IMAGE EVALUATION 
 TEST TARGET (MT-3) 
 
 A 
 
 O 
 
 ?P. 
 
 
 ,v i^- 
 
 ^ 
 
 
 t/j 
 
 :<'.< 
 
 
 1.0 
 
 I.I 
 
 1.25 
 
 2.8 
 
 •^ lillM 
 
 ■ 4.0 
 
 IIIM 
 1.8 
 
 i4_ III 1.6 
 
 V] 
 
 <? 
 
 /i 
 
 7 
 
 c': 
 
 >y 
 
 
 
 o 
 
 
 
 7 
 
 f 
 
 Photographic 
 
 ijCiGnCBS 
 
 Corporation 
 
 S 
 
 23 wt'.T ma;n street 
 
 i/^gncvgo. N.Y. 1.4580 
 (716) 872-4503 
 
 ,V 
 
 ^■^^^ 
 
 <F 
 
 ^ 
 
 ^<\ 
 
 .o'''^ 
 
 ••\ 
 
 ^^ 
 
 
 . «^^ 
 
 
 
 >^ 
 
 '<4>^ 
 
 ''"TK ■ .. 
 
 

 % 
 
 (/. 
 
 CIHM/ICMH 
 
 Microfiche 
 
 Series. 
 
 CIHM/ICMH 
 Collection de 
 microfiches. 
 
 Canadian Institute for Historical Microreproductions / Institut Canadian de microreproductions historlques 
 
 s> 
 
 r% 
 
 <> 
 
 m 
 
 ^ 
 
 >^ 
 
 ©1986 
 
Technical and Bibliographic Notes/Notes techniques et bibliographiques 
 
 The Institute has attempted to obtain the best 
 original copy available for filming. Features of this 
 copy which may be bibliographicaliy unique, 
 which may alter any of the images in the 
 reproduction, or which may significantly change 
 the usual method of filming, are checked below. 
 
 Coloured covers/ 
 Couverture de couleur 
 
 n Covers damaged/ 
 , . Couverture endommagde 
 
 D 
 
 Covers restored and/or laminated/ 
 Couverture restaurde et/ou pelliculde 
 
 I I Cover title missing/ 
 
 L'Institut a microfilm^ le meilleur exemplaire 
 qu'il lui a 6t6 possible de se procurer. Las details 
 de cet exemplaire qui sont peut-dtre uniques du 
 point de vue bibliographique, qui peuvent modifier 
 une image reproduite, ou qui peuvent exiger une 
 modification dans la m^thode normale de filmage 
 sont indiqu^s ci-dessous. 
 
 r~~| Coloured pages/ 
 
 n 
 
 Le titre de couverture manque 
 
 v/ 
 
 Pages de couleur 
 
 Pages damaged/ 
 Pages endomr.iagdes 
 
 Pages restored and/or laminated/ 
 Pages restaur^es et/ou pellicul6es 
 
 Pages discoloured, stained or foxed/ 
 Pages ddcolor6es, tachet^es ou piqu^es 
 
 Tl 
 tc 
 
 Tl 
 P' 
 
 01 
 
 fll 
 
 O 
 b< 
 
 t^ 
 
 si 
 
 01 
 
 fi 
 si 
 
 oi 
 
 □ Coloured maps/ 
 Cartes gdographiques on couleur 
 
 D 
 
 n 
 
 n 
 
 Coloured ink (i.e. other than blue or black)/ 
 Encre de couleur (i.e. autre que bieue ou noire) 
 
 l~~| Coloured plates and/or illustrations/ 
 
 Planches et/ou illustrations en couleur 
 
 Bound with other material/ 
 Reli6 avec d'autres documents 
 
 Tight binding may cause shadows or distortion 
 along interior margin/ 
 
 Lareliure serree peut causer de I'ombre ou de la 
 disl 3rsion le long de la marge int^riaure 
 
 Blank leaves added during restoration may 
 appear within the text. Whenever possible, these 
 have been omitted from filming/ 
 II se peut que certaines pages blanches ajouties 
 lors d'une restauration apparaissent dans le texte. 
 mais, torsque cela 6tait possible, ces pages n'ont 
 pas iti filmdes. 
 
 D 
 El 
 D 
 D 
 
 n 
 
 Pages detached/ 
 Pages ddtachdes 
 
 Showthrough/ 
 Transparence 
 
 Quality of print varies/ 
 Quality indgale de I'impression 
 
 Includes supplementary material/ 
 Comprend du materiel supplementaire 
 
 r~~| Only edition available/ 
 
 Seule Edition dispontble 
 
 Pages wholly or partially obscured by errata 
 slips, tissues, etc., have been refilmed to 
 ensure the best possible image/ 
 Les pages totalement ou partiellement 
 obscurcies par un feuillet d'errata, une pelure, 
 etc., ont 6t6 film^es i nouveau de facon A 
 obtenir la meilleure image possible. 
 
 Tl 
 si 
 
 Tl 
 w 
 
 IVI 
 di 
 •I 
 bi 
 
 n\ 
 re 
 m 
 
 n 
 
 Additional comments:/ 
 Commentaires suppldmentaires; 
 
 This item is filmed at the reduction ratio checked below/ 
 
 Ce document est film^ au taux de reduction indiqud ci-dessous. 
 
 10X 
 
 
 
 
 14X 
 
 
 
 
 18X 
 
 
 
 
 22X 
 
 
 
 
 26X 
 
 
 
 
 30X 
 
 
 
 
 
 
 
 
 
 
 
 
 
 y 
 
 
 
 
 
 
 
 
 
 
 
 
 
 i5y 
 
 IfiX 
 
 90X 
 
 24 X 
 
 28X 
 
 32X 
 
Th« copy filmod h«ra has been reproduced thanks 
 to the generosity of: 
 
 Seminary of Quebec 
 Library 
 
 L'exemplaire filmi fut reproduit grice & la 
 ginArnsiti de: 
 
 Siminaire de Quebec 
 Bibliothdque 
 
 The images appearing here are the best quality 
 possible considering the condition and legibility 
 of the original copy and in Iceeping with the 
 filming contrtiCt specifications. 
 
 Les images suivantes ont 6ti reproduites avec le 
 plus grand soin, compts tenu de la condition et 
 de la nettet* de l'exemplaire film*, ot en 
 conformity avec les conditions du contrat de 
 filmage. 
 
 Original copies in printed paper covers are filmed 
 beginning with the front cover and ending on 
 the last page with a printed or illustrated impres- 
 sion, or thci back cover when appropriate. All 
 other original copies are filmed beginning on the 
 first page with a printed or illustrated impres- 
 sion, and ending on the last page with a printed 
 or illustrated impression. 
 
 The last recorded frame on each microfiche 
 shall contain the symbol —^(meaning "CON- 
 TINUED"), or the symbol y (meaning "END"), 
 whichever applies. 
 
 Les exemplaires originaux dont la couverture en 
 papier est imprim^ sont filmte en commenpant 
 par le premier plat et en terminant soit par la 
 derniAre page qui comporte une ampreinte 
 d'impression ou d'i"jstration, soit par le second 
 plat, selon le cas. Tous les autres a.templaires 
 originaux sont filmto en commenpant par ta 
 premiere page qui comporte une empreinte 
 d'impression ou d'illustration et en terminant par 
 la derniire page qui comporte une telle 
 empreinte. 
 
 Un des symboles suivants apparaftra sur la 
 derniire image de cheque microfiche, seion le 
 cas: le symbols — ^ signifie "A SUIVRE", le 
 symbols V signifie "FIN". 
 
 Maps, plates, charts, etc., may be filmed at 
 different reduction ratios. Those too large to be 
 entirely included in one exposure are filmed 
 beginning in the upper left hand corner, left to 
 right and top to bottom, as many frames as 
 required. The following diagrams illustrate the 
 method: 
 
 Les cartes, planches, tableaux, etc., peuvent dtre 
 filmte d des taux de rMuction diffdrents. 
 Lorsque le document est trop grand pour dtre 
 reproduit en un seul cliche, il est filmd d partir 
 de I'angle supArieur gauche, de gauche d droite, 
 et de haut en baSr en prenant te nombre 
 d'images nicessaire. Las diagrammes suivants 
 iilustrent la m^thode. 
 
 1 
 
 2 
 
 3 
 
 1 
 
 2 
 
 3 
 
 4 
 
 5 
 
 6 
 

 ?)ioo 
 
 a 
 
 PROVINCIAL ASSOCIATION 
 
 OF 
 
 PROTESTANT TEACHERS 
 
 OF LOWER CANADA. 
 
 LIST OF OFFICERS. 
 
 CONSTITUTION: 
 
 BEPORT OP THE 
 
 f sasT ascif^aii c^js^crimo'ii, I 
 
 HELD 
 
 JUXE 3rd & 4tii, 18G4. 
 
 PUBLISHED UNDER THE SANCTION OP THE CENTRAL S" " 
 
 EXECUTIVE COMMITTEE. ^ 
 
 
 i MONTREAL: \<? ,"■ ^ ^ 
 
 •^ l'."aXTi:D AT THE OFFICE OF J. C. BLL'KET, CREAT ST. JAME.S 
 
 i ■ ISGL ^ 
 
 i 
 
 
 t&-i'sS^5K'Q^v.''?^«;<)C^-:s^>«S>r^!5iS^^ 
 
PROVINCIAL ASSOCIATION 
 
 or 
 
 PROTESTANT TEACHERS 
 
 OF LOWER CANADA. 
 
 LIST OF OFFICERS 
 
 CONSTITUTION. 
 
 REPORT OP THE 
 
 ftaSf jilCStl'AIL ^t«¥llt^ 
 
 l!EM) 
 
 JlJiS'E 'hw & 4:th, ;l«(i4. 
 
 
 PlBLISilKr) UNDER THE SANCTION OF THE CENTRAL 
 EXECUTIVE COMMITTEE. 
 
 MON'TREAL: 
 rruMtn at thi; orFici-; ok .j. c. bkckkt, ukkat .st. jamks stbket. 
 
 \^(\L 
 
 i 
 
OFFICERS 
 
 FOR THE YEAR ENDING JUNE 1805 
 
 President: — Rev. Jaspkr IT. Nicolls, D.D. 
 
 Vice-Presidents : — 
 The Presidents of the Local Associations, viz. : 
 '■^ Berf/ord Associatiun, - R. W. Laino, EsQ. 
 
 Huntingdon " 
 Lachutc " 
 
 Montreal " 
 Quebec " 
 
 St. Francis " 
 
 Secretari/ 
 
 Mr. AYiiyte. 
 Mr. Emslie. 
 
 J. W. Dawson, LL.D., F.R.S., &c. 
 Rev. l^DwiN Hatch, B.A. 
 Rev. Dr. Nicolls. 
 -S. P. Robins, B.A. 
 
 Treasurer: — Jas. McGregor, B.A. 
 
 CENTRAL EXECUTIVE COMMITTEE. 
 
 1st. The foregoing officers. 
 
 2nd. The Council of the Teachers' Association in con- 
 nection with the McGill Normal School, viz.: — Prof. Hicks; 
 H. A. Howe, M.A.; T. A. Gibson, M.A. ; Mrs. Simpson; 
 Mrs. Lay; Miss Lyman; P. J. Darey, 31. A. ; Mr. Arnold ; 
 Mr. Warren. 
 
 3rd. The Secretaries of the Local Associations. 
 Bedford Association, - 
 Huntingdon " - - - 
 Lachute " ... 
 
 Montreal "... Mn. A. C. Williamson. 
 Quebec " ... 
 
 St. Francis " - - - W. E. Jones, A.M. 
 
 * The Associations are always nanied in alphabetical order. 
 
CONST I T U T I O jS 
 
 OK TIIK 
 
 Irofemm! Association of|r0tetant Htm^m 
 
 OF LOWElt CANADA 
 
 PHKAMBLK. 
 
 The object of this A«sociation shall be to udvanco th(> cdueational 
 welfare of the country, and to enhance and elevate the status of the 
 Teacher. 
 
 MKMBEUSHIl', 
 
 The Provincial Association shaP. consist of the mcmbevs of all Local 
 Associations of Protestant Teachers in Lower Canada. Teachers re- 
 sident in localities not within the district of any local Association, may 
 be elected members of the Provincial Association, on conditions to be 
 determined by Bye-Laws. 
 
 The Superintendent of Education, members of the Council of Pub- 
 lic Instruction, Lispectors of Schools, and members of Protestant 
 Boards of Examiners, shall be, ex officio, honorary members of the 
 Provincial Association. 
 
 AXNIAI, CO.WK.NTIO.N. 
 
 A convention of the Provincial Association shall be held annually 
 at such time and place as may have been determined at a previous con- 
 vention. 
 
 OFFIC'KKS. 
 
 The Officers of the Provincial Association shall be a President, 
 Vice-Presidents, a Secretary, and a Treasurer. 
 
 The President, the Secretary, and the Treasurer shall be appointed 
 at the Annual Convention, and shall hold office until their successors 
 are appointed. 
 
 Presidents of all Local Associations shall be, ex officio, Vice-Presi- 
 dents of the Provincial Association. 
 
(.KXTRAI, KXKCL'TIVK <'OMMITTEK. 
 
 The Council of th<' Tciichers" As.sociation in coimuctiou with the 
 MfGill Normal School, with the Prcsidjnt and Sec rotary of each of the 
 other Local Associations shall be the Central Executive Coinniittoe of 
 the Provincial Association. The President, Vice-Presidents, and Secre- 
 tary of the Provincial Association shall hold the same olliccs in the 
 Central Executive Coininittce. 
 
 U shall be the duty of the Central Executive Committee to manage 
 the affairs of the Provincial Association under Bye-Laws to be hereafter 
 enacted. 
 
 ARUANCKMEXTS FOR MEKTIN(iS. 
 
 The Local Association of the place fixed upon for the Annual Con- 
 vention, shall make all necessary arrangements for the Meeting, with 
 the aid of such Local Committee as may have been appointed at the 
 preceding convention. 
 
 The programme of proceedings for the Convention shall be jjrepar- 
 ed by ihe J^ocal Association and Committee, and submitted to the 
 Central Executive Committee for approval or amendment. 
 
 Should a meeting be appointed for_^ajilace not in the district of any 
 Association, a Local Committee shall be appointed to make the neces- 
 sary i)re{)arations for it, under the direction of the Executive Commit- 
 tee. 
 
 It shall be the duty of the Local Association, or Connnittcc, of the 
 ])lace where the Convention is to be held, by subscription, sale of 
 tickets, or otherwise, to provide funds to defray the expences of the 
 same; any surplus to be disposed of by vote of the Convention. 
 
 Protestant ministers of religion, resident inlocalitics where the Con- 
 vention is held, and such other persons as may be elected by the Con- 
 vention, shall be admitted associates of the Provincial Association 
 during such convention. 
 
REPORT. 
 
 Towards the clo.se of May, 1803, the Teachers' Association 
 in fonncction with the McGill Normal School, desirous of culti- 
 vating friendly relations with educationists in other parts of the 
 Province, and of taking steps toward a union of the diflFerent 
 associations of teachers in some central organization, invited 
 many teachers to meet them at a Convention that assembled in 
 the Hall of the McGill Normal School, Montreal, on the 29th 
 and BOth of that month. 
 
 At this meeting the Hon. Mr. Chauveau, Superintendent 
 of Education, Dr. Dawson, Principal of McGill University, and 
 several other influential gentlemen strenuously urged the import- 
 ance of a comprehensive union of teachers, and the meeting itself 
 was so far successful as a pleasing and instructive gathering, 
 that the wish was very generally expressed that such meetings 
 should he held at stated periods, and thus that teachers should 
 have opportunity of conference and consultation with each other. 
 It was accordingly moved by Prof. Kobins, of the Normal School, 
 seconded by Rev. Dr. Nieolls, Principal of Bishop's College, 
 Lennoxville, and unanimously resolved : — 
 
 " That the Secretary of this Association, under the direction of its 
 Council, put liinisulf in conimunication with the liedford and 8t. Francis 
 Associations, througii tlieir Presidents, and aslc (or suggestions on the 
 subject of tlie fornnilion of a Central Teachers' Association for the Pro- 
 testant Teachers of Lower Canada, of whicli existing local associations 
 shall be brandies, and wiiioh shall aim at tlie establishment of Branch 
 Associations throughout the country ; and that he report on the same at 
 the ordinary meeting of this Association in October next." 
 
 In pursuance of this resolution, the negotiations referred to 
 were opened, and the Bedford and St. Francis Associations, 
 which were, as far as we are aware, the only then-existent Associa- 
 tions of Protestant Teachers in Lower Canada, were invited to 
 send delegates to Montreal to confer with the Council of the 
 Protestant Association of this city. But one delegate, however, 
 Mr. Laing, of the Waterloo Academy, representing the Bedford 
 Association, came to the conference, which was held on the 10th of 
 October, 18(33, the St. Francis Association having no representa- 
 tion. At this conference the subjoined draft of Constitution for 
 a Provincial Association was adopted. 
 
6 
 
 i'RUPOSEO CONSTITUTION OF PROVINCIAL ASSOCIATION 
 OF PROTESTANT TEACHERS OF LOWER CANADA. 
 
 MEMIIKnHIlII'. 
 
 Till' Provincial Association sliall consist of tlio nicnilnTS of all 
 Local Associations of Protestant Teocliers in Lower Canada. Teachers 
 resident in localities not witliin the tlistrict of any local Association, 
 may be elected members of the Provincial Association, on conditions to 
 bo determined by Bye-Laws. 
 
 The Superintendent of Education, members of the Coimcil of Public 
 Instruction and Inspectors of Schools, shall l)e cr officio^ honorary mem- 
 bers of the Provincial Association. 
 
 ANNUAL CONVENTION. 
 
 A Convention of the Provincial Association shall be held annually, 
 at such time and place as may have been determined at a previous Con- 
 vention. 
 
 OPFICEnS. 
 
 The Officers of the Provincial Association shall be a President, 
 Vice-Presidents, a Secretary, and a Treasurer. 
 
 The President, the Secretary, and the Treasurer shall be appointed 
 at the Annual Convention, and shall hold office until their successors 
 are appointed. 
 
 Presidents of all Local Associations shall be, ex officio, Vice-Pre- 
 sidents of the Provincial Association. 
 
 CENTRAL EXECl'TIVR COMMITTEK. 
 
 The Council of tl.e* Local Association, with 
 
 the President and Secretary of each of the other Local Associations shall 
 be the Central Executive Committee of the Provincial Association, The 
 
 President, Vice-Presidents, and Secretary of the Provincial Association 
 shall hold the same offices in tlic Central Executive Committee. 
 
 It shall be the duty of this Committee to take chargeof all business of 
 the Provincial Association during the intervals between its Conventions, 
 and if any public educational question be submitted to it through any 
 of the Local Associations, it shall, if necessary, convene thereon a special 
 meeting of the Provincial Association, or of its Officers Avith those of 
 the several Local Associations. 
 
 AHRAN(!EMENT.S FOB MEETINGS. 
 
 The Local Association of tlie place fixed upon for the Annual Con- 
 vention, shall make all necessary arrmgemcnts for the meeting, with 
 the aid of such Local Committee as may have been appointed at the 
 preceding Convention. 
 
 The programme of proceedings fo.' the Conventioti shall be prepared 
 by the Local Association and Comm'ttee, and submitted to the Central 
 Executive Comniittee for .ipjiroval o'; amendment. 
 
 Should a meeting be appjinted;for a place not in the district of any 
 Association, a Local Committee she-'ll be appointed to make the necessary 
 preparations for it, under the diref'tion of the Executive Committee. 
 
 It shall be the duty of the Local Association, or Committee, of the 
 place where the Convention is to be held, by subscription, sale of tickets, 
 
 ♦To be filled up at the first Annual Convention of the .\ssociation. 
 
or othorwisp, to proviJo fmuls to tlcfrny llic expenses of tlio Sftnie ; any 
 Riirphis to be disposed of by vote of the Convention. 
 
 Protestant ministers of rolij^ion, resident in localities wlieru tlio 
 ('onvention is lield, and siieli oilier persons as may be eleeicd by the 
 ('onvention, sliall be admit led associates of the Provincial Association 
 during such (Jonvenlion 
 
 It was also lU'toniiinod that this draft should ho further 
 HiihuiittiMl to considonition at tho next lut'otiiiu; of the liedford 
 Association, in the oiisuiiij^ February, and tliat a delegation 
 should he sent from Montreal to that meeting, in the hope tliat a 
 dclt'ji;ati(»n would also he sent by the St. Francis Association. 
 At the a])pointod time, however, a severe snow-siorm intervened, 
 and the delegation from JMontrcal arrived only to find that the 
 Association had been prevented from meeting ; but at an informal 
 conference held that evening, between Mr. Laing, as representing 
 the Bedford Association, I'rof. Kobins, as representing the Mont- 
 real Association, and Mr. Mursh, of the St. Francis Association, 
 but who claimed no representative powers, it was agreed that a 
 convention of teachers should be summoned to meet in Montreal 
 in the first week of June, 18G4, to reconsider the Draft <.'l Oon- 
 stitution, and if po.ssiblo inaugurate the Provincial Association. 
 
 Accordingly, in response to a circular issued and widely 
 distributed by the Council of the Montreal Association, a num- 
 ber of gentlemen and ladies connected with, and interested in 
 education, assembled in Montreal oa Friday and Saturday, the 
 3rd and 4th of June, 1804. 
 
 The proceedings of the Convention were opened by a pre- 
 liminary meeting on Friday evening, intended rather to welcome 
 the guests of the Association, than to formally enter upon the 
 discussion of the business of the Convention. This meeting, to 
 which the public had been invited by advertisement, was ad- 
 dressed by Dr. Dawson, F.Il.S., &c., Principal of McGill Uni- 
 versity, as President of the Convention, by Mr. Laing, President 
 of the Bedford Association, by Mr. Hubbard, School Inspector, 
 on behalf of the St. Francis Association, and by Prof. Kobins, 
 on behalf of the Association in coimection with the McGill Nor- 
 mal School. 
 
 After singing and prayer, the President said : — 
 
 We open this, the second Convention of Teachers in connection 
 with this Association, under favourable auspices. We have not only a 
 
8 
 
 large attendance of teachers and friends of education from Montreal 
 l)ut representatives of tlie other Associations in Lower Canada, so that 
 we may hope to inaugurate on this occasion a Provincial Association 
 OP TBAcnERS, in which this and the other Associations shall be united, 
 im equal terms, and ?hall hold still larger and m:)r9 successful conven- 
 tions in succession, in all the more important places in Lower Canada. 
 Should it be so, this meeting will be an important one in the history of 
 education in Lower Canada, — a meeting to be looked back upon with 
 interest and respect by our successors, in times when we hope the edu- 
 cation of this country v/ill have attained a far higher position than that 
 which it now occupies. Ttiat we may maire this meeting worthy of the 
 high objects we have in view, it becomes up to withdraw our miuds as 
 far as possible from our own little special spheres, and to consider our- 
 selves members of a general educational body, all whose parts work to- 
 gether for a great common end, one of the greatest which it Is given to 
 man to proiaoto. Let us leave behind us all our little personal interests, 
 jealov.sies, and grievances, as unworthy of the occasion, and let us re- 
 gard ourselves as educational missionaries, boMud to endure hftrdness, if 
 need be, in furtherance of the great work of education. Let us bear, in 
 mind also, that our function is not so much negative as positive ; that 
 we are called on not so much to light against the evils that affect educa- 
 tior, however much these may annoy and injure us, as to i)repare for a 
 better future, by sowing the seeds of good that shall in time counteract 
 the evil. This is a some-,7hat obscure and quiet work, when compared 
 with the labours of the soldier, or of the political reformer ; but it is a 
 work that more effectually and thoroughly moulds the form and destinies 
 of society. Let us then, meet here in a spirit of love to one another, Pud 
 to all mankind, in a spirit of humble dependence on God's blessing, in a 
 spirit of large and liberal self-sacrilice on behalf of this great work of 
 education, and let us consider not so much the petty difficulties which 
 beset us, as the space for exertion that lies above them. 
 
 Mr. La'ng announced as tlic subject of his address, some 
 of the more common errors of our system of .scliool education : — 
 
 First referring to those of the teacher, he said : — His errors and 
 short-comings are more fundamental, more direct and active in their 
 pernicious effects than all other t .'ils combined. Too many teachers 
 follow teaching as a means of gaining a livelihood merely, and feeling 
 no abidii'g interest in their work neither estimate aright its respon- 
 sibility, nor prepare themselves properly to discharge its duties. Public 
 opinion sets great value on intellectual culture, but goodness of iieart 
 and faithfulness to principle receive but i'r v favours and little attention. 
 Great men are too frequently only iiuellc. ually great. Hence too many 
 young men, dazzled by the prizes of the world, spend all their strength 
 jii efforts to attain them, uml but few are willing to brave that public 
 opinion, by which such as u *ruc to luinciplc and spend their lives in 
 doing disinterested good, are consigned to comparative obscurity. So 
 schools of every grade slape tliemselves to secure popular favour, and 
 it cannot be doubted that the principal strength of our in 'uticns of 
 learning, is, and has been, devoted to the education of the int'jllect, and 
 that, in consequence, tlio standard of public morals is low. A true 
 education is one that develop.^, juiully and harnioniouf.ly, all the faculties 
 of our complex being, and that not merely opens the mind to the full 
 light of intellectu.al truth, hut lets in upon the soul the more than 
 noonday radiance of those higher and holier truths that "make u,-: wise 
 unto salvation." 
 
 A common error on tlic ])art of teacher?, is a wa?it of precision and 
 
 F'-., 
 
9 
 
 distinctness of ideas. To remedy this, the teacher should make large 
 use of globes, maps, models, pictures and similar appliances. 
 
 Scholars are frecpiently peraiittcd to pans too hastily from one 
 subject to another, especially from lower to higher dejiartm'ents of the 
 same brnnch of study. In guarding against this, the toucher will oft- 
 times meet the direct opposUion of parents, who judge the superstruc- 
 ture by its outward show and great height, rather than by its solidity 
 and just proportions. 
 
 Teachers arc at times criminiilly heedless in over-exercising the 
 faculties -of children. Children of very diifercnt ages are classed to- 
 gether and each expected to d(^ the same amount of work. Little 
 children are required to spend too much time in the school-room. When 
 the attention of the scholar, instead of being voluntary and intelligent, 
 becomes forced, when he is really mentally tired, the play-ground is the 
 place for him. But when the little pupil passes but one hour of the day 
 in study, and four or live hours m balnucing upon a narrow board with 
 legs dangling in air. is it strange that he sometimes cries and " does 
 not w.ant to go" ? At Avhatevcr time the tasks of the day are finished, 
 it is time thut the pupils should go liome. 
 
 Another point to be considered, is the often faulty discipline of 
 schoob. Teachers not unfrccpiently lay down, as the basis of discipline, 
 a code of rules, which must either be rigidly enforced witli not seldom 
 gross injustice to no inconsiderable ]iortiou of the school, modified 
 subsequently and thus diminishing the respect of the scholar for those 
 aiodified, or envirely abandoned, to the humiliation of the teacher, 
 buch a course, tJo, by subordinating questions of right and Avrong to 
 merely human autiii^rity, is apt to confuse the moral perceptions of the 
 scholars. 
 
 Another fault partly chargeable upon teachers is want of attention 
 to such more siini)le studies as Reading and Spelling. If not well 
 acquainted with these matters no higher attainments will entitle the pupil 
 to be called a good scholar. 
 
 He furtl'icr in-oceedcd to note a few errors on the jiart of the 
 parents. Parents jwiy too little regard to education as a distinct pro- 
 cess, sending a son to the school not to fit him the better for all the varied 
 duties of lif(. by the farther development of his intellectual anil moral 
 nature, but to fit him for some particulaf business or profession. They 
 ignore the fact that the more thoroughly one is educated the tetter he 
 is fitted for uiiij station, and suppose that instruction in any particular 
 vocation can lie superinduced upon a very slight amount of general 
 culture. 
 
 The character of our schools as affected by the low wages paid the 
 teacher is niahiiy to be attributed to the parent. It is idle to suppose 
 that really el'.ieient tcach(";s can be obtained at a less rate than they can 
 earn in other employments. Good work in any trade must be well paid 
 for ; pay a good teacher what his work is worth and you yourself will 
 be interested in seeing that his work is well done. Jlany parents who 
 are up witli the times in adopting all striking improvcmenls in agricul- 
 ture and mechanics; will still send tlieir children to school with the 
 outfit of books of a quarter of a century ago, and yet find fiuilt if their 
 children do not make eipial progress with tlie best. 
 
 At the same time that parents never fail to complain of any lack of 
 progress on the part of their children, they have too little real interest 
 in the character of the sciiool. They know too little of the teacher, 
 of what he is doing and of his mode of work. In many cases they confide 
 to the care ofr stranger, the minds and souls of their children to be 
 
10 
 
 moulded and trained by him in a way that they know not. Of Avhat 
 more unwarrantable and criminal indifference caii we conceive ? 
 
 In conclusion, we must notice one deficiency on the part of our school 
 law, and that is, -hat the necessary qualifications of teachers are rated 
 too low. Tlie law requires for elementary diplomas no more than evi-ry 
 scholar of sixteen years of age ought to know. The teacher should know 
 much more than he is expected to teach, otherwise his work will be a dry 
 monotonous routine, equally uninteresting and distasteful to himself and 
 his pupils. He must know the relations, and appreciate the mutual 
 dependencies not onl)- of those studies that naturally succeed each otlier, 
 but of those that are auxiliary to each other. He must have a large fund 
 of illustration to draw upon. Historical and sci^itific facts, biographi- 
 cal incidents, items of travel and adventure must all bo gathered into 
 his garner and all will be needed sooner or later. Not only his pupils 
 buthis patrons expect that he should know much that they do not, and 
 a discovery of his ignorance in a matter really non-essential to his 
 vocation, not unfrequently leads to a distrust of his general fitness. 
 
 Wc affirm that as is the teacher so will be the school ; we may with 
 equal truth affirm, that as is the teacher so will be the people. The 
 moral and religious education of the youth demands the most serious 
 and earnest consideration of all reflecting minds. The stability of a 
 government rests upon the virtue of the people. Intelligence without 
 moral princii)Ie is not sufficient for its preservation. That may build 
 cities ; may dot the country over Avith cultivated forms and pleasant 
 villages; may bind its different parts together by chains of railroad, or 
 spread telegraph wires over it like a great net-work; may erect colleges 
 and schools ; may establish armies and build navies,' but without virtue 
 there is no sure basis, and the whole superstructure must eventually 
 fall. It is not the Legislature that frames the laws, nor the Executive 
 that administers them that controls the destinies of a country— it is a 
 power further back and greater ; a power that makes rulers what they 
 are— the educators of their youth. If we would have our country in its 
 manhood, that for which we hope and ju-av, let us see that the sources of 
 Its youth are pure and healthy. The children of the present are to be 
 the men of the future. They are in our hands, and the responsibility is 
 ours ; as we mould and fashion them will be the Canada of an after 
 age. Let us then in the fear of God, as we love our country, as we hold 
 its welfare and honour dear, train up its youth, physically, mentally and 
 morally, to the full stature of perfect manhood. 
 
 The meeting was then addressed by Mr. Hubbard, who 
 was unexpectedly called upon in the absence of Dr. jSicolls:— 
 
 He said: AVhile we admit the difficulties referred to by the last 
 speaker, these should not be sources of discouragement to the tea- 
 cher, but so many incentives to a more earnest p.nd faithful discharge of 
 his own duties. The teachers responsibility is not, in any way, removed 
 by the neglect or short comings of others, lie should go straight forward, 
 as direc: ^d by the chairman, in the fiiithful performance of his own 
 labors, and endeavor in tliis way to interest parents in the work of edu- 
 cation. In behalf of the St. Francis Association, he remarked that an 
 Association of Teachers was organized in tlie District,— Januar.v, 1857— 
 but was more fully organized as a District Association, in January, 1858, 
 under the direction of the late Mr. Inspector Child; that since that time 
 it has been in operation with a good degree of success and usefulness. 
 It now represents nearly 800 Elementary Schools, 12 High Schools or 
 Academies, and 3 Colleges. He spoke of the frequent changing of 
 
11 
 
 teachers as a prevalent evil, two teachers or more being frequently em- 
 ployed in one school in the scholastic year. This had arisen, in part, 
 from the somewhat peculiar circumstances of the people, but was no less 
 an evil to be deprecated, and he hoped that it would at least gradually 
 be remedied.^ He said, that they would hope for good from the formation 
 of a Provincial Association, and would, as he trusted, be found cordial 
 in the effort. 
 
 Prof. Robins being then called upon by the chairman said : — 
 
 That he had much pleasure in welcoming- to this city the friends of this 
 movementfrom abroad The Association which they hoped to establish, 
 was a means to the accomplishment of a great end, the advancement of the 
 educational interests of the Province. It aimed to do this, by affording 
 opportunity for teachers to aid each other, by mutual encouragement and 
 support, and by bringing together all educationists and educational 
 functionaries of every grade, for mutual consultation. The teacher who 
 grew discouraged in his solitary and ill-remunerated labours, would, by 
 such meetings as this, be cheered and strengthened, and thus, too, would 
 a desirable mutual understanding between the framers and administra- 
 tors of educational law on the one hand, and the teacliers on the other, 
 be effectually secured. He felt grateful that so lively an interest was 
 taken in the contemplated organization, by men, who in their capacity 
 of heads and Professor? of Colleges, represented Jie highest grades of 
 education, and indeed was confident that th's matter deserved the at:en- 
 tion of all teachers, as upon the common school was b;iilt up the whole 
 educational superstructure. He rejoiced that so much cordiality of feel- 
 ing subsisted between the teachers of public and private schools in 
 Montreal, and trusted that no petty jealousies of what others were doing 
 would supervene to mar the work so auspiciously begun. Those, to 
 whom the President had referred, whose instincts led them to destroy 
 rather than build up, were reminded that their affinities were with the 
 brute and insensate forces of tiie universe, or with the lower foims of 
 animal life, while the true distinction of a man was that he wa? ( mnha- 
 tica^lly in this world a maker, and so was a dim reflection of Gid the 
 Creator. Much labour and thought had been expended on this organiza- 
 tion, and he doubted not of its triumphant success. 
 
 The proceedings of the evening were enlivened by singing, 
 under the direction of Mr. Fowler, and by reading, by Mr. 
 Andrew. 
 
 The meeting was resumed at nine o'clock on the follow- 
 ing morning, when Dr. Dawson took theChair, and called on 
 the representatives of the various local associations to report 
 tlieraselves, when there were found present of the 
 
 Bedford AssociATroN,— Mr. Laing, of the Waterloo Aca- 
 demy, President, and Mr. Marsh of the Granby Academy. 
 
 Huntingdon and Laciifte xVssociations, — Mr. Bruce, 
 School Inspector. 
 
 Montreal Association,— Dr. J)awsoii, F.R.S., F.G.S., &c., 
 President; Prof Hicks, H. A. Howe, M.A., T.J.Gibson, 
 
 'o> 
 
12 
 
 M. A., S. P. Robins, B. A., Vice-Presidents; Mr. Williamson 
 Secretary; Jas. McGregor, B. A., Treasurer; Mrs. Simpson,' 
 Mrs. Lay, Miss Lyraan, P. J. Darey, M. A., Mr. Andrew, Mr! 
 Warren, Members of Council ; Kev. Canon Leach, LL.D., Ho- 
 norary Member, and many ordinary members. 
 
 Quebec Association. — Mr, Wilkie. 
 
 St. Franois Association.— Rev. J. H. Nicolls, I). D. 
 President; J. II. Graham, 3I.A., H. Hubbard, M.A.' Schooj 
 Inspector. 
 
 Mr. Bruce then addressed the Convention on the advan- 
 tages of union among Teachers. 
 
 One great hindrance, he said, to the advancement of Education in 
 Canada East, is the isolation of our teachers. Each stands alone and 
 works alone in his weakness. The counsel of his fellow-teacher he has 
 not. Of the experience and professional skill of others he knows nothing 
 In school and out of school, he has difficulties to contend with but he 
 has no place in the bosom of a brotherhood, whose feelings will be all on 
 his side, and whose influence and backing might be to him a host All 
 this and more is true respecting educators without a unity of brother- 
 Iiood; and one of the best ways to promote their own improvement to 
 elevate the character of their profession, to contend with most probabi'litv 
 ot success with the difficulties and hardships and many perplexities that 
 encompass their profession is, in my opinion, by unions or associations 
 United, their common interests and duties and vocations can be made" 
 more and more confidentially, subjects of consideration. But let us direct 
 attention more specially to a few of the advantages of educational unions. 
 1st. They tend to diligence in the teacher's calling; for, frequently as- 
 sociating with his fellows, the teacher comes to know, not fronithe 
 tongue of thedeflimer, but from his own confidants, engaged in the same 
 held of labour, and equally jealous of the honour of their profession the 
 advantages and good results of a well regulated, steady diligence. ' 
 
 2nd. Union among teachers is very favourable to emulation. In no 
 state or position is the principle of emulation more potent than where we 
 are encited to cope with each other in parallel paths, where all have the 
 same end in view, and the same honor at stake Can the efforts of the 
 educutor in the development and training of the youth committed to him 
 and fitting them to become valuable members of society, be better or more 
 advantageously strengthened, and himself more encouragingly stimulated 
 in the discharife of duty than by a union with his fellow-teachers? " I 
 speak as unto wise men, judge ye." 
 
 3rd. Self-culture is greatly benefited by Association. And who more 
 needs self-culture than the teacher? To educate a child perfectly de- 
 mands profounder thought, greater wisdom, more knowledge of the 
 developing mind, and a deeper insight into the working of its powers 
 than to govern a state ; and that for this reason, that the interests of the 
 latter, aud Its wants are more superficial, coarser and more obvious 
 than the spiritual capacities, the growth of thought and feelino-, and the 
 subtle laws of the mind, which must less or more be studied''and com- 
 prehended before the work of education can be thoroughly performed 
 And does not all this suppose much study, much reading and research, 
 and a vast deal of self-culture ? And to fit ourselves more and more for 
 
 . 
 
18 
 
 our work must not a brotherly union with others, equally emulous 
 with ourselves to possess higher qualifications, offer many advantages? 
 Let but teacher meet teacher thirsting for excellence in his vocntion 
 and most assuredly it will become, to both, a meeting of profit. Where' 
 there is a free and open, and unrestrained interchange of thought, the 
 knowledge, and experience, and professional skill of each flow out to be- 
 come the common stock of all. 
 
 4th. Again, union among teachers gives them a new, elevated, and 
 more advantageous position. United, they can secure and maintain a 
 more commanding position in society, vindicate their rights, and resist 
 encroachments with superior influence. 
 
 5th. Another advantage of union among teachers is that in a united 
 capacity, they are better able to resist opposition and remove hindrances 
 in carrying out improvements in conducting schools and in teaching. 
 jSlo'ie and singly educators have done wonders in improving ou- race, 
 advancing civilization, giving an onward impulse to society, preparing 
 the human mind for pushing on in making improvements in arts and 
 sciences and best of all, giving men's minds a godly mould and cast, 
 preparing them for their eternal onward progression. But unitedly I am 
 satisfied they migiit have done more, much more. None needs more u 
 well supported, well united agency than the educator. His work lies at 
 the very root of improvement; but in carrying it on he has to contend with 
 opponents and opposing causes. And just for want of the support and 
 backing of the enlightened and philanthropic, how often has he to 
 succumb to the difficulties of his task ? But in unity with his fellow 
 labourers, and supported by the true friends of educational progress, he 
 has his phalanx within which, and under whose joined shields he can 
 safely face and fight the enemy. 
 
 6th. One other advantage deserves notice. The teacher like others 
 has his failings, his teaching infirmities, his many weak points. His 
 professional skill may be very limited or defective- unsound in some 
 points, behind the age in others, unfavourable to mental development in 
 points not a few, but where may these and other defects be brought up 
 and dealt with without fear or hesitancy, so Avell as in conclave Avith his 
 teaching-brothers, wlio cannot but have fellow-feeling with him in his 
 wants and difficulties, and in every weak point in his system that may 
 ' need correction, or be an hindrance to his success. 
 
 Speaking generally of the subject of professional organization, let us 
 enquire further how the work of education calls for the organized co- 
 operation of those engaged in it. Is there not in this single idea that the 
 educator labours to stem and if possible dry up the pestiferous and azotic 
 stream of ignorance and vice which bears man downwards, and turn 
 upon its course a healthful life-giving current, something that shou'd 
 deepen the high moral importance of your labours something that calls 
 to unity of eifort in this i)aramount work. The benefits of being so 
 associated are indeed too apjiarent to need enumeration ; for as on the 
 dark so on the briglit side of kindred feeling. If we share in sympathy 
 the wants and trials and perplexities of each other, so too do the com- 
 fort and siiccess of each add to the satisfaction of all. and the support 
 received, individual or public, and the hearty co-oi)eration and support of 
 parents and others become a kind of common stock, serving to strengthen, 
 stimulate, and cheer on the whole brotherhood in their common cause 
 
 But what think you of that further advantage of a union of brother- 
 hood, congenial soe'alif.y? Coming together occasionally to exchange 
 thought free of !.;• '"-^rms of etiquette, must give rise to an impulse of 
 spontaneous kinducs, andearnest sincerity which cannot fail to exhilarate 
 the mind and for a time relieve it from the cares and ennui of office. 
 
14 
 
 After describing at some length the efforts made in other 
 countries to establish and maintain such societies, he proceeded 
 to say : — 
 
 What better helping agencies can -we have than those composed of 
 men who daily stand at and work the helm of education, banded to- 
 gether tor still higher crturts? Others may help hv their means or 
 encourage by their influence. But the teacher acts. Others maj recom- 
 mend. But the teaclier works. Friends may do much to cheer on. 
 But the teacher buckles himself to steady continuous labour. Govern- 
 ments are doing much to help the advancement of education, and to 
 encompass it with proper guards. But the teacher is tlie man who 
 works the machinery. We need help, the help of unity— the help of 
 friends — the help of enlightened and progress-working mou. But in 
 seeking help, the first move must be with ourselves. And a first move 
 has beeen made, and in the right quarter, but unless seconded, how shall 
 it accomplish its object, the formation of a Provincial Association of 
 Teachers. We do hope — and earnestly— that the efforts made for this 
 object by the Association of the Protestant Teachers of Montreal, will be 
 successful, and that l his may forma distinguished epoch in the' history 
 of education, in Canada East. 
 
 The proposed Constitution was then submitted for discussion. 
 It being decided to take up the clauses seriatim; it was moved 
 by the Rev. Dr. Nicolls ; seconded by Mr. Laing ; and 
 resolved : — 
 
 That the articles referring to membership, be adopted with the ad- 
 dition of the words " and members of Protestant Boards of Examiners " 
 after the word " Schools." ' 
 
 Moved by Mr. Laing ; seconded by Mr. Hubbard ; and 
 resolved : — 
 
 That the article headed " Annual Convention" be adopted. 
 
 Mr. Reid, who had been engaged in the preparation of a 
 
 preamble, here moved ; seconded by Prof Robins; and carried : — 
 
 That the words which follow, be inserted as a preamble to the 
 Constitution : — " The object of this Association shall be to advance the 
 educational welfare of the country, and to enhance and elevate the 
 status of teachers." 
 
 Moved by Mr. Wilkie ; seconded by Mr. Gibson; and 
 resolved : — 
 
 That the articles headed " Officers" be adopted. 
 
 On the succeeding clauses headed " Central Executive 
 Committee," some discussion took place as to the manner in 
 which the blank was to be filled. At length it was moved by 
 Dr. Leach ; seconded by Mr. Reid ; and resolved ; — 
 
 That the blank in the first clause be filled up by the insertion of the 
 words "The Teachers' Association, in connection with the McGill 
 Normal School," and that the second clause be omitted. 
 
15 
 
 Moved by Prof. Howe; seconded by Mr. Gibson; and 
 rceolved : — 
 
 1 hat the words " It sliall be the duty of the Central Executive 
 CortiTnittee, to manage the affairs of the Provincial Association under 
 Kye-Laws, to be hereafter enacted," be inserted instead of the omitted 
 second clause. 
 
 Moved by Mr. Htibbard ; seconded by Mr. Wilkie ; and 
 resolved : — 
 
 That the clauses headed "Arrangements for Meetings" be adopted 
 as printed. 
 
 The time allotted for recess having now arrived, it was 
 announced to the regret of the Association, that an " Object 
 Letson" to have been given by Mr. McGregor was withdrawn for 
 lack of time. Before separating, however, the three Presidents 
 of Associations present were requested to act as a committee 
 for preparing the business of the afternoon session. After an 
 intermission of fifteen minutes pleasantly spent in general con- 
 versation, in examining the philosophical apparatus exhibited by 
 Mr. Hearn, Optician, and the school books and maps submitted 
 by Mr. Miller, and Mr. Campbell, or in witnessing the creditable 
 military drill of the boys of the McGill Model School, the Con- 
 vention again resumed its session. 
 
 In the absence of Mr. Bruce, who had intended co submit 
 the next motion, it was moved by Prof. Robins, seconded by 
 Mr. Laing, and resolved : — 
 
 That on tlie basis of the constitution now adopted we form ourselves 
 into the Provincial Association of Protestant Teachers of LoAver Canada. 
 
 Moved by Prof. Robins ; seconded by Mr. Marsh ; and re- 
 solved : — 
 
 That the next Annual Convention be held in the first week of June, 
 1865, at such place within the limits of the St. Francis district, as may 
 be determined by the Local Association of that district. 
 
 Moved by Mr. Laing, seconded by Mr. Hubbard, and 
 
 resolved : — 
 
 That the foUoAving genllemen be the officers of the Provincial 
 Association for the year ensuing. 
 
 REV. DR. NICOLLS, President. 
 
 PROF. ROBLNS, Secretary. 
 
 MR. McGREWOR, Treasurer. 
 
 jMoved by Principal Graham ; seconded by Mr. Gibson ; 
 
 and resolved : — 
 
 That the Executive Committee be requested to prepare a Draft of 
 Bye-Laws to be submitted to the next Annual Convention. 
 
7 
 
 16 
 
 At the request of the Chairman, Principal Graham read a 
 paper, entitled " Some conditions of success in School Teaching." 
 He said : — 
 
 -"Let no unskilful hand attempt 
 
 •' To play ihe barp, whose tones, whose living tones, 
 '• Aro left forever in the strings." 
 
 To attain eminent success, the teacher must be thoroughly imbued 
 with the spirit ot his work ; must realise somewhat the responsibilities 
 of his cHlling; must well understand the branches to be taught; must 
 refresh his own mind by daily reviews and original InvestigHiions, and 
 must posf^ess the power of making hia pupils, to some ex ent at least 
 original thinkers and investigators also;— he must moreover, be ap' to 
 teach, practising the best known methods of instruction ; he should be 
 familiarly acquainted with the powers and capacities of both body and 
 mind, and the laws which govern their development, growth, and decay; 
 he should have an extensive knowledge ot human nature and individual 
 charac er, that he may suitably adapt int uction and discipline lo each ; 
 he should have a strong love for ciiildren and youth, and an anxious 
 solicitude for their hijihest good; he must have the power of arousing 
 do-mantminds to action and oirecng them aright when once awakened ; 
 he must be able carefully to curb and rc-train ihe already too fast, and 
 bring forward from the rear those who lag behind, and he must, if 
 possible, cause all to become conscious of their own powers and to rely 
 chiefly on their own efforts for advancement. 
 
 He must, moreover, be apt to govern as well as apt to teach,— to gov- 
 ern himself and to govern othe'-s. A person without self-control, cannot 
 successfully control others, but he who can govern himself, is fit not only 
 to govern a school aright, but is likely to be a fit person *' to govern the 
 world." But sch"ols, like the world, are often governed too muih : yet 
 without government, a school is comparatively worthless, and many of 
 our teachers seem to fail in this important part of their duy. A com- 
 mon r mark is— our tt-aciers know enough, but they cannot govern. 
 
 " Poc'a nascitur, nonfit," is not more true of the Poetth>4n of the Tea- 
 cher; but niture, so c«lled, in this case, as in most others, can be im- 
 proved by cultiv>it'on ; hence the teacher must needs be taught, not ocly 
 how to teach but how to govern. 
 
 Government involves, among others, two leading idpas— that of influ- 
 ence Muii that of authority. That goven ment is best in which influence 
 direct and indirect, greatlv preponierates, with as little as possible of 
 direct authority ; yet authority is sometimes i ecessary, both as afirst 
 and last resort ; and he who can most • ffecti ely use it as ajirsi resort, 
 in the extremely few cases in which it is necessary, will be found to be 
 the most successful in its application. 
 
 But influence is the great reliance of all thoae who govern efi"ectually 
 without seeming to govern at all. This may be exerted in a thousand 
 ways ; by every look, word and action ; by all hi'i intercourse with pu- 
 pil^t, parents, and others. He must bear in mind that government is an 
 end to be sought, not a means to be used in accomplishing an end ; hence 
 he must so provide his pupils with a^ much work as they ought to do 
 that they will have little time to attend to anything else but their duty; 
 he must, if at ali possible, get their minds oc-upied on what is good, so 
 that there may be few opportunities to attend to what is wrong ; ho 
 must -0 classify and arrange the studies and recitations as to produce 
 the grea est good and the best [los-ible effect. If the teacher fails here, 
 he fails everywhere, so that he ought to bend all his energies to awaken 
 such an interest in study and improvement as to overcome, as far as 
 
17 
 
 practicable, all tendencies and influeucca from within and without in aa 
 opposite direction. 
 
 In sl.ort, the teacher must be what ho wishes his pupils to be. If he 
 wishes them to be interested, he must be; if he wants them to be- studi us, 
 doing their work thoroughly and well, he must do the same ; if to be 
 quiet and orderly, he must be so himself; if to be punctual in attend- 
 ance and constant in application let him set them n,. undoviating exam- 
 ple ; require only what is fight—endeavour to obey his law himselt and 
 have each pupil do the same. 
 
 Tiie teacher should bo a school missionary.— Ho must visit the parents 
 at their homes ; talk with them about education, and but little else, 
 especially the education of their children, giving to each all the credit 
 which he can conscientiously, and show to these parents both by his 
 words and actions, that he has a deep interest in the educational 
 advancement of their children ; and there is scarcely a parent in the 
 country who would not co-operate with such a teacher to the utmost of 
 his ability. 
 
 Tell me not that parents have little or no interest in their children, 
 in whom are centered nearly all their earthly hopes ; tbey often live for 
 them a'one ; and the teacher who has not a realizing sense of this hns 
 yet to learn the " royal road" to eminent success in his profession. It is 
 not because jarents do rot have an abiding interest in their offspring 
 that they do not co-operate more heartily with the teacher, but because, 
 in the most cases, their interest needs direction and guidance. Let 
 teachers but awaken and guide this parental solicitude, and a permanent 
 revival of deep-toned interest in school improvement will be enjoyed. 
 
 To perform these and other duties successfully the teacher must have 
 his being, as it were, in educational advancement. He must give him- 
 self a living sacrifice, wholly devoted to his work, endeavouring faithful- 
 ly to perform his part of the duty involved in the command given by the 
 wisest of men. " Train cp a child in the way he should go," which is not 
 only the most truly exhaustive definition of the aims and objects of ed- 
 ucation ever penned, but it is the great precept that ought ever to be im- 
 plicitly obeyed in the physical, intellectual and religious training of the 
 young. 
 
 But says the almost disheartened teacher,— Who is sufficient for those 
 things ? The inspired words of an apostle are at hand. " I can do all 
 things through Christ who strengtheneth me." 
 
 Mr. Marsh then rose and spoke to the following effect : — 
 Among the most important matters connected with education is the 
 relation which the school bears to tlie church. It is not merely that the 
 scliool should understand its true position as an aid to the Church, and that 
 its end should not be limited by the requirements of intellectual culture, 
 but at the present day it is even more important that ihe Church should 
 also understand that it has a duty and a responsibility toward the school. 
 The world has in these days a distinct appreciation of the value of h arn- 
 ing, and if the education of the present and succeeding generations is to 
 be a Christian education, it behooves those who are interested in its being 
 such, to look well to the interests of the schools. The point to which 1 
 desire especially to draw attention, is the importance of directing the 
 thoughts of intelligent and religious youth to the profession of teaching, 
 and instilling into their minds a respect and love for it, so that we may no 
 longer be pained by seeing the great lack of religious teaclieis, and the 
 great proportion of promising young men, who euter the professions of 
 Law and of Medicine. I do not mean to say that I think it desirable 
 that teachers should generally be clergymen, much less that they should 
 
18 
 
 teach any particular doctrine or the creed of any particular denomina- 
 tion ; but that many more should enter on the profession as a part of the 
 work appointed to be done by the Church univergal, and to enter upon 
 it heartily because it is such. I think that Clergymen might do much by 
 their influence and advice, to promote this object, and that it is an object 
 worthy the effort of all who desire the progress of true piety and religion 
 in the world. 
 
 Mr. Wilkie proceeded to detail the mode in which the boys 
 of the High School of Quebec were brought under religious and 
 moral influences. After some further conversation Prof. Darey 
 gave a specimen lesson in French, to a class o^'^oys from the High 
 School, illustrating in particular the pronunciation of the alpha- 
 bet. The time being so far advanced as to preclude any discus- 
 sion of the lesson, a vote of thanks to him was passed, and Mr. 
 Wilkie on the part of the delegates expressed his thanks to the 
 members of the Montreal Association for the kindness shown 
 
 them. 
 
 Dr. Dawson then closed the business of the meeting by a 
 short address, in which he congratulated the members of the 
 Convention on the successful result of their labours, and enforc- 
 ed the responsibility resting upon all to uphold the constitution 
 that had been adopted, and to make whatever sacrifices might be 
 necessary to promote the success of the next Annual Convention. 
 
 The Convention then adjourned to the play-ground of the 
 High School, witnessed with much pleasure the parade of the 
 High School Drill Association, and visited the Gymnasium con- 
 nected with the same institution. 
 
 The business of the day was happily terminated by a con- 
 versazione at Mrs. Simpson's, where the members of the Conven- 
 tion, Montreal Teachers generally, and many of the Protestant 
 Clergy of the City were hospitably and pleasantly entertained by 
 their kind hostess. 
 
 Montreal, July, 1864.