reflect more, even, than the American States of the Union. Father Pierce was one who bridged the whole gap, from the beginning to the end, of the educational interests of this country, as exhibited at this time. He was the father of the district-school system of instruction. He grew from that small beginning apace, with the public sentiment of his time, constantly in advance of the sentiment of the time, until, at his death, he stood at the head of the whole. I remember hearing him picture with graphic eloquence, the wants that surrounded the district school, fifty years ago. I can also testify to the perfection which is exhibited in the Normal Schools of our day, of which he also was the head. I believe there has been no greater advance in any age, in the educational philosophy of the time, than that which led to the establishment of Normal Schools, supplying a want hitherto existing; and by no other course hitherto pointed out, giving the schools a supply of teachers, capable of making schools what they should be. It was the highest compliment that could be paid by mortal men, that the great spirits of the age, who, by their perseverance and elevated philosophy and courage, had established the Normal School, should point out Father Pierce as the appropriate leader to whom the success of these institutions was to be entrusted. It was not without reason. The Normal School had to be conducted upon principles beyond those already developed in education. It must be developed by one superior to the principles given in the books; and it was only to one of a mind of an elevated cast, that the work was to be entrusted. And in this connection, I can say that he did not disappoint the expectations of his immediate friends, nor of those who were most interested in this experiment. The Normal Schools, in their success, are daily testimonials and monuments of his greatness as a teacher.

But he was not only in advance of others as a teacher, but as a man. He was superior to most men of his time. The brightestof all the features in the career of Father Pierce, was the cheerful and wise and serene old age, in which he departed this life. His life, whether as a citizen, a teacher, or connected with the government of the State, was one of the noblest examples that can be presented, during his active life, spanning a period of more than fifty years, and embracing the educational struggle thus far, everywhere true, under all circumstances true to the noblest philosophy of life: and when the sun set upon his days, presenting a picture for the veneration of all in his wisdom and cheerfulness.

I thought I ought to say so much, representing, as I do, the district in which he commenced his career. I concur most sincerely in the resolutions which have been offered, and, with a feeling of interest I can hardly express, I second them.

The resolutions were unanimously adopted.

PROF. GREENE, of Brown University, then paid a tribute to the worth of the late DANA P. COLBURN, Principal of the Rhode Island Normal School, and closed by offering the following resolutions :

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Whereas, During the past year, a mysterious Providence has suddenly removed from the sphere of his earthly labors, in the prime of his usefulness, Mr. Dana P. Colburn, late Principal of the R. I. Normal School, and a member of this Association ;

"Resolved, That this Association deeply feel the irreparable loss sustained to the cause of popular instruction by the lamented death of this eminent educator.

"Resolved, That we hereby express our high appreciation of the purity of his character, of his social virtues, his ardent devotion to the cause of popular education,

his rare power of infusing his own enthusiasm into the minds of his pupils, his eminent ability and effective service, especially in the department of Normal School instruction, and in the Teachers' Institutes; and of his untiring effort to elevate the character and condition of our Public Schools.

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Resolved, That a copy of these Resolutions be forwarded by the Secretary of this Institute to his afflicted mother."

The resolutions were seconded by REV. MR. NORTHROP, who spoke in eloquent terms of the high and pure character of the deceased as a man, and of his peculiarly happy qualities of mind and heart to fit him for an educator. 66 Happy will it be for us," said he, "and for those we teach, if we attain to his high ideal of life, and his exalted view of the sacredness of the teacher's work, and his devotion and whole-hearted consecration to it." The resolutions were unanimously adopted. Adjourned at six o'clock to eight o'clock.

EVENING SESSION.

The Institute re-assembled according to adjournment. WILLIAM D. TICKNOR, ESQ., the Treasurer, read his Annual Report, from which it appears that at the commencement of the year the sum on hand was $ 462.39. Received from new members $ 25, at New Bedford; from the State of Massachusetts $300; disbursements for lectures, advertising, rent of room for library, printing, reporter, &c., $330.61; balance on hand $ 456.78.

The report was accepted.

The exercises of the evening consisted of statements by gentlemen from a great number of States, as to the progress and condition of education in their respective States. The speakers were limited to five minutes each.

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MR. WESTON, Superintendent of the Public Schools of Maine, was first called upon. Being limited to five minutes, he supposed speakers would not be expected to give dry statistics, and that the remarks of gentlemen would be of a miscellaneous character. He then, facetiously, gave a geographical description of Maine, of its ⚫ boundaries and some of its products, and while reciting this lesson, he was abruptly cut short by the President's hammer, who informed him that his five minutes had expired, and he must recite the remainder of the lesson "after school." (Great laughter.)

MR. H. E. SAWYER responded for New Hampshire, who said he would recite the last part of his lesson first, that he might not be obliged to stay after school. The cause of education is advancing in that State, if not as rapidly as in some other States, perhaps quite as surely. A handsome fund is now raised, in various ways, for the support of schools; the school-houses are improving as well as the teachers. There is a State Association of teachers, and there are in many places town associations, for purposes of mutual improvement.

MR. BROWN, of Toledo, responded for Ohio, which he said was not his native State. He rejoiced in the old hills of New Hampshire, her mountains and her sheep pastures. But, as Mr. Beecher has said, the Yankee drives his institutions westward as the farmer drives his cattle; and New England institutions have dotted the whole West, born of Connecticut, the "Nutmeg State," and the State of blue laws. I hope it will not be taken as personal, though that State did once pass a law that cider should not work on Sundays. (Laughter.)

The population of the West is becoming largely German, and I wish to speak a word friendly of our best friends, the German population of the West. (Applause.) They are thorough friends of popular institutions.

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have the honor to be connected with the schools, in a flourishing city in Ohio, and no friends greet me with such marks of regard for the public school system as do those Teuton friends in Ohio. They come to us with their love of the Rhine, their sonorous tongue, and their love of social institutions. Let them come. We want more of them.

Some of our Western States have laid broader foundations for education than the States of the East. The city of Toledo has in her High School building a gymnasium, 120 feet long by 50 feet wide, in which there is every possible convenience for gymnastic exercise, together with two bowling alleys, for the young ladies to exercise their muscle upon.

MR. IRA MAYHEW, of Michigan, said the foundation of the school system of that State was laid in the time of the Ordinance of 1787, which says, "Religion, morality and knowledge, being necessary to good government and the happiness of mankind, schools, and the means of education, shall forever be encouraged." The appropriations from the public lands, and donations from other sources, give that State a liberal school fund, so that more than $700,000 are expended annually for school purposes in the State; and more than 250,000 children are in the Public Schools. The buildings for school purposes are rapidly becoming of the best kind.

PROF. JOHNSON, of Chicago, said, Illinois has many schools which, it is said by some, are second to none in the country. The people enter into educational projects with great earnestness. Graded schools are found in the villages, and there are many educational associations in the State. Good teachers are much needed; men of ability, and not of show. Massachusetts, he thought, the best State for a teacher to go from, and Illinois is the best to go to.