Los Angeles daily herald., 1889-04-03


8 to II revels in the realm of imagina-
ton. Not one so dull that the eye does
not brighten, the face light up, and the
whole being respond to the charm OF the
skillful etory-teller. And is it not pass
ing strange that these golden years
should be dragged out in the veriest
hum-drum monotony, instead OF being
seized and used and made an epoch IN
the best development of the child
This is the time to implant last
ing lessons of patriotism, valor
aud virtue-lessons which outrank
in importance any other in the eurrlcula
of our schools. Some of our best
teachers are those who knew nothing oil
pedagogy as science when they began
their work, but have obtained their
knowledge by diligent study and careful
experiment. / would, however, dispar-
age the wasteful policy that takes the
precious time and energies of our chill
drep, as the materials for such expert
ment when pedagogical knowledge al
ready garnered in the school OF expert
ence is easy of access and open to all.
But in whatever way it is brought about,
let our schools from the humbleet to the
highest be freed from the incubus OF
those whom CARLYLE in his vehement
protest calls 'Hide-bound pedants with
out knowledge of mans nature or OF boys
who cram the head with innumerable
dead vocables, and call it fostering the
mind How asks the same caustic
critic, can an inanimate, mechanical,
gerund- gender the like of whom will,
in a subsequent century, be manufac-
tured out of leather, foster the growth OF
much more of mind which
grows g, not like a vegetable (by having
its roots Uttered with chronological
but like spirit by mysJeri-
ous contact of spirit, thought kindling
thought How shall he give kindling in
whose inward man is no live coal, but
all is burned out to dead, grammatical
cinder? Alas continues he, in gloomy
but truthful prophecy, so will it ever be
till the holman is discharged or is re-
duced to hod-bearing, and an architect is
hired and on all hands fifty encouraged,
till communities and individuals
discover (not without surprise), /,
that fastening the souls of generation
by knowledge can rank on a level with
blowing their bodies to pieces with gun
powder that, with generals and field
marshals for killing, there should be
world-ordained dignitaries and, were it
possible, God-ordained priests for teach
ing"
MR.. GRoGAN's ADDRESS.
Mr.. Pierce's discourse was followed by
an address on 1.-The use of the School
Library" by Mr.. B. r. Grogan. The
speak er pointed out that it was the duty
of teachers to guide the children in their
charge from pernicious to beneficiary
paths, and that one of the best ways to
accomplish this end was through the
school library. Mr.. Grogan advised a
system of historical and scientific read
ings, and said that, in his opinion, novels
were good things to read if they we're
we'll selected. He referred to Sir John
Herschels remark that "the novel is one
of the most potent engines of civiliza-
tion,'' and said that in the works OF
Dickens, Thackary and other standard
authors excellent ideas were impressed
on the mind by the method of the exam
pies. In conclusion, he stated that stu
dents should early be taught the amount
of information they can derive from a
knowledge of how to use the encyclo-
pedia.
'fwHAT TO READ"
Superintendent Monroe, OF Eureka,
New, was the next orator, and proved tc
have selected very entertaining and in
structive subject in "What Teachers
Should Read" He said that the frs
class of books for teachers to ponder ovel
should be professional literature, ther
general literature, history, biography ant
science, and advised that at least two
works be purchased and read during the
course of the year. Dwelling briefly or
the educational merits of each volume
he then recommended the following
works as the best of their kind that he
had SO far discovered:
General Principles.
Rozenkranz's Philosophy of Educa
tion Tate's Philosophy of Education
Payne's Science and Art of Education
Johoenol's Principles and Practice of Ed
ucation; Pages Theory and Practice o
Education; Fitche's Lectures on Teach
ing; Edgworth's Practical Education
Horace Mann's Lectures and Reports OF
Education Locke on Education; Froe
bel's Education of Man; Spencer's Edu
cation.
History Of Education.
Compayne's History of Pedagogy
| Quick's Lives of Educational Reformers
Browning's Educational Theories; Hart
mann's History of Pedagogy; Mahaffy'
| Old Greek Education; Gill's Systems o
Education Parker's History of Educa
| ton.
Educational Biography.
Kruai,a ifa Of pontaIozzi. Taurio ),
Life of Comenius Stanley's Life of Thos
Arnold Mary Mann's Life of Horac,
Mann Lamson's Life and Education o
Laura Bridgman; Autobiography O
Frobel; Life and Correspondence of Agas
eiz; Jean Paul Richter's Lerana; Rous
seau's Emile; Pestalozzi's Leonard.
Methods and School Management.
Rosini's Method on Education
Frye's Child an Nature; Halls Method
of Teaching History Sweets Method
OF Teaching; Compayra's Lectures OF
Pedagogy Parker's Talks on Teaching
Kindergarten and Primary Education
Partridge's Quincy Methods; Hail
maun's Primary methods Ourrie's Early
and Infant Education; Calkins's Object
Lessons; Friebe's Paradise of Childhood
Peabody's Lectures to Kindergarteners
Hailmann's kindergarten Culture; Fro
bel's Education of Man.
Industrial Education.
Hams Solution of the Social and In
dustrial Problem; Woodward's Manua
Training Siedel's Industrial Education
Buffers Arguments for Manual Train.
ing; Straight's Industrial Education in