ing is the most universal and fundamental duty of the human

race.

Yet any one who would have dared to speak such sentiments in public ten years ago would have been hissed. How ignoble, to bring the high aims of Education down to the level of dollars and cents!

Lickin' and Larnin'.

By and by I think we shall get back to corporal punishment, too. One of Professor Lange's epigrams was: "Every child has a natural and inalienable right to be spanked-spanked at the right time and by the right person." Inspector Hughes challenged this idea, but Dr. Lange stands by his guns.

Just after writing this paragraph I saw an item in the daily paper saying that in the schools of New York City a committee had been investigating this subject and that in consequence of that report corporal punishment would be restored in the public schools of Greater New York. It must be so, because it was in the paper. But for mine own part, I don't believe it will ever be restored in reputable schools except as the last occasional and desperate resort where everything else has failed. And the trouble about the Spanking is that the right person usually won't do it; or won't do it at the right time.

In Sorrow Rather Than Anger.

Speaking of Spanking reminds me that I had an experience in that line myself down at the State Association. It was meant for my own good and was inflicted with gravity and

sorrow.

I met with a committee of Leading School Men who discussed the manner of conducting this department of the Journal.. They spoke their minds with great plainness. One said that the idea of putting in pictures, especially portraits, was very reprehensible; it bordered on vulgar sensationalism, and pandered to a low professional taste. Another thought my speaking about people personally, giving personal matters outside of strictly educational points, was horrid. Somebody remarked that it was manifestly improper to give a good paragraph or a portrait of one superintendent without doing the

same for all superintendents. One asked me significantly "When you see something rank at an Institute do you hold it up to scorn in the same way that you hold up a good thing for admiration?" One called my attention to the fact that my bragging on a few people and saying nothing about the many would everlastingly do me up if I ever wanted to be elected to anything. One remarked that speaking well of individuals could be construed as "log rolling" for political effect. And so on, in greater detail than I can reproduce. But not one syllable of approval for any point of plan or feature. Mind you, they did not intend to be unfriendly-I count them among my best friends in the State.

Well of course I put up the best face that I could-feebly tried to explain that I didn't mean things that way-and walked off with a swagger to show I didn't care a single solitary fig.

But, do you know, it left me with a most depressed and flattened out spirit. These paragraphs, poor and little as they are, cost a laborious man a good deal of effort. They must be done at a strain on the jiggling railroad train, or in waiting room or hotel lobby while weary with travel; or nights and mornings, with a mind intent on the troubles of the day; or stolen minutes amid the insistent calls of Tom, Dick or Harry. It would be much easier-and pleasanter-to stop than to go on.

But Look Here.

But here! I've not been writing these gems of thought for the Leading School Men-they are beyond my poor power to add or detract. I have been trying to talk to the rural teachers of this State-trying to speak in a free and friendly and and familiar way, trying to build up a lively medium of communication between the central school office and the actual teachers of the State. Not long-winded lectures, not formal pedagogic doctrines, but the lights and shades, the little school things grave and gay that happen within my ken, the gossipy chat that live teachers are apt to enjoy off duty, the real things that are really taking place in the real world and that are of live human interest. At an Institute, the County Superintendent is part of the show, and his picture (it seems to me), is of interest to the other superintendents and the school people of the State. So I always ask for his photograph; and during

see.

my term I shall be in every County, so all are treated alike. I cannot brag on things I do not see nor on all the things I do I cannot be so ungracious as to personally attack the weak points of my hosts in this column after visiting an Institute; but must do it abstractly, a long time after, and impersonally. It goes without saying that hasty and scrappy work of this kind when put under a critical microscope will disclose many hidden beauties undreamed of by the author. That is true even of Shakespeare's plays. But if the spirit and intent of these little paragraphs have been seeming unfair, unworthy, reprehensible, log-rolling, even in the slightest degree, you who read this should have put me on my guard. I should have had a hundred letters about it, should have had a chance to spend my time in other ways.

Something to Ruminate.

Listening to an institute address by Richard G. Boone the other day, I was struck by this sentiment:- "It is what a human being enjoys that makes or ruins him. He who is happy only when external circumstances are in satisfactory condition is in a bad way."

Can we apply this philosophy when we get caught in a bad boarding place?

The women asserted themselves at the Santa Cruz Association. They complained that although they form seven tenths of the membership of the C. T. A. and furnish most of its funds they are never given proper place on the programs nor proper representation in its councils. They say that never but once has a woman lecturer been brought from the east; and that never is a California woman placed on the general program unless it be a singer or a musician. They point out the fact that there are women teachers in the State who can handle themselves as creditably as any of the men dare to -Mary Roberts Coolidge for instance, or Mary W. George. They point it out that Margaret Schallenberger is invited to go east this year and address the Superintendents' Convention of the N. E. A. at Washington, D. C., and that Bertha Chapman has been given a fine position by Chicago University. So the ladies had a caucus and nominated Dr. Peixotto of Berkeley for the Board of Directors and Mrs. George and Mrs.

Partridge for the Council of Education. These were overwhelmingly elected.

Now, I don't want to be a traitor to my glorious sex, but I have a sneaking notion that there is some ground for the women's complaint; and that a larger recognition on the programs and councils would be just and right. A good deal can be said on the other side, however, when women demand equal salaries with men. This gets down to an economic foundation; and society expects each of its men teachers to support a family on his salary. With few exceptions they do so-with difficulty, too. Many women support families, but that is the exception rather than the rule. In the large, men have a heavier financial burden to carry and are more fitted to the responsible executive work. Therefore society pays them more money. Many an aggravating and unjust exception to the above statements can be shown, but in the large, men must continue to get larger salaries than women.

Over in Nevada.

I visited the schools of a Nevada town last week and saw many interesting things. One of them was the oath that all teachers are required to make before opening school. It is printed here so that the belligerent ones among our 8000 women teachers will not go to Nevada, for they can't fight duels there whatever.

I.

PUBLIC SCHOOL TEACHER'S OATH

do solemnly swear that I will support, protect and defend the Constitution and Government of the State of Nevada, against all enemies, whether domestic or foreign, and that I will bear true faith, allegiance and loyalty to the same, any ordinance, resolution or law of any State convention or legislature to the contrary notwithstanding; and further, that I do this with a full determination, pledge and purpose, without any mental reservation or evasion whatsoever.. And I do further solemnly swear that I have not fought a duel, nor sent or accepted a challenge to fight a duel, nor been a second to either party, nor in any manner aided or assisted in such a duel, nor been knowingly the bearer of such a challenge, or acceptance, since the adoption of the Constitu

tion of the State of Nevada, and that I will not be so engaged or concerned, directly or indirectly, in or about any such duel during my continuance in office. And further, that I will well and faithfully perform all the duties of the office of school teacher on which I am about to enter. So help me God.

State Text-Book Committee

This is a standing committee of three from the State Board of Education. It has charge of all matters relating to the State Text-Books. Its Secretary is George L. Sackett.

The Secretary will try to use this department to bring his work in closer touch with the teachers of the state by recording each month the details that seem to be of general interest.

At a meeting of the State Board of Education held January 1, 1908, the price of State Series Writing Books was fixed as follows:

F. o. b. Sacramento, Cal. . . . . . . . .6 cents each.
By mail

To pupils from dealers.

.8 cents each.

.8 cents each.

Books One and Two were ready for delivery January 1, 1908, but Books Three, Four and Five will not be ready until about February 15, 1908.

The price of all books is uniform from One to Five, inclusive.

A Bulletin on Writing by Mr. Frank A. Kent, Stockton, California, Author of the "Movement Exercises" in the State Series Writing Books, will soon be issued from this office for use of Superintendents and County Boards of Education in preparing their courses of study in the subject of Writing.

The State Board of Education will be in session February 7th and 8th, 1908, to discuss matters pertaining to Geographies and Arithmetics. The contracts for the Grammar School and Introductory Geographies, and the Grammar School Arithmetic expire July 1, 1908.

Number of Books sold since their adoption as State Texts. Grammar School History-105,114; Grammar School Geography-118,692; Grammar School Arithmetic-171,424; Introductory Geography-152,475; Introductory History-77, 612; First Book in Arithmetic-112,602; Primer-108,344;