JOSIAH HOLBROOK.

JOSEPH HOLBROOK, the originator of the American Lyceum, and one of the earliest and altogether the most efficient promoter of the American movement in popular education by means of scientific lectures, and classes and associa tions of adults for mutual improvement, was born in Derby, Conn., in 1788, and graduated at Yale College in 1810. Inspired by Prof. Silliman with a love of Chemistry and Geology, he cultivated these studies after his graduation, while in charge of the paternal farm in 1819; and following the example of Fellenberg, whose enterprise at Hofwyl had become known in this country, commenced an Agricultural Seminary at Derby in connection with Rev. Truman Coe, in 1824. About this time he began to lecture on his favorite sciences to miscellaneous audiences in the villages of the western part of Connecticut and Massachusetts; and in 1826 he published his plan of "Association of Adults for the purpose of Mutual Education," which he had the satisfaction to help to embody in an or ganization at Millbury, Mass., called the "Millbury Lyceum, No. 1 branch of the American Lyceum," in 1826; in the Worcester County Lyceum in 1827; in the Boston Mechanics' Lyceum in 1830; in the Massachusetts State Lyceum in 1831; and in the American Lyceum in 1831; besides hundreds of similar associations in different parts of the country.

In 1825 Mr. Holbrook began to manufacture cheap apparatus for illustrating Geography, Geometry, and Natural Philosophy, which he greatly extended in 1829, in connection with Timothy Claxton, in Boston, and which is still known in the schools of the country as the Holbrook School Apparatus.

In 1830 he issued the first of a series of Scientific Tracts, and in 1832 published the first number of the "Family Lyceum." In 1837 he entered on the enterprise of building up a community at Berea, Ohio, called the Lyceum Vil- · lage, and in 1842 became central agent of a plan of School Exchanges, having its office in the building of the Trustees of the Public School Society of New York. This last plan contemplated the spread of his method of school instruc tion, as set forth by S. W. Seton, in the Fortieth Report of the Trustees in 1846. Mr. Holbrook died in May, 1854, near Lynchburg, Va. For an extended memoir, with a portrait; See Barnard's American Educators, Vol. II.

THEODORE DWIGHT.

THEODORE DWIGHT, JR., an efficient laborer in the field of popular enlightenment by his pen, as author, and editor and correspondent of educational magazines and newspapers, and an active participator in the Lyceum movement inaugurated by Josiah Holbrook, was born in Hartford, Conn., in 1796, and graduated at Yale College, in 1814.

Among Mr. Dwight's publications are "A Tour in Italy, 1821." "The Scoool master's Friend and the Committee-man's Guide, 1835." 'Dictionary of Roots

and Derivatives, 1837." "The Father's Book, 1837." History of Connecticut, 1841." "The American Magazine, 1845-1852." "Lecture on Management of Common Schools, 1835."

XII. THE RHODE ISLAND INSTITUTE OF INSTRUCTION.

PRELIMINARY MEASURES.

THE RHODE ISLAND INSTITUTE OF INSTRUCTION had its origin in the comprehensive plans instituted by the Commissioner of Public Schools (Henry Barnard) in 1843, to disseminate as widely as possible, by all the agencies within his reach, a knowledge of existing defects and practical remedies, and to awake in parents, teachers, school committees, and the public generally, an inquiring, intelligent and active interest in all that relates to the advancement of public schools and popular education in Rhode Island. Among these agencies and means are enumerated by him, in his report to the Legislature in 1845, the following:-(1.) The Public Lecture and Conference, not only in every county, but in every town, and every large neighborhood in every town. (2.) The conversation of an itinerating agent in towns and districts where a school-house was to be built, and the schools graded. (3.) The cheap, or gratuitous circulation of educational tracts, documents and periodicals. (4.) The establishment of a library of books on education, agriculture, the mechanic arts, &c., in every town. (5.) The formation and coöperation of associations of teachers, school-officers, and friends of education in towns, counties, and the State, for the advancement of the common object. (6.) The holding of Teachers' Institutes for the more prolonged and systematic discussion of methods of instruction and the whole subject of school management. (7.) The establishment of at least one Normal School. On the subject of educational associations, in the Report in 1845, above referred to, the Commissioner remarks:

Teachers in every town have been urged to hold occasional meetings, or even a single meeting, for the purpose of listening to practical lectures and discussions, or what would in most cases be better, of holding familiar conversation together, on topics connected with the arrangement of schools, on methods of instruction now practiced or recommended in the various periodicals or books which they have consulted, and on the condition of their own schools. But something more permanent and valuable than these occasional meetings has been aimed at by an organization of the teachers of the State, or at least of a single county, into a Teachers' Institute, with a systematic plan of operations from year to year, which shall afford to young and inexperienced teachers an opportunity to review the studies they are to teach, and so witness, and to some extent practice, the best methods of arranging and conducting the classes of a school, as well as of obtaining the matured views of the best teachers and educators on all the great

tion.

topics of education, as brought out in public lectures, discussions and conversa. The attainments of solitary reading will thus be quickened by the action of living mind. The acquisition of one will be tested by the experience and strictures of others. New advances in any direction by one teacher will become known, and made the common property of the profession. Old and defective methods will be held up, exposed and corrected, while valuable hints will be followed out and proved. The tendency to a dogmatical tone and spirit, to one-sided and narrow views, to a monotony of character-which every good teacher fears, and to which most professional teachers are exposed, will be withstood and obviated. The sympathies of a common pursuit, the interchange of ideas, the discussion of topics which concern their common advancement, the necessity of extending their reading and inquiries, and of cultivating the habit of written and oral expression, all these things will attach teachers to each other, elevate their own character and attainments, and the social and pecuniary estimation of the profession.

One such institute was organized in Washington county last winter, and held five meetings, at which written and verbal reports were made by teachers respecting the condition of their respective schools, the difficulties encountered from irregularity of attendance and want of uniformity of books, the methods of classification, instruction and government pursued, and the encouragement received from the occasional visits of parents and committees, This institute proposes to hold a meeting, after the teachers of the county are engaged for the present season, to continue in session from one to two weeks.

The object aimed at was to bring the friends of school improvement, scattered over a town, county, or the State even, together, as often as their convenience will allow, that by an interchange of views and acquaintance with each other, they may form new bonds of sympathy and channels of united effort in promoting its success. It is applying to the advancement of public schools the same instrumentality which has proved so useful in every other great enterprise of the day. The earliest association of the kind was formed in Washington county; and, within a period of a little more than a year from its organization, it has held twelve general meetings in the different towns in the county, most of which have continued in session through two days; secured the services of a local agent to inspect the schools and deliver lectures in every district; and by the circulation of books, periodicals and documents on this subject, has awakened a very general and lively interest, and laid the foundation of great and progressive improvements in the organization, instruction and discipline of public schools.

The Kent County Association was formed in February last, and has held gen eral meetings in most of the large neighborhoods of the county, which have in most instances been numerously attended by parents and others residing in the immediate vicinity.

The Smithfield and Cumberland Institute has held ten public meetings, and includes among its officers and members some of the most ardent and intelligent friends of education in the State.

The Rhode Island Institute of Instruction was formed in January last; and its officers and members, by attending and addressing public meetings in different parts of the State, have already rendered me very important cooperation, and done essential service in the cause of educational improvement.

These associations should be extended so as to embrace the females, and es pecially the mothers of a district or town. Let the mothers read, converse with each other, and become well informed as to what constitutes a good school; and the fathers and brothers who are voters will be reminded of their neglect of the school interest of the district or town. Let them visit the places where their little children are doomed to every species of discomfort; and improvements in the seats, desks, modes of warming and ventilating schoolrooms will follow. There is a motive power in the ardor and strength of maternal love, if it can once be properly informed and enlisted in this work, which must act most powerfully and beneficently on the improvement of public schools and the progress of society gen erally.

The following account of the formation and proceedings of the Rhode Island Institute of Instruction, is drawn from the official records and printed documents of the Society.

THE RHODE ISLAND INSTITUTE OF INSTRUCTION.

On the suggestion of Mr. Barnard, a preliminary meeting was held in the City Council Chamber, on Friday evening, December 23d, 1844, of which N. Bishop, Superintendent of the Public Schools of Providence, was chairman. After the reading of a communication from Mr. Barnard, and remarks by Messrs. Kingsbury, Perry, and others, a committee was appointed consisting of Messrs. Kingsbury, Day, Perry, Bishop, and Stimpson, to take the subject into consideration and report at a future meeting.

The following Report, was submitted to a meeting in the State House, January 21, 1845, by Mr. Kingsbury, in behalf of the committee:

At the suggestion of Mr. Barnard, State Agent of Public Schools, a meeting of teachers and friends of education was held a few weeks since, in the City Council Chamber, for the purpose of considering the subject of a State Society for the promotion of public school education. Mr. N. Bishop, Superintendent of the Public Schools of Providence, was called to the chair, and after discussion by several individuals, it was voted, that Messrs. Kingsbury, Bishop, Perry, Day and Stimpson be a committee to take the subject into further consideration, and, if it be deemed expedient, to report at a future meeting. That committee having given the subject a considerable share of attention, beg leave to present the following report:

Whatever doubt may exist in regard to the influence of popular education in other countries, there can be none in regard to the United States. Here it may

be assumed as an axiom that the people-the whole people-should be educated. Our institutions, civil, political, and religious, all imperatively demand it. How shall it be done? is the only question that admits of discussion. To this question only one rational answer can be given-chiefly by public schools.

Whatever influence may be exerted by the Press, by the College and High Schools in advancing education, and we have no doubt but that influence is great and indispensable; it is not for a moment to be supposed that these means are sufficient to educate a whole people. History does not present a solitary example of a country or province where education has been universal, without some instrumentality analagous to Common Schools.

Literature and science may flourish where only the wealthy few are highly educated. It is possible that the few, by monopolizing the emoluments and privi leges which superior knowledge confers, may, while the many are toiling in agriculture or mechanic arts, rise to higher attainments, and cause science and literature to take deeper root and to bring forth mature fruits. Though such fruits might bring blessings with them, the genius of our institutions requires rather the diffusion than the accumulation of knowledge. It was the boast of Henry IV., of France, that he would "take care that every peasant should be in such a condition as to have a fowl in his pot." It should be the care of our country that every child should be educated,

Our forefathers laid us under deep obligations, therefore, when they consecrated the common school to the education of the people. Ought we not deeply to regret that within our own State that mission has not been fully accomplished. There are those among us who can not read or write. Never should the friends of education rest till this stain is wiped from the escutcheon of the State. Though we hail with delight the deep interest now beginning to be awakened in different parts of the State, still it is an important question what further can be done to give our public school system an impulse so vigorous as to send its fullest blessings to the most secluded district.

Light must be diffused in regard to the subject. Parents must be roused from apathy by having the evils of ignorance and the blessings of knowledge placed before them; the connection between crime and ignorance must be shown; it must be demonstrated that knowledge not only leads to higher elevation of character here and better hopes of a future life, but it must be proved that an intelligent, educated man will earn more money than an ignorant one; the incompetency of

teachers must be exposed, and public sentiment must be made to demand better; in short, we should all be brought to the full conviction that good public schools are a powerful safeguard of our country. In view of these and similar considerations, we deem it expedient to form, at the present time, a State Association for the promotion of public school education.

Mr. Barnard addressed the meeting on the necessity of associated and coöperated efforts on the part of all the parties to whom the education of the children and the youth of the State was committed. Teachers in the schools of the different grades, and in different parts of the State, know nothing of each other, and are sometimes thought to have antagonistic interests, instead of laboring together for professional improvement. Parents do not understand how much depends

on home preparation and coöperation to aid the teacher. Public spirited citizens do not appreciate the connection between ignorance, and low vicious tastes, and habits ripening into crime, or see the pecuniary value of a good education.

The community generally need to understand better than now the necessary conditions of a successful system of public schools-good school-houses, intelligent and faithful committees, punctual and regular attendance of pupils, and above all, well qualified, permanently employed, and progressive teachers-and that all these conditions rested on liberal pecuniary appropriations, and these could not be had without an active, intelligent public interest in the Legislature, and in town and district meetings. To exite and direct this interest, frequent meetings and discussions must be held in every neighborhood of the State. One man, no matter how willing to work, or how industrious, could not get up and address as many meetings as it was desirable to hold. Wherever school-houses were to be builtand good school-houses were needed not only in every town, but in nearly every district-wherever a gradation system was practicable, and this could be effected in every manufacturing village-wherever permanent teachers could be employed, and this should be done in every town, and in all the large districts—wherever taxes on property were to be levied, and this was necessary in every town,—public opinion must be enlightened if wise and liberal meaures were to be adopted. Here is a field in which every intelligent teacher and friend of education can take an active part under the auspices of a State Association, of which the people could not be jealous, as belonging to no particular party or sect.

Besides this great fundamental object of all individual and associated effortthe awakening of an inquiring, intelligent, and active interest on the whole subject of public schools and popular education-there were certain special measures, in which as State Commissioner he needed immediate help, if the interest already awakened was to be followed by permanent and extensive improvement in the or ganization and instruction of the public schools, and the education of the community. The advocacy of the public press must be enlisted. Not only the political and religious newspapers which circulate in the State must recognize and discuss the movement, but periodicals and tracts exclusively devoted to the thorough discussion of educational topics of general and local interest must be printed and distributed. Arrangements have already been made to have at least sixteen pages of educational reading matter attached to every Almanac sold in the State in the winter of 1844-45, by which he could discern already the germs of school reforms scattered broadcast in at least ten thousand families. By the wayside and fireside lectures and intinerating normal classes of William S. Baker in the southern portion of the State, a demonstration will be made of the value of a system of school inspection conducted by practical teachers and educators, and pervading