In 1859, Mr. Alcott had another and larger opportunity to exercise his wisdom as an educator of youth. He was chosen superintendent of the schools of Concord; a position that called out the finest qualities of his mind, and put to immediate use the results of his long experience, but relieved him from the business arrangements for which he had never displayed an aptitude. The three brief but remarkable reports that he made on the condition and needs of the schools, increase one's respect for the workings of the spiritual philosophy in this field of effort. If the suggestions offered in those reports were to any considerable extent adopted, if the noble and gracious spirit of them was felt, the schools of Concord should be model schools of their class. "The school is the primary interest of the community. Every parent naturally desires a better education for his children than he received himself, and spends liberally of his substance for this pleasure; wisely hoping to make up his deficiencies in that way, and to complement himself in their better attainments; esteeming these the richest estate he can leave, and the fairest ornaments of his family name." "Especially have I wished to introduce the young to the study of their minds, the love of thinking; often giving examples of lessons in analysis and classification of their faculties. I think I may say that these exercises have given much pleasure, and have been found profitable alike to the teacher and the children. In most instances, I have closed my visits by reading some interesting story or parable. These have never failed of gaining attention, and in most cases, prompt responses. I consider these readings and colloquies as among the most profitable and instructive of the superintendent's labors." Pilgrim's Progress, Krummacher's Parables, Æsop's Fables, Faery Queen, the stories of Plutarch and Shakspeare, were his favorites. "The graceful exercise of singing has been introduced into some of the schools. It should prevail in all of them. It softens the manners, cultivates the voice, and purifies the taste of the children. It promotes harmony and good feelings. The old masters thought much of it as a discipline. 'Let us sing' has the welcome sound of 'Let us play,'--and is perhaps the child's prettiest translation of 'Let us pray,'--admitting him soonest to the intimacy he seeks." "Conversations on words, paraphrases and translations of sentences, are the natural methods of opening the study of language. A child should never be suffered to lose sight of the prime fact that he is studying the realities of nature and of the mind through the picture books of language. Any teaching falling short of this is hollow and a wrong done to the mind."