But what belongs to teachers themselves to do more than any thing else, in furtherance of the objects of our Association, is the study of the science and art of education-that department of knowledge which is strictly professional. The want of enterprise in this respect, I think, may justly be charged upon teachers as a body. Nor is this deficiency peculiar to any particular class or grade of teachers. It applies to professors in colleges as well as to teachers of common schools, to those who are engaged in the business of education as a permanent profession, and to those who make it a temporary sojourn while on the way to another profession. Of the one hundred thousand teachers in the country, how few are thoroughly versed in the educational literature of the day? But a small part of this number ever see even an educational periodical. A still smaller part have read any books on the subject of education. And how very few even of those who are receiving the higher salaries can boast of a respectable educational library. Scarcely any foreign books relating to the subject are imported, and the number of volumes annually published and sold in this country is, I had almost said, ridiculously small, considering the number of persons who ought to be readers of such works. If proof of this unwelcome truth was needed it would be sufficient to refer to a single publication-I mean Barnard's Journal of Education-which has now reached its thirteenth volume, a library in itself. Costing little, considering the amount of matter it contains, embracing exhaustive treatises on almost all departments of education; yet, I am told that the number of copies sold has not been sufficient to pay for the stereotype plates. This fact is not complimentary to American teachers as a body. Of the numerous teachers whom I have known, how few can I name who have made education a study, who have read to any considerable extent on its philosophy, its methods, its institutions, its biography, and its literature. Here, then, in my judgment, is found, to-day, the most practical and efficacious means of a speedy elevation of the character of our profession. Of course a broad and solid basis of general education is an indispensable requisite to form the accomplished teacher, but let every teacher, according to his ability, procure and read the best books and periodicals on education, and incalculable benefits would be the results. It would work a revolution in the profession, and at the same time, prove an efficient means of promoting education.

Professional study consists mainly in learning from the experience of others. This is the means and condition of all progress. Without it civilization itself would be impossible. I know of nothing more unwise in teachers than that disposition which too many have to rely solely on their own personal experience for information respecting their vocation. Such teachers rarely attain to even mediocrity in their profession, and never to eminent success. The most successful are those who learn from others as well as by their own experiments.

I would commend the wise words on this point taken from "The Schoolmaster," the earliest, and one of the best works in the language on education, by Roger Ascham, who was himself thoroughly imbued with the wisdom of the ancient philosophy:

"Surely long experience doth profit much, but most, and almost only to him that is diligently before instructed with precepts of well doing. For good precepts of learning be the eyes of the mind, to look wisely before a man, which way to go right, and which not. Learning (the recorded experience of others,) teacheth more in one year than experience in twenty; and learning teacheth safely, when experience maketh more miserable than wise."

I have spoken of only one of the objects of our Association, -that of elevating the character and advancing the interests of the profession of teaching. The other great object of our efforts, as set forth in the preamble to our constitution, is "to promote the cause of popular education in the United States." Time will not permit me to enlarge upon this province of our labors. But of this we may be assured; whatever tends to elevate and improve the character and qualifications of teachers, contributes also to the progress of education; and on the other hand, whatever tends to advance the cause of education, must, at the same time promote the interests, and improve the character of teachers. The two objects, therefore, for which we profess to work, are essentially one and the

same.

In conclusion I present the following summary of the recent movements and improvements in education, and of what, in my judgment, ought to be done to promote the cause.

I. Recent movements and improvements.

1. Primary schools have been much improved.

2. Progress has been made in reference to truancy and compulsory education.

3. Much has been done to introduce and to perfect Object Teaching.

4. Physical education has been greatly advanced.

5. Much has been done to perfect courses of study for high, grammar, primary, and district schools.

6. A beginning has been made in establishing Technological and Industrial Institutes. The establishment of the Massachusetts Institute of Technology, in Boston, is an important movement for the application of science to the practical arts.

7. Public attention has been strongly turned to the subject of military education, and the necessity of competitive examinations for admission to the National Military and Naval Academies is beginning to be agitated.

8. The thorough grading of schools wherever it is practicable, has now become the settled policy of all enlightened educators.

9. Great progress has been made in establishing free public high schools.

10. Public libraries in cities, towns, and school districts, have been greatly multiplied.

II. Measures to be encouraged and advocated by the association for the advancement of popular education.

1. The appointment of a professor of education in every important college and university.

2. The appointment of superintendents of public instruction in all states, counties, cities, and important towns.

3. One or more normal schools should be established and maintained at public expense in each state.

4. The teachers of each state should maintain and conduct an educational periodical.

5. Teaching should be legally recognized as a profession.

6. The condition of teachers should be ameliorated by the pay

ment of better salaries, and the requirement of less work.

7. Educational associations should be maintained in every state, county, and town.

8. Teachers should devote more attention to the study of the science and art of education.

9. A national bureau of education should be established at Washington.

10. A system of free public schools, comprising the primary, grammar, and higher grades, should be established, and supported by taxation in every state where such a system does not exist.

11. All schools should be graded where grading is practicable. 12. Educational men should be appointed to fill educational offices of every description.

13. Moral and religious training ought to be made much more prominent than it is.

14. The whole rising generation should be instructed in the prin ciples of our republican government.

These are some of the topics which I would suggest for the future consideration of this association. And now

FELLOW TEACHERS:- Let us rejoice that we live in a day, and at a period of unexampled opportunities for usefulness and honorable effort. Let us congratulate each other that we have the blessed privilege of assembling in this place, from regions widely remote, to take counsel for the promotion of the moral and intellectual culture of the whole people-the highest earthly interest of society. While our sons and brothers, and friends, are on the field of battle, with arms in their hands, fighting and pouring out their life-blood for the preservation of our national integrity and Union, for the defence of free institutions and christian civilization, let us strive to act well our part by endeavoring to make our country worthy of such sacri fices and such heroes. Let us remember that peace hath her victories, and that it belongs to us to act a strenuous, patriotic, and heroic part for the welfare of our country, to go forth conquering, and to conquer in the domain of ignorance, achieving those peaceful triumphs which will insure our future prosperity and success, and enable us worthily to fulfill our destiny

PHYSICAL EXERCISE IN SCHOOL.

BY 8. W. MASON, PRINCIPAL OF HANCOCK GRAMMAR SCHOOL, BOSTON, MASS.

So intimate and mutual is the relation of mind with matter, the mental with the physical, that the one can not be neglected without detriment not only to itself, but also dragging the other down to the same low level.

The body is constantly influencing the mind, and the mind as constantly influencing and controlling the conditions of the body; hence intellectual and physical culture and training should "go hand in hand;" if permitted, or by us forced to go apart, either will stray from its appropriate sphere, resulting in feebleness, failure, and premature decay, and the fate will be that of a "house divided against itself."

The laws of nature will not, can not be broken with impunity. Every attempt to cultivate the intellect, independently of its coördinate power, the body, must end, yea will end, in an ignoble failure, or a miserable defeat; but when these two powers so intimately by the Almighty connected, are made to act in unison and harmony, any thing within the limits of possibility, may be accomplished.

So apparent or demonstrable has been this mutual relation, that thoughtful men and educators, in all ages, have studiously sought to know how the one can be exercised for the greatest development and vigor of the other.

The necessity of training the powers of the mind by due bodily exercise has been acknowledged in all states of society, from the most primitive to the most enlightened.

As teachers we have committed to our care and parental keeping, beings of a material and an immaterial nature, not divorced, or by us to be divorced; but they are, and ever must be, mutually dependent on each other, and they should be so recognized by us, and properly trained and developed, in order that our pupils may grow up to the full stature of those made in the image of God.

The importance of systematic, rigid physical training, is now conceded by most educators; indeed so generally is it acknowledged,