They will shortly be published in circular form for distribution to all members of the State Circle.

In addition to the works referred to in the outline, Scott's “Tales of a Grandfather" are recommended as throwing light on the part the Douglas family played in Scottish history and their relations to the throne.

Reading Circles are in successful operations in Sonoma, Santa Cruz, Monterey, Los Angeles, Stanislaus and Marin counties, and in other counties the work has begun with an interest which promises a large accession of numbers at an early date.

OUTLINE OF SCOTT'S LADY OF THE LAKE.

CANTO I.

GENERAL SUGGESTIONS.—In the study of the literature series it is not the quantity but the quality of the work which should be regarded. These results should be attained: (a) by complete mastery of the thought; (b) clear knowledge of all allusions; (c) comprehension of the force and reference of all figures; (d) understanding of the meaning and use of every word; (e) a habit of close attention to the origin and derivavation of words; (f) a bright mental picture of the selection as a whole.

1. Make a brief sketch of the author's life, including the following: (a) the time he flourished and his contemporaries; (b) his early advantages; (c) his education; (d) preparation for his literary work; (e) noted events in his life; (f) his works, their character and influence.

2. Origin of ministrelsy; its characteristics; its uses; cause of decay. 3. Study the Highlanders and Borderers; their relations; influence upon the State and society.

4. The Douglas family; their relations with the kings; their standing; noted members; their exploits.

5. Canto I.-the persons; the main points of interest. so as to be able to recount all the incidents.

Master this

6. The Invocation-why in line 19, "wake once more." Explain the terms, line 4, "envious ivy:" line 14, "according pause;" line 20, "thy magic maze."

7. Study a complete description of the Stag. Note important points, and commit the language.

8. Get clearly the description of the Hunter.

9. Study and commit the description of the Sunset. See clearly all the figures, especially in the words, and show their force, as in "ebbing," "was bathed," "living fire," "thunder-splintered," "earth-born castles." Note also the references, lines 296 and 297; lines 201, 202, 203. Look closely into the picture in lines 206-211. ro. Get the full force of the mental picture clearly in mind.

11. The description of Ellen. tion, so that you have the image

description of Loch Katrine. Get the

Note clearly all the points of descripbefore you. Commit to memory the

best parts. line 346,

Explain line 325; line 340; line 342, "the guardian naied;" "ardent frown;" line 385, one only passion.'

12. Describe Ellen's home-the approach, the house, the surroundings, the scenery.

13. James Fitz-James' visions: Follow this closely as to description and the use of words.

14. It is important to note, in study, the figures used; therefore, throughout the Canto, it will be well to give close attention, and as an aid, study those used in stanzas 2, 3, 5, 8, 12, 14, 15, 17, 19, 20, 23, 28, 32.

15. Have your dictionary handy and refer to it for every word the meaning of which you do not clearly understand, and in addition to the meaning seek for the derivation. Examples; 65, covert; 104, despair; 129, precipice; 142, opposing; 171, sulky; 192, abruptly; 193, pinnacle; 247, emerging; 266, empurpled; 293, matin; 302, beshrew; 337, intent; 349, glowing; 422, martial; 426, benighted; 460, visioned; 476, prophet; 507, device; 549, trophies; 558, uncouth; 596, root; 616, weird; 623, symphony; 738, orisons.

16. Look into the peculiarity of such words as "clattered," "whimpering," "clang."

17. Notice also grammatical constructions, a few of which are given: 9, warrior; 49, nigh; 83, scarce; 122, fast; 166, worth; 196, huge; 261, where; 297, to drop; 361, breath; 414, will, to dare: 445, misplaced; 507, but; 558, all.

CANTO II.

1. Study the persons in the canto, obtaining a clear idea of the relationship to one another.

2. Give the history, character and appearance of Allan-bane.

3. What allusion in each stanza of the song that Allan-bane sings at the departure of the stranger?

4. Give the cause of Allan-bane's dejection and describe the efforts of Ellen to arouse him. Commit lines 174-182.

5. Describe the condition of the Douglas family as depicted by Allenbane, and commit the most striking parts.

6. Give Ellen's estimate of Rhoderick Dhu.

7. Study carefully the approach of the chieftain, lines 323-439. Do not leave this work until you have a clear conception of the effect of the approach over the water, as presented to the ear and eye. 8. Locate the places mentioned in the boat song.

and Bothwell castles and Blantyre Abbey.

Describe Stirling

9. Give an account of the welcome extended to Roderick by Lady Margaret and her maids. Also of the interview of Ellen and Lady Margaret on the strand.

10. Commit to memory stanza XXII.

II. Give the history of the Graham family. Describe the character and appearance of Malcom Graeme.

12. Describe the meeting of Roderick and the Graeme, and give reasons for the action of Roderick.

13. Note the character and disposition of Douglas as shown in his counsel to Roderick.

14. Explain the use of such expressions as the following: Line 18,

D

lonely; 94, unconscious still; 200, Lady of the Bleeding Heart; 823. lonesome; 844, Pattern of old fidelity; lines 639-642.

15. Search the meaning and derivation of all words. Examplesline 6, wafting; 23, meed; 35, hap; erewhile; 95, perchance; 76, adieu; 94, parts; 121, unwont; 131, erst; 146, weal; 152, shivered; 155, mail: 170, reave; 176, lea; 182, coronet; 183, chaplet; 233, hazard; 235, guerdon; 244, refrain; 260, votaries; 264, shrouds; 322, smoulders, 354. plied; 356, pibroch; 498, pennon; 521, whimper; 582, old spleen; 637, espial; 638, straight; 674, enow; 683, blench; 805, lackey.

16. Study grammatical constructions, as, line 17, good speed the while; 27, be memory of; 33, then be thine to show; 39, if faithful, wise, and brave in vain; 80, the fair would scorn to spy; 121, though all unwont to; 164, small ground is now; 692, there are who have; 424, long; 434, worthy; 483, the while.

CANTO III.

1. The persons; main points of interest; description of the "Fiery Cross;" where is Lanrick Mead? Explain, line 1, "race of yore;" 17, kindred banner.

Note the

2. Commit the description of the dawn on Loch Katrine. difference between Nature's mood and Roderick's. Observe Scott's keen sense of color.

3. Study the description of Brian the Hermit-his birth, lineage, youth, early pursuits, later life, and mission to Roderick. Note the influence of the superstitions and legendary lore of that time. Study the history of the Druids to whom the hermit is compared. Note lines 93

IIO.

4. Preparation of the Fiery Cross. Brian's anathema-get the full force and its effect on the clan.

5. Follow the course of the Cross under each banner. Note carefully each clansman's ready response to the call, lines 322-347. Scene at Duncan's bier. Memorize the Coronach, and note its symmetrical artistic construction.

6. Notice the dwellings of the common people, lines 349-351. Meaning and derivation, line 417, adieu; 611, wot; 541, brae; 655, fay; 656, satyrs. Look for the picture words throughout the canto, as:-lowleveled, shallop, murky, sequestered, unwonted.

7. Note Douglas' retreat. Give a complete description of the cave. 8. Notice the class of men comprising Roderick's clan, lines 680-686. Positions and dress, lines 757-775- Roderick's approach to the cave.

His morning resolution.

9. Memorize the Hymn to the Virgin.

HENRY DIKEMAN, who has been acting for some time as Professor John Le Conte' assistant, at the State University, has started on an Eastern trip. He will visit most of the leading colleges of the country, and there is some probability that he will take a post graduate course, either at Vanderbilt's or Johns Hopkins.

EDUCATIONAL WORK AND THOUGHT.

THE COGSWELL COLLEGE OF THE MECHANIC ARTS.

The public is already aware that Dr. H. D. Cogswell, of this city, has devised to seven trustees over a million dollars, for the purpose of founding a school for the teaching of the mechanic arts. He has added to this a sum sufficient to erect and furnish the buildings, without trenching on the original endowment.

Notwithstanding the fact that the original estimated cost of the school buildings has swelled from $70,000 to $105,000, owing to the plans having been altered to allow of the buildings being constructed of brick instead of wood, as was in the first instance intended, there is to be no delay in the progress of the work. The generous founder, Dr. Gogswell, has directed that the building operations be pushed forward without delay, and states that the additional cost will in no way interfere with his project. The contract for the brick work has already been let, and the work will begin within ten days, the intention being to formally open the school on the first ot next January.

The central portion of the building is to be three stories high and the wings two stories, the entire frontage of the structure on Folsom street being 153 feet, while the shop building in the rear is to be 153 by 40 feet in dimension. Head Inspector James G. Kennedy, the well-known instructor, and Mrs. M. E. Arnold have already been chosen for the positions of President and Vice-President of the institution, and while. building operations are in progress Prof. Kennedy is to go East and study the methods in vogue there in similar schools.

LELAND STANFORD JUNIOR UNIVERSITY.

The corner-stone of Leland Standford Junior University was laid May 14th, at Palo Alto, Santa Clara county, where the University is to be erected. Senator and Mrs. Stanford and seventeen out of the twentythree Trustees were present, together with nearly four hundred visitors. The exercises commenced at 11:30 with prayer by Rev. Dr. Stebbins. Following the prayer, Judge Lorenzo Sawyer delivered an address. its conclusion the stone was laid by Senator Stanford, who was assisted by the working masons. After the stone had been sealed a number of those present covered it with flowers. The doxology was then sung and a benediction pronounced. This ended the ceremony.

NORMAL SCHOOL GOVERNMENT.

A law enacted at the recent session of the Legislature relates to the organization, powers, and duties of Boards of Trustees of the State Normal Schools. Each of the three Normal Schools is to have a Board of Trustees, though the Governor and Superintendent of Public Instruction are to be members of each Board; and there are to be five members of each, appointed by the Governor, and to hold for a term of five years.

TEACHERS' INSTITUTE DEPARTMENT.

TEACHERS INSTITUTE AT RIVERSIDE.

A joint Institute, for San Diego and San Bernardino counties, was held at Riverside, San Bernardino county, during the week beginning April 18th.

A detailed narrative, setting forth each thing said and done, would not be of general interest, since the doings of one Institute are so much like those of another. Therefore, with the permission of the reader, I will try to condense, generalize and give the more striking features of the Institute as a whole.

The place chosen for the meeting was peculiarly appropriate for the purpose. Riverside, the superb, the center of California orange growing, was a sea of green trees, whose greenness was intensified by the millions of bright blossoms exhaling their fragrance on every hand. Brilliant roses, pure orange flowers, verbenas, carnations, pansies, marguerites, geraniums, flaming pomegranates, apple, peach, pear, plum, and a hundred other flowers showed their faces in riotous luxuriance along the streets, in the door yards, gardens and orchards.

And the drive down Magnolia Avenue, past mile after mile, and mile after mile of trim hedges, under the shade of graceful pepper and stately eucalyptus, with glimpses of blue mountains appearing and disappearing between the trees, with the soft breeze fanning the cheek, with the exquisite perfume of orange groves floating in every breath-it was a fairy land to the tired teachers, after a year's struggle with the problems of education in the school houses of the desert, the mountain, the plain, the sea coast, the valley.

Who shall say this beauty and grace and neatness of queenly Riverside will not bear some fruit in every one of the two hundred communities represented by these same tired teachers? If it does not prove an incentive to the improvement of scores of homes and schools, why not?

The Institute was called to order and presided over by Henry C. Brooke, the dignified Superintendent of San Bernardino County, to whose careful decisions and courteous bearing the Institute owes much of its success. Mr. Brooke's first duty was to deliver an eloquent address of welcome to the teachers of the two counties, which was neatly responded to by Rufus D. Butler, County Superintendent of San Diego County, a scholarly gentleman who possesses the rare faculty of always saying the right thing in the right place and of stopping when he has said it.

The presence of the State Superintendent of Public Instruction was of the greatest importance to the good results accomplished by the Institute. Mr. Hoitt made himself the friend of every teacher in the assembly by his sympathy with and interest in the cause of education. Mr. Hoitt, in the estimation of the teachers of San Bernardino and San Diego Counties, is a teacher in ev ry sense of the word-earnest, fearless, outspoken in defense of the right, wise nd practical in dealing with affairs of public moment, kind and helpful alike to the frightened little teacher with her first school, and the battle-scarred veteran with long years of experience in the service.

The work of the Institute continued during five days.

The first day was consumed by the opening exercises and by discussions of the Temporary Classification of a Public School and the new State Series of Textbooks. From the last named discussion it appeared that none of the speakers had yet made a practical trial of the new, books, and that judgment must therefore be suspended for a time.