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, — 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, IL. 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.
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
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.
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,
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.
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, — compare his
discipline with their family government, the analogy does not hold, 158,
— the life of the teacher - his perplexities — his anxieties, 159,-
-reasons
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.
Red warriors of the West, 165, compared with our chief magistrate, -
difference occasioned by Education, - we should understand the power which
produces this difference between the savage and the educated man, — sub-
ject considered, 166, — object of philosophy is to understand the laws of na-
ture illustration, 167, - man's nature to be investigated, — method of do-
ing this, 168, - same subject further considered, 169, - - mental powers of
man compared with higher animal instincts, 170, — in human society must
man be distributed into various occupations, 171, — advantages of printing,
man the only being who has a moral nature, 172, illustration, -man
the subject of education, — his moral nature the most exalted portion of his
being, 173, moral faculties not bestowed without conditions, children's
passions or feelings become stronger by repetition, 174, — exercise the prin-
ciple of culture, — principles of virtue can be established in the heart, 175
man wholly dependent upon education in the development of his physical
mental, and moral powers, 176, instinct marks the animal races as limited
in duration as well as capacity, 177, — man the subject of education further
illustrated, 178, - Prussian system of education, 179,- difficulties with
which education has to contend, - illustrations 180,- Miss Hamilton quo-
ted, — conclusion is that man's faculties must be unfolded by education, 181,
education the lever to raise us from ignorance, 182, — duty of rulers,—
influence of the legislature upon the community, 183, — lawgivers should
speak of education and the people should hear,- schemes of government
iniquitous which keep any class of men in designed ignorance, 184, - knowl
edge is common property, - ignorance identified with slavery and knowledge
with freedom, 185, we must endeavor to impress the subject of education
upon the hearts of men, -parents the lawgivers of their children, 186, —
conclusion, 187.
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