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Principal, Rev. A. Forrester, D.D. Teacher of English and Classica, Theodore Harding Rand, A.D. Teacher of Mathematics, W. K. Mulluoland, Esq. , Teacher of Music, Professor Williams, Teacher of Drawing, Miss M. Starr. OFFICERS OF MODEL SCHOOL. Head Master, J. B. Calkin, Esq., Teacher of Intermediate, J. R. Miller, Esq., Teacher of Primary, Miss Sarah McLeod. Teacher of Sewing, Miss Jane Greaves. Teacher of Music, Vocal and Instrumental, Professor Williams. Teacher of Drawing, Miss M. Starr. TERMS OF NORMAL SCHOOL. Summer Term commences on Second Wednesday of May, and closes on last Thursday of September. Winter Term commences on second Wednesday of November and closes on last Thursday of March. I i List or Grammar and First Class Graduates From tbo opening of the Institution to the close of last term, and the Counties whence thej came; also the number of pupils at each term, with religious denomination to which they belong. First Term— 1§55-56. 53 PUPILS. 30 Presbyterians. 11 Baptists. 4 Methodists. 2 Episcopalians FIRST CLASS. Mr. Joseph II. Webster, Kings. " Wil ium Pnrkcr, ]] nil tax. *' Henry Wuddell, Pictou. •' Jeremiah VVilloughby, Halifax. Second Term— 1856. 59 PUPILS. 42 Presbyterians. 9 Baptists. 3 Methodists. 1 Reformed Pre8l)yter 4 Episcopali&ns. Miss Mary Kelly, Colchester. " Elizabeth Tupper, do. " Sophia Christie, do. " Rachel Tupper, do. «• Christina Boss, do. " Mary A. Stephens, do. '♦ Eliza McCurdy, do. '» Rebecca O'Brien, Hants. Mr. John B. Calkin, Kings. ♦' Ilu^^h McKwen, do. '• John Forbes, (ruysborough. »' Donald McCaulcy, Victoria. 25 Presbyterians. Third Term— 1§56-57. 44 PUPILS. C Baptists. 7 Methodists. 4 Episcopalians. 2 Church of Scotland. FIRST CLASS. Miss Mary Parker, " Helen Layton, •' Sarah Scott, " Christina McDonald, *' Sarah Johnson, " Annie Archibald, " Jessie Archibald, " Elizabeth Archibald, Mr. William Richan, " Thomas Taylor, " Jonathan 11. Borden, " William Morse, " Robert G. Irvin, ♦* Robert Colquhoun, " John Morrison, Halifax. Colchester. Guysbdrough. Sydney. Colchester. Halifax. Colchester. do. Yarmouth. Guysborough. Kings. Lunenburg. Shelburne. Inverness. Victoria. Fourth Term-1§;{7. 48 pcpits. 28 PreabytorianB. 8 Luptieta. 5 Methodists. 6 Episcopalians. 1 Church Scotland. GRAMMAR SCHOOL . Mr. John R. Miller* King's, FIRST CLASS. Miss Goorgina Carlisle, Yarmouth. " Harriet Dickson, Colchester. " Elizabeth Donkin, do. " Susan Chisholm, Cumberland. " Amelia Flemming, Colchester. " Rosanna Lay ton do. '• Rosanna Bentley, do. Mr. John Mcintosh, Pictou, " Mr. Donald McRea, Victoria, " Charles L. Cox, Colchester. •' (Jilbert W. Dakin, Annapolis. " Robert 0, B. Johnston, Colchester. Fifth Terin.-185Y-58. 63 PUPILS. 46 Presbyterians. 8 Baptists. 5 Methodists. 3 Episcopalians. 1 Church | of Scotland. FIRST CLASS. ; Miss Margaret Archibald, Colchester. *' Georgina McCurdy, do. " Isabella McCurdy, do. " Jane Waddell, Pictou, Pictou. " Annie McKenzie, do. " Elizabeth Archibald, Guysborough. Mr. Eliakin Archibald, Colchester. •' Murdoch McGregor, Cape Breton. Sixth Term- 1858. 37 PUPILS. 20 Presbyterians. 5 Baptists. 4 Methodists. 2 Episcopalians. GRAMMAR SCHOOL ■ Mr. Somerville Dickie, Kings. FIRST CLASS. Miss Janet Crocket, Sydney. *' Jane Flemming, CohJieeter. «' Mary A. Waugh, do. '* Susan Bentley, do. " Sarah Bentley, do. * Session of Ltgialatare of 1857, authorized Normal School to Grant Qrammar School | Diploiuas. *1 Iv V/ e Misa Amelia Archibald, Halifax. *' Mary E. Dclaney, Colchester. •• Martha Dickie, Colchester. " Susan Johnson, do. " Caroline McKenzio, Pictou. '« Thirza Dodsoo, Colchester. Mr. Samuel F. Raymond, Yarmouth. " Caleb Phinney, Digby. " James II. Donne, Shelburne. " Jacob Layton, Colchester. " James Little, do. " John D. Bruce, Pictou. •' John Y. Gunn, Inverness. *< Charles Archibald, Halifax. Seventh Tcrm-^183§-59. 70 PUPIL9 50 Presbyterians. 3 Methodists. 9 Baptists. 4 Episcopalians. 3 Church of I Scotland. 1 Lutheran. GRASaiKIAR SCHOOL. Mr. Daniel McDonald, Sydney. «• Charles Pitblado, Colchester. '♦ William Elder, Hants. FIRST CLASS. Miss Sarah McLeod, Colchester. '• Emma Page, Cumberland. •' MaryAnnand. C'^lchescer. •• Nancy C. Archibald, do. " Martha Campbell, do. '• Mary J. Campbell, do. " Mary J. Cox, do. " Margaret O'Brien, Hants. " Lizzie Walker, Lunenburg '• Bessie Steele, Halifax. ** Nancy Barnhill, Colchester. Mr. Alexander McKay, Colchester. •' George Ross, do. •' Duncan McPhail, Inverness. *' Malcolm MoKinnon, do. " Roderick McNeil, do. *• Angus Ross, Colchester. •« Peter Ross, Inverness. «' Campbell Stewart, Haliiax. Eighth Term.— 1839. 66 PUPILS. 27 Presbyterians. 18 Baptists. 12 Methodists 6 Episcopalians. 2 Congregationalists. 1 Lutheran. GRAMmAR SCHOOL. Mr. Nicholas Smith, Queen's. '* SaL.uel F. Raymond, Yarmouth, Church of liaoB. 7 FIRST GLASS. ' Miss Jane Gow, Lunenburg. tt Miss Riuma Ilomor, Slielburne. ti Miss Elizabeth ThompeoD, Hants. >< Letitin Crowell, Sholburne. Mre MiB TTill Digbv. ' Halifax. 8 Mary Revotte, Mr. Augustus Ililtz, Lunenburg. ti DoDaid McLeod, Cumberland. tt Duncan Duff, Hants, ti Charles Konroth, Lunenburg. it Frederick Lawrence, ' Invoverness. << John Blackadar, Yarmouth. It Cliarles Darby, do. 11 iSamuel Archibald, Colchester. II Nathaniel Ilebb, Lunenburg. 11 Richmond McCurdy, Colchester. ;,' Ninth Tcrni.-lSS0-6O. | 82 PUPILS. 29 Preebyteriana. ' r Methodists. 30 Baptists. 7 of Scotland. FIRST OI.ASS. Episcopalians. 9 Church Miss Charity Snadden, Halifax. ti Jessie Baxter, Colchester. It Ellen Killer, do. ii Annie Green, Halifax. II Maria Corbett, Annapolis. II Annie Pitblado, Colchester. II Elizabeth Lauder, Pictou. Ii Isabella Kent, Colchester. II Jane Rcid, Pictou. Ii Martha Stewart, do. ti Lillias McLeod, do. II Jane Bremner Luneoburjr. It Susan Waddell, Cochestor. II Maggie Walker, do. 11 Elmina Cox, do. ii Janet Chipman, do. ti Ellen Page, Cumberland. II Janet Matheson, do. II Lois Kenny, Yarmouth. i It Sarah But er. do. i 11 Lizzie Palfrey, Annapolis. Mr. Calvin Raymond, Digby. it Reuben Raymond, do. Ii John A. Morse, - Annapolis. 11 George Kent, Colchoster. , It James Forbes, 1 Inverness. * I ' 1 1 8 Tenth T«rin— 1860. 1 80 rurics. 11 Episcopalians. 1 32 Presbytorians. 28 Baptistn. 8 Methodists. 1 Lutheran. OFcAMMAR SOBOOX.. | Mr. Roderick McTiOan, Pictou. " Jolin A. Morse, Annapolis. FIRST GLASS. Miss Mary A. Cousins, Digby. *• Mnry A. Quirk, Annapolis. " Maggie Densmore, Hants. '« Harriot O'Brien, do. •• Amelia Spencer, Colchester. " Eusebia Minard, Queens. *' Lizzie Stephens, Colchester. •* Lcxandie Archibald, Halifax. Mr. Alexander McUca, Inverness. '« John Miller, Hants. " Benjamin Rogers, Yarmouth, " James Ross, Colchester, •* Isaac Johnson, do. ** Donald McLean, Inverness. " James Lynds, Colchester. •• Hyram Eaton, do. ** J. Pearsons, Queen's. ♦' Albert Hemeon, Shelburne. " Watson Porter, King's. *' Reuben Wentzel, Lunenburg. ♦' Charles Hiltz, do. " William Sargent, Shelburne. " Charles Andrews,. Lunenburg. " Charles Church, do. " David Webster, King's. " H. McKenzie, Pictou. Eleventh Term.— 1§60-61. j 80 PUPILS. 48 Presbyterians. 19 Baptists. 6 Methodists. 2 Episcopalians. ] Congre- gationalist. 1 Lutherian. 3 Church of Scotland. GRAiraiMIAR SCROOZ.. Mr. Reuben Wentzel, Lunenburg. " William Richan, Queen's. •' Charles McDonald, Piotou. FIRST OZ.ASS. Miss Maria Hamilton, Halifax. " Esther Hamilton, do. " Fanny Allison, Queen's. '♦ Jane Crowoll, Shelburne. ,: fii IS. 9 MisB Annie Cock, Cololiestor. i< Lutititt Clark, , Digby. ti Anni'^ CroHhy, Yarmouth. 44 Mary J. Creelman, Colcliester. 4t Muria Morris, Guysborough. 44 Margaret J. Poppard, Colchester. 4i Kliza J. Marshall, do. 44 Catherine Uoss, Colchester. 4( Agnca Juhnston, do. 14 Maria Minurd, Queen's. 44 Annie Minard. do. 44 Hannah Duinphy, Colchester. 44 JcHHie Dickson, do. 44 Esther Kin:;, do. 44 Georgina Sutherland, do. 44 Mary (iaunuoU, do. 44 June Ganuiu'll, do. 44 Louisa Henderson, Pictou. 44 Caroline Fisher, Colchester. Mr John B. JoUVrHon, Annapolis. (i Edwin Arcliiluld, Colchenter. 44 Donald McKay, do. 44 Daniel McLood, Pictou. Twelfth Tcim.-1§G1 • 58 PUPILS. ytcrians. 16 Baptists. 1 Methodist. Episcopdlians. Z Congre- of Scotland aRAMSSAR SCHOOL. Mr. A. McLood Sinclar, Sydney. FIRST CLASS. Miss Matilda M. Faulkner, " Helen Hamilton, Mrs. E. Campbell, Miss Sarah McKenzie, •• Rachel Pollock, " Jesssie Blair, " Libby Putnam, Maggie Taylor, Charles Gilli td, Albert Gayt> . Jol 1 Gibbonp Jol.o Gowe Roderick McKen/ e, Si^muel Arcl.il)ald, George A. Chase, Frederick /ost, Richard Cann, Nathan Sunders, Mr. 44 4% Colchester. do. Pictou, do. Colchester. do. do. do. Digl)y. Yarmouth. Shclhurne. Colchester, do. Halifax. Kings. do. Yarmouth. do. 3 Church h' I'lV! Ilia* Mvi w, ^n 10 Thirteenth Tcmi.— i§61-C3. 55 PUPILS. 5 Episcopalians. 28 PrcsbytcrianB. 12 Baptists. 9 Methodists of Scotland. GRAlkKZaAB; SCHOOI.. Mr. John Y. Gunn, Inverness. •' Alfred D. Smith, Colcliester. 1 Church M Mr FIRST OZiilSS. sfl Francis P. Gidney, Annapolis. Mary M. English, Pictou. Harriet Blair, Colchester. Annie Leake, Cumberland. Isabella Muir, Colchester. Catherine McLeod, do. Laura Little, do. Bessie McKay, do. James Mack, Queen's. William R. Blair, Colchester. Burpe Lynds, Inverness, John Campbell, Inverness. Hugh Gunn, do. 11 Dhuroh m 0"bject £Lncl "Value of TVorinal Schools. The direct object of these institutions is to prepare and qualify Teach- ers for the due discharge of their duties. These duties require qualifica- tions, both literary and professional, of the highest order. As there is no employment or vocation so complicated in itself, or so pregnant with results, as that of the Teacher, so there is none demanding attain- ments so diversified and extensive, or a spirit so self-denying and enno- bling ; and, by consequence, such a lengthened and pains-taking course of preparatory training and discipline. Normal Schools are designed, and, when properly equipped and managed, admirably fitted to impart this training. Scholarship is indispensably necessary to the Teacher, and the more thorough and various that Scholarship, the better prepared is he for his work, even in the most elementary branches. If simplicity in the mode of communicating knowledge, constitutes one of his highest qualifi- cations — and this is admitted by every sound educationist — who does not perceive the vast stores of learning required to make even the most com- mon things plain and level to the grade of every intellect. Normal Schools, accordingly, in all countries, make provision for consolidating deepening and extending the education of their students. But the grand design of these institutions is the acquirement of the knowledge, both theoretical and practical, of the business of teaching. — This embraces a thorough acquaintance with the nature of the scholars, generically and specifically ; correct views of the end of education, and of the best methods and means of reaching that end ; and with all this knowledge practise must be combined — such practise as will enable tiie teacher to do his work skilfully and efficiently, like an experienced Me- chanic, master at once ot the science and art of his vocation. For this purpose every complete Normal School establishment is furnished with two separate compartments or buildings — the College and the practising School ; the former to impart the theory and the latter the practise. The literary or Academic qualifications may be got elsewhere, but no means have yet been devised for giving the professional, at all to be compared to Normal Schools, when properly organized and conducted. This then ought to be held up as their grand specific object, and notwithstanding the disposition of not a few to sink the professional in the educational, or, at least, to give the greater prominence to the latter, it ought to be maintain- ed, that, however important the educational, it stands in relation to the '!' ;:i i'i ill I ■:,l.2 m J & I m ■'■' mf wF '' iP ^ hi'- m^ f mi F ili r! i 12 ollior, in so far as lliese institutions are conccrncil, merely as means to an end. And if siicli is tlie object of Normal Selioels who will qnestion their inestimable value. If education lies at the basis of all individual and na- tional prosperity and happiness, surely the best means yvX devised for the production of sueli results, is entitled to every possible encouragement and support. It is, indeed, one of the most remarkable features in the whole history of education that the world, applauding as it does its transcendent results, slioidd have so long neglected the most obvious meaas of securing ihem, and that of all labourers in the field of mind, the teacher alone should have remained untaught, and lefi. to pick up his jn'ofessional know- ledge the best way he could, at odds and ends, or to do without any. — Tills can only be accounted for, by one or other of two ways, cither the depth of human j)erv(!rsity, on the ons hand, or low, inadequate views of education, on the other. But be this as it may, it ought to furnish cause of gratulation to every genuine educationist and philanthropist that ano- {\wv spirit bus begun to manifest itself, and thai just as the idea is winning its way and asserting its supremacy, uamely, that the education of the young implies something of vastly greater moment than the building of suit- able scliool houses, providing the necessary furniture and ap[)aratus,as well as a competent remuneration for the teacher, even the formation of charac- ter, through their physical, intellectual, and moral development, so is this spirit growing apace, and the cause of Normal Schools claiming a greater share of the aitention of the wise and good of all countries, and under every form of government. Comparatively in the infancy of their exist- ence, a bright career of usefulness is before them — beneficent and glorious results await their instrumentality. Would it, for example, prove of in- calculable service to the cause of education to have the business of teach- ing exalted to the rank and dignity of one of the learned {)rofessions ? "Would it be of benefit, in every community, to be provided with a sure lonch-stune, wher(d)y to try the eil'ects of any supposed improvement, either in the outer or inner processes of education ? "Would it serve to j)romote the educational intisrests of any provinc(} or rtalc to have a uni- form system in all its essential i)rinciples, in all its leading features, pre- vailing? Would it constitute the grand panacea of a nation's evils, the only elfective preventative of pauperism and crime, the sure guarantee of its intelligence, industry, and morality, to have every schoolable child within its border, in the reception of the best and cheapest education ? Would it be a sight on which heaven itself would look with benigncst complacency, were groups of talented male and female teachers seen going forth, not for the purpose of experimentali/ingand learning how to teach, at the expense or sacrifice of the taught, but fully qualified to mould and an their il na- il* the t anil kvholc ndont Mu-iiii!; alone know- my.— cr the cws of 1 cause it ano- finning of the of suit- as well charac- ) 13 this greater ll under r exist- lorious c of in- f tcaeh- !ssions ? a sure ,'cnncnt, erve to a uni- es, pre- ils, the antee of e child cation ? l;nigne.st |n going |o teach, luld and 13 fashion mind for tlie fulfihnent of its liigh destiny; and not only po, but imbued with the true spirit of tlieir olHce, — " a ?i)irit, as Page says, that seeks not alone pecuniary emolumimt, but desires to be in the highest de- grei! useful to those who are to be taught ; a spirit tliat elevates above every thing else the nature and cupabilities of the human soul, and that tri'rnbles under the responsibility of attempting to be its educator ; a S{)i- rit tliat looks upon gnld as the contemptible dross of earth when compared with that imi)erishable gem which is to be polished and brought out into heavens liglit to shine for ever ; a spirit tliat scorns all the rewards of oai'th, and seeks that highest of all rewards, an approving conscience and an approving God ?" Verily it woukl. And through what agency, what external iipjiliances, is it asked, are these gladdening prospects to be realiz ed ? Tiiat agency may be designated legion, for it is manifold. But there is one agency that towers above the head of all the others, and ;hat, need we say, is well accoutred Normal Scliools, i)re-eminently the p(!Oi»le's Col- leg(i — a stronger bulwark of a nation's defence than all Iier military garri- sons, or constabulary establishments, a surer safeguard of a nation's vir- tues and a nation's innnunities, than all her penitentiaries or reformatories. Ilii^toi'y find IPi-ossent Ooiiclition of rVorma,! ^oIiooIjs. Tlie first form assumed by Normal Schools was that of elementary in- stitutions, organized after the maimer in whicli it was thought a school should be. In reference to these the word Normal was used in the sense of a Model or pattern. They corresponded, however, not so much to the Normal as to the ]\Iodel Schools of later times. Of this class were those oKNeandcr at Ilefield in Circrmany, fonnded as far back as 1.170, and of the Abbe de Lasalle, at Kiieims, in France, in KkSl. Thes" establish- ments, with numerous others of a similar character, successively establish- e«l prior to the beginning of the eighteenth century, were not simply schools for the education of children, but were so conducted as to test and exemplify principles and methods of insli iiction, which W(!re jierpetuated and disseminated by means of books, in which they were embodied, or of p\ipils and disciples who transplanted ilii;m to other places. These schools served as a kind of forerunner to prepare the way for the more eilicient and perfect institutions of the same designation at a later day. Normal is now ap[)licd to schools in which young men and women, who have passed through an elementary or even liberal course of study, ll'.:.; 11 1^ arc preparing to be Toaclier?, by making additional attainments, and ac- quiring a knowledge of the principles of education as a science, and its metliods as an art. The earliest attempt of this kind was made at Ilalh; in Prussia, about 150 years ago. When tlie benevolent Franke turned his attention to the subject of popular education, he soon founJ that children could not be well tauglit without good Teachers, and that but few good Teachers could be found unless they were regularly trained for the busi- ness. Impressed with this conviction, he bent all his energies towards the establishment of a Teacher's Seminary, in which he finally succeeded in 1704, and now Prussia possesses upwards of 50 Normal Schools. The following list of the Normal Schools in Europe was published a few years ago: — Saxony, 10; Austria, 11; Bavaria, 9 ; Wirtemburg, 7 ; Hanover, 7 ; Baden, 4 ; Ilesse-Cassel, 3 ; Hesse-Darmstadt, 3 ; Anhalt, 3 ; Saxe- Coburg Gotha, 2 ; Saxe-Meinengen, I ; Saxe-Weimar, 2 ; Oldenburg, 2 ; Jlolstein, 1 ; Nassau, 1 ; Brunswick, 1 ; Luxemburg, 1 ; Lippe, 1 ; Mechlenburg Schwerin, 1 ; Mechlenburg Strelitz, 1 ; Lubec, 1 ; Bremen, 1 ; Hamburg, 1 ; Frankfort, 1 ; Holland, 2 ; Belgium, 2 ; Denmark, 2 ; Sweden, 1 ; France, 97 ; England and "Wales, 39 ; Scotland, 5 ; Ireland, 2 ; — making in all nearly three hundred, and receiving large annual ac- cessions. Indeed, there is scarcely a government, either great or small, among the dynasties of Europe, that does not recognise this class of insti- tutions, as an indispensable part of its Educational machinery. In the United States of America the firet Normal School established for the train- ing of Teachers was at Lexington, Mass., in 1839, and now this State supports 4, Connecticut 1, New York 1, Michigan 1. In the States of Wisconsin, Iowa, Kentucky, and Rhode Island, provision has been made in some one or other of their Universities for the special training of their Teachers. In several of the larger cities of the Union, such as New Yoi'k, Boston, and Philadelahia, Normal SchoDls have been established by the Municipal A uLuorities, and supported at the Municipal expense. Though it ia not much more than twenty years since Normal Schools commenced their operations in the Union, there is now scarcely a Slate unprovided with one or more in some shape or another. In British Ame- rica the cause has made similarly rapid and gratifying progress. There are in the Canadas 5, Nova Scotia l,New Brunswick 1, Prince Edward Island 1, and in Newfoundland provision is made for training Teachers, though no school is established. But enough has been said to indicate the bearing and progress of these institutions, and to demonstrate that however short may have been the period of their history, they have not only ceased to be an experiment, but have secured for themselves a powerful hold upon the governments both of the Old and New World. 15 Much, however, remains to be done, so as to rentier them j^roductive of (lie high and important ends they are destined to accompli.sh. Larger endowments mn.st be granted them ; that th^ir Stndents may be able to end at lea-'t three wliole years, uevotnig t!ie last year ot their course a. at I alino;^ entirtly to the work of practising — whicl>, by the nuiniScent grants of the Impurial rarllament, (hose in the mother country are able to do* Higher admission quahfications must be exacted, that less time may be required for the educational department, and much more given to the pro- fessional. It must be made a distinct stipulation in every national system of education, even as it is in Prussia, France, and other countries, that no TeachtM" shall be employed who has not graduated at one or other of these InsiitiUions ; that, in fiict, the same rule shall be observed as in the other learned professions of Law, Medicine, and Theology. However much all these items may add to the expense necessary for the support of these Ins^titutions. yet it is the truest economy. Is not the workman- f^hip of the thoroughly trained and experienced Mechanic, however expen- sive at first, the neatest, (he most enduring, and, in the long run, the most protitable, — iuid vastly more so is this (he case with the educadon of the young. H '! I;! \f;> ■ ( nil ' {'■ these bn the liment, Imenta Histox'j^ of I?i'oviiicial ^N^oniial Scliool. On the .31st of March, 1851, the Legislature of Nova Scotia, on

i 1^ • ■ 16 ed the one at Truro in November of tlie same year Dr. Forrester un- dertook tlie organization and nianagouKnt of the Normal School entirely on the understanding that ^lodel Schools would be erected at Truro, not only for the purpose of furnishing the best exemiilification of the system adopted, but still more of forming a \vorkslK)p in which the Pupil Teach- C' '^ might practise. At his earnest t-olieitation the Legislature of iM.jG granted £yOO for the erection of Model Schools, on condition th;',t the peoi)le of Truro raised £."!00. This was speedily done, and the jModel Schools were opened in the summar of l.S")7. Tiiese Schools were com- menced out and out upon tlie most approved, graded method, having three departments — Prinary. Intermediate, and High School, each with its own regular Teacher. Besides, there is a feniale who teaches sewing for two hours, every afternoon, and also a tet.cher of Vocal ^Music, and another of Drawing. The whole establishment, considering its size ;uid means ex- pended, will be found as well etpiipped as any similar institution, there being five Teachers in the Normal College, and six in the Model Schools. The cost of the Normal and IModel Schools, and of the whole edncatioiuil supervision of the Province, including contingent and current expenses, postages, See, is exactly £1170, a less sum than is d(.'Voted to this object by any other country of similar size, where a national system of education txists. The attendance at the Normal School has been greater than its best friends anticipated. It was supposed, looking at the population of other countries, and the number attending the Normal Schools therein, that if the attendance at Truio averaged thirty or thirty-live, it would be a fair proportion. Instead of this, however, the average attendance at each Term has been fil, and as there are two Terms in tiie year, the average annual attendance has been 122. The institution has now been in exist- ence for thirteen Terms, and counting every one vvho has attended each T erm the number amounts to 79'). Ot these, however, bout oOO i have attenc'ed two or luoi'e Terms, tlicreljy rediiciiiir (he actual number ! of Students to about r)(i() — of which '2.')') h.ive oi)!;uned Grammar Si-!iool and First Class Certificates— about 200 Second Class, and about 70 have received no Certiticates at all. Paying pupils, or those who come under no obligation to tciich, of which tlu^ law allows 10, liave averaged about o each Term since the commencement. Nine-tenths of the Pupil Teachers have taught, or are now engaged in teaching throughout the Province, not only those who obtained Grammar Scliool and First Class, but also those who obtained Second Class Diplo- mas, making in all about 450. m the fi rm Many of these Students have attended the Normal School persuasion that a change in the mode of sui)porting education was on the or un- it iri'ly I •<), not j lystcin 1 LV-iu-b- i>,t the 3Ioil("l (; I'Oin- ject lucation I its best other that if a fair it each average exist- (1 eacli 111 oOO iiur.ihcr School ro liave nncli*nial Scliool at Ti*rxi*o. The Normal School System, as it is called, is a j)hrase oftentimes used as if there were but one system pursued in all these Institutions, and as if that system were uniformly the same. It is no doubt dear that every Normal School, if true to its name, should be condueted according to a fixed plan or rule ; but what that rule or fixed plan is, it is left to each Normal School to decide for itself. Now, auiid an iinuiense i)rofu.;iun of sciolism and quackery on the subject, there have been i)ropouu(led, \t\'0' perly speaking, only four distinct systems of education — the Mechanical, Explanatory, Objective, and Training; and from these a selection mustnC' cessarily be made by the authorities of every Normal School, and, if the Normal School of a country constitutes, as it ought to do, the exponent of its educational processes, it must be made with profound research and calm consideration. And on what will the selection of one or other of these systems naturally tuni ? Plainly on the view entertaiiuid res[)ect- ing the end of the education of the young. II' that is supposed to consist merely in teaching them lo read, write and cijiher, without any rell'rencc! to the mode iu which it is done ; in making tin m go the round of certain mechanical observances and exercises, a frecpient repetition of words or sounds, witiiout the least attention given to their meaning, or the thoughts and principles they represent ; — then, as a matter of course, the Mechani- cal or Verbal will be chosen. If, again, the end of education is regarded as consisting of a process o^ simplification and analysis, making terms or subjects plain and paliiable to the understanding of the scholars, or the mere imparting of knowledge, without any attempt to develop or strengthen their intellectual powers ; I r %■:!: SI 18 then, the Explanatory, or as it is sometimes, though erroneously, styled, the Intellectual system, will be adopted. If, farther, the end of eduealion is supposed to ho the development of the nu;rely intelleetual powers of our nature, and the awakening and training of the social or emotional parts, leaving tlie moral uneultivated, or cultivated merely by the ever fluetuating teachings of nature, and not by the unehanging standard of the Bible; then, the objective or the Pestol- lozzlan will be taken. If, still farther, by the end of education is understood the harmonious and coiis(^cutive growth of all tlie parts ol the compound nature of the young — physical, intclleclual, and moral, and that by the; only appliance adapted thereto, namely, exercise ; then, it is clear tiiat the Natural, or Training System will be selected, as the only one at all titled, even under ihe most proj)itious circumstances, to accomplish such an end. This last we hold to be the real, the ultimate end of education, and to srop shoit of this is to do justice to the young neither for time nor eterni- ty, is to sit neither at the feet of nature nor of revelation, is to have due respect neither to the interests of the kState nor of the Chui'ch. It is because we maintain this view of the end of education to be altogether impregnable, and the Training as the only system at all adequate for its achievement, that at tiie commencement of our career as an Institution, not the slightest hesitancy was experienced in it? adoption. Not that we contemn or reject either the Mechanical, or the Explanatory, or the Ohjec- tive systems ; they are all of utility as far as they go ; in all their essen- tial features they enter into the full working out of the one selected. But it is the Training System, when taken in all its length and breadth, that constitutes the grand consummation of the whole, that puts the copestone upon the educational fabric, that not only embraces all the parts of the co.ri- pound nature of the young, but adapts itself to them in the only way that can secure their development and enlargement, according to their inherent and relative importance ; that not only imparts valuable instruction, but by that very act creates an anpetency and a power, aye, and a habit, for the endless, the ever-increasing accpiisition of more ; that not only lits and qualifies the recipients for any particular trade, or busniess, or pro- fession, but for all the duties and trials of life ; as well as for a higher appreciation of the glories of another sphere of being ;- -the system, in one word, that is not only In entire consonance with their physical, intellectual and moral constitution, but which has the pledged blessing of heaven en- stamped upon it, illustrated and fortified by the conduct of the Great Teacher of Nazareth. And for the full carrying out of this system two things, at least, are indispensable. The Educator must have, in the first place, a thorough tl, the jnt of o; and vatoci, not by ^estol • onlous of th.J )linncMj ml, or under ami to etcrni- v« (lufi It is igetlier for its itution, hat we Ohjec- • essen- . But h, that M'stone c CO. Il- ly that ihcrcnt )n, but hit, for ily lits |or pio- liigher in one ectual en en- Great |st, are )rough 19 acquaintance with the grand leadiror characteristics of the nature of tlie Schohjrs, as possessed of body, intellect and conscience, and these in indis- soluble union and reciprocal dependence ; as endowed with every possi- ble diversity of talents and dispositions, and these with ditferent consecu- tive epochs of development, the perceptive, the nipresi^ntative, and the re- flective; as having; the greatest difference in attaiiunents, and as endned with a social.f'rniilative constitution, and thcniby capubh? of being extensive- ly operated upon by the power of the sym[):ithy of numbers. But farther, he must be a proficient in handling the appliance necessary to strengthen and perfect all these constituent characteristics '*' their nature. That ap- pliance consists of two things, knowledge or instruction, and the best method of its communication, sons most extensively toefTcctuate the end of educa- tion. The latter is vastly the more important, as it is the more compli- cated of the two. Here there is need of the most commanding powers, the most consummate skill, and tl\o most industrious and ])alient persever- ance, as u[)on this is suspended the momentous result whether the minds of the recipients shall become gems of purest rays serene, or remain as blocks of unpoli.ohed marble. For this purpose the Educator, whatever^ the branch of knowledge he imparts, must be, at least, as much concerned about the mode of doing it, as he is about the measure or extent of his acquirements regarding it ; more anxious to make ihf children go through the exercises themselves, than to tell them how to do them, or to do these exercises for them ; more bent to make the subject plain and intelligible to the most stupid and insensible in the class, than to the most bright and talented ; more ambitious to deposit in their minds, things, realities, full- shaped living ideas, than lie is to obtain from them the most accurate and lengthened recitation of technical t3rms, or of well composed rules ; more intent respecting the quality than ihe quantity of their attainments ; ra- ther to awaken within their bosoms a thirst for knowledge, and to provide them with the means of gratifying it, than to make them encyclopaedias of learning. And in order to all this, he must know how to conduct them by analogies, and pictorial verbal illustrations, from the known to the unknown, how and when to use the analytical and synthetical methods of developing a subject, how and when to address his scholars orally or by text book : and whatever be the mode of attack, never to imagine that the lesson is given until it is received, .Mid satisBed that the best and most substantial evidence of its having been received, is when the pupils can recite in their own language its leading features, without the help or the prop of question- ing. And what is the external machinery requisite tor carrying this pystem into practical effeet? In reference \o School pre7mses, every provision must be made for ventilating the School house — a class room with gallery 20 ; If is cxrocilinfrly desirable, but if that cannot bo obtnincHl, tho seats and desks must lie arranj^ed in parallel lines, and f^radiially raised from tlui Teaeli- er's platform — but above all, and as an indisf)ensal)le pro requisite for doinjT anytliiiiji like justice to the system, an enclosed i>lay-^round must be, |»rovidcd, as an ari-na for the moral traiiiinl(>l I We ,^ay brfection tcaohers, lei pies of Tlicre liat even are pro- it. And 21 no one wlio tlioronglily undcrsfands and fuitlifnlly applies any one of its principles, will rest contented tlicrcwitli, Imt will lalmiir and strive alter a nearer approximation to its llioroii^li and [lerfcet manifestation ; aii(| tliat, because every step lie aat'y by PiMNrirAi,. ('la^.s I, Lnlin and (irecik Grammar — Tf^xt Iiooks, Editd)nr^di Academy in both La:ien(fils of Education to individual. State, and Church ; 3, Systems, external and internal. Chap. II. 1, Enumeratiop of internal systems ; 2, Training system — the expo- sition of its principles ; 3, Its api)lication in the dilFerent branches of edu- cation, viz., alphabet, exannnation of subject matter of lesson, derivation of words, spelling, penmanship, arithmetic, grammar, geograi)liy, history, mathematics, classics, oral lessons, music, form and colour drawing, reli- gious knowledge ; 1, Mejuis by which this system is carried out — school premises; s(;hool organization, embracmig registration, f la.>sitication, n[)propriation of time, recitations, reviews. Sea. ; discipline, means to be »>od for promotion, &o. ; 5, living agent — the teacher — oMice ; duties ; qualifications and means of obtaining iIkmu ; dilliculties ; rewards. Chap. III. Systems external, 1, Duty of nations, as such, to education ; 2, What comprehended in u National System ; 3, National supervision ; 4, National support ; 5, National Legislation, embracing di.-»'u>sion of religious element; 6, Legislation in Prussia, Britain, Anie- riea, liritish Colonies, specially Nova Scotia. AlMiiit till! miiMK' ortlinT'(|y on vei"Mite their studies with diligence, they generally receive a Second Class Diploma at the end of the first Tt'i-m. When they have studied before hand the higher departments of Grammar and Arithmetic, can pass a iivir examination of First Book of Euclid, work Algebra as far as equations, and prosecute their studies with diligence and perseverance, they have a good prospect of taking a First Class Diploma at the end of the First Term. It is more advantageous, however, both to the Pupils and to the cause of Education, that they attend two Terms, whatever mav be their attainments, as they require all that time to become acfpiainted with the system pursued. Pupils who have studied one or two Books of Euclid, worked Algebra, and are masters of Latin and Greek Grammar, on admission, will, with ordinary diligen^'c, take a Grammar School Certificate at the end of the Second Term of attendance. I ['f ■ i ifk: m m I if f f ii ■.1. ■ I' Ii hv i; i 26 Expense oC attendinjTf a Ter:ii. at IVoi'inal Scliool. Tuition is free to Jill Pupil Teachers. Books and Stationery are pro- vided by the Province, lioards of School Commissioners pay the tra- velling expenses of the pui)ils they recommend at the rate of three pence jier mile. Good Board may be had at Truro at the following rates : — P"'(Mnales from 6s. to 10s. per week; Males from 10s. to 12s. (5 J. The whole actual cost of attending a Term does not thus exceed £10 or $40. A-nnounceinent- The next Term will ronimence on Wednesday the 14th of May, that being the second Wednesday of the month. The law requires that none shall be admitted beyond a week after the commencement of each Term. ALEXANDER FORRESTER, D. D. Superintendent of Education, and Principal of the Normal School. at re pro- the tra- I pence tUes : — . The ar $'10. f, that 3S that if each hool. ^H^R^ ' ' Mh Iw'. ^'' IB ■. Ww tj^K!-'- f^m ■ 1 1 ■ i [ ¥ % 1 I; -.•-'^. 5- i J. >4gvgK- PRINTED BY JAMES BARNES, I ',- 142 HoUis Street. '# ^i^ .-i" «,?:'