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PROCEEDINGS 
 
 AT THE ckhemony or layinq the 
 
 CHIEF CORNER STONE 
 
 OF THE 
 
 NORMAL m MODEL SCHOOLS AND EDUCiTM OFFICES 
 
 FOR UPPER CANADA, 
 
 ON WEDNESDAY, THE SECOND DAY OF JULY, 1851, 
 
 BY THE RIGHT HONORABLE THE EARL OF ELGIN, 
 
 GOVERNOR GENERAL OF CANADA, &c., &,c.. 
 
 WITH AN 
 
 INTRODUCTORY SKETCH 
 
 OF THE 
 
 SYSTEM OF PUBLIC ELEMENTARY INSTRUCTION IN UPPER CANADA. 
 
 BV THE 
 
 CHIEF SUPERINTENDENT OF SCHOOLS. 
 
 TORONTO: 
 
 PRINTED BY THOMAS HUGH BENTLEY. 
 
 1851. 
 
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INTRODUCTORY SKETCH 
 
 or THK 
 
 
 i 
 
 SYSTEM OF PUBLIC ELEMENTARY INSTRUCTION 
 
 IN UPPER CANADA. 
 
 Tho description and illustrations of tiio buildings for the Normal 
 and Model Schools for Upper Canada, given in tiie following pages, 
 together with tho account of tho imposing ceremony of laying the 
 chief corner stone, suggests tho propriety of presenting a brief 
 outline of that system of public elementary instruction, with which 
 those schools are now so essentially connected. 
 
 Tho origin of the common school system of Upper Canada, as 
 now established, is as follows : — Annual parliamentary grants were 
 made in aid of common schools for more than thirty years, but 
 expended without system, and with but little advantage to the country. 
 In 1841, the first law was passed (introduced and conducted through 
 the Legislative Assembly by the Hon. S. B. Harhison, then Secre- 
 tary of the Province) embodying tho great principle of gr;xnting 
 money to each 6ounty, upon the condition of such county raismg an 
 equal amount by local assessment. Considerable opposition was 
 made at first in many parts of the Province to the principle of that 
 Act : and it is said that when tho Hon. R. Baldwin was engaged, 
 in 1841, in an election contest in the county of Hastings, and was 
 informed of the opposition against him, even among many of his own 
 friends, on account of his supporting such a principle of school 
 taxation, he answered in eflbct that he would rather loose his elec- 
 
lion than g\vo up that iJriiiciplo. The ninchinery of that law 
 rofiuiriug mollification ; tho Hon. F. IIincks bronj^ht in anoilicr I'ill 
 in 1843, which bccaino a law, and wiiich very much sim]*lilii.<l and 
 improved tlie details of tho Act of 1841. By that law, tho Secretary 
 of tho Province was ex-otTieio Chief Superintendent of Scliools, with 
 two assistants. In 1844, tho olllco of assistant superintendent was 
 ofTered to tho present incumbent ; and after having received tho 
 sanction of tho authorities of his Church, he accepted it in tlio 
 autumn of that year, upon tho understanding that tho administration 
 of tho school system should constitute a distinct non-political depart- 
 ment, and that lie should bo permitted to provide for the pcrformanco 
 of his duties for a year by a deputy, and have a year's leave of 
 absence to visit and c.xamino tho educational systems of other coun- 
 tries, both in Europe and America, before attempting to lay tho 
 foundations of a system in Upper Canada. The whole of 1845 was 
 employed in these preliminary enquiries, and the results were 
 embodied, in March 184G, in a "Report on a System of Public 
 Elementary Instruction for Upper Canada," and a draft of Bill which 
 was introduced into tho Legislative Assembly by tho lion. W. H. 
 Draper, (then Attorney General,) and became a law in June, 1846. 
 In a few months afterwards, a draft of Bill was prepared for estab- 
 lishing a system of schools in cities and incorporated towns, which 
 was introduced into the Legislative Assembly by the Hon. J. H. 
 Cameron, (then Solicitor General,) and becamo a law in June 1847. 
 These two Acts, with tho modifications and Improvements which 
 experience has suggested and the progress of the system required, 
 have been incorporated into one Act, which was introduced into tho 
 Legislative Assembly by the Hon. F. IIlncks, (Inspector General,) 
 and became a law in 1850 — the first Act to which His ExcellerKiy 
 tho Earl of Elgin gave tho royal assent after the removal of the 
 seat of Government to Upper Canada. 
 
 Our system of public elementary instruction is eclectic, and is to 
 a considerable extent derived from four sources. The conclusions 
 at which tho present Head of tho Department arrived during his 
 observations and investigations of 1845, were, 1. That the machinery 
 or law part of the system in the State of New York was the best. 
 
 t 
 
>ipoM iho whole — nppoariiig-, however, detectivo in the inlrieacy of 
 soino of its details, in the absence of an I'lUcionl provision for the 
 visitation and inspection of schools, the examination of toauhcrs, 
 religious instruction, and uniform text-books for the schools. 2. That 
 the principle of supporting schools in the Slate of jNIassaohusetts was 
 tho best — supporting them all according to property, and opening 
 them to all without distinction ; but that the application of this princi- 
 ple should not bo made by tho requirements of state or provincial sta- 
 tute, but at the discretion and by tho action, from year to year, of the 
 inhabitants in each school muncipality — thus avoiding the objection 
 which might be made against an uniform coercive law on this point, 
 and tho possible indiiTercnco which might in some instances bo 
 induced by the provisions of such a law — independent of local 
 choice and action. 3, That tho series of elementary text-books, pre- 
 pared by experienced teachers, and revised and published under tho 
 sanction of tho INational Board of Education in Ireland, were, as a 
 whole, tho best adapted to schools in Upper Canada — having long 
 boon tested, having been translated into several languages of tho con- 
 tinent of Europe, and having been introduced more extoisively thas 
 any other scries of text-books into tho schools of England and Scot- 
 land. 4. That tho system of Normal School training of teachers, 
 and the principles and modes of teaching which were found to exist 
 in Germany, and which havo been largely introduced into other 
 countries, were incomparably tho best — tho system which makes 
 school-teaching a profession, which, at every stage, and in every 
 branch of knowledge, teaches things and not merely words, which 
 unfolds and illustrates the principles of rules, rather than assuming 
 and resting upon their verbal authority, which develops all tho 
 mental faculties instead of only cultivating and loading tho memory 
 — a system which is solid rather than showy, practical rather than 
 ostentatious, which prompts to independent thinking and action 
 rather that servile imitation. 
 
 Such arc tho sources from which the principal features of the 
 school system in Upper Canada have been derived, though the appli- 
 cation of each of them has been modified by tho local circumstances 
 <af our country. Thero is another feature, or rather cardinal principle 
 
 
VA 
 
 of it, which i.s rather iiulij^'onniis ihnn cxolic, which is wanting in the 
 odiicational systems of sonic coiintrios, aiul whicii is mado tlio 
 occasion juuI in.strnnicnt of invidious distinctions and unnntural pro- 
 scriptions in other countries — \w uiriiii the i)rincij'le of not oidy 
 makinff Cliristinnity tlio basis oftlio system, and tlie pervading cle- 
 ment of all its ])arts, but of recognizing and combining, in their ollicial 
 character, all the clergy of the land, with their peojde in its i)ractical 
 operations — niainlaiinng absolute parental supremacy in the religious 
 instruction of their children, and upon this prineii»le providing for it 
 according to the circumstances, and under the auspices of the elected 
 trustee-representatives of each school nuniicipality. The clergy of 
 the country liave access to each of its schools ; and we know of no 
 instance in which the school has been mado tlio place of religious 
 discord, but many instances, especially on occasions of quarterly 
 public examinations, in which the school has witnessed the assem- 
 blage and friendly intercourse of (dcrgy of various religious per- 
 suasions, and thus become the nidiating ceniro of a spirit of Christian 
 charity and potent co-operation in the primary work of a people's 
 civilization and happiness. 
 
 The system of public instruction is engrafted upon the nnniicipal 
 institutions of the country. Wo have municipal councils of counties, 
 of townships, of cities, of towns, and of incorporated villages. Tho 
 members of county councils arc eloetod by the councils of townships 
 and towns — one or two for each. Tho members of townsiup, city, 
 town, and village councils are elected by the resident freeholders 
 and householders of each municipality. 
 
 The municipal council of each township divides such township 
 into school sections of a suitable extent for one school in each, 
 or for both a male and femtile school. Tho afliiirs of each school 
 section are managed by three trustees, who hold their offices for 
 throe years, and one of whom is elected annually by the freeholders 
 and householders of such section. The powers of trustees are 
 ample to enable them to do all that tho interests of a good school 
 require— they are the legal representatives and guardians of their 
 eection in school matters. They determine whatever simi or sums 
 are necessary for the furnishing, &tc., of their schooi and the sal?rie» 
 
 
ol' toacIitT!^, but occoimt l^r its oxi)eiKlituro nnnnally to their con- 
 stituents, and report (ully to the local .superintendent by iWnv^ up 
 blank I'ortn.j ol' animal reports which aro furnished to thorn by tlio 
 Chief Sui»eriMtendent of Si;lii)ol.s from year to year. Tlio township 
 council imposes assessments for the erection of school iiousos, or for 
 any other school purpose desired by the inhabitants of school soo- 
 lions through their trustoos. Tiio iniiabitanls of each school 
 section decide as to the manner in which they will support tlioir 
 school according to the estimates and engagements made by tho 
 trustee?, whether by voluntary subscription, by rate-bills on parents 
 sending children to the schools, or by rates on the property of all 
 according to its assessed value, and opening tho school to tho 
 children of all without excejjtion. The latter mode i.s likely to 
 supersede both the others ; but its existence and operation, in con- 
 nexion with each school, depend upon the aimual decision of tho 
 inhabitants of each school section at a public meeting called for that 
 purpose. 
 
 The duties of Teachers aro prescribed by law, and dieir rights arc 
 ell'ectually protected. No teacher is entitled to nny part of tho 
 school fund who docs not conduct his school according to law, and 
 who has not a legal certificate of qualifications from a county Board 
 of Public Instruction ; nor is any school section entitled to receive 
 any aid from tho school fund in which a school is not kept open six 
 months during each year by a teacher thus recognized as to both 
 moral character and attainments. Tho law also requires a public 
 quarterly examination to be held in each school. 
 
 Tho inspection of tho schools is made by local Suporin*ondonts, 
 who aro appointed by tho county councils, and who may 
 bo appointed one for each county, or ono for one or more townships, 
 at the pleasure of each county council. Each local superintendent 
 is entitled to at least ono pound (four dollars) per annum for each 
 school under his charge. He is often allowed more. lie is required 
 to visit each school at least once a quarter, and to deliver a public 
 lecture on education in each school section onco a year, besides 
 apportioning tho school moneys to tho several school sections within 
 his jurisdiction, giving ciieoks, on the orders of trustees, to qualified 
 

 
 iii 
 
 i 
 
 i 
 
 .?! 
 
 1 
 
 toachors upon tlio county treasurer or sub-treasuror, aiding in the 
 examination of teachers, deciding various questions of dispute and 
 reference, corresponding on school matters, and reporting annually 
 to the Chief Superintendent according to the forms prepared and 
 furnished by him. 
 
 Besides the local superintendents, all clergymen recognized by 
 law, judges, members of the Legislature, magistrates, members of 
 county councils, and aldermen, are school visitors, to visit all the 
 schools, as far as practicable, within their respective charges and 
 municipalities. Their visits are voluntary ; they are desired 
 " especially to attend the quarterly examination of schools, and at 
 the time of such visits to examine the progress of the pupils, and the 
 state and management of the schools, and to give such advice to 
 teachers and pupils, and any others present, as they may think 
 advisiblc, in accordance with the regulations and instructions which 
 fehall be provided in regard to school visitors according to law." 
 The law also authorises the holding of general meetings of school 
 visitors in any municipality, on the appointment of any two visitors, 
 " to devise such means as they may deem expedient for the efficient 
 visitation of the schools, and to promote the establishment of libraries 
 and the diffusion of useful knowledge." The school visits of the 
 clergy in Upper Canada amounted last year to 2,566 ; the number of 
 visits by the other school visitors was 9,970 ; and 6,852 visits were 
 made by local superintendents, being an increase of 2,879, over those 
 of the preceding year. 
 
 There is a Board of Public Instruction in each county, consisting 
 of local superintendents and the trustees of grammar schools in such 
 county. Those county boards consist largely of the clergy of 
 different religious i)ersuasions, associated with some of the most 
 intelligent lay gentlemen in each county ; so that the country has 
 the best guarantee that its circumstances will admit for the moral 
 character and intellectual qualifications of teachers. The teachers 
 are examined, and arranged into three classes, according to a Pro- 
 gramme of Examination prepared and prescribed by the Council of 
 Public Instruction for Upper Canada. 
 
10 
 
 The Municipal Council of each county is responsible for raising 
 at least an equal sum for salaries of teachers in the several town- 
 ships within its jurisdiction with that which is annually apportioned 
 to them out of the parliamentary appropriation hy the Cnief Super- 
 intendent of Schools. The county councils also appoint the lo(*al 
 treasurers of the school fund, and the local superintendents of scliools, 
 and provide for their salaries. Special provision is also made for 
 the security of the school fund, against the diversion of any part of 
 it, and for the j)rompt jjaymont of it to teachers at the times speci- 
 fied by law. Both the county and township councils have authority 
 to raise any sums they shall think proper for public school libraries 
 under general regulations prescribed according to law. A parlia- 
 mentary appropriation has been made for the establishment of school 
 lioraries, to be expended on the same conditions with the appropria- 
 tion for the support of schools. 
 
 The law also provides a system adapted to the circumstances of 
 cities, towns, and incorporated villages. In each city and town 
 there is one board of trustees for the management of all the schools 
 in such city or town — two trustees elected for each ward, and hold- 
 ing office for two years — one retiring annually. In each incorporated 
 village not divided into wards, there is a^board of six trustees elected 
 —two retiring from office and two elected, each year. These boards 
 of trustees, thus constituted, appoint the local superintendent, and 
 determine upon the number and kinds of schools, tue employment 
 of teachers, and all the expenses necessary for the schools in each 
 such city, town, or incorporated village ; and the municipal council 
 is required in eacli case to raise the sum or sums estimated by the 
 board of trustees for all their school purposes, and in the manner that 
 they shall desire. There is also the same provision for the establish- 
 ment of libraries in each city, town and village, as exists in respect 
 to their establishment in each township and county. 
 
 At the head of the whole system we have a Council of Public 
 Instruction and a Chief Superintendent of Schools, both appointed by 
 the Crown. The Council has the entire management of the Provin- 
 cial Normal and Model Schools, recommends the text-books for the 
 schools and books for the school libraries, and makes the regula- 
 
11 
 
 ill t 
 
 f. i 
 
 i I 
 
 tioiis for the organization, governmont and discipline of common 
 flchools, the examination and classification of teachers, and the estab- 
 lishment and care of school libraries throughout Upper Canada. 
 
 The Chief Superintendent, who is ex-jfficio member of the Council 
 of Public Instruction, and provides accommodations for its meetings; 
 apportions the school fund to the several municipalities throughout 
 Upper Canada, prepares the general school regulations and s'lbmits 
 thorn, as well as that of text and library books, to the consideration of 
 the Council ; prepares the forms of reports and modes of all school 
 proceedings under the act, and gives instructions for conducting them, 
 as well as for holding teachers' institutes ; decides questions of 
 dispute submitted to him ; takes the general superintendence of the 
 Normal School ; provides facilities for procuring text and library 
 books, and provides and recommends plans of school-houses ; pre- 
 pares annual reports ; corresponds with local school authorities 
 throughout Upper Canada, and employs all means in his power for 
 the promotion of education and the diffusion of useful knowledge. 
 He is responsible for his official conduct and for all moneys that pass 
 through his Department. 
 
 Such is an epitome of the system of public elementary instruction 
 in Upper Canada. The foundation may be considered as fairly 
 laid, and something has been done towards roaring the superstructure. 
 In 1846, provision was made for the establishment of a Normal 
 School, and the sum of £1,500 a-year was granted towards its 
 support. The school was opened in the autumn of 1847, and, since 
 then, 618 teachers have been trained, a longer or shorter time, by 
 able masters, including practice in teaching in a Model School 
 established for that purpose. Last year, a grant of £1,000 per 
 annum was made to facilitate the attendance of teacliers-in-training 
 at the Normal School, and £15,000 for tho erection of buildings — 
 for particulars respecting which tho reader is referred to tho 
 engravings in this number, to the Address to the Governor Gknkral, 
 and His Exckllbncy's Reply. The number of schools in Upper 
 Canada under the care of tho Department is 3,059 ; the amount of 
 money available during the year for the salaries of teachers, besides 
 all other expenses connected with the schools, was £88,536 ; the 
 number of pupils in tho schools reported, was 151,891. 
 
12 
 
 There has been an annual increase in tlie statist ical rotiinis of 
 each branch of the common school system during the last five year?. 
 The system is to a great extent voluntary. Each municipality 
 exercises its discretion as to whether it will or will not accept the 
 parliamentary appropriation upon the conditions specified ; and 
 each school section does the same in regard to the terms on which 
 aid is offered in support of its school. The general regulations 
 and oversight are such as merely to secure a fulfilment, in each 
 locality, of conditions which are required by the Legislature: — the 
 collective wisdom and voice of the country — and to maintain a 
 standard of teaching that will prevent funds provided for the pro- 
 motion of knowledge, from being prostituted upon ignorance and 
 vice. The working of the common school system is a great social 
 development — yet in its infancy, but instinct with life and energy, 
 and fraught with results which can be more easily conceived than 
 described. 
 
 i 
 
PROCEEDINGS 
 
 AT THE CEREMONY OF 
 
 LAYING THE CHIEF CORNER STONE, 
 
 TOGETHER WITH A 
 
 DESCRIPTION OF THE BUILDINGS 
 
 or THE 
 
 NORMAL AND MODEL SCHOOLS AND EDUCATION OFFICES FOR UPPER CANADA. 
 
 The ceremony of laying the Chief Corner Stone of the New 
 Normal and Model Schools for Upper Canada, took place on Wed- 
 nesday, July 2nd, in the presence of a very large body of specta- 
 tors. A capacious enclosure had been constructed, having at its 
 west end a covered platform, decorated with flags, for the reception 
 of His Excellency the Governor General. At the opposite end, 
 seals were provided for the accommodation of ladies, of whom there 
 was a largo gathering ; on the south side, were members of the 
 Provincial Legislature and of the Corporati(/n of Toronto, with the 
 Clergy and other professional gentlemen ; while the mass of spec- 
 tators occupied the vacant space on the north side. A guard of 
 honour of the 71st Highland Light Infantry was on the ground 
 with the Band of that Regiment. 
 
 At half. past 12 o'clock. His Excellency the Governor General 
 arrived, accompanied by the Countess of Elgin, Lady Elma Bruce, 
 and Col. and Mrs. Bruce. Their Excellencies and suite were 
 received by the Council of Public Instruction for Upper Canada, 
 and conducted to the platform ; the Band meanwhile playing the 
 National Anthem. Around their Excellencies on the platform, 
 besides the Members of the Council of Public Instruction, were the 
 Hon. J. Bourret, President of the Executive Council ; Hon. R. 
 Baldwin, Attorney General, U. C. ; Hon. F. Hincks, Inspector 
 General ; Hon. J. Leslie, Provincial Secretary ; Hon. J. H. Price, 
 
14 
 
 Commissioner of Crown Lands ; Hon. J. Morris, Post Master 
 General ; Hon. R. E. Caron, Speaker of the Legislative Council ; 
 Hon. A. N. Morin, Speaker of the Legislative Assembly ; Hon. 
 Chief Justice Robinson, Hon. Judge Burns, Hon. Vice-Chancellor 
 ®P''8gg6> Hon. P. B. deBlacquiere, Chancellor of the University of 
 Toronto ; Sir Allan N. MacNab, Hon. W Badgley, Hon. H. J. 
 Boulton, Hon. H. Sherwood, Hon. W. Robinson, J. S. MacDonald 
 Esq., Solicitor Gen<jral, U. C; L. T. Drummond, Esq., Solicitor 
 General L. C; Sir H^ew Dalrymple, Bart, and other members of 
 His Excellency's staff. 
 
 The members of the Council of Publitj Instruction were severally 
 introduced to the Governor General by the Rev. Dr. Ryerson, as 
 follows, viz. :— 
 
 The Right Reverend A. F. M. de Charbonnel, D.D.j the Reverend 
 H. J. Grasett, A. M., Joseph C. Morrison, Esq., M. P. P., Hugh 
 Seoble, Esq., James S. Howard, Esq., and the Reverend John 
 Jennings. 
 
 Also the Architects, Frederic W. Cumberland, Esq., and Tbos, 
 G. Ridout, jr., Esq.; and Mr. J. Metcalfe, of the firm of Metcalfe, 
 Wilson and Forbes, the Contractors. 
 
 The following appropriate prayer was offered up by the Rev. H. 
 J. Grasett, A. M., a member of the Council: — 
 
 O Lord God, infinitely wise and good, who teachest man know- 
 ledge and givest both the skill and power to accomplish our purposes, 
 look down, we beseech Thee in Thy infinite goodness, upon the 
 work which we are about to commence. 
 
 We beg Thy blessing upon our undertaking. Prevent us, O 
 Lord, in all our doings with Thy most gracious favour, and further 
 us with Thy continual help ; that in this, and in all our works begun, 
 continued, and ended in Thee, we may glorify Thy holy name, and 
 finally by Thy mercy, obtain everlasting life. 
 
 Grant, O most merciful Father, that the School we are about to 
 «rect may ever acknowledge Thee as its great Builder, our blessed 
 Saviour himself being the chief corner stone. On Thy holy word 
 we lay the foundation, in full trust that so long as it is established 
 
15 
 
 upon this rock, it shall stand forever the monument of Thy goodness 
 and loving kindness. 
 
 Mercifully vouchsafe to it a bountiful measure of Thy richest 
 grace, and grant, O Lord, grant that it ever may prove a blessing to 
 the land, training up Teachers who shall have not only the <'ualifica- 
 tiona necessary to their important ci lling, but a due sense of the 
 motives from which they should act, and the ends which they ought 
 to seek, in the whole course of their life. Grant also, that the* 
 children who shall here bo taught, may not only bo instructed in 
 sound and useful learning, but also be trained up in the way in 
 which they should go, and when they are old not depart from it, so 
 that they may live in the true faith and fear of God, in dutiful alle- 
 giance to the Queen, and in brotherly love and Christian charity. 
 
 We pray that Thy blessed Word may ever be the standard and 
 the guide in all our plans for this end, and the sure foundation of 
 all our instruction ; that we may seek first the Kingdom of God, and 
 Thy righteousness, and then expect every other good. 
 
 May the children of many generations, within the walls about to 
 rise, be taught that knowledge which alone can make them wi^e 
 unto salvation — the knowledge of Thee, whom to know is life 
 eternal. 
 
 Look down upon us, O God, we beseech thee, and establish thou 
 the work of our hands ; yea the work of our hands establish thou 
 it, through Jesus Christy our Lord. Amen. 
 
 The Rev. Dr. Ryerson, Chief Superintendent of Schools for 
 Upper Canada, then delivered the following Address to His Excel- 
 lency the Governor General :— 
 
 May it please Your Excellency, 
 
 The Normal and Model Schools for Upper Canada have 
 been established for the instruction and training of school teachers. 
 The special education of teachers is an essential element in the 
 systems of public instruction of all countries in which the general 
 education of the people is regarded as a matter of national 
 importance. Experience has shown the necessity and advantage 
 
16 
 
 1 
 
 i 
 
 of a preparatory course of instruotion and practice for the profession 
 of teaching, as well as for the other professions and trades which 
 are demanded by the necessities of every civilized community. 
 Acting under a conviction so strongly and generally established, our 
 Legislature provided, in 1846, for the establishment of a Normal and 
 Model School for Upper Cannda. This was done, not by making a 
 new or special grant out of the public revenue, but by appropriating 
 for that purpose a small part of the Upper Canadian portion of the 
 legislative grant for the support of common schools. The success 
 of the experiment has rendered indispensable the erection of the 
 structure, the corner stone of which is about to be laid by your 
 Excellency. 
 
 This Institution is designed to accommodate 200 teachers-in- 
 training, and 600 pupils in the Model School ; — a school intended 
 not merely as a pattern, according to which common schools generally 
 should be conducted, but a school in which the teachers-in-training 
 will practice in teaching the subjects of the instructions and lectures 
 given in the Normal School. In addition to this, accommodation 
 has been provided for the offices of the Department of Public In- 
 etruction ; a depository for maps, apparatus, text and library books 
 for schools throughout Upper Canada; a library and museum ; rooms 
 tor a school of art and design, in which it is proposed, by the aid of 
 a legislative grant of about £500 per annum, to give a special 
 course of instruction adapted to the interests and progress of the 
 mechanical arts and manufactures. 
 
 The land on which these buildings are in the course of erection, 
 is an entire square, consisting of nearly eight acres, two of which 
 are to be devoted to a botanical garden, three to agricultural experi- 
 ments, and the remainder to the buildings of the Institution and 
 grounds for the gymnastic exercises of students and pupils. It is 
 thus intended, that the valuable course of lectures given in the 
 Normal School in vegetable physiology and agricultural chemistry, 
 shall be practically illustrated on the adjoining grounds, in the cul- 
 ture of which the students will take a part during a portion of their 
 hours of recreation. 
 
 The system of instruction and discipline adopted in this Institution, 
 
n 
 
 \i r 
 
 is founded upon Christian principles, and, I hope, pervaded to a 
 great extent by a Christian spirit ; and though free from the 
 slightest tinge of sectarianism in its management, the provision 
 made for watching over the moral interests of the students and their 
 religious instruction, has been found, during the last three years, to 
 bo more effective than that of any other public educational institu- 
 tionb with which I am acquainted. 
 
 The principles on which the Normal School is established and 
 conducted, form the basis of our whole system of public elementary 
 instruction for Upper Canada, — a system which recognizes Chris- 
 tianity as an essential part of education, and unites the clergy with 
 their people in providing for it, and in imparting it, — a system in 
 support of the teachers of which alone, the people of Upper Canada 
 have, during the last year, (according to returns which are prepared, 
 and which will shortly bo laid before Parliament,) paid, by self- 
 imposed taxation, the sum of £88,626, besides £14,189 for the erec- 
 tion of school-houses, and which includes in its 3,059 schools, 
 151,891 children. 
 
 The Institution, the corner stone of which Your Excellency has 
 graciously consented this day to lay, is erected by a public grant of 
 £16,000 — an enlightened liberality for this object on the part of our 
 Legislature, in advance of that of any other Legislature on the 
 American continent — a liberality which, I trust, will be more than 
 justified by the practical and simple, but comprehensive operations 
 of the system of which it is the mainspring and the exponent. 
 
 In furtherance of the same great object, arrangements have recent- 
 ly been made, and will be carried into effect in the course of a few 
 months, by which maps, school-books, and every description of school 
 apparatus, will be provided for and rendered accessible upon the 
 same terms to all the public schools of Upper Canada ; — also, books 
 for libraries, including a large selectidn of the books best adapted for 
 popular reading, that issue from both the British and American press. 
 By the arrangements which have been entered into, and which have 
 been effected in England by the aid of the Imperial Government, 
 through the cordial and active exertions of Earl Grey, these facilities 
 for school ini.srovement and general knowledge, will be rendered 
 
18 
 
 accessible to the municipal and school authorities throughout Up- 
 per Canada at an average expense of more than twenty-five per cent, 
 less flian they could have otherwise been procured, if procured at 
 all; — t'acintios which obstacles hitherto insuperable, have prevented 
 any Educational Department in the neighbouring States from pro- 
 viding for the advancement of popular education and the diffusion 
 of useful knowledge. 
 
 It is my gratifying duty to add, that this Normal School has been 
 established, that these buildings are in the course of erection, that 
 general regulations for schools are adopted, and books selected, by 
 the aid and under the direction of a Council of Public Instruction, 
 whose proceedings have been harmoniously conducted from the 
 commencement, and the members of which, with one exception, 
 receive no other remuneration than the gratitude of their country 
 and the pleasing consciousness of promoting its educational inter- 
 ests in every way in their power. 
 
 Among the influences which have contributed to the gratifying 
 spectacle of this day, not the least is the deep interest which your 
 Excellency has always manifested in the education of the Canadian 
 people : and I doubt not, that in all time to come, the recollection of 
 the educational progress of Canada under the fostering auspices of 
 your government, will be a source of real pleasure to Your Excel- 
 lency. There are four circumstances which encourage the most 
 sanguine anticipations in every patriotic heart in regard to our 
 educational future : The first is, the avowed and entire absence of 
 all party spirit in the school affairs of our country, from the provin- 
 cial Legislature down to the smallest municipality. The second is, 
 the precedence which our Legislature has taken of all others on the 
 western side of the Atlantic, in providing for Normal School 
 instruction, and in aiding teachers to avail themselves of its advan- 
 tages. The third is, that the people of Upper Canada have, 
 during the last year, voluntarily taxed themselves for the salaries of 
 Teachers in a larger sum, in proportion to their numbers, and have 
 kept open their schools, on an average, more months, than the neigh- 
 bouring citizens of the old and great State of New York. The 
 fourth is, that the essential requisite of a series of suitable and ex- 
 
19 
 
 
 ^ 
 
 cellent text-books has been introduced into our schools, and adopted 
 almost by general acclamation, and that the facilities of furnishing 
 all our schools with the necessary books, maps and apparatus, will 
 soon be in advance of those of any other country. I confidently 
 hope, therefore, by the Divine blessing", that many assembled on 
 the present important occasion, will live to see Canada compare as 
 advantageously with other portions of America in the Christian 
 education and general intelligence of her people as sle now does in 
 the specimens of her latent resources and productive industry and 
 enterprise at the World's Exhibition in London. 
 
 Dr. Ryerson's Address having been handed to the Governor 
 General, His Excellency replied as follows : — 
 
 Rev. Dr. Ryerson, 1 thank you, sir, for the very courteous refer- 
 ence to my attendance upon this occasion, which you have intro- 
 duced into the address which you have just now read. I come hero, 
 sir, to-day, in the discharge of what is to me a most agreeable duty, 
 and I beg, sir, to say that the gratification which I pxperienco in 
 the discharge of that duty is greatly enhanced by the very gratify- 
 ing and interesting account of the progress and prospects of Com- 
 mon School Education in Upper Canada which you have had it in 
 your power to furnish. 
 
 I certainly think that no government, which is conscious of its 
 own responsibilities, can possibly feel indifferent to an Institution 
 such as that of which we are now about to lay the foundation stone; 
 an Institution which promises, under God's blessing, to exercise so 
 material an influence in the formation of the mind and character of 
 the rising generation of the Province, and, through that powerful 
 instrumentality, upon its destinies and its future ; an Institution, too, 
 allow me to remark, which we must not regard as a novelty or an 
 experiment, but one which has already — and on this point I may 
 speak in some measure from my own experience, for I have had 
 opportunities of observing the skill of the masters and the proficiency 
 of the pupils in the Normal School — established its claims to the 
 confidence of the people of the Province. Although, therefore, sir, 
 I am of opinion that there are limits — and pretty narrow limits, too 
 
— beyond which the interference of government in matters of edu- 
 cation cannot bo carriod without hazard to tiioso great interests 
 which it is its desire to foster and to protect ; I thinit that an Insti- 
 tution such aa this has special claims upon its countenance and sup- 
 port, and that I am, therefore, not transcending those limits, but ou 
 the contrary, that I am confining myself strictly within them, when 
 I consent to take the prominent part in the ceremonial of this day 
 which has been arfsignod to me. 
 
 Sir, I observe that in the early part of this address you remark 
 that, " the special education of teachers is an essential element in 
 the systems of public instruction of all countries in which the gene- 
 ral education of the people is regarded as a matter of national im- 
 portance ; and that experience has shown the necessity and advan- 
 tage of a preparatory course of instruction and practice for the 
 profession of teaching, as well as for the other professions and trades 
 which are demanded by the necessities of every civilized commu- 
 nity." Sir, nothing can bo more unquestionably true than these 
 sentiments. But perhaps I may bo permitted to observe that their 
 truth has not been at all times recognized. It has often appeared 
 to me that within the whole range of human experience, it would be 
 difficult to point out a more flagrant — a more instructive — instance 
 of the error of putting the effect before the cause, than was exhi- 
 bited in the course pursued by the friends of education in England 
 and other countries, who, for a series of years, busied themselves 
 in building schools, and endeavouring to induce children to attend 
 those schools, without ever inquiring whether competent persons to 
 conduct them could be procured, and without taking any efficient 
 and vigourous steps to supply the admitted want of competent 
 teachers. Sir, it appears to me that in this instance, as in many 
 others — this young country has Lad the advantage of profiting by 
 the experience of older countries — by their failures and disappoint- 
 ments, as well as by their successes ; and that experience, improved 
 by your diligent exertions and excellent judgment, [ford I shoul 
 neither satisfy my own feelings nor the claims of justice, if I were 
 not on this occasion to express my high sense of the ability and the 
 zeal with which you have conducted the important department which 
 
is 
 
 m 
 
 21 
 
 has been committed to your care.] I say, thai experience, so im- 
 proved and fortified by the support of the Council of Education, the 
 Government and the Parliament of the Province, has enabled Upper 
 Canada to place itself [as you justly observed in your address,] in 
 the van among the nations in the groat and important work of pro- 
 viding an efficient system of general education for the whole com- 
 munity. And now lot me ask this intelligent audionee, who have 
 HO kindly listened to mo up to this moment — let me ask them to 
 consider in all seriousness and earnestness what that great work 
 really is. I do not think that I shall bo chargeable with exaggera- 
 tion when I affirm that it is the work of our day and generation— 
 that it is the problem in our modern society which is most difficult 
 of solution— that it is the ground upon which earnest and zealous 
 men unhappily too often, and in many countries meet, not to co- 
 operate but to wrangle ; while the poor and the ignorant multitudes 
 around them are starving and perishing for lack of knowledge. 
 [Hear.] Well, then, how has Upper Canada addressed herself to 
 the execution of this great work ? How has she sought to solve this 
 problem — to overcome this difficulty ? Sir, I understand from your 
 statements — and I come to the same conclusion from my own inves- 
 tigation and observation — that it is the principle of our Common 
 School Educational system, that its foundation is laid deep in the 
 firm rock of our common Christianity. I understand, sir, that while 
 the varying views and opinions of a mixed religious society are scru- 
 pulously respected — while every semblance of dictation is carefully 
 avoided — it is desired, it is earnestly recommended, it is confidently 
 expected and hoped, that every child who attends our Common 
 School:?, shall learn there that he is a being who has an interest in 
 eternity as well as in time — [applause ;] — that he has a Father, 
 towards whom he stands in a closer and more affecting, and more 
 endearing relationship than to any earthly father, and that Father is 
 in heaven [applause] ; that he has a hope, far transcending every 
 earthly hope — a hope full of immortality — the hope, namely, that 
 that Father's kingdom may come ; that he has a duty which, like 
 the sun in our celestial system, stands in the centre of his moral 
 obligations, shedding upon them a hallowing light which they in 
 their turn reflect and absorb, — the duty of striving to prove by his 
 
 
22 
 
 life and conversation the eincerity of his prayer, that that Father's 
 will may bo done upon earth as it is done in heaven. [Aoplause]. 
 I understand, sir, that upon the broad and solid platform which la 
 raised upon that good foundation, wo invito the ministers of religion, 
 of all denominations — the de facto spiritual guides of the people of 
 the country— to take their .stand ulong with us. That, so far from 
 hampering or impeding them in tlio oxercis of their sacred functions, 
 we ask and we beg thoui t,o take thn children — the lambs of the 
 flock which are committed tu tlicir care — aHJric, and to lead them to 
 those pastures and streams where they will find, as they believe it, 
 the food of life and the waters of consolation. [Applause]. 
 
 Ladies and Gentlemen, this is not the fitting or proper time to 
 enter into details. Indeed, I have not voice or strength to enter now 
 at any length into the details of the excellent system of secular 
 education which is provided in our Common Schools. When, how- 
 ever, you tell us, sir, that an increasing supply is going forth, from 
 year to year, from this Normal School, of well qualified Teachers — 
 that you have procured in abundance, excellent, well selected, and 
 cheap text books — that libraries in connection with the Common 
 Schools, are bemg multiplied all over the country — and, above all, 
 that the zeal of the people themselves in the cause or education, is 
 evinced by the augmented taxation, self-imposed for the promotion 
 of that great object ; when you tell us all this, I feel that little is 
 wanting to fulfil the desires of the most ardent philanthropist and 
 lover of education ; I feel that if these influences are left to operate 
 freely — if no untoward causes arise to disturb them — they must 
 eventually leaven the whole mass of our society. [Applause.] 
 Permit me, then, without detaining you any further from what is 
 the special business of the day — permit me in conclusion, to say, 
 both as an humble Christian man, and as the head of the Civil Go- 
 vernment of the Province, that it gives mo unfeigned pleasure to 
 perceive that the youth of this country, of all denominations, who 
 are destined in their maturer years to meet in the discharge of the 
 duties of civil life upon terms of perfect civil and religious equality 
 — I say it gives me pleasure to hear and to know that they are 
 receiving an education which is fitted so well to qualify them for the 
 
28 
 
 discharge of those important duties, and that while their hearts are 
 yet tender, and their affections green and young, they are associated 
 under conditions which are lilioly to promote among thcni the groWiii 
 ol* those truly Christian graces — mutual respect, forbearaucc and 
 charity. [Loud applause]. 
 
 At the close of His ExcRiiLENcv's it marks, the Right Rev. Dr. 
 DE Charbonnbl presented to the Governor General, on behalf of 
 the Council of Public Instruction, a Silver Trowel, addressing 
 His Excellency as follows : — 
 
 " MoNSEiGNEUR, — Jc suis tres heureux et tres honore d'avoir, ete 
 choisi par le Conseil de I'lnstruction Publiquo, dont votre Excellence 
 a daigne mo faire membre, pour lui presenter cette truelle d'argent, 
 aux industrieusos emblemes du blazon des Bruces. 
 
 " L'etablissement dont votre Excellence va poser la pierre angu- 
 laire, Monseigneur, sera un des plus glorieux monuments de tout ce 
 que son liberal Gouvernoment aura fait pour la prosperite, de CO 
 pays : ad eedificationem." 
 
 The Trowel was beautifully carved, having the armorial bearings 
 of the Earl of Elgin — the handle of ivory, being ornamented with 
 a Coronet wrought in Silver. The following is the inscription on 
 the Trowel : — 
 
 THE CHIEF CORNER STONE 
 
 OP 
 
 THE NORMAL AND MODEL SCHOOLS FOR UPPER CANADA, 
 
 WAS LAID ON 
 
 Wednesday t the Second day of July, 1861, 
 In the Fiftefnth Year of the Reiun 
 
 OF 
 
 HER MOST GRACIOUS MAJESTY aUEEN VICTORIA, 
 
 BY 
 
 THE RIGHT HONORABLE THE EARL OF ELGIN AND KINCARDINE, K.T., 
 
 GovEROR General of British North America. 
 
 On the reverse was : — 
 
 PRESENTE D 
 
 TO 
 
 THE RIGHT HON. THE EARL" OF ELGIN AND KINCARDINE, K.T., 
 
 BV 
 
 THE COUNCIL OF PUBLIC INSTRLCTION 
 
 FDR 
 
 UPPER CANADA, 
 Toronto, 2nd of July, 1851. 
 
 
 \ 
 
24 
 
 His Excellency and tlio Council of Public Instruction then do- 
 aoendod to the stone, whore the inscription on the plate was read 
 by Joseph C. Morrison, Esq., M. P. P., as follows : — 
 
 THIS 
 
 THE CHIKF CORNER STONE 
 
 or 
 
 THE NORMAL AND MODEL SCHOOLS FOR UPPER CANADA, 
 
 WAS LAID ON 
 
 Wednesday, the Second day of July, 1851, 
 In tub FiFTEKNTii Year op the Reion 
 
 OP 
 
 HER MOST GRACIOUS MAJESTY, QUEEN VICTORIA, 
 
 BY 
 
 THE RIGHT HONORABLE THE EARL OF ELGIN AND KINCARDINE, K.T., 
 Governor General op British North America, &c., &c. 
 
 in the presence op 
 
 The President and Members op the Executive Council, 
 
 The Speaker and Members op the Legislative Council, 
 
 The Speaker and Members op the Legislative Assembly, 
 
 The Chairman and Members op the Council op Public Instruction, 
 
 The Mayor, Municipal Council and Citizens op the City op Toronto. 
 
 
 THIS INSTITUTION, 
 
 Erected by the Enlightened Liberality op Parliament, 
 
 IS designed por the 
 
 Instruction and Training op School Teachers upon Christian Principles. 
 
 » 
 
 The Council of Public Instruction, for Upper Canada : 
 
 The Reverend Eoerton Ryerson, D. D., Chief Superintendent of Schools, 
 
 The Honorable Samuel Bealy Harrison, !i. C, Chairman. 
 
 TheRt. Reverend A. F. M. de Charbonnel, D. D., Roman Catholic BUhop of Tor0nto^ 
 
 The Reverend Henry JaMes Grasett, A. M. 
 
 Joseph Curran Morrison, Esq., M.P.P. 
 
 Hugh Scodie, Esq. 
 
 James Scott Howard, Esq. 
 
 The Reverend John Jennings. 
 
 The Reverend Adam Lillib. 
 
 John George Hodoins, Esq., Recording Clerk. 
 
 Frederic W. Cumberland, and Thomas Ridoct, Esquires, Jrehitectt. 
 
 Messrs. Metcalfe, Wilson & Forbes, Contractors, 
 
25 
 
 A Bottle containing the following:— 
 
 I. Report on a system of Public Elementary Instruction for Upper Canada, 1846. 
 
 'i Journal of Education for August, 1849, containing the Annual Report of the Normal. 
 
 Model and Common Schools in Upper Canada, for 1847, containing an account 
 
 of the opening of the Normal School in November, 1847. 
 
 3. Common School Act, 7th Victoria, chapter 29. 
 
 4. Common School Act, 9th Victoria, chapter 'iO. 
 
 5. Common School Act, 10th and 11th Victoria, chapter 19. 
 
 6. Common School Act, 13th and 14th Victoria, chapter 48, with Forms, Regulations, 
 
 Instructions, and Circulars. 
 
 7. Parchment copy of the Inscription on the Plate deposited in the cavity of the Corner 
 
 Stone. 
 
 8. Journal of Education for May, 1848, containing an account of the first Examination 
 
 of the Normal School. 
 0. Programme of the last Examination of the Normal and Model Schools, ending 31st 
 May, 1851. 
 
 10. Journal of Education for May, 1851, containing an account of the last P^xamination. 
 
 11. Scobie's Almanac for 1851. 
 
 12. Programme of the ceremony observed at laying the Chief Corner Stone of the Nor- 
 
 mal School, and Engraving of Building. 
 
 13. Sundry silver and copper coins. 
 
 14. Diflerent denominations of Canadian postage stamps. 
 
 was handed by Hugh Scobib, Esq., to His Excellency, who depo- 
 sited it in the cavity of the stone prepared for it ; the Inscription 
 Plate was placed ; and His Excellency having spread the mortar 
 with his 1 rowel, the stone was then formally lowered to its bed — His 
 Excellency saying, " 1 declare this Stone to be the Chief Corner 
 Stone of the Normal and Model Schools for Upper Canada." Mr. 
 Cumberland, the Architect, then handed His Excellency the 
 Square and Mallet, which he applied to the stone in the usual way 
 on such occasions. 
 
 Cheers were given for the Queen, for the Governor General, 
 and for the Council of Public Instruction; in the midst of which His 
 Excellency and the Countess of Elgin, accompanied by the Council 
 of Public Instruction, retired, followed by the principal visitors. 
 
 The proceedings closed at half-past one. 
 
tnal. 
 omit 
 
 DESCRIPTION OF THE BUILDING. 
 
 Lions, 
 
 jrner 
 
 ation 
 
 5 31st 
 
 ition. 
 
 Nor- 
 
 epo- 
 tion 
 rtar 
 •His 
 rner 
 Mr. 
 the 
 vay 
 
 ral, 
 Sis 
 
 icil 
 
 ■ 
 
 The Normal and Model Schools for Upper Canada — now in pro- 
 gress of erection — are situated upon the centre of an open square, 
 bounded on the north by Gerrard Street, on the east by Church Street, 
 on the south by Goold Street, and oa the west by Victoria Street, 
 in the City of Toronto. The distance from the Bay is about three 
 quarters of a mile. The situation is a very beautiful one, being 
 considerably elevated above the business parts of the City, and com- 
 manding a fine view of the Bay, Island, and Lake. The Square, 
 which contains seven acres and a-half of ground, was purchased in 
 August, 1850, from the Hon. Peter McGill, of Montreal, by the 
 Council of Public Instruction, for £4,500, in cash. The estimated 
 value of the property is about £1,000 per acre. The amount of the 
 Legislative Grant for the purchase of the site and the erection of 
 the buildings, was £16,000. The amount of the contract for the 
 erection and completion of the building, is £8,790, exclusive of 
 extras. Architects' commission, warming. Sic. It is estimated 
 that the furniture, Stc, for the building, will cost about £1,000 or 
 £1,200. 
 
 In a building of so groat an extent, it appeared to be neither desi- 
 rable or expedient to adopt a rich or highly finished stylo of embel- 
 lishment. The whole has been designed with a view rather to 
 utility than for efibot, care being taken however to maintain that fit- 
 ness of decoration by which the purpose and importance of the 
 Institution may be characterised and upheld. 
 
 The principal Normal School Building, as seen in the perspective, 
 fig. 1, will be 184 feet 4 inches frontage, by a depth on the flanks, 
 east and west, of 85 foet 4 inches. 
 
M .' 
 
 ill 
 
 27 
 
 The front will be in the Roman Doric order of Palladian charac- 
 ter, having for its centre, four pilasters of the full height of the build- 
 ing, with pediment, surrounded by an open doric cupola, of the 
 extreme height of 95 foot. The principal entrance (to the Offices 
 of the Educational Department, &.c.) will be in this front ; those 
 for the male and female students being placed on the cast and west 
 sides respectively, C and D. In the centre of the building will be 
 a large central hall, (open to the roof, and lighted by a lantern,) with 
 a gallery around it, at the level of the upper floor, at B, in fig. 3, 
 approached on each floor by three corridors— south, east, and west— 
 and opening on the north to the Theatre or Examination Hall. 
 
 On the East side, the accommodation on the ground floor will be 
 as follows: — 
 
 School of Art and Design, No. 1, 36' : 0" x 28' : 0" 
 
 School of Art and Design, No. 2, 36 : 6 x 28 : 
 
 JMale Students' Retiring Room, 36 : x 30 : 
 
 Council Room 39 : x 22 : 
 
 Male Students' Staircase A, 17 : fJ x 11 : 
 
 On (he West side : — 
 
 Waiting Room, 22' : 8" x 14' : 8" 
 
 Ante-Room, 22 : x 14 : 3 
 
 Chief Superintendent's Room, 28 : x 21 ; 
 
 Depository for Books, Maps, kc, 28 : x 21 : 
 
 Depository for Apparatus, &tc., 22 : 8 x 14 : 8 
 
 Female Students' Retiring Room, 36 : x 26 :10 
 
 Recording Clerk'sOffice,with fire proof vault, 37 :11 x 22 : 
 
 Second Clerk's Oflice, 22 : x 14 : 3 
 
 Female Students' Staircase A, 17 : 6 x 11 : 
 
 North of the Central Hall is the Theatre, with Lecturer's entrance 
 in the centre, and side entrances east and west, d, d, for male and 
 female students respectively. Here the aisles are marked a, b, and 
 c, with seats arranged between them : the Lecturer's platform being 
 
If 
 
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 0' 
 
 
 
 
 
 
 
 
 
 \ 
 
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 J 
 
 \ I 
 
 w ij a y ffTi Ml ii M i^l i pi 
 
\ 
 
 DEPOSITOnV FOR 
 BOOKS 
 
 I DEP09ITanY FOR 
 APPARATUS^ 
 
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 FEMALE STUDENTS 
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 RECORDIHG CLERK 
 
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 GROUND PLAN— NORMAL AND MODEL SCHOOLS Al 
 
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 L AND MODEL SCHOOLS AND EDUCATION OFFICES. 
 

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 placed between B and e. This portion of the Theatre * esi^nd 
 to accommodate 470 persons, and including the gallcr'^s, fi 20. 
 Around the Theatre, and beneath its gallery, are on8t ; nd vvcBt 
 corridors, by which the students will reach the Model School. 
 
 By this arrangement it will bo seen, that except when actually in 
 the presence of the Masters, the male and fi-male students will be 
 entirely separated. 
 
 Pa.^sing (by the corridors last named) to the Model School, which 
 is 175 feet 6 inches frontage, by 59 feet 6 inches, the students enter 
 the boys and girls' schools by doors to the east niid west, each of 
 which has a large school room at its centre, 66 feet 6 inches x 33 
 feet, capable of accommodating 300 children, with four smaller class 
 rooms adjoining it, about 17 feetx 15 feet 6 inches lju-Ii. The boys 
 and girls' entrances (like those for the students of the Normal School 
 already described) are at the east and west ends of the building — 
 such entrances having each a hat and cloak room and master's (or 
 mistress') room on either side. These schools therefore will toge- 
 ther accommodate 600 children. 
 
 Returning to the Normal School, and passing to the upper floor ; 
 on the landing of the staircases A, A, are entrances to the gallery 
 of the Theatre, which is designed to accommodate 150 persons. 
 
 On the upper floor is the Central Hall, with its gallery B, connect- 
 ing the east and west corridors, communicating with the following 
 rooms :— 
 
 Class Room, No. 1, 56' : 0" x 36' : 0" 
 
 Class Room, No. 2, 56 : x 36 : 
 
 Class Room, No. 3, 45 : 2 x 28 : 
 
 Class Room, No. 4 32 : 8 x 28 : 
 
 1st Master's Room, 22 : x 19 : 5i 
 
 2nd Master's Room, 22 : x 19 : 5i 
 
 Museum, 42 : x 22 : 
 
 Library, 39 : 6 x 22 : 
 
 Laboratory, 21 : 6 x 12 : 
 
Fig. 8. 
 
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 SECOND FLOOR— NORMAL SCHOOL BUILl 
 
Wg. 8. 
 
 )0R— NORMAL SCnOOL BUILDING. 
 
2d 
 
 In addition to the aooommodation thus enumerated, there are, in 
 the Basement, rooms for the residenoe of the Janitor, together with 
 furnace rooms, from whenoe warm air will be served to the whole 
 building. Groat attention has been bestowed upon the efficiency 
 of the wanning and ventilating, and it is confidently anticipated 
 that the system adopted will be highly successful. 
 
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