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J II H \ i .\ M !■] S 'V 1 L M A li ,S I i M . i i 11 1 lil i m m sSJc i i i § i it 1 ilSliggiieiigeii^gi^pggSSiigililigllii i\ U'9* I I mv ' ' ''"^^iMI^^ .■i^ ^^T^^fl^ UNIVERSITY OF VICTORIA LIBRARY £ £ n* ♦• i'\ mrr^tp^ ' E II R A T A , The following errafa sliouUl be corrected as afll-ctiiig in -,„eral, ti.e mcanin- I E Before I come to lay before tlie public, my views ns to what, in my opinion should be the basis of that system, I beg loavo to oflbr a few further observations. Common or primary schools are one of the most interesting institutions in any well organized society ; they are regarded as the great sources of elementary instruction ; no community is safe without them ; no , be greater, in proportion to the individual, or to the collective industry of those who inliabit it. The success of the husbandman, the merchnnt and trader, the mechanic, the seaman, in fact, the success of all, must depend on their knowledge of the art, calling or trade they are engaged in ; and consequently, the general and individual prosperity and hap- piness are essentially dependent on the degree of intelligence, and practical knowledge prevailing in a community. Common, or primary schools, in which the (>kMncnts of a sound and useful po- pular education are taught, arc, therefore, of the highest importance to tho countrv, and should excite the most livelv interest. LETTER HI. Tn a country which, from some cause or other, lias been deprived of an efficient system of Elementary and Practical Kducafion, the wants inevitably resulting from such a misfortune, are great, they are incalrulalile. There are fewmen who do not, more or less, feel the eflecls of surh a disorganized slate of society. He who does not feel it, is either an egotist or a fool ; tiic fus) may he brought round to a proper sense, the latter it is difficidt, nay, impossible in most cases, to influence. The generality of mankind, however, nnd well (hut i( is so, nre influenced, or ffoverned bj what is looked upon by them a» their interckt. Tho moment, tFiere- fore, tho people find out, in this, as in all other countries, that they havo every thing to gain by being educated, they will seek to be educated. Before wo can expect to reach a state of society sufiicienliy pervaded with notions of the utility, or rather the necessity of education, it behoves all good men to use their influence to further this great cause, tho cause of education. The true patriot, tho sincere wisher of his country's good, the man who looks to the happiness of himself and his fellow men, in this world, and a better state in the next, is bound to exert himself to educate, or procure tho means of educating the people. i ■I LETTER IV. Few will deny or even doubt the truth of tho assertion I mado in my last letter, that " it behoves all good men to use their influence to further this great cause, tho cause of education." I have now to add, that all good men must at onco discard whatever pre-existing projudiced opinions they may have formed on tho mode of carrying into eflect, a system of education ; nay, admitting their views on that all important subject to be correct, as I have no doubt it is the case with many who have given any attention to it, they will at once feel that, in order to come to a sound conclusion, they had better suspend for a short time their judg- ment, listen patiently to what will be proposed, and then reject or approve of tho system I am about laying before the public. If, as I verily believe, and fondly anticipate, nothing can be more certainly conducive to tho utter annihilation of national distinctions, and the prejudices, animosities and hatred they have engendered and (bstered ; than the working of my system of education, I have some right to expect and call for, from the public, a dispassionate attention to my suggestions. We are all agreed that tho .stato of anarchy we have lived in for some time past, is destructive of our happiness. Some of us trace our misfortunes to national distinctions which have becnartfuUy speculated upon by some, to stir up the flame of discord ; others look upon such an excited state of the public mind, as the effect and not the cause of the calamities wo have been visited with. I deem it unnecessary to travel out of my way, to inquire into that subject ; it is, I may say foreign to my plan ; and such a discussion would, in all probability, revive, instead of allaying, the excitement which I hope to dispel by simply removing the prcaent cause of its continuance. 7 y % li <1 LETTER V. The oleciors tliroughout llie country, liad better louk close to tlic sulijcct of education, and take c^are to secure the return of men favourable to that great causr^, before tliey give their vote. The United Legishiture cannot, ought not, and will not, I trust, allow the first Session to pass by, without duly maturing and adojjting a system of Elementary and Practical Education. Our Legislators will not, I hojip, content themselves with a servile imitation of the Governments of the feudal ages, always bent upon patronizing academies, colleges sind univer- sities, for the education of the few ; and in their selfisli and inhuman career, leaving the bulk of the people in ignorance and degradation. On this side of the Atlnntic, oar notions are dilferent, our wants are also different from the wants of those who have been trained, or are training others in this impious and unprofitable course. Let us therefore, whatever may be our origin, our religion, our politics, join heart and hand, in the noble cause of edu- cation : on the success of our efforts, depends our happiness, but the failure of our endeavors, must be followed by worse consequences than the most timid are likely to apprehend. In my next letter, I will commence to give an outline of a plan of education or rather, lay what I conceive to be ^ the sole basis whereon the edifice may be expected to rest safe. \i\ ^\ LETTER Vr. The want of a general and uniform system of Elementary and Practical Educa- tion, being extreme in Lower Canada, no time should be lost in adopting such means as are calculated to remedy so great an evil. L National distinctions and prejudices being, in the estimation of many persons, most formidable obstacles to tlie carrying into operation of a uniform system of education, means should at once be devised to surmount them. 2. Those means are perhaps nf an easier cKiTution llum generally anticipated, the remedy consists simply in doing away with the fears now preying upon the minds of both the English and French population. 3. There is, no man will or can deny it, a mutual distrust prevailing in a very higli degree, in respect of the language ; the Enirllsh population Is impressed with the belief that the French Canadians are averse to and will oppose the spreading of Ihc English language ; the Frtiuch Canadians, on the other hand, are apprehensive tliat efforts have been, and are about being made to wrest from them their vernacular, and to force them to speak the English language. 4. It is plain that the result of such fears, is a total mistrust and want of confi. drnco the niost dangerous, and very likrly to become incurable, if ivA attended, prnprrly attcn 'el to immod'at'dv. d e sulijcct of that great 'U ought not, jly maturing ■ Iiegislators Governments and univer- man career, ts are also ig otiiers in may be our use of edu- B failure of it timid are ' education difice m&y ;al Educa- pting such y persons, system of iticlpatcd, upon the in a very mprcssed 'I'ose tlic land, are om tliem of con fi. ittcmlcd, 5. Let there be established in each locality, as Cur as practicable, a Freu«h and an English school, either in one and the same building (which I think is a pre- ferable mode) or in two distinct houses. The result is inevitable. The Knglish parent seeing in the midst of the French settlements, English scliools, will very naturally say to himself: " Surely, iho French Ciuuulians are not hostile to tlie spreading of the Englisli language, it is better I should send my children to the French school, they will learn both languages and get on much better in the world." The French Canadian parent will at once find out that he is not forci- bly to be robbed of his language, he will see the propriety of having Iiis cliildrcn taught tlie English language which will enablj them to pave tlicir way to useful ends; he will thorofore send his children to the English school. 6. All reflecting men must be struck with one idea, that is, the now prevailing mutual distrust will vanish to make way for mutual confidence. Both popula- tions will cease to fear what they now dread so much, their anticipations and their Jiopcs wlU not be visionary, there being nothing to oppose to facts : English and French schools working simultaneouslv, will be unanswerable arguments. LETTER Vn. 7. I have shcx^-n, I trust, that one of the beneflcial results of tlie simultaneous working of the English and French schools, will be the restoration of confulence between the two populations, as regards the language; much will already have been ellocted. 8. The children of both races, intermixing daily, as well for educational as for other purposes,will be on friendly terms, play together, and visitone another. Th« parents whose distrust shall then have been dispelled, will have been humanized » their interest will also help them a little. They will not excite the children against one another, no more than they will grumble at their neighbours, because Ihey happen to ])e of a dlfi'urent origin from their own. 9. The imperceptible, but powerful influence thus produced and exercised over the young, must, of necessity, react upon their parents. Good feeling, peace and harmony prevailing to such a degree, among children forgetting their origin, and united by one common tie, friendship, must sooner or later, exert their irresistible influence over those who will be the daily witnesses and admirers of such a happy state of things, 10. )f such be tlie results, tlicn we may confitlently aiitici|iatc a full realization of the hopes cherished by all men true to their country's good, to see tlie commu- nity blessed with jieaco and happiness. 31. Peace and hap|)iness being restored, the working of a sound system of cducalioii becomes easier: in the first instance, '^ has been the elfect, it must now become the cause of a state of things bettering every day. 12. It must now be ajjpareiit to all, that tlie basis I have laid for a proper system of Elementary and Practical Kdttcalioii, is such as to ensure its adoption, facilitate its operation, and secure its permanency. T 1 10 . . LETTER VIII. 13. Confidence being restored, peace following, and tlie feasibility of my plan being at once proved, I now, from the groundwork, proceed to other considera^ tions no less important. 14. Let those who sincerely wish to see the English language in general use, tell mo now, whether there is a better, a safer way of carrying out their views, than what I have suggested ? Id. I do believe that, like the Anglo-Saxon race, the English language must eventually spread from the borders of the Atlantic, down to those of the Gulf of Mexico, and the confines of Guatemela and Mexico, and then directing its course westward, across the Rocky Mountains, reach the Pacific. Such an event must of course, be retarded or accelerated siccording to circumstances. It is, however, easy to perceive that forcible means, instead of hurrying on what so many desire, must retard its progress ; on the contrary, a prudent and. discerning course, based on the foregoing suggestions, is sure of success. 16. It follows, therefore, that however paradoxical or absurd it might at first appear, the more you encourage the French language, the sooner the English language NyiU be learnt, and the sooner it will become in general use. 17. No man in his senses, will dream of having the English language exclu-^ clusively spoken in the British possessions ; all that the most sanguine may expect is, that it will be universally spoken. In the United States, though prevalent, it is not exclusive no more than it is, and ever will be in all well instructed commu-« pities where the rich and elegant French language will always be sought to be learnt. 13. No more is required to mako of us all, one people, and to make us forget pur origin. The moment tiie masses are enabled to convey their thoughts, meanings and wishes, by one and the same language, the end will be attained, ^nd the sooner it is attained the better. LETTER IX. 19. It is not sufilcient to lay the basis of a system, the working of it would be impossible, if those who will be made to take an important part in its operation, were allowed to thwant the design of the authors of it. The instructors, both mnle and female, must aid in carrying out the plan, or be dismissed. 20. It should be made imperative on the trustees, supervisors, or otiicrs whose province it will be to engage the instructors, to mako it a condition sine ^tm mm^ that they shall discourage national distinctions; and incase they should be found encouraging them, or inactive in discouraging them, dismissal and loss of salary $hould be ti.e immediate and inevitable consequence. .11 ii. Such a course could not be viewed in the light of a high handed or unjust Vneasure, because its object being the good and welfare of the community, and the instructors engaging on those conditions, a useful end would be attained, and no contract would be violated or impaired. 22. It is admitted on all hands, that no little difficulty will be experienced in procuring competent teachers ; the less instructed they are, the more time and the greater application they will require to qualify themselves; the fewer opportunities, therefore, they should have of being led away from their main occupations. Besides, to teach children is a more difficult task than most peo- ple imagine ; the dilferent characters have to be studied, known and worked upon : that alone requires and should be the constant study of the instructor. 23. Such being the case, the instructor should keep aloof from actively meddling in politics. I would by no means disfranchise him ; from his becoming a school master, it does not follow that he should cease to be a citizen, and enjoy the rights and privileges of a freeman; surely not. He should not be allowed to intrigue, canvass, or become a political brawler, nor convert his school into an electioneering club ; still less, should he be permitted to desert his scholars, or neglect them, for the purpose of attending to any thing else but their tuition. 24. In order to avoid injustice or surprise, the teachers, when they engagSj should be warned against their attending to any thing but the instruction of the children ; it should even be made a condition sine gxta non of their engagementj that in case they should in the least, swerve from that rule, the iramediaW punishment would be dismissal and loss of salary. v LETTER X. 25. So far, we have the parents willingly aiding in doing away with national distinctions, and the children first influencing, and afterwards influenced by them; then the teachers, both male and female, discouraging those impious, absi'"'^' nnd unprofitable distinctions, and the same teachers bound to apply them- selves exclusively to their duty, and therefore, keeping themselves and their scholars, free from political strife, thereby paving the way to peace, acquirement of knowledge, and consequent thereupon, (jualification to know and exercise in time, the rights of freemen, and fulfii the duties of their station in life. 26. The public should bear in mind, that the system which is now proposed, must be carried out on a broad principle. It is not sufficient to teach children reading and writing, they must be prepared (each of them) for the station they may be called to, in mature age ; they must be trained to a right course, to the great entl of all well organized communities, the highest possible degree of ))ca('e and happiness. We need not expect to see such a state of things in Canada, if the foregoing suggestions arc not attended to. m 7 12 27, Yoii may try as many systems of Education as you possibly Can imagine ; you may seek to improve the mode of tuition, and for that purpose, secure the most cfTicicnt aid and assistance, you will never succeed to carry out any of those systems in Canada, and you need never expect the realization of the most jdiiiantliropic asu'iraliciiis, uidoss yon gioiiiid your work on llie sole basis it can safely be expected to rest upon, and that is, removing distrust, and restoring cx)nfulencc. 28. Before I come to another but no less important part of the subject, I mean the difiicuUics supposed to be insuperable from diflercnce of rcligioni I entreat the public to reflect upon what I consider to be, if not the only way, at all events, one of the certain means fo be used to eflect what we all Iiope, or sliould ho[)e, to see, the restoration of confidence and the disappearance of , national feuds, and then, springing therefrom, the natural and easy working of a good system of BUementary and Practical EducatiMi. 1^ i i iii : I LETTER XI. 29. It is seriously apprehended by some intelligent, sincere and well meaning men, that the diversity of creeds or religions prevailing in this country, will offer insuperable obstacles to the operation of a general and uniform system of €ducation. 30. I do not mean to deny that there will be difficulties, no more than I am free to admit that they cannot be overcome. Even granting those difficulties to be great, we are the more imperiously bound to seek for the means which are most likely to remove them. 31. Wc should not commence by suspecting others of a wan* of charity or of cliriKliiuililve feeling, and afterwards take it for granted that there is no cure for it. It would be more reasonable to lean the other way, and endeavour to meet every one on friendly terms. S2. There is and and may be difference of opinion on dogtnas, and in fact, it is thai very difference of opinion that constitutes difference of religion ; there is prolialijy no way to prevent that. IJut we have nothing to do willi that diver- sify (if sentiments ; the working of a system of education does not depend on the possiliiiity of such dilTercnl opinions being eventually reiluced to one and the j.ame creed, — no, no, surely not. 33. The only tiling in that respe-t, to be constantly kept in view, is that the system of education should be made to work in such a way as to prevent the dogmas or the religious belief of each religion or sect, from being in the least interfered with. 4 IS in imagine; secure the out any of of the most insis it can (1 restoring cct, I mean Hi I entreat way, at all I fiope, or learance of orking of a II meaning intry, will I system of til an I am difficulties ans which arity or of 10 cure for jr to meet in fact, it ; there is hat diver- nd on the e and the s that the nont (he the least 34. It is right that the dineront religious denominations should haro gunran- tees that they stand perfficlly^freo from any interference of the kind. It is the only way to secure the continuance of the confidence which I have, I trust, proved will he eventually the result of the suggestions contained in the preced- ing loiters. ■ 35. It now remiiins for me to shew that all this may be eflfected, to the satis- faction of the difllrent Christian denominations. LETTER XII. 3G, If the management of the school system was entrusted to the exclusive care of any one religious denomination, or if it was attempted to leave it to all the sects in their religious capacity, no doubt but what jealousy and the worst of feeling would, in tiie lirst case, be engendered, and in the latter, total confu- sion, and, of course, an utter impossibility to act. 37. The same baneful consefpiencos would be the result of an attempt to place the whole systeni under the cvclusive controul of the Government. 38. I will go further : although the people are the most interested in the mat- ter, there would be danger, and to say the least, confusion might arise there- from, were the people to have (he exclusive management of the system. 39. The (jovernment, the Clergy and the People must therefore, in my opinion, share in the management and the responsibility of the school system. The Legishilure will, of course, determine the line of demarcation between them ; I have noitlier the right nor the desire to do it ; it is, however, a matter of no great dilficully. 40. How (lion is the children's religious education to be attended to? Others will ask me at ou'.e, do you moan to exclude from the schools, all religious instruction whatever? 41. To the last tjuestion, I readily answer in the negative. But it does by no means fVllmv, that liocausc religion constitutes the basis of education, contro- versies and discussions on religion, should find Iheir way into the school room. 42. As to the other question, *' how is the children's education to be attended tor" I beg leave to say that this most important part of education, is to be attended to in such a way as to facllitato, instead of obstructing the course of instruction to the whole people of the country. And this is of easier execution than at first supposed. ■•^ \\\^ li u LETtER XIII. 43. Tlie diversity of creeds prevailing in this country, docs not, of course,- ndmit of a thorough tuition of ail that appertains to religion ; and as it has already been observed in other words, special or exclusive instruction would inevitably lead to confusion, and prevent the due operation of any system of education. At the same time, there must be a religious basis or foundation, but in the schoolroom, it should be such as to secure the assent of all, and effect the good of all classes and all religious denominations. 44. Is it because some are opposed to an unlimited and uncontrolled reading of the Bible, and others are in lavour it, that a tvhole population is to be de- prived of education ? Surely not, especially when there are such easy, practi- cable and safe means of compromising the opinions of either. 45. Those who think that no restraint should be put upon the reading of the Bible, will readily admit that the children frequenting the common schools, will never have the leisure, and fev the capacity, to read through the sacred volume^ The teachers themselves will ^^cnerally be found averse to and incompetent for such a task ; and those wliose mental powers happen to be of a higher stamp, would disagree, introduce useless and dangerous controversies, and instead of securing the good will and respect of their pupils, >vould embittt'r their feelings, and set them against one another. 46. Then is in the Bible and the New Testament, enough of general doctrine which applies to and should regulate the actions of men, to f jrra a volume which would be both attra ;tive, interesting and useful to the young. The i>rinciples of* sublime morality which jtervade the whole volume, are intermixed with such an abundance and diversity of facts, that judicious extracts made therefrom, would, in this respect, answer all purposes. 47. Now, to suppose that the clergymen of the different denominations of Christians in Canada, would be opposed to such a course, is an insult to them all, it is a gross libel on the best feelings of humanity. 48. I therefore take it for granted that there will be no difficulty in bringing together, a respectable number of divines of all the different denominations, for the purpose of agreeing on such extracts as will form a book easy to be understood, and which will become of infinite use and benefit in the schools, lay the foundation of religious and moral education, without interfering in the least with any dogma, and be the means of effecting what our Saviour did seek to establish on earth, good will, charity and love amongst all men. i\ '.I s i 15 t, of course,' 1(1 as it has iction >vouId ly system of inclatioii, but nd effect the illed reading is to be de- 2asy, practi- ading of the schools, will red volume* •mpetent for gher stamp, I instead of cir feeIingS| ral doctrine lume which )rinciples of* r'ith such an om, would, nnations of ult to them in bringing ions, for the understood, foundation any dogma, h on earth. LETTER XIV. 49. Should it bo doomed advisable to teach catechism in the schools, on tho ground that tho book of extracts mentioned in the preceding letter, although answering all the ends adverted to, would nevertheless be insufficient to instruct the children in tlicir faith, I would beg leave to be permitted to observe that such a special instruction should perhaps altogether bo left to the clergymen presiding over the congregations the children respectively belonged to. It is their pro- vince, it is tlieir duty to attend to those matters, and surely they are or should be more competent to discharge that most important duty, than school masters. 50 But I will suppose for a moment that catechism should bo taught in the schools, what is there to prevent the carrying into execution of the following rules, namely ; let the protestant children enter tho school in the morning, an hour before the usual time, and repeat tho catechism ; in the afternoon let the catholic children be allowed an hour either before or after school time, for the same purpose. Is there much, is there any practical objection to such a reason- able arrangement ? there can be none. 51.1 entreat all thinking men, seriously to reflect on what I have said— those suggestions are not made at random ; they are the result of continued medita- tion. The correctness of my observations, struck me at once, but I did not trust to the first impression, I tiiought and thought again, compared and consulted, and after mature deliberation, I was impelled by a sense of obligation, to offer my humble assistance in aiding tho progress of a cause whereon depends our fate. LETTER XV. 52. It would bo less difficult to carry out an indiffer-nt system of education, with the aid and assistance of intelligent and truly good men, than it would be to attempt any successful experiment of an excellent system, were its operation to be entrusted to men neitiier philanthroi.ic, respected or possessed of great moral courage. 53. lu a country liia^ Lower Canada, the above remark admits of only one inter[>rctation, tiiore cannot bo two. 54. The enlarged, disinterested and patriotic 'views of certain high minded men, have at all times, and under tlu) most trying circumstances, enabled them to do more for tlio good of their countrymen, than all the legislative provisions and governmental a<'ts could ever effect. 55. It is therefore ovi.lent that the success of a system of education, either this or any other, whether the difficulties of its execution be very great or less, will depend on the way it is attempted to be enforced. There are certainly prejudi- cos: my object, as I have stated very plainly, is to put down national distinc- tions, that wdl bo the mainspring of tlje working of the whole. None, therefore 16 but men who arc poABCsscd of groat moral courage, who nro the true friends of their fellow beings, who arc thoroughly acquainted witli the relative position of all parties in Canada, and whose advice and recommendations will ho attended to, and acted upon by both pttpulations, need be selected for the purpose. 56. Neither the English nor the Canadian population will have any confi- dence in the working of (lie system, if its operation happens to ho under tho auspices of men who are not perfectly free from all natiimal feeling whatever, and known as such. 57. The task will he an arduous one, and most likely to prove any thing but agreeable. If performed honestly and ct»ura!j;eoiisly by intelligent men, tho whole country will, I have no doubt, see better days ; and these men will go down to the grave, with an hoiuturablc conscience of having been instruniental in imparting to their countrymen, the blessings of education, peace, comfort and happiness. M ISi LETTER XVI. 58. Havmg disposed of the most important part of the subject, I will now, from the principle and basis of tho system, [)ro( ccd to the details, anil enquire into the mode of carrying it fully into execution. 69. What remains to be said, may come umifr three heads, namely : — I. The mode of raising the education or conuiion school fund, and all that pertains to the pecuniary (lop;irtment. II. The means of etrectually carrying into execution, the present system ol education, comprising the organization of the common schools. III. The discipline and interior managcnncnt of the schools. 60. Following up the foregoing division of the subject, let us enipiire, first, into The mode of raising the Educatiox on Commox School Fund, anu ALL THAT PERTAINS TO THE PECUNIARY DEPARTMENT., 61. In this, as in some other countries, where the grown generation has not the advantage of being generally well instructed, it cannot be ex[)ected (l)at their zeal for the education of their childnm, will lie very great. Unaware of the immense power of knowledge, many of those parents wiio are deprived of it, will more or less keep buck. Others overrating the value of the aid'and assistance- they derive from their children, esi)ecially in the country setllements,*Avili', mostly look to actual pecuniary profit, and neglect the means of securing iustructioii and all its consequent blessings for tlieir children. 10 friends of > position of lie allondcd oso. 3 nil)' confi- 3 under tlio p wlmtovor, any thing It men, tliu en will go istriiiiuMital ^uniCort nnd It 63. Morsorer, it has been loarnt by exporiencs, that what costs little, is in general little thought of. Education, if those wlto require it most) are not made to contribute to the means of bestowing it, will stand low in their estimation, and little trouble will be taken to obtain it, 63. Besides actually contributing to the Education Fund, and to the means whereby the system is to be kept up and carried through, thu parents should bo induced to take a direct interest in the operation of the schools, and that interest must be such that none of the children capable of attending school, bo kept away from it. In my next, 1 will exemplify this. will now, ml enquire 1(1 all that t system ol , first, into l/NJJ, ANO iMi has not that their iire of tlic /if it, will assistance- 'ill' mostly ustructioit. LETTER XVir. Gl, In order to induce tho people not to make light of education, and to feel nn interest therein, and when so interested, to send tlicir chihiren to school, a pecuniary contribution by means of a direct tax, must bo recurred to. Go. It will be objected that a direct tax will be un|)o[tular, tha' it will excite tho people against the working of the system, the ends whereol, ,i\ly in con- sequence, be defeated, 06. In answer to these objections, I beg leave to ofter the following observa- tions. A direct tax is not always an inconvenient mode, even to tho man who pays it, of raising a revenue whatever ; and if, in the present case, as will lie shewn, the people are made topay much less, in order to secure to their children a good education, than they would, under the operation of other systems, have to con- tribute indirectly, and obtain for them but a bad education,. then there can bo uo doubt as to tho propriety of taxing directly. 67 Independent of a direct tax which will bear but very lightly on each head of a family, there shouUf be a fine imposed ,'upon parents who don't send their children to school ; such fines being applied to tlie purchasing of books for the use of the schools. 68. Those even who are of opinion that the com"se pointed out, is inexpedient, will not deny that it will force parents to send their children to school. Shoul there be any grumbling after all, it must be of short duration, and the benefits which will be secured both to parents and children from the useful education bestowed upon the latter, will soorr and richly comi>ensato for the little ill humour occasioned by the course 1 suggest. 18 69. It itrikei tn« tliat (h« only cauM of th« direct tax being, perhaps, a( first unpopular in aomo quarters, is the want of education in many parents, and their inability to appreciate the blessings of knowledge. Are we then to wait until the present grown generation has altogether disappeared, to propose a system, the object of which is to rotncily the present evil, and guard against worse .' 70. I will, in my next, clearly show that under projier management, the pa- rents have in the present, every tiling to gain over tho past systems, if they are- made to pay a direct tax. m Vi LETTER XVIII. 71 It bcin^^ apparent that in the prosont stato of sonipty in Lowor Canada^ direct taxation is essential to create that interest for the education of the youngs which will be wanting in a high degree for some time, I will now show that far from being oppressed, the parents will bo made to pay much less than under the operation of forn^r systems, 72. To instance this clearly, let us take the Education Bill of 1836, which was intended to be, as in fact it was, a better provision for the wants of the country, than any of the others which had preceded it. 73. Under that system, the country was to be divided into 1,658 school dis- tricts; let it be divided into 1,300 tlistricts, so as to enable us to understand better, the following calculations taken from the Report, mentioned hereafter. It has been estimated on an average, * that in each school, there will be at least 60 children always attending. Taking into consideration the amount of tho School Fund, that to be completed to make up the sum required to meet tho expenses of the whole establishment, including normal as well as elementary schools, allowances for "oor districts, purchase of books, &c., it was computed under the system of 11 J6, that in order to educate 33,160 children, £71,000 yearly, were required, < king out of the pockets of the inhabitants ovv'^rv year, in the rural districts, . 0,600, falling upon, at most, 33,160 parents, each parent paying about 16s » year. 74. From a better cc ibination and calculation, £25,000 only would come out of the pockets of tho:j parents, by means of a direct tax of 8s. or 10s. a year, and what is more striking, is that the same amount, at a much lower rate of assessment on each inhabitant, might be realized between 200,000 tax payers, i|[istead of falling on 33,160 parents. I * Mr. A. BuUer's Report to Lord Durham. tt lapt, a( first I, and their ) wait until 3 a system, vorso ? mt, the pa* if thoy ar& ir Canadfl, tlie youngs show that 1 less than 536, which ints of the school dis- understand }iercafter. be at least unt of the meet the elementary s computed n, £7 1,000 noxY year, rents, each 'ould come lOs. a year, jvev rate of lax payers, 4 is. So that under tha Bill of 1830, 50 parents would hav« had to pay sach 16i. yearly, by means of contributions pmong a small number 33,160 tu make up th« sum of £30,600 ; whereas a direct tax of 2s. 6d. on each of about 200,000 parents would form the lesser sum of £25,000, coming out of the pockets of the inha- bitants in the rural districts. 76. Again, under the operation of the Bill of 1836, 33,160 rhildren would have been very indilfurtintly educated, at the enormous cost of £71,000, wheroai by means of the direct tax above mentioned, double that number of children, that is, about 66,320 miglit bo well educated for £57,000. 77. 1 have made use of the preceding calculations, to prove that not only will education progr«iss better by means of direct taxation, but that the parents will have to pay much less than they would otherwise have to do. LETTER XIX. 77. The sums of money mentioned in my preceding letter, will form part of the complement to be paid by the inhabitants, in order to make up the deficit of the whole sum required iu support the establishment. 78. How, then, is the fund itself to be obtained, and how must it be ap- plied ? 79. In the adjoining state of New York, wliere they have had much experi- ence in those matters, tiio Legislature supplies each town * with a certain sum yearly, to i lect the expenses of elementary instruction. The town, on the otlier hand, is bound to assess itself to an equal amount, — that system works well. If the town had to provide alone for the amount required, it would, in all probability, either refuse, or be incapable of meeting such a demand. On the contrary, were the funds exclusively derived from the aid or vote of the Legislature, the town would not feel any interest in watching the application of the monies of which it would pay but a very small proportion. The Legis- lature is liberal in its aid, without however impairing the interest which one always feels in his own deeds. 80. Besides, in the State of New York, the prevailing opinion which is found to be in accordance with experience, is in favour of that system. The poor is more jealous to obtain means of instruction which bear light on him, but which he knows he contributes to, than he would be to procure them, were they gra- tuitous and bestowed as an act of charity. 81. In the State of Connecticut, as early as 1655, parents and mast'ers neglecting to send their children and apprentices to school, were liable for the first offence, to pay a sum often shillings; twenty shillings, if three months after A town consists of lands, houses, public buildings, roads and inhab'.tants. tke first condemnation, a second became nccosmry. In case or a third ofiencd, the delinquent was liable to a higher fine, or could be deprived of the guardian- ship of his children or iipprentices. 82. A combination resulting from both those systems, might, I believe, answer •ur wants. The fund might be raisod as in the State of New York, and the supineness of parents might easily bo corroited by means of a direct tax, and fine incase they should neglect sending tlioir children to school, from the age of five to that of sixteen. 83. The above Jire merely suggestions, admitli!ig*»f modifications; they may, however, sufiice perliaps, to lead to bettor. 'l; ;i i LETTKIl XX. 84. I hope I have been nndurstood. Tlin sup|die« to carry out the system, will be deriv 1 partly from the voto tif thu F/OgiNhiiure appropriating from the proceeds of the School Fund, a certain sum t)r money ; the suiplus, the localities will have to provide for, by moans of nssnssmt^nls; the votes of the Legislature taking effect only, when tlie local asscssnatMits are made availa'jle, and not till then. 85. The Jesuits' Estates, whenever placed at the disposal of the liCgislature, (a course which it is theduty of (ho (Joveriiintint to pursue) and public lands, would yield a considerable part of the sum r('<|uirn must be hints, and hose which jrwards to I. cing at the r that such icficial the it, display- Ige among the young lar system orded that and cold c Govern- d4. It is to b« hoped that tho United Legislature, at its first session, will give this important subject its most serious attention, and prove to the community at targe, Uuii we are no longer to be deprived of a system of education by means of which, the same and indistinct instruction shall be given to all classes, what- ever may be their origin, religion or politics, national distinctions effaced, peacfi and harmony, confidence and happiness restored, and the prosperity of the coun- try secured. LETTER XXIIL 95. I now come to The means of effectually carryino into execution the present sys- tem OF Education, comprising the Organization of the Common Schools. 96. The Government and the Legislature cannot be too often reminded that the success of the system (whatever it may be) will chiefly depend on the men who are selected to carry it through. Truly patriotic and disinterested, clear- sighted, practical and very energetic but prudent, such must be the men at tho head of the system. 97. Besides, as already observed, those men, however intelligent and honest they may be, can never expect to see their laudable exertions crowned with success, if they are not favourably known to the country, and distinguished by their being perfectly free from national prejudices. 08. I will go further : one may be free from national prejudices, and yet not possess that moral courage which alone enables a truly philanthropic man to carry out his views, without allowing himself to be deterred by party clamour, or by blind and obstinate opposition caused iind kept up by ignorance, which it is his object to dispel. 99 It is not difficult to see the truth and bearing of the foregoing observa- tions ; it remains therefore for the Legislature and the Executive, the first carefully to legislate, and the latter judiciously to select men who will advance, instead of retarding the course of Elementary and Practical Education in Canada. A failure in that respect would be fatal, and with the Legislature and Executive would rest the awful responsibility. t* LETTER XXIV. 100. In order eflectually to carry into execution the present system of educa- tion, the first step is, I apprehend, the dividing of the whole country into school districts. 101. A commission should, in time, be appointed for that purpose: it should of course, consist of men well acquainted with the country, and who from their character, would ensure to the public, a correct and impartial discharge of their duty. I take it for granted that their powers will be limited to the object now in contemplation, and that the moment the divisions are made, and their report thereoT laid before the proper authorities, their jurisdiction shall be at an end. 102. Territory and jjopulation should be combined : territory in order to centralise the chief localities, for the more convenient purposes of the inhabitant* and their children ; population to equalize, as much as possible, the grants anti rates o( taxation, and have a standard basis whereon a fixed and uniform reparti- tion may be acted upon, and justice done to all equally. 103. In principle, it should be so, I think. When Wc come to tho practical operation, such a course will not only be found perfectly consonant to justice, but singularly easy, and such that none or few will object to it. 104. By referring to Letter XVIII, No. 73, it will be seen that I have made use of certain calculations to be found in a report therein mentioned, grounded on the supposition of the existence, of 1,300 school districts. Such a division of the population and territory is of course inapplicable to my system, the inferior departments whereof, if engrafted upon and made to work with the two Ordinances mentioned in my next letter, must necessarily require different sec- tional divisions, as will be explained. No. 115. 105. The propriety of thus laying a fixed principle or basis is apparent— the population being always on tho increase, the mode is equitable, and in practice, it admits of no diliiculty. 106. Territory being alco taken into consideration. It follow's that until a new district is formed, owing to .in increased population of 300 inhabitant householders, the children of that surplus population would attend the schools in the adjoining district. On their applicalion. and subsequently, on a representation thereof being made by the School Wardens to ♦he Inspectors, and by the Inspectors to the Superintendent, a new division w>Mild he cITected. This will be better understood, when we conic to (hat part of the system more particularly cou- tioctcd with those different officers. m emofeduca- y into school e: it should 10 frorr. their irge of their ! object now their report It an end. in order to ; inhabitants 3 grants and brm reparti- ho practical to justice, have made i, grounded 1 a division the inferior ih the two ilTcrent sec- )arent— the in practice, intil a new usehohlers, 13 adjoining ion thereof spectors to I be belter ihrly con" LETTER XXV. XOl. If there be municipalities in operation, wlien the school system is oerried ttito execution, its working will greatly be facilitated, especially in that which will be more closely connected with the election of the different officers neces- sary for the carrying into effect, of the various legislative enactments to be expected in that respect. 108. Assuming then, the existence of two Ordinances passed by the Governor and Special Council, one 4th Vict. c. 3, intituled, " An Ordinance to prescribe and regulate the appointment of certain officers, in the several parishes and townships in this Province, and to make other provisions for the local interests of the inhabitants of these divisions of the Province;" the other of the same year, c. 4, intituled, "An Ordinance to provide for the better internal Government of this Province, by the establishment of local or municipal autiiori- tios therein," or some other like legislative enactments whereby municipalities and parish and township officers might be appointed or elected, for the local interests of the inhabitants in the country settlements, I n-kw proceed to suggest a plan of organization which appears to me to be comprehensive, simple and free from those intricacies and multiplicity of office, which are both inconve^ nient and dangerous ; inconvenient because they embarrass the energetic action of a system ; dangerous, because splitting as I might say, that very same action, . they lessen too much, the responsibility which sliouhl and may safely attach to the few departments coming within the present system. 109. The first of the above named Ordinances provides' for the election of three Assessors within every local division consisting of not less than 300 inhabitant householders, who "shall assess all such rates ^-uid taxes as shall be imposed by any act or acts of the Legislature of this Province, or by other competent authorities, and be payable by the inhabitants thereof." It provides also for the election of a Collector for each of the said divisions, whose duty it shall be " to demand and receive from tlie inhabitant householders of the local division for which ho shall have been elected Collector as aforesaid, all rates and assess- ments due and payable within such local divisions, cuid he shall, account for, and pay over tiie monies so received by him, in such manner as shall be directed by law." 1 10. By the other Ordinance, c. 4. seo. 28. it'is enacted that " it shall be lawful for the Governor of this Province, to appoint in each of the said Districts, one fit and proper person t.i be and be called the District Treasurer ; and such ap. pointment shall be made by an instrument to be issued under the Great Seal of this Province, after the person named by the said Governor, shall have fH>t given good and sutTicicnt security, to be ascertained and determined by the s-e Speaker of that Itranch of tlic Legislature ; it has therefore, I might say, a semi-inllucnce over tiiat body, or may have it over some of its members. It follows therefore that if tlie Tribunal of Impeachment is composed partly of members of the Legislative Council, and partly of members of the House of Assembly, there should ho i'tiwvr apt)ointed by the Upper House than by the popular branch, otherwise it will be impossible to maintain that equilibrium which should be preserved in all the departments of the school system, in order to ensure a pure and unsuspected administration of the whole, to all classes without distinction. 121. I beg leave to add that it is well to guard against all human prohability of connivance between all or ])art of the members of the Tribunal of Impeach- ment, for I lie purpose of defeating the ends of justice; the greater, therefore, the number of judges, especially if they are taken from different bodies, the less danger there will bo of their uniting for the unholy ends above adverted to. 122. Having given this subject all the attention I have been capable of, I have come to this tlie following conclusion : — 123. I pro})osc that the Tribunal of Impeachment he composed of seven mem- bers, two named by the Legislative Council, and three by the House of Assem- bly, and that the Speaker of tho Legislative Council, and the Speaker of the House of Assemlily, be cx-oj/icioy and of right, members of the Tribunal. 121. There being seven nieml)crs, no decision but that of the majority may he expected, nor over made available. r ' 1 30 LETTER XXIX. 125. The Province should bo divided into five Inspectorships, each Inspector to be api)ointed by the Governor, during good behaviour. Those inspectors shoubl, in case of malversation, bo accused before, and judged by the Tribunal of Impeachment mentioned in my preceding letter. Each Inspector sliould re- side at the chef-lieu of the Division or Ins[)eclorshii>. I i)r()pose five Inspectors, in order thai there may be one in each District. Their (Uities should consist in receiving, collecting and classifying all the Reports made to them by liie School Wardens; making extracts from these reports, and sending them every six months to the Superintendent, together witii their own observations on the state of the schools, &c., in the shape of a Report which should receive all possible publicity, in the Division or Inspectorship. It should be the duty of the Inspectors, to visit at least once a year, all the schools in their respective Inspectorships. Tliey should, like the Superintend- ent, under pain of removal, abstain from meddling with politics, discard all na- tional distinctions and sectarian principles, views and discussions. 126. It is obvious that those Inspectors should be men of character, and that their intellectual and moral (pialifications should hardly bo inferior to those which are required from the Superintendent. 127. I would see no objection in applying to the three towns, the principle of organisation which I have suggested for tlio election of Assessors and Col- lectors, and the appointment of School Wardens ; bearing in mind nevertheless, that the number of Assessors should, as much as possible, be proportioned to the population, and the School Wardens should consist of a certain number of house- holder residents appointed by the Inspector, and an equal number appointed by the City Council. The monies collected in pursuance of assessments, might be paid into the hands of the City Treasurer. Tliere being no Corporation in tho town of Three Rivers, a Treasurer might be appointed by the Governor, and bo subjected to all the duties consequent upon such an olnce, and which would bo very nearly the ^ame as those to be discharged by the District Treasurers. It is of course, to be expected that the District Treasurers and tlic City and Town Treasurers would receive an additional salary, in consequence of the increase of their duties and their responsibility. 128. I shall next take a comprehensive view of the whole organisation, and show tliat its various and component parts are likely to be a salutary check upon each other, and be the means of securing to all classes, witliout any distinction whatever, a lair and beneficial administration in all the departments of tlie system. *• 1^2 ^ '« Qch Inspector io In8|)t'ctor.s tlic Triliunul lor sliould rc- c IiKspectors, uhl omsist in y tiic School n every six i on the slato c uU {)ossibIo year, all llie Superiiitcnd- icard all na- cr, and that ior to those he i)rinciple ors and Col- nevcrtliclcss, tionod to the jer of housc- ippointcd by ts, might be ration in the rnor, and bo ch wouhl bo iircrs. It is ' and Town the increase isation, and check upon distinction cuts of tll(! 31 LETTER XXX. 129. In order to sec clearly into the principle and the practical part oftho organisation of the system, it is well wc should first glanco rapidly at what is contained in the four preceding letters. 130. The Province * is to be divided into School Districts of 300 inhabitant householders ; territory being also taken into consideration, in order to centralize the chief localities, for the more convenient purposes of the inhabitants and their children. Those divisions are to be made by a Commission whose jurisdiction and powers shall cease, the moment their Report is completed and submitted. On the representations made by the School Wardens to the Inspectors, and by those funr(ioniui(js to the Superintendent, new divisions will bo cflectcd, the surplus population to form until then, part of the adjoining School Districts. In each School District, there are to bo elected three Assessors. In each School District, there is to bo elected a Collector, who is to give good and suflTicient security, &c. The monies collected by the Collector in pursuance of the assessments made by the Assessors, shall be paid over to the Municipal District Treasurer to bo appointed by the Governor, under the provisions of such laws as arc or may bo enacted for tlio establishment of District Councils, such Treasurer being bound to give good and sullicicnt security, &c. Tiiere shall be in cacli School District., School Wardens invested with the rights and powers which might attach to School Commissioners, Trustees and School Visitors, to consist of the resident ministers of religion, two householders resident in tlio School District, appointed by the Inspector, and two by the Dis- trict Council, yearly. The Province is to be divided into five Inspectorships, each Inspector appointed by tlie Governor, during good behaviour. At the head of the whole system, will be placed a Suporinlendont called the Superintendent of Common Schools, to be also api)oiiiled by the Governor, during good bchuviour. The Su])criutondcnt and Inspectors shall bo bound, under pain of removal, to nbsUiin from meddling with politics, discard all national distinctions andseoturiun princii)les, views and discussions. Ill order to avoid the interference and iuflucnco of tlie Governniont or tho people, and enable thorn to discharge their duties without fear or favour, tho Supt'.rinlendent and Inspectors cannot be removed, unless accused before, and convicted i>y a tribunal to consist of seven members, two named by the Logisla- * Tho word " Province" is here used to designate tho ci-dcoant Province of Lower Canada. iil tivo Council, tlircc by the House of Assembly, and the SiJcakors of each of those, branches of the Legislature, to bo ex-officio members of tliu tribunal. Slight and unimportant modifications will be required for the three large towns, as observed, No. 127. 131. In my next letter, I will shew that from the foregoing organisation, such- a cumbination will result, as will ensure a perfect equUihrium. 1 LETTER XXXL 132. Ihavc, I trust, in my 12th Letter, satisfactorily mado out that tho. management and responsibility of the school system, should bo left exclusively neitlier to tho clergy, nor tlic Government nor the people, but should be shared' by them all. 133. Tho organisation I have suggested, is combined in such away, as tO' meet this all-important point. The people will alone elect the Assessors and Collectors, and by means of tho ■ appointments made by the District Councils, secure in eaclt School District, two School Wardens whose rights, duties and powers arc very extensive and important. The Treasurers and Superintendent arc appointed by the Go- vemor, but they arc accountable to the Legislature, since the Governor and the Superintendent to whom they shall have to make returns of all the school, expenditure, must lay the same before the Legislature. The Clergy will have a very important share both in the respyonsibility and the management of the school system, it being their privilege and their right that all the resident ministers of religion in each School District, and a certain number, in the large towns, be ex-officio School Wardens, the duties and rights of those officers, embracing all those usually vested in School Commis- sioner?, Trustees and School Visitors. The Government will have the appoininentof the District Treasurers, the- Inspectors and the Superintendent. Here again, the public have a guarau'j.f for the impartial diischargc of the duties of those officers. The Treasurers' accounts are to be laid before the' Legislature. The Superintendent and Inspectors are appointed during good behaviour, and cannot be removed but by the judgment of a Tribunal, the com- position whereof is such as to place it above all sus[)icion. It is evident therefore, that the various and different component parts of such an organisation, are likely to be a salutary check upon each other. 134. In devising such a plan, I do not lay exclusive claims to originality. I have consulted different systems, retrenched, added and combined, and I have, I hope, presented one which, on reflection, will be found to be in accordaiice with the circumstances and wants of the country, aiul such as to secure th& rights and privileges of all classes without distinction. D ii:![ li of those threo large ;ation,0uuh' that tho. xclusively bs 6harcd' way, as tO' (oans of tho istrict, twQ cnsive ami y the Go- tremor and the school sibilityand their right d a certain duties and A Commis- surers, the irgc of the before the uring good il, thecom- nt parts of her. inality. I md I have, iccordance- secure the. as LETTER XXXil. tS5. At the outset, the operutiun of the School Law may bo altcndud \t'\iU diilicultius. However,, should it bo deemed advisable tu appoint a Cuminission, it should bo for ih)m tlier purpose than tho dividing of the Province into School Districts. Tho checks resulting from the different component parts of the school orgiiaisation above detailed, are likely to contribute powerfully to tho working, of thu system, by making it popular. Commissioners ap[ioinfcd by the Crown, would not olfer any of tlio guarantees tlie Clergy and the people liuve a right to, and wliich wouhl bo met at the hands of the Superintendent and tl.o In- spectors directing, and supported by the simultaneous and energetic cu'opcrutiou of the other departments. 136. As soon therefore, as tlic School District Divisions are made, let the Superintendent and Inspectors be appointed, and all the elections and other no- minations gone through. I take it fur granted of course, tJiat the municipalities, and the law regulating the election and appointment of parish oHiccrs, will then be in operation. There will be less to do at (irst, than when the whole is in regular jfrogross, but that is no reason wiiy the proper and best mode of doing what is to be done, should not at once be adopted. 137. It is certainly fortunate in one respect, that there is now no system what- soever in oj)eration. — no previous claims, no acquired rights, no plans to execute, and no conllicting interests to impede the progress of any organisation which it would 1)0 necessary to engraft on that existing at the time. 138. r beg leave to remark that it will be the duty of us all, to aiil, to tho utmost of our power,, the working of the system of EJemcrrtary and Practical Education that will, be sanctioned by the Legislature. It may be deficient in some respects, but if upon the wliole, it is such ivs to lay the foundatit)n of u solid edifice which may in time, be brouglit to perfection, or considerably im- proved, surely we cannot ask for more. 139. Let those who are desirou.s^of seeing their fellow men educated, and rise in proportion to the degree of instruction which it is sougiit to impart to them, give the subject their best consideration. Their observations and their sugges- tions .shall,, of course, be welcomed. Whatever is wrong in the foregoing sys- tem,, and whatever is found to be incorrect in what remains to be said, let them point out, not fitrgotting however that the ensemble rather than the minute ex- amination of each part separate from, and without reference to each other, should bo looked at, in order to calculate what the probable ellecl will be. J& II •! 11 LETTER XXXIII. 140> The greatest defect which our common school s^^stem must be expected to labour under for some time, will be »he doficicncy under which the Prussian schools languished so long, the want of efficient and qualified teachers, an evil which it is important to cure by means of an active but safe process. 141. In Prussia, as well ns in the United States where they have profited by the experience of that country, Normal Schools have been resorted to with suc- cess, and I have no doubt but what wo may do much in the same way, if we only take the right course. 142. No material progress was ever made under any system of education, " until the ancient practice uf teaching, by merely storing the mind with facts, was exchanged for that which first investigates the intellectual faculties and the laws of their developement, and adapts to them, the proper subjects of instruc* tion, and ths methods by which knowledge is most successfully communi- cated." 143. The truth of the preceding observation which has been made by a man of talent and much practical knowledge, iM so apparent, that it must at once, strike every reflecting mind, that our own system of Normal and other schooliii, should be based upon the same principle, otherwise the end which we have in view, the improvement of our fellow men, and their education both moral and intellectual, can never be attained. 144. Although I shall in another place, have occasion to dilate more than I feel myself at liberty to do here, on the course of instruction which alone may enable us to reach the point wc aim at, still I cannot forbear from availing my- self of another remark for which I am indebted to n very intelligent man,' — "no plan of education can now bo ronsldorcd complete, which does not embrace a full developement of the intellectual faculties, a systematic and careful discipline of the moral feelings, and a preparation of the pupil for the social and political relations which he is destined to sustain in manhood." 145. From theabove principles and observations, it follows that there must be a common and fixed standard of jirimary education. The only way to make it so, is the establishment of Normal and Model Schools, where good and uniform instruction will be obtained for tho tojichers destined for the Common Schools. In my next, I will suggest what I consider tho best mcde of attaining such n desirable end* be expctitecl I the Prussian phers, an evil Is. [e profited by to with sue- way, if we r education, with facts, ilties and the tsof instruc* y communis- de by a man must at once, )ther schools, 1 we have in h moral and i more than I ch alone may availing my- tman,' — "no t embrace a ul discipline and political lere must be y to make it and uniform le Common ling such tt 95 LETTER XXXIV. 146. Having shewi that, at ilie very outset, Normrl and Model Schools Should be established, 2 now procRed to the organisation of these indispensable institutions. 147. Should the Judicature Ordinance ever go into operation, there will be four large districts or Territorial Divisions. In that case, I think there should be a Normal School for each District, to be centred at the chef-lieu of each. Should the present Judiciary system be preserved, or any other devised and carried into execution, there should, in my opinion, be a Normal School for each of the graad divisions of the country, to be, of course, located at the chef-lieu of each of these grand divisions. It is not necessary to inquire now, what should be the course of studies in the Normal Schools,! may in all probability, do so hereafter ; suffice it, for the present, to remind the reader that the course of studies to bo followed, will be under the exclusive control of the Superintendent. 148. I much approve of the suggestion which has already been made, of hav* ing a farm attached to each Normal School, where both tlie Jheory and practice of agriculture might be taught. 149. Female education should by no means, be neglected; it should receive- the best attention of the Legislature, and that of intelligent persons whose indivi- dual exertions are likely to aid in its improvement. Women exercise, or should exercise considerable influence in society; to them, the early education of children is mainly indebted for its success or failure, its progress as well as its perfection being essentially dependent on, and resulting from the first impressions they receive. 150. I will not for the present, enlarge on that all important subject; the short and rapid notice 1 have thus taken of it, will suffice to show the necessity of extending to the ntiier sex, all the benefits of Normal and Model, as well as of Elementary Schools. 151. It therefore appears ('■• me, that the Legislature should, out of the School Fund, provide for the formarion and maintenance of a Normal School, not only for males, hut also for females, in each of the large Districts. 152 It would be impossible, by means of four or five Normal Schools, to form u sufficient number of teachers both male and female ; other and more conveni- ent, cheap and ready means of instructing teachers of both sexes, and also giving a ^ -r education to such as would be desirous of procuring it, must be devised. 153. In order tnestablish schools of thatdescription,teachers will be required; however there will be less difficulty in obtaining '.he requisite number of teach- ers for Model, than for Common Schools. When that small number of instruct- ors lias been procured, Model Schools may be set in fuP operation, without much difficulty. / / .•— ^ 3G 151. Let thoro be a Mcxlel School in eacli county. None but boys ami girU, provided witli a certificate of capacity, good conduct and religious principles, from the teachers in Common Schools, and the School Wardens in the School District in which those boys and girls have been educated, should be admitted into the Model Schools. 155. In order to excite emulation and secure proficiency, I think, it should be a rule that every year, the most proficient boy and the most proficient girl in each District Common School, should be of right, entitled to admittance into the County Model Scliool. By means of such an arrangement, there would always be in each County Model School, as many boys and as many girls, as there would be Common Schools. It might be prescribed in the School Law, that at the outset, six boys might be admitted into the County Model School for boys, and the same number of girls in that for females. When the system would be in regular progress, there should, of course, be no limitation to the number of scholars. 156. In order to secure teachers, it would be well to allow each boy avid ourh girl studying in the Model School, two pounds a year, on condition of i!.o:v becoming teachers at the expiration of their school time, making it incumbent on each, to give security for their refunding the amount, in case they should not fulfil the condition. That allowance, though not considerable, independent of its being an encouragement to young people, would aid them in meeting the additional expense attending their being often removed from the parental roof. 157. Whenever a vacancy occurred, in the Model School of any county, a teacher of Common Schools, should have the privilege of promotion, and on his or her being chosen by the Inspector of the District, out of a certain number consisting of one boy and one girl from each School District, recommended by the School Wardens of each School District in the county, or a majority of them, as possessed of rapacity, good conduct and religious principles, he or she should become teacher in that Model School. 158. The Model Schools should be, in all that has reference to examination, visiting, and dismissal of tcacliers, under the immediate control of a certain number of School Wardens and the Inspector of the District, in the following manner. 159. As it is impossible to bring a Model School under the immediate, ready and efiicat ions control of all the School Wardens in the county, cne School Warden might be chosen by the School Wardens in each School District, and of such so chose)\, might bo formed a Board for the above purpose. Any dere- liction of duty, the teachers would be guilty of, or any compiaint made against them, would have to be investigated immediately, and, if substantiated, reported to the Inspector, who, thereon, would dismiss the teacher, and appoint another out of those recommended, as provided under No. 157. 160. Whatever legislative provision is made on this ;artirular point, will require to be very precise and accurate. d: 'i I )yflandgirl«, 8 principles, 1 the School be admitted , it should be cient girl in ince into the ould always there would that at the or boys, and would be in B number of )oy aiiu' o'l.'li ion of tLoiv it incumbent y should not ependent of meeting the arental roof. y county, a 1, and on his rtain number mmended by rity of them, T she should examination, of a certain le following ediate, ready cne School District, and Any dcre- nade against ed, reported oint another ■ point, will m LETTER XXXV. 161. It has already been suggested, and very properly in my opinion, that tho teachers of Common Schools, should be bound, during vacation, to attend the Model School of their county, to improve themselves, and become competent to discharge their duties. 162. Besides this advantage, another would be obtained, I mean uniformity of teaching, at least in the leading part of it. 163. It is evi(lent that male and female Common School teachers would re- quire less time to learn at the Model Schools, than boys or girls sent from the latter, for the purpose of becoming acquainted with the art of teaching, and their frequenting Model Schools in vacation would, if at all turned to protit, be of signal service both to themselves and the children. 164. I have (No. 155) suggested that every year, the most proficient boy and the most proficient girl in each Common School District, should be of right, entitled to admittance into the County Model School. It is plain that we must not stop there. Those boys and girls if they stood foremost in the Model School, or others who would, should, when so determined by the Board of School War- dens provided for, No. 159, be sent to the District Normal School, either on ttjeir own pecuniary means, or, on a recommendation from the Board, out of the fund for the indigent, as specified in the apergUj or sketch mentioned in the next letter, and to be found in the Appendix. 165. The Normal Schools would of course give a decided high tone to the mode of tuition. In them, young people of both sexes, would acquire more knowledge than in the Model Schools, and would thereby qualify as teachers in thoso Ivlodel Schools, to which they would impart a vigorous and elevsited charac- ter, ut n ako themselves competent for teaching in a higher sphere of education, if, aii i' is natural to expect, provision is made at a future period, for maintaining i.isiii'^r ■icliools. I' 0. proposing, as I do, to limit the operation of the present system, to EleuifciKary and Practical Education, I must not travel out of my way and spe- culate on the probable or even possible ellbcts which a discerning mind will, at once, bo led to anticipate from tho judicious management of the Normal Schools, in respect of what, does not exclusively bear on the working of the system. In Prussia, n.> material advances were attained until teachers' seminaries had been eptablished, and a new class of instructors had been trained up ; this is a con- sideration of sutHcient importance, to leave no doubt on our minds, as to the pro- ;victyi»f adopting in Canada, a mode of improving which has been so eminently wcccssful in Prussia. 167. I need not dwell on tho attainments wiilch would be required at tho hands of the teachers of botli scxcf?, in the Normal Schools. The Superintend- ent under whoso immediate and exclusive control those schools would bo placed, 38 Svoniil feel too much Interested in the proper working of the whole system, no( to make judicious selections of teachers, and watch v'u;ilantly over them, as well as on every department of those schools. 168. The competency of students in Normal Schools, to become teachers, and therefore to leave for that purpose, might be determined, 1st, by the certificate of the Professor in the Normal School. 2d, by a reference to the District In- spector. 3d, by the ultimate and final decision of the Superintendent, if required. 169. Any other and better practical mode of attaining the same results, should of course be preferred. y\w 't\ I LETTER XXXVI. 170. Before I close esent series of Letters, I will lay before the publi(i an apergu or sketch of wi\.d I look upon as the scale whereby the expenditure of the whole system, should be regulated. 171. It would have been more regular perhaps, to have done it, under thft division or head which has a peculiar reference to " the mode of raising the Education or Common School Fund, and all that pertains to the Pecuniary Department ;" but besides its being premature, and prefacing instead of coming after the complete developement of the system, and tlie enumeration of the vari- ous departments necessary to its efficacious working, I think it would have been difficult, if not impossible, to comprehend what now will, at once, be clearly understood. 172. It is of vital importance to the country, that those who take a part in the administration of the different departments of the system, should be respectable in their character, and competent to discharge their duties; they should more- over, be placed in a situation such as to offer the public a guarantee for the con- tinuance oftlieir integrity and efficient accomplishment of all their duties. The safest way will, I have no doubt, be found to be their exclusive attention to theii' calling, and their never being tempted with, and if so tempted, altogether pre- vented from, ever having any thing to do with matters foreign to their educa- tional duties. A reference to what I have said in Letter IX, is peculiarly appli- cable to this point. 173. It therefore follows that all the teachers must be well remunerated. Make the profession respectable in the eyes of the public, you socure respectable men and women 'as teachers. The standard of education will ris3 in proportion to the character of those who are called upon to take a part in the working of the system ; and instead of having immoral and ignorant teachers, and conse- quently immoral and ignorant scholars, you will ere long, see the community blessed with a sound system of education vigorously and morally administered, new life infused into society itself, and the prosperity of the country obtained. M system, noi lem, as well achers, and »e certificate District In- if required. suits, should 9 the public expenditure t, under th& raising the i Pecuniary \ of coming of the vari* d have been , be clearly part in the respectable ould more- br the con- ties. The ion to theii* ether pre- jir educa- arly appli- lunerated. ^spectable iroportion 'orking of nd conse- rmmunity inistered, tained. 174. There can be no profession more honorable and useful than that of a competent teacher; he should be treated as the guardian of youth, and honoured wherever he is met with. His actual exertions for the intellectual and moral improvement of the young, are above all praise ; the influence they are calcu- lated to hnvo on society at large, and on the destinies of a whole nation, is stupendous. 175. If such be the case, and few will be found to doubt it, n suitable provi* fiion should be made by the Legislature to bring about such a desirable, such an important result. Better have the youth remain ignorant, than entrust their hearts, their minds, their every thing I may say, to improper guardianship. 176. The higher departments of the school system, must of course, be con- fided to none but able and respectable men who, from a duty to their fellowmen and a desire of being /rw/y useful to sodety at large, will devote all their time and bring all their energ ^s to bear on this sole object ; men who must not ex- pect that they will be ailov\ed to witness in idleness and contemplative enjoy- ment, the happy results of plans conceived by the genius, and set in operation by the energetic philanthropy of others, but who must make up their'minds for the honest and laborious discharge of their duties, and devote all their time to the improvement of the system, and thereby make it what it is intended to be, the means of regenerating the country, and ensuring the happiness of all its inhabit- ants, without distinction. 177. Bearing in mind the foregoing important considerations, I apprehend there cannot be much difference of opinion as to the propriety of the suggestions embodied in the skfttch of the expenditure resulting from, and necessary to the working of the system, which will be found in the Appendix. LETTER XXXVn. The next and last division of the subject is. The DisciPiiNE and Interior Management of the Schools. 178. Although the course of studies, the books to be used, and the direc- tion of the school discipline, should, in my opinion, be under the exclusive control of the Superintendent, as I have suggested, No. 116, it is nevertheless proper and important that the public should know what it is here intended he should expect. 179. If the suggestions wliich I have made regarding the qualifications to be required at the hands of the Superintendent, and the discreet selection of men calculated to carry out the 8y^tem with advantage to the country, are at- tended to, there will be no danger, nor even inconvenience, in reposing such a high trust in the Superintendent. Being appointed during good behaviour, being alike free from the undue influence which might be attempted (o be ex- ■-i: \ \ 40 crcised over him by the Government or the people, ho will be enabled to pur- sue a straightforward course, and extend impartial dealing to all, without being led astray either by the frowns of the ruling power, or by the clamor of dema> gogues always ready to criticise, without having the talent to propose better measures, nor the moral courage to carry them through. 180. The splitting of the action in a superior department, necessarily weak- ens it, its eifect is of course in proportion, and the whole administration instead of being enei^etic and prompt, becomes feeble and slow, an evil which in the working of a system of education,, should above all, be guarded against. 181. I have, I trust, said enough here and in some of the preceding letters, to show how important it will be to entrust the Superintendent with extensive means of acting with decision, impartiality and judgment ; still I am of opinion that the public has every thing to gain, by a free and unbiassed expose of whatever may be considered as the leading principles whereon the discipline and interior management of the schools should rest. IS?. The suggestions I have to offer, are not in the least, intended to sub- ject to a fixed rule, the management of a department which I think should come under the exclusive control of the the Superintendent ; they are merely thrown out, with a view of exciting public interest to a subject which is of paramount importance. The public will naturally inquire into, and discuss the matter, and such opinions will be formed and made known, as may help if not direct the course which the Superintendent will determine to take, when he is called upon to act. 183. What I have to say under tlie. present head, is essentially practical ; coming therefore within the range of a greater number of persons than what has been made the subject of the preceding letters, the direction of the schools is expected to draw forth observations and suggestions from others wlio may be, or have reason to consider themselves as competent to offer them. >l \ LETTER XXXVIII. 184. I have already observed that the success of the working of the system* will chiefly be dependent on the integrity, zeal and competency of the head of all the departments, I mean the Superintendent cf Comuion Schools. I say chiefly, not exclusively, for those qualifications which are indispensable to the right administering instruction to children, must be found in whomsoever is called upon to take any part in the carrying out of this or some other educa- tional system. 185. Keepingeonstantlyin view, the preceding plain and practical truth, wc may better be enabled to follow tip the train of suggestions which I beg leave to ofier, on the discipline and interior management of the schools; the last, though not least important part of the subject which 1 have, for some time pas-t, occuj)ied the public witli. * E 33 Liblcd to puf' without being nor of demo* ropose better sarily weak* ation instead which in the gainst. eding letfers, ith extenBive im of opinion cd expose of he discipline ^nded to sub^ til ink should y are merely which is of d discuss the ay help if not ake, when he lly practical ; ns than what f the schools ers who may liem. f tlie system* ■ the head of lools. I say isable to the bomsoever is other educa- LETTER XXXII. 135. At the outset, the operatiun of the School Ljiw may be attended with diincultics. However, should it be deemed advisable to appoint a Commission, it should be for no other |)urpose than the dividing of the Province into School Districts. The cliccks rcsuUing from the difforent component parts of the school organisation above detailed, are likely to contrib\ite powerfully to the working of the system, by making it popular. Commissioners appointed by the Crown, would not olTur any of the guarantees the Clergy and the people have a right to, and which would be met at the hands of the Superintendent and the In- spectors directing, and sup{)orted by the simultaneous and energetic co-operation of the other departments. 136. As soon therefore, as the School District Divisions are made, let the Superintendent and Inspectors be appointed, and all the electiorts and other no- minations gone through. I take it for granted of course, that the municipalities, and the law regulating the election and apjHjintmcnt of parish officers, will dien be in operation. There will be less to do at first, than when the whole is in regular progress, but that is no reason why the proper and best mode of doing what is to be done, should not at once be adopted. 137. It is certainly fortunate in one respect, that there is now no system what- soever in operation — no previous claims, no acquired rights, no plans to execute, and no conflicting interests to im|)ede the progress of any organisation which it would be necessary to engraft on that existing at the time. 138. I beg leave to remark that it will be the duty of us all, to aid, to the utmost of our power, the working of the system of Elementary and Practical Education that will be sanctioned by the Legislature. It may be deficient in .some respects, but if uj)on the whole, it is such as to lay the foundation of a solid edifice which may in time, be brought to perfection, or considerably im- proved, surely we cannot ask for more. . , . 139. Let those who are desirous of seeing their fellow men educated, and rise in proportion to the degree of instruction which it is sought to impart to them, give the subject their best consideration. Their observations and their sugges- tions shall, of course, be wfilcom(!d. Whatever is wrong in the fori'going sys- tem, and whatever is found to be incorrect in what remains to be said, let them point out, not fi)rgolting however that the ensemble rather than the minute ex- amination of each part separate from, and without reference to each other, shomld be looked at, in order to calculate what the probable effect will be. 3al truth, wo I I beg leave o\e; the last, le time pas^t, H ■ i'lj u LETTER XXXni. 140. The greatest defect which our common school system must be expected to labour uitder for some time, will be the deficiency under which the Prussian schools languished so long, the want of efficient and qualified teachers, an evil which it is imf'ortant to cure by means of an active but safe process. 141. In Prussia, as well as in the United States where they have profited by the experience of that country, Normal Schools have been resorted to with suc- cess, and I have uo doubt but what we may do much in the same way, if we only take the iright course. 142. No material progress was ever made under any system of education, *' until the ancient practice of teaching, by merely storing the mind with facts, was exchanged for that which first investigates the intellectiial faculties and the laws of their developemcnt, and adapts to them, the proper subjects of instruc- tion, and the methods by which knowledge is most successfully communi- cated,** 143. The truth of the preceding observation which has been made by a man of talent and much practical knowledge, is so apparent, that it must at once,^ strike every reflecting mind, that our own system of Normal and other schools, should be based upon the same principle, otherwise the end which we have in view, the improvement of our fellow men, and their education both moral and intellectual, can never be attained. 144. Although I shall in another place, have occasion to dilate more than I feel myself at liberty to do here, on the course of instruction which alone may enable us to reach the point we aim at, still I cannot fbrbear from availing my^ self of another remark for which I am indebted to a very intelligent man, — "noi plan of education can now be considered complete, which does not embrace a full developement of the intellectual ikculties,a systematic and careful discipline of the moral feelings, and a preparation of the pupil for the social and political relations which he is destined to sustain in manhood. '* 145. From the above principles and observations, it follows that there must be a commo|i and fixed standard of primary education. The only way to make it 30, is the establishment of Normal and Model Schools, where good and uniform instruction wilt be obtained for the teachers destined for the Common $c1k}o1s. In my next, 1 will suggest what I consider the best piode of aUaiuing such 9, de9ir.36{e end. <;ri ,«C S6 ; be expected the Prussian hers, an evil e prorued by to with sue- way, if we >f education, 1 with facts, hies and the ts of instruc- y communi- ie by a man nust at once, ither schools, I we have in 1 moral and more than I ch aTonc may availing my-^ ; man, — " na t embrace a ul discipline and political lere must be y to make it and uniform be Common iiing such 9, LETTER XXXIV. 146. Having ihcwn that, at the very outset, Normal and Model Schooli should be established, I now proceed to the organisation of these indispensabls institutions. ' " '" 147. Should the Judicature Ordinance ever go into operation, there will be four largo districts or Territorial Divisions. In that cai«, I think there should be a Normal School for each District, to be centred at the chef'lieu of each. Should the present Judiciary system be preserved, or any other devised and carried into execution, there should, in my opinion, be a Normal School for each of the grand divisions of the country, to be, of course, located at the chef-lieu of each of these grand divisions. It is not necessary to inquire now, what should be tho course of studies in the Normal Schools, I may in all probability, do so hereafter ; sudicc it, Ibr the present, to remind the reader that the course of studies to be followed, will bounder the exclusive control of the Superintendent. 148. I much approve of the suggestion which has already been made, of hav- ing a farm attached to each Normal School, where both the theory and practice of agriculture might l>e taught. 149. Female education should by no means, be neglected; it should receive the best attention of the Legislature, and that of intelligent persons whose indivi- dual exertions arc likely to aid in its improvement. Women exercise, or should exercise considerable influence in society; to them, the early education of children is mainly iitdebted fur its success or failure, its progress as well as its perfection being essentially dependent on, and resulting from the first impressions they receive. 150. I will not for the pr(:sent, enlarge on that all important subject; the short and rapid notice I have thus taken of it, will suffice to show the necessity of extending to the otiicr sex, all the benefits of Normal and Model^ as well as of Elementary Schools. ' ' 151. It therefore appears to me, that the Legislature should, out of the School Fund, provide for the formation and maintenance of a Normal School, not only for males, but also for females, in each of the large Districts. 152 It would 1)0 impossible, by means of four or five Normal Schools, to form a sufficient number of teachers both male and female ; other and more conveni- ent, cheap and ready means of instructing teachers of both sexes, and also giving a better education to such as would be desirous of procuring it, must be devised. 1 53. In order to establish schools of that description, teachers will be required ; however there will be less difficulty in obtaining the requisite number of teach- ers for Model, than for Common Schools. When that small number of instruct- ors has been procured, Model Schools may be set in full operation, without much difficulty. Iff Mil I w ''<1 151. Let. there be a Model School in each county. None but boysantlgirif, provided with a curtificutc of capacity, good conduct and religious principleSf from the teachers in Common Schools, and the School Wardens in the School District in which those boys and girls have been educated, should be admitted into tlic Model Schools. 155. In order to excite emulation and secure proficiency, I think, it should be a rule that every year, the most proficient boy and the most proficient girl in each District Common School, should be of right, entitled to admittance into the County Mwlel School. By means of such an arrangement, there would always be in each County Model School, as many boys and as many girls, as there would be Common Schools. It might be prescribed in tlie School Law, that at the outset, six boys might be admitted into the County Model School for boys, and the same number of girls in that for females. When the system would be in regular progress, there should, of course, be no limitation to the number of scholars. 156. In order to secure teachers, it would be well to allow each boy and each girl studying in the Model School, two pounds a year, on condition of their becoming teachers at the expiration of their school time, milking it incumbent on each, to give security for their refunding the amount, in case they should not fulfil the condition. That alloAvance, though not considerable, independent of its being an encourngenient to young people, would aid them in meeting the additional expense attending their being often removed from the parental roof. 157. Whenever a vacancy occurred, in the Model School of any county, a teacher of Common Schools, should have the privilege of promotion, and on his or her being chosen by the Inspector of the District, out of a certain number consisting of one boy and one girl from each School District, recommended by the School Wardens of each School District in the county, or a majority of them, as possessed of capacity, good conduct and religious principles, he or she should become teacher in that Model School. I 158. The Model Schools should be, in all that has reference to examination, visiting, and dismissal of teachers, under the immediate control of a certain number of School Wardens and the Inspector of the District, in the following manner. 159. As it is impossible to bring a Model School under the immediate, ready and efficacious control of all the School Wardens in the county, one School Warden might be chosen by the School Wardens in each Schoo {District, and of such so rlmsen, might be formed a Board for the above purpose. Any dere- liction of duty, the teachers would be guilty of, or any complaint made against them, would have to be investigated immediately, and, if substantiated, reported to the Inspector, wh(», thereon, would dismiss the tcjicher, and appoint another out of those recommended, as provided under No. 157. 160. Whatever legislative provision is made on this particular point, will require to be very precise and accurate. bojs ami girls, k» principles, Jin the School |(1 be admitted , it should be icient girl in aiice into the ould always s there would , that at the for boys, and would be in le number of boy and each tion of their it incumbent cy should not Jependent of I meeting the larental roof. ly county, a n, and on his rtain number mmended by rity of them, »r she should examination, of a certain le following ?diate, ready one School district, nnd Any derc- lade against m1, reported )int another point, will 87 LETTER XXXV. ICl. It hcis nlri^aily been suggostod, and very properly in my opinion, that the facliors of Common Scliools, should bo bound, during vacation, to attend tho Model School of their county, to improve themselves, and become competent to discharge their duties. 162. Besides this advantage, another would be obtained, I mean uniformity of teaching, at ioasl in the leading part of it. 103. It is evident (liat male and female Common School teachers would re- quire loss time to learn at the Model Sciiools, than boys or girls sent from tho latter, for tlio purpose of becoming acquainted with tho art of leaching, and their fretjuentiiig Model Schools in vacation would, if at all turned to profit, be of signal service both to themselves and tiie children. 164. 1 have (No. 155) suggested that every year, the most proficient boy and the most proficient girl in each Common School District, shoultl be of right, entitled to admittance into the County Model School. It is plain that we must not stop there. Those boys and girls if tiiey stood foremost in the Model School, or others who would, should, when so determined by the Board of School War- dens provided for, No. 159, be sent to the District Normal School, either on their own pecuniary means, or, on a recommendation from the Board, out of the fund for the indigent, as specified in the apcr^u, or sketch mentioned in the next letter, and to be found in the Appendix. 165. The Normal Schools would of course give a decided high tone to the mode of tuition. In them, young people of both sexes, would acquire more knowledge than in the Model Schools, and wouKi thereby qualify as teachers in those Model Schools, to which they would impart a vigorous and elevated charac- ter, or make themselves competent for teaching in a higher sphere of education, if, as it is natural to expect, provision is made at a future period, for maintaining higher schools. 166. Proposing, as I do, to limit the operation of the present system, to Elementary and Practical Education, I must not travel out of my way and spe- culate on the probable or even possible effects which a discerning mind will, at once, be led to anticipate from the judicious management of the Normal Scho'>I,s\ in respect of what does not exclusively bear on the working of the system. I;, Prussia, no material advances were attained until teachers' seminaries had been established, and a now class of instructors had been trained up ; this is a con- sideration of sufficient importance, to leave no doubt on our minds, as to the pro- priety of adopting in Canada, a mode of improving which has been so eminently successful in Prussia. 167. I need not dwell on the attainments which would bo required at tho hands of the teachers of both sexes, in the Normal Schools. The Superintend- ent under whose immediate and exclusive control those schools would be placed. m Would fc'til loo much interestod in tlis proper working of tlis wholo aystem, not tomukc judicious selections of teachers, and watch vigilantly over thein, as well as on every department of those schools. 168. The competency of students in Normal Schools, to hecome teachers, and therefore to leave for that purpose, might he drtermined, 1st, hy the certificate of the Professor in the Normal Sdiool. 2d, hy a reference to the District In- spector. 3d,hy the ultimate and fmal decision of the Superintendent, if required. 169. Any other and hotter practical mode of attaining the same results, should of course be preicrred. \H .Mil 1 1 I } i LETTER XXXVI. 170. Before I close the present series of Letters, I will lay hefore the public an aperfU or sketch of what I look upon as the scale whereby the expenditure of the whole system, should be regulated. 171. It would have been more regular perhaps, to have done it, under the division or head which has a peculiar reference to " the mode of raising the Education or Common School Fund, and all that pertains to the Pecuniary Depurtmont ;" but besides its being premature, and prefacing instead of coming after the complete dcvelopement of the system, and the enumeration of the vari- ous departments necessary to its eflicacious working, I think it would have been difficult, if not impossible, to comprehend what now will, at once, bo clearly understood. 172. It is of vital importance to tlic country, that those wlio take a part in the administration of the different departments of the system, should be respectable in their character, and competent to discharge their duties ; they should more- over, be placed in a situation such as to offer the public a guarantee for the con- tinuance of their integrity and efficient accomplishment of all their duties. The safest way will, I have no doubt, be found to be their exclusive attention to their calling, and their never being tempted with, and if so tempted, altogether pre- vented from, ever having any thing to do with matters foreign to their educa- tional duties. A reference to what I have said in Letter IX, is peculiarly appli- cable to this point. 173. It therefore follows that all the teachers must be well remunerated. Make the profession respectable in the eyes of the public, you secure respectable men and womcn'as teachers. The standard of education will ris3 in proportion to the character of thost* who are called upon to take a part in the working of the system ; and instead of having immoral and ignorant teachers, and conse- quently immoral and ignorant scholars, you will ere long, see the community blessed with a sound system of education vigorously and morally administered, new life infused into society itself, and the prosperity of the country obtained. 30 ole lystem, no! r them, as >v«ll e teachers, and ' the certificate he District In- nt, if required. results, should ore the public e expenditure it, under the of raising the the Pecuniary md of coming n of the vari- uld have been ;e, be clearly ! a part in the •e respectable should more- J for the con- duties. The ntion to their ;ogether pre- their cduca- Liliarly appli- emunerated. ! respectable u proportion ! working of , and conse- communi ty dministered, obtained. 174. Tlicre can bs no prui'ussioii more honorublo and useful than that of ti cumpef (clior ; he should be treated as the guardian of youth, and honoured wherever ho is met with. His actual exertions for the intellectual and moral improvemont of tlio young, are above all praise ; the influence they are calcu' latud to tiavu on .society at large, and on the destinies of a whole nation, is stupendous. 175. If such be the case, and few will bo found to doubt it, a suitable provi- sior should be made by the Legislature to bring about such a desirable, such an important result. Better have the youth remain ignorant, than entrust their hearts, their minds, their every thing I may say, to improper guardianship. 176. The higher departments of the school system, must of course, be con- fided to none but able and respectable men who, from a duty to their fellowmcn and a desire of being truly useful to society at large, will devote all their time and bring all their energies to bear on this sole object ; men who must not ex- pect that they will be allowed to witness in idleness and contemplative enjoy- ment, the happy results of plans conceived by the genius, and set in operation by the energetic philanthropy of others, but who must make up their'minds for the honest and laborious discharge of their duties, and devote all their time to the improvement of the system, and thereby make it what it is intended to be, the means of regenerating the country, and ensuring the happiness of all its inhabit- ants, without distinction. 177. Bearing in mind the fiiregoing important considerations, I apprehend there cannot be much difference of opinion as to the propriety of the suggestions embodied in the sketch of the expenditure resulting from, and necessary to tho working of the system, which will be found in the Appendix. LETTER XXXVII. The next and last division of the subject is. The Discipline and Intehior Management of the Schools. 178. Although the course of studies, the books to be used, and the direc- tion of the school discipline, should, in my opinion, be under the exclusive control of the Superintendent, as I have suggested, No. 116, it is neverthe' :s3 proper and important that the public should know what it is here intenUed he should expect. 179. If the suggestions which I have made regarding the qualifications to be required at the hands of the Superintendent, and the discreet selection of men calculated to carry out the system with advantage to the country, are at- tended to, there will be no danger, nor even inconvenience, in reposing such a high trust in the Superititendent. Being appointed during good behaviour, being alike tree from the undue influence wlijch might be attempted to be ex- m m r:,. !^ m crcised over liiin by the Government or the people, lie will be enabled to pur- sue a straightforward course, and extend impartial dealing to all, without being led astray either by the frowns of the ruling power, or by the clamor of dema- gogues always ready to criticise, without iiaving the talent to propose better measures, nor the moral courage to carry them through. 180. The splitting of the action in a Huperior department, necessarily weak- ens it, its effect is of course in proportion, and the whole administration instead of being enei^etic and prompt, becomes feeble and slow, an evil which in the working of a system of education, should above all, be guarded against. 181. I have, I trust, said enough here and in some of the preceding letters, to show how important it will be to entrust the Superintendent with extensive means of acting with decision, impartiality and judgment ; still I am of opinion that the public has every thing to gain, by a free and unbiassed expose of whatever may be considered as the leading principles whereon the discipline and interior management of the schools should rest. 183. The suggestions I have to offer, aro not in the least, intended to sub- ject to a fixed rule, the management of a department wllich I think should come under the exclusive control of the the Superintendent ; they are merely thrown out, with a view of exciting public inlcre-t to a subject which is of paramount importance. Tlie public will naturally inquire into, and discuss the matter, and such opinions will be formed and mode known, us may help if not direct the course which tlic Superintendent will determine to take, when he is called upon to act. 183. What I have to say under the present head, is essentially practical ; coming therefore within the range of a greater number of persons than what has been made the subject of the preceding letters, the direction of the schools is expected to draw forth observations and suggestions from others who may be, or have reason to consider thcmselvcH as competent to offer them. LETTER XXXVIII. 184. I have already observed that the success of the working of (he system* will chiefly be dependent on the integrity, zeal and competency of the head of all the departments, I mean the Superintendent cf Common Schools. I say chieflj, not exclusively, for those qualilications which arc indispensable to the right administering instruction to children, must be found in whomsoever is called upon to take any part in the carrying out of this or some other educa- tional system. 185. Keeping constantly in view, the preceding plain and practical truth, wc may better be enabled io follow up lh(! train of suggestions which I beg leave to offer, on the discipline and interior management of the schools; the last, though not least important part of the Hubjccl which I luve, for come time past, occupied the public with. K ])ull M ftbled to pur- irithout being nor of dema- ropose better jsarily weak- ation instead which in the l^ainst. eding letters, ith extensive m of opinion ed repose of he discipline nded to sub- think should y are merely which is of 1 discuss the y help if not ;ke, when he lly practical ; IS than what * the schools 3rs who may lem. r llie system* the head of lools. I say isahle to the homsoever is other cduca- cal truth, we I I beg leave ols; the last, no time past., 4tt IBS. Among the many important points which in respect to Common S(;1i(M)Ir, rfescrve the attention of the community, thoro is one which stf'.'ds foremost, tliat is, the making of the school houso comfortable and convenier , Tiie hxation <>f the school houso, is the last. {h'\ng and now I' and New Iral instruc- p» ]>artakes trust, will a I toronc^ uld have a itJfit to the interfering aviour did scliools, I at tijerc is 'ecial and presiding tbeir pro- 'c coinpe- 1 I Jiave termined tlie spi- 's (lioir it is the icd to ; 42, in f edii- ictinjr, 45 LETTER XLI. 204. Talving it for granted that religious education will be attended to with all tho care, prudence and liberality which will be essential to its success, I now come to tho course of studies which the Suiicriutcndont sliail have to pre- scribe for the Normal, Model and Common Schools. 205 And first as to the Normal Schools, the course of studies should bo mado toeml)race reading on tlie best approved principles, writing, French and English grammar, with exercises in writing and composition in both languages, arith- metic, mensuration and book-keeping, geography, and especially that of the western continent, in all its practical bearings, the use of the globes, elements of astronomy and navigation, elements of practical geometry, art of drawing- maps and plans; elements of chemistry, as applied to arts and trades ; the prin- ciples of horticulture and agriculture ; an abridged course of mechanics ; natural history ; moral philosophy and the ])ublic law of tlie country , in addition, sewing, knitting and all the branches of usei'ul needlcwoik, in the Normal School for females ; and more especially, theoretical and practical lessons on the best ■ mode of managing tiie classes, conducting the instruction, maintaining the order and government ot a District Common School, in one word, the best mode of conducting a school, and the best method of teaching. 506. The suggestions I have made, (No. 15G,) as to the propriety of obliging students in Model Schools, to give security for their refunding the allowance therein mentioned, in case they should not, at tho expiration of their course, follow tho occupation of teacher^! should not bo lost sight of, and might, I think e(pially apply here. 207. The duration of the course of studies in the Normal School, might, I apiu'chend, be limited to llireo years; however,, experience 'viU be the safest guide on this point. 208. It is evident tliat all Ihc ojisorvatious, suggestions and recommendations contained in Letlers XXXVTIl aiul XMXIX, regarding the location, (•(instruc- tion, &c. of school houses, and all that has reference tlicreto, .should obtain in this particular. 200. As the dillicultics in school jfiivernmont, arise from tiic want of know- ledge, both of the world and of the school room, the want of self knowledge and self govcniment in many of the teachers, the want of system in t'.ie arrangement and exercises of the school, so as to keep all usefully employed, and other such causes, it will iie the duty of the Professors to attend most carefully and diligently to those important particulars. 210. In Model Sidiools, the cours(! of slu(li(>s miglit proliably be more limited, and confuied to the ordinary biaiulies of a I'^reiich and English education, such as spelling, reading, writing, s.t';red lil:4(ry, ancient and luoileni history, g( ngra- pliy in all its practical bearings, and wsiKuially that of America, arithiiiiuic, niLiisurali ju and bo'jk-ke('[»ii!g ; and sewing, knitting, and useful needlework to ,4 46 fcmales. It is, however, my dccidcil opinion, llmt as soon as practicable, the course of studies in Model, should as much as possible, be assimilated to those of the Normal Schools. But what should engross the care and attention of the teachers in Model Schools, is the best mode of managing the classes, conducting the instruction, and maintaining the order and government of District Common Schools. What I have said, (Nos. 208 and 209,) is equally applicable to the Model Schools. 211. Il is diflicult, for the present, to say what should be the duration of the course in Model Schools ; two years would probably suffice. However, when the system is in operation, a little experience would soon enable us to determine the time to be devoted to these studies ; and besides, much information might bo collected from the certificates or Reports (when required) of the Board of School Wardens provided for, (No. 159.) 212. I now come to the Common Schools. The course of studies must not be that of the Model, and much less that of the Normal Schools, especially when the system first comes into operation. Still, let it be recollected that practical instruction is to be imparted to the whole people, that knowledge which they can turn to profit to themselves, and consequently to the community at large. Therefore, I think it would be sulRcient to teach reading, writing, grammar, arithmetic, geography, sacred history by means of the book of extracts from the Old and New Testaments, above recommended, the teacher reading every day a passage therefrom, or if considered, as in my opinion it would, a useful addition, by means of a sliort book of sacred history expressly written for children, to which might be added a geography of the Bible. As to history in general, I think the children might learn much in a good book of geography, sucli as Peter Parley's which is admirably well calculated for their historical, geogra- phical and moral instruction, and to which a few additions and changes might be made to adapt it to our schools. I attach great importance to geography, if well taught. Those who need a belter education, may go to the Model School, where means of improvement will be airoided llicm. 213. How long children should bo kept at the Common School, is impossible to dttermino, their prolicicnry or liackwardnoss will enable both parents and teachers to find out and pursue the proper coui'se. LETTER XLII. 214. AnoihiM' important niiidcr for the roiisidcration of (Im; imhlir, is [hv. duia- fiuii of the school year. Should the cliihh'rn lie iiiade to iittend school the year round, save a few weeks of vacation, or should the period of the opening iinil 'liiit ul'tiie closino«''l ■™l'«"""=' ,„e.l tor each recess or vaeatnm. ^ ^^^^^.___^ j„ m„W ^tit::;:^^^^^^^^^^ .,.,.n.mea„0,aU.-a „„ T.,e Sd,oo. ...w »1.».>'' ""ft; be" 32 year round, .ve re- cesses or vacaUon-, ""= I'o' mined by the Su,.erm.endenr. ^.^.^^ ^^ ^^^ ^^„„„, ,,0 1 b.ve already ^^ ""> '""fX iHrdcr « .he progress » wonUl be an en.ou.ascmem lo U. sat,slaction 10 all prtics. ^^ ^^_ „„ „,„,es »„U A lVe,isler sh..nhl he ke,. to l'»'»' "^ ^ '^J^enl. "» *=" l"'"' „|,,,,y in all tire schools. 1 I conrse, if Mh>«-»l. , l,„ „,rovvn ol«n. h» ,,, A, each ,,nl.c ...ano..^^^^^ i„s,,eclion, thereby securms a '"_^ ,, ,.„„, to the l«(..ls. .h..y. ' » -•■™'- ■" "■" '""^' "" ° . , „„,,, given to the chil-hen Ijo^' ,„,o, Vri.cs or marks of ^^'^]^«^;^^^l year ; books wouU e ,i;;a an., most „rof,cient '^^^^^^ I, .me .nrv^e. ,..U-t ,.» costly, hot W"'''* "''"', ;:i„';„„en,le,Uvitb needless ..M'onse. 223. Thus, wlintovcr tends to reward merit, and encourage chililpen, should iiivarialily bo resorted to, and firmly but prudently persevered in ; and wliatever might operate as a chock upon evil propensities and improper conduct, should bo acted upon. For that purpose, tiiore might be another register or journal called tiie " IMcrii Roll," or " Class Hook,"' in which a daily account would be kept of every scholar's attendance, scholarship and deportment, a report from which might bo read once a week in open s(;hool. LETTER XLIII. ??24. In llic dl.ichaigc of his dulicp, the Superintendent will cei-taiuly not' omit that of preparing for all the schools, a short code of regulations which the teachers shall have to read in open school, once inmiediately on the children first entering on the cour.sc at the outset, and on their return from the recess or vacation, and at such other time as may be deemed proper, according to cir- cumstances. 225. Those rrgulations should be hung up in a conspicuous part of the school room, and inflexibly but )iot tyrannically enforced. 226. It has been ascertained that corporeal punishment^ lower, ins.tcad /if raising in their own estimation, the unfortunate rhililren who arc thus made the victims of the birch discipline. If this view of the subject be corrr^ct, and I take it for granted that most men nil! acknowledge that it is, I beg leave to ofler a few suggestions which are obviously practicable, and will refrain from entering into any discus-ion on the svibject. 227. Education being properly physical, moral, intellectual and social, a widi; field is opened to the consideration of the Superintendent, and by a discreet and temperate use of his authority, as well as by means of a judicious course which he shall have to prescribe, the common and simultaneous energies of the iioad of all the departments, and those of all who will co-operate with him, v.'ill suffice to keep t'le minds of t!ie children in such activity, as to need no debasing and cruel treatment to prevent evil. 22H. In the Ilou-ic of Rrfige for juvenile delinquents at Boston, corporeal chastisonuMifs are proliibited, and still, an assemblage of hitherto unruly, aban- doned and vicious children arc easily and cfToctually trained into the path of amendment, virtue and usefulness ; they become well educated, and from a life of profligacy, they retin-n to one of order and soberness, a wonder which is wrought by means of a di>ciplino elevated and elevating in its character, and proved to 1) ' a ro ro'ct orv, from its results. 49 t ; ungovernablo, » - «""^:-:^t: ^e re^orod .o » ..« of their „«„ .lignlly, un,l m»lo to «1W frml) m th p ^___^ ^^^^ „0. T,« hiBMy important •»-'-;:■:; ^^^ W, »e"o„.,y „,,„ wlU bo clWl upon to take a part '" 'J ^J J„ ,„j ,„o much Iroublo : ,.*ct u,»n. Tho birch '^^J^^^^^'^X -««'• ""' -'-"'^ t" (lelinquonls. ninstration, what 1 have be- ,.,. wi,i,.w.i~x-*;'",:i-iS,;-.«"-.-— ' ^""'^y- . . .nt of the regulations takes place, let the deUn- shall bo prcscriWa. regulations, the same ,34. ShouW tho onencc not be P-*^^™ll, .,en shall have to ho mode of in.l"iry ™y "•> '''^'"''t.Z Nine jurors should be rcau.srte to find .Werraincd by the master ^.'-^ ^.^^^, ^ J,,, „t course follow. guiUy, and in default thereol, an ac= J „( i„s„„clio„. ^vl>o]o limo, ^"'^ 1>'^ ^^'^'^ *'" " , , , •, ,H,nils and l.is consdonco. „i,l, anv iK.ug lores" l" H"-" , -■■-"• ., ,,uo„ U.o.'.oavc f..r U. r..a,lor to .l,am.ave «... „M To av..al K\'"aMo "'"-;, .,;., ,„o worV,,,- of tl,c «.- „;„,,, „ ,liror.uo,„l.y .»-";^ ;,;,:;;;:,;. „,U.crencc lo 0,0 rc,«hlK» ,,,.„am.>..ilio"v, a* 'o •■■""""•"'" 32 based n\Hm tlio prectuling or whichever other principles he mny deem ndvisft- ble to net upon, he will have to prepare for the better diNciplino and interior management of the schools. 253. Here again, is cKcmplified what I have snid as to the qualification!* which are exjtected at the hands of the Superintendent and tlie Ijispcctors, tho importance of a disireet selection of these functionaries, and the responsibility which shall rest on the Executive, in case of their proving to l»c improper. 254. The reader will perliaps deem it worth a few minutes' attention, to peruse Letters XV, XXIII, and XXVII ; the hints which are there give ', mny, 1 apprehend, prevent serious mistakes, and be the means of signiil benefits to tho cause of education. 255. I need not eidargo on another important striking point, there can be no reasonable ground for apprehending any negligence on tho part of the Superin- tendent on that subject, I mean regulations on politcuess, mutual deference, pro- priety of demeanor, and all that pertains to social and habitual intercourse between the children themselves, and the children and tlieir teachers. As to tho duties of the former towards their j)arents, they should be taught at the fireside, and from the pulpit. 256. Parents should ever bear in mind, that without their co-operation, tho teacher's arduous and persevering efforts to train the cliildron to a right course, will often fiiil, and that they shall be answerable in this and in another world, for whatever supincness or evil example they nay render themselves guilty of in this respect. LETTER XLVI. FEMALEEDUCATION, 257. To what I have already said on this subject, I beg leave to add tbe fol- lowing excellent observations from the pen of Mrs. Catharine E. Beechcr : — " For a nation to be virtuous and religious, the females of that nation must bo deeply imbued with these principles ; for just as the wives and mothers sink or rise in the scale of virtue, intelligence and piety, the husbands and the sons will rise or fall. •••**•♦•• " Another object to be aimed at in regard to female education, is to introduce into schools, such a course of intellectual and moral discipline, and such atten- tion to mental and personal habits, as shtill have a decided influence in fitting a woman for her peculiar duties. What is the most important duty of the female sex? It is the physical, intellectual and moral education of children. it is tho care of the health, and the formation of the character of the futrro citizens. *«*♦**♦♦» &3 $1 ' odvisao [inturior rication.i fors, tho isibility |er. ition, (0 '. may, [ts to tho m bo no >upcrin. Jico, pro- (between fo duties »nd from tion, the t course, r World, i't} of in lie fol- ler : — lUst bo ink or 8 will # oduco atteii- ing a r tbe ilren, iti:ro " Woman, wlialcvcr arc licr relations in life, is necessarily tlie guardian of iho nursery, the companion of childhood, and the constant model of imitation. It is her hand that first stumps impressions on the immortal s))irit, that must re- main for over. And what demands such discretion, such energy, such patience, such tenderness, love and wisdom, such perspicacity to discern, such versatility to modify, such efficiency to execute, such firmness to persevere, as the govern- ment and education of all the various characters and tempers that meet in the nursery and sciiool room ? Woman also is the presiding genius who must regu- late all the thousand minutix of domestic business that demand habits of indus- try, order, neatness, punctuality and constant care. And it is for such varied duties that woman is to be trained. For this, her warm sympathies, her lively imagination, her ready invention, her quick perception, all need to bo cherished and improved ; while at the same time, those more foreign habits of patient attention, calm judgment, steady eOicicncy, and habitual self controul, must be induced and sustained." 258. The sound and practical observations of Mrs. Beccher, should be read at- tentively, read over and meditated upon by parents, teachers and members of the community in general. The basis of a religious, moral and physical education for females hereafter coming under the operation of this or some other system of Elementary and Practical Education, must first be laid in the Normal Schools, where it is likely to be better understood. From the Normal, the influence of such wholesome management, will soon extend to the Model, and thence be powerfully communicated to the Common Schools. 259. I need not add any more on thi^ important subject, I have sufficiently, I hope, directed the public mind to considerations which must have some weight with most people, who will at once, I have no doubt, see their practical bearing ; and convinced as all must be, that the true interests of the community, are ma- terially JifTected by the influence of good or bad exercised by women, they, in all probability, will give the subject their best care and attention. 260. I therefore anticipate results of the most consoling nature, if female edu- cation is stamped in its infancy, with the lasting impressions of religion, virtue and order. With the Superintendent to conceive and lay down regulations, and •all the other departments of the school system, rigidly to confwm thereto, I dis- miss this part of the subject. LETTER XLVII. 2G1. There remains but little to be said, to complete the outlines of the system of Elementary and Practical Education, which I have submitted to tho conside- tion of the public. Indeed I may well use the word outlines, for had I attempted to inquire into all the details of such a sytitom, 1 woulil fall short of many very interesting and useful suggestions, in thus closing my letters. 262. There ave however a few more prnclical observations whicli will not, I am confident, be considered us miseasouHbh;. 263. And first, as thostudy of ifeography is of great importance, and more than nny other, calcuhited to phrase chihhcn, and entice them into the love of books and the habit of reading, enbirgo their iriinds, and sooth down their prejudices, by shcwintrthem that a constant inlerconrM; ami mutual assistance batween all the nations of this globe arc necessary, by teaching them how that intercourse takes place, and how that mutual assishinco is adbrded, and finally by its being the means of illustratmg and ])laciiig beyond doubt, the truths of the historical part of tl^9 Old and New Testamunt, it is evident that it should be taught in such a way, as to be conducive to such iliisirable ends. 264. Atlass'^s should not be spared. Hut as IVlaps and Atlasses merely re- present the surface of the globe, tlie shape of continents, islands, seas, lakes, rivers &c., children couM never well understand the spherical shape of the earth itself, without the assistance of a small globe, however diminutive in size it may be ; I therefore suggest that there should bo one in e;ich school, they would cost but very little, and could easily be procure 1. 265. Should my tianslati*;!! iiilo the French language, (with such changes and additions as are useful to adapt it to Catiada) of the excellent geography fur children, known as " Peler Parley's (ieogniphy" be published and used in the common schools, it will be aeconipatiied with a supplement which I have added to it, for the purpose of evplaining (o children, in an easy and familiar way, several phenomcnons of nalure wiiieli ihey diiily witness, without being able to account for (hem, such as the succession of day and night, that of the seasons, the tides', the piiases of llie moon, &e. In (hat case, another little globe repre- senting the moon, whereon niiglit be delineated such .lines and figures, as to fa- cilitate the intelligence uf the supplement, slinuhi be used. 266. Black boards are oipially useful; (hey may advant;;goous1y be used, not only in teaching arithme(i(, bui also grammar, aiudysis and geography ; there should therefore, be diie in each selioi.l roeni. 2G7. There ;ire, of course, many other things more or less intimately con- nected witii (lie bc>st niilliod of (eiirliiiig. I liiive paid considerable at(en(ion to diHerenl systems, .iiid I ha\(! my own deeided opinions on (he subiee(, whiih it would be too long (o drn-elope here. The Siiperiri(eiiden(, who iibove all, should be a practical man, will hii\e (o divote all his lime, aiio t-"'-^ J',,;, wt » syston. o( od.ca- aml privileges- K"' « ^ „,,.„„,o,nt, »!"' >'" , ,„ „f that .luty, ,,e livet-l f ^'-\'; rn,vt,latc .hatrisht,ensure i.e ^.r^ , ^^. ,^ '•-" -'™'t: r.::^- 0^ - "^"' ^":r:: :in".""the Mh„uio . and Nvovk m the .^^ opcraliou, on .,,^^ „„, ohattce ot .tec >. ^^^^^^ *"''''> r:."-«-''""^ Cve enae„voa,vd -J^^^^^ ,,.,„.,,.nt tes..U. ^^^_ an-- "• ■"" "":" , uhtas of any and .hatover seW ^^ ^^,., . Divines, polme.ans, am «1 ^^^ , ^„„„„, ho "' "''• .i f,„,„ meJ- sonahle ground <'<^'«^J^^ ,„-e,.l . '«'*- t^.t departntents of „„ral, and V'aet.eal e U -d ^^ ai„„,ssal ; oven i » „^,i„,„, jis- j,i„„wi,hpol,t.cs,«n -■ » ^^.^^„, ,,„i,t,oal '■"'^'^V^ij^j ,vith the h.ss 4e :yste.n, will 'j;"^ t,, and the t=..ci,ers^re - ,^^„. ,,^0 tlnctions are sought t- «^ _^_^^^,„„,„„, „ d n^^ ^^.^^. ^,,„y i,„« „f „«ir »''"»"™^ "rotors will ho liable to impeach.nu , Superintemlentaiul yj „„„dhchaviour, , .lUrerent line ot condue ,„ ^, a,,.ntod ,hu^^ . , ,^,^,„^„, .,,. Superintend.u. »» ^,„,,,„, » straight '--",•;,,,,„, 0,ey wdl been proved, will l-^a'""^' r 96 contribution, will create that interest for instruction, vrliich Is needed, and is so* essential to the progress of education, and will cause the fund to be constantly on the increase. The interior management and direction of the schools, the last but not least important part of the system, which has been examined, is of no ditficult execu* tion, if what I look upon as necessary to their operation, is adhered to. Tho religious, moral, physical and social education of children, will alike be promoted under tho protection of Uie laws, the enactment of which must. prove to be a com- plete guarantee to all. A striking feature in the system, is tlie publicity which is to mark the pro- ceedings in all the departments. The salutary influence of such a course, will acquire additional weight from the strict accountability to tha Legislature, which the superior departments will be held to. The prosperity of our common country, the moral elevation of the people, the happiness of generations to come, will essentially be dependent on the degree of instruction which is diffiued. Let no consideration whatever, prevent any man from openly advocating, supporting and furthering the. cause of education; it is a duty we owe to ourselves, our children our posterity. Liberal institutions wo need never expect to be able to appreciate and maintain unimpaired, if the peo- ple are not instructed. Temporary and unsettled educational establishments have been productive of such distressing evils in tliis Province, that there can scarcely be any ditl'erence of opinion, as to the necessity of a permanent and fixed system being adopted, a system such, that neither political strife nor iiccidents, may obstruct its operas tion, and thereby deprive the rising generation of the benefits of education. It is to be expected that tho Legislature, at its first Session, will give the subject of Elementary and Practical Education, its most serious consideration, and that in so doing, the three branches of our Parliament, will allbrd the counr try, substantial proofs of their patriotism. s so* yon ieast ecu* Tho oted !om- pro- will hich , the 26 of muR it is s wo peo- pefiNX)i-X e of ence ptetl, )erar I the tion^ 58 Ari'Kxnix. Artiicij oa .sKi;i( H uF Tiii: riioDAni.i; i:x'.'nxi)irur.E ;;r.(. ep3.vrv to the woriiin'g ok the The subjoined avcrcii or sketch, though iiicompktc, may be of somi scrvu'c in iktcrmimiii^ the principle wlu>reon Vie cxpc.nlilure sh.ndi lie rcpilalc.L Oixe aide of //;• s'ccteh indicatcn what proportion of the inoiiie^ shoild be stiitplicd out of the Pennaiicitt Fund, and tlie ulltcr, uluU portions of the exiwnditurc should be provided for by means of Local Jlsic^sinents. It V '.11 l)c somf iiiiw., before the Permanent School Fund is settled on a solid basis ; it will therefore become vcccfaary to ituike vp for the dificit, l>y means of Icrislatiih cmtclments. The object in mukini^ it incumbent on llic locuHtic.'i la n%iK'< Ihrmtclcc.': /.) t'u' anunnt of cirtain grants 0'o X.'iO I'VUCUASr. OK HOOK:., Sr.AI l,^l, t^l., lull R!l)Di:l, bellOOl.ji. X, ,v (/ TO l;i; IIAISEII IIV A99ES.SMKNT3. Nolr;r(.>ci.:i(in tit lie availablt', vn- til flic .VW/oi)/ /)i.s7/-iV/ /(».! (ifiKCiSCil it't '« f^^„\,n,e such^^s to nn- dcrassist-mccuLCCSsdrj, Schoo\ i-'f '^- t„. he. for t^cl.l ruKillol .,„IT,1NU SCHOOI. HOUSES. Modd School b2--;-„,,,., ■un/s (|/" /or ui- r.Er.MWJN" 01- ?rHooi. Hoi'sus. To each I'oy a"*! ^. ""^ " t\i„ y sl«U loUow INSrECTOR!^' STTrEniNTK.NPK^T- His nniuml "•'J.'*'''^" v,„„ Unalorl'uhhc Ito^^ \ Messenger. Slalioncry,vrinUug,Ni. Adilitional ullowani. In course of Vimc. VV.OV.SION FOU IND.OENl — ■ — I \-,.„iiirf OrtVmiiiic * Sl-oulil tl>c J"^\"'' ,"';„ lUal eaa'. Couuno.«elK,>J)-ses,l-aM. .^^^^ , i;-l.„uesu.r.ju>r^^^^^ 1 amount re(iiurea. McMei School uu>.uN;;;;,y';^;w. its..' :; l.itUesumve.i.nna. rc(iuir(ii' To c.m.c «au.m y . nclu^^^.^1^ ^^^^^^ a ^ t^Slolocldasse^-ntreuunca. 1 .,^,„Jv.eh,sivdyoutolTermauentorLc„ lNoloJuU-3.„e,an^ured. 1 ,,ri, 111 ivi'V mill, i^' I ^;\[ra.creforebcreiiu.rea. LTomrermiinentl.*-''^- ^ acssmtnl rciiuircU. ^ '^•£ffNil5c;U..ssmentre,.Ked.| i,,,;:=:ttoSc:.'^^^^^^^- ' crNT Pi'^TRif"'" I , lulive Tunil. , ,.;-:;r:;s; i.SS";-'»-*" l„uv Normal tIw"'"'" 1 ,)on ni "f