say? Is it not necessary to have the principle of fear back of that, so that he may know if he does not love, he must fear the teacher, or that the teacher may have the power of controlling him. If we cannot combine the two, I think that, in some respects, we fail as educators.

Isaac F. Cady, Esq., of Rhode Island. I want to thank the gentlemen, who have spoken, for the excellent words and for the noble and correct views which they have presented. There is one single thought which I am disposed to utter. It has struck me while listening, that almost the summum bonum is right-mindedness in the teacher. There have been continued failures, because right-mindedness has not been acted out by teachers. If teachers had always been rightminded in the use of the means of discipline, I doubt whether there would have been so much necessity for discussion on the subject of discipline. I would rather have the rod used than the cutting language of some teachers. The latter is a more damaging thing than the former, in my opinion. I would scarcely like to say that the rod should never be used; but right-mindedness always tries to be clear, and seeks to bring the scholars up to the true standard, the teacher placing a high model for himself, and striving, by all noble, generous motives, to raise his pupils at the same time. Such a teacher, it seems to me, is in the right way.

Mr. Chase, of Watertown. I wish to say to my fellowteachers that I have been exceedingly interested in the discussion this morning, commencing with the first address. Having taken some interest, although not on account of similarity of theological views, in the institution with which the first gentleman who addressed us is connected, I believe

he has succeeded in impressing that state of right-mindedness on the students in that institution.

The object of this discussion, it seems to me, should be twofold. First, that there should be such a comprehensive view taken as has been taken, by a gentleman competent to do it; and then that these individual points should be brought out by us as teachers. Sometimes our young

teachers endeavor to carry away principles at wholesale.

I would call attention to but two points. The first is the subject of rewards. I will give a fact. Connected with my school, I will not say where, there was a pupil, a young lady of fourteen years of age. A gentleman came about offering Bibles to the individual who would commit the greatest number of verses of the Bible to memory. In our sabbathschool that work commenced, and the scholars became more and more stimulated; and one day this young lady recited to her sabbath-school teacher one thousand verses of the Bible. It made her almost an insane person to this day. It produced such a state of the nervous system, that she was agitated continually, and she has never entered my school since. This fact is enough.

But how shall we excite emulation? My own course is a little peculiar. My classes are formed, and we go along from day to day, and from month to month. I notice some pupil is getting in advance, I call the attention of the school to the fact; at the same time, I say to her, "Mary, you may read in such a place;" so as to show to the school her qualifications; and when the school is made to see the propriety of the measure, I say, “Mary, you may go to the next higher class." I never say beforehand who is likely to get that reward; and as they do not know when they are likely to be promoted, the course has a good effect.

How shall we punish pupils, and secure order, and not ex

cite hatred. I believe it may be done in the same way that God does it; that is by showing justice. If a teacher departs from justice, he loses his control. Let him show. that he is just towards every scholar, and in the same way. I have in my desk a raw-hide and a rattan, and they are slumbering lions. I have not touched them for a year, and I may not for a year to come, and I may the first of September. I make no promises or threats, but simply wish to have it known that I will use them if necessary.

I had a boy, who had been a very bad boy, and had been sent to the Reform School. I took the greatest pains to let him know that I would be just to him. I found, one day, that he had a quarrel with another boy. I had a regular trial, and I found that he was not to blame; and my decision of the case made him my friend for life. I found that his resistance was proper, because he was first attacked. I made a great deal of capital for the government of the school out of that circumstance.

Dr. Miner. I do not rise, fellow-teachers, to remark upon any thing that has been said here. But the attention which has been given to the subject of prizes has called to my mind what I wish some member of the Boston School-Board, or Mr. Philbrick, was here to state to you. It so well illustrates the general doctrine which has been called up, that I feel it would be profitable to present it to you.

A few years ago, I had the honor to be connected with the School-Board in Boston. For some time, there had been great stress laid upon the medals. I think gentlemen connected with the press of Boston will bear witness that there was thought to be nothing quite so creditable as to have borne a medal. There was no old official called away by the grim messenger, of whom it was not said that he had had

the high honor of receiving a medal in the Boston schools. But we found that, when only five or six in a school received them, there would be as many more so near it, and who had so confidently expected one, that they were unquestionably injured. And I see in the audience a gentleman who was a master of a girls' grammar school, who, I am sure, will bear witness that the high pressure brought to bear upon the more delicate females was most injurious to them, and, in fact, to wholesome, sound intellectual development.

Chancing to be on a sub-committee for drafting a report, a worthy clergyman, also on the committee, who wrote the report, eulogized the medal system. I immediately said, I did not wish to enter upon any war with the medal system of Boston, if the author of the report had been content to leave the matter alone; but, as he was pleased to eulogize it, I must give my dissent.

I believe the prizes, as then given, were injurious, and were made the occasion of great perversion of mind in those who expected to receive them. The consequence of the discussion upon that matter has been, that the system has been changed; and I think they have been banished from the Girls' High School.

Mr. Brown, of Boston, said they had been banished from the girls' schools, and next year were to be banished from the boys' schools.

Dr. Miner. As to the college of which I have the charge, I shall take the utmost care that the prizes given shall be for labor after it has been completely and fully accomplished, and that the system shall be one that shall not in any manner, by giving a prize to one, offer an obstacle to another.

The discussion was suspended here; and Mr. Stebbins, from the Committee on Nominations, reported a List of Officers. He stated that the evidences of skill and ability on the part of the present occupant of the chair, would have led the committee to report his name for re-election, had he not peremptorily declined. The same was true in regard to the Treasurer.

Mr. Allen, of Newton, presented the following resolution :

"Resolved, That Article Second of the Constitution, referring to the terms of membership in the American Institute of Instruction, be amended by striking out the word "gentleman," in the first line and inserting the word "person;" and that after the word "his,” in the fourth line, the words "or her," be added; and that the Constitution be so amended as to conform, in spirit, to the above amendments."

The resolution was laid over for action at the next annual meeting.

Mr. B. F. Cruttenden, occupied the remaining hour of the forenoon in a most admirable description of "A Model School."

AFTERNOON SESSION.

ELECTION OF OFFICERS.

The Institute proceeded at once, at the opening of the session for the afternoon, to the election of officers for the ensuing year; and the following were unanimously chosen :

PRESIDENT.-John Kneeland, Roxbury, Mass.

VICE-PRESIDENTS.-William Russell, Lancaster, Mass.; Henry Barnard, Washington, D. C.; Samuel S. Greene, Providence, R. I.; Ariel Parish, New Haven, Conn.; George B. Emerson, Boston,