in many cases the officers and members of the Institute have been received with a respect, and entertained with a hospitality which the Committee take great pleasure in acknowledging, both on their own personal account, and because they regard it as a cheering indication of the interest which is felt in the cause of education.

At the meetings which have thus been held, it has been the aim of the Committee to elicit from teachers and citizens who might be present, information respecting the local schools, and also to present views and facts pertaining to the most important elementary interests of education, and to the modes of managing common schools. Of the subjects which have been thus discussed, the following may serve as examples, viz. :

"How parents can cooperate with teachers."

“The value of a sound public sentiment on the subject of education."
"That the whole community, and not a part, should be educated."
"Methods of disciplining and managing schools."

"The necessity of a gradation of schools."

"Methods of securing good teachers."

"Public schools the only available method of educating the entire community." "Importance of educating the young morally as well as intellectually." "Methods of teaching reading."

"Methods of teaching spelling."

66 Music as a branch of education in schools."

"That a State, in order to make the most of its resources, must know how to use them."

"That a State will increase in wealth in proportion to the intelligence of its population."

Upon all these subjects, which form but a small part of those presented for discussion at the meetings of the Institute, it has been the aim of the Committee to elicit the views of experienced teachers and also of citizens of every profession and every occupation, in order that the best results might be obtained, and the opinions and sympathies of all classes of the community might be united in what we have desired to render an engrossing subject of attention throughout the State.

II. Another means which the Executive Committee have adopted in the accomplishment of the objects they have had in view, has been the establishment of a semi-monthly publication, known as the Journal of the Rhode Island Institute of Instruction. This journal has been placed under the charge of Henry Barnard, Esq., the State Commissioner of Public Schools, with the assistance of T. C. Hartshorn, Esq., the Treasurer of the Institute, as business agent. Mr. Barnard has consented to assume this new labor, in addition to the duties of his office, and has already issued, including the extras, five numbers, which have been circulated among the subscribers through the State. In connection with these numbers of the Journal, and under the same auspices, a series of "Educational Tracts" has been commenced. Five of these "Tracts" have been already published and circulated. The subjects to which they relate are,—1. "The Condition of Education in the United States, with an outline of the School Systems of Connecticut and New York." 2. "Education in its relations to health, insanity, labor, pauperism and crime." 3. "The School System of Massachusetts." 4. "Plans for School-houses." 5. "Hints to teachers on instruction in reading." The end which was intended to be accomplished by the publication, both of the Journal and the Tracts, is the diffusion of valuable information and the inculcation of sound views concerning common schools, not only among teachers and those immediately concerned in their management, but among all classes of citizens. It is the earnest hope of the Committee that these publications will receive the attention of the friends of education in all parts of the State, in order that, if possible, the views and the facts which they contain may reach every family that has children to be educated, and every citizen who has a vote to give or an influence to exert in relation to public instruction.

III. During the autumn, previously to the opening of the district schools for the winter, the State Commissioner adopted the measure, which in other States had been attended with most valuable results, of holding meetings of teachers for the purpose of interchanging views respecting the best modes of teaching and managing schools. These meetings, which have been known by the name of

"Teachers' Institutes," were held under the direction of Mr. Barnard, with the aid and coöperation of this Committee, at Woonsocket, Scituate, Kingston and Newport. At these several places, the teachers came together in considerable numbers from the neighboring towns, and spent several days in discussing the principles and practicing with each other the most approved methods of common school instruction. No meetings which have been held in connection with the interests of education, it is believed, have excited so deep an interest as these gatherings of teachers. Indeed, from the eminently practical character which was given to them, they deserve to be regarded as a species of normal schools, in which newly appointed teachers were made acquainted with the results of large experience and varied acquirements, and in which all were more deeply impressed with the importance of their vocation, and the magnitude of the social and moral interests intrusted to their care. The benefits which have resulted from them may even now be traced in the improved discipline, in the more thorough instruction, and in the pervading spirit of many of the schools of the State.

IV. In addition to the measures which have been enumerated above, the Executive Committee have adopted one other, which they deemed in some degree necessary, in order to give efficiency and success to the means they had already employed. In prosecuting their labors, they constantly experienced the want of some person, practically acquainted with common school instruction and favorably known to the people of the State, who might be able to give his whole time to the work which this Committee are charged with accomplishing. They accordingly appointed Mr. William S. Baker, of South Kingston, to act as the agent of this Institute in promoting the objects for which it has been organized. Mr. Baker having had ample experience as a teacher, and being in every other way well qualified for the service to which he was appointed, has been for several months engaged in labors, in conjunction with the Commissioner, and under the direction of this Committee, which have everywhere, it is believed, been attended with the most gratifying success. He travels from town to town, converses with the people at their homes and by the wayside, visits the schools, holds meetings of the parents, and in every other practicable mode seeks to sustain, and still farther to extend, the interest which the people of Rhode Island have begun to feel in the schools which are to educate their children.

Such is an outline of the measures which the Executive Committee have adopted for accomplishing the purposes of this Association. They have been devised and carried into execution in accordance with the spirit of the constitution, and have been directed to the single object of increasing the facilities, and raising the standard of common school education in this State. How far this object has been accomplished, within the year now closing, it may be impossible very accurately to estimate.. They who labor for the education of the young, must wait for a future day to develop the results of their labors. No striking changes--no brilliant consequences are to be expected. The seeds only can be sown-the harvest is to be reaped and the sheaves to be gathered by the hands of other generations. The Executive Committee, however, find reason to believe that the work which this Institute is engaged in promoting has made some progress during the year which has passed. It has been their aim to second the judicious legislation which has been so unanimously adopted by the General Assembly, and to aid the Commissioner of Public Schools in performing the arduous and important work with which he is charged; and they hope that, by the information which has been created in the minds of the community, an impulse has been given to the cause of popular education, which will continue to be felt for many years to come. In addition to the measures which have thus far been prosecuted by this Association, the Executive Committee beg leave to refer to two others which they hope may be adopted, and to some extent carried into execution during the year that is commencing. These are-1. The establishment of popular lectures as widely as possible in the villages and school-districts of the State, 2. The founding of town libraries, to be composed of books suited for the instruction of the people, especially of the young, in the several branches of useful knowledge.”

The Series of Educational Tracts as originally planned, and a list of the Books and Pamphlets relating to Schools, School Systems, and Education, with the number of copies actually circulated up to 1846, and the Topics of Mr. Barnard's Lectures, will be found in Mr. Barnard's Report for 1846.

EDUCATIONAL TRACTS.

The series, as originally planned, was to embrace a number devoted to each of the following topics:

Condition of Education in the United States according to the census of 1840, with an outline of the System of Common Schools in New York and Connecticut.

System of Common Schools in Massachusetts.

Education in its relation to health, insanity, labor, pauperism and crime.

School Architecture, or plans and directions for the location, construction and internal arrangements of school-houses.

Outline of a System of Popular Education for cities and populous villages with an account of the Public Schools of Boston, Providence, Portland, Philadelphia, Rochester, &c.

Outline of a System of Popular Education for manufacturing communities.

Hints respecting the organization and arrangement of public schools in agricultural and sparsely populated districts.

Hints respecting the examination of teachers and the visitation of schools.

Library of Education, or a catalogue of books and periodicals, devoted to the theory and practice of education, with an index to the principal topics treated of in such volumes as are most accessible to teachers.

Hints and methods for teaching the Alphabet.

66

66

Spelling.

Pronunciation.

Reading.
Composition.
Grammar.
Geography.
Arithmetic.
Drawing.

Vocal Music.

The use of globes and other means of visible illustration.

Lesson on objects, form, &c., for Primary Schools.

Topics and methods for oral instruction.

Plan of School Register, Class Books, and explanations for their use.

Slate and blackboard exercises, with particular reference to teaching small children.

Duties of teacher and pupil in respect to the school-house.

Duties of parents to the school, with plan of an association of the females of a district or town for the improvement of public schools.

Modes in which young men and young women can become qualified to teach schools.

Teachers' Associations-with plans of organization and topics for discussions. Teachers' Institutes-their history, and hints for their organization and management.

Normal Schools-their history in Europe, with an account of the Normal Schools in Massachusetts and New York.

Hints respecting physical education in public schools.

Hints as to instruction in manners and morals, with special reference to the conduct of teachers and pupils during recess and intermissions.

School Libraries-their history, with a catalogue of suitable volumes, and an index to the most important subjects treated of in them.

Lyceums, Lectures, and other means of Popular Education, with plans of organization, &c.

BOOKS, PAMPHLETS, AND DOCUMENTS,

Relating to Schools, School Systems, and Education, generally, circulated in the State from November 15, 1843, to January, 1846.

1,000 copies of Barnard's Report on School Architecture.

200 66

66

66

แ

60

66

on the Education and Employment of Children in Factories, &c.

46 on the Schools and School System of Conn. Hints and Methods for the use of Teachers.

Educational Tracts, No. 1, pp. 16. Education in the United
States according to the census of 1840, with an Outline of the
School Systems of Connecticut and Massachusetts.

Educational Tracts, No. 2. History and Condition of the School
System of Massachusetts.

Educational Tracts, No. 3.

Education in its relation to Health, Insanity, Labor, Pauperism, and Crime.

Educational Tracts, No. 4. Plans for the Location, Construction, and Internal Arrangement of School-houses.

or 3,000 copies each of three pamphlets relating to Schools and Education, attached to the Farmer's and Rhode Island Almanacs for 1845.

Manu's Report on Education in Europe.

400 66
100
100 66
100
35 66

แ

46

35 66

66

66

Lecture on Education.

Oration on Education in the United States.

Letters on Religious Instruction in Common Schools. Annual Reports as Secretary of the Board of Education in Massachusetts.

Abstract of the School Returns, with a History of the
Common School System of Massachusetts.
Massachusetts Common School Journal, Volume 6, for 1844.
"Volumes 1, 2, 3, 4,-5, & 6.
New York District School Journal, Volume 5, for 1844-5.
Common School Journal of Pennsylvania, Volume 1, 1844.
Connecticut Common School Journal, Volumes 1, 2, 3, & 4.
School and School-master.

Annual Report of Superintendent of Common Schools in New
York, for 1844.

Annual Report, with Annual Reports of Deputy Superintendents.
Henry's Address on Education and Common Schools.
Randall's (Henry S.) Report on District School Libraries.
Randall's (Samuel S.) Digest of Laws and Decisions relating to
the Common School System of New York.
Lecture, by G. B. Emerson, on Moral Education.

66 on the Advan. of Common Schools. Prof. Stowe's Report on Elementary Education in Europe. 66 Teachers' Seminaries.

แ Lecture on the Religious Element in Education. Northend's Lecture on Obstacles to Improvement in Common Schools.

Thayer's Lecture on Courtesy or Good Behavior in Schools.
Dr. Alcott's Confessions of a School-master.

Rantoul's Remarks on Common Schools and Education.

Burton's District School as it was.

Smith's History of Education.

Annals of Education.

Miss Sedgwick's Self-Training for Young Ladies.
Dr. Channing on Self-Culture.

Wood's Account of Sessional School, Edinburgh.
Richardson's Address on Common Schools.
Wines' How shall I govern my School?

Dunn's School-teachers' Manual.

[The following topics, principally on the internal arrangement and management of a common school were introduced by Mr. Barnard into his public addresses, and were drawn up in their present order, to direct in some measure the addresses and discussions, of teachers and others on the theory and practice of education, at meetings held for the special benefit of teachers. It is important tnat parents, and the public generally should understand the best principles and methods of school arrangement, instruction, and government, that they may sustain and cooperate with the good teacher in his arduous work in the school-room. The other topics thoroughly understood will facilitate the improvement of our school system.]

1. The daily preparation which the teacher should bring to the school

room.

2. The circumstances which make a teacher happy in school.

3. The requisites of success in teaching.

4. Causes of failure in teaching.

5. The course to be pursued in organizing a school.

6. The order of exercises or programme of recitations.

7. The policy of promulgating a code of rules for the government of a school.

8. The keeping of registers of attendance and progress.

9. The duties of the teacher to the parents of the children and to schoolofficers.

10. The opening and closing exercises of a school.

11. Moral and religious instruction and influence generally.

12. The best use of the Bible or Testament in school.

13. Modes of promoting a love of truth, honesty, benevolence, and other virtues among children.

14. Modes of promoting obedience to parents, respectful demeanor to elders, and general submission to authority.

15. Modes of securing cleanliness of person and neatness of dress, respect for the school-room, courtesy of tone and language to companions, and gentleness of manners.

16. Modes of preserving the school-house and appurtenances from injury and defacement.

17. Length and frequency of recess.

18. The games, and modes of exercise and recreation to be encouraged during the recess, and at intermission.

19. Modes of preventing tardiness, and securing the regular attendance of children at school.

20. Causes by which the health and constitution of children at school are impaired, and the best ways of counteracting the same.

21. The government of a school generally.

22. The use and abuse of corporal punishment.

23. The establishment of the teacher's authority in the school.

24. Manner of treating stubborn and refractory children, and the policy of dismissing the same from school.

25. Prizes and rewards.

26. The use and abuse of emulation.

27. Modes of interesting and bringing forward dull, or backward scholars.

28. Modes of preventing whispering, and communication between scholars in school.

29. Manner of conducting recitations generally; and how to prevent or detect imperfect lessons.

30. Methods of teaching, with illustrations of each, viz:

a. Monitorial.

b. Individual.

Interrogative.

f. Explanative.
Elliptical.
Synthetical.

i. Analytical.

31. Modes of having all the children of a school (composed as most District schools are, of children of all ages, and in a great variety of studies,) at all times something to do, and a motive for doing it.