Officers elected :-W. C. Whitford, Milton, Pres. J. K. Purdy, Fort Atkinson, Sec. Wm. M. Colby, Madison, Treas.

THIRTEENTH ANNUAL MEETING.-At Whitewater, Aug. 1st, 2d, 3d, and 4th, 1865. President, W. C. Whitford, Milton.

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Lectures were delivered by Rev. W. Alexander, of Beloit, on "Study;" the President, on "The Intellectual Culture of Work;" Rev. G. Anderson, on ity in Education," Rev. J. McNamara, on School Discipline;" Senator T. O. Howe, on "The Necessity of a more extensive Education for the Welfare of the State;" Prof. E. Searing, of Milton, on "Educational Fallacies" and Prof. E. H. Merrill, on "The End of Learning."

The following are some of the resolutions which were adopted:

Resolved, That the hearty thanks of the Wisconsin Teachers' Association are hereby tendered Senator Howe, for his profound and eloquent address.

Resolved, That, in common with all classes of our fellow-citizens, we deeply mourn the death of our late beloved President, Abraham Lincoln; that we recognize in his assassination, the crowning perfidy and guilt of a rebellion, the most wanton, wicked and causeless, the world ever saw; and that we will labor with renewed zeal and energy to so extend schools that we shall secure the universal education of our people, and thus prevent the recurrence of so disastrous a revolt against good government, liberty and law.

Officers elected :-S. D. Gaylord, Sheboygan, Pres. J. H. Terry, Spring Green, Secretary. A. D. Hendrickson, Treas.

FOURTEENTH ANNUAL MEETING.-At Ripon, July 25th, 26th, and 27th, 1866. President, S. D. Gaylord, Sheboygan.

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The number of teachers present was larger than usual, and the discussions were earnest and instructive. Lectures and addresses were delivered by Governor Fairchild; S. D. Gaylord, J. G. McMynn, Superintendent of Public Instruction, on general educational topics, by Alex. Kerr, of Beloit, on "Oral Instruction;" Prof. Merrill, of Ripon College, on Sentential Analysis;" Dr. C. B. Chapman, of Cincinnati, on “Chemistry;” Mr. A. G. Abbott, of Milwaukee, "Free Gymnastics;" James McAllister, Esq., of Milwaukee, on "The Way to the Nation's Destiny;" O. M. Baker, of Milwaukee, on " School Examinations." Among the resolutions adopted by the Association were the following: Resolved, That a Committee of three be appointed to draw up a memorial to the Senate of the United States, expressing the earnest desire of this Association for the passage of the bill creating a National Bureau of Education, and that said Committee be instructed to sign said memorial on behalf of this Association, and forward it to our Senators for presentation to the Senate.

Resolved, That the salary of County Superintendents should be made commensurate with their duties, so that they may be able, without detriment to themselves, to devote their time, talents and energy to the improvement of our common schools.

Officers elected:-O. M. Baker, Milwaukee, Pres. Warren D. Parker, Monroe, Sec. Arthur Everett, Oshkosh, Treas.

FIFTEENTH ANNUAL MEETING.-At La Crosse, July 23d, 24th, and 25th, 1867. President, O. M. Baker, Milwaukee.

Addresses were given on "Intellectual Gymnastics," by Rev. H. M. Thompson, of Nashotah; on "Normal Schools," County Superintendents," "Educational Journal," etc. etc., by the President; "Natural History," by E. F. Hobart, -of Beloit ; "The Primary School," by O. R. Smith, of Janesville; Habits," by

Hon. J. L. Pickard, of Chicago; "The Order of Arithmetic, Algebra and Geom etry in a course of Mathematics," by B. M. Reynolds, of Madison; "A Review of Education in the State," by Rev. W. C. Whitford, Milton; "History," by J. M. Gregory, of Illinois.

Discussions were had on "Reorganization of the Association;" "County Superintendency;" "School Buildings and Ventilation ;" "Compulsory Education;" "Normal Schools;" "State University," etc. etc.

Among the resolutions adopted were the following:

Resolved, That it is the sense of this Association that the State officers ought to take immediate steps to found an asylum for the education of its imbecile and idiotic children.

Resolved, That, as the State Teachers' Association, we congratulate our State University on the acquisition of Prof. P. A. Chadbourne, as Chancellor; a thor ough scholar, an able educator, and a man of large experience in public life.

Officers elected;-O. R. Smith, Janesville, Pres. A. G. Abbott, Milwaukee, Sec. T. C. Chamberlain, Delevan, Treas.

SIXTEENTH ANNUAL MEETING.-At Milwaukee, July 21st, 22d, and 23d, 1868. President, O. R. Smith, Janesville.

Lectures and addresses were delivered by Hon. Anthony Van Wyck, upon "Education in Republics;" the President, who reviewed the educational progress of the year; T. C. Chamberlin, of Delevan, upon "Mental Philosophy an aid in Teaching;" W. C. Whitford, Milton, upon The History of School Supervision in the State;" J. B. Pradt, of Madison, upon the “Township System of Schools ;” Rev. G. F. Magoun, D. D., Iowa College, upon the "Education of Woman;" W. D. Parker, Geneva, upon "Educational Fallacies;" Rev. I. N. Cundall, Madison, upon “Educational Lessons of the War;" Mrs. Mary Howe Smith, Oswego, N. Y., upon "Geographical Teaching;" Hon. Newton Batimur, of Illinois, upon "Industrial Education in this Country."

Among the resolutions adopted was the following:

Resolved, That it should be the aim of the Normal School, without essentially shortening the curriculum of academic studies, to send forth teachers who shall be thoroughly acquainted with the science and art of their profession, and who shall, by their practical skill, bring into general use the most important methods of instruction,

Officers elected :-Alex. Kerr, Beloit, Pres. S. H. Carpenter, Madison, Sec'y. Sam'l Shaw, Omro, Treas.

N. B.-Minnesota-Should follow page 533. The following resolution, after a full discussion, was adopted by an almost unanimous vote:

Resolved, That in the judgment of this Convention, the reading of the Bible, without note or comment, in all our public schools, would have a happy moral effect upon the students, supplying thereby the necessary condition of the highest mental development, while at the same time, it would tend to promote that catholicity of thought and feeling which the true patriot and Christian feels, and ought to be more general.

Officers elected :-President, Hon. Mark H. Dunnell. VicePresidents, Profs. W. W. Washburn, J. L. Noyes, G. W. Woodward, W. O. Hiskey, and E. J. Thompson. Secretary, Prof. B. F. Wright. Treasurer, Miss E. A. Sturtevant.

MAN AS THE SUBJECT OF EDUCATION.

INTRODUCTION.

The subject of education is man, in regard to body and soul, in his undeveloped, imperfect state.

The aim of education is, to promote his mental and physical abilities, in a manner harmonious with nature, in order that the object intended by nature may be reached as perfectly and as certainly as possible.

This presupposes, above all things, the existence of natural abilities in man; that these abilities can, and should, be developed; and that this development must be effected in harmony with a certain general high aim, which determines the direction of the development.

The science of man, his natural abilities, and the natural development of the same towards a determined highest aim, i. e., Psychology and Anthropology, forms the most necessary foundation of a philosophy of education, and its first part or division.

MAN AS THE SUBJECT OF EDUCATION.

The philosophic observer distinguishes in man, as the subject of education, at once two parts, viz: body and soul; and between these two parts, a difference, as well as a harmony and coöperation. Considered each by itself, the parts appear not only to be different, but in seeming opposition to each other. Considered in union, they appear not only as being naturally and designedly made for each other, but as the two necessary factors to the product called life, each completing the other, and each in want of the completion of the other; each one influenced by the other, and influencing the other in return; and both, although thought of as separable, in reality inseparable, and acting always in union.

However accustomed science may be to separate body and soul, it is far more important for the educator to conceive and observe them in their inseparable reciprocal action, and in his educational work, never to operate upon the one without due consideration of the other.

The body is the organ of the soul, in all the outwardly directed activity of the latter. The former is composed of the same chemi

Translated from Dr. Riecke's Erzichnugslchre, by Prof. Bengal, State Normal School, Ypsilanti, Michigan.

cal substances which form the whole remaining visible world. An uninterrupted assimilation and return of the particles from the surrounding world, or a continual change of matter is the condition of its existence, and of all its activities. With the discontinuance of this change of matter in the body, its life becomes extinct.

Entirely different is it with the soul. In the midst of all this change of matter, by which, in a short time, the body becomes an entirely new one, containing not a single fibre from the former, the soul retains unity and continuity of consciousness. This single fact is sufficient to prove the fallacy of the materialistic assertion, that the soul is only a product of the physical organism. If it were, its consciousness also would necessarily change with the change of the particles, by whose coöperation it should be originated. Thus the soul must be considered as endowed with reality, constancy, and independent individuality.

But how does the soul communicate with this material organ? How is it able to influence and to move it? Why is it that the body so perfectly answers its wants? And what becomes of the soul after having lost this material organ by death? These questions have at all times occupied the minds of the greatest thinkers, without being definitely and conclusively answered yet. The dif ferent answers made from time to time to these questions, form the different systems of spiritualism, materialism, and that of the real, organic incorporation, (die organische Vereinigung; Fichte). An extended treatment of these systems does not belong here. To the demands of a sound philosophy of education, neither the system of spiritualism of Leibnitz, with its predetermined harmony, answers; nor modern materialism with its denial of the independent existence of the soul, and its continuance after death. The philosophic educator must adhere to a real connection of body and soul, and, at the same time, to a real difference between both, if he means to act upon both with efficiency and a hope of success.

If we compare man with other organic beings, we should seek for the specific superiority of the former, not so much in the nature of his body, as a whole or in parts, but rather in the nature of his soul; for the body is always more or less only the expression of the peculiar type of the soul. If, therefore, the perfection of an organ consists in this, that it answers perfectly its purpose, then the body of animals, in its kind, is not less perfect than that of man. Only so far as the soul of man stands specifically higher than the soul of animals, does it need for the expression of its peculiar type a differ

ently devised and a relatively more perfect organ. Now, the specific characteristic of the soul of man is SELF-CONSCIOUSNESS; i. e., the ability to make its own thinking, feeling, and volition the subject of reflection.

A soul endowed with self-consciousness, and consequently with rational thought and self-direction, is called mind.

The soul of the animal possesses consciousness, but not self-consciousness; it is, therefore, not mind. We may attribute to an animal an unconscious reason (instinct), but it never is conscious of it, or applies it with self-consciousness. Man alone possesses the ability to develop himself to a truly mental being. Man is not born with self-consciousness; much less can we speak of his innate understanding, innate reason, innate memory, innate power of volition, etc. All these, afterwards so decidedly predominating, characteristic activities of man, must be considered as the products of development. For this reason, those activities do not manifest themselves at the beginning at all, and afterwards by different persons, and at different degrees of development, in such a different manner.

But the possibility that these powers (reasonable thinking, volition, etc.) can be developed in the soul of man in connection with self-consciousness; that, in the normal course of development, they must, sooner or later, make their appearance, and become the property of the human soul, constitutes man's superiority, that which gives him the right to be called a reasonable thinking being, and justifies his taking rank above animals, which are not capable of such development; for this development presupposes an originally different organization.

All activities of the human soul can be reduced to two innate elements, which, however, always act in perfect coöperation, namely: first, the ability to receive and to be influenced by impressions made by outside objects, i. e., receptivity; and second, the ability to direct itself towards the objects of the outer world, in order to make them the object of its activity, i. e., spontaneity. The coöperation of both elements produces in the soul of man, conceptions, emotions, and desires. Conceptions, emotions, and desires result, therefore, from three different activities of the soul, different only by the differing relations of the two factors.

The soul of man is active in this threefold manner from the very first moment when, through its receptivity and spontaneity, it enters into intercourse with the external world. This activity is, however, in its first attempts, very weak, extensively as well as