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Maps, plates, charts, etc., may be filmed at different reduction ratios. Those too large to be en'tirely included in one exposure are filmed beginning in the upper left hand corner, left to right and top to bottom, as many frames as recjuired. The following diagrams illustrate the mothod: Les cartes, planches, tableaux, etc., peuvent dtre film6s d des taux de reduction diffdrents. Lorsque le document est trop grand pour dtre reproduit en un seul cliche, il est film6 d partir de Tangle supdrieur gauche, de gauche d droite, et de haut en bas, en prenant le nombre d'images n6cessaire. Les diagrammes suivants illustrent la m6thode. 1 2 3 1 2 3 4 5 6 AN ACCOUNT OF THE LAVAL NORMAL SCHOOL OF QUEBEC, FOR The Chicago Exhibition, BY ABBE TH. G. ROULEAU. PRINCIPAL QUEBEC: L]i:GER BROUSSEAU, PRINTER AND PUBLISHER, 11 & 13, Buade Street. 1893. !«i AN ACCOUNT OF TilH LAVAL NORMAL SCHOOL OF QUEBEC, K(»ll The Chicago Exhibition, I!V ABBE TH. G. ROULEAU, FRIXCII'AL QUEBEC: LEOEIJ BKorSSEAr. PKINTKIJ A XI) ITIJUSHKR. 11 <2c 13, Buade Street. 1893. I'!.r'ua_ii-e used in teaching- nearly all the ditfereut subjects of the Scho(^l, but Kiio-lish is ulso taught. The solemn o[>oiiinu(>f the school took place' on the 12tii. May 1857, at the old Chateau. Sf. Louis, (-) in presence of |1| " And lirst wewili i'nilc;iv(»r(0()l>t;iiii ;i 'I'niiniiioScliooI Icinii- inoniyejtllrdn Norniiil ScIk.oI | to |,n'|^iirc iiiiistci-s iinhnod with sound, tloclrincs iuid I'c/oninieiidalile on ncc )unt ol'tlieir uood nio- nils. |X V Decree eoneon.ing mixed Scl;oo!s.! j-i With tlie work olt'io pivfilstl ore will I esont ;t pliotooraphio WW ni'tho Oh/ ( Jirt c(i.' St. /., I i: 4 - the tlK'ii Sn[K>rink'iul('Hl of Kduciition, llu' lloiionil.lc ricnv .1. (). (Miiiuvraii, ropivseutiii.ii: tlie Oovoriinioiit, iiud Ills Lonlshiptlic lii.silit Reverend (\ K. Biulltiruvoii, UislK.]) of Tloa, iviuvsentiiig tlie tlicii l»isli()[' of (iuelu'c, Avhosu coadjutoi- lie was. Tlic aiKlieiice was Itotli iiiniH'i'oiis and sc'cct. Tin; (Jovcrnor (Jeneral, ^ir Ednmnd lEead, and (Jcnoral Kviv, Comnnindoi" of tlic Forces, sent letters regretting tlicir inal)ilit_v to attend. Speei'lies were deVn-ered l>y the Sni»erintendent, by liis Lordshii) tlie Coadjutor JJisbop,--\vlio expressed tlie wisli that '' tlie Xornial School might be blessed in its founder, " blessed in it- director, blessed in its teachers, blessed " in its inipils, "" — by the Mayor of Quebec, by the Princi- pal (»fthe Sc'ioi>], Reverend Edward J. noran,by Messrs Toussaint. O de Fenouillet, and Doyle, Professors of the Laval Xornial School, and Devisine, Professor of the Jacques-C'artier Konnal School. On the followinii" dav, theiirst meeting' of the teachers" associatifMi in connection with the Laval Xornial School was held. (1) .Mr. 'I'oussaiiit. wliu is still a rrofcssor oi" (h(> scliooK will. in the iiKiiith of May iic.Nt, cclchrjite the lii'ticth aniuvcrsary ol" lii.-i Ix'ciiiiiiim a tcMclici". Principals of the Lava! Normal School. 1. lu'vci'c'iiil I'ldwiii'd Iloniii, fioiii Miiy 1S.'»7 (<> Aitril Ill Api'il 1S.")S, lie was <• nisofiMtiMl l.i>|i((|i (»: I\iii'j'>tnii. 'I. Kcvcrciid .lean LaiiiiTA'iii, from IS^S to |S17. \U' iiKiy !)(' (•()iisi(li'i'('(l to luivc oi'o'aiiizcd (lie >cIiool. lie was coiisi'craf cd l>islio|)ol' St. (icniiaiii i\r I{iiii:>ns'vi nil the 1st .)t'>fay, ISdT. '■]. Ivi'voiviiil Tlios. A. ( MiaiidoiiiH't, iVoiii ISO? to l.'-'Tii. Ifc was a fripK' I)()('tor o| tlit- ivoiiiaii Collcu'c, I)o,-t()r ot I'liilosophy, '^I'lioolou'x . and Canon l.aw. 4. llc'vcivnd 1'. Lau'ar*', Ironi IsTo \n lss4. poi- several years lie had ln'on Siqierior of the ColK'-iT of St. Anil'' dc la Pocatit'Tc. II'h nianam'i.iiMil ^\•as most sound and riiliii-liti'iu'd. 1 lis death took i-hici' in 1HS4. "). 'Idle lleviM'eiid Louis Xaz-aire ll'^iin Irom Iss.") to 1S8S. Ivemarkal»le hy Iiis extraordinary talents, his profonnd erudition, his well known \irtiies. and hy the exi'ej.tioual opportunities wlTudi he liad hud ot stiidyiiii;' iii>iitMtions, men, methods and tiling's, he, durinii' his too sIkm'I manau'e- nu'iit, ronderod the Xoi-mal School inealeidahle serviees. ( )iie tliin-;' has tempered t lie reiiTet [(At at his departure : the Institution has boen ahle to eoiint on a Vrotei'tor wdiose pow(M'tid inrim^nee has e\'ei-siiu*e het'n ii^MieroM'^lv used for its defence. Nh)iu'(1 I>:s1i(»i» (»r (Miicdiitiiiii in INSS, lie \\:is tlnrir yciirs iit'tt'Tuanls riiiscd to tlic positioii (tf (Hunljiilnr irjlh ru/lit of xHcccs^siDi), t(» \\\< I'.iiiiu'iici' Ciirdiiiiil 'I'lisclicrciiii, witli tlic tillt' of Arcliltisli(>|i (»t ('vi'ciic. :i rnicticM' school, wln'iv the |»n|iils-iii-tniiiiiiiii' h'arn tin' ;ii' of teaching' iiiKh'r tlic iiniinMlijitc siirNcillaiice of tciichcrs, in the hoys' (le|>artiiH-., ot luiii- in llie uirls" s;iry I" ■!• admission lo ritliei- de[»artnient ai'(; the sanic. Intt'ndin-- [nqiils arc rc'iuircd to know the elements ot tiicli' niotiicr tonu'ue, ai'ithinct'i- to the rule ol'thrce iic-ln>i\'cly. tlic clc^nciils of li'eo^rajiliv and of history of Canathi. ( )n cntrrini:" tiic school. iiu[iil- are required to sio'n an au'rceniciit hindinu' t licnisches ti> teach, (In riiio- thi-ee \-cars. after leaving:,' t lie Noi-nial Sd lool. The fulHIliuji' of this ohIiLi-ation. hy a iMipil. is consi- dered a fair equivalent tor the ex'iM'nse incurred hy the (Jovernnient for his education. The cost of hoard is 878 for male pupil.s in-traininu' and S()0 for female pupils-in-training-. There is Ji hursary fund l)y means of which a certain nund)er of pu[)ils. who are unahle to pay the full amount, are admitted at a reduced Viite. Twenty four m tie pujiils-in-traininu' may — s — take advantage o1' tliis I'iuhI and enter the Scliool on liaymcnt of 888, and thirty female teacliers-in-training may do the same ])y paying !i^24. The amonnt r-eqnired for tliis hursary t'nnd iseomitrised ill the .$14,0()(> which is annnally granted by the Govern- tncnt to tlie Laval Normal Seliool. M'he female teachers-in-ti-aining are lodged and hoarded hv the Reverend Ladies of the I'rsuline Monasterv, wlio also teach a few snhjects of the course and see, nndsr tlic direc^tiou of the i'rincipal, to the thousand and one details of their moral education. The services rendered to tlu- Xormal School bv the Reverend Ursuline nuns arc invaluahle. Thev are for the Principal not onlv pj'ecious auxiliaries, hut they arc indispensable. The leputation ot these ladies as t'ducators is well known. Tlu'ir history and their work are above all praise. The essential subjects of the Xormal Course are tauglit liv the Triucipal and \\\ lay-teachers oi' undou])ted science and experience. The Laval Xornud School is entirelv un(hn' the control of the Catholic Committee of tlu' ('ouncil of rublic Ins- truction, composed of the Archbishops and Bishops oi the Province of (Quebec, and of an e([ual nund)er of dis- tinguishe.()() -^ •' — Stndy, or (earhin^- in the rrarticr Seliool. j>.45 '' •' —lleeess. 10.0(» ^' '^ —(lass. l-J.OO •• " — Dinner and reeess. l.:>0 1». M._(nass. 2.:]() •• ■' — Stndy, or teaehini;- in rlie I'raetiee Seliool. 4.(10 '^ - —Roeess. 4..S0 - •• —Class or >tnAy. {'),{)() '-' •' — Ueliijions excreises. »;.:{() " '' — Sn [)]ter and riM-ess. O ^ .4 .. — i'rayei' and stndy. 9 *' ^' _Bc>dtinie. In winter, there is a weekly half holiday, on Thursday (I) On Moiulius, WcNliicsdnx .■^, ami Fridii> s. duriiiL'; recess, I'rnin 7.;)0 til S r. M., the pupils :u-e ul»litj:o(l t<> converse in Imu^HsIi. 10 aft«.'rno(»n. Tii Biiinnior, there is a weekly lioliduy, Thursdny. Oil Sundays and liolydays of oldigatioii, the i>ui»ils attend tlie serviees at the Uasiliea. Course of studies. TinRi) Yeau Tupils. Tla. pnpils of th'is cJtiss lire hi tnn'nlii;/ for (Jw Ac- dcniy Diplomii ('^ Elements of I'liilosopliy. — Five liours a week. — The .l*rineipa1. Alii;chi'a and Ti-iu'nnonietry, — One honi' a week, — M. F. X. Toussaint. t'heiuistry,— One houi a week.— M. -k D. Freve.. Xatural History, — One hour a week,— >L d. D. Freve. Aneient History. -Ivonian Ilis'.ory.— Two liours a week, — M. dos. Letourneau. 1/iteraturi' anu[>ils 'or the A rii- VCH'k. — 1 riii' week,— -M. <^VN'(".. . 1). Fiv vc. ) hours ;i Jiic liour a jiron. 11 SECOXl) Y'KAli ITl'ILS. (First Divisrox). These [Hipi'iS arc in traiiuinj fur the Model Si:hi)o( Dijilnnni. Freiicli graiiiinar. — Five lioiirs a \\e('k, — M. N. Laeasso. O I Eiiglisli, — Tlirco lii-urs a week, — .\[. J. Aheni. Algebra (l.s7 /^/'///). - Tlirec liom-s a week.— M. F. X. Toussaiiit, Mental AritlinietR',— One hour a week, — M. F. X. Toussaint. Book-k('e[»ini>', douhk' enti-v. — Two liours a week. — M. J. Ahern. (Jeoinetrv (2^/ /(^/•///). — Tine,' lioinv a wvck. — M. F, \. Tcus.-aint. Keadiiiii', — Two liuui's a week. — lies. Ahlx' Canm. Litej-atiire. — i'^wo, hdui- a week.— M. Jos. Letounirjiu. History of Freiieh Literaturi', {'Ind hmi). — One lioui'a week. — M. Jos. I/tounu'au. iSolt'eii'g'io. — One liour a week, — M. (i. (laii'non. Penmanship, — One lioni- a wt-ek. — M. X. Lacas^e, T^se ot'CJlohes, {-Ind ter/n), — One hour a week, — M. F. X. Toussaint. History of Canada, (1>/ Ifrm), — Two hours a week, — M. Jos. Letonrneau. (1) In May next M. LiiCMssc will cck'l'rjUc tlic lil'tictli niiiiivi rsai-y of Ills l»ec'()inin<>- a tracher. — 12 — JlistorvofFruDco, (l.s7 ten/)), — Two hours a week, — M. Jos, Lctouniean. History of En o-jauil, {-Ind term)^ — Onclioiir a week, — \1. Jos. Lotourneau. (u.'oirrapliy, {\s/ ferm), — One lioni" a week, — M. F. X. Toiissaint. AstroiK^rny, I'lml Icrm), — Ono liour a wock. — M. .1. D. Frovc. Chomistrv, [Iml tt'<-nt), — One lioiir a week, — M. J. 1). r rcNC. Xatural Pliiloso[)liy AsUci'in)^— Two liours a week, — M. .J. I). Fr^'vc. FIRST YEAR ITPJES. (.SECOXI* l> I VISION.) These pupils di'i' ill fi'ii iiiii;/ for I. he Klcuwald I'lj Sc/i()(il iJi ploiiia. French (jlraiiiiiiar, — Five liours w week, — M. .los. Le- tt turneau- I'jiglish, — Three liours a week, — ]\[. V. J. Magnan. Arithmetic, — Two hour-; a week, — M. F. X. Toussaiut. Mental Aritlmietic,— One hour a week, — \l. F. X. Toussaint. History ot" (^anada, — Twt) houi's a week, — M. Jos, Eetourueau. 1 " wH'ok, — M. , week, — M. — M. F. X. .— M. .1. B. — M. J. 1). ; :i week, — M. .los. L/- Magnan. .. TousHaiiit. -\I. F. X. c, — M. Jos. HiU'i'i'd History, — t^ne liour a ^^■eek, — Vret'eet ofstiidies. Geography, — Two liours a week, — ^[. F. X. Toussaint. Book-keeping, Singk' Entry (2/,^/ /Mian. Agriculture, {'lud. Icr/ii), — One hour a week, — M. dos. Letourneau. ])rawiiig, — Tliree hours a week. — M. C. Lelt-vn'. Ohjeet Lessons, Politeness, etf. — On^- hour a wcrk. — The Prineipal. Type- Writing, — M. Eniile (iiroux. Piano and irarinoninni, — Four hours a week, — M. (}. (iagnon. Pbiln-C/i(int, — One half hour a week, — M. (i. Oagnon. Solfeggio, — One halt hour a week. — M. (J. (Jagnon. Military Drill,— Two hours a week,— M. d. D. FrJ've. — 14 SteiiOi/:rapliy, — One luilf liour a wook, — Rev. Ablx' 'riiibiuideau. Tlierc are two exaiuiiuitioiis a year eai'li (jf wliicli las's about, ten davH. Practice School for male Teachers- in-training. Every morning from to 10 o'eloek,a)id evcrj'' afternoon, from 2.30 to 4 o'eloek, the pupiU teacli in tlie Praetice ^School eomiected with the Xormal Scliool. Tliev reeeive tlieir practical training in tlie art of teaching troni tlie two teacliers wlio have charge of tlie Practice School, wlio are also teachers of the Xormal School, nnderthe direction ot the Principal. Children of any age are admitted to the Practice School ; The School is divided into ajiinior, and a senior division. These are subdivided into eight or nine classes ; on one (hiy French is taught, en another, English. The scliool has a seating capacity of 00. The following subjects are taught : (Catechism, twice a week with special lessons for children preparing to make their first communion ; ^''rench Grammar, language lessons, dictation, exercises, grammatical and l(^gical analj'sis ; Readiuii- ; 1 1 — 15 Rev. A1j1)i' 'which las's lers- y afternoon, tlie Pnietice Miev receive g ti'oiu the tice School, )1, under the :5tice School ; lior division, ses ; on one The scliool rtnl)jects are J Knu'lish, — the Natural Me'liod ; liCtter writinu- ; I'ohtenesrt ; Aritlinietit*, mental ami written : Boiik-keeping ; Mcnsnration with prat-tical exercises ; Di'awiiig : Geograi»hy ; Sacred History, orally iiud with charts at tirst, llistor}' of Canada ; ( H)ject Lessons ; Feiimansliii). Class opens in the I'orenooii at 1» and .'loses at n.:'>0 ;iii the at'ternoon, at l.:50 and doses at 4. Tlie weekly In^Udav is on Tlmrsday. Tlu- schod ice is U ]>ayahlc monthly, in aijs -cl)ra. — Two hours a week, — M. F. X. Toussaint. Mensumtiou, (■liid teriii),—i.)i\Q hour a weeu, — M. F. X. Toussaint. History of Franco, — One liour a week, — ]\I. F. X. Toussaint. History of Canada, (I.5/ fri'm) — One and a lialf hours ti week, — M. V. X. Toussaint. Ilistorv of En2:h;ind. — One lionr a week,— M. F. X, Toussaint. Literature, Ilistorv of Frencli Literature and ArvthoU)i'-v, — One and a lialt hours a week, — M. C. J. Maifnan. Geography and use of (Uohe-. — One hour a week, — M. F. X. Toussaint. Reading, — One and a half hours a week, — ^L C. J. Mao'uan. 2 ■ — 18 — lJ(H)k-kec'pin.ii\)—Onv and a half hours a ^veok, — A Xnn. FIRST YEAR rrriLS. (Second division.) These pupih arc in irainwi) for tl>r Elcmrnt'iri/ School r)iplo)ait. French o-rannnar,— Three and a half hours a week,— M. X .Laeasse. Knglish,— Three hours a week, — A Xun. History of Canada,— One and a halt hours a week,— M. F. X. Toussaint. Arithmetic, mental, and written,— Three hours a Aveek, — M. F. X. Toussaint. Sacred History,— One and a half hours a week.— A Xun. r.ook-keeping, single entry, (2/^^/ -ious instruction,— One liour ;i week,— TIk- I'rin- eijial. l*e(la,ii:otj:y. — < >nc liour a week, — M. N. Lacasse. Drawinsi,-, — Two lioiii-s a week, — M. C. Lefevi-e. I*ian(), — Five honrs a week, — A Xnii. Sing-ing, — Two hours a week, — M. (J. (Jagnon. Needlework, housework, — A Xiin. ( 'allisthenies, — A Nun. The examinations take place at tlu* same peiiod as those; ofthe male teaeher.s-in-training and hist ahoiit liie same time. Practice School for female Teachers-in- training. This school is taught in a huilding erected on the site tormerly occupied ]»y the house of Madame de la IVltric, the foundress of tlie rrsulines. It is undei- the immediiito surveillanee of the Xuns and thi' exclusive direction of the IVincii>al. The attendance is al)out ISO. Tht' st-hool is divided into four classes, tw(^ French and two English, which are suhdivided into groups. Here each day from !• to 10.^30, A, M. and from 1 to n •20 — '_'.:}( ',r. M..tlie ronijiK'U'iU'liers-in-tminin.i;-rc('('lvt' jd-su'ticjil li'(^sf)iis in the art of (liivctiiii!: si school iind in the art ot teiichiiii;'. Tlio subjects jirc witli a i'vw iininii>ortant exceptions the same as tliosc tan^-ht in the hoys' st?hool. The Normal Course. The normal course for male tcacliers-in-training covers a i)crio(l of tliree years, for female teachers-in-training two years. At tlie end of the iirst year the pupil sliould he tpialified to receive a Diploma autliorizing him or her to teach in an Elementarv Si'hool ; at the end ot the second vear, one authorizinij: liim or lier to teac'. in a >[odel School ; at the end of the third year, one authorizinii' him to teach in an Academy. No pupil .s adndtted to either school under the i\il should ig liiiu or lier he end ot the ler to teae'.i lird year, one , No pupil iS e of Bixtecn. thi' different ucatioii of the dcvelopiiient [hir view will pment slionld , gyninasties, iuch a wav as al streni?th of crial ular, nee, I I z < (A) TABULAR VIEW OF THE ] MORAL EDUCATION (thegood and the beautiful). Intellect without sensibilities causes misfortune of others. INTELLECTUAL EDUCATION (the true). Sensibilities without intellect cause misfortune of possessor. w h D P W h The Will. Keligion, I I The Intellect, g ^ j O r Sensible appetite, (re 03 a EDUCATION OF THE SENSES. ^ SenSeS. There is nothing in the intellect which has not reached it through the senses. g I I c s c3 ' a oil 1^ Ls Physical, MAINTENANCE OF LIFE. There are five degrees of life : the plant, the brute, man, the angel, God. j Growth. Nutrition. cl (A) ^ THE FACULTIES. fill, Keligion, virtue (vice), social relations, honor, etc. Simple apprehension. Acquisition of ideas. CO a o itel ect. 1 A Consciousness. Judgment. Notions of the imma- terial, of universals, of i O Reasoning. Intellectual memorv. the abstract. e appetite, (restrictive education). f r Sensile memory. • s J Estimation. Imagination. Common sense. Knowledge of material * 1 fTouch. tsings, of the singular, 1 • Smell, (restrictive ed.): of the concrete. stern Taste, (idem). ^ Hearing. < ^ Sight. ll Gymnastics. 1 Air (530-700 feet), food, sleep, clothing, games, )n, cleanliness, exercise n^anual work, etc. 5 1 t 21 tlu' pupil ill a natural and iOi,nilar nianncr, — notliinx- is left, to eliauce. Tlio intellect is reached throuo-h the senses : tlir roiicrc.ie, il>(>siti(/nlai\ ma frrialohjrrfs arc the first stepsLotli in tlic ]^ormal Seliool and in the Practice School. Lanfua'Tc and science are ex[tosed in sudi a wav as to pi-esi'iit fhnnjx first and Ini and //rroiu/l' t/n'ii(fs p.cinciples and rules. Thus the French and English languaiivs arc the means employed h_v an able master to teach the general and sjiecial rules which are f(.^Ilo^^ cm] in spcakiiio- and writing these hingnagt's : "' drdnuinir h>/ meniis ,,f longK/n/i'' and not InihjU'n/c hi/ incni^s (moo-rap]i\- and for geograjdiy ju-opcrly so called. lv\!)crimcnts in Physics and Chemistry [)i-e[)are the; prqiils for the studv ; of general and j»articular laws. Reading and writiiiu- are taught simultaneously. The child who is beginning- to read, copies on his slate the words anles which underlie the teaching of this subject, and the methods most in keeping with, these principles. The future teacher ne\-ei' learns a sid)ject cx-'/jsivelv tor himself. Each Professor not only teaches his special branch, but he also explains hi nninnei' ofprocecdinx- aiid methods, iind indicates the ditt'crcnt wnvs in which the ai»i>lic;iti()n of these may be vai'ied to suit circumstances t if time, phicc. and school . Moreover, (^^wvy week a special I'rofessor gives a lecture on Pcdagogv : \\\v kiiowledu-e thus a-'juircd. by the puiiils-in-training. is applied in the Practice Si-hool under the directio!i ot expi'rieiiced teacher.-. This systematic teaching of pedagogv, which is a distinctive characteristic- of Xormal St-hools, produces astonisliing results, and imprints on the inteliectualit\- ot those who re -eive it a practical turn of mind, which gives to the jiupils of normal schools, other thino-s being equal, an undoubted su[)erioritj. It is to this advantage that lUshop Spalding, one of the most eminent prelates in the United States, (1) referred in a remarka- 1 1 8c(> npi (Midix. 28 bje('t8. Let it )ol, wliatevor ^'cr lost sii^lit J^lit but the iciplt'S will el I licli undcrliii liods most ill t ci'\:Lsiv'clv « s his special »L*ctMliiio; and ill wliicli the ii'ciiiiistanccs L'ck a sj)ecial kii()\\ledo-e >plied ill the expi'riciicH'd wliicli is ;i s, produces iteliec'tuality niud, wliich tlior tliino-s t is to this lost eminent a remarka- ble article publislicd by the ('((Iholir iror/*/ a I'cw years ago. The developMieiit o\' tbe iiiteHiu'cnce should tend to perfect the sensibilities and direct the will. Instruc- tion withoiil ediieation is a danger both tor individual> an(i for society. Reliii-ious instruction, the devntioiial exercises, the exact siirvcilhniceof the pupils, a surveillance proportioned to the age of the pupils, all these ai'e under the immediate control of the I'rincipnl, who takes advan- tau"!' ot everx' o])portunity totonii the judgnieiit. and ewn to reform it when necessary, to uecustoni the pujnls to riii'ht reasoning, to cause the true, the beautiful, and tlie good to beconu- to them guiding priuciple> in the prac- tical affairs of life. Habits of order and industry. ahs(»- lutely true principles applieil to Individuals and to socie- ties, ]tarticular rule> ap}ilicable to eircunistanees of ]ierson, time, aiiil place, deduced with eare troni general ]irinci])les, social usages explained and justified, outward conduct, notbiiiii' is neglected calculated to t(U'ni relifi'ious as wtdl as honorable eiiizens. teacher- able and willing to disseminati' tbrough the schools of tlie Province true education. Though the control exercised over the pupils is thorough, yet it is tempered by allowing them considerable lil)erty. The discipline is very severe in ](rincii)lc. In practice, the rule is but tbe ex]»res8iou ot tlie line ot' conduct whicb a well reared, moral, young nnin, a cliristian wbo is pre- — 24 — piiring to become a teaclier should follow. If an excep- tional .•inMiinstaiice present itself in the absence of tlie snpevior, the pupil niodities the rule to tlie best <.r his knowleles wliieli ation of these >ve(l and he is is o-iiiltv of ait be proven, the pointed out to tions of tlie as far as sueli ) to trace for accustom liini ns lie k'arns to- 5 are nee form an 'I'o properly I tiiat neitlier iment, nor tlie I this rerpiest, serrlreis' out of maintenance. ienue Cartier, or of the Honorable \\ J. (>. ("liauvrau, who may br properly ealle'l the founders of the Xoniial Schools of the Province, to either deprive the ecclesiastical and rciiirion- institutions of the o])portnuit\- of leachiiiLi' or to restrict in any manner private enterprise. At the reciuest ot" all the IVishops ol the rnniiice. the State determiiieil to lound theoretical ami practical schools of peda|>ed, it limite(l its sacrifices and conse(|nently the obliij^ations imposed on these institutions, 'flie sum of $14,!>00. annually ,iXi"anted to the La\-al X(»rnial School, is intended to jn'ovide with normal traininu" one hundre'd [iiqnls of either sex, wdio at the end of the iirst year should be certificated for Klementaiy Schools, at the end of the second year for Model Scliools, and at the end of the third vear for Acadcmie-. Reu'uiattMl in this inaniier. the Xormal Course provides foi* the actual needs without however overcrowdiiiii' the ranks ot' the profession or cansiiuji; dangerous coiuftetition. 71ie course folloired Ini the. mati -tea.i-her-s-! ii-trdi n i mj ftrnijj three i/eurs^ tlie anraj/e iiini>lrr of puj/'t^- irho tinlsli ever;/ ijear is 18. The course lollowed by the feniale-teachers-in-training lasting but two years, the annual averauce is 28. Therefore 40 teachers are annuallv ii:raduated from the Xormal 8(diool. As, on euterinu" this 2(1 — institution, tlicy sijriu'd an cnirHgomont to teach (Inrinir tbrt-c years, (Ijnireli an(] State Iiavo a vi^jrht to demand that l'*)SLa\al Xonnal graduates ho eonstuntlv emploverl as teacliers. This rigid is tixed and linnted ])vthe roLnila- tions estahhshing flu' Normal Schools. Tile I.aval Xonnal School may supply a larger nund)er of teachei-s provided that, in so doing, it does not intringe on the rights ot otiier.s ; hut it must tultil the ohligation to have constantly in the raidvs ofthe teaching protessicn 13s of its graduates. The right of Church and State is not only hased on the Rcg'ulation creating the Xormal Schools, but It is also nnide evident hy tlr> end whieh it Nvas desir(Ml to attain in founding these institutions. The princii)al olfject of the care of the Bishops and of the favors ofthe (hn-crnnient is not the Xornial Schools, hut the imiu'ovemeiit of the Kleiuentary and j'rimarv schools. It is for the advancement of these latter that their Lordships the r.ishops. watch over, direct, and support with so much zeal the Xormal Schools. It is principally the Primary and Elementary schools Avhich profit hy the Oovernment grant to formal Schools. It would be a profound error of judgment not to place to the credit ofthe Xormal School the histruction o-ivon bv it in the Primary and Elementarv Schools, throuo-h means of its graduates : this may be |U'opcrly considered the mitural and necessary continuation ofthe work done l)v the Xormal School. To make this mistake would be to t'onibund the means with the end. T* -i 27 — • teach (111 rill o; lit to demand ,ntlv employed l>v till' reiifiila- larger miiuber es not iiitritinv tlie ol (ligation dng profession 1 and State is g the Normal end wlneli it ' institutions. sli()|»s ;ind ot' )rnial Schools, and I'l'imarv se latter that 1', direct, and chools. It \h chools Avliich Schools. It .>t to place to •tioii given bv hrough means onsidered the rork done liy p would be to Results obtained by the Laval Normal School. T\\o question here naturally arises, lias Hie I. aval Xormal School realized the jufit expectations of its generous founders. Church and State ? — In this (|uestioii of tiie X(U'mal Schools, Church and State cannot he separated. The words of his Lordship the Coadjutor of ihe Archbisho]> of (Quebec, at the formal opening of the Lava! formal Scdiool. already (pioted O and the h)llo\ving words from His Lordship the Lishojt of Montreal. a1 the inangui'ation ol the Jac(pies-Carticr Xormal Scho(tl. ''on this occasion. I desire to ex])ress luv sympathy for a patriotic institution whieh offers the surest u-uarantees to i-eligioii by phu-iug itself Irom tiie heginning under its ])i'otection, "Mo not leave any (h»ubt on the subject. The Laval Xoi'in.d School may l.iil in its mission in two different ways : lo. by not giving [»roper traininij;' ; 2o. by not sujtplyinga sutficienf numbe)' of graduate?;. '^i'he course oi studies witii the exi)lanations already pidjlislied C) nfford an idea of the intellec'tual and moral training given in this institution, Avhicdi is besides entirely under the control of the ('atbolic Committee of the Council of rublic Instruction. The success of its o-raduates either as teachers or in fl 1 8(>c J n^'c 4. [2] Soei:agcs ]() and lollowing. •2S — ihc different prol'c-si ms wliicli lln'v have iniiltraccd, at'tci' liaviiii;' \\)V t In- ^Tratrr luiiulicr taiii^'lit tlirci' years, ju-ovcs ill ai) iiiiiiiistakablc luanncr tlic value oi' tlu^ N'oniial Course, Aiiioiiu,- its u-i-aiinules iiiav l»e eomiteil several (loctDi's ol' t lieolou'N'. two jiidii'es, se\'ei"al iiiedieiil doctors, ilistiiiuMiisli(/d la\\yers. iiieiiil>ei's of the Coiiiiiioiis aiul o| tiu' Local Leu'i>latiire, llie iiiavors of sevond larii-o parir'lie-. etc., ete. Tlu' Assistant 1 'i'iiu'i|tal of t lie I.avsil Xoi'iual Si'liool is a roriiiei' |tn[>il ol'tirH institution. W'irii res[»eet to the lady n'raduates who liave eiitere(l tlir I'eliii'ioiis teaehiii'i' ordei's, they oecupv or have oecu[iie(l the uio>t iiiijiortant positions. The actual Su[ierioress ol'the L'r.^uline Moiiastary at (^iiel)ee, of tli.i rrsuline-; al I\oherval. of the Sisters ot'Charitv at(2uel)ee, ot tlie eonvent of Jesus anuiiils ot* this institution who have entered the teaehinu' eoniniuiiitv oi '-Jesus and llarv, "' tlu' IJi'vereiid Mr. < ). Audet, eha[)lain of the Sillery eonvent, writes ; ''Hiev aredistiuiiuiished iiiciubers of the ( h'der who oeeupy or have (jceujiied the most important positions on the teaehiug statt" of the Orler of Jesus and Mary". When sending us the list of Laval Xormal graduates who have prommiieed tlieir vows in thoUrsuline Convent — 20 'in])m(.o(|,at'tor ''.vciiis, J, roves *'* ^l'<' Xoriiijil "iiif.'d suvcnil I'dical (I()cf(,|-s, ^t>imii(>iis and x'vonil lai-o-o of* flic [.aval li;t\'(' (Mitcrcd Py <»i- liavo Tljo actual obc'c, of tilt) I'vais (Hcllo- ^' Sisters ot* 'loiiski, ai'o II \vlio liave lid Ifarv, "' tlio Sillory libers ot the timportMiit t'Jesus and g'rud nates le Coiu'eiit at Thi-eo-Ri\'eis, Ihe Siiperioress, lioverend Mother St. rhih)nieiK',writes :^'I take tliisopportimity to iiili.niiyun tliattlie Xoniiul S-.-liool graduates are ofii-reat assistance to lis ill our classes. We api.maatc the ract which tliev show in dealing with the pn[)i!s and tlieir intelligent manner of teachino;.'' It is not necessary to niention t lie service,- reiidereil to the cause ot education, l»y more than one hundred laasod on the School-Inspector.'?' Kcj orts for 180(M)1. and on lisnres kindly furnished hy the IJeliuiou.s Comnuinitics. — :i() — . I.ady tcaclu'rs, mms j)4 lay .....y,... ....,..', :>24 Total 4,,.-, Tlic Laval normal S.-Ik^oI wiiir'ji is iiiKJiT (.hjio-jitioii to liavc at all times in the tcarlii-ii;- i.ror.'ssioii 18S i^radiuites liaH 40.') iit flu" Iciint. The mi'ii-irraduatcs employed in teaeliin^r ;i,.(. h7^ iiistoati (»r»'5l wliieh the school isohiiuH.,! i,, pn.vide. 'i'lie<14,0(l():in)niid!y iiiiid.. lolhe Laval Xormal Scho(.| is ail ex|.endiLiire ijieurred priiieij.ally t'oi' (he advantage ol the (1fiiir,ifii,';i aO, the average numher of children who attend the Practice Schools in connection with the Xormal Scliool, we tind that at the lowest calculation, 10,450 children iM'otit directly hy the normal teaching. The Government tliere- fore spends less than a dollar i head for this pnrpose. — .'U — 'riu'rtc tiiiMiiTK are oxuct without lu-iiisj;- ('(»iiipl<'t('. If (•((iinilolu tlicv would I'crtuiiilv sliow Itettcr results, liut timt' and tuiiLi'ildo jtroof Ijcini:: wanliiii;', tlic autiior lius lU'i'tc'iTcil |iul>lisliiuu: only su(di stutistifs as ?ould ht' voriflt'tl witliout any troul)!*-. To tlu'iio 40.'» tcaclicrH ciigagi'd in (lie l'r(»vin('(', niiulit i>n'hu])^ ln' added ii'raduatcs wli(» devote t lienisclves t(» the education of our eountrvnu'U in the Maritime ri-ovinces, in < )ntario, Manitol)a and in tlic Tnited States. These i;-enerous teachers have not lost siL;;lit of tlu-ir Alma Matei-jind slu-, in turn, cannot allow tlie ]»resent occasion to [>ass without nuikinii' uiention ot them in a kindly s|»irit, IJetbre coutdudinu- we will uive a few other llijureR whieli may he of interest to some of our rea(h'rH. More than 100 lad v-i-'rad nates ot the Laval Normal Seliool have hecome nienil)erH of reliirions teaching; communities, and thereby are complying with their ohli- gations. A certain number of graduates ot the Laval Xormal School have entered the priesthood. Ten are ecclesiastics onu'ao-od in teaching, and several arc mendjers of religions teacliing Orders of men. APPENDIX. Bishcp Spalding of Peoria, on the establishment of Catholic Normal Schools, ^ij As we iliv In ;i ixVi-M ('Mcnt liiic(,iisci( nis ol' the (I.'V(ln| incut ;ili.| •I'Viiy .)f nnr j liysica! ;m,l si.iritual Inmltic s, nn.l Imv.,).!,. otlur witliont pciTcivinotl,,. ] nicess of cliMiio-c, sc ;ut wc i.ut v.-i-udy invar('(>nh(.tninslorni:ifiniis..l'iitli(.us;nHl kinds ul.icli nrc l.ij-<>v('i- goinii- on in tlic •■xfrna! worl.l. As: Ww earth snn.s to 1h. :u rrst, so luinian society sccins to he siat ioiiary, aii.l it is <,nlv wluMi wi' look Lack that we s!c., which tl,e learnrl liite oAir., - ,n a s.'y.e as roiu ii kal):,> lor I.enuty as f„r Hcirne.-.s jrui.icl t' c ;. m.ivuf l.,.l.,..tlmMu-,loiq,u.lM..i,, isal.wl.eu tlM«y ia.crto I in t'., iiith ' <'(M"c tic ((illiinmir t-!:iiis(> : ^,.'H,Mn '<"'■"' "''"'■ ''■■■ •","''/ 'i" ^' 'i:'-.nninK .'V-I).H,1 (ouin.nonly .aliod a Normal ilieir giiotl luonilj — 34 — Avhcii lu' loosens \vint(>rV .utmb]) upon snow iind ice A lii,uii( r i^ciise nf ;!;,. viilnc of rnrtlily life Ims thence ivsultcM. and education lias ae(iiiire(| new nieatiinu's. The [iedau'o^ue. wlio \\a- \\\y they who are thoronilily versed in the s.iencccan intelliiiciilly e.\e|-eisc. A h.undi-ed years a^o it was ^('iici-allv accepted that t'> kimwa ihin^was tn know how 'o leach it. lait ne.w it is | lain to all that kn^'^^ iedue is h'H necessarily skill, and that theteachei'. h(sid(s knowin.L' what he • ;; • s, should a's, I have the aiiility to impart his kimwleum. ': ii j,eei;;i skill is the !'(sn!l ol'a kuuwleiiii'e of i-iulu nmlhods. and of ',;u' trainmi:. which will ^i\-e powci' to awakin and interest ihe mind, 111 enmmand anentiim. andlle'reliy 1m iirinu- the pn|ir.'^ whole spiritual liein- mider tlie teaclier's inllneiice. linl education is a deep suhjecl. a'- deep as (ie.dand man and natui'c. an■ expeia nieiit in,':- on the minds dftln.' yoiinu. as ihe ph\sician |earnet he teaclur>' s( inii\ari( s. just as tlnrcare t hcolouii'a I and medical colleges. 'Ihe Normal School is as essciit ial lo a s\ si em of edlicat ion as is till' ehmentary scliool, or the colleuc, or the nniversit\'. Numhers and majoiMties have with ns such c(nt rolling innneiice upon pnhlic opinion that we easily ft rj,(t that they have notliin;/ to do with truth and jn-tice. witli reliui'iu and ce.lture. In 85 i<;ii('r sense I education II a ili'udu'e, m'dW to lie, rdiisideretl ; I (1(1 tliis he i,(l Li, '('.line ;ielun^' has 'i-sed in the ajj;o it \va«" KlW h(.\V '(I lieeessari I V he r;..- .^, : ii ■• ■ j)e(,-i;;l ;nnl dl" '.i!e iileiHSl ihe ihe iu| il's U eilncat iiiu ll'e. and t(i i]l(s wiiieh inu iiu the I'I'iietiee ol' This is the I heiMt L(a,al. le histdry of ,'-it. And we n it will lie are iuneia t le physieian •e inu.-t lie lid nu'iieal dl' edneat ion • nniv( isit\'. ly inlhieiiee ia\ (' nothin;/ ee.lt'U'e. In m I e.h.eatidn, eeMn.nly. ,he , nra.ndnni edhside.a. idn is net Im.w >nanyh,n what kind drsel,(,d;s have we y An.enean. whether (ath(,lH.drlVdt(s,nnt.W(,ul(l n, t in. wiser and a hn.ad.r spirit iM.esuhs uee,,n,:^ n,, a eent roversy in which, alter all. iher. 13 ""^''/"■-"•^^■^ ^••"■'"- ■•"•'! ^vhich is irritatino.,lH.vs(.,,h,n>s,.lv(, n?^o!utely Id Udrk id in,, mve , dneai i,,na 1 ni, fh, ,ds, _ The kind dr,• '"••'^ •■"'I'-''- 'I'^n, iivar^nn,c,„<, .„.|,,,„,.i., "h'.n dnr irrievaiices n,av eve,, diver, n. ,Vd„, ,h,,,H„| Wdi^kd.' '':'"*■"""- '""• '-I'iM.-d,. A,^ Idr ih,sc wh,, accn.c Calh-.tic^ df suusur desinns a;:ains| th,. cniiiK,,, ^chddN. 1 l,..v a.-c h.-dls ,,r l'"'""'""''^ '">'! '"■<•'! "dl Im. ,..,k,,„ sc,-idnslv. Ii i< ,,,l„.|,..,-cd ^'"^ '.""■ "•■'"•■'' ''-liK'.'ilidn. whdher ,.d,„„„,„ ,„. ,|.,,dn,inai,d„al ''"•'" ''.^"'' """•'■ will, iMirninu ldV( a,,(l iiTi.istiMe •/n-ino- r,„. ,|,„ i.i.i,,, kii,(hdr,,„HI,vnial. i„dr,-,landn.|n.idn, '"•'' '""■>■ 'i'"" 'I'"' ^<'l'""i.- ihinkin.u. If ihev ,h„,k. d,,K ,,]• "lakino- a livin.u, nd, nsnlv,.! ,,, make,,!' , hc.iisel V( s Ii vii,.. nic„ ■■""' ''■ "• ■"^"'■1' <'dncalidn |. i.d, ih-arl df Idrn,!,," n„'„ 1„„ " >nacl,,i,.H,,ak,n.m,-ad(-. As we ,,-ain a„ii„al< Jer i„'acl ical s. rx ice ■"'."''>■"""•'"" I" "'-^ "I' "••'"iiin.U wes,ii,,,,la,ec..,-lain lacdli.s call ''"'"' <'<''-tainai,iiliid(.. h,.t 1. a vc , h- .,„,, ,,„i,„„.h.d. J!, tKa- 1 h.'in to warn the y.„,,,u- ..f dai,-(ra,,(| lailinv, Wdiild 1, he id „,ake them hvl h.,w divine mans iilc n,ay iiec(a,,c it hi. w hdle hcii,-.' he ^""■'■•''' '" ^^''••" i>lni.'. : .l; I. and hiir. i.d , he iai| , i-'n,is ■^'""''''.''"' ''"' 'diicaldi-s mdltd--l,cc,a,,e l,i,,,y , ,•,, e id\ (• — 36 — alone is he ."ii];Ml)lc oi' i»ctt(i' tilings. All knoAvl(xl,t>(' is .yood, all tnitli is sacrcfl. all virtue is holy, all l>eanty is adniiraltle, and once we knrnv and I'eel this, we live and move eonseiously in i]\o Inlinite Adm-alile. and the udod Iteeonns tlu^ law of onr life. It ii* indeed riiLiht and nieessai-yto edneati' iVtr ] radical ends, lait the yoini,!;' must helieve that they are working' I'oi- more than eartldy well-l)(>ino-. \\']ien we take ]»leasu)'e in the thouuht of ac.'()mi)lishin,e; sonu'thinu which as yet lias n(» real existence we are under tlu' inlluence and impulse of an ideal wliich is not r,n image of the actual. Imt rather its irototyjjc ; and the aim of (>duca*'"U must be to make us a!>le not only to gras]) given id<\ils. hut to 'afeii'.als of our own; for the childi-en ol' a man's own «oul till .1 ■■.l:\\ the deejicst and most aliiding love, and im].el him willi 1 1 'Uihle fui'ce to give tlicni the actual existence of which his heart and imagination make him believe tlu'y ar(> capable. Thu.s the ideas whii-h spring of themselves in our minds urge as to ceaseless activity, that tlun' may take sulistantial form : and by this energy our si)iritual Ixing is developed. Our physical wants are certainly impei-ious. and will not lie denied ; but they are soon sati.« young who dream ot love, of virtue, of knowledge, and ofl'mne, shoultl not be turned, like a, herd of swine, into some I'at p>asture. The school wliicli awakens a desire of kuowledgeis better than theschool which only im]iarts knowledge ; for t!ie young do not know. Itut only seem to know, and unless they carry into life the len made flull and callous, we linVf eh is not r.n the aim of ivcn i(l(^als. man's own . and iin]i('l existence nt' ■(> they are II (inr minds mtial form : )ur physical I ; !>nt they of tlie ideal iy,of conrso, •all possiltlo it ion, or hy inspiration. ho dream of t he turned, hool whieli which only iidy seem lo r tliey will nnumerahle Inrin.u tlieir [los^ihle I'or Is have tluis atei' on we laljjnrsuits. distinctive Id learns hy ' he shonid at h nnderstand. and liecanse he can answer eviMV <|nesiion in the eatecldsm easily persuades iiimself that he kii.iws his relis,M(.n. Bnt since tln^ notions he !ia- thns ac(inire(l are aliiiout to imagine that to Ik- ahle to repeat j hras(s wIk se words are unintelliuihle to ns is knowlcMlji-e. is not merel>- a dehisioii l>ut a sort oi'niental p.er\-ersion. To know hy lieart is not to know at all. and tliis is one of the first lessons the ( iuld should lie t.,imht. No sui>j<'ct conl;! he made moreattracti\'e to the yoiulilul mind tlian reliuioii. for the \i)nnL; are fnll ol I'ai til. hope and lo\('. 'Hie heavens and tlie eai't li are to ihrm a }-erpetual miracle. As t!ie smootlidipp(Hl .-hell, applied to the ear. still murmurs of the ocean, howexci- fai- awa>- it he, so to t he cliild tlie whole univei-se is ali\'e with wliisiierinus of (iod. U'hen heaven thns li(s ahdut him. is it not a mistake to till his memoi-y with ahstractions wluch can mitlier touch his heart, nor insj.ii-e his ima^'ination, nor raise his soul '.' And this i> hut au exampile of tlu^ false or im])cifect .methods hy which all our tcachini;- i- imjjcded. hoih in common ami in denominat iou.'il srhooN. Tho t(acher mak(s tlie school. He is the lisinv, ruoulilinc power; the system is l)ut tlie mechanical a])|)liance. There are men to he lirou;^iit into iutimate contact with wlmm is to receive a lihei-al education ;'aiid there ai'e uiiivci'sit ies wheicoiic may spi nd years and hrinu away only an accjuircd stupidity which is woi-s<' and more irremedialile than the iiatui'al kind. It tlie hcst men and Women would dexote their li\(s to teachiiiL;. which an ilem of education would lie solved; for such men and women arc lo\ir< of kiiuwled.u'e , iriends ot ti'utli, justice and ti mperancc ; they a.'e l)ra\(', modest and jau'c; they are rc\( icut and jiaticnt ; tliey are cauci- to l<>arn ; they keep there minds stroiin and frcsli. and tlie wisdom the\' teacli llows fiMiii their li| s as sweet and pleasjmt ,is limpid waleis which hnhlile iVoiii the cool earth and ijuict hills. Hut since in our (dass-i'ooiiis teachers ot this (piality are iinl always l(aiud. it is the duty of the true iVicnds of ediicat ion to pro\ ide iin^aus and institutions lor the special training ot iho>c who take upon lli('ni«(lvt'< the (illicc uf tcMi'liif-. 'I here i- lint only ;i '^11 ir liciwccn I ( iiir I r.ifl ice I'alls Inr iiiir iicHinl icMcliiiiu- ;iiii| nli ;i i (m|ii,-:i| i^ in. lui short of (lie colH'i'l^iolls; i i| ] ('(lauHlii.Llil I sriciicc ill its I fCSCllt iliitiiil stiltc. Iiiilcnl. il i< to l.f Icircd 1 li;i1 lli('iii;is< ol' ti'Jiclicrs HI Aiiicrica ;in' olili\ioi;- ol tlicl'nct lli;M i (Incut imi is ;i science. and thai t( aching is an a ri lisiiiiL, iij on rational | liiicij les. Applieaiits !'oi |,isitions in oiir schools are. soim t inn s at least, examined, and it' iImv can i; ad and wiilcii i-ialvcii !oi- urantf d that lhe\' are comi.eieiit to t each ol licis to f( ad and w fit e. We s*iined that to he ;i hie t o ijo a ! h inu ua*^ to he a I lie to t eacli ot her.* how to (li it : that kiiowledue wa- aliiliiy to lea( li. in all othei' thiiiu-: 111 en are I'ei |n i nd I o lea I'n how i m do helore t Ih'V at I ein|it to ao lilt when there IS a Mill --1 i. HI olteachinu' ii i'^ not held to ii iiecessai"}' that one "ihonid havi' lea nied iiow to t each. And yet it i*-' 1 1 la, in t h, 1 1 iio anion nt oi lea rninu \vi !l of ii> niKinesl n malile may lai! in lh< led nre-i'oom. and yi i lie ca|i;ihle ol e.\erci. and lioih m a practical and a tiieorelieal sense he look deep iiitire-i in ediica I ioii : hiit as a leaclier his slicees- wa- liol mai'ked. .\nd I'us-ilel and I'elieloii. euneernm'4 whose ueniii~ .•iml h ;i rniiiL; t here cannot he | w o o| in ions, may he said |o li:i\ c I'm i led a< praci ica I edncat o!'~. Indeed, snch a !■!' the inlinite \ariei i( < of endow iiiciii that I he ed neat ion ol' an\' human lie in:.:' i- a pi'ohli m I'l :■ I he >oiiii ion of w hich t liei'c can lie no li.xed rules ; I Mil I he eha iici s ol'.-ncee.^s i iKM'ease i ii pi'oporl ion to the teacher's ae(|naint;nice with the science of pcdaunuit s and his skill in t he pract ice of his art . The lo\e id'one's woi-k is eself of the law ~ and I'ondit ion- ol'ii< accoinpli-lunent ? The iu'iioranl do iio| kmw the wortli of knowledge, and an iti'Morant teiieiier dm s not ao| fecial e i he \,alne ol ediic:ilion. Jle will eon-iei|nent l.v lai'k en hiisia-m. he want mil;' in llie power to — :)!• •';'''l '"<<•"""» .•ni,| to, ,,li Inril, ,,,,,-v. II,. uill ,,!<,. , nar-,,w '"''^' "' '"^ 'l'""'^- '"■-■■iti^li.'.l wit!, i,i,M.lmni,..| ivsnlK will I'lll ^'"" ""''■'''' I'"'!''"!-. .•mhI w.1,.v,i- v,.i-l.;,i liH.iiiiv liis i,„,,ils ,n,-iv '''■'I""'''' "'"■> ^^"'" I"" ''>■ !"iml,i 1,. I„v,,in,. .,.ll-,.|,;iv,. in i|„. 1""'""" "'■ '■"i"i'''il :'iii,.. will i„,l Ih. i,i;i,|,.,,,i);,l,|,.,,r,.,,„,pl,.i,. livii.uin ll„.worl,| in wl,i,.|, ( i, m| 1,;,. ,,h„.,.,| ,1,,,,,,. \,,,„,v ..iv,. •.'"''"^^""■"•■■^- '"'< i' i^ 'I'" l-nsi,,,... ,,r ,.,|,„...,ti„n ,., ,,,„l,„.,, ^'"'"">' '""'•■''•■"•■"■"'■■ "iiW if it Inils in thi^ ii I'liiN ;i!t,.urtli,.i-. ,'*'''•' <'"''"'''-^ "I' ""• l'iil'',|-St;,l,s li;,v,.,.|n . '.hi, •.•,!{, u.iilsv^t, 'in "' ""■"' "^^"' ''■'"•> ''''v- ^niiic lunr liMnis;nHl >,||,„,N ,,r,.,i| i,i,„i. '" ^'■'"<-'' "■" '"^^ II'"" ^''VMi hinuliv,! i|„,„s;in,| |,u, ij. ;,,•,'■ ''"'•''■''"'- i"^lni''li"ii. Il-iv i. Mn infirsi wliid, ,. ;,, uurr vn.t ;ui,l :i!l-ini|HTl;inl. Tl,,. w^.||;i !■;■ ,,r l, t lir ( •hnr •!: ;inli,,|.. in tile nmlt,!'nr,.,|n.Mii,,n is's;,i,| t., h,' tw,.-r<.l,|— •• I,, nnilli|i|y ,,nr s,1i,m,;< m,,,! i,, i.mM.v! il,, ni. ••— Tli'x' '"■'■ ""''"'• ■•'''"■^- '"" i' i^ ''^fll i" Im;,.- in niinW il,,-,i i,-, A ni,i-ir:i' nt ''■"'"• i'"i;iipilr:i!i<>n i-. inlinilciv r;i n[ the TliirJ r;,Mi;li'.\ Cni vill.U' I :ilMclii;il SI- "•"^- ""■ "i.^hoi s ,|,M'liijv iliai II H III, ,■;• |.in'p,,s,. 1" lnli.irsln.nn,.n>ly,tliMl < •.•ii l„,lirs .l,;, || l,;i\v - u.hhJ ,-,n,| ,'ir,vt i v,' scli,H,ls. inr,-ri,M- in no wny i,.i|i,. pnl.li.^s sch.M.ls.- W,. .■annol '=''^'' ''"■ l'lll''i'' >'-|lon|s ,•!< ;, MMn,lni',|. Inl'llM.V V.Mrv ilo\U pill-,. t" place. :in,l wlulcni;iiiy ;i:t-,„h|. nmny miv \ku\. (Mir ;iiin sli,,ui,l '"■ ■^' '_"!''>■ >" l"i-'ii iIk'Koi s<'1i,h,|r. ;ni,l i,,tl!i< ,'n,l w,'H!onl,I '"' willin- to ivc'ivf inrMnniilioii mihI -ni.|;ui' '"' ''''"I- •^iiM'clli,' i;isp,r. I,\ virni,...ri,is ,,lii,.,.. IS 1.1,,. |,,,,',I "'•'"' I ■•"•"'•lii;il ili;ii tj,,. i1i,.m1<- .uiciil stiul.'iils l,.;ir:i I sy, ii,,|,,uy ;in,| |.,',lii,u-,,.:i,'s. wit h m s;K.,-i;i 1 vi,\v !,. t<-n<'liin,i;. 'I'lii- is .■i,|,vi-(.r,,;-n.iU i!ii| , .rt;in, c. iiii'd ii iv t" I", hop,.,! ilint in cv.-ry ilM.,In-i,',-il M niiiiiiry th,,-, will Ii,n.', - ''"';"' ''<• ''"'""I •' '■jinir ,,| pr,.,lii,';iiiun uill !.,. i.-iii-iit. This i^ .-i snhj,.,! with wjii,-], '/^■•■I'y <',l!i,';it('(l in;in shnuhl \,r in n i i .' i ;i '■, one wlii,'h. in n w.iy, jiivolvs ,.vci'y other, .•in,l \\hi,'h. :ip;ir; iVom ii,. pinr,s.innnl _ 40 — 1m;i riiiu'. li;i> ;i i:cii('|-;il V;ililc ji- an ( M'l'llciit nir;i ii> dl' ;i\v;i kciiiii;;- iiiid (lilt ivjit iiiu till' mi ml. iiiii' it i« >1 rannc t hat ilsvci-y urcat iinpnrtaiicc .-IhiiiM have Tailed tn he rcci ionized liy tlic siipci'idi's dl' < cclcsiast i/al sciiijiiarif s. The he-;t minds, as well as the most I'hihint hi'opic -^niils. iVum S(icriit(s and I'lato ddwn to those ot oiir own day. ha\- 'eiipied themsehts with (Hie>itions of educa- tion, and the lit eratnre o !' t he siihje< t i-^ ill iiit ere>t seooiid to iio ()t iier. The histov\' of ediiral ii in iiia\' iic said to he t he hisioi\- ol hiiinaii ])rom-ess and eiilinre. Is not the eiinrch the<"hool ol'Chrisl '.'' Is Hot I'eliLiioi) a heavenly di>i'i pliiie .' The (Josjiel i- the iloctrine of rtiTiial lil'e and evei-y |i-ies; i< a tea'liei'. IIow ^hall lie|ti'ai'h unless he has learneij not only what i- tn h.' taiiuiil hut how it is to lie tautillt '' 'I'he iliihititr rnliis\\^\< a t einpoia i'\' Ol- (Xeeptional (lisj)ensalion. aiiij m.w in-iiratioii i-; uiveii oiilv to him who is prepareil. Tnnewleei the natural means oj' eni iuhtenmeiit is to he unwurtliy of divine illumination. The int i-odiiet ion of the study of the seii nee and ait ol' teaehinu' into ec/lesiast ieal seminaries will lie tin' iiei.' inniiiLi of a new era intiie Cliiireh. It ■will nio(lify hoth > w.- method of teachiiiL: and oin- method of ])reaeliiiiu. liet t er t han on;- t reat ises (tu sacred (lociui'iiee, it will •iive to priots t he >kiil I w -peak of eici-nal lilelike a Ii vini;' man to living;- men. iJut the I'ienai-y Council Lt'ocs further. The ju'icst, thou.uii his ollice i-eipiii-es him to lie a teaclier. is only ill excep- tional cases a scliool-teachei'. The iuirden of s"hool-Wii|-k is hol'lU' hy others, and i I dur sciiools are to lie improved, the teacliers must impd'ovc. Hence theih'ci'ces d that Ihe conscious etl'orts of man to develop human end■'''•'■=''''''''''•>•''• ''•ini.'in iialnn.. I>.ut a u-,H,.rn.li,,i,,ns .snn,,lH.n.lor..a^o„.|,.a,.|,.r;an.lasu..al< una, in an. h„riu- ,lo '"<:'•*' I""-", tl.an svick..! nu.n. so nn.hin, i. so Inn-lln! in a I.^u'lna- as incnmiK-tc-nc... Tin... thonsan-ls ol' u.nn.n hav.. rhosn. ...a,l,in.. H^ their vocation, (nil,,, n.ornin.o- ofli,,.. whm ,!,<■ wl,o|<. ,.,.„lh KK'a.nsan.l ^littrrs lik. .no.InT K,l.a,, t!,;.v 1,;. v. (nrn-.-I auav frouMts rasrant. l.loon.-rov.av.l l-ouvrs. (o ,]„>,„,, lH.n,.,.lv..< ,o a workAvhich, il' it is cxc.llrnt, is also most anhnais. Wi,l, nl.al ove,wahAvhat zc-ai. will, what s,.ir-alMM.uah-on. ..^.. ,1,, v.a. lonn o{ thvn uauws, thoy ac-opl thoir task as 1 houdu Inv h-aril th(;v(nc(.oi Christ coiuniittiiii: f. th.-n. th.. .•hi|,]n.n of his l,,v,. Is It not emol, ,s it not criminal to ,„.rniit (hrs. \rw\rv viruinal souLs to enter (iHM-lass-n.on. unju-epan..! ? Ilounianv oi il,rn, lad.. and fail and .li,., just when (Iny iM-in to l„. n.,-!ni. sin.piv iV iackoi knowle.l-e ofhyViene as appli,.,| to ...In.-ation ' i'hvntal lassitu.le. nnd th.. l .'.a h Should hes.mn.l in hody ifth.' niin.I is to he tr..sh an.l vi-orons Jn the larger . onunnnitiess of.eaehino- women a e,.-tain a^n,onn(' of normal school instruction and trainin-mav I,,-, an.l n.^.huhi IS, giv(.n .hiring th,> novitiate ; hut forohvious n.as:ms. in thi^ wav comparatively little can !)(> accomplished. A central normal school, a sort of educati,.ra! nniv<.rsit v should he estahhshed, and the in..st c.unpet.'Ut pn.fessors whetluT men ..r women, lay or cleric, should he <-alI,.d t.. (Ill (!.<■ .liin-r..,,! 'in I a al her 42 cliiiir^. 'I'lic liistni-y oC cdiicMtion, the tlicorirs ol" ('(lucatioii. |iliysiiil at a di^ai|vanlaL;r. 'I'hr lcc( urc-lialls and class-rooms should Im' in a c( nlral hall, and a:-onnd this tlic various tcacliiu.c: conmui- iiiti(s ol' wiinicn should cstahlisli lious^cs I'oi- their younger reliyiiius. llirr \\\ry wnuld live according;' to the j)!-es( ripl ions of tlnir rt's])eclive rules, and woult' nu'ct only in tlie Iectur(>duill.s and <'lass-rooms. If some Catholic who has hothniind and money could l)e indut'ed to i)Ut uj) tin; central building and endow three or tour chairs, tin' tea(.'liiug cumnuuiities could easily Im\'u- the e.\pei\se of erect ing tlu'ir own houses. In tliis way , weshould Jiave an Educational I'nivei'sily which Avould hecomo ii .soiu'ce of light and strength I'oi' all ('atlmlic teachers. Its scholars, scatt(>re(| thrnuuh the various schools of the country, would not oulv raise the standard of education, hut inspire tlu' t'uihusiastic love of mriual ciilture which is the impulse to alleireclive intellectual witrk. .\ similar XoruKil scliool for men shn tt) drudgery. Roger Bacon's motto, " Knowledge is power, " each day rec(>ives new applications. Wliat but sujierior knowledge gives th(> Christian nations dominion over the whole earth ? T.w growing estimatiim of the worth of knowh'dge lifts the teacher in pulilic opinion. His art henceforth — 40 — rests ii|H»ii science ; lik,. Socnitcs, H,,. |'f(.t<.Iy|,c wf lci(clici>. ii. " ' '— - w.sW.n, a plulos.,,,,,,. n., ,„..,,,.„,„„;,, -excise.. I ,,„ lu.hcst j,,rts,.r„K.n, A cnnc- .pc,; -''''■>nmasl.c|....c,,.cMnni.stc.., .lu.lnwycran.l ,l,c pl.vsi'ian. 1H.HU.S s:UT..dn,|en.fsol-soci<.,yMrccntnK.,c,|,.,hi,,,M„.|iriH. "'''■"'"::'""•"'" ^"■"'''"^^•■••y.tn|,i,nl.onn.-a,n.l pusirinn will iM^Kncu. NNcnnst ],avc an inslitution u, ul.icl, .!„r Catl,..! r yonnu- n.cn, wlulc,),,,, live in an a.UH.pln.rc ..f n.itl. .n.| rcNcrc.H-c, may a<.,u,,-c .11 ,1,. knowh.lKc an.l skill, as wdl as il„. ;'7;*"' ''"'/";■•'■ ';"•<■'-"••>■ to success in tcucIu-n,.tl,uttlH.v mav "-t l.cexclml...l Irnn, a profession wlu.sc pmvcr in tlu- worM wilt grow as civilizatn.n advances. DBO BtIpATRIJK. INDEX, Bishop Spal(lin<( on Xornial Scliools ^^ Course of Stuiiics,— Ladies' Dfimrtmcut ....".'....'.".'.'. '](', I'nd Year pupils ]- 1st Year pupils j,^ Pupils of Avli()l(> Scliool p) Course of Studios,— Men's Departineut V.,....!"^!^ ;» .3r(l Year pupils ](, 2n(l Year |)Ui)ils ^ 1st Year pupils j^) Pupils of wlicjle Sclioo! 1,3 Inauguration of the Laval Xornial ScliooI ]]]"*" •> Normal Course .,j, Order of Daily Exercises, Ladies' Department ic, Men's Department (» Organization ~ Practice School,— Ladies' Departnu^nt p, Practice School,— Men's Department .'.'... 14 Principals of the Laval Normal School ......!'....! r, Results ol)tained l.y tli(> Laval Normal School .'.','..". -JT Tal)uIarStatenu'nt of faculties *.." .'(, What is expected of the Normal Scliools ^4 N4.V.W PRINTED BY : — LEGIDR BROUSSEAU. tfl «> ^?4i L^