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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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T 
 
 J 
 
 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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 15 
 
 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.