lowing rules and orders of the convention, which
were taken up by sections and acted upon.
The business committee recommend the fol-
lowing as the order of proceedings of the con-
vention, viz. :

I. The session of each day shall be opened with prayer.

II. The committees shall be appointed by the president, unless otherwise ordered by the con

III. All resolutions, amendments and orders shall be submitted in writing.

IV. The business committee shall report all business to the convention; but after the acceptance of their report, any member may present any resolution for the action of the convention.

But sir, I have suffered myself to be led away from the main objects of this letter. That ob! ject was to express my deep regret that I shall be unable to be with you at the ensuing convention. I have seldom had a greater struggle to subject inclination to a sense of duty. But on account of my absence during the last season, official labors have accumulated upon me; and I find that a ten days' absence will deprive me of time indispensable for other engagements. Ivention. should have not only pleasure but profit from meeting with you. As laborers in the field of education we need encouragement and support, and as we receive but scanty portions of these from the community at large, we can only derive them from each other. The general wants of the cause show 'us how much work is yet to be V. All resolutions shall be submitted in writ done. I look upon what has been done as the ing to the President, and at his discretion submeasure of what may be done, and I derive mitted either to the business committee, or laid therefrom not discouragement, but stimulus. directly before the convention, unless otherwise The coldness of the public mind is to be compen- disposed of by a resolution of the convention. sated by our zeal. The cause of popular educa- VI. No member shall speak more than fifteen tion has indestructible merits. Let us not expend minutes at any one time, or more than twice on our strength in repining or complaining at the in-the same subject, without unanimous consent. difference to it of those who really have the great- VII. All ex-state and county superintend. est interest in it; but let us rather consider it a fa-ents, acting town superintendents, and delegates vor that we are allowed to labor for it, even un- from county associations, shall be considered der present difficulties and discouragements. Se. honorary members of this convention. neca says that those men whom God appoints for unrequited toil and self-sacrifice, ought to be thankful for the station and consider it as a post of honor, because the Almighty would not choose agents to perform a work of difficulty, unless he had confidence in their qualifications. On this principle,' I know of no men in our times who have greater proofs of the divine favor, than those who are called in a public capacity, to promote the welfare of popular education through the instrumentality of common schools.

Very truly and sincerely yours, HORACE MANN. Letters of a similar import were read, from other distinguished friends of education.

The committee on nominations reported the following gentlemen as officers :

VIII. The morning session shall commece at 9 o'clock and close at half-past 12 M., and the afternoon session commence at 2 o'clock.

IX. Committees of three shall be appointed on the following topics, viz.: 1. School District Libraries. 2. Upon the reorganization of school districts. 3. Methods of teaching. 4. Upon the introduction of vocal music into our commen schools. 5. Text-books. 6. Normal Schools. 7. School celebrations and conventions. 8. Teachers' drills. 9. Moral instruction. 10. Discipline and government of schools, duties and responsibilities of town superintendents; to consist of all town superintendents present. 11. Oral in

struction.

The fourth section, referring all resolutions to the business committee, elicited a brief discussion, in which several gentlemen participated. It was finally amended satisfactorily.

The seventh section, inviting ex-county su

President-H. E. ROCHESTER, of Monroe. 1st Vice-President-S. S. RANDALL, of Albany. 24 Vice-President-H. B. CROPSEY, of Rich-perintendents, town superintendents and county mond.

Secretaries-Ira Patchin, of Livingston, and Wm. S. Wetmore, of Oneida.

tutes had been offered, the resolution was so amended as to entitle "all the friends of educa tion" to a seat in the convention, not as active but as honorary members.

delegates, to sit as honorary members, called forth a debate which lasted some time. Some were in favor of admitting them as active mem. Mr. Rochester, upon taking the chair, made a bers, and giving them a right to vote. These . brief address upon the objects and duties of the contended that the call embraced all such perconvention. He regretted that they were de-sons. After various amendments and substiprived of the counsel and assistance of many of the more distinguished friends of education, many of whom were veterans in the cause. He referred particularly to the absence of the venerable James Wadsworth, whom they had all expected to meet on this occasion. But ill health, and the infirmities of age had compelled him to remain at home. Col. Young, our honored su-mittees as follows: perintendent, is also unable to be present, to guide us with his counsels and rouse us by his appeals. Mr. R. adverted to various other topics connected with the cause of education.

Mr. Randall moved the appointment of the usual business committee.

AFTERNOON TERM.

The President announced the standing com

School District Libraries-Messrs. Dwight, Powell and Dubois.

Union Schools-Messrs. Ely, Brodt and John

son.

Free Schools Messrs. Mack, Hawley and Johnson.

The chair named the following gentlemen :- School District Organization-Messrs. Tidd, Messrs. Thomas, O. W. Randall, Wright, Fon-H. Wright, and D. R. Randall. da, Finch and Palmer.

Methods of Teaching-O. W. Randall, Palmer

The business committee then reported the fol- land Arnold,

Vocal Music-Messrs. Shumway, Ingraham and Olney.

Text Books-Messrs. King, Fonda, Smith, A. Wright, Wetmore, Robertson, Cole and Brown. Normal Schools-Messrs. S. S. Randall, Sprague and Storkes.

School Celebrations and Conventions-Messrs. Temple, Moulton and Montgomery.

Teachers' Institutes-Messrs. Stevens, Watkins and Wilsca.

ter.

Moral Instruction-Woodin, Nay and Sylves

Oral Instruction-Finch, Allen and Hopkins. Discipline-Henry, Allen and Curtiss. Duties of Town Superintendents-All such officers present-Rev. Mr. McKoon, chairman. Mr. Thomas, of Rensselaer, offered a resolution requesting all authors of school books in attendance to hand in their names and the topics upon which they treat, to the President.

After some discussion, the convention resolved to appropriate the evening to hearing authors explain the peculiar merits of their several

works.

Mr. Patchin, of Livingston, moved the appointment of a committee on the subject of introducing the study of agriculture in our common schools, and also a committee on physical edu

cation.

Mr. Shumway, of Essex, suggested a committee on the study of political science.

CORPORAL PUNISHMENT.

Mr. Thomas of Rensselaer, offered a resolu. tion instructing the committee on discipline to make a report on the inutility and barbarity of corporal punishment in schools.

Upon this question arose a discussion which lasted the whole afternoon, in which several gentlemen took prominent parts.

The point debated in the first place, was the propriety, expediency and right to instruct the committee. To obviate the difficulties growing out of this question, Mr. Randall of Albany of fered the following substitute:

Resolved, That the infliction of corporal punishment, as a means of school discipline, has no sanction but usage, and that this convention wholly disapprove the practice and recommend its discontinuance.

Mr. Thomas, the mover of the resolution said, that so far as he had any knowledge of the subject, the best schools were those in which corporal punisment was not practised. He had invariably found that the scholars most punished, were the most obstinate and refractory, and that in neighborhoods where this practice was most sanctioned, the young people partook of the same disposition. The custom was of barbarous origin. Those schools where ox-goads and ferules, fit only for a butcher's stall found a place, generally showed all the marks of depraved character.

Mr. Cooper of Waterloo said he had been engaged in the occupation of teaching for some years, and that he should be glad to hear the views of the convention on the question. He came for the purpose of information. Both sides of the question had advocates, and it was involved in many difficulties. This speaker spoke some time very ably and judiciously upon the subject.

rose and said that the great error in discussing Mr. Olmsted, Principal of Mendon Academy, opposed to corporal punishment, would somethis topic, was in taking the extremes. Those exemplification of the system, and draw from times find an extreme case, and point to it as an thence an argument against bodily punishment in all cases. He believed that not one-thou sandth part of the punishment used was necessary; but the resolution went against it in all

cases. There were cases which had come under the observation of every teacher, which proved most conclusively that moral instruction could be conveyed by the rod. Children were frequently thrown into schools who had no training at home, and it was almost impossible to train them in schools without the use of severe measures. He used corporal punishment himself, and he was not prepared to say that it could be dispensed with altogether. Some had adopted the plan of appealing to parents. This had been found inef fectual. Expulsion had been resorted to by some trustees. But that was only ensuring the destruction of the pupil. The assertion of the gentleman from Wyoming, (Mr. Stevens) that punishment could not be inflicted without anger on the part of the teacher or parent, was a mis. take. He had punished when he indulged only of duty. Mr. O. spoke at considerable length on the kindliest feelings, from an imperative sense the various points connected with the question.

Rev. Mr. Van Ingen, of Grace Church, rose in reply. He was gratified that the discussion had commenced at the right point. The resolution went to an extreme. It declared all punishment unnecessary. This was in direct contravention of the sentiment taught in the Scripture, and of the judgment of the wisest and best men in all ages of the world-men whose heartswere full of the milk of human kindness. "Foolishness is bound up in the heart of a child, but the rod of correction must bring it out," was the sentiment of one of the wisest of men. Let not the Scriptures be supposed to sanction brutality or justify severity. The ac tion of this convention should be deliberate and wise.

Our institutions are happily pe culiar to themselves. The distinction of noble or plebeian blood obtains no footing here. In our country most of our youth are taught, but they only hear of right and moral duty. Were all on both sides taught in early life that practi Mr. Stevens of Wyoming said he would like to cal real subjection to any and every good gov hear the advocates of corporal punishment. He ernment under which they were placed was the believed the custom barbarous, and of barbarous true path to honor or to dishonor! Did they origin, and that there was no good reason for its learn its important agency in the formation of continuance. Those in favor of capital punish- character? let us look at these considerations ment were generally in favor of corporal pun- and not suffer our feelings to influence our ishment. He pointed to it as a remarkable fact, judgments. Let us discuss this question withthat so deeply had this custom interwoven itself out excitement, that under the influence of the into all the ramifications of society that we gene-right spirit we may happily adopt the medium rally found the best people in favor of the disci so essential to success in governing and eleva pline of the rod and ferule. ting the youth of our land and thus influencing

through them the future character of the nation. He believed the child must be taught to feel that it was implicitly his duty to obey his parent or teacher. If mildness and persuasion would not do, severity must be used. Mr. Van Ingen spoke at considerable length in a highly interesting manner, but our limits will not allow us to present more than a mere sketch of his arguments.

Professor Dewey, of the Rochester Collegiate Institute, said he did not belong to the rising generation. His opinions were made up. He knew that corporal punishment had been a be-| nefit to him; he felt it to this day, (laughter.) The blows inflicted on the back behind him" he was sure had been of benefit to him, (roars of laughter.) They were not, it is true, very grateful to his feelings, but they conveyed instructions which would have been unheeded in another form.

But seriously-whence the authority of the schoolmaster? who gave him the power he exercises? the school committee! If so whence do they derive it but from the parent? whence do they derive it, if not from the source of all power. Strike at the principles derived from that source, and you strike at the authority of the parent himself.

None would be satisfied with this! If the schoolmaster has none, then has the parent none, There is no propriety in carrying this principle as far as the resolution contemplates. But aside from the language of the Bible (though I would conform my life to that.) No matter in what manner pain is inflicted, it is all corporal punishment though not inflicted by the birch or ferule.

He thought there ought to be a distinction made between punishment inflicted with a rod and other modes which were not deemed corporal punishment. He had known teachers and parents who discarded corporal punishment, but who did not scruple to shut up their children, or make them stand for a great length of time in painful and unnatural postures. This they did not call bodily punishment, although it was frequently more painful and disagreeable than logging. He did not use corporal punishment himself, nor had he for several years. The only punishment he inflicted upon his pupils was to compel them to hear his lectures on morals. (Laughter.) He generally gave them line up on line, and precept upon precept. (A laugh.) But he was not prepared to say, although he got along without corporal punishment himself, that others could. In small schools moral sua. sion might do; but in large ones it was almost impracticable. Prof. D. spoke also on the Scriptare views of the question.

casion, a scholar being absent, I was ordered to read his verse; to me this was unreasonable; I refused, he afterwards flogged me, but I was unyielding and beat him. At another time, for making such disposition of some snow suited my genius, I was flogged, but I conquered again.

as

Not however to give a chapter of such incr dents attended with no better success, I have 1 only to remark, that what has been so successful with the gentleman, in my case most signally failed. (Laughter.)

About twenty-three years since the city of Boston established a school in effect for vaga bonds. It consisted of vagrants and the exclu ded from other schools. A Scotchman procured from Albany to subdue them, was soon recalled to subdue a mutiny in his own school, matured during his absence of a few months from that city, and this left the Boston hopefuls as they doubtless preferred to be, free from all restraint. I was called upon to supply the place and administer the legitimate authority attached to the terror-inspiring station. (Laughter.) For one whole year I flogged them like an amateur, (Great Laughter.) The good (if any) were not improved, and the bad were worse. The idea of governing without the infliction of corporal punishment was then indeed Utopian, but convinced of its propriety and necessity, I began by burning the cow-skin and cat-o-nine-tails; told them I was going to seck their good and la bor for their benefit. It is true it was difficult at first; in the first case I turned a boy out of school and sent him home to explain the cause. I told him I would think of his case and conclude what course to adopt, at the end of a week he came back and asked "Have you thought of that matter?" "Yes, some, (I re. plied.) but what course do you think I ought to adopt?" "I would rather take a whipping and come back, than to stay out!" No, but can't you behave another week without any unpleasant infliction?" I will try, said he; he entered school again and behaved well; other boys saw him and copied his behaviour.

one

In another instance I set a hard character to be monitor, he began at once to feel his responsibility, and amended his manners and conversa. tion. One day he came to me and said " boy wont mind," well, said I, what shall be done? "why I should like to make him mind me;" But (I replied,) he sees you disobey, and imitates you. This made a deep impression on his mind and he became a most faithful and obedient scholar; at the end of a week his father came to me and said, "what is it you have done to my boy; I don't understand it?" I looked surprised, no doubt, and asked what was the Mr. Fowle of Boston said, I cannot pretend matter, why," said he, "my boy does not run to be as good as the gentleman though my expe- away or even go out to play evenings; he is rience is somewhat similar to his. (Roars of studying all the time when not doing chores ;" I laughter.) I recollect doing something which I called the boy up and asked, what are you knew was wrong-my father expostulated, but studying, my boy?" the lessons of my class added a threat and an unwelcome alternative-sir!" but why do you study them? "in order to my pride was aroused and my temper excited, I was not then to be driven; he flogged me but did not subdue me.

66

teach my class when I am monitor, I learn the lessons in advance, for I am ashamed of my ignoranee?"

To my mind the defect of his attempted mode He ruled his class in memorable style, and of government was then apparent. Again, the was a task master of no ordinary character; school in which I was, in preparing for an ex- they dared not disobey him. This school be. amination had certain verses assigned to each, came an easily governed association of children to be read on that memorable and interesting oc- land at last embraced ninety girls, from whom

nication from Mr. Palmer, proposing to deliver The President presented the following commu. a series of lectures on subjects conncted with the cause of education. It was referred to a select committee:

To the Convention of Superintendents assembled at Rochester, to devise measures for the improvement of the Common Schools.

GENTLEMEN-Will you allow one who has devoted the chief part of his time and attention for many years, to the investigation of this most im |portant subject; one who feels a deep interest in the successful issue of the movement your state is making towards a substantial improvement of education; will you allow him, I say, to throw in his mite in aid of that great cause? I would propose, should my offer be sanctioned by this intelligent body, to deliver either one or five lectures in every county or half county of the state, to which I might be specially invited by its respective superintendent, on "the most pressing wants of the schools, and the best method of sup

plying them." These wants I consider to be of a somewhat higher order than mere improvements in the manner of reading, writing, cyphering, &c., or even than the extension of the course of instruction to the mathematics, the sciences, or the languages. The subjects to which I would direct the attention of the community are the following:

1. IN INTELLECTUAL EDUCATION.

I shall expect no compensation, looking merely for an extension of the rites of hospitality along my route, if my labors be thought useful. I am, gentlemen, respectfully yours, THOS. H. PALMER.

Mr. S. S. Randall offered the following reso tion, which was unanimously adopted.

Resolved, That the members of this convention, in behalf of themselves and their associates, The best means of making the pupil an inde-, do hereby gratefully accept the very liberal and pendent thinker, of giving him such a power over generous offer of Thomas H. Palmer, Esq., com. his attention as will enable him to read, or to lis-municated through their president, to deliver a ten to a public speaker, with his whole mind, without necessarily allowing it to wander off in day-dreams, and thus to fit him for self-educa. tion. To give him a taste for literature; to lead him to look deeper than to mere externals in the objects around; to open his eyes to the beauty and harmony of creation; or, in other words, to ex. cite a taste for the sublime and beautiful in the works of nature and of art.

2. IN MORAL EDUCATION.

The best method of awakening and arousing to healthful action God's vicegerent in the soul, the conscience; of leading childhood into a habit of acting, not from momentary impulse, but from principle; of seeking what is right, not merely what is agreeable; of looking ahead to remote consequences, instead of considering nothing but immediate results.

As intimately connected with this subject, I should also speak of the best means of making vo cal music a universal accomplishment, consider. ing it as an aid to devotion; as a powerful means of impressing moral truth on the mind; as a strengthener of the family tie, as a means of sav. ing youth from vicious courses, by substituting a cheap, ever-ready, innocent and most attractive recreation, in place of the objectionable amusements in which very many now spend their leisure; as a refiner of the taste and as a sharp. ener of the intellect.

I should also speak of discipline in this connexion, founding it on the conscientiousness of the pupils, on the great principles of right and wrong, to ourselves as well as to others. I should also point out a few prevailing dangerous errors, easy to avoid or correct in childhood, but exceedingly hard to extirpate at a later period.

These lectures would be particularly addressed to the town and county superintendents and teachers, and I should expect some pains to be taken to collect them together. But I flatter myself they would be found interesting to all who feel the importance of education, especially parents, and would therefore wish an invitation to be extended to all such. I should prefer delivering the first on an evening, and the other four on the forenoons and afternoons of the two subsequent days, But, if this should be thought too much time for the teachers, I would deliver three on the first day, (one of them in the evening,) and two on the second day.

course of lectures in the respective counties of this state, on "the most pressing wants of the schools and the best methods of supplying them," and that they tender him their thanks, and the hospitality of the inhabitants of their respective counties.

Mr. Sprague moved that a committee be ap. pointed to report in reference to the proper course of studies to be pursued in our common schools. The chair named Messrs. Sprague, Mack and Bebee.

Mr.

moved that those county and town superintendents who have any peculiar way of examining teachers and schools, be requested to communicate their views to the convention in the afternoon.

Mr. Wright of Washington, moved a commit tee on female teachers, which was carried.

Mr. Olmsted called attention to a resolution passed by the Young Men's State Association, as follows:

Resolved, That the county superintendents are hereby invited to attend the sittings of this Association.

Mr. Woodin of Columbia, presented and read the following report from the committee on moral instruction, in reference to the duties of teachers. He presented a series of resolutions, which, together with the report, were referred back to the committee for revision.

REPORT.

The committee on "Moral Instruction" in common schools, have given to that subject al the consideration in their power in the present circumstances, and beg leave to present the following report:

The possession of a good moral character is teacher of a common school. The use of pro made by law, an essential qualification of the fane language has properly been made, by the State Superintendent, an adequate and imperative reason for the dismissal of such a teacher. The law and the executor of the law thus pay their homage to virtue and morality. The fact seems to assume, that the teacher is designed to exert a high and beneficial influence upon the pu pils, at least by example. It implies more-that the power, in truth delegated by the parent to the teacher, involves the inculcation and enforc ing of morality as a part of instruction and go. vernment, for good moral character in the teacher cannot otherwise have its full bearing upon the school. Our laws are based too on the truth that good moral principles are as necessary as know. ledge itself, to the performance and complete operation of our institutions.

As soon as I receive invitations from any of the county superintendents, I shall give notice in the District School Journal of the days at which I shall attend at the several places, leaving to the superintendents themselves the care of ex- The teaching of honesty, sobriety, truthful. tending the notice through their respective coun-ness, temperance, kindness, obedience to parents and subjection to law and all lawful authority,

ties.