? LIBRARY OF CONGRESS.? § # J [SMITHSONIAN DEPOSIT.] <§ ^^ — lit ! UNITED STATES OF AMERICA ! REPORT OF THE DELEGATE TO %\t dSraaticttal Cut knhu OF BUFFALO AND BOSTON, TO THE COMMISSIONERS OF PUBLIC SCHOOLS OF BALTIMOKE, AND Address on the Teacher's Calling, Nationally Considered, Delivered at Buffalo, BALTIMORE: BULL & T U T T L E 1860. IS PREFACE. The present pamphlet is the result of a suggestion made by a number of friends with whom the writer has conversed, that a report of his observations as delegate to the Educational Con- ventions recently held at Buffalo and Boston, should he pre- pared and presented to the School Board. The reason assigned for the performance of such duty is, that the embodied views of experienced educators, as they are contained in their lectures and expressed in their debates, may be of service to the friends of education generally, in affording them, in brief review, the plans and purposes of active and efficient agencies that are operating in the cause of enlightenment and human progress. Especially, it is said, that such may be the result in regard to persons actually engaged as co-laborers in the great enterprize. The efforts of all intelligent and experienced teachers, tend to the development of the true basis upon which our educa- tional systems are founded, and the manner in which they ought to be conducted. There are important principles that underlie those systems, and it is necessary that they should be known. Although but few, they are varied in their forms and features, and require research and examination. Their illus- tration in the exhibition of the theories based upon them, and their adaptation to practical use, must always be matters of interest to the intelligent mind. It is true, the mere rehearsal of acts performed and senti- ments expressed, may not be as effective as the actual witness- ing of the scenes in which they occurred, which were as inter- 4 osting to the mind and the heart as they were attractive lo the eye and the ear. But the enlightened imagination, which is always ready for its work, in the appropriation of whatever it is allowed to act upon, will supply deficiencies, and realize much more than is contained in the mere record. It is in such view, that this report has been prepared, and it is now sub- mitted to the Board in the hope that its embodiment of ex- perience with the well-matured theories of practiced educators, may be of use in removing difficulties and objections from less practiced minds, and encouraging the application of energetic labor in a cause involving so many of the dearest interests of humanity. Office of the Commissioners of Public Schools, Baltimore, Sepi 'ember 20, 1860. To the Board of Commissioners of Public Schools. Gentlemen: — The undersigned, having been appointed a delegate to repre- sent the Board in the American Normal School and National Teachers' Associations, in accordance with the resolutions of August 1st, attended the Conventions of these educational bodies for the year 1860. Having witnessed and participated in the proceedings of those conventions, lam satisfied of their import- ance in their relation to the cause of education generally, and believing that some knowledge of the subjects examined and the results attained, in the interchange of thought by some of the best minds of the country, will be of service in our own locality, I have prepared and now present you this brief review of the labors of the associations. The desire of the Board to be repre- sented in our national educational conventions, as it appears in my appointment, suggests the propriety and duty of my em- bodying briefly, the views and sentiments of gentlemen of en- larged experience in the instruction of youth, upon the subject of education, which at the jn-esent time is, at least, of equal importance with any other that can engage the public attention. I proceed with the more interest in the performance of this duty, because I am sensible of a certain degree of apathy on the part of a portion of our citizens, who seem to be willing to leave the cause of public instruction entirely to those who are more immediately engaged in it, without considering that their own personal services may be of consequence, and of the lamentable indifference that prevails among the people of the state outside of the city. Did not this apathy and indifference exist, the state of Maryland aa^ohM not now be without a uniform system of public instruction, while the states that were last admitted into the Union, have jjreceded 6 )iei' in the enterprise. It must be mortifying to the patriotism of a state boasting its connection as one of the original thirteen, that wrought so nobly together, in their united wisdom and strength, for the success of the declaration of their independ- ence, that her younger sisters, which are so far behind her in years, should he so many years in advance of her in the work of education. While the state is without a general law regu- lating the labor of public instruction, and while the people of Baltimore are not willing to enter more heartily in support of their excellent system of public schools, there is need that some unusual effort should be made to excite the interest of the population of both city and state, and cause a more general ac- tivity on its behalf. Among a portion of the citizens of our city and state, public education is popular and very highly estimated, and there are thousands of persons who may be num- bered among the friends of the cause, who are patronizing it, and laboring in various ways for the advancement of its labors and prosperity. But the portion of our people that are thus disposed, is small in comparison Avith the population, a large majority of whom are either opposed to public instruction, or indifferent in regard to its success. The number is limited even among the friends of the admirable system, which is work- ing so harmoniously and successfully in the city of Baltimore, who are heartily engaged in its support. Were it not for a few among the multitudes of the city, who are actively and ener- getically laboring for the advancement of the system, the public schools of Baltimore would be a thorough failure. If proof of the truth of this declaration is required, it is to be found in the fact, that while there are between fifty and sixty thousand children of school-going age in Baltimore, the highest number that lias ever been enrolled at any one time upon ths public school records, is less than thirteen thousand. Tn view of the condition of matters thus presented, the ne- cessity appears to be absolute, that exertions of extraordinary character be put forth, in order to awaken the public interest in a still greater degree, and excite the people to united and ener- getic action in the support of our system of public instruction — • an institution, which next to our religion, is most necessary in sustaining our free government, as well as in the perpetuation of our prosperity and happiness as a nation. In fact, if rightly considered, our intelligence is but a part of our religion, which finds a potent adjunct in the schools, and may he rendered yet more efficient through their agency. It is ardently hoped that the brief comparison presented in this paper,, between the educational labors and resources of our city and state, and other localities, may be in a degree effective in directing the attention of our people to a greater extent to our system of public schools, which they may be assured is second to none in this country, in the practical work- ing of its various departments. In extending the interest of our fellow-citizens in our public schools, and engaging their personal services in their support, we secure their popularity, their prosperity, and enlarge the sphere of their usefulness. It is in this way that the success of our efforts may be rendered effectual, in the provision of a general and uniform system of public instruction for our state. Joint Opening- of tee American Normal School and National Teachers' A&soctations. The American Normal School and National Teachers' Associa- tions, commenced their operations in convention, at Buffalo, on Tuesday, August 7th, at 10 o'clock A. M., in the spacious rooms of the Young Men's Christian Association, which are situated on Main street, and in a central part of the city. The two bodies were present at the opening, and were welcomed to the city by his Honor Mayor Alberger, who delivered an appropriate address on the occasion, expressing the interest of the people of Buffalo in the great cause of education, and his pleasure in using his best efforts to encourage and sustain it. He was pleased that the city over which he presided as Chief Magis- trate, had been selected as the place at which the joint meeting of the two associations was to have been held, and hoped that the effort to be made by them on behalf of the interesting sub- ject of their concern, would be successful and satisfactory. The address of the Mayor was responded to by Professor W. F. Phelps, Principal of the Normal School of the State of New Jersey, and President of the Normal School Association, and by J. W. Bulkley, Esq., Superintendent of the Public Schools 8 of Brooklyn, New York, and President of the National Teachers' Association. Seventeen (States were represented, and there was a delegate present from the City of Mexico, and one from Canada. Dele- gates were in attendance from Texas ami California. The num- ber of Teachers that were present is estimated at twelve hun- dred. Two hundred were from Massachusetts, and twenty-seven from Maryland. Nearly all those; from Maryland are connected with the public schools of Baltimore. The meetings of the Convention were well attended, and generally opened with prayer. First Session of the Normal {School Association, Immediately after the preliminary exercises in the opening of the session, Professor Phelps took the chair, and organized the convention of the American Normal School Association for business. His introductory address related especially to the history of the association; — its objects and aims were considered, and their importance and necessity to the success of education in our country. The former labors and future work of the body were alluded to, in connection with the difficulties to be overcome, aud the future prosperity of the enterprize. The discourse Avas founded entirely upon the extensive practical experience of its author, and its arguments were conclusive upon all the points considered. Discussion on the True Order of Studies. The first order was the previously appointed discussion of the question, "What is the true order of studies?" Considera- ble talent was elicited in the debate, during which the order of the sciences was presented, together with the order in which the human faculties are developed. The lack of adaptation of the one to the other, in the work of education, was clearly shown. The operations of the school-room were represented in the manner of recitation as generally admitted. The con- clusion was inevitable that there is no well defined system of education founded upon the philosophy of mind, and adapted to the mental faculties in the natural order of their develop- 9 ment. The admission of this fact after a discussion by the most experienced educators in the country, ought to, and per- haps it may, lead to the exhibition of the true system upon which the youth of the schools should be instructed. This is one of the most desirable objects connected with the subject of education, and it may be attained by a more thorough exami- nation of the present practice, compared with the philosophical exhibition and growth of the mental powers. Afternoon Session — Lecture. . At the second session of the Normal School Association, which took place on the afternoon of the first day, Professor D. N. Camp, Principal of the State Normal School of Connecticut, read a paper on "the relation of Normal Schools to popular education. 5 ' The substance of this paper may be presented in its decided application to the necessity of the Normal School, to the success of any system of education. The relation of the Normal School to popular education was rendered apparent, in. the necessity of preparing teachers for the proper performance of their duties. Without previous training the teacher cannot, be prepared for the labors of the office, and without such pre- paration on the part of those who assume to be the instructors of youth, and are appointed to the charge of schools, popular education cannot be sustained. This emphatic decision which was logically enforced by Pro - lessor Camp, has been endorsed by every experienced educator that has examined the subject, as well as by every effort that has been made to illustrate and enforce it. No experienced educator now hesitates a moment in uniting his voice with the universal sentiment, that the Normal School, or normal in- struction, given in some way or other, is necessary to the success of any and every form in which the educational process may be pursued. The ability to impart instruction is not to be re- garded as natural with the individual, and if not acquired by study and instruction, it must be by experience. Interesting Incident— Father Ketchum, At the conclusion of the reading by Professor Camp, a very interesting incident took place, in the introduction to the con- 10 vention by Dr. S. B. Hunt, Superintendent of the Public Schools of Buffalo, of Mr. Jesse Ketchuui, a venerable old gen- tleman well known in that city, in his title of "Father Ketchuui." He is now nearly eighty years of age, and one of the best friends of education living in the state of New York. He has contributed, in various ways, portions of his large fortune to the advancement of religion and education in Buffalo. One of his donations to the city is a church, which cost thirty thousand dollars. His last gift, recently bestowed, is that of a large square of ground, in a beautiful situation, upon which is to be erected a building, or buildings, for the use of a Normal School. It is Mr. Ketchum's purpose to take the lead in the contributions towards the erection of the buildings, and it is quite likely, if his life is spared a few years longer, that the city of Buffalo may become indebted to him, in its perpetual memorial of affection, for a well endowed and efficient Normal School. Besides his benevolence, thus exhibited, he is some- times engaged in the publication and distribution of useful works. The old gentleman made a feeling address to the con- vention, in which he said much to encourage the younger mem- bers to persevere in the good cause in which they are engaged. He assured them that they should be well rewarded for their labors, in the satisfaction and mental enjoyment, the conscious- ness of having done service to humanity, in the discharge of their arduous duties, would produce. A most remarkable feature in the character of the venerable man, appears in the very low estimate which he places upon his gifts and services. He is continually engaged in performing extensive services to the community, and yet speaks of his efforts in the most in- different tone, as if he conceived they were of a very small con- sideration. He allows no one to get through with an intended compliment, but always interrupts the speaker by some light remark, as if he thought his noble work was not worthy of being mentioned. I here in his absence, enjoy the satisfaction of saying what could not be said in his presence, and will add to it a word in relation to the sentiments of gratitude, which the people of Buffalo should perpetuate, through coming genera- tions, in a memento worthy of the character and life of so kind a benefactor and so good a man. A letter received from him .1.1 since we met at the convention, gives additional evidence of the same enthusiastic spirit, so fully exhibited in the assembly of his friends. Discussion. A discussion, which followed, upon the subject of Professor Camp's paper, brought up speakers from different parts of the country, by' all of whom it was declared in emphatic terms, that the Normal School was an universal pre-requisite in all educational enterprizes. Arguments were used, showing the necessity of united and immediate action in their establishment, in connection with all the systems of public instruction in use, or intended to be organized. While the subject is popular and in active consideration by the friends of education, it may be the time for all to strike hands in the great issue. Debates may warm up feelings and inspire new thoughts and develop new plans, but action — action' is necessary to the performance of the work. The best school in which to learn this necessity is that of experience, and those who have been most actively engaged in the work of education in Maryland, have learned in that school. Upon this subject our sentiments have long since been settled, and we are satisfied that the time has come for us to act, and that too with persevering energy, if we would render our labors fully successful, in the accomplishment of their intended pur- pose. It is clear that the Legislatures of the various states of our Union, with but few honorable exceptions, are omitting one of the most necessary and important of their obligations to the people, in their neglect to provide Normal Schools for the training of teachers, for the education of the youth of the Com- monwealth. Nor has the general government been mindful of its duty in the issue. The time will doubtless come when the sentiments of Washington and his compatriots, in relation to the education of the people, will be taken up and echoed and re-echoed throughout the land. The national system of in- struction, or national university suggested by Washington, will become prominent in the mind of the future, when the greatness of his views and the majesty of his statesmanship, shall be placed in overshadowing comparison with the narrower 12 policy of the politicians that have succeeded liim. With Washington, the recorded suggestion of a national system, by which the people were to be educated, was no unmeaning ar- rangement of language; nor were the words when spoken an empty sound of human utterance, merely intended for political effect. He meant what he wrote and spoke, and the day will come, if our Republic is preserved in its integrity, when his sentiments will be the watchword of the educational arena, enunciated from the central organization, and re-echoed and re- turned to the American Capital in the shouts of every state in the Union. E VENINO SESSION — LECTURE . In the evening after the opening of the third session of the first day, Rev. B. G-. Northrop, of Massachusetts, read an essay on "The Relation of Mental Philosophy to Education.** In this essay it was shown, that a proper knowledge of the laws and action of mind, is necessary to the success of the teacher and that the course of study which it is proper to pursue, must be adapted to the mental development of the learner. Self-know- ledge was declared to be the proper object of the learner's pur- suit. It was described as the most difficult, and yet the most valuable attainment of the human intellect. To say there can be no self-knowledge without self-culture, is a truism which does not require much logic to elucidate. The self-command, in the use of intelligence, which may become the result of self- knowledge, was very properly presented as the aim of the true teacher, and exhibited as containing the elements of his suc- cess. In the process recommended by the essay, the sensi- bilities and affections are not to be neglected in the labor of education . This mere glance at the essay of Mr. Northrop, will serve to show the practical teacher how much depends upon himself, in the ordering of his own habits, upon the minds and hearts of his pupils. If his knowledge is such as he has always at com- mand, and has its influence in enabling him to control his own movements, rendering them calm and dignified, and his own speech, causing it always to be chaste and appropriate, his influence must be potent in the exhibition of good example IB before tlie school. In such process the teacher will succeed in warming out the sensibilities and affections of his pupils, and in the pursuit of their education, they must become better as well as wiser persons. The hints thus presented may be readily appropriated by the thoughtful teacher, and he may be sure that nothing shall be lost in their practical use. Discussion. The balance of the session was occupied in the discussion of the subjects presented in the essay, which were considered as important and necessary to be properly considered. One of the speakers declared that he had been engaged in the labor of teaching for thirty-five years, and had not yet seen the man that could place the mental faculties truthfully in their order, in the process of their development by instruction. This was a startling declaration, but it is nevertheless true. There is no system of education by which the mental faculties are considered in the order of their development, and the studies adapted to that order. The knowledge of this fact may tend to an approximation towards the true method of study, in re- ference to the growth and expansion with the developing pow- ers of the pupil. Second Day — Morning Session. The morning session of the second day was commenced by the Normal School Association, at half-past 8 o'clock. The labors of the clay were begun at that early hour, to enable the Normal School Association to get through with its business, and make way for the session of the National Teachers' Associ- ation. A portion of the session was occupied in receiving- verbal reports and statements from the different Normal Schools represented at the convention. The call of the States was made, and each responded in its turn as follows: Wisconsin. The Normal School of Wisconsin was the first in order. — • Professor Welch made a statement regarding its origin, classification and regulations. The Legislature has autho- 14 rized thfl establishment of a Central Normal School which is to be the centre of an extensive system of Normal instruction. covering the entire state. Normal classes are organized in each of the higher public schools and colleges. Two of those classes are to be located in convenient parts of the state, for the purpose of affording instruction to teachers already engaged in professional duty. The School fund of Wisconsin is about four million dollars. There is also a University fund of over three hundred thousand dollars. It is anticipated that the School fund will be greatly increased in a few years. The friends of education in the state, have determined that she shall not be behind any of the states of the Union, in her educational re- sources. The most ample buildings are to be provided. The very best teaching talent is to be secured. The largesl amount of money is to be set aside as a school fund. The people of Wisconsin are to be educated, if there are men and means in the land by which it may be accomplished. Massachusetts. Eev'd Mr. Northrop, of Framingham, Massachusetts, re- presented the Normal Schools of that state. There are four Normal Schools in Massachusetts — one at Framing- ham, one at Westfield, one at Bridge water, and one at Salem. Besides these, there is a Girl's High and Normal School in the city of Boston. All these schools are in success- ful operation, and contributing their share to the stock of teachers in the public schools. The number of pupils enrolled is over seven hundred, including those in the Girl's High and Normal School. Each of the schools has a principal, and from two to four assistants. Nearly one hundred were graduated as teachers during the past year. The graduates of the Nor- mal Schools always make the best teachers, and they are pre- ferred before others in all the common schools. Greater efforts are now in progress for the increase of Normal School facilities than have ever heretofore been made. The state will be able in a few years to supply a large proportion of its teaching ele- ment from the Normal Schools. In addition to the above as stated by Mr. Northrop, I have obtained from other sources, information in relation to the Nor- 15 mal Schools of Massachusetts which it may be proper to record in this report. The Girls' High School— The Girls' High School of Boston was organized in the year 1852. The High School department supplies the means of education in the higher branches of study, such as are pursued in the Boy's English High School of that city, including all the English branches, with the higher mathematics and the modern languages. The Normal depart- ment is for the training of teachers. The High School de- partment furnishes the pupils, who are not only instructed in the art of teaching, but afforded practice in the instruction they are required to give the different classes, under the direc- tion of the professors. From the Normal department, one hun- dred and fifty-seven teachers have been appointed to teach in the Grammar and Primary Schools of the city. All these teachers are spoken of in the highest terms, by the Boston School Committee. The advantages of the school have not heretofore "been limited to the citizens of Boston. Applicants who have not resided in the city, have not only been admitted, but they have been sought after. The school is now so full that its privileges will have to be restricted to the city of Boston, or enlarged accommodations must be provided. Can- didates for graduation are rigidly examined, and they are not passed until they are known to possess the ability to impart in- struction, The diploma of the graduate relieves her from a further examination when applying for an appointment. At the examination for the admission of pupils into this school in 1859, it was considered advisable to lower the standard, which some members of the committee regarded as too high for many of the applicants. The standard was accordingly reduced, but the committee soon learned that the movement was highly in- judicious. A large proportion of pupils who were admitted upon the reduced scale, were found insufficient for the studies of the classes. Instead therefore of the lower, the committee re- solved to recommend a higher standard, for future examina- tions. The examinations were conducted by written, combined with oral questions. Beference is made especially to the de- velopment of the mental powers, rather than the overloading of the memory with the matter of the text-books. This practice 16 is doubtless the result of experience with the Boston committee. In the practical test that is made, of the ability of the teacher, the fact must be realized, that the higher mental endowment is with those who have had their mental powers enlarged, in the exercise and vigorous development of their own free thoughts, rather than those who have memorized the text-books, without that intelligent apprehension, which makes the subject the pro- perty of the whole mind and not of the memory alone. The number of pupils at present in the Girls' High and Normal School, is two hundred and sixty-seven. ' School at Framingham. — The Normal School at Framing- ham is composed entirely of young ladies. It is under the care of a principal together with three assistants. It was the first that was organized in the country. It was commenced at Fra- mingham in 1839. The number of pupils at the close of the year 1858, was 75. The classes are designated by the titles of "advanced," "senior/" "second" and "junior." The pupils are thoroughly instructed in the various branches taught in the schools, as well as in the art of teaching them. The philosophy of the human mind is one of the principal subjects of study. The pupils who do not give evidenee of a love for the profession, and a desire to excel, are privately informed that the Board cannot be the agency through which incompe- tent teachers are introduced to the public, and they are accord- ingly requested to retire from the institution. Applications to the principal for teachers are so frequent, from the directors of schools in different local ties, that the demand cannot be sup- plied. The school is furnished with an excellent library. School at Westport. — The Normal School at Westport is con- ducted by a principal, assisted by one male and two female teachers, and occasionally by some of the advanced pupils. — Vocal music and penmanship are taught by occasional profes- sors. The whole number of pupils in 1858, was 169. Forty, live of these were young men, and one hundred and twenty, four, young women. Physical culture lias been introduced into the school with success. Regular exercise is made one of the duties of both teachers and pupils. Suitable apparatus is to be provided for use in this department. The school is doing good service in sending out faithful and efficient teachers. There is 17 a library belonging to the school. The undersigned has met Mr. Ariel Parish, the Visitor of this school, and esteems him highly as a gentleman of education and refinement. School at Bridgeivater . — The Normal School at Bridgewater, is conducted by a principal, with one male and one female as- sistant. A music teacher is occasionally in attendance. The number of pupils in attendance in 1858, was 89. Thirty-two were males and fifty-seven, females. The classes are denomi- nated -''Senior," "Middle" and "Junior." The graduates of 1858, tAventy-three in number, nearly all obtained situations shortly after the close of the year. There is a lyceuni and library connected with the school. The meetings of the lyceum are held weekly, and nearly all the pupils are always in attend- ance. The school is represented as being in a very flourishing condition . School at Salem. — The Normal School at Salem is composed en- tirely of young ladies. It is managed by a male principal, and three regular female assistants. Occasionally three or four of the advanced pupils have been employed as teachers. There is a professor of music connected with the institution. The number of pupils in 1858, was 119. The number of graduates was 30. They are divided into "Advanced," "Senior," "Middle," and "Junior" classes. The library consists of over four thousand volumes, and is regarded as quite a good one for general re- ference and reading. It is furnished with the principal educa- tional periodicals of the United States. A cabinet of minerals has been provided, together with a number of specimens of natural history. Mr. Henry Wheatland, one of the Board of Visitors, and the principal, Mr. Alpheus Crosby, are known to the undersigned to be accomplished gentlemen, and well qualified for the oversight and management of such a school. Under their supervision and instructions, if properly supported by the state, its success must certainly be secured. New York. The Normal School of the State of New York, was repre- sented by Professor J. W. Cochran, of Albany, the seat of the institution. The school was established in 1844, by tire 18 Legislature of the State. An act was passed in 1827 direct- ing the organizion of a Normal School, but owing to the oppo- sition of its enemies, the purpose was defeated. It was sup- posed that the establishment of a Normal School, for the educa- tion of teachers, would interrupt the prosperity of the colleges and universities of the (State. Bishop Potter, of Pennsylvania, was the strenuous advocate of the plan proposed and adopted hy the Legislature, and the Hon. John 0. Spencer its uncom- promising opponent. The efforts of Mr. Spencer were success- ful, until after eight years trial, the Superintendent of Public Instruction of the state of New York, the Hon. Samuel Young, pronounced the plan in use to he an utter aud entire failure, and declared most positively that a supply of teachers for the public schools, could never be effected by its agency. The Normal School was then fully inaugurated. It was liberally endowed by the Legislature. A large building for its use was erected in the midst of the population of the city of Albany. There is a model school taught in a number of rooms, and in which the pupil teachers are admitted to the practice of their profession. The pupils of the model school, one hundred in number, pay for their instruction. In the year 1859, the sum of §2, COO was realized for their tuition. The appropriation by the Legislature for that year, was $12,000. The number of pupils in the institution is 263. The whole number educated since the opening of the school, is 3,408. The number of gradu- ates, 1,118. There is interest in the following information, which 1 add in the hope that its record may be of service: Division of the School Fund. — It was formerly the custom of New York, under legislative enactment, to divide a portion of the school fund among such of the colleges and academies of the state, as would order the establishment of Normal depart- ments for the education of teachers, for service in the profession, generally, without regard to the public schools. In order to secure their proportions of the fund, the proprietors and direc- tors of many of the institutions admitted to the preference by the law, induced persons to become pupils, under their instruc- tion, who had never entertained the idea, of teaching, and who were not at all likely to adopt the profession, after gradua- 19 tion. The law admitting so loose an application, was the father of its own failure, and with it's discontinuance, the Normal School interest in New York was greatly damaged. The expe- rience produced by this failure, may he the means through which a "better system may he estahlished, although for a time it may he a drawback upon the enterprize. The first effect of a revulsion is to arrest action, as has been done in this case; hut the right must triumph, and no doubt the true plan will at length be rendered successfully operative. The Normal School at Albany, is now receiving much more attention than formerly, and there is the promise of prosperity in its present working. It wants a little more life and activity, which will be acquired in its progress, and if properly managed in the future, it will perform the full measure of its desired services. Normal School at Brooklyn. — A Normal School has been established in Brooklyn, for the supply and improvement of female teachers in the public schools of that city. It has had its fourth annual commencement, and is in the full tide of a successful experiment. During the past year, four hundred and thirty pupils were registered. When the school was first established, it met with great opposition from the young ladies who were employed as teachers in the public schools, on the ground that their time on Saturdays was their own, and the School Board had no right to wrest it from them, by the order that they should attend the Normal School on those days. It was said also, that if they were not competent, the Board ought not to have employed them, and if they were, there was no fur- ther education necessary. The Board of Education however, discovered, that the argument had another side which it was their duty to consider, and they presented it in the determina- tion to enforce it. They argued fchat there were such things as progress and improvement, and that such were needed in Brook- lyn, as well as in other places. The result was conclusive. The false idea was abandoned by the resistants, and they availed themselves of the benefits the school was designed to secure them. Forty-five graduates received their diplomas at the last commencement, which was held on the 8th of February last. The necessity of such an institution was urged upon the Board of Education, by J. W. Bulkley, Esq., the laborious 20 Superintendent of "the Public Schools, who in his frequent visits to the schools, observed the indifferent manner in which some of the young ladies performed their duties, and the conse- quent lack of improvement in the pupils, which was greatly complained of by their parents. The remedy suggested was in the better preparation of the teachers for their work, or the substitution of others more competent. Opposition at first reared its front, and a contest ensued; but the advancement and success of the common school enterprize, and the satisfaction demanded by the public, in the supply of proper teachers for the children of the people, could not be withheld without danger to the institution. The Normal School was accordingly ordered, and the eminent success it has attained, has converted its most formidable opponents into its firmest friends. The occasion of the last commencement was one of triumph and congratulation. Some of the principal citizens of Brooklyn were in attendance, and addresses were delivered by several distinguished gentle- men. The exercises consisted in the reading of compositions by the graduates, and the delivery of the diplomas, enlivened by music at appropriate intervals. The school is now a permanent establishment, and its promise of usefulness is all that its friends who labored so faithfully in its establishment, could have desired. There is also a Saturday School in the city of New York. — It is conducted in a room provided for the purpose, in the build- ing occupied by the Board of Education. In this school the younger teachers of the schools meet the superintendents, and their teachers, once in each week, and receive from them such instruction as they need. Connecticut. Professor D.N. Camp, Principal of the State Normal School of Connecticut, located at New Britain, gave an account of the institution under his charge. The principal agency of the school is apparent in the effort at professional training. The design is to produce teachers of the very best proficiency. To accomplish this, Page's Theory and Practice of Teaching, and Holbrook's Normal Method, with other works of like character, 21 arc made the text-Looks of tlie classes. The development of of psychology, as a science, in its connection with education, is one of the chief purposes sought to he accomplished. There is a model school for practice, which is conducted as a part of the institution. It consists of High, Grammar, Intermediate and primary school departments. In this school the pupils are employed in regular periods, in the actual work of the teacher. Before they are allowed their diplomas, they must ohtain situations in the puhlic schools, and give practical evi- dence of their capabilities and character. They must show that they are worthy of the parchment before they obtain it. The success of the school is witnessed in the number of its graduates, now employed in the public schools of the state. There are eighteen hundred school districts in the state, and about one- third of the teachers engaged in the schools of those districts are graduates of the Normal School, The demand for trained teachers is greater than can be met by the institution. It may be said of Connecticut, that she has the lead in the success of the Normal School. There is no State in the Union that has graduated as many teachers in proportion to its popu- lation, or that can compare with Connecticut in the proportion of Normal School graduates to the number of teachers employed in the schools. She can boast of one-third of such graduates to the whole number employed in the public service. I have met Professor Camp on several occasions, and regard him as an ac- complished educator. The school now under his care was com- menced in the year 1850, in New Britain. The Hon. Henry Barnard was its first Principal. It was first ordered by the Legislature, as an experiment, and five years given to test its character, and to decide whether or not it should be continued. It was found after trial to be essential to the success of public education in Connecticut, and established as a permanent insti- tution. There is a model school connected with the institution, consisting of five hundred and six pupils. The whole number of teachers educated in the school since its establishment, is 1,114. One hundred and thirty-eight completed a full three year's course. The buildings are spacious and convenient. The model school occupies eight different rooms. There is a teacher employed in each room, under whose supervision the 22 pupil teachers are directed in the practice of the art of teach- ing. Candidates for admission into 1h<> school must present the following application: "I hereby respectfully signify my desire to procure a certifi- cate of recommendation for admission into the Normal School. And I hereby declare, that my object in seeking admission to the school, is to qualify myself for the employment of a common school teacher, and that it, is my intention to engage for such employment in this state." Upon the receipt of such application, the School Visitors pro- ceed to examine the candidate, and if found competent, the re- commendation of the Board of Visitors is given. Besides the scholastic attainments required, the following qualifications arc necessary to obtain the certificate of the Visitors: "1st — Purity and strength of moral and religious character, and the habit of self-control. "2nd — Good health, a vigorous constitution, cheerful spirits, and amiable manners. "3d — A competent share of talent and information, such as the law demands of every teacher., and which the Visitors are required by the Act establishing the school, to ascertain by actual examination. "4th — A love for the occupations of the school-room, a sym- pathy with children, and a desire to engage earnesly in a work for the more thorough, complete and practical education of all the children of the state." After admission the pupil can remain in connection with the institution three years. Temporary absence for engagement in the actual service of teaching is admitted. The experience attained in actual occupation, is considered a desirable part of the teacher's training. Course of Instruction. "The course of instruction includes the following studies: 1st — A thorough revise of the studies pursued in the lowest grade of the common schools. 2d — An acquaintance with such studies as are usually pursued in Public High schools. 3d — The art of teaching and its methods, including the history and 23 progress of education; the philosophy of teaching discipline as drawn from the nature of the juvenile mind, and the applica- tion of those principles under the ordinary condition of the common schools." The grades are three, and they are represented in the "Se- nior," the "Middle" and the "Junior" classes. Studies of the Junior Class. "Reading, Orthography and Phonetic Analysis; Geography and Map Drawing; English Grammar and Composition; Arith- metic; Oral and Written History of the United States; Draw- ing with Pencil and Crayon; Vocal Music; Declamation. Studies of the Middle Class. Rhetorial Reading, comprising Analysis of the Language; Grammar and style of the best English Authors, their errors and beauties; Orthography, with Phonetic and Etymological Analysis; English Grammar with Analysis of Sentences; Com- position and Declamation; Algebra; Arithmetic reviewed; Physical Geography; Physiology and Hygeine; History; Natu- ral Philosophy; Astronomy, with the use of Globes; Drawing continued; Mechanism. Studies of the Senior Class. Rhetorical Reading; Orthography and Critical Phonetic and Etymological Analysis continued; Composition and Declama- tion; Logic; Mental Philosophy; English Literature and Rhe- toric; Evidences of Revealed Religion, and Natural Theology; Geometry and Trigonometry; Chemistry; Botany and Metcr- ology; Rhetorical Analysis of Paradise Lost; Drawing; Art of Teaching; Vocal Music. If desired, instruction is given in the French, German, Latin and Greek Languages, and on the Melodeon and Piano. Lectures are delivered on Mineralogy, Geology, Botany, As- tronomy, Physiology and the Science of Education." The Public Schools of the district in which the Normal School is situated, are placed under the instruction and dis- cipline of the Principal, as Model Schools or Schools of Practice. 21 The pupils <>f the Normal School, visit those schools to observe and study the best methods of school organization and instruc- tion. The members of the middle and senior classes teach the classes of the model schools under the direction of the Profes- sors. Diploma.-. Diplomas are given to such pupils as pass an examination in the studies of the senior class, and afford evidence of the pus- session of some practical talent, as a teacher of the schools of practice. Vacations are allowed for attendance on Teachers' Institutes and Conventions. Rhode Island. The Rhode Island Normal School, located at Providence, was represented by Mr. Tillinghast, one of the graduates of the in- stitution, who is now engaged as one of its teachers. The school was started as a private enterprise, and its success having rendered it an object of public notoriety, it was deter- mined that it should be placed under the patronage of the state. It is now a state institution. The names of seventy pupils are upon the roll. The number of graduates last year was thirty. The graduates are admitted as teachers of the public schools. The school does not supply the number required. Normal School at Bristol. Besides the above, I have learned, that the institution now- known and deservedly popular as the Rhode Island State Nor- mal School, was opened in Providence in the year 1852, by H. Greene and Dana P. Colburn, Esqs., as a private institution for the training of teachers. Two years after, an application was made to the Legislature, to take the school under its patronage, and convert it into a state organization. The application was responded to favorably. The school is now under the control of the state. It is located at Bristol. Government of the School. The Normal School of Rhode Island is under the control of a Board of Trustees, of which the Governor of the State and 25 the Commissioners of Public Schools are ex-officio members. The other members of the Board, five in number, represent the different counties of the state. The Board of Instruction con- sists of a principal and two assistants. Both assistants are females. The terms of admission, grades, courses of study, &c.j are similar to those of the Normal School of Connecticut. The pupils. of the advanced classes are required to exercise themselves in teaching, before the whole school, subject to the open criticism of both teachers and pupils. Conversational lectures are given by the teachers, on the subjects of instruction, and topics connected with the life and duties of the teacher. In the conversational lectures, the pupils are allowed to take part, and^to ask such questions as they may desire. The pupils are required to exemplify, in their own conduct, the order, punctuality, neatness, &c, of good scholars, and exhibit in their own behavior the character the children should imitate. Diplomas are given to graduates, who sustain themselves in all respects in ihe institution, and afford evidence of ability and probable success in the management of a school. Mr. Dana P. Colburn. The school was unfortunate during the past year in the loss., by death, of its principal, Mr. Dana P. Colburn, to whom it is indebted for much of its character and excellence. In an ac- quaintanceship of several years with Mr. Colburn. I esteemed him as an accomplished instructor and a most estimable man. He was ardently devoted to the cause of Normal Schools, and labored for their permanent establishment, in connection with our systems of public education. His zeal in this behalf was fully evinced by his activity in his attendance upon School Conventions, &c, for the purpose of adding to his experience in contact with other minds. The state will embalm his me- mory in the affections of the people, both upon her official re- cords, and in the erection of a monument in memorial of his services. Ohio. Mr. Holbrook, of Lebanon, Ohio, spoke for the Normal School interest of that state. He stated that there was but a single 26 Normal School in Ohio although there were Normal depart- ments in about fifty schools of the State. The Normal School at Lebanon is a private institution, and does not receive support from the Legislature. The school was organized under the patronage of an association ordered by the State Government, but the arrangement did not long continue. The school is graded in two departments, one of scholarship, in which the various branches of the school sciences are taught and reviewed , and one in which the professional skill of the pupil-teacher is tested. The special object of the institution is to give instruction in the professional department, the other only being preparatory to it. in the scholastic department, the students are required to practice the art of teaching in their own classes. This arrangement is supposed by some to be much better than that in which the Model School is required for the practice of the students. In teaching their own classes, it is believed, that there is a higher development of the teaching art, than there can be in the effort to instruct the classes of the Model School. The mem- bers of the class being more advanced in study than the pupils of the Model School, and of the same grade of the practising member, require a more vigorous mental effort and closer application, by means of which the teaching demerit is deve- loped to a greater extent. The fear of criticism operates as a stimulus to a more lively exertion, as well as in the exhibition of a more determined purpose. The school is in a very prosperous condition, the number of students is 375. The last graduating class consisted of twenty. Discussion. Private Enterprise and Public Patronage. — The novel cha- racter of the school at Lebanon, in its being a private institution, considered in connection with its eminent success, induced con- siderable discussion, in which, the representatives of different States participated. One of the representatives from New York raised the question, whether it would not be much better to separate the Normal School interest entirely from the state patronage, and render it altogether a matter of local and private character. The idea of personal speculation and rivalry was 27 introduced in connection with the success of the school at Le- hanon, and claimed to he the principal element of its prosperity, Maryland took conservative ground in the debate, and argued that a single instance of success should not he admitted as suffi- cient to settle a question of such grave character and impor- tance. An instance was upon record, and had been introduced to the notice of the convention, in which the private enterprize had failed, and the state had to be called upon to intervene and save the institution. Another instance was known, and had been considered in the same connection, in which the institution that had been given up by the state and pronounced a failure, was taken in hand as an individual effort, and rendered success- ful. The Ohio institution itself is an example of this sort. The proper points to be illustrated in the discussion,, to render it of practical benefit, were those in which it could be shown how far the patronage of the state could be admitted, in its connec- tion with the individual enterprize, that the means of support partially administered, might be united with personal exertion, and the best result produced. It is believed that this conserva- tive idea may be practically evolved, in associating the state's authority and partial patronage, with the individual enterprize, in the form of a chartered college, with a competent Faculty of Instructors and Board of Trustees. Professorships in the different departments of Normal instruction, with authority to give diplomas in graduation, and certificates of proficiency, may be assisted by grants from the state, and prosperity insured to the enterprize. The proposition seemed to be favored by the Convention, although no definite action was had upon the subject. The following is the form of a charter prepared by the undersigned some two years since, but for want of a proper faculty of instruction, it was not carried into operation. In con- versation with gentlemen, interested in the discussion of the subject, the fact that such charter had been prepared was men- tioned, and desiring that copies should be furnished them, 1 insert it here, for the purpose of complying with the request. It may be of use in the suggestion it presents: Form of Charter for a College fob thk Instrivtiox of TeAC!HERS. An act authorizing the organization and establishment of a ( 'allege in the < 'ity of Baltimore for the Instruction of Teachers, mnt for the elevation of the Art of Teaching into a Profession. Section I. (Names to be inserted,) and their successors are hereby appointed and constituted under the law of the State of Maryland authorizing the same, a corporation and body politic, by the name and title of "The Maryland College for the Instruction of Teachers,' ' and as such shall be authorized and empowered to receive, by dona- tion, bequest, or otherwise, hold, and alienate property, per- sonal and real, to sue and be sued, answer and defend in any Court of Law or Equity, and may ordain and establish such by-laws and regulations, as shall appear necessary and proper for the management of the affairs of the corporation, and shall not be contrary to the laws of Maryland, or of the United States; and the same to alter and renew at pleasure; and may have and use, and at pleasure change, a common seal; and generally may do any act or thing necessary or proper to carry into effect the provisions of this charter, and to promote the object and design of the corporation. Section 2. The beforemeutioned persons and their succes- sors, the number of whom shall net at any time exceed thirteen, and five of whom shall be a quorum for the transaction of busi- ness, shall constitute a Board of directors for the management of the affairs of the corporation. Vacancies that may occur in the said Board of directors, shall be filled alternately as they take place, by the Legislature of the State, and by the said Board; and if it should not be deemed advisable by the Legis- lature to take any part in the rilling of said vacancies, the board of directors shall have power to fill all the vacancies as they occur. Three members of the faculty of instruction here- inafter to be provided for, shall be members of the Board of directors. Vacancies occurring by the removal or otherwise, of any of the members of the said faculty, shall be filled out of the remaining members of the said faculty, by the Board of directors. Section 3. The object and design of the corporation shall be, to give instruction in any of the branches and departments of education, that may be pursued in schools, colleges and universities, and to authorize persons legally to pursue the profession of teaching. 20 Section 4. In the pursuit of the said object and design, the corporation shall have power to organize and establish such chairs or professorships, and appoint the titles and duties of the same, as may be deemed advisable; and the professors of the several chairs so organized and established, shall constitute a faculty of instruction, with authority to deliver lectures and other instructions, upon such terms as they may appoint, to hold commencements and confer diplomas in the several de- grees usual in colleges and universities, upon such students of the college, as they shall be satisfied upon examination, have become proficient in the studies pursued by them, under the direction of the faculty; and the said faculty shall have power to confer such honorary degrees, as are usual, upon such teach- ers as may have distinguished themselves in the profession, and in their judgment may be entitled to the same. Section 5. .The said faculty of instruction shall be authori- zed . and empowered to confer the degrees of Bachelor of In- struction, (Baccalaureus Pneceptionis,) Master of Instruc- tion, (Magister Pneceptionis,) and Doctor of Instruction, (Doctor PrseceptioniSj) upon any students of the college that upon examination shall afford satisfactory evidence that they are qualified to perform the duties of the teacher, in the several branches and departments of instruction pursued in the college; the same degrees, or either of them, may be conferred by the faculty upon any practical teachers, who after a service of not less than seven years, may have distinguished themselves in the profession; the instructions of the faculty may be given, and the degress in their proper form conferred upon the stu- dents and others of either sex. Vacancies in the faculty of instruction shall be filled by the Board of directors and facultv of instruction in joint meeting. Section (i. The corporation shall have power to organize, whenever it may be deemed necessary or desirable, a Board of visitation, to be composed of persons residing in any part of the State of Maryland, and to appoint the duties and powers of the same. The said Board of visitation shall hold an advisory re- lation to. the college, and shall have power to make and alter at pleasure, such rules and regulations as may be required for its own government, such rules and regulations in all cases to conform to the by-laws, rules and regulations of the Board of directors, and of the faculty of instruction. Vacancies in the Board of visitation shall be filled by the Board of directors. Chairs of Instruction to be established in the Maryland College, for the Instruction of Teachers: 1 — Theory and Practice of Teaching, including Morals and the Principles of Government. 2 — English Literature. Its History. Grammar, Rhetoric, Elocution. 3 — Classical Literature, including the Oriental and Modern Languages. 4 — Mathematics, Elements of Arithmetic, Through Calculus. 5 — Physical Sciences; Chemistry, Natural Philosophy. Geo- graphy, physical and linear; Music. 6 — Graphics, Penmanship, Drawing, Painting in Water and Oil Colors, Book-keeping. New .Jersey. The State Normal School of Now Jersey was represented in the person of the Principal, Professor Win, F. Phelps, who gave a description of the school, in the working of the Normal and Model School departments. He stated that the State of New Jersey was not willing to change its relation to its Normal Schools. The question was settled by the decisive action of the Legislature, upon a hill that had been introduced to abolish the schools. When put upon its passage it received three votes. while all the other members voted emphatically in favor of sus- taining the institution. The Normal Department of the State School of New Jersey, is located at Trenton. It is thoroughly a state institution, although private personal liberality has contributed considera- bly to its support. The Normal and Model School departments are conducted in the buildings at Trenton, while there is n preparatory school at Beverly. The school at Beverly was established upon a gift of a lot and building, valued at one hundred and twenty thousand dollars. It was secured to the state by the will of the late Paul Farnum, Esq., of that place. This school is a valuable adjunct to the institution at Trenton, It is in a highly prosperous condition, and promises good service to the state. Visit to the School at Trenton. In connection with the statement of Professor Phelps, I will add other information, which I have obtained from him upon a visit to the institution at Trenton. The buildings are in the 31 form of a cross. The passages, drawing, reception, janitor's and cloak rooms, library, &c, being in the stem, and the study and recitation rooms widening from the stem into the transepts. Each building is three stories high from the ground. The basements are used as cellars and are occupied by furnaces, &c. There are six recitation rooms, besides cloak and toilet and other rooms, on the first floor of the building, occupied by the Normal School. In the second story there is a large room, called the assembly room, which seats 240 pupils, besides which there are two recitation rooms, a reception room, library, four toilet and cloak rooms, two for each sex, halls, &c. • In the third story there is a large hall oyer the assembly room, and of the same size, which is devoted to lecturing purposes. Besides the lecture room, there are departments occupied in drawing, recitation, for apparatus, etc. As indicated in the arrange- ment, the students are engaged through the day in study, reci- tation, practice and attending lectures. The teaching process is conducted m the division of the session, into periods of about one hour each, in which teachers illustrate the various subjects which the pupils are summoned to recite. The subjects are those embraced in the' several school sciences. Lectures are de- livered at stated times, on different subjects, especially in illus- tration of the principles of education, and the management of schools. During the didactic exercises, the students are required to observe closely the habits and movements of the teachers, and are called upon frequently, to express their views upon vari- ous subjects and plans of teaching. When familiar with the process to be pursued in communicating instruction, they are allowed practice in the Model School. The practice is pursued under the inspection of the permanent teacher of the class, who takes occasion to correct the errors of the novice, and point out the true method to be used. During the entire pursuit, the student is encouraged to watch closely the development of his own faculties, and observe how the suggestion of ideas causes the evolutions of thought, in the unfolding of the mysteries of science. Model School.— The building occupied by the Model School, has on each of the first and second floors six recitation rooms, besides the necessary halls, cloak rooms, &c. The recitation °0 .!_. rooms accommodate 40 pupils each. The third floor is arranged for drawing and philosophical and chemical experiments, and with a lecture room 56 by 7.~> feet. The Model School is sup- plied with pupils from the city. The classes of this department arc graded according to proficiency. They include all the studies of the schools — from the Primary department to the higher studies of the High School. Teachers. — The number of teachers employed in the Normal School proper is 10. Number in the Model School Id. Num- ber regularly employed in the preparatory department, at Be- verly, 7. Pupils. — The number of pupils in the Normal School during the last season whs 140 — 43 males and 97 females. The num- ber of graduates was 38. Number in the Model School, 321. Number in the Preparatory School, 139 — 60 males, 70 females. Diplomas. — The diploma of the Normal School certifies that the graduate has been a certain number of years in the institu- tion, has completed satisfactorily the course of* studies, has maintained a blameless reputation, and is entitled to the highest honors of the school. It is signed by the Superintendent and all the Professors. The maximum <>f character and scholarship is 100. The highest actual average attained is 96: the lowest 76. There were 26 graduates. The pupils of the Model School are graduated into the Nor- mal department. In the graduation the maximum of character and scholarship is 100. Among twelve graduates, the highest number attained was 93; the lowest 81. Examination. — The examination of the Normal graduates was conducted in the following branches: Physical Greography, Intellectual Philosophy, Drawing, Geometry, Science of Educa- tion, Art of Teaching; Algebra, Architecture, Natural Philoso- phy, Rhetoric. Moral Philosophy, Written Arithmetic, Plead- ing, Grammar. [OWA. Professor 1_). P. AVells spoke in behalf of the Normal School of Iowa. This school is connected with the State University. It is the department of the institution which was established for the preparation of teachers. There were.<89 pupils in the Nor- mal department last year of whom six were graduated as teach- ers. The course. of instruction, like that of the school at Le- banon, Ohio, includes the various branches of scholastic study, requiring the students to teach the classes of which they are members, under the supervision and criticism of the regular instructors. In connection with the statement of Professor Wells, I may add that while all the other departments of the University were dis- continued temporarily, it was deemed of sufficient importance to the cause of education to induce extraordinary exertions in behalf of the Normal School, for the purpose of continuing it in operation. During the suspension, over sixty pupils were instructed in the Normal School. Pennsylvania. Professor J. R. Wickersham, principal of the Pennsylvania State Normal School, located at Millersville, read a paper en- titled "Normal Schools necessary to the building up of the pro- fession of teaching." The points presented in the paper are the following: 1 — Teaching is not now a profession. 2 — Teach- ing has just claims to such a position. 3— That no agency ex- cept Normal Schools can constitute teaching a' profession. 4— The Normal School can effect this end. Discussion. In a discussion that ensued upon the paper of Mr. Wicker- sham, it was declared by the representative of New Jersey, that good teachers had been produced who had never seen the inside of a Normal School. A delegate from New York gave his opinion that the teaching faculty, like the gift of the poet, must be inborn, and that the most that any school could do was to develope the native power of the subject. Genius was declared to he native, not acquired. The argument, as pursued by Maryland, regarded the native property as needing development, and that education would accomplish its work in drawing out the inborn character, although there were but little of it apparent in the subject. Genius itself needs education and direction. The sickly, maw- kish affectation, and the erratic assumption sometimes digni- 34 fied in the application of the term genius were utterly unworthy of fcbe name. The proper idea of genius is in the true de- velopment of tho man, whether the teacher, the poet or the mechanic. Adjournment. Alter the passage of resolutions commemorative of the dis- tinguished attainments and services of the late Cyrus Pearce, of Massachusetts, and Dana P. Colburn, of Rhode Island, the Con- vention adjourned to give place to the Convention of the Na- tional Teachers' Association. Result. The labors of the American Normal School Association must result in benefit to the cause of education generally. The train- ing of the teacher for the responsible duties of the office is a necessity that is as imperative as anything can be. The builder can erect a palace without serving an apprenticeship and learn- ing his trade, as well as the person that assumes to be the teacher can properly draw out the advancing qualities of the child without instruction. The teacher must be educated in the profession and trained in its practice. The Normal School Association is rendering these truths more and more apparent every annual session. The combined talent of its membership is working up the theory in a manner that is thoroughly scien- tific, in the discovery of what is true, in its various features, as developed by actual observation. As the facts in nature dis- close the scientific theory, so the practice of the normal opera- tor develops the plan upon which the school is to be conducted. In associated labor the great work will be accomplished and avc may confidently anticipate the elevation of the teacher's oc- cupation to the position it should occupy as a profession. My own view of this subject, as before stated, is different from those of more experienced teachers, but it is believed to be the true one. It is the combination of the individual enterprize with the state patronage in a regularly ordered college, with its different professorships and a well ordered government by a Board of Trustees. Our medical schools are ordered in this way, and by their agency the occupation of the physician is made a 35 profession. After a regular course of instruction in the various departments into which the art of teaching may be divided, diplomas may be granted by the faculty and certified by the trustees. The title of the graduate may be ordered in accord- ance with the character of the profession. The Magister Prceceptionis and the Doctor Prceceptionis may become as honor- able titles as those of the Artium Magister, the Doctor Medi- cine, or the Legum Doctor. Besides this desired purpose of elevating the teacher's avo- cation, the dissemination of sound views on the subject of edu- cation must result from the efforts of the association. The associated talent of the teachers of our country in effective oper- ation must be productive of the best results. Visit to Toronto, Canada West — Normal School. In connection with the above notice of the proceedings of the American Normal School Convention, in which I have endea- vored to render the account as practical and useful as possible, I may refer to my visit to Toronto, in Upper Canada, and my examination of the Normal School located in that city. The establishment of a Normal School in connection with the system of public instruction, as pursued in Upper Canada, was considered by the authorities or government in the year 1836, but it was not until the year 1847 that the necessary arrange- ments were completed for opening the institution. The school was commenced in the Government House, Toronto, and con- ducted there until suitable buildings were provided. The corner stone of the new building was laid by the Earl of Elgin on the 2nd day of July, 1851. It was completed and the school removed into it on the 24th November, 1852. The grounds consist of seven acres. They are architecturally laid out and divided into walks and grass plats beautifully arranged and elegantly ornamented with trees, shrubbery and flowers. The location is in the heart of the city, three fourths of a mile from the northern shore of Lake Ontario, on a site that overlooks the city, and the lake as far as the eye can see. The site itself is an open square, bounded by Church street on the east, G-oold street on the south, Victoria street on the west and Gerrard 36 street on the north. The cost of the ground and building as at first erected was $100,000. An additional building was erected in 1858 fronting on G-errard street. It is in the rear of the old building which fronts on Goold street, facing the south. The original building has a front of 184 feet and is 85 feet deep. The style of architecture is Roman Doric, surmounted by a Doric cupola 95 feet high. The schools were removed into the new apartments on the 15th of May, 1858, leaving the old building for use in the establishment of a school of Art and Design. The ground work of this school of Art and Design is laid upon an extensive scale. The apartments allotted to its use are spacious and convenient, and it already exhibits a fine display of works of Art in sculpture, painting, &c. The offices of the Chief Superintendent of Education in the Province and his clerks and agents are in the building. Various articles used in schools, such as mathematical and other apparatus, globes, &c, are manufactured under the superintendence of the department. Specimens are exhibited for inspection and sale in rooms appropriated to the purpose. The books used in all the public schools are published under the same superin- tendence. They are kept for supply and sale in the building. Orders for the apparatus and books, &c, are sent from all pails of Canada by the heads of both public and private schools. Besides the supply of the schools authorized officially by the government a large and somewhat profitable trade is thus carried on. The object of the department is not, however, to realize profit from its supplies, but merely to meet the expenses incurred in the manufacture of the articles and publication of the books. The entire institution, including all its depart- ments of education, manufacture and publishing, is under the supervision of the Rev. Dr. Ryerson, Chief Superintendent of public instruction in Upper Canada. The residence of Dr. Ryerson is in the vicinity of the institution, and it is visited and inspected daily by him. The general management of the in- stitution is committed to a council of public instruction ap- pointed by the Crown. Its immediate government is in the hands of the Chief Superintendent of Education. The Normal School as now conducted consists of the Normal department proper, and a male and a female Model Schools. 37 The Normal School proper is entitled the school of instruction; its students are called teachers in training. The plan of in- struction is by lectures. The students are instructed in the principles of education, and are taught how to teach in the use of the best methods of communicating knowledge to the youth- ful mind. The age of admission ranges from 16 to 30 years. Female students are admitted at 16, male students at 18. The sessions are semi-annual. The winter session commences on the 8th day of January, and closes on the 22d of June. The autumn session commences on the 8th day of August, and closes on the 22d of December. No student is admitted without a certificate of good moral character, dated within three months of the time of presentation, and signed by the minister of the religious denomination to which the applicant belongs. Departments of Instruction. — The departments of instruction are two. They are termed the junior and senior divisions. To be admitted into the junior division the applicants must read the English language fluently; parse any common sen- tence of prose composition according to any recognized author- ity; write legibly and correctly; give the definitions of geogra- phy, and exhibit a general knowledge of the relative positions of the principal countries of the globe with their capitals; the oceans, seas, rivers and islands of the world. They must be acquainted with the fundamental rules of arithmetic, common or vulgar fractions and simple proportion. Besides giving evidence of the above qualifications, the candidates are required to sign a declaration of their intention to devote themselves to the profession of school-teaching, and state that their object in coming to the Normal School is the better to qualify themselves for the important duties of the profession. No charge is made for tuition, or books, and the sum of one dollar per week, pay- able at the end of the session, is allowed them, provided that at the end of the first session they shall be entitled upon exami- nation to a first class provincial certificate. The pay of future sessions is regulated in like manner by proficiency attested by the class certificates. 38 Junior Clash. The second class certificate, which entitles the holder to entrance into the first or junior class, requires that he or she shall pass the examination as follows: (1) — English. Eead Prose with correct emphasis, intelli- gence and inflexion of voice; understand rules of Spelling; gen- eral principles of the Philosophy of Grammar; analyse and parse any Prose sentence; principal Greek and Latin Roots, prefixes and affixes; Prose Composition on any simple subject with correct punctuation, &c. (2) — Writing. Write a bold rapid running hand. (3) — Geography. Give the relative positions of all the coun- tries of the globe, with their principal cities and physical features; the islands; Hodgin's Geography of Canada. Mathe- matical and Physical Geography as taught, in Sullivan's Geo- graphy generalized. (4) — History. General History of the World from the Cre- ation to the present time, as sketched in the 5th book of les- sons; Chronological Chart. (5) — Education and the Art of Teaching. The general prin- ciples of the Science of Education; General Plan of School Organization; Practice of Teaching, as exemplified in junior division of the Model School. (6) — Music. Lilian's System. (7) — Book-Keeping . The Rudiments. (8) — Arithmetic and Mensuration. Notation; Numeration; Fundamental rules in different scales of Notation; Greatest Com- mon Measure; Least Common Multiple; Prime Numbers; Frac- tions, Decimal and Vulgar; Proportion, Simple and Compound; Practice; Percentage, including Simple Interest; Insurance; Brokerage; Square and Cube Roots; Mensuration of Surfaces Mental Arithmetic. 39 (9) — Algebra. Definitions, Addition, Subtraction, Multipli- cation and division. Use of Brackets; Decomposition of Trien- nials; Eesolution into Factors; Involution; Square of Multinomi- n als; Expansion of (a_|_b) .; Evolution; Greatest Common Mea- sure; Least Common Multiple; Fractions; Interpretation of Symbols o, a — — co, and =; Simple Equation. o o (10) — Euclid. Books I and II., with exercises, (Potts.) (11) — Natural Philosophy. Properties of Matter; Statics; Hy- drostatics; Dynamics and Hydronamics; Human Physiology. Senior Class. The ordinary first class certificate is intended for advance- ment, and is preparatory to the first class provincial certificate of honor, which is the graduating certificate. The ordinary first class certificate is that of the senior division, and requires an examination in the following: (1)— Read Poetry and Oratorical Addresses with fluency and expression; Principles of Reading; Science of Language; General Grammar Analysis and Parsing of Sentences in Prose and Verse; Changes of Construction, Structure of Propositions and Senten- ces; Etymology; Changes effected in Roots; Correct Letter- writing as regards Composition and Mechanical Arrangement: Composition on any given Subject; History of the Origin and Literature of the English Language. (2) — Writing. As before. (3)— Geography. Use of the Globes, (Keith;) Geography of England, Ireland and Scotland, United States; British Colo- nies, (Hodgins;) Rudiments of Physical Geography, (Somer- ville;) Structure of the Crust of the Earth. (^—History.— Histories of England and Canada; Philosophy of History. (5)— Education and the Art of Teaching. The science of edu- cation as applied to the teaching of common schools; methods of teaching the different branches; practice thereof with senior 40 division of the Model School; organization of central schools; dimensions and structure of school-houses; furniture and ap- paratus. (6) — Music: Hullah's System. (7) — Drawing. Facilities in making perspective outline sketches of common objects. (8) — Book-Keeping. Single and Double Entry. (9) — Arithmetic and Mensuration. RevieAv Past Subjects of Junior Division; Discount; Fellowship; Barter; Equalization of Payments; Profit and Loss; Alligation; Compound Interest; An- nuities; Positions; Progressions; Logarithms and Applications; Intellectual Arithmetic; Mensuration of Surfaces and Solids. (10) — Algebra. Review Past Subjects of Junior Division; Indices; Lands; Quadratic Equations; Indeterminate Equations: Arithmetical, Geometrical and Harmonical Progression; Ratio; Proportion; Variation; Permutation; Combinations; Binomial; Theorem; Notation; Decimals: Properties of Numbers: Con- tinued Fractions; Experimental Theorem; Logarithms; Alege- braic Series; Cubic and Biquadratic Equations. (11) — Euclid. Books III, IV, VI, and Definitions of Book V. Exercises on six books. (12) — Natural Philosophy. Heat; Light; Electricity; Galvan- ism; Magnetism; Optics and Acoustics; Vegetable Physiology: General view of Geology. (13) — Chemistry. Constitution of Matter; Chemical Nomen- clature; Symbols; Laws of Combination; Chemical Affinity; Chrystalization; Oxygen; Nitrogen; Carbon, Sulphur; Phospho- rus; Chlorine; Calcium; Alluminum; Silicon; Potassium; Sodium; Iodine; Manganese; Magnesium; Iron; Lead; Fluorine: and other principal compounds; Nature of Soils of Organic Bodies: Germination of the Seed; Development of the Plant; Source of Carbon, Hydrogen and Nitrogen, &c, in plants; Pro- ducts of Vegetable Growth; Woody fibre; Gum; Starch; Sugar: Gluten, &c; Cultivation of Plants; Composition and Formation of Oils; Mineral Constituents of Plants; Action of Manures, &c. 41 First Class Certificate of Honor. For the first class certificate of honor the candidate must possess the following additional qualifications, and have exhi- bited satisfactory evidence of his ability to impart instruction. (I.) Each candidate must have held an ordinary first-class Provincial certificate for one year. (II.) He must give evidence of having been a successful teacher. (HI.) He must pass a satisfactory examination in the fol- lowing studies in addition to those required to obtain an ordi- nary first-class certificate. (1.) English History and Literature. (2.) Canadian Geography and History. (3.) Outlines of Ancient, Modern Geography and History. (4.) Latin Grammar and books IV, V, and VI of Cesar's commentaries. _ (5.) Outlines of Geology and Astronomy. (6.) Science of Teaching, School Organization, Manage- ment, &c. ■ (T.) Logic, Mental and Moral Philosophy. (Whately & Stewart.) (8.) Algebra; General Theory of Equations; Imaginary quantities. (Colenso.) (9) — Euclid. Books XI and XII, (Colenso'n and Simscm's.) (10) Trigonometry as far as the solution of plane triangles^ (Colenso.) (11)— Inorganic Chemistry, (Gregory's new book.) (12)— -The Principles of Book-keeping, Music and Drawing. Text-Books. The books used in the school are the following: — National, first, second, third, fourth and fifth hooks; Sullivan's Spelling- Book and Geography Generalized: National English Grammar; National Art of Beading; National Arithmetic; National Book- Keeping; National Mensuration; Somerville's Physical Geogra- 6 42 phy; Pott's Euclid; Colenso's or Looinis' Algebra; Tomlinson's Rudimentary Mechanics; Fownes Rudimentary Chemistry; Hul- lah's Manual of Music. Art Examples in the Department of Science and Art; Slate; Note Books; Writing-Books. Certificate op Qualification — Normal School for Upper Canada. This is to certify that John Mills, having attended the Normal School during the first (or second) session of 1860, and having been carefully ex- amined in the several branches named iu the margin, is hereby recommended to the Chief Superintendent of Educa- tion, as eligible to receive a first (or second) class certificate of qualification as a Common School Teacher in Upper Canada, according to the "Programme of the examination and classification of Common School Teachers," revised by the Council of Public Instruction, on the 17th day of December, 1858. Head Master Second Master. c ^-^ ^ In accordance with the fore- < l. s. > going recommendation, and £ ^-^ ) under the authority vested in the Chief Superintendent of Education, by the 44th section of the Upper Canada School Act of 1850, (13th and 14th Victoria, chapter 48,) I do hereby grant to John Mills, a first (or second) class certificate of qualification as a Common School Teacher of the grade Standing iu the different branches. No. 1 being highest. Spelling Reading Grammar Composition English Literature History Geography Education Writing Drawing Music Book-keeping Arithmetic Algebra Geometry Mensuration Natural Philosophy Chemical Philosophy Chemistry Aptitude to Teach Conduct and standing above indicated, which certificate shall be valid in any part of Upper Canada until revoked by this department, (or for one year as in case of second class certificates.) Dated at the Education Office, Toronto, this 22d day of June, I860. E. Ryerson. Chief Superintendent of Education for Upper Canada. 43 Lectures and Examinations. Courses of lectures are delivered in the two departments — junior and senior, by the head and second masters. Each master has his department and lecture-room. The examinations for entrance and advancement are rigid, and require consider- able time. The periods alloted to each are as follows: — (1) Botany, time 3 hours to answer 12 questions; (2) Education and Art of Teaching, one hour and a half, 16 questions; (3) Book-keeping, one hour and a half, 16 questions; (4) Composi- tion — Themes given, one hour and a half, 3 themes; (5) Alge- bra, one hour and a half, 18 questions; (6) Grammar including Parsing, 3 hours, 33 questions; (7) Practical Arithmetic, three hours, 27 questions; (8) History — general English and Cana- dian, 3 hours, 40 questions; (9) Geography — general and Ca- nadian, 3 hours, 33 questions; (10) Geometry, one hour and a half, 9 questions; (11) Mensuration and the Rudiments of Me- chanics, one hour and a half, 12 questions. Each of the two classes is separated into two divisions for convenience in instruction and examination. An examination upon the previous lecture always precedes the delivery of the succeeding one. Model School. The model school is divided into two departments, the male and the female. They are conducted on opposite sides of the building, with a hall between them, and entirely separated from each other as in the Normal department. They use different yards on different sides of the building. While the Normal school is called the school of instruction by lecture, the model school is called the school of instruction by practice. The pupils of the model school are taught and encouraged to give practical effect to the instructions they receive. Eacli school is divided into three classes, and each class is ordered to consist of fifty pupils. The popularity of the school, however, renders it necessary that more should be admitted. The classes at this time average about sixty each. The inhabitants of the vicinity insist that their children shall be admitted, and the chief superintendent is willing to oblige them to the extent II allowed by propriety. There is a fee charged for tuition of 20 cents per week, which is payable in advance every Monday morning. Reports by the principals, with money, are sent to the office of the superintendent every Tuesday morning. Departments. — The departments in which the school is con- ducted consist of a large room for each of the sexes, with a class-room and a gallery for each; bonnet and hat rooms, and retiring rooms, one on the male side for the master, and one on the female side for the mistress. The galleries are rooms furnished with seats, that rise one above another to a height of six or seven feet, so as to bring the heads of the children in the rear above those in front, that they may all be in full view of the teacher. Explanations and recitations in nearly all the studies, are conducted in those galleries. The recitations are altogether unlike those that are allowed after the lesson has been committed to memory by the pupil. They are conversa- tional in their character, and frequently produce considerable mental excitement in the pupils. In their desire to excel, they become animated to a high degree, and exhibit in their coun- tenances and actions, the satisfaction the} r enjoy when they are able to answer the question propounded by the teacher. Not- withstanding the animated condition of the children, and the movements occasioned by it, there is excellent order maintained in the classes. Noise is a thing almost unknown, and the class is under such discipline as brings it to silence, and renders it motionless in a moment, and by a single sign from the teacher. The following is the schedule of studies as pursued by the classes in their several divisions. 45 Schedule or Time Table. HOURS. DIVISION. STUDIES. A. M. 9 to 9.30 I. II. III. Morning. Reading in School-room. Natural History in gallery No. 1. Grammar in gallery No. 2. y.30 to 10 I. II. III. Geography in gallery No. 1. Practical Arithmetic. English, Canadian or general history, in gallery No. 2. 10 to 10.25 1. II. III. Grammar in gallery No. 1. Reading in school-room. Algebra classes 4, 5, 6, 7, gallery No. 2; classes 1, 2, 3, class-room No. 2. 10.25 to 10.35 Intermission. 10.35 to 11 I. II. III. Writing in school-room. Mental Arithmetic, gallery 1. Geography, gallery 2. 11 to 11.30 I. II. IIT. Reading in school-room. Spelling, gallery 2. Theory and Practice of Arithmetic. 11.30 to 12 I. II. III. Calculator, gallery 1. Theory of Arithmetic, gallery 2. Classes 1, 2, 3, 4, Spelling, gallery 1 classes 5, 6, 7, Book-keeping. 4fi HOURS. DIVISION. STUDIES. P. M. 1.30 to 2 I. II. III. Noon. Object or Thinking Lesson, gallery 1. Grammar, gallery 2. Drawing or Singing in school-room. 2 to 2.30 I. II. III. Drawing on slates in class-rooms. Scripture Lessons, gallery 2. Drawing or Beading in school-room. 2.30 to 3 I. II. III. Arithmetic, gallery 1. Writing in school-room. Mental Arithmetic, gallery 2. 3 to 3.30 I. II. III. Reading in school-room. History, English or Canadian, gall'y 1 . Domestic Economy and Physiology. 3.30 to 4 I. II. III. Home.* Geography, gallery 1. Writing in school-room. °The first class is composed of small children, and they arc allowed to return home half an hour before the other classes. 47 On Wednesday afternoons from 2.30 to 3.30 the classes are exercised in calisthenics. Several periods on Friday afternoons are devoted to calisthe- nics and gymnastics in the boys' department, and to calisthe- nics and needlework in the girls' department. The school is opened by reading a portion of the Scriptures, singing and prayer. There is a library connected with the school, from which divisions II and III are allowed to take books on Friday afternoons. The first period on Monday is occupied by the Principal in receiving the tuition fees of pupils. The galleries and class rooms on either side are numbered 1 and 2 and the divisions of the classes, seven in number are taken into them at different periods, according to the arrange- ment of the schedule. The large room, which is denominated "the school room," is that appropriated to the principal. It is used for the assembling of the pupils' for slate practice, writing, drawing, &c. While a teacher has a division of a class in the class room or gallery, the other divisions are in the study room. The principal "alternates in the use of study and class room and gallery with the other teachers. Reading and sing- ing lessons are frequently conducted in the study room by several divisions or classes together. Text books are but seldom used. The lessons are given out by the teacher in familiar explanations of rules, &c, during which the pupils are required to repeat the same after the teacher. Questions are frequently asked during the lesson which the aptest scholars are very ready in answering. The memory is assisted in this way while the thinking process is encouraged. As I was admitted into all the rooms during recitation I had an opportunity of observing the manner in which the lessons in spelling, reading, geography, grammar and arithmetic were conducted, besides the objects lessons in some of the studies. Sjielling. — In spelling, the word is given out by the teacher in a distinct enunciation and required to be written by the pupils on slates. In some instances the word is spelled by the teacher, and immediately followed by the imitation of the the pupils. In the higher department of spelling, or rather in etymology, pupils are required to name roots with prefixes, 48 affixes, &c. Reading lessons are conducted with close atten- tion to points, accent, emphasis, pauses, and with elocutionary expression, the teacher frequently reading- and requiring its imitation by the pupils. Heading. — In reading the voice of every child is distinctly heard by all the members of the class, who arc engaged in watching closely for mistakes that they may have the credit of correcting them. The organs of the voice are trained for proper expression and clear enunciation. This is effected by constant practice, during which ,the corrections of the teacher are applied. Geography. — Geography is taught principally in the use of the map with a hemispherical block to represent the rotundity of the hemispheres. The equator, divisions of the zones, lati- tude and longitude are represented; and countries, cities, towns, capitals, rivers, mountains, are pointed out, with descriptions in their physical character, and political and civil relations, — every thing in fact in the geographical relations is communi- cated to the class, in familiar language, by the teacher, who in continual inquiries demands a repetition of his language by the pupils, together with answers to such original questions as may be suggested. Arithmetic, grammar and history, are taught in the same oral method, accompanied with exercises on the blackboard, and characteristic illustrations and explana- tions. Slates are freely used in nearly all the studies, upon which the pupils Avrite their lessons, and work their questions in arithmetic. Object Lesson. One of the most interesting events of the visit was an object lesson, by a class composed of little girls from six to ten years of age. Having heard of the perfection to which those lessons had been advanced in the model school I was desirous of wit- nessing the exercise. The teacher readily complied with the request, and desired that I should make choice of the subject. As there was a large number of pictures representing the various departments of school study placed in grooves against the walls entirely surrounding the room 3 I asked if the exercise could be conducted in Natural History. The question was an- 49 swered affirmatively, and a picture chosen upon which a camel and a cow were represented. Questions were asked relating to the class of animals to which the camel belong, the character and habits of those animals; in what they are alike, in what unlike; the peculiarities of the cow and its uses; those of the camel, and the countries in which it lives. The little pupils descri- bed, with surprising accuracy, the qualities that adapted the camel to the climate and condition of the countries it inhabits, its use in bearing burdens and in crossing the deserts, the pe- culiarities of its stomach, in the cells of which the animal carries water sufficient for a supply for several days, the adap- tation of the cushion-like arrangement of its foot to the sand or dust of the desert. The answers were generally promptly given, and if there was any hesitation in the class it was re- moved by the encouraging voice and manner of the teacher. Lesson in History. The recitation of the class in history was so perfect, that I was induced to ask the teacher what text-book she used. "I have no text-book," was the reply. "Iinean," said I, "the text-book you use in the preparation for the lesson." She answered, that she used all the books on history that she could procure in preparing herself for the conversational lecture, in which she communicated the facts and their relations to the pupils. The whole system of the school seemed to me to be a sort of conversational story telling process, in which the minds of the hearers were kept in continual excitement, and the inter- est prolonged by their being made parties in the free inter- change of thought. I was not only pleased but very much profited by my hurried examination of the educational process as pursued in the school; so much so, that the desire by which I was impelled to the first visit has been very much quickened for a second and more prolonged inspection. The interest of the occasion was not limited to the school-rooms. There is much to please and excite in the other departments of the institution. The museum, with its specimens of sculpture, paintings, &c; the gallery, with its models of various character; the school of art 7 50 and design; the library; all presented attractions, and afforded the means of study of the most pleasing and improving nature. I cannot close this part of my statement without making the record of my obligations to the Rev. James Porter, local super- intendent of the Public Schools of Toronto. He appropriated nearly an entire day in conducting me through the different departments of the institution, and explaining with great free- dom and kindness the various objects of interest contained in them. The principals and .assistant teachers of the Model School are gentlemen and ladies of the most intelligent and polite character. Without admitting of more than a moment's interruption in the process of study and recitation, they in all cases complied with my requests, by an exhibition of the classes in the regular order of their arrangement. Immedi- ately upon the expression of the wish to hear a recitation, it was procceeded with in the most obliging manner, not only affording satisfaction, but exciting admiration in the issue. I had met Mr. Porter at the convention in Buffalo, and my interest in the schools of Toronto was much increased by his statements in relation to their organization and plans of study. National Teachers' Association — First Day — Afternoon Session. The Nurmal School Association having adjourned at one o'clock, P. M., on the 8th day of August, the third annual convention of the National Teachers' Association was organized at 3 o'clock. The meeting was opened with prayer; after which the President, J. W. Bulkley, Esq., of Brooklyn, read his an- nual address. He alluded to the objects of the Association in the elevation of the profession of teaching, and the advance- ment of the cause of public education in our country. He re- ferred to the organization of the body, and showed its adapta- tion to the purposes for Avhich it had been instituted, and the need that everywhere exists of the kind of service it is intended to perform. A brief sketch was presented of the educational interests of the country, in which it appeared that they were 51 in such a situation as to require the attention and persevering labors of the friends of the great cause; without which it can never be arranged into a regularly working system, and ac- complish the purpose for which it is designed — the education of the people and the production of benefits and blessings that may result therefrom. Interesting Scenes. The President had scarcely resumed his chair after the de- livery of his address, when a pupil of one of the Public Schools of Buffalo, Master Gildersleeve, advanced upon the platform, and in the name of the ladies of Buffalo, presented him with a bouquet composed of the most beautiful and fragrant flowers of the season. Master Gildersleeve is the son of the talented au- thoress, Mrs. C. H. Gildersleeve, at present one of the edi- tresses of the Home Monthly Magazine. No doubt the project was designed by the mother of the boy, and may be recorded among the sweet poetic efforts which have rendered her name popular among the literary records of the age. To the fine little speech of the child, President Bulkley made a most ap- propriate reply, closing with the hope that the way of the boy might be strewn with flowers, that in after life he might look back and bless the woman that scattered them there. The footsteps of the little retiring orator were yet heard upon the platform, when six young ladies, pupils of the public schools, were introduced, and sang a song of welcome to the Association. The sweet voices of the little choristers made most delightful music, which was listened to in breathless silence by the large audience in attendance. The introduction of the youthful subjects of the Association's interests as co- laborers in the cause, and the mingling of flowers and music with their services, presented a scene of most touching elo- quence. It drew tears from many an eye and heart the sympa- thies of which could not be restrained. American Journal oe Education. Resolutions were presented recommending the American Journal of Education, published by the Hon. Henry Barnard, 52 of Wisconsin, as the most complete and comprehensive educa- tional periodical published in the English language, and pledg- ing the Association to its support in the effort to extend its circulation. The sentiments of the resolutions were heartily responded to by representatives from Massachusetts, Maryland , New York, the District of Columbia, Pennsylvania, and South Carolina, and they were unanimously adopted by the conven- tion. This journal is known to the undersigned to be worthy of all that is declared of it in the resolutions of the Association. It is the embodiment of a large amount of information which is necessary to the successful prosecution of the labors of the teacher, and contains the record of theories and experiences that are invaluable to him in the performance of his arduous and responsible duties. The work ought to be in the possession of every friend of education in our states. Evening Session — Lecture on the Scholarship of Shakspeare. The second session of the Association was commenced at half-past 7 o'clock in the evening. Professor North, of Hamil- ton College, delivered a lecture on the "Scholarship of Shak- speare." The design of the lecturer was to controvert the gen- erally received opinion in relation to the scholarship of Shak- speare, and to show that he was familiar with classical know- ledge. The commonly admitted idea that he was not acquainted with the Latin and Greek languages, affords arguments in oppo- sition to the necessity of their study in order to attain a position of high distinction in literature. It . therefore is supposed, as we think erroneously, to militate seriously against the pursuit of those studies in the schools. The leading points of the lecture were drawn from the social position of the family of the great dramatist in connection with the era in which he lived; and from the fact that Shakspeare himself was a teacher; from the choice of his subjects and the manner in which he treated them. The lecturer jocularly remarked that the opponents of classical learning in denying that Shakspeare was classically educated, made as great a mistake as Sinbad, when he supposed that a whale's back was an island. Such may possibly be the case, but it may be suggested that 58 the result of the comparison, if continued to its conclusion, might have been as disastrous in the one case as in the other. Had Sinbad's little hark been run upon the back of the whale it is quite likely that the result would have been as fatal as if it had been run upon the island. The lecture possesses great interest, and is remarkable for its ingenuity, but it is alto- gether speculative in its character. In the entire absence of facts upon Avhich to base the lecturer's argument, and of any allusion to classical authors in the writings of the great bard, it can never be shown that he was classically trained, or pre- tended in the least degree to such learning. The utility of Latin and Gfreek in the studies of the schools can never be proved by Shakspeare's attainments as exhibited in his writings. Poem — The Gods. The exercises of the evening were closed after the recital of a poem on "The gods," by Mr. Chester, of Buffalo. The effort of the author was to show that the gods of the ancient heathen were not the only ones that were worshipped by mankind; nor were they more numerous than those that claim the homage of modern worshippers. The gods and goddesses of fashion, gambling, intemperance, and other follies and vices were well portrayed, and the poem if properly applied, might be render- ed as useful as an effective sermon upon the subjects treated in its arguments. Second Day — Mokning Session — Discussion. After prayer and the transaction of some necessary business on Wednesday morning, the subject of "Oral instruction and the use of text-books," was introduced for discussion. The question was discussed by representatives from Massachusetts, Maryland, New York, Ohio and South Carolina. Several gen- tlemen from each of the states of Massachusetts and New York spoke upon the subject. It was clearly shown in the debate that the text-book is but the instrument in the hands of the teacher by means of which his work is to be performed; and that without his own living thoughts in explanation, it can rarely be rendered successful in the mental training of the •VI pupil. The main argument of Maryland was opposed to the use of the text-book as the chief agent of instruction. Its op- position was based upon the mechanical effect of the memorizing system as generally pursued, in committing the lesson to memory and reciting it without sufficient explanation and illustration by the teacher, so that the pupil can understand and appreci- ate the subjects of his study, and realize the fact that know- ledge is power in the actual use that he may be rendered capable of making of it. The faults of the text-books were exposed in the definitions frequently given, which cannot possibly be un- derstood by the youthful learner, but operate as impediments in his pursuit of knowledge. The subject was by no means exhausted in the debate, and it was considered advisable to appoint a committee to prepare a paper upon it, to be read and discussed at the next annual meeting of the Association. Lecture — Our Educational Ancestry. Professor Edwards, principal of the Normal School of Mis- souri, was next introduced, and delivered a lecture on "Our Educational Ancestry." The object of the lecturer appeared to be the tracing of the educational process in the hands of the vast variety of its agents and operatists from the earliest times. The past was presented in vivid contrast with the present, in which the institutions of freedom in our country were viewed in their connection with the educational pursuit. Notwith- standing the estimate by the teacher of his own personal insig- nificance, he is in the line of a glorious succession, and is bound to transmit to posterity unimpaired the bright inherit- ance he enjoys. The history of the past is written; its great events are recorded. The memory of the great and good is one of the greatest treasures that lias been bequeathed us by our ancestry. In the turns of fortune's wheel our commerce may be interrupted, our trade destroyed, our railways and shipping interests obliterated, our free institutions impaired, but the proud memorial of by-gone times which appears in the chain, ters and deeds of our worthy sires can never be taken from us. There was encouragement in the remarks of the lecturer for the 55 teacher of the most obscure district or neighborhood, to proceed and persevere in the faithful performance of his duty, and to aim high in the pursuit of his profession. The record of his name and labors upon the pages that contain those of his suc- cessful and honored predecessors, should be a sufficient stimu- lant for the employment of all his powers in the great and glorious Avork. Afternoon Session — Discussion — Adult Education. A discussion upon the subject of "Adult Education" was the first matter introduced at the afternoon session. The debate was conducted by representatives from Massachusetts and New York. The remarks of the speakers related chiefly to evening schools, which were shown to be necessary, in order to afford the means of education to men already engaged in business, and to the younger members of society who are following closely upon them in their entrance upon the responsibilities of life. It was represented that in New York both men and women of nearly sixty years of age were to be found in the Evening Schools, and that a very large class of the inhabitants of that city must remain in utter ignorance as far as their scholastic education is concerned, without the opportunities they afford. In some parts of* Massachusetts the ages of the pupils in tlie Evening Schools ranged from fifteen to sixty years. . Many of the men had been drawn into the schools by the law which requires every man to be able to write his name before he can be allowed to vote. The time allotted to this subject was limited, and several of the members that were expected to engage in the debate were prevented from the performance of the service. Enough was said, however, to show the importance and necessity of schools for the education of persons who have had the misfortune to reach the maturer years of life without being able to write or read. In every large city there are persons in this situation; and although they have neglected the duty in former years^ and are greatly to be condemned for it, and perhaps deserve to bear the ills their own neglect and indifference have brought upon them, yet is it not only becoming in the better informed and 56 more favored of fortune, but it is their absolute duty to provide for them the means by which they may receive instruction in the more ordinary and necessary branches of education. Al- though the persons of this class have shamefully neglected their duties to themselves and to the community, yet it is cruelty in their more fortunate neighbors to refuse to contribute of their ability to their relief in a matter of so much importance. Lecture — Philosophy of Education. At the conclusion of the brief debate on adult education, Professor Wells, superintendent of the public schools of Chicago, Illinois, delivered a lecture on "The Philosophy of Education." The material of this lecture was furnished by the actual performances of the school-room. It was presented chiefly in the attention of the pupils to be secured by the teacher in recitation and in the habits of the school-room, by which all its performances are regulated. The extent of the time during which the attention of a class can be obtained was estimated at forty-five minutes. This was given as the general average as rendered in the experience of several eminent educa- tors. The correction of bad habits and the substitution of those of better stamp JLn their place, was considered as of the highest importance. The professor dwelt with emphasis upon this part of his subject, and endeavored to enforce it by refer- ences to individual instances in which the results were fortu- nate or disastrous, as the habits of the parties were good or bad. The consideration is trite but it is not the less important on that account. The lecturer might have dwelt upon the fact that the habits of the school have much to do with determining the character of the pupils. If the habits are good or bad, those of the learners will probably be like them. And a lesson to be learned by the teacher in this respect is one of per- sonal importance. It has respect to himself and should lead him to the proper consideration of his responsibility. The im- portant lesson thus to be considered by the teacher arises from the fact that it is himself that makes the habits of his school. He is the author, therefore, of the good or bad results that fol- low his efforts. And what is as well to be considered in such 57 a connection is, that it requires but little more care and trouble, in the exercise of discipline, to produce the good habits than it does to admit of the bad ones, to say nothing of the annoyance of the bad habits to both teacher and pupils. Commemorative Eesolutions — The Late Paul Farnum, Esq. Professor Phelps, of New Jersey, presented a series of resolu- tions commemorative of the character and liberality of the late Paul Farnum, Esq., of Beverly, New Jersey, who had deceased during the year. The proper place for the passage of such resolutions was in the Normal School Association, but by an oversight in the press of business that body was allowed to ad- journ without attending to the duty. Mr. Farnum had con- tributed a large amount of money for the purpose of estab- lishing a preparatory department to the state Normal School, and was an honorary member of the Board by which the in- stitution is governed. The resolutions were supported by representatives from Massachusetts, New Jersey, New York and Maryland. They were unanimously passed by a rising vote. During the remarks on the resolutions relative to Mr. Farnum, Mr. Grildersleeve, of Buffalo, referred to the gift of $20,000 by Mr. Jesse Ketchum, of that city, for the purpose of establishing a Normal School. It were well that the veterans in the same good cause should be thus linked together. The one has gone to his reward, the other may yet do additional service to the good cause before he is summoned to join him in the higher sphere to which he has departed. The election of officers for the ensuing year then took place, as follows: President, JNO. D. PHILBR1CK. Boston, Mass. Vice Presidents, WM. ROBERTS Philadelphia, Perm. GEO. F. PHELPS New Haven Conn. ISAAC STONE Ottawa, 111. C. S. PENNELL St. Louis, Mo. C. H. ALLEN Madison, Wis. J. X. M'JILTON Baltimore. Md. 8 58 WM. F. PHELPS Trenton, N. J. 0. C. NESTLERODE Tipton, Iowa It. McMlLLAX... Saiem, Ohio JAS. G. ELIOTT Faison's, X. C. Z. RICHARDS Washington, D. C. CHARLES ANSORGE Dorchester, Mass. Secretaries. JAMES CRUIKSIIANK, Albany, X. Y. 0. C. WIGHT Washington, D. C. Treasurer. WM. H. WELLS , Chicago, 111. Counsellors. WM. E. SHELDON West Newton, Mass. C. H. GILDERSLEEVE Buffalo, N. Y. W. D. HENKLE Lebanon, Ohio EDWARD J. BRODIE Philadelphia, Penn. F. A. SAWYER Charleston, S. C. DAVID N. CAMP New Britain, Conn. J. ESCOBAR Chihuahua, Mexico RICHARD EDWAR^ St. Louis, Mo. D. McNEIL TURNER Tallahassee, Florida. T. C. TAYLOR ...Wilmington, Del. J. C. PELTON San Francisco, Cal. SYLVESTER SCOTT Alexandria, Va. D. FRANKLIN WELLS Iowa City, Iowa. S. H. WILEY Salisbury, N. C. JOHN BASIL, Jr Baltimore, Md. Evening Session — Ventilation. The evening session of the Association was held in the North Presbyterian Church. A committee was appointed to consider and report upon the best plan they can present for warming and ventilating public buildings, the report is to be presented at a future meeting. The subject is regarded as one of import- ance, inasmuch as there is no plan upon which buildings can be properly warmed and ventilated, which does not cost much more than the means of many will justify. The apparatus at present in use, that is best adapted to the purpose, costs nearly as much as the building. It is desirable that the heating ap- paratus should be located somewhere outside of the school-room, 59 and that the heat generated by it should be more thoroughly and regularly distributed throughout the apartments than it can be done by stoves and stove-pipe drums, which are always in the way; and the room occupied by them might be more appropriately allotted to seats for pupils. The desideratum is a simple instrument at a moderate price, which may be easily managed, and will not consume an over quantity of fuel, and that will generate a healthy heat which may be distributed regularly through all the apartments to be warmed. When such an instrument shall be invented, it will doubtless be in- troduced into universal use. Oration— The Study op Matter and the Progress op Man. The principal exercise of the evening was the delivery of an address or oration on "The Study of Matter and the Pro- gress of Man," by Professor Youmans, of New York. The address was enunciated without notes, and with an exhibition of oratory altogether uncommon in such exercises. The Pro- fessor appeared to be entirely familiar with his subject, and spoke rapidly for more than an hour in its exhibition. The purport of his remarks seemed to introduce a comparison be- tween the systems pursued by the ancients and the philosophers of modern times in examining and illustrating the phenomena of nature. In his view the poet was the first to suggest the idea, when the philosopher took it up, and after an examina- tion in accordance with his imagined theory proceeded with its illustration and development; whereas the moderns proceed first with the study of nature's movements, and make out theories and doctrines, after which the poet plays with the sub- jects as it may please his fancy. The ancient philosophers obtained many of their ideas from the poets, while the moderns get theirs from nature, and deliver them over to the poets well defined and illustrated, to be immortalized in their measured stanzas. Several curious specimens of humanity were pre- sented in the persons of the ancient theorists, who seemed to leave their fleshly tenements at different periods for the higher regions of thought, where they dwelt in apparent unconscious- ness of any existence but that of the etherial and imaginative. 60 In ;t wild ramble the speaker followed the old-time physician* whose patients were dropping off for the want of attention, while he was hunting bird's nests and observing how one species of the avis dropped its eggs into the nests of another, and how the young half-brothers, hatched out by the foster- mother, would struggle to throw each other out and possess themselves of the premises. The cost of such investigation was the life of many a sufferer, who paid the forfeit of the philoso- pher's search after the hidden mysteries of nature, by the shuf- fling oil' "his mortal coil. ' ' Judging by the comparison, weshould suppose the moderns had the advantage in their clearer view of nature, and their more deliberate pursuit of scientific dis- covery. In the contrast of old customs grounded upon explo- ded theories, with the more systematic and sensible pursuits of modern philosophers, the Baconian system was thrown out in bold relief as the gathering in of the true and the practical in the rejection of the false and empirical. The evidences of the truth of the Baconian philosophy are abundant in the practical application of scientific research to the wants of mankind. The steam engine, the appropriation of electrical phenomena, the improved method of medical practice, &c, etc., are the products of Bacon's thoroughly practical mode of investigating the operations of nature. Third Day — 'Morning Session — Phonetics. The first business of the session of Friday morning, was the reading of a paper on "The Phonetic method of teaching the Alphabet and Reading," by Professor Richards, of Washington city. The subject was discussed by delegates from Massachu- setts, New York and Maryland. While the one side advocated and another condemned the phonetic system, Maryland desired to learn from those who had possessed themselves of knowledge by experience in the use of the system, whether or not a child taught upon the phonetic plan could be readily conducted for- ward upon the method now in use; or if the time occupied in phonetics would be lost when it should become necessary to in- troduce the present system. Upon the answer to this question' the propriety or impropriety of practising the phonetic plan in the schools must be determined. If it interferes with the pro- 61 gress of study, it must be objectionable on that account, irre- spective of the truth or falsehood of its theory. The answer given was, that it would not interfere in the least degree with the ordinary pursuit of study in the schools. Such being the case teachers can experiment upon it with safety, and possess themselves of any advantages the adaptation of the single sound to its appropriate sign may afford. The subject is to be further considered in the preparation of a paper, by Professor' Richards, for future examination and discussion. The practiced views of the Professor, founded upon his long experience in teaching, will be looked for with interest by the members of the Association. Lecture — The Teacher and his Work. The discussion on Phonetics was succeeded by the delivery of a lecture on "The Teacher and his Work," by Professor Kneeland, of Roxbury, Massachusetts. The thoughts of the lecturer were those of the school-room, and regarded the prac- tical operations of the teacher with his class. In discipline the law of love, rather than that of force, was recommended; and the ability of the teacher to gain the affections of his pupils was presented as an evidence of his general capability in the management of his school. A number of faults were exposed in methods of teaching which rather cramp than encourage thought. The overcrowding of the memory with matter above the comprehension of the pupil, and which he cannot use; the limiting of the recitation to the matter memorized; the loose pursuit of the various subjects of study and practice, were condemned, and the view presented that later improvements in the art of teaching indicate. Without referring especially to the subject, the remarks of the lecturer were strongly advo- cative of the Normal School. The necessity of training was rendered apparent in the preparation of the teacher for the successful pursuit of the profession. Afternoon Session — Report on Statistics. Upon the opening of the convention in the afternoon, a re- port was -i read from a committee appointed by the last conven- tion, on "School Statistics." The design of the convention in r>2 the appointment of the committee, was to provide tlie plan of a uniform exhibition of the school statistics of the country. The plans now pursued are as various as the parties by whom the reports are presented are numerous. The difficulties ap- parent in the want of uniformity are formidable, and present numerous impediments in the way of successful progress. Upon an examination of the plans pursued in different parts of the country, a digest was made and system presented which may be amended as opportunity offers, until it is rendered satisfactory and acceptable to superintendents and school com- mittees generally. The report will be printed and circulated, and the plan subjected to inspection and improvement by all the educators that may bo sufficiently interested to make sug- gestions upon the subject. The report. as presented was dis- cussed by delegates from Massachusetts, Maryland and Illinois, and suggestions made which maybe incorporated into the plan. Lecture — The Educational Needs op the American People. The lecture that followed was delivered by Dr. J. W. Hoyt, Secretary of the Agricultural Society of the State of Wisconsin. Subject — "The Educational Needs of the American People." In a comparison of the structure of our government with other governments of the world, the educational needs of the whole were reviewed as they were generally presented in the opera- tions of mankind. The educational needs, as presented by the lecturer, were those that refer to the physical, moral and mental development of the subject. From the mixture of the various national characteristics of which the American people are com- posed, it were an impossibility to sustain any form of govern- ment but that which is democratic in its principles. The go- vernment must be a republic, and it must tolerate freedom of opinion and the individual rights of the citizen. As civiliza- tion extends itself the force of the American character must be felt. Already has the peculiarity of American genius become proverbial, as the most useful inventions of the age are the universal witnesses. To perpetuate such a system of govern- ment the people must be made to understand its character and to appreciate its operations. They must love its forms and 63 usages, and be willing to defend and support them under all proper circumstances and in every possible emergency. To accomplish, the necessary purpose in the education of the people, the pulpit and the press must be united with the school, and when these shall all be active and successful in their several relations in the performance of the one great duty, the safety and permanence of our free institutions may be secured. Evening Session — Discussion on Physical Training. In the evening, after the convention was called to order, a discussion was introduced on the propriety and necessity of physical training. The debate would doubtless have been both interesting and profitable, had not one of the speakers, in his advocac} 7 of the free use of the lungs and voice in singing, glanced off upon an argument in defence of music as a school study. The speech of this advocate of vocal music in schools was closed with the declaration that he would never give his vote for a teacher that could not sing. The parties that parti- cipated in the debate were representatives from Massachusetts, New York and the District of Columbia. Some of the unwarrantable extremes that are indulged upon this subject were exhibited and approved in this debate. The physical training that some persons encourage, if fully carried out and practiced a sufficient length of time, would certainly render physical exercise essential in the use of the spade by the sexton. It is fortunate that the exercise is oppressive and in- convenient, and that the novitiates are inclined to discontinue it before damage results. In some cases, however, the mischief shows itself in the unnatural developments produced in the joints, and the constitutional weakness that ensues upon the overstraining of the human system. Nature evidently suggests the best modes of exercise for the exhibition of its powers in their healthy action. Give the child sufficient room and free- dom, and allow it the opportunity of exercising its growing- constitution and faculties in the open pure air, and it is likely that its development will be all that nature desires or intends. The provision for gymnastic or calisthenic material that most closely resembles nature, is that which must be most appropri- 64 ate and best adapted for the purpose. In climbing and jump- ing, and running and swinging, and the like exercises, the powers of the child will be exhibited in their healthy develop- ment, while the young man that begins and continues to swing the dumb-bells weighing eighteen or twenty pounds, will be more likely to render himself the subject of the physician's solicitude than that of the admiration of his friends in the ele- gant proportions of his anatomical structure. As in some other matters connected with the subject of education, in physical training the proper medium between the extremes is to be sought. And this medium will be readily attained if those who are taking the lead in the enterprize will moderate their views until they reach the limits of propriety and endeavor to conform their practices to nature's requirements and demands. Address — The Teachers' Calling in View of its National Responsibilities. The address of the occasion was delivered by the undersigned. The subject considered was that of "The Teachers' Calling in View of its National Responsibilities." The address, which was delivered from notes, has since been written out and is pub- lished with this report. The closing exercises of the convention which then took place were impressive and exciting. In retiring from his chair as President of the Association, Mr. Bulkley addressed the convention in some congratulatory and encouraging remarks, at the conclusion of which he intro- duced his successor in office, Mr. Jno. D. Philbrick, of Boston. In being thus presented to the audience, Mr. Philbrick express- ed his feelings in kind acknowledgments to his friends for the honor that had been conferred upon liim, and gave the assu- rance that he would endeavor to render his labors commen- surate with the desires of his heart in advancing the interests of the Association in the great cause it assumed to advocate and support. The audience then united in singing the doxologj to the tune of "old hundred," after which the convention was ad- journed to meet in August next, at the call of the Board of 65 Directors. It is likely the place of meeting will be Chicago, Illinois. Excursion to the Falls of Niagara. The business of the convention having been completed, the arrangements that had been made for an excursion to the Falls of Niagara were rendered available on Saturday to the gratifi- cation of some eight hundred Teachers. The day was very pleasantly appropriated in visiting the various points of inter- est on both sides of the Niagara river. Acknowledgment . It affords me much pleasure to record the expression of my acknowledgments, which have already been personally commu- nicated to the members of the American Normal School and National Teachers' Associations, for their cordial greetings and for their part in the offices of friendship which we have so pleasantly exchanged; to the committee of reception at Buffalo, for the gentlemanly manner in which our company from Balti- more was received, and for their kind services in providing accommodations for nineteen of the twenty-three ladies that partly composed it; and to the friends in the city who so gener- ously opened their houses for their admission and so hospitably entertained them. I have been assured by the ladies, that they were rendered most comfortable and happy during their sojourn of nearly a week among their new acquaintances, and that they can never cease to remember the friendly services that ren- dered their visit so agreeable. There is but a single cause for regret that I can now refer to in relation to my attendance upon the conventions at Buffalo, and that is my inability, in conse- quence of almost continuous engagements with the two bodies, to exchange civilities as often as desired with the families by whom my associates were entertained, and to enjoy the hos- pitality so frequently tendered by them. I must beg that they will recognize in this expression of my regret my appreciation of their intended courtesies, and the satisfaction I should have experienced in availing myself of the enjoyments they would have afforded. 9 66 At the adjournment of the Associations the parting was that of true friends who had assembled from all parts of their coun- try for the purpose of performing important services called for alike by both patriotism and humanity. By their intercom- munion with each other in the discharge of duties mutually assumed, they Avere made to feel that they were co-laborers in a great cause, the success of which required their mutual con- cessions and forbearances, and the faithful union of hearty purposes and exertions which they were most willing to contri- bute to attain it. Most ardently is it hoped that the friend- ships thus formed may be permanent, and that the fruits of their united labors may be realized in the benefits they may extend to every district of our common country. I close this part of my report with an extract from one of the newspapers published in Buffalo after the adjournment of the convention — "To-day the excursion to the Falls concludes the proceedings of the third session of the National Teachers' Association — an organization, which in view of its noble and elevated purposes, and of the amount of manly and womanly intellect and of high moral Avorth of which it is constituted, has, we are free to say, honored our city in thus meeting in our midst. Many conven- tions, political, social and professional have sought the shores of Erie in years past as a place of congregation, but none, in our opinion, is entitled to higher consideration than that which has so worthily represented the educators of the young America in all the regions between Jersey and California, and from Canada to Mexico. We are glad that our friends the teachers seemed to feel pleasantly in regard to the hospitalities of the Queen city." Visit to Boston — Ameuican Institute oe Instruction. After the adjournment of the National Teachers' Association at Buffalo and my visit to Toronto, I proceeded to Boston to attend the meeting of the American Institute of Instruction, to which I had been cordially invited by several officers and members of the Institution. The sessions of the institute were held in the Tremont Temple, Avhich accommodates Avith seats 67 about twenty-five hundred persons. The number of teachers in attendance was two thousand; the audiences consisted of about twenty-five hundred, as the temple was filled at nearly every session. There were one thousand ladies present who were not residents of Boston. They were provided with accommodations in private houses and the expense paid by the city. The rule of these associations is that the ladies in attendance shall be entertained without cost to themselves. The expenses of the Institute, including the festival with which the exercises of the occasion were closed, were paid by the city. The festival cost from twenty-five hundred to three thousand dollars. The most important as well as the most extensive institutions of the city of Boston, are the public schools, and the people are more proud of them than they are of any other of their possessions. Many of their most prominent citizens have been engaged in the support and management of public education, and now that they have distinguished themselves in other professions and as statesmen, they retain their earlier interests in all their fresh- ness and vigor, and are frequently found side by side with the teachers operating as co-laborers in fne great cause of human enlightenment and progress. Teachers' Associations are in operation in almost every school district of Massachusetts and the neighboring states, and it is seldom that a meeting is held but some old friend of the cause in the person of an ex-Governor or member of the United States Senate, or other distinguished character, is present to take part in the exercises, and lend a hand in working out the object that all have in view, and from which the community is to receive benefit in the advancement of the most endeared of their public institutions. The American Institute of Instruction was organized some thirty years ago in New England, and its meetings have been held annually in Massachusetts and the adjoining states. As its title imports, however, it is intended to be national in its character, and it admits of membership in any and all of the states. In fact there are members of the Institute who reside in Canada and Mexico, and who are as punctual in their atten- dance upon the annual conventions as any others. The design of the Association is to afford opportunities to the teachers of assembling for purposes of mutual benefit in the interchange of 68 each other's views and experience; for the examination of the different methods pursued in teaching, and for continued im- provement in the systems adopted for the communication of knowledge to the youthful mind. Teachers, like the members of other professions, derive benefit from association. New ideas are suggested in their intercourse and conversation with each other, and additional knowledge and experience attained, in the use of which they are not only rendered more efficient and useful, but enjoy a higher degree of satisfaction in the perform- ance of their duties. The teachers of the New England states experience the benefits of this intercourse to a much greater extent than those of any other parts of our country, because they encourage and practice it more frequently, and have more institutions through which it is conducted. The agencies are numerous by which their opportunities for study and improve- ment are multiplied and their means of usefulness increased. Annual Meeting — Afternoon Session — First Day. The thirty-first annual Dieting of the American Institute of Instruction, was commenced in the Tremont Temple on the afternoon of Tuesday, the 2 1st of August, at oi o'clock, at which time the President, D. B. Hagar, Esq., of Jamaica Plain, took the chair. The meeting was opened with prayer, as were all those that succeeded it. Address of Welcome by the Mayor. The Mayor of the city, Mr. Lincoln, made an address of wel- come to the Association, in which he expressed it to be his pleasure to appear on behalf of the citizens of Boston, to greet cordially the friends of education assembled for the purpose of deliberating upon its interests and the best means of securing them. He spoke of the organization of the Institute in the city of Boston; of its labors and influence during the thirty years of its existence; of the able and distinguished men who had been connected with it; the success that had attended their labors, and the prospect of future usefulness that appeared in the view of the association. He remarked that it was well known how much sound learning and the agencies through which it is 69 reached, had ever been cherished by the authorities and citizens of Boston. Education is one of the first objects that had en- o-ao-ed the attention of its founders; it had grown with its growth, and strengthened with its strength, and had never ceased its strong hold upon the affections of the people. In no part of the world is the teacher more respected, his talents better appreciated, or his labors met with a more abundant reward . Reply and Annual Address of the President. The President made an appropriate reply to the speech of the Mayor, after which he delivered his annual address to the Association. It consisted of a detailed history of the Institute from its organization, and a glance at the changes that had taken place in the schools, the teachers and the books of thirty years. He expressed the hope that the members of the Insti- tute might be encouraged to labor more energetically in this noble cause which they had bound themselves together to sus- tain, and that on their return to their homes they would re- enter upon their labors with additional zeal and renewed pur- poses of faithfulness, efficiency and usefulness. Discussion. The first business introduced as in order was the discussion of the question — c 'Is it expedient to unite Calisthenics and Gymnastics as a part of School Training. 5 ' The debate was conducted by seven representatives from Massachusetts, two from New York, and one from Pdiode Island. The question was not decided by a vote, but it was clearly enough recognized that both calisthenics and gymnastics are proper exercises to be used in the process of school training. Evening Session. At eight o'clock the Institute was called to order by the President. Statue of Horace Mann. The first proceeding of the evening session was the reading of a circular proposing the erection of a statue ot the late 70 Horace Mann, in front of the State House. The proposition was responded to in terras of eulogistic, advocacy by ex-Gover- nor George 8. Boutwell, Secretary of the Board of Education. Mr. Mann was well known as one of the most ardent, laborious and successful advocates of public education in Massachusetts. He was the first secretary of the Board under its present or- ganization, and by a visit to Europe for the purpose of examin- ing the educational institutions of that country, he thoroughly prepared himself for the faithful labors that he afterwards per- formed. In his devotion to the cause and efficient efforts in the advancement of its interests, he lias immortalized his memory, and as Governor Boutwell remarked, needs not the statue to add to his reputation. The people may erect it as a memorial of his labors and as a tribute to his worth, but it cannot increase his fame. Address of President Felton. In introducing Professor Felton, President of Harvard Uni- versity, as the lecturer of the evening, the President stated that at the first anniversary of the Institute, thirty years ago, he had delivered a lecture on "Classical Learning.'* Upon taking the stand, Mr. Felton remarked that he had spoken thirty years ago to the Institute upon the study of Classical Learning, and that his remarks on this occasion would refer to the same subject, in the consideration of (i the 'present condition of education in Greece.'' The lecturer expressed his opinion that although the glory had faded from the ancient seat of literature and the arts, the memory of its brilliancy was rendered immortal. In the years of the past, the great race had furnished the men who would continue to be the teachers of the world through all time. In- stead of lessening, their influence continues to enlarge, and will only cease to do so when time shall cease to be. The poets, philosophers and statesmen of the classic era, are better known and more highly appreciated at the present time than they have been at any period since they flourished as living actors upon the stage of life. They still live and will continue to exist in the minds of the young. The Greeks of the present n day are the true descendants of their illustrious sires; they still are Greeks. The body of the people inherit the intellectual and moral characteristics that marked the old Hellenic race. The character of the people has been modified by Christianity, but Grecian genius is still burning upon the soil of Greece. The perfection of the form which is admired in the works of the ancient sculptors is still found breathing loveliness among the youthful generations of the land. The Greek language restored almost to Attic purity, is heard in the city of Athens, in the pulpit and in the professor's chair. Eugenias and Coraz of modern times, are the proud examples of Grecian fame, as the ancient worthies were of their day. These men were gifted with the passion for literature, and were as famed for patriot- ism as they were for their wisdom. The Greek church has done much to preserve the Grecian character. Love for the church is this day one of the most prominent and powerful ele- ments in the character of the Greek. The educational condition of Greece entitles the name to a high rank with literature of modern times. Scholars have succeeded in the preservation of their classic name. The language in which Homer sung, is as pure as ever among the cultivated circles of the land. The views of the lecturer in relation to the present condition of Grecian literature as they were clearly and forcibly express- ed, are such as are not generally admitted and appreciated, perhaps because not familiarly known. Greece is regarded as a fallen country, and still in every respect a ruin. Her civil and political, as well as her literary character, are supposed to have departed forever. The comparison of the past with the present, as exhibited by the lecturer, may perform an accept- able service to the literary circles of the present day, in show- ing that Greece has not yet entirely fallen from her high estate, but is still eminent in learning and in patriotic character. Compared with her former glory she is reduced and humbled, but in her gloom she is glorious still. Byron well expressed her condition when he sung — "Though all but her proud sun is set Eternal summer gilds her yet." At the bare mention of the name of Greece the American heart is thrilled with anxiety. The comparison is involuntarv n that associates the glory of Greece with the renown of our own beloved land. Both claim to be Republics. Both are entitled to singular honors on account of the patriotism, bravery and intelligence of their people. Both occupy prominent, the most prominent places in history. As in his mind the American measures these considerations, the idea can hardly be resisted that the sister Republics, so glorious in their rise and fame, may be alike in their descent; and the same pages of history that tell of their greatness, may proclaim the fact that they lie in ruin together. There is but one thing that can avert the hand of destiny that is ever uplifted to reduce the empires of the earth to a common level. Nothing but the intelligence and virtue of the people of this country can save it from the blow. The truth cannot be too often spoken. Education is the safeguard of the Republic. Let the people be made to feel and appreciate it, as well as hear it, and they may be aroused to action in the use of the means of their preservation which they now seem to esteem so lightly. Soiree and Promenade Concert. At the close of the lecture it was announced that the mem- bers of the Institute and their friends were invited to "Music Hall," to attend a soiree and concert given by the Boston school committee. In accordance with the invitation the Association proceeded to the hall, where addresses of welcome and response we're de- livered, when the assembly was entertained with some choice specimens of the finest music. The festive enjoyments of the occasion were rendered a becoming accompaniment for the liter- ary labors, which as they were intended, they so happily re- lieved. Morning Session — Second Day. The Institute was called to order by the President at 9 o'clock on Wednesday morning. About twenty-live hundred persons were present, two thousand of whom were teachers. About fifteen hundred were ladies. Committees were appoint- ed to provide situations for teachers, and teachers to supply situations as they Avere presented. 73 Gymnastics. The first regular order of the morning, was a report of a committee which had been appointed to visit the Gymnasium of Dr. Lewis, at West Newton. The report read by Z. Rich- ards, Esq., of Washington city, commended the system of Dr. Lewis to the favorable notice of the Association. The recom- mendation of the committee was approved, immediately after which Dr. Lewis proceeded to illustrate his system by actual experiment. The exercises were commenced by a pupil of Dr. Lewis, a youth of sixteen years, son of Mr. Severance, president of one of the banks in Boston. About a year ago the young man was supposed to be failing very fast in the active progress of consumption. Dr. Lewis recommended gymnastic exercises for the development of his system, prescribing such, at first, as would relieve the chest and allow the lungs and other organs their free and natural action. The treatment was successful, and young Severance is now in a fair way for development as a stout, robust man. The exercises exhibited before the institute consisted in the practice of the Indian club, which was held out and swung around in various ways; the Swedish bag — a bag half filled with beans, and thrown with rapidity at the person who is to catch it. The simultaneous movements of two per- sons engaged in the exercise, require great activity and skill in the management of the person. The use of the pole, which is about four feet in length, is intended to develop symmetry of form. The race in the movement of pin/; or skittles of wood similar to those used in the game of ten pins, is practiced for swiftness of motion. The pins are placed in a circle of about a foot diameter, at one end of the stage, and removed by the racers to different positions at regular distances apart, and set in circles of the same diameter as the first. A lecture by Dr. Lewis accompanied the exercises, in which he expressed his views on the subject of physical education. Compared with the extravagant notions of others, the opinions of the Dr. are moderate, and his system much more rational than any that I have heard of. He denounced the practice of exces- sive labor to which some persons are taught to devote them- selves, and the lifting and swinging of heavy dumb bells, &c. 10 74 He recommended that beginners should commence with wood- en dumb-bells weighing two pounds, rather than with those of iron, weighing eighteen or twenty pounds. He referred to one of his pupils who had begun with the wooden dumb- bells weighing two pounds, who continued to increase gradu- ally the weight, until he could carry a barrel of coal; but ho said he would not suggest that any one should begin the prac- tice of gymnastics with the effort to carry the. barrel of coal. The practice of Heenan and Sayers was referred to as being of very moderate character. They were careful to avoid the use of heavy weights, or to overstrain their strength in any way. Rapidity of motion Avas represented as being much more philo- sophical, and of much greater benefit than dead lifting. I was pleased with the theory of "Dr. Lewis, much more so than with some of the very numerous specimens of his practice. His- views in regard to moderation and regularity in exercise, were of especial interest, and are doubtless the suggestions of nature. I am satisfied that in all the systems of gymnastic practice that I have examined, the labor is much too great; and when I say that in the system of Dr. Lewis, rational and mod- erate as it is, there are over two hundred different exercises, the idea is naturally suggested, that even by him the practice may be overdone. Some experienced teachers that heard his remarks and witnessed his experiments, were entirely carried away with his eloe|uence and enthusiasm. They were impatient to enter upon the use of his plans. It is not at all unlikely that their fevered desires will settle down to a much reduced temperature before they get through with their experiments. Nature, doubt- less, is the best teacher of gymnastics, and to folloAv her sug- gestions, and practice upon her instructions, must be the best method that can be pursued in the development of the physical powers of man. The gymnastic exercises and spirited remarks of Dr. Lewis, which were certainly of a highly interesting character, gave rise to a debate which drew out a great variety of opinions relating to the use of gymnastics in schools. Several representatives from each of the states of Massachusetts and New York, ex- pressed their views. The desire of Maryland was to obtain information in the proper use of physical exercise, as it may be 75 adapted as nearly as possible to natural development. How to avoid the extremes and reach the true medium is the lesson necessary to he learned. The nautical service in the Floating School at Baltimore, was suggested as the best gymnastic prac- tice. The use of the rattlings in mounting the masts, brings the whole anatomy of the body into motion, and develops the physical system as thoroughly as any other artificial means. The subject is yet new. It is in the novitiate of its examina- tion, and in the process the most; rational and natural theory, and the best practice may be produced. Lecture — The Masquerade of the Elements. At 10 o'clock, Professor Youmans, of New York, was intro- duced, and delivered a lecture entitled, "The Masquerade of the Elements." The object of the lecture appeared to be to represent the character of modern chemistry in its advance upon its ancient domain and value. The study of chemistry in the earlier ages was directed towards the acquisition of wealth in the transmutation of metals, and in its control of the human mind in the supposed possession of, and power over supernatural agencies. The progress of organic matter was traced in the perpetual changes by which it advances to perfection and decay; its rise, its fall and reproduction were followed in the circle of incessant motion. The four elements, hydrogen, nitrogen, oxygen and carbon, were exhibited in their character and effects upon each other, and upon the operations of nature in all the departments of her labor. The progress of hydrogen is onward forever; that of nitrogen and oxygen, inconstant forever; that of carbon, in continual opposition and warfare with all the others. In the process of the perpetual masquerade that these agencies are enacting, nature performs her various evolutions, and unfolds the varieties of her great treasure-house to the view and use of man. The mission of science is to develop the re- sources of nature, and adapt them to the necessities and happi- ness of humanity. Afternoon Session — Lecture on the Eelations of Education and Labor. The convention assembled and was called to order at half- past 3 o'clock, when Professor James B. Angell, of Brown University, took his station upon the stand and delivered an address on "Some of the Relations of Education to Labor." Progressive labor and learning were represented in their pats- sage through opposition and difficulties of various kinds. The attractions of large cities are of dangerous tendency. They present many temptations to the youthful mind. Young men are often tempted Avith the idea of large salaries, and rush after them without ever calculating the cost of living and the chances that opposed as well as favored their progress to for- tune. Rich prizes were proffered in mercantile pursuits, but the intelligence generally comes too late, that for every prize there are ninety-nine blanks in the wheel. Education, however, is conservative in its character and operations. It affords the means of correct judgment, and may assist in the choice as well as in the pursuit of a profession. It is the duty of the teacher to render his instructions practical, and to aid in the develop- ment of the learner's faculties in their relation to the uses of life. The child is to be taught there is a higher life than that which is sensual, and that his intellect is to be employed in its- agencies and pursuits. God has appointed every human being as well as everything that he has created, for some earnest work, and every faculty is to be used in the performance of that work. The human faculties are designed for other purposes than to be the bond-servants of a cane and a beard. Spirit and courage, and living thought, showed the worth of the man above the might of mere muscle, and even in physical develop- ment the powers of the mind were essential. The heavy Rus- sian with all his majesty of bone and niusclCj could not endure the bayonet of the lighter Englishman, directed by the power that intellect afforded him. This was because the Englishman carried a brain in his scull, and a heart in his breast. He could reason upon the proper ujse of, as well as fix his bayonet upon his musket. Me could feel as well as fight for the country of his devotion. Education is an active impelling thing. It does not admit of indolence. It cannot allow a man to be lazy. Pro- perly applied it does not immure its subject in a cloister, but brings him forth to rejoice in his labors and abilities as a man. Learning now applies itself to practical purposes in the develop- ment of humanity's resources, rather than in the mere exarni- w liation tor pleasure into the rnusty records of the past. Learning and labor ought to walk the earth hand in hand, to assist each other in the perpetuation of human progress. There was much more of the practical than the theoretical in the address of Professor Angell, and if its practical views could he more coustantly applied and illustrated in the school- room, the great object of education in the preparation of its subject for the duties of life would be more certainly attainable. Intellect and Morals. The lecture of Professor Angell was followed by a discussion of the question, "Has purely intellectual culture a tendency to promote good morals?" This discussion was carried on by gen- tlemen from Massachusetts, New Jersey and New York. The question seemed to have but one side, although one of the speakers remarked that he could see no connection between the intellect and good morals. He nevertheless admitted that an increase of intelligence tended to respectability. The senti- ment was generally advanced that mental enlightenment car- ries with it the full development of humanity, not only in morals, but in the physical relations. As a correct and abste- mious life is essential to proper physical development, it follows that in such development the moral code is not only sustained, but rendered effective in its practical operation. The morality of the scriptures was exhibited as that which was best adapted to the life of man, and best exhibited by the intelligent mind. The morality of the public schools is generally that of the scriptures,, either presented in their actual use or in their senti- ments, expressed and enforced in some other way. The charge of godless, in relation to these schools, is groundless, as it is impossible for any teacher of respectable talent not to be influ- enced by their instructions. Evening Session — Address — Education in its Place in the Nation. The labor of this session consists of a single lecture. Profes- sor Ormisted, of the Normal School at Toronto, had been an- nounced as the lecturer, but he was not present, and the servi- ces of the Hon. Francis Gillette, of Hartford, Connecticut, were 7s secured for the occasion. The subject was not announced, but it was readily discovered from the remarks of the speaker. It may be stated as "Education in its Place in the Nation."' The Text upon which it wag founded, was furnished by the arrange- ment of Crawford's group of statuary in the Capitol at Wash- ington. The group represents commerce, industry, education, &c. In the description of the group he was obliged to place education next to the last among the figures, when in fact it ought to have been first. This declaration was sustained by a reference to the sentiment of the founders of our government, that education is the only sure foundation of freedom. They established the Kepublic upon this basis, and Mexico and the neighboring countries had endeavored to imitate the example. They have copied our constitution and laws, but they have ne- glected to incorporate education as one of the essentials of suc- cess. The failure of their effort is attributed to this cause. The importance of the teacher's labors may be estimated by a look into the future. In the passage of a generation the places of the present actors upon the stage will be filled by those who are now receiving instruction as the pupils of the schools. The condition of the country in the future period must be thought of in connection with the preparation of the children of the present for the duties they will have to perform. The four thousand pupils of Dr. Arnold swayed as much influence over the government of England as the Queen herself. To educate a child is a greater work than to govern a nation. The influ- ence of the teacher upon the character and history of a country, is such that the authorities of every city ought so to labor as to elevate the profession, and thereby secure the best possible teaching talent. The teacher should proceed enthusiastically vvith his interesting work. To educate a child is a labor of the highest moment. The true teacher is not the man or woman that sits lazily in a chair, and_, with the sternness of a Turk, listens to the recitation or conducts the dull routine of a prison- like school. Such was the Ichabod Crane, but not the Thomas Arnold specimen of the times. It is not any sort of person that may be picked up that can perform the office of the instructor of youth. If eloquence is logic in earnest, education is instruc- tion on fire. In some parts of Europe the ability to excite en- 79 thusiastic feeling and awaken active thoughts in the pupil, is an indispensable pre-requisitc in the choice of a teacher. Nor is it the smallest child that can he properly educated by the most imperfect teacher. The best ability is requsitc in the in- struction of the younger pupils. The teacher must be master of himself before he can master his school. The lecturer ex- pressed the hope that the profession of teaching might be sus- tained by able and competent persons, and that in the elevation of educational character the wrong might be removed, and the right substituted in the removal of the figure representing edu- cation in the arrangement of Crawford's statuary in Washing- ton, from being next to the last to the hrst place in the group. Third Day — Morning Session — Discussion on School Examina- tions. The institute was called to order this morning as early as half-past eight o'clock. Notwithstanding the earliness of the call, the temple was well filled when the opening exercises took place. An hour and more was occupied in a repetition of gymnastic exercises, as already described, when a discussion took place on the ;; Proper Mode op Conducting School Examinations." Delegates from Massachusetts, Maryland and Ohio, engaged in the debate. The discussion elicited several points of interest upon the subject. Examinations are necessary, in order to test the proficiency of the pupils, and to encourage and enliven thought. Preparation is not to be made for the purpose, but the school is to be visited at any hour, and the examination proceeded with. Cutting and drying and drilling are pre- parations which are not to be tolerated. The teacher should admit of the management of the examination by other compe- tent persons. Instances occur in which gentlemen of com- mittees, Avho are totally ignorant of the subjects upon which the examination is conducted, take prominent parts in their management. Besides the exhibition of their own unfitness for the duty, they confuse and discourage the pupils, embarrass the teacher, and render the procedure a farce rather than a 80 profitable exercise. In such cases, the teacher should possess sufficient self-control to look calmly on, and by judicious in- terference, afford relief to the pupils, while he appears to render assistance to the committee-man, without interfering with his official prerogative, or offending' his dignity. The examinations should be both written and oral. The process of writing the answers to questions propounded, should always be admitted, when practicable. The report of an examination should represent the precise condition of the school. It should have reference to its order; the cleanliness, both of school- room and pupils: the habits of the pupils; their gentlemanly and lady-like deportment, their proficiency in study; the style of recitation; the nature of the intercourse between teacher and scholars, whether affectionate and familiar, or cold and distant; if fear or love be the controlling influence. The views of Maryland were expressed as favorable to both oral and written examinations, each in its proper place, and conducted in a kind and pleasant manner and at the same time with careful scrutiny. In the examination of both teachers and pupils a bland and cheerful demeanor on part of the examiner, may afford encouragement and produce such confidence as may lead to success while their opposites may induce a failure. Lecture — Popular Education. The debate was closed, to give place to another order of the day, which was a lecture by M. T. Brown, Esq., Superintend- ent of Public Education in Toledo, Ohio. The subject of the lecture was "Popular Education," and it applied chiefly to the stability of our government, the social and political enjoyments it affords, and the parties by whom these enjoyments are shared. The subject was introduced, by a reference to an ad- dress delivered by the Hon. Edward Everett, at a civic celebra- tion in Boston, on the fourth of July last. The main feature of Mr. Everett's address was, its reply to some remarks of Earl Grey in the House of Lords, in a debate on the extension of the elective franchise in England. The declaration of Earl Grey was, that the elections, as conducted in the United States, were but a mockery; the legislators of the country were venal; 81 our courts corrupt, and tainted with party spirit; our laws cob- ivebs, which the rich and poor alike break through; and the country and government, in all its branches, given over to cor- ruption and violence, and a general disregard of public morali- ty. The reply of Mr. Everett to this scathing criticism, was pronounced by the speaker, a noble defence of the right of free suffrage, and a glowing prophecy of the future greatness and glory of our republic. The fact that the great orator of New England had deemed the criticism of Lord Grey worthy of notice, with other facts of like character, rendered it proper that such themes should sometimes be considered. They afforded evidence of the necessity of education in a free state. No government discharges its duty properly, that does not produce the men that are required to sustain it. In Persia, Crete, and Lacedemon, public institutions were organized for the educa- tion of the people, so as to make them useful citizens. Kome was a military despotism, and educated its people for military defence. England, with a mixed population of aristocratic and democratic character, was obliged to conform her educational systems to the class to be educated. The colony at Plymouth enacted that the people should teach their children and ap- prentices to read perfectly the English language, under a penalty of twenty shillings for each neglect. The purpose of the antagonizing governments was to educate the people into loyalty to the state. The argument, that it is necessary to educate the people for the purpose of giving permanency to the state, is axiomatic. Every American citizen is called upon to decide upon questions of political character and importance; ought he not therefore to understand those questions? Should he not be educated to understand and appreciate, and appro- priate them? The child will be educated. Why not have it done properly, and that his service to the state may be perform- ed? There may be danger to the state from the foreign ele- ment that operates under its laws. There may be danger to the state from the effect of sectarian education. The remedy, in both cases, is education of the proper kind. Educate the emigrant for good citizenship. Provide the means of instruc- tion for the children of the people, and let them be educated for the state, rather than for any sectional purpose. There 11 82 must be a common ground for the moral instruction of the children of the public schools. Let the provision he made for the education of all the children of the land, whether of foreign or native birth, or of any religious denomination. Let them be educated for the state, and the state will reap the benefits of their service. Afternoon Session — Lecture — Legislation and Education. At half-past three o'clock the institute commenced its session. The first order was a lecture by Professor Quint, of Jamaica Plain. His subject, like some of those by which it was pre- ceded, was of national interest. It is "The Province of Legisla- tion in regard to Education." The chief argument of the lec- ture was the propriety of the state's making provision for the education of the people. Should the state neglect this duty, multitudes of the children of the poor must be brought up in iguorance. In such case education must be limited exclusively to those who are able to pay for it. The rich must have prece- dence over the poor, in their ability to support private institu- tions. Education was not designed to be exclusive. It is con- sistent with the genius of any government to support it. Any government that recognizes the rights of man and is opposed to despotism, must encourage and sustain institutions for the education of the people's children. Sectarianism is inconsistent with the education which the state is bound to provide, and ought not to be encouraged. The state should know and teach its own policy. That policy should be thoroughly established and clearly defined. Uniform systems should be established in every state. The state is direlict in duty when it refuses to establish a uniform system upon which its children are to be educated. At this day such refusal is evidence of a want of judgment or a lack of proper interest in the cause of the people. It savors of ignorance or a perverted will. The state does not deserve loyal subjects that takes no care to make them. Her prosperity will be measured by her intelligence; her patriotism by the ability to sustain it. As the state educates her children, or neglects it, so shall she reap the reward of her activity. 83 Resolutions on the Death of Father Pearce. At the close of the lecture the Institute proceeded to the election of officers, after which resolutions were offered relating to the life and services of the Rev. Cyrus Pearce, commonly known as ''Father Pearce." He was the first teacher of the first Normal School established by law in this country. He organized the school and conducted it successfully, rendering the plan practicable and popular. Governor Banks advocated the passage of the resolutions, and gave a sketch of the life and character, and services of the distinguished person to whom they had reference. The resolutions were approved without a voice of dissent. Resolutions were also passed on the demise of the late Dana P. Colburn, A. M. Several speakers advocated their passage. They were unanimously adopted. Evening Session — Call of States. At half-past seven o'clock, in the evening, the convention met for the purpose of listening to the statements of some twenty delegates, in relation to the systems of public education in use in several of the states and cities of the Union. In this engagement the following states were represented: Maine, New Hampshire, Massachusetts, Rhode Island, Connecticut, New York, New Jersey, Pennsylvania, Maryland, North Carolina, California, Ohio, Michigan, Illinois, Wisconsin, Iowa, Kansas, and the foreign city of Berlin. It would be an interesting record that would embody the addresses of the representatives of the different states that were delivered before the convention. But this labor is now next to impossible. The speeches were all extemporaneous, and it is quite likely that they will never be written out. Discussions, however, may be provided in future, by which the object may be attained. Patronage of the General Government — Education of the People. The statements of the gentlemen from the different parts of the country were highly interesting, in their detail of an ex- ceedingly varied experience. In the absence of any general 84 plan upon which the exchange of reports, &c, may be effected, each of the states appeared to be thrown upon its own resour- ces, and obliged to work its way in the exercise of its own dis- cretion, securing such information as it might be able to seek from other quarters. In this way each state has been compelled to commence as a pioneer, and push its way in the working down of difficulties, taking advantage of favorable circumstan- ces, and making use of every possible means of securing the success it was in search of. .In some instances the difficulties were formidable, and the labors of the parties onerous and oppressive. More than half the troubles through which the friends of education have wrought their way, in establishing systems of public instruction in a number of the states, might have been spared, by some general arrangement for the circu- lation of reports and statistics relating to the subject. Why the general government does not, or cannot, interpose its aid in a matter of so much importance, it is difficult to apprehend. In the lack of some general provisions for the circulation of the light, the friends of this great cause are obliged to work per- petually in seeking it; and to do and undo in the way of experi- ment, what ought to be ordered in the first instance upon the basis of experience. It may be imagined that the mere establishment, by the general government, of a Board of Statistics, or a National Bureau of Education, by means of which the desired inter- change of information upon the subject of education may be effected, is a matter of small consideration in its comparison with the permanency or uncertainty of the union of our states. But it must be remembered in the connection, that the question involved in the consideration, is the patronage that it is neces- sary the general government should extend to the agencies by which the people are to be sufficiently enlightened, to enable them to distinguish between the measures that are dangerous in their political relations, and those upon which their security as a nation depends. The patronage of the general govern- ment, thus extended, may not only encourage the states in their purpose of enlightening their citizens, but it may afford them assistance in the performance of the duty. Upon the education of the people, depends the safety of our republic. 85 The education of the people, therefore, is the great work to be performed. This work must be accomplished by the states. And the states may be encouraged and assisted in its accom- plishment by the patronage of the general government. In this analysis of the subject, the importance of the patronage of the general government plainly appears. In determining the question, it is essential. It cannot be omitted, without danger in the risk of most disastrous consequences. Safety op the Union in the Education of the People. It is doubtless true, that the safety of our Republic de- pends upon the education of the people. This declaration, which may now be treated lightly and passed by with in- difference, will one day fall like a thunder-clap upon a start- led nation, if the crisis be allowed to arise, when an intelligent few will be compelled to wage a contest with an uneducated and ignorant multitude. The people must have intelligence enough to understand and appreciate their liberties, or they will do what has been done before — destroy them. It is high time our government was excited to action in this issue. The crisis of dissolution is a subject of thought and conversation. The thunder is heard in the distance. Wisdom indicates that pre- paration be made for the trial. In the education of the people upon a basis of high morality alone, lies our safety, or the safety of succeeding generations. Why then should not the government adopt some plan by which the views and experi- ence of those who are now laboring in the cause of popular virtue and enlightenment, may be circulated and rendered gen- erally useful. It cannot certainly be regarded as an interfer- ence with the rights of the states, to afford them all such infor- mation as may be desirable in this relation. Should such interference be apparent, it must be more in the manner of performing the service than in the service itself. The official order of the general government to the states to establish systems of public instruction, might be considered an interfer- ence with their rights, but the establishment of a National Bureau of Education, or Board of Statistics, is a very different thing. Such Bureau or Board, can no more be considered an 80 interference with the individual sovereignties of the states than the Patent office, or the measures introduced by the govern- ment for the encouragement of Agriculture. There can hardly he a comparison between the results that may be produced in the working of these several agencies. The Patent office and department of Agriculture relate to the prosperity of the nation. The education of the people has reference to its very existence. Were this momentous question to be so considered, as to be estimated as a part of the patriotism of the statesman, the halls of our national and state legislatures would ring with the eloquence it would elicit. But unfortunately for us, the subject has not become sufficiently popular to enable our statesmen to work upon it as a point upon which their own advancement to fame and fortune may be secured. This may be considered a bold declaration, but it is never- theless true. Its proof is in the fact that the candidates for popular favor are seeking their own elevation, when the people ought to be seeking their services. The labor of the man for his own individual prosperity, in the search for fame and for- tune, is much more apparent than the purpose of serving the people in the management of their national interests. Should there be a single doubt in the mind of any man upon this sub- ject, let him compare the labors of almost any of the politicians of our day with those of the immortal hero of our revolution, and the first president of our confederated republic. The more than Cincinnatus of his time, he showed by his character, and the manner in which he sustained it, that as a soldier and a statesman lie entertained neither desire nor purpose that did not begin and end with the establishment of the republic, the prosperity of the nation and the happiness of the people. If the right hand of Washington would not have been cut off' and his right eye plucked out, rather than he should have pursued the path of ambition and profit, at the expense of his country's character and safety, the patriotism of a man is never to be estimated by his actions. The country wants another Wash- ington. It wants him in a crisis more formidable than the revolution. It is a crisis far more fearful than can be produced l)y a foreign invasion, or by the intervention of any extraneous influence. It is a crisis that may arise from civil feuds and 81 party and sectional contests; a crisis in which brother shall point the bayonet to a brother's breast, and in which the spoils of victory must be the treasures that patriotic spirits have gathered for the perpetuation of the blessings of liberty to a great nation. In the ignorance of the masses, this issue is inevitable. No- thing can prevent it but the extension of educated morality through every inhabited district of the country. Too long has the effort been neglected; too long has the work been delayed. 'Already the clamors of the great contest may be heard, and if the time for action has not arrived it will never appear. The apathy of the nation in regard to the question, is portentous of the dreaded evil. The people are passive, while statesmen are quiet, and political demagogues may be leading them on to ruin. The harmlessness of the dove may prove destructive, without the wisdom of the serpent. The lion may be led as the lamb to the slaughter, when the power that oppresses him is too formidable to be affected by his resistance. The arm of power is yet with the people, but it is trembling in the lack of their intelligence. The question that produces sectional strife is now admitted upon the platform of patriotism. The states are divided in sentiment upon local and social points — points that can never become universal and national, though the nation be perpetuated forever. The principles that are declared to be, but which are not, in those points, are as opposite as the poles. Nor, is there anything in them that, upon any basis of propriety, can be tortured into subjects of universal national arbitrament. A consideration of greater absurdity cannot be presented to the human mind, than that which presupposes the dissolution of the union of the states of a free and beautiful re- public on account of questions which are of local and sectional character. And yet such are the questions that are sending the thunders of a political and civil contest throughout the country. And in what is the public safety to be sought? The answer is ready. In the education of the people, so that they may understand the points about which they are contending, and be able to estimate the issue which presents itself in their consummation. There can be no doubt upon the propriety of presenting the subject in this form. The facts involved in the consideration are imperative in their effect upon the decision. 88 The question does not admit of dispute. It is received and believed as truth. The difficulty lies in exciting the parties interested to proper action in directing the result. It is clearly certain, that no harm and much good must be the result of such arrangement as will produce a universal interchange of educational statistics and other information, for use in every part of our country. The want of this arrange- ment was apparent upon the platform on which the educational interests of the states were arrayed at Boston. The loss te the states, and to the nation in the past, on account of it, was equally so. One voice in Congress may be sufficient to ac- complish the object. Let that voice be heard. One act of the government, which may be admissible upon laws already enacted, may be sufficient for the purpose. Let the proper government officer be found, who may possess sufficient patriot- ism to become interested in the issue, and the difficulties will all be made to vanish. In the acknowledgment that Maryland has no uniform system of public instruction, her representative was obliged to endure the mortification necessarily occasioned by a comparison of her inactivity and indifference in this relation, with the living energy and efficiency apparent in the working of the systems of instruction adopted and handsomely supported by other states. It requires the actual witness of scenes, such as occur when the superintendents and other representatives of the different states assemble for the interchange of thought, and for mutual im- provement in their intercourse with each other, to afford a proper appreciation of the feelings of one that is obliged to acknowledge that he is in the back ground of the interesting picture presented to his view. In several instances the under- signed has been placed in this position, and he has been obliged to summon to his aid all the fortitude he could command, in order to sustain himself under the humiliating pressure. There is one redeeming feature, however, that must be associated with the unfortunate condition in which Maryland, as a state, is willing to place herself. The system of public instruction pur- sued in Baltimore city has not its superior in the country. It will bear comparison with the best, and this is sufficient to con- vince our friends of other states that we have the resources, the 89 means, the abilities, although the state may be unwilling to use them. It is not in her intelligence, but in her indisposition to use it, that she is in the rear. She has eyes, if she will not see, and she has ears if she will not hear; and if there be a trap and a stumbling block in her way, she chooses, she elects, that it shall be so. If, under these circumstances, she stumble and fall, the price of her neglect must be a fearful retribution. Festival. The labors of the convention having been closed, in accord- ance with the notice given, the teachers and others in attend- ance, proceeded on the evening of the 24th instant, to Music Hall, where they were entertained by the city in the exercises of a very pleasant and costly festival. There were about twenty- five hundred persons present. Gilmore's celebrated band, in full number, enlivened the occasion with their performances, producing music of the highest order of its kind. The Mayor and City Council occupied places upon the platform, together with many of the guests who had been invited to take seats with them. The exercises of the evening were .opened by Mayor Lincoln, who expressed his satisfaction in meeting so large a number of the members and friends of the Association, whom he had enjoyed the pleasure of greeting in the opening of the convention. The city authorities had endeavored to do their duty in fostering and encouraging the great enterprize of education which their forefathers had commenced, and which it was the pleasure of their successors to perpetuate and improve. He had witnessed the proceedings of their different sessions, and was satisfied that great good would be the result of their deliberations and decisions. The occasion was one of rejoicing, because "it was believed that the best of influences would go out from it. The city authorities were happy in thus mingling with the friends of education from different parts of the country, and the hope was entertained that they would return to their respective homes and pursue their arduous, responsible and honorable labors, with renewed energy and zeal. The address of the Mayor was followed by others of the same character, congratulating the audience upon the success of the 12 90 convention, and the benefits that were likely to How from its labors. The time occupied by the address was less than an hour, when the Mayor stepped forward on the platform, and spoke as follows: "Gentlemen and Ladies — It is not our intention to feast you on speeches on the present occasion. You have had enough of that sort of feasting during the past few days, and I now most cordially invite you, in the name of the city of Boston, to meet us at the tables in the entries, upon which you will find the substantial of our festival." The invitation was at once accepted, and while the happy multitude, in the large and beautifully decorated hall, was cheered by some of the sweetest strains of most eloquent music, the guests were regaled with a profusion of the choicest viands, in a collation that was spread upon tables in the entries sur- rounding the hall, and upon the several gallery floors. The groups that were gathered on the extended promenade, pre- sented a most interesting sight. All appeared to be happy in the enjoyment of the festivities. There are three tiers of balco- nies, backed by galleries, above the main floor, and these were all crowded by one of the most brilliant assemblages that had ever appeared in them. It was certainly a stirring sight, and appeared to afford a high degree of pleasure to all who wit- nessed it. With the scenes of the festival closed the exercises of the convention, and the professional part of the great audi- ence, doubtless left the hall with the kindest feelings towards the citizens and city authorities of Boston, for the interest they had exhibited in their behalf. Such encouragement, so mingled with hospitality and per- sonal interest and attention, must have its effect upon the teaching ele*ment of the vicinity, and be productive of its pur- pose in the full measure of success it may secure. The people of Boston, and of Massachusetts generally, appear to entertain a high degree of respect for their teachers, and to treat them with the deference which they deem due to their intelligence and character. They experience the value of their schools, especi- ally their public schools. The greater proportion of their population have received their education in their public insti- 91 tutions, and therefore they bear with them through life a degree of appreciative respect and affection unknown to others who have not been placed in a like position. The Governors of the state, the Mayor of the city, Senators, &c, have all in succession enjoyed the privileges of public instruction, and they never forget the associations of earlier life that afforded them the means of improvement in such a high degree. Hence the mingling of the state and city officers with their teachers in these literary and festive engagements. Nor is the thought conceived that a single dime of the money appropriated to such pursuits is lost. It is regarded as capital placed at interest, which is ever bringing in the full amount of its anticipated income, in the intelligence and morality which are the products of its application. The success secured is considered the most liberal return of the best kind of profit. The zealous and hearty co-operation of the state and municipal authorities with the people, in sustaining and encouraging the instructors of their youth, must have the most beneficial effect upon the edu- cational enterprize. It is full of evidence of the high respect with which the teachers are regarded, and. of the estimate which is placed upon their services. An enterprize so esti- mated, fostered and sustained, must be successful in the ac- complishment of its intended purpose. The means expended in its support will produce a continual accumulation of capital, which cannot fail to render the richest and most profitable and enduring income of the state. Conclusion. I have now noticed the most prominent events that occurred and the most important sentiments that were expressed at the conventions of Buffalo and Boston; and I have described, as far as the limits of this paper will allow, the departments of the Normal School at Toronto. If I have given but a faint idea of the impressive scenes through which I have passed, and in which, with the friends of education of other states, I have been engaged, some benefit may result from the effort. Our knowledge and experience in the matter of education, and in the management of schools, as in other relations, are enlarged 92 by actual intercourse with others who are in pursuit of the same objects, or by such information as we can secure from those who are personally associated with them. In either case the information that contributes to the general stock may be of service to the cause, and to the community. In this way, it is hoped that the present statement may be rendered effectual in the accomplishment of good. The sentiments herein embodied, as presented in addresses and lectures, and elicited in debates, can hardly fail to impress the practical teacher and friend of education, with their importance; and many views and opinions may be gathered from them that might, otherwise, never be suggested. That such may be the case,, is the most ardent desire of the undersigned; and if the needed result be attained in the diffusion of some small proportion of information that might otherwise be lost, the labor will be well repaid. Respectfully, J. N. M'JILTON. Office of the Commissioners of Public Schools, ) Baltimore, September 20, 1860. 5 Importance of the Teacher's Calling, Nationally Considered, ADDRESS DELIVERED BEFORE THE Rational €tu\txs ^sanitation, IN THE CITY OF BUFFALO, N. Y., .gLug-ust lO, I860, BY J. N. M'JILTOJST. ' 'Nor am I less persuaded that you will agree with me in opinion that there is nothing which can better deserve your patronage than the promotion of science and literature. "Whether this desirable object will be best promoted by affording aid to seminaries of learning already established, by the institution of a National University , or by any other expe- dient, will be well worthy of a place in your deliberations." — Washington's First Annual Message. ADDRESS. Gentlemen and Ladies of the National Teachers' Association: The theme of my present discourse has been selected with the view of directing the attention of the teachers, and friends of education of our country, to a subject which has hitherto been too much neglected. It relates to the responsibility of the teacher's office, in preparing his pupils for citizenship in a free republic. It is clearly obvious that such responsibility is imposed upon the office, and ought to be considered by every one that assumes it in anj^ of the states or territories of our Union. The peculiar relations of the citizen to his government as established by the Constitution of the United States, are such as have never before existed. In these relations, each of the governed, is, in some degree, a governor, and so involved with the rest, that any of his acts that relate to the government must have a reflex action upon them all. The peculiarity of such citizenship is strikingly apparent. The necessity of pre- paration for its exercise is equally so. Character and Position of the National Teachers' Asso- ciation. In the consideration of this subject, the character and position of the National Teachers' Association cannot, with propriety, be omitted. In its title the Association assumes to be the 96 representative of the educational interests of our entire country, and ought to, and doubtless will, exercise a controlling influ- ence over those interests. The design of the institution, if I pro- perly understand it, is, not only to encourage the educational enterprize throughout the country, but also to give it tone and character, and to render it effective in the performance of its service. The mission thus assumed by the Association is one of the highest and most momentous concern. It is to develope and regulate the educational resources of the country, and to arouse the people to a sense of its importance. And so essential is this service, that it should be continued until every city and village, and hamlet and school district in the land, shall be excited to action on its behalf. Nothing can be more plainly apparent than the fact that the American people do not estimate properly the value of their educational interests and institutions in their intimate relation to their form of government, and the necessity of their sustain- ing them, in order to secure their own individual prosperity. Even teachers themselves exhibit an apathy and indifference upon this subject, which are indicative of their lack of personal concern in the pursuit of their profession as an agency of national interest, or in any other than an isolated condition. In the choice of, or admission of this isolation, such members of the profession underrate its importance, and as far as the effect of their action is extended, it is detrimental to the great cause which they ought to unite with their brethren in sustaining. To draw out the intelligence, the experience and power that are now obscured, and to concentrate them for action in the service of the nation, is the great work that now lies before the National Teachers' Association. How it shall accomplish that work its future history must declare. The Fielo to be Worked by the National Teachers' As- sociation. The field in which the National Teachers' Association assumes to perform its service, is co-extensive with the states and terri- tories of the North American Union. In its present condition, that field presents an amount of labor scarcely less extensive than 97 its area. As a nation, we have no agency by means of which the slightest encouragement is afforded to the cause of education; and this condition is allowed in view of the fact that our very existence as a people is depending upon our intelligence. Many of the states and territories are not provided with systems of common school instruction, without which the children of the people cannot be educated. There is no provision, by means of which, the labors and experience of school operators in one part of the country, can be rendered available to those who are operating in other parts. There is no official arrangement by which an interchange of school reports and other papers upon the subject of education can be effected. Such interchange, partial as it is at present, is entirely of voluntary character. There is no official agency by which even the statistics of the educational operations of one state can be secured to the opera- tors of another state. In view of this vast field, in connection with the great importance of a general diffusion of the educa- tional spirit, by the circulation of educational reports, papers, &c, the National Teachers' Association holds a most responsi- ble relation to the country. It is not too much to expect of this Association that it shall reduce to a general system, in form at least, the various plans pursued in several of the states, some of which are of creditable character, while others are most imperfect and unsatisfactory, both in their form and opera- tions, as well as to provoke to action the states that seem to be indifferent or undetermined in relation to their educational interests. Besides the labor of working out a general system of inter- change and correspondence in relation to plans of instruction, both public and private, it may be expected of the Association that it shall improve and systematize the work of education itself; which is very irregular in its operation, and altogether uncertain in its effects. Two of the departments of education, the mental, and the mechanical as associated with the mental, have never been so arranged that each may occupy its proper position and perform its appropriate service. Mental phe- nomena are so subtle in their evolutions, that it is not always possible to distinguish accurately between the purely mental and the mechanical. What is necessarilv mechanical in eclu- 13 us cation, may sometimes be overshadowed by that which is purely mental, and the development of practical character retarded. Again, that Avhich is properly mental in its nature, may be obscured by the over cultivation of the mechanical, and the thinking process may be interrupted thereby. The purely mental process is pursued by reading and in the receipt of oral instruction exclusively; the mechanical by the over use of the slate practice and the cultivation of the memory alone, without giving due exercise to the other faculties of the mind. — The greatest danger is to be feared from the over culture of the mechanical at the expense of the mental. It is possible for the memory to be cultivated mechanically, and the student may be thereby prevented from full development of his mental powers in the pursuit of independent thought. It is well known that entire text-books have been memorized by students, who have never been aware of the exercise of any independent thought upon the subjects of their study. The true system of mental culture, in its connection with the moral and physical in education, is yet to be developed. And the development of that system in its adaptation to the free institutions of our Kepublican government may be legitimately imposed upon this Association. Its very title of National Teachers' Association indicates its responsibility in this re- lation. The body thus presented to the view of the nation, should not only become the agent through which the great work, here proposed, is to be accomplished, but it should con- tinue to be the superintendent of the system thus to be pro- duced by its own intelligence and labors, and to maintain it in its proper sphere of operation as long as there may be work for it to do, which it is likely will be as long as there are men and minds to educate. Character of the Government Controlling the Field to be Worked by the Association. The government of the United States is that of a free Repub- lic. It is one government of many states, uniting millions into one people. Each state having surrendered a portion of its power for the purpose of forming a confederacy, has entered into a compact with the rest for a perpetual union, which was intended to be complete as a unit and as enduring as time. The contact is ordered by a Constitution, which is perfect in its guarantee of freedom, and cannot be altered in its essential features without violence and revolution. Notwithstanding the limited and subordinate condition of the state as of neces- sity ordered in the compact, it is sovereign in its character, and quite as free in its sovereignty as the general government of which it is a part. The general government is itself restricted in the precise ratio that it limits the sovereignty of the states. Its powers are those that the states have surrendered for their mutual benefit. The rights retained by the states are as im- portant as those surrendered for the purpose of forming a con- federated union, and they ought to be considered as a sacred reservation, — an unsurrendered and native immunity. And the surrendered rights of the states individually, are fully requited, in the protection and privileges secured to each by their confederacy into a single government. While the general government is to be respected and maintained in tact, in its confederated prerogatives, the rights of the states, clearly in- herent and reserved, are never to be invaded nor trenched upon; nor can they be interfered with in the least degree with- out damage to the compact by which the confederacy is render- ed complete. Any injury, therefore, that may be done to the general government, must have its effect upon each of the indi- vidual states, and any injury that may be done to an individual state must be reflected upon the general government. In the admirable confederacy thus formed, the individual citizen has a share. He is a sovereign in his character and rights, as well as the state and general government. Being a member of both, he is alike generally and locally a sovereign. His pro- tection and privileges are doubly secured. They are guaran- teed both by the state and general government, while both state and general government are entitled to his respect and service. From this arrangement, it appears that any agency that would hurt the state, is a two-edged sword that wounds at once the general government, and each individual member or sovereign of which the state is composed. The system of government thus presented is original in its structure, and of exquisite ingenuity in its arrangement. It 100 is constitutional in its form, and thoroughly conservative in all its features. The treason that would harm such a compact, is an offence against God and humanity. It is infamy of the vilest character. It strikes at once at the foundation of human freedom, and at the natural and inalienable rights of mankind. As it appears in its receipt and distribution of favor, our general government exhibits itself as the proudest confederacy that ever existed. Viewed in its active operation it is the radiating point, and the states the receivers of the richest benefits and blessings, the whole forming the most important and beautiful structure of government that was ever conceived by the human intellect, or modelled by human hands. The hand of Divine Providence is so plainly indicated in its structure, that it seems almost to be the work of inspiration. Nothing like it has ever been presented to the view of man. Its success must be the elevation of humanity to the highest eminence of excellence; its failure the most disastrous national calamity that has ever happened upon earth. I have been thus explicit in describing the plan and object of our federal compact, for the purpose of showing its exalted character and position, and that it was prepared for man in the highest development of all his powers, and can only be sus- tained by a cultivated people in their advancement towards the most exalted condition of virtuous enlightenment. To be appreciated, this compact must be understood, — to be under- stood, it must be studied. It must be both appreciated and understood by the citizen who is summoned to action in his offi- cial relation as a sovereign, in supporting and sustaining it. For such intelligent citizenship, humanity must be educated. He that would possess and enjoy, to the full, the proud immu- nities and privileges it confers, should be a man of the loftiest patriotism and in the highest state of religious enlightenment. Were the citizen thus enlightened and patriotic, and the gov- ernment appreciated according to its true value, in its confed- eration of states and union of state and individual sovereign- ties and interests, there would not be a voice in the land but would echo the sentiment by which the patriots and heroes of the past were animated — "the union, perpetual and indissolu- ble." Universally and bitterly would the sacriligious traitor 151 be despised and denounced, that would dare to Uplift his ai'm to disturb the happy relation. In the union of thirty-seven states and territories; there is the mingling of the interests and fortunes of more than thirty millions of people. The success of such a union, in its estab- lishment of human liberty upon a basis of intelligence and virtue, must be the greatest blessing in the form of a national government, that has ever descended upon our world. In its permanent establishment, it must become the model govern- ment of enlightened nations, and the means by which the bene- fits of civilization, enlightenment and religion are to be ex- tended to every locality of the globe. Conservative Power of our Confederacy of States, The experiment of a free republic, such as ours, has never been tried before. The republics of past years are not to be compared with it. They were, in a certain sense, military despotisms, and contained within them aristocracies, which were in conflict with the freedom of the state, and the authority by which it was ruled. The elective chief was sometimes a despot in his rule, and ruled an aristocracy as despotic as him- self. If he maintained his position, and the freedom of the state and people, if it may be entitled to the name, he did it by the force of arms. But our government, while it is almost a pure democracy, has in it a sufficiency of conservative power to secure the co-operation of the individual citizen, under the con- trol of the law that limits his prerogative, by associating him with others of equal rank. Every citizen is, therefore, as nearly a sovereign as any government that can be sustained will admit of. It is intelligence and virtue, rather than the military rule, or any other rale, that must control in such a government, and without intelligence, controlled by virtue, the government cannot be sustained. They are not "generally the intelligent and the pure, but the ignorant and the vile of our communi- ties, that produce disorder and trouble and disaster. It is true, that the demagogue and the fanatic . appear sometimes in the persons of educated and intelligent men, who assume to be leaders of parties, and through whose agencies the less informed are led into error and mischief. But it is to counteract the 102 influence of those designing persons, who seek wealth and power in their control of the less informed, that education is necessary. Nor will any measure that does not include educa- tion in its operations, accomplish the object. Led by the demagogue, the ignorant among the individual sovereigns of the state, are likely to become the contentious — the factious and resisting. Hence civil commotions and acts of violence in communities. But civil commotions and acts of violence can never become universal, nor even very extensive in our country. The division of the general government into its state sovereignties is of itself sufficient to prevent a universal rupture, and to control readily a local outbreak. In case civil commotion should be provoked in any state, other states may interpose their mediation, or the general government may in- terfere and arrest the tumult. This is one of the advantages of a union of states into a governmental confederacy. No con- solidated government would be half so potent for protection and for the preservation of peace. While each state is a con- federacy of individual sovereigns, who may, when provoked, quarrel, and, perhaps, fight with each other, the general government is a confederacy of sovereign states which may inter- pose its authority, and command the peace among the contend- ing factions. A consolidated government of individual freemen could possess no such conservative influence, because it would not be a disinterested party in cases of civil Avar. In such government the effect of an extended misunderstanding would be the production of anarchy and its consequent troubles. — Centralized, the power would be chiefly in the hands of the ruler, rather than in the government, and, unless popular, his efforts would be futile in the arrest of an extended insurrection. But no such difficulty could be prolonged in a government that is made up of a number of distinct and independent state and individual sovereignties. Another conservative feature that has never appeared in any other republic, nor in any other form of government, is the absence of danger, in the extension of territory and increase of population. The introduction of new states into our union, and the consequent extension of the territory of the United States, can never, if properly managed, be productive of evil. 103 The increase of the states in this way is the security of protec- tion for the whole. Each new state being an independent com- monwealth, in the great union of commonwealths, becomes a new protector, and its interest in taking care of itself, renders it the protector of other sister states. It assists in dividing and equalizing the responsibility, which renders each state a co- laborer with other states, and each individual man an assistant — a co-laborer with other individual men in upholding and supporting a sovereignty which is itself, in its degree, limited and subordinate. The same arguments may be used in relation to the increase of the population of the states by emigration or otherwise. The increase of population is not to be regarded alone as affecting the general government. It is an increase that is reckoned in relation to the states from which the aggregate is computed. Political economists have determined that an excess of popula- tion is a burden upon a state, and may eventually effect its ruin. It will be difficult to produce this result in our country. The perpetual division of territory and increase of states, not only produces new commonwealths for the confederacy, which may assist in the consummation of its power, but affords the means of living for an increasing population. Thus the country is extended in the perpetuation of its youthful vigor, and in a continued view of advancing prosperity. Compared with other governments, whether of the present, or recorded in the history of the past, our republic stands out in bold relief as that which can best secure its own safety, and the prosperity and happiness of its people. The wisdom of its arrangement is apparent in its thoroughly conservative charac- ter. The men who framed it are worthy of eternal honors. They have left their descendants a rich and glorious inherit- ance, and we must become a nation of pitiful wretches if we do not preserve it in its purity, and deliver it to our successors at least, as perfect and as valuable as it was when we received it. Obligations of the Citizen in his Eelation to the Govern- ment of the United States. It is in the exercise of his freedom, that the citizen of the United States realizes the difference between his own position 104 and that of the citizens of other countries, in which the forms of government are unlike those of his own. He is, himself, a part of the government, and feels the importance of his position whenever he is called upon to exercise his privilege as a free- man in the elective franchise. He is aware that his preference should he given to honest and competent men, who are hest qualified to perform the duties of the offices they seek. He is aware also, that there are political sentiments widely differing from each other, and varying policies in regard to the admin- istration of the government, which are entertained and advoca- ted hy men of character and talent, who solicit the suffrages of the people. To discriminate between the parties controverting each other's sentiments, and thus claiming his support with equal boldness and confidence, he must have some idea of the government, and of the manner in which its affairs ought to be conducted. In the absence of sufficient intelligence to deter- mine which, of the parties he will support, he must be directed by the advice of friends, and in following such advice the chances are equal for his maintenance of error or truth. The wrong is clearly in the risk, and is just as likely to be his choice as the right. In his blindness lie may cast his vote for damage to the cause which it is his purpose to uphold and sus- tain. In such issue the government were better off without the service of the citizen than with it; and the citizen can enjoy but little satisfaction, either in the knowledge of his wrong, or in the doubt in regard to its commission. In the hazard of the wrong there is danger, and the absence of the agency producing it Avere a gain to the government. And how many thou- sands of our unlettered and deceived countrymen may have committed the wrong, and wrought the damage here intimated? In their lack of intelligence they were worse than useless mem- bers of the community. Their deed of wrong were disastrous, if not in some way overruled. In reflecting upon this subject, the thought is suggested that citizenship in a free republic is at once a sacred and a fearful trust. Surely it is not to be trifled with. It is a trust too sacred and too fearful to be committed to humanity in its condition of ignorance. In such condition humanity is incapa- ble of apprehending the nature and operations of any sort of 105 government, and much more so of assisting in its support. In view of its high importance, and the dangers that are involved in its abuse, it may be said of the elective franchise, that it is a privilege none but enlightened and virtuous men should pos- sess. In its exercise a man works for good or for evil alike to himself and the nation of which he is a citizen. His deed of ignorance, which he may accomplish, merely by casting his vote, must result in reverse, perhaps ruin, or be overruled by the counter deeds of those who are better citizens, simply because they are wiser men. The Pursuit of the Demagogue in Securing the Popular Favor. It is in the consideration of the condition of our country, as I have briefly reviewed it, and the consequences that must result from it, that the American patriot trembles when he contemplates the future of our history. With his eye upon the conflicting elements that are surrounding him and doing their work of political, or rather of sectional warfare in his view, he canuot resist the fearful reflection that the issue may be fatal. The scene before him is any thing but encouraging. It shows him a man of powerful intellect, occupying a proud position, which he has attained through the agency of his own intelli- gence, who is looking forward to a higher elevation in the highest office to which the suffrages of a free people can raise him. The man is called a statesman, and the people do honor to him in the character. His intellect is employed in working his way to desired office upon a question of local bearing. It is partial and sectional. It produces local prejudices, and partial interests, and sectional strifes and divisions. He is the head — the champion of his party, which is violent in the execu- tion of its will, and would work its way to success through disaster, bloodshed and ruin. Such is the man that the mind of the nation admits as a proper aspirant to the proudest posi- tion it possesses. He is, if successful, to be the ruler of the people. By the side of, and around this candidate for the peo- ple's favors are crowds of friends. He has moulded them for his purpose. Their opinions and prejudices are those of his own 14 106 construction. They are trained, perhaps unwittingly, for the service that their leader has appointed, and are paid or expect to be paid, for their labors. He will be remunerated for his efforts in the honors and profits of the office he seeks; and his friends will be paid by him in their appointment to such offices of inferior honors and profits as may be placed within his gift. There is something that savors of the mercenary in this ar- rangement. But the people are uneducated; they are not capable of thinking for themselves; and they may easily be played upon by the superior intelligence of the men that are deceiving, or at least leading them. But suddenly a rupture takes place among the friends of the aspirant. He cannot give, although he may promise, the same office to more than one person. The fact is disclosed that a prominent actor in the scene cannot be paid for his services, in the execution of the inglorious commission that was assigned him, and for the duties of which he was faithfully trained. In a moment when the principal in this issue of cor- ruption is most hopeful of success, and least suspicious of evil, and Avhile he is confidently trusting to the integrity and faith- fulness of his party, a faction deserts him. They betray the trust confided to their keeping. They affect to be aggrieved, and would convince the people that they are greatly interested in the grievance. To gratify themselves, or perhaps to make new interests with some other demagogue, they write out their complaint and publish it to the world. They declare that their principal had disappointed them by some overt act, or that they are deceived by the disclosure of some of his plans in which they are not included. In their complaint they show how devoted they were to their leader. They were willing to submit to the sacrifice of name, and fame and fortune for his advancement; and while they were most patriotically devoted to his cause, they could not submit to the slight he had cast upon them, nor to the hazard of loss in the spoils in which they were promised a share. Their appeal is to their countrymen. They would have the whole nation to arise indignantly and re- dress their injury. The publication of the wrong is the reveal- ment of a mystery — a sort of conspiracy which is intended to produce a startling effect upon the public feeling. In reading the revelation the people are surprized, but they are not startled. 107 They can sit quietly and read composedly the account of the plan that was devised for deceiving them. There is some ex- citement produced, but it does not ruffle the surface of public opinion. The principal in the case pursues his onward way; his friends follow him with their complaint, and increase it as they proceed. The newspapers of the country publish it as a rare disclosure, and attempt to startle their readers with the news. While the work of the disaffected is boldly progressing, and the man they would damage is affecting indifference, the people, more than thirty millions in number, look on with varied views and feelings. Some speak disparagingly of the principal, and eulogize the independence of his quondam friends. Others de- nounce the faction and laud the injured leader. Nearly all the readers of the controversy become the interested partizans of one or the other of the parties. The people thoughtlessly take up the quarrel, and wonder and talk, and feel indignant. And there is wrong in the issue and cause for wonder that it should have been made. The wrong is done to the country, and it is won- derful that the people should allow it. The people do not discover it, but they are themselves the aggrieved — the in- sulted; and they are the people's institutions that are to be hurt by the success either of the principal or the factionists. The cause for wonder, and the wrong, appear, (first,) in the fact that men can imagine they are patriots, and worthy of the homage and patronage of the people, while they are using and abusing their free institutions, in the securing of their own personal advantages, and realizing fame and fortune in the pursuit; and (secondly,) it is wonderful that the people should submit to the wrong, in allowing themselves to be duped and used as the unresisting and willing agencies through which the purpose of the parties in outraging and insulting them, is rendered successful. In the scene here presented, — and it has appeared and re- appeared, and then appeared again, in the view of the Ameri- can people, they have been insulted and they have not known it; they have been injured and they have not noticed it; they have been bought and sold, and cajoled, and they have not believed it. There are now five setts of candidates in the field for the highest offices involved in their national suffrages, and 108 for aught the people know, the principal offices of the govern* mcnt may be pledged to five setts of separate co-operatists in the efforts to secure them. Had the duty of the schoolmaster been performed properly and at the proper period, the enterprize of the demagogue and his designing partizans had not been entered upon — possibly it had never been conceived. An educated people could never submit to such schemes of selfishness and ambition; and their own good sense would have forewarned the contentionists of the certain failure of their schemes. The Security of our Republic is in the Intelligence and Virtue of the People. Considerations such as I am now presenting, are impressed upon us as a people at the present time. Wise*and cautious statesmen of our country have given utterance to the thought that we are now apparently upon the verge of a national crisis, the result of which cannot be augured. And the crisis, if such should happen, will be one in which the test may be applied, whether or not our experiment of freedom is to be a failure. Should this test be really applied, and with reference to the intelligence of the people and their capability of self-control, the issue must be altogether uncertain. • The experience of past years, in the encouragement of sectional jealousies and party prejudices, and the practice and enforcement of sectional regu- lations, which are admissible by the practice of the general government, and by the Constitution, is full of the most fearful premonitions of future evil. The evidences are before us and around us; they appear in the very events which are significant of the character of the times, that all our people are not sufficiently intelligent to use their free privileges understandingly; and that self-control, which is a necessity in sustaining a free re- public, is not practiced to any considerable extent by our fellow- citizens. Those evidences start out in thick array from the larger cities of our country; and they are met by corresponding- testimony from every village and country town, — that individual responsibility is lost sight of in the rush of the multitudes after 109 the success they are in search of; success in many instances of schemes which are not understood, and the effects of which are not foreseen by the parties that are engaged in producing jliem. It is morally certain that if the people of our country were properly informed, that is, if they were sufficiently educated to appreciate the character and true value of our government, and fully capable of self-control, they would not only be better pre- pared, but much more willing to meet their obligations, and discharge their duties as citizens of a free republic. Were such the condition of the public mind and morals, there would be no commotion in regard to our institutions; no agitation on account of our national Union; but all would be peace, — peace produced by confidence in the stability of our government, administered in virtuous enlightenment, and with the view alone of securing the public safety and happiness. Had the statesmen and editors of the past half century but directed their efforts to the enlightment of the people upon the various subjects involved in the character and use of their free institutions, they would have secured the foundation of the republic as laid by the patriots and patriotic heroes of the re- volution, in such strength and firmness as would have rendered it immovable for ages. Had those statesmen and editors exer- cised their abilities and opportunities in multiplying the num- ber of competent teachers, and in assisting, and counselling and encouraging them in the discharge of their obligations in instructing the youth of the times, the people had been fully prepared for their national engagements as American citizens; and it is more than probable that no sectional clangers would now be feared, nor would any crisis from internal causes be apprehended. Had the teachers of the past been sufficient in number and the right sort of men and women, and had they performed honestly and faithfully the service required of them the mental and moral power of our people would now be suf- ficient for any emergency that might arise. The peace of the nation would be preserved in the proper measure of its strength and the confidence of its citizens would be established in their intelligence, patriotism and virtue. no The Patriotism of a Proper American Education. No properly educated nation could possibly tolerate for a single moment the idea of its own destruction. In such issue toleration were madness, and it is very certain that if the American national mind were excited to a proper consideration of the great question of its national existence and advancement, it would be a unit in its union, and no sectional interest what- ever, could be allowed to interfere with its united purpose of perpetuation and prosperity. The Union is the grand idea of Government in the mind of the American patriot; and in the consideration of its sacredness of character, and the absolute- ness of its necessity, any sort of sectionalism that would harm it is vilest heresy. It was fanaticism in religion that once brought men to the stake for their sentiments, and the world now condemns the deed as one of shocking inhumanity. But there can be no doubt that after ages will approve and applaud the decision that condemns to the faggot and the flame, the impious traitor that lays his unholy hand for evil upon the American Union. It is clear that fanaticism must entirely override the common sense of the American citizen before he can admit a question of sectional character to intervene between himself and any measure by which the prosperity of the people is to be secured. It is nothing less than the spirit of the vilest fanaticism that is now impelling thousands of our countrymen in the fierceness of their opposition to each other's sentiments. Nothing else could magnify a merely local sentiment or interest into a thing of more importance than our national existence in the union of our great confederacy of sovereign states. It is no credit to our republic, nor to any part of it, to say that this fanaticism exists and operates in it, and that its work of evil is counte- nanced and encouraged. It should be regarded as gross censure, to say of a man that he entertains and teaches fanatical senti- ments, and encourages the war of opinion that sometimes seeks its satisfaction in the blood of an opponent. The Constitution of the United States guarantees to every citizen the right of opinion, and the right of protection in the entertainment of that opinion, if it does not conflict with its own provisions, Ill nor interfere with the rights and privileges of other citizens. Non-interference is the great conservative feature of the Consti- tution, and the men that enjoy its blessings should maintain their own rights under its authority, by respecting and sustain- ing with a liberal spirit the rights of others. In the right of opinion and protection, consists the freedom of the American citizen, and in the spirit of toleration it would encourage, is to be found our security and the perpetuation of our liberty. A sickly patriot will be made of the man whose education par- takes of the sectional and the fanatical. In order to prevent such issue, every means should be used to counteract the fana- tical influence, by the substitution of the liberal and substan- tial in sentiment for the bigotry which becomes destructive in proportion as it becomes zealous in the defence of its cause. When the liberal in sentiment, and the substantial in character, shall be universally encouraged in our educational pursuits, we shall witness the proper expansion of the reasoning powers, and the true development of the judgment. Then shall our system produce patriots rather than sectionalists, and in our return to the principles and practices of our fathers of the revo- lutionary era, we shall secure alike our liberties, the extension of our prosperity, and the increase of our happiness as a people. We should teach our children that the true patriot can never be a fanatic, nor a sectionalist of any stamp. The inculcation of such a sentiment must fasten the principles of patriotism in the minds and hearts of the youth of our country. It must thoroughly nationalize their views and elevate their character above the sectional jealousies that may be practised by the narrow-minded politician. Had the educators of the past of our country's history, trained the youth of the successive gen- erations for purposes of patriotism, and the practice of patriotic virtue, and for the love and emulation of ennobling purpose, the demoniac term disunion, in its application to our republic, would now be unknown. Among properly educated people in the estimate that would be placed upon our government and its free and equal institutions, in their protective and preservative influence and power, there would be a halter in the hand of each of the thirty millions of our population, for the neck of the impious sectionalist who would be fool hardy enough to utter 112 the word dissolution, in its connection with our great and glorious confederacy of state and individual sovereignties. The Work of Education in its National Application. And now that I am addressing a national association, com- posed principally of the teachers of our country, I may be per- mitted to direct the attention of my fellow-laborers in this great agency of enlightenment, more particularly, to the high import- ance of the position we have assumed, and the fearful respon- sibilities it involves. Our duties and responsibilities appear, not only in the provision we are to make for the practical and thorough working of the process of education, but in the actual moulding of the mind and character of the people in its pursuit. The mothers and teachers of a nation are those, who, most of all, are to officiate in the development of its character; and associa- ted with this development is the fearful idea that in its issiie the fortunes, the destiny of the people is determined. In moulding the character of the nation the teacher shapes its fortunes, and directs, almost determines its destiny. What a fearful consideration! How startling the responsibility of the American teacher! He trains the free citizen for the privileges and duties of a free, constitutional republic. How carefully and how faithfully should this work be performed? The consideration is most important; its issue momentous. They are the mind and character of a free people that are to be drawn forth in the process of education pursued by the teacher of American youth. And the process to be pursued in this responsible work is to be evolved by our National Teachers' Association. The govern- ment under which the youth are to be trained as citizens is the republic I have described. It is a free republic, in which every citizen appears as an actor, and ought of course *to understand its nature and operations. This constitutional republic is yet an experiment. Its history as a permanent institution has not yet begun to be written. It has yet to be commenced. A govern- ment, especially a free republic, upon anew and hitherto untried basis, but eighty-four years old, cannot have passed through the stages of its experience which are necessary to the proof of its permanency. From the very beginning of such a government, 113 the teacher should have been active in preparing the subjects of his instructions for the duties that were to be imposed upon them as citizens and as freemen. This service should have been introduced among the operations of the school-room as soon as the question in regard to the Declaration of American Independence was settled. In some way or other the work of education should have been associated with the government. It is the only way in which the children of the whole people can be educated, and it ought to have been started either in a national system, of public instruction or a great national school. Such was the view of Washington as expressed in his official communications to Congress when President of the United States. It should never have been lost sight of. The school- master should have been identified with the labor of preparing the citizen for the performance of his duties to the government and to society. The very highest and best matured intellect in the country should have been employed in the pursuit, and a well digested and successful plan of public education should be in efficient exercise at this moment. Talent is and ever will be as essential in the school-room as in the Senate, and the employment of it there ought to be regarded as honorable. Men generally work their way from the lower to what are esteemed the higher and more honorable pursuits in our national councils. They go from the school-room to the Senate, and but seldom does it occur that employment in the Senate is exchanged for that of the school-room. The one ought to be considered as honorable as the other. It is certainly quite as important and equally necessary. The work of education, in a national view, as Washington and some of his immediate successors in the administration of the government, designed it should be prosecuted, has been entirely neglected, and it seems now to be the duty of the National Teachers' Association to take it up and to use every means of impressing it upon the mind of the nation, until it shall be properly regarded by our national legislators. The labor of introducing the subject, as one of national interest, will be much, greater now than it would have been when the Constitution of the United States was adopted, and when the people could hear the sentiment enunciated from the lips of the great father 15 114 of his country. It appears that the national mind must be educated for the proper estimate of the subject, as one of the means by which the national prosperity is to be secured. It is unaccustomed to such consideration, and must be made familiar with it before it can be induced to regard it. To begin the work now, there is much that must be undone. But there is no argument for its neglect or postponement. The obligation is plainly apparent, and the duty it imposes must be begun some- where and at some period of our history as a people. The present is certainly more auspicious of success than any future time can be, and its introduction can be more readily effected. There is hazard in its further omission, which no true patriot, who understands the subject, and can realize the issue, will be willing to risk. If the mind of the nation must be educated for the maintenance of the national character, and for the secu- rity of the national prosperity, it is surely high time that we had begun to realize the necessity and to consider the means by which it is to be met and removed. Duty op the Schools in their Relation to the government. As already stated, the free government of the United States must be understood in order to be properly estimated and appreciated. And to understand such a government in its construction and operation, requires the study of its various departments. In its constitution is contained its genius — its internal character; and through that instrument it must be developed in its spirit and in the manner of its action. This is a part of the legitimate labor of the schools. To rear the citizen is the proper work of the educational institution. And this work should be associated with school study, and commenced early in life. It appears to be a fixed law of Providence in His government of humanity, that it must be instructed in the nature of the duties it has to perform, and in the manner of their performance. The knowledge is not im- parted by intuition, but attained by diligent application and experience. The duties of citizenship in a free government are very different from those of any other sort of government. In the freedom admitted by such government there is an indi- 115 vidual responsibility which does not attach to- the subject of a despotic or even a modified monarchal institution. For the proper appreciation and discharge of that responsibility the subject must be trained, and the labor of the training may be rendered much more effectual in its operation upon the youth- ful, than upon the matured mind. Government is both a science and an art, and as such it should be taught, both in its princi- ples and in its practice. It is only when these are understood and appreciated, that freedom can be rendered a blessing either to its possessor, or to the government of which he is a member. The Constitution of the United States, which guarantees freedom to the American citizen, is an instrument of peculiar character. It secures to every individual member of the com- pact of which it is the record, the right of opinion and the freedom of expressing it. It does more. It demands of the citizen the exercise of his freedom in the expression of his opin- ion, and is not satisfied that he should be silent and inactive when summoned to the performance of the duty. And how can this duty be properly performed without intelligence? How can the citizen do service to his government in the ex- pression of his opinion either in word or deed, when he is ignorant of the nature of his obligations, as well of the manner in which they ought to be discharged. The duty of the Schools in the preparation op the citizen for the exercise of his citizenship, has not been per- FORMED. Millions of our countrymen who have received their education in the schools since the adoption of the Constitution, are the witnesses of the neglect that has been allowed in this import- ant relation. The proper effort has not been made to instruct them in the nature and value of the sacred instrument by which their rights and privileges of freemen are secured to them. It is not in our halls of learning generally, that the youth of the country are instructed in regard to the nature of a free govern- ment and the principles upon which it is founded. Nor are they taught to consider their own obligations as its subjects. And without the knowledge to be attained by such instruction, 116 it is impossible that they should become familiar with its re- quirements, or possessed of the knowledge of the means by which it is to be sustained. The theme is one of importance. It involves the very highest of human interests. They are no less than the bless- ings to be secured to a free people by the Constitution that alike proclaims and regulates their liberties. The purpose that mingles the principles and uses of such a Constitution with the studies of the schools, is that of patriotism. By its successful practice in the production of the intelligent and faithful and patriotic citizen, the loftiest position of humanity in its relation to government is to be attained. Nor can a doubt be enter- tained that the incorporation of this national and patriotic purpose with the duties of the schools would greatly interest the learner, and produce an enthusiasm, the effect of which would be felt upon all the studies of the classes, enlivening the dull and dry routine of the every day's pursuit, and affording additional animation and vigor to the entire school-life of the subject. The slightest glance at the present condition of the educa- tional field, is sufficient to satisfy the observing mind, that in their national relations, the schools of the country have essenti- ally failed in the discharge of their duty. They have not mingled the exciting sentiments of patriotism with the harder and severer studies of the classes. They seem to have left for the Fourth of July — one day in the year — the duty of working up the patriotism of the pupils, thereby admitting and encourag- ing its wild and irregular growth, instead of cultivating it for higher and nobler purposes than those exhibited in the spasmodic ebulitions of its passion. With the looseness thus allowed in the enjoyment of national liberty in its frenzy, there has been the engendering of more fanaticism than all the schools and teachers of the land have been able to restrain or counteract in all the year besides. Were not this the case, and had not the madness of freedom been encouraged and cul- tivated in this way, would the voices of statesmen of high rank in intelligence and character, be now uplifted in the proclama- tion of partial and local and sectional sentiments, while they are fully aware that those sentiments are hostile to the Union of the 117 states of our government? Were it not so could there be found an editor of respectable talent and associations, that would stain the columns of his journal with the name of a sectionalist can- didate for office, in his effort to deceive the nation with the idea that his sectional sentiment in universal activity, would shower benefits upon the people, when in truth it is full of discord, and can be productive of nothing but disaster? Were not the true patriotic idea at fault, could there be found in all our thirty-seven states and territories, an intelligent statesman or editor that would attempt to build up his popularity and secure his fortune, upon a sectional and partizan purpose, while in the success of that purpose there is wrong, perhaps ruin, to our great national confederacy? Were not the true patriotic idea at fault, the bare suspicion of such an issue upon the suc- cess of any sentiment, would be sufficient to startle the states- man, or the editor who might lend his ear but for a moment to the delusion; and when discovered he would fly, as it were for his life, from a purpose so full of danger and so traitorous in its effects. It cannot be disguised that there are both statesmen and editors, men of distinction and popularity, who are now engag- ed in the very pursuit here alluded to. Nor can the efforts of their mistaken policy be long prevented from producing their effects. It is evident that the public mind is not in a condition to apprehend the dangers that are menacing the great com- monwealth. It does not understand the position in which the commonwealth is placed by the sectionalists who are seeking its favor, with the view of securing offices of honor and profit within its control. It does not believe that the dangers exist and that its peace and the prosperity of the country are at hazard. Were the genius and spirit of our free institutions better understood, the mind of the nation would not now be so much under the control of interested partisans, who are contend- ing for its favors in a war of local prejudices and sectional senti- ments, and for the advancement of personal interests. To say the least of this war, it is a contest of the sectionalists, and the spoils are to become the property of a party. Were the schools that are needed for the education of the people, now in active operation in every part of the country, and in sufficient number 118 to accomplish the purpose, there can be no doubt that states- men and editors everywhere, would be engaged in discussing the true character and policy of a free government, and devis- ing measures to render perpetual the blessings of our free republic; then is it likely that the parties that would be seek- ing office at the hands of the people, would be such men as the people desire, rather than those who desire the office. There are large, important and wealthy districts of our country, in which sectional policy of various shades is pro- claimed, while the school and its duties are subjects seldom considered. The columns of newspapers in those districts are rilled with most unreasonable political speculations and predic- tions, until there is not a corner left in which to place a line of reference to an institution of learning. The Proper System of Education has not yet been Developed. It may seem strange, even to educators who have not con- sidered the subject, that in the passage of several thousand years of the world's history, one generation after another has followed on through the various stages of its progress and decay, and yet the true system of education has not been dis- covered. Such, however, is the fact. There is nothing in existence that even approximates the proper plan upon which humanity ought to be educated and prepared for its duties and responsibilities. It is true, that there are systems of physi- cal, mental, and moral philosophy, and text books in super- abundance to be used in teaching mankind how to learn them. But there is not, nor has there ever been, a philosophically ordered plan, by which the different school sciences have been arranged into a systematic form, and prepared for use in ac- cordance with the development of the physical, mental, and moral powers of the pupil in their natural order. Every teacher, in the use of the text books, does what the people did when there was no King in Israel, "what is right in his own eyes." It is certainly not impossible, as the long neglect to perform the service would indicate, to arrange a system of study for the schools, by means of which the faculties and powers of humanity may be presented in their proper analysis, 119 and developed as nature progresses in the growth of the subject. The powers of humanity are well enough exhibited and classi- fied in the various works that have been prepared in the differ- ent departments into which they are divided. The faculties of the mind are so classified, in the works upon mental philoso- phy, but there is no system of study for the training of the schools, that is adapted to their capabilities, and according to the different periods of their exhibition. It will not answer the argument to say, that the text books are prepared to ac- commodate the learner's incipiency and progress. In this regard, we have systems and plans without number; and their numberless or measureless quantity, is proof of the absence of the systematic arrangement to which my remarks have refer- ence. The matter of the text books is used in the order by which the pupil's advancement is directed without regard to the maturing faculties upon which it is operating, or the order in which they are matured. The result is, that the more ma- tured thoughts of the text book and the teacher are attempted to be introduced into the incipient and immature mind of the learner. The pupil studies through his text book in the use of his faculties, without being made aware of the powers and pro- perties of his own mind, and that these powers and properties are expanding and strengthening in the process of his study. In the performance of his work by the teacher, he seldom con- siders which of the mental powers of his pupil are first, and so on, in the order of their development, much less does he pro- ceed to train these powers in such order. The work I here suggest, of preparing such a system of study as will be adapted to the maturing capabilities of the learner, and cause him to feel continually that he is progressing in the increase of those capabilities, I am fully aware is one of very difficult performance. I find it is difficult to explain my own thoughts upon the subject, in such a way as satisfies me that I may be understood by others. But I am nevertheless fully impressed with the truth of what I assert, that the great neces- sity of education is a certain and well defined system, by which the pupil shall be trained and educated in accordance with his peculiarities of character, and at the periods of life in which they are exhibited. 120 The National Teachers' Association to Develop the Proper System of Education. It is in its relation to a general system of education to be pursued by the American people that I would speak, especially of the National Teachers' Association. The responsibility of the Association is apparent in the position it lias assumed as a national society. When it shall operate successfully in its position upon the elevated platform it ought to occupy, its situation will be one of commanding importance, and the eyes and hearts of the thirty millions of our population Avill be turned towards it as the agency through which the capabilities of the nation are to be developed. In the faithful discharge of its obligations it may become the stronghold of hope for the safety of the Union of the states, and the prosperity and hap- piness of the people. In view of the faults and failures of the past, how necessary is it that we should labor assiduously and devotedly for the unfolding of the true system upon which humanity ought to be trained, in the cultivation of its physical, mental and moral powers, and for the establishment of such agencies of actual and efficient labor, as shall secure the co-operation of the national and state governments, as well as of the people of the whole country, in the use of such system in the accomplish- ment of the purpose to which it is to be devoted. I respectfully suggest that the mission of this Association will be well fulfilled when these two purposes shall have been accomplished, namely, the development of the true method of educating humanity, and the securing of the co-operation of the general and state governments and of the people in its use. The accomplishment of the first of these objects will naturally lead to the achievement of the second. A matter of immediate interest to the Association, in com- mon with their fellow-teachers of the country, is the training for their responsibilities of the youth of the coming generation. What the work of that generation will be when done no one living can declare. It may be the building up to a higher elevation the fair fabric of government that was so well put together by the patriots of a past era. Or it may be the cast- 121 ing down of the noble edifice that has cost so much talent and labor and blood to erect. In the almost crisis that now pre- sents itself, it is impossible to estimate the possibilities of the next ten years. Certain it is, however, that those who are now the pupils in the schools under our care, are in prepara- tion for the labors that must produce the issue. The pro- blem upon which we now speculate, must become reality to them, and by their efforts it must be wrought out. The actual working out of the problem is in the future, but its form at least may be now recorded. It is presented in the fearful in- quiry, is the experiment of American freedom, which is now in progress^ to be a failure? Could we give the answer, it would be an emphatic no, and the echo of sound would reverberate through every section of our American territory. But it is possible that we may have a part in working out the decision. The result now involved in the form of the problem, is to be produced through the agency of the schools. If this be so, the teachers of the country have much to do with the solution. If the teachers, — ourselves and our brothers and sisters, are en- gaged in moulding the mind and character of the future of the nation, the decision of the question in regard to the future of the Union may be in our hands. Who can tell how much of the dependence of the American people, for the preservation of their free institutions, may be in this Association? Neither the people nor the teachers themselves, believe the position occupied by the instructors of youth, is of one half the import- ance that it really is. The people entertain the general idea in which the teachers acquiesce, that it is the business of the instructor to teach the pupil how to read, write and cipher, and to instruct him in classical and mathematical knowledge, &c. , but the development of mental power, and the maturing of the youthful faculties for good or evil to society and to the nation, are considerations too little thought of in the connection. The pa- rent requires that the teacher should include in the programme of his instructions, manners and manliness, and womanliness, and propriety; but the future in relation to the pupil, and the pupil's probable relation to the future, are rarely regarded with sufficient interest. Nor are the probabilities in the future of a maturing generation, the subjects of as difficult estimation as 16 122 they are supposed to l>e. At the present time we apprehend a certain condition of the future of our country's history; hence our anxiety that the youth of the present period should be pre- pared for its probabilities and emergencies. So is it, in a degree with every period of history. The coming events al- ways, with more or less distinctness, cast their shadows before them. It were wisdom, therefore, in those who are passing off the stage, to prepare those who are coming upon it for the duties and obligations that await them. At maturity the sub- ject of the parent's and teacher's interest must in some way or other enter society, — the boy into business and politics, — the girl into the domestic relations. The great consideration in reference to both should be, whether they shall operate for the benefit, or the damage of their associations, and in their sphere, to the nation. It is no light task that is imposed upon the teacher of Ameri- can youth. The sovereign of a free republic is a man of power in his sphere. His obligations are peculiar in the elevated character of their responsibility, and he ought to be well pre- pared for the service the state and the general government ex- pect him to render them. He has obligations to his country which are of most important character. He has obligations to society which, besides their social and domestic relations, have their reference to the peculiar character of his obligations to the government. He is a freeman — the citizen of a free republic; and while he acts for himself, he acts for the com- munity, for the state and for the nation. Included in his patriotism is the service he is to render to his God, as well as that which he is to perform for his country. It is no trifling consideration, with the conscientious and faithful teacher, whether the subject of his study, and toil, and anxiety, is to act the part of the true patriot, or that of the traitor; whether he is to be an honor to his country and his God, or a disgrace to himself, his family and his national associations. To prepare such a subject for the proper performance of his duties, as a citizen, and as a man, requires a high order of talent, great con- sideration and much faithful and persevering application. The office of such rearing is by no means a sinecure. It is replete with responsible and distinguished duty, and contains within 123 itself the means of the most gratifying remuneration. The cost of its success is eternal watchfulness and application. The meed of honor to he attained is in a faithful service to a sove- reign people, and the happiness of heaven. These make up the measure of its high reward. Individual Teachers place too low an Estimate upon their Position and Duties. There is a fault in the relation of the teacher and his duties, which is so generally admitted as to render it worthy of notice. It is in the low estimate which individual teachers sometimes place upon their own characters and services, in comparison with the multitudes of which a community or a nation may he composed. Among the masses, the individual feels that he is obscured; so much so that his labors for good or evil are not properly regarded. The drop of water appears to be of small account in the cloud or in the ocean; but were it not for the drop, neither the cloud nor the ocean could exist. The individual of the community, or of the state, or the nation, may be of small account in his isolation; he may be entirely too insignificant for consideration; but it is not only true, that without the individual, the community, or the state, or nation, could not exist, but the most obscure and apparently insignificant must be of some consideration, and able to render some service to the community, and through the community to the state, and through the state to the nation. In regard to the work of education, this low estimate of the character and service of the individual is a manifest wrong. The boy or the girl of the school, is to become the man or the woman of society; and in society they are to occupy places of more or less importance, the duties of which they ought to be educated to discharge, with credit to themselves and their instructors, and with advantage to their associations. In the boy, there may be a future Washington, or a Napoleon, or a Howard; in the girl, a Semiramis, or a Florence Nightingale. But what if such should not be the result, and if the pupils of the school are to become nothing more than ordinary members of society? They must have their obligations to meet, and their duties to per- 124 form. They must become actors amid the busy scenes of life, in some of its departments, and useless, indeed, will their education be, if they should be turned out as mere ciphers and capable of neither benefit nor damage to their associations. It is a matter of the very first importance that the teacher should ever keep in mind the idea of the citizen, or the actor in society, that he is to make of his pupil. In view of the high responsibility involved in the issue, he should remember' that he is preparing his charge to meet the demands that the future may have upon his character and services. Ambition to excel in worthiness of character and labor, should not only be en- couraged among the little community of the school room; but it should be rendered, by the teacher's efforts, the precursor of the same kind of distinction in the associations of matured life. Time for Action. It is certainly full time, in the history of education in our country, that the system upon which it ought to be conducted should be evolved and matured, and that the purpose — the end to be accomplished by it, should be thoroughly and intimately identified with its pursuit. The teacher, howsoever obscure may be the field of his labors, and howsoever humble his pre- tentions to ability, is engaged in the important work of mould- ing the mind and character of this great nation. To this duty must be added the higher obligation of preparing the subject for the intelligent worship of his God. The duty is one of highest moment, and the teacher ought to know it; and he ought to appreciate and feel it. He ought to weigh in frequent thought, and well, his place and its responsibilities, and to look forward upon the probable issue in the men or the women he is engaged in rearing. Much of the labor of education that has no regard to the future, is lost. It fails in its impress upon the pupil, because it is not associated with the duties and obligations of practical life. The education of the child is to be the treasure of his maturity. It is provided for use in coming time, and the faithful teacher will follow his charge in earnest reflections through the probabilities of his future career, and he will encourage him to use and mature his knowledge as he attains 125 it, that he may employ it with more freedom and to better advantage in the labors of after life. Conclusion. Grentlemen and ladies of the Association: — I have endeavored, feebly although it has been done, to direct your attention to the nature of our organization, the important position we have assumed, and the duties and responsibilities which are naturally connected with that position. As a national association, the nation has a right to expect our service in the important rela- tion in which we have voluntarily placed ourselves. Our service involves the preparation of the youth of the republic to become citizens of the republic; and to support and sustain its free institutions. The result of that service is to appear in the various conditions of life in which the citizens of a free govern- ment may operate. These conditions involve the executive departments of our state and general governments; our halls of state and* national legislation, and all the'relations of jarofes- sional life, of business and of labor. We impart the instruc- tion that gives knowledge. We draw out the intelligence that educates. We mould the character that becomes active for good or evil upon society and upon the nation. What position of higher importance, and involving greater responsibilities, is it possible for any association to occupy? To meet the obliga- tions our position imposes, and the position we have assumed, will require all the talent we can gather into our organization, and all the labor we can concentrate upon the service. Union for labor, and labor in union, is the motto that suits us. A place and its labor should be appointed for every man and woman of the society. And every man and woman of the society should be in the place, and engaged in the labor so appointed. When the great field of our efforts shall be thus occupied and wrought upon, we may expect, in the gathering in of the harvest, to witness its abundant profits. In systematizing the process of our labor in the education of youth, and awakening the government and the people to a proper consideration of its interests and success, we shall start a new era in the enterprize, and perform a permanent service 126 to our beloved country and to mankind. Let no individual member of the Association, imagine for a moment that his labors and counsel are not needed in the great issue we propose to bring about. The particle is necessary to the working of the cloud that pours its torrents upon the earth, and the drop for the movement of the mighty ocean that sweeps in its terrible majesty in our view, bearing upon its bosom the navies of the nations, and effecting the interchanges of the commerce of the world. As individual men and women, we may accom- plish comparatively but little, but in our concentrated strength, and under the blessings of Heaven, we may be equal to the immensity of the task we have undertaken, and the completion of which is required in our organization. Our encouragement, and the assurance of our success, are in the union of our ener- gies and labors. They appear before us in the future of our history, in the intelligence, the prosperity, and happiness of the untold millions of freemen that shall rejoice in the bless- ings of a free and united government. The work is of fearful magnitude, but it may be readily accomplished. The' issue is of momentous consequence, but it may be determined with cer- tainty. The teacher may perform the required service; the people may be educated. The republic may be saved; — its benefits and blessings may be perpetuated, and untold millions of the free, in future generations, may possess and enjoy them.