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THE NEW ENGLAND MAGAZINE for July contains as a leading article Our National Songs," beautifully illustrated, and for another of local flavor, (6 Some Annals of Old Haverhill. " "Ibsen's Social Dramas" is opportune, as its author, Mr. Edward Fuller, gives a discriminating criticism of this celebrated writer. Teachers who visited St. Paul this summer and those who did not will be interested in a A most excellent and agreeable tonic and finely illustrated article by Conde Hamlin, appetizer. It nourishes and invigorates the entitled "St. Paul." Other meritorious tired brain and body, imparts renewed vitalarticles on subjects of general interest ity and energy, and enlivens the functions. make altogether an attractive number. New England Magazine Company, 36 Bromfield St., Boston. Price, 25 cents.

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Beware of Substitutes and Imitations. CAUTION:-Be sure the word "Horsford's"

Publishers, Booksellers, Improved Automatic is printed on the label. All others are spurSchool Desk, and General School Supplies. His- ious. Never sold in Bulk. tory Building, 721 Market Street, San Francisco.

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San Francisco, Feb. 1. 1890.

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and aspirations for rules and meaningless tasks. I used to think arithmetic was the only practical study, and once in a while the old habit of growling at the new encroachments gets upon me as it did the other morning. My boy is filled to the brim with ideas, and good ones, too; more and better than his father had at twice his years. He didn't show any special aptitude till history, literature and science woke him up. I'm glad he didn't waste time trying to keep fresh or fossilized, as the case might happen to be, in partial payments and foreign exchange. He has picked up all I wanted of it quickly enough, and has in addition what seems now to be the far more practical and valuable part of education.”

The above conversation filled my mind with pleasant thoughts. Am I wrong in likening the two phases of my friend to the two phases of society in general upon this question of what is practical? Am I not right in thinking that the second phase brought out the larger and truer view?

My "practical" friend, I still deplore, as ever, the lack of thoroughness in the common branches. But are not history, literature and science after all as "practical?"-A. B. L. in School Education.

POOR READERS.

Few teachers are successful in teaching children how to read properly. Parents do not take the pride they should in having their children good readers, for it is the most important mental discipline they can have--to be taught how to read properly.

There are two kinds of reading recognized by educators—one they call silent reading, the other is dramatic reading. Where we read silently we read for ourselves only and for our understanding of the piece. When we read aloud we read to make other people understand the thoughts or our interpretation of them. The former is, by far, the more important and the first to be acquired, for unless we understand the thought we cannot reproduce that thought with our voice.

What are the facts about our readers? Not one-half of the school children in the United States can read a new piece of their grade once and then close the book and tell what they have read. Not one in ten can read a piece so that it is a pleasure to listen to the reading and so that the meaning of the author is expressed. There is something wrong, and what is it? I think the answer is plain. Children are not taught to think or to tell what they think. Progress is measured by

the books they go through and the percentages they get at their examinations. Distinct speech is not insisted upon from earliest childhood. The mothers are the main ones at fault. They think the lisping, imperfect speech of childhood is as pleasing to everyone as to them and they take no pains to secure distinct articulation and correct tone. Children come to school at six with imperfect voices, ears dulled by listening to their own errors and with habits formed that it is difficult to eradicate. Especially is this the case with boys. When we visit the schools we have to look upon the books to tell what the children are reading. If we hand them a piece to read which they have not studied, we find them slow to grasp new ideas and slower still to reproduce those ideas in proper language.

Now this is a serious matter. It lies at the very foundation of all education and should receive the earnest attention of parents and teach

ers.

We used to have old-fashioned spelling schools to supplement the work of our public school. I think a weekly reading school could be got up that could be made of great benefit to our poor readers. We would suggest, after our assembly meetings are over, that weekly reading meetings be held somewhere in Long Beach, whose object should be critical reading exercises interspersed with vocal music, which is but a higher class of reading. We think these gatherings might be made more entertaining and instructive than any other kind of educational gatherings for the young. There is not the time sufficient to do much of this work in the school-room under our present course of study. A little supplementary work of this kind would be a great help to our young people.-Long Beach Breaker.

DR. WINSHIP.

An effort is being made to have Dr. Winship visit the Pacific Coast again this year in the interest of the cause of education.

It is expected that he will visit the following counties in nearly the following order, commencing early in September: Alameda, Contra Costa, Santa Barbara, San Luis Obispo, Ventura, Humboldt, Napa, Colusa, Placer and Stockton. This arrangement will leave two weeks unoccupied: November 3, 4, 5, 6 and 7, and Nov. 17, 18, 19, 20 and 21.

Any counties desiring Dr. Winship's services as Institute Conductor for either of those weeks will communicate with Supt. Meredith of Ventura County and arrange the matter with him, as he is in correspondence with Dr. Winship and is mainly instrumental in securing the Doctor's visit.

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ABOUT THE FLAG.

PURPOSE.-Flags have been raised upon the several school buildings of this city in order that the pupils may be taught (1) to know the flag itself; (2) to recognize it as the symbol of our country, not alone in its war power, but as representing its protecting power and its free institutions; and so (3) to stimulate a pure patriotism above creed or party in all state relations.

USES.-I. The flag is to be raised (1) on all State and national holidays; (2) on the first and last day of school each term; (3) on commencement day; (4) on the building and during the time of any unusual educational meeting; (5) by order of the Board, on the occasion of any general rejoicing of city, State or nation.

II. The flag will be half-masted (1) when ordered or requested generally by State or national authority; (2) by order of Board on occasion of general mourning by city, State or nation; (3) upon the death of any teacher, superintendent or member of the Board; (4) on the building, upon the death of any pupil in the building.

III. The flag shall not be displayed for any partisan or sectarian purpose; for no purpose in which all citizens can not join with equal propriety.

THE CARE OF THE FLAG.—I. In raising the flag, run it to the peak. First bring the upper halliard tight by drawing under the clew and then, before binding about the clew, draw the lower one till the flag is as close as possible to the staff; then bind both together about the clew; (2) in half-masting run the flag to the peak; note before the width of the flag, and now lower it not more than its width as measured on the halliard. One will be deceived otherwise, looking up, and so get the flag too low to look well. Half-mast does not mean middle

mast.

II. (1) The flag must not be left out over night; (2) when removed from the staff it must be properly folded and put in a suitable box or drawer. It must not be crumpled up or be left lying around disrespectfully and to its damage; (3) when wet it must be dried before folding; (4) if used on the walls in the room, it must be fastened without nailing or tacking, lest it be torn.

III. While janitors will care for the flag as here directed, prin cipals also will be held responsible and are, if necessary, to report neglect of duty to the Superintendent or Board.

They shall also encourage the older pupils in learning to use the flag, under watch of janitor, and to take an interest in its care and safety, thus bringing the school to regard it as a thing particularly to be respected and not a mere piece of common furniture.--I. N. STEWART, Sup't, in Midland School Journal.

UNIVERSITY OF CALIFORNIA.

ACCREDITED SCHOOLS, 1889-90.

ALAMEDA HIGH SCHOOL-accredited for all courses save the Classical Course; but recommended graduates applying for admission on the basis of such Groups of Requirements* as include English, subject fourteen, are required to present themselves for examination in English, subject fourteen.

BELMONT SCHOOL― accredited for all courses.

BERKELEY GYMNASIUM-accredited for all courses

save the Scientific Courses; but recommended graduates applying for admission to the Classical Course are required to present themselves for examination in Greek, subject nine.

LOS ANGELES HIGH SCHOOL-accredited for all courses save the Classical Course; but graduates recommended for the Literary Course may be admitted to the Classical Course upon passing examinations in Greek, subjects eight and nine.

OAKLAND HIGH SCHOOL-accredited for all courses.

PETALUMA HIGH SCHOOL-accredited for all courses save the Classical Course; but recommended graduates applying for admission on the basis of Group III of the Requirements* are required to present themselves for examination in Physics, subject eleven.†

SACRAMENTO HIGH SCHOOL-accredited for all courses; but recommended graduates applying for admission on the basis of Group III of the Requirements* are requested to present themselves for examination in Physics, subject eleven.

* See University Register for 1889-90, page 27.

+ The instruction in Physics at this school was not covered by the examination of the school, the subject not having been taught there during the year 1889-90; it is therefore excepted in the accrediting.