now present to you is the symbol of it. At the close of the first half-century of the existence of this Association, it was the gift of an unknown friend. I received it with a solemn charge to transmit it to my successor, to be by him transmitted to his successor, and so on through the next halfcentury. May you have a pleasant and successful administration, my brother. I welcome you to this office, and leave this Association in your hands.

RESPONSE OF PRESIDENT WALTON.

MR. PRESIDENT, AND FRIENDS: I am not unmindful of the great compliment paid me, and of the honor which has been bestowed upon me in electing me to this position. If I consulted my own ease, I should certainly accept the honor and refuse the office. But I have not, sir, as you know, been educated in that school which refuses service, and I shall enter, with such ability as I have, upon the duties with which you have intrusted me. I have very great satisfaction in feeling that I am at once assured of the hearty coöperation, in the work upon which I enter, of every member of this body; and I bespeak your kindly consideration and charity for all my efforts and all my failures, and, having said this, I will detain you by no farther remarks on the present occasion.

Notice was given of a meeting of the new Board of Directors at the close of the evening's exercises.

Adjourned to Friday.

FRIDAY EVENING SESSION.

Joint meeting of the American Institute and the National Educational Association.

A large audience was present at the meeting held this evening, and the church was crowded. President Orr, of the National Association, and President Mowry, of the Institute, jointly presided.

President Mowry read the following telegraphic dispatch:

"SACRAMENTO, CAL., July 14, 1882.

To the Presiding Officer of the Educational Convention: California to-night gives you hearty greeting, fraternal salutations, encouragement, and good cheer. We know that not in our marvelous wealth of soil, of climate, and of scenery, of orchard, vineyard, and grain-field, of mines of gold and silver, nor in the brightness of our skies, but in the wide, open daylight of universal intelligence, lies our hope of permanent prosperity indeed our safety as a self-governing people—and we are acting on our faith. Remember California to-night. FRED. M. Kimball,

Superintendent Public Instruction, California."

The programme for the evening comprised short extemporaneous addresses from distinguished gentlemen from different parts of the Union.

The first speaker called upon was ex-United States Senator J. W. Patterson, now Superintendent of Schools for the State of New Hampshire. He said:

Address oF SENATOR PATTERSON.

I suppose you wish me to say something in regard to the schools of New Hampshire. You will appreciate the fact that we are doing something for the cause of education in that State, when I tell you that one out of every 100 of our population is a female teacher; and we have nearly six thousand male teachers, in addition. And this is, of course,

a mere fraction of our teachers, for we have furnished them for Rhode Island and Massachusetts, and the great West, and a few for the states down South as well. I think that the success of any system of education must be measured by the kind of men and women who have gone forth from its schools. As specimens of the product of our New Hampshire schools, we can show you a Judge Woodbury, a Judge Chase, a Daniel Webster, a Rufus Choate, men who have left a profound impress upon the history of the country. it is not to these illustrious products that we are to look mainly. It is to the great mass of the population, the men and the women who are to do the work of the country, and sustain our institutions, and carry forward and perpetuate

But

our civilization. And it is in the schools of our hard, cold granite New Hampshire that these men and women have been raised. It has been well said by the gentleman who has sent us the telegram from California, that it is not wealth which constitutes the power and prosperity of a state, but that it is educational institutions; that it is mind, quickened in the school, which conquers the forces of nature and transmits them into forms of beauty and utility.

There are advantages in being born in our mountain State. In the first place, I think that the spirit of the mountains works into the very constitution of the people. It it often said that the Swiss are indebted to the character of their country for their liberties and for the perpetuation of their institutions. I think there is something in it. And so it is wherever God has lifted into majesty and sublimity the surface of the earth, - you will find that there the people insensibly and intuitively drink in the very character of the scenery amid which they live; and if there comes a Thermopyla, - if there comes a crisis in the history of that people,- you will find them standing in the fastnesses of their mountains, a barrier that cannot be overcome.

These mountains furnish the springs that are the sources of the Merrimack and the Connecticut, and other great rivers, -and on the Merrimack River there are more manufacturing institutions to-day than on any other river in this world, more spindles are turned, more looms are run, and more cotton and woolen fabrics are produced than on any other stream on God's footstool. It is these home products that are to give us perpetual prosperity; for we, in our little New England,— that promontory that juts out into the sea,

cannot expect to compete, agriculturally, with the immense, rich prairies of the West, in the foreign markets of the world. But give us a Manchester and a Nashua, and we have a home market, and it is in these home markets that are to be found our power, and these home markets we are able to secure because of those hills of New Hampshire.

So that we are not a little proud of our granite hills. I know it is a little hard to climb them sometimes, and in these days we are inclined to think that we must have great ease

in the enjoyment of our institutions.

But I think there is a

mistake made about that. When I was a boy I used to have to go two and a half miles every day to school. Now in these days I find great complaint is made if a child has to go a mile to school. But we have been none the worse for these rough passages in our early experience. If a child is put into a downy cradle and set afloat gently down the stream of life, and no breeze rougher than a zephyr is allowed to touch its cheek, it will simply turn out a stupid dullard. If the rising generation are to fill the places of their fathers, and stand strong and true in the great crises that are sure to come upon this country, they must have a little of hardship and trouble and trial in their youth. They must learn to climb hills that are high.

President Orr then called upon Mr. Dibble, Principal of the High School, of Charleston, S. C., who said:

ADDRESS OF PRINCIPAL Dibble.

I come from a State that has been for the past ten years struggling under the greatest disadvantages. But though not " a city set upon a hill," we in Charleston propose to build an educational light-house that all the South can see. Mayor Courtney is now bending all his energies to developing the intellectual interests of the city. His greatest ambition - and I venture to predict that he will realize it is to make Charleston what Athens was to Greece, or what Boston is to New England and the rest of the world.

I shall go away from this meeting quickened in my impulses of zeal and devotion to this cause. I shall go away knowing a great deal more in connection with the work in which I am engaged than I ever knew before. There is no one system of education of which it can be said that it is distinctively American. Each section has its peculiarities; and that system which would suit New England, or the Middle States, may not be exactly the system that would suit us in South Carolina. "E Pluribus Unum" is as much the educational as it is the political motto of this great Nation. You here have a great deal to impart to us; and I trust the day is not far distant when your National Association and

your American Institute may come to hold your meetings with us in Charleston, and find that we have got something there which will be helpful to you. What we most need at the South is the education of all the people. We mean to do our best, and reach all we can. But we cannot accomplish our task if left unaided. No man can form a conception of the difficulties which lie in our way. It is very illogical to leave us under a burden of ignorance that we cannot ourselves remove, and then hold us responsible for not preserving a respectable government, and one that protects every portion of society. Give us the means of educating all the people, and then hold us to strict responsibility.

Dr. J. H. Carlisle, President of Wofford College, Spartanburg, S. C., who was next called upon, wished to add his testimony in respect to the social and intellectual benefits of this meeting. Seldom had he heard so many papers read, during a meeting covering the same number of days, in which so few side issues had been presented, and so much earnestness and sincerity evinced by the several speakers. No word of unkindness had entered into the deliberations. "" May the impulses," said he, "which we have derived from this meeting last for years. In all our churches, homes, and schools, may the Father's blessing abide, and all the christian graces and virtues walk their perpetual circuit around the land of Washington."

President Mowry next alluded to the presence of Mr. John D. C. Hitz, of Switzerland, and called upon that gentleman for some remarks. Mr. H. said that he was proud to hail from the same country which had produced a Pestalozzi, one of the greatest benefactors of the age, whose work stood preëminently above that of any of the great men of Europe of the present day. Fröebel, also, was a name that was now exciting no little commotion among those occupied with the elementary branches of education. Not a century hence his name would stand side by side with that of Pestalozzi upon the scroll of fame, and the principles which underlay his system would be those upon which public instruction in this country would be based. The one instrumentality by which the liberties of Switzerland had been so long preserved, had