I have jotted down these notes and queries as a suggestion that such a department in THE TEACHER might be interesting. It awakens thought and calls forth expression more generally, and sets minds at work more actively, and builds up a community of thought and sympathy more thoroughly throughout the mass of teachers scattered over the broad expanse of our California country than any other means I know. If a teacher far up in the Sierras stumbles upon something new, entertaining, or instructive, other teachers as far even as the plains of Los Angeles hear of it. If he runs across something he cannot "develop," as in my case of 66 Hafnia," a hundred heads are at work to solve it. Some one strikes it, and the whole community of teachers gain. Again, but few teachers will set to work to furnish an article, as your experience undoubtedly tells you. There is so little new under the sun, and to write entertainingly upon an old theme requires an amount of genius few will flatter themselves they possess. But if he sees a query he will endeavor to answer it. The pen once put on paper, if there be a thought in him it will come out. If valuable it is saved. If not, no harm is done. It will stimulate the teacher to inquiry. It will give him better habits of reading. He will be on the lookout for points, and when found he will make a note of them. Again, if I understand it, THE TEACHER is to be for the gratification of teachers generally as well as for pure instruction. We want THE TEACHER to live-to be looked for anxiously. A spicy thing in it will not hurt it. Some of the wittiest, drollest, oddest things in the world occur in the school room. Why not have a "Drawer" as in Harper's Monthly-the part, as all know, to which every one turns first? It may seem a simple thing to tell a little story and tell it well, but he who tries will find it gives him as much mental exercise as writing an article. There is, then, improvement as well as amusement in it. But let us firmly determine that THE TEACHER shall live. The honor of every teacher in the State is out for it. If it fail it is an admission of a lack of brain enough in the teachers of the State to properly support it-an admission I should blush ever to be taunted with.

LOW READING.

A SUBSCRIBER asks "What shall be done to cause pupils to read in a louder tone?" This is a pertinent question. Teachers are often troubled by the low and indistinct tones in which some of their pupils speak. How often is the teacher heard to say, "Read louder." But the question is, "how shall the pupil be made to read louder ?" We must first ascertain why he reads in a low tone. It is sometimes the result of diffidence, and in that case one of the first things to be done is to inspire confidence. This must be done by continued kindness and effort. But most cases of low and indistinct reading result from a feeling of indifference or from defective early training. If a pupil has been allowed from the commencement of his school-days to read inaudibly and carelessly, it will be no easy matter to secure the right tones and proper interest. We have not space to answer our friend's inquiry very fully, but we will give a few brief hints:

1. From the outset make your pupils feel that a mere repeating the words of the lesson does not constitute good reading.

2. By illustrative examples let him see the difference between good reading and poor reading; between clear and distinct enunciation, and indistinct and imperfect enunciation.

3. Endeavor to awaken and foster a desire to excel in reading. 4. If a pupil reads in a low and indistinct tone, and you are satisfied that it is the result of carelessness or indifference, require him to read the same piece again and again, until he gives the desired amount of voice and clearness. It is not enough to say to a pupil who has read in low tone, "You did not speak loud enough." If he did not read loud enough, labor with him until he does.

With these few hints we leave the subject with the hope that some one will favor us with an article on the same point.-Conn. Common School Journal.

Resident Editors'

Department.

STATE SCHOOL TAX.-All the members of the Legislature seem to be in favor of the tax except a portion of the San Francisco Delegation, who oppose it on the ground that San Francisco will raise a few dollars more than she will receive back again by apportionment. These same liberal-minded members of the delegation are probably not aware of the fact that San Francisco receives annually $12,000 as her share of the interest on the School Fund, derived from the sale of the 16th and 32d sections of school lands, of which San Francisco had not a single section. Suppose the narrow policy had been adopted, allowing each township to hold its school lands exclusively for itself, would it have suited these liberal legislators, who take all they can get, and object to giving anything in return? The State proposes to pursue a liberal and enlightened Public School policy—of which the half-mill tax is a part; but the delegates from San Francisco" can't see it," because the almighty dollar is in their eye. Any man who "chalks himself down" on the record as opposed to a good Public School system will have little reason to be proud of it next year. The School Bill is bound to pass; and we hope that Mr. Dutton of the Assembly will not be the only member of the San Francisco Delegation whose eyes are open wide enough to see that the city is interested in establishing a liberal State policy in regard to public schools.

COUNTY SUPERINTENDENTS' SALARIES.-The Legislative Delegation from Placer County reported favorably on the passage of the bill to raise the salary of the Superintendent of Public Schools of that county to $1,800 per annum, and accordingly the bill was passed, and is now a fixed fact." Mr. Goodrich is an earnest worker, who will earn every dollar of his pay; and we are very glad he has received this substantial compliment to his faithfulness and efficiency. We rather think Mr. Goodrich will take hold of his next County Institute with a will. We intend to be there to see the effect of a fair salary on a County Superintendent. Placer County is the "banner" county of the State now. Several other counties ought to follow the lead. The delegation of Sonoma County are considering the propriety of raising the salary of Mr. Ames from $800 to $1,200. They ought to do it. Sonoma County has fifty-five School Districts, and all the time of the Superintendent is occupied in the discharge of his duties. If the power were vested in our hands it would be "fixed" in a very short time. Solano County Delegation are talking of raising the pay of

their County Superintendent, which is now so small that we are ashamed to tell how niggardly the Supervisors can treat a county officer. Mr. Buffum of Butte County is revolving in his mind the propriety of getting up a little bill for the benefit of Mr. Upham, the able Superintendent of that county. Santa Clara County is rich enough to pay Mr. Tonner a fair salary; but that county isn't up to concert pitch yet. We trust that Yolo County will not forget Mr. Gaddis, nor San Mateo County, Mr. Crook.

A NEW MACHINE.-Mr. Burgess, the well-known teacher of penmanship and drawing, has just completed a little machine for sharpening slate pencils, by which much time can be saved for the boys and girls to devote to their school work. It is simple, and promises to be effectual in its mission.

THANKS.-Hon. T. W. McColliam has laid us under obligations for copies of sundry important documents presented to the Legislature during its present session.

STATE NORMAL SCHOOL.-The promise was made in our last number to publish the Rules and Course of Study in this issue, but they must be deferred for the present. The pamphlet copy of them has been so widely circulated, however, as to render their publication herein comparatively unnecessary. The Normal Board have secured the services of Miss Mary L. Bodwell to fill the vacancy caused by the resignation of Miss Harris. Miss Bodwell is a graduate of the New York State Normal School, and is admirably adapted for this position by her extraordinary success as a teacher in the East and her thorough knowledge of what is wanted in a training school for teachers. From the Monthly Report of the Principal to the Secretary of the Board of Trustees we take the following summary for the month of January, 1864:

Whole number of Pupils...
Average daily Attendance..

Per cent. of Attendance....

66

58

88

COLLEGE OF CALIFORNIA.-The Annual Catalogue of this institution for 1863-4 has been received, and furnishes ample evidence of healthful progress in all the departments of the College. The Faculty consists of nine Professors and Teachers, and their names are good names to read and to know. The Senior Class contains four members, and will be the first graduating class of the institution. We half envy those young men this distinction of being the first on a list which, we trust, will hereafter contain many a name to be known and honored in the world.

SANTA CRUZ.-We hear good words from and about our friend Mr. Robert Desty, who recently commenced the school formerly taught by Mr. White. The number of pupils is increasing, and their teacher is helping them on in the right way. So say the people from Santa Cruz.

BROOKLYN. We understand that the Public School in this place has opened in the new house with every prospect of success. About one hundred and twenty-five pupils are already enrolled. Under the charge of our friend Mr.

W. K. Rowell, and with Miss M. E. Tucker, recently from the East, as assistant, we shall look for good accounts from the Brooklyn Public School hereafter. CORRESPONDENTS.-We would refer the writers of "A Valentine" and "Preachers and Teachers" to page 97 (October No.) concerning an imperative law of periodicals."

66

THE OLD DOMINION.-The telegram announcing the establishment of the Massachusetts system of public schools in the State of Virginia under that peculiar Superintendent of Public Instruction, Gen. B. F. Butler, is one of the most suggestive dispatches of the war. We shall be glad to receive the Superintendent's Annual Report after the system gets fairly in operation. That Massachusetts system of public schools must yet prevail all over Dixie, and then the world will see a nation such as old Governor Berkeley never dreamed of.

THE PLACER COUNTY TEACHERS' INSTITUTE.-This Institute will hold its Fifth Semi-Annual Session in Dutch Flat, commencing on Tuesday, April 12th, 1864, and will continue in session four days. Your attention is called to the subject thus early that those who have pledged themselves to prepare essays or addresses for this meeting of the Institute may have ample time to redeem their promises. Your attention is also called to the lists of subjects for discussion in the following programme of the exercises of the Institute, that you may prepare yourselves for an intelligent expression of opinion upon them. Those who are appointed to conduct the class exercises of the Institute will please give their especial attention to their subjects, in order to make the exercises interesting and instructive. All who receive or read this circular are earnestly requested to use their best endeavors to secure a full attendance at the Institute.

Order of Exercises.-First Day: 10 A.M., Meeting of Institute; 11 A.M., Annual Election of Officers of the Teachers' Association. Afternoon SessionEssay by a Lady; Class Exercise, Method of Teaching Grammar, by D. W. Hammond, Dutch Flat; Multiplication and Division of Fractions explained by A. H. Goodrich; Report of Critic. Evening Session-Address, Subject: Duties of Parents and Teachers, by the County Superintendent. Second Day: Forenoon Session-Subject for Discussion: How to secure the Coöperation of Parents; Essay by a Lady. Afternoon Session, Class Exercises-Object Teaching, by Hon. John Swett, Superintendent of Public Instruction; Elocution, by J. C. Ball, Dry Creek; Report of Critic. Evening Session-Address by D. W. Hammond, Dutch Flat. Third Day: Forenoon Session-Subject for Discussion: How far shall Oral Teaching be adopted? Essay by a Lady. Afternoon Session, Class Exercises-Phonetic Spelling, by Miss A. W. Dickinson, Ophir ; How to secure the Attention of Children, by F. D. Catterson, Lincoln; Organizing and Conducting a School, by W. R. Bradshaw, Auburn; Report of Critic. Evening Session-Address by Hon. John Swett, Supt. of Public Instruction. Fourth Day: Forenoon Session-Subject for Discussion: Means for securing Good Discipline; Can Teaching be reduced to a Science? Essay by a Lady. Afternoon Session, Class Exercises-Geography, by Cyrus Collins; Report of Critic. Evening Session--Address by Cyrus Collins, Superintendent