the public. There are some successful teachers who have not much learning; but they are the exception, and not the rule. A teacher should know the English tongue perfectly, so as to set an example for the children to follow, and a thorough knowledge of the language is not possible without a knowledge of other dialects. Teachers are born as much as poets, and teaching is really an art. Put your child under the best possible instructor while he is young, for the early impressions are never effaced. Many young men have come to college completely ruined because the teacher of their early days was incompetent. Put the great educators in the primary schools, if you have to take them from a college. Let the teacher know the mind of the pupil, which once done never fails of ultimate success. Study minds. Learn the thoughts of children, and accommodate yourself to them. The teacher's profession is not only one of the learned professions, but even the fundamental one; for the teachers make the men; they sow seed and start the mental qualities which develop and make the great men of any profession. If a crime of any kind he committed by a scholar, let the lesson go, stop everything, and then and there let the scholars see the enormity of the act and reason out among themselves the evils of it. Teach morality; let that never be lost sight of. Study to learn how to apply the association of ideas to a child's mind. The moral power of a teacher must be exerted to show the better nature of the child and to instruct him that honesty and morality are to be his great stand-bys."

On Thursday, July 8, the members of the institute met at Music Hall at 9 a. m., the president, Merrick Lyon, LL. D., in the chair. The exercises were opened by the reading of Scriptures and prayer by Rev. Dr. E. G. Taylor, pastor of the First Baptist Church. At the conclusion of the devotional exercises, D. W. Hoyt, A. M., president of the Rhode Island Institute of Instruction, was introduced, and, in behalf of the State organization and the State itself, welcomed the visiting body with appropriate and cordial remarks.

President Robinson, of Brown University, was then introduced, who alluded to the fact that the university has furnished a large proportion of the teachers for New England and other portions of the country in the past, and said it would not be untrue to its mission as an educator of teachers in the future. Good teachers are in demand, and probably the want of them to-day is as urgent as the need of good men in the other professions. Dr. Robinson then most cordially, in the name of Brown University, welcomed the institute.

J. A. Shaw, A. M., principal of the Highland Military Academy, of Worcester, Mass., subsequently read a practical essay upon "English pronunciation: what have teachers to do about it?" He considered the subject of more than ordinary importance, and that pronunciation is at the foundation of the language. The Anglo-Saxon race is to be the reigning power, not only on the western continent, but throughout the Old World and the islands of the sea, and this before many years. Therefore well it is that we see to it that we keep our language pure; that we have no corrupt pronunciation, or" pigeon English." The essayist then declared himself a humble advocate of the dictionary and its constant use in the school. Webster and Worcester speak as tho e having authority. Their varied scholarship in general and study of words in particular rightly grant to them the respect and honor we are always willing to grant to experts. When asked what dictionary we should use, his answer would be both Worcester and Webster; but if you cannot have both, be thankful if you can have either. A very lively and interesting discussion followed the reading of the paper. All the speakers indorsed the essay, and felt the great need of a better system of pronunciation in the school.

Mr. A. C. Perkins, principal of Phillips Academy, Exeter, believed it very important that a correct pronunciation of the dead and foreign languages should be secured, and if it is important here, much more is it important that we should pronounce our own language. The training in pronunciation should be made a very important portion of the work of the primary school teachers. Pronunciation should be made an essential study at the outset.

Mr. J. D. Philbrick, of Boston, agreed with Mr. Perkins as to the prime importance of correct pronunciation, but took exceptions to his point that pronunciation should be rigidly insisted upon in the primary school. There should be a fair amount of training in pronunciation there, perhaps, but, as for drawing the nicest lines, the primary school is not the place.

Mr. Ladd, of the State Normal School of New Hampshire, insisted strongly upon it that the primary school is the place for pronunciation to be taught.

Mr. David Crosby, of Nashua, N. II., agreed with the preceding speaker as to the high importance of a correct pronunciation of the vernacular, and hoped to see the time when more attention shall be paid to the subject.

Mr. B. G. Northrop, secretary of the State board of education of Connecticut, took grounds in favor of training in pronunciation in the primary school; "and," said he, "when you begin to train them in accuracy in one instance, train them in every instance. In this respect our schools are inferior to those of England. Both in pronunciation and felicity in expression are the points of our greatest weakness."

"The teacher an educator" was the subject of a paper by A. G. Boyden, A. M., principal of the State Normal School, Bridgewater, Mass. The speaker considered the teacher of far more importance than any other requisite to education; better a pine school-house and board seats with a good teacher, than a costly edifice and a man of no power. How to teach, what to teach, are the great questions that monopolize the thoughts of every good instructor. They demand the attention of every thoughtful man. Unity in education is most essential. Teachers are continually vexed over questions that should not trouble them in the least. These questions are of vital importance. What is the ultimate end for which you are striving? What principle of education guides your effort? Teachers do not work for the end in view. They work to get over a certain number of pages in the text book in a given number of days, and then gauge both their efforts and the scholar's progress by a certain rate per cent., making the record the same as of so much stock. Means and methods monopolize so much time that the end of all education is lost sight of. Make sure of the end in view and then use the best methods. Study the nature of the child and learn how to meet its wants. Only by studying the nature of the child can the end aimed at be attained, and, when once the child's thoughts are known, then the work of education is comparatively easy.

AFTERNOON SESSION.

The first paper of the afternoon was read by Dr. Samuel Eliot, head master of the Girls' High School of Boston. He spoke upon "The organization of school faculties." Without attempting to give a synopsis of Dr. Eliot's paper, we give a few points in his plan of organizing a school faculty. There is an organization under which the schools might be kept closely together and be managed educationally with far more efficiency than they now are. Let the teachers as a body nominate some of their number as their representatives, from whom the school committee shall elect not less than ten nor more than twenty to form a school faculty. Wherever the annual election of teachers is dispensed with, the members of the faculty might be elected to serve three years, one-third retiring each year.

This would insure permanence to the faculty and allow the calling in of new members. The faculty could bear to the school committee the same relation as a college faculty bears to its trustees. If the superintendent of schools were its chairman, he could assist its work and connect it with that of the committee. It would have authority over instruction and discipline; would decide upon the introduction of new branches and the lopping off of old ones; the expansion and contraction of studies, choice of books and methods; the standards of admission and promotion; rewards and punishments; hours, sessions, holidays, all the daily life of school; subject at each point to the supervision of the committee and responsible for executing their rules. The faculty would not have a supreme, but coördinate authority, not disturbing the higher powers of the committee.

On motion of Mr. Ladd, of New Hampshire State Normal School, a committee, consisting of Messrs. C. Northend, of Middletown, Conn.; A. P. Stone, of Springfield, Mass., and H. O. Ladd, of New Hampshire, was appointed to report next year upon the subject of Dr. Eliot's address.

At the close of the discussion upon this paper, Mr. E. G. Coy, of Andover, Mass., read a paper entitled, "Inconsistency of theory with practice the chief ground of opposition to classical study." It was a forcible plea for the continuance of classical studies.

Professors Lincoln and Harkness followed with extemporaneous but able speeches in support of Mr. Coy's views.

The last paper of the afternoon was by Mr. J. F. Blackinton, of Boston, upon "Silent forces in education," and was in every respect admirable. The speaker paid an eloquent tribute to Dr. Wayland, whose life, he said, was better than any lesson in moral philosophy that he ever gave.

A very large audience assembled in the evening to listen to a lecture by President Gregory, of the Illinois Industrial University, upon the subject of "The real problems in modern education," which were: (1) Is our educational system wide enough, active enough, advanced enough, to keep its hold upon the people and the age? Are we up to the times? (2) Is this educational system fitted to help the great ininds of the age to promote the scientific, political, social, and religious progress of mankind? (3) Is our educational system strong enough, wise enough, and pure enough to serve as a safe leader of the age?

On Friday morning Rev. Daniel Leach presented the report of the committee on nominations for the officers for the ensuing year. T. W. Bicknell suggested that the list presented ignored entirely a large working force of the teachers of New Englandviz: the lady teachers-and he moved that the report be recommitted, with instructions to place the names of ladies on the list of vice-presidents; which was passed. Mr. William H. Ladd, of Boston, moved that the report be recommitted, with instructions to report a list of five vice-presidents, two of whom should be women.

Mr. Philbrick objected to this strongly, and it was withdrawn, and the list recommitted under the motion of Mr. Bicknell; but for lack of time, no changes were made. The nominees elected were as follows: President, Merrick Lyon, Providence, R. I.; secretary, J. W. Webster, Boston, Mass.; treasurer, George A. Walton, Westfield, Mass. The report of the treasurer, G. A. Walton, of Westfield, showing a balance in the treasury of $212.50, was presented, read, and accepted.

This finished the business of the institute, and attention was turned to the papers to be presented. Miss Anna C. Brackett, of New York, read the first paper of the day, on "The relation of the medical and the teachers' professions," arguing that education is so broad a theme as to include everything, the body as well as the mind; the exercises of the physical as well as the mental powers; combating to some extent the positions taken by Dr. E. H. Clark at Detroit.

After a recess of ten minutes, Professor Greene, of Brown University, spoke upon "The place and work of academies in our system of education." He adduced cogent reasons for the continued support of such institutions. Rev.A. D. Mayo, of Springfield, Mass., then read a paper entitled: "What next in the common schools?" Its main points are that our national arrangements for education are inadequate to the needs of the masses, and should be so reorganized that the children who attend school but five or six years shall be first provided for; that the Kindergarten will not be adopted as a portion of common school, but its methods will be taken into elementary schools, the best place for little children being in their homes, the mother needing the education of the Kindergarten, in order successfully to train her little ones. The chief aim of this school will be to impart the elements of English education by most approved methods, to awaken and direct the imagination. No foreign tongue should be taught in these schools. The elementary school teacher should be converted from an amateur to a professional character, the incompetency of mulitudes of teachers being a frightful fault at present. Every university should establish a department of instruction in which the principles of pedagogics may be expounded. Lastly, the funds of our schools should be supplemented by private beneficence, and a high standard of attainment be exacted from all who aspire to teach in them."

At 12 o'clock a paper was read by President Porter, of Yale College, upon "Classical study and instruction." It is now conceded that to a certain class of educated men classical study is indispensable, and that provision should be made for instruction in it in all the schools of higher education. A great diversity of opinion prevails, however, in respect to two questions, viz: For what class of pupils should classical study be prescribed as a necessary or very desirable element in education? and What are the best methods in which classical education can be imparted? One of these questions, in fact, involves the other. The answer to the first must necessarily determine the second. If classical learning is to be confined to the few who may be expected to become eminent proficients in its grammar and dialects, then the present system may be well enough; but if classical education is to be given to a mass of pupils, few of whom can be expected to become familiar with its philosophy or minute details, then a different course is to be followed.

Four distinct reasons may be urged why the study of the classics should be prosecuted in our schools and colleges. First, the study of the grammar of two of the most refined and finished languages that have ever been spoken is the most philosophical method of learning grammar. Secondly, a most valuable knowledge of the etymologies of English words is gained by the student. Thirdly, this study brings the mind into intimate acquaintance with the literature, the history, and the life of the most cultivated of ancient nations-with whom the most cultivated of modern nations are most closely allied. Lastly, this study is an excellent instrument of intellectual gymnastics, which would be worth all, and more than all, of the labor it involves if this were the only result which should remain.

At 1 p. m. the institute adjourned to the steamer Canonicus, and nearly all of the members, with invited guests, embarked for a trip down Narragansett Bay, stopping at Rocky Point for a clambake.

When dinner was finished, Dr. Lyon called the meeting to order and the report of the committee on resolutions was read and adopted. Among the resolutions were the following:

"Whereas some misapprehension has existed as to the true sphere and work of the National Bureau of Education:

"Resolved, That the American Institute of Instruction, while regarding the maintenance and management of public schools as solely the work and duty of the several States, regards the National Bureau of Education as a most important and efficient agency for the improvement of public schools and the advancement of education throughout the whole country. Though assuming no authority and exercising no dictation in any State, simply as an advisory agency, as a common medium of communication and a source of information, it has already proved to be of great practical utility to the whole country. Besides its extensive correspondence with the friends of education in all parts of the land, its prompt and judicious answers to the manifold ques

tions of teachers and school officers of every State and city and almost every large town of the country, its circulars, papers, and reports have supplied the information greatly needed by the friends of education. Familiar with the wants of each State and with the results of various methods and systems, the Commissioner has become their valued counselor.

"Resolved, That education should hold a prominent place in the Centennial Exposition, as it did at the Expositions of Paris and Vienna, and that the efficient supervision of the National Bureau of Education is indispensable to the successful representation of our American educational systems and institutions at Philadelphia. Though American schools have been our pride and boast, we shall meet in this respect with humiliating disappointment and failure, without such thoroughly organized preparation and supervision of the educational department at the Exposition as the National Bureau only can secure.

"Resolved, That a committee of this body, consisting of one member from each State here represented, be appointed to memorialize Congress in favor of the liberal and continued support of the National Bureau of Education."

Others, of respect for the memory of Mr. James E. Parker, late master of the Harvard School, Brighton, Mass., and Hon. John Kingsbury, LL. D., one of the founders of the institute, were also passed, and so the business exercises terminated.

The afternoon passed off pleasantly in the enjoyment of the scenery of the beautiful bay, in conversation, and singing, and 9 o'clock found the members of the institute again at the Providence wharf, unanimous in their expression of delight in this enjoyable occasion.-(New-England Journal of Education, July 17, pp. 43-47.)

THE NATIONAL EDUCATIONAL ASSOCIATION.

The opening session of this association at Minneapolis, August 3, was claimed by President Harris to have the largest attendance of any in its history. Over five hundred delegates, from all parts of the United States, put in an early appearance. Addresses of welcome, delivered by Mayor Merriman and Governor Davis, and a response by the president introduced the exercises. President Harris outlined the work of the convention, which he resolved into three separate departments: the normal, the elementary, and the higher. Professor Phelps, of the Winona Normal School, Minnesota, was assigned the presidency of the normal section; Superintendent Harrington, of New Bedford, Mass., that of the elementary; and President Noah Porter, of Yale College, that of the higher education.

In the normal department a paper was read by Miss Lathrop, of Cincinnati, on "Professional education of public school teachers," which favored a post graduate course in high schools for normal training and urged the feasibility of normal institutes and didactic professorships in colleges. A general discussion ensued on the normal schools of Minnesota, Nebraska, Wisconsin, Michigan, Iowa, and Illinois, participated in by President Allen of Illinois, Professor Albee of Wisconsin, and a number of others. Forty-five minutes of discussion were given to each of the following topics: "What are we doing for the development of social culture?" "What for moral character ?" "What for the establishment of social economy?"

In the elementary department, Mr. Harrington read a paper on "Language-teaching," in which, drawing a line between solid, substantial education and that of mere words, he advocated a teaching of the former rather than of the latter. "That marvelous thing, the modern newspaper," said the speaker, "must be taken into account as a coworker with the schools in the great field of American education." Superintendent J. L. Pickard; Mr. Rolf, of Chicago; Professor Olney, of Michigan; Mr. Warner, of Philadelphia, and others took issue with the speaker.

Professor Olney thinks that teachers, like preachers, are more successful in portraying sin than virtue. A broadside was leveled at the present system of introducing new text books, not at all agreeable to the school book agents. A paper by Superintendent J. L. Pickard, "What shall we do with our boys?" elicited considerable attention. The author gave a humorously scientific description of the boy " as a member of the animal kingdom, subkingdom vertebrata, class mammalia, an animal with a backbone more or less flexible, and deriving support from his mother, often far into manhood, and having two hands fitted for grasping, climbing, fighting, &c. He is endowed with a fickle disposition, permitting him to be good, bad, and indifferent in the same day; an ambition and desire to go and see as much as other boys; a faith, love, and sense of justice; a partisanship so intense as never to allow him to climb up on a fence until he grows older and begins to reason. Boy life must be studied and individuality encouraged. Troublesome boys may be divided into two classes, those guilty of fault and those guilty of crime. Crime includes fault, but fault does not necessarily include crime. There is a great difference between fault and crime. Whispering and inattention are faults; profanity and obscenity are crimes. Faults need correction, crime requires punishment. Many a poor, neglected boy is not to be personally blamed for his faults, and kindness and care are the true corrections for such a child. If he does wrong he does it from ignorance, and he is not the boy to be made a frightful example of. The feeble boys and those of a nervous temperament must be treated

according to their physical and mental deficiencies. Children must be cultivated and nurtured as are plants; if deformed and neglected when young, they will grow up so. "The sensitive boy and the stubborn boy are two direct opposites. Their treatment must be entirely different. The former must be encouraged and the latter humbled. "Some who are driven into the class which must be called criminal are forced to this stage by injudicious manipulation. Reasoning will not reach them. They will decide to reform, but will find it impossible. Encourage innocent amusements. Make life so pleasant for them that they shall have no incentive to crime. Parents should make it a study to embellish their homes and make them attractive, so that the boys may not desire to leave the old homestead for the scenes of the city. Show the boy that it is better to be good and gentlemanly than rude and bad. Give the boys something to do and attach to the achievement a suitable reward. The bad boy must have something to do and somebody to love him. He loves to fight his way back to respectability and has a keen sense of justice. He cannot be driven back to virtue, but must be wrought upon by kindness and love. But without the aid of divine intervention nothing can be accomplished. The teacher must approach his work with a full trust in divine power."

The subject was now open to discussion.

Superintendent MacAlister said it often happened that boys became mischievous more from the lack of will than from wilfulness. It is weakness which often causes the boy to be bad. If the teacher will encourage the child instead of punishing him, in most cases his conduct will improve. The graded system works much against a bad boy. His grade is injured by absence and bad conduct, and he is thus kept back among children younger and less advanced in study than he. It has been proposed in Milwaukee to establish an ungraded room, where such boys could make up to the grade where they should be. There were objections to the design, the worst of which was the herding of a large class of bad boys.

Mr. Gove said the bad boy was the same in all places. He was always ready to love, to please, and to work for his friends. Hence the way to manage such is to get near their hearts. What we want is boyish men among the boys. When we become jolly, good, funny fellows with the boys, they will do anything for us.

Mr. Warner, of Philadelphia, said we should find the good which is in the bad boys. To make a boy trustworthy you must trust him. You will find something good and lovable in every boy. It was the old, gray headed boy who loved his pupils the best. Mr. Rolfe said it is not always the bad boy who causes mischief. The blame must lie about evenly divided between him and his teacher. He must not be allowed time to be wicked, but must be kept at work. He urged the great value of home influence. The school and the home must not be so greatly separated. Home should control all education, physical, mental, and moral.

In the elementary department, a paper on "The relation of the teacher to the reforms of the day" was presented by Miss Frances Willard, formerly dean of the Woman's College of Northwestern University. Her position was that reform is gospel doctrine. Rum must be abolished and schools established. The issues of the hour, reforms of the day, and all questions agitating the public mind must be explained to the children. The child is the text book of the age, and to establish reforms we need his help as much as he needs ours. She said, "The teacher should be a former rather than a reformer, using the 'golden rule,' realizing the poet's dream. Reform is only the gospel doctrine of 'Put yourself in his place.' Humanity moves on to realize this rule. Dorothea Dix, Florence Nightingale, Abraham Lincoln, and John Brown have been the vanguard in this war against selfishness. While it is the duty of every teacher to help on all reforms, yet there is one reform more needed than all others. Where is the rendezvous of hard men of the baser sort? The reply is, the rum-shop, supported at an expense of fifteen times the expense of our schools, and more, annually. A large part of the insanity and crime is laid at that door of the gateway of hell.

"Children should be taught what are the reforms which agitate the public mind. Books should be placed in the school libraries, and story books by the score, as helps. in this reform. Fröbel's Return to Nature has set the world to thinking, and "From the Kindergarten of the intellect we are going on to the Kindergarten of the heart." In reference to this paper, both ladies and gentlemen participated in a discussion, which, however, was not confined to the essayist's theme, but touched upon temperance, obscene literature, and the Bible in the public schools.

Leon. Trousdale, State superintendent of public instruction in the State of Tennessee, then read a paper on "Education at the South," taking the ground that education can properly exhibit as its chief aim the advancement of the people and civilization, and urging the importance of self government. The great question to settle was whether intelligence should precede citizenship or citizenship precede intelligence. The speaker dwelt at length on the difficulties surrounding the educational problems in the Southern States, but generally took a hopeful view of the future, notwithstanding the undeniable poverty of the people and their inability to appropriate the requisite means for the establishment of educational institutions or the encouragement of