Teacher's Journal, committee concerning it, 24.-Resolves there-
on, 31, 172, 174.
Thanks, votes of, 17, 31, 33, 176.
Teachers not members invited to participate in the discussions,
27, 28.
Teaching, its claims as a distinct profession, 37.-As a profession
founded on the principle of division of labor, 39.-Allied to
the clerical profession, 40.-Followed more as a means than
an end, 40.-Ambition to become distinguished not so much
a motive in this as in other professions, 40.-Regarded as
furnishing little scope for the mind, 41.-Not considered
worthy the attention of gifted minds, 41.-Responsibility of
in reference to the mind, 42, 43.-In relation to political
economy, 45.-Society not allowed its claims, 49.-Skill in
teaching merely the book, not desirable, 145.-Popular mode
of, consequences of it, 145, 146, 147.-Skill to teach mere
forms, shows want of capacity to teach, 146, 147.-In what
light considered by the other professions, 250.—Its relation
to the present and coming age, 156, 157.
Text-books should be selected by the teacher himself, and not by
school committees, 58.
Training, moral results of as exhibited in the character and for-
tunes of two citizens, 101, 102.
Teacher, what required of him, 275.-His reward, 275, 276.-His
influence, 277, 278, 279.
Teaching as a profession, 261 to 292.
Themistocles, 273, 274.
Teacher, under too much control, 49.- Estimation in which he
is likely to be held in future years, 64, 65. — His sphere, 68,
69. His qualifications and usefulness, 94. - Should enforce
principles of action, not mere eye service, 97, 98, 99, 100.
What his special attention should be directed to, 100.
Questions to put to himself, 103, 104. - How to conduct him-
self on entering his field of labor, 105. On commencing
his labors "should define his position," 107, 108.-Busi-
ness habits and tact of, 108, 109.-The judicious teacher,
149, 150, 151.—What respect he should pay to public opin-
ion, 157.-Should study the mind and character of each
pupil, 161.-Should be a model for his pupils, 109.
Teachers should not be objects of scrutinizing watchfulness, 51.—
Best able to judge of schools, 55.-Reports of, in regard to
schools advocated, 55.-Not favorably situated to arrive at
eminence, 56.—Path of fame should be open to them, 58.—
Manner of spending their time marked out by committees
not tolerated, 59.-Greater confidence should be reposed in
them, 61.-Exhortations to, 62, 63, 64, 65.-Should labor for
those who come after them, 63, 64.-Early teachers of New
England, their influence, 245.
Thought, 43.-"Expands, but lames," 140.-First dawnings of
undefinable, 151.
Theorists, 67, 68.
Training of children, 86.
Trifling, communications, wilful neglect, etc., in scholars, 115.
Transgressors, how to be treated when all preventive modes fail,
Thorough teaching, in what it consists, 142.
Truancy, debate, resolution and committee thereon, 175.
University, system of in Great Britain, its conservative power,
Utterance, skill in, time wasted in producing it for show, 143.
Verbal memory, cultivation of, illustration, 143, 144.
Volubility, school-room, for show, 141.
Words, quotation from Pope, 142.
Woolsey, President, his opinion of the progress of education,
Washington and Franklin self-made, 250, 251.
Wheeler, N., lecture of, 176.
Washington, 269.
Wheeler, lecture of, 261.
Youth, momentous consequences resulting from impressions upon,
Young men, 263.
Yale College, 229, 251.
EDITED BY A COMMITTEE OF THE
MASSACHUSETTS TEACHERS' ASSOCIATION,
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