+

may either really take away

have been 12. If, then, we restore the original expression, we 8, leaving 20 as the result, or we may nullify its effect by adding + 8 and then reducing; but, when the original expression is not or cannot be restored, as in the case of literal quantities, the latter method is the only one possible;

as thus: from+a subtract b. As - b does not appear in + a,

we must take it for granted that the original expression has suffered some reduction, and the result + a owes its form and value to the depressing influence of - b, with which it is affected. If we could really take away the depressing quantity, a would at once expand, but as we cannot, we may nullify its effect by adding + b. Although unnecessary, for the sake of completeness, I will consider a different case:

From 5 subtract 15. If 15 were not contained in 5, the subtraction would be impossible. Since then, we are to suppose that it is, we see that 5 owes its present form and value to the expanding influence of +15, with which it is affected. If this expanding quantity could be taken away, -5 would at once sink down to 20; but as we cannot take it away, we nullify its effect by annexing — 15.

[From the Indiana School Journal.]

NATIONAL TEACHERS' ASSOCIATION.

On the fourth of August we escaped from the heat and parched region of parallel 40° on the lake, to attend the National Teachers' Association at Chicago. As to drought, we improved our condition somewhat; as to heat none, save when we caught an aquatic breath from the lake. To any of our young readers who have not seen for themselves, we may state that Chicago is a big city, and Lake Michigan is a big pile of water. But we must leave preliminaries and come to our theme, the National.

This body met for its fourth annual session on the fifth of August, and remained in session until the evening of the seventh. The number of teachers present was variously estimated from eight to twelve hundred. The audience at times according to our best judgment,

ran as high as fifteen hundred, but by fair inference, not more than three-fourths of these could be claimed as teachers. On the last evening it was announced by the President that the Association numbered about eleven hundred members. Further, it was stated by him in his opening address, that this was the largest educational association ever held on this continent. All the northern States were represented. Additional, and to us gratifying, several of the southern States were represented-Missouri, Kentucky, Maryland, and it was said, we know not how correctly, Tennessee, North Carolina, and Virginia.

Now, reader, we suppose you are becoming impatient to learn who was there and what was said and done. We much regret that we will be obliged to disappoint you in a good degree at this point. We have not room to attempt a report of any of the addresses; anything less than thirty pages of our Journal would not give you a fair synopsis. We can give you but a few general points about speakers, subjects, and business. The number of set addresses and papers was somewhere from fifteen to twenty. Among the speakers were some of the most distinguished educators of the United States. Of these may be prominently named President Hill, of Harvard University, and Hon. Henry Barnard, LL.D., of Connecticut, Editor of the American Journal of Education. These two men have each a national reputation. Taking their efforts on this occasion as a standard of the men, Hill is the better thinker, Barnard the better speaker. Indeed we may say, and say truthfully, by far the better speaker. His style of speaking is easy, earnest, and direct, partaking much of the freedom of the platform speaker. Conducive to this, he has a fine physical development; the finest we ever saw in a man of scholastic pursuits. He is irongray, yet straight as at twenty, with a full chest, broad shoulders, and clear voice. For all these, so far as they are the products of his own efforts and care, we admire him. He demonstrates the fact that a man may be a student and yet retain a fine physical organism, at least fine in appearance; for, of his vigor we know nothing, save by inference.

In all the above points, Dr. Hill is the opposite; apparently feeble in person, feeble in voice, somewhat careless as to manner, seemingly oblivious of his audience. In the two addresses before

us, we cannot say he is a larger thinker than Barnard, but obviously a closer.

Should any personal friend of either of these men read the above, we again remind him that these remarks are based solely upon the addresses there made, no allusion being had to their respective positions or reputations.

Addresses were made by other gentlemen of ability, but of less reputation than that of the men named above. Among these we may name Hon. J. M. Gregory, Superintendent of Public Instruction, Michigan; E. A. Sheldon, Superintendent Public Schools, Oswego, N. Y.; Z. Richards of Washington, and others.

Without delaying with further particulars of these addresses, we may say for the information of interested parties, they, with the other proceedings of the Association, will be published in pamphlet form. When and where this publication will take place, we cannot now state, but may be able to do so at some future time.

Of resolutions and discussions-these were few: in our judgment by far too few for either the interest or profit of the Association. Few persons love to sit and be talked at three days in succession.

Among what we deem the more important of the resolutions are the following:

By I. Tuckerman, of Ohio:

Resolved, That a committee of three be appointed to report at the next annual meeting of the Association, upon the comparative merits of what is termed theoretical or general, and practical or specific instruction.

By George Ansorge, of Massachusetts:

Resolved, That singing should be taught to some extent in every public school, and that public teachers, by whom in most cases this branch will be cultivated, should cultivate their musical faculties as much as circumstances will permit.

By the writer:

Resolved, That a committee of five be appointed to consider and report sometime during the session, what are the duties of educators relative to teaching the principles of the Government, also the rights and duties of the citizen under the

same.

In compliance with this resolution the committee reported the following, which was unanimously adopted:

WHEREAS, in a Democratic Government, wherein the people are of necessity

the sovereigns, it is indispensable to the prosperity and perpetuity of such Government that these sovereigns, the people, understand the principles of

said Government; and whereas, the exigencies of the times demand the highest intelligence, and purest patriotism; therefore,

Resolved, 1. That it is imperative that the History, the Polity, and the Constitution of our Government be taught in all our schools, wherein the maturity of the pupils is equal to the subjects.

Resolved, 2. That this Association earnestly commends this subject to the attention of teachers, trustees, and committeemen throughout the nation.

Resolved, 3. That this teaching should never be prostituted to the inculcation of merely partisan sentiments and principles.

Teachers of Indiana! will you take notice of the spirit of these resolutions and so far as practicable, act in accordance with the same? Let us teach the History, Polity, and Constitution of our glorious Government, also love of country, devotion to the Union and obedience to the laws; then the monstrous political heresy of secession can never be reenacted in this Government.

Our space forbids further continuance of resolutions, save to give the substance of one which we learn through the reporters; namely: That no one who is not avowedly loyal, and openly and heartily in favor of the suppression of the rebellion, should be intrusted with the responsible duty of training the young.

The officers elect for the ensuing year are W. H. Wells, of Chicago, President; D. N. Camp, of New Britain, Conn., Secretary; Z. Richards, of Washington, D. C., Treasurer; with twelve Vice Presidents and eighteen Counselors. These officers and Counselors constitute the Board of Directors which determines the programme and place of meeting for next year. The place of meeting is, so far as we know, undetermined, whilst a part of the programme is already made out and adopted. This stands thus: Lectures or Papers:

and

A system of Free Schools, comprising Primary, Grammar, higher grades for each State-Dr. McJilton, Baltimore. The Grading of Town, Village, and Country Schools-A. S. Kissell, Iowa.

One or more Normal Schools should be established and maintained at public expense in each State-Richard Edwards, Ill.

A Professor of the Science of Teaching should be appointed in each important College or University-President Hill, Harvard University.

The Teachers of each State should establish and sustain an Educational Journal-G. W. Hoss, Indiana.

Teachers' Associations should be organized and maintained in each State, county, and town-J. W. Bulkley, New York.

Educational men should be appointed to fill educational offices of all descriptions-E. P. Weston, Maine.

Competitive examinations should precede appointments to places of trust-Hon. Henry Barnard, Conn.

The amount of Religious Instruction desirable and attainable in the Public Schools-Hon. J. M. Gregory, Michigan.

A National Bureau of Education should be established by the Federal Government-Noble Butler, Ky.

Readers, we have given you a very fragmentary account of the proceedings of this Association, yet as full as our space would permit. Hoping the few points which have been given may be of some interest, we leave the subject, earnestly desiring that many of you may be able to go next year and see for yourselves.

PROGRESSIVE DEVELOPMENT OF THE HUMAN FACULTIES BY EDUCATION.

WE quote the following valuable remarks from the introductory address delivered before the American Institute of Instruction, at their twenty-fifth annual meeting, in Providence, by Rev. Dr. Wayland:

So far as I see, in the course of instruction marked out for young persons, but little respect is paid to the progressive development of the human faculties. A certain amount of time is allotted to education, and the earlier the age within which this period is passed over, the better, and the greater the number of studies that can be crowded into it, the more satisfactory is supposed to be the result. If a pupil can be made to repeat the text-book correctly, it is all that is demanded. Hence we see in the courses of study for mere children, subjects which can only be comprehended by the mind at the period of manhood. The result is unhappy. The pupil leaves school, as it is said, thoroughly educated, but utterly disgusted with the studies which he has pursued, and resolved hereafter never to look at them again; a resolution to which he frequently adheres with marvelous pertinacity. But this evil is confined to no grade of schools. It exists, if I mistake not, in our more advanced seminaries of learning. Many of our pupils are employed in studies which they cannot understand, and in which, of course, they can find no pleasure. I know very well that I read Cicero's Orations ten years before I could understand an oration of Burke. I read Tacitus long before I could comprehend