. ■ 
 
 ■ : , 
 
 ■ ■ ■ ■ Mil ... 
 
{LIBRARY OF CONGRESS. 
 
 UNITED STATES OP AMERICA. J 
 
MANUAL OF EDUCATION: 
 
 BRIEF HISTORY 
 
 OF THE 
 
 Af^ 
 
 kit] slmul nstitttteef; njftrtt#m, 
 
 INCLUDING 
 
 A SYNOPSIS OF ANNUAL AND OTHER MEETINGS, 
 
 LIST OF OFFICERS AND MEMBERS, 
 
 TOGETHER WITH 
 
 THE CONSTITUTION AND CHARTER, 
 
 EDWIN MARTIN STONE. 
 
 PROVIDENCE: 
 
 PROVIDENCE PRESS COMPANY, PRINTERS. 
 18 7 4. 
 
V N " 
 
PREFACE 
 
 The following pages have been written at the request of the Rhode 
 Island Institute of Instruction, expressed by vote of its members at the 
 annual meeting in 1871. The publication has been delayed beyond the 
 time originally contemplated, by circumstances not under the author's 
 control. In preparing this volume it has been the aim to present a com- 
 prehensive view of the state of education in Rhode Island in the early 
 years of its history, and to trace the progressive steps by which the cause 
 has advanced to its present cheering condition. The founding of the 
 Institute, under the auspices of far-seeing and guiding minds, was an 
 event the importance of which cannot be over-estimated. It was the 
 embodying of hitherto scattered elements, and imparting to them a power 
 which separately they did not possess. In educating the Public Mind so 
 that it should perceive and feel the duty which society owes to the rising 
 generation; in securing to teaching as a profession, a higher appreciation ; 
 in developing just ideas of the relation between intellectual culture and 
 prosperous industry; in awakening a worthy ambition to make the Public 
 Schools the most efficient auxiliaries to the higher institutions of learning ; 
 and in demanding that all which science reveals, experience approves. 
 and moral principle enforces, shall be made subsidiary to popular edu- 
 cation; the Institute has borne a part upon which its members may 
 
4 PREFACE. 
 
 look with entire satisfaction. And if there be truth in the often-quoted 
 proverb, " coming events cast their shadows before," there is foundation 
 for the belief that the future glory of its work will far surpass the bright- 
 ness of its past. 
 
 To the Teachers and Friends of Education in Rhode Island this " Brief 
 History" is respectfully inscribed, with the hope that it may prove an 
 acceptable contribution to a Cause which is now engaging so earnestly 
 their hearts and hands. 
 
 E. m. s. 
 
 November, 1874. 
 
HISTORY. 
 
 , preliminary to the history of the Rhode Island Insti- 
 tute of Instruction, it will be proper to glance at the 
 condition of Education in the early clays of the Colony 
 of Rhode Island, and the rise and progress of her Public 
 School System. 
 
 If the Cause of Public Education in Rhode Island, now so 
 universally popular, did not at an early clay engage the atten- 
 tion of the Body Politic here, as in other Colonies, the 
 neglect, seeming or real, should be attributed rather to the 
 peculiar circumstances under which this Colony was settled 
 than to a want of appreciation of good learning. It Avill be 
 borne in mind when making a contrast between the early 
 educational condition of Rhode Island and that of her 
 neighbor Colonies, that she labored under difficulties which 
 constituted no part of their experience; and that while the 
 settlements at Plymouth, Boston, Salem and New Haven, 
 were begun with organized bodies of men, bringing with 
 them means for at once establishing the Church and the School 
 House, our Colony Life was begun by a handful of Refugees 
 from their first chosen home in the Bay Colony, too few in 
 numbers to do more at the outstart than to subdue enough of 
 the wilderness to make for themselves an unenviable home ; 
 too poor to command at the moment and put in operation the 
 agencies of a high civilization ; and too much occupied in 
 protecting themselves against aboriginal and other dangers to 
 establish, as a first step, the Public School and the University. 
 
6 HISTORY OF THE 
 
 Had they been differently situated, a different aspect would 
 doubtless have been put upon the face of things in these 
 Plantations. The Leader of the Conscience Band who fled 
 first to Seekonk, and then, at the suggestion of the friendly 
 Winslow, and possibly of the no less friendly Winthrop, re- 
 moved to a spot he named Providence, — was a profound 
 scholar, and could not but have had a just comprehension of 
 the importance of a practical education to a rising commu- 
 nity. But the children of the Plantation Colony, for several 
 years after its founders arrived here, must have been so few 
 as hardly to have suggested the immediate necessity of a 
 school, *while the pressing demands upon the time and services 
 of Williams in adjusting local vexations and in serving the 
 welfare of a neighboring Colony, put it out of his power to 
 give thought to any plan for establishing a system of popular 
 education. Yet it is not to be assumed that no interest was 
 felt here or elsewhere in the Colony on this subject, or that 
 no measures were adopted for the encouragement of educa- 
 tion. In 1640, one year after the settlement of Newport was 
 begun, that town invited Mr. Robert Lenthal "to keep a 
 public school for the learning of youth, and for his encourage- 
 ment there was granted to him and his heirs one hundred 
 acres of land, and four more for a house lot." The town 
 also voted, " that one hundred acres should be laid forth and 
 appropriated for a school, for the encouragement of the poorer 
 sort, to train up their youth in learning. "f 
 
 These one hundred acres, it is supposed by some, were 
 originally located in what is now the town of Middletovvn, 
 and in IGtil were exchanged for a tract subsequently known as 
 Newtown, or school land. In 1(563, this trust was ordered to 
 
 ■it should be borne in mind that in 1680 the population of Rhode [sland» exclu- 
 sive of Indians, did not exceed 7,000, and in L701, sixty-fh e years alter the settle- 
 menl of Providence, it had increased to only L0 000. Of this population, the largesl 
 portion must have been comprised in the settlements at Providence, Newport 
 and Warwick, [n other parts of the Colony the necessity tor schools could not 
 have boon pressing. 
 
 t Arnold, i. II."., L46. 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 7 
 
 be divided into lots, " and to be sold or loaned on condition 
 that the purchasers should pay to the town treasurer an 
 annual rent to constitute a fund for the schooling and educat- 
 ing of poor children, according to the direction of the town 
 council for the time being."* From 1775 to 1792 there were 
 seventy-eight lots in Newtown, denominated " school lands," 
 for which the town received in rents, $181.42 per annum. 
 
 In 1695, Judge Samuel Sewall, of Boston, conveyed land 
 in the Pettaquamscut Purchase to Trustees, the income of 
 which was to be appropriated to the support of the ministry, 
 and to the instruction of "the children and youths of the 
 above mentioned town of Pettaquamscut, f as well English 
 there settled, or to be settled, as Indians the aboriginal natives 
 and proprietors of the place, to read and write the English 
 language and the rules of grammar." The school was for a 
 long time at Tower Hill, and among the instructors were 
 Constant Southworth, Increase Hewett,and Robert F. Noyes4 
 
 In the following year (1696) Judge Sewall conveyed to 
 Harvard College land in the same Purchase " for and towards 
 the support and education at said College, of such youths 
 whose parents may not be of sufficient ability to maintain 
 them there, especially such as shall be sent from Pettaquam- 
 scut aforesaid, English or Indians. "§ In 1765, Thomas Nini- 
 gret, commonly known as King Tom, Sachem of the Narra- 
 gansetts, petitioned the Society for Propagating the Gospel 
 to establish a Free School for the children of the tribe. 
 Ninigret was born in 1736, and became Sachem in 1746. 
 
 In 1697, Newport voted other school lands for the benefit 
 of a school master. In 1706, a school house was built at the 
 public charge. To defray the expense the town sold six acres 
 of land, and laid a tax of £150. In .1 713, the town voted to 
 establish another school, and Benjamin Nicholson was chosen 
 schoolmaster. || In 1726, one hundred and six acres of land 
 
 * Barnard's Report, 1848, p. 145, 
 
 f Now Exeter. 
 
 J Potter's Early History of Xurragansett, pp. -29), 29E §Ibid. 
 
 || In 171G, Portsmouth " having considered how excellent an ornament learning 
 
8 HISTORY OF THE 
 
 were voted for a school house in the eastern part of the town. 
 From this date until the American Revolution, a commend- 
 able interest in the cause of education "was manifested in 
 Newport— an interest that for a time was paralyzed by the 
 influences of the war. In 1795 the Long Wharf Association 
 of Newport, adopted measures to establish a public school, 
 and provided for its support. The same year Mr. Simeon 
 Potter, of Swansea, Mass., gave to the Association, in trust, 
 an estate in that town, "to support a Free School forever." 
 
 In 1827, a public school system in a modified form, was 
 carried into effect, and in 1828, Governor Fenner contributed 
 $100 to the school fund of Newport, " instead of giving the 
 time honored 'treat' to the people on election day," — the 
 usual expense of the treat being that amount. From this 
 period, the interest in popular education has advanced in that 
 city, and at the present time the public schools there are 
 among the best in the State. 
 
 Providence, in 1663, laid out and reserved "one hundred 
 acres of upland land and six acres of meadow (or lowland to 
 the quantity of eight acres, in lieu of meadow,") "for the 
 maintenance of a school." Previous to this, home instruction 
 or a Dame's school, probably, answered the needs of the child- 
 ren of the town. 
 
 The first recorded acts of the citizens of Bristol in relation 
 to schools bears date September, 1682, when it was voted, 
 "that each person that hath children in town ready to go to 
 school, shall pay three pence the week for each child's school- 
 ing to the schoolmaster, and the town by rate according to 
 each ratable estate shall make the wages to amount to £24 
 the year. The selectmen to look out a grammar schoolmas- 
 ter and use their endeavor to obtain £5 of the cape money 
 granted for such an end." "September, 1648, voted £24 the 
 
 is to mankind," adopted measures to build a school house on the south side of the 
 town. Six years later two other school houses were built.— Arnold's R. I., ii„ 59. 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 9 
 
 year for Mr. Cobbett, he officiating in the place of a school- 
 muster in this town."* 
 
 From an early date Bristol has been fortunate in its choice 
 of committees, whose labors have been effective in giving a 
 high character to the schools of that town. 
 
 Although " no public education at the expense of the 
 town " was provided for in AVarren, previous to 1828, the 
 public records of Swansea, Mass., of which Warren was a 
 part until 1718, show that becoming care was taken to secure 
 for its children and youth the benefit of educational instruc- 
 tion. The same is true of Barrington, also a part of Swan- 
 sea, and which was erected into a distinct township in 1717. 
 As early as 1G73, " three years after old Plymouth had voted a 
 freeschool within her borders, "f a school was set up "for the 
 teaching of grammar, rhetoric, and arithmetic, and the 
 tongues of Latin, Greek and Hebrew, also to read English 
 and to write." Of this school Rev. John Myles was ap- 
 pointed master, at " at a salary of £40 per annum in current 
 country pay." "Whether or not this sum was intended as a 
 full equivalent for his services as clergyman and school teacher, 
 there seems, at a later day, to have been differences of opin- 
 ion. In 1699, Mr. Jonathan Bosworth was appointed "to 
 teach in the several places in the town by course," at a com- 
 pensation of £18 per year, "one-quarter in money and the 
 other three-quarters in provisions, at money price." In 
 1702, Mr. John Devotion was chosen to fulfil similar peripa- 
 tetic duties at a salary of "£12 current money of New Eng- 
 land, to be paid quarterly, and the town to ' pay for his diet,' " 
 besides an allowance of 20s. " towards the keeping of his 
 horse, "i 
 
 From 1718 until 1828, when regular appropriations of 
 money for public education by the town first begun to be 
 
 * These facts have been cited to show that from a very early date the education 
 of the young' was not undervalued, nor wholly unprovided lor. 
 tBtckneU's History Barrington, p. 91. 
 J Fessenden's History Warren, pp. s;J. 84. 
 
 2 
 
10 HISTORY OF THE 
 
 made, the people of Warren have not been unmindful of the 
 intellectual needs of the young, and the steady advance of 
 public sentiment has secured to that town school eonvenien- 
 cies and advantages that will compare favorably with those of 
 other communities. 
 
 The public school idea, now developed into grand propor- 
 tions which renders it the glory of the State, was slow of 
 growth. Like some of the beautiful productions of nature, 
 its bloom and fruitage could not be prematurely forced. It 
 found, however, through a long seiies of years, faithful culti- 
 vators, who, amidst the temporary expedients of private 
 schools and of proprietors' schools, persevered in watching 
 over and protecting the precious plant, resting in hope of its 
 ultimate perfection. Among the most conspicuous of these, 
 dating from 1(384, when William Turpin was the first school- 
 master in Providence of whom any memorial remains,* until 
 1799, were John Dexter, William Hopkins, Joseph Whipple, 
 
 * It would be interesting to learn something more than is now known of the ex- 
 perience of Mr. Turpin as a teacher. His native place and the year of his arrival 
 in Providence, is unknown. The earliest record of him found bears date June 
 11th, 1684, on which day he covenanted with William Hawkins and his wile Lydia, 
 "to furnish Peregrine Gardner with board and schooling one year for six pounds; 
 forty shillings of which in beef and pork; pork at two-pence, and beef at three- 
 pence half-penny, per lb. ; twenty shillings in corn, at two shillings per bushel; 
 and the balance in silver money."— (Staples's Annals.) That Mr. Turpin intended 
 to make teaching a permanent occupation in Providence, is evident from the fact 
 thai in January, 1GS5, he petitioned the town to invest him ami his heirs with the 
 land set apart " for the use and benefit of a school master," •' so long as he or any 
 of them should maintain thai worthy art of teaching."- (Town Records.) That 
 his petition was granted the records do not show. Mr. Turpin must have been 
 held in universal respect, and have possessed the confidence of hi- fellow-towns- 
 men as a man of discreet judgment and unimpeachable integrity, as we find that 
 he twice represented Providence in the General Assembly, was one year Town 
 Clerk, and lor upwards of fourteen years was Town Treasurer, lie died in the 
 early part Of 1744. His house stood on the west side of North Main street, nearly 
 
 opposite the fourth Baptist meeting house. At one timethe General Assembly 
 
 held their sessions there. According to a statement made by the late Mr. Samuel 
 Thurber, " this was a very sightly place, and a place of considerable business, 
 lie had a large yard with an (dm tree in it, a tine garden, handsomely fenced in, 
 through which there ran a small brook, which came from a swam]) laying a little 
 to the eastward of where the meeting house now is." 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 11 
 
 Nicholas Cooke, Joseph Olney, Esek Hopkins, Elisha Brown, 
 John Mawuey, Nicholas Brown, Elijah Tillinghast, Daniel 
 Abbot, Barzillai Richmond, John Brown, John Jetfckes, Na- 
 thaniel Greene, Charles Keene, Darius Sessions, Samuel 
 Nightingale, Jahez Bowen, Moses Brown, Enos Hitchcock, 
 James Manning, Theodore Foster, William Jones, Richard 
 Jackson, John Howland, Samuel Thurber, Grhidall Reynolds, 
 Nathan Fisher, Peter Grinnell, Jonathan Maxcy, Joseph 
 Jenckes, James Burrill, Jr., David L. Barnes, George R.Bur- 
 rill, Samuel W. Bridgham, Stephen Ganb, John Carlisle, 
 Thomas P. Ives, Joel Metcalf, Richard Anthony, and Wil- 
 liam Richmond. 
 
 In 1767, an important advance step was taken in Provi- 
 dence in the direction of " providing schools for-all the child- 
 ren of the inhabitants." Hon. Jabez Bowen wrote a report 
 which was laid before a town meeting, January 1, 1768, em- 
 bracing a system of public instruction. In this it was pro- 
 vided : 
 
 " That every inhabitant of this town, whether they be free of the town 
 or not, shall have and enjoy an equal right and privilege, of sending their 
 own children and the children of others that may be under their care, for 
 instruction and bringing up to any or all of said schools." 
 
 But the time for a full appreciation of this recommenda- 
 tion had not arrived, and it was rejected. In 1791, Presi- 
 dent Manning, of Brown University, as chairman of a com- 
 mittee to whom a petition of some citizens for the establish- 
 ment of public schools had been referred, drew up a report 
 recommending substantially what Gov. Bowen had proposed 
 twenty-four years before. This report was presented at a 
 town meeting, held August 1, and accepted, though it con- 
 tained an obnoxious clause which prevented any further action 
 being taken upon it.* 
 
 *This clause recommended that as the Friends then had a school of their own 
 in which their children were instructed ami would continue to he instructed, they 
 should he permitted to draw fro m the town treasury money to support their 
 school in proportion to the number of children attending it. 
 
12 HISTORY OF THE 
 
 Thus far the action of Providence had been local in its 
 character, viz. : to establish free schools within its own limits. 
 In 1798, ^a new era dawned upon the State. A movement 
 was commenced in Providence to expand the public school 
 idea, and accomplish for every town in Rhode Island what 
 had thus far been attempted in her principal capital. In 
 other words to establish, by legislative enactment, a State 
 Public School System. A leading man in this enterprise was 
 John Ilowland, who found himself ably sustained by earnest 
 men of various professions and occupations. Mr. Ilowland 
 was distinguished for sound judgment, far-reaching discern- 
 ment, skill in execution, and unconquerable persistence. His 
 position in the community gave him a strong influence with 
 the wealthy and with the laboring classes, and as the hostil- 
 ity to free schools was found largely among the latter, he was 
 able to do much to create a better sentiment among them. 
 In his place of business, in the street, and by the fire-side, 
 free public schools was made by him a topic of conversation. 
 He agitated the subject in town meeting, and in the Mechan- 
 ics' Association, then the most influential organization in 
 Providence. Under the direction of that Association, and in 
 its name, he wrote a memorial which was presented to the 
 General Assembly at its February session in East* Green- 
 wich, in 171)9, soliciting that honorable body " to make legal 
 provision for the establishment of free schools, sufficient to 
 educate all the children in the several towns throughout the 
 State."* The memorial was referred to a Committee, which 
 reported by bill at the June session the same year. The bill 
 was printed, and referred to the freemen for instruction. The 
 instructions given by the town of Providence to its represen- 
 tatives to vote for the bill, were written by Mr. Howland. 
 They set forth that "on the question of free schools all party 
 distinctions are broken down. Plere there can be no clashing 
 
 *Tho Representatives from Providence al this session of the General Assembly 
 were John smith, Tliomas r. Ives and David L. Barnes, all of whom were stead- 
 fast friends of public free schools. 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 13 
 
 of interests. On this subject one section of the State cannot 
 be opposed to another. Before this benevolent idea, every 
 partial, narrow motive of local policy must disappear."* At 
 the October session of the General Assembly the bill was 
 passed by the House of Representatives, but in the Senate it 
 was postponed until the session in February, 1800, when that 
 body concurred with the House, and a public free school law 
 became an established fact. This law continued in force 
 three years, when it was repealed. But in that three years 
 the tree of knowledge, thus legally planted, had struck deep 
 and spread wide its roots, and exhibited a vitality that bid 
 defiance to the destructive influence of mal-legislation."t 
 
 It seems surprising, at this late day, that a system for the 
 free education of all classes, should have been so soon abro- 
 gated. Yet, it is no more surprising than that, in 1S18, a 
 
 *It is worthy of record here that the repeal of the school law had no injurious 
 effect upon the schools in Providence, hut rather stimulated their friends to more 
 earnest endeavors in their behalf. The system was continued unchanged, except 
 by such improvements as time and experience suggested. From year to year 
 they increased in usefulness and in favor with the people. The firm position 
 taken by the friends of education in that town, and the success to which the 
 school system there voluntarily maintained, attained, attracted attention in every 
 part of the State, and did much to rally public sentiment by which the passage ol 
 the school law of 1828 was secured. In the subsequent efforts from that date to 
 1850 made to carry forward the work of education so as to meet the demands of 
 an increasing intelligence, the disinterested services of Francis Wayland, Samuel 
 W. Bridgham, Alexis Caswell, Alexander Duncan, John L. Hughes, William T. 
 Grinnell, William S. Patten, Ksek Aldrich, S. Augustus Arnold, J. P. K. Ilenshaw, 
 Seth Padelford, George Baker, William Gammed. Moses B. Ives, Thomas M. Bur- 
 gess, Edward R. Young, and the members of the School Committee generally, 
 were invaluable. Since 1850, the same spirit has prevailed, and it is safe to say 
 that the schools of Providence, in their several grades, are not elsewhere sur- 
 passed. The High School takes rank with the best in the country. 
 
 fThe rise and progress of the public schools in Providence forms one of the most 
 interesting chapters in the history of Education in Rhode Island. Those who wish 
 to learn more of its details than are here given may consult the Life of John How. 
 land, and Barnard's "Report and Documents relating to the Public Schools of 
 Rhode Island." In all his efforts in behalf of popular education Mr. Howland was 
 e neouraged by the support of Rev. Drs. Hitchcock, Maxcy, and Gano, Governor 
 William Jones, Richard Jackson, Jabez Bowen, James Burrill, Jr.. Amos M.At- 
 well, and other influential citizens of the town. 
 
14 HISTORY OF THE 
 
 proposition to establish primary schools in Boston, should 
 have been opposed, or than the indifference to educational 
 improvement that prevailed with the people of Massachusetts 
 as late as 1840. In a lecture delivered at Topsfield, in that 
 State, before the Essex County Teachers' Association, by the 
 late Horace Mann, then Secretary of the Board of Education, 
 he said: "In our own times, in such low estimation is this 
 highest of all causes held, that in these days of conventions 
 for all other objects of public interest, — when men go hun- 
 dreds of miles to attend railroad conventions, and cotton con- 
 ventions, and tobacco conventions, and when the delegates of 
 political conventions are sometimes counted, asXerxes counted 
 his army, by acres and square miles, — yet such has often been 
 the dispersive effect upon the public of announcing a common 
 school convention, and a lecture on education, that I have que- 
 ried in my own mind whether, in regard to two or three coun- 
 ties, at least, in our own State, it would not be advisable to alter 
 the law for quelling riots and mobs ; and, instead of summoning 
 sheriffs and armed magistrates and the posse comilatus for 
 their dispersion, to put them to flight by making proclamation 
 of a discourse on common schools." But this sharp sarcasm 
 of Mr. Mann had a wider application than he gave it. At 
 the time it was uttered a general apathy prevailed among the 
 people of the New England States, as it did among those of 
 all the other States in the Union, in regard to the condition 
 of public free school education, — an apathy that required the 
 utmost efforts of earnest workers to remove. 
 
 In 1844, more than seven thousand school houses in the 
 State of New York were destitute of suitable play grounds, 
 while nearly six thousand were unprovided with convenient 
 seats and desks, and in almost every other respect were unfit 
 for the uses for which they were erected.* 
 
 * The State Commissioner says, " nearly eight thousand were destitute of the 
 proper facilities for ventilation, and upwards oi si\ thousand without a privy of 
 any sort, "while of the remainder hut about one thousand [out of nine thousand 
 three hundred and sixty-eight] were, provided with privies containing 'different 
 apartments for male and female pupils! " 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 15 
 
 In 1847, a depreciation in the effectiveness of the schools in 
 many parts of Pennsylvania was reported. In New Jersey it 
 was declared that, to establish a Normal School, " would be 
 an infringement of the rightful liberty of the citizen," while 
 of Indiana it was said by one of her own sons, "We have 
 borrowed millions for the physical improvement of our State, 
 but we have not raised a dollar by advalorem taxation to cul- 
 tivate the minds of our children ! " * 
 
 These citations are not made for the purpose of covering 
 the deficiencies of Rhode Island by pointing out the defects 
 of sister States, but merely to show that an almost criminal 
 indifference to the education of the masses was universal, and 
 that the need of reformation in our own State was but a 
 sample of needs felt and acknowledged throughout the 
 country. 
 
 In 1843, public sentiment had so far advanced in the right 
 direction, that Governor Fenner was authorized by the Gen- 
 eral Assembly to appoint a State Agent, whose duty it 
 should be to use all legitimate means for promoting the 
 interests of education in every town in Rhode Island, and 
 thus aid in awakening a new enthusiasm, and in raising to a 
 higher level the standard of instruction. In the same year, 
 Hon. Henry Barnard, of Connecticut, was appointed to fill 
 this office, upon the duties of which he entered with charac- 
 teristic zeal. His time was constantly employed in visiting 
 the different towns in the State, delivering lectures, holding 
 educational meetings, editing an educational journal, estab- 
 lishing free libraries, and in other ways doing an almost 
 incredible amount of work. 
 
 During a lapse of nearly twentj'-eight years, the great mis- 
 take of the General Assembly of 1803, in repealing the 
 school law, was painfully apparent all over the State. 
 Every town had thereby been left to do what seemed right in 
 its own eyes — to make provision for schools or not — and in 
 all towns in which the popular mind had not been enlightened 
 
 * Address to the Legislature of Indiana, by one of the people, lS-iT. 
 
16 HISTORY OF THE 
 
 by the inculcation of generous views, and stimulated to action 
 by a strong sense of public duty, the means of education 
 were lamentably deficient.' Under this state of things, 
 "Proprietors Schools" took form, with a view of securing 
 for the young the education they were otherwise in danger of 
 losing. The proprietors school houses were built and owned 
 by a company of individuals who employed a teacher at their 
 own expense to educate their children. Others, not proprie- 
 tors, but having children, were permitted to send them to the 
 same schools, by paying a fixed sum for tuition. To both 
 classes, therefore, these were "pay schools." But this 
 arrangement, though conferring a benetit upon many who 
 otherwise would have become outcasts from the common- 
 wealth of letters, failed to answer the growing wants of the 
 State. In 1827, the friends of a wiser policy made a grand 
 effort for a change. That year, at the October session of the 
 General Assembly, a memorial was presented, asking for the 
 establishing of "a general system of education, extended at 
 the public expense, to all the citizens of the State." On the 
 basis of that memorial, plans for organizing a system of free 
 schools was brought before the General Assembly, by John 
 B. Waterman, of Warwick, Joseph L. Tillinghast, of Provi- 
 dence, and others, which were embodied in " An Act to es- 
 tablish Public Schools," and ably advocated at the January 
 session, 1828, by Messrs. Waterman, Tillinghast, Dixon, of 
 Westerly, and Potter, of South Kingstown. After a pro- 
 tracted discussion, the bill passed the house by a vote of 
 fifty-seven in the affirmative and two in the negative. It 
 passed the Senate, with a few amendments, without a dissent- 
 ing voice. The amendments were concurred in by the House, 
 and the foundation was thus a second time laid for a Public 
 School System in Rhode Island. 
 
 The law underwent various changes and modifications until 
 1844, when the "Agent of Public Schools" was directed to 
 prepare the draft of a school law, in which the various public 
 and special acts on the subject should be consolidated, and 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 17 
 
 such additional provisions engrafted as should be thought 
 necessary or desirable. This was done by Mr. Barnard with 
 great completeness. 
 
 To this Act, the late Hon. Wilkins Updike, then a member 
 of the House of Representatives, gave an earnest and pow- 
 erful support. In a highly effective speech, setting forth 
 "the wide-spread disaffection with the schools as they are," 
 and "the inefficient manner in which the system i» adminis- 
 tered," the dilapidated condition of school houses, the need 
 of better qualified teachers, and the duty of the State and of 
 the towns to do more than had been done for the support of 
 schools, he added : " We must elect capable men to the office 
 of school committees, and men of education and wealth 
 must consent to act as committees. These committees must 
 see that none but moral and qualified teachers are employed, 
 and that our young men and young women may qualify them- 
 selves to be teachers, let us contribute of our means as indi- 
 viduals to establish and maintain model schools and Normal 
 schools. Let us have our Rhode Island Institute of In- 
 struction, which shall meet in different parts of the State, 
 where teachers and the friends of education may come 
 together and discuss the great subject which concerns the 
 improvement of the public schools. Let us go round into dis- 
 tricts and point out to parents and to our fellow-citizens gen- 
 erally, existing defects, and all desirable and practical reme- 
 dies, in the management and government of these schools." 
 
 " But let us start right. Let us have an organization to begin 
 with, so that our efforts will not be thrown away, and our 
 money squandered as now. Let us have a law by which 
 good schools can be established if we can convince the peo- 
 ple that it is their interest to establish them. Let us have a 
 law by which none but qualified teachers shall be employed. 
 Let us have a law by which the enormous evil 
 and expense arising out of a constant change of school books 
 shall be remedied : and all new school houses erected after 
 
 judicious plans and directions Let us have an 
 
 3 
 
18 HISTORY OF THE 
 
 officer whose intelligence, experience, and constant oversight 
 shall give efficiency and uniformity to the administration of 
 the system — who shall go round among the schools, hold 
 meetings of teachers, parents and the friends of education, 
 break up the apathy which prevails in some parts of the State, 
 enlighten the ignorant, and direct the efforts of all to one 
 great and glorious end, the training of all the children, the 
 rich and the poor, in all sound and worthy practice. Let us 
 have a State pride on this subject. Let us aim to be, what I 
 am sure we can become, from our compact population, and 
 the comparative wealth of all our people, the educated and 
 
 educating State of this Union Let the census 
 
 of the United States, and above all, let peace in our own 
 borders, the security of property, the dignity and value of 
 labor, the cheerfulness and happiness of every fireside and 
 workshop in the State, proclaim, that there is not a child of 
 suitable age, who is not at school, or an inhabitant of the 
 State who cannot read or write, or who has not access to a 
 well-selected library of good books." 
 
 State Commissioner. 
 
 The Act thus advocated, was passed at the June session 
 of the General Assembly, 1844, to take effect in July, 1845. 
 By this Act, the office of Commissioner of Public Schools 
 was established, and with extended powers took the place of 
 the State agency. 
 
 Mr. Barnard had not been long engaged in a survey of the 
 State by which he was made familiar with the local hindrances 
 to the progress of his work, before he became sensible of the 
 need of an organization, embracing alike practical educators 
 and the friends of education, through which the people could 
 be more frequently reached than it would be possible for him 
 alone to do, and which at the same time by its moral support 
 would impart increased efficiency to his own endeavors. Out 
 of this need came the Rhode Island Institute of Instruc- 
 tion, whose history, in these pages, is briefly recorded. 
 
EHODE ISLAND INSTITUTE OF INSTRUCTION. 19 
 
 Formation of the Institute. 
 
 In the latter part of the year 1844, at the suggestion of 
 Mr. Barnard, Mr. Amos Perry, then Principal of the Sum- 
 mer Street Grammar School, in Providence, made arrange- 
 ments for a meeting of teachers and the friends of education 
 to be held in the City Council chamber, to consider the sub- 
 ject of organizing an association, whose object should be to 
 awaken among the people a broader and deeper interest in 
 public schools, and at the same time lend its support to Mr. 
 Barnard in his work as State Commissioner. The meeting 
 was held according to previous notice, at which Nathan 
 Bishop, Esq., Superintendent of Public Schools in Provi- 
 dence, presided. Twenty-five or thirty teachers, most of 
 them engaged in the public schools, and a few other persons 
 were present. Mr. Barnard being unable to attend in conse- 
 quence of severe indisposition, Mr. Perry explained the 
 object of the meeting, stating, in substance, Mr. Barnard's 
 views and wishes. After a free interchange of opinions, during 
 which several irentlemen manifested a want of faith in asso- 
 ciate action, a committee was appointed to consider the ex- 
 pediency of forming a State Educational Association, and to 
 take such measures for that object as they should deem expe- 
 dient. This committee consisted of John Kingsbury, Nathan 
 Bishop, Amos Perry, Henry Day, and John J. Stimson. 
 
 The representative character of the committee will be 
 noted. All of them were identified with the cause of educa- 
 tion. One member was at the head of a private school ; one 
 Superintendent of the Public Schools; one at the head of a 
 Grammar school ; one the senior teacher in the High school, 
 and one an influential member of the School Committee. The 
 several meetings of this committee were held in the office of 
 the Superintendent of Public Schools. After deliberately 
 considering the question, shall we have an Association? it 
 
20 HISTORY OF THE 
 
 was agreed that the enterprise should go forward, and the 
 foundation of the Institute was laid. " Thenceforward," says 
 one actively engaged in the preliminary movement, " there 
 was no discussion about the importance of combined or asso- 
 ciate action. It became a necessity. Obstacles and obstruc- 
 tions of whatever nature gradually disappeared. The officers 
 were selected, after a careful canvass, with a view to their 
 qualifications and usefulness. Friends whom we had never 
 known came forward and lent a helping hand. After a year 
 or two instead of witnessing the decline and death that had 
 been foretold, we had from the same lips a more hopeful pre- 
 diction. This time the Institute was to live and prosper a 
 hundred years. This sentiment uttered in a strain of elo- 
 quence in the First Baptist meeting-house was received with 
 applause by attentive listeners, and influences were thrown 
 in favor of such broad and manly action as tends to such a 
 result. 
 
 " The Association adopted the name of the eldest educa- 
 tional association of the country, with a view of indicating, 
 on a restricted scale, its general policy and mode of action. 
 The two associations were alike in their general outlines, 
 though different in their sphere of action. One belonged to 
 New England, or the nation, and the other to the little State 
 of Rhode Island. While teachers naturally took a leading 
 part in the deliberations of the Institute, all friends of educa- 
 tion without regard to profession or calling, w r ere invited to 
 co-operate for the common cause and to share the honors and 
 responsibilities of membership. Exclusiveness and elanish- 
 ness were foreign to its spirit and object. A free and cordial 
 intercourse between different classes and professions was in- 
 vited and encouraged, with a view to breaking down partition 
 walls and introducing life and lisrht to the dark chambers of 
 the mind. It was remarked by Mr. Barnard when the plan 
 of organization was under consideration, that education is 
 many-sided and is best promoted by a combination of influ- 
 ences from various sources." * 
 
 * Letter from Hon. Amos Perry to the author. 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 21 
 
 To the foregoing account :i few particulars may be added. 
 The adjourned meeting referred to was held in the State 
 House in Providence, January 21, 1845, when the committee 
 to whom the whole subject had been committed, made a re- 
 port which is here present d, as expressing the feelings and 
 convictions of those, earliest in the movement : 
 
 " Whatever doubt may exist in regard to the influences of popular edu- 
 cation, 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 this be done? is the only question 
 that admits of discussion. To this question only one rational answer can 
 be given — chiefly by public or common schools. 
 
 " Whatever inlluence 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 sup- 
 posed that these means are sufficient to educate a whole people. History 
 does not present a solitary example of a country or province, where edu- 
 cation has been universal, without some instrumentality analogous 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 emolu- 
 ments and privileges which superior knowledge confers, may, while the 
 many are toiling in agriculture or mechanic arts, rise to higher attain- 
 ments, and cause science and literature to take deeper root and to bring 
 forth mature fruits. Though such fruits might bi ing blessings with them, 
 the genius of our institutions requires rather the diffusion than the accu- 
 mulation 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 havh a fowl in his pot.' It should be the care of our country that every 
 child should be educated. 
 
 "Onr forefathers laid us under deep obligation, 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 cannot 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 -end its full st 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 knowl- 
 edge placed I before them ; the connection between crime and ignorance 
 
22 HISTORY OF THE 
 
 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 ex- 
 posed, 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." 
 
 This report, after being discussed, was referred to a com- 
 mittee of which Mr. Barnard was chairman, with instructions 
 to present a constitution at an adjourned meeting. This 
 meeting at which Hon. Wilkins Updike, of South Kingstown, 
 presided, was held in Westminster Hall on the evening of 
 January 25, 1845, when the constitution, prepared by Mr. 
 Barnard, was reported and adopted. At an adjourned meet- 
 ing held in the Vestry of the First Baptist Church, on the 
 28th of January, the organization of the Institute was com- 
 pleted by the choice of the following officers : . 
 
 President, - John Kingsbury, Providence. 
 
 Vice Presidents, - - - Wilkins Updike, South Kingstown. 
 
 Ariel Ballou, Woonsoeket. 
 
 Corresponding Secretary, - - Nathan Bishop, Providence. 
 
 Recording Secretary, - - Joshua D. Giddings, Providence. 
 
 Treasurer, - Thos. C. Hartshorn, Providence. 
 
 Directors, ... William Gammell, Providence, 
 
 Amos Peiirv, Providence, 
 Caleb Faknum, Providence, 
 Joseph T. Sisson, North Pro\ idence, 
 J. T. IIakknkss, Smithlield. 
 J. B. Tali.man, Cumberland, 
 L. W. Ballou, Cumberland, 
 
 J. S. TOURTELLOTT, Gloeestcr. 
 
 Samuel Greene, Smithlield. 
 
 During the first year of the Institute, spirited meetings 
 under its auspices were held in Providence, Newport, Bristol, 
 Warren, Woonsoeket, East Greenwich, Valley Falls, Che- 
 patehet, Olneyville, Seituate, Fruit Hill, Pawtuxet, Foster, 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 23 
 
 and Kingston. At these meetings the following topics 
 were discussed : 
 
 " How parents can cooperate with teachers. 1 ' 
 
 "The value of a sound public opinion on the subject of education." 
 
 " That ihe whole community, and not a part, should be educated." 
 
 "Methods of disciplining and managing schools." 
 
 " The necessity of a graduation of schools." 
 
 " Methods of securing good teachers." 
 
 "Public schools the only available method of educating the entire com- 
 munity." 
 
 " Importance of educating the young morally as well :is intellectually." 
 
 "Methods of teaching reading." 
 
 "Methods of teaching spelling." 
 
 " Music as a branch of education in schools." 
 
 " That a State, in order to make the most of its resources, must know 
 how to use them." 
 
 " That a State will increase in wealth in proportion to the intelligence 
 of its population." 
 
 The programme of the Teachers' Institute held in 1847, 
 under the general supervision of the State Commissioner, in- 
 dieates the practical character of those meetings, and is a fair 
 sample of the work engaged in during the earlier years of 
 struggle for a higher educational life. It is as follows : 
 
 " 1 . A review of the studies usually taught in the public schools of this 
 State, with exemplifications of the best method of instruction in each 
 branch, and with special attention to such difficulties as any member of 
 the Institute may have encountered in teaching the same. 
 
 "2. Familiar lectures and discussions among the members, on the or- 
 ganization of schools, the classification of pupils, and the theory and prac- 
 tice of teaching. 
 
 " Public lectures and discussions in the evening, on topics calculated 
 to interest parents and the community generally, in the subject of educa- 
 tion, and the organization, administration, and improvement of schools." 
 
 Every teacher was requested to communicate a list of such 
 topics as he wished to have considered at the session of the 
 Institute which he proposed to attend, — to be provided with 
 
24 HISTORY OF THE 
 
 a Bible or Testament, a slate and pencil, with pen and ink or 
 lead pencil, and a blank or common-place book in which to 
 enter notes, and also with the reading book used by the first 
 class in the town where he taught, or proposed to teach. By 
 this method the meetings of the Institute became, in large 
 degree, mutual improvement seasons. 
 
 The topics presented and discussed brought out the best 
 thoughts of practical teachers. Their mutual experiences in 
 the school district and in the school-room, related in a free and 
 unstudied conversation, became a valuable treasure to each ; 
 and as they returned to their daily duties, they felt that they 
 had not only been refreshed by the social enjoyments of these 
 occasions, but had found new helps to future success in their 
 vocation. 
 
 At the first annual meeting, held in Providence, January 
 15, 184 G, the President, in a brief review of the year, said : 
 
 "Through this Association, and county societies of a similar nature, 
 avast amount of voluntary labor, in this cause, has been performed; 
 and, apparently, a very deep public interest h:is been created. By these 
 means, united with legislative action, a train of measures has been put 
 in motion which already indicate a great improvement in the public 
 mind— a train, which, if not prematurely interrupted, will ultimately, 
 and at no distant period, raise the public schools of this State to the 
 highest rank among the means of popular education. It is not too much 
 to say, that probably no State in the Union has made greater progress in 
 
 the same space of time .1 venture to predict that if the 
 
 friends of education, as they have hitherto done, shun all partizan and 
 sectarian alliances, those who choose to throw themselves as impedi- 
 ments in the way of this cause, will wage a war which will recoil upon 
 their own heads. Let us, then, go forward with steady courage and cheer- 
 ful hearts. Let us manifest activity, decision and energy; but let them 
 all be guided by that wisdom which selects the best means for the attain- 
 ment of given ends.'" 
 
 The second annual meeting, held at. the State House in 
 Providence, January 7th, 1S4 7, was numerously attended by 
 the friends of education from all parts of the State. It was 
 a goodly company of large hearted and disinterested workers. 
 President Kingsbury was in the chair to congratulate the 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 25 
 
 Association on the success that had thus far attended the 
 educational enterprise in the State, and to urge " continued 
 action and zeal by which the noble objects in view might be 
 achieved." Dr. Wayland was there to advocate the establish- 
 ing of district school libraries throughout the State, as was 
 Commissioner Barnard to designate the amount of money 
 necessary to procure them, and to suggest the manner of 
 raising it. William S. Baker, the devoted agent of the In- 
 stitute and helpful coadjutor of the State Commissioner, 
 was there, to tell of the old school houses that had been reno- 
 vated, the new school houses that had been erected, the spirit 
 of inquiry that had been awakened, and the active movements 
 every where visible in the State. Rev. Mr. Vail, of Westerly, 
 Judge Whipple, of Coventry, Dr. Ballon, of Cumberland, 
 and Mr. George Manchester, of Portsmouth, were there, to 
 testify to the happy results of the educational movement in 
 their respective towns. Hon. William Hunter, of Newport, 
 was there, to relate school reminiscences of his early days, 
 and to draw a favorable contrast between 1797 and 1847; 
 and Superintendent Bishop was there, to show how much the 
 enlightened efforts of Rhode Island were appreciated abroad. 
 
 Mr. Amos Perry, in behalf of the Executive Committee, 
 presented an able report, comprising a resume of the work of 
 the year. It exhibited practical views of Teachers' Institutes 
 and ol the importance of a Normal School. It took elevated 
 ground touching teaching as a profession. It affirmed that 
 "the best talents of the community should be enlisted in the 
 profession of the teacher, and with them should be associated 
 those accomplishments and attractions which give power and 
 influence over mind and character." It closed with an earnest 
 invitation to "the citizens of the State to continue to co-ope- 
 rate in promoting the prosperity of that cause which under- 
 lies all the great interests of the State, and is the foundation 
 and pillar upon which rests the broad fabric of our republican 
 institutions — the intelligence and virtue of the people." 
 
 A memorial to the legislature was reported and adopted, 
 4 
 
26 HISTORY OF THE 
 
 asking an appropriation for the purchase of volumes of the 
 " Journal of the Rhode Island institute of Instruction," to be 
 placed in the several districts of the State. 
 
 The third annual meeting of the Institute, held in the same 
 place on the evening of January 24th, 1848, was a session of 
 no less interest and profit, though more thinly attended on 
 account of strong attractions elsewhere. A valuable and 
 suggestive report was made in behalf of the Executive Com- 
 mittee, by Mr. Caleb Farnum, and earnest addresses were 
 made by Messrs. William Gammcll, Joseph T. Sisson, Henry 
 Barnard, "Nathan Bishop and Wilkins Updike. A communi- 
 cation from Rev. Mr. Vail, of Westerly, was also read, 
 giving "a cheering account, of the cause of education in his 
 vicinity." One thousand dollars had been recently raised in 
 that town for the establishment of a Library. 
 
 "Mr. Updike illustrated the progress of education in this State. He 
 could speak from an extensive observation. He knew the 'District 
 School as it was," in Rhode Island. He had known some of its teachers, 
 men who were employed without the slightest regard to their qualifica- 
 tions :is educators. He had known those employed in the sacred office 
 of teacher for the very reason that they were unlit for anything else. 
 They were too stupid, shiftless, and feeble in body and mind to earn their 
 bread in the ordinary way, and hence were employed to teach school, 
 lie had known a man, an instructor of youth, whose word upon oath was 
 not to be respected in one of our civil courts. Such teachers, he rejoiced 
 to say, could not now be found in our schools. A different policy pre- 
 vails. Teaching is now regarded as a profession, second to none in im- 
 portance. Those who enter it have to undergo a rigid examination. 
 They must have a good knowledge 1 of the branches in which they are to 
 instruct. They must possess a good moral character. They must adopt 
 improved methods of instruction and discipline. They must devote their 
 time and their efforts to their schools. The people of Rhode Island no 
 longer seek the cheapest, but the best men, to train and instruct their 
 children." 
 
 An adjourned meeting of the Institute was held in West- 
 minster Hall, Providence, the week following, (January 25th,) 
 which was addressed at length by Mr. Barnard, who gave a 
 detailed statement of the efforts that had been put forth during 
 the previous four years for the improvement of the public 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 27 
 
 schools. New schools h;ul been established, new school 
 houses erected,* and the average amount of school attend- 
 ance greatly increased. 
 
 In concluding his remarks, "Mr. Barnard said : 
 
 " Rut let no Rhode Islander forget the immense fund of talent winch 
 has slumbered in unconsciousness, or been only half developed, in the 
 country towns of this State by reason of the defective provision for general 
 education. Let the past four years be the first years of a new- era — an 
 era in which education, universal education, the complete and thorough 
 education of every child born or living in the State, shall be realized. 
 Let the problem be solved — how much waste by vice and crime can bo 
 prevented, how much the productive power of the State can be augmented, 
 how far happy homes can be multiplied, by the right cultivation of the 
 moral nature, and the proportionate development of the intellectual fac- 
 ulties of every child;— how much more, and how much better, the hand 
 can work when directed by an intelligent mind; how inventions for 
 abridging labor can be multiplied by cultivated and active thought; in 
 fine, how a State of one hunched and fifty thousand people can be made 
 equal to a State of ten times that number; Cjin be made truly an empire 
 State, ruling by the supremacy of mind and moral sentiments. All this 
 can be accomplished by filling the State with educated mothers, well 
 qualified teachers, am] good books, and bringing these mighty agencies to 
 bear directly and under the most favorable circumstances upon every 
 child and every adult Educate well, if you can educate only 
 
 * In his Report for 1848, Mr. Barnard said: "To Mr. Thomas A. Tefft, of Provi- 
 dence, much credit is due for the taste lie lias displayed in the designs furnished 
 by him, and for theelevations which he drew for plans furnished or suggested by 
 the Commissioner. He should not, however, be held responsible for the altera- 
 tions made in his plans by the committees and carpenters having charge of the 
 erections of the buildings after plans furnished by him." 
 
 School houses, after Mr. Tefffc's designs, were erected in Westerly, Allendale, 
 Barrington, Warren, Centreville and Providence. The latter is the house built 
 on Benefit street for the Young Ladies' School, for many years kept by Hon. John 
 Kingsbury,' and now under the charge of Rev. •). C. Stockbridge, D. I). Mr. Tefft 
 was a native of Richmond, and commenced his career as a school teacher at the 
 early age of 17 years. He came to Providence and studied architecture with Tall- 
 man & Bucklin. He entered Brown University and graduated with the Degr >i 
 
 B. P. He subsequently visited Europe, and acquainted himself with the various 
 styles of architecture in England, Scotland, France, Lombardy, Italy ami Russia. 
 While abroad, he perfected asystem of Universal Currency, which in its main 
 features was adopted, though without acknowledgment, by a conference repre 
 sentJing nineteen nations, held at Paris in 1S67. Mr. Tefft died al Florence, De- 
 cember 12, L859, after a Short illne>s, in the 34th year of his age. 
 
28 HISTORY OF THE 
 
 one sex, the female children, so that every home shall have an educated 
 mother. Bring the mighty stimulus of the living voice and well matured 
 thought on great moral, scientific, literary and practical topics, to bear 
 on the whole community so far as it can be gathered together to listen to 
 popular lectures. Introduce into every town and every family the great 
 and the good of all past time, of this and other countries by means of 
 public libraries of well selected books. And above all, provide for the 
 professional training, the permanent employment, and reasonable com- 
 pensation of teachers, — and especially of female teachers, for upon their 
 agency in popular education must we rely for a higher style of manners, 
 morals and intellectual culture." 
 
 Sentiments like these can never become obsolete. 
 
 The meeting was also addressed by Messrs. William Gam- 
 mell, Osgood and Bishop. 
 
 In 18f)6, Mr. Kingsbury declined re-election as President 
 of the Institute, an office he had held eleven years with great 
 acceptance. These were years of vast importance in the his- 
 tory of the Institute. It was the formative period in the 
 new educational dispensation, and its industry in molding 
 chaotic elements into seemly form was well rewarded. Old 
 errors were brought to light and exploded, new methods 
 were brought forward and established, and a broad, solid 
 foundation was laid, upon which to build a system such as 
 the progress of the age and the needs of the State demanded. 
 Mr. Kingsbury's mature experience as the Principal of a 
 flourishing School for Young Ladies, his extensive acquaint- 
 ance with the leading educators of the time, whose assistance 
 as lecturers he was able to command, his thoiough under- 
 standing of the philosophy of education, together with the 
 confidence reposed in his sound judgment, eminently quali- 
 fied him to give effective direction to the operations of the 
 Institute, and his labors to that end were untiring. To his 
 forecast and active interest the Association is indebted for a 
 fund from the income of which a portion of its annual ex- 
 penses is defrayed. 
 
 On retiring from a position that had been marked by great 
 industry and success, the appreciation of Mr. Kingsbury's 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 29 
 
 services by the Institute was expressed in the following reso- 
 lution, unanimously adopted : 
 
 " Resolved, That the thanks of this Institute are hereby given to Mr. 
 John Kingsbury for his long, very able and very faithful services as its 
 first President, and that we heartily congratulate him on the success of 
 his efforts in behalf of our Association, and in the great cause of educa- 
 tion, to which the earnest labors of his life have been so efficiently de- 
 voted." 
 
 Professor Samuel S. Greene, of Brown University, was 
 elected to till the office vacated by Mr. Kingsbury, and held 
 it four years. During this time he brought many valuable 
 influences to the support of the Institute. He labored earn- 
 estly to establish the Normal School on a solid foundation, 
 and to elevate the standard of education, by lectures, addresses,, 
 and the stimulus of personal communication with individuals 
 interested in the cause. In this work he was vigorously 
 assisted by Mr. Dana P. Colbourn, whose sudden death by 
 casualty in 1855, awakened sadness throughout Rhode Island,, 
 where he was well known and highly esteemed, as it did in 
 the wide circle of friends in other States. Professor Greene 
 retired from the presidency of the Institute in 1860. The 
 successive incumbents to January, 1874, have been John J.. 
 Ladd, William A. Mowry, Thomas W. Bicknell, Noble W. 
 DeMunn, James T. Edwards, Albert J. Manchester, and 
 Merrick Lyon.* The distinguishing features of these respective 
 administrations will be seen in the synopsis of meetings given 
 in subsequent pages. Under each president the Institute has 
 continued to prosper. Its value as an educational agent was 
 never more highly estimated than at present. 
 
 The educational condition of the State in 1844, as relates 
 to school houses, length of school terms, attendance, etc., is 
 fairly exhibited by the following statements derived from offi- 
 cial sources : 
 
 * Mr. Isaac F. Ciuly, an experienced educator, succeeded Mr. Lyon as President, 
 January, 1874. 
 
30 
 
 HISTORY OF THE 
 
 "As the schools were then organized, four hundred and five school 
 houses were required, whereas but three hundred and twelve were pro- 
 vided. Of these twenty-nine were owned by towns in their corporate 
 capacity; one hundred and forty-seven by proprietors; and one hundred 
 and forty-five by school districts. Of two hundred and eighty houses 
 from which full returns were received, including those in Providence, 
 twenty-five were in very good repair; sixty-two were in ordinary repair; 
 and eighty-six were pronounced totally unfit for school purposes; sixty- 
 five were located in the public; highway, and one hundred and eighty 
 directly on the line of the road, without any yard or outbuildings 
 attached ; and but twenty-one had a play ground enclosed. In over two 
 hundred school rooms the average height was less than eight feet, with- 
 out any opening in the ceiling, or other effectual means for ventilation ; 
 the seats and desks were calculated for more than two pupils, arranged 
 on two or three sides of the room, and in most instances, where the re- 
 sult of actual measurement was given, the highest seats were over 
 eighteen inches from the floor, and the lowest, except in twenty-five 
 schools, were over fourteen inches for the youngest pupils, and these 
 seats were unprovided with backs. Two hundred and seventy schools 
 were unfurnished with a clock, blackboard, or thermometer, and only five 
 were provided with a scraper and mat for the feet." 
 
 These houses were badly lighted, poorly ventilated, and 
 imperfectly warmed. There were no hooks and shelves for 
 garments and hats: no well, sink, basin and towels to secure 
 cleanliness; no places of letiiement for children of either 
 sex; and around the houses no verdure, trees, shrubbery and 
 flowers for the eye. 
 
 "In some districts an apartment in an old shop or dwelling house was 
 fitted up as a school room ; and in eleven towns, the school houses, such 
 as they were, were owned by proprietors, to whom in many instances, 
 the districts paid in rent a larger amount than would have been the inter- 
 est on the cost of a new and commodious school house. 11 
 
 "The whole number of persons over four and under sixteen years of 
 age, the ordinary but not exclusive subjects of school education, in the 
 different towns in the State, including the.city of Providence, was about 
 thirty thousand. 
 
 " The whole number of persons of all ages who attended any school, 
 public or private, any portion of the year, was twenty-four thousand. 01' 
 this number, twenty -one thous-md were enrolled as attending the public 
 schools, and three thousand as receiving instruction at home, or in pri- 
 vate schools, of different grades, at periods of the year when the public 
 schools were open. At other periods of the year the number attending 
 private schools, taught by teachers of public schools, was much larger. 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 31 
 
 "Of the twenty-one thousand connected with the public schools during 
 the year, eighteen thousand only were between the ages of four and six- 
 teen years. One-third of the whole number enrolled, attended school so 
 irregularly, that the average attendance of children of all ages in the 
 public schools, did not exceed thirteen thousand five hundred, or less 
 than one-half of all the children of a proper school age. The number 
 who attended school during the whole year, allowing for vacations of 
 ordinary length, did not exceed five thousand, including scholars in pri- 
 mary schools, while more than six thousand, on an average, did not 
 attend a public school three months in the year. Less than half the 
 whole number of scholars were girls. Of the scholars over sixteen years 
 of age, the proportion of boys to the girls was as five to one. Of the 
 scholars over ten years of age, the number of boys were to the girls as 
 four to one. 
 
 "The average length of schools in twenty-seven towns, was about four 
 months. In two hundred and fifty-five school districts, there was but one 
 session of less than four months in the year, leaving a vacation of eight 
 months. In one hundred and sixty-six districts the public schools were 
 open but nine weeks in the year. Upwards of six thousand scholars 
 attended public school less than three months; Avhile less than two thou- 
 sand children, excluding the scholars in the public schools of Provi- 
 dence, and of those districts where the public schools were kept through 
 the year, attended eight months in the year. The general standard of 
 attainment with scholars over eight years old, in most of the schools 
 visited, was at least three years below what it should have been, if the 
 same scholars hail commenced going to school when they were five years 
 of age. 
 
 " In ninety six districts, comprising in the aggregate three thousand 
 eight hundred pupils, less than one thousand were present during the first 
 week, ami more than that number did not join until after the close of the 
 third week of the term. In the same district, four hundred and sixty 
 left school three weeks before the term closed. The average length of 
 the school term in these districts, was thirteen weeks. But not only was 
 the nominal length of the school term curtailed in this way, but a portion 
 was clipped both from the opening and close of every day's sessions " 
 
 Add to till this the hick of tt uniform system of classifica- 
 tion, the disregard by pupils of punctuality at the opening of 
 the daily sessions, irregularity in attendance amounting to 
 full one-third of till beloustfnff. the °:reat variety of books 
 used, the crowding of pupils of all ages, capacities, and de- 
 grees of advancement into one room, barren of furniture 
 appropriate to either, with ti wide-spread indifference, if not 
 positive hostility to change, and the reader will have a clear 
 
32 HISTORY OF THE 
 
 idea of the condition and needs of the schools of Rhode 
 Island when the State Commissioner commenced the work of 
 improvement. 
 
 In 184"), the Institute appointed Mr. William S. Baker, of 
 South Kingstown, to act as its agent to carry forward the 
 work and promote the objects it had in view. Mr. Baker's 
 experience as a teacher, his singleness* of purpose, and his 
 devotion to the cause of popular education, qualified him pre- 
 eminently for the service assigned him. He entered heartily 
 into the work, and became an invaluable coadjutor of the 
 State Commissioner. Under the direction of a committee of 
 the Institute, he traveled from town to town ; conversed with 
 the people in their homes, in the field, and in the workshop ; 
 visited the schools ; held meetings of the parents ; and in 
 every other practicable mode endeavored to awaken an inter- 
 est in educational improvement. The services he rendered 
 were of immense advantage, and his name will ever be held 
 in honor, as one identified with the public school movement 
 embraced in the period of which we are now speaking. 
 
 Mr. Barnard continued actively engaged in the duties of 
 his office until 1849, when enfeebled health caused him to 
 tender his resignation. Unable to write out his final report 
 at the time, he was invited by the legislature to make an 
 oral communication to the two houses in joint convention, on 
 the condition and improvement of the public schools. This 
 address, of two hours duration, fervid and heartfelt in utter- 
 ance, commanded the undivided attention of the audience, and 
 the views and facts presented made a deep impression. Both 
 branches of the General Assembly united in a vote of thanks 
 to Mr. Barnard for the able, faithful and judicious manner in 
 which for five years he had fulfilled the duties of Commis- 
 sioner of Public Schools in the State of Rhode Island. The 
 teachers of the State, through a committee appointed for the 
 purpose, presented him with a silver pitcher, as a testimonial 
 of their respect and friendship, and of their appreciation of 
 his services in the cause of education.* At the request of a 
 
 * This committee consisted of Robert Allyn, Jenks Mowry, Solomon P.Wells, 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 33 
 
 committee of citizens from different parts of the State, Mr. 
 Barnard sat for his portrait, which was painted by Lincoln, 
 of Providence, and presented to the Rhode Island Historical 
 Society. 
 
 During the five years of service by Mr. Barnard, more 
 than eleven hundred meetings were held, expressly to discuss 
 topics connected with the public schools, at which upwards 
 of fifteen hundred addresses were delivered. One hundred and 
 fifty of these meetings continued through the day and even- 
 ing ; upwards of one hundred through two evenings and a day ; 
 fifty through two days and three evenings ; and twelve, 
 including Teachers' Institutes, through the entire week. In 
 addition to this class of meetings and addresses, upwards of 
 
 Fanny J. Burgos. Jane Fifield, Sylvester Patterson, and George W. Dodge. In the 
 letter accompanying this gift the committee say : 
 
 " Of the extent of your labors in preparing the way for a thorough re-organiza- 
 tion of our system of public schools, and in encountering successfully the many 
 difficulties incident to the working of a new system, few of us can probably be 
 aware. But we can speak from a personal knowledge of the value of the Teachers' 
 Institutes which have from time to time been held by your appointment, and pro- 
 vided (too often, we fear, at your expense) with skillful and experienced instruc- 
 tors., and practical lecturers; and of the many books and pamphlets on educa- 
 tion and teaching, which you have scattered broadcast over the State. 
 
 " We can speak, too, of what the teachers of the State know from daily observa- 
 tion,— many of them from happy experience,— of the great change.— nay, revolu- 
 tion, — which you have wrought in our school architecture; by which old, dilapi- 
 dated, and unsightly district school houses have given way for the many new, 
 attractive, commodious and healthy edifices which now adorn our hills and val- 
 leys. We have seen, too, ami felt the benefits of the more numerous and regular 
 attendance of scholars, of the uniformity of text-books, the more vigilant super- 
 vision of school committees, and the more lively and intelligent interesl and co- 
 operation of parents in our labors, which have been brought about mainly by 
 your efforts. 
 
 " The fruits of your labors may also be seen in the courses of popular lectures 
 which are now being held, ami in the well-selected town, village and district libra- 
 ries, which you have assisted in establishing, and which an- already scattering 
 their life-giving influence through our beloved state. In the consciousness of 
 having been the main instrumentality in effecting these changes, forwhich the 
 generations ye't unborn will bless your memory, you have \ our own besl reward. 
 .... May your future course he as honorable to yourself, as the past has been 
 useful to the children and youth Of Rhode Island." 
 
34 HISTORY OF THE 
 
 two hundred meetings of teachers and parents wore held for 
 lectures and discussions on improved methods of teaching, 
 and for public exhibitions or examinations of schools. 
 Besides these various meetings, experienced teachers were 
 employed to visit particular towns and sections of the State, 
 and converse freely with parents, on the condition and im- 
 provement of the public schools. By these agencies a meet- 
 ing was held within three miles of every home in Rhode 
 Island. In addition to all this, more than sixteen thousand 
 educational pamphlets and tracts were distributed gratuitously 
 through the State: "and one year not an almanac was sold 
 in Rhode Island without at least sixteen pages of educational 
 reading attached." This statement does not. include the official 
 documents published by the State, nor the Journal of the 
 Institute, nor upwards of twelve hundred bound volumes on 
 schools and school systems, and the theory and practice of 
 teaching, purchased by teachers, or added to public and pri- 
 vate libraries.* 
 
 These years of faithful service had left their impress on the 
 State. They had been years of progress, and the sun on the 
 dial of their record could not go back. On retiring from a field 
 so industriously cultivated, Mr. Barnard had the satisfaction of 
 seeing marked improvement in school houses, in methods of 
 teaching, and in the. tone of the public mind touching the 
 duties of parents, and the relation of intellectual culture to 
 the social and material prosperity of the State. 
 
 It would be interesting to trace in those pages the progres- 
 sive steps by which, from 1848 the public schools of Rhode 
 Island have advanced to their present standing ; but for all pur- 
 poses of comparison some statistics drawn from the State 
 Commissioner's reports for 1872 and 1373 will suffice. 
 
 In 1872 the whole number of public summer schools in the 
 
 • Before Mr. Barnardlefl the state, a library of at least live hundred volumes 
 had been secured for twenty nine out ot the thirty-two towns. The firsl districl 
 library established during his official connection wit!) the Mate was at Ports- 
 mouth. 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. OD 
 
 State was 687 ; winter schools, 727; pupils in the summer 
 schools, 26,912; winter schools, 28,702. Within that year 
 il is believed not less than 34,000 different pupils enjoyed the 
 benefit of public school instruction. The number of male 
 teachers employed in summer was 93 : in winter, 177 ; fe- 
 male teachers in summer, 616; in winter, ,079. The amount 
 expended for teachers and school houses was $465,623.63, 
 being an advance of $410,570.63 on the record of 1844. 
 Indeed, the city of Providence expended in 1872, for the 
 support of its schools, $155,000, exclusive of $40,000 ex- 
 pended on school houses, approximating to nearly three times 
 the sum appropriated thirty years ago for the support of all 
 the public schools in the State. 
 
 In 1873, the number of public schools in the State was 
 719. Expenditures for school purposes, including salaries of 
 teachers, $602,812.28. Number of male teachers, 172; fe- 
 male. .385. The number of pupils registered in the fall 
 schools, 24,905 : winter schools, 28,525 ; spring schools, 
 21,919. Number of pupils registered for the entire year, 
 3 ,448. Percentage of attendance in summer schools, 82 ; 
 fall schools, 81; winter schools, 79; spring schools, 82. 
 Percentage of attendance during the year, 81. Estimated 
 number of children in private and Catholic schools, 8,000; 
 instructed at home, 1,000 ; instructed at public and private 
 day schools, or, instructed at home, 38,500.* 
 
 In 1873, Providence expended for school purposes, $267,- 
 597.25, or $72,597.25 more than was expended in 1872. Of 
 this sum, $146,656.13 were paid for teachers* salaries. The 
 school returns for the same year show the average monthly 
 salary paid male teachers in the State to have been $75.72 ; 
 the average salary per school year, $677.69. The average 
 salary of female teachers, per month, was s 1 1.97 ; the average 
 salary per year, $375.63. The highest salaries were, and 
 continued to be, paid in Providence. These statistics exhibit 
 a commendable advance upon former years, though the com- 
 
 • State Commissioner's Report for L87S. 
 
36 IIISTOKY OF THE 
 
 pcnsation for competent services is still less than it should 
 be. The school year of Rhode Island, counting the weeks of 
 actual teaching, is now the longest of any State in New 
 England. That the influence of the Institute has largely 
 aided in producing these results, there can he no doubt. 
 
 On a preceding page, under consecutive date, it should 
 have been stated that, in 1839, Mr. Nathan Bishop, then a 
 tutor in Brown University, was appointed Superintendent 
 of Public Schools in Providence 1 . The idea of this office 
 originated with Mr. John L. Hughes and Mr. Simon Henry 
 Greene, the former being a member of the school committee, 
 and both members of the Common Council of that city. Its 
 recommendation for adoption was presented to the council in 
 the report of a committee of which Mr. Hughes was chair- 
 man, and to whom the subject of reorganizing the school 
 system of the city had been committed. The report bears 
 date September 25, 1837, and is signed by the chairman, 
 Stephen T. Olney, Henry Anthony, Amherst Everett, Seth 
 Padelford, and James E. Butts. The recommendation grew 
 out of private conversations between Mr. Hughes* and Mr. 
 Greene, who heartily co-operated in all measures for advanc- 
 ing the interests of the schools ; and the advantages derived 
 from incorporating this office into the revised system of edu- 
 cation became at an early day so obvious, that the example was 
 soon followed by Boston, and in successive years by the cities 
 of other States in the Union. In Rhode Island every town 
 is now, under authority of statute law, provided with a school 
 superintendent. "The practical value of this important 
 school officer to each town, has proved the wisdom of the 
 law creatine.' the office." t 
 
 * Mr. Hughes was a son of Major Thomas Hughes, a brave and highly esteemed 
 officer of the lie volution. He gave a hearty supporl to the cause of public educa- 
 tion, and the inclusion of a High School in the plan of public- instruction in Provi- 
 dence, in 1838, was largely due to his exertions. 
 
 f State Commissioner's Report, 1873. 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 37 
 
 Mr. Barnard's Successors. 
 
 On the retirement of Mr. Barnard from the offiee of State 
 School Commissioner, Hon. Elisha R. Potter, of Kingston, 
 was appointed his successor. His extensive acquaintance 
 throughout the State ensured him ready access to many per- 
 sons of influence, whose co-operation was desirable, while 
 his legal knowledge qualified him to decide promptly all 
 questions brought to his attention on appeal. 
 
 One of the most useful services rendered to the schools 
 by Mr. Potter consisted in making the law relating to them 
 familiar to the people. It was almost entirely a new system. 
 True, there were districts before, but the change was very 
 great. The powers of districts and of school officers were 
 very much increased and attempted to be defined. It was 
 the introduction of a great deal of new machinery, of course 
 involving considerable friction. The largest portion of 
 the remarks intended to elucidate the law, and the forms to 
 facilitate the business of officers under it, had been prepared 
 by Mr. Potter before that, and without doubt his exertions 
 resulted in preventing, by anticipation, much of the ill-feel- 
 ing which would have ended in law-suits, and which when 
 once excited in a district, would have retarded the progress 
 of the schools for years.* 
 
 Another feature of Mr. Potter's administration was a 
 movement to awaken a ta^te for the study of Natural History 
 in the higher grades of schools, a study in which few at that 
 
 * At the January session of the General Assembly, 1873, a committee consisting of 
 Hon. Elisha R. Potter, Associate Justice of the Supreme Court. Hon. Thomas W. 
 Bicknell, State Commissioner of Public Schools, ami Hon. Joshua M. Addeman, 
 Secretary of State, was appointed to cause to be printed a Manual containing the 
 school laws of Rhode Island, for the use of school committees, trustees of school 
 districts, and other officers or persons concerned in the administration of public 
 schools. It makes a neat volume of 2S4 pages., and will be found very convenient 
 or reference. 
 
38 HISTORY Or THE 
 
 time were interested. For this purpose he made engage- 
 ments with Professor Benoit Jaeger, an eminent naturalist, 
 to deliver lectures before Teachers' Institutes, held in different 
 parts of the State. Professor Jaeger was an accomplished 
 scholar, and by extensive travels, and scientific research, was 
 thoroughly qualified for the duty assigned him* while his 
 enthusiasm and fund of illustrative anecdotes, imparted to 
 his lectures a charm which gained for him, whenever he 
 spoke, a numerous and attentive audience. To these labors 
 may be attributed much of the interest in Natural History 
 since manifested in Rhode Island.* 
 
 In his final report to the General Assembly, January, 1854, 
 Mr. Potter recommended the establishing of a Board OF 
 Education, as a means of "concentrating the efforts and 
 exertions of those who would be disposed to take an active 
 part in promoting the cause of education." He also submit- 
 ted a bill for that purpose, but for reasons unnecessary to 
 
 * Professor Jaegar was a unlive of Austria, and of noble parentage. He was 
 born in Vienna, and after graduating atthe University of that city, entered the 
 service of tlir Emperor Alexander of Russia, as Naturalist and lecturer in the 
 University of St. Petersburg. After the decease ofthat monarch, he, by direction 
 of the Czar Nicholas, explored the Crimea, a region then but little known, anil to 
 which he gave the name of Trans Caucasia. His report on the natural riches of 
 that country was published at Leipsic in L830. lie subsequently explored St. 
 Domingo. On retiring from the imperial service he came to the United states, 
 and was for nine years Professor of Natural History ami Modern Languages in 
 Princeton College. Winn a National Scientific Institution, to be established in 
 Washington, was projected, he was offeredand accepted a Professorship in his 
 favorite departments of Zoology, Entomology and Botany, bul the Smithson 
 bequest led to an abandonment of the original scheme, and alWr a residence of 
 several years al Alexandria, Va., he became interested in a private Academy in 
 New Jersey, and afterwards opened a Polytechnic School on Staten Island, N. Y. 
 This institution failing of anticipated success, he in 1850, loot up his abode in 
 Providence, and altera residence of live years in that city, removed to Brooklyn, 
 X. Y.. Where he died in the eighty-third year of his age. lie was the author of a 
 Hand Book of Zoology, designed for the use of common schools and academies, 
 and Of "The Life of North American Insects," which passed through two editions. 
 Professor Jaeger's genial temperament, varied knowledge, and extensn e personal 
 acquaintance with contemporary savants in Europe and America, rendered hi> 
 conversations alike interesting and instructive. 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 39 
 
 mention, the recommendation was not adopted. The subject 
 at different tunes engaged the attention of the Institute, 
 but it was not until 1870, that the proposed measure became 
 a law. 
 
 As a means of communicating more frequently with the 
 public, than could be done through annual reports, .Mr. 
 Potter, in 1852, commenced the publication of the " Rhode 
 Island Educational Magazine." This became the repository 
 of school documents, changes in school laws, decisions on the 
 construction of the law, information of educational meetings 
 and their proceedings, and such other reading matter as would 
 interest and instruct. This magazine was supported princi- 
 pally by the private contributions of gentlemen interested in 
 advancing the cause to which it was devoted, and was sent 
 gratuitously to the chairmen and clerks of school commit- 
 ters, and to the clerk of every school district. In this man- 
 ner important information was widely diffused and much good 
 accomplished. 
 
 When Mr. Potter retired from office in 1854, the appoint- 
 ing power found a competent successor in Rev. Robert 
 Allyn, of East Greenwich. The three years of his admin- 
 istration were industriously improved, and much was done by 
 him towards building up a healthy public sentiment on the 
 subject of education. His reports to the General Assembly 
 contained many practical suggestions, the results of careful 
 observation and reflection. His views of the education of 
 females are worthy of being repeated. He said : 
 
 " The education of females is of quite as ranch importance as that of 
 males. For from these, we must, as our statistics show, recruit the 
 ranks of our teachers, and from the nature of the case, these females 
 must be the guides and instructors of the earliest and most impressible 
 years, of each person in the coming generation. If the teachers, the 
 nurses, and the mothers of any people are ignorant and unrefined, are 
 degraded and vicious, or tending to become so. it is in vain to hope for 
 brave, intelligent, moral, and high-minded sons. On the other hand, if 
 the mothers and teachers are learned and virtuous, enlightened and ele- 
 vated in sentiment, their sons cannot fail, in most instances, to be worthy 
 
40 HISTORY OF THE 
 
 of the noble women who bore and instructed them. We ought then to 
 give more attention to this subject of the education of girls — especially 
 among the poorer" class, and in the country towns; and we should lie par- 
 ticularly careful to see that the girls shall not be deprived of their proper 
 share of school privileges, simply because they make better nurses for 
 younger children, or more profitable assistants in the kitchens than boys 
 do; or because it is erroneously taken for granted, that ihey do not need 
 so good an education, since they are not designed to carry on machine 
 shops, or conduct the barter of trade and commerce, or to manage the 
 affairs of the national administration. They are to bring up and to educate 
 the men ot the nation, and to carry on all the complicated and beneficial 
 operations of our household, and these very necessary and important 
 affairs require not only skill and common sense, but also education' and 
 discipline. Let the girls be«edueatcd, therefore, quite as numerously and 
 as thorough in our schools as the boys, if we would derive the largest 
 profit from our system of public instruction." 
 
 Of the qualities that should he found in teachers, Mr. Allyn 
 spake as follows : 
 
 " Let but a bit of iron, of the proper temper, be brought into contact 
 with a powerful magnet, or be placed in a proper position in relation to 
 a current of electricity, and it will itself become magnetic, to the full 
 capacity of its nature; and if properly placed afterwards, will never lose 
 that magnetic character. So it is with men, but especially so with 
 children. Let them be brought into close contact with a strong mind, 
 and they feel its power, and imbibe its peculiar characteristics. They 
 cannot avoid imitating its habits and manners, and they must be molded 
 and shaped and magnetized by its influence. It is therefore of the highest 
 consequence to our schools and lo our system of public education, to seek 
 suc!i strong men and women — stiong in goodness and in purity, strong in 
 all truthful and noble qualities of manliness and womanliness — to be the 
 teachers of our growing children. We must insist that these teachers 
 shall be not only educated, but that they shall be polished, refined, loving, 
 wise, and philanthropic; that they shall have superadded to every thing 
 that can be learned, or that is native, something even higher than that 
 boasted common sense, without which man is always a blunderer— a 
 nameless something that makes men more than simply teachers, by 
 giving to them a power to impress and elevate, by the force of a charac- 
 ter seen and felt, but not to be described, a something that goes out of 
 them, as heat goes out of a fire, or light out of a glowing lamp, no man 
 knows how or why, but with a power that cannot be resisted ; a some- 
 thing that silently steals its way into the hearts of all in its neighborhood, 
 imperceptibly and lovingly as magnetic influences creep over the individ- 
 ual particles in a mass of iron filings, and, without affecting in any way, 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 41 
 
 their nature or substance, change them all, from apparently dead matter, 
 into things with life that longs to love, embrace, and adore the polarizing 
 body. These are the influences we must seek in our schools, and we 
 must look for the teachers who can exert them."* 
 
 Ill 1857, Mr. Allyn retired from the post be had usefully 
 and satisfactorily filled. His successor was lion. John 
 Kingsbury, whose previous experience as a successful edu- 
 cator, and whose knowledge of the condition of the State, 
 acquired while President of the Institute, well qualified him 
 for the place he was called to fill. He begun his work by a 
 tour of inspection. He went from town to town and district 
 to district, until he had visited every school in the State. 
 These visits were usually made in company with some school 
 officer, or some other person in the town interested in the 
 public schools. In riding from one district to another favor- 
 able opportunity was afforded for free consultation upon every 
 topic and feature of the school system, for explaining more 
 fully the meaning of the school law, for suggesting methods 
 of settling difficulties, and overcoming obstacles where they 
 existed, and for obtaining such knowledge of the status of 
 the schools as would be helpful in remedying evils and point- 
 ing out ways for improvement. The work so faithfully and 
 thoroughly done, contributed to advance the welfare of the 
 schools. In his report to the General Assembly, Mr. Kings- 
 bury gave an encouraging view of the work, together with 
 practical suggestions in regard to the examination of teachers, 
 the improvement of school houses, the furnishing and changing 
 of school books, and other topics. In speaking of the influ- 
 ence of schools, he says : 
 
 "Good schools will add to the pecuniary value of farms and other 
 property, in their immediate neighborhood; but what is of far greater 
 consequence, they will raise the standard of intellectual and moral ex- 
 
 * With the dose of Mr. Potter's acEministration, the Educational Magazine ceased 
 to exist. At the annual meeting of the Institute in 1854, it was voted to establisl 
 the Rhode Ixlunrf Schoolmasti r, and Mr. Allyn was appointed its editor. 
 
 6 
 
42 HISTORY OF THE 
 
 cellenee. The welfare; of children .should never be weighed in the scales 
 of pecuniary gain or loss. There is something infinitely higher and 
 better than money — and thai is character." 
 
 His opinion of the Normal School, which had then been 
 organized about four years, he thus expresses: 
 
 "My visitation enables me to bear strong testimony in favor of the 
 training and instruction which are given in our Normal School. I am 
 convinced that it is an instrumentality in the cause of public schools 
 which cannot be, at present, rightly estimated. The time; is nol far dis- 
 tant, however, when the people of the State will feel that no money for 
 the promotion of education, is more wisely expended than that which is 
 appropriated to the support of the Normal School. They will see that 
 from such an expenditure they are themselves to reap special blessings 
 which are to come into their own households. This is not the work of a 
 day. Time must Ix- given, not only for the tree to be planted, but also 
 for its fruit to come to maturity. If it were otherwise, it would be con- 
 trary to the analogy of other human institutions." 
 
 In all his work Mr. Kingsbury received the hearty co-ope- 
 ration of the Institute 
 
 Mr. Kingsbury was succeeded in 1859 by Dr. Joshua B. 
 Chapin, who, with an interregnum of two years, held the 
 office until 1809. His eight years of service covered a period 
 in which the distracted state of the public mind caused by 
 the Rebellion, affected all interests. From the consequences 
 of an absorbing anxiety for the salvation of the nation, which, 
 like Aaron's rod, swallowed up almost every .other thought, 
 the public schools could not be expected wholly exempt. 
 Btit though many excellent teachers withdrew for a time from 
 their profession and entered the Union army, and a very con- 
 siderable draft was made upon children and youth of school 
 age, to supply the places in factories, vacated by adults who 
 had in like manner enlisted, the schools suffered less than 
 might reasonably have been supposed, and it is gratifying to 
 notice that during the five years of intestine war, the reports 
 show a gradual improvement in their condition. Dr. Chapin 
 pursued the course of his predecessors in visiting the several 
 school districts, noticing the general condition of schools and 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 43 
 
 school houses, observing the methods of discipline and in- 
 struction, and offering such suggestions and remarks as the 
 circumstances seemed to require. He also addressed meet- 
 ings of the citizens upon various topics of educational inter- 
 est. In his several reports he urged the necessity of parental 
 co-operation with teachers — frequent visits to the schools by 
 parents and committees, —a careful selecting 'of sites for 
 school houses, so as to secure ample grounds around them, — 
 care in the choice and appointment of teachers, — encouraging 
 music in all our schools for its refining influence in the culti- 
 vation of moral and social character, as well as an aid in dis- 
 cipline, — a large experience and high qualities of mind and 
 character in teachers of Primary schools, for the reason that 
 no department of instruction suffers more than this from in- 
 attention. He affirmed that our Primary schools are of pri- 
 mary importance, — that foundations laid here must modify, 
 as well as sustain, the entire superstructure, — that the temple 
 cannot be broader than its base, — and that it is not enough 
 in these schools to make right impressions ; they should be 
 made in the right way. In his report in 18(i4, he advocated 
 a liberal policy in the compensation of teachers, in order to 
 secure for the schools the best quality of teaching talent, in 
 these words : 
 
 " No man can be expected to'give his life for less than what will enable 
 him to live. No man expects to secure able and faithful agents in other 
 departments of business if he does not sufficiently compensate them. 
 The shrewd manufacturer bids high for skillfid labor, and so wilh the 
 mechanic and the artizar. The anxious father employs the best medical 
 aid for his sick son, and expects to pay for it. The embarrassed client 
 consults the most learned counsel, and he expects the fee to be, in some 
 degree, the measure of the value of the service which he receives. No 
 congregation hopes to secure the services of a ' popular divine ' without 
 the payment of a liberal salary. And no parent who is not culpably in- 
 different to the educational interests of his children, would think of lim- 
 iting the wages of the schoolmaster to less than those of the common day 
 
 laborer Parents have no claim upon tin; services of a good 
 
 teacher, who are unwilling to pay the frugal expenses of such a teacher, 
 and to remunerate him for the time, labor and cost of securing his edu- 
 cational qualifications." 
 
44 HISTORY OF THE 
 
 Henry Rousmaniere, Esq., of Cranston, became the suc- 
 cessor of Dr. Chapin, in 1861, and continued in office two 
 years, when the latter again received the appointment of 
 Commissioner. Mr. Rousmaniere commenced his work after 
 the manner of his predecessors, by a survey of the field he 
 was to occupy. In the first six months of his administration 
 he made more than three hundred visits to different district?, 
 to make himself "acquainted personally with the practical 
 working of our system of education.'" 
 
 Mr. Rousmaniere's views of the work of true education arc 
 expressed in the following extracts from his report for 1863 : 
 
 "True education aims at the growth of the body and mind; neither to 
 be so developed as to disturb the harmony of the other; and both to 
 kneel in homage to the moral faculty. 
 
 " Right education secui - es the health of the physical system through 
 the laws of endurance and activity; stimulates the imagination to a sense 
 of the grand and beautiful in art and nature; awakens the understanding 
 to acquaintance with the practical problems of the age; guides the rea- 
 son to lift itself higher than the plane of the senses; vivifies the affec- 
 tions to a love of truth rather than self; true wisdom rather than mere 
 book learning; eternity rather than time." 
 
 In 1<S()9, Hon. Thomas W. Bicknell, of Barrington, suc- 
 ceeded Dr. Chapin in the office of State Commissioner. He 
 brought to its duties a valuable preparation drawn from an 
 experience of several years as a teacher in Grammar and 
 High Schools, combined with an earnest purpose. In the 
 outset he made a careful survey of the Stute, thus informing 
 himself of the actual condition and needs of every town and 
 school district. His early effort was, by frequent private 
 conversations and public addresses, to awaken among the 
 people a hearty interest in the work of school advancement. 
 In the five years that Commissioner Bicknell has held the 
 office, his activity in the discharge of his duties has been un- 
 remitting, and the scope of his thought and labors is well in- 
 dicated by the various topics embraced in his annual reports 
 to the General Assembly. Feeling, at the beginning, the 
 need of a Normal School, :is a means of ensuring to the 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 45 
 
 schools of the State teachers of broad and liberal culture, and 
 also of a State Board of Education, which " would concen- 
 trate its influence and exertions to promote the healthy growth 
 of our public schools," he recommended their establishment 
 to t>e General Assembly. To this recommendation that 
 body cordially responded, and both the School and the Board 
 were established by law ; the latter coming into existence in 
 1870, and the former in 1871.* In addition to conducting, 
 as editor-in-chief, the Rhode Island Schoolmaster, attending 
 and participating in the meetings of the Rhode Island In- 
 stitute of Instruction, the Commissioner has continued, 
 year by year, a series of local visitations, besides holding 
 numerous independent Institute meetings in different parts 
 of the State, for the benefit of teachers, and for the purpose 
 of strengthening school interests in the hearts of parents and 
 guardians of youth. In the same time a system of meetings 
 of town and city school superintendents for consultation and 
 interchange of opinions, has been established, a broad founda- 
 tion for a State educational library, for the use of the Com- 
 missioner's office has been laid, generous appropriations from 
 the General Assembly for various educational purposes have 
 been secured, and many other things done to advance the 
 cause In review of the year 1873, the Board of Education 
 say : 
 
 " In the survey of the work, and its results for the past year, the Board 
 have abundant reason to congratulate the General Assembly on the ad- 
 vance that has been made in the cause of popular education. The rich 
 fruitage of the earnest and faithful labors of our indefatigable Commis- 
 sioner, are becoming more and more manifest every year." 
 
 In bringing this brief notice to a dose, the following ex- 
 tract from the Commissioner's report for 1870, entitled " The 
 Education We Need" will be regarded as pertinent : 
 
 " Every child in the State is entitled to a good common school educa- 
 
 * Further notice of the Normal School will be found in another part of this 
 work. 
 
46 HISTORY OF THE 
 
 tion. The State Constitution guarantees tins, as a fundamental right, 
 preparatory to the large and responsible duties of the citizen and elector. 
 The twelfth article of our State Constitution declares, that the diffusion 
 of knowledge as well as of virtue among the people, being essential to 
 the preservation of their rights and liberties, it shall be the duty of the 
 General Assembly to promote public schools, and to adopt ail means 
 which they may deem necessary and proper to secure to the people the 
 advantages and opportunities of education. To fulfil those declarations, 
 free schools have been established, and so far as they have accomplished 
 their proper and legitimate work, have aided in preserving the rights and 
 liberties of the people. A public school system was established, and has 
 been maintained, with variable measures of success, in exact correspond- 
 ence to the amount of interest, zeal, and labor which was infused into it 
 by school officers, teachers and patrons. A perfect system may become a 
 perfect failure if it does not feel the vital forces pervading it which 
 spring from the popular will. An imperfect system may be made to do 
 wonders if its defects are supplemented by an intelligent and enthusiastic 
 body of workers, supporting and advancing its interests. To secure such 
 a hearty cooperation from the whole people, the working plan must 
 touch and vitalize every interest, and in its broad and liberal provisions 
 it must meet the present and anticipate the prospective -wants of every 
 child and every man in society. A noted kingand philosopher of ancient 
 times, when asked what kind of an education should be given to bi ys, 
 answered, 'That kind of knowledge they will need to use when they be- 
 come men.' 
 
 "A system of free schools to be universally popular must be univer- 
 sally practical, so much so that the dullest comprehension may see some- 
 thing of intrinsic value in it. It becomes every intelligent citizen and 
 legislator, therefore, to inquire to what extent the operations of the sys- 
 tem meet the wants of the people, and wherein it fails to secure the de- 
 sired end. The answers to their inquiries will suggest the methods of 
 removing the difficulties which actually exist, in giving a good education 
 to all the youths in our State." 
 
 Synopsis of Institute Meetings. 
 
 Having thus noticed the administration of each State 
 School Commissioner, whose work was inseparably associ- 
 ated with that of the Rhode Island Institute of Instruc- 
 tion, we turn once more to the records of the Institute, and 
 presold therefrom a synopsis of its proceedings as indicating 
 its spirit and the direction of its labors. 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 4 < 
 
 On the 24th of January, 1845, was held tin* first meeting of the Insti- 
 tute, W. Updike in the chair. The committee reported favorably on the 
 draft of a Constitution prepared by Mr. Barnard, which was adopted. 
 After remarks upon "The General Interests of Education in Rhode 
 Island," by Messrs. II. Barnard. F. Wayland, A. Caswell. C Farnnm. 
 S. Osgood, J. T. Sisson, ^. Bishop, and C. G. Perry, a committee was ap- 
 pointed to nominate officers. 
 
 Second Meeting. — J anuary 28th, 1845 at Providence. 
 
 An election of officers was made, and John Kingsbury chosen the first 
 President of the Institute. 
 
 Prof. Gammell offered resolutions commendatory of the objects of the 
 Institute, which were discussed by Messrs. L. Maile, J. S. Pitman, H. 
 Day, C. Farnnm, II. Barnard, N. Bishop, G. L. Dwight, and Rev. Mr. 
 Waterman. 
 
 Third Meeting.-- February 19th, 1S45, at East Greenwich. 
 
 Addresses upon "The Educational Wants of Rhode ' Island," by W. 
 Updike and II. Barnard. 
 
 Remarks upon "The Importance of Education," by S. Vernon and J. 
 Durtee. 
 
 Fourth Meeting.— February 28th and March 1st and 2d, 1845, at Woon- 
 socket. 
 
 Addresses upon " The Condition of Schools in Rhode Island," by W, 
 Updike and H. Barnard; "The Evils of a Mis-directed Education," by 
 H. Barnard. 
 
 Discussions upon "School Houses; their location, construction, &c," 
 by Messrs. J+B. Tallman, C. Farnnm, S. S. Greene, W. A. Steere, A. 
 Harkness, J. Kingsbury. J. D. Giddings, and II Barnard; "The Causey 
 of Failure in Teaching," by J. Kingsbury; "Method of Teaching Spell- 
 ing," by Messrs. Barnard, Farnum, G. C. Wilson, T. Davis, and S. 
 Bushee; " Method of Teaching Reading," by Messrs. Barnard, Farnum, 
 Giddings, and others; " Music as a Branch of Education in Schools," by 
 Messrs. S. W. Coggshall, Tallman, Giddings, and Barnard; "Means of 
 Securing Regularity and Punctuality of Attendance," by Rev. J. Boyden ; 
 " Methods of Conducting School Examinations," by H. Barnard. 
 
 Fifth Meeting. — June 25th and S6lh, 1845. at Newport. 
 Addresses by Messrs. Gammell, Thayer, L. B.Smith, Brooks, Barnard, 
 F. Brown, E. Clark, Terry, and J. S. Tourtellott. 
 
 Sixth Meeting.— September 12th, 1845, at Warren. 
 
 Discussions upon school subjects, by Messrs. Barnard, T. R. Hazard, 
 Dr. Moore. Hathaway, J. P. Tustin, and others. 
 
 Addresses upon "The Connection Between Common School Education 
 
 and State Prosperity," by Prof. Gammell; "How Parents may Second 
 
 the Efforts of Teachers," by Rev. T. Shepard ; " Methods of Securing 
 
 Regular Attendance of Pupils," by A. Perry, followed by Messrs. 
 
 Barnard, Tustin, and others. 
 
48 HISTORY OF THE 
 
 Seventh Meeting.— September 19th and 20th, 1845, at Valley Falls. 
 
 Remarks upon "A Plan of Gradation for Schools,' 1 by Messrs. Barnard 
 and Bishop; " Stability of Population Promoted by Good Schools." by 
 T. M. Burgess; "Punctuality and Regularity of Attendance, by Messrs. 
 II. Day and J. T. Sisson. 
 
 Discussions on " Methods of Managing and Disciplining Schools," by 
 Messrs. G. A. Willard, Crowell, J. B. Tallman, Sisson, Kingsbury, 
 Farnum, Gay, Harkness, Giddings, Wilkinson, Benson and T. Davis; 
 "Methods of Improvement of the Schools of the Village,' by Messrs. 
 Kingsbury, Bishop and Day. 
 
 Eighth Meeting.— September 26th and 27th, 1845, atChepaehet. 
 
 Addresses on "The Public Schools the Only Available Means of a 
 General Education," by J. Kingsbury; "The Importance of Moral 
 Education." by Rev. Mr. Cheney; "My 'Experience as a Pupil and 
 a Teacher," by C. Farnum; "The Importance of a Radical Change in 
 our System of Public Education," by II. Barnard, followed by Messrs. 
 Perry, D. G. Grosvenor, and Tourtellot. 
 
 Ninth Meeting.— September 30th, 1845, at Olneyville. 
 
 Address on "On Schools Good Enough for the Rich, and Cheap 
 Enough for the Poor," by H. Barnard. 
 
 Discussions by Messrs. Farnum, Day and Harkness. 
 
 Remarks on the Importance of Paying Respect to the Teacher's Office," 
 by O. Angell. 
 
 Tenth Meeting— October 4th, 1845. at Pawtnxet. 
 
 Addresses " On the Importance of the Gradation of Schools," by N. 
 Bishop and II. Barnard; on "Uniformity of Education Necessary to 
 Solid Equilibrium,*' by Rev. Mr. Osgood. 
 
 Remarks on " The Warming of School-houses." by Messrs. Hartshorn, 
 and Barnard. 
 
 Eleventh Meeting.— October 7th. 1845, at Fruit Hill. 
 
 Addresses by Messrs. Kingsbury, Bishop, Day, Darkness, and Belden. 
 
 Twelfth Meeting.— October 10th, 1845, at Scituate. 
 
 Addresses by Messrs. Kingsbury. E. W. Baker, and Rev II. Quimby. 
 
 Tliirteenth Meeting.— October 14th, 1845, at Foster, Hemlock Village. 
 
 Addresses by Messrs. Kingsbury, Bai*nard, and others; on "Town 
 Libraries," by H. Barnard. 
 
 Fourteenth Meeting.— October 30th, 1845, at Kingston. 
 
 Address on " The Value of a Good Education in a Commercial Point 
 of View," by Dr. Wayland. 
 
 Remarks on "Educational Wants and Defects," by Messrs. Kingsbury, 
 and W. S. Baker; "The Proper Construction of School-houses," by 
 Messrs. Colgrove and Vernon ; " The Means and Importance of Securing 
 Good Teachers," by Messrs. Goodwin, Davis, and Baker; •The Means 
 of Increasing the Effectiveness of Schools in the Coming Winter," by H. 
 Barnard. 
 
 Fifteenth Meeting. — December 19th and 20th, 1845, at Bristol. 
 
 Addresses upon " Punctuality," and other subjects, by Messrs. Kings- 
 
RHODE ISLAM) INSTITUTE OF INSTRUCTION. <• 49 
 
 bury, N. B. Cook, T. Shepard, Sykes, J. Gushee, Bosworth, Bishop, and 
 Barnard. 
 Discussions upon "Methods of Discipline and Instruction." 
 
 Sixteenth Meeting. — second annual meeting.— January 15th, 1846, at 
 Providence. 
 
 Reports from the Treasurer and Executive Committee; Election of 
 Officers. 
 
 Remarks by Messrs T. Shepard, W. Russell, of Boston. Dr. Wayland, 
 Vernon, Updike, Bishop, Caswell, Barnard, and others. 
 
 Seventeenth Meeting. — January 30th and 31st, 1810, at Pawtucket. 
 
 Remarks on " Who Should be Employed as Public School Teachers?" 
 by N. Bishop; "The Rights of Children to an Education," by H. Day; 
 " The Duty of Parents in Regard to School Discipline." by Dr. Carpenter. 
 
 Discussions on •• Neatness in School-houses," by Messrs. G. C. Wilson, 
 G. A. Willard, Giddings, Wickes, and Sisson; '-The Classification of 
 Schools and Use of Monitors," by Messrs. Barnard, Giddings, Perry, 
 Wilkinson, Benson and Wickes; i- The Value of Female Teachers,' 1 by 
 Messrs. Barnard, Blodgett, Rounds, Willard, Wilkinson and Boyden; 
 "The Use of the Bible as a School Book," by Messrs. J. Boyden, Hyde, 
 Blodgett. Rounds, Willard, Farnsworth, Wickes, Perry, and Farnum ; 
 " Corporal Punishment," by Messrs. Day, Farnum, Perry. Willard, Sis- 
 son, Wilson Rounds, Benson and Barnard. 
 
 Addresses by Messrs. Willard, Sisson and Barnard. 
 
 Eighteenth Meeting. — third annual meeting.— January 7th, 1847, at 
 Providence 
 
 Reports from the Treasurer and Executive Committee; Election of 
 Officers. 
 
 Resold d, on motion of Dr. Wayland, that the Board of the Institute 
 take measures to promote the establishment of District School Libraries 
 through the State. 
 
 A committee was appointed to memorialize the legislature for an ap- 
 propriation lor the purpose of distributing the Journal of the Rhodt Island 
 Institute of Instruction to the districts. 
 
 Remarks on "The Improvements Effected in the Schools of Rhode 
 Island,' 1 by Messrs. T. H. Vail, Whipple, A. Ballon, A. J. Manchester, 
 Baker, Bishop, and Hunter. 
 
 Nineh i nth Meeting. — February 6th, 1847, at Smithfield. 
 
 Address by W. Updike. 
 
 Discussion on "Methods of Government Available in the Country," by 
 Messrs. Farnum, Giddings, and Harkness. 
 
 Lecture on Elocution, by F. Russell. 
 
 Twentieth Meeting. — February 1 9th, 1847, at Apponang Village. 
 
 Addresses by Messrs Kingsbury, Updike. Raker, and Barnard. 
 
 Lesson on Elocution, by F. Russell. 
 
 Twenty-first Meeting. — February 20th, L847, at Knightsville. 
 7 
 
50 " HISTORY OF THE 
 
 Addresses by Messrs. Barnard, Baker, Kingsbury and Updike. 
 
 Lecture on Elocution, by F. Russell. 
 
 Drill of the pupils of W. S. Baker, in Elocution and Arithmetic. 
 
 Twenty-second Meeting. — February 27th, 1817, at Johnston. 
 
 Addresses by Messrs. Kingsbury, llarkness, Whiting-, Waterman, 
 Raker, and Updike. 
 
 Twenty-third Meeting— -March 19th, 1817, at Crompton Mills. 
 
 Address by Mr. Whitney. 
 
 Discussions. 
 
 Exercises in Geography, Arithmetic, Singing, &c, by the scholars of 
 several neighboring schools, by Mr. Baker. 
 
 Twenty-fourth Meeting.— September llth, 1847, at Chepachet, on the 
 occasion of the dedication of a new school building. 
 
 Address on " Architecture as- Connected with Education," by J. Kings- 
 bury; " The Advantages of a Good Education to Individuals and the 
 Community,' 1 by Dr. Wayland. 
 
 Remarks on " The Relations of Parents and Teachers, 11 by Messrs. 
 Bishop, Fowle, and Brown. 
 
 Twenty-fifth Meeting.— fourth annual meeting.— January 21st and 
 25th, 1848, at Providence. 
 
 Reports from the Treasurer and Executive Committee. 
 
 Remarks on '• Progress of Education in Rhode Island," by Messrs. 
 Vail, Updike, Sisson, Barnard and Bishop; "Town Libraries and Popu- 
 lar Lectures," by Mr. Osgood; "The Duties of Parents to their Schools," 
 by N. Bishop. 
 
 Address on " The Progress and Condition of Schools in Rhode Island, 11 
 by H. Barnard. 
 
 Twenty-sixth Met ting. — At Newport. 
 
 Remarks on "The Condition of Schools," by Messrs. Updike, Weeden, 
 Barnard and Whipple. 
 
 Twenty-seventh Meeting.— fifth annual meeting.— January 29th, 
 1849, at Providence. 
 
 Report "f Executive Committee; Election of Officers. 
 
 Resolved, on motion of Prof. Gamin ell, (discussed on the two previous 
 meetings,) that Education in Rhode Island will need the fostering care 
 of the legislature, the continued attention of our efficient Commissioner, 
 and the hearty cooperation of all classes of citizens. 
 
 Remarks on "The Condition and Statistics <>t Education in the State," 
 by H. Barnard; "Female Teachers," by Messrs. Bishop, and Baker; 
 "The Condition of Schools." by Messrs. Porter, Hartshorn, and Hall. 
 
 Twenty-eigJUh Meeting. — February 5th, 1849, at Providence. 
 
 Address on "The Origin of the Public Schools of Providence," by E. 
 M- Stone. 
 
 Remarks on "The Condition of Schools, 11 by Messrs. Clark, Barber, 
 Baker. (Jranston and S. Patterson; "The Need of Evening Schools in 
 Providence," by E. M. Stone. 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 51 
 
 A committee appointed (Messrs. Hartshorn, Dumont, Shepard, Updike, 
 and Harris) to prepare a statement respecting the school fund, and memo- 
 i*alize the people upon the importance of leaving it intact. 
 
 Voted, unanimously, that the president express to Mr. Barnard, on his 
 resignation of the office of Commissioner of Public Schools, the high 
 sense entertained by the Institute, of his labors in behalf of the Institute 
 and of the State. 
 
 Twenty-ninth Meeting.— sixth annual meeting.— January 18th and 
 24th, 1850, at Providence. 
 
 Election of officers. 
 
 Address on " A Normal School in Connection with Brown University," 
 by N. Bishop, with remarks by Dr. Wayland and others. 
 
 Resolutions approving of the establishment of a State Normal School, 
 recommending monthly meetin/s from October to March, with lectures, 
 &c. 
 
 Thirtieth Meeting.— February 1st, 1850, at Providence. 
 
 Lecture on " The Duties and Qualifications of Teachers," by W. D. 
 Swan, with remarks by Messrs. Kingsbury, Bishop, Mowry and others. 
 
 Thirty-first Meeting. — March 8th, 1850, at Providence. 
 
 Address on " Guyot's Physical Geography," by J. Kingsbury, followed 
 by Messrs. Perry and Goodwin. 
 
 lliirty- second Meeti?ig —October 18th, 1850, at Providence. 
 
 Address on "The Brain," by Dr. Ray. 
 
 Thirty-third Meeting.— November 1st, 1850, at Providence. 
 
 Address on «■ The True Teacher," by J.. D. Philbrick. 
 
 Thirty-fourth Meeting.- -J anuary 17th, 1851, at Providence. 
 
 Address on '■ The Relations of Parents lo their Children in Regard to 
 Education," by N. Bishop. 
 
 Remarks on " The Condition of the Poor Children of Providence," by 
 various speakers. 
 
 Thirty-fifth Meeting. — SEVENTH annual 'meeting— February 9th, 
 1851, at Providence. 
 
 Report from the Treasurer; Officers elected. 
 
 Lecture on " The Facilities enjoyed by Rhode Island for Promoting 
 Civilization, by Dr. Wayland. 
 
 Thirty-sixth Meeting.— eighth annual meeting.— January 23d, L852, 
 at Providence. 
 
 Election of Officers. 
 
 Address on -'The Harmony of Public Schools with our Institutions,' 1 
 by Dr. Sears. 
 
 Thirty-seventh Meeting.— February 20th, 1852, at Providence. 
 
 Lecture on " Drawing," by Prof. Whi taker. 
 
 Thirty-eigJdh Meeting.— March 19th, 1852, at Providence. 
 
 Address on " Geography," by Guyot. 
 
52 HISTORY OF THE 
 
 Thirty-ninth Mutiny — April 2d. 1852, :it Providence. 
 
 Address on " Teaching Arithmetic," by 1). P. Column. 
 
 Fortieth Meeting.— ninth annual melting.— January 19th, 1853, at 
 Providence. 
 
 Election of Officers. 
 
 Address on " '1 he Need of Compulsory Laws for Attendance at School," 
 by J. Bates; " School Instruction in Manners," by G. II. Tillinghast. 
 
 Forty-first Meeting. — tenth annual meeting.— January 17th, 1854, at 
 Providence. 
 
 Election of Officers. 
 
 Address on " Educational Progress, and the Need of a Board of Edu- 
 cation," by J. Kingsbury, with remarks by Messrs. S S. Greene. E. R. 
 Potter, A. Perry, and E. M. Stone, upon a Slate Normal School. Moral 
 and Physical Education, and School Examinations. 
 
 Report from G. II. Tillinghast advising the use of a text-book, entitled 
 the " Morals of Manners." 
 
 Remarks on "Reading," by Mr. Sumner, of the Normal School. 
 
 Forty-second Meeting. — eleventh annual meeting.— January 24th, 
 25th and 2Gth, 1^55, at Providence. 
 
 Reports bom the Treasurer and Executive Committee ; Officers elected. 
 
 Address on " The Unconscious Tuition of the Teacher, by i. D. Hun- 
 tington. 
 
 Lectures on " Methods for Promoting Intellectual Culture by the 
 Teachers," by D. P. Colburn; "Physical Geography," by Prof. Guyot; 
 "Manner of Teaching Physical Geography," by Prof. Guyot; "The 
 Relation of the State to Popular Education," by Dr. Sears; " Reading," 
 by Dr. Sears; "The Influence of the Earth's Form upon Human Devel- 
 opment," 1 by Prof. Guyot; "The Glaciers of Switzerland," by Prof. 
 Guyot. 
 
 Resolution- recommending the establishment of free public evening 
 schools in the manufacturing villages and larger towns; moved by S. 
 Austin, and discussed by Messrs. Stone, Greene, Tillinghast and Arnold; 
 — that, in Normal Schools, instruction in the art of teaching should be 
 the main object, and that a high standard of culture should be a pre-requi- 
 site to admission; reported by a committee, and discussed by Messrs. 
 Perry, Vail, Willard, Nash, Greene, Stone, and Colburn; — recom- 
 mending the establishment of an educational journal under the super- 
 vision of the Commissioner, and referring the subject to his action; 
 reported by a committee, and discussed by Messrs. Perry, and Vail; — 
 welcoming the new Commissioner of Public Schools, Rev. Robert Allyn. 
 
 Forty-third Meeting.— twelfth annual meeting. — January 24th and 
 25th, L856, at Providence. 
 
 Election oi Officers; S. S. Greene elected President, J. Kingsbury de- 
 clining a reelection. 
 
 Addresses on " The Importance of Thorough Elementary Instruction," 
 by A. R. Pope ; " The Value of the Popular Educator to the Community," 
 
RHODE ISLAND INSTITUTE OF- INSTRUCTION. 53 
 
 by W. W Uoppin; "The Varied Duties of a Faithful Teacher," by Rt. 
 Rev. T. M Clark ; " Educational Progress in Rhode Island," by .1. Kings- 
 bury. 
 
 Resolutions of thanks to J. Kingsbury for his able, faithful, and long 
 continued services. 
 
 A committee reported favorably respecting the Rhode Island Schoolmas- 
 ter, and a corresponding committee tor that journal, was appointed. 
 
 Messrs. Leach, Allyn, and Stone were appointed to cooperate with the 
 legislature in obtaining facts respecting truancy and vagrancy. Discus- 
 sion by Messrs. Allyn, Leach, Stone, Cook, Boyden, Grosyenor, and 
 others. 
 
 Report from a committee recommending to the attention of teaehers a 
 book entitled, "'Morals of Manners," by Miss C. M. Sedgwick. 
 
 Forty-fourth Meeting.— thirteenth annua i. meeting. — January 31st, 
 
 1857, at Providence. 
 
 Report from the Treasurer ; Election of Officers. 
 
 Messrs. Greene and Stone appointed to solicit from the General Assem- 
 bly an appropriation in favor of the RJiode Island Schoolmaster: 
 
 Forty-fifth Meeting.— May 28th and 29th, 1857, at Newport. 
 
 Addresses on " Education," by G. II. Calvert; "The Chief Defects of 
 Home Education," by Rev. W. Burton; "Mathematical Studies," by 
 Rev. VV. Stow. 
 
 Remarks on " The Advantages of the Social Position of the Teacher."" 
 by W. Burton ; " The duties of Teachers in the Government and Moral 
 Training of Children," by Messrs. Allyn, Colburn, Burton and Tenney. 
 
 Discussion on " Capacity to Govern Without Corporal Punishment, the 
 Highest Qualification of the Teacher," by Messrs. Hazard, Allyn, Stow*, 
 and Burton. 
 
 Forty-sixth Meeting. — fourteenth annual meeting. — February 6th, 
 
 1858, at Providence. 
 
 Election of Officers; Report of the Treasurer; balance on hand, 
 81,141.16. 
 
 Resolutions recommending the farther increase of evening schools, 
 and free public libraries; on motion of S. Austin, seconded by Rev. E. 
 M. Stone. 
 
 Messrs. Greene and Leech were appointed to arrange with the Com- 
 missioner for meetings of the Institute in different parts of the State. 
 
 [The Records of six meetings are not preserved, and all the following 
 numbers arc increased by that number.] 
 
 Fifty-third Meeting.— fifteenth annual meeting.— February 27lh, 
 
 1859, at Providence. 
 
 Report of the Treasurer; Election of Officers. 
 
 The Commissioner of Public Schools reported meetings of the Insti- 
 tute during the year at North Foster, Chepachet, Crompton, Mashassuc 
 and two at Valley Falls* 
 
 Address on " Education in the Home," by Rev. W. Barber. 
 
54 HISTORY OF THE „ 
 
 Fifty-fourth Meeting.— sixteenth annual meeting. — January -20th 
 and 21st, 18(>0, at Providence. 
 
 Election of Officers; Report of the Treasurer. 
 
 Discussions on "Whispering and Intercommunication am ong Scholars." 
 by Messrs. Cady, Foster, Smith, Willard. Terry, and Leach; "Means for 
 Securing Attention in School," by Messrs. Gam well, Foster, Ladd, 
 Mowry, and DeMunn; " The Influence of Education upon the Commu- 
 nity," by Messrs. A. H. Clapp,' J. B. Chapin, Sears, Stone, and Leach: 
 "Written Examinations," by Messrs. Manchester, DeMunn, nnd Snow. 
 
 Remarks on "Means of Securing Punctual and Regular Attendance at 
 School," by A. W. Godding. 
 
 The Rhode Island Schoolmaster was made the organ of the Institute, 
 and a Board of Editors appointed, after discussion by Messrs. Mowry, 
 Ladd, Foster, Snow, Godding, Rohbins, Perry, Stone, Kent, Pierce, and 
 Gamwell. 
 
 Statement of "The Progress of Education in Rhode Island, and the 
 Work of the Institute," by E. M. Stone. 
 
 Resolutions of sympathy in the loss by death of John J. Slimson and 
 Dana P. Col burn. 
 
 Fifty-fifth Meeting— September 7th and 8th, I860, at Bristol. 
 
 Lectures on "Obstacles in the Way of Intellectual Progress," by Dr. 
 Chapin; " Normal Schools, their Origin, History, Claims and Results.' 1 
 by Rev. B. G. Northrop; "Means of Obtaining a Knowledge of the 
 English Language," by J.Kendall; "Vivacity in the Teacher," by D. 
 Goodwin; "Physical Training," by Dr. D. Lewis. 
 
 Discussions on " Too Great Attention to Arithmetic in our Schools," 
 by Messss. Cady, Kendall, DeMunn, Snow, Bobbins, Manchester, and 
 Ladd ; " The Subjects of the Lectures." by Messrs. Mowry, Pierce. North- 
 rup, Ladd, DeMunn, Kendall, Chase, Mathewson, and Gallup; "The In- 
 terests of the lihodc Island Schoolmaster,'" by Messrs. DeMunn, Mowry, 
 Cady, Kendall, and Willard. 
 
 Fifty-sixth Meeting.— October 12th, 1860, at East Greenwich. 
 
 Lectures by Messrs. J. M. Talbot, J. Kendall, and Dr. Lewis. 
 
 Fifty-seventh Meeting.— December 7th, 1860, at Blackstone. • 
 
 Lectures by Messrs. S. S. Greene, H. K. Oliver, and W. A. Mowry. 
 
 Fifty-cighUi Meeting.— J anuary 18th and 19th, 1861, at Centreville. 
 
 Lecture on " Education, 1 ' by Rev A. Gardiner. 
 
 Discussions on "Teaching Arithmetic: its Defects, and the Better 
 Way," by Messrs. DeMunn, Kendall, and Manchester; "Education of 
 Young Children," by J. Kendall; " Usefulness of Public Examinations," 
 by Messrs. DeMunn, Manchester, Ladd, Willard, Snow, Kistler, Spauld- 
 ing, and Kendall. 
 
 Fifty-ninth Meeting.— seventeenth annual meeting-— January 25th 
 and 26th, 1861, at Providence. 
 
 Report of the Treasurer; Election of Officers and of Board of Editors 
 for the llhode Island Schoolmaster. 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 55 
 
 Lectures on " The Relation of Mental Philosophy to Education," by B. 
 G. Northrup; "The Sea," by Rev. L. Swain. 
 
 Discussion on " The Mechanical Performance of Arithmetical Opera- 
 tions," by Messrs. Willard, Stone, Leach, Green, Mowry, Ladd, Eastman, 
 Pierce, Snow, Manchester, DeMnnn, Austin, and Kendall. 
 
 Sixtieth Meeting.— March 1-t and 2d, 1861, at South Kingstown. 
 
 Lectures on " Unwritten History," by Rev. A. Woodbury; " Writing," 
 by S. A. Potter. 
 
 Discussions on "Means of Securing Punctual and Constant Attendance 
 at School," by Messrs. Gardiner, Tefft, Patten, DeMunn, and Phelps; 
 " Reading," by Messrs. Grosvenor, Biiggs, Thurber, Leach, Potter, De- 
 Munn, Snow, Tefft, Gardiner, and Tucker; "The Best Method of Teach- 
 ing Arithmetic," by Messrs. Tefft, Snow, and DeMunn. 
 
 Sixty-Jirst Meeimg.—^loxvmUev 22d and 23d, 1861, at Carolina Mills. 
 
 Lectures on " Education," by H. Rousmaniere; "The Most Important 
 Requisite in Teaching," by J. J. Ladd ; "Class Recitations," by J. Ken- 
 dall. 
 
 Discussion on "The Present Duties of Teachers to their Country," by 
 Messrs. Greene, Stanton, Cady, Tillinghast, Kendall, Tefft, Seamans, 
 Bailey, DeMunn, and Ladd. 
 
 Resolved, That contributions of one cent from each scholar be solicited, 
 for the aid of wounded soldiers. 
 
 Sixty -second Meeting. — December 20th and 21st, 1861, at Peacedale. 
 
 Lectures on " The Relation of the Mind to the Body," by H. Rousman- 
 iere; " Teaching Letters and Spelling," by J. Kendall. 
 
 Discussions on " Guarding Children Against Temptation, or Teaching 
 Them to Resist It," by Messrs. Tefft, Maryot, M. S. Greene, Rousman- 
 iere, Miller, Gorton, Clark, and Coon; " Difficulties in Teaching Geog- 
 raphy." by Messrs. Tefft, Greene, Tillinghast, Stanton, and others; 
 " Method of Illustrating Decimal Fractions," by Messrs. Tefft, Davis, 
 Stanton, Tillinghast, Pcckham, Bentley, Greene, and others; "Good 
 Order in Schools," by Messrs. Mowry, Stanton, Biiggs. Tillinghast, Ken- 
 neth, and Coon; "Recitations in Reading," by Messrs. Thurber, Davis, 
 Tefft, Briggs, Miner, and Coon; "Securing Prompt Attendance at 
 School." by Messrs. Clark, Kendall, Stanton, and Mowry. 
 
 Remarks on "The Duty of Teachers to their Country," by W. A. 
 Mowry. 
 
 Sixty-third Meeting. — January^4th and 5th. 1862, at Chepachet. 
 
 Lectures on '• Principles of True Education, and the Difficulties Which 
 Oppose It," by II. Rousmaniere; "Arithmetic and its Abbreviations," 
 by N. W. DeMunn ; " Book-Keeping in Common Schools," by S. A. Pot- 
 ter. 
 
 Discussions on "The Lest .Method of Teaching Writing and Spelling," 
 "The Connection of Oral and Written Arithmetic," " How Far English 
 Composition Should be Taught." by Messrs. Rousmaniere, Chase, Brown, 
 Peckham, Mowry, and others; "The Control of Teachers over their 
 Pupils out of School." 
 
56 HISTORY OF THE 
 
 Sixty-fourth Meeting.— eighteenth annual meeting.— January 31st 
 and February 1st, 1862, at Providence- 
 Reports of Treasurer and Recording Seei'etary; Election of Officers. 
 
 Lectures on "The Comforts and Pleasures of School-keeping," by Rev. 
 L. Whiting; "Culture of the Voice, 11 by S. Monroe, "English History," 
 by G. Palmer. 
 
 Discussion on " Good Discipline in School and How Maintained," by 
 Messrs. Willard, Cady. Mowry, Ladd. G. T. Day, and J. M Talcott. 
 
 Recitations in "Arithmetic," conducted by N. VV. DeMunn ; in 
 "English Grammar," conducted by A. J. Manchester 
 
 Appointment of a permanent committee to conduct the publication of 
 the Rhode Island Schoolmaster. 
 
 Resolution, moved by E. M. Stone, recommending an increase of 
 evening schools. 
 
 Sixty-fifth Meeting.— February 28th and March 1st, 1862, at Centreville, 
 (Warwick.) 
 
 Lectures on " Writing," by S. A. Potter: " The Comforts and Pleasures 
 of School-keeping," by L. Whiting, "Spelling," by J.Kendall; "The 
 Study of the U. S. Constitution in our Schools,"" by W. A. Mowry. 
 
 Discussion on " The Teacher's Sphere of Usefulness," by Messrs. 
 Husted, Leader, Brayton, and Cooke. 
 
 Recitations in "English History,'" conducted by I). R. Adams; "The 
 Art of Map-drawing." conducted by S. A. Briggs. 
 
 Sixty-sixth Meeting. — April 11th and 12th, 1862, at Wiekford. 
 
 Lecture on "The Teacher; his Works, and his Rewards," by A.J. 
 Manchester. 
 
 Discussions on "The Defects in Our Public 'Schools," by Messrs. Allen, 
 Chadsey, Slocum, Potter, and others; "The Relative Duties of Parents, 
 Teachers, and Pupils," by Messrs. Ladd, and DeMunn ; " Reading," by 
 Messrs Manchester and DeMunn; ' The Present Duties of Teachers 
 to their Country," by Messrs. Snow, Slocum, and others. 
 
 Remarks on " Penmanship, 1 ' by S. A. Potter. 
 
 Exercises in "Reading," conducted by F. B. Snow. 
 
 Sixty seventh Meeting.— November 21st and 22d, 1862. at Westerly. 
 
 Lectures on "The Qualifications of the Teacher," by J. Kendall: 
 "Education Out of School," by Rev. H. Lincoln. 
 
 Discussions on " The Responsibility of Teachers for the Punctuality 
 and Attendance of Scholars,' 1 by Messrs. Kendall, Foster. Griswold, 
 Woodbridge, Tefft, Greene, and Whitman; "Means of Making Rhode 
 Island Pupils Fair Spellers," by Messrs. Kendall. Griswold, and Greene; 
 " Educating a Community to a Right Appreciation of Good Teachers and 
 Schools." by Messrs. Tefft, Foster, and Greene; ••The Bes Method of 
 Presenting Decimals and Percentage." by Messrs. DeMunn, Kendall, 
 Foster. Ladd, Greene, and others; " Elevating the Standard of Schools, 
 and Exciting Pupils to Greater Diligence," by Messrs. Kendall, and 
 Kenyan. 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 57 
 
 Sixty-eighth Meeting.— December 5th and 6th, 1862, at Wickford. 
 
 Lectures on "Object Lessons," by J. Kendall; "Nature's Hieroglyphs," 
 by Rev. C H. Fay. 
 
 Discussions on "The Dependence of Teachers upon Text-Books;" 
 " The Responsibility of Teachers for the Lack of a Delicate Moral Tone 
 in their Pupils," by Messrs. Snow, Kendall, and others. 
 
 Sixty-ninth Meeting. — December 19th and 20th, 1862, at Pawtucket. 
 
 Lectures on "The Progress of Public Schools," by Rev. G. Taft; 
 " Rook-keeping." by S. A. Potter; "The Duties of Parent Citizens to 
 their Public Schools," by H. Rousmaniere; "The Scholar and his 
 Country." by Rt. Rev. T. M. Clark. 
 
 Poem on " Nature and its Revelations," by W. M. Rodman. 
 
 Class exercises in " Spelling," conducted by J. Kendall, with remarks 
 by Messrs. Snow, Willard, DeMunn, and others; "Reading," conducted 
 by F. B. Snow. 
 
 Discussion on " The Moral Influence of Teachers upon their Pupils in 
 and out of School," by Messrs. Willard, Mowry, Gamwell, Ladd, and 
 others. 
 
 Seventieth Meeting. — January 9th and 10th, 1863, at Newtown, (Ports- 
 mouth.) 
 
 Lectures on " The Benefits of School Libraries," by Rev. S. D. Cogges- 
 hall; " The True Relation of School and Home, Teacher and Pareut," 
 by T. W. Bicknell; "The Cultivation of a Taste for the Beauties of 
 Nature," by I. F. Cady. 
 
 Discussions on "School Libraries," by Messrs. Kendall, Rousmaniere, 
 Coggeshall, and Arnold; "The Assignment of Lessons to be Studied at 
 Home." by Messrs. Kendall, Arnold, Gift'ord, and others; "Preventing 
 Whispering and Motion of the Lips while Studying," by S. D. Coggeshall; 
 " The Importance of the Cooperation of Parents," by Messrs. Rousman- 
 iere, Cady, Belden, and Kendall; "The Assumption of Unwarranted 
 Authority by Teachers," by Messrs. Bicknell, Cady, and Belden; 
 " Method of Commencing the Study of Geography," by Messrs. Cady, 
 Kendall, Chapman, and others. 
 
 Seventy-first Meeting.— nineteenth annual meeting.— January 30th 
 and 31st, 1863. at Providence. 
 
 Report of the Treasurer; total amount of funds, Si, 237 61 ; Election of 
 Officer. 
 
 Lectures on "English Grammar," by Prof. S. S. Greene; "The Im- 
 portance; and Mode of Training the Senses," by Rev. B. G. Northrup; 
 "Physical Geography," by B. Harrison. 
 
 Discussions on "The Responsibility of the Teacher for the Moral Con- 
 dtr't of His Pupils," by Messrs. Cady, and DeMunn; "English Gram- 
 mar," by Messrs. Cady, Willard, Tefft, Belden, Manchester, DeMunn, 
 and Northrup; "The necessity of Sustaining the Rhode Maud School- 
 masti r," by Messrs. Matteson, Northrup and Ladd. 
 
 Class exercises in "Object Teaching," conducted by N. A. Calkins; 
 "Spelling and Reading," by a class of colored children. 
 8 
 
58 HISTORY OF THE 
 
 Messrs. Ladd and DeMunn appointed to memorialize ihe legislature for 
 an act of incorporation. 
 
 Seventy-second Meeting. — February 19th and 20th, 1863, at Ashaway. 
 
 Lectures on "The Teacher and His Work,'' by J.J. Ladd; "The 
 Duties of Parents and the Public in Regard to Schools," by H. Rousman- 
 iere; "School Tactics," by J. Kendall. 
 
 Discussions on " Methods of Securing Greater Punctuality in Schools," 
 by Messrs. Langworthy, Saunders, Greene, Kenneth, Maryott, Davis, 
 Ladd, Collins, Stanton, Vincent, Morton, Coon, Rev. J. Clark, Rev. II. 
 Clark, and Lewis; "The Use of Text-Books in Recitations," by Messrs. 
 Ladd and Kendall. 
 
 Class exercise in "BassinPs Method of Teaching Music," conducted by 
 J. M. Stillman. 
 
 Seventy-third Mutiny. — March 6th and 7th, 1863, at Kingston. 
 
 Lectures on "The Scale on which the Universe is Built," by J. Ken- 
 dall; "Mental Science." by II. Rousmaniere. 
 
 Poem on " The Golden Era," by A. J. Foster. 
 
 Discussion on the use of Text-Books in Recitations," by Messrs. Ken- 
 dall, Eastman, Greene, Rousmaniere, Tefi't, and others. 
 
 Seventy-fourth Meeting. , at River Point. 
 
 Lectures on "English Grammar," by A. A. Gamwell; •' ," 
 
 by. Rev. J. M. H. Dow. 
 
 Discussions on "The Best Method of Teaching Geography," by Messrs. 
 Rousmaniere, Aldrich, Fuller, Harrisor, Seamans, Eldridge, and Gal- 
 lup; " The Most Prominent Faults in our Common Schools," by Messrs. 
 Rousmaniere, Matteson, Eastman, Willard, Gamwell, Spaulding, and 
 Kent. 
 
 Remarks on "Penmanship," by B. Harrison. 
 
 Seventy-fifth Meeting.— November 24th and 25th, 1863, at Westerly. 
 
 Lectures (in "The Study of the English Language," by W. A. Mowry; 
 " Duties of Parents to the School." by Dr. J. B. Chapin ; "Entrance to 
 the Public High Schools Should be Determined by Scholarship, Ascer- 
 tained by Competitive Examination," by Hon. H. Barnard. 
 
 Discussions on "The Extent to which Teachers Should Assist their 
 Pupils," by Messrs. Foster, Greene, Mowry, Chapin, and others; "The 
 Greatest Evil in our Schools, and its Remedy," by Messrs. Ladd. Ames, 
 Mowry, and others. 
 
 School Reports were given by Messrs. Greene. Woodbridge, Coon, Til- 
 linghast. Inman, Collins, Foster, Kenyon, Robbins and Mowry. 
 
 Exercises in Gymnastics, by Messrs. Trine and Wood. 
 
 Sanity sixth Meeting.— December 11th and 12th, 1863, at North Scituate. 
 
 Lectures on "The Good Teacher," by Rev. Lyman Whiting; "Vitality 
 in the School-room." by John J. Ladd. 
 
 Discussions on "The Extent and Mode of the Teacher's Help to His Pn- 
 pils in Mathematics," " The Use of the Blackboard in English Grammar," 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 59 
 
 " Methods of Teaching Spelling," "Proper and Improper Penalties for 
 Defective Recitations, or Bad Conduct," " Topical Recitations." 
 
 Seventy-seventh Meeting.— January 15th and 16th, 1874, at Centreville. 
 
 Lectures on " The Obstacles in the way of Successful Teaching." by J. 
 B. Chapin; "The Teacher's Motives and Difficulties," by A. J. Man- 
 chester. 
 
 Discussions on "The Schools of Rhode Island Compared with those of 
 Twenty Years Ago," by Messrs. Ronsmaniere, Husted, Adams, Seamans, 
 Stone, and Malteson; "The Teaching of Music in our Schools," by 
 Messrs Ronsmaniere. Gallup, Matteson, Laud, Spencer, Berry, and Kent; 
 "The Obstacles to the Success of our Schools," by Messrs. Ladd, Spauld- 
 ing, Ronsmaniere, and Mowry. 
 
 Reports from Schools, by Messrs- Kent, Berry, Gal hip. Bates, Man- 
 chester, Edwards, Eastman, Tefft, Bobbins, Spaulding and Mowry. 
 
 Exercises in Gymnastics, by Dr. Wood. 
 
 Remarks eulogistic of the lamented D. P. Col bourn, by Messrs. Ladd- 
 Mowry. and Austin. 
 
 Seventy-eighth Meeting.— twentieth annual meeting.— January 29th, 
 and 30th, 1864, at Providence. 
 
 Election of Officers. 
 
 Lectures on " Morning Glories," by J.Kendall; "Object Teaching," 
 by I. F. Cady; " The Study of History," by Rev. B. Sears; "The Rela- 
 tion of the Scholar to the Rebellion," by J. T. Edwards; "Self Educa- 
 tion," by J. D. Philbrick; "Physical Geography," by Prof. S. Tenney; 
 " The Relations of Parents to the School." by T. W. Ricknell. 
 
 Report on the history and conduct of the Rhode Island Schoolmaster 
 during the year, by N. W. DeMunn. 
 
 Seventy- ninth Meeting — February 12th and 13th, 1864, at Woonsocket. 
 
 Lectures on " Familiar Topics," by J. Kendall; '-Supervision of 
 School, 1 ' by Rev. B. S. Northrup; "Relation of the Scholar to the Rebel- 
 lion," by J. T. Edwards; " Education and Physical Interests," by Hon. 
 J. B. f.hapin. 
 
 Discussions on "Parental Interest in Schools," "Object Teaching as a 
 System," " Physical Culture," " Defects in Public Schools." 
 
 Eightieth Meeting.— June 3d and 4th, 1864, at Harrisville. 
 
 Lectures on "The Education of the Freedmen," by Rev. A. Root; 
 "Reading." by F. B. Snow; " Primary Geography," by T. W. Bi.knell; 
 " The Educational Improvements of Twenty-five Years," by I. F. Cady. 
 
 Discussions on " The Best Means of Securing Regular Attendance at 
 School by Messrs. Steere, Metcalf, and Webb; " The Evils of a Frequent 
 Change of Teachers, and the Remedy," by Messrs. Cady. Bicknell. and 
 Mowry; " Method of Teaching Writing in Common Schools. " by Messrs. 
 Webb, Steere, and others; "Teaching Beginners in Arithmetic the Pro- 
 cess Before the Reasoning, 1 ' by Messrs. Snow, and Mowry; " Requiring 
 Pupils to give Information of Offenses," by Messrs. Mowry. Cady, Webb, 
 Steere, and others. 
 
60 
 
 HISTORY OF THE 
 
 Eighty-first Meeting.— Phcnix, October 7th and 8th, 1864. 
 
 The Institute held the first of its series of meetings for the season in 
 this village. 
 
 The question. " At What Age Should Children Commence; Taking 
 Writing Lessons, and When Should They Begin the Study of Geography 
 and Grammar?* was discussed by Hon. Henry Rousmaniere, Rev. B. 
 P. Byram, Messrs Kent Seamans, and Spaulding. 
 
 Class exercise in Spelling, conducted by Mr. J. R. Kent. 
 
 " Ought Parents to be Compelled to send (heir Children to School?" 
 discussed by Hon Henry Rousmaniere, Rev. Charles II. Titus, Rev. B. 
 P. Byram. and Messrs. Seamans, and Spaulding. 
 
 Evening session.— Mr. Harris R. Greene, Principal of the Worcester, 
 Mass.. High School, delivered a lecture ''On the Moral Influence of the 
 Teacher in the School Room." 
 
 Saturday morning. — Mr. A. A. Gamwell, of Providence, presented the 
 following subject, " How to Teach Pupils the Use of the English Lan- 
 guage, and its History as the Work of Man;' 1 lecture, "Strike while the 
 Iron is Hot," by Rev. James T. Edwards. 
 
 Afternoon session.— The question, " What are the Most Apparent 
 Hindrances to the Elevation of Public Schools? " was discussed by Hon. 
 Henry Rousmaniere, Rev. J. T. Edwards, the President, and N. W. De- 
 Munn. The customary vote of thanks to lecturers, and for hospitality, 
 were passed. Adjourned. 
 
 Eighty -second Meeting.— East Greenwich, October 21st and 22d, 1854. A 
 large assembly met in the Seminary Chapel. Remarks, by the President, 
 William A. Mowry The first subject presented was, " What are Mile 
 Stones Marking Educational Progress?" discussed by Hon. Henry 
 Rousmaniere, Rev. J. T. Edwards, Piofessor J. Eastman, Rev. S. A. 
 Crane, D. D.. and Dr. Eldredge; second topic, " What Studies Demand 
 More Attention in our Public Schools than they now Receive? 'discussed 
 by the President, Rev. Messrs. Edwards, and Crane, and Commissioner 
 Chapin. Singing, by a class of ladies and gentlemen under the direction 
 of Professor Tourjee. 
 
 Evening session.— The second topic of the afternoon was further dis- 
 cussed. Rev. J. II. McCarty delivered a lecture upon "The Lights and 
 Shadows of the School Room. Professor Tourjee, with his class, sang a 
 portion of Rossini's " Stabat Mater," with line effect. 
 
 Saturday morning.— Business. — Commissioner Chapin urged the im- 
 portance of establishing on a firmer basis a State Normal School. A 
 committee of one from each county was appointed to prepare a set of 
 questions for discussion at the coming Institutes, and report the same at 
 the next meeting. The question, •' What Considerations are Sufficient to 
 Warrant a Change in Text- Books?" was discussed by Messrs. Kendall, 
 Chapin, DeMunn, and Edwards. 
 
 Afternoon session. — Questions were answered relative to "Correcting 
 whispering, loud study, tardiness," etc. The claims of the Rhode Island 
 
BIIODE ISLAND INSTITUTE OF INSTRUCTION. 61 
 
 Schoolmaster were urged by Mr. DeMunn. Thirty-two subscriptions 
 were obtained. The customary resolutions of thanks were passed, and 
 after a son* by Professor Tourjee's music class, the Institute; adjourned. 
 The members were received on the Seminary grounds by the li .Seminary 
 Guards," and escorted to the depot. 
 
 Eiyldy-third Meeting. — East Providence, November 18th and 19th, 1864. 
 Hon. Joshua B. Chapin, Commissioner of Public Schouls, delivered a 
 discourse on " The True Teacher," several points of which were discussed 
 by President Mowry, and Rev. G. M. P King 
 
 Evening session. — "The Importance of the Cooperation of Parents 
 with Teachers, and the Best Method of Securing It," was discussed by 
 Messrs. Mowry, King, and others. Rev. Leonard Swain, D. D., of 
 Providence, delivered a lecture upon " Puritan Education." 
 
 Saturday morning. — " English Grammar in Connection with Analysis," 
 was presented by Mr. Francis B. Snow, and discussed by Messrs. Barney, 
 Mowry, Kendall, Cady, Chapin, Gam well, and others; "Lessons from 
 Nature," was a topic considered by Mr. I. F. Cady. 
 
 Afternoon session. — The importance of parental cooperation was fur- 
 ther discussed. Mr. Joshua Kendall read a paper on ''Difficulties 
 Arising in the School Room." The committee appointed at the last meet- 
 ing of the Institute to prepare a series of questions for discussion, re- 
 ported. These questions embraced a consideration of the utility of the 
 Normal School, more uniform and more thorough examinations, the 
 modification required in the school laws, what will authorize establish- 
 lishing a Grammar or High School in the country towns. It was also, 
 announced that a meeting of School Committees, Trustees, Superintend- 
 ents, and others, for mutual consultation would be held in Providence at 
 the next annual meeting. After passing resolutions of thanks, the Insti- 
 tute adjourned. 
 
 Eiyhty-fourth Meeting. — twenty-first annual meeting. — Providence, 
 January 27th and 28th, 1865. 
 
 The annual meeting of the Institute was held in the vestry of the 
 Richmond Street Church. 
 
 Election of Officers. 
 
 The meeting was opened with devotional exercises by Rev. Mr. Rich- 
 ardson, pastor of the church. The President, Mr. Mowry, made an 
 address of welcome to the teachers. Various committees were appointed. 
 Professor J. Eastman, of the Providence Conference Seminary, gave a 
 lecture upon "Duties of the Teacher to Himself.'' 
 
 Afternoon session. — The State Commissioner, in behalf of a commit- 
 tee appointed to memorialize the General Assembly for an appropriation 
 to establish an " Experimental School" in " Object Teaching, 1 reported 
 that they had attended to the duty assigned them, but without being able 
 to effect anything in accordance with the resolution. Lecture, "English 
 Composition," by Rev. S. A. Crane, D. D., of East Greenwich- Address 
 on the same subject by Professor Robinson P. Dunn, of Brown Univer- 
 sity. 
 
62 
 
 HISTORY OF THE 
 
 Evening session. — Mu=ic, by the "Orpheus Club." Lecture by Rev. 
 E. B. Webb, of Boston; subject, "Given, a Man— How to Make the 
 Most of Him " 
 
 Saturday morning. —Mr. N. W. DeMunn reported in relation to the 
 Rhode Island Schoolmaster. Lecture by E. A. Sheldon, Esq , Superin- 
 tendent of Schools at Oswego, N. Y., on "Child Culture by the Methods 
 of Object Teaching." 
 
 Editors of the Rhode Island Schoolmaster for the ensuing year were 
 elected. Lecture on " Ventilation," by D. B. Thayer, Esq., of Jamaica 
 Plains. Mass. 
 
 Afternoon session. — Lecture on " History," by Rev. Barnas Sears, D. 1)., 
 ol Brown University. Resolutions of thanks to the several lecturers, 
 the "Orpheus Club," the Richmond street society, and the several rail- 
 roads for free return tickets to teachers anil other friends of education 
 passing over them, were passed. Also a resolution of thanks and good 
 wishes to Mr. Joshua Kendall, who had resigned the Principalship of the 
 State Normal School. Adjourned. 
 
 Eighty-fifth Meeting. — Newtown, (Portsmouth), December 22d and 23d, 
 1865. 
 
 The Institute met at Masonic Hall. It was expected that Commis- 
 sioner Chapin would deliver a lecture on Thursday evening, but owing 
 to a severe storm, he was unable to reach the island. In place of the 
 lecture the " Eight Hour System of Labor," was discussed. 
 
 Friday morning — " Arithmetic and the Principles of Substract.ion," 
 were discussed. In the afternoon, '■ The Best Methods of Teaching 
 Grammar" were discussed, by Messrs. Mowry, Baggs, Inman, and 
 Bicknell. In the evening Mr. Bicknell, Principal of the Arnold Street 
 Grammar School, Providence, read a lecture on "The Teacher's Com- 
 pensation," President Mowry spoke of "The Relations of the School to 
 the State, and the Duties of Parents, School Officers, and Friends of 
 Education in Elevating the Standard of our Public Schools." 
 
 Saturday morning.— "School Discipline,' 1 was discussed by Mes-rs. 
 Morse, Thomas and Mowry. Mr. Albert J. Manchester, of Providence, 
 gave a lecture upon ' The Teacher, His Works and Rewards." Mr. S. 
 A. Potter, author of Potter & Hammond's seiies of writing books, ex- 
 plained the principles of his system of penmanship, giving illustrations 
 on the blackboard. Adjourned. 
 
 Eighty-sixth Meeting. — Lonsdale, December 29th and 30th. 18G5. 
 
 The Institute met in the High School room. " School Discipline" was 
 discussed by Messrs. Chapin, Mowry, Lansing, and Ross. The evening 
 session was held in the Sunday School room of Christ Church. A lec- 
 ture on "The Sensibilities" was delivered by Rev. B. G. Northrup, of 
 Saxonville. Mass. Erastus Richardson, Esq., of Woonsocket, read a racy 
 poem on "The (lift of Speech." 
 
 Saturday morning.— A lecture on "Grammar" was given by Mr. A. 
 Gamwell, of Providence. The subject ot the Rhode Island Schoolmaster 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 63 
 
 was presented, and a large number of subscriptions obtained. Resolu- 
 tions of thanks were passed, and ihe Institute adjourned. 
 
 Eighty- sixth Meeting.— TWENTY-SECOND annual meeting.— Providence, 
 January 26th and 27th. 1866. 
 
 Election of Officers. 
 
 The Institute met in the vestry of the Central Congregational Church, 
 and a hearty address of welcome was made by Rev. Leonard Swain, 
 D. D. Various committees were appointed. Professor Robinson P. 
 Dunn, of Brown University, delivered a lecture upon " The Study of 
 English Literature." 
 
 Afternoon session.— A lecture by Professor Samuel S. Greene, of Brown 
 University, "Teaching as an Answer to the Internal Want of the Pupil." 
 A lecture by Professor J. Lewis Diman, of Brown University, on " Poli- 
 tical Education in Public Schools." President Sears spoke briefly in sup- 
 port of the views presented in the lecture. 
 
 Evening session. — Lecture on "The Educational Mission at the South," 
 by Colonel T. W. Higginson, of Newport. 
 
 Saturday morning.— Resolutions were introduced by Professor Dunn, 
 and unanimously adopted, in grateful recognition of the important ser- 
 vices to the cause of education, rendered by the late Rev. Francis Way- 
 land, D. D., LL. D. S. H. Taylor, LL. D., of Phillips Academy, 
 Andover, Mass., gave a colloquial lecture upon the "Topography of 
 Rome." 
 
 Afternoon session.— The Board of Editors of the Rhode Island School- 
 master was elected. Professor Josiah P. Cooke, Jr., of Harvard Univer- 
 sity, delivered a lecture upon "The Value of Scientific Studies as a 
 Means of Discipline." The interests of the Schoolmaster were presented. 
 Resolutions of congratulation and also of thanks were presented and 
 adopted. Likewise resolutions of gratitude upt.n the return of peace and 
 the altered condition of the country. A short closing address was made 
 by President Bicknell, and the Institute adjourned. 
 
 Eighty-seventh Meeting.— Peacedale, February 15th and 16th, 1866, after- 
 noon session. 
 
 The Institute met in Hazard's Hall, and was cordially welcomed by 
 Rev. M. Williams. The subject, "Ought Parents to Visit Schools?" 
 was discussed by Messrs. Bicknell, Aldrich, Tefft, Collins, and Wil- 
 liams. A discussion followed on " Whispering in School," which was 
 participated in by the President, and Messrs. Hazard, Williams, Rich- 
 mond, Tefft, Collins, and Aldrich. 
 
 Evening session. — Lectures were delivered on " The Legend of Rocks," 
 by Mr. M. A. Aldrich, of Providence; on "School Morale," by Mr. 
 Francis B. Snow, of Providence; on " Moral, Physical and Intellectual 
 Culture." by Hon. Rowland G. Hazard, of Peacedale. 
 
 Saturday morning. — "School Morale" was discussed by Messrs. De- 
 Munn, and Williams. A lecture was read by Mr. F. B. Snow, on 
 "Reading," and another, by Mr. N. W. DeMunn, on "Some of the Best 
 
64 HISTOKY OF THE 
 
 Methods of Teaching Arithmetic. 1 ' Remarks on the same subject were 
 made by Mr Hazard. Resolutions of thanks to lecturers, and also for 
 hospitable entertainment, were passed. Adjourned. 
 
 Eighty-eighth Meeting.— Newport, March 1st, 2d and 3d, 1866. 
 
 The Institute temporarily organized on Thursday evening, and Com- 
 missioner Chapin delivered a lecture on " Education, its Importance and 
 Results." 
 
 Friday morning. — An address of welcome was given by Rev. Charles 
 II. Malcom, to which President Bicknell responded. Rev. Cyrus II. Fay, 
 of Providence, delivered a lecture upon " Some of the Evils of our Sys- 
 tem of Instruction." 
 
 Afternoon session — Mr. S. A. Potter, of Providence, delivered an ad- 
 dress on " Moral Instruction in Schools." A resolution declaring it to 
 be "the duty of those in authority to shorten the daily sessions of the 
 Public Schools," was, after discussion, adopted. Mr. F. B. Snow, of 
 Providence, read a lecture on " Moral Instruction in Schools; How to 
 Teach It, and When to Teach It." 
 
 Evening session. — Lecture by Rev. S. Reed, of Providence, on "What 
 I Saw in a Nfne Miles Walk in the Mammoth Cave." 
 
 Saturday morning. — Discussion, " The Necessity and Means of Inter- 
 esting the Pupil," participated in by Messrs. Higginson, White, Talbot, 
 Ladd, and Snow. Lecture by Professor Samuel S. Greene, of Brown 
 University, upon " Teaching as Satisfying an Internal Want of the Pupil," 
 Mr. John J. Ladd gave a familiar talk on " School Discipline." The 
 claims of the Rhode Island Schoolmaster were presented. Resolutions of 
 thanks for the hospitality extended to the members of the Institute were 
 passed ; also, to the several lecturers, to the railroad companies, and to 
 the American Steamboat Company, for special favors received. 
 
 Adjourned. 
 
 Eigh ty -ninth Meeting.— Y&vrtxickel, October 10th, 11th and 12th, 1866. 
 
 The Institute met in the lecture room of the Methodist Episcopal 
 "Church. Words of welcome were spoken by Rev. Mr. Church, and re- 
 plied to by the President. 
 
 Dr. Lowell Mason gave a lecture on " The Best Methods of Teaching 
 the Art of Vocal Music." Prof. F. S. Jewell, of the State Normal School, 
 at Albany, N. Y., gave a class exercise in Spellin £. Dr. Chapin closed 
 the'excrcises of the morning with a few pertinent remarks on the lecture. 
 
 Wednesday afternoon.— Class exercise on " Writing," by Mr. Bowler. 
 Class exercise in " Arithmetic," conducted by Mr. J. F. Claflin, Princi- 
 pal of the High School in Worcester, Mass. Colloquial lecture on 
 " Grammar and Analysis," by Professor Jewell. Lecture on '■ The True 
 Uses of History," by President Sears of Brown University. 
 
 Thursday morning. — Exercise on " Vocal Music," by Dr. Mason. A 
 paper on "Declamation," by Mr. Claflin. Class exercise in "Geogra- 
 phy," by Professor Jewell. 
 
 Afternoon session. — Second exercise on "Writing," by Mr. Bowler. 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 65 
 
 Exercises on " Reading," and on "Fractions," by Mr. G. N. Bigelow. 
 Lecture on " Geometry," by Professor S. S. Greene. 
 
 Evening session. —Lecture on "Temperance," by Dr. Charles Jewett, 
 of Worcester, Mass. • 
 
 Friday morning. -Lecture on "The Principles' and Uses of Music," by 
 Dr. Mason. Lesson in 'Notation," by Mr. Bigelow. Essay on '-Health," 
 by Dr. Trine, of Providence. 
 
 Afternoon session.— "Grammar and Analysis," by Professor Jewell. 
 | 'Elocution," by Professor Mark Bailey, of Yale College. Resolutions 
 in favor of a State Normal School, and of Normal Institutes, to be sus- 
 tained by a State appropriation, were adopted; also the customary reso- 
 lutions of thanks. 
 
 Friday evening. — Lecture on " Normal Schools," by Professor Jewell. 
 A committee on "The Normal School," consisting of two gentlemen 
 from each county in the State, was appointed to act in connection with 
 the committee appointed by the Board of Directors of t lie Institute. 
 After a few appropriate remarks by the President, the singing of 
 "America," by the audience, and a benediction, by Professor Jewell, the 
 Institute adjourned. 
 
 Ninetieth Meeting.— twenty-third annual meeting.— Providence, 
 January 26th, 1867. 
 
 Election of officers. 
 
 The Institute convened at the school-rooms of Messrs. Mowry & Goff. 
 
 The President, in his opening remarks, alluded to the unusual nature 
 of the annual meeting for this year, and called the attention of the Insti- 
 tute to the several topics to be discussed and acted upon by them. Chief 
 among these subjects were the true office and proper field of action of 
 the Institute, the reestablishnient of the Normal School, and the evils of 
 truancy. 
 
 On motion of Commissioner Chapin, it was 
 
 Voted, That a committee to consist of two from each county in the 
 State, and six members of the Institute, be appointed to consider the 
 question of the reestablishment of the Normal School, and to memorial- 
 ize the General Assembly on the subject; and that the Mayor and the 
 Superintendent of Public Schools in Providence, and such other persons 
 as the School Cqmmittee of said city shall be pleased to appoint, be re- 
 spectfully requested to cooperate with the above committee. 
 
 It was also voted that a committee of three be appointed to memorialize 
 the General Assembly to make an appropriation of five hundred dollars 
 for the purpose of maintaining two Institutes of Instruction of one week 
 each in length, in different parts of the State, during each year, under 
 the supervision of the School Commissioner. The same committee was 
 also empowered to memorialize the General Assembly on the subject of 
 "Truancy." * 
 
 *tf he committee on re-establishing the Normal School were, Rev. John Boyden, 
 Woonsocket; Hon. T. R. King, Pawtucket; Professor George W. Greene, East 
 
6G HISTORY OF THE 
 
 The resident and contributing editors of the Rhode Island Schoolmaster 
 were appointed lor the ensuing year, and a motion to appoint a commit- 
 tee of throe •' to consider any proposition that may be made for merging 
 the Schoolmaster into a New England Educational Journal, and report on 
 the same to the Institute, 1 ' was, after free discussion, laid on the table. 
 A motion to put forth every endeavor to increase the circulation of the 
 Schoolmaster, was adopted. 
 
 Resolutions were unanimously passed in favor of establishing a 
 " National Bureau of Education " at Washington, accompanied with a 
 request to the Senators in the United States Congress from Rhode Island, 
 that they endeavor to secure the passage of a bill providing for such a 
 Bureau. The thanks of the Institute were tendered to Messrs. Movvry & 
 Gofi", for the use of their rooms. Adjourned. 
 
 Ninety-first Meeting.— twenty-fovrth annual meeting. —Providence, 
 January 24th and 25th, 1868. 
 
 Election of Officers. 
 
 The Institute met in the vestry of the Central Congregational Church. 
 Devotional exercises and address of welcome by Rev. Mr. Vose Re- 
 sponse by President Bicknell. The usual committees were appointed 
 Lecture on "Educational Wants," by Thomas L. Angell, A. M., Princi- 
 pal of the Lapham Institute. 
 
 Afternoon session. — Lectures " How to Teach Children, 11 by Professor 
 Samuel S. Greene, of Brown University; *' Elocution, 11 by Colonel II. B. 
 Sprague, of the Connecticut State Normal School; "Symmetrical Cul- 
 ture, 11 by Rev. James T. Edwards, East Greenwich. 
 
 Evening session. — Lecture by Colonel II. B. Sprague, on " Milton as a 
 Teacher. 11 A large and gratified audience was in attendance. 
 
 Saturday morning. — Address on "The Educational System of Great 
 Britain, 11 by Hon. Neal Dow, of Portland, Maine. Lectures, " On the 
 Metrical System, 11 by Professor J. H. Appleton, of Brown University; 
 " Relations of the Teacher and Pupil," by J. II. Tenney, Esq., of Newton 
 Centre, Mass. Exercise in " Geography, 1 ' by Mrs. Mary R. C. Smith, of 
 Oswego, N. Y. The resident and monthly editors of the Schoolmaster 
 were appointed. Resolutions in favor of more frequent meetings of the 
 Institute in different parts of the State; in commendation of the School- 
 master ; in appreciation of the services of the retiring President; in 
 favor of reestablishing the Normal School; and of thanks to lecturers, 
 ami for various courtesies, were passed. The following resolution was 
 also unanimously adopted : 
 
 Greenwich; Hon. B. Lapham, Warwick ; Hon. Elisha It. Potter, Kington; Hon. 
 K. <;. Hazard. Peace Dale;; W. A. White, Esq., and B. II. Rhodes, Esq., of Newport; 
 [lev. Thomas Sheparcl, 1). D., Bristol; Mr. Isaac F. Cady, Warren. 
 
 Committee on Hie Institute and on Truancy, Thomas W. Bicknell, Barrington; 
 Rev. Barnas Sears, 1). I)., John Kingsbury, LL. I)., and Sarmiel Austin. Providence; 
 William A. Mowry, Cranston; Rev. James T. Edwards, East Greenwich. 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. G7 
 
 Resolved, That in the death oi Rev. Robinson P. Dunn, I). T)., Profes- 
 sor of Rhetoric and English Literature in Brown I, University, the Insti- 
 tute sincerely mourns the loss of a member whose Christina character, 
 ripe scholarship, and earnest interest in the cause of popular education, 
 greatly endeared him to a wide'eirele of friends. 
 
 Adjourned. 
 
 Ninety-second Meeting.— Wakefield, February 28th and 29th. 1808. 
 
 Discussion, " The Teacher's Daily Preparation for the Duties of the 
 School-room;" participated in by Rev. Mr. Wheeler, and Messrs. De- 
 Mnnn, Aldrich, and others. 
 
 Evening session. — Lecture by Rev. James T. Edwards, of East Green- 
 wich Seminary, on " The Use and Abuse of Illustrations." 
 
 Saturday morning. — "The Proper Method of Teaching Geography," 
 by President DeMunn. The "Study of Grammar," by Mr. M. A. Al- 
 drich. "Arithmetic, with Special Reference to Square Root," by the 
 President. Hon. Elisha R. Potter, described the working of the system 
 of common schools in the State. The " rate bill system " was operating 
 injuriously on many districts. Resolutions in favor of local meetings of 
 the Institute, and in behalf of the Schoolmaster, were adopted. Also the 
 usual vote of thanks. Adjourned. 
 
 Ninety-third Meeting.— twenty-fifth annual meeting.— January 
 29th and 30th, 1869, at Providence. 
 
 Election of Officers- 
 
 This session of the Institute was held in connection with one of the 
 series of meetings conducted by the School Commissioner. A commit- 
 tee was appointed to confer with the committee on education in the Gen- 
 eral Assembly, in reference to a Normal Srhool. A committee on the 
 Rhode Island Schoolmaster was appointed with power to act. 
 
 Adjourned. 
 
 Ninety-fourth Meeting. — twenty-sixth annual meeting.— Provi- 
 dence, January 29th and 30th, 18T0. 
 
 Election of Officers. 
 
 The Institute met in Roger Williams Hall. Devotional exercises con- 
 ducted at the opening by Rev. Thomas Laurie, D. D. Address of wel- 
 come to teachers by Rev. Augustus Woodbury, and responded to by 
 President Edwards. Lecture by Professor James Johonnot, of Oswego, 
 N. Y., on "The Philosophy of Teaching." Address, by Rev. B. G. 
 Northrup, Secretary oi Connecticut Board of Education, upon "The 
 Laws of Massachusetts, Rhode Island and Connecticut, in Relation to 
 Employing ( hildren in Manufacturing Establishments." 
 
 Afternoon session. — The hall was filled to its utmost capacity. Various 
 committees were announced. "Teaching History," an exercise con- 
 ducted by Mr. Albert J. Manchester, Principal of the Thayer Street 
 Grammar School assisted by a class of his pupils. Recitation, " The 
 Black Regiment," by Master Willie Weeden, of the same school. Sing- 
 ing by two hundred pupils from the Grammar schools of Providence, 
 
68 HISTORY OF THE 
 
 under the direction of Mr. Henry Carter. Readings, by Miss LeRow, of 
 Boston. A paper on "Teaching Primary Geography, by Means of 
 Object Lessons," read by Mrs. Rebecca Jones, of Worcester, Mass., and 
 illustrated with a class of children. Address, by Rev. B. G. Northrup. 
 
 Evening session. — The hall was crowded, and hundreds were unable to 
 gain admission. Music, by the ''Choral Union, 11 of Pawtucket, and the 
 choir of the First Baptist Church in Providence, under the direction of 
 Mr. George W. Haselwood. assisted by Mr. C. W r . Bradley. Address of 
 welcome by His Excellency Governor Setli Padelford, who closed with 
 the following words: 
 
 "I welcome you, ladies and gentlemen, to this city, to this hall, and to 
 the hospitalities of the occasion. I hope that all your deliberations and 
 discussions will prove conducive to the objects in view, and that by ele- 
 vating the standard of education, and exciting a new interest for its dif- 
 fusion, a fresh impulse will be given to the cause throughout the State. 
 In this series of meetings you have my best wishes for their success, and 
 I trust that the occasion will leave many pleasant reminiscences. 11 * 
 
 Hon. George L. Clarke, Mayor of Providence, addressed the meeting 
 with words of greeting. This overflowing audience, he said, he regarded 
 as a good omen for the cause of education in this State. It is too late to 
 ask whether our school system should be abandoned. Its benefits are 
 settled beyond question. The questions now to be asked are, how can 
 the system be improved? how can we reap greater success? how can the 
 money appropriated secure its best results? The school system of Provi- 
 dence he regarded as not excelled in the United States, and perhaps not 
 in the world. But it is not perfect while one child is allowed to grow up 
 in ignorance— that parent of vice and crime. Alluding to Massachusetts, 
 he said that Rhode Island cannot expect to hold her rank unless she 
 spends more money and time in the development of her brain power. 
 Rhode Island needs a Board of Education and a good Normal School, or 
 she will be outstripped by every New England State, if not every State. 
 
 Spirited addresses were also made by President Edwards. Rev. Augus- 
 tus Woodbury, Hon. B. G. Northrup. Henry Howard, Esq., and General 
 Charles C. Van Zandt. 
 
 Saturday morning. — A resolution recommending the Rhode Island 
 School) > Ulster " to the continued patronage and support of teachers and 
 the friends of education at home and abroad, 11 was adopted. Lecture, 
 by Professor Johonnot, "On Subjective and Objective Teaching. 11 Ad- 
 dress by Hon. John Kingsbury. Lecture on '■ Reading, 11 with illustra- 
 
 * Ex-Governor Padelford, as a member of the Common Council in Providence, 
 from is.!7((i L841, and from 1851 to 1852, as also for fifteen years a member of the 
 sehool committee, has rendered important services to the public schools. He 
 actively co-operated with others in securing a High school for the city of Provi- 
 dence, arid while Governor, bestowed upon the Normal School, ami the schools of 
 the State, very faithful attention. 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 69 
 
 tions, by Professor Lewis B. Munroe, of Boston. Singing, by two hun- 
 dred pupils from the lower rooms of the Grammar schools of Providence, 
 under the direction of Mrs. Mary E. Rawson. 
 
 Afternoon session. — Lecture " On the Principles of Teaching Geogra- 
 phy, particularly in the department of Map Drawing," by Mr. .1 M. 
 Sawin, Principal of the Elm Street Grammar School, Providence, assisted 
 by a class of his pupils. 
 
 Resolutions in favor of a Board of Education, and a Normal School. 
 and of thanks to all who had in any way contributed to the prolit or 
 pleasure of the occasion, were passed. Readings, by Professor Munroe. 
 After brief closing remarks by the President, followed by singing the 
 Doxology, "Praise God," and a benediction by Rev. J. C. Stockbridge, 
 D. D., the Institute adjourned. 
 
 Ninety-fifth Meeting.— September 22d, 23d, and 24th, 1870, at North 
 Scituate. 
 
 Address of welcome, by Rev. O. H. True. Lecture on "Absenteeism 
 From Our Schools," by Professor George W. Ricker. The subject was 
 discussed by the Commissioner of Public Schools, and Messrs. True, 
 Cole, Ellis, Saunders, and Fisher. Address on "The Prussian System of 
 Education," by Rev. J. C. Stockbridge, D. D. A memorial to the Gen- 
 eral Assembly relating to a Normal School, was read by Dr. Fisher, and 
 received a large number of signatures. The subject ol "Ventilation," 
 was presented by Rev. Daniel Leach, of Providence, and discussed by 
 Dr. Fisher, and Prof. Ricker. Mr. Leach also presented the subject of 
 "Spelling," in an intei - esting and instructive manner. Brief address 
 by Governor Padelford. Reading from "The Trial of Pickwick," by 
 Mr. F. G. Morley. Class exercise in " Arithmetic," by Mr. Albert J. 
 Manchester. The claims of the Rhode Island Schoolmaster were pre- 
 sented. An exercise in " Reading" was given by Mr. F. B. Snow. 
 
 On the evening of the first day a popular meeting was held, and ad- 
 dresses were made by Governor Padelford, Rev. Daniel Leach, Albeit J. 
 Manchester, Commissioner Bicknell, Rev. O. H. True, Dr. C. H. Fisher, 
 and Prof. G. II. Ricker. Adjourned. 
 
 Ninety-sixth Meeting. — December 15th and 16th, 1870, at Warren. 
 
 Address of welcome, by Rev. L. C. Manchester. Remarks, by Prof. F. 
 S. Jewell, and Hon. Henry Barnard. Lecture "On English Grammar," 
 by Mr Samuel Thurber, of Hyde Park, Mass. " Importance of Educa- 
 tion," by J. W. Stillman. An exercise in " Spelling," with a class, con- 
 ducted l.y Mrs. Smith, of the Meeting Street Colored School, Providence. 
 An exercise in "English Grammar," by F. G. Morley. An Essay by Mr. 
 Peck, of the Warren High School. Readings, by A. P. Mowry. An ex- 
 ercise in Arithmetic, by Mr. A.J. Manchester. Addresses and discussions 
 by Prof. Jewell, Hon. Henry Barnard, General G- L. Cooke, and others. 
 
 Nincty-sevc?ilh3{celing.--T'\YEKTY-SEYV.'STU annual meeting —January 
 26th, 27th and 28th, 1871, at Providence. 
 Election of officers. 
 
70 HISTORY OF THE 
 
 The first day was devoted by members of the Institute to visiting the 
 city schools for the purpose of witnessing the methods of study, instruc- 
 tion and recitation. In the evening the Institute met in Roger Williams 
 Hall, and listened to an address by Professor J. Lewis Diman, of Brown 
 University, on " Poetry in Education." Professor Hibbard, of Wesleyan 
 University, also gave select readings. 
 
 Friday morning. — An address of welcome was given by Hon. Thomas 
 A. Doyle. Mayor of Providence. The exercises of the day were "Disci- 
 pline," by U. II. Kile, A. M., of Westerly; Singing, by pupils of the 
 Thayer street Grammar School, under the direction of Mr. B. W. Hood ; 
 Lecture, by Professor George I. Chace, of Brown University; Select 
 Readings, by Prof. JVI. 1). Brown, of Tufft's College; " Elements of Suc- 
 cess and Causes of Failure in Teaching," by Mr. F. W. Tilton, of New- 
 port. Remarks, by Hon. Joseph White, Secretary of Massachusetts 
 Board of Education; "Gymnastic Drill," by pupils of the Thayer Street 
 Grammar School. 
 
 In the evening the meeting was held in Harrington's Opera House. 
 Addresses by President Manchester, Hon. Thomas A. Doyle, Hon. 
 Joseph White, of Boston, and Hon. Warren Johnson, of Maine. Read- 
 ings were given by Mrs. Miller, and Professor Brown. Music, under the 
 direction of Mr. Hood. 
 
 Saturday, at Roger Williams Hall. — Address on " Reading," by Pro- 
 fessor Brown. "The Significance of Geographical Names," by Hon. 
 Joseph White. Remarks were made by Messrs. Leach, Johnson, White, 
 Perry, Tewksbury, and Waterman. A resolution to petition the General 
 Assembly to aid in elevating the standard of education in the State, by 
 establishing a Normal and Training School, was unanimously adopted. 
 A committee on the Rhode Island Schoolmaster was appointed; also, a 
 committee on the " State Teachers 1 Annual Excursion;" also, a commit- 
 tee to prepare a "Manual of the Rhode Island Institute of Instruction." 
 Tin; customary resolutions of thanks were passed. The several sessions 
 of this Institute meeting were conducted with great spirit. The attend- 
 ance was large, showing unabated interest to the close. 
 
 Ninety eighth Meeting. — twenty-eighth annual meeting. — January 
 18th, 10th and 20th, 1872, at Providence. 
 
 Election of Officers. 
 
 The first dav (Thursday) was devoted to visiting the schools of the 
 city and the Normal School. In the evening a re-union of teachers was 
 held in Roger Williams Hall, at which music was given by the Brown 
 University Glee Club, and readings by Mrs. II. M. Miller. 
 
 Friday, at Roger Williams Hall. — A paper on "Practical Education," 
 by A. D. Small, of Newport; Essay, by Mr. I). W. Hoyt, of the Provi- 
 dence High School; Music, by the pupils of the public schools in Provi- 
 dence, under the direction of Mr. B. W. Hood; Reading, by pupils from 
 the State Normal School; Essay, by J. C. Greenough, Principal of the 
 Normal School. 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 71 
 
 In the evening, at Music Hall. — Addresses, by Governor Padelford, 
 Hon. Mayor Doyle, Hon. T. W. Bicknell, Rev. Daniel Leach, Rev. Alexis 
 Caswell, D I)., and Hon W. P. Sheffield. Readings, by Professor L. B. 
 Monroe. Music, by pupils of the city public schools, and on the organ* 
 by Mr. F. F. Tingley. 
 
 Saturday morning, at Roger Williams Hall. — An annual tax of one dol- 
 lar for gentlemen and fifty cents for ladies was voted'. An exercise in 
 Elocution was given by Professor Monroe, with the pupils of the Normal 
 School. Messrs. Lyon, Bicknell, Hoyt, Greenough, and Smalja were 
 chosen a committee to publish the proceedings of this session of the In- 
 stitute. A committee on the Rhode Island Schoolmaster w as appointed. 
 The death of Mr. Albert A. Gamwell was announced, and the following 
 resolution unanimously adopted by a rising vote: 
 
 Resolved, That in the death of Mr. A. A. Gamwell, a Vice President of 
 this Institute, and one of its earliest members, and for nearly twenty-five 
 years a teacher in the city of Providence, this Institute and the cause of 
 education have sustained a heavy loss, and we desire hereby to express 
 our appreciation of his worth as a man, and a faithful and devoted 
 teacher.* 
 
 Increasing Interest. 
 
 It would be impossible, except by swelling this volume to 
 a size not contemplated by the Institute when authorizing its 
 publication, to give in the preceding synopsis of meetings 
 the numerous details which would be alike interesting and 
 instructive. A summary of the essential portions of the 
 many lectures and addresses delivered by eminent educators, 
 would have been an invaluable contribution to educational 
 literature, and the practical ideas contained in them would 
 have been found important aids in the school-room. A ref- 
 erence, however, to the various topics discussed, cannot fail 
 
 *Mr. Gamwell was born in Peru, Massachusetts, October 29th, 1816. He was edu- 
 cated at Brown University, and graduated in September, 1847. He immediately 
 afterwards accepted an appointment as Principal of the Fountain Street Gram 
 mar School in Providence, subsequently transferred to the new building on Fed- 
 eral Street, a position he occupied with distinguished success until his labors 
 were terminated by fatal disease. He died December 18th, 1871, in the peacefu 
 trust inspired by the christian faith his life had so consistently illustrated. He 
 left a wife and four children to mourn an event which awakened the sorrow of 
 a wide circle of friends. A fine portrait of Mr. Gamwell hangs in the Hall of the 
 Federal Street Grammar school house. 
 
72 HISTORY OF THE 
 
 to suggest to teachers trains of thought helpful in the dis- 
 charge of their responsible and often perplexing duties. The 
 questions upon which these lectures and addresses weie 
 based, will, for the most part, suggest the desired answers, 
 and a careful perusal of this synopsis of Institute work, will, 
 in this particular, be found highly advantageous. 
 
 'It is especially interesting to trace through the years 
 covered by the brief history thus far presented, the influence 
 of the annual and subsidiary meetings of the Institute in 
 multiplying friends to the cause of popular education, and in 
 strengthening its hold upon the public mind. This is made 
 evident by the increased attendance upon its meetings, as 
 well as by the high character of the citizens who extended to 
 them their cordial support. This has been a more distinctly 
 marked feature within the last fourteen years. Up to that 
 time, with few exceptions, and those were evenings when a 
 popular speaker from abroad addressed the Institute, the 
 vestry of a church had furnished all needed accommodations. 
 But year by year the circle of interest widened until in 1870 
 it became necessary to transfer the annual meetings to Roger 
 Williams Hall, capable of seating sixteen hundred people. A 
 single year demonstrated that even this Hall was of too lim- 
 ited dimensions, and in 1872, for this reason, the evening 
 exercises were held in Music Hall, the largest audience room 
 in Providence, if not in the State. The annual meetings of 
 1873 and 1874, held in this latter hall, were pre-eminently 
 distinguished for numbers and enthusiasm. Such gatherings 
 of teachers and the friends of education were never before 
 seen in Rhode Island, if indeed, in any part of the United 
 States. At the evening sessions, each year, not less than 
 three thousand persons were present. 
 
 The ninety -ninth meeting of the Institute, being the 
 twenty-ninth annual meeting, was held as above stated, 
 January 9th, 10th and 11th, 1873. 
 
 Election of Officers. 
 
 The forenoon of Thursday (Oth) was devoted by members 
 to visiting the State Normal School and the Providence 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. id 
 
 High School. In the afternoon, from two to four (/clock, the 
 Grammar, Intermediate, and Primary schools of the city were 
 visited, to witness the usual exercises in each. 
 
 At 2 o'clock, p. M.,a session of the Department of Higher 
 Instruction was held in the Providence High School. The 
 object of this session was stated by the President, (Mr. 
 Lyon,) to be "to secure to the teachers of the higher schools 
 the same advantages that the teachers of other schools had at 
 the annual meetings of the Institute.* The following papers 
 were then read : " Methods of Teaching the Classics," by 
 Professor Albert Harkness, of Brown University; "The Im- 
 portance* of Mathematical Studies to Literary Pursuits," by 
 Professor Benjamin F. Clarke, of Brown University. The 
 reading of these papers was followed by animated and in- 
 structive discussions, which were participated in by Charles 
 B. Goff, Edward H. Cutler, O. H. Kile, N. VV. Littlefield, 
 David W. Hoyt, William A. Mowry, Thomas B. Stock well, 
 and Edwin M. Stone. In the evening a large audience as- 
 sembled at Music Hall, when an able address on "The Cri- 
 terion of Education," was delivered by Hon. E. E White, of 
 Columbus, Ohio. 
 
 Friday morning, an address of welcome was delivered by 
 Rev. Henry W. Rugg, of the Providence School Committee, 
 and responded to in appropriate words by President Lyon. 
 Professor Samuel S. Greene, of Brown University, read a 
 paper on " Thought and Expression : " 
 
 Thought was placed first, because it was really first in time and im- 
 portance; expression second in time and the necessary instrument by 
 which thought is made known. Thought is to be gained by direct effort, 
 expression by indirect, which united gives us language. Every person 
 in common life needs to know how to speak and write his own language 
 with correctness and some degree of elegance. Ilowean our children be 
 taught to do this in our common schools? Not by the study of text- 
 
 *The school visitations commenced in 1871, and meetings of the " Department 
 of Higher Instruction," begun in l^T.i, were new features in the arrangements for 
 the annual meetings of the Institute. In 1*74 a Grammar and Primary school 
 section was added. 
 
 10 
 
74 HISTORY OF THE 
 
 books in the science of Grammar alone or chiefly, but by such training as 
 shall stimulate thought ami lead to its expression, care being taken to 
 give thought its legitimate place, that of supremacy over expre>.-i. n. A 
 child should not be led to think by unwise criticisms of the style of his 
 penmanship, grammar, spelling, etc , that the expression is first in im- 
 portance. Tell a child to go and examine or witness something within 
 his comprehension, and then let him tell it his own way. and give him 
 the impression that his thought is of the most importance. Children 
 should be taught to think and read for a definite object, and when t'. - • 
 accomplished tike expression will be acquired. Do not demand of a 
 child an original composition, without preparing his mind by leading him 
 into the r . _ht. All school exercises should be made a means of 
 
 teaching correct expression of earnest thought. 
 
 This paper elicited an instructive dis ss .participated 
 in by Pi -- Jos E stman, Rev. Daniel Leach. Super- 
 intendent of Providence Public Schools, Professor Greene, 
 Hon. E. E. White, Commissioner Thomas W. Bicknell, and 
 Rev. Edwin M. Stone. A pleasant exercise in " Gymnast: - 
 was given by a class of pupils from the Thayer Street Gram- 
 mar School, under the direction ot 31 - _ tret L. Phillips. 
 The accuracy and gracefulness of the drill, excited the admi- 
 ration of the audience. 
 
 The afternoon exercises were opened with singing by live 
 hundred pupils belonging to the several Grammar Schools of 
 the city, under the direction of Mr. B. W. Hood. The 
 pieces, five in number, were finely rendered, showing careful 
 training on the part of the teacher. Pupils from the State 
 Normal 3 _ tve exercises in Reading, conducted by Pro- 
 
 jsor L. B. Monroe. These exercises were well sustained 
 throughout, and save srreat satisfaction. Pi -- - 1 ". Lewis 
 Diman delivered a scholarly and instructive address on "The 
 Teacher's Culture." II mi. E. E. White spoke in approval of 
 the sentiments advanced, and Rev. Mr. Ela, of East Green- 
 wich, presented briefly, "The Means by which Real Culture 
 may be Obtained." Professor Monroe read the "Pied Piper 
 of Hamlin." 
 
 In the evening the hall was crowded to overflowing. Ad- 
 dresses were made by Governor 8 I lelfordj Hon. Thos. 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 75 
 
 A. Doyle, Mayor of Providence, Hon. John Kingsbury, Rev. 
 Dr. Robinson, President of Brown University, Hon. E. E. 
 White, Hon. Henry Barnard, and Hon. Thomas W. Bick- 
 nell. Professor Monroe rend three poems, which were re- 
 ceived with great applause. The excellent music for the 
 evening- was furnished by about one hundred and fifty female 
 High School pupils, under the direction of Mr. B. W. Hood, 
 Mr. Frank F. Tingley presiding at the organ. 
 
 Saturday forenoon the meeting was mainly devoted to 
 business. Besides the election of officers and the customary 
 votes of thanks, resolutions were passed recommending a 
 modification of the district system of this State, approving 
 State representation by one or more Commissioners at the 
 International Industrial Exposition to be held in Vienna, 
 Austria, in the summer and autumn of 1873, and recognizing 
 elementary Natural History "as a necessary fundamental de- 
 partment of public instruction." The following resolutions 
 are among the number presented and adopted : 
 
 Resolved, That no system of education can be considered complete 
 which does not provide for girls the same educational advantages boys 
 now enjoy, and that, in the opinion of the members of this Institute, the 
 cause of education will be advanced in this State when its daughters can 
 obtain within its borders the highest education. 
 
 Resolved, That we have learned with profound regret of the decease of 
 Professor C. M. Alvord, of East Greenwich Seminary, whose long and 
 faithful service, and distinguished success in the work of a teacher, have 
 commanded the admiration of hisfellovv-teachers, as his pure and noble 
 christian character has secured the respect and love of all who have been 
 permitted to tcnow his worth.* 
 
 The Committee on the Institute Manual reported that the 
 work would be in readiness for the press in the course of a 
 few weeks. 
 
 The committee to whom was referred the subject of the 
 Iihode Island Schoolmaster, reported, and recommended 
 
 ♦Professor Caleb M. Alvord, was born in East Hampton, Mass., May 3d. 1815", and 
 died at East Greenwich, R. I., January 6th, 1ST.!, aged fifty-eight years. 
 
76 HISTORY OF THE 
 
 "that the journal be continued as heretofore under the edi- 
 torial direction of the School Commissioner, and the business 
 management of Mr. T. B. Stockwcll," with a Board of twelve 
 contributing editors. The recommendation was adopted. 
 
 Adjourned. 
 
 The several sessions of the Institute, from the commence- 
 ment to the close, were of an elevated character, and of un- 
 usual interest. The addresses, lectures and papers, opened 
 fresh and valuable truths to the minds of all present, and to 
 the inspiration of great ideas was added the inspiration of 
 the crowd that daily thronged the hall. 
 
 The one hundredth meeting of the Institute, being also the 
 thirtieth annual meeting, opened in Providence, January 
 22d, 1874, and continued until noon of the 24th. The fore- 
 noon of the first day (Thursday) was, as in the three pre- 
 ceding years, devoted to visiting the schools of the city, 
 together with the State Normal School. In the afternoon 
 two meetings of teachers and others were held in the High 
 School Building, viz. : "The Department of Higher Instruc- 
 tion," and "The Grammar and Primary School Section." 
 The former was presided over by Professor Joseph Eastman, 
 of the Conference Seminary at East Greenwich, and the lat- 
 ter by Mr. L. W. Russell, Principal of the Briclgham School 
 in Providence. Both meetings were largely attended by the 
 most prominent educators of the city and the State. The 
 latter was crowded to excess. The Department of Higher 
 Instruction commenced its session with a paper by Mr. David 
 W. Hoyt, Principal of the English and Scientific Department 
 for boys in the Providence High School, on "The Relation of 
 the Teacher to Modern Progress in Physical Science." The 
 following is an abstract : 
 
 The teacher is the interpreter who stands between the original inves- 
 tigator and tlie people. All acknowledge the power of the press as an 
 educator. Popular lectures by masters in science afford entertainment 
 and awaken interest; but the next generation of men and women will 
 owe most of its permanent ideas in science to the teachers and the text- 
 books of to-day. 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 77 
 
 It is the duty of the teacher to keep himself informed of the recent pro- 
 gress made in science. One who has ceased to learn should cease to 
 teach. The progress of science furnishes the mental food needed to tit 
 one for his duties, even though he may not directly teach that which he 
 learns; but his knowledge of recent discoveries should lie more minute 
 and extensive, in proportion as they bear more directly upon the branches 
 he is called to teach. 
 
 There is a broad distinction between what the teacher ought to know, 
 and what he ought to teach. Two evils, of an opposite character, beset 
 his'calling: — 
 
 1. Teaching the old, simply because it is old, and the teacher thor- 
 oughly understands it; and neglecting to teach the new, simply because 
 it is new. and the teacher is too old or too lazy to learn it himself. We 
 often m isjudge of the relative value or difficulty of the old and the new 
 methods. The old is so thoroughly a part of ourselves that we fail to 
 realize that both are equally unknown to our pupils. 
 
 2. Teaching the new, simply because it is new, and neglecting to 
 teach what is comparatively old, simply because it is old. While the 
 fossil teacher may be guilty of the error first mentioned, the progressive 
 teacher is liable to commit this one. The temptation is two-fold. First, 
 it is easy to teach with interest and enthusiasm what one has justlearned. 
 The success of young teachers is often due to this fact. We are all 
 young in our recent acquirements, and it is well that it is so; we only 
 plead that we should use our judgment as well as our personal enthusiasm 
 in determining what to teach. The second temptation is furnished by 
 public examinations. Committees and the public may be interested in 
 what is novel, though old but important subjects are neglected. 
 
 The present importance of a subject is one point to be considered in 
 determining whether it should be taught. The multitude of wrecked 
 theories, and even practical chemical processes, which lie along the 
 stream of time, are now of little importance, except as items of history. 
 
 The amount of time at the disposal of the teacher is, in most cases, 
 unfortunately, the most important practical point to be considered. Let 
 us, however, suppose, for the moment, that the selection of topics is to be 
 made upon other grounds. We pass, then, to consider our principal prop- 
 osition. 
 
 New discoveries and theories should not be introduced into a course of 
 academic instruction till they are firmly established- Even the pioneers 
 of thought and discovery must admit this. The text-book and the teacher 
 are not only the interpreters, but the great conservative power. 
 
 It may be asked, why should the teacher study these, if he is not ex- 
 pected to teach them ? The reasons which pertain to his own mental 
 growth and character have already been given. The pupil has enough 
 to occupy his mind in what is firmly established. The teacher should b9 
 able to exercise the judicial spirit, neither believing nor disbelieving till 
 he has sufficient reason therefor. The average pupil is incapable of such 
 a state of mind; he blindly believes. These new discoveries and theo- 
 
78 HISTORY OF THE 
 
 rics may soon become so fully established that the teacher will be ex- 
 pected to include them in his course of instruction; and even if he does 
 not teach them directly, they may modify his teaching. Again, there are 
 students whom the " average pupil " does not represent. A few will seek 
 from the teacher information in regard to the questions of the day. 
 
 The remainder of the paper consisted of a practical appli- 
 cation of the principle above enunciated, naming some sub- 
 jects which, in the judgment of the author, may be taught, 
 and others which are not yet so well understood as to be pro- 
 perly included in a course of academical training. It continues : 
 
 The revelations made by spectrum analysis are wonderful, enabling, 
 as it does, the celestial chemist to analyze the heavenly bodies. But how 
 much of the application of spectrum analysis to the heavenly bodies 
 should we be justified in teaching at present? Perhaps little more than 
 this : The bright lines of a spectrum indicate the character of the gases 
 from which the light comes, and the dark lines the nature of the gases 
 through which it conies. 
 
 The spectroscope has revealed enough to overturn some of the old 
 theories respecting the physical constitution of the sun ; but we know 
 little more about it than this: The sun is surrounded by an immense 
 gaseous atmosphere, containing sundry elements, some of which are 
 found, also, on the earth. 
 
 The greatest changes of the last few years have been in the theories 
 adopted. New facts have been added to the common stock, but the old 
 ones cannot be thrown aside, like old theories. One department is of too 
 much importance to be passed over in silence. It includes what is spoken 
 of as " conversion of energy," " conservation of force," or the " correla- 
 tion of forces," — not only the theories of what were once called the im- 
 ponderable agents, such as heat, light, and electricity, but also, in a 
 wider sense, those of gravity, cohesion, and chemical affinity,— in fact, 
 the unity of force and of natural phenomena, and perchance, of matter 
 itself. Not many years since the tendency of the times was to multiply 
 chemical elements and forces in physical science, as well as species in 
 natural history. Now men are not only striving to prove a common 
 origin for species, but some are seeking to trace all physical forces to a 
 common source, and all kinds of matter to the same original substance. 
 
 Teachers should accept it as a fact that a thermal unit is equivalent to 
 seven hundred and seventy-two foot-pounds; that is, the force which 
 would raise a given weight of water one degree Fahrenheit, would lift 
 the same weight seven hundred and seventy-two feet. We teach that 
 light and heat consist in vibrations of atoms or molecules; that light is 
 transmitted to us from the sun by the vibrations of the ether. Probably 
 electricity should also be regarded as a mode of atomic or molecular mo- 
 
KIIODE ISLAND INSTITUTE OF INSTRUCTION. 79 
 
 tion ; but just how the motion differs from that of light and heat we cannot 
 say. Electricity is evidently convertible into heat, light, and mechanical 
 force; but the duty of teachers is plainly to await future developments 
 on this subject. So far as gravity, cohesion, and chemical affinity are 
 concerned, we have no theory to teach. Why matter thus attracts other 
 matter we cannot tell, even though Saigey and others attempt to account 
 for these forces by the vibration and rotition of molecules of matter 
 carrying with them atmospheres of ethereal atoms. 
 
 The unity of force leads naturally to the unity of matter. Some evo- 
 lutionists would make the ether the oiiginal of all matter; others would 
 make the original atoms of two kinds, ethereal and corporeal, with, per- 
 haps, hydrogen as the original of the corporeal ; others still, would rec- 
 ognize some or all the chemical elements as originally distinct forms of 
 corporeal matter. As teachers, we propose still to treat the chemical 
 elements as distinct, even though we are forced to resort to allotropism 
 and isomerism. 
 
 The subject presented in this paper was learnedly discussed 
 by Mr. Isaac F. Cady, of Bamngton, and Professors S. S. 
 Greene and B. F. Clarke, of Brown University. After a 
 brief recess, Professor J. L. Lincoln, of Brown University, 
 read a thoughtful and discriminating paper on M Preparatory. 
 Classical Studies/' in which he considered their value and the 
 spirit and method of pursuing them. He would not place 
 classical studies in antagonism to the physical sciences. 
 Physical science generally addresses the understanding. If. 
 is the office of literature to reach the soul, and thus the Iliad 
 of Homer supplies a felt want. 
 
 The study of lar guage cultivates fixed and concentrated attention. 
 The ancient languages are more perfect and regular than the modern, 
 but have a family relation to all the modern tongues, and are not dead. 
 Latin still lives in the French, Spanish, English and Italian languages. 
 Greek and Latin still speak with ever-living voices. The study of these 
 languages is a means to an end We are to seek culture from their lit- 
 eratures. In their thoughts and subjects they inspire us to spiritual 
 worth. They teach precepts of truth. They are still unapproached in 
 literary excellence. Hence you have a sufficient argument for the value 
 of classical studies in a liberal education. 
 
 The pupil should have a clear and sure aim of what he is to do and be. 
 The languages should be learned and acquired; made a lasting posses- 
 sion of the mind We all need to try more and more to achieve the posi- 
 tive results of better learning by the use of the existing good methods of 
 
80 HISTORY OF THE 
 
 study. These languages should be mastered for our use. This can be 
 done " Possunt quia posse viccntur," I mean by mastering just what we 
 mean by mastering a modern language which we purpose to use in read- 
 ing and speaking. We should put Professor Darkness' excellent works 
 to practical use in constantly interchanging Latin and English in all their 
 forms, and by question and answer. No form or word but should be 
 coined into living speech. The book should only be given up when the 
 scholar has it all in his mind. With what facility might you then read a 
 Latin author. Not only should book-words be used, but there should be 
 something like conversation between teacher and scholar. The names 
 of common objects and acts should be used in daily intercourse. You 
 would not lose but gain time by it, making the school a Indus as in 
 olden time. All this might be done without any letting down of gram- 
 matical strictness, but the pupil would come back with greater appetite 
 for knowledge. The lesson should be read back from the translation into 
 the original, and every new word made so familiar that it need not be 
 learned again. Thus there would be a real progress in knowledge, and 
 the end of classical study be obtained. 
 
 There are higher aims in the study of language; first, the teacher will 
 strive to bring into his work a taste for literary beauty. It is a pleasure 
 to so instruct the scholar, and to urge him to this study which has done 
 so much for others. We should not regard language as mere material 
 for grammatical analysis. We may begin the study too early, before we 
 are able to appreciate their beauties and diction . Our pupils should know 
 and feel these beauties, which they should study, not as tasks to be 
 learned, but as noblest diversions for future days. They should be con- 
 versant with the authors and know their excellences. The work of 
 translation should be made a means of discipline to the student in his 
 own vernacular. 
 
 Again, the life of the people among whom Greek and Roman letters 
 grew up should be a subject of study. Greek and Latin each contributed 
 to the Christian religion, and here is a. fruitful theme which should be of 
 interest to the student in the early part of his study. What were their 
 manners and customs, their relation to the races of modern times are 
 subjects of a life-work which should be early begun. Virgil should 
 be studied as a national poet, Cicero as an exponent of Roman political 
 life. I am glad we have schools which do so good work, which have 
 given so many good scholars to our University. I trust they will do yet 
 better service. In reading not long since of the schools of England, 1 
 received some idea of the power of these schools in enlightening the 
 nation, and I would say to our teachers, it is a worthy ambition to sus- 
 tain the reputation of our schools. See to it that you adorn the Sparta 
 of your dwelling-place. Devote the power it shall give you to virtue, 
 truth and religion. 
 
 This paper was discussed by Mr. F. W. Tilton, Principal 
 
KHODE ISLAND INSTITUTE OF INSTRUCTION. 81 
 
 of the High School in Newport, and Mr. Alonzo Williams, of 
 the Friends School, Providence. 
 
 The Grammar and Primary Section was first addressed by 
 the chairman, on some methods and mistakes in Heading. 
 
 Mr. J. C. Greenough, Principal of the State Normal 
 School, then read a paper on the management of reading with 
 young pupils. 
 
 He placed considerable stress upon the union of the powers or sounds 
 of the letters forming the earliest words learned by the child; also, that 
 the word should not be presented till the thing it symbolizes was known 
 to the child, or the idea to be convoyed comprehended. He thought 
 much was lost to the child by a want of freshness in the matter presented 
 for reading lessons. He hoped to see the day when, to obviate this, 
 printed sheets would be furnished monthly, by some competent commit- 
 tee chosen for the purpose, to be distributed among the schools of a State 
 or community, these sheets to contain appropriate matter for different 
 grades of schools, exciting curiosity in the children, by the continued 
 newness, and affording the opportunity of keeping the children interested 
 in current topics, in history, politics, discoveries, &c, which they could 
 comprehend. 
 
 He thought the reading book a very important one. Around it clus- 
 tered much in after years of school-life. The influence of the pieces and 
 of tlie teacher's work when teaching them was very great. 
 
 He closed the paper by some eloquent allusions to the doors which may 
 be opened to the pupils through the reading lessons to the gems of our 
 great authors, forming and molding the tastes of the pupils for their 
 works. 
 
 Two papers followed; one by Miss Mary A. Riley, of 
 Westerly, on teaching "Elementary Geography," and the 
 other by Miss Susan C. Bancroft, assistant teacher in the 
 Normal School, on "Early Steps in Language." 
 
 Miss Riley regarded the teaching of position as of first importance. It 
 should be done before the name Geography is uttered in the class, and by 
 locating different objects in the school room, and speaking of their posi- 
 tions, absolute and as related to each oth^r. Then the streets of the 
 town, and houses, etc., located upon them might be taken up till the 
 necessity of a map was felt. Then map drawing might be begun, rude 
 at first, but to be perfected in the higher grades. 
 
 Miss Bancroft advocated the teaching of language in all the school les- 
 sons from the earliest period of school going, long before what is termed 
 20 
 
82 HISTORY OF THE 
 
 composition-writing begins. The pupils should be taught to tell about 
 the things they see and handle. Here is where they get their first lessons 
 in language. She impressed upon the audience the great importance of 
 the teacher's using correct language in all the lessons and conversations 
 and aiding the pupils to do the same. People often come to serious mis- 
 understanding and legal contests even by a misconception of words. 
 The legal profession would be deprived of half their work were it not 
 for this. Some useful hints of interest to teachers were given in relation 
 to further steps in teaching language. 
 
 These papers were respectively discussed by Messrs Albert 
 J. Manchester, J. Milton Hall, James M. Sawin, Rev. 
 Daniel Leach, and Professor S. S. Greene, each presenting 
 practical ideas, enhancing thereby to teachers the usefulness 
 of the session. 
 
 The evening session at Music Hall attracted a large audi- 
 ence. President Lyon introduced Hon. John Eaton, United 
 States Commissioner of Education, who delivered a lecture 
 upon the general character of education, and some of its 
 pressing needs. 
 
 In his introductory remarks the speaker quoted the words of Sir Walter 
 Raleigh when lifting the axe of the executioner in the Tower of London, 
 a short time before his execution. lie said, '.' This is a sharp instrument, 
 but it cures all diseases." His career and death, said he, were an illus- 
 tration, and his words an expression of the sentiment of his days. But 
 another treatment is now universally approved; indeed, the change was 
 then at hand. Two years after his execution the settlement of New 
 England marked a new departure. In spite of the times the course of 
 events led to the formation of a government in which all, equal before 
 their Divine Master, were equal before the law of the land. Our fore- 
 fathers saw that their compact of government must allow the children to 
 learn so much of letters as to be able to read the Bible and the. laws 
 under which they were to be governed. Iu the past, nations treated vice 
 and crime by the sharp edge of the executioner's axe, but our fathers 
 began to employ here in the wildernessa new remedy They introduced 
 education by the government compact, resulting in a civilization and in 
 a nation that has presented before the world a spectacle of dealing suc- 
 cessfully with actual treason without the execution of the traitor. Edu- 
 cation neither begins nor ends with the book knowledge, but is only con- 
 centrated and intensified by the aid of teachers and books. 
 
 The lecturer spoke of education as affected by the necessary changes 
 produced by the changes of time. Outside of New England, shortly after 
 its settlement, instruction was, as a rule, under the control of the church 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 83 
 
 or private individuals, and extended only to the few. At the day of this 
 settlement, we look in vain for civil decrees or laws enforcing education. 
 A century later, civil law in Russia decreed elementary education, but it 
 was onlv, because the people would by it be more efficient subjects of the 
 monarchy. Outside of the inhospitable wilderness of the New World, edu- 
 cation was given only to the few; but our fathers proposed to give all a 
 chance to be educated, for they saw that vice and crime and poverty 
 would be less frequent by its influence. They saw that all persons were 
 endangered by these evils, and proposed they should all have the same 
 chance to escape them. Our fathers saw that property could prevent 
 vice, crime and pauperism by bearing the expense of education. Opposi- 
 tion to the continuation of the support of education forgets that each in- 
 dividual, each generation, must begin just as its predecessor. Man's 
 work must not only be done anew and wholly, for each child as it 
 appears, but each one must be informed and stimulated to do his part of 
 the work of the town, the State, and the nation. The neglect of elemen- 
 tary training for five years in any community, would find the next gene- 
 ration on the stage totally ignorant. The thoughtful worker in the cause 
 of education must have these considerations in view when he is counting 
 the cost of sustaining svstems of education in vigorous operation. Our 
 predecessors formed their conclusions that property must be put into the 
 cause of education, and if Ave do not wish to experience the civil upheavals 
 common among uneducated nations in their day, we must hold in mind 
 their conclusions. 
 
 The lecturer then went on to consider the effects of changes in the pop- 
 ulation on educational questions. 
 
 A tiling absolutely essential to the success of the work of the school is 
 the intelligent and sympathetic cooperation of the surrounding commu- 
 nity. When this is wanting and the teacher feels compelled not only to 
 stimulate the pupils in their own efforts, and iterate and reiterate to them 
 the things which should be brought before them by their parents and 
 friends, there is but little hope of success. 
 
 In conclusion the speaker addressing himself to the school teachers of 
 Rhode Island, said, if I have not directed ray remarks successfully to you 
 this evening, if I have rather suggested facts, the consideration of which 
 should be for the whole American people, and should inspire every parent 
 and citizen with an anxious and sympathetic cooperation; still I have 
 not forgotten that the success or failure is committed to you. Have you 
 taken your position from right motives? Are you in the line of duty? 
 The Great Master says to you " go on," and His protection and support 
 will not fail you. 
 
 At the close of the lecture, Professor Mark Bailey, of 
 Yale College, read the re-union poem, by Holmes, a selection 
 from Dombey and Son, including the death of little Paul, 
 and the story of the Hoosier who invested in live oysters, all 
 
84 HISTORY OF THE 
 
 of which were received with strong marks of satisfaction ; 
 
 and thus closed the first day of unusual intellectual enjoy- 
 ment. 
 
 Friday morning (second day) the Institute was opened 
 with devotional exercises by lvev. D. H. Greer, Rector of 
 Grace Church. President Lyon made an earnest and appro- 
 priate address of welcome to the teachers assembled from 
 every part of the State, and representing the interests of 
 education in their respective towns. 
 
 The high mission to which the teachers of to-day ;ire called, is a cause 
 for congratulation- Their duties are worthy of the most exalted talents, 
 the most cultivated intellects, and the noblest aspirations. Their work is 
 not merely a profession, but a calling tu which they are summoned by a 
 vox interna, whose bidding they cannot disregard. Under its influence 
 they should consecrate all the powers of their being, — physical, mental, 
 and spiritual. To elevate and ennoble their chosen pursuit should be the 
 inspiring motive to untiring efforts, until, from exhausted energies, they 
 arc unable to perform its responsible and self-denying labors. In Ger- 
 many, where the profession has received its highest honor and won its 
 noblest victories, teachers who have taught forty years in the public 
 schools, retire on full pay. 
 
 President Lyon then adverted to the different topics to he 
 discussed and to the general arrangements for the meetings of 
 the Institute, as well calculated to bring out the best thoughts 
 of those who should speak, and to make this meeting of the 
 Institute a profitable one to all in attendance. 
 
 At the close of his address, Mr. J. C. Greenough was in- 
 troduced to the audience, and read a paper upon "The Use 
 of Text-Books." 
 
 lie defined a text-book as a book regularly used by the student in the 
 preparation of his lesson. Text-books arc of different qualities, but we 
 are to consider when a good text-book should or should not be used. 
 They should not be used when the printed page will not convey what is 
 to be taught. Early teaching must be without books, and first ideas are 
 the most important since they determine the pupil's future acquirements. 
 Words are not the objects of our knowledge, but principles, and princi- 
 ples are facts systematically arranged. We must study facts before we 
 can classify. The perceptive faculties develop first in order, and upon 
 their development depends that of the other faculties. Something more 
 
KIIODE ISLAND INSTITUTE OF INSTRUCTION. 85 
 
 than words are needed to develop this faculty. We must have objects to 
 teach, and teach the objects before the words. The teacher should dis- 
 tinguish between telling and teaching. He should observe and then 
 make his own statements. This was Agassiz's method. The pupil gain- 
 ing ideas in the natural order will adopt this method in after life, and 
 will investigate for himself. This will make individual men rather than 
 machines. Some say it is well to fix correct statements and store the 
 mind with facts, to be known in later years; but this cultivates a habit of 
 trusting to statements and memory rather than to experience. Let the 
 teacher direct the pupil's investigation of his own consciousness. This 
 is more properly called the natural method. 
 
 When text-books contain the things to be studied — as language, litera- 
 ture, and the like, they must be used. We should save time by increase 
 of interest, acting as original investigators. There is a prejudice in many 
 minds against oral teaching which is just, if it refers to mere rambling- 
 talk. Teaching should be brief, concise and thoroughly understood by 
 the teacher. Such teaching awakens enthusiasm. Books containing 
 problems are useful, but principles and rules should be taught orally. 
 Books often present the subject in such a manner that the need of obser- 
 vation is not felt. Teaching is the mark of teachers not of text books. 
 
 Text-books may be used to gain knowledge which cannot be obtained 
 by experience, as in history and geography. Single facts are of little 
 value except in their relation to other facts and to principles. The 
 teacher should lead the pupil to compare known facts and reach conclu- 
 sions valuable to himself and others. The pupil should study things be- 
 fore principles and statements, should be familiar with practice before 
 learning rules. In the study of language, translation precedes the 
 methods of grammar. When the pupil has come to understand the sub- 
 ject, if text-books can best state the knowledge, they may be profitably, 
 used. 
 
 The views presented in this paper were discussed at con- 
 siderable length by Rev. Carlton A. Staples, Rev. Daniel 
 Leach, and Professor Samuel S. Greene. Mr. Staples com- 
 plimented the paper, and referred to his former teacher, who 
 was wont to say " no one was fit to teach unless he could dis- 
 pense with the text-books." He continued : 
 
 There is a difference in pupils about using text-books. Tf we consider 
 the aim to impart knowledge of facts and fit the scholar for life's work 
 by awakening habits of thoughtfulness we shall arrive at proper conclu- 
 sions. While the intellect should be cultivated, it is also important that 
 facts and principles, which prepare the pupil to fill his place in life, 
 should likewise be imparted, and this must be done mainly by text-books, . 
 even if the teacher make his own books. 
 
86 HISTORY OF THE 
 
 Tlif majority of pupils have not and never can have much individual- 
 ity and to teach such pupils we must rely on text-books. Spelling must 
 be learned by memory, it cannot be reasoned out, and in grammar we 
 must teach principles from text-books. The reasoning powers should be 
 developed; but, after all, do we not rely chiefly on the memory, even 
 though it he treacherous? We do not succeed in properly awakening moral 
 and religious life even in our Sunday schools; we should not only learn 
 the rules but form the habits of virtuous conduct- 80, in the intellectual 
 lile, we may simply cram the memory with facts. This is better than 
 nothing, but not what is needed. We are gaining in illustration and in 
 striving to awaken thoughtfulness and interest. It is more difficult to 
 teach without text-books and to mnke a good exhibition to the trustees, 
 commissioners and parents, yet a very little power of discrimination is 
 better than any amount of mere book knowledge. 
 
 Rev. Mr. Leach followed Mr. Staples, and said : 
 
 He believed a skillful teacher would not be closely confined to text- 
 books, but properly used they are essential to the good of the school. 
 How they should be used would depend upon the capacity, nge and cir- 
 cumstances of the child. Thought may be awakened by objects, by 
 pictures, by description, or by the names of objects. Children have few 
 spontaneous ideas, and early knowledge is limited; how, then, can a 
 teacher present numerous objects? The more the teacher can use objects 
 the better, but pictures, descriptions or names of objects must at times 
 take their place. Without the names of objects he will know nothing of 
 what he sees. Thoughts must be put into language and should be ex- 
 tracted from language. The child that can do this readily and accurately 
 is educated. The memory is the only conservator of knowledge, and this 
 is by exact, definite, precise language. Thoughts should be, as far as 
 possible, in logical order; the closer the intimacy of relation the better 
 The cultivation of memory should not be the exclusive work in our 
 schools. A difficult but profitable work is the expression of thoughts in 
 different words from those through which they Avere received. Reason- 
 ing is the comparison of facts and is entirely dependent on the memory. 
 To criticise is easy; a man might state just how to make a watch, and 
 yet not be able to construct one. We all desii e to give the pupil as much 
 knowledge as possible, and teach him to use it in the most effective 
 manner. Words and language must be furnished before many ideas can 
 be communicated, but the mind should not be burdened with mereempty 
 words. Pupils should use pencil and slate, giving, in their own words, 
 the ideas received. 
 
 I dissent from the view that definitions and principles should be left to 
 the teacher. It would produce; confusion, ami we should have no fixed 
 definitions. The most difficult part of teaching, and that which re<nrires 
 the most skill, is to express principles accurately and concisely in lan- 
 guage, and when done these should be preserved. One defect in our 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 87 
 
 teaching is inexactness. Processes should precede definitions but knowl- 
 edge should be preserved in the best language. As regards spelling 
 words the pupil does not understand, it is impossible that he should un- 
 derstand the full meaning of all the words he meets. Children should 
 thus learn to use words accurately. The memorizing of words is to be 
 learned primarily by young pupils from sentences in their reading lesson 
 and by using them to express thoughts of their own. In reading we have 
 the mechanical process and also the intellectual. The latter extracts the 
 thought from the page. We next put thought into language and make 
 it effective to others. We wish to cultivate the memory that the pupil 
 may reason. Oral teaching is apt to be given at random. As a rule we 
 should teach only what applies to the lesson. Beginning at the founda- 
 tion all knowledge should be related. We should not burden the mem- 
 ory with useless knowledge. When the memory is gone, all is gone. It 
 is well to make knowledge attractive, but let the pupil understand that it 
 is by toil and effort only that knowledge i gained. The mind as well as 
 well as the body needs strong meat. We never read of a man who at- 
 tained eminence as a scholar who had not a good memory. Our teachers 
 are now striving more than ever, that the scholars shall derive ideas from 
 the text books and not that they may give a mere verbal recitation. 
 
 Professor Greene, in closing the discussion, said : 
 
 I belong to both sides of this question. In my earlier years of study 
 the professor came before us with notes or books and began to rub a glass 
 tube with a calf-skin. He then held it over the table on which he had 
 placed some light particles and we saw these alternately attracted to and 
 repelled from the glass. He then began to explain it and give us facts 
 connected with it. I enjoyed this exercise, I know I did. I can con- 
 ceive of his coming with the statement of the fact and then proving his 
 statement by experiments. I sometimes question which is the better, but 
 I confess I like the first. I should not wish the proiessor to repeat it 
 many times. Object-teaching is often carried to excess. 
 
 Suppose I take geography; I wish to give the pupil an idea of Mada- 
 gascar I first show him an island, however small, then teach him of 
 larger islands, and go from the object which gives the elementary idea 
 up to the great idea. If you say to me, " Titus erected a battering ram," 
 unless 1 have seen a picture of it, it is all a grand blank to me. The 
 object of teaching is to fill out and open up the thoughts which the pupil 
 entrusts to memory. Commit to memory through the understanding, not 
 through the language simply. My thought is this; the business of the 
 teacher is to furnish ideas, let him use text-books, but let him make his 
 ideas clear. The disadvantage of teaching without a tex-book is the 
 crowding into the mind of five or six different things without a record. 
 A record helps to recall. It should be as brief as possible. My class are 
 required to take their own notes or to take my dictation, I have tried this 
 method and am satisfied. The text-book must have a great deal oHum- 
 
88 HISTORY OF THE 
 
 ber in it; let me use the book and throw away the lumber. Both with 
 and without the text-book, is the true way to teach; the teacher who 
 cannot teach without, is not tit to teach. 
 
 Professor Bailey gave a pleasant lecture on Reading : 
 
 I occasionally find a class well drilled in logical analysis, and this is 
 the preparation for reading sentences . Do you not think it jtossible to 
 make rending orderly, scientific and more useful and practical? Huxley 
 says, " Method is the same in all sciences." Observe fads, then group, 
 and then elaborate them. Deducing conclusions from this elaborating of 
 facts, you individualize and observe the points of similarity. You then 
 test your observations. This is verification. This method is not impos- 
 sible in reading. We may go out and observe the best talkers, we ob- 
 serve the same facts in the conversations of many, and then say, " All 
 persons speak in this way " For example, how do people speak when 
 most happy in expression? On matter of fact ideas, they speak just loud 
 enough, and just fast enough, with moderate force, stress, time, &c. We 
 thus begin to classify. What changes are made for increased enthusiasm? 
 Their ideas are expressed faster, louder and with marked stress. You 
 know expressions of joy or sorrow, when you cannot hear the woi'ds. 
 We observe, till we are satisfied, how people express happy ideas. Joy- 
 ous ideas are spoken with gushing emphasis, increased time, a longer 
 slide, and purer quality of voice. We observe sadness in the same way. 
 We have here also good training in accurate observation. People when 
 sad, use the semi-tone, as we use the black keys of an instrument for 
 plaintive pieces. It is a law of nature in speech as well as in music, that 
 we should use suppressed force and peculiar half tones to indicate sad- 
 ness. Grand, royal words, require large volume and open tone. Pleasant 
 language for harsh ideas is not always sufficient. They require far dif- 
 ferent tones, abrupt emphasis, harsh stress. The dog Avill mind when you 
 speak decidedly. He will generally mind the tone of voice rather than 
 the words spoken. You distinguish irony by the tone, if you hear it, or 
 by the sentiment, if you read. It is a difficult thing to individualize 
 ideas, but this is the secret of good reading. Note the points of resem- 
 blance or difference. The first means of individualization is by compari- 
 son and contrast; all thought depends on these. Everything is relative. 
 You must have lights and shadows in expression and in thinking. Our 
 bad reading is not due to the want of good voices, but to a want of care- 
 ful thought and accurate preparation. 
 
 At tho afternoon session Professor Bailey resumed his lec- 
 ture, ;in-l read with the pupils of the Normal School, Presi- 
 dent Lincoln's speech delivered at Cemetery Hill, bringing 
 out the eontrasts, and showing that a phrase containing hut a 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 89 
 
 single idea should be spoken as a whole, and tested his direc- 
 tions for emphasis and stress. The exercise was one of the 
 best features of this department of instruction, and was re- 
 ceived by the audience with unqualified satisfaction. 
 
 At the close of Professor Bailey's lecture, Mr. Levi W. 
 Russell read a paper upon the question, " How can our 
 Schools be Improved ? " He said : 
 
 This question can hardly be considered distinct from the whole work 
 we have discussed here. But as I understand the point, it is to bring to 
 light the faults of our schools with a view to rectifying them. And we 
 shall not lack advisers, for every Yankee can run the government or 
 teach a school. The reformer says: " All is out of joint." Everything 
 is to be done by method and made perfect. 
 
 Then there are the specialists of divers kinds. The professions come 
 to us: the physician, attorney, painter, sculptor, trader, the master 
 mechanic, and even the kitchen, invades the school. The pressure for 
 more and better is so great we may well pause and ask if our schools are 
 adapted to the pupil. So many things require study just when the pupil 
 needs time and opportunity for physical development. Music, drawing, 
 sketching, &c, the natural sciences, to say nothing of history and decla- 
 mation, are urged upon us. New studies improve the appearance of the 
 school, but the question arises, will they not kill the scholars, especially 
 the girls? It is not difficult to urge them to work beyond recuperation. 
 The boy generally manages to live through it, and takes to mental growth 
 afterward. The tendency is to keep all we have and add more. It will 
 take but a few minutes each day, and is so important. Is not our present 
 system injurious? What can best be spared, is the question. Make 
 music recreation, let drawing in part replace writing. With the haste 
 of fath< rs and mothers it is plain we cannot lengthen the time. We 
 should concentrate attention on a few studies and be thorough. Facts 
 are worth more than theories. My own experience in Spelling teaches that 
 it can be learned thoroughly. Tn Geography, we should teach how to use 
 maps rather than make use of them ourselves. In Arithmetic we give 
 too much work. Our school work requires too long application to be 
 healthfully accomplished, but who is to blame for this? Ask the mothers 
 and fathers who will urge their children forward. Ask the school visi- 
 tors. We are all to blame and must mend, or our pupils will be physical 
 wrecks. The time is at hand. In Hartford and Boston the movement 
 of reform has begun. Children under fifteen years old should do most 
 of their studying in school during school hours. You may say these 
 hours are not all devoted to study; part of the time is taken in recita- 
 tions; but recitations should require as much mental application as study. 
 There are manifest and important advances, as in grading and classifica- 
 tion, hut there art; objections to a close adherence to these. The com- 
 11 
 
90 HISTORY OF THE 
 
 mittee and teacher expect the same from every scholar. Nothing is 
 more impossible, unless the requirements are low. Many a teacher will 
 keep hack some for the others. Would it not be better that even the dull 
 scholars should make progress? I do not advocate a superficial course, 
 but that the pupil learn thoroughly what his mental ability is fitted for. 
 
 Mr. Russell advocated the presence of women on School 
 Boards, and more male teachers in schools of lower grades, 
 that the pupils might come into contact with the masculine 
 mind. The two should work together in mental training. 
 To improve our schools only teachers entirely qualified for 
 their duties should be employed. Skilled teachers should be 
 promoted and well paid, outranking those who do a minimum 
 of work for maximum pay. The Germans say to us, "You 
 build palaces for school houses, and starve your teachers." 
 It is not nearly so bad as they represent, but when you pay 
 better wages, you will get better teachers and have better 
 schools. 
 
 Mr. Russell's paper was discussed by Mr. William A. 
 Mo wry : 
 
 We may nil have our theories, but for myself, I knoiv less about it than 
 I thought I did ten years ago. Let us see what elements constitute a 
 good school. First, a ^ood teacher; second, good scholars; third, inter- 
 ested parents; fourth, the school house and its appliances; fifth, the 
 methods of study. 
 
 As regards good scholars, we should not give the most attention to 
 teaching the best, but the poorest. We cannot choose our material. 
 Proper attention should be given to ventilation, heating, light, text-books, 
 &c. The good sense of the people will look after these matters. Of the 
 course of study I know little. The basis seems to be the same as our 
 fathers studied: the three ''R's," with spelling, geography and grammar. 
 Of methods, teachers have had pet theories which they have tried to 
 prove a, success, but which have not succeeded. Is it reasonable that we 
 should spend as much time as our fathers upon these common studies, 
 and have nothing of natural history and the botany of New England? I 
 would no! pull down the old till a better method can replace it. Would 
 that the combined wisdom of New England might lay out a course of 
 study for our schools. There is no profession where more mistakes are 
 made. We spoil souls in learning how to teach, and don't learn then. 
 The more I think of it, the more dissatisfied I am, but I do not See how 
 to lay down a perfect course of study. A scheme will not be devised by 
 mere Local trials. Teachers .should not take what is said from the plat- 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 91 
 
 form as perfect. It appears to me that a great mistake is made by at- 
 tempting to exhaust a subject the first time going over it. Would it not 
 be abetter plan to go over the elements of a subject, as arithmetic, or 
 geography, or grammar, and then review, adding more difficult exam- 
 ples, and by the third time overtake all the intricate parts, thus com- 
 pleting the subject. Over half the pupils in our lower grades of schools 
 leave before arriving at the Grammar school. It appears to me that it 
 is better to take the elements of the " four ground rules," and proceed 
 with simple and easy examples through the elements of fractions and 
 decimals, United States money, and reduction and compound numbers, 
 perhaps even to percentage, before entering the Grammar school. Then 
 go back and review, adding more difficult, problems and examples. 
 Every elementary study should be learned in this way — first, a cursory 
 view, then a more thorough review. Get first the leading points, then go 
 over again and get the details. We should ever keep in mind the primary 
 object of a course of school education. It is not the acquisition of 
 knowledge, that is secondary, but it is to develop and discipline the 
 powers of the mind; to make strong men and women, with good heads 
 and good hearts. 
 
 The interest awakened by the exercises of the preceding 
 days had now reached a point of rare intensity. As the 
 hour for the evening session drew near, crowds were seen 
 hurrying to the Hall, as if fearful of failing to obtain a seat ; 
 and not without reason. At half past seven o'clock every 
 seat on the floor and in the spacious galleries was occupied. 
 Then the aisles began to fill, until they were densely packed, 
 while the vestibule and the entrance ways even to the street 
 were tilled with persons striving in vain to gain admission. 
 This standing multitude stood patiently and quietly for more 
 than two hours listening with eager ears to the distinguished 
 gentlemen by whom the assembly was addressed — the silence 
 being broken only by repeated bursts of applause. It was a 
 proud moment for the membeis of the Institute, particularly 
 for those present who were among its founders, and who had 
 watched with parental solicitude its progress for nearly a 
 generation of years ; and as the President and the gentlemen 
 seated with him upon the platform looked down upon the 
 " sea of upturned faces," they evidently felt the quickening 
 power of the scene. The President addressed the assembly 
 in a few earnest words : 
 
92 HISTOKY OF THE 
 
 The presence of so great numbers was an assurance of their earnest 
 sympathy in the cause of popular education. By it, teachers are cheered 
 and stimulated to greater exertion. The proper training and culture of 
 the young are worthy of the deepest interest and fostering care of all. 
 The waywardness of youth, the alluring attractions of social life, and 
 the seductive influence of worthless hooks, are obstacles which cannot 
 he overci me by the teacher alone ; — the task is too difficult, the labor too 
 great. The cordial support and cooperation of parents and guardians 
 are indispensahle. Even the improved condition of our schools is hut 
 the golden fruitage of an elevated public opinion. This opinion has ex- 
 pressed itself in the increasingly liberal appropriations for education 
 made, that without money and without price the best possihle advantages 
 may he given to every child in this Slate, thus opening wide the portals 
 to the temple of knowledge. For the year ending June, 1836, the entire 
 amount expended in tins State for the support of public schools was only 
 seven thousand four hundred and sixty-one dollars and ninety-nine cents. 
 For 1873 it was six hundred and two thousand eight hundred and twelve 
 dollars and twenty-eight cents — more than eighty times as much as it was 
 thirty-seven years ago. 
 
 Yet the work is scarcely commenced. Rhode Island, if she would be 
 true to her history, thoughtful of her highest welfare, and become, as Dr. 
 Wayland once expressed it, the " Attica of America," must pour out her 
 treasure like water, that her educational advantages make keep pace 
 with her increasing wealth and general prosperity. 
 
 The other speakers of the evening were Lieutenant-Gov- 
 ernor C. C. Van Zandt, Hon. Thomas A. Doyle, Rev. E. G. 
 Robinson, D. D., President of Brown University, Hon. John 
 Eaton, Rt. Rev. Thomas M. Clark, and Hon. Thomas W. 
 Bicknell. 
 
 Lieutenant-Governor Van Zandt gave a vivid and amusing 
 description of public schools as they existed in former years. 
 
 Mayor Doyle .-poke of several changes he thought would 
 eventually he made in the present school system. He was 
 in favor of the assignment of fewer pupils to a teacher, and 
 of giving to the woman who teaches the same studies as the 
 man and does the work as well, the same compensation. He 
 thought that there should he more school houses and smaller 
 ones. 
 
 President Robinson compared the present method of teach- 
 ing in our schools and colleges with that pursued four or five 
 hundred years ago. He did not think well of crowding more 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 93 
 
 studies into the school or the University than could be thor- 
 oughly mastered within a given time. He expressed himself 
 as in sympathy with a broad culture, and hoped that ere long 
 there might be established a more vital union between Brown 
 University and the common school system of the State. 
 
 Hon. John Eaton spoke of the increase of illiteracy, ex- 
 tending against an increase of wealth and prosperity in our 
 own and in foreign lands. He was gratified with the efforts 
 making in Rhode Island to counteract this evil, and believed 
 that gatherings like these of the Institute, and this sympathy 
 of feeling in educational matters, would help the work 
 throughout the country. 
 
 Bishop Clark, after referring to his early experience as a 
 school teacher, called attention to the broad distinction be- 
 tween instruction and education. Teachers often failed to 
 notice this in their work. He favored smaller schools and a 
 larger number of teachers, and advocated the milder mode of 
 school discipline. 
 
 Hon. Thomas \V. Bicknell gave a comprehensive statement 
 of what was doing for public instruction in Rhode Island. 
 The number of weeks of schooling has been increased. The 
 compensation of teachers is better than formerly. Perma- 
 nency and stability were becoming elements in school work. 
 The University and the Normal School were doing a great 
 work for the State. The wealth of Rhode Island, in propor- 
 tion to population, is greater than that of any other New 
 England State. To make the schools better a better super- 
 vision throughout the State is needed. Other wants are 
 woman's influence on School Boards, a compulsory school 
 law, an industrial school, a good truant law, a child-opera- 
 tive law, and a strong public sentiment to sustain it. 
 
 These addiesses were interspersed with admirable music 
 by the young ladies of the Providence High School, under 
 the direction of Mr. B. W. Hood, Mr. Frank F. Tingley 
 presiding at the organ. Professor Bailey also read selec- 
 tions from Mark Twain's " Roughing It," from Mrs. H. B. 
 
94 HISTORY OF THE 
 
 Stowe's " Oldtown Stories," and from Major Little's " An- 
 thony and Cleopatra." The young ladies of the High School 
 closed the exercises with the pleasant song, "Home, Sweet 
 Home," and thus ended a day of great intellectual enjoy- 
 ment. 
 
 At the closing meeting on Saturday forenoon, the Treas- 
 urer's report was received and accepted. Mr. Greenough, 
 in a few appreciative words, announced the death of Prof. 
 Osceola H. Kile, Principal of the High School in Westerly, 
 and offered the following resolution, which was unanimously 
 adopted by a silent vote, the members of the Institute rising : 
 
 Resolved, That in the death of Professor O. H. Kile, of Westerly, we 
 have lost an able, enthusiastic and devoted teacher, who was equally re- 
 markable for his success in the school-room and in the popular assembly.* 
 
 Mr. Samuel Austin read a short paper, replete with weighty 
 thoughts, upon " The Importance and Demands of Elemen- 
 tary Education." After alluding to the great number of peo- 
 ple who arc not reached by popular education, he said : 
 
 Universal education is our boast, and might be our pride, if only we 
 really provided it. It matters not whether it be pride or some other 
 cause that closes our doors. Of those Avho do attend, two-thirds com- 
 plete their education in the primary schools. The average attendance of 
 our schools is very low. The uneducated form a large part of our popu- 
 lation. A tide of foreign ignorance is constantly increasing the number. 
 This fact should awaken deepestsolicitude. The urgent demand is uni- 
 versal, thorough education. For this we should aim. President Robin- 
 
 *Mr. Kile was born in Lewis, Essex Comity, New York, January 10th, 1839, and 
 died at Westerly, R. 1., of pneumonia, January 10th, 1873. He was educated at the 
 University Of Vermont, and graduated in August, 1S63. His earlier choice of a pro- 
 fession was the law, but subsequently determined to make teaching his life- 
 business. His first effort was at Vergennes, Yt., where he built up a model 
 school, and as an educator obtained an extensive influence in the state Here- 
 moved to \\ esterly in 1870, and became tin' Principal of the High school in that 
 place. He attended the session of the Higher Department of Instruct ion at the 
 openingofthe annual meeting of the [nstitute, January 9th, 1873, but sutlVring 
 from indisposition, was compelled to return home the same day. and survived 
 only one week, lie was highly esteemed for christian qualities by all who knew 
 him, and his sudden death was widely mourned. 
 
EIIODE ISLAND INSTITUTE OF INSTRUCTION. 95 
 
 son well says that " candidates for the University ai-e distinguished for 
 the thoroughness of their elementary education." The elementary edu- 
 cation generally moulds the life. But even the ability to read has a great 
 influence upon after life. Our Reform School illustrates this fact- The 
 higher education will follow the elementary. Even from our evening 
 schools come aspirants for college training. The evening. schools are 
 doing a great work; they make good overseers instead of poor laborers. 
 Who can fathom our responsibility in view of the vast intellectual power 
 of the masses. The duty of providing foi our native children is not the 
 most important. Does not the Christian system require the elevation of 
 the ignorant? Let us strive to comprehend something of the length, 
 height, depth and breadth of the subject. Shall we not compel the in- 
 tellectually lame, halt and blind to come into our public schools? Our 
 material prosperity depends upon the prosperity of society. The rich 
 mines of education should be within reach of all classes. Let us multi- 
 ply our attractive evening resorts, and thus cultivate the youth even 
 while they continue their daily toil. 
 
 Mr. Cady offered a resolution, approving of a proposition 
 to aid the common schools throughout the country by the dis- 
 tribution from the United States treasury of the net proceeds 
 of the public lands. The resolution was supported by Com- 
 missioner Eaton, and adopted. The committee on the 
 Rhode Island Schoolmaster reported its management to be 
 eminently satisfactory. The list of contributing editors 
 nominated, was elected. Messrs. Bicknell, Mowry and Hoyt 
 were appointed a committee to confer with other States in 
 reference to a New England school journal, and should any 
 plan be presented for establishing such a journal that the 
 matter be referred to the Board of Directors for action. A 
 committee was appointed to collect membership fees for the 
 Institute and take subscriptions for the Schoolmaster. The 
 officers of the Institute for the year ensuing were elected. 
 President Lyon declining a re-election, Mr. Isaac F. Cady 
 was unanimously chosen to succeed him. The customary 
 votes of thanks were passed. The printing of the History 
 of the Institute was referred to the Board of Directors. The 
 final hour of the session was devoted to the relation of edu- 
 cational reminiscences, by several of the early members. 
 
 President Lyon spoke of his earlier connection with the 
 
96 HISTORY OF THE 
 
 Institute, and of those who were his co-laborers then. He 
 alluded to the remark of Dr. AVayland that "Rhode Island 
 ought to he the Attica of America." He expressed his pleasure 
 at being here under such encouraging circumstances. We 
 come back to the old homestead. The Institute has changed 
 the character of the teaching in the State. Its great influ- 
 ence is shown by such a meeting as last evening. He spoke 
 of the effect of silent forces, beautifully illustrating it by a 
 certain remarkable ocean current. He closed his remarks 
 with flattering allusions to his old friend and adviser, whom 
 he introduced. 
 
 Hon. John Kingsbury then said : 
 
 1 wish to welcome the old friends, and extend acoi'dial greeting to the 
 younger and new ones. I believe in teaching from the call of the "vox 
 interna." My early experiences of injustice in school awakened in me a 
 desire to teach. Discipline should be administered upon the strong and 
 those of high position, as well as to others. Indeed, this is the most 
 effective place to begin He continued his remarks, giving some of his 
 experience in regard to memorizing text-books He believed that ana- 
 lytic study weakened the word memory, making it difficult to commit 
 verbati m . 
 
 President Lyon, alluding to Mr. Kingsbury as the first 
 President of the Institute, now introduced the second, Prof. 
 
 S. S. Greene, who said : 
 
 I have tried in vain to excuse myself from speaking. I recall, with 
 great interest, my early connection with this work. I believe the Insti- 
 tute has been especially successful in disseminating methods <>t teaching 
 throughout the State. I believe there has been great progress in methods 
 within the last twenty years. I do not claim that we have all the best 
 methods, or that we have settled methods, but there has been improve- 
 ment. We have been experimenting sometimes with advantage, some- 
 with disadvantage This has been necessary; but if we have profited 
 by experience, it has not been all loss. Geography is not now taught ex- 
 clusively by text-books, but by maps and drawings. The modes of teach- 
 ing arithmetic and spelling are in advance of those of twenty years ago. 
 As regards committing to memory, the truth is, all lessons should be 
 committed to memory, and should be understood. The power of lan- 
 guage and expression should be cultivated. Language is the grand . in- 
 strument by which we impress ourselves upon those around us. The 
 motto of the teacher should be "Thought and expression, bothy There 
 
RHODE TSLAND INSTITUTE OF INSTRUCTION. 97 
 
 is yet much to be learned of teaching language. Thought is the matter, 
 language the means of using it. 
 
 Hon. Amos Perry was introduced as a prominent mover in 
 establishing the Institute. He related some interesting rem- 
 iniscences of the organizing in 1S44, alluding to the interest 
 and success of Mr. Barnard in the work of education in 
 Rhode Island at that time, when Horace Mann said, "To dis- 
 perse a mob, announce an educational meeting." There was 
 then great opposition to supporting public schools. Our 
 success has been more than the warmest friends could have 
 anticipated. Our re-union must be in part, of spirit, as some 
 are no more present in the body. We treasure the memory 
 of many. He spoke further of the changes in use of text- 
 books which formerly were subject to the unanimous approval 
 of the Grammar school teachers and thus made changes in- 
 frequent. 
 
 The historian of the Institute was now called upon : 
 
 He was reminded of the Jewish feasts when the tribes came up to 
 Jerusalem, to rejoice over the ingathered harvest. So the teachers of 
 our State, the faithful laborers in the wide domain of instruction, are 
 here to-day to enjoy the recitals of educational progress, and in the pros- 
 perity with which the past has been crowned, to find incitements for the 
 earnest work of the future. He alluded to the comprehensiveness and 
 interest of subjects on the programme and to the independence of thought 
 manifested in the papers and discussions. He approved of the increase of 
 male teachers, but would not have fewer female teachers. We should have 
 more teachei-s and smaller schools. He would have not more than thirty 
 scholars under a single teacher. This would enable teachers to give a 
 personal attention to each pupil, which, with a school of fifty, sixty or 
 more is impossible. It would also insure thoroughness in the work of 
 the school room, and though such a system might enhance the expense 
 of maintaining schools, the compensation would be found in the more 
 rapid progress of the scholars. Doubtless one-quarter, if not one-third, 
 of the time now required for a full course of study could thus be saved. 
 He referred to the effect of education as shown in the spirit of national 
 arbitration. He thought education should reach the heart as well as the 
 intellect. 
 
 It was a striking coincidence that this annual session of the 
 Institute, distinguished for numbers, enthusiasm, and an af- 
 13 
 
98 HISTORY OF THE 
 
 flucncc of practical ideas, should have rounded up its one 
 hundredth meeting, and there was perti nancy in devoting its 
 last moments to an interchange of pleasant memories. 
 
 Normal School, 
 
 It will be seen by the preceding pages that a Normal 
 School, as a perfecting feature of our public school system, 
 appears not for a moment to have been lost sight of by the 
 friends of education. In and out of the Institute the need 
 of a school for the training of teachers, or in familiar phrase, 
 "to teach teachers how to teach," was freely discussed, and 
 earnestly recommended. 
 
 In 1850, a Didactic Department was established in Brown 
 University, designed to do the work of a Normal School, 
 and in 1851, Samuel S. Greene, Esq., then recently elected 
 Superintendent of Public Schools in Providence, was per- 
 mitted by vote of the School Committee, to accept the Pro- 
 fessorship of the same in connection with his duties due to 
 the city. But however gratifying were the fruits of this 
 arrangement, it soon became clear that to secure the best re- 
 suits of a Normal Institution, — to make its work reach fur- 
 ther and accomplish more than the Didactic Department of 
 the University was able to do, it must be popularized, and to 
 popularize it, the Institution must stand in close relations 
 with the schools for which its labors were to be performed. 
 
 With this conviction, a Normal School was opened in Provi- 
 dence, October 24, 1852, as a private enterprise by Messrs. 
 Greene, Russell, Colburn and Guyot ;. and Mr. Greene 
 having resigned the Professorship of Didactics in the Uni- 
 versify, he was permitted by the School Committee to devote 
 a portion of his time to this school. During two sessions of 
 five months each it was attended by a large class of pupils 
 wishing to prepare themselves for teachers, and did much to 
 extend an interest in Normal instruction. But to give it the 
 assurance of permanency, Municipal or State sanction and 
 control were necessary. 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 99 
 
 At this juncture the School Committee of Providence took 
 up the subject, looking to the establishing of such a school 
 for its own teachers, and at a special meeting, December 20, 
 1853, a committee consisting of Theodore Cook, Edwin M. 
 Stone, William Gammell, Amos D. Smith, and Gamaliel L. 
 Dwight, was appointed to consider the plan, and report at a 
 subsequent meeting. This they did January 13, 1854, and 
 presented the following resolution, which was adopted: 
 
 Resolved, riuit in the opinion of this committee, the time lias arrived 
 when a Normal School for the education of teachers should be added to 
 our system of public instruction, and that it be lecommended to the City 
 Council to establish such a school, either separately, for the exclusive 
 benefit of the city, or in connection with the government of the State of 
 Rhode Island, for the joint benefit of the city and the State, asjn their wis- 
 dom they may deem best. 
 
 In accordance with this resolution, a code of rules and 
 regulations was drawn up and adopted, and the Committee 
 of Qualifications was authorized to open the school at such 
 time as it should deem expedient. The City Council made 
 the required appropriation, and everything seemed in readi- 
 ness for continuing the school on a new basis. This move- 
 ment of the city may have hastened the action of the State, 
 for, at the May session of the General Assembly, an act was 
 passed, establishing a State Normal School, and $3,000 were 
 appropriated for its support. Although the city left the field 
 to be occupied exclusively by the State, the School Commit- 
 tee showed its cordial approval of what had been done, by 
 authorising Professor Greene to give a daily lecture to the 
 school on the English language, and on the government and 
 organization of the different grades of schools, for which 
 service he was allowed to receive such compensation as might 
 be agreed upon between himself and the State authorities. 
 
 On the 2yth of May, the school was inaugurated with ap- 
 propriate ceremonies, in the presence of Governor Iloppin 
 and a large assemblage of the friends of the Institution. 
 An earnest congratulatory address was made by the Gov- 
 
100 HISTORY OF THE 
 
 eroor. The inaugural address was delivered by Commissioner 
 Potter. In this, he treated of the province of a Normal 
 School, what might and what might not be rightly expected 
 of it. He spoke of the difficulties it would have to contend 
 with, and touched upon manners as an essential feature of 
 the school room, and of moral instruction as a vital element 
 in the system of education. 
 
 Thus, alter nine years of anxious waiting on the part of 
 the Institute for the germination of the seed thought sown by 
 Mr. Barnard, the Normal School came into being, to till an 
 unoccupied place, and to elevate the standard of teaching 
 qualifications. Of this school Mr. Dana P. Colburn was 
 appointed Principal, and Mr. Arthur Sumner, Assistant, the 
 former at an annual salary of $1,200, and the latter at s7a0. 
 
 The school was continued in Providence with flattering 
 success until 1857, when it was removed to Bristol. After 
 the lamented death of Mr. Colburn,* Mr. Joshua Kendall, 
 of Meadville, Pa., was appointed Principal. Mr. Kendall 
 
 *Dana Pond Colburn the youngest of it family of fifteen children, was a .son of 
 [saacus Colburn, ami was born in West Dedham, Mass.. September 23th, ls-2:i. 
 After suitable preparation be entered tin- Normal School, at Bridgewater, .Mass., 
 in the spring of 1843, for t lie purpose of qualifying himself to become a teacher. 
 Saving completed his course of study in that institution, he commenced school 
 teaching in the town of Dover, and afterwards taught in Sharon, then in East 
 Greenwich. B. I., and subsequently in Brookline, Mass. In IStT he was employed 
 by Horace Mann, Secretary of the Massachusetts Board of Education, to conduct 
 Teacher-' Institutes. In the following year, Rev. Dr. Sears, Mr. Mann's successor, 
 re-engaged him as one of the corps of Institute instructors. In ls4s he becamean 
 assistant teacher in the Normal School at Bridgewater, and in 1850, removed to 
 Newton, to engage in private tuition, and to assisl Dr. Sears in conducting Insti- 
 tutes. In ls.YJ, as already mentioned, he commenced Normal Instruction in Provi- 
 dence, and remained al the head of the State Institution until December 15th, 1859, 
 on which day he was suddenly killed in Bristol, lie was thrown from his carriage 
 while taking his customary afternoon ride, dragged a considerable distance over 
 the frozen ground, and was taken up fearfully mangled and lifeless. Ilis remains 
 were remove. 1 for burial to his native town. lie was the author of several arith- 
 metics, which obtained a good reputation among teachers. Mr. Colburn was, at 
 the time of his death, in the 47th year of his age. '-Thus early perished one 
 whose qualities of mind and heart made him admired and loved by all who knew 
 him." 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 101 
 
 brought to his new and somewhat difficult position a thor- 
 oughly trained mind, scholarly attainments, a high ideal of 
 intellectual and moral culture, and an ardent devotion to his 
 work. His services were justly appreciated by the Board of 
 Trustees, who gave him their hearty co operation. He con- 
 tinued in the successful discharge of his duties until April, 
 1864, when he resigned and removed to Cambridge, Mass.* 
 The school was continued upwards of a year after Mr. 
 Kendall's resignation, under the charge of a female Prin- 
 cipal, but the location having proved unfavorable to its 
 continued prosperity, it was suspended July 3, 1865. For a 
 number of years various plans for resuscitating it were de- 
 viled, but without effect. But after a suspension of more 
 than six years, a more favorable condition of the public mind 
 prevailed. The school was re-established by the General 
 Assembly, at the January session, 1871, and was opened 
 September 6th, the same year, in Normal Hall, formerly the 
 High Street Congregational Church, in the city of Providence, 
 with impressive services. Governor Padelford delivered the 
 inaugural address, in the presence of an audience that filled 
 the Hall to its full capacity. Of the school thus revived, 
 J. C. Greenough, A. B., an instructor of experience from 
 the Normal School at Westfield, Mass., was appointed Prin- 
 cipal. The school opened with a large accession of pupils, 
 and has since continued in a highly prosperous condition. f 
 
 * The female assistants in the school from 1860 to 1865 were Misses Harriet Good- 
 win, Ellen R. Luther, and Ellen G. LeGro. In 1861, Mr. Loomis was employed to 
 give instruction in vocal music. 
 
 t Mr. Greenough's assistants are, (November, 1874.) Misses Susan C. Baucrolt, 
 Mary L. Jewett, Sarah Marble, and Anna C. Bucklin. The school year of this In- 
 stitution is divided into two terms of twenty-one week* each, including a recess 
 of one week in the Spring and Summer term, and the same in the Fall and Winter 
 term. In the latter an additional recess of three days during Thanksgiving week 
 is taken. The course of lectures and special instruction comprises Moral Science, 
 Language, Mediaeval and English History, Physiology, Mathematics, Rhetoric, 
 School Laws of Rhode Island. French, Elocution. Drawing, Penmanship and Ger- 
 man. 
 
 From the opening in September, 1871, to September, 1874, 328 pupils have been 
 registered and 104 have graduated. 
 
102 HISTORY OF THE 
 
 Evening Schools. 
 
 The first evening free school in Rhode Island was opened 
 iu Providence in 1842, under the auspices of the Ministry-at- 
 Large, to meet a class of wants then existing, which were 
 not supplied by the day schools. For thirteen years it was 
 continued with gratifying success. In the meantime public 
 attention had been attracted to this class of schools, a sympa- 
 thy for them was created, and in 1849 two were opened by the 
 School Committee of Providence. In subsequent years they 
 have increased as the needs of the community demanded. 
 They are open to adults and are numerously attended by 
 young persons older than the average age of pupils in the 
 Grammar Schools. The number of pup Is enrolled for the 
 winter session of 1873-74, was 2,56G, and the improvement 
 in the several branches taught showed a commendable stu- 
 diousness. Evening schools have been, for many years, em- 
 braced in the school system of Providence, and are regarded 
 with universal favor. 
 
 Mr. Barnard, in his report to the General Assembly in 
 1845, recommended opening evening schools "for appren- 
 tices, clerks, and other young persons," who had been hurried 
 into active employment without a suitable elementary educa- 
 tion, and he thought it was not beyond the legitimate scope 
 of a system of public instruction to provide in this way for 
 the education of adults, who, from any cause, hail been de- 
 prived of the advantages of school instruction. The Insti- 
 tute, too, has at different times, as already seen, recognized 
 the value of evening schools by emphatic votes of commen- 
 dation. 
 
 In 18G8, in view of the increase in the State by immigra- 
 tion of an uneducated population, a number of gentlemen, 
 manufacturers and others, organized an association known as • 
 " The Rhode Island Educational Union," for the purpose of 
 establishing, wherever possible, evening schools, reading 
 rooms, and other means of intellectual improvement for the 
 
, RHODE ISLAND INSTITUTE OF INSTRUCTION. 103 
 
 classes before referred to. Mr. Samuel Austin, of Provi- 
 dence, an experienced educator, with many years' experience 
 in conducting schools of this description, was appointed 
 General Agent of the Union. In this capacity he visited dif- 
 ferent parts of the State to awaken an interest in their behalf. 
 His labors have proved very successful. In the winter of 
 1873-74, upwards of sixty evening schools were in operation, 
 affording educational advantages which were availed of by 
 more than six thousand persons. 
 
 At a convention of the school officers of the State, called 
 by the Commissioner of Public Schools, and held in Provi- 
 dence, January 13, 1871, evening schools were among the 
 important topics presented for consideration. Since then the 
 Board of Education has sanctioned them, and secured from 
 the General Assembly liberal giants for their encouragement. 
 In his annual report for 1871, the State Commissioner made 
 evening schools a prominent feature, and in 1873 he reports 
 that they continue to furnish to a large number of persons 
 " advantages for study, of which they were deprived in earlier 
 years, and the value of which they have learned practically 
 by experiencing their loss." Evening schools are not intended 
 to rival, supplant, or in any way w 7 eaken the efficiency of 
 the day schools, but to supplement them by providing the 
 means of education for the classes already named, who are 
 beyond the reach of other methods. 
 
 Wisely conducted, schools of this character, in a manufac- 
 turing State like Rhode Island, will prove "a beneficent 
 agency for securing the end desired," viz. : the diffusion of 
 intelligence, and the development of a higher moral and social 
 condition among the great body of the people. 
 
 Conclusion. 
 
 In the preceding pages the names of many of the founders 
 of the Rhode Island Institute cf Instruction have ap- 
 peared, and their persistent labors amidst numerous discour- 
 agements to advance the cause of education throughout the 
 
104 HISTORY OF THE » 
 
 Slate have found an honorable record. Yet while all wrought 
 well and deserve the meed of praise, it will not he invidious 
 to repeat the names of sonic of the number, to whom, more 
 than to all others, the Institute was indebted for its early 
 prosperity. On this high record will ever stand conspicuous 
 the names of Francis YVayland,* John Kingsbury, John L. 
 
 * From the very beginning, the Institute and the cause of popular education 
 found an earnest, steadfast and strong supporlcr in President Wayland. He cor- 
 rectly appreciated the importance of so fostering and improving the common 
 schools of the State, that a parent, to use his own words, '• need look nowhere 
 else for as good instruction as his family may require." and that guaged by this 
 standard, " public instruction should be provided in sufficient extent to meet the 
 wants of the community."— (Report to Providence School Committee, April 22, 
 1828.) 
 
 He advocated a High School as a part of our system of public instruction,—" a 
 school which should provide instruction in all that is necessary for a finished 
 education." 
 
 In the realm of mind, Dr. Wayland repudiated the factitious distinctions of 
 caste. For the Fergusons, Paxtons, Millers, Franklins, Fultons, Rittenhouses, 
 Whitneys, Bowditehes, Chases, Wilsons, and Greeleys, of however humble origin, 
 he would have provided the most favorable opportunities for the full develop- 
 ment of their intellectual powers; and he believed that bringing all classes into 
 our public schools, to pursue together the studies that were to qualify them for 
 literary or business life, w r as not only a consistent illustration of the spirit of our 
 free institutions, but a pledge of their perpetuity. 
 
 Acting under this conviction, his time and labor were freely given to secure 
 these high results. Every call for words of counsel or of encouragement was 
 promptly and cheerfully answered, and his services in aid of the President ol 
 the Institute, while conducting educational meetings in vai'ious towns of the 
 State, as well as in oiher ways, were invaluable. The key note of his thought at 
 this period found expression in these words: "Cultivate enlarged and liberal 
 views of your duties to the young, who are coming after you. and of the means 
 that are given you to discharge them. . . . Your example would excite others 
 to follow in your footsteps. Who can Veil how widely you might bless others, 
 while you were laboring to bless yourselves."— (Address at Paw-tucket, October 
 31, 1846.) 
 
 For many years Dr. Wayland was an active and influential member of the 
 School Committee in Providence. In 1828, when the school system of that city 
 was re-organized, he, as chairman of a committee to whom the whole subject had 
 been referred, drew up an elaborate and exhaustive report, which led to the adop- 
 tion of several importanl changes. As an educator in the higher departments of 
 learning, he ranked with the foremost of his time, while ins interest in the Public 
 Free School .system, and in the work of the INSTITUTE, continued unabated to the 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 105 
 
 Hughes, Wilkins Updike, Thomas Shepard,* Elisha R. Pot- 
 ter, Sylvester G. Shearman, Henry A. Dumont, Lemuel H. 
 Arnold, Isaac Hall, George W. Cross, Horace Babcock, 
 Christopher C. Greene, William Gammell, Silas R. Kenyon, 
 R. G. Burlingame, Nathan Bishop, John J. Stimson, Amos 
 Perry, Thomas C. Hartshorn, William T. Grinnell, Samuel 
 Austin, William D. Brayton, Sylvester Patterson, Thomas 
 Waterman, Thomas R. Hazard, Joshua D. Giddings, Row- 
 land G. Hazard, Moses Brown Ives,f George Manchester, 
 Christopher G. Perry, Jesse S. Tourtellot, Jenekes Mowry, 
 John J. Kilton, Joseph T. Sisson, Latimer Ballou, Samuel 
 
 close of life. His name will ever be identified -with the history of education and 
 philanthropy in Rhode Island. 
 
 Dr. Wayland presided over Brown University from 1827 to 1855, and subsequently 
 was two years a member of the Corporation. He died September 26, 1865. 
 
 *For nearly or quite half a century, Rev. Dr. Shepard, of Bristol, has partici- 
 pated in important movements in behalf of public education in this State. As a 
 member of the School Committee of the town, and for a series of years its chair- 
 man, and as a trustee of the first State Normal School, he has rendered valuable 
 services tc the cause. For many years he was an officer of the Rhode Island 
 Institute of Instruction, and its meetings were often made more effective by 
 the part he took in its deliberations. Dr. Shepard still lives, at an advanced age, 
 to derive pleasure from a contemplation of the progress of a work which he has 
 done so much to promote. 
 
 fin an address before the Institute in 1873, Hon. John Kingsbury related the fob 
 lowing incident, honorable to the public spirit of Mr. Ives. It occurred in 1828, 
 when " there was a formidable opposition to the proposed improvement of our 
 schools," even in the school committee. " In this committee there was one of our 
 merchant princes. He was a man of great modesty, of deeds rather than words. 
 In the discussion, which was warm and protracted, he had taken no part. Just as 
 the question was about to be taken, he arose, and said substantially : ' Mr. Chair- 
 man, I have heard the arguments on this subject with careful attention, and am 
 ready to give my vote. I prefer to leave my children less money in a community 
 well educated, rather than a greater amount in a community imperfeetly edu- 
 cated; I shall vote in the affirmative on the question.' These words, though few, 
 fell with crushing weight upon the opposition, and the school ordinance was 
 adopted. This was the late Moses Brown Ives, a man whose purse was always 
 ready to sustain his vote on this occasion. From this fact it is easy to infer that 
 the attempt to enlist property holders, especially rich men, against the improve- 
 ment of our public schools, was a decided failure." 
 
 14 
 
106 HISTORY OF THE 
 
 Greene, Caleb Faruum, Christopher T. Keith, George C. 
 Wilson, Elisha S. Baggs, John B. TaUman, Ariel Ballou, 
 John Boyden,* Thomas Vernon, O. F. Otis, Thomas S. Vail, 
 George A. Willard, and Edward B. Hall. Many of these 
 gentlemen, as well as others not named, were practical edu- 
 cators ; some of them occupied influential positions of politi- 
 cal trust, and all of them were ardently devoted to the objects 
 of the Institute. They and their associates were pioneers in 
 a cause that held out few popular inducements to become its 
 advocates. Indeed, in many instances, personal popularity 
 was jeopardized by their zealous devotion to a work which 
 conflicted at once with prejudiced and contracted ideas of pri- 
 vate and public duty. But they rose above the low ambitions 
 of mere politicians. They kept before them the one great 
 purpose of shedding the blessings of education upon the 
 entire State, and employed every judicious agency at com- 
 mand to carry forward their plans to completion. While 
 some of their number have passed on to higher scenes, with- 
 out witnessing the consummation of their desires, others of 
 them still live to rejoice in a radical revolution of public 
 opinion and practice, and especially in the commanding posi- 
 tion our public schools now occupy in the hearts of the peo- 
 
 * Rev. John Boyden was born in Sturbridge, Mass., May 14th, 1S09. An experi- 
 ence in school teaching doubtless laid the foundation for the interest he subse- 
 quently manifested in the cause of education. lie selected the Christian ministry 
 for his profession, studied divinity with Rev. Hosea Ballou, of Boston, and was 
 settled, successively, at Berlin, and Dudley, Mass., and AVoonsocket, R. I. To the 
 latter place he removed in 1840, and became pastor of the Universalist Society. 
 For many years he had charge of the public schools of Cumberland, as visiting 
 and examining committee. He was an original member of the Rhode Island 
 Institute of INSTRUCTION, and did much to promote its early prosperity. After 
 the Normal School was established, he was chosen one of its trustees, ami dis- 
 charged the duties of his office with scrupulous fidelity. As a citizen, Mr. Boyden 
 was highly respected, and at different periods \\ as chosen to bear Representative 
 and Senatorial honors in the General Assembly of Rhode Island, lie possessed a 
 fine musical taste, and was the author of a Sunday school -inging book. lie died 
 of pulmonary disease, September 28, 1869, in the cist year of his age, w idely and 
 deeply lamented. 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 107 
 
 pie. The value of their unselfish labors, at a time when 
 there was so much to be done and so few to do it, is beyond 
 estimate. The advantages that those labors have already 
 secured, and will perpetuate to future generations, cannot be 
 mathematically determined. But when riches shall have be- 
 come corrupted, and the gold and silver of selfish enterprise 
 shall be cankered, and the rust thereof shall be a witness 
 against its possessors, the memory of those who scattered 
 broadcast the seeds of good knowledge, and laid the founda- 
 tion of a generous culture, embracing without distinction the 
 young of everv rank, will impart fragrance to the true o-l orv 
 of the State. & 
 
 In reviewing the work of the Institute, its members may 
 justly feel that there is cause for congratulation. A glance 
 at the summary of one hundred meetings, held in various 
 parts of the State, will show that the Institute not onl v com- 
 menced its labors with the advocacy of a Normal School, but 
 has led public opinion in every movement originated for the 
 improvement of our public school system. It early encour- 
 aged the formation of Town and District Libraries, the in- 
 troduction of Music into the public schools as an important 
 element of culture, the establishing of a Board of Education, 
 "by the aid of which the Public Schools would be safe from 
 the influences of politics and the evils of sectarian preju- 
 dices," and the opening of Evening Schools in our manufac- 
 turing villages, to meet an imperative want of the operative 
 population. 
 
 It will also be noticed that the list of lecturers comprises 
 many of the ablest educators in our country. It will likewise 
 be seen that the range of topics considered at these meetings 
 evinced a breadth of view not elsewhere surpassed, and 
 touching every point vital to the advancement of our schools. 
 
 A great work for Rhode Island has been done, and well 
 done. For the encouraging results everywhere visible, much 
 is due to the labors of a succession of able State Commis- 
 sioners, much to the General Assembly for its liberal appro- 
 
108 HISTORY OF THE, 
 
 priations in aid of Institute meetings, for increasing the cir- 
 culation of the Rhode Island Schoolmaster, for the support 
 of the Normal School, and for the encouragement of Evening 
 Schools. A great work has been done by the Institute, by 
 the Normal School, by the Board of Education, by earnest 
 teachers, by faithful town and city school superintendents, 
 and by no less faithful school committees. For all this the 
 friends of education may thank God and take courage. 
 
 But while a commendable pride may be indulged in view 
 of the success of the past, it is by no means to be assumed 
 that the mission of this Institution has been consummated, 
 and that having witnessed an educational millennium, it may 
 rest on its laurels, or disband as having no lield for further 
 service. The millennium is not yet come. There is still dark- 
 ness to be dispersed. Low ideas of intellectual culture re- 
 main to be raised, by the force of intelligence, to a higher 
 plane. The hygiene of the school-room is yet to be better 
 understood. Teaching, as an art, admits of further improve- 
 ment. The importance of moral instruction, its character 
 and place, in our schools, is a question still demanding pro- 
 found consideration, and the responsibilities of parents and 
 of the State in securing to every child of suitable years a 
 good practical education need yet to be made more plain 
 and enforced with increased vigor. While man continues a 
 progressive being, and each succeeding generation shows 
 characteristics peculiarly its own, the methods of instruction 
 must so far change as to answer the needs ot the changed 
 condition of society. The day, therefore, i? far off in which 
 the Rhode Island Institute of Instruction can feel author- 
 ized to withdraw from the scenes of its past action and lay 
 aside its armor. It will still work on, and by wise measures 
 aid in carrying forward to its highest success the cause to 
 which for thirty years it has been unweariedly devoted. 
 
 In closing this outline of history, there is appropriateness 
 in reaffirming the sentiments held by the Institute at its or- 
 ganization, and expressed by its Executive Committee in its 
 first annual report : 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 109 
 
 " The importance of the education of the people — the object for which 
 this Association was formed— cannot be estimated too highly. By the 
 side of it most other public interests appear small and transitory. This 
 stands out before every other, and challenges the attention and the efforts 
 of all who would advance the present prosperity, or the future fortunes 
 of the State. To train the lising generation to knowledge and virtue, to 
 raise up intelligent and true-hearted citizens, who shall understand their 
 rights and their duties, and shall guard the honor and the interests of 
 society — these have always been regarded as the highest ends which en- 
 lightened policy can aim to accomplish. But great and important as 
 these objects are to every community, they assume a still greater import- 
 ance to us as citizens of Rhode Island. Our prospei ity and progress as a 
 Sovereign State — our position and our influence as members of this grow- 
 ing confederacy of republics, must depend, not upon the extent of our 
 territory, the number of our population, or the natural wealth of our 
 soil, but upon the character of our citizens. It is this alone which can 
 give us a voice in the councils of the nation, and a worthy name and 
 place among the States of the Union. Our aim should therefore be, to 
 be strong in high-minded, heroic men. These constitute a State; without 
 them, no advantages of nature, no monuments of art, no battlements of 
 physical force, no achievements of manufacturing or agricultural industry, 
 will be able to maintain its honor, or perpetuate its renown." 
 
APPENDIX. 
 
 CONSTITUTION. 
 
 Adopted at a Public Meeting of the friends of Popular Edu- 
 cation FROM ALL PARTS OF THE STATE, AT WESTMINSTER 
 
 Hall, Providence, January 24, 1845. 
 
 Article 1. This association shall he styled the " Rhode Island In- 
 stitute of Instruction," and shall have for its object the improve- 
 ment of public schools, and other means (if popular education in this 
 State. 
 
 Article 2. Any person residing in this State may become a member 
 of the Institute by subscribing to this Constitution, (and contributing any 
 sum towards defraying its incidental expenses.)* 
 
 Article 3. The Officers of the Institute shall be a President, two or 
 uiore Vice Presidents, a Recording Secretary, a Corresponding Secretary, 
 a Treasurer, (with such powers and duties, respectively, as (heir several 
 designations imply,) and Directors, who shall together constitute an 
 Executive Committee. 
 
 *. January 19, 1853, the Constitution was so amended as to allow persons to be- 
 come members of the Institute without the payment of any fee. January 18, 
 1972, it was voted that an annual tax of one dollar should be assessed on male 
 members, and fifty cents on female members of the Institute. 
 
112 HISTORY OF THE 
 
 Article 4. The Executive Committee shall carry into effect such 
 measures as the Institute may direct; and for this purpose, and to pro- 
 mote the general object of the Institute, may appoint special committees, 
 collect and disseminate information, call public meetings for lectures and 
 discussions, circulate books, periodicals and pamphlets on the subject of 
 schools, school systems, and education generally, and perform such other 
 acts as they may deem necessary or expedient, and make report of their 
 doings to the Institute at its annual meeting. 
 
 Article 5. A meeting of the Institute for the choice of Officers shall 
 be held annually in the city of Providence, in the month of January, at 
 such time and place as the Executive Committee may designate, in a 
 notice published in one or more of the city papers; and meetings may 
 be held at such other times and places as the Executive Committee may 
 appoint. 
 
 Article 6. This Constitution may be altered (or amended) at any 
 annual meeting, by a majority of the members present, and any regula- 
 tions not inconsistent with its provisions may be adopted at any meeting. 
 
CHARTER. 
 
 State of Rhode Island, in General Assembly, 
 January Session, A. D. 1863. 
 
 AX ACT TO INCORPORATE THE RHODE ISLAND INSTITUTE OF 
 INSTRUCTION. 
 
 It is enacted by the General Assembly as follows : 
 
 Section 1. Francis Wayland, Alexis Caswell, Moses B. Lock wood, 
 Amos Perry, James Y. Smith, Shubael Hutchins, John Kingsbury, Samuel 
 S. Greene, E. M. Stone, A. W. Godding, C. T. Keith, A. A. Gamwell, 
 John Boyden, Daniel Leach, Emory Lyon, George A. Willard, B. V. 
 Gallup, William A. Mowry. Alexander Duncan, S. A. Potter, Joshua 
 Kendall, Henry Rousmaniere, J. T. Edwards, J. H. Tefft, M. S.Greene, 
 W. B. Cook, I. F. Cady, Samuel Austin, A. J. Manchester, J. J. Ladd, 
 N. W. DeMunn, F. B. Snow, Thomas Davis, A. C. Robbins, D. R. 
 Adams, Joseph Eastman, H. M. Rice, T. W. Bickn2ll, Samuel Thurber, 
 H. N. Slater, Edward Harris, A. J. Foster, J. M. Ross, F. J. Belden, 
 Thomas Shepard, E. R. Potter, J. B, Chapin, and such others as now 
 are, or hereafter may be, associated with them, be, and they are hereby 
 constituted, created and made a body politic and corporate with perpet- 
 ual succession, by the name and style of "The Rhode Island Insti- 
 tute of Instruction, 11 with full powers to make and ordain, alter and 
 amend, such by-laws and regulations for their government, as they may 
 think necessary, the same not being contrary to the laws of the Slate; 
 and they are empowered by the aforesaid name, to sue and be sued, to 
 
 plead and be impleaded, to hold and enjoy any kind of real or personal 
 15 
 
114 CHARTER. 
 
 estate, to an amount not exceeding ten thousand dollars, whether ob- 
 tained by gift, demist!, purchase, or otherwise, and to dispose of and con- 
 vey the same at pleasure, to have and use a common seal, which they 
 may alter or change as they may think proper. 
 
 Sec. 2. The officers elected under tin; following Constitution, or who 
 may be elected in accordance with its provisions, shall be the officers of 
 the Institute until the next annual meeting, and until others are elected 
 in their places, and the following shall be the Constitution of the Insti- 
 tute, until it shall be duly altered or amended as is therein provided.* 
 
 I certify the foregoing to be a true copy. 
 
 In testimony whereof, I have* hereunto set my hand and 
 affixed the seal of the State, this eighteenth day of 
 November, a d. 1872. 
 
 JOSHUA M. ADDEMAN, 
 
 Secretary of State. 
 
 * For copy of Constitution see two preceding pages. 
 
 KIIODE ISLAND SCHOOLMASTER, PAGE 95. 
 
 In November, 1874, arrangements . were made t>> merge the Schoolmaster, the 
 3/assachusetts Teacher, the Maine Journal of Education, and the Connecticut School 
 j, in nmi, into one paper, quarto form, of sixteen pages, to he called The New Kmjland 
 Journal of Education, Its editor will be Hon. Thomas W. Bicknell. Mr. David W. 
 Hoyt, Principal of the English and Scientific Department of the Providence High 
 School, represents Rhode Island as Counsellor on the Board of Directors. The 
 Journal will have a local department for Rhode Island, of which Mr. Thomas B. 
 Stockwell, of the Classical Department, Providence High School, will he editor. 
 
OFFICERS OF THE INSTITUTE 
 
 SINCE ITS ORGANIZATION IN 1845. 
 
 PRESIDENTS. 
 
 John Kingsbury, 
 Samuel S. Greene, 
 John J. Ladd, 
 William A. Mowry, 
 Thomas W. Bicknell, 
 Noble W. DeMnnn, 
 James T. Edwards, 
 Albeit J. Manchester, 
 Merrick Lyon, 
 Isaac F. Cady, 
 
 *Wilkins Updike, 
 
 Ariel Ballon, 
 
 C. G. Perry, - 
 
 Thomas Shepard, 
 
 John J. Kilton. 
 
 Elisha K. Potter, Jr. 
 
 Jesse S. Tourtellot, 
 *A. H. Dumont, 
 
 J. W. Cooke, - 
 *John Hoyden, Jr., - 
 *Elisha Harris, 
 
 Robert Allyn, 
 
 T. H. Vail, - 
 *S. A. Crane, 
 
 Thomas R. Hazard, 
 
 John Kingsbury, - 
 *Albert A. Gamwell. 
 
 William A. Mowry, 
 
 VICE PRESIDENTS. 
 
 1845 to 1856. 
 1856 to 1860. 
 1860 to 1864. 
 1864 to 1866. 
 1866 to ?8B8. 
 
 1868 to 1869. 
 
 1869 to 1670. 
 
 1870 to 1872. 
 1872 to 1874. 
 1874 to 
 
 1845 to 1847. 
 
 1845 to 1850. 
 
 1846 to 1848. 
 1846 to I860. 
 
 1846 to 1850. 
 
 1847 to 1860. 
 
 1847 to 1848. 
 
 1848 to I860. 
 1848 to 1850. 
 1850 to 1870. 
 1850 to 1860. 
 
 1855 to 1858. 
 
 1856 to 1858. 
 
 1856 to I860 
 
 1857 to 1860. 
 
 1858 to 1860. 
 1860 to 1872. 
 
 1860 to 1861.— 1862 to 1864.— 1868 to 1-70. 
 
116 HISTORY OF THE 
 
 Samuel Austin, - - - 1860 to 1868.— 1872 to 1873. 
 
 Esaac F. ( lady, 1860 to 1862.— 1864 to 1866.— 1868 to 1871.— 1872 to 1874. 
 Joshua Kendall, .... 1801 to 1865. 
 
 Noble W. DeMunn, - - 1861 to 1862.— 1870 to 1871. 
 
 *IIenry R Pierce, .... 1861 to 1862. 
 
 George A. Wil lard, .... 1861 to 1868. 
 
 Benjamin V. Gallup, - 1861 to 1862.— 1864 to 1865.— 1866 to 1868. 
 
 J. II. Tefft, ----- 1862 to 1873. 
 
 Dwight R. Adams, - 1863 to 1870. 
 
 James M. Ross, ----- 1864 to 1867. 
 Benjamin F. Hayes, - 1864 to 1866. 
 
 Benjamin F. Clarke, - 
 
 David W.Hoyt, - - - 1865 to 1871.— 1872 to 
 
 Charles B. Goff, ----- 1865 to 1868. 
 Thomas W. Bicknell, •- - - 1865 to 1866.— 187o to 
 
 Samuel Thurber, ----- 1865 to 1866. 
 Henry S. Latham, - 1«65 to 1868. 
 
 Joshua B. Chapin, - 1-66 to 1871. 
 
 John J. Ladd, - - - 1866 to 1867.— 186H to 1870. 
 
 Edwin M. Stone, - - - 1866 to 1871.— 1872 to 
 
 M. J. Talbot, - - - - 1866 to 1867. 
 
 James T. Edwards, - 18G6 to 1869. 
 
 William II. Bowen, ... - 1866 to 1868. 
 
 H. S. Shearman, - 
 
 G. B. Inman, ----- 1866 to 1868. 
 
 Daniel Leach, ----- 18(>7 to 
 
 Samuel S. Greene, - 1867 to 1870 
 
 A. Sherman, ----- 1867 to 1868. 
 
 M. A. Aldrich, - 1867 to 1869. 
 
 J. W. R. Marsh, ----- 1867 to 1869. 
 H. W. Clarke, - 1867 to 1874. 
 
 W. E. Tolni.in, ----- 1867 to 1871. 
 P. E. Tillinghast, - 1867 to 1868. 
 
 F. W. Tilton, - - - 1868 to 1872.— 1874 to 
 
 W. W. Warner. - 1868 to 1870. 
 
 Levi W. Russell, - - - 1869 to 1871.— 1872 to 
 
 James M.Sawin, - 1869 to 1871. 
 
 T H. Clarke, - - 1869 to 1871.— 1873 to 
 
 Albert J. Manchester, - - - - 1870 to 1871. 
 
 Merrick Lyon, ----- 1870 to 1872. 
 J. C. Stockbridge, ... - 1870 to 1873. 
 
 Thomas B. Stockwell, .... 1870 to 
 
 E.K.Parker, - - - 1870 to 1874. 
 
 G. E Whittemore, - - - 1871 to 1872. 
 P. E. Bishop, ... . 1871 to 1872. 
 J. S.Eastman, - - - - 1871 to 
 
 J. C.Greenouiih, - - - 1872 to 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 
 
 117 
 
 A. D. Small, .... 
 
 J. Milton Hall, 
 
 Sarah E. Doyle, - - - - 
 
 M. E. Morse. 
 
 O. P. Fuller, .... 
 
 Sarah Dean, - 
 
 Lizzie Brown, .... 
 
 Edwin II. King. ... 
 
 Benoni Carpenter, - - - - 
 
 N. W. Littlefiekl, 
 
 R. S. Andrews, - 
 
 Ira O Seamans, 
 
 F. W. Wing, ..... 
 
 Ellen M. Haskell, 
 
 H. M. Hunt, .... 
 
 Lysander Flagg, 
 
 Julia Lefavour, - 
 
 J. M. Brewster, 
 
 CORRESPONDING SECRETARIES 
 
 Nathan Bishop, - 
 Amos Perry, - 
 Zwinglius Grover, - 
 Alvah W. Godding, 
 Albert J Manchester, 
 
 1872 to 
 1872 to 
 1872 to 
 1872 to 
 1872 to 
 
 1872 to 
 
 1873 to 
 1873 to 
 1873 to 
 1873 to 
 1873 to 
 
 1873 to 
 
 1874 to 
 1874 to 
 1874 to 
 1874 to 
 1874 to 
 1874 to 
 
 1874. 
 
 1874. 
 1873. 
 1873. 
 
 1874. 
 1874. 
 1874. 
 
 1874. 
 
 Dwight R. Adams, 
 Eli H. Howard, 
 
 1845 to 1848. 
 1848 to 1851. 
 1851 to 1855.— 1856 to 1858. 
 1858 to 1865. 
 18(55 to 1870. 
 1870 to 1874. 
 - 1874 to 
 
 TREASURERS. 
 
 Thomas C Hartshorn, 
 Amos Perry, 
 Christopher T. Keith, 
 Noble W. DeMunn, 
 B. V. Gallup, 
 
 RECORDING SECRETARIES. 
 
 Joshua D. Giddings, 
 Christopher X. Keith, 
 Caleb Farnum, 
 Albert A Gam well, 
 Alvah W. Godding, 
 Edward II. Magill, 
 Francis B. Snow, 
 Alvin C. Bobbins, - 
 Thomas B. Stockwell, 
 J. E. Parker. 
 Frank G- Morley, 
 
 1845 to 1852. 
 1853 to 1856. 
 1856 to 1862. 
 1862 to 1868. 
 1868 to 
 
 1845 to 
 1848 to 
 
 1850 to 
 
 1851 to 
 1854 to 
 1858 to 
 1860 to 
 1862 to 
 1866 to 
 
 1870 to 
 
 1871 to 
 
 1848. 
 1850. 
 1851. 
 1854. 
 1858. 
 1860. 
 1862. 
 1866. 
 1870. 
 1871. 
 1872. 
 
118 
 
 HISTORY OF THE 
 
 G. E. Whittemore, 
 Lester A. Freeman, 
 
 1872 to 1874. 
 1874 to 
 
 DIKECTOKS. 
 
 William Gammell, 
 James T. Sisson, 
 John B. Tallman, - 
 Latimer W. Ballon*, 
 Samuel S. Greene, 
 James T. Harkness, 
 Jesse S. Tourtellot, 
 Amos Perry, - 
 Caleb Farnum, 
 George C. Wilson, 
 WilliamS. Baker, - 
 Thomas R. Hazard, 
 *John Boyden, Jr., 
 Nathan Bishop, 
 Thomas H. Vail, - 
 Sylvester Patterson, 
 Samuel Austin, 
 C. G. Perry, - 
 J. Bushee, 
 Thomas Shepard, 
 *Albert A. Gamwell. 
 George W. Qnereau, 
 George A. Willard, - 
 Edmund Gray, Jr., 
 Nathaniel B. Cooke, 
 *John H. Willard. 
 Orin F. Otis, 
 *Dana P. Colburn, 
 William II. Farrar, 
 John Kingsbury, 
 Daniel Leaeh, 
 Edward H. Magill, 
 Thomas G. Potter, 
 C. C. Beaman, 
 Edwin M. Stone, - 
 E. Grant, 
 
 Lucius A. Wheelock, 
 Charles Hutchins, 
 William G. Crosby, 
 J. B. Breed, - 
 Merrick Lyon, 
 Albert J. Manchester, 
 
 1845 to 1847 
 1845 to 1848 
 
 1847 to 1848. 
 
 1845 to 1860. 
 1845 to 1848.— 1854 to 1855. 
 1815 to 1848. 
 1845 to 1848. 
 1845 to 1848.— 1852 to 1856. 
 1845 to 1846. 
 -1848 to 1855. 
 -1856 to 1862. 
 
 1845 to 1850. 
 
 1846 to 1857. 
 1846 to 1850. 
 1846 to 1856. 
 
 -1856 to 1858. 
 1848 to 1852. 
 1848 to 1857. 
 1848 to 1860. 
 1848 to 1860. 
 1848 to 1855. 
 1848 to 1855. 
 1848 to 1850. 
 
 1854 to 1860. 
 
 1855 to 1860. 
 1855 to 1860. 
 1855 to 1858. 
 1855 to 1861. 
 1855 to 1860. 
 1855 to 1860. 
 1855 to 1860. 
 
 1855 to 1857. 
 
 1856 to 1858. 
 1856 lo 1860. 
 1856 lo 1858. 
 
 1856 to 1860. 
 
 1857 to 1858. 
 1857 to 1866. 
 
 1857 to 1858. 
 
 1858 to 1860. 
 1858 to 1859. 
 1858 to 1860. 
 J 858 to 1860. 
 lhTl to 
 1872 to 
 
 1858 to 1869 
 1860 to 1862 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 
 
 Ill) 
 
 Millen S. Greene, - 
 William A. Mowry, 
 Isaac F. Cady, 
 Joseph S. Eastman, 
 Howard M. Rice, - 
 Francis B. Snow, 
 Thomas Davis, 
 James T. Edwards, 
 Thomas W. Bicknell, 
 Alvan 0. Bobbins, 
 J. M. Collins, 
 Benjamin F. Clarke, 
 W. E. Woodbridge, 
 Frederic W. Tilton, 
 Dwight R. Adams, - 
 J. R Davenport, 
 J. Q. Adams, 
 H. W. Clarke, 
 F. G. Morley, 
 J. T. Durfee, - 
 L. C. Greene, 
 T. H. Clarke, 
 *Osceola H. Kile, - 
 A. J. Lincoln, 
 W. E. Tol man, - 
 E. H. Howard, 
 Sarah E. Doyle, - 
 H. A. Benson, 
 A. G. Chace, 
 Mary A. Riley, 
 William A. Phillips, 
 George W. Cole. 
 Susan C Bancroft, 
 Emory Lyon, - 
 Alonzo Williams, - 
 Mrs. G. E. Whittemore, 
 Mrs C. Barker, - 
 Henry a. Wood, 
 T. D. Blakeslie, - 
 Stephen C Irons, 
 
 1860 to 1866. 
 1861 to 1862.— 1866 to 
 
 1862 to 1870. 
 
 1861 to 1866. 
 
 1862 to 1864. 
 1862 to 1867. 
 
 1862 to 1866. 
 
 1863 to 1865. 
 1863 to 1866.— 1868 to 1869. 
 
 1866 to 
 1866 to 1867. 
 
 1866 to 1868. 
 
 1867 to 1868. 
 
 1868 to 1870. 
 1868 to 1870— 1874 to 
 
 1870 to 1872. 
 
 1870 to 1874. 
 1870 to 1871.— 1874 to 
 1870 to 187L— 1872 to 
 
 1870 to 1874. 
 
 1870 to 1871. 
 
 1871 to 1872. 
 1871 to 1874. 
 1871 to 1872. 
 1871 to 
 
 1871 to 1874. 
 
 1872 to 
 1872 to 
 
 1872 to 1873. 
 • - 1873 to 
 
 - 1873 to 1874. 
 
 1873 to 
 
 1874 to 
 1874 to 
 1874 to 
 1874 to 
 1874 to 
 1874 to 
 1874 to 
 1874 to 
 
LIST OF MEMBERS 
 
 FROM 1845 TO 1874. 
 
 [Explanation.— The names of the founders of the Institute, so far as ascer- 
 tained, are suffixed with a f. An asterisk (*) is prefixed to the names of deceased 
 members. Probably the Necrology is much larger than indicated by the sign. 
 The location of each teacher is th.tt given in signing the Constitution. Possibly 
 errors in christian names may have occurred. If any such are discovered, the 
 author will be grateful for the information.] 
 
 Allen, Zachariahf 
 *Adams, Seth Jr.f 
 
 Aborn, Josephf 
 
 Austin, Samuelf 
 *Atwater, Slephenf 
 
 Aldrich, Harris W. (1849.) 
 
 Austin, Sarah 
 
 Andrews, Caroline F. 
 
 Allen, Christopherf 
 
 Adams, Dwight R. 
 
 Aldrich, Mary J. 
 
 Allyn, Robert Rev. 
 
 Allen, Hiram 
 
 Angell, Nehemiah A. 
 
 Arnold, S. B 
 
 Aliny, Pel eg 
 
 Allen, Sarah 
 
 Andrews, R. S. 
 
 Arnold, Rufus, 
 
 Allen, Edward A. H. 
 
 Anthony, Joseph (1849) 
 
 Aldrich, Melda 
 
 Aldrich, Wilmarth N.f 
 
 Adams, J. Q. 
 
 Providence, 
 
 Previous to 1872. 
 
 North Provi lence, 
 
 Centreville, 
 
 Slatersville, 
 
 East Greenwich, 
 
 Woonsocket, 
 
 Nor tli Scituate, 
 
 Woonsocket, 
 
 Tiverton, 
 
 Woonsocket, 
 
 Bristol, 
 
 Woonsocket, 
 
 New Bedford, Mass., 
 
 Newport, 
 
 Cumberland, 
 
 Providence, 
 
 Natick, 
 
RHODE ISLAND INSTITUTE OP INSTRUCTION. 
 
 121 
 
 Arnold, M. W.f Providence, 
 
 Ames, John,f 
 
 Aldrieh, Rebecca 
 
 Angell, Nancy W. 
 
 Allen, Charles L. 
 
 Adams, Effie 
 
 Balch, John Jr.f 
 
 Bicknell, Thomas W. 
 
 Baker, William S.f 
 
 Bradley. Charles S. 
 *Brown John Carter 
 
 Bray ton, George A.f 
 *Barstow, John 
 
 Barstow, Amos C (1849) 
 
 Barker, James T.f 
 
 Belden, C. Dwight 
 
 Branch, S.f 
 
 Bishop, P. E. 
 
 Barnard, Henryf 
 
 Bishop, Nathan, f 
 
 Belden, Stanton (1849) 
 
 Ballon, Arielf 
 
 Bennett, Charles (1860) 
 
 Bowen, Israel M. 
 
 Baggs, Elisha L.f 
 
 Bates, C. G. 
 
 Belden, Francis S. 
 
 Browning, Joseph L. 
 
 Bates, Benoni 
 
 Burlingame, Ann E. 
 
 Burgess, Martha D.f 
 *Bowen, Estherf 
 *Brown. Fennerf 
 
 Barber, Mary F. (1860) 
 
 Bentley, George M. 
 
 Borden, Pailey E. 
 *Bosworth, Alfredf 
 
 Barber. P. M. 2d. (1860) 
 
 Babcock, John W. (1860) 
 
 Babcock, Charles H. (1860) 
 
 Babcock, Samuel A. (1860) 
 
 Burdick, Benjamin B. (I860) 
 
 Burdick, Mary E. (1860) 
 
 Burlingame, Nancy M. (1860) Woonsocket 
 
 Brown, Melissa B. (I860) 
 
 Brown. Betsey J. (1860) 
 
 Benson, II. A. " 
 
 IS 
 
 Previous to 1872. 
 
 Slatersville, 
 
 Pascoag, 
 
 Tiverton, 
 
 Bristol, 
 
 Providence, 
 
 Warwick, 
 Providence, 
 
 Paw tucket, 
 
 Hartford, Conn., 
 
 New York, 
 
 North Providence, 
 
 Woonsocket, 
 
 Westerly, 
 
 Johnston, 
 
 Exeter, 
 
 Coventry Centre, 
 
 Chicago, 
 
 Charlestown, 
 
 Coventry, 
 
 River Point, 
 
 Providence, 
 
 Westerly, 
 
 Manville, 
 Wai-ren, 
 Ashaway, 
 Westerly, 
 
122 
 
 HISTORY OF THE 
 
 Bushee, James 
 *Boyden, Rev. John Jr. f 
 Buft'inn, Sarah A. 
 Ballou, Latimer W.f 
 
 Ballon. George C. 
 *Burgess, Thomas.f 
 
 Brown, Lucius 
 
 Brown, Esther E. 
 
 Benson, Marion A. 
 
 Berry, Charles P. 
 
 Endlong, M. E. 
 
 Chase, Rebecca E. 
 
 Caswell, Al exisf 
 
 Currey, Samuelf 
 
 Clarke, George L.f 
 
 Clarke, Edwardf 
 
 Cooper, Larkin A. 
 
 Carpenter, Elizabeth B. 
 
 Clarke, Benjamin F. 
 
 Cutler, Edward H. 
 Cooke, Willis 
 Coggeshall, S. W. 
 Cooper, Varnum A. 
 Camming, Anna 
 Carpenter, Charles F. 
 Clarke, Henry 
 Coats, Charles 
 Chapman, J. (I860) 
 Chapin. Ruth E. (1860) 
 Cottrell, Charles T. (1860) 
 Clark, Elisha P. (1860) 
 Chapin, Thomas B. (1860) 
 Collins, A. B. (I860) 
 Church, Nelson K. 
 Cole, George W. 
 Cady, Isaac F. 
 Collins, James M. 
 Cooke, N. B. 
 Carpenter, Alice H. 
 Collins. Sns:m E. 
 *Colburn, Dana P. (1849) 
 Caskill. Edward B. 
 Cragin, Frances M. 
 Congdon. M. Frances 
 Congdon, Lydia E. 
 Carpenter. Ellen 
 Chase, John F. 
 
 Woonsocket, 
 
 Providence, 
 
 Fall River, Mass., 
 
 Summit, 
 
 Millville, 
 
 Chepichet, 
 
 Cumberland, 
 
 Providence, 
 
 Previous to 1872. 
 
 Woonsocket, 
 
 Nashua, N. H., 
 
 Woonsocket, 
 
 Coventry, 
 
 Pawtucket, 
 
 North Stonington, Conn., 
 
 Westerly, 
 
 Rockville. 
 
 Westerly, 
 it 
 
 Usquepaugb, 
 Valley Falls, 
 Barrington Centre, 
 Westerly, 
 Bristol, 
 
 Seekonk, Mass., 
 Phenix, 
 Providence, 
 Woonsocket. 
 Providence, 
 
 Woonsocket, 
 Cumberland, 
 Tiverton, 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 
 
 123 
 
 Cook, Rev. T. D. 
 
 Doyle, Sarah E. 
 
 Dean, Sarah 
 
 Day, Henryf 
 
 Dixon, Nathan F.f 
 
 Duncan, Alexander! 
 
 DeMunn, Noble W. 
 
 Davis, Thomas 
 
 Darling, T. S. 
 
 Davis, Franklin H. (1860) 
 
 Davis, Oliver (I860) 
 
 Darrow, E. R. 
 *Dumont, Rev. A. H.f 
 *Dyer, Benjaminf 
 *D wight, Garni iel L. (1849) 
 
 Dyer, Sarah E. 
 
 Dyer, Maria E. 
 
 Esten, M. L. 
 
 Esten, Amasa Jr. 
 
 Ewins. Margaret, 
 
 Earle, Catherine 
 
 Eddy, Richard E.f 
 
 Evans, Thomas Of 
 
 Edwards, James T. 
 
 Edwards, Richard, 
 
 Esten, Rhoda A. 
 
 Eddy, Cornelia (1860) 
 
 Fisher, Ellen 
 *Field, Laura E. 
 
 Fowler, Ezekiel 
 
 Farnum, Calebf 
 
 Fry, Minerva A. 
 
 Fisher, Weston A.f 
 
 Foster, A. J. (1860) 
 
 Gallup, Benjamin V. 
 
 Gammell, Williamf 
 
 Giddings, Joshua D.f 
 
 Greene, Samuel S. (1849) 
 
 Godding, Alvah W. 
 
 Guild, Martha J. 
 
 Greene, J. B. 
 
 Gory, Arnold W. 
 Grovei, Zwingliusf 
 
 Gray, Edward Jr. 
 Greene, Carrie 
 Greene, Eliza C. 
 
 Gorton, Jason W. 
 
 Providence, 
 
 Previous to 1872. 
 
 North Providence, 
 
 Woonsocket, 
 
 Westerly, 
 
 Newport, 
 Providence, 
 
 Knightsville, 
 Providence, 
 
 Slatersville, 
 
 Providence, * 
 Woonsocket, 
 Providence, 
 Chepachet, 
 East Greenwich, 
 Normal School, Illinois, 
 North Scituate, 
 Westerly, 
 Woonsocket, 
 Providence, 
 Woonsocket, 
 Providence, 
 Woonsocket, 
 Providence, 
 Westerly, 
 Providence, 
 
 Chepachet, 
 
 Providence, 
 
 Tiverton Four Corners, 
 
 Chepachet, 
 
 Summit, 
 
124 
 
 HISTORY OF THE 
 
 Greene, Samuel 
 Greene, Susan M. 
 Gorton, Hannah II. 
 
 Greene, John T. 
 
 Gruber, Frances 
 
 Greenman, B. F. 
 
 Gorton, Ahbie A. 
 
 Gallup, Sarah B. 
 
 Gay, Helen F. 
 *Gamwell, Albert A.f 
 *Greene, Phebe A. 
 *Hutchins, Shubaelf 
 
 Howard, E. II. 
 
 Harkness, Albertf 
 
 Haskell, Ellen M. 
 
 Helme, Harriet J. 
 
 Haskell, Ruth A. 
 
 Hoyt, David W. 
 
 Haile, Levi 
 
 Hendriek, C. A. 
 
 Hendriek, Fanny 
 *Hanis, Edward 
 
 Harkness, Hiram 
 
 Harkness, James T. 
 
 Hull, Harriet K. 
 
 Hazard, Thomas P.f 
 
 Hall, Charles II. (J860) 
 
 Hazard, Harriet C. (1860) 
 
 Hoxie, George W. (1860) 
 
 Hinkley, Charles H. (1860) 
 
 Hutchins, Charles 
 
 Hammett, John L. 
 
 Hopkins. Rev. George O. 
 
 Hoag, Emily 
 
 Hicks, Charles R. 
 
 Hill, Byron R. 
 
 Holt. EmmaF. 
 
 Howard, Henry 
 
 Harvey, Resolved 
 
 Hoag, Caroline D. 
 
 Holmes, Harvey * 
 
 Holmes, Mary E. 
 
 Holdredge, Geo. W. (1849) 
 
 Haines. T. V. 
 
 Ives, Robert II. f 
 
 *lves, Moses B.f 
 
 Ingalls, Elkanah 
 
 Woonsocket, 
 
 Bristol, 
 Warwick, 
 Coventry, 
 Providence, 
 Charlestovvn, 
 Eseoheag, 
 Collamer, Conn. 
 Davisville, 
 Providence, 
 
 Previous to 1872. 
 
 Warren, 
 
 Woonsocket, 
 
 Smithfield, 
 
 Kingston, 
 
 Westerly, 
 
 Shannock Mills. 
 
 Westerly, 
 
 Providence, 
 
 North Scituate, 
 
 Lonsdale, 
 
 Fall River, Mass., 
 
 Cranston, 
 
 Blackstone, Mass., 
 
 Phenix, 
 
 Coventry, 
 
 Woonsocket, 
 
 Bristol, 
 
 North Stonington, Conn. 
 
 Croinpton, 
 Providence, 
 
 Cranston, 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 
 
 125 
 
 Jencks, Mary T. 
 
 Jennings, John 
 
 Kingsbury, Johnf 
 
 Keith, Christopher T.f 
 
 King, Mary 
 
 Kent, William S. 
 
 Kent, John R. 
 
 Kenyon, Peleg 
 
 Keith, William S. 
 
 Kendall, Joshua 
 
 Kenyon, Henry B. 
 
 Knapp, Mary A. 
 
 Kimball, D. W. 
 
 Reach, Clovis E. 
 *Kile, O. H. 
 
 Knowles, Horatio N. Jr. 
 
 King, E. A. 
 *Lawton, Edward W.f 
 
 Leach, Rev. Daniel (1856) 
 
 Lyon, Merrickf 
 
 Lyon, Emory, 
 
 Latham, Cornelia W. 
 
 Lewis. Celia J. 
 *Lockwood, Moses B.f 
 Larkin, R. S. (1860) 
 Lewis, Mary C. 
 Lewis, Nathan B. 
 Lincoln, A. J. 
 Ladd, John J. (1860) 
 LeCard, George 
 Malteson, Benjamin W. 
 Mowry, William A. (1859) 
 Metcalf, Edwinf 
 *Mason, Owenf 
 May, Amasa 
 Miles, Amanda 
 Mowry, Jenks A.f 
 Metcalf, William 
 Morley, Frank G. 
 Munroe, Abby D. 
 Matteson, Braman W. 
 Maxon, Abby M. (1860) 
 Maxon, Charlotte A. (1860) 
 Maxon. Charles A. (1860) 
 Mann, Ilev. Joel 
 Manchester, Georgef 
 Morse, Guilford 
 
 Paw tucket, 
 
 Woonsocket, 
 
 Providence, 
 
 North Scituate, 
 
 Phenix, 
 
 Hopkinton, 
 
 River Point, 
 
 Bristol, 
 
 Alton, 
 
 Chepachet, 
 
 Woonsocket, 
 
 Burrillville, 
 
 Westerly, 
 
 Wakefield, 
 
 Pascoag, 
 
 Newport, 
 
 Providence, 
 
 Previous to 1872. 
 
 Westerly, 
 Providence. 
 Exeter, 
 Coventry, 
 Providence, 
 Coventry, 
 
 Providence, 
 
 Woonsocket, 
 Bristol, 
 
 Coventry, 
 Westerly, 
 
 Kingston, 
 
 South Portsmouth, 
 
 Springfield, Mass., 
 
126 
 
 HISTORY OF THE 
 
 Magill, Edward H. 
 Mason, Ambrose B. 
 Monroe. ClaTa E. 
 Macomber, Joseph E 
 *Meggeite, M. M. 
 Meader, A. A. 
 Miller, Maria F. (1860) 
 Miner, G. II. (I860) 
 *Nash, H. C. 
 Newell, George E. 
 Niles, Julia A., 
 Nichols, Celia A. 
 Nichols, Helen A. 
 Newbury. Sarah (1860) 
 Osborn, Sarah 
 Osborn, Esther 
 Osgood, Rev Samuel f 
 Osgood, J. Anna 
 Olney, Johnf 
 Pitman, Joseph S.f 
 Perry, Amosf 
 *Patten, William S.f 
 Purkis, Sarah A. 
 Phelon, Rev. Benjamin 
 Padelford, Adelaide D. 
 Perrin, Mrs. Daniel 
 Potter, Hon. Elisha R.f 
 Parker, James E. 
 *Peck, Allen O.f 
 Pendleton, Anne L. (1860) 
 Pendleton, Kate (1860) 
 Pendleton, Sarah E (1860) 
 Perrin, Alice (1860) 
 Potter, J. B. 
 Phillips, S. 
 
 Peckham, Anginette (1860) 
 Palmer, Hannah (1860) 
 Prosser, P. S. 
 Page, Maria W. 
 Page, Susan A. 
 Payne, Nancy A. 
 Place, II. Lester 
 Potter, S. A. 
 Potter, Thomas G. 
 Paine, Minerva J. 
 Pickett, Horace W. 
 Porter, Aaron 
 
 Providence, 
 
 Warren, 
 
 Manville, 
 
 Portsmouth, 
 
 Woonsocket, 
 
 Cumberland, 
 
 Allenton, 
 
 Westerly. 
 
 Portland, Me. 
 
 Pawtucket, 
 
 Woonsocket, 
 
 Greene, 
 
 Providence, 
 
 Westerly, 
 
 Woonsocket, 
 
 Providence, 
 
 Previous to lb?*<s. 
 
 South Kingstown, 
 Johnston, 
 Providence, 
 Westerly, 
 
 Gi'eene, 
 Georgiaville, 
 Westerly, 
 Stonington, Conn., 
 Carolina Mills, 
 Pascoag, 
 
 Mt. Vernon, R. I. 
 
 Providence, 
 East Providence, 
 Slatersville, 
 Tiverton, 
 Bristol, 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 
 
 12: 
 
 North Blackstone, 
 Slatersville, 
 
 East Greenwich, 
 Westerly, 
 
 Bristol, 
 Richmond, 
 Fisherviile, 
 Providence, 
 
 Park, Mary F. Woonsocket, 
 
 Paine, Julia A. " 
 
 Paine, Cordelia E. " 
 
 Pitts, Susie A. <« 
 
 Paine, S. Madeline 
 
 Paine, Minnie J. 
 
 Q.uereau, G W. 
 
 Robinson, J. H. (I860) 
 
 Reynolds, Benjamin (1860) 
 
 Rich, Ezekiel 
 
 Reynolds, Russell W. 
 
 Ralph, Betsey T. 
 
 Rodman, Samuelf 
 
 Rath bun, Mary E. 
 
 Russell, Levi W. " 
 
 Remington, Frances A. " 
 
 Robbins, Alvin C. Mill vi lie ss , 
 
 Ray, Joel R. Providence, 
 
 Stone, Rev. Edwin M. (1848) 
 
 Stock well, Thomas B. 
 
 Steere, Mattie C. " 
 
 Smith, James Y. " 
 
 Smith, Lewis B. « 
 
 Seagraves, Joseph " 
 
 Steoent, Phebe A.f " 
 
 Scammell, S. S. " 
 
 Stanton, Kate S. " 
 
 Stivers, John H. " 
 
 Spencer, H. L. " 
 
 Sheldon, Jeremiahf " 
 
 Sawin, James M. " 
 
 Stebbins, Fannie " 
 
 Stockbridge, Rev. J. C. " 
 
 Sheldon, Williamf 
 
 Stillman, Mary A (1860) Westerly, 
 
 Stillman, Harriet W. (1860) 
 
 Stillman, James (I860) 
 
 Saunders, T. C. (1860) Potter's Hill, 
 
 Sayles, William R. Cumberland Hill, 
 
 Seamans, Laytun E. Coventry, 
 
 Sisson, Asa Anthony, 
 
 Seagrave, A. R. Uxbridge, Mass., 
 
 Staples, Thomas B. Slatersville, 
 
 Shumway, Annie M. Pascoag, 
 
 Stamfield, 15. B. 
 
 Slade, Georgianna A. " 
 
 Previous to 1872. 
 
128 
 
 HISTORY OF THE 
 
 Shumway, Mary E. 
 
 Smith, Eliza 
 
 Spencer, H. L. 
 
 Steere, Diana J. 
 
 Stecre. Joanna A. 
 
 Steere, William A. 
 
 Spencer, D. P. 
 
 Sheffield, William P.f 
 
 Stone, Harriet A. (1860) 
 
 Stanton, Charles 
 
 Stone, Hiram 
 
 Slocmn, Mrs. Z. O. 
 
 Steere, Laura M. 
 
 Steere, Fannie M. 
 
 Shaw, Jedediah 
 *Stone, James L. (1849) 
 
 Sisson, Joseph T.f 
 
 Slater. Horatio X.f 
 
 Stone, Dexter S. 
 
 Seamans, Ira O. 
 
 Shaw, Emma 
 
 Shaw, Mary C 
 
 Shepard, Rev. Thomasf 
 
 Stimson, John J. 
 
 Sheffield, Hannah (1860) 
 
 Sayles, Henry C. 
 
 Scott, Livingston 
 
 Salisbury, Phebe A. 
 
 Spencer, Lydia C. 
 
 Talcotf, James M. 
 
 Tingley, L. Sophia 
 
 Tourtellot, Jesse S.f 
 ♦Tillinghast, George S. 
 *Tillinghast, George H.f 
 
 Tillinghast, Joseph 
 
 Tallman, John B.f 
 
 Thurber, Samuel 
 
 Thayer, Lucy A. 
 
 Thompson, 1'hebeH. (1860) 
 
 Thompson, Benjamin E. (1860) 
 
 Taylor, John A. (1860) 
 
 Tillinghast, E. A. 
 
 Tefft, J. H- 
 
 Tolman, W. E. 
 
 Tyler, Susan A.f 
 *Tobey. Samuel B.f 
 
 Taft, Mary E. Blackstone, 
 
 Paseoag, 
 Providence, 
 
 Anthony, 
 Woonsocket, 
 
 Peace Dale, 
 
 Newport, 
 
 Stonington, Conn., 
 
 North Stonington, Conn.. 
 
 Foster, 
 
 Chepachet, 
 
 Manton, 
 
 Little Compton, 
 
 Providence, 
 
 North Providence, 
 
 Providence, 
 
 Philadelphia, Pa., 
 
 Phenix, 
 
 Thompson, Conn., 
 
 Centreville. 
 
 Bristol, 
 
 Providence, 
 
 Westerly. 
 
 Woonsocket, 
 
 Lime Rock, 
 
 Warwick, 
 
 Providence, 
 
 Glocester, 
 
 Foster, 
 Providence, 
 Summit, 
 Woonsocket, 
 Providence, 
 New Boston, Conn.. 
 Wester !y, 
 
 Coventry, 
 Kingston, 
 Pawtucket, 
 Providence, 
 
 Previous to 1872. 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION 
 
 129 
 
 Taft, B P. 
 *Updike, Wilkinsf 
 
 Vincent, Thomas 
 
 Vernon, Thouaast 
 
 Verry, Perley 
 
 Varney. George F. 
 
 Vose, E. F. (1860) 
 
 Wardwell, George T. 
 * Way land, Rev. Francisf 
 
 Woods, Rev. Alva 
 
 Webb, Rev. Samuel H. 
 
 Waterman, Emily F. 
 
 Westeott, S. Lizzie 
 
 Whipple, Amasa 0. 
 
 Whittemore. Gilbert E. 
 
 Wood, Henry A. 
 
 Williams, II. W. 
 
 Williams, Albert S. 
 
 Winsor, Nancy W. 
 
 Wheeloek, Lucius A. (1849 
 
 Wilson, George C. 
 
 Waldron, W. H. 
 
 Walden, Elizabeth F. 
 
 Wade, Mrs. James 
 
 White. Abbie M. 
 
 Wood, Allen F. 
 
 Wynn. Mary 
 
 Woodbridge, Win. H. Jr. ( 
 ♦Young, Edward R.f 
 
 Young L. R.f 
 
 II. 
 
 Burrillville, 
 
 Providence. 
 Westerly , 
 Providence, 
 Woonsocket. 
 Sandwich, N. 
 Westerly, 
 AVoonsocnet, 
 Providence, 
 
 Attleboro. Mass. 
 Providence, 
 East Greenwich 
 Foster, 
 
 North Foster, 
 Greenville, 
 Providence, 
 Manville, 
 Pascoag, 
 Chepachet, 
 Pascoag, 
 Burrillville, 
 River Point, 
 Pascoag, 
 1860) Westerly, 
 Provideuce, 
 
 Previous to 1872. 
 
 Allen, Stelia C. 
 Alden, Sarah C. 
 Angell, Sarah C 
 Arnold, Dr. S. Augustus 
 Allen, Juliet A. 
 Allen, Mrs. Henry 
 Adams, Mary C. B. 
 Armington, Hattie A. 
 Arnold, Gertrude E. 
 Adams, Annie J. 
 Austin. Emily C. 
 *Alvord, Caleb M. 
 Allen, Jane H. 
 Allen, Hattie A. 
 Arnold, Elveton Jr., 
 17 
 
 Providence, 
 
 January 1872. 
 
 Pawtuxet, 
 Woonsocket, 
 Pawtucket, 
 Summit, 
 
 East Greenwich. 
 Cranston, 
 Blackstoue, Mass. 
 North Kingstown, 
 
130 
 
 Avery, Miss A E. 
 Anthony, Mary E. 
 Andrews, Miss E. E. 
 Anthony, Susan E. 
 Armstrong, Lydia 
 Allen, Daniel G. 
 Albro, Christopher 1). 
 Ahny, Margaret G. 
 Arnold, Francis E. 
 Anthony, Albert L. 
 Bacon. Sarah J. 
 Beane. Elsie A. 
 Bartlett, Mary E. 
 Brown, Allen 
 Bolster, Jerome B. 
 Bell, George 
 Bucklin, II. Anna C. 
 Babcock, M. A us tan ia 
 Bancroft, Susan C. 
 Bartlett, Addie A. 
 Brown, Ella A. 
 Babcock, Jennie H. 
 Buffington, Geraldine 
 Babcock, S. A. 
 Briggs, Stephen A. 
 Bodfish, Joshua L. 
 Baker, Sarah 
 Ballou, Desire F. 
 Bates, Benoni 
 Brown, Arthur W. 
 Bowen, Susan K. 
 Burlingame, William C. 
 Brown, Annie S. 
 Bosworth. Rebecca T. 
 Boss, Lizzie C. 
 Brown, Lizzie 
 Bates. C G. 
 Barker, Mrs. C J. 
 Bueklyn, John K. 
 Bates, John A. 
 Ballon, Amanda J. 
 Brown, Ella M. 
 Bowen, J. A. 
 Bowen, L. A. 
 Brown, Ann E. 
 Bowen, Fanny W. 
 Brown, Ellen M. 
 
 HISTORY OF THE 
 Providence, 
 
 North Kingstown, 
 
 Portsmouth, 
 
 Newport, 
 
 Jamestown, 
 
 Swansey, Ma<s., 
 
 Providence ; 
 
 January, 1873. 
 
 ti i' 
 
 January, 1872. 
 
 Spragueville. 
 
 Westerly, 
 
 Warren, 
 
 North Stonington, Conn., 
 
 Stonington Conn., 
 
 East Greenwich, 
 
 Lonsdale, 
 
 Coventry, 
 
 Midilletown, 
 
 Summit, 
 
 Cumberland Hill, 
 
 Pawtuxet, 
 
 Newport, 
 
 Pawtucket, 
 
 Coventry Centre, 
 
 Tiverton, 
 
 Mystie Bridge, Conn., 
 
 West Greenwich Centre, 
 
 Georgiaville, 
 
 Harmony, 
 
 Boston, 
 
 East Greenwich, 
 
 Tiverton, 
 
 South Attleboro', 
 
 Providence, 
 
 January, 1873. 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 
 
 131 
 
 Behan Ann M. 
 Belden, C. Dwight 
 Bellows, L. M. 
 Brown, Isadore 
 
 Barker, C. W. 
 Bates, Nellie 
 Bartlett, AddieM. 
 Bryant, 8. Fannie 
 Bryant. Addie G. 
 Bates, Hattie N. 
 Bo wen, Helen M. 
 Barnes. Irene C. 
 Bailey, Thomas T. 
 Barber, Lizzie 
 Burlingame, N. M. 
 Barrows, Sarah 
 Barber. A. E. 
 Brown, M. A. 
 Bowen. Hannah 
 Brown, Sarah W. A. 
 Barrows. L. A. 
 Blakeslee, T. D. 
 Carpenter, Elizabeth B. 
 Cooke, Emma E. 
 Carrigan, Helen A. 
 Case, Mattie 
 Cross, F. E. 
 Chase, Elizabeth J. 
 Chase, William E. 
 Cardner, Edwin R. 
 Chillson. Henry 
 Church, Mary E. 
 Chappell, Sarah J. 
 Cook, Helen M. 
 Cunliff, Eliza P. 
 Coggeshall, Belle J. 
 Cornel], Imogene R. 
 Collins, Amy F. 
 Chase, Anna P. 
 Clarke, Minnie L. 
 Clark, Henry 
 Collins, Francis W. 
 Chase, Anna G. 
 Chase, Emily B. 
 Carpenter, Belle F. 
 Clarke, Rebecca C. 
 Clarke, Ik F. 
 
 Providence, 
 
 North Providence, 
 
 Tiverton, 
 
 West Greenwich Centre, 
 Mapleville, 
 Wooiscvket, 
 Medway Village, Mass., 
 Pascoag, 
 Che]iaehet, 
 Greenville, 
 Boston, 
 Westerly, 
 Woonsocket, 
 Pawtucket, 
 Woonsocket, 
 
 Middletown, 
 
 East Greenwich, 
 Providence, 
 
 January, 1873. 
 
 .January, 18" 
 
 January, 18" 
 
 Kingston, 
 Providence, 
 
 Charlestown, 
 
 Waketield, 
 
 Providence, 
 
 Bristol, 
 
 Apponaug, 
 
 North Providence, 
 
 Manville, 
 
 Albion, 
 
 Paw tucket, 
 
 Narragansett Pier, 
 
 Newport, 
 
 Cumberland Hill, 
 Albion, 
 
 Newport, 
 
132 
 
 HISTORY OF THE 
 
 Clarke J. P. 
 ( irandall, Stephen G. 
 Chappell, M. Ilortense 
 Cole, Martha 1). 
 Case, James G. 
 Clarke. Thomas II. 
 Clarke, Henry W. 
 Clarke, George 
 Cooke, H. E. 
 Church, George S. 
 Carpenter, E. J. 
 Conant, Rev. W. II. 
 Chace, Harriet R. 
 Chapin, Mary E. 
 Cobb, 1). A. 
 Cutting, Phebe A. 
 Conley, Mary L. 
 Carpenter. Miss L. M. 
 Coe, Marcy 
 Cole, Mary M. 
 Cargill, Malvina 
 Carpenter, George E. 
 Cooke, John T. 
 Clarke, Hannah E. 
 Carr, J. P. 
 Collins, Peleg 
 Church, Calista 
 Conistock, Amy L. 
 Chase, Charles A. 
 Chase. Rev. B. A. 
 Chesbro, Mrs. A. L. 
 Chase. Mr. W. E. 
 Chase, Charles A. 
 Collins, Naney 
 Collins, Lizzie E. 
 Chase, H. J. 
 Dawley, Edward 
 Davis, Ilattie 
 DeWolf, Lizzie I 1 . 
 Dixon, Irene 
 Denaly, Kate 
 Doran, Belle 
 Darling. Katie 
 Durfe,-, Joshua T. 
 Daggett, M. Isabel 
 Donnavan. Joanna 
 Davis, Mrs. Thomas 
 
 Exeter, 
 
 Adamsville, 
 
 Carolina, 
 
 Warren, 
 
 East Providence, 
 
 Newport, 
 
 Wyoming, 
 
 Slatersville, 
 Providence, 
 
 January, 1872. 
 
 January, 1873. 
 
 Clayville, 
 
 Valley Falls, 
 Watchemoket, 
 South Portsmouth, 
 Wakefield, 
 Jamestown, 
 Anthony, 
 Tiverton. 
 Bnrrillville, 
 Woonsocket, 
 Diamond Hill, 
 Providence, 
 
 Providence, 
 
 Newport, 
 
 Bristol, 
 
 Davisville, 
 
 Wakefield, 
 
 Rocky Brook, 
 
 Providence, 
 
 Pawtucket, 
 
 Millville, Mass., 
 
 Fall River, Mass. 
 
 Providence, 
 
 January, 1874. 
 
 January, 1872. 
 
 Pawtucket, 
 
 January, 1873. 
 January, 1874. 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION 
 
 133 
 
 Eastman, J. 
 Ela, Rev. David H. 
 Esten, Ida L. 
 Evvins, Margaret 
 Faxon, Charles E. 
 Field, Laura E. 
 Freeman, Lester A. 
 Fry, Mary E. 
 Fairman, Mary C. 
 Jb'itz, Frank 
 Friend, R. M. 
 Fry. Mattie 
 Fuller, Rev. O. P. 
 Fielden, Mrs. Annie F. 
 Fales, Sarah E. 
 Frcthingham, Mary A. 
 Fisher. Annie 
 Gould, Edwin W. 
 Gladding, Lucy J. 
 Griswold, Mrs. E. A. 
 Greenough, J. C. 
 Gates, Charles H, 
 Gushee, L. L. 
 Gordon. Mary L. 
 Gardiner, Mrs. Bessie 
 Greene, Martha A. 
 Gray, Peace C. 
 Gifford, Miss L. A. 
 Grinnell, H. B. M.Mrs. 
 Gardiner, Henry G. 
 Gorton. Miss II. F. 
 Gorton, Miss Etta C. 
 Greene, Alice M. 
 Greene, A. E. Miss 
 Gardner, Ida M. 
 Grant, Oiwille B. 
 Greene, Millen S. 
 Greene, Albert 
 Greene, Ann E. 
 Harvey, Clara B. 
 Hazard, Rosa E. G. 
 Hyde, Fred A. 
 Hussey, Emm:i P. 
 Hall, J. Milton 
 Hewitt, Harriet E. 
 Heywood, Almira L. 
 Harris, Louise O. 
 
 East Greenwich, 
 
 Pawtucket, 
 
 Providence, 
 
 Carolina Mills, 
 Pawtucket, 
 
 Newport, 
 
 Carolina Mills, 
 Centreville, 
 Providence, 
 Newport, 
 
 Olneyville, 
 Providence, 
 
 Warren, 
 
 Pawtucket, 
 Usquepaugh, 
 Slocumville, 
 Tiverton Four Cornel's, 
 Adams vi lie, 
 Pawtuxet,. 
 
 Newport, 
 
 Pawtucket, 
 Newport, 
 Laurel Hill, 
 Providence, 
 Carolina Mills, 
 Westerly, 
 Newport, 
 Providence, 
 
 January, 1872. 
 
 January, 1873. 
 January, 1874. 
 January, 1872. 
 
 January, U73. 
 
 January, 1872. 
 
 January, 1873. 
 January, 1874. 
 January, 1872. 
 
134 
 
 HISTORY OF THE 
 
 Harris, Mrs. M. A. 
 Harden, Emily J. 
 Hen irk, Emma 
 Ham, Nancy S. 
 Hull, Abhie A. 
 Hathaway, Ella J. 
 Howes, Charles E. 
 Hornby, Anna M. 
 Hull, John II. 
 Hoxsie, Annie E. 
 Hiscox, Lydia W. 
 Hazard. Ella V. 
 Henry, Mali a E. 
 Hammett, Aliee 
 •Horton, Edward A. 
 Hunt, J. E. 
 Hunt, Miss H. M. 
 Horton. Vietor F. 
 Hall, Martha W. 
 Hopkins, Miss E. A. 
 Hood, Benjamin W. 
 Holden, Annie F. 
 Hastings, Miss J. E. 
 Harris, Mrs. E. T. 
 Hoxsie, John 
 Hopkins. John 
 Hall, Mary E. 
 Hall, Robert D. 
 Hathaway, Miss Abbie A. 
 Hammett, Lizzie 
 Hammond, Mary E. 
 Irons, Iila R. 
 Irons, Thomas 
 Irons, Daniel W. 
 Jaekson, Miss Susan E. 
 Jewett, Mary L. 
 Jones. Alice J. 
 Jenckes, William F. 
 Jenckes. Hartwell II. 
 Jennings. Andrew J. 
 Jacobs, Miss 
 Jones, Mary W. 
 Knight, M. Carrie; 
 Knight, W. A. 
 Km yon, Emma F. 
 King, A. F. 
 Kavanagh, Miss M. J. 
 
 Providence, 
 
 Wakefield, 
 East Greenwich, 
 
 Westerly, 
 
 Pawtucket, 
 
 Tower Hill, 
 
 Olneyville, 
 
 Chariest own. 
 
 Central Falls, 
 
 Wickford, 
 
 Newport, 
 
 Watchemoket, 
 
 Pawtucket, 
 
 Newport, 
 
 Olneyville, 
 
 Providence, 
 
 East Greenwich, 
 
 North Attleboro', Mass. 
 
 Pascoag, 
 
 Shannock Mills, 
 
 Uscpiepaugh, 
 
 Westerly, 
 
 Portsmouth, 
 
 Providence, 
 
 Newport, 
 
 Middletown, 
 
 Harmony, 
 
 Phenix, 
 Providence, 
 
 Newport, 
 
 Lime Lock, 
 Warren, 
 Central Falls, 
 Newport, 
 Phenix. 
 Foster ("entre, 
 Potter's Hill, 
 Fdl Livei, Mass.. 
 Newport, 
 
 January, 1872. 
 
 January, 18 
 
 January, 18 
 
 ;:;. 
 
 January, 1872. 
 December, 1872. 
 
 January, 1872. 
 
 December, 1872. 
 January, 1873. 
 
 January, 1874. 
 January 1872. 
 
RHODE ISLAN 
 
 Kenneth, John 
 Reach, J. A. 
 Keith, Stillman H. 
 King. Mrs. Celia A. 
 Kelton, Fannie 
 King, Edwin II. 
 Kenyon, Henry 
 Kenyon, D C. 
 Keyser, R. S. 
 Leavens, Rosamond R. 
 Leavitt. Miss C. E. 
 Lyon, Abbie F. 
 Lincoln, M. 
 Lawton, Eliza II. 
 Lawton, Mrs. E. T. 
 Lillibridge, Sarah M. 
 Lawton. A. A. 
 Lillibridge, A. A. 
 Locke, Hannah W. 
 Lewis, Martha B. 
 Littlefield, N. W. 
 Latbrop, M. E. 
 Lincoln. Susan 
 Lincoln, Eugene H. 
 LeFavor, H. 
 Lyon. Fannie M. 
 LeFavor. Julia 
 Murray, M. Addie 
 Magill, Edward H. 
 Manchester, A. J. 
 Mann. Carrie 
 Martin. Jennie 
 Mowry, J. E. 
 Marble, Sarah 
 Monroe, William C. 
 Moore, II. B. 
 Meader, L. H. 
 Mi lore, Andrew B. 
 Moore. L E. 
 Moore. M. A. 
 Morey, Philip A. 
 Miller, Ella A. 
 Maryott, C. A. 
 Miller, Belle 
 Maxon, Abbie M. 
 Martin, M. S. 
 Miner, II. E. 
 
 D INSTITUTE OF INSTRUCTION. 135 
 
 January, 1872. 
 
 AVyoming, 
 
 Centredale, 
 
 South Manchester, Conn., 
 
 Providence, 
 
 Watehemoket, 
 Wyoming, 
 East Greenwich, 
 
 Providence, 
 
 Centreville, 
 
 Coventry, 
 
 Tiverton, 
 
 Richmond, 
 
 Voluntown, 
 
 Wyoming, 
 
 Usquepaugh, 
 
 Exeter, 
 
 Newport, 
 
 Providence, 
 
 Central Falls, 
 Centreville, 
 
 Providence, 
 
 Warren, 
 
 North Providence, 
 
 Woonsocket, 
 
 Exeter, 
 Albion, 
 Usquepaugh, 
 
 Barrington Centre, 
 
 North Stonington, Conn., 
 
 Manton, 
 
 Westerly, 
 
 Newport, 
 
 North Stonington, Conn., 
 
 January, 1873. 
 
 January, 1874. 
 January, 1872. 
 
 December, 1872. 
 " << 
 
 January, 1873. 
 '> «< 
 
 tt « 
 
 January, 1872. 
 
 << c 
 
13G 
 
 HISTORY OF THE 
 
 Mills, James C. 
 Maryatt. C E. 
 Morse, Nancy E. 
 Manchester, Clara, 
 Morgan, Mrs. Vana L. 
 Macdonald, Julia E. 
 Magoon, B. S. 
 Metealf, Abbie B. 
 Maxfield, I. G. 
 Meiriam, W. W. 
 Magoon, Mrs. Benjamin 
 Mowry, S. Nellie 
 Magoon, Mrs. J. R. 
 Martin, W. E. 
 Mowry, Eliza A. 
 Mowry, Viola J. 
 Nettleton, F. H. 
 Newton, J. T. 
 Nichols, MissO. E. 
 Neville, C. A. 
 North up, Mary E, 
 North up, Sarah C. 
 Nye. J. M 
 Oldfield, Mary H. 
 Owen, Lizzie 
 Padelford, Gov. Seth 
 Peck, Annie S 
 Peck, George B. 
 Packard, CM. 
 Perry, Emma 
 Potter, Minnie P. 
 Pitman, Julia F. 
 
 Pitcher, Fannie I. 
 
 Pratt Lizzie F. 
 
 Paine, E. Lizzie 
 
 Parker, Ezra K. 
 
 Paige, Nellie E. 
 
 Peck, William T. 
 
 Peabody, Miss J. S. 
 
 Phillips, Mowry 
 
 Potter, Lydia II. 
 
 Phillips, William II. 
 
 Perry, William II. 
 
 Potter, Carrie C. 
 
 Perry, Mrs. Sarah M. II. 
 
 Prosscr, Mary J. 
 
 Peckham, Alice 
 
 Pawtucket, January, 1872. 
 
 North Stonington, Conn., " " 
 
 Woonsockct, " " 
 
 Olneyville, December, 1872. 
 
 Providence. January, 1873. 
 
 Exeter. 
 
 Olneyville, 
 
 Georgiaville, 
 
 Centre\ille, 
 
 Natick, 
 
 Providence, 
 
 Clinton, 
 Pendleton Hill, 
 Providence, 
 North Providence, 
 Centieville, 
 Providence, 
 Centreville, 
 Providence, 
 
 Pawtucket, 
 
 Central Falls, 
 
 Newport, 
 
 East Greenwich, 
 
 Lonsdale, 
 
 Pawtucket, 
 
 Coventry, 
 
 Slatersville, 
 
 Warren , 
 
 Newport, 
 
 Pascoag, 
 
 Olneyville, 
 
 Charlestown, 
 
 Providence, 
 
 Uxbridge, Mass., 
 
 Waketield, 
 
 Westerly, 
 
 January, 1874. 
 January, 1872 
 
 January, 1873. 
 January, 1872. 
 
 l< il 
 
 ft (I 
 
 (< IC 
 
 December, 1872. 
 i< .( 
 
 January, 1873 
 
 a << 
 
RHODE ISLAND INSTITUTE OF INSTHUCTIOX. 
 
 137 
 
 Phillips, Lilla 
 Paterson, Ernestine 
 Palsey, Abbie J. 
 Potter, Abbie 
 Paine, Lizzie M. 
 Paine, Melvina 
 Park, Mary F. 
 Robinson, Lizzie S. 
 Reynolds. Myrtie 
 Robinson, Joseph K. 
 Rickard, William W. 
 Read, Miss G. I). 
 Reynolds. Mary B. 
 Rea, flattie L. 
 Ray, Adeline 
 Reynolds, T. O. 
 Reynolds, Mary E. 
 Reynolds, Amanda E. 
 Rhoades, Benjamin H. 
 Ray, Sarah M. 
 Richards, J. S. 
 Rounds, Cynthia 
 Russell, Maria J. 
 Riley, Mary A. 
 Salisbury. Adela C. 
 Swan, Allen L. 
 Salisbury, Ellen A. 
 Swift, Clara L. 
 Shepley, Mary B. 
 Sayles, Emeline A. 
 Scott, Annie E. 
 Searle, Miss A. E. 
 Salmon, Mary 
 Stetson, Mary S. 
 Shaw, Emma 
 Salisbury, Susan 
 Snow, Sophie P. 
 Sherman, Lizzie C. 
 Sisson, Alice M. 
 Still man. Hattie E. 
 Smith. Eliza B. 
 Still man, George C. 
 Sherman, Charles H. 
 Sheldon, Lizzie C. 
 Swinburne, Elizabeth II. 
 Salisbury. Emma F. 
 Sutton, Emma F. 
 IS 
 
 Pascoag, 
 North Foster, 
 Rockland, 
 East Greenwich, 
 Central Falls, 
 
 Woonsocket, 
 Providence, 
 
 North Kingstown, 
 
 Barrington, 
 
 Exeter, 
 
 Chepachet, 
 
 North Kingstown, 
 
 Chepachet, 
 
 Newport, 
 
 Watchemoket, 
 
 Cranston, 
 
 South Foster, 
 
 Pawtuxet, 
 
 Westerly, 
 
 Providence, 
 
 January, 1873. 
 
 January, 1874. 
 January, 187-2. 
 
 January, 1873. 
 
 January, 1872. 
 
 Phenix, 
 Valley Falls, 
 Anthony, 
 Westerly, 
 
 North Stonington, Conn., 
 
 Exeler, 
 
 Wakefield, 
 
 Newport, 
 
 South Scituate, 
 
 Watchemoket, 
 
 December, 1872. 
 January, 1872. 
 
138 
 
 HISTORY OF TIIK 
 
 Simmons, Ilattie B. 
 Simmons, A. 1!,. 
 Smith, Mary C. 
 Snow, S. A. 
 Steere, Isaac 
 Small, A. ]). 
 Scarborough, Mary E. 
 Swan, Harriet A. 
 Stephens, Abbie F. 
 Stanley, Lucy C. 
 Sheffield, Mary C. 
 Snow, Etta 
 Sweet, S. S. 
 Simmons, J. W. 
 Sayles, H. C. 
 Smart, Charles H. 
 Spencer, Deacon Orin 
 Shove, Miss M. A. 
 Sherman, Lilian M. 
 Steere, Mrs. Emeline E. 
 Stanley, Miss L. C. 
 Snell, Helen L. 
 Steere, Ida E. 
 Smith, A. A. 
 Steele, Charlotte E. 
 Saunders, A. A., M. D. 
 Tillinghast, C. E. 
 Tefft, Edward C 
 Tefft, Ann E. 
 Tillinghast, Leonard A. 
 Thornton, Ella M. 
 Terry, Mary E. 
 Taylor, B. P. 
 Tiffany, R. A. 
 Tillinghast, Ira L. 
 Tiffany, Miss E. R. 
 Tucker, William F. 
 Tompkins, Eleanor L. 
 Thurber, Martha F. 
 Taft, Maria L. 
 Tinkler, Rosa 
 Tillinghast, Iva L. 
 Tanner, Abel 
 Tetit, Azel W. 
 Vincent, Charles G. 
 Vestal, Tilghman R. 
 Vose. P. C 
 
 Pawtucket, 
 
 Lonsdale, 
 Pawtuxet, 
 Uxbridge, Mass. 
 
 Burrillville, 
 
 Newport, 
 
 Providence, 
 
 January, 1872. 
 
 January, 1873. 
 
 Franklin, N. H. 
 
 Bristol, 
 
 Woonsocket, 
 
 Coventry, 
 
 Westerly. 
 
 Burrillville, 
 
 Providence, 
 
 Providence, 
 Pawtucket, 
 
 Griswold, Conn. 
 
 Kingston, 
 <« 
 
 Greene, 
 Providence, 
 
 Barrington, 
 
 Wyoming, 
 
 Barrington, 
 
 Shannock Mills, 
 
 Adamsville, 
 
 Providence, 
 
 Wyoming, 
 Carolina Mills, 
 
 Rockville, 
 Columbia, Tenn. 
 Woonsocket, 
 
 January, 1874. 
 
 January, 187-2. 
 
 January, 1873. 
 
 14 E( 
 
 << It 
 
 (< It 
 
 January, 1874. 
 January, 1872. 
 
RHODE ISLAND INSTITUTE OF INSTRUCTION. 
 
 139 
 
 Watson, Came 
 Waldron, Sarah A. 
 Willoughby, Lilian R. 
 Wood, Mary E. 
 , Williams, Alonzo 
 Whittemore, Julia B. 
 White, Ilattie 
 Williams, Amy M. 
 Wood, Caroline A. 
 Wood, M. Lizzie 
 Walker, W. S. 
 Williams, S. Lila 
 Walker. Flora L. 
 Willard, M. H. 
 Woodward, Ada 
 Whaley, Mary A. 
 Whipple, Emily F. 
 Wood. Sarah E. 
 Winsor, Ella J. 
 Wood art, E. M. 
 Whipple, Mary C. 
 Wing. F. W. 
 Warner. Prof. W. W. 
 Willis, Mrs. Edwin 
 White, Mrs. Rebecca H. 
 Wallace, Nellie 
 Watson, Rev. E. F. 
 Wood, Ellen P. 
 Walerman, W. W. 
 Wentworth, Miss M. C. 
 Wellman. Mrs. Almira R. 
 Wilcox, Abbie E. 
 Woodward, Emily 
 
 Kingston, 
 
 Wakefield, 
 
 Providence, 
 
 Woon socket, 
 
 Crompton, 
 
 Watchemoket, 
 
 Newport, 
 
 Olneyville, 
 
 North Providence, 
 
 Warwick Neck, 
 
 East Providence, 
 
 Newport, 
 
 Coventry, 
 
 Watchemoket, 
 
 Greenville, 
 
 Woonsocket, 
 
 Olneyville, 
 
 North Providence, 
 
 Providence, 
 
 Wakefield, 
 
 Greene, 
 
 Taunton, 
 
 Westerly, 
 
 Chepachet, 
 
 Niantic, 
 
 January, 1872. 
 
 January, 1873. 
 
 January, 1874. 
 
 ( ORKECTiosr.— In the preceding list of members John J. Stimson should have 
 been marked with an asterisk (*) and a f; John Carter Brown with a f; and Rev. 
 A lva Woods, D. D., with a f . 
 
140 HISTORY Ol THE 
 
 Hon. JOHN KINGSBURY— Note, pp. 28, 42, 96. 
 
 As the last sheet of this volume was passing through the press, the . 
 sad announcement of Mr. Kingsbury's death was made. He died at his 
 residence, on Angell street, Providence, December 21, 1874. aged 73 
 years. The following notice of the deceased is copied, with a few 
 changes, from the Providence Daily Journal of December 22d. 
 
 Mr. KINGSBURY was a native of South Coventry. Connecticut, and 
 was born in May, 1801. He was educated at Brown University, where 
 he graduated with distinguished rank as a scholar in the class of 1826. 
 While yet a student, within a few weeks o[ his graduation, having al- 
 ready fixed upon teaching as his chosen profession, he became associated 
 with the late Mr. G. A. Dewitt, in the instruction and management 
 of the Providence High School, at, that time the principal school in the 
 city. At the end of two years he commenced the " Young Ladies' 
 High School," at the solicitation of many leading citizens of Providence, 
 who had long felt the need of such an establishment for the education of 
 their daughters. The new school, both in its instruction and in all its 
 appointments, was of a higher grade than had been before known in this 
 community. In 1848, he erected on Benefit street, from plans drawn by 
 the late Thomas A. Teft't, the line school building now occupied by Rev. 
 J. C. Stock bridge, D. D. This school lie maintained with unexampled 
 prosperity for thirty years, during which he superintended the education 
 of two generations of a large proportion of the foremost women of 
 Providence, and of many from abroad. He retired from his long and 
 most successful work in 1858, and the occasion was celebrated by a re- 
 union of all who had been his pupils who were still among the living, 
 witli testimonials of gratitude and respect, most honorable alike to the 
 pupils and to their veteran instructor and friend. He had already re- 
 ceived the appointment of State Commissioner of Public Schools, which 
 li id been offered him by the Governor, so soon as his purpose was known 
 of retiring from the labors of his school. This position he resigned in 
 1859, and was immediately made President of the Washington In- 
 surance Company, an ollice which he continued to hold to the time of 
 his death. 
 
 Though the founder and instructor of a private school, on which he 
 depended for his living, he was, from the beginning, one of the most 
 earnest and active friends and promoters of public education, and that 
 too. long before any system for this purpose had been established in 
 Rhode Island, and when the advocacy of such a system was anything 
 but a passport to popularity. He did as much as any one in bringing 
 public opinion to sanction and demand the legislation by which our pre- 
 sent common schools were created, and lie gave a vast amount of time 
 and effort to the encouragement and guidance! of those who superin- 
 tended their early struggles for existence. He was the most active 
 
KIIODE ISLAND INSTITUTE OF INSTRUCTION. 141 
 
 founder and long the President of the " Rhode Island Institute of In- 
 struction," winch did so much Lo sustain the labors of Mr. Barnard, the 
 first Commissioner of our State schools, and in a great variety of ways 
 ho rendered services which, possibly, no other man among >is at that 
 time would have been able to render. In promotion of the general 
 cause of education he also assisted in founding the "American Institute 
 of Instruction, 1 ' that national association of teachers, which has con- 
 tributed so largely to the elevation of the teachers' profession throughout 
 the country. He was the President of this body for two years and for 
 more than twenty years one of its councillors and managers. 
 
 In the early scientific pursuits of the ''Franklin Society."' Mr. KINGS- 
 BURY took a leading part, and was for several years President of the 
 Society. He has been for the past twenty years one of the trustees of 
 the " Butler Hospital for the Insane," and lias given much attention to 
 the interests of that institution. In 1844 he was chosen a member of the 
 Board of Trustees of Brown University, and in this capacity lie has ren- 
 dered most useful services to the place of his education. He has ever 
 since been actively engaged not only in its immediate management, but 
 also in the efforts which from time to time have been set on foot forin- 
 creasing its endowments and enlarging its usefulness. In 1853 he was 
 raised to its Board of Fellows, and at the same time was chosen Secre- 
 tary of the Corporation, an office which he continued to hold to the end 
 of his life. In recognition of his various and eminent services to the 
 cause of education, the University, in 1850, conferred on him the hono- 
 rary degree of Doctor of Laws. 
 
 On coming to Providence, as a student in the college, in 1822, Mr. 
 Kingsbury connected himself with the Richmond Street Congregational 
 Church, and of the interests of that church he was long a most effi- 
 cient promoter. When in 1851 it was proposed by a portion of its mem- 
 bers to establish the Central Congregational Church, and to erect a new 
 house of worship, in another part of the city, he was by common consent 
 placed at the head of the movement. In connection with both of these 
 churches he has througn life been eminent as a teacher of the Bible. 
 The Sunday class which he early established, and maintained, we be- 
 lieve, nearly to the end of his life, has embraced not only large numbers 
 of young men of the city, but first and last, upwards of two hundred 
 students of the University. He was for many years at the head of the 
 Young Men's Bible Society, and also for several years, President of the 
 Young Men's Christian Association 
 
 It is services such as these, generously and quietly rendered to so 
 many of the most important educational, social and religious interests of 
 the community, that have ennobled the career which we have thus im- 
 perfectly sketched. 
 
142 
 
 SCHOOL COMMISSIONERS. SUPERINTENDENTS. 
 
 STATE COMMISSIONERS. 
 
 Henry Barnard, 
 Elish'a !:. Potter, Jr., 
 Roberl Aliyn, - 
 John K Lngsbury, 
 Joshua B. Chapin, 
 
 Henry Rousmaniere, 
 Thomas W.Bicknell, 
 Thomas B. Stockwell, 
 
 NAMES. 
 
 Tears. Served 
 
 1SI5 to L849.4 years. 
 
 I- in to 1854 5 " 
 
 [854 to 1857.3 " 
 
 ]S.-)7 1o 1859.2 " 
 
 is:,!) to 1861.2 " 
 
 Ii>63 to 1869.6 " 
 
 1861 to 1863.2 " 
 
 1869 to 1875. 6 " 
 IS7:>to 
 
 SUPERINTENDENTS OF SCHOOLS.— 1874-75.* 
 
 Town oe City. 
 
 Post Lddress. 
 
 Providence, 
 
 Rev. Daniel I. each, 
 
 Providence. 
 
 Newport. 
 
 Thomas II. Clarke, - 
 
 Newport. 
 
 Barrington, 
 
 Isaac F. Cady, A. M., 
 
 Harrington Centre. 
 
 Bristol, - 
 
 Roberl s. Andrews, - 
 
 Bristol. 
 
 Burrillville, 
 
 Rev. William Fitz, 
 
 Pascoag. 
 
 ( lharlestown, -' 
 
 W illiam F. Tucker, - 
 
 shannock Mills. 
 
 Coventry, - 
 
 E. K. Parker, 
 
 Summit. 
 
 Cranston, 
 
 . 
 
 
 Cumberland, 
 
 Francis S. Weeks, 
 
 Woonsocket. 
 
 i !a -i ' ■ reenwich, 
 
 Peleg (;. Kenyon, 
 
 East Greenwich. 
 
 Easl Providence, 
 
 Rev. R. II. Paine, 
 
 Watchemoket. 
 
 Exeter, - 
 
 Willet II Arnold, - 
 
 Exeter. 
 
 Foster, 
 
 < ieorge S. Tillinghast, • 
 
 Foster ( lenl re. 
 
 (Vlocester, 
 
 Rev. John M. Purkis. 
 
 < Ihepachet. 
 
 Hopkinton, 
 
 Rev. S. S. < Iriswold, 
 
 Hopkinton. 
 
 Jamestown, - 
 
 Elijah Anthony, 
 
 la tnestown. 
 
 Johnston, - 
 
 William A. Phillips, 
 
 Olneyville. 
 
 Lincoln, 
 
 Rev. James H. Lyon, 
 
 Centra] Falls. 
 
 Lit! Le Compton, - 
 
 Benjamin F. Wilbor, Jr., 
 
 Little Compton. 
 
 Middletown, - 
 
 John Gould, .... 
 
 New port. 
 
 N< ■ Shoreham, - 
 
 Giles II. Pcabody, 
 
 New Shoreham. 
 
 Nort h Kingstown, 
 
 a. ;;. Chadsey, 
 
 Wickford. 
 
 North Pn ividence, 
 
 Marcus M. Cowing, 
 
 I'rov tdence. 
 
 Not Hi Smithfleld, 
 
 Rev. Stephen Phillips, 
 
 Woonsocket. 
 
 Pawtucket, 
 
 Andrew Jencks, - 
 
 Pawtucket. 
 
 Portsmouth. - 
 
 ( Ieorge Manchester, 
 
 Newport. 
 
 Richmond, 
 
 i,V\ . » .. Tillinghast, 
 
 Wyoming. 
 
 Scituate, 
 
 l,v\ . .1. M. Brewster, 
 
 North Scituate. 
 
 Soul h Kingstown, 
 
 N. C. Peckham, Ji., 
 
 Wakefield. 
 
 Smithfleld, 
 
 lion. Samuel Famum, 
 
 < reorgiaville. 
 
 Tiverton, - 
 
 John F. < lhase, 
 
 Ball River, Mass. 
 
 Warwick, 
 
 John F. Brown, 
 
 Nat irk. 
 
 \\ a rren, 
 
 i.v\ , s. K. Dexter, 
 
 Warren. 
 
 Westerly, 
 
 l.v\ . H.M. Eaton, - 
 
 Westerly. 
 
 \\ esl ( Ireenwich, 
 
 Charles F. Carpenter, - 
 
 Summit. 
 
 Woonsocket, - 
 
 1,'i'V. C. .1. While, 
 
 Woonsocket. 
 
 • lii nineteen towns the salaries of Superintendents are Bxed. Maximum salary 
 (Providence), $2,500; minimum salary, (Barrington), $25; Newporl pays $2,000; 
 Woonsocket, $500; Bristol, $400. Onetownpays $3per day ami expenses; one 
 town $3 per day ; one town $2.50 per day; one town has no fixed salary; two 
 towns no salary; ten towns compensation not reported. 
 
INDEX 
 
 To History of R. I. Institute of Instruction. 
 
 92, 93 
 
 Addresses, synopsis of, by Lieut. Gov. C. C. Van Zandt, Hon. 
 
 Thomas A. Doyle, Hon. John Eaton, Rt Rev. T. M. 
 
 Clark, Hon. Thomas W. Bicknell, President E. G. 
 
 Robinson, - 
 
 Allyn, Rev. Robert, services of, - . 39' "^ 
 
 Alvord, Prof. C. M., death of, ' 75 
 
 Brief history of education in early times, - . 5 _ 8 
 
 Barnard, Hon. Henry, services of, - . 15 _ 34 
 
 Bicknell, Hon. Thomas W., services of, - - 44-46 
 
 Bailey, Prof., lecture on reading by, - gg 
 
 Boy den, Rev. John Jr., notice of, . . 106 
 
 Baker, Mr. William S., services of, - . 52 
 
 Chapin, Hon. Joshua B., services of, - - 42-43 
 
 Colburn, Dana P., notice of, 
 Clarke, Hon. G. L. ; address of, - 
 Conclusion, - 
 
 100 
 68 
 
 103 
 
 Constitution of Institute, - . - 111 112 
 
 Charter " - _ _ 113' 114 
 
 DeMunn, X. W., method of teaching geography by - '67 
 
 Evening schools, history of, - . i o lu3 
 
 Eaton, Hon. John, address of, - - - 82 83 
 
 Education in New York, Xevv Jersey, Pennsylvania and In- 
 diana. 1844, 1847, 
 Fenner, Gov. James, and Newport school fund 
 Gamwell, Albert A., notice of, 
 
 14, 15 
 
 71 
 
 Greene, Prof. S. S., addresses of, - - . 87 96 
 
 Hughes, John L., notice of, - . . ' 36 
 
 Howland, John, services of, " - - 12 
 
 Hundredth meeting of the Institute, (thirtieth annual), 76 
 
 Sow can our schools be improved? (L. W. Russell), - 89 90 
 Ives, Moses B., anecdote of, 
 
 105 
 
144 INDEX. 
 
 Institute meetings, synopsis of, - - - 46-71 
 
 Increasing interest, in annual meetings, - 71 
 
 Importance of elementary education, S. Austin, - ( .M. !)."> 
 
 Jaegar, Prof. B., notioe of, - - 38 
 
 Kingsbury. Hon. John, sei'vices of, 28,41; address of, - 96 
 
 Kile, Prof. (). C.. notice of, - - 94 
 
 Leach, Rev. Daniel, address of, - - - 86,87 
 
 Lyon. President Merrick, address of, - - 84 
 
 List of members of Institute, 1845 to 1*74, - - 120, 139 
 
 Movements in favor of public free schools, - 10-13 
 
 Modern progress in physical science, by D. W. Iloyt, - 76-79 
 
 Manchester, Albert J., "Teaching history," by - 67 
 
 Mowry. William A., address of, - - - 90,91 
 
 Mann, Horace, method of dispersing a mob, - 14 
 
 Normal School, history of, - - 98, 101 
 
 Old schoolmasters, - - - 7,9 
 
 Officers of the Institute, 1845-1874, - - 115-119 
 
 Perry, Hon. Amos, letter from, 20; report by, 25; address of, \)1 
 
 Programme of topics for 1845 anil 1847, - - 23 
 
 Providence schools, - - - • 13. 3 5 
 
 Potter, lion. Elisha R. Jr., services of, - - 37-39 
 
 Preparatory classical studies, by Prof. J. L. Lincoln, 79, 80 
 
 Padelford, Gov. Seth, address and services of, - 68 
 
 Rhode Island Institute of Instruction organized, - 22 
 
 Reunion oi original members, ... 95-97 
 
 Rhode Island Educational Union, its work, - 102 
 
 Heading, a paper on, by J. C. Greenough, • - 81 
 
 Rhode Islet id Schoolmaster merged in a New England journal, 114 
 
 Rousmaniere. lion. Henry services of, - 44 
 
 State Agent appointed, ... i;> 
 
 Sewall, Judge Samuel, gives land to support schools, - 7 
 
 School laws revised, ... 16 
 
 State School Commissioner appointed, - - 18 
 
 State expenditure for schools, 1873, - - 35 
 
 Snow, V. B., lecture on moral instruction, by - - <!4 
 
 Shepard, Rev. Dr. 'I nomas, services of, - - 105 
 
 Staples, Rev. C A., address of, - - - 85, 86 
 
 Stone, Rev. E. M., address of, - - 97 
 
 State Commissioners, - - - 142 
 
 Superintendents, city and town in state, - J42 
 
 Turpih, William, notice of, - - - 10 
 
 Thought and expression, by Prof. S. S. Greene, - 73, 74 
 
 Text-books, by -I. ('. Greenough, - - 84 
 
 Teftt, Thomas A., notice of, - - 27 
 
 Updike. Hon. Wilkins, speech of, - - 17, 26 
 
 Wayland, President Francis, notice of, - - 104 
 
LIBRARY OF CONGRESS #1 
 
 021 487 794 6 
 
 '>..''■'/'.;./';