tone so often heard in our schools, nor the monotonous sing-song in which young persons often read. Discard by all means the well known

school-room tone."

4. See that the emphasis is properly placed, as misplaced emphasis is one of the common faults of reading. Lead the pupil to see that the prominence or distinctiveness of the idea determines the emphasis. Be sure that the pupil understands the subject and sees which are the important ideas that should be emphasized in reading. When mistakes are made, explain the sentence and lead the pupil to see what ideas are most prominent, and he will place the emphasis correctly of his own accord.

5. Notice that the pauses are properly attended to and are of proper length. Let the pupil understand that it is the thought and not the marks of punctuation that determines the place and length of the pauses. Show them the value of the pause after and before the emphatic word, and train them to use it correctly.

6. See also that the slides or inflections are properly used. Lead pupils to see that the sense will determine whether the slide is downward or upward. Call attention, when they are in doubt, to the manner in which they would naturally express themselves if they were telling the subject to the teacher or the class. Do not allow the use of the circumflex for the downward or upward slide, a very common error, where it is not required by the sense.

7. See also that there is proper natural melody in the use of the voice. Be careful that there is no jerkiness or abruptness in expression, but a natural melodious flow of tone that gives a sense of musical beauty to the delivery.

These are the most important points to be observed under the vocal element. I will close the article with a few suggestions under the physical element.

PHYSICAL ELEMENT IN READING.

The Physical Element in reading is that which pertains to the body. It is of great value in recitation and oratory, but of less impportance in ordinary reading. Only a few suggestions will therefore be given.

1. Have pupils stand in easy and graceful attitude. Permit no lounging or leaning upon the desk or against the wall.

2. See that the body is erect, with the shoulders thrown gently back so as to give freedom to the organs of the chest in breathing and the use of the voice.

3. See that the feet are in a natural and easy position, a suggestion that is often unheeded in our public schools.

4. Let pupils usually hold the book in the left hand, that the right

hand may be free to turn the leaf when needed. When not in use, the right hand should hang naturally at the side.

In conclusion, I desire to say to the young teachers of our public schools, that it will be of great advantage to you to fix some such system as I have described in your memory, and to be governed by it in your teaching. Have some system, some fixed method to guide you in your work; follow this until you find a better system; if you have or can find a better one, follow that. My suggestions to you may be summed up in a few words. If you see that your pupils stand in proper attitude; that they comprehend, appreciate and vividly conceive what they read; that they express themselves naturally with correctness of force, rate, pitch, emphasis, slides, pauses and melody, you will be a successful teacher of reading.

Pennsylvania School Journal.

EDWARD BROOKS, LL.D.

BOSSES.

We all like to boss somebody or something; and though it is popular, just now, to frown down upon bosses and bossism, I do think the world could not get along well without them. Every district that is alive, has its boss-the man who runs the district. Sometimes he is district clerk, sometimes he is an outsider—once in a while by extra good luck he is the teacher, but all the same he runs things. Sometimes he drives in the ruts, but whether in the right road or not, he clings to the reins and knows the district wagon would get mired down if he didn't pull the right line. He often has a vile temper and has been known to resign and keep out of politics for a whole year, but, by and by, circumstances arise that call him from his retirement and again he comes to the top for another three years' reign. Sometimes he has a favorite teacher and sticks by him through thick and thin, but usually he haunts agencies, gets the Superintendent to write up country, back East, or to the ever prolific Normals, or not seldom does he get taken in by the smooth tongue and specious promises of some tramping crank school teacher. The boss believes in variety and employs a new teacher every term and seems to think a temporary certificate better than a life diploma.

He delights in building a new school house and the plans he carries to the Superintendent are fearfully and wonderfully made. He mourns because the law does not requite his valuable services with proper pecuniary compensation, and feels grieved because he cannot take the school census unless he does it gratuitously.

He likes flattery and loves to be consulted and asked for his advice.

Sometimes he has an attack of economy and talks of the excellent teachers one can get East for $25 a month. So he imports teacher after teacher. and concludes the Board of Education is a ring to keep out cheap teachers, since his importations generally fail to receive a certificate.

But he really works for the good of the school. He hauls the wood, becomes personally responsible for various little district expenses, boards the teacher if he possibly can, spends his time tending to the various clerical duties and donates paper and postage to the advancement of the cause of education.

How shall we, as teachers, get along with the boss? He likes flattery-feed him. He loves power-form an alliance, offensive and defensive, with him. Insist on his visiting the school frequently. Combat his educational heresies indirectly, and regret that the law and the course of study will not permit you to carry out his methods of teaching. In short-humor him and flatter him judiciously, and you can nearly always manage him. In a few districts-unhappy places-there is no real boss. Such a district gets a boss in the shape of the teacher. It is he who buys the supplies, takes the census on Saturdays, spends the library fund to further his latest hobbies, writes out the trustees' reports, and transacts the other business properly supposed to be the duty of the district clerk.

As a somewhat instructive example of what a teacher, who likes to run things, can do, I give below a three months' work of one, which I can vouch for as being historically accurate. Mr. C., desiring employment near his homestead, concludes to get up a school district. He talks it up a little in April, writes out a petition, and gets the necessary signers. In due course of time he appears before the Board of Supervisors and convinces them that the district supplies a long-felt want. He gets appointed Census Marshal and does his work. He advocates building the school house by subscription; heads the list with $50, collects $1,100 in one day, and gets a promise of two acres of ground for a school lot. He calls an election and gets the location fixed and his nominees elected by unanimous consent. There being no funds, he agrees to teach two weeks free of charge, so the new district may get more than $500 the next year. He buys $5 worth of house lining, constructs a tent school house and begins school June 15th, with fourteen pupils. He draws a plan for the new school house, arranges details of work, etc., and moves in the next July as teacher, at $75 a month. Fellow teachers, who are without a school, "Go ye and do likewise.

C. M. D.

OFFICIAL DEPARTMENT.

IRA G. HOITT, State Superintendent Public Instruction, :

GRAMMAR SCHOOL COURSE.

Attorney-General Johnson Decides that the $3 per Capita Provided for Pupils in Grammar School Course, Under Section 444, Political Code, is Unconstitutional-His Decision.

ATTORNEY-GENERAL'S OFFICE,
SACRAMENTO, May 16, 1887. )

HON. IRA G. HOITT, State Supt. Pub. Ins.-Dear Sir:-In answer to your letter of inquiry as to whether or not children 17 years of age and over are entitled to draw the $3, as per section 444 of Political Code, which creates a Grammar School Course Fund, I have to say, that in my opinion they are not.

The second subdivision of Section 1663, Political Code, informs us what is a Grammar School course: "The Board shall also prescribe a course of study not in conflict with Section 1665, that will fit and prepare the students therein to enter the Scientific Department of the University of California, to be divided into four grades, requiring one year to each grade, and to be known as the Grammar School Course."

The Grammar School Course referred to in this part of the section is the High School Course, and is entirely different from the Primary and Grammar Grade provided for in the first subdivision of Section 1663.

Now, the Constitution, Sub. 6, Art. 9, says, "that the entire revenue derived from the State School Fund and the State School Tax shall be applied exclusively to the support of Primary and Grammar Schools.”

The evident intent of the Legislature was to divert these funds, the State School Fund and the State School Tax, so as to contribute in this way to the support and maintenance of a High School; but under the Constitution this cannot be done, and these sources of revenue must be kept intact for the exclusive support of Primary and Grammar Grades:

Very Respectfully Yours,

G. A. JOHNSON, Attorney General.

MISCELLANEOUS DECISIONS.

Traveling Expenses of County Superintendents when Visiting Schools. -"Will you inform me whether County Boards of Supervisors are required to allow traveling expenses for visiting schools?"

In answer to the above the Attorney General has given the following

opinion: "Boards of Supervisors may allow traveling expenses for visiting schools by County Superintendents, In other words they have power, unless in the class that the particular county belongs to, the law provides that the compensation includes such expenses."

Recommendations for Educational and Life Diplomas on Lapsed Certificates."I have been directed by the Board to ask your opinion of the policy of recommending holders of expired certificates for Life and Educational Diplomas."

I do not consider it good policy. The highest interests of the profession demand that it should not be done.

Change in Books.—Are "we compelled to use in our Grammar School course, the text-books adopted three years ago for use in the Common School course?"

All books adopted before 1886 must continue in use until the contract (if contract was made) expires at the end of four years. No Board of Education has power to abrogate contracts existing before the State Text Book law, was passed. All books adopted for use in the public. schools belong to the public school system, and may be used in any grade for which they are suitable.

Teachers Without Certificates.-"It is desired to employ a very competent teacher of Drawing, in the public schools of this city. She does not hold a Public School Certificate. Can you suggest any way in which she can be paid from the public school money for such work?"

I have taken an official oath to support the Constitution of California and obey the laws. I would not, therefore, even if I could, like to suggest to anyone a plan whereby he could violate the law. In this case, there is only one way in which the lady referred to can be legally employed in the public schools, and legally paid out of the public school money, and that is, to pass an examination and procure a regular Certificate. (See Sections 1700, 1701, 1696 and 1860, Political Code.)

Grammar School Course Certificate.—" Are holders of Educational and Life Diplomas entitled to Grammar School Course Certificates without examination ?"

G. S. C. Certificates should be granted, without examination, only to holders of High School Certificates, and then only at the discretion of the Board of Education. As Educational and Life Diplomas have heretofore been granted on First Grade Certificates, the possession of either one or both Diplomas does not imply ability to teach the branches required in the Grammar School course.

Unprofessional Conduct.-"What is your opinion of members of County Boards of Education who are teachers and have Normal Classes