Nashville union and American. [volume] (Nashville, Tenn.) 1868-1875, 1871-11-03

there was a large attendance, especially
Of teachers, both male and female, and
among them thirty or more of the colored
teachers.
Evening Session.
The Association convened at 7:30 p. NJ,
President Brown in the chair.
The attendance was large, embracing
members of the Legislature, ladies and
other visitors, beside large number of
colOred persons who thiekly peopled tine
galleries.
In response to a call from the Association
DR.. B. w. Mcdonald, President of Cum
berla1d University, among other things said
it wa5 cheaper for Tennessee to educate her
children by public than by private schools.
He illustrated this fact by referring to two
sections of country settled at the same time
and the one which had enjoyed the common
schools had far surpassed the one that had
been without the benefits of education.
The minds of children were of more
value than mines of coal or wells of
coal oil. These were developed and
brought to light, why not then develop that
which is more valuable to society and con-
fers a greater blessing? Thought developed,
cultivated, educa ted intellect is a vast mine
of wealth, bOundless and not subject to the
confines of time. Thousands perish whose
minds are never valued where they live.
1t is cheaper for us to develop the minds of
the State than to let them alone. Califor-
MIA once produced no wealth until the
Anglo Saxon mind went and brought its
hidden resources to light. He yielded his
time to others present whom he would like
to hear especially Prof. Baldwin.
Prof. G. d. Elliott said he agreed with
DR.. Mcdonald and wanted to hear Prof
Baldwin, whose ideas of practical education
he liked very much and ascribed his elO-
quent speech to the fact of having been re-
Gently married.. e. to his young wife.
Prof. Baldwin complied, and made an ex
cellen1 address upon the subject of educa-
ton. The subject was handled in a mas
terly and practical manner. He thought it
pertinent question to ask what kind of
education was wanted; for misnlanagement
of any kind would educate mismanagement.
The responsibilities of the teacher were
great. While you might pass through
forest without soaring or touching single
tree or sapling, you could not pass through
a group Of children without touching and
perhaps soaring some of them, the marks
will impress its form on the mind of
the child. 1t is well to understand our
work in the employment of teachers. Mod
ern civilization is asking from teachers what
they cannot properly answer. Without
affecting the moral nature of q pupil it is an
impOSsibiliIy to teach him anything. The
teacher must first make the pupil teach
able. The calling is not so much to teach
letters as to make citizens. The boy may
use his learning as a curse. Therefore they
are not TO be taught reading and writing
merely, but to receive a high moral train
ing. Many who establish these schools
make mistake, because they think there
is an agrarian principle at its founda-
ton. We forget that we live to
continue our race in higher types of
moral manhood. We have in many cases
misconceiyed our mission. Let us who
are teachers, here cOnsecrate ourselves to
the good work Of turning out good citizeEs.
He urged the necessity the State
was under of establishing good common
schools. Professional teachers he thought
would be a great saving to the State in
experimental education. The duties of the
professional teacher were here explained in
a logical and interesting manner, presented
and impressed in practical illustrations.
He showed how the professional teacher
could have settled the various questions I'M
der discussion before the association.
He would not exchange the mission of
the teacher for any on earth-preparing the
people for the lessons of a higher morality
and better theology. He expected to CON
tribute to the development of the natural
resources of the State-building new rail
roads and opening new mines of wealth by
educating the children so as to render them
good citizens.
Prof. A. r. Spence, formerly of Michigan
University made some very interesting re-
marks upon the utility and benefits of public
education. He spoke of the common schools
of the State of Michigan, described their
nature, and operations; he favored educa-
ton and thought the State should guaran-
tee some amount of education to the child
and coerce the parent to send his
child to school when he was not
disposed to give the proper education.
He gave a short description of the
public school system of Scotland, showed
the advantages arising and the means BY
which the poor obtained an education We
wanted educated intellect and heart, not
merely muscle; these develop the resources
of the country, insure its prosperity, foster
virtue, plant morality and religion. He
had high hopes of Tennessee, since he had
seen such able gentlemen as had been pres
ent giving their hearts and hands to the
cause.
The following resolutions were adopted;
Resolved, That meeting Of this Associ-
alton be held in the CITY of Knoxville some
time during the summer of 1872.
Resolved, That Prof. II. Nicholson, d. d. |
Black, Prof. ]. H. Presnel, Judge NJ. L. |
Patterson, and VIM. Rule, Esq, are hereby |
to act as a committee to fix the
time and to make all necessary prepare
tions for said meeting. 4..
resolution of thanks was made to the |
of Representatives for the kindly use |
IF their Hall, and also that each member |
contribute the sum of twenty-five eeats to
4. IS e
.-.---F $3.50 taH