BY-LAWS.

1. At 9 o'clock, A. M. and 2 o'clock, P. M., the President, a Vice-President, or a Chairman pro tem. shall call the house to

order.

2. All meetings of the College shall be opened with prayer.

3. All regular lectures shall be delivered at 11 o'clock, A. M. and 7 P. M.; but a report may be substituted for a lecture in case of deficiency, by a resolution of the house.

4. All Committees appointed by the College shall have precedency, in point of time, over those not so appointed at the previous annual meeting.

5. In discussion before the College, all remarks shall be strictly pertinent to the question, and shall not involve any point of sectarian controversy.

6. All resolutions except that of adjournment, shall be presented in writing.

7. No person shall speak more than once upon the same subject on the same day until an opportunity shall have been extended to all other members desirous of speaking-nor longer than fifteen minutes without permission of the Chair.

8. Delegates from literary institutions shall be entitled to seats as members of the Convention, for the time being, on presenting their credentials.

9. No person not a member, shall present or second any resolution or vote on any question before the College nor be permitted to take part in the deliberations without permission of the house.

10. The Executive Committee shall appoint annually on the first day of the session, a Committee of Bills and Overtures, consisting of three members, to inspect all papers submitted for the action of the College.

11. When any resolution or question for discussion shall be introduced, supposed to contravene the objects of the College, such resolution or question shall, on motion, be referred without discussion, to the Committee on Bills and Overtures.

12. The President and Recording Secretary shall notify each Vice-President of his election, and also furnish him the names of the other members composing the Directory of his State.

TRANSACTIONS

OF THE

COLLEGE OF PROFESSIONAL TEACHERS.

PART II.

DISCOURSES AND REPORTS ON EDUCATION.

OPENING ADDRESS,

BY ALBERT PICKET, SEN.

THE brief remarks which we shall make, are intended to be general and introductory, rather than directed to the examination and illustration of any particular subject. Most of the sentiments will undoubtedly form subjects of especial attention, and receive from able minds, present on the occasion, ample development.

The Eighth Annual Convention of the College of Teachers meet under happy auspices. The past year, in the field of Education, has been one of joy to all interested in the welfare of the human family, inasmuch as the right spirit on this subject is awaking in all parts of our country. Legislative enactments and the demand for good schools and Colleges attest, that the people begin to see the immense power exerted by education over their moral, intellectual and physical condition, and find in it, when properly conducted, the surest guarantee against individual vices and political corruption. The present condition of things;-the state of the moral and intellectual elements about us-has induced attention to this subject; and we trust that this College has not been wanting in its endeavors and action to aid the momentous cause

Among the marked signs of the times, none in our apprehension, is more significant, than the evident one, that, at no period of human existence known, have correct education and science been objects of so prominent attention as at present. We do not mean in relation to College halls, or the education of the richer classes of society only, but to the education of the whole people. For the higher branches of knowledge, the founders of endowed Colleges have made ample provision; but what is termed popular education; the education of the whole people,-is an idea of modern times; the offspring of republican institutions; we believe we might say, originating with the people of the United States, and forced upon them by the circumstances of their condition-the peculiar forms of their State and National Constitutions. And such too has been the influence of this nation; so powerful is the truth of this sentiment, that the thrones of a thousand years standing in the old world, are beginning to look for support in the affections and minds of their subjects, rather than in mercenary legions and ramparts of steel. May the God of Hosts speed the work, till arbitrary rulers are prostrate, and armies no longer of avail, and learning and science and the pure principles of the Christian religión stand out upon every nation in unsurpassable. glory.

We have said that the people of the United States are beginning to act under the conviction, that their solid interests depend upon the character and extent of education among them. It is conceded on all sides, at least among us, that equal laws, free institutions and civil and religious liberty, cannot co-exist in simplicity and purity, where ignorance, and superstition, and too often, its consequence, vice, have taken deep root. No instance is on record, in the annals of ancient or modern times, of a people, free, powerful and prosperous, that were unenlightened. The liberty and greatness of a people lie in the freedom and greatness of their minds, and while these are uncorrupted, no calamity can depress, no power subdue them; they may for a short time be stricken down by superior physical force, but the nobility of the soul uncrushed, will rise again with unbroken energy.

But where and how are these moral elements to be obtained? Must they not come from the literary institutions of our country; from the parents and guardians of the young; from broad, liberal and solid knowledge, flowing from the former; and all the virtues, -integrity of purpose, lofty independence of character, dignity of conduct, patriotic feeling, manly sentiment, respect for things excellent and honorable, fully and efficiently stamped upon youth,from both.

With the patriot statesman and law-maker we would argue thus upon this subject-No government can be permanent; none flour

ishing without the action of both knowledge and virtue on the mass of the people. "If they are unenlightened," in the language of Lord Brougham, "they are the prey of every quack, every impostor, every bawler about liberty, and every agitator who may practice the trade in the country: If they do not read; if they do not learn; if they do not qualify themselves to form opinions for themselves, other men will form opinions for them, not according to the truth and interest of the people, but according to their own individual and selfish interest, which may and most probably will be contrary to that of the people at large. The best security for a government like ours, and generally for the public peace and morals is, that the whole community should be well informed upon its political and other interests." But this implies a great deal, not only what is commonly called education, but also discipline of mind, and correct thought among a people. Now, these cannot exist, unless the mind receive proper instruction in its earlier years, and above all be taught to exercise independently its own powers; and this we say must not be the case with a few, but with the great mass-; for, if the few be well educated, there will be created an aristocracy of intellectual power, which, if so disposed, will lead the other portion in whatever direction it may wish. True lovers of their country are opposed to a condition of mind, fitted to harness upon it, the burden of excessive power. It behooves the patriot-statesman and every friend to rational liberty, to labor long and faithfully in this cause, each according to the measure of ability given him. The noble sentiment of Cicero should be that of every American citizen. "Our country," says he, " has not given us birth, or educated us under her law, as if she expected no aid from each or any of us; or, that, seeking to administer to our convenience only, she might afford a safe retreat for the indulgence of our ease, or a peaceful asylum for our indolence; but that she might hold in pledge the varied and most exalted powers of our mind, our genius and our judgments for her own benfit; and that she might leave for our private use, such portions only, as might be spared for that purpose.'

With the parent we would argue, that the inculcation of moral and religious sentiments, is the first rational object of Education. Commence life with the lesson that in all situations and circumstances, rectitude of conduct, whether the event, with respect to externals, be fortunate or unfortunate, is the only infallible source of human happiness.

With teachers, we would argue the exalted station which they occupy; the lofty purposes of their profession; the high energies of mind and character necessary for the office; the field they have before them for the display of the noblest virtues of human nature; their position as sentinels over the intellectual and moral

:

treasures of the land; the purifying influence which they send abroad, and the power they may exert in elevating and perpetuating the best condition of their country, through the channel of its young citizens.* This is the region of true fame,-the fame of doing good. It was here that those venerable men, Socrates and Plato and Thales and others, reaped their imperishable honors; and it was here they found the sphere in which they might act with effect by wise counsels and moral impressions. It was too, in the private schools of these sages, that their renowned men were created; whose glory still shines with undiminished brightness, and who may be considered as illustrious examples of private teachers, relying upon the energies of their own minds and the value of their labors, to support the character of their institutions. The reform of national morals offers a noble field for the labors of the Teacher. It is observed of Fellemburgh, that his last hope for the liberty of Switzerland, was in the reformation of her He had laid aside the sword as powerless in elevating mankind and saving his country. He had retired from official state duties, because he found intrigue and chichanery an overmatch for sound sense and correct taste, while the mass of men are unenlightened. He found that mere legislative enactments were

*The distinguished philosopher and statesman, De Witt Clinton, said: "The situation of a teacher, in its influence on the character and destinies of the rising, and all future generations, has neither been fully understood nor duly estimated."

We have, in the United States, not less than 95,000 Common School teachers, who are daily educating 4,000.000 of children-each one of whom is to be a Citizen King. Who has measured the influence of these teachers? Whatever their learning and character may be, they will impress their likeness upon the children. He is the model, the criterion of the young minds, who imitate the teacher's gait, looks, speech and manners. While impressions are readily made they sympathize with his feelings, and adopt his opinions. The Common School teachers give this nation its character and education.

Much is said of the influence of the the influence of teachers is stronger and But who is watching this influence? Who measures it? Who is striving to make it higher and holier?

Press, of the Clergy, and of party spirit; but more lasting than all.

It is controlling more mind than the press and the pulpit-shaping the destinies of this republic every moment; and yet, what is either learning, or religion, or legislation, doing to enlighten or purify it?

Said M. De Fellemberg, while pointing to three hundred young men under his instruction: "These teachers are the great engine to regenerate Switzerland."

As teachers have the growing minds and hopes of the nation in their hands, they are the depositaries and trustees of its prosperity and happiness. The school master either mends what nothing can nìar, or mars what nothing can mend..

There is a kind of ink, which, when put on paper, is, at first, scarcely discernible; but in a short time it grows darker, and finally becomes so black and permanent, that you may burn the paper on coals of fire, and the writing will be seen in the cinders. Such is the influence of the teacher. It may be imperceptible at first; but it lasts beyond the grave.

What skilful and holy men should they be whose fearful office it is to watch and tune the pulses and vibrations of the soul! What a master should he be who is to sweep the harp, the tones of which are to remain in the strings for ever!

Teachers should be educated-their profession should be as distinct and learned as the profession of Law, Physic, or Divinity, and as liberally paid and honored. He who educates men, and gives them character, fills a profession the most difficult and the most responsible.-(Educator.)