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TORONTO: PRINTBD AT TtIC tSADSR VltAii PRESS SSTABLISHMENT, 63 KINS STUEET EAST. J 1 868 r' A SPECIAL REPORT /^ THE i)stnns m\ ^talc of ' ^/y/ ar ©nucatton ON THE CONTINENT OF EUROPE, TK THE BRITISH ISLES, • AND THE UNITED STATES OF AMERICA, WITH PRACTICAL SUGGESTIONS For ^m^tmmmi 0f inbliic MmUuilm IN THE PROVIXCE OF ONTARIO. BY THK \\K\\ I)H. RYERSDN, CHiri ;i'?iHi.,rFNi>fNi or n)ur\iK,N kor Ontario. PRESKNTED TO THE lEOlSLATlVE ASSE.VSIY BY COMMAKD OF /US EXCEUEXCY. TORONTO: PRINTED AT THE LEADER STEAM PRESS ESTABIISHMEKT, 63 KiKQ STREET EAST. 1868 DEI' Ni SIR,— His E> S} )i'Ci; sever a praetici this Pin and Dii The H( DEPARTMENT OF PEBEIC LVSTKUCTIOX FOR ONTARIO. No. l-.>75. Y 2. Educatu>n Office, Top.i)>fTo, 2n(l Maicb, iSiiS. SIR,— r have the honour to'transmit hei-owith, to he l-aiil befoiH His Excellency, the Menibeis of the Legislature, and the Count iv, a Special Report on tiie Systems :uul State of Popular KducatiiMi ir. several countries of Euro[ii', and the United States of America, w ith practical suggestions for the inipiovenuiut of Public Instruction in this Province. I propose to present a separate report on In^ititutioiH for the Deaf and Dumb and the Blind, I have the honour to Ix', Sir, Your most obedient servant, E. RYEUSON'. The HoxuiKAiiT.i', M. C. CAMEROX, M. V. P., SecretarT/ of the Provincr, Toronto. LcTTt Introi I.-Pl ir.--P GENERAL CONTLNTS. •■» Lettek to the SfiCRUAhv (>j HIE Provimk. iNTROOrCTOnY. I'.V.K Scofip and object of this Special Re|>oit 1 Con miMJonii Kt" Inquiry by other foiiiitriri ,. 2 EDUCATION ON THli CON'l INHNT OF EUROPK. ■■■» I I.— Pim.lC iNSTRlfTIDN IN FlUNCK. I . Muniuipul Divisions in Kriinti' 'J. SyHieni of Public InHtruclioii — It.s tlireefold division. '.i (ii)\ts on Education . . . '. ^^ 4. rom|mlsi.ry Education. ... <>* .\ {;';P'''tofMr. ArnoldonCom;;dsJ,yEd«uU^^^^^ " .. Report of M. IJuudouni (.n Compuisorv Education *^I (>. (rymnastic exercises ....'.. '''* ". -Military exercises . . _ _ _'_" ' 70 v.— PlUI IC l.NSTUlfTION i.\ Uti.cirM. 1. Synoptical view of Education ji, liel.'ium 2. .Mixed School.s for lii.ys and (1 iris. ' ^2 ■.i. Kiiumcial provision for the support of Schools '." l'^. I. hducationa! resources 74 J. Ifemarhs on the Educational wants of' Dei'lum ' ••..•.. 74 <). Educational contests " '"' • 74 VI.— (iRAXl) DrillY Of n.VDKX. '^ I Remark, on the E.Mont and I'omilation ,n the Grand Duehv .'. Educational state of I ho Grand Du.diy """« uuen/ -jf- .•!. IJeor^'anii'.alion of the System of Public' I.istn'.etion". " " U I. Law providing' fo. the o-anization of Pub! ic Instruction ' ' II ... 1- ren'.h remarks on tho passa-c of this law . . . ^^ Vir. — KlNiinoM OF WlIlTKMBE!iG. 1. Extent and condition of the Kin 'dom 2. Ivlucational condition of the Kin,:,'doin ]].....]. ^^ Vlil.— KixiiiioM OK Bavahia. ^^ I. Extent and Population of the Kin.'doin -. Educational state of the Kiii;Tdom'' *"■* :i. Character of the Bavarian School law .'.'.'.'..*.'.' ^^ IX. — Kix(iiPO.M OF Saxoxv. ^i 1. E.xtent and Eclucational state of the Kingdom .... X. — E.MP1KK of AlSTItlA. ° • • • • S3 I. K.xtcnt, Population, and Nationalities of Ausiria Z. Educational condition of the Empire ^6 H. Characteristics of the Austrian Schoolkw • • • ^^ ■I. The Educational policy of Austria '^7 5. Educational effects of the recent war with PrusVia! ' ^'"^ XL — KlXODOM vV DtXMARK. ^*J 1. E.\tcntand Ponulation c.f tlm Kln.'do'!- 2. Provisions for Education in the k?n"dom " " '-'^ 3. Educational state of Denmark ° ' 'JO XII.- ( COJnTNTP. VIJ. Pace. 3t» 38 37 38 38 40 41 43 44 1 ill Jiffcrenl 45 48 -19 ..■••. .H • ■ • • 56 flb -iS .••■ 60 61 01 fi2 65 67 G7 8!) 70 71 72 73 74 74 74 • •• 7j 7fi 77 77 78 81 82 83 >-4 84 ^4 35 ^6 ••- 86 ••• ><7 8,S 8i> • • 110 00 90 Paok. All. — KlNi;iH).M UF SWE RN AND NolHVAV. 1. Extent, Popiilut ion and oonditiou of Nor vajr ^1 '.'. Educotional lariiitiiM in Norway !U 3. Extent, Population and Educational stnto of Sweden 92 1. Provisions of ttif Swedish srhonl law 92 XIII \IV, -KlXfinOM OK IlAI V. Notp.... .. M2 EDUCATION IN THE BRITISH ISLES. laEI AXP. 1 , (ipnornl Intioducf ory rpmari4 Educational Stati-slics 94 Educational facilities — Parliamentary aid 95 Other Educational helps 9 j J, XV ScoTI.AMl. 1 . Historical Sketch of Education in Scotland 'JCt 2. l-'urlhcr elfort.s to promote Education 97 ?.. Early superiority of the Scottish system of Education 98 Other Educational facilities 99 Present Educational Kf a'e of Scotland 99 XV I — Exi.i.AND, iiiclitdiiig Scollnnd, iiiuhr the Prici/ Corincil Cf.mmiitee System of FAemcnturij Education. 1. Historical sketch of Education in En;jland 100 2. Great Public Schools and endowed Grammar Sciiools 103 Universities . 105 Voluntary Educational associatioui and agencies 1 0(! Historical sketch of Parliamentary proceedings 107 Lord Drougham'.s warnini,' to the lawgivers of England 108 Privy Council ConiniitteL> on Education lOM Xormal Schools in England and Scotland ] |,', Other schools and Educational agencies 1 1 (i ID. Inspection and course of instruction. , . . 11 C 11. Salaries of teachei 3 in tho Elementary Schools 117 1 2. Present condition of Education in England 1 1 H 13. Revised Educatioiuil Code of Great Britain 120 I. 5 3. 4. li. 7. 8. 9. XVII.— GESEnAi. OnSKUVArioxs ox Systems or Pi-bi.k; [NSTurcTiox ix Eraopi;. 1. Public provision for Colleges 139 2. Ta.vation of property for ElemcnU'vry Education 139 .3. Co-operation ot religiou.s.denomiuations in Elementary Education 140 4. Practical schools for trades and the arts 140 5. Conditions of ellic' vicy '/' 141 0. True method of ed.:-.iting a people — Its effect 142 XVill.— CoMPri.soRY EuicATioy, fiani the Report of the French Minister of Public Instruction. Introductory— Reforms required in France . . . 142 Primary Instruction compulsory — Historical sketch ".!."."..... 143 EDUCATION IN THE UNITED ST.\TES OF AMERICA. XIX. — State of Massaciiusett?. 1. Historical sketch 150 2. Present system in Ma.ssachrsett3 !.',."*!!.".!!. LIS XX, — State oe Coxnectictt, 1. Hi.itorical sketch I57 :!. Present condition of Education in the State *...".'.!'.'.".!!.'.'."."..!.*.'*.* 168 3. The protection of children employed in manufaclories . I.59 viii. CONTENTS. XXI — Statk op New York PiCE. 1. Common School system ^. Higher and other Institutions...... '."..". ■'.■■'. '*'? XXII.— State or Peknsyi.vania. 1. Common School system 2. Other Institutions "52 ■'}. General Remarks '. ' 6* XXIII.— State of Ohio. 164 XXIV.- 1. Common School system . . 2. Other Institutions 1C5 3. Common School statistics. '^^ 5 te^T^""" "'^«Vil'"'''''.°''y ••esults-lhe 'remedies: .'.■■■ l?q 6. School Houses, Libraries and Schools. . ' S? b. lownship Boards recommended , Hi • •••-. .,.,,,_^^_^^^^ ^ ^ ^ 172 -RE.MARK, OK American Systems op Ptm.ic I.nstritction- I: ?L"' w!rj!"!°^! ".f *^.Cit.y -^nd Town schooLs. . . . ". f. i he Citizen's recognized right to Education. 4 rif ' f'7-f ""• '■'■?'" ^"erican rural schools ! 4. Causes of failure in American rural s-hnnla 17;^ 173 174 17.-, 3rican rural schools 2. State of Illinois... 179 3. State of Michitran 1«0 4. State of Wisconsin. !;!!"'.!; 1^*^ ;■). State of Iowa ,[ 1^1 6. State of Minnesota.. 182 7. State of Kansas.... 183 8. State of California 1'^^ 9. State of Ore-'on. 18-^ 10. Stateof Nevada..... "ii. ".■.'.■.■ isr, 11. School Funds of the aeVeVai'stiit'os !.'"." ^^/l ... 1 8C IN Ontario. SUGGESTIONS For the Further Improvement of Public Instruction 1. County Superintendents 2. Qualifications of County SuperintendVnfi l^'^ Constitution of County Boards of Examiners 1^^ Permanent First Class Certificates ... '*^'' A fixed Minimum for Teachers' Salaries '^^ Additional protection to Teachers . . 1^^ Adequate accommodations for the SchoVls 1^" A limit to the alterations of School sections '.' " ' rJ hSh s^hcT S'SaJrr*:'!'."?'''^^'"^ '''''''^^ ■:::::::::.::::::.:: Jol 11, The Common Schools enti-ely Free ^^^ 12. Compulsory Education ... ..'.'.'!.'.'..'.".".". " \^? CoNCiuDiNO Remarks. 3. 4. 5. 0. 7, 8. 9. 10. ' PiOK. 160 162 .. 162 .. 164 .164 1C5 167 JG8 IG9 171 172 . 173 173 174 17:. 179 180 180 181 182 188 184 184 185 IS;-. spe;cial report . ON POPULAR EDUCATION IN EUROPE AND THE UNITED STATES. TO HIS EXCELLEXCV MAJOR-GEXERAL S'nSTED, C. B., ...EUTENAXT- fTOVERXOR OF THE PROVIXCE OF ONTARIO. Afay H please Your Excellency : F deem it my duty tu lay before Your Excellency, fur the information of the people of this Province, through their Rept^sentatives, a Special Report, cnibracng the results of observations and enquiries respecth.g the systems of ubhc Instruction in several foreign countries as compared with that of I pper Canada, and ottering some suggestions for the advancement of education among us. I am induced to make this report under the following circurn- stances : — SCOPE AXD (^RJECT OF THIS SPECIAL REPORT. When, in the latter part of 1844, I entered upon the task of devising a system of Public Elementary Instruction for the then Province of Upper Canada, I prefaced iny work by a preliminary enquiry of more than twelve months into the systems of Publiclnstruction in the neighbouring States of Amenca and several countries of Europe, especially Great Britain and Ireland, France Holland Prussia, some Minor States of Germany, and Switzerland. I embodied the results of my enquiries and observations in a " Report on a System of Public Elementary Education for Upper Canada," which was laid before our Govern- ment and Legislature in 1846, and according to the recommendations of which, a law was framed and om-rpresent educational system was established. One part of my plan of labour was, to make, onco in five years, an ofticial visit to each County of Upper Canada, to consult, at u public County Convention, on the progress working and defects of our system of education ; and to make, also once m five years, an educational tour of observation and enquiry into the work! mg and progress of the systems of Public Instruction in the chief educatin.. ^countries of America and Europe, that we might avail ourselves, as far as possible, of the experience of both Hemispheres in simplifying and improving ^ BEPOR'? ON POPULAR EDUCATION om- own Hystem and methods of diffusing education and useful knowled-o among all classes of tho population. With this view, I have, several times visited all tho Counties of Upper Canada, and been permitted in 1S50-1, and again in 185u-6, to make educational tours in the United States and Europe as abo again in 1866-7. During this last tour, I was directed by the Govern- ment to make special enquiries in regard to Institutions for tho education of tlieDeat and Dumb and Blind, with a view to some effective legislation and measures for the education of those afflicted classes of our fellow creatures A Supplementary Report on this subject will be shortly laid before the Leiris- lature. ° It is my pleasing duty to add that in each of these tours of inspection and enquiry, I was favoured by Her Majesty's Secretary of State for Forei.r„ Aitairs-on former occasions by the Earl of Clarendon, and last year by Lord Manley-with letters of introduction to the British Ambassador at the Court ot each of the countries I intended to visit, and through whom I obtained every document and facility of enquiry requisite for my purpose. Under these circumstances, and on the creation of a new Legislature, and tiic inauguration of a new system of Government, it seems appropriate to review tlie principles and progress of our system of education in the li STATES. 3 England and Scotland. A few years since. ;uotor Henry Barniird,-now at the head of the new National Department of Education at Washington, made an educational tour in Europe; and he has written largely and lucidly <.i. Education and the Normal Schools and other educational institutions of (xermany, France, England, &c. I am indebted to Dr. Barnard for several facts and references in the following pages. ^ Ah early as 1831, the French Government deputed the justly celebrated M. Victor Cousin to make a tour of inspection in Germany, and to report not only on primary education, but on the higher Schools and Universities. lil. Cousin occupied half of his report of two volumes with Prussia, but describe! Uie educational institutions of Weimar, Saxony, Frankfort-on-the-Main, and IIoI- huid. M. Cousin's report^n the Prussian system of education has boen translated into English, and repeatedly printed in both England and the United States • aiKl as the earliest fruit of that report, M. Guizot, then French Minister of Public Instruction, devised and put into operation a system of public instruction tor France, which, with some important modifications, remains to the present day— the most comprehensive and complete in Europe, except that of Prussia. Again, in 1854, M. Eugene Eendu was charged by the French Ministry of In- struction to visit Germany and study the state of education there ; and lastly in 1SG5, the French Ministry of Public Instruction directed M. J. M. Baudouin to inspect and study and report upon the organization and methods of public in- struction in Belgium, Germany and Switzerland. His report extends to ui)- wards of 500 quarto pages. The British Government has appointed various commissions to investigate and report on the systems of instruction on the Continent. Within the last ten years an Education Commission, appointed by the (iueeu and presided over untd his death, by the late Duke of Newcastle, has enquired into the state of popular education in England with a view to consider and report upon measures for the extension of sound and cheap elementary education to all classes of the people. That Commission has appointed Assistant Commissioners to visit France Holland, Switzerland, Germany, the United States and Canada. Their re- searches were to embrace the following heads of enquiry : '< 1. The voluntary "or compulsory character of the education. 2. The nature of the education " 3. The means by whieh it is supplied. 4. The regulations by which it is a.ov "erned. 5. Its results." "^ To make these important enquiries, Matthew Arnold, Esq., M.A.,— son of the late celebrated Reverend Doctor Arnold— was appointed to visit France Holland and French Switzerland ; the Reverend Mark Pattison, B.D., was appointed to make enquiry into Elementary Education in Germany; and the Reverend James Eraser, M.A., was appointed to visit the United States and Canada for the same purpose. I have, of course, availed myself of the reports of these able men, as well as of the official reports and laws of the several countries I have visited, in order to assist my own enquiries and enlarge my knowledge ;. i the many topics of investigation. Their opinions will be frequently quoted m the following pages UtOPORT ON POPULAR KDUOATION F. -PlTJJLfC INSTRITCTIOX IN FRANCK. I will ooinme.K.o with a brief view of th« S>/stem of P„|,li.. ...n.ciallv imum-y) Instruction in France; in onler to undorBtaud which, it wilJ he ueces.ary to note the governmental organization un which that .v.stc f in- struction 18 enn;rarted. 1. — MlNICIfAr. OIVISIONS OK KRAN(;l!;, France, fonnerly divided into thirty-four province., lias, .in.-c ITS'., been divided mto I>epart7nents ; each Department is divided into Anon-Z/^Jneuts • each Arrondissement k subdivided mto Cantons and Com mn.es. There are .u l'run,.e SO Department*, 363 Arrondissements. 2,850 Cantons, and 86 82(5 Com.nuncs The population of France, according to tlic last census, isW,- 4cvcral Arrondissements in the Department its share of Departmental Statc- t.-.Naf ion and votes the funds expended by the executive of the Department 1 he Arrondtssement is the next largest administrative division in France • he head of each Arrondisscment is another officer of the Central Govern- luit-the 6«S-/V./..J. who i, assisted by another deliberative bodv, callet. uom. The heads of this Municipal hierarchy-the Prefects, Sub-Prefects J„s- .ees of the Peace, and Mayors-are all appointed by ImpLrial authority ; tT^- t^T '''''''' r/T^ by the tax-payers whom the; represent. But /./e.« has power to dissolve any Municipal Council in his Dipartmenf and to wa ds o ^Tooo .r t M . ''^? T'""' '"^ "'"^ ™^^^ P^^'^« «^ France. TJp- uards ot 2,000 elective Municipal Councils have thus been dissolved since 185 ■ond^ac^y permanent executive Muni cipal Commissions.* ' Canada or of anj oSer coun "^ The faw S S^^^^^^^ «y«'«™ of Uppe^ shaUb, .ad, JbH„,edui ^!^^7^^ ^ S^::^^!^^^^^ in IN KCBOrE ANT) THE UNITED STATES. . g Though there is thus a nominal elective system of municipal government in France, there is a real net-work of executive power and control inlorsecf in- and pervading every Commune of the Empire-constituting a perfectly abs" lute government for the time being under the form of universal suffrage. 2.— SVSTEM OF rUKLIC INSTRUCTION— ITS THREEFOLD DIVI.SlOX Ihe Organization of the Si/stem of PuUic Imtruction in France is in harmrmy with that of the civil government. At the head of it stands The Su- preme Council of Puhlic Instruction, presided over bv the Minister of Public Iiistruction, and composed of five Bishops or Archbishops, three Senators three Councdlors of State, three niend.ers ,>f the Court of Cassation (or AJmeal) three iiunistero belonging to the Lutheran, Keformed and Jewish Churches five mend.crs of the Institute, eight Inspectors-General, and two heads of private establishments of instruction. This Council thus fairly represents the different creeds and institution, of I Vance. The clergy, both Kon.an Catholic and I rotestant, though included in every school corporation or council, are ahvay. Ml a small minority. In France the Church is completely subject to the State- All the members of this Supreme Council are, since 1S52, named l)v the Emperor for one year. The Council assembles at least twice a s car and" -ives Its opmions on projected bills and decrees concerning public instr'uction'' on regulations resi)ectiiig programmes of study, and has control over all the Coun- cils of Academies (Fniversities), of which there are sixteen-cach Academv having one or more of the Faculties of Law, Medicine, J.itei-ature and the Sciences-an.l Lyceums (dram mar Schools), Colleges, and schools of primarv instruction under its jurisdiction. Public instruction in France is distinguished into Imtruction Superieure— including the Academies, with live YamMxo^— Sciences, Letters, Theology Law and Medidiu ; Instruction Secondaire—aom^vhm^ the Lyceums, l{(»vai and Communal Colleges— at which students can take the Degrees of HachJlor of Letters and Hacheh.r of Sciences; and Instruction PWma^v-comprisiiu. el'Muentary or common schools. There is a Normal School Superior, for train*^ ing Professors for the Faculties in the Academies ; there are Normal Schools Secondary, for the training of Professors for the Lyceums and Colleges None but graduates, after competitive examination, are eligible for admission into these N orinal Schools. There are also Primary Normal Scho.ds. for the training, of teachers for the elementary schools. ' "" 3.— GOVIORNMENT INSPKCriON OF SCHOOLS, Over all these Academies, Colleges, and Schools, there is a rigid system of inspc^ct.on. There are eight Inspectors-General for the Academies or Faculties • MX Inspectors-General of the Lyceums and Colleges ; and two Inspectors-Gen' ' eraUo oveisee the numerous local inspectors of the elementary schools. Each nnlS'^'V^y^' '^^ P^o^'-^e'J f?r th^i7p^and that no individuaU7Toc"ir'b^~ei;c"ti7G~;;T' otherwise shall contravene thisjrreat principle of the national Uw and will F IL^ J. '^°' ScLSr rr"'"'""' «^»r»«tee,Ugle^tsproppoBeB this national TnLstk Stm^n? RKPOUT ON I-OIMI.AK KI.ICATK.X i Sd,„„U, and tJ,c „,„„„ „f .,,,1, ,,, 1 ' ;, '" '"" '■''.•■"•S" "f ""= N°™»1 M,o I„s,„,.|,„- ,f ].,.!„ I • '""'"""' '■' I"- cic|>a,-t,m.„t ; „,„1 t„ l,i,„ ..,, ,, ,. ■•■— 'Ki'A"nn;.vrA,. c„Nn«.i, „„■ h,„<-at„.v, ;: -- ':•"'-.>• »i"*.,.x ,::,;, ,,:t,„J ;::::;; ;:;:;;:;f "'"•'■". """ '■< .-.■.■tili,.afosi itl,„, tiK. ,T..„lation of „„M1, , '' '•il'lim., -m,! .-a,, i,„c,,Ii,.i ,t„.„, ,■„. "",'l'"N.jn%» tlicm m matlors ,.f ,li,- ™'..i.v. .. an anJu'o ';,;;;, ;:,;,:; /,;;°Tr "'"-r""-' • relW.. ,o ,„,v ,oad,<.r, xvirl,,,,,, ,L vi. I /Z, ,™I ,t ' '""."■"^•"""- " <-' '»-^" noiniimtc, su^i)eiid or disnii^" I pnblicpmiiary THK MINORITY. law .1,0 R„,„a„ Ca.l,„lic, .he Protestant EndS T ^rf "1 T . o«-.* ; a„,l the .ninist™ of the» oommnlnsCLtfsah ^^^ n»n;b.r hvo mUIions-diviJol between Calviniat, and Cie™ , ! f " liavmg old salaried ministers, and the latter 265 ' "'™"""'-'l"' f™"-'!- TO,0«,U> The rights of the minorit, are e Sly proteSd l^I'T '"""" <-^tiil.lishe( bvMr Guizot in IS"'^ fl.^ * 'J rroiectea. Under the system puuic ..hoo.; no ehiid':;: :^:::!:^^:::^z^z:7r' '• •"" IN KUROPE AND THE UNITKD BTATK8. 7 follow-scliolai's. Thi'y were to permit nnd rcqucBt parents of such oliildnri to cause them to receive suitable religious instruction from a minister of tlioir own coinriiunitm, or from a layman regularly apj)ointecl for that i)urposo. Tliey wore enj(jinc(l to see that in every week, at tixcd hours to be agreed uiton between the nainister of religion, the parents, ana the local school authorities, such children were conducted to the Protestant Church, or any other jdace i>rei^cribed, fur religious instruction in the faith of their parents. The Inspectors were also enjoined to see to the observance of these regulations. Similar ]»rovision was made for religious freedom and religious instruction in the Normal Schools. Jt WHS further provided that wlicro the mino:iiy had cause ^to desire a Sei»arate School, and reasonable nund)ers to fill it, the executive Ifectors and liis])C(;toiri were to take heed that Municipal Councils did not unjuhtly yvl'ufo the nunority's request. 0. — SKI'AnATK SCnOOI.S ALLOWED — RELIGIorS LIBKKTV MAINTAINED. Ditticulties having arisen in connection with religious instniclion in the common schools, separate or denominational schools multiplied, and became rather the rule than the exception. By laws and regulations adopted in 18.50. each form of religion recognized by the State, is allowed to have a separate school ; but the departmental council has power to unite in one common scIkjo! children of different religious communions. Yet if the children are thus united in one school, their religious liberty is sedulously guarded. It is provided that the ministers of each communion shall have free and equal access to the school at separate times, to watch over the religious instruction of the cliildren of their own communion. Where the school is appropriated to one denomination, no child of another denomination is admitted without a written request from his parents or guardians; of which request the teacher must keep a record, to be l)rodnccd when required. Thus the liberty and rights of the minority are protected in France ; and I believe that protection is impartial and effectual. My own observation ac- cords with that of the English Commissioner, Arnold, who says:—" I confidently affirm, in contradiction of much ignorant assertion, that the liberty thus pro- claimed by law is maiptained in practice. The venerable chiefs of the prin- cipal Protestant communities if the French Provinces,— the President of the Consistory of Nismes, the President of t»- - Consistory of Strasbourg— indi- vidually assured me that a^ regarded the treatment of their schools by the authorities, they had nothing whatever to complain of , that Protestant schools (Mrn3 into c dlision with the State in no otherwise than as Catholic Schools ciimo; thit sujh oUision, when it happened, was, in nine cases out often on matters wholly unconnected with religion. In Languedoc, indeed, the embers of religious animosity still smoulder; but it is among the lower ordei-s of the population. It is not that the state persecutes the Protestants ; it is that Protestant and Catholic mobs have still sometitnes the impulse to per- secute each other, and that the State has hard work to keep the peace between them." 8 KEPOET ON POPrtAR EDCOATIOX 7.-METr,Oi,S OK PKovmiXo KOB TUK SLPPORT ok 6Cn00L9. rp, „ •"••' "Lj-ruKT OF SCHOOLS. -1 in,iivi,i„„i ,.o„„.n„ , ; 1: ve ' ' ;;;;;;;i "'^ ?"""".r' '"' °'p"''"»- ">uno, oil acc'ouut „f poverty or dis-.sf,... f fi ' "'""•'^f'' '^- '* the Com- -,uire..,t..ode,.iu-t.nJttoJi '::;;:;'■;:;' '^"""'' ""'^ '^^ ^"'" Ami if tlu. ...venues of ti.e De.Kul.ieut " a / '"'' '""' ''"""'^ '■^• H.fKoienr UMi.eur the (lelieiei.nes of 1 tl V '" »•"" '^'"^- "'"« ""» by the State. '^^'"^"''- -^ ^H the Conum.nes, the hnhmee is snpplie.l In every Department tiie I'lvfeet ami (\„M„.;ir i Mayor MM. Mmiidpul Conucil „..,L-» o o -i '" lUdi ( ommune, tlie «,^ » .V n!:.io,?";"::':r;t" , ,1;;:';^;:;:''' ;C';\.t"" ^"■" """ le,|ui,ofor.,.i,ool,„„-i,„s«;,„„lwlorot„tio,feo. .'"'''""""I "'"""' '""■'.)• .i.e ,,v,„o„t of fee. o„ ..coo„„t o.tl.o indiU^^nhei; p;;,,;!:'"'"''''"'' "•""* P ,, ^^.— NORMAL HCirooLS FOK nKI'AimilLNTs . hvery Department must sui)port a Norni..l v.i i '.• tencherst;. prima,.. ehools; ol S:^ Jr^7:^J^J:J'' ^'•"-"^ '•'• l»'u-tmentsmay unite for that purpose The sum f ' "/•"' '""•'" ^^'- a Norn,al School for the salariL f tead... am 1 , ' "^^'f^^^".' -I'l-^' «f poor students, is r.ot fixed bv tl.c J)epartl^.t ^ '^'; ' f r^"^*^ "' '"^' «^' Council of PublielnstructimL ThJ^'^!^;, 1 "^f ^^"V'" '" '''J'""'^ jointly l,v tl.eGovernmenta„cUii De aZent tr 7 ' Z 'r''"^ ''^ ''"•"" in each J)epartment an inereasinrr fund is estahlislmrl +•' *i .. aged teachers, and of the widows and cllren of eal^ " "!"' '"' their w.rk Each teacher must subscribe on:!;::^L ^ ^ I L ^^f ' " from tW Commune; and the sum-total of his Bubscrinln V ^^ ?'''' Without entering into further detail, I will now present -. l...- *•..-• view of tlie oT»erations of tbk nia.^.lfi * V ^ ""'* >^tal,>^caL instruction. ' ' ^agnxficent and conxprehensive systen. of public N IX ECEOPE AND THE UNITED STATES. 10.— UNIVEKSmES, COLLEOKb, SIPKKIOB NORMAL SCHOOLS AND STTDENTS. Under tho head of Instruction Superkurc, there m-e the sixteen Academies or Universities, with tiieir one or more Facilities eacli. There are six lacnlties of Catholic Theolo-y ; two FHcnltie« of Protestant Theolojrv nine Faculties of Law; three Faculties of Medicine ; six Facltirs of Sciences and Letters. These are distributed anion^r (he princ-ii.al t.-wiis ..f Fmnce In the I iiiversity of Paris alone, the number of students ,.m..niits t., i> (MM» tbrLaw .•i,00(> for Medicine, 1,500 for Sciences and Letters. In the Cnlie-e de France' then, are 34 Professoi-s, and as many in the Sorbonne, all of whose lectures are imbly an.l free. There are ui)wards of 20,000 students in the various Aeadeimes, or Pniversity Colleges. In the system of Secondary Instruction, there are (!S LvciMims and 244 Conn,nm:.l(^olk-es (Superior Grammar Schools), aided and' inspected by the Stjit.-. All the towns possessing Faculties have also Normal Schools (Ecoles .\unnnl,-, Suj^cneures), for providing the Lyceums and Communal Colleges with nia.t,.-. and teachers, besides the Superior Normal School at Paris, for the train n.g ot caudidate. tor professorships in the Universities, and which is mider the control ot the Minister of Public Instruction, administered by three directors and III which there are 18 Professors and 80 students. ' 11.— PRULVRY SCHOOLS, TEACnERS AND PUPILS. It^ is, however, with the system of Primarj/ Instruction that we are chielly concerned. Mr. Arnold, in the report of his French Mission of Tns,)ec- tum m 1859, remarks that no report on the state of primary instruction had been published for eight year^ ;^but he obtained statistics (which had been pre- pared with great labour from unpublished documents) of the primary schools for I^.»|. In ISf).,, a very elaborate statistical report of primarv instruction, down to the end of 1S03, was published. I v'as kindly favoured with a copv of it among various other documents, at the department of the Minister of Public Instruction at Paris. I will here translate a summarv of tlie statistics of this remarkable document-premising that the schools taught bv reli;rio,m orders are called Oongreganist Schools-^W^^ Congreganistes. ^ For 'Convenience' French money will be reduced into our currency. Twcntv-five francs are one pound sterling; and five francs may be considered as one dollar This report of the Minis^ter of Public Instruction {Rapport d Sa Majeste rFmpereur,Sur Lhtat de VEnseignement Primaire pendant Z'Annee 1803) opens with the h.llowiiig statement of the progress of school attendance since 1839 • " In 1832, our primary schools contained 1,935,624 children for 32"5(!0 '134 inhabitants." ' . •• " In 1847, there were 3,530,134 pupils for 35,400,480 inhabitants " - In 1803, there were returned 4,336,368 pupils for a population of 37 38'> ^>->o inhabitants. In other words, in 1832, France sent to the primarv' scWl* 50 pupils out of 1,000 inhabitants ; in 1847, 99.8 ; in 1863, 116 pupils' tor evorv thousand inhabitants." In the summ^arv of this report we have the following rcraaflv. .id slHtistic • ''All the Cbmmunes are subject to the legal obligation of supporting l[ 10 least iJKi'oirr ON roput.AK KnrcATroN' one i)ubl)c sell,,,)! cadi. They hy th.i Departmeiitiil Council for I lie nnitiii;' on lun the pcratuitou lees.' suppoit of a pul)lic Hcliool, '^ iiiritnictioii of children ;'an onlv |,i" relieved from thlri obli.'at !• uu>n> nei-!;h])oiirinnf Conununes '• '>y l.n.vidinjr in a pHvatc ecliool for whose parents are unable to pay tlic "34,606 Cornniunes supported bv tbf.in«..K„ . . 1 «vin n.. , ^i, '^" "y meinselvcs one or inoro pub c schools i,bSO Communes were e^a v united to nH.n.. r .^ i- i "' "^ scnoois, i_i/' n ., , . -^ "^'^''" <^"'cr Communes lor schoo nurn(.fif.Q U(> Communes provided n private schools fu,. fl.„ . •. purposes, indi<'ent chihbv-n H\^ P., ''*'^« ^'''»'J«'« lor the gratuitous instruction Vf nmi..^cnr.cniuii en, M8 Communes di( not fulfil too nhl.V.f:,.,,. ; i them by law. Total Communes, 37 51(» " oWigation. imposed upon I' The population of 818 Cominu'nes deprived of schools, was 262 409 iu- hab tan -or on an averag,. 321 inhabitants in each Comm me T^e .rL" . part of these localities send thoir children to schools in the neighbourllool" 12.-„ov8' sonoots, akd mtxkd schools for boys and oinrs and ,irls. Thus the 'children of ^lZii^Z:^^V^ '' ''''. schools ; of which 15 030 are tau.ht by male ^.^^t^^^l^^Z^^ oTtt wS'^'s V"° *^"^^l^^^;"-;«'«-n>0T2bVfenialereli>r^^^^^^^^ yn ino wuoic -JS ,:{s(, boys or mixed sclinol^i '^q -/'y ^ i, , teachers, and 1,581 by ibn^ale la^ h 'l Orr / T wf ' ^ "'"^' ^'^ I]rothers, and 1,072 by Sisters." ^ ' ' '"^ ''' *'"'"''' ^'^' '^'' Christian 13.~GIRLS' SCHOOLS. " Of the 37,510 Comnmnes of the Empire 10 '^l'> n,.,. ,... • i ^ . ■, for girls. So that there are 18,198 Connm.nes -^Z ^ -^'f '"''^' ''^""'^ specially for girls." ' ^""""""^^ ^'Ct unprovided .vith schools 14. — FREE SCHOOLS. ''Every Commune has the discretionary power, from its omh resources to siipport one or more free sehools_Jb.^.. Muierement C.a^.^/^Jln ^^f i^'so? There are 2,752 of these free scliools-866 tauchf w fi r • ^''^'^ f ^^^^X 1,886 taught by lay teachers." ^ '' ^'^ '^'' '"'^''^-"^"^ ''^^'^''^ ""^ 15.— SCHOOL-IIOCSES ANU KESIDEXCES OF TKAOHEKS. "Every Commune is reciuired to provide a suitable place furnished for the school and residence of the teacher (law of 1S50). And bv a decre . f ^ . ber, 1863, the teacher's furniture is added Of tl' i , ''''*^.^'* ^^Pt*-^"^- 33,386 public ...ools, 27,642 belong o he C n . i.: r 0^65""' " ''^' by the Communes ; 509 are lent by ;rivate individirr ^S - ^LS ^ associations. Of the 27,642 school-houses belonging to 'the Con« ^f "^^ are well arranged; 2,316 are convenient for teuolSng the school onl' 1 ioi are only suitable for lodging the teacher; 4 4^8 nre in 1, v """'^'.^'fy^ Gardens areattaohpd to 9« oon c 1 11 "^ respect suitable, uarclens aie attached to 2b,220 school-houses; 25,882 are f(A- the personal use • , to IX mnopE AND Tiir, initko statk-i. ii of the teacher, and 33S Bene more luirticuliirly for the horticultural tenchinp of the pupik Of the 10,713 bchool-huuses which do not hclmjr t.. the Com- munes, 3,354 are convenient; 1,100 .ire convenient only for the lodgment of the teachers; 1,117 are convenient only for the clashes of the school; 5 IGCi arc in no respect Buitahle." 10.— TEACHKKS noi.DINO CEUTIFK'ATES OF QL-AUKICATION--(rrna;,s Hi; (MV\(rrE). "Public teachers, whether male or female, must he provided with a certifi- c.ite of qualiticatiotirt {brevet de capacite) or a title equivalent, e.-vccpt the female members of rcli-j^ious orders, whoso certificates of ohedkncti (/c/f re d'ol/edknce) are accepted in place of the or-'-tificate, or brevet. They rank as follows:— Provided with a simple or elementary certificate, 30,433 male hiy teachers, 1 905 assistant lay teachers; 1,438 female tetchers, and 19 assistant female teachere; l,8Sl C:iiri*tiun iirothers, 400 assistants; 263 Sisters, and 10 assistants. Provided with a superior or complete certificate : 2,441 male lay teachers; lu female lay teachers; 39 Christian Brothers, and 13 assistants. Provided with dil»loiua of Bachelor, 128 male teachers. Provided with a title c(piivalent to a Ijrevet, 205 male teachers. Having no brevet, 550 male lay teachers, and 783 assistants; 133 female lay teachers, and 14 assistants ; 46 Christian Brothers and 3,042 assistants ; 809 Sistere, and 556 assistants." Thus, nearly eight per cent, of the lay teachers have the complete brevet or diploma of bachelor ; less than two per cent, of the congreganist teachers have the complete brevet. Among the assistant lay teachers, nearly 71 per cent, are breveted; among the assistant congreganists, a little more than nine per cent, have the brevet. There are more than eight times as many ot the breveted assistant teachers among the laymen as among the congreganists. 17. — >nNIMUM SALAKY OF TEACHEKS. " Besides the lodgment and furnished school-house, every Commune is obli<--cd to furnish the public teacher a certain allowance. (Law of 1850.) The dcci-ee of the 19th April, 1'862, fixes in the following manner the minimum salary of teachers : 1. From 1 to 5 years' service 600 francs. ($120.) 2. After 5 years 700 " ($140.) 3. After 10 years 800 " ($160.) 4. After 15 years 900 *• ($180.) '' The female teachers who teach the public schools enjoy an allowance, the minimum of which is determined by a decree of the 31st December, 1853, as lollows : 'i-^t ch&s 500 francs. (1100.) _ 2nd class 400 « ($80.) " Besides the purely scholastic resources teachers enjoy advantages arising lut of various accessory functions which they fulfil. The sums which they re- ceive from these accessory functions (such as secretarv of the l\[ayor, Arc ) amount to 4,219,587 francs. (8843,918.) The average salaries 'of ' male ■ teachers, apart Irom these additional contingencies, in the rural Communes, was 824 francs, ($105) ; of female teachers, 778 francs, $1*56.*' 19 BEPORT ojf f \y EDUCATION " ^''Kler the relation of iho ..„,,.,, " '^™- ^^•^ofl ^•'>" '^'^^'"^'^- <"ongr-.xani8t8 I'l't'tty good _■■_ ' 12,513 ^ „6(5 ■ Pa<,44(>); total, 471,1 IS francs (ltS!»4,22;^). I'pou the whole, tliere exint.s in Franco 172 Normal iivhwi establisliments in wliich 1,50(» male and femulo teachers are trained and sent out annually to the primary schools, at an Jinnnal expense to the nation of 2,001,154 francs, or !(558(>,23l—indici)tin<;f wonderful economy for the work done. 20.— KXAMINATION* oK T|-A8.3 per cent, were rejected, and of the congreganist candidates, 59.0 per cent' were rejected. Female teachers reipiire certificates of (p.alification as well as male teachers • but the female mend;ers of religious orders are exempted from examination- their letterof obedience being ac.-cpted, though they are classified. Of the ..,802 lay female candidates who presented themselves for examination 1 701 were rejected, 310 obtained a certificate m- brevet of the first-class, and I'ssi a certificate of the second order. Of 180 congreganist female candidaies, 75 were ve.ieeted,3 „hta,ned tl,.t-class certificates, and 108 certificates of the second ' •• ttT . , 21.— JXFAKT SCHOOLS AND TIIEIU TEACHKKS. There is yet another class of schools, that have not yet been mentioned-in- fant schools-.a?^., d asde. To be placed at the head of an infant school, the mis ress must be provided with a certificate of aptitude. In the chief town of each Department there is a Commission to examine candidates and give eer- IsAf %T '' '''T ^^^"'--"-^ "^ --0- Department, conslted, I 1803, of 371 mend,ers, who devoted 57 days to the examinations. Of the 149 lay candidates, loo obtained certificates of aptitude; of the 10 nuns or cm S'TSr f "^T'V -^T-^'"' ' ^^^«-^^-^---s. There were, in 1803, 3,308 infant schools, in AVhich there were 383,856 children of both sexes under seven yeai-s of age. ' IIKVOKT OF POPULAR ICntJOATION years of a-o, (boys' school, .nrk' «,.l. i '^'^'^^^^' ^'--'"i ^ovon to thirteen ami api.rciitices. -' '"""I'' «»<;iiiiig) opened fur ailult* "Pliiiiaiy iiistl-uc-tioii is alio .rivon i„ .,„.,.; .1 1 l.vcc,,,™, „,K, secondary scho„,,,aM to elEl;.''"" T"'"' ""■°"''-"' »*"i.Atm.io,„, a, priin school , regiLSt ' ° 'TT'"*' '" '"*'™"' agrioultuial and veterinary sel.ools B^Uve h ' ,1' °' '"■'" '■""' •"■■■"'"'. orders of establisl„„en,s'whi htn,,fo "el^rel? f '" '" ''™;"'' "'» '""■■ Kivin. Nonnal instrne.ion. T ; offl i f,Hffo7 f T^<~'" ""'"■'"•'«) ^3 direeto,.. ST ehaplains, 808 JZ^1;^J'^ZT7''"T'"^"' .I«..t), 3,350 students or pnpil.,eael,ers, «t ^ZLlomS T'' <"""''=^'- and placed at ti.e Lead of public schools! ""' """"»".>• ■' I'V supplying female teachers, there ovist 11 K,„.m ,1 « 1 , nial courses of instruction in other scho' Tl ° ffi . "'"' '' ^"'"- .nent, include 04 directresses, « cLp atos 185 1° T °' "'™'' ^=**''*- P;-ofesors, and 1,2«1 Wll-mistress s 'c^f "^hotrrr:!:,"'"?" "' 1" >'"^- placed as mistresses of Commmral schools °"" """'"'"y »"<) ..iriXTpj^ct;;^^^^^^^^^^^^ ^v■t.ll certificates of aptitude ' ''^'°'" ^^'^''^' ^ent out ^^ol^Jl^":^::^:^^:^^^^""^';^ of .,.0 ^nrpire, SI, only .0 .oighhonring sehools ; ^,::rTLCl "^^^ f" '!'f ' f'^'^ 'j;n'U. ^ ^^^^^ ^^ 1"! a special school for '•TJio 3(;,Ga2 Communes provided with iniKliV. r,. • .- . .oh„ols.peclally ,br boys or mixed >W,hCi::™T/"''°f''''"™"'«^ special school., for girls, ,vhere I 728 40<1 „? i ' ' ''"J"'" ' l'»™ 27,207 O.S,7W schools, and 1,330,308 pupi'll "^ "■' '"■«'"• '" ""- a"-^ are " 51,;)55 scliools are conducted Iw mnlu r.,. f.. i i -.nhers of religious or^.:^t^^;^^:^::tr^ ^''' ^^'^<>« V ot 53 per school; and 1.610,flU pupih -uld hi .?'''"""" '^^'^^''^g^ per school. ' " ~ ^ ^ ''"^"** ^^'^ latter~an average of 94 IN KUKOl'E AND THE UNITED STATES. 16 ^ "Of the 4,336,3(58 childreu that attciul tlie schook 2,802,i>43 pay a school lee, and 1,&33,425 are admitted gratuitously. " 1,063 Communes are provided witli infant schools. The number of these is 3,308-attended by ^83,850 pupils ; of whom 283,215, that is to say, more than two-tlurds, are admitted gratuitously. Besides, there exist 2,022 nursery or small schools established in 1,735 Communes, and wliich are attended bv 50,026 children. "^ " The general total of primary and infant schools is 72,069, which are attended by 4,720,224 children of both sexes. " Furthermore, 6,048 primary boarding schools are attached to the public or pnvate establishments. There are 6,825 adult classes or schools,-cla3se3 for the sundry-schools of apprentices, of manufactures, of workshops, orphan asylums, attended by 193,207 pupils. " Thus the establishments for primary instruction number 80,915 (includ- mg the 2,022 nursery or small schools), and are attended by 4,963 457 pupils." ' School Teachers.—^' The teaching body of these establishments of primary in- struction, not including the Normal Schools, is composed of 40,296 lay male teachers and assistant teachers ; 24,212 lay mistresses and assistant mistresses • of schools of the religious orders, congreganists, there are 8,635 male teachers' and assistant teachers ; 4,243 mistresses and assistant mistresses." School Population-School Attendance.— ^' AcitoixWn^ to the last census, in a population of 37,382,225 inhabitants, there were reported 4,018,427 children from 7 to 10 years of age. That is an average of 10.7 children for every 100 inhabitants. The children from 7 to 10 years of age receive instruction in the primary schools were in number 3,143,540. There would remain, then 874 887 children who did not attend any school. But there should be deducted ' the children who receive instruction at home and in the public and private estab- lishments of secondary instruction to Avhich are attached primary departments '' (I omit numerous details as to the length of the time the different classes of pupils attend the school, and the average amount of knowledge they possess on leaving school ; also expenditures for the erection and repairs of school-houses.) 23.— THE EXPENSE OF TUE FEENCH SYSTEM AND IIOW PROVIDED. Primary Schools.^Tho ordbary expense of primary instruction in France, in 1863, (not including buildings and some other extraordinary expenses) was 53,674,700 francs, or §11,734,940. This sum is derived from the followin.^ sources : — ^ 1. From endowments, gifts and legacies, de- signed for the ordinary expenses of the pri- nuiry and infant schools 2,195,640 francs or ($439,128) 2. From Communes, (ordinary resources, 3 cen- times, special and extraordinary taxes, for the ordinary expenses.) ^ 25,316,590 " ($5,063,318) 8. From families, — s ■, , j Fees of public, boys and mixed schools 13,739,590 francs ($2,747,918) 16 KKI'OUT ON I'OHttl.AK EDrCATrON' lH'(>s ot n'irls schools.... , ^ , , I'Vos of infant schools. tt,.,'^ iM.ol .... •^-'^'''X* " 1-vosofadni;:;;::;; '':'''*' " 4. Kmn, ^unnal Schools, (their own v^^^l^:^;,^, ' ' "ii'''" !; 0. Frmn nt.es and towns for the support of formal Schools <'. Hv tamiiios f;>rtho hoani'orpn^i^it;;;;,;;; ; ' '''-'-' I lio A ornial^Schools ^ 7. Krc.ni the Dqmrtn.ents tor ' j,ri,nai.v' ii,;;;,;*; '*"""' tlOll ^. ^>'''"tiu>st«t;^tb;p;.;man*i;,;;n;;t;;",;;";;;;; ':^^^ ;; Sc/mo/ IhiHiHi incuts havi lujs — Vroin Hie statistics it al roo (!JS908,364j * (§64,802) (!?10G,4e3) (858,366) ($15,577) ($8,655) ($92,884) ($1,128,044) ($1,,702) ($11,734,940) \otc(i 1.2'iO, !)!»:> \ ra Is.) appears that the Depart- "•"I Xormal Schools; that private ind ".•s,or $252. IDS. for the hiiihlini,' of •rniiarv Mil>scriptions to these expenses no I 'vi.hials have coiitrihnted hy yifts anil lioard Private 8chooh-~Th^ above fjo-ures d less than l(;,!t7!»,5oSf I'iincs, or $3.3!»5,!)n. iiiir sc hools o V tl various kinds, or t 10 sums paid hy families t not comjtrehend tl or th le receipts of teachers fron > secondary schools in whicl le resources ul' > ])rivute seminaries of 1 accessorv fmicti 1 primary instruction i^ riven. 4,219,587 francs, ($843,<)17)or tho'central ad ons, aniountiiicr in I,s(j3 t, I'l-imary instruction, or the rectors iHiuisti'ation, or ireneral -<'iiii.i.iN.:.v NOT .vm:Ni.ix(, scjiooi.— or prefectorial admiuistrat mspectioii of 'citioni- The following are tlu ^tnictiou on this point : KFFOHTS To HlCni'CK remarks and explanations of the M Till'; MlMUKl; iuister of Public Ii Tl le progress made during the last sixteen years has be, •ioring the preceding period," because this was^lie 'H less ■npid tl lioweve r, considerable ; for from 1847 to 1 8(i is. period t)f creation. It r-out ,i,«. ,v„„uu only SIS ;..,„.,„„„« uXlaCi, ',"'';'''"'■ f ..S., from 7 to t3 vea... wo «,kI i„ tho rrimarv J,„o V, "i' : f'""'' .•iMldrei, of that „!.o, o„t of4,01S4'>r wl,i,.h ,, '°°",. "'''"'• ""'j' ^''33,540 .l.*;it of SS4,SS7 oWH,.,, f,„„, 7 ,„ 13 ■; : '„„/''';™ ' t''""-" speetion reports oidv (?')•> fi 7s; Pnf ^i . '^ -• "« i luversity ui- ""■'•f' '"■ «■ ">■ •■I'iWro,, wl,„ do not alto,„l «l,oo t, "'"l '"""• IN ECKOPE AND THE IMTED STATES. 17 from 7 to 13 years of age, it should not bo regarded as expressing tlie number of those who are completely deatitute of instruction. There are, in fact, u certain number of children of that age who receive their first instruction in the liiniily, or in the elementary chsnon of secondary establishments. Besides, many others enter the school only at eighr or nine years of age, or leave the primary school before their thirteenth year. 25.-- REASONS FOR \0N-ATTKM>AXCK AFTER THE AGE OF TWELVE. "In regard to childhood, the acts of the religious life, regulate, in general the duration of tlu; school period. The first Communion in the Catholic Church takes place between 1 1 and 12 years of age. Very few (children attonrl the school when they have no more <-;.techism to recite, as many go there only to learn it. In Pn.testant countries, where the first Communion is at about 10 years of age, this limit is also that (,f .school age; aiul this ddav which, in some degree, ])roloiigs childhood, prolongs also the study of the schor.l. ft is one of the reaso;:-^ which exi.lain the sni.erinrity, in regard to primary instnu-- tion of Protestant ..vvr Catholic States, .\notlier reason is found in the religi- "iis obligat'on impose'nokkE^,l., M. A., th Kmjluh MumtlonalLUnammlomr to trance, in his rej,ort to the Eiujlhdi, Jioyal Commhsiomrs, in \bm,2vintedhy order of the Gvernment, and jir^wnted to both Homey, of Parliament. 2t;.— cojn-AUATivi: i;xi'i.:\sivi;\Kss oi- tuk kukncii a\o k\(;i.ish systkms. French Ejipendlture.-'' Jt apj)ears from the^ above figures that had the communes borne the full ordinary exj.enses of their schools, as well as the ox- traordinary expenses actually contributed by them, they would hav(! had to tind a sum (»f, in round numbers, .■fil,.'>(,»7,740 ($7,538,700). They actually bore a. charge of f874,20(» (8+,37J,00O), but of this they were leo-allv bourn] to bear but £478,200 (.*2,391,(»00). They voluntarily undertoolT a " burden of £3!)(?,000 (>c^l,080,00(.). Families and private persons contributed, in school lees, board, and donations, about £423,000 (!B2,lli),500). The de].artment« bore a charge of £210,02.1 (!?1,054,()0(») ; of this, the obligations (,f the law imposed on them £104,040 ($820,200); they voluntarily taxed themselves for £46,880 (§234,4011). Finally, the State directly contributed about £20tj"s00 (61,034,OL>.))(njarly th;; same amounts as the departments) : to defray re-nilar charges which it had undertaken to make good, it paid £146,400 ($732,000) ; while for the additional exptMisi-; which have been detailed it granted £6(»4()(i (*302,0U0). ■ . .\y;(;6v'"'«f'-''^'i<^n pnmary instruction; but as these functionariU strictly belonrto,l„ • ^ T '" ^f'^ «'^^" *" tion. 1 charge primary instruction with no sTare Yn tEs £ ^ ' ''"'^ '''""'^^''^ ■"^'™^- t "Inlant Schools in France are no,w regulated by the decroe of \f;^.} .i oi . lo-- , . pla.:es them under the immediate patronage^f the Kress and of a (V, 1' n'^' ^- ''■'' "■^'^'' decree establishes inspectresses of infant schoo s one Cr each of *!,» • » a^ Coinm:ttee. j he these ladies are namek by the Minister, an1°;airb;^£ S at^h t re^^^^^^^^^ f '''''^''i allowances for travpUinff, ' "'■''' ""v ''-'•ei^e i»u ($400) a year and § In 1848 there were 6,877 adult schools in France, with 115,164 Dunils In i«i'-t *i 36*Apprenlice schools, with ,268 scholars and l-i*; nnrrJnto A *jr , ,^ *"^'''' '^eie girls attending them. ' ' ^ °""'"' ""' needlework schools, with 5908 ■; IN imtOPE AND THIC UNITED STATES. 19 pro- French Grost, Jiesults.—" Assume the whole expenditure to contribute equally to this result; then to the three-fourthe raised by taxation, three-fourths of the School results effected are due; in other words, for £1,295,000 ($6,475,000), more than 37,500 Schools are maintained, and more than two millions and a half of children are taught. English Expenditure and SchooU.—'^ In Great Britain according to the latest returns, the annual expenditure on primary instruction, properlv^so called, was about £800,000 ($4,000,000). ]>utting out of sight, as we have put out of sight in the case of France, the value received for tliis expenditure in the shape of administration, inspection, &c., let us ask what is achieved for Schools and Scholars > It maintained no schools, but it aided, we will assume, in one way or other, all the schools liable to inspectioii ; and on this estimate, which is' ex- aggerated, it aided 8,4(51 primary schools to exist, and it helped y;34,()4(> children to receive instruction. In France the same grant would have entirelv maintain- ed nearly 25,000 schools, and to more than a million an a half ot' children it would have entirely given instructioi'i. " The reader will also, I think, be interested to observe that in France tax- ation for schools does not appear to extinguish voluntarv efforts for their sup- port. Certainly, in Franco, the local interest about schools, the local know- ledge about school matters, does not approach to that wIhcImvc find in England Yet in spite of this it appeai-s that the French communes— ahvadycnnpulsorilv taxed, whether they send their children to school or not, tu 'the amount of £478,200 (82,391,000) for primary instruction— already compulsorily taxed, if they send their diildren to school, to the amount of £372,000 (,«1,8()(>,000) 'tor school fees-voluntarily impose on themselves an additional taxation of £396,- (K)0 ($1,980,000) a year, in order to make their boys' schools better, in order to provide themselves with girls' schools and infant schools, tiie establishment of which the law does not make obligatory. It appears that the departments hav- ing already undergone a compulsory rate of £164,040 ($820,200) for the estab- li^iment of the departmental Normal Schools, and foi- the assistance of the communal primary schools, voluntarily rate themselves to the amount of £46 ««< ($234,400) more, in order to train school mistresses, to improve school- buildmgs, to turnish school books to the poor, to supply other wants for which the law does not provide. The truth is that a school system, one3 established m a locality, inevitably renders school matters a subject of interest and occupa- tion with the inhabitants of that locality, even thou'gh thev mavnot all ])everv ardent or very enlightened school promoters ; and a normal o/a viihio-c schoJl in 1 ranee, which local zeal would i>robably never have been strong enough to tound, local attachment is generally strong enough to maintain and improve when founded. 27. -XATIONAr- AM) UELKilOfS CUARACTKR OF TlIK FUKNCU AM) KXOMSII SYSTEMS. -I have now briefly to sum up the main points of the French system • and I will then in conclusion attempt, although with great dilHdence, to give some estimate of its eftects upon the French people. 20 KEPOET OF POPrLAK EDUOATTOX French Religious Memcnt.—^^Y\r&\ t>,«„ vi which meets every sv.tem of ed,„.nt;nn .' 7 "'"'P''''^ *° '"^ inestion shall it be secula/oAlI it b^ e !^^^^^^ ^-* ^-tio., in the sense in which all svBten^poL to ?'''" ^' ^'^'^^^^^^ eating the precepts of a certain unver'N, l r """"' "' ^"^'^ '"'''^^'°"^' ^" ^"^"l" thedoctrines of'n.oralityl th h ^ v ' Tf-^r*^^^^^^^^ ""'""*•>'' ^* ^■°^"^-^- admit then i„ their connection id th \ ' ''^^ '"'^'^'^ "^ "^^"^^"^^ «^^'- the French svstem is ri4 7 WI en I ^ "'' "' ^■^''■"'^"- ^ ^^^^^^'^ ^hat -re t6 .ay on thin m^Lr lu^l^rXr b;::t'''''^"' ' ''''' '-' »nd (n.n„„„y. Morality^ ^ ,, .Sfled Z tr?"" ',"", '•"""" "^ '="8'™" ...»^. .1,0 i„ai,..„.u... „„.. „; i;:::i,t^:;"u';;;i;:,:'" "- ^■-"" ^•-™' .•vo,,«h„,.a „„e truly Catholic l^fo^S '"""'''■'•" '^""""''^■^ .om„,o„ .,o„d. B„, 'he «r*it „f ftl i t' hT """? "'I "'" ""'"''"' "" » i« nece«ry to take „ceo m of ,1,!^ F ..L; | " r"""'"" '!' "'"^-^ i' oopt hy evoking » «piHt ,„„re „o.io„s ihal ™ he r:," e':.'''r"''"''- "'■- i-ehgious persecution. But the FroTioh «v^f. '1'"'* ''* ^''^'t-the spirit of .ep. «;o. that .ra..„dio„,,i:Jo,:;;tr T,. :i::^^::::''n ","-- «re not tncnrably separate, that ,„ay ,rith„ut violenle to th r ttf T- "'" leaves to combine: it does not deonen 1.^ ^:-t- •,' . ""'° ''»'"'""", •' and Kon.an Cath;ilci.n, tt ^S Tivf. S .f'' * r\ '''■?*"'""' •rwlai™,, inveterate in its faded i»olatio",£ It ' '' "'"' ""l-^^ • concilable. religions division, in a ntodl' ste wrZwrT '"■^- English Religious Element.—^' U^re tlio Fnr.i; i . ,. Great Britrin, in a p„p„,„,i„„ of 2, 000 ooo f 1" ■''''' '''""■«"" '" seven religics incompatibilities. If it folded tie 13"' "", '■" """' accept, as denominations essentially dist net „t "'"/"""''f "'"M''. <' «o"ld Anglican Protestantism, Iteman Sit m Jn, ° ""'^^"«'''"-"i™, "on. Anglican Protestantism; the'BibliraW t'lfe tl "ii .n^ f:,: ■' "fTf"' ciety. the Protestantism of Wesleyan Ife Lli- , „ =" ^"'""'"^'- Orthodox Ohnrch of Scotland 1 1 P^ Method.sn, the Protestantism of the Und, the Protestanto o h Enrcf^:''"-''"' ,"' "'" ^"° '''""•'•'' "' «-'■ Catholicism,. Bnt the di'v<^;n'rdrrst' T,: e "'Sir" f "™" IN EUEOPE AND THE UNITED STATES. 21 luect upon a common ground; the State does not make itself denomi- national, they have to make themselves national. When the Concordat was nnder discussion, neither supplication nor adroitness could prevail with Napoleon to give to the State itself an exclusive denominational character, he -ivadWy icfnsed to call the Koman Catholic religion the religion of the State; he would only consent to call it what it undoubtedly was, the religion of the majority of the French nation. State inspection represents the unity of the cnil power, not the divisions of rival sects. It takes care that children learn Hi the public schools, each the doctrines of his own religion ; but it protects each m learning the^o, from the intolerance of the others, and itself remains neutral, that it may check intolerance the better. The State, therefore, owes no account to any man of the religious persuasion of its inspectors ; for it is not as religious sectaries they have to discharge their duties, but as civil servants • and the moment they begin to discharge them as religious sectaries, they dis- charge them ill. ' FnglisA Denommational Influence. -^^ hi England the State makes itself ilenominaional with denominations. It ofiers to them no example of a civil unity in which religious divisions are lost; in which they meet as citizens, though estranged as sectaries. It makes its inspectors Anglican with the Anglicans, Roman Catholic with the Roman Catholics, Orthodox Presbyterian with the Old Church of Scotland, Free Church with the New. It does not hold Itself aloof from the religious divisions of the population; it enters into them. ''What has been the results By dint of concession to the denominational spirit, by dint of not maintaining an impartial and unsectarian character, the State in England has been betrayed into a thousand anomalies, and has created a system far more irritating to sectarian susceptibilities than if it had re"-arded none of tliein. More than four-fifths of the population of France profess Roman Cathohcisih, and about one-three-hundredth part of French inspection is in the hands of Roman Catholic ecclesiastics. One-half of the population of England professes Anglicanism, and more than three-fourths of English inspection is it the hands of Anglican ecclesiastics. I heard the other day of an English National School aided by public moijcy, the only school in the place, which had for one ot its regulations that no child of dissenting parents should be admitted unles.. he consented to be re-baptized. I saw with my own eyes the other day, lu u British school aided by public money, a printed placard stuck up in a conspicuous place in the school room, offering a reward of £10 to any Roman Catholic who could prove by text, ten propositions : such as that we ought to adore the Vir-'ii, Mary, that we ought to jiray for the dead, that St. Peter was unmarried thatlie ever was Bishop of Rome, and so on. Is it tolerable that such antics should be played in schools on which tlie grant of public money confers a public character' Would It be possible that they should be played in a public school in France where the state permits liberty of conscience, but not liberty ot persecution \ But it is said that the State in England has bound itself not" to interfere with. the management of the schools which it aids. True, but whom does this answer S2 BEPOBT OF POPULAR EDUCATION. rea^ott a„a ite oj^^-^ ^" ^""' '"' "'" ''»' """ '» *«ckle it. own 28,-F.MKUL l.«0VISIUK MK ,cH00L8 D, PK.«,;K to put iwr niea,,, of .duoatio ,Cit , ■" '""' ''■' "" "»""■' "" Jort'ta best a,„l ric.l,est ole ,,™LvX ,\ " IT'?-™"!'. I'"> -'I/ «» .n.ke tl« vUio,, „f sohool, that it wil «„,!,, ' '"■■'■''°'*" " ""' "" l''""'™- "'^ I'™- ...I at all. WI,;,.o ; e vtlif ' "'"".''l"'"'" ""«' "™fe'l ""•....* .Btabli"],- 'l""« In- tl,c, „ari,l, ti.oei i' "I ^"' """"'■J"""*-'. ""oHy, is letUo l,e «• '^ •'■.■=%,' rj. ;;ot''x ;. rr -. i::: ,"';f- , "r, '"-^r^" .'"™ '■'-- '- I'Hifiiuoiiy „f the narisl, ,vifl, tl ""•,■""'" "' '"'"'l l««l-Js; it tempore tile "■"-'•I- of loL naiTO ri" tl hot t ; ™"""""'' " "'"'■" " """" ™"- »o,.„,>,l,_,l,e Depaitiiicnt or cZ^! '' '" """ '™'"™'™' *l""' 'l'»» 'I- Salaries and /iewards.—"! mn l.,,-,n,l t n i important particular its provisi^ to T '^f ^'',''<^^^'<^ver, that i„ one u.ost through fiu- of .x,e e';; r Ik. "' r'''' ^^^^^'^^-^-ten. has recoiled, di^posal. The „.t a,^!;:Ht!:; r "^ S^^^^^ ^'^ -f -'^ " ^^^ was put l,y tlio hnv of IST! tr. 1 •',,"' "'°"-™'''«''«'T of tlieteacliei- palh-ativo for its Lffl SI 2Z 2 I'l "?"?'" """'"'■ '° '"•"''^^ » profession as soon as they can lor 8^ ""'"r?, '"■" "^"'' •"• 1'"' I'"'' for the inducement offell hy the eZ ZTtf "^ ■' """"'■ "' " "'''^ »<>' difficult to recruit their riuLlTTsT T' "',''''"''^' '""«"'■'' "-""M be lure of hononrahie n-enti^t ned , \f Ce'"„ ^^^"j' "f ^'T '? «- «- rank of academic officer, w th (he privilZ ^ • "''"'' "'"' o™" "« palm emWidered on the ollar ; Hhre pub ic d TT "" """"' ~' ^"«' » exceiient, hnt they are of no avL^ ^Z^t:^'::::^:^:^:,:-^- "" .ban ■: X^Jzro^t^:^ t *™r^ ■"*'■ ""-' -'■»""■ IN EUROPE AND THE UNITED STATES. 88 iicholars. But what authority shall give effect to tho represoutatiuiia of all thin inspoctiou > Loral school c-oiumittccH, suid the law of 1833, rcctorrt of acade- mies, rcpresontuig the Doi.urtineiit of Public Instruction, said the law of 1852; the Prefect rei)rcseiitiiig the Home Dopartiueut says the present law. The local ^^chool coiuuiittces had undoubtedly perfornied their work ill. Perhaps in Eug- luud ji well chosen county committee might safely be intrusted with the tunctions which in France, under the law of 1833, the district connnitteo per- formed 80 unsatisfactorily ; but to give them to the more narrowly local body, to the communal committee, to the parish vestry, would be to destroy your school system, however promising. To superintend the actual expenditure of money voted, to inspect and to report to a higher authority, is tho proper province of the parocliial comniittec. It cannot bo safely trusted with full powers over the teacher. The most liberal persons in France consider it proved by the Working of the law of 1833, that, for public schools, it is expedient to give the ultimate poww of confirming or dismissing the teacher to some central authority. With us, indeed, the central government has no power to get rid of a school master, the most destructive or the most negligent. It can dismiss a school inspector,' but it cannot dismiss a school teacher. Our system provides its chief educa- tional shepherd with abundant resources against his own watch-dogs ; with none against tho wolf. In France the local committees no longer retain powers which they showed themselves unfit to exercise. But L oin the local committees to the prefect is a prodigious step. The prefect and tiie Home department, stern authorities of police and public order, are scarcely tho proper authorities foi- deahng with schools and teachers, unless some actual breach of the law has been committed. Tho Ministry of Public Instruction with its academies and rectors IS m some sort a literary department of State; and with this character it has something of the hmnanity of letters. The teachers themselves would prefer the government of tho rector to that of the prefect. It is true that the prefect generally acts on the advice of the rector's representative, the academy inspector; but the rector himself and the minister, his superior, are much the fittest persons to act upon this advice, and would act upon it with quite sufficient stringency. 30. -FKENCII AND ENGLISH SYSTEMS OF INSPECTIOJI COMPAKED. " The machinery of French inspection is perhaps a little redundant. It k found impossible to obtain from the cantonal delegates, unpaid and with occupa- tions of their own, that regular intervention in the details of primary instruc- tion which the Government solicits from them. Possibly if they gave it it might be found to bring Avith it as many diflaculties as advantages. A general super- vision, with the office of keeping the higher school authorities informed, so that the teacher may feel that neither his eftbrts nor his negligence escape notice,— that is, perhaps, all that can be judiciously asked of the local authorities, or that they can properiy give. All above the cantonal delegates is excellent. The primary inspectors are the very lite of the school system ; their inspection is a eality, because made when not expected : the Nancy inspector who went round 24 KEPOHT OF POn'LAK KDCOATION. school in the town Hftv tin e"n the y 1 T t"' T '"."'^"'^^ every pubh-c the reports of tl.eprinmin'inK) J !..^, ., T"^""^' '"'l'^'''^*"-^' '"'^^^'^"'K teen acaden.ie. of J Vu ' s . T ?', "" ^ 'r^''^'^^ "^ •^'^""^'^•^'^" '^'^'^^ the six receive^ ii-on. the pr V ^^.^ ^l'^ '" ;?"""^ "'^•' ^''" "^«^« ''^'^^^-J^ The four Inspector ..earn ^ir; '"' '''^' .-ntn.l office in Paris, ties, the primary iuspj ^^^^^^^^^^^^ -th the school authori. of falling a vietL t, the .u .',''', '"■''''^" '^' '«"^'- ''•'"" ^''^^ ^'«"ger four pick;.! and snper n ;: t "t-"" '"'"""^'' ^^''''^^ ''« «'- ^^t-'- ^on. he would seek for in v:! Lmtto- "'•'*'•"'-*-» "t- -'''ool n.atters which with le.s advantage of selection f ;j^'-"""'-V"«I^--t"-' ''^'-^^^n nec-essarily .Host "naninK^usl/renuu-ked n our lis 7 "f '^ '" """^^' ^''^^ ^■""'- ^l^^«--»''ies -1-n r n.et, the ^ m-ou1 lb t L e'. C"t " " --V'-Pet-t foreign judge, ing the current details .,f scho .1 tjn ' '\ 'T "' •^"'■"^'* ''''''' ^''^' '"«»«g- •"•-^■•.. .'^ice with the whri'::? : r^^:: ^ : t^-^' '-t^^- ^>^' -• t.. our primary inspector. t.> In.,! . " ' ' • *''^""^^o"''^''^'«WM>rohibitiun •!--■' of ace. in.;;;l;:',. , n ;:f*"'^ ^^'^^-^^^ ""^-- -^''irdl,, the P-l.lic, schoolmasters. Fourthlv u lb r.,""'''''"'"' '" ''"' "^*^«* '^'^I'^'J*' ^n.-..oM.u«..n K .nk.vk^k';; ; 'r:' ' " """ "' I-1-tors-general. •;The intelligence of the fZu;;::::;^^ 7^'^- ^''■""™- •H-nous faults, in sj.ite of their -.In.otLTn "' ' '" 'P'^^* *»* ^^'eir the ve., tbremost!.f ancie::;^::;; :^r:';^ ^f '--- ^^ 1^'-- t'-- a-ng -t virtue, (for the braverv of this peon e if 1 '* '^^'^«?""-'^ ^'* their high- vii-tne.) of a certain natural ecnn- otiv- " " ^'^'''"^ *^'"" "^ ""^^«' -e intolerant and fanatica ulleTl m H "fir "'"" ""^^ ^^^'^•- -^''- together peculiar and innatrrtir n i" f"^^^^^^ '^'"'S "et al- olasses, adding hi^vh culture to til , ^^ ' '^ '^^'*'"''^' ^^ it .vere the upper "ppo^ciasses^f^ti^tr':::;^!--^ ?:iven proof If it is culture which WnV- ? *'''^ "'''^""^^^^ ^^^^'^ "^t of all nations, then of some c ^ o^^ ^j" ^"" ^" ^'^^ ^'^'^^^'- ^'^"^'^ want of book-learning, must be fedil l^^ , the Jreneh masses, in spite of their intelligence M-hich tl.rmass s of o W na i '"f «^"* «P"-«tiou, if they show an do actually receive ; many Mu i TT T- "T'''' ^^"^ ^"^ture they part it to them ; amongst h ^ LXel T , "t "\^""" "'"^•^' ^^^^ to ini- partly by its spirit. By its form it ednfnrT ''^'^' Partly by its fonn. wise than as all French'^legisYaTorttrtl^^^^^ "T"' ^^^^"^■«-"-' - other- worth noticing. Itisnot^alil^^^^^^^ "; '^"T!\^*' ^"t even this is should speak an inteHigible hum^ Wn '" f'''^ '^''^' *« «" -- delights in rigorous order^ucidcrarLsanr' T^ '^''^' " "^"- ««-- devnous intricacy, confuted obscurUv and "-^ •''"'"'' ^''^'^ ^'''^" * IN KCROPB AND THE UNITED STATES. 25 cated English inind anything but bewiidunnent. J havi. n.yseif heard a French peasant quote the Code Xapoleon-it is in every one', haiids; it is its rational orm, hardly less than its rational spirit, that the Code has to thank for a popu- anty which makes half the nations of Europe desirous to adopt it. If Endiah law breathed in its spirit the wisdom of angels, its fonn would make it to foreign nations maccessiblo. The style and diction of all the modem legislation of France are the same us those of the Code. Let the English reader compare, in their stylo and diction alone, M. Gni.ot's education law, with the well known bil ot a most sincere and intelligent friend of English education, Sir John Pakington Cwrtainly neither was the French law drawn by M. Gui.ot him- eh, nor the English bill by Sir John Pakington; each speaks the cuiTent langiiage ot its national legislation, liut the French law, (with a little neces- sary formality, it IS true.) speaks the language of modern Europe; the English bill speaks the language of the Middle Ages, and speaks it ill. I assert that the raaonal intelligible speech of this great public voice of her laws has a directlv lavoiiralle "fleet upon the general reason and intelligence of France \vt''1/ ^''"''^'ff'^'^\^^P^l^^iion.~^' F'-«»" the form I pass to the spirit. Withst.ln.u-econhdencelsay: It is not a light thing for the reason and .■.]uity of a nation that her laws should boldly utter prescriptions which are reasonable and e.piitable. It is not a light thing fo;- tl.e.pread, aniong the French masses ot a wise and moderate spirit on the vital an.l vexed questions of religion and education, that the h.y of is;3. .hould say tirmly : Le .oeu d^s ^erl de Zalu 7TTT '"7 '' Tl "^ "' ^"^ ''''''''"' l-P<^rticipaUonde leur. enjants a I ^ustructlon reltg^ens.- .' It is not a light thing that the whole body of modern French HMslation on these critical questions should hold a langule eqna ly hrm, eqimlly liberal. To this It is owing that in a sphere where tEe popular cryin other countries, either cannot be relied on or is sure to be wro i. there exists in 1 ranee a genial current of sound public opinion, blowing steadik m the right quarter. To this it is owing that from dangers, which perp^ua llv thv.vrtand threaten intellectual growth in other countL,Mt^^^^^^^^ m France IS comparatively secure. To this, finally, it is owin^ that evlnnl questions beyoncl this sphere-if they assume a sufficient gene^;'; ^dl^^^^^^ ■ demand a large knowledge of particular facts, of which the mass of Frenchmen IS deplorably ignorant-the habit of intelligence continues in the French people to be active and to en ighten. It is with truth that M. Gukot says in liis7ate I work, C est la grandeur de notre pays que les esprits VINtIAI. ANO MIXUIPAI. ORGANIZATION OF THE KINGDOM. Provlncen.—Down to within the la^t two yeaiv, the Kingdom of Prussia was divided into ten Provhicc.^ ; each of these Provinces is sub-divided into twenty- five Regencies; each Regency is again sul^divided into Circles, and each Circle into Parishes. Each Pi-ovince has its Governor (Ober President), who is as- sisted l.y a Council called a Consistory, exercising functions for the Province similar to what tho Supreme Ministerial Council at Berlin exercises for tho whole Kingdom. It has direct control over the Secondary instruction and the Normal schools for the education of primary teachei-s in the province. It is sub- divided into two Sections, the one of which, under the title of School Board {ProvimiaL Schal Collegima), has charge of the primary instruction in the province; empowers the execution of the Statutes and regulations ; examines text-books, permits their introduction, after having obtained the approbation of tho Central Ministry. This board communicates with the higher authorities through its President, to whom also the next lower authority reports. liegencJ/.—The next smaller political division, after the Province, is the Jiegency, presided over by a President and assisted by a Council called, also, a Regency. This Council is divided into three sections, one havinc/ charge of the internal affairs, the second of the direct taxes, the third of "church and school matters. The Church and School Committee examines and appoints all the teachers of elementary and burgher schools, sees to keeping in order the churches and school-houses, collects the church and school fees and administers the church and school funds. This Committee is presided over by a member of the Regency, called the School Councillor {Schul-rath), who is invested with large powers, visits and examines the condition of the schools, has a seat in the Council or Consistory of the Province, and reports to it on the affairs of his regency. Circle --Th^n in each of the Circles into which the Regency is divided is a Councillor (Landrath), who administers its civil affaii-s, and an Insj>ector, a clergy- man, who has charge of sexeral parishes in school affairs. PamA.-Thc Circle being again divided into Parishes or Communes, each Parish must, by law, have its school, and each school its Committee of Super intendence {Schul Voratand), consisting of the Curate, two Magistrates and from two to tour notables. This Committee appoints a local school Inspector who is usually the clergyman of the parish. Impectors.-Th^ Inspectors, either of circles or parishes, seldom receive any salary as such, the duty being regarded as a part of theii- ecclesiastical functions. 28 KEPOET OF POPULAR EDUCATION II imcfn,. , -!/ ^ ^uioois, caiiea ^cAool Deputation, cons stincr of the Bur^»^^ ^nd real schools, see all the schools TWr?! n '?^'"'''^ ^^ '^'^ Government to over- schools. There ,s also a Committee of Maua.i?ement over each school. 2.-EXECrTIVK POWEK OVEE THE WilOLE SYSTEM IX pkcssIA. ^el^rrr^To^y:,^::^ ;;r- ^-^^^lon of authorities ..om the Tl.e^e Excfiitiv,. P„„„- ' '' ""'' ""■ 'H'is'rates of Parishes. Boiitsiif.:: :: ;™:i:rr° '"".r^f' -«' "' ""^"'' «- <^'™-"=' Pn.sria ,1.0 l.o„seI,olders cTo t ; L^^^^^^^^^ '" """^ »' .L? Provmces of Then the housohoMeis must ore efr^e el„»^l. '"" ° ''""'''''"''''■•^- \n«-. -.1. "The Nations of the Protestant Churd, wi h ,rc . a 'r "'" '' f "matter of education are harmonious. CoatMc C , re T.'""' '.° '" ;rr:;r;:.i:ir::i'''ri-'"*''"^^^^^^^ affiliated, ^t^r lf„ i^ bt";,, T "T"""' °'' ."'« «''»»'^- ^«.l' ^''-f ""d meant hy if in Euo- IT. ' "^"''"^ "■"■"' I>"l«!otor implies n.nch n.ore than is uj It in England, including superintendence .as nell as visif,ti„„ Tl, : jr::," ,:''" '"^"' -"°- "°-^ ™-'-» <"«-■.' ..-1-0: r ;.' > icrgj nan ot the parish is a member ; in most ho is ehairn,,,, r„ e, ■ - ,,1, Taw Zr'T f ''""™' "» «"™--^'l' "'• "'^ b„:d is L^d the patron of thesehool; yet as the patron, probably a great landed pro;rietor,t I of Manage- the Burgo- real schools, lent to ovcr- ■ each school. lA. ties from the be system of and is with- Tovcrnors of '< of Depart- of Parishes, le Councils) Jes, control 'rovinces of local school !• or Land- ison, refuse useholders. and should of election f his own. anj local Eisscd by a objectiouo ts validity. 3ry of self- t. the pro- xion with lany, that iry educa- !port that mt in the contrary, 3t." The 'hief and ■o tlian is )n. The in all the 3 where, d for the ietor, is Iir EUKOPE AKD THE TJOTTED STATES. S» never present, the clergyman takes his place. Practically in country places in many of the provinces, as Pomcrania, Silesia, &c. the other members of the Board of Management either never attend its meetings, or if they do, only to sanction what the pastor proposes. In towns the local authority is exercised in a more efficient way by a body called School Deputation. The members of these local boards receive no remuneration, and are obliged to serve for six years. The last regulation on the subject of religious instruction— the 21th article of ■the Constitution of 1851 — is as follows: — "In the ordering of the people's school, regard shall be had as far as possible to denominational relations. The religious instruction of tlie people's school is under the conduct of the respective religious bodies." Separate Schools.— The primary schools in Prussia have been fi-oni tlie begin- ing in the 16th century denominational and chiefly Prote.^ant until the present century. By the law of 179i the school was assigned a place among the otlicr State institutions; but it remained subject to the inspection and mnnagoment uf the ecclesiastical authorities. Provision Avas, however, made for the recognition, management, ceremonial observances and teaching of Roman Catholic schools, and when the Prussian Monarchy, after the mpoleonic invasion, grew in extent and aggregated large masses^ of Eoman Catholic sub- jects in Silesia, Posen, Glatz, Westphalia, 6cc., Eoman Catholic schools became an important as well as integral part of the school system. The schools exist- ing in those countries at tlie time of their annexation to Prussia were Roman Catholic— that is denominational. Tlie law of obligatory attendance was either already in force or was without difficulty applied to them. Protestants and Roman Catholics obtained at once that equal footing on which they still stand in Prussia. But tlieir schools are for the most part separate. Mr. Pattison re- marks : " AYere the question asked, is the Prussian system at the present " moment a system of mixed or denominational education i The answer must " be tliat there is no general law for the Avhole Kingdom on the subject." Ac- cording to the letter of tlie law any Commune is free to liave a mixed sclioJl if it can agree to do so, and can obtain the consent of the autliorities ; but so strong is now the feeling against mixed schools that it is scarcely likely that this consent would ever he asked, or, were it asked, would be granted. Bv a mix- ed scliool is meant one in which the teachers are taken in equal proportions from the two religions. In a vilhige school where there is only one trustee the method was to appoint a Protestant and a Catholic alternately, on the vacancv of the office, an expedient at one time not nncommon in Posen and East Prus- sia, whicli has ceased since ISafl. The strictly secular school was introduced into tlie Western Provinces with the Frencli law, as a necessary portion of the municipal system of tliat law in whioli the Conunuiie is a purely civil division • but though the Xapoleon Code is still retained a cherished possession by tl,e in' habitants of tlie left bank ..f the Rhine, the schools have almost all become confe^^sional (d.-nominntion:.!! schools, and this without any legislative enact- ment, but by the mere current of circumstances. The Commune still remains a civil corporation with the obligation of maintaining both churches and school! m M*6RT OP POPVtAH EDUCATION «.llo„b. In po„,. „„d remote viCt/crnrivd!!?'"™^'^''^™^ the fthine provi„c-e, b,,l (l,ev „re ."fv tl, ! T !f ""^'^ '"" "■""""" » +.— KinCATION OF THE Mns'OIilTY. ■Sr„,,„cl of ,live,.siy „f religion, eo„fe.io„. Childrefwhom ,he\r ^ h S.-FtTNDS FOB SUPI-ORTIXG THE l-RUfiSlAN BCHOOlS. As the cndowliient i\m6-\ itoDlipalilp +r% o,t,^-.i the general revenue is not made npon tCuXTLll T'^'Tt''' ^''" or Regency, or circle ; nor is it made treael" >•! o "''^^ ^''^■'"^"' either school population, or school attend nt'S n.T"" T''"^ *^ and onlv npon the ground of the^...., o/a' eo:!;"^ ^rptTr'; grant, and forms therefore avery small i.roDortion of fl.. / , , '^^'''*^ pended in primary instrnetion. ^t is nol Xore^^^^^^^^^ a echool or not, or what number of niasters it will have in iZ l i 7 ".^'^^''^ t^rmincd by the number of pupil.. " '^' «ehool-th,8 is de. 6.— OBUGATIOXS OF I'AKISHES OK COHMUNES IX I'KLSSIA. Every commune must find school room and teachiuf. f..,. ..li .. . •. , W 6 to U years of age belonging to it ; and or^^r^e l^r^^'' the support of its school, as far as it is able. The law deela ^^2 no l'' shall provision be made for the education of every child o s ool 1 \ ", ■■ every child shall attend school durhi. that a. ^. and L ^'' ^'"* *^'"* provide for the education of Us o^^7c Idret ' and 11 ^^''^^^'^^^^^^ «1'"^- from the State in case of the ma^.; t l^^-J^^ ^^^mt tZ "'^^""^^ the la.. The Prussian system of prinia./ inst^^Lnt ^^^ principle, nor does its existence or efficiency depend upon Z 7 T "" State school fund or grantfor the elementa::y ecJ^lior J The S^^^^^^^^ nation ; but it rests upon the obligation of each parish or co nmune o " /v -^^ for tho common school education of its own children • .indT^ffl ^ "^ from the univer"^^•tv -^ fl>^ , +' ,. ^ • ^ V ' ' "" ^^^ efficiency arises -._ L„e ujiiicjT-aixry ,_'i tlie tulorcoment ana fuliilmGnt ot (1.,-^ ^i.r j.t~ the thorough eWntaryedueation given .oeveryS°:;I:ktXm."^^ 'fd. ' confessional ibly separate ill retaain in 5 people and 3n., m a separate cng existed : Y one on the laws of the ch is being ous instnic- very small, lefrayed by ary schools 2. Local ation from I Province, cording to le ground, )oi' School 3d and ex- will have this is de. children I'ovide for not only but that nne sh"!. ssistancc tnents of upon the ' a large 311 of the provide 3y arises on, and n. The IX EUROPE AND THE tl^'Efi AtAtES. 3i State declares what the education ^hull be, and what shall be the qualifications of the teachers who give it, and what shall be the minimum of the salaries to be paid them, and the minimum and maximum fees to be paid by parents of pupils ;* and then enforces this obligation and duty upon each commuuo, and assists a commune in case of poverty. The departmental government iletermines the .salarv of t!ie teacher Each commune school has its locrl board of trustees; but the mode of providing the local funds for the support of the school greatly varies in the different pro vhices and districts. The following is the common feature : The school board of each commune determines what the school fees payable bv parents of pupils shall be, the law fixing the minimum at one groschen (two cents) per week and the maximum at fifteen Prussian dollars ($11 25) per year, or a fraction less than a dollar of our money per month. (A Prussian dollar is seventy-one cants of our money.) In determining what tUese fees shall be, the school board considers what parents are able to pay. Ihese fees are coUected by the school board are applied, as far as they will go, towards the support of the school. They form however, but a small part of the sum necessary for the support of the school' Por the remaming part of the outlay required the school board applies to the commune,_ which provides by a rate on property according to valuation as with us. It this rate according to a certain per centage on the property of the com mune, IS insufficient to support the school, then application is made for a grant from the State funds. This application must contain a statement of the resource of the commune, and is addressed to the Inspector, who, if he finds it correct transmits it to tl . Provincial Government, when it is forwarded to the Minister of Education. Out of the more than 30,000 parishes or communes, compart hvely few are thus aided by the State, the aggregate amount granted by wh'di IS small m comparison with the sums provided from local sources.f The Prussian law on this subject since 1794 (and which has gradually passed into other State of Germany, and other countries of Europe and America) is as follows : "Where there are no endowments for the support of common schools, then the mamtenance of the teacher falls upon the collective householders, w thout distinction of religion. The contributions requisite for this purpose, whetlie hey be paid m money or in kind, must be equitably divided aniing all the house liolders in the pro portion of their property and holdings. avoided m the law. It is left to each departmental Kov^mment to fix fhl ^°/ P^"'*^"'''/ «™ i« out of endowment fuuds. and 117.!);U »haW. ^a= pro'-iHc/hl ff, ' ' i *''"'«-■'■««■"» paid laxaiion. I have not been ubio to ascertain frrmanvR™?!,! '■•""niunes by uieuns of local pended in Prussia for primary nstruction ^ oOffrcgate sura provided and ex- 8S BEPOET OF POPtJLAB EDUCATION r.— POPnLATIOX AND SCHOOL CIIILDREX IX PRrSSU 6,006,917 were C„tl,„Iio,. 254,785 je, . TogS of™ r"l l""^'"""' Mo,,™i,c. „„d ,,20. belonging t'o .ho t^'k £ch ™"" '"''°""' '''"" *sW a,«,m-ln these figures arc inehidod 848,939 cliildren from 5 to 7 jmvB of age, and 2,731 ,6.36 from 7 to t4 years of age. «.-l-.MVERSrr,ES, «,ILKCES. „,„„ER ^M, SfOTAL SEMKAIilES ,.V ..RfSSM Of TernS^:::;;v;;ir;;:::;:: tu,:ti:f '''i'"'""°'\' ^-^™'^- 2 Cathoiie Universities of P„ll W S e :; t SerT ■°"'?'°'° ^ ColU,-es, o, .,,i,.h 9 are Oa.l.o.ie,'^ h-otestanM j:;i t ,i^^^^^^^^^^^^^ of Talniudie L.teratiire ; 5 Seminaries or higher Normal schoo fV T ■ " \ Alt. 6 Schools ot Arts and Trades; 1 Institute of Church Music ■ Acaden.y oi Itadges, lligl„v«ys, and Architecture ; 1 Academy ^m': I *>ui,cr,„r Institute of CV..„merce ; 1 Superior School of Forests -s Schor I Agnculture; 1 Academy of the Military Art; 1 Sch^l oTe ^iL, '! tn^ fs S'^ 3 Schools of War: 5 Military Schools; 1 Su„crior jfa , e sl.;^ f. .5 Schools ot ^.v,gatio„; o Schools of Military Sur-ery- 1 Ccntr,l I„ rt. ■"• «""-"»• -^''n-l S,. ,;„. training Maste,; of Jf^r a'l ScW h/p nasnnusorCollcgcs; .0,;yn,..„,,;uu,s or Preparatory C,>11<..^ 03^^^^^^ or Real Sen,,.* ; 10 Su,,c. lor Burgher or Oitileu Schools ; 35 Frovi^; sll ' olArts amlTr.ades: a Schools of Desiou tor Wcnvo,-. o « , j A ,.'°°'' orComn,„nS,,hools; 25 Jn.titulcs for Deaf Mutes; 9 Institute, fo the S- Seh'ir«itj::°''" '"- '-'"■' ^•^«MiddliugSc,„>o,sforBoys: 370 Sling I'.— ,-rAT18TIU.S OF COMMOX s(IIn()l..s in |>iu-f;siA. According to the latest printed genOral returns in 1857 there werp in P,., • ^63 Public Ele.nenta.y School, containing 2,828,6;2^eSr;' /X: 1,430,926 were boys and l,307,7fi«! were c^irl... and tan-ht bv ^T r.Q- teachers and 3.o33 female teachers. " ■ ^^'-'^^ "'"^"' 10. -DIFFLSION OF KJJLCATIO.V l.\ I'JJUS.slA. A the object ot tin. report h to give an epitome of systems of instruction and then- results, rather than e.xplain the subjects an] n.odes of teachir ni ho schools, ,t .^uld exceed n.y prescribed linaitB and purpose to re ifpn the subjectsMaught in the various kinds and gradations of Vrnssian Schoo fselr tiona.Kl hemodcsof pi epanng teachers and professors for them ; all of which IB charactenzed by the solidity and thoroughness which distinguish Gerrnan IN EUROPE AND THE UNITED STATES. 38 lensiis before Protestants, 3lics, 12,716 from 5 to 7 PRUSSIA. 1 Academy 1 complete ; ininaries or University or train iiiir ademies of rch Music ; of Mines ; Schools of taring and 16 School ; Institute. 144 Gym- al Schulen ial Schoolt? Ordinary e Primary he Blind"; Middling n Prussia of whom >07 male struction rig in the upon the Is, Semi- instiTic- )f which German character and learning. In no other country is there so thorough and universal Common Scliool education, or so complete a provision for the education of all classes in all branches of science and literature, and for all the trades employ- ments and pureuits of life, as well as for the blind, the deaf and dumb. ' 11.— PRINCIPLE OF COMPULSORY EDUCATION IN PRUSSIA. Prussian Education ffeneral.-The principle being avowed that every child shall be educated and well educated, the government provides for the removal ot every obstacle to the application of that principle,, Whenever, therefore any member of a local council or board neglects his duty or opposes what he should promote in this respect, he is removed and a better man appointed in his place 1 his IS the ground and object for the exorcise of what seems an arbitrary power And iipon the same ground is the power of compelling the education of each ctiild Irom^ 7 to 14 years of age, inclusive, to prevent any parent from robbing his child ot the sacred right of a good education, and of depriving the nation of an educated citizen. Mr. Pattison, the English School Commissioner to Ger- many remarks, that "The compulsory attendance by itself is now so entirely adopted into their habits that it has quite lost its involuntary character It is as much a matter of course that the children of the peasant, the farmer the artizan, the labourer should take their daily road to school, as that those of the tradesman, the merchant, the banker or the judge should. This is a con- '^equence of the universal prevalence of day schools. In attending the dav- school the child is but doing what all the children of the place, rich as well as poor, are doing. This habit of universal attendance at the day schools is one ot the most precious traditions of the German family. *There is I believe -i general impression in England that compulsory attendance is a creation of tl,e modern despotic system, dictated by plrilosophical sovereigns, on the ground of ^T.rae abstract theory of the right of the State over the child. But the existing Irussian military system dates only from 18U; and, whatever its merits oV demerits, is entirely a creation of central authority. The compulsorA- school attendance dates from the earliest period of the Eeformation, and was reco-nized as a religious duty long before it became a law of the State. From the thne of Luther's address to the Municipal Corporations of Germany, 1524, this has been so recognized, whether it was enforced by enactment or not. When in the beginning of the 18th century, Freidrich Wilhelm began to i,sue royal ordi- nances for the regulation and improvement of elementary schools, we find these ordinances assuming, not enacting de novo, universal school attendance of all unconfirmed persons [confirmation takes place at the age of 14 or 10, after a com-se of religious instruction]. The usage as a part of the duty of a christia.i parent had even survived the ruin of the thirty years war. The edict of 1716, which is popularly regarded as the source of the Prussian compulsory- system, does really nothing more than give the sanction of the rov.al ordinance to an existing practice. The ollgemeines land Schulreglement of ^763 for tlil first time exactly defines the age. yi;^. : from o to 14 ; but this was onlv defining \m 34 REPORT OiV POPULAR KDUCATlON an ohhgat.on universally admitted a, one of the first duu.« of the citizen .md the inember of the church. Compulsory education in Protestant Germ 1; ne " had to contend wUh an adverse public opinion; not because .he spiri of personal hberty u wanting, but because, since Protestantism began, there ha never beau a tnae^ when it was not thought part of parental dut^v t^ hav tl" children properly educated. * ""'*-"'« Popularity r/ ih, Prussian System of mucation.^U Is a most mistaken ^dea to suppose that the Prussian School system i. not popular with the ma ev.1 he poorest classes of the people. Mr. Kay, late TLelling Ba eloTo^" 'm tht :ibM?-lf '' ^"^^^"' ^"' ^"'^I^^'" -•• ^^' PP- 2T, 20, states as follows ''I went to Prussia with the lirm expectation that I should hear uothin. but ouk, ofl»hoot of an absolute government. To test whether tliis reallv was tlie ca.e or not, as well as to see something of the actual working, of the system pI. • ir'fT T'''' \'T^'' ^^^^"^^^"•'^"^•^' different parts^ of the 2^: P ounces for four weeks betore proceeding to the capital. During the . -^ ul my solitary rambles, I put myself as much as possible into con. -" tion with th« peasants and with the teachers, for the purpose of test- ^^n-. the actual state of feeling on this question. Judc^e then of inv --■"i-prise, .vhen I assure my readers that although 1 conversed with' many or e ver^v- poorest ot the people, and with both Romanists and Protestants and •iltbough I alway. endeavoured to elicit expressions of discontent, I never one heard many part of Pinis.ia one word spoken by any of the peasan HZ the educational regulations. But on the contrary, I everywhere received d2 uud horn ly proofs of the most unequivocal characJer, of tL satisfac "on 1 t ' his Ioc^IhI; ' ™"' '""'^"' ^"" ^" '"^^' ^^' '''''' "P- *^- -^-oi-i- "Oflenand often have I been answered by the poor labom-ers, when askino- hem whether they aid not dislike being .J^^,,^ to educate the r d"drn- Wl ly should I? The schools are excellent; the teachers are very learned 4d good men ; and then think how much good om- children are gainfng the, be have better at home, they make our families all the happier and thev'are Lri' better able in after life to earn their own liveHhood. lo no^l df^^^^^^^ the schools. We know too well how much good our ch^:; ^^^^^ them. And one very poor man of Cologne added, 'yon see if wo a en ( . T enough to pay the school fees, or to give our childrL Lheslrt enough S he scho.)l-room the town does this for us ; so reaUy we have not the le^tl^Lo, to complain.' I have heard this said over and over again in different Irtso Prussia, Saxony, Bavaria, Wirtembnrg and Baden; and, indeed, I may ^dddiat throughout Germanylneverheardonesingle word of di;.ontenutt2^^^^^^^ these truly liberal and christian establishments. " "Every one of the richer classes, with whom I conversed, corroborated th« truth of all that the peasants had told me. I particularly remeXTty t I>f EUEOPE AND THE UNITED STATES. le citizen and jvmauy never the spirit of an, there has • to have the ost mistaken :h the mass Bachelor of 1 and Educa- !s as follows 85 thing but a really was the system ' the Rhine During the i into con>- ose of test- Mi, of my th many of stants, and never once nts against sived daily 3u and real 3 sdiools ol* len askinsr hildren, — arned and ; they be- are much Qot dislike ning from e noL rich lOugh for ast reason parts of r add that >d against rated the I very in- uothintp but * 1 telhgent teacher at Elberfeld saying to mo, ' I am quite convinced that if we had a political revolution to-morrow, none of the peasants would think of wish- ing to have any great alteration made in the laws which r«lato to the schools ' Recent facts have proved the truth of the assertion." 12.— PHOTECTIOX OF PRUSSI.VN CIIILDEEN AS TO EDUCATION AND IN FACTORIES. The protection of children against the neglect and avarice of unnatural parents and rapacious employers, is humanely provided for in Prussia, as also in other Gei-man States. In Berlin every youth proposed to be apprenticed must, at the tune of his being apprenticed, be examined by the guild of the trade for which he is destined. If he can read, write and cipher competently for the ^ business, he receives a certificate to that efiect. . If not he is sent back to school until he is able to do so. "Prussia (says Mr. Pattison) followed by Bavaria, Baden and other states, has minute regulations for the protection of the children' employed in factories. The minimum age now in Prussia is 12. :N"o young person under 16 can be employed in a factory without a certificate of "having regularly attended school for at least three years, or a certificate stating that the bearer can read and write. This regulation does not apply where the mill- owner supports a school at his own expense, which the children in his employ attend at such hours as the school councillor shall sanction. The maximum number of hours for children imder U is now reduced from 10 hours to anil their employment between 8 p.m. and 5.30 a. m. is prohibited. They must attend school at least three hours daily. Every child has its labour book. Ihese books are supplied gratis to parents or guardians of children. The pro- visions of the factory laws are printed in the beginning and thev contain :— 1 N-ame, age and religion of the child; 2. Name, calling and residence of the parent or guardian; 3. Copy of certificate of school attendance; i. A column for date of entering present employment; 5. Ditto for date of quitting the mill ; «. Ditto for school attendance; 7. Ditto for school inspector's wsa«. The mill- owner has to take charge of these books for each child in his employ, and to produce them to the inspectors or the commissary of police whenever called for and to return them to the children on q-.i'iling his employment. Sjiecial inspect- ors for.factories are appointed only here and there, though they can be sent to any factory. Whether or not any factory be under the supervision of a special mspector, the ordinary inspectors, local and departmental, ai-e required to visit Its school (if any) a^ they do ordinary schools. A inauutaclurer may be fined for employing persons under 16 without conforming to the prescriptions of this law. A repetition of the offence three times in five years renders him liable to have his permission to employ infant labour withdrawn. He must send th- names of all children in his employ twice a year to the public office." 13. — FRENCH SUMMARY VIEW OF PRUSSIAN EDUCATION. I conclude this brief notice of the Prussian system of public instruction in the words (translated) of the -French Government School Commissioner to Germauy in 1865 : — as l| ! REPORT ON POPCLAK KDtOATION "^o Where, in fact, (says M.Baudouin,)i« instruction disseminated with ■ . mu<.h hberaht,. given with «o much disinterestedness, and directed wh " n u.h .are The smallest hamlet has its primary school ; 'the smallest town iTsg^ n Cxeunan^^ every one is interested in youth ; the highest personages and womci. o th ftrst rank consecrate to it their time, their property, their expernc The best wnters write books for small children ; tL poet or theirles rTn ett ;;:::^ T 't T"" '" ^^-^^ "'"^^^^^"^ ^^"^'-- ^^ -^ ^^ " e u nn^ c. The entire German people appear convinced that to occupy them- h ;. r /"''''"''^'" "' ^''"^^ ^^ ^" ^"»fil - P«'-«--J duty and labour for ache 'of : '''''''r^'7- ^-^ «- -luntarily become' Volks^^ n^^tion- '"'''' ''^^ "^^^^'"^^^^ ^"^ P^^^ *^ ^^- P-^-- of general In.-PITBLIC IXSTRirOTION m HOLLAND. Holland,— one-third less in extent than ITnno,. r„„ i , classes, and superior oducatioii among the wealthier classes. '^ ^ 1.— C'lVIL STATE OF HOLLAND, .tRtiln «^°^ ""-""' ""^°™ -S-uUd^t «; ;°oSr5 tho P,oHiK,„l Governments, and the Provincial Govemmenta olit ,1,! i oba,„ber of tl,e SlaU. General, or Honso of Commons Ss^t « T' composedof two chamber.; the upper chamber co" ist,^f%?S?e tX J 2.- - HISTORICAL SKETCH OF EDUCATION IN HOLLAND. The American School Commissionef Dr Barhp \n h^ ^ . «.•». .■» ..™^, :,3S, remarks:-..The.;..emo"°;:;^;t.S:rSS ated with i,. with so nuu'h own its gym- nd inspected. ?s and women ' experience, iir lessons in :>t disdain to >ccupy them- id labour for 'olksersieler, of general " than the al embank- 8 neverthe- jation and labouring ?rnor and National theory of le Kiezers portion of the lower General is members, ^250 pel' / EduoxL- HoUand IN StfftOPB AT,D HE UOTTfiD STATES. %*{ ifrpecuhai'lv' interesting to an Am»i.'ican, from its organization in an ascendin.- series, begining with the local i^chool authorities and terminatiu.' -.fter pro^'rc^s*- ire degrees of rerpresentation, as it were, in the highest authority, insto!)(l of emanating, as in centralized systems, from that authority." The first impulse to an improved system of elementarv iiiblniction in Hol- land originated with a Mennonite Minister named John NieuvenhuvKen, Nvho, with other citizens of Groningen, iouiided in 1781 the " Society uf Public Good '' whose objects were three-fold: 1. To prepare and circulate elementarv works Jn religious and moral subjects and the matters of every-day life. 2. t'; establish Model Schools, and temporary Schools, with libraries for the use of work peuplc who had left school. 8. To make and report enquiries into the true methods f.f school teaching and discipline, and of the principles of the physical and moral education of children. This was the origin of modem investigations .>f these ^ibjects and of improved systems of education in both Europe and America. This Society was very energetic and successful; the Government eiu;ourage.i \U efforts to prepare K-hool books, train teachei-s, excite attention to the ^tate of the ^'chools, and gradually adopted its plans. In 1800, when Holland was a Re- public, the various edicts and regulations which had been published from tim<- to time were digested into a law and generalized for the guidance of thecouutrv at large, by M. Van den Eude. called tlie "Father of Pul)lic Instruction in Holland," and who, from I8(i0 to 1888, as Commissioner, and acting undrr the authority of the Homo Department, directed the ].opular education of his country. 3.— I-KENCn STATESMKX UN TUK STATj; OX' KOrcATION IN iiOl.I.AM). So high was the reputation of the Dutch School Methods and System more than fifty years ago, that the French University deputed M. Cuvier, the great Naturalist, to visit Holland in 1811, and report on the system of Public Educa- tion. He described the astonishment and delight he 'felt in first visiting tlie Dutch schools, and pronounced them above all praise. I confess that no schools which I have visited in America or in diflterent countries of Europe so deeply and favorably impressed me in regard to discipline, methods of teaching, order and neatness as those which I have visited in the principal cities and towns of Holland— the land, after l^t^umurk, of my forefathers, on my tathcr's side. Th.! English Commissioner, Mr. Arnold, in his report of 1860, says: "I have seen no primary schools worthy to be matched, even now, with those of Holland.'' M. Cousin, the great French philosopher and educationist, who has visited and reported on the schools of Prussia and other States of Germany in 1831, and prepared the famous French School Law of M. Guizot in 1833, visited and reported on the School system of Holland in 1836. Referring to the Dntcii School Law of 1806, M. Cousin says: "This code of primary instruction was founded upon maxims so wise, so well connected in all its parts, so conformed to. the spirit of the country, so easily adapted itself, by the generality of its principles to the convenience of provinces the most different, that it has con, 8S REPORT OX POPCI.AR EDCCATIOX Kingdom of „,„ X.,,,^,,.,,,, wi^J/Iteil!: n;:;,: *""• '"'• ™''"'^'' "' l.-SlABlUn „K THE Kl,l,AT,„.NA,. .y^roi „H „0L1^»U, This Hystem i-cniainetl imcliaiio'ec] until tsi'.r „.i. »i «' ■- "•« «-e.^ .«-. » ."t;;;:".„'::,;;:," , :,.^r:r„ :;;•■;: I. on.om a,„l tl,e «roat q„«ti„„ of iiiliolIcd to as then rc^ dition, nor the whole n to it, and ul the pro- he rules of 1 1S36 the B develop- >ther ineti- ent intru- tain of its ninational »ns which linational in some of ted from r. c'xistinj; by miini- rovisions ! founda- jxamina- kI in the i. This, lior; for age had en Ende said to the French Commissioner, M. Consin, who visited him at Haarlem in 1836. -—^' Prenez garde au choix dc vos inapeoteura ; ce sont fUs homines qu'll favt chercher une lanterned la m(dn:'~l-akii care how you choose your in-^pectors; fhey are men whom you ought to look for lantern in hand." The Kingdom of Holland is .livided into provinces, each of wliidi \^ n* large as three or four Counties in Tpper Canada ; each province is divided into school districts ; anrl o\er each district is appointed a school inspector. Kach school district is nearly as large as a Canadian County. The inspectors of the several school districts of a province constitute the Commission for primary instruction in the province. What Baron Cuvier said in his " Report to the French Government on the establishment of Public Instruction in Holland." in 1811, is still true: "The Government is authorized to grant to each province a certain sum to meet the compensation and the expenses of travel, and meeting of the ins])ectors. The mode of choosing them is excellent ; they are taken from clergymen or laymen of education, who have signalized themselves bv their interest in the education of children, and skill in the local management ofschools, from teachers who have distinguished themselves in their v(»catioii ; and, in the large towns, from i)rofessors (»f the Univei-sities and higher -rades of schools." The English School Commissioner Arnold, who visited andTcported upon the schools and sclnxjl system of lioUand, in 18fl<), remarks: " This pro- vincial school conmiiesion [of inspectoi-sj met three time* a year, andrecei\-ed h report on his district from each insi»ector who was a member of it. It examimM teachers for certificates. It was in communication with the provincial govern- ment. Once a year it sent as its deputy one of its members to the Hague, to form with the deputies (jf other provinces a commission, to discuss and regulate school matters under the immediate direction of the Minister of the Home De- partment and his Inspector-General. In his own district, by this law, each inspector is supreme ; local municiiml school-committees can oidy be nametl with his concurrence, and he is the leading member of them all ; Ho teacher, public or private, can be appointed without his authorization ; and he inspects every school in his district twice a year. These powerful functionaries were to be named by the State, on the presentation for the inspectorships of each pro- vince of the assembled commission of inspectors for that province. They were excellently chosen from amongst the laymen and clergymen who had shown juj intelligent interest in popular education. Following a practice not rare in Holland, where the public service is esteemed highly honorable, and where the number of persons able and willing to take part in it is greater than in anv other country, they give their services nearly gratuitously. They i-eceived Allowances for their expenses while engaged in the business of inspection, but no salaries. Either they were men of private means, or were exercising at thr same time with their inspectorship, some other function which provided them with an income. Their cost to the State was therefore very small. There were at first .56 inspectors, whose travelling allowancca together amounted to ^I.SIO sterling ; and this smn with an inspector-general's salary, and with a small charge for the office and travelling expenses of this functionary, was the whole cost to the State for primary instruction. 40 REPORT OK POPDLAil EDUCATION II Four general regulations accompanied a,ul .oinpletcd this law of l«n« Tiio provm.ial and cornniunnl ndiuinistratio.K x..r„ V Tl ^- ror.hc ,,„.„. „,.,e i.rovHl„,l iudl tl,. lal 1'h ilt . l •■ ^"^ '''"■°'' afford ,., ,„. i,. Mini*,, <,;reiiK,-„„ „ ,n ^ j M "",'"'? T''" ™"''' i»"ci,,rti,.Km,chE,ni.iiu,M.o,ier?Ldr4 . ', ™'''"'■ ..f (In.ni.iireu the Prefect reported us in IS^n fi \ *''^ province i" tho town of Haarlen, tLr^^J . ^ f ^;St ^^^^'^-^^^^^^ <^ ".ind that eonld not i-ead and write. The , o to > T' 1 "'" "" '''""' advaritac^eous. Mnnioipalitiesando.rP.t. ^<^l'o<.lnnister. was most ^^-n and their 1-1. J!;; trhi^rr^ :':i:f ;^^^^^^ -^ ^^^^^ -her. else. Hardly a village school-n.aster w^ ^ 1^ :^;^ ^ *^" ^^^ "" tl.an UO a year, in the towns nnm, hadft-on.i;! o ' f ^ ^ 1 "^ '" Mint sum ; all had hesides, a house and o-arden Tl ft- ' , '"''' *^'"" ..nsideration were to he seen, as the, a^^^llc. ' ^ ;:; r:!''^ ^^ entday, in the good manners, the good at the Dutch teachers." ' ^^'^-'^^^P^'-^ ^v.thout pro- 0.— ENGUSH VIKNVS ON EDUCATION IX nuJ,I,A.M>. Mr. mcholla.—ln 1838. tlie Poor I nu- rv ".•,.u.cium " m'n 1 1^ ™? "" "' ""^ ..cas„,.„,„d„,.,„d ,■„ Holland ,„ pro™! ,,,e d.i^ ', tf'irf ' '''f "■^''" l.»™uly resulted from the oonvicllon that tho n,o a Ind so! 1 . '"" °'- P.0,10, thel,. intelligence, and their eapacitv for ,o re.! ! "'"""■ ° *" i onnfrv. must, in a "rent nicaBnre ,loL„j' ' "^'"•'"■"S "■<■ PP»..nrccs , r th, -"•.inod to., the inim^ent o;*™,": I It T" W ":; T, ^!"''' "'' "« education pervade, (he entire co,„nn,nitv-i, i^ sot ,t L 1 T ""''T"'" "^ . il.h-™ .ith an earnctne. similar .„ that l:^^ „ Xl;'" /^"'^ ..!■ olKT .-onntries; and i„ Holland the dire.-, interfil'ToV"'^' '''''«'" never irdTr^rtrrriire' '"^"-'"^ '° -'■»-■ ^^^^ thr>se who devote theiusel ves IX KUBOPE AND THK rN'TTEP 8TATE8. 41 7 of 1806. cupy thom- with inenr- regulnr at- t fixed the tho Dutch rce echoola lich tauglit wlio could Iieir efforts bli(! relief hildreu to idityeoni- iu;c>(l llol- itii nearly e I)i'ovince •rted, that 1 of Round was most , iuul held eir lot no iry of less riore thaii ifurt and file pres- lout pro- I'^iifjiand n of the at "The ha\e ap- M" of the ?« rf tJic :hey are tance of or their y classes imeiit is 1 system r pnblii- 'hildren he ha? ui selves to the profession a mnch higher rate of remuneration than they would receive if, as with us, every broken-down tradesman could open a sohof.f when he could do nothing else. This exclusion of absolute incapacity i^ ;i|so „ moans, and a very powerful one, of raising the character <.f tho profcvM,.t. in ; -pular estima- tion."— " In Holland there is no profession that rank* high-r ih ul tli at of school- master; and a nobleman would scnrctly, if it all, com'in-ni.j more respect than is paid to many of those who devote their live,^ to the iMstnutiMn ,,f voiith. The perional consideration is extended to the assistant teacher or usli.r/*— " The most imjM.rtant branch of administration, as connected with education, is that which relates to school inspection. All who have over been anxious, cither to maintain the efhciency of the school, or t.> improve its character, will api)reciate the im- portiuicc of the frequent periodical visits of persons having a knowledge of what edncMiion is, and who are therefore able to estimate correcllv the -.mcunt and kind of instruction given. Let a school established by voluntary subscription. Ih! i.laccl to-day on the best possibJe footing, if no vigilance be exercised by its toiiii.lcr., and if the master be neither encouraged nor stimulated to exertion bv their presence, his position will speedily be converted into a sinecure, and the school will degenerate to the lowest point of utility." 3/>: F. IJkhon, Principal of the Mechanics' Institute in' Liveii^ool, in an "Account of the Dutch'and German Schools," published in 1840, i-emarks that -hi Holland education is on the whole more faithfully carried out than in most of the Gorman States,and we may add that notwithstanding the numerous Normal Schools of Prussia, (institutions in which ll(.lland although possessing two. is still deficient,) the Dutch school masters are decidedly superior to the Prussian, and the schools of primary instruction conscjiientlv in a moreefKcient state. This superiority wc attribute entirely to ;i better system of insi.ection In Prussia the inspectors of schools are neither ^ufKcientlv numerous nor their I.owers sufKciently extensive. In Holland inspection is the basis upon which the whole fabric of popular instruction rests. There can be no |udn inter- 10 doubt (Scribed, ■ condi- ! system 'anslate 48 I the law itself, or the four elaborate circulars interpreting and giving instructionj for its administration. But as this re narkable systeifi was established when Holland was a pure republic, has survived successive revolutions,— is the original of the best features of the State school systems in America, and still exists in its integrity under the present monarchical government of Holland, I will note more particularly some of the provisions of the law and the regulations in resrard to the constitution of local boards, the examination of teachers and the du'ties of in- spectors, and some of the rules of the schools. The law of 1806 itself is entitled " The Law on Primary Instruction in the Batavian Republic," and consists of twenty-one articles or clauses with several sub-clauses— defining the bodies and officers to whom the administration of primary instruction shall be confided— the description of schools which are to be recognized, and the classes of persons who may be authorized to teach them, together with large and discretionary powers on the part of the "Grand Pensionnaire," or "Superintendent of the System," to make such regulations and give such instructions as are necessary for the uniform and efficacious introduction of this law, as well as all other regulations which will tend to the improvement (au perfectionnement) of primary instruction in general." The law, therefore, expre^^ses the fundamental princi- ples and great objects of the system, leaving all the practical details of it to be matters of executive orders and instructions. >».— I'KIMAKY INSTRUCTION. The first order or regulation contains thirty articles or sections, with sub- sections,— defines primary instruction and the establishments includsd under it both public and private ; the descriptions of teachei-s recognized for them • the control and inspection to which they are subject ; the manner in which teachers are appointed to them ; and suspended from them in case of mis- conduct; the conditions on which public aid is granted totliein, niul tlie means by which they are to be kept open all the year. Examination of Tcaohers.— The second general order contain-, twenty six articles, or sections, and several sub-sections, and relates to the examinations of teachers for primary instruction. They are divided into four classes, and the qualifications, and the kinds of schools to teach which each class of teachers is eligible, are defined, and the manner in which they are to be examined The seventh article of this order says that " la the examinations, the object shall not only be to ascertain the extent of the knowledge of the candidate in the branches which he proposes to teach, but also to ascertain his skill in communi- cating to others, and especially to children, the knowledge which he professe« "' The ninth article prescribes the subjects and modes of examination as follows :~ " 1. An exercise in rending diflferent printed and written cliaracters; whether with a good pronunciation, a proper and natural accent, and also with a know- ledge of punctuation. "2. Some words and phrases designedly misspelled shall be proposed to the candidate to ascertain his knowledge of orthography. m BEWJBT ON POPCLAK EDtTCATION 3. To ascertain the extent of his grammatical knowledge of the Dutch laognage, a sentence sliall be dictated, which he .hall a,ialv^:e, and name the imU of speech, and p^ive proofs of his familiarity with declensions and oonjuga- " 4 Tho <-andidate .hall Avrito wnio line, in large, middle mul small hand and uiHko his own pens. "5. Some quo^^ion. in Arithmetic .hall be proposed to I,in,, cMurially in respoct to matters of common occurrence, and which are proper to .h.,w the oxpenonco and dexterity of the candidate in calculations, both In whole number, iuid m tractions. "(i. Some questions nhall be proposed on the theory of music. "7. Various questions relative to history, geography, nalurul phiiu.ophv mathematics, and such other branches as the candidate proposes to tea.;h. " 8 The examination as to the attai.uuents of the eaudidate havincr been couipleted, the examiners shall proceed to the examination of his aptitude for teaching ; they shall question him as to the manner of teaching children the alphabet, figures, and the first principles, afterwards reading, writing, arithmetic lliey shall then require him to relate some talo or storv of liistorv iii order to" ascertain his degree of talent in presenting things to children with clearness and l)recision. Care should be taken if opportunity offers, and if it be deemed ad- visable, to assemble some children of different ages, and different degrees of knowledge, in ..rdcr to satisfy themselves more fully of his skill in practical teaching. ^ ;' 9. Finally, the examiners shall propose some questions-questions upon the principles to be followed in rewards and punishments, and also in general on the most pix.pcr means not only to develop and cultivate the intellectual facul- ties of c-hildren, but also to train them up to the exercise of Christian virtue. " !».- -TKAOUKKS' CEETIFIGATK OF QUALIFICATION. The suUcquc.it s.xtcen sections of this circular order, relate to the mode of giving the diflerent classes of certificates to both male and female candidates who have passed successful examinations; the exact manner of designating the attainments and talents of each, the limitation of teachers of the third and fourth dasses to schools of the lowest grade; the fees payable by teachei^ for their licenses to teach: and the gradation of salai-ies according to different classes of teachers. Every one who roads the above programme for the examination of teachei-s must be impressed with its thorough character, and that no one is qualified to examine candidates, r.- cording to such a programme, but an educated man who has a knowledge of school teaching. As the examining board in each province was composed entirely of school inspectors who had been selected for th^V office on account ot their practical knowledge as well as zeal in respect to schools the examinations were thus rendered efl^cientand stimulating, well adapted to'pro IN EUROPE AND THE UNITED 8TATE-4. 46 duee a class of teachers for primary ingtruction unequalled iu any other part of the world. It 18 on this point of tlie selection, power., and duties of local in- «pectoi-s or superintendents, that our Canadian ichool system is most defective. 10.-^BEGl?I.ATION. FOR SCHOOL INSPECTORS, AND mn HOARDS bF INSTBTrOTION IN DIFFERENT PROVINCES. But if the regulatiouB were admirable in -ogard to the examinatim of teachers, protecting the people in regard to both public and private schools against unworthy and unqualified teachers, the regulations in respect to the in- spection of schools wore no less practical and effective. This is indeed the c^^er-stone, the life, the soul of the Dutch school system, as it must be of' any efficien system of public instruction. Too much importance cannot be attached to an active and vigilant superintendence of schools-forming a tribunal of rcspect- tul reference tor both teachers and trustees, stimulating them in their noble work, suggesting the best methods of experience for its promotion J^pectc^^^ of Schools.~l have in preceding pages stated the manner ui' selecting and appointing inspectors, the ini.,.rtance attached to their office as also som« of their duties. The third : Uar order of government acco mpLny- ng he schoo law of 1800, contai.- n articles of "instruction," with many .ub-aiticles 'iorthemspectors of seiiools, and for the Commissions of Insti-uc^ tion HI the different departments of the Batavian Republic." The following extracts from them are suggestive and will show the manner in which the duties ot inspection have been provided for in Holland for more than sixty years making each inspector a sort of Xormal school instructor of everv teacher under his charge needing his counsels :— "Art. 1 The inspectors of schools shall take the greatest care possible that the instruction of youth be put upon a uniform footing, improved and rendered of the most general and direct utility; that the teachers are really capable of givmgsuchinstniction; that their zeal be encouraged, their merits rewarded heir position be improved; especially that the measures taken or to be taken" tor elementary instruction be known and executed; that the obstacles which may be encountered be prudently removed, finally, that the amelioration of primary instruction in general be presented to the public as interesting and ad- vantageous. The whole to be done in confonnity with the following articles. "Art. 2. Each inspector shall acquaint himself with the number and situation ot the primary schools, as also ^.-ith the state of primary instruction throughout the whole extent of his district. He shall endeavour to see that besides the necessaij number of ordinary schools, there shall also be a sutficient number o'" schools tor children of tender age, organized in the best manner bossible and also schools of industry or labour. Finally, he shall take care that proper in- struction m all branches of primary education maybe obtained, accordin-r to the circumstances and wants of tlic different Communes. " "Art. 3. He shall apply himself to become acquainted with the persons and talents ot the several teachers in his district, and shall make notes of them. He m il i ■ i' *^ REPORT ON POPDLAB KDCOAnON shall be alway. accessible to those who may tSc they need his counsels and explanations in regard to their functions. "Art. 4. lie shall make it his special business to excite and maintain the zeal ol the masters ; and for that pui-pose he shall, at appointed times, assemble a certain number of them, either at his own house, or in other parts of his district, and that as often as possible. He shall then cor^-'^r with, them on the important end and attributes of the functions confided to tl .m, and upon the best manner ot discharging them faithfully and usefully in behalf of youth. ln.^c^'for^s Vidts.-- Art. 5. The inspector is bound to visit twice a year all the schools of his district which are subject to his supervision. He is exhorted to repeat his visits at different times, either in case of necessity, or for the -eneral good, and as often as he can without burthening himself too much. He shall visit other schools in his district from time to time, but in concert with the per- sons who have charge of them, if they are under private inspection. "Art. 0. In visiting the schools which are under his direct'supervision, he shall request the master to teach in his presence the pupils of the different classes and who are in different stages of progress,, in order that he mayjudge of the manner m which instruction is regulated and given. He shall also note, whether the regulations concerning primary instruction, as also the interior order of the schools, are duly observed and executed ; he shall, in fine, attend to whatever he may think of any importance. At the conclusion of his visit, the uispector shall have a private conversation with the master or mistress of the school, upon all taat he has remarked during his visit ; and according to the exigency of the case, he shall praise, advise, admonish, or censure, according to what he has seen or heard. Each school inspector shall keep notes of the remarks and observatio,,. which he shall have made in the course of hi^ visits for use in the manner hero- after provided. "Art. 8. In all matters concerning the welfare of the schools, in which the school inspectors shall need the assistance or co-operation of the civil power thev shall address themselves to the local departmental, or national administration according to ihe nature of the case, "Art. 9. They shall specially take to heart the improvement of the school rooms; the mstruction of the children of the poor, particularly in villages and hamlets ; the regulations and improvement of the incomes of teachers • the con slant attendance at schools, and keep them open as much nsi)ossible durimr the whole year." ^ [Inspectors and the Teachers. -l\x^ following articles of instruction treat of the care with which the inspector should see that none but teachers duly licensed are employed to teac]i, should interest local parties in l)ehalf of the sciiools and see that vacancies be filled up in case of the death, resignation, or removal of teachers, and the manner of filling up vacancies in ease of the resignation oj- death of an inspector, his retirement from office, from other causes ; the meeting of the School Commission, three times a year, and the manner of c;alling their ordinary and special meetings, and the manner of conducting them ] IN ECKOPE AND THE UNITED STATES. 47 "Art. 24. At each ordinary meeting of the Commiaaioii, each member shall present a written report : " (1). Of the schools helmri visited since the last meeting, the date of visiting them, and the observations he made in regard to the state of the schools under oifferent aspects. " (2). Of the meetings wkich he has held with schoolmasters to confer with them touching their duties. " (3). Of his examination of teachers of the lowest rank, with such panicn- lars as he shall judge important. " (4). Of the changes and other circumstances which occurred in his district relative to any school or schoolmaster since the last meeting, and especially the vacancy of mastei-ships, the delivery of certificates of qualifications, the nomin ation or special admission to any rank or class, noting the interestincr circum stances connected with them, the appointment of local inspection insmlu places the changes which have taken place in local school boards, the inspection of any new primary or industrial school, the admission of any teacher of language' the drawing up of any rules for the internal order of the school, the introduction of other than the school books contained in the general list into private schools of either of the two classes of schools, the measures taken to regulate and im prove the incomes of teachers, the measures adopted to keep open the schools without interruption and secure the regular attendance of pupils, any difficulties which they have encountered, the encouragements or difficulties experienced by teachers, the examination of pupils in school*. The inspector shall indicate *he part of his report which he desires to be inserted in the niontlily Journal' of Education {Bydfagen). Inspectoral Heporta.-- Art 25. From these data and other private notes a. also from the written reports of the local scJiool boards, each school inspec'tor shall draw up annually, before the meeting in Easter week, a general report of the state of the schools and of primary instruction throughout his district If he has failed to visit any of the schools more than once during the precedino- year he shall state his reasons for it. He shall also make such suggestions as ho may judge worthy of attention for the improvement of primary instruction ' Zocal Board Iiej>orts.-- Art 20. In order that the school inspectors may not omit in their annual reports anything mentioned in the precedino- article the local school boards or trustee*, or their individual members as far" as concerns the schools placed under their care, shall draw up in writing, at the latest before tlie end ot I ebruary, a report similar to that which is required of inspectors lieportsof Bej^ariments.-.^' Art 27. From all these annual reports bvthf> vanous members of the respective departmental commissions, there shall be pre pared by each of them a general and succinct view of the state of the scliooh and of primary instruction throughout the whole extent of tlieir department" Of this report there shall be made two copies. Reports to Govermnent.—'' Art. 28. Within fifteen days .after each onlin meeting, the Departmental Commissioners shall forward o^ cause to be fomarS to thn Secretary of the Interior : *orwaicied I r «8 URPORT ON POPULAR EntTOATION i>^: ' "(1.) All iiuthetiti(! summary of tlioprocoedin<,'9 and acts ofthp meeting, and of the oxtntonlinary meeting's whicili havo boon lu'ld. " (2.) Tlio original written roportri presented by each member. "(a-) The name and state of persons wli.; have been examined dnring the sittings of both tlio ordinary and extraordinary meetings, stating the results of the examinations, and the rank or class of certificate which the persons examined havo obtained, in order to publisli what may be deemed necessary in the educa- tional periodical, entith'd Bydraijnn. " Art. 29. At the conclusion of the ordinary meeting the week after Easter, each Commission shall forward, or cause to bo forwarded within four weeks to the Secretary of the Interior besides tlic document mentioned in the prcoedinv article. " ^.) One uf the two authentic copies of the annual general summary, "(2.) The original of the general reports of the different members of the Com- missions. "(3.) A detailed statement, ext. icted from that of each of the membei-s, oi the propositions which each commission desires to submit for deliberation at the next annual general meeting, or which it has resolved to present to the depart- mental administration. " Art. ao. A like authentic copy of the general annual summary is to be sen within the same ]>eriod, by tlie commission, to the departmental administration. All the other documents shall likewise be sent, ifre(iuired, to the departmental administration, oy to the member t)f the administration who issi)ecially charged with the care of the primary schools, and of primary instruction. For this pur- pose, ull the original documents, sent to the Secretary of the Interior,— nanu.'ly, the various reports Avritten by dillerent inspectors, their annual reports, th'^ annual reports of the different local commissions,— shall be returned to the Score tary of the last meeting, at least within two months, by the Department of the Interior, after having made the needful use of them. Tliese documents shall afterwards be deposited among the papers of the respective commissions." II. -sn-KlflOIJ KXCKI.LKXCK or TUK OVlXli SCUOOl, RKOfLATlONs. Such were the Governmental instructions [)rei)ared and published the 3rd of April, 4806, for the inauguration and execution of the famous i)rimary school law of that year — instructions founded on a profound study of popular school economy, and adapted to interest and include all classes in its administration, to secure well (pialitied teachers and good schools, carefully superintended, to the obscurest villages and remotest places in the land, while the CTOvernment would be thoroughly informed of all its operations, and be enabled by the sug- gestions of exi)arience and observation from all quarters, to remedy the defects and improve the eftieieney of the system from year to year. Thus primary education has become more extensively and thoroughly diffused in Holland than in any other country. IN BtBOPR AND THE UMTEn BTATE9. 49 Tlio general rules fhr primftry school*, prepared and published May 6tli, 180(5, are also remarkable?, not only from the i)eriod of their adoption, but for their praotical churactor. I will extract tire following:— "(1.) The primary echooln rtliall be open without inten-uption thronghont the vc'jir, except during times fixed for holidays, '* (2.) During the whole time devoted to the lessoiw, the teacher shall be pre- sent from the beginning to the end; he shall not occuj.y himself with any thin^' except that which relates to the t-jaching. " (3.) The teacher shall see that the pupils do not needlessly go out of school, especially that they be quiet and attentive in the 8cho(.l, and out of it that they tihow themselves peaceable, polite and njodest. "(4.) When the number of the pupils exceeds seventy, measures shall be taken to employ a second master or nnder-master. "(5.) The pupils shall be received, as far as possible, only at tixed periods in the course of the year. " (6.) The pupils shall be distributed or classiiied into three divisions ; each division shall liaveits own separate place, and shall receive at each sitting the instruction suitable to it. "(7.) The teacher shall see that pupils are at all times clean in their dress, well washed and combed ; and he shall at the same time take the greatest care of everything which may contribute to their health. " (8.) '.lie schoolrooms shall alwavs bo kept in order ; and for that purpose they shall bo aired during the intervals of the classes, and scrubbed twice a week. " (9.) There sliall be an examination of each school at least once a year. On that occasion, the pupils of the lower classes shall be promoted to the higher classes, and, as far as possible, rewards shall be bestowed upon those who have distinguished themselves by their application and good conduct. " (10.) When a pupil who has distinguished himself by his progress and con- duct, leaves the school, at the end of the course of study, he shall receive a cer- tificate of honour." 12. — OO-OPKKAllON OF BEUOIOVS DiiKDMiNATIONS Willi TJIE 8VSTKM. But that which has pre-eminently characteriXfed the Dutch sptem of primary instruction, is the independence of the primary schools of any religious persuation, and yet the co-opc ration of all religiotisperBwasioTis in the work of primpty instruction. It has stood the test of more thaii httlf fe centnry, and held its ground in the presence of diflering and opposiiig sygtems on this point in France. Germany and even England ; and the Chrfstian intelligence, morals and virtues of the Dutch people in comparison with those df atiy other people in Europe, are the best vindication of their primary school system, and of the adoption of this feature of it in Upper Canada. In previous pages it has been shown that the teachers of the primary schools in Holland do not teach, the peculiar tenets or doctrines of any religious pei^uoiiGn, but only the dootrlnes .60 REPORT OF rOPULAR EDUCATION I'i i''^i I! lii i, :;i; common to all religious persuasions, and Christian morals and virtues as taugln by Scripture biography and precept ; that the denominationally dogmatic oi- doctrinal part of religious instruction was left to the several religious denomina- tions. On the passing of the school law for the organization of the school sys- tem, ill 1806, the Government addressed a circular to the Protestant Synods and the Koman Catholic Prelates on the subject, and received answers from them. These papers are of practical, as well as of historical, interest to us in Upper Canaila ; and they have not, as far as I know, yet appeared in the English language. I will give a translation of some of them as follows : — " The Secretary of State for the Interior ; " To all Synods of the Reformed Holland and Walloon Churches, Consistories of the Lutheran, Remonstrant, Menonite Communions, and Prelates of the Roman Catholic Communion : " Gemtlembw, — The high importance which the Government earnestly at- taches to primary instruction in this Republic, cannot have escaped yom* atten- tion. Xo one of its powers and duties is more attractive. May the improved scholastic institutions, under the Divine benediction, bear the fruits which they appear to promise ! They are opposed to the progress of immorality in our country ; and the pure principles of Christian and social virtues will by this means be implanted and cultirated in the hearts of future generations. / 1 least it cannot be doubted that this is the dearest wish of the Government, and the first object which it proposes in the improvement of the prhnaiy schools. The object of the schools is not then merely to impart useful knowledge, but they are established as an energetic auxiliary for the improvement of morals. "It is upon the same principle that the Government hopes that you will sup- port and make known its intentions in regard to schools, and invites you, by the present circular, to employ your powerful influence for that purpose. " Especially is there one part of the instruction of youth for which the Govern- ment claims your co-operation ; namely, the teaching of the dogmatic tenets of the various conamunions. " You cannot be ignorant that throughout the whole extent of our country, there has existed scarcely a school or teacher that could give proper religious instruction. That religious instruction in the school- was limited to committino- to memory and causing to recite the questions and answers of some Catechisms. There was no groimd, for various reasons, to expect more of the teacher. And though the Government flatters itself that the new school institutions will lead to this result, that there will gradually be introduced into the schools a regular organization of instruction in the Christian religion in that which relates to the historical and moral part of it ; yet, in the actual state oi things, it would not be right to impose upon teachers the obligation to teach the doctrinal tenets of particular communions. " If the Government has thought for these reasons that it was its duty to separate entirely denominational doctrine from the teaching of the school it is not the less impres ;d with the importance of children receiving that instruc- IN EUROPE AND THE TOTTED STATES. 6] } tion. Wherefore, having lull (!oiifidence in your anxious desire to promote these sahitary views foe the welfare of youth, the Government has judged that it could not adopt a more effective measure than to address the various ecclesiastical communions of this republic, and to invite you specially by the present circular to take entirely upon yourselves the religious instruction of your youth, either by regular lessons on the catechism or otherwise. I shall be happy to be in- formed of the measures which you may take on this subject, "As you will doubtless judge it desirable to communicate the contents of the present circular to the ministers of the parishes within your jurisdiction, 1 re- quest you to let me know the number of copies of the present circular required for that purpose ; with which J commend you tf. the protection of the Most High." (Signed.) Hend. Van Stralen. Nothing could exceed the cordiality with which the several Protestant Synods and Consistories and the Roman Catholic Prelates responded to the sentiments and objects of this circular; their wish and detennination to co-operate with the Government as desired by its circular, of which they respectively requested a larger or smaller number of copies to make known to all chiirch officers and t'ongregations under their oversight, the christian and patriotic intentions of the Government. The Synod of the Reformed Communion of Holland replies by the adoption of live resolutions, expressing in detail the manner in which it pro- poses to give effect to [the requests and recommendations of the Government circular. The following first two of these resolutions indicate the spirit of tlie- whole : — ^ '' 1. That the Synod has remarked with sincere joy this mark of the con- fidence of the Government in the zeal and good dispositions of the Ministers of the Reformed religion. Honoured by this confidence it gives Your Excellencv the assurance that the ministers of its jurisdiction have ceaselessly endeavoured to render themselves worthy of it, both by giving religious instruction and bv other indefatigable laboui-s, (in some very diflicult circumstances,) in which thev will continue with the same zeal— flattering themselves that the intentions of the Government so clearly shown, and of which the Synod has never doubted, will entirely remove the prejudice against the new scholastic institutions as having a tendency to suppress the teaching of religious doctrine, and to replace it by maxims and exhortations purely moral. The Synod will, therefore, earnestly exhort the ministers within its jurisdiction to continue as they have done to recommend both in their public sermons and in their pastoral visits, and on' all occasions, diligent attendance at the schools. " 2. That the circular letter received shall be brought to the knowledge of the various classes, and through them to the individual churches, in order that the consistories may give official information to the teachers of their respective communes, adding that the Synod has confidence that the teachers will promote to the utmost of their power the salutary intentions of the Govemmtent, by diligently exhorting the pupils and parents to the proper use of the I^sons of M RBPORT or POPULAR RnrOATION. I;i i, i i the ciilechiRm witb tho ministei-H of the coinmuuion to wliicli i\wy Leloiig ; an.l tlmt thoy will «uultM-tiik.. tJ.o Hlight laluMir of nonding to tlic" conBietory a li«t whu'li thoy will till uj. from time to tii.ie-for oxainpio, ovory thm- ...oiithrt- i-ontniniiiK tho tmino« of tlu< children of tho Uoformed Communion that nttt-nd thoir P(^hool, with an indication of tho i.laco of thoir reBidonoo." Tho Syi.odH of lluj Boveral Ileform OommunionB returnod hiihHtantiaily the" ^^Hml■ roply, which tho Minister of tho Intorior gratefully ackinnv lodged, dosiring- "That it «houUl 1)0 mado known to tlie respeetivo Synods, the satisfaction of the (Jovorninent on account of their honevoient and unanimous good wishoB eoncenung the prosperity of tho schools, and for their co-operation in that whu-h regards specially tho dognuitie part of religion. These various nica ures present, in a dady enlarging perspective, tho happy results of tho beueiicent intentions ot tho govermnont for youth, and create a hrilliant hope whi.Oi thanks to thoir energetio support, the scholaatio institutions may henceforth .'xpect on tho part of the roformod and other communions. The ' work of im- provement commoneed in theschools will become, under tho Divino blessing a pow.'Hul auxiliary for the advancement of moral and religious sentiments 'in our ...untry, formerly so eminent and commendable in this respect ; a sacred end towards which the ttovommcnt will not cease to march, by availing itself ol the suggestions contained in tho answers to tho circular incitioned. At the t^rtiue time, tho Governmeut gives its nasont to the menstires taken by the Synods and announced in their reepoctive letters, in relation to the regular instruction of al the scholars, belonging to the reformed communion, in the dogmatic part of religion. ' " Tho Ooverument hereby authorizes the respective members of tho boards of instruction m the departments, to direct all tho masters, both public and pri- vate, as also mistresses, to transmit to the respective consistories, or other eccle- siastical persona of their commune, at their request, a list of the names and in the town, of the residences of their pupils, appertaining to the religious com mumon m tho name of whicli the request is made ; and to fiU up this list every SIX mouths, and also to watch with care that their pupils punctually attend tho religious instruction which shall be given them by the respective ministers of their communions." The following are the admirable answers of the Roman Catholic Archbishops to the circular of the Minister of the Interior : " Sir,— In answer to your honoured letter of the 30th May, which I have received the 10th instant, I have the honour to inform Your Excellency as fol- lows : — '' " Seeing that good school institutions cannot but produce the most desirable results in training youth not only to social, but also to reUgious virtues it is in- dubitable that all the ministers of the different religious communions in general, out laose oi the iiomau Catholic communion in particular, should attach the high- est interest to the measures which the government has taken, or wUl take in IN SimOFB AND THE trUlTED ITATXS. 83 that reepaot ; and that they ehould make it a duty to co-opcrato with it on tlicir part to the utmost of their power. • "The Catholic pantors will willingly tak.! upon thcnmolvoH llic instnicticn of tlioir youth in the Hagmfw of their religion, and will give l(!SH(.n9ot'thc()iitli(!cliiHMi in the Chnrchofl and on the daya and at the hours which shall ho judged (lio most appropriate in the circumBtances of the respective parifihos v—a Huhjfi(-t on which I will entor into comnninicntioM with thn CAirh that arc mibordiniito to tne. "1 take the liberty, on thiH occasion, to make, ono olmcrvation to Your Kxccl- lency. We cannot, especially in rural CommuncR, chooHo any othdr days tlmn Sunday to give with regularity the instmction in question to thc^ children ot lidiorers und artizauH ; hut un abuse, which in becoming more and Mu.rc invete- rat >, cauHCH u great oliHtacIc to nil tho efforts of pastors : puhli(! liiboiir on the Fiord's day iw s])roading more iiikI more umong all clfiHses of tho people. Artiznns of every kind labour, .often in piddic, tho whole Sunday; and wlien they are Hpoken to respecting it, they excuse themselves by saying that their refusal wouldcausc the h'wsof tlieiremi.loyersand cuHturnerflwhoinbistupoii It. Others follow this example, and thus nundters of children are deprived of religious instruction. "Now, seeing that in all C]n-istian communions, Kiuulay is consecrated to instruction and tho exenjise of religion, and that, certainly, ministers have need of this day to instruct the youth, especially those of the lower (tliu^ses of the people ; it is to bo desired that, on its part, the Government woidd adopt eoine efficacious measures to facilitate tlie functions of mhustcrs in that regard, and for extirpating tho abuse I have just signalized. I pray you, sir, as far as you can, to expose this thing t(» the paternal attention of the Gi vornment, in order that it may provide a remedy for it. '* I have tho honor to be, with all possible consideration, Sir, " Yotu- Excellency's very humble servant, (Signed) " J. Van Enoelen, Archbishop. " Mauson, I3th June, 180G." " Sir,— The letter of Your E.vcellency of the 30th May reached me the lOth of this month. " I confess that I have read the contents of it with delight ; and I flatter my- self that I and the several cur^s of this province will respond with all our power to the salutary views of the Batavian Government, and that we will show that we are not unworthy of its confidence. " In order that concord, friendship and charity may reign among the various Communions, it is necessary, in my opinion, that the teachers should abstain from teaching the dogmas of those various Communions. I except only the case in wliich the teacher who, besides having acknowledged probity and capacity, has only pupils of a single Communion. Without being taught^ chil- dren learn too soon that they difiier in religion; one reproaches another, and 54 KWORT OF POPrtAB EDFrATIOX :l I ; ii many teachers take no pains to prevent it It i$ at fij^t, indeed, only chUdish- neep ; but neverthelesji children jrrow, and alienation increaees more and more ; bitterness fixes itself in the heart, and all their religion is often only false zeal which a tmo religious spirit and Christian charity reprove and abhor. "To attain the salutary end which the Government proposes, and for which it claims our earnest co-operation, it is with children that it is i.iv])er to commence; and though in our church, the teach,. ig of tlie dogma is not imposed, yet on account of the exhortations of the Government which attaches ho high import- ance to the well-being ofy,.uth, we wil' with still greater ardour labour to fultil our duties. . We will endeavour thus to give a mark of our hubmission, of our esteem and respect; and, at the same time, we will j.ray God to deign to bless the efforts which the Government is making fur the general happiness." " I have the honor to be, with all dutiful respect, Sir, " Your Excellency's very humble servant, (Signed) " H. De IlA.is, Archbishop of Kriesland. " Sneek, 13th Jnno, 1800." 13, — MODIFICATIONS OF TUi; SCIIOOI, SYSTKM n{(»M ISdi) TO IS+X. ^ It will have been seen fn.jii the preceding pages how far the Dutch School System, as a popular, national, effective system, was prior to and in ad- vance of any other School System in Europe; and, indeed, that the best features of the American School Systems have been borrowed from Holland. From 1806 to 1848 two modifications had taken place in the Dutch School System,-^ the first, the establishment of Normal Schools in 1810 as an integral part of the system. Though there were but two Normal Schools, which were not adequate to train all the teachers of the primary schools ; yet, as in Upper Canada, they trained a sufficient number of teachers to give a tone and character to the ele- mentary teaching generally, and especially in connexion with the admirable system of inspection— the inspectors being acquainted with the methods of teaching in the Normal Schools, as well as with the various methods then being newly developed in Switzerland and in some German States, and making their visits to the schools a means of improving teachers as well as of otherwise pro- moting the efficiency of the schools. The second change or modification took place in the towns where, from the better management, tuition and inspection, the public schools for the poor (as they were first intended) became superior to the private schools where the children of the middle class were tau^^ht. To enter the public schools a certificate of indigence was required, which excluded the children of the middle classes from them. There was, therefore, danger lest the children of the poor would be better educated than the children of the middle classes, aud it was claimed that the State should provide for the proper education of these classes as well as for the poor, since the middle classes were the largest tax contributors in support of the ^primary schools. To avert the threatened social danger arising from the very success of primary schools, and to, ' IN EimOPE AND THE CinTED flTATES. 55 meet bo reasonable a demand on the part of the middle classes, \mh\ic inter- mediate French and Classical Schools were engrafted upon the National School SyBteni. The intermediate schools {Tusshen-Schoolen) were established in towns where, by paying a fee from six to ten cents a week, the children of the middle classes could obtain an education invested with a public character and i)rotcctefl by public guarantees. Above these intermediate Common Schools were cstab lished French schools {Franshcn-Schoolen) whore a still higher education, includ ing English, French and other modern languages, was given for a higher fee. An.l above the French school was established the Latla or Classical School! The system of primary instruction iu Holland became therefore gradually cu- •arged hO as to include higher common and classical schools. 14. — eHANGK8 IN THE 8U1IOOI. 8Y8TKM IN !648. Slid) was the State of the l»ul)lic School System in H-Udid in 1 J48, when the revolutionary spirit, which first broke out in France, sb ; l tV,. thrones and modified the constitutions and governments of most of the countries of Europe The old Constitution of Holland was written down and a new one was estab lished, and this led to certain modifications wliich, after much agitation and elaborate discussion in the States General, were adopted in IS57. The constitution of 1848 proclaimed what is called " liberty of instruc- tion's—a phrase hardly known in Canada, but well understood in Europe. By the law of 180G in Holland, as by the law in Franco and Prussia at the present time, no private school can be established without permissitm of the Municipal authorities, and no person can teach a private school without a two-fold certifi- cate—a general certificate of qualifications for teaching certain subjects specified and then a special certificate permitting the opening and teaching a private school in a particular place. It was contended that this latter certificate was an iindue interference with the liberty of the citizen ; aud therefore while the general certificate of qualification was still to be required of private as of pub- lic teachers, the Constitution of Holland in 1848 proclaimed unlimited libertv of establishing private schools. It was contended that the teachers, as agents of national interests, and in a certain sense national oflicers, were not sufficiently independent of the local boards or municipalities for the amomit of their salaries, though as a whole thev were better supported than the primary teachers of any other country ; that in many instances their salaries were insufficient ; and therefore a law should be passed fixing the minimum of the teacher's salary, below which local parsimony could not reduce it. It was also said that the law of 1806 had not, with sufficient strictness defined the obligatioii of communes to provide schools, and that, in consequence popular education languished or was neglected in some places, Provieicn was made to remedy this alleged defect. y ipi I- I?' 'i .s p i «6 ::| .i;^ 15.— TBE ElXIororS DENOMIBTATIONS ATO the dutch BTBTKJt, Ify the new conrtitution of 1M8, all religious denominations were placed on a footing of perfect equality. Protestantism lost its legal asoeodeney, and the Roman Catholics began immediately, in the assertion of their equal rights to claim the literal observance of the spirit of the law of 1806. Th»7 did not ask for Separate Schools, but they demanded the exclusion of all religious in- struction from flie public schools. They contended that the y^ord Christian m the law of 1806 had become practically only another word for Protestant- that the word Chrtst^an should if possible, be erased from the law, a« partisans m a neutral school were sure to take sectarian advantage of it ; that, even if the word remained the law clearly proscribed all dogmatic teaching, andlimitedthe Christianity to be taught to morality only ; that they should forbid the teachers • 5;^'"ga"y dogmatic religious instruction wliatever, and banish from the school tlie /iiOle, which contains dogma as well as moral precepts. Every effort seems to have been made on the part of the school authori- ties to satisfy and conciliate the Roman Catholics ; religious instruction in many of the schools was reduced to such a minimum and so emasculated of all lite and definiteness, and in some schools discontinued altogether, that the high Protestants began to demand Separate Schools-declaring that the School law of 1806 was vicious m principle-that the public schools which this law had founded were Godless schools," and "centres of irreligion and immorality;'' and they de- manded denominational schools, as existing so largely in France and Prussia. When, therefore, the Government introduced a measure to make the modifica- tions necessitated by the constitution of 1848, the Chambers had to sanction ,ZJ' "''^ '"''' *^'^ non-denominational, or neutral principle of the school law ot 1806; and m no parliamentary assembly was the question ever more tem- perately, earnestly and profoundly discussed. I give a brief statement of the parties on either side of this great discussion and its results, from the report of Mr Arnold the Engbsh Educational Commissioner to Holland, France and Switzerland in 1860. Mr. Arnold says :— «*«, -r ranee, ana " Against the neutral school the high Protestant party stood alone ; but its strength, though unaided, was great. This party is at the same time the great conservativeparty of Holland; it was:strong by its wealth, by its respectabilitv, l>y Its long preponderance, by the avowed favour of the King. It was stronge's o all perhaps, by the chatacter of its leader, M. Groeii Van Prensterer, a man ot deep religious convictions, of fervent eloquence, and o^mire and noble character As a pamphleteer and as an orator, M. Groen Van Prensterer attacked the neutral school with equal power. 'No education without religion t' he ex- claimed, 'and no religion except in connection with t^ino actual religious com luunion! else you fall into a Vague deism, which is but tl^ first step towards atheism and immorality.' "If the opponents of the non-denommational school were one, it. suunoaters were many. First of all stood the Roman Catholics; insisting, w in States IN smtors A^m ^wf ui^sQ jajggss. 6^ where thf^ aw notin power they always insifit, that the State which cannot be of their own religion shall be of no religion at all ; that it ehaU be perfectly neutral between the various sects, that no sect, at any rate, shall have the bene- fit of that State connection which here it cannot itself obtain, but which, when it can obtain it, it has never refused. Next came the Jews and dissenters'; accus- tomed to use the public schools, desiring to make thenx even more neutral rather than less neutral, apprehensive that>f public schools, allotted separately to de- nominations, their own share might he small. Kext came an important sectionoftheProtestantparty, the Protestants of the new school, as they are called, who have of late years made much progress, and whose stronghold is in the University ot Groningen; who take their theology from the German ration- alists, and, while they declare themselves sincerely Christian, injcline in their own words 'to consider Christianity rather by its moral side and its c^^^liz^ng effect, than by its dogmatic side and its regenerating eflfeet.' For these persons, the general character of the religious teaching of the Dut. h schools under the law of 1806, the 'Christianity common to all sects' taught inthem, was precisely what they desired. Finally, the neutral schools were upheld by the whole liberal party, bent in Holland, as elsewhere, to apply on every possible occasion their favourite principle of the radical separation of Church and State, but to exclude religion altogether from schools which belong to the State, because with religion, they said, the State ought to have no concern whatever." ^ " The party which really triumphed was that of the Protestants of the New School. They owed this triumph less to their own numbers and ability than to the conformity of their vi«ws with the language of the legislation of 1806, That legislation was dear, and justly dear, to the people of Holland ; a s«hooi system had grown up under it of which they might well be proud, and they had not genemlly experienced any serious inconvenience from it. The new law, there- fore, while it forbade more distinctly than the old law the school master to take part in dogmatic religious teaching, while it expressly abandoned religious in- struction to the ministers of the different religious commimions, while it ab- stained from proclaiming, like the old law, a desire that the dogmatic religious teaching of the young, though not given in the public school, might yet not be neglected,— nevertheless still used, like the old law, tlie word christian. It still declared that the object of primary education was ' to develop the reason of the young, and to;train them to the exercise of all christian and social virtues.' This retention of the word christian gave great offence to many members of the majority. It gave offenc e to the liberals, * because,' they said, ' this word was in evi- dent opposition with the purely lay character of the State, which as such has no re- ligion.' Yet the liberals accepted the new law as a compromise, and because, after all, it still repelled the introduction of the denominational school. But the Catholics were less pliant. To the last they insisted on excluding the word christian, be< ause in practice, they said, this word signified Protestant, and iiio^t of them voted against the law because this word was retained. The law passed, however, and by a large majority. Popular instruction in lloUand is, therefore, still christian. But it is christian in a sense bo large, so wide, from 58 REPORT OF POPULAR EDUCATION \\4 iui which everything distinctive and dogmatic is so rigorously excluded, that it might as well perhaps have rested satisfied with calling itself moral." Thus the neutral or non-denominational character of the public school system Avas maintained. But though the law of 1857 is substantially the same as that of 1806 in regard to religious teaching in the schools ; yet as the question had been raised, and the letter of the law excluding all distinctive religious (or denominational) teaching was strictly enforced, the " Orthodox Protestants" (so called) are greatly dissatisfied, and there is an increased demand for private schools, especially in the towns, where the desired religious instruction is given. It is yet uncertain whether, under such a pressure and the well-known \'iews of the King, the Holland school system may not undergo some modification in this respect, and be made more or less denominational. 16. — CUAN0E8 MADK IN THE DUTCH SYSTESI IN 1857. In the mean time, the following are the principal changes made l»y the law i>f 1857, as stated by Mr. Arnold : " 1. The certificates of morality and capacity aro still demanded of every teacher, public or private: but the special authorization of the municipality, formerly necessary for every private teacher before he could open school, and not granted except Avitli the district-inspector's sanction, is demanded no longer. This relaxation makes the establishment of private schools more easy. The programme of primary instruction, and that of the certificate-examination of teachers, remain much the same as they Avere under the law of 1806. Primary instruction, strictly so called, is pronounced by the law of 1857 to comprehend reading, writing, arithmetic, the elements of geometry, of 1 dtch grammar, of geography, of history, of the natural sciences, and singing. This is a much more extensive programme than the corresponding programme of France or Belgium. The certificate examination is proportionately fuller also. " 2. The new law ex])ressly prescribes that primary schools, in each commune, shall be at the commune's charge. The law of 1806 had contained no positive prescription on thi* point. The schools are to be in sufficient number, and the States' deputies and the supremo government have the right of judging whether in any commune they are in sufficient number or not. ^chool-fees are to be exacted of those who can afford to pay them, but not of ' children whose families are receiving public relief, or, though not receiving public relief, aro unable to pay for their schooling.' If the charge of its schools is too heavy for a com- mune, the province and the State aid it by a grant, of which each contributes half. The exact amount of charge to be supported by a commune before it can receive aid, is not fixed by the Dutch law; neither is a machinery established for compelling the commime and the province to raise the school-funds required of them. In both these respects the French law is superior. " 3. But in the weakest point of the French law, in the establishment of a minimum for the teachers' salaries, the Dutch law is comraendably liberal. The minimum of a schoolmaster's fixed salary, placed at £8 a year by the Belgian JN EUKOPE AND THE UNriED STATES. 8d and by the French law, the Dutch law places at nearly £3i* I need not re- mind the reader that the sum actually received by a schoolmaster in Holland is much greater. An under-master's salary is fixed at a minimum of 200 florins ; one lialf of the salary fixed for headmaster. "4. Under the law of 1857 the public schoolmaster is still appointed by com- petitive examination. The district inspector retains his influence over this exatnination. After it has taken place, he and a select body of the municipality draw np a list of from three to six names, those of the candidates who have ac- quitted themselves best. From this list the entire body of the communal council makes its selection. The communal council may also dismiss the teacher but it must first obtain the concurrence of the inspector. If the comnmnal council refuses to pronounce a dismissal which the inspector thinks advisable the States' deputies of the province may pronounce it upon the representation of this functionary. "5. The law fixes the legal stafi'of teachers to be allowed to pubUc schools When the number of scholars exceeds 70, the master is to have the aid of a I)upil teacher; when it exceeds 100, of an under-master ; when it exceeds 150 of an undermaster and pupil teacher ; for every 50 scholars above the last number he is allowed another pupil teacher; for every 100 scholars another undermaster. The head master receives two guineas a year for each pupil teacher. " 6. The new legislation organized inspection somewhat difierently from the law of 1806. It retained ^the local school commissions and the district in- spectors; but at the head of the inspection of each district it placed a salaried provincial inspector. It directed that these provincial inspectors should be as- sembled once a year, under the presidency of the Minister for the Home Depart ment, to deliberate on the general interests of primary instruction. The Min" iriter for the Home Department, assisted by a Eefrendary, is the supreme author" ity for the goveniinent of education. Between the provincial inspectora and the Minis! cr the law of 1857 has omitted to place inspectors-general M de Laveleyc . in general the warm admirer of the Dutch School legislation con- siders this omission most unfortimate. ' " 7. The 16th article of the law declares that children are to be admitted in to the communal school without distinction of creed. For the much-debated 23rd article the wording finally adopted was as foUoAvs :" " Primary instruction, while it imparts the information necessary is to tend to develop the reason of the young,<[and to train them to the exercise of all christian and social virtues. "The teacher shall abstain from teaching, doing, or permitting anvthir.j; con- trary to the respect due to the convictions of dissenters. "Keligious instruction is left to the different religious communions The school-room may ho put nt their disposal for that purpose, fur the benetit of children attending the school, out of school hours." •400 florins. Ij i ill lili Iflil fO WEiroBT or popular EoroATiON J7. — PRESENT CONDITION OF PRIMARY EDUCATION IN HOLLAND. "^ "Holland has at present a population of 3,298,137 inhabitants. For her eleven Provinces she has 11 provincial inspectors and 92 district inspectors. In 1S57 her public primary schools were S,475 in number, with a staff of 2,409 principal mastei-s, 1,587 under-masters, 642 piipil-toachers, 134 school mistresses and assistants. In the d^y and evening schools there were, on the 15th of Jan- uary oi that year, 822,767 scholars. Of these schools 197 were, in 1857, in- Pj^cted three time?, 618 twice, 1053 once. In 817 of thorn the instruction is ueported as very good, in 1,236 fts good, in 367 as middling, in 55 as bad. There were, imidea, 944 private sciiools giving instruction to 83,562 scholars. There were 784 infant schools, receiving 49,873 young children. Boarding schools, Sunday schools and worJv-liool6 with tlie jjupils attending them are not included in the totals above given. " The proportion of scholars to the population, not yet so satisfactory as in 1848, was neverthele»s in 1857 mor« satisfactory than in 1S54 ; in January of the latter year, biit 1 in every 9.35 inhabitants was in school ; in the same month of 1857, 1 in every 8.11 inhabitants. But, in truth, the suffering state of popular education in Holland would be a flourishing sta*"- in most other countries. In the debates of 1857, one of the speakers, who complained that popular education in Holland was going back, cited, in proof of the justice of his complaint, returns showing the state of instruction of the conscripts of South Holland in 1856. In this least favoured province, out of 6,086 young men drawn for the army, 669 could not read or write. Fortimate country, where such an extent of ignorance is matter of complaint ! In the neighbouring country of Belgium in the same year, out of 6,617 conscripts in the province of Brabant, 2,254 could not read or write ; out of 5,910 conscripts in the province of West Flanders 2,088 were in the same condition ; out of 7,192 in East Flanders 3,153. And while in East Flanders but 1,820 conscripts out of 7,192 could read, write, and cipher correctly, in South I^oUand, in the worst educated of the Dutch provinces no less than 5,268 out of 6,086 possessed this degree of acquirement, " Such, in Holland, is the present excellent situation of primary instruction. In Prussia it may be even somewhat more widely diffused ; but nowhere, pro- bably, has it such thorough soundness and solidity. It is impossible to regard it without admu-ation, I do not think we can hope, in England, for municipalities which, like the Dutch municipalties, can in the main safely be trusted to provide and watch over schools ; for a population which, like the Dutch population can in the main safely be trusted to come to school regularly ; for'^a Govemment which has only to give good advice and good suggestions to be promptly obeyed. " Even the Government of Holland, however, has regulated popular education by law ; even the school-loving people of Holland, so well t.augbt, so sober- minded, so reasonable, is not abandoned in the matter of its education to its own caprices. The State in Holland, where education is prized by the masses IN EUROPE AND THE UNITED STATES. 61 For her ctors. In r of 2,409 mistresses til of Jan- 1857, in- ruction is fid. There 8. There g schools, t included t»ry as in iiiuury of ue mouth if popular tries. In education jmplaint, Dlland in 1 for the extent of Igium in 54 could Flanders, 3. And rite, and rovinces, truction. ere, pro- •egard it :ipalities ' provide tion, can emment romptly iucation Eober- 3n to its raassep, no more leaves education to itself, than the State hi France, where it is little valued by them. It is the same in the other country of which I have described the school system— in Switzerland. Here and there we may have found, indeed, school-rules in some respects injudicious, in some respects extravagant; but everywhere we have found law, every^.vhero State regulation. Ei>:^lish readers will judge for themselves, whether there is anything which makes the State, in England, uniit to be trusted with such regulation ; whether there is anything which makes the j.eoplo in England unfit to be subjected to it." [Mr Arnold's Report, 18G0.] 18.— DUTCH ANT) UPPER CANADIAN SYSTE^I COMPARED. In conclusion, 1 may remark, that I have been more minute in this brief account of the Dutch school system, because there are so many features of It common to our Upper Canadian school system, and be^^ause the chief religious elements of society in Holland and Ontario resemble each other in several respects ; because the Dutch school system, with many disadvantages of soil ad climate, has placed Holland at the head of the educating countries of Eui-ope and because there is much in that system suggestive of practical improvements in the school system of our own Province. IV.-PUBLIC INSTRUCTION IN SWITZERLAND. 1. — SIZE AND DIVISIONS OP SWITZERLAND. This Alpine country, one-fifth less in extent than Nova Scotia, consistinff uf 22 cantons (three divided) forming 25 republics, formed into one confederacy having no seaport, yet carrying on maritime trade not only with France G^r many and Italy, but also with England and America, is a curiosity in history a study for tlie statesman and educationist. It may suggest to the people of tanr. la how a small inland, cold and mountainous country, may be an inde peucient, a free, a prosperous, an educating country,even in the presence of pow- erlux states All its civil affairo are administered with remarkable economy while Its schools and colleges are far more numerous than those of any o^her country in proportion to the population. In square miles, Switzerland is about one-twelfth the size of Ontario though its population is more than that of our Province. Its Cantons are leas in extent, though more populous, than our Counties. Formerly its cantonal f ^ '■^' 62 REPORT OJ POPtTLAB EDUCATION. .i I- , ■ 'I ; f'i it ".I !] ■' governments were mere oligarchies ; the pat-i: tm 'ourghers of the towns were despots, and the mass of the people little bei )• than slaves. But since 1830 the true principles of civil freedom have become practically prcdominaut. The system of popular education in Switzerland, like that of France, dates from 1833, and is therefore scarcely twenty years older than that of Ovitario. What has been done, and is doing in Switzerland, may surely be done in Ontario. 2 BDUCATION IN THB SWISS CANTONS. Some of the Cantons of Switzerland are French, others arc Gerumu, (jthers again are Italian. Each Canton has its own system of public instn -lou; is divided into communes, as our townsships are divided into school sections ; but it would answer no practical purpose tor me to give an account of education in each. I will give a summary statemt nf, of the educational jiistitutions in some ..'f the principal Cantons, and then uute the featm-c. of the tuucational systems common to them all, with some of the particular ^xhevoh- tlun ditfev from each other. 1. (fmeva, though one of the smallest of the Swiss v.'ai.,nii*?, wivb a population of only i(}G,(iOO— little more than that of the Comtty ui Voik— is one of the most important by its manufactures and temtorial riche,?, siud the most celebrated by the political and >eligiou8 events of which^t has been the theatre. The City of Geneva, the birth-place and abode of so many distinguished men, has its Univer- •ity, founded by Calvin in 1 559, a Classical Ci/!lege, a School of Arts and Manutac- tures, a Public Library, an Observatory, an Industrial School, an Industrial Col- lege, three Secondary School?, a School for Deaf-Mutes, and several learned Societies, besides Primary Schoo's. After the revolution of 1846, the schools of the City and Canton were declared free. In 1 848, there were 55 schools with 3,9iJi» pupils ; in 1859, there were 75 schools and 113 teachers, 5,110 pupils— a school for every 68 children, a teacher for every 45 children— a school to every 880 inhabitants. On account of complaints and violent agitations, the Avhole system was reorganized in 1864, ai-d was placed wholly under the general control of the Council of State, and the management and oversight of the Municipal Council. Communal committees, and Cantonal inspectors. Salaries of teachers from 1,000 1,400 francs ($200 to $280), besides a '' good casual" paid by the State. 2. Vaud, including its capital Lausanne (where Gibbon wrote his Decline and Fall of Ihe Roman Empire) has a population of 206,000 inhabitants ; 1 Uni- versity Academy; 1 Cantonal School (superior); 2 Normal Schools, and 1 Model School ; 1 School for deaf mutes ; 1 School of Gymnastics ; 1 Institute for Oi-phans ; 754 Primary Schools, with 32,000 pupils— a school for every 44 children, and to every 273 inhabitants. Contributions by the Canton or State for School purposes 46,666 francs ($9,333) ; by the Commm . < v School sections 298,377 francs ($59,677); Salaries in the towns from 60, o 1,000 ($120 to ^200) ; in the communes one half the salaries less than 522 francs ($104). 3. Neufch&td, wth a population of 83,103 inhabitants has 1 Theological Uni versity ; 1 Superior Gymnasium or College ; 1 Superior School for Girls ; 3 IN EUROPE AND THE UNITED STATES. dd and 1 Industrial Colleges ; 286 Elementary Schools-one school to every 315 inhabitants rtSZ?*'? ^f*?"? *^? frl"'' «^- St^t« *'°^ primary instniction, 251,329 francs $50,206;, vf .vhich 64,690 francs ($12,940) were for pensions. Contribution, tronx Commune., 69,f 35 francs ($13,919); School fees 56,567 francs ($11313)- other .om^cos, 19,750 francs ($3,950). Salaries of teachers (male and female) from 1,000 to 2,000 iruncs ($200 to $400). It will be seen that the salaries o J tix.th.r,5 ire n..arly t ... i.-e as large in l^eufchAtel as in the neighbourino- more weiathy, and larger C 'aiiton of Vaud, where there are two I^omal SchooS' The consequence is that Neufchatel has drawn away most of the best teachers in clucUng the greater part ofthe Normal Schoolteachers, from the Canton of Vaud M. Eunv'.oum, the F;onch School Commissioner to Switzerland in 1865, remarks • throughout tlio whole Canton of Neufchatel education is compulsory from 6 to lii year.^ of age, and the law for the.attendance at the school is strictly ob- ^■erved, Mr. Arnold, the English School Commissioner to Switzerland in 1860 ,.bservc.;-«The industrious and thriving Canton of Neufchdtel, which has re- doubled Its activity since its separatidn from Prussia, has lately bestowed zeal- ous care upon its prijnary instruction, and is at present, of allthe French Can- tons, that in which it most flourishes." 4. i^nSow/'^.-Population, 105, 970; Schools, 288, 1 School to every 347 in- habitants ; average salaries of teachera, 600 francs ($li^0) ; appropriation bv the Siute, 25,000 francs ($5,000) ; Communes pay the salaries of teachers Iho only other of the fiye French Cantons of Switzerland, is the Valais -the poverty of whose inhabitants renders their schools veiy inferior to those of the other French Cantons. I will now give a synopsis of the schools in three or tour of the 16 German Cantons. 5. Arffovia (Aargau), whose population is 199,852, possesses 1 Cantonal School 1 Normal school, 1 School of Eural Economy, 1 Superior school for i^irls, 2 Free Schools for the Poor (one for boys and the other for girls), 9 Schools tor Deaf Mutes, 17 District Superior or Classical Schools, 286 Schools of Labour for Girls, 504 Primary Schools. The State appropriates 100,000 francs ($20 000) and the Communes pay 270,000 francs ($54,000). Each commune has at least one school. A special board is appointed to take charge of the Cantonal School, and another board ha> charge of the Normal School. Each district has Its Council of Instruction ; and inspectors visit the public schools. The salaries of teachers vary from 620 to 1,860 francs ($124 to $372), besides a house and ^.— The Canton of Zurich contains a population of 239,000— mostly and Germans. It possesses 1 University, 1 Polytechnic School 1 '■'. Atrich. F>'o':e3tants ^^c'jtonal School, INoi-mal School, 1 Institute for^DeVMitesTeT s'econ"^^^^^^ ur Classical Schools, 514 Primary Schools. The public schools are divided into ■• r>rn.munal, Cantonal and Federal schools. The Infant and Primary Schools .. > i.-mmunal Schools, established and supported by the Communes and Hi'ed by a board of trustees elected by ballot in each commune ' The m m W a tmm 64 REPORT OP POPCLAR EDCCATIOTt Ilii » Secondary Schools (Gymnaaiums and real or practical schools) are Cantonal Schools, created and endowed by the Canton, and inan(ij,'Kl I)y a board, the inemberrt of which are elected by the inhabitants of tlie (Canton at larj^o. The Polytechnic School and University are Federal Institntions, to the foundation of which tlie entire Swiss Confederacy has eontribnted. Tlie City of Znricln which solicited and obtained the hononr of having witliin its walls the two Superior Schools of the Confederation, en<;aged to keep the buildings in repair and provide them with all necessary fnmiturc^ but the schools are administered by a board or commission composed of distitigitished men selected from all the Cantons. Of the 514 primary schools, 28 are for girls; 25 are for boys; and 401 are mixed schools for boys and girls. All the children of the canton from the age of (5 to 10 inclusive, are required to attend the public school, or, with the |>ormission of the local board, to receive corresponding instruction at home. Primary instruction includes six divisions, and continues six years. Then in- struction in what is called school of improvement, (attendance half time) includes three classes, and continues three years. The legal minimum of a teacher's salary is 520 francs ($104), to which is added the sum of 50 francs ($10.)— the estimated half of the school fees, the other half going into the piibhc treasury as part of a reserve fimd for the pensions of Avoni- out teachers. Tliere is also added to the teacher's allowance 300 francs, as compensation for house, fuel aud garden, where they are not provided. The minimum of a teacher's salary is, therefore, 950 francs. The legal maximum of salaries is 1,330 francs ($266) which the inhabitants in each commune can increase to 2,000 fi-ancs ($400)." The French school commissioner remarks — "The smallest villages have a school house, with a residence and garden for the teacher. The greater part of the echoolhouses are pretty, spacious, well lighted and pleasantly situated." In this canton there are 320 Schools of Labour, including 8,590 pupils, super- intended by 334 mistresses, whose salaries vary from 500 to 1,200 francs ($100 to $240.) There are also 57 Secondary, or dassical and high schools, with 67 professors of whom 57 are resident — 2,200 pupils — 1,594 boys, and 600 girls. Public instruction in this canton is placed under the authority of a Director General, who is expert in all matters relating to schools and education. He is assisted by a Council of Education, composed of six members, four of whom are elected by the Grand Council of the Canton, and two by the School Synods and hold office for four years. The Council prepares school laws, and oversees the execution of them. It appoints by ballot eaeh of the boards which have charge respectively of the Gymnasium, the Normal School, and the Real School. IN EUEOPE AND fHE UNITED 8TATK8. 66 Tho whole Canton is divided into school districts, or townships, and the school affairs of each district are administered by a board of nine trustees, elected for six years. Each secondary school has also its board of seven trustees, elected for four year.^. Each primary school commune has also its school board, elected in the ««ttme manner as the boards for secondary schools. Parents are required to pay the public school rate or fee for each of their chil- dren during tie required period of their attendaiu^e at school, whether they attend the communal sch6ol or not. 7. £erne.~This is the largest canton in the Swiss confederacy ; and sinc« 1848, it has become the capital of Switzerland, and the residence of the Minis- ters who represent the Foreign Powers to the Federal Government. Through the British Minister resident at Berne, I obtained all the documents and facilities I desired in respect to the objects of jny enquiries. The Canton of Berne has a population of 458,301 inhabitants— a little less than one third that of Ontario— possesses 1 university ; 2 cantonal schools ; 1 real school; 2 institutes for deaf mutes ; 3 normal schools for male teachers and 3 normal schools for female teachers; 5 progymnasiums ; 29 secondary or high schools ; 144 private institu- tions : 1,393 primary schools. Its school budget amounts to 929,257 francs. (1185,851.) Its school regulations and system are very similar to those of the Canton of Zurich, and need not be repeated. 8. Zeig.~li Berne is the largest, Zeig is the smallest of all the Swiss Can^ tons ; is almost lost in the midst of the cantons of Zurich, Schwitz, Lucerne and Argovia ; yet may serve as an example to States of the first class. Its popiUation amomits to only 1 7,000 inhabitants— one-third that of Toronto ; and yet it possesses 1 gyirmasium, or college ; 1 superior school tor girls : 1 female normal school ; 3 latin schools ; 5 secondary or high schools ; 5 private institu- tions ; 12 schools of improvement ; 45 primary schools. Its public instruc- tion is managed by one Board of eleven Trustees, placed under the Cantonal Council. Its school budget is 50,663 francs, ($10,133.) The French school Commissioner to Switzerland in 1865, M. Baudonin, remarks :—'' Among all the Swiss Cantons, Zeig is that which most glories in developing elementary instruction, and labours ceaselessly to improve its schools. Its system of instruc- tion is complete ; all its parts are linked together, and form an uninterrupted connection from the A. B. C. of the primary school to the superior studies of the university and of the polytechnic school at Zurich." '' i 3. — GENERAL REMARKS ON EDUOATTON tN SWITZERLAND. Cantons.' -TlxG investigation of the eduj^V:„nal systems and institutions of Switzerland is very instructive. It is divided into twenty-five independent can- tons, each of which manages its own internal affairs according to its own views- including the system of public instruction. There are difference! in the several cantons in language, religion, and in pursuit • They emulate each other in their E (]♦? REPORT ON I'OPLT.AR ICDL'CATION ll, II' 'f educational systeniB, various institutions, uud internal improvements, whilst the Federal Government unites them all, and hrings their representative men int.. immediate contact with each other, and enal)k-. them to cc^ripare ftystcms and measures, and thus imi)rove by each other's e.\i)erience. /'roffres8.~Thc development of ])rimary education la Swi, erwind dates from 1833, immediately after the overthrow of the o]liy of .-'»vitzerland ; 9, history of Switzer- land ; 10, elements of natural philosophy, v.th its practical applications; 11, exercises in composition ; 12, instruction in the rights and duties of a citizen. In the Cantonal and Industrial schools the eli nu-nts of chemistry are taught, together with its application to difierent kinds of manufacture. The religieus instruction is given at the hours appointed by the ministere of the pei-suasions of the pupils ; and if given by the teacher at all is given at the request of the minister whoso vtlace he consents to fill. iitcie Control of the public school system is common to all the Cantons. The Council of State is the supreme executive of each Canton, but, for the most part, delegates its controlling functions to a Board or Council General of Instruction, consisting of three or more members, presided over by the Minister of Public Instruction. Each Canton is divided into communes, or school sections, and in each commune there is an elective committee or board of trustees, but with limited powers over the school.- The Impection of schools is, as a general rule, very ci fully provided f r. There are Cantonal, and local inspectors— the latter subordi .^e to the former— who frequently visit the schools, minutely examine them, and exercise large powers in the appointment and removal of teachers, -nd the .... .vnization and discipline of the schools. Certificates.— Teachers must be certificated, and they are examined by >■ central board of public instruction, which (after a severe examination) givr-eaeh successful candidate a diploma, stating the subjects he is qualified to tea^. bu' beftire a teacher is appointed to a school, he undergoes asecon i (competii. ) e? amination before a local commission. Mr, Ivay, the Cambridge University travelling bachelor, remarks in his EZnoation of the Poor in Europe that « the character and abilities of teachers are not considered in Switzerland as matters of small concern, but on the contrary, every precaution is taken to guard agains. the possibility of a man of low character or poor education obtaining such a post. It is happily understood in the Swiss Cantons, tliut such a schoolmaster is worse than none at all." IK ETROPK AND THE CNTTEn BTATKS. «7 Salaries.— T!\\o miniinuiri of a teaclierV salary in tixedlw law in mostof th«' Cantoiirt— varyini: 'antou ofVaiKl, tlio legal minimum ot'ainalo teac-lier's miliary is 5oo fran(;d ($100), the iiiiiiinium of a female teaelier's salary, 250 francs ($50)— with an innreaseof 50 franer4 ($10) a year after ten years sen-ice. In the Canton ofdcneva, the inininuini of a master's salaiy in town is 1,400 [frnnes ($280), in the rural (V.uininueri, 1,000 fram-s(200) ; the minimum of a mistress's salary in towiu's !»00franes($lSO)— in the country, 700 francs ($14(J). Bnt there is al.-?o what is called a casual of six cents a moiitii for every pupil up to 5o, and four cents a month for every pupil above that nunihor, paid by government. In the little Canton of Neufcluitel, the State, on certain conditions and in a certain combined proportion with the communes, increases the teacher's salarv to 2,000 francs ($400), •• i\^r thi^ means (says Mr. Arnold) Keufchatel, though without a normal school of its own, easily procures as its primary teachers the best of the students trained at Lausanne" in the neighbouring r Miton of A'aud. f have given other exanqdes^on a previous page, and I need not add to them here. But it is worthy of remarlc, that just in proportion to the liberality of the teacher's salary, and the jthorcughness of inspection, is the etKoiency o, the schools to be seen in the different Cantons. 4. — c'OMi'rr.soRY education in Switzerland. 8. The Compulsory aiten.L ice of pupils at school is now the law, in four out of five of the French Canton.., and in all the rest of the Cantons of Switzer- land, Mr. Arnold, who visited tl'. French Cantons of Switzerland only, and that during the '' holidays, and con ...twait until they should bo over," doubts whether the law of compulsuiy attenc^ e is strictly enforced. lie says:— 5. — REPORT OF MR. ARNOLD ON COJIl'ULSORY EDCOATION. "In the Cautt ii of Geuiva, instruction is not by law compulsory ; in the other four (French) Cantons it is. I was anxious to ascertain exactly in what this compulsoriness consisted, and how far it was really made effectual. I read in the law that parents not sending their children to the school, were to be warned, simiinoned, sentenced to flue and imprisonment, according to their various degrees of negligence. I found due provision made for the recovery, by means <'*' the ordinary u-ibunals, of such a fine ; for the execution, by their means, of such a sentence^ of imprisonment. I asked myself, — In the Cantons ot Vaud, Frrbourg, Xeufchatel, and the Valais, nmst every child between the ages of 7 anu 15 actually be at school all the year round, and, if he is not, are his parents actually punished for it 'C In the first place, I soon discovered that ho need noi be at sebool all the year round. To take one of the poorest * 'antons, u Canton in which it seems to me iiuiedible that the compulsory principle should be fully carried out — the Canton of Vulais. The law of the Canton of Valais proclaims that education is compulsory. But it also proclaims that the school }'ears shall U8 REPORT ON I'OPL'I.AB KDUCATION ij: :i not be IcBd th.aa five months. It i* for live inontha in the year, then, and not fof ten, that children in the Valais nre obliged t(j go to school. Again I take the Canton-of Fribourg, and I tiiid that tliere aliio education id obligatory up to the age of 15. But tae law gives power to the inspector to exempt from this obli- gation of attendance at scliool, children wlio arc sufficiently advance J, and chil- dren whoso labor their parents cannot do without. In the Canton of Fribourg, again, the school vacations, says the law, must not e.\ceed tin- e months in the year. These are long holidays for primary schools. But I take the largest and richest of all the French Cantons, tlie Canton of Vaud. In the Canton of Vaud the law makes the attendance at school compulsory on allyourg persons between the ages of seven and sixteen. Are there no e.Nceptions ? I go on reading the law, and I find presently that the school committee may grant dispensations to all children above twelve years whose labour is necessary to their parents. It is made a condition, however, that these children continue to attend school cer tain times in a week. Children above twelve years of age, then, may, in one way or another, get their school time very much abridged ; but, on any of the children at all, or on uuy parents, is the obligation written in the law actually enforced? At Geneva, the best informed persons did not hesitate to assure me that the obligation of school attendance in the Canton of Vaud was perfectly illusory. When I mentioned this at Lausanne, [Capital of the Canton of Vaud] it was indignantly denied; I was told that the schools of Vaud were excellently attended, and its population almost universally instructed. But of this I had no doubt ; so they are everywhere in the prosperous Swiss Cantons ; so they were in Geneva where education is not compulsory. What compulsory educa- tion is in America or Germany I cannot tell ; in the only place where I have been able to examine it closely it is what I have described."* Mr. Arnold admits that in the poorest Canton which he visited, attendance of children from 7 to 15 years of age was compulsory during Jive months of the year, and in the other Cantons 9 or 10 months of the year. In Ontario, it has never been proposed to make attendance at school compulsory more than six months in a year. Mr. Arnold also admits that the compulsory attendance of pupils above 12 years of age is only relaxed upon certain conditions. I think the statements of persons in the capital of the Canton of Vaud are more to be relied upon than the assertions of persons at Geneva, who would, doubtless, wish to justify their own course of proceeding in contrast to that of the neighbouring Cantons. It is also worthy of remark, that the Cantons of Vaud and Fribourg are two of the most democratic Cantons in Switzerland, and the most democratic gov- ernments in the world. Mr. Arnold says nothing of the Canton of Neufch&tel • where, as appears from a passage I quoted from the French Commissioner the law for the compulsory attendance of children is strictly observed. His words are : — " Dans tout le Canton, I'instniction est obligatoire de six k seize ans accomplis. et la loi sur frequentation des ecoles est severement observe?. •Arnold's Report, pp. 124-126. IN EX7B0PE AWD TllB CTOTED STATES. 6. — BEPOBT or M. BAl'UOUm ON COMPl'LSORT t'.mrCATlON. 69 M. IJaudouin, the French School CommiBsioner, \va« sent by hia Government to Switzerland in 18(55, five years after Mr. Arnold, and visited the sohoolB not only of the French Cantons, but also of most of the other Swiss Cantons. Re- ferring first to tho schools in the Canton of Zurich and then to those of other Cantons, M, Baudouin remarks as follows (translation.) : — ''The (11(1 which the administrative authorities propose in founding the popular schools ( Volkasohulen), in j^'cneral has been to give to all the children of the Canton indiscriminately, to whatever alass or religion they appertained, the instruction necessary to make them intelligent citizens and useful to their country. " In conscfjucnce the i)rimary school is obligatory upon every one, and every Swiss is Schulpfllchtlg from 16 years, that is to say, subject and bound to th« school, as every Swiss is by birth a soldier. " There are only exceptional circumstances, as a malady, too great physical weakness, or imbecility, which can exempt them from it, and then it is necessary that these facts be verified and attested by the physician of the Cantonal Commission. " Once subject to the academic obligation, children must attend tho school regularly until their confirmation, that is until tho age of sixteen years complete. " If the parents desire to place their cliildren in any private institution, or to educate their children under their own eyes, the law does not forbid them ; but they must previously state their reasons ^'o the President of the School Com- mission, which ordinarily grants the authorization requested. Notwithstanding, tho Commission reserves to itself the right of causing such children to be ex- amined when it thinks proper, in order to be satisfied that they receive an in- struction equivalent to that which is given in the public schools. "Besides, as long as the children are subject to school obligations {Sckulswang) their family must pay the school rate or fees, as if they attended the classes of the communal school." " Eight days before the commencement of the school year, and the opening of the schools, that is to say, ordinarily the first part of May, the commission of superintendence addresses to all persons interested a copy of the school law, and reminds them at the same time of the obligation which they are under of sending their children to school," " The penalty, Avhich, in Germany varies a little in difierent states, is in Swit- zerland invariably severe, (invariablement severe). The parents or guardians who violate the law by permitting their children to absent themselves from the school without permission, or wuthoxit admissible excuse are first warned, then after a second absence of the child, are punished by a fine of from 8 to 10 florins, and in case of repetition are c ademned to prison by the ordinary tribunals. 70 EEPOET ON POPULAR EDrCATION "In some Cantons the lines arc so frequent that their groris sum lensibly in- creases theschool funds; but for tlie most part the penalty is very rarely inflicted. Each head of a family holds it an honour to educate his children; and public opinion is as powerful as the law, (I'opinion publique est aussi puissante que les lois)."* M. Bandouiu justly remarks that the law is not executed with equal energy and strictness in all the Cantons. Tie observes:-— " In the Cantons of Bale, Zurich, Berne, Neufchatel, etc., public instruction is obligatory. The autiiorities see that the school laws are strictly observed; the ministers of religion encourage and stinmlate the masters ; the Grand Councils interest themselves in the progress of the schools, and ehcourage im- provements. In the Cantons of Lucerne, Soleure, Schwitz, &c., [Roman Catholic] the Commifo 'ons of Superintendence remain indifferent; the Grand Councils, composed of farmers, under influences little eulightened, think that the state of education is perfect in remaining what it was in their time. Thus, when a person travels in Switzerland, not to admire the beauty of the landscapes, but to carefully [au fond] ol)serve institutions and form opinions from results, he has no need of marking the territorial limits in order to perceive that he is passing from a Canton in which education is neglected, into another where it is carefully cxiltivated." " Let us conclude then, without fear of deceiving ourselves, that the prosper- ity of a country marches parallel with public instruction, and advances, or retrogrades, or remains stationary with it ; and that there is always, between these two facts, an incontestable connection, which bears the authentic character of cause and effect.f 7. — GYMNASTIC EXERCISES IN SWITZERLAND. I ought not to close this notice of public instruction in Switzerland without rcferrmg to a feature of its schools, common to nearly ail the Cantons. I allude to clie Oymnasiic and Military Exercises. I had little oi)portunity myself to witness these exercises, but I translate what M. Baudouin^ tlie French School Commissioner to Switzerland in 1865, has said on tlie subject. He says :— "The Government attaches the greatest importance to instructions in gymnastics. Thus, in order to ha\e good masters, it selects well-made intelli- gent young men, who show fondness and talent for ])].ysical exercises, and sends them to study, at its own expense, some years in tlie great establishment at Dresden. They bring back excellent methods, which tliey improve, and modify a litt'e, in order to adapt them to the spirit ot tlieir own institutions ; since the gymnastic exercises are to prepare for military exercises the pupils of the cadet corps. The plan which the professor of gymnastics proposes to follow nui,st always bo subject to a Commission of Su])erintcndcnce, wliose members arc nominated by the general inspectors of infantry and artillery. A iiicmbcr' of • Rapport sur I'eUt actuel da I'EnBeignement Special, et de rEnscijrncment PHiii7i^pn r„i jque, en Allemagne et en Swisse, (18C5). pp. 427, 428. ""inire en Beljr t lb., p. 494. IN EUROPE AND THE UNITED STATES. 71 that commissioii must be present at the exercises ; and if any accident liappens, a fall, v/oiind, &c., he sends without dehiy for the President of the Commis- sion. " I liare been present at the gymnastic lessons given at Neufchatel at Berne, at Zm-ich. at Saint Gall, and at Bale, and I think thai, Germany might well send, in its turn, some of the best subjects to study gymnastics in the Cantonal schools of Switzerland. 8. — MILITABV EXERCISES IN SWITZERLAND. '' Ahuost all tlie establishments of superior education in Switzerland are militarily organized in infantry companies. From the age of eleven years, all boys have tlicir hours of military exercise, and wear a uniform, as if they already made part of the army. The largest schools, ])esides their companies oifinfantry liave their batteries of artillery, armed M'ith two, three or four pieces of cannon. The artillerymen are taken from the pupils of the higher classes, who have already performed at least one year's service in the infantry companies. On the recommendation of the instructor-general and in accord with the director of the secondary school, the inspector-general designates, from among the pupils of the lower school, those who are to exercise themselves on the drum, and names the largest of ihooo selected, as drum-major. This little army of scholars is called a cadet corps {corps de cadets). " The State or Communes, according to their resources, furnish the arms, the scholar pays for his uniform and keeps in order his equipment. Old skilful and expeiienced soldiers devote their leisure of retirement to the instruction of cadets ; and from time to time there takes place in the Cantons field exercises, the expenses of which are paid out of the school funds. Each year the companies ol infantry and artillery meet near a town, designated beforehand, for great manoeuvres, which are usually commanded by a superior officei. During this practice the boy-soldiers jtro entertained by the inhabitants of the towns. After the manoiuvres the military director (Minister of AVar) may, on the recommend- ation of he instructor-general, make mention, in an order of the day, of those who have distinguished themselves during these exercises. It is thus that the young Swiss practise the trade of arms, become familiarized with the idea of death on the battle-lield, and submit at an early hour to military duties and discipline/' H v.— PUBLIC INSTPtUCTION IN BELGIUM. Belgium, which was connected "with Hcdland from 1815 to 1880 has copied more from France (though much less despotic) than troin Holland, in the organ- ization of its System of Public Instruction. But as it wn.s proposed some years since to send a Conmiission from Canada to Belgium, to investigate its educa- tional system, I may here give a synopsis of its provisions and results. 78 BBPOBT ON POPULAR EDUCATION 1.— SYNOPTICAL VIEW OV EDUCATION IN BELGIUM. Tho following synoptical view of the Belgian System of Public Instruction 18 translated and abridged from the report of the French School Commiseioner to Belgium, in 1865— M. Baudouin : " Belgium is divided into Provinces, Arrondibsemeut^, and Communes. Gov- ernors administer the Provinces ; Commissioners, the Arrondissements ; and Burgomasterri the Communes, with the concurrence of a Council. These cor- respond to the French Prefects, the Sub-Prefects, and the Mavors, with the Deputies and Municipal Council. " The administration of the Governor of a Province is superintended and controlled by Deputies, whom the Communes elect, and who meet under the name .of States. « A Committee formed of a certain number of these dcDuties remaiji assem- bled m the intervals of the session of the States, under the'name of Permanent Deputation. "The Permanent Deputatioas evince much zeal and devotion in the exercise of their important functions. From the commencement of putting into execu- tion the law of 1842, on primary schools, they heartily devoted themselves to the interests of popular instniction ; and, animated by the most lively solicitude for everything which related to the question of elevated moral order, they did not cease to labor for the improvement and development of instruction in all the Communes of Belgium. " There are still, it is true, many Communal administrations that are little careful of the rights which the law confers upon them, and of the manner in ' which then- schools are kept, and unfortunately this spirit is not peculiar to Bel- gium—but this disposition diminishes in proportion as elementary instruction spreads. The Communes occupy themselves in building school-houses, and if their good will is not contravened by any unexpected event, it is to be hoped tliat before long each locality will have its school-house ;us each parish has it<* church. "The population of Belgium is 4,458,507, that is, about one-cightli of the population of France. The number of public and private schools, not includ- ing boarding schools, is 5,322, (not one-third more than in Ontario' thou'^h our population is only one-third of that of Belgium.)" ' "^ '• The law of 1842 established or recognized three kinds of schools, which !ire :— "1. Comnnmal schools, founded, sujiported and administered bv the Com- munes themselves. (Our Common schools.) •' 2. Private adopted schools, which are substitutes for Communal schools, and undertake for an Indemnity, or certain remuneration, the instniction of poor children, m EOTOPB AND THE UNITED STATES. 78 ^ " 3. Private free schools, which admit gratuitously all poor children, and re- lieve the Commune from all obligation to provide for their primary inetruotion These are mostly schools of religious orders. "In Belgium there are reckoned 3,095 Comnmnal school?, of which 838 are for boys, 369 for girls, and 1,888 for both sexes. Adopted schools, 749 of which 87 are for boys, 396 for girls, and 266 for both sexes. Private schools 1 478 of which 270 are for boys, 579 for giris, and 629 for both sexes. About 240 'are boarding schools. "All these schools are subject [to a double inspection-inspection civil and tcclesiastical,- -but the inspectors cannot officially visit schools of the third kind more than once a year, and only for the purpose of satisfying themselves that these schools continue in the conditions desired in order to take the place of the com- munal or adopted schools, "The primary schools subject to inspection, including the boarding schools are attended by 408,133 pupils [not 10,000 more than in Ontario], of whom 222 490 are boys, and 185,643 are girls. The variouB primary schools receive 209'- 865 paying pupils, not including boarding schools wliich contain 9,437 Of this lumber 111.031 attended the communal schools, 28,854 the private adopted schools, and 69,980 the private schools, entirely free. " By comparing these figures with those of the ten previous vears it is found that there is an increase of 2,542 pupils in the communal schoofs, a decrease of 202 m the adopted schools, an increase of 794 in the private schools, and a de crease of 9,619 in the private free schools. There seems, therefore, an actual rorements directed against itself. Now, as only that is done easily among men which is seconded by re- ligion, the best intentions are unattainable.' <• rTQ.riT)v the countrv lilirit which renders the instruction of the people necessary, in which each man, obliged to read often, to study, to know, to meditate upon the scriptures, is, by • the same means, obliged to leani to read ! For thon primary instruction, repos- 16 REPORT ON POPTTLAB EDUCATION m ing upon the religious worship itself, derives from it a double character, which renders it at once sacred and obligatory, and, besides, the clergy labour with all their strength for the development of the instruction of the people, since none are so interested us they in the progress of a knowledge which is necessary to each one in the performance of his religious duties." It will be recollected that the above remarks are those of the French School Commissioner to Belgium and to other countries, which he makes in his report to the Emperor in 1865. Of the Normal Schools, the Secondary Sehools, the Colleges and Universities of Belgium, I need not speak, I Lave given this notice of tlie system and state of its primary instruction, because an advocacy was set on foot several years ago to import some features of the Belgian school system into Ontario. That system compares very poorly with the school system of France, or Switzerland, or Prussia, or with that of Holland, from which Belgium separated in 1830. VI.— gra:nd duchy of baden. [NoTK.— It would extend my report beyond duo limits, were I to describe at length the systems of instruction in all the German States, much more the systems of all the countries of Em-ope. The systems of instruction in all the German States are very much adopted from Prussia, with slight and circum- stantial diiferences. Even in Switzerland, the Prussian programme of studies in the primary schools is mostly adopted ; and the general regulations of the Prussian system are largely engrafted in the democratic institutions of the Swiss Cantons. After the account I have given of the systems of public instruction in Prussia, Tlolland and Switzerland, it will be needless for me to notice the systems of the smaller States of Germany ; but there are peculiarities with the school system of the Grand Duchy of Baden that render it worthy of special notice. I will afterwards give short notices of the systems of public instruction in Wurtemburg, Bavaria, Saxony and Austria ; also in Denmark, Norway and Sweden.] 1. — KEMAIIKS ON THE EXTENT AND I'OPULA'nON OF THE OEANI) DUCHY. The Grand Duchy of Baden has almost exactly the same population as On- tario according to the last census in 1860. The population of Baden was in 1865 1,357,200 inhabitants, among whom are reckoned 905,000 Catholics 423 - 000 Protestants, and about 23,000 Jews, with a few Mencjuites. The Grand Duke divides the Legislative power with two chambers, of nobles and of deputies. IN ECEOPE AND THE UottED STATES. 77 The Constitution secures liberty of worship, vote of taxes, and independence of tribunals, &c. 5.— EDUCATIONAL STATE OP THE GRAND DUCHY OF BADEN. The Grand Duchy possesses two celebrated universities— that of Fribourg with a Faculty of Catholic Theology ; that of Heidelberg, with u Faculty of Lutheran Theology ; one Roman Catholic Archiepiscopal Seminary ; 1 Poly- technic School ; 1 School of the Fine Arts; 1 School of Deaf Mutes ; 1 Institute of the Young Blind; 1 Military School; 1 Staff School; 3 Primary informal 3 Schools ;Superior Normal Schools; 2 Schools of Agriculture and Kural Econ- omy ? 5 Gynmasiums ; 7 Lyceums, (each with a class in Philosophy) ; 6 Superior Schools for girls ; 28 Superior Citizen Schools ; 34 Schools of Arts and Tiades ; 2,167 Primary Schools, (one half that of Ontario), of which 1,389 are Catholic' 740 Protestant, and 28 Jewish. ^ Among these establishments perhaps the most remarkable is the Polytechnic School at Carlsruhe, which contaius five different schools ; School of Engineers Architects, Forests, Arts, Trades and Commerce. 0.— BE-OKGANIZATION OF THE STSTEM OP PUBLIC EDUCATION IN BADEN. Ofall the German States none was more profoundly agitated by the events of 1848 than the Grand Duchy of Baden. Its system and administration of government became greatly modified, and its system of public instruction has since been compfetely revolutionized. There being great dissatisfaction with the little or no progress of Primary Schools, in comparison with that of the Secondary Schools, a High Commission, presided over by the celebrated Doctor Kneiss, was appointed September 15, 1862, to enquire into the cause of it, and to suggest the proper remedy. After a year of study and conscientious research, the President prepared a memoir or report, which was unanimously adopted by the Commission, and presented to the Minister of the Interior, in 1863. This remarkable docimient, which is now before me, is divided into three parts. The first contains a summary expose of the organization of the system of public in- struction as it existed at the time of the appointment of the Commission ; the second part points out the "hereditary" defects of that system, and indicates at the sapie time the measures to be taken to prevent their perpetuation ; the third part contains the recommendations of the Commission, in the form of a bill, or project of law. These recommendations were presented to the Second Chamber, or Lower House, in the form of a project of law, which was passed, after three weeks deliberation— from the 6th to the 28th of Jrtne, 1864— with only two dissentients, was carried to the First or Upper Chamber the 16th of July, and passed with' two dissenting voices, and was proclaimed the 29th July, 1864. Tliis is the latest and perhaps most perfect specimen of what we call consti- tutional legislation in Germany on the subject of primai'y instruction. It is for 78 REPORT ON POPULAR EDUCATION a country about equal in population to this Province, I will therefore translate the articles of this law entire, from the report of the French School Commissioner, M. Baudouin, and then give his account of the opposition of the Clergy to the law, and the truly constitutional conduct of the Grand Duke in maintaining the legal rights of his people, in respect to it. 7. — LAW PROVIDING FOB THE ORGANIZATION OF PBLMARV INSTRUCTION IN BADEN "Art. 1st, The object of primary instruction is to teach children, according to uniform methods, the practical knowledge which is necessary in the course of ordinary life, in order to make reasonable, religious and moral men, and active members of the great human family. "2. The Primary Schools are divided into Simple Schools and Superior Schools ; tlie first are those which have only one teacher, and in which instruction is reduced to matters required by the present law ; the second are those whidi have several teachers, under whom simple instruction is completed and from whom (ihildren receive the maximum of lessons, that is to say, 35 lessons per week. "3, The subjects of instruction in a simple school are, Religion, German, Arithmetic, Geometry, Natural History, History and Geography, Natural Philo- sophy, "Writing, Singing, Drawing, Gymnastics for boys, and work with the needle for' girls. The teacher will select for his lessons of Natural History and Natural Philosophy, the principles (or subjects) by which he may be lurnished with useful applications to agriculture and rural economy. Ii^ teaching history and geography, he shall not forget that he has a mission to form religious and devout citizens. " 4. The subjects of instruction in the superior (primary) schools are the same as those in simple (or elementary) schools, but more extensive and deeper. Thus the teacher may explain to the pupils ot the highest classes, the most remarkable popular poems, and give at the end of his course of instruction in history a view of the constitutional (or fi*ee) institutions of the Grand Duchy of Baden, and teach the elements of the French language. " 5. Two hours each week shall be consecrated to religious instruction. The pastor (cur6) may superintend it, unless his presence shall injure the uniform course of the school. "6. Boys are subject to school obligation (attendance at school) from 6 to 14 years, and girls from 6 to 13 years complete. "7. The school on Sunday is abolished. The course of evening instruction for apprentices is optional. " 8. The pupils of the Primary Schools are divided into two or several classes a(!cording to the number of children. " Each teacher shall give 32 lessons per week. " The classes shall form at least four, and at most eight divisions. " When the number of children shall not exceed 60, the school shall have only one teacher. When it shall exceed 60, it shall contain three classes. IN EUBOPE AND THE UNITED STATES, T9 " 9. The pupils of the liiglier class shall receive at least 18 lessons per week • those of the middle class, 14; and those of the lower class, 12. '• 10, The local authorities of the scliool may introduce changes required by the interests of the locality, provided they are not contra to the fii-st article. Ihe schemes of studies shall be prepared by the teachers, approved by the local Coimnittec, and authorized by the Superior Council. If the priest {cure) of the pansli intends himself to give the lessons of religion, lie may at the com- meneeraent of the seliool year, choose the hours most convenient to himself. "11. Eacli subject of instruction must have its appointed hours. 1 J. The duty of the teacher consists in not only giving his lessons and main- taining order in his class, but in teaching the children to do good for the sake of the good itself, and in showing them by his own example how a good citizen ought to conduct himself towards his neighbour. It is forbidden to a teacher to address abusive or coarse words, (des paroles injurieuses on grossi^res,) to liis pupils, and for a stronger reason to strike them. " 13. Tlie confessional (that is, denominational) schools which existed before the edict of the 28th August, 1834, as well as those which have been established by the communes, may be changed into mixed (that is non-denominational,) schools, if a majority of the inhabitants exjiress a wish for it. " 14. Nevertheless, if during three consecutive years, the number of children at- tending a confessional school has declined to below 20, the inhabitants who desire to have a mixed school shall not be obliged to obtain the consent ol the majority in order to be able to change the character of their school. " 15. If, in a locality in wliicli there are two diiferent confessions, one of the two only has a confessional school, and the other has none, though it contains more than 40 children subject to school obligation, this last may force the com- mune to establish a confessional or a mixed school. " 16. Mixed schools which have been live years in existence, may be dissolved and form distinct schools. " 17. The distinct (or separate) schools share equally in the proportional allow- ances made by the communes. " 18. The local inspection with which the priest (or minister) was charged, shall be replaced by a local committee of superintendence. *' 19. In the communes which have separate confessional (denominational) schools, each school must have its own committee. Nevertheless the Cora- jmmemay,at its pleasure, have a single committee of superintendence for the different schools, "20. The committee is composed of ea; officio members and members elect. Ihe ex officio members are : — 1. The pi-iest (or pastoi-) of the commune. 2. The Mayor, or a delegate chosen by the Municipal Council. 3. The teacher himself. And in important communes 4. The superintending committees of a public secondary school. 5. The physician of the commune. 6. The Eabbi. I'i 80 RBPOBT ON POPULAR EDUCATION It li j i 4 To these persona who, ea officio, make part ol the committee, must be added those who are elected for six years, and whose number must nhvaya exceed that of the ex officio members. " 21. The president of the committee is elected by ballot by the ex officio and elected members. The choice must be confirmed by the inspectorship of the circle. " The committee chooses, be&ides, one or several inspectors, who, every three months, render an account of the state of the school, " The functions of the president and inspector are not incompatible. " 22. The teacher cannot be elected either president or inspector. He does not attend at the sittings in which he is personally concerned ; l)ut in such case the result must be communicated to him. " 23. The functions of inspector of the schools oi the district with which the priest or pastor to the district was charged, are abolished. The government will appoint inspectors of the circle, who cannot engage in any other employ- ment. " 24. The regime of the boarding house shall no longer be obligatory for the Normal Schools. No one shall be admitted to the instruction of the school, imless he gives proof that he is 16 years of ago and possesses the knowledge required by law. " 25. The complete instruction in the Normal Schot 1 r^b I ! embrace three years, which will be followed by an optional course of rev!' . , lii-ring six months." "26. Tlie instruction given in the Normal School. revhose population exceeds 0,00() inhabitants. "37, 38 and 39. The salary of teachers -hall be increased pro])ortionably to Jheir years of service, until it naches the iigure of 600 Horins (1,285 francs ) ($257.) ' '' "40. Ihe pensions granted to the widows and orphans of teachers shall be increased. " 41. The ])rincipal teacher shall no longer be obliged to lodge and board his assistant teacher. " 42. The assistant teacher is gratuitously lodged in the school house when tho arrangement of the premises permits ; if not, he receives anindemnltvsuflicie.it to enable him to provide his own lodgings. '' 43. Besides, the assistant master has a right to one-sixth of the school fees. " 44. The Jewish schools and their teacheis are regidated by the present law- When in any locality, are found a Jewish school and any other school whatever, the communal allowance,-' shall be divided between them in proportion to the nnmber of inhabitants of each worsbi]).'' 8. — FRKNCn KKM.VKKS ON TJIK I'ASSAGK OF THIS I..VW. Such is the text of the project of law which was reported to, and adopted bv the Legislature of the Grand Dnchy of Baden in 1864. Monsieur Baudouiii, the French school commissioner, who reports to his Sovereign in March, ISOs', remarks on this law and its reception, as follows : ^ " It was adopted the 28th June, and the 16th of last July voted in the two Chambers unanimously, less two voices, and accepted with gratitude by the great majority of the inhabitants of tJie Duchy. " But the clergy, who l)y the articles 7, 10, 18, 20, 31 and the following, found themselves dispossessed of the influential part which they had long possessed in primary instruction, opposed, with all their power, the execution of the law. They displayed an indefatigable activity to prevent putting into practice the 20th article, and declared that they would refuse the sacraments to those who shoidd dare to elect school inspectors. The Archbishop of Fribourg published IMAGE EVALUATION TEST TARGET (MT.3) k A ^/ / (/. i^ ^ 1.0 1.1 11.25 ■^1.^ |2.S 2.2 1^ in 116 <^ /^ PlmtogiBDhic Sciences Corporation 23 WEST MAIN STREET WEBSTER, N.Y. 14580 (716) 872-4503 4 V fv 82 BEPOET ON POPUr,AK KDUCATION several pastoral letters to denounce before thv! jiublic the impiety of the new law ; and the Holy Father {Saini Siege) (leenied it hits duty to threatti with excommunication the Bchool commission, with it8 president, and the govern- ment itself. But the inhabitants, cdnviiuod that the great powci-s of the state had only a single end in view, nnainmoiisly ac huols, hei^e are 9 establishments tor Religious Education ; 6 Ordinary Semi- nanes o whch 4 aro Protestant and 2 Catholic; 2 Superior Seminaries 1 Pn,. 00 00 volumes, its beautiful botanical garden, its amphitheatre of anatomy ami neh anatomical collections, its l,t>00 students, and six faculties, including he faculty ot theology, which has done so much to undermine the very founda" tions of revealed truth. ^ i"u"ua 2.— EDUCATIONAI. CONOmON OF THE KINOnOM OP WURTEMBLRG. The State possesses 1 Polytechnic School ; 1 School of Fine Arts- 1 School ul Architecture; 1 School of Forests; 1 School of Commerce; li^ceunis 3 withou and 3 with a course of Philosophy ; 3 Normal Schools ; 3 Schools' of Agriculture; 7 Gymnasmms; 8 Real Schools of the first order, and 46 Real Schools of the second order; 6 Progymnasiums or Latin Schools; 2,337 Prini^ Zl H^^rTv" 'Tf ' r'° ^'"'^ *''"'" '^^ ^"*""")' '^^ ^h'«'^ 1'455 are Protest- ant, »((» Catholic and 12 Jewish. Instruction is uniformly spread among all classes of society, and the teachers (»1 Primary Schools are said to have a position better than those of anv other part ct Germany. Primary Instruction was made obligatory by a decree dated 31 st December 810, confirmed by regulations of 1824, and again by a decree dated June 1st' 1864. All children are bound to attend school from 6 to 14 years of age in .'lusive. At this age they are required to submit to a final examination on all subjects which have been taught them from their entrance into the school • and those of them who cannot pass a satisfactory examinption are required to' con tmue their studies one or two yeai-s longer. After having left the Primary School .young persons are recpiired to attend regularly the Sunday School until their Stli year, unless they pursue their studies in the Superior School, or in the Sun day Technical School. The Primary Catholic, Protestant and Jewish Schools have the same pro grammes and methods of study in secular subjects. The only perceptible differ- cuce IB m rehgiOBb instruetiou. 1 he subtects taught in the Primary Schools are divided into mential and mppUrmntary. The first includes religion morality 84 BEPORT ON POPULAR EDUCATION reading, MTiting, grammar, singing. Tlie second includcrt saored historj, geo- grai)by, natural liistory, elements of natural i»!iiliw(.i>hy, of nioteoroK.gy, of agri- culture, of hygiene and gymnastif ;-i. Did my limits permit, I would gladly give s«.ine aceomit of the pecniliar character and teaching of the ditleront schools mentioned above, and of the schools and institutions characteristic oi' Stuttgart, the great h.K.kshoi* ""d in- tellectual centre of Southern Germany, as is Leip^ic that of Northern (JeruiiJiy. m , VTII.-KINGDOM OF liAVARIA. 1. — EXTKNT AND J'OlTl.ATlO.N" (iK TMK KI.\(;i)(»M. Bavaria has a population about three tiiiu!.^ us large as Ontario. The jiopula- tiou of Bavaria is 4,660,550, among whom are 3,280,48J» Catholics, 1,271,128 Pr->testant8, 56,072 Jews, and some 58,000 of other sects. All these communions live on friendly terms, and enjoy equal rights. Tlie government never interferes in questions which relate to worehip, but satisfies itself with exercising over all a kind and impartial i)rotection. n 2. — EnUCATIONAI- STATE OF THE KrN'OOOjr OF IIAVARIA. Bavaria possesses 1 Academy of Sciences, with three classes and 325 mem'-va, 1 Academy of Fine Arts, 3 Universities, 9 Lyceums, 3 Polytechnic Scho 8 Gymnasiums and 88 Progymnasimns, called Latin Schools, 1 Central Schoo. of Agriculture, 27 Schools of Arts and Trades and Rural Economy, 1 School of Forests, 4 Schools of Agriculture, 1 School of Roads and Bridges, one Central School of Rural Economy, 1 School of Gardening, 1 School of Mechanic Arts, 3 Institutes for the Blind, 261 Schools of Drawing, which are attended by 8,895 boys and 1,078 girls, and which have 247 masters, and 19 mistresses ; 10 Schools for Deaf Mutes, 10 Normal Schools, 7,113 Primary Schools, (of which 4,810 are Catholic, 2,150 are Protestant, 153 Jewish,) which contain 463,501 boys, and 482,774 girls and employ 8,022 masters and 315 mistresses ; 141 Boarding Schools, containing 6,853 pupils, employing 872 musters and mistresses; 1,550 .Industrial Schools, attended by 71,100 boys, and 58,028 girls, with 368 mas'tei-a and 1,597 mistresses. 3. — CrtABACTEK OF TUE BAVARIAN SCHOOL L, ;v. Primary instruction being obligatory since 1856, all the childi-eii must punctually attend the German schools— the Aveek day schools from 6 to 13 and Snnday Schools from 13 to 16 yeai's of age, inclusive. It is only by exception and after having special permisrion, that parents can educate their children at jptory, geo- ^y, of n• PHBsed the pnl,!ic exann-natio,, iuu- I the certificate ot d.snussal, nu.Ht continue to attend the sch,.ol. ^Vccording to the returns, the ,,r.portion of those who cannot read write or count .only about 5 per cent., and it is confidently predicted tha .f L thati^gurewd berclucedto zero. The nwu-hincrv for giving cH" c o ,e already noticed. But as Munich may l)e regarded as the Athens of Germanv .n^espec^to the fine arts, there are mora lut schools and st^nt-^^^In than perhaps in any other Gerinaii state. inein^-"ra, )cho 8 Schoo. of School of le Central nic Arts, 3 d by 8,895 LO Schools : 4,810 are boys, antl 33oarding es; 1,550 8 masters I'en must 13, and xception, ildren at FX.-KIXGIiOM OF SAXONV. l.-i;XTKNT ANI> KDLCATIONAL STATK OK THK KINuDo.M. Hefore the recent war l)etween Prussia and Anstri.i < Superior ^f„,„„U Sel.ooU, 1 Nomml School to trnto IweZ. 7( V,r'r' a E»tal,li.l„„o.i« for Deaf M,>te«, 1,95,1 Element.n- 7 W, , i f"'' ilo, tlicrefofo, tlio lioinilation of tlio Kingdom of Savon v «■•« Cm 1 s,'^, larger than that of Ontario, its nnn.ber of Elcn.ent u vS^ .1 l^ ' ' -, wa^one ,hir,l ,«; ,„„ i„ higher and .peoial «^^" Ink r tn I l"''^^^^ cWer above anything whieh h,« 1«n conceived a ,0,^ ,« " Zf °v «lebra,edGallery„fP„i„ting,atDrc,dcnandit.fa,no Tnil'^^^M^^ Whil Uiird 1 I one m w 86 REPOBT ON POPULAR EDUCATION By the Saxon school law of 1835, every child that enters upon his gixth year muat go to school, and must attend it eight entire years without interruption. This is the Sohulzwang fschool obligation). The general provisions of the school law are similar to those of Prussia, but ess complicated and on a more liberal though smaller scale. 1 i ,1' i . k ] X.— EMPIRE OF AUSTRIA. I.— EXTKNT, POPULA-nON, AND NATIONALITIES OF AU5TB1A. The Empire of Austria is, and was to a greater extent before her recent war with Prussia, an agglomeration of peoples— of Germans, Sclaves, Italians, Mag- yars. Rouiuaines, Albanians, Greeks, Armenians, Jews, &c,, &c.,— altogether conbistiug of 36,000,000 inhabitants, of whom 24,000,000 were Roman Catholics. It is easy to conceive the difficulty of subjecting to a regular and uniform school regime, nationalities so diverse, some of which reluctantly accepted, and others absolutely relused, the boon of instruction from a power which had little sympathy with them and for which they had no affection. The number of Germans included in Austria proper, tlie Salzl)urg and the Tyrol, wak only about twelve millions, that is about one-third of the population of the Empire, of which the Protestants formed only the ninth. h\ the German and Protestant elements — the two most active propagators (jf popular instruction — Austria was and is still wanting. 2. — EDUCATIONAL CONDITKJN OF THE EMPIBE. In Austria there are reckoned 8 Universities, 55 Lyceums of Philosophy and Jurisprudence, 2,138 Gymnasiums, a great number of Professional, Secondary and Elementary Schools, or Schools of Manual Trades as well as Professions, and Primary Schools nearly equal in nmnber to those of the parishes of the Empire. In the Metropolis, in Vienna, with its 34 faubourgs, or suburbs, there is one University more largely attended than any on the Continent, except the University of Paris ; 1 Polytechnic Institute, reorganized just before the Austro-PrusBian war ; 1 School of Commerce, similar to the great Commercial School of Leipsic. There are 4 Gymnasiums ; 1 School for Labourers and Apprentices ; 4 Superior Real Schools ; 19 Inferior Real Schools ; 1 .Institute for Deaf Mutes; 4 Normal Schools; 70 Superior Primary Sdiools {Ilitupt- sohulcn) ; 7 Citizen Schools (Burgerschulen), recently founded by Prote.-^tant.s. and Boarding and Primary Schools not returned. In the German Provinces of the Empire, containing a population of 12,000, 000, which heretofore formed part of the Gel-man Confederation, there are 1 B ahth year aterruption. Prueeia, but m E0BOPE AND THE UNITKD STATE!*. 87 Academy of Science ; 1 Academy of Painting; 1 Academy of Commerce and Navigation; 2 Superior Schools of Forests; 3 Academies of'i^omnro" 74 Uni v-e B,tios ; 4 Schools of the Fine Arts ; 4 Schools of Surgery ; 4 Polytechnic L rj^.tutes ; 4 Institutes for the Blind; 10 Institutes for Deaf Mutes; ^tZoU^ Rural Economy; 11 Normal Schools; 11 Cloistral Hou.es of Educattn ,1 &i.penor Real Schools ; 87 Inferior Real Schools; 68 Gymnasiums ; 1 1 ,158 Sch'oo oi he people, of which 10,865 are Catholic, and 303 are Protectant, ta^gthv 17,853 masters and mistresses, of whom 17,477 are Catholic and 376 are Pro- recent war ians, Mag- -altogether 1 Catholics. id unifonn epted, and 1 had littU' •g and the [)opulation le German instruction Sophy and Secondary rofessions, hes of the irbs, there sxcept the >efore the >mmercial )urer8 and •Institute I {Uaujd- 'otestants. )f 12,(>0(t, iere are 1 S.—CHAKACTKRIsnCf, OF THE ACSTRIAN SCHOOL LAW. In Austria primary instruction is obligatory, and essentially at the expense of each Commune, as in other States of Germany. The penalty of neglect is per haps more severe than in North Germany, for the authorities have the aa\ .1 . "*", ^ ^''''"» warnings, pronouncing censures, imposing H„ps. whirl, add he funds of the communes, and even inflicting seveml d^vs i„' ^i ! ment, but also to make the school certificate, or certilicate of ("■Hti-uchV,,, ■. necessary condition lor being apprenticed or getting married. No manufacturer, brewer, restaurateur, &c., can emplov in hi. e^tal,lislu„e..t uniet'th^f *"/'T '' ^^^' ""' ---^-"tly subject t.> school ohligu unless they have already attended a school of the people one year; .ud flu c who^employ ch.ldren of ten years of age must send them to the evl'^,; In all parts of the Empire the principles of school law are the same, and .undar to hose of the north of Germany; school legislation the same, and th ' penalties oi neglect also the same ; but the results in different p^u-ts of the Empire are very d.fterent. In the northern.and western parts of the Empire, borderin ' on Saxony I russia, other German States, and Switzerland, fronx 86 to 94 per cent, of children of legal school age attend th-, schools, as some send their children before the age required by law; but in the southern and eastern parts of the Empire the school attendance of children fi-om 7 to 12 years of age is from 13 to 80 per cent. ; the average school attendance of children from 7 to 12 vears of age throughout the Emp ire being only 65 per cent.* • The following table shows the comparative attendance of boTsTnrl mrl« fmm r ♦„ lo '" ~ }:ga£;!?::::::::::::::::---:--s^-»- ^^^^r.. J»Croatia 25 " 15 a InCarniola gQ « * ,, J°I?'"* 62 » It u InHungarjr 55 „ " ^^ In the Military Frontiers 55 n ^\ „ la Venoiia^ .\ 59 ., j „ In Transylvania q\ u Vi „ InCarinthia ." " g] u gg '♦ 88 RSPOBT ON FOPUtAB EDUCATION 4.— THE EnrCATIONAL POLirV OK AfSTKIA. I Lave net the .pHce, ner does it accord with the object of this report, to give a detailed account of the course of studies and the peculiar methods of teaching' andmanaj^ementof tlie several Austrian schools, from the Primary Schod hrouo:h the Citizen, High and lieal Schools, Gymnasiums, &c., up to the Polv- teclm.c Schools and Universities. I will simply translate from the Report (mt>U>f M. I -audoum, the French School Commissioner to Austria, a few remarks on the movements winch were taking place in Austria, and the policy of the -ovcm- ment l»eJ..i(' the war with Prussia : ' '^ " T''« "ffaii's of 1859 l)rought numerous changes in the governmental svstem of AiLstria. 1 1,0 increasing tinuncial deficits and fear of bankru])tcj, the ^^gour of the military re.pii.itions and measures, the religious vexations inflicted upon the i rotestants and .lews, fruits of the concordat with Rome of 1855, the complete abolition oi all liberty, even provincial and communal, had excited the most bitter d,»cuntont in all the provinces. The ministry was changed and M de Schmerhng, placed at the head of public instruction, partially opened" to progress the gates of the Empire. The Protestants profited bv it.and fi.un.led jn-imary schools similar to those of the jiorth." "The 18th of last February (18(54) the Municipal (Vuncil of Vienna voted that there should be established in each of the eight parishes ,.f the city a superior (Mtizens' school {BUrgenchuh) upon the model of those which exist inXorthern Germany; and some months afterwards, a competent person was appointed to go and study the organization, regulations and mctli.Kls ..f the principal Burjrer Schools of Prussia and Saxony. "At length, the 2nd of Jmie following, the j.rofessors of the municipal schools of Vienna, encouraged and supported by the heads of the principal families, mot in assembly, and adopted an elaborate memorial to the supreme Council of Public Instruction in which they urged the government to ameliorate promptly popular instniction — " 1. By rendering instruction obligatory for all children from sjx to fifteen yeai"s of age inclusive. " 2. By founding in every commune of 1,00(> souls a public school with eight chujses, that is to say, a citizens' school {B'drgcrsvhule). " 3. By eiilargmg the teaching body in the secondary schools. " 4. By creating EedUchuUn and IloJiere Biirgcm'/aden (real and high citizen schools) in the towns of 10,000 souls. BOYS. (UUIjH " J"Stvria 89pcrccnf. «1 i.er cent. In Silesia .94 •' j(;{ n In Bohemia 97 •• j)^ ,, In Upper Austria 98 •• ji^ « InSalzburg .93 « loo « In Moravia 100 '< '.vj n lu Lower Austria 100 '• 97 « lathe Tjffol ,.,...,, 100 " joo '« ei)ort, to give 8 of teachirifj imary School to the Toly- l>ort(l8(5f;)or inivrlvH on the the govern- tal hv^teiu of the vigour of ed upon the lie complete 2fl the most i and M , de ■ opened to md fouHded enim voted 7 a superior in Northern ppointed to ipal Burger itiuniciiial e princii)a] 16 supreme ameliorate to liftoen with eight ilgh citizen IN ECKOPE AND THE rNTTliD RTATtS. . ^Q ••5. By authorizing towns oflesM than ](»,000 souls, to tuuiid iimI .r.id high schools when they shall »isk to eetablish them out of their own fiitids." "The assembly claimed then for the Austrian monarchv the school rc-imc of Prussia. The moment was not hai.,.ily <.liosen, nevertheless the .Icnaml ..f the assend)ly was taken int.. consideration by the supreme council ; mid at thi. moment (1865,) the government is endeavouring to obtain the necessary rc.oinv.s to put the project into execution. '* Austria, while opening (lSfi5) the door tn progress and the exigencies ..f t|„. tune,s IS careful not to permit the entrance ..f enough of that ample instruction which mspires the desire of knowledge and investigation, which provinces exi-lorer- and mveniors in all pui-suits. All that is necessary to train to the exercise of manual skill, of a trade, collections of j>roducts, of machines, of .Irawin- .,f s.nilpture, special eoui-ses, practical exi>eriment8, laboratories, is ..iven libcnllv and with profusion. But that which might inspire the taste for liberal studV- awaken ideas, give birth to a spirit of enquiry, is alwavs systematically refused' lor lear ot exciting the spirit of investigation and inspiring a (lesi.v for independence. It is the ancient system. It wa« yet possible when Austria wa^ mpenetrablo and destitute of communications with other countries; it is so no more when with railroads and the press, Vienna is now but a day from Leipsic or Pans.' '^ • ^ 5.— EDirCATlONAL EFFECTS OF THE RECENT WAR mm PRUSSIA. Since the war with Prussia, Austria having lost her military prestige and M.n.c ot her provinces, has commenced a career of constitutional government an.l educational progress; she is breaking off the fetters which the concordat of lh.,5 rivetted upon all that was free, and noble and progressive in her dom ,ns and IS entering upon a couree which promises to place her among the freest i kI most prosperous states of the continent. The Austrio-Prussian war has afforded a vivid illustration of the power of education over ignorance, even in the battlefield-of the superiority of menfil discipline to mental crudenese-of free thought and intellectual activity to mtcUectual enslavement and toqw. I last year asked a distinguished Prussiun .A[inister of State, to what he primarily ascribed the superiority of Prussia over Austria in the recent war. His Excellency replied, that in his oi>inion " it was not m the men physically, or in military skill, or prowess, but In the sound and universal education of the Prussian soldiery, which combine.l in each I russian soldier, the intelligence and discipline of an officer, and -uve him -i momentum equal to many of the uneducated and feeble minded encnny.-' That which is true in the army and on the field of battle, is true in a much higher degree in all other relations and pursuits of life. Education, with the mspired Book of Divine truth and human liberty, makes the man. makes the country, makes the nation. •Rapport, Ac, pp. 326, 333, 341, ' ~~ ii* 90 HEPorr ON POPULAR EDUCATION fl XI.-KINGDOM OF DEJ^MARK. I—EXTENT AND POITLATION OF THE KINGDOM. The population of Denmark in 1864 wr« I ami kki i u more than this Provinoe- and 11-/0? •'.'•' *'"'y "'^'^"^ «"e fifteenth try; four-tenths of t o ;; 'li n h^^T'^ ^ "^"^"'^""^ -""" land. Thn-e being uo coTan Inn tl 7 " the cultivation of the factures are limited in varTetyTnd 1 ^^'f 7""^'' '" *^° ^^""*'-^' '"-"» ha. been provided for b;.:^r.lCl ^^ s^a.eontrii.;:::;-^^^^^^^^^ a.-i.|.,ni»io.v« p„„ KD,.,-,vr,o.v ,n •„»■; hitouom. «™,>i.y. There a™ ei,i,. Non:!, S J^^^^^^ .™'| «»- « three year.' e„„r« „f i„..n,elio„, ,„d .eachi"; ^ Sm, Z ' '""'"'""' matica, natural sciences writiii./ ,„.rf„„. ' "!, trie uanikli language, mathc- drawing, and n,„.ic. T e S cZ'ar'rsE ■ T7' ^"^""'''^' K"""""'-. «ra,n,„„r«c„„o„ h, .hielfar t^tf^t «tt fCt'o' '" "*" "- matics, Natnral Science., Gcograph; HUton- Z\ f' T"""' ^'"^''- Wrammar Schools, and other Bubiects adontedTf ' "''■'""'» °''«'« are also higher b,u,her, or cijf^wt^d lZr^:;f '".'th "■^™ mostly private. scnooJs, but these arc 3.— KDUCA-nONAL STATE OK DENMARK, There are two Universities for Danish students-one at Coi,o,.h„ professors, and upwards of 1,000 Students; and anotheatTlT' '''"'' ^'^ professors and tutors, and some 400 students tZ ^ '^ ""'^^ *'^^"* 30 mrn^a it.libr;rycontaLr::tLfT^^^^^^^^^^^^ - of the latter was §30,000, and its library contained Vo,OOotuu„e;. """"^ 5. There are also Polytechnic, Military, I^aval, Medical and v . o , » Acaden,, o, the Fine Ar., a School'for ^'ui^^Z^^:^ «. Insl n,et!„n has long l«en ,„ fer compulsory, that n„ ,.),iU , , . fln..ed n, the Lutheran church without being mX Z ZTIu ™"- K apprenuced, or could a person be employed, or n,a™-e^!;Slr,:^'4'=^;; IX BtTKOPE AND TOT tTXITED STATES. 01 one fifteenth altural conn- ation of the mtrj', manu diffuBed ; it esent system :abll8hed re- 10 citizen is lie does not wtniction of ching read- y and geo- «, includinc igc, mathe- ?ynina8tics, High or laii, Mathe- t 30 Real [ects of the le. There these are 'j with 40 ' about 30 rmer was ' revenue i Schools, ibr Deaf be con- ild could ing been ronfimied But by articles in the present constitution, attendance at .chonl troni he ago ol .even to fourtee.. is obligatory ; and education isgivengratuitouslv in the pubhc schools to children who cannot afford to pay for it. Education " universal among the poor as well as among the wealthy classes. iii XII.-KINGDOM OF NORWAY AND SWEDEN. 1.— EXTENT, rOPULATION AND (.'ONDITION OK N(.R\VAV. ' Norway embraces a territory of 121,807 mpiare miles, and contains a non„ lat,on On 1860) of 1,483,734 inhabitants-almost the same as Ontario ul e^sentuil an agricultural and pastoral country. "In 1858 out .,f "a total umle population of 585,381-K.f whom 424,267 were above 10 years of age- 309,000 were connected with agricilture, either .is proprietors, fanners, or fan.,- servants The land is mostly owned by those who cultivate it ; hut only about one hundredth part of the entire surface ..f the country is cultivated, or other wise productive. Yet in such a country, so far north, with winters so louir and severe, education is universally diffused, and scarcely a Norwegian can be found who has not a fair knowledge of reading, writing, arithmetic, Bible history the aild hTstor ' "* ""'^ generally some acquaintance with grammar, geography 2.— EDUCATIONAL KACIUflES IN NOEWAY. All the inhabitants are Lutherans, except some 230 Mormons. The i^arishPB are required to maintain good school-hous.:, and pay the salaries of teachers who hve either in fixed residences, or move at stated periods from one place to another, sometimes itinerate from school to school, teaching part of the week in one school and part in another. There are upwards of sixteen hundred o^ these itinera ing schools, with nearly 150,000 childi-en, in the thinly peopled districr where the people are too poor to support permanent schools-receiving little pecuniary aid from government. There are about 200permanent country schools' witlj^nearly 20,000 pupils, and some 60 schools for labourers, with abmit T^^OO In all the large towns, there are citizen schools, in which, besides the usual elementary studies, Mathematics, English, French, German and Latin are taught In Christiania are schools of Drawing and Architecture, a school of Commerce and Navigation In Christiania and several of the large towns, there are Colleges prepara ory to the Univei^ity, which contains about 30 professors, and npMardfof iOO students, and ha« a library of 50,000 volumes, a Botanic garden and museimi There is also an Institution for Deaf-Mutes at Drontheim. ' 32 REPORT ON VOPVLAR tnrCATION I lie area of Swcdoii i^ IHs (ti.j F,„,i;.i. - ^u!:/s:»;;r:;:;u;;:i.^ "■ •■'"•"' '•'- -'-i™'- Tlie Soc(.ji(larv hdiooln uiv calli..] ' ^,.], i .• i '-«^fs<.i..oK TiK,sHH,oiso^^i,,rt:r:; ""^^ ••"• latter nul.er su,..,.;.... to tlu , f T I'T"; "'''' 'f'' '•'"'''*'-'' -'-•'^. tarv lmuu.l.e«, MatiuMnaUcs, Latin Ik ( '^"*'"^'; J'-"'''"^ ^I.c elcuen- --t. . f Natural IIi.t,.rv; The "^:^i^^^^ •••-'^''' -^I the elc- H..se,e the "hool !x .rv « T 'T'"^ " •^'^^*^^'' '^'^'^ '^ ^.nadato.,. upward^ of two lu^^ ^'S. r^l^:;^^^ ^''^^^ - Reh,.on, (leograpl.y. Grannnar, Swedish and iC^^ iLyi':' ''''^''' 'eon.etry, .Natural History, Mnsic and Gynu..sti 'SZ' ,^*^ ^'^''•^«-' t" a '.nnunmn salary, consisting of sixteen luuTels of cotr Id " 'l '"''"'"^ pasture food for one cow, and a small piece of land to u- ^""«' ^'■"'''"^''' IHhe district cannot furnish this, the ^renni" „!""'' '" ' «"-^'^'"- All children hetwecn the Jes ot'ZlZTm ' ^'"''''''^''^-' •-it ..n be shown that they r^:^ illl^^i^^Jr^r^^'-f 7^' "- - n; Sweden n..re than one pe.on in eve^ ^^^JZ'^^ZZ:"^::^ XIII.— KINGDOM OF ITALY. rN KUBOPE AND THR CNlTEn 8TATEB. jj.j public instruction exi.tiug i„ Spui,.,.. Portugal, thouKh there aro regular «v8ten J Mitrt ; atiotluT EDUCATION IN THE BRITISH ISLES. 1.- XIV.-rilELAND. <»RNKI{AI. INTKOI.L(T()KV RKMARKS. f',.»„^-i /-I •. ®" '" "'*^ t'StHblislinient of t he ix-oscnf r^-iw s : d'T;:r„r "' '7'""' ^""'™''""- ■•■""■•'"■ki^.«i."' ' wi otouanu. '-^i the character and operations of this HVKt,.,,, T u;i I • 2.-HI8TORICAL SKETCH f,F EDrCATION IN rBEr.A.VI). In my Annual School Report of Upper Canada for 1 ^^7 r lishmpnf T ni.^ , , ° *^^ Operations since ts estab- 8.— ENGLISH AND ffireil EDUCATIONAL SYSTEMS. IJ»e system of elementary education in Ireland, like that in England is one of Parhamentary grants, administered and controlled by a Central Board-that hi 94 REPORT ON POPIJLAB EDUCATION England, by a Comanittee of the Privy Council ; that in Ireland, by a Board of whrr;"' ""^""^ ^'^^l-tmguished protectants and Roma; Catholi , by i:iwrn^;^.^ "' ''- -^^'^^-^ -^ ^" ^^^^ t--boo.s ... ti;i whS'li^v a."d f ,'■"'"''•• ' '''"."'' '"England is chiefly ^.nomna^^W, in re and state in tl TT "T':''''' "'^ ^*""''"^^' ' ''"* *'»« N-*^«"«l ^^^ri in that "tCot " r/[ r^"\'*""'' ^"^^'' l''^^' - '^''y l^^'l stated in 1831, nd n.o al „d 1 T r •' "^"""' "^"^'^^^^" ^^ *^ ^^'^^ ^'^-^'-^ literary fa as possible, in the same school, npon the fundamental principle that no attemp shall be made to interfere with the peculiar religioirte le?. of any description of Christian pupils." A prominent feature of the r Xions s providing t. give effect to this principle of " combined literary and^Z^l and separate religious instruction." At the same time, it is statedf as 're earn"^ anTLt oTtf^T/^ Govermnent, and of the Commissioner^ that he CWy 4.-nKX0MINATr0XAL BIAS FOE AND AGAINST THE IKI8H SYSTEM. For many years the Clergy and Members of the Roman Catholic church verv It , but in 1840, the Presbyterians gave in their adhesion to it, though most nf f 1.« imS 1 t " ^*''Tf"' "^'""^ ^^' '''' '"'^'^y^^^ continS;^^^^^^^^^ untd of ate years. They are now generally acquiescing in the system wbTll .1 authorities of the Roman Catholic Church are strenuoLy opXg'l ' '" But while the original non-denominational object of the system is stiil „ v i tl. great inajority of the schools have becomedL^^^^ fifths of them are Roman Catholic; the rest belong to the Church oJ En. it " Presbyterians and other Protestants. i-ngland, 5.— EDUCATIONAL STATISTICS OF IRELAND. The whole number of schools reported in each province Decern!,.,. i*aa was, in Ulster, 2,382 ; in Munster, 1,576: in LeinstL T4fifi n ' ^^' 1,029; total, 6,453. The number^fWestant p^^ ^^i^l 2^^^^^^^^ 152^12, or 89 per cent, attended mixed schools' TrnimbJ '//'^"' Catholic pupils attending the schools was 738 794 • but Tw ^" attended mixed schools is not stated. Total number of ni ^7 I l"J.P«'"««" schools, 910,073. The a...a,. attendance of puptLheTt^ '" ;m,901. As compared with the year 1865 Le i LZZ Tsi ^ the number of schools in operation in 186«, but a decrease of nn! i l "' in the number of pupils enrolled and one a'nd a haJf Trcent ^tt '" ""' tendance of pupils. ^ '" ^" "'® *^«^«ge at- , by a Board of 1 Catholics, by •books for the ninational, in ional Board in itated in 1831, xbined literary ersiiasions, as iciple that no tenets of any •egulations is d moral, and " the earnest at the Clergy ;e in conduct- TEM, : church very ants opposed niost of the r opposition, tn, while the •it. still avowed, rethanfour- r>f England, inber, 1866, Oonnaught, ; of vfhom of Roman proportion ending the let down at 3 of 81 in ^* per cent, iverage at- m ErrRoPE and the united states. C.-EDUCATIONAL FACILITIES IN IKELAND-PABLIAMEXTARV All, 95 There is one Normal School 6'n Dnhll•n^ f^,. ♦.. • • . , and 729 children of other persuasions ^' '" '' Presbyterians, There are G Head Inspectors of sehook • qn nr-f.- . r The amount of aid granted by the Natinnal ^ . n> i i apparatus, at reduced ;rices,wairi5 895 T^^^^^ 1 ^m '^' '''^"''^^'^' ^""^ apparatus,£2,250 ; in premiurand oih . ^^^^^^^^^^^ '? ?' T'^^'" ^"' -m0,413; forteacherssalariesfromlloo^^^^^^^ -£12,338 ; Total paid teachers IZ^ 886 V '!. ' T ^"'"^ ^°^«^^«°ts, lishment, £15 457 per annul f/f^^ Expense ot the Dublin official estab Schools,£14, S ^of tirAX .M Ap""'' ^r""^ '^^^^^' ^^'^"^ ^^^^^ School Farms £8 ^93 ^ D . . '^r ^^ '"^ ^'''^'"^' ^^'"^ ^ of District -3,234. Th; ara?;ml^r;?X^i^ ^r^ko^^fr^^^^^ 7.— other EDUCATIONAL HELPS IN IRELAND. The Church EHucaiion Society, instituted in is^q +^« • * .- . «»,038p„pn», and supported »t:„CiVj45'ier ' ""™'''' '" Colleges a Be,f~SSTvl?o'''"'.''?; "'°°'' """""'^ <^"-''- =;;r,ta^i:^ro:^^^^^^^ endowed fLo.,,S"ltXr ^"''""'^'' """'"■-' "■"' "*- Normal ■ si fX Ifit a^d ' T^"' ^'»"'""''" ^PP"' Canada and for nnt o ft>w ^ ^ ^''^^ ^^^^^ ^^^^ 1" ^"th Church and State • r* f 96 RKPORT ON POPULAR BnuCATION. Li XV.-SCOTLAND. 1.— HISTOBICAt. SKETCH OF EDUCATION IN flCOTLAND. Elementary Bclmol instruction commenced in Scotland by the establishment P t^Tndcl ,f T?t ^7'^^^^^ ''^ '''' voluntaryism of the landed pro- Mie ois and iAeigy. In Scotland, the masses of the people were instructed in ■ iL^iCLiui inis ((uty should be subiect to aiiPTinltvnf *on c- * • ward^, inl560 John l^nn. .,J Z ^ ^ ' ^'^ty-^^-^ Jears after- ''Firs Book of m ,^'"^t '^"^^'« compeers presented to the nobility the not St^Ie^l^^^^^^ '" '"''T"'' *'"* '"' '"•^' ^^^^« - ^-th shall be taught, selves or their ft-iends, to be sustained at letters.'' ' ^' '''"'"• l.-ORIGINAL EDUCATIONAL AOT FOR SCOTLAND-ITC KKFECT. The Privy Council of Scotland issued ati orHpv ,-» i «i r . , alo-g with the ,„ai„,.it, of .he lanZlTl e".:;'!' rE?." f V"""" parish, and asBSM the lands for that onrnn,,. Tl ' '",""'''''* » "«'""'■ '" every of the Seotta. Parliamentin 1 33 T/nTder Ttra^.f T r1™"' "' ^■" n.hed in .he more enltivated of th *nd dil i '"SlSt "" "'* .^fron.„de.„,.te to provide e.e,nentary i,*„oti„:' for ^^^ '^r:Z ™ M-as proposed to accomplish this by the famous \rt nf iror .i whieU .ate,, that " 0„r Sovereign Lor, coi^ tor^,:::i„!:,Tet„t establishment ration of the landed pro- nstrueted, in hools, Avhicli ottish Parlia- I'onghout the and then to ilifiedforthe any one who X years after- nobility the ' memorable I be taught, fGodandof iculously, of Lication and succeed to on to profit and spouse rery several is able to tion. And I be erected r with the it be paid ; ■ by them. he bishops ol in every ed by Act '^ere estab- ^ision was ealm, Jt iambie of the want IN JtU-C iOT) THE UKITED STATES. ' ^ with is advice and col , ^l-f "^'tf^f ■"' *-«'-■ '"» M.j«ty, established iff every parisli thZ ,h., aT\ ^ "'' *" ° '"'«"'' *'">»ld ^ dwelling-ho Jfor the " e ;f the ™, f^ *,°"''' ''""'' " •*<">1-1«>"»« »ad Of the 4 of pu^Ss of o'ot 2 ZtS ;r ,?""" ^^ ""• ' """^' ^""'""i™ *n2s.ed. T^lAtalsoprTvidedte shodd appoint the sehootalte and fc tt fl ttir .T"''' f "'°''"*'' PresbTteries should exercise a «n„™l P""* ''' P"P"' • ""at the so.e pLer „,ce„s.i„rrpeXT::dri;:;:n :^^^^^^^^^^^^ Charles II and jleTS Zt X / *'™' I'r"""'""^. -^^P^oially under aemoralizing calaX thltr . ^rn^S^o^Tar: '''"'^'" ""' foundguiltyofcapitalcrimethroughouttheXCnly Wc°::'™T" ever been seen in Scotland and tliopoino «i^uuntry. Very lew beggars have supportof thepooXjtatt arret™:rnrT-""n'^°'*' Doubtless the abolition „f hemiitaryluSion Xlet^;?|/:„tth• lHsc^totheparochialL,„o,,,rrorr^^^^^^^^^^ 2.-FURTnEK EFFORTS TO PKOMOTE EnuCATtON m BCOTLANI). But from internal dissensions, the increase of .wnmiof • - towns where a rapid expansion and vl '' fr f "' f ^"'''"^' ^" "^^"•^' manufacture were takino- nbiop ^ Ja "^^\creation ot many branches of the parish schoZ ^:i£t\^;;,r:^^^^^^^ '- ''-r '-'-^-^ found insufficient to 'secure the estaW DnHnd^X^^^^ schoo.. commensurate with the wan s !" ^oL,^^^^^^ ^'*' P--'' l^^oral Assembly in .0. issued an appea/tS:^^ ^^ ^^^^ n^^tr::^:;!'^:^ ^, -S tst^- 1.-,. . r. improvement, order and success of people of all nnN T^' IT f' '' '^'' in the value of n.oney, their en.olumits 1^ d" t mled r^^^^^ '"""" day labourer: H^at it has 1)een found impossibbto ' ^""'^ "^ '^ qualified to fill parochial schools- Tint h "lit ^ of depression hurtful to their useful. Tl'^'^V be devised to hold forth inducements" ;„:^V';d:^^^^^^ undertake the office of parochial schoolmasters' ^ ^ ^^"' '"'^ ''^''''' *^ This declaration of the General Assemblv was accompanied witb to Parhament from all parts of Scotland/a, oonsemZroftM Act of 1803 was passed, ordaining among ovher thSgs I li • mm ' < » " FT : ■ I liH i I 98 REPORT ON POPULAR EDUCATION That in terms of the Act of 169G, a school shall be established, and a school- master appomted in every parish, the .alary of the schoolmaster not to be less tJ.an three hundred marks (£16 13s. 4d.), or above four hundred (£22 49 r,d ) riiat in large panshes, where one parochial school cannot be of 'any effectual beneht It shall be competent for the heritors and minister to raise a salary of SIX hundred marks, (£33 Gs. 8d.,) and to divide the same among two or more schoolmasters, as circumstances may require. That in every parish, the heritors sha 1 provide a schoolhouse, and a dwelling-house for the school-master, together with a piece of ground for a garden, the dwelling-house to consist of not more than two apartments, and the piece of ground to contain not less than one-fourth ot a bcots acre; except in parishes where the salary has been raised to six hundred marks nY'-hich case the heritors shall be exempted from providing schoolhouses dweli.ng-houses and gardens. That the foregoing sums shall continue to be the salaries of parochial schoolmasters till the end of twenty-five ^r^ ""^rJ { '^f \' ''^''^ '° ^^'' ^''''S' ^^1"^ «f "Ot less than one chader (chaldron) and a half of oatmeal, and not more than two chalders (?2 bushels) ; except in parishes where the salaries are divided among two or more schoolmasters, m which case the whole sum so divided shall be raised to the value of three chalders ; and so totics quoties ^t the end of every twenty-five y^, unless altered by Parliament. That none of the provisions of thif Act .ha apply to parishes which consist of a royal burgh, or part of a royal burgh. That the powei- of electing schoolmasters shall continue with the heritors and mmister a majority of whom shall also determine what branches of education are most necessary and imi^ortant for the parisli, and shall from time to time fix the school-tees as tiiey shall deem expedient. That the Presbyteries of t^ Church sha judge whether candidates for schools possess the n c s"a M cations shall continue to superintend parochial schools, and shall be sofeSes m all charges against schoolmasters, without appeal or review." ^ 3. -EARLY SUPERIOEITY OF THE SCOmSH SYSTEM OP EOrCATION. Such was the system Of parochial schools in Scotland at the commencement of the present century. It is seen, that the education of the lower, alwdl I^ higher classes of the population has been held from the period of t e Lw tionasana^onalinterestandduty-aprinciplewhichhasnotbeenrecoJ^^^^^^^^ the British Parliament, for England, until within the last thirty years and In very partially. It is also to be observ-ed, that landed propertv LTon^^tl been held liable to local taxation for th^ education oi^a^^ L^t, t^ locahty or parish-a principle which is, at this moment, a subject of warm dfs cussion and strong agitation in England. It is furthermore, worthy of i-emark' that the whole system of local self and elective governmen't in school manage^ ment and support, has been in operation in Scotland for nearly two centurieT Thl existence of the school wasnot left to chance, orto charity b^w: a 4 J^^^ acknowledged public necessity and duty ; the school-house, and dwelling house o the teacher were as much an assessment charge on propeitv as a nnhl. i prison; the -laryoi the teacher was not permitted ^^foSlSwl^ m EUEOPE AND THE UNITED STATES. '99 able maintenance accordincr to tho -'.AnfUrA «p r • • xi Anotherpeeuliarexcellenee^of th Sc: S^^^^^^^ " '''r^^'^y P--^««- by James Cowan, Esq., in his statemnrmi^^^^^^^^^^^ in the rural districts and small towns, the children If aH 1 ^T'^T'''''' " '^'' together, and hoys of talent fro. th^ ve^'frb^, ^ advancement opened to the learned professions of w],;^ / ^ '''''^ °^ baveafterwardsprovedthemostdistingu 1 Ll:^ account for the intellectual and moral developmenTof toiland for fr f '" '' istic self-reliance and intellicrence of thp «;..f. 1 *,^°*^f ^5 tor the character- tore and productions of a cCrv with n'^'''^^ ' ^'' *^« "^^^vellous cul- climate; L the vaL nflu en "0 tiat pirS!"^^^ '• '""" "' ^^^ ^^-- proportion of its population ancfph;2rLl^^^^^ " "^"^^ '^^^^ *^« 4.-.0THEE EDUCATIONAL FACILITIES IN SCOTLAND. There is a considerable number of endowed schools in Scotland f., aau which hare sent forth successive generations of mL f \*^° P^^ ^«tium)- wealth of every department of scienTa'd H L Lrht: adT T""' *'^ fession, added Welv to the o-lnrv of ti.. v "'f'''^"'^®'/^^^ ^^^orned every pro- mhable benefits. ^ "^ '^" ^'^P"''' ^"^ ^^"^^'•'•^d "Pon it impe- 5.— PRESENT EDUCATIONAL STATE OF SCOTLAND. The voluntary and educational associations with which thp nvn . opened, exerted a solutarj influence in Scotland and dtl T? ''"*"''^ England, to improve the methods of school telchin . "'"''' '^''''' ^^ "' -ulted in the establishment of Xo ma ShorfortlTT"^' '''''''' teachers, in much more enlightened and on arg d^ J,' l/t) T' ""' importance of the teacher's profe^-^ion «nrl nf /i «f the dignity and ties of school instruction ^ ' ^'^' 'P^'^'^*"^ ^"^ instrumentali- The statistical tables and statements contained in my account of n.l, .• ■ England, (pp. Ill, 112,) include the present school statistiorof ^ ^[ '^"^'*'«" "^ Revise, Codeoi the Privy Council 'conimiteefS^^^^^^^ applies to Scotland equally with England ^^^ucation, also subjoined, ledge, all render tho old par chial S n," 7X1 utrrr™ >' «™"'" '"'"^• -he wan,, of .oeiety and Loot the den,„„d „ " 1^?'^"'';; " ="1* .e.n offe„ assistance only to those .I,o ean hoi hlsel" andl Tn '^■ enough to do so; whUe it leaves wholl, tjided ^^'^^-.^^^'C, 100 REPOET ON POPCLAB EDUCATION need assistance. The Highland parishes and the poor districts, even in large towns, are whoUy unreached by tins system of Parliamentary grants. The educational deficiency and destitution in many of the towns and poorer parishes are matters of deep regret and loud complaint ; and the best minds in Scotland, liko those in England, are at this moment earnestly engaged in efforts to devise a more comprehensive, practical, and truly national system of education, free trom the acknowledged defects and partiality of the present parochial and Privy Council systems, adequate to the requirements of the poorer districts and classes, and adapted to the existing institutions and state of society. I XVI.— ENGLAND, hcluding Scotland, under the Privy Council Committee SysUm of Ekmentm^ Education. 1.— HISTORICAL SKETCH OF EDUCATION IN ENGLAND. School education in England is contemporaneous with the introduction of Chnstianity ; and for centuries the schools which existed,-and they were only of the most elementary charact^er— were found in connection with the Cathedrals and Monasteries. But these Were mostly swept away by the Danish invasion ; so that King Alfred, about 880, invited learned prelates from abroad to establish schools for his own subjects; and for that purpose he set apart one-ninth of his own revenue. Thus to the zeal and benevolence of good King Alfred, existing educational institutions in England owe their origin; but for centuries they were of the most elementary character, and were confined to those who were destined for the service of Church and State. There was the "songscole," where poor boys were taught to chant, and the " lecture scole," where young priests were taught to read the services of the Church; yet such was the origin of some of the most famous existing educational establishments in England. Sampson, Abbot of St. Edmunds, once a poor boy, founded, in 1198, the school at St. Edmunds for forty boys. Lanfranc and Anselm, Archbishops of Canter- bury, had both been school teachers, and both founded schools. Joffrid, Abbot ofCroyland, who had been educated at Orieans, thence procured teachers and established them at Cheltenham in 1110-the traditional origin of the famous CTniversity of Cambridge. William of Wykeham, Bishop of Winchester, to aid the education of « poor young men for the Church," for the support and exalt- ation of the Christian faith and the improvement of the liberal arts, founded a College at Oxford in 1382, and its nursery at Winchester in 1387— known as Winchester College. But these institutions were confined chiefly to the Cler^^y ■ the mass of the nation was left in ignorance ; and few even of the nobility were' educated. The simple ability to read was considered characteristic of the m SCEOPE Am THE CNITBD STATES. ' j^qj eW^^-'^'TrT 1 '° f""^"^ ''''' the privUegium clericale-^th, " benefit o. Clergy. Iho Paston Lettei-s record a case which occurred in 1464 Thomar Gurney employed his servant to slay " my Lord of Norwich's eousin." The, were both tried and eonvieted of the crime. Thomas Gurney "pleaded h^ ■ hlTIl' r -u" ' ''""'' ?' "" '^'"^"^^ '' ^'^^y - - "Clerk Con -ct" but the less guilty servant, bemg unable to read, was hanged. The noble rank of Thoma. Gurney was not, however, a guarantee of a knowledge of letter. Many nob emen of the highest rank affected to despise knowledge as commo " and there ore beneath their dignity, especially after the invention of prr'n^ endered the ahhty to read more common than in the days of manuscripts If le as the hrst year of Edward VI., it was assumed not only that a pe r f t^; realm m.ght be convicted of felony, but that he might not be able to re-id o to claim '. benefit of clergy."' An Act of Parlianrent was passed to ml ZX cases It was enacted " that any Lord of Parliament clainin. the benetit o this Act (1st Edward Y L, Cap. 12,) ' tkouyk kc cannot recui; with.it alburn mg in he hand, loss ot inheritance, or corruption of his blood, shall be judged, deemed taken and used, fur the first time only, to all intents, ^onstructi „ !^ purposes, as Clerk Convict." The enactment of such a provision indica th condition of hehighest society inEngland. To how great an extent the nolily were unfitted, through ignorance, for high offices in the State at the ti^o ' the Reformation may be mforred from Latimer's "Sermon of the Ploudi '' preached at St Paul's, London, Januaiy 18, 1548, in which he say.-' Ihv are not the noblemen and young gentlemen of England so brought up in the knowledge of God and in learning, that they may be able to execute offices in the Commonwealth ? Why are they not sent to schools that they may lea'n " O why are they not .cut to the Universities that they may be able to do th^ King service when they come of age ? And if the nobility be well trained in godly learning^ the people would follow the same example.' FortruncL" he noblemen be, such will the people be.-Therefore for the love of God Zo n teachers and schoolmasters, you that have charge of youth, and give the teach r stipends worthy their pains, that they may bring them up in Gramma i Logic, m Rhetonc. in Philosophy, in Civil Law, and in that wWchlca^lno leave unspoken of, the word of God." It is therefore to the period of the Reformation that we must look for the commencement of aiiything likegeneral education even among the noblli y and gentry as also of the diffusion of the eL.ments of civil and rel^or fbeTtv throughout the nation. Though a large part of the property anSds f ^^ a considerable portion was reserved and applied by good King Ed;ard VI., to found no less than 21 Grammar Schools; some of which still exist and ^•e among the most flourishing institutions in England. The ex ip e f the King was followed by some of his successors, and many pious and b nevol n persons: so th.at during the following century and a hal?, a large number o ^e Grammar Schools were established for the instruction of po^or Sen in the learnea languages. From these establishments, often of humble atpl^ " ''':'\i 102 BBPOBT ON POPFLAR EDTTCATION II ..i,:,Sl and with stinted means, have issued a series of the most ilhistrious names which have adorned the annals of English history. According to the Digests of Reports made by the Commissioners to enquire into Charities, presented to Parliament m 1842, the annual income of the Grammar Schools of England and Wales amounted to £152,047 sterling, irrespective of the income of some schools exempted from the enquiry. , Still no idea whatever of educating the masses of the people, or of educating any considerable portion of them in the subjects of eommon life, seems to have been entertamed in any quarter. But about the ti.ne of the Revolution of 1688 the commercial classes in England had acquired, and were rapidly increasing, in' wealth and importance. Many of them had pushed their way to fortune without the advantages of education. They saw that schools in which nothing but Latni and Greek, with religious instruction, were taught, were not adapted to a bfe of trade and commerce. Ma..y of these, by will, established and endowed schools lor a certain number of poor boys, to be olothed, and taught Readin. Writing, and Arithmetic. In almost every town in England, on^e or more of heseh-e. schools may be seen; anu some of the most enterprising and dis, tingmshed men of the present and past ages in England, point to'these free charity schools as their intellectual birth-place, and have lately added to the number and resources as thank-offerings for benefits received The annual in- come these schools, designated in the Digests of the Commissioners above referred to, as " Schools not Classical," is reported as £141,385 sterling. Tl tota income of endowed chantie, for education In England and TF«^.., embrac- ing both the classical and non-classical schools, and including an addition of £19,112 for general educational pui-poses, is stated as £312,545 The number of schools IS about 4,000, the number of pupils, 150,000. "umoer ot Raferring to these endowed Grammar and Free Schools, an American writer has justly observed,-' They have kept alive the liberal studies which hav nourished a race of Divines, Lawyers, Physicians and Statesmen that may chal enge comparison with those of any nation. They have opened the gates of the higher employments to industry and talent, unsupported by rank and richel They have mitigated the inequalities of society. They have ploughed up the subsoil of poverty to make the surtace earth stronger and richer WhaUhe grammar schools have done for the higher and middle classes, the free school have done for the lower in a different measure. They were the prizes for the poor boy, who had no ambition, perhaps no talent, for the struggles of the scholar ; they taught him what, amongst the wholly untaught, would give him a distinction, and a preference in his worldly race-and he was unenvi!dby the less fortunate because they knew that there was no absolute bar to their children and their kindred running the same race." It may be wellheretonote briefly the principal of those grammar schools which have contnbuted so pre-eminently to the education of the higher cla«^s in England, and then the Universities of which the grammar schools arefeed^rs- the two classes of institutions rendering England the first of nations as to the m ECEOPE AND THE TTNTTED 6TATE3. )us names which the Digests of !s, presented to of England and of some schools or of educating , seems to have )lution of 1688, y increasing in [brtune without !h nothing but lot adapted to d and endowed light Reading, ne or more of sing and dis- to these free- added to tlieir 'he annual in 5sioners above sterling. The Vales, embrac n addition of Che number of eriean writer which have lat may chal- i gates of the : and riches, iighed up the r. What, the free schools rizes for the ggles of the lid give him 3nvied by the ;heir children chools which iv classes i]i are feeders— ns as to the 103 education of its nobihty and gentry. But it is worthy of remark, that several otthe most celebrated grammar schools were not only founded by men in humble lile, but nearly all of them were founded for the education of poor and merit- orious youth, to very few of whom are they now accessible. 2.— GREAT PUBLIC SCHOOLS AND ENDOWED GRAilMAR SCHOOLS, 1. Mm College.— Thh College is the most celebrated of all the Tublic Schools, was founded by Henry VI., A. D. 1440, by the name of " Tlie Blessed Mane College of Etone, besides Wyndsore." Visitor for final appeal the Archbishop of Canterbury. Objecl-Tho scholars are of two kinds (a) KinrrV Scholars, so called in consequence of tlie wish of George III, who are eli-^iblo from 8 to 15 years of age, the statutable qualification being that thev be "poor and indigent," and (b) the independent scholar, or oppulant, whose^duoation averages from £150 to £200 per annum, for cacli boy. 2. Winc/iester Colli-r/e.—I^ounder-Wimmi of Wykehain A D TJO" i^isitor-tho Bishop <.!• Winchester, Warden and 10 Fellows. ' Ohjed-'-to instruct diligently in granmiatical learning poor scholars. Free Scholars 75 ai^ provided with board and lodging, but are subject to an annual paymen; of £19 13s. 6d. Doctor Moberly, the esteemed, Head Master since 1835 re signed at christmas, iHm. 3. Harrow SchooL~Fou,flo-~ John Lyon, a yeoman of the parish in 1571 Object-the founders conveyed property "to six trustees" for the endowment of a schoolmaster and an u«^ ^r, the gratuitous instruction of the children of the parish, and for the endowment of four door Exhibitioners for the two U-niversitic^ Permission was given to receive foreigners at the stipend the master could get' Milowment~£60. Scholarships and Fellowships-Lyonh exhibition of £30 for 4 years to either University; Sayer's two exhibitions of £52 10 for 4 years to Caius College, Cambridge; Nield's two exhibitions of £30 for 3 years' to any College of Oxford ; Gregory's exhibition of £100 for 4 years to either Universitv"- i^arl bpencer s exhibition of £.30 to either University. 4. Westminster School. —Founder-Queen Elizabeth in 1560 Patrm or Trustee-Bem and Cliapter of Westminster. Free Soholars-The boya on the foundation and the " town" boys are on the same footing as four bishop's boys Ihere are btudentships at Oxford and Cambridge. ' 5. The Charter House Sohool.-Founder-Thomas Sntiou, Esq. May 9th 1611 Patrons or Trustees-seventem Governors. " The Endowments of' this noble foundation produce a rental of more than £22,000." Free Scholars-Those on the foundation are of two classes-pensioner and scholar-both nominated in rotation by the governors. There are exhibitions from £80 to £100 per annum each for 5 years at either University, and donations of £100. ^!'\,^'f ^^^^^ffj-'^^r'^''"' ^"^"'^^^^^ Sher.-fr., a groeer in London, in 1567. the benefit of the Town of Rugby and its neighbom-hood. Parents who have resided m Rugby two years, or at any place in the County of Warwick within ^Jf m BWOET 0» fOWlAB IDTTCATOir IH i.:i tL^'/?'^' ^'^'>l-P'"""^r, Dr. John Colet, Doan of St Paul's A n of the City, but thoae bom in my^ZZlnlZLZ: '^°'°"^r''"^ OT foreigners "o/M nation, all c^nZl " ^ ' f,, fT '™" '^'^ ''"' of bo,, to 15,^ in aiinsion to that .uC^^:':::::^ttfj^r'^':' 8. Merchant Tailors School.—Foundtrs un.I />^/...„ Af . lege i„ 1561 ; j.„™,,„,^. Has six Lhitoii'::'';:;^ "' '^""°'' '"• Fcl!...v. of St. John's Collet P.t,i ^'^^ ' ^''^^^^^^^^ ^V.^...-'' The school is op n^^^^^^^^ ^'^;^^-..«^, ^000. ^>.. Town of Shrewsbury, free of expe o tT ''" ««"^ o^' burgesses of the about ,t'40 ea<.h. ^ '^ ^^^'''" «''^' ^^^•^'"tv-eiglit Exliibitions of ^^^- (^'^nsf 8 UoapitaL— Founder Fdw'^vA V\ ' i-. .. Lord Mayor and Aldermen of Lonci,;; J itJ ' ? 'T ^ "'''"* ^'^ ^^"^'^'^^ 400 orphans were first admitted Z; SeJhT";" '' '^'''' '^'"'^-"•" ..fterwards changed for the ^ress If ^^^^^^^'f ^d in russet, which was soon IMathennvtioal School for tZ^ ^^ , ^" . ^« ' - ^'^^^^ H. founded a above £40,000. "The children aT w r'!"' "''''""^'^"- ^'^dowment, have occasion, and with such a^ are bound to rl ^'^ ^^'^'^ '^^^•>' (irecianships at Oxford, and Cambridge '" '^'^'''"''''^ ^'^^ '^ P^'^'"" 11. Manchester SohooL—Fournhv n,„ri. /wn F..., the Dean of Manchest:Tt;^^L^^^2;;^ ^H> of Exeter 1510 ; Brasenose College, Oxford and St. JolmCcall^^ " '""' ''^^''''''' *^ 12. Blrniingham School—Faimder, Edward Vr r^-> rr- • Chancellor and the Bishop of Worcester- pH ^^•' ""V f"'"^^'*, the Lord ^cMa.., Sons of inhabitLts free, c^ktll^^^ T ^''''''- ^^'^^ read and writeEnglish About 1 00 Jn \ ' ^^''''' ""^ '''"^' ^"^ ability to Children of nonihabitant ^^'IniTr^ '^'''' '""''''''^ ^^"^P^^^*^"" exhibitions, each of £50, at either Oxford nv r . T • T' ^"""'"' '^^^^^ ^''^ ^^n .chola,„np. of ^50, for* yea,/:* B^enl St^ ""'"''" f°'*-^»"-- '- Other noted Endowed Grammar Schools -u-o thn^. f p Bury St. Edmund's, Highgate, GnonZ V^ ^ r T^^^^ Repton, Sherbxzrn,Southwaxi^c. •' '^''- ^'"^'^ Marlborough, it Tailord' Col m BtnoPE AOT) THE TTlflTBD BUtES. 8. — UNiyEBerrree. 106 1. The University of Oxford was the seat of a school of lA««„r, as the reign of Edward the Confessor. In the y ar 1201 rL-d v t™ # '' T'^ it isstyled a University, having then, aceoXto 1^ ^I'^^^^^^^ Btndents, Its Charter was crfln tori hir !?;««■ t i i. . . ^'"ooa, juuo b, which u,, pHvnege, wTJS.X «C':^ h tr^trprr'? p«sed in 1570 ; and ,ho «...„,« „f „fe Univlr were d " d ,o t" '' .nd c..h College or Hall ha, it. own endow3 „d l..i l' l?""^ ' » great m„ltit„de of student. *o„M herd tol! ?^ •* I,™"^ '^'""" "'" nohle and health, e.nnlatlo^-;'::".:? rr TCL tZ:tl '' ,"" ' " dently and variously endowed oollem-s Tl,„ 11- ??, ""^ mdepen- inelndi„gl.„,lHhekiver,aya ^Joi,eJ l:^^^^^^^^ .»Mha,;.v„,n«;t;;::^i;;'-::;c::;::;— ^^^^ 2. The Unlvcnltii of Camh>!iJ/jfi Ti.o + r- • Cambridge as early^^s 1227 S^t^^.d^ -""'-^ "" ^"^ ''''^'''''^ '' 15th of Henry III The ...rir / ^ ''"' "'^-^^T^r^^t^'l i" 122D, the Edward I 1 nf it' r w '"'"^'' ^^^''^^•^•'^^" ^'^''''' ^^^^e, the 20t]i year of 16 Colleges, the a..rd n nnn 1 • *'^%.^'""^"^^« University there arc ^Z:^^i;?^.^^-:^^ ">■ -^e. of Pama^ent in .33, Jbin":r:fc^'t"^;^^^^^^^^ a^.in_Arts. Law ^^t^^' ^:::r^^z^ ^if^^ L-ondon, and upwards of m Co]L^,„ , tional, throughout the United Khigd receive their degrees from it. it'ge« and institution !om, are affiliated -ersity College, and Kint^'s Colleli(; weal," had hinted that " all in their chiMhood be instnicted-" the author of the " Wealth of Nations," had, in 1 TO'J, advocated the extension of the most essential parts of education to " the whole body of the people;" but these were solitary sentiments in the works which contained then), and the authors stood almost alone in the expression of such sentiments. The earliest voluntary agency of popular education in England was the Church of En ' md I' Society for Promoting Christian Knowledge," founded In l*i9S to aid in found- ing Charity Schools and in publishing and cirmlating n-efnl books at a low price; which, as early h> L741, had aided in Ibunding more than L',0U0 Church Charity Schools, and which has publishe became, as it has evi-r since continued, a j.otcnt agent in spreading know- ledge of the best kind. The Sunday School agency gave a powerful impulse not only to the religious instruction, but to the primary education of the lowest classes. The new methods of teaching introduced by ]]ell and Lancaster awak- ened much attention to the subject of educating the masses ; and the British and Foreign School Society commenced a work of uscfidness which they liave been ucbly pursuing to the present time. The '• Benevolent Evening School Society" which established the first cve7iin(j school for the gratuitous instruction of the sons of the labouring poor, in Bristol in 1806, accomplished much good, and prepared the way for the gradual exte.nsi(m ot; and became mero-od into the system of Mecbmics' Institutes, through whose instrumentality '""upwards of 250,000 adult persons in England, Ireland and Scotland have learned to .-oad Among the latest but not the least potent voluntary agencies for the edueatior of the poor is the system of Ragged Schools, connnenccd in 1837, But it were almost endless even to mention the various volmitary agencies and efforts devised and employed to instruct and elevate the lowest classes It is, however, easy to see Low far all these benevolent and diversified though isolated efforts, fell l^Drt of a national organization and governmental system like that of Holland I ^ trormaay, for the education of the whole labourino- population. Mr. MJkv. n. hi. debrated '"Essay on Population," published in 1803, truly said: ' Wt n-.v , lavished immense sums on the poor which we have every reason to thul.. have constan xy tended to aggravate their misery But in their education, and in the circulation of those important political truths that most neni-ly concern them, we have been miserably deficient. It is surely a great disgr.ace that the lower classes of the people in England should be let\ to a few Sunday Schools." IN EtmOPE AND THE rrmtX) flTATES, 107 5.— niSToniCAL sketch of i-arf iamentarv proceedings. The question of educatinp; tlie laboiirinj^ .-laKsee wa^ first introduced into Parliament, the present century, l.y Mr. Whitbread, who, in 1807, piojM^.od u phin in tho Ilonso of ComniunH fur "Tho oxaltatiti.i cftho character of the Labourer," by tiio cstablislnnont of Parochial Schools. The ineasure was very moderate, linutinjr the amount of education to bo given totlio merest nrnimi.m, —two ycai-s' schooling between the aj,'e8 of Keven and fourteen. Even this pro' posed initigiitioa of the ignorance of the labouring classes was successfully oppos. .i ; s(.mc conJendin,<; that it was monstrous to think of taxing the occupiers of land and houses in order that nil the children of the country should bo taught to rnad and write ; others arguing that the proposed two years' schooling tended to give the labouring classes an education above their condition. Mr. Whit bread's liill was therefore not entertained. This was the year after the establishment of tho national system of educiirion in Holland. whi(!h 1 have described in a former part of this report (])age :J6-tlj, and wiiich lias l)een tho means of rendering tho labouring classes in Holland the best educated, and the most industrious in Europe, while the labouriii ' classes in England are the least educated and the most ignorant, and multitiidt of them vi(;ious and degraded. Mr. Brougham (now Lord Brougham) was m, early, and as he has long been, an earnest friend to the education of the poor. Asearly as J808, he assisted at the organization of tho Hritish and Foreirr,, School Society; in 1810 and 1S12 he contributed al)le articles to Wx^EdMuZh Review on the subject ; and on the 21st of May, 1810 he moved in the House of Commons for the appointment of a Select Committee " to enquire into the state of education of the lower orders of the Metropolis." ife entered upon tho duties of the committee with such zeal and industry, that in less than a month, 19th June, he submitted a report, which was speedily followed by four additional reports, which exposed the edncati(jnal destitution of the Metropolis the inefficiency of the pul)lic schools, and the misapplications of charity and various educational funds. \n 1818, the committee was revived with more ex tensive powei-s to enquire into the education of the lower orders throughout F norland, "Wales and Scotland, and, by construction, into educational charities- including the L^niversities and Great Public Schools. The result was three folio volumes of statistics on the state of education throughout the whole Kingdom, and a plan for National Education, to l)e supported by the State,— proposing to' include and improve the schools already established, and to harmonize the ad- ministration of the schools composed of children of all denominations with an admitted deference to the authority of the Church of England. The bills em- bodying this plan were introduced into Parliament in 1820, and created great excitement and much violent discussion between the different religious and political parties— so iinich so tliat the whole subject was postponed, and nearly fifteen years elapsed before its consideration was again resumed by parliament. But Mr. Brougham was more successful in drawing attention to the abuses ■ of educational charities. Successive Committees and Commissions were ap- 108 »1»0RT OJf POPULAE EDUCATION u ll I hi pointed to examine into them, until their reports filled 33 folio volumes, extend- ing to 28,840 chaa-ities, and the work yet imfinished. The total value oi the charities reported on was estimated in 1850 at seventy-five million pounds ster- ling, and the annual income at £1,209,395. By the publicity thus given to the management of these charities, the income of them has doubled, and is esti- mated as likely to amount to £4,000,000, or §20,000,000 per annum— a vast contribution, under proper management, to the education of the people. In 1833, on motion of Lord Kerry, another educational enquiry Avas under- taken into the existing means of education for the poorer classes, and an annual grant* of £20,000 or $100,000 was voted by the House of Commons, on motion of Lord Althorp, for the building of school-houses for the poor in England and Wales, under the direction of the Lords of the Treasury— as a supploracnt and encouragement to the National (Church) Society, and the British and Foreio-n School Society. In the following year, 1834, anotlier Committee was appointed by the Commons '' to make enquiries into the present state of education in Eng- land and Wales, and into the application and effects of tlie grant made in the last session fur the erection of school-houses, and to consider the expediency of further grants in aid of education." This Committee reported the Minutes 'of evidence taken before them respecting schools in connection with the National Church, and British and Foreign School Societies, and tlie School systems of Prussia, France, Ireland, and Scotland, together with tlio views of distinguished educationists,— such as Lord Brougham, Doctor Juliup. Professor Pillans. and f>thers. The following year, 1835, Lord Brougham bruught the .-subject of national education before thdi House of Lords, by moving a series of resolutions, wliich lie advocated with great earnestness and ability, but on which no action was taken. Again in 1836, Lord Brougham brought two l)ills into the House of Lords, revived and eloquently advocated them in 1837 and in 1838, but without success. *}.— LOKU BROLGUAm's WAKNliNO TO THE L.UWaVKRS nl- ENGLAND. The defeat of Lord Brougham's efforts to establish a system of national edu- cation was followed by a published letter from him to the Duke of Bedford, in which his lordship advised the friends of a system of national education to unite in support of the contemplated Government measure to aid schools established by different religious denominations, as the only practicable scheme which there was any chance of carrying. This is the origin of the present sys- tem of Parliamentary grants to schools of different religious denominations in England for the education of the labouring classes. Lord Brougham, in his let ter to the Duke of Bedford, denounces in words of burning indignation, the "sectarian ani mosity" and " factious rage " which had defeated every scheme " A sirailai^grunt of £10,000 was made for the same purpose in Scotland. See pp. ^r the hcaa 01 ocotland. The sum of X4, 328 had been granted in IbSi to the Commissioners of National Education in Ireland— the commencement of the Irish National system. See nn-rp under the head of Ireland. ' '" IN E0EOPE AND THE UinTED STATES. 109 t of national and proposal for au independent system of National education. But he consoles himself with the reflection, — " The ignorance of the people, the origin of all the worst ills that prey upon our social system, has become at length the object of Legislative regard, and I defy the constituted authorities of this free coun- try to delay much longer in applying the appropriate cure by eradicating a disease as easily cured as it is fatal if neglected." His Lordship concludes in the following earnest words of warning and appeal —words to which subsequent events and the present advanced age* of the noble writer give a peculiar interest, and which are not without their moral in Canada as well as in England : "Lawgivers of England ! I charge ye, have a care! Be well assured, that the contempt lavished for centm-ies upon the cabals of Constantinople, where the Council disputed on a text, while the enemy, the derider of all their texts, was thundering at the gates, will be as a token of respect compared with the loud shout of universal scorn which all mankind in all ages will send up against you, if you stand still and suffer a far deadlier foe than the Turcoman,— suffer the parent of all evil, all falsehood, all hypocrisy, all discharity, all self-seeking, —him who covers over with pretexts of conscience the pitfalls for the souls on which he preys,— to stalk about the fold, lay waste its inmates— if you stand still and make no head against him, upon the vain pretext, to soothe your indolence that your action is obstructed by religious cabals— upon the far more guilty speculation, that by playing a party game, you can turn the hatred of conflicting professors to your selfish purposes ! Let us hope for better things. Let us hope it through His might and under His blessing who commanded the little children to be brought unto Him, and that none of any family of mankind should be forbidden ; of Him who has promised the choicest gifts "of His Father's Kingdom to those who in good earnest love their neighbours as themselves." 7. — PRIVY COUNCIL COMMirPKE ON EDUCiVTION. In 1839, for the first time in the history of England, a Speech from the Throne recommended Pariiaraent to do something for the " religioKS education of the poor ;" and towards the close of the Session, Lord John Ruk^scU, in a letter to the President of the Privy Council, communicated the desire of the Queen, that five members of the Council, namely, himself, the Lord Privy .Seal, the Chan- cellor of the Exchequer, the Secretary for the Home Department, and the Master of the Mint, should form a Committee of Council on Education for the consider- ation of all matters afteeting the education of the people. This was the origin of the Privy Council Committee on Education— the body under whoso sole authority all the regulations in respect to the educaticn of the labouring classes and the distribution of the Parliamentary grants for education, have been made from 1839 to the present time. The Committee selected as its Secretary and chief ofliccr un experienced and able educationist, in the per8«on of Dr. James Philip Kay, now Sir James Kay Shuttleworth. Dr. Kay, as early arrired"^ *'^'"^^°'^'^ ™^ passing through the press, the intelligence of Lord Brougham's d«Tth 110 BEPOBT ON POPtJLAK EDUCATION tl !f?l ^ I r "^"^''''' ^''^ '"^ '^' ''^^'^^ ^"d Physical Condi- on of the working classesemployedintheCottonManufactoriesofM^^ In 1 836 as Assistant Poor Law Commissioner in the Norfolk and Suffolk district h submitted that Board a report on the evils of the system of apprentice Wp education under the old Poor Law ; and in 1888, he submitted a^. foT h tSd rSr : T^'" ^"'"'"'^ ^"' °" ^^^^™^ sehools,"-whifh was Lad the basis of a system for reorganizing and improving the management of this tTMetrTnn n V'f' m '^ f ^^' ""^^ appoirfted to the Sup:rintendence o the Metropolitan District, with the special charge to improve the schools in workhouses To qualify himself better for a woil so important, ll^vitd^^^^ made himself acquainted with the best methods of school teaching and manage ment as practised in Holland, Belgium, France, and Scotland f and, atlarge pecuniary sacrifice and by great labour, he planned and put into successful operation a training school for teachers at Battersea. Dr. Kay was therefore of Education-an office the duties of which he discharged with great zeal and ability for ten years, and in which he laid the foundation of the present system of e^mentary education carried on under the authority of the Committee. l" 1848, Dr. Ivay received a legacy from a pei-son by the name of Shuttle .vorth ^-hose name, by Royal permission, he assumed. In 1849, he resigned his office on account of shattered health, and was knighted by the Queen for his service m the cause of popular education-the first example ofsuch a distinction for such ser^ces. Dr Kay was succeeded as Secretary of the Committee of Council on Education by RR ^Y. Lingen, Esq., A.M.,_a barrister, and a gentll o excellent qualifications for the office, and who still continues to difcha g^'t duties with great tact and ability. ^ The Committee of Council adopted and published a Code of Regulations analagous to our School Law and instructions, but subject to such modmcation as the Committee might think proper to make from time to time. It was Z posed to give aid on certain conditions ; to erect school-houses ; to support Ele- mentary Schools for the labouring classes, andNoi-mal Schools for the tmin nt of teachers and students attending them ; to assist in procuring supplies of boo'k. apparatus and school fittings at reduced prices; to provide forthe inspection of the xNormal and Elementary Schools; to augment the salaries of team r, I^."l"o correct idea can be formed of this system without perusing the Code ot Regulations according to which it is administered ; and as it is desirabl! in reviewing and consolidating our own Canadian School System to understand that .hieh has been adopted in the Mother Country, I ap/end to t i • t e^^^ statistical eintome the Revised Code, which, after variou. modificationrw' In tlie meantime the nature and extent of the work carried on under this Code may be conceived to some extent from the followuig statistics. IN EUROPE AND THE UNITED STATES. ^sical Condi- Manchester." •ffolk district, )prenticeshii) plan for the Ai was made nent of this atendence of e schools in ! visited and ind manage- id, at large ;o successful as therefore Committee sat zeal and sent system mittee. In luttle ivorth, 3d his office his services ion for such of Council gentleman ischarge its Regulations )difications h was pro- ipport Ele- training of '< of books, pection of ,'hers, &c., rusing the ^ desirable nderstaud historical tions, was y Schools this Code g ^ cr'" ^'^ 5C 00 ';j T-J ■ ■^ ^ ^ rG © a u o C« ■^s* S ej tc a '? § 'O Z> o « '^ a> Oq -^ .O ^ ■-M 1 O 1 L, ^ TJ <» 1 -q +j OD ^ o A a, . V rO «s ■t-i iC lit '■O o o^ ^1i o c> ^ S? B 1^ o * ci" » K F. as h. M «tj rc o o o m o — 1 ,_, ^ ifl ^ ^ M (N © ^ O -w o^ Q OO w „- a o ^ * O m t»« p— I CO o o ^5 O^ — ^ lO i.'5 o ^T c^ r-* Tf t— < o "O o rt o ^ O ■* ^5 „. O ■* o 00 1— I ^ o'eroo^o" IM 1-1 O ■» CM C^t ^ M to C» "H T)< **1 CO t» wo -K ■^ •* c^< Ol lO « ci fo'sNT-M*" f- «J r^ 00 00 O 59 4) l-ss •r o CO >* O B o =« . m o,a3 -'02 c ^ o « •= O ^ ■— 1 - w o CO g o u H -'•=.=i'p - O 3 m o "^ •J ^ - o • ■ .2 ' '. "^ . . aT ■ "O • ■ o : '.'^ : :-a § ;m -a • q;) f^ * ^ ^ ' <1> Q • B f^ • a o 'S .o.g i- CO It) 1 c . C3 ■ T) a ■To • a ;Cs3 . o . o ■ 03 ■ b 60 a y 00 ^- oTcT O C CO 00 0(M — < ■^ ^- t- 00 «5 t- f: CO 60 6 C3 tM -^ *^ 73 a c ■ 2 S 2 a ■^ _ m <- O S § = y 00 _ , 03 .S fccS cs o " a . a a - 4) ?J ' . ^ fco m !:0 a S.Sp ^113 — '^ c a -^ -J §"2 00 rH r- O to — < 6C SJ ^"^^^ 73 01 2 >- a a c "5 Z eC -S ^'> 2 "^ o t/3 ■Cl*Qj C^l^r-* t, L4J3— ? ■S.S' •4 (if a . o .9 a " ° S Sun ci-2 £0 ° s ^ aWtw .0 ^. so _g ♦J a o o CO «tj ■S :^ and W 3 by the 9 a 9 and patu tion a M in Engl c Appa e Educa _va i^ ta -, .2«t2 0) nGran Maps, made y -3 mS a •rrS a S M 5J ..o « ^ ^ >; ''S i § 1 s ^ I i oq 9) s +3 "^ — ■ 1 'S a> :c ee H gP •? o t-Mi ^ I o o tor SUBOPli AND THE mniED STATES. 118 to .r-i J. 00 9 1 1(5 00 > !>a S I o I s ■aoutn!tia|v^'fl,oon3ajo -p^^ R . 3-3 = ^ -- •a g a o c» o Isle's? UJ3 «•» °.H u s*.*^ ;SS ja r*, • -S - § ii ^ S i ."I -« 5 I 03 M ^ Cfl Biivj^ pn» pu»[Soa OMi^ « S ,£3 o o ^ n so ^HM •ptrenoog ^ 114 ii REPORT ON POPULAR EDUCATION The fc^lowing table bLows the number of legally qualified teachers, assistant teuchei-8, and pupil teachers, and their Denominations :— w n o "3 o H ■-c O C5 ■* ■* -^ CO CO CV 00 00 CO 00 o to CO — -H rH to 1-1 rt CO o CO 1-1 V -«- "a «o (M -* t~ ^ n 00 r- c>j CO •0 to CO CO IM ■^ O) a CO IM '.O o Oi ^-• to CO — CO tM •o O CC ifl to CM 00 •^ t^ n IM co IM O lO CO t~ ■* ■^ o O (M CO o — in CI «e CO » S<> IM 03 C5 •"t l-H to to jhers, assistant •^ CO ^. o O m r-^ f^ -f a> vN n c» •o a> t- o p-4 es f-H 00 CO e>i CO «o CO «s DT EtTBOPB AND THE tTNITBD 8TATB8. 8.— NORMAL SCHOOLS IN ENGLAND AND SCOTLAND. 115 Mrmal ScAoos.-Theve are 48 Normal Schools to which Model or practisin.. Schools are attached. The students remain in the Normal Schools about three years, and thus receive there the greater part of their education, and not their professional trauung only, as with us. The students there pav part of the ex- penses of then, training. The Normal Schools are supported chiefly bv Parlia- mentary Grants, but partly by local endowments, subscriptions, fees, d^llections and donations The following are the denominations of the Normal Schools, with the number of students, the amount of the Annual Parliamentary Grani to each denomination of Normal Schools; tlie whole annual expense of each, and the whole amount of Parliamentary Grants to each class from 1S39 to 1866 ; 1. Churc/, of England^ 28; male, 15; female, 13. Male students, 638: female students, 770. Annual Government Grant, £43,947 : whole annual er. pense, £69,484. Amount of Pai-liamentary Grants since 1842, £704,177. '\BTitkh and foreign School Society, 3; male, 2; female, 1. Mala students, 90 ; female students, 100. Annual Grant, £5,963; whole annual expense, £7,497. Amount of Goverament Grants since 1842, £78,052. ^ Wesleyam, 2 (or 1 male and 1 female department); male students, 66 : female students, 62. Annual Grant, £4,203; whole annual expense, £6 037. Amount oi Goverament Grants since 1852, £53,166. J'JI'''''\ ''?'^ ^''^'"''''^ ^'^"""^ ^""'"'^^'^ ^^^^^« students, 140. Annual Grant, sinf 1^39 £t,lTr "'""' "'''''• ^"°"^' '' Parliamentary Grants 5 Jioman Catholic, 3; male, 1; female, 2. Male students, 29; female students, 73. Annual Grant, £3,226; whole expense, £4,783. Amount of rarliamentary Grants since 1852, £41,302. 6. Church of Scotland, 4 (or 2, with a male and female department in eachV male students, 1 hq ; fe,nale students, 99. Annual Grant, £m,01S ; whole annual expense, £7,108. Amount of Parliamentary Grants since 1844, £104,253. 7. Free Church of Scot/an/, 4 (or 2 with male and female departments in each) ; male students, 99 ; female students, 130. Annual Grant, £6,690 • whole annual expense, £8,924. Amount of Parliamentary Grants since 1S49 ' £119 - 548. ' ** ''' 8. Episcopal Church of Scotland, 2; male, 1; female, 1 ; Male students 13- female students, 6. Annual Grant, £356. whole expense, ££61. Amount of Parliamentary Grants since 1848, £5,346. The whole amount granted by Government for the support of Nonnal Schools tor 1866, was £74,873. The whole amount expended for their support dnrino- the year, was £102,693. The whole amount granted by Pirliamei.t in suopoit of JSormal Schools between the years 1839 and 1866, inclusive, was £J ,206 229 or $6,031,145. ' ' ' ' m ti ~'* Wi H« BEPOKT ON POPULAR EDUCATION The sums above mentioned are granted and expended in support of Normal Sohools alone, and do not mclude the grants made to support the South Kensing- ton School ot Art and Science, and tl.o elementary school, generally. ' " «.— WHEK SCHOOLS AND Eni'OATIONAL AOKNOIES. ^Uool Of Science and Art at South Kendngton.-'Th^ premises for this Kstahhshment were, at the instance of the late IVince Consort purchased, and the bmldmgs partly erected out of the surplus of the funds of the first Universal Lxlnb.t.on held m London in 1851. A very extensive Educational Museum has heeu established, and a School of Science and Art ,m a large scale, with branch Schools of Design m the principal cities ar d towns of the Kingdom, to the threat improvement ot practical art, and to the extension of a taste for the Fine A, Is gene.-allj'. The Parliamentary Grant made for this ]>urpose, called the " Science and Art Department, amounted in 1805-0 to £101,841. The Parliamentary Chant for Public mementary Education, embracing the Xormal Schools but not including the Department of Science and Art, amoimted m 186a-0, to the large sum of £693,078. Of this sum, the Church of En.- land received about 82 per cent, or upwards of four fifths. The number of Schools under inspection in 1860, was 13,580-increase of 30 on the preceding year-a very small increase indeed for such an immense ex- T^TX^ ''"'"^''' ""^ ^"P'^ 1'^'"''"' ^* ^^^x was l,287,004_iucrease 41,y49. Ihe average attendance was 1,082.055— increase 24 310 It is clear from these returns, that the increase of the labouring classes must be far greater than the increased attendance at Schools, in a comitry where the births are reported to exceed the deaths, by one thousand per day. ' 10.— INSPECTION AND C0UK8E OF INSTRUCTION. The system ^i Inspection ooBts £49,459 per annum. A new system has been introduced within the last three years. It is minute and thoroifgh, and on its results depend the amount of grant to each school. There are sfx Standards of attainment prescribed m article 48 of the " Eevised Code," as follows • STANDARD I. STANDARD II. STANDARD IH. STANDARD IV, •♦^ior , , . Narrative in mo- One ol the n.rra- A ihort para- j noiyllabUs. tivej next Inl giaphfroman order after ma- elementar noeyllableg In reading boo an elementary used In the reading bock icbool naed in the achooL Wrlttog.... ll>nn on black board or elate, from dtcUtlon, letten, capiul andimallman- Oicrlpt. Copy In manU' icript charac- ter, a line of print. A sintence from the bitme para- graph, alowly re«d oace, and then dictated in single wordi STANDARD V. A short para- graph from a BoreadTanced reading book used in the icboul. A sentence elow- ly dictated once by aflBwworda at a time, ft'om the same book, but not from the paragraph read. STANDARD VI. A few linea of poetry from a reading book used in the first claBiofthe HChool. A sentence slow- ly dictated once by a ttn words at a time, ft'om a reading book nsed In thr first class of the school. A short ordinary paragraph in a newspaper, or other modern narratiTe. Another ehort ordinary para- graph in a newspaper, or other moaarn narratire slow- ly dictated one* by a fi9w words at a time. IX eUROPB ANT> THE UNITED STATES. ort of Normal out Jl.v, iir outh KciLsing- lifics for tlilrt iirchased, and irtjt Universal I Museum has , witli branrh [1, to tilt! fj;reHt the Fine J.rts the " Scicnoe nibracingthc .rt, ainouiiti'd iroli of Eng- ■rease of fi.36 immense ex- 04 — increase L-lasses must Y where the m has been and on its standards of 's : STANDARD VI. 4 short ordin try Dsragriph in a nawBpaper. or other modern narratire. Another ehort ordinary para- graph in a cewaptper, or other modtrn narratiTe slow- iy dict&tod obo* by a few wordt at a time. Arithmetic. STANDARBI. Form on black board or «Ute, from dictation, flgnrei ap to 90; utma at Hight, ngaret np to 90 ; add and Hnbtract flgurettaptolO: orally, from ex- ample H on black board. stakdaud il STANDASDin WTANDABD IV A mm In nimple addition or sub- trtctlen, aod the multlpiica tiuu table. A tnm in any ■imple nile a* far M the abort dirlalon (locln ■ire.) STAltOAAD V 8TAN0AB0 VI A enm' in; cam. peand lalep (moDty.) A lum in com- Foaod ralaa c o m n B walghte and meaanrM.) A ram in nrte ilea or bilit of parceli. I.ut m none ot these si.x standards, is Grammar, or Geography, or History or A gebra. or Geometry, or Bookkeeping, included. For the several conditions'on w]i...h ai.l IS granted to the schools, see the Revised Code from Articles 38 to 55 inclusive, pM. 123-127. The system of inspection is most efficient and very fair ... ascertaining the progress and attainments of pupils ; but it docs not appear in the least caculated to aid the teacher, either by example or suggestion. One object o the Revise! Cde was, as stated in the Report, "to compel teachers to attend to tbeir scholars generally, and no„ mainly to the most clever or regular among them but it appears to me, that it is calculated also to limit the nm.^c ot subjects of teaching very much, since reading, writing and arithmetic alone are recognized as the basis of apportionment to the schools; and there seems to he great dehcieiicy in knowledge even in these subjects. The Privy Council Committee remark as follows in their Report for 186(i : " The general result' ot the individual examinations under the Revised Code still continue to show too backward a state ot instruction. Only 664,005 day scholars were cpudilied by atteiKlanco (200 imes within the year at the same school), and were judged by the managers to be .puditied by attainments for examination at all, (I e under any one ot the standards), 803,177 w^ere qualilied by age. The difference 17 3 per cent., inarked either interruption in attendance, or hopeless failure in in- struction Only 161,773 were presented, and only 97,364 passed without aihire above Standard III., where 264,231 being over 10 yeai-s of age ought to have done so, had the lirst standard been mastered in the seventh year the ^e<;olul standard in the eighth, and so on. The difference, 63.1 pe/ceni or nearly two-thirds marks children passing out of school to work, with less of elementary knowledge than Standard IV. denotes." 11.— S.VL.\KIKS OK TEACIIEKS IN THE ELEMENTARY SCHOOLS. f^'alanes of Teacher s.-'lY^^ Report says : " The table compiled iron, schools .nspected gives £87 3s. ($435 75) as the average receipts of 6,042 certificated scboohnasters, of whom 3,654 were living rent free besides. If then notwith standmgtbi.fact,thcCollegesformastersarebuttwo-thirdsM^ .ought m that demand for labour which is everywhere raising wages, and which naturally affects soonest such professions as offer to a majority of those who 118 BEPOBT ON POPULAR EDUOATIOIT. fjllow them, moderato competency spread over a whole life rather than high present pay, or great prizes to a fortunate few. As experience accumulates, the more sober, but more certain callings recover themselves ; and so, doubtless, it v.'ill be with schoolmasters in time, subject always to the question, whether the cheaper labour of schoolmistresses is not likely to be found sufficient in a large, if not the larger, part of the country, which remains to be provided with education." The Report states, in another place, that " The minimum of salary of a certificated mistress may be set down as a guaranteed rrceipt of £40 ($200) per annum, with a furniehed house or lodgings." 12. — PEE3ENT COITDrnON OF EDUCATION IN ENGLAND. M 'I Pixruhes without Sahonk.—By the same Report of the Committee of Council 't appears that "At the end of i866, of the 14,877 parishes oi other places in England separately maintaining their own poor, there were but 31 with more tlian 3,000 inhabitants in which schools have not been aided with annual grants ; bat there were 837, with more than 1,000 and less than 5,000 inhabitants, 1,756 with more than 500 and less than 1,000 inhabitants, and 7,780 with less than 500 inhabitants ; making in all 10,404 pai-ishes not aided ly grants. The 11,635 parishes with less than 1,000 inhabitants contained together a population of more than 4,000,000 at the last census and 2,099 of these parishf.s only (2 in 11) had any share in the annual Parliamentary grai?t 'for the pro'uotion of education among the labouring classes.' " It is a most painful fact tliat, under the operations of an elementary school system which was inaugurated in 1839, administered at an annual expense of £70,000, and involving an annual expenditure of nearly £800,000, there should be 10,404 parishes in England still unreached and not benefited to the amount of a farthing by t] e system. James Cowan, Esq., LL. D., of Scotland, in his wntte:i Qvid3n3et ti > R jyal Commissioners, 1867, remarks : « The Privy Council system offers advantages only to those who can help themselves, while it leaves those districts which most require assistance wholly unprovided for. This remark- applies with equal force to remote Highland parishes and poor districts in our large towns." The Reverend M. Mitchell, A. M., inspector of Church of Eng- land Schools for East London and North Middlesex, remarks, in his report to the Privy Council Committee for 1860, that "A clergyman interesting himself much in educational matters has lately put forward a statement that there are 150,000 children in London not imder any instruction. A controversy ha a -isan a? to the fact, upon which it is exceedingly difiicult to arrive at any sati's- fa:;tory statistics." The fact that such a statement is made on such authority and cannot be successfully controverted, presents a deplorable state of educa- tio.ial neglect and destitution in the very metropolis of the British empire And where instruction is given it is very limited in diu-ation, and therefore cvnnot amount to nnvthing like a proper common school education. Mr Inspector Waddirgtoa says, in the same report, tl^at " » subject of real regi-et IN EUROPE AND THE TNTTED STATES 11 » ither than high e accumulates, d 80, doubtless, 36tion, whether [ sufficient in a 1 provided with imum of salary t of £40 ($200) ttee of Council )ther places in 31 with more annual grants ; abitants, 1,756 with less than I grants. The sr a population irishf.s only (2 e pro'iiotion of lentary school lal expense of >, there should the amount otland, in his Privy Council while it leaves This remark istricts in our lurch of Eng- his report to jsting himself hat there are ntroversy has 3 at any satis- ch authority, ate of educa- ritish empire, ind therefoi-e ucation. Mr. of real regi-et is the fact that in the annual grant' schools of all denominations throucrhout England and Wales, no less than 60.99 per cent, of the scholars have been in Hchool less than two years ; 39.8 per cent, less even than onp year. Joseph Kay, Esq., M. A., Barrister-at-Law, aud late Travelling Bachelor of the Cambridge University, to investigate the educational systems of the conti- nent, published an elaborate work of two volumes in 1850, on " The social con- dition of the people of England and Europe." At the close of his second volume, Mr. Kay gives '' a short summary of the present state of primary in- struction in England and Wales, as collected from the reports of Her Majesty's Inspectoi-s, of the Commissionei-s of Enquiry in Wales, of the National Society," &c., ifec. The following are the lirst three items of this summary : "1. It has been calculated that there are, at the present day, m England and Wales, nearly 8,000,000 persons who cannot read and write. " 2. Of all the children in England and Wales, between the ages of five and fourteen, more than half are not attending school. " 3. Even of the class of Farmers, there arc great numbers who cannot read and write." I adduce these fact to show the utter inefficiency of the system thus far established, and the measures thus far adopted to educate the labouring classes or even to keep pace with their numerical increase ; to show the impotence of even prodigal liberality on the part of parliament, and the utmost vigilance of executive administration, to educate the mass of the people without makinf^ their education a charge upon the landed and other property of the nation, and without combhiing the interest and resources of all classes in each locality by local tax and management for the education of all the youth in that locality. In this most important feature of a nation's mission and interest, the history of England during the present century presents a distressing contrast to that of other Pro- testant countries of Europe. " It was from the German States (says the author of a work, entitled lieeent Measures for the Promotion of Education in Enq- land,) that the influence of advancing civilization spread into Switzerland- Sweden, Denmark and Holland. The wars which succeeded the French revolu- tion, kept back for a time the educational institutions of these States ; yet even under a foreign yoke, and in the confusion consequent on rapid political changes, a gradual progress was made ; every interval of quiet was, in Germany and Prussia, applied to the reparation of the consequences of foreign invasion ; and the peace was no sooner proclaimed, than the government of every Protestant State on the continent sought to rescue the people from the demoralization consequent on a disorganizing war, and to prepare the means of future defence in the development of the moral force of the people. England alone appears in this respect to have misunderstood the genius of Protestantism. With the wealthiest and most enlightened aristocracy, the richest and the most influential ehureh, and the most enterprising middle class, her lower orders are, as a mass more ignorant and less civilized than those of any other large Protestant country in Europe." M i « I I ii!'' ' m KBFOBT ON POPTTLAB BDtrOATlON 13.— RKVISEP EDUOATIOJfAL CODB OF OKEAT BBHAIK. The following is t!..- Jievised Code (1867) of Minutes and Hegulationa of the Committee of the Privy Council on Education in England. Preliminary Chapter, 1. A Biun o^- money is annually granted by Parliament for Public Education in Great Britain. 2. This flum is administered by an establishment called the Education Department. 3. The head of the Education Department is the Lord President of the Conn- cil, assisted by a member of the Privy Council, who is called the Vice-President of the Committee on Education, and who acts under the direction of the Lord President, and for him in his absence. 4. The object of the grant is to promote the education of children belonging to tho classes who support themselves by manual labour. ^ 5. The means consist in aiding voluntary local exertion, under certain con (litions, to establish or maintain schools, which are either : (c.) For the instruction of children {elementary) : or (i.) For training schoolmasters and schoolmistresses (normal). 6. In elementary schools, the childi-en attend from the homes of their parents and charge is taken of them during the school hom-s only. ' 7. In Normal Schools, entire charge is taken of the students. , 8. Every school aided from the grant must be either : (a.) A school in connexion with some recognized religious denomina- tion; or (J.) A school in which, besides secular instruction, the Scriptures are read daily from the authorized version. 9. Aid to establish schools is given by grants towards the cost of building, enlarging, improving, or fitting up, elementary school-rooms and dwellings for elementary teachers. Aid is not given to establish Normal Schools. 10. Aid to maintain schools is given by grants to the Managei-s conditional upon the attendance and proficiency of the scholai-s, the qualifications of the teachers, and the state of the schools. 11. The aid give-, to maintain schools is known as "Annual Grants," bcin^ aimually payable, at a fixed time, to each school allowed to receive them. '^ 12. No grants are made to schools which are not open to inspection by In- spectors appointed by Her Majesty in Coimcil on the representation of the Com- mittee of Council on Education. 13. The Committee of Coimcil consults the religious or educational bodies which are mentioned in Article 80, before making representations to Her Majesty for the appointment of inspectors to visit schools in connexion with those several bodies. IN CVBOTB Aim TBI r^^rrSO 6TATEB. Ill r certain con 14. Thr inspectors do not interfere with the religious instniclion, discipline, or management of schools, but are employed to verify the fulfilment of the con- ditions on which grants are made, to collect information, and to report the ropults to the Committee of Council. 15. No annual grant is paid, except on a report from the inspector, after a periodical visit, showing that tho conditions of the grant have been Ailfillcd. 16. The Committee of Council, at the time of agreeing to make annual grants to a school, informs the managers in what month to look for the inspector^ an- nual visit. This month remains the same from year to year, unless the Com- mittee of Council informs the managers of a change. The inspector gives notice of the day of his visit beforehand to the managers. 17. Annual grants are issued to each school only once per annum. The year for this purpose is reckoned as ending with the last day (inclusive) of the month preceding that iixed for the inspector's annual visit. 18. Schools which have received aid for building, but are not receiving aimual grants, are inspected as often as the periodical inspection of the schools receivinf' annual grants peraiits. " 10. The managers of schools fulfilling the conditions of Articles 4, 6 and 8, may apply for the benefit of Article 18, without having received, or'applvin" for, any grant. " " 20. The duration of the period, over which the right of insiiection extends depends upon the degree of permanency of the object for which the grant is made. (a.) If the grant is made for erecting, enlarging, or improving a school the right of inspection is secured by a clause inserted in, or endorsed, upon, the school deed, and is co- extensive with the interest conveved by that deed. ' "^ (h.) If the grant is anntial only, the inspector's visit may at any time be declined by the managei-s, on forfeiting the grant depending upon it. 21. No undertaking must be commenced in general reliance upon the aid to be obtained from the Parliamentary grant. Separate applications, in the form of proposals, must, in the first instance, be addressed to the Secretary, Commit- tee on Education, Council Office, Loudon, S. W. Full instructions are thereui)on issued according to the particulars of the ap- plication. The promoters, or managers, nnist appoint one of their own body to act as correspondent wth the Education Department. Teaehers cannot act as cor- respondents for the schools in wliicli they are emploved. ClapUr I— Grants to establish Elementary SchnoU. 22. £uilding.~Aid is not granted to build new elementary schools unless their Lordships are satisfied (a.) That there is a sufficient })opulation of tho labouring class which requires a school in the vicinity. ■^^* REPORT ON POPULAR EDUCATION (b.) That the religious denomination of the new school is suitable to the lamilies relied xipon for supplying scholai-s. (o.) That the school is likely to be maintained in efficiency (d.) That the buildings, at the time of application, have not been begun or contracted for, and that no trust deed has been executed. 23. The grants made by the Committee of Council for building, enlaro-ing improynig or htting up elementary schools, are not to exceed an^ one of the lollowmg limits, viz :— Ut Limit.-The total amount voluntarily contributed by proprietors residents, or employers of labour in the parish where the school is situ- ated, or Within a radius of four miles from the school. Such contribu- tions may be in the form of («.) Individual subscriptions; _ (b.) Collections in churches or chapels in the same parish, or with- in the distance of four miles from the school; (c.) Materials, at the price allowed for them by the contractor or at which sold ofl'; ' (d.) Sites given without valuable consideration (the value to be certified by two professional surveyors); roads) ^''''^''^^ ^^^'^ '""^"^ *"" ^'^ ""^'^'^^'^ ^'^^^'^ parochial surveyor of 2nd Zwut.-2s. 6d. per square foot of internal area in new school- rooms and class-rooms. 'Srd Limit.— C^o'. for each teacher's residence. 24. The site, plans, estimates, specifications, title, and trust deed, must be previously approved l>y the Committee of Council. 25. The balance of expenditure which is not covered by the voluntary local contributions and by the puhho grant, taken together, may be made up from anv other sources that are available, such as the proceeds of endowment, or subscrin tions which are not local. '■ 26. Grants arc not made for rooms intended to be used on Sundays only or for rooms under places of worehip; or to pay off debts for buildino-s- or in co-3ideration of former expenditure for building; or for maintenance "of build- ings; or for improving or fitting up schools which have already received the !uaxiii^uiii amount allowable under Article 23. 27. The extension of the area of existing school-rooms to receive mor'e scliolars, and the addition of teachers' dwellings to existing school-rooms are treated pro tanto as new cases under Article 23, 28. No application can be entertained if the approved estimate (Article 24) falls below 201. in small rural schools (Article 133), or mi. in other schools. The Site. — 29. The site must be — {a.) In extent, Not less than 1,200 squai-e yards. 1 is suitable to m EUROPE AND THB T7NITED STATES. 123 (6.) In situation, 1. Not unhealthy, or noisy. 2. Within convenient distance from the homes of the scholars. (c.) In tenure, Fee simple (Acts 4 «fe 5 Vict. c. 38, and 12 & 13 Vict. c. 49.) (1.) Without incumbrance, or rights reserved over the surface. (2.) Kelates to reservation of minerals. (3.) Relates to powers of leasing, sale or re-enfry. (4.) Leaseholds are not admissible, if fee simple can be ob- tained. Tlie term must not be less than 99 years, and there must be no onerous covenants, or more than nominal rent. (5.) Copyholds must be enfranchised. 7^he Trust Deed.— SO. The trust deed must declare the premises to be granted in trust for the education of the poor, and for no other purpose whatever. (31 and 32 relate also to the trust deed.) 33. The plans (with specification and estimate), when approved and sealed, may be returned to the promoters for use, but must be lodged in the Education Office before a grant is paid. Payment of Grants for luilding, enlarging, improving and fitting vp ele- mentary Schools.— 34:. The amount of the grant is not announced until after the draft trust deed and plans have been sealed. 35. The grant must be accepted or declined within 14 davs. 36. The grant is paid on presentation of a certificate (with balance ehect annexed), by the Building and Managing Conmiittees of the school, setting forth that the building and conveyance are completed, and that the money in hand, raised by absolute donations will, when added to the grant, meet all claims, and finally close the account. 37. Grants under £50 are treated as lapsed, if unpaid at the end of nine months, and grants above £50 at the end of eighteen months, from the date of announcing them. Chapter //. — Grants to Maintain Schuols. Part I.— Elementary SchoolsSectivn. J.— Annual Grants conditional vpon the number and proficiency of the Scholars, the namler and qualifications of the Teachers, and the state -isit, but will enter therein with his own hand the full name and standing {certificated teacher of the class, ov pupil- teacher of the year, or assistant-teacher) of each member of the school establishment. The Inspector will not enter the names of pupil-teachers respect- ing^ whose admission the Committee of Council has not yet pronounced -i decision. 62. The summary of the inspector's report when communicated by the Com mittee of Council to the managers must be copied into the log-book by the secretary of the latter, who must also enter the names and description of all teachers to be added to, or withdrawn from, those entered by the Inspector ac- cording to the decision of the Committee of Council upon the Inspectoi^ report 1 lie secretary of the managers must sign this entry. ' 63. The Inspector, betore making his entry of the school establishment in the following year will refer to his own entry made in the preceding year, and also to tZX f^ '" 'T''^ •" ^' ^''^' ^y '^' ''''''''^' "^^ '^' ''^'^^' P™ant to Alt cle 62, and he will require to see entries in the log-book accounting for any subsequent change of the school establishment. *63'. A log-book must be kept in each united school CArticle 140 b.) Section Il-Teachers referred to in the preceding Section. ~U. The recoff w iiSaTtttrr "^■-^"•' ''^"''"^''^ '^-"^^ '*■' ^-^«-'^- 65. Lay persons alone can be recognized as teachei-s in elementary schools. Certificated Teachers.-^Q. Teachers, in order to obtain certificates must be ^^^ '''^' '''' '""^ ''''''''' ^'^'^'T ^^^'^^^-^ -'iee'i".!'; 128 BKl>OBT ON VOVML^lt KDUOAxioJt 67. Certificates are of four classes. The fourth (lowest) class consists of art upper and lower grade (Article 131), and includes special certificate for teachers of infants (Article 122). No certificate is issued above the fourth class. Certificates are raised to the higher classes by good service only (Article 78.) Examination— Q%. Teachers are examined for certificates as means of distri- buting the Parliamentary grant to schools. The examination is not open to candidates for piofe&sional diplomas only. 69. Examinations are held in December of each year at the several training schools under inspection (Article 119 and 128). The relative proficiency of the candidates according to examination is recorded upon their certificates, l)ut does not affect the class of them (Article 67.) 70. A syllabus, for male and female candidates respectively, of the course of fltxidy, may bo had on application to the Committee of Council. 71. The names of teachei-8 desiring to be examined must be notified by the managers of their schools to the Committee of Council before the first day of November preceding the examination. 72. Candidates admissible to be examinee^ for certificates must be, — (a.) Students in Normal schools under inspection (Articles 94, 119, and 120-1) ; or, (b.) Teachers who, besides satisfying Articles 68 and 71, are upward'* of 22 years of age, and have either — 1. Completed an engagement as pupil-teacher satisfactorily ; , may be made 07' that service in ;ognized by the and lools. nto full opera- an-angements ge on account een's scholars ars 1861-2-3. 'olloto in this or during one ) qualified, or ^A£20or£10 laiified or re- in 1865, three-fifths of the naid average annual sum, together %cith £20 or £10 (in the case of females £14 or £7) for eacli teacher so qualified or reported in 18(;;)-4. In 18C6, two-fifths of the said average annual sum, together with £20 or £10 (in the ease of females £14 or £7) for each teacher so qualified or reported during the three years 1863-5. In 1867, the luiinher will be ascertained of teachers so qualified or reported during the four years 1863-6; in 1868, the number during the five years 1863-7. In 1867, the grant to eacli College will consist of one-fifth of the said average hum, together with £20 or £10 (in the case of females £14 or £7) for each teacher so qualified or reported during the four years 1863-6. In 1868, of £20 or £10 (in the case of females £14 or £7) for each teacher so qualified or reported during the five years 1863-7. In 186i>, and in each subsequent year, the earliest year of the five will be replaced by the year last ended. 102, The annual grant to each College, whether payable under Articles 98-9, or, until 1st January, 1868, under the provisional arrangements specified in Article 101, must not exceed — {a.) 75 per cent, of the expenditure, certified in such manner as their Lordships may from time to time see fit to require, of the last preceding year ; or such proportionately larger sum as Article 102'' may allow. (b.) £50 for each male student, and £35 for each female student, in residence respectively, for continuous training throughout the year in which it is being paid. *102i. The number of students in continuous training must not exceed, — {a.) In England and Wales, the number of Students for whom accora- modation was provided in 1862, (b.) In Scotland, tlie actual number in training in 1862. ^'1028. The sum payal)le in each year, comformably to Article 102, is ascer- tained in January ; and out of tliis ascertained Rum an instalment is paid for students examined in the preceding December (Article 119), aecord'ng to the scale set fortli in Article 102^, as soon as the result of that examination has been declared. The remainder of the said ascertained sum is paid in equal parts on 31st March, 30th June, 30th September, and Slst December. •Thus numbered, in order to preserve (for purposes of reference and quotation) the numberiDj' of articles not substantially altered. 184 EEPOET ON POPULAR SntCATlON t : I .! i *1023. Tlie iiiKtiihiieiits payable under Article lu2» in respect uf each student examined are detennincd according to the I'oilowinij Bcale: AT THE END OF Fin.1 years' residence. Second years' residence. For Candidates placed by Examination in euch Division. Instalment to be allowed to ColleoO (in the Case of Females Two thirds oj these Sums.) £ s. d. 20 16 13 1.3 24 20 16 IG i^ectiorilll.—Admkilon into Normal Schools.~Wi. A competitive exam! nation oi" candidates for admission into each nonnal school is annually held at it in December, hy one or more of the ingpeotoi-s during the week following the f'\iiniiuation for certificates (Article ll'J). HM. The examination extends to the subjects re} to such candidates, or admit them to probation for certificateu (Articles 73-5). *1 12-118. Section IV. — Examination of Candidates admitted into formal /Schools. — no. An examination of the resident students is hehl in T)ecoml»er at the several Colleges in the weelc preceding the examination for admission (Article 103). The day fixed for the commeucoment of thi'j examination is printed on the syllabus (Article 70) from j'ear to year. 120. No student iuay be presented for examination except such as, at the date of their admission, satisfied Article 105, and have been resident throughout the whole year. No such student may be left out. 121. The students liave a different cxamiuation according as they arc male or females, or are at the end of a first or second year of resider.oc. 122. The first year's syllabus for females includes special subjects for the teachers of infants. Candidates who pass in these subjects, and complete their probation (Articles 73-G) in schools for infants, receive special mention thereof (stamp) on their certificates. *123, 12-1. 125. At the end of the first ycarV residence, students who fall into the fourth division (Article 1028), are required to take up the first year's subjects again (viz., at the end of the second year), but in such cases the instalments to the College, and the certificates wh'wli the students may obtain as teachers (Article 76), arc respectively at the rate (Article 102^) and in the form (Article 180^ of the first vear. 126. The principal i> at lil)erty, by notice in writing to tho Comnrttee of Council hefore 30th June iu 'nich year, to desigmito ;i!iy student wh" may have appeared in the third division at the end of the previous (firnt) year's residence as proper to be examined again upon the same terms as the students included in the fourth division ; buL such designation on the part ot the principal does not affect the privileges attached to the student's rank in the previous examination^ *127. SoctifM V. — Use made of Emminations in formal Schook for awarding Teacheva' Certificates. — 12>, Teachers qualified to be examined for certificates, according to Articles 68, 71 and 72, recei^'e notice to attend the examination held imrsuant to Article Hi*. •Thus numbered, in order to preserve (for purposes of reference and quotation) the numbering uf Articles not substantially altered. 1 w 136 KKPORT ON POPtTLAB EDUCATION 129. Teachers attending examinations pursuant to Article 128 may, at their option, take the papers of the first or second years' students (Article 121) 130. No candidate (Article 72) can obtain a teacher's certificate without pass- ing one of these examinations, but the order of the candidates according to ex- amination, except the fourth division (Article 131), is honorary (Articles 67 and 69). Students who pass successfully through two years of training in Nomal schools receive special mention thereof istam])) on their certificates. 131. Candidates (whether students or acting teachers) who are placed by ex amination in the fourth division (Article 1028), receive their certificates in the lower grade of the fourth class (Article 67). Such teachers are not recognized under Article 81a, for the superintendence of pupil-teachers until they have risen to a higher certificate either by re-examination (Article 78), or crood service CArticles 76-7). ' ^ *131i. All teachers at present registered as competent to v. struct pupil-teachers are included in the fourth class, upper grade, of certificated teachers; ^U other rr'^^^<^ions~Sectlo>i I-SmalL Rural Districts- 132. I upil teachers who fulfil the conditions of Article 00, may, upon special recommendation by the Inspector, and upon consideration of their last examina t.onpapei-s, be provisionally certified in the lower grade of the fourth class Article 131) for immediate service in charge of small rural schools (Article 133), but after their 25th year of age (completed) their provisional certificates must have been exchanged for permanent certificates (Article 66), or are i«5c> facto cancelled. -^ '' •^321. The provisional certificate (Article 183) is confined to an entry of the pupil teacher s name in a register kept by the Committee of Council on Educa tion, and does not involve the issue of any certificate to the pupil teacher. 1 33. Small rural schools — (a.) Must not contain more than 1,200 square feet of superficial area in tlie whole ot the school-rooms and class-rooms ; or (&.) Must not have an annual average attendance of more than 100 scholars. 131. (The Article formerly 131 is now 131 S which see above.) Schools hav ing an average annual attendance of more than 89 scholars are not exempted by Article 133 from Article 52, h. exempted 135. Any number of schools fulfilling the conditions of Articles 4 6 and 8 (rt.) Not being less than ^^0^, nor more than «/a;- ' {b.) Of which no one has within one and a half miles of it a pooula tion of more than five hundred; ' ^ * Thus numbered, in order to preserve (for purposos ofTeferHnco and (inntaf;«.,N'*T ; Of articles not substantially altered. ^ rLxtumco ana quotation) the numbering IN EtJBOPE AND THE UNITED STATES. 137 (<;.) Of which the aggregate number of scholars is not less than forty (annual average) ; and {d. Of which each has its own resident teacher ; - may be united under the sxiperintendence of one certiticated master or inistres?, who must spend two clear hours ut the least in each week at each bcIiooI fluring its ordinary time of meeting, or, if the number of united ^clnJ(.ls be less than «a;, such longer time per week as txoelve hours divided aiiionsiaii rrovinocsof the Rhine, in Baden in Wurtemburg, in Davaria, in (Tcrnian Austria, m several Cantons of Switzer- land, and I may add in France ; yet in each of tliese (iouutries the difficulties arising from religi(nis diifercnces have been overcome ; all the children receive religious as well as secular instruction without wronger just offence to any partv, and to the general satisfaction and mutual amity of allpartfes, andinairde^-rees of education from the Primary School up to the University. Whether the Governments arc democratic, as in the Swiss Cantons ; or liberally constitutional as in Holland, Baden, Wurtemburg, and heretofore in Saxony; or nearlv absolute or despotic, as in Prussia, Austria, Bavai-ia, France, the difficulties of religions differences have been overcome, and all parties have agreed in the paramount duty, and in the one great interest of universal education ; and in no one of these countries has there been a:iy desire expressed from any quarter to repeal ths law; v/hich relate to Primary Education. If in England a dif- ferent state of things exists, the cause cannot be mistaken when a church hav- ing been endowed and privileged ])y the nation, and having ne'>-lected to edu- cate the nation, is yet sufficiently potent to make its own supremacy the sole condi- tion of national education. Happy Ontario ! that has long since abolished dominations and religious monopolies tatal to national peace and instruction and has combined all parties upon equal terms in the noblest work of universal education, 4. — PKACTICAL SCHOOLS ¥oK TKADKS AND THE ARTS. It is worthy of remark, that the European systems of public education provide not merely for the elementary and higher classical or collegiate educa- tion, and for the rjgular training of teachers and professors, but also for practical education in connection v/ith the different pursuits and employments of life. There are the Primary Schools, equivalent to our Common Schools; and the high, or citizen, or burgher schools, and the Communal Colleges of France similar to our (.xrammar Schools ; and the Royal Colleges and some Lvceums of Franco, and the Gymnasia of other continental countries,— equivalent to our Collegeb, and the diploma or certificate of which is equivalent to our B.A. ■ and IN EUKOPE AND THE UNITED STATES. 141 purpose IS ion ; and iu the Universities, to enter which what we call grac'uates are alone clip"". ^.e; in which are the Faculties of Law, Medicine, Theology, arid in some Philosophy. Besides this hierarchy of educational institutions, there are various more prac- tical schools, all of which are sequels of the primary schools, and require an en- trance examination of all candidates f..r admission. In nearly all these schools French, German, English, and sometimes other modern languages are taught ; also Natural History, Chemistry, Mineralogy, elements of Natural Philosophy^ Mechanics, Geometry, Practical and Descriptive Drawing, History, Book- keeping, &c. In some of these schools only a part of the subjects enumerated is taught, and cLliers introdujod, according to the mechanical pursuits, trades, or branches of manufacture or commerce for which they are iutcnded, as a pre- paratory training of pupils. Among these special schools, are industrial schools {gcwerhc-schuUn), real S(!hools {rcal-schiden), technical Schools, Commercial Schools, Schools of Ai'ts and Trades, of Agriculture, of Architecture, of Drawin thb tNtrsp states. 145 ia as in Prus- " Kingdom qf Saxony.— The obligation exists from 6 to 14 years of age, under pain of fine and imprisonment. At this day there would not be found in the whole Kingdom a single child never having attended school. Th? following is contained in this respect in a recent note from the French Legation at Dres- den: — '"In the first years of the application of the law of June 6th, 1835, the authorities had to combat with the negligence of parents in submitting to the forced regime of the schools. But soon the benefit v.f a general and punctual attendance at the schools, and its salutary results convinced even the opposei-s. The present generation of parents, educated under the new law, do not think of keeping their children from its beneficent application. It is thus that the exe- cution of itfe penal provisions ha« virtually ceased.' " The Ambassador of His Majesty, the King of Saxony, at Paris, confirms this information, and adds— "It required two school generations to efiect this revolu- tion ; for it is since 1848 that the greatest cflTotts have been made. " Buck]/ of iVas«aw.— Instruction since 1817 is obligatory, under pain of fine : but instruction is free, or gratuitous, except for furnishing the school ; and it is stated that there is not a single individual entirely illiterate in the Duchy. •' Grand Duchy of Ilme.—Yox each day of absence of the child from school, the parent is liable to a small fine. In default Ox" payment the total fine is con- verted into days of labour, for the benefit of the commune. With very few oxceptions, all' the children goto school, and there 'is reckoned scarcely one \ olimtary absence in a year for each child.' " Electoral Hesse. — Instruction is obligatory from to 14 years. " Grand Duchy of Mecklenhtrg.—The same regulation. According to a verv recent report, there has not of late been presented a ease in ^rhicli a pupil ha^ : found here as in all the Saxes, and dates back 200 years, " Saxe Meiningen. — Instruction is obligatory from 5 to 14 years of age, until confirmation, under penalty of fine and even imprisonment. The cases of re- sistance are rare, and many schools have never witnessed one. " Grand Duchy qf Weimar-Eisenach—No child remains deprived of instruc- tion. The obligation exists under penalty of fine and imprisonment ; but during the last 40 years, no child has been entirely withdrawn from the duty of school attendance. " Duchy of Altenburg (since 1807). school; for the first or second absence of the child from school, the child himself or herself ia responsible and is punished by the teacher ; but for the third absence the parents are accountable. At the time of the conscription each conscript is examined as to his education, and the parents are responsible in the same manner when their son does not know how to re.ad and writp, ^E.t'r-"-' froia a book entitled " The Agriculture of Germany, its Schools, organization, its manners "sw M.Sogtr, Inspector of Agriculture, published in 1847 by order of the French Minista- of Aari- culture and Commerce.) v -^ ^ •1+fl REPORT ON POPULAR EDUCATION m m 'f lilHt! ■ - ■ p.' 1 B' i^ 1 H^ li t; Hf :: i ^■i " Duchi/ of Brunswick.— It is the same in the two Duchies with very rare pxamplei of the application ot the penalty. "To sum up.— For all Germany, we may say. that obligatory instruction is regulated by the following principles : "Lists of children are prepared by those who keep the register.? of the Civil State, and are remitted to the teacher that he may be able to attest the absences. " Regifters of absence are kept with scrupulous care by the teacher, \ hu remits the list of absentees to the Chairman of the School Commission, or Boanl of School Tnistees, composed of fathers of families. " Allowance is made in case (.f bad and exceptional weather, or on account of great distances, and of harvest. ''Penalties. '• 1st. Admonition or warning, under the form of iiotiee sent by the President of the School Commission, or Chairman of the School Trustees. "2iully. Summons to appear before the School Commission, followed by leproof and advice from the President. ' 3rdly. Complaint addressed by the Commission to the Magistrate, who imposes most frequently a fine— 1 franc and a half, 2 or 4 francs,— which is doubled in ciase of a second offence. In certain eases the delinquent is .sent tf. prison for 24 hours. " At the present day there is only reproof and threatening; the penalties arc rarely inflicted. But the object is accomplished ; and the Frenchman who travels in Germany to study school questions, who sees the assiduous attention at school, those complete studies, that real prosperity of the schools, recrosses the Rhine with regret that there are such differences in the state of primary instruction between the two countries (France and Germany). " In Sweden, Norway and Denma/rk, parents who do not cause their children to be instructed are equally subject to fine. Confirmation is refused by the Ministers of the Church to all the uneducated. In 1862, out of a population of 385,000 Swedish children, 9,131 only were uninstructed. " Switzerland.— ln&ivMci\on is obligatory in Switzeriand, except in the Can- tons of Geneva, Schwitz, Uri and Unterwalden. In the Canton of Zurich, ac- cording to the legislation of 1859, the school age extends from five to sixteen years inclusive. Not only the parents and guardians, but the heads of factories are bound, under the same penalties, to enable their children to fulfil the obliga- tion of the law ; and if a father causes private instruction to be given to his son, he does not the less pay to the school the fees of his schooling. In the Canton of Beme, the young soldiers must, as in Germany, give proof that they know how to read, to write a letter, draw up a report, do any ordinary question in Arithmetic. If the examination is not satisfactory, they are obliged to attend the school in the barracks. Ordinarily there are only from 3 to .^ in 100 who are thus deficient. The instruction of women is pushed quite as far as that of men. IN BTTROM! AOT) THE TTTTTTED 8TATE3. 147 BB with very rare ory instruction is or on account oi' " HoUand.-An HoUand public relief is withdrawn from all indigent families who neglect sending their children to school. This procedure has been adopted in several cities in France. It has been so in Paris itself, by %-irtue of adminis- trative regulations. "/te^y.— Instruction is free and obligatory, in principle at least, in the King- dom of Italy, by the law of 1S59, xinder pain of reprimand, fine and imprison- ment. The unlettoiod are declared incapablo of tho flective franchiso The iequirements relative to direct school obligation cannot yet be executci. '' /'o/'/M^t?/. -Negligent parents are liabh^ siiir,-^ 1844, ti» Hue and tho priva- tion of political rights for five years. But the law is. as yot, onlv imperfectly executed, tho schools not lioing inimerous enougli. " /Sjpam— Instruction has been declared ol)lignt..ry hv the law of Se|)tpmber ^th, 1857, under pain of reprimand and tine. " United States of America.— MWu- foundation of tho Nev» England Colo- nies, instruction was made strictly obligatory by law, wliich, its object having been attained, fell into disuse. ' Tnstnict the people (savs Macaulay), was tlie lirst advice given by William Penn to the new State which was thei'i organized. Instruct the people ! was the last reeonnnendation of Washington. Instruct the people, was the incessant exhortation of Jefterson.' But the emigration from Europe carried thither without ceasing new elements upon which i° was neces- :ary to operate. A law of 1850 authorized the cities and towns of Ma..=sachu- >etts to adopt measures of compulsion against children who did not attend .school. At Boston and in a certain number of cities, the regulations made in Nirtue of tliis law were vigorously applied. Notwithstanding, they felt the ne- 08ssity of going further. A law of the 30th of April, 1862, imposes upon all the towns of Massachusetts the duty of taking measures against vagrancv and non- attendance at school. Every child from 7 to 16 years of age who contravene.-^ the regulations established, may be condemned to a fine of 20 dollars, which the parents have to pay, or the child is placed in a school of correction, fn Connecticut a law of 1858 denies the electoral right to evert^ citizen who doe« not know how to read." After giving the above epitome of the state of the law in different countrie<; as to compulsory education, the French Minister of Public Instruction proceeds to answer the seven objections which have been put lorth against it « as a limita- tion of parental authority;" '' it is inconsistent with liberty of conscience ;" "it lessens the resources of the family;" '-it is a dangerous power in the hands of government;" " it is a material impossibility to admit all the cliildren in the present state of school accommodation ;" "it is a new impost and heavy burden upon the peasant and labourer," It is needless for me to occupy space with the translation of the crashing replies to these stale objections. I wil 1 translate only two passages— the first a quotation from the report of a commission of which the late celebrated Victor Cousin was chairman, in reporting the project of the famous school law introduced hj M. Guizot in 1833, and which is the basis of the present system of public instruction in France. M. Cousin and his fellow commissioners remark : — •; f ^' US aapoBT oa sopolab aoTOATioif. " A law which would make Primary Instruction a legal obhgation, does not appear to ua more above the powere of the legiBlator than the law respecting the National Guard and the taking possession of property for public utility. If the reason of public utility suffices to touch private property, why sliould not the reason of i much higher utility tiffice to do loss— to require that children should receive the instruction indispensable to every human being, in urder that they may not become a nuisance tr. themg.^lvea and to the whole of Huciety i Is not a ceitiiin instruction of citizens in tho highest degree useful and oven' nccossai-^ to socioty i Such is tho question. To resolve it affirmatively, is to arm society, unless it is desired to contest the right of self-defence ; it is* we say, to ann so- .^ety with the right of watching that the little instruction iiecessar^v "to all sliould not be wanting to any. It is a contrailiction to proclaim the necessity of prun- ary instruction, ami then deny the whole means which can secure it." It is not .'.onsistent to impose upon each commune the obligation of a school witi.uut Im- posing upon the children of that school tiio obligation to attend the school. True liberty connot be the enemy of civilization ; quite the contrary, it is the instrument of it; there is its greatest valne, as that ..f liberty in an individual is to servo for his own improvement." Tlie last passage which I will translate is that in which the French Miuistei' of Public Instruction illustrates the moral and material results of a com])ulsorv -ystem of education m a country exactly equal to Ontario in i)opulation : " A century since, the country of Baden was one of the least improve.! eoimtries. At the close of the wan, of the Republic and the Empire it came fortli from its lethargy. Compulsory instruction, decreed in principle in 1803, re- ceived in 1834 the most important developments ; and one generation suffice^ to make of the Grand Duchy one of the most prosperous States of Germany The obligatory law there gives occasion no longer for only a very small number of wammgs or fines. 'In that respect,' said a high functionary in 1864, 'w<' have reached a point in which nothing more can be done.' That law, useless after 50 years, for boys, is of use only for girls' schools. " What have been the consequences of compulsory instruction ? The moralitv and riches of the country have increased ; the number of marriages is augmented illegitimate births diminish, the prisons become empty. In 1854 there were 1,426 prisoners, while in 1861 there were no more than 691. The number of thefts decreased from 1,009 to 460. On the other side the material prosperitv of the country made a wonderful advance. The current of emigration to Amenca has been arrested ; the warnings in regai-d to taxes have decreased two- thirds; the number of the indigent has declined one-quarter. And Doctor Dietz, the Commercial Director of the Grand Duchy, spe^iking of this extra- ordinary transformation, added « The principal instrument of this development has certainly b«en the compiilsory education of the popular classes.' " I conclude this French review of the question by translating the foUowing paragraphs from theconclusion of the admirable report presented to the Emperm^ IN JBOROfJC AND TMB UNITBD SJATrs. 14» ligation, does not be law respecting jublic utility. If , why sliould not lire thut children iiiji', ill order thai t'hocietyl' Is not d even nece98ar\ irt to arm society, 'e say, to ann so- iar\ to all sliould ecessity of prim urc it. ft la, not liool wiiiiuiit im- t(Mid the school, ontrary, It is tlic in an individual French Ministci of a com])nlaory puhition : least improved ire it came fortli iple in 1803, re- neration suffieo- es of Germany. ■y small numboi' ryin 1864, 'wr bat law, useless. f The morality 28 is augmented, L854 there were rhe number of erial prosperity emigration to ! decreased two- And Doctor : of this extra - lis development ies.' " the following to the Emperor > by AI. IJaiidouin, tlio French School Commissioner to Germany and Switzerland in 1»05, and towhoni I am indel)tcd for some most interesting portions of the preceding pages. M. Bandouin says :— " Gennany, which was the tii-st to enter npon the career of 8(;hooI reforms, and whicli had first translbrmed into public and free schools the numerous con vents with which its territory was covered, received h)ng since tlie frnits of an initiative as happy as it was bold. In the sciences, in literature and arts, it rioon occupied an eminent rank among the most advanced nations. Agricul- . tiirc, the working of mines, industry and commerce sprang Into life ; and at thi» day it is impossible to study attentively the activity and richea of its great in- dustrial centres, Lelpsic, Hamburg, Elberfeld '^.^m, Crefeld, &c., without l)cing struck with the connection which e.xis* ^ in a c*.(,itry between the spread of instruction and the development of public p 'sperit) "Cntil these latter times, Southern Gerina..-' ,Aust'' i, Bavaria, &c.) left the control of instruction in unskilful hands, or tho. uccustomed to restrict it, in order to prevent it from going out of the rut of the old track ; thus notwith- standing the riches of its mines, the excellence of its pastures, the fertility of its soil, the general state of its affairs is not comparable to that of the provincet of the North. ^ "Switzerland renders these deductions almost palpable, because the terms, of the comparison are nearer to each other. In the Cantons of Bale, Zurich, Berne, Neuchatel, »S:c., public instruction is obligatory. The authorities are watchful to see that the school laws are strictly observed; the pastors encou- rage and stimulate the masters ; the grand Councils interest themselves in the progress of the schools and excite emulation. In the Cantons of Lucerne, Soleure, Schwitz, &c., the Commissions of Overseers remain Indifferent ; the Grand Councils, composed of ignorant farmers, think that the state of schools is perfect in remaining what it was in their time. Thus, when one travels in Switzerland, not to admire the beauty of the landscapes, but to examine thor- oughly into its institutions, and to seek counsels in results, he has no need of looking at the territorial limits to perceive that he is passing from a Canton in which instruction has been neglected into another in which it has been care- fully cultivated. " Let us conclude, then, without fear of deceiving ourselves, that the prosper- ity of a country marches parallel with public instruction, advances, retrogrades, or remains stationary with it ; and that there is always between the two parts aii incontestible connection which bears the authentic character of cause and effect,'' To these statements and observations of the French School Commissioner J will subjoin the following remarks of the JVorth American /?6«/e^tf, for January. of the current year. ''As for the history of the system, on which its' opponents rely a good deal, the facts are on tlu; side of its advocates. It be^an in Europe v.'ith tltc Refor- mation ; in America, thirty-five years after the English occupation, with the first Colony whose charter gave power to introduce it r on both sides of the ocean , 150 REPORT ON POPULAR EDUCATION therefore, it is associated with the growth of liberty. One of the blows dealt against the ancient regime by the French Eevolution was the establishment of compulsory education ; and though the sweep of the revolution may have been but a deluge de mots, as it has been called (by Guizot), its surges show what was thought liberal by those to whom liberalism was a matter of life and death. Its liberal character is still more fully supported by the recent development of the system in Massachusetts, where centralization and its train are not supposed to be making much headway. The child, it is to be further noted, has his rights, and, as far as they relate to education, the system of compulsion protects . them. The father has his duties, and, as tar as they relate to education, the system enforces them. To enforce the father's duties is not, we take it, to invade his rights, not to undermine the family, not to undermine society, not, in fine, to bring about any of the evils conjured up by the opponents of compulsory education. On the contrary, it would seem that the system, instead of being an assault upon the individual, or upon the family, or upon society, is, to the ex- tent of its influence, a defence of all the three. " All education is a development, an opening through the iguorances and errors that lie between us and the life before us. It begins within, but works outwardly, and leads us forth from encompassing obstructions to broader ground and clearer skies. Compulsory education does the same, in breaking a way for children or for classes whose training is obstructed, and settling them fast in the direction of light and truth." UNITED STATES OF AMEHICi. My epitome of Foreign Systems of Public Instruction would be essentially .iefective, did I not refer to the neighboring States, to whose example and expe- rience we are so much indebted for the establish :,aent and success of our Canadian School System. But I must confine my notice chiefly to four States, with which we have the most intimate and largest conujctions— Massacliusetts, New York. Pennsylvania and Ohio. I will also refer to other States, and add 'a few wordJ on the School system of Connecticut— as the oftspring of that of Massachusetts. XIX.— STATE OF MASSACHUSETTS. ^ — HISTOKICAI, SKETCH. Tlie system of public instruction in Massachusetts commenced with the establishment of Harvard College, avui by a public appropriation for its support In 1636—16 yeare after Lhe landing of the Pilgrims from the Mayflower, and »i years after the settlement of Boston, the General Court of the Colony ofMassn- chusetts Bay, met in Boston the 8th of September, and passed an Act appropriating IN iiUBOPK AND THK CNITED bTATES. iol f the blows dealt establishment of n may have been ;es show what was )f life and death, t development of are not supposed er noted, has hia mpulsion protects to education, the i take it, to invade ety, not, in fine, ts of compulsory instead of being iety, is, to the ex- e ignorances and '•ithin, but works ) broader ground jaking a way for ■ them fast in the Id be essentially ample and expc- of our Canadian ates, with which etts. New York, idd a few word.^ Massachusetts. 3iiced with thr 1 for its support, ayflower, and ♦> iolony of Mass.') - ctappropriatin;: £400 towards the establishment of a College — a larger sum than ouc vcar'r; revenue of the whole Colony, which then consisted of not more than Mve thourtaud persons, settled in ten or twelve villages. But those adventurous euiigranlh came there for permanent settlement ; and among them were several p^raduates of the English University of Cambridge, This was a bold and noble coimncnce- ment. Two yeari? afterwards, in 1638, Rev. John Harvard left by will to tlic College the sum of £779, and upwards of 300 volumes of books. Again, two years later, in 1640, the General Court granted to the College the proceeds of Charlestown Ferry ; and two years later still, in 1642, the Governor, with the Magistrates,- Pastoi-s and Elders of the Churches, were empowered to establish statutes and regulations for the government of the College; eight ye ^rs after- wards, in 1650, a Charter was granted, which was protected by an Article in the first Constitution of the State, adopted, after the Revolution, in 1780, and which remains at this day the fundamental law or charter of the oldest institution in America. But at the very time, in 1642, when the Governor and others were empowered to frame statutes and regulations for what was called Harvard College, in Cambridge, and chartered as a University, the General Court laid the founda- tion of the general educational instruction, character, and prosperity of the Colony by the following enactments: — " Forasmuch as the good education of children is of singular behoof and benefit to any commonwealth ; and whereas many parents and masters are too indulgent and negligent o+' their duty in this kind : " It is therefore ordered by this Court and the authority thereof, That the selectmen of every town, in the several precincts and quarters where they dwell, shall have a vigilant eye over their brethren and neighbours, to see, first, that none of them shall suflfer so much barbarism in any of their families, as not to endeavour to teach, by themselves or othei-s, their children and apprentices so much learning as may enable them perfectly to read the English tongue, and knowledge of the capital laws, upon penalty of twenty shillings for each neglect therein ; also, that all masters of families do, once a week, at least, catechise their children and servants in the grounds and principles of religion, and if any be unable to do so much, that then, at the least, they procure such children or apprentices to learn some short orthodox catechism, without book, that they may be able to answer to the questions that shall be propoxmded to them out of such catechisms by their parents or masters, or any of th 3 Selectmen, when they shall call them to a trial of what they have learned in this kind ; and further, that all parents and masters do breed and bring up their childi-en and apprentices in some honest lawful calling, labour, or employment, either inliusbandry or some other trade profitable for themselves and the commonwealth, if they will not oi- JIASSACHCSETTS. The fundamental principles of the Massachusetts school py&tem remain at established more than two hundred years ago : but in 1837 itwasorganizeidinto a state system, and, as such with sundry legal and practieal improvements it is now administered. At the head of it stands The Board of Education^ which was first established in 1887, and Which is composed of the Governor, Lieutenant-Govcnior, and eight persons appioint^ by the executive for the term of eight years, one member retiring annually, dnd his place supplied by executive appointment. The duty of the Board is to prescribe the forms of returns, appoint a Secretary ; appoint the officers of the Nonnal Schools ; collect and diff'use information as to the best methods of rear- ing and extending education. The expenses of the Board are paid ont of the public treasury. The Board presents an annual report of alx)ut 60 pages on the state of the Normal Schools and of Schools generally — to which is appended the Secretary's Report and abstracts of local reports of school committees. These abstracts (many of them admirable esBays on school education and management) occupy upwards of 300 pages. To these are added tabular and statistical returns filling' upwards of 100 pages. The Eeport of the Secretary of the Board, occupying between 100 and 200 pages, is a document of great value, on his own proceedings, the state of education, and the best means of improving and ex- tending it. Besides the Secretary, the Board appoints Agents to visit, lecture, il'c. Spending a day or more in each town, examining schools in the afternoon and lecturing in the even uig— also attending associations and institutes of teachers. hiHtltuUis, first, organized in 1846, may be established where 50 or more teachers express a desire to unite and sustain one. The sessions are limited to live days. Three thousand dollars are appropriated from the school l\md to aid in defraying the expenses of Institutes ; but the apportionment to each is limited to ^350. Tlie Secretary of the Board usually attends them. CouiUy Associations of teacliers iire also encouraged by an allowance to each of $25, provided its session be held two days and a half in the interest of public ^chools. Nonnal ISchcoU. — The first State TS'ormal School wasJ opened inl83t>; two others were opened in 1840 ; another was opened in 1868. The towns whore these tour Normal Schools are cf^tablished, provided the premises and buildings, lor the sake of the local advantages of the schools. Two of tliese Nortnftl Schools are lor females ; and two for both sexes. The teftcliors of the Nofinal .Schools are appointed by the State Board ot Education, Tuition ia frtfe. 154 EEPOBT ON POPtTLAE EDCCATIOK iw • I M If ! ■M •r hi If li Males are admitted at seventeen ; females at sixteen ; every candidate admitted must give an assurance of his or her pui^pose to teach in the public schools of the state. The course of study extends through two years ; there are four classes ot pupjle m each school ; a six months term of study for each class. Hiffh Schools are authorized in all towns, and are required in all towns' of 500 families. They are to be kept open ten months of the vear, and of course melude instruction in the higher branches of English education, together with Latm and Greek, so far as is necessary to prepare pupils for tht Univeraity Adjoining towns, each with less than 500 families, may unite to sustain a High bchool. The number of towns required to keep high schools in 1866 was 131 • the number of liigh 8c1joo1s maintained in these towns Avas 116; the number of High Schools kept in towns not required by law to maintain them, was 25 • the whole n imber of High Schools was 141. Number of incorporated Academies returned, 52. Average niuuber of scholars, 3,564. Atnount paid for tuition $118,815. Number of Private Schools and Academies returned, 596 • decrease' 86. Estimated average attendance, 16,387; decrease, 4,947. Estimated amount of tuition paid, §226,447 ; decrease, §144,618. The law requires that each high school shall be kept open to all the inhabi- tants lor ten months cl the year; that provision shall be made for instruction not only in higher branches of English, but also in general Histr.ry Book-k-ep mg, Surveying, Geometry, Natural Philosophy, Chemistry, Botany, the Civil Polity ot the United States, and the Latin Language; and that in a town of 4,000 inhabitants, there shall be a first grade high school in which Greek atd French as well as Latin are to be taught, if required, and also Astronomy Rhe- toric, Logic, Intellectual and Moral Science and Political Economy. ' It is worthy of remark that the high schools in Massachusetts (correspondin.^ to our grammar schools) are supported by public taxes as well as the common schools, and are managed by the same Boards of Trustees or Committees. Ciiie. , Towns, School Districts and Sohools.-The number of cities and towu« (our townships and incorporated villages correspond to their towns) ai-e 335 and the number of school districts (our sections) are 2,258-2,127 less than there arc school sections in Ontario, (their districts being larger according to popula- tion than our school sections) ; but the number of their schools is 4 759 456 more than m Ontario-they counting" each stor^j of a large school-house in a itv as a school, and having j^m^^e? schools, and therefore more than one school in many ot their districts. Population-School Attendance—The population of Massachusetts accordincr to the last census, taken in 1860, was 1,231,066, about 200,000 less than wa" that of Ontario taken the same year. The school population in 1865, between the ages of 5 and 15 years, was 255,328. The population of Ontario the same year, between the ages of 5 and 16 years was 426,757. The number of pupils of all agoPii. Massachusetts attending the schools in winter was 231 685 • in summer, ^-u ^^y*. The number of pupils of all ages in Ontario attending the schools, was 383,652. ^ H •1 IN EUEOPE Aim THE CWITED STATES. 155 es and towu? Teachers, aiid thMr '- Wages," t&o. — The number of male teachers employed in the public schools was 1,086 ; of female teachers, 4,895 ; total, 7,598. " Average wages" of male teachers (including high school teachers) per month was $59.53; "average wages" of female teachers per month was $2-t.36. Average length of time the echools were kept open was 7 months and 19 daj-e. The average time of keeping open the schools in Ontario (including one month's legal holidays and vacations) was 1 1 months and 3 days. School Fund. — The amount of State School Fund distributed to the several cities and towns in 1865-6 was $62,649. The amount of Public School Fund and Legislative Grant distributed in Upper Canada .vas $165,972. The amount raised by taxes for the support of public schools in Massachusetts, including only wages, board, fuel, care of fires and school rooms, was $1,993,177. The total expenditure for all Common a''d Grammar School purposes in Upper Can- ada was $1,450,119 — very far short of that of Massachusetts. School Committees. — What we call Trustee Corporat -ns are called Commit- tees in Massachusetts. Formerly these Committees were elected annually ; but the school law in this respect was amended in 1857, and provided that the School Committee of each town should consist of three, or (in case of large towns) of a multiple of three ; " one-third thereof to be elected annually, and to continue in office three years." This Committee is invested with plenary powers to arrange, classify and grade the schools of the town (township) ; to examine and employ teachers who are furnished with proper certificates of qualification : to visit the schools during the first and last week of every month of each session. The law fixes a compensation for the members of the Committee. Authorized by a popular vote, the Committee may select a superintendent pf schools, to act as their agent, and report to them. School Books are selected by the Committee, — are furnished to- the pupils at cost ; cannot be changed without the unanimous consent of the Committee, and without supplying at public expense the new books substituted for the old ones- Poor children are furnished gratuitously with school books. Much regret has been expressed in successive reports that the State Board of Education has not been empowered to select and prescribe Text 13ooks for all the schools of the State. School Houses and School Sites. — The law requires that the several townships provide school houses sufficient in number and capacity to accomodifto all who have a right to be taught in them. By a recent law the school Committee may take a piece of land for each school site, not exceeding 80 square rods, cxchxsivo of buildings, by paying the owner a fair equivalent, just the same as a piece of land may be taken for a public road bj paying the owner the fairly estimated value of it. Such a law exists now in Lower Canada and greatly facilitates the proper selection of school sites. Attendance and Truancy. — riic law requires that all nhildrnn hetwccn oi^bt and fourteen years of age should attend some public school in the city or town where they reside for at least twelve weeks of the year, six of which to be con- I Ii li it. 'i J m l\m 'm'l II P w •Si ' *'-l I ' If 3^ i ! !n 181 r.T.ViST OK P0PCL4B Jit»0OATION .ecutive, except in cases - extreme poverty, or where the child lias equal advan- agfe. in a private or home school, or is physically or mentally incapacitated h-om attendmg school. Thei-o are also stringmi!, laws which the towns are rv- Unired to enforce in order to secnre attendance, of all children at schools, ard prevent youthful vagrancy. ' Distribution of the School Fund-Abolition of School districts. ^The lav,.- provides for the distribution of one half the sch<„ol fund to the pubHc schools and the otlier half to - other educational purpose.r -such as .aperintendcr -e of schools, printing reports, &e. The distribution of the fund ': ,he cities and towns in aid of public schools has been made on two conditions : 1. That ^hoo!. iti such city or town shall have been ^.ept op^u .ix nonl'.s of he jear 3 That nich city or town shaii have raised by tax, a sum .q ..! to three dollars for , aoh rf^sHent ehiW between five and fifteen years of a . > ^he distribution amounted to from :. .nty ^> twonty-tlve cents per child." But' in 1866, an Act was passed containing ibe i/ilowinrr liijportant provision. « In th6 distribution of the incoi/c ,i the s.hool fund, for the benefit .^ the publKi schools of the ^ate, ev^.y clfy a,.d tou., complying with all the Icao, in force rdatmg to the distribution of the same, shall annually receive scventZ dollars; atid the residue of said moiety shall annually be apportioned am.ng the bi-veral cities and towns in proportion to the number of children in eacif between the ages of five aM fifteen years : provided, that after the distributio.: of the sa- 1 moiety of income in the year eighteen hundred and sixty nine no ntyor town ,n which the distnct system [our school section system] exists shall receive the seomty-five dollars herein specifically appropriated:' By the law as heretofore existing, the town (our township) could be divided .nto as many school districts or sections, as the selectmen or elected Council might determine, and a Committee of three Trustees be elected for each district' The same provision existed in regard to cities, the wards of which might con" stitute 6o many separate school divisions. A law was passed many years since authoring the uuiou of these districts in both towns and cities into one school coi-poration. Kie Oty of Boston and many townships avaUed themselves of thi. provision, and thus centralized then- township, and city school operations • bm in many cases they adhered to the idea and practice of little local independent school divisions. The law of 1866 provides, that no city or township retaining he sub-dmsions of school districts or sections, shall receive the seventy-five doh lars from the income of the school fund after 1869. This is the strongest pract ' cal testimony of the longest experience in America, against school sections a.d m favour of township school organizations. The Secretary of the State Bo A of Education, referring to this provision o*" ^ law and to the evil of xh- ..h- divisioii of township and cities into small .ol sections, remarks : " Tliis new provision is alike just and wise, and liberal in its policy ft lyai do something towards allev-ating the bm-dens which the support of their Publio ochools imposes upon the toWn of limited population but extended territory i ^ -i will doubtless encourage etiU nobler efforts. In not a few the territory is .. m EiiiRKv iot nx toars) tumt U7 large and the population so sparse, that the endeavour to bring the schools within easy reach of all, has tended to increase their number beyond what a just ecoiiomy or wise management of the schools themsel?eB would allow. This pocj.-a of sub-division has been carried to such an extent as not only to reduce th3 .schools themselves to a very low grade, but also to impose a heavy burden of taxation in order to maintain them for the period required by law. In a majority of the towns of this class the per centage of taxation for the support of their schools ranges from two to three or four mills in the dollar, whil^ the muQifi;?ent, not to say magnificent, system of schools of the-City of Boston k maintained by a rate of taxation but little exceeding one mill jn the dollar." .3.— THE PEOTECTION OF CHILDEEN EMPLOYED IN MAHUFACTORIES. The last Act of the Massachusetts Legislature on this subject, passed in 1866, is so brief, comprehensive and benevolent that I give it entire, as follows —the counterpart of similar humane Factory Acts in the. British Isles:— "An Act in relation to the Employment of Children in Manufacturing Establishments. " Sec. 1. No child under the age of ten years shall be employed in any Manu- facturing Establishment within this Commonwealth, and no child between the iige of ten and fourteen years shall be so employed, unless he has attended some public or private day school under teachers approved by the School Committee of the place in which such school is kept, at least six months during the year next preceding such employment; nor shall sudh employment continue unless i^uch child shall attend school at least six months in each and every year. " 2. The owner, agent or superintendent of any manufacturing establishment . who knowingly employs a child in violation of the preceding eeotioQ, shaU for- feit a sum not exceeding fifty dollars for each offence. " 3. Ko child under the age of fourteen years shall be employed in any manu- facturing establishment within this Commonwealth more than eight hours in any day. "4. Any parent or guardiiin who allows or consents to the employment of a child in violation of the first- section of this Act, shall forfeit a sum not exceed- ing fifty dollars for each offence. " 5. The Governor, with the advice and consent of the Council, may, at his discretion, instruct the constable of the Commonwealth and his deputies to en- force the provisions of chapter forty-two of the General Statutes, and all other laws regulating the employment of children in manufacturing estahliAmenta, and to prosecute all vloIiaerH of the suae.'' 16$ aspoar oar PotctAa sducation f :f ! i XX— STATE OF CONJs'ECTICUT. 1. — HICTORICAl, SKETCH. , The settlement of Connecticut commenced in 1633-tln-ee yeais after that ot Boston,--.and emanated from it. In its first towns and futm-e ultimate capitah oi Hartford and New Haven, the public school was one of the earliest subjects ol municipal legislation-in Hartford in 1638, and in Now Uavon in 1639- contemporaneously with providing for i-oads and bridges, public worship, and protection against the Indians. And eleven years afterwards, the year that the General Court of Massachusetts Bay chartered Harvard College, the little Commonwealth of Connecticut, in adopting the Code of 1650, provided for the maintenance of schools by townships identically with Massachusetts, as in the Acts quoted above, pages 151-152, in Acts which, with slight modifications to make them more efficient, remained on the Statute book for 200 years Even ut that early period, Connecticut legislated on the subject of Collegiate as well us of Primary Education; adopted Harvard College, and provided to assist in its support, by adopting in the chapter on schools of its Code of laws the recommendation to "every family" to "give yearly the fourth part of a bushel of corn, or something equivalent thereto, for the advancement of learning by the College at Cambridge,'' a contribution which was continued for 50 years antil ten of the principal ministers, in 1700, brought each a number of books to found a College— now Yale College. , One hundred and sixty-seven years ago, in 1701, the Connecticut system of public instruction was so far matured as to embrace the following particulars : " 1. An obligation on every parent and guardian of children not to suffer as much barbarism, in any of their families, as to leave a single child or apprentice unable to read the holy word of God, and the good laws of the Colony • and also to bring them up in some lawful calling or employment 'under pe'naltv for each offence.' " " 2. A tax of forty shillings on every thousand pounds of the lists of estates was collected in every town with the Annual State tax, and payable propor- tionally to those towns only which should establish their schools according to law." ° " 3. A Common School m every town (township) having over seventy families, kept for at least six months in the year." ' "4. A Grammar School in each of the four head County towns, to fit youth for College" " 5. A College towards which the General Court made an annual approDria- tionof£120." i'puFiiu " 6. A provision for the religious instruction of the Indiana." State School Fund.— In 1795, Connecticut laid the foundation of its State School fund, by devoting for Common School purposes the income of the pro- IN EUBOPS Am> THB llWlTJau STATBS. VS9 ceeds of a portion of public lands ceded to it in Ohio. The capital of the School Fund is now $2,060,460 ; the annual income |131,997. There is also a " Town Deposit School Fund," the capital of which is $763,661, and the annual income $46,819. Altogether this is the largest school fund of any country in the world in proportion to the population, which, in 1860, was only 410,147— scarcely one-third that of Ontario. The Colonial Charter which the first settlers of Connecticut obtained from the British Crown, formed the basis of its government until 1818, when the present State Constitution was adopted, tho eighth Article of which protects both Yale College and the School Fund. 2. — PRESENT CONDITION OF EDUCATION IN THE STATE. In 1855, the following amendment of the Constitution was adopted— an amendment worthy of being written in letters of gold: '' Evei^y perso-a shall he able to read any article oj the Constitution, or any Section of the Statutes of this State, before being admitted as an elector.'''' The school population of the State between the ages of 4 and 16 years was, in 1864, 114,772; the whole number of pupils registered in summer was 69,057 ; the whole number registered in winter was 77,126; there are" 1,795 Common Schools, 12 Public High Schools and Academies, about 350 Private Schools and Academies, 1 State Normal School, State Kefoi-m School, an Institution for the Deaf and Dumb (the parent institution of the kind in America), three Univer- sities, one of which is Yale, the only University in the United States whose degrees are recognized by Oxford and Cambridge Universities in England. The amount appropriated trom the school fund for the support of the public schools is $178,311; the amount provided by local taxation and fees for the same purposes is $259,544. In regard to the condition of the schools and duty of perfecting the school system so as to secure universal education, the State Superintendent, in his report presented in 1865, remarks:— "It has been my privilege to visit schools in most of the States, from Maine to Missouri, and from Canada to Carolina, and in the course of oflScial duties, I have visited more than a thousand schools in Connecticut. "While there are schools in some of our sister S fates and in Canada which seem as nearly perfect in arrangement, control, and instruction, as any hmnan institution can be, it may be said with truth, that there are schools or departments in this State which will not suffer in comparison with any elsewhere. But this is not universal or general. With all the excf-lkacies of which we may boast, and the bright examples to which we may ..roudly point, there are defects in organization, in plan and execution. Let the defects and imperfections be fairly and frankly exposed, and let there be legislative enactments, wherever necessary, which will tend to foster the schools and encourage Improvements : and \l is hopsd tha^ there will be, on the part c? the people, promptitude and intelligent action to remedy the defects, remove the imperfections, and secure all the appliances necessary for successful universal education. So long as there is in the State a •: H 1' ill! W mm>9s m vMorLix sMOAa)* cbwked lu Ws eow^ Witt half M «dli.-*- o the school k oot tv Ue {p«94 1i.d; by local tax in rural districts, $674,599; by rate hUls in 7^02 4^riA^,7-20 for (.'onuuon school puri)OHos. Tlii.s sum was expended as follows: For teachers' t;alarip-» !?3,093,-t»K) ; for libraries, 820,890, not half the.^imi apportioned, school districts being allowed in many cases to apply such money tr. pay teachers ; tur school apparatus, §137.»]13 ; for coloured schools, S80,46S ; for r-c'hool-houses,' •ites, it.'., 8647,301 ; for all other incidental expenses, §614,03tJ. Such M'ere tlic statistics and iiiiiincial (.perations of tjiis great system in l^lU, 1 not being able to command a later report. The Scate >Si(j)n'minidmt was formerly clect»^d lor three yours by a p.jpnlar \ure of tile State; he is now elected for three years by jointballot of the Senate and As.^ei)d)ly. His powers are great and various ; his decisions have tho forcu "t a court of law, and are hnal, and enforced b iines a (dectcd trlenially by pj;)ular vote In eafli of the 113 County As.^embly di.strict-^ in the Stale, at the g.^neral election of County officers. Each Commissionei- is sworn, and receive;- a salary of $500, withtravelliii-' expenses not to e :eoed $200 per annum paid out of the public fmid; but th ilary may bo increased by the vote of a majorily of the town supervisors. ; ,e expense^ of each Commi.ssioner arct.. bs a-^oised on tha ])ro- I'cr-y ofthodistrc which ho sn})erintcnd-. IHs duties are similar to those of "iir County Su]!. n.Kndents. He has supervision not only of Instruction .and dis- (•i|>linein the mIiooIs, b- dso of the buildings, ground, kee|» them clean, and render them reasonably eomf.trtablo for u»e. ft in i^ratifyinjr to re port these improvements, in vi»'\v «.f 1 he inlliience npttn the eomt'ort, moruK and memories of the papiU." 2. — HJonKlt AM) OinKU INSTITl'TIONS. There are 2(t ('olle.i^es in the State, 220 Academie>, (^attcinletl by nearlv .'50,()(l(> pnpils,) 5 Law Sch.mls, 11 Medical Schouls^, 1 Military Academy, 1 Inwtitntion for Ueaf and Oundj, and I Institution for the Blind, beside> other benevolent institutions. Not only the public schools, and the sithools of all institutions sliarinji; in Stat(! j^rants for educational pm-poses, but the Deaf and Dumb and Hliiid Asylums, the Houses ot liefuge, Uefornnitury Schools, iVc. are under the iujiervision of the Sni)erintendent of l'id)li»' instruction. We are largely indebted to the State of New York for tluM^riginal outline ot our own Canadian Common School system ; and we may avail ourselves still further of the e.xperioM'e of that State on some points, both for warninji' anil imitation. XXII.-STATE OK PENNSYLVANIA. lil ■ l ■!(■• ^1t; J r. . il 1. — COMMON SCnOOI. SYSTEM. The foundation of the present system of Common School education was laid by an Act passed in 1834, but the general Act then passed has undergone various amendments, especially in 1S54, until 1S6G-7. At iirst the acceptance of the law was optional with the townships, towns and cities, but was made obligatory on all in 184t), — the great majority having previously accepted it by popular vote. The present school system in Pennsylvania seems more comprehensive and more thoroughly matured than that of New York, though popular education is less advanced. The /Stale Supenntendent of Common Schools is appointed by the Executive with the advice of the Senate for the term of three years, is invested with large powers, and is also required to visit the Normal Scliools and attend Teachers' Institutes. Normal Schools. — The State is divided into twelve Normal Scbool districts. Each distr' ^ must provide the premises and buildings of its own No, uial Schools, which may l)e established by the union of thirteen or more citizens, for the training of teachers in such district, and must be under the direction of a Board of Trustees who are to report to the State Superintendent. In order to be accepted by the State, the Normal School must have ten acres of ground and sr were bet'ort*, to >kee|» tlieiii it i lying to re iint'ort, luorulj loJ l»y nearly V Afudoiny, 1 , hesidc:. otlier ■<(!lio(»Is of all the Deaf an. I Schools, A'c, tf'tion. iiuil outline ot unrselves still wuiiiiijfr anil ition was laid rgone various ptance of the de obligatoiy it by popular amprebensive lar education he Executive ed with large ind Te.achers' nool districts. . uial Schools, zens, for the )n of s. Board I order to be ground, and TX KtTROPE AND THE TTNITED STATES. 168 buildings embracing a hall of suffioirnt capacity to seat 1,000 adults, with clasB- l•oo^l^, lodging rooms, retcftory, «tc.. for at least .",00 students— all the apart inents w.ll lighted, heated and ventilated ; also a librarv room, cabinet and other apparatus. Attached to each Normal School shall be one or more Model Schools, with not less than 100 pupils, in order to afford the students an oppor- tunity of acquiring a practical knowledge of the art of teaching. Each Normal Schoolis tohaycHix Profc.soi-r., one of the theory and practice of teaching; and the Principal, in whom is invested the discipline and government of the insti- tution. Thei-e are various regulations for the admission of candidates. Hie premise.^ and buildings are erected and kept in repair from local sources ; but the State appropriates from live to ton thousand dollars per annum to each to assist in defraying current expenses. Four of ilh.e State Normal Schools tire in operation, to the support of which the Stat.^ has appropriated si.My-nine tliousand. .lullars from 1801 to lStJ7. There aiv also some 20 private Normal Scliools in the State, attended by .m.uic two thousand students tor a louirer or diorter period. Cot/nit/ Sujxi'lntendnUs -mq appointed tl.r a j.criod of three year., bv the School directors or trustees of t..wnships, who meet in a convention at the seat of each county once in ihrce years '' to a].]'ointa person of literary and scientific a(Hiuirements and of skill and expei'ience in teaching who is t<."be the County Superintendent, to be sworn in and recive his commissi.^n from the Statp Superintendent, and his CH.mpen^ation is llxed by Die directors at from i?300 to )^5. To which u.u.t he added fur "cost of purchasing, renting, building and repairing sehool-hoiisos, $085,152. Teachers.— ^nmher of male teachers emiiloyed in J SOT, O.CiO ; teinah' teachea-s, 8,590-total 15,209. A^•orage salaries of male teachers per month $30.87; of female teachers, $27.51. The teachers are hired by the month in' F nnsylvama and most other States, and are therefore ' aid onlv durincr the months that the schools are kept open,-which is less than'six months in ronn- sylvania. The State Superintendent says :-" The qualifications of the Teacheis ot the State arc still much below what tliey ought to be. This is sho^\^l by the astonishing fact, that not one half of them ever read n l.u.,k on the subject of teaching. ^Schools.— The State Superintendent remarks—'- The avera-^e len^rth of time during which the Schools of the State are kei^t oj.en is five months and sixteen and three-fourth days. In a large number of districts the school term is onlv four months. Such short terms do injustice to the children of the State, and i-ender it entirely impossible to secure well qualified teachei-s." School Attendance.— The School pojmlation of the State is not ./ivcn The whole number of pupils in attendance at the Schools, in 1807 ""is stated at 60U,J 03 ; the average attendance at 414,537. Fifteen .listricts or townships are reported as not having ].ut scliools in operation, and thus .■ontinue 1o forfeit their share in the State appropriation. 2. — OTHER INSTITUTIO.N'S. There are 37 chartered University Colleges in the State of Pennsylvania fourteen of which have voluntarily forwarded reports to the State Superintend- ent. They report in the aggregate 112 professors and tutors; 2,120 student pupils ; 214 having graduated during the year.-Thirty-two Academies reported havmgl90 mstnictoi-B, and 4,414 pupils. Only eleven high "schools reported -stated to be a very small projiortion of those in the State, '"since there ai'c 2,147 graded schools, and every system of graded schools must, in some sense have high ecluwls." 3.--GKNEKAr. REMARKS. There are three provisions of the present Pennsylvania school system which are an immense improvement upon anything which has preceded them • namely The ai)pointment of the State Superintendent by the Executive with the advice ot the Senate, instead of by popular election throughout ihp St^tr. • t^e nr pomtment of County Superintendents, in place of Town Superintendents bv the Township Directoi-s or Trnstees, instead of bv a universal suffrage vote as IN EUROPE AND "THE UNITED STATES. 165 Lliversitied text trt' of tlio.ii i<> lool purposes, iinjr, also, tlie 0(1 by taxes in t be added i\>v , i?085,152. »,010 ; i'eiiiale 3rs pei- month, ■ tlie moiitli ill ily during tlu* nths in reun- f the Teacliers sho\m by the Nie snl)jeet of iiigtli of time IS and sixteen term is oidy 10 State, and given. Tlie . is stated at ownshipa are 1110 to fitrfeit 'ennsylvania, Superintend- ,120 student nies reported 3ol9 re])orted ice there are some sense. ostein which rn: namely. 1 tlie advice to; thp jip- ;endcnt8, by rage vote as heretofore, and the organization of each Towuhhip in one School Corporation witlian elective Board of Directors, or Trustees, instead of the fornic system of School Districts or Scliool Sections. At the conclusion of his report for 186^1. the State Superintendent very justly and forcibly remarks as follows: " Our School system has become an enormous power. The future character of the State will be moulded l)y it. If we take care of our Schools, the State will take care of itself. Its Schools are the only vulnerable part of the Kepublio. A noble Roman matron once said, ])ointing to her sons, 'These are my jewels.' So a State that can point to its children, well instructed and well trained, ha,; jewels that will enrich it forever." "The question that rises in importance above all other (pie&lions, in this i*ountry, is that which concerns the means of educating the whole j)eople. This provided for, and all other (piestions can bo settled at leisure. This one needs (he most prompt attention. Popular ignorance is the seat of every disease thai has hitherto threatened the life of the nation, and, sound here, it will be ]iroor Hgainst all dangers in the future." XX 111.— STATE OF OHIO. 1. — (■OMJU>N SCllOOr, SYSTKM. The Common t-cluK.l system of Ohio is a noble monument of State liberaHtv is partly an offshoot of the New York and Pennsylvanian school systems; is romewhat complicated ; and is suggestive to us, in review, as a caution in scvc- I'al rospci'ts, rather than lor imitation, since the [jrogress of it does not a|)pear ('(|ual to the expenditure incurred in its establishment and support. 1 will notice first its municipal divisions, then its gradations of authorities iuul officers. Didr'n;ts,iSuh-.JJistricls, School Directors. — Every Township, as in I'eunsyl viiuia and Massachusetts, constitutes a School District ; but, in addition each township or school district is divided into sub-districts, as townships in Ontario are divided into school sections. Each city and each incoiporated villaire of ;500 inhabitants, forms a separate school district. Each sub-district elects three school directors, correspondin'r to our three trustees, but with subordinate powers, managing the school of their district inidcr the regulations of iie township board (to be mentioned presently), em- liloving and dismissing the teacher, providing house, fuel, »fec., and makinr' iill other provision for the convenience of their school, taking and reportino- a school census of their sub-district once a > ear, &c. These three sdiool directors olect one of theniBelves to be a clerk of the sub-district ; he fulfilling the double iillicc of Chairman and Secretary of the Trustees of a School Section with u-i— keeps the records, writes the notices, &c., &c. 166 BEPOET 0}it POPULAR EI>irOi.TIO]W I* '•J (I rf .Ml." * hi"'' rf "' . it s , li TA. r. Wi?> ^,^,.^ o/Muoation consists of the township clerk and that director 0/- each sub-district who has been appointed clerk TWrwf TK. I, 1 • scholars, unless under special circumstaiifp mI Botd 'r7/*-^'»«™' *»" be of the grade pjeribed" , i.' th.p Board which also prescribes the Blndies, text-books, and fakes the ,«! called" State Commissioner of Coimo„SeT«K--' S"P<=™t™dcn,, /tejiarfe).— This duplicate School Trustee Bmnl •„„l .„.i ■• ■ appears to me complicated, cumbrous, a d nS,; 1 / r' ''n" " '""" '.'il' to the more simple svst»m of , To«.„.I,i„ l „ i r. " """'l^i-'M,. w.,ich„b,ai„si„'i.e„;,s,,v:lLd:;;S : "'v^^^^ .elects the text-books, and nrakes the school re.-, l-.tio nsfo : ' , '" '"" whIZte '""■"" """ '""•'"" '■>■ ""' 1'-"" "■■ Co""'.!l for the ..ansmits them to the State sierinte' t ih s o' ' " ," "T'" """' the schools, libraries, and scloo houses i t he e > , I ! " " "","""'" '"" . .1, ...atter ,i.c a specimen of the Met' m:X.r::S: Jtlll Z^: ^('>*^^t!/-Soan7sof Ji'xaviincrs.—IniyAi'hCountv -, P.,,.r\ +• .1 t^ ::-i=;r;:hi;jstr;r^;;£BT ."Cl give certittcatcs of q„„li,ie,,;j:,V el ir Eth^;::,- ''"rr° ""''''''" ;;»;. pays a fee „f «,, cLts a, a P«.rc,„Lite Il^xa'^ir ^i:; :::S;le ri;;:lf:ri;:;::;:zr;;t^^^^ trrit'f-J .J^l^,^:. ""?,' »"'' °"7 -i;-'" -l-l *'Hc,s, have cac' I i.,ato..rdsde«;,™;L^-o-£-;L::;:!s^^^ IN EtJROPE AND THK trNlTKD STATES. 167 the county treasury on the pctitioa of not less than 40 teachers, who declare their intention to attend the institute. County Connuissioncrs have power to aji- propriute a sum not exceeding $100, where one half the amount required ha;- been raised by those who ask the appropriation^ ' Slate Board of Examiners. — A State Board of Examiners, consistiii}? ot three gentlemen, distinguished for their learning and experience as instructors, is appointed by the State Commissioner. The present Board consists of Israel W.Andrews, of Marietta ; Thomas Sterling, of Cleveland, and William Mitchell. c)f Columbus. This Board meets once a yeai*. It held a session of two days at Toledo in ISd-t, at Cincinnati in 1S65, and at Zancsville in 186(5. This Board examines and grants certificates to teachers (both male and female) of eminent experience and ability. These certificates are valid during the life-time oi each holder, unless revoked. The Examiners themselves hold State certificates. The State Commissioner, in his report for 1866, gives the names of those teacher,- w'.io had obtained State certificates — only 13 (12 males and 1 female) during the years 1864 and 1865 ; 18 (15 males and three females) in lS6fi. The State Commissioner says : "The lists comprise the names of many of the mu^[ distinguished teachers in Ohio — men and women who, before applying for tlif State diploma, had already honored their profession, and whose, qualification- had already been tested by many years of successful labor." The State Comiiiissloncr of Schools ^i'AwAmi {lid \iC'Ail of the system, and i- elected by the (qualified voters of the State tor three years ; takes an oath of office, fives bonds, has the care and oversight of the school funds, superintends insti tutes, &c., &c., and nuikes an annual report to the Legislature. Such is a brief outline of the machinery by wliich the school system in Ohi(.> is carried on. ' 'i. — OTHER INSTITUTIONS. In regard to educational institutions, I find in the State Commissioner's report for 1866, the following institutions reported, besides Common Schools, namely : 19 University Colleges, with 137 professors and tutoiv, 4,740 students, and 220 graduates for the year. Female Seminaries, 24, with 252 regular professors and teachers, 3,800 stu- dents, 185 graduated during the year. Normal Schools and Academics, 29, with 166 regular teachers and ' 68 btu- dents. Commercial Colleges, 9;, teachers, 58; students, 2,622. Private Schools reported, 649; teachers employed in them, 838; puj)ils en- rolled, 24,382. High schools, 141 ; pupiL, 9,582 ; teachers, 204, nuiles 192, females 102. I find here no report of the Institutions for the Deaf and Dumb and Blind ni Columbus — institutions which I visited in the autumn of 1866, and which would be an liniiisir, .".nd hlessiu,':!; to any cfuntry. New buildings for the institution for the Deaf and Dumb were approaching completion at an expense to tlie State of $500,000 ! IH BEPOET ON POPULAR EDUCATION 3. — COMMON SCHOOL STATISTIC:. Territorial Divisions.—Townships, 1,346; separate school distncte, cities &c., 441; sub-school districts, 10,831. , ' Volumes in Libraries, 382,641 ; mlwof school apimratus, $139,351. K.imler of Teachers employed, 21,234; of whom 7,481 are males, and 13,. 753 are females. Nurnher of Common Schools, 11,413; increase, 6. Numher of " tmmarried youth between 5 and 21 years of age," 974,303. Number enrolled in the Common Schools, 706,730; average attendance 415 - 142. Average time ot keeping open tlieConimon Si-lioolr.. 27 weeks, 2 davs; hifjli schools, 35 weeks. School i/^neys.— Eeceipt;; from School Fund, 8216,339; from State tax $1,413,414; from local township and separate district tax, $2,029,677 • from fines, licenses, &c., $111,190; grand total of moneys raised for school puiT-^c. during the year, $3,770,620. Expenditurej.—Yor payment of teachers, $2,869,606; for sites, buildings an.l repairs, $480,116; for fuel and other contingent expenses, $495,247- 'rmmd total of expenditures, $3,836,970. ' "^ It will be observed that there is uo expenditure for libraries. The-jc Averc originally provided by the State, selected by the State Commissioner, and dis tnbuted pro rata to the several townships throughout the State, without ?nv action on their part. The system has proN-cd unsatisfactorv, as people placo little value on library books in which they ha\-e no part in selecting or procuring. Jieports on the condition oj the school teachers, c£Y-.-The following veiT candid and faithful remarks are by the State Commissioner himself in his'^rcnort for 1866: i - itpou "The relative amount of school going secured, durin- the pa.-^t year, in the Rib-district schools, and the separate district schools may l)e stated from tlie previous tables in the following terms : In the sub-districts, eighty-fi\e of -ivery hundred youth enumerated, attend sdiool, an average of 71 days In the separate districts, fifty-tive of every one hundred enumerated, attended school on an average, 106 days. ' " From these statements it appears tluit the relative amouMt of attendance on the public schools, in these two classes of schools, is nearlv the same annuallv being but little more than an average of 71 each year I'o three-fourths of th,' number of youth of legal school age. At this rate of schooling, it would rcquiiv over twenty years to secure the minimum of a Common School education I„ other words tliere has been accomplished, during the past vear, only three liftln of the school work annually necessary to secure to the A-'outh of the State the least aineuut of school f.ttn|n,uont3 hitlicrto regarded as compatible a eafetj, V IN EUKOPE AND THE UMTED STATES. lf» stricts, cities, " In the sub-districts, we have a scliool-house and a teacher to everv sxiy- three, and a school officer to eveiy eighteen of the enumerated youth, and the ^diools are in session six months of the year. In tlic oeparato clistricts' comfort- able schoolhouses arc in sight of the houses of the pupils; and there is a school officer to every one hundred and fifty-two, a teacher to every liundred and nine of the enumerated youth, and the schools are in session, on an average, eio-ht months aud a half each year. *' The yearly expense of sustaining these agencies amounts to $3,356,854, or three dollars and forty-four cents per capita of the enumerated youth, be'side'the fimd^ amounting to nearly $8,000,000, permanently invested in school property. ■' The truth is, that so far as mere privileges are concerned, our school system is fully romi,etent to give to every boy and girl in the State, an adequate Lioxv- ledge of the six legal branches of an education; and liberal provisions are made for tho-p who make proper exertions to acquire a knowledjre of the hio-hcr III* f ir* iranclic . I. REASONS FOR UNSATISFACTORY RESULTS. — TUE EKMKUIES. " Why, then, are the results accomplished every year so unsatisfactory ? The nnswer is patent to every one who has examined our own and other school systems. We expend nearly all our school revenues, and direct nearly all onr energies merely to provide school privileges; while literally noth.wg\s done, o,roept h>j voluntary effort, to cause the youth of the State to avail themsdoes oi the privileges offered. Our school system is destitute, not only of all agencie-, the special objects of which are to induce school going, but also of nearly ail a[)pliance-;, to render the instruction and discipline of the schools more valuable to the i)upils thiit attend." " For some years after the passage of the (leneral School Law in 1853, a (Spirit of school rivalism pervaded the country districts. The divisions of town- ships into sub-districts, the building of new school-houses, the distribution of hooks^and apparatus, the efforts of examiners to raise the standard of teacher's qualifications, and the unusual activity and zeal of the friends of the new school law, arrested public attention, and awakened the educational spirit of the people. The advocates of the new law looked with much hope to those provisions of the law providing for the establishment of township high schools, and the appoint- ment of township acting managers of the schools. It was hoped that the gra- dation and supervision would both, be gcijeraliy introduced, that consolidation of smaller siib-distvicts would foliriw. that a higher order of teaching ability would be secured, atid that, by tl\ -;8 uier.ns, such a system of schools woidd bo • •rganized, in ctich townshi]) of the 6tate, as would provide the means of a liberal education netir the homes of onr country youth. But subsequent events, and the present condition of the sub-district schoools justify the assertion, that none of the results hopeil for have beeii realized, except in a very few localities. No competent agency or system of agencies has been created by which the efficiency Mt' the foimtry schools may lie increased, or the educational spirit of the people may be awakened and sustained. The Country Schools are certainly no moro 170 REPORT ON POPULAR EDUCATIO* ft n ;i- ;!■ e/ficient to-day than they were ten years ago, lohether we consider the character of the teachers, the imdeaqf instruction a/nd discipline, or the per centage of school fUtendMncey^ " Township high schools have not been cstabhshcd even in localities where such Gchook are absolutely necessary. Sub-districts have not been consolidated, nor p:radation introduced ; on the contrary, the tendency has been and still' is to r^ub-divide strong sub-districts, and therel)y to create weak ones. The unfortun- ate results of this terulency are self-evident. The multiplication of sub-districts I)revents gradation, increases the expenses, requires the employment of additional leachers and school officers, and the ei-ection of additional schoolliousos and out- buildings, and above all, encourages the employment of inferior teachers, and rei)resse8 the educational spirit of teachers, pupils and parents. "The appointment of acting managers by Township Boards, from whose supervision it was hoped something of uniformity in the organization and con- duct of the schools would be secured, has also been neglected, since no proper l)rovisions were made by which to pay competent persons to serve in this capacity. Tlie returns of the past year show that in only one hundred and eighty-three townships [out of upwards of thirteen hundred] have acting manageri been appointed, and in most cases these appointments were made coi" i\:\\:unw(\i\vAi the anpointees toaa to serve gratuitously; and no further duties required of them than to transmit such business of minor importance as might otherwise make it necessary to have called a meeting of the Board. " The local directors (or trustees) who are generally the most public spirited men in the community, and to whose care the more immediate management of the school is entrusted, also serve without pay, and too often, when they have hired the teacher and made their annual contracts for repairs and fuel, rest from their laboiu's until their signatui-es are called for to the eertiUcate for the teacher's pay. Fui-tliennore, over one third of the teachers employed, every year, in the sub- district schools, are themselves mere boys and girls, being under twenty vcars of age. The labours of these youthful and inexperienced teachers are, in juost instances, largely experimental, and are therefore necessarily detrimental to the l>ublic interests, to no inconsiderable extent. It is certainly safe to say, that t.ver (•ue third of the teachers annually employed in the country scliools, liavenothad two years' experience, Almost the entire corps of teachers in the state is changed every three years ; and those who, in the country schools, prove their adaptation to the work, -and who desire to engage in it as a profession, soon seek and lind situations in the city and town schools at greatly increased salaries. Morcovei-. hnt few of the sub-district schools are taught two successive terms ly the same Imchcr. Of the twenty-om thousand teachers employed during the last year, only two ihousaudjive hundred and ffty are reported as havin'g taught the same school during fh^ year." What feasible means, then, nuvy be adopted to secure better teaching in sub- district schools, and to inspire the boj^s and girls of our farmers with truer IN EI30FE AND THE tTKITED 81ATES. 171 motives and higher aime iu the Gchool workiJ The answer given to this en- quiry, by both reason and successful example, ie supervision and gradation. Supervision over all the schools, and gradation wherever the population is sutli- ciently dense to admit it. The gradation of, the tsub-district hchools can lip accomplished only by the dissemination, among the people and local school officers, of rational views ol" school organizations, by convincing those directly interested in the conduct of these schools, that by gradation gi cater efficiency and economy will be secured." 6.~SCH0()I, HOUSES, LIBKAKIES AND SCHOOLS. Under this Iiead, are reports iVom the auditors of the 84 Countien of the State. The teachers of each Township report to their Township Board ot Education, and the Board of each Township reports to the County Auditor, who, from these reports compiles a report on the condition of the school-houses, libraries and schools of the several townships of his Co\inty, and transmits them to the State Connuissioner of Connnon Schools. According to these reports, many new solioul-houses have veceutly been erected and are in the course of erection, and the condition of the school- houses is manifestly improving, though a large projiortion of them in the rural districts are anything but convejiient and comfortable. About twelve years ago the Legislature made a lil)eral api»ropriation of, I think, some three hundred thousand dollars for school libraries in townships. The books were to be selected and piu-chased by the State Commissioner, and distributed according to population to the several townships. The same books were selected for each township. In the absence of local choice and action in procuring these libraries, they seem, as a general rule, to have been uusuccessful, and are now for the most part considered out of date and useless. In the first three County Auditors' reports, the following statements are made, ;ind wlil(!h, in one form or other, appear to be repeated in nine reports out of ten of the 84 counties : Adams' County — " Libraries in a very bad condition, the books very scattered all over the township, and no account taken of them.'" Athens County — Libraries— " Reports of Clerks very limited, and I am con- vinced but little' regard or attention is given to thcni." Ashland County—^^Tho. reports place libraries in a hopeless condition. Many townships have no librarian, )io one being willing to act." In one County it is reported : "The only call for the books seems to be limited to the annual report of the County Auditor." In another County, the Auditor reports : "There seems to be a prevailing dis- lH)sition to treat them as trash, that every one wishes to get rid of." In another County, the Auditor reports : '' The books are, perhaps, well cared for, as each family lucky enough to have any of them, considers them as belonging to the household, but as township Uhraries, the books might as well be in Oregon." These facts show how useless is the largest liberality on the part of the Legis- lature in school mattei*s without local co-operation, and especially in regard to Ituoks, \vhich are never valued in townships or neighbourhoods unless sought for iuid, ])artial]y at least, procured by the inhabitants themselves. fe li 172 BEJPORT ON POPULAR KDUOATION I:' ■!' P;'': 1 ;!■ Tlie condition of the bchoolK in many counties is lupresoiited as iniprovinrr, encouraging and satisfactory, and the character and .lualification. of teachers Is i.nprov.ng ; but in others, passages like the foUowing occur in the Auditor, reports : toHhmtou, County-- Teachers' salaries are so low that o-ir best teachers have sought a more ronninerat iv(, enipK>y,nent, and consocpiently we have a low grade ot teachers." Hancock County-- Many of our best teachers have quit the husmess. on account of the extrcn.c low wages, and our schools are gene rally taught by young and ine.\pcrienced tr comfort for the children ; and about ,.nc half of the houses are poor, miser- ably con6tructecripti^o facts upon which to base even a guess.'' 0— .TOW.NSIIIl' HOARDS liKCOMMENDKl). Since my report was written, and while it is going t'.rough the pros,-. 1 have m.e.ved from the State School Commissioner of Ohio his report for the year ^b., in winch he discusses at large the propriety of abolishing the sub-school .bstricts, or school sections, and establishing Township Boards. lie commences us elaborate and, I think, conclusive argumentation of the question, with the lollowmg remarks:— ' '• Previous to the adoption of the school code now in force, most of the leadin-^ advocates ot the new law were anxious to adopt what was commonly known as the township or district system, whereby each township would be constituted a school distric proper, without sub-divisions; while others were of the opinion Ihat the old independent sub-district system should be continued The re.ul was a compromise, and the adoption of the present law having, the distinoJl.^ teutures of both systems, and at the same time having the proper Id vit" neither and possessing many of the weaknesses of both Thou-h tbp ,,v law is iutinitely better than the old one, yet the blending of tlie towniiro district system with the sub-district syst.m lias'proved cumL-some, ctiSte^ ^ improving, f teacbers as llic Auditor- best teacher^ 3 have 11 1(1 w •8 have quit Is arc penc- il \'. I pvc |)!t;,'L' of the 'c oC fee vera 1 with a view pour, uiiser- t fit lo put y lofked up •eri]itioii (if 1 uhicli ti) TuV.iii^i; 1. 11 1 Jr.-, 1 luivc V tlic year sub-school :'onuneiices , with the he leading; ily known joustituted lie opinion riie result distinctive antages of le present wnship or Implicated IN EUEOPE AND THE UNITED STATES. 173 and detrimental to the school inttjrcsts of the country districts. A brief exami- luition of tlie provisions of the law 'ind of the practical operations of these pro- visions will readily show the propriety oi ■■. ilishing the sub-district features of the law and of adoptincf the township system without inoditlcations.'" XXIV— REMARKS ON AMERICAN SYSTEMS OF PUBLIC f NSTRIT TION. 1. — r,ENKRM. KXCKM-ENCE OF THE (ITV AND TOWN SCHOOLS. In the foregoing epitome of the systems and state of popular instruction in several neighbouring States, I have said little of what has been done or is doing in cities and towns. The reason is that the schools are organized in the cities and towns, for the most part by sj)eeial Acts, and not under the general school laws of the States. Taken as a whole, I do not think, from my best ttbservii- tions and enrpiiries, that there is any country in the world In whose cities and towns (except Leipsic in Saxony) the systems of education are so complete and cfticient as in the neighbouring States, especially in Boston, Providence, New York, Philadelphia, itc. There is one Board in each city charged with the txlucation of a large population, from the primary schools up to the highest English and scientific schools, and classical schools preparatory to the University, :ind to the professions, and to foreign commerce. In each of these cities, and in each of many of the towns, there is but one set of regulations, and one series t if school text-books; there are classical schools and teachers, and some of the cities have their own Normal Schools for the training of their o^\ti teachers, with libraries, &c. In the style, arrangements and furniture of tl oir school buildings, in the character and salaries of their teachers, and in every provision for the education of all dassses of citizens, there is a manifest earnestness, an intelligence, and princely liberality truly admirable and patriotic. Nothing but a pereonal \nsit and inspection can convey an adequate idea of the compre- liensiveness, completeness, and even in some instances, grandeur of tiie establish- ments and systems of education in the cities, and in not a few towns of f>ui American neighbours. And where there are private and select schools and seminaries in those cities and towns, they have to be conducted in the most efficient manner possible in order to maintain an existence in competition with the excellent public schools. 2. — 'EHE citizen's RECOONIZEn RtGHT TO EDUCATION. There is another educational feature common to al! t'ie»ieighbouvinoS.t?,tc3, and worthy of the highest respect and admiration : it is ihe recognition ot the right of every citizen to the means of a good education, luO. the obligations of I ill '" ti 174 REPr.BT ON POPULAR EDUCATIOK !. i the State to provide lor it. This is an lut'-le in the eonf?tituti'>n of several of the States, and ia recognized by a liberal provision in setting apart the proeeeds of the sales of one-sixth or seventh of their public lands to form a school fnnd for univeraal education. This has been followed np by school laws, framed in thesamj spirit and with the same design ; very largo sums of money have been raised and expended, and a not-work of schouls has been spread over the land. 3. — JNADKQUATi: KFSII.TS riioM .'.MEKUAN t»»i;NTKV SCHOOLS. But here, in most of the States, tlie work has begun to halt, and the patriotic objects of its projectors have been disappointed. The State has ac- knowledged, and nobly endeavoured to redeem, its oldigation to provide an education for itsevery child ; but it has not provided that every child should quality himsi If by such an education for cifizciisliii.. It has placed the right of the parent or guardian and of the employer or mubtt-r to perpetuute ignorance, above the right of the child to be educated. It has made universal sutlruge the lever to lift the masses to universal education and intelligence, in the absence of the requisite educatii»nal power to move that lever. Nor is there any adetjuate provision to secure the operations of a school in a single neighbourliood, mueli less to secure properly (pialified teachei-s where schools are established, Tin- result is, that when yon leave the cities and large towns, and go into the rural |)arts ( f the State— the peculiar field of a ciUional school law and system— you there find that our American neighbours are ; •.■ ; , 4ue(;essfnl in their puldic; sciiool economy, and accomplish results very fu' i>U":\, :i.id short of the State approj.riations they make, and the macliinery they employ for the sound education of all the people. This remark is abundantly and painfully confirmed by the facts given in the above epitome of the systems and state of i)oi)ular education in the adjoiniu;,^ States of Ohio, Pennsylvania and New York. A further confirmation of the same remark is found in the defective education ot many oi' the grown-up )ouno' men of these States. The late Frederic H. Pakard, Esq., of Philadelphia, for some thirty years the distinguished and philanthropic Secretaryof the American Sunday School Union, imblished, in 1866, a ])amphlet of 158 pages entitled " The Daily Public School in the United States." On page 11, he observes, "Such observations as wc have been enabled to make in interviews with many thousands of children and youth, satisfy us that nine in ten of them are incompetent to read properly a paragraph in the newspaper, to keep a simple debit and credit account in a mechanic's shop, or to write an ordinary business letter in a credit- able way, as to chirography, orthography, or agrammatical expression of ideas." In this same publication it is stated by a Chaplain in the Northern army dur. ing the late civil war, and whose intercourse was very extensive, " that a very large majority of the soldiers from the Northwestern States could read and write ; but of these many could read only very imperfectly, and composed a letter with great diflSculty. Union soldiei-s from slave States were deplorably destitute of Common School education. Thousands of soldiere learned to read and write while in the army. In my own Sunday-school of 150 to 250 from my own regiment, I found that a large number were poor readers. The same I JH EPROPE AND THK UKtTF.D GTATE8. 17C »f several of he pr(jeee Is school fund , framed in V liave been cr the laud. t, and the tato has ao- provide an uuld qnalify iicht of the •ant'c, above 'levi-r tolil't he requisite )rovision to innch \iiss The result iral parts c f u there find 1)1 eeonomy, iatii>ns they the i)eoj)lo. veu in the 3 adjoininir tion of llie n-up younu' lelphia, for 3 American itlcd " The es, "Such rtlionsand.i npetent to and credit in a credit- 1 of ideas." army dur. ;liat a very read and imposed a deplorably ed to read 250 from he same I found true of schools in other regiments. The letter-writing shewc ' that the writers were very imperfectly instructed in orthography. The avera^f fige ot the soldiers I met, was certainly under thirty years, in a word, our >oldior,-., in their education, show that a great improvement is needed in our common schoojs." At a public meeting held at the Cooper Ji titute, New York, in October, 1865, a memb€!r of the bar, of large acquaintance with all classes of society, stated, that the ability to read and write was by no means as general as was supposed, and in proof of it, he mentioned that he had occasion to i-4aup oub po>nas to 40 persons, of whom ;^() inadi' their nnirks. 4. — C.M'SIS ol.^ IWiniM'. IS AMKRtOAN CXH'NTRV S Such an im])erfeot state und deticiency of sound education could hardly be otherwise, where the schools are l' \ :\ ^ \ Wk\ ^ ^^'■ «fcO- ^ ^.^^, o ,*>,%' i 176 EEPOttT ON POPULAR EDrCATION ii - |I.ou«h, in one i„Btanco, ti.ero i. a State IJoard; there i. no State nrcranm. ; ac ho,M, are no only local, hut are elected hy county or tow.ship universal «uf mgoandeach local Boanltln^sc.ho«enfi^ »1 wlT^ emlv """'T ""'r*"^' ^^* ^^" qualilioations of the teacher. 0' SwSL;"-' '"h" "■ l^'--''^ '^'--'^''iP «"l>e.-inten(.V,nnnittee or Hoard i. Rnf!L !l\'.'^""^^*' ^''''P^'^ of exannniufr teache,^ and enmloyin.^ then. h ZuA '''"' "^T'' ^'-- ^^ - County ]W1 of three exanno.^anu^ed b3 he Judges of Probate, there is no uniforniitv of standard .„• of 't i, tu ' n. he examination of teaoho... I observe in oLo Countv. o, t . ^ , ^ ons tor certificates, 138 were rejected; an.l in another (>,untv. , , o 05, t'^eh r " Vr "" '-^J-^^-''-^''-''^' t''=>^ the exaunnation <.o , .: ;! . ueely amounted to even a matter of tbnn, and this variation ,,uo.s on rhrot^ ont the whole 88 Counties of the State. In 18«4, out of 19,3.1(5 ..r i t ' oZ ^n^ Ir:-'^' ^' ''^'" ^^^'-^ ^'-" ^- - -'"ti: : and b ^S ont ot 1^,756 eertjhcates gn-en, 7,651, or upwards of ,me-third of them wore fo .X mon hs-Bhowmg the large extent to which the en^Iovnu-nt of te . .garded as temporary. The State Conmnssionor .tL^ the re.ul s o^l^u ehcencesm us report for 1806, in the following M-ords : " Xo one can v i l.e country schools, hear the recitations, observe^the discipline, e an e he teacher s records, and look upon the cheerles. interior and exterior of thll uoms, without a most depressing conviction of the inferior advanlag e ;;Lr!:,S'''''"' """^^"""''^ ^'"'^"^'^•"^^' "'^•"-- ••^- -i'i^'t"4 - 2 ThcWcause of tin. deficiency in the country Common Schools of on,. Amencan neighbours appears to me to be, the temj^orar, e.plo,>nent Z vmu^imtrernun,^vai.on of teachers, Tliis is indeed the chief caiio of he I ow grade of teacl.ers," and the still lower grade of the schools fb^ Ohio and Pennsylvania more than one half of theconntrvs-hoolsare Icopt ope oidy four mou hs of the year; and this is the case in nianv country 1 aiZf New lork. Tl.e teachers are employed there, not as in their citio. .an town and with us generally throughout the whole Province, by the year, but C2 hat the schools are kept open. For those months, a male t'eaiher may receive Jrom wenty-five forty dollars a month, and a femalo teacher one-third and .ometimea one-half less : and the other eight, or .ix, or five months of the y a. as the case may be, the teachers must and rocnre it to best advantage, and farm or other manual w-ork of some kmd the other larger part of the year; and the female teachers do likewTe Now, whatever may be the liberality of the Legislature, and the framework of the bchool system, and the patriotic aspiration, a-... etFort. of .reat number- ol ctirens, ui «uch a system of temporarily employing and peip^tuallv changL. TN ETOOPW AKD THIS HOTTBD STATE8. 177 LTt'"' r 1" . ' ""^ '"'*'""' improvement in either the qualifications <.l ^achers or the efeciency of the Bchoola, or the education of the country you 1 • ^InZlrT""' " '^" •^""'"' ^^P^--*" '^^ ^**^« Commissioner. anVsup r! hav! ??/•' ''r '' '""''' '■""'" *"•* ""P'-«veinent in the«e re8,^ots ; but we ealers aX T'T"" '"' ^'^ -^--^tion and distinct clLitication of teachers and nearly ,m,torni methodB of examination ; our teachers, except in eomparafvely few cases of trial, are almost universally employed b- hit a m the ownsh,ps equally with the cities and towns. I3y our m'ethod' of g v J m kept open we have succeeded in getting our schools throughout the whol. country kept open nearly eleven months out of the twelve ; f he tea hes at thus constantly employed, and paid anrnal salaries ; and are a. w r pSd a hrn^ cons.dered, in perhap. a majority of the cou'ntry schools a eft 'ad owns Some ot our best teachers are en.ployed in country schools, a veyaroe 31:^'^ wi"/avourably compare, in style a;:d tittings otLl' .ouse, and efficiency of teaching, with the schools in cities and towns. Ind.ed for several yeai-s at the commencement of our school system, the country parts Pdnfouth^eafff "' ^''^^'-' ^^^P^^^ ^ «J-» P'-"^^ ' point ou hereafter; but they appear to me to be more palpable and to exist woZ' /' ''T- '"' """ '''''' ^^*^"^' «"'^^"g -"• ^"-ica'n ne'grbourJt worthy of our admiration in many of their industries and enterprise! 3. Athtrd and fruitful cause of inefficiency in the American systems of noiDular th« moHT f ' ""^ ^^''' ^'^""* "-^ '''^''- ^ ^1 ^^ neighbouring States the mode of appomting their State Superintendents has been h v n.^! universal suffrage vote, and for a period not exceecSng thre" yZ arfd fn some str;Trf "^*""^^^^«' ^" ^^« «^-*^- '' theTr'Ctro To- Superinteudents the same system has been pu«ued. In New York and PenT sylvama a beneficial change has been introduced in regard tltL ap'o^^^^^^^ of their State Superintendents-in the fomer the Stal TpeSitSent bT appomted by the joint ballot of the Senate and House Tf ZT^Ttet^^^^^^^^ omce m both S ales is for three years, as it is in the State of Ohio, where the 178 i; '^ -J i 1 ! RRPOBT ON POPnr.VR EDUCATION the head of the system l.as time or opportunity to estabh'sh and hrinc into ettect.ve operation any one branch of it. School legislation, therefore, with our American neighbours is as unsettled now, as it was at the beginning of the last twenty year, and more; it has been undergoing successive modifications ; and every other resjject. They seem to forget that the representative fimctions of g^mnmen ,-the power to exercise which is based on popular election-relate chiefly to the makznff of laws, and the imposition of tares : b..t that the .arn^.n^stration of lawshould be free from thelfluencesof popl 'J^ 1^ • based on immutable maxims of justice and patriotism. They recogniz thi. c V kwT; "'J.y-i^-r't -f «-> supreme judges of constituttnal and tl edetT' "'rf *'*7 '° *•'« ""P'-*^'"^ administration of school law, and in thedevelopmentof school economy. Should their State School Superintendents .tier bemg carefully selected, hold their office, during pleasurc-anot W wo d with us for during good behaviour and efficiency-thefe'would be n.uch mo e lyXns '"^""''^ """^"''"^ ""''* '^"'""''^ consolidating their sch.u.l Our American friends appear to me to suffer equally, if not more, in their educationa m terests from their love of rotation of office and frequent popul election to it, m respect to their county and town Superintendcnl of choo" Their system appears to me to be inconsistent, as a general rule, with the selec" t.on of competent superintendents, or with the impartial and though adm„il tration of the law, ainong those by whom the local superintendents IreTZ or opposed, and to whom such superintendents are looking for votes at an In proaching e ection. Under the operations of such a systL, it apnea s to me there must frequently be as much electioneering ^ schod superiEeLe Z adimnistration ; that the latter will often be warped to advance the formr. or " IS expressed m an American report, that there will be much "log ZuLZ pipe-laymg" to secure the universal stxffrage of election or re-efectTon to H j office, at the expense of the advancement and elevation of the school. 4 In the /W^A place, I think the progress and efficiency of the common schools m the neighbounng States are also much impeded by /, absence ^any^^t Ukeav^xforms^of text-looks, the great evils of the endless varieiof wh "h are graphically portrayed and earnestly lamented in their school repXwt- the removal of which no remedy is provided. Such appears to me the chief defects in the American School systems, .o far a. I have been able to examine and observe them. In a former nart nf fl, ITl '"VT' :'"* *^^'"^' '' "^ the, cardinal defects of die e1 ith elementary school system, as compared with that of other European Oountf^ and I trust our American neighbours will not regard the above remarks a.' proceedmg from any other than the most friendly fbeliugs. and a sii ceTdeeii^ to adrance the best interests of univei-sal education. ^ m EUKOPt AJH) THE UOTTID STATES. and liring into •efore, with our niiig of the Ia«t ificatioiiH ; and lieir country in ve fnnctions of lection — relate ' but that the ir passion, ant! recognize tin's 3titutional and •ol law, and in |>erintendent», -another word much more their scIkkiI lore, in their juent popular ts of schoolv. 'itli the selec- »ugh adminis- 5 are elected Bs at an ap- )pear8 to me endencc and former ; or, as ' rolling and setion to the )is. imon Bcbools of anything ety of which >crt8, but for :ems, so far part of this the English cJountries ; remarks as ncere deeire 179 XXV.-BRTEF NOTICES OF THE SCHOOL SYSTEMS OF OTHER AJsn> NEW STATES OF AMERICA. Since the foregoing pages m^ro written I has c received from the Hon V M Rice, the able and excullent Superintendent of Public Instruction of the s'tate .. New York, a -Spec ial Report" presented by hin. t<. the Legislature the 15th o last numth, "On the Present State <.f Kduo.ti.n in the Hnted States and other Countnes, and on Con.pulsory Instruction;' 1 will extract fron. this valuable report the following notices of school systen.s in several other States than those n.entione.l in the ],rece.:ing pages of this Report. The s,.hool laws oi these mostly new States contain sunu- curion. provisions, and cnm-entrate extraordnmry powei-s in single individnals. I on.it statistics. These abridged notices wdl be found very interestintf-showing that Connnon School education for the who e pe. plo .„ the new States as in the old, is justly regarded us one ot the hr«t duties ol the State, and is liberally provideil for. * " 1. — STATK or INDIANA. '•There is a State Roard of E.lucation, consisting of the (iovernor, Secretary ut State, S ate Trciusurer and Auditor, the Attorney-General and the State Superintendent of Public Instruction, wli.. m.et annually for conference, dis- eussion and the determination of (juestions arising under the school law The Superintendent is elected by the people for two years, and has the general over- sight of the schools, and must spend at least „ue day a year in each countv Thej IS in each township a trustee, wlu> has the general custody and manag;: uent of t,.e scho.l property and lands, and a limited power to levy taxes ?or bmlduig schoo -houses. He also each year enumerates the children in his town- Hh.p between the ages of live and twenty-one. The inhabitants of each school district elect lor a year a seliool director, who takes care of the school-house pro^-ides fuel, employs the teachei-s and reports to the trustee. Common schools must be organized as a State institution, and, as to tuition, supported wholly by State funds. No district, no townsliip, no town, no city, no county, can levy and collect taxes from the people for the support of schools. Townships towns and cities may levy taxes for the construction and repair of school-housi, and lutttsT? 1^ ;""■' "^^^'"' '^'''''''' '^"^ lor the purchase of sites, out the State alone can levy taxes for the payment of teachers. The schools in each township are to be taught an equal length of time, without regard to the diversity m the number of pupils therein, or to the wealth of the township There is to be assessed each year the sum of ten cents on each $100 of taxable property, and lifty cents on each poll (except upon the property and polls of negroes and mulattoes, who have none of the benefits of this Act) for the use of common schools. " The school fiiud in made up of all the funds heretofore appropnated to com- mon Khools, the surpUs revenue, soldier, bank, tax, and seminary fund, all m HBPOBT OK POPULAB EDUCATION. ■'I ! U I , jr„T "'.""'• •««'"l'"« to ll„ w,„meratioii ol' the children therein 1,^. 2.— 8TATK OF ILLINOIS. " There i» . SUte Superintendent of I'nMic ln,truclion who ha» the »ner.l «.ds»parv,«„p, ^,y of „„ Co,„„,o„ School sj,tem. Each Connt" 'l™^ Cjchool Commissioner, whose dutv it is fn via,-* *J,« u i • . "otiseB a and grant certifipat^, " , °'"^ '; '' *** "'"* ^^e schools, examine the teaohel^, alter P?trio^r',i. T "'""^ '^ ^'■"^*««' ^''^ ^"^ ?"«'««• to create and .naraJerent^S^^^^^^^^ lor three yeai., and have the .ole <.ontroI and huusrrdhfvfror •."''' ^^^ ^''''^ ^^ '^"•^*«''^« tbrb«ildingsoliool arnt' 71 "^7;'^«''«q'^''^d every year to enumerate thec-hildivn In^tween tl.e Tnly-one '' ^"^"^^"^"^ '" ^''^'^ ^'■^^-'^^' ^^ ^'^ -'^- '^n-sons ulie: titil^t7-f 'T''' •' 'T'''"^ '"^ '""'"*"'» ^ ««''«^» ^'^ "-^"tl- in a year to on- - W42^^ '" ''' ''*''""^" •^'' *''^ »^"''^'" --■>•• Total SollmZ 3.— STATE OF MIcniOAX. each elected for three years." ^ snooessors are The district is a body corporate, and has power to designate a site for a «r.l. i house, and may vote taxes to pay for thesame anrl fnK n , . '" immediate management and control of seS'affahl"'" *'"'"' ""' '^'^^ "Each township elects two inspectors, who, with the township derk form u board of inspectors, whose duty it i. to divide the townJiip nto dLtri ts, examine and license teachers, and to visit and supervise the'scrools '' ' *' TJiere is a State Superintendent of Public InstniPtinn ,^i,^ i vision of the public schools, and he and th 1^^^^^^^^^ who ha^ general super- years, fonn a State Poard of EdUcr.tion." "^ P''^'"^ ^'^''^^^ '^''^ '-^' -"^ "The director of eaeh district annually makes jinon„r« *• .. „ within the district bet— -r *^ "I enumeration ol all children W-._mtiiediBtnct,bet...n.hcagc-«oigTeaua twenty years, and returns it. IN EITBOW; AWD THE UIOTBD STATES. ||} With a report Of f he condition of the schools, to the township clerk, who maker r r;L"r'^:::rs;,'; "- --'^ •'-'■ -'- -- -^^ " The ronstitution directs that all Hnes a..e..ed and collected in the town rh.ps and counties hIuiII bo applied to the establiBhment of « township library " "A scln,ol fund is crealed, conniHtinj; of all lands granted by Congress or the e d e'at'i'ir's •: ^ '^' '^'^T ''' ''''''''' '"'^l'^^' nnd'of alMands th e>clieHt to tin; 8tfit(! tor want of heirs." lice, and tor a Normal School. " TIic cdn,-Htioi,al funds t»f the State were reported in 1865 to be- !:'""'''''^,^t''V''''''' ^^''^-^^.OHo r n.versm- Fund '^^^ .Normal bdiool Fund c e^u no,S7H '^"*"' *2,64i,;m I — .STATK OK WISCONsr.V. •' There i. a Slate Superintendent of Pnbli.-. Instruction, who ha. the ..encral supery.suln ol co.mnon s.-hools. lie is re.pnrcin of <..,!. .. »..;.;.«*; i ■ . , 4 -- -- .. ._ !!!„ t.ig_j)n or eominuiiication bciwceii the State Superintendent and th^ district authorities. IN EtTBOro And the rwrrED btatm. IM ■ to entitle it to two yearn, and ect the Rchoolii, and to report ■enr to cnii?e to for the support I and ward tlie rce niillH upon iind nnlcss this county for the $2,llMa3.5fi. estimated at id the Normal 1 Scliools.'' c trustees infn 'hairman ami s and fichoiil- what powers aot exceediii;.' '- called sni) ith corporate d to cstaMi'^li estimate llio legal term of irvisors ; and ict inav have rs cause such * sub-district, uhjcct to the »e number ol yeare, distin- requircd bv duty it is to the reports blic lustruc- ion between "The school month consiits of four weeks, and the school year of twenty- four weeks. "The Auditor of the State apportions the income of the school fund to the counties, according to the proportion of persons in each between the aget of five and twenty-one years. "There is a Superintendent of Public instruction elected by the people for two years. Ifr is charged with the general supei ision of all the County Superintendents, and all the Common Schools of tho titate; he decides appealr froni the decisions of fho County Superintendents, and reports annually to the l.ep;islatnrc. " All hud ;;niiif,:d by the IJniled Slates for schools, the oOO.noO acres granted I'v Congress to new States, all escheats, the per centage on sales of land in the State, money paid f,>r exemption from military duty, and tines f..r breach of penal laws, arc devoted to the support of Common Schools and constitute the school fun.l. The fund in 1857 amounted to 8'2,0;J0,544, nominallv, and the unsold lands to (iiy,<.)40 acres. The fund is under the control of the (General Assembly. The moneys belonging to the fund are loaned at ten per cent." »i. — STATE OK MINNESOTA. "The towns and sub-districts, as divided by the County Commissioners, »re declared to be corporate bodies, with power to elect a Director, Treasurer and ( ,'lerk, who arc the Trustees of the district. The Director has immediate charge of the schools. The Treasurer receives and pays out all school moneys. The (;ierk records the proceedings of district meetings and of the board, and makw annually to the county auditor a report of all persons in the district between the ages of five and twouty-one years, and other statistical information. " The districts have po\ver to vote money for the support of schools, and the clerk certifies the amount voted to the county auditor, who assesses and levies it ui)on the real and i)ersonal property of the district. " The County Commissioners appoint annually a man in each county to ex- amine and license teachers, and visit the schools. They are also required each year to levy a tax equal to one-fifth of one per cent, on the dollar of valuation to bo collected and ejcpended for the support of schools. . ' " The several districts of the State arc entitled to their share of the public money on the condition of making their annual report, no time being limited during which school shall be kept. "The Secretary of State is ex-ojicio Superiuteudent of Public Instruction and makes the apportionment of the income of the school fund. The County Commissioners (supervisoi-s) are authorized to appoint at their discretion a county Superintendent, with power to examine and license teachers, to organize and conduct institutes and teachers' iissociations, and to have generally *the super, vision of the schools; to receive the district reports and make an abe^ract of the same for the State Superintendent. Twenty-two counties have appointed County Superintendents. IM •trORT ON POPDLAK EDOOATION One-eighteenth part of »11 the public la..d8 in the State, or two ^oti„b„-e in,m,ct,-o„, .„ „oif ':;: ':zt;;L';:r'"r '''''''■"'"'*;'' LesWature to provide a Byste,,, „f C«m,„„„ S,L I r ■ ',""*' "'" He kept f„ eaeh district for three .„o,,tl tatlf, ' . ' ' " ", ' " "'''°°' '''»" ....r.ti.t„forreititsproporti:Tttir,t:ts:H:;rfC" "'"■''■'■ IK ■VROPK AND THE UNffED bTAWW. WO f.p{;ti<>nn in granted to the nail portion ot The Super- jre those here- in one million rintendent of for tho banic t least on«!c h ext-books i\>v oral oountie- years of n<:v, »l»ortioii^ the :hert;, iuid re- 10 coiihtitiife body. The "ol and man- strict niaket- I vote at dih- of teaclierft' he inuvliasn ess for the productive. !ded to tho f the State iriiitendent jquires the ichool shall which the u The Board have power to adopt a course of study for the public 185 Gov ernor. p««rib. . li.. ol^s ,„iuble fir di..rict"libr:„;-;: .T^^^UiT^i:':; l^ ;::t™trxS"'^ """"""" '- "■- """'"•«"•• -' '-"- ■■•"'.- m.t, „t,o„. of ,h. Stale, app„«i„„. ,he public money ,„ ,be ,li4ri* d ie '^ coun .ea and make, to the Leg^.ture, biennially, a repo" ..|-" H,; e , i ' of the MhooU and the administration „t the whwl .y.tcni.- 9. — wrATK OK (>|{K has not a certiricate, which nc^ah cases n.ay be granted by the Governo.-. Tho disfict clerk shall keen tlu ? c^nts otHhe d.tnct, and shall act as the attoi-ney . ;hen. in^l's^!' th^l " The proceeds' of all lands and bcjuests which shall be gi-anted to tl... S. » fur educational purposes shall be fo.-ever kept for that pnrpc^e, i.. addition to a^^ noney accruing to the State tVon. escheat or foifeiture. ihe five l^:" thousand acres which were granted to this State bv Congress are devo ed V school u^s, and the five per cent, of the net proceeds of thS sale:" t^ ^^^^ lands. These sources shall together make a consolidated fund, irr-ducib e L separate, to be appropriated for the use of the Common Schools. The Coun^. Court, m addition, shull levy a tax of two mills on the dolla.-, vearlv to h^ collected at the same time and in the same way as other taxes. Districts h.v^ powi r to tax for school purposes also." *^ 10. — STATK OF NKVADA. fl.rl'^n^^'^' of ^^evada has made very liberal provisions for the education of the children ot its community. Two sections of land are reserved in eadi If i n\i ■ if ISA REPORT ON POrCLAE EDfCATIO: fown.-hip fi.rliip no ot »hr ^(•||ool,^ hrr;i.|r> »! taxpti and priviln-jr, iK-luiio-inrf f.,|hr Siaff. Tli lor this rliiP,., p,„.i,„:,r. nuA t|i»- CmiiiiIv i , mIm, i'^ iTvpniip derived froin variour »'f arc iTinlonfd U\ fuxe,; Ifivied iiiK- iiiaiiiior. •Miipowcrcd »n provide in tlw II. '-'^''' '■ I'M.,, (.|. iiiK .,EVfcKAI, Kl- ArKf> A. I.AIK *;, .1 AM \KV 1. iK.'ift ('..III iiiiiiiii ■ «••■• ••«! IIIMI;>. oi'iiia, one. oliiiirtii III Dol; Kloiidi i\\ai»; N Mo,50H None. M (•/»(!( I l,l(»i),'t7H l,<)(tO,(M»(» • ••• IJ^'-'j'Ji l-ouisiima i,-t.).),'i.J:j ( •••liiiv Nevada New J civvy New Voi-k". ' * Norlli Caroliiia Ohio t)i-cp;oii IVnnsvlvaiiia ". Jlliodo Inland Soutli Carolina Tciincs(;eL' Texas Vermont . ... li5l,l(;7 liiindK. • .... . V'^irj:;inia . . None. • » J^ands. 437,754 • tul. .laiman- 1, 1S41>.., do lS5i)... $21,420,275 40,445.350 from variour i.v tuxe.; Ifivied nivi'le in flu'' ;v I. iHhO. None. 7;{'.),4S/ M <•,:,()(; iXorie. l,iiii "ot suggc«t at present any material an.endment of our (irannuHr S.-hool Law ; or any amendment of tl.c general provision, of our Consolidated t-om- monSCuo Act: or any change in Ihen.odeof appointing any ollicors author- It 1 r ' ;• : ; ^"' ' ''" ^ '^ *'• •'" '-"^'"' -"' '■-■--••'^ <-'-I-- at.on<,| the nendsot un.ve.-sal education, both in ami out of the Kegislatu.e 1. — COUXTY Sfl'RUrXTICNnENTS. Whether the Local S..peri..te...lonL of schools sho.dd ,.ot L.varial.ly i.r a County b..,,e...ntendent, except whe.-e the eo,..,ty is so hu-ge as to renui.e a .^cond or As8.«tant S..pen„te..dent, and whether the p.-uctice of having Town .h.p buper...tendents should not cease. I km>w that each County Cou;:eil „ow has the option, to a certain extent, of appoi..ti..g a cou,.ty Supe.-intcnden. or townsh.p buper.nte..de>its ; but by local i.xfluc.ces n.a..y County Cou.uillors H.-e >.evented fro.n exe.-c.s.«g their ow., best judgn.cnt in the .natter, a..d are .norall v toreecl to .nake townsh.p appoi..t.ncnts, even whe.. they do .lot apjuove of the..;. Our A.ner.ca..,.e.ghbours have tho.-o,.ghly tried both systc...s ; a,ul kw York a,,d I e.insy v.ui,a have entirely reno.u.ccd the township S,.peri..te..de,.t .vste... and adopted the syste.n of co.n.ty Superi..te.,dency ; a..d the State Cominissione." Oh.o (whe.-e a tow..8h.p i..speetion system has been attempted) devotes upwanls o lorn-teen pages ot his last A,.nnal Keport to u.-ging the adoption of he ou..ty bupermtcKlent syste.n. He says : -. Our .y.tem Cf tow.,ship s.n erv l o^ hy mea,iB ot ac .ng manage.-s of schools has proved a la.nen able "ai u," h..n.lar systems i.x other States have also uniformly failed. Any sv. of supervision tor the country schools .nust necessarily fail that does no n ake pro v.s,on tor the employment of competent superintendents whose cnth-e e>.e.-^ e. are given to the work." The value of local supervision th.-ough the n ' 2 <_ounty Superintendents, 1ms been tested in other State.. Pe.nisylvai.ia'-rid Calforni.^ West Virginia, and perhaps other States subsequctl- ; and fro m' each of these States the gratitying intelligence comes thu it ha; ,i^ cd tl most valuable featiu-e of their school system. The Hon. J. P. Wickershl.n I .' ' present Super ntendent of Public Instruction in Pennsylvania, sa S bupenntcndents were fir.t elected in this State in 1854, and i is not clai'n i too much for the office to say that it has vitalized the wh le system. To k mo^ 18« HWOltt ON POPULAR EDtCATION U f ft "ai T' "*'"■; "?""'\' "; '' '"'' °^'"- ^^^"-^^ -"bined, we owe otu- educa- tional progre.-.s during the last twelve veal-s " ] ..P«rl r.J u- i :imilar tn-stimonies on this point. ' "'' '""''^r*'-^ "'""^'•'''••^ •i.— QIALIKICATIONS OK ((H'NTy SrrKKlXTENOEN"lS. in iniuiediato conneotion \vh]i unri ..^ i well «i eo>,„.el. ,., ma.iajro „„d ,c,uh hi, ,„. l,c, k,0,oo l" , ,!' , '^'"'''■' tl.at i„ ,i,e State of Po,„»vlva„i„. tl,e,elect!u„ „t t »(■„,„! < I "*"' ." t™eIm.S..- 1.. K„..|a„.l ., „g,cl, i,„,J.,a„ee i, „„ ", t ,1 !.,•'« T" "I n.,,eet,„v, that ,,,„, ,„e„ „fa U„ivoLity ^U:,,,i.;':;^t^;Z,"t^TZ iiave Iweii scin m tlie former imrt „f this reijort tl at ,!,„ l • • '. 'he marvel s„cees, a„.l „tt,-ie„„v of tl e v ie f ' ,' '.""•'"""'"* "'' lfona.,d a,ul „„,er C„,,tinemal eo^^trt i tl t , o /Z T: ""T"''""- '" ".™ a, Sehoo, J,.„ee,o., „,,o,„, tl.e ve.ierat , m ,,.',', Hi"*','""! s»8t«,„ toM tl,e iVetieh SeUool Co„™issi„„or " bI.ouH boson I, T , . .-ndle." I have heen „.„red by.oat.yCVn.t.vcZciHo r« t'Z " f "" M.I.V t,,e,„,thoritative«oi„,„f a,oeL,,pe„Le„d::lt; ; t^^^^^^^^ a^ a great help u. enablin- then, to resist i.nor.mpr ,.) . . ; . • ' i.. the .eloetio,, of the K.t .,„„„Hed ,„e„ ):XZ;1:^Z^' T""' • "" ^.t .,,o,,,d of oo„r., ,. d„ri.„ .oa^re-v.-rt,.:,, d',.' ■ ^U'SSr ■).~c< .NsrnrnoN of colnty boards or kxamixkrs. I think a great improvement may also be nrid.^ ;., fl,„ .-. • Count, i3oards of Examiners, or of PuLe Ins^^er^J' j^^ T ^^T " ll England the examiners to award scholarships in Colle-cs <>, !m . Indian service, fonndedon competitive examinltion, or^l^ sch^..f f '" " I>u,^aries, are never niore tl,au three, often not more thtw ."'"'' "" <^ne. In the State of Ohio, under th; new la. t icXt^^ -^>' of teachers consists of only three, appointed, not by popuW ele "t on b^f^ T"".?' Judge of Probate ; and even the State Board of E. ami rs ^ I's .^ '''? h-te certificates to teachers, consists of but three, appoin ed by the St p"' -Missioner. I think, therefore, if each County Board of Pub c T,? r'"' which is simply a Board of Exannne., and whii no cc^i^^of o^S^ ' tendentsand all Trustees of Gramuutr Schools, were m luced toH ^''''''" petent persons in each County, it would be a grelt . vn"' •'-;:* "!^^ ^•""'■ and cont-ibute much to the efficiency of such Boards. ^VWul 7'T^ Judge, the county superintendent, and a practical lirst-cl.ss t! .T "^"^ by the County Council, or bv a C..a,tv Te.d'i ' V '''' ?^"'"*^^ economical and efficienta County Board of Exami^oiCr^S^rlld^ 'SOUin; sun;. m KDBOPE AND THE UNITED STATES. ,.j 4.— PEKMAXEXT FIEST-CLAS8 CERTIFICATES "f teaohiug, ., weirrof tain „™te -C" f "'" "''°'' ""'K'o^dofeffloiency ..ot to ta during „fe, unlr "W?;f„\*:;rar^"^^^^^^ " ""«''• to be a ba™ter-...law, or a praciti'onero.^dtit iZT " T"'^'" thai the standard of nualification. ,.f ,..! ™™na This assumeg, of eonree, t-^ .ic«n.ingof an, teUltro" :X":^.^:.;'' r^ " 'Z'"™* gramme of Common School ednralion Tl,„ . prescnbed pro- sufficient nnml«r ortoaclt^ra thrl3'« a ""S" "^P'"™ *°°''' ^' "h^-' = In Bnch case,, tl,e C„„^X IrfX f ""f ,""' '"' '™»»«' '" " ''""'■ty. ary C'orti(icate,f„rS.h X , V"f ■' 'f ""■-»" '»»ve temp„; .mn'oer of d„,, , JihlST^Ve^' t. r.:;^""^ i» "ot a s„«i^. TJie secret of the success an,l pffl.;.,. 7*i ? , '^'^'^'^ ^^ *^« «oimty. land and other EulZ '"^^t^ >'i ''?'"' '^''^""«™J^'^^' Switzi bouring States is tmeed toT ' ''V" *^' '^*^^^ ^"^ *«^^'«« ^^ the neid.- t.ho4h overs'! i:^Tdtpt:^^^^^^^ *-^-^ -^ t^e teachers-the emplovment nf in . "^ '* '^ *^ *''« unfitness of thatoiu-A^ericZLl^^^^^^^^^^^ as X^rde::' "r^^^^ ^^^^^^ ^^- theu- country schools. WeZuTdproii bvth' '"'^'^'^'^ "' '"^^y «^ Atlantic. I a. persuaded ttt^-t^^^^^^^^^^^^ ^^/«?h «'<^- of the intrusion of unqualified persons wp d,-!! i? P'"^*^'''*'° »S*^°»t the number of dul^uali^ei irhriV^'c^^^^^^ I oT'"" ^tZ'^^^^^'^^ many teachers, and they will ]>e fol^L^ ^ ""' ^^^^' t^«'« ^^^ vincial or National CprHfi 1/ V f-f '""''^^^^^g "^^bers, worthy of a Pro behaviour)tX pi::^^^^^^^^^^^^ ^^^^^ '^ '^^ ^^^^ .o:d 5.-A FIXED MINIMUM FOR TEAOHEEs' SALARIES ta which the scS:^iTL>:Son"T;\\'""*r'"""'^'''''^"'°r« ePcient,-,nch as Holland, SwiS^ZdrtLcJ^nr" """"'' "* "■"' thete is a minim™ of a tkcherCr^fal J'^ ""T*^ '^°' mune or school section is too poor toZJide tl» ' T. ^"^ "^ ««"■ of theteacheraccordi-gtoa^l™?, "'» P"«nb«i miaimoni salary assisted to make up thT^cW b? ! . T"* P'"*""^' '"'='■ ""'"'""•"'« Fund. IntheabsLceoflTSpLwrf rr^l'"'''' "^ ""' S"" SUte. and Ontario, there ^.l^Trtorwlotl^^, ■"'''" *" '^■"'«' without regard to efficiency • anZ'n Z„ . """ ''"''" P""*^ ''"'"•er *co-»-- 1, I ^^"^J'' ana, in many mstancftfl merito"oi-" — -> -" • leacuore have been sUDDlantiwI hw l«™ •' J. , L.Jiso..oUn auu ometsiil .-..,„fthe«h„oT::^if^^:-s--'---~^^^^ 190 BRPORT ON POPULAR KDUOATION Ui V ! Ult' heen taxe.l to pay a teaoJier quite incompetent to instruct their own children, I h>s ,8 a wn.ng to the public, a wrong to the children, and wrong to individuaU taxed to pay such a teacher. A free school is not intended to gratify individual meanness and avarice, l.ut to secure the education of all the children of a neigh- hourhood; and no school shouhl he uuide free (that is, supported altoc^ether by a rate on property) whi<-h is not con.petent to teach all the youth of the neiffli- hourhood desirous of being taught all the prescribed subjects of a common schoo education. But both the competent teacher and the school rate payer i^liould be protected against injustice and incompetence by bavin., a minimim, of salary legally prescribed, which would keej> competent teache.^ from leaving the pro essmn and below which, meanness on the part of any trustees could not descend. Whether this minimum of teachers' salaries should be prescribed by u County Board, or by the County Council, or by the Legislative Assembly i. ulso a matter for consideration. In the. neighbouring States,' one of the most .erious hindrances to the efficiency of their schools-and the evil is deeply felt in Canada-is the relinquishing of the profession by the best teachers on account of remuneration so much less than they can obtain in other employments Kvery competent teacher thus driven from the profession, is a serious loss to the common school education of youth who should be protected by law against such loss mfl.cted by Ignorance and meanness. Thus protected, the teachei-s pro- fession has as much permanence in several countries in Europe, and also in man- • cities and towns in the States, and in Canada, as any other profosssion; and Holland, some of the cantons of Switzerland, and other sm^ll and poor countriea noticed m the former part of this report, show that where the minimum of the teachers salaries is high, the schools are more efficient and the people are propor- tionably Ijetter and more generally educated. 6.— ADDITIONAL PROTECTION TOTEACIIKRS. The frequent change of teachers has long been complained of as one of the most serious impediments to the progress of the schools in many instances as well as to the continuance of good teachers in the profession The fixing of a minimum salary of teachei-s, as above proposed, is one means of abating the nuisance of low graded and low priced ^eachers, and of keeping good teachL in the profession ; but another means of scarcely less importance is to prevent the needless and injurious changes of teachera. It will have been seen th t in all the educating countries of the contment of Eiu-ope, a teacher, when once em- ployed, cannot be dismissed without the concurrence of the Inspector and in some instances not without the concurrence of higher authority In England Ireland and Scotland, teachers are as secure in their places during good behaviour and efficiency, as if they held office under government In Ontario, Trustees and people themselves, as well as pupils and teachers should have better protection than now exists, against changes and derangement of school teachmg and operations at every whim or instigation of individual avarice, prejudice or passion. IN EUROPE AND X. JNITED STATKS, 7.-ADEQt;ATR ACCOMMODATIONS FOR TirK SCirooi.S. 191 It is alsosnggosted to make Letter provision fn. d i , in many places. The law requires tha tll^ T ? ''""«« «^^o.nmo<]ation to the .ehoo. all resident .^ 't^^^^t!::::: ''"' T''^" ''^" ''"'' iuBtruction, in regard to I.otl room J\Z: ' V>'*'^''« "^ »fe'«' «>'• who«e made. But eomplaintB arc mal? ..2 . ^ ^'^';' ^""?' •" ^'"'"^ '•*" «»"r«« l"* incapable of aeco\„modati;! "ftl > ^rVl^^ '" "'""'^ ^^^ ""-^>- packed in a scLool-house like anin Ih • ' '," '""" "''**'^"^''«' ^'t^'''^^ Louses are altogether unfit I ?'; ,;:';::; «"^^ !!;"^^, '^"^ ^^ the school' and improve then,. Of course thin , ' '''" ''" ""''""^ *« ^"l^'-ge under such circun.stance . "iH 1 i " '" "^ ^l'"^"'' ^'^^^'i^^'- -" tenchh^ report, that in France and lie JZtir ""V" '"^^^^^^^^^^^ comn.nne or section is ..«„ " .ito l; I'^ r"'rr' ^" *'^^ ^«"t'"^-^ each the resident children of scCl t a 7i t" / "I" '^^^ ^^ation for all teacher when the pupils exceed fee'alnnnT" "" ^"^" ^ "^"'^ '^ ^^'^^-'^ that in the neighbouring State of No v^; ^''^'•^^"g ^om 50 to 75 ; also, authority to condemn a schXusels LI ^ """""'' Superintendeit has number of square feet for each p^pilTonS '" "^' f "^^"^' ^ ^r^-" in such house cannot share in the D^bL T\ f' T' *"^ '^^^ *^« ««J'o«^ ^^ep* m„ent should be made out of school or other public funds to encoZ and aid m that special and important work. _ ll.-^HE COMMON SCHOOLS ENTIBELV FREE. _ I have also to suggest for consideration the important question of declar mg the Common Schools free thn,ughout Ontario. The couie pm.ued amonL .|B on this subject is different from that which has been adopted inThreth^^^^^^^ ing States. In the free scl^ol States the schools have been made freely an ttJJl" , i; I r-. • ^^*^ "' '^' ^'^^^^^*"'-^' '^y *^« School Act of 1850 invested each school division or section with power to decide annually for itself The question has therefore been discussed and voted upon again and again by the rate payers in every school section in Ontario. The result of thk an^ud discMsionand^ voting upon the question in prlmaiy meetings durii^ sreTn yww J8, that the free schools have increased from 100 to 300 everjr y?ar, until bligatory, or )ropo3e facili- ves, in each re. ! made th&u lermoretbaii not material ) leave upon , on the other er example; 3r the proper y, the educa- imon mixed education of s and towns gations and i neighbour- oys, besides kre with us level of the the higher (mistry and uch less is red for im- not supply 3, the duty has been milar obli- i a special encourage of declar- led among leighbour- •ee by an t of 1850 for itself, again, by is annual ig sixteen ear, until I» tmon AND THK TOITED STATES, 193 '^e^'LZ tC^Tof tltaT'bTr^ '^''' '-' ^" ^"' '''> -- -P-^^ the rate oavU T , u ^'" ^'^ ^^^" ^^ ««"*« ^' month or less A. he queetTn *^^^.'"^'r^ ^*^« -^^ '"ore than four-fifths of the schools free and tlslt an Tnd'to a ".f " '^^"''"^'"^ ^^^^^^'^ "°^ ^^^^^ ^^>- ^^^ !- '' ueighb^urioodth 1 . .T- ''' '"""'' '^^^^"*^^^^" ^^"^h^ 4"««tion in each attenbL rneaH^^^^^^^ ''""'''^- '^'^^ ^"^J«^'* ^^ »>-» P'-sed upon my to the educa^on of an ^^'frf u""? ^"^'^' *'"* ^^^'^ '"^" ^'-" ^ contribute 12. — COMPULSOEY EDCOATION. end. The F,:ench Mi^^st o/^rT T ^^ "*''^'"'' "^*^ ^'°^^^«^ ^^^1^°"* 194 REPORT OK POPULAR EDCOATIOK the "Relations between Public Instruction and Morality," statistical tables, showing the effect of edncation in diminishing crime in the different countries of Europe. He concludes with the following forcible and beautiful remarks : '•We cannot afford to leave uncultivated, during perhaps the half of life, the precious treasures of popular intelligence, when ,we see that the progress ol" morality follows that of public instruction and general prosperity. The orgin made by the schools coincides with the loss sustained by the prisons." In the second place, the question involves the protection of innocence and helplessness against wrong and cruelty. The law punishes a parent who wil- tuUy starves, or mutilates, or murders his child. Is not wilfully starving and mutilating the mind, and murdering all that is moral and noble in Inimanity, worse than inflicting any injury on the body ^ I remark thirdly, that if it is right to tax the property of all for the education of all, it must be equally right to we that all are educated ; otherwise it is rais- ing money under false pretences. Be it observed, fourthly, that if it is the right of every child to receive such food and care as will nourish his body to maturity, he must have a higher right to such intellectual nourishment and care as will matui-e his higher powers of manhood. And if such be the inherent, divine right of the child, the State should protect the child in the enjoyment of that right, against any hiunan or inhuman being, parent or guardian, who should, by neglect or otherwise, attempt to deprive the child of such right. Finally, I beg to observe, that every system of public education is a system of compulsion. Even a public grant for educational purposes is taking from each citizen something, whether he likes it or not, for the education of othei-s. By the imposition of a school tax for the erection o*" a school house, the payment of a teacher, or other expenses of a school, each ratepayer is compelled to pay, however unwilling, for those pm-poses. And if by such universal tax on the property of a city, town or neighbourhood, the means of instruction are pro- vided for every resident child of school age, has not every taxpayer the right to insist that every child shall be educated 'i The parent or guardian may prefer a school at home, or private, or other school than the public school for the instruc- tion of his childr en. Well and good, let him be the sole judge of that,* But 'The general law in Europe on this subject is summed up in the following statement of Mr, Kay, late travelling Bachelor of the University ot Cambridge. " The Genua- 1 and Swiss have always left to the parent, the greatest possible liberty of choice, as to the manner in which he will educate his children ; they have only said, ' the happiness and social prosperity of every coantry require, that all its members should be capable of thinking intelligent, and, above all. religions ; he who does not educate his children is an offender against his country, inasmuch as he lessens the probability of its prosperity and happiness ; therefore such a person must be punished, that other careless citizens may be deterred from U)llowing hisexample.' Indeed by such a train of simple reasoning as this, the Prussian government, as well as the governments of Germany, Denmark, Switzerland and Sweden oblige every parent to educate his children. He may send them to any school he pleases, iu any part of the countiy : he may have a private tutor at home if he pleases ; or the mother may perform the office of teacher. In all this government does not interfere. All that is demanded is, that as the Slate is immediately 'and essentially interested in the right development of the mind of each one of its citizens, th" country •houid have satisfactory proof, that the children of every parent are being properly ' educated in me way or another." (Vol I. p, 44.) o r r j m KUKOPE AND THE UNITEO STATKG. oal tables, . oountries 1 remarks : )f life, the jrogi'esB of The gain icence and it who wil- arving and luimanity, education p it is rais- (ceive such igher right powers of , the State human or se, attempt s a system iking from of others. B payment ed to pay, ax on the m are pro- le right to ly prefer a he instruc- lat.* But ment of Mr. ty of choice, ippiness and of thinking, nder against lerefore such bis example.' well as the educate his e may have her. In all ediately 'and ; the country educated in 196 he has no right to the choice as to whether his child shall, or shall not be edu cated at all, any n.ore than he has the right of choice as to whether his child shal steal or starve, as long as he is a member of a civil community, whoFe whole mtercsts are binding upon each member. Every system of public instruction being compulsory in its very nature the compulsion to be educated should be co-extensive with the interests of the whole <-.om.nnnity. And that community which provides most effectually to free itself and keep itself free from ignoranceaud its consequences, contains within itself the' elements of the greatest freedom. The freeest State of the American Reiiublic- MHssachusetts-and the wealthiest State, in proportion to its population, and the most advanced in Science, Literature and Manufactures-has, and has had tn.m its c.mmencemont, the most compulsory system of education in America and pay., and has from the beginning paid, the largest proportional sum for its support and made all its public schools free, besides providing reformatorv R'hools for the idle and vicious. I think it needless to pursue the argument any further in this place. In my brief accounts of tlie systems of popular education in Europe-in the former part of this report, I have noted i\m comindsory feature of those systems and fJiown how it is carried into effect; and in the part of my report nnde'r the head ot " Compulsory Education," I have extracted from' the report of the French Mniister of Public iiistructioiv(M. Uuruy) and from the report of the French School Commissioner to Germany and Switzerland (M. Baudouin) a , summary history of the law of compulsory education in different countries 'of Europe In Holland, and three Cantons out of the twenty three Cantons of Switzerland, the only States of the continent in which compulsory education does not exist, except in France, where measures are being taken to introduce it-a system of compulsion and restriction prevails in other respects equivalent to compulsory education itself. Every locality is compelled to provide a school house and school for all the (children of school age, and the State aids the locality not able to do so without assistance ; and no child can be apprenticed or em- ployed in a factory, &c., without being examined and giving satisfaction as to his or her education. This is a larger assumption of power on the part of the State, between parent and child, than in directly compelling the education of the child. In all those European countries v. .3 the law for compulsory education ex^ts, the simple penalty of fine and temporary i nprisonment, has been found sufficient to give it effect, even without the aid of reformatory schools I am persuaded the same penalty, with perhaps the addition of a milder penalty of imposing a special rate bill for absent school children, would secure the univer sal education of children a part of the year in all the townships ; while some additional provision might be required in « An Act for the Instruction of Idle and Truant Children in Cities and Towns," with, perhaps, industrial schools I have bee^iassm-ed by many individuids of wealth, and members of benevolent associations, that the operations of such a law would never be impeded for the want of clothing for poor chikken, or even food, if necessary. 19« BWOKT ON POPCLAB KDPCAltOK Dunn- my last official tour of Upper Canada in 1865, a very large maioritT (thirty-seven) of the County School Convention* adopted resolutions in favour ot compulsory provisions of law to secure to all children from 7 to 14 years of apje, the benefits of school instruction 4 or 6 months each year. In the former part of this report it will have been seen that in Switzerland Baden, Wurtemberg, Prussia and other countries where the principle of com- pulsory education has long been in operation, the law is now merely nominal It scarcely even requires to be invoked, as the national mind has become so thoroughly educated that n„ parent any more thinks of bringing up his children without education than without food or clothing. Such I am persuaded, under the operations of a similar law, will be the universal sentiment of Ontario in the c..ur.e of a few years. Until then, the great mass of the community should be protected against the conduct of the vicious ie^y who would sow the seed., multiply and perpetuate the evils of ignorance, idleness and vice. Some clauses ut our school law in regard u. elections in cities, towns, &c , may be amended, but require no notice in these general suggestions, which relate to mattei-s that not only re.piire legislation but which are of universal interest and application in the advancement of our whole school system. Nor have I adverted to defects in connection with our school operations which may be cor- rected by better modes of proceeding, and do not require legislation to remove The object of this report is to aid in perfecting our educational system, that all parties labouring under it may be enabled to prosecute their work to greater advantage until there shall not be a child in the land ten years of age, and of a sound mind, who shall not be able to read and write well. XXVIL-CONCLUDING REMARKS. In the foregoing pages I have made no reference to the other Provinces of our Canadian Confederation. In the application of my epitomes of facts and systems, I have confined myself to Ontario, as no national system of education seems to have been contemplated by the Confederation Act,' and as each Pro vmce IS an independent State in itself in respect to education, without educa- tional identity or unity with any other Province. In this respect we have imi tated, rather than have been warned by, the example of other ancient and modern Confederations. An able American writer remarks: " So long as the education of our children is conducted under the laws of the separate States without any tiomogeneousness in the methods adopted for their sustenance and management, we shall lack a most important auxiliary to a true Nationality Each of the several States bnino' left to a'-Iant if a nam c .i. j i. i . m- L-j_, leii i,> .t.iaju Its own scheme, and to determine what shall be the method and measure of education imparted at public ei- ^\ m BtTBOPB AND TOE CNITfiD BliTES. 197 e majority in faTour i years of ntzerland, le of com- ^ nominal, 3econie so is children led, under )ntario in ity should the seeds. wns, &c., lich relate il interest >r have I y be cor- > remove. I, that all ;o greatar and of a ces of our acts and sducation acli Pro- it educa- avG imi- ent and long as e States, nee and ionalitj. stel'mine iblic ex- m^ to all classes of children within itg bonnda, it is quite impossible f o secure th«t uniformity of method or thoroughness of administration, or strictnev. of responsibility which a well-managed national bui-eau might achieve The whole work .8 fragmentary and unmethodical. Each State has a different .tan-lard grade or measure of school culture. It must have its own method of preparing and employing teachers, of paying school expenses, supplying hooks and super- intending the movements of the machinery, but even when the reports of any two States happen to embrace the same items, in form, they are made upon difterent bases, and no comparative deductions can be made from them Thi^? will be obvious if we contrast any of our State reports with the reports ,>f the Privy Council on Education in England, or of other European countries, in which we have a single connected view of the working of the whole machinerv and .ill the connections and results, as if it were the report of a parish or district school." That distinguished American statesman-the Hon. Horace Binney-remarks thus on the same subject, in a published private letter to a friend : ' "The want has been incident to all Confederated States in all ages of the world. No mere league or treaty of alliance or federal compact haa been able to give the whole people concerned a common country. Our Union has been more mtimate than that of any other States, and yet I fear I must say, it has as completely ailed in this respect, as it has in other countries in ancient or in comparatively modern times. We are born in the States-the State laws beir- ing upon our must intimate personal xolations are over us, and State officers are the agents for their enforcement. It requires a higher view and more extended observation than the young take, or than the coui-so of education takes, to see and teel the bearings of the tmion upon ourselves pei-sonally. I should almost despair of ever finding an effectual corrective if our domestic institutions were to mnain permanently in the same condition, in all respects, as they have been. Thus far, beyond doubt, the differences in certain State institutions have caused the greater part of our troubles, and finally brought about the greatest. Cer- tainly one of the right ways is to accustom children and young people from early life to have the whole country and nation before them, and to keep its symbol m their hearts by every means which can associate it with our vii-tue, our honour and our domestic and public safety." ' In the absence of any ground or pretext on which I could base a national view of education for the Dominion of Canada, I have confined my applications and anticipations to my own province. I have presented the systems and pro- gress of popular education in several inland States of Europe, whose population separately is almost identical with that of Ontario-States-suoh as Baden Wurtemberg &c., maintaining after having achieved their independence, and enjoying much greater liberty and prosperity than some c^ the largest European Kingduuis. I refer to these facts to remind my fellow atrymen of On ^ "o that whatever may be our future relations, whether those of united Nationality ■'^Jf- 196 REPORT ON POPULAR EDUCATION w,tl, the re.t ot Britinh North America, or tho.e of isolated independence we hHvo .,., reason tor apprehension or di.coura^ren.ent, having within ourae'lvee under the Divine bie^aing, all the essential elen.ents and Sources 0"^^ Hlity, freedom, progress and happiness, I have the lioiior to he, Your Excellency's m..st obedient and humble servant, T)KPAiirMKNTo.. Prrn.K Instrittion. ^^' ^^ERSON. Toronto. March ith, 1868. ience, we ourselves, it' nation- ERSON. ) I