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Les diagrammes suivants iliustrent la mithode. 1 2 3 1 2 3 4 5 6 A SKETCH OFTHS SYSTExM OF EDUCATION iWD COURSE OF STUDY rXSKVOSXt IK THB mm%n^\ sjrajewical SmstUutfon, T 1 - t ▲ T I C-' A SKETCH OF THl 4- t \ SYSTEM OF EDUCATION AND COURSE OF STUDY PURSUED IN THE jmotftrral i^catirnifml Knstfttttion, tTNDRR THE DIRECTION 01 THE KEV. H. ESSON. A MONTREAL: PRINTED AT THE OFFICE OF THE MONTREAL GAZETXB, PCBLISHKU BY ALTHORITT. 1827. i A SKETCH, &c. The design of the following Sketch is to give to larents and Guardians, a clear and compre' henstve view of the System of Education, pur- eed :„ the Institution, with an explanation of tl^e pnncples on which it is formed and con. In order to estimate correctly the merits of any particular system, we must keep in view the general purpose of Education, and consider it not^merely in detached parts, but as a connected The t..o great ends of Education, unquestion- ably, are first, to train the young to those ha- bus-and, secondly, to impart to them that in- structmn, ,n the several branches of knowledge w uch may be necessary to fit them for the gen^! 1 dufes and business of lifo-and to ntZ. them for their destined situations a fi professions. I Of these ends, the first, viz. the formation of habit's is by fur the n^ost important. To form the minds of the yonnrc to habits of attention, order, activity and perseverance — to train them to habits of just thinkinf;, of })atiejit reflection, of clear, close and accurate reasoning — is the general and grand object of Education, and far more important than the mere communication of knowle(i.>;.e, or the acquisition of new ideas. — The degree, therefore, in wijicli any plaii of Education is fitted to accomplisli /his end, in pnrticuiar, will form the best criterion of its merits. In persuing the second object we have men- tioned, viz. tlie instruction of youth in tliediiTer- ent branches of knowledge, it is important to ob- serve, that the aim is net so much to accomplish the mind, by putting it in full possession of the treasures of knowledge, — which is the work of a much Jo5. ger period of time than the few years of youth devoted to Education, — as to prepare it for future acquisitions, by developing its powers, awakening its curiosity, and furnishing it with those elements and principles, which may enable it, to prosecute its enquiries, and to perfect its attaii ments. To make a proper distribution of time and studies, — to form a judicious and well connect- ed arrangement of the several branches of Edu- .. cat.on,-to conduct the Pupil fl„.o„.|, ,u^,. course of instruction and discipline, 'as „ay be best adapted to developo. to exercise and to in- v.fforate the various powers and faculties of the m.nd.-to lay a broad and solid /oundation of general !u,owled-,e and in.provement. by im- press,n, on his ,ni,.d those elements and ,Ld. P-. .vh,ch are of th. .„ost extensive .,.1 and •>Pi>''cat,on, ,n every department of human kno,v. ed,.e,_and ,o enforce regularity, attention and rpphction, by a moderate and steady discip. J!r.e,~,s a general view of the means, by which the ends of Education may be attained. " And to Illustrate more fdly their aj,plication, will ba our object, in the sequel of this sketch. A proper distribution of time and studies is a point of primary impoitance. In this respect. t .,11 be te object of an enlightened teiehe; to give full eairing his constitution, would have the effect of retnr.ling, instead of advanC '"g ins progress. Proper alternations of study and relaxation will prevent weariness and disgust, or, the one hand, an.e best discipline for the developement of the powers of judgment and reasoning. Classical Studies, on the other hand, by bring- ing us acquainted with ancient languages, lite- rature and pliilosopliy, shed a universal light over the field of human knowledge ; and neither modern languages or modern literature can be acquired to perfection^ by one destitute of the advantage of classical instructior. As to the third of these divisions, which we have denominated General Ktiowled^e,-^the ground icork of it is laid, in an acquaintance with the ele- ments of Chronology, Geography, History (Ci- vil and Natural), Antiquities and a general view ov outline of Science and Philosophy. i These three grand divisions seem to embrace all the objects of a liberal education. In the plan of study, therefore, followed in the Academy, the attention of the pupil, in- stead of being devoted exchisivchj to an) 'one of these branches, is fairh/ divided among them. Morning hours are devoted to Grammatical and Classical Studies— the artornooii to Arithmetic and Mathematics— and the various elements cf General Knowledge are interwoven with these main studies. By this arrangement, the great departments of human knowledge are closely combined, and go hand in hand, -each has its propr place, and'^a share of attention bestowed upon it, ;;;y;^:.;.^,v,„^,/ to Its nnportance; and hence it is presumed that every purpose of a liberal Education, whether in regard to the improvemeyit of the mind and its faculties, or tlie acquisition of tlie elements of science, literatitre and general knowledge, is ef- fectnally secured. Having thus detentiined the graiid division... which n^.y ho considered, as conslituti,,.- the ,,ys. tern of a liberal education, iho rimcv/prlndplc ot the oi-do- and ,v«ccm?o« of tlie .several parts of the system, will be sufiiciently simple and obvious, viz. to di.sposc the di/rorent branches and the several parts of the same branch, in such an order, U.at the previous parts may form an in- « I troduction to the subsequent— that each may follow each, in its natural and proper order— and tliat Iho Pupil, by learning one thing tho- roughly, before another is undertaken, may ad- vance, without embarrassment, by gradual and easy steps. And Iiere, let it be particularly observed, that it is a principle, of the first importance in Edu- cation, to direct the attention of the Pupil, to what is 77ios( essential, in ever?/ deparfinenty—to make him dwel/ on first pruic/pks^ihe Elements of Grammar, Science antl General Knoicledge — and, by reiterated incidcatVjn, to imprint these indelibly on his mind. With this view, it ought to be a primary ob- ject, to siibject the Pupil to strict and frequent examination, on these essential cle merits, ^uQver to admit a loose, superficial and inaccurate habit of thinking or reasoning,'^io oblige him, in cverj/ instance, to give r clear and full statement of his ideas, and a distinct account of the grounds or iirinciples, on which he has formed his judg. ment. Accordingly, tlie mode of instruction, pur- sued in the Academy, is, to converse easily and familiarly with the Pupil,— to encourage him freely to slate doubts and difficulties, when they occur to him,— frequently to interrogate and call him to account, with regard to the subjects oi 8 his studies, so as to keep l,is understand;,,,.- and memory constantly active.^and, by habitude" ercise, to stimulate, nuickm. -.n,! • • ■ ^ „ , ' 1""^'^en and invigorate his intellectual powers. And here it may not be improper to remark how much « solia and trufy us.fuUd.c.tion difl' fersfrom that os^enm^on and parade, by which parents are so apt to be beguiled. To tea'ch a uni versal course of Science, in the space of a few years and to inspire the vain hope, that the P pa ha 1 be returned to his friends all accon.. Phshed. IS a profession, which, however ccm mon. every competent judge of Education will" reject with contempt. It does not consist with t!,e nature of a solid Education, to embrace a wide field, or to take in a great variety of dissimilar studies. To dwell on first principles, and to confine the attention of youth, more particularly, to what is element ary and essential, will be the object of every en" hghtened teacher. And if the progress of the' Pup.l,undersuch a system of instruction, shall not in appearance, be so rapid and imposing, let it be reme„b,,,d, that :he ^».i....« J and U 1' of the knowledge acquired, are much ZrZ the Pupil, roell grounded in elemmts and first prtnctples, will have no «reat diffi.,,!.. ;, .^ course of his future life, to extenTwraciJuit! I ^ ments,— and oil such a foundation, to raiio to ai!y iieigiit the superstructure. iii conformity with the general views here at- tempted to be exphiiacd— when tho pupil has acquired tlie fust ek^ments of an Enghsh Edu- <^tion, viz. Heading and Spelling, he commences the study of Kngii.h Gram:.ar, and the first i^ook, put into hk. h::nd, u Lh:dley JMurray's Abridgement. As it is of peculiar importance, at this age. to exercise and culuv.te the iacuhy of me:nory Preparatory to the Jiardcr exercises of Classical -inuy, ,t 16 the practice, daily, to prescribe a cer- tarn number of lines or verses of poetry, to the iyrosintlic8ei:)i^:i.;ic!a.,.os. After the pupil has acquired some knowled-e of his vernacular Grammar, lie commences the study of Latin, but that he may not forget his previous acquirements, a d.ilv lesson is -i^-en in English Reading, Spdling and Grammai^~-and, ni tfie higher classes, he is made to go over iviurrav's liar^er rrfimmnr r,,-, i *? . ^ -» i.ai^L,. i./ramma], una toe exercises connected with it. The Appendix to this Gram- ijiar. With t he appropriate exercises, is reserved f^>rthi: highest class, and may bj regarded, :^s driving a finish to the English educ:itk)n,'and as the most proper method ofinitiatin- t.'v^ [V..;i m tiie .!rt of Comno'^'ti'^-] "•■ v'' •«■■ 'i' prcrj:ii:i- I 10 tioD ibr the higher studies of RhM "'^'>^- 'n order that Zv,"" '"^ ^ri- pe*ct,,,«e,,,ainted:,'t;fj'/'^^'^-o,„e ^'^■'"'>'"gy, „nd deli,; if ■"'"'""•^' ''--e the ^°-^'-ntheAhWd. :;" VT"''''^' °' "-y *'»^Jtn (J view f^ /• •)• * ^ -^-''ctionarr «--! 10,0:1; :7':'; '''^^ "^^''•-^-" o; P''3'. Chronolooy :^:fj^'"!''"'^ °^' Geo,..a. »^ei"g- reseived fbrthe^ti.C r'''"''''*"^«^^. h%l>er classes. ""'' "■''^" ''^ ^'^ers the Grammatical ^Zy ZT^" :°"" "'■°S'-^^s fn r'°^''-hi,hi.'caltG""r'°'''^P^- 1"« attention is .„,,^,J7''' ^'^'^'^ «"'! Latin. r^^-^of-thr,:;ft;-r^°^^^-- ^^o.o■ instruction, .-ivon „ ' ^'■"'^"'"' "'^" '^''^"'«nt- ""- -yis. ": ;r;;; ^-^''c;. Vie. or i i II 'y lustration of the Classics, thereby acquires an in- terest in these studies, wliile, at the same time, he is taught to appreciate their vakie and use. At a proper age, the pupil commences the study of Arithmetic, and, when this is accurately acquir- ed, he proceeds to Algebra and Geometry. — In Mathematics, as in other branches of Education, the great object being, to impress, on the mind of the learner, elements and Jirst jjrincij^ks, and to lay a deep and solid foundation, rather than to hurry on the pupil, through an extended course, in which his attainments, however specious must be superficial, a paramount attention is paid to Eu- clid's Elements, as the foundation of Geometri- cal Science,— and these, with Algebra and plain and spherical Trigonometry, are sufficient to oc- cupy all the time, that the generality of pupila can spare, without prejudice to their otherstiidies. And if these elements be accurately acquired,they open to the scholar an access to qx^^v"^ depart- ment of Mathematical knowledge, and qualify him, in future years, if inclination or necessity prompt, to pursue these studies by himself; and to complete his Mathematical Education. Tlie last object, in the course of Instruction, is, to unfold, to the more advanced pupils, a gene- ral view of human knowledge, in its various de- partments J beginning with the elements of Na- tural History — proceeding from thence to Che- n mistry and Natural PJalosopI,^-,-,,,,, ^losin. tl,e lohucal sconce, accommoclated, as much as l'03.mle, ,0 the capacity of the youll.fu] nunc! and conveyed, tlirough the medium of famih-ar conversation, to ,vhich the attention of the pu- pus is kept alive, »y hcq.cnt interrogation, and by calhng upon them to restate or e:cpldn what .as been thus delivered. The great cbioetof th.s.s-to,:nfbld to their minds a general pros, pect of the rride and diccrsijied field of h,„„an know edgo,-to give them an idea of the nature and oh,ccts, ofti^e «r,'o-and connection of the dif fe-ent seiences,_to state the priudpal fi,cts ^A Jnciiicate Uiq general principles and the most ir^^portant doctrines of eacJi of them --and to awah,i ih^ curiositu, hUerest and am. ^^^^a'2 of ti:e youthful mind so nc, f^ ,/• ^ -^ iiHiui, so as to dfspose iL for th^ prosecution of studies, in uhich, th,-^ ut niost that can be accomplished at this age h .im ply an tnUiofion, proficiency in them bein- o;]v to be attained, by close ar.d continued ajM.lica tion, ,n riper years. Sucli an o.-.tline, in which a compendious view of human knowledge is ex- lub.ted, in an easy and familiar .tyle, and in winch, the leading (act., principles and doctrines are impressed upon the mind of the pupil, by frequent rocapituiution and examination, is cor- ceivcd to be b-" ' \ t)cti.T adapted to youth, than a 25 i complete course of Lectures, in wliich, the atten- tion is apt fo be distracted, and the mind bewil- dered, ainidst p mritlphcity of details. r>ythis coujse (i'inslraction, every purpose, ^viiich is i)roposed, in :: liberal Ldueauju, seems lu.ely to bo ncccnipiwlied, and certainly, as much as it is possible to accomplish, in the pe- riod of time, that is usually allotted for the Edu- cation ofyouth in this Coiintry. I'hose, v.ho are inten.led for a mercantile life will have their attention directed, particularly, to tlie studies, which form the best preparation for their future destination, viz. Englisli Read- ing and Grammar, — -Arithmetic and Book- keeping,— Geography with the Doctrine of the Globes,— the Elements of Mathematics and iHis- tory. Particular attention is paid to the impor- tant Art ofWritiuL^ The principle of the Division of labour, is not of less importance and efficacy, in Education, than in the mecljanical arts. With a view fully to secure the ad vantage of this division of labour, there are five masters in the Academy ; each of whom, being charged w4th the superlnt3ndance and instruction of a limited number of pupils, and having his undividoil attention, directed to a particular departiuent of study, t\\Q Seminary may be regarded, as possessiiig the chief advantage, attending the Lancasterian system of Education; each master, acting as a monitor, and having, un- 14 derhis eye, a limited number of nuDii, u J07 the benefit of his const Jf^' ''^° ^"- and tuition. ^'"" ^"P°''"tendance ■ft will be observe,? c ^''-^'■-w..,oco:;j'fS:.,;'.'-''-esketcb. f.a"'l ''^■"cetb.p.o-nVtv of •''^'"""•'^'■ ^ Seminan^ .t a c Wy : ; ;"° ''■'P''' '° Besides tl,ei,K.„„,nie,c to, T T °'^^''""^- rfisadvantn,ea,.i.csto e,:;:^'"''^'-'-^'-' S-i"aO-ata„a'«' "'^ Previons\.,asse J r °''' '"■^"■"'^''°"' '" "- [o'^-u.gehisi.:;,:: 'd:;;t.'''^^^ tiou. *•" "''"ip /)is emida. The much agitated question ofth, t've merits of a Public .„ul IVi.^ ?°™P''''-«- -7 1^3 . liscussed in te.j:,'''''^^''';-'-. Education Mere to fif . ""•' ""'Ject of -templationa;", ,r;;-^'-<-^"'-aii^e^ -•«'>Uun.e some clai ":;;:;.7'-^'"-''-„ «"'ce it is the emi of F 1 f'"^''''-''"<-e. But, '^-■nessandact , „:'"''°"'/"«^vouthf„r f«- oHi/b, the , ir''"'" '''"" '^"' ^'''-^ -a- -'■'''--itisobv ^,^;:T":'.^■"■'•'■'-'-'^•^''o •>it/n^ as it doe, ./'::"'- -"-'. oxhi. ^'odd, funii^hes. nature, mi i •"^^geof th i'--'r. that und :; ,;:::! 1^ en- ice \ ti- s- o i pline, which is the best preparation, for the du- ties and exigencies of life. As to the dangers to which a boy is exposed, in a pubh'c school, whether they be allegetl to allect his person or his morals, it is conceived, that they have been greatly exai::gerated, and achnittiiig, that they are as gi eat, as they have been represented, the sooner a young person is accustomed to meet the trials and hazards, which he must encounter in life, the sooner will he acquire that intrepidity and fortitude, which form his best security, per- sonal and moral, in future years. In a public school, the character of a boy acquires, a /irm' nessy a manliness y a hardihood —hy competition and collision with his fellow-pupils, and by hav- ing his sclfivill checked and opposed by that of others. Thus he grows up, like a hardy plant exposed to the external air, and to all the varie- ties of the weather — whereas, the pupil of private education, like a hot-bed plant, neither in the constitution of his mind or body, is fitted to bear the asperities and adversities of life. Indeed, if a just view be taken of the circumstances of the case, it will appear, that the objections, urged against a public school, are without any substan- tial foundation — or, if they have any application, it is, only to the case of a youth, who, in attend- ing a public Seminary, is left, without any pri- vate or domestic superintendance. When the pu- I IG pils, as in the present instance, arc, alnux^t without exception, placetl either untler the protection antl guardianship of parents and iViends, or, as in tlic case of the boarders, under t!vj iinmethate eye of the masters it is evic'cnt, t'rat all the ailvantages of a private Education, are conibined with those of a pubhc. — And when those, who preside over the domestic education, enter heartilj into the views, and co-operate steadily with the endeavours of the public teachers, the utmost that the power of Education can effect, on the minds and morals of youth, may be reasonably expected from their united exertions. As connected with this subject, it may be pro^ per to mention, that, in the governmeut of this Seminary, measures of coercion and severity are employed, only, when the influence of milder methods is found ineffective. The principle of fear and terror, in its operation on the mind of youth, is, if not less powerful, at least far less sa- lutary and generous, in its influence, than emu- lation, and motives of honour and shame. For this reason, it is the object, in the discipline of the Seminary^ as much as possible, to treat the pupil, as a rational and moral being — to work upon his mind, by the influence of honour and shame, — of hope and generous ambition, and to govern him by the power of reason, — by convic- tion aud persuasion. And with a view fuvJher 17 to awaken and to strengthen moral feeling in tlie youthful mind it is the object, to encourage these to exercise a kind of moral censorship over one another, to cherish and cultivate a spirit of hon- our and generous pride, and hence, when any offence is committed, agamst good feeling, or good morals, an appeal is directly made, to their own sense and judgment— and a sort of public opinion is thus established and made to operate, in school, as in the world ; a much more effec- tual means, of checking every thing, that is un- worthy or immoral, thixn the utmost rigour of discipline, or the most unremitting vigilance and circumspection, on the part of the masters. With a view to excite and keep alive, a spirit of generous emulation — a medal is assigned to every class, w^hich is worn by the Dux. A re- gister of the standing of the pupils in each- class, is kept by putting, after their names, the num- bers, denoting thtir places in the class — At the end of each month, when their is a general reca- pitulation of studies, to wiiich parents and friends, have admission, the average monthly standing of every boy, is determincLl, by the sum of the num- bers, affixed to his name, in the Register, and denoting his place, for every day of the month. He, whose numbers, %vhen thus added, give the smallest sum, is dnx — and the others ibllow him in a succession regulated by the same principle. D IS At the JialCyearly examination, cverv I., r '"s place according, to Jn's n.|.., ^ ^ ''''" t''-ix„.o„t,,sp..ee; nlit;;'"''"^'^"^ t'-e annual pH.es are a^J, °" '"^ P.""->'e. -petot,,o.,piHtorei;o„';;/r'".'' consfrntl... alive and active '"''■" " ieruiHi^rr^a^---^^^^ to-, from the deficiency of L,::, "T '°""- "'tended to i.npon. next linr °''f' " '^ ofehe,„o.ap;.ov;dei:i:i:5\:r^;f;- «>ranci of Fdnn^r,.. ^ >vuijvs, in every or i^.dacation, now adoptetl in flm ^ "aries of the nii-Pnf ^ x "^ ^^"^i- '^'^^ parent country. pi'y— advantages whir-l, ,.,;i, '^^'**"'''' ^''"loso. multiplied anie 2 ;;r'""'°"^"-^^^^ City.-A Museum J N H^f'T^ ''^'"^ been formed and ! ""^' ''"' '^'el,r "•"' ^"" a society cstablislip,] <^ 'note thi? , .a all (heir various branches t t 19 with a Medical Hospital and Library, afford the Student of Medicine every facility, for the attainment of professional knowledge, and a cer. tificate of his attendance on the Hospital and Lectures in Montreal, will, it has been asccr- tained, abridge the period of study otherwise 1 quired, for taking a degree in Edinburgh or Dublin. The pupils boarded in the Establishment en- joy the advantage of private tuition and assis- tance, in their studies.^They are under the strict and constant superintendance of the mas. ters (who live in the house), and have every attention paid to their health, comfort and mo. rals. t 2o. TERMS, ^ard and luOiXmns- np^ 4 ^-"-g and Sr^"""'"' • • *^-- E%l«h Reading, Spe„ -I^ ^ Grammar and Writing, — Greek,LatinandMathemat£"* 'f^" History, . French, • Drawing, , . * 3 -e Dancing, . . ' ' • - 3 o- JMusic, '. .\ • • ^ -^ ^"el during Hunter months". " .■;."; '^ "' •ooarder«j