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The Speaker then pointed out several advantages which would result from going to the school-room early; such as seeing that the room was well warmed and ventilated, and every thing in its place, and affording the oppor tunity of talking familiarly with the scholars in an unof ficial manner, and taking an interest in their plans, and studies, and even pastimes,-thus finding the way to their hearts.

He spoke of the good effects of a deliberate and quiet manner, the opposite of all hurry and impatience. A teacher's manner is contagious, and even the tones of his voice have a great effect upon the school.

He strongly recommended some short religious exercises, such as reading of the Scriptures, singing, or pray er at the opening of the school.

Again, he spoke of two ways of governing a school, which he called the direct and the indirect way-the one perhaps better for one class of teachers and schools, and the other for other teachers and other schools.

He believed that there was no one mode of governing which is absolutely the best for all teachers and all schools. Every good teacher's own mode, that which he best knows, and comprehends, and feels at home in, is the best for him. David could not use the armor which Saul gave him, but preferred his own,-the sling,-to which he was accustomed.

The direct method is by specific rules and penalties.

The indirect is rather by pre-occupying the minds of the pupils as much as possible, with the love of study, making the government a less prominent thing.

He spoke of frequently reforming idle and vicious boys by getting them to do the teacher some favor, rendering him some assistance in the arrangements of the schoolroom, or in the exercises of the school.

He urged the importance of teachers taking special pains to become interested in the duller and more disagreeable portion of the school.

He said if we think mainly of the disagreeable quali ties of these scholars, we shall soon become disgusted.

But if we reflect that every such child has a father and a mother, living or dead, to whom that child is, or has been, an object of tenderest interest,-and how we would have another teacher act were that child our own, we shall begin to pity, our sympathies will be awakened, and our hearts touched, and we shall go to our work with new zeal and earnestness. Never forget that every child has a human heart which may be reached,--has hu man affections which may be awakened into life. If any teacher think otherwise, it is only because he has not had the skill, or has not taken the pains, to find the way to it.

He spoke also of two general methods of teaching,— called the pouring in process," and "the drawing out process," in other words, instruction and education,both good in their place,-giving the preference and greater prominence to the latter method.

In conclusion, he reminded the teachers of Vermont that they are engaged in one of the grandest, noblest, and holiest of all occupations. Day by day, they are making impressions upon deathless minds. They are touching chords which will vibrate forever and ever. Well might an angel tremble in view of such a work. He exhorted them to go forth to it, day by day, with brave and manly, and at the same time, earnest and loving hearts, humbly relying upon the grace and strength of God who will surely give them, if they seek it, his approving smile and blessing.

After this lecture a discussion on "the proper mode of teaching English Grammar," was opened by D. M. Camp, of Derby. He thought that Grammar was not sufficiently prominent in school-that it was a mistaken impression that it was less important than Arithmetic. He felt some difficulty in stating the best method of teaching Grammar. His most interesting class had been conducted without any text-book; the instruction being oral; making free

use of the black-board. He thought Syntax and Analy sis should be connected; that is, first constructing sen tences and then analyzing them. Confinement to parsing was bad.

Rev. Mr. Olmstead, thought the teachers should not be confined to any one method; he should begin with the idea that every word had a meaning. The pupil should understand how and why words are classified, and this requires a careful explanation. The teacher must not confine himself to the text book. Many rules in the text book are unintelligible, as "prepositions govern the objective ca e." Here it is impossible to know what meaning to attach to the word "govern." Also many good English sentences cannot be parsed under the rules given in the text books.

AFTERNOON.In the afternoon the Association listened to an address by Prof. M. H. Buckham of Burlington on "The Supplementary Work of the Teacher." The purpose of the speaker was, first, to deepen and make practical the conviction that education is not the teaching and learning a few things out of text-books, but the preparation of the body and soul to be, to do, and to enjoy the utmost God has placed within our reach. The most prominent agencies appointed to this great work are the family, the state and the church each having specific duties to perform for every man, but all performing them imperfectly through the fault, partly of the teacher, partly of the learner. The school to which is delegated the main part of the work of education, for most of the best years of our young life, must aim in giving an education complete as far as it goes, physical, intellectual, moral, religious, to every pupil. To do this it must supplement the imperfect work devolving upon the family, the state, and the church.

The speaker called attention to several particulars requiring this supplementary work. 1st. In physical education the teacher should attend to cleanliness and exer

cise. In the latter, children's sports are better than gymnastics and romping than calysthenics. 2nd. The culture of the organs of speech belong properly to the family, but neglected there must be attended to at school 3rd. The senses are to be more fully trained. The eye should be cultivated to measure distances, to distinguish colors, and to discern distant objects. 4th. The teacher should la bor to make up for special deficiences. Faculties that are depressed, should be stimulated; as for example a bad memory should be strengthened. 5th. Manners are to be cultivated. There should be one spot for those who experience only snarls and fault-finding at home, where they may breathe the pure atmosphere of politeness and good order. 6th. In morals the child should learn obedience. If at home he is the victim of his caprice and whims, he should at school learn the wholesome restraint of law and order. Lastly-How shall the school support the church in religion? If none at all the highest feature of education is neglected. If too prominently schools must be multiplied to the number of denominations. This is the case in England and the question will yet be widely discussed in this country. Practical religion should be practised and commended. Doctrinal differences should be avoided; not treated as trivial, but left to the family and church. No one ought to object to the reading of the Bible, and it is the teacher's duty to have it read in school. Then followed an address by Mr. Charles Northend, assistant Supt. of schools in Connecticut.

ABSTRACT OF MR. NORTHEND'S ADDRESS.

On the present occasion I propose to make a brief and cursory review of educational changes and operations in this country within the last thirty years. All changes are not improvements, and yet we have reason to feel that the interests of popular education, have been steadily and surely, onward and upward.

It is now less than forty years since a general and widespread apathy prevailed over all the land in relation to

common schools. School houses were unseemly in appearance, inconvenient and uncomfortable in their arrangements, uninviting in their location and surroundings; teachers were poorly paid and more poorly qualified; apparatus was almost unknown; blackboards, and charts and maps, were unthought of, and had any one proposed the purchase of a clock, he would have been regarded as a fit subject for a mad-house.

Schools were seldom if ever visited by parents or citizens; the teacher kept school because hired so to do, and the children were sent to keep them out of the way. The public school was well enough for the poor, but not to be thought of for the sons and daughters of affluence.

It was under such a state of affairs that a few true friends of education set themselves about the work of reform. To accomplish the ends desired, it was deemed indispensable that there should be associated action and ef fort.

In August, 1830, several hundred persons, mostly teachers, assembled from as many as eleven different states, and organized The American Institute of Instruction, the oldest educational association in our land. They have met from that time to the present, annually, devoting at least three days at each session, in listening to lectures from leading educators, comparing observations and opinions, and contributing in various ways, each to a common stock for the benefit of all. For thirty-two consecutive years, have the annual meetings of the Association been held in different parts of the northern states, and many thousands of teachers have been profited by its lectures and discussions. From small beginnings at first, crowded audiences now attend upon its sessions.

In 1839, the first Teachers Institute ever held, was convened in the city of Hartford, under the direction of Hon. Henry Barnard, assisted by the late lamented T. H. Gallaudet and others. From the beginning, the number of Institutes has continued to increase until at least one