and his manner of thought, that the same bias will unconsciously be given to their minds. Men have often secured their objects by keeping prominently before the minds of those they would influence, the motives by which they are guided. The action of legislatures has been influenced by the continued presentation, in various lights, of a measure sought to be adopted. The philosophical tendencies of a period in history have been determined by the ideas of a few powerful minds then predominant in the realm of thought.

The direct inference from these examples is, that this nation, founded upon the mental culture of the people, and dependent for its prosperity upon their intelligent action, can most completely insure its success by giving to educational agencies the power and influence of national adoption.

XV. TOWN, COUNTY, AND STATE ASSOCIATIONS

FOR EDUCATIONAL PURPOSES.*

J. W. BULKLEY,

Superintendent of Public Schools, Brooklyn, N. Y

THE great principle of association was first enunciated by the Creator in Eden, when the Lord God said, "It is not good that man should be alone." In the family, the tribe, the state, the nation; we find this great truth exemplified. All history, sacred and profane, develop this idea clearly. In the history and progress of civilization, we find that just in proportion to the perfection of this bond that binds man to his fellow, in the community; also in united effort for the development of a given theory, whether in government, science, art, or literature, strength is found for the accomplishment of anything within the range of human possibilty.

In educational reform, this principle is indispensable to success. Isolated effort has accomplished much in every department of life. But what is individual compared with associated effort? An individual may be thoroughly versed in every department of learning; he may be apt to teach; have tact in management, power in government, and the "art Napoleon," in infusing his own ideas and spirit into the soul of his pupils, by a rigid discipline, careful training, and generous culture.

Here we may find progress, and in the right direction. Complete success crowns such efforts. But in this case, it is confined to a given locality, and circumscribed by very narrow limits. But let this same accomplished, successful educator enlarge the sphere of his action, by associating with the teachers of his town, or district, and still more important results will follow. In the first place, let the effort be informal and social; in the spirit of the learner, rather than that of the teacher; who should ever be ready to receive, while endeavoring to communicate truth. Thus confidence will be inspired, interest enlisted, a healthy public sentiment created, and hearty coöperation secured in the work of reform. Thus the way

• Delivered before the National Teachers' Association at Ogdensburg, N. Y., August, 1864.

may be prepared for a public movement of the town. Every instrumentality must now be brought to bear upon the friends of an improved system of education, and an elevation of the character of the schools of the town. In the public meeting a lecture may be given, an essay read, or discussion held, in which the reforms to be initiated should be clearly stated, and their importance magnified, by a fair contrast of the antiquated forms and methods of the past; and the soulless teaching, and irrational government of the schools, compared with that intellectual culture and parental discipline, found in a model school, and a well-trained family of the present; where love is the golden chain that binds all hearts, controls all action, and produces rich fruit. These meetings should be free and open to all, and the exercises untrammeled. Every teacher and parent should here feel at home, and at liberty to ask questions on any point relevant to the character of the meeting. The conversational, rather than the more formal meeting, will generally be the most interesting and useful in the commencement. In these exercises, systems of education, mental, moral and physical, methods of instruction, books, the order of studies in a given course, discipline and government, the warming and ventilating of school-rooms, and the seating of the same; all will receive attention; and in proportion to intelligent views and appropriate action, will contribute to a reform that must conduce to the elevation, progress, and happiness of all who come under their influence. By these instrumentalities and interchanges of views, new channels of thought are opened, new sympathies are developed, and a common bond of union created, which is full of promise for a glorious future. When a town has thus fairly initiated the work of reform, it will soon be seen that the circle of its influence is, silently it may be, but steadily enlarging, and anon the adjacent towns become interested and are desirous of securing similar results. The county now becomes the field, and each town is interested to secure the greatest amount of good, and is emulous of being second to no other in the county. What has been initiated in the town, is carried onward into the larger fields, and this becomes an object of great interest. The meetings now become proportionally more interesting, as well as larger than the town association. Power has thus been gained, and every movement carries with it an authority that commands the general respect, and coöperation of all thinking persons. In these primary meetings of the town and county associations, one of the first and most important efforts is the creation of a healthy, popular sentiment, in sympathy

with the general movement. The people must be made to see that their interests are deeply and directly involved; that they can not by any possible means contribute so directly to the wealth, prosperity, and happiness of the community, as by aiding in elevating and refining the public taste; promoting the highest tone of virtue and morality; raising the standard of popular education, and so far perfecting the same, that their children on attaining their majority, shall be men; having an intelligent and comprehensive idea of their interests, rights, and duties, social, relative, and public; that in any emergency, they shall not simply know, but know how to maintain and successfully perform them.

I think every intelligent observer of the times will agree with us in the idea, that in the history of the country, there never has been a period in which the great importance of a thorough education of the people, has been more imperative than in the present. Is it not heart-sickening in the extreme, to find in a survey of society, that the masses are under the control of a comparatively few designing men, and by them led or "like dumb cattle driven?" But let the people become thoroughly aroused to the importance of the interest we advocate, and they will see that to withhold their hearty coöperation, may prove the means of the destruction of those rights and privileges which they most love; the destruction of which would be the greatest calamity that could befall them. These primary associations of the town and county,. naturally lead to the development of the institute for instruction, one of the most important means of improvement in the teacher. Here the teachers of a given locality meet at stated periods for the purpose of mutual improvement. All occupy a common platform, and all have a common aim; the clevation of the profession, the advancement and perfection of popular instruction, and the diffusion of correct views in every department of learning in the community.

With the town thoroughly awake and imbued with the right spirit, and the heart and soul of the county in unison with the same, then are we ready for a grand movement for the State association; an institution of the utmost importance in centralizing and unifying the educational energies of town and county, and thus bringing the power of the State to bear alike upon all parts of the Commonwealth.

In the enlarged field of the State there is abundant room, as well as occasion for the earnest, intelligent, and persevering labors of all interested in educational reform and progress. Here we shall find the zealous pioneer of the town association, and the warm-hearted

advocate of educational reform from the county. All now are prepared for simultaneous effort upon the State, and every interest concentrates upon this new basis of action. A conference of the leading minds of the State is held, views are interchanged, notes are compared, and the condition of the cause generally ascertained. A course of action is inaugurated, and an organization effected, the object of which is to enlist the friends of every educational department, effect such reforms as may be demanded, and perfect such a system of instruction as shall be equal to the wants of the State. With such a State organization, we think none can fail to see that the whole territory may be brought with comparative facility, under such influences as shall secure a healthy public sentiment in relation to popular education, and the elevation and prosperity of the schools of the entire State.

That such efforts as these have been remarkably successful in awakening interest, securing unity of action, and producing the most important results, is apparent in the numerous local and State associations formed in various parts of our country within the last twenty years. That farther efforts are still necessary, may be clearly seen in a survey of the States of the Union. In the seceded States, which we trust will ere long return to their allegiance, a large field will be opened where the most enlightened effort and intelligent action will be demanded to initiate such reforms, and prosecute such measures, as may secure to them the blessings of the wisest and most efficient system of public instruction. The new Territories and States which will soon be added to the constellation of States, will open new and inviting fields of labor, full of the promise of an abundant harvest. Our wisdom will be apparent in encouraging intelligent and associated efforts, for the promotion and establishment of the most liberal and comprehensive systems of education in every State of the Union.