9. What object had the Army of the Potomac in view? 1 credit.

10. What were the different plans of accomplishing that object, and the result of each? 10 credits.

11. What caused the difficulty between President Johnson and Congress? 3 credits.

12. What three amendments were added to the Constitution after the civil war broke out? 3 credits Write one of them. 3 credits.

13. Emancipation Proclamation-when, by whom, and what was it? 5 credits.

14.

Monroe Doctrine-what was it? 3 credits.

15. Dred Scott decision-what was it? 3 credits.

17. What territory has been acquired by the United States by treaty and purchase, giving what you know of the facts in each case? 10 credits.

17. What territory was acquired by annexation? When and by whom? For how long a time is a Representative elected? By whom is the United States Senator elected, and for how long a term? How many Congresses during a Presidential term? How many members form the President's Cabinet? What is the President's salary? Who is the head of the executive branch of the government? Who is at the head of the judicial branch of the government? When was California admitted into the Union? 10 credits. 18. What is a protective tariff? 1 credit. Tell what you know of the tariff of 1828; 5 credits.

19.

20.

What was the Nullification Act of Sout Carolina? 4 credits.
What the Missouri Compromise? 4 credits.

GEOGRAPHY.

1. Name and locate five important cities of Europe. Name and describe five important rivers in Europe, 10 credits.

2.

Name the five most important countries of Europe in political power;

5 credits.

3. Name the productions of Northern Europe. Name the productions of Central Europe, Name the productions of Southern Europe. 6 credits. 4. Name five countres rich in mineral wealth. Name three countries whose mineral resources are poor. 8 credits.

5. What waters do you pass over in going from St. Petersburg to Rome? 10 credits.

6. What is the climate of Western Europe as compared with the eastern coast of the United States; 5 credits.

7. Name five cities of the United States that are great railroad centers. Five productions of the United States. Five exports of the United States. 15 credits.

8. Through how many degrees of latitude does the United States extend? 2 credits.

9. What places on the earth have a vertical sun? How wide are the temperate zones? About what is the difference of time between a place on the Atlantic Coast and on the Pacific Coast? What do you mean by parallels of latitude? 4 credits.

10. Name five important productions of Africa. a caravan. 10 credits.

Tell what you know of

PUBLISHERS' DEPARTMENT.

JOHNSON'S UNIVERSAL CYCLOPEDIA.

Johnson's Universal Cyclopedia has thirty-one departments, with an editor of the highest scholarly standing for each-viz., Public Law, etc., by President T. D. Woolsey, LL.D.; Civil Law, etc., by Professor T. W. Dwight, LL.D.; American History, etc., by Hon. Horace Greeley, LL.D. and Hon. Alexander H. Stephens, LL.D.; Botany, etc., by Professor Asa Gray, LL.D.; Medicine, etc., by Professor Willard Parker, M.D., LL.D., etc., etc., etc. It is The Best, and the only original, American Cyclopedia. Illustrated with maps, plans and engravings of the finest kind. More condensed than the Britannica and more accurate than Appletons'. Contains more subjects, is later than Appletons', and costs about one-third the price. It is truly the busy man's cyclopedia, the articles being divided and subdivided so that any point may be turned to without being compelled to read the whole article, as in Appleton's.

Thousands of our greatest scholars have declared it to be The Best. It is not only the best Cyclopedia, but it is a whole library of universal knowledge, from the pens of the greatest scholars on earth. Two thousand of the most eminent scholars living have become responsible for the accuracy and thoroughness of the work by signing their names to the articles. It has what no other work can claim-viz., thirty-seven of America's greatest scholars as editors, who are held responsible for the whole work. Its thoroughness and accuracy have never been questioned. A. L. Johnson & Co. also publish Johnson's Universal Cyclopedia, Johnson's General Cyclopedia (1 vol.), Johnson's Family Atlas of the World, Johnson's Natural History (2 vols.) and Johnson's Household Treasury. All publications sold by subscription only. Wm. W. Johnson, 11 Great Jones Street, New York. C. H. Libby, General Manager Pacific Coast for Johnson's New Cyclopedia, Marysville, Cal.

HEALD'S BUSINESS COLLEGE.

IMPORTANT A CHANGE TO SUIT THE TIMES.

The change which has been made, including special branches in our business course, is a very important one to students. Now the scholar can be educated in every branch pertaining to business, including Short.hand, Typewriting and Telegraphy; Single and Double Entry Book-keeping as applied to all departments of business; Commercial Arithmetic; Business Penmanship; Mercantile Law; Business Correspondence; Lectures on Law; Business Forms and the Science of Accounts; Actual Business Practice in wholesale and retail Merchandising; Commission, Jobbing, Importing, Railroading, Express Business, Brokerage and Banking; English Branches, including Reading, Spelling, Grammar, etc.; Drawing and Modern Languages, consisting of practical instruction in French, German and Spanish-all for $75.

The English branches may be omitted by those sufficiently advanced to enter upon the Business Course at once; they being intended for the younger pupils, and those whose early education has been neglected.

French, German, Spanish, Short-hand, Type-writing, Telegraphy and Drawing are optional studies, not being required for graduation, and may be pursued or not by the pupils in the Business Course, as they may elect.

There is no extra charge to pupils in the Business Department for any of the above studies; they are included in the Business Course.

*

PRESIDENT'S ANNUAL ADDRESS BEFORE THE STATE ASSOCIATION OF TEACHERS.

SECOND PAPER.

I have thus enumerated some of the principal agencies that have contributed to our educational standing. There are others that time will not permit me to mention. There are many very excellent private shcools, some denominational and some sectional, but all, I believe, with our public school system, marching forward. Many teachers of ability go out from these, and many from our State University, all doing good work in the cause of public education. Let all these agencies be cherished, and may each one, from year to year, reach a higher plane, and become more nearly perfect in its work.

In the enumeration of important agencies of advancement, I have purposely omitted the State Teachers' Association. And this, not that I have underrated its importance, but that it has a special and peculiar work to do; a work differing somewhat from the work of these other agencies. A body composed of the representative teachers and Superintendents of the State can, if its energies be wisely directed, accomplish much. But this must be general, and not specific work. It is doubtful if the section work comes fairly into its province. That is the work of the County Institute, and only so far as it is here better prepared, and better done, than in county gatherings, is it admissible.

The work this body is to do is well exemplified in what it did in one direction last year, and is completing this. I refer to the exhibit. Last year I spoke of the exhibit as follows: "In all good school work the pupil is expected to acquire knowledge and the power to use or express that knowledge. It is doubtless true, that in our eagerness to have our pupils acquire, we are prone to grow careless in matters of expression. The word expression is here used in its widest sense. The painter gives his knowledge and skill expression in graceful lines and harmonious coloring; the sculptor in beautiful forms; the poet in elegant word pictures and new creations of the imagination.

In the exhibit now displayed, the pupils of our schools have given expression to their knowledge in various ways; some in drawing, some in modeling, and some in the more abstruse subjects in their courses of study. So far as the exhibit has given an impetus to our schools in the direction. of more accurate acquirements, of clearness and elegance in expression, and so far as the teachers who have sent work here have been stimulated to work for these two ends, the result will be only beneficial. If those who examine the work are also stimulated in the same direction, so much the more good is done. So far as in the production of this work pupils have been made to see and to feel what can be attained by care and patience, and so far as they had their tastes elevated and improved, so that hereafter all work shall be better, because of this, the results will indeed be good. If some of the work displays (and it seems to me that it does) a little too much of the "outward adorning," too much of ornament merely as ornament, it must be remembered that the children who have aided in putting it up have not arrived at that desirable stage of culture where they can realize that excellence, like beauty, is, "when unadorned, adorned the most."

Let us look for a moment at the other side. What, if any, are the undesirable results that may come? So far as the participants, be they pupils or teachers, have worked only or chiefly for the present occasion, the results must be injurious. If, in the preparation of this work, the regular daily exercises of the school have been suspended, or materially interfered with, or if in any case an undue amount of time and energy has been expended, so that a reaction shall come and show itself, in work hastily or carelessly prepared, then the good will hardly balance the evil effects of an unhealthful stimulus upon the pupil, and the dissatisfaction that will most surely result with those whose children are being thus trained. If, in any case, that which is here submitted as the daily, ordinary work of the pupil, is not really such, but is extra-ordinary work, made again and again, under the