to train a child in the observance of those laws which should govern his moral being. While the Bible is practically banished from the school-room, and while it is too often kept as an ornament for the center-table, by those who have a superstitious reverence for the book, even after its precepts have lost their influence over their lives, still much can be done without the Book in the way of moral training. If a child is trained from infancy to think of the feelings and rights of others, and forms habits of true politeness until they become second nature to him, then will good manners, prompted by feelings of benevolence, when accompanied with refined tastes which recoil instinctively from everything coarse or vile, go far toward developing correct moral habits. Morals and manners were synonymous words with the ancient Romans, and there is, in fact, a closer relation between the two than we might at first suppose. Esthetic culture, while developing and refining the tastes, elevates at the same time the moral character. When we learn to love nature-when our minds are fully open to its beauties-then this passion, being fairly aroused by a right education of the senses, so transforms the lives of even such modern pagans as Thoreau and Darwin, that, without the aid of religious faith, they come to love the whole creation so that they have feelings of tenderness for even the lowest species of the animal kingdom, to say nothing of its highest representative-man. To tune the mind. and soul of the child to the appreciation of whatever is sublime and beautiful in nature, art and human life; to make him live in the upper chamber of the mind and keep his lower nature under full control, because constrained by fine instincts and sentiments of honor, courage and manly dignity-this is the great task which lies before the teacher in the grand work of training immortal souls in the way they should go. L. COPELAND.

FOREIGN EDUCATIONAL NOTES.

MONTENEGRO.-Schools for elementary instruction are supported by the Government; education is compulsory and free of charge. In 1889 Montenegro had seventy Elementary schools with about 3,000 male, but only 300 female pupils. All males under the age of twentyfive and over ten are supposed to be able to read and write. The country has a Theological Seminary and a gymnasium or college for boys at Cettinje, and a girls' High School, maintained at the charge of the Empress of Russia.

MEXICO. In almost all the states of the Republic education is compulsory and free of cost to the pupils, but compulsory attendance laws are not strictly enforced. Primary instruction is mostly at the expense of the municipalities, but the Federal Government makes frequent grants and many schools are under the care of benevolent societies. In 1888 there were 10,726 Primary Schools with 543,977 pupils. Higher education is carried on in secondary schools and seminaries, and in colleges for professional instruction, including schools of law, medicine, engineering, mining, fine arts, agriculture, commerce, trades and music. Mexico has also one military and two naval colleges. The number of students attending these higher schools is stated at 21,000. The entire sum spent on education is given at $3,512,000, of which $802,000 were contributed by the Federal Government; $1,012,000 were expended by the municipality of the city of Mexico, and $2,500,000 by the State Governments and other municipalities. In 1888 the Republic had twenty-three public libraries, including the National Library with 150,000 volumes, and eight other libraries with over 10,000 volumes each; also twelve Museums for scientific and educational purposes, and three Meteorological Observatories. The number of newspapers published was 387.

HONDURAS. This republic had two universities and several colleges in 1882, and 573 schools, with 20,518 pupils. No recent information available.

HAWAII.-Schools are established all over the islands; the sum allotted to public instruction in 1886-88 being $203,020 annually. In 1888 there were 189 schools, with 8,770 pupils; of these were 5,320 Hawaiians and 1,227 half-castes.

HAYTI.—The religion of the republic is nominally Roman Catholic. Public elementary education is free, the country being divided into fourteen Inspectors' districts. There are 400 national schools, several private schools and five public lyceums or secondary schools.

AUSTRIA. An educational journal recently published Miss Celia Doerne's translation of Prof. W. H. Venable's poem, entitled "The Teacher's Dream."

CRETE. The inhabitants of the Island of Crete had a novel experience; the professors and teachers of all institutions of learning and lower schools in the cities of the island struck work. They had not received any salary for eight months, and since no one was willing to trust them, they had to choose between two alternatives-to starve or to strike. The strike lasted only a few days. The Government advanced a part-payment and promised that the remainder should be paid soon.

PRUSSIA. The City Council of Breslau, in Silesia, intended to increase its School Board by two new members, one of whom was to be the School Physician (school Health Officer), but the Provincial Government refused its sanction, urging instead the appointment of two clergy men.

BADEN,-In Ladenburg a teacher drowned himself because his principal had criticised him for mispronouncing a Spanish geographical name. The teacher proved by the dictionary that his prounciation was correct and became rather abusive. The case came before higher authority and the teacher received a reprimand. This so excited him that he jumped into the Neckar River.

GERMANY.-Number of students in higher seats of learning:

HUNGARY.-The Hungarian Minister of Instruction, Count Csaky, has published a decree according to which every text-book written in German is prohibited in Hungarian Secondary Schools.

PASADENA COURSE IN GEOGRAPHY.

When geography ceases to be a lifeless aggregate of unorganized facts and deals with the earth as a true organization-a world capable of constant development, carrying in its bosom the seeds of the future, to germinate and unfold age after age-it first attains the unity and wholeness of a science and shows that it grows from a living root; it becomes capable of systematic exposition and takes its true place in the circle of sister sciences.-CARL RITTER.

GENERAL SUGGESTIONS.

The child begins the study of geography long before he enters school. He studies the surface of the earth in the bright-colored flowers that he plucks, the pretty pebbles that he gathers and the curious insects that he collects. His senses carry to his opening mind pictures from nature's great story book. These he reproduces in the

sand and clay. The formal study of geography should be a continuation of nature's method. The child must be led to see, to express and to remember the forms of land and water, the forces at work building and destroying those forms and the conditions that regulate life. A good store of such concepts will furnish the imagination with material out of which to make pictures of the parts of, the earth's surface that the child will never see.

Besides the study of the forms of land and water that the child may see, a good foundation may be laid in the reading of simple but interesting books descriptive of the earth and her children. Kirby's "Aunt Martha's Corner Cupboard," used in the fouth year as a reading book, is a most interesting account of sugar, spices, etc.-where and how they grow. Jane Andrew's 'Seven Little Sisters" and "Each and All", read in the fifth year, give a great amount of geographical knowledge in the form of stories of the children of the different races, their habitat, customs, etc. Mary Hall's "Our World Reader," used in the sixth year, is, in a practical sense, a text-book on geography, although planned as a reading book. Johonnot's Geographical Reader," the book used in the seventh year, is most valuable for its fine collection of geographical literature.

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Globes, models and maps should be used as helps during the fifth, sixth and seventh years. In studying relief, modeling should be called into use. In studying outline, drawings should be used. Maps may be modeled in sand, and permanent relief maps may be made from crushed brown wrapping paper. The paper must first be torn into small bits, soaked for twelve or fifteen hours, then worked into a pulp. Give each pupil a handful of the pulp with which to make his map. The work should be done on slates or modeling boards and allowed to stand in the sun so that the moisture will evaporate. When they are entirely dry, mucilage the under side and fasten to bristol board.

Let there be "unity and wholeness" in the teaching of this subject; not fragmentary memorization of insignificant facts. Train the pupils to use the atlas; to read maps; to manipulate the globes and aim to cultivate a taste for books of travel.

FIFTH YEAR.

"California Elementary Geography," completed and reviewed. Pupils will read Jane Andrew's "Seven Little Sisters" and "Each and All" and reproduce selections of the same with drawing illustrations.

THE

PACIFIC EDUCATIONAL JOURNAL.

Official Organ of the Department of Public Instruction.

VOL. VII

DECEMBER, 1890.

No. 10.

QUOTATIONS IN SCHOOL.

One of the chief points of difference brought out by contrasting the schools of to-day with those of twenty or even ten years ago is the increased effort now being put forth in the direction of character-building. As a means well suited to this end, the use of quotations is being rapidly introduced into our schools.

To inculcate moral training and noble sentiments by the memorizing and repetition of gems of thought gleaned from the writings of the good and the wise, is not especially a modern idea, but one that was recognized and its force felt by the intellectual lights of ancient India, Persia, Arabia and Greece, long before the English speaking tongue had its existence. In our own country, however,

it was not until very recently that quotations found their true place their place in our school-rooms.

I have read that the honor of first connecting quotations to our public school curriculum is probably due to John B. Peaslee, the earnest and energetic worker among the Cincinnati schools.

Mr. Peaslee says: "Apart from the literary value of such work, apart from the love of reading good books that it develops in the pupils, I believe that gems of literature, judiciously selected, form the best basis of moral instruction ever introduced into the public schools of our country." And my own experience has led me to be of the same opinion.