ilaszattirs i;A'/.i«:'i"t‘E OCTOBER 11.

for Licence as Teachers. They have enjoyed‘

greater advantages. in one respect, than will fall to the lot of those who may succeed them, while the worlr devolves upon one master. During their term ofstudy, they have had .‘/Ir.’ Monlr’s undivid- ed time and attention ; whereas, in futurmlhe Stu- dents will only receive instruction beforeand alter scliool-hours. But those who sre at present under training have labored under s area! dissdvanllfle in not having the Model School’. In V1110“ “'9! would have had the opportunity of I103 0913' seeing the methods pursued in the instruction and training of the children; but also of put- ting these in practice under the immediate su- perintendence of Mr. ‘Monk.—I would,howsver, warn my friends here, _and the eople of this Colony, against supposing t_hat't ree months training at a ormaljnstitution can make perfect teachers. They must not suppose, that this Institution is a atent machine which receives i uorant an inexperienced young persons, an , at the end of three months, turns them out judicious [AppIause.] When it is considered that they are to receive instruction in the branches to be afterwards taught by them; to learn the principles of School mann cment, and_ the art of communicating, as wel as to_ am some insight into the nature of a chil Is mind, which is the material on which they will after- wards work ;—when all these things are con- sidered, it must be evident that a term of three months is greatly too short lor_their accom- plishment. A three months’ training is cer- tainly a mncli better state of things, than hav- ing no training at all ; but|I fondly hope, that cre long the term of attendance will_ be doubled. In an Institution of the same kind, with which I was connected for many years, on the other side of the Atlantic, the term of attendance for the Students was, at first, three months; but it was soon found necessary to increase it, and now the usual term is two years. I am happy to say, Your Excellency, and Ladies and Gentlemen, that new I have not to stand forth in defence of the establish- ment ofa Normal School, or to advocate the necessity of such an Institution for the special training of the Teachers of thi Island. The agitation of this question now happily belongs to the past. 'l‘he Colony has settled the ques- tion for herself; and we are met this day to iuau urate the result. [Much appIause.] l‘he estabdishment of such an Institution is no re- llcction on the past exertions of the Teachers, or of those interested in the cause of l_Idu_ca- tion. The history of states, as well as indivi- duals, is progressive; and, as time oes on, the constant need of improvement s_ felt. Normal Schools are a cat feature of this age, of which Education as been the rent and cngrcssin question; and this little olony, in the estab isbment of its Normal School, has been but following in the wake of all the_en- lightened states, both of Euro and America. can, therefore, most hearti y i_ind warml congratulate the community of Prinpe Edwar Island on the establishment of their Norma School; and I entertain no doubt of its success, and ofits proving a glreat boon to the Colony. One word more, and have done. I have not, as yet, ex ressl directed, on this sub 60% one word to t o Is and Teachers, either a sent or present; but I now respectfully take leave to remind them, that the educational movement resent engages our attention, is one have a great and immediate in- is one which, by. its working, ' sing of t cir profession- and eflicienoy, and to their elevation, viduall and as a body, in the estima_- u lie; andpconsequently, ulti- ustely lead Er an enhancement of their emo- luments. I, therefore, for their own sakes, as veil as for the sake of the youth of the Colony, desire that they should most seriously direct their attention to a duo oo dsrstiou of the and an in-

I E C no 8 B B! 8 so D‘ O 5 cs 3 I

ll utiliay I

f and the Master of this Institution, tssurs them, that, whenever an of them shall please to visit the school, (as hope many of them will do, and that frequently.) they will lost with a kind and respectful welcome ; and concerning the System freely and cheerfully besides being aflcrdsd,— “ of’ ipuoh more valuputliitayu at _lspttiire ssu'ct, no r it o ugn worth bjeits operadfi. Then, tliey wi but liberty to sdc t, in their own practice, Ilia may nd cod as well as new in left squall at liberty to vsr they may I also take leave rcspeotfull ltltivlte parents and others who desire to a - ‘lacs the cause of education, to visit the lihool from time time, that they may judge for Muselvss concerning the value of t e princi- llland the working of the system. Perhaps min each week may be named as that on visitors will be received or expected 2 at‘ it man. a day will be find, when indivi- .' whether teachers, parents, or others, iillgrixious for the success of the Institution, VP lrcus of becoming acquainted with the

“H

and well-informed teachers. ‘

[Various passages of this s eech drew forth most.decidc tokens of ap ro ation from the

gentleman was warmly applauded.]

Joan McNsit.i., Eso., Secretary of the Board of Education, seconded this motion; and, in doing so, spoke in the followin terms:

Your Excellency, Ladies and entlemen; in seconding the Resolution just proposed—xind in doing w ich, I promise to be brief—l would beg to observe, that it cannot admit ofdispute, that the present age is distinguished, beyond any former period in the history of the world, for holding the broad rinciple-—so fully dis- cussed by gentlemen who have preceded me- that the light of knowledge should be univer- sally diflused. Influenced b this rinciple, society now teenis with intellectual ife: and the light of Education is no longer an exclu- sive privilege, confined to the few, the fortu- nate,an'd the great; but now shines with as much lustre into the humble dwelling of the poorest, as into the mansions cftlie most weal- b Time was, and has not very long passed. when it was thought, that the gradations of rank, and the subordination of class, and the peace of society, could be maintained onl by the inferiority in intellectual attainments OIYIIIG common people; but these false notions,and the preju ices they engendered, have fast given way before the advance of kll0'-\li3dg6, like morning mists before the sun; and it has been found and confessed, as in the case of Frank- lin,soeloqiicn tly instanceil by the learned Recor- der, and of many other illustrious names which might be advanced, that the highest intellectual achievements are perfectly compatible with the daily. cores and toils and occupations of the wor ingman.-—-Before such an audience as this, it would be superfluous in me to occupy time in eulogizing the beneflts of Education, as a source of pleasure, of profit. and of power, to all classes and conditions of persons: suflicient to say, Sir, in the glowing words of our dis- tinguished countryman, (bounsellor hillips,) who, in one pregnant sentence, spolrca volume, when, in allusion to his own country, he snip, what we may utter in reference to ours,—” t is Education which lifts our Island from its bed, and brings it nearer to the sun." I trust we shall attain one degree at least, higher to- night, than we were before. (Much Applause.) The Resolution which I have the honour to support, proposes to offer our congratulations,

meeting; and, on its cone union. the learned-

war into the enemy's camp, and to assail the strong-holds of ignorance and prejudice. (Much applause.) In another year, we shall have a staff of two hundred l.‘eachers, trained and disci lined, and drilled, as no local militia has over een in this_ Island: (Renewed .lppfdIlle,) and these two hundred Teachers, we shall have, in their turn, training hundreds and thousands of young and ardent minds. to fear God, to honor their Queen, and to love their counti;y;—-and, imbued with the principles of a love 0 liberty and a love of order, growing up With hearts resolved, and hands prepared, The blessings they enjoy to guard.

The youth of this Colony liavo now a wider field of honorable ambition openin up before them, than their fathers ever bad. If cannot all obtain free lands, the possess what is as good, if not better,—Free L Iioolst where- in, if they ri litly and diligently improve their time, they wi I find a richer inheritance than a fortune in money; for they will acquire that wealth which communication cannot dissi- pate; that wealth which its possessor ma spread and diffuse around, and et be as rich as ever; that wealth which, if t ey secure it, will secure to them that happiness and rosper- ity atliomc, and that respect abroa , which will always be accorded to an intelligent and high principled people. Our trust is, that all the great more agencies now at work, will accelerate the progress of that good time com- ing,

at 5‘ "<

\Vlien right, not might, Shall be the stronger ; When every man slnill read and write: Wait a little longer.

We shall then hopefully await the coming of that better time, when it may be in science, as it is promised to us it shall be in religion; that no man shall any more touch his brother ; but all shall possess knowledge, from the least to the greatest. (Muc/i Applause.) With these sentiments, I beg leave cordially to second the Resolution last pro osed.

The Resolution t en having been submitted to the meeting, by Ilis Excellency, was unani- mously adopted.

3rd. Resolution. Resolved-—'l‘hnt the thanks ol the meeting are due to the Ladies who kindly pre- sided at the tables this evening.

W. Moivis, I-lsq., Master of the Normal School having been called upon to propose the above Reso- lution,sii' :

to the country. on the establishment ofa Nor- mal School; and with good reason. It has been the privilege, and will be the enduring honor of our Colonial Statesman, that they have here solved the great educational roblem which has, for years, perplexed and agitated the Cabinet, and Parliament, and People of Great Britain, and of which they have not yet arrived ata sa- tisfactory solution; while in this small depen- dency, has been laid the foundation, broad and deep, of a system of elementary instruction, commensurate with the wants and requirements be people, and under which, as you have been told to-night, one in six of the whole po- pulation is ncw receiving instruction. While education; as to uanlily, is thus so freely and widely diffused, t e qualily of the instruction to be imparted no less demands attention : hence the origin and design of the Normal School: and which, I hold with your Excellency, should have preceded, rather than have followed, the general system. Being entrusted with a share in the direction of the public instruction of this my native country, I think it right I should record in a more tangible shape, than more verbal declaration, my idea of the principles upon which the Institution is found- ed, aud on which it will be carried on; with the view of thus more emphatically correcting any erroneous impressions which may tertaiued by seine, re rding its nature and its objects. (Mr. Mac sill are read). "0 the threefold basis, as I understand it, of phy- sical, intellectual, and moral trainin , this In- stitution rssts. Without any pecu isrity of creed or denominational teaching, its s s in of instruction is to be, like the Ircgis stars which has established, and the Government which fosters it, non-sectarian and national considered in a purely provincial point view." Mr. Stark has so happily anticipated me, in all that I could advance, even as to the theory of the s stout in ussticn ; and his prac- tical dstails, in his intimate acquaintance therewith, have been so much fuller and more lucid, than any that I could ofl'er, that I shall

0 "'1 so

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ore, will soon rose the benefit of the oppor- tunities afford on their return home, they will model their own schools. as much as ssible, upon that new so aus iciously establis ed here; and

the ccuntr wil , are long, appreciate, as the deserve, t e important services of that labor - ' class of men,

9 is P‘

cus, but, hitherto ill- uited, who kse the machine 0 education in motion, and gel cits intricate and complicated move- monts,-—who are, as has been aptly said, the instructors of‘ the to-morrow of soc sty. Edu- cation has been well termed the cheap defence of nations; and this reminds me,that our Tea- chers must now become our principal defen- ders. Our troops and our rrisons may be withdrawn ; but we have sti a standing army

mind in it, may be enabled to judge g it qy seeing it in actual operation.

of schcolmasters, able and ready to carry the

as on to cbservc,that the Teachers attending-

them for practising their art ; *

Your Excellency, Ladies, and Gentlemen ;—'I‘he Resolution which I am honored in being called upon to propose, is such it one its usually cotiiiiieiids itsel to the good will ofall ; and I have no doubt, unable as I am to do iljustice, that it will nice! with a warm and hearty response from all present who have, this evening, shared in the polite and gracious attentions oftliose ladies to whom it is meant to be tendered. All must have been satisfied with the kind and con- descending manner in which they ac uitted them- selves at the tea-trays. Not only as ilie Master of the Institution, but as a spectator, I have looked with much pleasure upon the spectacle presented b the well-filled tea-tables: and I must say that i any Indies occupy a peculiar situation in my heart, they are the fourteen who ve this evening dispensed the cheering beverage of tea. [ is The tables have been well supplied with delicacies and the tea has been of the most agreeable flavor ; , judging by my own feelings, the chief attraction of the tables lay in the fair who presided at them. The countenance and services ofthe ladies were.

6’ E as

indeed, essential for the effecting of this dOIn0l|IlI'l"

tion in the most ploasin and attractive inauner ; and the warm and respectful thsnlrs of the meeting are their unquestionable duo:— and trust from our marked appreciation of their aid upon this occasion, we may hope for like service and like pleasure at their hands on the occurrence of any similar event in fntute,—My respected friend, Mr. Starlr, has so well elucidated the principles, and detailed the worltiug of the Normal 8 stein, that it is needless for use to attempt anything nrthor in explanation. either of the can, or of the ct er However, as tosouie here present, there may be some mystery about the gallery, as res sets the use for whio it is intended, will now on savor to give them some idea of the service which we draw from it. For the par of receiving a general lesson, the scholars are directed to take their places in the sllsry; and. when they have done so. the teacher. p icing himself directly in front of them, can direct his eye to the whole in one sweeping glance, or fix it, when necessary, upon snyindividsal of the class; whilst svsry tiys there- of is fixed upon him. The advantages attendant n this mode of arranging a clan will, I thialt. be easily conceived by almost all who hear rite‘! ‘The attention of all the pupils in the gallery, is, thereby. as if it were by a species of fascination. fix ' I n the teacher, and each of them feels and receives whatever he say s, as addressed to hitsioulf individu- All lessons in which the whole school can units, are iveu in this manner; and when it is other- wise, the sssons are given by talting the pupils in sections The lessons so given to the echo srs, are not always given by the Master, but the Students, for the pu_rpose_cf training them in the Art of'I‘each- ing, are, in their turns, frequently required to other- ats in his stand. when the subjects of the lessons are such as the therr_iselves_ have been is to com- prehend. _ here is, besides, a minor use to which we put this sllsry. We tiilre care thst_riothing un- seemly shou be hung up or lie about in the class- room; and the caps, bags. and even play things which boys may occasionally bring to school, _srs _ put away beneath the gallery. _It is a

great 1 tag to. have a place for _every thing a every thing in its place: and this is one of thoflrst

e. ‘.7

lsssous taught to those who attend this Institution.

There are many ininor matters in our economy, with which it would be interesting to be made acquainted; but nothing but seeing them in operation, will snablo strangers to the System to form any thing like an adequate conception of their utility. cevdiall second the invitation which Mr. Stark has given to parents and others, to visit the Institution from time to time. that. by personal observation, they run be enabled to judge concerning the mode oItss_ tag and training practised in it. And I particularly invite the ladies to be frequent visitors; for I am well aware of the great influence they possess and exercise —0flen in the tiiost salutsr way—0Ve|‘ llI0 (Gull!- mcn, not only with respect to private and domestic, but also with respect to public matters; and the services which mothers who become acqupinted with our system, and who ma have children in our school, may render those cliil ren, by siding them_in their studies at liome,could not fail to be productive of much good; for it mother's earnest and affection- ate teaching is seldom in vain. [.fpplau5e]—'l'lI0 learned geiitleiiisu then concluded by moving the above ltosoluiion.

JOHN Kaxxv, Esquire, on being called on to second the llesolution said,-—-1 feel much plen- sure in being called on to second the Resolution. I should feel considerable emharrnssiiiciit in ris- ing on this occasion, had not the cloqmznt und gallant is eech of the gentleman who proposed the Reso otion, rendered it unnecessary that I should occupy much of your time. I am glad to see the ladies come forward on the pron.-nt occasion to further, by their countenance and support, the cause of Education. Beyond tl.cir own domestic duties, their efforts have hitherto been confined to alleviating the sufferings of the poor. In this humane. but arduous duty, they

rave given proof, not only of their usual power ofdiscriiuination, but of administrative talent ofa hi h order—si~cking out tit objects for re- lief an the most suitable manner of bestowing it. Every friend to the cause we now advocate, must rejoice in the co-operation ofthc ladies. Atailino themselves of the invitation now given them, let them visit our public schools, note the iiiatiricr in which they are conducted, the pains taken by the Teiicliers, and the many dif- ficulties they have to contend with. While their visits cannot fail to encourage to rt-doubled exertion both Pupils and Tcztclicrs, they will have an opportunity ofobserving of what high iin ortance to the success of our Schools are strict discipline and preparation of lessons at

home.

In intiiuate relation, as I have been for mnny cars, with the Teachers throughout the the is and, I have never before had the plea- lsure of seeing so many of them around me. The invitation to assist at this Soiree is, I be- liovc, the first mark of public attention ever paid them; and as such I am sure they value it; for some have travelled upwards of 100 miles to be present on this occasion. 'I‘o some, this may seem but a small matter; but to a profession so long treated with ridicule or no- glect, it is not so. On their behalf, then, I thank the managers and the governors general- I , for this their polite attention. In doing t is. I am sure that I do not take too iuucli on in self, as I know of few who have more iden- ti ed themselves with the Teaoliers’ interests. or been more forward to befriend them on all occasions, than the individual who new ad- dresses you. From my sition in the Acade- my, as well as from my sing a member of the Board of Education for several years past, I am brought into frequent communication with the District Teachers; and I willingly bear this public testimony to the seal and ability of the greater number of them, and to the inextiu- guishable thirst for knowled e, and the capaci- ty for acquiring it, displaye by many.

The present may be thought not an unfit op- portunity for a fewremarks on our School Sys- tem in general. To institute a comparison e- tween it and that of any of the-neighboring Colonies is needless. Indeed the flrst thing

that forces itself on the attention of ntlemcu from the other provinces, visiting is, is the

‘suporiorit of our System of Education over that whio exists in their respective provinces. But it may not be so generally known, that, in this respect, we can compare favorably with some of the New_Eu_gland States. In visiting the Atlantic cities, we cannot help admiring the number and excelldrice of their schools and col- s. e schools, even to the very lowest, tit d up in it style ofgreat elegance, and sup- plied with all applihnccs nsoessar to health and advancement of.'ths children: the Teachers being not only scitlons and efficient, but having had an education much above that required for their present situation. Int no one, however, imagine that their country schools are in any- thing like a corresponding state of eflci . To depreciate the institutions ofa nei bor, a to me always an ungracious task : an I shall. therefore, confine myself to the mention of one defect, but such a one as wil: enable you to form a judgment on the matter now under consideration. Within a space of nearl 300 miles, which I travelled in the State of sins, the schools (except in the towns, in each c