meeting was held-in 1858, in Cincinnati, fifteen states being represented; in 1859, in Washington, representatives from seventeen states being present; and in 1860, in Buffalo, with a representation from nineteen different states, and from the Federal District. The proceedings have been published each year in pamphlet form, including a part of the lectures and papers, which have been characterized by a good degree of ability, learning, and sound practical wisdom. Thus, in brief, stands our record up to 1860.

No annual meeting was held in 1861 or in 1862, the all absorbing exigences of the war, and the impossibility of securing a representation from the seceded states seeming to justify and render necessary a temporary suspension of our operations as a society.

But the period of inaction has passed, and we have reason to congratulate ourselves that it has not resulted in decay and dissolution. As individuals, and as an Association, we still live, and after the lapse of three years we meet again in largely increased numbers, and with renewed strength, here in this great Metropolis of the Northwest, the most marvelous creation and monument of American enterprise, as well as the most striking illustration of the rapid growth and expansion of American civilization.

And it would be an unpardonable neglect of a manifest duty, if we should not feel and acknowledge, with profound gratitude, the favor of Heaven in thus permitting us to assemble here and now, in such force, undisturbed, and in protecting to such an extent the interests of education which we represent, notwithstanding the calamities which have befallen the nation.

The distinctive peculiarity of our organizatian is found in the fact that it is both national and professional. It is the only educational body of a truly national character now existing in America. Our educational associations for the past thirty years have been for the most part limited to a state or section of the country; and though their usefulness is beyond question, their tendency is no doubt to strengthen local prejudices, and to perpetuate local ideas and systems. The American Institute of Instruction, though a highly useful and honorable society, whose influence has been, and is now widely felt, is mainly supported from the School Fund of Massachusetts, and during the thirty-three years of its existence, it has held but one meeting beyond the limits of the New England States-most of its working members having their residence in a few of the Atlantic States, and therefore it can not justly claim to be what its name implies, and what it was intended to be-truly national in its scope and operations.

But the national character of this body is evident in its design and origin, in the place of its meetings, in the generality of its representation, and indeed in its whole history. In fact the proof is before me. I see within these walls delegates from nearly every loyal state, not only in the Valley of the Mississippi, but beyond the Alleghanies, and on the Atlantic shore, gathered here at a point nearly a thousand miles from the place of the first meeting.

The constitution provides that membership shall be restricted to those who are actually engaged in education as a business, either as teacher, superintendent, or editor, thus securing to it a strictly professional character. This provision, it is believed, will tend to insure both its efficiency and its perpetuity. The American Association for the Advancement of Education, which was instituted at Philadelphia in 1849, and which flourished six or seven years, exerting an extended and beneficial influence, was indeed national in its character, but it was composed of friends of education as well as teachers, and not of persons wholly devoted to the business of education. And hence it lacked the essential elements of vitality, and is now known only as a thing in the past. It was destitute of that principle of life which is found in that strong cohesion, that enduring cement, that bond of union, that close affection, which holds together those of the same guild and craft and profession, with ties which, though light as air, are strong as links of steel.

Its design and scope are no less comprehensive than the plan of its organization. These as set forth in the preamble to the constitution, are "to elevate the character and to advance the interests of the profession of teaching, and to promote the cause of popular education in the United States." Thus while designed to admit to membership and participation in its proceedings, the representatives of all grades and descriptions of educational institutions, whether public or private, from the humblest infant school to the highest university, the sphere of its operations is co-extensive with our country's territory and its educational interests, aspiring to embrace the whole subject of instruction and training for the rising generation in all quarters of the Union. With a title so comprehensive, and with objects so vast and important, we have ventured to present ourselves before the community and the world. It becomes us therefore, to consider well the responsibility of the position we have assumed. We ought to endeavor to raise our minds to the height of the great argument. We ought to take large views. We ought to be catholic in spirit, knowing no sects in religion, no parties in politics. We should come to this work and to

these deliberations, bringing with us no local prejudices, no state jealousies, no sectional bigotry. We should come with ideas and sentiments circumscribed within no geographical limits, hemmed in by no mountain ranges or river courses, by lines of latitude or longitude, but with a broad comprehension of intellect and feeling, with minds and hearts large enough to embrace all the interests we profess to serve-remembering ever that we have "one hope, one lot, one life, one glory."

The first great object to which our efforts are pledged, is to elevate the character and advance the interests of the profession of teaching.

Many fine things have been said concerning the mission of teachers, but after all that has been said, in all ages, upon the subject, more than justice has not been, and never can be done to the theme. We may say with Channing, that there is no office higher than that of a teacher of youth; for there is nothing on earth so precious as the mind, soul, character of the child; or, in the language of Everett, that the office of the teacher, in forming the minds and hearts of the young, and training up those who are to take our places in life, is all important; or in the words of President Humphrey, that the schoolmaster literally speaks, writes, teaches, paints for eternity; his pupils are immortal beings, whose minds are as clay to the seal under his hand. But such generalities, however just and true, fail to convey to our minds an adequate or vivid conception, either of the actual or possible results of the teacher's work.

Let us look at this subject a little more in detail. Let me conduct you, in imagination, to a modest edifice erected for the purpose of primary education, in a retired street in one of our Atlantic cities. Let us enter and observe the occupants and their doings. Here are fifty or sixty children, of both sexes, in the first year of their schooling, being from five to six years of age. The presiding genius who receives us so courteously, welcoming us in tones of peculiar sweetness, is a lady whose natural endowments and opportunities of education have combined to form the true teacher. The cleanly, tidy, well behaved children, seem to be under some magic influence. Some of them are from homes of poverty and ignorance, and yet they appear like a company of brothers and sisters. Their happy, cheerful faces suggest no unpleasant restraint, and yet perfect order reigns. Here you seem to see for once the solution of the eternal problem of uniting liberty with law, freedom with government. Every one is intent upon work as though it were no task, but an agreeable pastime. The lessons proceed. How the mind of the

teacher seems to enter into the minds of the pupils! With what a combination of patience, gentleness, sympathy and energy every process is conducted. How the minds and hearts of these children open to receive instruction as the flower opens to light and rain! Weariness is prevented by frequent and regular alternations of work, play, and physical exercise. The air is kept pure and the temperature equable. Here we see these scores of children, without the loss of a day, are at once set forward on the true path of moral and intellectual life; conscience is awakened, and its dictates practically obeyed; manners are formed; right habits are acquired; curiosity is aroused and gratified by imparting rational instruction. They are taught what they need first to know, for comprehending more easily what is to follow. Nothing is learned which they will need to unlearn; their first operations being so guided, that without altering any of their habits, they can more easily produce what is excellent in future. They are beginning to learn to love the good, the beautiful, the true. Their teacher is to them the model and pattern of all excellence. Here we feel sure that the twig is bent in the right direction; and yet this is no fancy sketch.

Let us now imagine that the nation's whole bright tribe of childhood, were thus instructed and trained up in the way they should go-so educated not only in the first year of their schooling, but that in each successive grade of their course they should be carried forward with a corresponding perfection of skill, till they go out into the world, whether graduating from the district school, from the high school, or from the university,-let your imagination conceive what would be the results, what moral rectitude, what mental ability and accomplishment would be achieved, and you have some notion of the mission of teachers considered in a national point of view.

Now just in proportion as we elevate the character and promote the interests of the profession of teaching, we shall approach the realization of this ideal of the teacher's mission.

age

And if we look back over the educational history of America for the space of a quarter of a century, we shall find much to encourand stimulate our efforts in this high endeavor. Within that period a great and salutary change has taken place respecting the vocation of teaching. Its advancement in respectability, influence and efficiency, has been marked and rapid. The number of able and learned persons of both sexes who are devoted to it, has been increased many fold. The rate of compensation has been increased probably fifty per cent. Its labors have been rendered more agree

able and attractive by the classification and grading of schools, and by the vast improvements which have been made in school architecture. At the dedication of one of the large grammar schools in Boston, a year or two ago, a member of the Corporation of Harvard University, a wise man who weighs his words, said in presence of the late president of that university, and an ex-president, that the head of such a school was the president of a college to all intents and purposes. The establishment of normal schools, now found in most of the educating states, may be regarded as a substantial recognition of teaching as a distinct and liberal profession. Well did Mr. Mann say at the dedication of the first normal school house ever erected in America, "I consider this event as marking an era in the progress of education on this continent and throughout the world."

Already the highest literature of the day is beginning to class teaching with the learned professions, an admission of no little sig nificance. In consequence of the great increase of desirable situations in teaching and superintending schools, some of the best grad uates of our colleges are beginning to choose this profession in preference to those of law, medicine, and divinity, as affording an inviting career for a young man of generous ambition, who wishes to make the most of himself as a man, and at the same time to em ploy his talents for the improvement of the lot of his fellow crea tures. In view of such facts as these, we can not but feel encour aged to pursue the objects of this association with zeal and ani mation.

One of the principle means of elevating the character of teachers is to increase the demand for accomplished teachers. And this demand will be increased as the progress of education is advanced, and its value is appreciated. After all that can be done for the im provement of education, it is substantially what the teachers make it. The stream can not rise higher than its fountain. If asked to describe in the fewest words, the best system of public instruction, I should say it is that which secures and retains the services of the best teachers. To accomplish this, three things are requisite:

1. The situation of the teacher must be made desirable, by adequate compensation, by good treatment, by suitable accommodations, and by limiting the labors to the requirements of health and self-improvement.

2. The mode of selecting and appointing teachers should be such as to encourage the competition of the best qualified candidates, and to give merit the preference over every other consideration.

3. The proper means should be employed to secure continued