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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, - 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.

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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 cheertully

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 slayery and knowledge

with freedom, 185, — we must endeavor to impress the subject of education

upon the hearts of men, -parents the law givers of their children, 186,-

conclusion, 187,

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