^>, o^, \^^ IMAGE EVALUATION TEST TARGET (MT-3) // / «?. A. . signifie "A SUIVRE ', le symboie V signifie "FIN". Mapa, plataa, charts, etc.. may be filmed at different reduction ratioa. Thoae too large to be entirely included in one expoaura are filmed beginning in the upper left hand comer, left to right and top to bottom, as many frrmea aa required. The following diagrama illustrate the method: Laa cartes, planches, tableaux, etc., peuvent dtre fllmto A dee taux da reduction diff^rents. Lorsqua le document est trop grand pour dtra reproduit 9n un seul ciichi. il est filmti i partir do I'anGie supirieur gauche, de gai^che it droite, et de haut en baa. en prenant le nombre d'Imagea nteessaire. Las diagrammes suivants iliustrent la m6thode. 1 2 3 1 2 3 4 5 6 . 1- irs? SUOGESTIOi^S ON THE IMPROVEMENT OF OUR COMMON SCHOOLS, BY EMUND IIILLYEE DUVAL PRINTED BY CHUBB & CO. SAINT JOHN, NEW BRUNSWICK. 1858. ■-«.,' *rO HIS EXCBLIiENCnr THB BONORABLfl JOHN HENRY THOMAS MANNERS SUTtON, Lieutenant Governor and Commander-in-Chief of the Province of New Brunswick, ^c. <^c. djrc. TO THE HONOEABLK THE LEGISLATIVE COUNCIL, TO THB HONORABLB THE MEMBERS OF THE HOUSE OP ASSEMBLY, » THE FOLLOWING PAGES ARE r\r{{ BY THEIR OBEDIENT SERTANT THE AUTHOR. i I PREFACE. Some timo sinco the Author of the following Page3 vrsiQ applied to hy the proprietor of one of our weekly papers to write a series of articles on tlio subject of Edu- cation. As the subject just now is invested with more than usual interest, he, for a while, entertained the idea of com- plying with that request ; but upon mature reflection hj resolved, for sever;J reasons, to publish his thoughts in the form of a Pamphlet. It will bo seen that it has not been designed to write a treatise upon education, but simply to offer such remarks and suggestions on the present and future of our common schools as, it ^v'a3 thought, would lead . to their improve- ment. Our higher institutions of learning have been occa- sionally adverted to, but only when it appeared to be ne- cessary to do so. It is not supposed that every reader will concur in all the sentiments advanced : it is known th-,t the contrary will be the case ; but the author lays them before tlie public as the honest conviction of his own mind, asks for them a candid consideration, and then, is willing that they shall be taken for what they may be considered to bo worth. Provincial Training School, Saint John, 27xH January, 1868. 1 I I ^- ..-♦.j««.« SUGGESTIONS ON THE IMPROVEMENT OF OUR The Provincial Act for establishing, supporting, and regulating, Common Schools, expires on the first of May, and before that pe- riod it must either be renewed or superseded by another enact- ment. That it will be simply renewed and its present defecta perpetuated, is scarcely probable. This has been done once or twice ; perhaps the emergencies of the times justified the Legisla- ture in so doing. The time has now come when definite and de- cided action must bo taken. The subject is one said to be beset with difficulties, but whatever those difficulties may be, they must be encountered vigorously. It is to be hoped thnt this important subject will be approached by every one simply with a determination to devise those measures that may be best adapted to secure for the youths of the Province of both sexes, a solid, useful education, -.hich may fit them in every respect for the actual duties of life. It is not a party ques- tion and should not be made one ; it afiects equally the interests of all parties and affi)rds a noble platform where good men, whatever iheir sentiments may be, may unite and allow their patriotism to vise superior to political interests and sectional diffi)rences. .This course has happily been pursued on former occasions. Our College, Grammar Schools and Common Schools, may all require revision, but as the objects sought in each, are, in some re- spect, distinct from the others, it would probably be better that they should form subjects for separate legislation ; for however mag- nificent it may appear to be to get up a scheme that would embrace the whole, it would inevitably be so complicated as to embarrass legislation and probably lead to a defeat of the measure. If ea4jh branch is legislated upon separately, there need be no diffioulty^in uecurmg harmony in the several enactments ; and then, if either act should be found to be defective, it could be amended without unnecessarily opening the whole subject anew. This course has been pursued hitherto without disadvantage, and will probably be t-he safest to adopt on the present occasion. ^he question has sometimes been raised^ -witetbar or^B^j*^ li 8 State Bhoulc! ih anything for promoting popular education ? Not long sinco this point m\B argued at aonio length in an editorial of QUO of our provincial papers. The Avritor, to \m own satis^faction at least, concluded that the provincial grants should bo entirely withheld, and tho education of youth bo throww on the parents to havo thorn instructed or not as they may choose. But whether the rising race ahouid bo educate;! or not, is not a question Rin.i)ly affecting "individual families, but the whoie community. Only very recently, one, who was confessedly a great criminal, had mercy extended to him, probably from several rcasor % ono of which wasJ the ignorance iii which he had been brought up by hip. parents ; but this criminality on tho part of parents would l)c shai'cd by tho state, if it neglected to give to youths the opportunity of under- standing those laws which they are expected to obey. The public sentiment, however, of New Brunswick (with which I fully concur,) is so decidedly in favour of encouraging education by grants of public money that it may be regarded as a settled question. The only question now, being how that money may bo most judiciously spent, so as to aid the promotion of virtue and in- telligence, give security -to life and property, and perpetuate those civil and religious liberties, which, probably we enjoy to a greater extent than any other people on the globe. It is not proposed to givo in this pamphlet any draft of a new School Bill ; that task will fall into other hands. It will be takni up by those who are fully competent to perform it properly. It is not even proposed to suggest any enactment, widely different to the present School Lav/ ; but simply to advert to some points of the present act which are supposed to need amendment. It will bo taken for granted, that so far as we have gone, our legislation has been fundamentally correct ; and that what is now required, is to improve some parts of the superstructure rather than to be again and for over seeking to lay new foundations ; with this intention the following suggestions arc made. BOARD OF EDUCATION. The present law provides for the establishment of a Provincial Board of Education to which body considerable power is assigned. It has always appeared to me that in one respect this ]5oard was established on a wrong basis. A separate and independent body of well qualified men should have been appointed in the first instance, and the work should not have been thrown on tho Executive Coun- cil, who by the present law form the Board. In 1847 the Hon. James Brown, who had charge of the original bill, proposed that a Board of Education should be appointed by His Excellencv in CQuncil, but the clause, being opposed, was ithdri cutivo leconon irather nmiiiiinii»*i>yyf^ 12 Wore parent, aUve ^ tUoi. '^^fl^^^Xli^^; It judging, aa to the V^^ff^ le^t^ld not be so important, schools, the appointment <>' 'f '' 'ff '^^^en our schools are sup- But, generally such ,s »«'*",, Jfeel rnoro decidedly that ported by Local Assessment «>d pf f'^uction they ^vill be more hey are paying for their children « '"f^-^^'J J ^„d School anxious to see that they have ^"^^f"' *'"r^'Bat perhaps Lispootors may not b^^,» -^XtdCptnse altogether with under no c-rcamstanceswould it be w'se v t^^t ^an, this kind of agency. A fnemlly >" P!°™V^,ti,e J good. interested in education, w«ld -l^J^^" Pf ^^^^^^^^^ fe encouraged Faithful, industrious, >"tf S^^^^^f ;eJe not altogether lost bykao,ving that their ^.<'lM™y"^„^ fjer the notice of those sight of, hut were occasionally biougM "°»« -^^ them in iio would understand their -If^S^S improvements their cares, advise the^ m P^'-pl« *y kbouS On the other hand which were made by their pcrseyenng labour " .^;^^ unfaithful and incompetent teachei. ^J^ 'etee horn ^^^P^^^ ^^^ they hold, because they could not «™"'« ^^'^ office should be brought nnder '^""^'"^^.tadow of a doubt. Of the value of inspection 1 1'''? °°* ^^^^^i of teachers This opinion is supported by that e ^'^«— J„'^ and the old with whom I am acquainted, both J ttaP^*'^ ^ filled country. And further, having myself in the o J^^^j^^ the office of School Inspector, I have " from p«s the most satisfactory evidence of the salutaiy ettects in promoting the efficiency ot schools. ^eXeatei. It i.. holevcr, imperatively necessa y that Ibe ^^^ should 130 properly <)na!ified for tlie ^^^^ f ^ J^^^^^ the office not -e expected. It f. »f «™7 "X'i^= "^^ections have been that is competent to discharge fjf^^ the alle-red unfitness of raised in the province to ■»n««*'» ^'^J Lr ^^^^ nor just. K ticular officGr._ , ^ School Law, it was proposed In the original draft of the P^^^,^^^ ^^iq province among to appoint thveo inspectors ^;^^^^.^^^^^.^^^ ^^^^ ?lhis was over- them; and de^;ote thi.r -f^^^^^^^^^ Inspectors ruled in the discusBioii, and he P^^f ^^P^^^ ^en that the 10 devote to it the whole of their time. ot mt. up- ;hat loro tiool iap» with nan, aged • lost those jm in oaents hand iitions jss for doubt, achora the old ' filled cvation L visits, selected iS need e office re been itness of ust. If e remov- ,t abolish any par- proposed )e among ms over- ;nspector8 1 that the retty gen- aone by a lable them 13 Several qualifications aro indispensable to the successful dis- charge of the duties of this oflice. 'First. The Inspectors should have a practical acquaintance with the duties of a Common School. Without this they cannot have the confidence either of the teachei-s, or of the community at large ; but the confidence of the parties interested is absolutely necessary to the happy and successful discharge of their duties. It is not imperative that they should have been actually teach- ers, but it is essential that they should by some means have ac- quired a thorough acquaintance with the work of education • for it is manifestly absurd that persons should assume the superintend- ence, oveisight and regulation of institutions, of the worldiK/ of which they are altogether unacquainted. ° It is necessary, too, that the Inspectors shoxtld have a thorough knowledge of all the recent improvements in imparting instruc- tion. They should be thoroughly imbued with the spirit of procrress that marks the present age ; not men v-ho would repress advance- ment by tying teachers down to antiquated methods that were in use a their own early days ; but men, Avho are ready to adopt those improvements that are suggested by the growing intelligence of the age. On the other hand it is important that theij shoidd take a plain found, practical view of Education. 'Not carried aAvay with a love of untried theories and whimsical fancies. Always ready to adopt every real improvement, but judiciously avoiding experiments that have not been maturely considered. Again. The Inspectors should he men of active habits. Tho oflice is by no means a sinecure. It is unsuited to a lover of ease ■It will necessarily .^.volve much self-denial, and any one who is not prepared for that should not accept tho appointment. It would be an advantage too if he should be able as well as the Superinten- dent to _ lecture on education. The inefficiency of our schools spring's in a great measure from the ignorance and indifference of the people. They need information. Light must be diffused. . The Inspectors should also collect the teachers in central places for friendly conference, in which the teachers should be invited to take part freely. Much might thus be done to improve the char- acter and co-rdidon of our schools, and teachers who are sometimes dejected by their isolated position, would be instructed, stimulated and encouraged. Such meetings under the name of '-Teachers' Institutes" aro frequently held in the States, wiih the best results. But, lastly, it is necessary that the Inspectors should not be active political partizans. Erery man in. a free countrv is nnWnn^t^TlTT e.Yx^\^^r.A *^ *v :_ ZriQ5 m of a citizen, may for ,uo.hechoo^.rf-c?; lie are po The "cTuon « a Bacred one^ "^^ active poUtica' ^^g^'^^U to great danger of ^''gi.iid any <>»» Hltveid a position ttot etn- esteem »« ?^^X righte, he ^o'^^^^^tie^ that he feels ho exerciae of to po"" . fetors him wm ^ „„ barrMsea ^ moveroeM, .^.^ that ^o^^ should „ot olht to discharge and tim^V ^ School fspt osi- ""^Bttt there are othrr^ ^^ ""^^^totoror againstjmy be an active political par^ ;^g^,„ce «f ^^ ™ bould he choose h ^''r^» beCmore effioi«>t ^^Miat no Min«^ry potoca party , ^.^ t,,on. Itjs „{ things.^ Ihfy only intention is to ^e value of .eh i^t^^-^Sd^Sf .^»-^^ iion Bat the few ^^» ^^V themselves, ^o^^^^^^a, Great 5r «i^.ity tav<>, »"f»*^Sa, Austria ^«"^':^taWtiaand ^^cement is.«-»*!S.?^ B^rnai-d's Schoa Arc^^^^j^,,^,,t, \ every t that ce po- The f ed«- ; in the tiere is ight to 3go tte u«t era- feels he ould not tter posi- linst any he clioose Ministry ;3. They heir inte- d to their ectors v^ith aot for the jiderations, gents, ai^d rhtest appli- l party. 1* aUke. The e active po- ,alledinqnes- lent or denied ^vhole civilized loUand, Great [ova Scotia and in Boine ^here hed but efforts r oy^n province ement and aA- td be barbarous. chHecture giye^ nth such brevity ive it '.-" 15 '' in 1735 the firat regular soniinarv for teachora in Prussia vras eotablish^ ted in Pomerania, and tho second at Berlin in 1748. Normal Schools were introduced into Hanover ia 1757 ; into Austria in 1767; into Switzerland in 1805; into France in 1808; into Holland 'in 1816 ; into Belgium in 1843 and into England in 1842.* In Prussia and most of the German States, there are now enona;li oi theso institutions to supply tho demand for teachers in the publTo Bchools, Saxony, with a population less than that of the State ot New York, supports five Normal Schools, and Saxe Weimar, with a population less than that of Connecticut, supports two. Prussia with a population of fourteen millions, has at this time (1848) forty nine seminaries, in which there are nearly three thousand teachers. At the end of three years after leaving tho Seminary, tho young teachers return for a re-examination. In Great Britain, after years of strenuous effort on the part of the frionda of popular education, the importance of Normal Schools, as tho chief means of improving the qualifications of teachers, has been recognized by the Gov- ernment, The Training School at Chelsea, (called St. Mark's Colle'^o,) under tho management of the National Society, the Normal and jModel School of the British and Foreign School Society, the Battersea Training School, and the Model School of the Infant School Society, in England ; tho Model School of tho National Board for Ireland, the''Normal''Schools at Edinburgh and Glasgow in Scotland, are all aided ouc of the annual parlia- mentary grant for education. One fact is certain, the improvement of schools in every country has followed hand in hand with the establishment, multiplication and improve- ment of Normal Schools. ' '—School Architecture, page 122. The closing sentence of this extract is strikingly applicable to this province, though less has been done here then elsewhere because the efForts made have been cramped by the limited provisions of the School Law. No one, however, who compares the schools and teachers as they are at present, in every section of the province, with what they were ten years ago can deny with truth but that a very great improvement has been made. The class of dissipated old men, who, at that time, almost monopolized the work, have nearly disap- peared and their places supplied by intelligent, sober, respectable young men and women, to whom the community may safely confide the rearing of their offspring. The educatioral standard of many of these young people is confessedly belon- what it ought to be ; but when it is ?emembered how limited the opportunities of some of them have been, and that they are only required to spend twelve weeks at the Training School, we presume that not much mo^o should be expected from them. But it should, be borne in inind, that however deficient some may be, we haVe, scattered in different parts of the province, teachers, who for their ability and intelligence would be a credit to any country in the world. • 1842 was the period when the Normal Schools of Great Britain received government aid. They were established much earlier : one by Joseph Lan^ cftster at the close of the last century. 18 1 ^ ,hc^ Trainmcr School in Treder- icton, there have boen ^^^^^ ^^^^^^''^^f 'ahrm^ encour- yo^f and a hd^^^ ^^^ .^ ^^^t^:^'lj ci them have ,a;ile^. a.Tid u-..i i^^ ^^, i,, the ^vorh ^^Y^.T^.a^ales, a largo agcmeut tor ^^^^::^' '^"^||,e, occup'xtioiiS; ,^/ ^^^^ I'f eiiu loved in P^^F^^'^^^^^i ^;Stie3. The male teache^^,,i,ile a goodly tto o^vn ^If^^^ Wid commercial ^;;;^;;7 ,^^^^^^^^^ ^SSf^^^^otedthemnelv.^^^^ ^ , ^ i ;.-,., Th^veinfom-^^^^^^ '^^ ^ fnorney-at-lavr and one law .^^^"V;-^^ medical students, one ff^'^^-^^^y students, two clans and >Lv ^'^7.,,^ n ^e-.o-ymcn and tive ^^^^"V-J.-,,wUcj to their c.utor» iM^ J''= .,, ,^.cVci-s after attending ■ .^ '-.vwis to educate young men ai. i^oAvever. is more T^'Xs ions than that of teaching. ^^;^' ^^^^^eial funds is other proiession^ a lavp-e proportion ot tne p ^ . ^ y ^nd l^Iti3,not^vlthstandmg,a very ^_^^ ^^^, scho* »na ^iees of ^""'"■S'^nt. 7^^Xv should feci f o*?"'^"^ J^,e they do 'reder- n nine I were jncour- 1 liavo 1 largo )ycd in lc ino3t goodly iS. b pliysi- one law nts, two i to tlieir ittcndinc; ops must 56 it may offer for 3t' tlio ob- ■ the pro- Bchool for sr, is more al funds is naries and IS and call- be Kormal Legislature loption of a , of studies 1 havinp; de- ionably true pursuits, till ie to give an 1 only been tain the scr- ,1s; and it is I to leave an cause tbey do to my certain •ding them for | irjele^isregula- ■ tions which annoy teachers without benefiting the public. Some of these ar.noyances will be hereafter referred to. But, whatever may be done to retain valuable teachers, by njat- ing their 'position desirable and honorable, changes will take plswe, and vacancies occur, so as to render it always needful to maintaift an efficient Normal School. It is scarcely necessary to remark that the present term of twelve weeks is altogether insufficient. If, indeed, instruction in the Art of teaching were the only point that required attention, the tiow) would be enough. But that course, simply, is not pursued in any Normal School in existence. Everywhere, whether the term of attendance is long or short, opportunity is taken to give instruction, not merely as to how information is to be imparted, but also in the branches wnich the candidates are required to teach- This course, though not required by the law, has invariably been pursued in the Training School iu St. John. The object sought has been, not to give so much instruction, merely as the letter of the law required, but as much as the teachers could profitably at- tend to. It has been found that a large majority of those who g.t- tend the Training School need much instruction in the branches which they are required by the law to teach ; they are therefore constantly employed in storing their minds with those subjects, as well as receiving instruction in the theory and practice of teaching, To pursue this course satisfactorily, twelve months would be re- quisite instead of twelve weeks. The course pursued in this Province, has been precisely that which has been followed in the establishment of Normal Schools everywhere else. They have commenced with terms of three or six months, and these terms have been enlarged to one, two, 6r three years. Our term should now be lengthened. A minimum period should be fixed, but no piploma or License be granted till efficiency is proved by a satisfactory examination. I believe, too, that it would be a decided imjprovement if only- two classes of license were issued, abolishing the third class alto- gether. It might seem to be an advantage to have third class teachers for poor and remote settlements, where others could not be supported ; but no method has yet been found to restrict them to such localities. They are often found occupying important star- tions to the exclusion of well-informed teachers ; engaged by the short-sighted policy of pareiits who are anxious to obtain cheap teachers : indulging in parsimony just in the point where genWo- sity would be true wisdom. .» ]rhi? may te a cony^enient pla^ to make a remark upon j|he classification of teachers. ' By the present School Law the difference B^W^eu a M&Di^ WSttUVi \fk luv *u>i\i HUM. Ji^^i\,•li\* vioaa vvxiM^Bio m m% ia ill 18 .. • „,l,Vitinn to the branchci* vmv of OV.C to teach the ™-*<^r'f bl> n Xf teachers ^vho carrv on conversation on no ^^ J -^f fo^ mingling w th mtoin !Iva They have had no OPP^.^^"''' rmjev have read scarcely torv examination. J-ii „.„n „a mathematics. ., BUILDIHGS FOB ^'^^^^f "^'^^^^^f ^ „„,, .Ivcrt to .hat -R.r..ro clositK' this pavt of the subject i ^^ ^S™r^^Se premises beobt^incO^ ^.^^ ^^ .^^^ .to;, Sclibol ha« had *^ «*^^\7._t for such a purpose. 19 tritli a view of ascertaining what improvements might be made in our own. Some of the gentlemen, having charge of those institu- tions, have returned the visit. 1 cannot deisGribo the shame and mortification I have felt that they should find us, at one time in a room in the Mechanics' Institute, with tho privilege of entering by the back door, through a lobby used as a lumber room where ex- hibitors of Panoramas stowed away their empty boxes ; at another time quartered in an old dilapidated house, decent outside, but poor- ly sui)pliod v/ith proper convenienco*? within ; and now, in premises intended for stores^ and but little adapted for school purposes. We were indeed happy at the last removal in securing for the use of the female teachers the Marine Hall; which is spacious, light and airy, but still not what we ought to have for a Provincial Institu- tion. The impression on the mind of strangers has been unfavour- able to tho reputation of the Province, as well as mortifying to my- self. My only consolation has been that I have annually brought the subject under the notice of the proper authorities, though with- out avail. At first, the establishment of a Training School was naturallj regarded as an experiment ; but, long ere ihis, proper buildings should h.ave been erected. In the States and Canada this has been done, iiud with no niggard hand. lu Upper Oanatla the sum of .£15,000 was voted for the erec- tion of school promises and .£1500 a year for the payment of salaries and current expenses. We, of course, have no need of ap large an outlay; but it may be hoped that when premise^ .are t-TCCted, there will be a spirit manifested that shall be worthy of tho Province. The erection of creditable and spacious premises in a populous and central neighbourhood, must of necessity be some- what costly, but if due economy is attended to, it will be an outlay that we shall refer to with satisfaction. BOARD OF EXAMINERS. n This is a very valuable appendage to the Normal School, lif any teacher should be disposed to take matters too ejisily, and idle away his time, he remembers that at the clo.se of his term, his at- tainments will be examined by competent gentlemen; and tb^ thought operates as " -vholegome stimulus. '«f Hitherto these gei.v.omen have acted without any rcmuiieTatibn. This, I think, should not be the case; theit services should^ fairly paid. Notwithstanding the absence of payment, the service has been faithfully perforaied by those gentlemen who from tithe to time have constituted the Board ; one of them. Dr. Paterson, has acted from the establishment of the Board in 1849 till the present time, and has invariably been unremitting in his attention Ui the duties imposed upon bim» If the length of the terms is 20 ' increased, a more protracted, ahd consequently more thorough cx- lunination will bo requisite, bur. without remuneration it would bo tinreasonable to require so much from the Board. AGRICULTURAL EDUCATION. Thete is a very prevalent opinion among intelligent men that the natural resources of our Province are very partially developed, chiefly for want of a knowledge of the advantages of scientific ag- riculture. Various suggestions have been made to remedy so se- rious an evil. , , Some have proposed that the people should be enlightenecl by travelling lecturers. Some that Agricultural Chemietry should bo taught in our Common Schools. Others, that it should bo a per- manent branch of instruction in King's College. Again, it haa 1)6en proposed that teachers shall be instructed in this science in -the Provincial Training School. While others have urged the es- tablishment of an Agricultural College, with which there should be connected a Model Farm. -'•AH these propositions are worthy of attention ; it may be hoped they will receive it, and result in the adoption of some feasible and practical plan,' by which the standard of our agriculture will bo Raised and si-ores of natural wealth be produced of which we arc now deprived. With reference to this subject the following sug- gestions are oflfered for consideration. Ist. That it is undesirable to establish any separate and ad- 'ditional Provincial Institution for this purpose if any existing one 'could be made avajlable. 2nd. That an Agricultural Department might b- appended to King's College, and a portion of the college grounds be converted iito a Model Farm. . i m • • "'''jiti. That the male department of the Provincial Training School might also be attached to King's College, and that portion of the pupil teachers who might be expected to be employed m rural districts might receive from the Professor instruction m Sci- ^tific Agriculture, and, from the Manager of the Model Farm, a knowledge of Practical Agriculture ; while the more highly edu-- cated teachers, and those of decidedly literary tastes, might re- ceive instruction from the other iProfessors in Mathematics and the higher l)ranches of Literature. : . , If this plan were adopted it might involve the necessity fit ap- P9int4ng a Professor to give instruction in the art of teachin|, who inight also give instruction in those lower branches of EnelJBh lit^ature forwhich provision is not at present made; orprohaWy, by arrangement, these branches might be taken up by some of the present staff of Professors. ^ . TVif^aa T%vnr.rtfi>mna mnv hr> nnfin to some obiections, but thcir 21 a.o better without a knowledge of navigation, because he had not beop favoured with a religious education, at any rate we Buojiia feci safer in a vessel navigated by one who had a knowledge wi* that science, Nor do we think that a buildcsr had better Lc 00 ignorant of gcomotry and architectural doaij;^ because ho had not also the higher atul bettor blessing. Soi\nd religious instruction, which storoa the mind with divine truth and impresses the heart with its value is a blessing of incalculable worth ; but supposing & person unhappily, to ba deprived of this boon, it would still bo Burely better that he s[)eak correctly than otherwise ; it must bo itill a good thing that a tradesman should understand accitunt^ that ho may be s(;recried from imposition ; and that a farmer should know how to cultivate his land profitably, so that while the coni- fi>' 3 of his own family are increased, provisions may be supplied to the consumer better in quality and more abundant in quantity. Illustrations might be multiplied to show that this position is un- tenable, but surely it would be a superfluous task. On the other hand we have no sympathy with thoso who are anxious to banish every religious element from our conunon schools. The mind is more capable of receiving goi.d impressions when young, than it will be in after ycnrs. Thcrctbre it is of the utmost im- portance that good seed shouH be implanted at the most favourablo soason. Tins seems to bo realty the impression of every one after all ; the only anxiety is, lest the minds of our youth should bo trained in a direction contrary to the parent's own conviction, and contaminated with what he conceives to be religious error. On this point tho parent, Avhatever his denomination icay be, has a right to be sensitive. It, however, appears to me, that this matter is very imperfectly understood. That many who are anxious for religious formularies do not percoivo the far greater importance of having a truly re- ligious teacher. Not a proselyting teacher, ?;calona in |MOp,.gating his own particular cre?d; but a man who is des" ■ ■- ol' - ^ercis- in<-' a healthy, moml religious influence without intertcring with the particular denominational views which the parent has a right to wish his child to hold. It should be thoroughly understood by every tea'/r'^i- tiiafc while he strives to lead tlie young to walk in wisdom^« <.rO\ he li in honour bound to neutrality as to sector party. ')a. ji^'xiren will be engaged in polemical strife soon enough, tli^*y may bo spared for a while. Tho teacher can be era-r. ployed in a much nobler work. _ (.* The general question has recently been narrowed into one of a si^mple, tangible, but iraix>rtant character : namely, " Shall the Bi- ble be excluded from our Schools?" A great deal has lately been Raid on this subject, perhaps more than was needed. VVc have said that the question is one of ini[)ortanc;o, but wo conceive that it is not one of great difficulty. That the Dlble .^should bo excluded ffom our Schools, is what uo one should demand, or, if the demand, was raised, should never be submitted to. . • i>ut justice: 3lioul quivocally, a3 by that document they soem to do, no one lias a right to impute to them deaire^ which they di.-»avow. Protestants have a right, if they please, to have their children taught from the sacred Scriptures, but they have no right to force tho reading of them, or any particular versioi. of them, on Oat^io- lie children. It would bo tyranny in Catholics to prohibit tho use of the Bible to Protestants, and it would be tyranny in Protestants to enforce it upon Catholics. Our present School Law is clear and just on this point, as shewn by the following extract: — Tho Toaohor Bhall " by precept and oxaraplo noek to imnresH his scholars with tho principles of religion, morality and loyalty. No pupil shall bo required to read or study in or from any relio;ious book, or join in any au(j of devotion olmctod to by his paronta or truardiana." — Codified Laws, Ch. 51, Sec. i. . This appears to be explicit enough and can scarcely be improved by any new enactment. DENOMINATIONAL SCHOOLS. Allied to the subject of religious instruction is that of separafo Denominational Schools. There can be no objection to the exis- tence of such institutions, if the parties interested wish to have them ; but then, they should support them out of their own funds. It is not just that the provincial funds that belong to all denomi- nations, should be employed to disseminate the peculiar sentimenta of any particular sect. Such. institutions have of late years been multiplying and will continue to do so unless some prompt and decided action is taken by the House of Assembly. Every year the difficulty will be- come greater, the members of the respective denominations will unite for the mutual support of each other's claims, and by this Le- gislative log-rollmg will defeat tho best efforts of independent mem-^-' bci-s ; unless, indeed, some pressure from without should compel the withholding of these denominational grants. As however, external pressure is destructive to tho independence of a delibera- tive Assenibly, it is wiser to avoid it by timely and just legislation - than to allow evils to creep in that will inevitably produce it. , It may be objected, that, as these institutions have had grants made to them for several yesirs past, to withdraw them would peril' their existence. This would bo undoubtedly true, if the aid that' they have been allowed to rely upon were withdrawn suddenly. It • should only be done gradually, the grants being lessened at well- understood intervals, so that the friends of the respective institu- tions may r§,lly round them and provide for their continued support. It may be asserted, and has been, that these Institutions though- oqnnvctvtl VYith.paiUoulttc deuominalioiw aro perfectly nnsectarian, 2t (I refer now to tho Sominarica and Acadomiej.) If so, what, nocd lA thero for their existcnco ? But, would tho roapectiro denomina- tion.i care to support them, unless in aomo waj, directly or indi- rectly, they supported their peculiar interests ? Would it not ba hotter, except they are needed for denominational purposes, that they should be incorporated with King's College, and thus, on the ono hand, share its liberal endoAvraent, and on the other, create zn esteem for it in the eyes of the public by its greatly increased usefulness ? It has further b(?en objected that King's College is aristocratic mid exclusively episcopalian. It may be replied that the people can rectify the first themselvas, by sending their sons and soein" that they get fair play. And as to tho second point, I believe tha't tho governors of tho College, have in good faith endeavoured to r3move every such impression. Still, such an opinion exists. For several years past, young men have occasionally advised with ipo as to where I would recommend them to go to obtain that advanced scholarship which they were determined to acquire ; I have recom- mended them to King's College ; they have almost invariably ro- })lied, that they knew that they should not get fair play there ex- cspt they were aristocrats and episcopalians. I have endeavoured, but in vain, to dispel such impressions from their minds; they havti in almost all instances left the Province to pursue their collogiato studies elsewhere. If this prejudice exists, whether supported by facts or not, it !3 dasirable to remove it. If the number of students is greatly in- creasad, and the course of studies extended, an opportunity would bo afforded for removing every prejudice in the appointment of tho additional Professors from gentlemen of different denomination.*!. The perfectly unsectarian character of the College would thus b» fully guaranteed, and every pretext be removed for the continu- ance of denominational schools. I confess that I am net very sanguine that these denominationHl grants will be given up. I fear that the evil is already too deeply rooted ; but I am unwilling to let the opportunity pass without honestly declaring what my convictions in the matter are. The foregoing principles are equally opposed to separate Com- mon Schools, whether they are called Presbyterian, Episcopal^ Methodist, Catholic, or Baptist. If they were granted to on* body, why not to another ? And if each should demand separate whools, to what should we soon come ? Men who should be breth- ren would grow up to be strangers to each other, and religious dif~ fcrencos would be widened and perpetuated. But if justice bo dealt out fairly to all parties there will not be the shadow of a necessity for separate schools. ^ Before adverting to local assessment, with which this pamphlet^ ^ (already much longer than waa intended,) will cloao, a fiw passinjj 25 remarks will be made on one or two topics that affect the standin.^ and comfort of teachers. '^ Peraons wonder, sometimes, that so many teachers should aban- don the employment so soon after engaging in it. If they were acquamtod with the annoyances to which a teacher is subjected their wonder would cease. First of all may be noticed the miserable shanties in which they are often required to teach, which are sufficient to disgust respect- able young people of sensitive minds. They mtist, almost of ne^ cessity, lose all self-respect in going into them. Some bonus might be given for the erection of suitable buildings and supplying them with maps and apparatus; a certificate being required from the Inspector before the bounty is paid. Plans should be supplied, either at a cheap rate or gratuitously, to parties about to put up a school house. A cheap work of the kind was, I think, published a few years ago in Nova Scotia, compiled from Barnard's School Architecture. Then again, there is much that is unner^essarily vexatious in tho mode of tho teachers' payment. Boarding round is degrading. It does not exist to the same ex- tent as formerly, but it is still clung to in many districts. What can be done by legislative enactment should be done.. Something;,' may be done by teachers themselves to remedy this evil ; for if they determined not to engage on such conditions, the people wculd be glad to pay them in money for their labour, as they do carpen- ters, blacksmiths, and other mechanics. Surely teachers have m good a right to money payment as other people. A teacher could then board in those places where he was satisfied with the accommodations, and what is still more important, where he could quietly pursue those studies that are always requisite to an intelli- gent instructor ; but, if he receives payment from the people in money, he is often exposed to further annoyance in the delayed payment of his provincial allowance. Teachers are generally iu need pf their money as soon as their time is completed, but some- times they have to wait for months before it is paid. This delay can be scarcely necessary ; the teacher might be al- lowed to draw his money from the Deputy Treasurer of the dis- trict as soon as his work is performed, i^^ving been duly certified by the Trustees or persons appointed for that purpose by the Act of Assembly. Thede, and many other annoyances that tend to drive teachere into other occupations, would be effectually remedied by the adop-- tioii of the system of LOCAL ASSESSMENT. ^So much has been written on this subject that there is little hop*) of saying anything new. Those who have read the valuable ro^- *****M«f*f^«^ 26 ixjrtspublishf a annually by the Chief Superintendent of schobh wu be pertcctlj acquainted with the arguments urged in support ot the system, and the answers to the objections brought against t .il '^ r ^''^V'^^P^',^ ''' ^^^'^^^chusetts at the foundation of U colony-has worked we 1, and as the result, the people of that aate are pre-emmently distmguished for their intelligence, and tho fichools, for then- excellence. ^ ' Pkjff '''^''P^'^'\^^ ^ocixl assessment would tend more than anything else remove tne evils that at present exist in our school' system he n\ hi 'v "'T'^^'^V ^^^^ receiving it in money w\,uld wodrfno r'^T'^'"'^"^'J'V^I'^^^^^^^ Kemovals and change. ^0 Id not be so frequent ; for the teacher finding that he had somo- Svrin '^ influence m the neighbourhood where he and his ^amiot h.ive, for wjth the constant change and uncertainty to which ^0 1 exposed, he cannot undertake the responsibility of domestic life ; cjrcun)stanccs do not allow him to do so. . tea< blfr"''^ "'^, ^^''T' *^, ^^'' ''''^^^ '•'^^"^' ^^° ^^"^'^ to license new o^^chcrsto supply the place of those who are retiring from the woiis. in disgust. " ■ fcrmlTn^il'f "'Tf ' ""T T"'!^ -^^O'-f-crc present an entfrli4 d,T ^rK,vi;n F/ '■; ' rt'" "' '"''""'- ™'' '"^"^"'^ '''■ going into » «=hool be ™\- ; , M '"■^ wouia/o,./ that they ,vere paying, and they would S asTn " fj""' ^"*?''.»' '■"'• " g""' "■'"•■' «% ™"W take general rule would be employed. The main objection seems to be that it is " Direct Taxation," mltxtl'n tt \'r't^ T'^y ''ff'"^'- I' >«' '•""■over, io Se^ fndl \, ° r^''™ » ''t Pr<^™nt to those who engage teachers and honestly pay them. In fact, such parties would find the bui-den much lighter than it is at present. ■n^tlT^ ''^''' i" *"'•" "^ ""^ ''"""''' ^''P'"-''. I """"bated at namelv fi ° ^J'"'"" '? "^''^ ^ ""? °°^ briefly advert, !Zfi'J f »« .PO'-sons have been led to oppose local assess! d r),T!"""^'"S " "* P^vincial tajcation. They have 2^} that ho money when collected, will go into the Lvi n- « rilled '7.1" ^'^'T'^ "f I'y tte Government, and thus to op3 sti,^?°'''.l*P=''''y to *!>»"> the contributor maybe ^--„-_ ....ii«.,v.i,^j i,y t)u uxpunaea unaer Uieir own direc- 4 L i 27 have educated their ebildmi • »n.i„;„ i ,^' "W '«en wiio- educate. It would be welt„'-,vt^W t- "'" "''" '"'™ ™™ ^' possible, but if uch con , .,Z ' '"''"r™™'"'^ '^ '' ™™ other matter. Ieg2tl, TouM^ o^to Hta^^^ISl *° T'^^' - pose/would bo LX /ress'^itrSeteou i> ""'"'" ''^ P'^ dividual.. The greatest alumlfberfi ^T^iZlZ^ % KiroS "-1^" ti:^ pn-pieraiT't:: ^e.support of parpers'^iKti: t sZ^^tTS^^^^^^^^^ pensm and en me are in a great measure the oCr of /''"' anoe ; and as prevention is better than cure it fa SSl ° '"'" able that the property of the country shnn'ld ^!' ^ 'i?"^"- cducation of the countrv Tt ;» S • .'*, *'*'^«' *<"• the ' houses than spSgao^ '"''^ ''"'' *" ^''^ S"""" ^hool It may be said, it will be said, that however ™nd tl,„ . may be the people are not yet nrenared for it T f r , ^^^*^^ are as mueh%,Vrcd nowi t^Te ertill be ani Ztt' "'"^ long the matter may be deferredfall legi ktion' ™Ih o^t it tJ-nT' deiective and unsatisfactory. I believe further fW*. "'" ^ m one respect, a peeuliarlyVouSle selsoL &; Xtt'tH' ''' for if the term of the House had neirlv evnvl/lkP ^-'"P'™; members who vot«l for it wouidtSg^tCl ^tCbvlb**^ opponents, who would try to make politfeal cS of Tnl?'"^ of duty, and turn it to their disadvantage. But if L ^ ^ taken now before another election three or four M^ h P ""f people would be so well satisfied with the ehaZ fh^ ^v""' *'"' ponents would take nothing by their mofa,^ thatpohtical op. bUould It be deemed ad visable at the present time t/> „ i, . assessment system, I would suggest tha?by some m^PTf^,""' bonus be given to those partielwho voluiftariWadoS M 'l""*' may at least gradually be led to the mlonti^^ If P ' """ We »he U„it«. Slftes andWa rt:&t: wXXJ^ '"