from, 226, 227, 228 -Adaptability of foreign systems to our
own institutions to be examined before trying, 228, 231, 232.
Progress in, 229.-The old system to be studied, in view of
improving the new, 230, 231.-Early views and policy of,
234, 235.-Liberal, wrong notions concerning, 240, 241, 250,
251.-Liberal, benefits of, popular, not personal, 240, 241.—
Liberal, conduces to the glory and safety of the State, 242,
243, 244.-Liberal, personal advantages of, and results, 241,
242.-Liberal, in refining the mind, 241.-Foreign systems of,
differ in their tendency from ours, 246.-Its province, 142.
-What constitutes it, 179. Considered with reference
to different stages in human existence, 179, 180, 181.—All
systems of agree in one particular, 182.-A science and an
art, 182.-Physical, moral, and intellectual education, their
mutual relation, 182, 183.-Plans for, different under differ-
ing circumstances, 183, 184.-Patriarchal, 186.-Education
in Athens and Rome, 188, 189, 190.-In Egypt and Arabia,
186, 187.-In the Middle Ages, 192.-Under the institution
of Chivalry, 193.-No such thing as abstract education, 194.
-How affected by the spirit of the age, 195, 196.
Educationists must study the spirit of the age, and adapt their
plans accordingly, 195.

Educated and uneducated, the different views of, 212, 213.
Eaton, Nathaniel, 234.

Egypt, education in, 186.-Discoveries by the people of, 187.—
Enthusiast, the, his character and influence, 198.

Fear, a principle in the ruling of the moral universe, 78.-Not
base to appeal to it as a principle, 78.

Fault, not to find it implies a want of discrimination between
right and wrong, 88.

French infidel, assertion of,-its moral, 103.

Formalist, his character, 145.

Fathers of New England, their policy in regard to education, 221,
222, 223, 225.

Faculties, perceptive and reflective, training of, 212, 213.
Generalization, 214.

Goths, 47.

Greatness and goodness,-Coleridge, 63.

Government not ephemeral in its nature, 67.-Necessity of, 70,
71.—Over children its necessity a fortiori, 70.—What kind
shall we adopt, 71, 72.-Of the school, not republican in
character, 72.-Vain to talk of all mercy, 77.-Love and fear
to be blended in its exercise, 78, 79.-Wisely and skilfully
administered, in what it consists, 103.-In school, paternal
in its character, 163, 164.-Art of, wrong notion in regard
to, 165.-Reasonableness of it must be understood by the
governed, 166.

Goethe, quotation from, 140.

"Grammar School," first meaning of the term in New England,

236.

"Gentleman," a, notion of in England, 244.

Greene, S. S., lecture of, 29.
Geniuses, 266.
Generosity, 274.

Hale, Chief Justice, 205.

Hale, Joseph, lecture of, 139.

Honor and Wealth,-Coleridge, 63.

High School, Springfield, manual of conduct in, 118.
Hypocrisy, 139.

Hammond, Charles, lecture of, 173.

Hamilton, Alexander, his notion of a soldier, 188.
Incorporation, Act of, 24.

Infant Schools, wonderful exhibitions of accounted for, 213, 214,
215, 216.

Insubordination, the teacher's duty in reference to it, 76, 77.
Israel, children of, needed many ordinances, 80.-Education
among them, 186.

Indulgence, true nature of, 84, 88.-Of Nature, 85.

Instruction, attractiveness of an aid in government, 94.

Impulsiveness, 113.-In pupils variously manifested, 99, 100.

Ignorance of duties on the part of the pupil, 113.

Ignorant and illiterate, the, 200, 201.

Inattention, etc., 114.

Instruction, thorough, 139.

Institutions of learning on this continent differ from those of
Europe, 231.

Indian, with reference to education, 179.

Individuality, each nation shows it, 193, 194.

Jerome, 192.

Jupiter's log, 88.

Justice taught by the Persians in their schools, 96.

Kett, concerning the Romans, 191, 192.

Karmil, temple of, 187.

Kindness, its power, 90, 91.

Law, 271, 272.

Lectures, printing of, committee thereon, 33, 172, 174.

Ladies to be invited to attend the meetings of the Association,
(Art. iv,) 15.

Legislative aid, 24.

Letter of Albany Co. Teachers' Association, 11.-Of Mr. D. P.
Page, of Albany, 13.-Of Mr. Gorham D. Abbot, 14.

Louis Philippe, early training of, 46.

Leonidas and the "Three Hundred," 46, 188.

Love and Fear, as principles in government, considered, 79.

Love, law of in discipline, 257.

Libraries in Schools, 129, 130.

Locke, 194, 206.

Language, what is it, 142, 143.

"Learned Man," views of, 180, 201.

Luther, 193, 196.

Lycurgus, 188.

Meetings of teachers, instrumental in good, 9.-Annual, time and
place, (Art. v.) 15.

Mind, impressions upon it compared to those in fossil remains,
42.-Its delicate structure, 43.-Training of it should rank as
a profession, 44.-Impressions upon, 104.-Training of com-
pared to managing a vessel, 104.-Diversion upon wrong
objects, 114.-Parallel between mind and matter, 211.
Manual of duties for the pupil, a complete system,119 to 125.-Of
directions for the pupil, advantages of considered, 125, 128.—
Objections urged against the plan met, 127.

Miscellaneous duties of the pupil, 124.

Music in schools. Quotation from Pope's Celia, on the subject,

131.

Memory, too much reliance upon it, 145, 146, 147.—The training
of it not to be made the prime object in education, 150.—
How to be exercised in teaching, 154, 216, 217.

Maturity of children, the public look for more than can be ex-
pected, 147.

Means to be used in discipline and teaching, 163, 164.

Moral character, to be developed as well as the intellectual, 162.
Mather, Cotton, concerning Eaton, 234.

Moral discipline, mutual relation of Common Schools and higher
seminaries in reference thereto, 255.

Marshall, 260.

Moore, Sir Thomas, 260.

Medical profession, 272.

Nature, her punishments, 81, 82.-Kind of discipline she exer-
cises, 81, 82, 83, 84, 85, 86.-In teaching not to be contra-
vened, 147.

New schools, opening of should be celebrated, 108.

Neatness in school, 121.

New York, State of, her policy in regard to the literary institu-
tions, 238.

Normal Schools of Prussia, 246.-In this country, 248, 249.
Numa Pompilius, 189.

Officers, duties of, (Art. 7, 8, 9, 10.) 15, 16.—Of 1845, '6, '7, 23,
29, 173.

Obedience to authority, consideration of, 74, 75, 76, 206, 207,
208.-Principle of to be secured, 79.-Not in every case
secured by wisdom and kindness combined, yet these are
essential to obedience, 91.-Never to be gained by bargaining
for it, 90, 206.

Order in school, reasons for maintaining it, 95.
Old World, schools and universities of, 222.
Orator, 279, 280.

Page D. P., Letter to the Convention, 13.

Punishment, corporal, resolution concerning, 22, 23.—Severity
of, 80, 81.

Parish Ariel, Lecture of, 93.

Pupilage, its period, its importance, 42.
Pulpit, its office, 45.

Puritan character, its basis, 62.

Punishment, consequences of withholding it when due, 84.-By
God exhibits design, 82, 83.-Of man inflicted on his fellow
insignificant, compared with those God inflicts, 83.-Inex-
pedient to declare beforehand what it shall be, 128.-Pre-
ventive measures, 129 to 136.-Views in regard to mildness
of,133, 134, 135.-The idea of retribution connected with
it, 260.

Plutarch, 191.

Praise and Censure, 86, 87.

Persians, the, sent their children to school to learn justice.-96.
Education among, 188.

Preventive discipline, 115.-Example of, 115.

Profession, choice of, 216.-Motives which determine, 262.-Of
teaching, its claims, 261 to 292.

Professions, other, compared with teaching, 272, 273.

Parental authority, 262.

Patience cultivated in teaching, 281.

Promptness in school, 121.

Parents of your pupils, calling on them, 129.

Prejudices, popular, injurious to the influence of higher semina-

ries, 238, 239, 250, 251.

Principles, seldom a new one discovered, 185.

Recitations, 123.

Reformer, 197, 198, 199, 200 to 206.

Resolution on expediency of forming a State Association, 12.-
Complimentary to Mr. Page, 14.-Approval of educational
movement in New York, 21.-In reference to the American
Institute, 22. On school discipline, 22.-In reference to
female teachers, 25.

Resolution in reference to the Board of Education, 32.-Object of
the Association, 32.

Report of Treasurer and Committee thereon, 29, 30.

Religion, government and education, the engrossing topics of all
times, 181, 182, 220.

Roman like the Yankee among the ancients in availing himself of
the principles discovered by the natives, 191.

Rome, civilization in, 189, 190.-Estimation in which woman was
held, 189.

Romance in morals, 63.

Rod, use of, 87.

Rules of school to be few, 79, 80.-To be multiplied only as oc-

casion demands, 80.

Rewards of God to the faithful, 86, 87.

Republic, simplicity of its first days adorned with shining virtues
and talents, 230.

Rousseau, 194, 195, 206, 217.

Reflective faculties and the memory to be trained together, 216,

217.

Smith, Elbridge, lecture of, 37.

State, what constitutes-Sir Thomas Moore, 45.

School supervision, its bearing on the teacher, 49, 50, 51.-Some
of the evils of the present system, 52, 53, 54, 55.

Supervision, why not extend it over all other callings as well as
over that of the teacher, 50, 51.

School discipline, popular heresy concerning, fraught with dan-
ger to the higher institutions and to the State, 259, 260.
School Committees, this feature in our system as it at present
works, objected to, 60, 61.

School and Teacher, mutual relation between, 68.

School government, first principles of, 67.-Requires but one
head, 73, 74.

School, good of, 69.-Compared to a family, 73.-A miniature
community, 93.

Schools, in large ones, teachers should be independent one of the
other, and in a great degree independent of superior con-
trol, 159, 160.-Earliest order of the Legislature in Massa-
chusetts, concerning, 224.-Grades of, 224, 222.

Schools and Teachers of New England in olden times, 233.
Schools and Colleges, wrong notions concerning, 236, 237, 239.
Their true and mutual relation understood in olden times,
237.

Scholars to be disciplined so as to fit them for performing their
duties to their fellows, 96.

School-rooms, management of, 93.

Spartans, praised deception skilfully practised, 99.

66

Seminary," use of the term, 236.

Self-denial in pupils a fruit of skilful administration, 99.

Serf, the, in reference to education, 179.

Self-possession, importance of, 105, 106.

Self-government of a school considered an impossibility, 72, 73.

System, importance of in schools, 110, 111.

Success of great men attributable often to system, 110.

Stillness in school, 120.-Perfect for a minute, its effect, 131.
Scholarship, ideas of, 122.

Society in America, its springs of action and tendencies, 208, 209,

210.

Science, psuedo, 146.

Sincerity, its importance in discipline, 164, 165.
Sound principle our basis in government, 166.
Smith, Sir Thomas, idea of a "gentleman," 244.
Sherwin, Thomas, lecture of, 174.