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Page. 7 8 14 15 12 26 35 40 44 45 46 56 57 Line. 24 — for tlie semicolon"after fostered, placo a comma. 18 — aftcrediication a(!d a comma. 12 — for either read neither. 10 — after moment add a comma. 17 — for enquire read inquire. 1 — for enactment read enactments. 7 — for centred read centered. 18 — before Superintendent erase the. 10 — for western continent read Western Continent. 22 — after teachsrs add a comma. 20 — for Geography, Sacred History read Googrnnliy aud Sacred History. 8 — for of the laws road of laws. 12 — for to tha Legishilure read to the Legislature. 16 — for defined read diHusod. 30 — in the Appendix after day add (besides lo«Igings and fuel.) m>^\^ <2xr. .AlXnr^'^rAJb As> *- ^>^^jm^^. \ LETTERS o:« JiLEMENTARY AXD PRACTICAL EDUCATION. nmg Bx CHARLES MONDELET, Es. PRINTED AN© PUBLISHED BV JOHN JA?ved or ne- ion to the success of n fact, the de they are and hap- practical useful po- [ce to the an efficient resulting wmen who ciely. He ht round to [» influence, lucnced, or goTerned by what is looked upon by them a» their interckt. Thu niomcnl, tlwrr- furc, iho people find out, in this, us in all other countries, ihui ihcy have every thing to gain by being educated, they will seek to be educated. Before wo can expect to reach a state of society sutVicicntly pervaded with notions of the utility, or rather the necessity of education, it behoves all good men to use their influence to further this great cause, the cause of education. The true patriot, the sincere wisher of his country's good, the man who looks to the happiness of himself and his fellow men, in this world, and a better stato in the next, is bound to exert himself to educate, or procure the means of educating the people. LETTER IV. Few will deny or even doubt the truth of the assertion I made in my last letter, that " it behoves all good men to use their influence to further this great cause, the cause of education." I have now to add, that all good men must at onco discard whatever pre-existing prejudiced opinions they may have formed on tho mode of carrying into eflect, a system of education ; nay, admitting their views on that all important subject to be correct, as I have no doubt it is the case with many who have given any attention to it, they will at once feel that, in order to come to a sound conclusion, they had better suspend for a short time their judg- ment, listen patiently to what will be proposed, and then reject or approve of tho system I am about laying before the public. If, as I verily believe, and fondly anticipate, nothing can be more certainly conducive to the utter annihilation of national distinctions, and the prejudices, animosities and hatred they have engendered and fostered ■ than the working of my system of education, I have some right to expect and call for, from the public, a dispassionate attention to my suggestions. We are all agreed that the state of anarchy we have lived in for some time past, is destructive of our happiness. Some of us trace our misfortunes to national distinctions which have been artfully speculated upon by some, to stir up the flame of discord ; ethers look upon such an excited state of the public mind, as the eflfect and not the cause of the calamities we have been visited with. I deem it unnecessary to travel out of my way, to inquire into that subject ; it is, I may say foreign to my plan ; and such a discussion would, in all probability, revive, instead of allaying, the excitement which I hope to dispel by simply removing the present cause of its continuance. II 4 t^ ii u iMJi I.KTTEfl V. Tlio islcrlors tlirr.ijgfioiil the country, had bettor look close to tlic siibjrct of ciliiration, and take tare «i) seniro the return of men favouralilo to that grniit canso, before they give; llicir voto. The United Legishitiirc cannot, ought not, and will not, I trust, allow the first Session to pass by, without duly maturing and adopliiig a system of Klenientary and Practical Kiiucation. Our [legislators will not, I hope, content themselves with a servile imitation of the (Jovernments of the feuas9(J ight at frrst he English ^ge exclu- may expect ivalent, it; is tei^ ommu- >ught to be ke us.focgdt r thoughts, be attained. ifc t«oal^ h9 s operati'on, Ihers w1it>se ne qua nan\ ]]d be found OSS of salary 11 SI. Such a course could not be viewed in the light of a high handed or'najuet measure, because its object being the good and welfare of the community, ai d the instructors engaging on those conditions, a useful end would be attained, and no contract would be violated or imps 'red; 22; It is admitted on all hands, that no little diffidUlty tvill be experienced in procuring competent teachers ; the less instructed they are, the more time and the greater application they will require to qualify themselves; the fewer opportunities, therefore, they should have of being led away from their main occupations. Besides, to teach children is a more difficult task than most peo- ple imagine ; the diiferent characters have to be studied, known and worked upon ! that alone requires and should be the constant study of the instructor. 23. Such being the case, the instructor should keep aloof from actively meddling in politics; I would by no means disfranchise him ; from his becoming a school master, it does not follow that he should cease to be a citizen, and enjoy the rights and privileges of a freeman ; surely not. He should not be allowed to intrigue, canvass, or become a political brawler, nor convert his school into an electioneering club ; still less, should he be permitted to desert his scholars, or neglect them, for the purpose of attending to any thing else but their tuition. 24. In order to avoid injustice or surprise, the teachers, when they engage, should be Waf ned against their attending to any thing but the instruction of the children ; it should even be made a condition sine qua non of their engagement, that in case they should in the least, swerve from that rule, the immediate punishment would be dismissal and loss of salary. LETTER X. 25. So far, we have the parents willingly aiding in doing aWay with national distinctions, and the children first influencing, and afterwards influenced by them; then the teachers, both male dhd female, discouraging those impious, absurd and unprofitable distinctions, and the same teachers bound to apply them- selves exclusively to their duty, and therefore, keeping themselves and their scholars, free from political strife, thereby paving the Way to peace, acquirement of knowledge, and consequent thereupon, qualification to know and exercise in time, the rights of freemen, and fulfil the duties of their station in life. 26. The public should bear in mind, that the system which is now proposed, must be carried out on a broad principle. It is not sufiicient to teach children reading and writing, they must be prepared (each of them) for the station they may be called to, in mature age ; they must be trained to a right course, to the great end of all well organized communities, the highest possible degree of peace and happiness. VVe need not expect to see such a state of thingi in Canada, if the foregoing suggestions are not attended to. 4 ! I 1 . ■ -A !!:r 1 I fi. *'^ \ n i ' rj;> i. V ''•If r h I; ^' •11 i 12 27. You may try ut any of f the most sis it can restoring !ct, I mean , I entreat vay, at all hope, or earance of )rking of a 11 meaning untry, will Q system of ! than I am difficulties eans which harity or of no cure for Dur to meet d in fact, it n ; there is that diver- pend on the )ne and the , is that the prevent the in the least 13 34. It is riglit that the diHerent religious denominations should have guaran* tees that they stand perfectly free from any interference of the kind. It is the only way to secure the continuance of the confidence which I have, I trust, proved will be eventually the result of the suggestions contained in the preced- ing letters. 35. It now remains for me to shew that all this may be effected, to the satis* facti(X) of the different Christian denominations. LETTER Xn. 36. If the management of the school system was entrusted to the exclusive care of any one religious denomination, or if it was attempted to leave it to all the sects in their religious capacity, no doubt but what jealousy and the worst of feeling would, in the first case, be engendered, and iu the latter, total confu- sion, and, of course, an utter impossibility to act. 37. The same baneful consequences would be the result of an attempt to jilace the whole system under the exclusive controul of the Government. 38. I will go further : although the people ate the most interested in the mat- ter, there would be danger, and to say the least, confusion might arise there* from, were the people to have the exclusive management of the system. 39. The Government, the Clergy and the People must therefore, in my opinion, share in the management and the responsibility of the school system. The Legislature will, of course, determine the line of demarcation between them ; I have neither the right nor the desire to do it ; it is, however, a matter of no great difficulty. 40. How then is the children's religious education to be attended to ? Others will ask me at once, do you mean to exclude from the schools, all religious instruction whatever ? 41. To the last question, I readily answer in the negative. But it does by no means follow, that because religion constitutes the basis of education, contro- versies and discussions on religion, should find iheir way into the school room. 42. As to the other question, " how is the children's education to be attended to ?" I beg leave to say that this most important part of education, is to be attended to in such a way as to facilitate, instead of obstructing the course of instruction to the whole people of the country. And this is of easier execution than at first ^iupposcd. • i: • ,i I ■!. li: nv] li. s 9i i- i II, i: : ^. ( I 14 * •AT LETTER XIIl. 43. The diversity of creeds prevailing in this cbuntrj, does not, of course, admit of a thorough tuition of ail t^iat appertains to religion ; and as it has already been observed in other words, special or exclusive instruction would inevitably lead to confusion, and prevent the due operation of any system of education. At the fiame time, there must be a religious basis or foundation, but in the schoolroom, it should be such as to secure thd assdnt of allj and effect thd good of all classes and all religious denominations; 44: Is it because sdmti are opposed to an unlimited and uncontrolled reading of thd Bible, and others are in favour it, that a wholi population is to be de- prived of education ? Surely not, Especially when there are such easy, practi- cable dnd safe meabs of (Compromising the opinions of\eithef. 45> Those who think that nd restraint should be put upon the reading of thci Bible, will readily admit that the children frequenting the common schools, tvili never have the leisurcj and few the capacity^ to read through the sacred volume: The teachers themselves will generally be found averse to and incompetent for such a task ; and those whose mental powers happen to be of a higher stamps would disagree, introduce useless and dangerous controversies, and instead oi securing the good will and respect of their pupils, would embitter their feelings, and set them against otie another* 46. There is in the Bible and the New Testament^ ehough of general doctrine which applies to and should regulate the actions of men, to ibrm a volume which would be both attractive, interesting and useful to the young; The principles of sublime morality which pervade the whole volume, are intermixed with such an abundance and diversity of facts, that judicious extracts made therefrom, would, in this respect, answer all purposes. 47. Now, to suppose that the clergymen of the different denominations of Christians in Canada, would be opposed to such a course, is an insult to them all, it is a gross libel on the best feelings of humanity. 48. I therefore take it for granted that there will be no difficulty in bringing together, a respectable number of divines of all the different denominations, for the purpose of agreeing on such extracts as will form a book easy to be understood, and which will become of infinite use and benefit in the schools, lay the foundation of religious and moral education, without interfering in the least with any dogma, and be the means of effecting what our Saviour did seek to establish on earth, good will, charity and love amongst all men. lii;' 10 *' * LETTER XIV. of co}xn6f as it has ion would system of lation, but ! effect th^ ed reading S to be de- ;sy, practi- cing of the hools, tvili ed volume: (ipetent for ;her stampj» instead of ir feelings, ■al doctrine ume which rinciples of ith such an 3m, would, linations of ult to them in bringing ions, for the understood, foundation any dogma, h on earth, 4d. Should it be deeiqed atlvisable to teach catcohiim In the schools, on tho ground that the book of extracts n^entioned in the preceding letter, although answering all the ends adverted to, would nevertheless be insufficient to instruct the children in their fs^ith, I would beg leave to be permitted to observe that such a special instruction should perhaps altogether be left to the clergymen presiding over the congregations the children respectively belonged to. It is their pro- vince, it is their duty to attend to those matters, end surely they are or should be more competent to discharge that most important duty, than school masters. 50. But f will suppose for a moment, that catechism should be taught in the ^chooi][s, what is there to prevent the carrying into execution of the following rules, namely : let the protestant children enter the pphppl in the morning, an ^our bjBfore the usual time, and repeat the catechism ; ii\ thp. afternoon let tho catholic cli^ildi^en ^e. allowed an hour either before or after school time,^ (or tho same purpo;se. Is there itoip\ is there any practical objection, to such a reason- able arrangement ? there can be none. 51.1 entrea^ all thinlving men, seriou3ly to reflect on, what I have saidi — those suggestions are not n^de at random ; they are the result of continued medita- tion. The correctness of my ob^rvations, struck me at once, but I did not trust to the first impression, I thought and thought again, compai'ed and consulted, and after mature deliberation, I was impelled by a ^ense of obligation, to offer r.iy humble assistance ip, aiding the progress of a cause whereon depends^our fate. LETTER XV. S&, It would be less difficult to cai;ry out an indiflerent system of educatioii, with the aid and assistance of intelligent and truly good men, than it would be to attempt any successful experiment of an excellent system, v/ere its operation to be entrusted to men neither pliilanthropic, respected or possessed of great moral couri^e. 53. In a country like Lower Canada, the above remark admits of only one interpretation, there cannot be two. 54. The enlarged, disinterested and patriotic views of certain high minded men, have at all times, and under the most trying circumstances, enabled them to 4q more for the good of their countrympn, than all the legislative provisions ^nd governmental acts could ever effect. 55. It is therefore evident that the success of a system of education, either this or any other^ whether the difficulties, of its execution be very great or less, will depend on the way it is attempted to be enforced. There are certainly prejudi- ces : my object, as I have stated very plainly, is to put down national distinc- tions, that will be the mainspring of the working of the whole. None, therefore It 1 t J I.. If but men who arc posscsscil of groat moral courage, who arc the true friends of their fellow beings, who are thoroughly acquainted with the relative position of all parties in Canada, and whose advice and recommendations will be attended to, and acted upon by both populations, need be selected for the purpose. 56. Neither the English nor the Canadian population will have any confi- dence in the working of the system, if its operation happens to be '.nder the auspices of men who are not perfectly free from all national feeling whatever, and known as such. 57. The task will be an arduous one, and most likely to prove any thing but agreeable. If performed honestly and courageously by intelligent men, the whole country will, I have no doubt, see better days ; and these men will go down to the grave, with an honourable conscience of having been instrumental in imparting (o their countrymen, the blessings of iducation, peace, comfort and happiness. 6d. M gdueral li to contrib little trou 63. B( whereby induced t must be s' from it. In my i in I ht'i LETTER XVI. 58. Having disposed of the most important part of the subject, I will now, from the principle and basis of the system, proceed to the details, and enquire into the mode of carrying it fully into execution. 69. What remains to be said, may come under three heads, namely : — I. The mode of raising the education or common school fund, and all that pertains to the pecuniary department. II. The means of effectually carrying into execution, the present system ot education, comprising the organization of the common schools. III. The discipline and interior management of the schools. 60. Following up the foregoing division of the subject, let us enquire, first, into The mode of raising the Education or Common School Fund, ani> ALL that pertains TO THE PECUNIARY DEPARTMENT. 61. In this, as in some other countries, where the grown generation has not the advantage of being generally well instructed, it cannot be expected that their zeal for the ( ducation of their children, w^ill be very great. Unaware of the immense power of knowledge, many of those parents who are deprived of it, will more or less keep back. Others overrating the value of the aid and assistance they derive from their children, especially in the country settlements, will mostly look to actual pecuniary profit, and neglect the means of securing instruction and all its consequent blessings for their children. 64. tn tin interesi pecuniary 6ij. It the peopl sequence, 66. In tionsw A pays it, of the peopli education tribute in doubt as 67 Im of a fami children use of th 68. T will not I there be which w bestowed humour c friends of position of ; attended so. any confi- ' nder the whatever, any thing t men, the m will go strumental omfort and It Clt. Morsorer, it has been tdarnt by experience, that what costs little, is in general little thought of. Education, if those who require it most, are not made to contribute to the means of bestowing it, will stand low in their estimation, and little trouble will be taken to obtain it. 63. Besides actually contributing to the Education Fund, and to the means whereby the system is to be kept up and carried through, the parents should be induced to take a direct interest in the operation of the schools, and that interest must be such that none of the children capable of attending school, be kept away from it. In my next, 1 will exemplify this. r [ will now, nd enquire y:— ind all that It system ot e, first, into Fund, ani> tlon has not ed that their ware of the ed of it, will id assistance will mostly I instruction LETTER XVII. 64. tn order to ihduce the people not to make light of education, and to feel tin interest therein, and when so interested, to send their children tu school, a pecuniary contribution' by means of a direct tax, nntst be recurred to. 6d. It will be objected that a direct tax will be unpopular, that it will excite the people against the working of the system, the ends whereof, will, in con- sequence, be defeated. 66. Ill answer to these objections, I beg leave to offer the following observa- tionsw A direct tax i^ not always an inconvenient mode, even to the man who pays it, of {"aising a revenue whatever ; and if, in the present case, as will be shewn, the people are made to pay much less, in order to secure to their chiKlten agood edilcation, than they would, under the operation of other systems, have to con- tribute indirectly, and obtain for them but a bad education, then there can be no doubt as to the propriety of taxing directly. 67 Independent of a direct tax which will bear but very lightly on each' head of a family, there should be a fine imposed upon parents who don't send their children to school ; such fines being applied to the purchasing of books for tke use of the schools. 68. Those even who are of opinion that die course pointed out, is inexpedienf , will not deny that it will force parents to send their children to school. Should there be any grumbling after all, it must h& of short duration, and the bciiefits which will be secured both to parents and children from the useful education bestowed upon the latter, will soon and richly compensate for the little ill humour occasioned by the course I suggest. t; ! : J ■ t!^ ■'f. ( ! . jTui.'uiav n * i i ii»w t www partments of labour which depend principally upon practical operations, a know- ledge of the laws to which they are subject, is indispensable to the attainment of the highest degree of skill and success." • 88. I need not offer any apology for having favoured the public with copious extracts from such a well digested and so eminently practical a public docu- ment as the Report above mentioned. The importance of Common School Libraries, and the facility with which they might here as well as in the State of New York, be established, will, I trust, escape the attention of no intelligent member of the community. 89. I am aware that those Common School Libraries could not be introduced at the outset ; however, it is well to boar in mind their usefulness, so that in proper time, they may be made to come in general use. ,11 LETTER XXII. 90. If the mode of raising the Common School Fund, obtaining in the State of New York, be adopted by our Legislature, it must be apparent to all, that the localities having to assess themselves to an amount equal to the sum voted by the Legislature, (and that previous to their receiving such provisions) the fund will always be on the increase. 91. These letters not being intended as a complete index to all matters of detail which a general system of Elementary and Practical Education must be pregnant with, the public will see at once, that I merely throw out hints, and give the outlines of a system. The foregoing suggestions, as well as those which I have to offer, may aid and assist in maturing a plan, leaving afterwards to the Legislature, in its wisdom, to determine on the course to be taken. 92. It is to be hoped that the Government will lose no time in placing at the disposal of the Legislature, as ample means as in its power, in order that such a fund be secured at the outset, as may render certain, prompt and beneficial the operation of the system. ' ,, . 93. The absolute and military Government of Prussia, is at present, display- ing great zeal iid activity in diffusing elementary and useful knowledge among the whole people ; in the United States, there is, for the instruction of the young of both sexes, in the houses of Refuge for juvenile delinquents, a regular system of education, which works admirably well. Will it therefore be recorded that our Government is inimical to the instruction of the people here, and cold hearted enough to stand in the way of civilisation, behind a despotic Govern- ment and the discipline of a house of Refuge for juvenile delinquents ? ihould b« them to hem how those do* , a know- nment of 1 copious lie docu« School State of teliigent [itroduced K> that in the State 1, that the voted by the fund latter s of must be lints, and ose which wards to ng at the that such ificial the , display- ;e among le young T system rded that md cold Govern- M 94. It is to b« hoped that the United Legislature, at its first sessioHi will giv« this important subject its most serious attention, and prove to the community at large, that we are no longer to im deprived of a system of education by means of which, the same and indistinct infttrurtion shall be given to all classes, what- ever may be their origin, religion or politics, national distinctions eflTaced, peace and harmony, confidence and happineas restored, and the prosperity of the coun« try secured. , LETTER XXni. . 05. I now come to The means or effectuallv carryino into execution the present sv^ Vbm or Education, comprising the Organization or the CommoiI Schools. 06. The Government and the Legislature cannot be too often reminded that the success of the system (whatever it may be) will chiefly depend on the men who are selected to carry it through. Truly patriotic and disinterested, clear- sighted, practical and Very energetic but prudent, such must be the men at the head of the system. 07. Besides, as already observed, those men, however intelligent and honest they may be, can never expect to see their laudable exertions crowned with success, if they are not favourably known to the country) and distinguished by their being perfectly free from national prejudices. 98. I will go further : one may be free from national prejudices, and yet not possess that moral courage which alone enables a truly philanthropic man to carry out his views, without allowing himself to be deterred by party clamour j or by blind and obstinate opposition caused and kept up by ignorance, which it is his object to dispel. 99 It is not difficult to see the truth and bearing o( the foregoing observa- tions ; it remains therefore for the Legislature and the Executive, the first carefully to legislate, and the latter judiciously to select men who will advance, instead of retarding the course of Elementary and Practical Education in Canada. A failuse in that respect would be fatal, and with the Legislature and Executive would rest the awful responsibility. .,1 . f-i 1 ill iUi V *!^ u I * LETTER XXIV. 100. In order effectually to carry into execution the present system ofeduca" (ion, the first step is, I apprehend, the dividing of the whole country into school districts. 101. A commission shouhl, in time, be appointed for that purpose: it should of course, consist of men well acquainted with the country, and whp from their character, would ensure to the public, a correct and impartial discharge of their duty. I take it for granted that their powers will be limited to the object now in contemplation, and that the moment the divisions are made, and their report thereof laid before the proper authorities, their jurisdiction shall be at an end. 102. Territory and populatidn should be combined : territory in order to centralise the chief localities, for the more convenient purposes of the inhabitants and their children ; population to equalize, as much as possible, the grants and riitcs of taxation, and have a standard basis whereon a fixed and uniform reparti- tion may be acted upon, and justice done to all equally. 103. In principle, it should be so, I think. When we come to the practical operation, such a course will not only be found perfectly consonant to justice, hut sing-larly easy, and such that none or few will object to it. 104. By referring to Letter XVllI, No. 73, it will be seen that I have made use of certain calculations to be found in a report therein mentioned, grounded on the supposition of the existence, of 1,300 school districts. Such a division of the population add territory is of course inapplicable to my system, the inferior departments whereof, if engrafted upon and made to work with the two Ordinances mentioned in my next letter, must necessarily require different sec- tional divisions, as will be explained^ No. 115. 105. The propriety of thus laying a fixed principle or basis is apparent — the population being always on the increase, the mode is equitable, and in practice, it admits of no difnculty. 106. Territory being also taken into consideration, it follows that until a new district is formed, owing to an increased population of 300 inhabitant householders, the children of that surplus population would attend the schools in the adjoining district. On their application, and subsequently, on a representation thereof being made by the School Wardens to the Inspectors, and by the Inspectors to the Superintendent, a new division would be effected. This will be better understood, when we come to that part of the system more particularly con* nected with those different officers. mofeduca" ' into schuoi s: it should Q from their rge of their object now their report it an end. in order to 3 inhabitants e grants and brra reparti- tho practical t to justice, I have made id, grounded h a division I, the inferior ith the two iifferent sec- )parent — the ' in practice, until a new ouseholders, le acfjoining ition thereof nspectors to ill be better cularly con* 25 ' LETTER XXV. T&7. If there be municipalities in operation, when the school system is carried into execution, its working will greatly be facilitated, especially in that which will be more closely connected with the election of the diSerent officers neces- ■ary for the carrying into ctfect, of the various legislative enactments to be expected in that respect. 108. Assuming (hen, the existence of two Ordinances passed by the Govornor- and Special Council, one 4th Vict. c. 3, intituled, " An Ordinance to prescribe and regulate the appointment of certain officers, in the several parishes and townships in this Province, and to make other provisions for the local interests of the inhabitants of these divisions of the Province;" the other of the same year, c. 4, intituled, " An Ordinance to provide for the better internal Government of this Province, by the establishment of local or municipal authori- ties therein," or some other like legislative enactments whereby municipalities and parish and township oiiicers might be appointed or elected, for the local interests of the inhabitants in the country settlements^ I now proceed to suggest a plan of organization which appears to me to bo comprehensive^ simple and free from those intricacies and multiplicity of office, which are both inconve* nient and dangerous ; inconvenient because they embarrass the energetic action of a system ; dangerous, because splitting as I might say, that very same action, they lessen too much, the responsibility which should and may safely attach to tlie few departments coming within the present system. - 109. The first of the above named Ordinances provides for the election of three Assessors within every local divlsiuu consisting of not less than 300 inhabitant householders, who "shall assess all such rates and taxes as shall be imposed by any act or acts of the Legislature of this Provincei, or by other competent authorities, and be payable by the inhabitants thereof." It provides also for the election of a Collector for each of the said divisions, whose duty it shall be " to demand and receive from the inhabitant householders of the local division for which he shall have been elected Collector as aforesaid^ all rates and assess- ments due and payable within such local divisions, and he shall account for, and pay over the monies so received by him, in such manner as shall be directed by law." 110. By the other Ordinance, c. 4. sec. 28; it is enacted that"it shall be lawful for the Governor of this Province, to appoint in each of the said Districts, one fit and proper person to be and be called the District Treasurer ; and such ap« pointment shall be made by an instrument to be issued under tlie Great Seal of this Province, after the person named by the said Governor,. shall have first given good and sufficient security, to be ascertained and determined by the said Governor, for the due execution of the office of Treasurer, and for the faithful accounting for all monies which may come into his hands, by virtue t f the s id office." * * * * • * . * • * li< ;/: 11^ :1 ■',■ If' k)1 df I K Si i\ !;'^ l||-^l m 26 111. The above cnactmentJ might, with a few modifications, be maJe available in my system, as I shall have an opportunity of shewing in my next letter. I 1 1 II ii! LETTER XXVI. 112, The preceding letter bad better be read over, before going any further. Had I attempted to embrace in one letter, all I have to say on this particular subject, I would have made it too long. 113. Bearing in mind therefore, the enactments of the two Ordinances I have had occasion to advert to, the following organisation might, in my opinion, be adopted. I. At each meeting for the election of the officers required by the said Or- dinance, c. 3, let the re be elected three Assessors for each School District, their rights and duties to be defined by the School Law. They should, previous to acting, take an oath of office. II. At each of the said meetings, let a Collector be elected for each of the said School Districts. The duties of that officer, will be of the same nature as those of the Collectors for the local Divisions. Those School District Collectors should give good and sufficient security, to the satisfaction of the School Wardens I shall presently speak of, for the discharge of their duties. III. By the other of the above Ordinances, c. 4, it is, as I have already ob- served, provided for the appointment by the Governor, of a District Treasurer, who is to give security to the satisfaction of the Governor. The School District Collectors should be bound to pay over to the Treasurer for the Municipal District wherein the Scliool District is included, all the monies by them received from the inhabitants, to be afterwards distributed by th'J Treasurer, in such a way and at such times, as would be determined by the School Act, and on an order or warrant from the School Wardens mentioned hereafter. The Treasurer should lay before the Governor and the Superin- tendent, annually or semi-annually, a detailed return and account of the whole school expenditure coming within his Treasuryship, and then the Governor should lay the same before the Legislature, at an early period of each of it.s fittings. IV. Instead of there being three different officers, viz : School Commissioners, Trustees and School Visitors, I would suggest the proprietv of conccntrfiting the duties of tliese several oflicers, into School Wardens for each Scliool District, to consist of tlie resident members of the clergy and ministers of religion, two liousoholders resident in the School District, appointed by (he Inspeclor, and two by the District Council, yearly. The legal c}»tate in all elementary schoo\ be made in my next my further. is particular nces I have opinion, be he said Or- istrict, their previous to d of the said ure as those !t Collectors iool Wardens already ob- ;t Treasurer, lie Treasurer ded, all the istributed by nincd by the ns mentioned he Supcrin- of the whole he Governor ' each of its 27 houses of each School District, and all the real property attached thereto, should be vested in them. They would also see that the provisions of the law respect- ing the building, repairing and warming of the school house, &c., were properly enforced. Those Wardens should have the nomination of the teachers, pro- viding those teachers had previously qualified, by obtaining a certificate of capacity, religious principle and good morals, from a Normal, Model, or other school competent to award such certificates. They should have the right to visit, without previous notice, the schools in their respective School Districts, provided that no less than lour Wardrns should do so at a time. They should be invested with the right and power of dismissing teachers, in case of miscon- duct. The teachers' allowances or salaries to be paid by the Treasurer, should previously be ordered to bo paid, under the warrant of the School Wardens. They would have to report yearly to the District Inspector, and recom- mend, whenever the case would occur, the formation of new School Districts ; publicity should be given to these Reports, by having them posted in some public place, or deposited where the inhabitants might have access to them. 114. The details of administration in those four departments, shall Iiave to be regulated in the School Law. 115. Such, I consider, should be the organisation of the inferior departments of the school system. I will now explain in a few words, how the School District Divisions, should, in my opinion, be made : — The total population of Lower Canada, is about 700,000. I have by nu- merous comparative calculations, ascertained that the number of inhabitant householders, as well proprietors as lessees, such as are contemplated in the two above mentioned Ordinances, will bear a proportion of 1-6 to the whole ; this will give us 116,000, to which should be added 4000, as an allowance for the Townships, where the number of children is much less than in the SeigneurieSj wo have therefore 120,000 inhabitant householders. Each School District, I have suggested, should consist of 300 inhabitant householders, we shall conse> quently have 400 School Districts. In my next letter, I will explain what are my views as to the higher and more important functionaries. a I. ^! ,'A IS ' !, if !^ . in a. ii ii ill M ■1.1 ; ) >mmissioners, ^cntrating the )\ District, to religion, two clor, and two cjuary schoo\ 28 LETTER XXVII. I , I i .1.1 .1 .{ ■I I'L ii f.; SUPERINTENDENT OF COMMON SCHOOLS. 1 16. At the head of the school system, there should be placed a man qualifieii In all respects, to be called the Superintendent of Common Schools. His duties being of a high character, and the working of the system being entirely depend- ent on that officer, he should be religious, talented and energetic, clearsighted, practical, benevolent, and perfectly firee from national feeling and prejudice, and known as such. He should be conversant with the best systems of Elementary and Practical Education, and of course with both the French and English lan- guages. He is to be the Trustee of the Permanent Education Fund, and distri- bute it according to the prescribed proportions. The books to be used, the studies to be i()llowed, and the direction of the school discipline, should be under his exclusive controul. By him, all questions or difficulties arising out of the interpre- tation or working of the School Law, should be determined without appeal. He should annually lay before the Legislature, a comprehensive Report of the condi- tion of education in the Province, and all that has reference to it. The In- spectors' Reports to him, together with those of the District Treasurers, he should receive and classify, and lay before the Legislature, with all such observations, comments and suggestions which he might deem adviseable ; his Report should receive the widest possible publicity and circulation. He, as well as the In- spectors, should be appointed by the Governor, during good behaviour, and reside at the seat of Government. He should be bound to abstain from politics, discard all national distinctions and sectarian principles, views and discussions, under pain of removal. As the object is to avoid his being in the least unduly inter- fered with, either by the people or the Government, and that he should be free from the unwarranted influence of either, there should be a tribunal before which he might be tried and convicted, or acquitted. The Court of Appeals, even were the Judges made independent, should not, in my opinion, be called upon to in- quire into such matters. It may, at first, be supposed that such a tribunal would offer a sufficient guarantee to the public, for an honest, unbiassed and competent inquiry and judgment; but besides the impropriety of such investigations being mixed up with the duties which solely should attach to the judicial office, it is obvious that the Superintendent or Inspectors might involve themselves, or be led into difficulties whereon a judicial adjudication would be required and asked for, at the hands of the inferior tribunals, and appeals instituted for the purpose of having their decisions revised. In such a case, the Judges in Appeal, having already formed, expressed and recorded their mature and deliberate opinions, what justice could the aggrieved party expect ? It is therefore neces- sary to look elsewhere for the constitution of a tribunal whose decisions w^ould not only be impartial, but also above the shadow of a suspicion of partiality. 99 n qualified His duties sly depend- earsighted, ijudice, and, Elementary English lan- , anddistri- , the studies e under his he interpre- ppeal. He f the condi- t. The In- rs, he should ibservations, eport should 11 as the In- haviour, and :om politics, discussions^ unduly inter- 1 be free from )re which he s, even were upon to in- ibunal would nd competent nvestigations udicial office, lemselves, or required and ituted for the ;es in Appeal, nd deliberate erefore neces- ose decisions suspicion of LETTER XXVin. 117. Tlie Superintendent of Common Schools, is to be appointed by tlie Ciovcrnor during good behaviour ; he is to be made independent, he is to be free from all undue influence which might be attempted to be exercised over him, either by the Government or the people, otherwise he cannot be expected to pur- sue a steady course, and to discharge his all-important duties, with impartiality towards ally aU the various and multiplied classes of the community. 118. If then, either with foundation, or from malice and in a spirit of perse- cution, he should be accused by the people or the Government, the community have a right, it is due to the parents, it is due to the children, to public justice, and to the honor of all the departments of education, that the head of the whole system, should be traduced before none but a tribunal not only perfectly impar- tiiil, but even above the shadow of a suspicion of partiality. 119. The Government having the right of appointment, should neither be the judge, nor nominate the judges or any of them, to inquire into and adjudicate upon the charges brought against its own officer. Still, the organisation I am about suggesting, for the composition of a Tribunal of Impeachment, is such that although strictly speaking, the Government should have no influence on its de- cisions, it will not be altogether without a voice, or unrepresented. 120. The Grown appoints all the members of the Legislative Council ; it also nominates the Speaker of that branch of the Legislature ; it has therefore, I might say, a semi-influence over that body, or may have it over some of its meriibers. It follows therefore that if the Tribunal of Impeachment is composed partly of members of the Legislative Council, and partly of members of the House of Assembly, there should be fewer appointed by the Upper House than by the popular branch, otherwise it will be impossible to maintain that equilibrium which should be preserved in all the departments of the school system, in order to ensure a pure and unsuspected administration of the whole, to all classes without distinction. 121. I beg leave to add that it is well to guard against all human probability cf connivance between all or part of the members of the Tribunal of Impeach- ment, for the purpose of defeating the ends of justice; the greater, therefore, the number of judges, especially if they are taken from diflerent bodies, the less danger there will be of their uniting for the unholy ends above adverted to. 122. Having given this subject all the attention I have been capable of, I have come to this the following conclusior . — 123. I propose that the Tribunal of Impeachment be composed of seven mem- bers, two named by the Legislative Council, and three by the House of Assem- bly, and that the Speaker of the Legislative Council, and the Speaker of the House of Assembly, be ex-officiOy and of right, members of the Tribunal. 124. There being seven members, no decision but that of the majority may be expected, nor ever made available. ,■ \ e same way, if we only take the right course. 143. No material progress was ever made under any system of education, *' until the ancient practice of teaching, by merely storing the mind with facts, was exchanged for that which first investigates the intellectual faculties and tho laws of their developement, and adapts to them, the proper subjects of instruct tion, and the methods by which knowledge is most successfully communi- cated." 143. The truth of the preceding observation which has been made by a man of talent and much practical knowledge, is so apparent, that it mtjst at once, strike every reflecting mind, that our own system of Normal and uthsr schools, should be based upon the same principle, otherwise the end which we have in view, the improvement of our fellow men, and their education both moral and iuteUectuels can never be attained. 144. Although I shall' in another place, have occasion to dilate more than I feel myself at liberty to do here, on the course of in-^truction which alone may enable us to reach the point we aim at, still I cannot ioibear from availing my- self of another remark for which I am indebted to a very inteNigent man, — "no plan of educiitioii can now be considered complete, which does not embrace a full developement of the intellectual faculties, a systematic and earefut discipline of the moral feelings, and a preparation of the pupil for the social and pulitfcat relations which he is destined to sustain in manhood." 145. From the above principles and' observations, it follows that there must bo- a common and fixed standard of primary education. The only way to make it so, is the establishment of Normal and Model Schools, where good and uniform instruction will be obtained for the teachers destined for the Commoit Schoob. , ' In my next, I will suggest what I consider tlie best mode of attaining such ft desirable etuL of EI t expected Prussian 8, an evil rofitcd by with 8UC- ly, if we iducation, vith facts, C9 and tho >f instruc- communi- by a man st at once, or schools, »ve have in moral and lore than I alone may ailing my- Han, — " no embrace a ■ discipline id puliticat re must bo' to make it nd uniform 2 Commoit ing such a 35 LETTER XXXIV. 146. Having shewn that, at the very outset, Normal and Mudtd School* should be established, I now proceed to the organisation of these imlispensable institutions. 147. Should the Judicature Ordinance ever go into operation, there will bo four lar^c districts or Territorial Divisions. In that case, I think there should bo a Normal School for each District, to be centred at the chef-lieu of each. Should the present Judiciary system be preserved, or any other devised and carried into execution, there should, in my opinion, be a Normal School for each of tho grand divisions of the country, to be, of course, located at the chef-lieu of each of these grand divisions. It is not necessary to inquire now, what should bo tho course of studies in the Normal Schools,! may in all probability, do so hereafter ; sulTice It, for the present, to remind the reader that the course of studies to bo followed, will bounder the exclusive control of the Superintendent. 14S. I much approve of the suggestion which has already been made, of hav- ing a farm attached to each Normal School, where both the theory and practice of agriculture might be taught. 149. Female education should by no means, be neglected; it should receive the best attention of the Legislature, and that of intelligent persons whose indivi- dual exertions are likely to aid in its improvement. Women exercise, or should exercise considerable influence in society; to them, the early education of children is mainly indebted for its success or failure, its progress as well as its perfection being essentially dependent on, and resulting from the Arst impressions they receive. 150. I will not for the present, enlarge on that all important subject ; the short and rapid notice I have thus taken of it, will suilice to sliow the necessity of extending to the other sex, all the benefits of Normal and Model, as well a» of Elementary Schools. 151. It therefore appears to me, that the Legislature should, out of the School Fund, provide for the formation and maintenance of a Normal School, not only for males, but also for females, in each of the large Districts. 152 It would be impossible, by means of four or five Normal Schools, to form a suflicient number of teachers both male and female ; other and more conveni- ent, cheap and ready means of instructing teachers of both sexes, and also giving a better education to such as would bo desirous of procuring it, must be devised. 153. In order to establish schools of that description, teachers will be required ; however there will be less difficulty in obtaining the requisite number of teach- ers for Model, than for Common Schools. When that small number of instruct- ors has been procured, Model Schools maybe set in full operation, without much difficulty. I i * m I) ■l> ii m i ) t */• I r H ^ 3C 154. Let there bo n Model Scliool in each county. None but Wysaml girls, provided witii a certificate of capacity, good conduct and religious principles, from the teachers in Common Schools, and the School Wardens in the School District in which those boys and girls have been educated, should be admitted into the Model Schools. 155. In order to excite emulation and secure proficiency, I think, it should bo a rule that every year, the most proficient boy and tho most proficient girl in eanh District Common School, should be of right, entitled to admittance into tho County Mode! School. By means of such an arrangement, there would always bo in each County Model School, as many boys and as many girls, as there would bo Common Schools. It might be prescribed in the School Law, that at tho outset, six boys might be admitted into the County Model School for boys, and the same number of girls in that fur females. When the system would be in regular progress, there should, of course, be no limitation to the number of scholars. 156. In order to secure teachers, it would be well to allow each boy and each girl studj'ing in the Model School, two pounds a year, on condition of their becoming teachers at the expiration of their school time, making it incumbent on each, to give security for their refunding the amount, in case they should not fulfil the condition. That allowance, though not considerable, independent of its being an encouragement to young people, would aid them in meeting tho additional expense attending their being often removed from the parental roof. 157. Whenever a vacancy occurred, in the Modtd School of any county, a teacher of Common Schools, should have the privilege of promotion, and on his or her being chosen by the Inspector of the District, out of a certain number consisting of one boy and one girl from each School District, recommended by the School Wardens of each School District in the county, or a majority of them, as possessed of capacity, good conduct and religious principles, he or she should become teacher in that Model School. 158. The Model Schools should be, in all that has reference to examination, visiting, and dismissal of teachers, under the immediate control of a certain number of School Wardens and the Inspector of the District, in the following manner. 169. As it is impossible to bring a Model School under the immediate, ready and efficacious control of all the Scliool Wardens in the county, one School Warden might be chosen by the School Wardens in each School District, and of such so chosen, might bo formed a Board for the above purpose. Any dere- liction of duty, the teachers would be guilty of, or any complaint made against them, would have to be investigated immediately, and, if substantiated, reported to the Inspector, who, thereon, would dismiss the teacher, and appoint another out of those recommended, as provided under No. 157. ICO. Whatever legislative provision is made on this particular point, will require to be very precise and accurate. higher > and girls, principles, iho School c admitted t should bo cnt girl in ice into the uld always here would that at tho r boys, and rould be in number of oy and each on of their t incumbent J should not ependent of meeting tho iirental roof. T county, a , and on his ■tain number [nmended by rity of them, ir she should examination, | of a certain he following lediate, ready , one School DiMrict, and , Anydere- made against ated, reported point another ar point, will 37 LETTER XXXV. IGl. It has already been Ruggcslcd, and very properly in my opinion, that (ho teachers of CoinmtMt Schools, should bo bound, during vacutiun, to attend the Model School of their county, to improve themselves, and become competent to discharge their duties. 162. Besides th^s advantage, another would be obtained, I mean uniformity of teaching, at Icaiil i a tho leading part of it. 163. It is evident (hat male and female Common Scliool teachers would re- quire less time to learn at the Model Schools, than boys or girls sent from tho latter, for the purpose of becoming acquainted with the art of teaching, and their frequenting Model Schools in vacation would, if at all turned to profit, bo of signal service both to themselves and tho children. 164. I have (No. 155) suggested that every year, the most proficient boy and the most proficient girl in each Common School District, should bo of rigli(, entitled to admittance into the County Model School. It is plain that we must not stop there. Those boys and girls if they stood foremost in tho Model School, or others who would, should, when so determined by the Board of School War- dens provided for. No. 159, be sent to tho District Normal School, either on their own pecuniary means, or, on a recommendation from the Board, out of tho fund for the indigent, as specified in the c/Jcrf u, or sketch mentioned in the next letter, and to be found in the Appendix. 165. The Normal Schools would of course give a decided liigh tone to the mode of tuition. In them, young people of both sexes, would acquire more knowledge than in the Model Schools, and would thereby qualify as teachers in those Model Schools, to which they would impart a vigorous and elevated charac- ter, or make themselves competent for teaching in a higher sphere of education, if, as it is natural to expect, provision is made at a future period, for maintaining higher schools. 166. Proposing, as I do, to limit the operation of the present system, to Elementary and Practical Education, I must not travel out of my way and spe- culate on the probable or even possible elTects which a discerning mind will, at once, be led to anticipate from the judicious management of the Normal Schools, in respect of what does not exclusively bear on the working of the system. In Prussia, no material advances were attained until teachers' seminaries had been established, and a new class of instructors had been (rained up ; this is a con- sideration of sufficient importance, to leave no doubt on our minds, as to the pro- priety of adopting in Canada, a mode of improving which has been so eminently successful in Prussia. 167. I need not dwell on the attainments which would be required at tho hands of the teachers of both sexes, in the Normal Schools. The Superintend- ent under whoso immediate and exclusive control those schools would be placed. Si »i \ }■■" W Ht ) ' ■'ti illl 3» Would feel too much interested in the proper working of tlie whote system, not to make judicious selections of teachers, and watch vigilantly over them, as well as on every department of those schools. 168. The competency of students in Normal Schools, to become teachers, and therefore to leave for that purpose, might be determined, 1st, by the certificate of the Professor in the Normal School. 2d, by a reference to the District In- spector. , 3d, by the ultimate and final decision of the Superintendent, if required. 169. Any other and better practical mode of attaining the same results, should of course be preferred. .M!i< m LETTER XXXVI. 170. Before I close the present series of Letters, I will lay before the public an apetfU or sketch of what I look upon as the scale whereby the expenditure of the whole system, should be regulated. 171. It would have been more regular perhaps, to have done it, under the division or head which has a peculiar reference to " the mode of raising the Education or Common School Fund, and all that pertains to the Pecuniary Department ;" but besides its being premature, and prefacing instead of coming after the complete developement of the system, and the enumeration of the vari- ous departments necessary to its efficacious working, I think it would have beea difficult, if not impossible, to comprehend what now will, at oRce, be clearly understood. 172. It is orr'^al importance to the country, that those who take a part in the administration of tiie different departments of the system, should be respectable in their character, rnd competent to discharge their duties; they should more- over, be placed in a situation such as to offer the public a guarantee for the con- tinuance of their integrity and efficient accomplishment of all their duties. The safest way will, I have no doubt, be found to be their exclusive attention to their calling, and their never being tempted with, and if so tempted, altogether pre- vented from, ever having any thing to do with matters foreign to their educa- tional duties. A reference to what I have said in Letter IX, is peculiarly appli- cable to this point. 173. It therefore follows that all the teachers must be well remunerated. Make ih*:^ profession respectable in the eyes of the public, you secure respectable men and women 'as teachers. The standard of education will ris3 in proportion to the character of those who are called upon !o take a part in the working of the system ; and instead of having immoral and ignorant teachers, and conse- quently immoral and ignorant scholars, you will ere long, see the community blessed with a sound system of education vigorously and morally administered, new life infused into society itself, and the prosperity of the country obtained. 39 system, not lem, as well tachers, and e certificate District In- if required. suits, should e the puhIi(T expenditure t, under the r raising the- le Pecuniary id of coming of the vari- Id have beea 3, be clearly a part in the B respectable should more- for the con- luties. The ation to their ogether pre- kheir educa- Ltliarly appli- •emune rated. : respectable n proportion D working of J, and consc- j community ulministered, r obtained. 174. There can bo no profession more honorable and useful than that of a competent teacher; he should be treated as the guardian of youth, and honoured wherever he is met with. His actual exertions for the intellectual and moral improvement of the young, are above all praise ; the influence they are calcu- lated to have on society at large, and on the destinies of a whole nation, is stupendous. 175. If such be the case, and few will be found to doubt it, a suitable provi- sion should be made by the Legislature to bring about such a desirable, such an important result. Better have the youth remain ignorant, than entrust their hearts, their minds, their every thing I may say, to improper guardiansliip. 176. The higher departments of the school system, must of course, be con- fided to none but able and respectable men who, from a duty to their fellowmen and a desire of being truly useful to society at large, will devote all their time and bring all their energies to bear on this sole object ; men who must not ex- pect that they will be allowed to witness in idleness and contemplative enjoy- ment, the happy results of plans conceived by the genius, and set in operation by the energetic philanthropy of others, but who must make up their'minds for the honest and laborious discharge of their duties, and devote all their time to the improvement of the system, and thereby make it what it is intended to be, the means uf regenerating the country, and ensuring the happiness of all its inhabit- ants, without distinction. 177. Bearing in mind the foregoing important considerations, I apprehend there cannot be much difference of opinion as to the propriety of the suggestions embodied in the sketch of the expenditure resulting from, and necessary to the working of the system, which will be found in the Appendix. LETTER XXXVn. The next and last division of the subject is, Th£ Disciplinb and Interior Management of the Schools. 178. Although the course of studies, the books to be used, and the direc- tion of the school discipline, should, in my opinion, be under the exclusive control of the Superintendent, as I have suggested, No. 116, it is nevertheless proper and important that the public should know what it is here intended he should expect. 179. If the suggestions which I have made regarding t1i.e qualifications to be required at the hands of the Superintendent, and the disc; eet selection of men calculated to carry out the system with advantage to the country, are at- tended to, there will be no danger, nor even inconvenience, in reposing such a high trust in the Superintendent. Being appointed during good behaviour, being alike free from the undue influen«e which migUt be attempted to be ex- ■i-.v ( '• ,1 ■ :!1 ill )J^'^ 11 S I, II fi! 1:1- iS 40 crclscd over liim by Iho Government or the people, ho will be enabled to pur- sue a straightforward course, and extend impartial dealing to all, without being led astray either by the frowns of the ruling power, or by the clamor of dema- gogues always ready to criticise, without having the talent to propose better measures, nor the moral courage to carry them through. 180. The splitting of the action in a superior department, necessarily weak- ens it, its effect is of course in proportion, and the whole administration instead of being energetic and prompt, becomes feeble and slow, an evil which in the working of a system of education, should above all, be guarded against. 181. I have, I trust, said enough here and in some of the preceding letters, to show how important it will be to entrust the Superintendent with extensive means of acting with decision, impartiality and judgment ; still I am of opinion that the public has every thing to gain, by a free and unbiassed expose of whatever may be considered as the leading principles whereon the discipline and interior management of the schools should rest. IS?. The suggestions I have to offer, are not in the least, intended to sub- ject to a fixed rule, the manr^cment of a department which I think should come under the exclusive control of the^iia Superintendent ; they are merely thrown out, with a view of exciting public interest to a subject which is of paramount importance. The public will naturally inquire into, and discuss the matter, and such opinions will be formed and made known, as may help if not direct the course which the Superintendent will determine to take, when hq is called upon to act. 183. What I have to say under the present head, is essentially practical ; coming therefore within the range of a greater number of persons than what has been made the subject of the preceding letters, the direction of the schools is expected to draw forth observations and suggestions from others who may be, or have reason to consider themselves as competent to offer them. LETTER XXXVni. 184. I have already observed that the success of the working of the systemr will chiefly be dependent on the integrity, ^eal and competency of the head of all the department?, I mean the Superintendent cf Common Schools. I say chiefly, not exclusively, for those qualifications which are indispensable to the right administering instruction to children, must be found in whomsoever is called upon to take any part in the carrying out of this or some other educa- tional system. 180. Kcepingconstantlyin view, the preceding plain and practical truth, we may better be enabled to follow up the train of suggestions which I beg leave to offer, on the discipline and interior management of the schools; the last, though not least important part of the subject which I have, for some time past, occupied the public with. £ )lc(l to pur- thotit being or of deina» pose better larily weak* tion instead i^hich in the linst. ding letters, h extensive n of opinion id expose of e discipline ided to sub- tliink should r are merely which is of 1 discuss the y help if not ke, when h^ ly practical j 18 than what ' the schools ivs who may lem. Fthe system » ' the head of lools. I say nsable to the homsoever is other educa* cal truth, we h I beg leave )ols; the last, tne time patrt, +1^ 156. Among the many important points which in rospcct to Common Sdiools, deserve the attention of llic community, there is one wliicli stands foremost, that, is, the making af the school house comfortable and convenient. Tlie location of the school house, is the lust thing generally thought of, and that which is mostly neglected. Out of very ill phiccd economy, the worst site is preferred to that which would unite pleasantness and cheerfulness to salubrity. Pcoi)le will be very careful in looking out for a convenient site whereon to locate a stable or some other outbuihling, but they act as if altogether unmindful of the comfort of their children who, for several years, are doomed to remain, study and at-- tend to their educational duties, (luring at least six hours a day, in the school house. 187. How often do wo not witness the indifiercnce, the culpable indiflTerencc of parents in that rcsi)cct ? The cattle are carefully protected from the incle- mency of the weather, and the school house is located cither on the top of a hill, where the wind and cold in winter are alike injurious to the children, or in a sandy pluin, w^here they arc scorched by the dog-day sun. 188. This subject is of such magnitude, that I need not apoloize for giving a copious extract from Mr. Mann's Report on Scliool Houses. Alluding to the jarring interests between diflercnt parts of the School District, in selecting a place for a school house, he remarks as follows : — •' It has been often objected to the people of our State, that they insist upon having tlie school house in the geographical centre of the district. And other things being equal^ surely it ought to be in the centre. But the house is erected for the children, and not for the acres ; and the inconvenience of going lifty or even ciglity rods f.rther, is not to be compared with the benefit of spend- ing u whole day in a healthful, comfortable, pleasing spot, one of salutary influ- ences upon the feelings and temper. Place a school house in a bleak and un- sheltered situation, and the ditliculty of attaining and preserving a proper degree of warmth is much increased ; put it upon a sandy plain, without shade or shel- ter from the sun, and the whole school is subjected to the evils of heat and dust ; plant it in low marshy grounds, and it exposes to colds or more permanent diseases of the lungs, and impairs habits of cleaidiness, both in dress and per- son ; make one side of it tlie boundary of the public road, .and the persons of the children are endangered by the travc' when out, and tlieir attention when in, called oir the lesson by every passer by ; place it on a little remnant or delta of land where roads encircle on all sides, without any place of seclusion from the public pass, and the modesty of nature will be overlaid with habits of indecbrum ; and a want of decency enforced upon boys and girls, will become physical anil moral turpitude in men and women. But build it where some sheltering hill or wood mitigates the inclemency of winter; where a neighbouring grove tempers the summer heat, furnishing cool and shady walks ; remove it a little from the public highway and from buildings where noise and clattering trades are carried on ; ami Jibove all, rescue it from sound or sight of all resorts for license and i I j !< ( m i\ ilfW 42 . . dissipation, ami a sensibility to beauty, a purity of mind, a sentiment of decency and propriety, will be developed and fostered, and the chances of elevated feel- ings and correct conduct in afterlife will be increased manifold. Habits of mental order and propriety are best cherished .imidst external order and propri- ety. It is a most beautiful trait in the character of children, that they take the keenest delight in the simplest pleasures. Their desires do not tax commerce for its luxuries, nor exhaust wealth for its embellishments. Such pleasures as are imparted by the cheerful light and the quickening air, by the way-side flowers, the running stream, or the music of birds, are sufficient for the more gentle and pensive ; and the impetuous and exuberant spirits only want a place to let off a redundant activity of their arms and legs. And how cheaply can these sources'of gratification be purchased. Sometimes a little of the spirit of compromise, sometimes a little forgetfulness of strife amongst parents, engender- ed on other subjects, would secure to the children the double boon of utility and enjoyment. Yet how often are the unoffending children ground between the collisions of their parents ? " In my next, I will offer a few more observations, in addition to the foregoing interesting extracts. LETTER XXXIX. 189. The somewhat lengthy but useful illustration of the importance of pro- perly locating school houses, contained in the extract from Mr. Mann's Report, given in the preceding letter, is indeed very striking. It should never be lost sight of, [every member of the community should be guided by it, whenever they are called upon to do or advise any thing regarding the building of school houses. 190. The construction of the school house is equally important. The inte- iior should be such as to render more easy, the operations of the school, and enable the master to see at all times, whatever takes place within its precincts. It should be spacious, otherwise the danger to health from foul air, may be very great. It should be well ventilated, well warmed, and the light so managed, as not to injure in the least, the eyes of the children. The children should never be allowed to read or write with the sun shining on their books, they never should write with their backs to the window, and their bodies obstructing the little light they may receive from it, especially in a dark afternoon ; they should al- ways read in the erect posture, there should be suitable seats with backs to them. " School rooms should be arranged in such manner," says the learned, benevolent and experienced Dr. Howe, of Boston, "that the light of the sun can be admitted in the right direction, not dazzling the eyes, but striking upon the books. There should be facilities for admitting the light fully in dark weather, and for excluding it partly when the sun shines brilliantly." of decency jvated feel- Habits of and propri- ey take the t commerce pleasures as he way-side r the more rant a place cheaply can the spirit of s, engender- )f utility and between the he foregoing lance of pro- nn's Report, never be lost it, whenever ng of school t. The inte- I school, and its precincts, may be very ) managed, as ould never be never should ing the little ley should al- rith backs to s the learned, of the sun can king upon the dark weather, 43 191. To each school house, there should be attached a certain portion of land, a part wheret f for the use of the teacher or teachers, the remainder for a play ground, healthful exercise being essentially requisite. Each school house should have a bell to ensure punctuality, and a time piece to establish and maintai regularity ; there should also be a pump at hand, or some other means of pro- curing constantly fresh water. 192. It is scarcely necessary to observe that proper and convenient outbuild- ings should be erected on the lot, as may be required. 193. To some people, the foregoing suggestions may appear either too officious or useless ; they are not so, I believe ; past experience has shown that so little attention has been paid to the important considerations these suggestions are preg- nant with, and to the injurious consequences which the neglecting of them, has brought upon the children and the character of the schools in general, that I hesitate not in saying that it will be the duty ef those who may have any hand in the practical part of the system, carefully to inquire and reflect, before they determine on the location, the building and arrangement of the school houses, and conform themselves to the wholesome advice which is now held out, or seek for and follow better, if to be found. 194. Having disposed of this preliminary which, properly speaking, comes within the attributes of the School Wardens, but which it would have been criminal not to notice here, I shall next endeavour to take a practical view of the course the Superintendent would do well to prescribe to himself, to the end of a more advantageous and honourable discharge of his important duties. LETTER XL. 195. I have in my llth, 12th, 13th and 14th letters, adverted to the evils which must inevitably result from religious controversies, if they are allowed to find their way into the school room ; instead of harmoniously working, this or whatever system of education is proposed for this country^ must fail, if the re- commendations I have made, arc neglected. I do sincerely believe that what I have suggested, is sufficient to ensure to all classes and shades of religious deno- minations, a full guarantee that their rights and privileges will remain untouched, and that on no account whatever, the dogma will be interfered with. 196. It is not however to be inferred that no religious education is to be given, and the children are to be brought and kept together in schools, learning earthly things, without the least care being bestowed upon the cultivation of the heart, and tho training of the soul into a moral and religious course. God forbid that such a monstrous doctrine should ever be lield out in this or in any other country. i! I lj« I! "H M ^ k' 1"V V .<, i v.: '\^' III tr.: . V.' ' fi -4* 197. "Religion," says a ilistinguislied writer, " claims the highest place in . the range of education ;****** it is the basis ' of all virtue, the foundation of all excellence in character, the only inexhaustible fountain of all happiness." ' . 198. Impressed as I anrwith the importance of such religious education, and the influence it must have over all the actions of every individual in this as in all other communities, and corwequently with the necessity of imparting to the young, the blessings of iis early tuition,' I have been led to suggest, and now more strongly do I recommend the propriety of making from the Old and New Testaments, such extracts as may convey historical, religious and moral instruc- tion, without in the least, introducing into such a book, anything which partakes of the dogma. 199. Divines of the different christian denominations cannot, and I trust, will not object to such a course ; it is alike advantageous to oM, detriment? 1 to none, and the most powerful means of securing unanimity. Thus we would have a book easy to be understood, and likely to become of infinite use and benefit to the schools, lay the foundation of religious and moral education, without interfering in the least with any dogma, and be the means of eflfecting what our Saviour did seek to establish on earth, good will, charity and love amongst all men. 200. As to the question whether catechism should be taught in the schools, I do not mean to take upon myself to decide, but I am inclined to say that there it; not an absolute necessity for it I have already observed that such special and important instruction should perhaps altogether be left to the clergymen presiding over the congregation the children respectively belonged to, it being their pro- vince and their duty to attend to these matters, and surely they are more compe- tent to discharge that most important duty, than schoolmasters. 201. I beg leave to refer the reader to No. 50, Letter XIV, wherein I have suggested a mode of obviating many difficulties, in case it should be determined to have catechism taught in the schools. 202. To the pastors and to the parents, must chiefly devolve the care of the spi- ritual and religious instruction of the youth, let them attend to it, it is their bounden duty to do so. Fireside education is the most influential as it is the most important ; advice coming from tender parents, is respectfully listened to ; it is, in most cases, followed, if illustrated by the force of example. 203. I will dismiss this subject, by repeating what I have said. No. "42, in speaking of religious instruction for children ; this most important part of edu- cation, is to be attended to in such a way, as to facilitate, instead of obstructing, the course of instruction to the whole peoplaof the country. guide '\-fti' i ' If: •..»■*■ 15 est place in is the basis exhaustible ication, and bis as in all ting to the it, and now d and New )ral instruc- ch partakes trust, will tpl to none, 3uld have a Miefit to the ; interfering Saviour did en. le schools, I hat there i» special and m presiding g their pro- Qore compe- revn I have determined •e of the spi- , it is their 1 as it is the listened to ; No. -42, in part of edu- obstructing. • I V . : - LETTER XLI. 204. Taking it for granted that religious education will be attended to with all the care, prudence and liberality which will bo essential to its success, I now come to the course of studies which the Superintendent shall have to pre- scribe for the Normal, Model and Common Schools. 205 And first as to the Normal Schools, the course of studies should bo njadc to embrace reading on the best approved principles, writing, French and English grammar, with exercises in writing and composition in both languages, arith- metic, mensuration and book-keeping, geography, and especially that of the western continent, in all its practical bearings, the use of the globes, elements of astronomy and navigation, elements of practical geometry, art of drawing maps and plans ; elements of chemistry, as applied to arts and trades ; the prin- ciples of horticulture and agriculture ; an abridged course of mechanics ; natural history ; moral philosophy and the public law of the country , in addition, sewing, knitting and all the branches of useful needlework, in the Normal School for females ; and more especially, theoretical and practical lessons on the best mode of managing the classes, conducting the instruction, maintaining the order and government of a District Common School, in one word, the best mode of conducting a school, and the best methdd of teaching. 206. The suggestions I have made, (No. 156,) as to the propriety of obliging students in Model Schools, to give security for their refunding the allowance therein mentioned, in case they should not, at the expiration of their course, follow tj)e occupation of teachersjshould not be lost sight of^ and might, I think equally apply here. 207. The duration of the course of studies in the Normal School, might, I apprehend, be limited to three years ; however,, experience will be the safest guide on this point. 208. It is evident that all the observations, suggestions and recommendations contained in Letters XXXVIII and XXXIX, regarding the location, construc- tion, &c. of school houses, and all that has reference thereto, should obtain in this particular. 209. As the difficulties in school government, arise from the want of know- ledge, both of the world and of the school room, the want of self knowledge and self government in many of the teachers, the want of system in the arrangement and exercises of the school, so as to keep all usefully employed, and other such causes, it will be the duty of the Professors to attend most carefully and diligently to those important particulars. 210. In Model Schools, the course of studies might probably be more limited, and confined to the ordinary branches of a French and English education, such as spelling, reading, writing, sacred history, ancient and modern history, geogra- phy in all its practical bearings, and es|)ecially that of America, nrithmetic, mensuraiion and book-keeping ; and sewing, knitting, and useful needlework to ' ( ■ I ill 1 1' 1 ^^ It.' li-..: f- ..If. J 'I I , 46 females. It is, however, my decided opinion, that as soon as practicable, the rourse of studies in Model, should as much as possible, be assimilated to those of the Normal Schools. But what should engross the care and attention of the teachers in Model Schools, is the best mode of managing the classes, conducting the instruction, and maintaining the order and government of District Common Schools. What I have said, (Nos. 208 and 209,) is equally applicable to the Model Schools. 211. It is difficult, fur the present, to say what should be the duration of the course in Model Schools ; two years would probably suffice. However, when the system is in operation, a little experience would soon enable us to determine the time to be devoted to these studies ; and besides, much information might be collected from the certificates or Reports (when required) ofthe Board of School Wardens provided for, (No. 159.) 212. I now come to the Common Schools. The course of studies must not be that of the Model, and much less that of the Normal Schools, especially when the system first comes into operatior). Still, let it be recollected that practical instruction is to be imparted to the whole people, that knowledge which they can turn to profit to themselves, and consequently to the community at large. Therefore, I think it vyould be sufficient to teach reading, v*riting, grammar, arithmetic, geography ,>sacred history by means of the book of extracts from the Old and New Testaments, above recommended, the teacher reading every day a passage therefrom, or if considered, as in my opinion it would, a useful addition, by means of a short book of sacred history expressly written for children, to which might be added a geography of the Bible. As to history in genera], I think the children might learn much in a good book of geography, such as Peter Parley's which is admirably well calculated for their historical, geogra- phical and moral instruction, and to which a few additions and changes might be made to adapt it to our schools. I attach great importance to geography, if well taught. Those who need a better education, may go to the Model School, whe-e means of improvement will be afforded them. 213. How long children should be kept at the Common School, is impossible to determine, their proficiency or backwardness will enable both parents and teachers to find out and pursue the proper course. LETTER XLII. ^ 214. Another important matter for the consideration of tlie public, is the dura- tion of the school year. Should the children be made to attend school the year round, save a few weeks of vacation, or should the period of the opening andjthat ofthe closing ofthe yearly course be at oucc determined by the School Act? •...••• > V ■ ' icable, tlic ed to those ition of the conducting ;t Common ;able to the ition of the Bver, when ) determine m might be •d of School es must not cially when at practical which they ityat large. ;, grammar, cts from the every day a ful addition, children, to n general, I ich as Peter ;al, geogra- mges might eography, if )del School, s impossible parents and , is the dur.> l school the Ihe opening Y the School 47 215. In other countries, at least in the rural districts, the schools arc limited, in some to eight months in the year, according to circumstances. In Canaua, I see no reason for suc.i a course ; if competent teachers are obtained, it will be better, I think, and conducive to a greater and safer improvement of the system and of the children, to keep the schools opened at all seasons, provided a reasonable recess or vacation is allowed, one in winter, or Christmas holidays, and the other in summer, or Midsummer holidays. 216. Such recesses or vacations will bo doubly advantageous ; to the chil- dren it will prove a relaxation which is indispensable, and to the teachers in Common Schools, it will afford an opportunity of frequenting tlio County Model Schools, for the purpose of improving themselves. Three weeks might be al- lowed for each recess or vacation. 217. It is a necessary consequence that the recesses or vacations in Model Schools, should be at periods different from those at which the children in the Common Schools would be allowed theirs. 218. The School Law should be explicit on that point, I mean that it should be directed therein, that the schools should be opened the year round, save re- cesses or vacations, the period and duration of which might be left to be deter- mined by the Superintendent. 219. I have already suggested the propriety of frequent visits to the schools by the School Wardens, without previous notice, in order that the progress of the children may be better judged of, as also the competency of the teachers. I would now beg leave to add that in each school, at the eve of the recess or va- cation, an examination without the previous mechanical training so common in most public institutions, should take place; parents would attend, their presence would be an encouragement to the teachers and scholars, and a source of great satisfaction to all parties. 220. A Register should be kept to hand down from year to year, the names of the best and most proficient children, with such comments on their praise- worthy behaviour, as might hold them up to tlie respect and imitation of their school fellows, or those who would come after them. The same rule might apply in all the schools. I anticipate the most beneficial results from such a course, if followed. 221. At each public examination, the Register might be thrown open, for inspection, thereby securing a check on the master for a strict peformance of his duty, and a stimulus of the most encouraging kind to the pupils. 222. Prizes or marks of distinction might also be given to the children best behaved and most proficient in their studies during the year ; books would be costly, but wreaths of maple leaves would answer the same purpose, without its being attended with needless expense. :il •I r i I r-i 11 t» ■•IS n I jif 223. Thus, wliatovcr tends to reward merit, and cncourago children, Hliould invariably be resorted to, and firmly but prudently persevered in; and whatever might operate as a check upon evil propensities and improi)er conduct, should bo acted upon. For that purpose, there miglit bo another register or journal called tiio *' Merit Roll;" or " Class Hook,"' in which a daily account would be kept of every scholar's attendance, scholarship and deportment, a report tVom which might be read once a week in open school. .•: • ' LETTER XLIIl. 924. In the di^cliargc of his duties, the Superintendent will certainly not omit that of preparing for all the schools, a short code of regulations which the teachers shall havt; to read in open school, once immediately on the children first entering on the course at the outset, and on their return from the recess or vacation, and at such other time as- may be deemed' proper, according to cir- cumstances. 225. Those regulations should be hung up in a conspicuous part of the school room, and inflexibly but not tyrannically enforced. , ^ ; 226. It has been ascertained tliat corporeal punishments lower, instead of raising in their own estimation, the unfortunate children who are thus made the victims of the birch discipline. If this view of the subject be correct, and I take it for granted that most men will acknowledge that it is, I beg leave to offer a few suggestions which are obviously practicable, and will refrain from entering into any discussion on the subject. 227. Education being properly physical, moral, intellectual and social, a wide field is opened to tlie consideration of the Superintendent, and by a discreet and temperate use of his authority, as well as by means of a judicious course which he shall have to prescribe, the common and simultaneous energies of the head of all the departments, and those of all who will co-operate with him, will suffice to keep tlic minds of llie children in such activity, as to need no debasing and cruel treatment to prevent evil. 228. In the House of Refuge for juvenile delinquents at Boston, corporeal chastisements are prohibited, and still, an assemblage of hitherto unruly, aban- doned and vicious cliildren are easily and efiectually trained into the path of amendment, virtue and usefulness ; they become well educated, and from a life of profligacy, they return to one of order and soberness, a wonder which is wrought by means of a discipline elevated and elevating in its character, and proved to b3 a co;rect ono, from its results. 2^29. tlon, mc bo so ur abandon own dig 230. who wil to reflcci to the t£ must oxp unhappy highly m delimiuei 231. fore obsei to use tha 232. I behaved c unruly. * 233. \\ quent be i of the firs punishmei shall be p 234. S mode of i determine guilty, am 235. T jurors beii honor, as partial in the effects a practica ration, a si less disclij 23G. E the third, being exp to the le\ influence. childroii, m1 in ; mid' Dt conduct, 3r register ily account nt, a report jrtainly noi 3 wliich the he children le recess oi' ■ding to cir- f the school •, instead of thus made ::orrcct, and beg leave to refrain from ocial, a wide ly a discreet cious course ergies of the te with him, s to need no m, corporeal inruly, ahan- I the path of id from a life der vvhicli is haracter, and ♦r 229. Will any one [)rctcnd to say tlint tlie children of a truly moral p;>|nila- tlon, most of them as yet untainted with vice when tlicy are sent to school, will bo so ungovernable, as to balHo the beneficial operation of a discipline whereby abandoned wretches, or disorderly boys and girls are restored to a sense of their own dignity, and made to walk firmly in the path of virtue ? 230. These highly important considerations, I entreat the public, and those who will bo called upon to take a part in the working of the system, seriously to reficct upon. The birch may be an active treatment, and save much trouble to the teacher who may happen to dislike moral influences, but assuredly ho must expect an abundant harvest of bitter fruits to himself, and misfortune to the unhappy youths confided to his care, if 'he undertiikes to lower the children of a highly moral people, beneatii the inmates of a House of Refuge for juvenile delinquents. 231. With the view of reducing to a practical illustration, what I have be- fore observed, I beg leave to suggest the following constitution, if I am permitted to use that expression, for the interior moral discipline of the schools. 232. Let each school be divided into three classes, one consisting of the best behaved children, the other of the not well behaved, and the third of the bad and unruly. 233. Whenever any infringement of the regulations takes place, let the delin- quent be traduced before a jury to be composed of twelve boys, or twelve girls, of the first class, to be taken in rotation ; let the case be made out, and then tha punishment immediately inflicted, in pursuance of the regulations whereby it. shall be prescribed. 234. Should the offenco not be provided against, by the regulations, the same mode of inquiry may be adopted, and the punishment then shall have to be determined by the master or mistress. Nine jurors should be requisite to find guilty, and in default thereof, an acquittal should of course follow. 235. The trial should take place in presence of the whole school ; the young jurors being subject to a constant and severe scrutiny, would make it a point of honor, as well as a matter of duty, to be careful in their investigations, and im- partial in their verdicts. It needs no very superior mind to see at once, what the effects of such a system must inevitably be ; a diligent search for the truths a practical and businesslike habit of viewing matters submitted to their conside- ration, a safe training to form correct judgments, and an impartial, just and fear- less discharge of a duty alike important and honorable. 23Q. Emulation and praiseworthy ambition to attain the first class, or if in the third, to be admitted into the second ; and on the other hand, the dread of being expelled from the first to rank in the second, and ultimately reduced to the level of the third, would be the means of a most powerful moral influence. (I I \h \'i mi m "I I fl „ ! I 1 k ■; ! ■ 1,1 t l| i 1 11 1' i r)0 237. It is ol'courso understood, tlini iiono hutmorid tdovation and moral puiiisli- ments, such lor fxampk', tliu tleprivation of the rij^lit and privdrgo of being jurors, &r., would bo rcsorlod to; a matter of gK'at magnitude, tlie details whereof, sliould altogether be left to the Superintendent to defme in the regula- tions. ' 238. Shculd any of the children, after a patient, reasonable and judicious course, suHicient to enable the teacher to ascertain their utter wickedness, be set down as incorrigible, they should of course, be sent back to their parents. 239. These are mere suggestions, they no doubt, could be mucii improved upon ; thoy may however sullice to call for rellection, and a better juvenile con- Btitution for the interior moral discipline of the schools. LETTER XLIV. 240. If it is at all worth \\s\i\(r moral influence, for the belter management of the schools, wo must not stop siort of whatever may cither give additional weight to that influence, or lessen its beneficial operation. 241. Whatever may engender or foster a spirit of delation should be avoided and proscribed. Delators are always mean, and geromlly treacherous ; to main- tain themselves in whatever station of authority, supervision or information which they may have been placed in, they will greatly be liable to recur to means unwo.::y of an elevated or honorable mind. 242. Monitors or supervisors over their schoolfellows, are often appointed by teachers; they either become guilty of tlu improprieties above mentioned, or are exposed to lower themselves in their own estimation, and that of their compa- nions. Besides, a spirit of hatred and revenge oftentimes, is kindled in the hearts of children who may have previously been their sincere friends. Coer- cion or intimidation practised by the teacher, for the purpose of enforcing an authority imprudently delegated by him, or for that of protecting from resent- ment, the scholars he has invested with temporary but mischievous power, may prevent explosions; there is however, a latent fire in the bosom of the oppressed, or those who consider themselves as such, wdiich sooner or later, will burst out, and be productive of the most atilicting evils. 243. The teacher shoulil therefore so direct the school, and be possessed of suflicient acuteness, aided by vigilance and energy, as to dispense with the odious and despicable oflTice of delators and spies. 244. Too much care cannot be taken by those who superintend the construc- tion of school houses, to determine the interior distribution, location of seats, &c., in such a way, as to enable the teacher to detect whatever may be attempted to be concealed from him, by the children during school hours. not ap the cl structioi 249. of teac here vei which whole honorab 250. teacher who wil with an remova 261. in letter 252. tern, su< and adi f)! moral inniish- k'gc of lifing c, the details in llio rogiila- aiul jiulicious krickciliicss, be iir jjurcius. inch improved r juvenile con- 2 15. If properly viewed and judiciously enforced, llie moral constitution I linve delineateil iti tlic precedinj^ letter, aided l>y llio en(M-!,'y and practical good sense of the teacher, will, I helieve, ensure order and rcLjularity in the school, elevate instead of dol)asing children in their own and their companions' estima- tion, pre /ent the kindling and fostering of active and most dangert)us resent- ments, and save many a youth from becoming a foe in after life. 24G. 1 hope I will not be found faidt with, for having thus frankly stated my opinion, regarding a custom which perhaps prevails in many (juartcrs. I have meant no oflbnco, I do not question motives, I merely indicate what I look upon as an ill advised course, and a mistaken [jolicy on the part of some teachers. management of ditional weiglit )uld be avoided erous ; to main- ormation which recur to means en appointed by lentioned, or are of their compa- kindled in the friends. Coer- of enforcing an ing from resent- ■ous power, may of the oppressed, r, will burst out, 1 be possessed of lispense with the end the construc- tion of seats, &c., )e attempted to be LETTER XLV. 247. A unif()rm system of education may be devised, its practicfibility is often a sure test of its soundness ; so far good. But the teachers must not expect that all the children are to be acted upon in the same way, in order to subject them to the salutary influence of that uniform system of instruction. 248. The different characters, the various dispositions, the mild-tempered, the unruly, the capricious, the obstinate, the studious, and the indolent are not to be treated in the same way ; the teacher need not expect any success, if he does not apply himself most carefully, to explornle the faculties and dispositions of the children, and knowing them, if he does not adopt a mode of imparting in- wstruction which best suits each temper. 249. The correctness of what I have already observed, regarding the propriety of teachers confining themselves to the discharge of tlieir educational duties, is here very strikingly instanced. The course I have just pointed out, is not one which is free from dilficulty, it is quite the reverse. It will take a teacher's whole time, and his best energies will have to he called forth, to acquit himself honombly and profitably, towards his pupils and his conscience. 250. It is plain, therefore, that the importance of such a calling as that of the teacher who will be directed, as well as of tiie Superintendent and Inspectors who will direct, is such as to preclude all interference whatever on their part, with any thing foreign to their educational duties, under pain of dismissal or removal. 261. To avoid repetition, I beg leavt; to refer the reader to what I have said in letter IX, as being a])plicable to this part of the subject. 252. It will be the duty of the Superintendent fo give the working of the !y means of his dignified, salutary and ju licirns ndx ici; and admonitions, a^< to ensure a due and }'ropi:i adherence to the rcgulLltiuIl!^ 1^' (■ f'r i''i i i •I m 92 based upon the preceding or whichever other principles he mny deem advis&> ble to act upon, he will have to prepare for the better discipline and interior management of the school^. 253. Here again, is exemplified what I have said as to the (jualifications which are expected at the hands of the Superintendent and the Inspectors, the importance of a discreet selection of these functionaries, and the responsibility which shall rest on the Executive, in case of their proving to be improper. 254. The reader will perhaps deem it worth a few minutes' attention, to peruse Letters XV, XXIII, and XXVII ; tl^e hints which are there given, may, I apprehend, prevent serious mistakes, and be the means of signal benefits to the cause of education. 255. I need not enlarge on another important striking point, there can be no reasonable ground for apprehending any negligence on the purt of the Superin- tendent on that subject, 1 mean regulations on politeness, mutual deference, pro- priety of demeanor, and all that pertains to social and habitual intercourse between the children themselves, and the children and their teachers. As to the duties of the former towards their parents, they should be taught at the fireside, and from the pulpit. 256. Parents should ever bear in mind, that without their co-operation, the teacher's arduous and persevering eiTorts to train the children to a right course, will often fi\il, and that they shall be answerable in this and in another world, for whatever supineness or evil example they may render themselves guilty of in this respect. LETTER XLVI. FEMALE EDUCATION. 257. To what I have already said on this subject, I beg leave to add the fol- lowing excellent observations from the pen of Mrs. Catharine E. Beecher : — " For a nation to be virtuous and religious, the females of that nation must be deeply imbued with these principles ; for just as the wives and mothers sink or rise in the scale of virtue, intelligence and piety, the husbands and the sons will rise or fall. •♦*•**•** " Another object to be aimed at in regard to female education, is to introduce into schools, such a course of intellectual and moral discipline, and such atten- tion to mental and personal habits, as shall have a decided influence in fitting a woman for her peculiar duties. What is the most important duty of the female sex ? It is the physical, intellectual and moral education of children. It is the care of the health, and the formation of the character of the future citizens. * * * * '' * * ** em advisa- [1(1 interioT alifications )ectors, the sponsibility roper. ittentlon, to riven, may, nefits to the e can be no lie Superin- erence, pro- irse between the duties de, and from leration, the right course, other world, s guilty of in add the fol- Beecher : — ition must be )thers sink or the sons will * * to introduce d such atten- ;e in fitting a duty of the of children. of the future 53 "Woman, whatever are her relations in life, is necessarily the guardian of the -nursery, the companion of childhood, and the constant model uf imitation. It is her hand that first stamps impressions on the immortal spirit, that must re- main for ever. And what demands such discretion, such energy, such patience, such tenderness, love and wisdom, such perspicacity to discern, such versatility to modify, such efficiency to execute, such firmness to persevere, as the govern- ment and education of all the various characters and tempers that meet in the nursery and school room ? Woman also is the presiding genius who must regu- late all the thousand minutiae of domestic business that demand habits of indus- try, order, neatness, punctuality and constant care. And it is for such varied duties that woman is to be trained. For this, her warm sympathies, her lively imagination, her ready invention, her quick perception, all need to be cherished and improved ; while at the same tinje, those more foreign habits of patient attention, calm judgment, steady efficiency, and habitual self controul, must be induced and sustained." 258. The sound and practical observations of Mrs. Beecher, should be read at- tentively, read over and meditated upon by parents, teachers and members of the community in general. The basis of a religious, moral and physical education ibr females hereafter coming under the oparation of this or some other system of Elementary and Practical Education, must first be laid in tlie Normal Schools, where it is likely to be better understood. From the Normal, the influence of such wholesome management, will soon extend to the Model, and thence bo powerfully communicated to the Common Sciiools. 259. I need not add any more on this important subject, I have sufficiently, I hope, directed the public mind to considerations which must have some weight with most people, who will at once, I have no doubt, see their practical bearing ; and convinced as all must be, that the true interests of the community, are ma- terially affected by the influence of good or bad exercised b; women, they, in all probability, will give the subject their best care and attention. 260. I therefore anticipate results of the most consoling nature, if female edu- cation is stamped in its infancy, with the lasting impressions of religion, virtue and order. With the Superintendent to conceive and lay down regulations, and all the other departments of the school system, rigidly to conform thereto, I dis- miss this part of the suhject. LETTER XLVII. 2G1. There remains but little to be said, to comi)lcle the outlines of the system of Elcmentarv and Practical Education, wliich 1 have submitted to the o personal ambition to gratify, I have invariably and assi- duously labored to piopose such a system as would, if properly carried through, operate for the good of all. National, religious, sectarian and other absurd and injurious distinctions, have been denounced, and I have, I hope, suggested means of soothing down prejudice, restoring confidence, diffusing elementary and prac- tical knowledge, and securing to all classes, whatever may be their origin, their religious creed or their politics, a full and complete guarantee, for their rights and privileges. Knowledge being the universal right, the universal duty, and the universal interest of man and government, what other but a system of educa- tion calculated to maintain inviolate that right, ensure the discharge of that duty, and work in the interest of man and government, can ever be attempted with any chance of success, to be set in operation, on this side of the Atlantic ? The government, the clergy and the people should, in my opinion, share alike in the direction and responsibility of the system; my reasons for entertaining such views, I have given. Impressed with the belief that in this community, such should be the basis and the leading principle of an educational scheme, I hav^ endeavourod to maintain that position, and I have proposed a system which appc. to me to be conducive to that imiwtant result. 1 V ., politicians, and ultrtis of any and whatever school, will have no rea- sonable ground of complaint. The dogma cannot be interfered with, religious, moral, and practical education will spread ; teachers are prohibited from med- dling with politics, under pain of dismissal ; even the superior departments of the system, will equally stand free from political contamination ; national dis- tinctions are sought to be effaced, and the teachers are to be visited witii the loss of their situations, if they either encourage, or do not discourage them. The Superintendent and Inspectors will be liable to impeachment, if ever they follow a different line of conduct. The Superintendent and Inspectors are to be appointed during good behaviour, they will therefore be enabled to pursue a straight forward coin-se ; uninfluenced either by the frowns of the goverment, or the clatnour of the people, they will acknowledge no authority but that of the law and their consciences. Should anyof tiiem render themselves amenable to the laws, they will be traduced be- fore a tribunal so compos(;(l as not only to ensure its impartiality, but place it be- yond the shadow of suspicion. An attentive perusal of the preceding letters will suffice to convince any one, that a perfect equilibrium can be maintained in all the departments of the system, if the suijffcstions which have been mado are at all attended to. The means of carrying into effect, what has been proposed, are -palpably prac- ticable. There must be a [)crmancnt school fund, and a direct tax vvhicii it has been proved, will bear much more lightly on the poindaJion than an indirect :.m m If m i • i. 'h-\ >l 'V il <■ contribution, will create that interest for instruction, which is needed, and is so^ essential to theprogress of education, and will cause the fund to be constantjy oA tlie increase. ^ * \£. The interior management and direction of the schools, the last but not least important part of the system, which has been examined, is of no difficult execu-> tion, if what I look upon as necessary to their operation, is adhered to. Tho religious, moral, physical and social education of children, will alike be promoted under the protection of 4li» la w®, the enactmMit of which must prove to be a com- plete guarantee to all. A striking feature in the system, is the publicity which is to mark the pro- ceedings in all the departments. The salutary influence of such a course, will acquire additional weight from the strict accountability to th<»Legislature, which the superior departments will be held to.- The prosperity of our common country, the morar elevation of the people, the happiness of generations to come, will essentially be dependent on the degree of instruction which is difSded. Let no consideration wii..tever, prevent any man from openly advocating, supporting and furthering the cause of education; it is a duty we owe to ourselves, our children our posterity. Liberal institutions we need never expect to be-able to-appreciate and maintain unimpaired, if the peo- ple are not instructed. ' Temporary and unsettled educatioiMil establishments hav« been productive of such distressing evils in this Province, that there can scarcely be any diflferenco of opinion, as to the necessity of a permanent and fixed system being adopted j a system such, that neither political strife nor accidents, may obstruct its opera- tion, and thereby deprive the rising generation of the benefits of education.. It is to be expected that the Legislature, at its first Session, will give th & subject of Elementary and Practical Education, its most serious consideration^ and that in so doing, the three branches of our Parliament, will afford the coun- try, substantial proofs of their patriotism. G , and is so^ (istantjy oA t not least !ult execu- te. Tho i promoted I be a com* t the pro- 3urse, will ure, which leople, the J degree of it any man tion ; it is tutions we if the peo- 3 active of differenco ig adopted^ its opera- ation. . [1 give th o sideiHtion^ the coua« - '■(> ,:;,-. , APPENDIX ']h\ (I It '* ■jii,; *» m 1 1 1 ■^m mu fift APPENDIX. APEBQtt 0» SKKTCIi OF THIf PROJI.VBIE EXPENDITURK NECESSARY TO THE WORKING OF THJ? SYSTEM. ^ 1 The tubjoined aptrcu or $ketch,, though incompkte, Toay be of so^ne service in determining the principle wfiereon the expenditure should be regulated. One side of the sketch indicates what proportion of th» monies should be supplied out of the Permanent Fund, and the other, what portions qf the expenditure should be provided fur by means of Local ^aessments. Ji will be some time, before the Permanent School Fund is settled on- a solid basis ; it will tlterefore become necessary to. make up for the deficit, by means of legislative enactments. The object in mailing it incumbent o/i the localities to assess themielves to the amount of certain grants of monies by tlie I,egislature, previous to their- becoming available to.them, is to create an interest for in- struction, and increase the Education Fund. ■ i ( 1% TROM PERMANENT FUND, Or untU that fund is settled on a solid basis, partly from that fund, and partly from legislative provision. YEAKtV. COMMON SCHOOL TEACHERS. * E«eh CommonSchool Teacher should be al lowed either £40 (besides lodging and fu' el.) £15 OR, RATHER £50 (besides lodging and fuel) £20 At£30,teacher would receive only £2 10 a month = Is 8d a day, (besides lodging and fuel.) At £40, would get £3 10 a month = 28 4d a day, (besides lodging and fuel.) At £50, £4 3 4 a montli = 4s 5d Vi-lb a day. 1^ PURCHASE OF BOOKS, BI.ATES, &C., FOR CU.\IMON SCH0OX3. MODEL SCHOOL TEACHERS. Each Model School Teacher (besides lodg- ing and fuel) £70 £40 OR (Besides lodging only, teachers procuring fuel) £80 £50 PURCHASE OF BOOKS, SLATES, &C., FOB AJODEI. SCHOOLS. £ sd TO BE RAISED BY ASSESSMENTS. Nolegislalive provision to be available, un til the School District has assessed itself, or Iws been assessed to tfie corresponding amount. YEARLY. COMMON SCHOOL TEACHERS. £25 50 PURCHASE OV BOOKS, SLATES, &C., FOR COMMON SCHOOLS. Equal amount to be raised by locality. MODEL SCHOOL TEACHERS. £30 30 PURCHASE OF BOOKS, SLATES, &C., FOR MODEL SCHOOLS. Equal amount to be raised by locality. £, S d * The word " Teacher," is here meant to apply to female as well as to male teachers. INft OF Tun xg the principle yportUm of the. the expenditure herefore become ertain grants of interest for in- «TS. ble, un d itself, pondiug ■25 30 £ s d kc. FOB icality. .3. X30 30 kc, FOB jcality. J rs. 5l[). NORMAL SCHOOL PltOFESSOES. Each Professor Jtl^OO — five. FOR EACH NORMAL SCnooL. For " indigent list," for the support of the Msholars sent to theNormal School,\vhosc necuniary means would be such as to ren- der assistance neces8ary,-^<:ach Normal School £300. Buying books, apparatus, &c.. for each Normal School, first year XI 00. Every subsequent year X'30. !ii,nt for each Normal School house. TOWARD <8 7 — raj 9_ 36 — sy '1-' L& ERRATA. II faut corrigor les errata ci-aprcs indiques, vil qu'en general, ils affectent le sens des phrases. OOk Prfeface ligne 7 — base, lisez base. Paee Lignc 6 10 — do. do. 26 — qu'iig, liaez qu'ils 7 7 — aprds impossible, ajoutez une virgule. 30 — temps, lisez terns. 9 36 — anglaise, lisez anglaises 10 18— 6tat, lisez 6tat. 39 — apr^s suggere, ajoutez un point. 12 36 — detruiscz, lisez ne detruisez. 13 17 — r6medier, lisez remedier. 23 — apr«ig Education, mettez une virgule. 26 — aprie''iu tout d'un usage tellement pratique, que j'ai oru que ce serait avancer ec'vCuiieli.^mt.iii. In 'Uof.e de I'^ducation, que de les reproduire sous la forme d'un Partiphloi. A^.ant done au ytrk' alable, obtenu le consentement de I'auteur, je me suis, stuis hf^aitcr, d6 ;j Jc i. rr.ettre mon projet a execution. Une souscription a 6t6 ouverte, afin de faire i&cc r^ux depen^es n6- cessaires pour en tirer au moina dix aept cens exemplaircs ] c'es*. done au zdle et i. la g6n6rosite des souscripteurs, que le public doit attribuer i\ pub!ioa*.iori de cea iettroa. sou:} une forme plus compaQte et plus permanente, Le but principal que s'est propos6 I'auteur de cea lettres, a feio de falre dispni a lUe d'o- dieusea distinctions nationales, de disposer a des sentiments de bienveillance (fi'tiviUe, les difr6rente3 parties de la soci6t6, et d'asseoir un systdme d'6ducation g6n6t'alc ^ur unf^ base qui assure le maintien des droits et des privileges de toutcs 'es classes^ quelque.^i s il !nt leur origine, leur religion ou leur politique. Ces lettiea (ievraient doru ^tre enJre les mains dti tout le monde. Elles sent destin6es a &^ii' s!^vuItan6mont. sin* I'une et I'liUtro population ; c'est pour cette raison, qu'on en public ui» ) tiauuc^ii^n Franfjoiao. Je ne suis mfl par aucun motif d'intferfit. Men sc«a et unique dosir, c'est de conlri- buer 1^ r6pandre^des opinions saines, honn^tes ;i 6cIaiioes. II est sans doute i propos d'ol>8erver, .jiie iJ systfime d'education dont il s'agit, a rapport particulii^rement a la ci-devant Pruvirice du Bas Canada, les premi ' " hi t ■1:!r 1 1i: I >' 1 . ;1 • 1! ■1 ' i* ;' 'i; je nourris, i!ia voir t'tendrtt a toutes ]es classps de la soci6t6, quelques soient leur origine, leur religion, ou leur croyanco politique, les bienfaits d'un syst^me'' convenable d'Edycation £16mentaire et Pratique, expliquent comment j'ai pu me hazarder a fairs gon.nattre en anglais, ce que je regards comme interessant po.ur la sogiete. LETTRE II. Dans ma derni^re liettre, j-ai fait allusion, en termes gen^raux,, aux r^sultats. qve Ton doit attendre de I'operation d'un syst^me convenable d'Education Ele- mentaire et Pratique : avant de soumettre au public, raes vues sur ce que je prois devoir ^tre la bAse de ce syst,ei ic, qu'il me soit permis de faire quelques autres observations.. Lcs ecoles primaires $ont une d$s institutions Ifis plus interessantes dans toute spci6t6 bien organis^e, elles sont regardees comme la source principale de I'in- s(;ructiop, 6|enientaire ; sans.ellps, il p'y a aucune s,ecurite dans la societ6, 11 ne peut y avoir de stabilit6 dans up, gouvernement quj les n.eglige ou les proscrit. Un, peuple eclair6 se garantira presque toujours co^t.re IMnfli^ence corruptrice de gouvernans pei;vei;s ; il echappera de mdme a)i% pi^g|^s que lyi tendraient des demagogues ignoraps, cu iptrigans et sans pripcipes ; dans Uup, ou I'autre cas, les gouvern6s evitent la tyrannic d'un seul, cellp du petit, ou c^lle du grand nombre. La cause de I'education, est done la cause de la libert§. Ipdepepdepimientde ccs. r^sujtats si importans, I'action d'une Education EI6- in«ntaire et Pratique, ep produira d'autres. L'education 6l6ye le caract^re< rnoral du peupile collectiyemcpt, ells 61^ve aussi le caracti^re ipdividuel de chaq^ue nueinbre de la societ,^ : I'hompie devient meilleur, et, par cops^quent, I'etat de la societ§ S'ameliore. Les devoirs de I'homrpe enyer^ son, Cr^ateury ce qu'il doit A sop gouverpement, et les regies d'apr^s lesquelles il se conduira vis-a-vis de ses semblables, seront sacrees ou sans poids a ses yeux,. a propor- tiop de la culture du sentim.ent moral chez lui. La prosperity d'up pays, sera n6cessairement proportionnee a I'industrie indi- viduelle et collective de ceux qui Phabitent. Le succ^s du cultiv.ateur., du marchand et du commercant, de I'ouvrier, du marin, en un mot le succ^s de toius, d^peipd de leur connaissapce dc I'art, de la prpfession ou du metier qu!ils suivent, et par cons6quent la prosperity et le bonheur de la soci6te et des indir vidus, dependent essentiellement du degr6 d'intelligepc^ et de connaissancesv pratiques qui existent dans un pays. Les ecoles primaires p.ii I'on ens^igne }ei( elemens d'yne Education {)opulaire^ figlide et utile, sont done d? la plus haute importance au bien ^trc du pays, et doiyont faire nj|ttrq le plus vifinteffif. des Pcu tion de bit del' faire ment, sujet 1 ilM ues so'ient syst^me It j'ai pu iteressant resultats. tion Ele- ce que je quelques dans toute le de I'in- ;i6t6, il ne s proscrit. •uptrice de raient des 'autre cas, du grand ;at,ion EI6- I caract^re lividuel de Oijisequent, I. Cr6ateury $e conduira , a propor- lustrie indi- ivateur., du succ^s de etier quNls etdes indir maissanceSv 1 {)opuIaire^ du pays, et ' LfcTTRE lit. Dans un pays qui, pour line cause ou autre, a 6tu prive d'Uri systutile efilcac 6 d'Education EI6mentaire et Pratique, les besoins qui naissent d'nne rircon- stance aussi malhsureuse, sont grands, ils sont incalculables. II (ist peu d'homtn6s qui ne ressentent plus ou moins^ )es effets d'un et&t de societe aussi desorgariis6, Celui qui ne les ressent pas, c;s,* ou un 6goiste ou lin sotj on peilt ramener le premier a la raison, mais il est difllcil^ pour ne pas dire impossible dMnflu6r sur le second; Idepcndaht, et il est heureux quSl en soil amsi, la plil- part des hommes sont iilfluences parcequ'ils rcgardent comma leur inter^t ; des Pirtstaht, par cons6quent, que le peuple dans ce pays, comme ailleurs, s'aperce - vra qu'il a tout a gagner a 6tre instrult, il cherchera a le devenir. Avant que nous puissions esp6rer de parvenir a un etat de societe oi!l les no- tions de I'utilite ou plutdt do la n6cessit6 de I'^diication, soieht sudisamment r6pandlies, il est du devoir de teus les gens de bien, de faire Uisage de leur influ- ence, pour aider a cette grands cause, la cause de T^ducation. Le vrai patriotd, celui qui desire sinc^rement le bien de son pays, I'homme qui aspire apres son propfe bonheur et celui de ses semblables, dans ce monde, et un meilleur ave- nir dans I'autrCj est oblige dc faire toils sds eiForts poar instruireou faire inslruito le peuple^ LBTTRE IV; Peu de persdnnes hieront, oU mfinle revoqueront eh doitte, hi verite de I'asser- tion que j'ai faite dans ma derniere lettre "qu'il est du devoir de tous les gens de bien de foire usage de leur influence, pour aider a cette grande cause, la cause de l'6ducation." J'ajouterai maintenant, que tous les gens de bien doiventde suite, faire abstraction de toutes opihions qu'ils ont pu former par prejug6 ou autre* mcnt, sur le mode de mettr'e £i. elFet un systeme d*6ducation ; leurs vues sur ce sujet si important, fflssent-elles m6mes correctes, comme c'est, a n'en pas dou- ter, le cas chez nombre de ceux qui y ont donne quelque attention, ces per- sonnes verront do suite, que pour arriver a une saine conclusion, elles doivent pour quelque peu de temps, suspendre leur jugement, ecouter avec patience co qui leur sera propose, et rejeter eusuite ou approuver le systeme que je suis sur le point de soumettre au public. Si comme je le cfois veritablement, et mo plstis a le presseniir, rien ne sera plus propre a aneantir les distinctions nationales et les prejuges, les ani- mosites et les haines qu'elles ont engendr^es et fomentees, que l'op6ration de mon systeme d*6ducation, j'ai le droit de r6clamer et d'attendrc du public, une attention calme aux suggestions que je ferai. Nous nous accordons tous a dire quo I'el&t d'anarchie dans Icquel nous avons vecu dcpuis quelque terns, detruit notrc bonheur* Il en est parmi nous, il III' r-; '1 I A I'l.' i!-. ■ 'i. : :/: ,. ■i ' ^:.'-r 1 ,1 i Jj/fil 8 qui nttribucnt nos malhcurs aux distinctions nationalcs sur Icsqucllesont sp6culu quelqucs individus, pour attiser lo feu de la discorde ; d'autres regardent I'etat d'excitation publique qui existe, commc I'effet et non la cause des catamites dont nous avons tous 6te affliges. 11 n'est pas necessaire que je m'6cartc de la route que je me suis tracee, pour m'enquerir de ces clioses la ; ces considerations, jo puis le dire, sont etraKigeres a mon plan ; d'autant plus qu'une discussion dc cette nature, reveillerait au lieu de diminuer I'effeiTescence que je mo flatte do faire disparaitre, en extirpant tout simplement, la cause actuclle de sa continua- tion. I '% LETTRE V. Les olecteurs par tout Ic pays, feront bien de regarder de pres au sujet de I'e- ducatlon, et de s'assurer d'avanoc dc leur succes a elire des liommes dispose* favor iblement pour cette grande cause, avant de leur donner leur appui et leurs voix. La Legislature-Unie ne peet pas, ne doit paslaisser et ne laisscra pas, esperons le, s'ecouler la ;premiere session, sans mikrir et adopter un systfime d'e- ducation Elementaire et Pratique. Je me flatte que nos Legislateurs ne se bor- neront pas a imiter servilement les gouvernemens du moyen &ge, toujours por- tes a patronisor les academies, les colleges et les universites, et dans leur car- riere d'egoisme ot d'inliumanit6, laissant croupir la masse des peuplesdansl'ig- norance et la degradation. De ce c6te-ci de PAtlantique, nous avons des notions et des besoins qui dif- ferent des notions et des besoins de ceux que I'on a fait marcher, et qui eux- m^mes ont pousse les peuples daus cette voie impie et aridc. Quelques soient done notre origine, notre religion, notre politique, unissons-nous de cceur et d'ac- tion : du succes de nos efforts, depend notre avenir ; mais aussi du d6faut de suc- ces, nattront «t se d^veloperont des consequences plus funcstes encore que celles que les hommes les moins courageux sont dans le cas d'en apprehender. Je commenccrai, dans ma prochaine lettre, a donner une esquissc d'un plan d'education, ou plut6t je jeterai ce que je regarde comme devant 6lrc la base sur la quelle reposera solidemcnt I'edifice. i. ( f^l LETTRE VL Le besoin d'un syslOme general et uniforme d'Education Elementaire et Pratique dans le Bas-Canada, etant extreme, 11 ne faut pas perdre un instant a adopter les moyens les plus propres a rfm6dier a un aussi grand mal. > * fv ^ 1. Les distinctions nalionales et les pr6jug6s qui en r.aissent, etant a I'avis de' beaucoup de personnes, des obstacles bien formidables a I'ope ration d'un sys- t^me uniforme d'education, ii faudrait de suite, rechercher les moyens de les sur- monter. .... sp&cul6 nt Tetat lites doiit la route ations, jo ission dc flatte tie continua- !l rera tous Ie6 ic j'aijeteGj it Pratique j rcr la pcrma'- possibilile dc base du sys» anglaise d'e- ussCir moyeii le anglaise se eux du Golfe t dirigeant sa ra jnsqu'a la e ou fetarde, J desmoycms larderoht ne- :icux, ct con* n IC. II s^ensuit done que, quclque paradoxal ou cibsurdc que cela puissc parat- tre au premier abord, plus vous encouragerez la langue fran^aise, ct plutdt Voa apprendra, I'anglais, et plutdt I'usage de la langue anglaise devicndra general. 17. Nul hommc sense ne r^vera que la langue anglaise sera parlee exclusive- meut dans les possessions anglaises ; tout ce que les hommes les plus ardens peuvent espererj c'est qu'on la parle generalement. Quoique generalement en usage aux Etats-Unis, clle no I'est pas exclusivement, pas plus qu'elle ne I'est ou ne le sera dans tout pays eolaire,.oO I'on apprendra toujours, la riche et ele- gante langue franQaise. 18. II n'en faut pas d'avantage, pour faire de nous un seul peuple, et nous faire oublier notre origine. Des I'instant que les masses pourront se communi- quer leurs idees^ leurs penseos et leurs desirs, le bOt sera atteint, et le plut6t sera le mieux. LETTRE IX. 19. II ne suffit pas.de jetcr la base d'un systemo d'education, I'execution en serait impossible, si Pon permettait a ceux qui seront appeles a prendre une part impoi'tanle dans I'operation de ce syst^me, de frustrer les intentions de ceux qui I'ont conQu. Les instituteura de I'un et de I'autre sexe, doivent co-op6rer a la mise a effet du plan, sous peine d'etre renvoyes. 20. Les Syndics, Inspecteurs ou autres dont le devoir sera d'engager les in- stituteurs,devraient imp6rieusement Stre tenus de ne le faire,qu'a la condition sine qud non que ces derniers decourageront les distinctions nationales ; et que dans le cas ou on les trouverait en d6faut, soit qu'ils encourageassent ou ne decoura- geasssnt pas ces distinctions, la consequence inevitable en serait la perte de leur place, et cclle de leurs salaires. 21. II n'y aurait aucune raison de regarder ce precede comme une mesure tyrannique ou injuste, attend^ que I'objet en serait le bien dtre de la societe, et les instituteurs s'engageant a ces conditions, I'on arriverait £t un resultat avantageux, et I'on ne violerait aucun engagement. 22. II est admis de toutes parts, que I'on eprouvera beaucoup de difficultes a se procurer des mattrcs competens ; moins ils seront instruits, plus il leur faudra de terns et d'application pour se qualifier ; et moins frequentes, par consequent, devront ^tre les occasions de les distraire de leur occupation principate. D'ail- leurs, enseigner les enfans, est une td,cbe plus difficile qu'on ne I'imagine gene- ralement ; il faut eludier, connaltre et cultiver les caract^res, cela requiert et devrait ^tre I'etude constante de I'instituteur. 23. Le maitre devra done ne jamais se mt\er activement de politique. Je no voudrais aucunement le defranchiser ; de ce qu'il est devenu instituteur, il ne s'ensuit nullement qu'il dovrait cesser d'etre citoycn, et de jouir des droits etdos -n\ % 1. ' .-. %:'■■ i: '■ I . ■ ■ ' ■•I . i li 'till. t» privileges d'un komme librc, non. nssureraent. Qu'il vote mix uleclinns, mmt rien de plus. II no devrait lui i^tre permis ni d'intriguer, ni do s'activer danr les elections, ni devenir un criaillcur politique, non plus quo de transformer soi 6cole en club ^lectorique ; encore moins d'abaudonner ses ecoliers, ou les ne* gliger pour s'occupcr do toute autre chose que de rcuseignement. < ' 24. Afin d'evitor loute injustice ou toute surprise, on devrait avertir les mat- tres en les engageant, qu'ils ne devront se m^ler d'aucune autre chose que dt I'instruction ; etce devrait 6tre une comVit'ion aine qud non de leur engagement, que la moindre deviation de cette regie, serait punie d'un renvoi immediat, et do la perte de leur sulaire. i i ';l:i- '■ i] f T LETTRE X. 25. Nous voici done avec les parens aidant do bon coeur ii fairs disparaltre les distinctions nationnles, et lesenfans qui d'ubord auront intlue sur leurs parens, ressentant a leur tour, I'influence de ces derniers ; puis, les maities de I'un etde I'autre sexe, decourageant ces distinctions impies, absurdcs et pernicieuses ; et ces memes maitres obliges de s'appliquer exclusivement aux devoirs de leur 6tat, se tenant eux-m6mes eloignes et 6cartant leurs ecoliers de la tour- mente pohtique, frayant par ce moyen, le chemin vers la paix, I'acquisition des connaissances, et ce qui en decoulera, la qualification qui les mettra en etat de connattre et exercer en terns et lieux, les droits d'hommes libre?, et remplir les devoirs de leur 6tat dans le monde. 26. Le public doit se rappeler que le systfime dent il s'agit, doit 6tre mis en operation sur une grande echelle, et lib6ralement. II ne suffit pas d'eni?ei- gner a lire et a ecrire aux enfans, on doit les preparer tous, a remplir les devoirs de I'etat auquel ils pourront fitre appeles dans I'ftge mAr; on doit lea mettre dans la bonne voie, et les diriger vers le but et la fin de toules les soci- etes bien organisees, le plus haut degr6 possible de paix et de bonheur. II est inutile de s'attendre a un tel etat de choice en Canada, si I'on u'a aucun 6gard aux suggestions qui precedent. 27. Essayez d'autant de systemes d'6ducation que vous en pourrez imagi- tier ; cherchez a ameliorer le mode d'enseignement, et pour y parvcnir, assu- rez vous de I'aide et de la co-operation les plus cfficaccs, vous ne reussircz jamais a faire fonctionner aucun de ces systemes en Canada, et nc vous flattez jamais do voir s'accomplir vos vccux quelques philantropiques qu'ils soient, si vous n'appuyez I'edifice sur la seulc base qui peut le soulenir avec surete, c'est-a-dirc si vous detruiiez la mefiance, et si vous ne faites renaitre la con- finncc. 28. Avant d'en vcnir a une autre partie non moins importanlc de mon sujot, je veux dire les difficultes que I'on suppose etre inseparables de la difference de inns, tnait :tiver danr brmcr sor ou les ne- r Ics mat. 9se que (k igagement, ■diat, et de disparaltre Lirs parens, 3 1'un etde nicieuses ; devoirs de le la lour- lisition des en etat de ct remplir !tre mis en IS d'ensei- remplir les on doit lea :8 les soci- nheur. II 1 tt'a aucun rez imagi- rcnir, assu- ! reussircz i^ous flattez 3 soient, si vec surele, Ire la con- mon sujct, (Terence i\q 13 religion, jo prie le public de reflucliir sur cc que jo regardo commc otant, sinon Ic scul moyen, au moins commo cclui qui nous (foil infailiiblemcnt mcttre en ^tnt d'ufiTcctuer co que nous desirons, ou devoni* desiror de voir, lo retabiisemcnt de la confiancc, ct la disparition des animositCs nationalcs, et commc en devant de- couler, Ic fonctionncmcnt naturel ct facile d'ua bon syst^me d'Education Ele< mentairc et Pratique. LETTRE Xk 29. II est des hommcs intolligcns, sinc6res et biea intentionnes qui craignent quo la diversite des sectes ou religions qui existent ea ce pays, n'olTre des obsta- cles insurmontublcs a Poperation d'un systemc general ct uniiormc d'education. 30. Je ne pr6tends pasnier qu'il y aura desdifficultes a rencontrer, non, pas plus que je ne suis dispose a admettre qu*elles sent insurmontables. Admcttant memo que ccs difficuUes soient considerables, nous n'en sommes que plus im- p6rieuscmeiit tenus do rechercher quels sont les moyens de les foire disparaitre. 31. Nous no devrions pas commencer par soupQonner les autres de manquer de cliarite et de sentimens cliretiens, et ensuite nous tenir |)our certains qu'on ne pent y remedier. II serait plus raisonable de peneher de I'autre cote, et t£ichcr ensuite de rencontrer tout le monde sur le pied de I'amitie. 32. U est tout naturel qu'il y ait difF6rence d'opinion sur le dogme, et de fait, c'est precisement cettc diversite de sentimens, qui occasionnc les diflferences do religbn ; a cela, il n'y a probablcment aucun remade. Mais nousn'avons rien d. faire avec cetto diversite de sentimens ; le fonctionnement d'un systeme d'edu- cation ne depend pas de la possibilite de-reduire toutes ces opinions divergentes a un seul et meme symbole. Non, non, assur6meni non. 33. Nous devons a ce sujct, avoir constamment en vue, qu'il faut- faire en- sorte que le systeme d'oilucation fonctionne do maniere a ce que I'on ne touche pas le moindremement a ce qui tient au dogme ou.a la croyancc de chaque reli- gion ou secte.. 34. il. est juste que les diflf^rentes d6"nominationsreligieusesaientdfesgaranties qu'elles sont parfaitement a Pabri de toute tentative de la sorte. C'est le seul moyen de nous assurer de la continuation de la confiance qui, comme je me flatte de I'avoir prouve, sera le result&t des suggestions que renferment les Jattres precedentes. 35. II me rcste a faire voir que tout cela peut s'effectuer k la satisfaction des differcntes sectes.. . ■1 ' 'I i . '!: {\,. ^ : 1- V ' ^l r II I 1 ^n i;^''! 1i u LETTllK XII. S3. Si Pojvratlon ilii ^^y^t^mo dcs CtoIcs, C'tait roiifi^o cxcliislvcmcnt nu soFn il'aucune sccle, ou si I'on toiilait «le la lai.sscr eiitrc les mains flc loutcsles seed's comme corps religieiix', il est clair <]('u la jalousie et lus animositC's les ])Iuh funostes en sornient d'abord lo resultal, puis la confusion s'en suivrait, ct flnale- 111) lit unu iinpossibilile iibsoluo d'agir. u7. Une tentative do jilacer tout lo syslOmo sous Ic < ontr61e cxcUisif du gou- Acrnoment, jnoduiruit dcs ellbts egalemcnl pernicioux. St*, J'iiai plus loin : quoiquo ce sjoit lo jjcuple qui y ait lo plus grand intC'rCt, il V aurait du danijer a lui tonficr exclufivemcl la conduitc du svsl6nie, et le moins qu\)n en puissc dire, c'est qu'il en nattrait dc la confusion. 09. Lo gouvcnicmcnt, le cicrge ct le pcuple doivent done a mon avis, parla- gur la direction ct la responsabilite du systt'mc des 6colcs. La legislature tra- cera couune dc raison, la ligne de demarcation enire eux, jc n'ai ni le droit ni lo desir de lo faire ; c'est une chose apres tout, qui n'est guerc diflTicilc. 40. Comment done fera-t'on pour I'education rcligieuso des enfans ? D'an- tres me demanderont do suite, i>retcndcz vous excUue toute instruction religi- euse, dcs 6coles ? 41. A la dcrniere (juostion je reponds de suite, dans la negative. Mais de ee que lu religion doit Ctre lu biise de I'education, il ne scnsuit pas du tout qu'on doit introdr.ire la controverse et los discussions religieuses dans les ecoles. 42. Quant a I'autre question "comment Icra-t-on pour I'education religieuse dcs enfans," je me permettrai d'observer que cette partio louto importante de I'e- decotion, devra ctredirigecde manierc a fucilitcr, au lieu d'cntraver la marclie de I'instruction as cnseigner tout ce qui a rapport a la religion ; et comrne on I'a deja observe en d'autres termes^ toute instruction speciale ou ex- clusive, engendrerait la confusion, et rendrait impossible le fonctionnement d'au- cun sysleme d'education. L'education doit neanmoins fitre basee sur la religi- on : mais dans les ecoles, ou doit agir de maniere a se mt'viter I'asscntimcnt do toutcs les classes, et de toutcs les dominations religieuses 44. Faut il priver d'education toute une population, parceque d'unp part I'on est oppose a la lecture illimitec ct sans controlc dc la Bible, ct que de I'autrc on I'upprouve ? assuremont non, sur tout lorsque I'on a des inoycns si faciles, si praticabk'S el si certains de r.o compromettro les opinions ni des uns \\\ dos anlres. nt nu Roiii s les sectes s los jilus t, ct (1nale< isifdu goU" I intC'rCt, il ft le moins avis, parla- isliiturc tra- lo droit ni 1 tic. IS ? D'aii- ;tion leligi- !. ISIais de u lout qu'on ;olcs. 1 religlouse :ante de I'e- r la marclm ; ct cclu est 1.-. \'). Ccilx n)ii ipoi\t iPuvi.S(jiio Von iicdoil p;is rcstruimliM la Ici-lui'o ilu In tJi- blo, admftttrout do suite, ([Uo l«s cnliiiis qui t'l ('■(menlcrojii les C'colcs primain^' n'aiiront jamais lo tcms, ct(|Uo pru d'cntro oiix, scronl cnpaMi's do llro onliCre- mont CO livro divin. Lcs iiislitiiteiirs cu\'-iih**itic.s sorotU pen diixpost's <\ I'lxpli- qiicr au\ cnfaiis, oii incap:il)los do lo fairo ; ot couk dimt les faculti's infellecluel- los scroiU d'uii ordro plus olevc', no s'uccorileroiU pas, ir.trodijiront dcs disriission-Canada, Pobservatioh qui prCc^dc h'csl sus- ceptible quo d'uno sculo interpretation, il ne pout y en avoir deux. 54. Les vues largcs, desinteressees et patriotiques de certains esprits sup6ri- curs, leur ont, dans tous les tems, ct dans les circonstanccs les plus critiques, menage plus do ressources pour cffectucr le bien de lours compatriotes, que n'ont jamais pu faire toutes Ics dispositions legislatives, etjcs actes des gouverncmens. 55- II est par consequent evident que le succes d'un systeme d'education, celui-ci ou un autre, soit que les difficult6s de 1 'executor soient grandes ou qu'ellcs soient moindres, depend de la manitire dont on en tentra la mise a effet. II y a certainement des pr^juges. Mon but, comme je I'ai declare bien ouvertement, est de faire disparaltre les distinctions natiohales, cc sera la le grand ressort qui fe- ra mouvoir le tout. On ne devra done pour cet objet, choisir que des hommes doues de beaucoup dc courage moral, veritables amis de lours semblables, par- faitement au fait de la position relative de tous les parti& en Canada, ct aux avis ct recommandations desqucls, les deux populations auront 6gard, et se conformc- ront. 56. Ni I'une ni I'autre des populations anglaise et franqaisc, n'auront aucunc coniiancc dans I'operation du systeme, si I'Aecution en u lieu sous les aus- n pices (I'liommcs (|ui no soicnl pnrfaitomcnt libresdc tuutc prevention t^, Ju tou^ pr6jug6 J'origino. 57. La tfichc sera diflTicilc, ct en toutc probabilite fort peu ngnable. Si die est rcmplic honndtoment et coiirageuscment par des hommcs inf^^'Xtigcns, Ic pays verra, il n'cn pas douter, des jours plus hcureux ; et ces hommcs disccndront au tombeau, avcc le sentiment honorable d'avoir contribur* ii procurer a Icurs compatriotes, Ics bicnfaitsi dc rcducalion, dc la paix, dc raisancc et du bon- hcur. LETTRE XVI. 58. Ayant trait6 la partie la plus importantc du sujct, jc passcrai maintcnont tlu principe et de la base du systemc, a scs dutails, ct j'cxaminCrai quel est le mode de lo mcttro u execution dans aoA ensemble. 60. Jc classerai en trois divisions ce qui me reste A, dire. 1. Le mode dc former le fond pour I'education ou Ics 6coles primaircs, {ed- tication or common school fund) et tout ce qui entro dans Ic dcpartemcnt des finances. n. Les moyens de mettre le pr68cnt systeme a execution, avcc cflicaclt^, y comprise 1 'organisation des ocoles primaircs. III. La disciplmc interieure ct la direction des ecolcs. GO. Rcprcnant cette division du sujct, examinons d'abord quel est X.E MODE DE FORMER LE FOND POUR l'eDVCATION OU LES ECOLES PRI- MAIRE9, (education OR COMMON SCHOOL FUND) ET TOUT CE QUI RENTRE DANS LE DEPARTEMENT DES FINANCES. 61. Dans cc pays, comme partout aillcurs ou la generation grandie n'a pas I'avantage d'fitre gen6ralcment bien instruite, I'on ne doit pas s'attendre que lo ele des parens pour I'education de leurs enfans, sera bien grand. Ne connais- sant pas la puissance immense de I'education, les parens qui en sont prives, se tiendront plus ou moins en arrierc. D'autres s'exagerant la valeur do I'aide et des services qu'ils rcQoivent de leurs enfans, principalement dans les campa- gnes, regarderont au profit pecuniaire actuel, ct negligeront de procurer a leurs enfans, instruction et les bicnfaits qui I'accompagnent. 62. D'ailleurs, I'experience nous enseignc qu'en general, I'on fait peu de cas de ce qui coute peu. Si I'on ne fait prs contribucr aux moyens de repandro I'education, ceux qui en ont le plus dc besoin, ils I'cstimeront peu, et se donne- ront bien peu de peine pour se la procurer. 63. Outre que I'on doit faire contribucr les parens, au fond pour I'education If •■.. ' i' !^ ■J' ,1 I I.' I V •:i:U " A J. > 1 ': !■' IS Pt ;\ux ir.oycns dc soulonir ct mcllro a execution lo syslemc, on iloit fail-c cn- sorte qii'ils s'intiTcssent iiu siiccCis ilcs ecolcs, ct cot intcrtittloitOtro tcl, fiu'au- tun enfant en etat d'allcr ii I'ecole, n'en soit cxcmpte. Dans ma prochainc IcUrc, jc devcloperai cetto proposition. LETTRE XVn. Gl. Ponr cmpt^chcr Ic penplc do faim i)cu dc cas dc I'educalion, ct crecr chcz lui do I'inti'ret poiii- rinstruction, rt lor.shis grands. ■ 70. Dans ma procliaiiie loltre, jc fcrai voir clairomcnt, que sous une adminis- tration cenvcnabic, les parens ont tout a gagncr dans Ic pres-ient sy.stem(>, snr le? prccedons, si on leur fait payer -inic taxc diroclc. faifc en- 1, f|u'au- , ct crecr Migager i\ jcuniairc, rxcitcrn In ne pourni Ics obser- clui qui 111 conqiic, ct a moin3 a. u u contri- fof^ant don- itageux lie laquciitrro i-evrait pas i a I'achat convi on- er Iciirs cn- ilc cour(c ation uiilo nent, tic la lairc dar,9 do parens, one attcn- m systemo ;ur.s encore e adminif- me, sur le? 19 LEITRE XVIIT. 71. Commc il est clair que dans r6li\t jictuel do lasociotc* dans le Bas-Ca- nada, une taxc «lircctc est ni'ccssaire pour creor cot intt-rC'l ponr reducation dc la jeunessc, dont lo di'faut so fora resscntir ti un Iiaut degre pour (juelques Icnis, je vais maintenant faim voir quo loin d'Otre par la fatigues, Ics parens auront a payer beaucoup inoins, jjuc sons le regime des fystemes procedcns. 12. Pour micux iairo comprcndrc ccci, prcnons le bill d'cducation de 183G qui clait fait ])()ur ropondre, el dont Ics dispositions repondaicnt mieux aux be- soins du pays, qu'aucun do ceux qui I'uvaient precede. 73. Dans cc systeme, le pays devait Otrc di^ise en 1,658 districts ; divisons le en 1300 districts, afin do niicux saisir les calculs suivans que j'ai empruntes au lliipport ci-apres mcntioinie. L'on a calculi que, tcrme nioycn, (*) dans duujuo ecolo, 50 enfans la freijucntcront constamment. Proliant en considera- tion, le iTionlant du fond pour los ecoles, celui qu^il faudrait former pour conqde- ter la somme neccssaire pour faire face aux depences de I'elablissomcnt cnlicr, y conq)rises les ecoles tant normalcs (ju'elemcntaircs, les allocations pour los districts indigens, I'achat des livres, etc., I'on calculait dansle sys>temedc 183G, que pour eduqucr 33,1G0 enfans, il en coutcrait, £71,000 par an ; tirarit par la de la pochc dos habitans annuullomcnt, dans les carnpagncs, £30,600 qu'auraiont cus a ])aycr, tout ou plus 33,160 parens, ce qui cilt fait a, pcu pres 16s. par an, ])our cliaquc parents 74. D'apres une combinaison et un calcul plus judicicux, £25,000 seulemcnt sortiraicnt de la pochc des parens, au moyen d'une taxc directe de Ss. ou 10s. par an ; et ce qu'il y a de plus remarquidjle, cV;st qu'au moyen d''une (axe a un taux beaucoup plus bas, sur chaque habitant, I'on pourrait reuliser le memo montant en cotisant 200,000 taillables, au lieu dc faire peser Ic fardoau sur 33,160 pa- rens. 75. Ainsi, d'apres le Bill de 1826, 50 parens auraicnt cu a payer cliacun 16s par forme dc contribulioiis cnlre 33,160 parens s'ailoment, pour former £30,600 ; tandisque (ju'en faisant payer une taxc directe de 2/6 a cliacun des 200,000 pa- rens, on ne tirerait de la pochc dos habitans dans los cam[)agnes, que la sommc bien moindre, de £25,000. 76. Doplus, sous I'operation du Bill de 1836, la somme enormo de £71,000 cAt ete neccssairepour instruirc assoz mediocrement 33,160 enfans, tandif-qu'au moyen dc ia taxe sus-mentionneo, I'on jiourrait donner uno bonne education au double de ce nombre d'enfans, c'est-a-dirc a pen pres 66,320 cnf m«, sans qu'il en coutat plus de £57,000. Jai cu reconrs aux calculs qui precedent, pour prouvcr que non seulemcnt (♦) Uai>i)ort dc M. A iJulIcr. aii LorilDmham: I I: 5 hi t < I • ■ I I '4 .' • • If 20 ■u' . I une taxc dirccte favoriscra travantagc Ic progrfts do reducation, mai» que dans cc systfimc, Ics parens auront a payer beaucoiip moias qu'ils n'auraient a coatri- buer autrcmcnt. LETTRE XIX. 77. Lcs sommcs d^argent mcntionnees dans ma lettre preeedente, formcronfc une partie du complement que payeront les liabitans, pour rcmplir le deficit du montant total requis pour les depenses de I'etablissement. 78. Comment done prel^vera-t-on le fond meme, et comment en disposcra- t-on ? 79. Chez nos voisins de I'Etat de New York, on I'on a boaucoup d'experienco- sur cette matiere, la legislature accorde annuellcment une certaine somme d'ar- gent a chaque Town (*), pour subvenir aux fralsdc I'instruction primaire: de sa part, le Town est tenu de so cotiser a un mortant egal a celui vote par la le- gislature. Ce systeme reussit bien. Si le Town etait oblige de former le montant requis, il est probable qu'il s'y refuserait, ou se verrait dans I'impossi- bilite de le faire. D'un autre ct^te, si la realisation des fonds, etait due exclu- sivement a I'aiile et au vote de la legislature^ le Town n'eprouverait aucun sentiment d'interet a surveiller I'application d'argens dont il ne payerait qu'une bien petite proportion. La legislature est liberate dans ces octrois, sans neanmoins porter atteinte a I'interet que chacun eprouve toujours^ pour ce qu'il fait lui-m6me. ' 80. D'ailleurs, dansl'EtS.t de New York, I'opinion generale qu'appuie J'ex- perience, est en favour de ce systeme. Le pauvre est plus zele a se procurer des moyen d'instruction, qui pescnt legerement sur lui, mais aux quels il sait qu'il contribue, qu'il ne le pt^rait, s'ils etaicnt gratuits, et accordos comme un acte de cbarite. 81. Dans I'Etat do Connecticut, desl'annee 1655^ lcs parens et les maitres qui negligcaient d'envoyer n I'ecole, leurs enfons ou leurs apprentis, etaient sujets d, payer une amende de dix chelins pour la premiere offense ; vingt chelins si trois mois apres la premiere condamnation, une seconde devenait nece?saire : pour une troisiemc offense, le delinquant etait expose A, payer une plus forte a- mcndc, et pouvait 6tre prive de la tutclle de ses cnfans ou de ses apprentis. 83. Uno combinaison qui resultcrait de ces deux systomcs, pourrait, je crols, repondre a nos bcsoins. Le fond pourrait etrc forme comme dans L'Etat de (*) I.e Tovn comiio»c ih tcrrc», maisoii!', edificps piiblios, cliemins et liabitans; princi Biblioll dont cotisat cello 87. t'coles vier mens distrii dividu presei il sera sage d Ellcs 61em€ aux e ■II que dans^ a contri- formcront deficit du disposcra* xperienco' mme d'ar- maire: do ! pat la le- former le I'impossi- tlue exclu- rait aucun e payerait itrois, sans »ur ce qu'il ipuie J'ex- ne procurer uels il salt commc un les maitres ;aicntsujets t chelins si iC'ceesaire : lus forte a- reiitis. t, jc crols, ; L'Etfit de 21 New York ; ct la nCgligenco ou I'indifTercnce dea parens, pourrak'nt fetrc con i- g6es par lo moyen d'uno taxe direclc, ct d'amondos dans !o cas ou ils ntgligc- rnient d'envoycr leur enfans ;i I'ecolc, depuis I'Agc de cinq jusqu'ii celui de seize ans. 83. Ce no sent la que de simples suggestions susccptiblcs de modification^.; ellcs sufiiront peut-6trc, aprtis tout, pour en fiiirc naitrc de mciiloures. LETTRE XX. 84. Je me flatte-de m'etro bion fait comprendrc. C'cst en partie da vote de la Legislature qui appropricva une certainc portion du revenu du fond pour I'e- ducation, que I'on obticmlra les argons neccjuKaires pour meltre losysttymo a ex- ecution; les localitcs dcvront pourvoir au surplus, par k.nioyende cotisations; los votes de la Legislature nc devant avoir d'efiet, que du moment que los coti- sations locales seront disponibles, et nonavant. , 85. Si Ic gouvernement (comme il est dc son devoir do le faire) mcttait A la disposition de la Legislature, les biens dcs .lesuites", I'oa en pourrait tircr, aiiisi que des terres do la Coaronne, une partie considerable do la somme reciuiso. Ces terres pourraient etre vendues, ct le capital place avantagcuscment. Les biens des Jesuites administres avec soin, deviendraient tres productii's. D'ailieurs, la Legislature sentant l-extreme importance d'instruiro lo pcuplo, ne miUiquerait pas de faire son devoir. 86. II scrait necessaire, a mon avis, de former un autre fond, sinon des le principe, du moins bien prochainement. Je parle d'un fond pour I'acbat do Bibliotheques dc localites ou arroudissemens d'ecoles, {school district libraries) dont le montant ne devrait 6tre paye aux localites, que lorsque par lo moyen de cotisations, dies auraicnt a luur disposition, et disponiblc, une somme egale a celle votee par la Legislature. 87. Je prcndrai la libcrte de faire du Rapport annuel du Surintendant des t'coles 61emcntaircs dc I'Etat dc New York, a la Legislature, endiiteduJS Jan- vier 1840, I'extrait suivant, relatifau Bibliotheques dc localites ou arroudisse- mcHs d'ecoles {school district libraries.) " L'introduction des Bibliotiieques pour 1g3 arrondissemons d'ecoles {school district libraries) est une amelioration destii>eo a exercer sur lo earactere in- dividuel du pcuple, une inlluerice plus puissante que tout ce que I'on a jusqu'a preseiii, tcnte danscetEtat. D'apres lonor.> <|u'on donnc ;\ ces Bibliotheques, il serait naturel da supposer qu'eljes nc sont destinees e>wcliisivemcnt qu'u I'u- sage des ecolcs; maiselles n'ont pas ete fondees dans dcs vucs aussi retrecies. Ellcs furent recommanueps a hi Legislature, par lo Surinlendant des ecolcs elementairc!;, en 1834 "pour I'avantago de ceux qui ont achev-e lour education aux ecolcs elem.ontaircs, aussi bien que pour cnixqui n'yont pas ete eduqucs." Ces BibliothO.iucs ont 6te etablica dans le but d'elcver la condition intollcctu- « 'i: »"i'i W: \ 1 ;i:i|| 22 olio (III pctiplo onticr, par lo moycn do collcclioiis do Iivrcs acccssiblcs a tous, dans thai bien dig6r6 ot aussi omincmmcnt praticjue, quo I'est lo Rapport sus-mentionn6. L'importance des bibliothtJqucs des ccolcs pri- muires, et la facilito avec laquclle I'on pourrait les etablir ici, comme on I'a fait dans I'Etat do New York, n'echapperont, j'Oso I'esperer, ii I'attention d'aucun membre intelligent do la societo. 89. Jo sais fort bien qu'ju no pourrait pas dbs lo principe, introduire ecs bi- blioth(!!ques des ecolos |»rimain.^s ; il est bon noannioins, do no pas pordro do vuc leur utilit6, afin qu'on icms convcnablo, ou en puisse rondrc I'usago general. LETTRE XXII. 90. Si lo mode do former lo fond pour les ccolcs primal res, en usage dans PEtat do Now York, est adopto par notro Legislature, il doit paraitre clau t tout lo monde, que les localitos ayant a se cotisor a un montant ogal a la somme votee par la Legislature, (et cc avantdo toucher ccttc allocation) le fond ira tou- jours croissant. ?l. Ces lettres n'etant pas destinees a scrvir d'index a toutes les matit^res de detail inseparables d'un systemc general d'education elementaire et pratique, le public s'apercevra do suite, quo ce sont des suggestions que jc fais, et quo j'ai esquisse un plan ou systemo, ct voila tout. Cos suggestions aussi bien que cel- los qu'il me reste encore a fairo, pourront aider peuL-etro ii miirir un plan, lais- sant cusuite a la Legislature, jirendre tcUes mesurcs que dans sa sagesse, ellc jugcra les i)las convenables. 92. II est a esperer que lo goiivcrncmcnt mottra sansdelai, a la disposition do la Legislature, tous les moyens dont il pourra dis[)Oser, de maniere (pie (16s le principe, il y ait un fond qui puisse rendre ccrtainc, prompte ct nvuntageusc, I'o- pe rat ion du systeine. 93. Le gouvornyment absolu et militaire de la Prusso, deploie dans cc mo- ment, le plus gr .ud ze?c et I'activite la mieux soutenue, pour repaiidre parmi lo pouple, les connaissances elemontaires et utiles ; dans les Etals-Uiiis, les Mai- soiii do Refuge pour les jcuncs delinquens, rcnfermcnt, pour instruction de la jouncsse do I'un ct de I'autro soxe, un systeme regulier d'education, (jui foiic- tionne admirableinont bleu. Sera-t'il done dit que nutre gouvcriiomoiit est (cllo- ment ennemi do I'instructioii du [teuple, et d'un egoisinetellement froid, cpi'il do- inouro en fait do clvilioation, en diit^a dc la inarcho d'un gouvcrnemimt despoti- t|ue, ot do la discipline d'uno Maivuu de Refuge pour les jeuiios delinquens? 94. II faut csp6rer (pie la Legislature unie, des sa i>ieiniere session, donnera a IS If ill n fill 1 ; I -, • 1 ■ 1*' ■ h" 'ii; {■>■ M'M ■'^^ in. ' 54 Ja cause (le I'tducatiom, son atteation la plus sC'ricnse, fet qti'^llo prouvcra a la so- ci6t6 en g6n6ral, quo nous jne devons. pas 6tre prives d^avantagc, d'un sys- teme d'education au moyen duquel, toutos les classes do la soci6te, quclques soient leur oiiginc, leur religion ou lour politique, puissent rocovoir une educa- tion scmblable ct uniforinc, Ics distinctions nationalcs disparaissent, la paix, riiarmonie,' la confiance et le bonhcur renaissent, ct la piaspere du pays soit as- sur£'e. LETTRE XXIII. 95. J'on viens mainlcnnnt aux MOVEN8 DE METTRE EVFICACEMENT A EXBCUTlOJf, l.E PRESENT SYSTEMC d'education, cobiprenant l'oucanisation DES ECOLES rniMAlRES. 96. L'on ne saxiraittrop souvcnt rappelor au Gouvernement et a la Legislature, que le succes du systeme, (quclcpi'il soit,) dependra principaloment do ceux dont on fera choix pour le mettre a execution. Vrais patriotes, desinteresses, clairvoyans, pratiques ct doues d'unc grande energic temperee neanmoins par la prudence, tels doivent dire Ics hommesque l'on placera a la t6te du systeme. 97. D'ailleurs, comme on Pa deja observe, ces hommes quelquc intclligens et honnetes qu'ils soient, ne devront jamais s'attcndre a voir leurs efforts couroii- nes de succes, s'ils ne sont pas connus favorablcmcHt du -pays, ct distingues sous le rapport d'un affrancliissement absolu de prejuges uationaux. 98. J'irai plus loin : l'on pout etre degage de pn'juges nationaux, et malgre ccla, no pas avoir co courage moral qui seul met un homme vrairaent philantropo, en etat de rcaliser scs vues, sans se laisscr effrayer par les clamours de parti, ou par une opposition avcugle et obslJnec qui a sa cause ct son aliinent dans I'igno- rance qu'ii a pour but de dissiper. 99. II n'est pas difficile d'apercevoir la verite, et de saisir rapplicatiou des observations qui precedent ; il ost done du devoir de la Legislature ct de I'exe- cutif, de legislator et de faire un cbuix judicieux d'lionimcs le.ri,devraient fitreexclusivement sous son contr61e. Par lui, devraient 6treduterminees sans appel, loutes questions ouditlicultes qui naUraient de I'interpretationou de ['operation de la loi des ecoles.IldevraitCtre te- nude mettre annucllement, devant la Legislature, un Rapport coinplct de I'etikt de I'education dans la Province, ctde tout ce qui y a rapport. Ilreccvraitetclasserait lesRapports que lui feraient leslnspecteurs,ainsi que ceux desTresorier deDisricts, et les mettrait devant la Legislature, accompagnes de tels commeiitaires, observa- tions et suggestions qu'il jugerait convenable ; on devrait .lonner a son Rapport au- tant de publicity et de circulation que possible. De m6me que les Inspecteurs, il devrait 6tre nomme par le Gouverneur, durant bonne conduite, et serait tenu de resider au Si^ge du Gouvernement. — 11 serait tenu, sous peine de perdre sa place, de s^abstenir de se m^ler de politique, et il serait aussi tenu de decoura- ger toutes distinctions nationales et principes de sectes, aussi bien que toutes dis- cussions ou preventions de la sorte, qui se manifestoraient ouvertement. Comme il s'agirait d'empScher que le peuple ou le Gouvcrnement ne se mSl&ssent de ce qui le regarderait uniquement, et qu'il serait important qu'il filt a I'abri de I'in- fluence de I'un etde I'autre, il devrait y avoir un Tribunal on on I'accuserait, et par lequel il serait convaincu ou acquitte. Je ne serais pas d'avis que la Cour d'Appel, dans le cas m6me ou I'on aurait I'independance des Juges, fiH appelee a s'enqu§rir de telles accusations. On serait peut-etre porte, au premier abord, a supposer que ce Tribunal offrirak au public, des garantiessuffisantes de I'inte- grit6, de I'impartialite et de la competence de ses enqu6tes et de ses jugemens ; mais outre I'inconvenance d'associer de telles enquetes aux devoirs qui doivent 6tre les. seuls attaches a la charge judiciaire, il est evident que le Surintendant ou les Inspecteurs pourraient s'engager, ou 6tre entraines pai- d'autres, dans des dif- ficultes qui necessiteraient I'intervention judiciaire dont on aurait besoin, ot qu'on requiererait dans les Tribunaux inferieurs, des jugemens desquels on in- terjeterait ensuite des appels, afin de les faire reviser. Alors les Juges d'Appel ayant apres mAre deliberation, deja forme, exprime et enregistre leurs opinions, quelle justice pourrait esperer d'obtenir la partie lezee ? II faut done Jeter la vue ailleurs, si I'on vcut avoir un tribunal qui soit compose de telle sorte, que ses decisions soient non seulemeut impartiales, mais meme au-dessus de^ I'ombro du soupQon de partialite. LETTRE XXVIII. 117. Le Surintendant des ecoles elementaires devra 6tre nomme par le Gou- verneur, durant bonne conduite ; on devra le rendre inde pendant, et le mettre a I'abri de toute influenci; indue que pourrait tenter d'exercer sur lui, le Gouver- M 'I 'U: V;. 1 ''.ii ^. IMAGE EVALUATION TEST TARGET (MT-3) // 1.0 1.1 bi|2j8 |25 m U^ M2.2 £f 1^ 12.0 IJA 1 '-'^ II ' ^ ii4 < 6" ► Hiotographic Sciences CorporatiGn 23 WIST MAIN STRliT WEBSTH.N.Y. MSBO (716)«72-4503 o .»* ^>t^ 4^ ^ I ;. I Hi 30 nemcnt, ou le peuple; sans ccin, onnepourra pns s^atlcndrc qu'il marche d^m pas ferme et aissure, et qu'il s'acquitte de ses devoirs tout iraportans, avec impar- tial ite envcrs toutes les classes varieos et inuUipliees dc la societu. 118. Si done, il 6tait, avec raison, ou par esprit de malice ct dc persfecution, accusfe par le peuple ou par le Gouvernemeiit, la societe aurait droit, et cc ne serait qu'un acte de justice envers Ics parens, les enfans, le public, et de I'hon- neur de tous les departemens de I'education, que le chef de tout le systfime, ne flit tra.luit que devant un tribunal non sculement parfuitcinent impartial, mais mSme au-dessus da I'ombre du soupQon de partialite. 119. Le Gouvernement ayant le droit de nommcr, ne devrait ni 6tre jugc, \\i chaisir les juges ou aucun d'eux, lorsqu'il s'agirait d'une enquete et d'un juge- ment sur les accusations portees centre son propre officior. Neanraoins, Torga- nisation que je vais suggerer pour la composition d'uu tribunal d* Impeachment est telle que bien strictement parlant, le Gouverneur nc devra avoir aucunc in- fluence sur les decisions dc ce tribunal, il ne scia pas cntiercment sans voix, ou sans y etre represente. 120. La Couronne nomme tous les Mcnibres du'Conseil Legistatif ; elle nom- me aussi TOrateur de cette branche de la Legislature ; elle a done, si je puis m*exprimer ainsi, une s6mi-influence sur ce corps, ou pent I'exerccr sur quolques uns de ses membres ; il s'ensuit par consequent, que si ce tribunal d'' Impeach' ment^ est compose en partie de Membres du Conseil Legislatif, et en partie de Membres de la Chambre d'Assemblee, la Chambro Haute devrait en nommep un plus petit nombre, que la Chambre d'Assembl6c, aulrement il sera impossible » . 32 LETTRE XXX. 129. Afin (Ic comprendre clairement le principc, la partie et pratique dc Porganisation du syst^me, jetons un coup d^oeil rapide sur ce qui est renfermS dans les quatre lettres pr6c6dcntes. 130. La Province (f) doit ^tre divisee en arrondissemens d'6coIes de 300 chefs de famille ou habitans tenant feu et lieu ; le territoire doit aussi 6tre pris en consideration, afin de tentraliser les chefs lieux, de mani^re 4 rcndre le tout plus commode et avantageux pour les parens et les enfans. Ces divisions doivent 6tre faites par une commission dont la jurisdiction et les pouvoirs cesseront, du moment qu'elle aura complete et fait son Rapport. Sur la representation des Gardiens des 6coles aux Inspecteurs, et par ces fonc- tionnaires au Surintendant, de nouvclles divisions seront faites, la population surnumerairo devant dans Vinterim, faire partie des arrondissemens d'ecoles voisins. Dans chaque arrondissement d^ecoIes, Ton 6Iira trois Cotiseurs. Dans chaque arrondissement d'ecoles, Ton elira un Collccteur qui sera tenu de donner bonne et suffisante caution &c. Les argens perQus par les Collecteurs en vertu des cotisations que feront les Cotiseurs, seront versus entre les mains du Tr6sorier du District, qui sera nom- me par le Gouverneur, d'apr^s les dispositions de telles lois qui existent ou se- ront passees, pour l'6tablisscmcnt de Conseils de Districts, ce Tresorier devant donner bonne et suffisante caution ete. II y aura dans chaque arrondissement des Gardiens des ecolcs, qui seront re- v^tus des droits et des pouvoirs qu'auraient des Commissaires, des Syndics et des Visiteurs d'ecoles ; ce seront les ministres de la religion residens dans chaque ar- rondissement, deux chefs de faioille ou habitans tenant feu et lieu y resident, nomm^s par I'Inspecteur, et deux par le Conseil du District, annuellement. La Province doit 6tre divis§e en cinq divisions d'inspection, chaque Inspec teur devant Stre nomme par le Gouverneur, durant bonne conduite. A la t6te de tout le syst^me, sera place un Surintendant appele Surinten- dant des ecoles el6mentaires, qui sera aussi nomra6 par le Gouverneur, durant bonne conduite, Le Surintendant et les Inspecteurs seront tenus, sous peine de renvoi, de s'ab- stenir de se nieler de politique ; ils seront de m§me, tenus de decourager toutea distinctions nationalcs et principcs de sectcs, ainsi quo toutc discussions et no- tions de ce genre, qui se manifesteraient ouvertement. (t) Lc inut ''Province" wt employe' pour designer la ci-duvont Provi :c du Bai Canada. 33 ratique- dc renfermS en de SOO i 6tre pris idre le tout sdiction et apport. ir ces fonc- population IS d'ecoles i sera tenu ! feront les li sera nom- stent ou se- •rier devant li seront re- ndics et des i chaque ar- y resident, [ement. ^ue Inspec & Surinten- eur, durant rai, de s'ab- 'ager toutea sions et no- anada. Pour cmpficher que Ic Gouvememcnt ou lo pcuplc ne se miilcnt mal A propos, des devoirs du Surintcndant et dcs Inspecteurs,et n^influentsur euK indirectemcnt, ces fonctionnaires ne pourront 6tre duplac^s, qu'aprfes avoir 6t6 traduits et con- vaincus devant un tribunal qui consistera de sspt meinbres, deux notntnes par lo Conseil Legislatif, trois par la Chambre d'Assemblee, et les Orateurs de I'une et de Pautre branche de la Legislature, qui seront ex officio membrcs de ce tri- bunal. II faudra, pour les trois grandes villcs, quelques modifications 16g^res et peu importantes, comme il a ete observ6 au No. 119. 131. Dans ma prochaine lettre, je ferai voir, que de I'organisation prec6dentc, il resultera une combinaison telle, qu'elle assurera un equilibre parfait. LETTRE XXXL 132. Dans ma I5me lettre, je crois avoir fait voir satisfactoiremcnt, qu'on ne doit laisser ni au Clerge, ni au Gouvernement, ni au pcuplc, la direction et la rcsponsabilite exclusives du syst^me des ^coles, mais quMs doivent tous 6tre appeles a les partager. 133. L'organisation que j'ai suggeree, est combinee dc telle sorte, que Ton at- teindra ce but. Le peuple seul eli a les Cotiseurs et les Collecteurs, et au moyen des nomina- tions que feront les Conseils de District, il s'assurera dans chaque arrondissemcnt, deux Gardiens des eroles, dont les droits, les devoirs et les pouvoirs sont tres eten- duset tr^s importans. Les Tresoriers et le Surintcndant sont nommes par IcGou- vcrneur, mais ils sont responsablcs u la Legislature, puisque le Gouverneur et le Surintcndant auquels les Tresoriers serout tcnus de faire rapport de toute la d^pcnse des ecoles, devront soumcttre ces Rapports a la Legislature. Le Clerg6 aura une part bien importante dans la rcsponsabilite et la direction du systeme d'edwcation, puisque de droit et par privilege, tous les ministres de la religion, resident dans chaque arrondissemcnt, et un certain nombre dans les grandes villes, seront ex officio^ Gardiens dcs 6coles, dont les devoirs et les droits embrasseront tous ceux que poss^dent ordinairement, les Commissaircs, les Syndics et les Visiteurs d'ecoles. ' > Le Gouvernement nommcra les Tresoriers dc District, les Inspecteurs et les Surintcndant. lei m6me, le public a une garant'c que ces olTiciers s'acquitteront dcleurs de- voirs, iivec impartialite. Les comptcs dcs Tresoriers, devront 6tre mis devant la Legislature. Lc Surtnlciiduut et les Inspecteurs sont nommes durant bonne f i-i.. '1;:; ■ 'Ml n ; ■ I. i »■ I ■ ' \ ,1 ii-" U f 1 u f ' if;' I i ■''' I pi 3+ roiuluito, ct no pcuvent ^tre ileplacC's quo par Ic jugcmcat d'un tribunal ilont la comjjosilion est telle, qu'ellc en einigne jusqu'a I'ombro du soupQon. II est (lone 6vi(lent quo les di verses parties do cette organisation, scront en toute probabilite, un contrepoids les unes aux autres. ISI. Pour avoir forme un scmblable plan, je no pretends pas a uho originalite exclusive. J'ai consulto dilferens syst^mes, j*ai retranche, ajoute et combine, et j'ose me flatter qu'en y refl6chissant, I'on s'apercevra quo celui que je soi:- mcts, convient aux circonstances, ct re pond aux besoins du pays, ct garantie ^ toutes les classes sans distinction, leurs droits et leurs privileges. LETTRE XXXII. 135. Dans lo principe, Ic fonctionnement de la loi des ecolcs, ne sera peut- 6tre pas enti^rement degage de difficultes. Si jwurtant I'on jugeait 'k propos de nommer une commission, ce no devrait 6tre que pour diviser la Province, on arrondissemens d'ecoles. Le contrepoids que produiront les diverses partiis du I'organisation des ecoles, qui ont ete enumerees, contribuera puissamment, en toute probabilite, a faire fonctionner le syst^me, en le rendant populaire. Des Commissaires nommes par la Couronnc, n'offriraient aucunes des garanties auxquellcsle Clerge et lo peuple ont droit, et que donneraient le Surintendant et les Inspecteurs qui dirigeraient, et seraient appuyes par la co-operation simul- tan6e et energiquo des autres departemens. 136. Aussit6t done que les divisions des arrondissemens auront ete faites, quo le Surintendant et les Inspecteurs solent nnmmes, et que toutes les elections et autres nominations aient lieu. Jo suppose que les municipalites et la loi qui regie Selection et la nomination des Officiers de Paroisses, seront alors en ope- ration. Dans le principe, il y aura moins A, fairo que lorsque le tout marchera reguli^rement, mais ce n'est pas la uno raison de ne pas adopter de suite, le meilleur mode d'eflfectuer ce qu'll faut faire. 137. II est assurement heurcux sous un rapport, qu'il n'y ait actuellement, aucun systeme en operation. Point de reclamations anteriears, point de droits acquis, nuls plans a exetiuter, ot nuls inter^ts contraires pour arr^ter la march e d'aucuno organisation qu'il serait necessaire do grcffer sur celle qui scrait alors en existence. . 138. Qu'il me soit permis d'observer, qu'il sera do notre devoir a tous, de co-operer autant que nous le pourrons, au fonctionnement du systeme d'educa- tiun qui sera sanctionne par la Legislature. II sera peut-6tre defectueux sous quclques rapports, mais si dans son ensemble, il est tel, qu'il jete les fondemens '«nce de Judicature est misc a efTet, il y aura quatre grands Districts ou divisions territoriales. Dans ce cas Ik^ jc pensc qu'il devrait y avoir une ecole normale pour chaque District, et quelle devrait ^Ire placee au chef-lieu de chacun de ces Districts. Soit que Ton continue le systeme judici- aire actuel, ou que I'on en adopte et mette a execution un autre,, il devrait y a- voir, ^ mon avis, une 6cole normale pour cliacunc des grandes divisions du pays, etelle devrait 6tre placee au chef-Iicude chacune de ces grandes divisions. II u'est pas necessaire de s'occuper actuellement du genre d'^tudes que I'on suivra dans les ^coles normales, il est tout probable quo je le fcrai par la suite ; qu'il me suflTise pour le present, de rappeler au lecteur, que le cours d'etudes que I'ou suivra, sera sous le contr61e cxclusifdu Surintendant. 14S% J'approuve beaucoup la suggestion qui a deja ete faite, d'attncher a cha- que ecole normale, une fcrme ou Ton pourra cnseigner la theorie ot la pratique de I'agriculture. 149. L'on ne devrait, sous aucun rapport, n^gliger Peducation dcs femmes ; elle est digne dcla consideration la plus serieuse de la Le^lature, ainsi quede celle des membres de la societe, dont les efforts individuels pcuvent contribuer a son avancement. Les femmes exercent ou devraient exercer une influence considerable sur la soci6te ; c^est a elles qu*est dA pnncipalement le succ^sou la d6faut de succ^s de la premiere Education des enfans, le progr^s aussi bien que la perfection de cette education, dependant essentiellemeut et resultant des premieres impressions qu'ils reQoivent. 150. Je ne m'etendrai pas» pour le present, sur ce sujet de premiere impor- tance ; un coup d'coil rapide sufHra pour faire apercevoir la necessity de faire participer I'autre sexc, a tous les avantages des ecoles normales et modules, aussi bien quo des ecoles 616mentaires loujc d'eco tuer tjons, clair licrs lo{ ohar de dc Bomu, et devenir insljtuteur ou institutricc dans I'ecole modolo, pourvrt (ju'il ou qu'elie futcboi- ' ■;■ 4] '' m ,i: hi \i .18 i\o par Msp«ctcur d\l District, aur un certain nombrd conslsfianf d'urt garcjort ct d'une fille do chaqub 6co1e d'arrortdissemcnt, recommandif^S parlcsGardiensdY- coles de cliaque arrondisscment dans le Cotnte,ou par la niajoritu d'entro cux,. comme capable, de tionne conduitc'ct de principes rcligicux. 158. Les 6co!iPS modules, pour tout co qui a rapport u rcxamen, la visito dt te renvoi des m&ttres et mattresses, dovraient ^trc soiis Ic contr61e immediat 4'un certain* nombre de Gardicns dc« t'coles, ct do I'lhspccteur du District, do k mani^re suivante.- ' 169. Commc il esf impossible de soumettre unc 6cole modelc aU contr61c imtn^diat, pfompt ct cflUcacc de tous les Gardibtn des ecoles dniis Ic Comtt', Ic» Gardiens dbs 6co)es dhns cliaqUe arrotidisscmciit, pourraicnt fuirO choix do Vmr d'entre euXy et de ceu:ik qui seraient ainsi choisis,l'on pourrait former uti bureau pour les finssus-Hnentionnees. Toute malversation dont so rendrtiicnt coupablcs les mattres ou mattresses, ou toute plainte qui serait faitc contrc cux, scraitdo Suite examiitees,^ et rapport en serait fait aussit6t tl I'Inspecteur quicongedierait le matt^e on'la mattrcsse, et en nommcfftit' un autre du nombre de eeuxqui au- raient 6t6 recommand^s suivant qu'il estpourvfl au No. 157. 160. Quelque disposition legislative que I'onobtienne JLcette 6gard,,elle dc^ trait dtre bien precise et eitacte. LETtUfi XXXV. 11^1. Ilade]^< 6t6 sugger6, ires Apropos suivant itioi, que les mailrcs deS' tcoles 61ementaires, devraient 6tr6 tenus, durant les vacances, de frequenter l'6colfe module de leuf Comte, pour se perfectlonner, et se mettre en etat de remplir leurs devoirs. 162. Outre cet avahtage, il en r6sulterait un autre, je VeuTi dire runiibnnitC' dans Penscigneftient, on au moins dans ses parties principales. 163. II est evident qne les malti^es et les mattresses des ecoles elementaires apprendraient en iin inoindreespace de terns, aux 6co}es modeles, que nc le fe- I'aient des garQons et dfes filles qu'oil y enven-ait, pour qu'bn leur apprlt I'arf d'enseigner ; et s'ils mett'aient tant sbit peu a profit, le tems qu'ils passeraicnf aux ecoles mod6les,eux-m6taes et leS 6coliers eft retireraient de grinds avanta- ges. 164. J'ai, (au No. 155,) suggere que tous les dris, le garcjori dt' la fille les plus aVances dans chaque ecole d'arrortdiasemertt, eOssent de droit, le privilege d'fetrie admis a F^cole module du comte. II est Clair qu'il ne faui pas s'arreter la. Ces garyant pur principc do bonder I'op^ration du present syst^mo, k I'Edu* . (Cation El^montairu ct Pratique, jo ue dois pas m'ecarter do ma route, et m*arr6 I'il ne faut semble les icunement voio (te la ucuse soit tie toute 5 toute ex- ation reli- te societe, jr a la jeu- ;erer, et je e .faire de I'on pour- introduire IS de chre- ii'ils ne s'y nuisible ^ Nous au- Brait d'une I'une 6du- >, et servi- bonne vo- latechisrne je suisen- remarqu6 icoup plus 47 tl'avautage pa^ les Pasteurs a la Idle des congregations ou religions auxqucllos les enfans ap^rliendraicnt ; attendil qu^il est do leur devoir de s'occuper du ces choses la, et assurement qu'ijs sont plus en etat de s'acquitter de ce devoir tout important, que ne le peuvent 6tre des maitres d'ecoles. 201. Qu'il me soit permis de rappelcr au lecteur, le No. 50, Lettrc XIV ; j'y ai suggera un moyen de parer a beaucoup de difftcultes,dans le cas ou il se- rait decide que le catechisme sera enseigne dans les ecoies. 202. C'est aux Pasteurs et aux parens, qu\ippartient principaletnent, le soin de I'instruction spirituello et religieuse de la jeunesse, c'est a eux d'y voir, ils y sont imp§rieusement teiius. L'education domestique est la plus efficaco oomme elle est la plus importante; les enfans pretent une oreille attentive aux avis de parens cheris, et generalement ils les suivenl, sices derniersjoignent I'cxcmple aux preceptes. : • .. 203. Je termine ceci, en repetant ce que j'al dit au No. 42, en parlant <1g I'instruction religieuse de la jeunesse : I'on doit diriger cette importante partio do l'education, de maniore a faciliter, au lieu d'obstruer le progr^s de Tinslruction q<:e doit recevoir/oWc la population du pays. , LETTRE XLI. 204. Regardant comme certain que I'on s'appliquera a repandre P6ducation religieuse, avec tout le soin, toute la prudence et toute la Iiberalit6 necessaires pour en assurer le succes, j'en viens raaintenant aux cours d'etudes qu'aura a prescrire le Surintendant, pour les 6coles normales, modeles et ^lementaires. 205. Et d'abord pour les ecoies normales, le cours des etudes devrait embras- ser la lecture d'apr^s les principes les plus approuves, I'^criture, la grammaire franqaise et anglaise, avec des exercices £l 6crire et composer dans les deux lan- gues, Tarithmetique, le mesurage et la tenue des livres, la geograpliie, et prin- cipalement celle du Nouveau Monde, dans tons ses rapports pratiques, I'usage des globes, les elemens de I'astronomie et de la navigation, les elemens de la geo- metric pratique, I'art de d'6crire des cartes et des plans ; les elemens de la chi- mie appliquee aux arts et metiers ; les principes de I'agriculture, et de la culture desjardins, un cours abrege de mecanique, I'histoirenaturelle, I'histoire sacree, I'histoire ancienneet I'histoire moderne, la philosopbic morale, et la loi municipale du pays, en y ajoutant la couture, le tricottage, el toutes les branches utiles des ouvrages a I'aiguille, dans I'ecole normale pour les fiUes ; mais par-dessus tout, .''-I ■&■ 11' m des lecjons i1i6oriqucs lit pratiques sur les tneilleures mC'thcxIes de conduire lea classes, diriger I'instruction, inaiiiter.irl'or(lreet'lculisci|»line(lans unefccolo d'ur- rondisscment, en un mot, la ineillcure methode d'enseigner. 200. La suggestion que j'ai faite au No. 156, toucliantla convenance d'obli- gcr lesetudians des 6coles modules, de donuer caution pour le reinboursement de rallouance dont il y est question, dans le cas ou a Texpiration de leur' cours, ils n^einbrasseraient pas Petat d'Instituteurs, ne devrait pas ^tre mise en oubli, cllc me parait egalement applicable ici. 207. La duree du cours d'etudes pour les ecoles modules, pourrait, suivant inoi, dtre limitee a trois annees; il est pouttant vrai de dire, que Texperience sera lo meilleur guide la dessus. ... 208. 11 est Evident que I'on devrait ici, avoir 6gard a toutes les observations, suggcsitions et recoinmandationsquerenferment les Lettrcs XXXVUI etXXXlX, touchant le choix du site, la construction etc. des niaisons d'ecoles, et tout ce qui y a rapport. , • 209. Comme la difficulte de bien conduire une ecole, provient du manque de connaissances du mondc et des enfans, ainsi que du manque de connaissance et de savoir se conduire lui-m6me, chez le mattre, le defaut de syst^me dans la di- rection et les exercices de I'ecole, de maniere a tenir tous les enfans utilement employ§s, et d'autres causes, il sera du devoir du Professeur de s'occuper parti- culierement et diligemment de ces objets importans. 210. Dans les ecoles modeles, les etudes poarraient i&tre moins etendues, et bornees aux branches ordinaires d'une education francjaiseet anglaise, tellesque d'epeler, lire et ecrire, I'liistoire sacr§e, I'histoire ancienne et I'histoire moderne, lii geographic dans tous ses rapports pratiques, et surtout celle de l'Am§rique, I'arithmetique, le mesurage et la tenue des livres ; en ajoutant pour les filles, la couture, le tricottage et tousouvrages a I'aiguille qui peuvent 6tre d'aucune utili- te. Toutefois, je suis decidemment d'avis qu'aussitdt qu'il se pourra, le cours d'etudes dans les ecoles modeles, devra etre assimile autant que possible, a celui des ecoles normales. Mais ce qui dernandera une attention toute particu- liere de la part des Instituteurs dans les 6coles modeles, c'est la maniere de con- duire les classes, diriger I'instruction, et maintenir I'ordre et I'autorite dans les ecoles d'arrondissemen*. Ce que j'ai dit au Nos. 208 et 209, est egalement ap- plicable aux ecoles modelcji. . , 211. II est difficile quant a present, de determiner la duree du cours dans les ecoles modeles , il est probable que deux ann6es suffiraient. Au reste, lorsque le systeme sera mis en operation, I'on pourra bient6t, au moyen d'un peu d'exp6- rience, prescrire qu'elle devra 6tre la duree des etudes ; I'on pourra d'ailleurs, au besoin, puissr beaucoup de renseignemens dans les retours et Rajiports des Bureaux des Gar.lieus des 6col:8, pourvus au No. 159. 49 i«i> )nduire Ics 6cole (I'ur- ice d'obli- oursement eur' cours, 3 cnoubli, lit, suivant experience >servations, etXXXIX, et tout ce manque de laissance et dans ladi- utilement cuper parti- itendues, et e, tellcsque •e moderne, 'Am§rique, les filles, la ucune utili- ra, le cours possible, a ute particu- iere de con- it e dans les alement ap- >urs dans les ste, lorsque peu d'exp6- a d'ailleurs, Lajpports des 212. J'en viens maintenant aux ecoles 6lemcnlaircs. Le coursd'ctudes nV doit pas 6tre celui des ecules modeles, et encore moiiis celui des ecolcs nonna- les, principnlement lorsque le systeme no fera que commencer a oporer. Qu'on SD rappele nOanmoiiis, qu'il fautdonner a tout\e peuple, une education pratique, et lui coinmuniquer les connaissances qu'il pourra mettrc a profit pour lui-meme, ot dans I'interct de toute la societe. Je suis done d'avis qu'il suilirait d'ensei- gner a lire et ii ecrirc, la grainmaire, I'arithmetique, la geojraphie, I'histoire sacree, au moyen du livre d'extraits que j'ai recomraande de fairede I'Ancien et du Nouveau Testament, dont le maltre ou la mattresse lirait un passage tous les jours; ousi, comme moi, ou le jugeait utile, I'on pourrait yjoindre un court a- brege d'histoirc sacree compose expr^s pour les enfans, aussi bicn qu'une geo* graphie de la Bible. Quant a I'histoire en general, je pense que les enfans pourraient apprendre beaucoup, a I'aide d'un bon traite do geographic, tel que la geograpliic do Parley qui est admirablement propre a leur communiquer des connaissances historiques, geographiques et morales qui leur sont nccessaires, et a laquelle I'on |)ourrait faire quelques changemens, pour la mieux adapter a I'usage de nos ecoles. J'attache une grande importance a la geographic, si clle est bitn enseignee. Ceux qui voudront se procurer une meillcure education, pourront aller a I'ecole modele oil ils trouveront les moyens de so perfectionner. 213. II est impossible do determiner combien de tems Ton devra tenir les enfans aux ecoles elementaires ; leurs progres, ou leur defaut de succes, met- trout les parens et les Instiluteurs en etat de connaitre et suivre la raarche con- venable a cet egard. LETTRE XLII. 214. U est un auhc sujet qui est digne de la consideralion du public, c'esl la iluree de I'annee scolaire. Les enfans devront-ils, a I'exception de quelques semaines de vacances, frequenter les ecoles durant I'annee entiere, ou bien I'e- poque (le I'entree et de la cloture des ecolcs, dovra-t-elle 6tre, de suite, delermi- nee par la loi des ecoles ? r .; 215. Dans d'autres pays, du moins dans les sections rurales, la durec des cours, est quelquefois limitee a huit mois sur Tannee, suivant les circonstances. En Canada, il no doit pas en 6tre ainsi, suivant moi; si Ton pent se procurer des maitres competens, je pense qu'il sera raieux et plus avantageux au systeme et aux enfans, de tenir les ecoles ouvertes dans toutes les saisons, pourvii qu'- une vacance raisonnable soit accordee, I'uue en hiycr, (vacancc de No61) et I'aulre en ete (vacancc de lui-eto.) :';f U.,l \ ki i If . iM ■ \ 1 11 216. Cos vacances scront doublementavantngcuses; elles procurcroiit mix en- fans un rcposqui leur est indispensable, et elle donneront aux maitres d'ecoles (jlemcntaircs, I'occasion de frequenter les ecoles modtilcs du Comte, pour s'y perfectionner. Chaque vacance pourra 6tre de trois semaines. 217. n est evident que les vacances pour les 6coles modules, devront avoir lieu a dcs epoques difierentes de celles que Ton accordera aux enfansdes 6coles clementaircs. . 218. La loi des ecoles dcvrait 6tre precise sur ce point, je veux dire qu'il de- vrait y 6tre declare que les ecoles se tiendront toute I'annee, sauf et excepte quel- ques vacances, dont le Surintendant determinera I'epoque et la duree. 219. J'ai deja suggere la convenancc que les Gardiens des ecoles, les visi- tasscnt souvent, sans avis prealable, afin de pouyoir mieux jugerdesprogrfes ^es enfans ainsi i\ne de la competence des maltres. Qu'il me soit maintenant permis d'aiouter qu'il devrait y avoir dans chaque ecole, a la veille des vacances, un examen qui no filt pas precede de pr6paratifs mecaniques comme on en voit dans la plupart des institutions publiques ; les parens s'y rendraient, leur pre- sence encoura«'"erait les maitres et les 6coliers, et serait une source de satisfac- tion pour toutes les parties. 220. II devrait fitre tenu un Registre, afin de pcrp6tiier d'annee en ann^e, les noms des enfans de meilleure conduite et de plus grandc capacite, avec tcls commentaires sur leur conduite meritoire, qui scraient propres a les faire regar- der comme dignes d'imitation par leurs compagnons, ou ceux qui les suivront. La m^me regie pourrait avoir son application dans toutes les ecoles. J'anticipe les meilleurs resultats de ce precede, si on le suit. 221. A chaque examen public, le Registre devrait 6tre accessible au public, cequi serJiit un moyen de surveillance eflicace sur le maitre, pour qu'il s'acquit- tat strictement de scs devoirs ; et ce serait aussi un aiguillon des plus encoura- gcans pour les Aleves. 222. L'on pourrait donner des prix ou marques de distinction, aux enfans qui se seraient le mieux comportes, et auraient eu le plus grand succes dans leurs etudes, durant I'annee ; des livres seraient couteux, maisdesguirlandesde feuilles d'erables, fcraient aussi bicn, sans avoir I'inconvenient de causer des depenses iuutiles. 223. Ainsi, l'on devrait invariablement adopter, ct cnsuite mettre en pratique avec une fermete temperee par la prudence, tout cequipeut recompenser leme- ritc, et encourager les enfans ; et l'on devrait faire tout ce qui pourrait servir de contrepoids ou de correctif aux inclination, vicieuses ou a la mauvaise conduite. A cette fin, l'on pourrait tenir un autre Registre ou Journal, auquel l'on donnc- 51 rotitntix en- res d'ecules te, pour s'y Bvront avoir s des ecoles rait le nom do *'RAlo do Merito" ou "Jourrtal do Chsjso," dans Icqiicl on ferait tous les jours unc enireo do Passislnncc, dea 6tudcs ot do la conduitc do clinquo ecolier, ct dont on (Murrait lire un Rapport, toutes les scmaincs, en presence do toute I'ecole. irequ'il de- scepte quel- ;e. es, les visi- progres ^es nant pcrmis acances, un on en voit t, leur pre- : de sati^fac- '■ en ann^e, C', nvec tcis faire regar- ds suivronl. J'anticipe > au public, I'ils'acquit- Lis encoura- enfans qui dans leurs sdc feuilles )s depensts en pratique nser le me- it servir de s conduite. 'on donnc- LETTRE XLIII. 224. Le Surintendant n'omettra pas sans doute, et il sera de son devoir de le faire, do rediger un code de reglemens quo les Instituteursdevrontlire publique- ment dans I'ecole, immediatement apres le commencement des cours, lorsque le syst^rae sera d'abord mis en operation, et ensuite, au rotour des vacances, et a tcl terns qu'on jugera convenable, suivant les circonstances. 225. Cos reglemens devraient 6tre exposes a la vue des enfans, dans I't'cole, et mis a execution inflexiblement, mais non tyranniquement. 226. L'experience ppouve que les chiltimcns corporels d6gradent au lieu d'elever a leurs propres yeux, les infortunes enfans qui sont ainsi les victimes de la discipline de la harre ou de la ferrule. Si cettp mani^re d'envisager le sujet est correcte, et jo me persuade qu'il n'y aura la-dcosns qu'ime opinion, je ferai quelques suggestions qui me paraissent palpablement praticables, m'abstenant d'entrer dans aucune di&cussion a cet 6gard. 227. L'education etant a proprement parler, physique, morale, intellectuelle et sociale, un vaste champ s'ouvre devant le Surintendant, s'il fait un usage dis- cret et raisonnable de son autorite ; et si I'on suit judicieusement la marche qu'il prescrira, Tfinergie reunie et simultanee tant du chef de tous les departemens, que de tous qui co-opereront avec lui, suffira pour tenir les esprits des enfans dans un tel 6tat d'activite, qu'il ne faudra, pour empficher le mal, aucune puni- tion brutale ct degradante. 228. Dans la Maison de Refuge pour lesjeunesdelinquens, a Boston, les chA- timens corporels sont prohib6s, et pourtant, un assemblage d^enfans naguere in- dociles, abandonn6s et vicieux, est ramen6 et dirige facilement et efficacement dans le sentier de la conversion, de la vertu et de I'utilite ; ils deviennent bien instruits, et d'une carriere de debauche, ils passent 6 une vie d'ordre et de so- briet6 ; merveille qu'opere urie discipline d'un caract^re eleve et elevant, et dont les resultats demontrent I'excellencc. 229. Dira-t-on que les enfans d'une population vraiment morale, dont la plu- part sont envoyes a I'ecole avant d'etre souilles par le vice, seront tellement in- n r 1 1 \ i i '1 4 f I 1 '>' t I'M IS Mrcn(l fie ra- litaiis d'une quej'aiob- 'est perniis ins les plus des ent'ans ! delinquent s de la pre- e, et que la itprescrite.. glome ns, il a maitresso rait y avoir i le rendre,, ounesjures piqueraient ligations, et I superieur, erne. Une Jt de traiter )our former levoir aussi ere classe, 5 d'6tre ex- pulst' (Ic la prrmirip, pour prr^ndre plarn dims la sccond«\(t dVlror'nluil fiiialc' m(Mit nu niveau de l;i troisit'mc, aiirait luie iuilueuco morale oxtriMiicmcnt pui.s* snnte. • 237. II est l)icn entendu (Hi'on no dovralt avoir rorour,>qu'iVdcsmoyoiis d'in-* fiucnce morale, suit dans les punititnis, soit dans los recompences teiliss ((u't-ntn;- autres, la privation du tlroit t'tdu privilege fl'Olro jur«'i etc., inatierc d'luic haul*^ importance, dont Ics details dcvront (iiro ciUieremcnt rrgles pur Ic Surinten- dant, dans les rcgleinens (pi'il Cera. 238. Si apres urie eprcuvo suivic, raisoiuiahlc et judicieusc, sulFisanto pour convaincro le matlreou la maitrcssc, de leur mediancete e\tr»Mno, (pielcpies eui Tans etaicnt marques conune incorrigibles, il iaudruit, oomme de raisun, les ren- voycr a leurs parens. 239. Co ne sontlii que des suggestions, suscoptibles, sans ddutc, d'etre modi- flees pour le mieux ; elles pouvent d'ailleurs .suHire pour liiiro reflecbir nomltre do pcrsonnos, et fairo nattro le plan ^Vrwe constitution |)ourlescnran.s,qui puisse naieux assuier la discipline morale de I'intcrieur desecoles. LETTRE XLIV. 240. S'il importe du tout, de foire usage des influences morales pour micux oonduire les ecoles, il ne faut pas s'arr6ter en-de^a de ce do soin si la distribution intt'rieuro, le plni;o- jncnt ct la disposition n cnvisageo ct judicieusoment administrce, la constitution morale quo j'ai t'bauolii''o dans la Lcttre procedciitc, [lourrait, jc crois, ii Taide do l'i*nergio ct dii bon «cn,s praticpjo dii maitro ou do la niaitrcsso, suflirc pour assurer I'ordro ft la regularite dans I'ecolo, t'levcr an lieu dc rai)aisscr les enfans a lours pro- presyeux, ou tians Pestimcdc Icurs compagnons", cmpOcber qu'il nc naissectno H'attiso dcs ressentimcns violons ct tros dangeroux, et soustrairo nombro do jou- nes personnes au sort dc dcvcnir par la suite, nuisibles u la socicte. 24G. Jc me flatto qu'on no trouvcra pas niauvais quo j'aic ainsi exprime fran- cbornent mon opinion, sur one coutume qui existc, pcut-ctrc, dans beuucoupd'c- coles. Je n'ai cu aucune intention d'otrenser qui quo cc suit, jo nc mOts pas en question les motifs, jo no fais qu'indiqncr cc que jo rcgardc commc un procedo mal avise, ct une couduitc crronC'o chcz nombrc d'Instituteurs. |IH ; ^ .-h LETTRE XLV. 247. L'on pcut bien conccvoir un systemc uniformc d'education, etsa mise a, execution, est souvcnt une preuve certaine do sa bonto, c'est fort bien. Mais les Instituteurs ne doivcnt pas s'imoginer qu'il leur faudra agir dc la memc maniere a I'egard de tons les enfans, s'il veulent les assujotir a I'influence salutaire de cc syst^me uniformc d'instruction. 248. Les differens caracteres, les dispositions diverscs, I'enfant doux, I'indo- cilc, le capricieux, celui qui est entfite, un autre qui est studieux, le paresseux, ne doivent pas 6tre traites do la m6me maniero ; il est inutile au maitrc dc s'at- tendrc a reussir, s'il ne s'applique pas avec le plus grand soin, ii explorer les fa- cultes et les dispositions dcs enfans, et si du moment qu'il les connait, il n'adopto pas une methode propre acomrauniqucr I'instruction, suivant cbaque caractcie ou temperament. 249. La justesse de ce que j'ai dej4 observe relativcmcnt a la convenance qu'il y a que l > maitres se bornent a s'acquitter de leurs devoirs, est frappante. La marche que j'ai indiquee n'est pas sans diincultes, c'cst tout le contraire. II faudra tout le terns du maitre, et qu'il appele a son sccour toute son energie, s'il veut s'acquitter honnetcmcnt de scs devoirs, rendrc justice a ses clevcs, etobe- ir a sa conscience. ct ilcvrait 3, pour so rs, ft d'es- sons (IV'co- !, le plncp- ISSO (It''((>U- !s dV'colos. moniloqijo I'enorgio ircr I'onlro 1 Icurs i)ro- uiissc ct no ibro dc jcu- [irime fran- lucoup d'c- nfits pas en un procedu etsamiseit n. Maisles nc maniere alutaire de oux, I'jndo- t paresseux, litre de s'at- )lorer les fa- , il n'adopto e caracteic 55 250. II est done rviilcnt «iuo Pimporlancc do la cliargo du mailrc (|uc Ton di- ri;;era, ainsi quo do colic du Suiintendant et dos Inspccteurs qui diriyeront, est tulle, qu'cllc \- ccttc partic du snjot. 252. II sera du devoir du Surinfnidant dc donncr, ii Paiile do sos admonitions ct de scs avis imposans?, salutaires ct judicicjux, unc telle direction a la marclie du systcmo, qu'ollo arsuro uno adhesion convenahlo aux rcglemcns fondei* sur It's principcs ci-dcssus exposes ou tcis autros que I'on jugcraitmcilleurs, qu'il de* vra preparer, pour mieux assurer la discipline ct I'ordre dans les ecolcs. 253. En cela, nous avons unc nouvellc prcuvo de la vC'rit6 de ce que j'ai dit dcs qualifications qui dcvront so rcncontrcr chez le Surintendant et les Inspcc- teurs, dc rimportance de choisir avec discretion ccs fonctionnaires, ct de la res- ponsabilite qu'cncourra I'ExC'cutif, si ccs choix no sent pas convenahlcs. 254. Le lecteur sera pcut-tilre bicn aiso de donncr (piclques raomens d'atten- tion aux Lcttrcs XV, XXIII ct XXVII; les avis qu'clles renfermcnt, pourront, jo crois, faire evitcr des erreurs graves, ct produire dcs avantagcs consid6rubles, u, la cause de I'education. 255. II est un autre sujet sur Icquel jc no crois pas devoir m'etendre au long, persuade comme jo le suis, quo le Surintendant no negligcra aucunement, une matiere aussi importante, jo parlo dc reglcmens sur la politesse, les 6gards mu- (uels, le maintien convcnable, ct tout ce qui se rattacho aux rapports soeiaux et habituels entre les cnfans cux-memes, ainsi qu'cntre les cnfans ct lours Institu- tcurs. Quant aux devoirs des premiers envcrs leurs parens, c'est aux sein des llimillcs, ct du haut de la chairc, qu'on dcvra les Icur cnseigncr. 256. Que les parens so rappelent bien que sans leur co-ope ration, les efforts pe- niblcs ct perse verans desmaitres pour diriger les cnfans dans la bonne voie, scront souvcnt infructueux ; ct qu'ils auront a, repondre dans cctte vie et dans I'aulre, de la negligence ou du mauvais cxcmplc dont ils sc scront rcndus coupables a cet egard. , convenanco t frappante. jontrairo. II energie, s'il ves, ct obe- M I m I ^1 ■«6 LETTIIE XLVI. "L' E D U C A T I O N D E S F E M M E S. 257. L'on me pcrmettra rl'ajouter a ce que j'al deja (lit sur ce siijct, les excel- Jonlcs observations ii' une dans ncment a la rticuliere a serait trop surtout, un son encrgie J'ai franchcmcnt soumis au public, mcs vucs sur I'cducation. N'ayant qu'un but a atteindre, sans aucune ambition personnclle a satisfairo, jo mo suis invari- ablemcnt et sans roliiche, applique a proposer un systfime dont le fonctionncmcnt s'il est mis a execution, tournera a ravantage dc tous. Les distinctions nntionalcs et rcligieusos-, cellcsde sectcs, et toutes autres ega- Inmcnt absurdes ct nuisibles, ont ete attaquces, etjo me flatte d'avoir suggere des moyens propres a tempercr les prejuges, retablir la confiance, repandro Ics connaissances elementaires et pratiques, et assurer a toutes les classes, quel(|ucs soieiit Icur origine, leur croyance religicuse ou leur politique, une garantie pleine et enti^re, que nulle attointe ne sera portee a leurs droits ct a leurs privileges, Lu science etant le droit universel, le devoir universel, et dans I'interfit univcr- sclde I'hommo etdu Gouvernement, quel autre qu'un systeme d'education pro- pre a maintcnir ce droit, assuror I'accomplissement de ce devoir, et fonctionner dans I'interet dc I'homme et du Gouvernement, pourrait-on jamais, avec aucune chance de succes, tenter de mettre en mouvement, de ce c6te-ci de I'Atlantique ? Le Gouvernement, le Clerge et le Pcuple doivcnt, suivant moi, partager 6ga- lement la direction et la responsabilite du systeme ; j'ai donne mes raisons k I'appui de cette opinion. Ayant une profonde conviction que dans I'etat actuel dq la societe en Canada, tels doivent 6trc la base fondamentale etle principe vi- tal d'un plan d'education, je me suis efForce de maintcnir cette position, et dans cette vue, j'ai propose un syst6me qui me parait devoir nous mener a ce resultat important. Les ministres de la religion, les politiqucs et les ultras de toutes les ecolcs, n'auront aucun sujet raisonnable de so plaindre. Le dogme sera a I'abri de toute atteinte, I'education religicuse, morale et pratique se repandra ; les precopteurs de I'un et de I'autre sexe ne pourront sous peine de renvoi, se m61er de politique; jusqu'aux departemens superieurs du systeme, qui seront egalement afifranchis de toute souiliure politique; I'on s'cfforcera do faire disparaitre les distinctions nationales, et les maitrcs seront pu- nis de la perte de leurs situations, s'ils les cncouragent, ou ne les decouragent pas. Le Surintendant ct les Inspecteurs pourront etre accaadSy {impeached) s'il leur arrive jamais d'en agir autrement. Le Surintendant et les Inspecteurs doivcnt etre nommes durant bonne conduilo, ils pourront par consequent agir avec independancc ; sans avoir egard aux me- naces du Gouvernement et a la clamour populaire, ils ne reconnaitront d'autrc autorile, queja loi et leurs consciences. S'ils cnfreignant les lois, ils seront tra- duits devant un tribunal qui non seulcmcnt oflVira des garantiessullisantes dcson impartialite, mais qui sera memo au-dcssus du soup(^oii. 60 ", :,ris :|!-i II suflTira do parcourir attcntivement les letlrcsqui precedent, pour sc convain- cre que I'on pourra muintenir un cquilibre parfalt dans tous les departcmens, si Ton a c'gard aux Mtiggestions qu'elles renferment. Les moyens do, doniicr suite a cc qui a ete propose, sont palpablemcnt prati- cables. 11 faut un fond permanent pour I'education {a permanent school fund) et une taxe directe que Pon a prouvee devoir peser beaucoup plus leg^rement sur le peuple, que ne le feraient des contributions indirectes ; I'un et I'autre fe- ront naitre cat interfit pour I'instruction, qui manque, et qui est si essentiel au . progresde I'education, et feront que le fond ira toujours croissant.. La conduite et la direction interieures des ecoles,laderniere mais non la moins . importaiite partie da systeme, dont il a ete question^ est d'une execution biert peu dillicile, si I'on se conforme a ce que je regards comme necessaire a leur operation. I i'education religieuse, morale, phisiquc et sociale des enfans sera egalement assureie, sous la protection d^ lois dont la promulgation sora une ga- rantie complete, pour toutes l6s classes de la societe. Un trait bien frappant dang le syst^me, c'est la publicite dont seront marques les proc6des dans tous les departemens. La rigoureuse responsabilite a la Le- gislature, alaquelle seront astreintslesdepartemenssuperieurs,ajouterauu grand, poids a I'influence salutaire de cette publicite. La prosperite de notre patrio commune, I'elevation morale du peuple, le bon-r heur des generations futures, d6pendront essentiellement du degre d'instruction que I'on repandra. Qu'aucune consideration n'empeche qui que ce soit, d'e- pouser, appuyer et avancer la cause de Teducation ; nous nous le devons a nous m6mes, nous le devons a nos enfans et a la poster ite. Ne nous flattons jamais de pouvoir apprecier, etmaintenir intflctes, des institutions liberales, si Ton n'instruit pas le peuple. Les etablissemens temporaires et incertains, pour I'education de la jeunesse, ont produit de si grands maux dans cette province, qu'il ne pent gu6re y avoir diversite d'opinions sur la necessite d'adopter un systems fixe et permanent, un systems qui soit tel, que ni les tourmentes politiques, niles accidens, en puissent, entraver I'operation, et privcr la generation croissante, des bienfaits de I'educa- . tion L'on doit s'attendre que la Legislature, des sa premiere Session, s'oceupera serieusement de la cause do I'Education Eleraontaire et Pratique, ct que les trois branches de notre Parleracnt, donneront, par la,une preuve incontestable de leur patriotisme. , ' ir seconvain- partcmons, si emcnt prati- ichool fund) 1 leg^remcnt et I'autre fe- essenticl ait.., non la moins . ecution biert ssaire a leur s enfans sera sora une ga- ont marques lite a la Le- :eraun grand APPE.NDICE luple, le bon- d'instruction ce soit, d'e- evons a nou? ittons jamais ales, si Ton la jeunesse, ;u6re y avoir ermanent, un f, en puissent , s de I'educa- - , s'ocGuper* !, ct que les intestable de A P P E N D I C E Al'I'J-.RPir DE» DEPEXPK^ rilOIiABLES NECESSAIEES \V FOiVCTIONNEMEM' UU SYSTEM K. L'Apoyu qui siaV, quoiqiic incomplete pouna Mrc do (juel'jvc ulilite pour dulcrmincr Ic priiicipa qui devra rcglcr la depsnse.. lyan cote de cat Aperr/H^ se vail la proportion dcs argcns quHl faudra iircr da fond per- mancnt^ faxilrc indique quelle partic de la dt'p'cnse,il fuiulra rcaliscr^au moyen ds votes de la Legislature. Jl s'^ccoulera quelque tems avant que lefond permanent d'education soil as' sis sur line buse solide ; il devicndra done necessaire dc remplir le "t/t- ,/ici7," au 7noyen de dispositions legislatives. Vohjct que Von a en vuc, en ohligeant les localiUs de se taxcr au montant de ccrtaines allocations de la Legislature^ avant de lespoiivoir toucher ^ est defaire naitre dc Vinterct pour Vinstruction^ et d^augmenter le fond pour V Education. DU KOND I'EilM VN'ENT. Oil jusqu^a cr. que cc fond soil assis sur vne base solide, partic dc ce fond et partic au moyen dc voles dc la Li' gislalure. ANNUELLEMENT. MA1TRE9 DES ECOLE3 ELEMENTAI EE3. ♦ Cliaquc maitrc dans Ics dcolcs ^l^men- taircs, devrait avoir soil X40 (outre le logcnieiit ct Ic chauWage.) £lb ou jESO (sans Ic logemeiit ct chauffage) .£20 A £30 Ic maitrc no recevrait qu-.; £2 10 par niois,=l;8 par jour (outre le logC' inent et !c cliaufragc') A £10, il aurait £3 10 par mois,=2/4 par jour outre le logcmcnt ct le chauf- fage,) A £50, £4 3 4 par inois,=4p 1 13-15 par jour, ouirc logcmcnt ct chauffage. ACHATS DE LIVRES, ARDOISES, ETC POUR LES ECOLES ELEMENTAIRES. MAITRE3 DES ECOLES MODELES. Chaque maitrc dans une ccolc iiiodele (outre le logcmcnt et le chaufl'agc.) ■^^0>] £40 0. ou (Outre le logcmcnt, Ic chaud'age devant Stre a la cliargc du inaltre.) £80, £50 ACHATS nK LIVRES, ARDOISES ETC. roUR LES ECOLES MODELES. £. S. d. V ETRE PUELEVE PAR TAXES OU COTI- SATIONS. Aucune allocution nc pouvant etre tonchie par la localite, on Vorroadissement. avant qiiHl sesoit cotise ou, qu^il ail etc taxi, d un vwntant corrcspondant. ANNUELLEMENT. MAITRES DES ECOLES ELEJIENTAI- BXS. £25 30 . ACHATS DE LIVRES, ARDOISES, ETC. POUR LES ECOLES ELEIMENTAIRES. Montant corrcspondant d itrc prelevejiai la localite. MAITRES DES ECOLES MODELES. £30 30 ACHATS DE LIVRES, ARDOISES, ETC. POUR LES ECOLES MODELES. Montant corrcspondant d ctre prikucpar la localite. iit 6'. d. Le mot maitrc Uoit a'cntcndrc dcs mailrcs de I'un et d« Tautrc scxc. <>J I !■: ^ m ■i I TR0FES8EURS DES ECOLES NORMALES.f Ohaqun Profcsgcur X"30() — cinq. . . Potir chaqiie Ecole Nonnalc. Pour la "listo tics iniligcns," aux fins (Vaidcr d soutcnir ceiix Act' dcolicrs qui seront cnvoy^a li I'FiColc Normals, dont lea moyens p^cuniaircs'seronl ti Is qu'ils n^ccssitcnt ws sccours, clmquc Ecolc Normolc JC30<). Pour achats de livrcs, apparatus etc. pour chaque ecole normale, lern anii^c X'lOO. Chaquc ann^e cnsuivantc £S0. Loycr de chaquc maison d'^colc normnlc roUR BATIR DES MAIS0N8 D'ECOLES. Maisons d'ecolcs i'l(imcntnire,1ere !innivcmonl tl niCnio Ich al- locations dc la legislature, ou li mdnic li! fond pcnnancnl. II nc fiiudrn done aucuiic taxc, ni colisa- tion locale. .f £. s. ti. FOND D'ENCOtJRAOEMENT. A chaquc gnrgon et chaquc fdlc, dans 1'^- cole modelc, qui aura donn^ caution de suivre I'etat de mailrc ou maitrcsse (tel qu'cxpliqu6 Lcttre XXXIV, No. 15C,i;2 lN8Pi:CTEirBS. Chaquc Inspcctcur. A chacun d'eux pour frais de voyogcs. SURINTENDANT. Son salaire annuel.. . . , Loycr d''un bureau public. : Salaire d'un Secretaire. Papier etc. dans le Bureau, ct pour im- pression etc Un Messager DIFFERENS DEFARTEMENS. Papier etc. frais d'inq)re^siuns clc. TRESORIERS DE DISTRICTS KT DE CI- TES. AHouancRS additionnclles pour devoirs addilionels TRESORIER AtJX TROIS RIVIERES. Son salaire (voyez ci-contre ir3°)- BIBLIOTHEQUES d'aBRONDISSEMENS d'ecoles. Par la suite. , , . . arrondissemens indigens. tOUR BATIR DES aiAl?OVS d'ECOLES. Maisons d'iScnIcs (ilemcniaiiTx, lerc annec, ta.w locale pour 1-2 la la sommc rcqiii.<(;. 2 ct autrcs an., do au inonl. cor. cntier. Maisons dos 6coles modelcs, ler annee, taxc locale, pour 1-2 de la sotnine requi^^c. I 2 et auU'(^s an., do au mont. cor. cntier HF.PARATIONS DES MAI'ON'S d'ECOLKS. | Ccs d>'p(!iiscs a fctrc dt'fray^rs (•xc|iisi\(- I incnt li nioiiie Ic fond piTiiiaiiriii, on it { mcnie jes allocatioii.s de la L» Ljijialnrc. II nc faudra done aucuue luxe uu eo- tisation locale. FOND d'ENCOURACF.MF.NT. Se tircra du lond pi rmaiitnt. ou ilcs allo- cations dt! la Li'gislaturo. — II faudra par consequent, aucune taxc ni colisu- tion locale. INSPECTEUnS. .'iOO A Strc poy^s exclusivtmciit a incmc Ic lUO U fond permanent, ou sur allocations de la Legislature. Do du do ito do do II ne sera bosoiii d'aucune taxe ou coli- sation local',;. SLRINTKDANT. 1000 ; Lcs depenscs do cc liuparlcmrnt impor- tant a elrc defrayees o. mtinc le foiid permanent ou au moycn d'alloeations de la Legislature. II no faudra par consequcnf, laxerni co- tiscr les loealitis pour cet objet. DIFKF.RENS DEIWBTEMENS. Sur le fond pcriiiantiit etc. . Point do taxe, ni cotisatiou locale. TRFSORIERS DE DISTRICTS ET DK CITKS Ccs depenses a elre prises t-w h foml permanent, ou dffiayees a. nieiric dis ' allocations de la Lgislaliirc. Ce qui par conspquent nc m ecssileia aucune taxe ou eolisution locale. TRKSORIEB AVX TR0I-: RIVIERES. Le salair<; de Cit oineici-, dcvra iMrc pave enlierenicnt par la vdle d.s jliiviuics BIBLIOTHEQCES d'aRRONDIS SF MI'.NS. d'fcoi.es. Montant correspoiidant a elre prclevd par chaque loealitc. ARRONDISSEMENS INDIOKN's. Depcnsesdfrayerexclusivenicnt ji ineme le fond permanent, ou allocations de laL> gislature, t j^i por la niisi' in operation di; rOrdonnance de .Imiiraturi', le pays i.-t divise en -i ^ramies di\i. •ions, il ne dcvrait y avoir (|uc 4 ecoles nonnalc, et 1 lns|iccl .urs. £. s. e/.