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THE

PACIFIC EDUCATIONAL JOURNAL.

Official Organ of the Department of Public Instruction of California.

VOL. VIII.

JULY, 1892.

No. 7.

CURRENT EDUCATIONAL THOUGHT.

WHENCE must education derive the exact knowledge which is to form the organic basis for the new round training of man? Out of the pedagogic past or present? Never! It will come out of biology and psychology. It will be the magnificent gift of science. —CLARENCE KING.

LET us not suppose that the education of the reflective faculties consists in studying metaphysics, logic, or intellectual philosophy. These can, indeed, be learned so as to make the best possible display at a school exhibition, and yet no power of thinking may be acquired thereby. It is not by committing to memory descriptions of the reflective faculties that we learn to reflect; it is by reflecting.— JAMES FREEMAN CLARKE.

THE higher education, as I view it, should have as its end and purpose the culture and development of the thinking mind. Its aim should be serious thought. These expressions, indeed-the thinking mind and serious thought-set forth what lies at the basis of all edu cation and what is essential to the true idea of education of every degree. The proper design of all education is and must be to build up and build out the mind. All other things which may be thought of are secondary to this. --PRESIDENT TIMOTHY DWIGHT.

GRAMMAR is the analysis of mental action in the use of language; philology is the analysis of the composition of words with reference to those physical organs whereby speech is rendered vocal The outcome of grammar is the doctrine of the parts of speech; tl: outcome of philology is the physical structure of words, the precisio

of etymology and the doctrine of roots. We are prone to hold elementary grammar cheap, merely because it is elementary, and because it is supposed to be common knowledge; but it is, in reality, the first condition of our bringing a scientific mind to bear upon the phenomena of language.-PROF. JOHN EARLE.

IN a free country there can be but one poor man, the man without a purpose. What you have done thus far is little in itself. Your education is barely begun, and there is no one but you who can finish it. Your thoughts are but the thoughts of children; your writings but trash from the world's waste basket, but the promise of the future is with you. You have the power and will of growth. The sunshine and rain of the 20th century will fall upon you. You will be stimulated by its breezes; you will be inspired by its spirit. And so we send you forth in hope, and not in doubt.-PRESIDENT JORDAN, to the first graduating class of L. S. J. U.

THE flaw in our educational system is the overwhelming preponderance of woman's influence in our public schools. Both male and female influences are needed for the full development of a child's nature; that girls need as much to be brought under the influence of a man's mind as to be influenced by female intellectuality. Either without the other gives one-sided results, and the education of the child is imperfect. Nature has shown the way, giving to a child both father and mother, and experience repeatedly teaches that a boy or girl brought up by either father or mother solely, lacks a something indescribable, which leaves him or her imperfectly developed. —RABBI SCHINDLER, in the Arena for June.

ESSENTIAL as is the work of the Grammar school in acquiring a liberal education, it has a far greater work than fitting its bright boys and girls for college. It is to fit the great masses gathered into its embrace for American citizenship. It is to take these multitudes as it finds them, of diverse nationalities and antagonistic religious faiths, sometimes from homes of ignorance and vice, where all law and restraint are hated, and where exist all forms of old world prejudice. These children are to be taken with those from our happier homes, and in our Primary and Grammar schools, where the burden of this great work very considerably rests, are to be so molded and fused into a oneness born of mutual respect that they shall be able to live to. gether as American citizens.-CHARLES W. HILL, Bowditch School, Boston.

GENERAL DEPARTMENT.

Obscure Martyrs.

They have no place in storied page,

No rest in marbled shrine;

They are passed and gone with a perished age,
They died, and made no sign.

But work that shall find its wages yet,

And deeds that their God did not forget,

Done for their loved divine

These were the mourners, and these shall be
The crowns of their immortality.

O seek them not where sleep the dead,
Ye shall not find their trace;

No graven stone is at their head,

No green grass hides their face;

But sad and unseen is their silent grave

It may be the sand or deep sea wave,

Or a lonely desert place.

For they needed no prayers and no mourning bell

They were tombed in true hearts that knew them well.

They healed sick hearts till theirs were broken,

And dried sad eyes till theirs lost light;

We shall know at last by a certain token
How they fought and fell in the fight.
Salt tears of sorrow unbeheld,

Passionate cries unchronicled

And silent strifes for the right

Angels shall court them, and earth shall sigh,
That she left her best children to battle and die.

-Edwin Arnold.

Rational Methods in Education.

BY LOU M. VIRDEN.

64

PART JI.

Perhaps the motto Not how much, but how well" is coming to be needed in our school work. There is so much we want taught, and the years are so few and short for teaching, our eagerness over

reaches our judgment, and we find ourselves in danger of smattering or cramming, as the case may be. Our time each day is so full that it seems quite impossible to find any for the untaught studies that crowd to our notice and are constantly asking a place in our curriculum. But there is one thing for which I wish to make a special plea. The importance of which, it seems to me, must be recognized by every teacher who deals not with the text book but with the child, and who carries in her motives and heart not only to-day's work, but the long years through which to-day's work will stretch; and this is, that the teaching of morals and manners may have time, place, and so far as needed, text books in our public schools.

The well-worn question, "What is the object of the public school system?" receives ever the well-worn answer, "To make good citizens." I think it is never even varied, "To make smart citizens or intelligent citizens or capable citizens." There is a comprehensive meaning in the adjective good, which is quite lost from the others. A good citizen sums up intelligence and capability, and adds a moral quality these words do not imply. Yet, though our object is so clearly before us we seem utterly blind to our neglect of one of the prime factors required for this "good citizen." It is true, our printed instructions say morals and manners are to be taught, and our oral instructions say teach them incidentally-but that is not enough. One may succeed to a greater or less degree in establishing a moral tone in a school room by incidental work, and that is never to be neglected; but that will not reach the individual cases any more than concert counting will teach numbers. This is especially true of city schools where the grades are large and constantly changing. Shall we teach the most. important thing we may teach, incidentally? All teaching is moral or immoral, we know, and any proper branch well taught is strengthening the moral nature of the child-yet even that does not cover the ground.

It is a crying need that children be educated morally-not in any sect or creed; not at all in a manner to be called religious; only that the finer part of the nature be not wholly neglected-the part that is to furnish the motive for using all they have learned in other things, and is to determine whether the knowledge attained be put to legitimate or illegitimate uses; only that our public schools teach in a positive way patriotism, honesty, honor, kindliness, selfcontrol, thoughtfulness for others, and above all a love for the truth.

I find a boy copying his lesson, or that he has told me a lie; I