The Introductory Discourse and Lectures of the American Institute of Instruction

ON THE MONITORIAL SYSTEM.-BY HENRY K. OLIVER.

Introduction, 205---advantages of the monitorial system of instruc-

tion, 207—first, provides for the tuition of a greater number, 210—

second, economy of time, 210-third, every scholar is kept constantly

employed, 212-school rendered less irksome to the scholars---fourth,

the business of teaching made more interesting to the instructer,

214-defects of the monitorial system, 217-is productive of great

noise and confusion, 217-monitors apt to be unfaithful, and not compe-

tent to the duties expected from them, 219—the teacher cannot be suffi-

ciently well acquainted with the pupils, 222-tendency to produce su-

perficial and inaccurate scholars, 222-how far the monitorial system

may be adopted in common schools, 225-mode of applying it in certain

exercises, 226-use of black-boards, 227---Boston schools, 228---con-

clusion, 230.

LECTURE IX.

ON VOCAL MUSIC.-BY WILLIAM C. WOODBRIDGE.

231

Manner in which vocal music has been regarded in the United

States, in Europe,-objects to be aimed at, in order to effect a

change, 233-measures for accomplishing these objects here, 234-

the Morning Call, 235-emotion spontaneously expressed by the

voice-music neglected in this country, 236---its revival desirable---

the immediate object of music, 237---its ultimate objects; devotion,

recreation, health, 238---favorable effect upon health in Germany;

remark of Pres. Dwight, 239---the Garden; effect of music in a Swiss

village, 240---effect of music in softening and elevating the character;

Luther's remarks, 241---Plato---effect of music in promoting habits of

order, obedience and union---music combined with words; its effect

on national character, 242---The Rising Sun; occurrence at Hofwyl,

243---supposed necessity of a natural ear and voice, for music; causes

of erroneous opinions on this subject, 244---the number of those who

are disqualified by nature, exceedingly small, 245---testimony of Pfeif-

fer, and of other teachers; argument from the nature of the case, 246——

effect of musical skill upon elocution, 247-opinions of distinguished

men in Germany and Switzerland; Niemeyer, Schwartz, Denzel, 248

-Harnisch, Fellenberg, Vehrli, Pfeiffer, Nageli, 249-ordinance of

the Prussian government, 250-experiment in Hartford, Conn.-in-

ductive system of instruction in music, 251-principles of this me-

thod, 252-manner in which these principles are applied, 253-254

-conclusion, 255,

LECTURE X.

ON LINEAR DRAWING.-BY WALTER R. JOHNSON.

257

Introduction, 259-formation of a habit of accurate observation,

with a view to obtain exact perceptions of things, 260-drawing favor-

able to this, 260-a means of improving the perceptive powers, 261-

and through them the powers of the understanding, 262-direct utility

of drawing, 262-in the arts and trades, 263-fine arts, 264-as an

introduction to penmanship, 265-Rousseau's scheme of teaching the

art, 266-Madame de Genlis', 267-series of lessons in drawing; first,

geometrical lines with slate and pencil, 268-second, linear drawing,

269-third, exercises requiring an acquaintance with perspective;

maps and charts; fourth, parts of animated objects, 270-fifth, draw-

ing from nature, 270-sketches and shades, machines, landscapes,

heads, 271—uses to professors in the sciences, 272—and classics, 272

-drawing materials, 274-conclusion, 275.

LECTURE XI.

ON ARITHMETIC.-BY WARREN COLBURN.

277

Introduction, 279-arithmetic an important study, 280---its practical

utility-mental discipline---advantages of the old and new modes of

teaching arithmetic compared, 281---best mode of teaching the new

system---cach teacher's peculiar mode the best for him, 283---general

principles of instruction, 284---but one thing should be taught at a

time, 285---illustration and application of this fundamental principle---

in what way the teacher should help the scholar, 287---abstract and

practical questions, 288---association of ideas, 292---scholars should be

allowed to reason in their own way, 293---scholars should be required

to tell how they solve questions, 294---hint to authors of school-books

---recitations, 294---should be in classes---modern facilities for teach-

ing of doubtful utility---business of teaching should be a distinct pro-

fession, 297.

LECTURE XII.

ON CLASSICAL LEARNING.-BY CORNELIUS C. FELTON.

299

Letter to the Censors, 304-introductory remarks, 305-6-objections

to classical studies stated, 306-violent spirit of one class of oppo-

nents to classical studies, 307-importance of deciding the question

on classical learning, 307-defence of philological studies in general,

308---arguments against them applicable to the departments of learn-

ing, 309---defence of classical languages, 310---first, necessity of

Latin and Greek to the perfect understanding of English, 310-11---

second, English literature closely connected with the classics, 312---

perfection of Grecian taste---circumstance that forms it, 313---ancient

languages more finished than others, 314---intellectual effort necessa-

ry to settle the meaning of difficult passages, a useful and practical

exercise, 314---do. that of comprehending the entire worth of an an-

cient author, 314-15---useful effects of such knowledge on the mind

and character, 315-16---imperfect mode of studying the classics among

ourselves, 316---ancient literature valuable on general principles of

literary taste---particularly Greek, 316-17---Schlegel's opinion of Ho-

mer, 317--value of Greek drama, 317-18---circumstances that formed the

drama, 318---characteristics of the drama, 318-19---character of Æschy-

lus, as exhibited in several of his dramatic poems, 319---analysis of the

'Prometheus Chained,' with extracts, 319-20-21---summary of the

general characteristics of this poem, 321---general study of the drama

desirable, 322---Greek philosophy---hasty decisions of the moderns,

322---character of Plato's mind,—as illustrated in several of his works,

322-23---character of Aristotle's mind, 323-24---character of Socrates,

324---practical use of Grecian oratory, 324---Demosthenes and Eschi-

nes' contest for the crown, 325---careful and repeated perusal necessary

to the full comprehension of the power of Demosthenes' eloquence, 326

---Wyttenbach's account of the effect which the study of Demosthenes

had upon himself, 326---moral effects of classical studies, 327---remarks

upon the supposed dangerous character of ancient mythology, 327---

remarks upon the pernicious character of the popular literature of

the day, 328---patriotic character of ancient literature, 328---classics

free from the enfeebling sentiment that taints much of present liter-

ature, 329---indifference with which the classics have been of late re-

garded, 329---imperfection of classical education among us, 329---

proper mode of reading classics, 330---futile character of late schemes

to shorten the labor of acquiring ancient languages, 330---necessity

of a change in classical education, 330-31---sketch of a classical teach-

er's duties and pursuits, 331---peculiar literary advantages of America,

331-32.

LECTURE XIII.

ON THE CONSTRUCTION AND FURNISHING OF SCHOOL.

ROOMS, AND ON SCHOOL APPARATUS.-BY WILLIAM J.

ADAMS.

333

Introduction, 335---importance of school architecture, 336---location

of a school-house, 337---play-ground, 337---ventilation, 338---warm-

ing, 338---sufficient space, 339---space in different schools, 340---

windows, 340---inclined floor, an evil, 340---seats and desks, 342---

school apparatus, 344---time-piece, maps and globes, black-board, 345

---abacus, or numeral frame, 346---conclusion.

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