The Shasta courier., 1860-12-22

unpaid.
Amount expended or repairs of
school houses, 1924 So 1T expended for
school libraries and ap 49,, S33.
Total expenditures for sci, eol purposes,
S5O22 81. Teachers in their respective dis
tricts have reported 35S chile Een who have
availed themselves for at least portion of the
time of the advantages afforded by the schools
"a gratifying result, as it shows gradually
increasing attendance on the pa rt of parents,
guardians and children to the ne cessity of uni
formity and punctualty of attenc lance upon the
exercises of the schools
1t is q source of grail i6catiQn to know that
our schools are in prosPercusst stondition like
the State in which they are Situated; they are
progressive.
The fact is certainly eacour,s ging to those
who have labored so long to ex tite public in
terest in behalf of the young, aand to induce
that concert of action necessary 10 advance the
cause of education in the severa 'chool districts
of the county. ~"
California public schools have VASTLY improv-
ed in their noble system of edtfcation. In a
short decade of years it has been Instituted and
has strengthened, and is now growing into full
life and health and beautiful PROPORTIONS.
During the past year | have visited every
school district in the county, and lectured up
pom the subject of education.
Observation enables me to EXPRESS conf
dent conviction that the past year, has witness
ed decided improvement in the SCOPE and eff
cacy of our common system of education.
This has chiefly resulted, from The introduc
ton of more competent teachers, sjeined to i'm
proved methods of instruction, Aiid rising by
regular graduation from mere elementary stu
dies to the highest educational attachments.
To make our common schools more efficient
and perfect in their details AUDI thorough in
| their studios, is to furnish them with accom-
plished teachers who are familiar with the most
| approved method of instruction, and who are
capable of leading pupils from the simplest ell
ements of knowledge through the higher
branches pertaining to sound English educa-
! ton. g.
| What, then, should constitute the true STAN
! dard of qualification of teache
| A school teacher should expert in all
the objective and subjective-.s4.osTloJge which
pertains to his work of educating children and
imparting knowledge. He should understand
the capacities of the intellect, and thesprecise
mode and order of its operation. every iniiu-
ence which develops health, strength, symme-
try and beauty in the physical system, and
should see clearly just how to make all these
powers subsidiary to sound ard mature devel-
opment of both the moral and religious nature
of the beings he instructs, and should labor
/
| The teachers whole inner and exterior man
should be so built up, cultivated and refined by
labor, thought, study and experience, that his
subjective knowledge, as real nature to him,
| will be such that he feels conscious of an i: :
/ dwelling strength, filling the chambers of his
own mind. yelling up from the recesses of his
own soul, and warming the affections of his
own heart, thereby qualifying him to minister
the truth, the whole truth, and nothing but the
1 truth to those given to his charge.
He should 50 understand all possible means
and modes Of communication BY senses. be-
tween the mind taught by him and all that re-
lates to its symmetrical growth and its external
! to it, and he should also understand the proper
connection and relation of different truths, and
the natural order of communicating them.
That the teacher shoEld- -gnderstand Just
when, in what way, aud how muehto use the
eye, the ear, the touch, the imag g-nation, the
reason, the memory, the moral senses, the affec-
tions, and just how and to what extent be is to