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6
J
T •
iilfSl^l iiifStS^
OPENING
OF THE
t\ml
•> »sr*
» I I ■ »■ ■
PRINTED BY JAMES BARNES.
I80G.
Si6^^
T
OAUGUKAL SEllVICES.
T
These »Sfrvic(*» took \)hee, H(roi«ling to intimation, on the 14th of
Nov(m?)er. The Hth(»oI had hcen opcnod for the Juh-iissioM and enrol-
mwit of pupib ft week l)efoio, and th«'st'. to thn number of (U, occupied
t\w. BmlH in the hir/^re mom of (he building. l^ng before the time ap-
point«Kl for commen<ring the buyiness of the ilay, th(i whole of the avail-
able f,pace W118 filhd by hidtw* and gentlemen, several of whom ha*! tia-
vttUed a con«i<lerable distance to witness the ceremony. On and aroun<l
th« platform were mited tha Hon. William Young, Attormy General ;
the Hon. I^wia Wilkinn, Provincial Secretoiy ; the Hon. Samuel Crew-
man, Fimmcial HeoTetary ; tJui Hon. H. Dell, Chairman of (he Board of
Woiks; floveral members of (he House of Aiwembly, Clergymen of dif-
ferttftt tlenomlnatioi*, , Members of Boa«l of Directors, Teacltera of Nor-
mal iSchool, etc, etc.
Tlie liev. Albxandbq FoHftB«TKa, Superintendent of Education, and
rrincJ{Ka ol" tlie Norm^il School, at tho time fixed, took the Chair, and
kivokea Uw Divine blessing on Uie undertaking. Ho referred to the ek-
mT»gen»ent*« made by the Directors for holding tlii« meeting, and the great
number of letters received from influential gentlemen tluoughout tiie
^™»*c<\ ftpologi-ising for Uieir unavoitlable absence on the oecasion. A
l«tt«r from Sir Oaspartl I^Marchont, lieuteiMuit Governor, ^tft^reaAi
totaling thtii noUUng bnt severe Indfepoeltlon had preventea his Exci-^*!
kncyV attendance, and expreeaing hia warmest interest in (he prosperity
of the institution. lietters from the Lord Blsliop of Nova Scotia, tiw
lx)rd Chief Jiistic«, R^r. Dr. Crrtmp of Acadia College, Dr. Evans of
Saekvilk Seminwy, tlw Rev. Mr. Tomkins of Goreljam College, J. W.
Eitchi*, E8(j., «tc., were afeo read, in which, all these gentlemen regretted
their inability to be present, and expressed their most earnest desire «wt
the Normal School rolirht prove of irreat and lastlnir honpflf tn thn. «,»„«„ ^
>ion of the Province.
The CiiAiHUAit now oalled o« Adams G. Abohibald, Esq., Secrr
tirry of the Board of Directoi-s, to lay boforo the nu'Olin<? ii brief jucomit
of the proceedingrt of that lioanl, wh.'ii Mr. Archibal<l icad th.' following
Btateraer.t: —
The Commissioners of the, Normiil Sehool believe that a few remarks
exphuiatory of the circunistanees under which \\\U biiildiii«i has been
erected, and of the proeecdinjis of the IJoaitl in disehatvre of the dniies
imposed upon th»!m, wouhl form an appropriate iiitro<hietion to the cere-
monies connected with the openinj^ of the Institution.
A few years only have passed since the subject of Common School
Education luis lusserted its rij^ht to a sluire of Li -iishitive attention. ( )w
half century from the orgiuiization of the General Assenddy of this
Province had elapsed — two generations of men had nearly [)assed away,
before any attempt was made to aid the o^iablishment of schools through-
out the Province by contributions from the treasury.
The Act of 1811, which introduced this feature into (mr legislation,
gave a sma of £25 to every school sustained by a contribution of £.">(-
from the people. But with the scanty population thou inhabiting the
rural districts, it is easy to understand that few schools could be found to
maintain a teacher at the rate of £75 a year, and the Act must have been
to a large extent inoperative.
For tifleen years, however, this continued to be the Law, and it was
not till 1826 that it:-< provigions were so modified as to appropriate to each
county a special sum, and allow the Boards of Commissioners to deter-
mine what amount of salary paid by the people ehould entitle the sehool
to a participation in the public grant.
The «um of £2,600 granted in 1826, was raised to £4,000 in 1831, but-
it was not till 1845 (only ten years ago) that the Legishit .re, in grantmg
a sum of 11,170 for this service, made a provision in any respect propor-
tioned to the importance of this great interest.
Five years afterwards a valuable improvement was made in the School
Law. Provision was made in 1850 for a Superintemdant of Education,
and the office, by common consent, was conferred on our able country-
man, Mr J. W. Dawson, who has lately received, in his promotion to«P*H%
h|iijhiintnriirlir-i"""V position in British North America, the well merited
, Inward of his literary and scientific labours.
fFor two years Mr Dawson devoted himself to the improvement of our
Educational Listitutions.
In 1851, the Committee of the House of Asi^embly on Education,
adopting his views in reference to the value of a Normal School, reported
a Bill to found such an institution, which was introduced by the late Mr
George Young, Chairman of the Committee, and carried through its
#>nn1inn otnrraa iiiif xiraa ftnallx/ Incf nn fHe ttlirrl Vf^ndinP".
In 1852, Mr Dawson renewed his recommendation, but the Assembly
of that day, engrossed with the exciting topics growing out of the Rail
Koad L,';,'i.slati()n, had no (iuu- K.r the discussion of sul.j.jcfs lik^' tliis, rr-
«|(iiiia^' tho vxvn'\m of tlio most rj.lm and n.iitious, ,m wrll «s (,f'il„.
most eurnt'st and hci-k.us, <K.|il».,ution. And Mr. Dawson, disl.c.itcnrd
to set., u cause in which he Mt so nn.ch intcrcKt, exciU- ho little attention,
resi;rncd his situation and retire I into private life.
His hd.ours, how<>ver, were not lost. The <liscussions \w Lad promo-
ted* in his oHicial visits thronghout th.^ Pn.vince, he^raii to act upon pnh-
he sentiment, and w!ien the Finimcial Secretary, in l«r)4, intr(»dneed
th<, Bill which had been le.je.-ted but three yciU's betbre, it met a Jlap-
|)H'r fate. And we jire this day assembled to celebrate thv. openin.' <.f an
rnstitntion cstablis[„.d by tliMt, liill, mid now r.ady to nanmence'^uctiv,.
operations,— an Institution which, it is slncen ly hope<l, wUl j-ive a j)ow-
erful impidse to the cause of Education in lliis Trovince, and be the
means of conterrino- on its [.opidation the inestimable privilege! of a supe-
rior class of <'onnnon school tciichers.
Th(! Bill appropjiuted £1,(100 to the jmrchase of a siU' and the ergction
of a building, with :iuitaf»le furniture and aj.paratus.
This sum, contrasted with tiie magiuHcunt appropriafi<.n of a sister
Colony, reminded the Commissioners of their duty to,*eek, in some of the
plainest and most unpretending of these establishment's, a model better
suited to their circumiittuices than tJi.^ buildings erected by CW.ada at an
outlay of £25,000.
Mr. Dawson was charged with the selection of the design, and tluj build-
ing, within which we arc now assembled, was sketchecrby him, in some
measure, on the model of a Normal School in one of the smaller States!
The building itself has cost about £800, aiui those who are conversant
with the recent advanct; in all the elements of labour and material wiiich
enter into the question of cost, will be satisfied tJiat it has been erected at
a very moderate price.
The ground originally purchased for the school, and comprising fivo
acres, cost about £200, while tlie furniture and apparatus have added to
the outlay a sum nearly equal to the additional gnuit of £300, made la.st
winter to complete the Establishment.
Besides the property immediately designed for the purposes of the
school, tlie Commissioners, with the sanction of the tegislsture, and with
the sum of Four Hundred Pounds granted to them last session for the
puiiwse, have possessed themselves of the dwelling house standing to the
eastward of this building, and a hundred acres of land adjoining ; and they
hope before another year shall have elapsed to see established in cormec-
tion with the school an Experimental Farm such as this Province ought
to possess, and for which the lands purchased by the Board are weU
sidaTjfed.
And now Sir, allow me in tlie name of the Commissioners of the Nor-
mal School to hand over to you as Superintendent of Education, this
4.
f)uil<Un« with H^ fumituri^ and npparatuH ; fin.l w.^ .lo .so in the o^surod
r..nHd«nw, tlmt the vorrny und ability at.d wis.- diHcrction, witli which y.m
will dificharKo the itni.ort;>r»t .hiti< ;* if«nmitfod to you. will hr h.npr frit in
thiir i)ow.rful and wilutaiy UiflucncC on the pro-iMMity oi' tmr Coitmiou
fitdjwl EUuctition.
The Revt'ii-nd HvFKUiNTKNDKNt then rose and dtlivcml the follow-
Jxt^Uc» mtii Oentkmat-'—yoM have .ju^t hoard a stafi'mrnt of the pro-
♦.^.•dtng« of the Dind.wH «»f thi« In^tittition, and it now drvolvr« on me,
Vhu'«nl HK T nm at itK hrad. to »i<ldre!« to ym n frw wonl^, ton.hiof? th.
w.aK to !)e done within tlu'i^e walls, the i>rovit»i.mH and anatif.'enH^.tH made
for .anying into rffcct this impoHant edueational tnatcrtakinf]^.
Ntwer, I helieve, wsw thrrc^ a prviod in the history of the world wlum
th« v«ll ii>r a sound popular rdm'ati(m was so ha.d and ho prevalent, as at
♦he jM-esent m.anent. 'riM.M... en>hankm<nts which so lot^g st(»od as tlie
dffem-e of the prer(»fj;ativ<;>4 of the arl»itrary, lordly despot— which Ji.rmcd
fJte Hf»t5 of Heparati\,n hetween a dominnrt olij^archy and an opprc^^cd
demncmcy, have been, In many countries, recently broken down, fltid the
torrent of popular rights i>f the claims of the mJi^seA, is now Nwc-ping
along uixi tlneateuing to bury under its Mirge all those distinel ions, winch,
MH'vMml rank, or patrimonial posHeseions, or jivstly earm-d kiur<'ls, may
iKive created and l<>Htered. And thi« i« no Budrh^u outburstin^ inutalaticm.
whii-h, however «V^solating and (k'struetivc for the (i?no will soon be WA
m tht ocean of oblivion, and only the trace (»f its .-ffccls, ifso uuich, b,-
ftnmd It h (b.e resnlt of a Utw o^" imiverwa appUi-^Ulon,— the law (U
human progression ;-that law which is dc«tiued to elovat.. man ti» the
highest aiguity, when all that is physical and intellectual tamll be ren-
dered subservient to the nwral, and the moral t^orve the high and exalted
wnik of his iMUurc.
And what irt to be done to accelerate i^ consummatum m glorious f !.«
it to attempt to bid b!*Jc the torrent by some authoritative Ih.t. or bymcje
brute force to «hat it up within its ancient inclosnre. No. Wliat thci. !
It is to impart to it a right dirwtion. It i« to preserve if within Uh IciH-
timat« ehawiel. It is to wst into its bitter an<l .voxioiw wateis the tre«
of intelligence attd raonvlity, that being thus ^.wee.tcned and pin-iiled. they
may sproad their galutttry influence far and wide.
In one word, and to speok wifhont a flgufis tiu' in.iss<-i. (.f the people
miwt ba e«%htened. th^H they may duly appreciate the e,s«<.,nco of true
ibwrly; they must be taught to respect the rights? aiuUmmimitiert of otheri
if tlwjy would haY« their own revspected; they must be trained to tim oh-
8orv:W9e of social order, if they theraselyes would fHsf« of its security and
lmppte««*. And all this can only be effected by the .liflsemination amongst
them of a soimd Cbrietiaa oducHition,— au eduction oommensivrute tothew
i
f
4*
J
wnnirt and iiccoMsitirH^^un o.liicatioM reaching to the very Bubatratum of
scM-irty,— a thorough popular cdt.cation. Wouhl that nuigirttratrg and
leKislalors, Mixiumxm ami philnnthropisiH realize! tlic va^ magnitude of
^ucdi im .idm-ation ! Would that eonln.unifi.^^ mm <onununitio^ were.
lhoi<Mi-hly n)nvini'<'d that thoMc wlio dcvoto their li.no and their witrgi.-i
to til.. pr<»nioli<.r. ofMUcli ui. . duoation arc th.-ir grrati-st, hen.'fhcU.r*, and
...Mtiflnl to (f.rlr highest hon..,. und rewards! WouM H,„j „ntion« ra na-
♦ioufl f»('li«!v.'d Miftt ;„ this edu.'oli.»n the main huUvnvk and glory of tlu-lr
•strength eorwirtt !
And Oh what, let me lurtJi.r ask, doo<4 thr, ..iieces.* of a national impular
edurnl.0 . mainly <l,.p(„,|? ()„ the vapahiliti-'H oi' tla- living agoiitrt, om
lh.Mpm.itinitii.n olthc tvaehns. An<» what is that ^juahtieathHi? U ii
»om«lhing moni tha.i a knowl.dg.' of the KnlyVetn to in- tftiight, ««■ o<lhe
powi'i-fl and disl..Miti..n^♦o^•tho^'ri{,^ent^♦;--N..,nahingnlore than ucharae-
l«r of the, »noHtunl)len.iHh;d,l»en<*vohnr<h.m'ri,»tion;— something more
♦hun a correct theoretic view of th<; he.nt, and most approved inethodH ui'
m\m] organization, or of thi^♦ and that branch of education :~^vcn a prac
tieur <-apahility ..f |»,,ehing,~a capahilily ivhich, h(,wever much it. may In-.
aide.l l)y a natural enth.isiaHm or an iid»erent aptitude li.r the work, vm
alone be matured and perleeted hy aofual experience, by a long proeens
«t exp<'rim(;ntal preparation.
Now, Nonnal School;^ have been s.'t agoing for thin expreaji purpoH.-,
—the purpo,se of imparting thin very <iualiticalion; and thin not mei-ety
by givn>g tlie l)eMt. possible instruction, and pvenenting the most eomptet-.
< --einpl.ticatum of a good and so.nid education, but by training the pui)iU
^ attendance to iwx an efHcient feaeln-rH. Thu.s, are theH<^ infrfit^itionH,
". thoroughly eipnpped, th(^ apprentice workHhojw of the land in which
re ««tabIiHhod-tho colleges of iJ,c peoplc,—t.he personification of
ho e<lucution of tiie e<,untry oiight to l)e,~the magazines for B«p-
». , , ^ teacheivs according to the want^ of the poi>ulation— tlie reservoirs
wheiice (low forU. tlr^j fertilizing breams by which the Iiealtlt d" the
ri8mg generation, physical, mental, mid moral, ia pi-eserved ond nmmshed.
Need we then be wirpiized tJmt in all countries where education has as-
-umed a thoroughly natioiiat aspect, Normal Schools should occupy such
a prommeirt poHitio.i~oi' that Mon^eur Guizot, one of tlxi most ealight-
«ned educfrtionisf ., rw welt as (me olthc mont distinguished Bt«teflme»,
^lH>idd expi-et«» it ns his most tkcided conviction "'I1mt that state has yet
«hmc nothing for pqadw edu'jation, tbit docs notiv^itch flwit Those wl»«
devote tJicmselves to teaehing bo well prcpai-cd.'*
And this brings me to speak more iKU-ticulnrly of the pItHVs m^ ar-
rangement« connected with our owii Normal School.
Kvery well eouipued NoimnI «<'bfwil e,»^c.;ot^ .a- i^^. a ..,. . .
Teacher HSemmary and the Model Schools; th<', fmmer being for the
i^mmmmiim gf profesBiy^a i,i^ructi.on, and the latter for e»pei%<?i,tai
,n,inin,, .1.. «no for ll.. unfoMinR of .lu- ,ninri,,l., <>f -1'-"' ""•"',
,,,,,,.rf:Ml,.. inM.nnin.or,l,,MU.,;.hKrur,l,..-M-"':l";« •' ;^-^
, l,.„fr„n l,-M,iM, kM„wl,.,l,.- ; H'^^ or ■■,.a„n„, > .o .
,,„„.„„, .,.,„. .r,,,..l„.,s Soumuuy i^ "" <•"" - J"' .-nM''""''. •■"""■*'" «
' „,no„s .„„,, v... now on-u|.y. .•.|«bl". "'-•-•'"'^ '" "^'•.'7:'"
„„,.,„. or,. nu, .i,„ s,.v,.n,y-.w., ,u„,n., » UL .wo v,-o,.,.,,o,
: ,s, . ,-„„,u.y ..■"- An,, or „„.,. ..on.,!,.,™, n n,u« .
,„ ,„„ ,,i„u „„y Nov,, S,.o.i„n .„. „„y ™..o .0 .. ,• n..l.un U » ,
,.^ ,yO„. I,oKisl,„n,-,. in isr,.t, ..on„.,n,l„.,.a the conv,.rtm« «. tn
, „,W,ervc .,:. end' fo,- wl.u.l, .....y n.-.. u,„.,„l...l, ,. nn .n.^s™ „,,,
a Non,„U Instil...... -boy o„,l.. to K..™ .«".-- '-11 .ho o.,,., H,-h h s n
,1„ ,n,.ry. inn>rl,i I...- ,u„l fn.-ni..n-o, in ox.on,,.! and .."■'"•l •'"
,-. ,r,.„„.,„; .h,.y o„!;h. .o \n- oM\M'<m of .I.e n,o.. n,,pn.v..l «..lh".U
„r'ih,. o,-,.Mimr,o„, .1,0 ,lis,.i,,lino m,,l n.inago.nonl .,f a <-o,nn,on .,-hoal,
a, w..,l „: of tho whole, slyl... "."1 -I..--"-' "f '!« "'"-f " «'7'" ;""'
s,in ,noro un,l ,a.ovo all, tl„y o,„ht ,o fun,i»b a ,„™..,.al '■^"rf'T;"'
.,r,ho in...„.-.io„ i,„,,u,.e,l ,u„l .ho principle, in,.nh-,..,.a m .ho Fcoho, h
Se.,ni„a.-v. And how, I a*,ean .hose ends be ac.oop-.,h,hed,nnlc»,th..s,,
„.h„,ls „ro cnti,vly and ahsolu.oly umU',- .ho sann^ 9y»..o,n of n,anag™>ont
.„,d rontvol us .ho Te,u.ho,--« So.ninavy ;-unlos, Ihey n,-o con.ple tely an-
;. :; head, and so a,T,u,ged as to not in pcfoct «,neon? Ami .he,-,.-
fore it was no. at ,J1 snrp,isi„g to me, when a. F,-,.m,ns!hame, Mass. las.
8prinK, .he only ph«e, 1 believe, whei^e the experiment has been tr.ed, lo
find L ,.tten,,' en.i.ely abaadoned. I fust .hat in these e,reums,a..ce,
the I^risU..u,e willevinee its nsaallibemli.y ,„ the eaase of eommo,.
educa.lon, and, during i.s next session, gr,u>t sueb a sum as wdl be sutH-
eien f«- he eree.ion, not only of two Model School, for the pr.mary or
e en,en.ary dei«u*nen., b..l also one Model G>™u„.ar Sehc .1, for the lat-
,er is ju.t as nseful as the fo,™er, as attested by the exper,enee of Up-
per Canh.la. Then shall we be in a position to say to the eand.date-
Ter^-hers, '■ Wc have given you a knowledge of the fitets or .raths ot th,s
or .hat bnmeh of edaeation-and we have anfblded to yon the i,r,n,.,ples
on ,vhieh the.e fuels depend, repair to the adjoining build.ng and there
will vo,. see the whole in living en.bodhnent, there w.U yon be taught by
exnn nlo US well ns by pfeeept, there will yon, there u.ust y..u a.-qun-e a
,It,.,d knowledge of your business, for beyo.ul the pree,neta of h,
Lhlishment sh,UI yon not ,l.;,art, until you not only knew the use, but
,..,,, „,.aetie.dly l„u,dle all the t.«ls of your future profession.
' lint there is another .natter eonnec.ed with this eduea.ional «,,dertak-
in,- to whi,=h T mns. briefly advert-vi.., th,- experimental Warden and
IHrn. There we three gnind mines «v Uwtrcs in this Provmcc ; one
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18 in the sen, anofhcr vr Uu ).■ wfls oi' tlu- «u»rth, and nnotlut- on its sur-
facu. or thfs.. thr . H)urcf.« of w.'ahli an.l of .rononii.' comfort, t!i.> Ia.st
is in our opinion. .. ...mst dinrily nnd inim.Mli.it.ly impurlant. Xln.h
lia. Mir.'M.ly Im". «I<.n. in tli.> <Miltivaii..ii ..f (!..■ s,,il, ..,,„1 ii, tli.- «lcv..lo|>-
ni.nt of its vi-^nmrrA, mucli is n..w la-in- .1 I*iit mu.-li y.-t remains to
iM'd.m.-. Our far-lam.".| A.;i{i.:ui,A nuLt hcrom.- a //>% ..pistlf. li^
pr..foun.l. i^ci..ntiti<- priucipl.-. nni.f !..■ trail .f.n..l fn.m tli.' prinl.-.l ^a;in
to the open fi. l<l~an.l hv actually iM-licl ii.rlli iu .ln>iMa-.', in ■Hshs.'^il
pJouf^'hin^, in tho applicalion of il,.- fmili/.in;; ni-dir in th." appn.pri»itc
rotation of roots an.l p-ains .'tc. Tl..- stock wlii.-l, lii> Kxcllciicy, the
LicutfMiant Governor, is so asHi.luon..ly ami p<T.-cv.'rin;^ly intn».Uicii!;,MiHo
the Provincr, must not only 1>.' k'-pt from (Ic-.'ncra.-y lait 3..< imprnv.-.l
mul pcrpctnat.'.l. Ami how i^ all .his to Ix- ..iIcct.Mli' liy tlio .litfu.-iMn
of sonti.l and .'nlij^diUMic;! inli.nnalion, in ila- llrst plac.*, and hy actual c\-
pwmcnt. in th.- second. And l.y what ncans is tlii,> inf..rinali(>u to \u>
disscminat.-d, ..r !li,. livin^r pr..(,fi„ I,r pre -nl. .1 ? Tlenntlen \v..rd m^iy
d.) much— tin- i.nhlic leciur.- juay do'inuiv— hut thw ^ran.l nM-dium of
propa^ijati'". * hy tli." instructors of otn- y.»ui!i in every locality. In their
sfudi.'s h I . accordin;;ly it is our fidl int.'ution (.Mlonmple jn-lice. to j^ivr
high prominence to v.';;etal)l.- i»liysiolo;ry ;„„i imr,.i,.„iii,,..ii ,.l„.,ni,sfrv.—
An<l in this depaiiment foow.; shall have oin- model xlioul, in the shape
of ju! Exp.rinu-ntal Carden and Farm. There will the Can.lidatc-'rea. ■ -
t'M have full opportunity of p.'rv'eivin^' with their own eye tho application
of f^cience to the cullivati(jn of the ^.il, and of obsi.-rvin;: the actual results.
And not only so, but they will learn hy |»r;iclicu tlie ver} way in which
th.' implements of horticulture and a-ncu!lu"e shonM he used, h. as to
produce the ^nvatest resnii.. l.y the least ox].endituro of physical sirenglh.
And this knowledge, hoth theoretical and j)racfical, ihey will not only
communicate to the youlh under their charge, but they will .lisplay it in
their own garden; for we do trust that the day U not fjir distant when
the garden for experimental ])uri)oses, as well as for moral training, will
be considered as in.lis[)ensable to the schcjol-house as the; furniture within
its wails. And is it possible to over-estimate the beneiit accruing there-
from to the Province, or how largely ii v.'ill contribute to the advancement
of it^ economic w(!ltare,-~no( only by i)ublishing abroad tho rcoults of the
experiments made, but by .listribuling throughout its 'cngth and breadth,
all new vegetables ;ind fruits, all now roots and grains, whose adaptation
to our soil and climate has been fully tesled atid proved.
Such is a brief outline of the wmk to be domj in comiection with thi,^'
establishment. It will be observed that I have said little or n(»thing in
reference to the .system of e.lucation to be i)ursued or the i)rinciples on
which it will be conducted. The views we entertain on these vitfdly
important points we shall have occasion more fully tc set forth when our
model or practishig schools come uito operation. Sutiice it here briuHy
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to eay, that the system, the Norma or rule of education which we have
adopted, and wliich we intend to carry into practice, is that f^ystein which
treats not so much of words as of things, — that system which consists not
fio much in the amount of instruction as in the mode of its being commu-
nicated, — that system which, inteUcctually considered, exercises and devel-
opes not one but all the faculties which the Creator has bestowed on his
rational offspring, and all in beautiful Iiarmony ; and all this by a i)rocess
of picturing in words the idea or lesson intended to be conveyed: — that
system which, morally regarded, deals not so much in dogmatic theology,
as in actual practice ; — not so mucli in enjoining and exem^ilifying, as in
draining with a view to the construction of character, the formation of
habit ; — that system, in short, Avhich regards man not in part but in wholt*,
as a complex being, physical, intellectual, and moral, and which educates
him accordingly; — a system this, which, a? it is tlic most natural, is the
most philosophical, and comes recommended to us by the highest of all
authority, even of Him' "who needed not that any i-hould testify of man,
for he knew what was in man."
Arid, having thus indicated the system, need I enlarge on the principles
on which this Seminary will be conduct*^!. That knowdedge is ])0\vei- is
a self-evident proposition. But it ought to be borlie in mind tlial it is a
power for evil as Avell as for good; and, tliercfore, all dcitcnds on the di-
rection it receives. And hence the necessity, the indispensablf necessity
of inculcating lessons of soiuidesi and broadest moral' ly. And where are
these lessons to be lenrned? Where but at the foimt;iin-head of all mo-
rality — the Bible. Just as we would learn our lessons (A' astronomy at the
feet of a Newton, or ofniechanism at the feet ol" a Walt, *ii- physical
exercises at the feet of one viho is tjie very ^'uibodiuKMit ol" military
obedience, proLj^rtitfide, jmd precision — ro Avoidd we Icain our morality
at the feet of Him who taught as never man taught. But not oidy nuist
the morality of the Bible, — that morality which springs IVom the love and
fear of the Supreme Being, — be enibrced by every possible cousidc'ralion
and motive; it must also be pi-actised. There must hv a tlmrough moral.
a? well as a thoro»|gh intellectual and physi''!d training; — and it is this
that puts the cojiestone upon the whole ol'the gorgeous, the synnm-tricnl
temple of education. Then, and not till ihen, have we any niasou to ex-
pect the full-grown, the ripe fruit of a national education. Then, and not
till then, will the glory of popular education sliini! Ibrth in all lis resplen-
dent lustre, — in \\\v int<'lligence, the liberty, the order, the ha[»piness and
the prosperity of all ranks and degrees in llu^ commiuiily.
In conclusion, allow me, v/itli all resjiect, to ex[)ress the hope fliat as
tlic Leirislature lias now laid the onlv solid (onndation tor providing a
competent supply of eflicient teachers for the Province, they will g<» on,
and in their Avisdom devise those measures and pass those enactments,
essential for the erection of t'l goodly su[»erstructure thereon ; such, for
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example as a more aa^qiiate and certain remuneration for the teachers a
t .orot.|rh system of'looai insp^Kion of.chools, the elevation of the standard
ot trachu.^. (,nalinca.ion and the like. The Province has, by the attend-
ance oi so many pupil, at this tli<. first session of the Normal School-an
«ftendan<v which, considering her i.opulation and her means, is, we hold,
unparalleled in the history of Normal Schools-furnished the most unmis-
takoable evidence of her approxal of the step ^vhich the Legislature has
ah-ea.ly taken in the passing of the Normal School Bill. Let it then be
encouraged and emboldened to hold on the course it has already so nobly
begun, satisfied that it is in this way, and in this way alone, the evUs of
Ignorance will be dissipated, the productiveness of human labour aug-
mented, paupo.ism and crime diminished, and the prosperity and happi-
ness of the ^vho^.• community largely increased and perpetuated.
After this address, the Superintendent stated that the Directors had
not deemed it expedient to draw out resolutions, but had left it to the
gentlemen {.resent to follow the train of observation they might think most
suitable and profitable for the occasion, and called on the fbllowmg gen-
tlemen 1)1 oidor, to address the ineetino-
The Hon. WiLLiA^t YouN.., th. Attorney General, said, that having
come from town for the express purpose of being present at this ceremo-
niMl, he could not but congratulate the Superintendent and the Commis-
sioners r.n the signal sucess that had attended it. Sixty-fbur pupils,
drawn from all parts of the Province, surpassed the utmost e. r^ectations
he had formed, ami from the honorable motives that had broJ^ht them
the..., we.-e an .arrest ol' future excellen^'e, and indicated a wholesome
spn-.t widely diffused through our people. The first Normal School in
tlic State of New York av,h formed early in tli.. year 1845,— that of To-
ro.ao, ulneh might serN e as :, model on this continent, began in 184G.-
Our eommeneement UM.<,n a more humble scab', but much might be ex-
pected from so many of the ,.Ii,e of our youth pressing voluntarily forward
and havmg determined to train themselves to an independent and mtellec-
nul pursuit. It gave him also peculiar pleasure to observe that the ma-
.]onty of the pupils were females. The experience of New England had
.^■hown that they were better fitted and more to be relied on than male
teachers tor primary schools. Sidney Smith had drawn m one of his
works an engaging picture of an old crone, toothless, with bleared eyes
und palsied hand, but who vvas still the benefactress of the viUa^e, as the
nistru<.tress and guide of its youthful population. How much more, then,
ought we to rejoice, when forty of the maidens of our land now seated
before us, were about to .le.hcate their fresh energies, and the very bloom
of their youth, to the training of the infapt mind. Their example could
not fad to exercise a most beneficial influence on the society around them.
Iruro had been long laoted for the beauty of its scenery-^-too attractive,
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pf i-haps, aooonling to tlif maxim of Dr. Watts, for ^oyorc and continuous
sHuly — it lind oontribntod to tlio Loirislaturc of tlio country, in the late
Master of the Rolls, one of its most /jjiftcd minds, — and it would earn a
\u^v claim lo distinction if, hy a wise liberality, it m'\ the example to the
A>;veml)ly of fosterhijjf and endou•in^• this new institution. The Superiu-
teiidc-nl, in his exceHent paper, had opened up oivat designs — two model
: (4ools — a model grannnar school — a botanic gardcMi — an experimental
farm. How far tln^ Le^rjlslatniv would be dis|)osed to meet thi^sc expec-
tatidis he was not i)re))ar(Ml lo say, nor would it be wise to give pledges
on the pai't of the (iovernment. The success of the experiment would
generate a kindly feeling on its behalf, and tins county and township, de-
riving a more innnediate and local l)enefit, should offer some contribution
toAvards its extension and sn])i)ort. But while he thought it incmnbent on
him to speak guardedly. i( must not b(> supposed that the government was
msensible to the increasing and urgent necessity, the paramount importance
and value of providing a better education (or the people of the Trovince.
On the contrary, a measure ol'a ftindainental and c<miprehensive eharac-
tc- was hi course of preparation and would be presented to the Legisla-
ture at its next session, and sustained as he had reason to hope bv the
powerful iulluence of the Lieut<'nanl (Joveriun- and by ali the members <»f
Ihs Couneil. He trusted then^ would \u\ i'onud in the new House the in-
telligence and public spirit to carry it through, tliat this large and influer
lial meeting, each in their private spheres would recommend it to pub-
lic favttr and that member.*! Avotild no longer dread the o])position or re-
sentment of th(ir constituents. This aus[)icious opening was the lirst
:i^,tep of a new era in our educational history. The Normal School of
(tla-gow, with who-ie [»ractical workings Mr. Forrester is thoroughly con-
versa**, was pi'onounced by Dr. Kay in his evidence before the House of
Commons, and by other high authorities, ;h; the l»est in the world. The
Sitperintendent, theref(>re, had derived his experience from the purest mo-
del, and every om; must admit hi-; ability and zeal. He had selected his
two assistants, INIessrs. Kan.l;it and Muihulland, with th.' ccjrdial appro-
val of the Govcrnm<3*it. Rules liad l)een framed to preserve the strictest
decorum and the studious diligence of the pupils — their attendance each
at their own jjlnce of woi-ship. \\hen>;ueli place was to lie found in the vil-
laga, w^s required, while any interference with their religious opinions,
would be cai-efully avoided. And in conclu- ion he had pleasure hi baying
that he felt himself amply repaid tor the fatigue and time devoted t<.> tliis
Jouriiey by the air of cheerful anhnation, which had pervaded the whole
of the eeremoiM^d — liy the ha|)py tiices that were beaming around, and by
ilu- jl^;t expectation of soliil advantages to the puj)ils and to the mass of
rile people. (The Honorable gentleman wlvo had been frequently inter-
rupted by plaudits duiing his sj)eech of which the above is only an outline,
resumed his seat amid loud clieeruig.)
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• The Hon. TV.v.voial Sectkrahy .aid,-" R.vrrond Superintc^n-
<l-nt, r M„i ^'lM,llhatrnmnot<,ftl.o„umI,n.<.f thos. whose oxch.s for
«l.snK.. luvv. b...n r.a,l at your tab]., for it lu,s afford.,1 m. muc-h ,>Ioas»re
to I- IMvsenton an occasion so int.ro.tins a. iho auspicious inauguration
o an I,.sf.tm.on fraught, ns I boli.vo this is, with pron.is. of Ann;. l,en.-
f.t to N.na Scot.a. 1 l.el l.owever that I am here not m.reiy as a pri-
va e nu .v.<h.al to n.dui,e curiosity. <.r to receive pleasure, bul a. a .nL-
be. ot the dovernnient charocd ,vi.h ..rave responsibiliti,., and with none
more ,rave th.n that which relate, to the education of the people. sZ-
^ir^ .s even no^v in progress to encroase the material wealth, and pro-
;-^^^'''M>h; u-alprospenty,ofthe Province. As we advanced toward.
HMO yesterday, on <M,r slow and weariso.ne .journey, over, or rather
through, roads that aptly enough illustrated, the necessity ior some im-
pvoven.ent n. the means of locon.otion, an earnest of this to t.e aeeotnplish-
ed at no very distant period was certainly afforded bv the spectaele of
opomfons at a raib.ad, an<l at a c-anal. liut, whilst ^e behekl with ' in-
U.pl these nnportant works having ibr their object all those advantages
vlnch have u,VHr.ably attended these itnprovements wherever they have
;:? '"'r^"^'!"'' ^7 '•'^^'-•^''<» ^'-^ th,.ir value would be greatly enlLnced,
d those loiMvlKHe benet.t they are designe.! were taught how to rendej
most avadable the natural resourc<^s of their country, the labor of their
mvn hands, and those appliances which art, and scicnee might plaee at
^ -.;■ connnand. To pron.ote this object I c-an conceive nothing nL con-
ducive than the a^.nry of those young persons of either s.^v, now heiore
me, who are ilu.s d<.voring their youthful energies to the sacred cause of
educating the young, desiring to be systematically tai,ght themselves, in
urde,. that they may be qualified systematically to instruct' <Hhers. l^.i.
jndee^ .s the especial design of this institution, and it was well retnarked
by a Reverend g<MUleman wlu,se absence we have to regret, that he re-
gards US legjslatn e <.rcation, a. an important <.ra i. the history of our
-Hmtry 1 hat our future annalist will, also, .o consider it I am fully
persunde<l. It you who a.pire to b,.c<.ue teachers, impressed, as I tru t
you are, w.th a becoming .ease of the very important parts you are de:
t.ned to perlorn. on the great theatr. of n.oral ac-tion in your native land
u.t up to your dut.es, and I may add, your privileges,' whilst here, anJ
wlum you go forth from these ,,uic, seats to the various spheres ofu.^eful-
«.ss at be b.^ ond, there fhithlully pcrfbrm yota- appointed work of labor
and o love and you may be assured that in some greatly advanced sta^e of
educational progress, when it shall be viewed in contrast with its pr;;ent
.tate and m <.onnexion with its intennediate conditions, the importance of
your efforts and acts will be gratefully acknowledged, .md your memories
wU be blessed when yon are m your gnives. Distrusting eve.y system
amtj, apart from diversity of sects or of opinions, I hope that the in-
14
-fniotion wliK'h yon i-por-ivo horo will re t on thnt snpport. nnd tlmt it will
lorni the loimtlntion oriliat trai-hinjr wWich you sIkiII liercuricr impart (o
oth(M>:. I cfinuot conenr in th.- opinion iniimatfd in the noU' suldresscd to
you by a liij...li ilif>nit:ii-y of lIk- Ciiiuvli of Enj^Miind ;is tollio snp.Tiurity of
Halifiix to this pUuv Jbi- thf sent of tliis Institution. Tlic sacrotl !iI)o(1(m
of It-arninor in the Bi'ifish Isles were solooted by our anceiitor.s tVoin the
fje('lu<ion and luitd (piiet that originally pre\ail<'d around them— oiroutn-
S'tanees more la^•ourablo, in my judgemem, lo intellectual and moial ,,'ul-
ture, than the attraction.; and the allurements of popnloua cities. Beside-j,
we must consider that a normal fai-m and jjavdcns, hi connexion with the
main design, are in comtemplation, and in this vie.v there, surely, can be
no compai-ison betw-en the granite rooks of the metropolis and the fertile
intervale of Truro. The attainm-ni of thi?. secondary object is evidently
to be desired, for we can scarcely aderpiately estimate the advantages to
result from it. They will, indeed, be gi-eat, if those who asjiire to success
in the noble prole«ion oi'agrieidture. or in the delightful |.ursuit of gar-
dening, may, hereaftt^r, resoi-r hither, and not merely learn, within tluvse
walls, (he theoiy r.f tliose sciences, but in the li.'lds and partenvs around
them, acquire a i)ractieal knowledge of them, if here they may learn how
every agrieidtural o])(M-ation can be performed upon the most effective,
and economical i>rinciph-s beholding ihc actual re-,ults of the most improv-
e<l experience ofolher lands, and of the most scientific discovei'ics and at-
tainments (►!• other men. Very recently I read a striking instance of the
advantage of educatiou in relation to (he improvement of the l;md.— The
gentleman referred u, had become tlie owner of a largi; tract uf land, the
greater part of which was a bog, useless in itself, and by ils perclatinii
w.iters greatly injuring .another portion which was of Ix'ttci- (jualitv. To
drain the swami> was, of course, indispensable, i,„, j,,, ,.(.f|,.,.,,.,| if^vhilst
df.iug this he could not (,„-m (he wa<te waters to account: Tins he ac-
eom|»lished by direcfing them through j.a<sages (>ut in the lune s(on<'rock,
below, in such (iuantitie<, ;nid .at such periods, ;h enabled hiui i)y iheir
means to s.'i in UK.tion a machinery that performed (he nio^t important
operations of his farm. This \,.ry morning, turning over, a! tlie hotel, aii
old tile of the Albion newspaper, a celebrated speech of Lord Brougham
wa>i presented to my eye. and recalled to my nunnory, which, in the ner-
vous language of that remarkable man, expresses the dignity and the in-
flnenee of the calling which you have chosen. After Mr. Canning liad
been driven from office, and the great Captain of the age had assumed the
reins of power. Lord Brougham said, ''Field Marshall the Duke of Wel-
lington may take the Navy, may take the Army, may take the mitiv. may
take the great seal, 1 AviU give lum all the^e, and I will go finth to battle
with him, relying on the strength of th(^ constitution, and I will defeat his
attempts to invade it though he appear in full military array." '- We are
reminded," he continued, " that a great ^^oldier is at the head of affliirs, but
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thoro is a personam., now in tlic world loss imj.o.sin- indexed but f.r .,
;.Hue.iaI,^,,u.sei.ooln.s.risa,..ad, and I .W,l t^^^^Zl
a ,n. oh for the great soldier, though anned in panopl, of proof'' Mon
deeply nu.st we deplore the loss of that great soldLr ren ov J^l f.on J
when ^^ our need i. tl. n..." We liv. in peaee and auiett:^'vhn:t^
din of .u^s, wars, and rumors of wars, rage, and are heard fh,m a ' b v
ns though not indeed unmoved and unaffeeted by then. ! It " ^ 1 ^
however, that if a sound n.oral and religious edueation were even ^Zd
in .ts operation, and its influenee, War, that dreadftd scourge of the^unn u
i-ac. would eease for the people would be too humanized ^nd to<;e ""
ened to pe™,t a despot from the htst of power to play the dea.Ily gam! f
wh.dUhe forfeu . their peaee, and blood. Philosophers do ko h "^ '
<-^^- ••^;N and, to a eertait. extent they Ju.ly attribute, nn.eh of te
ciime that eauses so nuu.y to be an-aigned at tbe ba,- of ju.tiee, to re^non-
^.hle ru .. who have failed to proeure fl,r thes. unhappy ,ne, ed u^""
to slneld then, from the ten.ptation. of evil. A la.^. number of ^Hnn 7
n every and, are nnc,ues,ionably, of tlu- numb,, of tbos,- who have n.>t had
I ; bene o mora an.l religions training, and, therelbn-, none ean too hLddy
estmuUethedutyolth<.en..Ievatedsta,tionst<>pn>n.otebvallpossiblem;nf
^e e. neanon of those who are unable, or unwilliug to r-.-oive instna.iou'
It IS afh.etn.g to refhrt that it was whilst elo,uently expres.in-v „,, ^^
nu-nt t,. a grandjuij. andwhil.t, in eonnexion wi' =t, lan.onti,; ,1.;,, w.ut
of .-ordial syu.patl.y an.I soeial feelinr, between tl.< ^d.n- and lower .-l
S|-s n, Englm.d whirh h<. tl.ougl.t had n.ueh tudo with the growth of. nmr"
that a learned judg. and inost amiablo n>an lately yiold.vl „,> bis ,,,,.,h;
> oung ladies an.I gentlemen, y<,u an- ..utering upon a ..ourM- that will en-, '
.].■ yon, n, a ve,y tew years, to .x..,, an important inlluenee upon the li,-
tnro destnH<.s ol your <.ounlrynn.n, and. bring persuaded that tb. I.un.fn]
^ml.e.pationsof y<.ur lulure uselidness, whieh are eonlidently induK<'d to
day, wdl not b. di.app<,iute<l, T conHud.. with Ibo rxpre.sion of a iJrv,.,,
Lope .bat the lulur,. e.lueational eon.Iiti<,n <,r Nova S.-oiia, as .on.pared
w.th tiK. present, may be as the ^pK.ud<mr an.I .•l.eertuln.-.s of to-.lav eon
trn :,.•.! with ,b.- obseurity and tlu- gloon, of yesterday, and that tl... n.tur,"
v.mryoi y..ur combm.-l exertions may be as harmoni..us as the .train
o( jour own village band, to whi.-h we have just hstene.l with so'n.ueb
gratifieation. "
Th- lion S. C'KKKLMAx spoke t., the Ibllowing eflbet. Mr. Superin-
t.'ndant, Lad.es an.I ( ,entlemen :-li- over 1 wished fbr the gift of eloqnen.v
.( IS on the present oeeasion. I find myself entiivly ineaj.able of Uviu^
expression to the feelings whieh I experienced u.u.n entering this b.dldn,:
u-day. Wl..'n 1 beheld the hiteresting speetm'l.. of so many intelli.r,,;;
l.M.kmg young persons as these now bellav us, who have entered as pm.iN
i'.r th.. purpose of becoming .jualilied for tbe important office of teachers
an.I thereby affording such a decisive manifestation of the ur-^ent necessity'
16
that is felt for this institution, T thought to myself: This is enough. 1
could not do otherwise than h(;artily rejoice at thn prospect wliC-li our
country now enjoys, of being, ere long, supplied with that which, above all
other thing?, is mo- 1 essential to it? prosperity— « hand of competent and
well trained Educators.
To form a proper conception of the iir.porlant po.Mtion of the Educator,
and the value of his services to society, it is necessary to refer to the nature
and worth of Educttion. To this subject, therefore, l' sliall conHnc my
remarks on the pre >ent occasion. Education may be viewed in a restricted,
or more (extensive sense. In the form<'r, it may have reference only to the
fitting of the child for the future man, but in the latter ■^(.'n<e, we ought to
view it as the instrument of fitting man for his future bein;r. IIenct"it has
been so often and ^o variou dy dcHiicl, that it becomes (lifficult to know
which definition to >eleet. One writer on the subject has said: " E<luca-
tion ,-.liould have for its aim the developemcnf and greatest jiossibl,^ per-
fection of the whole nature ,,f man, his moral, intellectual, and physical
nature. My heav ideal of Imman natiu-e avouM be a being wliose intell(>c-
tual faculties were active and enliglilejied. whose moral sentiments were
dignified and firm, whose physicallbrmalion was he;,ltj,y and beautiful:
whoever falls short of this, in one particidar— be it but the hvist, beauty
and vigour of body—falls short (.f the standard of perfection. To this
standard T believe man is ap|)r(xiching, and 1 b(' ne the time will soon be
when specimens of it will not be r.;nr." It must, inde.'d. hr admitted that
this is an elevated .standard, that it is a high |M-ize to pres,-. forward to ; and
yet who can say that it is above tlu^ reach of man. liut hear .another defi-
nition. Tliese are its words : " Educilion includes all tl.u e iulhiences and
disciplines by which the faculties of man are unfolded .-uid perfi-cted. Tt is
that agency lliat takes the helpless .and pleading infant fican th(« h.-mds <,f
its Creator, and apprehending its whole n.iture, temi)ts ir li.rlh now by .aus-
tere, and now by kindly infiuences and disci[)lines, and thu- moulds it at l;ist
into the image of a jierfect man. .armed at .all points to use the body, nafun^
and life, for its growth and renewal, and to hold dominion over the tluctu-
aling things of the outward world. It ,-eeks to realize in liu' soul the image
of the Creator. Its end is a pcrf.'ct. man. Its aim. through every stage
of hifiuence is self-govermnent. T!ie body, nature, iui.l life .are its'in.slru-
ments .and materials. Jesus is its worthiest ideal, Christianity its purest
organ. The (Jospels are its fidlesi text book, genius is its inspinuion—
hoUness its law— temperance its diM'ipline- inunorfalily its reward." TheM>
are undoubtedly strong views, mid yet who can deny that nothing lei.s
would be adeciuate to the Avants of juan ? But even' in a more resti-icted
H'\\M\ educiillon, wjuai \ iewed as the meat
intellectual faculties, is a subject of the most im|
IS of imiu-ovhig tile moral and
)OSUH»" COUSK
lerat
ion.
1
man from that stale of degr.adat ion to which lu; is doomed unl
•edeemed by education, to unfold Jiis physical, intellectual, and moral
pow-
■
17
ty o, „,„ p|.,l«,,, „.,■ ,UKl ,1... ,.hih„„l„-„pi„. A .„„.pari.„, „rtbo«,va.e
nv,l,„.d c.o,m.,-,v, ,v„„l,l l„. „ I.nH' l„„ in.pre^ivc rcpre*nto,i„n „f the
in<Mn.nloiMimpnrt,.mv(,rmlimilio,i.
on a,„l u.a,nu„ „r,b. ,„,„„ „„„ ,,,, „,,„,„, \ --^
■V m h,» ,m.Mon .•■ I be rim,- ba, g„„e b.y wb,„ ,„,,„ ,l,„u,,|,t Uu, mission
be .0 „otaa,.,.r ,va. ,„ boat ,bo robollio,,, will i„.o .„bm\,,i„ , . ead
om ,,„u, „a}. fbere is a story of a German schoolraa.ster, ,vbicb
.ws tu, low notions wbi,.b n,ay bo o„,eru,ined of education. '.St uber
tK- predecessor oi (Jberii,,, U,e pa.for of Walbaob, on his arrival at le
nto .. m .erablo cottage, where a aumber of children were crowded tOKe-
ther wnbon, any ocnpafion. He i„,nired for the master. < There h^? '
nan »ho lay „n a In.le bed in one corner. -Are yon the master, my friend*'
a ked Stonbor ^es sir. And wha, do yon teach the children? Notl"';,
Ihmg raj .el(. ^^ by, then, were you appointed the schoolmaster ? Why
..,r, I had been takmg eare of the Walbach pigs for a number of years, and
when I go, too old fbr ,ba, e.nployment they sent me here to tie ca e of
the dnldren.- Now, al.bongb ,his specbnen is in,eri„r to any.hinTeve
.■ecogm.ed as a .school in ,bis ooan.o,, ye, i, is no, beyond ,he recoireeln
01 some when a g,,at ma,,ori,y of our schools were ,aught by persons wtrse
servces were rated e.trcnely low in any other emproyme" But W
p.ly, there ,s an nnprovcnen, ; and, ,al,bot,gh we are far from beinM
ol lb,., ,na,eral n,nverse,-,hat ,bere is there the first rudiments of menf.1
grea ness and moral grander, which need but the skilful educator a™;!;
bk»,ng of God ,0 .m.ke Ihem expand into possessions more beautiful and
mo,.e prectons t an the most e..quisi,e creations of mechanical skill. And'
hn, the c.v,h.ed world .s fast coming t„ the conclusion that as the matcri-
. U upon whtch ,1,0 educator has to work ar^ of the most precious descrip-
Twh el ,,'• ™'^"'r' "*■"'' ™-^ '"'"'"^^* '''"'• Upon the mann r
.n which he does his work ,hc hope of a whole generation depends and in
ameast^e, the gradual developement of the human race. lTre£e" bu"
8
I
18
little reasoning to convinee nyory one tl.at ^the ^vl.ole "suoeess of popular
nlucation depends upon the skill nn.l qnalifi<.ati(n, of the edueator. -As
IS the teaeher .so will be the sehoo!." Eyory school possesses its peculiar
and distinctive character, and that eharact,.- is the character of the master.
Ihe educator should be a perfect example to his school. I remember a
circumstance which took ,,lace in the first school I ever attended. There
was under a closet, in one corner of the buildintr, a place called the black
hole, where dehnquents were sometimes confined for punishment. On one
occasion another boy and myself were sentenced to the black hole. We
had been but a short time in durance vile, until a number of the scholars
-having on their bonnets and cloaks as if they were poing home-came
to the outside of the building, and informed us through the .apertures of the
underpmnmg that the school was dismissed, and we were to be kept there
f.r S.X weeks. Well, we of course thought this a rather serious matter,
and our first concern was, What shall we cat? My fellow prisoner affinu-
ed that at a certain depth in all places sweet sicily was to be found, and
accordingly we set to work to dig. Before we had made much pro^^ress
m digging, or were much m need of food, the bars of our prison were re-
moved, and upon bemg released we found the master and scholars in the
Bchoo -room. The teacher had, therefore, in the presence of t^e whol.
u^i TT'i^ """"^'^ "^ '^' "''^"^^"•^ ^^ g^ '^ "« ^^itl^ ^ ^l^liberate
untruth . JVow, Sir, I suppose this transaction was thought very little of
at the time but I assure you I cannot now think of it but with painful
ieehngs \\hen I say that the teacher should be a perfect example to hia
school, I do not mean that he should be a perfect mau. But his conduct
before his pupils should at ail times exemphfy the i>recepts which h. re-
commends. Of what earthly use can it be to expatiate on the beauty and
vaue of truth, when the quick-sighted scholars know that at every exami-
nation of^ the school, the teacher palms a cheat upon the world by a svstem
ol deceitful cunning? We have only to think how readily a child take
impressions, and how prone he is to be affected by any influence, good or
bad-how accessible lus heart, and how easily his affections are moved
-and we will not be surprised that the whole future senior life is in the
keeping of tln^ teacher, to whom it appertains to guide the first tottering
footsteps, and to cast its die, for moral weal or woe, to its dying hour-
m wh oh the best sympathies of oar nature are cherishe.l. And, sir, there
.schools in which the temper is soured, and the mind rendered I pi-ey
to liurtful and vicious passions.
»n,Uh 'f '°f ""!■ '"" ^■" '^"""icictly funnel after tl,e model of a ho,,,.,
ami the teacher alter that of a parent. The old h,v .l' ,ho „,a,ter is ,h,
he .tantis in the plaee of the parent ; a,td .o he .shoutu : lu S; r do
th.A.,«.i«„rf, ,0 m the school the loving teacher should b^ikLhooliaJ.
I
f
19
no™ I,, rulo l,i. IKrt, emplm l,y ,l,c law „f l„vo'or of frar' Do., U
..our« „„l,.,-. oI„,li,.,„.o, an<l i,„l„s,ry l,v i„m.i„., ,h. ,171- .Itf
;; s:.';;i-r,r irr ?t -^ ""-• - -■'p-'-'^.^-ia^^^^^^^
pun,, I, „t ,lul,,, ,„■ ,|,„.s i„. ,„,,.„ res„lis. ifnol hy a rn,l ofiron hv ,1,-.
V y ,.a,v exp,.„„.„,_a„ i„,.sis,l„|<. „,„„„„„, „„,„ „„ „„„^ ^;<- ;"
<W „ han ,ut a ,„an'. ,„v„„l,. caa ,.,npl„y. Bat it seldo.n p™,„„c, a .2
^ff. , an, fr„qa,.,„ly ,l„. n-vn-sc-. (^..-p,,,,,! paaishm.nt, vh™ any ,S
.o«. IS ...a ,a the, boy, b,-e,.,ls a. n.okle.s „.,„p,.,., ,„at ,l,.,i „ „„. pZ a he
po,ls the very ,,i,.it al'th.. mo,-,. ,..„„„ h„y. As waris^h,. h,.,t Z'a "
k.ng». .k.a,h th,_, „t „pp,.a, „f ,he la,v, so ,h. ,,„, .,.„,„„ h„ that'oT h"
.ohoolma..,.,-. . ,h, a,„ aa-au ,„ .„y ,h„t all paaishmoat i, aaneeemry F
K.,„w ,t ™n„o, bo „i,p™3cd with. h,a i, ,.h, , ..oasi,,,, in the ,„„XL
0/ .l.ss;n,e,. aa,l not ia the .,u,„al sea* .,C paia. A bay may eater a
.ohoal amatble aad brave, aa.l by six „,„„th's bad a,aaa^en,e„I le at it
obs .aate a,,d stabWa. The .aaste,- has aever carted Id, affectiotlo
haileaged h,s eon deae.. ; and aow he despises pain wi.hont fliaehias fo
.< IS the pr,ee a, whieh he bays ,!„. seeret ad,„i,,,tion of his peers. Seve-
my eaher begets .lefiance or it begets terror. IC defiance, l,e„ all disc-
P .ne tads, nnless yon can pass froa, ro,ls to seorpions, aad from seorpil
. h,n„b.sere-vs I. ,t begets terror, terror will take ,ts refnge in eunni "
or lalseho«l, „a,l as all the blosson.s of nobility of eharaeter drop off^:
!:',::';rh:;." ""■- -'-' "^^'""'" ' "■ •"--^'■' y-^ -'- -^«
Perhaps it ,nay be thonght that I an, saying more than is „eces,,ary on
- ponn, and ,l,a, t ,nn oeenpying tina. in disenssing a snbjeet which ,"
be yonr dn,y. Mr. Saperintendeat, ,„ itnpress upon the minds of yo„
puptls: bnt „,y .,„,,„„ „ .hat I (eel that the mode of discipline i„ school
.^ second n, ,n,porta„ee to nothing that refers to their management. I have
een the pernaaons efle.as and rniaons conse„nences of tvratlieal „,le a"d
I bave, wnnessed the happy (hdts o( ,he law oCkiadnes; in schools, and I
am eonvtneed that we have nsed the rod too long, and ahhongh there is
ii. pp.ly aa nnp:,,venK.al n, this respect, .^.s well as in others, yet there i,
a lond cry and „,-ge„t necessity for a farther advance in the san.e direc
(.on. It ,s tnne ihat pareaLs speak ont on the snbject, and instead of en-
conragtng the Iree ase of the rod. in sela„,ls, ,„ orohibit it. I know that
".any parents eajoin strictly on the ehildre.i thernle llutt no tales are to
he told oi.t ot .scli.ol. But, Sir, I deny tlmt any teacher has a right, or
necessity to do a.)y thing in his school, which should not be
out the whole school district. Let the teacher not enforce
known
authority
any
gh-
by
the use of the rod, but let him ivmonilicr that niiother and a bettor instru-
mcnt has been provided lor hiru, ami tliat iiistniim.'iit is iovt; ; and I will
venture to say tliat wliihi his authority is upheld by that, he ne«'d not fear
the lo?s of reputation or any odier loss that will residt from tfdUiig udes
out of school.
But, Sir, I will not detain you lonj^er, only lo add : If these views are
correct, and sure I am that I have not overrated the importance of the
subject, but have to regret my inal)ility to do justice to it, and if it be to
this institution that we are to look for competent teachers for our schools,
then surely it should be the hop<^ and desire of every well-wisher of our
country, that the Lord will merciftdly vouchsafe a bounlifid measure of
his richest Grace to those who are to have the supcrintendeMce of it, and
that it may prove a blessing to the land, in training up teachers who shall
have, not oidy the ((ualificatifms n<!cesriary to their imjtortant callhig, but
a due sense of the motive^^ from which they !-hon!d act, and the ends which
they ought to seek, in tiic whole eonrsi- of their lives.
Hon. Hugh Bell said. Mr. Chiiirman: — I feeltli-.; the remarks you
have made in reference to im.' are far beyond iiayihing I merit. 1 thank
you for your kindness — but on this ,-iiltJect I will dwell no longer.
This meeting is interesting on account of the ol»iect, in view, — which is,
to adopt the best mode of comnumieating and ditfusing Kdncation. This
implies much more than is generally supposed, and nmch more than was
formerly considered necessary, and much more than is practic<'d by many
teachers. It embraces, as our chainiian lias stated, :iiid cl(K|uemly ilhis-
tr«ited, not merely a verbal repetition of certain rides and phrases com-
mitted to memory, but the exercise of our jioweis, physical, intellectual, and
moral ; these, properly considered, being iiUimately associated. The sys-
tem sought by th's institution now to be introduced, is well adapted lo this
purpose. A Normal School is de>igned tor the purpose of teaching teach-
ers how to teach. It is to teach by Rule, an<l thus to introduce, wdiicli also
is of importance, a unitbrm mode of teaching, and that mode keeping the,
attention awake by the iniited exercise of the [)hysi('al, iniellectnal, and
moral powers.
My friend, the Financial Secretary, has denounced the old fa.-liioned
mode of instruction, and shown by bis stalejnent of ilie well-reniend)erc<i
black bole discipbne, the iniitilily, as well as the cruelty of enlbrcing in-
struction in this manner. I have also a \cvy vivid recollection of such dis-
discipline, and its eftects on myself, in early days. 1 went to school to ji
person who was a particular friend of my Hither. If [ made only a blot,
when learning .0 write, on my book, he woidd make me kneel down at the
loot of the writing table till lie had leisure to ijupress his instructions more
forcibly on me, as the son of his particular friend, my tiither, by laying nuj
across the table, and with a heavy cut making me feel how nuicli he ear-
nestly iesired I should remember what he had taught. I did remember it ;
,^
Si
and though not an'arn of bohif; vory orasciblo or malevolent, often thought,
" If I live to be a man if I don't pay you."
The next sohool-miHtrT I went to. with whom I was rather a favorite,
and who fre(|uently took me out with hitn on shooting «'X<'ursion>(, and who
was willing to aid me all he could, yet has left me tor a week or tvu days
over a sum in mensuration, till tho dust covered my .slate, and school was
in consequenee unpleasant and irksome to mo ; and I v/ell remember the
ftieling of triumph I had when I solved .me sn(!h question at hom<i on Sun-
day. This cannot occur in the improved mode of teaching, because tho
attention of the whole is kept awake and in exercise.
It is not every man that po.-<se."«st-s knowledge; that has a faculty of com-
municating it. This institution i.s designed for the acquirement of that
faculty. It is an elevated platform from >vhich light, as from the sun in
the centre of the system, is to be ditliised. It is an electric battery which
sends eonmmnications in every direction. It is a machiut! or principle at-
tracting from all ((Uarters the talent suitable for the vocation. And here,
and in the genta'al l)usiness (►f education, there should, in my opinion, be no
distinction in regai'd to rank; some of the ablest and most distinguished
men of our country, mid of every country, have be(>n from the mid<lle and
lower cla-,M',; of society.
" Worth niiikes tho miin, lUi:! want of it tho fellow,
Thu rest n all but IcuthLT or prunella."
And this institution Avill, I hope, [)roduce many to exenqdify the truth of this
avernumt, antl spread ihrcjugh tin; l*ro\ ince many that will be ji credit and a
benefit to it.
I confess that my opinion is soin,'what altered since I came here. — •
Though always in liivour ot a Noriuid school, I thought, in .accordance with
the views expressed by the. liishop of Nova Scotia in a conununication
from him read her(> to-dny by the cliiiirman, that Halifax was the nio.st,
eligible plac(!, and that, a greater number of pupils would attend there than
at any other place. I was not pre|>art.'d to .-^ee such an assemblage of pu-
piN fi'oni all paits of the rroviuce, as is now bef()rc us; one-third of the
nnmliei- was (|uile as many as I expected to see. Bui. when, instead of
about twenty, as I had thought ther(> would be, I see sixty or more respec-
table ;(nd inlelli^cnl looking [lUpils — when I look a! tl •' handsome and
convenient building, and to tli<' grounds .^nrronnding, I lind that 1 was
mistaken, aiul I acknowledg*; it.
" Some ,¥olf-conccitcJ '" ''f s there arc we know,
Wlio it' once wrong wu.dd neod.s be always <o."
Bat I desire not to imitate these, and therefore frankly acknowledge my
mistake. In due time I hope there will bea.-imilar institution in Halifax,
and in other parts of the Province : but in the mean time I hope, Mr.
Chairman, this institution, so promisingly commenced, will prosper under
your supervision, and I wish it every success.
In roforcncfi to somo rnmnrks mn<l»' m to what miprlit bo donn for o<luca-
tion if It were pruotiniblc to apply n ((Ttain principle, Mr. Boll wiid, Mr.
Chairman, — Permit mo to addrcis ji few words to the auditory, — I will
not trespass lon^ on their patience — Wo have In nrd of a i-ertaiii .somo-
thinf; which, if a|>plied, would frreatly promote the <inise of education — let
us come to the point, Mr. Chainnan. The thin':, or f)rinciple, is generjil
asHOsstnent. I avow myself an advocate of this principle, considering; it tho
only one which will fully sustain and ditfiisc edncntion; and as something;
has heeii said about pledp's, I here pled^n- my>eir, as a Inunble nieinbtr of
the Le<fislatin-e, to .-.ustain the principle of as cs,.iiieiit whenever it shall be
broujiht forwanl.
Thercaftor !he nieelinf; was ably iiid .^nilably addressed by the Hev.
TNIessrs. l{tt:<:*, \Vadd<lI, lloneyman, Leaver, Diinmoek, — A. MacKiidav,
Es(j., and (J. W. iMcLellan, I^mj., ISl. \\ V. Tlir addresses were w«'|l
8Jistained throughout, Jjud ;idniii-ably calcnlaied loditliisf much valuable
information relative to the pneral cause ol" educaliori. The village
Hand, which had kindly lent its aid on iho oeeasioti, then played the National
Anthem, and, after the benediction was pronounced, the meeting broke up.
I,
4r
J.
>
I,
W-s
<ij4
S lO ilCII THEY BELONO.
Mip«
Ik
4(
ti
Mis.
JMi.sa
ti
Kind's CVjunty.
Colchester.
|)vincipal :
Kev. ALEXANDKR lOUKESTEK, D. D.
Readier of Cnglifil) Department :
C. D. RANDALL, Esquire.
^eiuljer of iilatl)ematifal Department :
W. C. iVrULIIOLLAND, Esquike.
Cist of JJupil-Ceacljeig entereb Jirat Qlerm :
WITH THE COrXTIE
Alice Fuller
.loaniie Roger
Amelia ISpeucer
Mary Kelly .
Elizabeth Tiippei-
Eliza McCnrtly
Sophia Christie
tJessie Archibald
Mary JaiK^ Irish
Janet Crocket
Sarah Scott
Sarah Richardson .
Rebecca O'Brien
("hristina McPhee
Chnstiiia McDonald .
Isabella McN 'ille .
Maiy Ann Stephens ,
Mary Estiier Fulton
Mary Ann Hodges
Hannah Layton
Cami)bell .
Ann Archibald
Augusta JMessenger
Jane Gowe
Antoinette Dimmock
Sarah Faulkener
Sarah Smith
Surah Johnstone ,
Sydney.
Guysborough.
Cape Breton Cy.
Hants.
Sydne}^■
Cape Breton Cy.
Colchester.
Kings.
Colchester.
Pictou.
Halifax.
Yarmouth.
Luiienburgh.
a
Hants.
Sydney.
Colchester.
2-4
Misa Clu-isfinn l^oss .
" TT.'.iTief Blair
" K.i.-licl Tiipp,..- .
Air. J^(»l)t'i-t KeiiiK'dy
'■ .N'rcmiali Willoiigliliv
" .laiiic-: Forhc'
" William Parker
" .John Forbo.s
" Kurn i\I<-Xoill.- .
iJoiiaki Si"\vart
" Norinan McK<Mizii'
" .lonatluiii AIcKiiiJav
David Lanircll
" II( nrv Waildcll
'' llowai'd Arcliiltriid
•' .luhii McGrath
d(>>r|)ll H. )\r!>S|rr
" He/. .McKvvai.
" daiiKs O'DouiH'll
" .loliii i\r.-((.'kinto>li
" do-~('||jl (,'. C(>\«^ .
" Mr. dclni Frazer
" Philip Vyiuvr
'* John Morrlsioii
" dohii D. iMurrav
" i.)(*ua]<l 31('A(dav
C*olclio,'5iter.
( "iivshonnioji.
Ilaiirax.
<inv.-ii)oroi|i>|),
Haiiihx.
< Jiiy>-;|)oroiigli.
(\i])o, Breton Cy
(iny.'d)oroiiM||.
("apt' Breton C'y
( "ohdu'ster.
Picroii.
Coli'lu'itr'i-.
Kiiii/,,
Pictou.
Kinuv.
Cape Piiviun Cy,
A'irtoria, I'. H.
PietiMi.
N'icfuria, C, B.
The ahov; li.t, alonir with the pupil:, adiaitted aeeordnig to the act l,v
payinj;' l'ee>, inak-es tlie whole ixtv-.-.M (^11.
Tlie Superinten.lant of Fdueatioa h,-.; io intimate thai the rf-rond or
.siaiimrr term of the Normal Sehool. udl eommei„v ..n th<- tir t Wednenlav
of May, IbfjC, — N. B. None are ailmiried afier the iir-l we.-k.