right jnd ing men of education. 00 think 3”‘ the time as arrived when all who on flfllht is around him will enpy the nine edvlifififl which he himself. in his youth 30¢ 331°" and Governors as w as lssgi _ tors now a- days are convinced. list lducstica is a WWI’ arantce for er_aa& _morsls= tlmu ctmen which it is fasbilpcrsdlnaollld il- ducin goaerder and o cc to _ lflflt as wedae by its humanisin ~sed refining in- g,,.'..r mung p_._inspire sgnst _fci- thpss lowhd " lenjoymspts and pursuits which sell la the heart and‘ lead to many ublic and snorniities._ _l hinge are some- ’ own: ‘the most vivid light. bl °°“' Thug is, that I am remtndofl of “I0 mausoleum ircoted to the memory of the i Gray. It stands in the neIghl>0uI'll00d 0 ll}! own home: we often took visitors to _see it- B its grandcur,‘ it seems to mock the s_IIl|Pll° city of the elegisc muse. The face oi_ it next church-yard has these words; fertile with meaning on this occasion : Perhaps is this neglected spot is laid _ Como heart once pregnant with celestial fire. Hands which the rod of Empire might have swayed. Or waksd to ecstasy the living lyre; Some Village llariipden who, with dsuntless breast, The little tyrant of his field withstood; Some mute inglorious Milton here may rest; Some Cromwell guiltless, of his Country's blood. _ Bat knowledge to their eyes hpr ample Page, Rich with the spoils of time did ne'er unrol; Chill peiiury repressed their noble rsgs And froae the genial current of the son‘. Mark how earnestly this poet of sensibility laments the want of education amon “ the rude forefathers of the hamlet,” end eplores its repressing and narrowing efiects u n the mind of man. No poet of this Island will, however, in time to come have reason so to la- ment over the departed peasantry, or to deplore, that circumstances withheld them from the be- nefits of instruction ; for here now all who thirst for learning and knowledge, may ep- ach their founts and freely drin . I cannot, or went of time, explain, as fully as I should like to do, the benefits which result, to a com- munity, from eneral education: but, indeed. whatever timed might claim for the pur ose, I could not exhibit them all. neither ooul an man. With respect to the system immediately under consideration,I will. however, make one er two observations. No mind will ever attain

I0 I where of Wop" uwfumeu without tum‘ 5 Iltllltlli if so, tlicy‘will, not now however, for the

ing. We have many good teachers in the Island. As a member of the Board of Education, I bear willing testimony to the rest merits and lieedful qualifications of the istrict School- masters in general ; but, no doubt man of them, however well instructed themse ves, would be better qualified to impart knowledge to their pupils, were they a uaiuted with the mode of training practised in Model and Nor- mal Schools. Other professions are not above this sort of knowledge. Individuals intended for the medical or legal rofession, receive, in ncral, scholastic education of a high order; ut unless they were afterwards to be trained in what ma termed a e ism of their rofession, they would be but ill. if at all qua- lified for its practice. It is just so with respect to the profession of a schoolmaster : none can truly well, or fully so uit themselves of its most importantdutics an weighty obli tions, but they who have successfully stu ted, or been successfull taught the Art of Teachin . Thee stem of ormel Soocols may be called the echanism of Education}; and so valuable is it, as l have lately been convinced, that I would advise every Teacher in the Island who is ignorant of it, to call and witness it, and for his own sake and that of his pupils, to acquire an insight into its principles an practice ; and I feel certain, no such teacher who may follow this advice will regret his havin done so; but will, on the contrary,.be sorry t at he was not sooner acquainted with its principles. Until lately, from m never havin seen it in opera- fion, I was rather undeoid as to the extent of its usefulness; but since I have had an oppor- tunity of seeing it in practice, I have been ully convmcedt ttoo IFII a value cannot be set upon it:—it elicits al that the mind of a pu il contains. and, asl have said before, loads t e mind to investigate and comprehend. I think vs tree too far upon your attention, but, before I conclude, I must c aim your fur- ther indulgence while I bear testimon to the rcfsssionsl worth of Mr. Monk. As as he ’ gone, he has done well, and given much‘ essurarice that the results of his continued ex- ertions will bs of s most beneficial and gratify- in character. We are indeed much indebted to r. Stow lg: the selection. I now propose for ur sdcp on, the Resolution which wi l, I don I-not, receive the hearty concurrence of all present.- let. Itesclvsd, That the system of Free Educa- aieu new is saccssefu operation in this Colony, art- Iar which one-sixth of the whole pofilstiou is re- osiviriginstrsction,-—end ofwhicht e nrmalsohool b e aecssse and vital element, is deserving of the ggpport ofal interested In the welfare of the rising tion.

Joli! Liwsos, Eso., City Recorder, in rising ssseccnd the Resolsiios, said. your Excellency, lsadlsssnd Gentlemen, I cannot but feel person-

finab the geetucstise of witnessing a

A

granted is being selected to is a part is $,‘iranseeti‘@ of this evening. hi this I lisesocsurrsd is this Island, that PW giv_as ise eemech sstisfhntion as the p flnm this tims,sl Acts of the Assembly for the rescues and sscosrsgemeut or Educetirm. I has had iqreve-

ment in this res ct, from the hrmstisn -J the first Board of ucstion to the I

the Central Academy, 9:: for man ears closely eonnss , is plows! of I have taken a lively: interest, sad ve been rewarded by seeisg it from very bsmble be- ginnings, rise to a sins of that has been felt by all clsssescffio ‘ . Ind in every

it made, and which continue to be made in this colony, to promote edscstlcn among the people, neither have been, nor are. condo one party or class of men : but all, it is most gra- tifying to observe, eordisll unite in the further- ance ofthe g work. ndeed, in almost every civilised country in the world. at least in all such as me justl be esteemed erili'gIileried,the impart- ingo soun educstiontolhe youth of the state, is become a paramount object with the rulers. in England, men of all ranks, states and conditions units or via with one another in their endeavors to promote the diffusion of learning and know- ledge among the people; but, in the United States of America, more, I believe, has been done for the promotion of general learning. and more com- mon schools, and educational establishments of a higher order, have according to to their popula- iion, been estoblished, than in any other country. There can be no reason why education should not be carried to as high a point, in this Island as in any other part of the world. Quicker or more intelligent youth, I am certain, can no where he found, than they of Prince Edward Island. Our soil is excellent, and our produce generally abun- ent; our climate is most salubrious, and sound health and vigor of body.—morc conducive to the promotion of similar qualities of mind, than is usually thought are common to all. All these bles- sings are favorable to the cultivation of intellect amongst us; and nothing appears to me to be wanting in addition to the etc which is now sing taken.-I mean the inagurstion ofthe Char- lsrtetown Model and Normal Sehoo|,—but the erection of our Academy into a Collegiate Institu- tion.—-ao event which I have long most eagerly desired, and which, I hope I shall yet live to see. here may possibly be, nay I doubt not are, amongst our youth, some with all the talent and powers of the philosopher or the post in their

¢ 0

want of opportunities to culiivsie their talents, be doomed to have them buried in obscurity, in vain aspirin: after the light of knowledge like the mute ingloricus Miltons, whose lot is so beautifully and alfectingly deplored by Gray, in the quotation from his wel nown and much admired Elegy, made by the Hon. Colonel Swe- hst advantages would not a College slford, for the cultivation of the higher orders of youthful intellect and genius amongst us! and shall not the want be suppelicdf That it will not, —now the march of intel genes is here commen- ced—l for one, will not believe. Every thing necessary to secure the acquisition of such learn- ing and knowledge as are requisite to ensure suc- cess to every aspirant sfier fame and usefulness in the paths oflitersturs, art, and science, will, I trust, be in due time sfordcd, and in the same liberal spirit which is manifest in the for- mstion of this Institution, and which will, it is to be hoped, be extended to every thing connected with the interests of education in this colony. At this moment, when our at object is the establishment of an Institution for the better promotion cfeducstion among this peo le, let its cost our eyes to what has 'ust been one in oston, .8 , the erection o a statue to the memorgvof Franklin, and its solemn inaugura- tion. ith direct reference to our own present undertaking, let us remember that Franklin was one of the people, not born to hereditary power, rank, or estates. and that b his acqui- sition of knowledge and the no le uses to which he applied it, he was raised to be an em r at the courts of the test prin- ces living in his time; and that, by the great services which, as a politician, be rendered to his country, and by those which, as a philoso- pher and man of science conferred on the whole civilised and scientific world, he entitled him- self to be regarded with all thy veneretion ac- corded to the ssges of antiquity ; and so long as the lightenlngs of heaven s all flesh, orits dread artillery roar, the name of Franklin shall be re- membered and honored haps not as much has been done in Prince Edward Island, for the general dilusion of leaning as has been done it the United States ; and, certainly, we have not carried, it must be admitted, any of our educational institutions to as high apcint of usefulness as men of theirs have been brought; but what as been done here, has I en es to say, been done well : and our Acu- y and common schools, and the Model and Normal School also, have been based n n solid foundations: and, I trust and hope, chit a Itting superstructure will beralsed upon them and that are long, we shall have amongst us so those, men of literature and sol. encs, seat in osrrschools, whose worlrs will redound to

their own honor and that of the Island like those of some of the native wri- ters of Nova 8cctia,end will be entitled to rank,

rt of the Island. The great ts which have

,4’

lfuotee high as the very first, yet ualto ecsie of the most popular and useful o those works which, for the bendt of the people, have long issued. and still clntinua to issue from the British Pre_ss. Na mere : the sgnes of improvement which, as t were In vision, present themselves to my mental eye. are al- mcst unbounded: and hooc to live _long eaou h to see the day when, from every hill in the Is d. maybe seen a church and a schoc house, and when the stran r shall remark on the fsrtili of the soil andgeeuty of the coun- tryhes havsitin his wsrtoss, plsars worthy of t e land,an that to man y vigor, sound and hsslthy_constitu- have been added cultivated minds, and that neither learning, talent, nor genius are wanting; and predict that with_ such a soil, cli- mate and advantages, there is no telling to what lenghths they may not.aspire_. Conti- dent of your unanimous ado tion of it_, I now beg leave to second the Resoution which has been so eloquently and happily submitted by the Hon. Colonel Swabey.

[The well merited tribute of applause was freely accorded to the learned gentleman on his concluding his speech.]

2nd Resolution. Rssor.vnn—'l‘hst this Meet- ing congratulates the country on the establishment of a Normal School in this Colmiy.

.l. M, STARK, Esquire. Superintendent of Schools, on being called upon to propose the sbove Resolution, came forward, and spoke in the following terms :

Your Excellency, indies, and Gentlemen, it is with great pleasure that [come forward to fulfil the duty assigned to me on this interesting occasion. The event which we have to-dsy met to celebrate, is one to which I have long looked forward with eager and snxiousgexpectsiuon ; so much so, that I have sometimes experienced that “hope defer- red" which Solomon has said "mskeih the heart sick”. When on the other side of the Atlantic, the attraction which shone the brightest in indul- eing me to leave my native country for a time, was the establishment of e urmsl training School in Charlottetown, Prince Edward Island. To aid the pee Is in the application and working ofllieir noble ree Education Act, to encourage and assist the Teachers in all their efforts after self-improvement, and their aspirations towards a more intelli ent method of imparting instruction to their pupi s and conducting their schools ; and, above all, to lend a helping hand in the establish- ment of, and to organize an Institution in which young persons who intend to follow the profes- sion of a teacher, might receive some preparatory training in the art of communicating instruction; such were the objects I had in view incoming to this Colony; and these I have pursued with all the ability and energy I am master of. It is, there- fore, with feelings of no common satisfaction that now, after having been three yearsfemongst you, I meet with you at the opening of the Nur- mal and Model Training School. I most heartily concurred in Your ExcelIency’s idea of signsliaing the event by an Educational Assemhl ; a meeting of the Teachers of the Island and of all the friends of Education who have, this day, honored us with their prssenee.—The commencement of any new undertaking is always an event to be specially marked. Even in our own individual experience, at the beginning of an epoch in our history, or the commencement of an enterprise, we usually mark it in some special manner. The opening of any educational establishment, in which children are trained to those habits, and instructed in those things which will fit them for the business of after-life, would he a matter of importance; but when we consider that a Normal School is intended for the training of teachers, who are to educate the youth ofthe Colony, from whom the rising generation are to receive their knowledge and enli°ghtenment,I think that all present will agree with me in feeling that this day is a me- morable one in the history of the Colony.-—The plessure which I, this day, feel in taking part in the business of the day must bcshsred by all those friends of Education who have long seen and felt the necessity or such an Institution ; and specially by my much esteemed friend, the Secretary of the Board of Education, who, many years age, recom- mcnded the establishment of a Normal School, and to whose long and valuable services in the cause of Education, this Colony stands so deeply indebted. Though the name of a Normal School may be quite familiar to most of you, yet I have met, in the course ofmy irsvelling through the Province. with a great deal of misunderstanding and m sepiicn as to what a Normal School really is. Some people are of opinion, that it is an Institution where teachers alone are received ; while others have the idea that it ielnteuded for children who are to be kept under training, until they are old enough to be licensed as Teachers. These are two of the most common misconcep- tions on the subject; buv,lilre many other popular er- rors, they have some mixture oftruih in them e Normal School admits both teachers or those who intend to bereaehers,and children. These two De- psrirsenia ofthe Institution are perfectly distinct : it is not expected, that the parents who send their children should have any idea of their becoming leschers. . But, to entitle any lnstitution to the name of a Normal School, there must be these two Departments : that is,the Department for Sin- dents or Candidates for Licence as Teachers,

—

I so-

wlisre they receive instruction in various branches,

are mine

T-<-——____

end are trained in the art of communiesiin tvhey'?.b_rn_se‘l,l es know ; and the other, ih.‘M':,::‘ es’ tisiq apartment, in which the childrgg _ _ 3 where’; N principles laid down (9, the [III 0f_|h0l ts are exemplified ; |,.,. slss, st stspd muss. y lgquirgd ,,, “ham Iimsoae, flder thesuperi ' ‘ cc of the Mum. and thus .q'ps,lII Art 0 ‘ ool Msnsgsnu; . '91 '. ll! II yhsndsom . and, at the int; ossn icaj’ ‘ I

cm to the wants of the ‘Instltsiiorhy the under the able and judg Qjell 3. .3” management of the jqtdnden; - .1 p orks. has, accordingly, hfin ,g,'qg.g_,.,._,v,“ required Departments. Thin, ‘she ]?f'.(,o°. will be appropriated to the children lg u,,,,,;,,m' Here the great business of intellectual and Mani Training will carried on, in accordance '5", the intelligent principles of the Training syn", so far as the circumstances of the Colony um’ admit. I have, on former occasions. had oppor- tunities of explaining what the features of this System are ; but it may not be deemed unnecssu, that I should allude to them briefly, whilst stating the course of instruction to be pursued. 1 ,3,-_,,,,,,, hope, however, to make it very comprehensible to your minds, as one of the chief features of the System is, that its principles can be huge, M, and understood by seeing their practical working, and judging of their elects, than by any Imoung of ssring or reading on the subject. wt... an Institution has been some months in operation, I shall then be able to point to it as an ex ition of some of the principles of the Training System; and, I trust that they will then be better under. stood and appreciated, than they could be by any explanations of mine.- ‘ ucsiion to 5. imparted here, will embrace that constitutes all true education ; asmely, Moral, Intellectual. and Physical Training. The oral Department will be carried on by the opening and closing of the Institution with prayer, according to the reset‘. tion of the Board of Education ; by a daily ibls I.aesson(tlie first exercise of the day after open- ing.) in which e truths and facts of Scripture will be brought before the children's minds by illustrstionssnd picturing outin words,in language simple and easy to be understood, from which every thing sectarian or controversial shall be carefully excluded. In addition to this, strict attention will be devoted to the conduct and bobs- viour of the children, both in the School and play- round, towards their teachers and their school- cllows. Principle! of truth. honesty, and obedience will be inculcaied, as the motives from which every action should proceed. The Disei line ofthe school will be maintained solely ll; rrioralsuesion; and the , ass means of cor- rection, will only be applied when all other elcris fail. 'I‘hs Master will rely on his own influence, or theinlluence of those motives which he will present to the children for the regulation of their conduct, for maintaining order and discipline. The Intellectual part of the work of training will

‘comprehend Lessons in Reading, with articular

analysis ; the meaning, as well as the erivation of words; Grammar ; Geography ; and History; Writing and Arithmetic; Oral Lessonsin Science; Natural History ; and the Philosophy of Common Things ; with such other branches as may be sait- sble for the more advanced pupils. There will be no parrot work. No child will be allowed to repeat by rote a lesson which he does not under- stand. Every thing read or committed to mem- nry will be thoroughly understood, are a new lesson is attempted ; and thus, by picturing out in words. by ellipsis, by questions given individu- ally and to the whole class, the children will be brought thoroughly to understand every subject which the lesson embraces, led to form their own conclusions, and trained to think for themselves, and encouraged to express their own opinions in their own language. It is the peculiar glory ofthe Training System that it trains or educates all the faculties c the mind. It aims not so much at giving ideas to the child, as to training the child's mind to form correct ideas on every sulzjsct. While thus the heart and mind of the chi are

‘cultivated, we do not l'orgst_the requirements of

the physical frsmc. Attention will p to the postures and attitudes of the children while in school ; and, at proper intervals, all, both Mssier a Scholars, will retire to the Play- ground, cr tr 8;-liool-room, for the purpose of physical exercise and relaxation, thence to re- turn to the school-reom, refreshed and invigorated for their intellectual work. This important

has not been overlooked in the construction tho building, as may be seen in the else and er - ments of the rooms, the lofty ceiling, the provision for ventilation, the large play-ground, &c.—Suc|I is a rapid outline of the Method of Instruction to be pursued ; but it emlwscss the various depart- ments of mu Education, and also the prominent points of the Training System. In saying so much of the one Department of this Iustullttolo you may suppnss,lhst I have forgtten fortbsiims, the Students Department. Not so. is the other roorn,they will receive instruction in the principles or the Science of ‘Poaching : they will acquire a more extended knowledge. than they formerly possessed of the branches ef sdueatiuagusrally taught in the District Schools of the 3 while, in this room, they will ut in practice tho instructions they receive. and e trained to tssclii according to the directions, and under the sepsi- lntsndssce of the Master.--Your Exesllsncy Illtl this Assembly are aware, tlist there have hsplo