything that must be done regularly and with precision, soon becomes irksome to a boy whose impulse is to do nothing continuously, as a butterfly wants |