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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 knowledge 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 erect 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 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 qualifications necessary to their important calling, 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 be taught, may not only be 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 allegiance 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 wise 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 Christ, our Lord. Amen.

The Rev. Dr. RYERSON, Chief Superintendent of Schools for Upper Canada, then delivered the following Address to His Excellency 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 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 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 Canada. 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 legislativo 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-intraining, 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 Instruction; a depository for maps, apparatus, text and library books for schools throughout Upper Canada; a library and museum; rooms for 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 the-e 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 experiments, 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 culture 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, 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 be more effective than that of any other public educational institutions 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 Christianity 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 be laid before Parliament,) paid, by selfimposed taxation, the sum of £88,526, besides £14,189 for the erection 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 £15,000-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 recently 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 selection 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 improvement and general knowledge, will be rendered accessible to the municipal and school authorities throughout Upper Canada at an average expense of more than twenty-five per cent. less than they could have otherwise been procured, if procured at all;-facilities which obstacles hitherto insuperable, have prevented any Educational Department in the neighbouring States from providing 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 execption receive no other remuneration than the gratitude of their country and the pleasing consciousness of promoting its educational interests 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 Excellency. 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 provincial 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 advantages. 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 neighbouring citizens of the old and great State of New York. The fourth is, that the essential requisite of a series of suitable and excellent 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 she 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, I thank you, sir, for the very courteous reference to my attendance upon this occasion, which you have introduced 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 experience in the discharge of that duty is greatly enhanced by the very gratifying and interesting account of the progress and prospects of Common 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 education cannot be carried without hazard to those great interests which it is its desire to foster and to protect; I think that an Institution such as this has special claims upon its countenance and support, and that I am, therefore, not transcending those limits, but on 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 assigned 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 general education of the people is regarded as a matter of national importance; and that experience has shown the necessity and advantage 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 community." Sir, nothing can be more unquestionably true than these sentiments. But perhaps I may be 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 exhibited 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 had 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, [for I should 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 has been committed to your care.] I say, that experience, so improved 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 great and important work of providing an officient system of general education for the whole community. And now let me ask this intelligent audience, who have so kindly listened to me up to this moment-let me ask them to consider in all seriousness and carnestness what that great work really is. I do not think that I shall be chargeable with exaggeration when I affirm that it is the work of our day and generationthat 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 cooperate 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 investigation 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 scrupulously 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 Schools, 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 life and conversation the sincerity of his prayer, that that Father's will may be done upon earth as it is done in heaven. [Applause]. I understand, sir, that upon the broad and solid platform which is raised upon that good foundation, wo invite the ministers of religion, of all denominations-the de facto spiritual guides of the people of the country-to take their stand along with us. That, so far from hampering or impeding them in the exercise of their sacred functions, we ask and we beg them to take the children-the lambs of the flock which are committed to their care-aside, 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, however, you tell us, sir, that an increasing supply is going forth, from year to year, from this Normal School, of well qualified Teachersthat you have procured in abundance, excellent, well selected, and cheap text books-that libraries in connection with the Common Schools, are being 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 Government of the Province, that it gives me 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 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 likely to promote among them the growth of those truly Christian graces-mutual respect, forbearance and charity. [Loud applause].

At the close of HIS EXCELLENCY's remarks, the Right Rev. Dr. DE CHARBONNEL presented to the GOVERNOR GENERAL, on behalf of

the Council of Public Instruction, a Silver Trowel, addressing HIS EXCELLENCY as follows:

"MONSEIGNEUR,-Je suis très heureux et trés honoré d'avoir, ète choisi par le Conseil de l'Instruction Publique, dont votre Excellence a daignè me faire membre, pour lui présenter cette truelle d'argent, aux industrieuses emblèmes du blazon des Bruces.

"L'établissement dont votre Excellence va poser la pierre angulaire, Monseigneur, sera un des plus glorieux monuments de tout ce que son libéral Gouvernement aura fait pour la prospérité, de ce pays: ad ædificationem."

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July, 1851.

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The Council of Public Instruction, for Upper Canada: The Reverend EGERTON RYERSON, D. D., Chief Superintendent of Schools, The Honorable SAMUEL BEALY HARRISON, Q. C., Chairman.

The Rt. Reverend A. F. M. DE CHARBONNEL, D. D., Roman Catholic Bishop of Toronto
The Reverend HENRY JAMES GRASETT, A. M.
JOSEPH CURRAN MORRISON, Esq., M.P.P.
HUGH SCOBIE, Esq.

JAMES SCOTT HOWARD, ESQ.
The Reverend JOHN JENNINGS.

The Reverend ADAM LILLIE.

JOHN GEORGE HODGINS, Esq., Recording Clerk.

FREDERIC W. CUMBERLAND, and THOMAS RIDOUT, Esquires, Architects.
Messrs. METCALFE, WILSON & FORBES, Contractors.

A Bottle containing the following:

1. Report on a system of Public Elementary Instruction for Upper Canada, 1846.

2. Journal of Education for August, 1849, containing the Annual Report of the Normal, Model and Common Schools in Upper Canada, for 1947, 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 20.

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.

9. 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 Examination. 11. Scobie's Almanac for 1851.

12. Programme of the ceremony observed at laying the Chief Corner Stone of the Normal School, and Engraving of Building.

13. Sundry silver and copper coins.

14. Different denominations of Canadian postage stamps.

was handed by HUGH SCOBIE, Esq., to HIS EXCELLENCY, who deposited it in the cavity of the stone prepared for it; the Inscription Plate was placed; and HIS EXCELLENCY having spread the mortar with his trowel, the stone was then formally lowered to its bed-His EXCELLENCY saying, "I 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.

Fig .3.

After the ceremony, Mr. CUMBERLAND, the Architect, entertained the Council of Public Instruction and a large number of distinguished guests, including Clergymen, Members of the Government, and both branches of the Legislature, &c., &c., at luncheon.

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DESCRIPTION OF THE BUILDING.

The Normal and Model Schools for Upper Canada-now in progress 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 on 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 commanding 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 £15,000. The amount of the contract for the erection and completion of the building, is £8,790, exclusive of extras, Architects' commission, warming, &c. It is estimated that the furniture, &c., for the building, will cost about £1,000 or £1,200.

In a building of so great an extent, it appeared to be neither desirable or expedient to adopt a rich or highly finished style of embellishment. The whole has been designed with a view rather to utility than for effect, care being taken however to maintain that fitness 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 feet 4 inches.

The front will be in the Roman Doric order of Palladian character, having for its centre, four pilasters of the full height of the building, with pediment, surrounded by an open doric cupola, of the extreme height of 95 feet. 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 east 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, cast, and westand 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,

School of Art and Design, No. 2,

Male Students' Retiring Room,
Council Room,

Male Students' Staircase A,
On the West side:-

Waiting Room,

Ante-Room,

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Chief Superintendent's Room,

Depository for Books, Maps, &c.,

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Depository for Apparatus, &c.,

Female Students' Retiring Room,

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Recording Clerk's Office, with fire proof vault, 37 :11
Second Clerk's Office, ..
Female Students' Staircase A,

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By this arrangement it will be seen, that except when actually in the presence of the Masters, the male and female students will be entirely separated.

Passing (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 and west, each of which has a large school room at its centre, 56 feet 6 inches x 33 feet, capable of accommodating 300 children, with four smaller class rooms adjoining it, about 17 feet x 15 feet 6 inches each. 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 buildingsuch entrances having each a hat and cloak room and master's (or mistress') room on either side. These schools therefore will together 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, connecting the east and west corridors, communicating with the following

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LAYING FOUNDATIONS-THE TEACHER.

Men are wisely careful in laying the foundations of their dwellings. They dig deep because they have learned that there is a disturbing agent which upheaves the surface of the earth. They do not throw together cobble-stones, but rift the massy rock, and pack its fragments in cementing mortar. All this costs money and takes time; yet men who build at all, almost universally lay such foundations. This is excellent economy. He who builds his house upon the sand, has been called a foolish man by the highest authority. The wise man builds on a rock.

No man will do this work Temptations to neglect Like other men, he loves to

The teacher is a mind-builder. To lay foundations is his great work. If he is an honest and skilful workman, much of his work will be underground and out of sight. well, but an honest and independent man. it will assail him from every side. see immediate and brilliant results, and grows weary under drudgery and toil, to produce what no eye sees and no lips praise. Besides, circumstances generally combine with this desire to lead him to seek such results. Many of his patrons never look below the surface, but measure both his capacity and success by what appears above. His very bread may depend on his doing his work superficially. The multitude applaud him who raises a showy intellectual structure, while they condemn him who spends years in laying massive foundations. They talk well. They mean to give their children a good education, but they insist upon two things-it must be done with despatch, and cheap. As a consequence, which they seem not to perceive, it must be wretchedly done. We find many men in every community who talk finely about the education of their children, and still by indulgence or avarice cheat them out of it. They cannot spare them to study more than three months, although they can spare them to labor for wages, or to amuse themselves at home and abroad, month after month and year after year. The child that would not be taken from the mill or shop a day in six months, would be taken from school twenty days in half that time, for the most trivial reasons. Men feel the loss of silver much quicker than the loss of sense. With all their fine talk, they do not afford the time and means to their children, for that solid mindbuilding which is true education. These hindrances meet every teacher; still, if he be a true man, he will not heed them. must lay foundations.

He

Let us consider more definitely the application of our subject to the operation of the school-room.

1st. The discipline of the school should be such as to implant in the mind right principles of action, and accustom the pupils to habitual self-control. Such discipline will lay a good foundation for a correct moral character. The reign of the school-room should

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