D Q OUR PRICES ARE RIGHT. IF IN DOUBT, TRY US U Just glance over the following and you will see something you need R ARTERS R S School Furniture Latest Improved Automatic Desks Teachers' Desks and Chairs Tablet Arm Chairs Recitation Seats Write for a descriptive TONE SLATE [YLOPLATE Blackboard Material and Supplies... SLATED CLOTH BLACKBOARD ERASERS-all styles RULERS School Stationery 'riting Papers-all weights ns, Ink, Slatepencils POINTERS AND CRAYONS-Common, Dustless, Col ored PORTABLE BLACKBOARDS For High Schools Atlas SPECIAL ARTICLES- TRY The Atlas Series consists of Draughting Pencils- No. 723 pen just adopted for use in New Dustless Erasers - all rawing Material and Kin- Special Drawing Pads W. & R. School Pencil several Tablets and Covers IN Specialties + APPARATUS uniform in size (7x9%) and Bell's Complete School Chart arranged for laboratory use Robertson's Historical-Geo graphical Chart Foster's Historical Chart ZOOLOGY. PHYSIOLOGY, Evans' Arithmetical Study CHEMISTRY Send for descriptive catalogue Evans' Geographical Maps For prices, terms, etc., address The Whitaker & Ray Company 723 Market Street, San Francisco CONTINENTAL Building and Loan Association $10,000,000 1,500,000 PROFIT AND RESERVE FUND, 210,000 MONTHLY INCOME, over 100,000 To help its members to build homes, also to make loans on improved property, the mem bers giving first liens on their real estate a security. To help its stockholders to earn from 10 t 12 per cent interest on their stock and allow them to open deposit accounts bearing interes at the rate of 5 per cent per annum on Ordi nary deposits and 6 per cent per annum o Term deposits. 222 Sansome St., WM. CORBIN, Sec'y & ME SAN FRANCISCO, CAL. From its derivation and in its original meaning, "school" signifies leisure; the idea being that leisure gives time for mental assimilation and growth. This growth, associated with a suitable environment, is a fundamental tho easily forgotten basis to education. While it is true that children grow as plants grow, in a suitable environment, still it is also true that children need training as plants do not need training; mere leisure will not teach one to read or write, to multiply and divide. The race has accumulated a great fund of experience, which the child must make his own before he can take his larger place in the world. For these two objects,-growth and training,-human beings need, and the schools must supply, education looking in the two directions: first, towards natural and wholesome growth of the whole individual, physical, mental and moral; and second, towards technical training in the things that the race has thought and done. We may call the first brauch of education referred to, subjective or individualistic; and the second, objective or social. These words are quite inadequate by themselves to express the meaning. We think of them as mere symbols. It is evident that, during the earliest years of life, formal education—or, technically, social education-has but little place. Given a suitable environment, the little being plays and eats and sleeps, and unconsciously imbibes from his surroundings those things which are basal to his development. The plant puts forth leaves and flowers in successive, predetermined order, by forces that are resident within itself; and, during the early years of life, the child grows in ability to use its body and to think in ways that are almost as definitely prearranged as is the growth of the plant. With succeeding years of life, however, the child becomes ready with larger and larger power to assimilate those traditions which carry the accumulations of the wisdom of the ages, and to work out in the substance of his own brain and in the skill of his own muscles those great developments that have always been associated with distinctively human activity. Hence, with the passage of the years, the direct reference of education to growth may be less and less and the reference to social achievement more and more; but so long as the individual has within him latent powers, the growth element must be reckoned with. In the growth of the plants there is a time for the leaves, a time for the flower, and a time for the fruit. Each period is characterized by a certain growth. So with children up to adult life. Each period is marked by certain characteristics and these characteristics must be basal in determining the character and conduct of education during the corresponding years. In order, then, that we may answer the question as to what should be the essential character of education during the high-school period, we need first to answer the question as to what mental, moral, and social qualities are nascent during these years. Having answered this, we must next determine the way in which these nascent qualities can be best trained so as to fit the individual for his place in the social organism. We thus again see two views of the one process: the first an individual or subjective one, related chiefly to growth and development; the second, an objective or social one, related to the equipment of the individual for life within a coherent world. Let us examine these two phases of education. Our first inquiry must be as to the nature of the growth going on during the high-school years, and will lead to a discussion as to the influence of this knowledge in determining the school program. ADOLESCENT GROWTH. Physical Characteristics. — Extended groups of measurements, embracing a total of 88,000 boys and girls in American public schools, give the following two tables in regard to growth (Boaz): The average boy between fourteen and a half and fifteen and a half is on the summit of a curve of growth. That is, the tissues of his body are undergoing rapid development during these years, more rapid development than has occurred before, and far more rapid than will ever occur again. It appears as if a pulse of physical life were showing itself in this increased growth. Girls, too, have a rhythm of growth corresponding with that for boys, but coming two years earlier. The essential character of the growth during the successive years is similar in the two cases. In the boy it starts later and continues longer. From eleven and a half to fourteen and a half girls are taller than boys, but from birth to eleven and a half boys are the taller, and, from fourteen and a half on, boys are again the taller. With reference to height, girls come to their full stature earlier than do boys. When we investigate the growth of boys and girls in regard to weight we secure the following data: The figures in regard to increase in weight are given in percentages instead of in pounds, as the former seem more significant. When we look at these figures, it appears that from eleven and a half to twelve and a half is the period of greatest increase in the weight of girls, on the average, and from fourteen and a half to sixteen and a half in that of boys. When we compare the two sets of figures, we see that soon after eleven the girls, who up to this time have been the lighter, pass the boys and keep their superiority in weight till they are about fifteen. The boys begin their period of more rapid growth later, but continue it much longer that the girls. The boy ultimately reaches greater weight than the girl. There are many other great changes occurring in the teens. In the boy, hair grows on the face; the larynx changes so that the adult voice is secured, and the whole form takes the characteristics and developments that differentiate men from women. One of the most important changes that occur during the teens is in regard to the circulation. The heart becomes larger in proportion to the size of the arteries than it has been before; the result is, that now more blood is thrown into the circulation with each stroke of the heart than was sent during the early years. The consequence is, a higher blood pressure thru the whole body. This higher blood pressure must be reckoned with as one of the pronounced phenomena of adolescence. It means greater capacity for intellectual labor, as this is correlated with increased blood supply. It means capacity for more intense work of all kinds. Daily experience shows that boys and girls, perhaps more particularly boys, play with more intensity during adolescence-during this period of higher blood pressure than ever before. Intensity of the Living Forces.- An extended examination of the mortality tables made by Dr. Hartwell gives us the table in regard to the number of children out of a thousand who die during each period of life from nine up to twenty: |