->J 
 
 
 
 
 ^ 
 
 2^ 
 
 ^ 
 
 IMAGE EVALUATION 
 TEST TARGET (MT-3) 
 
 O 
 
 O 
 
 ^^Ja 
 
 
 
 1.1 
 
 
 "^ 1^ 12.0 
 
 
 Photographic 
 
 Sdmoes 
 
 Carporation 
 
 
 <^ 
 
 V 
 
 k 
 
 \ 
 
 as WKT MAM tTSKT 
 
 WIWm.N.Y. 14510 
 
 (71«)tr»-4S03 
 
 ^g^ ^ 
 ^ 
 
"k^^ 
 
 ^4^ 
 V 
 
 CIHM/ICMH 
 
 Microfiche 
 
 Series. 
 
 CIHM/ICIVIH 
 Coliection de 
 microfiches. 
 
 Canadian Instituta for Historical IMicroroproductions / inttitut Canadian da microrAproductions historiquas 
 
 i\ 
 
Tachnical and Bibliographic Noiaa/Notaa tachniquas at bibliograpliiquaa 
 
 Tlia Inatituta haa attamptad to obtain tha baat 
 originai copy avaiiabia for fiiming. Faaturaa of thia 
 copy wliich may ba bibiiographicaiiy uniqua. 
 wliich may aitar any of tlia imagaa in tha 
 rap 'oduction, or which may aignificantly changa 
 tha uaual mathod of filming, ara chacicad balow. 
 
 D 
 
 D 
 D 
 
 D 
 
 D 
 
 Colourad covara/ 
 Couvartura da coulaur 
 
 rn Covara damagad/ 
 
 Couvartura andommag6a 
 
 Covara raatorad and/or laminatad/ 
 Couvartura raauiurAa at/ou paillculte 
 
 Covar titia miaaing/ 
 
 La titra da couvartura manqua 
 
 Colourad mapa/ 
 
 Cartaa giographiqbaa an coulaur 
 
 Colourad inic (i.a. othar than blua or blacic)/ 
 Encra da coulaur (i.a. autra que blaua ou noira) 
 
 I I Colourad plataa and/or illuatrationa/ 
 
 Planchaa at/ou illuatrationa an coulaur 
 
 Bound with othar matarial/ 
 RalM avac d'autraa documanta 
 
 Tight binding may cauaa ahadowa or diatortion 
 along Intarior margin/ 
 
 La r« liura aarrte paut cauaar da I'ombra ou da la 
 diatortion la long da la marga IntArlaura 
 
 Blank laavaa addad during raatoration may 
 appaar within tlia taxt. Whanavar poaaibia, thaaa 
 hava baan omittad from filming/ 
 II aa paut qua cartainaa pagaa blanchaa ajoutAaa 
 lora d'una raatauration apparaiaaant dana la taxta, 
 mala, loraqua cala Atait poaaibia, caa pagaa n'ont 
 paa AtA filmtea. 
 
 Additional commanta:/ 
 Commantairaa auppltaiantalraa: 
 
 L'Inatitut a microfilm^ la maillaur axamplaira 
 qu'il iui a At* poaaibia da aa procurar. Laa ditalla 
 da cat axamplaira qui aont paut-Atra unlquaa du 
 point da vua bibliographiqua, qui pauvant modifiar 
 una imaga raproduita, ou qui pauvant axigar una 
 modification dana la mAthoda normala da filmaga 
 aont indiqute ci-daaaoua. 
 
 I — I Colourad pagaa/ 
 
 D 
 
 Thia itam la filmad at tha raductlon ratio chackad balow/ 
 
 Ca documant aat film* au taux da reduction indiqu* ci-daaaoua. 
 
 Pagaa da coulaur 
 
 Pagaa damagad/ 
 Pagaa andommagAaa 
 
 □ Pagaa raatorad and/or laminatad/ 
 Pagaa raataurtea at/ou pailiculAaa 
 
 Pagaa diacoiourad, atalnad or foxad/ 
 Pagaa dAcolortea, tachatAaa ou piqw 
 
 piqutea 
 
 □ Pagaa datachad/ 
 Pagaa dAtachAaa 
 
 0Showthrough/ 
 Tranaoaranca 
 
 Tranaparanca 
 
 Quality of prii^ 
 
 Qualit* in^al* da I'lmpraaaion 
 
 Includaa aupplamantary matarii 
 Comprani du matAriai auppMmantaira 
 
 Only adition avaiiabia/ 
 Saula Mitton diaponibia 
 
 |~n Quality of print variaa/ 
 
 |~~1 Includaa aupplamantary matarial/ 
 
 I — I Only adition avaiiabia/ 
 
 Pagaa wholly or partially obacurad by arrata 
 alipa, tiaauaa, ate, hava baan rafllmad to 
 anaura tha l>aat poaaibia imaga/ 
 Laa pagaa totalamant ou partiallamant 
 obacurclaa par un fauillat d'arrata, una palura, 
 ate, ont it* filmiaa i nouvaau da fa^on i 
 obtanir la maillaura Imaga poaaibia. 
 
 Tl 
 to 
 
 T» 
 
 P< 
 of 
 fll 
 
 0( 
 b« 
 th 
 ai< 
 ot 
 fll 
 ai( 
 or 
 
 Tl 
 
 Tl 
 w 
 
 M 
 di 
 ar 
 bi 
 ri| 
 ra 
 m 
 
 10X 
 
 
 
 
 14X 
 
 
 
 
 18X 
 
 
 
 
 22X 
 
 
 
 
 2SX 
 
 
 
 
 aox 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 X 
 
 
 
 
 
 
 
 
 
 ! 
 
 ! 
 
 
 
 12X 
 
 
 
 
 lex 
 
 
 
 
 aox 
 
 
 
 
 2«X 
 
 
 
 
 2tX 
 
 
 
 
 32X 
 
 j 
 
 1l 
 
Th« copy filmad h«r« hm b««n raproducMl thanks 
 to th« g«n«rotity of: 
 
 Library of th« Public 
 Archivos of Canada 
 
 L'axampiaira film* fut raproduit grica k la 
 gAnAroaitA da: 
 
 La bibliothAqua das /krcMyifif 
 publiquas du Canada 
 
 Tha imagaa appaaring hara ara tha baat quality 
 poaaibia conaidaring tha condition and laglbillty 
 of tha original copy and in Icaaping with tha 
 filming contract apacifioationa. 
 
 Las imagas suivantaa ont 4t* raproduitas avac la 
 plua grand soin, compta tanu da la condition at 
 da la nattat* da l'axampiaira f ilm4, at an 
 conformity avac las conditions du contrat da 
 filmaga. 
 
 Original coplaa in printad papar covara ara filmad 
 baginning with tha front eovar and anding on 
 tha laat paga with a printad or illuatratad impraa- 
 sion, or tha back covar whan appropriata. All 
 othar original coplas ara filmad baginnir g on tha 
 first paga with a printad or illuatratad impraa- 
 slon, and anding on tha laat paga with a printad 
 or illuatratad impraasion. 
 
 Laa axamplairas originaux dont la couvartura •n 
 paplar aat ImprimAa sont filmto an commandant 
 par la pramiar plat at an tarminant soit par la 
 darnlAra paga qui comporta una amprainta 
 d'imprassion ou d'illustration, soit par la sacond 
 plat, aalon la cas. Tous las autras axamplairas 
 originaux sont filmto an commandant par la 
 pramlAra paga qui comporta una amprainta 
 d'impraaaion ou d'illustration at an tarminant par 
 la darnlAra paga qui comporta una talla 
 amprainta. 
 
 Tha last racordad frama on aach microficha 
 shall contain tha symbol ^^ (moaning "CON- 
 TINUED"), or tha symbol y (moaning "END"), 
 whichavar appliaa. 
 
 Un daa symbolas suivants apparaftra sur la 
 darnMra imaga da chaqua microficha, salon le 
 caa: la symbols — ► signlfia "A SUIVRE ", la 
 symbols y signifia "FIN". 
 
 Maps, plates, charts, ate. may ba filmad at 
 diffarant raduction ratioa. Thosa too larga to ba 
 antiraly includad in ona axposura ara filmad 
 baginning in tha uppar laft hand cornar. laft to 
 right and top to bottom, aa many framaa aa 
 raquirad. Tha following diagrama illuatrata tha 
 mathod: 
 
 Las cartas, planchas, tablaaux, ate, pauvant Atra 
 filmto A das taux da rMuctlon dIffArants. 
 Lorsqua la documant aat trop grand pour Atra 
 raproduit an un saul clichA, II aat film* A partir 
 da I'angia supAriaur gaucha, da gaucha A droita, 
 at da haut an baa, an pranant la nombra 
 d'Imagas nAcassaira. Las diagrammes suivants 
 illustrant la mAthoda. 
 
 1 2 3 
 
 1 
 
 2 
 
 3 
 
 4 
 
 5 
 
 6 
 
tmm^m 
 
 THE OBJECT, BENEFITS AND HISTORY 
 
 OF NORMAL SCHOOLS, 
 
 WITH ACT OF LEGISLATURE OF KOVA SCOTIA ANENT NORMAL »CUOOI^ &<5. 
 
 BY THE KKV. A. FOIIIIESTKR, 
 Sui'krixti;:xi)i:nt or education and riiiNcirAL of ciik normal kcitooi* 
 
 It U pleasing to observe tlio deep interest at pre- 
 sent taiven in tiic pause of national eilucatioii. Wliat- 
 4ver be the diversity of opinion rcsippctinp; the mode, 
 All seem to be a<?reed respeeting tlio tiling itself — 
 that it is alike tlie duty and the privilege of every 
 enlightened Goverimieiit to provide and foster that 
 system of popular education best adapted to the coh- 
 aition and circumstanecs of the nation at large, — 
 that system wliieh is commensurate with the popul- 
 ation, and which will best qualify all, of every rank 
 and degree, for tiieir appropriate duties and employ- 
 ments, whether ns citizens or as christians. 
 
 And this interest is of no evanescent cr transient 
 character. It will deepen and widen as society pro- 
 gresses, and as the bearing of a nation's prosperity on 
 a nation's education is apprehended and appreciated 
 There are no countries on the face of the earth for 
 t\'hich a national education has done more than for 
 Scotland, Prussia, several States of Germany, the 
 United States of America and Upper Canada ; and 
 though the system of education in these countries 
 varies considerably, there is not the semblance of 
 pretension on the part of one of them to any thinglike 
 perfectibility. On the contrary, with one voice tliey 
 declare the felt deficiencies of their eduurtional 
 schemes and operations, and their susceptibility of 
 improvement ; and this conviction seems to grow in 
 very proportion to their measure of advancement and 
 (he universally admitted efficiency of their educational 
 institutions. 
 
 Now one of the most substantial results that has 
 flowed from the recent agitation of the whole question 
 of education has been, the elevation of teaching to 
 something like its legitimate position — the rank of a 
 science — the dignity of a profession. Along with 
 this as a natural consequence, has been raised the 
 standard of qualification of Teachers— of qualifica- 
 UoDS not merely as to scholarship, but as to the real 
 
 business of their profussion — their capability of Iciifl.- 
 ing. llcncc tlie noble etlbrts lately made by Tea :li • 
 ers themselves with n view to mutual improvei!..:.*. 
 by the establishment of Associations,' Teachci-.i' 
 Institutes, Annual Conventions, and the like. -*'.i 
 hence, too, the praiseworthy endeavours of soci .;'.!. s, 
 of Churches, and of States, in providing the requisite 
 means for llie training of Teachers, by as.«ignir]g to 
 this work particular dcpartmeirts in High Sclicols 
 and Academies, or, still morie formally, by the setting 
 agoing and supporting of Nornml Seminaries villi 
 their varied equipments of Model Schoow, of rrul'-js- 
 sors, Lccturefs, and Teachers. 
 
 The Province of Nova Scotia has inritated, in this 
 respect, tiic example of all enlightened countries both 
 in the old and new world, and is now erecting a J 
 Truro, in the County of Colchester, a Normal Scuuol, 
 which it is proposed to oijen about the beginning 
 of November next. As the Superintendent of Edu- 
 cation has been appointed the Principal ol'tiiis Si'mi- 
 nary, he has felt it his duty to lay before his fellow- 
 colonists a brief statement of the object, bencih.s, 
 and history of Normal Schools in general, with a 
 few explanatory remarks on the Enactment p;iss(;d 
 by the Legislature in 1854, along with its ilye-hiws, 
 in the hope that prejudices may thereby be rtinoved, 
 and public sympathy awakened in favor of the enter- 
 prize, in some measure, at least, proportioned to iri 
 importance. 
 
 1. — Object of Normal Sohools. 
 
 The epithet Normcd is derived from tlie Latin word 
 norma, a rule or law ; and when applied to a Schoo!, 
 it primarily eignities one conducted according to a 
 particular rule, or a prescribed, fixed plan. Gen- 
 erally speaking, however, the term has reiKivtJ u 
 more extensive signification, and is employed to 'le~ 
 signate those institutions which have for. their objuci 
 the training or the qualifying of Touchers for the bot 
 
OBJECT 01-' NOIiMAL fiCIlOOLS. 
 
 teraiul more tfliciont ilisclmrj^e of ili« ilulics ot llii'ir 
 iinportanf dllii'C. Tins coiistitulos llie grand oltjcct 
 ot .Normal Schools, — an objort wliosc niagniliule can 
 scarcely be ovcrcstiniatuil, treeing that the (hie unali- 
 lication of Teachers lie* at the wry foiimlalion of all 
 rystenjs of popular ethication, and forms the surest 
 guaiantcc of their success. 
 
 The j)osscssion of knowledge, and tlic ability to 
 communicate it to other niir.ds, are two thinjjs qirite 
 distinct. An indi* idual may be, in every sense of the 
 term, an accomplished scholar, a man of vast eruditi- 
 on, and yet he may be utterly inc.\pable ofiniparting 
 his otores of leaininj; to others, and especially to the 
 voinig. And of what use would the kn<>wled;»e of 
 Sir Isaac Newton be to a School, w hile it is locked 
 11)) with all safety in the head of the Schoolmaster ? 
 Tun sujiposing he were capalilc of communicatinp; his 
 linow'eilgc to others, in language so simple and in 
 manner so graceful and attractive, that the youngest 
 miderstiwd hin^, ho is not in consequence entitled to 
 be considered a thorough Teatiher. He may be a 
 good instructor of youth and yet he no educator. In- 
 Plruetion and education are just as distinct as know- 
 hulgc and the power to eoinmunieatc it ; the one is 
 » the bare conveyance of infornmtion to the mind and 
 tiic storing of the memory therewith ; the other t<, 
 in aildition to all this, the culture and developn>ei>t of 
 all the pow^'sof our nature, physical, intellectual, 
 and moral, for the accoajplishnieut of which an ini- 
 mense nniount of professional attainment, both theo- 
 retical and practical, is absolutidy neeessarj'. And 
 here the rpiestion naturally arises, how is tl.is attain- 
 iiiont to be reached ? In no other way, wo reply, than 
 by a diligent course of prei)aration and a long dis- 
 t'lpVino in the School of experience. This is consi- 
 dered indispensable for the learned prdV-ssions. AVe 
 have our theological, legal, and medical institutions, 
 in which our young men are fitted for the pursuit of 
 their resi»ective professions, by deriving beru'lit from 
 the various sources of information, which libraric*, 
 lectures, and e.\perimci>ts aflbrd. This training is 
 deemed of equal iui^wrtauce in what are termed the 
 liberal arts, such as painting, sculpture, and engraving. 
 To foster these. Academies are forn>ed ; models are 
 eollccted ; lectures are delivered; and the young no- 
 vitiate is willing to devote years of jjatient and ikssi- 
 duous labor to tit himself for success in his profession. 
 AnJso, too, is it with the ordinary occupations of life, 
 with the mechanical trades — a service of appren- 
 ticeship is gone through in theui all. And if experi- 
 ence is thua the storehouse of knowledge in all these 
 pursuits, why should it not be resorted to as !»n 
 :iii\iliaiy in the education of youth? Why not 
 Kiuke this department of human exertion a pjY*/mi'e«, 
 as well as that of divinitj', hiw, and medicine '( Why 
 not have an institution for the training up of Teach- 
 ers for their sphere of labor, as well as institutions 
 to prei)arc young men for the duties of the divine, the 
 lawyer, and the physician ? 
 
 And this is just the very object of Normal Schools. 
 They are dej^igned not for the purpose of communica- 
 ting instruction. It is taken for granted that the pu- 
 pils are alreiuly well instructed, that they are at 
 
 least versant in all the branches of n common edt^- 
 cation. And in proof of this, they are recpiircd, be- 
 fore admission, to stand a satisfactoiy examination. 
 What, then, is their design ? It is to impart the art 
 of eouwnunicating the instruction already obtained to 
 others, — to te.'ieh others how to teach with ellieiency 
 and success, so as fully to exercise and developti 
 all the powers of our nature, — to serve in fact as aji- 
 preiitice workshops for the profession of teacliing. — '■ 
 Not but in i)assing through such n |iroecs9, the know- 
 li;dge of the seholars-in-training will not be rendered 
 a gieatdeul more accurate ainl enlarged. Not but 
 in u young country such as this, there will not bo, — • 
 abundant need for itistruetion in the elementary 
 branches of education, for a thorough and painstaking 
 drilling. Hut this does not form the main design of 
 Normal Schools. That, wc again repeat, is tha 
 training of Teachers, — the <pialifying of the student.^ 
 w1h> attend for the organization, the management, antJ 
 the discii)line of schools, — the renderingoftheirf in eve- 
 ry way competent for the discharge of the duties of 
 their future callings and whatever they etfeetuato 
 in the way of general instruction must be held am) 
 regarded as in entire subservience to their main 
 and ultimate purpose, — the more complete aeconi- 
 plishment of the end intended. 
 
 And now it may be asked. How do they accomplish 
 this object ? In the very same way, and by tho 
 very sanw proeess that the mechanics' workshop 
 trains and qualities the apprenticed youth for their 
 future eallLug, viz : by professional instruction, by 
 the best cxemplilieation, and by practice continued 
 till proficiency is reached. For these ends, wheiY 
 complete. Normal schools usually consist of two 
 graixl de|«vrtnVcnts— the Teachers' Seminary, profw 
 erly .so called, and the Model School. In the Teach- 
 ers' Seminary, which is furnished with a staff of 
 learned Professors, possessed not only of general 
 schohuship, birt of high attainment in the branch or 
 bratK'hes iissigned them, as well as of considerablo 
 experience in teaching, instruction is given in tho 
 theory or science of education ami the art of teach- 
 ing. In the ^lodel School, — where there is an nt- 
 tciuhinee of from 200 to iJOO children, arranged an^ 
 classifu'd according to age and attainment, and taught 
 by individuals of decided and proved reputation in 
 their own department, — there is furnished an exem- 
 plification of the best and most approved style of 
 teaching in all its compartments ; .and thither tho pu- 
 pils-in-training, in company with their Professors, re- 
 pair, not merely for the purpose of inspecting, but 
 of experimenting, and of reducing to practice the' 
 instruction they have already received. Both these 
 departments arc presided over by one individual,- 
 whose province it is to rao'»ld the whole int^one har-' 
 moniou9 system, — to see toil not ordy that the Model 
 Schools are carrying out one general plan, but that 
 the Teachers' Seminary acts in concert therewith, 
 discussing and elaborating the principles or the phil- 
 osophy of that plan, whctlier in the way of teaching 
 or in the general management of schools. 
 
 And here we would invite special attention to- 
 the Glasgow Normal School, as presenting the finest 
 
OBJECT UF NORMAL SCHOOLS. 
 
 iHustrution as u wliolu of wliut uiicli u Hpeciu^i of 
 Bt'liool oiiglit to be ; — fts vastly su|K'rior, in our view, 
 U) any tliinj^ we Imve wilitessed eitiier in tlie Aiiie- 
 lieiin States or in U|>|»ur C'anaila, wlidtlicr in regard 
 to tlie t!ioruii;;jriincd9 ot'tliccdncali<»ti ^r tlie uiut'onnity 
 ofita arrani^iJiiKJiits. Tliis .Seminary owes its origin 
 to the indel'ati.i^able and pliilantliro|)liie exertions of 
 the e<'Iebruted David Stovve, wiio may be eonsidered 
 tiic fatlier ol' that syst-MU of educiilion whicb bus 
 been appropriately <Iesigii!iled T/ie Tntiiiimj System 
 — a system applicable to any and every branch of 
 fidiieation, religious, seieiitili", commercial and clas- 
 fileal. The object eoiiteniplated by this institution was 
 Uie practical e.\iin)ition of a siii>pl<! jiractical rule, by 
 which children might be traineu h> think aright, to 
 leel nright, and to act aright,aiid to train Teat^hers to 
 ^iractice this rule. And what is the rule? It is 
 neither more nor le.^s than the cducuiing of the child 
 us a whole ; u e. physieally, iiitellecti'ally, morally, 
 according to the principles laid down iii the Divine 
 Kecord — '"Train up a child m the way he slutuhl 
 go." And is not this the \iiry essence and glory of 
 uU education 'i Not — as som(T would have it — to 
 cj'owd into the mind of the child a given anioiuit of 
 knowledge — to teach tiro mechanism of reading and 
 »vriting — to load the memory with words — to [irep.vre 
 for the routine of a trade ; but to unfold and dirc-t 
 aright our whole nature. Yes, the high and sacred 
 oHice of education is to call forth power of every 
 kind — rpower of body, of mind, of heart, and of con- 
 neience ; power to observe, to reason, to judge, to con- 
 ti'ive. It is to make the young as far as possible their 
 own Teachers, the discerners of truth, the interpre- 
 ters of nature, the framci's of science. It is to help 
 them to help themselves. And along with all their 
 physical and intellectual education, should go, hand 
 in hand, their moral. As the child gains knowledge 
 lie should be. taught how to use it well, — how to turn 
 it to the good of mankind, — how to adopt good ends 
 firmly, and pursue them elliciently, — how to govern 
 himself and to intluence others, — how to obtain and 
 (spread happiness. A spirit of humanity should be 
 breathed into him from all his studies, springing from 
 the purest source — the love and the fear of the Su- 
 preme IJeing. 
 
 And what is the training system as cxhibitea in the 
 Seminary referreil to but the full carrying out of 
 euch an education ? There are, in the fir-it place, 
 gymnastic exercises perfoinicd by the children at- 
 tending the Model Schools, some within and others 
 without the School-room. Whilst the former, with 
 tlie exercises of voice in articulation and singing, 
 and the intlnenee of the sympathy of number from 
 tlic ehildrcn being seated on a gallery, secure in the 
 i-ecitation room the best order and the most tixed at^ 
 tention ; tlio latter is admirably calculated to strength- 
 en the whole muscular system and to impart that 
 robustness of frame so essential to the healthful and 
 vigorous play both of the intellectual and moral pow- 
 ers. Then what a rich provision does this system 
 make for the thorough education, the full development 
 of the youthful intellect ! It pictures out in words, 
 «r i-eudcrs every term and every subject, clearly and 
 
 simply before the minds and eyes of tho children, in 
 the most natural form ; and this, nccoinplished not 
 by mere telling, or cx|)lanation, or questions and 
 answers with children bingly, but by (piestions and 
 ellipses mixed, and simultaneously answered. Such 
 is the training mode, picturing out (he tmblem or 
 metaphor first, or borrowing familiar illustrations froiu 
 real life, such as are within the expcipncc of the 
 children under training; — then drawing tho lesson 
 or the inference. Again, not the loss conqdcfcis tho 
 provision made by this system for t4>c culture of tlid 
 moral powers. It imparts religions instruction, 
 ^YIlilst it repudiates all denominational peculiarities, 
 it inculeat(!s the great leailing truths of ihe IJiblc. It 
 sui)eradds the reduction of IJible principle into prac- 
 tice, in the every -day habits of youthful intercourse. 
 It adds moral .caining, ba^cd on the daily ISible train- 
 ing lessons, to the ordinary Bible reading and secular 
 instruction ofsehools ; — turning, in fiict, every teach- 
 ing school into one for training ; — not merely teach- 
 ing or instructing, but training up the child in tho 
 way he siiould go ; — a practice this implying theal- 
 n«o.st constant presence of the master or inistress, or 
 [mrcnt. AVould that such a system, in all its parts, 
 were carri<!il into vigorous operation throughout thu 
 length and breadth of this and of otiier landsl — y.'livt 
 a revolution would it elllct on the wiiolo aspe .L ol" 
 society, as it respects alike their temporal ami elcr-^ 
 nal interests ! 
 
 Such is a brief outline of the natv.re and object oi 
 Normal Schools when the equipraent is at all coii'- 
 plete. There is, undoubtedly, considerable diversi ^ 
 in these Seminarios, in the amount of accommodati./n, 
 the number of Professors, and in the miHliu 1 o\ 
 education, as well as in their general management ; 
 but notwithstanding all this diversity — arising prin- 
 cipally from a wise adaptation to external circumstan- 
 oes, — the end is tho same in ,11— -the qualifying of 
 teachers for the eHicient disci irge of their ardifoiis 
 duties. And can there bo an end of ujoi'c vast, more 
 momentous magnitude ? 
 
 " We want," says an eloquent American writer, 
 " better Teachers, and more Teadicrs, tor all ehisses ol 
 society — for rich and poor, for children and adults. Wo 
 want that the resources of the community should be 
 d rectid to the procuring of better instructors, as its 
 highest concern. One of the surest signs of the regenc- 
 ra ion of society will be, the elevation of the art of 
 teach'ng tot'ie highest rank in the community, AVhen 
 a ptople sha'l learn that its greatest benefactors and 
 most inipcrtant members are men devoted to the 
 ibe;'al instruction of all its classes — to the work of 
 raising to life its buried intellect, it will have 0[.ened 
 to itself the path of true glorv. This truth is niak- 
 ing its way. . Socrates is now regj^rtlcd as tiie great- 
 est man in an age of great men. The namoof A7«y 
 has grown dim before that of Apostle. To teach, 
 whether by word or action, is the highest functioii 
 on earth." 
 
 SECTION IL 
 The Bknefits op Norjiai. Scnooi.s. 
 These are many and great, (Jircct and indirect 
 
 
V 
 
 BKXEFITS OF NORMAL SCHOOLS. 
 
 NditiiHl Si'Iiool* not only iid'cct, mntcriull)' iiml bene- 
 l!v''ully, llio coinnioti Scliool (Mliioatioii oiii country, 
 Ir.it nil il« filiicalii 111 inKtitulioiH, wlit'lliei' Armle- 
 iiiii" or (-'oH'"." -L'. Anil if llii? int(!ili;jcnco, tlic in- 
 'hi'ilry, thn i-Liiiicini'nl, (Ik; virliir, ntiiitlu! liMppincss 
 '.r Hiiy nation uro, nn w« know tlieui to Itc, insipiinibly 
 '•onncplcd with its Rtatc ot'ctiiictiiion, — if lliese rise or 
 I'ill Jti.sl ns its t'iIiici)tioii(i! iii.ilitiilions proApfM* or 
 iicflinc, tlion it i.s clear that Normal School!* possess 
 ni i:'i|iorlan('(! nini valiiu incalculalily great. Itut 
 t(i tc ini ; •• |)arliTular. 
 
 1. Normiil Schools urn ofhcMulit hconnsc they 
 !inpi>ly Ihr place wlicrt; young; men and women of 
 .-> qnisile qualilicatiun may acquire ihu i«ciencc and 
 :irt of teaching. 
 
 Tlii'vc arc to he. foimd in every country talented 
 n.Ti'l T roniising yoiuipt persons, iiossessed of n natu- 
 iril :,i>(tu'Sfl for leuchinfj, and eajrerly desirous to 
 1(0 C'lifragetl in tho work. Uy dilif^enec and per- 
 severance, they obtain a pretty extensive know- 
 ledge of the branches usually taught in connnuu 
 S(!hools ; they pass with rr-dit tluj t;xainination enti- 
 tling them to teach and to draw a certain amount from 
 flic puhliefunds, and t'ley start a Scliool in apparently 
 jropitious eireumslanees. IJnt scarcely have they 
 commenced operations when they lind themselves 
 literally encompassed villi dillicultics, and they are 
 now thoroughly persuaded that something more \i 
 necessary for a Teacher than a bare knowledge of 
 (he brnnch«.s requiring to he taught, <veii a knowledge 
 1 !' the best melhod of organizing, governing, n .il 
 niiiunging a School. Some become at the very out- 
 s'."t disheartened, nnd, as soon as they eonvi-niendy 
 r.n, retire fvom the employment allogelher. Olh- 
 rrs resolutely hold on, anil, after a series ol'expcri 
 T icnts which are nnnually made at the expense of no 
 ordinary amount of pain and drudgery, as well as 
 oricntimes at the exi>ens»; of the health, facultiiis, and 
 riVcctions of the children placed under their charge, 
 I'liey succeed in establishing their claim to respcclalii- 
 lity, if not to cllicieucy, in teaching. Now Normal 
 Siliools arc designed as they are fitted for the oh- 
 v'Ating of these very ditlicullies, — and thcnilty ena- 
 I'hng such individuals to commence at ouce the real 
 vork ef 4faching, instead of going through a process 
 v'.' painful and, oftentimes, of fruitless experimenting. 
 
 :;. Normal Schoids open an honorable and useful 
 j^rolession to th« deserving and industrious young fc- 
 liiiilcs of the population. 
 
 ft is now, w« believe, generally admitted by 
 experienced educationisli that female Teachers are 
 IV., ire succcssftil than male, at least, in primary 
 .*^;'h> ols, that is, iu Schools composid of children, 
 trom five tp eighl vv nine years of age. Their 
 uionil inlluence is «freatcr. The tempenmient. the 
 mental constitution, and th» mora! imjiress of the 
 mules, arc oftentinius not of th.Ht order which fit 
 tii-!n for cmduring the disciplinarian perplexities 
 of the School-room. They acctirdingly require much 
 i.'.ore physical force in preserving order, and not un- 
 frequently contract the habit of .-speaking harshly to 
 maintain their Hignity' and authority. Female 
 tv.ache»s, on (he other Land, go into the School-room 
 
 with a natural fitness, both mental and moral, which 
 enable them to control the tempers and the iitfectioiH 
 of the young, and to win from them the liomago of 
 kind Hiid respectful deportment and attention. Itut thn 
 intellectual intliienru of femnlu Teachers is not ii 
 whit leas. Young men generally address the mi- 
 derslanding, and oftentimes by their sternness and 
 commanding tone, shut tho hearts of their pupiU 
 to the important truths they communicate. Femalo 
 Teachers, on the other hand, ))ly the afi'ections as 
 well as tho understanding of their scholars ; or rather, 
 through the influence of the afVeclions they get to tho 
 uuderstandlng.i of their pupils. A<>d when we eon- 
 sider that Normal Schools are admirably fitted for 
 tho improvement of females, i'ov (pialifying them for 
 such an honorable position in society, and fiir such a 
 field of usefulness, we are furnished with another 
 substantial proof of their value. 
 
 ;t. Normal Schools send forth, as a body, the best 
 qualified 'IV'achers. 
 
 AVe are far from saying that there are no qualified 
 Teachers but those who emanate from Normal 
 Schools ; — such an assertion were altogether at vari- 
 ance with the past history of education, and I'veii 
 with the very I'xistence of Normal Schools them- 
 selves. If teaching in the highest and most com- 
 prehensive sense of the term requires a peculiar apt- 
 ness of mind, an innate enthusiastic ardour f()r tho 
 employment, thos;; who possess such specialty of 
 gift will arrive at i)roliciency in the art, and that 
 altogether irrcs|)cc'tive of Normal Schools. And such 
 individnals have existi'd an(l will continue to exist. 
 What then we mean to assert is this, that those Teach- 
 ers trained at eHii icnt Normal Schools, are, as a body, 
 better qualified th;»n those who have not enjoyed such 
 an o|iportunity. This is a position which no sound 
 educationist, no man of intelligence who has observed 
 the workings of Normal Schools in those countries, 
 where they have been for a lengthened period in ope- 
 ration, will venture to I'all in ipiestion. And this is 
 not mere conjcctiiro. It may be verified and ratified 
 by a thousand facts ; and what mure substantial than 
 tiie fact that not one Normal School has yet been 
 able to meet the applications made to it for 'I'eachers. 
 What a testimony this to tiie universally admitted 
 benefit of Normal Schools I 
 
 4. Normal Schools tend largely to make teaching 
 a ]iermanent employment. 
 
 It is an undenialde fact that many, too many, of 
 those who betake themselves to teaching, do so, not 
 as a calling, a mission, or a business for life, but as a 
 kind of stepping-stone to a more elevated [losition, or 
 to a more lucrative situation, or, it may be, as a kind 
 of (ferm'cr Miort because of their failure in every other 
 j»ursuit. And when the opportunity presents itself, 
 when a situation more congenial to their likings or 
 more remunerative in its prospects offers, they aban- 
 don their calling without the least compunction or 
 regret. And is not the effect of such .i course detri- 
 mental to the cause of education, — does it not lower 
 and degrade the profession ? Now we know no remedy 
 better fitted for the removal of this evil than Normal 
 Schools. l)y attendance at thtse Seminaries such will 
 
^HBBF?WTi'PLI»»i 'II 
 
 
 BEXICriTS OK NORMAL SCn00T,S. 
 
 btuliiicovurvil aiKiili.scoiiiitiMianccil, and iliKriiiclly told 
 tlint tcncliin;^ is nut tlin oinplc yinent Ruitcd lot lliiui — 
 that, ill fact, ihvy liavo iiiitttaJdii tlio natiiri! nt' tlio 
 Imxini'ss, and tiiiis, witluiut pcrpnlratin^ nii injury on 
 olhorn, tlicy may be inducfd to aliandon ait(>;!itliict' llin 
 idea orpnMorutin;^ llio (.■allin<{ ol"lVafli<!r.<. I-ct. liow- 
 cver, tlif pnpils in attcndaiK^c at llie Normal Scliool 
 jjosscss even the slightest tasto for the pnrsnil, — l<t 
 tlieni lie but willingto f^ive the preparatory process a 
 fair trial, and what is the result ? They ae(|uire rap- 
 idly the reipiisite (jualilieations for etlieient Teaeliers. 
 The habits of their mind and lile become thoroii;.'lily 
 monlde<l to thnoccii|)ation, their whole soul i-i inilMied 
 with the spirit of the profession ; nnd all the less 
 likely are they, all tins less capable are tliry of 
 ohanginfT their career, all iIkT more I'ortilied are tlwiy 
 against tlic templatiunii to forsake it. And tliis spirit, 
 by all the inllt4<!nces of association, is sprc-ad, propa- 
 gated, and perpelnalcd. And what a servici! is thus 
 rendered by Normal Si^hools tolliccaMMtorcMliicalion ! 
 
 •O. Nornial Schools cherish and foster a professional 
 feeling among Teachers. 
 
 This feeling it is of tho ntmnst eonse(|iien("n, 1o 
 strengthen. It is productive of the must luMielicial 
 rC'iult.s in other professions ; nnd it is eijiially so, 
 perhaps more (jxtensively so, in the pi'oles.-^ion of 
 teauhing. Tliis feeling is usually generated whi-n 
 the individuals or the candidatis fiir an}' profession 
 Mre passing througli the ))rOscribed pr( paratoiy eoiirsi; 
 «f training — wheliier it be in the workshop, or olVice, 
 or School, or Colh.'ge. I>y the iiilercoiiiso ludd 
 during this period, by the assistance rendered to each 
 other in tho prosecution of their calling or studies, 
 by the discussions and interchange of sentiment on 
 professional topics, liiey not only contract valuable 
 and lasting friendsiiips, but they are imbued with a 
 kind of etprit dc corps, nn attachment to ihe ju'o- 
 fession they have chosen, which proves of the utmost 
 Fcrviec in the elevation of their social position, ii.s well 
 as in the extension of their future usctulncss and in- 
 fluence. Such a feeling, till of late, had scarcely any 
 t'xistence among Teachers, simply because Ibero was 
 no preparatory training. Good Teachers have 
 cprung up here and there, and, by reason of their ac- 
 knowledged snpoiiority, obtained som(!tliing like a 
 Koeial position and ade(iuate remuneration, lint they 
 Imve remained, in a gre.'it measure, isolated. Their 
 influence has scarcely been felt beyond their own 
 School-room, or, ut most, beyond their own immedi- 
 ate vicinity. They have given neither elevation, nor 
 character, nor n.aelioration to the profession gene- 
 rally. And all because thert! was no channel or 
 means for the purpose — for the extension of their 
 influence. Now Normal Schools open up just such 
 a channel ; they furnish an admirable means for the 
 cherishing and fostering of a professional feeling. 
 There the young Teachers-in-training become ac- 
 quainted with one another, and the warmest friend- 
 ships are formed. There have they awakened in 
 their bosom a true love for the profession. They go 
 forth to their respective fields of operatioi^with all 
 these friendships and attachments in deep and lively 
 ezejspise. These prompt them to mutual correspond- 
 
 ence and to an interchaii;;!' of l!iiiii;;!il on professional 
 subjects, on the lindings ofilnir eNpirieiice. And 
 the result of all this is, the liuildiiig iip of a pvofes- 
 sional literature, thi> e.-ilablishinent of eilni'alioiial pe- 
 rioilicals, the convention of district orccniniy Teiu'li- 
 ers. the (U'ganizaliiin of Tcaeln'rs' Iiistitiilis, iVc., and 
 in this Way a living and an enduring embodiini'iil is 
 given to the he-it methods of teaching, and madi' ''.n 
 common property of all. 
 
 fi. Normal Schools introduce and disseminate iin- 
 [)roved methods of teachiii;.;. 
 
 Whilst science, enniinerce, and arts have, witiiin 
 the circle o( a wry few yi'ai's, biM-ii iiiiikingthe most 
 rapid, the most gigaiiti(! strides of a<lvancemcnt, ''du- 
 cation — Ihe inain-sjiriiig of tlu! whoh^ — has not been 
 lag;^ing in the wu: AVe do not here refer to (Mlm-a- 
 ti<m in its natioiril asi)e(!ls or in its e.vlirnal arrange- 
 ments — but to the wliole styh; and inaaner of teach- 
 ing, not merely in its tnon; advanced i)ut in its nidi 
 mental hraiiches. Ami in this resix'ct, wlm, at all 
 acipiainled willi the swlijecl, c.in eonlra.nt Ihe mcLtunU 
 now geni!rally in operation with wliat existed somu 
 lifiy years ago, williont perceiving that an enlin^ ri-vo- 
 lulion has taken plaiM!, .\ow I here is not om- species 
 ol instrinnentalily thai has eonlribuled more lai';."'!y 
 to the accomplisliMK'iit of this advaaeeniciit than Nor- 
 mal Schools. Then; the various methods ol leaching 
 and of order are fully ami elaborately discn.-sed. 
 There eviiry improvement is calmly cou-^idered, i^ast 
 into ilie ci-ucilile and fairly i)i'ovi.'d both in piineiplo 
 and practic", and, if it .-trml tlie test, it receives tho 
 most autiioiilative impriinalur. The Teachers-in- 
 training adopt it as sound, not, inendy because it eome.s 
 recommended by tiie highest sanction, but becuiisij 
 of its intrinsic mid ))roved merit and e.\'eelleuc(!. Tiiese 
 Teachers dilluse that itnprovement throughout tho 
 district of the country where their lot is cast, and thus 
 there is not only every pubiieity given to it, but it is, 
 at once, extensively and ciliciently, carried into ope- 
 ration. 
 
 6. Normal Schools are admirably fitted to bring 
 about a uniform system of education. 
 
 Too much stress cannot be l.iid on system in tho 
 Sidiool. It constitutes tlio grand regulator of tho 
 Tt:acher. It operates as a charm, an ever-retMii'ring 
 novelty, with tiie children. Tiic iiest system, vigor- 
 ously worked, is the \My pc.rfection of education. 
 And if such is the advantage of system in ii school, 
 what must the uniformity of system be in a city, in u 
 province, in an empire, where tiie same arcbilectura 
 in buildings prevails, where the same text-books are 
 used, where the same style of education is carried 
 out, even in minutest detail, and wIktc the same 
 physical, intellectual, and moral training obtain? ? 
 The benefit of such a unilbrmity is incalculable, .ind 
 who does not perceive that the only ellectual way 
 of securing such Jui object is through the medium of 
 Normal Schools ? 
 
 7. The influence of the example of one Norin.il- 
 trained Teacher is great and beneficial. 
 
 His practical skill, his indefatigable zeal, his amaz- 
 ing tact in all that appertains to his oflice, arc £uoa 
 apparent from the progress, the habits, and diligenc<; 
 
HISTOUt OP FORMAL SCHOOLS. 
 
 •f bi* iclioliirt, Kiitl dul^ apprucittted by |Miri>iil*, us 
 wdll M ))y nil rclk'oting |»iiblic-^ii!riti'(l tiieii in the lu- 
 cjility wlicro lie lAborR. Gruiliinlly tlio iiiiprotiHioii 
 gniiiK f^roiiiul that there is sonii'thing bcj^idcs the 
 name ill the Normnl trniiiing of Teni'licrs. Sciiool 
 Trustees cxltI thci»sciven to tiie iitlcriuoKt to ob- 
 tain Tearliers who have uii(ler;;ono a simili\r sys- 
 tem nf tniinii));. Tiiis creates coiniietition for siicli 
 Teachers, aiuJ wherever tiiey are settled, their 
 superiority is I'elt ami aeknowle<lj5i'd. Tliis iniTcase 
 of demand raises tlio reward of their labors — the 
 Mmoiint of their remuneration. Th>is, this other bene- 
 fit ofNoriniil Schools is both direct and indirect; — 
 propngatin;; far and wide the desire fur a hij^lier 
 grade of Teachers, Riul raising, very considerably, 
 tiicir income. 
 
 8. Hut the economical beneflt of Normal Schools, 
 tlio saving of time to the pupils and of expense to 
 the parents and guardians must not be overlooked. 
 
 But this point is so well put by the Chief Superin- 
 tendent of Kducntiun for Upper Canada that wu can- 
 not do better than here repeat, vtrbatim, his state- 
 ment. 
 
 " The testimony of experience and observation on 
 this subject is, that a trained Teacher will, as a gene- 
 ral rule, by the superiororganization and classification 
 of iiis School, and by his better method and greater 
 ability for teaching, impart at least twice as much 
 instruction, in any given time, ns an untrained one. 
 Suppose now that tho salary of the former should 
 exceed that of the latter in the same proportion, there 
 would still remain a clear saving of luiJf tho time of 
 the pupil, with the additional advantage of good 
 habits and accurate views of what he had Icarnud. 
 Ilenec, in the same period during which pupils usu- 
 ally attend common Schools, they would acqui' e, nt 
 tho lowest allowed estimate, twice tho amount of 
 knowledge, and that correctly and thoroughly, which 
 they arc now imperfectly taught. 
 
 " The time thus saved, and the additional know- 
 ledge and improved modes of study and habits of 
 explanation thus acquired, are indefinitely enhanced 
 in value from the prospective advantages, irrespec- 
 tive of present benefits." 
 
 We might extend this train of observation to a 
 much greater length ; but we think we have said 
 enough to satisfy any reflecting mind that the bene- 
 fits of Normal Schools arc neither few nor small ; 
 that they are sufficient to enlist every true patriot 
 and every genuine christian in their encouragement 
 and support ; that they are suflTicicnt to establish the 
 position that tho nation which upholds a popular sys- 
 tem of education can only do so, efficiently and suc- 
 cessfully, by the establishment and complete equip- 
 ment of these institutions. 
 
 SECTION HI. 
 History op Normal Schools — Act or Provixce 
 AXKNT Normal School— Bye-Laws, &c. 
 In surreyine the cause of Education for a century by- 
 gone, it is evident that National Education and Normal 
 Schools have gone hand in hand. Of all the countries in 
 the Old AVorld that have made Education a matter of na- 
 tional consideration and interest, there was none so early 
 
 ill ihu fluid, or which liA« cultivntud tlutt fluid with such 
 lucccsM, as l'riifi»lii. Lntu in the iiiivuiitfciith century, when 
 llio licnevolent Frimke turned iiis nllriition to (liu itiibjoet 
 of popular ediiealinn, he »iK>n t'oiind tli:kt children could iidI 
 be well taught without gtxxl Ti-ucliei-.i, mid lluit liul tV-w 
 pivtd Teiii'hers ( (Mild be I'o'inil liiileiis they were rejiularlv 
 Irniiiod tor tlu^ir prot'eiiKion, Inipres'ted wiih tliis convii'ti. 
 iiu he bent all \m energies Inwni'iU llie establiiiluneiit of a 
 Teachers' Seminary, in which he Anally .sui'ccci'.ed, nt lIul- 
 le, in I'riisnin, about the rear 1701, nin'l now I'riiM.'-ia poH. 
 se.«t!<es.f not le.w tliaii .'il formal Schools. About "Jo or 30 
 years afterwards tlm several iStatcs in (lerinaiiy cDiiiineiic- 
 eil their syittonis of popular instriiiliou, ami their Nonnnl 
 Schools kc|it full pace willi *lieir Kdiicalioniil progress, and 
 now .Saxony |Mj.i4e:i.Hess 10, Austria 1 1, Havana 0, Wirlem- 
 burg 7, Hanover 7, Haileii 4, llesse Caxsel .'(, Hesse Dram- 
 staiU .'l,&c. Ill lHt7, Holland eic< ted i, Hclftiuiii 2, Hen- 
 mark 'i, Sweden 1. In KJOH Fniiicc crc( ted its first Nor. 
 iiial S^-hool, and now it has ()'<. In 1M:i.'> Si'olland built 2, 
 the one in (ilasgow and the other in Kilinbiir;;h ; though 
 tho former, on an inferior scale, liad been in existence for 
 a eonsidcrnblu poi'io<i betorehaiul. In 1«M(>, Iivlniid erec- 
 ted 1. In I8tu, England coniuiencud its operations in this 
 respect, and now, aUmg with Wales, possi'ss.fss 'i'A. 
 
 Ill the New World Xurnial Schools are of more recent 
 date. Though the subject of Xorinal Schools was agitated 
 in Massachusetts in 1H2^, it was not till IHIIO that they 
 were forniallv set at"'::ig, — and now there ari! three in 
 that State, with one in the City of Huston, for the puriiosu 
 of providing properly <pialifie<l Teachers for that t'ity 
 alone. In 1815 uiic was established at Albany for thu 
 State of New Vork; in 18 IH, another at Pliiladclohin, 
 for the State of Pennsylvania; in 1849, another at New 
 Hi'itain, for thu State of Connecticut; in 18.)0, another at 
 Usilanti, tor tho State of Michigan. Within the last two 
 years Normal Scliools have been in progress of erection in 
 other Status and the probability is that many years will 
 not elapse till there is not a State in the Union without its 
 Nonnal School or Schools. In 1846 a Normal School was 
 opened at Toronto, for the purpose of qualifying Teachers 
 for Upper Canada, and sucli Wiis the felt necessity for its 
 enlargcinunt that a new and permanent building has been 
 erected within these three years, at the cost of £2.>,000, — 
 the most perfect, peihaps, in external nrrangcinent ami 
 commndiousness, either in the Old or Ni^w World. 
 
 Tho Legislature of Nova Scotia, in the Session of 18.54, 
 passed a Hill lor tho erection of a Norm.-'' School in some 
 central locality of the Pi-ovince. 'J'lie Commissioners ap- 
 pointed fur the pur|>ose of carrying out said Hill, made 
 choice of Truro, as the most central, and, in many res|)eets, 
 the most advantageous locality. The building is rapidly 
 advancing to completion, and will, it is hoped, be formally 
 opened, with inaugural ceremonies, at the beginning of No- 
 vember next Tho following is thu enactment referred 
 to:— 
 
 An Act to establish a Normal School. 
 
 (PiissoJ the 31st day of March, 1854.) 
 
 Be it enacted by tho governor, council, and a.ssembly, 
 as follows : 
 
 1. A Normal school for the training of teachers, shall be 
 founded in a central and convenient locality. 
 
 2. A Building for such purpose, provided with all ne- 
 cessary furniture and apparatus, shall be erected under 
 the direction of conunissioners appointed by tho governor 
 in council, upon a site, and according to plans approved 
 of by the governor and council, and such commissioners 
 may draw from tho treasury, for the cost of the building, 
 with its fitVniture and site, a sum not exceeding one thou- 
 sand pounds. 
 
 8. The teachers of the Nonnal Khool shall bo a pnnci- 
 
 "%. 
 
 •s^,*»5ia»#n 
 
«1« 
 
 / 
 
 NOVA fCOTIA IfORMAl. lOnOOk. 
 
 |)itl A|i)ioiiilk:il hv thu Kov^rnor ia roimvil, wliu ilmll in- 
 jirriiili'iid thu N'liriiutI and iiiixlcl icIuNilit, ntxl tench iiicli 
 
 lOOl. 
 
 pnnci» 
 
 rlnHKi'5 !\n ho may deem noccMiirv, nnil simll nlno l)c mi 
 piTiiitcndcnt of ('(hication, nnd n^inll rccrivo a unlnry of 
 thrrii hiiiidivd pniindii per nniiiim, nniltwo nMKintAntJi, i-ho. 
 M'li \tv the iirincipnl, with tht( npnmvnl of the governor in 
 council, nnd who .shall roMpoctivolj- reccivo (alarics ol one 
 hundred nnd fitty pounds per nnnuin. 
 
 ■1. 'I'ho superintendent mny draw nnnnnlljr from the 
 • reaiury nauni noiev-eedin^ ono hundred pouniW, for ox- 
 peti.u's of fuel, repairx, nnd liooks for the N'orninl whool, 
 lind the expense of teachers' in.slitnte!", the expenditure 
 uf wliicli !ie nhall nnnnnlly make return of to poverninont. 
 
 'i. 'Ihe NL-hool Hhnll lie nndttrlhe ninnnpement of n lionni 
 of five directors, appointed by the governor in coun<'iI, who 
 "hull tVnuie the Itve-laws nnd repulations of the institution, 
 nnd nrranjto the length of its terni!* of instruction. 
 
 0. The princiiinl may enter into nrranpements with the 
 trustees of sclioolsin the place in which tlui Normal school 
 slinll he situate, for the jmrposo of havinfr such schools 
 used ns model schools, in which pupil te.vhcrs from thi! 
 Jsormal school mny nracti.so the nrt of tcachinjn; provide<l 
 such model schools Khnll ho mnintnincil in the same man- 
 ner ns if they were oi-dinnry schools. 
 
 7. The course of instruction in the Xormnl school shall 
 lip similar to that in Ihe Normal schools of Upper Cnnndn, 
 New York nnd Mnssachusetts, or ns nearly approaching 
 thereto ns eircunutances will permit. 
 
 H. Knch board of crtinmissioners shnll hnvo the ripht of 
 sending to the Normal school, nt the commencement of any 
 of its terms, ono pupil, either mnle or femnle, for every 
 one hundred pounds n^ceivod by the boanl from the pro- 
 vincial treasury, nndif neccssnry', they shnll aid such jni- 
 pils from the pravin(;ial Rrjjnt nt their disposnl, in pajans 
 their travullinr; expenses to' nnd from the Normal school, 
 nt the rate of three pence per mile : proviflcd that such 
 pupils shall not be less than sixteen years of nfte, nnd of 
 pood moral charnctcr, nnd slinll have" received nn ordinary 
 couunon school cducntion Ix'tbro the commissioners shnll 
 give nny onler or orrlers for their ndmission to the school 
 — such pupils Nhnll give to the principal ft written pledge 
 <hnt they will tcauh for at least three years withm this 
 province. 
 
 0. The j)rin<|ipal of the school mar receive an additional 
 number ot pupils not exceeding twjiitv innnyoneyenr,on 
 their being exnminvd by him and giving the necessary 
 pledge ; nnd all licensed tcnehers shnll have free nccess to 
 the school, either as spectators nr regular pupils. Instruc- 
 tion nnd the use of text books shall be free to all pupils. 
 
 10. 'J'hc princijial may admit pupils not intendin'r to 
 tench in this province, at such rates of fees as he may think 
 proper, such fees to bo applied in improving the apparatus 
 of the school; provided no greater number of sucli pupils 
 than ten be in attenrlance on the school at any one time. 
 
 11. All pupils shall be examined by tlio prineinal after 
 having attended the .school for a tcM-ui not less thnn five 
 months, nnd if competent, shall receive certiticates as gradu- 
 ates of the school, — such certificates shall be of three cla.'s- 
 es, dcnom".iated. A, B, and C, according to the capacity 
 6f the graduate ; and pupils, who, after hnving studied one 
 year, 'shall be found ineoihpetcnt to act as tc^chcrs, may bo 
 dismissed or receive instruction for a second term at thc'dis- 
 crotion of the principal ; and such graduates as may have 
 received eertincates of the class A or B, may be admitted 
 anew, and after attending for ono or more terms shall 
 receive a certificatft of such class as upon examination 
 tbey shall bo found entitled to. 
 
 1 2. Any person holding a certificate firom the principnl of 
 the normal School shall b« entitled to a license from any 
 board of commistiicners unless the holder of such certificate 
 b« of bad moral eharaeter, in vhich case, so soon as the foot 
 
 ufany grnduntahavinzcoutraotuU iiuuMinl hsbt(4 U bm1« 
 known to the pi-iiiciii.il, ho iliall traM tit* uaia* of tash 
 person from his list of grndiinlof. 
 
 1.1. I'hn principal shall have the power nf sending, as 
 free students, to any college or academy receiving proTin- 
 cinlnid,grndiiales of the nornnl school, who mnv<ie»ire in< 
 struction in mathematics and classics, with the view of lio- 
 ciiining teachers of high schools; provided that no such in- 
 stitution be rei|uired to);ivo instruction to more than three 
 such pupils ut any one time. 
 
 14. Ihure tbull be nn annual public exaiaination ofiuek 
 school. 
 
 1."). The principal of the Normal school and hiiaiiistants 
 shall bo exempted from the pcrfurmnnee of statute labor on' 
 the highways, — from militia duty, and from lirviog in any 
 town olHce, or on juries. 
 
 The following are the Bye Laws passed at a fleeting ef 
 the Directors, held at Truro, on Friday the Ist day of June, 
 
 IK.'iS. 
 
 Bye-Laws of Provincial formal Semin- 
 ary, 
 
 1. As the main object of this Institution Is to prepare 
 and qualify Teachers of common Seliools, as well as to im- 
 prove those who have been already engaged in teaching, 
 that the course of study, the conditions of admission, tho 
 i|ualifications of graduation, &e., shall accord with that ob- 
 ject. 
 
 2. That the first Autumn term shall rommcneo on tho 
 first Wednes<lay of November next, nnd terminate on tho 
 last Wednesday of March ; that the Spring term shall com- 
 niCTice on the second Wednesday of April, and that the du- 
 ration of this and subsequent terms bu afterwards ar-' 
 ranged. 
 
 3. That the Superintendent at the close of every tern, 
 shall apprixe each Board of School Commissioners of thu 
 number of vacancies to be supplied by it, and shall special- 
 ly instruct the Commissioners to use nil diligence in ea- 
 quiring atU'r talented nnd promising young men nnd wo- 
 men residing within their resiteelive bounds, nnd in cn- 
 cou'-nging them to prosecute their studies, willi a view to 
 their nttendinp the Normal Srhool; — that the Commisiiiun- 
 crs shall require from each applicant n certificate of moral 
 character from the clergyman or minister of the religious 
 denomination to which he belongs, and that they furnish 
 each pupil with 
 sen 
 tion. 
 
 4. That nil applying under section 9th of tho Act, If 
 found (pialified, as well as all li(!ensod Teachers, shall be 
 admitted in thu order of their npplicnlion. 
 
 r section lOlli shall bo reccivf!^ 
 ation, on standing such ar^. ex* 
 [Mil shall deem satisfactory. 
 G That none shall be admitted unless they present them- 
 selves within ono week of the time of tho opening of the 
 School. 
 
 7. Thiit all candidates for admission su.stain a satisfac- 
 tory examination in reading, spelling, the simple rules of 
 arithmetic,, tho elements oF Geography, and of English 
 Grammar. % 
 
 8. That all pupils on admission shall bo required to 
 subscribe the following declaration, — "We, the subscribci-s, 
 hereby declare that it is bur intention to doTotc ourselves 
 to tlie profession of Teaching, within this Province, fur 
 three years at least, andthat our solo object in attending 
 this Normal Seminary is to qualify ouriielres the better 
 for discharging the important duties appertaining to said 
 profession. 
 
 9. That eertificates, imder section 11& of tlie Act, shall 
 
 ach pupil with a certificate of his appointment, to be pre- 
 [>ntcd to the Principal on tho day fixed for the cxamiua- 
 
 aduiiiieii in iiiu onier oi men 
 
 .'>. That all applying under 
 
 in the order of tlieir npplicat 
 
 amination as the PrincirMil sh 
 
 rfs' 
 
 S "v,_ 
 

 NOVA SCOTIA NOUMAL SCHOOL. 
 
 
 in the monn tiinn lie cniifiiu"! foclnsnci A H H., nml timt 
 Mil li rcvlil'i'Ulf-i, Milim rilii'il liy llif I'riiii l|i;il lUhl lloanl 
 lit' IHri'dnrs, nIimII lii" (iiMiitiMl'io nil iiii|iil-> WwiuA nitalilicil 
 (HI till- viiiiimH siilijiM I.H iii'.Miil 111 liv ilii' I'fiiiiijiii', ami 
 tlial (ill liiildiii;; llii^ ccrtili iili' II cliiiil In- I'lilitlcil to lllf 
 i)riMli'i/i'!« (it'it {"ii'tt ('lii"'< ("1111111)11 Si'liiHil 'I'lMi'lu'r. 
 
 t". TImt c.kIi I'liiiil t'lililli'il lit the v\h*v of tliii flirt 
 term to the ciTliliiatf ot'rIaKs II., uliall m'ciJm'. out nl'ilic 
 t'liiiiU ^.'laiitfil liy llif l.i-){i^laliirc to aiti iiii|iils . r tlir liri«t 
 year, a sfliolariliip ol'X.">., and tlml iNiili iiiipil t'litltlcil to 
 ii ii'i'iilii'iilf ol'rla-s A., i-liall ivci'ivi' a ciiiillar ."iliolai^liiii, 
 nil cfMiililioii ol' allfinliii;; llii' Uillowiiijr li'i'iii, payaMo at 
 llic I'oimiii'iiirnH'iit of lli.it term,- ami tliat mkIi sdiolar- 
 ♦hips ^llall 111' ;,'iMiiti'il only tiilliosi' piipiU wlio Iium' Im'cii 
 ri'foiiiim'iiilcil liv thf lloiinl.H ol' School (.'omniis.«ioiii'i-!t, 
 nmliT MMiiim Htli. 
 
 1 1. 'I'lial all Ti'ailn'i!'-iii-tniiniii;r fliall Imanl nml lod^c 
 in .iiu'li lioii!>i'M, and umk'r Hiuii rogulutiuim an iii'i' iippiov- 
 i>il liy thu I'l'iiicipal. 
 
 \i. TImt all iiiipils attfiidinij tliw institution dliall lio ro- 
 quirud wliuii prftiitiialilo, to muiiiil llu-ir iv«|K!o»ivo plMes 
 of woiifhip nil tlio LoriU' dav, and wait on tuch means of 
 ndiifioiiH instriictioM as tlip ('liTjiyniPn or Miniittern thort'of 
 i«liall M'f tit to appoint, .niid that a ifrlilii'ato to tlii.s I'lli'it 
 Iji' pnnliiiid at lliuiloio ol uvi!iy turiii, bclbru aii)- Diplo- 
 iiia \* <:i'aiitod. 
 
 l.'l. 'J'li.it llio rcfjiilations for tlio iiitrriial mann;,'i'mpi'l 
 of till' Iiisliliitioii lie iii-i'parfd liy the I'l'imipal, and mili- 
 initli'd to tin- Board of Din'ctors at its fir:<t mi'i'tinj;. 
 
 1 I. Tii.it llio Hoird sliall intu't tT^'iilarly,on tin- day np- 
 pointud for i-aih jieiiii-aniiiial('\aiiiiiialloii, and that .Mpcci.il 
 iiH'otiiijiS may lie called liy tliu fSucivtary, on tlio applicu- 
 tioii ot'tliu supurinti'iidi'iit. 
 
 Tin; l'ofc;ioiiijj Act and Hyc-Laws fiirnisli, wc think,* n 
 nrclly roricct idea of the external Hrraii|,'eiiR'nt.H of the 
 S'oni'ial Scliiiol at Trnro. The re;;iilatii)ii.-t re.xjirctinj; the 
 internal nIVairs amlniana<reiiient of the institution have not 
 yet received the sanction of the Hoard of Diiretow, and 
 cannot tlierefuro lie anlhori'.atixely pnlilished. As, how- 
 ever, some iiiny be desirous to know the siihjectii of study, 
 ami the inaniier of their bein;; pro.secuted, it may he pi-o- 
 pei that these be hern brielly and fjenerall^v indieated, 
 oeariii;,' "'i mind that they may receive certain inodiliea- 
 tioiis according to ciirunistances. 
 
 Ill all probability, the Seminary will bo in session si.\ 
 Iiours every week-day — .Satuiiiay excepted; four hours of 
 which time the students will be en;j;a;ied with the Teach- 
 ers in their respective recitation rooms, and two hours with 
 tlie Principal in the study, or lav;;e room. ].)urin}{ each 
 term, three stages ofprojrress shall be aimed at; and in 
 tach department of study there shall be a junior and n 
 senior section. The fiixt part of the course shall consist of 
 n Ihoroujjh review of elementary coiiunon school studies, 
 such as Ueadinjr, Writing, Knglish Grammar, History, 
 Mentil and Written Aritlimetie, Elements of Xatural Sci- 
 ence ; — the first four departments to be conducted by the 
 I'^iiglish master, nud the last three, by the Mathematical. 
 And, whilst this review is going on, the Principal will de- 
 liver a course of Lectures on the science of education, phy- 
 sical, intellectual, and moral ; as well as give instruction on 
 the best and most approved modes of teaching the various' 
 branches of a common school education. The second stage 
 shall consist of the following branches of kn0^vledgc : — 1. 
 Critical study of English Language ; 2. History of English 
 Literature ; 3. Survey of Geiiewl History ; 4. Physical 
 and Historical Geography ; 5. Algebra, on through Quad- 
 ratic E<|uations ; «. Geometry, three books of Euclid ; 7. 
 Book-keeping ; 8. Surveying; and 9. Navigation; — t! Lite- 
 rary; part to be under chavge of the English, and the . latho- 
 matical, of the Mathematical Teacher. And whilst this high- 
 er department is b«if>2 atteuded to,the Pcincipal will deliver 
 
 some Lectiiren on Natural ami Intelleiiual Phihwoiihr— 
 lucompanying the former with experiiiiental iltuNtm- 
 tions. The third and lie«t i«tage of pro;>reHs shall eiibiacn 
 the art of teacliiii;;, inilndin^'theo"elicnl in»truition,or thii 
 ilevelopmeiit of the principles oil which the art is fouiideil, 
 while tli(> appliealion ol these principles will be illustrated, 
 and the art aeipiired, by instriictiii;; in the MinIcI .SchiMils 
 as soon as these are erei.'ted under the care of the Teachers, 
 and siibjerMo their direction and remarks. Hereagaiii tliu 
 Principal will deliver a few Lectures on Natnnil S 'ienee, 
 e.spcdally on Vegetable i'hysiology and Chemistry in their 
 aiijilieation to A;j;riculliire, fn-. And these Lecturi's ogalii 
 wilt be illustrated by a series of exnerimcntH in the Itotan- 
 iciil (iaideii anil Mixlel Parm, which it is inoposed iniin«- 
 dialelv to establish in connection with the Normal Seliiwl, 
 abiindanee of land having been already puivliasl'd for tliat 
 purpose. During the whole course, instruction will lio 
 given on the science and art 'if vocal music, as an essential 
 pari of a common scIkhiI education. Hut we cannot enlargu 
 on these Kipics. What has been slated is, We think, sulTl- 
 ciunt to indicate the general subiucts and mode of study. 
 And now in drawins thoie ODMrvationi to a ciuie, wu 
 would earnestly U>s|Hiak, on the behalf of thif importaat 
 iindertakin;;. the sympathy and rn-orx^i^tirtrtorall the inliab*' 
 itaiils of the Province, and especially of those who occupy 
 the more intliiential positions of soiiety. Let the Commis- 
 sioneiT* of .S'liools bestir iheniselves, and use all diligence 
 and discretion in selecting the most talented, promisinjj; 
 and enthusiastii' young uicn and women within tlieirljonnds, 
 in iirgiii;,' them to |irosecute their studies with a view ttV 
 their joining the !>eniinarv, and in «)|iening up to thcin: ^' 
 yi\\'r\ fiiciliiv of transit to 'I'ruio; and let the Trustees of ' • r^ 
 ScluKils lend their aid to the >Conunissioners by biiiigin|t „,||p 
 under their notice the most snituble individuals in tlieir 
 respective hxalities. Ja'I Teachers throughout the Pro- 
 yiiice realize their responsibility, and let them eneourajjjc, 
 in every po8sil>le way, the luoie advanced of their pupds 
 which may evince an aptness for teaching, to prosecute 
 their studies with the view of (jualifying themselves for 
 joining the Seminary, and, remembering the dilHcuUiei' 
 which they themselves have encountei-ed in conseipicnco 
 of the want ol mejNjratory training — let them press upon 
 their junior leMow-'J'eachers the iliity and advantage of 
 availing themselves of the opportunity of professional im- 
 provement now held out. J.iet parents rcllect on the dig- 
 nity, and the honor, and the usefulness of tlio vocation of 
 Teachers, and let them incite their sons and their daugk-' 
 ers to dedicate their powers and their energies to the pur- 
 suits of this vocation. Let all, in fine, in their varied' 
 spheres and relationships, give to this movement a rcason- 
 uoie amount of co-operation ; let them e.\tend towards it ' 
 their charitable judgments, and we have little fear tliat, by 
 the bleasiiij; of God on the labors oV the olhcers, the Normal 
 School v/illprove an immense boon to this I'roviiicc, ami 
 spread blessings of inestimable value Amongst generation* 
 of its inliabitants yot unborn. 
 
 PRINTED BY JAMES BARNES, 179 UOlLIS ST. 
 JULY, 1855, 
 
 • •#• ,-w,'«» 
 
V 
 
 illiiii'tni- 
 
 i'libiiii'M 
 on, or tim 
 
 loiiiitluil, 
 liHtratol, 
 •I S('lim)U 
 
 IVlkl'llCI'Jt, 
 
 n;;iiiti tliu 
 
 )• ill tlioir 
 in** n>f.A\n 
 III' liolnii- 
 M<(l iiiiitiA' 
 il ^<('liii<>l, 
 hI fur timt 
 II will l)u 
 I ('HHt'iitinl 
 iX oiilarsu 
 ink, Hufli- 
 )f Htiidy. 
 clwo, wo 
 importMt 
 the inlwb*- 
 10 oix'miy 
 ■ CoiiiiniH- 
 (liliironoo 
 [iroiiiiKiii;^ 
 ir lN)unii«, 
 a view M 
 • to thoiir ^ 
 
 UHtCUH of ' 
 
 liiiiiuinB .Jg" 
 In in their 
 
 the I'ro- 
 neoura^c, 
 L'ir |iu|)il8 
 proseeuto 
 solviis for 
 lilKfulties 
 iHc>(jucnco' 
 iVM upon 
 nntoffo of 
 Clonal im- 
 
 tho dig- 
 ivation of 
 ir daugh-' 
 I the pur- 
 ir varied' 
 a rcason- 
 owanls it ' 
 r tliat, by 
 u Xoriual 
 iiice, and 
 ncratiou* 
 
 18 ST. 
 
 
 c ^ 
 
 
 II n^aytft i.ta. V-iifii-Viif^-^'i