EDUCATIONAL ASSOCIATIONS. The beginnings of educational 'associations in the United States antedated the public school sys tem. Long before the organization of State school systems and before the days of the rail road when travel was of necessity by stage coach, the great need of conference and ez change of thought was slowly being realized and in several States, particularly in New Eng land and New York, county or other local gatherings of teachers and those interested in education were organized.
Of the educational associations in the United States having a national character, the American Institute of Instruction is probably the earliest. This association was organized in August 1830. The first meeting was held in the State House, Boston, Mass., and President Francis Wayland of Brown was the presiding officer. The first seven meetings were held in Boston. They were marked by the presence of great leaders and educational statesmen rather than of those actually engaged in classroom teaching. Horace Mann, who was then a member of the Massa chusetts legislature, attended the first meeting at Boston and became greatly interested in the discussions. The program attracted his atten tion and active support. As a result he turned from the law and from legislative halls and be came one of our greatest educational leaders. Among those in frequent attendance on the early meetings were Horace Mann, Thomas H. Gallaudet, Henry Barnard, Samuel G. Howe, Asa Gray, Ralph Waldo Emerson, Theodore Parker, Charles Sumner, David P. Page, Edward Everett and many others whose names are equally familiar. The first few years these meetings in Boston were epochmaking, but discordant elements brought about a change in plans and for the next seven years the annual meetings were held in various New England cities. Through the influence of Horace Mann Massachusetts made an annual appropriation, at first $300 and later $500 for the expenses of the meetings. This was discontinue& in 1874. With the rise of the State associations in 1845 the interest in the organization declined. It
was desired to make the new State organizations more representative and popular but the dynamic influence of the great leaders who had been active in the meetings of the institute was lost. The interest in the institute was con tinued through the efforts of Rhode Island leaders. It was commercialized through the excursion idea which was made a feature of the meetings, and thus was enabled to continue from year to year, but unusual expenses and a very limited income from the membership proved a serious embarrassment. More re cently, however, the membership has increased and the expenses have been reduced so that the period since 1900 has been more encouraging than at any time since the great leadership of its early days. The contributions of the Ameri can Institute of Instruction through the edu cational statesmen who were in attendance at the early meetings were beyond measure in de veloping public thought toward a rational edu cational program. In comparison with the larger State and national meetings the annual meetings of the institute have been small. It has seldom exceeded 2,000 members in enrol ment. Although its history has been largely associated with New England, yet its member ship has been drawn in part from many other States.
The Western Literary Institute and College of Professional Teachers which was organized in 1831 drew its membership largely from the four States — Ohio, Indiana, Illinois and Ken tucky. Of the 15 annual meetings, 12 were held in Cincinnati, and 3 in Louisville. This association was very active and was supported by the strongest teachers in this section of the country. The spirit and thought of the meetings were progressive. The remarkable development of the new country reacted on the educational thought. There was a freedom from conser vatism and women were permitted to take active part in the deliberations. The association con tinued until 1845 and exerted a wide influence on the schools.