LECTURE IV.

ON THE COMPARATIVE MERITS OF PRIVATE AND PUBLIC

SCHOOLS. BY THEODORE EDSON.
91

Public schools-under supervision of General Superintending Committee

-Colleges, Academies, &c. may be considered as public schools-what are

meant by private schools, 93—distinction between public and private schools

assumed-private schools may obtain the best teachers—comparatively few

private schools do actually obtain them-general difficulty of securing com-

petent teachers, 94-irrelevant considerations affect the selection-less likely

to act on the minds of a superintending committee-the statute allows the

district system to be dispensed with-the management of the schools should

be in the hands of the General Superintending Committee-supervisory

power should not be separated from executive, 95-Superintending Com-

mittee generally better qualified to select teachers-seminaries for teachers

should be encouraged-teaching is itself a science to be studied and under-

stood there should be public institutions, to complete our common school

system-School Fund better appropriated to a public Teachers' Seminary,

96-public schools likely to secure the better class of teachers-superin-

tendence of general Committee better than that of parents-regulation of

exercises, books and studies by such Committee an advantage-state of

things in private schools, 97--extravagant pretensions in advertisements for

private schools-schools showy and superficial, 93-greater simplicity of

the course of studies and instruction in public schools-a teacher, in propor-

tion as he is qualified, inclines to simplicity of method-incompetent teach-

ers inclined to depend on books and disposed to multiply and change them

-private school system encourages the other discourages this propensity

of incompetent teachers-public school system favorable to the art of teach-

ing, 99-how ignorance of the art is betrayed in examinations-the limited

course of exercises may urge the deficient teacher to inquiry, 100-and the

enlightened to greater perfection in the art,-pupils in private schools, se-

lect, 101-on what principles selected-common schools have not the ad-

vantage of being select-the disadvantages of promiscuous acquaintance

may be guarded against-children to act in the world, should learn the

world, 102-sciences to be learned from things, as well as from books, and

are to be taught by an early introduction to the things-God trains by the

discipline of promiscuous associates and providentially indicates a suitable

method of educating our children, 103-two things to be early learned-

how to do good, and how to not receive harm-these better learned in pub-

lic schools-seclusion, on the whole, not best for our children, 104-grievous

mistakes on the subject of good manners-repulsive demeanor not true gen-

tility-selfishness should not be cultivated, 105-comparative advantage of

large and small schools in regard to instruction-public schools likely to be

larger-therefore better--discipline should be exact and vigorous-better

sustained with a large number-exercises should be lively---to which num.

bers give briskness and urge the minds of pupils, 106-concluding re-

mark, 107.

LECTURE V.

ON ELOCUTION. BY DAVID FOSDICK, Jr.

109

Introduction-powers of communication possessed by different orders of

beings in our world-correspondence between these and capacities of senti-

ment-brutes-mankind—remarks on human expression, 111-chief chan-

nels of communication which are employed by man-science of Elocution

embraces two of the channels mentioned, viz. voice and gesture-employ-

ment of the term elocution among the ancients-plan of this lecture stated,

112-I. History of Elocution-Greece-incidental remarks concerning

Egypt,-Greece; Athens in particular-nicety of Athenian perception as to

delivery-Demosthenes, 113-Rome-Rhodes-modern times; elocution

comparatively neglected in them, 115—oral address not so exclusively the

means of influence now as in ancient days-improvement and general facil-

ity in the art of writing-discovery of printing, 116-II. Degree of impor

tance to be accorded to the science-opinion of Demosthenes; of Quinc-

tilian; of Cicero; of Rollin; of Lord Chesterfield; of Aristotle and others

-consideration of an objection to Elocution, 117-remark on Aristotle's

opinion; on that of Demosthenes; on that of Lord Chesterfield, 118-we

must take men as they are-reflections showing the great importance of

Elocution, 119-III. True aim of the science-Talleyrand-statement in

opposition-grace subsidiary-transparency, main point-effect of good de-

livery-necessary to have an honest heart-remark of Quinctilian, 120-

general remarks on perspicuity and grace in delivery, 121-IV. Best means

of attaining good delivery-importance of distinguishing the respective

provinces of nature and art-emotion the main source of eloquence in mat-

ter or manner, 121-articulate sounds conventional-tones of emotion not so

-Rush's Philosophy of the Human Voice, 122-theory inaccurate; but if

accurate, would be useless-gestures of emotion likewise not conventional

-Austin's Chironomia, 123-tones and gestures indicative of emotion

should be involuntary-oratory not founded merely on principles of taste-

other works besides those mentioned-art should have as little direct con-

scious influence on delivery as possible, 124-the true sphere of art is pre-

vious training, the formation of good habits, 125-remarks on habit gen-

erally, 126-habit all in all in those parts of delivery not dependent on pres-

ent conception and emotion-no effort of art here can be too great-partic-

ular consideration of qualities of voice and gesture, 127-articulation-pro-

nunciation-compass of voice; of two kinds, 128-distinctness of voice~

difference in natural qualities of voice, 129-health, its influence on the

voice-gesture-varied exercise of the frame, 130-reading-two modes-

each should have its proper place, 131-position of Dr. Whately denied-

declamation, 133-opinion of Dr. Whately disapproved-two species of

declamation-faults of present system of instruction in it, 134-practical end

not answered-conversation—a means of improving delivery-eloquence

only earnest talk, 135-easy to acquire habits of elocution in conversation-

same manner in oratory--Elocution demands great pains, 136-effect of de-

livery formed on the principles recommended-importance of the science

to the people of the United States—from the nature of their government—

prospects of the science, 137.

LECTURE VI.

ON THE RELATION SUBSISTING BETWEEN THE BOARD OF

TRUSTEES AND THE FACULTY OF A UNIVERSITY, &c. By

JASPER ADAMS, .

130

Number of Universities and Colleges in the United States at the close of

the Revolution—their present number-schools of Law, Medicine and The-

ology-Academies-great importance of all these institutions, 141-state-

ment of the manner in which they are usually constituted-powers of the

boards of Trustees and Overseers-of the Faculty, 142-division of the sub-

ject-I. Legal character of the relation subsisting between the Trustees and

Faculty-authorities; Chancellor Kent, Chief Justice Parker, Lord Mans-

field, &c., 144-law pertaining to this relation scanty and indefinite, 146—

II. Arguments from analogy, and the reason of the thing-that the Fac-

ulty are appointed by the Trustees, does not of itself render the former sub-

ordinate to the latter, 146-to make them so, is to reverse the rational order

of things, by rendering the end subordinate to the means—it is always the

Faculty, that public opinion is accustomed to hold responsible for the suc-

cess or failure of these institutions—it is a plain principle that the party which

is responsible for the issue of an enterprise, ought to be permitted to ap-

point its own agents, 147-this principle is reversed, when the board of

Trustees undertakes to advise, and insists upon directing the Faculty in re-

gard to the instruction and discipline of a college—-the party employed is

not always presumed to be directed by the employer-it may sometimes be

so in the case of employing manual labor—but where peculiar skill and

experience are required, the employed is presumed to advise and direct the

employer, 148—e. g. the lawyer-physician-clergyman-few situations re-

quire more skill, knowledge, and experience than the administration of a

college-absurd consequences which are found to flow from the doc-

trine that the Trustees may direct the Faculty in respect to instruction and

discipline-Trustees not often selected on account of any peculiar fitness,

149-III. Examination of the subject by the light of experience-1. No

College has flourished in which the Trustees have been unwilling to con-

cede to the Faculty the rank and influence essentially belonging to it, 150—

2. Those colleges have been most flourishing in which the instruction and

discipline have been most exclusively committed to the Faculty, 151—3.

Whenever Trustees have interfered in instruction and discipline, they have

signally failed, 152-4. Direct interference, made with a view even to sus-

tain a faculty, is injurious to discipline, 154—summary; respective duties

of Trustees and Faculty-1. To the Trustees belongs the original organi-

zation of the college, 155–2. To the Trustees belongs the right of man-

aging the funds-3. It is the duty of the Trustees to sustain the Faculty

by their countenance and encouragement, 156-4. It is the duty of the

Trustees to be governed by the advice of the Faculty, in many cases re-

quiring peculiar skill, knowledge and experience, as, e. g. the regulation

of the course of study, and the mode of instruction and discipline, 157—

conclusion, 158.

LECTURE VII.

SCHOOL REFORM, OR TEACHERS' SEMINARIES. BY CHARLES

BROOKS.

. 159

Introductory proposition, viz. the wants of our country and of the age

require that Teachers' Seminaries should be established and endowed by

every State in the Union, 161-inquiry, What has God provided for the

best nourishment of the young mind? and how should these means of devel-

opment be applied ?—our elementary schools do not apply all the provided

means; and they never will unless they be furnished with purposely pre-

pared teachers—hence the need of Teachers' Seminaries-the community

ignorant of the true state of the case, 162—whole subject may be embraced

in these questions; I. What should an instructer of a town-school be re-

quired to teach ?-II. What traits of character are necessary in a competent

instructer ?-III. Do our instructers teach all that should be taught; and

are they in qualifications all they should be?-IV. Are Teachers' Semi-

naries desirable ?-A town-school master should teach, 1. Religion, 164—

2. Reading-3. Spelling-4. Writing-5. Music-6. Mathematics, 164–7.

Geography and History-8. Natural History-9. Natural philosophy-10.

Technology, 165-11. Politics-12. Political Economy-13. Foreign mod-

ern languages-14. Logical exercises, 166-15. Metaphysics-16. Compo-

sition and Declamation—all these topics of study are taught more or less in

the best town-schools of Europe-importance of Religion as the true basis

of human culture-so recognised by Plato-the Persians in the time of

Cyrus-Locke, Milton, Lord Kames, Cousin-portrait of a good school-

B

master, 169-1. He should thoroughly understand the branches of study be

fore enumerated-2. He should be able to communicate ideas with perspi-

cuity and promptitude-3. He should be able to show the practical appli-

cation of what he teaches-4. He should be able to govern his school.-5.

He should be a gentleman, 171-6. He should be a good man-7. He should

have enthusiasm, 172-books cannot make up for the teacher's deficiencies

-the accomplished teacher is a living book-present system of popular edu-

cation radically defective-testimony of Hon. John Duer-of the American

Quarterly Review--of Committee of this Institute in their memorial to the

Legislature, 173-almost nothing has been yet done towards elevating the

science of teaching to its true rank, that of a profession-our republic a

quarter of a century behind some of the monarchies of Europe in its pa-

tronage of primary education-nothing short of Teachers' Seminaries will

remedy the evil, 174-this opinion is gaining ground-New York, Ohio,

Pennsylvania, &c.—Massachusetts Board of Education-testimony of Cous-

in to the success of Teachers' Seminaries, where they have been tried,

175-moral influence upon the community-city of Hamburg, 177-con-

clusion, 178.

LECTURE VIII.

ON THE TEACHING OF COMPOSITION IN SCHOOLS. By R. G.

PARKER.

181

Reluctance of young pupils in attempting composition,-reason of this re-

luctance 183-manner of overcoming the same, 184-difficulties which beset

the pupil in his first attempts-object of this lecture to remove these diffi-

culties-first step, and its connexion with the law of suggestion or associa-

tion, 185-incorporation of words, phrases, &c. in sentences-synonymes,

186-lessons on objects, and lessons on words-analysis, 187-definitions-

description, and list of particulars to be embraced in descriptions of

sensible objects, 189-description of natural scenery, "190-description of

persons, 192-sentences with blanks to be filled,-extract from Jardine's

"Outlines of a Philosophical Education," 193-authority of Locke and Bacon

194-proper business of education, and the influence of composition on in-

tellectual improvement, 195—narration with and without an outline-narra-

tion from detached sentences, 196-narration and description united, 197—

frequency of composition necessary to success,-nature and character of

the powers of the mind to be studied by the teacher, 198-source from

which ideas are to be obtained-directions for the study of a subject, 199—

rules of unity, 200-figurative language, 201-simple themes," heads"

suggested for simple themes-objections to the formal mode of treating sim-

ple themes, answered, 203—complex themes-study of general subjects-

methodising, 204-rules for methodising both simple and complex themes,

205-expression, 206-conclusion, 207.