THE ENGLISH LANGUAGE, its Grammar, | the historic associations of the most History and Literature, with chapters fascinating of American traditions and on Composition, Paraphrasing and the most important events and weave Punctuation. By J. M. D. Meiklejohn, them in song, he renders the public a M. A., of the University of St. An- service not easily estimated. America drews, Scotland. D. C. Heath & Co., needs this book for the home and school, Publishers, Boston, New York and and the appreciation of this fact has been Chicago. Mr. Butterworth's inspiration. The book contains about fifty ballads and poems upon themes interesting to children. This book was prepared for English schools and is intended to occupy four years of time, three of the secondary course and the first year of college. The more salient points only are given, the minor details being left for the teacher to supply. Those chapters on the history of the language are particularly interesting to young students as they have in them a concise account of the growth of the English language, with specimens illustrating its condition at different periods. EARLY EDUCATION. The Principles and Practice of Early and Infant School Education. By James Currie, A. M. Introduction by Supt. Clarence E. Meleney, A. M. New York and Chicago; E. L. Kellogg & Co. 16m0, 300 PP., $1.25. Mr. Currie has long been esteemed by educators as the author of "Principles and Practice of Common School Education," a most valuable work. As that volume has become known, and as primary education has risen in appreciation, a demand has arisen for the author's first volume. This is a republication of it in a very neat and compact form. Supt. Meleney, of Patterson, N. J., has written an interesting introduction, pointing out the excellent features of the book. This work discusses the physical laws governing the child; the law of happiness, the social needs, the intellectual training, the moral training, the subjects of instruction, school management and school structures. SONGS OF HISTORY. By Hezekiah Butterworth. Boston; New England Publishing Co. Cloth, gilt, 183 pp. 734x 54. Price $1.00. Hezekiah Butterworth not only speaks to the largest weekly constituency in America through the editorial columns of the Youth's Companion, but has had a larger audience through the sale of more than a quarter of a million copies of Zigzag Journeys, than almost any recent American writer; and when so busy a man will study up M. TULLI CICERONIS CATO MAIOR ET LAELIUS. With an introduction and commentary by Austin Stickney, A. M. Harper & Bros., Franklin Square, New York. THE TEACHING OF GEOGRAPHY, sugges tions regarding principles and methods for the use of teachers. By Archibald Geikie, LL. D. London. MacMullen & Company. The name of Dr. Geikie on the title page of a book is sufficient evidence of its value. This book was written with the impression that the science of Geography occupied an extremely unsatisfactory position in our educational systems and that it was possible to place it on a better footing. The reader will find here many valuable suggestions. A careful perusal of the book will well repay all the time thus occupied. THE PRACTICAL ELEMENTS OF RHETORIC, with illustrative examples. By John F. Geming, Ph. D. (Leipsic) Professor of Rhetoric in Amherst College. Ginn & Company, Publishers, Boston. In the preparation of this book Professor Geming has aimed to be practical, that is, to develop a science by keeping prominent its use in actual composition, rather than the discussion of theories. The distinctive features of this work are the illustrative examples of expression and style. We have examined it with much interest and have been particularly struck with the comprehensiveness and discrimination of the author. THE FEUD OF OAKFIELD CREEK. A Novel of California Life. By Josiah Royce. Houghton, Mifflin & Company, New York and Boston. The Riverside Press. Price $1.25. The author of this book is a graduate of the University of California, where he afterward spent some time as a tutor. At present he is an instructor in Harvard University in the department of Philo INDUSTRIAL EDUCATION; a guide to This volume is the result of twelve sophy. His novel is an illustration of the fact that a man may attain eminence in a branch of knowledge founded upon a careful development of the reasoning faculties, and fail in the production of a piece of fine art which must necessarily appeal to the emotions. We say this because we think the book, considered years of careful thought in the solution as a novel, a failure. If, however, we of the question "What Occupation should view it as a study of character and be given to the children of our schools motives, a careful delineation of every in order to educate them?" As Supershade of feeling which would tend to intendent of the Jamestown, N. Y., influence action, it is quite a success. schools, in which some eighteen hunWhen we take up a book purporting to dred pupils are gathered, Prof. Love has be a novel we expect to find in it a had an excellent opportunity to investigeneral movement of events, possibly gate this important question. He has complicated and obscure, but all going worked out the problem, not in haste, forward to a definite consumation. If not to suit some theory, but from the instead of this we find the movement standpoint of practicality. Most teachers constantly checked and halting that we may examine the machinery, if instead of being carried through scenes of interest and pleasure we are called upon to examine the minutest detail of the machine which was to carry us on our pleasure journey, our reading becomes a wearisome task. We close the book with the thought that instead of having read a novel full of plot and incident we have studied the analysis of a few characters. MENTAL SCIENCE AND METHODS OF While reading these books we were led to exclaim "How necessary such books as these are to every one who aspires to be a good teacher." We have had occasion to express our sentiments many times already concerning the value of a familiarity with men tal science to those who would develop the mind of a child. We consider this thought too valuable to be stated once only, so we shall repeat it over and over again, hoping thereby to made some impression. In these two books by Professor Brooks we have such a presentation of the subject as must commend itself to every teacher. The volumes are the results of a growth in the class room and consequently possess the merit of appropriateness. Our space will not permit us to enter a general discussion of their merits, we can simply pronounce them good, and recommend our teachers to procure them and study them with care. who have followed in thought the lead of Froebel in his great departure of furnishing occupations for children (and the number is few who have done so), have been asking what occupation shall we give the First Grade? What the Second Grade? and so on. They will find these questions answered in this volume. Numerous well-drawn plates illustrate the work of teacher and pupil. It seems to possess all the points of a work that an inexperienced teacher would need who sought to use it in his school. PHILOSOPHY OF THEISM. By Borden P. Bowne, P. P. in Boston University. The author does not claim in this work to say all that might be said about theism. He aims rather to give an essential argument, which may serve as ʼn text for teachers. He proceeds on the assumption that essentially the same postulate which underlies our mental life serves also as a basis for our theistic faith. "The element of faith cannot be escaped in any field of thought, and without it the mind is helpless and dumb." ENOCH ARDEN and other Poems. By Alfred Lord Tennyson. Edited with notes by William J. Rolfe; A. M. Illustrated. Ticknor & Co., Boston. This edition of Enoch Arden is uniform in style and binding with Rolfe's Shakespeare. Those of our readers who are familiar with these plays know what they will find in this edition. The annotations are equal to his best work, and we are quite sure that Enoch Arden edited by Rolfe will be a welcome book both to the student and the general reader. CONTRACT FOR SUPPLYING SAN FRANCISCO SCHOOLS LATELY AWARDED TO THE "AUTOMATIC." The illustrations show the great superiority of the Rear-folding Seat over all others in Durability, Economy of Space, and Tendency THE "AUTOMATIC" AS COMPARED WITH OTHER SEATS. to induce a Healthful Position. The cuts were made from Photographs of the desks themselves, and are, therefore, perfectly accurate. From photograph of the Automatic Rear-folding Seats; in use over five years. The Automatic Seat, being supported in front, can NEVER SAG, and as the seats fold as the pupils rise, and remain folded and out of the way until they take their seats again, the desks are set much nearer together. The above are set the right distance apart, securing an EASY, GRACEFUL and HEALTHFUL, POSITION of the pupil. Anyone buying desks without considering the Automatic, will surely regret it. Send for Circulars and Price Lists, saving money. THE J. DEWING COMPANY, Sole Agents, 420 and 422 Bush Street, San Francisco, From photograph of the best (?) Hinge-Seat Desks; in use less than five years. dis UNIV THE PACIFIC EDUCATIONAL JOURNAL. Official Organ of the Department of Public Instruction. VOL. II. DECEMBER, 1887. No. 5 FELLOW TEACHERS : SCIENCE TEACHING. It shall be my purpose, in the few thoughts which I may present for your consideration, to urge the claim of Science Teaching to a more definite and prominent position in our common school curriculum. I shall not advocate the placing of any particular branch of science in the course of study, but prefer to treat my subject in a general way, indicating by example and illustration what may be accomplished, and in my humble opinion, should be accomplished in every public school. In the first place we are in the habit of depending too much upon text-books and too little upon the teacher. The teacher of the future must rely more upon self, be better prepared for the work, and get outside of and beyond the text-book manual. We have too much abstract teaching and not enough of the concrete; too much routine and rote learning, and not enough of nature. Children have eyes to see the beautiful; ears to hear the harmonious; noses to detect the foul and appreciate the delicate odors. They have an intense desire to get hold of something, to handle it, to examine it, to know it in all its phases. The natural world stands bold and magnificent, awaiting research; in its magical depths are hidden truths and wonders. Would we, as teachers, not manifest wisdom by leading the children into these inviting fields, ministering to their senses, furnishing materials to exercise their God-given faculties, upon and by wisely directing these investigations and aiding their discoveries, develop the intellect ual powers, and train them to usefulness and pleasure? Begin in the lower grades with observation lessons upon common objects, open the eyes of your pupils to the wonders and beauties of Nature surrounding them. How much of pleasure and happiness is lost from a lack of an appreciation, of habits of observation, and a cultivation of the taste! Call attention to flowers, the colors, the parts, the names. Be sure to have a flower before the class for illustration. Let the children talk <; they will talk, because they will be interested. Watch their words and cultivate their expression s. In a recent lesson, such as I have outlined, one of the dullest pupils was induced to exclaim earnestly, "We have some flowers growing at home just like that." A ray of sunshine struck that boy's heartsomething in his home surroundings, which on the whole were gloomy enough, was more fully appreciated; knowledge was gained and happiness produced. The next day the teacher was made the recipient of a bouquet from that self-same boy. A lesson on insects, as the butterfly, will prove a revelation to the teacher who has not tried one. The little ones will have a fund of knowledge that they will willingly convey, and will ask questions unanswerable, beeause they are eager "to learn." Yet, to show how little our pupils have learned to observe, I may state as a fact that in a class of twenty-five in an advanced grade, three or four thought that the common house fly had two wings, and the remainder thought four, but no one knew. Trees, fruit and grasses should be examined and studied, particularly those in the immediate vicinity of the school house, and those cultivated in the neighborhood. I have been told that a teacher, educated in the schools of this county, actually did not know what corn was when seen growing green in the field. And in passing by fields of growing grain, I have been repeatedly asked by educated people whether it was barley, oats or wheat. A few lessons here would be of great value. It is just such practical knowledge as the country boy learns from his surroundings that enables him, without so much book learning, to successfully compete in the struggle of life with his more cultured neighbor of the city. Birds and birds' nests are subjects of unfailing interest, and pets, such as dogs, cats, rabbits, etc., may prolong the list indefinitely-all tending to promote the growth of the mind, develop thought, cultivate expression, and furnish practical education-the great objects to be attained in our teaching. Spencer says: "With that common, limited idea of education, which confines it to the knowledge gained from books, parents thrust primers |