UNITED STATESDEPARTMENTOFTHEINTERIOR . , RAYLYMANWILBUR,Secretary OFFICEOFEDUCATION WILLIAMJOHNCOOPER,Conimiaskmer

THEAMERICANLYCEUM ITS HISTORY ANDCONTRIBUTIONTOEDUCATION

By CECILB. HAYES

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BULLETINNo.12

o 1932

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UNITEDSTATES b GOVERNMENTPRINTINGOFFICE WASHINGTON: 1932

Foe saeby the SuperintendentalDocuments,Washington. . . D. C. - PriceIScents a*

Contents

Page .... Letter of transmittal 4 V Introduction VII

PART I. HISTORYOP 1tiEAMERICAN LYCEUM

Chapter I. The American Lyceumfrom 1826to 1831 1 II. The period of thenational lyceum,1831to 1839 7 III. The lyceumafter 1839 OOO 22

PART II. CONTRIBUTIONOP THEAMERICAN LTCEUMTO THE ADVANCEMENTOPPUBLIC EDUCATION

Chapter I. The lyceum an opportune organization 25 5 II. The lyceum raised thegeneral educationalstatus where organized.. 31 III. The lyceum'sservicetopublic schools 36 Appendix: I. Source material 55 II. Congtitution and by-laws ofthe AmericanLyceum 58 *III.Resolutions of theAmerican Lycium 59 IV. Organizations represented at American Lyceumconventions... .. 66 V. Lilt of lecturesandessays(with authors) 66 VI. Men whoaided the lyceummovement OOOOOO . 68 VII.Circular,ninth annualmeeting and resolutions ofNational Education Convention 70 VIII. Resolutions, National EducationConvention, November,1839 .... s. 71 in e4

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C. LetterofTransmittal

DEPARTMENTOF THE INTERIOR, OFFICEOPEDUCATION, e Washington,D. C.,September25, 1931. SIR: Themanuscript àttachedwasfirgt broughttomy attention by the faculty ofthe School ofEducation ofStanfordUniversity.I readit o with muchinteregt and decidedthat it oughttobe printedfor three reasons,all ofwhichappear to : mevalid a First, itrepresentsacontributiontothewriting of thehigtory of AmericaneduLation. 01 Second, it willfurnishavaluablebackgroundfordiscussionof the , life and workof HoraceMann when theCentennialCelebrationof the egtablishment of theMassachusettsBoard ofEducationis heldin 1937, Third, it providesanexcellentillugtration ofthe pldAmericanhabit of 'gettingtogethervoluntarilytodoa pieceofcommunitywork. Especiallyin these dayswhenmany areinclinedtolookto Govern- ment toperform junctionsformerlyregardedasnon-Governmentaland to attemptthe solutionof problemsbypassinggtatutes,a short higtory 4. of theAmerican Lyceummayserve tocallourattentiontoa"good old American pgtom"in attackingcpmmunity problems.

Respectfully submitted. s Wu. JOHNCOOPER, COMMissioner. r TheSECRETARYOP THE INtERIOR:

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.*$ Introduftion

During an invegtigationmadeto determinetovThatextent teachers in theUnitedStates had orgánized teachersassociationsprevioustothe forming of the NationalEducationAssociation,theAmericanLyceum wasfoundtobe the firsteducationalingtitution, ofwhichteachers.were a part,having a program cakulatedto improve theeducationalgtatus of theNation. Here andtherestatementswerefoundindicatingthat theAmerican Lyceum haddoneagreátdealtowardtheaccomplish-. mentofits purpose. Since itwasimpossibletofindacompleterecord of thelyceum's adtivities,arecordwhichsatisfadorilyansweredthe quegtionHowand whatdid theAmericanLyceumaccomplish? the writer thoughttheAmericanLyceumwouldmakea very inter- eking andprofitablesubjed forfurtherinvegtigation. .Theimportance of theAmericanLyceumas an educationalingtitu- tionwasindicatedby HenryBarnardin his brief higtoricalsummaryof theassodation.Barnard said The firtitquarter of thepresent century was marked byacongtantlyincreasingenergy in the workingof theleaven of educational.improvement.Towardtheend ofthat period andduring thesucceeding decade thefermentwroughtsoactivelyas togener- ratea numerous, heterogeneousbrood'of sygtems, plans, andingtitutions-Tmanycrude and rudelyorganized;manythat never reachedan organization;manythat didtheir work quicklyand well;few thathave survivedto thepresent time. Ofallthese, whetherunder thenamesof schools sygtems (infant,free,monitorial,manuallabor, agricultural, etc.),orof mechanics' ingtitutions,lyceums,societies forthe diffusionof useful knowledge,mercantileassociations, teAchers'seminaries, schoolagents'societies, libraryassociations, bookclubs,reading associatiops,educationaljournals,etc.,none createdsoimmediaieand generalinteregt,or excite43foratimeaninfluenceix:, greator beneficent,asthe AmericanLyceum. Dexter also said Amereglanceat thisilia (activities approved bytheAmericanLyceum)is enoughto show thaeitehave inthis movementaforerunnerandparent ofmanyofour mogt valuableingtitutions to-day.The United StatesWeatherBureau,libraryextension, themuseumof natural,hilory, the scientificlaboratory,freetextbooks,thevillage improvement societyallarethere foreshadowed; and therecanbe littledoubtthatthe NationalEducationAssociation and theAmericanAssociation fortheAdvancement of Sciencewereboth d'ore torless &redlytheoutgrowth ofthe lyceummovement 1. I Henry Barnard,ed. The American Lyceum.American Journal1Educative,14: 535, IEdwin Grant Dexter. 1864. A History ofEducation inthe UnitedStates,p. 570.

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4 VIII Introduction

The fad that these higtorians and others made such enthusiagtic gtatements,and the digturbing fad that littlewassaidtojugtify their declarations, arousedadesiretodetermine whether the American Lyceum deserved unlimited praise. A hastysurveyof thesource material indicated that the praisewasjugtified; that the American Lyceum had beenapotentforce in thq development of common-school education and the generaldiffusion of useful information. Tge studywasmade in ordertodetermine the details of the lyceum's development, andtodiscover, if possible, what it had donetomake it atelling influence toward the extension and improvement ofcommon schools in the United States. The lyceum activitywasprompted bya twofoldpurpose:(1) The "diffusion of useful information" through its mutual educationprogram,and (2) the confident adoption of the-- causeofcommonschools.It is assumed that the firgt object tendedto be' supplementarytothe second; that is, the information diffu5zd cohsigted inpartof knowledge aboutcommonschools and their value tothe community, whichbrought people generallyto akeen realiza- don of theneed of such schools, thereby enlaing their activesupport in the movement.Inasentence,the problemwas to tracethe lyceum's origin andgrowth, andtodiscover what it contributedtothe advance, mentof publiceducatiOn. Theterm"lyceum" originated in Athens, bring thenamegivento the buildingor grovemearthe temple of Apollo Lyceus where Aristotle taught andassuch became famous. Henry Barnard made the following comment: The wordwasadopted in modern times and madeageneric termor commonnoun todesignate schools where thephilosophy of Arigtotlewastaught, and subsequentlyin Prance to ingtitutionsfor givingahigher grade of innet-iontoadults,upon aplan sometimes inwhole.or inpartmutualorconversational, and thus somewhat similarto the lectures inwhich Arigtotlegavehis initrudionsatthe original lyceum....The Conservatory(Conservatoire) of Arts and Trades, in Paris, which originated with Vaucanson, in the reignof Louis XVI, but didn'ottake spegific shape andaction tmtil 1776, embodies, in asygtematic form,manyof the ideas of the lyceum,asproOtised *and

, labored for by JosiahHolbrook, for all classes of persons and intsifis, from1826to 1840. In thereport onthe "Origin and Higtory of Lyceums" madetothe Massachusetts State Lyceum inFebruary, 1831, the followingstate- menta occur:4

3 Henry Bastard. ei LyceumOn& of the Name. American Journal of Education, V. VIII (1860), p.249. d WeanF. Thayer. Originand History of Lyceums. American Annals of Education, VoL 1, 1131.p. 224. 01116

Introduction ix

Literary and scientific associationsunder the title of lyceumshave been knownin thiscountry,especially in theState of New York, formany years. These ingtitutions were,however, perfedly insulatedin their character;no connection and but little cooperation exigting between them; and theirattentionwasctinfined, almostexclusively tonatural higtory. It isnotknown exactly whyMr. Holbrookgavethename"lyceum tothe organization he founded.The followingeditorialcomment, which appearedin the American Journal ofEducation (Baton)in 1829, isprobablyasgoodanexplanationas any:6 Of the propriety of this designationbeing attachedto a popular ingtitution, different oons areentertained. Thename,.however, hasnowbecomecurrent, andachange would be impracticable. It would be butjugtice, however,tothe individualwho orig, inally applied thename, to *atethat,atthe time whenitwasadopted, the only ingtitutions which resembled these for which theterm isnowused,werethe lycea, suchaskillarefound in variouspartsof thecountry,but vtabliabedchiefly for objeets anneded with natural higtory. Proc these thename wuborrowed, inantici, pation of what inseveralingtances has actually happened;societies formed for the limitedpurposesjust mentioned, having identified withwhatare nowgenerally called lyceums, by extending their planso u toadmit the naturalsciences generally, and along with these several other branches of useful knowledge.Itwas not, then, it will be obeerved, the ambition ofmimingalearnedname,that ledtothe choice which wasmade, but the naturalconairrenceofcircumgtances. On the whole,thereseems tobenosolidargumemt again* the denomination seleded, anditwascertainlya matterofconsequenceto adoptonewhich shouldnottendtolimit theoperation and the advantagesof this ingtitution, by apparentlyregtriding its membersto one clam of ecciety arone departmentof business. NooneEnglish wordcanbe found which would suit thepurposeof distinct tion; and ifnoevilmarefriousshould ensuethen the formation ofanawkward Offal Oyceums),there will ultimatelybe littleroomfarregret. onthisscore. Theterm"American Lyceum" is usedto designate the lyceum spite= asawhole. Thesygtemwascomposed oftown, county, State, and national lyceums. Except for thetownlyceums, thesydtemwas organized by represehtition,county,State, and nationallyceums each being formed bydelegates from thenextsmallergroup.Thename appliestothesygtem,but thetown orlocal lyceumswerethe funda mental divisions of the organization. Thesourcesof information aboutthe lyceumare not extensive. However,the chiefsourceareprimary. The AmericanJournal of Education,%edited by William Russell,wasfirgt issuedin 1826, the yearMr.Holbrook. 'Jo/ the firgt lyceums.TheAmerican Annals of Education,edited;:rgyWilliam C. Woodbridge,took the placeof the Journal in 18M,whin Mr. Russell founditnecessary to discontinue

Wham Ramaa.The American Lyceum. American journal ofEducation, VoL IV(1129).p.St

)1 Introduction -

his publicationbecause of illhealth. TheAnnalswerepublishedregu- larlyeverymonth until1839,atwhichtime theywerealso discon- tinued. Thesetvio magazineswerethe officialorgansof thelyceum andgaveconsiderablespace to it.Both editorswereeducational leaders.Henry Barnard'sConnecticutCommon SchoolJournal,pub- lished from1838to 1842, inclusive, isavaluablesourceof information, asis also the CommonSchool Journal,edited byHorace Mann.The Common SchoolJournalwasfirgt issuedin 1838. Onlythe first half dozen volumesareof particularvaluetothis Study.Two OldSouth- Leaflets, the firgtpublishedin 1829, theother in1831, givemany firgt-handdetails, andalso givecomprehensiveviews of the lyceum movementas awhole. HenryBarnard'sAmerican Journalof Education isaninvaluable reference. .These primarysources,withafew others,give satisfactory ifnot complete information abouithe AmericanLyceum. Fadsabout the lyceum spreadandadivities in theWegt and Southare scanty,butocca- sionalreportsand noticesclearly indicatetheapproximate develop- ments in these regions. TheNew England,New York, andPennsyl- vanialyceumsartgivenconStant attention. Informationconcerning thedevelopmentthatis, theextensionof the lyceumsystem isvery scanty. Manyreportsof individuallyceuins here and thereare tobe found, butscarcelyanythingis available which givesaview of themovementas awhole. Theproceedings ofthe National Lyceumarecomplete, but onlyanoccasional referenceis made tothemeetings of the Stateor countylyceums, outsideof the favored regions mentionedabove. Thisis especiallytrueduring theyears from1833 onward. The.secondarysources-arefew in number,andnone treatthe subject at anylength. Theydraw almost eniirelyupontheprimarysources mentioned. For themostparttheprimarysources arevalid and reliable.Occa- sionallyawriterseems tobe overenthusiastic.Some of thesecondary sources,judged bycomparison with theprimary,areneither validnor reliable. Thereportof theStudy is presentedintwo parts, (1) the higtory of the lyceum, and (2)its contributiontothe advancementof publicedu- cation.Details of thelyceum'sbeginning, growth,andactivityare given in thehistory, whilepart two copsigts of evidenceindicating its contribution. 'The AmericanLyceumwas aneducationalingtitution ofa type peculiarly fittedtobe usefultothe prople ofthe UnitedStates during Introduction xi

the secondquarterof theAineteenthcentury. The basicpartof the lyceumsygtem.was thetownorvillagelyceums,whichwerelocal mutualeducationalassociations. Theusual planofactivity followed by thetownlyceumwas toholdweeklymeetings,at which lectures and talks were given by members,orby membersof otherlyceums, who had someinformationnot possessed by all.Theydiscussedtopics of general interest, debated,orwatched theperformanceofsome scien- tific experiment. Lecturèrswerefrequentlybroughtin fromoutside the community.Anyone whowasinterestedwasallowedto becomea member. Theyoungpeople whohadnot been privilegedtogo to school (therewere great numbers ofthem)wereespeciallyinvited. Teacherswereurgedtohelp andtoprofitby thecontadstobe made and informationtobe gained. The firgt localor town lyceumswereorganizedunder theleadership of JosiahHolbrookin 1826in Massachusetts.These unitedwithin afew weeks toforma county lyceum. Themovement becameimme- diately popularand by1831 had spreadovertheentire UnitedStates. SeveralState lyceumshad beenformedand theyinturn., in 1831, organized theNationalLyceum. Mr.Holbrookhad suggeaedaplan for theentire organizationin 1826, thewholesygtem being referredto astheAmericanLyceum. Thecounty, State, and tbenational lyceum were chieflydirectiveorganizations,beingcomposed ofdelegates; county lyceumsweremadeupoftownlyceumrepresentatives,but the State andnationallyceumswerecomposed ofdelegatesfrom the countyand Statelyceum, respectively.The objectof theorganization was tomake thelyceumsmoreunifiedinpurposeandtokeep them workingenthusiagticallytowarda commongoal. Improvement ofcommonschoolswastheprimary objectof the lyceum. Thispurpose was written into thecongtitution of alllyce- umstown, county, State, andnational.Themenresponsible forthe lyceunis,itsconkant andearne& advocates,werealleducators,and, moreover,theywere among the leaders oftheir day.Many of them wereengagedin college anduniversity work.Theyrecognizedthe necissity ofcommonschools,but theyknewa greatdeal ofreform and developmentmutt take place in theseschools beforethiy couldbe asatisfactoryagencyfor generaleducation.Common schoolswere consideredtobe the onlypossibi4ty ofeducating all ofthe children. The lyceumcongtantlyurged thosemeasureswhich finallydid bring aboutimprovement incommonschools. Theygave great impetusto themovement calling for specialteachertraining. Agreat difference

IS XII Introduction

I exigted in 1831 between the few thousand well-qualified teachersand the 50,000menandwomenwho "kept" thecommonschools. The averagecommon-school teacher hadno moreschooling than couldbe received in thepoorschool in which he intendedtoteach. The lyceum helped develop in the publicaninteregt which causedmoreschoolsto be provided and teacherstobe paid better salaries. Wageswere so small that few remained teachers for long,mogtof them receiving less than enoughto paytheir yearlyexpenses.The lyceum also helped bring aboutagreatchange in the teachers, causing themtobecome professionally minded enoughtogtudy their job,go toschool, and organize teacher aisociations. Credit is due the lyceum for itspart in helpingtoform public opinion, which made possible the formation of State boards of education, whose attentionwascenteredupon common-school education.

. The national association functioned until1839.Records ofits adivities and the proceedings of its annual conventions from 1831to 1839, inclusive,areavailable, butnoinformationconcerning it after 1839canbe found. The State,county,andtownlyceumsareknown tohave continued their work forafeiryearsafter 1839, but those which survived after 1845 almogt entirely limited theiractivitiesto securingafew good lecturers eachyear toaddress them. The disappearance of the originaltypelyceumwas notdueto its failuretoaccomplish anything. Thereason was,rather, that this lyceum had done its work. Otheragencies which the American Lyceum had createdorhelpedto create,which couldcarry onthe workmoreeffectively,wereready for their task. The lyceum's chief adivity,chamPioningcommonschools, had been takenoverby State boards and State superintendents of education having authorityto enforce theirprograms,and by thenumerous,recently organized teacher associations. THE AMERICANLYCEUM: ITS HISTORYANDCONTRIBUTION TO EDUCATIN * PartI HISTORYOF THEAMERICANLYCEUM ChapterI The AmericanLyceum from1826to1831 In October, 1826,Josiah Holbrooksubmittedtothe educatorsand '19 the people of the Nation,bymeansof the AmericanJournal ofEduca- tion, his planfor theorganization ofaneducationalsociety which should reach and affedevery partof theNation. Theeditor ofthe Journal, WilliamRussell,gtates in his introdndiontothe articlethat Mr. Holbrook hadgivena greatdeal of thoughttothe plansubmitted and that he had also helpedto organize associationsmodeledon a similar plan. Mr. Holbrookcloses hisarticle bysaying:1

Several ingtitutionk essentiallythesame ashere proposed, havealready beenformedin our country,andsomeof themarehighly usefuland respectable;that othersmayand will be formed, thereisnodoubt. Theobject of the abovearticlesistoforwardtbe formation of themupon ageneral plan, andtoformaconneding link betweenthem which will enable themto unite their efforts, andmaypossibly leadthemto vie with eacb other in prosecuting theirgeneral object, whichis certainlysecondtono onethat everenligted the talents of thephilosopherorthegtatesman,orthe feelingsof the philanthropitt.

Mr. Holbrook, addressingthe editor ofthe Journal ofEducation,said: Sir, I take the laiertytosubmit foryourconsiderationafew anklesasregulationsfor associations for mutual ingtrudionin the sciences, andin useful knowledgegenerally. You willseethat theyare upon abroad basis; andthereason is thatmenof views enlightened enoughuponeducationto see itsdefeds anditswants, and spirit enough to act,arescatteredmore orless through thecountry, and all that isnecessaryforadion issomedefinite plan cioperation by which'their effortscanbe united andbroughtto

l AppendixII.p.

IIbid.,p. I A thesis submittedtothe department ofeducationand the graduate councilofLelandStanford Junior Universityin partial fulfillment of therequirementsfor the &wee ofMaster of Arts.

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41 2 The American Lyceum

ANIMb- bearupon onepoint.Itseems to methat if associations for mutual ingtnidionin the sciences and other branches of useful knowledge could be §tarted inourvillages, and upageneral plan, they would increase withgreatrapidity, and domorefor the genenl diffusion of knowledge, and for raising the moral and intellectualtagte ofour country- men,thananyother expedient whichcanpossibly be devised. And itmaybeques- tioned if there isanyotherway tocheck theprogressof thatmongter, intemperance, which is making such havoc with talents,mot.11s, and everything thatraisesmanabove the breite, but by presentingsomeobject of sufficient interesttodivert the attentionof theyoungfrom places and practices which leadtodissipation pdto ruin.I donot doubt that alteration in the title and articles will be advisafle; butI believemod confidentlythat something of the general planmaybe carried into effect Thename"lyceum" hadnotbeen appliedtothe ingtitutionproposed in the above plan, being merely designated "Society forMutlial Educa- tion," but when Mr. Holbrook organized the firgt ofthese associations in November, 1826,atMillbury, Mass., thename"MillburyBranch, Number1,of the American Lyceum,"wasadopted.4 Henry.Barnard, the indefatigable historian, makes the following comment:5

The Millbury Branchwasestablished in November,1826, and the examplewas promptly followed by 12or15 other towns in the vicinity, and these,in accordance with Mr. Holbrook's plan, united by delegates in forming the"WorcesterCounty Lyceum." During thesame season,through his efforts, activelyaided by theRev. J. S. May, the Lyceum of Windham County, Conn., and severalsubordinatetown societieswereorganized. To the development of hissygtem Mr. Holbrooknowdevoted all his efforts, deliveringcoursesof letfturesin different sedions of thecountry; ditrib- uting circulars and publishing articles in the Iburnals, explaining theobject of the lyceum; making and exchanging colleCtions of geologicalspecimens; and establishinga manufactory of simple philosophical apparatusallin immediateconnection with the extension of the lyceum sygtem. William Russell commented in theArican Journal ofEducation, early in 1827,asfollows,:

Meetings have recently been held in several places forthepurposeof formingsuch usociatioils according to the plan sketched in xolumeoneof this Journal.A board of delegates for Worcegter County has been organized.At themeeting held fo.r this purposethe members assembled with spirit and determination,whichweregreatly increased by the proceedings of the day; andeverydoubtwasremoved of thegeneral extension through the county ofa sygtemof mutualingtruetion. Thespirit excitedin Worcegter County has already found itswayinto others, and thereisa prospect,if not a certainty,that severaltowns in other counties will adopt the planinafew weeks. A circularwasissued by Mr. Holbrookin May, 1828,in which he carefully outlinedagoodprogramof adivity fortheaveragelyceum andgavethe generally accepted objectives oi.thelyceummovement

IHenry Barnard, el The American Lyceum. American Jowi*1dEducation, VaL XIV(11164).p S33. llbéd,p.536. William Russell, ed.American Lyceum. American Journalof Education, VaLlj (1827).p. I. History /MEND, 3

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Subgtantially thesameplan oforganization isg'.ven underthelegend "Many lyceumshaveadopted thefollowingorsimilararticlesfortheir constitution"inanOld SouthLeaflet.'This circularby Mr.Holbrook, givinga first-handview of theAmericanLyceumasitwasbecoming organized in1828, is quotedin full.' A rnericanetyceum. Theundersignedagree to associate underthename =1. Branch of th,American Lyceum,and adoptthe followingarticles fortheircongtitutian. Article 1.-The objeds of thelyceumaretheimprovement ofits membersin useful knowledge, and the advancement ofpopulareducation, byintroducinguniformityand improvements incommonschobls, bybecomingauxiliaryto a board of education. Article 2. Toeffect these objeds, theywillprocure a cabinet,consisting ofbooks, for apparatus illustrating thesciences, andacolledion ofminerals, andwill hold meetings for discussions, dissertations,ilia:ratingthesciences,orotherexercises which shall bethoughtexpedient. Article 3.Any person may beamember ofthe ly.ceum,by payinginto thetreasury annually, 2 dollars;and 20 dollars paidatany one time will entitlea person, hisorher heirs,or assigns, to membership forever. Persons under18yearsofagewill beentitled toall the privileges ofthe s.tety, except ofvoting, for one-halfof theannualsum above named. Article 4. The officersof this branch ofthe lyceumshall beapresident,vice-president, treasurer, recording andcorrespondingsecretaries, 3or5curators, and 3 delegates,to be -,..ppointed by ballotonthe[Ira Wednesday ofSeptemberannually. Ar )cle 5. The president,vice-president,treasurer, andsecretaries willperform the ocluti.ls usually implied in those offices.Thecurators will have chargeof thecabinet and all other of the lycium property not appertainingto thetreasury, and will bethe generalagents to doany business forthesociety underL.:bur direc_tion. Thedelegates will meet delegatestrom branches of thelyceum inthiscounty semiannually,to adopt regulations ..-or theirgeneral and mutual benefit,or totakemeasures to introduceuni- formity and improvements intocommon schools, andto diffuse usefulandpra,ftical knowledge generally through thecommdnity,particularlyto-formand aidaboard of education. Article 6. To raise the itandardofcommon education, andcobenefit thejuvenile members of the lyceum, aportion of the booksprocuredshall be fittedtoyoung minds; and teachers of schoolsmay be permittedtousefor thebenefit oftheir pupilswhoare membas of the lyceum,the apparatus and mineralsunder suchrearietionsasthe association shall prescribe. Article 7. The presidentor any five members-will havepower atany time to calla special meeting, whichmeeting shall belegal, ifnotice shall begiven accordingto the diredion in the By-Laws. Article 8. The lyceumwill have power to adopt suchregulationsand by-lawsas shall benecessaryfor the management anduseof thecabinet, forholdingmeetings,or otherwise for theirinterett. Article 9. The foregoing articlesmaybe alteredoramended byvoteoftwo-thirds present, at any legal meeting; said alterationor amendment having beenproposedata meeting, notless than four weekspreviousto theone atwhich itis actedupon.

The American Lyinum,orSockty foeImprovement al Schools andDiffusion ofUsefulKnowkdge.Old outh Leaflets, Vol.VI, No.139 (1829).p. 303- Josiah Holbrook.American Lyceum. AmericanJournal ofEducation, Vol. 111(1828),p. 3. t

4 The AmericanLyceum

The BodtonPatriot,quoted byf the AmericanJournal of Education,' made the following commentwhich showsthe adaptabilityof the plan: The planof the General Societyadmits and supposesthat each town, county,and State lyceumwillmanageits concerns on mostpoints, in a mannerperfedly independ- entof all the regt,and fitted tothe views, pursuits,acquirements, taste, ages,andwants of those comingwithin its sphere. The BoettonAdvertiserreported thegrowth of thelyceum in Odtober, i 828, asfollows :i° from thegreater or , More than 50societies uponthis planarealready formed, and leessuccesswhich hasuniformly attendedtheir operations,and from the great increase of strengthand efficiency,whichanextensiveGeneral Union of theplan couldnotfail togive toindividual efforts, itis moltearnestly hopedthatevery townand village in NewEngland, at least,will take the subjedinto earlyandseriousconsideration, to determinewhether they can not,during tEle autumnand winter, participate in spirit, andengagein the exercises,that theymayenjoy thebenefits ofaninstitution designed for the diffusionof knowledgeand thebenefit of theworld. . The BodtonAdvertiseralso reportedameeting,heldonNovember 7, 1828, atthe ExchangeCoffee House inBoston, fur thepurposeof "taking mtoconsiderationthe subjedof the AmericanLyceum."" The meetingwasorganized, DanielWébfter being chosen chairman and GeorgeB. Emerson secretary.Mr.Russell, editor of the American Journalof Education,brought the subjedbefore the meeting andpro- posedseveral resolutionswhichwereadopted. Mr. Holbrookgave an accountof the egtablishmentof several branchesof the lyceum in Massachusettsandsomeof the neighboringStates andfitted further that "theirimmediateeffect haduniformly been toawakenaspirit of inquiryamongall classesof thecommunity." EdwardEverett expressed his interegtin thesuccessof the inititution. The followingresolutionswereread andadopted:

Resolved,That this meeting'regardwith deep interegtand cordial approbation the variousindicationsof public sentiment onthesubjeCi of popular improvement,as expressed inthe egtablishmentof mechanics'institutions andlocal associations of differentkinds, for thegeneral diffusionof pradical scienceand useful knowledge. That thismeetingconsider the ingtitutiondenominated the AmericanLyceum,u comprehending thechief objedsofageneral associationfor popular improvement, and the aidand adnncementrcommoneducation in thepi'III- and other schools. That theextensivegood alreadyeffeded by thisuseful ingtitution, and the reasonable expedationof its future progress, arcsuchu seemtothis meeting to commend it to

I AwakenLyceum. BoomPatriot. Qted bythe Americanjournal of Education, Vol. BLUM p.630. VoL III. 11128, 8* AmericanLyceum.Bodo&Advertiser.Cited by the Americanjounial of Bdu p.632. u AmesicenLyceum. BostonAdvertiser. Qtedby the Americanjournal ci Education, Vol. a, 11124 ghIn.

4.

. - _ fitstory tge approbation and itipport of the community, andtorender desirabk the further exteliaion of its influence, by enlarging the numberof its branchassociations throughout the country. That the presentseasonof theyear seems apeculiarly appropriate time for the etablishmentof local branches of the lyceum, withaview to the immediate benefit of &Arid schools. Thatacommittee be appointed to report to this meeting at the adjournment, in whatwaythe moett effectual aidmaybe affordedtothe interests of the lyceum. The American Journal of Education, in February, 1829, under the heading of"Intelligence," published the followingnewsitem: " American Lyceum.This ingtitution is accordingto accountsrecently received from various partsof Conneetkut, New Hampshire, Vermont, and Maine, becoming extensively eitabhahed in New England. In the Stateof Musachusetts its branches are numerous;and thesearein several ingtancesorganize:3into general associations for townsand counties. On the sixth of Februaryameeting ofpersonsfavorably disposed toward the lyceumWasheld bathe Chamber of the House of Repiesentatives. Several resolutions,calculatedto promotethe objet of the meeting,wereunanimously passed, andacommitteewasappointed for thepurposeof colleting information, and reporting on anearly day of thenextwinter session of the legislature. Henry Barnardgavethe following interegting details of the develop- mentof the American Lyceum in 1829: "

In 1829 branches had beenformed in nearlyeveryState in the Union, andadeep and generousintent& had arisen uponthe subject ineveryportion of thecountry, particw larlyatthe South. In February, 1829,ameetingwasheld in the Representatives Hall, Baton, consiting of members of the legislatureand other gentlemen, and presidedoverby the Honorable Mr. Dennie,of Leiceiter,toconsult "upon thegateof education of the Common- wealth, andonthose associations for promoting it, denominated lyceums." Itwas resolved "thatweregard the formation andsuccessof lyceumsucakulatedto exert aconspicuousinfluenceuponthe interests of popular education, and of literature and science generally,"and "that it be recommendedtothe school teachers in the several towns to connedthemselves with lyceums, and formadigtinetclass ordivision for their appropriatepursuits." A committeewasappointedtocollet information concerninglyceums and report to the next similar meeting. Thiswasheld onFebruary 19, 1830,Governor Lincoln presiding. Rev. Au Randatthat timerev ported in behalfof the State committee, and county committeeswereappointedto promotethe formation of county lyceums, inordertothe speedy establishment ofa State society. A central,orState committee,wasalso chosen, consigting of Messrs. A. H.Everett, A. Rand, J. Bowdoin,J. C. Merrill, J. P. Biglow, E. Bailey, J. Walker, J. H. Ashmun, H. Mann, andW. Lowering, who issued circulars advising the establishment oftown and county lyceums,the introduction of the infant school system intocommonschools,

WM-

u American Lyceum. IItakeriainjournal of Education, Vol. IV, 1829,p.77. u Henry Bawd, ea. The American Lyceum. AmericanJournal of Education, VolIIV, 1864,p.sn.

91114-33------2 . 6 TheAmericanLyceum

1

and thesurveyoftowns, and the congtrudion ofmaps.The number oftown lyceums in the State,asreported,was78, withcounty lyceums in Worceer,Essex, and MiddlesexCounties. No informationconcerning thelyceum's developmentduring the year1830 could be found.The AmericanJournal ofEducation, the chiefsource(if informationabout thelyceum duringthe earlyyearsof its development,was notpiublished duringthe firgtsevenmonths of 1830,asMr. Russell found itnecessarybecause of failinghealthto go toSwitzerland.In Augu4t,1830, Wilkim C.Woodbridgebecame the editor ofthe Journal's:iuccesor,the AmericanAnnals ofEducation and Ingtruaion.Mr.' Woodbridgeproducedajournal almostidentical tothe AmericanJournal ofEducation.Woodbridgewasin sympathy with thelyceummovement. In his editor's address,he said: " We cordiallywish them (lyceums)success, as ingtitutions fittedto raise the Standard ofinteUed and education,and improvethetoneofsocial intercourse and moral feeling, bvpresenting elevatingsubjectstor social investigation; andwehopetorender this Y1/401 a meansof promoting theirobjeds. In the March,1831, issue of the Annalsthe followingitemappears:" County conventionshave been heldlately inWayne, Monroe,Courtland, and Ontario Counties,in New York;at muttof whichcounty lyceumsor associations have bzen formed; andaState conventionat Utica, in which 22 countiesin the Statewere represented bydelegates. The New YorkState Lyceumwasorganizedin January, 1831." The MassachusettsState Lyceumis reported "having beenorgan- izedonFebruary 25, 1831.Its pbjeetsweregtatedtobe theadvance- mentof popular eiludation;thegeneral diffusionof knowledge,and the encouragementof usefulinventions. The StateLyceum of Mainewasformedsometime during1831, but norecordwasfoundtoindicate whichmonth. Thislyceumis lifted as oneof thegroupwhichorganized theAmerican (National)Lyceum in May, 1831.

Li WilliamC.WooAridge. Editor'sAddress. American Annalsof Education,Vol. I, 1830.p.6. LI Intelligence. AmericanAnnals of Education,VoL I, 1831,p.126. 11Ibid.,p. 157. " p.224,

0 Cha pterH r, The Period of the NationalLyceum,

1831to1839 41.

The New York State Lyceumrequeged delegates from other lyceums and friends of educationto meetin the city of New YorkonMay4, 1831,toorganizeaNational Lyceum. Delegates fromthree State lyceums, those of Maine, Massachusetts,and New York,aswellas representatives from Yale and Dickinson Colleges and severalcounty lyceums,met onthe specified date. 41. The committee ofarrangements soonreportedaconstitutionIfor the American Lyceum, and several subjeds for discussionduring the session. Article 3 of the congtitution provided forrepresentation from 4/6 every partof thecountry.Itwashoped by thismeans tobring "and hold the widespreadsystemof lyceiims. together. This feature alsomade possible the colledion of fads relatingtothe conditions andwantsof schools and provideda meansof directing localadivity concerned with school improvement. A committee, makinga reportof the National Lyceum organivtiontothe annals, said:2 For the fads whichareexpected,aswellasfor all theoperations of the aygtem, designed for dired ingtrtidionorutility, the principal dependenceisonthetown v lyceum, which, it is hoped, willsoonbe universally egtablished throughout thecountry. Allnecessaryfads relatingtoeducationcanbe collected withgreat easeby alltown lyceums, and ina great measurefrom teachers, whoareinmany cases,members,ex officio of these societies. From the.town lyceums, the fadsare sent to countysocieties, where theyareembodied, and again reportedtothe State lyceums, and thencetothe national society. There iseverymast%tobelieve thatatthenextmeeting of the societyeveryState in the Union will be represented anda massof fads colkded, which theycanapplyto if the future operations andsuccessof thecauseof education throughout thecountry.'41 The expectation that sucharepresentation will be made, and such fads colleded,is foundedontheurgentcalls made by the friends of education inevery partof the -z. 4r- countryfor cooperation, and thegreatand manifest facilities the society will affordfor a concentrating and combining efforts, and for extendingauniformsygtem of measurei l I into all departmentsof popular education.

..111111- aAprendft 11.p.3& s NathanSargent.American Lyceum. American Annals of Education, Vol. 1, 1E431,p.273.

c 7 8 The AmericanLyceum

The chieftopics discussedwere:s What is thebestway to improve common schools; whatarethematt eligible and pradicabkmeansof advancing andperfecting thescience of instruction;to what extent is the monitorialsygtem advisable and practicable in Commonschools;ought manual labor schoolstobe encouraged, anduponwhat general plan;shouldeveryboy whocandevote his wholetime to study until theageof 16 bepit to the study ofLatin and Greek and, ifnot, to what clam should these languages beregtrided;towhatextent mayledures be usefulincommonschools;towhatextent can the natural sciencesbe advantageouslyintroducedintocommonscbools; the objedand usefulness oftown and cligtxid lyceums,what should be the objectofcounty and State lyceums, andshould they be formed?

The result ofthe deliberationsatthe firdtmeetingweresummed upin the resolutions adopted.4Particularattention*as givento common-schoolimprovement. Theexecutive committee, whichwasin charge of publications,sent circularsoverthe Nationduring theyearfollowingthe firameeting, explaining thenatureand objeds of thelyceum.' The AmericanSpectator reported that theréwere900towns in the United Stateshaving lyceums,besides those ofthecounties and States.° The TennesseeState Lygeumwasorganizedin October,1831. The .lyceummet

for thepurposeof hearingreportsfrom the severaltownandcounty lyceums!Impeding theRate of education, and their severalimprovements, facilities, andprospcds; of hearing discussions, addresses,orlectures; of devisingadoptingmeasures to introduce auniform and improvedsystem of education throughout theState, andto forward,so faru maybe thought expedient,themeasuresproposed by thenational lyceumfor general cooperation.7

The TennesseeNationalBanner made thefollowingcomment:8 The State lyceum,weunderigtand, is ultimatelydeclinedtobeacentral rallyingpoint for the local lyceums andliterary ingtitutions ofthe State, andaconvention of delegates from such egtablishmentsmaybe formed in theseveraltowns and countits forthe purposeof mutualingtrudion, and generalimprovement. The IllinoisState Lyceumwasformedin December,1831,at Van dalia,9 bya groupof gentlemen fromoverthe State whowere"desirous of encouragingeducation and especiallycommonschools."

Ibid..p. AppendixIII,p. s Henry Barnard. ed. The Amerkan Lyceum. Amerkan journal ofEducation, Vol. XIV,11164,p. 50. O Lyceums.AmericanSpectator. Cited by American AnnalsofEducation, Vol.1,11131,p.491. 7 TentIMINet State LOOM. National Nana. Cited byAmerican Annals of Education,Vol. 110832,p.96. 'IbkLp.96. Iba,p.41L

4 History 9 o The followingnewsitem appearedin MArch,1831, issue ofthe Annals: "

Countyconventionsoneducation havebeen recent:yheld inthe12counties of Vermont, andtwo in New Hampshire,whichwereattended by Mr.Holbrook, of Boston, for thepurposeof aiding.11em inconcertingmeansofimprovement.*At nearly everymeeting the citizensmanifested muchinteregt, intelligence,andpromptness of action, unanimity, and simplicityin themeasuresadopted. Weeklymeetings of teach. ere,semiannualcounty conventions, and visibleillugtrationsin schoolswereuniformlz and warmly recommended.Tlii'tewas ageneralconviction of thenecessity of begin- ning th work of improvementimmediately.Gammiueeswereappointed,and times specified fortownandcounty meetingsto organize lyceums,or associations, for the imProvement of schoolsand theadvancement ofeducation ihgeneral.Fourorfive county lyceumswereformedatthe time, andtown conventions havebeen recently it imed in tievetal placesIn that State. The second annualmeeting of theAmerican Lyceumconvenedin New York CityonMay 4, 1832, beingcoml5osed of60to65 delegates from State andcountylyceums,other lyceumsandassociations, and twocolleges.Therewerealsopresent,byinvitation,representatives from Spain, Mexico, and Venezuela.'ò Reportsweremadetotheconventionconcerning thegrowth and adtivities of lyceumsoverthecountywhich hadreported director through their State lyceum.Reportswere not sonumerousashad expected andregretwasexpressed thatthe Stateandcountylyce hadnotbeenso promptand activeas tobegtpromotethepurposesof the sytteM. Thatan agent or agentswereneededtohelpid spreading information about the lyceumsyttem and in organizingtownlyceums was-evident, althoúgh siverallyceums,recently formed,had beenor ganized bypersonswhp had casuallyheard about thelyceumand who *ere convinced of its worth.The correspondingsecretary'sreporton lyceums, madetothe cokwention,contains theseeitaternents: "-" Anewmeaning has been app*Ito tike word lyceum, whichisnot yet universally underitood in all its.. .t, embracing,asit doeseveryassociation formutual, intel. ledual improvement, s Iedual atthesumtime involving theidea ofconnedion withawide syitembf correspondence andcooperation, by themeansprovidedin thecongtitution ofourgeneral society. Hundreds oflibrarycompanies, debatingdubs,reading-room companies, etc., edit in the United States;andmany morewould be formed,aswellu associations for thesupportof lectures,cabinets, uld theimprovementsofsch006,ett., if their -advantages and the benefitstobe derived bytheir membersfromsucha spit= of cooperationuis proposed by the AmericanLyceum,werewell undentood.Hitherto, manyof these said* have &tiedindependently,anal slowly imbibeany new idea of this kind. . .

IIIbid.,p.126. 1141 Motion Dwight, Jr. AmericanLyceum. Mimi= Animasof Educatio% Vol.II, 1832,p. 140.

Ike 10 TheAmerican Lyceum

Mr. Holbrook, whosince 1826 had beengivingalargeamountof his timetothe forwarding ofthe lyceummovement, wrote from the West (on theMississippi River) inJanuary, 1832,tothe corresponding secretaryof theMassachusettsLyceumasfollows: "

The lyceumsygtemneverpresesited itselfto my view withsomuch grandeuror importanceassincemyvisittoOhio, Indiana,Illinois, Missouri,Kentucky, andTen- nessee,in each of whichtate meetingsorconventions of the friends ofeducation have been held, andmeasuresadoptedto organize State lyceums, andtoextend thesystem through the wholecommunity. A unanimousopinion andarcing feeling have been rranifeAteduponthe subjed in favor ofthe lyceumasparticularly fittedto a new and thinly settledcountry;and it is perfectlyevident that nothingis wanting butasuffi- cient number of goodagents to ad under thepatronageof State andcounty lyceums,to extend theiroperations and blessingstonearlyeveryfamily in thisWesterncountry, whilenotmorethanathirdpartof them havethe advantages ofschools:. a At the annualmeeting of the MassachusettsState Lyceum,February 1, 1832,a greatdeal of enthusiasmwasshownoverdieaccomplish- mentsandprospects inMassachusetts.Reportswereheard from Mid- dlesex':Norfolk,Worce.ter, Hampshire,Hampdm, Franklin,Bristol, Suffolk, and Ess'exCounties. Therewere26townsin EssexCounty, 23 of which had lyceums. Thereport"tothe nationalorganization byadelegate fromthe MassachusettsLyceumgavethe number ofmembers belongingto27 of themoreimportant lyceums in theStateasbeing about5,500;an averageof 200 each. TheSalem Lyceumhad 1,200 members,Newton 681, Newburyport450, Glouceaer400, New Bedford, Haverhill, Char1e4town, Bogton, andWorcegter from200to 300each. Thereport states:

Nineor tenof the number havehalls, either built,orinprogress; oneof themat an expenseof $1,200. Fourorfive have libraries offromone tothree hundredvolumes; andone acollodion of aboutathousand. Some interegting details aboutthelyceumsin MiddlesexCounty, Mass.,areworthyof noting."Of the23townlyceumsin thecounty in 1832, onlytwoexigted in1829. These lyceumsheld theirmeetings either weeklyorsemimonthly. Childrenwereadmitted free.The membership varied from100to300. The NewtonLyceum hada library of 500 volumes,that of Walthamcontained800 volumes and they also possessedapparatusworth$1,000. The WalthamLyceum

aJosiah Holbrook.Correspondence.American Annals of Eclucition, Vda.II,1832,p. 110. 41. Is Middles's CountyLyceum.American Annals ofMikados).Vol.II, 1832,p. 01 History 11

reported,""OurinStitutenumbersmost of themen withina convenient distance andincludesfromone to twa hundret4emales." The thirdannual meeting ofthe NationalLyceumwasopenedin New Yorkon May3, 1833.WilliamA. Duer,president ofÇolumbia College, was appointed president.About85 delegatesweripresent, coming frommany differenttypesof societies."The NewHampshire State Lyceum formedsince thesecondannualmeetingsent delegates. Thecorresponding secretary reportedthatalthoughnoregularcorre- spondence had been openedbetween theState lyceumsand thenational society, yet several Stateandmanylocallyceumshadbeen formed during the year."Oralreportsweremade bydelegatesconcerning the gtateofeducation (commonschools)and theprogressmade bylyceums in Massachusetts,Connecticut,NewYork,Kentucky,andNew Jersey!The following subjectswere adopted fordiscussion:19 1. A nationalcabinet ofnatural hibtory,to be establishedin New York,throughthe agencyof lyceumsand schoolsin allparts of the Union. 2. Meteorology: Inviting lyceumsand schoolsto cooperate,uin thecabinet. 3. Manuallaborsygtem,as connected withschools andliteraryingtitutions generally for bothmales andfemales. 4. Systematicbenevolence; or contributingmoney, or effort, forcommonandcharitable objects,as a prominent partof thearrangements, bothin schoolsand lyceums. Resolutionsweremadetreating of thespread of the lyceumsystem, fib naturalhigtory cabinets,atextbookon jurisprudence,meteorological observations, benevolence,publications,ornithology(withspecial referenceto John J.Audubon),manuallaborsygtem, textbookon physiology,and thestateofeducationin Virginia. The editor of theAmerican AnnalsofEducationmade thefollowing announcement concerningthe fowthanitualmeetingontheAmerican Lyceumin February,1834: A number ofdigtinguished friends of karninghave beenappointed bytheexecutive committee of theAmerican Lyceumto furnishessays ona variety ofinteregting subjects;#andinvitations will be o sent to those andmanyothergentlemenin allparts of thecountry to attend the fourth annualmeeting, earlyin Maynext, whichit is believed willhave much interest. Theappointments made,it isto be undergtood,do not preclude volunteercommunications. The convention,asannounced,metonMay 2,1834, inNew York City. The New YorkDailyAdvertiserreportedtheactivity ofthe -r WIbid..p.66. Appendix IV,p.66. as American Lyceum. AmericanAnnals ofEducation, Vol.III,1833,p. 347. * AppendixIILPulltut of theresolutionsof1113X a

rt. 12 The American Lyc.eum organization."About 60 delegateswerereportedtohave been present.The Advertiser listsasthematt interelftingthe kdureson thestateof education and lyceums in Massachusetts, by Hon. William B. Calhoun;onthe New Jersey Lyceum, by Rev. W R. Weeks;on theStateof education and the 13newlyceums of Georgia, by Judge A. S. Clayton. The chief queStions for discussion during the fourth annual meeting were:21

1.Is the egtablishment ofacentral school for teachers desirable in the United States, andonwhat plan should it befounded? 2. Is the monitorial sygtern inanyformordegree appropriateto our commonschools? 3. Ought corporal punishment to beinflicted inour commonschools? 4. Howfar and bi whatmeans maynatural higtory be introduced intocommon education? 5. Should the ancientlanguages congtitutea partof education incommalschools? Mr. Holbrookvisited the Literary and Philosophical Society of Clark:ton, S. C., during 1834, atwhich time he called theirattention tothe subject of lyceums. A committeeiyasappointed by thesociety to prepare acircular telling of the origin, operation,purpose,and advantages of thelyceum,tobe dikributedoverthe State. The city of Baltimore developedaUnion Lyceum during 1834," whichwasdivided into 12 branchesorward lyceums, these being fur- ther subdivided intodepartments, suchasladies', mothers', teachers', apprentices', and seamen's lyceums. The laitwereagain subdivided into classes.The lyceumwasreportedtobe flourishing and that all wereworkingto promotethesameobject.. The American Lyceummetfor its fifth annualconvention in New York CityonMay 8, 1835." The body of delegateswas notlarge, about 50 in number, but theywereenthusiaitic and theconvention continued for three days. A committeeof three proposed the following quegtions for discussions:

1.Should natural hi*ory be taught incommonschools? 2. Ought the principlesof the rigtian religiontobe madearegularpartofcommon instruction? 3. By what means may a Mikefix the fineartsbe glonerally cultivatedamongall classes? 4.What improvementswe necessaryin the laws of the State ¿New York, in relation to commonschools?

, a American Lyceum. New York Daily Advertiser. Cited by American Annals af Education, Vol.IV, 1834,p.279.

11Appendix 111.Listof resolution. of 334 meeting,p.59. Baltimore Union Lyceum. American Annalsof Education, Vol IV, 1834p4110. a Tragsacnons of American Lyceum. American Annals at Education, Vol. V, 335,p.30. History 13

5. Howmay ourthinly settledciiiitrids be be*supplied withmeansof education? 6. Oughtmorefemale teacherstobe employedinour commonschools? 7. Ought corporalpunishmentstoformaregularpartof common-schooldiscipline? 8. Howmaythe application ofscienceto the arts of life be bet taughtincommon schools? 9. Ought politicaleconomy tobe taughtu abranch ofcommoneducation? The correspondingsecretaryreported havingreceivedanunusual number of lettersandreportsand thatMiss CatherineBeecher,Messrs. C. Dewey, W.Dunlap, T. Cole,and C. Frazierhadsentessays." The president of the lyceum,President W.A. Duer, ofColumbia College, read Miss Beecher'sessay(prepared for thelyceum)onthe "Education/ of Female Teachers."Thisessay,by the authorityof the executivel committee,wasread beforeameeting ofwomenin the city,wb,[i fleterminedtoraisemoney tohave theessaypublishedin order thatif inghtbecome extensivelyknown. Itwasprinted withoutdelay. Resolutions dealingwith the following 'subjectsweremade during the convention '6Miss Beecher'sessay;femaleseminaries; publica- tion of interegting and usefulpapers;the addressonlyceumstothe Literary and PhilosophicalSociety of SouthCarolina; thereportof lyceum multiplicationin SouthCarolina,Virginia, Georgia,and other States; theAmerican Ingtitute ofInftruetion; NewYork City Lyceum; advantages oflyceums; publicationof ProfessorDewey's essay;and teacherconventions. The followingare gtatementsseleted from thereportof thecorre- spondingsecretaryof theAmerican Lyceum: " The fink creation clthe AmerkanLyceum attraded theattention of intelligent personsin differentpartsof the Union;and its fir*invitationwupromptly repliedto far in the Wedt bythe organization ofabranchat Detroit...A variety ofassocia, dons and individuals have reiteratedthe declaration thatthecountry is in need of such influencesu wehave wishedto exert, and preparedto cooperate in suchmeasures, aa wewishto pursue....The molt interedtat the present time prevails insomeof the southern States. In August, 1835, the PennsylvaniaState Lyceumwasorganized, the meeting having been called by theLyceum of Teachers ofPhiladelphia!' The lyceum declared itselfin favor of theAmerican Lyceumpurposes inanumber of spiritedresolutions. Ladieswhowerefriendlytothe causeof educationwereinvitedtobecome members.

Amen& V. A lint of lecturesandways givienbefore the AmericanLyceum,p.66. nAmen& Ill. Pulltestci the ill15convention resolutions.p.59. *Teaimeceons oi theAmerican Lyceum. American Annals ofEducation, Vol. V,1535,p392. a &location Conventionin Pennsylvania. Amerkan Annals of Education.Vol. V. 335,p.470.

or,or."1-14T

- r _ 14 TheAmericanLyceum

Mr. Holbrook,whowas presentatthemeeting,iatedthat there werein theUnitedStatesnotfar from sixty colleges,500 academies,besides a great number ofprivateingtitutions;50,000 common schools; andmanyinfantschools. That therewerealsoanationallyceum,15 or16 Statelyceums, andover100 county lyceunu, andabout3,000 villagelyceums,besides a great numberconneded withacademiesand schools. TheNew Jersey StateLyceummet inaspecialsession inJanuary, 1835. The chiefconcern of theconventionwasthewelfareofcommon education.Themembers soughtto developamethodwherebya thorough investigation ofthecommon-schoolsituationin NewJersey might bemade,declaringthattobe the"firststep in reforM."" TheUnited StatesNavalLyceum 'reportedaSteadygrowth,with increasingpossibilitiesforservicein itsparticularsphere." Theeditor ofthe AmericanAnnals ofEducationmade thefollowing comment about thesixthannualconvention of a theNationalLyceum: " The lyceumwasattended bynearly 100 friends oflyceumsand ofeducationgenerally; and themeetingwas oneofconsiderabkinteregt. Wecan not help expressingthe gratificationwefeelin findingtheattention ofthe lyceum,at its late sessionturnedalma* exclusivelytocommon schools.These,one wouldthink,are beginningto be regarded astheyshouldbeasthe hopeofour country, and of its freeingtitutions. Thisnews note indicates the subjedof chiefintereStto the delegates atthe sixth convention oftheAme,ricanLyceum.Agreater number andawidervariety of associationrepresentativesinteregtedin popular education were presentatthismeetingthanatany previous one.'' Theinfluence ofthe discussionandtheimpetus oftheresolutions reachedalargenumber of organizationsscatteredovertheUnited States." Addressandessays on the following subjectswere givenorread beforetheconvention: " Methods andMeans ofInAtrudingthe Blind, TheInfluenceofLiteraryIngtitutions onthe Interetsof theUnion,Emulation in Schoolsand ProperMotivesto Study, The Means ofProcuring PopularCooperation in FavorofCommonEducation,TheMoral andIntellectualConditions ofthe German Populationin theUnitedStates,Mission- aries of Education,TheEducation of the Blind,andEducationin NewGranada. " Newjersey Lyceum. AmericanAnnalsofEducation,Vol. V,1835,p. 1397 NIbid.,p. 391. NThe AmericanLyceum.American Annals of Education,Vol VI,1836,p. 281. gl AppendixIV,p.66. WAppendix 111. Resolutionsof1836 Conventioninfull,p./9. 83 AppendixV, List of lectunisandessay, withauthors,p. 66, History 15

Theresolutions concernedwith thecommon-schoQ1improvement called foraction onthepartofthose ableto assigt in themovement. Lecturing, discussion,forminglyceums,andanyothermethodwhich wouldbring out popularcooperation intheeAablishmentandimprove- mentofcommon schools wereurged.Gettinginformationtothepeople wasconsidered theway tobeginimprovement.Thosepresentatthe convention pledgedthemselvesinaresolutionto act TheNational - Gazettereported 84thatnumerous lyceums hadlately beenegtablishedin the Germancounties ofPennsylvania.A largepor- tion of the members ofthe lyceumconvention heldin York,Pa., were Germans. These sameGermansgtoodinoppositionto college andtheoreticaleducation. TheSeventh AnnualMeeting/011theAmericanLyceumwas an- nounced by theAnnalsin April,1837,totake placeat Philadelphia." Thecorresponding secretary mentionedthat ablemenhad beensecured to deliver lectures andotherwiselead thethought ofthemeeting. The following threequegtions selectedfordiscussionwerelifted: 1. Whatprinciplesshould be adopted byaState inapportioningits share ofthe surplusrevenuefor thesupportofcommon education? 2. To whatobjedshoulda friend ofeducation firgtdiredhis effortsin hisown immediateneighborhood? 3. What isthe bett plan oforganization forlyceumsinathinlyscattereddiftid? Theconvention metonMay 5,about 65representativesbeingpresent. Theabove quegtionswerediscussed,butwhetheror notanydecision wasreached or any action takenwas not recorded.Resolutions"were passedrequegtingall lyceumstomake andreport weatherobservations. A committeewas appointedto petition theCongress ofthe United Statesto give thought totheimportance ofmeteorology,suggegting the apprópriation ofa sumofmoney to be usedinsecuringanable meteorologigtwho should collect andrecordweatherobservationsmade throughout theNation. A committee wasappointedandempoweredto employan agentor agents whose duty should bethe collectingand diffusingofinformation aboutlyceums, All friendsofeducationwereurgedto assigt in egtablishinglyceums town,county, and State. The reportof theseventhannualmeeting isabriefabgtractNothing wassaid about theactivities ofStateor county lyceums.Nonews

si GermanLyceum. NationalOmit*.Cited by AmericanAnnals of&location. VoLVI, 11136.p. 476. asAmerican Lyceum. American AnnalsofEducation, Vol.VII, 1837,p.182. Appendix ILLResolutionsfat1837even in full,p. 59. 16 The American Lyceum itemsorarticlesconcerning the lyceumsystem or anyofitspartsappear In the seventh volume of the Annals. Sincenoothersourceof inform- tion is available, the record is incomplete. The State EducationConvention of New York, heldatUtica,corn- mencing May11, 1837, madearesolution supporting lyceums."The convention recommended the formation of school lyceums,on aplan laid down byaMr. Anthony who had lecturedonthe subject. The Eighth Annual Convention ofthe American Lyceummet at Hartford, Conn., May15, 1838. Rev. T. H. Gallaudet uwasmade chairman.Reportswerereceived from the Pennsylvaniaand Con- necticut State Lyceums, also from 21 other lyceums,ingtitutes, and kindred societies." The convention recommendedinaresolution that teachersin public and private schools throughout thecountryform themselvesintoasso ciations, and "that they hold regular periodicalmeetings for mutual ingtrudion relativetotheir duties in thegovernmentof educatIonand elevation of the character and condition of theirrespective schools." Other resolutions touchinguponthe subjects of theAmerican Sun day School Union, theuseof the Biblein schools, and the employing of lyceumagents weremade.°

TABLE 1. Presidentsand via presidents of the AmericanLyceum

Year Presidents Vice presidents

1831 Stephen Van Renmelaer Alexander Proudfit. May I John Griscom. Meeting place: itobert Vaux. New York City Edward Everett. Thomas 8. Grimke.

1812 John Grim= Alexander Proudfit. May Robert Vaux. Meeting place: Edward Everett. New York City Thomas 8. Grimke. P. Undsky.

11135 V).A. Duet Alexander Proudfit. May Robert Vitus. Meeting place: Edward Everett, New York City Thnmas 8. Orimka. P. Lindsky.

1834 W. A. Duet Alexander Proudfit. May FobertVitus. Meeting place: Edward Everett. New York City Thomas B. Orinake, P. Undsky. - State Education Convention.Amakan Annals of Education, Vol. VII,1837,p. 329. *See Table 1, for hits of AmericanLyceum officers,p.16. a Transactions cl theAmerican Lyceum American Annals ofEducation. Vol. VIII, 111*p.210. * See AppendixLUfor fulltextofresolutions,p. 59. History 17

TABLE1. Presidentsandvice presidenu ofthe AmericanLyceumContinued

Year Presidents Vicepresident'

1835 W. A. Duer May Alexander Proudfit. RobertVaux. Meeting place: Edward Everett. New YorkCity P. W. Radcliffe. P. Lndaley.

1836 W. A. Duer May AlexanderProudfit. Robert Vaux Meeting place: Edward Everett New YorkCity P. W. Radcliffe. P. Lindsky.

1837 o.w. Ridgley Alexander Proudfit. May Robert Vaux. Meeting place: Edward Everett. Philadelphia P. W. Radcliffe. P. Lndaky.

1838 W. A. Duer May G. W. Ridgeley. Edward Everett. Meeting place: P. W. Radcliffe. Hartford,Conn. John Griscoen. NathanielTerry. Theodore Prelinghuyeen.

1819 W. A. Duet May G. W.Ridgley. Edward Everett. Meeting place: P. W. Radclife. New YcxkCity John Griacom. NathanielTerry. Theodore firelinghuyeeek.

HenryBarnard reportedasfollowsin 1838,when hewasthesecretary of the ConnecticutBoard ofCommissionersof CommonSchools:" More than20 lyceums in Conneeticutwere repotted from,at the eighthannual meetingof theAmerican Lyceum, whichwasheldat Hartford in Mayladt;andwe believe there isaccnsiderablenumbermorein theState.Their plansare various, but all haveuseful endsin view, and their establishmentandsupport reflect honorablyon the intelligence, and generallythe self-denyingspiritoftheirmalt active friends. These II- tali;irsybe formed in alma*anyvillageorneighborhoodbyafew friends ofknowledge; and bymeeting withanaudiencemice a week throughthe winter, deliveringlettures inafamiliarmanner, exhibiting andconversingonminerals, plants,etc., invitingenquiries, mooting aidin colledingandarranging them,furnish- ing communicationsonsimilar subjedsto editors ofnewspapers, contributingbooks foralibrary,arranging for their delivery,etc., andavisibleimprovementwill bemade in theaspect of society beforethenext spring.

.The followihg newsnoteaboutthe 13oitonLyceumappearedin the Mayissue of the Annals:" ThispopularinaiWtion, saysthe MercantileJournal, closedits laitcourse of ledunes In March.The intent* with whichit has beensustained fromweekto week, fairor Henty Barnard.Lyceums. Connecticut Oxmanchool jounal,Vol. I.1&38p. 40. di The Boston Lyceum. AmericanAnoals of Education,vol.VIII,11131,p. 233. 18 The AmericanLyceum

foul, hasnotbeen exceeded,it is believed, byanysimilaringtitutions in thecountry. Theaverageattendance has beennotfar fromtwo thousandpersons. The lyceumwas oneof the firA of thepresent generation of popularinstitutions organized in thiscity, and what contributedmorein theonset to its prosperitywas the introductionof ladies, which,by theway, was not doneit beinganinnovation uponcugtomtill afteraprotracted discussion andviolentopposition. From the foundationof the lyceumtothepresent'timeits numbers andinteregt have been congtantlyincreasing. The ninthannualmeetingwasheld in NewYorkonMay 3,4, and 6, 1839. Theentire meetingwasgivenover todiscussing andplanning anational educationalconvention. Theconvention datewas seton November22, 1839; the meeting placetobe Philadelphia.Friends of education(meaning publiceducation) fromoverthe UnitedStatese wereinvited. Thegovernorsof the Stateswereaskedtoinvite friends ofeducation in theirStatestoattend theconvention.Inanotice appearing in the Philadelphia andNew Yorkpapersthe following pronouncementsweremade by the lyceum:43

The friends ofelementary education,anxious that adequateinstruction shouldbe extendedto every child inourrepublic, have proposedthata convention be held in PhilaJelphia in November next, juStbefore themeeting of Congress. . ..The plan proposed by Prof. CharlesBrooks isto invite thegovernors or legislatures of the several Statesto invite the prominent friends of educationto comeasdelegates.No powerwhatever istobe vetted in theconvention. It is merely forfriendlyconsultation and debate.Allsettsmreligion and allparties in politics have equalrights and opportunities. Sedarian politics andsectarian religiontobe emphaticallyand wholly excluded. Among the objects and topicscontemplatedarethe following:To gathereducational dtati4tic3;to ascertain what has been accbmplished in differentpartsof thecountry; to discuss thespurnsnowin operation in Europe,especially thosein Holland,Germany, Prussia, France, apd England,andseehow far theymay&be appliedin the United States;to enquire into the value of normal schools;to ascertain how and wheremay be procured the begt schoolapparatus, the begt models of schoolhouses,etc. The convention mightpetition Congressto inserta newitem in takingthenext census;viz,to see howmanychildren therearein each Statebetween theagesof 7 and 16 who have receivednoelementary education. These and their kindredtopics would elicita massof usefulinformationwhich might be reliedon as abasis for introducinglegislation, leavingto each State theopportunity of adoptingorrejecting whatever it pleases.A committee, themembers of whkhwere from five differentStatesviz, New Jersey,Massachusetts,Pennsylvania,Michigan, and New Yorkpreparedacircular whichwaspublishedin thenewspapers through- outtbe United States."

The editor of theAnnals commentedabout thecircularasfollows:4'

a Henry Barnard. TheAmerican Lyceum. Americanjournal of Educatkm.Vol. EV, 1864,p.sn. " Appendix VII. Circulargiven in full. p.70. a National Educational Convention.American Annals oiEducation. VoLIX. 1839,p. 421. History 19

We takegreat pleasurein publishing this circular.A=mentionwisdyorganised and judiciouslyconcludedcanhardly fail to giveanimpulseand rightdiredionto the efforts thatare now madein behalf of elemental.;education.The objectand the occasionareiioble.Thepatriot ought to be there,and thephilanthropist,and Chrigtian. Allmay write in this the work,andit needsand willrewardthe Lbors of all. most strenuous

HenryBarnardsaid oftheproposedconvention: " We sincerelyhope thattheproposed convention willbenumerouslyattended,and that thediscussionsandStatements there elicitedwillgivean impulseto thisgreat causeinevery set ion of theland. .0 Thenamesof thegentlemenwho compose thAcommitteeare a sufficientguarantee that thiscalloriginatesin the highegt motives of tenevolenceandpatriotism. The followingparagraph appearedin theannualreport of theninth meeting. "

It has oftenbeenremarkedthat some good result hasfollowedeverypublicmeeting of thisassociation;and itisencouraging to find thatits influenceappears to have becomeStronger andmore extensive with itsage.The lagtoreighthannualmeeting washeldin May,1838,at Hartford, andfrom the firehour ofassemblyingitwas evident thatgoodimpressionswere made. About 30 lyceumsand kindredsocieties,in differentpartsof Conneeticut,'sentin reports, molt ofwhichhadbeen beforeunknown to us; andalarge circleof delegatesfrom differentparts of that Stateand theneighboring ones gave ,interest andanimationto the occasion. Theexecutive committee oftheConnecticutStateLyceumpublished the followingnoticein May,1839: 48 The annualmeeting of theConnedicutState Lyceumwill beheldat firtfordon Tuesday, theseventh ofMax. Itis requested that allcounty andtown lyceums,and allassociations ofteachers,or other bodiesfor theimprovementofschools, delegates. willsend Besides thegeneralprogressof education in the State,it isexpectedthatsubjects discussion'respeding of theimprovement,ofschpolhouses, and theedablishmentto( teachers'seminaries, willbepresentedto tile lyçeum. The MiddletownSentinel said ofthisconvention:"Ontilewhole, themeeting ofthe lyceumwas highlyinter-:.;4* evenbeyondex- pedation."49 HoraceMann,in his third annualreport to theMassachusettsState Board ofEducation, reports that therewere137 lyceumsin Massa- chusettsin 1839, the average number ofattendantsbeing32,698.6° dHenry Barnard.National Convention of theFriends ofEducation.Ctxinecticut journal, Vol.ll, 1839.p. 20. Cc:emu.=School d/ Transactionsof the AmericanLyceum.Amaican Annals ofEducation,Vol. IX,1839,p. d ConnecticutState Lyceum.Connecticut e CommonSchool journal,Val. I,1839,p. 152. Cznnerticut SiateLyceum.MiddletownSentinel-Cited by ConciertcutCommon!Schooljournal, Vol. II,1839,p.83. a ThirdAnnual Report. CommonSchool journal,Vol. II,1840,p. 139. 20 The AmericanLyceum

The NationalEducational Convention metinPhiladelphiaassched- uled. Fifty-fivedelegateswerepresent:New York, Marylani, North Carolina, Districtof Columbia,Delaware, thePennsylvania Lyceum, diredorsof theThiladelphiapublic schools,Board of Cornritisaioners of the BaltimorePublic Schools, and varipuslocal lyceums. John Griscam waselected chairman. A numberof resolutionswerepassed, thepurposeof each being the improvementand extensionofcommonschools." Five committees, each havingatleast ,five members, wereappointedto preparebulletins and petitions tofurther the bettermentof public education.Onecom- mitteewasassignedtoeach of tilefollowing duties:" 1.Topropose anappealtothe people. 2 To petitionCongress respedingthe Smithsonian legacy. 3. TopetitionCongress respedingthe appropriationof the proceeds of the sales ofthe publk lands. 4.To petitionthe legislaturesof the several States. 5.Special committeeofarrangementsforageneral national convention. No further reportsconcerning theactivitiesof the National Lyceum aretobe found,which indicates thatno moremeetings, purposingto further thelyceum movementand hold the syttem togetioler, took place. The representation atthe annual meetingswasusually rather poorly attended. ManyState lyceumsneversentdelegates, otherswere very irregular. The reportsof the local lyceumsand their activities showed themtohavebeenlioopular,but the representationidea didnotftmdion well. Thetownlyceumswerethe organizations inwhich the actual workof self-Anprovement andthe effective sponsoringof school improve- menttook place. The Statelyceumwas twogtepsremoved from the base, the townlyceum. Since therewere no verydefinite methods of maintainingthecountyand State lyceums,failuretohaveevery partof the systemproperly fundioningwasinevitable.It is impossibleto know howmanylocal,county,and State lyceums therewerein 1839. Mr.Holbrook, whotraveled widely, knew the situationbetter than anyother. He hadreportednotless than 3,000 townlyceums in exigt- encein 1835.Thereports, meager astheyare,indicateacontinued growth and vigorafter 1835. Thetownlyceums didnotdie with the passingof the national organization,although they limited their adivity mollytoself pro to,. throughthe aecuring of kdurers, from

a¡rpm&VIL Pull test d Issoirgicas. P. 70. Ibid. History 21

about 1840on tonearlythe beginningof thepresent century. Their work ofimprovingcommon schoolswaslargelyfinished.How they advanadcommon education willbe consideredin Part II ofthis bulletin. The followingchapterwill tellof the lyceumactivity after1839. Not much information istobe foundconcerning thelyceumafter1839, because theAmericanAnnalsof Educationceased publicationatthat time.Henry Barnard's ConnecticutCommonSchoolJournalwas published only fouryears, 188-1842. TheCommonSchoolJournal, edited byHoraceMann,gave attention almodtentirelytothecommon o schools ofMassachusetts.Becauseof thesecircumstances,information about thelyceumafter1842canbe hadonlyindiredly. 9111 -12---3

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it

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, Chapter III The Lyceum After1839

The Aroerican Lyceumas anational organizationcame toanendin 1839. With the cessation of publication of the American Annalsof Education the sarn^eyearthemeansof knowing what became oftown lyceums, and especially what theirpurposeandpro I: were,faded almosttothe vanishing point. The lyceums, thous,aslocal institu- bons didnotdie. Theremayhave been dissolution hereand there, but the few referencestothe lyceums made during the50years following1839 indicateageneral maintenance of theinaitutions. The lyceum after 1839was notthesameinpurpose asit had been before. The chiefconcernof the 1826to1839 lyceumwasimprovement of commoneducation. After 1839 the lyceum confinedits activitiesto

I adult improvement, lectures being the chiefmeans. : Henry Barnard, in hisreportas secretaryof the ConnecticutBoard of Commissioners of Common Schools in1842, referredtolyceumsas follows: 1

In ascertaining themeansof popular education, and forming plans forits improve- ment,this class of institutions (lyceums, lectures, and libraries) couldnotbe omitted. They aimtosupply the defeds of early elementary education,andto carry forward that education far beyond the point where thecommonschool ofnecessity leaves it...: They createa moreintelligent public opinion, which willinevitably,sooner orlater, leadto great improvement incommonschools,aswellasin all other educational inititutions and influences. But apart from their indirect influences, theseinititutions open adiredavenue tothe public mind by the opportunities for public addressesirnd discussionsonthe subjed which they afford.In thecourbe of the la* fouryears, the number and usefulness of these inititutions have been rapidlyextended In all of the cities, andhimanyof the large villages,coursesof leduresonvarious topics of public interedt have been deliveredtolarge assemblages of people.

Monroe makes theflowinggtatements concerning the lyceum.' . Between 1825 and 1850 mo* of the public ledures of tbecountrywereunder stich local organizations. This feature of the lyceummovementcontinuedprominent down to1880. Wendell Phillips,oneof the early lyceum ledurers,is saidtohave given hislecture on"The Lo* Arts" two thousand times before lyceum audiences.

I Henry Barnard. Fourti Annual Report Coonatkut Common School Journal, Vol. IV,1842,p.1U. 0 I will IL Monroe.Lyceum Movementin the United States. A Cyclopedia of Education, VolIV,p.lot. 22 History 23

Ralph Waldo Emersononcesaid, "The ledure platformismypulpit. Lyceumssothat people will letyou saywhatyouthinkare asgood apulpitasany."' Emerson's biographer,Edward WaldoEmerson,wrote: "He [Emerson] tookihearty interegtin, and hadgreathopes for, the influent* of thatactive focus of intellectual and spirituallife of the village for nearly50years.This ingtitution [lyceum)wasthennewin New England."

The followingitem is taken from Emerson'sJournals, dated1844:3 Mr. Emerson didnotbegin theyearwithany courseof ledures,butwascalled, through the winter,to give lettures sometimes twainBatton, Providence, Salem,Fall River, Cambridge, Dorchester,and smallertowns,forlYceumswereeverywhere, and well attended. From another of Emerson'sJournals is takenanotherstatement, refer- ringtolyceumsin 1856:6 Thenew yearfound Mr. Emersonin the Welt where heg4alecture almaevery week-day night throughJanuary, in Illinois, Wisconsin,Michigan, and Ohio.The exposureand discomfortwere great,but he bore themas aphilosopher should.On January 3, 1856, hewrote:"I find well-disposed,kindly peopleamongthese sinewy farmers of the North, butin all that is called cultivationtheyareonly10yearsold;so that there is plenty of nonadaptationand yawning gulfsneverbridged in thisambitious 'lyceumsygtem theyaretryingto import." / William Russellin 1860, in his Recollectionsof JosiahHolbrook, said:7 "Many of these dtablishmentsremainasmemorials of hisbenevo- lent enterprise, and gtillwearthe designatinnof 'lyceum.'

Henry David Thoreau alsoused the lyceum.His biographersaid:g j. "His first lecture,the subjed of whichwas'Society,'wasdeliveredin April, 4838,atthe Concord Lyceum,where he afterwardslectured almogtevery yearduring the remainderof his life." Another glimpse of the lyceumisseenin the followingnote: Upto1848, when hewasinvitedtoledure beforetheSalemLyceum byNathaniti Hawthorne, then itssecretary, Thoreauseems tohave spokenpubliclyverylittle except inConcord.

s Edward Waldo Emerson. Emerson in Concord;aMemoir,p. n. Ibid. s Edward Waldo Emerson and Waldo EsnerrnForbes. Emenon's Journals,Vol. VI,p.487 (i844). IIbid., Vol. IX,p.3 (1856). 7William Russet RecolledionsofJosiah Holbrook.Barnard's American Journalof Education,Vol. VIII. 1860,p. 241, st Iflenry8. Salt. Life of Henry David Thoreau,p.36. F. B. 81111bora, i. Familiar Utters ofHenry David Thoreau. 24 The AmericanLyceum

The LyceumBureau Sygtem,as weknow it to-day, hadits beginning in connection with thelecturing activities of RalphWaldo Emerson. Emerson's biographersaid:'°

Later theremunerationwasbetter, liberal in largecities, and these, especiallyin the West, madearrangementswithmany townsin the neighborhood eachto engagea lecture, and thiscuAomsoon gaverisetothe Lyceum Bureau Sygtem. Just what date "later"meantisnotknown, butitwasprobably about 1845to 1850. James Burton Pond,"in 1900, reviewed themerits of thegreat lyceum lecturers with whomhe had personallycome in contact and manyhe knew only byreputation. Thesewerethegreatlecturers of the lag half of the nineteenthcentury.Theywerelecturers withreal messagesfor their hearers,weremuch inearneg,andwere verypopular. The lyceumwas oneof theagencies bymeansof whichthey ieached the people. The followingarethose mentioned byPond: JamesB. Gough,

Henry Ward Beecher, WendellPhillips, WilliamLloyd .Garrison, Charles Sumner, RobegliG.Ingersoll, Oliver WendellHolmes,Fred- erick Douglass, George WilliamCurtis, Susan B. Anthony,Lucy Stone, Elizabeth Cady Stanton, JuliaWard Howe,David R. Locke, Josh Billings, "Mark Twain,"Bill Nye,JarnesWhitcomb Riley,and Henry M. Stanley. Many millions of people listenedtothese lecturersapdwere influenced by them. 110114' Will S. Monroe"in1913 said thatatthat timeabout12,000towns and cities of the United Stateswereorganized'aslyceumcenters; that is,a groupofpersonsin each of these placeswenttogether andpur- chIsedafew evenings of thebettertypeofentertainment,tobe diaributedover afew weeksor afew monthstime. The Chautauqua and university extension have almogentire.placedthe "eniertain- mentlyceum" andnowthe moderneducational aildentertainment phenomenon, the radio, along withthe motion andsoundpicture, have almogt taken the place of theChautauquaanduniversityextension lylceum.One socialimprovementdeviceis droppedassobnas abetter is available.

sEdward Waldo Emerson. Emersonin Concord;aMemoir,p. 199. II James Burton Pood. Memories of theLyceumModern Eloquence,Vol. VI,p.S93. u Will S. Monroe. Lyceum Movementin the United States. 1. Cyclopediaof Education,Vol.IV, p.IOL PartII 'CONTRIBUTIONOF THEAMERICAN LYCEUMTOTHEADVANCEMENT OF PUBLICEDUCATION

ChapterI TheLyceumah OpportuneOrganization The American Lyceumbeganits workatatime whenanorganization ofits typewasparticularlyneeded.The lyceum'spurposewas to improve common-schooleducation,and alsotobeanadult educational agency. The lyceum'sprogramwascalculatedtomake thosecoming under its influence'enthusiagticsupporters ofcommon schools, from the doublegtandpointofimprovementandextension. Education for the50years previoustothe beginningof thelyceum sygtem in 1826 had beennegleeted.Illiteracywasgeneral.A carefully preparedarticlein theAnnalsof Educationi stated .thenumberof white children in 1834south ofNew Yorkand in theWestern Staies withouteducational opportunitieswas 1,400,000.. Theentire popula- tion of theUnitedStatesin 1830wasless than13,000,000. . James G. Cartergtatedin 1824 that:2 - The declineof popular educationamong us,orrather thecomparativeretrograde motion of theprincipalmeansof it, has beenmore perceptible duringthe last20or 30 yearsthan itever was atanyformerperiod. Some individual reports of educationalconditionsastheywereabout 1830are asfollows New_ Jersey(1828): 11,742 childrenwere entirely without educationalopportunities and 15,000adultswere unable to read,. Inmany townsmorethan halfof thechildren never attend school. In Sussex andWarrenCounties, 40 digtrietswere without sphools. In EssexCounty,arich and flourishing region, withinashort ditanceof NewYork City, therewere 1,200 children without educationalopportunities.The totalpopula, tion of NewJersey in1830was 320,823.1

I William CWoodbridge,eci. Numberof Teachers Requiredin the UnitedStates.AmericanAnnals al Education,Vol. IV (1834),p 386. ' James GordonCarter. TheSchools ofMassachusetts in 1824. Old SouthLeaflets,No. 135: Vol. Schools ofNew jersey.American p. 201. Annals ofEducation,Vol I (1831),p. 363. 25 26 The AmmanLyceum AIMS

Pennsylvania (182S): There were atleast 400,000 children inPennsylvania between

theagesof 5 and 1 5,and of these there were not150,000 inall the schools of the State, "This generalgtatement," said the report,"neither aggravates normisrepresents the plain truth. On the contrary,it isafaint sketch ofaformidable reality." The total population of Pennsylvaniain 1830 was1,348, 233.4 Illinois (1831): TheState of Illinois containsabout 161,000 inhabitants, 47,895 of whomarefrom 4to16yearsofage.It is ascertainedthat the whole number of children who attend schoola quarter,orless portion of theyear,is only 12,290, oraboutone- fourth of those who areofasuitableage tobeatschool.' Ata commonschool convention,6heldatCambridge, Ohio, in February, 1836,Professor Jewett,of Marietta College,"repeated the gtatement solong reiterated,but which must be keptbefore the public mind until itproduces its appropriateeffefts, that therearein Penn- sylvania, Kentucky,Ohio, Indiana, Missouri,and Illinois,to saynoth- v ing ofTennessee andthe othersouthwegtern States,sat least 640,000 childrenof suitableschoolagewho receivednoschooling." James G.Carter, speakingof the public schoolsof New Englandin 1824,said:7 If the policy ofthe legislature inregardtofree schools for the lagt 20yearsbenot changed, the institutionwhich has been theglory of New Englandwill in 20years more be extind.If the State continue torelieve itself of the troubleof providing for the inArudionof the wholepeople and toshift the responsibilityuponthetowns,and the towns uponthE diarids,and the diaridsuponindividuals, each will takecareof himself and his ownfamilyashe is able, andasheappreciatesthe blessing ofagood education. The main improvement necessaryto commonschoolswasthesecur- ing ofqualified teachers.Itwasaimogt impossible to do this,because teaching inthecommonschoolswassucha pooroccupation that itwas unattradive except tothose whowere youngand inexperiencedor poorly qualified.Teachers, actualand potential,could be secured only by theassurancethat theywould be paid reasonablesalaries. Thepeo- ple of the digtridsgenerally would notprovide such ialaries until they wereconvinced of thenecessity and juticeof taxing themselves heavier forthe'maintenance oftheir schools. Eath community had to be shownorconvinced4 The Statesin 1826did littleornothingto promotepublic education.Therewas..qocompulsion; each community provided theschools its educationalundergtanding and desires dictated. The lyceumundertooktoeducate thepeople, and the unconcerned teachersaswell,itothe importanceof public schools.

4 Ibid., p. 160. ICommon Schools inMimic American Annalsof Education Vol. I (18) 1), p. T97. $ ComEncxiSchool Gmvention. AmericanAnnals of Education. Vol. VI(1836),p.184. f' Junes Gordon Carta. TheSchools ofMassachusetts in 1824. e Old South Leaflets, No. 135, Vol.VI, p.220. ContributiontoPublicEducation 27

James Wadsworth,inaletterto amember oftheNew YorkLegisla- ture,datedJanuary,1826, discussedthe lack oftraining inthe New Yorkcommon-schoolteachers. Hesaid:8 It isan undoubted fadthat thereisan utter wage of half theexpenseof, and halfthe time passed in, our common schools. Theevilyouwill findis-extremelydifficultto remedy; butitcanand mugt be conquered. Theevil is theignorance andtheincompe, tence,and the object to be attained, theinftruction of sixthousandschoolmagters.This attained, the ingtrudion of fourhundred thousandyouths willimmediatelyfollow. Mr. Wadsworth,furthercommentingonthissubjectinaletter written in1829, said:9 To improvecommon schools in thisState (NewYork), theemployment ofmoreable ingtrunors is indispensable. It is idletotalk ofemployinggraduatesinour common schools. The article wanted doesnot edit. Ourcommon schools teach littlemorethan decent mothers teach; that is,to read and writeimperfectly.Our eightthousand schoolmagers donotpossess knowledge andcan not communicatekpowlsclge.Before we have the commoditywe want, we mu.* manufactureit. çi Thisinformationabout thecondition ofcommon-schooleducation in New Yorkgivesa verygood ideaof thecommon-schoolsituation throughout theUnitedStates. NewYorkat,thattime probablyhad the bestcommonschools ofanyState in theUnion. The followingstatement, froma reportof thejointcommitteeon com- mon schoofs,submittedtothe LegislatureofConnecticut,Maysession, : helpsto completeanunderstanding ofcommon-schoolconditions, indicating whatthe conditionof theseschoolsovertheNationwas: In connedtion withthe comparative depressionofcommon schools, it shouldbe gtated that there isan increasing indifferenceon thepartof thepeopleto the interests Cithese I. .4 institutions. ... The States ofNew YorkandMassachusettsbegin,already,to challengea superiority for theircommonschools,althoughit is butafewyears since they looked b to Connedicut for theirmodels, andsought theaid of herwisdom. t The Statesuperintendent ofthecommonschools ofNew York,A. C. Flagg, Statedinarepoitmade in1828that:" One of the principalreasonswhrthestandard ofeducationin thecommon scbools hasnot beenmoreelevated isto be foundin theunwillingnessonthepart of the gl% school digtxktsto make adequate compensationto teachers ofapprovedtalents and I qualifications.How else does it happen, whenatatime whenthe merchantisover- gtocked with clerks, and the professionsof lawand medicinearethrongedwith gtudenta there is sucha lamentable deficiencyin the numberoftnose who have theinclination and the abilitytoengagein the business ofingtrudion?

Henry Barnard, ca.James Wadsworth'. Effortsin Behalf ofCommonSchools.American Journalat iducatioo,Vol.XV (1865),p. 252. Ibid..p.150. isCommon-SchoolSystemofConnedicut.American Journalof Education, Vol. III(1828),p. 436. cli A. C. Flan.Improvement ofCommonEducation. American Journalof Education,Vol. III(1828), 436. t

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I 28 The American Lyceum

Further detailed information about the common-school teacher's compensation is given inaReport of the Committee of the Scciety for the Improvement of Common Schools in Connecticut. 12

Theaveragecompensation, in addition to board, is about $11amonth for male 'teachers, and$1aweek for fetnales. Many females, however, of considerableexperi- ence,teachat$0.75aweek; andsomewhose experience is less,at$0.62,14or even$0.50. Many board tbemselves and teach fa $1,uit isverygenerally supposed thatafemale ingzuetorcan earnenoughat someother employment, during the intervals between school hours,to payfor her board.Itseemsscarcely under&ood byparents, oreven bysometeachers, that duty requires them to devoteany greater partof theirtimeto their school than the 6 hours usually allotted for- thispurpose.It isevenregardedasa matterof surpriseto see aninstructor,asoccasionally happens, devoting his wholetime tothe interegts of his schooL We have indeed knownoneteacher of unusual qualifica- tions who, for thesumof $100a yearand board, devoted himself whollytothe duties ofalarge school; and inoneingtance ateven asmaller price. ...The compensation for teaching issosmall that few 'are employedasteachers,exceptthose who happen forashort time to be destitute ofanyzegular employment. Assoon as congant employment with increasedwagesis offered them they usually ilsandon school keeping. Thus it happens that few teachers of tried experiencearc tobe found. The profession is generallyfilled byyoung personsfrom 16to 25 yearsofage,andmanyof them &rangers inthitownwhere theyareemployed. As theyare notexpectingto gain their reputationalivelihood by teaching, there is little motive for exertionorimprovement. The "melancholy 'picture givenof the schools of New Jersey,ina report tothe New Jersey Lyceum,sums upthe popular education" s. sta tus:13 It is concededonall hands that under the exiting sygtem thegreatbenefit indicated by theterm"popular education" is not attained. The number of schools is not suffi- ciently 'large. The quality of schools exigting isdeplorably below the markas tothe fiscal arrangements, the subjects taught, the mannaof teaching, the checks and guardsuponall whomanage orin4truct, and the harmony, connection, and unity of the plan which shouldpervade the whole. The requisitions made of teachersaresmall and altogether unfixed.There isnogtated examination of teachers. Manyaredeclared tobe incompetent. Many areknowntobeintemperateand otherwise grossly immoral. There isnosuitable responsibility of the teacher. Togobacktothecausesof this lamentable gtate of things,there isnosufficient inducement heldout tothe intelligent and enterprising to become teachers.The remuneration is niggardly, and thereare no facilities for training of ingtrudors;nocentral supervision from whom the character andqualificatic,nsof the instructormaybe certifiedto society atlarge. Hence, there arefew who remain long in thisemployment. Carter gtated" that during the decline of thecommonschool another blass of schools"more respectable, indeed, in their charadiereand better

" SchoolSystem of annedicut. American Annals.ofEducation, Vol. II (1832).p.202. IsReportof Executive Committee totheNewjersey Lyceum Monthly Journal of Education. Cited by theAmericanAnnals ofEducation,Vol. V (1835).p.139. ugh. at.

vfr' ContributiontoPublicEducation 29

answering the demandsofaportion of the public,butnotfree," had become evident.These schools,academiesr-wereopen toanywho couldpayfor theeducational advantagesthey offered.This condition excluded fullynineteen-twentieths ofthe wholeschool-agepopulation of Massachusetts.Theproportion excludedelsewherein the Union was atleast of ecitialsize. The academiesfailedtosupply thewantsorneeds of all whowere ableto pay,whichgaveriseto more private schools. Buttheprivate schools caredfor oRlyaboutoneone-hundredths ofall the children. The schools, puglic,private, and academiestendedto create class distinctions whichwereparticularlyundesirablein theyoungrepublic. The conditionsjust reviewedwerethose withwhich thelyceum had todeal inits common-schoolimprovementprogramand its mutual educationaspirations. Summedupbriefly, theconditionswere:Lack ofinteregtorconctn about publicschoolsin the majority ofcomMuni- ties;notenough or6mmonschools for all;poorly qualifiedand poorly paid teachers,who taught onlyuntil they cotildget into better-paying work;commonschools for themogt part functioning withoutoversight' orgeneral control andveryinefficient. The lyceuni,because itwas a sygtemof localorganizations composed of all classeswithinacommunity,waswell fittedtobean agency through whichinteregt incommoneducation mightbe aroused. Below aregivengtatements bymenwho knew thesocial conditionsof their time and the possibilities of thelyceum for bringingaboutimprovement. Nehemiah Cleaveland,inanaddress beforethe AmericanIngtitute of Ina:ruction in1830, said:16 Lyceums, if successful, promisetobe effectualauxiliariestothecauseof youthful education,tothat oftemperance, and to morality generally. Theymaybe welcomed, uwell adapted,toremove notonlyaristocratic but vulgarprejudices. Theycan hardly failtosoften the asperities of politicaland religiousparties. They haveadirect tendencytoelevate thetoneof politics andlegislation. Thomas S. Grimke, of SouthCarolina, spokeof the lyceumasthe People's Sygtem." He said: 'e

The lyceumsystem interferes withnoother scheme ofimprovement, andis,onthe contrary,auxiliaryto them all. ..The lyceumsygtem is peculiarlyarepublican ingtitutionthe people's sygternand admirablyfittedtoconfer preciselythat degree and that kind of knowledge whichissovaluabletothe people ofthiscountry, which, without making them profoundscholars, will enlargetheir mindssothat theycan comprehend the value of learning and enablethemto discover, insome measure, their ownignonncewhkh will inspire the love ofimprovement and, whileit shows them

ti Nehemiah Cleavelami. Lyceums and Societies forthe Dtfusion of UsefulKnowledge. TheIntroduetory Discourse and Lectures (Proceedings) of tbe AmericanIntitute of Intrudtion,Vol I (1830).p. 1F9. " Thomas & Griinke. Lyceums. American Annals ofEducation, Vol V(18.31).p. Pr. 30 TheAmericanLyceum

theirowndefects, direds andmilts them inprovidingaremedy, andinsurmounting the obataclesthat liein theirway. The usefulness oflyceumswasdiscussedasfollowsinaledure by S. C.Phillips,beforethe AmericanInstituteofIngtnictionin 1831:17 The lyceumis adapted tothe conditionofour society. Its doorsare open to all.Its objedsare interegting toall.Itssources mugt be beneficialto all.It callstogether all who wishto improve themselves. It rendersthemingtrumentalin theimproviment of others. ...It recognizesnodiftinctions;itcreatesnonebut those ofintellectual and moral worth.Who does not perceive thatat its weeklymeetingssocietyauuroes a differentform fromanywhich in our community is elsewhereexhibited?... Here is noneof the extravagant display of fashion,no excess of luxury,no arena for political &rifeorreligious controversy. The lyceumis dedicatedtothe singleobjea inwhich allBeds and partiesmaycordially concur.... Is therenot presentedhereabright combination ofsocial attractions, andawidescopefor theinfluence ofthe bestprin- ciples andthe beAt affections?Wio hasnot experienced that socialimprovement and enjoymentareblendeduponsuchoccasions? .Cleave land spoke oftheeasewith whichlyceumsbecameegtablished. He .tes thatit might beexpected thattheestablishmentoflyceums . people little concernedabouteducationwouldbeadifficult tas He said: '8

The formationofassociations wherenone yet exitverynaturallyclaimsourfire attention. Bythose whohave not witnessed theprocessthis isgenerallysupposedto beadifficulttask. Theycan not believe thatapeople longsunkin apathyas to objed of every education andself-improvementcan, at once and bymeans so simple, be rousedtofeel an active interet in them.Yet thetegtimony ofahundredcases shows that itmaybe done. The condition ofpubliceducationshowsthatanawakeningof the peopleand teachersgenerallywasneedecThelyceumwaswell adaptedtohelp effect theawakeningand therebybringaboutimprove- ment incommon education.

17&C.Phillips.Usefulness of Lyceums.IntroductoryDiscourses andLectures(Proceedin) cithe Amakan InstituteofInitruction,Vol. 11(1831),p.at Op.cit.

A

V

9 ChapterII .RaisingtheGeneralEducationalStatus The lyceumhad two major objediveswhichas a sygtem andas individualunits of thatsygtem it hopedto accomplish. The first town lyceums formedin 1826gtated theirpurposes to be theseobjectives: theimprovement ofcommonsc.hoolsand the"diffusion of useful knowledgeorinformation."The diffusionof usefulknowledge was amutual educationprocess.Thosewhoassociatedthemselves with the lyceumhad theopportunity ofaddingvaluableandinter- egting information totheirgtore of knowledge.Ifanyonewereableto ledureor discussorinany waypresentsome type of usefulor intereSt- ing information, he foundready andappreciativelienersatthe lyceum. Thediscussions, debates,and leaurestaking placein locallyceums covereda very widevariety ofsubjects. Thepolicy ofexchanging lectwers and otherlyceumteachersabouta countyor groupofcounties providedan intellectualtreat and opportunitywhichwouldotherwise., neverhavecome tomany thousands of people. The costofmaintaininga townlyceumwas asmallsum individually. No one was barred and allwere welcomed.Minorswereusually allowedentrance free of chargeorfor one-halfthe adultfee. Theenthusiasm with whichpeoplemaintainedtheirlyceumscanbe better appreciatedby recallingthe lackofeducationalinstitutions, schools,books, magazines, andnewspapers and the slowmeansofcom- munication andtravel. The Rev. A. Rand, ofBogton,in speaking oftheaccessibilityof the lyceumtoall, said: I regard thegeneralintroduction of the lyceumas a very desirable objectIammuch pleased withthe sygtem, becauseit is economical.Iam acquainted withno other method by which valuabkknowledgecanbe acquiredatanyexpense so =dents, and soentirely withinthe reachof allclasses of thecommunity. Areport madetotheMassachusettsStateLyceumin 1832announced that thelyceum's effectonsociety ingeneralhadobviouslybeen I A. Rand.American Lyceum.&too Retarder.Cited byAmerican journaloiEducation, wanp. Val. ILI

31

410 32 The AmericanLyceum -111m, favorable ánd thatalove of reading had beenincreased.Itwasgated thatnewlibraries had been egtablishedand oldonesrevived.' Many differenttypesof lyceumswereorganized. Eachcommunity or groupformingalyceumwasprivilegedtoengagein activities suiting its intere *as and inclinadons. The BaltimoreUnion Lyceumwasdivided into 12 branchesorward lyceums, whichwerefurther dividedinto ladies', mothers', teachers', apprentices',Ind seamen'sdepartments. Eachtownlyceum becameanadult school.The Boaon Patriot reported that: 3

From experiments already made by lyceums,tworesults somewhat unexpededhave been observed. First, that the natural diffidenceand backwardness which themembers sometimes have in attempting illuStrationsvery soonwholly disappear; and theyenter uponthemasreadily and cheerfullyasthey doupon anyexercise in their ordinarypur- suits; and second, that the principles and subjets of discussionattheir meetings become, inashort time, certainly and thoroughly, though insensibly,underStood bypcSt who attend them. Henry Barnard reportedonlyceums activityasfollows: 4 Lyceumsareassociations formed for the mutual improvement of theirmembers and thecommonbenefit of society. Their membersmeet onfrank, cordial, andequal grounds. All declare, by joiningalyceum, that they wishtoextend their knowledge;and from themannerin which they amociate eachmaybecome, byturns,alearner andateacher. Allunnecessaryformalities,aswellas, expenses, are tobe avoided, that thewayof learningmaybe renderedasfreeaspossible....These associationsmaybe formedin almostanyvillageorneighborhood byafew friends of knowledge;and by meetingwith anaudienceonce aweek through the winter, delivering lecturesinafamiliarmanner, exhibiting and conversingonminerals, plants,etc., inviting inquiries, requeAting aidin colleting and arranging them, furnishingcommunicationsonsimilar iubjedsto editors ofnewspapers,contributing books foralibrary, arranging for theirdelivery,etc., anda visible improvement will be madein the asped of society before thenext spring. Th0esubjects chosen for discussionat anygiventownlyceum depended 4nthe interegts of the members. Much ofthe weeklyprogram"period wastakenupwith discussion andsometimes informal debatewasused. The following lift of subjects indicates the widerangeof interegtsand topics cofisidered. Theywereprobablynotall takenupbyany one lyceum, but the lilt is representative of lyceuminteretitsatlarge.' Horace Mann, in his Third Annual Report ofthe Secretary ofthe Board of Education of Massachusetts, commendsthe lyceumas anadult

IMassachusettsLyceum. American Annals of Education, Vol.II (1832),p. 121. sAtnericanLyceum. Boom Patriot.Cited by the American Journal ofEducation, Vol III (1828),p g Henry Barnard, :d. Lyceum& Connedicut Common School Journal,Vol. I (1838).p. 40. This bit of topicswuselectedat randomfromreportsfound in the Americanjournal of Education 1826-1829) and the American Annals ¿Education (1830-1839).See Appendix VIII,p.71. ContributiontoPublicEducation 33

educationagency.Hisreport is concerned withtheState of education, particurlycommon-schooleducationin Massachusetts.Mann says.' Itseemsundeniablethat the lyceum class ofingtitutions confersbenefitsboth ofa negativit and positive character. Theywin both adultsand youthfromplaceswhere time would otherwisebemisspent or worse than misspent....They supplybetter topics and elevatethe tone of conversation....It has oftenbeenrepeated,by numerousand accurate observers, thatin the city ofBogton thegeneraltopics ofcon, versation and the mode of treating themhave beendecidedlyimprovedsince whatmay be called thereignof popularlectures. Two permanent lectureinstitutes,atleagt,grew outof thelyceum moveme4t. W. S. Monroein 1913 said: Lowell Ingtitute in Bogton andBrooklynIngtitute, bothof whichgrew outof the lyceummovement,areitill in exigtence. , J

William Russellgavethe followingaccountof theestablishmentof the Lowellngtitute: To the came& s. spirit andpersevering endeavorsof JosiahHolbrook,thecity of Battonowes,in part, oat of it.moift excellentingtitutionstheLowell lectures,from whichsourcethe &reams of °scientificingtnidionannuallyissue for thebenefit of thousands_ Mr. Holbrook, in 1828, havingsubjectedhis planto such modificationasthecircum 'tames ofacity like Bogtonseemed to require, and havinglaid hisviews beforemenof influencein the place amongwhosenames were found,as ever, auspiciousin such undertakings, those ofDaniel Webgterand EdwardEverett, andothers of likespirit apublic meeting, honored bythepresenceof suchmen, was held, whichsoon eventu ated in thefoundation of the BattonSociety forthe Diffusionof UsefulKnowledge, whose plansand proceedings suggefted,it is well known,tothe discerningmind of the late JohnLowell, the idea of theadmirablearrangement for thecourseofgratuitous public kctureswhich bears hishonoredname. The followingelimation of theinfluence ofthe LowellIngtitutewas given by Dr.Oliver WendellHolmes:9 "How doyouegtimate the influence whichthe LowellIngitutehas haduponthe intellectual life of the country?"I asked ofDr. OliverWendellHolmes,within four months of hisdeath. "Whenyou have saidevery enthusiagtic thing thatyou may,youwillnot have half filled the measureof itsimportanceto BostonNewEnglandthecountry at large," he replied...."No nobler or more helpful inititutionexigts inAmerica thanBoss ton's Lowell Ingtitute,"he concluded.

Horace Mann.Third Annual Report of theSecretary of theBoard ofEducation ofMassachusetts. Common SchoolJournal, Vol. II(1840),p. 140. I Will S.Monroe. Lyceums or Institutes. A Cyclopedia ofEducation, Vol.IV (1913),p. 101. I William Russell.Recollection. ofJosiah Holbrook.Barnard'sAmerican Journalof Mouton, VIII (1860),pp. 241, 242. Vol Harriette Knight Smith.History of theLowell Institute(1898).In preface. , 34 The American Lyceum

Emerson gave,,his viewsof the lyceum from thegtandpoint of the lecturer. The lyceum providedEmerson with hearers.Heonce remarked, "My pulpit is thelyceum platform." Thefollowingquota- tion, fromaToose§heet, dated October 7, 1839,evinces his appreciation of the lyceum :'° Here is all thetrue oratorwill ask, for here isaconvertible audience, and hereare no gtiff conventions that prescribe amethod,agtyle,alimitedquotationof books andan exad resped tocertain books, persons,and opinions. Now here everything is admis, aible, and philosophy, ethics,divinity, criticisms,poetry,humor, fun, mimicry, anecdotes, jokes,ventriloquismarethe breadth and versatilityof themost liberal nversation; hi:zhest,loweg, personal,local topicsallarepermitted, and allmaybe combined inonespeech; it isapanharmoniconevery noteonthe long&gamut, from the explosion ofcannontothe tinkkofaguitar. Thetownlyceums providedthe people of the community withan opportunityfor attending whatwasvirtuallyanadult (opportunity "perhaps") school.This adivitywasthe chief drawing force of the local lyceums,which made theweekly meetings of mos4t of them well attended. Nodoubt the pleasantnessassociated with spendingan .eveningaweek in agreeablesocial intercoursewas adominantreason for thepresenceof;Rimy.Thisreasoninitselfwasworthy and could nothave beenother thanhighly beneficial, but lyceum attendance exposed alltothe possibilitiesof learning and subjeded, themtoa groupenthusiasmfor mental cultivationwhichwas not tobe resisted. The espousalof the common-schoolcause gaveeach lyceunmember, ship somethingdefinitetowork for, besides theirownintelledual improvement.The people whocontrolled the fate ofcommonpublic schools thusconvinced themselvesof the need of improvement and extensio*of their schools. Somedetails of this phase of lyceum adivityaregiven inthe follow.ingchapter. Reportsof the local lyceum activityindicate that it wasveryhelpful tothat largebody ofyoungpeople who had receivedall thecommon schools couldoffer,orwho hadneverhad the opportunitytoattend anyschool. Thecommonschools,ashas been Own, did littlemore thantoteach the minimumessentials for reading and writing, anda

. little ciphering.Theseyoungpeoplewereprivilegedtoattend the townlyceums,usuallyatlittleor nocat,being in thiswayprovided with the privilegeof receiving valuableschoolingHorace Mann judged dielydeumstobeverybeneficial in this phase of their educa, tionalprogram.He reported:"

w Edward WaldoEmerson andWaldo Emerson Forbes. journalsof Ralph Waldo Emerson, Vol. V,p.21113. II Horace Mann.Third Annual Reportof the Secretary of the Board of Education- Gammon&boa journal, Vol. II (1840), p. 140.

1 ContributiontoPublicEducation 35

From the point ofview, then, whence Iconsider them Ily.ceurnsi,this kindofintlitu- tionpossesses great importance; for, although thechildrenare now incapabkof deriv- ing much direetbenefit fromit, yet every passingyear is carryingthousandsof them within the sphereof itshelpfulinfluence. Emerson is reportedtohave beenespeciallyinteregtedin theyouth ofcommunities who had littleeducationaladvantages.Hisbiographer said of him: " Often hegavehis lectures withoutcompensationto littletowns in theneighborhood with smallmeans,for hehada great tenderness for the country lyceumasthe bestgifta village hadfor itsthoughtfulpersons, especially theyouth. Henry Barnard, inalecture beforetheYoungMen'sIngtituteof New Haven, Conn., in whichhediscussedthe"Morals andEdocational Wants of Cities,"gavethe lyceumaprominentpart to play. Thoughtis again centeredonthe needsofyouthabovethe school age.Barnard said:'3 The lyceumin itsvarious departments shouldtakeupthe educationof thecommunity where theschools leave it and, byeveryhelp andmeansof selfculture,carry it forward to the end of life. The lyceum's object,that of"diffusionof usefulinformation,"was wellaccomplished. It becamethe firgtadulteducationschoolsygtem in the United States. Thisphase ofits workwascarriedforwardin the widespreadlocallyceumsafter thelyceumsygtem, headedby the National(American) Lyceum,hadceasedtofunction.Itwasshownin chapter3 that adult educationwascontinuedby lyceumorganizations wellinto thepresentcentury.

uEdward Waldo Emerson.Emersonin Concord;aMemoir,p. 199. u HenryBarnard.Moral andEducationWants ei Cities.CongregationalObserver.a ted bythe ConnecticutCommoeractiooljournal,Vol.IV (1842),p. 23.

.

, Chapter III The Lyceum'sServicetoPublicSchools

Thetwo majorpurposesof the lyceumsygtem have been gtatedsev- eraltimes in the preceding chapters. Thegeneral condition ofcommon- school educationatthe beginning of the lyceumactivity and the fitness of the lyceumtoaid in public educationalimprovementwa'sconsidered in chapter4. The lyceumas anadult 'school, and theopportunity it offeredyoungpeople who had receivedbut little formalschoolingto improve thertiselves mentallywasdiscussed in chapter5. The activity directed toward theaccomplishment of the chiefaim of the American Lyceum, "Improvement ofCommon-School Education,"istobe the concernof thepresentchapter. William Russell gtatedin 1828 that: ' ThisinAitution (lyceum)seems to usthemat effectual and extensivemeans yet devised for theimprovement of popular educationasconcluded in digtxid *clods. Mr. Russell'scomment is quitedefiniteas ageneral gtatem'ent,but he doesnotgive thereasonsfor his goodopinion of the lyceum. A careful inquirytolearn what thelyceum haddone toward the accomplishment of the majorpurposesmade clear thatits adivities had in severalways helped in advancing thecauseofcommonschools, the gradation of the public educationsygtem indie UnitedStates. . IThecommonschools, called the people'sorpopular schools, needed \the perseveringsupportand-irfterea of each c'7ommunityin orderto develop and render theservice of whicti theywerepotentially able. Therecanbenodoübt thatthe lyceum through its adulteducation plan and its positivepurpose toimprove tlw people's schools created ?greaterinteregt in andadesire formorean4 }lettercommonschools in qkfath.. t.housands ofcommunities. Bringing themattertoth-egeneral public's 4ttention,and keeping the issue alive, was-6ne of themostsignificant services of the lyceum. When Henry ßarnard becamesecretaryof the Board of Commissioners of Common Schools ofConnedicut in 1838, he recognized the lyceum's value byreportingasfollows in hisdon- nedicut Common School Journal:2 A

IWilliam Russell, al. Popular Education. American Journal ofEducation, Vol. 111 (1828),p.722. 9 Henry Barnard, ed. Lyceum. antic-aim Commo&ligliool Journal, Vol. I(1818).p.19. 36 ContributiontoPublic Education 37 1*11.

The increase ofactive and welkonduetedlyceums in this State(Connedicut) and at thisseasonis muchtobe desiredas oneof themoit direct and effedualmeansof directing the attention ofthe peopletothe importance ofimproving the schools. TenyearsprevioustoBarnard'sstatement andtwo yearsafter the first local lyceumhad beenorganized inConnedicut, William Russell prefaced thefollowing remarkstoanextract of Governor Tomlinson's message on"Improvement ofCorn Schools in Connecticut:"' Tomatt ofourreaders it is well knowrithat in the State ofConnecticutanunusual degree,fpublicattention has of late been turnedto the condition of thecommon schoAwithaview to their improvement.Societies (lyceums) havebe.en formed expressly for thispurpose,and withintwo years muchprogresshas been madein this laudable objet.

-do The members of theOntario County(N. Y.) Lyceumvoted their unanimous opiniontobe that thenecessity of awakeningparents to theimportance of the common-schoolsystemcouldnotbeoverégti- mated. Theywereof theopinion that "the generalapathy ofparents was atthe foundationof all evils connectedwith the subject,"and it was to removethis that theybelieved the effortsof the friendsof education oughttobe particularlydirected. Fads about the spread ofthe lyceumsoverthe Nationhave 41ready been given. Thelyceum consideredbringing aboutageneral desire for better schoolstobenecessary to common education improvement. Therewereprobablybetween four and fivethousand lyceumsin the United States by1839. Their influencewasfeltinatleagtas many thousands ofcommunities. The testimonies fromdozens of lyceums andpublicmen, tobe found in the officialorganof the lyceum,the American Jouinalof Education, 1'426-1829,and the AmericanAnnals of Education,1830-1839, show that wherever locallyceumswereegtalllishedintereSt in andconcern for the local public schoolswere soonmanifested. The lyceum idea, withits mutual educationand schoolimprovement program,appealed gronglywherever the peopleweremade acquainted with it. Thereisno wayof knowingin howmanycommunities lyceumswereformed. Therewere attemptsmade byState and the nitional lyceumstodetermine the numberand location oflocal lyceums, butverylittle definiteinformationwascolleted, This assumptionmay notbecorrect,asthese fads about thesygtemmayhave been colleted andneverplaced in therecords availableatthepresent

William Russell, al. Editor's preface.American journal ofEducation, Vol. III (1828),p.381. 'Ontario County Lyceum. Amtric Annals of Education, Vol. V(1835),p. 57,5. 4- 9in4*-32-4

Aim*? 8 ao, t's 38 TheAmerican Lyceum

time. Thegreategt handicap of thesygtemwasits loose and ineffective organization.It hadnoauthority. Thenationalassociationwas sup- posedtohave beencomposed ofState societies.In realityriotmore than fiveat anyonetime, of the reported16 State lyceums,wereever representedattheconventions of the NationalLyceum, Thenational association requegted informationand aid fromthose of theStates, the States did thesamewithrespedto counties, butreportswere'usually fragmentary. Thildoesnotmeanthat therewas atotal lack ofconcernfor 'the well-being oftheorganization within thesygtem.Therewasless generalconcernfor the nationatorganization than fortheState lyceums. Thecounty organizationswerebetterorganized andfunc- tionedmoreefficiently than didthe Stateassociation. Generally,the local lyceumspushed forwardin theirimprovementprograms, giving little thoughtor concern to system beyond thecounty grouping. What lyceums didin anothercountyorin the Statetlargewasof little intereAtothemajority oftownlyceums. The thingmogt neededtospread the lyceumsygtemwas agentsto traveloverthe States, telling thepeople ofthecomm.unitieswhata lyceumwas,howto organizeone,and whatgood mightresult fromsuch anorganization. The NationalLyceum recognizedthenecessityof getting definite, detailed informationbefore thepeople andattempted tosendout men(and probablydid sendoutsome) for thepurpose of promoting the egablishment .of localorganizations.'Reportsas to theoutcomesof these endeavorsare notcomplete. In the majority ofcasesthe people ofa town or communityquickly became enthusiagticoverthe lyceum idea,and logtnotime ingettinga local society formed. Had the nationalassociation,vigorouslyaided by the States, been abletohavesent agentsout intoevery community in all States, the effect would have beenanalmostiminedjategeneral educational improvement. Wherever the lyceumwasorganizedits influencewassoonfelt. When the people ofacommunitywereintereaedand unitedinan improvement canipaignimprovement followed.The lackofappre- ciationandundergiandingof the publicschool bythemajority ofthe peoplewasshown in chapter4 by thewaycommon-schoolteachers werepaid. The firgt gtep in theimprovementprogram,asfarasthe peoplewereconcerned,was to getbetter teachers.

6 The national association pawed.resolutions.'and appointed committeesto carryout its wishes.flea tahular indextoresolution, AppendixIII,p. 59.

I ContributiontoPublic Education 39

Not only did the lyceumtendto generateacompellingioterest in schools, but in(manyinStances it unitedgroupsqf people,sothat together they couldgive their children educationalopportunities which would have otherwisebeen impossible.Mr. Holbrook,whospent much time andmoney(hewasabletodo this, beingwealthy)in travel- ing about forming lyceumsgave aR accountof thepossibilitiesof lyceums in bringing conflictingand opposinggroupstogether.Mr. Holbrookwrote:6

One of the pleasanteAcircumstances attendingmy tour isthe perfeetunion which, ineveryinstance, has been efreded betweenopposing parties and confli.ftingprejudices. Corning,asdo the inhabitants in all thenewStates, from differentsections of thecountry, they bring their habits, notions, and prejudiceswith them. TheStates north ofthe Ohioaresettled by Kentuckians,Tennesseeans, Virginians,Carolinians, andYankees, who foralong time hold their prejudicesinfull foiteagainst each other, and ofcourse formno commoncharacter, and seldomunite inany common object.Thesecircum- gtanceshave been frequently mentioned bythemost intelligentasthegreat obStacle to any measuresfor the advancement ofeducation;yet in every instance where the lyceum has been proposed,everyparty.,sofarasI know, hasunited in it withoutthe least jealousy.If thesevarious classescanfindany common groundonwhich theycan unite, there is everyreason tobelieve that assimilationof charader willbe produced, tothe advantage of all, and especially for the advancementof education. The good effects of lyceumswereparticularly evidentin Pennsyl- vania. Itwasreported that30,000 signatures of Pennsylvaniacitizens wereobtained in 1835on apetition, remonStratingagainst the estab- lishment of publicscha2i2The writer of thereportadded, "Maythis reproach soonke wiped away." William Russell, in his Recollections ofJosiah Holbrook,8shows how the ly.4.).um helpedtobring the Pennsylvania Germansto awillingness tóacceptthecommonschool. He said:

In the Middle States Mr. Holbrook foundil1awider beld ofaction for his favorite purpose;an& insomeplaces, the effect of his laborswas toawakenanintenseinteregt in the subjectof popular education, whereit had subsidedorslumbered,and insome instanceswhere the subjed had beenmet inthe spirit ofunmitigated hostility.Such wasthecaseinsomeportions of the State of Pennsylvania, whereavigorousmovement in favorof educationwasinprogressin certainquarters,butabitteropposition wail manifested in others. Having secured the hearty cooperation ofaninfluential licentiateof theDutch tteformed Church, who recognized in theirtnielight thepurposesof Mr. Holbrook,he madeanextensive tour in the interior of the State.presenting his views ofpractical popular education with suchsuccessthat,ere manymonths hadelapsed,ateachers'

Josiah Holbrook. Correspondence.. American Annals of Education, Vol.Il (11132),p. 110. F4uC1130n COnventiOn.AmencanAnnals of Education, Vol. V(11135),p.427. sWilliam Russell RecoLktboasptJosiah Holbrook. Barnard'sAmerian journal ofEducation, Vol VU1(1860),p.242. . 40 s The AmericanLyceum

conventionwasheld, in the fullspirit of suchagathering, andtothegreat delight of the people generally,in Lycoming Countypreviouslydesignated,inapopular phrase,as "Bear" County. In thisregionsomeof the formerinveterateenemies of educationwere heard exclaiming,"Yes, if this iseducation,we want it. This will makeour sons better farmers; andthey will know, whentheyareselling their farms,whether theyareselling coal and lime, andiron, too." Comment touchingupondie subject ofpublic educationin Pennsyl- vaniawasmade by the NationalGazettein 1836,a yearafterthe petition which secu'red30,000 signatureswascirculatedin that State. Thereportwas asfollows: °

A large portion of the members ofthe lyceumconvention, recentlyheld in York,Pa., wereGermans. A large portion ofthe lyceumsrepresented andreportedat the meeting arein German counties and incommunities consistingalmogt exclusivelyof thatclass of ourcitizens. Therepresentatives Present from those lyceumsand thosecommunities spokewith entire confidence of the general adoption ofthesygtemamongthe wholeGermanpopu, lation of the State. Theirreports on the occasionswereof themoa animating charader. Itappearsthat although opposedtocolleges andto theoretical education,too prevalent in ractitt schools, the republicansygtem adopted by lyceumsmeets with the decidedand general approbation of the Germancommunities whereverit has beenproposed. One reference, concerning the accomplishment'sof theBaltimore Union Lyceum, pointsoutthe fact thatvarious religiousgroupswere abletowork in harmonytoadvance thepurposesof thelyceum. Following is thereport:io

It is gratifyingto seeEpiscopalians, Methodigts,Presbyterians,Baptigts,Quakers, Lutherans, and Catholic all engagedin effortsto proinote thesameobjed. The interegt shown in publiceducation, forwhich thelyceumwas partly responsible (largely responsiblewheretownlyceumswere organ- ized), brought the large body ofcommon-schoolteachers,egtimatedin 1828tobe 50,000,to adecidedly differentopinion of theimportance of their jobs. The ichooLs assumedanimportancenotbeforegenerally recognized. Teachers,asthe heart ofthe schools,came to view their work inadifferent light. They foundthemselvestobe dfmorethan triflingconsequence.They began almodtimmediatelyto givemore thought and efforttoteaching. They begantoseek forbetter meihods and ideas. The lyceums urgedteachers everywheretobecomemem- bersor,if therewereseveral teachersina town or community, they wereaskedtoformaspecial teachersdepartmenttothe lyceum.Thus, the hrceum invigorated teachersboth directly.andindiredtly.The lyceums from the beginning urgedteachersto organize. One of the

9 OCrann Lyceums. National Guettt. Citedby the American Annalsof Education,Vol. VI (336),p.476. *Baltimore Union Lyceum. AapericanAnnals of Education,Vol. IV (1834),p. 480. Contribution toPublicEducation 41

resolutions ofthe firgt meeting oftheAmerican(National)Lyceum was: I

OnmotionResolved,That inthe opinion of thislyceumtheweeklymeetings of teachers intowns and the semiannualconventionand aid oftown andcounty lyceums areeminentlycalculatedto improve the qualificationsofteachersand advancethe interegts of schools. Teacherassociations didgenerallyspringupin thoseregionswhere the lyceumbecameegtablished. The firgttwovolumes of theAmericanJournal ofEducation(1826 and 1827)contain no notices of teachersconventionsorteacherassoci- ation meetings, butby1833manyteacherorganizationsare mentioned. Anews notewhich appearedin the Annalsin March,1331, isindica- 4ve of the lack oforganizationthroughouttheNation." The teachers ofthe schools in Stonington,Conn.,were convened bythevisitors in thattownashorttime since,when it was proposedto hold gtatedandregularmeetings of thiskind. TheStoningtonPhoenix saysthat sucha project hasneverbeenstarted in thistown before.In fact, few ingtances ofthe kindhaveoccurredin Connecticut. Duringa partof thelast winterthe inStructors inSouthingtonconvenedsemimonthly. The resolutionof the American(National)Lyceumabovequoteddid notbeginsa new movement. Fromthebeginningof lyceumorganiza- tion in 1826 teachers hadbeengivenearneA andsincereattention,with aviewto help them, tflatthegtandards ofthe schoolsmightbe raised. NehemiahCleaveland reportedinalectureto educatorsin 1830that :'8 As branches oflyceumsor, in connectionwith them,associations ofschool-teachers have alreadybecomecommon, with results, as we mightexpel, highlyfavorableto bothmagter and pupil. The following gtatement about theeffed oflyceumsin bringingabout teacher organizationisaningtance ofwhathappenedwhereverthe lyceumbecame wellestablished:14 A circular hasrecently beenissued by theexecutivecommittee ofthisassociation, froma copyof whichwelearn thata society for theimprovementofcommon schools has exiftedin JeffersonCouRty formore thantwoyears and has exertedasalutary influencethroughout the caliFy.From this society (alyceumhowever,hasarisen the Teachers'Associat The lyceum gtimulatedteachersto organize localandcounty teachers' societies. The teachers'associationsinturn also urgedtheirfellow teachers to organize. Thefollowingrepov shows theconcern which 11 Allresolutions of the NationalLyceumarelisted in 'AppendixHI,p. 59. 11 Intelligence. American Annalsof Education,Vol. 1 0831),p. 126. IsNehemiahCleaveland.Lyceums.Introdudory Discourse andLetures (Prom-iine.$) ofthe American Imitute oflaanxtion, VolI (1832),p. 152. "JeffersonCounty Teachers'Association. American AnnalsofEducation, V.VII (1837),p. 425. 4

1

'42 The AmericanLyceum

the Ontario CountyTeachers' Associationhad for the lyceume program.The teacherassociation's committeereported:'5 We also respectfully andearnegtlyurgeteachers to form associationsfor their special benefit.Ifafew tetchers, situated inthe neighborhoodof each other, would meet weeklyorsemimonthly, and discussthose subjedswhich dailyconcernthem; if the. teachers of townswould form suchassociations greatgood would result.In those towns inwhich lyceums areorganized, teachers' 'associationsmight be organimd in conne.4tion withthem; andaportion of each meeting, onwhich the lyceummeets, the teachers might spendby themselves,and devote itespeciallytotheir improvement in the business of teaching.We should addno more onthis subject, didwe notknow, thatmanyteachers in those townsin which lyceumshave been organized and ably sugtained have notaided and encouragedthem. We hope the timewill quickly arrive whennoteacher will find patronage oremployment in this county, whowillnotattend and aidmsugtaining thesevoluntary associationsfor improvement. We do hope that school digtrictts willhesitate to employ suchteachers, who will not thteretthemselves in effortsfor improving theintelligence of the communityaround them. We seriously proposethe quegtion to parents,whether theycanplace their children, withanyfair prospedof 'intellectual improvement,under the charge of thosewho manifestno disposition to advancethe intelledual improvementof the society with which they associate. This isadefinite manifegtationof the teachers' desiretohelp them- selves.It is impossible todetermine howmanyand where thelyceuM awakened teachers toa newconception of teaching,but it is evident that lyceum activity islargely responsiblefor the widespread teacher organizing movementwhich began after thelyceum workwaswell underway. In Essex County, Mass., in1832, 23of the county's 26townshad lyceums.'6 One of thefirgt of thecountyteachers associationswas organked in EssexCounty in 1832. Theearly organization ofa4 teacha's' association in Essex Countywasundoubtedly due largely tolyceum adivity.The plans fora"depository" for the teachers' associations isa copyof the lyceum idea. Thefollowingcomment is made concerningthe depository:'7 In the depositoryof the associationatTopsfielf thereareabout MO copies of school- books, various kindsof school apparatus,amodel ofanimproved schoolhouse,a copy of the latecensusof thecounty, etc.,for the inspection of teachers, school committees, and others intereaed.It is proposed to make the collectionasextensive and valuable asispraeticable, including in it copiesoftownhistories andmaps,and specimens in mineralogy and various otherbranches of natural higtory.

Is Report of tbeOntario County (New York) Association ci Thaws. American Annals of Education. VoL IV (1834).p.505. to Massachusetts Lyceum. AmericanAnnals of Education, Vol. II (1832),p. 121. II Essex County Teachers'Association. American Annals of Education, Vol. LI (1832),p,sq. ContributiontoPublicEducation 43

WilliamC. Woodbridgeprefacedthearticle abouttheEssexCounty teachers'organizationbysaying:18 9' Wepresent the following report not onlyas an interegting articleofintelligencebut as a valuable modelforimitation in its forms,aswellasits spirit. An instance ofaState lyceumprecedingand encouragingaState . educational (teachers')associationis that ofIllinois.TheIllinoisState Lyceumwas organizedsometime earlyin 1832andwas representedat the NationalLyceumconventionin May,1832. Anews note in the Annalsreadsasfollows: '9 A weeklycourseof lectureshas lately beencommencedbeforethe IllinoisLyceumat Vandalia.Theintroductorylecture was given by JudgeHall, theeditor of theIllinois MonthlyMagazine_ Abouta year afterthe formationof theIllinoisStateLyceumthe Illinois Teachers' Association, the"IllinoisInstitute ofIngtrudion," wasorganized.Judge James Hallwas aleaderin bothorganizations, asthe followingnotice shows:?A)

A meeting ofgentlemenfromvarious partsof theState ofIllinois,desirous ofencour- aging education,and especiallycommon schools, in thatState,washeldat the State House in Vandalia,February 13,1833,when, afteran *dressoneducation,by James Hall, Esq.,an associationwasformed tobe calledthe IllinoisIngtitute ofInstruction. The Essex CountyTeachers'Associationwas recommendedas a model forthe formation ofothercounty teacherassociationsandwas, nodoubt, usedassuch inmany instances. T1eorganizationofteachers in countiessoon causedStateorganizationmovements in muchthe same waythat county lyceums ledto State lyceums.Themodelused byagoodmanyof the Stateswasthatpresentedby theAmerican Institute of Ingtrudion.Theingtitutemayberegardedasthenational teacherassociation of the UnitedStates fromthetime ofitsorganiza- tion in1830tothe formation of theNationalTeachers'Associationin 1856. Theinstitute did not disappearattheorganization oftheNational Teachers' Association butcontinuedastheNewEnglandTeachers' SectionalAssociation onthroughthecentury.It hadalwaysbeen centeredinrfew Englandbutalwaysreceivedrepresentativesfrom all overthe country. At the institute'sfirStconventionrepresentatives from11 States were present. Sincetheorganizationof theNational Teachers' Association theinstitute hasconfineditsadivitiesand interatsto New England.

is Ibid. I.Intelligence. American AnnalsofEducation, Vol.ll (182),p. 411. - IllinoisInstitute ofIndtruction. Pioneer andWeiternBaptist.Cited bythe American Instruction, VolIII (1831),p. 183. Annalsal 44 The American Lyceum

The American Ingtituteof Instructionwasorganized largely bymen whowereback of the lyceum mbvement.Ataconventionof teachers held in Boston in March, 1830,acommitteewasappointedtodrafta conStitutionandset adate for the organizationof An association whichwastothe teachers associationswhat the American Lyceum was tothe subordinatelyceums. The meeting proposed tookplace in August, 1830, representatives comingfrom New England, and theMiddle, Southern, and Western States. The committeementioned proposed thename"The New Eng- land Associationof Teachers" for the association,buta namethat should excludenone wasgenerally desired. ThenameAmerican Insti- tuteof Ingtrudionwasacceptedassatisfadorytoall concerned. The secretary,in theprefacetothe first volume of proceedings, said:21 "The formation of the institute, it ishoped, will do something towards elevat, ing theStandard and easing theefficiency of popular ingtruction." The formal statementof theinstitute's'object in the constitution was"the object of the AmericanInstitute of Instruction shouldbe the diffusion ofuseful knowledge in regardtoeducation." The institute becameauxiliary and lateroneof thesuccessors tothe lyceum in that it tookupthecauseofcommoneddcation andwasable todomoretoward awakening and enthusing teachersbecause itwas a teachers' organization appealing toteachers. Many of thefirst officers of the ingtitutewerealso officers of the lyceum, both then andlater.Some of themwere:" William B. Cal- houn, Thomas H.Gallaudet, Theodore Frelinghuysen, Robert Vaux Benjamin O. Peers,Gibson F. Thayer, William C.Woodbridge,Josial; Holbrook, William Russell,George B. Emerson, William Forrest, and Asa Rand. It is probablethat onlya veryfew of themenwho organized the ingtitute had notbeenpromotersof the lyceumsystem.Cleaveland said in his address to the ingtitute at itsfirgt convention: 23 Do I hazard anything in presumihgthat thegreatmajority ofmyauditors have already given it their sanctionand lent it (the lyceum) effectual aid? The lyceum, besides promotingthe organization of teachers,was much concerned with thepossibilities of raising teacher qualifications. The lack of training incommon";aooiteachers has been discussed. The lyceum constantly urgedbetter teacher salaries andmoreand better teacher training.

It Preface.Introductory Discourses arid Lectures (Procesdinp) cf the American Inititute of Ingtrudico, Vol. I (1831),p.vi. n Ibid.,p.351. Bee also Appendix VI,p68 ss Ibid.,p.146. ContributiontoPublic Education 45

Resolutions madeatthe firgtconvention of the NationalLyceum in 1831onthis pointwere:24

Resolved,That in theopinion of this lyceum theweeklymeetings of teachersin towns,aril the semiannualconventions of teachersin counties, under thedirection and aid oftownandcounty lyceums,areeminently calculatedto improve the qualifications of aachers, andadvance theinteregts of schools. Resolved, That thislyceum consider theegtablishment ofseminaries for the education of teachers,a most important part ofevery sygtemof publicingtruction. Resolved,Thatweregard theschool-teachers ofour country (whoare now egtirnated at50,000)as abodyonwhom the futurecharader and gtabilityofbur institutions chiefly depend;that theyaretherefore entitledto our highegt consideration,and that whatevermaybe their faultsor deficiencies, theremedy for bothis in the hands of. society at large.

A committee ofthe American(Nationa) Lyceumreportedin 1831 what they consideredtobe the resultsof lyceums.Under thetopic of "schools"the followinggtatementsweremade: 26

Bymeansentirely withinthe reach ofany town in the United States thecharacter ofavat number of schools hasbeen entirelychanged, and thattoo withoutany additionalexpenseof timeor money. Numeroustownsare now realizingat leak double, from theirappropriationsto schools, of what theyreceivedtwoyears since. Thesameteachers and thesamepupils dotwice the work butvery recently performed by them, inconsequenceof theencouragement, animation, and aidreceived bythem from the lyceums.Theseingtitutions virtuallyconlititdteaseminary forteachers, already enjoyed bythousands, and capableof beingsoextendedas toembraceevery teacher inourUnion, and under suchcircumgtancesas to improve him immediately, congtantly, andwithoutexpense. With thisview, the NationalLyceum, inaresolution,recommended themeeting of teachers,as aspecific andprominent object with allthetowns andcounty lyceums whichare cr maybe formed. The editor of theAmerican Annalsreferredtotheconsideration giventoteachers'lycedms in thefollowingway:26

Besides the generalmeetings here referredto, it iscommonfor lyceumstoencourage and sugtainmeetings withappropriate exercises forspecialpurposes. Teachersare accommodated with theroom, apparatus, specimens, books,etc.,of lyceums,for their mutualimprovement in relationto their schools. Thequegtion of teachertrainingcame up atthe firstmeeting of the Pennsylvania StateLyceum in 1835.Acommitteewasappointedto consider theadvisability ofegtablishinganacademy forthetraining of teachers." Whetheror not any adionwastakenisnotknown. ( 14 American Lyceum. AmericanAnnals of Education,Vol. 1 (1831).p.279. Alsosee Appendix III,p. 59. u Results of Lyceums.American Annals ofEducation, Vol. I (1831),p.527. 98 William C. Woodbridge. American Lyceums.American Annals ofEducation, Vol.11 (1E02),p. 40. II Pennsylvania StateLyceum. AmericanAnnals of Education,Vol. V (1835),p.471. 46 TheAmericanLyceum

A school forteacherswasegtablished byatleagtone countylyceum. Theremayhave been others,butnone was reportedonavailable records.A few detailsabout the schoolfollows: 28 Anewschool for teachershas been egtablishedin Rutland County,in Vermont. It aunder thepatronageofaboard of officersappointed bythe RutlandCounty Lyceum, and will be anothertegtimonyto the usefulness of these popularingtitutions. Itisto be opened llth bfNovember. Expensesaregtatedat $2per term.Board is$1.25perweek. We aregratifiedat the evidence of the increasingintere.gt in thesubject ofseminaries for teachers.It is the onlyway to provideourschools withcompetent teachers. The ConnecticutState Lyceum,in 1838,wasuntiring inpromoting teacherassociations andteacher-trainingschools. TheConnedicut Common-School Journalreported that: " The annual meeting of the CònnecticutState Lyceum willhe holdenat Hartfordon Tuesday, the 7th ofMay. It isrequeted that allcounty and town lyceums,and all associations of teachersorother bodies fortheimprovement ofsche, willseiid delegates. Besides the generalprogressof educationin the State,it is expectedthat subjectsof discussionrespeding the improvement ofschoolhouses, andtheegtablishmentof teacher seminaries will bepresentedto the lyceum. The ninth annualproceedings (1839)of the Ameridn(National) Lyceum reported that:3°

The education ofteachers hasnowbecomeoneof theprincipal objectsof desireamong the friends of intellectualimprovement; and hundredsand thousandsofour country, menfeel that decidedappreciation of thisgreat desideratum, which,butafewyears ago, was scarcely talked ofoutof meetingslikeours,and thatpioneer journal,the Annals of Education.

The lyceum's chiefcontributiontowkrd providingbetter qualified teachers for the publicschoolswasits activityin bringingthe public consciousness(teachers includedtoanappreciation ofteacherimpor- tance.Several of thereportsquoted abovemaintain thatthe local lyceums servedasteacher schools.Knowing themeagereducational equipment of the common-schoolteacher of1830suggests that the reportsof teacherimprovement3are notoverdrawn.Themembetship of the local lyceums^included thebegt-informedpersons in the various communities. Associationwith thecommunitys leaders;the privilege ofusing-thelyceums' libraries,apparatus, andvarious biologicand geologic coVeaions, reallyprovided forthousands ofteacherseducational opportunities which theyneverwould haveotherwiseenjoyed.

SSSchool for Teachers. AmericanAnmls of Education,Vol. II(1852).p.579. u Executive Committer. Connedicut StateLyceum. ConnedicutCommon-SchadJournal, Vol. I(1838), P.152 *American Lyceums. American Annalsof Education,Vol. IX(1839),p. 382. ContributiontoPublic .111. Education 47

Besides thelyceum'sservicestothecommonschoolsininteresting the publicin educationandawakening and helping'teachers,lt advo- cated and promotedthedevelopment ofaStatesygtem of control of commonschools.Thiswas oneof itsmost importantcontributions. The failure of theLegislature ófPennsylvaniato adfor thegood of schools in1832 clearlyillugtrates thefact thatlegislatorsdoastheir constituencies wish themtodo. Areport concerning thePennsylvania situation follows:3'

They [committee)sayit isawell-authenticatedfad, calculatedto &anteeveryreflect- ing citizen, that Pennsylvaniahas hundredsof thousandsofsonsand daughterswhoare entirely deaitute ofmeansof intellectualculturethat whilememorials andpetitions from variouspartsof theState have beenrepeatedlywrit to the legislature,praying for a sygtemof generaleducation, that body,fullyawareof thesupineness andin-difference of thegreat massof the peopleto education, have bc!teved th4tanylegislationor.the sub- jeLl would be uripopular, and havenot therefore felt themselvescalledupon to art. As the lyceum createdinterest in schoolsand teachers,soit also became the primemoverfora sygtemofState controlovercommon education. The firgtState board ofeducation with attentitviltntered on commonschoolswasthat ofMassachusetts,formedin 1837. The creation of this board withHorace Mannasitssecretarywasprobably inpartduetothe petition oftheAmericanInstitute ofIngtrudion made in 1836, askingthe legislatureto-appointa.superintendentof commonschools for theState." Thewillingness ofthe legislatorsto adwasduetothe desire ofthe peopletohave betterschools, andtheir belief thataState organizationwas necessary. As earlyas1828 the lyceum began advocatingcountyand Stateboards ofeducationand the countyand State lyceumsfunctionedweaklyin thatcapacity. They were notefficient,morinany waywell organized,but theydid function and did widely spreadthe idea.Edward Everett,whowasGovernor of Massachusettsatthe time of thecreation of theboard ofeducation, had beenavice president of thenational lyceumorganizationsince its formation. Massachusetts(Bogton in particular)was alyceumcenter. qf Theappointment of State boards of educationin Massachusettsin at 1837 and in Connecticutin 1838, whose chiefconcernwastheimprove- mentofcommonschools,wasthe secondbigdtep toward theaccom- plishment of the lyceum'spurpose.The lyceum'ssharein awakening 1 the people andteachers had beenlarge. Its influencein bringingabout thecreation of State boards ofeducationwas adefiniteforce.

aEducation in Pennsylvania.American Annals ofEducation, Vol. II(1832),p. 276. 811 George B. Emerson. Annual Report.IntroductoryDiscourse andLectures(Proceedings) of thtAmerican Institute ciInstruction, Vol. IX (1838),p. :6.7.

o a

4

- .in. 48 TheAmericanLyceum

The boardsof educationappointed bytheState legislaturestookup the work of thelyceumandcarriedit forwardina way impossibleto the lyceum. The lyceumhadnoauthority;couldmakenodemands. The Stateappointedboardswere given authority.Theseboardswere the beginningof theStateeducationalorganizationswhichhave fottered thedevelopmentof thegreat American publicschool. The following article,publishedin 1828,nearly10yearsbeforethe creation oftheMassachusettsBoard ofEducation,indicatesthat the lyceumhadatthat time its plan ofState controlwellformulated:33 Togtrengthenand facilitatethe operation of theseveral branchlyceums,allina countyare to be united by aboard ofdelegates,whoare to meet semiannually,to adoptregulationsand forward measuresfor thegeneral andmutualbenefit ofthe whole.Acounty lyceum is intended alsoto adoptmeasuresfor thebenefit ofschools in its &Arias;to coiled fads respeding theirgate andwants; suggegtimprovements; andperhaOsadas aboard of examiners ofschool-teachersin thecounty, and ofcourse to take the place oftown committees forits objed. Eachcounty lyceum inaState is to appointone orsere representativesto meet, perhaps, duringtheseason of their kgislature,to organize andadoptmeasures to advance theintereft of education. A Statelyceummay ad asaboard ofeduation; and byappointingcommittees for specificobject,viz,one to examine andrecommend schoolbooks;anotherto determine uponthemost essential!ranchesina sygtem of populareducation; andthe proportionatetime andattentionproper to devoteto each; the. orderin whicbthey should be introducedand theino3t efficientmethodsof inculcatingthem. From theState I ms ageneral union might beformed,to be called theAmerican Lyceum, andto isthe duties of an¡AmericanBoard ofEducationin themom extensivesenseof theword. A correspondent of theAmericanJournal ofEducationpresentedhis views ontile subjedof "BoardsofEducation,"asfollows:" Among enlightenedminds thereis. I believe, butone opinion respeetingtheimpor- tanceornecessity ofaboard ofeducation. It isquite evidentthatno measures ofa . uniform,general,orefficientcharader canbe takenuntil theviews andeffortsof individualsare concentnted and combined....To eftablishthisconnedion(above mentioned)tofurnish channels forcollectingand diffusingknowledgeand farkeeping up ahealthy andvigorous adion throughthe wholesygtem, I beg leavetopropose through theJournal thatthe towns and villagesin NewEnglandshouldhaveMal,- Willedin each,uponkime uniformplan,a society for mutualimprovementand the improvement of schools,orfor' the generalpurposeof advancingtheintent ofpopular and practicaleducation. To have allthesocieties ina county united by aboard ofdelegates,whichshallIXa board ofeducation forthe . county and auxiliarytoageneralonefor theState; the general boardto consiAt of delegates or representativessent from theseveral boards. county

is AmericanLyceum. Bolton Advertiser.Cited byAmericanJournal ofEducation, p.632. Vol. III(1825), h A corresponant.The lyceumproposedas an aid to popular education. AmericanRimini of&fumy tit* Vol.,III (11121),1% 901.

4 \\

ContributiontoPublicEducation 49

TheNew JerseyState AI Lyceum, ofwhichTheodoreFretinghuysen waspresidentin1835, discussedaplanpresentedfor theimprovement of publiceducationin the State,proposingaboard ofeducation.36The State Education SocieiyofKentucky(thename givento the society on organid the planofStatelyceums)wasreportedto have appointed aboard for the examination ofteachers"authorizedto give certificates ofqualificationsof scholarshipin thenameof theKentuckyState Society of Education."86 ThelyceumsinConnecticutbecameauxiliaryto the Connedicut Board of CommissionersofCommonSchoolsatthe,beginningof the board's work.Thesame was no doubttrue in otherStates,although no reportsof suchcases are to be found. Thefollowingannouncement, .made by HenryBarnardin 189, indicateshowhe usedthelyceums:" Hartford,Augu4t1, 1839. Aconvention of thefriends of common-schoolimprovementwill beheldatFhrtfor-d in the Hall ofRepresentatives on Wednesday, the28th ofAugust,at 10 o'clocka. m., and willcontinue insession untilthe followingevening. Officers of theseveralcounty andtown associations for theimprovementofcommon schools, ofcounty and locallyceums,school committees andteachers,andclergy ofall denominations,individualsin publkgtations, and the friendsofeducationgenerallyare invitedtoattend andpresent their views respeeting thepresent conditionofour schools and plans fortheirmore extensive usefulness. Interegtinggtatementsmaybe expeeted fromgentlemenfamiliarwiththeeducational inftitutions of otherStates andcpuntries.

HENRI'BARNARD, Secretary of theBoard of CommissionersofCommonSchools. Barnard vigorouslypromotedtheegtablishmentofcounty teacher associations in those Connedicutcounties wherithey didnot already exiftwhen hebecame secretaryto the board ofcommissionersofcom- marlschoolsin 1838."This is anotheringtance ofa partofthe_lyceum programbeing takenoverbyanauthoritybetteradaptedto bring aboutamaximum of desirableresults. The lagtservice of the NationalLyceum,furtheringthedevelopment ofStatesygtems of common-school developmentandcontrol,wasthe adion taken bythe national educationalconvention,hèldunderthe II NewjerseyLyceum. American AnnalsofEducation.W. V08351p.140. Is TheStateEducationSociety ofKentucky. AmericanAnnals of4:lucation,Vol. VI(1836).p. W. 17 HenryBarnard.State Common-School Convention.Comedian 9timmonSchool (1&39),p. 20. journal,Vol.11, . a EducationalConventions.Comedicut Common Schooljournal,Vit. I(1818),p.44-47.

. gi) 50 The American Lyceum IP auspices of the American Lyceumin 1839.34 Concerning thisconven- tion, Will S. Monroe said:4° It is doubtleutruethat the convention [national educational]wasfruitful in accel- crating the unification of State schoolsygtems and of emphasizing the need of the service of professioral schoolmenin the direction of thesame. State boards of education, given definiteauthority, and whoseduty wastheimprovement of public education,wereprovided throughout the Nation by theState legislaturesasthe peoplewerebroughtto understand the need of Stateparticipation and demand it. The lyceum had beenareal force by teaching the needand pugge4ting aplan which it had showntobe usable. . The lyceum revivedinteregt in libraries. Writing local higtories,mak- ingmapsoftownsahd counties, andinitiating geological andmeteoro- logical studieswereurged by tIle lyceum. Theschwis beoefited either diredlyorindirgaly from Otisadivity. Libraries recèived attention from nearly alllyceums. The methods of conducting local lyceums,whereeveryone wasencouragedto participate, tendedtoproduceaStrong demand for books. Acom- mittee of the Essex County (Mass.) Lyceum,appointedin 1830to prepare asample lyceumconstituticn, applicableto mostof the townsinthaicounty,reported:"

The possession ofalibrary should beaprimary objed with all lyceums.Higtory, biography,voyages,and travelsto developtagte for reading, and import useful knowledge. Worksonscience, scientific periodicals, andanencyclopedia willprove valuable helpstotheyounginquirer, whether farmer, mechanic,ormanufactuier,and should be procuredas soon as circumgtancespe:rmit. The followingStatement, submitted byaConvention whichmetin Bostontoconsider the value of lyceums,shows the need forcreating intereSt in librariestohave beengreat:" It is believed thatatlea.* nine-tenths of the publiclibraries, whichhave been egtablished in New England sinceits firgt settlemegt, bite been soldat_publicaudion, digtributedamongtheir proprietors,orfallen into negled anddisuse. Areport onthe AmericanLyceums, made inanOld SouthLeaflet" in 1829, credited the local lyceums with the accomplishmentofreviving interegt in libraries. Thereportstated: . * Appendix VII,p.;.Complete information about the NatiOnalEducational Convention. a Will S. Monroe. The American Lyceum. A Cyclopedia ofEducation, Vol. I (1911),p.112. ticommittetRepon, Eases county Lyceum. Eatabliahment andMaintenance of Town Lyceum.Ameri- canAnnals of EduCation, Vol. I (1830),p12& u Amexican Lyceum. American Journal of Education, Vol. III(1828),p.719. 68 The American Lyceum. Old South Leaflet, No.1M) (1829), Vol. VI,p.297. 4 Contribution to PublicEcItt.c[aticm 51

It has beenasubject ofgeneralregret that pu,ic.1i5raries.afterashorttime, fall neglect anddisuse.Where ä mto courseof wealorotherStatedexercises on has beencarried in connectionorin thevicinity ofalibrary, an occasion forthisregret hasnever been knownto exiSt; but,onthe contrary, thedemandsimmkliately created for anduniformly books bythemeetings andexercises of lyceumshave ledto theenlargement of publiclibraries,andinducedindividualsto procure privatelibraries fortheirownuse. TheMassachusettsStateLyceum reportedin 1832that:44 Their(lyceum's)effecton society in general hasobviouslybeenfavorable.A loveof reading hasbeenincreased.Newlibraries havebeenestablishecroroldones revived. 'TheConnedicutStateLyceum, ataspecialconventionin1839 passedaresolutionthatlibraries, adaptedto the readingoftheolder childrenin schools,and of families,beintroducedintoevery school societyordistridin theState.' TheAmerican (Naxional)Lyceummadethefollowing ninthannual report in its lob proceedings:" The MercantileLibraryAssociationnow embraces about4,000members;andhaving enlargedits readingroom and egtablished evening clasiesforscientificinStruction,the gtudy oflivinglanguages,etc., in aciditionto the cugtomary wintercoursesoflectures, beginsto realize thebenefits of aplanmore thanonce recommendedin the Lyceum formore general adoption. American Another resultofthe effectsof thelyceumwastheinitiation of géologicalgtudiesand surveys. Sumer&Randall,in hisglemoir of JosiahHolbrook,written ip 1860whenhewas superintendentof schoolsin NewYorkCity,said: " As earlyas182t Mr.HolbrooklaidinMassachusettsthe of foundationsofthatsystem lyceums andlitrtaryandscientificassociations whichhassincepervadedourlandand producedarichharveg ofknowledge;and at about thesame periodgave the firgt impulseto that greatlegislative 3 movement by whichStategeologicaland surveys were ingtituted,and the mineralogical iminensephysicalresources ofour national exploredandillugrated. borders sat An earlyreportonlyceum' A geologicinvegtigationwas made irranOld SouthLeaflet,No. 139, in1829. Aportion ofthereport follows:" Manylyceumshaveexplored,thoroughlyand minutely,themineralproductions,not only ofthetowns where theyareplacedbut of thesurroundingcountry.Numerals 4intereging andusefulmiteralshavebeen d*overed,largecollectionshave beenmade, andconsequentlynewsourcesofinduary and ofwealthhavebeen laidopen, and the treasures ofscience havebeenenriched. And,whenit isconsideredthatthe geology 64 MassaaussttsLyceum.American Annals ofEducation,Vol. II(1832),p. 121. "ConnecticutState Lyceum. ConnecticutCommonScboolJournal,Vol. II a NinthAnnualReport of (1839),p. 83. theAmerkanLyceum.AmericanAnnals of 47 SamuelS. Randall. Education,Voi. IX(1839),p. 380. Memoir dJosiahHolbrook.Barnard'sAmerican (1860),p. 245. journal ofEducation,Vol. VIII 46 Op.cit. 52 The AmericanLyceum

and mineralogy ofour country areintimately connected withagriculture and internal improvements, the importanceof having them fully andminutely explored mugtappear too greatandtoomanifegttorequireonewordtoexplain ór enforce it.And, if time would permit, it might be easilyshown thatour resourcesin the mineralkingdomcan bemorefully and minutely explored,and the consequentknowledge placedmore gener- ally and diredly in the possessionof those who need it, through the agencyof lyceums than byanyother methodwhichcanbe devised. , The colledingof the geologic specimensand the extensiveprepara- tion ofnaturalhi.gtorycabinets 49 bynearly all local lyceums, provided the nuclei ofmany museums.Schoolchildrenwere'encouraged to-help coiled andpreparelyceum collections. A committeeof the American-

(National) Lyceumreported in 1831 that:'513

Thousands of children,of 8or10yearsofage,knowmoreabout geology and min- eralogy thanwasprobably known 30yearssince byany oneof five individuals in the 41/4 United States.Insomesedionsof thecountry motof-the schoolhousesarefurnished with colledionsoffinioerals, made by the childrenthemselves. Still another resultof the activity of lyceumswasthe compiling of . local hi4tory. This phaseof lyceum work is reportedasfollows inan

. Old South Leaflet:6' Several lyceums haveundertaken toprocurehigtories of the towns where theyarc placed. In almogtevery townthere remainafew of those patriots who purchasedat so deara ratethe independencewe nowenjoy. And itwould perhaps be difficultto determine to whom itwould afford the puregt and rictlegt entertainment, tothemselves in relatingthe tales of theirwrongs,their battles, and theirsuccesses, or totheir children and grandchildren inligtening to them. Rutthat it would affordamutual entertain- 4menttothe old andyoung toholSafew meetings,to recountandtolearn themogt intereAtingincidents in the hiAtoryof the place of their residenceortheir birth, especially atthis mos,t intereAtingperiod in the higtory ofour country, no one candenyordoubt. //gtNorcanit bedoubted thatahigtorical sketch ofevery townwould furnish interegting and importantdocuments to be preservedfor the generations thatare tofollow. The National Lyceumreportedin1831onthe higtory production in.

-lyceumsasfoflows: " . Connected with mapswhich delineate the features andresourcesoftowns are their higtories. Thesehave already been compiled ingriatnumbers. And perhapsa more usefulorinteregting exercise is neverpresentedto alyceum thanasketch of itstown hi4tory.Ineverytown persons canbe foundcompetent tothe task. A-mereoral ttatementmade byanearly settler of the mogt intereAting incidents in the firgt hiAtory ofa townmugtbe equally interaing to tbe contributor and receivers.

Set tabular index toresolutions of the National Lyceum coomming "Natural History," Appendix Ill, tx59. 1.Results of Lyceums.Amen= Annals of Education, Vol. I (1821), p. n& .1> u Op. cit. a Results of LyceumAmerican Annals of Education. Vol. 1 (1831), p. 5 1g. ContnbutwntoPublicEducation 53

InatleagtoneState, Conneaicut,the Statelyceumwasprobably helpful in thecompilations ofthe earlyState history.TheConnecticut Higtorical Societyreported: 63

a- The State lyceum at its late meetingat Middletown adopted thefollowingresolutions: "Resolved, Thatit be earnegtlyrecommendedtoall coiptyand local lyceumsin this State, to collet andtransmit to theConnecticut HigtoricalSociety anythingrelating to the civil, political,orecclesiasticalhigtpry of thevarious fowns,parishes, and school societies, togetherwith suchremarkableevents ascanbe wellauthenticated." The AmericanLyceumwas nodoubtresponsible forthebeginning of meteorology(weather) studyin the UnitedStates. Thethird annual convention of theAmerican (National)Lyceumin 1833discussed the possibility of lyceumsmaking simultaneousweatherobservationsover thecountry. The seventh annualconvention in1836 appointeda CM' mitteetodraftapetition addressedto Congress, asking foranappropri, ation sufficienttosecuretheservice ofanablemeteorologigt andto provide fortheexpensesofegtablishingandmaintainingaweather bureau64

The discussionof thischapter hasbeenconcernedwith thoseadivi- ties of the lyceum whichinfluencedthepublic and theteachers,causing adesire andademand forbetter publicschools. Theadion taken by the .teachers andpeople, whohad beenstimulated bythe lyceum's efforts, helpedtobring aboutthe developmentof theAmerican public school.

"Connedicut Higtorical Society. ConnecticutCommon-SchoolJournal, Vol. Il(1840),p.180. " Appendix IIIjibular Indexlies National Lyceum resolutionsconcerned withmeteorology,p.59. 91114°-32 5

41.

IP

411.

"-* Appendix I.SourceMaterial

American Journalof Education. Bogton. Russell,William, ed.Vols.1-4,1826-1829, inclusive.

The fir* Amencaneducationalyournal of consequence. It reacheda much larger publicthan theteachers. It purposedto arouse publicinterestin education. The editor, William Russell.was much interestedin the yCeLl111 movement. Vol. I. 1826.Josiah Holbrook: Associations ofadulu for mutualeducation,pp. 594-577. Vol. II. 1827.Associations formutual education,p. 188. Vol. Ill, 1828.A. C. Flagg,supenntendent of common schools: Common-schoolsystem of New York,pp. 199-202; Improvement ofcommon education, pp. 243-245. WilliamRussell: Popularimprovement,pp. 377- 3S0 Governor Tomlinson,Connecticut: Improvement' ofcommon schoolsin Connectic-ut,pp. 381-383. Report of the¡cantcommitteeon common schools; submittedtothe ConnecticutLegislature,Maysession, 1828: Common-schoolsystem of Conneticut, pp. 431-439. CommonEducation.cited fromRichmondVisi- tor. and Bolton Recorder,pp. 497-505. American Lyceum. Articlescited BostonPatnot, Boston Advertiser, an,! American Traveltr,pp. 628-633. American Lyceum. pp. 701-704, 715-721. InBarton: Populareduca- non, pp. 722-73 2.Asa Rand:American Lyceum, pp. 746-750.G. B.Emerson andGeorge H.Snelling: American Lyceum,pp. 753-758. Educationin New Jersey,p. 759. Vol. IV,1829. William Russell!Editor's introduction.pp. 1-2; AmericanLyceum,pp. 40-53. 77. American Annals ofEducation, Boston.WilliamC. Woodbridge,ed.Vols.1-9, 1830-1839, inclusive. Ore Successorto the JournaL Followedpolicies of the Journal.Became officialorganof theAmerican Lyceum. Vol I, 1830.William C.Woodbridge:Editor's address,pp 1-8. Middlesex CountyLyceum.pp. 128-132.. (This article is aboutthe establishment andmaintenance oftown lyceums.)WilliamC. Woodbridge! Scientific trafts,pp. 134-144. . vol. I, 1831, A.C. Flagg:Common schoolin New York, pp. 109-114. Schoolconventions, lyceums.p. 126. New York StateConvention.pp. 154-1 59. (Abstra:t of proceeding ofconvention leadingto formation of New York StateLyceum.)Intelligence, pp. 175-176. (Notices aboutlyceumsand teacherassociations.) Massachusetts Sttr Lyceum,pp. 224-226. Amencan Lyceum, pp. 273-280. (Proceedingsof fir*convention of the NationalLyceum.) Intelligence,pp.3 2S-3)1. (Newt noteconcerning lyceums andcommon schools.) WAlter R.Johnson. Schwasof Pennsylvaniaand New Jersey,pp. 358-366. WilliamC.Woodbridge:Also. cationsof teachers,pp. 366-372.Intelligence. pp. 491-493 (newsnotesconcerning lyceums).American Lycc.im Committee Report:Results oflyceums, pp. 526-529. JamesStevens: TownMaps,pp. 541-543. Intelligence.p 543 (newsnote about lycru 1. Commonschoolsin Illinois,p. 597. V. IL1832.William C.Woodbridge: The Amencan Lyceum,pp. 35-42. EducationSocietyat St AuguAine,pp. 94-96. Tennessee State Lyceum,pp. 96-97. Essex CountyTeacher'sAssociation,pp. 97-98. Josiah Holbrook:Correspondence,pp. 110-111. Massachusetts Lyceum,pp. 120-121.Middlesex County Lyceum.pp. 131-133. Commonstbool system of Cconneeticut,pp. 195-305.Educationin Pennsyl- vania, pp. 276-277. Ontario County Lyceum,p. 291. American Lyceum,pp. 337-3 54. (Proceedingof the national convention.) Illinois Lyceum,p. 411. John Gnsoom:American Lyceum,pp. 421-421 New school for teachers.p.579. 406 Vol. III, 1831. TbeAmerican Lyceum,pp. 187-188. MassachusettsLyceum,pp.235-236.Convention a teachersat Andover, pp. 236-237. ArnencanLyceum, p. 287.Proceedingof theAmericanLyceup,pp. 345-361.Amencan School Agents' Socirty, pp. 418r-422, 463-474,524-530. Commonliclicxils ;INew Jersey.p. 597. Vol. IV, 1834. Circuit school%and lyceumanniversary in G4o.egia,p. 245. Fourth annualmeeting ofthe American Lyceum.pp. 279-285.Reporton the New jerseyLyceum,pp. 314-3 17.Lyceumsin South Carolina.pp 336-337. Number of teachers required in the UnitedStates,pp. 386-387. BaltimoreUruon Lyceum.p.480. Movementsin 1llin p. 481. Report cithe OntanoCountyAssociation ofTeachers, pp. 501-508. Vol. V, 1835.Illinois Education Convention,pp. 138-139. New JerseyLyceum.pp. 139-140. William C. Woodbndge:Review ofan address on lyceums,pp. 1 93-?04.Transactions ofthe AmericanLyceum, pp. 267-275, 292-300. Foreign Correspondenceof theAmericanLyceum:pp. 349-351. MountHolyoke Female Seminary.pp. 375-376, United States Naval Lyceum.pp. 391-393. Eduktionalconventaon,pp. 55 56 The American Lyceum

426-427. Educationconvention inPennsylvania (Pennsylvania State Lyceum),pp.470-472. Society for the Advancement of Learning in South Carolina,pp.523-524. Ontario Gounty Lyceum,pp. 52,4-525.Howto destroycommonschools.pp.547-550. Vol. VI. 1836. EducitionCOTIVentlOrl inKentucky,p.35.Essex County Association of Teachers,p. 36. News notes-Common tschn(.1s, Teacherconventions, pp. 183-185.Female seminaries,pp. 235-236. Transaetions of the American Lyceum,pp.269-281. News notes-Teacher conventions. Knowledge diffusionsocieties, pp2S2-2.,S45. News notes-Pennsylvania Lyceum; Common schools in New York; Teacher'sassociation citBrooklyn,pp.333-335. News notes-Teachers'conventions;lyceums,pp.371-381. Mutual intrudionIn commonschools.pp.433-441. German lyceums,p.476#,. Vol. VII, 1837 Nrws notes.-Teacherassociations;Common schools,pp.40-45.Newsnotes. Teacherseminaries,C4...:nonschools.pp.90-93. News notes.- Education conventions; Teacherassocia- bons, Teacher seminaries, pp. 135-141.News notes.-Gammon school conventions; Lyceums,pp.181-184. Transaaions of the American LvocJm -seventh annualmeeting, pp. 318-321. New York common-school yStem. pp.327-329. State education convenuon, New York.pp.'.29-330. News notes.-Teacherassocia- tions,pp.425-428. News notes.-Education associations, pp. 470-471. Education conventionat Salem, P.567. Vol. VIII,1838. News notes.-Education in Pennsylvania, Convention of Education; Providence chools, Massachusetts schools; Popular education in Tennessee. pp. 91-95. Newsnotes.-Common schools Education conventions. pp. 136-142.News notes.-EducationinOhio, Michigan, Illinois, Kentucky, Tennessee, Alabama, Pennsylvania, NewYork, New Jersey, Maine, New Hampshire, Connecticut,Georgia, Massachusetts,pp.1S1-192. Josiah Holbrook: New sytem ofcommoneducation,pp.225-227. The Baton Lyceum,pp.233-234. Proceedings of the American Lyceum, pp. 280-284. Vol. IX, 1839.Lotimana Institute for the Promotion of Education,p.95. Proceedalks of the ninth annual meetingof the American Lyceum,p.380. National Convention of the Fnends of Education,p.421. James Gordon Carter The schools of Massachusetts in 1824. Old South Leaflets, No. 135.DireCtors of the Old South Work, Boton.VOL VI.pp.201-224. (Anessay uponpublic education.) T. R. Marvin: The American Lyceum, Old SouthLeaflets, No. 139. DireCtors of the Old South Work, Boston.Vol. VI, pp. 293-312.(Asummaryof the lyceum developmentup to1829.) Nehemiah Cleaveland: On lyceumsand ocieties for thediffusion of useful knowledge.Discourse and Lzaiires (Proceedings) of the American Institute of Instrucion.Hilliard, Gray, Little and Wilkins. Baton, 1831.Vol. 1,pp. 145-161.S. C. Phillips: On the Usefulness of Lyceums. Discourses and Lectures (Proceedings) of the American Institute of Instruetion.Hilliard, Gray, Little, and Wilkins. Boston. 1832. Vol. II,pp.65-103. Connedicut CommonSchool Journal. Henry Barnard, ed. Case, Tiffany andturn- ham. Hartford. 1S38-1842.Vols. ItoIV, inclusive.

Vol. I, 183S. Henry Barnard: Tothose whoarcreadytobe friends andpatrons ofcon4onschools,p. 1. John A. Rockwell: Second reportof the joint seled committeeon commonschools,pp.2-5. Henry Barnard: Literary duns, p. 10;Lyceums,pp.39-40. Cotmty-school conventions,pp.44-48. Henry Barnard: Town Associationfor the Improvement of Common Schools,pp.51-52. Conncut State Lyceum,p.152. Vol. II, 1839. Henry Barnard: StateCommon School Convention,p.20; National Convention ofthe Friends of Primary Education. p.O. Conneencut State Lyceum,pp-81-84. Vol. IV, 1842. Henry Barnard:Moral and educational wants of dues,pp.23-25. Exchange lyceum,p.68. Third AnnualReport of the Secretary of the Board of Education.In Common School. Journal. HoraceMann, ed. Marsh, Capen, Lyon, and Webb. Bolton. Vol.II, 1840,pp.137-141. The journal wasdevoted to thecauseof education. The editor, Nonce Mann,was secretaryof the Massachusetts Bk....trdof Education.. AmericanJournal of Education.Henry Barnard,cd.F. C. Brownell; Henry Barnard, Hartford. Barnard has beenreferred touthe indefatigable hAorian_ His journal is regardedas source material for educational history. Vol. II, 1836. The AmericanInstitute of Instnidion,pp. 19-24. Vol. VIII, 1860 HenryBarnard: Josiah Holbrook, pp. 229-239. William Russell: Recollections of Josiah Holbrook,pp.239-245. Samuel S. Randall.Josiah Holbrook,pp.245-247. Miscellaneous informationabout the lyceum, pp. 248-236. Vol. XIV, 1864. Henry Barnard: TheAmerican Lyceum.pp.535-551

s Appendix 57

Cubberley, EllwoodP. Publiceducationin the UnitedStates. NewYork, Houghton, Mifflin Co.,1919.pp.122-125. Lyceums and kindredemetics briefly discussed. Dexter, Edwin Grant. A higtory ofeducationin the UnitedStates.New York, Macmillan Co.,1904.pp.569-573. Lyceumdevelopment brieflycommentedupon. Emerson, Edward Waldo. Emersonin Concordamemoir. New York,Houghton, Mifflin & Co.,1889.pp.48, 73,199. References madeto Emerson's connectionswith the lyceum. and Forbes, WaldoEmerson.Journals ofRalph WaldoEmerson.New York, Houghton, Mifflin Co.,1909. Vol. V,p.280; Vol. VI,p.44 VolIX,p.3. Emerson's inert*in the lyceum andhisuseof itare mentioned in these refere Knight, Edgar W.Education in 'the UnitedStates.Chicago,Ginn &Co.,1929. pp.206-208.

Very brief discuuionof developmentof the lyceumand its influence. Mayo, A. D. The Americancommonschool inNew Englandfrom179o-is4o.In Report of the Commissioner of Education.Washington,GovernmentPrintingOfficc, 1896. Vol. IL 1894-95,p.1567. Apornonof thereport is about the AmericanLyceum.Unreliable. Monroe, Will S. American LyceumAssociation.In ACyclopediaof Education. Vol. I,pp.111-112. Lowell Ingtitute.In A Cynopediaof Education.Vol. IV,pp. 90-91. Lyceummovement in the UnitedStates. InA Cyclopediaof Education, Vol. IV,p.101. Noffsinga-, John S. Correspondenceschools, lyceums,chautauquas.New York, Macmillan Co.,1926.pp.99-106, 113-118. A briefsummary of early lyceum history, taken chiefly fromanOld SouthLeafletNo. 139. Pond,James Burton. Memories ofthe lyceum.In Moderneloquence,edited by Thomas B. Reed. Philadelphia,John D.Morris andCo.,1900.pp. 893-917. Mr Pon0reviews the lectureaCtivities of the great lyceum speakerspreviousto 1900. Hegives a personal touch, having known(no* of thepersons about whop bespeaks. Salt, HenryS. fi Life of HenryDavid Thoreau.London,WalterScott,Limited, 1896. p.6. Thorrau's4flflediOfl with lyceummentioned. Sanborn,. F. B. FamiliAr lettersofDavid HenryThoreau. Batton,Houghton, Mifflin &6o.,1894.p.230. A paragraphmentioning the connectionof HenryThoreau and 'I L N.thaniel Hawthornewith thelyceum. Smith, Harriette Knight. Thehigtory ofthe LowellIngtitute.New York,Wolfe and Company,1898.p.IX. Commentonthe services of theLowell Ingtituteto the public. Stoddard, Paul W. The placeof the lyceumin Americanlife.Unpublishedma4ter's thesis,ColumbiaUniversity.1928. A good brieftreatise, with useful bibliographicalnotes. Wyse, Thomas. On the lyceumsygtem in America,withaconsiderationof itsappli, cabilityto mechanic's institutions in thiscountry. In CentralSociety ofEducation. London, Taylcir1 Walton,1838.pp.203-228. "Elieinformation in this articlewudrawn chieflyfromagOld SouthLeaflet.issued in 1831.

s. 58,# The AmericanLyceum H. ConftitutionandBy-Laws of the American Lyceum

r Article I. Thesociety shall be called the AmericanLyceum. Article II. The objed ofthe lyceum shall be theadvancement ofeducation,eve. cially incommonschools, and the general diffusionof knowledge. A Article III. The members ofthe AmericanLyceum shall consigtasfollows:Firgt, of delegates from State,Territory, andDi Strict lyceum, whichare or maybe formed; the number of which delegatesshallnotexceed half thenumber of members fromsaid State, Territory,orDigtricft in the National Congress,and wherean unevennumber of congressionalrepresentatives is allowed, the fration shallbe construedin favor of such State, Territory,orIi)iArid; butnoState, Territory,orDistrict shall be regtrieted toless than three members. 1' Second. Ofpersonsappointed by theexecutive committee of theNational Lyceum, from those States, Territories,orDi Arias, wherenogeneral lyceumexigts,orwhere nonotice of delegations from those lyceums shallhave been receivedby theexecutive committee, at leaA three months previoustothe time of holdingthe annualmeeting of the American Lyceum, underthesamelimitations of membersasincaseof delegates from lyceums. Third. Ofpersonsinvited by saidexecutive committeetoattend said annualmeeting from variouspartsof the United States,but who shallnotbe admittedtothe privilege of voting for theelection of officers,on any measures connected with the internal policy of the lyceum.

Article IV. The officers of thelyceum shall beapresident,arecordingsecretary,as manycorresponding secretariesasthe lyceum,at anyof its annualmeetings, shall deem necessary,anda treasurer,who, with five otherpersons,shallcongtituteanexecutive committeeto transact any businessfor the benefitof the lyceum,tobe appointedby ballotateach annualmeeting, andtohold their officesuntil othersareappointed in their gtead.

Article V. The lyceum shall holdanannual meetingin the city of NewYork,on the Fridaynextsucceeding the firgt Thursdayin May. Article VI. Threepersonsshall forma quorumof theexecutiwommittee, which shall hold its meetings in thecity of New York, and shallbe emporedtoadd others to itsnumber. Article VII. Thiscongtitutionmaybe altered andamended bya voteof two-thirds of the delegatespresent atanyannual meeting.

AMENDMENT TO THECONSTITUTION,1832

Article VIII. Arw-person maybecomealife direetoruponpaying into thetreasury thesumof $50. A life memberuponthe likepaymentof $20.An annual member,with the approbation of the executivecommittee,uponthe yearlypayment of $3.

AMENDMENT TO THECONSTITUTION,MAY 7,1836

StrikeoutArticle 5 and insert: "Thelyceum shall holdanannualmeetingatsuch time and placeasthe preceding annualmeeting shall decide." "'11111

-,A

Appendix 59

BY-LAWS,AMERICAN LYCEUM I. The recordingsecretary shall provideasuitable place fordepositing books,sped. mens,and otherproperty belonging to the society;aplace forregular meetings;and give early and publicnotice thereof. H. Every correspondingsecretary shall haveparticular departmentassignedtohim, and the followingareassignedtothose appointed: First. Samuel B.How, presidentof DickinsonCollege, Carlisle, Pa.On collegesand theirconnection withcommonschools. Second. JosiahHolbrook,Boston, Mass. Onbooks,apparatus, and branches of gtudy. Third. B. O.Peers, Lexington,Ky. On legislativeprovisions for schools. Fourth. A. J.Yates, Chittenango3Madison County, N.'Y. On thequalificationsof teachers. Fifth. TheodoreDwight, Jun., NewYork City, N.Y. On lyceums. Sixth. Oliver A.Shaw, Richmond,Va. On thenaturalsciences. Seventh. John Neal,Portland, Me. Onmethods ofinstruction and schooldiscipline. III. The correspondingsecretaries s.i1 makereports in their respective departments, and furnish therecordingsecretary with all documents relatingthereto andbelonging tothe society. IV. It shall be theduty of theexecutive committee,or anythree of theirnumber,to .4 invitepersonsfrom differentpartsof the UnitedStatestoaddress the lyceutnat the annual meetingsonsuch topicsastheymayprescribeto them. V. It shall bethe duty ofeverymember of theexecutive committeetoforward the general objet ofthe lyceum in thatsection of thecountry to which he belongs. VI. The rulesof debateobserved in theHouse ofRepresentatives ofthe United States,asrecordedin Jefferson's Manual, shallbe obsetvedby thissociety.

III. Resolutionsof theAmericanLyceum

RESOLUTIONS OF THEANNUAL MEETINGS,1831 TO 183 Et,INCLUSIVE

RESOLUTIONS, 183 ICONVENTION 1. On motion, Resolved, Thatin the opinion of this lyceumthe weeklymeetings of teachersintowns, and the semiannualconventions of teachersin counties, underthe direetionand aid of townandcounty lyceunu,areeminently calculatedto improve the qualificationsof the teachers, andadvance theintcrat of schools. 2. On motion, Resolved, That thislyceum considersthe establishment ofseminaries for theeducation of teachers,a mogt important partiofevery sygtemof publicinaruction. 3. On motion of Mr. Neal, .% Resolved, Thatweregard the schoolteachers ofour country (whoare now egtimated at 50,000)as abodyonwhom the futurecharacter and gtabilityofour inAitutions chiefly depend;that theyaretherefore entitledto our highegt consideration,and that whatevermaybe their faultsordeficiencies, theremedy for bothisin the hands ofthe societyat large. 4.Onmotion of Mr. FrederickEmerson, Resolved, That theexecutive committee bedirectedtoadopt suchmeasures as they shall deem expedientto encourage the ingtitution of lyceumsin the several Stateset the Union, where lyceumsdonot already exigt. 60 TheAmericanLyceum

e. 5. Resolved, That TheAmerican AnnalsofEducation,publishedin Bogton,and The Magazine ofUseful Knowledge, publisfledin the cityof NewYork, beadopted astheorgansof publicationfor theproceedings ofthis lyceum. 6. On motion, Resolved, Thatthe executive committeebe requegtedto invite suchgentlemen from differentpartsof the United Statesasthey shalldeemexpedientto presentto thenext annualmeeting of this lyceum, addressesprremarksonsuchtopicsastheymay assign them, connectedwith thediffusion ofuseful knowledgeand publiceducation. 7. On motion ofMr. Holbrook, Resolved, That the AmericanLyceumrecommendto town andcounty lyceums, whichare or may be formed, to cooperate inprocuringtown andcountymaps, embracinggeography, geology,andasmuchagricultureandgtatigticsas may be found pradticable. 8. Onmotion, the following gentlemenwere appointeda committeetopreparea model town and countymapof thekindmentionedin theprevious resolution; namely, Professor Dewey, ProfessorOlmted,ProfessorHitchcock,WilliamC. Woodbridge, andMr. JamesStevens. 9. On motion, Resolved, That the proceedingsof theconvention andof -thelyceum bepublished and circulatedin diffgrentpartsof theUnitedStates.

RESOLUTIONS,SECONDANNUALMEETING, 1832 1. On motion of Mr.Theodore Dwight, . Resolved, Thatthe American Lyceumurge upon friends of publicintelligenceand good order,sofarastheymayhave itin theirpower, to egtablish, t promote, andCoun, tenancelyceums in their respectiveneighborhoods,villages,towns, counties,and States. 2. On motion ofDoctor Comgtock, Resolved, That theexecutive committee 4 t be reque.tedto makearrangements fora monthly publication,as soon as it shall be practicable. 3. On motion of Mr. WilliamC. Woodbridge, Resolved, fire, That the informationpresentedto the lyceumat thepresent meeting furnishes abundantevidence of the utility oflyceums,and othersimilaringtitutions,in elevating the intellectual and moralcharacter,in softeningtheasperities ofparty feeling, andpromoting union andenergy in other publicobjects, andthat theymaybe madeto contribute materiallyto the improvement ofcommon schools. 4. Resolved, second, That it be recommendedto everytown and villageinour country, toformasocial ingtitution of this kind;and thattheexecutivecommittee berequegted to make thisaspecial subjectofattention duringthecurrentyear. 5. Resolved, third, That naturaliAs,andmenofexperiencein scienceand thearts, be iespeetfully requegtedto aid the lyceums in naming thesubjects ofnaturalhigtory, and in giving inkrudion,and'in theuseofingtruments andapparatus.

ABSOLUTIONS, THIRDANNUALMUTING, 1833 1. Resolved, That the American Lyceum dorecommendtothevariouscounty lyceums andtown lyceums in States where noState lyceumsexigt,to form themselvesinto such I. associations. i. 2. Resolved, That this lyceumrecommendto all lyceumsand schoolsin thecounty to procurecabinets ofnatural higtory, for themselves,andtocooperate in furnishinga national calihetin the city of New York;and thattheexecutivecommittee berequegted

e

1 Appendix I 61 to procure aplace of deposit forthe cabinet and otherwisetoaid theenterprise. (Lyceum Exchange, New York, 1842.) 3.Resolved, That PresidentDuer be requegtedto drawupoutlines of thecongtitu- tional jurisprudence of the UnitedStates, and publish thesamein such formsas.may be be..4 adaptedas atextbook for lectures,andaclass book foruseof academiesand commonschools. 4.Resolved, Thatacommittee be appointedto reportauniform plan formeteorolog, ical observations,tobe recommendedtolyceums and schoolsin allparts of thecountry; Messrs. Webgter, Holbrook, andBracewerecongtituted suchcommittee. 5. &solved, That the AmericanLyceum recommencrtoall lyceums andschools, regular contributions, eitherinmoney oreffort, in favor ofsomebenevolent objed. 6.Resolved, That the lyceumrecommendto the attention andsupportof lyceums and schools the valuable publicationof Mr. Woodbridge,the Annals ofEducation and Instrudion, and also the FamilyLyceum published by Mr.Holbroolc. 7.Resolved, Thatone or more agents be appointedto promote the objects of the lyceum,as soon assufficient funds shallbe obtained for theirsupport. 8. &solved, That the lyceumhaving hadopportunityto examine the splendid work of John J. Audubon, Esq.,onthe ornithology of theUnited States, depositedin the library of Columbia College; and beingimpressed with the valueof the laborsof that learned and enterprising naturalistto our country, and the importance that heshould receive such supportasisnecessary to encourage and reward hisexertions; take pleas- urein recommending his objects and hisworktothe friends of usefulknowledgein all partsof the United States. 9. On motion of Mr. Woodbridge,itwas Resolved, That in theopinion of this lyceumaknowledge of theformation and change of the human body is highlyimportánttoall, and especiallyto parents and teachers; and that the &tidy of physiologyoughttoforma partof thecourseof educationwher- everit is practicable. 10.Resolved, Thatapremuim of $300 be offered for the belt textbciokonphysiology, f for theuseof schools,tobe published under thedirection of the lyceum,which shallbe presented before March1, 183 4; this premiumtobe exchanged, ifthe author previously desire it, forapremium of $50 with the right ofpublication. 1.1.&solved, That thebexecutive committee laz dirededtoselect fourindividuals, onefrom each of the fourprofessions,viz, medicine, law, theology,and education,to examine and decide'onthe works presented,andto give such public notice ofthe arrangementstheymayfind advisable. 12. Resolved, That the thanks ofthe lyceum be presentedtothe Society forthe Promotion of Manual LaborIngtitutions, andto their agent Mr. Weld, for theirinter- ekingreport:and that they be assuredof the cordialsympathy andcooperation of this lyceum in theobjed of their association. 13. Ruolved, That PresidentCushing be requestedtofurnishtotheexecutivecorn- mitteeawritttenaccountof thestateof educationin Virginia, and themeansdevised for the diffusionof knowledge.

RESOLIMONS,FOURTH ANNUAL MEETINO, 1834 1. On motion of DINdor ltogers, Resolved, Thatacommittee, withpower toaddtotheir number, be appointed,whose dutyit shall be, duri4g therecessof theAmericañLyceum,to correspond with persons

t. 62 The AmericanLyceum

in differentparts of thecountry,whoseattention has been particularly direetedto the business ofinftruclon; to coiled information, andotherwiseto promote the establish- mentofaCentral Seminary forthe education of common-schoolteachers. Thefollowing gentlemenwereconstituted such csommittee:Messrs. Dwight, Rogers,Weeks, and Carroll. 2. On motion of Mr. Carroll,itwas Resolved, Thatacommittee be appointedtoprepareandreportsomeplan for raising funds fordefrayingnecessary expenses.The following gentlemenwereappointed: Messrs. Carroll,Green, and Weeks. 3. On motion ofDoctor Pennington, itwas Resolved, Thatacommittee be appointedtocoiled information,andreportonthe best plan for cor,ductingand renderinginteresting and attradive theproceedings of local lyceums.Messrs. Pennington, Carroll, andHodgeswereappointedacommittee. 4. Resolved, That the thanks of the lyceumbe presentedtothe president, forhis valuable bookonConAitutional Jurisprudence,publishedattherequest of the society, and thata copyof it be placedin the library.

.. 5. Resolved, That the lyceumswhichare now, or may hereafter be, egtablished, be requestedto unite with this societyasbranches thereof, andthat they berepresented in its annualmeetings, and in theeventofafailureso tobe represented,they favor this society witha reportof the,§tateand condition of theirrespedive6-igtituti.ons,to di end that thegreatobject of this society andits associate societies bepromoted, and their benefitsmoregenerally diffuséd.

RESOLUTIONS, FIFTHANNUAL MEETING, 1838 1. Resolved,THOt.the thanks of theAmerican Lyceum be presentedtoMiss Cathrine E. Beecher, for heressay onthe Education of FemaleTeachers. 2. Resolved, That the lyceum,considering theextensive circulation ofthisessay to be well calculatedto excitepublic attentionto its object, and the sentiments and fads it contains, particularlyimportantatthis time, wouldrecommend ittothe public, and request those conneded with the popularpress toaid in their promulgation,by publishingextracts. 3. Resolved, That the subjed offemale education deservesmoreattention than it has yetreceived from theAmerican community. 4. Resolved, That the eitablishment and liberalendowment of femaleseminaries ofa high order, especially forthe education of female teachers",is highly deserving of the benefadions of the intelligentand wealthy ofthe community,aswellasof legislative patronage. 5. Resolved, That the thanks ofthe lyceum bepresentedtothe ladies whohave undertakentodefray theexpensesof publishing thisaclgress. 6. Resolved, That theAmerican Lyceum haveheard with satisfadionof themeans used in South Carolina,Virginia, Georgia, andother States,tomultiply lyceums; and cordially invite themto cooperate with each other, and ,with thissociety, for the promotion of knowledge. 7. Resolved, Thatacommittee be appointedto correspond with the friends of lyceums in the South, andto proposeameeting of the AmericanLyceum thisyear, itsuch time as maybe approved. 8. Resolved, That theexecutive committee be authorizedto inviteaspecial meeting of the American Lyceum,atsuch time thisyear astheymayjudgematt convenient to the fricndsof lyceumsin the South. 1 Appendix 63

9, Resolved, That the American Lyceum highlyapproveof the operations ofthe American Ingtitute of Instruction. and cordially wish itsuccess. 10.Resolved, That ProfessorDewey, Theodore Dwight, jr., Robert G: Rankin, and William B. Kinney, beacommitteetoattend the annualmeeting of that society in Augugt next, to communicateto itthe sentiments of the above resolution. 11. Resolved,That lyceumsarewell adaptedtolarge cities, and that it be recommended tothe friends of knowledge in thecity of New York,toform them in the different wardsordistricts. 12. Resolved, That, accordingtoabundant evidence in thepossession of this society, lyceumsarecalculatedtoafforda,cheap and agreeablemeansof intelledual and moral improvement, in the various forms of which theyaresusceptible; that they offermeans for the development of latent talent, and tendtocultivatetaste and the useful arts. 13. Resolved, That the investment ofmoneyfor the establishment of lyceums has proved of solid advantagetothe wealthaswellas tothe habits andenjoyments of communities and neighborhoods. 14.Resolved, That the thanks of the lyceumbe presentedtoProfessor Dewey for the essayhe has beensokindas to prepare,for the fifth annualmeeting,on asubjedsointer- esting to agricultre and science, andsoappropriately assignedtohim. 15. On motion, Resolved, That theexecutive committee be ingtrudedto invite a convention of teachers in this'city, for such specified objects andatsuch timeastheymaydetermine, provided sucha measureshallappear tothem advisable. v RESOLUTIONS, SIXTH ANNUAL MEETING, 1836 1. Resolved, (1) That ttie members of the lyceum be requestedtoleave with thesecre tarythenamesof all the lyceums and kindredassxiatIonswith which theyare acquainted, and such particulars concerning themas maybe interestingtothe American Lyceum. 2. Resolved, (2) That they be requegted alsotocorrespond hereafter withthe society, and continueto transmitfurther intelligence,atleafftonce a yearand inseason tobe presentedatthe annual meetings. 3. Resolved, (1) Thatasubscriptiod of $3 shall entitle the subscribernotonlyto a seat atthenextannual meetingsas amember (if approved by theexecutive committee), but alsotoreceive the regular publications of thesocietyfor thatyear. 4. Resolved,(2) Thatasubscription of $1 shall entitleanysocietyorindividualto receive the regular publications of theyear. 5. Resolved, That the th.anks of the members of the lyceum vegivento Doctor Howe for his Mottinteregting lectureonthe Ingtniction of the Blind, andthey herebyexpress their dcep interegt in the charitable workin which be issousefully engaged. 6. Resolved, That elementary ingtrudion in natural higtoryis, in the opinion of this lyceum, well calculatedto promote theearlydevelopmentof the youthfulmind; and that they recommendto every teacher in. the United States to inquire how farit is adaptedtothe school which is under his particular care:

7. Resolved, That this lyceum have ligtened with pleasureto the accounts givenof'

the Pennsylvania Lyceum, whcve influencepromisesmanyadvantagestothat State. 8. Resolved, That it is thepaiticulardesire of this lyceum that in theCommunications with which theymaybe favored, all allusions, eitherto sectarians' peculiarities ofany religious denomination,orthepartypolitics of the day be carefullyavoided; and that if tr. 64 The AmericanLyceum anyallusion of the kind should unfortunatelyappearinanycommunications referred for publication that theexecutive committee be directedto omitthe paragraphscontaining them. The following resolutions,moved by the actingsecretary, were adopted: 9. Resolved, That sentiments have been expressedand information communicatedto the lyceum duringthipresent sessionworthy of theserious and immediate attention of the friends ofour country;and that theirextensive diffusionatthepresent time isof such importariceas todemandgreatand general exertions, andtojugtify extraordinary sacrifices. 10. Resolved, Thatmeasuresfor the rapid anduniversalimprovement ofcommon schools ot.ight immediatelytobe taken; and that the aid,or atleagt thecountenance, of every person maybe fairly claimed in favor of theenterprise. 11. ResolVed, That the beta plans,means,and methods ofinftrudion oughttobe introduced without delay,at anyexpense;that therising generation byathorough, mattenlightened, and truly Christianeducation,maybe rendered fitto enjoy andcorn- 10 petent to appreciate, sugtain, and defend the politicaland religious freedom whichGod begtowedupontheirancegtors. 12. Resolved, That the mutual intercoursewich members of thislyceum have enjoyed during this meeting has greatlyenlightened theirminds, enkindled their zeal,encour- aged their hopes, and concertrated theirviewsonthecommonCauseof popular educa- tion; and that,ageneral cooperation of the friendsof knowledge andvirtue is greatlyto be desired. 13. Resolved, That theenactment of wise laws in favor of educationisveryimportant, but that popular cooperationis ofparamount importance, and¡naybetter bein advance of laws than behind them, butthat thismaybe greatly promotedby the intelligent exertions of devotedmen. 14. Resolved, That it is respectfully butearnestly proposedtosuch ofourfellow citizensasregards general educationasimportantto our national welfareto ad without dedrirlvisiting and improvingcommonschools by addressingpublic assemblies, form- ing lycsums,orby othermeans to excite and directageneral cooperationin its favor. 15. Resolved, That the American Lyceum,sofarastheymaybe abletoobtain the necessaryfunds, will gratuitously sendtheir proceedingsmonthlytoevery county in, the Union; and that allsocieties whichmaywishto receive themare'invitedto send information, through thenewstapersorotherwise, withoutexpose, to oneof thc corresponding secretaries of thesociety. 16. Resolved, That allpersonswho will pledgethemselvesto perfortn, before the lift of Januarynext, anyof the dutiesenumerated in thefourteenth resolutionpreceding, or tocontriburetothetreasuryof the AmericanLyceum,are,requated specificallyto communicate their designs, and subsequettlyan accountof theirproceedings and resultsasabove,or totransmit themoney toWilliam Forregt,New York,treasurer of the American Lyceum. 17. On motion.of Mr. G. W. Ridgley, Resolved, Thatacommittee be appointedto consider and reportonthe begt method of enlarging the operations of the lyceum, andof interegtingthe public mindin itsgreat ohiect --thepromotion of general educiation.

REsOLUTIONs, SEVENTHANNUAL MEETING, 1837

1. Resolution passed,onmotion of Doctor Andrews, requegi'ngall lyceumstokeepa table of meteorological observations andreport thesari* asoftenas convenient to J. P. Espy, of Philadelphia. f Appendix

A committee of fivewasappointedto execute the following resolution: 2. That in their opinion it is highly .desirablethat the lyceum should,asearlyas prac, ticable, employone or more agentsfor theoirp9seof making known andcarryingout A. its objet andalign;tocollect and disseminateinformation in ielationtolyceumopera- tions, and the general subjed of education;andtohcit funds in behalf ofthesociety. They, therefore, recommend theappointment\of a.'committee withpower toemployone or more agents tobe under thq4odirectionof saidcommittee, and to reportto it at lea4 oncein three months; saidagents to receive such compensationasshall he agreedupon by the committee, butno agententitledto receivea greater amountthan he actually collets; and that thecommittee be requegtedto report its proceedingstothenext annual meeting of the lyteum. * To the Senate and House ofRepresentatives of theUnited States ofAmerica in Congress assemLled, the memorial ofthe American Lyceumresped fullyrepresents: 3.Tliatthescienceef fficteuiology hasnotheretofore received thatattention which its great importancetothe farmer, mechanic,and mariner demands and wouldjustify and consequently hasnottaken its rankamongthe exad sciences. And that, since allnature is governed by fixed laws which insome cases can only be developed by extensivesygtematic observations, carriedonsimultaneouSlyover alarge extentofcountry(an objed oftoo great magnitude to be accomplished by Illyindivid- ual association, and worthy theattentionOfthe National Legislature). Therefore,wewould respectfully askCongresstomake suchanappropriationaswill certainlycausethese simultaneous observationson stormsand atmosphericphenomena tobe made throughout the whole lengthand the breadth of the land.And alsoto securethe individual attention ofanable meteorologibttothis-subject, whoseduty it shall betocollate the observations, and, ifpossible, deduce fromthem the general laws which govern'the weather. Signed by order of the Seventh AnnualMeeting of the AmericanLyceum, heldat

Philadelphia this 18th day of May,1837. 4.. 4. Resolved, That during this annual meeting of the lyceum theminds of:the membe?-s have beenmoresensibly impressed thaneverwith thegreatadvantages thatmayresult toindividuals andto communities from lyceum operations; and that,in their opinion, noinititution haseverken eitablishedsowell calculatidtoallayparty excitement, and unite all classes of citizensuponthegreatandimportantsubject ofeducation.

RESOLUTIONS, EIGHTH ANNUALMEETING, 1838

1. Resolved, That theAmelicanLyceum regards with deepintere4 theproposition of the American Sunday SchoolUniontopublishaseledion of their books ofan enter, taining and instructive character, suchasbiographies, histories, travels,etc., asaschool library; and thatweconsider the offering of thislibrarytofamilies, manufaduring villages, neighborhoods, and schools forintroductionamongthem, afterexamination by proper persons, ashappily tendingtoadvance theintereAt of literature, religion, and social happinessamongall classes ofourcitizens (it being underaood fromgtatements made before the lyceum) that the books comprisingthis libraryarefree fromsectarian peculi- arities) and thaw5regardthe proposal for thus Circulatingthis libraryasdiretly inStrumentalirl:pc0Zaringthewayfor other and gill higher efforts ofakindred charader. 2. Resolved, That theuseof the Bible inourpopularsy4temof education,as a text- bodkof moral and religious hitrudion,is regarded by the lyceumasindispensable. 3. &solved, That the American Lyceum recommendsanassociation of the teachers of public and private schoolstobe formed inevery townor-schoolsociety throughout

s 66 The American LyCeum

thecounty,and that they hold regular periodicalmeetings for mutual ingtructionrela- tivetotheir duties in thegoverment,education, and elevation of the characterandcon- dition of their respective schools. 4. Resolved, That it is highly desirable and important that this lyceum employ'one or more agents for thepurposeof organizing State,county,and local lyceums in different partsof thecountry,and visiting schools, and of colleting and diffusing information onthe subjet of popular education.

I. Iv. Organizations RepresentedatAmerican Lyceum Conventions

The following lift of lyceums andsocieties shows the wide variety andtypesof organizations representedatthe American Lyceum's annualmeetings. Not all, how- ever, were everrepresentedatthesamemeeting. State lyceums: (1) New York, (2) Maine, (3) Massachusetts,(4) Illinois, (5);New mpshire, (6) New Jersey, (7) Pennsylvania, (8)Connecticut. Colleges anduniversities:(1) Yale, (2) Dickinson, (3) NewY6firkUniversity, (4) Washington College, Conn., (5) University ofGeorgia, (6) Wesleyan University, Middletown, Conn. Miscellaneous "knowledge diffusion"mates:(1) New York Young Men's Society, (2) Mechanic's Society, New York City, (3)Goodrich Association, Hartford, Conn., (4) NewarkMe.chanic'sAssociationanCILyceum, (5) New York Historical Society, (6) New York Athenxurn, (7) General Society pf the Mechanicsand &Tradesmen of New York, (S) Metcantile Library Association, (9) New York ingtitution forthe Blind, (10) American School Agents Society, (11) HamiltonLiterary Association of .41 Brooklyn, (12) Your,g Men's Association for Mutual Improvement, (13) New York Institution for the Deaf and. Dumb, (14).New York Handel and Haydn Society, (15) Beriah Sacred Lyceum, (16) jiivnile Lyceums of the New York° Public Schools, (17) Cuvienan Society ofMiddletgyn,Conn., (18) Peithologian Society of Wesleyan

Univerbity,(19)Hartford Society of Natural Iii4tory, (20) Social Club of Norwich, 4 (21) Gloucez;ter In4itute, (22) Middletown Friendly Association, (23) Philadelphia Teachers' Lyceum, (24) Philadelphia School Lyceum, (25) Washington City, D. C., Lyceum, .(26) Rtiffalo Lyceum, (27, Alton Lyceum (Illinois), (2) Trenton Lyceum (New Jersey), (29) Marietta Lyceum (Marietta, Ohio), (30) Lyceum of the village of Brooklyn, N. Y., (31) Essex County (New Jersey) Lyceum, (32) Naval Lyceum

(Brooklyn,. N. Y.), (33) DorCheiter (Massachusetts) Lyceum, (34) Philadelphia Asso- ciation of Teachers, (35). New York PubSchool Teachere Association, (36) An, 416 dover Conventionof Teachqs, (37 Franklin Ingtitute, (38) Numerous couge lyceums. .9 JV. List of Ledtures aild Essays (with Authors) Given., Before.e the Ainerican Lyceum

Alcott, W. A. The Study of physiologyas abranch of general education. 1834. Alcott, W. A. Missionaries ofeduCation.1836. Alcoa, W. A.Religiousinstruction incommonschools.1838.

.&miter, Miss C. E. The educationof female teachers.1835. al -140.r. Taken fnxn tbe American LyceumProceedings,published in theAmen=journal ci Ecitscatio. 1831 to 1839,loclusive. Appendix 67

Bokim,H. The moral and iritellectualcondition of the Germanpopulationin the United States.1836. Cote, Thomas. Americanscenery,1836. 1 Corn§tock, J. L.Geology. 1833. Com Stock, Dr. A. Elocutiori, and thecureoftammering; the educationof the deaf and dumb. 1837. Colley, W. S. The invention of theCherokee alphabet.1835. Dewey, Che&er. The introduaion of th naturalsciencesir.tocommonschools. 1832. Dodge, N. Emulation irt schools,anldproper motives to study.1836. Dunlap, William. The influence of theartsof design,and thetrue modes of encouraging them. 1835. Dwight, Theodore J. The Sereculellsin Nigr:!ia, withavocabulary.1835. Espy, J. P. Meteorology.1837. Frazer, Charles. The condition andprospets of painting in the UnitedStates. 1835. Frelinghuysen, Theodore. Theimportance of making theConstitution andpolitical in:4itutions of the United Statessubjects. ofeducatioriiincommonschools, acad- emics, etc. Garnett, J. W. The influence ofliterary inAitutionsontheinterets of the Union. 1836. Grimke, T. S. Theappropriateuseof the BibleincommonKhools.1832. Griscom, John. School discipline.4,832. Hamersley,J. A. The internationaicopyright law.1838. Howe, Samuel G. The methods andmeansofinftrucling the blind.1836. James, E. The Chippewa language.1833.4 Johnson, W. R. Theextent towhich the monitorialsy§tem is advisable andpracticable in cdmmon schools. 1832. Keagy,et:Infai.. education.1832. Loomis, E. The Ojipue spelling book.1835. Maccullock, G. P. The-generalprinciples of inStruCtion.1833. Mosquera, Joaquin. Theprogressof educationin New Granada. 1834. Oscanean, Constantine,. Thehistory and conditionsof educationinArmenia, 1835. Packard, F. A. Themeansofprocuring popularcooperation in favor ofcommonedu. çation.1836. alo`d. Packard, F. A. Theimportance of uniting moral andreligiousinstruction withthe cultivation of the intelle,-t.1S3S. Peet, Harvey P. Theeducation of the blind.1836. a Pizario, Ptof. Primaryeducatiori in Spain.1832. Pray, L. G. Theprimary schools of Bogton.1838. Rokinquez, Juan. Thestateof educationin Mexico. 1833. Russ,J.D. Apparatus and methods foringtruction of the blind.1833. ;Russ, J. D. Booksand.apparatus for the blind.1835. Schoolcraft; H.R. Themeansfor promoting civilwatiSnand educationamongthe Wotan Indians. 103. Sigourney, Mts. L H. .R1isingthe etandards of femaleeducation. 1833. Taylor, J. Orville.Thestate of education inNewOork.61837. VeloE, Juno.The higher branches ofeducationin:Cuba.1834.. Weeks,Doctor. Learning-to read and write the Englishlanguage. 1832. Woo0, S.Interrogative method ciingtruction.184. 'ot * a 140.

es, 68 The American" Lyceum 4

Woodbridge, W. C. Vocalmusic as abranch ofcommoneducation.1833. Woodbridge, W. C. The education of theeye.1838. Yakonbusky, Augustus. Education and literature in Poland. 1834. Zavala, Lorenza de.Education. 1833. VI. Men Who Aided the Lyceum Movement

The following ligt is thenamesof those whogavetheirsupport tothe American Lyceum. Those checked ( X ) under "mentioned"areof enough educational importance to receive mention inHenry Barnard's Americanjikirnalof Education. Those checked unLle.r "Biography"wereof sufficient importancetc; causeBarnardto puttheir biog, raphies in his journal. jiThemenlitedwereeither oftcers 6r delegates in the American Lyceum, between theyears1S26to1S39. The linq is not complete.

Men- Name Biography 4.- tioned aft Abbott, Rev. Jacz.b X

Alcoa, Dr. W. A . ... 4:629 Allen, Joseph. Bailey, Ebenezer (Bc ton 12:429

Barclay, James. . . . X. Baldwin, Rev. Tbcron 15:269

Barnard, Blair... Barnard, Henry 1:659 and 13:605 Beck, Dr. T. R 1:654

Beecher, Miss C. E ...... 28:65 Bingham, Rev C

Brooks, Prof. Charles . . 1:587 and 16:92, 145 Bigelow, J. (Bogton?

Claxton, 'Timothy . 8:253 Cleaveland, Prof. Nemiah Clowes, Timothy Comiltock. Dr. J L Davis, Isaac P. (Boson) Day, Jeremiah. president Yale College . Day,Thomas Delafield, John, jr Dewey, Prof. Choter X Dickerson,flop.Mahlon w Id,Proj. Stephen him, James M t,Theodore ...... William A., president Columbia College 'Pk D eld, Henry E.amcs, Theodore Eaton, Prof. A X

Edward. B. B...... 14:381

Elliott, D.. pnisident Washington College, Pennsylvania .

Emerson, Frederick. Emerson. G. B 5:417 and15:26

Evans, Daniel E.. 4. Everett. Hon. Alexander Everett, Prof. A. H...... Everett, Edward 7:325 Frazer. Charle4

Freeman, Gabriel...... Prelinghuysen. Hon.Theolore...... Ported, William Oak. Leonard D X Hor. Albert 4 Gallaudet, Rev Thomas li .) 1:43S 411 Going, Rev. Jonathan . Greene, Thomas A Crimke, Thomas S X Griocom, Prof. John 8315

I Vol. 4,p.629. Alt

41.

e Appendix 69

4

Name Men- 1 uoned Biography

Hale. Nathan Hall, S. R Hamilton, J. C Haskell, Rev. Daniel Hayman, Adrian .. Hedges. Nathan X Hcnry, Prof. J . X Holbrook, Josiah le 8:229 Howe, Samuel G Hunter, Rev. Moses 11:389 Irving, Washington e nny,Elqah ohnson. Prof. John X enney,Wilham B Kinsman, John D Lawrence Abbott (Boston) OK. Lindsley,Phillip 1 : 205 Loomis, E 7;9 Lowell, John (Bolton) ...... Lowell, Charles Minn. Horace Barnard j:611Ind14537 Maci. Ebenezer , Mason,-Lowell May, Rev. Samuel J 4:141 McLean, Prof.John 16:141 X .. ,Morns, G. W Neal, John N.:agle, J. C Olmsted. Prof. D Otis, Oran G 5:367 Peet, 'Harvey P. 3:366 Peers. Benisoun 0 16:147 Pennington, Samuel, H MD. Phillip?, Hon. StephenC Potter, Prof. Horatio Proudfit, Alexander Proudfit, J. W X Rankin, Robert G Kerr, David M X Renwick. James X Ridgley, G. W 'Robinson,Horatio (Boton).. X Rodgers, J. Kearney,M. D. r , Rtamajohn D., M.D

Russell, David , Rusell, William 3:139 Sargent. Nathan . Scum, Samuel %V 1 Snaw, Oliver A. ... Smith, A. W Snelling. G. H Spafford, U. G Steele, JonathanD s Stevens, James 0 Sturtevant, J. M., president flhirkii College . X Tallma.ige, NathanielP. ... 6'; 'Taylor. Stephen N

Vault. Robert .

Van Rensselaer,Hon.... Van Doren, y. 6: 223 J L j, A Walker.James X 4- Ward,Aaron Webeer, Hon.Daniel l:123 and1:591 Webdter, Prof.Horace ... Wheaton,president WashingtonCollege,Connecticut. White. Delaa Wood, Silas Woodhsidge.Waliam C ..... Yatio, Prof.A. J , 5:51

Total 11 . 31 27

91114°32----6

to

4 a 410 ç.

,41- 70 The AmericanLyceum WI. Circular,Ninth AnnualMeeting and Resolutionsof National EducationalConvention

Circular, issued by ninth annualmeeting, American Lyceum, May3,'4,5. Fellow citizens,atthe ninth annual meeting of theAmerican Lyceum, heldin the city of New Yorkonthe 3d, 4th, and 5th of May,1839, the following resolutions, proposed by Professor Brooks (Charles),of Massachusetts,werematurely considered and unanimously adopted,viz: 1. Resolved, That it is expedienttoholdanationalconventionforone`week in the `-`Hall of Independence,"atPhiladelphia, beginningonthe 22d of Novembernext, at 10 o'clocka.m.; for thepurposeof discussing thevarioustopics conneded with elementary education in the Unite! States. 2. Resolved, Thatacommittee of five be appointedto requestthegovernor(and, if in session, the legi3lature) of each Statein the Unionto invitethe friends of education in their Statetoattend theconvention. The undersigned, having beenappointedtoform thiscommittee, donow,in obedi, ence totheir instruaions, respectfully addressyou onthisparamount subjed. The American Lyceum in takingmeasures to carry ap into effed the above resolutions, xpressesits deep anxiety for the physical, intellectual, and moralculture ofevery child in the United States.It is ascert,ained thatas many as19 out of 20 children who receive irifftru.slion receive itattheteommonschools.These schools, therefore,must be withusthe hope of civilization, liberty, and virtue. Toelevate themso as to meet thewantsofourRepublic is the high and single aim of theconvention.Partiesin politics andsectsin religion willnotfora momentbe recognizedinanyform. No powerwill be vegtedinthe assembly.It will be,we truA, a companyof philanthro, pigts, patriots, and Chrigtianscoming to!ether in the spirit ofanexpansivebenevolence toconsult for thehighergood of the ricing generation, and whosedeliberations and results, when publishedtothecountry,will bring thegreat causeof education simul- taneously before theseZreralStates inaform for enlightened, definite,and successful action. ''As subservient to this humane and patriotic objed,wewouldsuggeAafew amongthemanytoiks which will demand the consideration of themeeting, viz: Howmanychildrenarethere in each State who, accordingtothevlawsof that State, should be upder in,4truclion? Boxmanyof this numberarefound in the schools' What is the condition of thecommonschools in each State? What4,sthe organization of the school syt.rtem? What branches of knowledge should be taughtinour common schools? What should be the charader of our`commonschool books? Howmay schoolapparatusand school libraries be mademogtuseful? In what branchesshc1:11.1 iiigtrudi6n be orally, and in what degree? What should be the qualifications ofteachers' Are.normal schools,orseminaries for the preparation of teachers, desirable? On what plans should they be established? Isacentral normal school for the Uniondesirable? Should it be under the diredion of Congressor a,society of citizens? What connedion should ,tirecommonschools haVe With academia colleges, and universities?What models for school housesarebegt?Willato-ardof education, egtablishedby each State, afford the beAt supervision andsecurethe highegt improvement of theichools? Howcanitinerant teachers and ledurers belt supply degtitute places?Isanational sygtemof ingtrudion desirable? How shouldaschool fund be applied?In whatpart of each State has the greategtprogressbeen made in elementary education?Howmay

dP It O

9 Appendix 71 .10.11.1wa...- school itatigtics,which mugt be the basisof legislation,bemost easily collefted'What features of the8y4temnowin operationin Holland,Germany, Prussia,France, ands Great Britainmaybemost usefully adoptedin thiscoUntry? Fellow citizens,the discussion of theseand kindredtopics willprobablyelicita mass of information,the importance ofwhichcan notbe easilyoveregtimated.We would thereforeurgethose whoshall attend theconventiontocome prepared formaking known the valuable fads 'theycangather.Believing thatall thetalent ofa country should besotempted forth by judiciouscultureso as to bring it intoprofitableand harmonious action;that itis importantto the public goodaswellas to private happiness thatweshouldreceive the requisite suppl'y ofusefulinformation;and th¡teach faculty, which theCreator has implanted4pchildhoodshould bedevelopedin itsproper order, propertime, and dueproportion; we inviteyou tosecuretheattendanceofdelegates fromyourState, prepared to promote the firgtduty ofyour Republic theeducation of ouryouth.Beiievingthat our country mugt lookto intelligenceasits defenceandto virtueasits lifeblood;andethat the plannow proposed be the firgtinaseries ofmeans for securing tliiigreate,igood to futuregeneration,not onlyamong us buttoour siaer Republic, theLyceumdesires to bring intoafocusall thelight whichcanbe colleted in ourland.Some of theMogt diainguished gentlemenin the severalStates haveprom- isedtobepresent, andwewould suggeA theArapediencyofinviting themembersof: Congress (who willheon theirway to Washington aboutthe time ofmeeting)to join theconvention. With themogt heartfelt good wishes forthesuccessofeveryeffort forthe benefit the of young,bothinyour State and throughoutthe Union,we are Your friends an.d fellowcitizens, THEODORE4RELINGHUYSEN,of NewYork. CHARLESBROOKS, ofMassachusetts. JOHNGRISCOM, ofPenns\quanta, HENRY R.SCHOOLCRAFT,Of Michigan. THEODOREDWIGHT, JR.,Of New York. NPW YORE,June, 1.839. P. S.Werespedfullyinvite each editor ofa newspaper in theUnited Statesto give hispatrons the opportunityof reading the abovecircular, andto add thispoAscriptas recordingour sinceregt thanks for hisfriendlycooperation. VIII.Resolutioris,NationalEducation Convention,November,1839 v 1. Whereas thecauseof popular educationisonewhich shouldcommandtheenergy and zeal ofeveryloves, of his country, and which calls forthe unitedacction of thecitizens of thisRepublic;therefore Resolved, Thatthe national committee el thefriends ofeducation,nowin sessionin Philadelphia,desire that an earnegt appeal be madein their behalftothe peopleof the UnitedStatesin relation to this interegtingcause, embodying theprecepts contained in the farewelladdress of the immortalWashington,and thespirit of hiscompatriot of theRevolution. 2. Resolved,That amemorial fromthisconvtntionto the Congress ofthe United Statesbe prepared, askinganearly-appropriation of theSmithsonianlegacyto th purpose of education,for wlichit was designed by thegenerous philanthropigtwhose name it bears. 72 The American Lyceum

3. Resolved, Thatamemorial prepared from this convention ,to the Congress of the United Statesurging uponthat body the propriety of appropriatingall,or a partof the proceeds of the sales of public lands, for thepurposeof education. 4. Resolved,Thatamemorial be presented in behalf of this convention to the legis. latures of the several States of the Union urgingthe eftablishment ofa sygtemof general education, whereby free andcommonschoolsmaybe made accessibletoall, and that knowledge be secured to thepeople which is the bulwark of social and political happiness and freedom. And whereasit is most important torally the friends of education throughoutour widely extendedcountry,therefore it is further- 5. Resolved, Thatthegovernorsof the several States be requested by this convention todired in theirmessagesthe attention of the legislatures to the gtate of popular education in their respective States;and also that they officially promote immediate inquiry how thesame canbe improved. 6. Resolved, Thatthe national convention,nowin session in Philadelphia,recom, mend to the fripIds of education inthe several States of the Union the holding of State conventions,orthe formation of State educational societies,for the promotion ofthe causeof education by suchmeans as may seemtothem most suitable. 7. Resolied; Thatageneral convention of the friends of education, to consigt of dele- gatesfrom State conventions, lyceums,public bodies connected with ingtitutions for education,orfrom regularly congtituted public meetingsof the friends of thecause,be held in Washingtononthe firgt Wednesday of May next. 8. Resolvei,Ttat the officers of this convention, together withaspecial committee of nine members to be appointedby the officers, be tequegtedtomake allnecessary arrangementfor securing the attendance of delegatesfrom the various sedions ofthe United States,atthe general national coriyention to-be held at the city of Washington in May next. 9. Resolved, Thatthis convention recommend to the several Stateconventicinsto appoint delegates to thenational conventiontobe held in Washington andastanding committee tocorrespond with the committee of the national convention. la Resolved, That thepresident 4nd the vice president of this convention be author- izedtoappoint the requisitenumber of committees (to consigt of five members each)to preparethe address andmemorials contemplated in the preceding resolutions. Committees wereappointedasfollows: Topropose anappealtothe people: Messrs. Z.C. Lee, R. R. Gurley, C. C. Burleigh

Ballinger. 0111,. M. J. Lewis, and Doctor %OA% A To memorialize Congressrespeding the Smithsonian legacy: Messrs. J. it, Chandler, J. J. Barclay, G. M.Wharton, WiLWharton,andG. M. Jugtice. To memorializeCongressrespe?ting theappration of the proceeds of the sales of the public lands: Messrs.J. P. Kennedy, C. GilMan, Rev. Doctor Geiteau, Rev. E. W. Gilbert, and G. Emler, jr. s. To memorialize thelegislatures of the several States: Dr. A. D. Bache, Reverend Doctor Jenkins,Prof. E. Q. Wines, Prof. J. Griscom, and W. S. Peet. Special committeeof arrangement forageneral national convention: Messrs. Judge Hall, T-f Earle, E. W.Gilbert, Prof. J. Bryan, W. Biddle, Dr. O ft Cosbell, Dr. G. H. . Burgin, J. Weirgand,and D. Parrish.

Officers: President,John Griscom (prof ..s ; vice presidents, W. C. Johnson, Maryland, J. R. Chandler,Philaddphia, W1.:.rdHall, Delaware, SamuelWebb, Philadelphia; secretary, J..a Lee, Baltimore; asiÇaÉit secrietary,,..itev. G. Jenkins, Philadelphia. o