We also present cuts showing the growth of the High School, now occupying the splendid building described. Cut I shows the Lafayette School building, in which, under the direction of Mr. McChesney, the first High School class, numbering twenty-nine, was organized in July, 1869. Cut 2 shows the large building that was subsequently erected on Market street for the High School, and in which it was domiciled until the fire of 1889, which completely destroyed it. A new building was at once erected on the same site, but this also was destroyed a month or two after it was first occupied. Cut 3 shows the third structure erected on the Market street site, and in which the school was conducted until the close of the last term in December. Cut 4 is another view of the new building now occupied by the school. During the term ending December 21st, the enrollment of the school was 737.

The Ideal Curriculum.

[Outline of paper by Prof. G, H. Howison, of the University of California, read before the California State Teachers' Association, Santa Cruz.]

I. There is no "Ideal Curriculum"-no single and entire course of study perfectly reasonable for all pupils alike.

II. Ideality, in school matters, confines its sober ambition to adjusting education in the most reasonable way to the actual, imperative needs of the pupils and the society of which they are members; looking at both society and pupils not merely (1) in the light of their final ideal aims, but also (2) in that of the actual conditions under which they have to live.

III. School idealism must therefore express itself in a rightlydivided school system, instead of in a curriculum-a system based (1) on the comprehension and adoption of the distinction between education as Liberal and education as Vocational; (2) on the persistent provision for both in every school; (3) on a distinction philosophical and real, instead of merely nominal and customary, between education as Primary, as Secondary and as Higher.

IV. The reasonable school system will accordingly divide schools into (1) those of foundation studies identical for all pupils, because indispensable either as preparatiion or else as seed-ground for any and all further studies-Primary schools, all of one type; (2) those of studies differing for different classes of pupils, classes that, because of different powers and different relations to self-support,

must look to different vocations-Secondary schools, of very many different types; and (3) those of studies in final specialization and original research, differing for each student as each may elect Higher schools, chiefly universities, again of a single type, probably, but comprehensive of all possible mature personal choices.

V. The great error of our American public school system hitherto is its ignoring this vastly varied character, due to vocational differentiation, that belongs intrinsically to the Secondary school, and its limiting the conception of the Secondary school to a single type of it, which is essentially only a school preparatory for college.

VI. Nevertheless, the vastly diversified vocation schools of the Secondary education will not only retain among them, as one type, the college preparatory school that forms our customary high school or academy, but the Secondary conception rightly applied will extend this school upward to include as its necessary complement the old college, this college and its preparatory studies forming the Secondary school for those whose gifts and power of self-support assign them the high but exacting vocation of illustrating culture and promoting its increase; moreover, every Secondary school, of whatever type, while its studies are dominantly directed upon a vocation, must securely provide for the Liberal factor indispensable in all education; and the most essential part of this it directly provides for, in planning for the foundation-layer of common morality, by insisting on the duty of honest self-support and self-respect.

VII. Every reasonable and practicable project for a school system, especially in the Secondary stage, must not only provide for such ever-continuing improvements as will meet the advancing needs of its public, but must avoid introducing changes faster than the status quo will permit; it must have constant regard to the historic growth of the actual schools as well as to the public needs, and must respect public opinion while resolutely acting to lead it.

VIII. The foregoing principles prepare us for a right estimate of the Report of the Committee of Ten, and lead us to say: (1) Its adoption throughout the country would effect a decided improvement in our traditional Secondary school, not only (a) by securing a uniformity of curriculum now missing and greatly needed, but (6) by improving, on the whole, the value-scale of subjects taught, so far as this depends on time allotment; (2) its prudent strength lies probably just in its close adherence to the main lines of our present Secondary scheme; but (3) its defect, as an "Essay for the Times" on Secondary

education, consists in exactly this adherence to the frame of the Secondary school as it is; an adherence that prevents attention to two urgent needs, viz: (a) thorough-going differentiation in Secondary work, to meet the fundamental moral demand for a training that will qualify for the varied vocations, and (b) far-reaching changes in the time-range of Secondary studies; hence, (4) its recommendation of Four Parallel Courses, in one school preparatory for college, yokes together two aims that are essentially divergent, for the most effective work in each of which, as well as for the safety of Higher education, Courses I. and II. should be assigned together to Latin Schools, and Courses III. and IV. to High Schools, with the definitive understanding that the latter do not qualify for the college or the university; moreover, (5) its hints of a needed extension, both forward and backward, in the time given to Secondary studies in the whole school life, should be carried out into specific detail, the present error of calling studies Primary up to the ninth year of the school life being corrected, and the beginning of Secondary work being properly set for the opening of the fifth school year, or, at latest, of the sixth; in the case of the Latin Schools, moreover, the Secondary period should be extended forward, also, to include the field of the old colleges, or the first two years of the remodeled colleges of higher grade; but (6) its gravest defect is its missing its great opportunity to enforce the fact that, for the overwhelming majority of pupils, Secondary education, to be consistent with solidity of self-respecting and dutiful character, must, while securely providing for some pure culture, be proximately and effectively aimed at vocations, and that its needs cannot be met by the single type of school preparatory for college; the unanimity of the Report in this respect, and of the reports of its nine auxiliary Conferences, is one of its strangest features, but is explicable by the composition of the conferences not in respect to persons, but to institutions and professional duties--and by the form of the questions put before them, and is consequently not decisive; finally (7) any drift the Report incidentally has toward giving Courses III. and IV. in its final Table an equal value with Courses I. and II., either in intrinsic educative power or in preparation for college and university, is destitute of philosophical justification; if such a drift exists, it is peculiarly harmful in respect to the conditions for admission to universities, and thence to true university work, and should be steadfastly resisted.

Chips from a Schoolmaster's Workshop.

EARL BARNES.

Every day the mail brings in to my table new books, new papers, new outlines of study, bright and interesting letters, and suggestive things from friends and strangers, bearing on the schoolmaster's life or work. It seems a pity to let these things die when they have served but one man's need, and so, through the courtesy of THE JOURNAL, I am going to try from month to month to bring before its readers some of the things that seem worthy of their attention. The editor of THE JOURNAL is in no wise responsible for any opinions expressed in these fragments; the writer alone is to blame for them.

Following the general tendency of modern scientific thought, teachers are everywhere turning their attention toward the direct study of children. This is creating a large demand for outlines to direct the efforts of the student teacher into profitable lines. As a consequence, pamphlets and leaflets are being issued from universities, normal schools and clubs, or are being printed by private individuals and sent out to assist inquiring students. The best thing I have seen in this line for the use of an ordinary student teacher is "Suggestions on the Study of Children," just issued by Prof. Wm. L. Bryan, Indiana University, Bloomington, Indiana. Prof. Bryan's suggestions are practical, and lead out toward hopeful lines of investigation. Teachers interested in this line of work can well afford to send him a couple of stamps for a copy of the pamphlet.

Another pamphlet is "Suggestions to Pupil Teachers for the Observation and Study of Children," by M. V. O'Shea, State Normal School, Mankato, Minn. Mr. O'Shea's outline is more ambitious. than Professor Bryan's, and covers pretty nearly the whole field of psychology. It is a helpful outline, but I do not know whether Mr. O'Shea has copies for distribution.

A third pamphlet is "Child Study," issued by the Colorado State Normal School, Greeley, Colorado. It is a collection of blanks, prepared for keeping the record of a child's development for nine months along lines of physical, intellectual, æsthetic, moral, social and spiritual development. The plan is essentially that presented in Alexander Frye's "Mind Charts," issued from San Bernardino some three years ago. The bibliographical work in the pamphlet is scrappy, and

unworthy of presentation in connection with a scientific study. I do not know whether copies can be had by writing to the Normal School. Quite different from these pamphlets is the series of "Topical Syllabi for Child Study," which G. Stanley Hall, President of Clark University, Worcester, Massachusetts, is now issuing. As everyone knows, Dr. Hall is the founder and leader of this line of study in America. The present series of syllabi takes up Anger, Dolls, Crying and Laughing, and Toys and Playthings, giving a topical outline for an extended and careful study along each of these lines. Teachers wishing to do some truly scientific and exhaustive work, will find these outlines invaluable. Anyone wishing to assist President Hall in the gathering of data along these lines, will be able to procure syllabi by writing to him,

It is remarkable how rapidly this method of work is coming to be used in the examination of all the questions that appeal to humanity. One of the bright young men of America, Mr. Edwin E. Storbuck, 11 Howland Street, Cambridge, Mass., is devoting his time to a study of the natural history of religion along these same lines. He has prepared an outline for the study of the theological notions of children, another for a study on breaking habits and another on the study of conversion, which he is distributing to those who are willing to assist. him through gathering data, or through writing out their own personal experiences. One is glad to see these outlines approved by C. C. Everett, Dean of the Harvard Divinity School; Wm. James, Professor of Psychology at Harvard; and the Rev. Alexander McKenzie, of Cambridge.

Several Californians are spending the present year in European schools. This is a very hopeful sign of the times. The intellect of California is strong enough to digest and assimilate all the new ideas that either her native sons or strangers may bring to New Italy. Genius consists not less in power to recognize and use good things already existing than in creating something brand new. Will S. Monroe writes from Jena, the home of the Herbartians, that he is enjoying his work and finding a great deal to interest American pedagogues. Speaking of Prof. Wm. Preyer, author of the first great book on the subject of child study, he says: "Prof. Preyer writes me that he would like to go to America for three or four months, and he asks me if I think it would pay him to attempt to give some lectures