Journal of education, 1 mars 1857, Mars

vSSx\s 'SCIEUpfl JOURNAL OF EDUCATION.Volume I- Montreal, (Lower-Canada) March 1857- No.2.SUMMARY.—Education : Education in Norway, from ihe ‘ New York Tribune.”— Education in Ireland, extract from a speech by M.Ryan Esquire.— - Shall and Will.” by Sir Edmund Head, from the - Montreal Gazette.”—Official Notices : Teachers who have obtained Diplomas.—Acknowledgment of Donations.—Appointments of Deputies.—Notices of meetings of Boards of Examiners.—Inauguration of the Laval Normal School.—Conference of Teachers of the Laval Normal School Circuit.—Second Conference of Teachers of the Jacques Cartier Normal School Circuit—Wood cut.—Inauguration of the McGill Normal SchooL in the Hallo! the School, on the 3rd March of 1857.—Editorial : Inauguration of the McGill and Jacques Cartier Normal Schools.— Account of the Inauguration of the Jacques Cartier Normal School.—Account of the Inauguration of the .McGill Normal School.—Teachers Festival at the McGill Normal School.—Teachers Conference at the Jacques Cartier Normal School.—Teachers Festival at the Jacques Cartier Normal School.—Monthly Summary : Statement of monies paid by the Department.— Prospectus ot the Jacques Cartier Normal School.—Prospectus of the Laval Normal School.—Advertisement.EDUCATION.Education in Norway.Norway, with respect to education, labors under the difficulty of a scattered population, even more than Sweden.Out of her 1,400,000 inhabitants, only about 180,000 dwell in towns, the remaining 1,‘220,000 being sprinkled here and there over an area of 5,750 square miles.As a consequence, stationary village-schools are hardly possible in any great number.The law, from which the present school system of Norway dates its origin, which was passed in 1739, did not require, very wisely, an education iu any particular place ; it simply demanded that the parents or guardians should instruct every child, or cause it to be instructed, in the branches usually taught in the district schools—the list of such instruction being the catechetical examinations by the clergyman, and the examination—previous to the confirmation—which last, the American reader must remember, is a necessary condition for all civil rights in Norway and Sweden.To meet the difficulty of the separation of the population, the law also required Circulating Schools in every parish, as well as stationary.The parish is divided into a certain number of districts, and the teacher travels from one district to another—the children of each forming for the time his school.As an average, the term of each school is only eight weeks during the year.The lessons are given in the farmhouses, in the rooms where the peasants have been sleeping and eating—often uncomfortable and ill-ventilated apartments.The branches required to he taught by law are religion, reading, writing, singing and arithmetic ; in point of fact they limit themselves to reading and “ religion ” (i.e., very dry theology), with a little of writing and arithmetic.The teacher’s salary is from $12 to $40 for thirty weeks’ teaching, with his board.The whole number of these itinerating teachers is about 2,000, and of the schools about 7,000.Stationary schools stand somewhat higher than the class of schools first mentioned in the quality of their instruction.The teachers also are better paid, the salary being about $90 per annum, with board and a piece of land for free use.They number about 380, with 24,000 pupils in attendance, and their terms are from 16 to 40 weeks in the year.The whole number of children attending both the circulating and stationary schools is estimated at about 213,000.Upper district schools are a small class of pay schools, corresponding somewhat to our High Schools in America.The branches taught are those already mentioned as taught in the other schools, together with history, mensuration, natural history, and a foreign language—generally English.These schools require a slight payment from the pupils, hut are supported by the parishes and by occasional grants from the Storthing or National Assembly.All the schools established by law are managed by the Town or Parish Council and the clergyman.No tax can be laid for their support except by a grant of the Council.The head management in each province is in the hands of the High Sheriff and the Bishop of the diocese, who report again to the “ Governmental Department of Church and Education.” The total expenses of all these schools in the towns and country, together with that of five Normal Schools for teachers, and including the expenses of boarding teachers, are estimated by Councillor Nisson at about $195,000 per annum.Citizen’s schools are a higher class of schools, both public and private, belonging to the towns.The pupils are taught in common branches, iu drawing, natural history, and German, French and English.The number of these is more than twenty; the pupils about 3,000: expenses, about $30,000 per annum.A still higher rank of these schools is called real schools.These have been established by the Government in eleven towns, and are associated with the “ Latin Schools.” The latter prepare for the University with a five years’ course ; the other, after their pupils nre fourteen or fifteen, send à-i JOURNAL OF EDUCATION.them out to practical life or to the technical and military schools.J In tiie Latin Schools, Greek and Hebrew are taught ; in the Heal fc-chools, beside the usual instruction of the best schools, bookkeeping, commercial correspondence, the properties of goods, &c., are sometimes among the branches.iiieie are also three Latin Schools not connected with Ileal Schools, at Christiania, Trondhjem and Bergen, where the usual order is reversed, and Latin is studied before any foreign language.These three schools are supported by their own funds.Number of pupils in the eleven united schools, 700 ; in the three Latin Schools, 300; total, 1,000.Annual expenses of both, $64,000.No one can be a rector in these schools unless he has passed two public examinations.The conditions for the under teachers are equally strict.Beside these, there are Charity Schools in many towns for the children of poor laboring people, where the children remain the whole day, while the parents are at work.These are supported by both public and private contributions.Amount expended, about $6,000.There are four asylums in Norway for the instruction of the deaf and dumb.Another class of schools whose introduction would be highly advantageous to America, are the Agricultural and Drawing Schools for workingmen and mechanics.There are fourteen Agricultural Schools where young men from eighteen to twenty are taught thoroughly in pra.c° tical and scientific farming, in the application of manures, the construction of farming machines, the management of dairies, and the like, Throughout Norway there are eight Drawing Schools.To these of an evening, the mechanics and laborers come together and receive instruction in modeling, drawing, mathematics and natural philosophy.By the way any person who would be a tinman, gunmaker, copper-worker, turner, brazier, goldsmith, wheelwright, instrument-maker, jeweler, painter, saddler, smith, stone-cutter, chair-maker or clock-maker, must produce a testimonial from the managers of this school.The effect of the instruction is found to be excellent on the taste of this class in their various trades.The Drawing School at Christiania is the most distinguished, and costs nearly $3,000 per annum.The other seven are supported together at about the same rate.From what has been said of the condition of schools in the Norwegian towns, it is apparent that education is in a favorable state of progress, even compared with America.The working classes have better opportunities than they enjoy here.Of the country schools one can draw by no means so favorable a conclusion.Schools circulating from cabin to cabin, with teachers receiving $12 per annum as their stipend, can scarcely be expected to provide for, even were it possible to procure, more than the first elements of an ordinary education.Edueatiosi in Erelaratl.We extract the following remarks relating to the present state of education in Ireland from the speech delivered by Matthew Ryan, Esquire, at the dinner in honor of St.Patrick’s day last, as reported in the Montreal Herald : “ Would it be agreeable to you, gentlemen, to hear a little of the march of mind in the Old Land ?(Hear, hear.) Mind, Mind nlone, without whose quickening ray The world’s a wilderness and man but clay.Respecting education in Ireland, I find a most satisfactory account in an excellent book entitled “ Memorandums in Ireland,’’ which I happen to have in my small library, written by Dr.Forbes, one of the Queen’s Physicians.This gentleman publishes lists which, he says, gives as near an approximation as he could make of the present number receiving instruction in all the schools in Ireland, high and low.The total is 828,737, which compared with the population in that year (1851), shows the proportion of scholars to the whole population, one in seven.“ This statement, which I regard, says Dr.Forbes, “ as below the truth, places Ireland, in respect of education, very far above England according to the estimate that has been usually hitherto made of the attendants at her schools, and places her still above England according to the greatly improved Census ot 51.We had been accustomed to consider the proportion oi children attending schools in England as not being higher than 1 in 14 or 15 ; and Mr.Kay, in his Book on Education, makes the proportion in 1S50 to be 1 in 14.In my calculation I had accordingly assumed this proportion as approximately correct, and had so recorded it in these pages.But, since this chapter was at press, Lord John Russell lias announced in parliament (April 4, 1853,) the proportion, ascertained by the last census, instead of 1 in 14 to be 1 in 8.5.This very gratifying correction of an erroneous opinion, greatly lessens the assumed superiority of Ireland as to Education ; though, as already stated, it still leaves her the superiority.” ‘‘ Shail” and “ Will,” OR TWO CHAPTERS ON FUTURE AUXILIARY VERBS, BY SIR EDMUND W.HEAD, BART.LONDON, 1856.This hook of 160 pages, by His Excellency, the Governor General, strikingly shows how much an accomplished scholar and physiological inquirer may find to say, and that to good purpose, on two of our most common monosyllables.So thoroughly is the subject handled that the reader must feel that it has been exhausted ; and so well have the views and conclusions of the writer been established, that the work must become an authoritative standard on the proper use of shall and will in English grammar, such a standard as is specially needed in Scotland, Ireland and America.By a process of original research, Sir Edmund has clearly proved that the use of “ shall” and “ will” according to the modern idiom has been familiar to English authors from the time of Chaucer downwards, i.e.from about 1360.At this idiom is however very difficult for foreigners to master, it has never been fairly established in those parts of the United Kingdom where the Keltic dialects are spoken ; and the imperfect use of it on this continent is doubtless owing to the influence of the large Keltic and other un-English immigrations.The author makes excellent use of comparative philology, showing how the future tense is expressed in other languages both ancient and modem, and how the English method, tho’ hard for foreigners to learn, is the best of them all.In his examination of the future forms in Latin, we venture, to suggest whether he should not have noticed such adjectives as vencrabundus, morihundus, judibundus See., which we conjecture to be in reality nothing but old future participles, showing the old future ending ab or ib and the gerundive undus.And in the case of the Welsh future, we fancy the true explanation may he that it is compounded of two verbs ; thus canav consists of canu (to sing) and an (I go), hence ‘ I go to sing’, which is a sort of future in English also.May not the same conjecture be applied to the future forms of the Roman languages, so that they may all mean, not ‘ I have to sing’ but ‘ I am going to sing’?.— Montreal Gazette. FOR LOWER CANADA 35 OFFICIAL NOTICES.Montreal, 3rd March 185V.CATHOLIC BOARD OF EXAMINERS FOB THE DISTRICT OF MONTREAL.Messrs.Jacques Goussaye and William M.Ilarty, and Miss Mary Marguerite Blanchard, have obtained diplomas authorising them to teach in model schools, or in superior primary schools.Messrs.Joseph Robillard, Aniédce Gagnon, André Riberdi, Michel Caron, Elie Martel, Etienne Arnault, David Halde; Mrs.Clémence Robil-hird, wife of Mr.Louis S, Beaudoin, Mrs.(Velina Sabourin, w ife of Mr.l'rançois X.Audet ; Misses E.Sophie Belanger, Vitnline Surprenant, Marie Philoméne Hastigny, Marguerite Vigcari Taupier, Albina Edwidge Boulay, Céleste Dubuc, Eugénie Baby, \ énérance Monty, Anna Gagnon, Marie Lia Latour, Marie Eloi'se Lefebvre, and Amélie Paré have obtained diplomas authorising them to teach elementary schools.Miss Boulay passed her examination in a highly creditable manner.PROTESTANT BOARD OF EXAMINERS FOR THE DISTRICT OF MONTREAL.Miss Elizabeth Kerr and Mr.Oliver Warren jun.have obtained diplomas authorising them to teach in elementary schools, and William Xichols, Alfred McClatchie and William McCuaig, diplomas authorising them to teach in model schools.CATHOLIC BOARD OF EXAMINERS FOR THE DISTRICT OF QUEBEC.Messrs.Charles Adolphe Maillard, Alexis Clet Paradis, and Patrick Love, also, Misses Rose Leclerc, Domitilde Paquet, Marie Rosalie Blais, Marie Malvina Joséphine Mercier, Léocadie Langlois, and Marie Odile \ allerand, have obtained diplomas authorising them to teach in elementary schools.BOARD OF EXAMINERS FOR THE DISTRICT I IF THREE RIVEES.Mi.Bazile Theroux and Miss Apolline Dcsaulniers have obtained diplomas authorising them to teach in elementary or superior primary schools.Mr.Picire Jean Mathon, and Misses Parmelie Hébert, Georgina Bourque, Philoméne Poirier, Georgina Hébert, Marie Louise Elisa Rivard, Josephte Elmire Gélinas, Alexandrine Elmire Turcotte, Marie Dorothée Lacerte, Marie Louise Marchand, Marie Marthe Carpentier and Olivine Buisson, have obtained diplomas authorising them to teach in elementarv schcols.DONATIONS.The Superintendent of Education begs to acknow ledge the following donations :— From His Excellency, the Governor General, 16 volumes of the Reports of the Board of Education in England, from the privy Council.From Huguet Latour, Esquire, Virgil, Juvenal and Sallust Delphiui Editions, also 12 pamphlets.From N.D.Brown, Esquire, a beautiful engraving Saturday Night” published by the Cosmopolitan Art Cuion, also a copy of the Cosmopolitan Art Journal.1 From Mr.A.Côté, two copies of the abridgment of the History of Canada, by M.Garneau.From Mr.L.Racine, “ Souvenirs Historiques du Canada,” 1 vol.From the Legislative Assembly, 13 copies of the Index to the Statutes recently published.DETUTIES APPOINTED FOR THE EXAMINATION OF CANDIDATES FOR ADMISSION INTO THE NORMAL SCHOOLS.Mr.Emile de Fenouillet, professor in the Laval Normal School has been appointed deputy of the Reverend the Principal of that school during his absence.Mr.Petrus Hubert, school inspector, has been appointed the deputy of the Reverend the Principal of the Jacques Cartier Normal School in and for the city and district of Three Rivers.Messrs.Tanguay, Martin and Meagher school inspectors, have also been appointed deputies of the Reverend the Principal of the Laval formal school, in and for their respective districts of inspection.The Montreal Catholic Board of Examiners will hold a special meeting for the examination of female teachers only, at the school house of the Brothers of the Christian Doctrine in Vitré‘ street, Montreal, on the nineteenth day of May next, at nine o’clock in the forenoon.F.X.Valade, Secretary.In the third number of the French Journal, the twenty ninth of Mav is ei roneously stated as the day appointed for the special meeting of this board ; it will be held the nineteenth of May next.A special meeting of the board of examiners for the district of Kamou-raska will be held at the Court House, in the Parish of St.Louis, on Tuesday, the 28th May next at ten o’clock in the forenoon for the examination of female teachers only, who may be desirous of obtaining diplomas.P.Dlmais, Secretary.The board of examiners for the heretofore county of Sherbrooke will meet at the Court House in the town of Sherbrooke on Friday the eighth day of May next at one o’clock in the afternoon, for the examination of teachers.Candidates for examination must furnish certificates of good moral character, signed by a clergyman, and by three school commissioners.L.A.Hurd, Secretary.inauguration of the laval normal fchool.—The inauguration of the Laval Normal school will take place at Quebec, on Tuesday, the twelfth day of May next, at two o’clock in the afternoon, in the Half of the school.School inspectors, members of the boards of examiners and teachers are particularly requested to attend.CONFERENCE OF TEACHERS WITHIN THE LAVAL NORMAL SCHOOL CIRCUIT.—A conference of the teachers of the above circuit, will be held in the hall of the Laval Normal School, at Quebec, on Wednesday, the thirteenth of May next, at eleven o’clock in the forenoon.In the evening of the same day, at seven o’clock P.M., a collation will be served up to them at the same place.SECOND CONFERENCE OF THE TEACHERS OF THE JACQUES CARTIER NORMAL school circuit.—The second conference of the association will be held in the examination hall of the Jacques Cartier Normal school, on monday the first day of June next, at ten o’clock in the forenoon ; a draft of general regulations will be submitted for the approval of the meeting and several lectures will be delivered by the professors of the Normal school and by teachers.JOURNAL OF EDUCATION, MONTREAL, (LOWER CANADA) MARCH 1857.The publication of the present number of the Journal of Education has been retarded, owing to the wood cut representing the Hall of the McGill Normal School during the ceremony of inauguration, and which we now present to our readers, not having been completed in time to issue it at an earlier date.tiiaiigiuatioii ol'thc Jacques Cartier and DleGil! IVoraial ScSaoois.The inauguration of the two Normal Schools appeared to give the most lively satisfaction to the inhabitants of the city and district of Montreal, and the press of Lower Canada generally, without distinction of creed or politics have expressed their uniform opinion that the festivities and ceremonies of the inauguration will be attended with the most happy results in every respect.The Jacques Cartier Normal School has now twenty-four pupils actually attending, and thirty names inscribed in the register of inscription for admission.The twenty-four, above mentioned, are all boarders ; fourteen of them, are bursary students, or pupils receiving the benefit of the Government purses; the others pay the whole of their hoard themselves.Five of them are actually school teachers who have come to perfect themselves in the art of teaching ; they have found temporary substitutes and have obtained leave of absence from the school commissioners of their respective localities, for the purpose of profiting by the advantages offered them by the Government.The model school has now upwards of eighty scholars, and to afford, more e-vtensive accommodation, two'of the I! L .j-*/HU.! f ( Inauguration of the McGill Normal School, in the Hall of the School, on the 3rd March 1857.JOURNAL OF EDUCATION.0049 3948 For lower canada 37 class rooms have be thrown into the school room, and the public hall is in the mean time used for the purposes of recitation.At the McGill Normal School, there are now seven male and forty-nine female pupil teachers.As soon as the boarding house for the female pupil teachers of the Jaccpies Cartier Normal School can be opened, there is no doubt but that the number of pupils, (if we may judge by the applications received) will be as great as the means of accommodation will admit of.The speeches delivered at the two ceremonies of inauguration, respectively, and which we give, at length, we have chiefly copied from the reports of them published in the english newspapers of this city.Jacques Cartier Normal Schools.On Tuesday, the 3rd March, the ceremony of the Inauguration of the Montreal Normal Schools was conducted with great eclat.The opening of Jacques Cartier School took place at eleven o’clock, in the forenoon ; a little before which hour the receptiou room was completely crowded with distinguished visitors, assembled to witness the ceremony :—There were present : their Lordships the R.C.Bishops of Montreal and Cydonia, His Excellency Sir Mm.Eyre, Commander of H.M.Forces in British North America, His Honor the Mayor of Montreal, the Reverend Superiors of the Seminary of Montreal, and of the St.Mary’s College with several of the Professors of the latter institution ; also the Honorable Messrs.Bourret and Ferrier, Dr.W.Nelson, C.S.Cherrier Esq.Q.C., Mr.Principal Dawson with several of the Professors from the McGill College, and also of those appointed to the McGill Normal School, besides a great number of Ladies.The Honorable the Superintendent of Education having taken the chair, called upon His Lordship the R.C.Bishop of Montreal to open the meeting with prayer, to which His Lordship immediately responded, and a chœur of amateurs under the able direction of Mr.Labelle lately appointed an associate professor of the School, sang the sentence Eccc qnâm bonum by l’abbé Lambillotte with great effect, which was followed by the national song “ .4 la claire Fontaine,” after which the meeting was addressed by the chairman, the Honorable the Superintendent of Education.The Chairman, on rising, was received with great applause.After having read in French the letter of His Excellency the Governor General (which we publish hereafter in our account of the inauguration of the McGill Nornal School), he began his address by an allusion to the changes which have taken place in the very spot where he was speaking, and where the immortal sailor of St.Malo, Jacques Cartier, whose name he had been so proud of giving to the new institution, had planted the cross in the year 1535.He then read the following extract from the Memoirs of Jacques Cartier, which on account of its appropriateness, and the originality and beauty of the old French, in which it is written, elicited great applause from the audience :— “ Le lendemain, au plus matin, le capitaine s'accoustra, et fit mettre ses gens en ordre pour aller voir la ville et demeurauce du dit peuple, et une montagne qui est jacente à la dite ville, où allèrent avec le dit capitaine les gentils hommes et vingt mariniers, et laissa le parsus pour la garde des barques, et prit trois hommes de la dite ville de Hochelaga pour les mener et conduire au dit lieu.Et nous estant en chemin, le trouvasmes aussi battu qu’il soit possible de voir, en la plus belle terre et meilleure plaine : des chênes aussi beaux qu’il y en ait en forêt de France, sous lesquels estait toute la terre couverte de glands.Et nous, ayant fait environ une demi lieue et demie,.trouvasmes sur le chemin l’un des principaux Seigneurs de la dite ville de Hqchelaga-, aveeque plusieurs personnes, lequel nous fist signe qu’il se falloit’ reposer au dit lieu, près un feu qu’ils avaient fait au dit chemin.Et lors commença le dit Seigneur à foire un sermon et presekement, comme ci-devant est dit être leur coutume de faire jove et connoissance, en faisant celui Seigneur chère au dit capitaine et sa compagnie ; lequel capitaine lui donna une couple de haches et une couple de couteaux, avec une croix en remembrance du Crucifix qu'il lui fist baiser, et lui pendit au col : de quoi il rendit grâces au dit capitaine.Ce fait, marchâmes plus outre, et environ demie lieue de là commençâmes à trouver les terres labourées, et belles grandes campagnes pleines de blé de leurs terres, qui est comme mil de Brésil, aussi gros ou plus que pois, duquel ils vivent, ainsi que nous faisons du froment.Et au parmi d'icelles campagnes, est située et assise la dite ville de Hochelaga, près et joignante une montagne qui est à l'entour d'icelle, bien labourée et fort fertile ; de dessus laquelle on voit fort loin.Nous nommasmes icelle 'montagne le Mont Royal.La dite ville est toute ronde, et close de bois à trois rangs, en façon d’une pyramide croisée par le haut, ayant la rangée du parmi en façon de ligne perpendiculaire, puis rangée de bois couchés de long, bien joints et cousus à leur mode, et est de la hauteur d’environ deux lunce3.Et n’y a en iêclle ville qu’une porte et entrée, qui ferme à barres, sur laquelle et en plusieurs endroits de la dite Clôture y a manière de galeries et échelles à v monter, lesquelles sont garnies de roches et cailloux pour la garde et défense d’icelle.Il y a dans icelle ville environ cinquante maisons, longues d’environ cinquante pas au plus chacune, et douze ou quinze pas de large, toutes faites de bois, couvertes et garnies de grandes écorces et pelures des dits bois, aussi larges que tables, bien cousues artificiellement selon leur mode ; et, par dedans icelles, y a plusieurs aires et chambres ; et au milieu d’icelles maisons y a une grande salle par terre, où tous leurs gens vivent en communauté, puis se retirent en leur dites chambres les hommes avec leurs femmes et enfans.’’ What do we see now where this quaint Indian town, described by Jacques Cartier, was located ?Why, nothing more nor less than the admirable working of that divine emblem which the pious advan-turer had thrusted on the Seigneur d’Hochelaga—as he so politely called the Indian Chief—nothing more nor less than the developments of Christian civilization.The honorable gentleman then described in glowing terms the rapid progress of Montreal and the beauty of its churches, educational and other buildings.The wigwams have disappeared, and in their place a proud and thriving city has been built, which is now the centre of railroads and of steam navigation, which are spreading in every direction.If Montreal has celebrated with enthousiasm the completion of its railroads, which are making it the centre of commerce, how much more must it rejoice at (he inauguration of two institutions which will make it the great intellectual focus of several vast districts of Lower Canada.(Loud applause.) He was aware that there had been great apprehensions entertained in relation to these institutions, lest they should have the tendency of spreading irreligious influences, as was alleged had been the case in France.The circumstances of the two countries were so different, that the comparison could not hold good for a moment.In France, Normal Schools were introduced immediately after an era of revolution and infidelity.It was not the schools that spread infidelity, it was rather the pre-existing state of things which had an influence on the schools.The wrong use made of a thing is no argument against the thing itself.Fire, that gives us heat and light, and water, that fertilizes a country,- these were terrible elements, when let loose, and not properly taken care of.(Hear, hear.) Those rapid modes of locomotion, which are the glory of our century, and which are changing the face of the earth,—railroads and steamers have certainly been the cause of a great sacrifice of human life, through carelessness ; but for all that no one would dream of giving them up.(Hear, hear.) Then (turning to hi» Lordship, the Catholic Bishop of Montreal) the speaker addressed him, by saying that his presence there that day was an answer to all objections.(Loud cheers.) He had taken this institution under his patronage, and, as it was remarked lately by one of the members of the city of Montreal, he (Mr.C.J would never despair of any undertaking which a prelate so successful in all things would patronise.(Cheers.) In saying so, he was sure that he was only echoing the sentiments and giving expression to the deep feelings of veneration of all present.(Renewed Cheers.) It well became a distinguished Bishop, who had covered the whole of his diocese with educational and charitable institutions of all kinds, to help and assist the government in the creation of an institution that would complete our system of public instruction.(Cheers.) He would, in a moment, call upon his lordship to address the audience, (loud cheers,) but before he did so he had a few words to say to their young friends, the pupil-teachers.The honorable gentleman then addressed most feelingly the students, and told them that as the-future success of the establishment, and even of Normal Schools, rested mainly on their exertions, they would have more than ordinary responsibility.They would find in the Rev.gentleman who was placed at the head of the institution, a pious and zealous friend, to whom they could apply in all their difficulties, and who had all the energy and talent necessary for so momentous an undertaking.(Cheers.) The other teachers, he was sure, would show themselves equal to thgir task—they would do their duty, et Dieu fera.It rede.(Loud cheers.) The Chairman then alluded to Gen.Sir W.Eyre, the Commander of the Forces, and said that he would not detract from his laurels by his presence to that meeting.On the contrary, he would thus show that heroes look complacently on the quiet but ennobling pursuits of popular education.(Loud cheering.) He then concluded by an appeal to all the friends of education in favour of the new institution and said that there was a strength in public opinion which was not to be found any where else.(Cheers.) Everything had been done to give to tli* Jacques Cartier Normal School a claim to public confidence.(Cheers.) It had a right to JOURNAL OF EDUCATION 33 it, and he was sure the inhabitants of the vast district for whose educational wants it was intended, would not withhold it.The hon.gentleman resumed his seat amidst loud applause.^ His.Lordship the R.C.Bishop of Montreal, on rising to address the meeting, was received with repeated bursts of hearty applause.He said that he was not prepared to speak before so numerous and imposing a meeting.He felt, however, happy is doing so, inasmuch as he had nothing more to do than to express his sympathy towards a patriotic Institution which offered the surest guarantees in favour of religion, since it commenced under its protection and with its blessing.Besides, eloquent phrases were not required to express the language of the heart.(Cheers.) He did not think it necessary to detail the advantages to be derived from Normal Schools, being perfectly aware that every one present was impressed with their importance.(Hear, hear.) Neither was it requisite for him to mention the sollicitude of the Government for the welfare of the country as evinced in the establishment of that institution, for the acts of the Legislature were public, and the establishment of the Normal School was an event of momentous importance to the citizens of Montreal.(Cheers.) Every one was aware that those regulations, officially sanctioned by the Executive, were framed by the Superintendent, who, since his nomination to the office he now holds, as chief of the Department of Education in Canada East, has sacrificed his repose and his time to promote the ends of education.(Loud cries of hear, hear and cheering.) He would now in a few words address the pupils, who xvere the tender objects of the solicitude of the government and clergy.His Lordship then told them that they were in reality the founders of the Normal School, and upon them depended its future success.He then asked them where they were, and where they would be at a later period of life.In reply to the first question, he xvould say, that they xvere in a great city, with the eyes of its inhabitants upon them ; that they were at a School, the mistress of all other Schools ; and that they were then scholars, for the purpose of being trained to become masters.That School was a fountain from xvhich they would have to draw that true xvisdom which would make them religious and faithful citizens.He hoped that the pupils xvould fulfil the expectations of the government xvho xvere now making such noble efforts on their behalf.(Cheers.) It was, therefore, their duty to be faithful to this paternal government, xx-hich tenders to them its protection ; so that it may nex'er happen here, as in France, xvhere the senior pupils of the Normal Schools became the bitterest enemies of the government xvhich had fostered them.Every teacher should, in the parish where he is located, be a pattern of true piety.They xvould hax-e to contend with an institution similar to their own, \xThich xx-ould that day be inaugurated.In this struggle between two institutions they must, if victorious, exhibit no feelings of pride; and if vanquished, no jealousy.In ansxver to the second question, he xvould at once place them on the great stage of this xvorld, xvhere, in a few years, they xvill be exposed to the view of the xvhole country, who will have everything to expect from the liberal and religious education, which they xvill hax-e an opportunity of acquiring,—They will also, from their social position, be enabled to elevate the position of teachers, hetherto, unfortunately, nex-er sufficiently appreciated.As the education of the youth of the country parts of this Province will be confided to their care, they must learn to deserve the confidence of the parents, xvho hold nothing dearer to them than their children.They xvill have to assist in the noble task of diffusing that practical education xvhich makes the good Christian and the good citizen ; that through their exertions the xvell known natural talents of our population will thereby be developed.By this means our fertile lands will be cultivated more systematically, our numerous xvater poxvers xvill be taken and xvorked by the natives of the country, manufactories and commercial institutions xvill be established, great capitalists xvill encourage our manufactures, our country xvill become rich and flourishing, and as a natural consequence, our dear fellow countrymen xvill not be induced to 6eek their fortunes in other countries where they unfortunately rarely succeed.(Loud cries of hear, hear and cheers.) His Lordship then remarked, that it xvas encouraging to see so numerous an assemblage of citizens of all stations and denominations that day testifying to the strong interest felt for the welfare of this institution.He xx'as glad to see that the Commander of Her Majesty’s Forces, notxvithstanding his numerous avocations, had deigned to come and encourage them by his presence.He hoped that he might, without a breach of confidence, inform them xvhat his Excellency had expressed as his conviction, viz : That it was the good master xvho made the good school.—They should feel proud to receive such marked encouragement from a warrior, xvhose courage during the Crimean war xvas the theme of unix-ersal commendation.(Cheers.) They must consequently conclude, that the sxvoid and the pen xx-ere equally necessary to uphold the rights and liberties of their country.(Cheers.) The sword to defend their country against invasion, and the pen to expose bad and Vicious principles, and thereby uphold law and order, xx-hich xvere the foundations of all good government.His Lordship resumed his seat amidst loud and protracted cheering, and waving of handkerchief's from the ladies.General Sir VY illiam Eyre, on presenting himself, xvas receix-ed with several rounds of hearty applause." He said that he ought rather to be placed as a pupil than an instructor.He looked upon that, as xvell as upon kindred institutions, as tending to promote the xx-elfare and happiness of the community.There could be no success either in the civil are military service without education.(Cheers.) “ Give me understanding and I xvill observe they laws,” was the language of Divine wisdom’.Knowledge controlled and directed its possessor in the honorable pursuit of xx-ealth, and those xvho looked forward to an honorable old age, would find a great charm in literature.He, therefore, congratulated the pupils and preceptors of that institution, on an ex-ent so auspicious, not only to themselves, but to the xvhole of Canada, and he only wished that he xvas young again that he might enrol himself amongst their ranks.—(Cheers.) It xvas not merely for academic distinctions that knowledge was valuable, but it xvas to be prized rather for its tendency to expand the mind and to ennoble every pursuit.—The Government could not have a better security, for the well being and prosperity of the country, than in an enlightened people.(Loud cries of Hear, hear, and immense cheering.) It might be very xvell for the Czar of Russia (Laughter) to keep the people in ignorance, but, such a course xvould not do for this country.(Cheers.) Knowledge xvas the best antidote to falsehood.It teaches us to maintain a spirit of toleration for those who differ from us.(Cheers.) When he looked around and saxv their numerous educational institutions springing up in all directions, he felt persuaded that a glorious destiny awaited them, and that the inhabitants of this county xvould become a free and a happy people.The gallant general resumed his seat amidst enthousiastic applause.His Worship the Mayor of Montreal said that he had been deceived by his friend xvho presided, for he did not expect to be called on to make a speech, still that would not prex-ent him from telling them how happy he was to be amongst them that day, and to congratulate the preceptors and scholars on the glorious destiny that xx-as before them.(Cheers.) He had heard it said that in Loxver Canada there xx-as a xx-ant of education, but thank God it could not be said that there xx-as a want of understanding ; and he sincerely-trusted that, by the aid of the school xvhich they xx-ere their inaugurating, that the man xvho could neither read nor write xx-ould be the exception.(Cheers.) He did not come there to make a speech, but to congratulate them on the noble prospect before them.His Worship resumed his seat amidst great applause.The Rev.Mr.Verreau, Principal of the Normal School, said that he summed up the xvhole of the ceremony ef inauguration that day in the profound sentiment of Leibnitz, “ I always believed that the people xx-ould be reformed if education was reformed.” (Cheers.) In education, as in eveiy other human undertaking-^-in fact, more than in any other—the commencement is everything.Consequently, the man xvho is chosen to give the first notions and make the first impression on the mind of a child, or of a number of children, assumes great responsibility; but, at the same time, he should look with pride upon the position of a master.(Cheers.) As the teacher takes away with him the education he receives at the Normal School, it is requisite to know in xx-hat this education xvill consist.The programme has been framed, and it does honor to the enlightened mind that dictated it :— 1.A liberal religious education, which xvill exclude no person.2.A practical education, xvhich will meet the wants of our popu- lation and tend to make them more agricultural, commercial, and operative.-r 3.Finally, a really national education, comprising all languages and origins.(Cheers.) We shall take care that the Professor be treated xvith all due respect, that he may feel the dignity of his position, avoiding, at the same time, to instii into his mind tastes and wants, xvhich xx-ould subsequently, if unattainable, render him miserable.The establishment is now nearly completed.It xvill, it is to be hoped, prox-e efficient for all the objects in viexv, and permit, at the same time, a complete dex-elopment both of the mind and body.(Cheers.) Finally, we shall endeavor, by every means in our poxver, to impart that education, without which, as has been so justly remarked by the distinguished General, the Commander of the Forces, riches xx-ould be absolutely nothing.(Loud cheers.) FOR LOWER CANADA.39 Mr.Toussaint of the Laval Normal School then spoke; he said that having been called upon by the Honorable the Superintendent to’fulfil temporarily the duties of professor in the Jacques Cartier Normal school he acceded the more willingly to his wishes, as it would give him an opportunity of being present and taking part in the interesting ceremonies ol this day.Those who had preceded him on the platform had spoken of the impor-tance of this institution and the beneficial results which must be derived from its establishment.One of them had referred in strong terms to the many difficulties the friends of education had contended with in endeavoring to overcome ignorance and popular prejudices.Another stated, that tfie position of a teacher, a short time since so little honored altho’ still not an enviable one, would soon become worthy of being sought after by men of education.He hoped, with all his heart, that such would be the case, and in the name of the profession, of which he felt proud of being a member, he thanked those distinguished speakers for their good wishes and encouraging language.& He felt that the position of the school teacher was improving The want of the good teacher was felt everyday, in proportion as wepro- ricvelon^ p n0mmtrCe anvd indusiry of the coun‘ry became more developed.But where, it may be asked, will he acquire the fitness, and the knowledge necessary to enable him to perform his duties ?The Nor-mal school, which we are met to day to inaugurate will be open to him Let him come it he sincerely wish to devote himself with efficiency to the education of youth.(Applause.) I have not been in the habit, said Mr.Boudrias, of speaking before so distinguished an audience as the one now assembled here, but having *1?t he hon°rable situation of teacher of the model school attached to the Jacques Cartier Normal school, I consider that I ought arl ac,coant ot the ma™er in which I shall endeavour to acquit mysell of my duties.1 knnw°twVake n £alsf.view ,of the task "hicl‘ I have undertaken ; I know that it is a difficult one ; but I have every reason to hope that the w ?prInaCC m -the a^,0f teaching that I have already acquired, together ith the courage with which I shall endeavor to perform my duties will enable me to overcome many of the difficulties I shall have to encounter to,the PuP‘i?committed to my charge a practical and com- W nf »ldTa l0?i ’J6*6’,, "'"’“g, antmetil'’ and book keeping, the last of which, will he specially attended to.Who, in whatever position he be placed, is ignorant of its usefulness?Are not all the operations of a business man based upon calculations?Algebra, will not be neglected hrtncll.ëe°graPhy> lmear drawing and geometry will form important hppni-r i i °Ur C°Ur3e °[ “structlon- T1'e art of speaking correctlv our fin»Pvf '« ang.Uafe ’ me*od> or the application of principle! to rules; and sclvpf’lpo *rt °f.lmPaI;tmg to.others, what the pupil-teachers have them-selves learnt while in this institution.Professor Delaney said,—Of the importance and necessity of the institution which is being inaugurated to-day, there can be but one opinion For some years past the want of !uch an one has been felt, and the rapidly increasing importance of our young and promis-mo count'y has daily rendered that want still more sensibly felt whilst the lately direct communication established between this and the mother country, and the vastly increased facility for commercial enterpnze resulting therefrom, have rendered the'establishment ol such an institution not only of vrlal importance, but even of indispensable necessity.True, we have had institutions wherein the minds of youth could be trained, and habits formed, but the expenses ot such, precluded a large number from participating in their advantages, and-thereby rendered them a “ dead letter,” as it were to the genera lly of our people.That the people of Canada lack neither educational enterprise, nor educational establishments of a hio-h order, requtres no proof ; but that these establishments do not me“et the wants of the great mass of the people is equally plain.In this countiy, as m almost every other, the majority of the people receive their first rudiments, it not their entire education, in the elementary onht°hiSsoundeetth