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.

LECTU RE 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.

LECTURE IX.

ON THE EVILS OF THE PRESENT SYSTEM OF PRIMARY

INSTRUCTION. BY THOMAS H. PALMER.

209

Plan and object of the lecture, 211-what the aim of education should

be, 212--answer to sordid objections, 213-picture of a district school, 215-

all schools too mechanical-what should be the main object of the teacher,

219-anecdote of Stone, the mathematician, 220-inscription for the school-

houses of the United States-self-education-can foreign languages be ac-

quired without a teacher ?—cause of the apathy of youth to knowledge, 221

-arithmetic, absurd mode of teaching-intellectual and moral evils arising

from it-general mistake in the community respecting the object of school

education, 222-description of the improved method of elementary instruc-

tion, 223-school libraries, advantages of, 226-advice and cautions to dis-

trict teachers, 228-three modes of acquiring information from books-

teaching of the two most important entirely neglected, 229-writing and

composition, 230-taste for the beauties of nature, 231-defects of arith-

metic-proposed new system, 232-mental arithmetic-moral and intel-

lectual advantages arising from the proper mode of teaching it, 234—eu-

logy on Warren Colburn-unfortunate blunder of teachers respecting his

arithmetic, 235—singular instance of candor in debate of a minister of

the gospel, 236-address to teachers of primary schools, 237-conclusion,

238.

LECTURE X.

ON READING AND DECLAMATION. By WILLIAM RUSSELL. 241

Explanatory observations, 243-Dr. Rush's Philosophy of the Voice,

244-utility of that work, its design, 245-Dr. Rush's theory of inflections,

246-advantages of this theory in its application to instruction,-reply to

objections against Dr. Rush's system, 247-merits of Dr. Rush's theory,

-character of Austin's Chironomia, 250-reply to objections against it,

251-elocution an art, 252-sources of the pleasure derived from oratory,

-cultivation of personal tone, 254-of force and pitch, 255-time, enun-

ciation, pronunciation, inflections, 256-emphasis, 257-pause, intonation,

-defects of early culture, 258-declamation, its use as a school exer-

cise, 259-Archbishop Whately's objections,-importance of early cul-

ture, 260-office of the teacher, 261.

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