THE ROBERT E. COWAN COLLECTION PRESKNTED TO THE UNIVERSITY OF CflLIFORNIR I.V C. P. HUNTINGTON JUNE. 18Q7, Accession No,/^6(§'f Class No. f^'V"'^' -iU^j^' II . y ^ Digitized by tine Internet Arciiive in 2007 witii funding from IVIicrosoft Corporation littp://www.arcliive.org/details/commentariesonscOOcalirich [FROM THE DEli^RTMEXT Of IXSTRPCTIO.N ....~.^.n FRANCISCO.] ^g COxMMENTAEIES THE SCHOOL LAW m fitments of ^tljool i.rf|)itectttrf. LAWS HELATING TO THE SCHOOL LANDS. FOk.^i^ ANT) T ^-^n^iyjrnn^Tn'K^ BY ANDREW J. MOULDER SUPERINTEXDEST OP PUBLIC iNST^^'^Trnv. SACRAMENTO: JOHN O'MEARA, STATE PRINTER. ^ 1858. SI C O :N' T E X T S : Pages. I. School Laws and Commentaries 3 — 65 II. School Architecture G(> — 1*5 III. Text-Books for Public Schools 9(3—102 IV. Thought-Springs 103—121 V. State School Lands 122—132 VL School Statistics 133 Vn. School Officers 134— 1G7 VIIL Forms and Notes 168— 1T8 IX. Index 181 [FROM THE DEPARTMENT OF INSTRUCTION... SAN FRANCISCO. COMMENTARIES THE SCHOOL LAW ^t (BkmmiB of ^tfjaol l^rtljitctturt LAWS RELATING TO THE SCHOOL LANDS, FORMS AND IXSTRUCTIONS. By ANDREW J. MOULDER, SUPEBISTENDENT OF PUBLIC INSTRUCTION. SACRAMENTO: JOHN O'MEAHA, STATE PRINTER. 1858. A?f^ COMMENTARIES OS THE SCHOOL LA.^V\^, AN ACT To establish, support, and regulate Common Schools, and to repeal former Acts concerning the same. Passed May 3, 1855. The People of the State of California, represented in Senate and Assemhly, do enact as follows : STATE BOARD. Section 1. The Governor, the Superintendent of Public In- struction, and the Surveyor General of the State, shall state Board of constitute a State Board of Education. The Governor e- county shall keep on file in their offices: First, The re- cierk of Sonoma. ports of the School Trustees, Marshals and Teachers, and record the same in a book to be kept for that purpose^ and at the close of his term of office, to deliver the same to his successor in office. Second, To makqa full report, in writing, annually, on or before the twentieth day of Xovember, for the School Year ending on the last day of October, next previous thereto, to the Superintendent of Public Instruction; such report to include an abstract of all the various annual reports of the School Trustees, Marshals and Teachers, by this Act required to be made to the County Clerk. He shall, upon receiving notice from the County Treasurer, as pro- vided by this Act, apportion the Common School 5loneys Dmies of conpty in the County Treasury, among the several School Districts, sui^ntendente. in proportion to the number of children, as now provided for by law, and shall forthwith, in writing, notify the County Treasurer and School Trustees of each District, of such apportionment; and it shall be the duty of the County Treasurers of said counties, on receiving any Common School Moneys subject to distribution, to notify the County Clerk of the amount thereof, and to pay over, on the war- rants of the Trustees of the School Districts, duly indorsed by the person 'entitled to receive the same, the several amounts of School Moneys to which each School District shall be entitled. REMARKS. The principal change in the old Law, here effected, is in constituting the Clerks of the counties specified, ex officio County Superintendents. They have all the powers, and are to perform all the du- ties devolved by the Law upon County Superintendents, elected as such, with this exception : they are not permit- ted to draw warrants upon the Treasurer; that power having been transferred to the Trustees of the School Dis- tricts. Li the five counties specified, viz : Tuolumne, Stanis- laus, Los Angeles, Monterey, Santa Cruz, and Sonoma, the District Trustees are made the direct disbursing agents of the School Fund. In case two or more Public Schools are maintained in 8 COMMENTARIES ON THE SCHOOL LAW. the same District, and one or more of them has not been supported for three months prior to the 31st of October preceding, the Trustees may, in their discretion, exchide the latter from any share of the School Fund, and devote the whole to such School or Schools as were maintained for the fall period of three months required by Law. Where all the Schools in a certain District have com- plied with the Law, the Trustees should divide the Fund among them, in proportion to the average number of chil- dren in daily attendance. The attention of County Clerks, ex officio Superintend- ents, is specially called to the necessity of requiring the Trustees and School Marshals to make their returns within the time prescribed by Law, and, further, to the importance of the duty devolving upon themselves to make full reports to the Department of Instruction on or before the 20th day of ^November of each year. Section 11. The County Superintendent shal] have power, and Dutjof County J* ^hall be his duty, in accordance with the principles and Superintendent, ppovisions of this Act, and the instructions of the State Board of Education and the Superintendent of Public Instruction : First, To visit each School in the county under his control, personally, at least once a year, and to exercise a general supervision over the interests of Common Schools in his county, and give to the School Trustees, Marshals and Teachers, such aid and counsel as may be im- portant to the prosperity of the Schools. Second, To aid the various School Trustees in the examination of Teachers for Public Schools, and to see that the examination in all cases is sufficiently rigid and thorough. Third, To distribute promptly such blank reports, forms, laws and instructions, as shall be deposited in his office for the use of the School Trustees, Teachers and Marshals, and any other officers entitled to receive the same. Fourth, To draw his warrants on the County Treasurer in favor of, and deliver the same to the persons entitled to receive the same ; provided, that no such warrant shall be drawn in favor of any city, town, or School District, until full and correct returns shall have been made to him by the same, as required by law, and a certificate of the Trustees or Board of Education given, show- ing for what purpose, in accordance with this Act, the money is required. Fifth, To keep on file in his office the report of the School Trustees, Marshals and Teachers, received by him, and to record all his official acts as such County Superintendent, in a book to be provided for that purpose ; and at the close of his official term VISITING THE SCHOOLS. 9 to deliver to his successors such records, and all documents, books and papers, belonging to his office, and to take his receipts for the same, which shall be filed in the office of the County Treasurer. Sixth, To make full report in writing, annually, on or before the twentieth day of November, for the School Year ending on the last day of Octo- ber next previous thereto, to the Superintendent of Public Instruc- tion ; such report to include an abstract of all the various annual reports of the City Boards of Education, School Trustees, Marshals and Teachers, by law required to be made to the County Superin- tendent for the preceding School Year. REMARKS. It is particularly desirable that County Superintendents sliould visit the several Schools in their counties, not sim- ply once, but repeatedly, during the year. In this way, inefficient and unfaithful Teachers may be marked, and all incited to exertion by the con\'iction that they are held to an accountability. Xothing conduces so much to efficiency as the sense of responsibility. It is true, a Superintendent has no power to discharge an in- competent or otherwise objectionable Teacher, but it is his duty to report such to the Trustees, and urge them, for the interest of the School, to revoke their certificate. By frequent visits, too, the pupils may be stimulated to exertion, and their parents aroused to a deeper sense of their responsibility. On all such occasions examine the children — not simply from the text-books — but test their general information, and, by proper appeals, excite their emulation. Much may be done, in this way, to infuse spirit in the conduct of a School, and improve its efficiency. The duty of aiding Trustees in the examination of Teachers should never be neglected. The State Superintendent is aware that Trustees but too often fail to ask the assistance of the County Superintend- ent in such examinations, but each Superintendent should, at the outset, notify the Trustees of his county, that it is his desire, as it certainly is his privilege, to participate in all these examinations. 9 10 COMMEXTARIES ON THE SCHOOL LAW. The Superintendent, from his position, is presumed to be more competent for this duty than the majority of Trustees. His aid is therefore highly desirable. In case the Trustees insist upon granting a certificate as Teacher, to one who is, in the opinion of the Superintend-' ent, clearly incompetent or morally objectionable, he should formally enter his protest, record it in the oflacial archives, and, if deemed proper, give it publicity. Subdivision third, of the Superintendent's duties, re- quires no comment. The State Superintendent will, on application, promptly furnish copies of the laws, blank reports, forms, and instructions. In distributing them, the County Superintendents should not fail to enforce upon the several School Officers the ne- cessity of making, not simply a skeleton, but a full report, and promptly, within the prescribed time. From a neglect of this, much inconvenience arises, and often a total loss of any share of the School Fund. The State Superintendent requests, particularly, that all School Officers will take pains to fill up all the columns in the blank forms furnished. It has but too often happened that a report has been returned to this Department, with but two or three, out of a dozen columns, filled up. The information sought by these blank forms is all desirable, and even essential. A neglect in this particular, hereafter, will not be toler- ated. In reference to the apportionment of the School Fund among the several Districts of a county, the Superintend- ent should exclude : First^ Those Districts that have failed to make returns in time. Second, Those Districts in which Schools have not been maintained for three months prior to the 31st of October preceding, although they may have made returns. Third, Those Districts, though making returns, whose reports fail to show that Schools were maintained for the period required, even though it be within the personal knowledge of the Superintendent that they were so maintained. Fourth, Those Districts in PREPARING REPORTS. 11 which the census was not taken, or, if taken, not reported, even though ss School was kept up for three months. The. reason of this is apparent. The State Superintend- ent hases his semi-annual apportionment upon such reports only as distinctly specify that Schools were supported for three months prior to the close of the preceding School Year. He excludes from consideration all others. Such others, therefore, lose the benefit of the Fund, the whole of which must be distributed among the Districts not delin- quent. It occasionally happens that the Trustees of a School District fail to report to the County Superintendent, but report directly to the Superintendent of Public Instruction, in which case they are allowed to participate in the appor- tionment, although the County Superintendent is ignorant of the fact. To give the County Superintendents notice of such cases, the Superintendent of Public Instruction will hereafter specify, in his printed abstract of the semi-annual appor- tionment, the several Districts in each county entitled to distribution, and those excluded. There is one circumstance, often occasioning confusion, which the County Superintendents are specially requested to rectify hereafter. It is the use of the word " Township" in the reports. The School Law does not recognize a township, as such. It is true, provision is made that, until otherwise deter- mined and established by the proper authorities, each town- ship in the State shall constitute one School District. In cases where a township is still a District, the State Superintendent particularly requests the several School Officers to use the word "District" only. Where a township has been subdivided into two or more Districts, there is no necessity to specify the township. On the contrary, it produces confusion, as the apportionment has reference solely to Districts. So, where two or more Schools are maintained in the 12 COMMENTARIES ON THE SCHOOL LAW. same District, report for the District as an entirety, and not for the several Schools. In the case last mentioned, should one or more of the Schools have failed to make returns, or to keep open during three months in the year, the District is still enti- tled to its full share of the apportionment, provided any one of the Schools complied with the Law. In such event, it is within the discretion of the Trustees to devote the entire Fund belonging to their District to the latter. Hereafter, the County Superintendents will not draw their warrants in favor of a School District, unless there is cash at the time to the credit of the District, and it is particularly directed that the Funds of any given year shall not be used to pay debts contracted in the preceding year. If this should be allowed, the Schools may be crip- pled for years to come, in settling back indebtedness. The several Districts must support their Schools from the reve- nue of the current year, and if this cannot be done, they should suspend. Better this, than exhaust the resources of years to come, for present necessities. County Superintendents are requested to notify the Trustees of this regulation, and to enforce it without ex- ceptions. They are required to keep a record of their official acts, in a book to be provided for the purpose. The State Superintendent would recommend that an account be opened with each School District. Credit it with its pro rata of the State and County School Moneys, and debit it with the amount of warrants drawn in its favor. This will show, at a glance, the condition of its finances. When its fund is exhausted, notify the Trustees of the fact. Any further expenditures will then be upon their own responsibility. In addition, a general account should be opened, credited with all School Moneys received, and debited with all expenditures, as evidenced by warrants drawn. REPORTS ON SCHOOL LANDS. 13 Tlie County Superintendents should also be careful to demand and preserve, for reference, duplicate reports of School Trustees, Teachers and Marshals, and in case such officers exhibit a disposition to procrastinate or to neglect their duty, to spur them to exertion by personal appeals. In addition to the items heretofore embraced in the annual reports of the County Superintendents, the Superin- tendent of Public Instruction requests that they will show, hereafter, the number of deaf and dumb children — also the condition, quality, and probable value of the 16th and 36th Sections of School Lands in their respective counties. Specify how many such Sections there are in the county ; whether they are settled upon or not, and if they are, whether the settlement was made prior or subsequent to survey ; the quality of the land, the existence of timber, mines or quarries thereon ; its proximity to water courses ; its probable value | er acre; and generally, every circum- stance calculated to complete a description of it. Specify further, whether any, and if any, what School Sections are covered by Mexican grants, and what fall upon worth- less desert or mountain lands. In some of the counties the township and sectional lines have not been run, or have been only partially run by the IT. S. Sui-veyors. In such cases, mention the fact, and the probable number of available School Sections to which the county would be entitled if the survey were completed. All this information is necessary, to enable the State Superintendent to furnish the next Legislature with reli- able data upon which to base intelligent legislation, where- by the several counties may secure the greatest possible quantity and best quality of School Lands. It is earnestly hoped the County Superintendents will exert themselves to obtain the most complete information upon these points. To this end they should consult the County Surveyors — the Trustees, in whose locality the School Lands happen to fall, and test all by personal in- spection and investigation. 14 COMMENTARIES OX THE SCHOOL LAW. Section 12. Upon receiving notice from the County Treasurer, Appoitiomnent of ^^ providcd in this Act, the County Superintendent shall sciiooi Moneys, apportiou the Common School Moneys in the County Treasury among the several towns, cities and Sthool Districts, in pro- portion to the number of white children residing therein, between the ages of four and eighteen years, as shown by the last previous re- ports of the Common School Marshals, and other officers charged there- with, and shall forthwith, in writing, notify the County Treasurer of What Districts ^uch apportionment in detail, and no School District shall entitled. jjg entitled to any portion of the Common School Moneys in which there shall not have been taught a Common School for three months within the year ending on the last day of October previous. REMARKS. Mucli that was said in comment npon tlie p)receding section will apply here. One point in this connection is deserving of special attention. The Law requires the Trus- tees to report to the County Superintendents by the 1st of I^ovember, and the School Marshals to the Superintend- ents and to the Trustees, by the 10th of Xovember. If literally complied with, it is apparent the reports of the Trustees cannot embrace the latest census of the Mar- shals. They can only show the number of children reported by census a year prior to their date. To obviate this difhculty, the County Superintendents, in making their returns to the Superintendent of Public Instruction, should not rely upon the reports of the Trus- tees, but test and correct them by the last census of the School Marshals. COUNTY TREASURERS. Section 13. It shall be the duty of the County Treasurer of each county: First, To receive and hold as a special deposit, all Common School Moneys, whether received by him from the State Treasurer or any other source, or raised by the county for the benefit of Common Schools; and to keep a separate account thereof, and of their disburse- ments. Second, On receiving any Common School Moneys subject to distribution, to notify the County Superintendent of Common Schools of the amount thereof. Third, To pay over, on the warrant of the County Superintendent, duly indorsed by the person entitled to receive the same, the several amounts of School Moneys to which DUTIES OF COUXTY TREASURERS. 15 each city, town and district shall bs entitled. Fourth, And on or bsfore the fir^^t day of November, annually, to make a full report of the Common School Moneys received into the County Treasury within the School Year ending on the last day of October next previous thereto; with a particular statement of the disbursement of the said School 31oneys; and of any amount of said School Moneys which may remain in his hands for distribution at the close of such School Year, designating whether of State or County School Fund, to the Superintendent of Public Instruction. REMARKS. It is not necessary to. notify the County Superintendent every time a trifling sura is received to the credit of the School Fund. It would be most convenient, perhaps, to make the notification at stated times, say three or more months apart, to be agreed upon with the County Super- intendent. The attention of County Treasurers is particularly called to the necessity of making full reports, as required by the Law, to the Superintendent of Public Instruction. This has been but too often neglected heretofore, or, if reports have been made, they have, in most instances, been such miserable apologies as to be entirely worthless. The State Superintendent requests that each and every column, in the blank forms furnished, be filled up, here- after. It is impossible to furnish the Legislature with an intelligible exhibit of the financial condition of the Schools, unless this is done. Any neglect in this particu- lar, hereafter, will be specially reported to the Legislature by the Superintendent of Public Instruction. TRUSTEES. Section 14. [As amended by Act of March 28th, 1857.] In each School District of this State, unless otherwise provided by law, there shall annually be elected three Common School xmstees-whea Trustees, by the qualitied electors in the District, at a elected. School District meeting, to be held on the first Saturday in April, and the District Officers shall give at least one week's notice of the time and place of said meeting, which shall be at the School House, if there be one. 16 COMMENTARIES ON THE SCHOOL LAW. Such Trustees are required to take the oath of office, and to file the same, with their certificates of election, in the office of the County Superintendent, and they shall enter on their duties on the second Term of Office. Mouday subscqucut to their election, and shall hold their office for one year, or until their successors are elected and qualified. REMARKS. The duties, powers and responsibility of School Trustees, have been much increased by the Act of April 26th, 1858, to which reference will presently be made. It is therefore important that the electors should have full notice of the election. To this end, the notice here required should be published in a county newspaper, if there be one, and also posted in half a dozen conspicuous places in the District. For these posters the State Superintendent will prepare a blank, and furnish copies on application. The " District Officers" alluded to in the Act, are the Trustees. To secure a larger attendance at the election, the Super- intendent of Public Instruction recommends the Trustees to notify parents and guardians, personally, of the time and place, through the medium of the Teacher and his pupils. In this way the notice will be brought home to those most interested. The Trustees should.iix upon such hours of the day as may least interfere with the business of the electors, and keep the polls open for sucli a length of time as will secure the largest possible vote. The Trustees will appoint the Judges and Clerks of the election, and allow them such compensation as they may deem proper. The election must be by ballot, as required by the Con- stitution, Art. 2, Sec. 6. A plurality of votes is sufficient to elect. The Judges of the election nmst immediately, there- after, certify the returns to the County Clerk, whose duty it is to issue the certificates of election to the Trustees. The oath of office, a form for which will be provided by the Superintendent of Public Instruction, may be 'taken before any officer competent to administer the same. APPOINTMENT OF TRUSTEES. 17 To secure full and prompt compliance with the Law, the County Superintendents are requested to aid the Trustees in procuring their certificates of election, to which, for convenience, the oath of office should always he attached. Section 15. In all cases of failure on the part of the people to elect Trustees as herein provided, and also upon this Act Appointment of taking effect, and when vacancies occur, and when a new vi^^es'^occ^iS-. District is formed, the County Superintendent shall appoint the same. REMARKS. This is one of the most important duties devolving upon the County Superintendents. Its proper execution will contribute greatly to the efficiency of the Schools, and the advancement of the cause of education. When appointments are to he made, ascertain first whether the parties will serve. Other things being equal, select the parents or guardians of children attending the Public Schools. Prefer those who give evidence of their intention to become permanent residents of the State and the District. !N"ever appoint an ignorant or unlettered man. It is true, such are occasionally found, who, feeling their own deficiencies, are more than commonly anxious to secure the benefits of an education for their children, and, to their credit be it said, evidence a far deeper interest in the cause, than their more favored fellows; but, as a general rule, educated citizens are needed to fulfill intelli- gently the duties of Trustees. In cases of failure to elect, it is a good rule, other things being equal, to reappoint the former Trustees. Their experience should weigh the balance in their favor. Section 16. The School Trustees of the several School Districts shall have power, and it shall be their duty within their Duty of Trustees, respective jurisdictions: First, To select and designate a Common School Marshal, and file a certificate of his appointment in the office 3 18 COMMENTARIES ON THE SCHOOL LAW. of the County Superintendent. Second, To fix the location of School Houses in accordance with the expressed wishes of a majority of the qualified electors within their Districts, expressed at a District meet- ing to be called on at least five days notice by the Trustees; but in case a majority of such voters shall not agree thereon, then the said Trustees may fix the location of School Houses according to their own best judgment. Third, To superintend the erection and repairs of all School Houses; to distribute the blank forms, laws and instruc- tions received by them, to the persons by law entitled to receive the same. Fourth, To examine persons proposing to become School Teachers, under the provisions of this Act, and to grant certificates of approbation and recommendation to such as they shall find, after a rigid and thorough examination and investigation, to be persons of good moral character, of sufficient learning and ability for teaching, having a special regard to their ability to impart knowledge, and to Same. no othcrs; and to revoke any such certificate at pleasure, first giving reasonable notice to the person holding the same; all such certificates shall remain in force during one year from and after their respective dates, unless sooner revoked, and no longer, and any cer- tificate otherwise granted shall be void. Fifth, To employ and fix \ihe salaries and time of service of Common School Teachers. Sixth, JTo suspend or expel from any such Common School, with the advice /of the Teacher, any pupil who will not submit to the reasonable and ordinary rules of order and discipline therein. Seventh, To arrange among themselves in such a manner that at least one of the Trustees shall visit, and ascertain the character, progress and prospects of each School, at least once a month. Eighth, To carry out and execute their powers and duties, as conferred and imposed by this Act, in accord- ance with the instructions of the State Board of Education, and in form, as shall be prescribed by the Superintendent of Public Instruc- tion. Ninth, To make and keep a record of all their official acts and decisions, and a strict and particular account of all moneys received and disbursed, and all bills audited and paid; said record and account, together with the vouchers relating thereto, shall be subject, at all Same. timcs, to the inspection and examination of the Superin- tendent of Public Instruction, or the County Superintendent, or any elector of the School District. Tenth, To report to the County Su- perintendent of their respective counties, on or before the first day of November, annually, the amount of all expenditures on account of Schools in their respective precincts during the previous School Year, ending on the last day of October; and the manner in which the same shall have been expended; specifying what portion and amount thereof has been expended for the services of legally qualified Teach- ers; the amount which, during that time, shall have been raised in the several Common School Districts, by subscription or otherwise, and allowed to such qualified Teachers as salary or compensation; the names of the Teachers employed, and the time of service, and the salaries paid to each ; the number of pupils taught, and the average attendance and progress of the pupils in each School organized and APPOINTMENT OF SCHOOL MARSHALS. 19 tauglit under the provisions of this Actj and such other statistics as shall be directed by the Superintendent of Public Instruction. Elev- enth, And at the close of their official term, to deliver over their books of records, and all papers, books, blanks, documents, moneys,, and all other property in their hands as such Trustees, to their suc- cessors in office, and take their receipt for the same, which receipt shall be filed with the County Superintendent. Provided, That if the Trustees neglect to make returns as herein required, neiinqnem Pis- the District shatl still be entitled to its portion of School J^^'^^^'b^ai^ {& Money, if proof satisfactory to the Superintendent of ^""'*- Public Instruction be made in writing and filed with the State and County Superintendent, showing the facts required to be reported by the Trustees. REMARKS. As the School Marshals are to make their reports by the 10th of November, the Trustees should appoint so early in October as to give them full time to make a thorough census of the District. The Trustees should exercise a judicious discrimination in the selection of a person for the position of School ^lar- shal, as upon the energy, tact and fidelity with which he executes his trust, depends the amount of the School Fund, both State and County, to which the District will be entitled. Other things being equal, and circumstances permitting, it is often judicious to appoint the Teacher as Marshal, especially in the rural Districts. Give him ample means to make his census complete. It is poor economy to cramp him in the discharge of his duties. Blank appointments will, as usual, be furnished on application by the Superintendent of Public Instruc- tion. Before fixing upon a location for a School House, the Trustees should call the meeting, required by the Act, by posting notice in half a dozen conspicuous places in the District a week before the time appointed. The notice should specify the time, place, and object of the meeting. Both time and place should be selected with a view to secure the largest possible attendance. The meeting should be organized, as any other public meeting. 20 COMMENTARIES ON THE SCHOOL LAW. One of the Trustees, or any citizen, may call it to order at the time appointed. A President and Secretary should then, on motion, be elected. The meeting is then prepared for business, and may dis- cuss the question of location. l^one but qualified electors may have a voice in the dis- cussion or the voting. The vote may be taken, at the pleasure of the meeting, either viva voce, by tellers, or by ballot, and a majority of those voting shall decide the question. The Act says, " a majority of the electors within the District"; but this must be construed to mean a ma- jority of the District electors present at the meeting, as it would be difficult — in many cases impossible — to determine what is an actual majority of the electors in the District. Besides, it may be impossible to secure the attendance of an absolute majority. If, after due notice, the meeting should prove so insig- nificant in numbers, as clearly not to express the wishes of the District, it should be adjourned to another day, and notice should again be given in the prescribed manner. It has been said that a majority of those present may fix upon a location. A plurality, therefore, will not suffice. In case the meeting is so divided in its preferences for three or more locations, that an absolute majority cannot be obtained for any one, the Trustees are empowered to exercise their own best judgment in the premises. In such an event, they should select such a location as is most convenient to the greatest number of families in the District. The powder "to superintend the erection and repairs of all School Houses," implies the power to authorize and con- tract for such erection and repairs. This power the Trustees should never exercise, unless they see clearly the way to obtain the means. They should bear in mind, they cannot use any portion of the State School Fund for such purposes, that Fund TAKING THE CENSUS. 21 being expressly devoted to the payment of Teachers' salaries. The last session of the Legislature, by Act, approved April 26th, 1858, which will be given presently, provided the means whereby funds for the erection of School Houses could be obtained. In distributing the laws, forms, and instructions, to the Teachers and School Marshals, the Trustees are requested to urge a prompt and full compliance with the Law. Im- press upon the Teacher the importance of filling up every column in his blank report, and require him to farnish one copy to themselves, one to the County Superintend- ent, and one to the Superintendent of Public Instruction. Require him to do this punctually, on the 1st of Novem- ber of each year, that the Trustees may embody the infor- mation in their own reports. Impress upon the School Marshal the necessity of ob- taining the name of every child, between four and eighteen years of age, in the District. To insure this, perhaps, the best plan would be to make his compensation contingent upon the thoroughness of his work. It is the very worst policy — in fact, a premium to indo- lence and inefficiency — to contract with him to do his work for a fixed sum. He has then no incentive to make his census complete. The Trustees know about the number of children in the District. By fixing a jper capita compensation, they can tell very nearly the gross amount they will have to pay, and, in addition, make it the interest of the Marshal, as it certainly is that of the District, not to let a single child escape his notice. The Superintendent of Public Instruction will require, hereafter, from the Marshal, certain additional information, which will be referred to in its "proper place, and provided for in the census blanks. It will be entirely within the sphere of his duties, and the Superintendent requests that 22^ COMMENTARIES ON THE SCHOOL LAW. the Trustees will hold him to a rigid accountability for the proper fulfillment of these additional requirements, f The duty of examining persons proposing to become Teachers, is one of the most important devolving upon . Trustees, as upon a fit selection depend the efiiciency and popularity of their School — the welfare, and, to a certain extent, the moral training of their children. To the obligations imposed by such grave responsibili- ties, little that can be said by the State Superintendent can add binding force. One point, however, should not be overlooked. It is made the duty of the County Super- intendent to aid the Trustees in such examinations. The latter should, therefore, always give their Superin- tendent timely notice of the time and place of the exami- nation, and specially request his presence. His experience, to be presumed from the position he occupies, may prove of great service. In making such examination, it is important that all the Trustees be present. Two, at least, are necessary. One Trustee has no right to grant a certificate, even though it be acquiesced in by his colleagues. In case the County Superintendent participate in the examination, proper deference should be accorded to his opinion of the fitness and qualifications of the applicant. However learned and competent the person applying to be Teacher may be, reject him if morally objectionable, or if addicted to vicious habits. With the young, example is more forcible than precept, and nothing so blunts their sensibilities — so familiarizes them with vice, as to see its display in their instructors. In examining the mental qualifications and acquire- ments of an applicant, do not rely entirely upon books. Test the range of his general information ; require an ex- position of his plan of instruction — his rules for the gov- ernment of children and the observance of order. It not unfrequently happens, ignorant pretenders, failing EXAMINATION OF TEACHERS. ^ in other employments, endeavor to fasten themselves, as Teachers, upon the Schools. They commit to memory the leading rules of Arithmetic and Grammar, and the ele- ments of Geography, and thus, after a few days cramming, present themselves for examination. A careful scrutiny will always detect such. A mere skimming inquiry may not do so. A competent teacher is familiar, not only with the rules of science, hut with the philosophy of those rules. By this test may the pretender always be detected. Examine an applicant not only as to the terms of a rule, but require him to explain the reasoning by which this rule was arrived at, or, in other words, why it is the rule. This is particularly necessary in Arithmetic, and in the Mathematics generally. If, at any time, it is discovered that a Teacher is incom- petent — neglects his duties — or is addicted to habits at variance with good morals, the Trustees should, after reasonable notice, revoke their certificate. In this connection, the State Superintendent would say that he has opened a Register in his office, in which are recorded the names of competent ladies and gentlemen desiring positions as Teachers, and the address of Trus- tees and others seeking to employ Teachers. County Superintendents, Trustees, and private individu- als, desiring the services of experienced instructors, are requested to make application to the Superintendent of Public Instruction. He will be happy to recommend to them suitable persons. The Trustees have the right to fix the time of service of Common School Teachers. This carries with it the right to fix the hours during which the School shall be kept open — the time and dura- tion of vacations, and generally the right to establish such regulations for the internal government of the School as they may deem proper. The State Superintendent considers it good policy to 4 24 COMMENTAKIES ON THE SCHOOL LAW. permit a recess of the School as often as possible consist- ently with the proper preparation of the tasks imposed upon the pupils. This is more particularly necessary when the children are quite young. Their tender frames cannot stand close confinement in the same position for three or four hours. Far short of that time, they become restless, weary, and incapable of fixing their minds upon study. When this occurs, nature calls for relaxation. A half hour's run in the fields will enable them to accomplish more, in the next hour, than in double the time closely confined. The frequency of the recess should be in proportion to the age of the pupils. A child of seven or eight years cannot be expected to apply himself so closely, or for so long a time at a sitting, as a youth of twelve or fourteen years. "^ jChe Trustees have the power to dismiss refractory pupils from the Public Schools. This power should only be exercised as a last resource. "When a pupil displays such persistent insubordination — such precocious viciousness, as to threaten infection to his fellows, self-defense requires that he shall be banished from their companionship. But the Superintendent would advise that no pupil be dismissed or suspended for mere idleness or incapacity. The first is a fault that may be corrected by patience — the second a misfortune that may be repaired by perse- ,i!^rance. This misfortune, too, is often more apparent than real. Many a dull and sluggish school-boy has matured into a ripe and accomplished scholar. Reference is made, in the Act, to the dismissal of pupils " who will not submit to the reasonable and ordinary rules of order and discipline" prescribed for the government of the School. The Superintendent of Public Instruction would em- phatically discourage a resort to corporal punishment. CORPORAL PUNISHMENT. 25 He considers this relic of a less enlightened age, about on a jpar with the fashion, once so prevalent, of beating, clubbing and starving the hapless insane, to calm their ravings. Experience has shown that it is possible for an enlight- ened instructor to govern without recourse to the rod. This passion for birching, in former times so universal, is happily falling into disrepute. Some of the soundest thinkers of the age discourage it. Its frequency, in time, deprives it of all sting. It blunts the sensibilities, hardens the nature, and tends to break the spirit of youth. There is nothing so sad as the spectacle of a youth, of impulsive temperament, buoyant spirits, and ardent aspira- tions, checked, dulled, dispirited by constant ill usage. Burke, we believe it was, once remarked, " We should excuse something to the spirit of liberty." To all in charge of the rising generation, the Superintendent would say, "Excuse much to the spirit of youth." Exhaust all other resources before recourse is had to the rod — better, then, turn over the incorrigible, for correction, to his parents. Flogging has been abolished, for children of older growth, in our Xavy. Why not in our Schools ? The duty of visiting the Schools, the Trustees are ear- nestly requested to perform as often as possible. If, instead of one member, the whole Board would unite in the visit, and make it the occasion for a gathering of the pupils' parents, it would carry much more weight. It would remind the Teacher of his accountability, and spur him to a faithful discharge of his duties. It would give, too, a fillip to the exertions of the pupils, and convince them their eftbrts are not overlooked. The Trustees should regularly organize, as a Board, by the election of a President and Secretary. The Secretary should provide a book, in which should be recorded, in due form, all their official acts. Their accounts should be so clearly kept, as to show, 4 26 COMMENTARIES ON THE SCHOOL LAW. separately, their receipts from the State, and the County, and from District subscriptions and rate-bills — their expen- ditures for Teachers' salary — for the erection and repair of School Houses — for the purchase of books and apparatus, and for incidentals. This is necessary, to make their an- nual report full and complete. They should never audit any account unless there is cash, at the time, to the credit of their District, and never antici- pate the resources of the coming year to satisfy present necessities. The funds accruing in any one year must meet the ex- penses of that year. In no event, hereafter, can the School Fund, received after the 31st of October, be devoted to the payment of debts incurred prior to that time. When the Trustees find that the cash to their credit is exhausted, or about to be exhausted, with no immediate prospect of more being received, they should at once cease to incur expense, or have recourse to rate-bill and volun- tary subscriptions. In reference to the tenth subdivision of the Trustees' duties, it is scarcely necessary for the Superintendent to urge a prompt and faithful compliance. Suffice it to say, unless the reports here required are furnished within the time prescribed, the District will be deprived of any share of the School Fund, both State and County, for a whole year. ^N'or will it be sufficient to send a mere skeleton report. Every item should be separately set forth — every column, in the blank, filled. The omission of one may throw out the whole report, and lose the District its share of the fund. The Trustees will transmit one copy of their report to the County Snperintendent, one to the Superintendent of Public Instruction, and retain one for reference. Under the Proviso at the close of the Section, the State Superintendent has occasionally repaired the neglect of the Trustees, by issuing, on proper evidence, a supplemental apportionment for the benefit of delinquent Districts. The DISTRICT TAX. 27 Superintendent will only exercise this discretionary power in extreme cases, and he desires to warn parties interested that he will hereafter closely scrutinize all applications for relief under this Proviso, and reject them, except in cases of extreme hardship. DISTRICT TAX FOR THE SUPPORT OF SCHOOLS. The Act of April 26th, 1858, which may properly be iii- troduced here, provides, in Sections 2, 3, 4, and 5, as fol- lows : Section 2, The Board of Trustees of any School District in this State where a Public School has been kept for the period Trastees may cau of four consecutive months, or more, in the School Year, ^tSiTiu^tlSn and when there is not sufficient money in the County ofia^ation. Treasury to the credit of the School Fund of said District, to defray one-half of the expenses of another term of said School, of four months duration, may, when in their judgment the same shall be advisable, call an election, and submit to the qualified electors of said District the question, whether they will be taxed to pay the expense of an additional term of said School. Section 3. Notice of said election shall be given by publication in some newspaper published in the county, if any be xotice of eiec- published therein; if not, then by posting in three of the »'on-how ^iven. most public places in said District, for twenty days next preceding said election, of the time and place of holding the same, and of the amount of money necessary to be raised to defray the expenses of said additional term, and of the rate of taxes necessary to be levied, and the length of the proposed term. Section 4. The voting at said election shall be by ballot, on which ballot shall be written or printed the words, '' Tax, Manner of voUng. yes," or '' Tax, no;" and if a majority of the votes polled at such election shall be in favor of such tax, the Board of Trustees shall be empowered, and it is hereby made their duty, to levy and cause to be collected, a special tax, at the rate specified in their notice, on all the real and personal property in said District subject to taxation, which fund so raised shall be paid into the County Treasury to the credit of said School District, and shall be applied to the payment of the expenses of said additional term, and to no other purpose what- ever ; jyrovided, hoicever, that, in case there should be a surplus remaining after the expenses of said term have been paid, the amount of such surplus shall be subject to the order of the Board of Trus- tees, as in other cases ; and provided,, further, that any deficiency in said fund shall be raised by ratio bill, from those sending children to said School. 28 ^ COMMENTARIES ON THE SCHOOL LAW. Sectton 5. Said Board of Trustees shall have power to appoint Collection of tax. the Judges and Clerks of said election, and the Assessor and Collector of said tax ; and said Collector, before entering upon the discharge of his duties, shall take the oath of office, and give bonds, in double the estimated amount of money to come into his hands, with good and sufficient sureties, to be approved by the Board of Trustees, conditioned for the faithful performance of his duties, and when he shall have been so qualified, he shall have the same power to enforce the collection of said tax as is given to Sheriflfs and Tax Collectors in the collection of State and County taxes. He shall receive, as compensation, five per cent, of all the money col- lected by him, but no other compensation whatever ; and the As- sessor shall be authorized to use, so far as the same may be prac- ticable, the assessment list of the County Assessor. REMARKS. Under the provisions of Section 2, these four circnm- stanees must combine to justify an election : First, The District must have maintained a Public School for four months. Second, Those months must have been consecu- tive — two at one time, and two at another, will not suffice. Third, The money in the County Treasury to the credit of the District, must be clearly insufficient to defray one-half the ordinary expenses of another term of the School, of four months duration. Fourth, The Trustees must con- sider the proposed tax advisable. In the absence of any one of these conditions, the tax, even if approved by a vote of the electors, will be illegal. In ease two Schools have been supported in the same District, at the same time, for periods whose aggregate would amount to four months, under a liberal construction of the Act the Trustees may, for the purposes of this tax, consider them as one, maintained for the full four months required. It will not be sufficient, however, if one of the Schools was kept open for two months, and, after an interval, another was maintained for two months longer. In giving the notice required by Section 3, the Trustees should not only publish it in the county newspaper, but they should, also, post it in every place of resort in the District. VERSITT \ SPECIAL ELECTION. 29 The tax will become unpopular, and, in the end, bring the cause of education into disfavor, if the slightest cause for murmuring is permitted. Let not the opponents of the tax have even an apology for charging that a snap-judgment was taken upon them. To this end, neglect no means to give the notice the most extended publicity, even beyond the literal require- ments of the Act. The notice, whether published or posted, or both, must be given for twenty days next preceding the election. A shorter period will vitiate the tax. The Trustees should select such time for the election as may best suit the convenience of voters. They need not confine the election to one place. They may order polls to be opened at as many points as they deem proper. It would be best to open them at all the usual election precincts in the District. The Trustees must estimate how much money they will need for the additional term of four months, or less, as they may decide upon. They must obtain an approximation, at least, to the value of the taxable property in the District, and therefrom propose to the electors the lowest possible rate of taxation that will produce the sum required. In giving the notice, it is essential to the validity of the tax that all the requirements of the Act shall be literally complied with. The time, the place or places, the amount of money, the rate of taxation, and the length of the proposed term, should all be specially set forth. The Judges and Clerks of the election must certify the vote to the Trustees, within a time to be fixed by them. A full Board, or at least a quorum, should be present at the count. K the vote for and against the tax be a tie, the proposition to tax is lost. In such event, however, the Trustees may order a new election ; but at such new elec- tion, all the forms required for the first must be complied W COMMENTARIES ON THE SCHOOL LAW. witli. If a majority of the votes be in favor, it is made the duty of the Trustees to levy the tax proposed. This should be done, at a meeting of the Board, by the passage of a formal resolution, in set terms, fixing the rate. At such meeting a quorum must, of course, be present. This resolution should be published a reasonable length of time in the county paper, if there be one ; if not, it should be posted in the usual manner throughout the Dis- ^ri»i/rL. 89 SCHOOL FURNITURE. It may be thought by some that any remarks on this subject by the State Superintendent, are unnecessary — that any one of common sense can plan and construct the few articles of furniture needed in a School Room. Common sense, it is true, will do much, but common sense aided by the combined experience of a host of ob- serving Teachers, and the recommendations of medical men who have studied the subject in its bearing upon health, will do a vast deal more. In some of the large Eastern cities there are establisliments specially devoted to the planning and construction of the most approved School furniture. The State Superintendent has before him nearly two hundred handsomely executed plates from such an estab- lishment, sho^ving the improvements experience and study have made in this style of furniture. Copies of some of these plates, showing the best form of desks, seats, etc., most suitable for, or most likely to be adopted in California, are appended. The cheapest furniture is not always the most econom- ical. A desk of rough deal boards is much more likely to be cut and defaced, than one of handsome finish. In support of this, Mr. Burrowes mentions a School that had been supplied with desks and seats of a sufliciently appro- priate form, but composed of roughly put together and unpainted pine boards. The tops of the desks and seats were so cut with knives, furrowed with slate pencils and discolored with ink, that it was found necessary to have them planed off every year, and to renew the tops at the end of about four years, in order to keep them in anything like a decent state. Improved furniture, properly con- ^ructed and handsomely painted and varnished, was placed in the same School ; and now, at the end of five years, there is not a scratch or mark on any part of it, except such as are owing to the unavoidable wear of daily usage. This furniture, in the first instance, cost about t^vice as 90 SCHOOL ARCHITECTUKE. mucli as that which it superceded ; but the saving already, in the item of repairs, has nearly paid the ditferjence. But while neatness, and even elegance, are highly desirable, a proper construction is indispensable. Who does not re- member the torments he endured at some period in his early youth from the utter unfitness of School furniture — the rough seat without a back — so high that hig feet dan- gled in the air — the desk so steep that he had to hold his slate or copy-book with one hand, while he wrote upon it with the other. Experience has done away with all such barbarities, and the aim now is to make the youngster as comfortable in the School House as by the fireside. Three hours confine- ment in the same position is hard enough upon the frame of a child, even when the utmost care is taken to make him easy. How can he study with advantage when his atten- tion is distracted by pain and lassitude, occasioned by the improper construction of his seat and desk ? Let us profit by our own early experience, and give the young ones the benefit of it. Seats and Desks. — The experience of all well conducted Schools has established: 1st. That every pupil, whether old or young, should have a desk as well as a seat ; 2d. That both should be made as comfortable and as well adapted to their object as possible ; 3d. That the seats and desks should be so arranged as to permit each pupil to pass to and from his own without disturbing any other in so doing; and 4th. That the more neatly and substantially seats and desks are made at first, the longer they will last, and the greater will be the saving to the District in the end." The seat, in the first place, should always have a back. It should be of such a hight that the feet may rest firmly on the ground, and should be slightly higher before than behind. Hence, all the seats in a School Room should not necessarily be of the same hight, but allowance should be made for the difi^erent sizes of the pupils. A seat for a child of twelve years of age, is too high for one of seven or eight. , RELATIVE SIZES OP SEATS AND DESKS. 91 The desk, too, should be of such a hight as to allow the arms to rest comfortably upon it in writing. At the same time, care should be taken that it be not so low as to force a contraction of the chest, and an unnecessary stoop- ing in the shoulders. It should incline gently from the rear to the front, with hollow spaces on top for pens, pen- cils, etc., and room beneath for books, slates and copy books. Relative Sizes of Seats and Desks. — The following table is said to show pretty accurately, the proportion which should exist between the bights of seats and desks for the various sizes of pupils ; the corresponding width and length of the desks ; and the proper, distances between desks of the same size in the same row, so as to admit the chair between them. Hight of Seat. 14 16 Hight of front of Desk. TTidth of Desk. Length of Desk per Pupil. Chair space between Desks 10 inches. 21 inches. 12 inches. 17 inches. 20 inches. 12 " 23 " 13 " 19 " 22 " 27 11 15 21 22 24 26 The following cuts represent some of the most approved patterns for desks and seats. With the exception of l^o. 1, 92 SCHOOL ARCHITECTUEE. they are taken from the specimen circular of Mr. Ross, the proprietor of an extensive depot of improved School furniture in Boston and New York. Similar articles can be manufactured by any cabinet-maker, or skillful carpen- ter, in California. 'No. 1 represents a seat and desk for two pupils, con- structed together. This may be made at very small cost. The absence of front supports to the desks, gives the advantage of not interfering with the free movement of the pupils' legs. The cross-piece connecting the legs of the seat must, of course, be firmly screwed, or clamped to the floor, or, better still, only the front legs of the seat may be fastened securely by a hinge, thus permitting the whole to be turned back when sweeping under, or beneath. The desk is of course hollow, and open in front, with two compartments, one for the books, slate, etc. of each pupil. Ko 2 represents Ross' Primary School single Desk and Chair. The standard of the chair is of iron, screwed to the floor, or it may be made of the hardest wood obtaina- ble. The objection to the ordinary chair, with legs, is that it can be moved out of place so easily. Even it, how- ever, especially if means are adopted to fix the legs im- movably to the floor, is preferable to the hard, old-fash- ioned bench. The desk represented in the cut, is also intended to be screwed to the floor. PATTERNS FOR DESKS AND SEATS. 93 N?3 Ko. 3 represents Ross' Primary School double Desk'and Chairs. 'No. 4 represents Ross' Intermediate or Grammar School double Desk and Chairs. N9 5 94 SCHOOL ARCHITECTURE. 'No. 5 represents another form of same. N?6 No. 6 represents Ross' Intermediate or Grammar School single Desk and Chair. mi No. 7 represents Ross' Intermediate or Grammar School double Desk and Chairs, adopted in the E'ational School of IS'ew York. N?8 BLACK-BOARDS. 95 "No. 8 represents a handsome pattern for an Intermediate or Grammar School single Desk and Chair. All the standards represented as ornamented, as in figures 7 and 8, are of iron, and are firmly clamped to the floor. Some hard wood, capable of a .fine finish, may be sub- stituted for iron. Every desk, should have on top, a place let in for an inkstand or welL This will prevent the annoyance, arising from the con- stant upsetting of the movable inkstand. There should also be a concave receptacle, in the rear of the top, for pens, peucils, etc. A convenient variation upon the ordinary form of desk, is a perpendicular slit, the width of and parallel to the back of the desk, in which to slide the slate when not in use. It need be but a trifle broader than the frame of the slate. Black-boards. — Xo School Room is complete w^ithout the black-board. It is impossible for a Teacher to impart his knowledge to advantage without it, and the greater its extent the better. It ought to be put up all around the room, but at least, across the end of the room behind the Teacher's platform. It should commence about two feet from the floor, and extend about five feet up. It is usually constructed of smoothly shaven plank, painted black ; but many improvements have been made on this. A paper surface for a black-board, may be cheaply pre- pared, by pasting strong wall-paper smoothly on the wall, then sizing it, so as to prevent the paint from sinking into the paper, and afterward giving it a couple of coats of black oil paint, with a small mixture of emery to give it a grit or hold on the crayon, and enough varnish to cause it to dry rapidly. In the preceding remarks, the State Superintendent has adopted many of the suggestions, and otherwise made free use of the excellent work of Mr. Burrowes on School Architecture — a work which every Board of Trustees should by all means consult, before they undertake to build or furnish a School House. TEXT-BOOKS USED IN THE PUBLIC SCHOOLS. The State Superintendent addressed a circular to all the Teachers and a number of intelligent gentlemen otherwise interested in the cause of education throughout the State, requesting them to furnish the titles of such text-books, as, in their judgment, were best adapted to facilitate the ac- quisition of useful knowledge by the children of the State. In reply, he received a large number of communications. The recommendations were almost as numerous and as varied as the text-books themselves. Upon the excellence of certain works, however, a majority seemed to concur. The result shows a most lamentable want of uniformity in the books used in our Public Schools, and proves, moreover, that many Teachers are wasting their time in endeavoring to impart knowledge from books, either obso- lete or entirely behind the age. Some of the Teachers would seem to favor certain text-books, because they them- selves had studied them, ten, fifteen or twenty years ago. They have, apparently, had no opportunity to examine the vast improvements that have been made within the last five years. These improvements have wrought as great a change in the labor of teaching, as the cotton gin, or the spinning jenny, in manufactures; and it would be about as wise, for the modern Teacher to disregard or reject the former, as for the planter to return to hand picking, or the manufacturer to the primitive spinning-wheel. The State Superintendent has collated the recommenda- tions he has received — has examined and compared all TEXT-BOOKS. 97 the editions of School Books he could obtain, which in- clude most of those recommended, and all to be found in the State — and, as the result of his investigations, re- commends for use in the Public Schools, the following list of TEXT-BOOKS. Orthography. — Sargent's School Charts; Sargent's Smaller Primer; Sargent's Smaller Speller. Reading. — Sargent's Standard Eeaders — five books. They are by far the best published. Writing. — Knapp and Rightmyer's Original Primary Copy-Books, in seventeen numbers. GrEOGRAPHY. — Coltou's Geographical Charts; Cornell's Primary, for beginners; "Warren's Intermediate, for ad- vanced pupils; Warren's Physical, for Grammar and High Schools. — They contain the requisite maps, and are great improvements. — Mitchell's Ancient Geography. Grammar. — Greene's Introduction ; Greene's Elements ; Greene's Analysis, for beginners, for moderately advanced, and advanced pupils, respectively. Arithmetic. — Thomson's Mental; Thomson's Slate and Black-board Exercises; Colburn's Intellectual; Thom- son's Practical; Thomson's Higher. History. — Lossing's Primary United States; Lossing's Pictorial History of the United States — excellent works, handsomely printed and illustrated. Parley's Common School History. Chemistry. — Porter's — ^by far the best. Natural Philosophy. — Parker's First Lessons; Parker's Revised Edition, for advanced pupils — unhesitatingly re- commended. Astronomy. — ^lattison's Primary Astronomy; Matti- son's High School Astronomy. Physiology. — Hooker's. Botany. — Green's and Congdon's, for beginners. Book-keeping. — Marsh's. Drawing. — Otis' Lessons. 12 98 TEXT-BOOKS. Algebra. — ^Davies' Elements for Beginners; Davies' Bourdon, for advanced pupils. Geometry. — Davies' Legendre. Mathematics. — Davies' Plain and Spherical Trigonome- try; Davies' Mensuration; Davies' Surveying. . Geology. — Ilitclicock's or Loomis'. [Natural History. — Smellie's Philosophy of ^N'atural History. Latin Language. — Andrews & Stoddard's Latin Gram- mar; Andrews' Latin Lessons; Andrews' Latin Exercises i Andrews' Latin Reader ; Arnold's First and Second Books ; Arnold's Latin Prose Composition. It is not, of course, expected that all these branches can be taught in our Public Schools. In those most advanced, however, some one or more of the higher studies may be pursued, and hence the best text-book for each is recom- mended. COURSE OF STUDY. For the benefit of Teachers throughout the State, the course of study pursued in the San Francisco Schools is here given. These Schools have reached a high state of efficiency. Their course of study is the result of many years' experi- ence, and is sanctioned by many of the most accomplished Teachers in the country. It commends itself, therefore, as of more than ordinary authority. PRIMARY DEPARTMENT. Third Class. — Reading and spelling — use Sargent's small Primer, with Sargent's School Charts. Lessons in counting, with the Abacus. Familiar conversation about objects placed before the class. Second Class. — Reading and spelling — use Sargent's Standard First Reader, with School Charts. Addition tables, with the Abacus. Object teaching continued. First Class. — Reading and spelling — use Sargent's First Reader, and commence Sargent's Second Reader, Addition and multiplica- tion tables, with the Abacus — use Emerson's Arithmetic, first part. Object teaching continued, with lessons upon Geographical Charts. COURSE OF STUDY. 99 General Exercises — Singing and Calisthenics before or after each recess, or both. Conversations upon common things, especially directed to the development of thought. Exercises in drawing, printing letters, &c., upon the black-board and slates. Especial care is to be taken in correcting pronunciation and con- versation. intermediate department. Third Class — Reading. — Use Sargent's Second Reader. Spelling. — Use Sargent's Smaller Speller. Arithmetic. — Use Thomson's Mental, (oral.) Second Class — Reading. — Use Sargent's Second Reader. Spelling. — Use Sargent's Smaller Speller. ArifJimetic, — Commence Colburn's First Part, and complete Thomson's Mental Arithmetic. First Class — Reading. — Sargent's Third Reader, (bqgun.) Spelling. — Sargent's Standard Speller, (begun.) Arithmetic. — Complete Colburn's First Part, with Thomson's Slate and Black-board Exercises. Geography. — Cornell's Primary completed, with Outline Maps and 3Iap Drawings. Grammar. — Grreene's Introductory, part first. History. — Parley's United States. The last two studies to be taught the first class in Arithmetic. Instruction in History to be by conversation with the class upon the text read. General Exercises. — Singing and Calisthenics at least twice each morning and afternoon session. Conversations upon familiar science. Concert exercises in vocal elements and the tables, with drawing lessons and exercises upon the black-board. Writing. — Fulton & Eastman's System of Movements, &:c., with Nos. 1, 2, 3 and 4 of Payson & Dunton's. grammar department. Third Class — Reading. — Sargent's Third Reader completed. Spelling. — Sargent's Standard Speller commenced. Arithmetic. — Colburn's Intellectual to 69th page, with Thomson's Practical commenced. Geography. — Cornell's Intermediate commenced. Grammar. — Greene's Intermediate, second part, completed. 12* 100 TEXT-BOdKS. Second Class — Reading. — Sargent's Fourth Reader commenced. Spelling. — Sargent's Standard Speller continued. Arithmetic. — Colburn's Intellectual reviewed, with Thomson's Practical to Interest. Geography. — Cornell's Intermediate continued. Grammar. — Greene's Elements commenced. History. — Goodrich's United States, to the Revolution. First Class — Reading. — Sargent's Fourth Reader completed. Spelling. — Sargent's Standard Speller. Arithmetic. — Colburn's Intellectual completed, and Thomson's Practical completed. Geography. — Cornell's Intermediate completed. Grammar. — Greene's Elements completed. History. — Goodrich's United States completed. English composition for jfirst class in Grammar, three times each week. Writing. — Fulton & Eastman's System, with Nos. 5, 6, 7, 8 and 9, of Payson & Dunton's. Book-keeping. — Elementary principles in connection with writing. Drawing. — For all, two lessons each week. Vocal 3fusic. — For all, two lessons each week. Declamation. — On Fridays — optional with the Teacher. General Exercises. — Moral lessons — (use Cowdry's Moral Lessons as a text-book for the Teacher.) Singing, Lectures on Natural Sci- ence, the Mechanic Arts, &c., to occupy at least one-quarter of an hour each day. Singing, twice each day. MANNER OF CONDUCTING RECITATIONS. / In liis Common School Journal, vol. ix, Horace Mann alludes to several very objectionable methods of conducting recitations, then much in vogue, and after pointing out their defects, recommends the following as the latest, and altogether the best method yet discovered. "It is, to ask the question generally, to the whole class, without giving the slightest indication, either by look, ges- ture, or position, who will be called upon to answer ; or on what portion of the class the duty of answering will fall. This idea is very important. If the Teacher, by position or COXDUCTIXG A RECITATION. 101 motion, gives any clue either as to the person or the neigh- borhood where his question will ultimately be fastened ; or if, from day to day, or from lesson to lesson, he has an order of proceeding which may be discovered, he fails to comply with one of the essential conditions of this method, and defeats the plans he should practice. So, too, if the scholars adopt the belief that they can recognize a fixed rule lying underneath varying circumstances, they will soon begin to practice the art of divination. What we insist upon is, that, after a question is put, and until the indi- vidual is named whose duty it is to announce the answer, it should ba as uncertain who that individual will be, as it is during a thunder shower where the lightning will strike the next time. In the former case, as in the latter, abso- lute uncertainty should reign over the event, until it comes ; and when it comes, Franklin himself should not be able to invent a conductor that will turn it aside. '' After the question is propounded, let a sufficient time elapse, in entire silence and without motion, for each pupil in the class, or for all the pupils of ordinary intellect in the class, to prepare mentally the answer which he would give should it be his fortune to be called upon. Xo show of hands or other signal should be allowed, save that signal which no mortal power can suppress — the illumination of the countenance, when a new truth, like a new sun, is created in the soul. The Teacher must exercise his discre- tion as to the proper time for waiting. He must be gov- erned by a rule made up of two elements, — the difficulty of the question and the capacity of the class. A proper time having passed, let the hitherto unknown pupil, who is to announce the answer, be now made known. K the answer be correct, another question will follow. But, if the answer should be incorrect, or if the one called upon should make no reply, let another be named. Here is no occasion for waitins: aijain. Should an erroneous answer, or no answer be received from the second, let a third be called upon. Should the third fail, perhaps this will be as far as it will be expedient to proceed in this method. Let 102 TEXT-BOOKS. the question be then thrown open to the whole class ; and, if it has been framed with judgment, some one in the class, in forty-nine cases oat of fifty, will be able to answer it. Should it often happen that no one in the class is able to answer the question put, it will prove the Teacher to have been in fault ; for it will show that he has misappre- hended the capacity of the class. Another question will then be given, and so on until the recitation is finished. "^ow, is it not clear that the method last described tends to secure, and, if conducted with ordinary skill, will secure the attention of the whole class ? Each mind will act upon each question. In a class of twenty, twenty minds will be at work. But according to the method first described, the intent, unwavering attention of not more than one in a class of twenty can be relied on. As a mere means of acquisition, then, to say nothing of intellectual habits, the latter method is nineteen times better than the former. "We verily believe that, if a change only in this one imrticular could be introduced into all the schools, it would foTth- with give them four-fold efficiency, as a means of improve- ment. " The above views do not apply with equal force to all studies. There are some branches, where other means of securing the action of each mind may be resorted to. In arithmetic, for instance, different questions may be assigned to different members of the class, to be wrought out simul- taneously. But we need not go into detail. Every com- petent Teacher, in applying a general rule to a variety or a diversity of circumstances, will be able to make the proper allowances and modifications." C^ ^ y /v^ 2n)0ugl}t-0priugs^ It is made the duty of the Superintendent of Public In- struction, ^'by ail proper means in his power, to dissemi- nate intelligence among the people in relation to the method and value of education." As one means, he has, after careful study, culled from the voluminous writings of distinguished friends of learning, and earnest advocates of the system of Public Schools, the following forcible, apt and oftentimes eloquent extracts. All School Officers in California, Teachers and parents, are earnestly solicited, not simply to read, but to ponder them. They are eminently suggestive — in very truth, '' Springs of Thought." They come with high authority, and if allowed their due weight, must produce profitable results. The State Superintend- ent would particularly recommend, to those in charge of the youth of California, a careful study of the excellent work of Prof. Ira Mayhew on Popular Education, and the able writings of Horace Mann. Their excellence, may be inferred from the many valuable suggestions and noble ^ , i sentiments extracted from them. ^^ tiiT' J A Sentiment for School Trustees. — '• I promised God that I would look upon every Prussian peasant child as a being who could complain of me be- fore God, if I did not provide for him the best education, as a man and a Christian, which it was possible for me to provide." — School-Counsellor DiNTER. Obligation of Parents to Society. — '• A parent who sends his son into the world uneducated, does a great injury to mankind as well as to his own family, for he defrauds the community of a useful citizen, and bequeathes to it a nuisance." — Kent. A Forcible Truth Forcibly Put. — " The mobs, the riots, the burnings, the 104 THOUGHT-SPRINGS. lynchings perpetrated bj the men of the present day, are perpetrated because of their vicious or defective education when children. We see and feel the havoc and the ravage of their tiger passions now, when they are full grown, but it was years ago when they were whelped and suckled." — Kekt. " The right to Hang includes the right to Educate." — Macaulay. Oblig-ation to Educate the Poor. — "Wherever there are poor who want to be maintained by charity, there must be poor children who, besides this, want to be educated by charity ; and whenever there began to be need of legal provisions for the maintenance of the poor, there must immediately have been need also of some particular legal provision in behalf of poor children for their education^ this not being included in what we call their maintenance." — Bishop Butler. Striking Thought. — " If poor children are not trained up in the way they should go, they will certainly be trained up in the way they should not go, and, in all probability, will persevere in it, and become miserable themselves and mischievous to society, which, in event, is worse, upon account of both, than if they had been exposed to perish in their infancy." — Bishop Butler. Elevate the Masses. — " The plan of this nation Avas not, and is not, to see how many individuals we can raise up, who shall be distinguished, but to see how high, by Free Schools and Free Institutions, we can raise the great mass of population." — Rev. John Todd. Education of a Threefold Character. — " Education is the proper training of the whole man — the thorough and symmetrical cultivation of all his noble faculties. If he were endowed with a mere physical nature he would need — he would receive — none but a physical training. On the other hand, if he were a purely intellectual being, intellectual culture would comprehend all that could be included in a perfect education. And were it possible for a moral being to exist without either body or intellect, there would be nothing but the heart or affections to educate. But man is a complex and not a sim- ple being. He is neither all body, nor all mind^^nor all heart. In popular language, he has three natures, a corporeal, a rational and a moral. These three, mysteriously united, are essential to constitute a perfect man; and as they all begin to expand in very early childhood, the province of education is to watch and assist, and shape the development ; to train and strengthen, and discipline neither of them alone, but each according to its intrinsic and rela- tive importance." — Dr. Humphrey. THOrGHT-SPRINGS. 105 Value of Physiological Knowledge. — " Every person should be acquainted with the organization, structure and functions of his own body — the house in which he lives : he should know the conditions of health, and the causes of the numerous diseases that flesh is heir to, in order to avoid them, prolong his life and multiply his means of usefulness. If these things are not other- wise learned, they should be taught — the elements of them, at least, — in our Primary Schools." — Dr. Combe. In what Education Consists. — "Education should have for its aim the development and greatest possible perfection of the whole nature of man ; his moral, intellectual and physical nature. My beau-ideal of human nature would be a being whose intellectual faculties were active and enlightened ; whose moral sentiments were dignified and firm ; whose physical formation was healthy and beautiful : whoever falls short of this in one particular, be it in but the least — beauty and vigor of body — falls short of the standard of perfection." — Dr. Howe. Mental and Physical Training. — " Man possesses a material and an im- material part, mutually dependent on each other. These are so intimately connected, and sustain such a reciprocal relation to each other that neither can be neglected without detriment to both. The body continually modifies the state of the mind, and the mind ever varies the condition of the body. Mental and physical training should then go together. That system of in- struction which relates exclusively to either is a partial system, and its fate must be that of a house divided against itself. Education has reference to tfie whole man. It seeks to make him a complete creature after his kind, giving to both mind and body all the beauty and all the perfection of which they are capable." — Prof. Mayhew. Mere Cultivation of Intellect not Sufficient. — '-Numerous have been the instances illustrative of the fact, that the greatest scourges of our race are men of gigantic cultivated intellect. Where knowledge but qualifies its pos- sessor for inflicting misery, ignorance would indeed be bliss.'' — Prof. Mayhew. Same Thought. — - Most men leave out, or regard as of very little impor- tance, some of the essential elements of a good education. They seem to for- get that the child has a conscience and a heart to be educated as well as an intellect. If they do not lay too much stress on mental culture, which, indeed, is hardly possible, they lay by far too little upon that which is moral and reli- gious. They expect to elevate the child to his proper station in society — to make him wise and happy — an honest man — a virtuous citizen and a good patriot, by furnishing him with a comfortable School House, suitable class 106 THOUGHT-SPRINGS. books, competent Teachers, and, if he is poor, paying his quarter bills, while they greatly underrate, if they do not entirely overlook, that high moral train- ing, without which knowledge is the power of doing evil rather than good. It may possibly nurture up a race of intellectual giants, but like the sons of Anak, they will be far readier to trample down the Lord's heritage than to protect and cultivate it." — Dr. Humphkey. Cultivate the Moral Nature. — "Keeping all the while in view the object of popular education, the fitting of the people, by moral as well as intellectual discipline, for self-government, no one can doubt that any system of instruc- tion which overlooks the training and improving of the moral faculties, must be wretchedly and fatally defective. So far from crime and mere intellectual cultivation being dissociated in history and statistics, we find them, unhap- pily, old acquaintances and tried friends. To neglect the moral powers in edu- cation is to educate not quite half the man. To cultivate the intellect only is to unhinge the mind and destroy the balance of the mental powers ; it is to light up a recess, only the better to see how dark it is. And if this is all that is done in popular education, then nothing, literally nothing, is done toward establishing popular virtue, and forming a moral people." — Hon. Daniel D. Barnard. Children must be Trained Somewhere. — '^ Let it be borne in mind, that all the children in every community will be educated somewhere and somehow ; and that it devolves upon citizens and parents to determine whether the chil- dren of the present generation shall receive their training in the School House, or in the streets ; and if in the former, whether in good or poor Schools." — • Prof. Mayhew. Education Dissipates the Evils of Ignorance. — ''Ignorance is one prin- cipal cause of the want of virtue, and of the immoralities Avhich abound in the world. Were we to take a survey of the moral state of the world, as delineated in the history of nations, or as depicted by modern voyagers and travellers, we should find, in almost every instance, that ignorance of the character of the true God, and false conceptions of the nature of the worship and service he requires, have led, not only to the most obscene practices and immoral abominations, but to the perpetration of the most horrid cruelties." Dr. Dick. Education Increases the Productiveness of Labor. — " Education has a power of ministering to our personal and material wants beyond all other agencies, whether excellence of climate, spontaneity of production, mineral resources, or mines of silver and gold. Every wise parent — every wise com- munity, desiring the prosperity of its children, even in the most worldly sense, will spare no pains in giving them a generous education." — Horace Mann. THOUaHT-SPRINGS. 107 Money Value of Intelligence. — •' la proportion as man's intelligence increases, is his labor more valuable. A small compensation is the reward of mere physical power, while skill, combined with a moderate amount of strength, commands high wages. The labor of an ignorant man is scarcely more valuable than the same amount of brute force ; but the services of an intelligent, skillful person are a hundred fold more productive." — Prop, Mayhew. The Superiority of the Educated. — •' The hand is found to be another hand, when guided b}' an intelligent mind. Individuals, who, without the aid of knowledge, would have been condemned to perpetual inferiority of condi- tion, and subjected to all the evils of want and poverty, rise to competence and independence by the uplifting power of education. In great establish- ments, and among large bodies of laboring men, where all services are rated according to their pecuniary value — where there are no extrinsic circumstances to bind a man down to a fixed position, after he has shown a capacity to rise above it — where, indeed, men pass by each other, ascending or descending in their grades of labor, just as easily and certainly as particles of water of dif- ferent degrees of temperature glide by each other — under such circumstances it is found, as an almost invariable fact, other things being equal, that those who have been blessed with a good common school education, rise to a higher and a higher point in the kinds of labor performed, and also in the rate of wages received, while the ignorant sink like dregs, and are always found at the bottom." — Prof. Mayhew. It is the Interest of Property to Educate All. — '' Property is deeply interested in the education of all. There is no farm, no bank, no mill, no shop — unless it be a grog-shop — ^which is not more valuable and more profita- ble to its owner if located among a well educated, than if surrounded by an ignorant population. Simply as a matter of interest, ice hold it to be the duty of Property to itself to provide Education for All." — Horace Greeley. Education the Parent of Material Riches. — " A mass of facts, col- lected by Horace Mann from the most authentic sources, seem to prove incon- testably that education is not only a moral renovator, and a multiplier of intellectual power, but that it is also the most prolific parent of materia^ riches. It has a right, therefore, not only to be included in the grand inven- tory of a nation's resources, but to be placed at the very head of that inventory. It is not only the most honest and honorable, but the surest means of amass- ing property. Considering education, then, as a producer of wealth, it fol- lows that the more educated a people are, the more will they abound in all those conveniences, comforts and satisfactions, which money will buy ; and other things being equal, the increase of competency and the decline of pauperism will be raeasurable on this scale." — Prof. Mayhew. 108 THOUGHT-SPRINGS. Education Diminishes Pauperism and Crime. — " Education is to be regarded as one of the most important means of eradicating the germs of pauperism from the rising generation, and of securing, in the minds and in the morals of the people, the best protection for the institutions of society. ^^ — English Report to Home Department. Striking Results. — " The different countries of the world, if arranged according to the state of education in them, will be found to be arranged also according to wealth, morals and general happiness ; at the same time, the condition of the people, and the extent op crime and violence among them follow a like order." — National Education, by Fred. Hill. Education the best Insurance to Property. — " For those who pos- sess the greatest share in the stock of worldly goods, the most effectual way of making insurance on their property, would be to contribute from it enough to sustain an efficient system of Common School education — thereby edu- cating the whole mass of mind, and constituting it a police more effective than peace officers or prisons. If then, poverty is at once a cause and an effect of crime, as is stated by a late writer, who has made an extended survey of the relative state of instruc- tion and social welfare in the leading nations of the world, it is directly in- ferable that education will, and from the nature of the case, must act in a compound ratio in diminishing both pauperism and crime." — Prof. Mayhew. Political Necessity of National Education. — " In proportion as pub- lic opinion gives force to the structure of a government, it is essential that pub- lic opinion should be enlightened." — Washington. " I do not hesitate to affirm, not only that a knowledge of the true princi- ples of government is important and useful to Americans, but that it is abso- lutely indispensable to carry on the government of their choice, and to transmit it to their posterity." — Judge Story. " The stability of this government requires that universal education should precede universal suffrage." — Mayhew. Some kind of Religious Instruction a Necessity. — " Till men can be taught to live and be healthy and strong without food ; till some way is discovered in which the social state can be perpetuated and made happy with a total separation of the sexes ; till the time arrives when these things can be done, we cannot expect to relieve the human mind from having some kind of religious faith. This being the fact, a system of education which excludes attention from this part of the mental constitution is as essentially incomplete THOUGHT-SPRINGS. 109 as a system of military tactics that has no reference to fighting battles ; a system of mechanics which teaches nothing respecting machinery; a system of agriculture that has nothing to do with planting and harvesting ; a system of astronomy which never alludes to the stars ; a system of politics which gives no intimation on government ; or anything else which professes to be a system, and leaves out the very element most essential to its existence. The history of all ages, of all nations, and of all communities, is a continued illustration of this truth. Where did the nation ever exist untouched either by religion or superstition? which never had either a theology or a mythology? When you find a nation that exists without food of some sort, then you may find a nation that subsists without religion of some sort ; and never, never before. How unphilosophical, how absurd it is, then, to pretend that a sys- tem of education may be complete, and yet make no provision for this part of the mental constitution. It is one of the grossest fooleries which the wick- edness of man has ever led him to commit. But it is not only unphilosophi- cal and foolish, it is also exceedingly mischievous ; for where religion is with- held, the mind inevitably falls to superstition, as certainly as when whole- some food is withheld the sufferer will seek to satisfy his craving with the first deleterious substance which comes within his reach. The only remedy against superstition is sound religious instruction. The want exists in the soul. It is no factious, no accidental or temporary want, but an essential part of our nature. It is an urgent, imperious want ; it must and will seek the means of satisfaction, and if a healthful supply be withheld, a noxio.us one will be substituted." — Dr. Stowe. Elevating Influence of Popular Education. — " In what countries, let me ask, are the people most given to the lowest forms of animal gratifica- tion, and most regardless of the lives and happiness of others ? Is it not in Pagan lands, over which moral and intellectual darkness broods, and where men are vile without shame, and cruel without remorse? And if from Pagan we pass to Christian countries, we shall find that those in which education is least prevalent are the very ones in which there is the most immorality, and the greatest indifiFerence to the sufferings of animated and sentient beings. Spain — in which, until recently, there was but one news- paper printed, and in which only about one in thirty-five of the people are instructed in schools — has a population about equal to that of Eng- land and Wales. Popular education in the latter countries, although much behind several of the other European States, is still greatly in advance of what it is in Spain, and there is an equally marked difference in the state of the morals in the people of these countries. In England and Wales the whole number of convictions for murder in the year eighteen hundred and twenty-six was thirteen, and the number convicted for wounding, etc., with intent to kill, was fourteen ; -^hile in Spain, the number convicted during the same year was, for murder, ticelve hitndred and thirty-three ! and for maiming with intent to kill, seventeen hundred and seventy-three ! or a more than one hundred fold greater number than in the former countries. Facts like these 110 THOUGHT-SPRINGS. speak volumes in favor of the elevating influences of popular education, while they show most conclusively the low and degraded condition to which people will sink in countries in which education is neglected." — Prof. Mayhew. Education an Insurance of Property. — '' The people do not yet seem to see, that the intelligence and the morality which education can impart, is that beneficent kind of insurance, which, by preventing losses, obviates the necessity of indemnifying for them ; thus saving the premium and risk. " What is engulfed in the vortex of crime, in each generation, would build a palace of more than oriental splendor in every School District in the land ; would endow it with a library beyond the ability of a life-time to read ; would supply it with apparatus and laboratories for the illustration of every study and exemplification of every art, and munificently requite the services of Teachers worthy to preside in such a sanctuary of intelligence and virtue." — Horace Manji. Influence of an Ignorant Man. — -'To send an uneducated child into the world is injurious to the rest of mankind ; it is little better than to turn a mad dos: or a wild beast into the streets." — Paley. Moral Quarantines. — " Much as we may need energetic remedies against contagious diseases, we need them against contagious vices more ; and quar- antine laws in favor of moral health are the most necessary of all sanitary regulations." — Horace Manx. Duty of the State to Educate. — '•' In Prussia it is said that every child is ' due to the School.' Here, it may be laid down as one of our social prin- ciples, that, as the best services of all her children are due to the State, so it is the duty of the State to bring out, to their fullest extent, all the talents and powers for good, of all her children." — Thomas H. Burrowes. Cultivate the Minor Morals. — " Cleanliness of person, decency of con- duct and propriet}' of manners, are as essential to the comfort and happiness of the social state, as a cultivated intellect and a well ordered store of prac- tical knowledge are to individual success. When regarded in their relation to society, those decencies, which have been aptly denominated ' the minor morals,' rise at once to importance and demand the utmost care at the hands of those to whom the training of the youth of a country is intrusted." — Burrowes. Education and Crime. — " Taking whole communities together, I believe THOUGHT-SPRINGS. Ill the legitimate aud inevitable conclusion to be, that every advance in know- ledge, amongst a people, is, pro tanto, an invasion of the domains of crime." — Horace Maxn. A Fearful Responsibility. — " If, with such educational means and re- sources as we can now command, eighty, ninety, ninety-five, or ninety-nine per cent, of all children can be made temperate, industrious, frugal, conscien- tious in all their dealings, prompt to pity and instruct ignorance, instead of ridiculing it, and taking advantage of it, public-spirited, philanthropic, and observers of all things sacred ; if, I say, any given proportion of our children, by human efforts, and by such a divine blessing as the common course of God's providence authorizes us to expect, can be made to possess those quali- ties, aud to act from them ; then, just so far as our posterity shall fall below this practicable exemption from vices and crimes, and just so far as they shall fail to possess these attainable virtues, just so far will those who frame and execute our laws, shape public opinion, and lead public action, be criminally responsible for the difference.'' — Horace Maxn. Love of Children. — '-He is not worthy to have the care of children, either as officer or Teacher, whose heart does not yearn toward them with parental fondness and solicitude.' — Horace Manx. Compulsory Education. — '• I hold that the State has a right to compel parents to take advantage of the means of educating their children. If it can punish them for crime, it should have the power of preventing them from committing it, by giving them the habits and the education that are the surest safeguards." — Hox. Josiah Quixcy. The Redeeming Power of Common Schools. — '' If all our Schools were under the charge of Teachers possessing what I regard as the right in- tellectual and moral qualifications, and if all the children of the community were brought under the influence of these Schools for ten months in the year, I think that the work of training up the whole commuxity to intelligence and virtue would be accomplished as completely as any human end can be obtained by human means." — Rev. Jacob Abbott. Same Thought. — " If the attendance of all the children in any common- wealth could be secured at such improved Common Schools as we have been contemplating, for ten months during the year, from the age of four to that of sixteen years, they would prove competent to the removal of ninety-nine c 112 THOUGHT-SPKINGS. one-hundredths of the evils with which society is now infested, in one gene- ration, and would ultimately redeem the State from social vices and crimes." — Prof. Mayhew. A Momentous Question. — "Under the soundest and most vigorous sys- tem of education which we can now command, what proportion, or per centage, of all the children who are born can be made useful and exemplary men, honest dealers, conscientious jurors, true witnesses, incorruptible voters or magistrates, good parents, good neighbors, good members of society? In other words, with our present knowledge of the art and science of education, and with such new fruit of experience as time may be expected to bear, what proportion, or per centage, of all children must be pronounced irreclaimable and irredeemable, notwithstanding the most vigorous educational eflForts which, in the present state of society, can be put forth in their behalf? "What proportion, or per centage, must become drunkards, profane swearers, detractors, vagabonds, rioters, cheats, thieves, aggressors upon the rights of property, of person, of reputation, or of life ? "In a single phrase, what proportion must be guilty of such omissions of right and commissions of wrong, that it would have been better for the com- munity had they never been born ? This is a problem which the course of events has evolved, and which society and the government must meet." — Horace Mann. Better than Soil, or Climate, or Government. — " That vast variety of ways, in which an intelligent people surpass a stupid one, and an exem- plary people an immoral one, has infinitely more to do with the well-being of a nation than soil, or climate, or even than government itself, except so far as government may prove to be the patron of intelligence and virtue." — Horace Mann. A Truth. — " Human knowledge is a proud pillar, but it is built in the midst of a desert of ignorance, and those who have ascended the highest have only gained a more extended view of the wasted Godlike Po"wers of Intellect. — Le Verrier, the discoverer of the planet Neptune, wrote a letter to Galle of Berlin, in which he said : " This star no one has seen, but it exists. I have measured its distance. I have estimated its size. I have calculated its diameter. It is there. Look for it and you will find it." It was discovered from the observatory of Berlin on the 23d of September, \M%^ just where the student, in his closet, had told the practical cistronomer to look ! THOUGHT-SPRINGS. 113 A Striking Picture. — " "Were we to visit all the Primary Schools of the commonwealth, we should be sure to find nearly all the ministers, lawyers, physicians, judges, legislators, professors, and other teachers, merchants, manufacturers, and, in short, all the most intelligent, active and useful men of the next generation in these schools. We cannot now point them out by name. We cannot tell who of them will be governors and judges, and merchant princes, but they are all there. " They are receiving the rudiments of their education under such teachers as we provide for them, and in the period of life when the most lasting impres- sions are made. I will venture to say, more is done, during the first ten or twelve years, in the humble district School House, to give tone and shape to the popular mind, than in all the years that follow^ — Dr. Humphrey. "Wonderful Results. — "It is thus established, that a good system of common school education, one that is sufficiently comprehensive to embrace all our country's youth in its benevolent design, would free us as a people from a host of evils growing out of popular ignorance ; that it would increase the productiveness of labor, as the schools advance in excellence, indefinitely; that it yould save to society, in diminishing the number of paupers and crimi- nals, a vast amount of means absorbed in the support of the former, and in bringing the latter to justice, a tax which upon every present generation is more than sufficient for the education of the next succeeding one; that it would prevent the great majority of fatal accidents that are now depopulating communities wherever ignorance prevails; that, by imparting a knowledge of the organic laws, the observance of which is essential to health and happiness, it would save the lives of a hundred thousand children in the United States every year, and that by promoting longevity, in connection with the advan- tages already enumerated, it would tend more than all other means of state policy to increase at once the wealth and the population of our country ; that its legitimate tendency would be to diminish, from generation to generation, not only drunkenness and sensuality in all its protean forms, but idiocy and insanity, which result from a violation of the laws of our being, which are the laws of God ; that it would, in innumerable ways, tend to diminish the sufier- ings and mitigate the woes incident to human life, while it would acquaint man with the wiU of the benevolent Creator, and lead him to cherish an habitual desire to yield obedience thereto ; and that it is the only possible means of perfecting and perpetuating the inestimable boon of civil and religious liberty to the latest generations, and thus securing to the race the maximum of human happiness. Yes, a system of popular education adequate to the requirements of the States of this Union will do all this. Xone, then it would seem, can fail to see that true state policy requires the maintenance of improved free schools, good enough for the best, and cheap enough for the poorest, which are a necessary means of universal education." — Prof. Mayhew. The Prison and the School — '' The great difference, in a moral point 13 114 THOUGHT-SPRINGS. of view, between a School and a prison is, that one is intended to prevent what the other aims to punish." — George B. Emerson, Duty of Parents. — " That parent who refuses to send his children to the School established and opened in his neighborhood, does to those children a cruel injustice, and commits a flagrant wrong upon the community and the State." — Gov. Briggs. "What Criminal Statistics Show. — " Scotland and Spain have been referred to, not to bring out a few facts in history merely, but to illustrate an important truth. Where a good system of popular education is well ad- ministered in a country, and, as a consequence, intelligence, industry and morality become universal among its citizens, they will eventually become a wealthy and a highly prosperous and happy community, even though they derive their subsistence from a naturally unfruitful soil; but, on the contrary, where popular education is neglected in a commonwealth, and its future citi- zens, as a consequence, grow up in ignorance, idleness and vice, squalid pov- erty and flagrant crime will become prevalent throughout a wretched and degenerate community, that is scarcely able to gain a mere subsistence from a naturally productive soil. " In further confirmation of the truth of the proposition that education di- minishes crime, I will introduce the following statistics, gleaned from various official documents, respecting prisons. According to returns to the British Parliament, the commitments for crimes in an average of nine years, in pro- portion to population, are as follows : In Manchester, the most infidel city in the nation, one in 140; in London, one in 800; in all Ireland, one in 1,600 ; and in Scotland, celebrated for learning and religion, one in 20,000! " The Rev. Dr. Forde, for many years the Ordinate of Newgate, London, rep- resents ignorance as the first great cause, and idleness as the second, of all the crimes committed by the inmates of that celebrated prison. Sir Richard Phillips, Sheriff of London, says that, on the memorial addressed to the Sheriffs, by 152 criminals in the same institution, 25 only signed their names in a fair hand, 26 in an illegible scrawl, and that 101, two-thirds of the entire number, were marksmen^ signing with a cross. Few of the prisoners could read with facility; more than half of them could not read at all; the most of them thought books were useless, and were totally ignorant of the nature, object, and end of religion. " The Rev. Mr. Clay, Chaplain to the House of Correction in Lancashire, rep- resents that, out of 1,129 persons committed, 554 could not read ; 222 were barely capable of reading; 38 only who could read well; and only 8, or one in 141, could read and write well. One-half of 1,129 prisoners were quite ignorant of the simplest truths; 37 of these, one in 20 of the entire number, were occasional readers of the Bible ; and only owe, out of this large number, was familiar with the Holy Scriptures and conversant with the principles of religion. Among the 516, represented as entirely ignorant, 125 were incapa- ble of repeating the Lord's Prayer. THOUGHT-SPRINGS. 115 " In the New York State Prisons, as examined a few years ago, more than three-fourths of the convicts had either received no education, or a very imper- fect one. Out of 842 at Sing Sing, 289 could not read or write, and only 42 — less than one in 20 — had received a good Common School education. Auburn prison presents similar statistics. Out of 228 prisoners, only 59 could read, write and cipher, and 60 could do neither. '' The Chaplain of the Ohio Penitentiary remarks that, not only in the prison of that State, but in others, depraved appetites and corrupt habits, which have led to the commission of crime, are usually found with the ignorant, uninformed, and duller part of mankind. Of 276, at one time in that institu- tion, nearly all were below mediocrity, and 1T5 are represented as grossly ignorant, and, in point of education, scarcely capable of transacting the ordi- nary business of life." — Prop. Mayhew. "Wliy Society should Educate tlie Poor. — •• The same humane rea- sons which lead civilized communities to provide for the maintenance of indi- gent adults by legal enactments, bear even more strongly in the case of their children.* These require sustenance in common with their parents. But their wants, their necessities stop not here ; neither does the well-being of society with reference to them. Both alike require that such children, in common with all others, be so trained as to be enabled not only to provide for them- selves when they arrive at mature years, but as shall be necessary to qualify them for the discharge of the duties of citizenship. Then, instead of taxing society for a support, as their parents now do, they will contribute to the ele- vation of all around, even more largely than society has contributed to their elevation." — Prof. Mayhew. Great Effects from Little Causes. — '• The Vizier having offended his master, was condemned to perpetual captivity in a lofty tower. At night his wife came to weep beneath his window. ' Cease your grief, ' said the sage ; ' go home for the present, and return hither when you have procured a live black beetle, together with a little ghee (or buffalo's butter,) three clews, one of the finest silk, another of stout packthread, and another of whipcord, and finally a stout coil of rope.' When she came to the foot of the tower, provi- ded according to her husband's commands, he directed her to touch the head of the insect with a little ghee, to tie one end of the silk thread around him^ and to place the reptile on the wall of the tower. Seduced by the smell of the butter, which he conceived to be in store somewhere above him, the beetle continued to ascend till he reached the top, and thus put the Vizier in possession of the end of the silk, who drew up the packthread by means of the silk, the small cord by means of the packthread, and by means of the cord a stout rope, capable of sustaining his own weight — and so at last he escaped from the place of duress."— Loxdon Quarterly Review. 13* 116 THOUGHT-SPRINGS. The Germ of Crime. — "He is no more physically blind, or bereft of his natural senses, who cannot see a culprit in the hands of a Sheriff, or a criminal court with its officers, or a prison with its armed guards, than he is morally blind who does not see criminal manhood in neglected childhood." — Horace Mann. How Education Diminishes Crime. — "Great as is her poor-tax, New York contributes annually an immensely greater sum for the support of her criminal police ; for the erection of court houses, and jails, and peniten- tiaries, and houses of correction ; for the arrest, trial, conviction, and punish- ment of criminals, and for their support in prison and at the various landing places on their way to the gallows and to a premature and ignominious death. Now, had one-half of the money which this State has expended in these two ways been judiciously bestowed in the early education of these unfortunate persons, who can question that the poor and criminal taxes of that State would have been reduced to less than one-tenth of what they now are, to say nothing of the fountains of tears that would be thus dried up, and of the untold happiness that would be enjoyed by persons who, in every generation, lead cheerless lives and die ignoble deaths? "Lest some persons may labor under an erroneous impression in relation to this subject, I will give the statistics of education and crime in New York, as derived from official reports, for the last few years. Of eleven hundred and twenty-two persons — the whole number reported by the sheriffs of the differ- ent counties of the State as under conviction and punishment for crime during the year 1847 — twenty-two only had a common education, ten only had a tol- erably good education, and only six were well educated. Of the thirteen hun- dred and forty-five criminals so returned in the several counties of the State for the year 1848, twenty-three only had a common school education, thirteen only had a tolerably good education, and only ten were considered well edu- cated ! The returns for other years give like results. Had the whole eleven or thirteen hundred of these convicts been well educated instead of only six or ten — and the moral and religious education of even these was defective — how many of them would society be called upon to support in prisons and penitentiaries ? In all probability, as we shall hereafter, 1 hope, be able to show, NOT ONE. And what is true of the city and county of Philadelphia and of the State of New York, will apply to other cities, counties and States of this Union." — Prof. Mayhew. Necessity of Moral Education. — " The exaltation of talent, as it is called, above religion and virtue, is the curse of the age. Education is now chiefly a stimulus to learning, and thus men acquire power, without the prin- ciples which alone make it good. Talent is worshipped ; but if divorced from rectitude, it will prove more of a demon than a god." — Channixg. THOUGHT-SPRINGS. 117 A Startling Alternative. — " We are brought, then, to this startling but inevitable alternative. The natural life of an infant should be extinguished as soon as it is bom, or the means should be provided to save that life from being a curse to its possessor ; and therefore every State is bound to enact a code of laws legalizing and enforcing Infanticide, or a code of laws estab- lishing Free Schools !" — Horace Maxn. An Answer to tliose who Murmur at the School Tax. — " For the support of our State Government many of us pay, in the course of years, large sums of taxation, for which we personally receive little benefit. I know not how much I may have paid during the last thirty years, for the judiciary administration of the laws; yet I have never availed myself of the Courts as a means of obtaining personal justice. And there are many citizens who never had a case in Court, and perhaps never will have. Yet we all cheer- fully submit to taxation for the support of the Judiciary Department, because the public good is supposed to require it. "We voluntarily act on this unselfish and philanthropic principle in all our religious and charitable associations. We build churches, employ and pay religious teachers, and support religious institutions, not for our own personal benefit. We usually fancy we can be devotional and religious in our own quiet way. But the good of society re- quires expensive organizations for religious purposes, and we are all willing to bear our part. " These principles of sacrifice of selfishness — of submission to taxation of some kind for the public good, must lie at the foundation of every form of civilized society on earth. If we proscribe the principle, we must go back to a state of natural society — to barbarism — to savage independence. Our people are a liberal, a generous, a magnanimous people, and when the general interests of public education in the State require some sacrifice from the more successful individuals in favor of the poorer families, who will hesitate to act the part which honor and magnanimity require ?'' — Hon. W. C. Larrabee, State Superintendent of Indiana. Argument for the Payment of School Taxes.—" Some persons who are willing to pay taxes in proportion to their property, for general State purposes, object to any species of taxation for educational purposes. This objection is founded on a radically wrong notion of the relation of the chil- dren, and the education thereof, to the State. The State, within constitu- tional limits, has sovereign power over the property within its jurisdiction. The children within the State are, in a certain sense, the children of the State. The State taxes her property for the education of her children, not for the personal interest of the children, nor for the interest of their parents, but for her own interests as a State. This is the American idea, and whoever cannot become reconciled to this idea had better emigrate to some other country." — Hon. W. C. Labrabee. 118 THOUGHT-SPRINGS. A Home Thrust. — '' You say you have no children to educate^ and tchy should you be taxed to educate the children of your neighbor? So, perhaps, you have no occasion to travel over a particular country road, and why should you be taxed to build it ? You have no case in court, why then should you be taxed to build the court house, or pay the salary of the Judge ? You have no criminals of your own family to try, and to put in jail, why then should you be taxed to pay the expenses of trying criminals raised by your neighbors, and to build jails to hold them ? " You answer, the good of society requires court houses and courts. So ^oes the good of society require School Houses and Schools. You say the good of society requires that criminals should be tried and punished. So does the good of society require children to be educated. The criminal, you say, is not tried and punished for his own benefit, or the benefit of his family so much as for the protection of society. So, the child is not educated so much for his own benefit, or the benefit of his family, as for the protection and the good of society." — Hon. W. C. Larrabee. For those who Object to the School Tax " A gentleman was com- plaining to me of his school tax. He said ' he had educated his own chil- dren at his own expense, and yet he was annually paying tax to educate others.' I told him he was indirectly compensated four-fold for all his expen- diture. He ridiculed the idea. Said I, there are two farms of one hundred acres each, intrinsically of the same value. One is located in an intelligent and virtuous community, the other in Heathendom, or where ignorance and vice prevail. How much more would you give, per acre, for the former than the latter ? ' Ten dollars,' said he. The interest on one thousand dollars is sixty dollars per annum — your school tax is six dollars. Your compensation is ten-fold. The argument was conclusive.". — J. V. Gibbon's Report. Testimony against Flogging. — " In truth, the maxim is rapidly fixing itself in the public mind, that the ability to govern, by moral means, an ap- propriate number of pupils, is a fair test of the capacity and fitness of the Teacher. Failure to govern well a class of forty or fifty children, without the use of the rod, is fast coming to be considered an indication that the teacher has mistaken his vocation. And I must take occasion to remark, as a fact within my official observation, that the order and excellence of those schools is precisely of the highest character, which in their government have dis- pensed altogether with corporal punishment." — William A. Walker, Superin- tendent of New York City and County. Corporal Punishment not Indispensable. — " It appears from the re- ports of the Committees, and from other equally authentic evidence, that not I THOrGHT-SPRIXGS. 119 less than five hundred schools in the State -were taught last year without the infliction of a bloic. And it is the almost uniform testimony of the Commit- tees, that the Schools, so kept, have stood in the foremost rank for regularity, diligence and good order." — Horace ilAXN. Yonng Children should not be confined. — "It would be infinitely better and wiser to employ suitable persons to superintend the exercises and amusements of children, under seven years of age, in the fields, orchards and meadows, and point out to them the richer beauties of nature, than to have them immured in crowded school-rooms, in a state of inaction, poring over torn books and primers, conning words of whose meaning they are ignorant, and breathing foul air." — Dr. Caldwell. Effects of Bad Ventilation in Schools. — '-Both irritability of the nervous system and dullness of the intellect are unquestionably the direct and necessary result of a tcant of pure air. The vital energies of the pupils are thus prostrated, and they become not only restless and indisposed to study, but absolutely incapable of studying. Their minds hence wander, and they una- voidably seek relief in mischievous and disorderly conduct. This doubly provokes the already exasperated teacher, who can hardly look with complai- sance upon good behavior, and who, from a like cause, is in the same irritable condition, of both body and mind, with themselves. He too must needs give vent to his irascible feelings somehow. And what is more natural under such circumstances, than to resort to the use of the ferule, the rod and the strap ? " — Prof. ilAYHEW. Value of Vocal Music in Schools. — "I here introduce a fact which has been suggested to me by my profession, and that is, that the exercise of the organs of the breast, by singing, contributes very much to defend them from those diseases to which the climate and other causes expose them. The Germans are seldom afflicted with consumption, nor have I ever known but one instance of spitting blood among them. This, I believe, is in part occa- sioned by the strength which their lungs acquire by exercising them frequently in vocal music, for this constitutes an essential branch of their education." — Dr. Rush. Frequency of Recess. — ''A law of the muscular system requires that relaxation and contraction should alternate; or, in other words, that rest should follow exercise. In accordance with this law it is easier to walk than to stand : and in standing, it is easier to change from one foot to the other than to stand still. This explains why small children after sitting awhile in school become restless. Proper regard for this organic law requires that the 120 THOUGHT-SPRINGS. smaller children be allowed a recess as often, at least, as once an hour ; and that all be allowed and encouraged frequently to change their position." — Prof. Mayhew. Evils of badly-constructed School Furniture. — " There is a radical defect in the seats of our School Rooms. Malformation of the bones, narrow chests, coughs, ending in consumption, and death in middle life, besides a multitude of minor ills, have their origin in the School Room. To the badly constructed seats and writing desks, are we to look, in some measure, for the cause of so many distortions of the bones, spinal diseases and chronic affections, now so prevalent throughout the country." — Dr. J. V. C. Smith. Act upon it. — "High and narrow seats are not only extremely uncomforta- ble for the young scholar, tending constantly to make him restless and noisy, disturbing his temper and preventing his attention to his books, but they have a direct tendency to produce deformity of his limbs. Seats without backs have an equally unfavorable influence upon the spinal column. If no rest is afforded the backs of the children while seated, they almost necessarily assume a bent and crooked position. Such a position often assumed and long con- tinued, tends to that deformity which has become extremely common among children of modern times, and leads to diseases of the spine in innumerable instances, especially with delicate female children." — Dr. Woodward. On Imparting Collateral Knowledge. — '^ We cannot remind teachers too often of the signal benefits they may confer upon their pupils, by communica- ting collateral knowledge to them; — that is, such knowledge as is directly connected with the subject of their lessons, though rarely, if ever, found in a text-book. This practice should be commenced with a child the first day he enters the School Room, and should never be discontinued until the day when, for the last time, he leaves it. '■'■ The whole business of the School Room, from morning till night, should, in this way, be made attractive and profitable. Children do love information which is adapted to their capacities, and they will desire to go where it can be found, as naturally as bees to flowers. An absurd objection is sometimes urged against such a course ; namely, that it will only amuse children, turn what should be toil into pastime, and create a disrelish for close, pains-taking, solitary application. This objection is theoretic, merely. It is never made by those who have tried the experiment. It is urged only by such as are too ignorant or too indolent to make the necessary preparation. Not only reason, but experience, proves that it is the best possible means of kindling a desire for knowledge in the bosoms of the young; and when this desire is once kindled, the teacher has only to direct the car instead of dragging it." — Horace Mann. THOUGHT-SPRINGS. 121 A Noble Sentiment, Eloquently Expressed. — '' The Greek rhetori- cian, Longinus, quotes from the Mosaic account of the creation -what he calls the sublimest passage ever uttered: 'God said, " Let there be light ;" and there was light.' From the centre of black immensity, effulgence burst forth. Above, beneath, on every side, its radiance streamed out, silent, yet making each spot in the vast concave brighter than the line which the lightning pen- cils upon the midnight cloud. Darkness fled, as the swift beams spread onward and outward ; still they move to this day, glorifying, through wider and wider regions of space, the infinite Author from w^hose power and beneficence they sprang. But not only in the beginning, when God crea- ted the heavens and the earth, did he say, ' Let there be light.' Whenever a human soul is born into the world, its Creator stands over it, and again pro- nounces the same sublime words, ' Let there be light.' "Magnificent, indeed, was the material creation, when suddenly blazing forth, in mid space, the new-born sun dispelled the darkness of the ancient night. But infinitely more magnificent is it, when the human soul rays forth its subtler and swifter beams — when the light of the senses irradiates all out- ward things, revealing the beauty of their colors and the exquisite symmetry of their proportions and forms, when the light of reason penetrates to their invisible properties and laws, and displays all those hidden relations that make up all the sciences ; when the light of conscience illumines the moral world, separating truth from error, and virtue from vice. The light of the newly- kindled sun, indeed, was glorious. It struck upon all the planets, and waked into existence their myriad capacities of life and joy. As it rebounded from them, and showed their vast orbs all wheeling, circle beyond circle, in their stupendous courses, the sons of God shouted for joy. That light sped on- ward, beyond Sirius, beyond the Pole-star, beyond Orion and the Pleiades, and is still speeding onward into the abysses of space. But the light of the human soul flies swifter than the light of the sun, and outshines its meridian blaze. It can embrace not only the sun of our system, but all suns and gal- axies of suns ; aye ! the soul is capable of knowing and enjoying Him who created the suns themselves ; and when these starry lustres that now glorify the firmament shall wax dim, and fade away like a wasted taper, the light of the soul shall still remain ; nor time, nor cloud, nor any power but its own perversity, shall ever quench its brightness. Again I would say, that when- ever a human soul is born into the world, God stands over it, and pronounces the same sublime fiat, ' Let there be light ; ' and may the time soon come when all human governments shall co-operate with the divine government in car- rying this benediction and baptism into fulfillment." — Horace Mann. STATE SCHOOL LANDS The 500,000 Acres of School Lands. — The title of California to her School Lands rests upon Section 8 of Act of Congress, approved September 4th, 1841, which reads as follows: ''There shall be, and hereby is, granted to each new State that •shall be hereafter admitted into the Union, upon such admission, so much land as, including such quantity as may have been granted to such State before its admission, and while under a Territorial Government, for purposes of internal improvement as aforesaid, as shall make five hundred thousand acres of land, to be selected and located as aforesaid." Stat, at Large, Y. 455. In reference to the manner of selection and location, the Act reads : " The selections in all of the said States shall be made within their limits respectively in such manner as the Le- gislature thereof shall direct ; and located in parcels con- formably to sectional divisions and sub-divisions of not less than three hundred and twenty acres in any one location, on any public land, except such as is, or may be reserved from sale, by any law of Congress or proclamation of the President of the United States, which said locations may be made at any time after the lands of the United States in said States respectively, shall have been surveyed ac- cording to existing laws." The lands thus granted to California for purposes of Internal Improvements were wisely diverted by our State Constitution to the support of Public Schools, in terms as follows : " The proceeds of all lands that may be granted by the STATE SCHOOL LANDS. 123 United States to this State, for the support of Schools, which may be sold or disposed of, and the &ye hundred thousand acres of land granted to the new States, under an Act of Congress distributing the proceeds of the public lands among the several States of the Union, approved A. J), one thousand eighteen hundred and fortj-one * * shall be and remain a perpetual fund, the interest of which, together with all the rents of the unsold lands and such other means as the Legislature may provide, shall be in- violably applied to the support of Common Schools throughout the State." — Constitution of California, Art. IX. Sec. 2. Township Lands. — The title of California to the Town- ship lands rests upon Act of Congress, approved March 3d, 1853, which reads as follows : " * * * Sections sixteen and thirty-six of the public lands shall be, and hereby are granted to the State for the purposes of Public Schools in each township."— C/:>S^. Stat, 1853, Ch. 145, Sec. 6. Section T of the same Act reads.- ''And be it further en- acted, That where any settlement, by the erection of a dwelling house or the cultivation of any portion of the land, shall be made upon the Sixteenth and Thirty-Sixth Sections, before the same shall be surveyed, or where such sections may be reserved for public uses or taken by pri- vate claims, other land shall be selected by the proper au- thorities of the State in lieu thereof, agreeably to the pro- visions of the Act of Congress approved on the twentieth of ]May, eighteen hundred and twenty,six, entitled ' An Act to appropriate lands for the support of Schools in cer- tain townships and fractional townships, not before provi- ded for,' and which shall be subject to approval by the Secretaiy of the Interior." University Lands. — The title of California to the Uni- versity lands, rests upon Sec. 12 of the same Act of Con- gress, which reads as follows : Section 12. And be it further enacted, That the quantity of two entire townships, or seventy-two sections, shall be and the same is hereby granted t^ the State of California 124 STATE SCHOOL LANDS. for the use of a Seminary of Learning, said lands to be se- lected by the Governor of the State, or any person he may designate for that purpose, in legal subdivisions of not less than a quarter section of any of the unsold, unoccupied, and unappropriated public lands therein, subject to the approval of the Secretary of the Interior, and to be dis- posed of as the Legislature shall direct : Provided, however^ That no mineral lands, or lands reserved for any public purpose whatever, or lands to which any settler may be entitled under the provisions of this Act, shall be subject to such selection. AN ACT To provide for the Location and Sale of the unsold portions of the five hundred thousand acres of Land donated to this State for School Purposes, and the seventy-two sections donated to this State for the use of a Seminary of Learning. The People of the State of California, represented in Senate and Assemhli/y do enact as follows : Section 1. The unsold portion of the five hundred thousand School Lands, acres of land donated to this State for School purposes, and the seventy-two sections of land donated to the State for the use of a Seminary of Learning, shall be located and^disposed of as here- inafter provided. Section 2. The Governor of the State of California is hereby Locating Aprents. authorized to appoint and commission one suitable and eoi^i-petent person for each .of the United States Land Districts of this State, whose duty it shall be to locate the land named in the first Section of this Act, in the manner and for the purposes herein- after prescribed ; the said persons to be called Locating Agents of the State, to be commissioned by the Governor ; and they shall, be- fore entering on the discharge of their duty, take and subscribe an oath, and also give bonds, in the sum of five thousand dollars, for the faithful discharge of their duties as prescribed in this Act. Section 3. The Agents so appointed, as aforesaid, shall, as soon Agents shall ^^ practicable, proceed to obtain the consent of such of locate. ^^Q settlers on the- public lands of the United States, as STATE SCHOOL LANDS. 125 may choose to avail themselves of the benefits of this Act, and also the request of persons, other than settlers on the public lands, who wish to purchase lands, under the provisions of this Act, which said consent, or request, as the case may be, shall be accompanied with the affidavit of the person wishing to purchase said land, and two disinter- ested persons, subscribed and sworn to before a Justice of the Peace, or Notary Public, that there is no valid claim existing upon the land so desired, adverse to the claim of the person making such application for location -, and whenever such consent, or request, shall have been so obtained, under such forms as the Governor may prescribe, the said Agent shall apply to the Register and Receiver of their respective Land Offices, to permit said location to be made, in the name of the State of California, as a part of the land described in section first of this Act, and if so permitted, said Agent shall make such location, in conformity to the laws and regulations of the United States. Section 4. The Agent shall not locate more than three hundred and twenty acres, either directly or indirectly, for any one stipulation. person. Section 5. AVhenever such settler, or person, shall give his con- sent, or make his request, as the case may be, to the ^pp^o^g^by agent, to have his land located, under this Act, said agent ^- '^• shall accept such offer, under the following conditions: That if said location be made and approved by the United States, it shall be for the use and benefit of such applicant, on his complying with all the conditions and provisions of this Act. Section 6. The said person, whose location has been thus made, shall have the right to receive a certificate of purchase certificate of por- for the same, by paying one dollar and twenty-five cents *^''^- per acre, and interest, at the rate of ten per cent, per Pnce per acre. annum, from the date of the location in the United interest. States Land Office ; or if said purchaser prefer, he may pay twenty-five per cent, of the purchase money, and one year's interest on the bal- ance, in advance, and the Register of the State Land Office shall deliver to him a certificate of purchase ; Provided, that the Legisla- ture may by law require the payment of the balance due at any time after one year from the date of approval by the General Government; And provided further, that if the purchaser fail to pay the interest, as prescribed in this Act, or to pay the balance due when thereunto required by any law of this State, said purchaser shall forfeit to the School Fund all money paid thereon, either in principal or interest, together with all right, title, claim, or interest, to said lands, and any other person may purchase the same, on the same conditions as im- posed by this Act upon the original purchaser. Section 7. The Locating Agent shall prepare and keep a complete register of all lands located under the provisions of this Registry of Act, containing a description of the same, by sections, ^'^'^^• and parts of sections, township and range, appended to the names of purchasers, in alphabetical order, and the county in which said lands are situated, and certify a copy thereof to the Register of the State Land Office. 126 STATE SCHOOL LAKDS. Section 8. The said Agents shall, in like manner, in the name of Township i/inds. the State, for the use of the particular township requir- ing such location to be made, locate lands in lieu of any sixteenth or thirty-sixth sections, or parts of sections, appropriated by Law of Congress to other uses, or which may be unfit for cultivation, accord- ing to the laws of the United States, whenever thereunto requested by the person authorized by the Board of Supervisors of any County in this State, to select land in lieu of those otherwise appropriated ; said Agent to keep the like Register, and furnish the like reports as provided for in section seven of this Act, and also to the Register of the Land Office a complete and perfect description of the lands relinquished, by section, township and range, and the reasons why said lands were relinquished ; and the Board of Supervisors of the County for which the locations were made, shall pay said Agent the same fees as are allowed in other cases. Section 9. It shall be the duty of the Board of Examiners, c re- Money set apart to ^ted by an Act approved April sixteenth, one thousand purchase bonds, ^jg]^!^ huudrcd and fifty-six, entitled '^An Act for the better protection of the State Treasury," whenever it shall appear to said Board that the Treasurer of the State has received into the Treasury the sum of ten thousand dollars or upwards, paid in as pur- chase money for land, under the provisions of this Act, to purchase bonds of the Civil Funded Debt of this State, issued since the First day of January, A. D. eighteen hundred and fifty-eight, to the amount said money, paid in as aforesaid, will purchase at the lowest value at which they may be purchased, after advertising for two weeks Propos^ais. in ouc daily newspaper published in the city of San Fran- cisco, and one in the city of Sacramento, for sealed proposals for the sale of said bonds. The said Board shall open said proposals at the time and place specified in said publication, in the presence of the Treasurer and Controller of State, and accept only such proposals as offer bonds at the greatest discount, to the amount the funds in the Treasury, paid in as purchase money for School Lands, will purchase. Said Board shall audit the amount due said bidder, or bidders, for his or their bonds, which amount shall be paid, on the order of said Board, by the Treasurer, and said Board of Examiners shall deliver said bonds to the Treasurer, who shall keep said bonds, as a special School Fund. dcposit, in his custody, marked " School Fund,"^ to the credit of the School Fund ; Provided, hoivever, that no bonds shall be purchased at more than par value. All interest paid into the Treasury under the provisions of this Act shall be subject to the order of the Board of Education. Section 10. At the expiration of one year from the passage of seminaiy Fund, tliis Act, tlic Board of Examiucrs shall take, and use, fifty-seven thousand six hundred dollars of any money belonging to the School Fund, for the purpose of buying bonds, in the same man- ner as prescribed in the preceding section of this Act; and when said bonds have been so purchased, they shall be, in like manner, delivered to the Treasurer of State, and kept by him as a special de- posit, marked <' Seminary Fund,^' to the credit of said Fund. All STATE SCHOOL LANDS. 127 interest paid into the Treasury, on said Seminary Bonds, shall be in- vested in State Bonds, in the same manner as hereinbefore provided for. Section 11. The Locating Agents, appointed under the provisions of this Act, shall have the right to demand, as a fee for their Agents' Fees. seiTices, the sum of six dollars for each location made by them. Section 12. An Act passed May third, A. J), one thousand eight hundred end fifty-two, entitled " An Act to provide for Act repealed, the disposal of the five hundred thousand acres of land granted to this State, by Act of Congress, passed April fourth, A. D. one thou- sand eight hundred and forty-one," and an Act passed May seventh, A. D. one thousand eight hundred and fifty-five, entitled " An Act to provide for the selection of land donated by the United States to this State, for the support of common Schools, and for the erection of pub- lic buildings," and all other Acts, conflicting with the provisions of this Act, are hereby repealed ; Provided^ liowever, that Proviso. all School Land Warrants, now in circulation, shall be received for School Lands, and may be located as now provided by law ; And, pro- vided, aho, that all certificates of land, located under the provisions of an Act passed May third, A. D. one thousand eight hundred and fifty-two, entitled '' An Act to provide for the disposal of the five hun- dred thousand acres of land granted to this State by Act certificates made of Congress, passed April fourth, A. D. one thousand '■^'**- eight hundred and forty-one," which have been recorded by the Re- corders of the counties of this State, are hereby made and declared to be valid and effectual, to all intents and purposes, as though such certificate had been recorded by the Clerk of the County Court, under the provisions of section eleven of the said Act. Section 13. That portion of the five hundred thousand acres of land, and the seventy-two sections of Seminary Land, Public domain, authorized to be sold by the provisions of this Act, shall be deemed and held to be a portio j of the '"public domain" of this State, with- in the meaning of the sixth section of an Act creating a State Land Office for the State of California, passed A. D. one thousand eight hundred and fifty -eight. Approved April 23d, 1858. 128 STATE SCHOOL LANDS. AN ACT To provide for the Sale of the Sixteenth and Thirty- Sixth Sections of Land donated to this State for School Purposes, by Act of Congress, passed March 3d, A. D. 1853. The People of the State of California, represented in Senate and Assembly, do enact as folloics : Section 1. In all congressional townships in which there are fif- saie of School *^^° whitc houscholders, the Board of Suj^ervisors of the Lands. county shall have the right to sell the sixteenth and thir- ty-sixth sections of land donated by Congress to this State for School purposes, or such land as has been, or may be selected in lieu thereof; upon the petition of a majority of such householders, the Board of Supervisors of the county, in which such land, or the greater portion thereof, is situated, shall make an order, a copy of which shall be furnished the Sheriff, directing him to expose said lands for sale to the highest bidder, at the Court house door, during a regular term of Price per acre, the District Court, at not less than two dollars per acre, having first given three months' notice in some newspaper published in the county, and posted notices of such sale at three of the most public places in the township, describing the land, where situated, when and where to be sold ; and if no newspaper be published in the county, by posting up like notices in the county, and three more in the townships, as above named, for the same length of time ; said lands to be sold in lots of not less than forty, nor more than one hundred and sixty acres, unless in cases hereinafter provided for. Section 2. If, after such sale, any part of the land remains un- Disposai of sold, the Sheriff of the county, if the Board of Supervi- remainder. g^j-g (Jecm it propcr, and make an order to that effect, shall, once in each year, offer said lands for sale, by giving notice in the same manner as hereinafter provided. Section 3. Whenever the inhabitants of any Congressional town- Reiinquishand s^^P? ^^J, ^J ^uy law of Cougrcss, acquirc the right to exchange. relinquish their sixteenth or thirty-sixth sections, and select other lands in lieu thereof, upon any of the unoccupied agri- cultural lands of this State, a majority of the voters of the township shall make known their intention to relinquish to the Board of Su- pervisors of the county, and said Board shall authorize the Commis- sioner of Common Schools of the county to make the selections, who shall conform, in all respects, to the law of Congress giving the right ; and if said lands be located in any other county, they shall be sold or managed as herein provided for the sale or management of the six- teenth or thirty-sixth sections proper ; the Commissioner shall certify STATE SCHOOL LANDS. 129 to the Locating Agent of his Land District, the section, or parts of section, township, and range, of the lands relinquished, and the same of the lands selected in lieu thereof, together with the cause of the relinquishment of said lands, and by what county the lands are relinquished, and in what county selected in lieu thereof, and request said Agent to make the location in the proper land office ; and when the Cxovernor of the State shall be notified of the appro- val of said location by the General Grovcrnment, he shall Appro>^. cause the same to be certified to the Board of Supervisors of the county for which such location was made. Section 4. In case the sixteenth or thirty-sixth section be in the vicinity of a town or city, it shall be lawful, on the peti- Laid off in lots. tion of two-thirds of the legal voters of the township in which the same is situated, for the Board of Supervisors to make an order au- thorizing the Trustees of Common Schools of such township to cause such sixteenth or thirty-sixth section to be laid off in lots of a less size than forty acres, and to lay out such streets and alleys, and roads, and to appropriate such portion thereof, as they may deem necessary for sites for School Houses, Churches, and pleasure grounds, and order the Sheriff to sell the lots as hereinbefore directed. Section 5. In all cases where the sixteenth or thirty-sixth sec- tions were settled upon and improved before the survey seii to setnere. was made, the owner or owners of the same may purchase said lands at two dollars and fifty cents per acre, either by paying the money, or giving bonds, as hereinafter pro-\^ded for ; Provided, the authorities interested shall prefer the money to making another location. Section 6. The purchaser shall, in all cases, give bond, with good and approved security, to be approved by the Board security. of Supervisors, payable five years afterdate, to the county, for the use of the inhabitants of the township to which the land belonged, bear- ing interest at the rate of ten per cent, per annum, from date, until paid, which bo&d shall be returned by the Board of Supervisors of the proper county, and by them deposited in the office cf the Trees- urer of the county, and a duplicate thereof with the County Auditor. Section 7. The interest on the bonds shall be paid semi-annually to the County Treasurer, which interest, in case a School interests, is organized and kept according to law in the township, shall be sub- ject to the order of the Superintendent of Common Schools for the county ; but if no school is kept according to law, then said interest to be loaned out by the Treasurer, secured by unincumbered real estate of at least treble the value of the money so loaned, in manner to be approved by the Board of Supervisors, which approval shall be en- tered in the minutes of their proceedings. Section 8. The Board of Supervisors shall cause to be made out and certified to the Surveyor General, an abstract of all Abstract of Lands lands sold for their county, as sixteenth and thirty-sixth sections, as also an abstract of all lands relinquished, and lands selected in lieu thereof; and when the purchase money, together with all interest 14 180 STATE SCHOOL LANDS. due thereon, is paid, the Board of Supervisors shall make and certify, to tlie Secretary of State, a statement, showing the tracts of land for which payment has been made. Section 9. At the time of the sale, the Sheriff shall make and Certificate. dcUver to the purchaser, a certificate of purchase, descii- bing the land sold, the number of acres, and the amount of purchase money, and the manner in which payment is received ; and such cer- tificate, after full payment has been made, shall entitle the purchaiser to a patent for the land. Section 10. Upon the receipt of the statement mentioned in section Patents to issue, eight of this Act, by the Secretary of State, showing tho lands paid for, and by him reported to the Governor, the Governor shall make out, in the name of the State, patents for said lands, and after having the same recorded by the Secretary of State, in a book to be kept for that purpose, shall forward the same to the Board of Su- pervisors of the proper county, to be by them delivered to the per- sons entitled thereto, upon the presentation and surrender of the original certificate, which shall be filed and kept by the Board. Section 11. Patents issued by virtue of this Act, shall be signed Purchase money, by tlic Govcmor, countcrsigned by the Secretary of State, and attested by the great seal of the State of California. A purchaser may pay the purchase money at the time of sale, and en- title himself to a patent therefor, as soon as the same can be issued, in which case the amount of cash received shall be loaned out and secured in the same manner as provided in section seven for interest receipts. Section 12. Whenever the Board of Supervisors may deem the Additional secu- sccurity for the payment of any bond for the purchase of "ty. any township School lands insufficient, they may require other and additional security, and upon failure to give such additional security, the contract shall be deemed void, and the Board of Super- visors shall forthwith proceed to collect the amount due on account of such sale, as if no time had been given for the paynaent thereof; Provided, that said land shall always be subject to a lien for the pur- chase money, and the interest thereon, until the whole amount thereof is fully paid. Section 13. The Sheriffs of the respective counties in which any Sales by Sheriff, lands may be selected, in lieu of those relinquished, shall sell such lands under the same regulations as are prescribed in the preceding sections of this Act. Said lands to be sold, however, only upon the order of the Board of Supervisors of the county for which the land is selected ; and when said Sheriff has sold the same accord- ing to the order, he shall take a bond, payable to the county, for the use and benefit of the inhabitants of the township for which the land was selected, with good and sufficient security, approved by the Board of Supervisors in the county where the land is situated, and trans- mit the same to the Board of Supervisors of the county to which it properly belongs. STATE SCHOOL LANlJl^^- ^=^s 131 ■' '1^ :■■-■,.' ■ Sectiox 14. In all cases where lands are selected and located in the Land Office of the District, the Surveyor General shall Descripiion. immediately, upon notice of such approval of such location, by the General Government, make out and certify to the Recorders of each county, a certificate, showing the particular description of the land, by section, township, and range, the number of section, township and range, and the county for which they were selected, which certificate shall be recorded by the Recorder of such county, and a certified copy thereof shall be evidence in any Court of record. Section 15. All moneys arising from the sale of land, under the provisions of this Act, shall be set apart as a permanent school Fund. School Fund, and the interest thereof only appropriated for the sup- port and maintenance of Common Schools in the township to which the land belonged, from the sale of which the money accrued. Section 16. The Sheriff, Treasurer and Recorder, shall receive such compensation for their services as may be allowed by compcMation. the Board of Supervisors. Section 17. If any person shall, after the United States surveys have been made, commit waste, trespass, or other injury, Tresp«ra. upon any School lands in this State, or upon any improvements there- on, the person so oftcnding shall, upon conviction thereof, be fined in any sum not exceeding one thousand dollars. Section 18. All civil officers, upon information, upon oath, or upon their own knowledge, shall cause any person commit- Punishment. ting any of the offenses mentioned in the preceding section, to be brought before them by like process as in criminal cases, and to en- ter recognizance for their appearance at the Court of Sessions of the county, on the first day of the next term thereafter, and in default of recognizance, commit such person to the county jail, until the next term of the Court of Sessions. Section 19. All fines, penalties, and forfeitures, accruing under the p^avi^ions of this Act, shall be paid into the treasury Fines, etc of the county, for the use of the inhabitants of the township to which the land belonged, on which the waste or trespass was com- mitted. Section 20. The District Attorneys, within their respective coun- ties, shall prosecute all suits for the recovery of moneys suits. which arc due on contracts made in pursuance of the provisions of this x\ct. Section 21. An Act entitled an Act to provide for the selection of lands donated to this State, for the support of Common Act repealed. Schools, or for the erection of public buildings, or so much thereof as relates to the sixteenth and thirty-sixth sections of land, approved May 5th, 1855, is hereby repealed ; Provided, that all selections of laud made under the provisions of that Act are hereby made valid and binding. Approved April 26, 1858. 132 STATE SCHOOL LANDS. Concurrent Resolutions relative to the Sixteenth and Thirty-Sixth Sections of Land. [PASSED FEBRUARY 8, 1856.] Whereas, The mountain Districts, and other portions of tLe State Preamble. are unsurvcyed by the General Government, by means of which said Districts cannot avail themselves of the benefits of the donations of the Sixteenth and Thirty-Sixth Sections of Land to each township, for School Purposes therein, made by an Act of Congress, passed March third, one thousand eight hundred and fifty-three ; And whereas, it is the plain intent and meaning of the Law of Congress, that every Township in this State shall be entitled to two Sections of Land for School purposes ; A7id ichereas, said Districts are densely populated by an industrious and enterprising people : Therefore, Resolved, By the Senate, the Assembly concurring, that our Sen- Appropriation ^^^rs bc iustructcd, and our Representatives in Congress p.ayedfor. rcqucsted, to uso their influence to secure an appro- priation for the Land District of California, that will enable the Sur- veyor General for this State to complete the surveys named in the preamble to these resolutions, as speedily as possible, and that they take such other measures as will secure the speedy accomplishment of th^ desired object. Resolved, That our Senators be instructed, and our Representa- i>ocatetwoSec- ^^^^^ i^ Cougrcss rcqucstcd, to secure, if possible, the t-ons- passage of a Law by Congress donating to, and author- izing the inhabitants of the Townships of the mountain Districts of this State, or any Township not provided for with School Lands, to locate two Sections of land upon any of the unappropriated agri- cultural lands of this State. Resolved, His Excellency, the Governor, be requested to furnish each of our delegation in Congiess, and the Secretary of the Interior, with a copy of the above preamble and resolutions. STATISTICS SCHOOLS IN CALIFORNIA I COUNTIES. CHILDREN- REPORTED BT CEMSUS. NO. OP SCHOOLS.* NO. OP TEACHEES.* 1853.* 1854. j 1J^55. 1 1856. itbi. 1854 6 5 3 5 5 ""l4 3 1 6 1 2 2 4 3 4 "l7 4 1 12 14 1855 7 4 6 9 1 14 4 '■"*5 "'*2 ""'j 6 6 3 1 18 7 1 16 17 1 ""3 15 2 4 2 1 9 23 2 3 "*i 1 8 4 7 ;1?56 14 3 7 6 10 "Ti 5 1 6 3 8 10 6 4 1 26 16 1 30 20 6 "1*6 ...... 4 34 3 5 1 ■■"2 11 6 14 1857 le 10 9 12 12 6 19 5 '""i •"4 3 6 13 8 15 1 31 18 1' 24 22 ■""5 2 18 3 5 6 5 11 28 2 6 2 1 2 8 8 14 1S54 6 5 3 5 5 "14 3 1 7 1 2 3 4 5 4 "iV 8 1 45 17 "12 4 3 2 1 6 15 "i ""i 2 4 3 1865 9 9 5 8 12 1 16 4 ""■9 ■■"■3 ""s 7 7 4 1 18 9 1 47 21 1 ■■"■4 15 6 6 2 1 10 31 •"■4 ""1 1 8 8 7 1:66! 1857 1 •Uameda Amador Butte 1 i 339 55 209 258 1 677 432 247 325 480 745 865 275 527 687 29 1400 186 j 847 469 667 661 1039 986 683 72S 633 237 1812 254 19 4 7 9 16 "*i9 5 "ii 1 7 A '? 4 1 26 16 2 70 25 '""i "1*8 4 7 35 3 5 1 *""3 12 6 16 21 16 13 14 17 8 19 5 "i'6 •"4 3 6 15 9 21 2 33 18 2 58 23 ""■5 2 27 9 6 8 5 12 41 3 6 2 I 12 , 12 16 Calaveras Contra Costa... Colusa Kl Dorado Humboldt Klamath Los Angeles.... 54 31 908 1195 186 42 1191 155 121 1733 227 1522 270 224 1584 31 263 106 871 635 853 508 99 2223 1042 123 4751 1267 3-25 • 315 819 1678 618 323 398 246 836 1694 178 236 73 1705 325 300 115 816 911 1046 854 97 2831 1142 188 5070 1707 Mariposa Merced 181 Monterey Napa. 507 1 627 349 655 300 41 1930 402 99 3147 99J 993 477 760 161 93 2137 838 117 494) 1103 332 Nevada Placer jPluraas 209 9o [Sacramento.... jS. Birnardino.. San Diego Sm Francisco.. Sin Joaquin... S. Luis Obispo San Mateo 1175 196 3252 301 3J0 374 977 1967 676 370 423 386 1114 2231 197 276 192 118 161 1239 571 1042 "ii 4 3 2 1 6 15 "i '""i 2 4 3 2 Santa Barbara Santa Clara... SanU Cruz Shasta 347 1343 2 45 194 96 70 484 99 632 1751 319 317 241 157 641 1253 74 193 80 82 803 477 438 1617 424 336 189 93 674 1021 81 78 42 78 489 3U 364 Sierra Siskiyou Solano Stanislaus Sutter Teliama Trinity __. Tulare 35 88 1115 37H 854 Tuolumne Yolo 19 Yuba. 212 Totals 11,242! 19,472 26,077 33,039! 35,722' 163 227 313 367 214; 301 399 4S6 *In the year 1853, there were 53 Schools and 56 Teachers. OFFIOEHS CONNECTED WITH THE SCHOOL DEPAHTMET^T STATE BOARD OF EDUCATION: JOHN B. WELLER, Governor. HORACE A. HIGLEY, Surveyor General. ANDREW J. MOULDER, Sup. Pub. Instruction, bup't. of public instruction, ANDREW J. MOULDER COUNTY SUPERINTENDENTS. COUNTY. NAME. RESIDENCE. Alameda, Wm. W. Brier, Alvarado. Amador E. B. Mclntire...... Sutter Creek. Butte, B. N. Seymour, Oroville. Calaveras, Robert Thompson, Mokelumne Hill. Colusa, B. M. Hance, Colusa. Contra Costa, E. H. Cjx, San Ramon, El Dorado, F. H. Harmon, Placerville. Humboldt, E. H. Howard, Humboldt. Klamath, Wm. T. Stevens, Orleans Bar. Los Angeles, Chas. R.Johnson, Los Angeles. Marin, John Simms, San Rafael. COUNTY SUPERINTENDENTS. 135 COUNTY. NAME. RESIDENCB. Mariposa, Angevine Reynolds, Mariposa. Merced, B. F. Howell, Snelling. Monterey, J. H. Gleason, Monterey. Napa, J. C. Herron, Napa City. Nevada, C. T. Overton, Nevada. Placer, Percival C. Millette, Aulmm. Plumas, J. C. Church, Quincy. Sacramento, Nelson Slater, Sacramento. San Bernardino, Ben. Barton, San Bernardino. San Diego, Frank Ames, San Diego. San Francisco, Henry B. Janes, San Francisco. San Joaquin, E. W. Hager, Stockton. San Luis Obispo, P. A. Forrester, San Luis Obispo. San Mateo, James Berry, Redwood City. Santa Barbara, A. F. Hinchman, Santa Barbara. Santa Clara, Mathew Mitchell, San Jose. Santa Cruz, J. F. J. Bennett, Santa Cruz. Shasta, Grove K. Godfrey, Shasta. Sierra, Z. W. Keyes, Downieville. Siskiyou, George F. Price, Yreka. Solano, H. M. Lillie, Vallejo. Sonoma, Wm. G. Lee, Bodega. Stanislaus, Wm. D. McDaniel, La Grange. Sutter, C. E. Wilcoxon, Yuba City. Tehama, J. R. Bradway, RedBluffs. Trinity, M. Ruch, "Weaverville. . Tulare, Foster D. Master, Visalia. Tuolumne, George S. Evans, Sonora. Yolo, .....Henry Gaddis, Cache Creek. Yuba, Edward B. "Walsworth Marysville. I SCHOOL TEUSTEES AM TEACHEKS. ALAMEDA TOWNSHIPS. DISTRICTS Southern TRUSTEES. TEACHERS. POST 0FFICE3. Oakland S. E. Alden Oakland A. C. Brown. Griffith Henton. Oakland Northern William Iragram... J. R. Walker. Thomas Jeter. Miss Emily Alden Oakland. Oakland City. R. A. Morse. Brooklyn J. H. Lutrell John Taylor. Thomas Eager. H.P. Lathrop Brooklyn. Alameda Henry Haile T. J. Nevins. N. Palmer. Mrs.J.H.Nerins... Aldm^rlft. Union.... W. P. Rodgers Wm. J. Souther. P. E. Edmondson. G. H. Scott Eden ...No. 1... Z. Hughs William Mattox. R. Babcock. Mr Abbv San TiHTPnTrt Ed'nVale Eden ...No. 2... William Kennedy.. Joseph Taylor. E. F. Dixon. Joseph Sparrow... San Lorenzo. Eden ...No. 3... W. C. Blackwood.. C. Anderson. J. Marlen. Miss L. Blackwood San TiHrpnTft Eden ...No. 4... Wm. M. Liston F. Van Horn. Erastus Root. Henry Green Alvarado. Murray J Fallen M. E. Higgins M. Murry. B. McLaughlin. Contra Costa county. TRUSTEES AND TEACHERS. 13T TOWNSHIPS. DISTRICTS TRUSTEES. TEACHERS. POST OFFICES. "Washington... ...No. 1... A.M. Church....... C. Cornell. A. J. Lowell. E. Russell.,.,..,.... Alvarado. Washington... ...No. 2... Robert Blacow Robert Beeching. WilUam Tyson. E. Russell CentreTillo. Washington... ...No. 3... R. B. Donavan Richard McClure. J. M. Horner. Ch. P. Clesson.,,,. Mission de . San Jose. Washington... ...No. 4... J. R. McDavid J. M. Moore. W. H. Mack. Miss Ada Moore... Centrev ille. Washington... ...No. 5... James Hawley John McCormic. Abram Clark. Miss E. Everett..... Alyarado. AMADOR. Jackson lone City, Pine Grove. Drytown Sutter Creek. Volcano. TRUSTEES A. C. Brown John Murshett Wm. McKim. J. F. Turner J. H. Stevens. S. Love. Joshua D. Luttrell. A. Leonard. A. P. Clough. G. W. Seaton R. K. Wick. C. W. Fox. N. A. Green W. T. Wildman: A. Hayward. A. N. Ballard John Turner. S. B. Boardman. TCACHEBS. A. W. Kerr. Mrs. A. W. Kerr. J. A. Peters. Miss Dane. H. P. Hinckson. E. B. Mclntire. M. M. Estee. 138 TRUSTEES AND TEACHERS. DISTRICTS. TRUSTEES. TEACHERS. Fidilletowii John D. "Williams W. J. Cosper. Amador D. M. Goff. J. F. Ostrom. W S Porter Buena Vista D. Barry. P. Kusart. P. Y. Cool Josiah T. Joyner. Kytc Jackson Valley Simon Pronty Joseph Lewis. Wm. H. Amick. R. K. Sexton A. F. Potter. Union Church Clinton Hugh Robinson. Michael Tyraan. BUTTE TOWNSHIPS. Ophir Ophir Ophir Wyandotte. Wyandotte. Wyandotte. DISTRICTS. ■No. 1. .No. 2. .No. 3. .No. 1. .No. 2. .No. 3. TRUSTEES. D. W. Cheesraan J. G. Downer T. Fogg. N. P. Cartland... J. Anthony. J. Wheeler. John Onyett J. L. Kister. Cleveland. Jacob Snow Amos Thatcher. R. M. Bills. J. A. Watson E. Feller. W. H. Swain. C. Dunkum G. M. Wilson. J. D. Forbes. TEACHERS. J. B. Chinn. Miss M. B. Webb. Miss Sarah Knox. G. W. Boody. J. Z. Keetch. B. Gumey. J. Palmer. TRUSTEES AND TEACHERS. 139 CALAVERAS TOWNSHIPS. DISTRICTS. TRUSTEES. TEACHERS. 4th No.l Campo Seco James McGilvery A. G. Phillips. T. F. Davis. Charles Faville Mrs. Ballard. 6th ...~ No.l J W. "Willard. 6th San Andres..^ No. 2 Upper Calaveras No.l Mokelumne Hill J. W. Willard. D. H. Manard. E. R. Purple E. E. Johnson. 6th A. BerdzhoflF. Anson Brown. H. M. Sturges John H. Allen. T. S. Lousett. P. C. McKinnie. Mrs. Foster. 140 TRUSTEES AND TEACHERS. TOWNSHIPS. DISTRICTS. TRUSTEES. TEACHERS. 6th ..No. 2 A. H. Hoerchner J. N. Angier. George Warner. E. M. Faunce Miss Statzer. 6th Pleasant Springs No 3 Mrs. H. A. Morse. Chile Gulch F. Garland. L. A. Morse. L. M. Scheack 6th No. 4 Miss H. B. FoulkeS. Golden Gate Joel Dickenson. Andrew Young. Wm. Walker. W. B. Butts. Wm. C. Bean. Wm. Wells 7th No. 1 7th Cave City No. 2 Mrs. M. Winters. W. W. Derham. 8th No. 1 S. G. Briggs. B. W. Payne. S. S. Abbott 9th Angel's Camp No. 1 John Ward. D. H. Manard. Wm Jones L. G. Morrill. Mrs. Cain. A R. Gunnison. Murphy's Volney Shearer. Riley Senter. A. Taylor 9th No. 2 M. P. Holmes. Vallicito John Booth. M. W. Hall. John H. Ginter. Samuel Stevenson. Wm. Henderson. 9th No.3 Douglas Flat COLUSA. DISTRICTS. TRUSTEES. POST OFFICES. Colusa Wm. H. Turner No. 1 0. C. Berky. D. P. Durst. C. J DiefendorfiF . . . Grand Island Grand Island James Graham. James Girdner. James Powell No. 2 Grand Island: Grand Island F. AV. Wilkins. R. P. Rose. TRUSTEES AXD TEACHERS. t41 DISTRICTS. TRUSTEES. No. 3 Grand Island ... ;R. S. Browning. ...J. X. Cain. ;H. Pollock. Princeton ; Wm. H. Helphenstine. j Thomas C. Hance. H. C. Grigsby. Union , M. Davis , |E. McPaniels. B. F. Christopher. Plaza. iR. H.Pratt.... j Frame King. !h. L. Hobart. POST OFFICES. Grand Island. Princeton. Princeton. Monroeyille, CONTRA COSTA. TOWNSHIPS. DISTRICTS. TRUSTEES. POST OFFICES. No. 1 M. R. Barber Rev. J. W. Brier. No. 2 No. 1 John Baker. Albert Wilks. No. 2 No. 2 Benjamin Shrieve Lafayette. L. M. Brown. F. G. Beauchamp. No. 2 No. 3 Rev. George C. Dean John Linebarger. John Shuey. Lafayette. No.2.„ No 4 J. R. L. Smith Lafayette. WilUam Allen. No. 3 No. 1 J. D. Tabor Martinez. John H. Russell. Enoch Huntsaker. No. 3. No. 2 Wm. H. McNeill Martinez. James H. Clark. No. 3... No. 3.. Rev. David McClure Jeremiah Morgan. Martinez. No. 3 Nn !i Martinez. * *^ 1 — - Henry Jackson. Thomas Whitten. » 142 TRUSTEES AND TEACHERS. EL DORADO. DISTRICTS. TRUSTEES. Colo ma R. Chalmers, R. V. Clark, A. A. Vangilder. John T. Swift, Frank Van Camp, T. W. Anabel. J. J. McFarnahan, J, R. Munson, Henry Sotzen. William Cromwell, A. Lohry, W. H. Weidham. Powell Crosley, Edward Elrod, William Stewart. f Dr. A. Clark, John Kirk, J. S. Titus. \ Rev. Walter Frear, City Superintendent. W. P. Earley, G. H. Stout, L. Spencer. L. Turner, T. B. Rossington, C. G. Carpenter. W, F. Leon, Jackson Spencer, John Wandell. W. T. Gibbs, S. Knox, Samuel Currier. Gold Hill Cold Spring Smith's Fiat Placerville City Upper Placerville Dry Creek John Keller, H. D. Robb. Thomas Breeze. Spanish Flat E, M. Brooks, William Robertez, H. Tucker. Mud Spring H. Peary, Charles Roussin, 0. B. Wescott. Dr. Edwards, Smith, Robert Kelly. T. Lambert, Captain Worth, William Jenks. J. H. Miller, Thomas Hitchcock, John Graham. Samuel Eusminger, T. G. Gilbert, H. C. Sloss. L. B. Curtis, T. M. Birch, Jacob Winkleman. Buckeye Flat French Creek Cosumnes Grove Indian Diggings Greenwood Deer Creek H. L. Parker, F. F. Winchell. Clarksville William Bissett, G. N. Douglass. W. Dorman, H. H. Fries, Conrad Etzel. Thomas Orr, William Brome, Nehemiah Haskell. Jay Hawk Salmon Falls Mountain William Morris, S R. Goddard William McKean. Biff Bar A H. Saxton, C. Stanford, W. H. Parkinson. LOS ANCxELES. DISTRICTS. City of Los Angeles- El Monte. San Gabriel... San Juan. Santa Anna.. TRUSTEES. Dr. T. J. White L. Jayinski. A. F. Coronel. E. J. C. Kewen, City Superinten't David Lewis T. J. Mayes. H. Beardsley. William M. Stockton. D. F. Hall. H. C. Daulton. Miguel Alvarez. John Foster. Juan Abila. School No. 1. Wra. McKee, Emma Hoyt. School No. 2, Mrs. Hoyt. A. H. Hoyt. Mrs. T. Foster. Thomas Scully. Augt. Laudenberger Thomas Scully. Desiderio Burruel, TKUSTEES AND TEACHERS. 143 MARIN. DISTRICTS, TRUSTEES. TEACHERS. Benjamin Vasar Lorenzo Gale. James Phenix. A. C. Buffington. J. B. Jacobs J. B. Boyes. Silas Rodgers. C. Sime J. Keys. Edward Clark. E Nason J. J. Rodgers. Ruben Jones. No. 1 Tomales No 2 Francis Shepperd. Tomales H. J. Beck. L. A. Webber. MARIPOSA DISTRICTS. TEACHERS. Mariposa Wm. A. King |J. M. Ridgway. Bear Valley and Agua;H. Stegman Fria jDr. W, A. Woodward. Jenkins. J. W. Simmons. Vallicito and Guadalupe.. Hornitos . Coulterville. J. S. McKean...., W. R. Smith. W. H. Tongue... E. Givens. W. H. Tichenel. George Counts. jJohn O'Bear. IJames Shimer. I Daniel Wood, Jr. John F. Orr. 144 TRUSTEES AND TEACHERS. MERCED. TOWNSHIPS. DISTRICTS. TRUSTEES. TEACHERS. POST OFFICES. No. 1 ...No. 1... ...No. 2... ...No. 3... B. W. Kimball... J. Neil Snelling's. Forlorn Hope Gwinn. No. 1 John Birkhead. Henry Aldridge. J.J. Cox William Johnson Robert Green. — Binkley. No. 2 Hathaway and Bates. MONTEREY DISTRICTS. TRUSTEES. TEACHERS. Monterey D R. Ashley J T Gardner Alisal S. Con over. S. Oslo. J. Barden T. Logwood. George Groves. G. F. Fulo-ham B. B. Barker. S&n Jusin.. Pajaro A. Martin. B. F. Dennison. J. D. Walker Miss L. J. Collina Carrollton 0. Chapen. T. S. Robert. J. B. Tvns Pajaro Joseph Hatch. John Ollinger. TRUSTEES AND TEACHERS. HS NAPA. DISTRICTS. TRUSTEES. TEACHERS. Napa No. 1 R. Hill 1 1 Mr. Keeler Nana No 2 R. C. Haile ... [-Napa John Lawley.J Cook City. Mrs. Bates. Napa, No. 3 Backus. Edgington. M. Clelland John A. Berlin. Napa, No. 4 Winter. Wilkerson. Allen Miss E. Estabrook Suscol Cotterell. Reeve. James Hill J R Coe Frftplflin ..,.,,.., ,..,.,. Rees. Raven. Hamilton • Yount No 1 Roiney. George Grigsby. Luke Edington Thomas P Tucker Yount, No. 2 A. C. Styce. B. F. Butler. Hopper ") A. May. A. P. BaUej. R. A. Olmstead. Hot Snrinsr No 1 Whitten ISebastopol. Murch J William Hudson ■) Lillie 1st. Y. A. Anderson j Nash Helena. Boiling Springs Jamison. J. Kellogg. Evay - -- J. Normon. Mr. Miller. Pope Valley Poulsin. Cyrus. John Newman Joshua Harmon. Joel Willard. J. P. Williami . Clear Lake, No. 1 Buckrall. E. S. Music. Thomas Boyd Mr. Haile. M. Hammok. A. M. Cob. C. N. Copsey. N. Herndon. 15 146 TRUSTEES AND TEACHERS. NEVADA. DISTRICTS. Nevada, No. 1. Grass Valley, No. 1 Cherokee, No. 1 Rough and Ready, No. 1 Little York, No. 1 W. F. Anderson . J. J. Rolfe Henry Davis. John Grove. G. B. Zaff. TEACHERS. Warren T. Lockwood Mrs. Coulbourn. John Ney. Mrs. Spoone. Abel Dobson. PLACER. DISTRICTS. No. 1 Iowa Hill No. 2 Wisconsin Hill No. 3 Dutch Flat No. 4 Illinoistown No. 5 Michigan Bluffs No. 6 Forest Hill No. 1 Yankee Jim's TRUSTEES P. J. Edwards H. C. Ladd. Charles A. Barton. R. R. Patton M. M. Robinson. G. R. Morrison. A. C. Scull , S. Heyman. H. Davis. E. J. Buckell R. S. Egbert. J. M. Perine. K. Favor , Giles A. Buel. J. W. Brady. J.W.Philips A. Hart. John Bortand. S. M. Jamison , Wm. Kerr. Wm. McClure. Sarah Townsend. L. Wagoner. Mary A. Flack. Miss Brickell. Mr. Reecker. Miss Baldwin. TRUSTEES A^B TEACHERS, 147 DISTRICTS, No. 8.... Todd's Valley No. 9.... Mt. Pleasant No. 10.. Coon Creek No. 11.. Gold Hill No. 12.. Ophir No. 13.. Auburn No. 14.. Rattlesnake No. 15.. Secret Ravine No. 16.. Dry Creek TRUSTEES. F. Walton Todd W. H. Hall. Wm. Randlet. James R. Nickerson S. D. Budge. P. Myers. D. B. Goode E. Miles. Louis Chamberlain. D. V. Mason D. Sickels. John Bosquit. David Olds , James Moore. Wm. H. Martin. Charles A. Tuttle J. Marks. R. Gordon. George W. Thirkil L. E. MiUer. H. Mansur. S. R. Bradley J. Turner. James Laird. E. J. Shelhouse Thomas Dudley. H. F. Davis. P. C. Ripley. Wm. A. Henry Wm. A. Henry. Jesse Henderson. Joseph W. Scobey. P. C. MiUette. Josephine S. Woods. S. D. Reed. John C. BalL PLUMAS. DISTRICTS. TRUSTEES. TEACHERS. No. 1 Lewis Stark No. 4 No. 5 J. C. Lewis. S. S. Stinson. James H. Yeates C. Myers. Russell Alford. D. W Kellog R. W. Gates. C. Porter. James Bronson. 148 TEtJSTEES AND TEACHERS. SACRAMENTO. TOWNSHIPS. DISTRICTS. TRUSTEES. TEACHERS. POST OFFICES. ...No. 1... JohnWhaley Sacramento. Benj. Orrick. Robert Moore. American ...No. 2... J. A. Earhart Warren Markam. John Scamon. J. W. Hodgkin Sacramento. Center ...No. 1... Sam. G. Medley... JohnMeaburn Sacramento. Center ...No. 2... H. D. Campbell Wm. A. Thomas. Mrs. A. Sherman.. Sacramento. Mississippi ... ...No. 1... Rev. V. Blakesley.. H. A. Thompson. E. P. WiUard Folsom. Sutter ...No. 1... D. C. Norcross D. E. Hastings. A. Craw. G. L. Ludington — Sacramento. Sutter and Franklin West Un'n James Barnes Tobias Kadell. John A. Simons Sacramento. Rnt.t.PT* fl.nfl East I Fn'n. Myron Smith Chas. D. Childs. E. B. Cooper. Mr. Baker Prewitt's. Franklin Franklin ...No. 2... L. S. Nevins Thomas Hunt. James Anderson. R. D. Wilson Franklin. Franklin Eagle P't.. J. C Almond Onisbo. D. T. Lufkin. Charles S. Howell. Georgiana ...No. 1... Henry Hoppes Joseph Wise. J. C. Baker. R. J. Dempsey Onisbo. Dry Creek ...No. 1... D. G. Weston Thos. Armstrong. Calvin Briggs. Lansing Tooker... Fugitt's R'ho, San Joaquin county. A1flKs)mfl. ...No. 1... Steph. Goodman... Robert Scott. William Young. Mr Hamm.... Fugitt's R'ho, San Joaquin county. Brighton ...No. 1... S. N. Baker Sacramento. Wm. H. Manlove. J. Beam. Brighton .../.. ...No. 2... B F Weathers Sacramento. George Wilson. Jacob Gunter. TRUSTEES ANt> TEACHERS. 149 TOWNSHIPS. DISTRICTS. TRUSTEES. TEACHERS. POST OFPICBS. Brighton and'Rjiilpv Joshua T. Bailey.. A. J. Painter. A. Plumer. D. Bliss Sacramento. San Joaquin. San Joaquin.. ...No. 2... Philip Hull Mr. Wolber Elk Grove. David McConnell.. San Joaquin.. ...No. 3... Norman Stewart... G. Waters. J. C. Walker. J. C. Babcock Elk Grove. San Joaquin.. ...No. 4... Elk Grove. Fred. Winkleman. Briffliton Lee '^i ""*"«'' - X Kane Sacramento. and Granite.. Wm. H. Kilgore. Daniel Brown Granite Granite ... A. C. Donaldson.. Dr. Bradley. D. Dennison. John M. Sibley Folsom. Granite Prairie Wm. H, Messerve.. N. Glencamp. Miss Payne Texas Hill. Natoma Mormon Island... J. R. CaldweU John Nuttall. Elijah Poor. Mr^. Frank Sayles Mormon Isl'd. Lee Wilson M. A. Corn well J. C. Newton. James Esterbrook. Miss C. S. Hayes.. Cosumnes. Lee Rhoades .. Jos. V. Mathews... John P. Rhoades. Humphrey Taylor. Dr, Adlam.. Cosunmies. Cosumnes Michigan Bar J. C. Stratton James Hauser. A. J. Cope. Miss €ook..^ Michigan Bar. Live Oak.. Michigan Bar, John Reed. Manoah Perry. Cosumnes KatesvUle. Rodolph Korwin.. John Sevier. Capt. Jos. Pascal. Mrs. Marshall Cosumnes. 150 TRUSTEES AND TEACHERS. SACRAMENTO CITY. C. A. Swift, Principal.. L. Lefebre, French and - M. B Black Musi« Spanish j-HIGH SCHOOL. S. Lyon, S. E. Fitzgerald, C. R. Pratt, F. W. Thayer, H. L. Nelson, F. Ross, - GRAMMAR AND PRIMARY. ' F. Chamberlain, M. A. E. Heacock, L. Kercheval, H. A. White, James W. Wells, E. M. Osborn. SAN BERNARDINO, TOWNSHIPS. DISTRICTS. TRUSTEES. TEACHERS. San Bernardino. No. 1 N.Vise J. W. Wilson E. Bobbins. Mrs. E. Robbins. John Brown. San Bernardino. No. 2 Joseph Thome Joseph McFeely. Joseph Hancock. John Garner. San Bernardino. No. 3 Charles Percy. Thompson Sackett. Anson Vauleuven. .San Bernardino. No. 4 William Davis. John Shields. •San Bernardino. No. 5 B. F. Matthews J. St. Clair. A. D. Borew. E. Thomas. San Bernardino. No. 1 C. Sanders C. Hardy. A. Parks. J. C. Babb. San Salvador... No. 1 L. Robidoux J. P. Kipp. Charles Hill. Charles Hardy. TRUSTEES AND TEACHERS. 151 SAN DIEGO. DISTRICT. TRUSTEES. TEACHERS. Plaza.. E W Morse James Nichols H. C. Ladd. D. B. Kurtz. SAN FRANCISCO Dist. 1_R. W. Fishbourne, 2— A. S. Edwards, 3 — "WiUiam Sherman, 4 — S. A. Chapin, BOARD OF EDUCATION William Sherman, President. Dist. 5 — Abraham Tandler, 6 — Jonathan Hunt, 7 — William Pearson, 8— E. B. Goddard, Clerk, Samuel Barklet. SUPKREITE^TDEST, HENRY B. JANES, Dist. 9— D. C. McRuer, 10 — Franklin Knox, 11 — George Seger, 12 — J. Shade Dungan. TEACHERS. San Francisco High School. Mr. Ellis H. Holmes Principal, and Teacher of Mathemattes and Intellectual and Moral Philosophy. Mr. George W. Minns Teacher of Natural Sciences. Mr. George D. Hansen Teacher of Modern Languages. Miss M. E. Hewes Teacher in Female Department. Grammar Department. RiNCON School Principal Mr. John Swett. 1st Assistant Miss L. A. Bridgman. 2d Assistant Miss M. F. Rand. Dexman School Principal Mr. George Tait. 1st Assistant Miss M. J. Armstrong. 2d Assistant Miss M. L. Tracy. Powell Street School Principal Mr. H. P. Carlton. Ist Assistant Mrs. Louisa Clapp. 2d Assistant Miss M. A. Nugent. Union Street School Principal Mr. Ahira Holmes. 1st Assistant Miss R. W. Foster. 2d Assistant Miss Lizzie Kennedy. Mabket Street School Principal Mr. Thomas S. Myrick. 1st Assistant Miss S. L. Larkin. 2d Assistant Miss Kate Kennedy. Spbinq Vallky School Principal Mr. J. C. MorriU. Ist Assistant Miss M. L. Morgan. 2d Assistant Miss J. C. Gilbert. 152 TRUSTEES AND TEACHERS. Mixed Schools. Mission School ., Principal Mr. Thomas C. Leonard. Hydb Steebt Mixed School Principal Mr. John C. Pelton. Assistant Miss M. A. Shattuck. Mixed School for Colored Children Principal John J. Moore. Intermedlltb Department. RiNCON School Principal Miss H. J. Kirtland. 1st Assistant Miss Jane B. Sheldon. 2d Assistant Miss Anna Prescott. Denman School Principal Mrs. L, A. Morgan. 1st Assistant Miss Anna Starkey. 2d Assistant Miss M. V. Tingley. Powell Street School Principal Miss D. Prescott. 1st Assistant Miss G. T. Pearce. 2d Assistant Mrs. F. E. Forester. Union Street School Principal Miss A. S. Barnard. 1st Assistant Miss Julia A. Lawless. 2d Assistant Miss Ellen Casey. Greenwich Street School Principal Miss Kate Downes. Mission Street School Principal Miss Sarah Gonsalves. Stockton Street School Principal Miss E. F. Sanford. 1st Assistant Miss Lottie Smith. 2d Assistant Miss C. A. King. Primary Department. RiNCON School Principal Miss Carrie V. Benjamin. 1st Assistant Miss Lizzie J. Chapin. 2d Assistant Miss H. E. Moir. Market Street School Principal Mrs. E. M. Barstow. 1st Assistant Miss A. E. Clayton. 2d Assistant Miss Emma Mitchell. California Street School Principal Mrs. M. Deane. Assistants Miss L. H. Morgan. Mrs. E. Pollock. Miss L. S. Edwards. Washington Street School Principal Mrs. S. E. Seagrave. 1st Assistant Miss Beatrice Weed. 2d Assistant Miss A. Van Reynegan. Union Street School Principal Mrs. L.J. Bowers. 1st Assistant Miss A. C. Hasty. Pupil Teacher Miss S. J. T. Fishbourne. TRUSTEES AND TEACHERS. 153 Mission Street School Principal Miss S. M. Reed. 1st Assistant Mrs. C. E. Burt. 2d Assistant Miss E. J. Turner. Greenwich Street School Principal Mrs. R. D. Bird. Pupil Teacher Miss S. F. Loring. Hyde Street School Principal Miss M. J. C. Palmer. Assistant Mrs. Ellen George. Spring Valley School Principal Mrs. O.P. Cudworth. Mission School Principal Mrs. F. A. Thompson, SAN JOAQUIN. districts. trustees. TEACHERS. Stockton V. M. Peyton T. J. Keys. J. R. McCloud Miss L. A. M. Grove. Castoria, No. 1 A. B. Kincaid Elkhom, No. 1 C. Salmon. Samuel Ratan T. J. Ally. J. W. Jones. Elkhom, No. 2 J. G. Hoskins. J. W. Woods G B Oliver Elkhom, No. 3 W. Smith. S. W. Artell. E. Fiske J D. Littlefield. Elkhom, No. 4 L. H. Brannack. J C. Smith H WallAce Elkhom, No. 5 N. Williams. W. M. Denton. J.Abels H Adlam. Douglass, No. 1 T. M. Aull. M. WeUs. J U. Smith H. G. Davidson. Douglass, No. 2 •J. Messick. Pratha. J.Gard « H S Fletcher 'PnticT i« 154 TRUSTEES AND TEACHERS. DISTRICTS Douglass, No. 3. Oaeil, No. 2 Oneil, No. 3 Oneil, No. 4 Elliott Elliott, No. 4 Emory TRUSTEES. L. Hewett M. Drais. J. Edwards. A, B, Brush J. Lewis. E. Baily. J. A. Mitchell J. W. Farley. John F. Wood. J. D. Hamilton... C. McCloud. J. Austin. G. C. Holman...., D. J. Locke. P. A. Athearn. J.Morse W. L. Campbell. J. Barton. Stephen Bishop. George W. Dent. F. W. Champion. A. Plattenburg. J. Allen. H. L. Merritt. V. J. Walker. Miss G. Shackford. J. F. Orr. A. J. Randall. SAN LUIS OBISPO. 'district. TRUSTEES. TEACHERS. Walter Murray T. Herrera. Frederick Wickenden. SAN MATEO DISTRICTS. TRUSTEES. TEACHERS. No. 1 John Donald Daniel Lunt John J. Eliet. J. B. Morton. TRUSTEES AND TEACHERS. 156 DISTRICTS. TRUSTEES. TEACHERS. No 2 William Buzzell Thomas S Boucher Xo 3 J. Selleck. D. W. ConneUy. Robert Greer • O.P.Mason at Wood- Daniel Ross. B. G. Lathrop. side. Mrs. Susan A.Trotter, at Redwood City. SANTA BARBARA. DISTRICTS. TRUSTEES. TEACHERS. No. 1 Jose Arnaz Alberto Chateauneuf. No 2 Fernando Pico. Allen Cullumber. John Nidever No. 3 William Hewitt. Thomas Romero. Charles E. Huse E. B. Williams. Pablo de la Guerra. Thomas Dennis. SANTA CLARA. DISTRICTS. TRUSTEES. TEACHERS. Hon. W. McCoy Freeman Gates. General C. AUen. W. T. Ryland. Wm. OTerfelt Miss Weir. Mrs. Crittenden. W. Tonner. James Burr. Wm. H. Freir. James Ogan. W. R BetheL Miss C. Taylor. Wm. Munn. James Hart. 166 TBUSTEES AND TEACHERS. DISTRICTS. San Jose, No. 4 San Jose, No. 5 Santa Clara, No. 1... Santa Clara, No. 2... Santa Clara, No. 3 .. Santa Clara, No. 4... Redwood, No. 1 GilrojjNo. 1 Alviso, No. 1 Fremont, No. 1 Fremont, No. 2 Burnett, No. 1 TRUSTEES. E. Peck E. A. Clark. James Willard. Wm. Aram James Murphy. B. S. Fost. A. H. Hicks P. L. Keith. J. Bland. J. S. Easton.... W. Madden. H. Bland. A. J. Jackson., J. Miilikin. W. Hall. H. Hamilton.... J. Dooley. Dr. Caldwell. F. Sheppard.... K. Jarboe. L. Miller. M. Thomas.... T. Rea. T. Adams. M. Doty F. Crighton. W. Weller. J. Sleeper F. Jenkins. H. Keifer. J. Dunn James Otterson. H. Dundon. J. Heinley B. Montgomery. J. Tennant. TEACHERS. L. A. Swart. William Devereux^ W. H. Patten. W. F. Hustis. W. H. Sturges. D. W. Herrington. R. 0. Swart. A. F. White. Mrs. A. F. White. Miss Buckman. H. Vanschaick. C. Payton. Miss C. Green. A. Farnsworth. F. Paine. TRUSTEES AND TEACHERS. 157 SANTA CRUZ DISTRICTS. TRUSTEES. TEACHERS. William Anthony Richard C. Kirby. Richard K. Vestal. Henry "W. Peck Pajaro Edward Porter. John Hames. Amos Roberts. George Williams. Daniel Tuttle. SHASTA. DISTRICTS. No. 1 iDr. J. E.Pelham. Shasta D. H. Dunn. J. D. Mix. No. 2. Buckeye. No. 3... Stillwater No. 4.... Oak Run.. No. 5 Cow Creek. No. 6 Clover Creek. No. 7. Sierra... G. W. Nieman. G. J. Exley. D. Whiting. J. S. P. Bass.... J. B. Potter. D. Henry. J. M.Hunt , A. McCullum. D. Hunt. C. Ultz J. Sanders. A. Miller. B. Heryford R. F. Martin. C. R. Heryford. S. D. Baker. P. Geere. W* Strand. Miss D. M. Evans, Principal. Jane Parker, Ass't. N. B. Powers. H. Street. S. H. Clotton. G. K, Adams. 0. C. KendoU. L. Willey. 158 TRUSTEES AND TEACHERS. DISTRICTS. TRUSTEES. TEACHERS. No 8 W H. Elmore J. W. Colgan. Clear Creek T. Hart. J. Rawlston. W K Conger No 9 H. Titus. Eagle Creek W. Kinney. H. Gough. SIERRA. DISTRICTS. TRUSTEES. TEACHERS. La Porte Frai^k Everts (xihaonville R. Tregarkis. L. W. Byington. Lewis Gozer H. J. McKinkley. Miss Alice Styles. Miss Jane Crowfoot. B. Eaton. B. V. Rutherford. D. T. Berry Table Rock A. J. Lowell. James Moyle Eureka City Dr. Clerves. M. Chandler. Miss Phebe Abbott Hirknk TinTimiPVillA A. J McKenzie Benjamin Green. G. W. Still. Dr. B. Kennif. PoTftst Citv W. H. Burgess. J. D. Seillen. William Flemming L Gale. T nn nhindlrr Alleghany Town J. J. Basye Mrs. Harriet S. Miller. D. S. Marvin. . . NoTrhall TRUSTEES AND TEACHERS. 159 SISKIYOU. DISTRICTS. TRUSTEES. TEACHERS. No 1 Joiias W. Brown 0. H. Purdy. Yreka N. C. Mayhew. A. M. Rosborough. No 2 Jesse Combs John W. Thomas. Hawkinsville Wm. H. Mowat. George H. Brown. No 3 Elias Stone N. Gobnm. Shasta VaUey Squire Howard. John Bartle. No 4 John Bighara. South Township E. Elmore. D. H. Lowry. No. 5 LitUe Shasta R. S. McEwan H. H. Hyde. Joseph Bassey. John W. WhaUey. No. 6 James E. Thomas D. B. Rhinehart Scott's Valley ID. M. Davidson. No. 7. Humbug.. T. B. Hickman. E. Emery George F. Moore. E. D. Stillman. No. 8 |J. W. Evans Cottonwood G. W. C. McCoy. J. R. Spencer. Frank E. Ensign. F. M. Hooper. A. M. C. Smith. No. 9. Union. No. 10 George W. Cox.... Greenhorn iA. E. Schwatka. George F. Myers. No. 11. Indian Creek James Lyman.. Jonas Johnson. H. Harper. No. 12 D. F. Finley Scott River iH. C. Ticknor. I Bradford McCrary. Miss J. Wright. 160 TRUSTEES AND TEACHERS. SOLANO. DISTRICTS. Benicia, No. 1 Vallejo, No. 1 Green Valley, No. 1 Suisun, No. 1 Suisun, No. 2 Suisun, No. 3 Vacaville, No. 1 Vacaville, No. 2 Vacaville, No. 3 Montezuma, No. 1.. Fremont, No. 1 TRUSTEES. Hon. George Seristan. W. C. Hageland , A. 0. Lumaree D. J.Clayton , William H. Turner James Woods S. T. Hoyt , Joseph Weldun , Elijah S. Silvey Thomas Dowell S.F.Hyde Teacher... A\ex. Macy Vallejo POST OFFICES. Benicia. Vallejo. Cordelia. Suisun. Suisun. Suisun. Vacaville. Vacaville. Silvey's. Denverton. Sacramento. SONOMA. DISTRICTS. TRUSTEES. TEACHERS. Petaluma. S. W. Brown Iowa '. .•> Joshua H. Lewis. E. R. Moffet. Silas Martin cipal, and three As- sistants. B. Hall. Charles Pervine. Robert Andrews. William Spencer H. C. Babcock. Walker Levi Davis. S. T. Davis. Francis Wilsey Joseph Campbell. Mr. Hall. Blucher Ezeziel Denmon. George Williams. Martin Reed C. J. Pickle. N. McCusstion. TRUSTEES AND TEACHERS. 161 DISTRICTS. Big VaUey Mount Vernon Oak Grove Pleasant Hill Union Stony Point Bodega Todd's Strawberry Ridge Mark West Guillica Santa Rosa Russian River Windsor Dunbar Ash Spring 17 TRUSTEES. TEACHERS. William Smith.. Alonzo Walker. Moses Quesenbury... William E. Flomary. William L. Taber.., John Baum. Lessen Ross. William H. Potter. G. R. Rowland. Henry Marshall John Churchmon. P. N. Woodworth.. William Ayres. A. S. Purine James Walson. William R. Robinson. William Farmer.. James Hearn. H. Bry. Coleman Tolbert. Hiram Young. John Hughes. George Wallace.. Thomas B. Scott. John B. Frons. Emsley Elliott.. M. Hudson. William Spurr. John Hendley William Churchmon. E. R. Budd. J. D. Thompson. J. W. Yates. James Prewett. S.Lewis Henry Bell. William E. Cocke. L. W. Comron. Alexander Dunbar. Hugh Patten. J . Cecil. Miss Judson. D. P. Ogan. William M. Rider. Wesley Piercy. Thomas J. Abies. J. P. Williams. A. B. Bowers. Russell Newton. W. B. Morgan. D. Temple. Samuel D. Winslow. Mr. Winslow. George Greer. 162 TRUSTEES AND TEACHERS. DISTRICTS. Sonoma Payran Waugh Copeland's Independence — Washington Mendocino, No. 1 Mendocino, No. 2 Wetmaugh Lewis American Valley. Finer Redwood Eureka Dunham TRUSTEES. Fred. Rhorer B. B. Berry. Stephen Payran John Fine. J. Farley. D. A. Sackett Alexander Copeland B. F. Dehover. William Wilson. David Odell J. W. Haigh. D. W. Bailey. Robert Laird William Marsh. Joseph Albertson.... G. R. Byrd. Johnson Ireland. J. G. Dow A. J. Gordon. A. C. Bledsoe. Failed to qualify. William Catron Jeremiah Root. Richard Fulkerson. Lewis Vestal , G. W. Woodson. Hugh Slogdale. James A. Peugh John H. Davis. Jared Seward Daniel Troy. H. H. Lewis. Wm. n. Sansbury... E. H. Eubank. William Ayers Isaac Fuller. P. Woodworth. John Crisp. A. H. Featherman. Corson. J. Newton. E. A. Scott. H. A. Pierce. Miss Carroll. TRUSTEES AND TEACHERS. 168 STANISLAUS. DISTRICTS. Branch La Grange^ Camp Washington Davis' jC. W. Salter i Thomas G. Murphy. C. W. Cooke. H. W. Wallis.... A. B. Anderson. H. Williams. Isaac Frazier , Thomas Richardson. John Dotson. H. B. Davis.... J. P. Hinkson. C. L. Carman. TEACHERS. C. F. Estes. H. MorreU. f^*^ Valentine Bennett. SUTTER, DISTRICTS, TRUSTEES. TEACHERS. Bear River, No. 1 M. Boulware M. C. Clark. Xicolaus, Xo. 1 J. R. Pornter. P. W. Harris D. Gow. Nicolaus, No. 2 C. S. HasweU. M. M. West. G. W. Lee J. T. Lee. David 0. Mahony. M. C.Winchester James Hart. Vernon, No. 1 Yuba, No. 1 P. Carrico. D. AbdeU. T. D. Bovd... Miss Mary J. Butler. Miss Wilson, Butte, Xo. 1 James Richards. A. Schnepler. Butte, No. 2 A. J. Speerd. J. C. Tindall. E P Wil''on Dr. Wm. McMurtry. George Farley. 164 TRUSTEES AND TEACHERS. TEHAMA. DISTRICTS. TRUSTEES. TEACHERS. "Red Bluffs J W Noyes E. H. M. Bailey. L. Elliott. R. W. Willson. S. M. Miller. James M. Maxcey R. G. Baker. N. Tartar. G. W. Hoag W. M. Gulp. Lassens • ••.. J. C. Bradley. W. H. Baney. G. M. Stratton Edward Byron. Allen Sadorns. TRINITY DISTRICT. TRUSTEES. TEACHER. Weaverville David Hinds G. B. McDonald. H. J. Howe. H. J. Seaman. TUOLUMNE DISTRICTS. TRUSTEES L. C. Gunn Fred-erick Salter. D. Monroe. J. M. Cavis W. P. Gibbons. A. B. Holton. A. B. Preston B. F. Butterfield. J. Harriman. Sonora. Columbia , Jamestown D. S. Peters. R. Porterfield. Laura M. Nelson. C. G. Brown. TRUSTEES AND TEACHERS. les DISTRICTS. DonPedro's Tuttletown Shaw's Flat Chinese Camp Springfield TBUSTEES. Capt. Smith CjTUS Lynch. Jacob (jardiner. Gr. A. Darrow David Jamison. P. C. Gale. William J. Markley, G. 0. Havens. Davis. J. C. Peacock H. E. Lea. John Taylor. Calvin Honey , R. L. Smith. Burton Fales. TEACHBBS. Kimball. Joseph Emery. E. Pratt. J. C. PowelL E. Pratt. YOLO. DISTRICTS. TRUSTEES. TEACHERS. POST OFFICES. No. 1« Gertrude Swain... Yolo. No. 2 Russell Dav. G. W. McConneU. A. W. Morris Yolo. No. 3 W. C. Wright. John Stokes. J. V. Hoacr A.R. JacksoiL. Michael Woods... N. L. MitcheU. Robert H. Davis... J. W. Johnson Sacramento. No. 4 Samuel Conrad. David Hoagland. A. P. McCarty Cache Creek. No. 5 Felix Burton. Wm. H. McGrew. Martin A. Rahm Prairie. No. 6 Quintus C. Tebbs. Spencer Glascock. Wm S Emory Yolo. Michael Leman. Greorge Hebron. r or THB I TJNIVERSIT 166 TRUSTEES AND TEACHERS. -f ■■ ■ DISTRICTS. TRUSTEES. TEACHERS. POST OFFICES. No. 1 Harrison Gwinn No. 8 John H. Snowball. J. H. Updegraff. Wm. H. Harden No. 9 John F Dunn H. B. Hinds SafraiTipn + n Alex. Montgomery. Silas Woolery. ■» YtJBA. Marysville Camptonville Linda, No. 1. Linda, No. 2. Oregon House.. Brown's Valley. Peoria , Pleasant Grove. Eose Bar W. C. Belcher S. C. Thompkins. Rev. E. B. Walsworth. J. H. Variel J. D. Andrews. E. T. Peck. R. M. Turner... H. Davis. L. W. Thomas. James Martin. John Brophy. F, Terstiggo. A. Pauley.., J. Rule. D. B. Hume. Joseph Paine , Wm. Burroughs. J. Lafferty. Salmon Moody.., James P. Prince. jE. 0. Daugherty. TEACHERS. D. C. Stone Miss E. Wilson. Miss Buckmaster. Miss A. Goodwin. Mrs. M. Sherman. J. S. Foster. Miss Green. Mr. Pauley. Thomas B. Rice... Miss Wilson. Mr. Berrv POST OFFICES. Marysville. Camptonville. Marysville. Marysville. Oregon House. Brown's Valley. Peoria House. Empire Rancho. TRUSTEES AND TEACHERS. 167 DISTRICTS. Bear R'r, No. l..iC\Tus K. Dam.. V. Henderson. Dr. Harper. William Findley. Francis Lofton... Henry Miller. Bear R'r, No. 2. TEACHERS, POST OFFICES. Johnson's R'ho. Johnson's Rh'o. Note. — No reports have been received from the following counties, in reply to applications : — Del Norte, Fresno, Humboldt, Klamath, and Tulare. FORMS. The following Forms have been drawn to assist the School Officers in carrying out the provisions of the Law, and to secure uniformity : 1^0. 1. Appointment of District School Trustees. In accordance with Section 15 of an Act in relation to Common Schools, passed May 3, 1855, you are hereby appointed a Trustee of Common Schools for District of Township, of the County of You will qualify according to law, and then enter upon the dis- charge of your duties. To Superintendent of Common Schools for County. OATH OP OFFICE. I do solemnly swear (or affirm) that I will support the Constitution of the United States and the Constitution of the State of California, and that I will faithfully discharge the duties of Common School Trustee for the School Disttict of Township, in the County of , and State of California, according to the best of my ability. Sworn and subscribed to before me, a of the County of and State of California, this day of , Anno Dom- ini 185... Note. — This oath may be taken before any oflBcer in the State, authorized by law to administer oaths. FORMS. 169 JSTo. 2. Certificate of Election of a Trustee of Common Schools. To , of , Greeting: This certifies that you, the said , were, at an election held on the day of April, Anno |Domini 185. . ., chosen to the office of Trustee of Common Schools of [the district, town or city, as the case may be,] and you are, by virtue of said election and quali- fication, fully authorized and empowered to discharge all the duties of said office, and to exercise all the powers thereto belonging, according to law, for one year from and including the second Monday of April, 185.... County Clerk, Note. — The oath of oflSce must be taken in form as appended to No. 1, and should be attached to the certificate, and both filed immediat-ely in the office of the County Superintendent. No. 3. Appointment of a Common School Marshal. "We, the undersigned, Trustees of Common Schools for District , in the County of , appoint a Common School Marshal, to take the census of the children between the ages of four and eighteen years, and, separately, the census of children under four years of age, in said District. > y Trustees of Common Schools. [Date.] ^0.4. Certificate of Qualification to Keep a School. We the undersigned. Trustees of Common Schools, hereby certify that, after due examination, we are satisfied that is of good moral character, and possesses sufficient learning and ability to teach 170 FORMS. and impart knowledge and govern a school ; we therefore grant to this our certificate, which shall remain in force during one year from date, unless sooner revoked. y J y Trustees of Common Schools. [Date.] Note. — Whenever desirable, the aid of others can be called in to make thorough examination of the Teacher. Let the Teacher name his conduct of a school from the opening to the close, after jou have tested his literary ac- quirements. 1^0. 5. Form of Annulling a Gertijicate. Whereas, the Trustees of Common Schools for the of , did, on the day of , Anno Domini, 1S5..., issue to a certificate of qualification as a teacher in said Now, know ye, that upon further investigation and trial, the said has been found deficient and unqualified, [or has refused to conform to the regulations made by law.] We do therefore declare the said certificate to be annulled and void from this date, of which all persons whose duty it is to employ teachers of Common Schools are hereby requested to take notice. i 1 Trustees of Common Schools. To the Superintmident of Common Schools for the County of ...., 185.... Note. — It will be proper that notice of the annulling should be given to the County and State Superintendents.' FOfiMS. 171 :n'o. 6. Form of a Receipt of the County Superintendent of Common Schools. Keceived of , County Superintendent of Common Schools, all documents, books, and papers, belonging to his office as such Su- perintendent. County Superintendent Common Schools. [Date.] NoTe. — The law requires this receipt to be filed in the office of the County Treasurer. IS'o. 7. Form of a Receipt of the Trustees of Common Schools j under Sec- tion 16, Clause 11. Received of , Trustees of Common Schools for , the books of record, and all papers, books, blanks and documents, re- maining in their hands as such Trustees. o Trustees Common Schools. [Date.] 1^0, 8. Form of County Superintendent's Warrant upon the County Treasurer. No , , 185.... The Treasurer of the County of , will pay from the School Fund, to , or order, dollars, on account of County Superintendent Common Schools. % 172 FORMS. No. 9. Form of Poster ^ giving notice of a District Election for Additional Taxation J to Maintain Schools. To the Electors of School District : "-^ --.::^ Notice is hereby given, that an Election will be held on the day of , at which will be submitted the question, whether you will authorize a tax to pay the expense of maintaining School, for an additional term of months. It will be necessary to raise, for this purpose, the sum of $ , and the rate of taxation necessary to be levied, will be cents upon the one hundred dollars of valuation of taxable property in the District. The polls will be opened at , between the hours of and A full attendance is requested. District School Trustees. .th, A.D. 185... Note. — The date must be twenty days prior to the time fixed for the elec- tion. The posters should be put up in a dozen conspicuous places in the District. 1^0. 10. Form of Poster, giving notice of a District Election for Additional Taxation, to Build School House. To the Electors of School District : Notice is hereby given, that an election will be held on the day of , at which will be submitted the question whether you will authorize a tax for the purpose of building a School House in this District. It will be necessary to raise, for this purpose, the sum of $ , and the rate of taxation necessary to be levied will be cents FaRMs. 178 on the one hundred dollars of valuation of taxable property in the District. The plans and specifications of the proposed building may be seen at The polls will be opened at , between the hours of and A full attendance is requested. J > i District School Trustees. , 185.... Note. — The date, as before, must be twenty days prior to the election, and the posters should be put up in a dozen or more conspicuous places. 1^0 11. Form of Appointment of Collector of Tax. To all whom it may concern : The electors of School District having, at an election held on the day of A. D., 185..., authorized the levying of a tax, amounting to cents on the one hundred dollars of valu- ation of taxable property in the District, for the purpose of [main- taining School for an additional term of months, or, building a School House, as the case may be,] the Trustees of the District hereby appoint ......... to collect said tax, with all the pow- ers to enforce the collection which are given to Sherifis and Tax Col- lectors in the collection of State and County taxes. Trustees of District. [Date.] 174 FORMS. 1^0. 12. CENSUS RETURNS. Report of the Common School Marshal to the County Superinten- dentj School Trustees and State Super intendeiit, for School Year ending October 31, 185... § .a .2 b 553 o a o o !2; s-*"- 31 a ^ 1^; •3 _ 6-9 0) o 11 Form of an Affidavit to he appended to the Census Returns. County of |gg^ On this day of , A. D. 185..., personally appeared before me, the undersigned, a Justice of the Peace for the County and aforesaid, a duly appointed Common School Marshal, whose signature is hereunto subscribed, and being sworn according to law, made oath that the facts set forth in the above re- port are just and true, according to the best of his knowledge and belief. (Signed) Justice of the Peace. Common School Marshal fo Note. — This Report must be made out in triplicate; one for Trustees, one sent to the County Superintendent, and the third, to the Superintendent of PubUc Instruction. FORMS. 175 1^0. 13. DISTRICT SCHOOL TRUSTEES' REPORT. Report of the Trustees of Common School of District, to the County Superintendent for the District of and County of J from , 185..., to 185... 2 jl 3 f 1? fi it o s o > s i cS — 5 Total number of Children between the ages of four nnd eighteen, entitled by residence to enter the School within the School lioundary. IVlMKlw.r ..1- II.. vu in nwfi-inf ■ 1 o a >> it 1 (4 a" 2 11 = 5 J. 3 1 •3 1 O i a B S z c > 1 1 i ! 2^ ! 1 1 1 X 1 a 11 s — < i I S 1 = = 1 3 1 ll H <1 1 il < 1 eg 1 i ll ll Jl 1 s a i i ll |£ ag 3t3 1^ Note. — When the above blank is filled up, which must be done on or be- fore November 1st, of each year, the following certificate should be appended : We, the undersigned, Trustees of Common Schools for the District of and County aforesaid, certify that the above is a true statement of the condition of the Common Schools of said District. To Trustees of Common Schools. County Superintendent Common Schools. Note. — A duplicate of this Report must be forwarded, without fail, to the State Superintendent, at San Francisco. The Trustees will accompany their Report as above, with such remarks as they may think the interest of the Public School system in their town or city may require. 176 FORMS. No. 14. COUNTY TREASURER'S REPORT. Rejyort of the County Treasurer to the Superintendent of Public Instruction for the County of from , 185..., to , 185.... o S a 1 d i > 1 1 •< 1 1 a § 'd § § 1 § a 8 1 1 8 1 s ^ i o s •< 1 • i a o II § 1 i if •< 1 o 1 p -d o 1 a Note. — It is absolutely necessary that County Treasurers fill up each and every column in the above report, to enable the State Superintendent to pre- sent an intelligible report of the financial condition of the Schools to the Legislature. If no money has been paid for any purpose mentioned — for Libraries and Apparatus, for instance — report specially, in the appropriate column, "None." FORMS. 177 1^0. 15. COUNTY SUPERINTENDENT'S REPORT. Report of the County Superintendent of Public Schoohy to the State Superintendent of Public Instruction, for the County of , from , 185..., to , 185.... I B a> u !z § I ^ 9\ ■mo: Ifi S ; S i sj ■^ ;■= !•= - — . 25 Z a H 3 ,-3 , = £3Ci 3 ft 25 m S ' £2 -21 a ^ I ao I O I if -So s iT « OSS 2 . Note. — It is indispensable that the County Superintendent fill every column in the above Report, and transmit it to the Superintendent of Public Instruc- tion, on or before the 20th of November. In addition to the above, the County Superintendent will be furnished with a Note Book, containing appropriate heads, designed to collect various items of valuable information connected with the School Department. This Note Book he will fill up, and consider an Appendix to his Report to be transmitted, at the same time, to the State Superintendent. N. B. — The County Superintendent should keep a copy of his Report, when filled, in order that he may have the requisite data upon which to distribute the State and County School Fund. 18 178 FORMS. Ko. 16. PUBLIC SCHOOL TEACHERS' REPORT. Report of the Public School in District y in the o/ , from , 185..., to 185.... Teacher. u 11 s e BRANCHES TAUGHT. s 1 © 1 1 •3 1 bo a 1 1 "o o s o >, 1 ! 1 1 id «!; If 1 o "So c , 1 1 I'i 1^ 11 II LI 1 O I certify that the above is a true statement of the condition of the Common School in the County of , District of Teacher. Note. — The Teacher will make the above Report to the Trustees of Com- mon Schools, and also to the County Superintendent and State Superintendent, which Reports must be made on or before the first day of November of each year. Unless he fulfills this duty punctually, his District is liable to lose its share of the State and County School Moneys. To these moneys he has, Of course, to look for his compensation. IIsTDEX: I isr D E X PAGK. A Apportionment, of State School Fund 4,10 by County Superintendent.. 14 of County School Fund 52 Architecture, School 66 Appointment of Trustees 17 form for 168 Air, the proper quantity to be al- lowed each Pupil 74 Accounts, of Co. Sup'ts — how to be kept 12,51 of Trustees, how to be kept. 26 Arrangement of Seats and Desks... 80 Aisles or passages in School Room 76 Assessor, of District School Tax — who should be appointed 31 Apparatus for Schools 52 B Board of Education of State 3, 134 of Cities and Towns 43 rules for 44 Boundaries of School Districts 31 Books and papers of a moral char- acter 56 Breathing impure air in Schools... 72 Blackboard, size and location of 75,95 of what constructed 95 Convention of Teachers and School Officers 4 Controller of State — his duties 5 PAGS. Controller of State — to report to Board of Education 5 County Clerks, ex-oflBcio Co. Su- perintendents 7 Certificates of Election — of Trus- tees 16 form for 169 Certificates, to Teachers 18 form for 169 form for annulling 170 Cities and Towns, (Incorporated).. 43 Common Council — Powers and Duties of 43 Census Returns, how to be made.40, 65 form for 174 Corporal Punishment, discouraged. 25 testimony against 118 Compensation of School Officers.. ..41 Collector of District School Tax... 32 form for appointment of..... 173 Contracts, Superintendents and Trustees not to be inter- ested in 34 Collateral Information 61, 120 Course of Study 98 Common Schools, redeeming pow- er of. Ill Criminal Statistics, what they show 114 D Districts, Delinquent, lose School Fund, 10 how they may obtain it...l9, 27 Districts, (School,) what consti- tutes 42 how established 42 182 INDEX. PAGE. Districts, (School,) should be named 42 Dismissal of Pupils 24 Dimensions of School Houses 72 Desks, (Teachers',) where should be located 75 (Pupils',) arrangement of... 80 proper construction of. 91 E Escheated Estates, to be credited to School Fund 6 Examination of Teachers — County Superintendent to assist.. 8 how to be conducted 22, 57 Election of Trustees, how to be conducted 16 Election, (District,) to decide ques- tion of Taxation 27 form of posterfor 172 manner of voting at 27 what conditions must com- bine 28 time and place of, 29 Election, (District,) to tax for erec- tion of School Houses.... 32 how the vote is to be taken 33 form of poster for 172 Erection of School Houses 34 tax for... 32 Equalization of District School Tax 3 1 Entries or Vestibules, should be two 75 Educate the Poor, oblig'n to...l04, 115 Education, of a three-fold charac- ter 104 in what it consists 105 necessity of moral..l06, 108, 116 dissipates the evils of igno- rance 106 increases the productiveness of labor 106 money value of 107 the interest of property to encourage 107 the parent of material riches. 107 diminishes pauperism and crime 108 striking results of 108 the best insurance to pro- perty.... 108,110 political necessity of 108 elevating influence of. 109 duty of the State to en- courage 110 and crime Ill, 114, 116 compulsory Ill what it will accomplish 113 PAOZ. F Furniture (School) 89 evils of badly construct- ed 120 Forms, for reports, etc 168 a Grading the Schools 36, 70 arguments for 37, 38 Government of Children 60 Ground Plans and Internal Ar- rangements of School Houses 75 H Heating School Rooms 83 I Internal Arrangements of School Houses 75 Intellect, not alone to be culti- vated 105 powers of. 112 Judges and Clerks of Election...l6, 30 L Location of School Houses, Trus- tees to fix 18 meeting to decide 19 what should govern 67 attractiveness of. 68 Lighting School Houses 82 Lands (see School Lands) 122 M Meeting of Electors, to fix location of School House 20 Marshal (Census) — who should be appointed 19 how he should be compen- sated 21 his powers and duties 39 how he should take the cen- sus 40 to report number of deaf and dumb 41 special duties of. 65 form for appointment of 169 Music, vocal, in Schools 119 INDEX. 183 N Notice, of Trugtees' Election, how- to be given 16 of Election to Tax, do, do... 29 of Form of Poster for, how to be given 1'72 of what should be set forth 29 O Oath of Ofi&ce, to be taken by Trus- tees 16 Form for 168 Object-Teaching 53 Officers of School Department 134 Poll Taxes, 25 per cent, to School Fund 6 Pupils, proper Number to each Teacher 47 Public School, what constitutes... 55 Plans and Specifications for School Houses, how to be ob- tained T4 Plan, for ungraded or Primary Schools Te for graded School 19 for arrangement of Seats and Desks 81 Platform, (Teacher's,) size and lo- cation of T5 Parents, their obligation to So- ciety 103 duty of 114 Physical Training 105 Physiological Knowledge, Value of .105 R Report, ofState Board of Education, when to be made 3 of Superintendent of Public Instruction 4 of State Controller 5 of County Superintendent.. 9 of County Treasurer 14 of School Trustees 18 of Teachers 21, 34 of School Marshals 41 Reports, Forms for 175-178 Rate Bill, how framed 53 who shall be exempted 54 Rules for a Board of Education.... 44 Recesses, Necessity of frequent..24, 119 Reports must be full 10, 26, 57 PAOE. Records to be kept by County Su- perintendents 12 Register for Teachers seeking Posi- tions 23 Respiration, Principles of. 73 Recitations, Manner of Conducting. 100 Superintendent of Public Instruc- tion, his Powers and Du- ties 3 School Moneys, when to be paid.... 5 School Fund, (State,) Amount of.. 5 what constitutes 49 Interest on 49 Superintendents, (County,) when Elected 6 their Powers and Duties 8 to report on School Sections. 13 how to test Trustees' Re- ports 14 not to be interested in Con- tracts 35 not to be employed as Teach- ers 35 special Duties of 63 what they are to report 64 Names and Residence of..... 134 Forms for Reports 177 Schools, (New.) how established in Cities 44 Sectarian Doctrines, not to be taught in Public Schools.. 56 School Lands, amount sold 6 title of California to 122 Act for the location and sale of 124 School Land Sections — Report on by Co. Superintendents... 13 Act for the sale of 128 trespass upon 131 resolutions relating to 132 Statistics of Schools in California.. 133 School Houses — erection and re- pairs of 20,32, 34 style of. 71 what should be considered in building 71 proper dimensions of. 72 School Fund, (State,) not to be diverted to other pur- poses 50 only to pay Teachers 50 account of, to be kept sepa- rate 51 School Fund, (County,) how raised 51 apportionment of. 52 for what may be used 52 184 INDEX. PAGE. School Year, when commencing... 58 School Architecture 66 Schools, (Common,) redeeming power of Ill statistics of, in California... 133 School Room, best form of. 75 Seats and Desks, arrangement of, 80-90 how constructed 90 relative size of 91 plans for 92 Stove for Schools 84 improved method of arrang- ing 85 plan for 86 School Furniture 89 evils of badly constructed..l20 Study, Course of. 98 T Treasurer, of State, his Duties 5 of County, his Duties.... 14, 176 Township, the word not to be used for District 11 Teachers, to be examined by Trus- tees 18,57 what their Duties should be. 45 should keep list of Pupils... 54 must be employed by Legal Authority 55-57 must report 57 instructions and sugges- tions to 59 names of, in the several Counties 136 form for their Reports 178 Tax, (District,) for the support of Schools 27 electors to fix by vote 27 notice, how given 27 how to be collected 28 for the erection of School Houses 32 electors to vote upon 32 Towns, Incorporated 49 Tax, (County,) for Support of Schools 51 Tax, (School,) answer to those who murmur at 117 argument for the payment of 117-118 Teaching, thoroughly, importance of 61 Temperature proper for School Rooms 84 PAGE. Text-Books for Public Schools 96 Thought-Springs 103 Trustees, in what Counties they draw Warrants 7 when and how elected 15 to take the Oath of Office... 16 when appointed 17 who should be appointed... 17 their Powers and Duties 17 to examine Teachers 18 may suspend or expel pupils. 18 to visit Schools 18 to whom, when and what to report 18 should formally organize... 25 not to be interested in Con- tracts 35 when they may act in Cities and Towns 49 a sentiment for 103 names of, in the several Counties 136 form for their reports 175 Township School Lands — title of California to 123 Act for the sale of 128 trespass upon 131 concurrent resolutions rela- tive to 132 u University Lands 123 act for the location and sale of 124 V Visiting the Schools 9, 25 Vacations, Trustees to fix 23 Ventilation, effects of bad 73, 119 proper method of. 82 Ventilating Flue 88 Vocal Music in Schools 119 W Warrants, to be drawn by County Superintendent 8, 52 not to be drawn unless funds to meet 12 form for 171 Windows — how they should be constructed 82 _^- ^ 14 DAY USE _^^ RETURN TO DESK FROM WHICH BORROWED LOAN DEPT. RENEWAU ONlY-m. NO. 641-3405 This book is due on the 1«« *««J^P|' ^"^^ ~ on die date to which renewea. Renewed books ate subjea to immediate recaU. OCT 29 1989 ^j£m^ JC 15275