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''■> ^rr ^rr n W^ /< 3QC /7 M Tv^ li i<: r o ]?. T ^^ -^^ ON J' \ SYSTEM or rUiaiC ELEMENTARY INSTRUCTION FOIt U r V V. R C A x\ A JJ A DV nn: kkv eiiend kcjerton ryekson, lxd., < llli:r Sll'KUI.NTENnENT of St.llOOLS I oil I I'l'UR (.A.NAD.V. IJrtutcif iy 0vtfcr dC tijc Urguflatilic asisJcmblij. MONTREAL : riUNTED BY LOVELL AND GIBSON, ST. NICHOLAS STIJEKT. 1847. m ii I li it i ; • (£•■ I K Pin:i AToin li-:tti:ut() the phovinciai. sixjin'/rARv. Education OFrici:, West, Co]jourg, March 27th, 184G. SrK, — I have the hononr to transmit herewith, t(» he laid ))efi)re His Excelk'ncy, a lleport on a system of Public Elementary Instruction for lTpi)ei Canada, — the result of my observations in Europe, and the commencement ot the task assigned me by the late j-evered Governor General. Havln^^ some time since communicated all the A previous remarks and suggestions I had to ofler relative to th^Com-' the Common School Act, I have made no reference scZoi to it in the following Report; nor have I given any jSr S" historical or analytical view of the systems of Public '^*^' Instruction which obtain in any of the countries that 1 have recently visited. I have only referred to them in as far as appeared to be necessary to illus- trate the conclusions at which I have arrived, in re- spect to a system of Elementary Instruction for Up- per Canada. 1 cannot exi)ect that an implicit and unqualified assent will be given to every remark which I have made, or to every opinion I have expressed ; but I trust the general principles of my Report will meet I [I " iv i'KiCKAT(ji:v ij-:tti:i! im Example ofKiluca- \\h\ njjprolititioii ol' Ili.s l-'xccllciicy, uiul that tlic scve- I'iil aubjct'ts (lisciissi'd will be (li'enicd woitliy ol" tlic coiisidoriition of the puhlie. Ill a\ ailing myself as far as possible of tlie expc- tionists ill rieiu'e of other countries, and the testimony of their c'ountrks. most eiili'^liteiied l^diieationists, 1 have not lost sigbt of the peculiarities of our own country, and have only imitated distinguished examples of other nations. Europe. Prussia herself, before adopting any important mea- sure or change iii her system of Public Instruction, has been wont to scud School Commissioners into other countries, to collect all possible information on the subjects of deliberation. France, England, and other European Governments, have done the same. Three enlightened Educationists from the United States Anuricr, liavc lately made similar tours in Europe, with a view of improving their own systems of Public Instruction. One of them spent upw^ards of two years in Europe, in making educational inquiries, — aided by a Foreign Secretary. I have ein}»loyed scarcely half that time in the prosecution of my inquiries ; and without hav- ing imposed one farthing's expense upon the public. Though the spirit of censure has been in some in- stances indulged on account of my absence from Ca- nada, and my investigating, with practical views, the Educational Institutions of Governments diife- rently constituted from our own, I may appeal to the accompanying Report as to the use which I ha\'c made of my observations ; and I doubt not but that His Excellency, and the people of Upper Canada rilM I'UUVINCIAL SK(.'1{ETAI{Y jL,a'iierally, will ji|)pr('ci{itL' the propriety of such iiupii- ries, and resi)oiid to the spirit ol" tlie remarks whit^h that distinpi'uishcd philosopher and statesman, M. M. t'oii>iii. Cousin, made on a similar occasion, after his return from investi CAPTAIN-GENERAL AND GOVERNOR-IN-CIIIEP IN AND OVER THE PROVINCES OF CANADA, NOVA SCOTIA, NEW BRUNSWICK, AND THE ISLAND OF PRINCE EDWARD, AND VICE-ADMIRAL OF THE SAI\IE, &c. &c. «5c. May it tlease Your Excellency, The letter of the Secretary of the Province, Tart t. which informed mc of my appointment to my present oJOTicc, contains the following words : " His Excellency has no doubt that you will give Instmc- your best exertions to the duties of your new office, *"^"^' and that you will lose no time in devoting yourself to devising such measures as may l)e necessary to pro- vide proper School Books ; to estahlisli the most effi- cient system of Instruction ; to elevate the character of both Teachers and Schools ; and to encourage every plan and effort to educate and improve the youthful mind of the country ; and His Excellency feels assur- ed that your cndeaAOurs in matters so important to Ki:rOKT ON A HVHTEM 01' I'AHl 1. Propara- tory inquirios. ]<^xamplc of other Govern- ments. the wi'lfjirc of tlio rising? youth of Western Ounada, will be alike satisfactory to the i)u])lic, and creditable to yourself." Before underlukiii*,^ to assume a charge so respon- sible, and to carry into eli'ect instructions so compre- hensive, I felt that the most extended cxamiiuition of already established systems of Education was desira- ble, if net indisi)ensably necessary. Accordingly, 1 ai)pHed, and obtaiiuul leave, without any expense to the Province, to visit the principal countries of Europe in Avhich the most approved sys- tems of Public Instruction have been establislied. Having devoted upwards of a year to this prepara- tory part of my task, during which time I have pur- sued my incpiiries in the dominions of nearly twenty diflcrent Goverunu^nts, 1 now submit to Your Ivxcel- lency the general conclusions at which I lia^ e arrived. The leading and fundanu^tal part of my assigned task was, ^^ to devise suck ineasures as may he iiccessary to estahlisli the most ejici'oit system of Instntction.^'' 1 will, therefore, submit to the consideration of Your Excellency, first, what i have been led to conclude " the most efticient svstem of Instruction," and secondly, the machinery necessary for its establish- ment, so as to " elevate the character of both the Teachers and Schools, and to encourage every plan and eifort to educate aiul improve the youthful mind of the country." In adopting measures so decided for the advance- ment of the education of the people, the Administra- tion of Canada is but following the example of the most enlightened Governments, and, like them, lay- ing the foundation for tlic strongest claims to the esteem of the country and gratitude of posterity. On the part of both the free and despotic Governments of ^^1 i I'UIJLK! KLKMEXTAUY INSTUUCTIOX. 7 Kui'opc, 110 sii))jo('t has latterly (KM.'Ujticil more utteii- Takt i. lion tliuii Mijit ul' Public Instructiou. The whoh; sul)- jeet has uiidcr^^onc the most thorough iiivestij^atlon ; ainl systems hotii public and private, >vhich had been maturing for ages, (ixtending from the lowest Elemeii- (ary >Seli(tols up to the Colleges and Universities, have been carefully digested and brought into ellieient operation. 'J'heim|)rovenient and wide extension of the systems of Elementary Inslructioii form the most prominent, as well as the most interesting feature of this extra- ordinary developement in the policy of both the European and Anu-rican Governments. Adecpiate provisions for Elementary Instruction exist not only in I'russia, Deiimark, Sweden, Holland, Belgium, France, Switzerland, Uavaria, Saxony, Austria, aud the minor States of Germany, but even in Russia a similar svstem has been commenced : the whole of that vast empire has been divided into I'ro- vinces, with a University in each; the Provinces again divided into Districts, each of \vhlcli is provided with ii Classical Gyinuasinm ; — eadi Gymnasial District divided again into School Districts, and in each an Elementary School ; so that, as a recent traveller observes, " from Poland to Siberia, and from the White Sea to the regions heyond Caucasus, including the Provinces recently wrested from Persia, there an; the beginning of a complete system of Common School Instruction for the whole people, to be carried into fnll execution as fast as it is possible to provide the requisite number of (pialitied Teachers." The investigations on this suhjcct which have for several years ])ast been instituted by ou.r own Imperial Government, have been of the most extensive and practical character, am"" have already resulted in the ! •8 KEPOUT ON A SYSTEM OP Taut I. Examplo of' other Govem- ineiils. Authori- ties ad- duced ill confirma- tion of the Author's views. adoption of incusurcs unpreccdcntetlly energetic and conipreiien-sive, to supply the intellectual wants ol' the hihouring classes. The northern States of tiie neighbouring Uupublie have also made laudable ellbrts to improve their sys- tems of Elementary Education ; to promote which ob- ject, no less than three of their most distinguished citizens have, during the last nine years, made exten- sive tours in Europe. But the vast amount of legislation which has been expended in these States, the numerous modilications and amendments of the School Laws, — the complaints that are still made by the most competent judges and administrators of them, of the defects in their opera- tions, — no less than the nature and importance of the subject itself, admonisli, and seem to require on the part of tile Clovernment of Canada, the most careful consideration of (he wliole subject ; so that the wants, interests and circumstances of the country may be con- sulted as far as possible, and that the progress of education may not be. retarded by uncertainty, doubt, and fre(pieut chahge. The instructions which have ])ccn given me, and the lacillties of acquiring information with which I have been favoured, evince that the Canadian Govern- ment is second to no other in its desire and determina- tion to promote in every possible way the education of the people. In obedience then to my instructions, I proceed to the explanation of that system of Education which I conceive to be required by the circumstances of the country. In doing so, I shall strengthen and illus- trate my own views by references to the best authori- ties, both European and American, in order that the Govenmicnt and the people of Upper Canada may ))c i PliaLlC Kl.LMKNTAllT INSTUUCTION. r.itlsfied — .'iiraiiist objections \vlii<*h may be uracil Taut I. from any ({uarltT — lliat the senlimciils which J may advance, and liie recommendatioMs I may venlnre to .siibmil, are not rash novelties or crude s|>ecnialions, bnt the resnlt of the hir^'ost e.xperleiice, and tho deepest investifj:ations on the i)art «il' the l)est jnd^ivs resident in lM)th hemis|»heres, and nndcr dillerent lorms of Civil (iovernmeiit. ]iy I'idncation, I mean not the mere ac(|nisitlon of wimt certain arls, or of corl;un branches of knowled^'c, bnt ]"V(i"utic>n. tiial instruction and discipline uhicli (pialiiy and dis- pose the snbjectsofit for their appr(»priale dniies and emjdoyments of life, as Christians, as persons of bnsi- ness, and also as members of the civil commnnitv in wliich llicy live. The basis of an educational structure ada])ted to Basis and this end sljould be as broad as the population of the J'heSyr- country ; and its loftiest elevation sliould equal the torn, lii^hest demands of tiie learned jnofessions, adapting its gradation of schools to the wants of the several classes of the comnminty, and to their respective em- ployments or professions, the one rising above the other — tne one conducting to the other; yet each complete in itself for the degree of education it im- parts ; a character of uniformity as to fundamental ])rinciples pervading the whole : the whole based u])on the princij)les of Christianity, and uniting the com- bined inlluence and support of the (.Jove/nm^' ' and the jieople. 'J'he branches of knowledge which it is essential that all should understand, should be])rovided/ora7/, and taught to all; should be brought within the reach of tiie most needy, aiul forced upon the attention of the most careless. 'Jlie knowledge required for the scientific pursuit of mechanics, agriculture and com- t ili 10 KEPOirr ON A SYSTEM OP J^AJIT I. Colli para- tivent^gloct of Eloineu- t'lry Edu- cation. General Education a preven- tative of pauperliim mercc, must needs be provided to an extent corrcs- pondin*^ with tli' leniand, and the exigeneies of the country ; while to a more limited extent are needed facilities for acquiring the higher education of the learned professions. Now, to a professional education^ and to tlie educa- tion of tlio more wealthy chisses, no objection has been made, nor even indifference manifested. On tb" contrary, for these classes of society, less needing the assistance of the Government, and having less claims upon its benevolent consideration than the labouringand producing classes of the population, have liberal provisions been made, and able Prof* sors employed: whilst Schools of Industry have been altogether overlooked, and primary Instruction has ocarcely been reduced to a system ; and the education of the bulk of the population has been left to the annual liberality of Parliament. Nay, even objections have been made to the education of the labouring classes of the people ; and H may be advisable to shew, at the outset, that the establishment of a thorough sys- tem of i)rimary and industrial Education, commen- surate with the population of the country, as contem- plated by the Goveniment, and as is here proposed, is justified by considerations of economy as well as of patriotism and humrnity. First, such a system of general Education amongst the people is the most effectual prevei;tative of pau- perism, and its natural companions, misery and crime. •To a young and growing country, and the retreat of so many poor from other countries^ this consideration is of the greatest importance. The gvingrenc of pauperism in either cities or states is almost incura- ble. It may be said in some sort to be hereditary as well as infect) oug,-~both to perpetuate and propagate rUBLIC ELEMENTARY INSTKUCTION. 11 itself, — to woaken the body poii'ie at its very heart, Part I. — and to multiply wretchedness and vice. Now, tlie Statistical Jleports of pauperism and crime in dillerent countries, furnish indubitable proof that ignorance is the fruitful source of idleness, in- temperance { nd imi)rovidencc, and these the foster- parent of pauperism and crime. 'Jlie history of e^'ery country in ]']urope may be api)ealers to the Com- missioners' Queries, the advantageous position of our labouring population, when compared with the position of tnose in the more soutnern districts of the country, must be manifest. It is impossible to live among them without being stmck by their superior intelligence, and their superior morality. I am fully justified in this assertion by the Parliamentary Re- turns of criminal commitments in the several Coun- ties of England, which prove Northumberland to be very much more free from crime than any other County. A principal cause of this I have no doubt arises from the education they receive at the Schools scattered over the country, "f The Reverend W. S. Gilly, Vicar of Norham Par- ish, Northumberland, states the following facts in evi- dence before the same Commissioners : " I scarcely know an instance iu this Parish in which the children of an agricultural labourer have not been sent to School, for the most part at their own * National Education ; its present state and prospects, by Frede- rick Hill, vol. ii, pp. 164 and 16.5. f Keport of Poor Law Commissioner». Appendix. PUBLK; F:r.EMKNTARY INSTRUCTION. 13 Par- expense. I believe the parent.^ set a frreater value Pvuri. on that education, the e.\[>ense.^ orAvliich tliey defray themselves ; they wateii tlieir children's profi^ress morenarrovvly. From prudencr'and edncntion residts the prosperity of this District; and it is not here as in some places, that the absolute plenty of the land, and the relative poverty of the peoj)le who live in it, keep pace one with the other! A hii^h stand;«rd of character has raised the standard of comfort here: and for many years useful education, coudjined with Christian education, ha^ hecn dilfusing- its l)les!j- ings '''^• The jamc causes have produced the same effects in Prussian ,1 i • i> • • • I Provinces other countries. I'nissia n^ a conspicmais example, ^f ,1^^ The foilowiiif,^ is the statement of Thomas Wyse, lihine. Esquire, Member of the British I'arliament;, and au- thor of an elaborate work on ]^]ducation Reform, who has made extensive tours of personal inspection on the Continent. l*ersonat observation enables me to attest to the correctness of that part of Mr. Wyse','5 statements which relate to the recently acquired Prussian Provisoes on the Rhine. 5rr. Wyse says-^ *^ What is the real social result of al) this? — HoaV has it aflfected the population for good or for ill? — How is it likely to aflect them in future? — The narra- tives given by Pestalozzi, De Fellenberg*, Oberlin and the Pete Girard, of the singular revolution, mental and moral, aftd I may also add, physical, effected by the application of their system of teaching on a hitherto ignorant and vicious population, though ad- mitted to be isolated experiments, ought not the less to ])e considered evidences of the intrinsic force of the instrument itself, and of its power to produce similar results, wherever and whenever fairlv tried, * Koport of Poor Law Coinmissionc-s. Appcndir, I 14 liErORT ON A Si'STEM OF I Tart I. without rcfereiicc to country or numbers; that is, wiioncver applied with tlic same earnestness, honesty and skill in other instances as in theirs. And of this portion of Prussia — of the Khenish Provinces — it may surely be averred,that it has now been for some time under the inlluencc of this system, and that durin<:^ that period, Avhether resulting from such influ- ence or not, its progress in intelligence, industry, and morality, in the chief elejiients of ^irtue and happiness, has been steadily and strikingly progres- sive. In few parts of the civiJizcd world is there more marked exemption from crimes ami violence." Opinion of A judicious American writer observes, that " nearly ]^'cv.Dr.' nine-tenths of all the paui)erism actually existing in j'otter, ji^y country, mav be traced directly to moral causes : present p. \ . *" . t . -,, • / ■ i E, Bishop such as nuprovidcnce, idleness, intemperance, and ca of Ohio. yf>^^ii of moderate energy and enterprise. Now it is hardly necessary to add that education, if it be imparted to all the rising generation, and be perva- ded, also, by the right spirit, will remove these fruitful sources of indigence. It will make the young provident, industrious, temperate and frugal, and with such virtues, aided by intelligence, they can hardly fail in after life to gain a comfortable support for themselves r id families. Could the paupers of our own State be collected into one group, it would be found, I doubt not, that three out of every four, if not five out of every six, owe their present humiliating positition to some defect or omission in their early training.""- U. * School and Schoolmaster. By Alonzo Potter, D. D., of New York. Eleven thousand copies of this work have been circulated gratuitously in the State of New York, by the Ho. .jurablo James Wadsworth, and three thousand in the State of Massachusetts, at the expense of Mr. I'rimmer, late Mayor of Boston. S^ j*" i PUBLIC i:li:mentauy instruction. 15 ey can ipport of our uld be if not iating early What has been stated in respect to agricultural Pakt i. I!al)oiiror8, and of the labouring classes generally, is Manufac- ecpially and si)eci ally true of manufacturing labourers, tunng Jn- Froni the mass of testimony which might be adduced testimony on this point, oivcor two statements only will be se- ^f "^- ^• ^ ' ... Escher, Icctcd. The lirst is irom the evidence before the Poor Esq., a Law Commissioners, by IMr. A. G. l^^schcr of Zurich, Jnanufic- ywitzerlani, that the work-shojis, peo})led Avith the greatest number of well informed workmen, will turn out the greatest quantity of the best work, in the best manner. The better educated workmen are distinguished, we find, by superior moral habits in every respect. " From the accounts which pass through my hands, I invariably find that the best educated of our work peo})le manage to live in the most respectable manner, at the least expense, or make their money go the farthest in obtaining comforts. '' This applies equally to the Avork poo]>l<; of all nations, that have come under my observation; the Saxons, the Dutch, and the Swiss, being however decidedly the most saving Avitiiout stinting them- selves in their comforts, or failing in general respec- tability. A\'ith regard to the English 1 may say, that the educated workmen are the only ones who save money out of their very large wages. Domestic comfort . II V"il PUBLIC ELEMENTARY INSTRUCTION. 17 of all - ''.:,v ; the .^ vever hem- spec- f " By Education I may say, that I, throughout, mean Part I not merely instruction in the art of reading, writing and arithmetic, but ])etter general mental dcvelope- ment ; the acquisition of hetter tastes, of mental amusements, and enjoyments, which are cheaper while they are more refined."* The same Report contains the evidence of many English manufacturers to the same ellect, as also the Tiej)ort. to the Secretary of State, for the Home Depart- ment on the training of Pauper Children, 1841. The same causes produce the same effects among the labouring population of the manufacturing towns of the United States. In 1841, the Sccrciary of the Massachusetts Board Massa- of Education made a laborious inquiry into the com- ^'^"'*®"^- parative productiveness of the labour of the educated and uneducated mauufacturingoperatives in that State. The substance of the answers of the manufacturers, and business men to whom he applied, is as follows : " The result of the investigation is the most astonish- ing superiority in productive power on the part of the educated over the uneducated labourer. The hand is found to be another hand when guided by an intelli- gent mind. Processes are performed not only more rapidly, but better, when faculties which have been cultivated in early life furnisii their assistance. Indi- viduals, who, without the aid of knowledge, would h[ive been condenmed to ])erpetual inferiority of con- dition and subjected to all the evils of want and po- verty, rise to competence and independence by the uplifting power of education. In great establish- ments, and among large bodies of labouring men, where all services are rated according to their pecu- * Report of Poor Law Commissioners. C |- I; h- I ■ 18 EEPORT ON A SYSTEM OF !f pAar I. niary value, there Is it found as an almost invariable fact, other things being equal, that those wlio have been blessed with a f^ood Common School Education, rise to a higher and liighcr point in the kinds of labour performed, and also in the rate of wages i)aid, while the ignorant sink like dregs to the bottom."* From the preceding faets, may be inferred the im- portance of a sound Common Scliool Education, among even the lowest class of agriculturalists and mechanics, in respect both to employers and the em- ployed. The general diffusion of such an education even in the poorest country is the precursor and companion of the general diffusion of industry and virtue, comfort and happiness. Of this Switzerland — naturally the least productive, and the most difficult of cultivation of any country of central Europe — is an indubitable example. In several of the Cantons of Switzerland I have lately had the opportunity of witnessing the substan- tial correctnesss of what is thus stated by a recent traveller : " The intennixture of classes is wonderfully divested of the offensive familiarities which would infallibly arise from it in less educated countries. Deferential respect is paid, rather perhaps, to age, and moral station, than to mere affluence ; but I have seldom witnessed any departure from a tone and manner of affectionate courtesy on the part of the poorer towards the higher classes. This may, how- ever, be mainly altributable to the habitual and kind- ly consideration shewn to the working classes by their superiors. Whether this results from a higher sense of doing to others as we would be done by, whether *Kcport of the Secretary of t]i« MHssachusetta Education So- «iety for 1841. Switzer land. I'UBLIC ELEMENTART . INSTUL'CTION. 19 from natural kind-heartednesa, or whether from I'-*«t t. tho knowledijc! of the power possessed by each man, I know not ; l)ut ])e it from love, or be it from fear, certain it is, that a kindly feelinj^ is evinced by employers to theem])loyed in Northern Switzerland, of which few other countries afford an example. Swit- zerland is clearly indebted to the hivho are utterly incompetent to the most simph', as Avell as the most important allairs of every (lay life. History ])resents us witii even University systems of |]<1ucation (so called) entirely destitute of all practical chnracter ; and tiiere nre elementnry sys- tems Avhich tend as mucli to prejudice and pervert, not to say corruptj the poi)ular mind, as to improve and el(!vate it. The very end of our jjein^ is practical, and every step, and every branch of our moral, intellectual, and piiysical culture should harmonize \vith the desi<^n of our existence. The aiife in which we live is likewise eminently practical ; and the e(mdltion and interests, the pursuits and duties of our new country, under our free Government, are invested with an almost exclusively practical character. Scarcely an indivi- dual amoufi' us is exempt from the necessity of ^' liv- ing by the sweat of his face." ]"]vcry man should therefore be educated to practice. The changes and developements which have been made in the arts, modes of labour, methods of busi- ness, systems of commerce, administrations of the Government, and indeed every department of civili- zation, involve the necessity and importance of a corresponding character in our whole system of pub- lic instruction. The sanu'. amount of skill and know- ledge which would have enabled an artizan or a tradesman, or merchant, or even a professional man, to have excelled in former years, would be ?)y no means adequate to success in the present stage of mental developement and of keen and skilful competi- tion. I I 22 REPORT ON A BYSTKM 01' Part I. What in- volved in irncticftl Roligion, m The state of society then, no less than the want?) of our country, requires that every youtli of the land should be traini d to industry and practice, — wliether that traiiiinf); l)e extensive or limited. Now, education thus practical, inchidi^s relifrion prncticfti ^"'^ morality ; secondly, the developement to a certain Education, cxtcut of all our faculties ; thirdly, an accjaintance with several branches of elementary knowled<]^e. Under these heads will be embraced a summary view of what I deem it necessary to say on this sub- ject. Nor shall I be very j)articular in treatiiic: them separately. 3rd. By religion and morality I do not mean sec- tarianism in any form, but the f^eneral system of truth and morals taught in the Holy Scriptures. Sec- tarianism is not morality. To be zealous for a sect and to be conscientious in morals are widely different. To inculcate the peculiarities of a sect, and to teach the fundamental principles of religion and morality, Not Secta- are equally different. 1 udeed Schools mi ot- tering unction of vanity to our souls. The tioar I PUBLIC ELEMENTARY INSTRUCTION. 27 perception of our dcficienecs, of the feeble advances Part I. already made in knowledge and civilization, is the best stimulus to united, energetic and useful exer- tion. Bitter truth is much more wholesome, than sweet delusion. The gross flattery which is weekly and daily poured out in Legislative speeches, and by a time-serving press, has a most pernicious inlluence upon the public mind and morals. " The greater the ignorance of the mass, the more readily the flattey is- swallowed. He who is the most circumscribed in knowledge, perceives not a single cloud in his mental horizon. Attila and his Iluns doubtless believed themselves to be the most civilized people on earth ; and if they had possessed our editorial corps, they would have proved it to be so. Weak and vain females in the days of their youth have been chai'ged by the other sex with an extraordinary fondness for flattery, but, judging by the constant specimens which are lavishly adminis- tered and voraciously swallowed, the male appetite for hyperboles of praise, is altogether superior. The vain-glorious boastings of the American press excite the risibility of all intelligent foreigners. " According to the learned and philosophic De De Toc- Tocqueville, this is the country of all others where ^"^^' ®' public opinion is the most dictatorial and despotic. Like a ipoiled child it has been indulged, flattered and caressed by interested sycophants until its capricious- ness and tyranny are boundless. When Americans boast of tlieir cultivated minds and human feelings, foreigners point them to the existence of Negro slave- ry. When they claim the civic merit of unqualified submission to the rules of social order, they are rei- ferred to the frequent exhibitions of duels and Lynch law. When they insist upon the prevalence among I;, -TfvTfr' ■ 28 KEPOIH' ON A SYSTEM OF i [ ^^ Paet I. us of strict intogi'ity, sound morals, and extensive piety, tliey are sliown an American newspaper which probably contains the annunciation of half a dozen tb'^^ts, robberies, embezzlements, horrid murders, ad appalling suicides. " Burns, the eminent Scotch poet, sccins to have believed that good would result, ' If Prc\'idence the gift vould gie us, * To SCO ourselves, as others see us.' *If we had this gift, much of our overweening vanity would doubtless be repressed, and many would serl- • lusly ponder on the means of reformation and im- provement. But that any great improvement can be made upon the moral propensities of the adults of the present day is not to be expected. The raw mateilal of humanity, after being even partially neglected foi" twenty years, generally bids deflance to every manu- facturing process. " Tlie moral education^ that is tlia promr discipline of the dispositions and qfcctions of the mind, by which a reverence for the Supreme Being, a \o\q of justice, of benevolence, and of truth, are expanded, strengthened, and directed, and the conscience en- lightened and invigorated, must have its basis deeply and surely laid in childhood. "Truth, in the most important parts of moral science, is most easily taught, and makes the most indelible impressions in early life, before the infusion of the poison of bad example ; before false notions and pernicious opinions have taken root : before the understanding is blunted and distorted by habit, or the mind clouded by prejudice." * * Lecture on Civilization. PUBLIC ELEMENTAItY INSTRUCTION. 29 The Superintendent of Schools for Albany County, 1'arv :. — the metropolitan County, including the Capital, of ToJtimony the State of New York, — speaks still more delinilely ^^" !';^' ^^^ if not forcibly, on the consequence of non-christiai: dent of Schools. He says : " We are^ suffering from the evils f,;''';i*;'^ of imperfect and neglected education. Want, vice of Aibuuy, and crime in their myriad forms bear ^vitness against our Educational Institutions, and demand inquiry whether they can prevent or remedy the evils which lire sapping the foundations of society. '' That the Schools have not accomjillshed the object of their creation, if that object were to nurture a vir- tuous and intelligent people, unfortunately requires no proof. Their moral influence has undoubtodly ameliorated our social condition ; but it has faiictl to give that energy to virtue which is essential to virtue and happiness. It has been an accidental eiTect, rather than a prominent and distinct object of School Education ; and while by its agency intellect has ge- nerally been developed, the moral sense has been neglected, and the common mind, though quick and schemeful, wants honesty and independence. The popular virtues are the prudential virtues, which spring from selfishness, and lead on to wealth and reputation, but not to >vell being and happiness. Were their source moral feeding, and then* object duty, they would not only distinguish the individunl but bless society. Man has lost faith in man ; for successful knavery under the garb of shrcAvdness, imblushingly walks the streets, and claims the sanc- tion of society. ^^ It is said that the moral condition of a people may be conjectiu-ed from the vices and ^ irtues that prevail, and the feelings with which they are regarded. What must be the state of public sentiment where 30 REPORT ON A SYSTEM OF pAur I. frauds, robberies, and even murders excite little more tlian vague surprise, but lead to no earnest investiga- tion of the general cause or possible remedy. And the most alarming consideration is, not that crime is so common as hardly to be a noticeable event in the history of the*day, but that from this state of public feeling must be engendered a still greater and more fearful harvest of social and public evils. If there is any truth in those familiar maxims, which in every form, and in every tongue describe the child as the ' father to the man,' then much of this moral degra- dation and social danger must be charged on the neglected, or perverted culture of the Schools. In- deed, it is not unusual to refer in general terms the vices and misery of society to this som'ce, but it excites little more attention than the statement of the philosophical ftict, that the fall of a peb])le affects the motion of the earth ; and many would as soon anti- cipate the disturbance of physical order from the one cause as of moral order from the other. Dissolute company, gambling, intemperance, neglect of the Sabbath, arc the popular, because the apparent, and sometimes the proximate causes of moral degrada- tion ; but to attribute to each or all these, is but put- ting the elephant on the tortoise. For why was the gaming table resorted to, the Sabbath profaned, or dissolute company loved? Because the early im- pressions, the embryo tastes, the incipient habits were perverted by that false system of education which severs knowledge from its relations to duty. And this false education is found in many of those Schools which are the favorite theme of national eulOj^jy, the proud answer of the patriot and philanthropist to all who doubt the permanence of free institutions or the advancement of human happiness. PUBLIC ELEMENTARY INSTRUCTION. 31 " Were we not misled 1)}- the great niid increasing Part l imnibcr of these primary institutions, and did we in- quire more carefnlly into tlieir actual condition, the tone of confidence would he more discriminating, and less assured."* Sudi statements arc as conclusive and as free from suspicion as they are painful and full of adnu)nition. Tlie practical indifterence which has existed in res- Befccts in pect to the Christian character of our o^^ n system of yeUools.'^ popular educatioli is truly lamentable. The omission of Christianity in respect both to Schools, and the character and qualifications of Teachers, has prevailed to an extent fearful to contemplate. The country is too young yet to witness the full eifects of such an omission, — such an abuse of that which should be the primary element of education, without which there can be no Christian Education ; and without a Chris- tian Education, there will njt long be a Christian Countr}\ An American writer, whose i^tandard of religious Br. Chan- orthodoxy has been considered as questionable as his "^"^' talents were exalted, has nevertheless said on this subject : " The exaltation of talent, as it is called, above virtue and religion, is the curse of this age. — Education is ^now chiefly a stimulus to learning, and thus men acquire power without the principles which alone make it a good. Talent is worshipped ; but, if divorced from rectitude, it will prove more of a demon than a god." Another American writer states, that "Unbounded Dr. Totter, pains are now taken to enlighten a child in the first principles of science and letters, and also in regard to the business of life. In the meantime, the culture of * Annual lleport of the Superintendent of Common Schools for the State of New York.— Jan. 1844, pp. 127, 182. CO KErOIiT ON A SYSTEM CP I'AIiT I. Hni Christiani- ty (he *^asis and cement of a good system of public Education. How its principles may be in- culcated in mixed Schools. Do Eellen- berg. the heart and conscience is often sadly neglcctctl ; and the cliild gro^vs up a shrewd, intelligent, and in- fiuential man, perliaps, but yet a slave to his lower propensities. Talents and knowledge arc rarely blessings either to the possessor or to the world, un- less they are placed under the controul of the higher sentiments and principles of our natui'c. Better that men should remain in ignorance, than that they should eat of the fruit of the tree of knowledge, only to be made more subtle and powerful adversaries of God and himianity." * On a subject so vitally important, forming, as it does, the very basis of the future character and social state of this country — a subject too respecting which there exists much error, and a great want of infor- mation, — I feel it necessary to dwell at some length, and to adduce the testimony of the most competent authorities,. Avho, without distinction of sect or coun- try, or form of Government, assert the absolute neces- sity of making Christianity the basis and the cement of the structure of public education. I propose to show also how the principles of Chris- tianity have been, and may be carried into eifect, without any compromise of principle in any party concerned, or any essential deficiency in any subject taught. Mr. De Fellenberg says, " I call that Education which embraces the culture of the whole man, — ^with all his faculties, — subjecting his senses, his under- standing, and his passions to reason, to conscience • and to the evangelical laws of the Christian Revela- tion." Mr. De Fellenberg, a patrician by birth, a statesman and a Christian philanthropist, has, during * School and School Master. By Dr. Potter, late Profesaoc- ©f Union College. rUHLlU ELILMENTAUY INSTRUCTION. 33 a quarter of a century, practically illustrated his own Tart i. definition of ediicatioii in a series of classical, agri- cultural and poor Schools, which were originally es- tablished at llofvvyl, in Switzerland, and which have been maintained solely at the expense of the founder. This establishment is perhaps the most celebrated in Europe. It contains pupils not only from dilferent l)arts of Switzerland and Germany, but from England, and from Hungary, from France and America, — of dilferent forms of religious faith, jet thoroughly edu- cated in Mr. De Fellenbcrg's sense of the word, as I have had the opportunity of satislying myself by per- sonal inspection and inquiry. The sentiments of English Protestant writers, and English of all classes of British l*rotestants, are too well known I'l'^tes- to 1)6 adduced in this place ; and the fact that the principal objection which has been made on the part of the authorities and members of the lloinan Catholic Chiii'ch to certain Colleges projjosed to be established in Ireland, relates to an alleged deficiency in the pro- vision for Christian Instruction, evinces the prevail- ing sentiment of that section of our fellow subjects. A few references will be sufficient. Thomas Wyse, i\^q^^^ Esquire, a Roman Catholic Member of the British Wysp.Esq. . MP —it Parliament, in his work on Education Beforin^ already catholic referred to, thus expresses himself on this point : — " What is true of individuals, is still truer of socie- ties. A reading and writing community may be a very vicious community, if morality (not merely its theory, but its practice,) be not as much a portion of education as reading and writing. Knowledge is only a branch of education, but it has too often been taken for the ' whole.' " " When I speak of moral educa- tion," (continues Mr. AVyse,) " I imply religion ; and when I speak of religion, I speak of Christianity. It E I 94 IlEPORT UN A ETSTKM OF ■M': i! i Part I. Is morality, ft is cunsclenco par excellence. Even !u the most worldly sense it coiiltl easily be shown that no other morality truly binds, no other education so effectually secures even the coarse and material in- terests of society. The economist himself would find his gain in such a syb^em. Even if it did not exist he should invent it. It works his most sanguine spe- culations of good into lar siu"er and more rapid con- clusions, than a7iy system he could attempt to set up in its place. No system of ])hilos()phy has better con- sulted the mechanism of society, or joined it ti)gethcr with a closer adapatlon of all its parts, than Christi- anity. No Legislator w ho is truly w ise, — no Christian win for a moment think — for the interests of society and religion, — which are indeed oidy one, — of sepa- rating Christianity from moral education."* Holy Mr. Wyse observes again, " In teaching religion crif urcs. ^^^ morality, we naturally look for ■ ie best code of both, ^yiiere is it to be found ? AMierc, but in the Holy Scriptures ? Where, but in that speaking and vivifying code, teaching by deed, and sealing its doc- trines by death, are we to find that law of truth, of justice, of love, which has been the thirst and hnnger of the human heart in every vicissitude of its history. From the mother to the dignitary, this ought to be the Book of Books ; it should be laid by the cradle and the death-bed ; it should be the companion and the counsellor, and the consoler, the Urim and Thummim, the light and the perfection of all earthly existence. "t The authorities of the French Government have most distinctly recognized the Holy Scriptures as the basis and source of moral instruction in the Schools Kecogniz- fd by tho Govern- ment. * Education Reform. By Thomas Wyse, Esq. M.r., pp. 59, 62, 63. t lb., p. 258. rUBLIC ELKJfKNTAKT INSTKUCTIOX. 35 and Colleges of Franco. In respect to tlie secondary Part I. Schools or Collcfi^cs, tlie law re(iiiircs that " in the two elementary chisses, the pnpils arc to l)o taught during the first year, tlie History of the Old Testa- ment ; and the second year, the History of the New Testament. This lesson given hy the elementary Masters, is to be taught during one hour every day, and to conclude the study ol' the evening." - Tlie same code makes moral and religious instruction an essen- tial part of education in the ; "imary Schools.f The language of the late JMinistcr of Public Instruction In France is very decided and strong on this point. — Mrs. Austin's translation of his Report on r'ublic Instruction in Prussia is v.ell known ; the untransla- ted part of his Report on Education in other German States is not less interesting. In his account of tho M. Cousin. Schools in the City of Frankfort-oii-tlie-Mainc, M Cousin says, " instead of the first lesson book, the more advanced children have as books of reading and study, Luther's translation of the Bible, the Catechism, and Biblical History. Tlic Bible Is not entire, as you might imagine, except the New Testament. These three hooks constitute here the foundation of Public Instruction ; and e\'ery rational man will rejoice at it, because religion is the only morality for the mass of mankind. The great religious memorhils of a people are their school books ; and I have always viewed it as a misfortune for France, that in the sixteenth century or beginning of the seventeenth, when the French language was simple, flexible and * Dans les deux Classes EU'mentaires on fait apprcndro aux olcves, la premiere annee, I'Histoire de I'Ancien Testament ; la secondo annrc, I'Histoire du Nouveau. Cettc Ic^on, donnoe par les Maltres Elementaires, a lieu tous les jours pendant une heuro, et termine I't'tudo du soir. Code univcrsitaire, p. 571. f L'instruction primairo elemontairo comprend nwossairomcnt I'instruction pioralo et religicusc. Ibid p. 265. I w^ 86 IlErOlIT ox A SVSTEAI OF m rH Taht I. |)0])ular, some ^rout writer, Aniiot, for example, did not translate the Holy S('rii)tnres. I'lils would have been an excellent book to put Into the hands of the yomii^ ; whilst I)e Sacy's translation, otherwise meri- torious, wants encr«(y and animation, 'i'hat of Lnther, vifi^orons and lively, and eircnlated through- out Germany, has greatly contribntodto develoi)e the moral and relif>ious spirit and education of the people. The Holy Scriptures, with the History of the Bible which explains them, and the Catechism which embodies a smnmaryof them,onf^htto be the Library How of childhood and of the l*riniary Schools."* l2sian" The manner in Avlilcli this branch of Education is Schools, as taudit in the Prussian Schools is worthy of special notice. I camiot describe it better than in the words of two American writers. Professor Stowc and the uttested by * " Au lieu tie ce Lesebrich, les enfans un peu plus s ont pour livres tie lecture et d'otude la Bible, — traduction de ", le Cati'chismc et I'Histoire Biblique. La Bible n'est pas entit^re, commc vous snpposez bien, excepte le Nouveau Testament, Ces trois livres composent ici le fond de I'instruction populaire ; et tout homme sage s'en rtjouira, car il n'y a de morale pour les trois quarts des hommes que dans la religion. Les grands monumens religieux des peuples sont leurs vrais livres de lecture ; et j'ai tou- jours regardo i omme une calamite pour la France, qu'au beizieme siecle ou au commencement du dix-septiome, quand la langue fran- 9aise otait encore naive, flexible et populaire, quelque grand ecri- vain, Amiot par exemplc, n'ait pas traduit les Saintes Ecritures. Ce serait un excellent livre a mettrc entre les mains de la jeunesse, tandis que la traduction de Sacy, d'ailleurs pleine de mcrite, est diffuse et sans couleur. Celle de Luther, male et naive, rep^due d'un bout a I'autre de I'AUemagne, y a beaucoup fait pour le deve- loppement de I'esprit moral et religieux, et I'oducation du peuple. Les Saintes Ecritures, avec I'Histoire Biblique qui les explique, et le Catcchisme qui les resume, doivent fuire la bibliotheque de Ten- fance et des Ecoles Primaires." Eapport sur I'ctat de I'instruction Publique dans quelques pays de I'AUemagne, et particulierement en Prusse. Par M. V. Cousin, &c. p. 23. It may be observec. that De Sacy's translation is now printed by tho French University Press, and cheaply and extensively sold throughoi " The Teacher being amply possessed of the know- Takt l ledge of the whole chain of events, and of all hio- graphical incidents ; and bringing to the exercise a heart glowing with love to man, and with devotion to his duty, as a former of the character of children, has no necessity or occasion to fall back upon the formulas of a creed. It is when a Teacher has no knowledge of the wonderful works of God, and of the benevolence of the design in which they were crciited ; when he has no power of explaining and applying the beautiful incidents in the lives of the pro))hets and apostles, and especially tlie perfect examrde which is given to men in i\\2 life of Jesus Christ ; it is then, that, in attempting to give reli- gious instruction, he is, at it were, constrained to recur again and again to the few words or sentences of his form of faith, whatever that faith may be ; and therefore when giving the second lesson, it will bo little Uiore than tiie repetition of tho first, and the two hundredth lesson, at the end of the year, will dilfer from that at the beginning only in accumulated wearsomeness and monotony."* My o^m examination, not only of Prussian but of The Au- German Schools generally, and conversations with *'^"'" ^ " " Directors, Inspectors, and Teachers, throughout Ger- many, Holland and France, enable me to corroborate the statements of Professor Stowe and Mr. ]\Iann. The instruction is substantially the same under both Roman Catholic and Protestant Govern.iients, — the same whether tlie Tcachv?rs be Roman Catholics or Protestants. The French Government it^^elf avo s its position not to be the headship of a sect, but that of a supporter of Christianity^ irrespective of sect, ia a work on Education whicli (.Jjtaliied the ])rize ex- * Mr. Mann's Sevonth Annual lleport, &c;. pages 144, 145. i I I ■. servations. •iO ItErOlJT ON A SYSTEM OP ai's-' I Tart I. traortlinary liom the French Academy in 1840, it is- said, " France has not prochxinied a State Ueligion. To have done so, woukl have heeu an absurdity under a form of Government the component parts of wliich are the direct representatives of jmblic opinion. But it has guaranteed protection and countenance to all forms of Christian worship ; and tlierefore in such a relation to the various religious Communions, the Governement takes its stand sini[)ly upjn the Truth. It has avowed before the world, that the French Na- tion })rofcsses the Christian Faitli, witliout any ex- clusion of Church or Sect. France, after ha\ ijig in Constitu- the Constitutional Charter declared itself Christian, amter of ^"^^ ^^^^^' J'^^'^^to statcd as an important fact, that France, the Catliolic Kcligion is professed by a majority of the French people, cannot consistently forget the first principle of its Charter in organizing a system of public ]!]ducation. In founding establishments which concern the moral education of the young, it cannot disregard the moral i>rinciples which it professes itself; but it forgets not the supreme imjwrtance which it attaches to liberty of conscience. The mem- bers of all Christian Connnunions will therefore find in its establishments of Public Education that cordial reception which is assured to them in the Charter. We rejoice to see that in the eyes of the State al' Christian Sects are sisters, and that they are objects of equal solicitude in the administration of the great fiimily of the nation. In regard to those who desire to educate their children in the systematic contempt of every thing sacred, the State would leave that impious work to themselves ; lut never for the sake of j)leasing iJteniy could it hecome w faithful to its cum moi-al princijjks.^'"^' * it Elle (la France) n'a pas proclame uae religioi^ de I'Etat, ce [:! PUBLIC ELEMENTAKT INSTRUCTION. 41 Similar testimonies in respect both to tlie same Paut I, and other countries might be indelinitely multiplied; conTiusioa but those already adduced are sufficient to show, that religious and moral instruction should be made an essential part of public education, and that such instruction can be, and has been, communicated ex- tensively and thoroughly, for all purposes of Christian morality, without any bias of sectarianism, and with- out any interference whatever with the peculiari- ties of different Churches or Sects. Such are the sentiments of enlightened writers, Roman Catholic and Protestant, as well Republican as . Monarchical- ; qui eut etc mensonge, sous une forme du Gouvemement ou les grands corps de I'Etat sont les representans directs de ropinion pu- blique; mais elle a assure protection etsecours a tous les cultes Chre- tiens, et ainsi, sous ce rapport, elle s'est tenue dans le vrti. Elle a constate aux yeux du monde que les croyances chretiennes, sans exception d'Eglise ou de Secte, sont celles de la Nation Fran9aise. La France, apros s'ctre declaree chretienne dans la Charte, apros avoir constate, comme un fait considerable, que la religion Catho- lique est professCe par la majorite des Frnm^ais, ne peut pas, sous peine d'inconsequence, oublier ce point iti' depart quand il s'agit pour elle d'organiser I'Education publique. Lorsqu'ellu fondo des etablissement qui interessent I'cd (ion morale de la jeunesse, elle ne peut pas les placer en dehors du ])riiicipe moral qu'elle attirme elle-meme; mais elle u'oublira pas nun plus qu"' lie e&t toltrante et qu'elle aime par-dessus tout la liberte de t discicnce; toute.^ les Communions Chretiennes trouveront done, dans Sts etablissemcns d'education publique, I'accueil hospitaller qu'elle leur a prorais dans la Charte. Nous aimons a voir, qu'a ses yeux toutes les Sectes Chretiennes sont sceurs, et qu'eUe leur accorde la mcme S' Uicitudc dans I'administration de la grande famille. — Quand aux hommes qui veulent clever leur enfans dans le mepris systcmatique do tout ce qui est saint, I'Etat pouiTait leur laiaser la cJiarge de cette rcuvro inipie; mais jamais pour leur complaire, il ne fut permis d. ,11- quer :i ses croyances morales." Dc V Education Fopulaire vt des Ecoles Normales I'rimaires, considC-rees dans leu/ s Hapports avec la Philosophic du Christianisme. Par M. P. Dumont. Ouvrage au- quel V Academic des Sciences morales ct politiqiics a d4cern6 un prix extraorc^nairc en \SiO,--pagcs 40, 41, 42, 43. m I 1 P I ! -,)J 1 1 I . !• ,1 1 f i I:' m 42 BEPOllT ON A SYSTEM OP ■!i'i- Part I. and such ure the \kw^ nnd praticc of both Protestant and Roman Catliolic nations. Here is neither hixity nor compromise of religious principle ; liere is the establishment and administra- tion of a system on the part of Government which is founded npon the fundamental principles of Christian truth and morality, l)ut which interferes not with the dogmas and jn'edilections of diversified sectarianism ; and here is a co-operation of members of ditferent religious persuas io^s lii matters which they hold and value in common — in which they liaT'e a common interest — and in which co-operation is in most instan- ces even essential to existence, — the same as Legis- lators or Merchants, Agriculturists or Soldiers co- operate in measures and enterprises of common agreement and necessity. The points of agreement between the two great and most widely separated divisions of Christendom, — Protestants and Roman Catholics, — are thus forcibly enumerated by the Bishop of Worcester, England, in a late Charge to the Clergy of his Diocese. Points of " ^conscientiously do I believe that in no part of bftweTn"' Christendom is our religion observed in greater pu- rity than in this country , but believing this, I cannot shut my eyes to the fact that we form but a small minority of the Church of Christ ; nor can I venture to say th;it Christianity as professed by the great majority, is so full of error as to make it a sin in a Protestant State to contribute towards the education of its Ministers. Let us see what are the doctrines we hold in common Avith our Roman Catholic brethren. We both believe in ({od the Father, the Author and Maker of all things ; we both believe that man fell from his primeval ite into sin ; we both ■ believe that to redeem mankind from this fallen state, ir Protes- tants and Roman Catholics, PUBLIC ELEMENTARY INSTRUCTION. 48 l)leaded this Almiglity Being to send his only begotten Part I. Son into the workl to become a sacrifice for our sin ; liiai uiioiigh His atonement Ave might be considered as justified before Cod; we both believe that the Son of God who was sent into the world as a propi- tiation for our sins, is co-equal and co-eternal with the Father ; that having performed this office of love and mercy he ascended into heaven, and that he will come at the last day to judge the quick and the dead ; we both believe that this Redeemer, to assist us in the way of salvation, sends the Holy Spirit to those that diligently seek him ; and that the Holy Spirit with the Father and the Son is one God, bless- ed for ever ; we both believe that the Church was originally founded by this Saviour, and that in her the doctrines of the the Gospel have been handed down by a regu! • succession of ordained Ministers, Priests and Deacons ; and we both believe that two Sacrament" arc binding on Christians." The proceedings of the National Board of Educa- tion in Ireland present an illustration of the extent to which there may be a cordial co-operation between even Roman Catliolics and Protestants, in a country as proverbial for the warmth and tenacity of the reli- gious differences, as for the generous hospitality of its inhabitants. Several systems of public instruction had been tried ; and each iri succession proved un- successful, as a national system, and was abandoned bv the Government. In 1828, " a Committee of the House of Commons to which were referred the va- rious Reports of the Commissioners of Education, re- commended a system to be adopted, which should af- ford, if possible, a combined literary and separate reli- gious education, and should he capable of heing so fat ad _pted to the views of the religious 2')€rsuas{om whicJi How I far l*rotes- , tants and lioman Catholics can unite in School Education. i ;( i!i !' ! r Itti. 44 REPORT ON A SYSTEM OF Irish Na- tional Board. Part L prevail m Ireland, as to render it, in truth, a system of National Education for the poorer classes of the community. - With a view of accomplishing this noble object, the Government, in 1831, constituted a Board, consisting of distinguished members of the Churches of Engiand, Scotland and Rome. The Board agreed upon and drew up some general maxims of religion and morals which were to be taught in every School, agreed to " encourage the Pastors of different denominations to give religious instruction to the children of their respective flocks out of School-hours," &c. ; and in addition to provide that one day in a week should be set apart for that purpose, t * Letter of Lord Stanley, Secretary of Ireland, to the Duko of Leinster, Oct. 1831; •f The following is one of these " General Lessons," which are hung up in every National School, and required to be taught and explained to all the children. It relates to social duties. " Chris- tians should endeavour, as the Apostle Paul commands them, * to live peaceably with all men,' — (Romans, c, 12, v 18,) even^ with those of a different persuasion. " Our Saviour, Christ, commanded his Disciples to ' love one ano- ther.' He taught them to love even their enemies, to bless those that cursed them, and to pray for those who persecuted them. He himself prayed for his murderers. Many men hold erroneous doc- trines ; but we ought not to hate or persecute them. We ought ta seek for the truth, and hold fast what we are convinced is the truth ; but not to treat harshly those who are in error. Jesus Christ did not intend his Religion to be forced on men by violent means. He would not allow his Disciples to fight for him. If any persons treat us unkindly we must not do the same to them ; for Christ and his Apostles have taught us not to return evil for evil. If we would obey Christ, we must do to others, not as they do to us, but as we would wish them to do to us. " Quarrelling with our neighbours and abusing them is not the way to convince them that we are in the right, and they in the wrong. It is more likely to convince them that we have not a Christian spirit. - • t PUBLIC ELEMENTx^RY IXSTliUCTIOX. 45 The Board have also publisliod a scries of Biblical Pat.t I. Histories, complete on the New Testament, and on TheiTRe- the Old to the death of Moses. It is understood that ligious the whole series in the Old Testament will soon, be *^° ^' completed. These histories are more literal and more compre- hensive than Watt's Scripture History, or any of the many similar publications which have been most used in Schools. These histories are likewise prepared ac- cording to the Irish National Board's improved methods of teaching — useful as reading books, and as admira- ble introductions to the study of the Holy Scriptures, — being for the most part in the very words of the Scriptures, and containing the chronological dates of the principal epochs and events of Sacred History. The Board has also published an excellent and appropriate little book on the truth of Christianity. I dare say the series of this kind of ^ooks will be completed by one or more publications on our duties to God, to the State, to our fellow men, &c. On a certain day of the week. Ministers of the dif- Religious ferent persuasions catechise the children of their res- tion;"°" pective forms of faith. Thus are the children in the Irish National Schools not only taught the elements of a secular education, but they are instructed in the fundamental priciples of Christian truth and morals ; and facilities are af- forded for their being taught the Catechism and Con- fessions of the religious persuasions to ^which they severally belong. I am inclined to believe that there are few elemen- School in tary Schools in Great Britain — those in Scotland ex- ^®*'*" " We ought to show ourselves followers of Christ, who, 'when h.i was reviled, reviled not again,' (1 Pet. c. 2, v. 23,) by behaving kindly and gently to evory one." i I 46 KErOKT ON A SYSTf}M OP Biblical and lleli gious In :s Pakt I. cepted,— in which so imith religious knowledo-e i^ Imparted as in the ^,150 ►Schools, contaiiiinf,^ 395,550 children, which ha^e been established by the Board of National Education in Ireland. This great and good work nnist, in the course of a fe>v years, pro- duce a marked change in the intellectual and social condition of Ireland. Yet the Board does not pro- fess to give a thorough religious education. In Prussia, while i)rovision is made, and Teachers are thoroughly trained, to give an extended course, or structionin rather several courses of Biblical instruction, covering Schools" ^ period of eight years, (from six to fourteen) in re- gard to even primary Schools, and childi'en of the poorest classes, and embracing in succession an ele- mentary view of the hiograjihy^ history^ cardinal doc- trines^ and morals, and in some instances evidences of the auilientkitii of the Bible : provision is also made for teaching the Catechisms of the Protestant and Ro- man Catholic Churches. The Catechism, however, is not generally, if ever taught until after the pupil has received Biblical instruction for five or six years. It is usually taught the year, or the year before, the pupil completes his elementary education ; and during the few months which are allotted to the teaching and learning of the Catechism, the pupils receive separate religious instruction from the Pastor or Clergyman of the Church to which they belong. AYlien there are separate Schools, — as is the case in those parts of Pinissia w^here the whole population is cither Catholic or Protestant, or where each class is very numerous, — the whole course of religious in- structions in harmony with the Church for whose members the School is established. This is likewise the case where the great body of the population is of one religious community with only miULIC ELEMENTARY INBTJIUCI'ION. 47 !i few (lisscntiiii; from it. But even tlicsc J^diools, es- Taht I t^llJii^jhed fur particuiar classes of society, aided by the Governmeiit and subject to its inspection, are not permitted to violate the tolerant and catholic principles and spirit of the National School system. " The Mas- Trussian ters and Inspectors (savs the law"! must avoid \vith *^^* the greatest care, every kind of constraint or annoyance towards the children on the subject of their particular form of worship. No School may be made abusively subsei vient to any views of proselytism ; and the chil- dren of a different form of Avorship Irom that of the Schools shall not be compelled against the will of their i)arents, or against their own, to attend the reli- gious instructions and exercises. Private Masters of the same worship will be charged witii their religious instruction ; and Avhenever it would be impossible to have as many jNIasters as there are forms of worship, the parents ought to watch with so much the more care, to fulful those duties themselves, if they do not desire their chidren to attend the religious lessons of the school." The fundamental i)rinciple of public education in Religious Prussia, and that which constitutes the key-stone of t/Jg'^^Jruy. the mighty arch on which has been erected for an eur sian sys- tire populatiuii so proud, and as yet so unrivalled a superstructure of moral intellect, is thus expressed in the general law of Prussia : " The chief mission of every school is to train the } outh in such a manner as to produce in them, with the knowledge of man's relations to God, the strength and desire to regulate his life according to the principles and si)irit of Chris- tianity. Early shall the School form the c'aldren to piety, and for that purpose will it seek to second and l)erfect the instructions of the fjmiilv. Thus in all cases shall the labours of the dav be comn\enced. and I ! 48 liEl'ORT ON A SYSTEM OP Pai'.tI. coucliulcd by n ehort juaycr uiul pious leflectioiLSj, wiiicJi the Muster must be able so to conduct, tluit this iiioitil exercise sluill never (Icgcnenile into an jilliiir of habit. Furthermore the Master shall see (in the case of Boarding-schools) that the children at- tend punctually at the services of the Church on Sab- baths and llolydays. There ohall be intermingled with the solemnities of the School, songs of a religious character. Finally, the period of the communion should be as Avell for Pupils as for Masters, an occa- sion of strengthening the bonds which ought to unite them, and to open their souls to the most generous and elevated sentiments of religion."* rrogram- me Biblical and lleli- gious In- etriiction in the Prussian Schools. * The following is the course of religious instruction pursued in the Dorothean City School in Berlin: Class 6th. (Lowest Class) Stories from the Old Testament. Class 5 th. Stories from the New Testament. Class 4 th. Bible History. Class 3rd. Heading and explanation of select portions from the Scriptures. fDoctrinal and Practical.) Class 2nd. The Evidences of Christianity. There is at present no First Class in the School. Each class in- cludes a period of from one to two years. The Stories taught the Elementary Classes (including children from six to eight years of age) are, the most remarkable Scripture Biographies, — narrated) chiefly by the Teacher, with varioiio practical reiutirks and illustra- tions of the G eugraphical and Natural History of the Bible. The pupils thus familiarized with the Geography and incidents of the Bible, are prepared in the following year (4 th Class) to study and appreciate its general history and beautiful simplicity of language. The general history of the Bible taught in the third year (or 4th Class) is an appropriate introduction to the study of ihose select portions of the Scripture (in the fourth year) in which are stated and explained the principal institutions, doctrines and morals of the Bi- ble — the study of the Evidences of Christianity forming a natural and proper conclusion of the whole course. About four hours per week are devoted to religious inslructiun during the whole yieriod uf six years. This School is common to both Iloman Catholic and Protestant children. The Protestant Seminary School of Bcilin,— a burgher or mid- IMJULIC KLKMENTARY INSTRUCTION. 49 No one can poniler upon the inriport of such a law Pakt i. —a law carried out with all the thoroughness of the Pra^ai (jlerman character, — without feeling how far below obsuiva- such a standard we sink in our accustomed estimate of the character and attributes, the objects and duties dlo School attached to the Teacher's Seminary, and in which the candidates for teaching practice, — has the following course of reli- gious instruction. In lionian Catholic Schools of the same class, subjects corresponding to the Church of Rome, take the place of those subjects in the following programme which relate to the Church of the Reformation. Class Gth. (Lowest Class) Four hours per week. Narration by the Teacher of Stories from the Old Testament, nearly in the words of the Bible, and repeated by the pupils. — Easy verses learned by heart. Class 5th. Four hours per week. Stories from the Gospels taught in the same way. Church Songs and Bible verses learned. Class 4 th. Three hours per week. The Old Testament in a more connected form. The moral of the history is impressed upon the minds of the children. The Ten Command- ments and Church Songs learned. Class 3rd. Two hours per week. Life and Doctrines of Christ, Four weeks set apart for learning the Geograghy of Palestine. Church History. Class 2nd. Two hours per week. The Protestant Catechism com- mitted to memory and explained. Church Songs and verses committed. Class 1st. Two hours per week. Compendium of the History of the Christian Church, especially after the Apostolic age. History of the Reformation. Review of the Bible. Committing to memory Psalms and Hymns. Dr. Diesterweg, — the Director of the Seminary, is one of the most celebrated Teachers in Germany. I witnessed exercises in both of the Schools above mentioned. — Author's The teaching is for the most part by lecture, mingled with ques- observa- tions. The pupil is prompted to exertion ; his curiosity is excited; tions. he is taught to observe carefully, and to express himself clearly and readily in his own language. The teacher is of course able to teach without a book, and to elicit the knowledge of the pupil by proper questions. Thus the memory of the pupil is not overburthcncd ; and it 's at the same time enriched, and the perceptive, reflective M r .1 n 00 IIF.POUT ON A SYSTEM OP Part I. of SclioolsandScliooIiimstcrs. [iidcod—jiulgfing IVoni passages already quoted,— how (Mitircly must we acknowledge the superiority of the moral stundard ol' School-Teachers and Hcliodl-teaehing which obtains in what s(>me have been wont to term l«ix and scep- tical France ! Vet I'rance, like Prussia, places reli- gion and morals jit tlic very foundation of her system of public educjition. The American authors heretofore quoted, i)resent In lively colours the consequences of a total aband(m- ment of Christianity in nuiny of the United States public Schools. Surely we cannot fail to profit by such examples and waruings. A Govemment that practically renounces Christianity in prot^idiny for the education of its youthful populntionjcannot he Christian. The creed of our Government, as represeniing a Christian people of various forms of reli.o-i nis worshij), of Canada, is Christianity, in the broadest and most compreliensive sense of the term. The practice of the Government should correspond withitscreed. With the circumsuu- tials of sectarianism it has nothing to do ; they form no article of its creed ; they involve no one command- ment of the Moral Law, either of the Old or Nev/ Testament ; it is under no obligations to provide for the teaching of them, whatever importance individuals may attach to them ; its affording different parties facilities for teaching them is the utmost that can be Duty of the Go- Ternment and reasoning powers areconstantly exercised. It may be observed that, neither in Projostant nor mixed Schools, and of course not in the Roman Caiholic Schools, did I see the Bible degraded and abused to the purposes of a common reading book. It was given to man, not to teach him how to read, but to teach him the charac- ter, and government, and will of God, the duty of man and the way of sa'tvution. To these sacred and important purposes should it bu applied in the SehuoU. PUHLK! KLEMKXTAliY rXSTKICTION. r>i required or oxpccted of it. The members of the va- Part I. riouH sects are alike its subjects; tliey (.oiitribute alike to its defence and support ; they are alike enti- tled to its protection and countenance. The inhabitants of the Province at lar<,'e, profess- ing' Christianity, aiul bein^' freely represented in the fJovernmentby Memlcisof a Responsible Council — Christijinity, therefore, upon the most popular princi- ples of Government, should be the basis of a Provin- cial system of Kducatiim. But that ^^eneral principle admits of considerable variety in its application. — Such is the case in the countries already referred to ; such may and should be the case in Canada. The foregoin^^ o])servations and illustrations apply for the most part to a population consisting of both Protestants and Uoman Catholics. The law provides against interfering with the religious scruples of each class in respect both to religious books and th(j means of establishing sejuirate Schools. In School Districts where the whole population is cither Protestant or lloman C> tholic, and where con- sequently the Schools couie under the character of Heparate^ there the princi})le of religious instruction can be carried out into as minute detail as may accord with the views and wishes of either class of the po- jtulation ; though 1 am persuaded all that is essential lo the moral interests of youth may be taught in what are termed mixed Schools. The great imi)ortanco of this subject and the erro- Apology, neous or impertect views which prevail respecting it, and the desire of explaining fully what I conceive to be the most ei^sential element of a judicious system of Public Instruction, are my apology for dwelling upon it at so great length. Religious differences and divisions should rather be healed than inflamed : : I 1 52 KKrOKT ON A SYSTKM OF Part I. Founh characte- ristic of a sound sys- ter. -^f Public In- struction. Superficial methods of teaching depre- c::.ed. United States Schools. and the points of agreement and tiie means of mutual coHjperation on the part of different religious persua- sions, should doubtless be studied and promoted by a wise and beneficent Government, v/liile it sacrifices neither to religious bigotry nor infidelity the cardinal and catholic principles of the Christian religion. 4. With the proper cultivation of the moral ^'lA- ings, and the formation of moral habits, is intimately connected the corresponding devehpemcnt of all the other faculties both intellectual and physical. The great object of an efficient system of instruction should be, not the communication of so much knowledge, but the developement of the faculties. Much know- ledge may be acquired without any increase of men- tal power ; nay, with even an absolute diminution of it. Though it be admitted that " knowledge is power," it is not the knowledge which professes to be imparted and acquired at a rail-road speed ; a knowledge which penetrates little below the surlace, "Hher of the mind or of the nature of things — the ac- quisition of which involves the exercise of no other faculty than that of the memory, and that not upon the principles of philosophical association, but by the mere jingle of words ; — a mere word knowledge learned by rote, which has no existence in the mind apart from the words in which it is acquired, and which vanishes as they are forgotten, — which often spreads over a large surface, but has neither depth nor fertility, — which grows up as it were in a night and disappears in a day,— which adds nothing to the vigour of the mind, and very little that is valuable to its treasures. This is the system of imparting, and acquiring knowledge which notoriously obtains in many of the Academies, Schools and other Educational Institu- PUBLIC ELEMENTARV INSTRUCTION. 53 tions in the neighbouring States, though it is lamented Paut l and deprecated by all the American authors who Live examined the educational Institutions or other countries, and many others who are competent wit- nesses of its defects and evils, and who iiave the vir- tue and patriotism to expose them. The author of the excellent w^ork heretofore quoted, — Hcliool and Schoolmaster; — remarks : " Tiie grand error is, that tliat is called knowledge, which is mere rote-learning and word-mongery. The child is said to be educated, because it can repeat tiie text of this one's grammar, and of that one's geograpliy and history ; because a certain number of facts, often without connexion or dependance, have for the time being been deposited in its memory, though they have never been v/rought at all into the understanding, iu)r have awakened in truth one effort of the higher taculties. " The soil of tlin mind is left by such culture really as untouched and as little likely therefore to yield back valuable fruit, as if these same facts h«d been committed to memory in an unknown tongue. It is, as if the husbandman were to go forth and sow his seed by t|ie way side, or on the surfiice of a field which has been trodden do\vn by the hoofs of innumerable horses, and then when the cry of harvest-home is heard about him, expect to reap as abundant returns as the most provident and industrious of his neigh- bours. He forgets that the same irreversible law holds in mental as in material husbandry ; ' whatso- ever a man sowcthj that .s' all he also reo.p.'''''"^ The superficial and pernicious system of teaching U. s. and learning thus exposed and deprecated, forms the look"! basis on which a large portion of the American Ele- * School and Schoolmaster. By Dr. Potter, Union College, pp. 32, 3;i. i i I • • ( i. M h 'li I r^ Tf^^^KTyriy '^r^ 54 KErOKT ON A SYt^TEM OF Part I, m Their per- nicious in- fluence in Canada. Mr. Mann's Kemarks on superfi- cial teach- ing and learning. nientaiy School Books are composed, — professing to be so constructed as to require very little intellectual labour on the i)art of either Teacher or Pupil. Tn the old Cities, and oldest educational Institutions in the United States, this anti-intellectual method of teach- in^;;', and the books which appertain to it, are very properly condemned. Many of the most wealthy youth of that country have gone to Europe, either k.: their education or to finish it ; and there is a gradual return there to the more solid and practical system of Instruction. Yet in their second-rate Colleges and Village Academies, and most of their country Schools, this "word-monger}" system prevails ; and many of thie books which are essential to its operations, and many of the delusive opinions on which it is founded, have been introduced into this Province, and have excited a pernicious influence in some parts of it. It is with a view of drawing atteiition to the evil, and its ap- propriate remedy, that I make these remarks. The Secretary of tlie Board of Education for the State of Massachusetts, after a visit to Europe, contrasts this sparkling and worthless system with that which ob- tains in Prussia. He speaks with reference to the method of teaching some of the higher branches ; but his remarks are eijually applicable to the method of teaching Grammar, Geography, History, &c. The principle and animus of the method are the same in all departments of instruction. Mr. Mann says : " With us it too often happens that if a higher branch, — Geometry, Natural Philo- sophy, Zoology, Botany, — is to be taught, both Teacher and Class must have text books. At the beginning of these text-books, all the technical names, and deli- nitions are set down. These, before the pupil has PUBLIC ELEMENTARY INSTRUCTION. 55 any practical idea of their meaning, must be commit- Part I. ted to memory. The book is then studied chapter l)y chapter. At the l)ottoni of cra'h i)aoe or at the end of the sections, arc questions printed at full length. At the recitations the Teacher holds on to these leading strings. He introduces no collateral knowledge. He exhibits no relation between what is contained in the book, and other kindred subjects, or the actual business of men and the atiairs of life. At length the day of examination comes. The pupils rehearse from memory with a suspicious fluency ; on being asked for some useful a])plication of their know- ledge — some practical connexion between that know- ledge and the concerns of life, — they are silent or give some ridiculous answer, which at once disparages science, and gratifies the ill-humour of some ignorant satirist. But the Prussian Teacher has no book ; he needs none, he teaches from a full miiul. He cum- bers and darkens the subject with no technical phra- seology. He observes what proficiency the child has Thorough made, and then adapts his instructions both in qua- ^^^^' '"^" lity and amount to the necessity of the case. He answers all questions ; he solves all doubts. It is one of his objects at every recitation so to present ideas, that they shall start donl)ts and provoke ques- tions. He connects the subjects of each lesson with all kindred and collateral ones, and shows its rela- tions to the every-day duties and business of life ; and should the most ignorant man ask him of what nse such knowledge can be, he will prove to him in a word, that some of his own pleasures or means of subsistence are dependent upon it ; or have been created or improved by it. "In the mean time the children are delighted, its eflPect. Their perceptive powers are exercised ; their reflec- J' I J^'W^Wifi'ii" 56 REPOIIT ON A SYSTEM OF ■> ■.)*; Practical remarks. I'AKT I. tlve faculties are developed ; their moral sentiments are cultivated. All the attributes of the mind within, find answering qualities in the world without. In- stead of any longer regarding the earth as a huge mass of dead matter, without variety and without life, — its beautiful and boundless diversities of sub- stance, — its latent vitality and energies gradually dawn forth, until at length they illuminate the whole soul, challenging its admiration for their utility, and its homage for the bounty of their Creator."* Thus the harmonious and proper developement of all the faculties of the mind is involved in the very method of teaching, as well as in the books used, and even irrespective, to a great extent, of the subjects taught. This system of instruction requires of course more thorough culture on the part of the Teacher. He must be able to walk in order to dispense with his " leading strings" in relation to the most simple exercise. It is not difficult to perceive, that although passing over comparativelv few books, and indeed with a very subordinate use of books at all, except the voluminous one of the Teacher's mind, a child under such a system of instruction will, in the course of a few years, acquire particularly and thoroughly a large amount of useful and various knowledge, with a corresponding exercise and improvement of the higher intellectual faculties ; and thus become fitted for the active duties of life. The mental symmetry is preserved and developed ; and the whole intellec- tual man grows up into masculine maturity and vigour. It cannot be too strongly impressed, thnl Education consists not in travelling over so much intellectual ground, or the committing to memory so * Honorable Horace Miinu's Seventh Annual Koport. {Ediica (ion in Europe,) pp, 142, 143. i rUBLIC ELEMENTARY INSTRUCTIOX. 57 )nany books, but in the developement and cultivation Part I. of all our mental, moral, and physical powers. The learned Erasmus has long since said: "At the first it is no great matter how much you learn, but how icell you learn it." The philosophic and accomplished Dugald Stewart observes, that " to instruct youth in Dugaid the languages and in the sciences is comparatively ^'^*^^''*'''^- of little importance, if we are inattentive to the habits they acquire, and are not careful in giving to all their diiferent faculties, and all their diiferent principles of action, a proper degree of employment. The most essential objects of Education are the two following : first, to cultivate all the various principles of our natures, both speculative and active, in such a man- ner as to bring them to the greatest perfection of which they are susceptible ; and, secondly, by watch- ing over the impressions and associations which the mind receives in early life, to secure it against the intluence of prevailing errors, and, as far as possible engage its prepossessions on the side of truth." " It has been disputed (says Dr. Potter) whether -qv. Potter, it be the primary object of Education to discipline and develope the poAvers of the soul, or to commu- nicate knowledge. Were these two objects distinct and independent, it is not to be questioned, that the first is unspeakably more important than the second ; but, in truth, they are inseparable. That training which best disciplines and unfolds the facuUies will, at the same time, impart the greatest amount of real- and effective knowledge ; while, on the other hand, that which imparts thoroughly and for permanent use and possession, the greatest amount of knowledge, will best develope, strengthen and refine the powers. In proportion, however, as intellectual vigour and activity are more important than mere rote-learning H i :i \\ I 1 I^^^^H f .^■i' fllmlJI llai^ Physical training. 58 REPORT ON A SYSTEM OP Part I. in the same proportion ought we to attach more value — to an Education wliich, though it only teaches a child - to read, has, in doing so, taugiit him also to think, than we should to one which, though it may have bestowed on him the linsks and the shells of half a dozen sciences, has never taught him to use with pleasure and effect hU reliective faculties. lie who can thinl'^ and loves to thinkj will become, if he has a few good books, a wise man. He who knows not how to think, or who hates the toll of doing it, will remain imbecile, though his mind be crowded with the contents of a library. . " This is at present perhaps the greatest fault in intellectual Education. The new power with which the discoveries of the last three centuries have clothed civilized man, renders knowledge an object of un- bounded respect and desire ; Avhileit is forgotten that that knowledge can be matured and appro})riated only by the vigorous exercise and application of all our intellectual faculties. If the mind of a child, when learning, remains nearly passive, merely receiv- ing knowledge as a vessel receives water which is poured into it, little good can be expected to accrue. It is as if food were introduced into the stomach wliich there is no room to digest or assimilate, and which will therefore be rejected from the system, or like a useless and oppressive load upon its energies." On the developement of the physical powers I need say but a few words. A system of instruction ma- king no provision for those exercises which contri- bute to health and vigour of body, and to agreeable- ness of manners, must necessarily be imperfect. The active pursuits of most of those pupils who attend the public Schools, require the exercise necessary to bodily health ; but the gymnastics, regularly taught as a re- ^1 mi PUBLIC ELEMENTARY INSTRUCTION. 59 creation, and witli a view to the future pursuits of the Tart I. ])ui)il, and to whicli ss) uiucli importance is attached iu tlie best British Scliools and in the Schools of Ger- many and France, are advantageous in various res- pects, — promote not only physical hcaltii and vigour, but social cheerfulness, active, easy and graceful movements. They strengthen and give the pupil a perfect command over all tlie members of his body. 1 jike the art of writing, they proceed from the simplest movement, to the most complex and difficult exer- cises, — imi)arting a bodily activity and skill scarcely credible to those who have not witnessed them. To the culture and command of all the faculties of its impor- the mind, a coiT«^sponding exercise and controul of all ^''^^^^' the members of the body is next in importance. It was yst entire scries of events down to the birth of Christ, or the time of Augustus, which comprehends a space of about four thousand years, some small interruptions excepted, which are easily supplied by profane his- tory ; when all these reflections are justly made, we must allow that the Scriptures form a series of books runUC ELEMENTARY INSTRUCTION. 63 Ri'ading uiul Spelling. whicli merit tlu; llrst rank ainon^ nil the sources of Tart I. Ancient History."* . In tlie course of Clulstian Bilillcal Instruction, tlierelorc, on wiiich \ have insisted, not only is the Ibundation of true nmrality laid, but the essential ; and what resemblance is there between the sound of the sylla- ble hie taught in the three-letter lessons, and the same syllable in the word noble or able, — as taught in the two-syllable lessons. The second anc. third steps of the child's learning contradict each the pre- ceding. Is this rational? Can it be according to nature? Is it not calculated to deaden rather than quicken the intellectual faculties ? Is not such irra- tional drudgery calculated to disgust the subject of it with the very thoughts of learning ? And is it not probable that it has done so to a fearful extent ; and that it would do so to a much greater extent, was not the natural tendency of it counteracted by the child's fears, or emulation, or love of approbation. Now suppose that instead of going through the me- chanical routine of repeating the alphabet some hundreds of times, the child is furnished with a slate and pencil, (as is the case with every infant pupil ii Germany,) and imitates the forms of the letters (tw( or three at a time) either from the printing of then, on a sheet, or on the black-board, or slate by tl' rilJJLKJ KLKMKNTAUY INSTUUCTIOX. 05 muster, liow (liHeront uru botli his progress, and his 1*aot I. rcelinf,'s. He learns the letters by forming them as ' nature and experience dictate to older students when learning the alphabet of a new language, — the love of imitation peculiar to his age is gratified^ and his imitative faculty is improved. His first efforts at learning are associated with pleasurable feelings ; each lesson possesses the charm of novelty ; learning is a i)leasure, and the task an amusement ; and the young beginner thus chcerlully learns more in three or four (hiys, than he vvouW sorrowfully drudge over in as many months according to the common rcj)eating system. Or, suppose that a mode of instruction be adopted Another which now obtains more extei^sively than any other suggested in the estimation of learned and experienced educa- by a I3i«i. tionists. It is maintained that " a better way of char, learning to read, much and successfully practised of late, is to let childicn learn words first, and afterwards the letters of the alphabet of whicli they are made up. This is nutarcs method. A child learns to know his mother's face before he knows the several features of which it is composed. Common significant words should be selected, and repeated in different arrange- ments, until the child can distinguish them perfectly, and put them together to make sense. He should at the same time be taught to pronounce the words distinctly. He has thus the satisfaction of reading, — of seeing the use of his learning from the beginning. To make them still morv^. familiar, he should be set to look for the ^vords in a ])age where they are to be found, and to copy them on his slate. When he has become familiar with a good number of words, and is sensible of the usefulness and pleasantness of read- ing, he may be set to learn the letters. This he will f 1 X m UEPORT ON' A .SYSTi:.\[ 01' Pabt L do with interest when he knows that by nieanB of them " lie will soon be able to learn by himself and without help. He should not yet, if ever, be set to learn words which he cannot understand, but only such as will occupy at the same time his mind and his eyes. If a child be never allowed to read what he cannot understand, he will never form those bad habits of reading, called school-reading', now so universal. I have known several children, taught to read by their mothers on the principle of never reading what they did not understand, who always, from the beginning, read naturally and beautifully ; for good reading seems to be the natural habit, and bad the acquired."* Practice in It may be remarked that the '^ First Cook of Les- f russiim Schools, sons" published by the National Board of Education in Ireland, is constructed upon the principle above stated. The Secretary of the Board of T^ducation for the State of Massach-isetts, makes the following' state- ment, which I have reason to believe is perfectly cor- rect. When I first began to visit the Prussian Schools, I uniformly inquired of the Teachers, whe- ther, in teaching children to read, they began with the names of the letters as given in the Alphabet. — Being delighted with the prompt negative which I invariably received, I persevered in making thejnquir}'^, until I began to perceive a look and a tone on their part not very flattering to my intelligence, in con- sidering a point so clear and so well settled as tliis, to be any longer a subject for discussion or doubt. — The uniform statement was, that the Alphabet as such had ceased to be taught as an exercise prelimi- nary to reading, for the last fifteen or twenty years, by every Teacher in the Kingdom. The practice of * The Schootmasfcr. By Geo. R Emrrsor, Ho^t(ln, ifass , pp. 420, 422, 42.1. I'UULic i:li:mentai:y in\sti{ijctiox. 67 ; beginning with the names of the letters is founded Past I upon the idea, that it facilitates the comhination of them into words. On the other hand, I believe that if two children of equal (|uickuess and capacity are taken, one of whom can name every letter in the Alphabet, at sight, and the other does. not know them from Chinese characters, the latter can be most easily taught to read, — in other words, that the learning letters first is an absolute hindrance.''* In reply to the objection, that as the elements of a Objection Science or Art should Im taught first, so ought the *"s^^'®^'-*<^' elements of words, before words themselves ; it is maintained, that the names of the letters are not the dements in the sounds of Avords, except in a compara- tively small number of instances ; that, for example, the six vowels have but six names, yet no less than thirty-three diflerent soundt^ ; that the variety of sounds of consonants into woids is nearly as great in ])roportion to their numbei', according to the simplest account of them ; but if 'critically analyzed, would j)robably amount to some h.undrcds. " Now," (says the acute observer just quoted, " how can twenty-six sounds be tlie elements of hundreds of sounds as ele- mentary as thei^'Sf^lvcsV Generally speaking, too, before a child begins to learn his letters, he is already acquainted with the majority of elementary sounds in the language, and is in the daily habit of using them in conversation. Learning his letters, thei efore, gives him no new sound j it even restricts his atten- tion to a small number of those which he already knows. 80 far then, the learning of his letters con- tracts his practice ; and were it not for keeping up his former habits of speaking at home, and in the ♦ Seventh Annunl Upporl. ^c, p. 122. OS liEl'OliT ON A SYSTEM 01' Part I. play-grouiul, the Teacher, during the six months or year in which he confines him to the twenty, and the child echoes h ; and so on, until tiic vortical row of lifeless and ill favoured characters is completed ; and then remanding him to his seat, to sit still and to Ifldc at vacancy. If the child is bright, the time which passes during this lesson, is the only part ol' the day when he does not think. Not a single faculty of the mind is occupied except that of imitating sounds ; and even the number of these imitations amounts only to twenty-six. A parrot or an idiot could do the same thing. And so of the organs and members of the body. They are condemned to inac- tivity ; for the child v\ ho stands most like a post, is Common method. PUBLIC ELEMENTART IXSTRL'CTIO.^. 73 most approved ; nay, he is rebuked if he does not ^^art I. stand like a post. A head that does not turn to the right or left, an eye that lies moveless in its socket, hands hanginn; motionless at the side, and feet im- moveable as those of a statue, are the points of ex- cellence, while the child is echoing the senseless table of a, 5, c. As a general rule, six months are spent before the twenty-six letters are mastered ; though the same child would learn the names of twenty-six playmates or tv/enty-six playthings in one or two days. " All children are pleased with the idea of a house, Benefits of a hat, a top, a ball, a bird, an egg^ a llower, &c., and sfan^*^"*' when their minds are led to see new relations or method, qualities in these objects, or when their former notions respecting them are brought out more vividly, or are more distinctly defined, their delight is even keener than that of an adult would be in obtaining a new fact in science, or in having the mist of some old doubt dispelled by a new discovery. Lessons on familiar objects, given by a competent Teacher, never fail to command attention, and tlnis a habit of mind is induced of inestimable value in regard to all future study. "Again, the method I have described necessarily leads to conversation ; and conversation with an in- telligent Teacher secures several important objects. It communicates information. It brightens ideas only before dimly apprehended. It addresses itself to the' various taculties of the mind, so that no one of them ever tires or is cloyed. It teaches the child to use language, — to frame sentences, — to select words which convev his whole meaning, — to avoid those which convey either more or less than he intends to express ; in tine, it teaches him to seek for thoughts K / / / f 74 REPORT ON A SYSTEM OP Pabt I. ti »■■■ Common to the best European Schools geuerally. upon a subject, and then to find appropriate language in which to clothe them. A child trained in this way will never make those absurd and ludicrous mistakes in which uneducated men of some sense not unfre- quently fall, viz : — that of mis-matching their words and ideas, — of hanging, as it were, the garments of a giant upon the body of a pigmy, or of forcing a pigmy's dress upon the huge limbs of a giant. Ap- propriate diction should clothe just ideas, as a taste- ful and substantial garb fits a graceful and vigorous form. The above-described exercise occupies the eye and the hand, as well as the mind. The eye is employed in tracing visible difTerences between dif- ferent forms ; and tiie hand in copying whatever is presented with as little difierence as possible. And who ever saw a child that was not pleased with pic- tures and with an attempt to imitate them ? Thus the two general objects so strenuously insisted on by writers, in regard to the later periods of education, and the maturer process of thought, are attained : viz, the power of recognizing analogies and dissi- milarities."*^ The above vivid description of an Abeccdiivian, and first reading exercise, applies substantially to all Ger- man and Swiss, and many French Schools ; and to the Model Schools in connexion with the Dublin Normal School of the Irish National Baiird, and to tlie best Schools in Scotland and in England. The Secretary of the British and Foreign School Society observes that "at the Borough Road School, (the great establishment, Normal and Model of the Society,) the principle of dispensing vnth AJjjhabetw teaching has long been adopted ; the Alphabet Class has * Seventh Annual Rpport, itc, 1844, pp. 117, 120. \ PUBLIC KLEMENTAKY IMS'l'KUCJ'ION. 75 Dierged into that of children of two letters ; and all i^art I. unmeunin;;^ couibinations liave been utterly exchul- ed." I have thus adverted to this subject, not with a Object of view of advocatinj^ any particular theory ; but to show going ra- how much importance is involved in this first step of """^s- elementary teaching, and how much may be done, — and has been done, — to convert this infant " bridge of sighs" into a charming passage, conducting from the prison of ignorance into tlie palace of general knowledge and wisdom, and how much may be done at this little noticed period of instruc- tion, to introduce and develope the chief elements of intellectual excellence. Our senses are so many in- lets of knowledge ; the more of them used in convey- ing instruction to the mind the better ; the more of them addressed, the deeper and more permanent the impression produced. Of all the senses, that of see- ing is the best organ of communication with the mind, especially in childhood. It has been said that " the eye remembers. It is more attentive than the ear. Its object are not confused. It takes in a single and perfect image of what is placed before it, and trans- fers the picture to the mind. Hence, all illustrations in our teaching which can possibly be addressed to this organ should be so applied." From the foregoing observations it might naturally be inferred, that reading ought to be taught before spelling ; but the reverse is generally the case ; and the unnatural and injurious practice of occupying months in teaching the young pupil to spell in order te read, is a second hindrance thrown in the way of his improvement, and his love of learning. Mr. L. J. opinion of Paekhurst well observes : " Reading should invaria- a Boston My precede spellinjj. Idonotmeanthatachild should 1 REPORT ON A BTSTEM OP % Part I. [)q kept a long time learning to read, before he com- inences spelling ; but that he should never be set to spell a word, until he has first become able readily to read it. The reason is, that reading is much easier than spelling, and that a person cannot spell by thinking how a word pounds, but he must recollect how it looks. The eye, therefore, as well as the ear, must become familiar with a word before it can rea- dily be spelled. One thing that renders reading easier than spelling is, that perception is more vivid than conception. Hence it is easier to distinguish two familiar words, as cat, and rat, or cat and tea, when the eye is fixed upon them in reading, than it is to recollect the difference in their orthography, w^hen they are absent from the eye." Such is the prevalent opinion of the most distin- guished Teachers both European and American. Their common language is : " Time must not be wasted on spelling, yet, as it is important, as early as practica- ble, to let a child learn to read fluently that he may be able to occupy himself with reading, and be pre- pared for all the other parts of his education." To teach reading properly, attention to th. ee things is requisite, — the mechanical, the intellectual, the theoretical exercise. The first consisting of articulation, pronunciation. Taught by emphasis, pauses, tones, is taught by example rather than by rule — at least before teaching the rules. Reading as well as singing, is, in the ^first instance, a mechanical exercise; and like other mechanical exercises, acquired by imitation. Hence a good reader is as necessary to teach reading, as a good musician is to teach music, or a good draughtsman to teach drawing. To each of these arts belong rules, and rules which are to be taught and Jearned ; but skill Mechani- cal Read- ing— PUBLIC ELEMENTART INSTRUCTION. 77 iri in them is acquired more by imitation than by rule. Tar? i. So in the early exercises of rcndinir, examjt/e must be the principal teacher; and il' the exampb^ l)e not jjood, early bad lialilts in the pn[)Ilnnist l^ethe imme- diate and necessary cousecjuenee ; and that conse- quence is often irremcdialjle throuijh life — whatever may be the subsc([uent attainments and talents of the unhappy victim of it. The author (fi' '^The Teacher taucfht," insists that '^ the Cunnnon School Teacher must read, and require the pupils to imitate his tones, emphasis, cadence, &c. Inless such an example be daily held up before the children, it cannot reasonably be expected that they will read raeciianically well. Those Teachers, Avho hear a class read three or four times in a day, and direct one or another to read faster or slower, or to refjard their pauses, but set before them no example for their Imitation, do not teach them with any efiect. It would be as well to omit readin,2: entirely, for they would be sure to ac- quire no bad habits. Hence for 'he proper trainin^j^ of pupils in even the mechanical of reading, a skilful artist in the person of the i eaci, is indispensable ; and although an art may be mechanically actpiired and practised without a knowledge of the p'inciples of it — such for exam- ple as the use of the pulley, the inclined plane, or the wedge, or the speaking correctly without having been taught the pr ticiples of mechanivs or of language, — yet no art can be properly taught, unless the Teacher understands both the princip! -and practice of it. But reading tught not to be regarded as a mere inteliee- niechanical exercise. It is to be feared it is often \^l ^^'^ ' notbiag more, and that the length of its duration tLosj.il extending to years, is only a continued repe- tition of the purely mechanical process. The tntd- IMAGE EVALUATION TEST TARGET (MT-3) 1.0 I.I |50 LS. 2A ^ 12.2 2.0 1.8 1.25 U IIIIII.6 6" V] > '> ^> w w o % / Photogi^aphic Sciences Corporation 23 WEST MAIN STREET WEBSTER, N.Y. 14580 (716) 872-4S03 H A^^ t^ o 0^ m 11; 78 BEPORT ON A. SYSTEM OP Pakt I. Effects of bad teach- ing. lectuat part of teaching is the most important, though tlie most neglected. It consists in teaching children to understand what they read — and the meaning of the words used, the facts narrated, the principles in- volved, the lessons inculcated. This embraces the derivation, composition and import of tlie words, the author, the occasion, the connexion of the narrative, poem, speech, &c., — the places, arts and customs re- ferred to ; in a word, the developement of what has been shown is taught in Prussian Schools while teach- ing the Alphabet itself. This is the essence of what was some vears since described as the mtellectual system of the celebrated Sessional School of Edinburgh, the account of which by Mr. Wood, has pre-eminently contributed to in- troduce a new era in the elementary school-teaching system throughout the United Kingdom. It has long since obtained in the German Schools. It makes the reading-book the text-book of general know- ledge. Under this intellectual process, the pupil acquires a knowledge of language, men and things ; a desire to read is awakened and increased, as his skill in reading is improved by the practice. The knowledge of what is read is essential to good reading, and to the cultivation of a taste for it. The inditference and even aversion of many persons to reading is no doubt attributable, in a great measure, if not altogether, to the unintellectual manner in which there were taught to read, especially if they never learned to read fluently. The entire series of their attempts at learning to read is associated with so many painful and so few pleasant recollectioBS, that they engage in it with reluctance^ and only from necessity. • . PUBLIC ELEMENTARY INSTRUCTION. 79 Mr. Edgeworth has remarked, that " learning to read is the most difficult of hmnan attainments.'* That which is difficult in itself is rendered doubly so, if not iraposible, b}; the absence of tlie essential requi- sites for teaching it. " The great essential point is," (says Mr. A\ yse) " unci er standing j^crfectJy ichat you read. But this is the last thing thought of. Our Teachers require the reading first, and promise the meaning afterwiu'ds." The Archbishop of Dublin in his admirable " Ele- ments of Rhetoric ^^^ maintains, that the clear under- standing of what is read is essential even to perspi- cuity in reading. The reading lessons then should be thoroughly taught and understood, and be made the vehicle of general information. " The well prepared Teacher" (remarks the author of the Boston School- Master) "may make them the occasion of much useful instruction by talking to his pupils upon subjects sug- gested by the reading-lesson, and by interesting them, may lead them to desire to read for themselves upon the subject, and induce them to pay more attention to the lessons. It would be well if the Teacher would daily look forward to the reading exercises of his classes, and ask himself what useful fact, or in- teresting narrative or anecdote he can call up to ar- rest their attention, or to sui)ply them with materials for common thought. Our common-reading books contain selections from orations. How much addi- tional interest will the Teacher give, by telling some- thing of the occasion on which one of them was de- livered, and the effect it produced. Some of the selections are from hiotories. By a few introductory words, he may shcAv what Avas the state of things to w^hich the passage refers, and by putting them into the current of history, prevent it from being to them Part L Hints to Toachers. ! 1 > r f 80 REPOKT 0>r A SYSTEM OF Tart f. a iiiero isulated fact. Satan's} Address to the Sun losses lalf its sublimity to one who has not read the previous portions of the Paradise Lost; and how much more niovini!^ does the beautiful passage begin- ning- " Hail ! holy light !" become to the child who knows that they were uttered by one who had worn out his eyes and his health in noble exertions for liberty and truth." Rhetorical Tlic highest Order of this exercise is Jlhetorical. — reading, g^^^ -^^ rhetorical reading I do not mean pompous spouting, but natural readimj — such as speaks the language of nature. It involves a participation of the spirit, and a reilection of the feelings of the author. It is absorbed in the subject; it forgets manner ; and therefore speaks according to nature. Dr. Whately for ibly remarks, ^* A reader is sure to pay too much attention to his voice, not only if he pays any at all, but if he does not strenuously labour to wuthdravr his attention from it altogether. This is not a common attainment. " It rc(piires" (observes the elegant author of the Fireside Friend.) ^"'not only knowledge of language, of the derivation and signi- fication of words, but an acquaintance with the pas- sions of the human heart, and with the different tones in which these should be expressed. It requires also, a quick perception, to seize upon tlie meaning of a passage, so that, for a moment, the author's spirit shall seem to be transferred to the breast of the read- er. All this is necessary in order to read well ; is it therefore wonderful that there are so few good read- ers ? How common is it to hear a pathetic passage read with the coldness of indifference, a lively des- cription without animation, or an argumentative dis- course without either force or emphasis. Rules may do something : examples may do much ; but after all, PUBLIC ELr.Mr.NTARY INSTRUCTIOX. 81 good reading must be the effect of /te/trt//, toate and Vkt.t I. information.^^ In a former part of my remarks on this subject, I have given au account of the 1 Russian system of leacliing a commencing reading-ch\ss. I will quote from the same autlior an account of a more advanced reading exercise in a Prussian elementary School. Viv. j\iann says : " Having given an account of tlie Exnmpie rcaaing lesson ot a prnnary clasps just alter they had rpading ia commenced going to School, I will follow it with a ^''•"ssia- brief account of a lesson given to a more advanced class. The subject was a short piece of poetry des- cribing a hunter's life in Missouri. It was first read — the reading being accompanied with appropriate cviucisms as to pronunciation, tone, &c. It was then taken up verse by verse, and the pupils were required to give equivalent expressionr. in j)rose. The teacher then entered into an explanation of every part of it, in a sort of oral lecture, accompanied with oc- casional questions. This was done with the greatest minuteness. Where ther^' was a geographical re- ference, he entered at large into geography ; where .1 reference to a foreign custom, he compared it with their customs at home ; and thus he explained every" part, and iilustratcd the illustrations themselves, until after an entire hour spent upon six four-line verses, he left them to write the sentiment and the story in prose to be produced in school next morning. All this was done without the slightest break or hcsita- tion, and evidently proceeded from a mind full of the subject and having a ready command of all its re- sources." These brief remarks and statements are suITicient to show not only the order and importance of this primary department of Common School instruction, — ■ I. 1 II 82 REPORT ON A STSTEJl Oif ^Mi Part I. Spelling. Common method of teaching spelling con- demned by the best European and Ame- rican Teachers. Batter methods adopted. the various knowledge which it may be made the in- strument of communicating, the ([ualifications requisite to teach it properly ; but also the im[)erative necessity, and the great advantage of establishing a Seminar) for the training of Teachers. Spelling is another essential department of the ele- mentary School; and the common modes of teaching it are as liable to remark as those of teaching to read. The child is icholhj confined to the SpelUn(j-hook for many months before he is taught to read ; and the spelling-book is made his companion as long as he is at school. The order of nature has been sliewn to be otherwise ; and the matured opinions of the most ex- perienced educationists are decidedy against this use of the spelling-book, and the common method ot learning to spell. The mode of spelling orally co- lumns of words, and in succession bv members of classes is not sanctioned by the practice of the best European and American Schools ; and is condemned by the most approved Teachers. Mr. Simpson, a distinguished Scotch Teacher, strongly insists that " the pupils ought not to be tasked and annoyed with the absurdity of that laborious and generally abortive exercise, learning to spell." The method advocated is, that spelling should ac- company reading from the commencement^ and he taken from the reading lessons^ and that the Teacher shmdd as a part of the same exercises teach the sounds ami powers of the letters. Tlie author of the Schoolmaster^ — a work sanction- ed by the Boston Board of Education — observes : " In every stage we should avo'id as the ba-^ ^ of good habits of thought, the common use of nonsense columns of a spelling-book. Nothing more pernicious could be contrived. The use of them prevents think- |V '. rilBLlC ELEMENTARY INSTKLXTIOX. 83 in^^, Avitliout teachinf]^ them to spell. Still there arc Part I. numerous anomalies in English which nnist be learu- cd from a spelling-book. After the child has learned to read well and flueutly, a spelling-book should be placed in his hands, and his attention particularly directed to the difiicult combinations.* The simple words will have become familiar, and time need not be wasted on them. The whole attention should be given to the difficulties. What these are every Teacher must judge for himself. It will depend upon the skill with which pupils have been taught to use their slates in learning to read and write. " When a lesson has been assigned, a few minutes may be appropriated for reading it over carefully. — Examination in it should be conducted in various ways. One is putting out words successively to dif- ferent individuals. When this is practised, care should be taken never to begin twice in succession with the same individual, and to keep all on the look-out by calling on those who are in dilferent parts of the class, leaving it always uncertain who shall be called next. • A Book of the kind here referred to has been ))ublished (price A substi- 7^d.) by Professor Sullivan, Master of the Normal School of the t"*^ for common National Board of Education in Ireland. This book is intituled, „. spelling- " The Spelling book Superseded; or a new and east/ method of teach- books. ing the SpelUngi Meaning, Pronunciation, and Etymology of all the difficult words in the English language, ivith exercises on verbal dis- tinctions, by Robert Sullivan, Esq., A. M.f T. CD. Eighth edition enlarged.'" — Professor Sullivan, after quoting several authorities, concludes the introductory observations of this little work in the following words : — "That spelling may be learned effectually without Spelling-books, must be evident from what we have said and quoted. And that a person may learn to spell without ever having had a spelling-book in his hands, is equally certain ; for in teaching Latin, Prench or any other foreign language, theie are no Spelling-books used ; nor is the want of such a book ever felt. Nor do we ever bear that persons who learn any of these languages find any diffi- culty in writing or spelling the words." IP iiil' I !i i ^ I ■■.' ■I li; 84 EEPORT ON A SYSTEM Oi' I'aiit I. This m(3(le, however praetisod, costs riiut'li time. An agreeable mode of varying it will he to let the whole class spell simultaneously, in measured time. Thi-J is good lor the voice, and, if eare he u.ken to detect those who spell vvrong, and such as depend en the rest, may he often very useful. " A 'micli letter way is for eaeli child to have a slate, before him, and write eaeh word as it is put out. When all the words arc written, the slatci may be passed up, one of them to be exaiinned by the Teaelier, and the others by tl'-e class, no one examin- ing his own slate. '•' A still better way is to give out sonteiices to be written containing tlie difdcult words, or rather, to give out the words, and require the pupil to make sentences including them. They thus become fixed in the memory so as never to be erased. The objec- tion that will be made to this is, the time which it takes. ^' When, however, it is considered that by this exer- cise, not only is S2)€lling taught, but vriting and com^ws'ition^ and all of them in the way in which they Gugiit to be taught, that is, in the way in which they will be used, the objection loses its weight. " As spcllijig is usually taught, it is of no practical use -y and every observer nuist have met Avith many methods instances of persons who have been drilled in spell- mg nonsense columns tor years, wha mis-spelt the most common words as soon as they were set to write them ; whereas a person taught in the way here recommended, may not in a given time, go over so much ground, but he will be prepared to apply every thing he has learned to practice, and he will have gained the invaluable habits of always associating «very word w ith a thought, or an idea, or a thing." Ef[eot« of tlie dif- tVrent Iff'J-' f '-! PUBLIC ELEMENTARY INSTRUCTION. 85 In " Wood's Account of the lliliubur^^li Sessional I'.vnr L School," the lbllowin<( Is stated us the method of i[„^7Ipt.l- teachinj? spellini;^ hi that Institution: '' In tiie Ses- lin^'is . sional School, the children are now taught to s?)cll tho'^Ediii- from their ordinary rcadini>' Icssuns, eniido^'injir Ibr '•,"'f^'* , this purpose both the sliort and the lojif^ words as fcjch.>'>' they occur. Under tlie Ibriucr practice in the School, of sclcctin;^ merely what arc lonj,'cr and apparently more difticnlt words, we veiv frequently found the pupils unable to spell the shorter and more common ones, which we still lind by no means unconnnon in those who come to us from some other Schools. By making the inqdl, too, spell the lesson, just as he would v.ritc it, he is less liable to fall in future life into the common error of substituting the word their for there^ and others of a sinnlar kind." The defectiveness and the absurdity of the com- Two mon mode of teaching spelling is thus pointed out ^^np^r*d. in Ahuot's Teacher^ — a Avork 'vvliich has been revised and re-printed in London, by Dr. Mayo, late Fellow of St. John's College, Cambridge. I quote from the London Edition. " One Teacher (says that excel- lent American Writer) for instance has a spelling- lesson to hear, he begins at the head of the line, and putting one word to each boy, he goes regu- larly down, each successive pupil calculating tho chances whether a word, which he can accidentally spell, will or will not come to him. If he spells it, the teacher cannot tell whether he is prepared or not. That word is only one among fifty, constituting the lesson. If he misses it, the teacher cannot decide that he was unprepared. It might have been a single accidental error. " Ai other teacher, hearing the same lesson requests the boys to bring their slates, and as he dictates the ill 86 liKPOIiT ON A SYSTEM OV Tart I. wonls^ one after Jiiiotlier, rccjuires ull to write them. After tliey are all written, lu; rails upon them to spell aloud as tliey have written them, simultaneously ^ pausin^^ a moment after each, to give those who are wroiif^, an oj)i)ort unity to imlieate it by some mark opposite the words mis-spelt. They all count the- uumlK'r of errors and rejjort them. *' He passes down the class, glaneing his eye at the Avork of each one,, to see that all is rif^ht, noticing: particularly those slates, aaIucIi, from the character of the boys, need more careftd inspection. A Teacher who had never tried this experiment, would be sur- j>rised at the rapidity with which such work will be done by a class, after a little practice. " Now, hoAv different are these two methods in their actual results ? In the latter ease, the whole class are thoroughly ciamined. In the former, not a single member of it is. Let me not be understood to recom- mend exactly this method of teaching spelling, as the best that can be adopted in all cases. I only bring it forward as an illustration of the idea, that a little machinery, a little ingenuity in contriving ways of acting on the whohj rather than on individuals, will very much promote the Teacher's designs." AVhatever diversity of opinion there may b« as to the com})arative merits of the books best adapted to teach spelling, it is agreed that lorifmg the words^ either on a slate or black-board, by dictation from the Teacher, has, in every respect, the advantage over the common practice ; and the above statements and illustrations are sulTicieut to show the irreparable losses, both as to time and opportunity, which are inllictcd npon the pupils in most of our Schools in the ordinary mode of teaching spelling as well as reading. I'UHLIO KLEMKNTAIiV INSTKIKTION. 87 3. Writiiuj is unotlKM" essential pjirt of coininon I'aht I. sehool instruction ; and the manner in wliieli il is writing'. usually tanglit, as illustrated in its results, is sulli- ciently evincive of the i»ossil)ility and need of im- provement in teachinj^ this most desirahle and imjjor- tant accomplishment. The negli;;enc*e — even where tliere is no want of competency in the teacher — often indulged in, in this department, has inllicted irrepa- rable wronj^s and injuries on many youths in this Pro- vince. Writing beinj^ a s])eeies of drawin;x, is a i)urcly imitative art. The attention as well as the skill of the 1'eaclier is therefore absohitely necessary to its acquirement. It is true, that many persons having a feeble faculty and little taste for imitation, are as unable to learn to write as to draw well. Hence clog'ancc in writing has come to be considered as no j)art of a learned edu'.'atioii. Bnt all can learn to write legibly and decently* and skill in it is indis- pensable to success in almost evciy department of life. The following description of the process of Common teaching and karning to >vrite in the Common Schools J*h|Jj'"of of the State oi" New York, quoted from the District teaching School^ by J . 0- Taylor, may be adopted in reference a^fse'dbea to many Common Schools in Canada, and is perhaps ^^ icngtii. the best method of directing attention to its defects, — shewing at the same time, that blame rests with all parties, trom the builders of the School-houses to the unfortmiate pupils themselves. No work on Common Schools has receivod more i)raisc from the, highest quarters than Mr, Taylor's. He says ; " it is to be regretted that our District Schools furnish so ery few are But a V now practisin small a number of good writers, out of the great number wl this Art in our District Schools will be able to exe- cute a free, bold, and legible hand. The greater PT 8S RF.PORT ON A SYSIKM OP h^.i. m: J'atit I. part, inchidiu;; nimost tho wliolo, will mimbcr their School (lays jind still write with a sli'T, measured, ra;2;ffod, Ki'Tir.vliu;:, blottinp^ hand ; scarcely le;^Ml)lc to the writers tli(!!uselve?,and almost iiiii)()ssil)lc lor any one else to make out what is intended. 'J'lic vontii are conscion;4 of tiieir deliciencies wit'.i the pen, and Ave seldom find tliem willin;,' to use it. The little, imperfect as it is, that they have learned, is tluis soon for^'otten ; and many, very many of the labourln;;- classes by the time they have numbered thirty or thirtv-fivc vears, arc unable t) write In anv manner wliatever. Others may write witli some ease and finish wiiilc in the School, and the conv before tliem, but as soon as the rule and the plummet, the School- desk and the round eopy-plate is taken away, they have lost the art, and find that they arc unal)Ic to write a straight line or a le;:;ib]u on(\ " It is to be lamented tiiat so much time is wasted in learnliifT, wliat tliey never do learn, or what, at best, thev feel ashamed or unable to make anv use of; or, with others, what is so soon for;2^otten. There is, generally speaklnf;-, a suiiicient quantity of time appropriated to writing:, guiricient care, (t]iou':^h fruit- less) to provide materials, (and a j^reatfiuantity of them arc used,) to make all of the scholars ji'ood writers. There is some fault on the part of the Teacher, or parent, or among tiio pui)ils tiiemselves ; and we will (from personal observation) describe the process of learning to write in our District Schools. The causes of so much impcrrection may thus be developed. " The cliild is (in most eases, for it is true that there are some exceptions to wliat I am about to say, 1 wish there were more) provided with a single sheet doubled into four leaves. ^cap paper qui and an inkstand, vrhich probably has Jiothing in if I'' t • rilBLlC ELEMENTAKY INSTRUCTION. 89 but thick, nimhly settlings, or dry, hard cotton, and Tart I. thus duly equipped, sent to School. The thin small quantity of paper, is laid upon the hard desk, made full of holes, ridges and furrows by the former occu- pant's pen-knife. The writing desk in many inctan- ces so higli that the chin of the writer cannot, with- out a teniporary elongation of the body, be projected over the upper surface ; tliis being done and the feet swinging six or eight inches from the floor, and half of the weight of the body hanging by the chin, the child with a horizontal view examines its copy of straight marks. It is then directed to take the pen, which is immediately spoiled by being thrust into the dry or muddy inkstand, and begin to write. The pen is so held, that the feathered end, instead of being pointed to^v^ards the shoulder, is pointed in the oppo- site direction, directly in front ; the fingers doubled in and squeezing the pen like a vice, the thumb thrown out straight and stiff, the forefinger enclosing the pen near the second joint, and the ini.ed end cf the pen passing over the first joint of the second finger in a perpendicular line to that made by the finger. In this tiresome, uneasy ,unsteady attitude of body, and the hand holding the pen wilh a twisted, cramping gripe, the child completes its first lesson in the art of writing. " After such a beginning, the more the child writes the more confirmed will it become in its bad habits. It cannot improve ; it is only forming habits which must be wholly discarded, if the child ever learns anything. But in this wretched manner the pupil is permitted to use the pen day after day, for two, or four, or six years. The Teacher shows the scholar how to hold the pen perhaps, by placing it in his own hand correctly, but doe? not see that the pupil takes M !li 90 REPORT ON A SYSTEM OP t'ABT I. and hee;ps the pen in the same position when writing. If the pen should be held correctly for a moment, while the Teacher is observing, the old habit will immediately change it, when the Teacher has turned his back. Such practice and such instructions afford an explanation of so much waste of time and mate- rials, of such slow improvement, and of so much bad penmanship. "Another pupil who commences writing at a more advanced age, finds the desk too low, and from being obliged to bend somewhat, soon lies down upon the desk and paper. I have seldom entered a District School during the writing hour, without finding all who were using the pen or nearly all, resting their heads and shoulders on the desk, looking horizontally at their work, and the writing-book thrown half- round, making its lines parallel with the axis of the eye. In this sleepy, hidden position, it is impossible to examine and criticise what we are doing ; and yet Teachers from carelessness, or from having their at- tention directed to some other part of the School during the writing season, almost universally allow it. " Teachers seldom prepare their pens previous to their being called for, and are thus employed in mend- ing them while they shoold be directing the scholars who are writing. They do not always specify and describe the frequently occurring faults in such a manner as to assist the child in avoiding thsm, and in improving the next time where he has previously failed. The rriticisms are too general, too indefinite to profit the pupil, and he continues after this use- less instruction 1<; write in the same careless way that he did befo* e Teachers likewise do not preserve the writing-books which have been filled, and thus "« I ■ ' f : PUBLIC ELEMENTARY INSTRUCTION. 91 they are not able to compare the one just finished with others written a few months before. If they should do this, the pupil would often be convinced of that which the Teacher is unable to make him believe, viz : that he makes no improvement. Teachers fre- quently set such copies as are very improper for the particular attainments' or habits of the pupil: not discriminating or knowing what is required." If the method of teaching the alphabet and reading, which has been heretofore described, be adopted, the pupil will, from the very commencement of his going to School, have occasion to write. It is universally agreed that the child should early begin to write, and therefore he should be taught as early as practicable the written characters. This task is soon accomplish- ed where the slate and black-board are used, and where the method heretofore recommenced is employ- ed in teaching the alphabet. The use of the slate is strongly and almost unanimously recommended. Mr. Simpson observes, " Writing must be zealously prac- tised according to the briefest and best system yet adopted, and the pupil habituated gradually to write down words on his slate.'* I know of no system so simple and so admirably adapted to our Common Schools as that which has been recently adopted in England under the sanctioi. of the Committee of the Privy Council on Education. It is founded on " Mulhaiiser's method of teaching Writing." To describe this method in detail would be irrelevant to my present purpose; but to give some account of it may be appropriate and useful. The following account is abridged from the Preface of the Manual to which I have referred. M. Mulhaiiser is a resident of Geneva, in Switzer- land. In ^327, he was appointed to inspect the Part I. Writing should be early taught — Slate should lie used. Mulhaii- ser's me- thod 1)1" teachinpf Writing — adopted in Switzer- land, France and Eng- land — noticed and re- commend- ed. Hi / ;l! 92 REPORT ON A SYSTEM OF .1 :■( U- PartL Writing. Classes under the Superintendence of the Genevese Commission of Primary Schools. In the discharge of his duty, he observed that the Teachers of Writing were guided in their lessons by no rules, but those of their own discretion, or caprice ; and that the children were required merely to aim at an exact imitation of the specimens by an operation purely mechanical. At the end of the year he presented a Report to the Commission, and was thereupon di- rected to prepare an improved plan for instruction in the art of writing. M. Mulhaiiser had in view the process by which nature developes the intellect ; at first the senses merely of the infant are active ; they are employed in collecting facts ; then the mind gradually puts forth its powers^ it compares, combines, and at length analyzes the facts collected. He therefore analyzes the complex forms of the letters, and reduces them to their simplest elemen- tary parts ; which he has decided to be no more than four/ The pupil is first taught these four elementary parts of letters in the natural order of their simplicity: after whi'*.h he is taught to combine them into letters, and then the letters into words. The child recognizes each separate simple form, as well as the name of it in the most difficult combina- tions ; and if he err, he is immediately able to cor- rect his error. The method enabl'^,s the child to de- termine with "fease, the height, breadth, and inclina- tion of every part of every letter. To give him thic; power by abstract rules would obviously be difficult ; they would not easily be understood by the child, and would not be remembered without much effort ; but by this method he is led by practical expedients PUBLIC ELliMKNTAUV INSTUUCTION. y:3 to the result required ; and then sutli rules us are I'aki i involved in the process can be taught, and are easily remembered after having them thus preceded by the practical demonstrations. The style of writing is at once easy of execution and very legible. It results from the observance of a few simple rules ; and its cliief merits are, 1st. The exact and well defined nature of all its parts. 2ndly. The harmonious pro- portions existing between them. 3rdly. Its conse- quent beauty and legibility. 4thly. The absence of ornaments. Simple forms are placed before the pupil, and he soon finds that any departure from them leads to inconvenience. Mulhaiiser's method, though apparently satisfac- tory in theory, was not sanctioned by the Commission of Geneva, without submitting it to the test of prac- tice ; when it was unanimously adopted. The Com- Effects of mission in their subsequent Reports, speaks strongly Jj^n j,"^ of the advantage which the Schools of the Canton had Switzer- derived from the use of this method, and give some extraordinary examples of its success. It was soon introduced into the famous Normal School at Lau- sanne, and was from thence transplanted into all the Village Schools of the Canton de Vaud. Persons saw with surprise the rude children in those Village Schools learn to write in a few months. In the Infant School at Geneva, children five years old were found rea- dily to comprehend and apply its principles, and one of the best known Inspectors, surprised at the eas . with which they seemed to understand the system, studied it himself for the purpose of applying it to the instruction of his own son. The Parisian Society of Elementary Education ap- How tested pointed Commissioners in 1834, to investigate and report on the method. Their report fully confirmed land. in France. 1 ' •11 94 REPORT ON A SYSTEM OP 11^ 4 Part I. what had been said in its favour. Subsequently the French Minister of Public Instruction directed two Inspectors of the Academy to make tiiemselves ac- quainted with the method of Mulhaiiser, and report to him the result of their inquiries. Their report was so favourable that the author was immediately invited to make a trial of his system in the great National Normal School at Versailles, as also in one of the Primary Schools connected v^ith that establishment. After eleven days instruction, a public trial of its effects was made, in the presence of the Director and Professors. The children of the Primary School who could write tolerably well in the common way, were found fully to have comprehended the most difficult parts of the method. One boy in particular, eight years old, excited some surprise by dictating to the class the elements of the difficult word invariablemmt^ to be formed mentally, without the aid of slate or paper, when the whole class pronounced the word simultaneously. The Di- rector of the Normal School reported on the experi- ment as follows : " The Art of Writing presents two distinct parts : first, the theoretical part, which consists in a rational analysis of the forms of written characters : and, secondly, the practical, which gives the means of acquiring with rapidity, the habit, of forming the characters readily. Generally, attention has been almost entirely confined to the second part, under the impression that it is useless to reason with children, and that they are to be treated as machines, whose office is to move and not to reflect. The author of this new method is guided by an entirely different principle. Nothing is more simple or easy to com- prehend than his analysis of writing. The method I; i;- .i '4, . "p. PUBLIC ELEMENTARY INSTRUCTION. 95 generally adopted presents a useless multiplication of Tart I. elementary characters. One method that has been introduced into several schools, has seventeen such characters. The author reduces them to four y and from these four elements, which are Icanit with the utmost ease, are produced all the letters of the Alpha- bet. The advantage of this simplicity appears un- questionable. The child, accustomed to draw the elements of the letters with an exactness required by the rule impressed on his memory, cannot write badly if he has paid attention to the instruction. The Teacher does not dictate a letter which can leave the pupil in doubt as to the precise thing that is required of him, but pr mounces in succession each element of the letter, which the writer follows, without thinking of the letter itself. The enigmas both amuse the children and accustom them to reflect. I am pecu- liarly pleased with this part of the system, which calls into action the intelligence of the pupil by an allure- ment resembling that of a game. " The sixty children whom I placed under the tui- tion of the author, perfectly comprehended all his rules and precepts in less than twelve lessons. It is true that they could previously write tolerably, but the intention of M. Mulhaiiser, who could remain only a short time at the School, was not so much to prove the progress that could be made in a given period, as to enable us to understand and appreciate the method he employed. " Finally, 1 have to report that the trial we have made has had the most successful result, and the methed of M. Mulhaiiser appears to me every w^ay calculated to ensure and hasten the progress of chil- dren, while his discipline and arrangement of the Qhms show^ in my opiuion, ^ remarkable knQ>vlQdge I !■ 'if! j m i;!s 96 liEl'ORT OS A BirSTKJl OV "J. Taut I. of the qualities and faults of infancy. Our Sciiools cannot but profit by the entire adoption of the prin- ciples recommended by so experienced and able a Teacher." This method of teaching writing was then recom- mended by the Minister of Public Instruction in France ; and, after very careful inquiry, it has been sanctioned by the Education Committee of Her Ma- jesty's Privy Council in England. It has been adopted in various countries on the Continent ; and the introduction of it into our Cana- dian Schools will, I am persuaded, be productive of the most beneficial results.* In the Genniiu Schools, drawing is taught simulta- neously with writing; as is also the case in the Schools of the Christian Brethren and other excellent Schools in France. In all these Schools the writing of the pupils was superior to any writing of pupils of similar ages that I had ever witnessed. Some spe- cimens of writing from several of these Schools I brought with me ; and they have excited the admira- tion and astonishment of every person to whom they have been shown. I concur most fully in the follow- ing statements of the Secretary of the Board of Edu- cation at Boston, and the gre t importance of the subjects to which they refer, will be an ample apology for their introduction in this place : " Such excel- lent hand-writing as I saw in the Prussian Schools, I never saw before. I can hardly express myself too strongly on this point. In Great Britain, France, or our own country, I have never seen any Schools worthy of being compared with theii s in this respect. * The manual and models for teaching this system of writing have been imported, and are on sale at the Wesleyan Book Room, Toronto. . . Advantage ofteaching linear drawing Simulta- neously with writing. PUBLIC ELEMKNTAUY- IXSTRUCTIOX. 97 I have before said that 1 found all children provided Part I. with a slate and penciL They write or print letters, and begin with the elements of drawinjr, either im- mediately,- or soon after they enter School. This furnishes the greater part of the explanation of their excellent hand-writing. A part of it, I think, should be referred to the peculiarity of the (jlcrman Script, which seems to me to be easier than our own. But after all due allowance is made fur this advantage, a high degree of superiority over the Schools of other countries remains to be accounted for. This superior- ity cannot be attributed in any degree to a better manner of holding the pen, for 1 never saw so great a portion of cases in any Schools where thvorker. ''Again, I liave found it an almost universal opinion with teachers of the art of writing, that children should commence with large hand rather than with fine. The reason for this, I suppose to be, that where the letters themselves are larger, their diil'erences, and peculiarities are proportionally large ; hence they can be more easily discriminated, and discrimination must necessarily precede exact copying. So to speak, the child becomes acquainted w ith the physiognomy of the large letters more easily than with that of the small. Besides, the formation of the larger gives more freedom of motion to the hand. Now, in these respeets, there is more difference between the objects used in drawing and the letters of a large hand, than between the latter and a fine hand ; and therefore the argument in fiivour of a large hand applies with still more force in favour of drawing, " In the course of my tour, I passed from the coun- trieSs where almost every pupil in every School could draw with ease, and most of them with no inconsid- erable degree of beauty and expression, to those where less and less attention was paid to the subject; and, at last, to Schools where drawing was not prac- tised at all ; and after many trials, I came to the con- clusion that, with no other guide than a mer« inspec- tion of the copy-bc^oks of the pupils, I couid teil whe- m PUBLIC ELEMENIAKY IXSTaUCTlOX. 99 thcr drawing were taught in Scliool or not ; so uni- Tab? i. formly superior was tlie liand- writing in tliose Scliools where drawing was taught in connexion witli it. — On seeing tliis, I was reminded of tliat saying of Pestalozzi, — somewhat too strong, — tliat ' without drawing there can be no writing.' " But suppose it were otlierwise, and that learning to draw retarded the acquisition of good pcnmansliip, hew riclily would the learner ])c compensated for the sacrifice. Drawing, of itself, is an exprcs^'ivc and beautiful language. A few strokes of the pen and pencil will often represent to the eye what no amount of words, however well chosen^ can communicate. For the master architect, for the engraver, the engi* neer, the pattern designer, the draughtsman, moulder, machine-builder, or head mechanic of any kind, all .acknowledge that this art is essential and indispen- sable. But there is no department of business or condition of life, where the accomplishment would not be of utility. I'^very man should be able to plot a field, to sketch a road or river, to draw the outlines of a simple machine, a i)iece of household furniture or a farming utensil, and to delineate the internal arrangement or construction of a house." 4. The importance of Arithmetic to the common Arithemc- interests of life can scarcely be over-rated. As a *'°" means of mental discipline also, being the lowest and simplest branch of mathematics. Educators have atr tached the highest importance to the study of it. It was a saying of Charles XII. of Sweden, that he who w^as ignorant of the arithmetical art, was but half a man ; and Lord Bacon has said " if a man's wit be wandering let him study mathematics." — Viewed cither as an instrument of mental discipline or of practical utility, Teachers of (he greatest ox- 100 REPORT ON A SYSTEM 01' Bad mo- thoHs of teaching It. i^ 5.' Part I. perieiice jiji^ree that it should be commenced early — ai early as readini^ and writing. Nay, it is held to Ije lessdiHU'uit for a child to learn to count tiiau to learn to read, >vhile it contriljutes more than readini^ to strenp^then and discipline the mind. But the manner in whicii it is too often taught, renders the study of it an insupportable task, and not unfrequently an object of bitter aversion, without imparting any useful knowledge. There are doubtless many exceptions ; but the remarks of the Author of the Dititnct School^ are scarcely less applicable to Canada than to the State of New York : " From this science very little is ob- tained in our District Common Schools, which is of a.ny jjractiisal use. There is much compulsive, uncer- tain, and laborious study of arithmetic ; but it is often in vain, from the manner in which it is taught, since the scholar gets very little in return for his labour that is valuable or practical. Those who have re-r ceived nothing more than a Common School education, obtain their practical knowledge of the science of numbers, not from their instructions or studv in the School, but from their own invention and the rewards of experience. There is in the country but a small part of arithmetic in itse which came from the Schools ; necessity has taught the people what thoy ought to have learned at School when young, and when they were wasting so nmch time and money to no purpose. The pupil learns nothing thoroughly ; what he does not understand he feels little or no interest in ; he sits with his slate before him most of the day, grop» ing, guessing, doing nothing. Perhaps scarcely any two pupils are studying the same rule, or using the same book, instead of being formjed ip as few classes as possible/' ^ ,;,: vr'^.; '^ ■< ri;DLIC LLKMKNTAUT INSTRUCTION. 101 Scnsiblo method. > Tlie Tcat'licr lias not lime to hear each \m\n\ sepa- I'aut 1 rately, and to explain and illustrate to each the nature of the rule or operation, even if he be competent and disjmsed to do ko. The eonse((nenei' is that many who have, as tlu' phrase is, *' fj^one llLrouj,d» the Arith- inctie,'' are unable to |)erforni the simph'st ealeula- tions ill the trtmsaetion* of business ; or they do so with h(.»sitalion and uneertainty. " In Teaclnn*:^ Arithnietie,'" observes the Secretary of the IJritish and Foiei of the i)roccss ]ie<,'in therefore, first of all, by referring the pupil to sensi- ble objects, and teach him to conii)nte what he can see, before you perplex him with abstract conceptions. A mere infant may in this way be taught to add, substract, multiply and divide, to a considerable extent. Apparatus for this puri)ose, of various kinds, is already in use ; but what need have you of appa»- ratus ? Everything around you and about you may be made subservient to this end. It will not do, however, to stop here. Tlie mind must before long be accustomed to abstractions, and therefore the sooner you can teach the child to convert this tangible arith-^ metic into abstractions the better," The practice of the best fSchools in other countries suggests that children should first study Intellectual arithmetic. Its influence in awakening the curiosity of pupils, in exciting their mental energies, and train- ing them to devise means for i)erforming more intri- cate exercises on the slate, can scarcely be conceived by those who have not witnessed the results. In the Model Schools attached to the Dublin Normal School Intellec- tual me- thod. !i ill ■w : t 102 HEPORT ON A KiaiKM OF T'AIIT 1. ■I .'1, How taiiglit in Kdin- burgli. of the Irii^L Nutional Hoard, ] witnrsscd nrithmeticAl oi»cratl«>n8 iiciibrmcd by small hoys und pirls ulth the rapidity oC ihou<,^ht, in addition, sulitraction, nniitipruation und division, tractions, proportion, in- terest, discount, Siv. 1 witnessed exercises equally surprising in Scotland, J''rance and (iernniny. I \vill select two examples, — the one from Mr. >Vood'» no- coimt of the l-^dinhnrfj^h Sessional School; the other from I\Ir. Mann's Heport on Prussian Schools. Mr. AVood says: ''Jt was in arithmetic we firs^t f«uceceded in kindlinpf that ardour, which has since dillused itself thron<5h every other department of tho Institution. Arithcnietic, which had hitherto heen one of their dullest occupations, now became to the scholars a source of the highest interest and amuse- ment. They, ])y ')nT ON ,\ SYSTEM OV v.\u: 1. ill tho I'russian Schui;l.s. lanf^ujigo wo speak, tlio other exhibiting to us the worltl we inhabit. In many of our Common Schools; they iirc not tau;[);ht, at all ; in othor.^, very imperfectly; in very f;3w, well. 5, The practical grammar of our language should be taufiht in every School, every day, and to every l)Upil, both by tho example and corrections of the Teacher, riunguage existed before Grammar. — Language is not founded on rules of grammar, but tho rules arc founded on the usages of language. — (1 laminar. Many pcrscuij both speak and write correctly Avho have never studied a grammar, except that of living How examples and of good authors. The rules of gram- pV.icticaiiy niar will never make correct speakers or writers, witliout tho practice of writing and speaking correct- ly. It Is thus practically taught in all good Schools ; it is thus taught in all the elementary Schools of Germany. A recent traveller say3 : " The Prussian Teachers, by their constant habit of conversing with their pupils ; by requiring a complete answer to be given to every question ; by never allowing a mis- take in termination, or in the collocation of words or clauses, to pass uncorrected, nor the sentence, as cor- rected to i)as ' unrepeated ; by requiring the poetry of the reading lessons to be changed into oral or ^vritten prose, and the prose to be paraphrased or expressed in ditferent words ; and by exacting a general account or summary of the reading lessons, are, — as wo may almost literally say, — constantly tenching grammar, or a-n they more comprehensively call it — the German language. It is easy to sec thai. composition is included under this head,~the writing of regular ' essays' or ' themes' being only a later exercise. )i Ml r PUnLIC ELEMENTAPvY INSTI.UCTIOI?. 100 •itiiifv liter But grammar h taiiglit theoretically *\s well aa TAnr ; practically in the Prussian School:3. Another late ji~ traveller in Prussia thus describes tho manner of taught teaching the tlilTere parts of Speech: " Oranunar caUy!^^' i.i taught directly and scientifically, yet by no mean:4 in a dry and technical manner. On the eontnir}', technical tcim3 arc carefully avr ed, till the. child has become familiar with the nature and use of the things designated ])y them, and he is able to use them as the names of ideas which have a definite ex- istence in his mind, and not as awful sounds, dimly shadowing forth some mysteries of science into whicli he has no power to penetrate. " The first object is to illustrate the different parts of speech, such as the noun, the verb, the adjective, the adverb ; and this is done by engaging the pupil in conversation, and leading him to form sentences in which the particular part of speech to be learned shall be the most important word, and directing his atten- tion to the nature and use of the word, in the place wdicrc he uses it. For example, let us suppose tho nature and use of the adverb are to be taught. Tho Teacher writes upon the black-board the word^^, 'here' 'there' 'near,' &c. lie then says, ' Children, wc are all together in this room, by whicli of tho words on the black-board can yon express this ?' — Children. 'Wc are all here.' Teacher. 'Novr look out of the window and see the Church ; what can you say of the Church with the second word on the black-board? — Children. 'The Church is there.^ — Teacher. ' The distance between us and the Church is not great ; hoAv will you express this by a word on the black-board ?' — Children. ' The Church i.> near.^ The fact that these words express the same sort of relations is tlicn explained, and, accordingly, ill !(f t','> 110 HErORT ON A SYSTEM OF Fart I. 1; Iv Different modes of teachinj;^ English Gr.ammar and their results. M "' that they belong to the same class, or are the same part of speech. " Tlie varhitions of these words arc next explained. Teacher. ' Children, you say the Chm'ch is near, but there is a shop between us and the Church; what will you say of the shop?' — Children. ^ The shop is nearer.^ Teacher. ' But there is a fence between us and the shop. Now when yni think of the dis- tance between us, the shop, and tlie fence, what will you say of the fence V — Children. ' The fence is nearest.^ So of other adverbs. ' The lark sings tvell. Compare the singing of the lark with that of the canary bird. Compare the singing of the nightingale with that of the canary bird.' iUtcr all the dilferent sorts of adverbs and their variations have in this way been illustrated, and the pupils understand that all words of this kind are called adverbs, the delinilion of the adverb is given as it stands in the grammar, and the book is put into their hands to study the chapter on this topic. In this way the pupil understands what he is doing at every step of his progress, and his me- mory is never burthened with mere names, to which he can attach no definite meaning."'"^ The grammar of no language is perhaps shorter or more simple than that of the English language. Scarcely any branch of knowledge is more easily acquired ; yet none is rendered more tedious and diffi- cult by the manner in which it is too generally taught. I have seen children nine years of age, after only a few months instruction, able, without hesitation, to analyze difficult sentences, and to correct those that were ungrammatical — giving the reason in every in- stance ; and I have seen others approaching to man- * Professor Stowo's Report on Ehmcntary PuhJic rnstruction, pp. 44, 45. |M PUBLIC ELEMENTARY INSTRUCTION. Ill brter tage. ^ly a h, to Ithat in- iian- ictivp, hoed vvlio had studied {[grammar for years, and yet Pakt i. could not analyze a sinj^le sentence, or parse it cor- rectly. In some cases I have seen persons Avho could fluently recite the definitions and rules in the words of the grammar, but M'ho were ignorant of the^9r/«c/- jjles of the language. The difference in these cases Avas not in the capacity of the pupils, but in the inan- ner of teaching. The one pursued the simple order of nature ; the other adhered to the letter of the book. The one taught the nature of things, deducing the definitions and rules as the result of the import and relations of the words employed ; the other taught the definitions and "ulcs as the laws bv v. Inch words are governed. The one taught tlie principles and even subtleties of the language through the medium of the understanding ; the other burdened the memorv, but never reached the understanding. In the one case the pupil was delighted and instructed at every step, as one of a new discovery ; in the other case, the progress was one of accumulated weariness and dis- gust. In no department of elementary instruction has a improve- grcater change for the better taken place in the best ^odos V Schools in Great Britain and Ireland, than in the teaching method of teaching English Grammar. It has become a rational and intellectual exercise ; and ex- perience has shewn that the accpiisition, — at least in its fundamental principles and general rules, — is as easy and interesting as it is important and useful. Though serious complaint is still made in the principal School publications in the United States of the preva- lence of the dry, mcmoriier and useless system of teaching grammar^ yet, there also, there are some pleas- ing indications of improvement. Fevf will question the correctness of the following remarks on this im- 112 LErORT ON A SYSTEM OF :■■( m ■I 'a: M lit I m }'aivi 1. j)oi(aiit f.ulnjcct; " In Germany (says Mr. Mann of IJoKlon) 1 heart! very little of the dinp^-doug and reci- tative of gender, numl)er and case, of goveinnicnt and af^reenicnt, uliich make up so great a portion of grammatical exercises in our Schools ; and which the pupils are often required to repeat until they really lose all aensc of the original use of the terms they use. Of what scr\ ice is it for children to reiterate and re- assert fifty times in a single recitation, the gender and number of nouns, about which they never made a mistake even before a grannnar book was put into their hands? ]f the object of grammar is to teach children to speak and write their native language with propriety, then they should be i)ractised upon expressing their own ideas with elegance, distinct- ness and force. For this purpose, their common cvery-day phraseology is to be attended to. As their speech becomes more copious, they should be led to recognize those slight shades of distinction ^vllich exist betwcji words almost synonymous ; to discri- minate between the literal and the figurative, and to frame sentences in which the main idea shall be brought out cons}>icuously and prominently, while all the subordinate ones, mere matters of circuui- stancc or qualification, shall occupy humbler or more retired positions. Grammar should be taught in such a way as to lead out into rhetoric as it regards the form of cx})rcssion, and into logic as it regards the sequence and coherency of the thoughts. Kthis is so, then no i)erson is coni])ctent to teach grannnar, who is not familiar at least with the leading principles of ihetoric and logic."" Qaalifica- It is not, liowcvcr, to be expected that Teachers of t;uisUo'il>i ^ ur clomentury Schools will be philologists ; or that loaciiihg ij^^.y ^yiii jjr^Y^, occasion or 0])})oriU!iitv to enter into J'UIU.IC KLKMKNTAKV INSTUUCTION. ii:j Is the Is the is irU), tli()S(? sii))tU'tios in l!ic sciciR-c of liur'jfunfje wliich have, Taut I. IRTploxed pliilosopliers thcmsclvcH. Like most other sciences, the chMnouts of «;riunniar and the pr.u'ticul uses of it, are eiisily coniprclienilcd ; hnt the phihKso- |>hy and relinenients of it behMi.jjj to tiie hiu^iier ih'part- nients of learning' anil to matined inlellects. But in res})cct to common School Teachers, and to their teachinj^, 1 must observe, in the appro[>riate lan- guage of the Fircdde Frii'Mil : "In order to boa grammarian, it is not suflicient tliat you can parse sentences, in that kind of parrot-like manner, >vhich is ac(iuired by those who study without much thought; you must be able to perceive the meaning of an author, the connection between the words of a sen- tence, however distant, and to supi)ly words, in ellip- tical cases. Some of the English poets are peculiar, for the great use of ellipses; some, especially, in the expression of sudden passion, leaving not one word merely, but several, to be supplied by the reader. While emi)loyed in this study, you are giving exercise ' to your intellectual i)ow ers, invigorating tliem for new labours, and at the same time are gaining knowledge ; which will be called into use with every sentence you speak or write. It is very im[)ortant that those Avho arc jireparing tiicmselves for Teacliers, sliould obtain ji thorough knowledge of i'Jiglish (Jrannnar. In correcting inaccuracies, in spoken and written language, a Teacher shouhl not oidy be able to point /*/- »•«/, &c., at lirst puzzle him, he is still made at(piainted with the grammatical distinction, by varying the form of the (piestion. Then in i)Iace of asking the numher of the word /wy.f, we may ask why it is l)oys, and not boy ; and^ on being told that it is because there are more than one, we may then, till the word becomes familiar, tell him that this is called plural. As soon as he can distinguish nouns tolerably well, the pupil is next instructed in the nature o^articlesj and called upon to illustrate what he has been taught, by its application to the passage before him. He is next in a similar manner taught, by means of examining the nature of adjectives^ their application and their modes of comparison. Then, in like manner, prcmouns^ and afterwards verbs ; -leading him gradually by examples to understand their differences in point of mood^ timej numher and person. Then preposition?, ; after which the distinctions oi cases in nouns are explained. Then adverbs^ with the distinction between them and adjec- tives. Then con j unctions ^ and lastly 'interjections.''^ 6. " Oeographjy'' said the great Burke, " though Ceogra- an earthly subject, is a heavenly study." Yet it is P^^^- only within the last few years that it has been intro- duced to any considerable extent into the elementary Schools, or been made other than a fruitless drudgery to the pupils. The face of nature has been concealed \ 11(1 IMll'OUT mN a 8Y.STKM (il' 1^1(1 ini>- tliud tit' Unicliinu; if Part I. from tlit'in; nnd wiiliont v\o,n u iiiup, tlicy linvi- hccii .sent to i\\v i'IummIcss (';iliil(),i!:iui (»rh;inl iinincs to learn tlie rcaliiivs of llic "^loljc. As If tliis uoic not I'Hou^Mi, tlic order of Uiiliiri! lias been inverted. Instead of proeeedin/j^ from the easy to the dilllenlt, from the known to tlic^ niduiown ; pnjMls have been, at the outset, Introduced to tlie eh-ments of nstroiKnny, — the nuithematics of j^'eo^rnip^'y^ — '^^ *^ preliminary stei> to h'arninp: the j»hu'e of their abode. Sonu' of t!ie Ceo;frap!nes wideli are still used in many Selu)ols ftrc constructed upon this principle.* *Somo Amoricnn writers oft'lcnu'Dtary Sohool Gonpjraphics Imvi- pono to tlic oppositr? cxtrciiu'. Tho iiuthor (if tho Teacher 'Jaiiijlit says, " Most of tliu text books now iiHtul mnkt; tliis study too nisy. It seems as if the authors of thoin (Uil not intend to exerciso any faculty of the child's mind save the memory. Tiio otyeet of teaeh- ing tho child is not merely to imp-irt knowledi^o ; education does not consist in distciuliiif; and cramming tho memory, hut in deve- loping every faculty and especially reason, whoso 'comparing; balance' is designed by the Creator to hold tho most proniinent place. Geographies have beetuiie scarcely anything else Imt a volume of questions, to he asked by tho teacher and answered by the scholar. When these can bo answered lluently, the study of grography is finished. In order to enable tho scholar to skim over the earth's surface witli great rapidity without perplexing the Teacher, tho initials to the answer to each question are given. If the plan of such a book is nndeviating'y ftjllowed, the memory of tho child is exercised, but reason, tho noblest faculty of the soul, remains untouch .cl." What is this uiught and learned, is also soon forgotten. Within a few months afr^r going through such a text book in this manner, a pupil will know very little more about geography than if ho had never studied it. Travelling is doubtless the most thorough method of studying geography, but as this cannot be adopted — at least (<> any great extent, — the next best method is that wiiicli most nearly resembles travelling, — namely, drawing maps of the countries studied, — distinguiahing their natural and political divisions, marking the courses of their rivers, sketching their mountains, determining their chief cities and towns, — delinoalingwithgreatermiiiuteness our own and other countries with which we nro mo.'it intimately con- nected, and which are of the greatest historical importance. I'lir.MC Kl.KMHNTAIJY INSTiaiCTlMN. 117 Ilut ill this, as >vi'll iis llir oilier (IrparliiU'iils of olc- I'aim I. mriitiirv itislnictidn, iiiilurc li;is Ik'cm iilldwrd to su^- i^vM. Ww motliod «»r Iciiiliiii'x ;iuil U'ariiiiiji;; nn<] that wlilcli was before (lilliciill, lor men, is now an aniusc- meiit lor eliildreii ; and wiiat was i'ormerlv llic labo- rioiH study of years, is now llie reercalioii of a lew moiitlis. Tlie earliest inliahilaiils oftiie world — and 'rniamo- llie earliest {;eo;i:rai)liers— did not learn liie pliysical '„!,',',',i,'i','„ history of the «jjlol)e by lirst iiivestiuatin;; the laws of ;">rities, but detail examinations which I hiive had the pleasure of wit- nessing in several countries of lilurope. But lest the most moderate descripti^*" Ihat I could give should be suspected of extravagance, 1 ill avail mybclf again of the following statements by the Secretary of the Boston Board of Education : " The practice seemed to be (says Mr. Mann,) of begiiming with objects perfectly familiar to the child, — the School- house with the grounds around it, the home with its yards or gardens, (which each child is taught to draw,) and the street leading from the one to the other. " First of all, the children were initiated into the ideas of space, without which we can know no more of Geography than we can of history without ideas of time. Mr. Carl Ritter, of Berlin^ probably the greatest geographer now living, expressed a decided opinion to me, that this was the true mode of begin- nmg. " Cliiidren, too, comnience tiiis study very early, — soon after entering School, — but no notions are given lliem which ilmy are not perfecLly able to compre- hend, reproduce and express. " I found Geography tauQ:lii almost wholly from large maps suspended againsi the vmlls, and by de- lineations on the black-board. And here, the skill rUBLlO KLEMENTAliY JNSTUUCTlON. 119 ^' ; t1 (>r \m\n\ii and toacliL-rs In drawinf!: did admirable I'Aur i. service. The teacher traced the outlines of a coun- try o'^ ilie sus[)ended inap, or drew one upon the black bo.: vd, acconij)anying the exinbition with an oral lecture ; and, at tlie next recit;vtion, the pu})il.s were expected to ic])eat what they had seen .'uid heard. Atul, in regard to the natural divisions of ^ the earth, or the political boundaries of countries, a pupil was not considered as having given any proof that he had a correct image in his mind, until he could go to the black-board, and reproduce it from the ends of his fingers. 1 witnessed no lesson unac- companied by these tests. *' I will describe, as exactly as I am able, a lesson, Which I beard given to a class a little advanced beyond the elements,-— remarking that though I heard many lessons given on the same plan, none of them were signalizcii' by the rapidity and effect of the one I am to describe. Tho Teacher stood by the black-board, with the chalk in his hand. After casting his eye over the class to see tha. all were ready, he struck at the middle of the board. With a rapidity of hand which my eye could hardly follow, he made a series of those short divergent lines or shadings, employed by map engravers to represent a chain of mountains. lit l?ad scarcely turned an angle, cr shot off a spur, v/lien the scholars began to cry out, Carpathian Mountains, Hungary ; Black Forest Mountains, Wurtemburg, Giants' Mountains (Riesen Gebv^rge), Silesia ; Metallic Mountains, (Erz-Giberge), Pine Mountains, (Sichtel Giberge); — Central Mountains, (Mittel Giberge), Bohemia, &q. &c. In less than half a minute, the ridge of that grand central eleva- tion which separates the waters that flow North- West into the German Ocean, from those that flow^ I \\ i\\ 120 1;K1'0UT on a SVSTJiM ()1- ■ li' i4i^ Paut I. Nortli into tlio Ikltic, and Soutlj-l*]ast into the iihick Soiij ^vas i)rc.seule«l to view, — executed almost as bcautilully as an cngravini^. A dozen ci'inklin<; strokes, made in tlic twinklini!^ of an eye, ivprcscntcd the head waters of tlie jj:rcat rivers which flow in dif- ferent directions from tlint monnlainous range ; while the children, almost as eager and excited as though tlicy h'd actually seen the torrents dashing down the mountain sides, cried out Danube, Elbe, Vistula, Oder, &c. '' The next moment I heard a succession of small strokes or taps, so rapid as to be almost indistinguisli- ablc, and hardly had my eye time to discern a large number of dots made along the margins ">f ' ?rs, Avhen the shout of Lintz, Vienna, Prague, Ji.„.vion, Berlin, &c., struck my car. At this point in the exercise, the spot which had been occupied on the black-board was nearly a circle, of which the starting point or place where the Tcaclier first began, was the centre ; but now a few additional strokes around the circumference of the incipent continent, extended the mountain ranges outwards toAvards the plains, — the children responding the names of the countries •n which they respectively lay. With a few more strokes the rivei's llowcd onwards towards their several terminations, and bv another succession "I" dots, new cities sprang up along their banks. " By this time the children had become as much ex- cited as though they had been pi-esent at a world ma- king. Thev rose in their seats, thev Ihing out both hands, their eyes kindled, and their voices became al- most vociferous as thev cried out the names of the (iiiTerent places, which, under tiic magic of i ■'^ Teacher's cravon, rose into \'n'\v. Vv ithin ten miui., c iVom the ronnnencement of the les '.-n, there stoo^l i -|,(„iij^ l^^«^^^<^_J^:.^yf•9^y^.i>>^i.■••J^'^■.' I'UDLIC LLEMENrAllV INoTIiUCTlOX. 121 ors, upon the l)lack-))oar(l a beautiful ma}) of (jlcrniany, TAfix i. with its moimtains, principal rivcvs aiul cities, Ihc coast of the Geruiau Ocean, of the Baltic and Black Seas ; and all so accurately proportioned that I think slight errors only would have been found had it been subjected to the test of a scale of miles. A part of this lime v/as taken up in correcting a few mistakes of the pupils ; for the Teacher's mind seemed to be in his ear as vve'l as in his hand, ond notwithstanding the astonishing celerity of his movements, he detected erroneous answers, and turned round to correct them. '^ Conii>are the effect of such a lesson as this both to the amount of knowledge communicated, and the viviihiess and of course permanence of the ideas ob- tained, with a lesson where the scholars look out a few names of places on a lifeless Atla.s, but never send their imaginations abroad over the earth ; and wliere the Teacher sits listlessly down before them to interrogate them from a book, in which all the ques- tions are printed at full length, to su[)ersedc on his part all necessity of knowledge. " Thoroughly and beautifully as I saw some depart- ment of Geography taught in the Common Schools of Prussia, traced out into their connections with com- merce, manufactures, and history, T found but few of thi3 cla^s of Schools, in which Universal Geography could with any propriety, be considered as a part of the course. The Geography of their own country was minutely investigated. That of the western hemisphere was very little understood. But this should be said, that as far as they professed to teach, they taught thoroughly and well." There are several other sulMectswhiclicomclegiti- Oiiiciiub malely within the range of Conmioii School Etiuca- tion,— which have as yd been iutrodiieed into very i 4l hi .'I ii mw 122 REPOirr ON A SYSTEM OF „ "P mm ,1 Linear Drawing, Paet I. few If any of our Common Schools, but which, I con- ceivc, ought to be taught in all the Model Schools, and to as great an extent as possible, in at least every Village Common School. Nor do I despair of seeing them occupying an important place in many of the country Schools. 7. The first of these is. Linear Drmoing. \s\vAi has been incidentally said on this subject, w'len speaking of writing and geography, shows its import tance, and the facility with which it may be taught •rnd learned. It is a delightful amusement for chil- ' i; it contributes to good writing; it is essential to the proper study of Geography ; it is an introduce tion to Geometry • it quickens the important faculty of observation ; it teaches the eye to judge correctly of the dimensions of magnitude, and the mind to ap- preciate the beauty of form,— ran element of cultivated taste; it gives skill to the hand, strengthens the memory, Improves invention ; enables one at once to understand all drawings of tools, utensils, furniture, machinery, plans, sections, views of buildings, and the power of representing them, as well as ability to fixecute all the drawings of the Surveyor and En- gineer, All this may be done by lines, or linear drawing. Ccyond this Common Schools cannot J)e expected in general to advance. But from outlines of perspective, many papils will doubtless be disposed and enabled to advance to lights and shades, and colours.* Course of drawing taught m the Swiss Schools. * Mr. Wyse, in his Education Reform, remarks that " at Fribourg in Switzerland, the course of drawing forms three distinct scries. The first is called the Mathematico- Mechanical. It consists of les- sons of right lines, curves, planes; then copies of the cube, prism, cone, sphere, &c , &c., finally of instruments of general use, PUBLIC ELIiMKNTAKY INSTUUOTIUN. 123 COll- ools, very )cmg; the nary. Mr. David Stow, in his account of the training sys- Taut i. teni established in Glasyow Traininj Semmary^ liow~ observes that " l^inear Drawing and Sketching is taught in done on slates and on paper, and may occupy half j^owTra^n- an hour twice or thrice a week, in an ordinary Encr- '"^ ^^""" lish School. Drawing simple lines, and outlines of the forms of objects, natural and artificial, especially of buildings and articles of furniture, exercises the eye, Improves the taste, and gives correctness of ob- servation, which may, in future life, greatly aid the mechanic in his particular trade or calling. Several boys have been apprenticed to calico-printers, in con- sequence of their sketching powers having been deve- loped in the Model feehool of the Senior Department of this Institution." The following important facts ai*e stated by Pro- sor Stowe, in his Report on Prussian Schools, to the State of Ohio Legislature, and will supersede the necessity of any further remarks from me on this subject :— " The universal success and very beseficial results, with which the arts of drawing and designing, vocal and instrumental music, have been introduced into the Schools, was another fact peculiarly interesting to me. I asked all the Teachers with whom I con- machines, orders of Architecture. 2nd. The Vegetable. — It com- prises the most simple and interesting plants, ftiiiher' indigenous or exotic, beginning with the parts most easy to copy, and gradually advancing to the more complicated. 3rd. The Zoological. — It pre- sents the animals in a series analogous to the preceding. At the bottom «f the scale is the caterpillar; at the head, man; these three are subsequently combined ; the caterpillar or butterfly with the flower ; man with Architecture, &c. " Accompanied with a text, they are material assistants in the study of Geography, Natural History, &c. &c. " They pursue these three courses both after models or copies, and after nature." ''I H ir 124 KEPOTIT ON A SYSTEM OP I IIow taiiRlit in I'russian Schools, Tart I. versed, whether they did not sometimes find childreit who were incapable of learning to (h'aw or sinpf. 1 have had ])ut one reply ; and that was, that they found the same diversity of natural talent in ref^ard to those, as in regard to reading, writing, and the other branches of education ; hut they had never seen, a child who was capahle ofhaminfj to read and vmte^ who could not be tavfjht to sirifj viell^ and draw neatly j and thatj tooj without tnJcinff any time which wonld at all interfere ivith^ indeed which ivould not actually pro- mote hisprogre.s8 in other studies. The first exercises are in drawing lines, and the most simple mathema- tical figures, such as the square, the cube, the trian- gle, the parallelogram; generally from wooden models, placed at some little distance on the shelf before the class. From this they proceed to archi- tectural figures, such as doors, windows, columns, and facades. Then the figures of animals, such as a horse, a cow, an elephant, — first from other pictures, then from nature. A plant, a rose, or some flower is placed upon the shelf, and the class make a picture of it. From this they proceed to landscape painting, historical paintings, and the higher branches of the art, according to their time and capacity. All learn enough of drawing to use it in the common business of life, such as plotting a field, laying out a canal, or drawing a plan of a building ; and many attain to a high degree of excellence,* Pro- gramme of the course of drawing taught in the Nor- mal and Model Schools of the Brii- * It may be worth while to add the following programme of the course of drawing taught in the British and Foreign Schc il Socie- ty's Borough Road School, where great numbers of the chii-lrcn of the labouring classes arc instructed. " 1st. Geometrical drawing with instruments, intended to teach the boys the construction of such problems as are most required among carpenters, masons and handicrafts-men, in general. " 2nd. Lineal -Irnwing, executed by hand alone. Here two ob* I'UBLIC KLEMENTAliY INSTRUCTION. 125 Music capacity for vocal music univiTsul 8. Mui,'k h another dcparlnient oi' iiibtiuction rAui I which 1 think, ought to liiul ji place in every Com- mon School. My own inquiries in Europe have con- firmed in my own mind, the correctness of the forc- j^oing statement by Professor Stowc, that the ability to learn to sing is universal, aiid that teaching sing- ing in the School facilitates rather than impedes the pupils in their other studies. In answer to my inquiries, the same facts were stated to me by the Teachers of Normal and Model Schools in London, Dublin, Edinburgh and Glasgow; and in the greater part of the Elementary Schools throughout the Kingdom, vocal music forms a part of the daily exercises. Mr. David Stow, referring to the Glasgow Semi- nary, — remarks, that, " As the training or natural system has been applied to every branch of education taught in the Normal Seminary, it might be supposed jects aro specially aimed at, (1^ the training of the eye ; and (2) the training of the hand. The first is accomplished by questions from the monitor, aa to the length of lines, the size of figures, and by requiring the boys to divide lines into halves, thirds and quar- ters. The second is of course secured by the practice of the boy in drawing any assigned copy. The monitor is furnished with a pair of compasses and n graduated ruler, and corrects the attempts of the boys with perfect accuracy. " 3rrf. Botanical, animal, map, and general drawing from copies and specimens. " Ath. Drawihg from objects, with the illustration of tho main principles of perspective. " 5 f A. Architectural and plan drawing, including the various parts of a common building, such as stair-cases, closets, &c., as well as the different styles and orders of architecture. " No 1 is practised with slate and pencil, and the others, in the first instance, on tho black-board with chalk, and afterwards on paper with pencil and crayon. In connection with these, and espe- cially with Nos. 2 and 4, mensuration, and some of the simpler elements of mathematics arc taught, and when known submitted to a practical application." ish and Forcifjn School Sucidy. w. ii 12G 15EP0UT ON A SYSTEM OF Why taii<.<;lit in tho Glas- gow Train ing Soini- narv. J'aht I. that musk would nut be overlooked. VVe believe this Institution was the first to introdu(;e sinf^inj:^, as a distinct branch of popular education, which is now becoming all but universal throughout the country. Tiiree r^cat objects were in view : 1st. To train the child to worship faod in the family. 2nd. In the public sanctuary; and Srdly^ by furnishing the young with interesting moral songs, to displace in their social amusements many of at least a questionable character. These great objects have been fully at- tained by the children attending the Model Schools. Without vocal music, the initiatory or infant depart- ment would be a failure ; and both in it and in the other departments it proves a powerful instrument of moral culture. It is a fact that n€arly every child leaf ns to sing. No one, we believe, is entirely desti- tute of the natural power, and the frequent exercise of it in the initiatory department,-^thc variety and the social and pleasurable feelings it engenders, cer- tainly call up in almost all a taste for music. Music tends to refine and humanize the pupils whether in the infant or juvenile department, and Ave arc sur- prised that this powerful instrument for good (as well as for evil) has been permitted so long to be miused in the public Schools." The Committee of the Privy Council on Education in London directed, several years ago, tbeir serious attention to this subject ; they became deeply impress- ed tNitli its importance as a branch of elementary edu- cation, and at length determined to introduce it into the Schools for the labouring classes. The want of a suitable method of instruction was felt as a serious impediment. Their Lordships state in their Minute (1840) on this subject, " as a preliminary to the pre- })aration of such a method, their Lordships had directed I'roceod • ings of the ]'rivy Council Committee oi" Kduca- tion. 11-; PUBLIC ELEMENTAKY INSTUUCTION. 127 their Secretary to collect or procure Iruiii tlie \arious I'akt I. parts of Europe vvlicrc music has heeu cultivated in the elementary Schools, the books in most «j;e!ieral use in Normal Schools, and in the Schools of the Communes^ and of the Towns. The manuals of local music were accordingly collected in Switzerlajid, Holland, tJio German States, Prussia, Austria and I'rxincc- " These w^ovks were carefully examined in order that their characteristic diflcrences might be ascer- tained, as well as the general tendency of the me- thods adoptikl in these countries. " TlMi common characteristic of the works is, that they arc generally formed in the syntiictic order, and proceed from the simplest elements, with more or less skili, to those which are more diHicult and comple.t. Tlis synthetic method appeared to be developed with the greatest skill in the work published by U. Wilhcm, under the sanction of the Minister of Public Instruc- , tion at Paris. • " The accounts which their Lordships received of the success of this method at Paris, induced them* to direct their Secretary to procure for them the assis- tance of Mr. Hullah, who was known to have given nmch attention to the subject, and to have been already engaged in making trials of the method. They were directed to proceed to Paris to examine in (Jetail the expedients resorted to in the practical appli«eation of this method to elementary Schools, and also to communicate with the Minister of Public instruction, and with M. Wilhem, previously to the preparation of this method for the use of elementary Schools in England. The method of M. V/ilhem AViihems has been practised many years in Paris, and has ^^^^^^^^ ■^^^ been introduced into the Normal and Elementary France. f-: I 128 KKrOKT ON* A SYSTEM OP iiS t I'Aiiv I. Scliools ut France uikUt i\u) authorlly ol tli(! MiiiKi • tcr of Public Instruction. Evory lesson h adnptcil to the capacity of children, and so arranged as to enable a monitor of ordinary skill, with the aid ol previous instruction, to conduct a class through the whole course. Anniicizcil " The Committee of Council on Education have odLrff" charged Mr. llullah with the duty of preparing for Klaiul. the use of Elementary Schools ami for publication under the authority of their Lordships, a course ol instruction in vocal music, founded upon ami embra- cing all the practical points of the method of Wilhci.i. This method is at once simple and scientilic, — it con- tains no new or startling theories ; makes no attempt at the very questionable advantage of new musical characters ; and rests its only claims to novelty upon a careful analysis of the theory anu practice of vocal music, from which the arrangements of the lesson:^ result, and which ascend from lessons of the simplest character, on matters adapted to the comprehension of a child, through a series of steps, until those sub- jects which it might otherwise be diflicuU to under- stand, are introduced in a natural and logical order, so as to appear as simple and easy as the earliest steps of the method. These arc the characteristics of all the processes in Elementary Education which deserve the name of niethod. This is the character- istic to which the method of Wilhcm lays claim, as well as to a few very simple and ingenious mechani- cal contrivances. " Methods are, however, of little use, unless put ill operation by skilful and zealous teachers; and little progress can be made in the diffusion of a know- ledge of music in Elementary Schools, until the School- njastcrs nnd .Sclioolniii^trcsscs themselves posscsi p.: ■ I' Pirni.IC ELKMF.NTAUY INSTUIirnON. 120 at least knowliMJ!:^*' siiiricirnt not only to second tlio rxnTl. elForls of (KTMsionnl instiMiclors, wliere tiiclr jissis- jjuice can be obtained^ but also to supijiy the want of that assistance wherever it is not accessil)le." Such arc the sentiuients and i)roccedin;L,^s of the iMlucation Connnittec of llor Majesty's Privy (Coun- cil on tiiis .subject. The system of Wilheui, so tested and approved, is now used l)y conunon consent in all the Normal and I'ilenientary Schools throiif!;hout (ireat Britain and Ireland. The leadln;:^ educationists in the I'nited States, opinions followin«j^ in this as well as in other resi)ects, thet'ieeur*^ example of the most enli'ditened nations of l-Jirone, Aiufrioan jn their patriotic endeavours to improve their sys- tionistsin terns of public education, have stroni>ly advocated [n[;"i„^,is"a the introduction of vocal music as a branch of Com- itnineh of moil School instriKtion, and music is now regularly Sfiiuui taught ill Ji large proportion of their Schools in the i'^^'"=*- New York and New l<]ngland States. The llev. Dr. Potter, of New York, in the I'rizc Essay already (pioted — /School and tichoohnattter — observes, that, All men have been endowed with susceptibility to the inlluence of mnsic. The child is no sooner born than the nurse begins to soothe it to repose by music. Through life music is employed to animate tlic de- pressed, to inspire the timid with courage, to lend new wings to devotion, and to give utterance to joy and sorrow. The number of schools among ns, in which music is made one of the branches of elemen- tary instruction, is already great, and is constantly increasing, and I have heard of no case in which with proper training, every child has not been found capable of learning. I I I \.'.' f^ 130 Klil'UKT 0\ A SYSTliM iiV tee. Part I. Vuciil music, as a Ijnimli of Common School lldii- Rcport (.f t'Jition, is tliiis ulliKled to in u late Keport of tliu tlio JJostou School Connnittcc of the City of JJoston : " If vocal School . ,, , , , , <• . Commit- music wcrc p^cneraily adopted as a ])ranch ol instruc- tion in the ei^Mity thousand Connnon Schools in this country, it might be reasonal)ly expected, that in at least two generations, we .nhould he changed into i\ nuisical pe()})lo. Tlie great point to be considered in reference to the introduction of vocal music into popular elementary instruction, is, that tlu^reby yon set in motion a viujlitij poioer which silcntb/ hut surel/f in the cndj will humanize^ refine and elevate a whole community. Music is one of the line arts ; it, there- fore, deals with abstract bcanty, and so lifts man to the source of all beauty, — from finite to inlinite, and from the world of matter to the world of spirits, and to Govl. Whence came those traditions o<" wered antiquity — seditions quelled, cures Avron,' ^eet8 and armies governed by the force of song, — whence! that responding of rocks, woods, and trees, to the harp of Orplieus, — whence a City's walls uprising beneath the Avonder working touches of Apollo's Lyre ? These, it is true, are fables ; yet they sha- dow forth beneath the veil of allegory, a })rofonnd truth. They beautifully proclaim the mysterious union, between music as an instnnnent of man's civi- lization, and the soul of man. Prophets, and wise men, large-minded lawgivers of olden time, under- stood and acted on thistruth. The ancient oracles were uttered in song. The laws of the Twelve Tables Avere put to music, and got by heart at School. Minstrel and sage are in some languages convertible terms. Music is allied to the highest sentiments of man's moral nature: love of God, love of country, loA'e of friend;). Wo to the nation in which these \r.. ■•'»;■ rUHMC KLEMKNTAIIY INSTUHCTION. 131 and .stMitlinciitH arc, allowed to p;o to (leeway 1 \\\\ni toii«,Mic! can tell tlu! umittorahlo energies that reside in tliose, throe engines — Church mmic^ — nationahursy — ii ml fireside, mrlodica /" As to the l)('Me(i('ial resnltn already realized from the introdnrtion of vocal music intoConnnon Schools, the most ample testimony might he adduced. Two or Mu'ee statements ^\ ill siiHlce. ITer Majesty's Privy Council Committee on Mdncation, state : " In this country of late years, the iniiiortancc of teachiug vocal music; in I'ilementary Schools is generally ac- knowledged. The important and useful inlluence of vocal music on the manners and hahits of individuals, and on the character of communities, few will he pre- l)ared to dispute. It is, however, satisfactory to know that the degrading hal).;i of intoxication wiiich at one time characterized the poorer classes of Ger- many, arc most remarkahly dinnnished (as every traveller in Germany can testify) since the art of singing has become almost as common in *hat coun- try as the power of speech, — a humanizing result attributable to the excellent Elementary Schools of so many States in Germany." A recent American traveller in Switzerland, states the following interesting facts : — ^' We have listened to the peasant children's songs, as they went out to their mornii>g occupations, and saw their hearts en- kindled to the highest tones of music and poetry, by the rising sun, or the familiar objects of nature, each of which was made to echo some truth, or point to some duty, by an appropriate song. We have heard them sing the ^ harvest hymn ' as they w(?nt forth before day-light to gather the grain. We have seen them assemble in groups at night, chanting a hymn of praise for the glories of the heavens, or joining in r.viir 1. noncfu'ial cflVots of ti'iicliinfif vocal mu- sic ii) Com- mon rtcliools. In Ger- many. In Swit- zerland. I rl w 132 REPOIiT ON A SYSTEM OF fc I' 'A f* 1 \ '. «„/j ^ so- Part I. soiTic patriotic ci.oriis, or some social melody, instead of tiic frivolous and cornipiiiii; coiivevsation wliicii so often renders such nieetiiiijjs tlie scone of evil. In addition to this, we \isitcd conimunlties >viierc the youth had been trained from tiieir chiidliood to exer- cise in vocal music, of such a character as t ) elevate instead of debasing the mind, and have found that it served in the same mannei to cheer their social as- semblies, in place of the noise of folly, or the poison- ed cup of intoxication. We iiave seen tlie youn<;- men of such comnumity issembied to tlie number of several hundreds, from a circuit of twenty miles ; and, in place of spending a day of festivity in rioting and drunkeness, pass the whole time, with the exception of that employed in a frugal repast and social meet- ing, in concerts of social, moral and religious Jiymns, and to devote the proceeds of the exhibition to sonu*. object of benevolence. " We could not but look at the contrast presented on similar occasions in our ow n country, with a blush ■ of shame. We have visited a village wlioso whole moral aspect was changed in a few years by the in- troductiim of lausie of this character, even among adults, and where the aged were eoinpelled to ex- press their astonishment at seehig the young abandon their corrupting and riotous amusements, for this delightful and imi)roving exercise." lli:,toiy. (9.) llktory is another branch of knowledge which should be taught in every Common School. History is in close alliance with Geography, and often forms a branch of it, under the head of Civil and Statistical Geography. An accjuaintancc with the surface of the globe is the preface to the study of the human nature, nian^iers and institutions which ha\o figured upon it. The empir;? of Geography is PUBLIC KLEMENTAUY INSTRUCTION. 133 l)l;icc: (hat of History is tiiiK* — tlio oiio fixinii^ tlu>, scciu', llic otlior (lelliUMliiiuj the events wliidi iiave marked the i)roj;res.s of inankiiul. He tliat knows history adds tlie exjjerieiu'e of former ap^es to his own. He lives (he life of !iie -world. I'specially he learns (he ori,i,nn ananeenient of its interests. Lord liacoa luis tliere- fore well said : " Jlistories make men wise." But it is to be feared that tlie remark of the Author of the Xcic York District t^chool is too ai)])lieabie to Canada ; " Thei'e is scarcely a pri'nary h^chool where history is taught, and but few of the hi,2;hef Schools make it an important study." The importance of it, however, is universally acknowledged ; and it now forms a branch of instruction in the Elemeiitary Schools of the most enlightened countries. Comparatively little of history can be expected to be (aught in a Connuon School. The principal object should be to show how it ought to be studied, and to (excite a taste and interest for the study of it. Com- pends, or Catechisms of ILlstory, w?t!i ])rinted ques- tions, arc not adapted for this j)urpose. They are little more tliaii dry digests of general eveuis, which do not interest the pupil, and which he cannot ajjpro- ciate; and learning the answers to the questions is a mere work of memory, without any exercise <»f discri- mination, judgmciir, taste or language, — forgotten abnost as soon as learned. The syntheti'' method of teacliing is as apj)licable to history as 'o every other branch of elementary instruction. Iiulividuals preceded nations. The picture of the former is more easily coiupreheiided than that «»f ihe latter, and is belter adapted to awaken the curiosit}', ami interest Taut I. Its order and inipiii tiviico. Rcinaiks on tciu^li iiij;- His- tory, 1 II 1 1 ^!. ife. 1 liEl'OUT ON A SYSTE:\I OF 'v i: Ji 1 I'AUT I. liie fe('iln<,^s of the cliild. Biograpliy should tliercforo innii tlic ])riiu'ip;il topic ol' clcmenUiry liistoiy; and the great periods into wliich it is naturally and for- mally divided, — and which must bo distinctly mark- ed, — should be associated with the nanies of some distinguished individual or individuals. The life of an individual often forms the leading feature of the age in which he liveU, and will form the best nucleus around which to collect in the youthful mind the events of an age or the history of a period. Both sacred and profane history abound in examples. Though text-books arc used in connexion witli the study of history, the best instructors teach it without them. Their examples illustrate the following re- marks of an experienced Teacher : " History is best taught without a text-book, the Teacher himself making the wdiole preparation. The pupils should be furnished with maps, or a large map should be suspended before them by the side of the black-board. If the pupils have no suitable maps, and that of the Teacher be on too small a scale for exhibition to a class, he should draw on the black- board a magnified outline of the seat of the event. " Care should be first taken to give an idea of the remoteness of the event to be described, by tracing a line on the black-board, to represent two or more years, and shewing how long it would be necessary to draw it, to represent the period which has elapsed since the event occurred. " The date may be given on the black-board, and the place may ])e pointed out u])on the map or men- tioned, and the pupil allowed to find it for himself. 'J'he Teacher may then read, or, what is better, nar- rate in familiar language, and in the manner of con- versation, llie event, or series of events, whit:ii he m. - "l'rl^.-:'W!t^" 'f^'T "^fr rilUT i:Lr.:\lKNTAUY l nstiuktion. Vio lir intends to iiuikc iha .siil)jo('t ,;.'" flu; Iossom. 11" liis 1'aut I pupils are bei^mners, he should not spenk h)M,o- before asking questions, as to what he has been telling. If these are made frequent, the pupil will be encouraged to give his attention to the end. The f[uestions, Who? and Where? and What V shoukl be asked. When the Teacher's narrative is fniished, he shoiUd ask if some one will not undertake to tell the Avhole story in his own language. Those who have the best talent for narrative ^vili bo ready to do this, and after some little practice nearly the whole class. Or the Teacher may say, ' I w isli you all to write upon your slate or paper, and bring to me to-morrow, what you can remember of the story I have just told you.' Questions should be asked as to the moral right or Avrong of the characters of the actors of the events. "Let not the Teacher be discouraged at the slow pro- gress he seems to make. In the usual mode of tcnch- iiig history, two or three hours are often spent by the pui)il out of School, and half an hour oi- an hour at the recitation in School, upon a single lesson of six or eight pages; and, after all, ve little is learned ex- cept mere facts, and these perliaps distinct jind bar- ren; Avhile in this way, in half an hour, two or three pages at first, and afterwards five or six or 'venten, will be learned; and at the same time the attention will be improved, the moral taste elevated, the power of narration exercised, and the connexion betw -n liistory^ and Chronolorpi and (xwgrapliy will bo shown. "^* (10.) Natiiralllistory is now as generally taught '■ European elementary Schools as Geography. Indeed it is taught to some extent in connexion with geo- * The School Maslcr. By the Rev. G. B. Emorsjn, (BosttJii, Muss.) pp. 481, 483. ill lira I liLstorv. f M if 130 RKPORT ON A SYSTEM OF in J'art I. ^rruphy, .as well ;i,s willi (ll^'^^vin^,^ It iin]);irts n knovN - ' lc(l<((! of tho vTfrot.'iljlc niid aiiinial kiiif^ddiiis, and in riiany clcnientary Scliools tonus a most cntc'i'tainlui;' and useful scries of instructions, under the title of Ohject Lessons ; in tiie teachini^ of wliich pictures of flowers, trees, birds, quadrupeds, tislies, reptiles, &c., are used. The objects of Natural History arc class- ified, and are taught in a manner ])erfectly compre- hensible by the youni^fst iHipil. The child is then made accpiainted with tlie elements of Botany^ and Zoolofjii^ — studies as deligiitful as they are instructive to Children and yoimg peoi)le. To kno\v the pro- ductions of the garden, the field and the Forest, — to be made acquainted with the cliaracteristics and habits of the dilferent species of animals, creates and gratities curiosity, Inqu'oves the taste, and prepares the mind and heart to contemplate, admire and adore the wisdom and benclicence of the Creator. In many Scliools that 1 have visited, this fascinating and useful study is extended — aided by illustrations, — rto the lending principles and phenomena of !%/(?- tc(hh and i^rnmal rinjs'whgy on the one hand, and of M'merahijy and Geoloipj on tho other. In some in- stances 1 liave seen tolerable collections of specimens, l)rocured and presented by the })upils themselves, in dilTerent branches of Natural Ilistorv, forming an in- tercsting c;;ltinet. Upper Canada is not barren in materials for such collections ; and in connexion with each School there miglit be not only a School Library, but a School Museum, llie acquisition of such knowledge is of great practical utility, and the col- lecting of such specimens would often afford salutary and agreeable recreation. It is worthy of remark, that in the Schools where tiie elements of Natural History are taught, one part of the exercise consists Ifeir r.l PUBLIC ELEMKNTARY INSTRUCTION. 137 in sketcliiiij,^s or outline drawings of the objects studied. (11.) ThadQiimiUoi Natural PJnlosnpJtf/linyQ long formed a branch of instruction in the clcnientary Scliools in (jiermany ; and the\ are now being intro- duced into tlic National elementary Schools in Eng- land. It w as remarked by Lord Bacon, " that there was more true pliilosophy in the work-shops than in the Schools." — the former being practical, and the latter speculative ; but even the elementary Schools are now acquiring their true character of gymnasia of instruction and discipline for the arena of i)ractical life. Man from the beginning to the end of his earthly existence, has to do with the Laws of Nature, the in- vestigation of which U the province of Natural Pliilo- sophy. It is, however, only tlie simpler and more common application of physical science to the purposes of eveiy day life that can be expected to be taught in elemen- tary Schools,-— such as the principles of Mechanics, and the leading phenomena of Chemistry and Astro- nomy. The last mentioned is indeed included in the study of Geography, and has long had a place in the Common Schorl. Descriptive Astronomy is as easily comprehended as descriptive Geography, and is not less interesting, while it more strongly impresses the imagination and expands the mind. The properties of bodies, — which are only ascer- tained by experiments, — are no more difficult of comprehension than their colours. The words usu- ally employed to express them arc less common, and therefore more difficult ; but chemical properties themselves, are the simples of which every thing around us is composed. The exemplification of the s Taut I. Naturul riiiloao- pliy. Elements of Astro- nomy. Elemen- tary Che- mistry. I • i'i 138 RKPOliT ON A SYSTEM OP 1^' II Part I. morc obvious of them to the youthful mind is like the discovery of ncAv worhls, and the presentation of even a few of tlieir infinitely varied combinations, exhibits .phenomena still morc wonderful. And when it is considered that chemical processes are involved in the preparation ot every meal, aiiu the baking of every loaf of bread, and in every branch of manufactures as well as in the chanj^es of the world within, beneath, and above us, some know- ledge of them must be both interesting and highly important ; and they should be understood by those vvith whose pursuits and employments in life they are inseparably connected. To no classes of the community is this knowledge of so much practical importance as to the agriculturists, the manufactu- rers, and the mechanics. It should therefore be brought within their reach. The same remarks apply with equal and perhaps more obvious force, to another branch of physical science — Mechanics^ — including the law^s of motion, the mechanical powers, and the mechanical proper- ties of fluids. Nor is the science of vision or optics, less interesting or simple in its laws and phenomena ; and the instruments to which it has given birth, and the many purposes to wliich it is applied, are of the greatest practical utility. In a system of practical education, then, these de- partments of natural philosophy ought not to be over- Their use looked. Their value upon the three great branches LM-eat de-^^ of industry, — agriculture, commerce, and the mecha- partments nic arts, cannot be over-rated. They make known industry, the sourccs of Wealth, and the best means of attaining it ; they point out surrounding dangers, and suggest the remedies against them. " The whole circle of the arts (to use the Avords of a practical writer,) fur- Elemen- tary Me- chanics. m ' PUBLIC ELEMENTARY IN8TUUCTI0N. 139 nishes illustrations of these rcnuirks. We might Tart I. begin with the preventatives against lightning, by — v^^hich the shafts of heaven are averted from our dwel- lings ; the safety lamp whidi enables the minev to pene- trate the bowels of the earth in safety, and bring up its treasures ; the compass, the life-boat, and the light- house, that guide the toil-worn sailor in safety to the destined port ; the steam-engine that propels the car across the land, the steam-boat along the river or the lake, or that bears the proud ship across the ocean ; and descend to the various natural and arti- ficial powers, to the moving of machinery through all the mechanic arts, down to the manufacture of a pin — one of the most beautiful of them all — and shew the economy and simplicity by which the greatest as well as the least results are attained, as the legiti- mate eflfort of the study of the natural sciences. In fine — by the skilful application of natural powers to the mechanic arts, we are enabled to diffuse over the whole earth the productions of every part ; to fill every corner of the habitable globe, with miracles of art and labour, in exchange for its peculiar produc- tions. . " ^ To give the pole the produce of the Fun ;' to concentrate around us in our dwellings all that luxury or necessity can desire, in the appaiel, the utensils, the commodities which the skill of the present or past generations have wrought, or which any clime pro- duces." But apart from these directly practical objects, as The study a mean* of mental discipline and developement. which ^^g|J||g'"j,f is the foundation of success in life, this elementary mental de- study of nature is of great practical importance, mert mid "The objects of nature (says another writer) are pre- J|j''^i'^'"*'. adapted to the developement of the intellect,>as the cal life. 140 liKl'ORT OX A SYSTKM OP A „^'*' i f ^ !• :i Taut I. tempers, dispositions and niaiuicrs of a family are to dcvelopc tlie moral powers. 'J'ho ohjects of Natural History, the descriptions of beasts, birds, fislies, insects, trees, flowers, and unorf>;anized substances, should form the subjects of tlie earliest intellectual lessons. A knowledc^e of these tacts. lays the foun- dation for the knowledvitli wfiicli Ills rl;,'lits nnd intiMTsts jiiv «(• closoly I'oniicctt'd. I'rovis'Kdi should hv. injulc to toiu-li ill our Coiiiiiion Schools nil outline of |Im> prin- ciples :ind constitution of our (jlovcrniMont ; tiu* nuturo of our institutions; the duti»!s wliich they ro- (piirc; the manner of fuililliiui^ them ; some notions of our Civil, and especially Criminal Ctxle. I'oliticttl (15.) Poh'timl Econoiiiii is the science of national huoiiomy. ^y^.j^m, „r <4i,(, rneans by which the industrv of man may be rendered most productive of those neces- saries, comforts and enjoyments, Avhicli constitute wealth." Jt is therefore conni'cted with the duties and wants of social life, and involves our relations to most of tlie o])jects of our desires and ])ursuits. Its elementary and fundamental prinei])les — like those of most other sciences — are siiiiple, and its ^eueraliza- tions extensive ; tiiough its depths and its details have exhausted the most profoimd intellects. To treat formally of luixluction, exchan«^e, distribution, and consumption, would exceed the province of tlie Common Schools and the capacity of their })uj)ils. But the simple elements of what is comprehended iinder the terms, value, capital, division of labour, exchaufi^e, wa^es, rent, taxes, &c., may be taught with ease and advantage in every School. An ex- cellent little book on this subject, entitled, " Easy Lessons on money matfcrSj'' has been prepared by the Archbishop of Dublin, and sanctioned by the Irish National Board. These are the topics which I think should be em- braced in a system of Common School instruction, and for the teaching of which provision should be made. The instruction should be universal — accessi- ble to every child in the land. 11 (i k. rUDLIC ELEMENTAnr INSTRUCTION. 145 Tlic Christian Rcii^'lon bliouldljc tlic basis, nml all P.uit I. pcrvadlnp: principii' of it. It should include Itcadinfj, y,~~[,^, Writiiip^, Drawin;;, Aritiinietic, tin; Kii^rlish lan^nia^e, '"'•"' »»'l Music, (J(M>^r,-.,pi,y, KhMiu'uts of (uMHTal Ilist<.iy, ()!• ;;:';'"''"*''' Natural History, of l'hysiolo^M',aiid Mental riiiloso- "">•"'**• phy, of Chemistry, Natural rhilosopliy, Aji^ricultnro, Civil (jloveriuncnt, and Tolitical ICc.onuniv. The mother tongue alone is taught. Every topic is prao' tical — connected with the objects, duties, relations and interests of common life. The object of educa- tion is to prepare men for their duties, and the pre- paraticMTi antl disciplininjjj of tlic mind for the per- formance of them. What the child needs in the world he should doubtless be taught in the School. On this subject we should judge, not by what has been, or is, but by what ought to be and what must be, if we are not to be distanced by other countries in the race of civilization. On several of the foregoing topics I have dwelt at some length. I have done so in respect to Reading, Writing, Arithmetic, Geography and History, with a view of correcting erroneous ana pernicious modes of teaching them ; and in respect to Drawing and Music, in order to show the utility and importance of introducing them universally into the Common Schools as son as possible. The prominence which has been given to the subject of religion requires no further explanation. The summary statement of the other subjects re- ferred to, has appcred to me sulficient, without any argumentation, to evince their vast importance, and secure to them proper attention in a system of public instruction. It is not supposed that they will all be taught formally, and separately, in every or in any elementary School ; but that the simple and essential U I' Fw U6 llEVORT ON A SYSTE3J OP Part I. Objection an to the compre- bciisive- ness of this course of instruction uuaweied. r: elements of them should be taught substantially — being distinctly and practically understood by the Teacher. In the County Model Schools these sub- jects may be expected to be taught more formally and extensively than in the Klementary Schools ; while in the higher Seminaricn tiny should of course receive a liberal developement, in connexion with other departments of a liberal education. The only objection which I can conceive may be made to the preceding view of a system of Connnon School Instruction is, that it is too extensive and there- fore chimerical. To this objection I answer : 1st. x'Vll the subjects enumerated arc connected with the pursuits and well-being of the community, and should therefore be made accessible to them in the CoUiMion Schools. If the higher classes are to be provided by public endowments with the means of a University Education ; the common people, — the bone and sinew of the country, the source of its wealth and strength — should be provided by the State with the ni'^'^ns of a Common School Education. 2ndly. The apparatus and machinery necessary to teach all the subjects mentioned, ar that have ever been organized. It can be done; for it has deen done, — it is now dime; and it ought to bo done. If it can be done in Europe, I believe it can bo done in the United States ; if it can be done in Prussia, I know it can be done in Ohio. The people have but to say the word, and provide the means, and the thing is accomplished ; for the word of the people here is even more powerful than the word of the King there ;und the means of the people here are altogether more abundant for such an object than the means of the Sovci ign there. Shall this object, then, so desirable in itself, so entirely practicable, so easily within our reach, fail of accomplishment ? Por the honour and w elfare of our State, for the safety of our whole nation, I trust it will not fail ; but that we shall soon witness, in this commonwealth, the introduc- tion of a system of Common School instruction, fully adequate to all the wants of our population." -J ■ \ *^ 'l^^rr -"" 148 kp:pout on a system op Paht I. tbem the full command of every faculty, both of mind ' and of body; which will call into play their powers of observation, and reflection ; which will niako thinking and reasonable beings of the mere creatures of impulse, prejudice and passion ; that Avhich in a tnoral sense will give them objects of pursuits and habits of conduct favourable to their OAvn happiness, and to that of the community of which they will form a part; which, by multiplying the means of rational and intellectual enjoyment, will diminish the temp- tations of vice and sensuality ; which, in the social •relations of life, and as connected with objects of Legislation, will teach them the identity of the indi- vidual with the general interest ; that which, in the physical sciences, — especially those of chemistry and mechanics, — will make them masters of the secrets of nature, and give them powers which even now tend to elevate the moderns to a higlier rank than that of the demi-gods of ..antiquity. All this, and more, should be embraced in that scheme of education which would be worthy of statesmen to give, or of a great nation to receive ; and the time is near at hand Avhen the attainment of an object thus comprehensive in its character, and leading to results, the practical bene- fits of which it is impossible for even the imagination to exaggerate, will not be considered a Utopian scheme." ft HMPr'lBP^-im^^,f.54Pl. R E P O R T . ;.i I'ART il. Part II. Having explained tlie nature of the Eduealion which I tiiink should be given in an eOieicnt system of Common School Instruction, tlie extent to ^vhich it ought to be diiiiised, and the {jrinciples ui)on which it should be fomidcl ; I now jiroceed to con- sider the machinery necessary to establish and perpe- tuate such a system This will be most conveniently presented under the several heads of Schools, Teach- ers, Text-books, Controid and Inspection, and Indivi- dual eflbrts. 1st. Schools: Of these there should be a gradation ; and to supply them with proper Teachers, Normal School training is requisite. As to the gradation of Schools, the outline is par- tially drawn in the Statutes Avhich provide for the establishment of Elementary, Slodel, Grammar Schools, and Colleges. A Normal School is required, as well as the adaptation of the Schools already es- tablished for specific and appropriate purposes. To illustrate what I would respectfully submit on this point, I will briefly advert tO the gradation of Schools existing in France and Prussia. 1 shall not burden this Report with any account of them, but merely allude to them so far as may bo useful to my present purpose. In both these great Macliinerj tif 11 systeia nf pillillC Instruc- tion. Schools Gradation or system of sdiooli iliustrateii by a brief accoutit of those of France and Prussia. mW 150 Ki:rORT ON A SYSTEM OF Dividod into three (If'part- IlK'IltS. Classifica- tiun. Division of labour. Part II. Countries, Public Instruction is suhstantinlly divided into tliree dei)artnicnts, — Priuiary, Secondary, Supe- riour. Primary Instruction includes the l^lenientary and Normal Schools. Secondary Instruction in Prus- sia includes the Jlcal and Trade Schools, and the Gymnasia ; in France it includes the Communal, and Koyal Colleges, Industrial and Polytechnic Schools and Normal Semenaries, to prepare Teachers for the Collc/^es. Su])erior Instruction includes the Universities in Prussia, and the Academies in France, together with a Normal School for the training of Professors, and to which none but those who have taken a degree in Letters or Science arc admitted. The Courses of Instruction in each of these classes of Institutions is prescribed bylaw, as also the quali- fications for the admission of pupils or students. — There is therefore a systematic and complete division of labour. Each School has its own province ; there are no two classes of Schools supported by the Go- vernment teaching one and the same thing, or the same class of pupils. • This is economy both in regard to labour and pecuniary expenditure. In France, Primary Schools are of two classes, — Primary Elementary, and Primary Superior. The former comprehends moral and religious instruction, reading, writing, clemenis of the mother tongue, arithmetic, and the legal system of weights and measures. The latter comprehends, in addition to a continuation of the subjects taught in the former, the elements of geometry and its common applications, particularly to linear drawing and land measurement, elements of the physical sciences and natural history applicable to the uses of life, singing, the elements of geography and history, and especially of the Gee- graphy and history of France. What taught in the Prima- ry Schools of France. I M m m PUBLIC KLEMENTAUY INSTRUCTION. 151 This two-fold division of prini;iiy instruction in I'Anr H, Prnssia is inclnded under tlic lieads of rrinuiry and j,, i^sia. Middle Burgher Schools, — the term burgher signify- ing II citizen who pays taxes. The same subjects are taught iu the I'rimary Schools of Frussla which are taught in those of France, but more extensively and thoroughly. In the elementary Sciiools of both countries small Cabinets cabinets of mineralogy and natural history arc com- raius. mon ; and black-boards, maps, globes, models and en- gravings arc universally used, though not in all cases, of course, to the s^,ame extent. In Prussia, however, the system Is so complete, riimi^'T practically as well as theoretically, and all the Teach- mure equal ers being trained up to the same standard and after '"^'"'/'V'"' the same methods, the country village Primary Prussia Schools are little if at all infcriour to those of the cities. i>anee. In France the system is comparatively new, having received its principal developement since 1830. In the Secondary Department of Public Instruction Secondary in Prussia we have the Higher Burgher Schools, the i„a"-'!Sch'ool Real and Trade Schools, and the Gymnasia. The ^l'^"'"^- Higher Burgher Schools teach the elements of tlie Difftn-onco ancient and modern languages, mathematics, pre- [i^o^JJJjjJm. paratory to the introduction of the pupils in the Gym- nentai and 1 ii 1 c 1} 1' ' 'i Eno-lish or nasia, where they are prepared lor tlic Lniversity, — American which i.s not merely literary as in England and Ame- V'"^'^^^'" rica, but 2^^'ofessional, — where every student enters one of the Faculties and studies his profession. In the higher Burgher Schools, the shop-keepers, ^Vho .. .11- 1 i- taught in &c., Ill large cities usually linisli their education, — tiio Secon- adding an acquaintance with French, sometimes j5|^.|j'J^,^j^ English, and some knowledge of the mathematics, to that of the common;^ branches of education. Here also pupils prepare for the Trade Schools. The higher 152 KEPORT ON A SYSTEM OP PI' ffi!;!i m Throo clas-es of pupils. Real and Trado Schools. TartJI. Hurglicr Schools arc therefore, the connecting link between the Primary and Secondary Scliools in Prussia. It will be seen also, that the Higher Bnr- glicr Schools include tlircc classes of ])upils — those who go from thence into the shop, counting house, — &c., — those Avho proceed to the gynniasia with a view of entering the University, — and those Avho go from thence into the Pical or Trade Scliools, with tlie view of becoming architects, engineers, manufactu- rers, or of preparing themselves for the dilTerent bran- ches of Commerce. lieal Scliools received their peculiar designation, from professing to teach realities instead of words — the practical sciences instead of dead languages. The Trade Schools are the highest class of Ileal Schools established in the principal Cities of Prussia, and analagous to the great Polytechnic Schools of Vienna and Paris, though on a less magnificent scale. The Industrial and Polytechnic Schools of France are the counterpart of the Real and Trade Schools of Prussia. A detailed account of these invaluable institutions and their influence upon the social and public inter- ests of society, as ccmnectcd with all kinds of manu- factures, buildings, roads, railways, and other inter-- nal improvements, would be extremely interesting, but does not fall within the prescribed limits of this Report. The introduction of Courses for Civil Engineers, into the University of Durham, and into the King's and University Colleges of the London University, and also into the Dublin University, is a commence- f^iiiiction. inent of the same description of Schools by Govern- ment in Great Britain and Ireland. Eoc;innin2^ to beiiitro- flucofl into tlio Jln- glisli sys- tem (d' in- m I'lJBLIC ELr-.MKNTAUT INSTKLCTIOV. 153 ture taufirlit. To the Superior, or University Institutions of Paut ri. Prussia and France, I need not furtlier allude ; I tt„^^ • pass unnoticed various ecclesiastical, private, and ti<>H&c. not partially public establishments, as well as Schools """**''• of the Fine Arts, Sciences, &c. It is thus that in tiiose countries an appropriate An appro, education for tlie commercial, manufacturing, and Bucltion mechanical classes of the community is provided, as ^husprovi- well as for the labouring and professional classes. classes/ In many of the Schools, lessons and exercises are Agricui- given in agriculture ; and this important branch of instruction is receiving increased attention, especially in France and England. The Agricultural Institute, and Model Farm, connected vrMth the Dublin National Normal School, is an admirable establishment ; and when I visited it, in November last, the master (a scientific and practical farmer,) was preparing a book on the subject of agriculture for tlie use of Schools, to be published under the direction of the National Boa'd, as one of their excellent series of School Books.* Now, in the application of the foregoing remarks to Applica- tliis Province, in illustration of what I mean by the fo^"goi,ig* gradation of Schools, and the importance of it, I would remarks to observe that our Common Schools should answer to tion or the Primary Schools of France and Prussia ; that our l^hoo" ?n District Model Schools should be made our country's Canada. Industrial, or Real or Trade Schools ; that our Dis- trict Grammar Schools should be made to occupy the position and fulfil the functions of the French Com- munal and Royal Colleges, and the Prussian Higher * The Book referred to has since been published, and sanctioned as one of the School Books of the Irish National Board. U ■f i I I I! !^! ir>4 Hi:rui:T us a uvstiim of PAUr II. t' Connexion Hiid com- pleteness (•fthe S^A•stem. Division of Labour — its im- portance und advantage. Biir[;hcr Schools aiul (Jyinuitsiu'' : a I'roviiicial I'lii- Versity or Univcrjitios coinplctin/^lhc soiics. In tlio coiirst! of a few years, the poinUation of llic i)riii('ipal, if not all the Districts might each be sufliciently lar*,^', to sustain and require three Model or Ileal Schools, instead of one ; when aiv)ther division of labour couhl be advantageoufdy introduced — proMding one School for the instruction of intended nicchanict) — a second for agricultural pupils — a third for those who might be preparing to become nianufaclurcrs and mer- chants. Under this view the same ])riiici}des and f^idrit would pervade the entire system, from the Primary Schools up to the University ; the basis of education in the IJementary Schools would be the same for the whole community — at least so far as public or go\ern- mental provisions and regulations are concerned — not interfering Avith private Schools or taking them into the account ; but as soon as the pupils would advance to the limits of the instruction provided for all, then those whose parents or guardians could no longer dispense with their services, would enter life with a sound elementary education ; those whose parents might be able and disposed would proceed, some to the Real School to prepare for the business of a farmer, an architect, an engineer, a manufacturer, or me- chanic, and others to the Grammar School to prepare for the University, and the Profession. In the carrying out and completion of such a sys- tem, the courses of instruction in each class of Schools would be prescribed, as also the qualifications for ad- • The University Bills introduced into the Provincial Legisla- ture, July, 1847, propose to unite the District Grararaar and Agri- cultural Schools under oue management. rUDLIO ELKMKNTAUY INbTliULTKjX. 1 do tnissioii into each of tlicm, jibjvc the rrimary Schools ; Taht IL Ciicli Scliool would oecui)y its. appropriate pUicc, un(l each Teacher wouhl have hU a[)propriate w ork ; and no one nuiu in one and the same School, and on one and the same day, wouhl he found making the absurd and abortive attempts of leaching tiie a, b, c's, reading, spelling, writing, arithmetic, grammar, geo- grapliy, (in all their gradations,) together with Latin, (wCv:::, and mathematics. f tlink it is true in the bu.iincss of teaching, as well a^;; in every other department of human industry, that where there is a suitable division of labour, cacli labourer i.'i more likely t;) become more thoroughly master of his work, and imbued with the spirit of it, than wlicro his time and attention and energies are divided among a nameless variety of objects ; and as tlie example of England may be appealed to in proof of the almost miracles Avhich may be performed in regard both to the amount and qualities of manufac- tures, by a skilful division and application of labour, so may tiie examples of other countries of Europe be adduced in illustration of what may be achiered as to both tire cheapness, the thoroughness, the various practical character, and the general diflusion of edu- cation, by a proper classification of Schools and Teachers, their appropriate training and selection by competition, together with an efficient system of in- spection over every class of Schools, — the latter being the chief instrument of the wonderful improve- ment and success in the Holland system of Public Instruction. The fulldevelopement of such a system of Schools, Time nc- is not the work of a day ; but I hope the day is not the'rom-* distant when its essential features will be seen in our nictedevp- own system ol public instruction, and when us un- of such a ■ ft il ;i il 1: r 156 KKPOKT ON A bYSTEM OF Tart 1 1. System of ScboulH. Teadiers — must bo trained. M. Guizot on the qualitica' lions of a good School — Master and the impor- tance of Normal School Training. niinibcred aflvanta^cs will bc^in to be enjoyed by tlic Canadian people. The Schools with which this Report has immediately to do, beinp^ viewed as parts of a general system, 1 have considered this brief epitome and illnstration of it necessary, in order to place in u proper light the nintnal dependence and relations of all its parts in the gradation of public Schools. 2nd, Teachcra. There cannot be good Schools M ithout good Teachers ; nor can there be, as a gene- ral rule, good Teachers, any more than good Me- chanics, or Lawyers, or Physicians, unless persons are trained for the profession. M. (Juizot, the pre- sent Prime Minister of France, said, on introducing the Law of Primary Instruction to the Chamber of Deputies in 1833 : "AH ' e provisions hitherto de- scribed loculd he of none e^cct, if we took no pains to procure for the public School thus constituted an able Master, and worthy of the high vocation of in- structing the people. It cannot be too often repeat- ed, that it IS the Master that makes the School. What a well-assorted union of qualities is required to con- stitute a good Master ! A good Master ought to be a man who knows much more than he is called upon to teach, that he may teach with intelligence and with taste ; who is to live in an humble sphere, and yet have a noble and elevated spirit; that he may preserve that dignity of mind and of deportment, without which he will never obtain the respect and confidence of families ; who possesses a rare mixture of gentleness and firmness ; for, inferior though he be, in station, to many individuals in the Communes j he ought to be the obsequious servant of none ; a man not ignorant of his rights, but thinking much more of his duties; shewing to all a good example and PUBLIC ELEMENTARY 1N8TRUCT10X. 157 lervlnf^ to all as a counsellor; not piven to change Tart il his condition, but satisfied with liis situation, bccjuii^c — it ^ivcs him the power of doinp^ good ; and wlio has made up iiis mind to live ami to die in the servieo of Primary Tnstnietion, vvhieh to him i.s the service of Cod and his fellow creatures. To rear up Masters approaching to such a model is a didicult task, and yet ire vimt succeed in tt, or v)e have, done nothhitj for elemonfnry wstrvctwn. A bad Schoolmaster, like a bad Tricst, is a scourge to a Commune ; and though we are often obliged to he contented with indiHercnt onc.«J, ire must do our best to improve the average quality y The French (government has nobly carried out Nonnftl these benevolent and statesmanlike suggestions, and ivanel)! '" France is rapidly approaching Prussia in the charac- ter and number of her Nornuil Schools, and the com- pleteness and efficiency of her whole system of Public Instruction. It is now uni\ersally admitted that Seminaries for European the training of Teachers are absolutely necessary to an I!i"„n^,piu- efficient system of public instruction, — nay, as an in- !<»"» ""J tcgral part, as the vital principle of it ; this sentiment ^^ is maint.'iincd 1/y the Periodical Publications in Eng- land, from the great Quarterlies to the Daily Papers, by Educational Writers and Societies with one con- sent — is forcibly and voluminously embodied in Re- ports of the Privy Council ('ommittee on Education, and is efficiently acted upoi by Her ]\Iajesty's Go- vernment in each of the three Kingdoms. The same sentiment is now generally admitted in the United States ; and several of them have already established Normal Schools. The excellence of the German Schools is chiefly ascribed by German Educationists to their system of training Teachers. The science of '111 158 UEl'uUT uJi 1 UVSTi'.M OP on I'rin- Normnl OiiNm iiimI Vmw II. »SLli()<»l-li:a('liini;' lonui :\ |)ait oi' tljcir l.iiivcrsiLy coun-!;',- — an t'.sseiitiiil part of llic C(liU'at.i()ii of every ('ler;;yni:iii — uh well ihi the work ol' luuro tliaii eighty Normal Schools in i'nissia alone. :\l. Coiinin M. Coiisi'.i, in his liiport on i^iihlic, Inr.lnielioii in rrus.sia, ha.s ghun an interesting and claborato ac- count of the principal Nornnil Schoolrj in that conn- try, just ly observing', in accordance v» itii his (li.lingnish- etl colleague, M. (Juizot, Ihaf, "the best plan.sof in- struction cannot be e.vecnfed except by the instrumen- tality ofgood Teachers; antl the State has done nothing fitr popular education, (f it dors not watch tJiat thosd w/io devote thomsdi'cs to tcnclihuj he. mil prejiavcd.'*^ Three j'ee.r.n after visiting Prussia, M. Cousin made a tour in Holland with a view of investigating the educational system of that country. The result of his tsciioois ill fi'i'llicr inquiries on thi:4 subject h contaiued i;i the lioiiuni?, following words : '^ 1 attach the greatest importance to Normal' Primary Schools, 'Cd\i\. I consider that cdl future siiccc'is in the education of the people drpcndti vpon them. In perfecting her (Holland) system of Primary Schools, Nornnd School;-) were introduced for the better training of blasters. All the Schot'^"?i f'f rhiladeli-hia, U. S., in his iible lleporton Edu- on lliG ciition in Europe, makes the fi)li(i\viiig impressive rt'marks : '"'P'"'" '* ^VIlCll ciliioation is to be rapidly aihanccil, Scminavies for Tvr ' I Teachers oCrer tlio moan?! of securing: thii result. iSn eminent iNorniiil ^ . , " . School Tenchor is sclrrtoil as Director of (he Seminary ; and by (ho aid Tiiviuinj;. of competent assistants, and uhile benefiting; tho rommnnity by (he in>(ruc(ion given in (iie Schools {i(t{ichf'd (o (l]o Stminiiry, ■'(• r-IItMC r.I.r.MKNTAUY IXBTULC'IIO.V. l.MJ I (K'cin it supi'illiiouis to ailil any lahoureil arji^'ii- Paht ir. uiciils on (lie ncct'Hsily of a Nonunl S/liooI in tliis Vrovincc. 'I'lic Legislature 1ms virtually reeo^niized it ill several eiiactineiita ; and the imimrtaiice ol' it is [;eiierally felt and aekiio\vle(I<2;e»l. What I have stated in the runner luirt of this I{e- Ativan- (iii't's port, on the proper Hidtjeets and modes of teaehinji^, „',',,,„,, is siifReient to eviiiee the need and Importance of the *"'"'" '•'« rc/,ndar trainin*!; of 'J'eathers. Home of the ailvan- training „f tages A\hitli 1 ai'.tleipatc from the training of Tea- '^'''"^■''*"'*- thers are the Ibllowin^;^: 1st. The elevation of Behool-teaehin*,^ into a pro- 'WilU-lo- fcssion. Those who are cdneated for it in other ^'^''i**'!' piolcssion. countries refii'ard it as tlseir V(>('ation, — l)eeor:ie at- tached to it as do men to other profespi(ms, — and pnr- suc it during life. In no eouniry A\here Teachers have been regnlarly ti'ained, has there been any tniina, yearly, from thirty to forty yonths in tlio riili<;hfonod prac- tice of his mctliotls J tlu'hc, iiitlu-'irtuiii, become TtucherH of kScliuols, which thoy tire fit at once to conduct, without the failures and mis- takes usual with novices ; for though beginners ia name, lluy huvo acquired in the course of tlie t'.\o or three years ^penl at the {Seminary, an experience equivalent to many years of uiiguided efforts. This result has boon fully realixed in the success of the attempts to spread the methods of Testaloz/.i and others tlirough I'mssia. The ] Ian has been adopted, and is yielding its appro- priate fruits in II. .Hand, S\viti:erhuid, France and Kaxony ; uhilo in Austria, where the method of preparing Teachers by their atten- dance on the Primary Schools is still adhereil to, the Schools arc stationary, and behind thoiiiO of Northern and Middle Germany. "These Seminaries j-rodnce a strong tsi.rit dc curps among Teachers, which tends powerfully to interest them in their profession? to attach them to it, to elevate it in their eyes, and to stimulate them to improve constantly upon the attainments, with which they may have commenced its exercise. I3y their aid a standard of examination in the theory and practice of instruction is furnished, which may be fairly exacted of candidates who have chosen a dif- ferent wny to obtain access to the profession."' i^W^rr )I"S]«IT",.""W«VI,/'J11I, ^IMIJIW 160 rr.roirr ux a system oi' ^ '"i \:i rinrir. complaint that they have shown an inclination to leave the profession of School-teaching for other em- ployments. In all countries where School Teachers are regularly trained, the profession of teaching holds a high rank in public estimation, so that ignorant and worthless persons could no more find em})loyment as Schoolmasters, than they could as Professors, or Phy- sicians, or Lawyers. Thus the infant and youthful mind of a country, by the law of public opinion itself, is rescued from the nameless evils arising from the ignorance and pernicious examples of incompetent and immoral Teachers. Such characters, and men who have failed in other employments, will have no encouragement to look to School-teaching as a last resort, to " get a living some-how"' — as the last means of wronging their fellow-men. The all-important and noble vocation of School-teaching will bt honoured ; and School- Teachers will resjiect themselves, and be respected as other professional men.* * The following adniiiftbJe romarks on this subjoct are contained in the Circular Letter whicl' ^I. Guizot addressed to the Frimiirj Teachers of France, in transmitting to each of them a copy of the School Law of 183.T : M. Gui- " ^^^ ""*' u»tlervalue the importance of your Mission. Although zot's excel- the career of a Priinury Teacher is without iclat — although his lent advice carce are confined to, and his days spent in, the narrow circle of a eac 1- country parish, his labours interest society at large, and his profes- sion participates in the importance and dignity of a ^reat public duty. It is not for the sake of a parish only, nor for mere local in- terests, that the law wills that every native of I'rance shall acquire the knowledge necessary to social and civilized life, without which human intelligence sinks into stupidity, and often info brutality. It is for the sake of the State also, and for the int rests of the public at large. It is because liberty can ik ver be certain and complete, unless among a people sufficiently enlightened to listen on every emergency to the voice of reason. '" L^nivei .*al education is henceforth one of th« guarantaei of ers, I'UIJLIC LLEMENTAUr INSTnUCTiOX, IGl 2nd. The pecunimy interests of Tcadiers will bo Paht ir. greatly advanced. The vahic of syslennitic Scliool- wiii^*.- teacliing a])ovc that of tlie untaught and tiie acu'idon- '^^"^'■' l'"' tal Teacher, Avill become apparent, and the demand {ntTclt'/'f for it will proi)ortionally increase. It is true in T^*^''*-'^- School-teaching as in every oilier means of know- ledge, or in any article of mcrchanuize, that it will command the jn-ice of its estimated value. Increase its value by rendering it more attractive and useful, and the offered remuneration for it will advance in a corresponding ratio. It is t; ,;;' there is much popu- lar ignorance and error existing on tbis subject, and many parents look more to tlie salary, than to tJic character and qualiiications of the Schoolmaster. But these are exceptions rather than the general rule — and the exceptions will diminish as intelligence ad- vances. In a large proportion of neighbourhoods itiere is a suillicicnt mnuber of intelligent persons to secure a proper selection, who know that the labours of a good Teacher arc twice the value of those of a poor one. Wherever Normal Schools have been established, Dpmnnd it has been found thus Air that the demand for regu- laHy'^u^in- larly trained TeacJuu'^^ has CAceeded the supply which ''^^ Ttach- the Normal Schools have been able to provide. Itis so in the United States ; it is so, up to the present time, in i'rance ; it is most ])ressingly and painfnlly so in England, Ireland and Scotland. I was told by the Head Masters of the great Normal Schools in liberty, order, and social stability. As every principle in our Government is founded on justice und reason, to diffuse education jitnong the people, to develope tlioir understandings, and enlijiliten their minds, is to strengthen our Constitutional Mouanfiy and secure its stability. Be penetrated then, with the importance of \ our Mission ; let its utility be ever present to your mind in th^. discharge of the diftieult duties which it imposes upon you." V w^ 162 HEI'ORT 05 A SYSTEM OF Paut II. Will cause a great saving of time to pu- pils, and expense lo parents and guar- dians. London, in Dublin, in Glasgow, and in Edinburgh, that such was the demand for the puj)il.s of the Nor- n^al Schools as Teachers, tliat in many instances they found it impossible to retain them in the Normjil School during the prescribed course — even when it was limited to a year. I doubt not but the demand in this Province for regularly trained Teachers woula exceed the ability of any one Normal School to sup- ply it; As soon as exam])le,s of the advantages of trained Teachers can bo given, I believe the ratio of demand will increase faster than that of supply, and that additional Normal Schools would soou be required in each of the most populous Districts. Teachers pro- perly trained will receive a better rctnuneration, and iiml more permanent j)laccs of residence, than they can now, for the most part, command. 3rd. There will be a great saving of time on the part of the pupils, and of expense on the part of the parent or guardian. The testimony of eiiperiencc and observation on this subject is, that a trained Teacher will, as a geuerjil rule, bytlie superior orga- nization and classification of his School, and by his better method and greater ability for teaching, iDipart at least twice as much instruction in any given time, as an untrained one. Suppose now that the saliiry of the former should exceed that of the latter in the same proportion, there would still remain a clear saving of half the time of the i)U])il, with the addi- tional advantage of good habits, and accurate views of what he had learned. Hence, in the same period during which pupils usually attend Common Schools, they would acquire at the lowest allowed estimate, twice the amount of knowledge, and that correctly and thoroughly, which they arc now imperfectly taught. ri'BLlC F.LKMRNTART INISTRULTIOX. IC.'i •tly Tho time thus saviid, and the ailditionul knowledge Part ir. and improved modes of stndy and habits of exphina- tion thns acquire'', arc indefinitely enhanced in value from tlieir prospective advantages, irrespective of present benelits. The Hon. Samuel Young, Super- intendcni of Common Schools in the State of New York, brought this subject formally under the notice of the Legislature of that State in his Reports of 1843 and iSM. In the latter he remarks : " That a Teacher of proper capacity and acquire- ments, thoroughly educated in a Normal School, can comniunicatemore learning to his pupils in six months, than is usually connnunicated under the old system of teaching in double that period, is fully believed. If it were afFirmed that a mechanic who had been carefully insiructed in the theoretical and practical departments of his trade, could do twice as much work, and do it twice as well, as one who should assume that, without previous discipline, he was pos- sessed of the trade by instinct, the aflirmation could hardly fail to be credited. And is it not equally apparent tliat tlie Educator, whose functions embrace in an ^^rninent degree both art and science ; who is required to study and to understand the different dispositions and propensities of the children commit- ted to his care ; to whose culture is confided the embryo blossoms of the mind ; who 1:^ carefully to watch their daily growth, and to aid and accelerate their expansion, so that they may yield rich fruit in beauty and abundance ; in short, who, in the incipient stage of its existence^ is to attune the delicate and complicated chords of the human soul into the moral and intellectual harmonies of social life ; is it not equally ap|>arent that such a mission cannot be wor- thily performed without careful pr«'paration," 'W "h ■'" J6i KrPOnT 0.^ A SrSTEM OF Pabt II. The Legislature of the State of New York has New Yoric granted the 8um of nine thousand dolhirs to establish stato, a State Normal School at Albany, and ten thousand School. dollars per annum to support it, — ^^jud«,^ing, according to the recommendation of the Superintendent, that a portion of the School Fund could not be so advan- tageously appropriated as for the establishment and support of such an Institution.'^* 'J'he characteristics of School-teaching- as furnished by the examples of Teachers properly trained — of Professor Stowe's unique answer to the coin- jnon objec- tion against the reguhir training of Teachers, * To tiio objection, " We have had good Tcuchers witliout Nor- mal Seminaries, and may have good Teachers still," Professor Stowe, of Ohio, from whose llcport on Education in Germany sev- eral statements have been quoted, makes the following charactoristic and graphic reply : " This is the old stereotyped X)bjection against every attempt at iinnrovemont in every age. When the bold experi- ment was first made of nailing iron upon a horse's hoof, the obje2- tioii was probably urged that horse-shoes were entirely unne- cessary. — 'We have hud excellent hordes without them, and shall probably continue to have them. The Greeks and Eomnns never used iron horse-shoes ; and did they not have the bpst of horses, which could travel thousands of miles, and bear on their backs the conquerors of the world ?' So when chimneys and windows were first introduced, the same objection would still hold good." — y^e have had veryj comfortable liuu:ies without these expensive additions. Our fathers never had them, and why should we ? And at this day if we were to attempt, in certain parts of the Scottish Highlands, to introduce the practice of wearing pantaloons, we should probably be mot with the same objection. We have had very good men without pantaloons, and no doubt we shall continue to have them. In fact, we seldom know the inconveniences of an old thing until we have taken a now and a better one in lis stead. It is scarcely a year since the New Yorlc and European Sailing Packets were supposed to be the ne plus ultra of a comfortable and speedy passage across the Atliin tic ; but now in comparison M'ith the newly established Steam Packets, they are justly regarded as a slow, uncertain nnd tedious mode of conveyance. The human race is progressive, and it often happens that the greatest conveniences of one generation, are reckoned among the clumsiest Avaste lumber of the next. Compare the best printing press at which Dr. Franklin fver worked, with tho<«p splendid machines which now throw ofi' PUBLIC ELEMENTAUY INSTRLlTION. 165 vfh'idi several instances have been ^•nen iji the for- I'aut ri. mer part of this Uepoi t— are siimcieiit to evince the e,..~os vast superiority of such a class of inslractors, over otSLoi those who pursue Scool-teachiiio- witiiout any previous L^SLi preparation. ' Toather.s In the Ibliowino- summary an-l important state- muny,'&c. ments on tliis subject, by tlu; able Secretary of the Boston ]joard of Education, I fully concur, ^vith two sll^^ht exceptions, in one instance 1 did see a boy in tears (in Berlin) when removed to a lower class on account of negii^^ence in his School preparations. 1 did see one or two old men sitting- occasionally m School. With these exceptions my own similar in- quiries and experience of nearly three months in Southern and VVcstern, as well as Northern and Mid- dle Germany, and I mio-ht add a lon.sfer period of like investigations in Switzerhmd, Holland, Belgium, and France — enable me not only to suljscribc to the state- ments of the Hon. Mr. Mann, but would enable me, wore it necessary, to illustrate them by various de- tails of visits to individual Schools. " On reviewing a period of six weeks, the greater part of which 1 spent in visiting Schooli in the North and Middle of Prussia and Saxony, (except of course the time occupied in going from place to place,) en- tering the Schools to hear the tirst recitation in the their thousand sheets an hour ; luitl who will put these dowii by repeating, that Dr. Franklin was a very godil printer, and made very good books, and beeame quite ricii wilhout them ?" " I know that we have good Teachers already ; and I honour the men who have made themselves good Teachers, with so little encouragement, and so little opportunity of study. But I also know that such Teachers are very few, alusost none, in comparison with the public wants ; and that a supply never vnn bo expected without Uie increased facilities which a good 'I'eachitr.s' Seminary would furnish,"' 166 REPORT ON A SYSTEM Ol' I'AiiT 11. itiorninj,', and rL-niuinlnj)^ until the last was completed at night, I call to mind throe things about which F cannot be mistaken. In some of my opinions and inferences 1 may have erred, but of the following lacts there can be no doubt : " 1st. During all this time, I never saw a Teacher, hearing a lesson of any kind, (excepting a reading or spelling lesson) with a book in bis hand. " 2nd. I never saw a tcncbt^r sitting while hearing a recitation. "v5rd. Thougii \ saw hundreds of Schools, and thousands — I think I may say, within bounds, tens of thousands of pupils, — I never saw one child under- going punishment, or arraigned for misconduct. I never saw one child in tears from having been punislied or from fear of being jjunished. " During the above period, I witnessed exercises in Geography, ancient and modern, in the German language, — from the explanation of the simplest words up to heUes'kttres disquisitions, with rules for speaking and writing ; in Arithmetic, Algebra, Geometry, [Surveying and Trigonometry ; in Book- keeping, in Civil History, ancient and modern ; in Natural Philosophy ; In Botany and Zoology ; in Mineralogy, where there were hundreds of speci- mens ; in the endless variety of the exercises in thinking, knowledge of nature of the world, and of society ; in Bible history and Bible knowledge ; and, as I before said, in no one of these cases did I see a Teacher with a book in his hand. His book, — his books, — his library, was in his head. Promptly, without pause, without hesitation, from the rich resources of his own mind, he brought forth whatever the occasion demanded. rrnLic elkmentary instruction*. 167 " I liJive said tliat 1 saw no Teacher sitting in liis I'akt 11. School. Aj^ed or younjr, all stood. Nor did they stand apart and aloof in sullen dignity. They mingled with their i)iii)ils', })assing rapidly from one side of the class to the other, animating^ encourag- ing, syni))athizing, Lreathing life iuto less active natures, assuring the timid, distributing encourage- ment and endearment to alh " I'hese incitements and endearments of the Teach- er, this personal ubiquity as it were among all the pupils in the class, prevailed much more as the ]tupils were yonnger. Before the older classes the 'I'each- cr's manner became calm and didactic. The habit of attention being once formed, nothing was left for subsequent years or Teachers, but the easy task of maintaining it. AV^as there ever such a comment as this on the practice of having cheap Teachers because the School is young, or incompetent ones because it is backward ! *' In Prussia and lu Saxony as well as in Scotland, the power of commanding and retaining the atten- tion of a class is held to be a sine qua nan in a Teacher's qualiiications. tf he ha^i not talent, skill, vivacity, or resources of anecdote, and mi sutricicnt ' to arouse and retain the attention of his pupils during the accustomed ])eriod of recitation, he is deemed to have mistaken his calling, and receives a significant hint to change his vocation. *' The third circumstance 1 mentioned nl)ove was, the beautiful relation of harmony and affection which subsisted between Teacher and pupils. I can^ not say, that the extraordinary circumstance I have mentioned was not the result of chance or accident. Of the probability of that, others must Judge; I ran onlv sav that, durinir all the time mentioned, IGS KKPOKT ON A SVSTEiM OV PahtTI. I never snw a Wow struck, I never Iie.ariT a sliarp . rebuke f^ivcii, I never saw a child in tears, nor nrraif^ned at the Teacher's bar for any alleged miscondnct. On the contrary, the relation seemed to he one of duty first, and then affection, on the part of the Teacher — of affection first, and then duty on the part of the scholar. The Teacher's manner was better than parental, for it had a parent's tenderness and vigilance, without the foolish doat- ings or indulgences, to which parental aflection is prone. I heard no cliild ridiculed, sneered at, or scolded, for making a mistake. On the contrary, whenever a mistake was made, or there was a want of promptness in giving a reply, the expres- sion of the 'J'eacher was that of grief and disapi)oint- ment, as though there had been a failure not merely to answer the question of a master, but to com- ply wUh the expectations of a friend. No child w^as disconcerted, disabled, or bereft of his senses, through fear. Nay, generally at the end of the answers, the Teacher's practice is to enfourage him, with the ex- clamation, "good," "right," "wholly right," <&c., or to check him with his slowly and painfully articu- lated " no ;" and this is done with a tone of voice, that marks every degree of p?«s and minus in the scale of approbation and regret. When a difficult question has been put to a young child, which tasks all his energies, the Teacher a})proaches liim with a mingled look of concern and encouragement ; he stands before him, the light and shade of hope and fear alternately crossing his countenance ; and if the ♦ little wrestler which difficulty triumplis, the Teacher felicitates him upon his success ; perhaps seizes, and shakes him by the hand in token of congratuhition ; and, when ihe dilficuKv has l>ecn roallv IV'rniidabk, PUHLIC liLKMKNTAUy INSTttUCTION. 169 and the elTort triumphant, I have seen the Teacher Pabt ir. catch up tlie child in iiis arms, and embrace him, as though he were not able to contain his joy. At another time I have seen a Teacher actually clap hid hands with delight at a bright reply ; and all this has been done so naturally and so unaftectedly as to excite no other feeling in the residue of the children than a desire, by the same means, to win the same caresses. What person worthy of being called by the name, or of sustaining the sacred relation of a parent, would not give any thing, bear any thing, sacrifice any thing, to have his children, during eight or ten years of the period of their childhood, sur- rounded by circumstances, and breathed upon by sweet and humanizing inlluences like these I " Still, in almost every German School into which I entered, I enquired whether corporeal punishment were allowed or used, and I was uniformly answer- ed in the affirmative. But it was further said, that, though all Teachers had liberty to use it, yet cases of its occurrence were very rare, and these cases were confined almost wholly to young scholars. Until the Teacher had time to establish the relation of affection between himself and the new comer into his School, until he had time to create that attach- ment which children always feel towards any one, who, day after day, supplies them with novel and pleasing ideas, it was occasionally necessary to re- strain and punish them. But after a short time a love of the Teacher and a love of knowledge be- come a substitute, — how admirable a one ! for pu- nishment. When I ask^d my common question of Dr. Vogel* of Leipsic, he answered, ' that it was * It may not be improper for mo to add here, that to Dr. Vogel, mentioned by Mr. Mann, I am more deeply indebted than to any W 1 170 TlErORT ON A RYSTKM OF PartTI. still used in the Schools of which he had tho snuor- inteiuloncc. But,' added he, 'thank (iod, it is used less and less, and when we Teachers become fully competent to our work, it will cea«e alto^^^ther.' " To the above I may add, that I found all the Teachers whom 1 visited, alive to the subject of im- provement. They had libraries of the standard works on h^ducation, — works of which there are such ^reat numbers in the German languafre. Kvery new book of any promise was eap^erly sought after ; and I uni- formly found the educational periodicals of the day upon the tables of the 'J'eachers. " The extensive range and high grade of instruc- tion which so many of the German youth are enjoy- ing, and these noble qualifications on the part of the instructors, are the natural and legitimate result of their Seminaries for Teachers. Without the latter, the former never could have been, any more than an effect without its cause." other individual in Germany. He is tin- author of improved School maps, and several works on Education. Ho is the Superintendent of Schools in the City of Leipsic, — tho hook-shop of all Germany, the central mart of Europe, and the scat of the richest and nost celebrated University in all Germany. Tho si/stcm of Schools under his superintendence is the most complete f(jr a city of any that I have seen, and would furnish materials for an interesting volume. Not only did Dr. Vogol accompany me to the several classes of Schools under his care, and explain the peculiar features and modes of instruction adopted in each, and his improved School maps (a copy of which he kindly presented to me) and Geography, but gave mo letters of introouction to Directors of Schools and School authors in various parts of Northern and Western Germany and Switzer- land; letters which I found in several instances exceedingly ser- viceable. What added to the value of Dr. Vogel's personal atten- tions was, that he is an excellent English scholar, and speaks En- glish as fluently as he does his native tongue ; and is perfectly familiar with both English and American Institutions. PUBLIC ELEMKNTARY INSTRUCTION. 171 3r(l. Tcxtr-liook'H. — 'V\\('. viiriuty of text-books in Tart ll. the Schools, luul tin? objectioiiahh! cliiiriicter of many -ivxT" of them, is n snhject of serious mikI ^M'ncrul com- ^*"*''"*' phiints. All t'lassilicjition (►f tin? iMipils is thereby prevented ; tin? exertions of the best Tejicher are in a great measure paralyzed ; the tinu; of the scholars is almost wasted ; and im(j)roper sentiments are often inculcated. This is a subject of loud complaint in '''vil^ofu the neif,Mdjourin^^ States, in a lati? Ueport It is vTiToty ^r mentioned, that the returns, althoudi incomplete, ^''""'i shewed that no less than two ImndnMl and four dilh-- drpn-fMitod rent kinds of School-books were used in tin* Schools 'ij'„S[|!,'| of the State of Connecticut alone. Dr. Totter, of Stuits. New York, says : " No evil conn(!cted with the pre- sent ccmdition of our Schools call> more loudly for immediate correction than this. It is a subject of earnest and continued complaint on the part of both Teachers and parents, and seems to |)revail throuf^h- out the whole country. It is a subje(;t of hearty congratulation, that the people are beginning to aivakc to a pr<'ner sense of thi.> evil, and that they are demandim reform. On this account, as well as on sexerai «>, * '-rs, the j)resent seems a mostauspi- 'ious time, for dc ising some plan, wjiich may prove f'asonably permanent, nod which will gradually dis- place the almost endlesh \ ariety of School-books, by as much unituimity as can be expected in our coun- try. Any interference on the part of the Government in a subject of this kind was for orly thought to be incompatible with individual right and liberty ; but expr-.; :"e has taught the fallacy of this, and many hun-i" : theories, and etforts are now making to corre ■ he evils which such speculations have produced. T S^. *- "^ .^\ '^^^. 1 :\ IMAGE EVALUATION TEST TARGET (MT-S) V / :/. O ^^ t/i :/- 1.0 I.I 1.25 Jf iM IIM •« I— ill 2.2 ^ 1^ 6" 2.0 1.8 U ill 1.6 V] <^ /] ^/. e^ o\ -. "^ .»>• A ^ ^Vtsf^"^ V y^ # %' jaj Scienres Corporation 23 WEST MAIN STREET WEBSTER, N.Y. M58C (716) 872-4503 %^ 172 llEPORT ON A SYSTEM OP 1^ III B W Part II. The following extract from a County Report, pub- Practici lished in the State Superintendent's Annual Report In the of 1844, will shew how the selection of School-books State of . ' , . J m /. -^T -.r 1 New York. IS now managed m the State of New York : " The selection of books for the Common School libraries, is given to the Tnistccs of School Dis- tricts; but the State Superintendent, and by tlic provisions of the Act of 1843, the County .^uperin- tendents have power to decide against books re- maining in the libraries which are deemed improper. Although it is notorious that the State Superinten- dent has often exercised this power, and altliough in the case of this County at least, It is one, the neces- sary exercise of which has never been shrunk from, I never yet heard the propriety of its being so vested, in a single instance, called in question. The good sense of our people has not failed to shew them that to prevent frequent abuses, a supervisory jurisdiction of this kind must exist somewhere ; and they have seemed content to leave it in the hands of a class of officers, chosen especially to administer the laws ge- nerally in relation to our Common Schools. Trus- trees who purchase books for Districts, are frequently men who, notwithstanding the good sense and public spirit wtdch may belong to them as men, and as School Officers, possess no extended acquaintance with books; in by far the greater portion of in- stances, as might be expected, the books which they purchase, have not been previously read by them. " The Regents of the University in appropriating funds for the purchase of Academic Libraries, require the Trustees of these Institutions to select the books from a catalogue, which is furnished by the Regents, or if others are debired, a list of them must first be submitted to, and approved of by the Regents. The ' 1, v. 1 PUBLIC ELEMENTAUy INSTRUCTION. 173 function of these officers is analagous to tluit of the rAur il. State Superintendent, antl no reason is perceived why the same right to controul tlie purchase of books, should : ot be vested in one liead of the Department, that there is in the other. Substantially there is no wide disparity in the right now vested in each ; but there is this distinguishing feature — one manifests its power before such purchase, the other subse- quently. It is not difficult to decide that prevention is always better than cure." In France the Council of the University recom- in iVancQ. mend books of merit for the use of Schools, and on educational subjects generally, and often bestow hand- some prizes, or honorary distinctions upon the au- thors of them. In Prussia the Text-books used in Schools, are re- In Prussia, commended by the School Board in each Province, (of which there are ten in Prussia,) and sanctioned by the Minister of Public Instruction. In England the Privy Council Committee are re- jn Eng- commending a series of School-books for elementary '^"*^- Schools. In Ireland the National Board of Education have in Ireland. published at very reduced prices, a scries of School- books, which are not only used in their Schools, but in numerous Schools in England and Scotland, and in some of the British Colonies — books which have been prepared by experienced Teachers, and with the greatest care — which are imbued throughout with the purest principles, and embrace the whole range of topics which have been recommended in the for- mer part of this Report, as proper subjects of Com- mon School instruction. They also contain a great variety of information which is as interesting and useful for the common reader, as it is appropriate for the Common School. 174 REPORT ON A SYSTEM OF Paut II. A Board of Educa- tion for Upper Canada, recom- mended. Govern- ment con- troul and Inspection of Schools. — Its ne- cessity and impor- tance. The responsible, and delicate and difficult task of selecting and recommending books for Schools, can, I think, be more judiciously and satisfactorily per- formed by a Provincial Board or Council, than by any individual Superintendent. A mere recommen- datory authority in such a body would, 1 am inclined to believe, be quite sufficient to secure the introduc- tion and use of the proper books in Schools.* 4th. Controul and Inspection. — If " it is the Mas- ter which makes the School," it is the Government that makes the system. What the Master is to the one, the Government must be to the other — the di- rector, the animating spirit of it. As proper rules anda judicious course of instruction, prescribed for a School, would be of little use without a competent and diligent Master to execute the one and impart the other : so the enactment of a Conunon School Law, however complete in its provisions, and the sanctioning of a course of instruction however practical and comprehensive, will contribute little for the education of the people, without the parental, vigilant and energetic oversight of the Government. If it is the duty of tiie Government to legislate on the subject of public instruction, it must be its duty to see its laws executed. To pass a public law, and then abandon, or, what is equivalent, neglect the execution of it, is a solecism in Government. Yet this is the very absurdity which same Governments have long practised ; and this is the primary cause why education has not advanced under such Govern- ments. After having enacted a law or laws on the subject of Schools, they have left them, — as a cast oft' orphan, — to the neglect or the care, as it might hap- ♦ Since the printing of the first Edition of this lieport, sucli a Board hus been created, and such a practice has been adupied. rUBLTC ELEMENTARY INSTRUCTION. 175 pen, of individuals, or neighbourhoods, or towns,— Tart II. among whom the law has remained a dead letter, or — lingered a feeble existence, according as the principal persons in each locality might be disposed to act or not act, in a matter so vitally important to the entire interests and highest prosperity of the State. If Government exists for the prosperity of the public family, then every thing relating to educa- tional instruction demands its practical care as well as legislative interference. Yet not a few persons have spoken and written as if the Government had nothing to do in a department which more than any other involves the heart and strength and happiness of the people, not to say the existence of a free Con- stitution and system of laws, tlian merely to pass a statute and make certain appropriations, — leaving the application or misapplication of public moneys, and every thing practical and essential in the admin- istration of the law, to various localities, as so many isolated or independent Democracies. Under such circumstances, there can be no system of Public Instrucaon ; there may be one law, but the fii/stems, or rather pmcf?ce.s, may be as various as the smallest Municipal divisions. To be a State system of Public Instruction, there must be a State controul as well as a State law. The conviction of the imi)ortant truth and duty Examples involved in these remarks, has led to one of the most '" Surope important improvements ^^iiich have, during the pre- rical sent century, taken place in the science of Govern- ment, — the appointment of officers, as well as the en- actment of laws for the education of the whole peo- ple. Hence there is not a State in Europe, from despotic Russia down to the smallest Canton of re- publican Switzerland, which has not its Council, or ■I A' 176 IJKroUT ON A SYSTEM OF Pahi u. Board, or Minister, or Siipcrinteiideiit, or Prefect of Public liistructi(Jii, — exercising an active and provi- dent oversigiit, co-extensive with tiie provisions of the hiw and tlie connnnnity concerned. The most ad- vanced of the neighbouring States liave found it ne- cessary to adopt this as well as other educational improvements of European civilization.* And it is now generally admitted, that the education of the l)eople is more depenuent upon the administrattonj than upon the provisions of the laws relating to Pub- lic Instruction. In some of the New England States, as well as in several countries of Europe, every town, or parish, or municipality of a certain population, is compelled to provide a School ; but such is not the case, nor per- haps is such a provision required in this Province. — So far as I have been able to ascertain from the ex- amples of enlightened Governments, and so far as I can judge from the nature of the case, I think the oversight of the Government should be directed chiefly to the following objects : (1). To see that the Legislative grants arc faith- fully and judiciously expended according to the in- tentions of the Legislature ; that the conditions on which the appropriations have been made, are in all cases duly fulfilled, (2). To see that the general principles of the law, as well as the objects of its appropriations, are, in no instance contravened. (3). To prepare the regulations which relate to the general character and management of the Schools, and the qualifications and character of the Teachers, * The Superintendent of Sshools for the Ste^T of New York, is invested with much larger powers than are possessed by the Super- intendent of Schools for Upper Canada. Objects and Extent of Go- vernment oversight. PUBLIC ELEMENTARY INSTRUCTION. 177 — leaving the employment of them to the people, and Tart il a large discretion as to modes of teaciiing. (4). To provide, or recommend booivs, the cata- logue of which may enable Trustees or Committees to select suitable ones for the use of their Schools. - (5). To prepare and recommend suitable plans of School-houses and their furniture and appendages, as one of the most important subsidiary means of good schools — a subject upon which it is intended on a future occasion, to present a Special Report. *^: (6). To employ every constitutional means to ex- cite a spirit of intellectual activity and inquiry, and to satisfy it as far as possible by aiding in the estab- lishment and selection of libraries, and other means of diffusing useful knowledge. (7). Finally, and especially, to see that an efficient system of inspection is exercised over all the Schools. This invol'^es the examination and licensing of Teach- ers, — visiting the Schools, — discovering errors, and g suggesting remedies, as to the organization, classifi- cation, and methods of teaching in the Schools, — giving counsel and instruction as to their management, — carefully examining the pupils, — animating Teachers, Trustees and parents, by conversations, addresses, &c., whenever practicable, imparting vigor by every available means to the whole system. What the Government is to the system, and what the Teacher is to the School, the local Inspector or Superintendent should be within the limits of his District.* There is no class of officers in the whole machinery impor- of elementary instruction on whom so much depends J^iSrict^ for its efficient and successful working, as upon the Superin- local Superintendents or Inspectors. The proper schools. * Since the first edition of this Report was piinted, a Law has ^)een passed substantially embracing the provisions above suggested. 'I 178 UEPORT ON A SYSTEM OP Paut ir. English and Conti- nental Ex- amples. School In- spectors ia Holland. selection of this class of agents is a matter of tho greatest inijuj-tance ; they should make themselves theoretically and practically acquainted with every branch taught in the Schools, and the best modes of teaching, as >vcll as with the wh 3 subject of School organization and management. AVlierc there is in- competency or negligence here, there is weakness in tl d very part where strength is most recpiired. I think this part of the system of Public Instruction is by no means appreciated in this Province in propor- tion to its importance. The laws, and Normal and Elementary Schools of Germany and France, would be of comparatively lit- tle avail, wei'e it not for their system of inspection over every School and over every department of in- struction ; nor would the Privy Council Committee in England, or the National Board in Ireland, succeed as they do, were it not for the corps of able and vigi- lant Inspectors, whom they employ to see carried into effect in every School aided by pu,. ac grants, the principles of the system, and the lessons given in the Normal Schools. ;, ; ; n. .- -. -t.^- Holland is inferior to Prussia in its system of Nor- mal Schools ; but is probably superior to every other country in the world, in its system of inspection. — With some of these Inspectors it was my good for- tune to meet in Holland ; they accompanied me to various Schools under their charge ; their entrance into the Schools was w^elcomed by the glowing counten- ances of both Teachers and pupils, who seemed to regard and receive them as friends from whom they expected both instruction and encouragement ; nor were their expectations disappointed so far as I had an opportunity of ju Iging ; tlie examinations and re- marks in each instance shewed the Inspector to be m rumjC ELEMENTARY INSTRUCTION. I7i) intiniiitcly acquainted with every department of tiio instruction f,'iven, and imparted animation and di!li,<,dit to tlie whole School, 'llie importance attaclied to this chiss of otiicers, may l)e inferred from tlie remark of the veneral)k> Yanden Knde (hite Chief Comnus- sioner of JVimary Instrnction, in Holland, and to a great extent the fonnder of the System) to M. Cousin, in 18/Jt), " Jie careful in tlie choice of your Inspectors; they are men who ought to be sought for with a lan- tern in the hand." In the commencement of a system of Public Instruc- tioUj the ollice of local Superintendents or Insitectors is, if possible, more important than after such system has been brought into full operation ; and little hope of success can be entertained in this Province, wher- ever local Superintendents prove lax or careless in their examinations into the qualillcations and charac- ter of Candidates for- teaching '" — their visitations of Schools — their attention to books and detective modes of teaching — their exertions to carry every i)art of the law into elTect, and to excite increased interest in the public mind in behalf of the education of the youn-. This last is the more important as no Constitutional Government can establish and render efTective a sys- TAItT IL Vast iin- portanco of a proper soirctiun of District Superin- tendents ia Upper Ca- nailii. " * The most impertVct arrangement for providing Teachers is that which requires an examination into merehj the kuoichdge of the Candidate in the branches to be taught. This is specially imperfect in the case of elementary instruction, wliero the knowledge requir- ed is small in amount, and where the art of teaching finds its most (Kfficult exercise. The erroneous notion, that an individual can teach whatever he knows, is now generally abandoned ; and in those countries which still adhere to the old method, of depending solely upon examinations for securing competent Teachers, examination is made, not only of the acquirements of the Candidate, but of hia ability to give instruction." — Baches Report on Education in Europe, p. 323. Co-opera- tion of tho people ne- cessary. fl u 180 EEPORT ON A SYSTEM OP Paut II. Basis of the Prus- sian Sys- tem in re- gard to the compul- sory at- tendance of children at School, ex- plained. tcni of Public Instruction without tlio co-operation of tlie people tliemselves. There must be this co-opera- tion, not only in the enactment of laws, but in the ap])licati()n of them to every individual School. The establishment and maintenance of a Hchool system is not like the diggin;^ of a Canal, or the building of a Railroad, where the work may be performed by strangers and foreigners. The subjects of popular education are the younger, and the immediate and necessary agents of it arc the elder, inhabitants of the country ; and if tbe latter are indilfcrent and unfaith- ful to their duty^ the former will grow up in ignorance, notwithstanding the provisions of the best laws, and the best exertions of the Government. One of the first steps then in a public work of this kind— a work which involves the interest of every family, and the future destinies of the country — is to excite parents and guardians to a sense of their moral and social obligations not only in respect to the establishment of Schools, bu* as to the character and efficiency of those Schools, end the due education of their children for the present and the future — for themselves, and their country. These remai'ks suggest a collateral subject to which I desire to draw attention — not with a view of re- commending its adoption, but in order to impress upon all concerned the principle which it involves. I allude to the compulsory attendance of children at School, as required by the laws of Prussia and seve- ral other States of Europe. The prevalent impres- sion is, that such a law is arbitrary — despotic — in- consistent with the rights of parents and the liberties of the subject. But what is the principle on which this law is founded? The principle is this, that every child in the land has a right to such an educar PUBLIC ELEMKNTAUY INSTRUCTION. 181 tion as will fit him to be an honest ami useful nuMn- her of community, — that if the parent or ^luirdlan cannot provide him witii such an educalion, the State is hound to do so, — and that if the parent wi/l not do so, the State will protect the r/nld against such a parent's cupidity and inhuiiumity, and tiic State will protect the community at larf^e aj,Minst any parent (if the term can be a[»plied to such a character) send- ing forth into it, an uneducated savage, an idle vagabond, or an unprincipled thief. The parent or guardian is not isolated from all around him, — without social relations or obligations. He owes duties to his child, — he owes duties to so- ciety. In neglecting to educate, he wrongs his child, — dooms him to ignorance, if not to vice, — to a con- dition little above that which is occupied by horses and oxen ; — he also wrongs society by robbing it of an intelligent and useful member, and by inllicting upon it an ignorant or vicious barbarian. To commit this two-fold wrong is a crime of the blackest character, whether cognizable by human laws or not ; to protect childhood and manhood and society from such wrongs, is the object of the Prus- sian law, which requires the attendance of every child from the age of six to fourteen years, at some School — public or private as the parent may prefer ; and if the parent is not able to pay for the education of his child, the State provides for it. The law there- fore protects the weak and the defenceless, against the strong and the selfish ; it is founded on the purest morality and the noblest patriotism ; and although I do not advocate the incorporation of it into a Statute in tliis country, I believe it to be the duty of every parent to act in accordance with its spirit. With what a noble race would Canada be peopled forty Paut ii. w 183 II r, POUT ON A S VST KM OV Vkut I[. Tli« sumo Hysti'iii is C.St!ll)li^>llU(l ill Dcnio- orntic Switzer- land. Also in tlio Free States of Germa- ny. years Ikmico, il'cvcMy rliild iVoni iliis (imo luMiccfortli should rtMcive cin ill his iiati\c State, and to wlioni I iiavo had l'ri'(|uont ocoasioii to lelbr. Mr. Mann says : — A very erroneous idea prevails >vitli ns, tliat this cn- i'oreeinent (»!' school atteinhuiee is tlic prerogative of despotism ah>ne. 1 helieve it is j,aMieraliy supposed here, that such conipidsion is iu)t merely incompati- ble with, but impossible in, a free and elective go- vernment. 'I'his is a fjreat error. With the excep- tion of Austrii'., (inciudiii'j; Bohemia,) and Trussia, almost all the other States of (jlermany Iiiue now constitutional (Mjvern.nents. Many of them have an Upper and J^owcr House of Assembly, like our Senate, and House of lici)rescntatives. AVhocvcr will attend the Parliament of Saxony, for instance, will witness as great freedom of debate as in any '•ountry in the world ; and no law can be passed but by a majority of the lie[)r(!sentatives cliosen by the people themselves. Jn the lirst School 1 visited, in Saxony, a lesson ' On Government', in which all the great privileges secured to tlie Saxon jteople by their Constitution were enmnerated ; and both Teacher and pupils contrasted their present free condition with that of some other countries, as well as with that of their own ancestors, in a s)tirit of congratulation and triumph. The elective franchise in this and in several of the other States of Germany, is more generally en- joyed, that is, the restrictions ui)on it are less than in some of the States of our own Union. And yet in Saxony, years after the existence of this Constitution, and when no law could be passed without the assent of the people's ]leprescntatlves, in Parliament as- sembled, a general code of School laws was cna(;tcd, rigorously enforcing, by fines and penalties, thie at- tendance of children at School," m 1 i' Nii \m 184 REPORT ON A SYSTEM OP kmm Patit II. individual offorls — tbeir ne- cessity — extent nnd fruits of thera in Germany. Necessity of them in this Pro- vince. 5th. Individual Efforts. — There is so much in the very nature of educiition that is vohintary, both in its pursuit by an individual, and in its advancement as a system, that without elTorts beyond those which slioukl or couhl be enjoyed by statutes, its interests can be advanced to but a very limited extent in any community. It is erroneous to suppose that the high state of education in Germany is entirely owing to the provisions of the la>rs and the exertions of the Civil Authorities. The spontaneous ejfforts of indi- viduals and associations have not, to say the least, been less efficient agents in this great work, than the interference of the State ; and these private efforts have on several occasions, been the originators of the most important laws and measures of Government. It is to these efforts that Germany owes its unrivalled series of School and educational books — the existence and wide circulation of upwards of thirty periodical School publications — and the periodical conferences of School Inspectors and Teachers in all the German States. The intercourse of Teachers and Educators in all parts of Germany, is constant and intimate — to an extent that can be scarcely conceived by a stran- ger. Thus the improvements and views of each be- come the property of all — the educational instructors of the people constitute an extensive and most in- fluential fraternity, and the whole public mind is ele- vated and animated to a standard of sentiment and practice comformable to a high state of national civi- lization. Corresponding efforts in this Province are indis- pensable to the realization of any patriotic hopes as to our system of public instruction. The efficiency of some of the provisions of the School Law is wholly dependihg ipon voluntary efforts. This is rl'; i\ PUBLIC ELEMENTARY INSTRUCTION. 185 the case especially in respect to Visitors of Schools, Taut ii. whose labours are authorized without any provision for pecuniary remuneration. I here assume that all Sc'iooi Clergymen and Justices of the Peace w'll be autho- '^'"'^"'■'• rized to act as Visitors of Schools * but pecuniary re- muneration in this case would be impracticable and absurb ; pecuniary or other penalties lor neglect of duty, equally so. In most instances the authority to May be ex- act in this capacity would, it may I think be rea- uSif ^ sonably presumed, be regarded as a useful and ap- propriate legal privilege rather than as an unwelcome burden. It gives a legal sanction to what might be insisted upon as a moral and patriotic duty ; but the efficiency with which it is performed must dei)end upon individual fitness and generous co-operation. Such a co-operation — universal and hearty — would be productive of innumerable benefits to the rising youth of the land and the interests of education ge- nerally. Popular education on sound principles is the handmaid of religion and the best safeguard of public order; the recognized Teachers of the one, and the authorized guardians of the otlier, are the natural assistants in a work involving the best inter- ests of both. Of course the Government would not permit, nor public opinion tolerate, — norcan I imagine any individual taste so pervei'ted as to attempt it,— that the Common School should be made the occasion or place of sectarian proselytism ; but I can hardly conceive of a more powerful auxiliary to the cause of elementary Education than the frequent visits to the Schools of the various Clergy and Magistrates of the land, and the correspcnding exercise of their influence in ♦ Clergy and Magistrates, together with District Councillors, are not/ School Visitors by Law, T ff 111 •' 186 REPORT ON A SYSTEM OF School Conven- tions or Meetings. Part II. otlicr rcspccts in favour of public instruction. Such visits would prompt and encourage the Teachers — would gratify and animate the pupils — would tend to impress and excite additional interest among pa- rents — would afford the opportunity of making use- ful observations and suggestions — would give birth to useful lessons and exertions from the pulpit and bench — would be an additional guarantee that the Schools of the country should be in harmony with its common religious spirit — would doubtless suggest and be promotive of many valuable hints and exer- tions in a work common to every form of religion and every variety of interest. Another important agency in the advancement of elementary Education — the existence as well as use- fulness of which depends upon voluntary exertions, — are the Meetings or Conferences of Teachers and other local administrators of the School Law —espe- cially Superintendents and Visitors. Such Confe- rences are held in France by a special order of the Royal Council, which points out the members, the subjects, the modes of proceeding, as well as the objects of them. They have already been produc- tive of the happiest results in that country, although the regular establishment of them did not take place Great ben- until February 10th, 1837. In Germany they con- them^in stitutc a prominent feature and means of both edu- Europe. cational developement and improvement. The first scholars and educators in Germany attend them ; any thing new in the history of Education is warrant- ed, — discoveries, or improvements, or suggestions, as to methods of teaching are stated and discussed ; addresses by persons previously appointed are deli- vered ; and all matters relating to the instruction and education of the people are proposed and consider- PUBLIC ELEMENTARY INSTRUCTION. 187 ed. Some of the finest educational discourses whicli Tart ir. have ever been published, were first delivered at these Conferences. Such Conferences are now common in the States of Massachusetts and New-York, and arc attended with the happiest cfTects. In Prussia as well as in France, the Government aUachcs the greatest im- portance to these Conferences, and sedulously encoura- ges them; and the holding of such meetings in the several Recom- Districts of this Province, undr;- proper regulations, Jhtrpro-'" would, I am confident, contribute largely to the im- vince. provement of Teacliers, and to excite in the public mind an increased interest in the education of the young. To Teachers such associations would be invaluable, and through them to the public at large. On this point the following remarks of the Prize Essay of the London Central Education Society ^ are worthy of grave consideration — especially in a country where the Teachers have not received a Normal School training. Mr. Lalor says : " The principle of association is peculiarly applicable to the science of Education. Conferences of Teachers might be easily prevented from degenerating Into Debating Clubs or Convivial Meetings. Induced to come together at proper intervals, and under judicious arrangements, the association would furnish the strongest incentives to their zeal and industry. The sympathies of a common pursuit, the interchange of ideas, the com- munication of new discoveries, could not fail to make the meeting delightfuL At present, practical know- ledge of the most important kinds, acquire \ by long lives spent in teaching, goes out of the world with its possessors ; there being no easy mode of communica- ting it to others; or, (what is, perhaps, more important,) no means of giving it that degree of developement which would show its value. Conferences of Teach- m 188 REPORT ON A SYSTEM OP Part II. ers woultl siiflfer no man's experience to be lost. Every hint would be taken up and fc.u»vved out by investigation. Tlie resources of each would be drawn out ; and men would leorn the command of their powers, and the manner of keeping their position in society. The most accomplished minds would give a tone to the others ; roughness and peculiarities of manners would be rubbed off, and each would feel that he was not solitary and unconnected, but a member of an important body. His self-respect would thus be increased, and with it the estimation of others for him. When men of common interests meet together, the topics which concern them most nearly must engage a share of their attention. If there be any grievance it will assume a distinct shape by discussion, and be put in the way of redress ; if any improvement of condition be practicable, their joint consideration will be most likely to effect it. All this tending to make them feel their own rights and strength must also ensure greater consideration from society. The sagacity of the Prussian Go- vernment, so strikingly displayed in its organization of public education, makes the utmost use of this principle (tf association. The Conferences of School- masters, without coercive interference, which would deprive them of their chief advantages, are pro- moted and encouraged by every means in its power." Circiilat- To detail the individual efforts which tend to iS— mist accomplish the objects of public instruction in con- be chieriy nexion with measures expressly required by law, established i ^ ^ p > iii i'^t' • • i by means wouul be Jorcign to the objects 1 nave m view and of v(^unta- exceed my prescribed limits. There is, however, one more of so general and vitally important a character, that I cannot omit mentioning it. I mean the estab- lishment of Circulatiny Libraries in the various Dis- \ PUBLIC ELEMENTARY INSTRUCTION. 189 )» tricts, and as far as possible in the School Sections. Part H. To the attainment of this object, local and volnntary co-operation is indispensable. Government may perhaps contribute ; it may assist by suggesting re- gulations, and recommending lists of books from which suitable selections can be made ; but the rest remains for individual and local efforts to accomplish. And the advantages of the School can be but very par- tially enjoyed, unless they are continued and extended by means of books. As the School is the pupil's first Their teacher, so books are his second ; in the former he porSn"" acquires the elements of knowledge, in the latter he '^"^ utility. acquires knowledge itself ; in the former he converses with the School-master, — in the latter he holds inter- course with the greatest and wisest men of all ages, and countries and professions, on all subjects, and in every variety of style. The School creates the taste and the want, which books alone can satisfy. In Conversing with the wise, the learned, and the good, the mind cannot be unhappy, nor will it become vitiated ; its views will be expanded ; its standard of manners and men and things will be elevated ; its feelings will be refined; its exertions will be prompted ; its practical knowledge will be matured, and its intellectual wealth and power will be indefinitely multi- plied. But in any community, few persons can be expected to possess the means necessary to procure anything like a general assortment of books ; in a new and rural community, perhaps none. One Li- brary for the whole of such community is the best sub- stitute. Each one thus acquires the fruits of the united contributions of all ; and the Teacher and the poor man with his family participate in the common advantage. A I 190 REPORT ON A SYSTEM OP Conclu Biun. M Part II. MAY IT PLEASE YOUY EXCELLENCY, "•■■^'•' "'''^** f •* I have thus endeavoured to accomplish the first part of the task assigned me by Your Excellency's distinguished predecessor, in respect to an efficient system of Elementary Education, by attempting to delineate its leading features in the principal subjects which it embraces, and most material parts of the machinery it requires. I am deeply sensible of the defectiveness of this primary attempt on a subject so varied and complex. Several important topics and many details I have left unnoticed, either because they are not adapted to this Province, or because they can be introduced and discussed to greater advan- tage in an ordinary Annual Report ; and most of the topics which I have introduced have been merely explained, without being professedly discussed. My object has been to describe the outlines — leaving the filling up to time and future occasions. The comple- tion of the structure of which I have endeavoured to lay the foundation and furnish the plan, must be the work of years — perhaps of an age. It is, however, a ground of encouragement and confidence, that we are not left to rude conjectures or untried theories in this work. For the prosecution of every part of it, even to the Child's First Book, the most trifling ar- ticle of furniture, the minutest detail of School order and School teaching, we have the brightest light of learning and experience ; and we cannot fail of the completest success, if every Legislator, and Ruler, and Ecclesiastic, and Inspector, and Trustee, and Parent in the land, will cultivate the spirit and imi- tate the example of the Prussia i School Counsellor Dinter, who commenced forty years prod'gous la- bours, self-denials, and charities, with the engage- » Vffff j ' PUBLIC ELEMENTARY INSTRUCTION. 191 ment: " I promLsd God that I would look upon every PartIL Prussian peasant child as a being who could com- — ' plain of me before God, if I did not provide him the best education, as a man and a Christian, which it was possible for me to provide." All which is respectfully submitted, by ' ^ Your Excellency's Most obedient, and most humble servant, EGERTON RYERSON. Education Office, C. W., March 26th, 1846. \