instructor, although I take a lively interest in all educational movements and systems, whereby the mind can acquire a fuller and more perfect development.

You have assembled in what has well been styled the "Switzerland of America." We think our scenery is charming and will compare favorably with that of any other country. We think its influence upon the intellectual growth of our people is ennobling, and we are pleased to see so many of the educators of America here at the same time to enjoy it. In sight of this room is one of the highest points of land east of the Rocky Mountains, and geologists tell us the oldest. I do not ask you to ascertain its altitude by mathematical calculation to substantiate my assertion, but I do earnestly invite you to ascend it and its neighboring peaks, and view for yourselves the grand panorama of mountains, lakes, rivers, and forests, which is wonderfully charming and sublime. I invite you to the wild cascades which help make the music of the woods; to the deep ravines, cool with perpetually flowing springs, in the shade of evergreen forests; to our mountain air, free from all malarial taint.

I invite you to a State not rich in mineral wealth or agricultural products, but rich in natural scenery and in intelligent men and women, who, by industrious and economical habits, secure and maintain happy and comfortable homes, respect and obey the laws of the land, and enjoy the greatest liberty that can be conceived of, even in an ideal republic. I hope your sojourn within our borders will be pleasant and profitable, and that you will carry away with you agreeable remembrances.

Address by J. W. Corthell, State Superintendent of Public Instruction in Maine: :

In speaking of Maine educationally, I should first speak of her business interests, in which her educational affairs are necessarily wrapped up. The mercantile interests of this State have unfortunately been more severely depressed than those of almost any other State, by the reverses of the last few years. Her shipping business has shrunk to one quarter of

its former proportions, and the same with its lumber business; the consequence is that our people feel that they are poor. Under the pressure of that feeling of poverty, we have had to fight for the welfare of our public schools, and happily we have been so far successful.

The public schools of Maine are supported in various ways. First, there is a law by which the State assesses one mill on every dollar of valuation for a school fund, which has realized some $236,000; again, there is allotted for the support of the high schools $147,000; in addition to this are the usual appropriations of the various municipalities. Last year a bill was introduced into our legislature to curtail these appropriations, but I am happy to be able to say that the inherent love of our people for their free schools, as expressed through their representatives, passed all the appropriations by a majority of four to one; and this in the face of the extraordinary hard times our business men have had to confront.

As to our educational progress, I need only mention the fact that in order to meet the demands made upon us for trained teachers, not only by our own but also by other States, we have had to establish another training school for teachers, this making the third of its kind in the State. For the people of Maine recognize the important fact that those who intend to be the teachers of their schools should receive such professional education as will fit them to train the coming men and women of Maine to be the intellectual compeers of any other State.

The question of high schools may have to be fought over again in Maine in the near future, but her common schools are too well grounded in the affection of her people. And their unanimous demand will be as before, Retrench everywhere else, but do not touch the common schools.

Address by C. A. Downes, State Superintendent of Public Instruction, New Hampshire :

EDUCATION IN NEW HAMPSHIRE.

Educationally, New Hampshire is in a state of questioning. We question everything, the old and the new, even that

which has been commended to us as the very best. We are in an unsettled condition as to methods. Ferhaps we ought to be ashamed to confess it, but in New Hampshire we do not know the best way to teach the A, B, C, or the common spelling; they are all undergoing a process of discussion. We are not even sure that it is best to have high schools, or to teach Latin and Greek, but after we have thoroughly tested all these questions we hope to find that which is best, and then hold fast to it. The end most desired just now in our school system is a reduction in the number of small schools we have too many of them. The people of New Hampshire are endeavoring to make one good school do for four mediocre ones.

As to teachers, I agree with Mr. Corthell of Maine, that the teacher mainly makes the school. In this respect, I do not see any great difference between the teachers of New Hampshire and other States. But here I may diverge, and say that in New Hampshire we are favored with some especially good teachers, grave, dignified, and beautiful; teachers who have been teaching for ages and ages, and they happily teach with the very best methods, never making a mistake. You may wonder who these teachers can be. Look around you at our grand mountains and their lofty peaks, and you will find teachers unequalled outside of New Hampshire.

Address by E. Conant, State Superintendent of Education, Vermont:

EDUCATION IN VERMONT.

The year that has just passed since the American Institute of Instruction met at Montpelier, Vermont, has been a year of educational labor and progress with us in Vermont. We have more school material, there has been a great increase in the attendance at the schools and we have also increased the length of our school term. I make these statements as being the best evidence of the increased interest and attention given to our public schools. Our Normal schools have also grown during the year, both in the number of instructors and students, and I am glad to be able to bear witness to the

greater number of normal graduates engaged as teachers in our schools and the increasing demand for them. Our people, through their representatives, seeing the importance of these schools, have happily devoted larger sums from the State treasury for their support. We are trying to realize more fully the doctrine that all taxable persons and property ought to contribute freely to the education of all the children of the State. Our educators are also ever alert to more effective methods of teaching the old-fashioned branches of education, reading, writing, and arithmetic, not forgetting good behavior, while at the same time we are using our best endeavors to introduce the higher branches of learning, and so by all methods, new and old, secure a larger and better training in a greater number of subjects. The best means for attaining these desirable ends are, we believe, in securing the best possible teachers for our children, then by placing the facilities for this higher education within the reach of all. Until this is done, we hold that our educational system is incomplete. And even when this consummation is reached, I trust we shall ever strive to attain higher and higher spheres of labor for all our schools.

Address by J. W. Dickinson, Secretary Massachusetts State Board of Education : —

In no time in the history of Massachusetts have her people been more interested in the question of common-school education than the present. This is due to several causes. Our schools have so educated the people that they seem to be able now to criticise the schools that gave them instruction. Some complain that the studies taught in our schools are not practical, others that the courses are too extensive, and hence cannot be taught thoroughly enough, still others would entirely take away what they term the ornamental studies and relegate them to private institutions.

But although these matters are a live question with us just now, it does not follow that our educators are not doing their duty thoroughly, but rather that they desire to do the best possible work, and hence has crept in the introduction of so many studies.

Another reason why so much public interest has been roused in the question of education is because of the new feature lately introduced into our school system. I refer to our school committees. Our citizens are discovering that in order to properly fill the functions of this important office they must give more attention to school matters and the science of education, in which I am afraid the majority of school committees are at present lamentably deficient. As I have too often found by experience, and our people are beginning to see, that our great need in our school system is educated and competent supervision for our counties and towns, the same as we have in our large cities, I am glad to be able to say that our people are taking hold of this matter in real earnest, giving more personal attention to the matter. We constantly receive invitations from town officials requesting copies of our annual report, and asking us to arrange for a teachers' institute in their county. While such interest as this continues, we never need fear for our common schools. Another reason which keeps up the prestige of our common schools is our excellent Normal schools, of which we have five. The graduates from these institutions are in great demand, as teachers of our schools, and I believe this wholesome demand for specially trained teachers will increase from year to year. While these forces continue at work for the uplifting of our school system, I believe Massachusetts never need fear of being outstripped in the great race of civilization.

Address by Gen. John Eaton, United States Commissioner of Education:

I rejoice that I am able to be present at this great meeting of the American Institute of Instruction, the origin of which was so closely connected with the revival of education in this country, and the influence of which upon educational affairs has been so great and excellent. When Mr. Carter was writing the letters which had so much to do in bringing about the first meeting, little did he or his coadjutors anticipate such vast results.