completed in time for distribution at the beginning of the next school year.

"In my judgment, approximately $200,000 will be required for the publication of the books so that there will be a deficiency of $125,000. No doubt the Governor, the Board of Control and the Controller will authorize the creation of such a deficit upon a showing made by this board, and the Legislature of 1925 will undoubtedly pass a deficiency appropriation bill to take care of the situation which the reports of the superintendents indicate is a very scrious one."

In regard to the printing of the Directory of Secondary Schools, a letter was read from Mr. H. R. Braden of the State Board of Control questioning the advisability of printing the directory owing to a shortage of board funds for printing purposes. It was moved and carried unanimously that the board reply to the communication from Mr. Braden that, while appreciating the desirability of publishing a book of this kind and taking into considerIation that the funds from which the book

can be published are nearly exhausted, that they do not consider it necessary to press the matter.

Upon receipt of a copy of a commitment of Lawrence W. Anderson to the State Prison at San Quentin, the board voted to revoke his teaching credential. The application for the establishment of a junior college at Pasadena, California, was approved.

Mr. Clarke reported for the Committee on Educational Relations, which held a meeting recently at the University of California, as follows:

"That the standing of the young people transferred from the junior colleges to the university was considered good.

"That the recognition of the degrees from the teachers colleges by the state university was discussed at some length and that the disposition of the university authorities seemed to be to treat the teachers colleges fairly."

Mr. Nicholas Ricciardi, president of the California Polytechnic School at San Luis Obispo, was elected commissioner of vocational education, effective February 1, 1924.

The College of the Pacific, San Jose, and the University of Redlands at Redlands, California, were accredited for high school certification.

The following resolutions were adopted: "Resolved, That the half year of postgraduate work required of teachers of experience who apply for the general secondary credential is hereby defined as twelve semester hours of upper division work if completed within one semester; otherwise fifteen semester hours of upper division work, not more than three of which may be postponed and required for renewal."

"Resolved, That verification of at least two years of successful teaching experience may be accepted of an applicant for the elementary credential in lieu of three semester hours, provided that he has had at least five units of work in a standard teacher-training institution within the five years immediately preceding the date of application."

"Resolved, That the elementary credential may be granted to the applicant who holds a bachelor's degree obtained from a

standard college or university and based upon eight years of schooling in advance of the eighth grade of the elementary school including six semester hours of work completed in a California teacher-training institution and who has completed eighteen semester hours of work in education. Professional work in education must include

principles of elementary education, practice teaching, public education in California including the California school system and school law, or the equivalent."

"Resolved, That all institutions accredited by the State Board of Education to recommend applicants for the kindergartenprimary certificate be stricken from the accredited list except those which give a two and one-half year course including preparation for teaching in the first three grades." "Resolved, That on and after January 15, 1924, kindergarten-primary credentials shall be of two classes: class one authorizing the holder to teach in the kindergarten and the first grade; class two authorizing the holder to teach in the kindergarten and first, second and third grades of the elementary schools. Applicants for the credential of class one must be graduates of a kindergarten training course who have had at least two years and six semester hours of schooling including practice teaching in the first grade, except for those who have had successful teaching experience in the first grade. Applicants for the credential of class two must be graduates of a kindergarten training course who have had at least two and one-half years of schooling including practice teaching in the first, second or third grade, and courses in primary methods and in principles of elementary education."

"Resolved, That no private kindergarten training institution be included on the list of institutions accredited to recommend to county boards applicants for the kindergarten-primary credential with the extension to the first, second and third grades."

The date of the high school principals convention was set for April 14, 1924; the place of meeting was left in the hands of President Clarke and Commissioner Olney to decide.

The following resolution was adopted: "Resolved, That the president and secretary with the chairman of the textbook committee be authorized to accept the offer of the World Book Company for the lease four-year period for 15 per cent royalty on of plates for the physiology primer for a the list price, which is 88 cents or 13-2/10 cents royalty per volume, with an optional renewal clause for an additional period of four years."

The board voted to advertise for bids for geography material for the lower grades.

Mrs. Stanley was authorized to spend some time at the San Francisco State Teachers College summer session and direct a class in school methods.

The board approved the general plan offered by Dr. Stolz, to cooperate with other agencies engaged in health supervision.

Retirement Salary Business

The Teachers Retirement Board voted to install a system of accounting, known as the Visible Filing System, at an estimated expense of $1800.00.

Refunds of erroneous salary deductions 1678

were granted, amounting to $2000.00 was authorized.

The secretary was instructed to work out a system of numbering the teachers of the state.

Retirement salaries were granted as follows: Five hundred dollars per annum— Cordelia Burnham, San Francisco; Mrs.

Fannie E. Deaton, Monterey; Emily M. Dodge, Stockton; Idella C. Emmons, San Francisco; Estelle Farrington, Oakland; Eva F. Griffin, San Mateo; Anna Harney, San Francisco; John A. Imrie, Berkeley; Ida E. Mills, San Francisco; Frances R. Schallenberger, San Jose; Rachel Unger, San Francisco; Mrs. Kate L. Donnelley, San Francisco.

Under Section 14 of the Law-Josephine Bootes, Riverside; William F. Bray, Placerville; Mrs. Flora E. Carpenter, Cloverdale; Mrs. Susan V. DeForest, San Francisco; Hilda Fleming, San Francisco; Helen D. Geis, Montrose; Mrs. Olive B. Hunt, Associated; Mrs. Lizzie McCulloh, Michigan Bar; Mrs. Nellie E. Roberts, Los Angeles; Ella Eugenia Stincen, San Francisco; Mrs. Katherine G. Street, San Francisco; Mrs. Mary E. Stevens, Bishop; L. Althea McGarraugh, Carmel; Harriet A. Wattenburger, Bachelor, Lake County.

The Teachers Retirement Salary Board invested $25,000 in bonds, as follows: $15,000 Beverley Hills School.

5,000 Redondo Union High School. 5,000 Santa Barbara High School. Many requests for information concerning the finances of the Retirement Salary Fund have reached the office during the last two or three years. It has been some years since the State Board of Education issued a report in detail concerning the Retirement Salary Fund. The board therefore has under consideration the printing of a pamphlet containing a list of retired teachers, annual trial balances of the fund, the list of bonds, a digest of the laws and the rules of the board. Upon publication this pamphlet will be supplied to school officials, to each retired teacher and to all others who make application for a copy of the bulletin.

Responding to a request from county and city superintendents of California, Will C. Wood, Superintendent of Public Instruction, has appointed a committee of nine members to investigate courses of study in the elementary schools of the state with a view to determine just what is needed in order that the highest efficiency may be obtained according to the best educational standards. This committee will consider criticisms of the present courses of study and will weigh critically the subjects and materials which now compose the elementary school course. Undoubtedly the committee will recommend the elimination of many subjects added during the last twenty years by the legislature of California and will recommend legislation enabling school authorities to reorganize the course of study on a more satisfactory basis.

Superintendent Arthur Walter of Salinas will act as chairman of the committee. Other school officials who have been asked to serve on the committee are H. B. Wilson of Berkeley, Commissioner Grace C.

Stanley, Sacramento; President Clarence L. Phelps, Santa Barbara; Assistant Superintendent Robt. H. Lane, Los Angeles; Superintendent Ira C. Landis, Riverside; Superintendent Mamie B. Lang, Tehama

County; Virgil E. Dickson, director of research, Oakland public schools, and F. W. Thomas, vice-president of the Fresno State Teachers College.

Wood stated that the committee would undoubtedly make use of standard tests. given in the schools of the state to determine the efficiency of the present course of study. Business men and higher educational institutions will be consulted concerning the shortcomings of the graduates of the schools.

THE CHALLENGE OF THE NEW

YEAR

By George I. Linn

We have all had a vacation. We have enjoyed the feasting, the home-coming of friends and the general leisure that the occasion has afforded. And now we return to our several tasks. Some have taken up new lines, but most of us will pursue advancement along the same lines that have been our main interest.

In these spacious halls we have come to seek knowledge and to learn the vital truths of life.

We are also launching out on a new year. Our ship, our supplies, our sailors, and our passengers are all on board and we have already set sail. While the orchestra strikes up familiar tunes, we each find our respective state rooms. Later we gather in groups to sort and to consume the supplies indicated by the mate in charge. Each mate has something different to offer and we therefore visit several so as to receive a balanced portion. Occasionally we go to a room where absolute silence is maintained, not even the mate in charge speaks above a whisper, and there we refine our assortment and digest it more thoroughly. And, too, we daily skip on the deck to keep in trim. And, as the ship sails out to sea, we the more wiser come to be, and when we reach the distant port our preparation will have been completed.

We have much to look forward to in this new year. Opportunities will be spread before us every day, every hour and every moment. Every time we open a book, chance a look, or hear the voice of another, there comes to us some kind of an opportunity. Grasp it, adjoin it, make it part of your being.

What the future holds in store for us we know not. Where we will be tomorrow we cannot accurately ascertain. But the sea, though rough, is charted, the ship is big and strong, the supplies are bountiful, the sailors trained and sturdy, and the passengers are eagerly doing their part.

On this particular voyage we find that, although the deck is kept clear, it is rough in places and elsewhere it needs beautification. Some one has been careless and it seems sometimes as though all the out-of

rooms.

state

On the walls ugly marks remain from careless fingers, and on the deck, flying papers blow to and fro which once were in hands that could have placed them securely between iron bands.

When well at sea, the captain calls all hands and all passengers together and here a budgeting of the tasks is made. This budget provides for leveling and beautifying the deck; keeping the walls spotless; maintaining standards of social relationship above reproach; finding and helping to develop the best in everyone; cultivating personal ideas of clean thought and clean speech and habits of fair play and self-respect; and promoting the best interests of all. The call of the hour is for men who are ready to do right and who will fight for the right if need be, men who daily practice the human version of the holy writ, red-blooded men whose every interest and every act has with it a promise of kindly future return; and for women who are proud, women who select only the best of companions, women who will transmit only the best of this day to the next age.

This is our budget and our charge while on our voyage. Who is there among us that. cannot live up to it? And when we pull into port, may we not all leave with the satisfaction that we have made the best

SAN FRANCISCO

use of the many opportunities that have come our way?

The challenge? Ah, yes, the challenge of the new year. It is my challenge and it is your challenge. It is a challenge that we be manly men and queenly women.

It is but natural that as the general use of the English language is extended over the face of the globe, the use of textbooks published in the United States should also be extended, because it. is a well-known fact that textbooks published in this country are in advance of those found in any other country. The Beacon Method Readers, used quite generally in the schools of the Pacific Coast, have recently been adopted by the whole of New Zealand, being officially prescribed by the New Zealand Education Department.

The greatest names in American hist ory are Washington and Lincoln. One is forever associated with the independence of the States and the formation of the Federal Union; the other with universal free dom and the preservation of the Union.

Washington enforced the Declaration of Independence as against England. Lincoln proclaimed the fulfillment not only t o a down-trodden race in America, but to all people for all time who may seek the protection of our flag. These illustrious men achieved grander results for mankin d within a single century than any other men ever accomplished in all the years si nce the first flight of time began.

Washington drew his sword not for a change of rulers upon an established throne, but to establish a new governme nt which should acknowledge no throne but the tribute of the people.

Lincoln accepted war to save the Uni on, the safeguard of our liberties, and reestablish it on indestructible foundations a s forever "one and indivisible." To quote his own words: "Now we are contending that this nation under God shall have a new birth of freedom, and that governmen t of the people, by the people, for the people shall not perish from the earth.”

ABRAHAM LINCOLN

A little log cabin on Nolin Creek, Hardin County, Kentucky, was the birth place of Abraham Lincoln, February 12, 1809. This cabin, surrounded by dark forests, was the home of the little boy for the first four years of his life. The log cabin was of

the crudest kind and had a dirt floor. The Lincolns were pioneer settlers and their lives were very much like the Indians, for it was necessary to hunt and kill for food and clothes.

When Abraham was seven years old his father went into Illinois on a trip. He carried tools and weapons of defense with him and plenty of food. He traveled on a flat boat down Salt Creek to the Ohio River. He located a home for his little family in Indiana. When he returned and told the family they all helped gather their things together and pack. Abraham's sister and his mother took turns riding on the horses as they wound their way through the forests to Indiana.

Abraham was old enough to be of some help to his father in building the new cabin. He learned how to be of use both in the house and outdoors. It was well for his mother that he was useful, for she was not strong and well. Two years later she died and the little family was left to manage as best it could. Abraham helped his father make his mother's coffin. It was at this time that he wrote his first letter. It was to a preacher asking him to stop and say *Extra copies of this magazine will be mailed to teachers at a cost of fifteen cents per copy.

a prayer over his mother's grave when he passed that way.

A year later Mr. Lincoln married again. The step-mother was kindly and pleasant and to her as well as to his mother, Lincoln always acknowledged a deep debt of gratitude for loyalty, kindness and encouragement.

The early life of Lincoln was spent amidst hardship and toil. He hunted, ploughed, chopped down trees, split fence rails and assisted his father in every way he could.

The nearest school was five miles distant. Altogether Abraham attended about one year at different intervals. The teacher was competent in teaching, reading, writing and arithmetic. Beyond those subjects there were no lessons. This was not discouraging to Lincoln. He discovered early the practical uses of knowledge. He deter mined to acquire all he could. A schoolmate writes of him at this time:

"He was always at the head of his class He and passed us rapidly in his studies. lost no time at home and when he was not at work, was at his books. He kept up his studies on Sunday and carried his books with him to work, so that he might read when rested from labor."

He was not disturbed at home when he read and his stepmother told a friend that he was always allowed to read until he closed the book of his own desire.

The books the Lincoln family owned were the Bible, Aesop's Fables, Robinson Crusoe, Pilgrim's Progress. He read these books again and again. They became a part of

him.

The

Daylight sometimes served as the first reading hour in his bed in the loft of the cabin; day time found him with his book in the field, snatching a little time while his horse rested in the furrows; evening found him by the fireplace reading until the last sparks took the light with them. It was his custom to read all he could; to think over what he had read and then to try, after he went to bed, to review aloud what he had read so as to improve his expression and vocabulary. When he could get a newspaper he often memorized the political speeches quoted in them. story is told of Lincoln's borrowing a book from Mr. Crawford, who lived several miles away. It was Weems' "Life of Washington". It is said this book laid the foundation of his political education. However, one evening he thrust the book in between the log wall at his bedside. It rained during the night and the book was thoroughly soaked. Lincoln walked to Mr. Crawford's farm and told him of the disaster. owner of the book said that the boy could pay for it by working for him three days. He did. He then owned the water-soaked book. He dried it and treasured it afterwards for many years. In a speech before the Senate Chamber at Trenton in 1861 he refers to this period of early reading: "I

The

remember all the accounts there given of the battlefields and struggles for the liberties of the country; and none fixed themselves upon my imagination so deeply as the struggle here at Trenton, New Jersey. The crossing of the river, the contest with the Hessians, the great hardships endured at that time, all fixed themselves on my memory more than any single Revolutionary event; and you all know, for you have all been boys, how those early impressions last longer than any others."

In 1830, when young Lincoln was twenty-one years of age, the family moved once more. This time the new home was on the Sangamon River, ten miles from Decatur, Illinois. Lincoln had fairly earned his way as a member of the household, but now that he had come of age he wished to go out into the world for himself. First he helped his family move to the new home. The Lincolns packed all they had in wagons, harnessed oxen to them and for two weeks across mountains, swamps and through dense forests they traveled into the wilderness.

Then again they built a new home. Young Lincoln helped to build the house and he split enough rails to fence the house and ten acres of ground.

The first winter away from home was spent by Lincoln helping the farmers who lived in the clearings. The snow was very deep that winter. It was during this winter that he met Offutt, who asked him to go down the Sangamon River to the Illinois and from there to the Mississippi River to New Orleans in a flat bottom boat laden with produce for the market. Lincoln and his two companions on the trip, John Hanks, his uncle, and John D. Johnson, his stepbrother, helped to build the boat. With the melting of the snow in the spring time it was launched and the trip was begun. Once the boat stuck and remained for a day. Then Lincoln went to the town of New Salem, Illinois, and met some of the people. He later made his home there for a short time.

In New Orleans Lincoln gained his first terrible impressions of slavery. He visited a slave market one day and saw wives being sold into families where their husbands could not be. He saw little children separated from their mothers. He saw old slaves beaten and mistreated. He could not bear the sight. He turned to his companions: "Come away, boys," he said. "If I ever get the chance to hit that thing, I'll hit it hard!"

He did get the chance and he hit it so hard a blow that it fell, never to rise again.

After traveling to New Orleans and visiting his family, who had moved by this time to Goose-Nest Prairie, Illinois, he returned to New Salem, where his boat had been stranded on his trip, to make his home. Here he was occupied with a number of affairs. He served in the Black Hawk War as private and captain; he served as postmaster and carried the mail in his hat; he clerked in a store for Mr. Offutt.

While acting as clerk in the store Lincoln gained the title of "Honest Abe." Once he overcharged a woman on a small bill, six and a quarter cents. When he discovered his mistake on making out his accounts at the close of the day, he reserved · the cents and at closing time walked several miles to the woman's home to pay her the money due. Another time he found he

had not given a woman enough tea, a fourounce weight being on the scales. He took the surplus amount of tea to the woman. These small incidents illustrate Lincoln's conscientiousness and honesty.

Lincoln was greatly liked in New Salem. He was good at hunting, fishing, racing, wrestling and all games. He was 6 feet 4 inches in height and though striking in appearance he was very homely. He was long, lanky and dark. But his deepset eyes beamed with kindness and his strong features were stamped with the integrity, honesty and kindness which he showed in all his dealings. The story of his appearance is told of a little girl and her father who paid Lincoln a visit at the White House when he was President of the United States. Lincoln, who always loved children, took her on his knee and charmed her with his stories and fun. Suddenly

she exclaimed to her father, "Oh, Father, he isn't ugly at all. I think he is just beautiful!"

Lincoln's influence among the people of New Salem grew. It was founded upon respect for his uprightness. He was so intelligent, sympathetic, witty and unselfish that when he entered upon a political career these qualities were remembered by

his friends.

In 1834 for three consecutive terms Lincoln was elected to the Legislature. It was during his political canvass that Lincoln met John T. Stuart of Springfield, Illinois. He was a lawyer and was very much impressed with Lincoln. "Honest Abe" now decided to study law. Stuart offered to loan him books. It was no unusual sight to see Lincoln swinging along the twentymile road from New Salem to Springfield to borrow or return a book. He later moved to Springfield and in 1837 he was admitted to the bar.

Lincoln's name became famous during the Lincoln-Douglas debates. In the ten years preceding these debates Lincoln made a reputation as a lawyer and an orator. The Kansas-Nebraska Bill which was passed, having been prepared by Stephen A. Douglas, threatened the spread of slavery. This roused the people of the North who were vigorously opposed to it. Lincoln was especially bitter on the slavery question. He became the leader of the opposition in the then Western States.

The most exciting and remarkable political canvass the country had ever experienced took place in 1858 during the Lincoln-Douglas debates. Both Lincoln and Douglas were running. for the United States senatorship. The question of slavery was the question of the moment. Lincoln made his famous speech at the Republican convention at this time: "A house divided against itself cannot stand. I believe this government cannot endure permanently half slave and half free."

Lincoln proved himself superior to his opponent in the seven debates which followed, but he was not elected Senator. During the debates Lincoln often rode from one town to another in a caboose or freight train, and this was frequently side-tracked, while the special train on which Douglas rode in state went flying by. One day while stranded thus Lincoln remarked amusedly: "The gentleman on that car evidently smelt no royalty on our carriage."

In 1849 Abraham Lincoln was offered the

governorship of Oregon Territory by President Taylor. Mrs. Lincoln objected to going so far west, so the offer was refused. It would probably have changed the history of the United States considerably had he accepted.

In the Lincoln-Douglas debates admissions had been forced from Douglas regarding slavery which killed his chances of being President of the United States. In 1860 the Republican National Convention named Abraham Lincoln for President and he was elected.

James Russell Lowell says of Lincoln as President: "Never did a President enter upon office with less means at his command, outside his own strength of heart and steadiness of understanding, for inspiring confidence in the people and so winning it for himself, than Mr. Lincoln. At first

he was so slow that he tired out all those who see no evidence of progress but in blowing up the engine; then he was so fast that he took the breath away from those who think there is no getting on safely while there is a spark of fire under the boilers. . . Homely, dispassionate, showing all the rough-edged process of his thought as it goes along, yet arriving at his conclusions with an honest kind of everyday logic, he is so eminently our representative man that, when he speaks, it seems as if the people were listening to their own thinking aloud. The dignity of his thought owes nothing to any ceremo..ial garb of words, but to the manly movement that comes of settled purpose and an energy that knows not what rhetoric means."

Lincoln was pledged as President, not to abolish slavery, but to prevent its spread and to preserve the Union. However, as soon as Lincoln's election was assured, the States began seceding from the Union and by the time of his inauguration, March 4,

1861, seven states had seceded and formed the Confederate government. The government offered to purchase the slaves of those states that remained loyal to the Union. Lincoln declared that the government would not attack the seceding states, but that it would "defend, protect and preserve if attacked." The government was indeed driven to this, for the Confederates began their bombardment at Fort Sumter in April, 1861, and the Civil War began.

Through this struggle of brother fighting brother, of families arrayed against themselves, of the breaking of the heart of the Union, Lincoln struggled to preserve the Union, as he had pledged himself to do. He believed that without union there could be liberty for neither race. On January 1, 1863, he issued the Emancipation Proclamation. The slaves were freed. He had "hit it hard", as he had prophesied he would when a young man.

Lincoln was elected president for a second term in 1864. In his second inaugural address his closing lines are famous: “With malice toward none; with charity for all; with firmness in the right, as God gives us to see the right, let us strive on to finish the work we are in; to bind up the nation's wounds; to care for him who shall have borne the battle, and for his widow, and his orphans to do all which may achieve and cherish a just and lasting peace among ourselves, and with all nations."

The end of Abraham Lincoln's life came

just six weeks after his inaugural address. It is said that if he had not been murdered it is doubtful if he could have lived through his second term, so great was the strain of his responsibility upon him. John Wilkes Booth, an actor, shot the President on the evening of April 14, 1865, when he was attending Ford's Theatre in Washington with his wife. He had had a hard and strenuous time, but one of his methods of refreshing himself was to drop the affairs of state and have an absolute change. This evening just before the third act there was heard in the theater the muffled sound of

a pistol shot. A man dropped from the President's box down to the stage. He recited a few words and left. Leaning far from the box above came the voice of the President's wife, "He has killed the President!" In a moment the house was in an uproar. Many people were trampled upon in their efforts to escape and catch the fiend. The body of the dying Lincoln was tenderly carried out. He died early the next morning without recovering sciousness. His was a painless death. In that moment he was freed from the soralleviate, to the priceless peace of eternity. rows of the earth which he had sought to overwhelming, "their common manhood The grief of the people of the nation was had lost a kinsman."

Lincoln's Gettysburg Address

con

In July, 1863, the battle of Gettysburg was fought. The following November the field was dedicated a National cemetery. Lincoln made the following brief address to a tired audience. Those who heard it did not realize its greatness until it appeared in print. A great American speaker, Edward Everett, gave the principal address in two hours of oratory. He later wrote to Lincoln: "I should be glad if I could flatter myself that I came as near to the central idea of the occasion in two hours as you did in two minutes. The speech is faultless in literary style and lofty in sentiment:

"