>^ -/A <• TRANSACTIONS OP THE ASSACHUSETTS TEACHERS' ASSOCIATION. EDITED BY THE SECRETARY, UNDBR THB DIBECTION OP THE COMMITTEB OP PUBLICATIOIT.. ■•^.^^ ,-_ VOL. I.— 1845-184T. BOSTON: PUBLISHED BY SAMUEL COOLIDQE, No. 16 Devonbhieb Street. 1852. '\^ Entered, according to Act of Congress, in the year 1852, by CHARLES J. CAPEN, SECRETARY OF THE MASSACHUSETTS TEACHERS' ASSOCUTIOIT, In the Clerk's Office of the District Court of the District of Massachusetts. PREFACE. The MassacliTisetts Teacliers' Association owes Its origin to a similar institution in Essex County. For a period of fifteen years previous to its formation, an association of teachers had existed in that part of the State, enjoying a success almost unexampled in the history of Educational Associations. Formed in 1830, a year memorable in the annals of education for the establishment of the American Institute of Instruction, its pros- perity has been as signal as that of its contemporary, and it has served a period of usefulness which entitles it to enduring fame. Convinced from experience that the cause of education depended for its advancement, in a great measure, upon the associated influence of its friends, and that, in its comparatively humble sphere, their own society had subserved a highly useful purpose, some of the prominent teachers of Essex County conceived the design of founding an institution which should exert an influence in the Conunonwealth commensurate with its more extensive sphere of action. Accordingly, in 1845, a circular was Issued, inviting the attention of the friends of education to the subject, and proposing that a Convention should be held in Worcester. The Convention met, and the Association was formed. How far the plan has been successful in the IV PREFACE. accomplisliment of its objects, may be judged from the Transac- tions of tbe Association, and from its present condition of usefulness. It might be deemed a work of supererogation, at the present day, to offer views in evidence of the utility of Teachers' Associations : that utility is too obvious. Since the establishment, in 1799, in IMiddletown, Connecticut, of the first Association of practical teachers ever convened in this country, down to the present day, the idea has been gaining ground that societies of this character form one of the most effectual of outward appli- ances; and under a full faith in this idea. Associations have been formed, in various parts of the country, having for their general objects the improvement of teachers, and the advance- ment of the cause of education. So popular has the movement become, that nearly every County in Massachusetts has availed itself of this instrumentality in the promotion of that cause which, next to the Christian religion, may command the attention of mankind. The Massachusetts Teachers' Association has been, and is still destined to be, productive of much good In the Commonwealth. By the assembling of teachers once a year from all parts of the State, an acquaintance which no other means could promote. Is cultivated, and a bond of fraternal sympathy instituted which time cannot sever : the experience of many is collected and spread out for the benefit of all: advantageous methods of instruction and discipline become known, and are adopted ; defective ones are exposed, and abandoned. Other professions, and men of all caUings, engraft improvements upon the social system through the proper channel, the Legislature of the State. But it still remains for teachers, as a profession, to avail them- PREFACE. V selves, tlirough their Associations, of tMs means of advocating a cause wliicli we are all laboring to promote, and which depends for its progress so much upon legislative enactment. To the liberality of the State, the Association is indebted for its eflfective means of usefulness. Without such aid, it is doubtful whether it could have become permanent. Through her bounty, it has been enabled to publish the " Transactions," and thereby give an extensive circulation to sound and practical views, and furnish to beginners valuable instruction in the art of teaching : it has been enabled to encourage effort on the part of teachers, and induce them to contribute valuable and practical essays. For these means of usefulness, and for the many other incidental advantages springing from her liberality, let us pay a grateful tribute to our beloved Commonwealth. Another benefit which the Association has conferred upon the cause of Education, is the establishment of the " Massachusetts Teacher," a Journal devoted to the dissemination of sound views on Educational topics. By the labor and care of a few promi- nent teachers in the State, it was nobly sustained during the first years of its existence under circumstances highly adverse. It has since prospered, and been secured upon a firm basis ; so that, from a subscription list of but two hundred and fifty names in 1848, it now numbers nearly two thousand. The plan of publishing the proceedings which was suggested at the close of the meeting in 1850, owing to some informality, failed. At the meeting in 1851, it was revived, and the whole subject was referred to the Board of Directors, by whom the work of editing was delegated to a special committee. The omission of two of the Lectures delivered before the Association, one by Mr. S. S. Greene, on " Teaching Grammar," VI PREFACE. and the other by Mr. Sherwin, on " The Influence of Example in Education," — also a Eeport of ]\Ir. Samuel W. Bates on " The means conducive to the highest degree of Intellectual Improve- ment," is a subject of much regret. These productions would have greatly enhanced the value of the work, as they would have spread out before the teacher a large amount of practical knowledge on their respective subjects. It need not be said that this omission was owing to circumstances wholly beyond the control of the authors and of the Committee. A complete index of subjects has been added to the work with a view to make it more acceptable on account of convenience for ready reference. With these prefatory remarks, the work is presented to the public under the firm conviction on the part of the Committee that it will commend itself to the consideration of every teacher, and wiU prove a valuable addition to the educational works of the day. Levi Keed, Charles Northend, Committee JosiAH A. Stearns, V of John D. Philbrick, Publication. Chas. J. Capen, Boston, Nov. 12th, 1852. CONTENTS. « ORIGIN OF THE ASSOCIATION, '"'g PEOCEEDINGS OF THE ASSOCIATION. FIRST ANNUAL SESSION, 21 SECOND ANNUAL SESSION, 27 THIRD ANNUAL SESSION, , 171 LECTURES. I. ON THE CLAIMS OF TEACHING TO THE RANK OF A DISTINCT PROFESSION. By Elbeidge Smith, 37 n. ON THE FIRST PRINCIPLES OF SCHOOL GOVERN- MENT. By Rev. J. P. Cowles 67 III. ON THE MANAGEMENT OF THE SCHOOL-ROOM. By Abiel Pakish, 93 IV. ON THOROUGH INSTRUCTION. By Joseph Hale, 139 V. ON 'THE RELATION OF EDUCATION TO ITS AGE. By Samuel W. Bates, 179 VI. ON THE RELATION OF COMMON SCHOOLS TO HIGHER SEMINARIES. By Rev. Charles Hammond, 221 vn. ON TEACHING AS A PROFESSION. By Nelson Wheeler, 261 CONSTITUTION, 293 INDEX .....295 ORIGIN OF THE ASSOCIATION. The following Circular, and subsequent Journal of Proceedings in Convention, will explain the origin of the Association. Salem, Nov. 3d, 1845. Sir: At a recent meeting of the " Essex County Teach- ers' Association," the undersigned were appointed a com- mittee, for the purpose of calling a Convention of practical Teachers, with a view to the organization of a State Associa- tion, the memhersbip of wbich shall be limited to actual Teachers. It is the opinion of the Association which we rep- resent, that much good results from organized meetings of Teachers, at which discussions of a truly practical nature are made prominent. We feel that our own Association, formed more than sixteen years ago, has, in a quiet and unobtrusive manner, done much for the cause of education in our County, and we are desirous that a State organization may be formed, which shall exert a similar and more extend- ed influence. Such an Association will bring together Teach- ers from various parts of the State, and among them will be men of sound views and large experience, who will be ready to impart of their abundance for the common good. In this 10 JOURNAL OF PROCEEDINGS. way, whatever of excellence may exist in one part of the State, will be diffused through other parts. "We believe that such an Association will meet the hearty approval of all who are engaged in teaching, and especially of all who are employed in the instruction of Public Schools. We do, therefore, in accordance with the expressed wish of our Coun- ty Association, most cordially and earnestly invite you to meet us in Convention, at Brinley Hall, in Worcester, on Monday evening, 24th instant, at 6 1-2 o'clock, then and there to consider the expediency of forming a State Associa- tion of Practical Teachers. The meeting will continue through the 25th inst. Please to extend to Teachers in your vicinity, an invitation to meet as above. (Signed) Charles Northekd, David P. Gallocp, R. S. Howard, E. S. Stearns, Edfus Putnam, Committee of Essex County Teachers^ Association. In pursuance of the foregoing call, a Convention of practical Teachers from various parts of the State, assembled at Brinley Hall, in Worcester, on Monday, November 24th, 1845. The Convention was called to order by Mr. North- end, of Salem, who opened the meeting by stating the objects of the call for a Convention. A temporary organization was effected by the choice of Mr. Carlton, of Salem, as Chairman, and Mr. Samuel Swan, of Bos- ton, as Secretary. A Committee consisting of Messrs. Galloup, of Salem, W. D. Swan, of Boston, and P. H. Sweetser, of Charles- JOURNAL OF PEOCEEDINGS. 11 town, having been appointed to nominate a list of offi- cers for the Convention, reported as follows : For President, Oliver Carlton, of Salem. Vice- Presidents, Thomas Sherwin, of Boston, Ariel Parish, of Springfield, Barnum Field, of Boston, Warren La- zelle, of Worcester, E. S. Stearns, of Newburyport, and P. H. Sweetser, of Charlestown. Secretary, Samuel Swan, of Boston. Assistant Secretaries, Winslow Bat- tles, of Boston, W. K. Yaill, of Springfield. The report was accepted, and the gentlemen nomi- nated were elected. It was voted, on motion of Mr. Greenleaf, of Bradford, that each session of the Convention be opened with prayer, and closed by singing " Old Hundred." The Throne of Grace was then addressed by Rev. Mr. Davis, of Westfield. Messrs. Greene, of Boston, Alvord, of Springfield, and Fairfield, of Salem, were appointed a Committee on enrolment. After some discussion as to what should constitute membership, it was voted, on motion of Mr. Sweetser, of Charlestown, that all actual teachers present, be considered as members of the Convention, and that it be left to their own judgment to decide upon their in- dividual qualifications. A letter from the Albany County [N. Y.] Teachers' Association was read, conveying its assurance of sympa- thy with the Convention in the objects for which it was assembled, and certifying the appointment of Messrs. Valentine, Bulkley, and Anthony, to attend the meet- ing as delegates from said Association. 12 JOURNAL OF PROCEEDINGS. The above-mentioned gentlemen were invited to take seats in the Convention. Mr. Sweetser, of Charlestown, offered the following : Resolved, That it is expedient that this Convention proceed to form a State Teachers' Association. After remarks by Mr. Peirce, of West Newton, against it, and by Messrs. Thayer, of Boston, Green- leaf, of Bradford, Hathaway, of Medford, Northend, of Salem, Parish, of Springfield, W. D. Swan, of Bos- ton, Bulkley, of Albany, [N. Y.,] Bates, of Dudley, Wells, of Andover, Walker, of Brookfield, and Russell, of Boston, in its favor, the resolution was adopted. Reporters for the press were invited to sit at the Secretary's table. After the appointment of Messrs. Northend, S. S. Greene, E. S. Stearns, Parish, and Lazelle, as a Com- mittee to draft a Constitution for a State Association, and Messrs. Wells, of Andover, Hathaway, of Medford, Galloup, of Salem, and Hale and Swan, of Boston, as a Committee to prepare business for the next session, the Convention adjourned to meet on Tuesday morning. Brinley Hall, Tuesday, Nov. 25th, 1845. At 9 o'clock the Convention was opened with prayer by Rev. Mr. Allen, of Worcester, and the records of yesterday's session were read by the Secretary. Teachers present from other States were invited to t&ke seats in the Convention. It was voted that no member be allowed more than ten minutes at any one time in speaking, nor be allowed to JOURNAL OF PROCEEDINGS. 13 speak twice on the same question, except hj special permission. Mr. Northend, of Salem, presented a letter from Mr. Page, of Albany, which was read as follows : Albany, Nov. 15th, 1845. Dear Sir : I hasten to acknowledge the receipt of an in- vitation to attend a Convention of Teachers, to be held in Worcester, on the 24th instant, — an invitation proceeding from the Essex County Teachers' Association, of which you are the Chairman. My heart almost instinctively goes out after whatever per- tains to the progress of Common Schools, and the elevation of the Teacher's profession, and especially when that move- ment proceeds from the ''Ancient and honorable " organiza- tion, — the " Essex County Teachers' Association." To that Association I have reason to feel deeply indebted. Till within a year, a member of it almost from its infancy, its semiannual meetings returned just in time to meet my wants, to refresh my spirit, to excite my aspirations, and to enlight- en my future path, by the teachings of wisdom which were there wont to be supplied. I rejoice for the Teachers of Massachusetts, to whom I still cling with feelings of brother- hood, that there is now a movement to extend all over the State the blessings so long enjoyed in your corner of it. I trust your call will meet the hearty response of all those who esteem the dignity of the Teacher's profession, and that you will have a full and profitable meeting. Nothing would af- ford me greater pleasure than the privilege of joining with you on the 24th instant, but as I am in the midst of a term, with some two hundred minds in the course of training for the same great work, I feel that I should do wrong to leave my post even for such a privilege. 14 JOURNAL or PROCEEDINGS. May Heaven smile on your deliberations, and so direct them that the cause of right education may be in the highest degree promoted, and that those who are to minister at the sacred altar, may go away both encouraged and enlightened. Accept for yourself and the other members of the Commit- tee, the assurance of the personal regard of your friend, D. P. Page. To Chas. Noethend, Esq., President of Essex County Association. The following resolution, offered by Mr. S. S. Greene, was unanimously adopted. Resolved, That we regard Mr. Page as the firm friend of popular education, and, believing him eminently qualified for his present situation, our best wishes attend him. The President then read the following letter from Mr. Abbott, of New York. New York City, Nov. 24th, 1845. To the Committee of the Essex Co. Teachers' Association. Gentlemen, — Your favor of Nov. 3d was received on the 15th instant. I regret that a severe but temporary indis- position has prevented an earlier reply. I have not been without the hope that I might be present on the interesting occasion of forminoj the Massachusetts Teachers' Association. I hail such an organization as full of promise to the State and to the country. My best wishes are with you, but circum- stances prevent my attendance. I shall be happy in any way in my power to further your efforts in the great work of training young America for the part she is to perform, of the still greater part in elevating and blessing a benighted world. I am, gentlemen, with much respect, yours sincerely, GORHAM D. AeBOTI. JOURNAL OF PROCEEDINGS. 15 The Committee appointed for tlie purpose, reported a Constitution ; and after each article had been separate- ly considered and discussed, the following was unani- mouslj adopted. CONSTITUTION, Aeticle 1. This Society shall he called the Massachu- setts Teachers' Association, and shall have for its objects the improvement of Teachers, and the advancement of the inter- ests of popular education. Article 2. Any practical male teacher, of good moral character, within this Commonwealth, may become a member of the Association, by signing this Constitution, and paying an admission fee of one dollar. Article 3. Each member shall be furnished with a certif- icate of membership, having the seal of the Association and the signature of the Eecording Secretary ; and any member in good standing, shall, at his own req^uest, receive a certifi- cate of honorable discharge. Article 4. Ladies engaged in teaching, shall be invited to attend the regular meetings of the Association. Article 5. The annual meetings of the Association shall be held at such place and time as the directors may designate, and notice shall be given at the previous meeting. Article -6. The officers of the Association shall be a President, fourteen Vice Presidents, a Eecording and a Cor- responding Secretary, a Treasurer and twelve Counsellors, who, with the President and Secretaries, shall constitute a Board of Directors. These officers shall be elected by ballot at the annual meeting. Article 7. It shall be the duty of the President to preside at all meetings of the Association, provided, however, that in his absence, or at his request, one of the Vice Presidents shall preside. 16 JOURNAL OF PROCEEDINGS. Article 8. The Recording Secretary sball keep a record of the doings of -the Association, and of the Directors, and shall notify all meetings. Article 9. The Corresponding Secretary, subject to the order of the Directors, shall be the organ of communication with other societies and with individuals. Article 10. The Treasurer shall collect and receive all moneys for the Association, and shall present a written report of his receipts and disbursements at the annual meeting, and whenever required by the Board of Directors. He shall make no payment except by order of the Board. Article 11. The Board of Directors shall have the gen- eral superintendence of the interests of the Association, with authority to devise and carry into execution such measures as will, in their opinion, promote its objects. They shall engage suitable persons to deliver addresses and lectures at the meetings of the Association, and make necessary arrange- ments for the acpommodation of the Annual and other meet- ings. Article 12. The Constitution may be altered at any regular meeting, by a vote of two-thirds of the members pres- ent at said meeting and voting thereon, — provided that the motion for amendment shall be made at a previous meeting. On motion of Mr. Thayer, of Boston, it was voted, that the officers of this Convention, assembled to form an Association, be authorized to call the first meeting of the Association, immediately after the Convention is dis- solved. Messrs. Galloup, of Salem, Thayer and Greene, of Boston, Batchelder, of Lynn, Hathaway, of Medford, Lazelle, of Worcester, Parish, of Springfield, Cowles, of Ipswich, and Stearns, of Newburyport, were appointed JOURNAL OF PROCEEDINGS. 17 a Committee to nominate a list of officers for the Asso- ciation. The thanks of the Convention, on motion of Mr. Thajer, were presented to the President for the digni- ty, impartiality, and fairness with which he had per- formed the arduous duties of his office. Messrs. Bates, of Dudley, Bates, of Boston, and Wells, of Andover, were appointed a Committee to report on the means conducive to the highest degree of intel- lectual improvement. The Convention then adjourned to meet at 2 o'clock. Afternoon Session. At 2 o'clock the Convention met, and immediately dissolved. (Signed) Samuel Swan, Secretary of Convention. 2* PROCEEDINGS OF THE ASSOCIATION. FIRST AMUAL SESSION. The Massachusetts Teachers' Association was called to order at Brinlej Hall, in Worcester, Nov. 25th, 1845, at 2 1-2 o'clock, P. M., by Mr. Josiah A. Stearns, of Boston. Mr. Thomas Sherwin, of Boston, was appointed Chair- man, and Mr. George Allen, Jr., Secretary, ^ro tern. The following resolution, submitted by Mr. Joshua Bates, Jr., of Boston, was unanimously adopted. Resolved, That we sincerely approve of the late movements of the Teachers in the State of New York, in the formation of a State Teachers' Association ; and that they have the sympathies and cooperation of the Massachusetts Teachers' Association in all their efforts to promote the general interests of Common School Education. Mr. Galloup, Chairman of the Committee on nomina- tions, reported a list of officers, which was accepted, and that gentleman was instructed to provide printed ballots. Mr. Bates, of Dudley, submitted a report on " The means conducive to the highest desirable degree of In- tellectual Education ; " which was adopted. 22 JOURNAL OF PROCEEDINGS. The following resolutions, submitted by Mr. Peirce, of West Newton, were adopted. ^ Besolved, As the sense of this Association, that the American Institute of Instruction, for the important service it has done, is entitled to the gratitude of all friends of education. Resolved, As the sense of this Association, that the State Teachers' Association is not formed to contravene the opera- tions of the American Institute of Instruction, or of any other literary association, but rather to cooperate with it, in one great and good cause. Mr. "Wells, of Audover, submitted the following reso- lutions on school discipline. 1st, Resolved, That the subject of school discipline is one of incalculable importance at all times, not only to teachers, but to the whole community ; that the spirit of subordina- tion to rightful authority is the first element of true freedom, and that the permanency of our free institutions rests, in no small degree, upon the coiTCct discipline and healthful influ- ence of the nursery and the school-room. 2d, Resolved, That it is the duty of this Association to ex- press in unequivocal terms its sentiments on this subject. 3f?, Resolved, That^ at the present time especially, teachers suffer much embarrassment from the irresolute, wavering opinions which prevail in the community on the suljcct of cor- poral punishment, and that unless more sympathy and sup- port are offered to teachers, in enforcing the wholesome re- straints of the rod when necessary, the evils of anarchy and insubordination will ere long greatly increase in the adult community. 4:th, Resolved, That, not only as an Association, but as iu- dividual teachers, we owe our most sincere and active efforts JOURNAL OF PROCEEDINGS. 23 to maintain wbat is right, and to correct what is wrong in the views of the community on this subject. f)th. Resolved, That we regard it as one of the highest duties of our profession, to exercise the wholesome restraints of disciplinary control, in whatever form the nature of the case may demand ; and that all attempts to render the judicious use of the rod odious in the estimation of the public, tend to paralyze the free discretionary action of the teacher, to cramp his authority, and greatly to abridge his influence and suc- cess. These resolutions were laid on the table. The Association then adjourned to meet at 7 o'clock. Evening Session. The Association met according to appointment, and was called to order, Mr. P. H. Sweetser in the chair. The election of officers was proceeded with, and the following gentlemen were unanimously chosen. For President, Oliver Carlton, of Salem. Vice Presidents, Thomas Sherwin, of Boston, David P. Gal- loup, of Salem, A. K. Hathaway, of Medford, Levi Reed, of Roxbury, Warren Lazelle, of Worcester, G. F. Thayer, of Boston, Emerson Davis, of Westfield, Lucius Lyon, of Shelburne Falls, James Ritchie, of Duxbury, George N. Walton, of Martha's Vineyard, Joshua Bates, Jr., of Boston, Calvin S. Pennell, of Cabotville, Nelson Wheeler, of Worcester, and Wm. Russell, of Andover. Secretary, Chas. Northend, of Salem. Recording Secretary, Sam'l Swan, of Boston. Treasurer, Josiah A. Stearns, of Boston. Counsellors, Ariel Parish, of Springfield, Samuel S. Greene, of 24 JOURNAL OF PROCEEDINGS. Boston, E. S. Stearns, of Newburjport, Thomas Gushing, Jr., of Eoston, Eufus Putnam, of Salem, John Batchelder, of Ljnn, ^\m. H. Wells, of Andover, Wra. D. Swan, of Boston, Elbridge Smith, of Worces- ter, Jas. B. Batcheller, of Marblehead, P. H. Sweet- ser, of Charlestown, J. P. Cowles, of Ipswich. The Board of Directors, on motion of Mr. Northend, were requested to petition the next Legislature for an act of incorporation ; and, on motion of Mr. Field, of Boston, to petition also for pecuniary aid. Mr. Wells's resolutions on school discipline were taken from the table, and unanimously adopted. Mr. Sweetser, of Charlestown, offered the following preamble and resolution, which were unanimously adopted. Wliereas, It is an established fact, that civilization and refinement, morality and religion, have followed the introduc- tion of the Bible wherever its principles have been received, and its claims acknowledged, therefore, Resolved, That in the opinion of this Association, the Bible, or selections from it, including such parts as relate to the high- est interests of man, and are calculated to fit him for the various duties of life, ought to be introduced as a text-book into our public and private schools. The next meeting of the Association was announced to take place at Worcester, on Monday and Tuesday of Thanksgiving week, 1846. On motion of Mr. Greene, a Committee was appoint- ed to report at the next meeting, on the expediency of establishing a Teachers' Journal, and Messr?. Greene, JOURNAL OF PROCEEDINGS. 25 Northend, Sweetser, Lazelle and Field, constituted the Committee. Mr. J. Waldock, of Medford, offered the following resolution, which was adopted. Resolved, That we fully appreciate the importance of se- curing the sympathy and cooperation of practical female teachers throughout the Commonwealth, in furtherance of our efforts for the advancement of the interests of education ; that we fully value the lessons which their ohservation and ex- perience t^ach them, as highly as any that may result from our own ; and that we respectfully solicit them to impart to us of their abundance, by written communications, at the regular meetings of the Association, or through any organ of the in- stitution that may be hereafter established. Prayer was then offered by Rev. Mr. Cowles, of Ipswich, and the Association adjourned. (Signed) Samuel Swan, Secretary, SECOND ANNUAL SESSION. The Second Annual Session of the Association was held at Brinley Hall, in Worcester, commencing on Monday evening, November 23d, 1846. The meeting was called to order by the President, Mr. Oliver Carlton, of Salem, and after the reading of the Secretary's report, the Throne of Grace was ad- dressed by Rev. Mr. Smalley, of Worcester. The usual courtesy was extended to the reporters for the press. Mr. Elbridge Smith, of Worcester, then delivered a lecture on " The Claims of Teaching to the rank of a Distinct and Independent Profession ; " after which the subject of the lecture was discussed by Messrs. Thayer and Field, of Boston, Smith, of Worcester, and Greenleaf, of Bradford. It was voted that no member be allowed to speak more than once on the same subject, nor longer than ten minutes except by special vote of the Association. It was voted that any practical teacher present, not a member of the Association, but intending to be- come such, be invited to participate in the discussion of the evening. 28 JOURNAL OF PROCEEDINGS. An invitation to participate in the discussions was extended to practical Teachers present from other States. The discussion on the subject of the lecture was re- sumed, and concluded by Messrs. ^Ym. D. Swan, of Boston, Sweetser, of Charlestown, Merrill and Richard- son, of Connecticut, and Isaac F. Shepard, of Boston. Messrs. Swan, of Suffolk, Dame, of Essex, Reed, of Norfolk, Sweetser, of Middlesex, Smith, of Worcester, Pennell, of Hampden, Rowe, of Berkshire, Edson, of Hampshire, and Ritchie, of Plymouth, were appointed a Committee on nomination of officers. The Association then adjourned to 8 1-2 o'clock, on Tuesday. Tuesday Morning, Nov. 24th, 1846. The Association having been called to order by the President, The Committee on nomination reported a list of officers for the ensuing year, and their report was ac- cepted. Twelve o'clock was assigned as the hour for the choice of officers. Mr. Thayer, of Boston, offered a proposition to amend the sixth article of the Constitution, by striking out the words " with the President and Secretaries, " so as to make the Board of Directors comprise all the officers of the Association. Rev. J. P. Cowles, of Ipswich Female Seminary, then delivered an address ; subject, " The First Principles of School Government, " Mr. Thayer, of Boston, being in the chair. After a discussion hj Rev. Messrs. Pierce JOURNAL OF PROCEEDINGS. 29 and Cowles, of views advanced in the lecture, the subject was laid on the table. After a recess of ten minutes, the President having resumed the chair, Mr. S. S. Greene, of Boston, deliv- ered a lecture on " Teaching Grammar ; " and after remarks by Messrs. Andrews and Field, on the subject of the lecture, the hour of twelve o'clock having arrived, the Association proceeded to the choice of offi- cers, and the following gentlemen were elected. President, Oliver Carlton, of Salem. Yice Presi- dents, Thomas Sherwin, of Boston, D. P. Galloup, of Salem, Levi Reed, of Roxbury, George B. Emerson, of Boston, Lucius Lyon, of Shelburne Falls, James Ritchie, of Duxbury, Joshua Bates, Jr., of Boston, Calvin S. Pennell, of Cabotville, Nelson Wheeler, of Worcester, A. K. Hathaway, of Medford, William Seaver, of Quincy, Henry K. Edson, of Hadley, D. S. Rowe, of Westfield, and Charles Hammond, of Monson. Cor- responding Secretary, Charles Northend, of Salem. Recording Secretary, Samuel Swan, of Boston. Treasu- rer, Josiah A. Stearns, of Boston. Counsellors, Ariel Parish, of Springfield, Samuel S. Greene, of Boston, E. S. Stearns, of Newburyport, Thomas Cushing, Jr., of Boston, Wm. D. Swan, of Boston, Rufus Putnam, of Salem, Daniel Mansfield, of Cambridge, Wm. H. Wells, of Andover, Elbridge Smith, of Worcester, James B. Batcheller, of Marblehead, P. H. Sweetser, of Charlestown, and J. P. Cowles, of Ipswich. The Treasurer made his annual report, which was accepted, and Messrs. W. D. Swan, Allen, and E. S, Stearns, were appointed a Committee to examine into 30 JOURNAL OF PROCEEDINGS. the condition of the Treasury, and to report what meas- ures, if any, were necessary to meet the expenses of the Association. Adjourned to 2 o'clock, P. M. Tuesday Afternoox. The Association was called to order by the Presi- dent. .Mr. Allen, from the Committee on Finance, reported that said Committee had attended to their assigned duty, and had found no further action necessary. The report was accepted, and the Committee dis- charged. The subject of School Government was then resumed and discussed by Messrs. Cowles, of Ipswich, Peirce, of West Newton, Hale, of Boston, and Leach, of Randolph. Mr. Smith, in behalf of the School Committee of "Worcester, invited the members of the Association to inspect the school-house and apparatus belonging to the Classical and English High School. At 3 o'clock, Mr. Ariel Parish, of Springfield, delivered a lecture on " The Management of the School-room. " After a recess of five minutes, Mr. Bates, of Boston, in the chair, the subject of Mr. Parish's lecture was taken up and fully discussed by Messrs. Field, Green- leaf, and S. Bates, of Boston, and C. S. Pennell, of Springfield. The subject was then laid on the table. The following resolution was offered by Mr. Allen. JOURNAL OF PROCEEDIJiGS. 31 Resolved, That the thanks of the Association be presented to Eev. J. P. Cowles for his interesting and able lecture, and that a copy of it be requested for publication and gratu- itous distribution. The Association adjourned to 7 o'clock. Evening Session. The meeting was called to order by Mr. Bates. Mr. Allen's resolution respecting the lecture of Rev. Mr. Cowles was taken from the table, and passed, and Messrs. Allen, I. F. Shepard, and Carlton were ap- pointed a Committee to carry it into effect. Mr. Greene, chairman of the Committee on the " Teachers' Journal," reported tlie following resolves, which were unanimously adopted. Resolved^ That the interests of the profession, and the cause of education, require the establishment of a Teachers' Journal. Resolved, That a Committee of five be appointed by the Association, with discretionary power to establish such a Journal, provided it can be done without subjecting the Asso- ciation to pecuniary responsibility, and that this committee act as an editorial corps in conducting it. On motion of Mr. Swan, the whole subject was recommitted with discretionary powers. A lecture was then delivered by Mr. Joseph Hale, of the Johnson School, Boston. Subject, " Thorough Instruction." After remarks on the subject of the lecture by Mr. Bowers, of Springfield, On motion of Mr. Swan, it was voted that the thanks of the Association be presented to Mr. Hale for his 32 JOURNAL OF PROCEEDINGS. eloquent address, and that a copy of the same be requested for publication. Messrs. Greene, of Boston, Smith, of Worcester, and Putnam, of Salem, were appointed a Committee to carry the vote into effect. The Recording Secretary was authorized to procure two hundred copies of the Boston Weekly Bee, con- taining a report of the proceedings of the meeting, and to furnish with a copy each member of the Association. Mr. Parish, of Springfield, offered the following resolutions, which, after remarks thereon by Messrs. Smith, of Worcester, Greenleaf, of Bradford, Wells, of Andover, Swan and Tower, of Boston, Northend, of Salem, Cowles, of Ipswich, and Thayer, of Boston, were unanimously adopted. Whereas, An impression exists in certain portions of the community, that the Massachusetts Teachers' Association con- templated in its origin the purpose of neutralizing or oppos- ing the influence of the Board of Education, and still enter- tains hostile views towards that body, therefore, Besolved, That if an expression or sentiment tending to produce such an impression has been uttered in any of our deliberations, we entirely disclaim it as having been expressed with any such hostile motive. Resolved, That it is our great object to advance the cause of education in all its bearings on society, — and that we rejoice in every effort on the part of other associations and individuals in cooperating in the same great work. On motion of Mr. Northend, it was voted, That the Board of Directors be requested to appoint the next annual meeting of the Association to be held at Spring- field, provided suitable arrangements can be made for the accommodation of the members. JOURNAL OF PROCEEDINGS. 33 The thanks of the Association were presented to the several railroad companies for the extra facilities "which they had afforded the members. On motion of Mr. Thayer, the thanks of the Asso- ciation were presented to the lecturers, and the former votes on the subject were so amended, that Messrs. Greene, Smith, and Putnam, were authorized to pro- cure the printing of all the lectures. Thanks were presented to those editors of newspapers who had voluntarily noticed the meeting, and to the School Committee of Worcester for their courtesy in providing a suitable Hall. Prayer was then offered by Rev. Alonzo Hill, of Worcester, and after singing Old Hundred, the Asso- ciation adjourned. (Signed) Samuel Swan, Secretary, LECTURES OF THE SECOND YEAE. LECTURE I. THE CLAIMS OF TEACHING TO THE RANK OF A DISTINCT PROFESSION. BY ELBBIDGE SMITH. Gentlemen of the Mass. State Teachers' Association: It was a principle in the Roman military system al- ways to commence an action with the skirmishing of the light troops. It is in consequence of the adoption of a similar tactic by the Executive Committee of this body, that it becomes my duty to address you at the opening of our present session. I know not that I can better perform my part as an humble member of the V elites of this Association, than, during the few moments it will be my duty to claim your attention, by setting forth, as best I may, the claims of our occupation to the rank of a distinct and independent profession. It will not be deemed arrogance on my part, to claim for this subject a peculiar fitness to the circumstances under which we are assembled. The organization of this As- sociation was in itself a most emphatic assertion of the sentiments to which it will be my aim, this evening, to give expression. 38 MR. smith's lectuee. We met in convention last year, ostensibly in obe- dience to a call from the " Essex County Teachers' As- sociation," but really in obedience to a call from our own bosoms, a fundamental law of human nature which impels men of similar pursuits to unite their sympathies and energies in the prosecution of their common work. It was a matter of regret, gentlemen, that we came so late to the work. We should have led the vanguard in the great enterprise of connecting, by some strong bond of union, those throughout our land, who, in their silent and unobtrusive labors, are shaping the destinies of the rising generation. It was, I might almost say, the prerog- ative of this ancient Commonwealth, within whose limits common schools first gained a foothold, to be foremost in every enterprise pertaining to their elevation and im- provement. If we are true to ourselves, the step we have taken is destined to work an era in the history of public school instruction in Massachusetts ; and I may also add, in her civil and religious history. No greater event can possibly transpire in the history of any State, than when the instructors of her youth unite in an earn- est and determined effort rightly to appreciate and worthily to discharge the high functions of their office. And this is the purpose, if I understand the object of our meeting, for which we are now assembled. Let us then endeavor to obtain clear ideas of the relation we sustain, of the claims which we have upon society, and of those which society has upon us. The great concerns of humanity, the preservation of life and health, the protection of individual rights, and the still higher interests of the soul, have^ from the ear- TUB CLAIMS OF TEACHING. 89 liest dawn of civilization, been entrusted to those who have made these things the subjects of their exclusive study and attention. The writings of the father of medicine have come down to us in the simple garb of the later Ionic dialect, and the blind old bard of Scio has thought the wrongs of an injured priest worthy of a place in the opening of his immortal poem. The names of Solon, Lycurgus, and Draco, are foundation stones in the great structure of Grecian art, genius and elo- quence. In sacred history we go back to still earlier periods, and the names of Moses and Aaron, the Hebrew lawgiver and priest, are associated with the awful scenes of Horeb and Sinai. The three learned professions seem thus to have sprung into being in the earliest in- fancy of the race. The progress of society and the consequent development of civil and natural laws have extended the boundaries of professional study, until each contains within itself departments almost as dis- tinctly marked as were originally the professions them- selves. The ambitious attempts of Grecian philosophy to account for the origin of all things, are no longer considered indications of true wisdom. Knowledge is becoming more microscopic in its character. While the field of observation has been 'narrowed, it has been more carefully explored, and the value of knowledge has come to be estimated in the inverse ratio of the number of subjects to which it extends. The opera- tion of this principle which political economists call di- vision of labor, has long since given rise to the occupsr tion in which we are engaged. It is interesting to observe how closely in Christian 40 MR. smith's lecture. countries the work of the teacher has been allied to that of the clergyman. Teaching has been, in fact, one branch of the clerical profession ; and, in some in- stances, no little difficulty has been experienced in the attempt to sever what has come to be considered a natu- ral and almost necessary connection between them. This is especially true of our colleges and professional schools. The subordinate stations in our common and high schools, as they are termed, have been filled by those who have found them convenient stages in a course of professional study, or by those who have dis- covered what nature might have taught them, that they were not designed for the bar or the pulpit. No calling in the country has been followed more as a means and less as an end, than that of teaching. In no class in the community will be found a greater num- ber of hirelings, men who prize their work not as a means of influencing and controlling mind, but simply as ministering to the supply of the sensual wants. The reputation of being a profound jurist, or a successful advocate, an elegant preacher, or an able divine, a skil- ful surgeon or therapeutist, is in itself sufficient to enlist the energies of the ablest mind. The position in socie- ty secured by preeminent professional, far outweighs in every noble mind the paltry considerations of mere pecuniary gain. But motives of this character, in the present condition of things, cannot have a controlling influence upon the teacher's mind. It was not the hope of pecuniary profit that gave to the world Black- stone's Commentaries, nor Butler's Analogy, nor Ed- wards's Treatise on the Will. It was entire devotion THE CLAIMS OF TEACHING}. 41 to a great and arduous work, the love of professional labor, and the sure and just reward consequent upon that labor, reckoned not in the worthless coin of dollars and cents, but in the elevation, improvement, and grate- ful remembrance of their species. The occupation of teaching has been regarded as furnishing little scope for the higher faculties of the mind — as tending rather to circumscribe, than to strengthen and expand its powers. This opinion has, perhaps, been justified by the character of the majority of those who have been employed in the work. Nor is it strange that such should have been their character, considering the estimate in which their work has been held by their employers. Teaching has not generally been considered wor- thy the attention of noble and gifted minds, and conse- quently they have not been summoned to engage in it. Not many years since, when a man of preeminent talents was appointed to the mastership of a public school, it was said by some. He is going to cut blocks with a razor; by others. What a pity that a man fit to be a statesman should be employed in teaching school-boys ; by others. He has gone to galvanize a dead carcass. A constant ratio always has existed and always will exist between the estimation in which teaching is held, and the character which teachers maintain. Talent will always obey the mandate of public opinion, and if called by this high authority, will as readily put forth its powers in the school-room, as at the bar, or in the pulpit. But, as I have already said, the impression prevails 3* 42 MR. smith's lecture. that this field of action is too confined ; that there is not enough here to satisfy the higher aspirations of the soul. Let us pause to inquire if this be correct. The period of pupilage comprises the first fifteen or twenty years of human existence, a fourth or a fifth of the threescore years and ten allotted to our earthly sojourn. But the importance of this period is not to be estimated by its duration. It is almost superfluous to remark that it is far more decisive of human destiny than the entire complement of life. This period has most ex- pressively been termed the seed-time of life. And if the inspired declaration be true, " that whatsoever a man soweth that shall he also reap," what scrupulous atten- tion should be given to the preparation of the soil, and the sowing of the seed. This teeming period of life is committed to the teacher's care. He can and will, whether intending it or not, draw those strong and deep lines of mental and moral character, which time nor eternity can ever eSace. Jurists, divines, and physi- cians will strive in vain to reconstruct the fabric which he has reared. They may modify and amplify, but they can never change the intrinsic character of the structure. Other foundation can no man lay than that which he lays. "Who has ever gazed upon the impressions of animal and vegetable life which are found in various species of fossil, carrying the mind back through the desolations of countless revolutions, to the secret of ages before man was, and not reflected, with sublime admiration, upon their vast antiquity ? In these we may examine the vegetable and animal physiology of periods buried in THE CLAIMS OF TEACHING. 48 the depths of a past eternity, and bring to light the minutest facts in their existence. The faUing of a peb- ble, the folding of a leaf, the contraction of a muscle, the fracture of a bone, with all the nicer lineaments of a most delicate and wondrous mechanism, have survived the convulsions and throes of the terraqueous globe. But these traces of influence recorded on what has been for ages the unconscious matter of our globe, are fleet- ing and transient as the dew of morning compared with the impressions made upon an immortal spirit. " These shall resist the empire of decay, When time is o'er, and worlds have passed away ; Cold in the dust the perished heart may lie, * But that which warmed it once, can never die." Had we the powers of vision with which to penetrate the mysterious structure of the mind, " Where thought, of notice ever shy, behind Thought disappearing, stUl retires ; and stiU, Thought meeting thought, and thought awakening thought, And mingling stiU with thought in endless maze," or of the heart, where " passion weaves its web of thou- sand threads ingrain, and hue all different," and could we perceive the close connections and nice dependen- cies, its great susceptibility and tenacity of impression, so that a single thought may change its character and action throughout the whole extent of its duration, might we not shrink from the responsibility of directing the motions of a mechanism so ethereal, and which, if misdirected, will prey upon itself with an all-consuming 44 MR. smith's lecture. . and never-ceasing energy ? And then suppose we re- ceived this spiritual framework in the freshness and purity of its early youth, that we may strengthen and chasten, adorn and expand, invigorate and consecrate its powers. This, gentlemen, is our work. To this, if we have been true to our trust, have we been exclusive- ly devoted the past year. In the performance of this duty is there a field sufficiently ample for the mind ? a work sufficiently great to task its noblest powers ? Do the first twenty years of existence, controlling as they do the whole of subsequent life, and that life deter- mining the character of the life to come, constitute a period to jyhich genius and talent may worthily devote their energies ? In short, is the training of minds, which, " When earth 's no more, "will still survive above, And through the radiant files of angels move, Or as before the throne of God they stand. See new ■worlds rolling from his spacious hand Where their adventures may perhaps be taught, As we now tell how Mcheal sung or fought," worthy to take rank in the great interests of the race as one grand department of human action, — as a distinct profession ? When mind shall have assumed the controlling rank assigned to it by its Creator, when passion shall bow to the dictates of enlightened reason, and virtue assert its supremacy over vice, it will be found that the pro- fession of teaching will rank only second in the scale of human pursuits. THE CLAIMS OF TEACHIUG. 45 " The pulpit in the sober use Of its legitimate, peculiar powers, Must stand acknowledged, while the world shall stand, The most important and effectual guard, Support and ornament of Virtue's cause. There stands the messenger of truth ; there stands The legate of the skies ! His theme divine. His office sacred, his credentials clear." To him we yield the precedence, and to no other. We claim the highest earthly dignity for that occupa- tion -which has been, and still is, too generally consid- ered the appropriate sphere fordrones and dunces. I have not spoken of the relation which our labors sustain to the duties of the present life. But were we to argue this question on the comparatively low grounds of polit- ical economy, I am unable to perceive that the rank of our employment would be at all degraded. What are the great ends to be attained by a political organ- ization ? Or in language almost too familiar to be quoted, " What constitutes a state ? Not high raised battlement and labored mound. Thick wall or gate. Not cities proud, with spires and turrets crowned, Not bays and broad a,rmed ports. Where, laughing at the storm, proud navies ride ; Not starred and spangled courts, Where low-browed baseness wafts perfumes to pride. No ! Men ! high-minded men ! Men who their duties know. But know their rights : and, knowing, dare maintain, Prevent the long-aimed blow, And crush the tyrant, while they rend the chain. 46 MR. smith's lecture. These constitute a state ! And sovereign law, that states collected "will O'er thrones and globes elate, Sits empress, crowning good, repressing ill." And where in society can tlie man be found who does a tithe of the labor in rearing these men — high minded men — which the teacher performs? Bear with me in a brief appeal to well known facts. Alex- ander was but the Stagirite of the political world ; he did as a sovereign what his master had done as a phil- osopher. Charles XII, if we might for once give cre- dence to the doctrine of Pythagoras, was but another and more vulnerable incarnation of the soul of Achilles in its career of endless transmigration. But there are nobler examples than " Macedonia's madmen, or the Swede." The Duke of Burgundy was the pupil and transcript of the great Fenelon. The present king of the French, the most accomplished sovereign in Europe, owes his very existence to a course of early education which contemplated both aspects of life, the nights of trial and adversity as inseparably connected with the days of triumph and prosperity. Time was, when states even were modelled in strict accordance with the doc- trines I maintain. When Leonidas found his position at Thermopylse untenable, he dismissed his allies, re- taining only his three hundred Spartans, with the sim- ple remark that the laws of Sparta did not allow them to fly from an enemy. These men were the offspring of the stern system of Lycurgus. They had passed through a furnace of discipline, heated to sevenfold in- tensity. They had acquired bodily strength and powers THE CLAIMS OF TEACHINa. 4T in the gymnasium, and ferocity of spirit in the atrocious deeds of the krupteia. The Goths held it to be a per- petual shame for one of their swordsmen to wink in re- ceiving a wound. These men were educated in a most barbarous system, it is true, but in despotic obedience to its laws. If these results have been produced in stern defiance of all the kindlier elements of our na- ture, what may we not look for, when its powers shall be harmoniously in obedience to the laws which the Creator has given it ? If such miracles in educa- tion have been achieved in a state controlled by the dogmas of a blind mythology, what may we not expect in one enlightened by the clear effulgence of the Chris- tian faith ? Xenophon, in the first book of his Cyropse- dia, has given a beautiful description of the Persian policy, in respect to the education of youth. In this system, he tells us, the laws seem to begin with a provi- dent care of the com,mon good — not where those of most other governments begin — for most other governments, giving to all a liberty of educating their children as they please, and to the advanced in age a liberty of Hv- ing as they please, do then enjoin their people not to steal, not to plunder, not to enter a house by violence, not to strike unjustly, not to be adulterous, not to dis- obey magistrates, and other things in like manner ; and if any transgress, they impose punishments on them. But the Persian laws, taking things higher, are careful from the beginning to provide that their citizens shall not be such as to be capable of meddling with any action that is base and vile. He also adds, that the teachers of those who in mature life excel in courage and skill. 48 MR. smith's lecture. receive particular honor. The result of this course of education he exhibits in the character of Cyrus and his conquering legions. Plato, in the third book of his re- pubhc, and in the fifth and seventh of his treatise on laws, has given the most explicit directions respecting the education of youth, as a most important element in his ideal commonwealth. Lord Bacon, in his "Advance- ment of Learning," says, " that as the monging or cher- ishing of seeds or young plants is that that is most im- portant to their thriving, so the culture and manurance of mind in youth hath such a forcible, though unseen operation, as hardly any length of time or contention of labor can counteract it afterwards. And it is not amiss, also, to observe how small and mean faculties gather by education, yet when they fall into great men or great matters, do work great and important effects." I will add but one other authority on this subject, little regarded at the present day, but I trust not entirely obsolete here. " Train up a child in the way he should go, and when he is old he will not depart from it." If these views of education be correct — if it be worthy the rank assigned it by these lights of the world — what shall be said of the educator ? Education, as a mere abstraction, can avail nothing. The most elabo- rate discussion of its principles, and the closest elucida- tion of its truths, might exist, and do exist, in communi- ties where civilization, even, has not yet had its perfect work among the masses of the people. It becomes op- erative and powerful, only when brought home to our firesides and to our hearts. This is the teacher's work. We speak with reverence of the ministers of our holy THE CLAIMS OF TEACHING. 49 religion, and it is right. But they are men of like pas- sions with ourselves ; they derive their dignity and "worth from their high commission. We claim a similar dignity and vy'orth for those who minister at the altars of our household gods — who conduct the education of our youth. This point might be argued at much greater length, but it would be superfluous labor. Perhaps I should even apologize for presuming to discuss a subject which must have presented itself with so much greater force to the mind of every gentleman who hears me. To others, it may, and doubtless will, seem but the alazoneia of Aristotle — an excessive admiration, and vain-glorious estimation, of our own particular calling. But having examined the claims of the occupation of teaching, let us glance at its actual condition. Let us see whether society has estimated and allowed these claims. So far is this from being the case, that I as- sert, fearlessly, that this employment is the most de- pendent of any that can be found in the Commonwealth. The system of supervision under which our public schools at present exist, is such as prevents, and, from the nature of the case — from the nature and constitu- tion of things — always must prevent, their attaining that degree of influence and power which is essential to their highest usefulness. Let me not be misunder- stood. I speak merely of the system by which a per- manent teacher is subjected entirely to the direction of a board of control ; by which his individuality is merged in rules and regulations, injunctions and prohibitions, imposed on him by those who are his legally constituted 50 MR. smith's lecture. guardians ; by whicli, instead of the glorious and re- sponsible being whicli his employment should render him, he is degraded to the rank of a subaltern — a mere ac- cessory. I am far from asserting that this is the con- dition of teachers throughout this Commonwealth. Many, I doubt not, and some, I hioiv^ haye the good for- tune to act under the direction of those who understand and admit something of the claims which the teacher has to independence in his profession ; who respect his views and feehngs, and cooperate with, rather than control him. And that I may not be supposed to have any personal grievances of which to complain, permit me to say that I consider myself among the most favored of the latter class. I am aware that what I have said may excite, in some minds, a degree of surprise. But let us see if there be not some plausibility in the posi- tion I have taken. And first, let me inquire why our profession is selected as the only one which requires a supervision so constant and despotic. Every public school teacher in this State is, I presume, in a greater or less degree responsible, not only to the community for whose good he labors, but to members of the three learned professions ; for these are very generally select- ed to discharge the duties of School Committees. Why should not a portion of the medical and clerical profes- sion be selected to counsel, and if need be, direct the gentlemen of the bar ? It will not be denied that there is much of needless litigation in society, and that the worse is often made to appear the better reason ; and if an arrangement of this kind were adopted, it might secure a more perfect dispensation of justice. Why THE CLAIMS OF TEACHING. 51 should not clergymen and lawyers become a board of health, to regulate the practice of medicine ? It will not be denied that society is scandalously imposed upon by quacks, and that members of the faculty often kill when they ought to cure. Why should not lawyers and physicians take charge of the reverend clergy ? — for it must be confessed, the words of the apostle have been found sadly true, " we have this treasure in earth- en vessels." And why not extend this system of super- vision through all the mechanic arts ? Why should not our carpenters and masons look after our shoemakers and blacksmiths ? and they, in turn, inspect the work- manship of our dwellings ? Let our dry-goods dealers look after our grocers. Let every board of bank direc- tors be constituted a committee to inspect our insurance offices; and, that the system may be complete, let legally constituted committees, from our cities and large towns, have charge of our farms and dairies. A system of espionage like this, needs only to be mention- ed that it may be despised. But wherein, let me in- quire, does it differ from that which has already been established, in regard to one of the great interests of society ? It may be maintained that the circumstances in which the teacher is placed are peculiar and such as render him a fit object of scrutinizing watchfulness, from which members of other professions should be ex- empt. It would not, I think, be difficult to show that no such pecuharity in the occupation of teaching exists. It ought to stand upon the same basis as any other call- ing or profession in life ; it must, it will, before it shall accomplish that moral and mental transformation in 62 MR. smith's lecture. society, which it is destined to achieve. But let us notice some of the evils to which the present system of school supervision gives rise. In the first place it tends to divert from the profes- sion the highest order of talent. A truly vigorous and decisive character desires, first of all, the liberty of developing his own pecuHar views. He will desire, in whatever profession he may labor, to leave upon it the impression of his own mind. Such a man cannot brook restraint. To him,^is own views and plans of action possess an interest which they present to no other ; he justly claims from society the patronage of a fair oppor- tunity ; he will willingly incur the responsibility of any course of action he may wish to pursue, and if suc- cessful, may justly claim the reputation he deserves. Nothing is more desirable to such a mind, than to accom- plish something which shall be regarded as peculiarly his own. But in our public schools, this liberty of ac- tion is not enjoyed. The great lines of conduct are marked out for him ; to these he must conform, or a rup- ture takes place between him and the Committee, and he is driven from his profession in disgrace. These obstacles, a sagacious mind will perceive, and be care- ful to avoid. I might fortify myself here, by the opinions of eminent professional men in this State, but I choose rather to go abroad, and present the example and au- thority of one from our own profession, which will be received as authority, wherever exalted merit and real worth are appreciated. It is now more than three years since the higher pubhcations of the periodical press, both in this country and in Europe, have been vieing THE CLAIMS OF TEACHING. 53 with each other in extolling the character of one whose sun went down in the high noon of his glorj, leaving a nation — I had almost said a world — to mourn his loss. I scarcely need say that I refer to Dr. Arnold, late head-master of Rugby School. When he took charge of the school at Rugby, he maintained that, in the ac- tual working of the school, he must be completely independent, and that their remedy, if they were dis- satisfied, was not interference, but dismissal. On this condition he took the post, and any attempt to control either his administration of the school, or his own private occupations, he felt bound to resist, as a duty, he said on one occasion, not only to himself, but to the master of every foundation school in England. At a subse- quent period, in a letter to the under Secretary of State, in relation to a candidate for an office as teacher, in the gift of the government, he says : " I am anxious to understand clearly, whether he is to be in any degree under the control of any local board, whether lay or clerical ; because if he were, I could not conscientious- ly recommend him to take an office which I am sure he would shortly find himself obliged to abandon. Uniform experience shows, I think, so clearly the mischief of subjecting schools to the ignorance and party feelings of persons wholly unacquainted with the theory and practice of education, that I feel it absolutely necessary to understand fully the intentions of the government on this question." These are not the opinions of a weak or inexperienced man, but of one who just before his death was thought worthy of a professor's chair in the Univer- sity of Oxford. How sad the reflection, that, if Arnold 54 MR. smith's lecture. himself, with his noble and lofty spirit, "were to seek employment in our public schools, he would be rejected. And how many Arnolds are there, who for the reasons above specified, have devoted their services to other pursuits, instead of training, " by every rule of whole- some discipline, to glorious war the hosts " of youth among us? And how many, engaged in the work, are fretting in their harness, and waiting only for an op- portunity to abandon the profession forever ? Indeed, Arnold himself was on the verge of leaving his post at Rugby, on the occasion of an unreasonable interference on the part of those who had charge of the general interests of the school. Who can read, in the life of Arnold, the account of this conflict of his liberal, gene- rous, and noble spirit, with the contemptible bigotry and sectarianism that beset him, without kindling in the cause of the hero, and shouting at his triumph ? Again, this system presents a formidable barrier to the attainment of high professional eminence — which should be one of the controlling motives of the teacher's mind. It is with great difficulty that the teacher can exert a direct influence upon society, in his professional character. He is obliged to act through the Committee. If in the discharge of his duties, he has discovered hap- pier methods of imparting instruction ; if he has suc- ceeded in arousing to higher action the energies of the young, he is by no means certain of receiving the credit due to his efibrts. That which is due to superior skill ia the instructor, may be, and very often is, ascribed to incidental circumstances and extraneous influences. I by no means assert that this would be intentionally TEE CLAIMS OF TEACHING. 55 done. But it is by no means easy for one who has not been actually engaged in the work, to determine the amount of labor that is necessary to bring about results apparently the most trivial. Gentlemen, have you ever seen those within your school-rooms who were eloquent in their expressions of praise, at the ease with which all your operations are performed, and who expressed regret that it was not their happy lot to teach ? have you ever noticed the difference between the views which a teacher would take of your schools, and those of one who has had no experience in the employment ? Which have been the most discriminating, and the most just ? I am not aware that it is customary in any portion of this State, for teachers to make reports of the progress and condition of their schools to the Committees in which they labor. These are always received from a Com- mittee, and from those the teacher has no appeal. Sup- pose we wish to obtain information respecting the con- dition of the schools, in any of our cities and large towns. What are the means of information that come most readily to hand ? The reports of the Committees of these towns. But, do you, gentlemen of the profes- sion, always find these reports satisfactory ? do you obtain from them the information you desire ? are they of a professional character ? do they appear to come from teachers, or from those who have only seen others teach ? It is certainly very desirable that Committees should make reports of what passes under their notice in the examination of schools. It is still more desirable that teachers themselves should report on those matters which escape the notice of others, and which would be 56 MR. smith's lecture. alike interesting to other members of the profession and to the community at large. A course like this would furnish a noble field for the display of professional talent, and would present the strongest incentives to the mind of the teacher, to make discoveries and improvements which should be known beyond the walls of his school- room. This course would contemplate the teacher as an individual man and as a responsible agent. The other regards him as an overseer, intended to carry out the views of the Committee. In speaking of the clergy of any of our cities, individ- uals eminent in the profession at once arise before the mind. The same may be said of the bar, and of the medical profession. But is it true to the same extent, of the educating profession ? Are they not rather con- cealed in the machinery of the system which they are required to work. I know there are men connected with our public schools somewhat extensively known as teachers. I think, however, that authorship has done quite as much for them as teaching. Most worthy men, no doubt, those are — men, who if left to the free and full development of their educational views in the con- duct of their schools, might prove the greatest blessings to their age ; but under the existing system, his indivi- duality is merged in a kind of social menstruum, and his hard-earned reputation complacently borne ofi" by those, perhaps, who never devoted an hour to teaching in their hves. In a subject so vast as that of educar tion, there is, of course, a most inviting field for im- provement and discovery, — here is range for the mas- ter spirits of the race. Why then should it not be THE CLAIMS OF TEACHDrG. 57 thrown open to free investigation, like any subject pertaining to the great interests of the race ? Let teachers be situated so that thev can mutually incite each other to higher attainments, and greater success, — and when new discoveries crown their labors, let them have the satisfaction of knowing that they are acknowl- edged and honored as such. The Royal Society is devoted to the promotion of science, but I am not aware that it has ever laid down any explicit rules to guide its members in the path of discovery. According to our system of school-government, it ought to pass definite laws for the observance of its members in the several departments of science, and if any should presume to overlook the bounds of their conventional universe, and call up a new world from the depths of space, a resolu- tion should be passed that no such world existed ; but if forced to acknowledge it, it should, at a regular meet- ing of the society, be formally introduced to the notice of mankind. It seems to me perfectly clear that the teacher should be left to the selection of his own means in imparting instruction. But this is not allowed — new books may be introduced, which he cannot approve, and the state- ments of which he may find himself obliged to contra- dict or modify at almost every step. If the teacher be not qualified to select his text-books, he surely is not qualified to use them. Nay, more ; if he be not better qualified than any one else to perform this service, he must have been entirely false to his trust, and if so, should be removed. This practice of having text-books selected by committees, has the merit of peculiar 4 58 MR. smith's lecture. absurdity. It would be interesting to see a Committee from the legal and clerical professions, enter a physi- cian's office, and inform him that thej had brought him an entirely new set of authorities, which they expected he would implicitly follow in his subsequent practice. He would probably reply, " Gentlemen, I appeal from your jurisdiction ; I refer to you in matters of law and divinity, but claim to understand medical science better than you. If I do not understand that which I have made my life's study, you surely caanot, who have been entirely absorbed in other pursuits." The same re- marks would apply to the other professions. But it will be said the opinions of teachers differ, and where several schools exist, some course must be adopted to secure uniformity. This is true ; and let those be ap- pointed to make the selection, who are the best qualified to judge of their merits. And they, I maintain, are the teachers themselves. Let them decide by vote, for this is the method adopted by Committees, and it would only be transferring the decision from those who do not to those who do understand the subject upon which they pass judgment. In saying this, I mean no dis- respect to Committees. They ought not to be expected to give that time and attention to the study of text- books, which will enable them to form a correct opinion respecting their merits. They are engaged, heart and soul, in other professions. But it is the teacher's province, and the teacher's duty, to inform himself respecting the character of books — and it is the right of the community to avail them- selves of his knowledge. If any thing can be said to be THE CLAIMS OF TEACHING, 59 an axiom in matters of school management, I tliink it is this. In some of our cities and large towns, still more stringent regulations are adopted. The manner in which every hour in the day shall be spent is distinctly marked out, and I have been told by some teachers that when they are absent from duty for the space of half an hour, a deduction is made from their salaries. How a man can live under such a system without some sense of self degradation, is more than I can understand. If a dozen or fifteen teachers can be found, who shall ex- perience no inconvenience under the operation of such regulations, it seems to me it ought to be regarded as prima facie evidence of their incompetence to teach. Minds that could thus tamely follow in a prescribed course, must be entirely destitute of that self-inspiring confidence and determined energy which should consti- tute the great features in a teacher's character. And it is still more surprising that men of sense and ability should ever enforce such regulations. How can they endure the customs of society, — as varied as the in- dividuals that compose it ? How can^they bear the ap- parent disorder and endless variety in the heavens above, and in the earth around ? In conformity to their views every motion in nature should be in straight lines or exact circles. But the infinite diversity in the natural, is only a transcript of what exists in the spiritual world. It is true there is a high degree of pleasure in witness- ing the exact movements of a large mass of machinery, but it is nobler far to contemplate the glorious con- fusion of the material and intellectual worlds, working out in the mysterious economy of Providence, a sublimer 60 MR. smith's lecture. harmony than ever sprung from the most gorgeous cre- ations of the human fancy. Where shall we learn to work upon great Nature's plan, and bow to the majes- tic simplicity of law ? How long is society destined to pay the heavy penalties of infringing upon the Creator's patent ? Eut I gladly turn from this view of my subject. By some it will be deemed a grand or rather a contempti- ble impertinence, that I should presume here to impeach a poHcy which has been considered the bulwark, rather than the bane, of our public schools. I might yet heighten the picture, and spare many a startling fact from real life ; but it would be deemed invidious. I have intended to speak only of the system. No one can think more highly of the men who perform the duties of School Committees, than myself. They are selected from the ablest and best men which society affords. But the ablest men often make great mistakes when acting out of their appropriate spheres. One thing, it seems to me, is clear : if society employs a class of men for a particular service, that service they ought to perform. Of course there should be committees to examine schools, and employ teachers, but by the principles of common sense — by the principles which regulate the practice of all other professions and occupations, the teacher should be left to the selection of his own means and appliances, and then held responsible for results. If he succeed, let him have his just reputation, as a master of his profession. If he fail, let him give place to some worthier man. It may be said that this would THE CLAIMS OF TEACHING. 61 be giving great power to the teacher. This is true ; but it is just such as is given to the clergyman, the physician, and the lawyer. What a solemn responsibil- ity is committed to the hands of the physician, when you entrust to him a life as dear to you as your own ; or to the lawyer, when you entrust entirely to his manage- ment, a suit in which your whole property is involved ; or to the clergyman, when clothed with conquering power, the king of terrors claims his own dread hour. But we do this, constantly relying, with entire confi- dence, upon the moral honesty and professional skill of those whom we employ. But can there not be honest and able men engaged in teaching ? men who understand their business as well as other professional men ? No man accomplishes great good without incurring great responsibility. And it is the sense of responsibility properly felt, that calls into exercise our most effective powers. Responsibility, with moral agents, is one of the great motive powers. And that it may operate to advantage, it should be dis- tinctly understood where it rests. There is no surer method of making a man a scoundrel, than by always treating him as such ; and there is no surer method of rendering a teacher unfaithful, than a system of policy which contemplates him as unworthy of trust. But, gentlemen, we have more pleasing duties to perform, than to complain that our labors are under- valued, and our office not appreciated. We have some- thing more important to attend to, than to inquire what men think of us. In our hours of calm reflection, when 62 MR. smith's LECTtJEE. the soul retires into the sanctuary of its own medita- tions ; when we take a comprehensive view of the field of our duties, and consider the relation which our labors sustain to human destiny, we find that our work is not merely undervalued by our contemporaries, but by our- selves. Let us rise, then, to a proper sense of our high vocation, and this we can never do, until great thoughts of eternity come over us. If there be any reality in a future state, and if the revelation we possess mean any thing, there can be no doubt that from these sources are to be drawn the great controlling motives of our lives. No considerations of merely temporal advantage can be of sujfficient moment to balance and control the operations of a spirit that must live forever. I say this, not merely for the purpose of closing with some reli- gious cant, but as something which must lie at the very foundation of our views of education, and of our labors as educators. It was on this basis that the Puritan character was built — the strongest character which the world has yet seen. They have labored, and we have entered into their labors. If our minds can take fire in view of the incentives addressed to them, in view of the Archimedean position which we occupy — and they can if adequate to their work — we can well afford to be regardless of our reputation. If we give ourselves wholly to our work, we may rest assured that our fame will take care of itself. But there will be hours and days of despondency. There will be times when we shall be misrepresented abroad, and that too when we most deserve commendation. I have often heard from THE CLAIMS OF TEA0HI2s^G. 63 teachers, sentiments like those wMch Coleridge lias put into the mouth of a complaining spirit : How seldom, Friend ! a good great man inherits Honor or wealth, with all his worth and pains ! It sounds like stories from the land of spirits, If any man obtain that which he merits, Or any merit that which he obtains.** Butjisten to the reply : " For shame, dear Friend ! renounce this canting; strain ! What wouldst thou have a good great man obtain ? Place — titles — salary — a gilded chain — Or thrones of coi^es which his sword hath slain ? Greatness and goodness are not means, but ends ! Hath he not always treasures, always friends. The good great man ? — three treasures, love and light, And calm thoughts, regular as infant's breath ; — And three firm friends, more sure than day and night — Himself, his Maker, and the angel Death." Do any of us possess anything of what may be termed the romance in morals — a thirsting for deeds of danger and daring — a willingness to encounter the worst forms of danger, and death even ? Let it be chastened, purified, and then given to the great en- terprise of the age, the moral regeneration of man. We shall find scope for all the enthusiasm of the red-cross warriors, and may direct it, not to the recovery of our Lord's sepulchre, but to the establishment of his king- dom. The next generation will need men — such, perhaps, as the world has never seen. The materials for these men are now in our hands ; much, very much, is de- pending upon our workmanship. The great lines of prophecy and Providence are converging, and great 64 MR. SMITH 3 LECTURE. events are in store. The present generation will pass avray, and perhaps many follow it, before the school- master shall enjoy all the advantages to which his posi- tion entitles him. But we can do much for our succes- sors. The next generation will be in advance of us — they will have the advantage of our labors. In no way, therefore, can we aid them so effectually as by improv- ins; ourselves. Amid the confused and vulvar din of Mammon's worshippers, let us keep steadily in mind, that we may invest capital more safely than in bank stock or Texas scrip. If we look for no higher reward than our quarterly bills, we shall probably do little to- wards kindling celestial fire in the breasts of our scholars. The spirit of the age is becoming more and more favor- able to our enterprise. Some have already dared to say, that the fashioning of the souls of a generation, by knowledge, should rank on a level with blowing their bodies to pieces with gunpowder j and that with gen- erals and field-marshals for killing, these should be world-honored dignitaries, and, were it possible, true God-ordained priests, for teaching. It speaks well for the temper of the times, to see the executive of one of our New-England States laying aside the rough panoply of politics, and advancing to the pro- motion of what he considers the still higher interests of education. When the Saviour of mankind " ascended upon high, and led captivity captive, he gave gifts unto men. And he gave some apostles, and some prophets, and some evangelists, and some pastors and teachers." Apos- tles and prophets, pastors and evangelistc, have already THE CLAIMS OF TEACHING. 65 appeared, and much has been done for mankind. But among the rich gifts which Providence has jet in store, will be found the true and devoted teacher ; for what have already been sent, must be regarded only as so many studies preparatory to his appearance. And while we wait for his coming, and long for his appear- ing, let us attentively study some of the great outlines of his character, in the life of his forerunner, the la- mented Thomas Arnold. 4* LECTURE II. FIRST PUIKCIPLES OF SCHOOL GOVERNMENT. BY REV. JOHN P. COWLES. It is not mj purpose to touch, even slightly, upon all the First Principles of School Government, nor to discuss any one of them in full. It is rather to select some of the most important, and to investigate them fun- damentally. I would find some solid ground, on which there shall be firm standing ; — some soHd rock, un- moved and immovable, while all is in commotion around. Such a foundation there must be in reality. The truth concerning government is not of yesterday, manu- factured to suit the market like novels, or more like the newest styles of dress goods, fresh from the shops, but to be fresh only a day. It is, like its Author, ever- lasting, the same yesterday, to-day, and forever. Well for us if we can find, and finding, keep it ; if, having proved all things, we have discernment to see, and courage to hold fast, that which is necessarily and therefore always good. The cloud-compelling theorist needs no foundation. His business does not lie upon Terra Firma, where some foothold is actually requisite for standing and walking purposes ; but in the shadowy 68 MR. COWLES'S LECTURE. regions of thin air, — 271 mihihus. AYh at signifies solid rock to the light-footed Camilla, as she " Flies o'er tli' unbending corn, and skims along the main ? " The matter-of-fact millions must have matter-of-fact foot- hold on actual ground ; while skimmers of the main, and tenants of the air, may be allowed to fly and to carol their blithest and best, till Age shall tire or Time shall clip their weary wing. The true relation between school and teacher is a point of the first importance ; but it is perhaps as plain as it is important. The school is not made for the teacher, but the teacher for the school. The teacher is not the end, and the school the means ; but the school is the end, and the teacher the means. The teacher is not first provided and prepared, and then the school for him ; but the school is the first moving and final cause, and all else is, or should be, subordinate and sub- sidiary to it. The teacher, therefore, is not to aim at his own glory, ease or emolument, as to be attained by teaching. As httle is he to try any of his raw theories on the living souls before him, as though scientific interest in the doctrines of his profession were his chief motive, and the school-room meant only to dissect and exhibit the anatomy of human nature. Yet the teacher is not a foot for his pupils to walk with, nor a shoulder to carry burdens which they do not choose to touch ; but his is the seeing eye, the di- recting brain, and the quickening heart. There are indeed in the animal economy, vital and governing parts ; yet that economy is not made for them. The whole body is not for the sake of the eye, nor for the FIRST PRINCIPLES OF SCHOOL GOVERNMENT. 69 head, nor for the heart ; but an animal economy was first determined on, and then the vital and other parts, as necessary or incident to it. It follows that the good of the school should be the ruling consideration, outweighing any and all others. This is to be the teacher's object. His heart and life? — so much of his activity as can be called his life, — is to be given to it. It is the good of the school, in the largest sense, that is to govern all. It is never to be forgotten, that germs of immortality are springing into more and more ex- panded life around the teacher ; that habits, infinitely more enduring than monumental brass, are forming with every act done beneath his eye ; that the seed for fruit- ful harvests of corruption and shame, or of life and glory, scattered by youthful hands, are filling the air and falling into fertile soils on every side. Youth is indeed the school-time for life ; but the whole of life, including youth, is our school-time for eternity. A character is to be formed that will abide all tests ; a course is to be begun which will not only satisfy the demands of parents and of society at large, but which will meet the approving smile of the Great Author of all wisdom and virtue. Who can be truly concerned for the good of his pupils, and yet forget that conduct soon makes character, and character, finished, makes destiny for all duration ? Ere we are aware, the molten wax is hardened with its effaceless impression ; some vile image, some wicked principle, has left its ever- during brand upon the soul, and we perhaps were asleep the while. If the good of the school is to decide the question, 70 MR. COWLES'S LECTURE. there must be government in it. There is in that ease no alternative. A school -without government is but a miscellaneous collection of human animals, without a bond of union, without cause to show for coming together, without fruit to show from coming together, save evil, only evil, and that continually. A family, without gov- ernment, is impossible. Without this element, the in- tegrity of the idea is gone. So of the nation. Without government, it is not a nation, it is a mere herd, a con- geries of human beings. To be a nation, there must be some head, some directing will, moving the whole as one, in all their common interests and concerns. It would seem that the Author of nature had pur- posely contrived to make the government of children an indispensable duty, by making it an inevitable necessity. Man, even adult, enlightend, christianized, infallibly makes shipwreck of all his best interests, without govern- ment ; and how much more must infancy, youth, and childhood ? Is there a plainer case of a fortiori arguing, than from the necessity of governing men, to the necessity of governing children? It is with strong appetites, working as impulses to drive him somewhere, but with no discretion, no experience whatever to guide him whither, that the child is committed to parental love ; and this very love to which the child is committed, can- not preserve even the existence without controllinf^ the conduct of the child. Its own gratification is made dependent on the discharge of its duty in this particular. So wonderfully has our Maker provided that the great end, government, shall be accomphshed. He has made it certain, by making it an indispensable condition of all FIRST PEINCIPLES OF SCHOOL GOVERNMENT. 71 parental, all domestic, all social happiness. He makes everything hang on it, that, whatever else may be neg- lected, this at least may be done. The sun might as well shine without giving light, and attract without mov- ing his subject-worlds in their bright circles around him, as the parent's eye see and his heart love the good of his children, and yet he refrain from putting forth authority to guide them in the right path. In an inferior degree, perhaps, but yet as truly, the same things apply to teachers. Granting the necessity of government in a school, Yfhence shall it be copied ? Where shall we look for its principle, for the model on which it is to be framed ? If there be a perfect system of moral government any where in existence, it would seem that we could not choose but adopt that as our model. If, besides its perfection, it be the very one that is, and ever must be, over us, whether we will or not ; — especially if it be the whole of all just and right educa- tion, to habituate us to obey it in all its extent and duration, then is the case more than plain. We have our model. It would be folly to ask more or to search farther. We should copy, indeed, with a wise caution of not endeavoring to transfer to our system, principles which finite powers and faculties cannot apply in practice. We are not omniscient. We cannot unerringly judge of the heart, because we cannot intuitively see it. Exact and final adjustment of rewards and punishments to the merit and demerit of actions is not ours. But after all necessary abatement on these and the like accounts, it 72 MR. COWLES'S LECTURE. remains that school as Tvell as family government should be an imitation of the government of God, with more or less left out which we, being every way finite, cannot copy. First, then, the test government for a school is not re- 'publican. There may be pupils in it who are wise, but not as the teacher is wise. There may be pupils who have disinterestedness and power, but not to equal the teacher, if he be such as he ought to be. Not that the views and wishes of pupils should never be consulted, much less that they should never be grati- fied. But for a school, be it as it may for nations of full grown men, a formal republican government is not the thing. A school thus left to itself, might very probably at length go farther than its first intention, and adopt the no-government theory with all its con- sequences. But if the pupils of a school are not wise and good enough to govern themselves in the best manner, it should be governed by a wiser head, or heads ; whether it were thought that one, or two, might best rule what is most evidently but a single kingdom. If the pupils of any school are wise and virtuous enough to govern themselves as they ought, it is high time that they, having already been tried and found faithful over a few things, should be made rulers over many. The world is not so full of able and faithful teachers, and of good citizens in other walks of life, that such rare examples can be spared from active usefulness. Give place for them in the upper rooms where they belong. Bender honor to whom honor is due. Keep not the rmST PRINCIPLES OF SCHOOL GOVERNMENT. 73 adult in leading-strings, if adult in wisdom, knowledge and virtue. Put office upon shoulders that have been proved able and worthy to bear it. What kind of teacher must that school have, which governs itself as well, or better, than he can govern it ? Either he must be so inferior as to be unfit to manage a school, or his pupils must be so superior that thej need be pupils no longer. Think of the universe under republican government. Imagine a congress of worlds, legislating for all beings, all things ; — children, trying to make stars ! And is a creature, as yet unable to feed, clothe, or shelter itself, fit to be trusted with the care and direction of its own studies and behavior ? A school, hke a family, is one. It is one collection of pupils; it has one end, one interest, one success or failure. It follows in all reason, that it needs one head. There should be but one, and that one should be head. Partnership in trade is a different affair ; because there is in such cases no government to be carried on, no discipline to be exercised, no authority to be main- tained. There is here no demand for a government ; no call for an executive head. But what would a com- pany of soldiers be, without a captain, or with two f or, which comes to the same thing, a captain, whose powers and duties should be well defined and understood ; and an overseer^ with indefinite and extraordinary powers, — at liberty, and therefore likely, to dash in on the regular captain at hap-hazard, like that prince of reform- ers, Don Quixote, upon the plodding old wind-mill ? If there must be a pair of governors for a single 74 MR. COWLES'S LECTURE. school, they should be like the Siamese twins, instinct throughout with one motion, and all but one soul ; or knit together, like husband and wife, unable to quarrel without mutual destruction. Otherwise, it would too often be the business of the Superintendent to interfere ; and he must be something more, or somethiug less, than man, who should not make full proof of that voca- tion. The fruit of interference is offence, as the fruit of the vine is grapes ; and offence, by one step only, leads to open quarrel. No wonder if the vineyard should be, — it would be a wonder indeed if it were not, — neglected, in the dispute how it shall be managed. It would be strange indeed, if in such a school, order and discipline did not speedily become an empty name. There must then be in each school one head, invested with rightful and supreme authority to govern it for its own good. Obedience to the authority .of this one head must he secured. Not eye-service, rendered from mere fear, which, alone, is base, whatever it may be when linked and blended with love ; not a weak yieldingness, which would give up every thing to every body, on asking ; not self complaisance, which even in obeying seems to say, " I do it to please myself, and not ?/oii," thus spoiling the whole ; but a cheerful and affectionate com- pliance of the pupil's with the teacher's will, beginning in principle, grown into habit, and even far more delight- ful to the subject to feel and render, than to the spec- tator to behold ; — though, to him, it be infinitely more fragrant than Sabsean odors to the sense. This is not a hard doctrine. None is, none can be, milder, as FIRST PRINCIPLES OF SCHOOL GOVERNMENT. 75 none can be more important. 1*^0 cultivation can exter- minate the thorns and briars which forever grow in the path of the froward. I^o instruction, no practice, no power, no time, no eternity, can make it easy, can make it other than follj and wo, to resist just authority ; while all kinds of real good, now and ever, by a sure and unfailing tenure, belong to the obedient. There can be no right or useful character, without submission to rightful authority. What are all knowledge and skill, what are polished manners, what are all per- sonal accomplishments, what is eloquence, what is genius even, if linked with an obstinate and universal froward- ness of temper, contrary to all law and authority, reck- less of duty, hateful to God ? A " meek and quiet spirit " is indeed above all price. No lawful care, no just efforts to secure it, can be deemed extravagant. Once secured, it is easily made habitual ; and it is among the other virtues as the sun in the heavens, as the heart in' the animal frame. It is not for his own sake, but for the pupil's, that the teacher should endeavor to secure the spirit and form the habit in question. It is true, that as disobedience is the greatest of all trials to him, as a man, and the greatest of all hindrances to his labors as a teacher, he may, and must, feel the wound it inflicts on him. But infinitely greater interests are at stake. There are characters before him that must be changed, and soon changed, or the consequences must naturally be fatal for all worlds, under all just and wise govern- ment. All beauty of character, all the happiness of existence are in peril, and the teacher is called to the 76 MR. COWLES'S LECTURE. rescue. Can there be any doubt what be sbould do, and that be sbould do it quickly and thorougbly ? There is for bim no alternative. He may not whine about the cost to bis feelings, much less the cost to bis reputation, if be enforce obedience. He has consented to put himself where it is his first duty to govern, and he must take up his cross. It maybe to bim a task ; it cannot but be a heavy responsibility ; but what then ? Shall a task not be done, because it is hard ? Who- ever would escape heavy responsibilities, must slip igno- miniously back into his native nothingness. Forward, there is nothing but responsibihty. Nor is there any greater folly than to think that prompt and efficient measures are the most difficult, and will not bear to be executed. Insubordination, let alone, grows like Jonah's gourd. "While we linger, and cry, peace , and soft measures^ it mounts above our bead, and rules the hour. If it were to our shame and confusion of face alone, that might be but small loss ; but everything goes to wreck and ruin, when the spirit of insubordination bears sway. It is not the school only, it is all life, it is the entire interest of the deluded ones through all coming dura- tion, and that of millions more, it may be, bound up with theirs, that is concerned. If a teacher would be faith- ful, then, he cannot choose but to set out with the pur- pose of securing at all events the spirit and habit of cheerful and affectionate obedience. This is the first thing in parental government. It is the first thing in the government of God. The laws of Nature are His, and He teaches us submission to them every day. With line upon line, and precept upon precept, He teaches us PIRST PRINCIPLES OF SCHOOL GOVERNMENT. 77 the path of natural prudence ; and for penalties to enforce obedience, stops at no weak measures. It is a narrow path which we have to tread under this dispen- sation ef Nature, with much to shun on the right hand, and much on the left, and heavy loss often befalliDg even the careless wanderer. Why then should false delicacy and cautiousness of exercising authority make us so lax in government, that it shall offer no longer the faintest image of the Divine and All-perfect ? That government is weak, whose whole strength con- sists in the love of its subjects ; and that government is equally weak, whose whole strength lies in their fear. It is not love only that makes the willing feet move in cheerful obedience. ISTo more can fear, alone, do it. Despotisms are as feeble as that fond and foolish type of nursery government, whose maximum of discipline is the tender inquiry, " Why do ye so ? " Love and fear must go together, in that harmonious union ordained from the beginning, and perfectly exemplified in the natural and moral system under which we live. Good- ness and severity are mingled in all the ways of God toward us. Who is so unwise as even to think that either can be dispensed with ? or who can say which exceeds, the attractiveness of the one, or the dreadful- ness of the other ? It is vain to talk of a government all mercy. The thing cannot be. It were as easy to pick up spilt water with the fingers, as to gather together the scattered remnants of an authority that has been completely melted away under the laxative principle of mere mercy. Authority must have body and substance. It must make itself respected and feared. It must have the power and the will to punish, if necessary, in 78 MR. COWLES'S LECTURE. order that the cases of necessity may be few and far between. Will it be said that the principle of fear is base, and that it is base, appealing to it ? Then who more base than He, who every moment, upon system, and of course with set purpose and care, makes use of this very prin- ciple to govern every creature that hath the breath of life ? Nor is this even the strongest view of the case God has rooted and grounded the principle of fear in our natures so deep and strong, that no power can rend it away ; and it will not be denied that he has done it for the very help it affords in governing. This must be the final cause of fear. What kind of policy is that which would eschew an element of authority deemed so essen- tial by one who had the world of ways and means before him whence to choose, and infinite wisdom for his guide ? I am speaking of the just proportioning of love to fear, — of goodness to severity. The proportions may vary endlessly, with varying characters and occasions ; but it is plain, that in a government over imperfect beings, neither element can ever be wholly spared. A single consideration shows this conclusively ; namely, that both elements are every where mingled and blended in the dispensation under which we find ourselves by experience to be. Great and manifold, indeed, are the evils of excessive severity in human governments ; but in no wise greater, though perhaps oftener seen, than the evils of excessive indulgence. When too great severity has been exercised, an unexpected flow of kind- ness often touches with new and strange emotions, and revolutionizes the whole character j but none can pre- FIRST PRINCIPLES OF SCHOOL GOVERNMENT. 79 diet this as the universal result, who duly considers the infinite and unbroken kindness and never undue severity of God to man, and man's strange frowardncss under all. True, the great expedient of Heaven to recover us, is love^ and love in the most touching forms and mani- festations ; and equally true, that severity^ alone, can never melt the heart ; but neither can that love do it, which can never turn to wrath. Divine love must not only be admired, but also feared, that it may melt. What but contemptible is the sickly weakness of that over fond and foolish love, which can never by any crisis, even of universal disobedience, be roused to maintain itself and all right and law, by just and merited punishment ? More hateful, indeed, but not more con- temptible, is hat severity whose frown is stereotyped, and therefore u lalterable, the same for all ; which can- not be well pleased, even for righteousness' sake ; which cares to magnify no law, but its own caprice ; and which seeks every other end more than the best good of its unhappy subjects. The rules of a school, for many reasons, should be few. The short memories of children is a good and strong reason ; the superior efficacy of right principle, with some few comprehensive precepts to guide it, over a multitude of technical statutes, is stronger ; but the analogy of that government whose equally simple and comprehensive laws are. Love God supremely, and thy neighbor as thyself, is the strongest of all. Secure a principle of obedience ; let the love of right be implanted in the heart ; and there will rarely be gross departures from the straight path. A child well-trained at home 80 MR. COWLES'S LECTURE. will scarce be sensible, in school, in college, in civil so- ciety, that any government is exercised over him. He will not come in contact with it as a government. He will not know it, nor be known by it, from any difficulty about subordination. For such a one, certainly, a mul- titude of statutes would be useless ; and of what use to others ? Mince up all authority into fine-drawn rules, till nothing general shall be left ; make yourself a mere orderly sergeant, the school-room a parade ground, and every exercise a mechanical drill ; but to what end ? The precision of military discipline is mighty in battle ; but of what use elsewhere ? The children of Israel, fresh from the brick-kilns and slave-whips of Egypt, unused to rational liberty, might need a multitude of carnal ordinances. It must be " touch not^'^ " tmU not^'' " handle not^'' at every cor- ner. We live, in this respect, under a new dispensa- tion. The handwriting of such ordinances is blotted out. The clear sun shines, and we are able, and are expected to see our way, with fewer landmarks and less minute directions. Provided, nevertheless, that rules must be multiplied as real occasion demands ; and if lying down and rising up, and eating and drinking, be not performed as they ought to be, without rules, then rules should be made to regulate them. I have spoken of mingling severity with goodness in all government. Government implies law ; law im- plies penalty ; and all penalties must be more or less severe, or they are nothing, and less than nothing. But where shall penalty touch the offender ? In some FIRST PRINCIPLES OF SCHOOL GOVERNMENT. 81 sensitive point, surely. It must touch him where he is and feels. Punishment is not a surgical operation, that Dr. Morton's preparation should first be inhaled. What is punishment that is not felt ? And why may it not make itself felt in any sensitive point ? Why this overgrown fastidiousness about corporal punish- ment ? Why such exquisite care of the body, as though it were not made of clay, or were made of glass ? He is an enemy to justice, who would narrow the space for inflicting it, beyond due bounds. As to cor- poral punishment, the question is easily settled. The Author of Nature inflicts it, and we may. Since He does it, it is, in general, neither unwise nor base. If we surfeit. He punishes with a headache, perhaps with a fever. If we do the same for years. He may end our lives with apoplexy. If we do but put the end of a fin- ger in a candle, we are burned ; our flesh is burned. The remonstrance of Nature is not verbal ; it is cor- poreal. If we misuse our eyes, we are punished in the eye, and with pain, often acute and long, sometimes remediless. If we tax the brain too hard, weariness, vertigo, inflammation, insanity, idiocy, death, may be and often are the consequence. It is all from the mild and indulgent Author of Nature, wonderful in counsel and excellent in working, — infinitely older than we are, and infinitely more experienced in governing both flesh and spirit than the late-born reformers of the nineteenth century. If we expose our heated frames suddenly to a current of air, colds, fevers, and consumptions often follow ; all, corporal punishment, and inflicted on set purpose and system, by Him who, a fortiori ^^ovULdi not 5 82 MR. COWLES'S LECTURE. lay an atom's weight of pains and penalties on the body, if it is mean, base and barbarous for us to do it. If we give ourselves to strong drink, there is a loss of natural, an increase of the artificial appetite ; unnatural prostration, unnatural excitement ; headaches, and gnawings within, as of an insatiable worm, that never says, "^woM^A; " a reeling brain, a shivering delir- ium ; a body, in fine, punished all to shreds and tatters ; its very life at last punished out of it. Yet " the Author of Nature never punishes the body, and we must never. It is an old notion.''^ It is indeed old. It was with God, when the foundations of Human Nature were laid, and is one of its strong pillars, not to be shaken till corrup- tion shall put on incorruption, and the earthy put on the image of the everlasting. If the notion and the practice be barbarous, what is the character of its Author and Contriver ? Will it be said, it is all Nature ? Certainly all this is Nature ; and therein is the strength of the argument. It is not only God working, but working habitually, with set and original contrivance, planned of old, in the beginning, or ever the earth was, in order that it might do its work with unfailing and mechanical precision. Nothing shows design more plainly. An invisible hand plying the scourge on a culprit's back, would not be so clear proof of design to punish in the body. Such a case would be single ; perverse ingenuity might suggest a thousand explanations ; and obstinate wilfulness might refuse to believe even its own eyes. But when, in all human experience, certain bodily punishments are found to follow invariably certain wrong actions, then the evi- FIRST PRINCIPLES OF SCHOOL GOVERNMENT. 83 clence of design is indisputable ; unbelief must give way, and admit that all tbe scourges that man inflicts on his fellow, are as the small dust of the balance to those which, by mis-working the machinery of his own nature, man inflicts on himself, or, with equal truth, God inflicts on him. Will it be proposed that every headache of the drunkard, every fever, every cold, all the pains sent to punish our guilty excesses, shall be registered against the Author of Nature ? Will it frighten Him into modern propriety and civilization, to see the long list of bodily pains and penalties which He has inflicted on the dig- nity of Human Nature, all published to the world ? Alas, for the presumptuous blindness of erring man, forever in effect, if not openly, charging God foolishly ! Idle, all idle, the attempt, the idea, of abolishing corporal punishment. It may be forbidden to school teachers, and discontinued by them. It may be ren- dered odious to some by exhibiting a register of its in- flictions, and may be odious to others, whose Sybarite effeminacy cannot endure that even a criminal should feel a pang, or utter a sigh. Parents may think, and try, to be wiser than parents ever were before ; and from imagined fondness, working like the worst hatred, may spare their poor, ill-fated children the rod. But it is only the smallest possible fraction that is thus sub- tracted from the sum total of corporal inflictions under that government whose whole foundation and essential spirit are ineffable love. The great Laboratory of Na- ture's whips and scourges will still go on as busily and unerringly as ever ; and headaches, colds, and fevers 84 MR. COWLES'S LECTURE. gout, palsy, and apoplexy, will still punish mankind in the body, just as if nothing had ever been said or -writ- ten against it, and just as if nobody were opposed to it. The fact is, that Nature does not seem to know who we are, nor to notice when we, silly flies, light on her chariot wheels. She reads no periodicals, knows nothing of votes and resolutions of honorable bodies, and is decidedly behind the Spirit of the Age. Shall man, who cannot be more just, aifect to be more wise, more kind, more civilized and refined, than his Maker ? When none but He who did no sin, es- capes corporal punishment, and all but two others have suffered death at the hands of the very Former of their bodies, shall we appear other than fools in this our extreme delicacy about laying a feather's weight on the body? Do as we may, man yet reaps as he sows. The boy from whom mistaken kindness now withholds the rod, may find, and truly show to others, that a little pain escaped, is lasting pain incurred. He may be strengthened by it in evil ways, whose natural punish- ments shall be such, that in comparison, the knotted scourge were balm, and the ferule a kiss of charity. Then will he curse the kindness and economy of false friends, who, taking counsel of their own folly and his weakness, sold his future welfare for his present ease and good-will, and left him a helpless victim in the hands of late, perhaps, but sure and even-handed justice. It is said, ^'Indulge as much, and deny as little, as you canJ^ This is hardly the plan of Nature, profuse as she is of her bounties. It is true, the words may be FIRST PRINCIPLES OP SCHOOL GOVERNMENT. 85 explained and understood in a sense entirely correct. Such words as can and possible, are like buoys upon the water, shifting with every wind and wave. Every- thing depends on your standard of duty. Each teacher, each parent, mai/ indulge all that he thinks he can, and yet differently from every other ; and none beyond what he ought. But, as the rule is generally understood and applied, it involves an error. Nature does not indulge us all she can, in the metaphysical sense of the word. She does not cosset us. She is kind at heart, but often rough in manner. She will on no account carry us in arms, nor banish every nuisance to oblige the fastidious. 'She drives her " iron sleet of arrowy shower " into many a fair and delicate face, and sends her piercing cold through all possible furs and mantles, quite to the shivering limbs of the poor invalid. It is infinitely far from being her plan to gratify every wish, that, in itself considered, might appear reasonable. Plainly she loves better a strong character, than the fond pleas- ure of dandling us forever. She would have us rule our own spirit, deny our own wishes, bear incon- veniences, endure cold and heat, and wind and storm, hunger and thirst, watching and weariness. She would have us war a good warfare in this our natural life, and disciplines us accordingly. The discipline of school, in its general spirit and tone, should harmonize with that of Nature's Author, and not vainly seek to oppose and thwart it. Nature cannot be changed, but can and must be followed. She is easy, and even indulgent, to her followers ; but inexorably 86 MR. COTVLES'S LECTURE. hard to those who kick against her. The Descensus Averni is not so easy as it is to float along ^yith the course of Kature, which is the standing will of God ; nor is anything more thoroughly impossible than to resist and thwart her established order and course. Let children, then, be trained, as the God of Nature evidently would have them ; to deny themselves, to govern the eye, the ear, the thoughts ; to quell the rising desire for things unlawful ; to bear and to forbear ; to be happy even without comforts ; to be blessed without luxuries, in the simple, but exalted work of doing their duty. Bright and unfading is the crown of that teacher who thus inures many to the ways of righteousness. It can do no harm, and must be beneficial in its results, to approve all that can co7isistently he approved. The teacher should always be ready and happy to say, ''''That is right.''^ The analogy of Nature confirms these observations. A conscience void of offence, and full of peace, the favor of the good, the smiles of Prov- idence ; these are proofs of the Author of Nature's approbation of right conduct. They are not bestowed with a stinted, but with a liberal hand, as though it were really His delight to smile on us, whenever our conduct is such as to put it in His power. He does not stop at mere approbation, but largely rewards the faithful use of his gifts, fidelity in that which is least, advances to the care of that which is greater, ahke under the natural and moral dispensation of God. No false dignity, no stoic severity, hinders him from lifting the light of his countenance on the good and obedient, nor from pouring out his complacen- FIRST PRINCIPLES OF SCHOOL GOVERNMENT. 87 cy, in full tide, upon them. Even here, in this life, he blesses imperfectly right behavior, far above what we might have expected, or could have had any courage to ask ; with evident signs of somewhat more and farther ia reserve, to be bestowed hereafter, to which this pres- ent is but a beginning. If the Supreme and Infinite One feels, and without loss of dignity, with gain to his authority, can thus ex- press complacency in good behavior, should we bestow praise with hesitating lips, half-giving, half-withholding, lest discipline should suffer, and smiles breed familiar- ity, insubordination, and contempt ? Such results would only show that we had approved and rewarded in the wrong place. The principle would remain untouched. Praise^ theii, where you can, if you would give discipline its full power. The censure of him who can approve nothing, is worthless and ineffectual ; and so is the smile of him who never condemns. But the censure of him whose delight is to bless, who seizes every opportunity to reward, and whose strange work is condemnation, comes with crushing weight. It forces the conviction that we are wrong. The frowns of those who never chide are as powerless for all purposes of discipline, as are pinching Northeasters and steady cold weather to start and ripen the fruits that make glad man's heart. If you would make your frowns effectual, smile when you can, and frown only when you must ; and if you would use the rod to purpose, use it only when necessity applies the rod to you, but never fail to use it then. Both excess and deficiency will cripple your authority, and perhaps equally. 88 MR. COWLES'S LECTURE. It is indeed a great error to find fault never ; for the case of no necessity occurring is not to be expected. It is an error, fatal to authority and discipline. It argues want of discrimination between what is right and wrong, want of displeasure at what is wrong, or want of courage to make it felt. With such views of a person's character, respect, confidence, and love, can- not co-exist. Jupiter's log, even, were as good and re- spectable a governor. Should we respect even God, if, with such infinite occasion, such necessity, he never frowned ? What would He be, more than any other post, if no disobedience could move him to wrath ? We should despise him, as the frogs did the impotent wood let down from Jove. What cannot scourge, can- not alarm. It is only those blessings which are meant for tests, that fall indiscriminately on man, and so seem not to distinguish the evil from the good. Such blessings as argue favor and loving-kindness, single out the dwellings of the virtuous, and fall never on the homes of the proud. None can think the Author of Nature to be of that good, easy character, which is equally pleased with all things, and which can never give pain. Nor will it be training our pupils for life as it is, if by letting what is wrong pass unrebuked, we lead them to think that the case will always and everywhere be the same. The discipline of school should be conformed in its spirit and end to the discipline of that higher school in which our very birth and being make us pupils, and from whose lessons, painful often, but never unwholesome, there is absolutely no escape, though they may often FIRST PRINCIPLES OF SCHOOL GOVERNMENT. 89 be administered without profit. He is a bad instructor, whose words or actions teach that Nature and Life are all sunshine and summer ; as well as he who makes the impression that all is clouds and winter. It is our duty, by effectually discriminating between the good and the bad, the silver and the dross, to make our pupils realize that all shall be rewarded according to their works ; incipiently, here : fully, hereafter. It is a good rule, not to repeat commands^ except to be understood. Every repetition, beyond what is neces- sary for this end, weakens discipline, and is a step down- ward from the seat of authority, easily taken, but hard to retrace. It is the fruit of weakness, and a fruitful cause of it in all discipline. I refer to the formal annun- ciation of the lawgiver's will, when a crisis is at hand ; and would not disparage that copiousness of instruc- tion alike found in Nature and the Bible, which is literally line upon line, and precept upon precept. There is but one Sinai, while the proofs and authen- tications of the Law there given are innumerable. Nature never coaxes, never burdens the air with re- peated beseechings. She has her law. Disobey, and you suffer. This makes her discipline mighty. You know on what to depend. You are certain that what gravitates, burns, drowns, freezes, to-day, will do the same to-morrow, and forever. Nor is there any ground to hope, or motive to wish, that the universal Governor might be any less exact and uniform in his moral than in his natural government ; and to us be- longs, not complaint, but conformity. It is the curse of poverty to be obliged to beg ; and 5* 90 MR. COWLES'S LECTURE. poor indeed in influence must that parent or teacher be, -who begins by commanding, and, after exhausting all the treasures, both of Xantippe and of Eli, ends by driving a bargain for obedience, and buys for compli- ments or candy, -^'hat should have been rendered at command. Is it asked. What shall be done when a command, once given, and well understood, is not obeyed ? 3Iahe it obeyed, is the answer. Is it asked again, IIoiu make the pupil or child obey ? Punish, if necessary, because it is necessary, and as long as may be necessary, is the answer. This is the way, and the only way, to make punishments few, the pain of inflicting them little, and the good resulting great. A spirit of true, unaffected benevolence is essential to all beneficial and successful government. Love must dictate all, even the utmost severity of discipline. Judgment must be, and must seem to be, a strange work, and mercy a delight. The teacher that would make his authority firm and strong, must be slow to anger, and ready to forgive. Let him learn the great secret of the Gospel's power. It is its Idndness ; it is the good-will to men, inscribed on every fold of its banner, inspiring every doctrine, animating every pre- cept, every threatening, every invitation, which the Ever-living- Spirit makes mighty to break the proudest wills, and melt the hardest hearts. It is the kindness of a God that can punish, and which would be without force if it could not ; but it is kindness^ real, indispu- table, infinite, universal. Who knows not the power of kind looks, and kind words, over the froward, that FIRST PRINCIPLES OF SCHOOL GOVERNMENT. 91 have long been estranged from all sense of human charity? What vast power over minds and hearts belongs to him, to whom every pupil looks, and cannot but look, as his best friend ! Confidence is everything in government ; confidence in our judgment, in our love. What will not the soldier do for the commander in whose judgment, skill, and kindness he can trust ? An army can be led to certain death by a Leonidas, whose bosom is the first bared to every danger, who takes the lead in every toil and sacrifice, instead of imposing burdens and requiring tasks which he would not him- self touch with one of his fingers. It would indeed be a mistake to suppose that the ut- most kindness, and the utmost wisdom, combined, will secure universal obedience. There is frowardness which is more than a match for infinite wisdom and infinite love, and it is found not seldom. But, while we may not expect universal success, with our highest com- bination and best exercise of these indispensable ele- ments, we can expect no true success at all without them. The obedience we may seem to secure, will be mechanical, forced, not from the heart, not tending to form a habit of doing right, not leading our pupils to govern themselves. A government, wise and kind, will always be re- spected, though it may not always be obeyed ; and re- spect, real and heartfelt towards us, is vital to all our usefulness in forming character, and is a great step towards success. AYithout it, we can do nothing ; and with it, we can do much. To that infinite and uncreated Source, whence all 92 MR. COWLES'S LECTURE. light, all love proceed, let us reverently turn our obe- dient souls ; and let it seem in our eyes none other than the worthiest and noblest of offices to reflect of those good and perfect gifts upon waiting eyes and will- ing hearts around us. What more can a mortal ask than to stand between the Divinity and his fellow creatures, and reflect his light and love on their minds, distant from his throne only by one degree ? Let no teacher despise his birth- right, nor sell it, like unbeheving Esau. All-judging Heaven will mete us out a just and large reward, if we be found watching for and doing our duty. LECTURE III. MANAGEMENT OF THE SCHOOL-ROOM. BY ARIEL PARISH. Tbe school is a miniature community, a section of society. It contains within itself all the elements of the hody politic, of which it is a part. In it are the mag- istrates, officers of government, mechanics, agricul- turists, the men and women, of whatever grade and employment, of the next generation. There, in embryo, is every passion and feeling incident to human nature. There, already appear those incipient habits, which, if left to their own downward tendency, will sooner or later degrade the man into the brute or fiend. Like the invisible electric fluid which pervades all material objects, beneath, around and above us, when left to its own eccentric and devious course, deals de- struction to the works of man and death to himself, but under the control of omnipotent mind, becomes a sub- missive messenger swifter than thought, subserving his wants, so the invisible spirit that dwells within that little community, is endued with a power for evil or for good, which finite mind can never comprehend. Into whose hands shall be committed interests of so vast a magnitude ? How can those who are to guide 94 MR. parish's lecture. tliat subtle agency learn their duty, so as to discharge it -with all due fidelity to God and man ? May we not fondly hope that this Association, whose career has so auspiciously commenced, may be greatly instrumental in raising up a generation of laborers, who shall be " apt to teach," and devoted to their profession ? And while great men in high places, and a crowd of little men in their train, are heralding the virtues of exjjlosive cottony may it ever be the object of our highest ambi- tion, to discover the great secret for producing eiyansive minds ! A thorough and successful teacher will exhibit in the discharge of his official duties, two prominent quali- fications. 1st. Skill to impart instruction. 2d. Ability to govern. On these will depend, almost entirely, his influence and usefulness. And however much he may excel in the one, he cannot on that account afford to be deficient in the other. It is true, that in the department of teaching, he may impart such a degree of interest to the subject, or he may present it in so attractive a man- ner, as to absorb all the attention of his pupils, and thus, for the time, forego the necessity of resorting to any apparent controlling power ; — but this is only one of those desirable modes of so combining the elements of authority with the process of instruction, that only one, and that in its most agreeable attire, shall seem to the pupil to exist. Important as the former must ever be admitted to be, the latter must nevertheless take precedence in prac- MANAGEMENT OP THE SCHOOL-ROOM. 95 tice, if not in actual merit. Allow me therefore to ask your attention to a few observations on the particular application of certain principles of School Government, before we proceed to notice the modes of administration. That " order is Heaven's first law," is a sufficient reason why it should exist on earth, especially to those who desire any resemblance ; and if anywhere on earth, it evidently should be found where the human mind is undergoing that purifying, renovating process, which shall prepare it for a holier influence, and fit it for its high destiny. But the common and almost only reason usually assigned, why order should be maintained in the school-room is, that those who wish to devote themselves exclusively to study and the exercises of the school, may do so without interruption or confusion. This certainly is one very satisfactory reason in its favor, and would come near being conclusive, if two things were true, viz. : If the subjects contained in the text-books were the only ones to be learned or taught ; and secondly, if pupils were mere machines, which could be set in motion and stopped, at the will of the master, as the engineer manages the locomotive. But if we rest satisfied with such reasoning, we fail to discover the full measure of benefit which a well di- gested system of government, judiciously administered, is designed to impart. The ignorance of the child is not limited to the sub- jects comprehended in his text-books ; nor is the teacher to be confined to them in his instructions. He is as ignorant of propriety in action, of the time when and the manner in which he may act, as he is of the 96 MR. parish's lecture. relation of number in arithmetic, or of latitude and longitude in geography. The passions and feelings of the child are usually stronger, and for want of reason and judgment, more uncontrollable, in proportion, than in adult age. If suffered to " grow with his growth, and strengthen with his strength,? it is obvious that any amount of knowledge he might acquire, would not ren- der him a safe, a trustworthy man. On the contrary, it would be like making an intelligent robber a sentinel over your treasures, or giving a madman charge of a magazine of gunpowder. When, it may be asked, can the child ever be in- structed so advantageously, with respect to human ac- tions and his duties to his fellows, as when a moral principle is brought to bear on him, in which he feels a deep interest in its present application ? Among the ancient Persians, parents sent their child- ren to school to learn justice, and we are informed that their teachers made it a prominent object, in setthng the dissensions which occurred among the boys, to ac- complish it in such a way, that the principle of right and wrong should be made as clear as possible to their comprehension, and so impressed on their minds as to influence them in all their future conduct. And it is a suggestion worthy of serious consideration, whether much more time rightly employed by us in a similar manner, would not prove as beneficial to the interests of society here, as among the heathen Persians. No teacher who is known to connive at injustice can stand f a moment before the public sentiment of his school, much less of society at largo. Now let him direct that MANAGEMENT OF THE SCHOOL-ROOM. 97 sentiment, so as to act on any violator of justice, wher- ever lie may be found, whether among boys in the little school circle, or among men, and he will perform a ser- vice of incalculable value to the human race. A majority of the pupils in every school, need to have impressed on their minds, the great importance of scrutiniziyig the motives by which they are actuated, of appreciating the benefit both to themselves and others, to be derived from cultivating honesty of purpose in all their plans. They should know that confidence between man and man, is the only permanent founda- tion on which prosperity in business can rest, the only security for the continuance of those enjoyments arising from the social relations of mankind. It would be rea- sonable to suppose that in the school-room, some of the happiest opportunities might be found, to impress this principle on the young mind in the most effectual man- ner. Yet it is an idea by no means uncommon among teachers respecting school government, that nothing but overt acts, direct, palpable violations of order, should receive special attention. Hence it follows, that the master of the school in many instances, after a general declaration of what must and what must not be done, acts the part of executioner merely, inflicting exem- plary punishment on thq^transgressor, as soon as he is detected, with scarcely an inquiry respecting the mo- tive or the cause which prompted him to the crime, and he leaves him, without revealing to the pupil the folly of his act, or imparting a salutary hint which would prevent a similar occurrence. The only palliation for a practice like this, which a 98 MR. parish's lecture. teacher can pretend to oiFer is, that he is employed to teach science ; and if much of his time is occupied in explaining and enforcing j9rmc/p?es of action, instead of right practice, he must fail of answering the expectation of his employers. True ; but is he answerable for the mistaken opinion of his employers ? If he is placed over the school because he is deemed a competent per- son for the office, why should he not act according to the dictates of his own judgment, according to his own understanding of the matter ? If the members of a school need instruction more in those principles which should regulate their conduct among their associates, both in boyhood and manhood, then should the teacher's services be thus employed, even at the expense of the culture of the intellect and the acquisition of science. It would seem that a moment's reflection would be sufficient to settle this question. What may we expect on the score of fidelity, either now or hereafter, from the boy who acts on the principle to which we have al- luded ? If he is not detected in doing wrong, he may do with impunity whatsoever seems desirable to him. The intention, the apparent inclination to transgress, he knows will not be rebuked, and even an unsuccessful attempt, if it can be made to appear that there was no actual transgression, will pass without punishment. By way of illustration, let us suppose the practice of whis- pering is strictly prohibited. A pupil places himself in a position to violate this regulation, but at the instant he has well filled his lungs with air, inclined his body to a convenient position, and placed his lips in a proper form for accomplishing his purpose, the eye of the mas- MANAGEMENT OF THE SCHOOL-EOOM. 99 ter rests upon Mm and he is called to an account. But he has not committed the act, and of course is released. What now will be the effect on his mind to influence his future conduct? If there is another more effectual method of creating that most detestable of all services, eye-service, it is not easy to conceive what it is. How much better to excite the love of well-doing, a sense of obligation to do right, and the habit of obedience to the demands of an enlightened conscience. Such a mode of procedure too much resembles the practice of the ancient Spartans. Among them it was esteemed a praiseworthy act in the boy who could com- mit a theft without detection ; and the lad who denied that he had stolen the fox, while it was at the same time gnawing into his vitals under his cloak, was deemed a hero and a martyr to virtuous principle. Why should we be so prone to copy the errors of the heathen Spar- tans and reject the more rational principles of the heathen Persians ? Another legitimate fruit of the skilful administration of school government, will be the establishment, in the mind of the pupil, of that important principle of action, self-denial. Impulsiveness, a propensity to gratify the present desires of the heart without regard to future consequences, is a common characteristic of the young and inexperienced mind. The indulgence of this pas- sion is the mainspring to a large proportion of the in- fractions of school regulations. Thus, a pupil whose mind has been excited by interesting sports in which he has been engaged, and expects to^ enjoy without the school-room as soon as the hour of liberation arrives, can 100 MR. parish's lecture. hardly prevent his thoughts respecting them, from being uppermost in his mind, or easily refrain from communi- cating to his neighbor, even in the hours of study, some- thing of the object of so much interest to him. Whether it be a clandestine gratification of appetite ; the em- ployment of a mechanical genius with the penknife, pencil, or other instrument ; or the indulgence of a purely mischievous disposition, in the perpetration of little tricks when the mind should be actively employed in study, — they all tend to defeat not only the special object for which he attends the school, but also to retard others who are less under the control of such influence ; and, in short, when such practices become general, as they inevitably will under a lax discipline, mental dis- cipline will cease, the influence and moral power of the teacher are neutralized, and the whole object of the school is entirely subverted. Perhaps no one thing needs more the skill and vigi- lant attention of the teacher, whose object is to impart thorough mental disciphne and self-control, than these impulses, these springs of action in the young mind. How can he promote unity of thought, patient, ener- getic, long-continued mental application to a given sub- ject, if the pupil may fill his mind, and surround himself with more attractive objects ? Whatever is admissible into the school-room, of an amusing^ or entertaining character, must be uneonditionally at the disposal of the teacher. But in the management of this important principle, we must look beyond the brief period of the child's school-days, for reasons why it should be rigidly ob- MANAGEMENT OF THE SCHOOL-BOOM. 101 served. If it be true that " the child is the father of the man," not only is his own personal welfare at stake, but the future interests of society at large, as much as those of that smaller community, the school, in the earlier influences of its operation. In yonder village are two citizens whose mental and physical endowments in early life were apparently equal ; their advantages for improvement in youth were alike ; and at the outset, no common observer could have foretold which would be the more shrewd manager of his affairs, the wealthier, or more respected citizen, or the individual on whom fortune would be likely to confer the greatest good. But go into the workshop of the one, whose hammer may be heard *' from early dawn till dewy eve," on whoso door may be read in at- tractive capitals the motto, " No place for loungers," or on the walls within, " Business before pleasure," " No time for long stories," and a secret of his success is divulged. He early acquired the power of self-con- control, of self-denial, of steady, undiverted attention to whatever object duty and his interests required. And need we ask why poverty stares the other and his family in the face at home ; why he complains that people will not trust his word in business transactions; why his business diminishes and yields him so little profit ; why he is not respected as much as others ; and finally, why he begins to manifest an envious disposition towards his more prosperous neighbor, and moroseness and ill-tem- per towards all around him ? A single glance at the habits of the latter individual from his youth upward to the present hour, will reveal 102 MR. parish's lecture. the principal cause. Is there not a perfect consistency between the character of the school-boy, who with pockets filled with nuts and fruit, stealthily leaves his school duties to indulge his appetite, and the man who leaves pressing business at a stand at his shop, to spend a portion of his time in the neighboring grocery, in idle talk at the end of a cigar, or over a glass of intoxicating drink ? Is there not an analogy between the principles and practice of the reckless pupil, who spends his time to the neglect of his lessons in mischievous tricks, in com- municating by the sly whisper, the written communica- tion, or even the significant language of the fingers, or the expressive look of the countenance, in concocting schemes of amusement against the moment of release from present confinement, and the man ? or rather, is it not the principle of the hoy carried out into the practice of the man^ who may be seen at all hours of the day in public places, telling and seeking the last news, discus- sing the particulars of the last horse-race, a willing witness or participator in the mob-spirit and lynching operation ? These thoughts have been thus expanded, that we may the more clearly determine the true character and real importance of those principles, respecting which it will be our next inquiry to learn how they may be most easily and efficiently carried into practice. Many others might be offered, but these are sufficient for our present purpose. The leading idea connected with this part of our sub- ject, which it is desirable to have impressed on every MANAGEMENT OF THE SCHOOL-ROOM. 103 mind, is, that in a wise and skilfully administered sys- tem of government, as much instruction can be imparted which shall be practically useful to the pupil and the world, in after life, as from the branches of study which are usually deemed the legitimate objects of a teacher's attention. If there is any pertinency in the reply of the wise old Greek, who on being asked what he thought it most important for boys to learn, answered, " that which they will need to use most when they become men," then is our argument stren ghened by his testimony, A French infidel is said to have asserted, that if he could have the exclusive control of a child, during the first five years of its life, he could teach it to violate every law of God and man without compunction ever after. Who shall draw the contrast between that man's labors and those of another^ who as firmly establishes virtuous principles ? It is not possible for the child to grow up with a perfectly developed and well-balanced character, without much instruction relative to that self- control and strict regard to the rights of others, and a knowledge of that propriety of action, which is de- manded in all his intercourse with cultivated society. It is unnecessary to dwell on the direct benefits the school will experience, if this department of instruction is conducted wisely with reference to the future. In- deed, present effect in the school may be taken as no uncertain indication of the future. It must ever be a subject of anxious inquiry to the young and conscientious teacher, about to assume the responsible duties of the oiGSce, " How shall I conduct my school ?" 104 MR. parish's lecture. He who undertakes to transform the crude material of wood or metal, into an article valuable for its utihtj, or beauty, or both combined, may address himself to his task with a degree of confidence wholly unknown to the artist, who undertakes to mould the invisible, inde- structible spirit of man. A mistake in the one, may mar, or even destroy the material without irreparable injury ; but in the other, an impression is made, which, like the slight inscription of a name on the smooth bark of a young and thrifty tree, is rendered more con- spicuous by the lapse of time, and must remain as per- manent as the undying spirit itself. The first point, therefore, which the individual must settle, who proposes to engage in this business, is, " Have I the qualifications, 'physical^ intellectual and moral^ which the vocation demands ? " Let him who comes into this work with overweening confidence of himself, heed the monitions of the poet : — " Each petty Land Can steer a ship becalmed ; but he that will Govern and carry her to her ends, must know His tides, his currents, how to shift his sails ; What she will bear in foul, and what in fair weathers ; TMiere her springs are, her leaks, and how to stop them ; "What strands, what shelves, what rocks do threaten her ; The forces and the natures of all winds. Gusts, storms, and tempests. When her keel ploughs hell, And deck knocks heaven, then to manage her Becomes the name and office of a pilot." A feeble physician may safely and often advanta- geously prescribe for his patient, sufiering under disease ; but no individual of immoral principle, is competent to MANAGEMENT OF THE SCHOOL-ROOM. 105 prescribe for the moral improvement of another ; nor can a feeble intellect greatly benefit another equal or superior to itself. Taking it for granted, however, that this matter has been duly weighed and settled ; that the individual is not only prepared to disclose the treasures of human knowledge, but is able to discover and control the springs of human action ; that he can read human na- ture in all her Protean forms and changes ; we will proceed to notice somewhat in detail, the " modus oper- andi," or practical application of principles, for carry- ing on the business of the school-room. The first day, the first moment even, on which a teacher enters the school, as a new field of labor, is fraught with untold interest to the pupils, and not un- frequently with important consequences to the teacher. Probably at no time during his whole connection with the school, will every word he utters be received with so close attention, and every movement on his part be so closely scrutinized, as on this which invests a new supervisor with authority over the pupils, from whom new measures are expected. And here must occur the first conquest on his part, or the first concession. It is said that, " a thing well begun is half done," and it is preeminently true in this case ; at any rate, it is questionable whether the teacher will ever do half he ought, if he makes a bad beginning here. The first requisite of the teacher, as he enters his school and takes his station at his desk, must be perfect self-possession^ based on a thorough conviction of his qualifications, and a determination to discharge his duty 6 106 MR. parish's lecture. in all faithfulness. It is a " si7ie qua non " for the time being, a concentration of all other excellences and qualifications. From this, in, connection Tvith his manner of address, his pupils will read the first chapter of school duties, under the new dynasty, before the teacher has had an opportunity to express his congratulations on meeting them. As he deliberately takes his seat, and casts his eyes over the company before him, as if to read the thoughts and intentions of every one, the brief silence of a few minutes will have an important bearing on his future action. All this can and should be done in perfect consistency with easy manners, and a certain degree of kind familiarity. At this beginning, at the very outset, gain the attention of every one, procure perfect silence, and with the least apimrent effort pos- sible. Set down the success of your first half hour, as your first victory, and be exceedingly "cautious that you lose not an inch of ground afterward. The idea entertained by some teachers, that it is best to let scholars have their own way, the first day or two, that the teacher may learn their dispositions and propensities, is a most erroneous and fatal one to all future success. They do not reflect that such delay will invariably be construed into weakness and ineffi- ciency ; moreover, that it is much more difficult to create order out of confusion, than io preserve it before disor- der commences. The pupils will discover more of the master's weaknesses in the time, than he can of their mischievous disposition ; and thus they gain the advan- tage by the delay, and are encouraged to do what, per- haps, they never would have conceived of doing under MANAGEMENT OF THE SCHOOL-ROOM. 107 different circumstances. Every teacher of experience knows, that evil dispositions and actions will develop themselves quite fast enough to suit his convenience, under the best regulations. The next trait in the teacher's character which it is highly important that the pupils should readily perceive, is, that he has their improvement^ their present happi- ness and future ivelfare, at heart. While decision, promptness, and energy are apparent in all he does, they must all be softened by that " suaviter in modo,^^ — that apparent kindness and gentleness of manner, which shall give assurance, not only that the relation of teacher and pupil is to be a profitable one to the latter, but also a pleasant one. Let this be done, and the pupil will both appreciate any pleasing duty that may be assigned him, with more grateful feeling, and under- take difficult ones with greater cheerfulness and energy. At the beginning of your school duties, it is not only necessary to be particular with respect to your own manner of action, but likewise to the language you use, and the sentiments you express. Let the object for which the school is estabhshed, and theirs in coming to it, and the expectations of their friends as to the result of their present undertaking, be clearly stated. As you stand in the place of the parents, for the time, it is im- portant to address them with all the interest and affec- tion of parents, as well as with their authority. If the opening of a railroad, or the introduction of fresh water from a pond into a city, is worthy of a little ceremony, congratulations, and sententious speeches, to attract public attention to the object, and to express an 108 MR. parish's lecture. interest in it, the occasion of opening anew the foun- tains of knowledge to the rising generation, can cer- tainly be a matter of no less consequence ; and well would it be, if committees and parents would unite with their teacher and children, on such an occasion, to im- part an impulse to the enterprise, which should render failure next to impossible. But in the absence of any such auxiliaries, let the teacher " define his own posi- tion," lay out the work to be done, assign each his duty, make the obligations of all clear to the compre- hension of every one, and he may then go cheerfully and hopefully to his labor. The introduction over, all preliminaries being rightly adjusted, the business habits and tact of the teacher will next be tested. And here is an element of no trifling value. No other vocation in the world can dis- pense with these, and be eminently successful ; it is of superlative importance to the teacher. He who can de- vote his attention to but one thing at a time, and whose .faculties are taxed to do that, will soon find, that while he is abstractedly engaged at one point, the satelHtes of his little school system will be revolving in epicycles around him, or wandering into illimitable space, be- yond the reach and influence of his gravitation. In most systems of intricate mechanical combination, it is usually the sole business of the superintendent, under whose charge they are placed, to direct the mo- tive-power, and see that every pinion, wheel and band performs its appropriate office. Here his duty ends. But the superintendent of school-room machinery, is not only straightened for want of the desirable quantity and MANAGEMENT OF THE SCHOOL-KOOM. 109 quality of motive and controlling power, and by imper- fect machinery, but he has superadded to that an en- tirely distinct profession, viz., that of factor. Not only must he guide his machinery, but he must run after the market to dispose of his goods at the same time. Those who understand the ardent, excitable tempera- ment of children, and their impatience of delay, will readily perceive that, for these reasons, previous ar- rangement and perfection of the plan of school op>era- tions should he effected, that there may be as little hesitation and delay as possible, when the hour arrives for its use. But, in addition to the immediate benefit to be expected from it, is another quite as momentous. The teacher should be a model for his pupils in every thing he wishes them to be. Therefore, if he would prepare them for an accurate, systematic, prompt, ener- getic, and successful transaction of business, in what- ever pursuits of after-life they may be concerned, he should exhibit all these qualities before them in the daily business of the school. But never is it more im- portant than at the beginning of his administration, when the mind of the pupil is comparatively free to ob- serve every movement, and alive with interest to know what the new teacher is about to do, and to learn his manner of performing his duties. At such a time, a tardy movement or hesitation would be looked upon as indicative of ignorance of duty ; a precipitate action, involving blunders, or the practice of doing just what may happen at the time to fall in the way, without pre- meditation or system, would soon create confusion, amidst which no teacher could long sustain himself. 110 MR. parish's lecture. And this suggests tlie next indispensable element in the management of a school, viz., a systematie ar- rangement of all the duties to he performed. This must be based on the principle of having a definite time for the performance of every duty, a proper place for every thing, and, as far as may be, a specified man- ner of doing every thing pertaining to the school-room. It is recorded of some of the most distinguished men the world has ever produced, that one prominent secret of their success is attributable to the systematic manner in which they attended to the business of their profes- sions. If this practice is advantageous to great men individually, it must be equally so, at least, to men of lower grade, where a greater number of interests is involved, in an association of individuals. A forcible illustration of this position many of you will recall to mind, who have visited that celebrated establishment for the manufacture of fire-arms, the Armory, in the town where I reside. It is the business of one man to cut off the portion of iron from the bar, which is to be wrought into proper shape to form a part of the gun-lock. A second workman gives it the rough outlines of the shape it is to assume when com- pleted. The rough file of a third carries it one step onward toward completion. Other nice processes fol- low, until the hand of the polisher gives it its " finishing touch." The Inspector, after scrutinizing it with a practised eye which imperfections cannot escape, signi- fies his acceptance, and the part is fitted to its appro- priate place in the lock. And, such is the perfection of the system in this establishment, that, among hun- MANAGEMENT OF THE SCHOOL-ROOM. Ill dreds of men employed, and out of hundreds of thou- sands of pieces which come from the hands of the workmen during a year, rarely does a solitary defective piece of work escape detection, and, when discovered, it is at once returned to the man to whom the defect be- longs. If skilful workmanship, and the great amount of labor performed there in a given time, be considered, per- haps the whole range of mechanism throughout the world cannot furnish another example to illustrate more strikingly the importance of systematic action. But who can tell why it is the public are more interested in em- ploying vigorously this principle in creating instruments of death, than in opening the well-springs of life to the immortal mind ? In many of our large scTiools in the cities and large towns of our Commonwealth, system is observed with some considerable degree of precision ; but in a large proportion of the schools it is believed that the principle is neither appreciated nor practised to any very valua- ble purpose. It is not overlooked, however, in that great institution, the army, in which men are taught expertness in killing their fellow beings. There, it is the chief agency which produces the difference between " regular, disciplined troops " and the " raw militia." It is not neglected in the cotton manufactory, where the extent of the dividends on the capital invested, depends on the quantity and quality of salable fabric produced from the raw material in a given time. And when we find our schools under a regimen approximating in strict* ness to either of those just named, we shall find a power 112 MK. parish's lecture. and efficiency in them, or rather emanating from them, to diffuse itself through society, which will work more astonishing results than have yet been witnessed. One thing more remains to be noticed, and I leave this part of the subject. The teacher must have the cooperation of his pupils, in carrying into practice his views and plans. The more perfectly this point can be gained, the more sure and triumphant his success. No pains, — no efforts to secure this object will be too great, if the results to be attained be duly estimated. Indifference even, not to name open opposition to your system of operations, is not to be tolerated. But it may be said, — " This is the sum and sub- stance of all our difficulties, — the Gordian knot of school government ; " and the question returns again, — " How can the thing be done ? " If a non-conforming, alienated spirit is general and deep-seated in any school, the teacher's first and wisest course is, to examine himself most rigidly, and deter- mine impartially whether the fault be not in himself. If not, it is a most unreasonable, and, I may say, uncom- mon school, if, by kind and judicious management, the general sentiment cannot be changed and set right. If the difficulty is confined to a few thoughtless, insubor- dinate individuals, follow them in the spirit of familiar and affectionate regard for their welfare, — in the light of reason, — in view of their own interests, — the welfare of the school, — and, if need be, of your own authority, and the application of such power as you possess by virtue of your office, — until they surrender MANAGEMENT OF THE SCHOOL-EOOM. 113 at discretion, or shall be ejected as unworthy of the privileges of the institution. The principal sources from which issue influences tending to weaken the cooperation of pupils with their teachers, are deemed to be the following : I. Ignorance. — Ignorance of propriety as to time^ manner, place, and duty. It is true, the pupil attends upon school duties he- cause he is ignorant, and needs instruction ; so that, in the nature of the case, this evil must ever be a natural concomitant of the teacher's vocation. It becomes, then, his peculiar duty to discriminate between trans- gressions arising from this source, and those which spring from malice or dishonesty. II. A partial incapacity to control and use the men- tal faculties aright, even under the strongest resolu- tions to do so. It is a part, and a very important part of a child's education, to overcome the fitful, impulsive propensities which always govern the undisciplined mind. What teacher has not often found transgressors ready to acknowledge the error of their ways when kindly reasoned with, — evidently sorry for what they had done, and determined to do right in future; yet under the next temptation they are overcome, and are appa- rently as far from rectitude as ever ? Now, while both these characteristics demand great clemency from the thorough disciplinarian, they are never to be treated in 2i feeble and inefficient manner. Ignorance, and an unrestrained spirit, whether found in the school or out of it, are capable of producing any 6* 114 MR. parish's lecture. amount of miscliief imaginable. By imprudent, violent measures, either of them may be driven to an irreclaim- able distance beyond a teacher's control ; but with judicious action, and unremitted attention to every phase they may assume, seldom will a case fail of yield- ing to suitable remedies. At all events, they must never be suffered to pass unnoticed. III. Previous occiqjcition with more interesting ob- jects, of a different character from ivhat the school affords ; or having habits already formed, foreign to the duties of the school, " No man can serve two masters ; " — nor can chil- dren, who are allowed to roam at will about the streets or fields, to seek amusement from every source to which inclination may lead them, be easily induced to conform rigidly and heartily to such systematic action as a good school requires. Unless the exercises of the school- room can be rendered m.ore attractive than objects without, although the bodies of the pupils may be con- fined for a specified time within the building, the attempt to call up any mental action will be nearly as futile as to undertake to arouse to consciousness and thought the seats they occupy. It is this class, and those of indo- lent habits, — the lazy physically and mentally, from which proceed, — IV. Inattention, — heedlessness and indifference to the requirements of the teacher. There will very natu- rally follow, — V. Trifling, playfulness, communications, inclina- tion to mischief, wilful neglect or evasion of duty, and MANAGEMENT OF THE SCHOOL-ROOM. 115 finally^ O2oen opposition to it, — a rebellion against the authority of the school. The particular modes of managing these different phases of character, must be inferred from the general scope of the lecture ; time will not allow me to dwell on them. There is one principle, however, of so much impor- tance in its application, so effective in its operation when skilfully applied, that I shall venture to enter somewhat into a detail of its use. It is the principle of prevention, or the removal of every cause for transgression, as far as possible, from the pupil. The following case will serve to illustrate the general application of the preventive principle. Some few years since I became acquainted with a school consisting of some 175 scholars. In the same building were two other schools, and the aggregate number of pupils accustomed to assemble on the school premises was not less than 300. It had been the prac- tice among the children from " time immemorial," to collect on the school grounds, at all hours before and after school, from sunrise in the morning till dusk in the evening, for the purpose of play. So accustomed had they become to their practice, — so absorbed were they in this object, that they seemed to regard it as one of their " inalienable rights ; " and one would have supposed it was the subject of their first waking thoughts in the morning, — of their evening meditations on re- tiring to rest, — and the source of the dreamy visions of their midnight slumbers. The consequence was, that 116 MR. parish's lecture. among the great number easily called together in the centre of a large and densely populated village, out of amusements innocent in themselves, grew a boisterous, reckless spirit, — an impatient, excitable state of mind incapable of listening to, or regarding rational require- ments that conflicted in the least with their views and feelings, — a habit of disputation, rough contradiction, and general ill manners, — coarse language, profanity, deception and falsehood, and not unfrequently angry contention among themselves, accompanied with foul epithets and bloody blows. Nor w^as this all. Within the school-room, the duties of the place were of secondary consequence to the ob- jects uppermost in the minds of the pupils. Patient, persevering study and mental discipline were out of the question. An uneasy restlessness, — an incipient spirit of insubordination, seemed to be breathed out, and to pervade the very atmosphere of the school-room^. A Yandal spirit was exercised on the school building, within and without ; upon the fences, and whatever else of a destructible nature came in their way, — as if the school-room and its appurtenances were provided at the public expense, as a sort of safety-valve for the neighborhood, where they might lawfully exercise their destructive and disorganizing propensity with the least danger and inconvenience to their friends and the public. Now, had an attempt been made to correct all these evils by the infliction of punishments, by vigilance, per- suasion and reasoning, it would doubtless have required more than the united virtues of a Job, a Solomon and a MANAGEMENT OE THE SCHOOL-EOOM. 117 Samson, to have accomplished it. But a different course was taken. A regulation was adopted by the teachers and sanc- tioned by the committee, forbidding any scholar to come on the school grounds till fifteen minutes before the opening of the school, or to remain a moment after its close without express permission. The result was, the immediate disappearance of almost the whole catalogue of crimes and misdemeanors which had before so se- verely tasked the teachers and degraded the school into a Bedlam. It was the first grand step towards reno- vating, elevating the whole mass of pupils, and giving them a conception of what a school ought to be. Their minds were diverted from a most disastrous course of action, and directed into a channel calculated to lead them to an entirely different result. In order to illustrate more fully and particularly the point in question, I shall venture to describe a practice which I have pursued for some two years ; and with the utmost confidence, derived from actual experience, can assure teachers that many and great benefits may be derived from it, without any concomitant evils. A manuscript book, very plainly written, lies upon my desk in the school-room, containing an embodi- ment of all those principles and practices relating to an honest and faithful attendance on school duties, which tend to show the pupil who may need such aid, what he ought to do, and what he ought to avoid doing. Its precepts are arranged under appropriate heads, expressed as conciBely and clearly as possible, that no 118 MR. parish's lecture. opportunity may be left for perversion or misunder- standing. It is not entitled a "'Book of Laws," — for in all it contains, no penalties are annexed. It is not called a " Book of Rules and Hegulations," — for that would be too formal for our purpose. It bears the simple title of "-4 manual of School Duties for the use and benefit of thepujJils of the Springfield Sigh School ^ In order to convey a clearer idea of the character of this little manual, and with the humble hope that some of the younger members of our fraternity may derive from it some useful hints, with less toil and care than it has cost its author, a considerable portion of the manu- script is here presented. " TO A NEW PUPIL ON ENTERING THE SCHOOL. Most pupils enter school with the expectation of obtaining a knowledge of the studies they pursue ; also, of conducting so as to gain the general approbation of their teachers in school, and of their frie7ids at home. Sometimes, however, scholars fail of learning as much as they expected; and often are reproved, or punished for mis- conduct because they were ignorant of what they should have done, or was expected of them. In order to save the pupils of our school from being morti- fied through ignorance of duties that may be required of them ; also, if there should happen to be any among our number who wilfully do wrong, and plead that they never knew they must not do so, these pages are prepared ; — to guide those who are willing to do right, and to leave no excuse to those who may be disposed to do wrong. It is taken for granted, that your special object in becom- ing a member of this school is, to obtain such benefits as it MANAGEMENT OF THE SCHOOL-EOOM. 119 may be able to afford, for the improvement of the mind, that you may be more useful: — for the cultivation of your man- 9iers, that you may be better able to render yourself agreeable to those around you ; — for the cultivation of your moral feel- ings, that your oion personal happiness may be increased. While it is expected that the teachers will be faithful in imparting instruction and in directing the general operations of the school, in the most thorough and agreeable manner ; certain duties no less important for the success of the school are to be faithfully and honestly performed on your part as pupils. Those scholars who know what is right, and always en- deavor to do right, seldom need to be reminded of what they should do, or what they should not do. Others need fre- quently to be admonished that they are wrong, that they are doing an injury both to themselves and their schoolmates, as well as to the teachers who instruct, and their parents, who support the school. The following directions are given, that all may know, at the beginning, what their duties are, as pupils, and on what conditions they are permitted to enjoy the privileges of this BchooL SECTION A. GENERAL DIRECTIONS. I. Resolve, on being received as a member of this school, to comply cheerfully with all the requirements of the teachers ; and faithfully perform every duty assigned you. H. Kesolve, that no impropriety or indecorum shall ever appear in your actions or words, while connected with the school. III. Always manifest and cultivate a kind and accommo- dating disposition towards schoolmates, — and respect towards teachers. 120 MR. parish's lecture. TV. At all times let the school-room be regarded as sacred to study and meyital improvement. Never indulge in rude- ness^ childish trijling, loud and boisterous speaking, or anything that would be considered unbecoming in genteel company. V. Resolve, to lend your influence in every possible way, to improve the school, and elevate its character. SECTION B. DEPORTMENT. PARTICULAR DUTIES. Remark. It is as much a part of your education to cor- rect bad habits and obtain good ones, — to cultivate good manners and learn to conduct with propriety on all occasions, as to bo familiar with the studies pursued in school. Read carefully and remember the following particulars. STILLNESS. 1. On entering the school, pass as quietly as possible to your seat, taking care to close the door gently, and avoid making unnecessary noise with the feet in crossing the room. 2. Take out books, slates, &c., from your desk Avith care, and lay them down in such a manner as not to be heard. Avoid making a rustling noise with papers, or noisily turning over leaves of books. Never let the marking of a pencil on your slate be heard. 3. Be careful to keep the feet quiet while engaged in study ; or, if it be necessary to move them, do it without noise. 4. In passing to and from recitations, observe whether you are moving quietly. Take special care if you wear thick shoes, or boots, or if they arc made of squeaking leather. 5. Avoid the awkward and annoying habit of making a noiso with the lips while studying. MANAGEMENT OF THE SCHOOL-EOOM. 121 6. At recess, pass slowly out, — and return in the same manner. Leave all sports and noise outside the walls of the school building. 7. Scuffiing, — striking^ — 'pushing^ or rudeness of any kind must never be practised, in the least, under any circum- stances, within the school building. SECTION C, PROMPTNESS. Mottoes. — ' Never delay till to-morrow, what you can do to-day.' ' There is no time like the present.' ' A stitch in time saves nine.' Remark. A lounging, — idle, — lazy scholar is like a drone in a bee-hive, not to be tolerated. In the same class must be placed those scholars who are heedless, — who are never ready to do what is required of them, until individually reminded of duty, — or who require constant prompting to make them do right. Therefore, observe, 1. Every scholar should endeavor to ascertain his own duty, and promptly perform it. 2. Be punctually at school. Be ready to regard every signal without delay, — to commence study, at once, when ' study hours ' begin, — to give immediate and undivided at- tention, when a teacher addresses you, either individually, — with the class, — or with the whole school. section d. — neatness. Motto. — ' A place for every thing — and every thing in its place.' Eemark. The habit of observing neatness and order, should be cultivated as a virtue. 1. Let your shoes or boots be cleaned at the door-steps ; always use the mat, if wet, muddy or dirty. 2. Never suffer the floor under your desk, or the aisles around it, to be dirtied by papers, or anything else dropped on it. 122 MR. parish's lecture. 3. Avoid spitting on the floor. It is a vulgar, filthy habit. 4 Marking or writing on the desks, walls, or any part of the building, or school premises, with pencil, chalk, or other articles, manifests a bad faste, or a vicious disposition to de- face and destroy property. None but a vicious, reckless, or thoughtless person will do it. 5. Knives must never be used in cutting any thing on a desk. 6. Particular care should be observed to avoid spilling ink any where in the school building. 7. Let your books, etc., be always arranged in a neat and convenient order in your desk and upon it. 8. After using brooms, dust-brushes, etc., always return them to their places. 9. Be ambitious to have every part of our school in so neat and orderly a condition, that visitors may be favorably impressed with this trait of our character. SECTION E. SCnOLARSniP. Motto. — 'Knowledge is power.' Kejiark. Three things should ever be sought for by the scholar in all his studies and recitations. They are the index of scholarship. I. Aim at perfection. II. Recite promptly. III. Express your TnouGUTS clearly and fully. 1. Let the tone of voice be distinctly audible and perfectly articulated. Let your words be chosen with care, so as to express your thoughts precisely. 2. Resolve to solve every difficult point in your lesson yourself, (if possible,) rather than receive assistance from another. MANAGEMENT OF THE SCHOOL-ROOM. 123 3. Have studies enough to employ all the time you can devote to school duties. 4. Scholars are in no case to assist each other about their lessons, in study hours, except by permission, for very special reasons. 5. Set apart a specified time for learning every lesson, and faithfully improve it. 6. Learn every lesson as if you meant to remember it always, and not as many do, merely till recitation is over. 7. Learn your lesson as long beforehand as possible. You will remember it all the better, especially if you review it just before recitation. 8. Do not rest satisfied with learning your lesson so as to * guess ' you can say it ; be able to give a clear and full account of it when you recite. 9. What are the three important characteristics of a perfect recitation ? Kepeat them. SECTION F. RECITATIONS. Remark. The object of the recitation is, that the teacher may have an opportunity to ascertain what part of the lesson the pupil has, or has not learned, that he may be able to ex- plain to him what he may not have been able to master alone. Therefore, 1. Give the strictest attention to the instructions of the teacher, and the recitation of each pupil, during the recita- tion, s, 2. Kesolve that you will answer every question your teach- er may ask you, at each recitation. 3. Observe carefully every question which the teacher asks the other scholars of the class, and see \iyou can think of the proper answer hefore it is given by them. 124 MR. parish's lecture. 4. Never interrupt a teacher, or a scbolar, while lie is speaking. Never speak in the class, except when permitted or required by the teacher. Always speak to the teacher^ if you speak at all. Never contradict or dispute. 5. Assume a becoming position of the body during recita- tion ; sit upright, — let both feet rest on the floor, and if there is no use for books, &c., let the hands be folded. 6. Resolve at the beginning of each day, that your recita- tions/or that day shall ha perfect. (See Section E, Nos. 6 and 8) 7. A scholar must never stay out of recitation, because he ' has no lesson.^ If you have a good excuse, give it to your teacher, and go and hear the others recite. 8. A scholar must never have any thing in his hands dur- ing recitation, nor during study hours, except what strictly belongs to the exercise in which he is engaged. MISCELLANEOUS. 1. All communications xoith the scholars are to be avoided during the hours of study and recitation. This comprehends whispering, — writing notes, or on the slate, — signs, &c. Every pupil should study as if there were no one else near, or in the room, with perfect silence. 2. x\sk questions about lessons of teachers to whom you recite ; as they are responsible for your improvement ; — otherwise some may be overburdened with business which properly belongs to another. 3. No books are to be read in school hours, except such as belong to the studies and exercises of the school. 4. Never mark or deface books, &c , with pen, pencil, &c. 5. No scholar should go off the school grounds during re- cess, except with permission. MANAGEMENT OF THE SCHOOL-EOOM. 125 6. Never meddle with tlie desk or property of another scholar, without liberty. 7. Caps, bonnets, and all out^r garments must be placed on the hook assigned to each pupil, immediately on entering school. 8. Boys must never wear caps or hats in the school-room." Any other directions may be inserted under the last head that the conditions of the school require. Only a few have been selected from the manual, to illustrate the mode of fixing requirements before the eye of the pupil, in the easiest and most effectual manner. From the foregoing extracts, may be learned the character and spirit of the little guide hooh which is placed in the hands of my pupils, or from which por- tions are occasionally read to the school, accompanied by such remarks as circumstances seem to require. It will appear obvious to every one, that it is nothing more than a collection of proprieties and {mpr92:)rieties, embracing the essential parts of all duties to be per- formed, and errors to be avoided in school. But the question may arise in the minds of some, in- asmuch as no penalty is annexed for disregarding the precepts thus presented, " How may any special benefit be expected from them ? " In reply to this question, a few of the advantages which experience has tested, may be briefly stated. 1. From this " manual," every scholar on entering school may be made acquainted with the teacher's standard, or the particular character which, in his view, a school should assume. No individual can well 126 MR. parish's lecture. avoid perceiving, that lie or sJie^ as well as tlie teaclier, lias something to do in giving it that character. Every precept may be considered as binding on the piipil, — requiring as strict observance, as if specific penalties were annexed to each ; with this advantage, that it allows the teacher, in practice, all the latitude he may choose to take in applying them, under various cir- cumstances, to difierent individuals. Whilst they should, and usually do commend themselves to the conscience of every reasonable pupil with the force of laiv^ — yet if there are exceptions, they may with quite as much pro- priety attach the authority and penalty of law to any one, or more of them, for a special occasion, as if the same had been uttered verhally for the same object. 2. It serves well to indoctrinate a new pupil into the requirements and customs of the school. When a new scholar is admitted into the school, few teachers have sufficient leisure to sit down and impart all the informa- tion the pupil should possess, in order to commence ad- vantageously both to himself and the school. But let him spend the first half day with the foregoing little cliart before him, at the same time observing, as far as he can, the operations of the school-room, and he will not long be at a loss to know how to set his sails, and direct bis course for the " exploring voyage " on which he is about to embark. 3. It saves many from censure and consequent dis- couragement who are really ignorant of their duty. It is doubtless true, that multitudes in our schools are set down as ohstinately perverse and opposed to the author- ity of the school, whose principal sin is that of igno- MANAGEMENT OF THE SCHOOL-ROOM. 127 ranee. Let this code be the first lesson for that scholar to learn who seems not to know his place or duty ; and if after that he is found a transgressor, then it may be said with better reason, that he who knew his master's will, but did it not, " shall be beaten with many stripes." (Luke 12: 4T, 48.) Repetition of requirements is always found necessary by every teacher, with the dull or careless pupil. Let such be required to read often, or, if necessary, commit to memory what pertains to his case, and it will prove a more elFective stimulus than those vocal repetitions, "which sometimes obtain the appellation of scolding. 4. It takes from the transgressor all excuse for wrong-doing ; — renders him a more conspicuous vio- lator of right, and calls down upon himself a more general voice of condemnation, because he sins against greater light. 5. It preserves uniform practice in the general opera- tions of the school. There are two objections which conscientious and able teachers sometimes urge against everything in the form of written directions, or regulations in the school- room. " First it seems to multiply, unnecessarily, the number of requirements in the government of the school, and the pupil unable to retain ajl in mind, is apt to dis- regard the whole." Some teachers go so far as to say* " I have but one rule for my scholars to observe, and that is, ' Do right always.' " And yet are they not compelled to decide continually for the pupil as to what is right, or correct his errors of judgment or will ? Would not the same objection be valid against the moral 128 MR. parish's lecture. precepts of the Bible, or statute laws in society at lar