Committee to fix the time and place for holding the Institute,—give at least three weeks' previous notice of the same through the county papers or by handbill,—and secure the services of competent lecturers, instructors, essayists, and singers for conducting the exercises.

Art. XI. All regular officers shall be elected by ballot, and a majority shall elect.

Art. XII. Any of the provisions of this Constitution may be amended, and new articles added thereto, at any regular meeting, by giving two days' previous notice of the proposed amendment or addition, provided two-thirds of the members present vote in favor of such amendment or addition.

SUBJECTS FOR DISCUSSION AT AN INSTITUTE.

Is it necessary that the laboring class in a nation should be educated?

Should a military spirit be encouraged among the pupils of our common-schools?

In what way can a teacher most successfully impart moral instruction in school?

Should moral instruction be a stated exercise, or be only incidentally introduced?

Should physical culture be made one of the regu lar branches of instruction in our common-schools? How can pupils best be taught good manners? Should singing be one of the regular branches taught in school?

Are our courses of study and methods of teaching sufficiently practical?

What disposition should a teacher make of his time out of school-hours?

What is the true philosophy of school-government? What motives and incentives to study ought to be appealed to?

Are public school examinations and exhibitions advisable?

What is the true philosophy of illustration? What methods of instruction will most successfully lead pupils to original investigation?

What are the proper spheres of the inductive and the deductive methods of instruction?

What is the best method of teaching by the use of object lessons?

Should a text-book be prepared in the form of question and answer?

By what plan can a teacher best succeed in keeping his pupils employed?

Should prizes and rewards be offered for superiority of scholarship?

What rules ought a teacher to make at the opening of his school?

What are the prominent causes of failure in teaching?

What kind of physical education is best adapted for introduction in the school-room?

What are the causes of the declining health of pupils, and the remedies?

Can music be combined to advantage with physi cal education in our common-schools?

How can the cordial co-operation of parents be best secured?

What are the prominent defects of text-books? What is the best order of time for arranging the classes for recitation?

What is the natural order of mental development?

Can teaching be reduced to a science?

What are the comparative merits of mixed and graded schools?

Does the pecuniary prosperity of a nation depend upon its intelligence?

Does the stability of a nation depend upon the universal diffusion of intelligence?

Do the good morals of a community depend upon its intelligence?

THE THEORY OF INTELLECTUAL EDUCATION.

HAVING sketched the object of a Teachers' Institute, the method of conducting it, and the plan of instruction, it seems proper in concluding to present, as a base of operations, some views upon the Theory of Education.

Much has been said of late about "Object Lessons," the "Pestalozzian System," the "True Order of Studies,” the "Hierarchy of Knowledge,” and the "Science of Pedagogy." The minds of scholars seem to be deeply agitated upon these subjects,—the inquiry is being earnestly made whether teaching is really a science,--and from this movement in the educational forces, we may confidently anticipate some substantial progress.

The plan of making Object Lessons a part of the course of instruction for primary schools, is a great improvement over former methods. It consists in presenting to a class of children some object, as a book, and suggesting an inquiry into its constituents -paper, leather, thread, paste, ink-how each of these is made—how printing is done-how the pictures are made—the art of engraving. Get the children