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Maps, plates, charts, etc., mey be filmed at different reduction ratios. Those too large to be entirely included In one exposure are filmed beginning in the upper left hend corner, left to right end top to bottom, as many frames as required. The following diagrams Illustrate the method: Les cartes, planches, tableeux, etc., peuvent Atre fllmte i dee taux de reduction diff Arents. Lorsque le document est trop grand pour Atre reproduit en un seul cllchA, 11 est film* A pertir de I'angle sup4rieur gauche, de gauche k droKe, et de haut en bas, en prenant le nombre d'imeges n4cesssire. Les diagrammes suivants illustrent la mithode. 1 s ' 1 2 S 4 • • Ctbrarg KINOSTON, ONTARIC REPORT > OF THE SPEECHES AND PROCEEDINGS AT THE UTAUGCRATION OF THIS ' a 00 ■i j ■ » 9 • •• , • • • . • • • .•••• • • •• i^ffiM IltTRODUCTION. W-T*sijm The Oomniittee charged with the management of the Soiree held in hon* of the inauguration of the Normal School, are happy to embrace the opportunity of expressing the high s^8- iaction afforded them, by a retrospect of the proceedings of a day so eventful in the history of Prince Edward Island as the tirst of October is henceforth destined to be held. In reflecting on tiie successful issue of this celebration, they feel more than repaid I'or any sacrifice of time or amount of trouble involved in the task allotted to them ; and while the Institution itself has acquired at its birth a prestige from the presence of dignity and rank and beauty — the social, intellectual and moral pro- gress of the people w^ill receive a fresh impulse from the hom- age thus gracefully paid to the cause of Education by the high and the influential of the land. A^-are of the favour with which the public has received the newspaper reports of the Addresses delivered on the occasion, and of the desire expressed by many, at a distance, to become acquainted with the principle's and objects of the Institution referred to — the Committee have decided on re-issuing a full account of the proceedings at the opening of the Model and Normal Seminary, a step which will also enable them to meet the wishes of several friends of education, by placing a copy f the pamphlet in the hands of every Teacher in the Colony. In fulfilling this design, they respectfully take leave to submit a few reflections which the dawning of this era in our educa- tional history is so well calculated to suggest. Auiong the many controversies of the age it is cheering to lad tiome great principles which receive general assent. It is n>iw generally conceded that it is the duty and right of the rate ta provide for the education of the people ; because it L^ing the clear duty of Government to protect the person and ]iroperty of the subject, the education of all classes is the best useuus by which this can be effected. But search the world t) IjlOI (4) and how few are tlie countries in which this principle is found carried out. Prince Edward Island may now fairly boast of being the only British Colony in which education is as *' free us the water we drink and the air we breathe," and where every child is within reach of a school. The distinguislied Superintendant of Public Instruction for Canada West — I)r. Ryerson — wrote in 1850 : " We believe scarcely iive years will elapse, ere over every schoolhouse door in Upper Canada, will be inscribed the golden motto — ' Education for all, without money and without price,' — a motto such as will not only im- part to the Province the most potent element of a- people's grandeur and happiness, but attract many a parental and in- telligent immigrant to it as the home of himself and posterity. A school supported by a rate upon the property of all, involves the obligation and certain result of employing a teacher com- petent to teach the children of all, and hence the greater ele- vation and efficiency of the school will correspond to the wider extension of its benefits. ***** Under such a system of public instruction, how blessed would Upper Canada be, and how enviable and glorious would she appear in the eyes of civilized nations ! What an impulse, what energy, what hope would it impart to many an obscure youth, whose bosom burns with the latent kindlings of genius, or the incipient strugglings of talent, to feel that the path of knowledge, of distinction, of usefulness is not barred by so much as a single impost ; is a free highway before him ! What love, what pride of country would such an educational system create." The hopes thus ardently clierished six years ago, have not yet been realized in the experience of the " Empire Colony," as that Province has been termed. How greatly, then, should the inhabitants of this Colony prize the boon which has been so happily gained for them, and which is still the great desideratum of more powerful and populous countries. The following tabular statement indicates the ratio of the increase of population, as well as that of schools and of child- ren in school attendance, together with the proportion of the latter to the whole population, bearing in mind that our present free school system came into operation in the spring of 1853 ; — •ii In It the T ing (S)V 3le is found ly boast of is as *' free and where Jtinguished West— l)r. five years er Canada, 11, without )t only ini- a- people's :al and in- posterity. II, involves icher com- reater ele- ' the wider ti a system anada be, he eyes of what hope som burns brugglings notion, of post ; is a •f country lopes thus ealized in (vince has !)itants of ly gained of more bio of the of cliild- m of the ir present ' 1853 :— m Wi^VhxinoiJ, SCHOOLS and scholars in p. e. island in 1841, 1848, 1852, 1855. .■ . .- M «4^ . Y* .'j-it "^ '^^ ■' ,. , • In 8 eS "3 ii 3 7J 121 131 133 270 ID Proportion of ' children ut school to po- pulation. a 00 11 9 JS gt2 l-H io 2 137 a S3 11 M • • • 15G 248 7,37:1 a is ■509 * a ^ a a 1841 1848 1852 1855 47,034 62,678 68,000 71 ,496 4,3o€ 4,512 4,760 12,133 I to 10 I to 14 1 to 14J 1 to 6 > ^ ■ J. • £ 8 d 42,081 2 2 £ s J 11,919 3 11 In 1852, the population is computed, in round numbers!, at the average ratio of increase. The education statistics of most countries agree in coniput- ini; all between the ages of 6 and 14 at about one-sixth of th<; Whole population. In 1835 Lord Brougham thought it would bo sufficient if England had 1 in 9 of the population in schools. The Parllam'^ntary Education Committee of 1837, estimated ihat 1 in 8 of the population would be sufficient to be found in 8o!i()ols ; and this was the proportion actually existing in 1848 in lloljjind and Bavaria — countries of whicli the oducation was said to b;i very complete. To the (luestion — How shall the schools already In operation bi3 improved and tendered really efficient? — the answer is, tlio (iStahlishnuMit of the Normal Training School — one of th-^; beautiful contrivances and adaptations of recent philanthropy. Here the future teacher, instead of acquiring his experience as formerly, at the exponfye of two or throe sets of scholars who passed throudi his hands, will now be in a condition, after completing his term of apprenticeship, to occupy at once, tho high position of master of his profession. The '; untry will soon be pervaded by well-trained teachers, each «.. !.is sphere enlightening parents and school-trustees on the bubject 6i' the best school apparatus, the most approved school f)ooks, and the best plans of constructing and ventilating school- houses. The time was, here, when everything else failed, that any man was ready »nade for a schoolmaster ; that time ha.s passed, never to return ; the elevation of the teacher ha:^ com- menced, and is certain ; the old opprobrium of his ignoranc) and tyranny will bo wiped off; he will henceforth be rogurdod as the *' guide, philosopher and ftriend" of his district, when, at'cer devoting the strength of his days to the service of his country, he will spend the evening of his life in an honourablo retirement, revered by his former pupils, and his claims on the community gratefully acknowledged by a retiring allowance. This will not DC thought a mere fanciful picture, when the senti- ments recently expressed by the Leader of the Government in the Legislature, are remembered. But while every child may now drink at the rills of instruc- tion which meqpidef through the land, the swelling tide of (6) ,r knowledge ought not to stop here. Looking at the Velocity with which the great engine of education is now travelling on its magnificent way, and the momentum which the mass of society has acquired, it is not to be expected that it will or can stop short. It is a mistake to suppose that nothing more is needed than to teach the children of our farming population to read, write and cipher. It is only as a means to an end tli.it elementary school learning can ever be thought valuable. It is submitted then that the range of instruction should be greatly extended in the majority of schools, so as to embrace Algebra, Mathematics and Agricultural Chemistry at least* The people will find it to their profit, to increase their land assessment by 50 or even 100 per cent, in order to pay competent teachers of such schools, suitable salaries. Our highest seminary, the Central Academy, has hitherto admirably fulfilled the design of its founders, — as witness the high distinctions and honoui*s gained by not a few of its sons in other lands ; it has always served as the lam'p whence our lesser educational lights in town and country drew their sustenance and their supply. It is to be hoped the day is netlr when it, too, shall tower aloft in its more imposing character of a Collegiate Institution, preparing our own young people for the learned professions ; and at the same time attracting hither, from other countries, many stu- dents to whom saluority of climate and cheapness of living would be no small recommendation. But, as a last suggestion ; considering the brief attendance given at the daily schools, the working man should be Instructed m manhood as well as in childhood — his education prolonged from the school into life, by means of Literary Institutions or Mechanics' Institutes, by Circulating or School Libraries, by the cultivation of popular philosophy, and the study of chemical science in its application to agriculture, through lectures and through the press. Such acquisitions are recommended to the sons of the soil as a sure means of lessening their toil and in- creasing their pleasures ; qualifying them to think and spt,uk upon public afiairs and national interests, and entitling and en- abling them to share in the great movement of mind every wh'n'c iQ action. John MacNeill, Benjamin Daviks, Silas Barnard, Archibald MacNeill, William Monk, Samuel Swabey, ■r.T Committee of Management. , '. October 14 n«;^ •• 18oG. :!;.' y' I ,: ,.i . ■'•'CO ■''! Y, ■ 1 . ' ,. . 1 I ( .1- .. '• ■! . i ,1? the Velocity ravelling on the mass of t will or can ling more is opiilation to an end th-.tc iluable. It d be greatly ce Algebra, The people sossment by u teachers of Qinary, the i the design md bono 111*8 has always 7hts in town :y. It is tu aloft in its I, preparing and at the , many stu- 5S of livini; attendance 3 instructed L prolonged ;itution8 or braries, by )f chemical jctures and ided to the ioil and iii- and speak .K ■1 .. »i,;! . - . ••■•1*'' '■> '■ 1>II()CEEDINGS At THE NORMAL SCHOOL SOIREE, ; HELD ON THE 1st OCTOBER, 1856. . i 1 . ■•, -■- 1 > 1. /^...''t •■'■:. I ' '^'1 , ► •-•- On our arrival at the building in which the business of the (Jharlottetown Model and Normal School is to be conducted, we were at first agreeably impressed by the imposing dimensions and substantial appearance of the edifice, externally considered, and by the convenience and suflBciency of the play-ground or ffi/mnasium attached thereto ; as compared with the erection (if we may coin a word) dignified by the appellti (.'ollege" and '• The College Grounds," and, until the decline and fall of the Institution generally known thereby. Let us iiere observe, however, that we mean not to speak irreverently of the dead. The institution which moral, intellectual, social and legislative progress and improvement have swept away, had its uses. It was, no doubt, as limited in beneficial opera- tion as it was stinted with respect to pecuniary means ; but it cannot be disputed that much good, althou^fjh in a very small way, proceeded from it. But to return to the present edifice. On our proceeding into thi interior — before the assembling of the company — our attention was first arrested by the appropriateness of the rooms for the educational purposes for which they are designed. The Class or School rooms are lofty, capacious^ and airy, and have evidently been designed with a due regard for the health of those who may be daily assembled therein. The building, in fact, both externally and internally considered, and in all its J tarts, is not only highly creditable to the Supcrintendant of l*ul)lic Works, JSilaa Baivuird, Esq.; but, in addition to our r.dunial Building, Asylum, Hospital, and Mayor's or Police ( /ourt — all indicative of the presence of the ever-active spirit of improvement amongst us — will be a lasting credit to the Colony. We next remarked, with much pleasure, the very excellent arrangements which had been made for the reception and (lecommodation of the expected company at the tea-tables. These reflect much credit on the Committee of Management. 'J'here was nothing about them of extravagant or needless display ; but every thing was neat, appropriate, and strictly in conformity with good taste. At half-past three the company — or rather as many as could be acccommodated at once — were summoned to the tea-tables, fourteen in all. The ladies who gave their services and countenance on this occasion have thereliy, — considering the vast, the ines 'J > MlUlrt t community. Before tho arrival of llis Kxct^llonoy Sir Doiiiinick Daly, tho Lioutonant (iovcvnor, many, both ladi<.'fl and gentlemen, had acsombled irrcf^uliirly in the principal room of the institution ; and His ExccUeney, on his entrance, was received by them with silent but markinl rcHpect. r Whilst the diffcrcint socttionn of tlx* ompany were engaged in luxuriant fiiscussum of t'to good things of the tea-tables, Uis Excellency, whilst conttMn plating tlie pleasing scene before hims was also apparently engaged in discusaing some passing but pleasing topics of conversation, with the gentlemen wh(> imme- diately surrounded him ; among whtun wo noticed the Hotiblc the Colonial Secretary, the Hon. Colonel Swabey, the Hon. Mr. Lord, and John Lawsim, Esq., City Recorder. The company {issemblod, we have ascertained, amounted t(» upwards of three hundred; a largo proportion of whom wetc ladies. It was truly gratifying to all the friends of education present, who had been actively intorested in securing success lor the Soiree, — but particularly to such of them as had b(;«>n the promoters of the legislative /ueasurcs which have led to the great improvement which has lately been made in the condition of our Island District Teachers, and to the creation of the institution about to be inaugurated, — to mark the larg*; and respectable attendance of tcaciicrs. soma of whom had travelled from 80 to 100 miles, to be prcsi'ut at the inauguration of an institution, the operations of which, it is earnestly to be hoped, will, in the prociiss of a few years, eflToet a most material change for the better in the daily routine of our public schools. " Tea being over, the company withdrew for some time to the play ground, to alh)w the making of s )ine necessary re-arrangc^ ments previi^usiy to the compli>ti )n of the programme of th^' Soiree, by the intellechial entertainment to be afforded by the speeches to be made in the submitting and seconding of certain resolutions. On the return of the company to the principal room, they found a temporary platform occupied by His Excel- lency, the Honbl;\ the Colonial Secretary, and two or three other distinguished gentlemen. His Excellency, on being motioned to the Chair by the Hon. the Colonial Secretary, assumed the same ; and the Meeting was duly organized, the Honble. the Colonial Secretary and J. La wson. Esquire, the City Recorder, being on His Excellency's left, and theHonble. Mr. Lord and John MacNjill, Esquire^ on his right hand. r R. B. Irving, Reporter. ,' ■ : - ■ > i1»^ GO,— (>ntitl;a<;tMl a-tsihles, His ^ bo fore him. paHsing ]>ut 1 who imnie" tho Horihlt^. ly, tht'i Hon. imounted t(» whom w«itt> )f «n ve led to the be condition tion of th<' 10 hirligingly corresponded with my predecessor concerning the establishment of a Normal School here, but he has also politely i'jrresponded with me on the subject ; and, besides, he is especially entitled to the gratitudeof the people of this Colony I'.vr the discriminating care with w^hich he selected, for reeom- iiitindation to tlie Government here, the two gentlemen who are immediately^ connected with the institution, for the inaugura- ti .m of which we are now met, and under whose skilful management it will, I hope, be productive of all the benefits to the Colony which it is intended to impart, or which can rea- sijiitibly be expected to proceed from it. [On the conclusion of his speech. His Excellency was greeted by the hearty }iluudits of the meeting.] The Honble. COf.ONKL SVVABKV, on being called upon to propose the first resolution, rose and said— I am, indeed, proud '.'t'ihe station which 1 nutv occupy. I am, perliaps, selected for i[ie distinction nf opeiiin? this meeting, by proposing the first reaolution, on account of my long connection with the Board of Education, of which I have been an active member fur the last ('eventeen years ; but, w hatever the considerations may be whioiii t Hve led to my l)emg so called upon, I ueriaialy feel that art I i.'iiuurabie distinetHMi has thereby been couferred upon me. — 'i\' tlie Normal System, ever (iince I acquired some knowledge (f its principles and working, I have always been favourable ; I'Ut 1 luudt confess thai, not until lately, when, by Itaving an • iiportunity of judging of its ineriitii, by seeing it in oppralioh iinre, was I able to t'rtti. It i!< not, ! have hiiiiid, a tiVr^tem by which the memory nliMie is cultivated. It is not n Hysiem of mere question and KiiMwer, in which the aiisworx are ij^t by rote : but it Is u syslf^m taU'ulated to open and expnnd iIm* mind— to exercise und cul- tivate all it!> faciilliurt— to draw forth and give polish, beniity ur.d unitt) hi all itei latent treasure:! —and to excite to a right us en ha p.. an en th y" t\ r c a 'u ' mankind, to aself u world- urably placud ' species. To r' him but by nvever, that, one having a ration of this 8 rendered to p grateful ac- has rtMidered r readily and acerning the also politely esides, he is r this Colony i, for recoiu- luen who aro le inauguru- hose skilful le benefits to ich can rea- was greeted called upon ideed, proud selected for ing the first he Board of fur the laat ay be whio^li feel that ari upon me. — knowledge avourable ; ' having nu n opera I ion |>tiun of lis he memory lest ion und se und cui- ish, beniity » to a righi .%' use of Ihcm. It \s a system which will, when dtiiy carried out, €nable pupils or students Kattsfkctoriiy to discover that they have talents (of which they may long have been the unwitting possessors) which may be profitably and honourably €>erted ; and capacities for knmvlcdoe, which may not only be filled, but . enlarged. !t will, in fact, by awakening and cultivating all the intellectual ^uculties of the soul, teach and prepare such young persons ae shall be trained under it, to think for, to speak fur, to draw conclusions, and make deductions for themselves. The encouragement which has been given to education in this Colony, by the establishment of free schools for the benefit of all without distinction, places it far, with respect to the march of improvement, in advance, not only of the neighbouring Fovinces, but of almost every other Country, Prussia perhaps excepted. — The resolution which I have been called upon to propose might very well have been submitted simply as it stands, without any obsesrvations in support of it. I will now read a part of It—the first part,— for it is two-foid. The honourable gentleman then read as follows : "' ' ' "" , . " Resolved, Thai the syBljixi of Free Education now in suc- cessful operation in this Colony, under which one-sixth of the whole population is receiving instruction — " ^,, The resolution consists of two parts, as T have already ssm) The first speaks of what we have done. It states the gratifying tact that, in consequence of the extensive and liberal provision made by the Legislature for the diffusion of loarning and know- ledge throughout the Colony, one-sixth of our population i«i receiving a sound and useful education. Is not this a proud position for this little Colony to have attained to? Gxamiim our Island statistics, and you will see that all our youth who are capable of being benefited by school instruction are now enjoying its advantages; and every family in the country experiences ihe unspeakable blessing of having education brought to its very door#. But the resolution might have gone farther. Besidea stating that one-sixth of our population is now under tuition in our free district schools, it might also havo . stated the fnct, unparalleled in any other country, that one-third of onr revenip' is devoted to the encouragement of education. Tell me, if yo4i can, what Slate can rival this cnliiihtened liberality. None can at all cotnpare with it except Prussia. In Belgium, in Switzerland, and m the United States, they have, in the true spirit of enlightened liberality, done much for the , ^taiise ot education: and the schoolmaater is, in fact, abroa-il ♦'very where; but no country has equalled this in its exertious and appropriations, conaidering the small ness of its financial . resources. The object which has called us here together to-dny is one which, j think, cannot fail to interest all who havt; 'fDJoyed the benefits of a good education— for such persons be«t know the vaUie of it- It surely cannot but be most gratifying tri the mind of every well-disposed, right thinking man of edn- fation, .to thjnk that the time has arrived when all who art; growing up around him will enjoy the same advantages which he himself in his youth enjoyed. Rulers and Governors, as well as Legislators now-a-days are convinced that education is a better guarantee for order and morals, than penal enacttnents, which it is fast superceding, and for inducing good order and obedience to the laws, as well as, by its humanizing and refining influence, operating to inspire disgust for those low and brutal enjoyments and pursuits which foster evil in the heart, nnd lead to many public and social enormities. 'J'hings are sometimes shewn in the most vivid light by contrast. Thus it is that 1 am reminded of the mausoleum erected to the memory of the poet Gray. It stands in the neighbourhood of my own home ; we often took visitors to see it. By its grandeur, it seems to mock the simplicity of the elegiac muse. The face of it next the church-yard iias these words, fertile with meaning on this occasion : — Perhaps in this neglected spot is laid Some heart once pregnant with celestial fire, .^ Hands which the rod of Empire might have swayedi Or waked to ecstasy the living lyre. Some village Hampden who, with dauntless breast, The little tyrant of his field withstood ; Some mute inglorious Milton here may rest ; Some Cromwell, guiltless of his country's blood. But knowledge to their eyes her ample page, Rich with the spoils of time, did ne'er unroll ; Chill penury repressed their noble rage, And froze the genial current of the soul. ; , Mark how earnestly this poet of sensibility laments the wnnt of education among " the rude forefathers of the hniulet," and deplores its repressing and nnrrowing effects upon the mind of man. No poet of this Island will, however, in time to come, have reason so to lament over the departed peasantry, or to deplore that circumstances withheld them from the benefits of instruction ; for here now all who thirst for learning and know- ledge may approach their founts and freely drink. I cannot, for war>, of time, explain, as fully ati f should like to do, the benefits which result to a community from general education ; but, in« deed, whatever time I mii;ht claim for the purpose, I conid not exhibit them all, neither could any man. With respect to the system ittimediately under consideraiior, I will, however, make one or two observations. No mind will ever attain to a sphere of proper usefulness without training. We hnve many good teachers in the Island. As a member of the Board of Kducation, I bear willing testimony to the great merits and needful qnnlifi- cationt of the district schoolmasters in general : but no doubt many of them, however well instructed themselves, would be better qualified to impart knowledge to their pupils wore they acquainted with the mode of training practised in Mudel and lobligl Ibucc/ ^Schol valus ■^ dvis nd [his was mtagree which ernors, as well ducation is a il enactments, ood order and gand refininor ovv and brutal eart,and lead ire sometimes UB it is that I emory of the own home ; r, it seems to ce of it next aning on this ayed, reast, lood. I; the wnnt of n»let,'» and the mind of le to come, intry, or to benefits of and know- cannot, for the benefits n ; but, in- I could not pect to the ever, make o a sphere nany jrood f'^dncatjori, ful qiinlifi- t rid (loiibt would be wore they Uiudel and Normal Schoole. Other professions are not above this sort of knowledge. Indivir^uals intended for the medical or legal pro- fession receive in - ^ral scholastic education of a high order ; but unless ihey we . afterwards to be trained in what may be termed the mechatmm of their profession, they would be but ill, if at all qualified for its practice. It is just so with respect to the profession of a schoolmaster — none can truly well or fully acquit themselves of its most important duties and weighty obligations, but they who have successfully studied, or been successfully taught the art of teaching. The system of Normal Schools may be called the Mechanism of Education ^ and so valuable is it, as I have lately been convinced, that I would /advise every teacher in the Island, who is ignorant of it, to call ^jind witness it, and for his own sake and that of his pupils, to jicquire an insight into its principles and practice ; and I feel t certain no such teacher who may follow this advice will regret his having done so ; but will, on the contrary, be sorry that he was not sooner acquainted with its principles. Until lately, |ffom my never having seen it in operation, I was rather undecided [as to Uie extent of its usefulness ; but since I have had an op- Iportunity of seeing it in practice, I have been fully convinced [^that too high a value cannot be set upon it,— it elicits all that the mind of a pupil contains, and, as I have said before, leads Ithe mind to investigate and comprehend. I think I have tres- passed too far upon your attention, but before I conclude, I must claim your further indulgence while I bear testimony to the professional worth of Mr. Monk. As far as he has gone, he has done well, and given much assurance that the results of his continued exertions will be of a most beneficial and gratifying character. We are indeed much indebted to Mr. Stowoforthe selection. I now propose for your adoption the resolution, which will, I doubt not, receive the hearty concurrence of all present : 1st. Resolved, That the system of Free Education now in successful operation in this Colony, under which one-sixth of the whole population is receiving instruction, and of which the Normal School is a necessary and vital element, is deserving of the support of all interested in the welfare of the rising generation. JOHN LAWSON, Esq., City Recorder, in rising to second the resolution, said — Your Excellency. Ladies and Gentlemen: I cannot but feel personally gratified in being selected to take a part in the transactions of this evening. Few things have occurred in this Island that have given me so much satiafactiofa 4 as the passing from time to time of Acts of the Assembly for ^ the promotion and encouragement of education. I have had the gratification of witnessing a great improvement in this respect, from the formation of the first Board of Education to the establishment of the Central Academy, with which \ was for rf many years closely connected, and in the progress of which I have taken a lively interest, and have been rewarded by seeing it, from very humble beginnings, rise to a state of usefulness that has been felt by all classes of the people, and in every part pf the Island. The great efforts which have been made, and wrhich continue to be made in this Colony, to promote education among the people, neither have been nor are confined to one party or class of men ; but all, it is most gratifying to observe, cordially unite in the furtherance of the good work. Indeed, in almost every civilized country in the world, at least in all such as may justly be esteemed enlightened, the imparting of eound education to the youth of the state is become a paramount object with the rulers. In England men of all ranks, states and conditions, unite or vie with one another in their endeavours to promote the diffusion of learning and knowledge among the people ; but in the United States of America more, I believe, has been done for the promotion of general learning, and more common schools and educational establishments of a higher order have, according to their population, been established, than in any other country. There can be no reason why education should not be carried to as high a point in this Island as in any other part of the world. Quicker or more intelligent youth, I am certain, can no where be found than they of Prince Edward Island. Our soil is excellent and our produce general ly abundant ; our climate is most salubrious, and sound health and vigour of body-^more conducive to the promotion of similar qualities of mind than is usually thought— are common to all. All these blessings are favourable to the cultivation of intellect amongst us ; and nothing appears to me to be wanting in addition to the step which is now being taken, — I mean the inauguration of the Charlottetown Model and Nonnal School, — but the erection of our Academy into a Collegiate Institution, — an event which I have long most eagerly desired, and which I hope I shall yet live to see. There may possibly be, nay I doubt not are, amongst our youth, some with all the talent and powers of the philosopher or the poet in their minds ; if so, they will not now, however, for the want of opportunities to cultivate their talents, be doomed to have them buried in ob- scurity, in vain aspiring afier the light of knowledge like the *' mute inglorious Miltons," whose lot is so beautifully and affect- ingly deplored by Gray, in the quotation from his well-known and much admired Elegy, made by the Hon. Colonel Swabey. What advantages would not a College afford for the cultivation of the higher orders of youthful intellect and genius ninongnt us ! and shall not the want be supplied ? That it will not-— now the march of intelligence is here commenced — I for one will not believe. Every thing necessary to secure the noquisition of such learning and knowledge as are requisite to ensure .success to every aspirant after fame and ue^efulnoss in the [)uihs of litoruture, art and science, will, I trust, be in due time nfforded, and in the same liberal spirit which is manifest in tlioforniation of this institution, and which will, it is to be honed, be cxlcnded re88 of which I irded by seeing 3 of usefulness nd in every part een made, and mote education JonPned to one ingf to observe, ^ork. Indeed, > at least in all B imparting of le a paramount iks, states and endeavours to ?e amongf the ore, I believe, ing, and more 9 of a higher I established, 3 reason why in this Island )re intelligent hey of Prince tice generally nd health and 3n of similar )mmon to all. n of intellect '' wanting in -I mean the ■tnal School, B Institution, I, and which »«y be, nay I e talent and »inds ; if 80, Jrtunities to uried in oli- ge like the y and affect- welJ-knowo lel kSwnbey. uultivntJDn us amongwt I not—now or one will acquisition to ensure n the paths lenff'orded, 3 forma r ion extended to every thing connected with the irtterests of education in this [lolony. At this moment, when our great object is the estab- lishment of an institution for the better promotion of edocation «mong the people, let us cast our eyes to what has just been jdone in Boston, U. S.,— the erection of a siatue to the memory bf Franklin, and its solemn inauguration. With direct refer- ience to our own present undertaking, let us remember that #ranklin was one of the people not born to hereditary power, rank or estates, and that, by his acquisilioa of knowledge and Ihe noble uses to which he applied it, be was raised to be an Ambassador at the courts of the greatest princes living in hia lime ; and that, by the great services which, as a politician, hd lendered to his country, and by those which, aa a philosopher Lnd man of science, he conferred on the whole civilized and icientific world, he entitled himself to be regarded with all the feneration accorded to the sages of antiquity ; and so lodg as ||be lightnings of heaven ahalf flash, or its dread artillery roar, [be name of Franklin will be remembered and honoured, 'erbapa not as much has been done in Prince Edward Island jTor the general diffusion of learning, as has been done in the Tnited States ; and certainly we have not carried, it must be idraitted, any of our educational institutions to as high a point )f usefulness as many of theirs have been brought; but what US been done here has, I am free to say, been done well ; and 4ur Academy and common schools, and the Model and Normal School also, have been based upon solid foundations ; and I i(rust and hope that a fitting superstructure will be raised upon jjihem, and that ere long we shall have amongst us authors, men bf literature and science, sent forth from our schools, whose- works will redound to their own honour and that of the Island, like those of some of the native writers of Nova Scotia, and will be entitled to rank* if not as high as the very first, yet equal to some of Ihe most popular and useful of those works which, for rlie benefit of the people, have long issued, and still continue to issue from the British Press. Nay, more— the scenes of im- V provcmeni which, as it were in vision, present themselves to my mental eye, are almost unbounded ; and I hope to livelong enough to see the day when from every hill in the Island may be seen a church and a schoolbouse; and when the stranger ■ Sball remark on the fHrtilify of the soil and beauty of the country, he shall have it in his power to say that th»> people nre worthy of the land, and that to manly vigour, sound and healthy con- etitutions, have been added cultivatc<4 minds, and that neither learning, talent nor genius are wanting; and predict that with such a soil, climate and advantages, thore is no telling to whit lengths ihey may not aspire. Confident of your unanimou-s adoption of it, I now beg leave to second the resolution which has been so eliniuenily and happily eubmilled by the Uouble. Colonel Swabey. [Tlio well merited tribute of applause w, that I have uch Solomon other side of htest in iudu- was the esta* town, Prince >iication and (icourage and mprovement, ethod of im- l>eir schools ; t>lishmentof, sons who in- eceive some instruction ; this Colony, energy I am mmon satin* niongst you» I'lodelTrain' Excellency's issembly—- n le frienda of ir presence, ays an event experience, commence- ipocial man- It, in which ed in those -life, would that a Nor- who ore to I a I an j« .w^'k»>v« ■ aill^ gCHU- itenmcnr, I i°r that tiiis lony. The 'ft tjieaslire "rt^hich 1, this day, feel in taking part in the business of the day must be shared by all those friends of Education who have long seen and felt the necessity of such an Institution ; and especially by my much esteemed friend, the Secretary of the Board of Education, who, many years ago, recommended the establishment of a Normal School, and to whose long and valuable services in the cause of Education, this Colony stands 80 deeply indebted. Though the name uf a Normal School iniiy be quite familiar to most of you^ yet I have met^ in the course of my travelling through the Province, with a great deal of misunderstanding and misconception as to what a Normal School really is. Some people are of opinion that it is an In- istitution where teachers alone are received ; while others have the idea that it is intended for children who are to he kept under training, until they are old enough to be licensed as Teachers. These are two of the most common misconceptions on the sub- ject ; butj like many other popular errors, they have some mixture of truth in them. The Normal School admits both eachers or those who intend to be teachers, and children. These two departments of the institution are perfectly distinct : t is not expected that the parents who send their children hould have any idea of their becoming teachers. But, to en- ..i,itle any institution to the name of a Normal School, there iriust be these two departments : that isj the department for Students or candidates for license as teachers, where they re- ceive instruction in various branchesj and are trained in the |rt of communicating what they themselves know ; and the 4ther, the Model or practising department, in which the children lare trained ; where those principles laid down for the guidance of the students are exemplified : here aiso^ at stated times, they are required to conduct lessons, under the superintendence of the master } and thus acquire the art of school management. 'J'his building which has been, in so handsome, and at the same time, economical a style, adapted to the wants of the institution by the Legislature, under the able and judiciou", as well as •excellent mnnanement of the Superintendent of Public Works, |iap, accordingly i been divided into the required departments. This* the larger room, will be appropriated to the children in attendance. Here the great business of intellectual and moral training will be carried on, in accordance with the intelligent principles of the training system, so far as the circumstances of the Colony will admit. I have, on former occasions, had opportunities of explaining what the features of this system are; but it may not be deemed unnecessary that I should al- lude to them briefly, whilst stating the course of instruction to be piirsued. I cannot hope, however, to make it very compre- hensible to your minds, as one of the chief features of the fty» and obe- which every school will be as a means of r efforts fail. 3 influence of ildren for the ind discipline. 1 comprehend I meaning, as 'ography and 8 \n Science ; things ; with ore advanced Id will be al- t understani!. I thoroughly thus, by pic- individually It thoroughly •race.*;, led to themselves, n their own ' system that It aims not g the child's lile thus the ot forget the II be paid to Rchool ; and, , will retire the purpose eturn to the r intelleciuai d in the eon- size and ar- provision fur tcmlrli >.;on, the large play-ground, &c. Such is a rapid otflline of the method of instruction to be pursued ; but it embraces the various departments of true h^ducalion, and also the pro- minent points of the training system. In saying so much of the one department of this institution, you may suppose that I have forgotten, for the time, the stirdenls' department. Not so. In the other room they will receive instruction in the principles or the science of teaching : they will acquire a more extended knowledge, than they formerly possessed, of the branches of education generally taught in the district schools of the Colony ; while, in this room, they will put in practice the instructions they receive, and be trained to teach, according to the direc- tions, and under the superintendence of the master. Your Excellency and this assembly are aware, that there have been, since the 23nd of July, 22 students under training for licence as teachers. They have enjoyed greater advantages, in one respect, than will fall to the lot of those who may succeed them, while the work devolves upon one master. During their term of study they have had Mr. Monk's undivided time and attention ; whereas, in future, the students will only receive instruction before and after school-hours, fiat those who are at present under training have labored under a great disadvan- , tage in not having the Model School, in which they would have ^ had the opportunity of not only seeing the methods pursued in I the instruction and training of the children^ but also of putting I these in practice under the immediate superintendence of Mr. Monk. 1 would, however, warn my friends here, and the people of this Colony* against supposing that three months' training at a Normal Institution can make perfect teachers. They must not suppose that this institution is a patent ma- chine which receives ignorant and inexperie^vced young persons^ and, at the end of three monthi*, turns them out judicious and well-informed teachers. [Applause] When it is considered that they are to receive instruction in the branches to be after- wards taught by them — to learn the principtes of school man- agement, and the art of communicating, as well as to gain some insight into the nature of a child's mindy which is the material on which they will afterwards work; — when all these things are considered, it must be evident that a term of three months is greatly too short for their accomplishthent. A three months' training is certainly a much better state of things than having no training at all ; but I fondly hope that ere long the term of attendance will be doubled. In nn institution of the same kind, with which I was connected for many years, on the other side of the Atlantic, the term of attendance for the stu- dents was, at first, three months ; but it was soon found neceS' sary to increase it, and now the usual term is three years. 1 am happy to say, Your Excellency, and Ladies and Gentlemen, that now I have not to stand forth in defence of the establish- ment of a Normal School, or to advocate the necessity of such an institution for the special training of the teachers of this Island. The agitation of this question now hoppily belongs to the past. The Colony has settled the question for herself; and tve are met this day to inaugurate the result. [Much applause..] The establishment of such an institution is no reflection on the past exertions of the teachers* or of those interested in the cause of Education. The history of states, as well as indivi- duals, is progressive ; and, as time goes on, the constant need of improvement is felt. Normal Schools are a ^reat feature of this age, of which Education has been the great and engrossing question ; and this little Colony, in the establishment of its Normal School, has been but following in the wake of all the enlightened states, both of Europe and America. 1 can, there- fore, most heartily and warmly congratulate the community of Prince Edward Island on the establishment of their Normal School ; and I entertain no doubt of its success^ and of its proving a great boon to the Colony. One word more, and I have done. I have not» as yet, expressly directed, on this sub- ject, one word to the Mand tcacherS) either absent or present ; but I now respectfully take leave to remind them, that the educational movement which at present engages cur attention, is one in which they have a great and immediate interest ; for It is one which, by its working, must tend to the increasing of their professional utility and efficiency, and to their elevation, both individually and as a body, in the estimation of tbe public ; and, consequently, ultimately lead to an enhancement of their emoluments. I« therefore, for their own sakeSj as well as for the sake of the youth of the Colony, desire that they should most seriously direct their attention to a due consideration of tlfe principles of the training system, and an investigation of •its working. And, on behalf of myself and the master of this in&titution, I assure them, that whenever any of them shall please to visit the school, (hs I hope many of them will do, and that frequently,) they will meet with a kind and respectful welcome; and have every information concerning the syf^teiit which they may require, freely and cheerfully imparted to them, besides being nfForded-^what is of much more value than a lecture upon the subject— an opportunity of judging of its worth by its operation. Then they will be at liberty to adopt, in their own practice, whatever they may find good as well as new in the system ; being left equally at liberty to decline the adoption of whatever they may think bad in it. I also take leave respectfully to invite parents and ofh«?rs who desire to advance the cause of education, to visit the school from time to time, that they may judge for themselves concerning the value of the principles and the tvorking of the system. Per- haps a day in each week may be named as that on which visi- tors will be received or expected ; at ail events, a day will be fixed, when individuals, whether teachers, parents or others, being anxious for the success of the institution, or desirous of becoming acquainted with the system practised in it, may be enabled to judge concerning it, by seeing it in actual operation. [Various passages of this speech drew forth most decided tokens of approbation from the meeting ; and, on its conclusion.^ the learned gentleman was warmly applauded.] ■r* lerself; and h applause.] :tion on tiie sated in the I as indivi- netant need it feature of engross! njj ment of its e of all the can, there- nmunity of jir Normal and of its nore, and I 3n this sub- or present ; m, that the If attention, iterest ; for crea6i^^' of r elevation, the public ; >nt of their II as for the ihould most tion of tlfe ition of its ler of this them sliail m will do, respectful he sypteiu ?d to them, lue than a ing of Its y to adopt, as well as lecline the also take desire to from time erninjy the em. Per- «rbich visi- ay will be or others, iesirons of it, may be operation. n decided onclusion, JOHN MacNEILL, bisq., Secretary of the Board of Cdacafion, aecondsd this motion, and, in doing bo, spoke in the following terms: Your ExcelJency, Ladies and Gentlemen— -In seconding the Resolu- tion just proposed, and in doing which I promise to be brief, I would beg to observe, that it cannot admit of dispute that the present age is distinguished, beyond any former period in the history of the world, for holding the broad principle, so fully discussed by gentlemen wtio have dreceded me, that the light of knowledge should be universally diffused. Influenced by this principle, society now teems with intellectual life, and the light of education is no longer an exclusive privilege, confined to the few, the fortunate and the great; but now shines with as much lustre into the humble dwellings of the poorest, as into the mansions of the most wealthy. Time was,' and has not very long passed, when it was thought that the gradations of rank, the subordination of class and the peace of society, could be maintained only by the inferiority in in- tellectual attainments of the common people; but these false notions and the prejudices they engendered have fast given way before the ad- vance of knowledge, like morning mists before the sun, and it has been found and confessed, as ia the case of Franklin, so eloquently instanced by the learned Recorder, and of many other illustrious names wliicii might be advanced, that the highest intellectual achievements are per- fectly compatible with the daily cares and toils and occupations of the / working man. Before such an audience as this, it would be superfluous . in me to occupy time in eulogizing the benefits of education, as a source I of pleasure, of profit and of power to all classes and conditions of per- sons; sufficient to say, sir, in the glowing words of your distinguished countryman, (Counsellor Phillips), who, in one pregnant sentence, spoke a volume, when, in allusion to his own country, he said what we may utter in reference to ours — "It is education which lifts our Island from its bed and brings it nearer to the sun \" 1 trust we shall attain one degree at least higher to-night than we were before. (Much applause.) The Resolution which I have the honor to support, proposes to offer our congratulations to the country on the establishment of a Normal School, and with good reason. It has been the privilege, and will be the enduring honor of our colonial statesmen, that they have here solved the great educational problem which has for years perplexed and agi- tated the cabinet, parliament and people of Great Britain, and of which they have not yet arrived at a satisfactory solution, — while in this small Dependency has been laid the foundation, broad and deep, of a system of elementary instruction commensurate with the wants and require- ments of the people, and under which, aa you have been told to-night, one in sixth of the whole population is now receiving instruction. While education, as to quantity, is thus so freely and widely diffused, the quality of the instruction to be imparted no less demands attention: hence the origin and design of the Normal School, and which, I hold with your Excellency, should have preceded, rather than have followed. the general systdm. Being entniited with a share in the direction of thf mtiif: initruction of this my native country, I think it right 1 •hottM rd,in a nior«: ('in({ible shape than by mere verbal declaration, my iik <>r the princi|;i 4 a^oa which the institution is foanded, and upon which it will be carried on, with a view of thus more emphatically cor« recting any erroneoos improssiuns which may be entertained by some regarding its nature and its objects. (Mr. MacJNeill here reaJ}~>('Oa the threefold basis, as 1 understand it, of physical, intellectual and moral training, this institution nt^". Without any peculiarity of creed or de- iiKiminational teaching, its system of instruction is to be— like the Le- gislature which has established and the Government which fosters it— non-sectarian and national, considered ,in a purely provincial point of view." Mr. Stark has so happily anticipated me in all that 1 could advance, even as to the theory of the system in question, and his prac- tical details, from his intimate acquaintance therewith, have ' een nc, much fuller and more lucid than any that I could offer, that I shall jja' .i on to observe that the teachers attending here will soon prove the bene- fit of the opportunities afforded them for practising their art, and on their return home, they will model their own schools as much as pos- sible upon that now so auspiciously established here, and the country will, ere long, appreciate as they deserve, the important services of that laborious and hitheilo ill-requited class of men, who keep the machine of education in motion, and guide its intricate and complicated move ments— who are, as has been 'iptly said, the instructors of the to-morrow of society. Education hus been well termed the cheap defence of nations, and ihie reminds me ihat our teachers must now become our principal defenders. Our troops and our garrisons may be withdrawn, but we have still a standing army of schoolmasters, able and ready to carry the war into the enemy's camp, and to assail the strongholds of ignoranee and prejudice. (Much applause.) in another year, we shall have a staff of two hundred teachers, trained, disciplined and drilled as no local militia has ever been in this Island,- (Renewed applause), — and these two hundred teachers we shall have, ia their turn, training hundreds and thousands of young and ardent mu.J.'> J. > fear God, honor their Queen, and love their country— and, imbi'.:t? -Tru. u^ ,.rinciplej oi a love of liberty and of order, growing up With hearts resolved and hands prepared. The blessings they enjoy to guard. i • y<- Uh of this Colony have now a wider field of honorable ambition •t;t T.g up before them, than their fathers ever had. If they cannot iijv i.-i lii', free lani-e, iM.y possess what is as good, if not better— ^free schools? J wherein, if they rightly and diligently improve their time, they will find a richer inheritance than t* fortune in money,— for they will acquire that wealth which communication cannot dissipate — that wealth which its possessor may spread and diuuse around, and yet be as rich iWc 0!tU Suanu m^ ^^^^^^« < * (23) direction of ight 1 ahoald claration, my Bd, and upon hatictlly eoi*'' ned by some read)—" On ual and moral r creed or de- -like the Le- h rosters it — Dcial point of that 1 could and his prar- have Veen w. nt 1 shall paa^ 0T6 the bene- ir art, and on much as pes- 1 the country irvicei of that > the machine Heated move ihe to>morrow ip defence of V become our e withdrawn, and ready to trongholds of jrear, we shall ind drilled as applause), — turn, training J God, honor ,-rinciple-> ot ible ambition they cannot better— free lir time, they for they will -that wealth et be ae rich 08 ever-^that wealth which, if they secure it, will secure to them that happiness and prosperity at home, and that respect abroad, which will always be accorded t5 an intelligent and high-principled people. Our trust is, that all the great moral orencies now at work will accelerate the progress of that good time coming, 1, . When right, not might, ■■'•■^. Shall be the stronger — *. t When every man shall read nnd write— ,. Wait a little longer. ^ ; ,. ,, t ; Wo shnU then hopefully await tlie coming of that better time, when it ^lA.y ^e i 1 science as it is promised to us it shall be in religion— that no KiQ t>iuM any more teach his brother, but all shall possess knowledge, ^from the least to the greatest. (Much applause.) With these senti- [monts, J beg leave cordially to second the Resolution last proposed. The Refolntion then, having been submitted to the meeting by His [rxcoUency, was unanimously adopted. 3d Resolution. Resolved, That the thanks of the meeting arc due to the Ladies who kindly presided at the tables this evening. WILLIAM MONK, Esq., Master of the Normal Scbool, having been lied upon to propose the above Resolution, said: ir YourExcoUeney, Ladies and Gentlemen,— The Resolution which I am iK>nored in being called upon to propose, is such a one as usually com- Inonds itself to the good will of all; and I have no doubt, unable as I am to do it justice, that it will meet with a warm and hearty response from all present who have, this evening, shared in the polite and gracious attentions of those ladies to whom it is meant to be tendered. All must have been satisfied with the kind and condescending manner in which ^hey acquitted themselves at the tea*trays. Not only as the master of IKhe institution, but as a spectator, I have looked with much pleasure upon the spectacle presented by the well-filled tea-tables; and I must say that *f any ladies occupy a peculiar situation in my heart, they are the four- Vteen who have this evening dispensed the cheering beverage of tea. (A laugh.) The tables have been well supplied with delicacies, and the ^*ea has been of the most agreeable flavor; but, judging by my own foel- ngs, the chief attraction of the tables lay in the fair ladies who presided t them. The countenance and services of the ladies were indeed essential , br the effecting of this demonstration in the most pleasing and attractive lanuer, and the warm and respectful thanks of the meeting are their unquestionable due; and I trust, from our marked appreciation of their aid upon this occasion, we may hope for like service and like plearure at their hands on the occurrence of any similar event in future. My re- spected friend, Mr. Stark, has eo well elucidated the principles, and de- tailed the working, of the normal ?ystciu, that it is needless for lue to &ttiempt tmything further m explanation, cither of the one or of the other. However, as to seme hero present there may be some mystery about tho gallery, as respects the use for which it is intended, I will now endeavor to give them some idea of the service which we draw from it. For tho purpose of receiving a g:.aeral lesson, the scholars are directed to take their places in the gallery; and, when they have done so, the teacher, placing himself directly in front of them, can direct his eye to the wholo in one sweeping glance, or fix it, when necessary, upon any individual of the closs, whilst every eye thereof is fixed upon him. The advantages attendant upon this mode of arranging a class will, I think, be easily conceived by almost all who heas me. The attention of all the pupils in the gallery is thereby, as if it were by a species of fascination, fixed upon the teacher, and each of them feels and receives whatever he says as ad« dressed to himself individually. All lessons in which the whole school can unite are given in this manner, and when it is otherwise, tho lessons are given by taking the pupils in sections. The lessons so given to tho scholars are not always given by the master, but the students, for tho purpose of training them in the art of teaching, are, in their turns, fre- quently required to ofiiciate in his stead, when the subjects of tho lessons are such as they themselves have been taught to comprehend. There is, besides, a minor use to which wo put this gallery. We take oare that nothing unseemly shall be hung up or lie about in the class-room ; and the caps, bags and even play-things, which boys may occasionally bring to schoci, aru carefully put away beneath the gallery. It is a great thing to have a place for everything and everything in its place; and this is one of the first lessons taught to those who attend this insti- tution. There are many minor matters in our economy with which it would be interesting to bo made acquainted, but nothing but seeing them in operation will enable strangers to the system to form anything like ac adequate conception of their utility. I cordially second the invitation which Mr. Stark has given to parents and others— to visit the institution from time to time, that, by personal observation, they may bo enabled to judge concerning the mode of teaching and training practised in it. And I particularly invite the ladies to bo frequent visitors; fori am well aware of t' ? great infiucnce they possess and exercise — often in the must salutary way— over the gentlemen, not only with respect to private and domestic, but also with respect to public matters; and the services which mothers, who become aoqutinted with our system, and who may have children in our school, may render those children, by aiding them in their studies at homo, could not fail to be croduot.iTa of muoh smod • for a mother's earnest and affectionate teaching is seldom in vain. (Ap- plause.) The learned gentlcmau then ooncludod by moving the above Kosolutioo. >r of tbe otbor. itery about tbo ; now endeavor u it. For tbo ireoted to take 0, tbe teacber, TO to tbe wbolo y individual of !be advantages kink, be easily 11 tbe pupils in bion, fixed upon r be says as ad- le wbole scbool rise, tbe lessons so given to tbo indents, for tbe beir turns, fre- ts of tbo lessons rebend. Tbero We take oare tbe class-room ; ay occasionally ;allery. It is a ng in its place ; ;tend tbis insti- y with wbicb it )ut Booing tbem 1 anytbing like id tbe invitation t tbe institution may bo enabled practised in it. a ; for I am well >ftenintbemo3t t to private and e services which who may have aiding tbem in muah trood: fnr in vain. (Ap- }ving the above I '4 i JOHN KENN V, Esquire, on being called on to second the Resolution said,— I feel much pleasure in being called on to second the Resolution. I should feel considerable embarrass- ment in rising on this occasion, had not the eloquent and gallant speech of the gentleman who proposed the Resolution, rendered it unnecessary that I should occupy much of your time. I am glad to see the ladies come forward on the present occasion to further, by their countenance and support, the cause of Education. Beyond their own domestic duties, their efforts have hitherto been confined to alleviating the suffer • ings of the poor. In this humane, but arduous duty» they have given proof, not only of their usual power of discrimina* tion, but of administrative talent of a high order — seeking out fit objects for relief and the most suitable manner of be- stowing it. Every friend to the cause we now advocate, must rejoice in the co-operation of the ladies. Availing themselves of the invitation now given them, let them visit our public schools, note the manner in which they are conducted, the pains taken by the teachers, and the many difficulties they have to contend with. While their visits cannot fail to en- courage to redoubled exertion both pupils and teachers, they will have an opportunity of observing of what high importance to the success of our schools are strict discipline and prepara- tion of lessons at home. In intimate relation, as I have been for many years, with the teachers throughout the Island, I have never before had the pleasure of seeing so many of them around me. The invitation to assist at this Soiree is, I be- lieve, the first mark of public attention ever paid them, and as such I am sure they value it; for some have travelled up- wards of 100 miles to be present on this occasion. To some, this may seem but a small matter ; but to a profession so long treated with ridicule or neglect, it is not so. On their behalf, then, I thank the managers and the governors generally, for this their polite attention. In doing this, I am sure that I do not take too much on myself, as I know of few who have more identified themselves with the tdachers* interests, or been more forward to befriend them on all occasions, than the indi- vidual who now addresses you. From my position in the Academy, as well as from my being a member of the Board of Education for several years past, I am brought into frequent communication with the District Teachers; and I willingly bear this public testimony to the zeal and ability of the greater number of them, and to the inextinguishable thirst for know- ledge, and the capacity for acquiring it, displayed by many. The present mny be thought not an unfit opportunity for a few remarks on our school system in general. To institute a comparison between it and that of any of the neighboring Colonies is needless. Indeed the first thing that forces itself on the attention of gentlemen from the other provinces, visiting this, is the saperiority of our system of Education over that which exists in their respective provinces. But it may not be 80 {generally known, that, in this respect, we can compare favorably with some of the New England States. In visiting^ the Atlantic cities, we cannot help admirinfir the number and excellence of their schools and colleges The schools, even to the very lowest, tilted up in a style of great elegance, and supplied with all the appliances necessary to the health and advancement of the children : the teachers being not only zealous and efiicient,^ but having had an education much above that required for their present situation. Let no one, however, imagine that their country schools are in anything like a cor- responding state of efficiency. To depreciate the institutions of a neighbor»i8 to me always an ungracious task; and I shall, therefore, confine myself to the mention of one defect, but such a one as will enable you to form a judgment on the mat- ternow under consideration. Within a space of nearly 300 miles, which [ travelled in the State of Maine, the schools (except in the towns, in each of which is always a neat acr. demy), were all alike in this : during the winter months thty are taught by young men who are competent enough, but who, on the approach of summer, betake themselves to some more lucrative employment After being closed for some time, they are re-opened under the management of some aged female, farmer's daughter, or some young woman from a neighboring town, who cannot find any better employment for four or five of the summer months ; and thus the system goes on from year to year. With us no one can teach without having first undergone an examination, and obtained a licence ; every en- gagement must be for 12 months at least, while many of our teachers remain in the same place for three or four years ; and some a much longer period. Of course, our system has not arrived at a state of perfection ; it is susceptible of improve- ment, as all human institutions are. But that we are alive to this fact, is shewn by our being assembled here this evening. I repeat it — the basis of our system of Education is sound, without any radical defect* and equal to anything of the kind with which I am acquainted in other countries. This excel- lence is owing to the liberal footing on which our school system is placed, by the Legislature, in the first instance ; and, in the next place, to the impartial and able manner in which it is administered. Hence it is, that it challenges the support and sympathy of all classes without distinction ; and so long as our Act for the encouragement of education shall be con- ceived in the same spirit, and administered with the same im- partiality, we shall have little to apprehend for the future of our Island. The learned gentleman concluded with a well-turned and well-merited compliment to the ladies, remarking on the niBiChi6HH diapiny vi buaUiy ._. _ J L . preatjiiicu vy uie gaiiory. [This speech was— as it well merited to be— -listenod to with profound attention throughout; and the learned gentleman, on Itsconcluiiiun, was tvarmly u|iplauded.J m ■m 1 :?/?i 1 over that may not be n compare In visiting number and hools, even tgance, and health and g not only much above e, however, r like a cor- tnstitutions and I shall, defect, but on the mat- nearly 300 the schools a neat acr.- months thtv ?h, but who, » some morn le time, they veA female, neighboring ' four or five les on from having first ; every en- nany of our ■ years; and tern has not of improve- are alive to his evening, n is sound, of the kind Tliis excel- our school tance ; and, ler in which I the support and so long hall be con- le same im- future of our well-turned rking on the >ry. anod to with lutlemau. on HIS KXCELLENCY, in submitting the Resolution, ob- tserved that it was scarcely necessary for him to ask, in the usual way, whether it was the pleasure of the Meeting to agree to it : and, as he anticipated, it was carried unanimously, with the strongest manifestation of approbation. 4th. That the thanks of this Meeting are due to the Commit- tee of Management for their excellent arrangements for this Soiree. The Hon. COLONIAL SECRETARY, in complying with the call of His Excellency to propose the above resolution, spoke in the following terms : — Your Excellency, Ladies and Gentlemen — I account this day the proudest of my life ; for, in the inauguration of the Char- lotte town Normal and Model School, I behold the completion^ as a means for the universal diffusion of knowledge among the youth of this Colony, of the system of Free Education which I have had the great honour of being privileged to introduce into this my native land. I cannot but remember that I had a great deal of trouble in bringing forward and carrying the measure in the Legislature; but I feel myself amply repaid for my labours by the crowning proceedings of this day. The obstacles which I had to encounter, and the impediments which were thrown in my way, were mainly from without ; but the good sense of the people finally triumphed over the misrepresen- tations of prejudice and jealousy ; and, in the end, the measure was happily called for by the great body of the people. To the measure, in the Legislature, there was never evinced by any a directly hoetile spirit, or any thing like positive opposition, although it was soriously questioned, by some of its members, whetlior the revenue and resources of the Colony could boar the ndditional burthen which, it was presumed, the establishment of the system would impose and entail upon them. 8ome iiuiividuuls, I regret to have to say, carried on, either from ignorance or something less pardonable, a regular agitation throughout the country against my educational scheme ; and wt^ro, for a time, to some extent successful in creating a spirit ol" hostility to it, among the least informed of our cumniuiuty. Confident, however, in the goodness and wisdom of the measure, I persevered, nothing daunted by such Ojpposition ; and in the end success crowned mv endeavours, throughout the country, my most valuable auxiliaries in duly informing the public mind, conoorning the benefits to all which would accrue iVom the measure, sluuild it be adopted by the liegislature and carried into operation, weve the district teachers ; anple of the f celebrated. when in the conversable led a degree L freely con- iprovement, In reply, I gly my tem- apfter having aquired how — " there is } or 10,000 ike him pay )r enquiring ) proprietor, &nd for the parents paid ras informed i the trifline ooks, school |rish of most Q the benefit h I received at might be at moment, tiire a mea< Education ad. In the the Act of order that in inducing year. My tely spread hat, for the [>uld be im- d as it was, ent among f this base- ct teachers pursuance r that they nroHg fhsir yvhich were )t members hool-roou^, ^^fhI<'l^ meeting I attended, in compliance with an invitation, Htiiit to me directly from it, that I would do so, for the purpose of stating to it clearly, and as fully as possible, the nature and .probable bearing ol' my intended measure. The invitation I j cheerfully accepted ; and, having met the assembled Teachers, 1 gave them, as they had requested and expected I would, a ifuil exposition ot" my system, stating to them the probable I amount of the salaries which would be received by them, iUiiderita operation, and shewing that so light would be the (burthen individually imposed upon parents, that it would be jfuU^ entitled to the name of" The Fi-ee Education System." M^My exposition was well received by the meeting ; and I have ' Ireasnn to believe that, not only was every one present con- |vinced by it of the wisdom of the scheme, and of its perfect jracticability without adding to the individual burthens of the [people ; but also fully impressed with the conviction that, <;|;,were the scheme carried into eftect, it would not only imaterially improve the condition of District Teachers and [^elevate their position as a professional body, but would also jroduco, to what might be esteemed nothing but a mere nominal ^?|«',xuction, the former expense of public instruction ; as the tax f|to be levied upon land-holders lor the support of the Free lySystoni would amount to no more than about one-halfpenny '^n acre. Thus enlightened upon the question, the Teachers '^ho attended that meeting returned to their several Districts, *nd were, I believ^e, by their faithful representations con- ^ferning the scheme, among the people, the means of leading druany who were previously either adverse to, or doubtful con- fcerning the propriety and practicability of the contemplated ;|lueaeure, to comprehend its real merits, and to appreciate, in :^pomo degree, the great advantages to the whole community .;J|wliich would result Irom its being brought into operation. >1'lie better understanding concerning tiie System and the jiiieans in contemplation iur its support, which was thus in a fiiiannor infused into the public mind, caused many Petitions to be sent up to the Logislature, praying for the enactment of ;;>tlie measure, on the buHiR on which 1 had proposed it. It is Hrue, how-'ver, that some Petitions, presented to the Logislature 'jconccrning it, were adverse to the scliome ; and others, although Allot directly against it, were not, in the working of it which ^^they reeouunended, quite in harmcmy with the spirit of the ]|inea8uro as originally conceived. Suflicient fur the present to t|Bivy further concerning the rise, progress, and establishment J (»f the measure, that it Avas, with the general concurrence of > the peophi, eventually carrriod triumphantly through the ;. Legislature. 1 say triumphantly, not with reference to any V l)arty triumph obtained by its passage j for, greatly to the ~: credit of the Legislature, all parties therein guve tneir free and full sanction to the principles involved in it, and lent their aid to nnike it as perfect a measun; as possible. Its passage, Jiowover, was certainly a triumph ; but it was a triumph in wliit'h all had reason to rejoiei; ; for it was the triuuiph of intelligence, liberality, and progress, over ignorance, eWoi* and prejudice. I have great pleasure in seeing so many of our District Teachers present at the inauguration of this Institu- tion ; and the proceedings of this day will, I trust, long be remembered by them with feelings of delight ; for in them they behold at once the triumph of liberality and intelligence amongst us, and witness the grateful homage which is paid to 'learning, and the respect which is most willingly accorded to those whose most important and responsible province it is to impart it to the youth of the Colony. The adoption of the Resolution which I hold in my hand, I have much pleasure in moving. That the thanks of this meeting are decidedly due to the Committee of Management, must be evident to all hero present. In the arrangements and preparations made by them , for the reception, accommodation^ and entertainment of the meeting, all has been done which propriety, judgment and good taste required ; and this, I doubt not, will be fully acknowledged by the manner in which this Resolution shall he received. When I kneMv that the Normal School was to be opened at this time, I was anxious that it should be done in as public a manner as possible, and with all the ceremony and observances due to so great an event ; and that it should be^ not merely an act of th Master of the Institution, and the knowledge of it be confined to some hundred individuals or BO in the country ; but that it should be so conducted as to excite the general interest and sympathies of the community on behalf of the future prosperity of the Institution. 1, therefore, thought that, to such end, it would be best to issue cards of invitation to all the District Schoolmasters and Mistresses throughout the Colony, the doing of which would also prove an intimation of the approaching event, to many whose presence on the occasion would be desirable, on account of their influential position in the country, and their appreciation of education ; and now, in this inaugural demonstration, we have a most gratifying result of such a course, in the largo attendance of most respectable and intel- ligent individuals from different sections of the country, who, on their return to their several localities, will, no doubt, speak with enthusiastic approbation of the proceedings and triumph of this day. I am certainly very grateful — as I am sure others wi>o have directly exerted themselves in promoting the groat event of this day, also are — for the attendance of so many friends of the Institution from the country. Some remarks have been made respecting the smallness of the Salaries allowed to our Teachers under the Educational Act ; but no discontent on that account ought to be manifested by them, or sought to be excited amongst them, at present; for, when they themselves sought to aid in the adoption of the moasure by the Legislature, they had been made acquainted with what would, in all probability, be the maximum and minimum of their salaries, and were generally satisfied on that head. With reference to this subject, I will now observe only, that all our colonial interests have, of late, received a progressive increase, and all our prospects with regard to the future are cheering and bright : let our District Teachers, therefore, continue to devote themselves faithfully and zealonely to the discharge of the important duties of their honorable profession ; and, doing so, feel satisfied that the community will eventually make them sharers in the fruits of the Island^s increasing prosperity. In the year 1804, the first step towards making some provision for the encouragement of education in this colony, was made by the Secretary of State's giving authority, by a certain despatch to the Governor of the Colony at that time, to appropriate the Rent of the Warren Farm, (government property) towards the support of a school in Charlottetown. But it was not until the year 1819, that a direct appropriation of the rents arising from that farm were made by the erection of the building which yet stands in the front of that in which we are now assembled. Such was the feeble effort at first made for the encouragement of education in the Colony ; and in further tracing the educational move- ment, so commenced, it would be seen how slowly it progressed as evidenced by the small annual amounts of the Legislative grants made for a succession of years in aid of it.' In 1808 the legislative grant, for the encouragement of education throughout the Island, was only £327 Gs 8d ; in 1829 it was £501 198 6d; in 1832, £562 108; in 1839, £605; in 1841, £1271 10s, including the grant to the Academy, in 1845, £1725 28 9d, including the grant to the Academy ; in 1850, £1824, 14s 8d, including the grant to the Academy : in 1854, £9038 28 7id ; in 1855, £11909 38 lid ; and in the Legislative session of the present year, 1856, the grant was £12000 ! a most gratifying proof that the wise, enlightened and liberal spirit which operated in the Legislature to the passing of the I reo Education Act, in 1852, instead of being diminished in vigor, is growing in strength with the growing financial resources of the colony; Yes, it must surely be truly gratifying to every true friend of the colony to contemplate the high position to w^hich, from so insignificant a beginning as a paltry endowment of £25 a year, our scholastic establishments have now attained ; and that too without the imposition, for their support, of any tax upon the people beyond one half- penny per acre upon their lands, whilst they are, at the same time, relieved from the payment of all tuition fees ; and I may also observe, that at the time the tax was imposed, they were very sensibly relieved, on the score of indirect taxes, by a reduction of one penny a pound on the duty on tea, and of 3s. ner cwt; on that upon sugar ; so that, it is clear that whilst the great boon of Free Education for the rising generation has been extended to the people , taxation has at the same time been actually diminished : and may I not now add, that even independently of all grateful consideration of the almost inestimable boon of Free Education, the people have of late had most abundant reason to be thankful lor th« f I i !f I ? 'I I free bouirty of Provitlence and the prosperity of trade which have accompanied or followed the course of the propitious events in the Colony. Strangers from the United States who have lately visited this Colony, and with whom I have con- versed, have expressed to me their astonishment at the ease with which we have carried out, almost to perfection, our new System of Education ; and they have besides stated to me how much they have been surprised by the politeness and respect, manifested toward them by the children of schools which they have happened to pass at times of dissmissal — the boys having always saluted them by uncovering their heads^ and the girls by courtesying. This is highly creditable to our District Teachers, as it proves that they duly impress upon their pupils the propriety, as we esteem it, of paying due deference to superiors ; but which would perhaps be regarded by the independent youth of the Great Republic, as a token of slavishness of spirit. (Thb honorable gentleman then adverted to his boyhood — at which season of his life there was not in the country, not even in Charlotte town, one school in rank or efficiency much above a Dame''s School — and stated that not only he, but several of those who now occupy the most respectable positions in our community, received their early training and the rudiments of education, under a good old lady, long familiarly known by the name of Mam Bulpit.) About that time, said the honorable gentleman, there was in Char- lottetown a teacher of the name of Robinson ; but he was not generally countenanced. A son of Mrs. Bulpit, quite a young man, next opened school ; and then came Mr. Nellis, who has taught in the Island for no less a period, I believe, than thirty years, and who, for some years, was the master of the school long taught upon the ground of this Institution. They;^. comparatively speaking, were days of darkness ; and feebiii was the light which the sun of knowledge then shed upon the youthful minds of this Colony. But now that sun, although it was slow in its ascent, has nearly attained to its meridian height ; and bright and cheering are the beams which he sheds upon the Island. In our Academy which has long — oflato years especially — been most successfully conducted, a useful^ superior^ and comprehensive education is imparted to the youth who attend it ; and from it have been sent forth a band of well-trained and well qualified teachers^ who, dispersed throughout the country, are successfully imparting to the youth who attend their several District Free Schools the learning and knowledge acquired by themselves in the Parent Seminary of the Island — tl\e Central Academy. The evidences of the extent to which education is being imparted throughout the Colony, is cheering and delightful indeed. The year before the passing of the Free Education Act, there were not more than 90 District Schools in operation throughout the --,U._,1_ T~l_ .J aU I wiiuitj iBiaiiu, w.nu Hie number oi pupils attenuins tne not amount Schools l'"F» .6 Jit.% V«IV« to more than 4000 ; but now the number of Free the Island amounts to 200 : and the number of >n, our new roung people being educated in them is at least 12000 ! The benefits which teachers may derive from this Institution are rell worth their attention. By making themselves acquainted fith the mode of teaching practised and taught in it, t' '' lay be enabled to impart to their pupils much more is. 4. knowledge in six months thst^, by the old mode of teachings [hey could convey to them in twelve. This, I beg leave to pserve, is not by any means said for the purpose of dis- paraging the established teachers of the Island ; for, were I not lyself well aware of their professional worth, the encomiums rhich have just now been passed upon them by Mr. Kenny, rould be sufficient to convince me of the high"^ estimation in rhich, generally speaking, their services entitle them to be leld. Bnt, as has been convincingly observed by the Hon. polonel Swabey, it is surely quite as necessary that young }ersons intended for the profession of teachers should be [rained in the art of teaching or communicating knowledge, 18 that they who would become practitioners in surgery or bhe law, should, besides having received a good education in schools or colleges, have the advantages of regular professional paining. A man may be a very good scholar, and jet be ilmost destitute of such qualifications as would be requisite ta lake him a good teacher : in order to become so he iought to study or be instructed in the art of teaching. To the com- parison between our Island teachers and those of the United States, I have listened with very great pleasure. No man in )ur community is, I believe, better qualified than Mr. Kenny to' institute such a comparison, and to make right deductions from it ; and proud I am indeed to find that he has found reason to award the palm of superior efficiency, not only to )ur teachers, but to our system of Free Education ; and that )o even on the score of remuneration to teachers. [The lonorable gentleman, who had been frequently applauded luring the delivery of his speech, having again expressed the Dleasure which he felt in moving the resolution of thanks to the Committee of Management, sat down amidst a burst of 'icarty applause.] The Hon. Mr. LORD having been called upon to second the Resolution moved by the Hon. Mr. Coles, the Colonial Secre- jtary, rose and said : Ma^ it please your Excellency, Ladies and gentlemen, — I JTise with much pleasure to second the Resolution just moved |by the Hon. the Colonial Secretary but, as there have been JBo many excellent addresses delivered on the subject of educa- jtion, and in particular in favour of the Normal School ; and as I am certain that it is out of my power to introduce any thing new upon the same topics to this respectable meeting, I will confine myself to merelv seconding the Resolution. The Resolution having been submitted by His Excellency, was then unaniraously adopted. I, 1 \ '■ II ARCHIBALD MacNEILL, Esq., having been called upoii to respond to the foregoing Resolution, on behalf of the Manag-j ing Committee, rose and said : May it please your Excellency, Ladies and Gentlemen— j Having, as one of the Committee of Management, been re- quested to respond to the Resolution just passed, I have only tol say that, when called upon to act on that Committee, I readilyl engaged in the vrork, feeling it to be my duty to do all in my I power by aiding to get up the demonstration in favour of the! ^ advancement of education. And I feel assured that I shall butl give expression to the unanimous feeling of all on that Com-j mittee, when I say that they, with me, feel amply repaid fori all the pains and trouble we have taken in making preparations! and arrangements to render this entertainment as agreeable as I possible. 1 say we do feel remunerated for our e;.:dnion8, by the I very agreeable manner in which our efforts have been patronised I by all parties present, especially by the ladies vrho presided atl the tables. Such manifestation of public feeling on behalf of I so good a cause, cannot fail to impress the District Teachers | throughout this Colony (many of whom, I am glad to see, are here present) with a deep sense of the high esteem and respect in which they are held by those who have countenanced this Soiree by their presence and supp( i'*-. Up to this moment, so high a compliment has never befora been paid to Teachers in this Colony ; and I feel confident that they will fully appre- ciate this mark of esteem towards them, and that it will have I the effect of causing a fresh impetus in the discharge of their calling as Teachers — a nailing second to none for its import- ance, and which, therefore, should be highly honoured by all classes in the community. As one who taught school for many years in this my native country, it is but reasonable to suppose that I possess a fellow-feeling for those engaged in that arduous yet honorable work. And when I consider the high encomiums passed upon Teachers at this meeting, and witness their pleas- ing prospects of future prosperity and support, I feel almost inclined again to resume "the birchen sway," and exchange the busy scene of city life for a rural school ; so pleasing is it to see that Teachers are no longer the despised class of men they were, until lately, in this Colony. I hail with pleasure the inauguration of this institution, having for its aim the establishment and promotion of the best method of teaching — which method must become universal when emanating from a well-trained class of teachers. This is an age of progression ; and as we witness with pleasure improvement in the various I branches of art and science, we also find increased value placed iipon the cultivation of those branches ; and may w^e not also strongly hope that progression and improvement among Teachers will be followed by a corresponding increase of their salaries, in order that, by such increase, there may be exhibited n that Com-I [a due apprecifttioQ of their labors by the communit j at larj^ ^ , Reference has been made to the increase of the educational I grants of this Colony within the last few years — an increase [which reflects, and ever will continue to reflect, honor upon I the names of those who established the free system of educa- tion which it is now our privilege to enjoy, and which enables the poor as well as the rich to have imparted to their youth a lliberal education — the greatest blessing which any parent can Ibestow upon his child. Much has, this evening, been said by I the speakers who have preceded me ; but too much has not, and cannot be said on the theme. Whilst, as a teacher, I feel it my duty to cherish sentiments of respect towards those who had the training of the present staff of teachers in this Island, I am also satisfied that when the many disadvantages under which they labored are duly considered, it must be admitted that they are deserving of our best regard, and ought ever to bo held in grateful remembrance. But we have reason to be- lieve tiiat those teachers who are now about to enjoy that specific preliminary preparation for their offices, which it ia contemplated will be imparted in the Normal School, will thereby bo made better and more successful teachers than many of their predecessors, who had not, either before or after their entering upon their profession, been especially instructed in the art of teaching. I feel it would be improper for me to intrude any longer upon the attention of this nighly intelligent meet-» ing by any remarks that I can make ; and I therefore conclude by again thanking, on behalf of the Managing Committee, this meeting for the Resolution which they have just unanimously passed. [The delivery of this speech elicited i^uch applause.] The Hon. Mr. WHELAN, preparatory to moving a resolution which he held in his hand, then moved <' That His Excellency do now vacate the Chair;" which having been done, and his Worship the Mayor, Robert Hutchinson, Esquire, having, on motion, taken the same, the Hon. Mr. Whelan proposed '< That the thanks of this meeting be tendered to His Excellency for his able conduct in the chair," and in doing so, spoke as follows : — Mr. Mayor, Ladies and Gentlemen — If the resolutions which have been already proposed have passed without a dissentient voice, 1 am satisfied that that which it^becomes my agreeable duty to move will be received with unanimous acclamation, and which I will at once read for you : — " Resolved, That the thanks of this meeting are due to His Excellency Sir Dominick Daly, for his able conduct in the Ciha'iv " M 1 In this resolution there is but a feeble testimony of our obligations to our late w^i.'thy chairman for the interest he haa Manifested in the c?Aise of popular education, and it is a con* ■olation to me to know that it requires no oratorical support, for its simple proposition would be sufficient to secure its hearty adoption. Bat, as every gentleman entrusted with a resolu- tion on an occasion, like this, may be fairly expected to make some observations in reference to the object of our present! assemblage, I shall avail myself of the opportunity I possess to offer a few remarks, although I feel that no new thoughts or ideas can pass from my lips after the several interesting speeches we have heard to-night. Were I further to insist upon what has been done in Prince Edward Island to advance the cause of education, and to indulge in an eulogistic recapitu* lation of the services to that cause by some amongst us, whose merits on that score have already had their full share of laudation, I should only be performing a very superfluous task, such as "painting the lily " or " throwing a perfume on the violet." I am glad indeed to find that the prospects of school teachers are growing so bright, and their situations so desirable, as to be worthy of being coveted by one who formerly ranked high in the profession, but was induced to resign it for a go- vernment appointment. 1 refer to our friend the Deputy 1 Registrar, who has just cast such a fond and lingering look back to the days when, within the bounds of the school-room, I he was ** monarch of all he surveyed ;" but I sincerely trust he will be induced to restrain his enthusiasm, and continue hia services in that important department to which he now belongs. In moving the present resolution, I am led to reflect upon the novel and interesting s{)ectacle of a Lieutenant Governor's condescendingly uniting in action with a public meeting, and freely participating in the general feelings which the object of the meeting excites. I call the spectacle a novel one, for to me at least it is so, and I believe to the majority of persons here ; for Sir Dominick Daly is the first Governor, within the period of my experience in the Colony, who has descended from hia high station to mix freely and cordially with the people com- mitted to his care in many of their rational and intellectual entertainments. To find our Governor as anxious to promote the object of this meeting, as if he had a direct individual interest in it, cannot fail to be most gratifying to those to whom its success will impart benefits which cannot be too highly valued. To the teachers in particular it must be highly gratifying, as showing the estimation in which their vocation, with reference to the diffusion of learning amongst all classes— amongst the poor as well as the rich — is now held by men in the highest stations. But much as we are gratified by His Excellency's presence here to-day, I am sure it must be a source of very great satisfaction to himself to have it in his power to countenance so worthy an object as the more general diffusion of the blessings of education, by presiding over a meeting called together for inaugurating a new era in our educational system, and for encouraging teachers in the steady pursuit of the arduous duties allotted to them. I need not remind this (37) meetiog of the very obvious fact, that it is only by means of a wide-spread educatiuu rulers can govern with pleasure to themselves and with satisfaction to the governed. As nut Che least important feature of education is to inculcate obedience to the laws, and by imbuing the youthful mind with sound principles in morals and religion, rear up the best ornaments to, and barriers for, tlie protection of society, it is obvious tho first duty of a liberal minded and enlightened Governor to promote, as far as it may be in his power, the intellectual ad- vancement of the people committed to his care. That His Excellency is ever ready to discharge this duty, we have the most convincing testimony, and it must be gratifying to him to know that his efforts in this direction can be so well seconded by the mass of the people themselves — for I do not believe there can be found in any part of Her Majesty's North American possessions a community that appreciates moral and intellectul training more highly than the inhabitants of this Island. This testimony I can bear from considerable personal observation, and without laying myself open to the charge of egotism, for I am not a native of tne Island, which I might be tempted to regret, if I did not in some measure share with its sons the advantages they enjoy. Though Prince Edward Island happens to be the smallest and the poorest of the North American group of Colonies — regarding our poverty in a commercial sense — ^we are entitled to boast that we have taken the lead and set an bxample to all the others in the important matter of education. The enlightened ^olic^ which pl&ced us in a position thus to boast, though originating with one section of politicians, will be hailed as the brightest inheritance of all who come after us, when the rancour and petty heats of party warfare will be forgotten, and the sons and daughters of Prince Edward Island, unable to take an interest in the conflicts of their predecessors, may exult on common ground over the boon bequeathed to them. For my own part, though, as I said before, not a native of the Colony, I will always consider, wherever my lot may be cast, that I have been highly privileged in being not only a member of the community, but a member of the Legislature which gave birth to our free system of education. Mr. Whelan made a few further remarks respecting the important impetus which has been given to education by the universal spread of the printer's art, which has completely revolutionized the whole republic of letters — bringing knowledge, hitherto inaccessible, and books unattainable oy reason of their cost, within the reach of all, the rich as well as the poor, — so that it seemed to be an almost unpardonable sin, on the part of those who were brought up where public and private libraries abounded, to plead ignorance on subjects of general science , literature and art. [The honourable gentleman then concluded by moving the resolution above quoted, which passed by acclamation.] } II (38) *'' BENJAMIN DAVIES, Esquire, then rose tp second the . motion ; and, in doing so, said — .. , , Mr. Mayor, Ladies and Gentlemen — I assure you it is with ' no ordinary feelings of gratification that I rise to second the . resolution, congratulating His Excellency for his able conduct in the chair. In doing so, permit me to say, I feel certain the ■ Lieutenant Governor must have experienced much pleasure in presiding over a meeting very properly convened for the pur- pose of celebrating the opening of this Normal School, which completes the system projected under the Free Education Act. I feel proud, Mr. Chairmain, of living to see carried into execution the beneficent designs of this system of education, which extends its benefits to every man and child throughout tlio Colony. I remember well wnen the leader of the present i Government (the Hon. Mr. Coles) first proposed his educational . scheme to the Legislature ; and I rememoer also the cautious opinions of many gentlemen, both within and without the doors of the Assembly ; and that it was looked upon as a wild project, and the supporters of the measure termed a body of bold and reckloss men, whose wild schemes would sooner or later involve the people in misery, and the Colony in ruin. By persons unacquainted with the resources of the country, and energy of the people, such opinions were received as orthodox ; asxd the sages who uttered taem were not ashamed to support! a measure which they stated would swamp the whole revenue, y nlike my friend Mr. Coles, I give such gentlemen no credit, because I believe they supported the measure with the expec- tation that it would overturn his government, and that tho tax for its support, being a direct one, would rouse the people against the Liberals. It was no light measure, your Worship, fur f^he Provincial Secretary to propose to his party such an undertaking ; and if we consider that the revenue of the Colony fluctuated between £17.000 and £25,000 a year, and that tho Government had but lately come into power — had taken upon themselves the payment of the Civil List, and guaranteed tliu payment of the debt of the Colony, amounting to £27,000, entailed to them by the extravagance of their predecessors,— I say, Mr. Chairman, it will be apparent that it was no trifling scheme to make known, sunport and carry out; and I fur these reasons feel the prouaer, for, as you well know, I had at that time the honour to hold a seat in tho lower IIouso, and the eense to support a measure called for by the wants ot j tho country. I therefore congratulate ourselves and tho country on the present happy aspect of affairs. Tho Education Act in full operation, being now completed by the opening of I the Training School, under the guidance of two' such competent ' men as Mr. Stark and Mr. Monk, tho masters and tutors of the institution, learning and knowledge will advance at a rapid rate, and tho voice of the croakers is eilouccd, because tim < tp second the (39) country is virtually out of the debt, and the laws every where respected. I have one further remark, Mr, Mayor, (now Ciiairman) to oflFer as to the popularity of the present system of education, which is, chat I may mainly attribute that popu- larity to the banishment of sectarianism from the schools, and the strict prohibition of every thing approaching to sectarian teaching therein ; and I have no doubt the governors of edu- cation will, as they have heretofore done, wisely adhere to this rule which they have established. With these remarks, Mr. Chairman, I conclude, and with much pleasure second the resolution of my honourable friend Mr. Whelan, namely, that the thanks of this meeting be tendered to His Excellency the Lieutenant Governor, for his able conduct in the chair. [This speech mot with much applause.] ,, His Worship the Mayor then submitted the resolution to the meeting, and the same having been unanimously adopted, he, in a few well chosen words, tendered it to His Excellency in the name of the meeting. His Excellency having appropriately acknowledged the resolution, three hearty cheers and yet another, proposed by His Worship the Mayor, were severally given to Sir DominicK and his amiable lady, after which the company separated, evidently well pleased with the proceedings of the day. ^ /■' •' ;;) 1 • •; . ; .. .Ii • • ! H APPENDIX. r BULES AND REGULATIONS FOR THE GOVERNMENT ^ OF THE NORMAL SCHOOL. The following Regulations, ordained by the Board of Edu- cation for the government of the Normal School, and approved by His Excellency the Lieut. Governor in Council, are ordered to be published for general information : — 1. The session for students shall be quarterly. 2 No person shall receive a license to teach, w^ithout a pre- vious course of three months' training at the Normal School, and until after a satisfactory examination had before the Board. 3. Intending students, before enrolment, are required to pro- duce a certificate of good moral character, agreeably to the requirements of the Free School A^t of 1852, together with a satisfactory certificate that the applicant is not under sixteen years of age. 4. Intending students must be in attendance on the first day of each session, to undergo a preparaton" examination. 5. In opening and closing the School, the form of prayer shall be used which is appointed for the District Schooh, and published last in the Regulations for the Schools in the year 1855, and no other. 6. No books shall be used other than those already directed by the Board in the said sheet of Regulations, and in that printed expressly for the government of the Normal School, bearing date July 22, 1856, or such as may be ordered by the Board &om time to time. A list of the books already ordered and now in use is in possession of the Secretary, ana kept at the bookstore of Mr. Stamper. The MODEL SCHOOL in connection with the above is now | open ; the course of instruction will comprise a sound English education, combined with strict moral training. Nona under Jive years of age are admitted. Fee 2b. Od. per quarter, each, payable on entrance. By order, JOHN MacNEILL, Sec'y Bd. Education. ^ ^ V