500 copies of this at $1 each-purchasers to pay price of transportation. The State Board holds its first meeting early in February, and it is important that its members should be prepared at that time to decide definitely about ordering the books from the East. Earnest workers from various parts of the State attending the association have caught the enthusiasm of the occasion, and will go to their homes ready to do good service in behalf of the Reading Circle. The word is, Fifteen hundred members for 1888." All information possible will be afforded by the Secretary, who may be addressed at 926 Myrtle street, Oakland. OUTLINE STUDY OF PLUTARCH'S LIVES OF PERICLES AND FABIUS MAXIMUS. To read Plutarch's Lives with profit, it is necessary, to have at hand a Classical Dictionary, a Dictionary of Antiquities, an Ancient Atlas, a History of Greece, and a History of Rome. LIFE OF PERICLES. I. Read the whole of the Life to obtain a general idea of it. II. Consult the History of Greece to understand the status of Athens among the other Grecian States at the time Pericles entered upon public life, and to trace the growth of its political institutions. and of its political parties. III. Read the Life again, noticing: I. Why Plutarch wrote the lives of great men. Is it true that ' though a work may be agreeable, yet esteem of the author may not be the necessary consequence?" See page 10. Give modern illus tration. 2. His parentage and childhood. 3. His education and its effect on his character. How far is the incident related on page 14 in accord with the spirit inculcated by the Great Teacher, in Matthew v, 39? Can the conduct of Pericles on this occasion be reconciled with his conduct subsequently towards Cimon, (see pages 19-21), and with his conduct towards Thucydides, (pages 22-28)? 4. Entrance of Pericles upon public life. 5. His ability and methods as a party leader. 6. His ability as a general, and the several campaigns he engaged in. His private and family life. 7. 8. His friendships. 9. war. IO. His influence in the difficulties that caused the Lacedæmonian His methods of dealing with the great questions arising during the war. II. His family bereavements and his own death. IV. Sketch his character as a man, as a statesman, as a as a patriot. general, and V. Write notes giving all the information you can about: 16, Plutarch. VI. Write essays on: I. The growth of the democratic spirit in Athens. 2. 3. The effect of the laws of Lycurgus upon Spartan life and history. of Pericles. 4. Athenian life and customs at the time of Pericles. 5. LIFE OF FABIUS MAXIMUS. I. Read the Life of Fabius Maximus over to get a general idea of it. Get what information can be obtained regarding the settlement and III. Read the Life again, noticing: 1. Carthaginian conquests in Spain. 2. Hannibal's military training and hereditary enmity against the Romans. 3. Declaration of war. 4. Circumstances that led to the dictatorship of Fabius Maximus. 6. Minucius's joint dictatorship with Fabius Maximus. 7. Resignation of the dictatorship and election of Consuls, with 8. Counsels of Fabius ing on the war. 9. Battle of Cannae. generalship. Maximus in regard to the method of carry Maximus again sent into the field. His 10. Operations of Scipio in Spain. His return to Rome. His plan II. Scipio's landing in Africa, and the battle of Zama. 12. Death and burial of Maximus. IV. Write notes on: 1. Battles of Trebia, Thrasymene, Cannae; 2, Diogenes the philos V. Write essays on : 1. The struggles of the Plebeians in Rome to gain political equality with the Patricians. 2. The commercial supremacy of Carthage. 3. Roman customs and character in the time of Fabius Maximus. 4. Hannibal's generalship. VI. Sketch the character of Fabius Maximus as a man, as a statesman, as a general, as a patriot. VII. Compare the characters of Pericles and Fabius Maximus, The San Jose Normal Sehool. The commencement exercises of the Normal School took place Thursday afternoon, Dec. 22d, in the Assembly hall of the institution. The preliminary remarks of Principal Charles H. Allen were followed in succession by a chorus from Mozart "Glory be to God on High;" a prayer by Rev. H. C. Minton; and "Song of the Triton," a lively air, sung with great spirit by the choir of the school, which performed all the vocal and instrumental music on the occasion. Although admission was exclusively by ticket, the seating capacity of the hall was tested to the utmost. The sixty graduates were on the platform. After the "Song of the Triton" Rev. H. Stebbins, of San Francisco, delivered an address, the subject being "The Two Grand Divisions of Human Nature-Man and Woman." The address was listened to with great attention and was well calculated to awaken thoughtfulness and inquiry on one of the most vital questions of the day. Hon. Thomas Laine followed with an address to the graduating class, at the conclusion of which the choir sang "All Among the Barley." Diplomas of graduation were then presented to the sixty graduates composing the class. The following are their names arranged by counties and States. Santa Clara-Miss Ada S. Barlow, Clara Bennett, Laura Bethel, Lillian C. Church, Jennie Churchill, Martha E. Cilker, Lizzie Davis, Mattie Morrison, Delia E. Sinnott, Lillian Williams, Wilhelmina Denny, Mary E. Healey, Mamie C. Kelly; Messrs. B. A. Herrington, Oliver Webb, Henry C. Welch. San Francisco-Misses Virgie V. Deal, May E. Kennedy, Jennie G. Pound, Helen E. Spafford. Santa Cruz-Misses Mary E. Thurwachter, May De Lameter, Laura B. Keel. Alameda-Misses Lillian Berger, Mabel S. Clark, Susie H. Harvey, Gertrude Steane, Maggie L. Whelan, Jennie A. Ostrom, Kate Overaker. Sacramento-Miss Rose M. Clark. Humboldt-Miss Kate L. Devlin, Emily E. Galinger, Margaret Henderson. Fresno-Miss Zader Eley. Tulare-Miss Charlotte Z. Gleason, James W. Graham. Contra Costa-Misses Cecilia M. Henry, Minnie R. Joslin, Lizzie M. Louks. Nevada-Misses Cora L. Angell, Mamie A. Coughlin, Nellie B. Day, Hattie C. Isbister, Amelia E. Meyer. Placer-Miss S. Murphy. Plumas-Miss Kate L. Mullen. Yolo-Miss Mattie M. Phelps. Marin-Miss Agnes Stowell. Shasta-Miss Mary B. Snell. Sierra-Miss Nina Cowden. Sonoma-Miss Amanda Hinshaw. San Joaquin-Miss Kittie M. Sims, Wilton M. Wilton. Butte-George H. Boke. El Dorado-Miss Lucy Plumado. Yuba-Miss Ida Grey. Missouri-Albert C. Shumate. Michigan-Carter D. Elliott. At the conclusion of the proceedings Professor Allen announced that old pupils regularly promoted need not return from their vacation until Thursday, January 12th, though the session is announced to open on January 10th, on which date all "conditioned" pupils, not already assigned to classes, are expected to be on hand. The Assembly Hall was again crowded in the evening to witness the closing exercises of the Christmas Class of 1887. After a brief address by the president of the class, Miss Rose M. Clark of Sacramento, the audience was entertained by a series of tableaux illustrating the past school life of the class in the Normal School. The entertainment was highly enjoyed by all present. At its close greetings and adieus were the order of the hour, when they separated to be school mates no more. The Board of Trustees of the State Normal School met at San Jose Dec. 21st. The following partial report of their proceedings taken from the San Jose Times will be of interest to our readers: A report for the 38th fiscal year has been made to the Governor wherefrom it appears that there was returned to the State Treasury the sum of $3,318 81, the same not having been expended from the appropriation that year. The following are the expenditures for the 38th fiscal year ending June 30, 1887, as summed up under the various heads: Salaries of teachers and janitor, $32,774 80; stationery, $369 58; furniture and apparatus, $3,881 97; fuel and gas, $779 89; general supplies, $310 37; books and periodicals, $436 33; repairs and improvements, $456 12; miscellaneous, $844. Total for school expenses proper, $39,853 09. For the grounds there were expended in salaries of gardeners and laborers, $2,969 72; fuel for engine, $478 35; tools and repairs, $229 19; water pipes and hose, $1,020 63; supplies and repairs, $423 38; trees and seeds, $79 55. Total, $5,200 82.. These two totals aggregate $45,053 91, which deducted from the appropriation of $49,365 08, leaves an unexpended balance of $4,311 17. A similar summary for the Los Angeles branch is as follows: Salaries, $13,899 90; stationary, $230 15; furniture and apparatus, $120 10; fuel, water and gas, $419 19; books and periodicals, $145 25; supplies, $194 28; repairs, $66 60; grounds, $313 74; miscellaneous, $403 97. Total $15,793 18. Unexpended balance, $1,687 13. For the There was also paid for gardening on grounds at Los Angeles the sum of $938 50, leaving an unexpended balance of $19 20. work on grounds, including gravel, trees, etc., $5,509 55 was expended, being the entire amount of the appropriation. The report of Principal Charles H. Allen was then read and received. The following is a condensation and extract from the same : At the opening of the present fiscal year 145 new candidates presented themselves, of whom 28 were rejected. Of these 21 were admitted to the low junior class on grammar school diplomas, and six on high-school diplomas. Some of the grammar-school scholars waived their right to enter on their diplomas and wrote their examinations, trying for more advanc classes; seven of them reached the advanced junior, one the low middle class, and two were rejected. Of those who held high-school diplomas, nine wrote for advanced classes, of whom five entered the advanced junior and four the low middle class. The examinees represented 33 counties of California. The States of Nevada, Michigan and Oregon, Territories of Idaho, Washington, and the city of Honolulu each had one representative in the school. The enrollments-highest and average for each class-are as follows: Normal classes, 532, 515; model class, 36, 32; grammar-school class, 54, 54; intermediate, 30, 29; primary, 39, 36; totals, 691, 666. During the term 15 classss have been carried on, averaging 35 in each class, varying from 28, the lowest number in a class, to 45, the highest. The work of the term has been in the main satisfactory, but "the work of the individual teachers has been too heavy to admit of our doing our best work for the classes. While mere lecture classes may, with little loss, be large, recitation classes, especially in a normal school where so much attention must be given to cultivating the power of expression, should be small. In my opinion 25 is the maximum number; and even with such classes, it is a very skillful teacher who secures uniformly good results. Were our classes reduced to this number, better training would be given to the entire class and not nearly so many would, at the end of the term, be conditioned in their studies. But this involves additional teaching force and greater expense per capita. "A class of sixty is presented for graduation. It seems a large class, but if we judge by the past, all will be wanted in the school-room before |