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 1 
 
OUTLINE OF A SYSTEM OF PUBLIC SCHOOLS FOR 
 THE CITY OF HALIFAX. 
 
 An Address delivered before the Board of School Cominlssioiiera, 
 by the Superintendent of Education, January 22, 1866. 
 
 '■f 
 
 M 
 
 1, 1 
 
 ^. 
 
 4 
 

 Office op the Board op School Commissioners, 
 
 City of Halifax, January 23, 18G6. 
 
 T. H. Rand, Esq., 
 
 Prov. Superintendent of Education. 
 
 Sir, — 
 
 I do myself the honor, by order of the Board, to enclose a copy of 
 a resolution unanimously adopted by them at the meeting of yesterday, 
 immediately after your admirable address on a system of schools for this 
 city. 
 
 ^'^ Resolved, That this Board respectfully request that the Council of 
 Public Instruction will cause to be published, in pamphlet form, the address 
 this day delivered by the Superintendent of E^lucation, before the Commis- 
 sioners, in orde.' to its free circulation throughout the city." 
 
 JOHN R. WILLIS, 
 
 Secretary Board School Commissioners, Iltilifax, 
 
 '- «> 
 
 I 
 
 '■,. 4 #> 
 
 ) 
 

 IBPH 
 
 ADDRESS. 
 
 Mr. Chairma-n and Gentlesien,— 
 
 In the discharge of the dutiert of my office, I have sought thia 
 opportunity of laying before the Board of Commissioners for Halifax a 
 plan for the pystematic and efficient organization- of Schools throughout the 
 city. And let me say, I am not unmindful of the greatness of the under- 
 taking, nor ignonint of the difficulties which lie in the way of its successful 
 accomplishment. The success, however, which has already so signally 
 attended the efforts of the Board must render apparent to all the necessity 
 of dealing yet more liberally and directly with the whole matter of Public 
 Education in our midst, while it may also fairly be taken as a pledge of a 
 final and complete achievement of desired results. 
 
 Whatever may be the wants of the country at large in respect of Edu- 
 cational provision, it is beyond question that up to the Autumn of 1865, 
 schools in this city have been poorly cared for, and thousands are growing 
 up to manhood and womanhood without receiving anything answering to a 
 practical training for citizenship. It may be an unwelcome statement, 
 Gentlemen, that for years past in this >?ity the number of children at school, 
 in proportion to the population, has been below that of any other District in 
 the Provhice, while the smallness of the sum contributed by the people for 
 the support of schools, in proportion to the amount received from the Pro- 
 vince, has been equally without a parallel. Last winter, being honored by 
 a Committee of the Legislative Council with a hearing on the condition of 
 public education m this city, it was with some difficulty that I was able to 
 convince the members of the Committee of the correctness of these and 
 kindred statements ; but the evidence is complete, though the facts are any- 
 thing but creditable to the metropolis of the Province. The Legislature, 
 realizmg that ignorance was not only abounding in the city, but was whelp- 
 ing its thousand evils more vicious than itself to prey upon the social system, 
 provided, as it was in duty bound to do, that a free ecinciillonal provision 
 should be made for all, and that the property of all vsh(< A contribute to iti 
 support. The acceptance of the responsible and most important tri^st no\.r 
 held by each member of the Board, is proof of the deep interest felt by you 
 
 f 
 
■^i^ 
 
 in the education of the city, anJ of sympathy with this Inaugural moTcmenf 
 in behalf of free schools. 
 
 Notwithstanding the' commendable activity of the Board in providing 
 sclwjol accommodatioi, it is well known by you nil that it is inadequate to 
 the present demands, and entirely unfit as a permanent arrangement. New 
 buildings must be erected ; and I greatly desire that the Board shall, before 
 a single building goes up, have a clear apprehmsion of a m/stem of »chool» 
 adapted to the city, so that every step taken phall contribute directly ta 
 secure such arrangements as that system may require. 
 
 One of the pecoharitica of modem systems of public education is the 
 application, wherever poirulation will permit, of the principle of the division 
 of labor. This leads to what is termed the grading of all the schools—/, c, 
 the classification of the pupils in an ascending scries, according to their age* 
 and attainments, and assigning a curriculum of study for each grade, so that 
 step by step all the scholars of the section, or city, shall be led steadily 
 forward to the completion of their course of common school worU, Our 
 school law wisely requires those entrusted with the management of school* 
 to provide school accommodation in accordance with this principle of classi- 
 fication; and that your Board may not be in any doubt conceming the 
 application of the same, I shaU outline such a series of schools for this city 
 as the law contemplates. 
 
 Leaving out of view, for the time being, the existing school accommoda- 
 tion-, I wUl suppose that provision should be made at once for something 
 over 500O pupils, and this number, in a population of nearly 30,000, is not 
 excessive. The law groups the schools in villages and towns into three 
 grand divisions— Elementary, Preparatory, and High Schools, and requires 
 such sub-divisions of each group as may be necessary to effect a complete 
 grading of all the schools. 
 
 Applying these principles to Halifax, the following would, I judge, be 
 found the most efficient as well as the most convenient arrangement ^— 
 
 1. Elementary Division, 4 grades, 1 year each =- 4 years, 
 
 2. Preparatory Division, 4 grades, 1 year each = 4 years. 
 
 3. High School Division, 3 grades, I year each = 3 years. 
 
 The number of pupils in charge of one Teacher should not, in my opinion, 
 exceed fifty-six. It will be found that this number, however perfect the 
 classification may be, will give the Teacher as much to do as is compatible 
 with an efficient discharge of school duties. If, then, we take fifty-six pupils 
 as the number for each school-room, and if two-story buildings be provided 
 (and on no account should the Board provide buildings exceeding three 
 stories, unless the fourth be a hall for occasional use,) the number of bwilding.* 
 yequired would te as follows : — 
 
 t^rV 
 
5 
 
 ^ 
 
 1. Six ■Buildings for Elementary Schools, having eight 
 
 school-rooms each, accommodating in all 2688 pupils. 
 
 2. Five Buildings for Preparatory Schools, having eight 
 
 school-rooms each, accommodating in all 22 10 pupils. 
 
 3. One High-Scho-;! Building, hoving three school-rooms 
 
 and two class-rooms, accommodating in all 1C8 pupils. 
 
 Total — 12 Buildings, 91 school-rooms, 2 class-rooms, and 5096 pupils. 
 
 The six buildings for Elementary Schools should he so locate<l as to divide 
 the population of the city into six equal portions ; those for the Preparatory 
 Schools should be so arranged as to divide the population into five equal 
 portions ; while that for the High .School should be placed as near the centre 
 of the city as possible. The school-rooms in the Elementary and Prepa- 
 ratory divisions should be seated throughout with single desks of the most 
 approved pattern, and graded to suit the different agos of the pupils. Single 
 
 'js 'vould require a little more floor-room, and would add something to 
 ipense of seating the schools ; but the advantages arising from every 
 3cc: ,yi' ^ seat by himself are so great that the additional outlay 
 •■•,;. . not • weighed against them. In the High-School, double desks 
 give . ...iv the same advantages as single desks, 
 u.- '. ' le found practicable, on account of the difficulty in securing 
 sites of si'^'ciem size, or from the desire to work into the system some exist- 
 ing building , 1.) erect Elementary and Preparatory school buildings, each 
 having eight school-rooms. This, hov;ever, will not necessarily disan-ange 
 the proposed classification, since the four grades assigned to each of these 
 divisions may find accommodation in two or even four buildings, instead of 
 one. I have not been able to make that investigation which would enable 
 mc to say what buildings at present occupied by the Board would be avail- 
 able, in such a series as I propose, nor is it at all necessary that I should. 
 Every member of the Board is capable of judging in this matter. I wish 
 but to impress one controlling idea, and that is, a thorough classification of 
 the school-machinerj' of the city, with a progressive course of instruction 
 adapted to the whole. Nothing short of this is worthy of the name of a 
 system of schools, and nothing less than this will ever satisfactorily realize 
 the defires which, I am persuaded, actuate each Commissioner. 
 
 Concerning the foregoing scheme, let me offer a brief explanation, and 
 onumerate a few of the advantages that would accrue upon its adoption. 
 
 1. It wiU be observed that the course of study is eleven years, each year 
 being a step in advance of the previous one. There are eight school-rooms 
 less in the Preparatory division than in the Elementary ; and it will be 
 found in practice that the attendance on the Elementary schools will require 
 about this excess of accommodation over the Preparatory. The High 
 
 ( 
 
6 
 
 School accommodates 1G8 pupils. By tlie time a progressive course of 
 instruction extending over eight years has been mastered, the great majority 
 of pupils will be seeking some active employment which their school-train- 
 ing will have fitted them to engage in at a comparatively early age. There 
 should, however, be found in a city of 30,000 inliabitants not less than 150 
 pupils desirous of pursuing a further and more extended course of instruc- 
 tion, such (^ a well-managed and efficient High School would confer. 
 
 2. If each of the first two divisions was provided with buildings each 
 having eight school-rooms, the Board, having secured through the Insp( cior 
 the sanction of the Council of Public Instruction, could devote, wherever it 
 was preferred, the four rooms of the first story to the girls, and the four 
 rooms of the second story to the boys ; or, if preferred, both stories could 
 be occupied by girls in one building, and both by boys in another, though 
 this latter arrangement would not place the several school-houses so near the 
 homes of the children. In those schools where it was judged most expedi- 
 ent that boys and girL= should be classified in the same rooms together, the 
 four rooms of the first story would present the four grades of each division 
 respectively, while the second i?i.ory would be a duplicate of the first: 
 where the girls occupied the first story and the boys the second, the four 
 grades would be seen in duplicate, as also would be the case if girls occu- 
 pied one building and boys another. Thus each building would exhibit, seri- 
 atim, the four grades or steps of each division. 
 
 The High School would necessarily be composed of pupils of both sexes ; 
 unless, indeed, the Board should deem themselves warranted in erecting a 
 building with six or eight school-rooms, suited to a progressive course of 
 three or four years. In that case, one half of the building could be de- 
 voted to girls and the other to boys, one head-master controlling the whole 
 establishment. This is the plan adopted in the High S« hool lately estab- 
 lished in Portland. If such an establishment can be affon'ed, and if a suf- 
 ficient number of pupils of proper attainments are to be had in the city, I 
 should be only too happy to see the latter plan carried out. 
 
 Among the advantages that would accrue from this system of classifica- 
 tion, I may mention the following : — 
 
 1. It would place the Elementary and Pr-^parntcry schools sufiiciently 
 near the homes of all the children, even the voungest ; while the High 
 School would be attended by those old enough to walk from all parts to the 
 :entre of the city. 
 
 2. It would secure to almost every child in the city a regularly progres- 
 
 ive course of instruction. 
 
 At present most of the schools in the city are merely miscellaneous gath- 
 erings. In the same room may not infrequently be heard the alphabet 
 class and the class in the higher departments of English grammar, the class 
 in Addition and the class in Exchange or Alligation; in short, the pupils 
 
 liimm^^m'-m*-^" 
 
A^ 
 
 throughout the city are not as a whole, pursuing a systematic course of in- 
 struction. If they cliance to have a teacher who is experienced and free 
 from specialties (a rare fortune), tlieir instruction, so far as that teacher is 
 able to control the circumstanc(N of his position, may be tolerably well 
 adapted to their wants and regular in its stages ; but in the vast majority of 
 cases it is not so. Every teacher is pursuing his own course. If ho pre- 
 fers geography to grammar, or arithmetic to reading, the pupils under his 
 charge will be found partaking of the same one-sidedness ; tb ir scholarship 
 will lack symmetry ; it will, in fine, be mere half-work. As many different 
 i^aiscellaneous schools as the Board supports, just so many different courses 
 of instruction will be found to obtain. The education secured will be no 
 education at all ; for, to be wortliy of the name, it should be an attempt, at 
 least, to bring about a regular and symmetrical growth of all the parts of the 
 child's compound nature. This is too (important a matter to leave to the 
 random efforts of every individual teacher. 
 
 Suitable school-accommodation being provided, the first duty of the Board 
 would be to prepare a course of instruction extending in regular gradation, 
 from the first grade of the Elementary schools, to the last grade of the High 
 School, — a course of eleven or twelve years. This course should be based 
 upon the latest and most approved principles of modern education, and 
 should attempt nothing less than to present, in the capital of the Province, 
 a model system of common school instruction. This curriculum should 
 prescribe the work for each year and each term in the year ; and, in 
 the Elementary and Preparatory grades, for each day and each hour in the 
 day. This programme should be exactly the same for all schools of like 
 grades throughout the city. With graded schools, and a regular course of 
 instruction, every school would be a class, each tlass being exactly abreast 
 in all its studies, with one teacher for every fifty-six pupils. Pupils would 
 be admitted at the beginning of the school year (November 1) at. five years 
 of age and over ; but failing to enter at that time, they should not be per- 
 mitted by the Board to enter during the year, unless fully prepared to join 
 some class or grade already organized. This arrangement would be neces- 
 sary to prevent the confusion and inconvenience arising from the fonnation 
 of new classes during the year. At the close of the school year (October 
 31) one class or grade would graduate from each series of four grades, and 
 at the beg'nning of the school year (November 1) a new class or grade 
 would come in ; while all the intermediate classes would be advanced one 
 year. Thus the classification would be kept perfect, each teacher having 
 from fifty to fifty-six pupils exactly together in all their studies. 
 
 3. It would enable the Board to select teachers having a special fitness 
 for the grade over which they might preside. But few can teach ten or a 
 dozen branches equally well, yet most of the schools at present under the 
 care of the Board make this demand in full upon the teachers employed. 
 
 / 
 
~wr. 
 
 8 
 
 It is impossible that the work avn be well done. If, however, every giade 
 had a constant curriculum extending over only one year, the whole course 
 would present such room for choice on the part of teachers, that every one 
 ought to find the place for which he or she is best fitted. Add to this 
 aptitude of the teacher for the work of a particular grade, the fact that 
 every teacher would be engaged, year by year, in giving instruction in the 
 same branches, and in the same portions of these branches ; while every 
 year would bring before each teacher an entirely new group of children. 
 Thus the most desirable conditions for effective teacliing would be had in 
 every school-room, viz. : sameness of lessons with difference of pupils. 
 Suitable teachers having been secured for each grade, each would soon 
 become a workman indeed. Under the working of such a system, the 
 Board would be able to secure the very flower of the teaching profession 
 in the Province, in every variety of its manifold excellence. 
 
 And hero let mc say that I am fully persuaded that your present arrange- 
 ments are depriving the cause of education of one of Nntu.'e's chosen 
 instrumentalities for the training of the young. It can ecarcely be questioned 
 by any who will take the pains to make careful observations, that female 
 teachers are superior to male teachers in all that pertains to the training of 
 the younger children. If your schools were thoroughly classified, female 
 teachers should be employed in every ^rado of the Elementary Division, 
 both for boys and girls. In the Preparatory Division, they would also, in 
 luost of the grades, be at least equal to male teachers ; though there should 
 be a head master in charge of each Preparatory group, and as teacher of 
 its highest grade. In the High School, also, plenty of work would be 
 found in which female teachers would be equally efficient. 
 
 4. It Avould render all the schools highly efficient in respect of moral 
 and physicitl discipline and intellectual progress. I have already anticipated 
 this remark in part. Nothing destroys discipline in our schools, and renders 
 the creating of a fine, healthy tone so difficult as the diversity of physical 
 stature and intellectual attainments among the pupils. Every experienced 
 teacher will testify that a school composed of pupils of nearly the same age 
 and attainments is comparatively easy to govern, and presents the best 
 conditions for effective disciplinary training. The same is equally true of 
 intellectual progress. Like years and attainments beget a wholesome 
 stimulus and eniulation. Each pupil feels the influence of his fellows, and 
 all are roused to the consciousness of intellectual power. 
 
 Add to these considerations this very important one, viz., that the mind of 
 every pupil would he brought into direct contact with the teacher's mind as 
 much in one day as it is in miscellaneous schools in three days. Ungraded 
 schools must, of necessity, have many classes, and each class must be dealt 
 with separately, so that most of the pupils are actually under that direct 
 and positive training of the teacher, of which the mutual investigation of 
 
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 It 
 
 )/ 
 
 \ 
 
9 
 
 any subject funiisbes the occasion, but very little durinp the day. But 
 with schools rigidly clasfitied, ull the pupils may pursue, in many oranches, 
 their investigations simuliancously ; and but three or four sub-divisions, or 
 classes, at most, are required, even in the lowest Elementary gro.des. I 
 feel, therefore, that I am understating the truth, when 1 say, that with 
 such a Lystem of scliools as I have proposed, every pupil would, in tliO 
 same space of time, make twice the progress in real mental growth that it 
 is possible for him to do under your present miscellaneous system. 
 
 Nor should I omit to call your attention to another clement of efficiency. 
 You will perceive at a glance that if all the schcob under your charge 
 were pursuing a graduated course of instruction, each grade mastering its 
 assignments every year, a wonderful stimulus ^ 'ould be infused into both 
 teachers and pupils throughout the entire city. Every teacher's work would 
 be brought into direct com})ar3".n with that of every other presiding over a 
 like grade, and all would be .. :iou8 to excel. Every pupil, also, being 
 aware that there were higher '■•. ,.iirtments before him, and seeing hi 3 fellows 
 doubling their diligence that they might be ready to pass the necessary 
 examination, st the end of tb'^ school year, in orde • to transference, would 
 have a most powerful mrrect've of indolence or indifference cop«*antly 
 before him. 
 
 I 
 
 a 
 
 il 
 
 I suppose it has already occurred to some members prese;.!; that the rigid 
 system of classification proposed would occasion some difficalty in the case 
 of individual pupils. These, however, being the exception, should not for 
 one moment prevert the carrying out of a system that would confer the 
 highest benefits on the great bulk of the school-going population. 
 
 The individual cases referred to would arise chiefly from three sources : 
 
 L Some pupils, for various reasons, would fall far behind the grades 
 appropriate to their age, and would not be accommodated by the furniture 
 in the grade where their proficiency would locate them ; nor would it be 
 judicious to compel them to be associated with children so far below them 
 in years and stature. 
 
 Similar cases would require consideration" at the very outset of your 
 classifi nation. 
 
 2. Some pupils woul'' wish to attend school for a shoft *une, for the 
 purpose of perfecting themselves in some particular branches, and would 
 have but a limited time at command in which to attend school. 
 
 3. It would frequently happen that pupils coming from other localities 
 would be found deficient in some one or more branches of the course 
 prescribed by the Board, but well advanced in others; and it would be 
 impossible to classify them in the graded schools without much disadvantage 
 to the pupils. 
 
 To meet all such cases the Board would need to establish, or rather to 
 
 / I- 
 
 K 
 
 if 
 
10 
 
 preserve, a miscellaneous school. It ^vould probably need several teachers, 
 and would include pupils of all attainments, from the Elementary to the 
 High School. With many of the pupils, the neglected branches could be 
 brought up to a point that would enable them to enter some grade of the 
 regular series advantageous]^ to themselves. The number of classes in such 
 a school would be comparatively numerous, and the number in each class 
 small. It would, in fine, be precisely similar to many of your existing 
 schools. Such a school, properly cared for, is, in a city, essential to an 
 efficient system of graded schools, inasmuch as it removes from the various 
 grades every element of friction, and renders the whole system compact 
 and strong. 
 
 In order to place the blessings of edu<?ation — so long denied — within reach 
 of even the most unfavorably circumstanced, and to give the fullest effect to 
 the provisions of the law, the Board should, during the winter term, open 
 an Evening School. There are those who are occupied during the day, and 
 cannot attend the day school. This school could be held in the same build- 
 ing as the Miscellaneous School, and would be but a small addhional 
 expense to the Board. All would thus, even to the man of grey hairs, be 
 enabled to obtain at least a few of the first elements of an English education. 
 
 ^ 
 
 To recapitulate. The system of schools I propose for the city embraces 
 a series of ascending grades, having accommodation for 5000 pupils or over, 
 at the outset; and a prescribed course of histruction adapted to each step in 
 the series, covering a period of eleven or twelve years. Under the du-ect 
 supervision of the Board, pupils would be admitted to the grades for.wliich 
 they were prepared, at the beginning of the school year, while at the close 
 of tlie school year every grade would be advanced to another school-room, 
 to another teacher, and to a higher step in the course of instruction. No 
 school-room would have more than fifty-six pupils, and all the pupils in any 
 one room would be of the same attainment and nearly of the same age. To 
 provide for individual cases, in order that every pupil may be properly 
 cared lor, and that the efficiency of any school may not be injured by the 
 inability of a few pupils, I propose the efficient maintenance of a Miscel- 
 laneous school centrically located; and for those whose circumstances 
 prevent them ft-om availing themselves of the instruction furnished by the 
 day schools, the opening of an Evening school, from the first of Novemher 
 to the first of May, in each year. 
 
 In view of these proposals, I beg to otfer a few remarks upon their 
 feasibility, and at the same time to urge upon the Board a fitting consider- 
 ation of this Avhole matter. 
 
 The first difficulty that presents itself is that of expense in providing 
 suitable school accommodation. The outlay will be large. But it should 
 
11 
 
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 not be forgotten that tlu proper education of all the children of this city, is 
 of more value, a hundrelfold, than all the money it will cost. It is pertinent 
 to ask, Will delay lessen (he expense ? What is it you would propose fo do, 
 if not to deal squarely with the result of pa^it neglect? Delay will but 
 increase the difficulty. Every year adds largely to your population. Had 
 a proper system of public education been in operation many years in your 
 midst, or, in other words, had your citizens each and all been yearly called 
 upon to contribute toward the maintenance of public schools, and had there 
 been public officers entrusted with full control in this matter, the Board 
 would not noAV be called upon to deplore the almost utter destitution of 
 proper school structures and furniture. But the present condition of the 
 city in this respect is certainly not to be continued by the deliberate decision 
 of this Board, when it is clothed with full authority to make this "wild( r- 
 ness blossom as the I'ose." This whole subject must be grappled with, and 
 the sooner tlie bettter; unless, indeed, we are to content ourselves with 
 deploring the sad condition of matters, and let the future, as the past, take 
 care of itself, — a conclusion from which every man and woman and child 
 in tliis city must revolt. The county of Halifax, exclusive of the city, has, 
 within the past fifteen months, appropriated nearly $30,000 towards school 
 accommodation alone. Is it too much to expect that the city, according to 
 its means, and the importance of its position, show an equal appreciation of 
 the value of public education ? It is manifestly wrong that the metropolis 
 of the Province should continue to allow hundreds, perhaps thousands, to be 
 growing up in it-, midst in ignorance, or worse than ignorance, because to 
 have it otherwise would cost something. When, think you, shall we be 
 able to imi)ress adequately the people of this Province with the vast impor- 
 tance, nay necessity even, of educating those about them, if in Halifax — 
 where reside as shrewd merchant:-, as well-read political economists, as intel- 
 ligent citizens, and as large-hearted Christian philanthropists, as the land 
 can boast — men ignore such claims, and by neglect proclaim to the whole 
 Province that, notwithstanding they consider themselves as representing the 
 most advanced public spirit and sentiment of Nova Scotians, by them Iho 
 education of the people is not held of equal value with gold, or if so, not 
 with much gold ? The absence of a generous educational spirit and zeal 
 pervading all classes in this city has not only given you hundreds of crimi- 
 nals, and lost you thousands of good citizens ; but, what is equally to be 
 deplored, it has for long years been a clog upon educational progress and 
 reform throughout the Province. 
 
 My lionored predecessors felt the educational condition of this city to be a 
 millstone about their necks. My humble etforts have also been subjected 
 to the blighting influence which has resulted from the former inertia of Hali- 
 fax. " Have any of the Pharisees believed on Him ? " Avas anxiously asked 
 concerning a weightier matter in the oidea time. " What are they doing in 
 
1 ,.( 
 
 PCT.»J*«*«a«is«itaar»rTi«HHB««f1» 
 
 12 
 
 Halifax ? " has been asked of me a thousand times as I have, in private or 
 in public, urged the importance of a free and liberal provision for the edu- 
 ciition of all. You may judge whether the answer which I have been forced 
 to give has impelled or retarded the progress of the cause I have sought 
 to advocate. The education of the Province cannot progress as it ought 
 while the Capital is content to sit in darkness : though I rejoice to be able 
 to say that many portions of the country present an educational equipment 
 commensurate with the claims of this subject, and surpassing in every 
 respect that existing in your midst. But I feel happy in saying, that, within 
 a few months past, abundant proofs have been given that the great majority 
 of the citizens deplore the educational history of this city, and are now 
 looking anxiously to this Board to bring into operation a thorough and per- 
 manent system of schools at any necessary cost whatever. Scarcely a day 
 passes but I receive from influential citizens expressions of anxious solici- 
 tude in this matter ; the common fear being that the Board will rest short 
 of a complete and modern system of school-accommodation and equipment. 
 I have not the slightest hesitation in stating, that, from all I have been able 
 to gather, the citizens will most cheerfully bear whatever expenditure is 
 necessary, provided that the arrangements be thorough, ample, and com- 
 plete. It is very apparent that if the previsions made by the Board are 
 less than this, dissatisfaction must ensue ; for it is not right (nor do the 
 provisions of the law contemplate such a state of things) that all should be 
 taxed for schools, and the accommodations be such that all cannot avail 
 themselves of them. What is wanted (and anything less is but a caricature 
 of a system of public education) is such buildings, such furniture, such 
 teachers, and such management as will make our schools the delight of the 
 children and the pride of our citizens, the rich as well as the poor. 
 
 The law empowers the Board to borrow money, and if need be to issue 
 debentures, payable in equal yearly instalments, in order to meet the very 
 exigencies consequent upon the introduction of a system of schools in the 
 city. It is, therefore, just as easy to make the required provision at once, — 
 the expense being spread over ten or twelve years, and the benefits that will 
 be secured by this course cannot but render such a step satisfactory to all. 
 Delay will not extricate the Board from present difficulties : on the con- 
 trary, these difficulties will increase day by day. A prompt and thorough 
 reform will alone place your schools upon a satisfactory basis. 
 
 To procure suitable sites for buildings will, doubtless, be a matter of some 
 difficulty. Three objects should be kept in view : to secure lots with sur- 
 roundings suitable foj: schools ; lots of sufficient size to allow a yard,, at least, 
 for the recreation of the pupils ; and lots so situated in respect to each other 
 as to distribute the schools, according to their grades, as evenly as possible 
 throughout the city. In some cities on this continent the law allows school 
 officers to select suitable sites, and to demolish dwelling-houses and shops if 
 
13 
 
 " 
 
 need be,-"of such paramount Importance are the needs of education held to 
 be. Such a provision, however, Is not in our school law ; but, surely, for an 
 object of such transcendant Importance to the whole community, no obstacle 
 should be considered Insuperable. Where sites for the sale of merchandize, 
 for dwelling-houses, for stables, for prisons, ay, and for the very dens of 
 traffic In Iniquity and vice, can be had, let It not be said that education can- 
 not find standing-room In our midst. 
 
 As to existing buildings, but few of them, in my opinion, are at all suited 
 to the demands of public education If good buildings, well planned, well 
 lighted, well furnished, well heated, well ventilated, are needed for any 
 object, that object Is education. Poor buildings, dingy of aspect and ill-fur- 
 nished, are enough of themselves to drive education from the city. Allure, 
 attract, should be the motto ; study the physical comfort and the pleasure of 
 the young. Nothing is more powerful in rendering successful the efforts to 
 elevate the education of any given locality, than the excellence of external 
 arrangements. The building lately erected thro igh the exertions of Hi» 
 Grace the Archbishop of Halifax, is In keeping with the object for which It 
 was erected, and cannot but have a salutary Influence upon those who have 
 In charge the arrangements 1 have been discussing. The Acadian School, 
 and some others not public ones, would be found suitable In such a plan as 
 I have proposed. From the cordial co-operation existing between the Board 
 and the managers of certain schools, not necessarily public, I have little 
 doubt that such schools would cheerfully fall Into any general arrangement 
 embracing the whole city. Those who ha^e felt so deeply the importance of 
 providing the means of education, as to anticipate, in part, the provisions of 
 the law, will, I believe, be glad to aid the Board In so great a scheme as 
 the one recommended. If, however, such schools prefer not to form a part 
 of the regular series for the city, the law still allows the Board to treat with 
 these schools in any Avay it may deem best calculated to secure their advan- 
 tages free to the public. This could be done without seriously disturbing 
 the general plan proposed, though it would be exceedingly desirable to 
 secure complete uniformity. 
 
 Gentlemen, I have now presented, for your consideration, a hun-icd sketch 
 of a maturely-weighed scheme of public education for your city, such as Is 
 contemplated by the School Act. It is no Utopian dream, but Is capable, 
 with reasonable activity and energy, of being realized among you. It is 
 substantially such a system as may be seen to-day in full operation in many 
 cities on this continent ; In almost every city, in fact, that pretends to an 
 efficient system of free education. The crowded condition of your schools, 
 the want of proper buildings, and, above all, the lack of anything like a 
 regularly progressive cour. of school instruction, must render these remarks 
 at this time not inappropriate. I commit this whole subject to your careful 
 and early consideration, hoping that no time will be lost in redeeming Hall- 
 
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 Mi. • 
 
:-:}j1h:si\mm^!U -- 
 
 14 
 
 fax from the reproach under which it has so long lain ; and, that under the 
 fostering care of the Board, such a system of schools will be speedily estab* 
 lished in the metropolis of Nova Scotia, as shall not only bring to every 
 member of this Board the sweet reward of good deeds, and to every citizen 
 an honest pride in the scholastic institutions of his city ; but also to every 
 child, rich or poor, high or low, the unspeakable blessing of a careful and 
 thorough training for the grave duties of citizenship, and the graver duties 
 of life. Surely it is high time that this bubject was dealt with ; and may 
 the hand«? of the Board be upheld and strengthened by every citizen I 
 
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