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moral character, 13,-III. Peculiarities in the condition of the inhabitants

of this country which impose upon American teachers a peculiar responsi-

bility, 1. More of the whole number of children are placed under tuition,

and for a longer time than is usual in other communities, 16, — 2. The chil-

dren of the United States possess an unusual susceptibility to instruction,

aristocracies not favorable to the development and culture of the intellect,

whether in the higher or lower classes, 17, the pursuits of our population

favorably contrasted with those of Great Britain, 18,-3. The peculiar ge-

nius of our institutions, 19, - 4. The want of ability in our government to

control several existing evils radicalism - tendency to corruption of mor-

als, 20, appeal to teachers, 22, comparatively little has yet been done,

22,- small attainments of children in schools, - the high destinations of

American citizens demand a higher standard of elementary education, 23,-

vast importance of preparing children while at school, for a successful pur-

suit of knowledge in after years, motives and encouragements to teachers

to the faithful discharge of their duties, 25.

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LECTURE II.

THE HEAD AND THE HEART: OR, THE RELATIVE IMPOR-

TANCE OF INTELLECTUAL AND MORAL CULTURE.

BY ELISHA BARTLETT.

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31

Preliminary, subject of lecture, 33, in the complex organization of

human nature, the supremacy belongs to the moral and religious power,

34, the universe framed and governed in conformity to this supremacy, 35

this principle not generally recognised, 36, this especially true among

ourselves,- the prominent defects of our national character, moral rather

than intellectual, 37, - what can the American Institute do toward reme-

dying these defects? — it can do much by establishing and illustrating great

principles, 39, the importance of early moral culture, 40 — the moral and

intellectual characteristics of childhood, the early activity of the moral

and religious nature, 40, - the intellect may remain nearly dormant,

not true of the higher and the lower nature, 42, one or the other of these

will be active, the intellect alike susceptible of culture in connexion with

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the intellect not the

the activity of either the higher or the lower nature, -

antagonist power to the selfish and animal nature, 43 — ignorance of this

truth a source of great and fatal mistake in relation to some subjects of moral

reform, each power of the mind must be educated through the agency of

its own related objects, — theological science not moral principle or religious

feeling, 45,- connexion of science and religion, 46, - the highest greatness

and the truest happiness founded more on the moral than the intellectual

nature, 49.

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LECTURE III.

ON THE PRACTICABILITY AND EXPEDIENCY OF INTRODU-

CING VOCAL MUSIC AS A BRANCH OF EDUCATION INTO

OUR COMMON SCHOOLS. BY JOSEPH HARRINGTON, JR... 51

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The subject unattractive to a promiscuous audience in this community,

53,- the practicability of introducing vocal music into schools,
the ex-

periment has been successfully tried, 54- the musical ear not so rare, as

has been supposed,: facts observed in the Hawes' School, 55,- comparison

of our country with other nations, - further arguments from the universality

of the musical ear, 56, — the argument for practicability is favored by the

simplicity of the Pestalozzian system of instruction, now every where

adopted, also by the sympathy and excitement, which this branch awa-

kens -answer to the objection that the study of music is too abstruse, 58

- and to the opposite objection that it unnerves the mind, great cheap-

ness of musical instruction, — answer to the objection that competent teach-

ers cannot be found, — acquaintance with music ought to be one of the qual-

ifications of every teacher here, as in Germany and Prussia, 59, — the in-

troduction of music shown also to be expedient, 60, the study is well suited

to young minds, 61, - a faculty so universally bestowed ought not to be

neglected, answer to the objection that music would require too much

time, 62, importance of commencing this study while the organs are pliant,

- hence the expediency of commencing it in our common schools, 63,—

ulterior benefits of introducing music into schools, - not only valuable in

itself, but favorable to school discipline -to punctuality -it refreshes the

pupils, and reconciles them to severe duties, 64- prepares them for devo-

tion, - vocal music advantageous physically-especially to the lungs —

improves speech and reading- a source of innocent and enduring happiness,

65,-influence of music upon national character, — Germany - contrast

presented by our own country, 67, - music favorable to morality and refine-

ment, 68, important in a religious view, in its bearing upon the worship

of God, 69, — a more general cultivation of it would promote a greater interest

and improvement in church music, 70, - the congregation would join.

better choirs would be selected, existing defects in our church choirs at the

present time, 71,- heartlessness of our church music its expensiveness,

72, superior charm of the vocal music of children - causes of this, 73, —

universal musical instruction favorable to Sunday schools -

ship, conclusion, 74.

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to domestic wor-

LECTURE IV.

ON MODEL SCHOOLS. BY THOMAS D. JAMES.

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75

Introductory remarks, — crudeness of present systems of education, 78,—

division of the subject, the principles and the influences of Model Schools,
schools, to be models for instruction, should be eminent in the following

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respects 1. in regard to the accommodations,—2. the instructions, 78, -

3. the arrangements, 79,- 4. the government, 80, — the domestic feelings

and affections which prevail in a family are not admissible in their full ex-

tent in a large school, 80, a school, like a nation, demands of its members

an abridgment of personal liberty,— the advantage of practical application

of governmental principles to school authority, is too little recognised, 81, —

statement of some of these principles-1. The government of a school should

be vested in a single individual, — school government necessarily monarchi.

cal, democracy not suited to the purposes of school government, 82,- 2.

It should not be despotic, but should be restricted by constitutional provisions,

and a code of definite laws, even the proprietor of a private seminary is

unwise if he do not put some check upon his own powers, 83, - the odium

which attaches often to the business of teaching accounted for, 84,

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answer

to the objection that it is impossible to frame a code sufficiently extensive

to meet all cases, 85, account of a debate which took place subsequently

to the lecture, on the subject of school laws, 86, (note) —3. The presiding

teacher should be exempt from the personal instruction of classes disre-

gard of this principle is destructive to health, bodily and mental, of the

teacher, 87, II. The influences of Model Schools, teachers may exert a

very extensive influence, 88, well attested instances of religious impres

sions produced upon parents through the instrumentality of Sunday School

Teachers, duty of every teacher to do something towards elevating schools

in popular estimation, 89,- model schools might be made useful in the pre-

paration of teachers, two objects to be aimed at; to have them liberally

educated; and to have them instructed in the best modes of teaching, 90,—

conclusion, 91.

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LECTURE V.

OBSERVATIONS ON THE SCHOOL SYSTEM OF CONNECTICUT.

BY DENISON OLMSTED.

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95

Deep interest felt by the early settlers of New England in the subject of

Education, 97,―early legislation upon this subject, - penalties for violation

of the law, 98,- brief history of the Connecticut School Fund, — inquiry,

what has been the effect of this fund upon the cause of common education?

99,- education has advanced since the creation of the fund, but this improve-

ment is not owing to the fund, -the School Fund a total failure, in regard

to the objects for which it was established, 100,- why has the fund done no

good?

answer, because it has effected no improvement in the qualifica-

tion of teachers, their compensation has been too small inferior to that

of many day-laborers, the evil has been too great to be obviated by the in-

fluence of visiting committees, 102, the fund has only relieved the citizens

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from paying for the instruction of their children-but has not elevated

the tone of instruction.—it has done harm by leading the people to under-

value what costs them nothing, is some consolation that the fund is still

entire, the interest, only, has been wasted, - inquiry, what, with the aid

of the fund more wisely managed, ought the state of education to be? 103,

-its tone ought to be immediately raised, the common schools ought to be

what the best grammar schools are now,― importance of increased attention

to certain studies, or, of improved modes of pursuing them - geography, 104,

English grammar and composition, 106, the mathematics, natural phi-

losophy, astronomy, chemistry, morals, political and legal science, universal

history, 107, — inquiry, how are the required changes to be accomplished?

1. Time is to be gained by a better method of instruction than is now gene-

rally practiced. 2. The improved instructers are to be obtained through the

medium of a seminary for teachers, to be erected and supported out of the

school fund,-- plan and operation of such a seminary, 108,
- while the per-

version of the fund is to be regretted, we may expect better things for the

future, 109,-advantages to be expected from the recent appointment of a

Board of Commissioners of Common Schools, 110.

LECTURE VI.

ON THE TEACHING OF ENGLISH GRAMMAR. BY RICHARD

G. PARKER.
111

Importance of the subject,-its value as a branch of education, 113,-

character of the human mind, analogy between the physical and the in-

tellectual faculties, 114, the importance of the study of grammar as a means

of intellectual culture, 115, its value as a guide to the proper understand-

ing of language, 116,- rules of grammar, from what drawn, 117, - pecu-

liar character of the English language, 117,- value of the study of gram-

mar to the orator and rhetorician, 118, — Diversions of Purley, 118,― re-

marks on Horne Tooke's Etymologies, - importance of a knowledge of the

rules of syntax shown by means of the adverb, 119,-grammatical text

books, 121, English parsing, 122, mode of teaching grammar recom-

mended, 123, - ellipses, 127, -union of lessons in rhetorical reading and

grammatical analysis, 128,- idioms, 120, -use of the present participle in a

passive sense, 131,- synthesis, 132, - grammatical error in an extract from

the Edinburgh Review, 133,- use of neuter verbs in the passive form, 134,

-abbreviations, and errors flowing from them, 134, - Murray's 13th Rule of

Syntax, 135,- grammatical errors in the advertisements of the day, 137, —

conclusion, 138.

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LECTURE VII.

ON THE MUTUAL DUTIES OF PARENTS AND TEACHERS. BY

DAVID P. PAGE.

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Perplexities of the teacher's life. waste of strength and spirits, 143,-

abandonment of the employment -the profession should be a happy one,—

desirableness of parental sympathy, the difficulties of school-keeping ori-

ginate in the want of co-operation, or the misdirected influence of the pa-

rents, 144,- do not advocate the removal of the young from their parents for

the purposes of education - desirableness of mutual understanding between

parents and teachers - consequences of the want of it, 145, — inquiry into

the causes of misunderstanding,-1. Parents do not feel the importance of ed-

ucation, 2. A false standard of excellence in the minds of parents, 146, - 3.

A suspicious spirit, — 4. A disposition to dictate, -5. A want of personal ac-

quaintance between the parties, 147,- 6. Teachers are often in fault-poor-

ly qualified, college students lack interest in their duties as teachers, 148,-

desirableness of removing these evils,-prevention better than cure, - duties

of the teacher,—1. He should imbue himself with a feeling of the importance

of his work,-2. He should seek frequent opportunity of intercourse with pa-

rents, 149,—3. He should be willing to explain all his plans to the parents,

150,

4. He should be frank in all his representations to parents concerning

their children, 151, duties of parents, 152,-1. They should reciprocate the

attempts of the teacher towards a mutual understanding, —2. They should

candidly listen to the plans of the teacher, and aid him in the execution of

them, 153,

3. They should thankfully listen to the teacher's account of

their children, even if that account be not a flattering one, 154, —4. Pa-

rents should visit the schools, -5. They should promptly and cheerfully

supply the required books, 154, 6. They should see that their children

are decently clothed, and cleanly in their persons, — 7. They are bound to

secure the constant attendance of their children, trifling excuses, 155, —

effects of absence upon the child

upon the school.

- upon the teacher, 156,

- punctuality to the hour, -8. Parents should be slow in condemning the
teacher for supposed faults, 157, - parents not capable of judging in all ca-
ses, 157, expect more of the teacher than he can perform, -
discipline with their family government,

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compare his

the analogy does not hold, 158,

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reasons

-the life of the teacher- his perplexities - his anxieties, 159,

why parents should be considerate, -9. When the teacher is known to be

wrong, parents should possess a forgiving spirit, 160,- 10. Parents should

give to teachers their sympathy, 160,- parents often deficient in this, -

grudge vacations feel no obligation — should be otherwise, the teacher

would be stimulated to duty, if encouraged by the co-operation and sympa-

thy of parents, 161, the profession would be better filled with talent and

worth, teachers would live and die in their work, 162.