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 EMBRACING- A LETTER FKo.M 
 
 5 i\v'd 8. Joynes to Geo. P. Tajloe, 1 sq., 
 
 AND A PLAN' 
 
 FOIt THE FOUNDATION OF A NORMAL SCHOOL 
 
 In Hollins Institute, Virginia ; 
 
 TO •WHICH IS ADDLI) 
 
 A CATALOGUE M THE INSTITUTE, 
 
 SESSIOISTS 1863-4. 
 
 1 
 
 L Y-XCITISTJUG- i 
 
 VIRGINIAN POWER-PRESS BOOK AND JOB OFFICE. 
 1801. 
 
 -— ~»SWi& 
 
m$m™~- 
 
Ij IE T T IE :R/. 
 
 GEORGE P. TAYLOE, Esq., { 
 
 President of Board of Trustees of Hollins Institute } Va. ) 
 
 Sir, — The approaching meeting of the Board of Trustees of this Insti- !• 
 tute, over which you preside, when, as I understand, the future policy of the ( 
 Institute, both during and after the war, will be discussed and determined, ) 
 furnishes me the occasion for addressing to you, and through you to the ( 
 Board of Trustees, some views and recommendations which I trust may 
 be found worthy of consideration. The present condition of our country, 
 its prospects and future wants, particularly in the interests of Education, 
 as a chief element of its independence, give a peculiar present importance to 
 the subjects which I shall present. The position of this Institute, as the 
 oldest and largest female Seminary in Virginia, renders it, morever, proper 
 that its Trustees and Faculty should now profoundly consider their duties 
 and their opportunities with reference not only to the Institute itself, but 
 to the wants of the country, under the highest views both of professional 
 and patriotic obligation. I am encouraged to believe that any consider- 
 ations touching these subjects will be favorably received by the Trustees 
 of this Institute, and that whatever views may be adopted, the responsi- 
 bilities and the interests which they represent will not be disregarded. 
 My sense of the vast and enduring importance of these interests to national 
 as well as to social and individual welfare, and the acknowledged influence 
 and reputation which this school enjoys, encourage me to address you 
 especially on this behalf; and I feel that I may do so the more freely, 
 because, while deeply interested in its success, I am yet connected with 
 the Institute by only a temporary tie, and have my permanent position 
 and interests elsevrhere, and in a different sphere. 
 
 Among all the interests and influences which comprehend the character 
 and welfare of a people, there is no one more important than that of 
 Education. This embraces the very sources of the national life, and, con- 
 ceived in its moral as well as intellectual aspects, it may almost be said to 
 be omnipotent in its influence upon national character, as well as upon 
 social and individual welfare and happiness. The School, the Church 
 and the Family — which are all embraced in its full signification — are the 
 great laboratories in which the elements of a nation's life are cembined 
 and wrought into power; and in these, in their constitution, and charac- 
 
 §isfs$^— .. -, , — ^mi^B 
 
THE EDUCATION" OF JT.ACHKIIS 
 
 ter, their influences and traditions, their teachings and discipline, will be 
 found the key to the intellectual and moral life of the individual and the 
 people. One of these, receiving the child at its birth, and attending the 
 man, in one relation or another, throughout lit'.', surrounds him with influ- 
 ences and sanctities, silent and innumerable, that can: ol be analysed nor 
 described. Another comprehends his relation tobis Maker,and embraces 
 the inscrutable mysteries of the heart, which none but himself and God 
 can penetrate. For these reasons, being thus of the nature of individual 
 and sacred concerns, they are less the subject of discussion or of control; 
 but the School, which, though hardly less individual in its importance, is 
 yet public in its character, and social iu its constitution, is therefore the 
 more appropriately matter of public concern ; and questions of Education 
 have at all times engaged the attention and discussion of thoughtful 
 minds. 
 
 And such questions are, indeed, not only of vital importance to each 
 individual and family, but they possess an universal and patriotic interest 
 at all times. The School and the Schoolmaster occupy the very fulcrum of 
 intellectual and^moral influence upon the young. They contribute the 
 materials which shall form by assimilation the substance of the future 
 mind and character. They determine by early discipline and example 5 
 right or wrong, the methods of thought, the modes and standards of 
 reasoning and judgment, and in no small degree, also, of feeling and of 
 conduct in after life ; and beyond the sphere of mere instruction, and in a 
 far more important sense, the associations, and the habits, the standards, 
 the examples, the traditions of the school, woven into the web of early 
 growth and habit, constitute oft-times the most powerful elements iu the 
 formation of the intellectual and moral character in after life. The 
 agencies, therefore, which convey these influences cannot be of slight 
 importance. The institutions of Education constitute, indeed, in all their 
 peculiarities, a most important and characteristic part of the civilization 
 of a people. In their several departments of action and of influence, both 
 moral and intellectual, in their constitution and conduct, their government 
 and discipline, their methods and subjects of instruction, their standards 
 of attainment and of morals, they both express, and mightily help to form, 
 the mind and character of the people. These things are, therefore, legiti- 
 mate and important subjects of discussion, that are indeed of vital inter- 
 est. In all nations, just in proportion to their advancement in intelli- 
 gence and civilization, they have received the attention of thoughtful 
 minds, and a well constituted system of Education, a r d Educational Insti- 
 tutions is regarded as among the highest glories of a nation. 
 
 But if this is true, if these things are important at all times, and for all 
 peoples, then are they especially so for the South and at this time. We 
 
 m§9*r> — - •• -• •• •- ~~-" s*sm£ 
 
<&m&™ — •■•••• •••-• 
 
 IN THE SOUTH. 
 
 stand, indeed, on the threshold of a new civilization. For this people, "old 
 things have passed away, and all things have become new." A little while 
 hence, and, God helping, they will stand erect, a bruised and shattered 
 remnant, it is true, but yet a people and a nation, clothed with a blood- 
 bought independence, and endowed with the rights and responsibilities of 
 liberty and self-government. Through the sacrifices and the victorie?, the 
 agonies and the glories, the trials and the triumphs of this great war, they 
 will have won for themselves a place and a name among the nations of the 
 earth, and laid the foundations of their own national character : and 
 beneath the inspirations of this great struggle — under the influence of its 
 discipline and sufferings — by the light of its profound teachings, they will 
 begin to make their own career, and to work out their own civilization and 
 destiny in the history of the world. That this civilization will be a new 
 one, in comparison at least with their past history, that a profound change 
 will have come over the condition and the character of the people, affect- 
 ing at once all the circumstances of individual and social life, and all the 
 concerns of public interest, needs not to be said, certainly not to be argued. 
 It is already manifest. The war itself, in a word, will be the basis upon 
 which the distinctive civilization of this people will be founded hereafter ; 
 and its effect upon their political and physical condition, great as it may 
 be, will be scarcely greater than upon their intellectual and moral char- 
 acter. Its experiences, recollections, and traditions; the impulses, the 
 energies, the passions and aspirations it has called into being, will be 
 impressed with controlling force upon every mind, and will inspire the 
 thoughts and the sentiment?, the literature and the ambition, of the 
 present and future generations, with ever increasing influence. An 
 immense impulse will have been given to the intellectual as well as the phy- 
 sical energies of the people. All the energies of thought and of passion, 
 as well ps of action, will have been aroused to their utTost intensity; 
 and with the same intensity they will seek for continued exercise. And 
 as the ground swell after a storm is more dangerous than the storm itself, 
 which controls while it arouses the deep, so the periods that immediately 
 succeed great wars are often more fraught with peril to a people, than war 
 itself. At such times, so critical and so difficult for the statesman and the 
 ruler, there is more than ever need that all the conservative moral forces 
 which influence the character of a people and give stability to social 
 and political institutions, shall be held unimpaired and in full activity. 
 All the influences of Education, of Religion and of Morals, become then 
 supremely important. As the passions and the energies of men have 
 become intensified, and the demoralizing effects of war been spread abroad 
 through the land, all the constraining and conservitive agencies of 
 society must be strengthened in proportion. And as the former are but 
 
 >-"8«gff$ 
 
m*~~ -•■• —-•••-•• ■• ••..•■•••••••■••'■■••.••■•• — *»««£ 
 
 6 . THE EDUCATION OF TEACHERS j I | 
 
 ; — | 
 
 too surely transmitted, in increased intensity, to the young, so it is in the 3 
 minds of the young, ever most susceptible to good as to evil, that they 7 
 must be met and controlled. For, of the mixed good and evil which / 
 result from every war, however the former may ultimately preponderate, 
 it is unfortunately the evil that is most immediately felt and most speedily 
 propagated. And if, under such circumstance.:, we wiUhnot educate our 
 childn y, that they may be the guardians of free institutions, 
 
 our institutions themselves must succumb to ignorance and license; for 
 if society may not be protected, and liberty preserved, by intelligent obe- 
 dience and enlightened opinion, under mild laws, liberty must give place 
 to anarchy, and then to despotism, which is its only cure. Civil liberty 
 cannot long consist with popular ignorance under democratic institutions; 
 least of all in periods of intense excitement or of profound reaction, such 
 as follow after great wars. Of this truth, history is full of proofs. In 
 free governments, therefore, such as ours, and especially in times like 
 these, apart from every obligation of duty, the necessity of self-preserva- 
 tion— stronger in political ethics than every other motive— requires that 
 the people and the State, above all others, shall appreciate the importance 
 of education and cherish all its institutions and agencies. 
 
 To these agencies of moral as well as intellectual influence, now more 
 than ever important, we must chiefly look, both to resist at once the 
 immediate demoralizing effects of the war upon the young, and to meet 
 hereafter the multiplied intellectual and moral wants of the country in its 
 new condition. These wants must be, moreover, now anticipated and provi- 
 ded for, while the elements of demoralization are already so rife, or it may 
 be too late, when— the stress of war removed— they shall be let loose unre- 
 strained upon the country. Almost an entire generation of our young 
 men, since the beginning of this war, have passed from childhood to man- 
 hood, and entered the field of strife, in great measure without even the 
 ordinary advantages of intermediate education. This is already a sad 
 condition, for themselves and for their country, and it is therefore only 
 the more important that this want shad be supplied for those who are to 
 follow after them. The Confederate Congress, in their enactments, and 
 our excellent President, in many public expressions, have shown a 
 appreciation of the vital importance of this subject to the country. Under 
 circumstances of public peril, calling for the exercise of all the defensive 
 power of th» country, and in the midst of a conscription almost universal, 
 those who are legitimately and permanently engaged in the profession of 
 teaching, have been left exempt from military duty. This can only have 
 been done from a conviction of the vital and enduring importance to the 
 country of their work, and that they— unfortunately only too limited a 
 number— could best subserve the public defence and the common welfare, 
 
»^-~~ ..--.•■ ...... ■■■■- ^^^^m 
 
 IN THE SOUTH. 
 
 by keeping alive the institutions and the influences of education, and by 
 training, during this critical period, those who are soon to be charged 
 "with the destinies of the country. This consideration imposes upon 
 teachers, on the other hand, a peculiar obligation, that they shall take 
 high and patriotic views of the trust thus confided to them, and that in 
 their sphere, not the least important in this aspect, they shall realize that 
 they too are called to labor, in common with the soldier and the legis- 
 lator, for the establishment of our independence, and the perpetuity of 
 our liberties. The first element of Liberty is Independence. But there can 
 be, indeed, no real independence without that moral and intellectual inde- 
 pendence upon which alone a true nationality and an enduring glory can 
 be founded. Without this— without an independent national culture, 
 there can be no community of sentiment among the people — no indepen- 
 dent literature— no distinct national character — in a word, no true inde- 
 pendence and no permanent institutions; for without these, political inde- 
 pendence^ military powcr,can rest upon no distinct and enduring basis. Of 
 this truth, this war ha j i \ en us already an impressive proof. To our cost have 
 we realized (when it was almost, yet thank God ! not yet quite too late) to 
 what extent, under the name of equality and liberty, the Delilah of thi s 
 false Union had already shorn us of our strength. Xot only had it well- 
 nigh robbed us of all the elements of political, industrial, commercial 
 independence, until it deemed us powerless in its grasp: but with a still 
 more subtle invasion, our artful "brethren'' of the North had supped the 
 foundations of our education and our literature, by the emissaries of their 
 schools, and the publications of their press ; and had these influences not 
 been happily arrested, they would in the end have undermined our opinions, 
 our politics, our institutions themselves, rendering their dominion com- 
 plete, and revolution for us impossible. How far this had been already 
 done in some States, we nave abundant and melancholy proofs ; and since 
 at this rate, revolution or slavery must have come, we have on this account 
 reason to be thankful that revolution came so soon. To carry forward 
 successfully this revolution, in their own sphere, and to establish this 
 bulwark of independence for our people henceforth, is now the peculiar 
 duty of Southern teachers ; and how this shall be effected is the great 
 problem of Southern education at the present day. It is. a problem that 
 comprehends the profoundest interests, and the most momentous and far 
 reaching results, affecting the welfare and character of our people ; and if 
 it. is not solved practically now, under the impulses which this war has 
 awakened, and while its spirit is yet rife, it may be safely said that it will 
 never be done at all, but that we shall drift back, after peace is made, into 
 a worse than our former dependence. For it would then be a dependence 
 upon a foreign people, and a confession alike of intellectual inability to $k 
 
sMW™~~ •••- •• - •• •-•-• '-•- 
 
 ! THE EDUCATION OF TEACHERS 
 
 complete, and of moral unworthiness to enjoy, that independence which 
 our arms had won. 
 
 "With your indulgence, I desire to offer some practical views, which I 
 deem important in connection with this general subject, before passing to 
 the specific object of this communication — upon which, however, they 
 will have a direct bearing. 
 
 It has been the misfortune of the South that thus far the profession of 
 teaching, as such, has scarcely been known among us. Except in a few 
 College professorships, many of which are of limited influence, but few 
 educated men of Southern birth have devoted themselves professionally to 
 this pursuit. This has been caused, ia part doubtless, by the character of 
 the Southern people, who have been attracted rather by the more active 
 pursuits of agriculture, or of professional or political ambition, than by 
 the quiet studies of the rchool; in great part, however, by the abundant 
 supp'y of teachers, male and female, which the North — that country, 
 par excellence, of cheap and worthless wares — has furnished to do this 
 work for them, at (he lowest prices and in the quickest way. The result has 
 been — apart from other influences, most unfriendly to our institutions and 
 pernicious to our youth — that the profession of teaching itself had fallen 
 into disrepute among us. It was looked upon, not as a fiell worthy of 
 the employment of high talents and accomplishments, but mostly as a 
 beggarly business worthy only of Yankee pedagogues. And it was prized 
 and paid accordingly. Among our own people, teaching has been mostly 
 a temporary occupation, served only as a stepping-stone to some other 
 pursuit that offered higher rewards ; and too often it has been the last 
 resort of the incompetent and worthless, who had failed at every other 
 business. Under such circumstances, with such standards in the profes- 
 sion of teaching itself, it is not to be wondered at that our standard of 
 education was low, and that the Northern schoolmasters who had come 
 among us with their -short and easy method >" to debase our intellect 
 and to decry our institutions, should have found an ample field both for 
 their spelling books and their ridicule. There have been, of course? 
 exceptions, in many worthy and illustrious Southern teachers— I speak of 
 the rule. It is only of late years, and chiefly through tho influence of the 
 University of Virginia — whose noblest offspring is the body cf earnest 
 teachers which it has sent abroad throughout the South, that our people 
 have begun to awaken, with worthier standards, from thif pernicious error, 
 and to p« rceive that t is not only important what \* Uiuglit. but how, hy 
 i whom,and under what influences and associations. This war has, let us hope, 
 • completed the disenchantment, and banished the Northern schoolmaster 
 », and the Northern school-book, henceforth forever, from our midst. We 
 ^ need in their place, and that we may forever exorcise their influence, an 
 
 %w&^ — - - ■••• 
 
IN THE SOUTH. 
 
 independent, self-sustaining system of Education — represented by our 
 own teachers — sustained by our own materials — congenial with our own 
 institutions, and as remote as possible from their pretentious and superfi- 
 cial makeshifts — an Education simple, earnest, truthful, worthy of the 
 intellect and character of a free and uncorrupted people. How shall this 
 be supplied ? 
 
 I do not propose to discuss any of the details of this question, however 
 important, but only to indicate some leading points that are pertinent to 
 my present object. 
 
 In the first place, and as tlr; ground-work ui every other reform, the 
 profession of teaching among us, and the character of our teachers, must 
 be elevated to a proper standard. For, alter all. it is the teacher who is the 
 life and soul of the teaching. The most perfect institutions, and the most 
 complete appliances of instruction, will be useless, unless the teacher is 
 able, educated and faithful. It is his intellect, his method, his instruc- 
 tion and example, that impa-t the discipline and convey the impulses 
 which constitute Education, and io. comparison with which the mere 
 acquisition of informal i ra is of contemptible importance. The influence 
 of the teacher is that of mind upon mind, character upon character, in 
 direct and daily contact, aided, on ihe ono hand, by all the advantages 
 of position and authority, and on the other, by all the impressibility of 
 youth. It is conveyed through innumerabl > channels, beyond the mere 
 agencies of instruction ; and for good »;■ <•- .1 -if the teacher be not wholly 
 imbecile or repulsive— it will affect the moral as well as the intellectual 
 being of the pupil throughout life. How many there are who can trace 
 their most characteristic habits of thought and of life to the influence of 
 some one or two favorite teachers in early years; how many more in 
 whom such influences, still potent, have been only forgetten by themselves ! 
 To bear worthily this high office, and to train our children not only in 
 right knowledge, but in right conduct, and in those refined sentiments and 
 high principles which are better than all knowledge, we need a body of 
 teachers who shall possess not only talents and learning, but moral quali- 
 ties and accomplishments, such as shall make them worthy models of 
 char cter and of manners, under the highest standards of life. That we 
 may have these, the dignity of the profession of teaching must first be 
 elevated; its influence and importance must be acknowledged, and there 
 must be attached to it. such rewards of honor and of emolument, as shall 
 offer inducements to th h i li 31 order of talents and Mttainments in the 
 choice of a p.ofes»ioa. A ,U . 1 ..us d rectiou, teachers themselves must 
 take the first steps, for themselves and for the public. Their profession, 
 like every other, will receive no higher estimate than such as they put < 
 upon it. Let them, then, begin by adopting for themselves, in the first < 
 B j 
 
 {®&M™ 
 
THE EDUCATION OF TEACHERS 
 
 place, the highest standards of professional attainment and conduct. Let 
 them discard and frown upon whatever is false, superficial, or unworthy, in 
 method or in pretension. Let them cultivate among themselves the 
 highest sentiments of professional responsibility and professional pride. 
 Let them, at the same time, set a right value, and a right price also, upon 
 the work of Education, remembering themselves, and teaching the public 
 to understand, that of all the chenp things that are b>rd, cheap Education is 
 the ivorst. They will thus, by mutual influence, elevate the standard of 
 the profession among themselves; and by setting a right value upon 
 their own work, they will elevate both it and themselves in the eyes of 
 the public, and increase the dignity, the usefulness, and the inducements 
 of their profession. Thus only, an enlightened public opinion supporting 
 their efforts, it. may be hoped that young men of talents and ambition may 
 be attracted to this pursuit and induced to prepare themselves for it, with 
 elevated standards of attainment, as the profession of their live3. 
 
 In the next place — and this the only other consideration to which I 
 shall advert at present— that such a reform may be made practicable and 
 effective, mean3 must be provided and facilities furnished for the special 
 Education of Teachers. Teaching is not a mere occupation — it is an Art, of 
 the highest difficulty and importance, that requires special attain uients, a3 
 well as the highest faculties, for its exercise. It is one thing ta know; 
 quite another thing to teach. The teacher must possess a peculiar educa- 
 tion, and if it is not given to him by preparation, he must give it to him- 
 self by experience. Non repente fit. No man is at once a competent 
 teacher ; and no man will become such, in the highest sense, who does not 
 devote to it continuously his whole time, and strength, and study. There 
 are habits of mind, modes of thinking, of knowing, of imparting, that 
 belong to the teacher, and that no man can acquire without special study 
 and experience. This constitutes the great importance and value of pro- 
 fessional teachers — men who shall make teaching the business and study of 
 their lives, and find in it their sole emolument and ambition. None others 
 will subject themselves to those severe methods of discipline and study 
 which are required in teaching— none others will submit cheerfully or 
 constantly to its constraints and sicrifice3 — none other can enjoy that 
 matured and ever progressive experience, which is essen'ial to the best 
 teachers. For the truly good teacher is himself the chief learner, and 
 euery year will add not only to the stores of his knowledge, but to hi ^ 
 mastery of his art. He is ever acquiring, by his own experience, new 
 views— more striking illustrations — clearer power of expression — simpler 
 and more progressive metho Is of instruction, and a profoander knowl- 
 edge, not only of all the relations of his subject, but of the laws of the 
 human mind and of the means by which it is to be reached and wrought 
 upon. Let every true teacher say if such has not been his experience. Ft 
 
 Ita*— • -■■•••• ••••••■••'• ••- -•■■■-■ ■■ — >§*gs$P 
 
IN THE SOUTH. 
 
 11 <f 
 
 may be safely said, with few exceptions, that none other than professional ' 
 teachers are efficient teachers, and that none of those who pursue teach- 
 ing as a mere pastime, or as a preparation for oth?r pursuits, will ever 
 attain the highest usefulne s as teachers, or contribute to advance the 
 standards of the profession. Apart from this, it is of the highest moment 
 to each community that the office of teacher in their midst should be 
 permanently filled by persons of approved experience and ability, and that 
 they shall not be subject, as in general heretofore, to the risk and loss of 
 a perpetual change of schools and school-teachers. A body of profes- 
 sional teachers is indeed scarcely less important than a professional min- 
 istry ; and a people who fail to provide for ths one or tho other, imperil 
 the highest interests of Education and of Religion. 
 
 And, indeed, it is only through the influence of such a body of educa- 
 ted and professional teachers that any true reform in our system of educa- 
 tion can be accomplished. The laws of physical architecture are reversed 
 in the intellectual and moral world ; or rather the law is the same, but the 
 point of departure is different. Here the foundation is above ; and from 
 above all building, all reform, must begin. It is only through the influ- 
 ence of a superior intelligence, or of an outward influence higher than 
 itself, that the human mind or the human heart can be elevated to a 
 higher nature. It is so in religion — it is so in morals — it is so in intellect ; 
 and this is consistent with the doctrines of revelation, which teaches that 
 all holiness, and all intelligence, come from God, and that man alone can 
 work out no good thing for himself. All civilization, all progress in the 
 world's history, has come from the influence of superior minds, or from 
 contact with superior peoples. And so with individuals. If you would 
 educate a child, you must place him under influences superior to himself, 
 that shall control and exalt him. Left to himself, he will never become 
 conscious of his intellect, and his moral nature, if indeed it could have 
 any existence, wi 1 follow only the promptings of original sin, or at best, 
 of his merely physical appetites. So in education. If you would elevate 
 the Colleges, you must begin in the University, from which they derive 
 their teachers and their standards. If you would elevate the Academies, 
 you must first raise the Colleges ; and if you would elevate the Schools 
 you must first provide the teachers, who shall be competent to teach them 
 upon elevated standards. Of what use are free schools and public 
 schools, even if you should fill them with pupils, without a supply of 
 educated and competent teachers ; and how else can we hope to secure 
 these, in permanent employment, without providing the means for their 
 education, in our own institutions. This State has committed the error of 
 attempting to institute schools without providing teachers. From such a 
 system nothing could have been hoped, and nothing can ever flow, except 
 
 —~"&6StiK 
 
THE EDUCATION OF TEACHERS 
 
 results the most depreciatory and discouraging to the interests of educa- 
 tion among the people. The money that has been spent in vain in Vir- 
 ginia in the institution of free schools, if employed in the education of 
 teachers, would in a few years revolutionize the system of education in 
 the State, rendering free schools first useful and then soon unnecessary ; for 
 the influence of a truly able teacher in any community, is to make educa- 
 tion first appreciated and then voluntarily sought by all around him. For 
 not in the schools alone, thus directly supplied with teachers, would the 
 influence of such teachers be felt with reforming power, but in all the in- 
 stitutions above them. From the primary 'schools, the pupils would go 
 with proper preparation to the Academies, and these would no longer 
 need to do the offices of the School, nor the College those of the Academy, 
 nor the University those of them all, as, from want of proper preparation 
 below, has been the case heretofore ; bat each grade of institutions, alike 
 supplied with teachers suitable for its own wants, could do its own work in 
 its own sphere, and within that sphere reach the highest degree of effi- 
 ciency. Thus mutually related, and each depending upon the other, the 
 various grades of institutions would grow together into a compact System 
 of Education — not as now, each for itself endeavoring to do the work of 
 all, and all imperfectly. 
 
 The importance of this subject is fully understood and exemplified in 
 those countries which have accomplished the highest results in Education, 
 and in the general diffusion of knowledge. The whole of the compact 
 and wonderfully perfected system of education in Prussia is founded upon 
 its Normal Schools ; and similar institutions exist in other countries of 
 Europe, being regarded everywhere as the basis of the whole system of 
 Education. These schools, which are under lhe peculiar care of the gov- 
 ernment, are designed especially for the Education of Teachers, upon stand- 
 fX- ards ad apted to the want3 of the various grades of schools ; and from them 
 
 are appointed the teachers for all, according to their several requirements. 
 Thus from these schools, by the teachers which they send forth, are deriv- 
 ed the standards, the methods, the text books of instruction, throughout 
 all the schools of the country, which are thus adapted, in their several 
 grades and relations, to a uniform and compact system, embracing the 
 whole range of education, from the primary school to the University. 
 They are, therefore, called Normal Schools, because they are normal to all 
 others, determining the norms or standards by which all are conducted. 
 Upon them is founded the whole system of education. The utmost care 
 of the government is devoted to them. Whatever improvement is effected 
 in them is extended through all the schools, and their influence in 
 advancing the interests of education is acknowledged throughout Europe 
 as supreme. In a government such as our3, where the State cannot exert 
 
 IWM™ - -• " n ..-,.. W — *-*^ 
 
■ •■ -•'•■ •— *H9mg<_ 
 
 IN THE SOUTH. 13 
 
 f — 
 
 ^ that direct control over the system and parts of education which is possi- 
 ble in monarchical countries, it is, as it seems to me, only the more impor- 
 tant that it shall avail itself of those indirect means which, while not in- 
 consistent with the voluntary principles of free government, shall tend to 
 produce these desirable and systematic results. There is but one way 
 practicable to reach these ends, and that is by the education of teachers 
 adapted to the wants of our schools. This reform is fundamental to every 
 other in the cause of education. For want of it, all the endowments of 
 the State, and all the endowments of benevolence in behalf of education, 
 however extensive, will languish and fail. For it is at last only through 
 good teachers that good teaching can be had; and without good teaching, 
 no system of education can be effectual. The same liberality, which is 
 now manifesting itself, in so encouraging a manner, in the most enlarged 
 enterprises for the extension of education to the needy and bereaved of 
 our country, should consider this object, without which all such efforts, 
 however well conceived, must be, in a great measure, ineffectual. The 
 results that have been accomplished in a few years, in this direction, by 
 the University of Virginia, both directly and through its influence upon 
 other institutions, and that too without special profession of this design, 
 but only by its methods of elevated and exact instruction, shew clearly 
 what might be accomplished in our Stale and country by an institution 
 or a system of institutions, especially adapted to the education of teachers, 
 according to the wants of our schools. And with this example before us, 
 and as the University passes on, let us hope, henceforlh to its own special 
 and wider calling, I cannot but express the hope that the State itself will 
 supply this fundamental want in our system of education, and that at no 
 distant day, and from some influential source, the attention of the Legis- 
 lature may be called to the subject. 
 
 These considerations have, in all their weight,, a peculiar application to 
 Female Education, with which we are at present most immediately con- 
 cerned. Whatever arguments may be directed to the improvement of 
 Education, apply with all the more strength to the Education of "Woman. 
 This much flattered and much abused sex is in no one thing, perhaps, so 
 much flattered and so much abused as in her Education, in the common 
 understanding of the term. If it be possible to speak comparatively of 
 things so immeasurable, I should say that the education of this sex is of 
 still more importance than that of the other. And that, because in the 
 first place they are so much more susceptible of the influence of educa- 
 tion : and because, in the next, their individual influence is so much 
 greater on the intellectual and moral tone of society. Certainly however, 
 retorm and improvement are here much more needed, because so little of, 
 worthy effort has yet been made in this direction. Female Education, 
 
THE EDUCATION OF TEACHERS 
 
 indeed, as too often conceived and practiced, (especially under tBe influ- 
 ence of Northern models,) is at once a shallow pretension and a gross out- 
 rage ; and for all those who value the character and influence of woman, 
 in wife, in daughter, or in any of the relations of society, it is a consum- 
 mation devoutly to be wished, that profounder ideas and worthier stand- 
 ard should be adopted on this subject. I am happy to know, however, 
 thai ia Yirgiuia, at least, wc have some schools not unworthy even of Vir- 
 ginia daughters. And if I might, without being drawn into this subject, 
 say one word, in passing, upon it, I should say lhat the characteristics 
 chiefly to be desired in Female Education are two — which the term implies : 
 first, that it shall be£ducation ; and secondly, that it shall be Feminine ; that 
 it shall be thorough for the training of her rnind, but not masculine, for the 
 perversion of her character. It should be based upon the idea that woman 
 is woman, and not man — nor a butterfly ; man's helpmeet and companion — 
 but neither his plaything nor his rival — whose highest destiny is to be wife 
 and mother, and to bear throughout life, wherever she moves, in the 
 household and in society, the enchantment and the sanctities of tvoman's 
 influence, as mother, sister, wife, and friend. Her Education, in all its 
 modes and and circumstances, should be founded upon this conception of 
 her distinctive nature and calling in life, and adapted to this destiny- 
 And therefore, while it should cultivate with equal care the intellect and 
 the manners by the loftiest standards, it should shun alike the false flattery 
 of merely superficial accomplishments, which will degrade her in intellect 
 and usefulness, and that other extreme of iotellectual pride and masculine 
 independence, which would unsex her— aiming in one word to educate 
 neither belles nor blutstocicing*, but women, for woman's sphere. 
 
 But this branch of the subject has, under our present circumstance, an 
 importance that can hardly be expressed. During the period of this war 
 the higher education of young men has been almost entirely suspended, 
 and the boys that are cooling after them are suffering scarcely less of 
 intellectual loss, and of the demoralization which the war has brought 
 with it. There will then pass into the arena of life, and into the control 
 of our future destinies, almost an entire generation of men without even 
 the ordinary advanges of Education. To what source, then, can we look 
 for the moral and intellectual support of our society in future than to the 
 influence of Educated Women, the sisters, the wives, and the mothers of 
 the n f 'xt generation ? To what source can we look for the refining, con- 
 straining, exalting influence of true culture upon the men, than to them? 
 For they ever set the tone of the household and of society, and in all the 
 departments of life their influence is omnipotent. When we educate our 
 daughters to-day, we educate our sons who are in the army, and their 
 children — we educate^ the homes, the society, the moral and intellectual 
 
IN THE SOUTH. 
 
 character of the generation that is now passing into manhood — we shape 
 the sentiments, the principles, the standards of manners and of honor ? 
 which shall govern them ; and under the present circumstances this 
 agency is the more important, because it is now almost the only means by 
 which we can reach these objects. The responsibilities of the women of 
 South will be greater in the next times than ever heretofore, or ever per- 
 haps hereafter. They will occupy a larger space not only in relative num- 
 bers, but in relative influence, in society, and their intellectual and moral 
 culture will exert a profounder influence upon the character and the destiny 
 of the country. It is well that they should understand this. It is well, 
 above all, that those who, at home or in schools arc engaged in (heir 
 training, should realize it. And while our male institutions of education 
 are, for the most part, of necessity closed, our female schools should be 
 cherished with the more care, and conducted with the more vigor. 
 
 These considerations, the weight of which scarcely any one will deny, 
 give now a peculiar importance to the education of female teachers in our 
 country. All that has been said in regard to the education of teachers 
 in general, applies with equal force, at all times, to this branch of the 
 subject; and the present and future condition of our country, in conse- 
 quence of the war, gives to it now an unequaled importance. Not only 
 will the numerical relation between the sexes have been greatly disturbed 
 by the war, but in consequence of the impulse which it will have given to 
 physical enterprise and military ambition, many of the ordinary func- 
 tions of society formerly performed by mon must hereafter, for a time at 
 least, be filled by women ; and this enlargement of tie sphere of 
 employment for women will be found to be not the least among the 
 reflex benefits of the war. Among these functions may be reckoned, in 
 increased degree, that of teaching, which will offer at first but few attrac- 
 tions to intellectual young men, in comparison with more active and 
 profitable pursuits. It, therefore, beconles the more important that the 
 means for the competent education of women for this office sl;ou!d be 
 provided, and on such basis, as while offering needful facilities for all who 
 are worthy, shall encourage the most refined and gifted young ladies to 
 enter this profession. For it must ever be remembered, that it is not 
 knowledge and intellectual competency aloue that are requisite in the 
 teacher, but refinement of manners also, and elevated moral influence; 
 and these are the more indispensable in the female teacher, because so 
 essential to her character and influence as a woman, and because the cul- 
 ture of the manners and of the moral sentiments ho'ds relatively a so 
 much more important place in female education. 
 
 But there is besides, in the nature of things, the nrnro need that the number 
 of competent female teachers shall be multiplied, because they are actually 
 
THE EDUCATION OF TEACHERS 
 
 itHMj 
 
 neejafed in so much greater numbers, especially for the education of children of 
 their own sex. Whatever may be the truth of the matter, whether or not there 
 are evils inseparable from boarding schools, which no prudence can remove, it 
 is nevertheless true that there exists, in the minds of many of the people of 
 Virginia, a deep seated prejudice against boarding schools for girls; and it 
 must be admitted that this aversion is not without foundation, as regards the 
 earlier education. It is certainly in the highest degree desirable that boarding 
 and even neighboihood schools shall be substituted for young girls, and even 
 for small boys, by domestic education, beneath the influence of the parental 
 eye, and amid the sanctities of home. And the education of competent female 
 teachers for our own homes can alone supply this want, and contribute, without 
 surrendering the higher education of our daughters, to render boarding schools 
 unnecessary. 
 
 To supply this want for our Southern homes, facilities and encouragements 
 for the education of female teachers in sufficient numbers must be furnished. 
 Up to this time, for want of such provision, our people have been compelled, 
 for the most part, either to sand their daughters at a premature age to board- 
 ing or other public schools, or to import female teachers from abroad — most 
 frequently " ready-made" school mar' ma and governesses from Yankee land. 
 These have been often mere adventurers, unfit even for associates, much less 
 for models for Virginia daughters; and still more frequently they havo been 
 wholly hostile to our institutions, and out of sympathy with the social and 
 family life of our people. Exceptions have been rare, and but few have been 
 so fortunate as to find them. These, and their baleful influence, we should 
 endeavor to supplant, and to supply this want for our families, by educating 
 our own young girls to thio office — daughters of the South, reared in the midst 
 of Southern society — with the purity, the delicacy, the goodser,S3 of Southern 
 women — fit to enter our homes in congenial companionship, and there to 
 educate our daughters at once ia the discipline of sound knowledge, and by the 
 example of a refined aud eleviuct womanhood. What measure can we place 
 to the influence of such a c'aaa *f educated Southern women, teaching in our 
 homes! What a blessing it w /uld be to our families, to our society, if such a 
 system of domestic education could be rendered widely available for our 
 daughters and our little boys; and what a beneficial ond patriotic work would 
 the preparation of such teachers be, for our common country, on the part of 
 those who might be called to this high office! He who sends forth into life a 
 single refined and educated woman, sets a Star in the firmament of society ; but 
 he who sends forth a refined and educated teacher, sets indeed a Sun in the 
 heavens, whose rays of intelligence and influence shall lighten all beneath her 
 sway. And great r>s is the influence of the malo teacher, through both intel- 
 
 T-3 
 
 lect aud character, that of the female teacher 
 
 ti!i great 
 
 For >ho is by 
 nature the hearer of a mightier individual influence, of attraction or of repul- 
 sion, and she employs this influence chiefly over those earlier years of life that 
 are most susceptible, and upon that sex which is at once the most sensitive 
 recipient, and the most powerful reflector of every ray. 
 
C s I IN THE SOUTH. 
 
 f O&trtyc&l : 
 
 ji But to effect^in ahj thing like an adequate degree, organized effort, on 
 
 an enlarged and permanent plan, is necessary. Difficult, and even impossi- 3 
 
 ble under present circumstances, as such an undertaking might appear to \ 
 
 be, there has yet been, in my opinion, no period so auspicious as the • 
 
 present for organizing such an enterprise, with the best hopes of success, r 
 
 The times, indeed, look dark around and before us ; but believe me, ; 
 
 never before has there bcea, in this country, a time so favorable for the • 
 
 inception of great undsrtakings, as now. This is an age of mighty activ- ? 
 
 ity — of wondrous thought — of new and teeming ideas. It will soon be t* 
 
 an age of mighty progress. Buld conception'', th it years ago would have '} 
 
 languished and failed, now caught in the Btirring whirl of the popular £ 
 
 heart, will soon be borne fcpjn the might) returning waves of our progress V 
 
 to realization and success': And though niatenal difficulties may inter- \ 
 
 vene, and complete swece s for a Lime be impossible, yet seeds sown now, J 
 
 in the eager and earnest minds of our people, will take deeper root and £ 
 
 bear surer fruit, than if postponed to a later day, when once more purely i 
 
 material enterprises shall absorb their attention. And this is particularly I 
 
 true with regard to objects ljke. that here contemplated. All the ener- v « 
 
 gies of the people are now conciliated upon the one object of securing C 
 
 their independence ; and whatever will contribute, in any way, to confirm } 
 
 and perpetuate that independence, will awaken ar\ interest and a support ( 
 
 on the part of the people, which they would • , v,r hereafter accord to any { 
 
 object, upon its own merits alone. X) \ the time for every movement £ 
 
 in that direction, whiie the public i) ..-. . ; ■.:; alive with this absorbing S 
 
 purpose. And, as I have before reni.uu.eu, if the foundations that are to \ 
 
 secure our intellectual and moral independence of the North be not laid S 
 
 now, under the impulses of this revolution; they will probably never be v 
 
 laid at all, and that independence never bo won. C 
 
 But for the inauguration of the enterprise now under consideration, the ^ 
 
 present time isy from other considerations, in a peculiar degree opportune. % 
 
 This Avar has impoverished hundreds of families in the South, whose \ 
 
 daughters will remain dependent after the Avar upon their own exertions ; 
 
 for support, ft has made thousands of orphans, whose fathers or brothers • 
 
 fallen upon the field of battle, have bequeathed them to their country. ; 
 
 Amo. g these will be found many of the highest intelligence, worthy of ? 
 the most liberal education, and capable of trie highest usefulness as 
 tcachcis, if the means of training were afforded them, There are many 
 of the anghtery of the most., *»I-va ted timiliea. bnrii to freafth and reared 
 un er a rt so hii.ns .,| Uiim. :i ■ : idi .em 'v.,..,,, !; powrished and 
 dependent, would gUdlv s^eud ibejjr last remains of fortune in fitting 
 themselves for the honorable office of teachers. It is a happy omen for 
 
 ; our future that such young ladies are already preparing themselves for 
 C 
 
 ...•..■>.<•,.'*..•..••..•>.,•..•..,•,....,.,.,..,,», oo*_a. 
 
THE EDUCATION OF TEACHERS 
 
 this work. I speak from experience, when I say that there hare been 
 such at this Institute, who will compare favorably, in every particular, 
 with the daughters of any gentleman in the land; and \vcre the opportu- 
 
 \ nity more liberally afforded, their numbers would, as we know from almost 
 
 ? daily application, be largely increased. Not only, then, would such an 
 
 *. enterprise at this time sure at once of an ample held and of abundant 
 
 •; material, but the very position and influence of pupils such as these 
 
 \ would give to it at once, as well as through their profession hereafter, a 
 
 < dignity and an influence in the public estimation, which otherwise, consid- 
 • ering our former circumstances and habits in this regard, years of effort 
 r might not attain. The time, the need, and the promise of success and 
 S usefulness, alike invite our people to the consideration of such an effort at 
 : this time. » 
 
 > And yet no email difficulties, even under the* most favorable cireum- 
 ( stances, would attend the undertaking. An institution, fulfilling these 
 / obj-cts, should be conducted upon the most elevated, and at the same 
 { time, the most extended basis, such as would not only afford the most 
 [• thorough and ample instruction in the higher branches of education, but 
 C provide equally for the more elementary instruction in branches requisite 
 ) for the ordinary teaeher; with standards of attainment and graduation 
 ( adapted to the different wants of different families a of schools. 
 } Thu3 at once the most able ajjjd the most ample faculty aeces- 
 ( sary, and an equipment in other respects equal to all the purposes of 
 } extended and thorough instruction. Such a school— in oVvJer really to 
 f fulfil its mission, should not be normil merely in name; mid be 
 \- conducted with such ability and success that its influence and example 
 ( should determine the normal standards,, methods. a r :d text books of instruc- 
 ) tion, in other schools within its sphere : — for then only could it realise its 
 ( highest ends. As an institution furthermore for tb'e education and the res- 
 } idence of young ladies, it should be famished with every fomfort and de- 
 \ cency suitable for female life, and should be conducted throughout upon 
 
 > the standards of the most refined and elvated'society. Its instructions, its 
 C discipline, its associations, should be adapted to the education, not only 
 ;. of the intellect, but of the character and manners ; not only, in peculiar 
 ■; degree, to the training of such habits and exercises as are especially 
 \ necessary to the teacher and governess, but to the culture of those graces 
 ";■ of mind and character which adorn the trulv educated woin&h — remcirt- 
 
 J n 
 
 < bering that it is through these, at last, that her influence a i i 1 teaeher will 
 be chiefly felt, and that as, on the o e hand, only , 
 
 a refined taste can confer true accomplishment of manners, so, on the 
 other, it is only the truly refined and elevated woman that can make an 
 attractive and worthy teacher. While therefore, on the one hand, these 
 
 Wm&™— • •• •■ ..•..••.....-..,. 
 
m^^— ■■■■■■■ ■• '•••■•••■•• ■• •• •■ •■••— u&^§* 
 
 IN THE SOUTH. 19 
 
 requisites would demand a large outlay of money, and an ample income, 
 on the other hand, that the practical objects of such an institution might 
 not be defeated, its prices should be within the reach of persons of mod- 
 erate fortune ; and that its fullest usefulness might be attained, it must 
 be, to some extent at least, beneficiary. It may be safely said, therefore, 
 that such an institution can never be successfully based upon private 
 enterprise, nor could any private»or temporary school, however success- 
 ful, fulfil the desired requisites. It must be puhlic and permanent in its 
 nnture ; and it mast be either supported by ample donations from the pub- 
 lic, as an institution of puhlic benevolence, or it must be endowed by the 
 Government, in the interests of the State. Appropriate as sucn endow- 
 ment would be for such an institution, and free from the objections tha* 
 are usually applied against such measures, it cannot be hoped, under the 
 present circumstances, and in view of the prejudices that have governed 
 the policy of our legislation with regard to education, that the State could 
 now be induced to take the initiative in such a movement. It is^armore 
 likely that the legislature would be willing to second measures already 
 instituted. But I cannot doubt that if this subject were properly pre- 
 sented to the public, and its importance duly realized, there would be 
 found numbers of patriotic and intelligent men willing to unite in its 
 support ; and the public interest thus excited might perhaps induce the 
 State to place the enterprise upon an enduring public foundation, or 
 better still, to establish institutions of its own for the education of both 
 sexes. But that such a movement may be successfully inaugurated, it 
 must first be made from some responsible source, and with an earnest- 
 ness and an ability that shall give to the public a guarantee of both 
 fidelity and success. 
 
 It is to the noble office of taking the first step in this great work, so 
 needed for our country, and so appropriate to the time, that I would urge 
 the authorities of Hollins Institute. 
 
 This institution, from its position and advantages, is peculiarly quali- 
 fied, and I believe, if those ^considerations are just, called upon to inau- 
 gurate this movement. Its long establishment, its success and reputation, 
 and the known character «f its Trustees and Faculty, would be a pledge 
 at once of fidelity and of ability, that would secure the confidence and 
 support of the public; and while, from the condition of the country, it 
 is debarred from its full operation in the ordinary channels, it might, 
 with the more facility, undertake such internal changes as would be 
 required. And happily in its case, these would be slight. Having been 
 originally adapted to this very object, it is already known for the tho- 
 roughness and completeness of its instruction, and for the high' attain- 
 ments of its graduates, many of whom have been most successful teach- 
 
 •~ r *#flW | 
 
THE EDUCATION OF TEACHERS 
 
 ers. It possesses a Faculty, (this / may say disinterestedly, for I am but 
 a sojourner here,) unsurpassed in ability and experience by that of any 
 College, male or female, in this State, and more ample in numbers, I 
 believe, than has ever been possessed by any female school in the South. 
 Its buildings, its improvements, and its apparatus of instruction, have 
 already been brought to a high degree of development, and its methods 
 and standards of instruction and examination are already established 
 npon the highest basis. It is indeed an institution which, considering all 
 the circnmstances, is an honor to those tvho have founded t and to those 
 who have conducted it, and which, if I rightly estimate its^capacities and 
 its destiny, is called to a high function hereafter in the education of 
 Southern women. , 
 
 I propose that it shall now advance to meet this destiny, by taking the 
 first steps towards an organized effort for the Education of Southern Fe- 
 male Teachers upon a basis of public beneficence. 
 
 Let it be understood, however, that it is not proposed, in making this 
 suggestion, to introduce any changes into the constitution or conduct of 
 the school, that wquld impair its general usefulness, or change its rela- 
 tions in any respect. Whatever might be desirable to complete the idea 
 of a Normal School, adequate to the wants of our people, or whatever we 
 might be able ultimately to effect, in this direction, by the force of a suc- 
 cessful example, it is not proposed in this instance to aim at any results 
 not reasonably practicable within the scope of our institution, such as it 
 now is. For, indeed, it is only thus, by practical success, in however 
 limited degree, that we can hope, by influence and example, to effect the 
 good at which we aim. It is not proposed therefore, to change the char- 
 acter of the instruction, or of the patronage of the school, in any degree, 
 but simply to combine with its usual operations the special and benefi- 
 ciary education of teachers, in practicable extent, as a recognized and 
 permanent feature in its constitution; It is believed that the happiest 
 results would flow from this combination upon proper principles, and that 
 so far from suffering injury, the reputation and success of the school 
 would be increased thereby in every direction. An institution known to 
 be adapted to the education of teachers, according to the highest stand- 
 ards of instruction, would be sure to attract a large measure of the most 
 select private patronage, on the part of those, who, without designing 
 their daughters for teachers, would yet desire for them a like solid and 
 thorough education ; and the teachers themselves, thus sent forth, would 
 ' constantly return to the school an extended harvest of patronage and of 
 ; reputation. To this school, I believe that such an enterprise, with all 
 " its rewards of honor and usefulness, is now practicable, with full assur- 
 ance of success. 
 
mm*™— •• ~ 
 
 IN THE SOUTH. 
 £ ~ ~ ■ ■— 
 
 
 j I do not propose to discuss the details of any plan for this object. This 
 | will naturally be subject for the deliberation of the Trustees and Faculty. 
 ( should the. proposition itself meet with favor. I will merely sketch the 
 general principles of such a system as seems to me to be practicable. 
 
 In the first place I will remark tkat the experiment, as here conceited, ■ 
 even should it be only an experiment, can cost nothing, and lose nothing, / 
 to the school. The very idea of such an enterprise implies that it shall { 
 be based upon a pecuniary foundation ample to support its expenses. ) 
 Any attempt at beneficiary education, upon any other basis, would be not \ 
 only impijacticable, but unjust, as well as injurious; for it would result / 
 practically in charging the other patronage of the school with the ex- l 
 penses of this education. And it is believed, further, that the example of - 
 public benefits conferred without corresponding sacrifice is injurious both i 
 to the recipients and to the public. It is only by appealing to public sup- 
 port that the public interest can be actively enlisted, and only by attach- 
 ing value to the privilege can we make the privilege itself appreciated. 
 The school itself theretore cannot, and ought not, to undertake any tbing 
 in this direction, except upon an assured foundation of public pecuniary 
 support. The first step therefore will be, after digesting such a plan as 
 as may seem to be practicable, to secure this foundation in advance. It 
 is proposed, then, to go at once before the people, by publication, by effi- 
 cient agency, and through the public press, setting forth the plan pro- 
 posed — to impress upon the people the importance of the movement to 
 
 explain its workings and its results, and to endeavor to secure contribu- 
 tions upon which the enterprisojnay be practically founded. Such pub- 
 lication should also set forth the actual character and condition of the 
 school, as a pledge of its ability to redeem its promises. I do not doubt 
 that if thejdea in all its bearings were properly represented before the 
 public, and if the people were made to appreciate the profound and far 
 reaching results of such a system successfully realized, the means could be 
 obtained, and that many who would not contribute to the ordinary ob- 
 jects of a school, and many others beyond the more special sphere of the 
 influence of this Institute, would, from patriotic considertions, contribute 
 to an object such[as this. A foundation once begun, and the public mind 
 interested in the idea, the movement would gather progressively strength 
 and influence, in still wider circles. It is the first step only that costs 
 and, as in all important enterprises, the first step, once firmly taken will 
 secure the footing. The very example of such an effort, even if not suc- 
 cessful, would redound to the reputation and influence of the school, and 
 . if successful, it would inaugurate a new era in southern' female education, 
 and accomplish results of usefulness to the country and of honor to the 
 school that cannot be estimated. 
 
 • - - —~§«£§&I 
 
ty nnr^-» ..................................... ., 
 
 THE EDUCATION OF TEACHERS 
 
 It is proposed therefore that ive announce to the public our purpose to 
 make arrangements in this school, conditioned upon the means being 
 obtained, for the permanent education, annually, of a certain number of 
 young ladies of Virginia, free of rent and tuition, for the profession of > 
 teaching; aud that this arrangement shall go into effect on the 1st of \ 
 January nzxi, or as sooa thereafter as means can be secured to justify the } 
 undertaking, the money subscribed to be due only when the arrangement \ 
 \\j begun. The outlines of the plan to be somewhat as follows: : "- 
 The funds pbtained for this purpose shall constitute a permanent endow- ( 
 w- nt for the general purposes of the scheol, the interest upon which shall > 
 be annually devoted to the payment of the tuition of these beneficiary '. 
 pupils. These pupils shall be selected, from the number of applicants, .-• 
 by the Trustees and Faculty, or by a committee appointed for the pur- < 
 pose, upon such plan as may be agreed, without regard to denomina- ) 
 tional or other peculiarities, but solely according to certificates of < 
 intelligence, character and fitness for the office and influence of teach- '} 
 ers, a reasonable degree of previous preparation, and a reasonable \ 
 standard of age, being required in :. Preference shall be given, ) 
 
 for a reasonable period— say for ten years, other things being equal, { 
 to the daughters of those who have been killed in battle, or become ) 
 reduced by patriotic sacrifices, during this war of independence. It i 
 shall, however, be distinctly understood, that this provision is not made ; 
 for the education of the indigent, but rather of those who, by nature and r 
 qualifications, shall be deemed most capable of future usefulness as '} 
 teachers, and who, by their own influence, both as pupils of the school £ 
 and as teachers afterwards, can best subserve the ends of the benevo- ) 
 lence which they enjoy. For this reason, the benefit proposed shall em- : 
 brace only the tuition and privileges of the school — and that on condi- ) 
 tion3 to be mentioned — not the board, text books, or personal expenses, 1 
 in any degree. The system shall be beneficiary, not eleemosynary, and ) 
 shall be limited to those who are either able to bear their own expenses, i 
 and willing to make the sacrifice, or who, from promise of usefulness, ) 
 shall be able to secure to this extent the interest of others in their behalf. .; 
 It is only thus that their proper relations and associations in the school ) 
 could be secured without offence to others, and only thus, too, by select- } 
 ing persons of proper standing and of proper merit, capable of enjoying \ 
 and appreciating the highest standards of instruction and. of association, \ 
 that the benefits of the system itself could be extended through the \ 
 highest and the widest circles of influence. And it may be safely affirm- 
 ed that while the, applicants for this benefit would embrace only persons 
 capable of appreciating the value of education, those who should be 
 chosen according to these requisites, would exert the best influence in the 
 
IN THE SOUTH. 
 
 school, and the highest usefulness in life. Eveiy such pupil should be 
 entitled to a full course of three years instruction, but not more, except 
 in extraordinary cases ; but, the more fully to guard against the results 
 or mistaken choice, and to sustain the highest standards of improvement, 
 the election should, in each case, be repeated every year. On receiving 
 their election, the parties should be required to enter into bond, by their 
 legal representative, with good security, to spend at least three years (or 
 one or more years for each year of such election, as might be deemed 
 best) in teaching -within the Confederate States, the condition being, that 
 in the event of the forfeiture of the bond, the -party should pay to the 
 Institute the full sum of the tuition received, with interest from the time 
 it was due, which sum should then accrue to the funds devoted to this 
 general o'^ : ites'Of the fulfilment of this bond should be 
 
 rc(|ui: ' the Superintendent; of the. Instituted Dismissal 
 
 from the Institute, or the w I of this privilege from incompetency 
 
 or any oil; hould likewise render liable for the tuition, 
 
 "buts'i e from any farther obligation. As part of the training 
 
 of these pupils for the office of teaching, they should be required, during 
 the last year of their studies, to take part as assistant teachers, under the 
 supervision of the Faculty, in the instructions of the Institute; aid their 
 diploma should set forth :' .id certify, besides their attainments 
 
 in knowledge, their competency in teaching, as thus ascertained. Thi3 
 requirement, while of important advantage to themselves as future teach- 
 ers, would constitute an incidental benefit to the institution of no small 
 value, in multiplying its means of instruction according to its own sys- 
 tems. In c of graduation, or other certificates, grades 
 should be i of these pupils, according to the different 
 requirements of teachers in different grades of schools. Of which I would 
 suggest two — the Classical or Academical, embracing; Latin and French, 
 and the Englfsb, embracing only the studies or I di departments. 
 The degree of attainment in Music might constitute a third. These grades 
 should represent only the difference in the iiibjects, or extent, of attain- 
 ment, thoroughness of discipline, and a high degree of sound knowledge, 
 being required alike in every case, as of all other graduates, in any de- 
 partment of tbc school: Beyond this, as to the method of instruction 
 and examination, and the rules of conduct and discipline, no distinction 
 should be m :de between them and other pupils. Whatever improvements 
 might be required for their benefit should be common to all. Whatever" 
 
 miguttee enjoyed by ether? should belong to them also. Ac- 
 cording to accomplishments of 
 intellect or of manners are appropriate to the most refined and select 
 society, are also appropriate for those who shall be the teachers of the 
 daughters of our State, and whatever thoroughness of instruction and of. 
 
 ^m%™ — — ..<-..~w,. w ,,.,^.^ 
 
mam™ — -••• •• •• ••••• •• — ~*#sm 
 
 24 THE EDUCATION OF TEACHERS ^| 
 
 discipline i3 required for these, is surely desirable for all. In every re- 
 spect, so far as possible, tbi3 system should be made a partx)f the general 
 operations of the Institute, and these pupils identified in education, asso- 
 ciation, and sympathy, with the rest of the school. The highest benefits 
 would thus result to all. In this school, with fts existing modes of disc : p- > 
 line and conduct, no difficulty would attend this union ; and its known ( 
 standards of instruction already guarantee the most material requisites / 
 of success, in every other respect. i 
 
 The extent to which this undertaking could be realized would depend ^ 
 of course, upon the means obtained. It might indeed, be begun with any I 
 number, however limited: and such a beginning would probably do more * 
 than anything else to ensure the full success of the enterprise. It is pro- •;' 
 posed, however, that the announcement be made for twenty pupils, and ) 
 the effort continued until the means are obtained for the education of such •: 
 a number — it being understood that the number shall be limited always \ 
 by the interest of the funds secured. An annual interest of two thousand ? 
 dollars would pay for the tuition of this number of pupils at one hundred ( 
 dollars each, in old money, and while the school need only be charged / 
 yearly with the interest, in the form of such instruction, the principal, or l 
 any portion t ereof, might be legitimately devoted to the general im- £ 
 provement of the school, which would be, indeed, its best investment. \ 
 The character and number of the Trustees would be an ample pledge to I 
 the public that the funds would be faithfully applied. Could we attain } 
 even this number, — while we might even go beyond it, there would be £ 
 left on ample margin for private patronage ; while the school won Id thus, 
 in a few years, accomplish an amount of good in the education of the 
 daughters of our people, that is incalculable. 
 
 With these remarks I venture to urge this subject upon the considera- 
 tion of the Trustees of Hollins Institute. The tiaie is ripe, the need is 
 great, the means are re.idy, as I believe, for the undertaking. I regard it 
 as a great and patriotic enterprise, whereby, if they should succeed, they 
 will not only elevate the character and reputation of the Institute itself, 
 but will entitle themselves, also, to the gratitude and praise of the coun- 
 try, for inaugurating an enterprise of such wide and lasting usefulness. 
 I believe that they will meet with undoubted success ; that the idea will 
 be seized and their example followed elsewhere, for both male and female 
 schools, and that they will find it to be no small honor to have been the 
 founders of the first Normal School in the Confdderate States. I sin- 
 cerely hope that this honor, and this usefulness, may belong to them, and 
 to the HoLbiNS Institute and NToumal School of Virginia. 
 1 am, sir, very respectfully , your oOcdientservant, 
 
 EDWARD S. JOYNES, 
 Prof, in William and Mary College, and Acting Prof, in Ilollins Institute. 
 
 Hollins Institute, Botetourt Springs, Va., August 20, 1864. 
 
 ••••■' •••'-'••■ •■•' — mmM 
 
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 mum m mi wsma. 
 
 At a meeting of the Board of Trustees of Hollins Institute, held on ( 
 
 the 22d August, 1861, (the preceding letter having been laid before the : ; 
 
 Board bj the President,) the following Resolutions were adopted, viz : ? 
 
 Resolved. That the Trustees of Hollioa Institute cordially approve the views and rccom- \ 
 
 mendations embraced in the letter of Professor Ed wafd S. Joynes to the President of the \ 
 
 Board, and that the Trustees adopt the same ns a basis of action. / 
 
 Resolved, That a committee be appointed to act in connection with a committee of the v 
 
 Faculty, to mature a plan in furtherance of these views and objects. \ 
 
 Resolved, That this plan, when adopted, shall be communicated to the public through .' 
 
 Buoh means as the committee may devise^ embracing also the publication of the letter of ( 
 
 Professor Joynes, with these proceedings, and the employment of an efficient agency or S 
 
 agencies to advance the object. J 
 
 Resolved, That as soon as a basis is obtained for the education of five pupils on the prin- \ 
 
 ciples thus adopted, the system shall be put into operation, announcement being made at S 
 least two months in advance. 
 
 Resolved, That the pupils chosen under this plan shall be selected from the State of Vir- \ 
 
 ginia, without regard to denominational or other peculiarities, but with sole reference to ; 
 
 their capacities for usefulness as teachers. ') 
 
 1 
 \ 
 } 
 
•"■^ •'■ "~ ■ -*"% 
 
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 LLLb 
 
 In pursuance of the above resolutions of the Board of Trustees, the 
 President of the Board and the Superintendent of the Institute having 
 been requested to act as chairman of the respective Committees of the 
 Trustees and the Faculty, the Committees met on the 5th of September, 
 and agreed upon the following action : 
 
 Resolved, Thai deeply impressed w ith the importance of an independent and self-sustain- 
 ing system of Education as essential to the independence of our country and the perpetuity 
 of our institutions, and believing that the the J-lducaiion of Southern Female Teachers for 
 the Schools and homes of the South constitutes one of the first and most important steps 
 towards the attainment of this end. which now deserves peculiar and immediate considera- 
 tion ; we. in behalf of ihe Trustees and Faculty of Ilollins Institute; agree to adopt the fol- 
 lowing plan, and appeal to the patriotism and benevolence of our fellow-citizens in its sup- 
 port. 
 
 1. It is proposed that there shall founded an endowment, by public beneficence, the inter- 
 est of which shall be devoted perpetually to the education of Southern female Teachers in 
 this Institute. 
 
 2. These teachers shall heeducated free of charge for tuition or rent, but paying their 
 own board; and shall be entitled otherwise as pupils of the Institute, to all the advantages 
 and privileges of the school, on the same footing with other pupils. 
 
 3. The said pupils shall be appointed annually, from the State of Virginia, by the Faculty 
 and Trustees of the Institute, or by committees appointed for the purpose: but the same 
 persou may be re-appointed in successive years, until her course of studies shall be com- 
 pleted, yet not exceeding three years, unless by a unanimous vote. 
 
 ) 4. These pupils shall be chosen, at 6tated times, after public notice in advance of at least 
 
 f one month in not less than three of the leading newspapers of Virginia. The applications 
 
 : " shall be considered without auy regard to peculiarities of religions belief or personal or 
 
 \ political connexion, but solely with ref Tcnce to intelligence, character and fitness for use* 
 
 \ fulness and influence in teaching. These qualifications shall be required to be satisfactorily 
 
 > attested, and a clue degree of previous preparation, as well as a suitable age, (not less than 
 
 } fourteen years; shall aiso be held to be requisitp for appointment. 
 
 f 5. These requisites being fulfilled, and other things being equal, the preference shall bo 
 
 • given, in making these appointments, to the daughters or orphans of soldiers of the Confed- 
 
 \ eratearmy, or to others who may have become impoverished in consequence of patriotic sac* 
 
 ) rificeB during the present War of Ind< p But, as this benefit is designed to be, iu its 
 
 ) results, a public and not a personal one, indigence atone will not be considered a recommen- 
 
 r dation for appointment. 
 
 ( 6. Every such pupil, on receiving her appointment, shall, by her legal representative; er« 
 
 j tar into bond, with acceptable security, to spend at lea I three years of the next five after 
 
 / leaving the Institut agin some one oftlie Confederate States, and binding herself, in 
 
 ) case of the forfeiture of the bond, to pay to the Institute the full sum of the tuition received, 
 
 with interest from the time it was due, which sum shall then accrue to the funds devoted 
 
 to this object, and be invested on the same principles. Uut if, by act of the Faculty, the 
 
 pupil shall be removed from the Institute, or her appointment withdrawn, or iu case of her 
 
 PSM-"- — 
 
<mm~ — ••'••• ■•••■■ ■■■•■"'••'•■•-••• ----- ~^u^sm. 
 
 f REPORT OP JOINT COMMITTEE. 27 
 
 death, or any involuntary disability, the bond shall be considered discharged. Certificates 
 5 of the fulfilment of this bond shall be returned to the Superintendent of the Institute, and 
 "} shall bo filed by him. 
 
 ( 7. The said pupils shall bo permitted and required, as a part of their training for teachers, 
 to take part, under the supervision of the Faculty, ia the instructions of the Institute dur- 
 ing the last year of their Btudies, provided that this requirement shall bo held subsidiary to 
 their own improvement, and shall not exceed one hour per day, without the consent of the 
 pupil. 
 S. Th?3 foundation shall be known as the Normal Department of Rollins Institute. 
 [t shall embrace two courses of study, adapted to the wants of the different grades of 
 schools; namely, the English, embracing a full course of studies in the Englisb Department, 
 including Mathematics; and the Classical, which shall embrace, besides, the Latin and 
 French Languages ; but the pupils in this department shall also have the privilege, with the 
 consent of the Faculty, of studying other subjects in the Literary Departments, when not 
 inconsistent with the Specific objects of this endowment. On completing either of these 
 courses, on such standards as may be fixed by the Faculty, these pupils shall receive appro- 
 priate diplomas, declaring them to be graduates in this department, and qualified as teachers 
 accordingly. And those who may fail to complete the whole of the said course or courses* 
 may upon application and examination, receive from the Faculty certificates of their quali- 
 fications as teachers in particular subjects. Other pupils, also, who propose to become teach- 
 ers, may cuter themselves a* members oi this department, and sccare the like diplomas or 
 certificates upon the same terms. 
 
 9. This Department shall be in all respects an integral part of the Institute. 
 Its pupils shall receive the same instructions and the same examinations as other pupils 
 
 in the same classes, and upon the same standards of elevated and thorough scholarship 
 which are adopted throughout the Institute. And in conduct, discipline, and association 
 as well as in all the obligations and privileges of the school., th<-so pupils shall be on the 
 same footing precisely as all others. 
 
 10. That the benefits of this endowment may be made perpetual, the number cf such pu- 
 pils must be limited by the amount of the annual interest upon the funds subscribed. Aa 
 an additional pledge, however, of our desire to extend this benefit to the widest possible 
 degree, consistent with the maintenance of the Institute, it is provided that the tuition of 
 the said pupils shall always be reckoned at twenty five per cent, less per annum than the 
 regular charge for other pupils ; or, in other words, the number of such pupils received 
 shall be twenty-five per cent, greater than that actually provided for by the proposed en-: 
 dowment, this twenty-live per cent, being donated annually by the Institute to this object. 
 And the entire amount of the interest; accruing at sis per cent, shall be regularly thus em 
 ployed. 
 
 11. Iu order, however, still further to limit, on a permanent principle, the charge for tui- 
 tion in the case of these pupils, it is provided that the sail charge shall never, at any time, 
 exceed one half the price of board as then fixed by the Trustees of the Institute. The pres- 
 ent value of each of these scholarships, which shall be known as the Normal Scholarships 
 in Hollsns Institute, is for the present fixed, however, at four thousand dollars, .(£1,000) in 
 the present cuneucy of the Confederate States. Anyone or two persons subscribing this 
 amount shall have during life the right to nominate one such pupil, in such manner, con 
 sistent with these regulations, as may be hereafter prescribed; and the Scholarship in ques- 
 tion shall be knowu perpetually by the name of the founder or founders. 
 
 12. This system shall be put into operation as soon as an amount shall have been sub- 
 scribed sufficient to establish one such scholarship. The funds subscribed shall not be due 
 until notice has been given to that effect, and all moneys previously collected shall be re- 
 turned, if at the end of twelve months the enterprise shall not have been to this extent 
 successful. 
 
 '^•fr" — •- ™ agf^g 
 
» - >• — «^tS88 
 
 REPORT OF JOINT COMMITTEE. 
 
 13. The Superintendent is authorized and required to employ, with the concurrence of the 
 Faculty, efficient agenc.e« to bring this subject before the public, and to solicit subscript ions 
 on this behalf. The President of the Board of Trustees shall bo the Treasurer of the fund 
 so collected, and the investment and expenditure thereof shall be under the control of the 
 Trustees, whose names, number and character are offered to the public as a guarantee of the 
 good faith of its employment. 
 
 14. This enterprise is undertaken as a public benefit, under a profound sense of the impor- 
 tance to our country of affording enlarged opportunities for the education of Female Teach- 
 ers in the South, and in|the hope that the example, if successful, may be followed by other 
 institutions. 
 
 15. The position of this Institute for nearly twenty years successfully conducted with the 
 amplest patronage, and upon the most elevated basis, constitutes, it is hoped, both a vindi- 
 cation of the motives of this enterprise, and a sufficient pledge that this trust, if confided to 
 it will be executed with both fidelity and ability, in the selection and education of pupils, 
 under the highest standards of scholarship and discipline, for all the requirements of teaeh- 
 erB in the sqhoola and families of the South. The instructions of the Institute being al- 
 ready adapted to this object, as an original feature in its constitution, we may the more con- 
 fidently appeal to the roppprt of the public in behalf of the present plan. 
 
 GEO. P. TAYLOE, President. 
 J. P. CORRAN, 
 RUFUS PITZER, 
 Committee on the part of the Trustees. 
 OH. L. COCKE, Superintendent. 
 L. W. SEELEY, 
 W. II. PLEASANTS, 
 Committee on the part of the Faculty. 
 
 H0LMX8 INSTITUTE. BoTKTOtltT SPRINGS, V.\.. Sept. Mil, 1864. 
 
 
 g^^— - - • ••••-— §*fii?S 
 
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 mmwmmm anb catalogs 
 
 fiallttt* littftittfe. 
 
 S'S^*§— ■ - — * &£$$$ 
 
V) 
 
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 imwmi 1 
 
 As the powers of the mind know no limit of culture or development, % 
 so an Institution of Learning never reaches perfection. Its life, if life it { 
 has, is dependent upon constant progress, e sporion e i , and improvement. M* 
 A purpose to remain in statu quo, is nothing short of a prernonitrr g-of .; 
 early decay, death and final dissolution. This Institute at each successive •; 
 stage in its history, has aimed at substantial advance and increased em- } 
 ciency. Commencing its career iwmty-lwo years ago, with full numbers, : } 
 but poor and meagre facilities, it has not only maintained its early success ) 
 but has endeavored to meet the growing wants and higher standards \ 
 which the progress of society and the interests of education in our State / 
 seemed to demand. Its efforts in this regard have not been in vain. An \ 
 overflowing patronage has crowded its halls. Hundreds of young ladies > 
 impressed with its teachings — moral, intellectual and social— have gone \ 
 forth both to adorn and to bless society, and now it has reached a promi- '? 
 nence and apposition for future good, which not only far transcends the v 
 most sanguine anticipations of its projectors, but enables it to extend its ) 
 labors into fields comparatively uncultivated in Southern society, and r ^ 
 invite a co-operation which has heretofore kept aloof from its humble > 
 efforts. The proposition to establish in this Institute a Normal Depart- I 
 ment, on a benificiary basis, so ably and eloquently advocated in the ? 
 Letter of Prof. Joynes to the President of the Trustees, and more fully :! 
 developed in the action taken thereon, constitutes a new feature in Female > 
 Education in our State. That it is at once opportune, feasible and \ 
 } demanded by the pressing wants both of the community and of those who > 
 \ may become the recipients of such instruction, the intelligent mind cannot •: 
 > question. If we would maintain and perpetuate those lovely character- S 
 \ istics which distinguish Southern society and Southern homes fiom all •; 
 \ others on earth 3 if we would not allow the stranger and the foreigner to / 
 : supplant us in our birth-right and introduce customs and innovations I 
 S which we neither lote nor admire, then must we provide the home circle > 
 } the neighborhood school, and those too of higher grade, with teachers \ 
 \ possessed, not merely of intellect and learning, but of these lovely domes- 5 
 j tic and social virtues which have ever adorned the ladies of the South. 
 £ How many young ladies of our State— young ladies of high social position 
 jJ and noble qualities of mind and of heart — robbed by a vindictive and 
 q* unscrupulous enemy of all external means of support, would most cheer- 
 
 %W3«*"^ •• •• •• •• <— • ~-^~*mml 
 
32 ANNOUNCEMENT. II 
 
 fully and gladly avail themselves of the privileges hero proposed, and by °° 
 their efforts and influence in after years, transmit to coming generations * 
 f the principles of social life, the civilization and the refinements, which | 
 their fathers, their brothers and their friends have so heroically fallen to ';• 
 defend and preserve? And what man, possessing the soul of a man, who ^ 
 during this protracted and fearful conflict, has remained at home in peace ;. 
 and plenty and prosperity abounding— nay, more—who has realized inci- ; : 
 dentally, or otherwise, unwonted profits and substantial gains, would refuse \ 
 to aid in this, or some other way, those tender ones whom the accidents oj { 
 war have cast pennjfcless upon the world ? \ 
 
 And let it be distinctly understood, too, that in no spirit of mere pre- .; 
 tence, or for the sake of reputation and patronage, is this proposition \ 
 now made to the public. The Institute already possesses the means ( 
 and the organization to make good its proposal to the number of not less \ 
 than fifty such Scholarships. Its buildings will soon reach a capacity £ 
 adequate to the accommodation of 180 resident pupils with all necessary 
 Officers of Instruction and Government ; its Trustees hold their appoint- 
 \ ment direct from the Legislature of the State with self-perpetuating power, 
 ) untrammelled by societies or other associations of any kind ; its funds are 
 i all held sacred to the cause of Education, subject to no transfer or rever- 
 h sion— and its patronage has been for years greater than Us capacity. The 
 ( proposal is, therefore, made with'a view of meeting a present, a pressing 
 ; and unprecedented want,— made in good faith, and with an earnest purpose 
 ( and endeavor to accomplish a grand result. 
 
 ) To those who have long looked upon this Institute with a friendly eye, 
 .' and have anxiously listened, these many years, for the announcement that 
 i " all was complete and paid for," we are sorry to say that we have no word > 
 \ of consolation. To finish — to stop and stand still, is to stagnate and to • 
 \ die. We are not yet prepared for such a result. This Institute aspires to / 
 : a long life of continued progress and improvement, and a happy old age j 
 f - crowned with dignity and honor. ^ 
 
 CHAS. L. COCKE, SupH. 
 
 1 
 £3- 
 
■• — •^neussi 
 
 mm m tm 
 
 Mr. GEORGE P. TAYLOE, Roan 
 Mr. WILLIAM H. PLEASANTS, B 
 Mr. WILLIAM A. MILLER . 
 Mr. BENJAMIN AjISEN . 
 Rkv. A. C DEMSEY h . . 
 Mr. J. A. E. WINKLER . 
 Mr. RUFUS PIT ZER . 
 Col. H. A. EDMUNDSON 
 C>l. VYTLLIAM RADFORD 
 Col ISAAC HTJyHOLDHK 
 Col. CliAS. A. RONALD . 
 Rkv. WM. P. FAUISH . 
 Mr. SAWL F.JORDAN 
 Mr. MOSES B. LLOYD . 
 if a. FRANCIS T. WOOTTON 
 Rkv. JAMES A. LAY IS . 
 Mr. PASCHAL FOWLKES 
 Mr. T. B. EVANS . 
 Mr. W. W. DAYIS 
 Mr. D. C. BOOTHE . 
 Dr.. WM.E. WALKUP . 
 Mr. BEN. T. TINSLEY 
 Dr. JNO. R. ROBERTSON 
 Mr. COLIN BASS . 
 Mr. W. W. REESE 
 Rev. G. W. LEFTWICH 
 Col. A.S.GRAY 
 Mr. GEO. P. LUCK . 
 Mr. R. A. LEE . 
 
 .^p cX (P. U* 
 
 JttA*-*% 
 
 okb, President. 
 
 . Secretary. 
 
 .lynchburg. 
 
 Fincastle. 
 
 Botetourt. 
 
 Roanoke. 
 
 Botetourt. 
 
 Salem. 
 
 Botetourt. 
 
 Buchanan. 
 
 Blacksburg. 
 
 Charlottesville. 
 
 Roqkbridge. 
 
 Pulaski. 
 
 Prince Edward. 
 
 Liberty. 
 
 Nottoway. 
 
 Roanoke. 
 
 Rockbridge. 
 
 Roanoke. 
 
 Botetourt. 
 
 Roanoke. 
 
 Pittsylvania. 
 
 Richmond. 
 
 Bedford. 
 
 Bedford. 
 
 Rockingham. 
 
 Bedford. 
 
 Lynchburg. 
 
 ♦ • 
 
 ~&m& 
 
^^ji|^£§tnnr •> .<'i.'«.. ..'«..'i,'«..'w»..s,i«,in,i« l ,'N,c»,«,( ..•».<•• ..«-~jui_fl. 
 
 mm m msamm t whmmii 
 
 CHARLES L. COCKE, 
 
 SUPERINTENDENT AND INSTRUCTOR IN MATHEMATICS. 
 
 L. W. SEELEY, D. D., 
 
 ENGLISH LANGUAGE, MENTAL AND MORAL SCIENCE. 
 
 HOWARD S. JOYNES, A. M., 
 
 ANCIENT AND MODERN LANGUAGES. 
 
 WILLIAM H. PLEASANTS, 
 
 NATURAL SCIENCE AND* HISTORY 
 
 J. A. E. WINKLER, 
 
 MUSIC AND MUSICAL COMPOSITION. 
 
 MISS LUCY JUREY, 
 
 MUSIC AND PAINTING, 
 
 MISS S. H. JEWETT, 
 
 MUSIC. 
 
 MISS L. W. KERFUOT, 
 
 ASSISTANT IN MODERN LANGUAGES. 
 
 MISS M. A. SYDNOR, 
 
 COMPOSITION AND' ENGLISH. 
 
 MISS SALLY L. COCKE, 
 
 ASSISTANT IN ANCIENT LANGUAGES AMD ENGLISH. 
 
 I -* % ^fl^ i. MRS. JANE A. CONWAY, . . * fc 
 
 fy&RM™^- -".-•«.■ - - —>.—•—-— u&ffijfc 
 
•■— -^stm. 
 
 i 
 
 H 
 
 ffl 
 
 A2U 
 
 Session 1855 — 6. 
 Miss SUSAN V. WILLIAMS . 
 
 Scssio7i 1859-60. 
 Miss ELLEN C. MATTHEWS . 
 Miss SUSAN J. RICHARDS . 
 
 Miss C. A. MILLER . 
 Miss SALLY L. COCKE 
 
 Session 1862-3. 
 Session 1863. 
 
 Farmville. 
 
 Pulaski. 
 Charlotte. 
 
 Pittsylvania, 
 Roanoke. 
 
 >#mm 
 
$m®^— ■ 
 
 hi m «abw 
 
 APRIL 3d, 1861. 
 
 ENGLISH. 
 Miss KATE ARXOLD . 
 Miss L. W. KERFOOT . 
 Miss MARY D. LEWIS 
 Miss C. A. MILLER 
 Miss AGNES J. REVELY . 
 Miss VIOLA V. PAYNE . 
 Miss JOSEPHINE SLAUGHTER 
 
 LATIN. 
 
 Miss M. F. FOWLKES .... 
 Miss ANNA D. GRAY . 
 
 ERENCH. 
 
 Miss EMMA B. BURKE .... 
 
 Miss SALLY L. COCKE .... 
 Miss SALLY E. JONES .... 
 
 Miss L. W. KERFOOT .... 
 *fiss VIOLA V. PAYNE . " . 
 Miss JULIA C. SYDNOR . . . . 
 
 MATHEMATICS. 
 Miss C. A. MILLER 
 
 HISTORY. 
 Miss 0. F. GILLIAM .... 
 Miss L. W. KERFOOT .... 
 
 Miss C. A. MILLER 
 
 Miss JOSEPHINE SLAUGHTER 
 Miss CECILIA THIBAULT . 
 
 APRIL 1st, 1863. 
 
 ENGLISH. 
 
 Miss SALLY L. COCKE .... 
 Miss LILLY L. MOORE 
 
 Campbell. 
 
 Berryville. 
 
 Kanawha. 
 
 Pittsylvania. 
 
 Campbell. 
 Culpeper. 
 culpei'eb. 
 
 XnTTAVAY. 
 
 Rockingham. 
 
 King William. 
 
 Roanoke. 
 
 Floyd. 
 
 Berryyille. 
 
 Culpeper. 
 
 Hanover. 
 
 Pittsylvania. 
 
 Campbell 
 
 Berryyille. 
 
 Pittsylnania. 
 
 cclpeper. 
 
 Arkansas. 
 
 Roanoke. 
 Richmond City. 
 
<mm—~ - 
 
 REGISTER OF GADUATES. 
 
 37 
 
 Miss SUSAN M. PAYNE 
 Miss LUCY C. PAYNE 
 Miss BETTY H. RATCLIFFE 
 
 LATIN. 
 
 Miss C. A. MILLER 
 Miss SALLY 0. CHILES 
 Miss MARY R. KENT . 
 Miss SALLY L. COCKE 
 
 MATHE31ATICS. 
 Miss FANNY PAGE ROBINSON 
 
 HISTORY. 
 
 Miss SALLY 0. CHILES 
 
 Miss SALLY L. COCKE .... 
 
 IHREIVCH. 
 
 Miss SALLY 0. CHILES .... 
 Miss FANNY PAGE ROBINSON . 
 Miss LUCY DPNKUM 
 
 DECEMBER 16th, 1863. 
 
 ENGLISH. 
 
 Miss BBTTY F. CUSTIS 
 
 Miss M. L. DYERLE . 
 
 Miss R. J. DYERLE 
 
 Miss A. F. HENKLE . 
 
 Miss JULIA LEWIS 
 
 Miss M. A. PIERCE . 
 
 Miss M. L. PITTS 
 
 Mits LIZZY PITTS . 
 
 Miss BETTY PITZER . 
 
 Miss FANNY B. PITZER 
 
 Miss FANNY PAGE ROBINSON 
 
 LATIN, 
 
 Miss MARY S. COCKE 
 Miss LUCY C. PAYNE 
 
 MATHEMATICS. 
 
 Miss MARY E. ARMSTRONG 
 
 Miss HELEN. JOHNSTON .... 
 Miss WILLIE RYLAND 
 
 ^m^^— 
 
 Alleghany. 
 Botetourt. 
 Washington City. 
 
 Pittsylvania. 
 Richmond City. 
 Montgomery. 
 Roanoke. 
 
 King William. 
 
 Richmond City. 
 Roanoke. 
 
 Richmond City. 
 King William. 
 Charlottesville. 
 
 Williamsburg. 
 
 Roanoke. 
 
 Roanoke. 
 
 Botetourt. 
 
 Kanawha. 
 
 Portsmouth. 
 
 Abingdon. 
 
 Abingdon. 
 
 Roanoke. 
 
 Botetourt. 
 
 King William. 
 
 Roanoke. 
 Botetourt. 
 
 Richmond City. 
 Buchanan. 
 King William. 
 
 — ■**> %9$g$$ 
 
afcss*"-"— •■ 
 
 38 
 
 REGISTER OF GRADUATES. 
 
 Miss 
 Miss 
 Miss 
 Miss 
 Miss 
 Miss 
 Miss 
 Miss 
 Miss 
 Miss 
 Miss 
 Miss 
 
 FRENCH. 
 
 MARY S. COCKE . 
 BETTY F. CUSTIS 
 If. VIRGINIA DAVIS 
 ALICE DAVIS 
 HELEN JOHNSTON . 
 LILLY L. MOORE 
 LUCY C. PAYNE . 
 SUSAN It. PAYNE 
 M. A. PIERCE . 
 M. L. PITTS . 
 LIZZY PITTS . 
 ISABELLA THOMAS 
 
 IHTJSIC 
 
 Miss SALLY L. COCKE 
 
 — &mm 
 
 Roanoke. 
 
 Williamsburg. 
 
 Lynchburg. 
 
 I 
 
 lynchburg. 
 
 Buchanan. 
 
 Richmond City 
 
 Botetourt. 
 
 Alleghany. 
 
 Portsmouth. 
 
 Abingdon. 
 
 Abingdon. 
 
 Caroline. 
 
 Roanoke. 
 
 mam 
 
 ■—~*&m 
 
— --§«S§$£ 
 
 Session 1863. 
 (The Session of 1863 opened on the 20th of May, and closed on the 10th 
 of December following — a temporary arrangement adoptei in view of the 
 prospective difficulty of obtaining supplies.) 
 
 N'omrs. 
 i& P. B. ANDERSON 
 F. W. ABELL 
 M. E, ABELL . 
 ELLEN AYRE 
 M. E. ARMSTRONG 
 A. If. BAILY 
 R. E. BRYANT . 
 FANNY BARNES . 
 KATE BARNES 
 E. J. BROWN 
 
 Residence. 
 Louisa, Va. 
 Albemarle. 
 Albemarle. 
 Loudoun. 
 Richmond City. 
 Lynchburg. 
 Prince George. 
 Charlotte. 
 Charlotte.- 
 Christiansburg. 
 
 V. A. BROWN Christiansburg. 
 
 BETTY BROWN Culpeper. 
 
 M. C. BURGESS .... Culpeper. 
 
 ELIZA BARR Culpeper. 
 
 FANNY BURKHOLDER . . . Botetourt. 
 
 MARY BOOTHE Franklin. 
 
 E. A. COCKE . 
 S. L. COCKE 
 M. S. COCKE 
 R. P. COCKE 
 N. C. CLOPTON 
 EMMA CREATH 
 
 Madison. 
 
 Roanoke. 
 
 Roanoke. 
 
 Roanoke. 
 
 Campbell. 
 
 Sussex. 
 
 E. C. CARR . . . . " . Fauquier. 
 
 MARY CAMPBELL .... Caroline. 
 
 IT. K. CHAPMAN . . . . Luray. 
 
 HETTIE CLEGG Powhatan. 
 
 JOSEPHENE CARPER . . . Botetourt. 
 
 VIRGINIA CARPER .... Botetourt. 
 
 BETTIE F. CUSTIS .... Williamsburg. 
 
 %W*<™— 
 
 >&$$%& 
 
mm#"~~ 
 
 REGISTER OF STUDENTS. 
 
 40 
 
 Miss 
 
 Names. 
 
 FLORENCE CUSTIS 
 F. W. CONWAY 
 
 C. CHILES 
 
 L. COCKE . 
 
 L. COUCH 
 
 CARPER 
 
 E. CLEMENT . 
 
 L. DEYERLE 
 
 J. DEYERLE . 
 
 VIRGINIA DAVIS 
 ALICE DAVIS 
 VIRGINIA DUNLAP . 
 HARRIET DUNLAP 
 A. E. EXALL . 
 NETTE EARLY . 
 D. W. EVANS . 
 RETT IE FINCK . 
 M. F. FOWLKES 
 HARRIET FARLEY 
 BETTY FARISH 
 NELLY FARISH . 
 M. L. GOULDMAN . 
 H. E. GOULDMAN 
 
 C. B. GREER . 
 EDWINA GAINES 
 EMMA GIBSON . 
 
 M. P. HANSCF/'iGER 
 SALLY M. HARRISON 
 A. F. IIINKLE 
 
 D. W. HARRIS . 
 PATTY HARVEY . 
 LOUISA B. HARVEY 
 GEORGIA P. HILL 
 BERTHA HOLT 
 
 IDA HUPP . 
 NELLIE HILL . 
 
 HANCOCK . 
 SALLY HUFF . 
 LUCY JONES 
 HELEN JOHNSTON . 
 MARIANNA JOHNSTON 
 
 ■ mce. 
 Williamsburg. 
 
 per. 
 Richmond City. 
 Roanoke. 
 Buchanan. 
 Fincastle. 
 Liberty. 
 Roanoke. 
 Roanoke. 
 Lynchburg. 
 Lynchburg. 
 Monroe. 
 Monroe. 
 Halifax. 
 Madison. 
 Roanoke. 
 Mecklenburg. 
 Nottoway. 
 Roanoke. 
 Caroline. 
 Caroline. 
 Lynchburg. 
 Lynchburg. 
 Franklin. 
 Culpcper. 
 Roanoke. 
 Monroe. 
 Madison. 
 Fincastle. 
 Albemarle. 
 Roanoke. 
 Roanoke. 
 Culpcper. 
 Lynchburg. 
 Salem. 
 Qnlreper. 
 
 i Id. 
 
 Louisa. 
 Buchanan. 
 
 Buchanan. 
 
 3^ 
 
yBRS^s^-- — 
 
 REGISTER OF STUDENTS. 
 
 Names. 
 Miss JANE E. JONES 
 
 " V. M. KENT . 
 
 " M. E. LUCK 
 
 " N. B. LUCK . 
 
 " LAVINIA LIONBERGER 
 
 " BETTY LEMMON . 
 
 " JULIA LEWIS . 
 
 «« B. A. LEFTWICH . 
 
 " A. B. McGILL . 
 
 • M. D. McGILL 
 
 -■ LILLY L. MOORE . 
 
 " MARY McDERMED 
 
 " L. F. MILLER . 
 
 " A. S. MILLER 
 
 ; - M.A.MILLER . 
 
 " BETTIE J. MILLER 
 
 « p. j, Mcculloch 
 
 " LAURA MINOR 
 
 « HENRIETTA MINOR . 
 
 " ADDIE NIB LETT . 
 
 •• BETTIE PITZER . 
 
 ; < F. B. PITZER 
 
 « J. E. PITZER 
 
 " LUCY PAYNE . 
 
 « L. A. POTTS . 
 
 " M. L. PITTS 
 
 " ELIZABETH PITTS . 
 
 « B. F. PRINCE . 
 
 « ADRIENNE -POWELL . 
 
 " M. A. PIERCE . 
 
 " J. W. PUGH 
 
 « 0. R. PUGH . 
 
 « MARY PETTY . 
 
 « L. R. PRESTON 
 
 « SUSAN PAYNE . 
 
 « VIRGINIA PAYNE . 
 
 • EMMA PENDLETON . 
 SOPHIA PEN I'LL TON . 
 
 « MARY I. PLEASANTS 
 
 » P. PAGE ROBINSON 
 " ' WILLIE RYLAND 
 
 — 1 
 
 Residence. 
 Nottoway. 
 Roanoke. 
 Bedford. 
 Bedford. 
 Luray. 
 Botetourt. 
 Kanawha. 
 Franklin. 
 Petersburg. 
 Petersburg. 
 Richmond City. 
 Pulaski. 
 Albemarle. 
 Albemarle. • 
 Rappahannock. 
 Rappahannock. 
 Botetourt. 
 Bristol. 
 Bristol. 
 Sussex. 
 Roanoke. 
 Botetourt. 
 Botetourt. 
 Botetourt. 
 Petersburg. 
 Abingdon. 
 Abingdon. 
 Southampton. 
 Greensyille. 
 Portsmouth.' 
 
 Pet< 
 P<< 
 C u 1 
 Moi 
 A 
 
 irg. 
 
 
 Clarke. 
 Clarke. 
 
 Roauoke. 
 King William. 
 King William. 
 
 — ^wMl 
 
$m£&™~ ■ 
 
 &m& 
 
 BEGISTEB OF STTDEJfTS. 
 
 Ml! 
 
 Karnes* 
 
 A. A. REESE . 
 M. S. REESE 
 MARYSTATON . . 
 V. E. SHIELDS . 
 A. 0. SCIIOOLEIELI) 
 P. W. SCHOOLFIELD 
 if. C. SHAFER 
 ELLA SHAFER. 
 ADA SUMNER . 
 V. L. SINCLAIR . 
 SARAH SMITH 
 P. E. TANNER . 
 MARYTAYLOE . 
 ALICE THOMAS 
 ANNIE THOMAS. . 
 ISABELLA THOMAS . 
 AMELIA THOMPSON 
 E. TABLER 
 
 mary tinsley . 
 saf.lv wilkerSon . 
 susan wilkerson 
 l. w. watk1ns 
 jacintha williams 
 a. g. winder . 
 m. s. winder 
 l. p. winder . 
 anna white 
 betty e. walton . 
 
 Total 
 
 139. 
 
 Bedford. 
 Bedford. 
 Lynchburg. 
 Botetourt. 
 
 -burg. 
 Petersburg. 
 Rockbridge. 
 Rockbridge. 
 Richmond City. 
 Charlottesville. 
 Clarke. 
 Lynchburg. 
 Nottoway. 
 Caroline. 
 Caroline. 
 Caroline. 
 Roanoke. 
 Botetourt. 
 Liberty. 
 Pittsj Ivaoia. 
 Pittsylvania. 
 Charlotte. 
 Nelson. 
 Hampton. 
 Hampton. 
 Hampton. 
 Roanoke. 
 Sussex. 
 
ABBHEVIATIO 
 L., Latin. D., Drawing. 
 
 MUS.. Music. MATH.. Mathematics. 
 
 MOR., Moral Science. F., French. 
 
 E., English. II, History. 
 
 Names. 
 U. F. ABELL . 
 F. W. ABELL 
 M. E. ABELL . 
 P. B. ANDERSON 
 VIRGINIA APPE 
 LUCY A. ARCHER . 
 ANNA F. BAILEY . 
 E. L. BAILEY . 
 StARY BAILEY 
 KATE BARNES . 
 ELIZA BARE . 
 NANNY BR] 
 SUSAN BO'ONE 
 E. J. BROWN 
 C. A. BROWN . 
 M. JOSEPHINE BROWN] 
 WILLIE BROWN 
 EMILY BURGESS 
 EL KATE CHAPMAN 
 EMILY C. CARR 
 JOSEPHINE CALIPER 
 VIRGINIA CARPER . 
 NANNIE M. CABELL 
 ALICE WINSTON CABELI 
 KEZIAH CADALL 
 MARGARET CAMPBELL 
 EMMA CREATII . 
 MARY E. CLEMENT 
 WILLIE CHRIST TAN . 
 
 Residences. 
 Albemarle 
 Albemarle . 
 Albemarle 
 Louisa 
 Richmond 
 Petersburg . 
 Sussex 
 Sussex 
 ei 
 Charlotte 
 Culpep'er 
 Richmond . 
 Roanoke 
 Ctiristiaisburg 
 Christiansburg 
 Aceomac 
 Accomac 
 Culpeper 
 Luray 
 
 Rappahannock 
 Botetourt 
 Botetourt 
 Buckingham . 
 Buckingham 
 Pulaski . . . 
 Highland 
 Sussex 
 Liberty 
 Lynchburg 
 
 nsrs. 
 
 N. S.. Natural Science. 
 
 G.. German. 
 
 P., Painting. 
 
 PREP., Trep'y Department. 
 
 Studies. 
 
 E.j P., MATH. 
 
 !•:., L.j P., MATH., MUS. 
 
 E., L., P., MATH., MI'S. 
 
 1-., F., MATH.. 
 
 L., P 
 
 r,.. 
 
 '., MUS. 
 Mrs., r>. 
 
 ., MATH., MUS. 
 L., P., MATn., MUS. 
 L., F., MATH., MUS. 
 i:., P., MATH., Mrs. 
 E., P., MATH., MUS. 
 ::.; :■'., MAT - 
 E.,L., I 
 ;:. 
 
 MUS. 
 
 ., MATH., M IS 
 
 -., ~., ^ ., ........ „., .un. 
 
 E., MATH,, II., X. s. 
 
 E., P., MATH., MUS. 
 
 L., P., MATH., MUS. 
 
 E., F., MOR., MUS. 
 
 E., F., MATH., MUS. 
 
 E., F., MATH., MUS. 
 
 E., L., P., MATH., 
 
 ■ ., P., MATH., MUS. 
 
 L., P., MATH., MUS. 
 
 E.j P., MATH., MUS. 
 
 L., P., MATH., MUS. 
 
 P., MATH.. H. ? MUS. 
 
 B,, P., MATH. 
 
 ., P», MATH., MUS. 
 
 " MATH., MUS. 
 
 MATH., MUS. 
 i 
 
 L., F., MATII, 
 
wm^— < 
 
 44 
 
 REGISTER OF STUDENTS. 
 
 — >^$mM 
 
 Names. 
 MARY C. CHILES . 
 LEILA V. COCKE 
 MARY S. COCKE . 
 ROSA P. COCKE 
 ISABELLA H. COCKE 
 MATTIE L. COCKE . 
 C. H. COCKE . 
 MARY COLLINS 
 NANNIE C. CLOPTON 
 S. A. COLE 
 ELVIRA CROFT 
 SARAH J. COUSINS . 
 BETTIE A. CHANDLER 
 M. VIRGINIA DAVIS 
 ALICE DAVIS . 
 MARY E. DOSS 
 JENNY A. DUNLAP . - 
 HARRIET DUNLAP 
 L. S. EASTHAM . 
 VIRGINIA F. EASTHAM 
 DELIA W.EVANS 
 A.B.EXALL . 
 LAURA ED DINGTON . 
 HARRIET FARLEY . 
 ELLA T. FLOYD. 
 A. C. GARDNER 
 EVELYN GWATHMEY 
 EMMA GIBSON 
 M. E. GILL . 
 HELEN E. GOULDMAN 
 EVA M. HANEY . 
 M. P. HANSBERGBR 
 L. W HARRIS . 
 THOMASIA A. HARRIS 
 CARRIE 0. HARRIS . 
 PATTIE HARVEY . 
 LOUISA B. HARVEY . 
 SALLIE HAYNES . 
 GEORGIE P. HILL . 
 NELLIE B. HILL . 
 BERTHA HOLT . 
 
 Residence. 
 Richmond City 
 Roanoke 
 Roanoke 
 Roanoke 
 Roanoke 
 Roanoke 
 Roanoke 
 Roanoke 
 Campbell 
 Smythe . 
 Tazewell 
 Dinwiddie 
 Caroline 
 Lynchburg . 
 Lynchburg 
 Lynchburg . 
 Monroe . 
 Monroe 
 
 Rappahannock 
 Warren 
 Roanoke 
 Halifax 
 Roanoke 
 Roanoke 
 Petersburg 
 Warren 
 King & Queen 
 Roanoke 
 Bedford . 
 Lynchburg . 
 Pulaski . 
 Monroe 
 Nelson 
 New Kent . 
 New Kent 
 Roanoke 
 Roanoke 
 Roanoke 
 Culpeper 
 Culpeper 
 Lynchburg 
 
 Studie*. 
 l., p., h.. Iius. 
 
 P., QEB., X. s., 
 GER., MATH.,N. I 
 I... P., MATH., MUS. 
 
 B., :.. MATH.. MI'S. 
 
 MI'S 
 
 .... MATH., M 
 PREP, f MI'S 
 PREP. 
 PREP 
 E., L. 
 B., MATH 
 
 P., MATH., M 
 B., MATH., II., MCS. 
 E., MATH.. II., X. 
 L., P., MATH , MI 
 
 :us. 
 
 ;:., p., math. 
 
 MUS. 
 
 L., GER., M0R., HITS. 
 
 L.. QBE,, MOR., MUS. 
 
 »., P., MATH., MUS. 
 
 E., L., F., MATH. 
 
 E., L., F., MATH., MUS. 
 
 E., P., MATH., MUS. 
 
 E., F., L., MATH., MUS, 
 
 E., L., F., MUS. 
 
 E., MATH. 
 
 E., F., H. 
 
 E,, P., MATH. 
 
 L., P.,MATH.,MOR.,MUS 
 
 E., L., P., MATH., MUS. 
 
 E., P., MATH., N.S., MUS 
 
 PREP. : MUS. ■ 
 
 E., F., MATH., MUS. 
 
 E., P., MATH. 
 
 E , P., MATH., MUS. 
 
 E., P., MATH. 
 
 E., L., P., MATH., MUS # 
 
 E., P., MATH., MUS. 
 
 E., P., MATH., MUS. 
 
 E., MATH., II., MUS. 
 
 E., P., MATH., MUS. 
 
 i:., MATH., PREP. 
 
 E., L., F., MUS. 
 
 E., F., MATH., H. 
 
 E., L., P., MATH., 
 
 fNgKB*"-— 
 
ggm&r" — 
 
 REGISTER OF STUDENTS. 
 
 
 Names. 
 B. S. HERNDON 
 ISABELLA HOWARD 
 NANNIE V. HUDGINS 
 BLANCHE JETER 
 A.E.JOHNSON 
 ELLEN JOHNSON 
 ELLA J. JONES 
 JANE E. JONES . 
 HARRIET JONES . 
 M. E. JORDAN . 
 SALLY JORDAN . 
 E. H. JORDAN . 
 L. KEMPER . 
 IDA KERFOOT . 
 BETTIE LEMUON . 
 JULIA LEWIS . 
 AMANDA LITTLE . 
 HENRIETT A. LOUTHAN 
 MARY E. LUCK 
 NANNIE B. LUCK 
 MARY McDERMED . 
 MARY McCONKEY . 
 MARGARET MASON 
 ANNA MILLER . 
 LAURA F. MILLER 
 ALICE MILLER . 
 CORA MILLER 
 MARY A. MILLER 
 BETTIE J. MILLER 
 JULIET A. MILLER . 
 LILLIE L. MOORE . 
 JULIA MORRIS . 
 M. A.MORGAN 
 M. P. OVERSTREET . 
 MARY I. PLEASANTS 
 SUSAN PENDLETON , 
 T. JOSIE PERCY . 
 PARKE P.PERKINS 
 MARY E. PERRY 
 CLARA W. PETTIGPEW 
 MARY PETTY . 
 
 Residence. 
 Pittsylvania 
 Pittsylvania 
 Henrico 
 Roanoke 
 Louisa 
 Libert}- . 
 Pulaski 
 Nottoway 
 Berryville . 
 Goochland 
 Goochland . 
 Pulaski . 
 Culpeper 
 Berryville 
 Botetourt 
 Kanawha 
 Clarke 
 Berryville 
 Bedford 
 Bedford . 
 Pulaski 
 Roanoke 
 Caroline 
 Albemarle 
 Albemarle . 
 Albemarle 
 Albemarle . 
 Rappahannock 
 Rappahannock 
 Pulaski . 
 Richmond City 
 Richmond City 
 Nottoway 
 Bedford . 
 Roanoke 
 King & Queen 
 Botetourt 
 Buckingham 
 Bedford . 
 Campbell 
 Culpeper 
 
 Studies. 
 
 I 
 ) 
 
 ., F„ MATH., MUS. I 
 
 ,, MATH., MI'S. 
 
 L.. K, "" 
 
 ., MUS. 
 
 t$jm&™ — 
 
 . ., MATH., 
 !., MATH., PREP 
 E., F., MATH., MUS. 
 E., L., F., MUS. 
 E., MATH., H. 
 E., L.,F., MATH., MUS- 
 E., MATH., X. S. 
 L., F., MATH., MUS. 
 E., L., F., MATH , MUS- 
 E., F., MATH. 
 E., F., MATH. 
 , F., MATH. 
 , L., F., MATH., MUS. 
 ,MATH.,H.,MOR.,MUS 
 E., MATH., MUS. 
 
 ., F., MATH , H., MUS. 
 
 ,, V.. MATH , MUS. 
 
 ., F., MATH., MUS. 
 
 ., F., MATH. 
 
 ,, P., MATH. 
 
 ,, L., MATH., MUS. 
 
 ,, F., MATH. 
 
 ,, L., F., MATH. 
 
 ,, F., MATH., MI'S. 
 
 ., L., MATH., MUS. 
 E., F., MATH. 
 
 ., F., MATH., MUS. 
 
 ,, F., MATH., MUS. 
 
 ,, H., MOR., MUS. 
 
 ,, F., MATH., MUS. 
 
 ., F., MATH., MUS. 
 
 ., L., F., MATH., MUS. 
 
 !., F., MATH., MUS. 
 
 ., F.,MATH., II., MUS. 
 
 ., L., F., MATH., MUS. 
 
 ., MATH., H., MUS. / 
 
 ., F., MATH., MUS. L 
 
 ., F., MATH., MUS. £ 
 
 ., P., MATH., MUS. gk 
 
 -^"Stgf^A 
 
^Tmn-^«*. 
 
 REGISTER OF STUDENTS. 
 
 Jvames. 
 BETTY PETTY 
 BETTIE T. PITZER . 
 F. B. PITZER . 
 J. E. PITZER 
 MARGARET A. PIERCE . 
 PATTIE PRICE . 
 BETTIE T. PRINCE 
 ADRIENE POWELL . 
 A.J.RAMSEY. 
 ANNA A. REESE 
 MARY S. REESE . 
 A. G. REESE 
 FANNY REYNOLDS 
 SUSAN ROBERTS 
 F. PAGE ROBINSON 
 A. EMMA ROBERTSON 
 BELLE P. ROGERS 
 JOSEPHINE SHARP . 
 MARY J. SEELEY . 
 D. A. STEWART 
 M. E. SIMMONS 
 N. B. SMITH 
 SARAH SMITH 
 MATTIE SWITZER . 
 LUCINDA SWITZER 
 VIRGINIA SCHOOLFIELD 
 SALLY SOW r ERS . 
 ALICE SOWERS 
 ADA SUMNER 
 MARY TAYLOR . 
 MARTHA TINSLEY 
 ALICE THOMAS 
 
 A. E. THOMAS 
 AMELIA THOMPSON 
 FRANK THOMPSON 
 BETTY TURNER 
 
 B. E. WALTON 
 HORATI A WARING . 
 ABB Y WILKINSON 
 LUCY P. WILLIAMSON 
 SUE V. WINGFIELD 
 
 Residence. 
 Roanoke 
 Roanoke 
 Botetourt 
 Botetourt 
 Portsmouth 
 Prince Edward 
 Southampton 
 Southampton 
 Albemarle . 
 Bedford . 
 Bedford 
 Sussex . 
 Clarke 
 Roanoke 
 King William 
 Bedford . 
 Richmond City 
 Richmond City 
 Roanoke 
 Botetourt 
 Franklin 
 Pittsylvania 
 Clarke . 
 Botetourt . 
 Botetourt 
 Henry . 
 Clarke 
 Clarke 
 Richmond 
 Nottoway 
 Roanoke 
 Caroline 
 Caroline 
 Roanoke 
 Roanoke 
 Roanoke 
 Sussex 
 King William 
 Bedford . 
 Botetourt 
 Bedford . 
 
 Studies. 
 
 E. 
 
 ., P., MA.TH., MU: 
 L., F., H., MUS. 
 F., MOR., MUS. 
 E., F., MATH. 
 
 G., MATH, 
 F., MATH 
 
 H., MUS. 
 
 B., MI'S. 
 E., L., P., MATH., MUS. 
 E., F., MATH., MUS. 
 B.j L., P., MATH., MUS* 
 E., F., MATH., MUS. 
 E., P.. MATH., MUS. 
 E., L., F., MATH., MUS. 
 E., MATH., N. S. 
 E., F., MOR. 
 
 L., H., X. 
 
 .,. S., MU! 
 E., L., P., MAT1 
 
 " L. _ 
 
 'H., MUS 
 # F., MATH., MUS 
 E., F 
 
 MATH., MUS. 
 F., MATH., N. S.. MUS. 
 E., F., MATH., X. S. 
 E., MATH., H., MUS. 
 E., F., MATn., H. 
 
 E., F. 
 
 , .., MOR. 
 E., F., MATH. 
 E., L., MATH. 
 E.,F., MATH., II 
 E., F., MATH. 
 
 MI'S. 
 
 MUS« 
 
 I, MATH 
 E., P., MATH. 
 E., P., MOR. 
 E., F 
 
 i MATH., MUS. 
 E., L., MATH., MUS. 
 E., L., MATH., MUS. 
 E., P., MATH., MUS. 
 E., F., MATH., MUS. 
 L., F.,-MATH. 
 E., MATH., H. 
 L., F., MATH., MUS. 
 E., P., H., MUS. 
 E., L., MATH., MUS. 
 E., P., MOR. 
 E., L., F., MATH., MUS 
 
 *mM®> 
 
REGISTER OF STUDENTS. 
 
 Names. 
 MARY S. WINDER . 
 A. G. WINDER 
 L. P. WINDER . 
 SARAH WITHERS . 
 L. C. WOOD 
 VIRGINIA WOODROOF 
 CORNELIA WOODROOF 
 Total.. 
 
 Residence. 
 
 Hampton 
 
 Hampton 
 
 Hampton 
 
 Pittsylvania 
 
 Roanoke 
 
 Bedford 
 
 Bedford . 
 
 — —mmm 
 
 47 
 
 Studies. 
 
 E., L., P., MATH. 
 
 E., L., V., MATH. 
 
 B., L., V., MATH. 
 
 E., F.. MATH., Mis. 
 
 E., F., MOR. 
 
 E., L.. F., MATH.. MD8. 
 
 . E.. L.. r.j MATH.. Ml\S. 
 
 159. 
 
 »3*^~- • 
 
 — wmm 
 
— -^ifSiSfe 
 
 
 Gu : b Hf-MOBT. 
 
 In this Institute there are eight Schools or Departments, separate and 
 distinct, each conducted by a male Professor, with such Assistants as his 
 department may demand. In each school there are three classes, a Pre- 
 paratory, a Junior, and a Senior. Each school being distinct, the pupil 
 may, at her opinion, become a candidate for graduation in any one or all 
 of them. Diplomas, however, are not conferred indiscriminately on all 
 the members of a class which may have passed over the prescribed studies, 
 but on those individuals only who, at the final examinations, give evidence 
 of a thorough acquaintance with the subjects 4 embraced in the course upon 
 which they propose to graduate. 
 
 To become a FULL GRADUATE of the Institute, and receive its 
 highest honors, the pupil must have been declared a graduate in at least 
 five of its schools, in which must always be embraced the following in 
 particular, viz : English, Latin or French, and Natural Science cr Mathematics. 
 She must, also, present to the Faculty an essay of approved merit, com- 
 posed by herself, on some literary or scientific subject. 
 
 The Departments, embracing the entire course of instruction, are as 
 follows, viz : • * 
 
 1. The English Language and Literature. 
 
 2 Ancient Languages and LAterature. 
 
 3. Modern Languages and Literature. 
 
 4. Mathematics. 
 
 5. Natural Science. 
 
 6. Mental and Moral Science. 
 1. History. 
 
 8. Theory, Practice and Composition of Music. 
 
^$£S£sw— ........................ ..„„.,... .,.„.,< -'^swujfglljji 
 
 COURSE OF STUDY. 49 §5 
 
 L. ^Y. SEELEY, D. D. 
 MISS SALLIE L. COCKE, Ass't. 
 MISS M. A. SYDNOR, -4ss'£. 
 In this School these subjects are distinct ; either may be studied without 
 the other, but proficiency in both is requisite lor a diploma. 
 
 In English there are three classes, viz : a Preparatory, a Junior and a 
 Senior. 
 
 The Preparatory Class studies exclusively and thoroughly the elementary 
 principles of English Grammar. 
 
 The Junior Class is occupied mainly with the Grammatical Structure— the 
 rigid analysis of the language, giving also some attention to its philology. 
 
 The Senior Class, continuing the critical study of analysis and construc- 
 tion, pays special attention to the origin, history and etymology of the 
 language, adding, in the second half session, Comparative Philology and 
 Rhetoric. 
 
 The class in Literature studies the literary history of our language, in- 
 cluding the biography of thy best En, lis!, authors, and makes, as far as 
 may be, a practical acquaintance with their works. In this class an effort 
 is made to develop a taste for literature, which will carry the student be- 
 yond the limits of the class, as well as to form the judgment as to what 
 is worthy to be read. To this end, one hour is devoted each day to read- 
 ing. 
 
 TEXT-IB OOKS. 
 
 Preparatory Class. — Bailey's Grammar, Green's Elements. 
 
 Junior Class. — Green's Analysis, Mulligan's Structure of the English 
 Language, Trench's Study of Words, Trench's English Past and Present. 
 
 Senior Class. — Latham's Hand-Book of the English Language, Trench 
 continued, Crabbe's and other available works on Synonyms, look's Di- 
 versions of Purley, Anthon's Indo-germanic Analogies, Alfred's Orosins 
 Campbell's and "Whately's Rhetoric. 
 
 Class in English Literature. — Shaw's Outlines of English Literature 
 Chaucr, Spencer, Shakspeare, Milton, Dry den, Edmund Burke, Tennyson 
 and others of the best English Classics. / 
 
 In all these classes written exercises are required of the pupils, ?nd com- £ 
 ments and lectures are combined with the text. & 
 
 i 0^^ — — ...,.—-. ~ ..._ *-~m$f& 
 
M•^.v.•^.»^.^.•*Mn l >S,n.lM,l^|,«^ l ^^,^*.,•^,•i,^^^J U! ^^^^j|£ 
 COURSE OF StfDY. 
 
 2. Mnnvi ^upttjW. 
 
 EDWARD S. JOYNES, A. M., Professor. 
 MISS S. L. COCKE, Ass't. 
 
 The Latin Language alone is taught in this Department. 
 
 The method of instruction is simple, and at the same time thorough. — ■ 
 The effort is made to uuite the, discipline of a thorough study of the lan- 
 guage" itself, with the reading and appreciation of the literature, upon ele- 
 vated standards, both of exact schohrship and of liberal culture. Syste- 
 matic lectures are not attempted, but the use of the Text.Book is accom- 
 panied by familiar expositions, and by frequent written exercises. The 
 greatest stress is laid upon accuracy and elegance of translation, both as a 
 discipline and as an accomplishment, and, in the higher classes, frequent 
 and critical exercises in written translation are employed, which are con- 
 sidered an important auxiliary to the Study of English Composition, as well 
 as the highest test of a critical and tasteful scholarship. The course is 
 progressive throughout the three classes, and consistent principle* of in- 
 struction are pursued in them all. 
 
 The Text-Books are : 
 
 Preparatory Class. — Runner's Latia Grammar, (containing Heading les- 
 sons and Exercises). 
 
 Junior Class. — Kuhner's Latin Grammar, Cornelius Nepos, or Cicsar, 
 Virgil. Cicero's Orations. 
 
 Senior 67a*-s.— Sallust, Horace, Livy,_ Cicero's Letters, (the last especially 
 for written translations.) 
 
 3; ^taUm ^mguftftf. 
 
 EDWARD S. JOYNES, A, M., ProfeSHOT. 
 
 MISS L. W. KERFOOT, Ass't. 
 
 The French and the German are the languages taught in this Department. 
 
 the former being essential to the diploma of the department. Provision 
 
 will be made for teaching Spanish and Italian also, wliviicvci classes chu 
 
 be formed. 
 
 The method of instruction differs from that pursued in teaching the 
 Ancient Languages. While equally systematic and thorough, it is yet o£ 
 
 i?s^2*§— - -■ ■•-•••••- ■-•-••• ••-•••••••■ '•■ - 
 
<Mm&™ — ..-..■■ •• - — -^wm$ 
 
 COURSE OP STUDY. 51 £$f 
 
 simpler and more rapidly progressive, aiming chiefly to impart a practical 
 and useful knowledge of the languages, for the purposes of literature and of 
 actual life. It is not pretended that pupils can here be iatighi to speak French\ 
 or German, — for which circumstances are requisite which no school can 
 supply ; but by thorough and constant exercises from the beginning, in 
 reading, writing and hearing them, that familiar knowledge of the languago^i^/ 
 is acquired, which leaves only opportunity necessary for learning to speak 
 with ease and correctness. After the first stages of the instruction, the 
 effort is made to teach the language without the intervention of transla- 
 tion, and both the tongue and the ear are carefully trained to this method. 
 Perfect correctness of pronunciation is insisted upon as indispensable, and, 
 with a thorough knowlege of the elementary principles of the Grammar, 
 is made the foundation of all future progress in the literature or the prac- 
 tice of the languages. The present want of Text-Books is for the most 
 part supplied without disadvantage to the pupil, by the efforts of the 
 teachers. 
 
 TEXT-BOOKS. 
 
 French Preparatory Class. — Fasquelle's French Course, Bolmar's Verbs, 
 Telemaque. 
 
 Junior Class. — Christison's French Grammar and Exercises, Charles XII, 
 Picciola. Noel and Chapsal's Grammar. 
 
 Senior Class. — Laporte's Grammar and Exercises, Corrinne, Selections 
 from the Freuch Drama. 
 
 German Junior Class. — Woodbury's Shorter Course, Tiark's Grammar 
 and Exercises, Adler's German Reader. 
 
 Senior Class. — Tiark's Grammar, Schiller, Goethe, and selections from 
 other standard authors. 
 
 4. .pirtteralto. ■ 
 
 CHARLES L. COCKE. 
 
 The Course of Mathematics embraces the Theory and Practical use of 
 Numbers, Algabra — its simple Elements and higher principles, Plane and 
 Solid Geometry, Plane and A$pherical Trigonometry, Application of Alge- 
 bra to Geometry, and Mensuration of Heights and Distances, Surfaces and 
 Solids. 
 
 In this School there are usually several classes studying the preparatory * 
 
 Hfgtf-— ■•- •■••■••■••' •■•• • — — r *m 
 
COURSE OF 31 DDY, 
 
 m 52 
 
 I 
 
 « course, "which embraces Mental Arithraatic, Practical and reasoned A nth- ^ 
 7 matic, and Algebra to Equations of the second degree. j 
 
 ; \ Text-Books. — Q ulh i w 's Mental Arithmatic, Crozet's Arithmatic for 
 ' Schools and Colleges, and Davies' First Lessons in Algebra. 
 
 The Course of the Junior year embraces the higher principles of Alge- 
 bra and Plane Geometry. 
 
 Text-Books. — Smith's Algebra and Davies' Legendrc. 
 The Senior Clas3 studies Solid Geometry, Plane and Spherical Trigo- 
 nometry, Applications of Algebra to Geometry, and Mensuration. 
 
 Text-Books. — Davies' Legendre, Daties' Trigonometry, Applications. Men- 
 suration, &c. 
 
 This Course is deemed sufficiently ample to secure that mental training 
 which this branch is designed to afford, and fully adequate to all the prac- 
 tical demands of female education, while it does not tax the pupil, either 
 in time or effort, to an unreasonable or injurious extent. 
 i 
 
 5. pfamtf Mmt. 
 
 WILLIAM H. PLEASANTS. 
 
 In this Department, the course of study necessary to obtain a diploma 
 comprehends Chemistry and Natural Philosophy (including Astromy.) — 
 The Junior Class studies Chemistry, and the Senior, Natural Philosophy 
 and Astromy. To pursue the studies of the Senior Class successfully, 
 the student must be acquainted with at least the principled of Algebra and 
 Plane Geometry. 
 
 TEXT-BOOKS. 
 
 Junior Class. — Draper's or Fownes' Chemistry. 
 
 Senior Class. — Loomis* or Lsrdner's Natural Philosophy, and Robinson's 
 Astronomy. 
 
 The mode of instruction is by lectures with experimental illustrations, 
 together with the study of the Text-Book. The Institute is in possession 
 of a good Chemical and Philosophical apparatus. 
 BOTANY AND GEOLOGY. 
 
 Instruction is also given in Botany and Geology, not as a portion of the 
 regular course, but to irregular classes, when they can be formed : and in 
 these subjects a diploma is not awarded, but a certificate of proficiency. 
 TEXT-BOO liS. 
 
 Botany. — Gray's series or Wood's Class-Book. 
 
 $g»S»fc~- 
 
»•' - •■•• — «^KaKj 
 
 COURSE OP STUDY. 53 
 
 Geology. — Gray and Adams' Manual. 
 
 The Institute has a collection of Minerals and Fossils sufficient for pur- 
 poses ©f illustration. 
 
 6. pcntnl muff §toart Mmt 
 
 L. W. SEELEY, D. D. 
 
 There are two Classes in this Department, viz : Junior and Senior. The 
 former is occupied chiefly in the study of Intellectual Philosophy, includ- 
 ing Logic ; the latter gives its special attention to Ethics and the Evidences 
 of Christianity. 
 
 TEXT-BOOKS. 
 
 Junior Class. — Haven's Mental Philosophy, Whateley's Logic, Cousin's 
 Philosophy of the Beautiful. 
 
 Senior Class. — Haven's Moral Philosophy, Butler's Analogy, Paley's Evi- 
 dences, Jouffroy's Introduction to Ethics, Whewell's Elements of Morality 
 
 Instruction in the History of Philosophy, Ancient and Modern, and in 
 the Evidences of Christianity, is imparted by lectures. 
 
 7. <§l&tM)j. 
 
 W. H. PLEASANTS. 
 MISS SALLY L. COCKE, AssH. 
 
 In this Department there are three Classes. The Preparatory Class 
 studies some Elemeatary History of our own Country and State. The 
 Junior Class pursues a general and somewhat detailed outline, and the 
 Senior takes up periods of special interest and importance. No effort is 
 made to teach all History, but our aim is to teach with all the thoroughness 
 attainable, with our limited supply of Books, the History of certain selected 
 periods and thus to train the mind to historical investigation and to awaken 
 a desire for further research. The text is freely commented upon, and 
 when deficient supplemented by lectures. 
 
 TEXT-BOOKS. 
 
 C Preparatory Class. — Frost's, Wilson's or Lord's U. States History of ( 
 
 <* Virginia. 
 
 JWS**™ 
 
 •— mmM 
 
-..-..■•..•..••.• — ■■■-■■■■•■■ — ^&m§i 
 
 COURSE OF STUDY. 
 
 Junior Class.— Weber's Outlines of History. 
 
 Senior Class.— Smith's Greece, Liddell's Rome, Hume. Macttiley, &c. 
 
 Blair's Chronology, Long's Atlas, Appleton's Atlas. 
 
 8- Pttffe, 
 
 J. A. E. WINKLER. 
 
 MISS LUCY JUREY. 
 
 MISS HANNAH JEWETT. 
 
 Insteumehtal — Piano Forte. 
 tifci'i Exercises. J. B. Cramers Studies, Czerny's Studies of Velocity, inter- 
 spersed wifih classical compositions, and otherpieces suited to the capacity 
 and ind'tvi hiality of each pupil. Winkler's Hints to Piano Forte players. 
 Guitar.— Carcassi's Instructor, Etudes, etc. 
 
 Vocal —Panseron's Course, embracing his A, B, C, method of vocaliza- 
 tion ; singing in parts, etc. 
 
 Lectures on the various branches of Musical Composition, (with practical 
 exercises.) and on the aesthetics of music, are delivered to the more ad- 
 vanced instrumental pupils ; a knowledge of these being absolutely indis- 
 pensable to any correct performance, and a full appreciation of the beautiful 
 and sublima in music 
 
 To obtain a dip^ma in this department, the pupil, besides having ac- 
 quired a good degree of facility in tasteful execution, must possess sufficient 
 knowledge of .Musical Composition to be able to harmonize and arrange 
 any given melody in either the strict or free style — to make the melody and 
 harmony to any given figured bass, and to modulate from any one key into 
 all the others. She must also evince a thorough acquaintance with the 
 lives of some of the great masters of the art. The text-books to be 
 studied are "Holmes' Life of Mozart," "Sckodchcv's Life of G. F. Handel,' 
 etc. 
 
 There are nine Pianos, a Melodeon, and other Instruments in the Insti- 
 tution, appropriated to the use of the School. The music rooms are fitted 
 up in a neat and comfortable manner. 
 
 WS^^ — "■' " "'? " """ - " KJ ^M r ^ 
 
'■- •■ - ""■•-■■ •• « — -«»dte& 
 
 COURSK OF STUDY . 55 *??. 
 
 MISS LUCY JUREY. 
 Pupils pursuing this art are taught the principles and practice of Design. 
 It is the aim of the instructor to render the study interesting, and at the 
 same time, to correct and refine the tastes of the pupils by constant refer- 
 ence to the beauties of nature, and to excise an artistic spirit by aeuis of 
 collateral information respecting the practice of the best masters. Al- 
 though the attainment of this art is generally consider ilt, the 
 system of instruction here prescribed is not laborious, aild a pupiJ with 
 medium capacity and a moderate share of diligence can make rapid 
 progn 
 
 The system embraces four courses: Lead-Pencil Drawing, Water-Color 
 Drawing, Oil Painting and Grecian Painting. 
 
 In addition to the studies of the several Departments, all the pupil 
 required to write frequent English Compositions. For this purpose, hs 
 well as for other exercises, in the reading, writing and criticism of the 
 English language, classes of several grades are formed, which all the pupil* 
 are required to attend. Particular attention is paid to reading aloud ; and 
 the exercises in these classes are regarded as among theme;.-: important 
 instructions of the Institute. 
 
 Penmanship is also taught by a course of practical instructions. 
 
 Bible Classes for practical instruction in the Scriptures are also 
 organized for the voluntary attendance of the pupils on Sunday morning and 
 afternoon. These classes are designed for practical instruction only, and 
 are taught wholly without regard to questions of sectarian doctrine. 
 
 The regular examinations occur at the middle and near the close of the 
 session, yearly. They take place in the presence of at least two of the Board 
 of Instruction, and of the parents or guardians of the pupils, should they 
 desire to be present. The examination of candidates for graduation is 
 partly written, and partly oral, and the same series of written questions ifl 
 proposed to all of the candidates. 
 
 A Certificate of Graduation in any Department of the Institute is awarded ^ 
 
 &sfs*§— ■•••■■••■•- ..••..■...,.•...•.... ~^mm& 
 
56 ■ 
 
 .«.»»;;»' 
 
 ! ..'s. •'..'». <'•.•"•. .'..I-. .'«.<>.. 
 
 COURSE OF STUDY. 
 
 when the candidate has exhibited at her final examination, a thorough 
 knowledge of all the branches comprehended in the department in which 
 she proposes to graduate. Certificates of Proficiency are awarded in partic- 
 ular branches of study, to those young ladies who, at either examination 
 give evidence of eminent attainments. The result of the examination is 
 made known on the day of commencement, by conferring diplomas and 
 certificates upon the successful candidates. 
 
 The Public Exercises at commencement will hereafter be restricted solely 
 to the conferring of diplomas and certificates, and to Literary addresses 
 by distinguished speakers. The other exercises appropriate to this occa- 
 sion are designed only for the members and patrons of the Institute, and 
 for invited guests, and no invitations are issued except with the consent of 
 the superintendent. 
 
 The next commencement will be held on the 4th Wednesday, (24th day) 
 of May, 1865. 
 
 — mM& 
 
In view of the prospective scarcity of provisions during the war, the 
 Sessions of this Institute were temporarily changed so as to avoid the heavy 
 expenses of the winter months, but from considerations satisfactory to the 
 Trustees, the Sessions for the future will open as formerly in Summer and 
 close in Spring. 
 
 The present session opened on the first Wednesday in August and will 
 close on the 24th of May, 1865, with a recess of twenty days, from the 21st of 
 December to the 10th of January. During this recess, pupils who may 
 prefer doing so, can remain at the Institute, and will be charged for 
 board, pro rata, as during the present half session, $75. 
 
 The next annual session will open on the first Wednesday in August, 
 1865, and continue through the ensuing Spring. 
 
 In consequence of the constant fluctuation of prices, terms for board, 
 tuition, &c, cannot be fixed for a longer period than a half session. The 
 charges for the present half session, which will terminate on the 21st of 
 December, are as follows : 
 
 Board and Tuition in all literary studies .... $630 00 
 Musicj with use of Instrument 120 00 
 
 Pupils furnish Lights, Towels and Sheets. Payments in advance. Xo 
 deduction except in cases of Providential interruption. 
 
 Terms for the ensuing half session, which will open on the 10th of Jan- 
 uary, 1865, will be duly announced by circular or through the public 
 prints. 
 
 This Institute has thus far, since the commencement of the existing war 
 by every menus in its power, endeavored to keep its terms at a low figure. 
 It has done so from considerations of patriotism, as well as of the present 
 and prospective wants of a large number of young ladies who have been, 
 by the accidents of war, reduced to a condition of self-dependence. The 
 same policy will be pursued in future, but the constant advances in the 
 prices of provisions and other necessaries of life, render it absolutefljm 
 possible to maintain the efficiency of the Faculty, or the comfort of the 
 pupils, at present rates. Unless an unprecedented fall in prices should 
 take place, the charge? for the ensuing half session will be somewhat ad- 
 vanced. 
 

 1. Hollina Institute is located at Botetourt Springs, in the county of 
 Roanoke, Va., immediately on the S. W. Macadamised Road, and seven 
 mile? from Bonsack's Depot, seven miles from Big Lick Depot, and nine 
 miles from Salem, all on the Virginia and Ter. ilroad. Pupils 
 coming by the Railroad should stop at Salem, from which point Stages run 
 
 ly to this place, tri-weekly, on Monday's, "Wednesday's and Friday's^ 
 All p ckages intended for pupils should be sent to Salem, but all letters to 
 Botetourt Springs, P. 0. 
 
 2. The entire premises are owned by the Institute, and are devoted ex- 
 clusively to the purposes of the school. There is no Hotel, or public 
 Boarding House, at the place, and none nearer than the Depots abovD 
 named. 
 
 3. Young Ladies who enter this Institute are treated with the respect 
 and attention which toeir sex 1 ever receive at the hands of good society in 
 Virginia. No disgraceful penalties are inflicted, nor are they subjected to 
 anylon^ catalogue of minute regulations which, so far from inducing cor- 
 rect lady-like deportment, often prove but a source of constant annoyance 
 and irritation. General principles, as to those proprieties of life, which 
 should ever be recognized and observed by all of their age and sex, whether 
 in or out of school, are made prominent, and the necessity for more stringent 
 or more specific laws seldom arises. 
 
 4. This I nstitute does not allow its pupils to receive the attention of gentle- 
 men, whether such attentions are approved by their parents and guardians 
 or not. When it is absolutely ne< essary for ca.lls to be made by gentlemen, 
 whether r< iatives or friends, they should invariably present letters of in- 
 troduction and instructions to the super: . and even such calls 
 must not be too frequently repeated. We cannot assume the responsibi ity 
 of supervising such association* of young ladies committed to our care — 
 it is the province solely of immediate relatives. 
 
 The proper social culture of the pupils, however, is not neglected. All 
 the teachers and their families reside on the premises, and under proper 
 regulations, the freest social intercourse is enjoyed. On frequent occasions, 
 also, the parlor of the Institute is opened for social entertainments, at 
 which none others than the Teachers and their families are expected to 
 attend, except by special invitation of the superintendent. 
 
 i^5^§rrT .« •■ U*M* ..-.<•>.'-.. »•> »., ~~~**-*J>%$SJ§fc 
 
 % 
 
INFORMATION FOR PATRONS. 
 
 59 
 
 5. When, in cases of sudden emergency, pupils are called home, instruc- 
 tions should be sent, not to the pupil or some third party, but to the super- 
 intendent, who will make ample provision to meet the case, whatever it 
 may involve. When pupils are committed to others than the officers of the 
 school, or authorized to s**fe visits, or to come home at the close of the 
 session with other parties, written instructions should be sent to the super- 
 intendent ; and in such cases, the Institute is released from responsibility, 
 as soo:: as such instructions shall have been fulfilled. 
 
 6. As this Institute enjoys the advantages of a country locality, moun- *l 
 tain climate and fine mineral waters, its sessions are arranged to embrace \ 
 the latter part of Summer and early Fall, but this arrangement must not 
 be perverted from its true design. Pupils will not be received for a few 
 weeks or months, but will be expected to remain from the time of entrance 
 to the close of the session, and will be charged accordingly. Absence 
 from the intermediate and final examinations is highly injurious to the 
 good order and success of the school, for these examinations are not only 
 a test of scholarship and an important means of mental training, but they 
 constitute almost the only incentive imposed by the discipline to diligent 
 and successful study. 
 
 7. In cases of sickness, as soon as symptoms of serious disease manifest 
 themselves, the friends of the patient are informed by telegraph or special 
 
 ng.er. every attention in the meantime being given, which could be 
 bestowed were they present. 
 
 8. During these times of scarcity and extortion, any articles of bedding 
 or table furniture the pupil can conveniently b;ing with her, will increase 
 her comfort while here, for it is impossible for the Institute to make ample 
 provision on this score. In the matter of instruction, however, the facili- 
 ties and anvantages of the School have never been equal to what they are 
 .at present. 
 
 9. Pupils should bring with them such text-books as they may have on 
 hand or maybe able to procure from former pupils of this Institute or their 
 friends. This suggestion is made because the Book Stores of our State 
 are now almost wholly exhausted of their usual supplies. 
 
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 ERRATA. 
 
 Oh page 12, line 29, for "adopted," read "adapted." 
 On page IT, line 1, read; " to effect this object." 
 
 On page 31, line 3, for u experience," read •' expansion," and in line 4 for 
 '• prcmonitive " read " premonition." 
 
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