remainder collect specimens of the productions, minerals and manufactures.

We will suppose the country of Syria has been given to the class. Place upon the board the following, or something like it:

I.

SYRIA.

Where is it? 2. Government? 3. Surface? 4. Production? 5. Celebrities:

1. Place. 2. Persons. 6. Principal cities. Now for the books of reference.

2. Champlin's Cyclopae

1. Other geographies than the text books. dia of Persons and Places. 3. Any other cyclopaedia. 4. Books of travel. When sufficient time has been given for the study of the country, we are ready to recite.

A box or table is placed in view of the class, with the flags of the country waving therefrom, and the articles gathered by the people displayed upon it. This box, or table, is to represent the country. Pinned to its side, the map drawn by pupil (if it is a good one).

A boy or girl steps to this table and delivers a lecture, orally, somewhat like the following:

I represent Syria, a country in the western part of Asia, bordering on the Mediterranean Sea. The emblem of our country is the crescent, which you know is the Turkish flag, and is the sign of our dependence to the Turks. Here are to be found the renowned cedars of Lebanon, now almost extinct, and Palestine (the Holy Land). Principal productions are, roses, grown in the vicinity of Damascus, from which the attar of roses is made; grapes, oranges, lemons, figs, olives, dates, apricots, peaches, mulberries, almonds and other fruits; wheat and barley are the principal grains. (Show each as named. Point to places named-using map made by pupil.)

Syria is divided into two parts by the river Jordan, which rises among the mountains of Lebanon, and proceeding south through the sea of Galilee, flows onward and empties into the Dead Sea 1,300 feet below the level of the Mediterranean.

The Dead Sea is very salty, so much so that no living thing is to be found in it; and we are told that a man may float upon its surface with a log for a pillow-salt water being so much heavier than fresh. This remarkable sea is supposed to have been formed by the destruction of Sodom and Gomorrah, and probably contained Lot's wife in a soluble condition, although many travelers assert that she is still to be seen-a pillar some forty feet high-upon the bank of the sea.

And here, in the southern part of Syria, we find so many places made dear to us by their association with Jesus:

3.

The Jordan; where He was baptized.

4.

5.

6.

Cana, Where He worked His first miracle.

Bethany, the home of Mary, Martha and Lazarus.

Mount of Olives, where He prayed previous to His suffering or

execution.

7. Jerusalem, the scene of His death.

In fact, Syria is noted more for being the home of so many Biblical characters than for the productions of its soil or the renown of the pursuits of its people. The principal city is Damascus-at one time noted for the finest swords in the world. These swords were so finely tempered that they could be bent double without breaking, and the edges were so sharp that they could cut through bars of iron, or even a gauze veil. Now the Russians have found out the secret of the manufacture and rivals Damascus in making them.

Some pupils may be a little backward at first in reciting thus, but this may be remedied by having each scholar prepare a number of questions on the lesson, and when the narrator pauses from inability or other causes, he may be led on by the many questions put by the members of the class. Then, when he has been catechised sufficienty, he may give a synopsis of the whole. Or, when one child fails, let another take up the vein of thought and finish it. In this way it may, at times, take three or four to give all the principal points; if so, let the fifth give the whole unassisted.

Each State of the Union may be studied in the same way; also, all the countries of Europe, particularly Germany, France, Russia and Turkey, and require pupils to notice what is going on in those countries at the present day. Always study the principal facts in the papers of the day, by speaking of them to the pupils. We may lead their minds and eyes from the ghastly murders and indecent lawsuits to the history of to-day at home and abroad.

Geography broadens the ideas and elevates the mind, for in studying and musing upon the great works of nature-its lofty mountains, mighty waterfalls, and the rise and fall of nations, our thoughts unconsciously turn to the Maker of this grand and mysterious universe, and

Our hearts are awed within us when we think

Of the great miracle that still goes on in silence round us.

What a great moral lesson is here! We can without encroaching upon any particular religious tenets, draw the mind of the child away from earth and acquaint him with the "Giver of all Good." Even the little brook that babbles at our feet, is replete with instruction, telling us of the mysterious power that took the moisture from the briny deep and sent it back, pure and fresh, to its mother earth, to gladden and refresh mankind.

SAN RAFAEL, Marin County.

MAY T. REDMOND,

EDUCATION is the knowledge of how to use the whole of one's self. Men are often like knives with many blades, they know how to open one and only one, all the rest are buried in the handle, and they are no better than they would have been if they had been made with but one blade. Many men use but one or two faculties out of the score with which they are endowed. A man is educated who knows how to make a tool of every faculty-how to open it, how to keep it sharp, and how to apply it to all practical purposes.-Henry Ward Beecher.

CALIFORNIA TEACHERS' READING CIRCLE.

EDITED BY MRS. KATHARINE B. FISHER.

Members of the Reading Circle will not fail to appreciate the work of Professor A. S. Cook and Professor C. B. Bradley, of the State University, which appears in the following pages. The structural analysis, by Professor Bradley, and the specimen questions, by Professor Cook, are not only of value in giving the reader a clear and definite view of Ruskin's lectures, but will serve as models of analysis to be made by the student himself of other lectures or essays. The object of the Reading Circle is culture and development. One book read and thoroughly comprehended in the manner pointed out in these pages will develop more intellectual power than cramming the brain with hundreds of facts on scores of subjects. It is apposite to reprint here some words from De Quincey's Essay on Pope, much more of which might profitably be inserted if space whould permit. "There is first, the literature of knowledge, and secondly, the literature of power. The function of the first is to teach the function of the second is to move. * * * * * The very highest work that has ever existed in the literature of knowledge is but a provisional work; a book upon trial and sufferance. Let its teaching be even partially revised, let it be but expanded, nay, even let its teaching be but placed in a better order, and instantly it is superseded; whereas the feeblest work in the literature of power, surviving at all, survives as finished and unalterable among men. For instance, the Principia of Sir Isaac Newton was a book militant on earth from the first. In all stages of its progress it would have to fight for its existence; first, as regards absolute truth; secondly, when that combat is over, as regards its form or mode of presenting the truth. And as soon as La Place or anybody else builds higher upon the foundations laid by this book, effectually he throws it out of the sunshine into decay and darkness; by weapons even from this book he superanuates and destroys it, so that soon the name of Newton remains as as a mere nominis umbra, but his book, as a living power, has transmigrated into other forms. Now, on the contrary, the Iliad, the Prometheus of Eschylus, the Othello or King Lear, the Hamlet or Macbeth, and the Paradise Lost are not militant, But triumphant power as long as the languages exist in which they speak or can be taught to speak. They never can transmigrate into new incarnations. All the literature of knowledge builds only ground-nests, that are swept away by floods, or confounded by the plough; but the literature of power builds nests in aerial altitudes, of temples sacred from violation, or of forests inaccessible to fraud. This is a great prerogative of power-literature. **** The knowledgeliterature, like the fashion of this world, passeth away. * * * But all literature, properly so called, * * * for the very same reason that it is so much more durable than the literature of knowledge

is * * sions."

more intense and electrically searching in its impres

As it seems that many are reading Sesame and Lilies, the editor decided to publish this analysis before the outline of the remaining cantos of the Lady of the Lake, which will be given next month.

Members of the Circle are urged to send items of interest for this department of the JOURNAL; thoughts suggested by the books read or questions growing out of their study will give a unity of interest greatly to be desired.

SUGGESTIONS FOR THE STUDY OF "SESAME AND

LILIES."

BY PROF. C. B. BRADLEY, OF THE UNIVERSITY OF CALIFORNIA.

"Read not to contradict and confute, nor to believe and take for granted; nor to find talk and discourse; but to weigh and consider.”—Bacon.

[The references for Lectures I and II are to the pages, and for Lecture III to the paragraphs of Lovell's Edition.]

STRUCTURAL ANALYSIS-LECTURE I.

I. Why Should We Read?-pp. 28-32. The universal answer, "To secure position in society," means to us generally, society of the mighty living; inaccessible to most, and of limited value; yet eagerly sought for, and by ignoble means. It should mean, society of the mighty dead; attainable by all; of inestimable value, and appealing to our noblest enthusiasm, yet neglected.

II. What Should We Read?-The Book defined, pp. 32-34.

III. How Should We Read?-With careful and loving attentionthat we may enter into the thought of that noble society; may learn of them what is true (pp. 35-40). [The study of a passage from Milton exemplifies the method and its rich results; pp. 41-47.] That we may enter into their hearts; may learn from them what is just; may feel with them (p. 48) the nobility of strong and just feeling; the vulgarity of feeble and unjust feeling, in nations as in individuals (pp. 49–52).

Claim of the English nation to nobility, in view of its attitude towards literature, science, art, nature, and compassion (pp. 53-65). Its vulgarity, its lack of fine and just feeling, is really akin to illiteracy. It comes from the lack of contagious association with just and noble feeling (pp. 65-66).

IV. Conclusion-Magnanimity, Greatness of Heart and Life is the True Kingship-all others are shadows or tyrannies (pp. 66-69). The results, as regards England and her neighbors, should the true kingship become enthroned in power (pp. 69-71).

LECTURE II.

Introduction-We have seen that the object of all literature and of all education is to establish us in the possession of a beneficent power,

which is in its nature kingly. We are now to consider what phase of this power may be exercised by woman. To determine this we must first ascertain what her ordinary power should be (pp. 72-73).

I. The true relation of woman's nature and power to man's within the realm of ordinary life and opportunity (pp. 73-84). Her relation is not that of man's shadow and servant. All ideal life, as portrayed in noble literature (pp. 74-79), all the profound instincts of mankind, as embodied in poetry, mythology, and institutions, which bear upon this subject (pp. 79-82), combine to disprove this false idea. Her office is to be man's guide and inspirer, as he is to be the doer and defender (pp. 82-84).

II. The education which shall fit woman for this service requires: Discipline (a) Physical, which shall develop her full loveliness and power (pp. 84-85). (b) Intellectual, which shall strengthen her imagination and deepen and widen her sympathies (pp. 86-88).

Culture-Through acquaintance with books, which shall early introduce her to deep and serious subjects (pp. 88-90), and with noble works of art, that she may be able to appreciate more than she can herself accomplish (p. 90).

Seriousness of Aim—In its appeal to the eternal principles of life and conduct (p. 91).

Ennobling Society and Friendship Of teachers who are honored, and of fair nature herself (pp. 91-93).

III. The queenly power of woman in society and in the state is but the expansion of her power in the home-the power of order, of loveliness and of healing (p. 94). The very terms in use to designate the grades of her influence in society imply this (pp. (96-98).

Conclusion-An appeal to women endued with this queenly power, to recognize its scope, and to exert it to the healing and blessing of that life which all about them is perishing for the lack of their help and their love (pp. 98-101).

Introduction.-Apology for to matters of religion (§96). ($97) in transition to

LECTURE III.

such reference as the speaker must make Allusion to his own earlier cloud-studies

shadowy nature, in its mystery and its

Theme-The cloud, in its power, a symbol of our life ($98-99).

I. Its Shadow-The aspect of life to thoughtful men is sad and stern ($100). Its most earnest efforts fail ($101); its highest excellence and power are not even discovered by men (§102); its truest hopes and friendships are cut off untimely ($103-104). Life fails not because itself is mere vanity, as some think ($105), but because of

Its Mystery-We do not understand its law and meaning, nor the motive of its arts ($106-107); our very apathy regarding the subject is mysterious ($108-109); and so is our ignorance, when we think what efforts great souls have made to solve the mystery of life. But, the great seers who have looked within the veil bring us back only idle tales (§110-112). The great poets who have known most truly the life that now is, find no helpful clue ($113-115). The great men of affairs,