LEBANON, WARREN CO., OHIO.

Eleventh Year Commenced September 5th, 1865.

FULL Corps of efficient and skillful instructors; ample accommodations for board at cost. Enrollment of past year over 600 pupils. Three courses of study sustained, viz: Classical, Teachers' and Business. The teaching, drill and practice are new and peculiar, differing so much from the instruction of Colleges, that the Classical Course, which requires five or six years in Colleges, is here completed, more thoroughly, in from two to three years, including preparatory study. The same proportional saving is made in the Business and Teachers' courses, and in the classes of each session. References: 3.000 pupils of ten years, engaged successfully in every department of business, and in all the professions.

for a course. Books rented at five cents a volume.

Pupils admitted at any time for 11 weeks no vacations.

The expenses are less here, including the tuition, than at Colleges or other institutions which furnish cheap tuition on scholarships, or free tuition to soldiers or others.

The arrangements existing here, accomplish a thorough and practical Busi ness, Scientific, or Classical Education, in less than one-half the time, ordinarily required. They have been tested by large numbers, from nearly all the various Schools and Colleges of the West, and our claims are fully sustained by such testimony.

We invite all young persons, desiring an education, to come and examine for themselves. Tuition will be charged for eleven weeks from the time of entering, and afterwards for the number of additional weeks

SEND FOR A CATALOGUE.

Address,

* The contrast is given in the following pages.

A. HOLBROOK,

LEBANON, WARREN Co., O.

CARDINAL PRINCIPLES.

1. That education is accumulation of physical, mental, and moral power, by self-development and voluntary effort, and not the mere acquisition of knowledge, from prescribed tasks and compulsory study.

2. That true government in education, is self government under a system of republican laws, and not mere perfunctory compliance with a system of laws prescribed by trustees and enforced by a faculty and spies.

3. That a true education of both sexes is accomplished more vigorously, harmoniously and certainly, by their mutual stimulus and sympathy during the course of study.

The Normal School Compared with Colleges

TIME REQUIRED.

TIME REQUIRED IN COLLEGES FORMIDABLE.

Thousands of young persons are deterred from educating themselves, from the fact that the Literary Colleges require from five to six years. This objection, entirely insuperable to most adults, exists in colleges, from the fact that the study is compulsory, imposed by the faculty, under the erroneous notion, that a knowledge of certain books is an education, and that study so imposed being necessarily repugnant, the force system requires much more time and labor on the part of teachers and scholars than under the voluntary system.

LESS THAN ONE HALF THE TIME IN THE NORMAL.

This objection is now removed. Many persons, of both sexes and of adult age, are availing themselves of the shorter and better course sustained here, and are more than equaling their expectations in every particular.

In consequence of the peculiar and improved methods of instruction and drill pursued. a thorough and practical education in Mathematics, Sciences. Languages and Belles Lettres, is accomplished in two or three years: also for business in two or three sessions of eleven weeks each.

ECONOMY AND STUDY.

EXTRAVAGANCE HONORABLE IN COLLEGES.

Rich men's children are the " respectable class "in colleges, and their lavish spending-money not only begets idleness and profligacy in them, but makes economy and hard study unpopular, and subjects close students and especially those who are compelled to practice economy, to "patronizing airs" or illrepressed contempt.

Most of those in attendance here are using their own earnings, and know the value of time and money; hence, the spirit of earnest study is always in the ascendant. This is one reason why twice or thrice as much is accomplished in the same length of time as in any college, and why the training can be more thorough and practical. Study goes on with a will, and its disciplinary results are immensely more telling than under any system of compulsion.

METHODS OF INSTRUCTION.

THE COLLEGE SYSTEM.

The long established method of compulsory, memoriter recitations of a certain number of pages or sections from a given text book is the great source of antagonism to effective study. This method. generally pursued in Colleges, tends to repress investigation, cripple free thought, and paralyze native energy. It is no wonder that from two to five years are required, after leaving college, for many graduates to recover from the comparative helplessness which this system produces, while not a few are entirely ruined by the vicious habits contracted under college influences.

THE NORMAL SYSTEM.

The plan of assigning subjects to classes for investigation and classification, preparatory to written or verbal recitation or discussion, has been found to open a new era in the life and progress of the student. None can resist the spirit excited in a class, urging every member to determined self-reliant effort for the mastery of the subject assigned Few confine themselves to one text book, or can be satisfied with any one author's views. This general method, always modified and adapted to the particular character of subjects, the grade of classes, and the ever-varying power of discussion, has wrought a revolution in all kinds of study and class-room drill, as a means of mental discipline.

GOVERNMENT.

POLICE REGULATIONS IN COLLEGES.

In consequence of the idleness and dissipation generally prevalent in Colleges, rigorous rules and regulations are deemed necessary to maintain order and compel study, all of which force-work tends to arouse opposition both to order and study, even with the best of pupils. These rules must be carried out by the faculty and by such spies among the students as are willing to engage in such business.

SELF-GOVERNMENT IN THE NORMAL.

Such has ever been the overpowering spirit of study and emulation here. that no police regulations or detectives have ever been used or needed. This system of FREEDOM develops a manly self-reliance and an energetic individuality, that no other system can. Young persons of both sexes mingling without restraint are found able to take care of themselves. The experiment of ten years demonstrates not only the safety of the plan, but its necessity to any true, healthful, and rapid development.

THE SEXES SEPARATED IN COLLEGES.

The most mischievous vestige of the Monastic system still remaining more or less in all colleges, is the separation of the sexes. It is fruitful of evil in many directions; some of which are personal self-abuse, romantic and absurd notions of the other sex, endless and irrepressible intrigues to overreach the unnatural restraint, reading vile books, general repugnance to the entire system of education incorporating this absurd feature, stolen midnight walks, rides, revels and dances, neutralizing the moral power of the faculty, and blunting the moral sensibilities of the student; and last, not least, in being the occasion, if not the immediate cause, of nearly all the ill-timed and miserable matches so common with those educated in the college system.

The more rigorous the rules designed to enforce such separation, the more certain and deplorable are the results.

SOCIAL INTERCOURSE UNRESTRICTED IN THE NORMAL.

The Normal System can no more tolerate barriers to free social intercourse than can any well regulated family, among its own members. While the peculiar gifts and graces of either sex are fully recognized, and their mutual fitness to each other's true and healthful development is constantly made use of as a powerful and indispensable agency, no rules but the unwritten ones of propriety and mutual respect inherent in the good sense and pure minds of the pu pils themselves, can have any bearing or use here.

This entire freedom of either sex, ever chastened and purified by the all-pervading moral sentiment, tends inevitably to an adequate understanding of the true relation of the sexes, and to a suitable preparation of each sex to their appropriate and harmonious work in life. This, then, is another reason why the pu pils of the Normal accomplish twice or thrice as much in the legitimate work of self-discipline as is accomplished under the unnatural and iniquitous restraints of College life.

The result fully justifies the experiment. It is every way a success. There are no runaway scrapes, nor ill-assorted matches concocted here. All parties become too well acquainted with each other, to fall into such folly.

ILLUSTRATIVE FACTS.

PUPILS GOING FROM THE NORMAL SCHOOL TO COLLEGES. Those who have spent one year with us in the study of the Mathematics and Languages, and who, under sectarian pressure, have gone to College, have entered classes of the third or fourth year in Colleges, and led those classes; while,

PUPILS COMING FROM COLLEGES,

Ordinarily enter classes here that have studied the higher branches only as many quarters, as those so coming, have studied years in the institution from which they came.

RELIGIOUS PRIVILEGES.

The comparison might be carried much further. It will be sufficient, however, to add some general arrangements not found in other Institutions, viz : No restriction in Religious usages or worship is enforced, though daily worship and semi-weekly religious meetings are voluntarily sustained in the school.

Opportunity is enjoyed for worship with any one of seven denominations, A system of education that does not improve the moral and religious character as well as the intellectual energy, is worse than a failure.

SUITABLE CLASSES FOR ALL GRADES.

So large is the attendance here, that almost any person will find such classes in nearly all branches, at any time, as he needs. No institution with a small attendance can form the requisite classes for such general accommodation.

DIPLOMAS OF COLLEGES.

Literary Colleges give diplomas in five or six years, including the preparatory year. Commercial Colleges give diplomas in from sixteen to thirty weeks. The time has gone by when a diploma from a College is taken as evidence of business capacity. Every man must stand on his own merits, and push his own way in the world; otherwise he is a failure, and an institution that does not give this power is of little account, though it may be endowed a half a dozen times over, and have any number of professors living off the endowment.

DIPLOMAS FROM THE NORMAL.

Beautiful and appropriate Diplomas will be awarded to those who honorably complete any one of the three courses: viz. Classic, Teachers', or Busi These Diplomas are given, not to show the number of books gone over, or the number of sets copied; but as testimonials of the Classic, Scientific, or Business ability, acquired in the respective courses of Training.

ness.

RECAPITULATION.

Such are some of the features of difference claimed for the Normal or Direct system, in antithesis to the established modes and methods of the present College or Monastic system of education.

We recapitulate the main reasons why the pupils of the Normal who drink in of its spirit, progress more rapidly, truly, and thoroughly, than those of other institutions:

I. The cardinal principles which govern the plan of instruction and the management of the classes.

II. The more direct and efficient methods of instruction.

III, The self-supporting character of the large majority of the pupils.

IV. The mutual, direct, and powerful influence of the sexes.

V. The republican form of government.

VI. The institution and all its teachers' being dependent on their own ef forts and energy for their support.