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Tous les autres exemplaires originaux sont fulmds en commenpant par la premiere page qui comporta une empreinte d'impression ou d'illustration et en terminant par la dernidre page qui comporte une telle empreinte. Un des symboles solvents apparaitra sur la dernidre image de cheque microfiche, selon le cas: le cymbole — ^- signifie "A SUIVRE", le symbole V signifie "FIN". Les artes, planches, tableaux, etc., peuvent dtre filmis A des taux de reduction diff^rents. Lorsque le document est trup grand pour 6tre reproduit en un seul cliche, il est film6 d partir de ('angle sup6rieur gauche, de gauche d droite, et e haut en bas, en prenant le nombre jges ndcessaire. Les diagrammes suivants 4rent la m6thode. 1 2 3 1 2 3 4 5 6 1 \l cf-).\ , can w. AN ADDKESS TO THE INHABITANTS OP THH ^Bl^^vn$ ^i^trfipt •t C€mnlf Svpcrinlcnd€?it of Common Schools for the Colhoi-ne Disruft. PETERBOROUGH : Stfatfir It tie €Ja|8ttf ©fflcr. SoutDcgst covnct of tfcp iWarfect Square. 1840, ; f ^'- % ■■J ' t* ti ^-W^^P^ •Kijf ■*• ' •. 'W^pi?;. Cnied; and it iimy'dUty ta' gii%* you tfce- iiifonttaiifaink t propose^ theretbrq^. Un lay befbrii you a^briefl' butpIMn; staitetnent,, respecting the state ofeducatioM amtfH^' ubf^ahdj «C the ^iftme. time', I s^aJl'taketht^ liberty of) iyiakii^g a few 'Ob*' seryations in connection therewith. "' 'WheA IKaV^ ddne so, I thihk it will b» admitted, Ibat wa- liave nol'rtMoh eailfle'ibp'cotigratulation. It- is humiliating* \i6 aoknowl«^|iit; it, but truth obliges me to confess^thatv throughout this Biatrie^'at. leterst^. there prevails a great indifference with respect to education. A^this-indHI^ence*, Pfearj is-notconfined to ourselves. I often w "W ' det<^iio)Mr; ambn^^ pedpl«v proverbic^ H^r their sbrewdlieaa and ittfelKw'' g#nce, and with- the means' oC increasing aad'ejlteHdiiij^ knbwfctdfi^ o|^ ewotf^aidlB, t4irre> should be so liHlo inteYesMvitac«<^ in ks adran^6« ment. ITsuehiv'tKe^s^tfeorikingft now, wh&t nvueb ithate^bean before otup teti\^ Scfick)! Law came into existence ? flkera o»i% ba no ^ov^ tlM'a^reatfffnprdvenienflifrS' taken place under'this law^ and, if #UI^ all this improvement, we are still so backward,, cup fi>ltner ciohditiMi ' tmHi hav« been bad iiidieed. I'ht €blfe6rne^ District is divided into 88 locaJitiea or School D^ tri^s. The nwhber of chiMren, residing* therein, betw^eti the a^s of 5'aiid^ 16:, in the year 1844, was 533T, The number of Scho6t| mi oj^ettttibn was 72.: The number oTchildren, reported in atton^il^ tbcyWoh-, 2254. This is «tclu»ive ofthe Tdwnshipa of Eldon afid fial^ nimM,'fix^iii- wbich- tiiere were no rejkwrts lb? that year. AsitMiinif^ however, the probable number, m attendance at Schoeikiin thoflie't#t> TOwttshfps, to be 150, we baTe2404,as the whole number of ehil. di^, i» attendance at Schools^ throughout the Colborne District, i^r thfe yekr lli?44. The average time, the Schools havo be<>n kcipt op^ti, iarMven months. FVom thia-ft ft^ipears, that there were 29d3 children^ dtftr»»fftk«r year, who did not even enter a School !— More than oiia half 6fldrtfeh) clHMreiiibtidirDfitHet Were, during the year 1844, ^eniadth^^om. mc^ pHWl«f^e-6fleatiiiif^'tb'r^{id and wrttej and were tore^ by thair pmnnh to Hte MKf'gtdw up in ignorance ! Sttrel^c the lk#e ineiltiott IP ipiip of such a disgrace ouglit to awaken all clrskcs tj the uccossity of la* buuring to lenicdy it. But the evil does not sto|> here. Although wo have 2404, as tho number of childr?i), reported in attendance at 8chooi, during iiud year 1844, still 1 am safe iu sayiii;^, that there were not over two thirds of Ui^t immiief constantly there. 1 believe, i should be safe in limiting tliem to the one half of that number, and, incredible as it may appear, ,» this would be nearer the truth. : '• As maybe suppo.sed the course of study amoug them is torylUf- mltfid,. In iew instances have 1 seen English CJrainrpar, orHistory,^ or Ceogiaphy taught, and, with one or two exceptions, .Muthcmaticf., or the (Jlassics never. , . • Vi'is r Such, in R few words, is the state of education among us, The picture is, qertaijdy, not, a tlatleringyne, but its presentation is indis-r P-Qfiflttble, if we desire improvement. i .;. . It wiii, no doubt, bo asked to what cause is this state of things to/ b£> attributed? ,The evil is not to be traced to our School system, npr/. to.tbe want- of means of obtaining education, for, perhaps, in no poui|- :, i^y, do greater taciiities exist iu^his respect, than in Canada. Th^-^ Le^islatme has generously provided to each child in the Dist^ictf ^ yearly, very nearly the sum of live shillings for that purpose. .->im jj » * if is not my province to enter into art explanation of this cwuse^ altiloiighi I could, «iost willingly do so. Sufliciont is it for nie to p^mto oijj tjjc fact, and then leave it to the patriotism and good sense. of, tJvft-; pSQplfc to iind a remedy. . . . ^ To imagine, however, that you do not value education is, in ij^?i,t opiiiton>o«) insult you. There is no people so wretched and so de- piiiVftd^f-asstjoassert, that Schools may be diapensed with. Any counr j tiJX) pi:<»fe's&ing to be civilized, cherishes learning. An enlightened;-^ P9opte)»i'e ev!er xfree people, and, in proportion as they are euJightened j and^'^:&rocure an efficient teacher, but how to obtain a cheap one. As long as this practice prevails, sa long, will education among us languish. If improvement is desired, you must employ able and respectable teachers. Dy paying them li* berally,you will always obtain ibcm. Money paid thus is well r)ai4» and should bo given cheerfully. A parent, who educates his child,, giyes him that, which is of moro value than riches. Gold may pur- chase distinction for its owner, but knowledge commands it. In all the -elations of life, it is easy to see the advantages which the educa* ted man possesses over the ignorant man. Whilst the latter must be C9J?ftenLto stand still, the other wins his way to eminence. , ■ The qualitications of a teacher are various, and should be well laoked after. They cn)braco more than a mere acquaintance with books. There is uo class of men, on whom devolve greater reaponsi. bilitjcs and higher duties, than that of School teachers. With them i» left the care and training up of the whole of the rising generation, and,. Accor^i^g as they discharge those duties faithfully so wili those, who are to succeed us, be iittcd to do so with honour and profit. A mild, paternal disposition, and a knowledge of human nature, ar^ indispensable requisites in the character of a good teacher. Pa*- tienec is, above all thinge, desirable, and a study of the different dis. positicas and capabilities of the children, committed to his care, nc . cqgsary to the p^iper developement of their minds and to their improvoi' m.ei)t. A kind, agreeable teacher will do more for the advancement..; of children, than one, who is both feared and hated. A tyrannical teacher i^a ca,lamity, and much censure is due to those who emploiy The day is happily gone by for such men. The idea of corporal panishraent, in connection with mental cultivation, has given place tOi, otj^er and better means of instruction. With man's advancement in the knowiedge of human nature, and with the spread of christian in- fluences has succeeded a more just and philosophical mode of i ;»part- ing instruction. Experience and common sense have exposed the cru- m ■'■";l «p ■■.ff.'c ■ ■■!i**fSr'-»t' -■"• eltyand the folly ofaliompthig toimprove the miiMl'bymeent^f b^- lysutUvinrr. fliey have shewn the way to ^'^'^'^^X ^^-^L Ld pleasant to all who seek after it. They ««"^^"^.^«2T^*^jf, acourffin- the child, who is unable to satisfy the exorbi4a«t>derWMi^' of his teacher, or for faults conunitted. But they direct an^ appeal- to- his reason and his jvistice for exertion in the one case, and fof eoiivic. tion in the other. In fact, they show the utility ot treating the scholan as a rational being, and to seek, by ennobling and ekrvating'tes'im-- ture, to lead him, by emulation, to the highest attainments. Ir.i the selection of teachers you should be ospeclaUy caretul rtot to employ men, who are, in the least, addicted to^nnfcmg. -Vpart • erit, wlK- has any regard for his child, wopld never think of ooirimit. ■ ting him to the guidance and controul of a person of th.s descnp^ionu Sobriety in a teacher is oi the last importance. Moreover, we ^K never expect to make our Schools useful ami respettable without- thk*' qualification. For my own part, I have made it a rule to insiBt upOti it in every case, and 1 earnestly 'avito you all to co-operate with m« in sd desirable a purpose. , - , . _^ u ^a\.^\^ ©ti The absence of uniformity in School Boolis is much attd jtwtlf complained of. DiHicnlties will continue, both with the teacher ittwl- the children, as long as this complaint exists. Ihe duties of the former would l)e less onerous, and the labours ot the ^f\^J'^''J^^?'^\ litatGd,and their improvement would be more rapid, it their booKii would admit of tiieir more gonoral classification. I hope th*s '^II no% be forgotten. , .. ^^.^ ^i, I have reason to think, that an improvement, with rogaKO^ «> Schools, is gradually taking place an^ng us. A more gene^l feel- ing seems to exist of their importance, and of the necessity oi their encouragement. Education seems to be more valued and mort- sougM after. The people are beginning to appreciate its worm, atid to dis- cover, that more depends upon it, than was, at first, supposed, m tact, that they are nothing without it. I earnestly entreat y^u, fheiJto]*,T€> persevere in your exertions after it. Consider the val^e of knoW- ledge, and think what the difficulties and privatioits of yourchildfeu must be without it. By giving them a good, sound, P;»<^*»^f^^*^*"* tion, you enable them to get on respectably in the world. W ithout «j ydtt not only virtually exclude them from all honors and ptortiotiton-, but yon send them tbrth among their fellowa to be literally "Aetee^rJT wood and drawers of water:' What parent is there, ^fhthei o^ikt. ry feelings of our nature, who could beaf to see lii^ child thu» ti^tea and despised? . u6««.4.# I cannot conclude better, than by giving the following ejtwacfe i 1 «t tt tt cover, w« caw Ic witbout tht»' to insist upbti )erate with i*« inch and jttStlf he teachef a*idl- e duties of the ttevmore fkclw , if their book*- >e tWs \*411 not vith regtcfA to 5 geneltil feel- jessity of their nd more^ 30ugh« rih, ntuA to dis- tpposed, in fiwit, ou, thefefortJ", tb" val^e of know- if your children wactical erfacft-* Id. Without J«» d prortioti'on', but My^htkftf^f if Withthc O*** ■'!<«• bild thiitf (i^tied llowiwg cjitract. Speaking of Common RchooK the outlior snyi :— '-IMiough conunon, «» these humble seminaries arc mighty agents. Thf-y are the lover ** which raised our country to her present pobitirtn. Much as we ara ♦•indebted to Collegef, Acadatnics, and otlit-r siiiiihir Institutions, wo ♦• owe more, inestimably nioro, to Cununon Sohods. Opening the "doors to all, ^owing the seeds of lejirniiif;* liroiidcast, over the land, "their contributions to tlie intelligence and conricciuently tw the pros- "peritj and enjoyment of all, thou-jh bestowed in small portions to "each, yet, in the aggregate, attain lo a vast amount. I'roin iheso " primary asscmblies'ooze out the rilLs, wliicli, roniiningling, form the • " streams, that are ever washing out our moral and political stains, » " Stop the flowing of these waters, and our lliir land would last blacken. " with ignorance, vice, and crime — Liberty would lose her nourish- " ment, philanthrophy her most invigorating dra.ights, and Christianity "her invaluable supplic-- Christians, pliilanthropists. pntriots, che- "rish these nurseries of the mind and heart of the next generation. "JParmers, these Schools an; invaluable to your children, and to your ♦•country. Few higher dul.es rest ui)on -om, than that of lending ♦♦ wise, generous, and constant aid to tlie your District. No. "tice and encoarage- the teacher. B; " • ml example, influ- ♦♦ ence all parents to send their children i Supply your chil- " dren well with Books. Let them be ir. t ason, and con- ♦♦ stant in attendance. Help cheerfully to .. aouse comforta- " ble. The ^e points are, all of thorn, importa\i.. .ach is worMiy of •♦ serious thought, and, when well ( onsidered in all thd'r bearings and " influence, you cannot fail to see, that our Country's future emincnco ♦' depends on the high character of our Common Schools." Your ooedient servant, E. BURMIAiM County Unperinfcndent of Common School* for'ihe Colhonic District- rfUtrhor(*ii;gh, .'(Hiiinr;: ^♦^ I'^tO. i