and interest. He spoke
argued that they shouli i
which people most wished
prepare those taught for
ly doubted," said the speak
hers was as respectable
iger. Teachers now have
serve it, the respect of the
position in life." He s
r's business to form the m
mortal beings. Every tea
ach only what is in him. E
s he has something nobl
ints further by alluding t
lividual has to fight, with

the necessity of being m
motives, in order to make
s of those committed to th
of great consequence.
be its position in life, is of
Inasmuch as ye have d
ren, ye have done it unto
the teacher was in much
d peculiar christian spirt
against this. He was a
for the c
grave
almost too
the bottom of his heart,"
nt," compelled me to spea
en read by the Chair.

f Common Schools. - Prophets

rs.

he Massachusetts Board of E

leaded a recent journey for s Sed from responding for Ma

Massachusetts. The speaker alluded t
fits of this system of education in the
desirable that the social affections, as w
cultivated. Therefore, two ladies wer
to Cincinnati, Ohio, to teach. Within
individuals did cultivate the social affect
could not trust himself on a subject s
pected, he perceived a widely extended
In a single word, to be more seriou
heartfelt joy on this occasion, not mere
of this and some of the adjoining States
est in these meetings, but because it w
sentiments of the public at large, in reg
We were livin
of popular education.
education. We
We are influenced by soc
families to which we belong, the books w
we keep; and the schools are indebted
ences. He did not mean that the schoo
legitimate influence; or that this Institu
its full share in the creation of public se
that there is a public influence, a public
and national respect, which we all feel a
sequence of which, we are enabled to a
He would be happy to give way now to
he had referred to.

The following sentiment was next giv
The City of Boston:— She has lengthened
her stakes, and enlarged her borders; and she
Bishop feeds them.

To this, Mr. Nathan Bishop, Superi Schools of Boston, responded.

He had heard it said that the student his college habits; and, of course, the mer professor, would not expect him to b

arithmetic He was reaker. those that should lov chool da

ffect upon the population of Boston. The public which the gentleman had alluded, worked, he becircle. The school creates the sentiment, and the nent sustains the school, and so on. Such has been the c of Boston schools for two hundred years; and she he standard of public education a little in advance in the Union. He did not utter this as a boast. t to have the best schools; she expends more money n to her population, than any city in the country. schools were not so much better as they have been , yet it was sufficient for any city to have borne the education forward, so that it is a point at which other im. He would say that the teachers of Boston feel hools are far behind the excellence that their minds ved. They do not dream that they have reached point. The speaker alluded briefly to the advantage her public schools in pecuniary point of view; yet ed this the smallest feature in the subject. He looked t upon every measure proposed and carried into city; for, said he, none can look at the reports of Schools, without being instructed and directed in I public education.'

dent then gave —

tion of Music:

--

- The great promoter of harmony in schools. entiment, Mr. Charles M. Clark, with his choir rethe great delight of all present.

r

gave the following at the conclusion of this enliven

and preacher, whose name is Beecher.

d out Dr. Edward Beecher, of Boston, who spoke o the first part of the sentiment.

d out the intimate relation that existed between the preacher. He showed that the origin of public in the desire of our forefathers to secure to their

He allud

old call

Dals; and of the title le. It recasion,

fow from s

the exercis Dr. Sears.

ilation of Boston. The p n had alluded, worked, he creates the sentiment, and ol, and so on. Such has been for two hundred years; and c education a little in ad lid not utter this as a hools; she expends more , than any city in the cour much better as they have be t for any city to have bore o that it is a point at which that the teachers of Boston the excellence that their dream that they have reac alluded briefly to the adva in pecuniary point of view; ature in the subject. Hel ure proposed and carried none can look at the report ing instructed and directe

He was happy to subscribe to the sen speaker. There were very few good those that do pretty well. Good school should love the business. He drew a school days. He spoke of the importa promptness on the part of the teacher, puted which was the more important, a preacher. "Give me," said he, "a go have a good preacher." He felt that h ered; did not know as he should meet If his life was spared, he would try; th word in the language.

Another inspiring song was sung by the Chairman offered one more sentimen

The Claims of Education upon the Cultiva shown by the judicious Hooker.

W. Hooker, M. D., of Yale College, timent.

He alluded to the opening remarks of should call upon certain venerable, lear uals; and as he had neither learning no of the title given him in the morning (R able. It gave him very great pleasure occasion, yet this could not be the end flow from such a gathering. He gave a the exercise of the social affections to Dr. Sears. In conclusion he would offe

The Divorce between the School, Family, an nulled.

The exercises were concluded by sing President of the Institute thanked the attention during this long session, and beginning of even better meetings.

was read by the President, from Rev. Charles H. behalf of the Board of Managers of the Young stian Association, inviting the members of the Instiit the rooms of the Association, at No. 56 Broad site the Arcade.

Tas voted -morrow

Gage, of West Roxbury, and Putnam, of Boston,
ted a committee to conduct the ladies to seats.
clock, the President then introduced the Rev. E. B.
of Waterbury, Connnecticut, who proceeded to de-
ure upon the Esthetics of Education. The result of
e declared to be to produce a beautiful character in
world. Education is therefore an aesthetic work.
of God, which is seen in the sky above us, and on
neath us, is not to be lost sight of in educating the

The ideas of a rude and uncultivated people are contrast to those of an educated people, and the ineauty upon the latter is seen in their dress, their iving, their houses, their vehicles, &c. Education soul of man. It uproots all unloveliness. Nothing sin. Education, moral training, and the grace of he soul glow with the highest beauty. When that throughout the world, then will the desert rejoice as the rose.

dr. It

tracts.

nclusion of this address, the President announced a he Choir, as an illustration of the most eloquent lansthetic culture.

clock a discussion was held on the subject of ArithMr. Nathan Hodges, of New Jersey, and Dana P. Providence, addressed the audience on that subng to appointment, by the Committee of Arrangee Institute. The remarks of these gentlemen will pear in the next number of the Teacher.

Mr. Gide

resident, the cau

r. Colburn had concluded, a letter was read from Beckwith, Secretary of the Rhode Island Historical

deman

Sme remar

detained aw

me notice

shall vent

Thich I hav

e of the

an individua

o our Co

provide

Tas under

e Committee lent, from Rev. Charles E of Managers of the T ing the members of the l Association, at No. 56 B ary, and Putnam, of Bost duct the ladies to seats. then introduced the Rer. E necticut, who proceeded w es of Education. The resu oduce a beautiful charact is therefore an aesthetic n in the sky above us, and e lost sight of in educating le and uncultivated people an educated people, and the er is seen in their dress, the their vehicles, &c. Educ oots all unloveliness. No oral training, and the gra e highest beauty. When 1, then will the desert re

ress, the President announce
ration of the most eloquent

as held on the subject of Ar
s, of New Jersey, and Dan
sed the audience on that
by the Committee of Ar
emarks of these gentlemen
uber of the Teacher.
ncluded, a letter was read f
of the Rhode Island Histor

was voted to postpone the election of to-morrow morning.

At 3 P. M., the President introduced principal of the High School, Cambridge, the audience upon "The Claims of C the attention of American Teachers and

He did not limit the term "Classics Greece and Rome; but embraced in it genius, of whatever nation. We have in of the highest efforts of genius. Thes study. It is impossible to get a just extracts. His works should be read as a schools reading books should be thrown a taken up and properly read and studied. the spirit of the poets, orators, and histor a classical scholar in the best sense of th the literature, sometimes called the "Sat He closed by alluding to the Bible, as the and most worthy to be studied in all our

When Mr. Smith had concluded, th favored with music by the choir :

་

Mr. Gideon F. Thayer of Boston then President, within a few months, one who in the cause of education has passed gentleman who knew him well intended. some remarks upon his life and character detained away. As he is not here, deemin some notice should be taken of the life I shall venture to add a word in pres which I have to offer. I allude, sir, to one of the founders of this Institute, an an individual among the first to introduc into our Common Schools. As his means to provide apparatus himself except u was under the necessity of receiving aid

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