penman; but how quickly she changes to the subject of Arithmetic when George's name is mentioned; for, though, "quick at figures" his book is a series of pot-hooks and blots from beginning to end. May "loves" to write and finds opportunities for practice in almost every lesson, and she very successfully imitates some of the older pupils' best efforts at flourishes. Her diagrams are models of neatness, and even the figures in her arithmetic lesson are correctly spaced; though never idle she may often be accused of scribbling. But Georgie-under favorable circumstances he can read his own writing; that is, if he knows what he has written. He wishes he could write as well as May, but never expects to because he has been deceived into the idea that it is a gift with her, when it is only practice. His one grain of comfort is the expression of other careless writers that our most talented men were scribblers."

Start the children right and give plenty of practice! practice!! PRACTICE!!! They will become skilful with the pen in spite of fate.

The writing exercise proper, need consist of but fifteen minutes a day, and should be devoted to breaking up bad habits-stooping over, cramping the hand, distorting the body-and cultivating the perceptive faculties for form, spacing, shading, etc. If the first fifteen minutes. after the noon hour be devoted to this exercise, the pupils will all be fresh for the work.

Let every pupil in the room from five to seventeen years or older be included in the exercise, and see that all are supplied with singleruled legal-cap paper. It is best to give them about a half sheet at a time so that it may be finished before becoming soiled. Provide all with good pens and ink except the very small tots, who may use long lead pencils for the first year. Now stand in front of the class and teach them how to hold the pen.

One showing will not be sufficient; for children are liable to be careless; but watch carefully and correct as often as necessary. Drills are excellent, and the various counting drills in which both teacher and pupils join in writing and counting aloud will be found very beneficial, and may last five or six minutes.

The elements and principles should next be discussed and placed on the board for the children to practice and learn; these will require but a few exercises as they are so simple. For the few remaining minutes place one or two letters on the board to be analyzed and practiced; all of the small one-space letters should come first, changing at every

exercise but frequently reviewed.

These exercises should come at least three times a week. Copy-books may be used on Fridays if desirable.

It is surprising to note the rapid improvement in a very short time, but this practice should be continued during the whole term.

Independent Thinking.

BY ROSE L. ELLERBE, LOS ANGELES, CAL.

"I

"Say, teacher," and the stupidest boy in school broke into the middle of a recitation in utter defiance of law and order, but with such utter unconsciousness of the aforesaid law and order that I could not suppress him; indeed, he gave no opportunity for suppression. know why there is'nt any air out beyond the earth," he announced with the air of a conqueror. "Why?" meekly asked the teacher. "Because God knew if he made air everywhere men would find some way of getting to heaven before they died," and he sank back into his seat with a new expression upon his face. He was conscious, however dimly, of a new power within himself. He could think.

The boy had reached an independent conclusion, based upon such knowledge as he possessed. Was he not, for the moment, as much a Had he not reached the goal of all

scholar and philosopher as any? that we call education?

To me, the awakening and the development of this power of independent thought is the most interesting, as it is the most important part of a teacher's work. There is something wonderful in the effect which the exercise of the thinking faculties has upon even the most stupid pupil. Never shall I forget the expression of delight on the face of a dull girl, when after a lesson on food supplies, in which each had been traced back to "Mother Earth," she exclaimed, "Why, now I know what dust to dust means. I never thought it meant anything before."

—a

Facts, figures and theories, all that we teach in our schools, may fade from the pupils' memories, but the thought which he has grasped for himself remains, a part of him, and each such thought of his own is a part of the real development of mind and character for which we are striving. But it is so much easier for us as teachers to think for our pupils than to await their slow mind processes, so much easier for

the pupils to commit others' thoughts to memory than to think for themselves, that it requires constant vigilance and self-command on the part of the teacher to keep thought cultivation in the foreground, and insist on independent thinking.

Much that our pupils must know is beyond their comprehension; much must be dependent on memory and practice; but there is room for thought development in every branch of study, as well as in the scientific and conversational lessons which have thoughts, not facts, for their especial object. Let that day be counted as lost, by the teacher, in which the thinking faculty of each pupil has not received an impetus.

Which Voice? •

If I to do the thing I should,

The thing I would can leave undone,
I should will soon become I would,
Desire and duty then are one.

What gives to life its pain and jar
Is weakly listening to I would,
Thus wish and duty parted are,

No longer can we hear I should.

-Janet McLean in New York Journal.

Good Words for the Journal.

Supt. Morgan, of Tuolumne, writes: "THE EDUCATIONAL JOURNAL, under its wise and able editorship, has greatly improved and is now eagerly inquired after by my teachers in case it fails to reach them in the proper time. That you may continue to improve the JOURNAL until it is second to none in the United States is my wish."

Supt. Rogers, of Nevada: "I am greatly pleased with the improvement you have made in the JOURNAL; I always find something of interest in it. May you prosper."

Supt. Linscott, of Santa Cruz: "I congratulate you most heartily on the JOURNAL. It now merits the support of the educators of the State."

A. L. Walker, Rohnerville: "I am greatly pleased with our new 'Official Organ.'"

Sacramento Record Union: "THE PACIFIC EDUCATIONAL JOURNAL for December, (P. M. Fisher, San Francisco) is at hand. It is well filled with matter of interest to educators."

SUPERINTENDENTS, BOARDS OF EDUCATION AND TRUSTEES.

The State Teachers' Association.

RIVERSIDE, DEC. 28-31, 1891.

FIRST DAY.

The twenty-fifth annual session of the California Teachers' Association was called to order in the Loring Opera House at 2 P. M. A large audience had assembled, comprising a goodly number of citizens, added to the many teachers from abroad. There were present on the stage State Superintendent J. W. Anderson; Prof. M. Kellogg, Acting President of the State University; Prof. Ira More, of the State Normal School; Prof. B. Moses, State University; Prof. W. W. Seaman, Superintendent of Schools of Los Angeles County, President of the Association; and Prof. J. P. Greeley, Secretary; later Dr. David S. Jordan, President of the Stanford University, being discovered in the audience, was invited to a seat on the stage.

The following committee on officers and place for next meeting was appointed: Jas. A. Foshay, of Monrovia; Superintendent Kirk, of Fresno; Professor Seymour, of Chico; A. W. Atherton, of San Diego; Supt. Fanny Martin, of Sonoma county; R. F. Pennell, of Marysville; George Merrill, of San Francisco: Ex-Supt. C. T. Meredith, of Ventura; Supt. Friesner, of Los Angeles City.

A Committee of Five to submit amendments to the constitution was constituted as follows: Superintendent Keyes, of Riverside; Supt. McClymonds, of Oakland; Ex-County Superintendent Fisher, of Oakland; Prof. Hutton, of Los Angeles; and Superintendent Monroe, of Pasadena.

After the appointment of committees, President Seaman read an address on "Has the Public School System Kept Pace with the Progress of the Times?"

After briefly sketching the growth of the public school system from New England, he pointed out what in his judgment are weak places, among which he finds (in California) lack of trained teachers; superficiality among teachers; the present method of granting certificates.

The remedy for the first he finds forthcoming in the increased number and capacity of the State Normal Schools. In this connection he said:

Encouraging signs are in the horizon, the training schools are being better equipped than heretofore, the attendance on the normal schools more numerous, and the graduates therefrom are taking such rank as instructors as their superior training entitles them to. Public opinion is evidently aroused to the importance of a further development of our normal school system, and to the need also of increasing its efficiency. Reforms in our school law are imperative. Discriminations gainst rural communities should not be tolerated. No untrained teacher should be assigned to country schools, and no one should be allowed to learn to teach at the expense of the children.

The second weakness, he hoped to see cured by the increasing number of High schools, Academies and Universities. On this he said:

The near future wili demand as a sine qua non that whoever is to be entrusted with shaping the future citizen must be competent for the great task undertaken. Uplifting forces are now at work raising the standard of requirement for teachers as well in method and adaptability as in scholarship alone. Teaching is yet regarded too much as a stepping stone to other more lucrative or desirable avocations to assure the best results. The State must step in and demand higher qualifications for those entrusted with its educational work and at the same time guarantee a more secure tenure of position and a better salary.

Speaking of the third weakness he used substantially the following language:

The present method of granting certificates to teachers is a weakness in our system. There is a lamentable want of uniformity in this that is fraught with danger in the logical outcome of the entire want of system. We need a central authority to grant certificates which shall not be governed by county lines. A teacher qualified to teach at all should be allowed to teach anywhere in the State. It would be as reasonable to forbid ministers or physicians practicing their callings in other counties as to forbid a teacher qualified in one county from exercising that privilege in an adjoining county. This association should enter its protest against the present methods of granting teachers certificates and endeavor to make itself felt in the direction of a reform in this regard. In Massachusetts this reform has been adopted with great satisfaction to all educational interests.

We are disappointed not to have the address in full, so as to present it to our readers.

Hon. J. W. Anderson State Supt. of schools was next introduced. He spoke without manuscript stating that he was nearly "talked out," having been traveling and speaking with little interruption for several months. During the year he had visited twenty-six institutes and a number of individual schools. He found many pleasing things and some things that should be improved. As an old Californian he re