Education for the Art of Life. A summary from the address of Prof. Edward Howard Griggs of Stanford In the ancient world it "A long time ago Solomon said there was no new thing under the sun, and every day brings that truth home to us,' he said. Any idea belongs to the man who can best live it. We have new thoughts in our modern education, but when we turn back to Arisiotle and the early scholars, we are surprised to find our cherished thoughts expressed so well long ago. Old thoughts are born into the world in new form. Any idea to which we can give expression belongs to us. At no time has there been a greater sense of the dignity of human life than now. Never has it been so much worth while to live as to-day. With all our social unrest it is true that the world is more hopeful and that there is a greater sense of the dignity of life than ever before. This new significance of life has been growing in modern ethics. There is an increasing sense of the importance of life. was the sacrifice of the individual. The battle of modern civilization began in Italy and was carried over to Germany and France. "The working of personal life is the theory of the new literature. Increasingly there has been the emancipation of the individual. A century ago a man who wrote his life had to seek some excuse for so doing. The novels of to-day that are so expressive take up the analyzation of human life. of the relations of life and the elevation of the nobler relations The significance have come largely into modern thought. In the new culture of the new education we find significance attached to individual human life. Civilization is a slow unfolding process No man can understand modern thought unless he understands ancient thought. The phase of life we call scientific is only one expression of the modern tendency. If we "In the modern movement there are three ideas. First a new reverence for personality. Second the positive relations of human life. Third the conception of life as a process of growth. These ideas are taking possession of our education. Every aspect of civilization bears this in upon us. It is not so much what we have done, as what we are doing; what we have learned, as what we are learning. Life is growth in life. Power, culture and intellect are ours if we only seek to attain them. So art is the characteristic of life. Life is not wholly a matter of science. one of the arts. Life is An art only fulfilled in practice. The higher wisdom is impossible without science. One might know all that human experience has worked out and yet not know life. were to wait until we understood all the laws of personal relationship before we chose a friend, we would never have one. Life is experimental. After all that has been done and said life is an art. If education is to build up men and women to live successfully, then education must call out of children the positive force of their characters. To that end characters must be positive. The public schools must call out all that is positive. The more will in a human being the better. Instead of breaking the will and suppressing character we want to call out personal qualities. Each day gets one part of its meaning through the education it brings us. If life be growth in life, education is not finished with childhood. It is something which belongs to every expression of life. EvoluIt takes place under tion is not revolution. Evolution is slow. the surface. The qualities of character to be called out must find expression in all the activities of life. For the successful fulfillment of life we must have wide sympathy and sober judgment. Lite falls in different expressions. In the art of life which we must fulfil work has a place as well as play. The man who would succeed in the art of life must work. "It is the leaven of the unexpected which is the best of human life. We need to be educated for that side of human experience." Child Study for Teachers. Teachers ought to begin child study in connection with a pedagogical note-book. Form the habit of recording your professional experience every day. Reserve from five minutes to an hour a day for this purpose. Let your virtues in recording be continuity and patience. If you want convenient headings in your notes, use such as Curriculum, or Course of Study, Program, Method, Discipline, Child Study, Personal. Try more and more to connect your records with the characteristic sayings and doings of children. As you become interested in the children select one separate records about each child or children. very interesting or difficult case, or two contrasted cases; and keep vention, etc. vations into your teachers' meeting, reading circle, institute, conBring child obserAs your data accumulate, connect together by cross reference and otherwise notes that seem to you to bear upon the possible, with those of parents and of other teachers. Read such same point of character. Study, compare your observations, if a work as Sully's Studies, or his recently published smaller work. Get into communication with some specialist who needs some of ing, unforming, reforming; to instincts or generic tendencies, to your spontaneous data. Pay particular attention to habit, its formaptitudes or talents, to emotional exaggerations or the reverse, to susceptibility to pleasure, pain, and excitement; to work and play; to physical defects, etc. In all of this, and more, try to child study and school practice together, so that one will help the keep the children before you as wholes, as characters. Keep your other. Test your reading by your own experience. Finally, let nothing interfere with your common sense, tact, and conscience. THOS. P. BAILEY, JR. University of California. The Northwestern Monthly. The following list of "Empirical Child Study Canons," by Dr. T. P. Bailey of the University of California, were compiled from a recent article in "The Northwestern Monthly," by Prof. G. W. A. Luckey: 1. There is no essential identity of character possible. The study of individuals may teach us what combinations of traits may occur empirically. The study of groups may teach us what effects similarities of heredity and environment may produce. 2. A number of indications, under varying conditions, must point the same way, if our empirical inductions are to be useful. 3. In character-study many-sidedness in the study of individuals is safer than a one-sided study of groups. For the individual, and the individual only, is a unitary monad reflecting the whole universe from his own peculiar standpoint. (Leibnitz.) 4. We have no right to declare empirical inductions unless observations of children's spontaneous doings, and sayings interpreted by doings, corroborate our conclusions. 5. The naturalist must precede the specialist. 6. The philosopher of scientific training, sympathy, and power must guide the naturalist and specialist. 7. Genetic psychology is the key to child study, and comparative psychology is the key to psychogenesis. 8. The results and methods of all the sciences and of all philosophy must be brought to bear on child study. 9. Observation, experiment, and verification, used comparatively, and guided by the hypothesis of biological analogy, constitute the method of child study. 10. Study successively and, as each step is taken, co-ordinately : I. Whatsoever most interests yon in your school experience as recorded in your notes. 2. Whatsoever most interests you in the children's recorded "doings and sayings.' 3. All things in one or two children. 4. One or two things in all children. One of Amos Lawrence's maxims was, " Business before friendship; be brief in here." Profits can be made in only one way; losses may creep into business in a thousand ways. One of the rocks on which young business men are frequently wrecked is lack of capital. HUMANE EDUCATION. By ELIZA D. KEITH. "The coming conflicts in this country," said George T. Angel, "must be fought in one of two ways, either mercifully with ballots and other bumane measures, or brutally with bullets, incendiary fires and all those destructive appliances which modern science has put into the hands of those who are being educated to use them. "The coming combatants are in our public schools and we are educating them. Many of them never come under the influences of churches or Sunday-schools. From such our criminal class is recruited year by year at an appalling rate of increase. How many of these children can be saved to the State? Their only education in civil government, in ethics, in the practical application of moral principles to every-day life must be gained in the public schools. Upon the teacher has been shifted that moral responsibility which many parents are too indolent, too ignorant, or too vicious to discharge. "The object of moral education is to push thought, feeling and right decision into immediate action. It is the public school teacher who must make right doing become second nature, who must so mold the plastic nerve cells of the young child that his nervous system will become a helpful moral machine, controlling self and not trampling upon others. "From the earliest ages of history, the greatest study of man has been to protect men. Religion, law, science, medicine, in all their branches and manifestations, have attempted the task. But until the first Humane Society was founded in Great Britain, only 50 years ago, there was not in the whole world a single society for the protection of animals, Now that man realizes that to protect animals is in the highest degree to protect man himself, humane societies exist in every portion of the civilized globe. "The Humane Educational Society of California, as whose representative I speak to-day, was organized in June, 1897, in our city of San Francisco. Its main object is the education of the children of this State in their duty to dumb animals. It does not trench upon the field already so well occupied by the existing San Francisco Society for the Prevention of Cruelty to animals, but hopes by educating children in habits of mercy and compassion to render the work of such associations as prosecutors less needed. "The society also aims at organizing societies for the protection of animals throughout the interior of the State. It embraces this opportunity to urge all teachers of California to become enrolled among its members. Thru its instrumentality our local School Directors have made instruction in humane education a branch of our public school curriculum, adopting a text book on the subject. The discussion incident to its introduction has aroused unusual interest in the subject, and was it not worth something to induce parents to take cognizance of the 'new study,' even if they read the book in a spirit of antagonistic curiosity, with something of prejudice and possibly the idea that it was sectarianism in disguise? Humane education from any standpoint must win advocates. 'Moral education,' said the late David Swing, 'was ever more easily advanced, involving, as it does, no adoption or rejection of a creed, no attack on a man's income, no loss of reputation-only the act of trying to be kind to every living thing.' To torture a dumb animal is the crime of a coward, and he who is capable of it would commit almost any crime not requiring courage. Tyranny is the crime of the strong against the weak, and all cruelty, when not the result of ignorance, is the wicked expression of conscious power, always demoralizing to those who exercise it. Humane education inculcates sympathy and helpfulness. The humane child will become the benevolent, public-spirited man, equally averse to cruelty to animals, child lazor, human sweat shops, injustice to women, oppression in any form. Since the public school is the nursery of American citizenship, humane education must find a place in its curriculum. 'But why was it necessary to make its teaching obligatory as a special study?' ask many teachers. 'Is it not taught under the head of manners and morals?' Our public schools were supposed to teach patriotism, and they did; some teachers making it a leading feature with a daily salute to the flag in the school room. Other teachers simply 'treated it in a general way,' until San Francisco set an example to the Nation and instituted a monthly day for patriotic observance by establishing 'Flag Friday,' thus crystalizing the patriotic sentiment into a definite expression. So with humane education-a set time was needed for any time was no time. "It is not enough to have the children memorize humane precepts, to read 'Black Beauty, to gaze on noted pictures of animals, to have language lessons on the intelligence and fidelity of the dumb creatures. The humane sentiment must find expression in protective action. Every public school should have its Band of Mercy, officered by children, aiming to perform deeds of kindness, to prevent acts of cruelty, and so educate the naturally tender and sympathetic hearts of children into the habit of being kind and considerate. Children are so easily and lastingly impressed by ceremonial. Selfrespect grows through the importance of belonging to a society, of wearing its badge, of holding meetings, of having a voice in its deliberations, in considering cases, sitting in judgment and setting in force the machinery of the society's law to reprimand or expel an offender, all these manifestations of juvenile citizenship react upon the child, lending him dignity, impressing him with the righteousness of his adopted cause, and teaching him that the power of public sentiment, as represented by the influence of his Band of Mercy in our San Francisco public schools which was organized by Miss Mary Murphy in the Jefferson Primary School some years ago, with the result that the boys almost ceased to fight with each other, though ready enough to fight to rescue an animal from ill-treatment, and little girls, strong in that moral courage inspired by their humane education, did not hesitate to plead, not to rebuke or command, but to plead with brutal teamsters, or cruel children, and with success. "Some children respond promptly to an appeal to their emotions. Others, not yet under the benign influence of the Golden Rule, must be influenced thru selfish consideration. But that matters not; it is the object of humane education to place all hearts, all minds, under conviction. Any one can comprehend that healthy cows will give the best, and therefore the most salable milk; that well-kept chickens will bring the highest market price; that a horse, well fed, well shod, well harnessed, on good roads, will do his best for his master. Who will contend that sick cattle are fit for food? Who will deny that cattle crowded in dark cattle cars, tortured with hunger, thirst and terror, bruised while in transit and driven to a bloody slaughter, may bring sickness, perhaps death, to those who feed upon their flesh? Even those most indifferent to to the rights of others, most callous to the sufferings of the animal creation, must hesitate to perpetuate conditions that will react upon themselves with irresistible force. One of the first ideas necessary to eradicate from a child's mind, is what that old child, the world, has been so loath to let go, the idea that a man may do as he likes with his own property. Humane education is changing all that. Altho there yet stands unrepealed upon England's statutes, a law by which a man may put a halter round his wife's neck,drag her to the market-place, and selí his human chattel to the highest bidder, no man in England would dare do that to-day. "I have a right to do as I like with my own child,' has weighted many a heavy blow, struck down the weak and helpless, but to-day the law arrests the descending arm and frees the child even from its own parent. "It's my own property, and if I choose to destroy it, what's that to you?' is no longer an argument that will acquit a man guilty of cruelty to animals. All ownership is but temporary, and for our stewardship we must render an account, for the cattle upon a thousand hills are His. "This subject cannot be confined to its school room aspect. Not only children, but public sentiment, must be educated as to man's proper attitude towards the creatures over whom he has been given dominion. Nothing can confer a legal or a moral right to needlessly inflict physical pain or mental anguish. The teaching of the schoolroom must be reinforced and sustained by the sentiment and the practice of the community, else what effect will our words have, if even while we are teaching there floats in through the schoolhouse window the sound of the lash and the driver's oath? Our children go from a lesson in humane education into the street only to meet the coal cart of the School Department laboring up the hill to the school house, the horse slipping at every step? Of what use is it for us to teach that high check-reins are an abomination, and the practice of docking horses' tails a crime against nature, when our children can go to the park any day and see our leading, respected, representative citizens driving horses that are tortured with the overcheck, and are carrying tails no bigger than a parlor shovel? "Why should we beg boys not to rob birds' nests on the plea that parent birds will be disconsolate, or that the nestlings will suffer? Why should we implore them to "Spare the birds, the little birds That sing about our door," because they save our crops from insect devastation, when we ourselves wear on our hats the bodies of birds, and the beautiful aigrette, the maternity of the heron. Will they listen to us with any respect when they can see us in all our refinement of cruelty any Sunday at church? "What the Audubon Society is trying to do thru public sentiment in America, Great Britain did in 1873 by the Parliamentary enactment known as the bird law.' We need a law to prevent the ravages of fashion, and to protect the birds. it, any more than public sentiment could take off the high hats in the Public sentiment is not yet able to do theatres. It too a special law to do it. As teachers we need the aid of every influence in our work. The press is the mightiest factor in every reform. The pure milk crusade, the agitation for pure food, the check upon the cruelties of our open markets, the passing of the brut ilities of the old Dog Pound, the conviction of the man who beat his horse on the head with a hoe blade, the expulsion of the Cavalry captain from the National Guard of California, for cruelly starving his horses-all the would not have been possible some years ago, before the influence of the press hud made itself felt. Nor was there ever a more telling blow struck at the gentlemanly sport of hunting, of killing for killings' sake, than when the Examiner sent Annie Laurie to write up the pigeon shoot; where the moral descendants of those Roman ladies who frequented the amphitheatre and arena, who could gloat over mortal combats, and unmoved witness the dying agonies of a gladiator -the moral descendants. I say, of those Roman ladies, could sit and laugh and chatter under the blue sky of Monterey as the birds fell at their fest - even in their laps-fell with bleeding breasts, or fluttered by with broken limb or trailing wing. "Oh, do not let our children know that the buffalo in the humane paddocks in Golden Gate Park are the last of their race, a race all but exterminated in sheer wantonness, shot down for a moment's sport, as the Grand Duke Alexis, the guest of the nation, shot them from the platform of an overland car, leaving the carcasses to rot where they fell. Oh. never let our children ki ow that American men were guilty of such cowardly brutality. It should be the proud boast of Californians that dogs never go mad in this glorious climate: that our cattle are the finest, our horses the fleetest. Still more, because of the invention of a San Francisco man, A. S. Hallidie, the cable car took the tired, overworked car horse out of harness, and no longer allowed us to be a party to the crime of cruelty to animals, of ki.ling horses inch by inch. to teach the young child kindness to animals when he could took out of It was not possible the car window and see a man running in the street, alongside the horses, lashing them at every step up the hill. Humane education calls for precept in the schoolroom, for example in the child's surroundings, and by practice in the child's personal relation to the brute creation. A schoolhouse cat, petted and fed by the children, day by day, is a greater moral agent than a thousand injunctions not to tie a tin can to a dog's tail. We all enjoy the exercise of power. The child's first conception of power is brute force. Baby hands crush the fly upor. the window pane: baby feet toddle upon the worm in the garden path. When should the humane education of the child begin? Before it is far away from the cradle? Yes, and with the awful example of Jesse Pomeroy as an instance of parental influence, who will hesitate to say that the humane education of the child must begin before its birth? But as teachers we have to deal with children as we find them, and strive to overcome all the adverse influences attendant on their birth, active in their homes, even to the strife-inciting toys that some parents put into the hands of their infants. "Guns, swords and whips seek for an object on which to be exercised. Go to the Mechanics' Fair any year, watch the boys and girls with their newly-bought ten-cent whips, cutting the air and slashing at each other. Who doubts that those toy whips will be tried on the first small dog met on their way home? The City Fathers did a good thing for the morals and manners of the rising generation when they banished the slungshot and the putty blower from a boy's collection of toys, and the tiniest Noah's Ark is worth a whole regiment of tin soldiers as a lesson in humane education. It is an achievement worthy of any teacher to develop the idea in a child's mind that kindness is a greater power than brute force. Any one can cry 'Scat but not everyone can induce a kitten to come at the sound of his voice. Any one can frighten an animal. but it is not every one that the proud and watchful mother of a litter will permit to approach and fondle her puppies No childhood can be fully rounded out without the companionship of animals. 'our little brothers,' as Tolstoi calls them. the passions that sway us, the child takes one of his first lessons in the In their likeness to study of human nature. kind master. Country children learn this more readily, pernaps, than A child owning a pet should be taught to lea city children, since the animais on the farm represent both capital and labor. But the city child's pet does not have a monetary value in his eyes. It is too often only a toy. If anything could excuse the telling of myths as realities to a child, it would be to teach kindness to animals, under the allegory that they are human beings in disguise. Under proper conditions every child should own a living creature. him kindness, gentleness, self-control, a sense of responsibility for the It teaches animal's welfare, develops a love that comes from doing for others, ard illustrates the power of the human voice. "In teaching tricks to an animal, the child will learn to be firm. definite in his direction. He will learn how to punish, to reward and to praise. Above all he will learn to be honest, for a dog never forgives a deception, and best of all, he will learn what fidelity and loyalty mean. For my part, I cannot see why lessons in humane education should not include lessons in the training of animals, and if a pet dog can be brought into the class room, and the teacher be able to illustrate her lessons with the live object, so much the better. I have seen it done with good effect. The effort of a dog to understand his master's wish, and to execute it is a living demonstration of attention and obedience, quite as important for the child to learn as the number of toes on the paw of a cat. I do not hesitate to repeat it, a child who is brought up with animals asplaymate who lears, ns through them to be humane, and for the sake of their memory to be kind to every living thing all his life, will be a good citizen, a broad-minded man seeking the best good of his fellow creatures. Clean kennels, comfortable stables, well lighted, well ventilated school rooms, sanitary homes-one follows the other more closely than we are apt to think. The child whose dog has died from poison will, as a man, have very clear ideas on property rights, and oppose the practice of adulterating food and jeopardizing human lives. The child whose wounded pet had to be killed to put it out of its misery will as a man, advocate Those who have oppressed dumb animals do well to deny any hereafter to the brutes which perish,' and they are equally justified in preaching hell fire and damnation: they deserve it. But as so great a mind as Agassiz believed in a future life even for some of the lower anima's, those of us who long to see a aithful animal friend again need not be ashamed of the thought. That animals have souls we cannot say, nor can we deny it. There have been natures grand enough in their comprehensiveness to be in correspondence with the instinctsoul of the brute creation. It appealed to Rosa Bonheur. Sir Edwin Landseer found it in the Shepherd's Dog. It speaks to us in Rab and his Friends.' Ouida has brought it out with startling distinctness in a Dog of Flanders': its accusing eye pierces the 'Ancient Mariner' and it calls to us in Black Beauty.' Not a sparrow fulleth, but its God doth know. All creation groaneth together. We, then, that are strong, ought to bear the infirmities of the weak. Shall we do so-or shall we pass by on the other side?'"`` To Thyself be True. Thou must, to thyself, be true If thou the truth wouldst teach: Life. -F. E. Reynolds. Is this all of life, full of turmoil, strife? If anything turns up in one's favor. he must turn it up standing still awaiting something to turn up of itself, will surely turn him down the "Stream of Time" an aimless wanderer. THE SCHOOL-BOOK MAN IN EDUCATIONAL WORK. Address delivered in Metropolitan Temple before the State Teachers' Association, on Friday, the last day of the session, by Fred M. Campbell, Ex-State Superintendent of Public Instruction, now representing the American Book Compauy. I suppose I ought first of all to tell you why I am here. In this connection I am reminded of the boy whose teacher told him to bring an excuse from his mother: But ma ain't home," said he. Very well, then, bring an excuse from your father.' "Huh! he ain't no good making excuses, ma ketches him every time.' I am like that boy's father..... That's why I am here. In the term "school-book-man," I include authors, publishers; brains and capital, and ... excuse me .... modesty forbids. The book-man of to-day is peculiarly an American institution. No other country has anything like him; and, being American, it is particularly fitting that he should be thoroly representative of our national characteristics. What these characteristics are, at least so far as the agent is concerned, I am still too modest to tell you. However, I do want to say a word in all seriousness about the dignity of the calling which it is my privilege to represent here to-day; for I propose to speak first of the agent. I know it is deemed quite in order in some places and by some people to look askance at the bookman as a sort of compromise between the confidence man and the lightning-rod agent, and there are those (not the biggest people it is true) who sometimes act as if they don't quite like to be seen in public with him for fear people will think they are being improperly influenced in some sort of way. But that a better feeling is coming, indeed, is already here,is manifest by the fact that he has been given an honored place on the program at this session of the State Teachers' Association of California. And right here, for myself, and on behalf of book-men generally, I desire to return appreciative acknowledgements that thus publicly we have been accorded what we know to be our proper place as an important factor in the educational work of this great State and nation. Nor is this Association the first to give this recognition. At the annual session of the National Educational Association held in Milwaukee last June, Mr. Gilman H. Tucker, Secretary of the American Book Company, read a paper on the "Relation of Publishers to Education." If that paper could have been read by you all it would leave me little to say. Of course, it is still the fashion for newspapers (and others sometimes) to hint vaguely at all sorts of crooked practices, of contracts secured by jobbery, etc. But does anybody ever stop to think that this sort of thing cannot be generally true, because on such foundations no business could stand; and whether you question their methods or not, the owners and managers of the great school-book houses are, first of all, keen, far-sighted business men too far-sighted to commit commercial suicide. BOOK HOUSES ARE KEEN, FAR-SIGHTED BUSINESS HOUSES. Nor do they always, nor indeed generally, I believe, go to insane asylums or homes for the feeble-minded to select their representatives in the field. Of course, there may be here and there instances of dishonest methods, just as there are in every other business and profession, but I doubt very much if such practices are any more common in the school-book business than in any other. And this is said in the light of many years' service as teacher and school-officer, and of a briefer experience on the other end of it. To hold a contrary opinion is to reflect unfavorably upon the people engaged in educational work, with whom publishers and their agents must deal. So let's have done with these vague hints and insinuations, but by all means let any and all attempts at unworthy methods be promptly and boldly exposed and punished to the full extent of the law. For did it never occur to you that the book man is after all a being quite like ourselves, with feelings to be hurt, and with hopes and prospects to be thwarted? That bis calling may be as dignified and as honorable as yours, if con ducted honorably and on a high plan? Nay, it not only may be, but it is, and, speaking personally, if you will pardon it, I feel that the work in which I am now engaged is as distinctively educational, as dignified, and as honorable as that of any of the positions which I have filled as teacher or superintendent. THE BOOK MAN BRINGS NEW THINGS. The book man comes to you with the newest and best things from the best minds in your business. He is one of the mediums sometimes the only medium, through which you keep informed as to what progress is being made in the improvement of your text-books, which are your tools. He sends you announcements, and sample copies of the best things, the latter, frequently, to the amount of thousands of dollars (in the case of one house I know of, more than $3600 worth here in California last year). In his wanderings about the country he comes to you, shut in it may be by the narrowing influence of your environment, with the fresh, invigorating breath of the great outside world. He tells you and shows you what he has that is new; what others are doing in other places, what experiments are being tried, what successes achieved. Nor are the instances few in which his experience, suggestion, counsel, advice, or the inspiration of his enthusiasm, have been of direct and valuable assistance to you in your work. Glance backward over your individual experiences and say to yourselves whether or not this claim is well founded. Let the following illustrate what I mean. THE BOOK MAN'S HELPFULNESS. Several years ago a young man, just graduated from college, secured a position to teach a tough country school. The school was badly demoralized and he found it a very difficult matter to get the young people interested in anything. He tried his best to make things go, but without success, at least it seemed so to him, although the school was as good as it had ever been; but this did not satisfy the ambitious and conscientious young teacher. scientious young teacher. The school did not have the breath of healthy, vigorous life, and he knew it. One Friday night, after a day of even harder work than usual, completely disheartened he left the school-house, and started for his boarding-place determined to write out his resignation and try some other field of usefulness. On his way home he had to pass the ailway station where the evening train from Chicago was about due. Listlessly the teacher joined the group of idlers so common at the arrival of trains in country towns. The train rolled in, and, among others, a book-man alighted. He was a breezy, enthusiastic fellow, and asked the first man he met where he could find the teacher of the school. "That's him there," jerking his thumb over his shoulder toward our young friend. The book-man walked up in his brisk, business-like way, and introduced himself. "I am very glad to meet you, Mr. --,' said the teacher, "but I feel that your time will be wasted stopping here, for I am going to resign and should not want to suggest any changes under the circumstances." "Going to resign? What's the trouble?" for the sympathetic book-man saw at once there was something wrong. "Oh, I don't seem to be able to make things go, some way, and I am going to try to find something that I can do.' "Now, look here, I want to talk with you. You come over to the hotel and take dinner with me; then we'll talk about your case. I know the disease, have seen all the symptoms dozens of times," and so on in his breezy way through the dinner and afterwards, till he got the whole story out of the young man. he started in making suggestions and offering sympathetic and Then iendly criticisms, till he had quite won the confidence of our young friend. At last he brought out some new text-books containing some new methods which he presented with such enthusiasm that the young man caught the inspiration and determined to try their effect in his school. He did so, and with such gain in interest to his pupils and pleasure to himself that there was no more talk of resigning. Moreover, the spark of enthusiasm grew till the school became the best in the county, and the teacher was promoted to a better place. He has since moved steadily on till now he is one of the best teachers in your State. You all know him, and you all respect and honor him. Not very long ago I called on him. He shook me warmly by the hand and said, "Mr. Campbell, I am glad to see you. I am always glad to meet agents of the great publishing houses. In fact, I owe all that I am to one of them,'' and then he told me his story as I have told it to you. THE BOOK MAN, THE ADVANCE AGENT OF CIVILIZATION. Ours, too, is an ancient, as well as an honorable fraternity. In one sense we are commercial travelers, and from the very earliest times the commercial traveler has been the advance agent of civilization. We read in Holy Writ that the ancient Hebrews seat men to spy out the land,"-commercial travelers (and they've kept it up pretty well ever since. If profane history may be believed, the ancient Egyptians and Assyrians had their business agents out in all directions. You remember Cæsar tells us that when he first went into Gaul he found that he was not unknown there. His name and his fame had preceded his personal advent, having been carried there by the commercial travelers. And so you see, we come to you with all "The boast of heraldry, the pomp of power, '* 66 (even if we can't always truthfully add Gray's next line) And all that beauty, all that wealth e'er gave." The great bulk of business in all lines is now conducted thru commercial travelers. It is estimated that more than 1200 now go out from this city of San Francisco alone, and I learned the other day that one business house here has fifty-one men in the field at this time. On the trip from which I have just returned I met the commercial travelers everywhere, and a bright, active, energetic, intelligent, industrious set of fellows they are, too. The local dealer welcomes the coming of the traveler carrying goods in his particular line, and gladly goes to the sample rooms in the hotel to see and examine what he has brought. I bespeak for the school-book-man in the field, the representative of the great authors and the great publishers of this country the same cordial welcome from the teachers and school officers to whom he shall go. He is your commercial traveler--the advance agent of the newest and best educational thought, progress, and methods all in definite form for practical application in the great work you have in hand. AUTHORS AND PUBLISHERS. I wish now to occupy the remainder of the brief time allotted me, with a few words concerning authors and publishers. A text book, to be worthy of any consideration at all, must be, not merely so much raw material of the intellect, but the creation of a work of art out of such material. The text book maker crystalizes more pedagogical thought into a practical educational appliance when he makes a good text book than could be distilled from a year's course of seminary lectures. And any Professor of Pedagogy who sets himself to work to make such a text book on any subject, will find in the undertaking a larger and more discriminating use for his pedagogical wit than class-room work or teachers' institutes could ever inspire or call forth. There are three ways in which text books are made. The Author makes them, the Publisher makes them, or the State makes them. As a general rule, the books rank in excellence in the order named. THE MAKING OF BOOKS. In the first class (author-made books), the method of growth is as follows: Some teacher "who has mingled his thought with his toil," comes to the conclusion that existing methods of presentation can be improved. Accordingly he supplements and cuts the best book he can find until it suits his purpose after a fashion; then he prepares manuscript additions and substitutions. His work is arduous, but it pays. Atter a time, out of the accumulated material he prepares a book. Then comes the struggle to find a publisher. By the way, do you realize how much faith and confidence publishers must have in you and in your intelligent appreciation of merit to put thousands of dollars into improvements in books for your use? Do you ever think of the courage it requires to undertake the financial responsibility for something which may be so radical a departure from old methods that there are very grave doubts as to whether the great body of teachers will take up the reform advocated or not? When you talk about the "enormous profits of the publisher," do you ever think how many times they put their money into some teacher's plan for improvements along some line of instruction and it fails? Do you realize that for every successful book published, there are dozens of failures? How many times do you think it would have happened that the best methods would have remained practically unknown except for the enterprise and courage of some publisher? But let us return to the author. When he finds his publisher his troubles are by no means over. Many of the best text books have been prepared by men and women who had almost no knowledge of the ways of compositors, and of how to get their copy into intelligible form. As a result, there is a long, hard struggle with the proofs. Sometimes when the author sees his matter in printed form, it does not look at all as he thought it would. Improvements in order and arrangement suggest themselves, and frequently whole chapters are re-written; changes in type seem necessary, and pages are often re-set many times. All this expense the publisher patiently bears because he wants the book as nearly perfect as possible. Then finally our author must hunt up some friend among the college professors to wade through the proof and eliminate error. No one who has not tried such proofreading can appreciate the self-sacrifice which the labor requires. Moreover, the publisher, on his own account pays for the careful reading of the proofs by the most eminent specialists in the subject treated, whose services he can secure. At last, the last page of the positively last proof has been corrected, the forms have been electrotyped, and then, just as the first copies come from the press, the author discovers something which needs to be changed, and a word here and there has to be cut from the plates, and others substituted. are engaged in the grade of work for which the books are designed rather than in an entirely different grade, whether higher or lower. Last and least we come to State-made books. These are unique with us here in California. No other State has ever gone into the authorship and publishing business. Concerning the process of manufacturing these books, I can add nothing to the knowledge you already have. As to the results of this experiment in California, in the cost of the books and in their quality, it manifestly would be in bad taste for me to speak. You are thoroly informed on the subject, and your judgment as users of the books, and as impartial and disinterested parties, would not be modified by any expressions of mine, whether of commendation, or of condemnation. I will only add, in conclusion, that with books as with everything else, including men for all kinds of work, the strongest and the best are the results of healthy competition-that it is another case of developement, where, under normal conditions, the fittest survive. Without competition-free and open competition of authors, of printers, of publishers of agents, of teachers-the best results are not obtained anywhere; nor am I entirely persuaded to believe it has yet been quite satisfactorily demonstrated that even the wonderful possibilities of our California climate can either nullify or modify this law. THE PUBLISHER-MADE BOOK. As to the publisher-made book, the method is usually about as follows: The publisher needs a new, strong book on some subject in which he is getting the worst of the business competition. So, not being confined by State lines, he looks around over the whole country, and finds somebody whose name, fame and position will carry weight, and engages him to make the book. Such a book goes through practically the same process of manufacture as already described, except that the first steps are not the same; because, while the author-made book grows out of the needs and suggestions of the school-room, the publisher-made book is made to fit them and also to have good talking points for introduction. Sometimes really good books are produced in this way, but the rule is the other way. And right here let me add also as a general rule, that the best text-books whether author-made or publisher-made, will be found to be those whose authors (scholarship being equal), |